初三英语阅读课说课稿_初三英语说课稿【三篇】

初三是整个初中阶段的重要一年，也是最关键的一年。®文档大全网准备了初三英语说课稿【三篇】，供大家参考。

How much are these pants

Hello! My name is Rao Shengliang. I’m from Dengfang Middle School. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. The topic of this unit is “How much are these pants?” students learn to ask about prices, talk about clothing, and thank someone. First , I will talk about my understanding of this unit. This Unit is talking about shopping. Many students are interested in shopping, but they knowlittle about shopping. This lesson is the first period of Unit 7, It’s very important. Teaching aims: 1. Knowledge aims: the vocabularies of the clothes, describe clothes, using how much to ask and talk about the prices of the clothes. 2. Ability aims: training the ability of talking about the clothes and the prices. To develop students’ ability of communication with other people in English. 3. Emotional aims: To encourage students to be brave to speak English. Training the competition and cooperation. Build up the correct opinion. 4. Strategy aims: pre-reading, listening, writing and speaking 5. Culture aims: The difference between dollars and RMB. Teaching important points: New language: How much are these socks? They are two dollars. How much is the blue T-shirt? It is ten dollars. Items of clothing, colors (black, white, green, red, blue ) numbers10-31. Second , I will talk about my teaching theories, methods and tools.While dealing with this lesson, I will do my best to carry out the following opinion: Make the Ss the real masters in class while the teacher himself acts as a director; Combine the language structures with the language functions; students will receive some moral education while they are learning the English language. Teaching methods: Double activities teaching method Free discussion method Pair work or individual work method(Learning by using, learning for using.) Task-Based Language teaching Teaching tools: 1. a projector 2. a tape recorder 3. the blackboard 4. some clothes Third , I will talk about my teaching steps. Now let me introduce my teaching procedure briefly. As we all know, “Well begun is half done.” A good beginning will not only warm the class up at once, but also give good preparation for presentation. As language is learnt gradually but not immediately, we will do some revision to strengthen students’ memory. As a memory activator, I’ll try to find out the link between the old and the new. We can lead students by things such as songs, games, competitions, simple pictures or other media. In this lesson, I’ll provide an English song. Step 1 Warming up Listen to an English song. Let the students do the action while they are listening.(I’m sure children will love this song and get interested in class.) Step 2 Presentation a. After listening to the song, Show different colors, things. Let students guess. What’s this? It’s a backpack. What color is it? It’s red.(After warming, the students are excited , at the same time, they have learned the names of fruits, and they also know colors, so we can show pictures ,and students can guess, everyone should be active.) b. T: I like fruits and I like shopping

, so I have many nice clothes. Using the CAI, teach T-shirt, sweater, skirt, bag, socks, shorts, pants and so on. We can also teach small/big, long / short. e.g. This is a red T-shirt. These are black pants.(And we use pictures to teach T-shirt, sweater, hat and so on, we can also teach small/big, long/short)

Step3Memory games

With the help of CAI , students will guess what’s this ? What color is it? Revise the items of the clothes.(in this step, in order to train the ability of students’memory)

Step4 Presentation

Show a new T-shirt, students see its label. Ask how much is the T-shirt?1 dollar=7.5 yuan

Talk about students’own prices of the clothes.(in this step, students may know the relation of the dollars and RMB)

Step5 Presentation

Using the language structure , students will take an active part in the game, and master the important sentences :

How much are these socks/shorts/pants/shoes?

They’re ten dollars.

Step6 Listen to the conversation, fill in the price tags.

This activity provides practice in listening for prices.

Tell the students that all the items in each group are the same price. They are going to listen to the six conversations and write down the prices on the price tags.

This step will train the ability of the students’ listening

Step7 Task :Make a survey

We divide the class into many groups .Each group write down their friends’information .Then report.

This activity can improve the ability of communication.

Name

clothes

color

price

Step8 Homework

In order to extend students’ability of using English, it’s necessary to give students good and proper homework.

1. copy new words

2.Make a list for own clothes, then write down in your exercises book. Introduce your clothes.

3.searching information

Give students some websites. Students will find some more information about clothes on the Internet. Then talk about in pairs.(Students can accord to their ability to choose the exercises as their homework, because the students are different.)

At last , let’s have a look at the blackboard design.

The following is the blackboard design of this lesson, we’ll have a look at it on the blackboard.

Unit 9 Section B 一.教材分析 1.教材的地位和作用 本说课是人教版《go for it》九年级Unit 9 When was it invented?的第三课时部分。本单元主要为被动语态的教学和练习，通过前两年知识的累积，学生已经掌握了足够的词汇;培养了良好的语感;对语句的结构有了较明确的认识和划分，为本单元的被动语态的学习提供了扎实的基础。被动语态的学习是初中阶段的教学重点和难点，教材选取了inventions的话题，帮助学生建立了被动结构的认知平台，将英语学习生活化，课堂教学情境化，丰富了学生的阅历，也为下面几个单元的教学做好了坚实的语法铺垫。 同时，通过对inventions发明的历史的探究，发明过程的学习以及利弊的探讨，激发学生的求知欲，是学生养成勤于思考，善于总结的好习惯。 2.教学目标 1)知识目标：在Section A的学习之中，学生已经能对被动语态有了初步的了解，能运用被动语态表述inventions的发明时间、功用等。于是，在Section B本节课的教学中，学生主要对食品的口味加以表述，学会crispy, sour, sweet, salty四个形容词，并就potato chips的起源问题加以探讨、学习，使学生掌握the history of potato chips，理解和良好运用被动语态。 2)技能目标：能谈论食物的口味，表达自己的喜好。向他人介绍薯片的起源及制作过程，并就改话题展开相应的对话。通过本节课的学习，使学生学会探究事物的起源，撰写相应的短文。 3)情感目标：一方面在学生通过食品口味的探讨过程中使学生认识到均衡饮食的重要性，改变喜好性的偏食习惯;另一方面，使学生懂得人类的科学发明创造了丰富的物质文明。培养学生的创造发明的能力和愿望。 3.教学重点：了解、认知薯片的起源，开展相应的对话。 4.教学难点：使用被动语态对食物的发明史进行问答。 二.学情分析 1)初三年级的孩子有良好的生活体验和语言基础，在食品口味的学习和归类总结中有较强的优势，不难达到预期的教学目标。另外，由于年龄的特点，她们有较强的求知欲，喜欢探究事物，具备思考和分析的能力，进而，教师很容易激发学生对薯片起源、历史的学习，有效地掌握本节课的教学重点和难点。 2)于此同时，由于对话相对较长，学生的注意力又比较容易分散，因而，在听力材料的处理上教师要做好调动工作，用明确的任务激励、引导学生完成本堂课的学习过程。 3)由于学生不善于建立良好的知识体系，不精于总结性学习，因此，教师更要注重学生学习方法的指导和学习技能的培养。 4)课堂上要注意即时性评价的技巧，以不断激发、调动学生参与课堂的主动性。 三. 教学思路和理念 1.教学思路 << Go for it! >> 新目标英语，实行的是新课程标准，采用的是任务型语言教学模式，融会话题，交际功能和语言结构为一体。因此，教学设计和教学过程中应充分发挥学生的主体地位，教师的主导作用，创造设计切实可行的真实的语言交际情景和任务，让学生体验、实践、使用目标语进行交际和解决问题——完成任务，体验成就感，增加兴趣。通过第一部分的竞猜活动一方面使学生掌握浅显的4个口味形容词，大大地调动学生的参与性，为下面听力部分的学生打好精神基础。在2a、2b的听力教学中，给学生设置明确的学习任务，由浅入深的完成各项教学任务。最后，以2c的对话练习为依托，帮助学生掌握探究事物起源的what, who, where, when, how, shape, 以及taste，教会学生学习的方法，也为下面3a的语篇教学做好铺垫。 2.设计理念 根据英语课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。通过多媒体设计各种图片帮助学生加深对语言的理解，充分调动学生的积极性，注重过程的评价，形成一定的综合语言的应用能力。拟采用了以下的教学方法： 1)Teach English in English: 即新课标倡导的“用英语教英语”，用英语教学，创造英语课堂良好的听的环境，让学生充分感知，积极体验，大胆实践，把握用英语交际的机会，鼓励学生大胆开口说英语。 2)突出重点，突破难点：通过竞猜活动，亲身体验、听力训练、鱼骨梳理、对话练习等多种形式强化知识的学习和被动语态的运用，反复操练重点句型，巩固所学知识，提高灵活运用能力。 3)任务型教学法：倡导体验参与，培养自主学习能力。在课堂教学中，通过学生自己或是合作式的学习来完成老师布置的每一个任务。在完成任务的同不断获得完成此任务所必须的知识、能力、技能等。 4) 游戏教学法：新课标倡导的“玩中学，学中玩”的理念很受学生欢迎。采用学生亲口品尝的方式学习食物口味的四个形容词，再通过猜食品盒子中的礼物的形式，归纳划分食物的口味。穿插奖品的获得大大调动学生的参与力。有效地激发了学生的学习兴趣，活跃了课堂气氛。 5)注重学生学习方法的指导：在通过2a和2b的学习后，教师以鱼骨的形式展示事物起源的what, who, when, where, how以及taste等六大方面，帮助学生掌握探究方法，提高写作的技巧。 6)借助多媒体辅助教学，形象、生动，使课堂容量相对增加，实现了课堂的即使反馈，给学生提供更多的语言实践机会，有利于综合语言运用能力的提高。 四 教学过程 Step 1 Warming up 1. Play a cartoon video about the invention process of the light bulb. 2. The teacher stops the video at the proper time and asks，what was invented after that? Students answer, and the teacher continues to ask when the light bulb was invented and what it is used for. Then show another picture, guide a student to ask (who, when, be used for), another student tries to answer. At last, show a picture of a refrigerator, ask and answer as above. Then make the students to guess what are in it. Step 2 Tastes 1. Open the refrigerator, and see 4 boxes, ask if they feel a kind of hungry, then take out four boxes the teacher has already prepared. Ask a student to taste a kind of food in the red box，ask the taste of the food, guide to learn the new words: sour. Stick the paper with sour on it onto the box. 2. Make the students guess what else are in the red box. Point out that the same box contains the same taste of food. And the students who guess the very food the box contains can get it as a present.

3. Learn the other 3 new words in the same way.

4. Sum up the foods, and then finish 1a (add the words: bitter, cold and hot if needed) and 1b.

Step 3 Potato chips

1. Show the students some potato chips the teacher has cooked, and ask two or three students to taste. Talk about it--- How do they taste? ( crispy, salty)

Why are they salty? (Sprinkle … on…)

What shape are they? (thinly-sliced)

Then guide the students to guess the cooking process of it.

2. Listen to 2a. Fill in the table below.

Who were the potato chips invented by?

When were the potato chips invented?

Where were the potato chips invented?

3. Listen again, and circle T or F. Check the answers.

4. Guide to understand some phrases in this part: by mistake, in the end, etc.

5. Listen again, and finish 2b.

Step 4 Pairwork

1. Ask the students questions:

What are the inventions?

Who were the potato chips invented by?

When were the potato chips invented?

Where were they invented?

How were they invented?

How do they taste?

Draw a fishbone when the teacher asks and the students answer.

2. Ask the students to work in pairs. Then ask 2 or 3 pairs to talk about. ( activity 2c)

3. Show the history of ice cream and the sandwich, ask the students to make up conversations by looking at the fishbone.

4. Guide to know that when you want to introduce the history of something, you have to answer all the questions above, especially when you are writing an article.

Step 5 Class Closing

1. Guide the students to know that inventions make our life more beautiful, the inventors’ wise make us live better. And we should do as the inventors did, never stop asking why and how.

Step 6 Homework

1. Surf the Internet to find out a history of an invention, make an invention card, and then ask and answer with your partner.

2. Try to write down an article about it.

9B Unit 4 Reading

一、说教材： 1、教材所处的地位及作用： 这单元是9B的最后一个单元。以Great people为话题展开学习，该话题很容易引起学生的讨论兴趣。在welcome to the unit 部分，学生已初步学习了一些有关伟人的知识。Reading 是一个单元的核心部分，它承载着众多的教学任务。我将reading部分分作二课时进行教学，第一课时为阅读课，第二课时为语言知识学习课和练习巩固课。根据教材的安排及新课标要求学生通过体验，实践，参与，合作，交流和探究等方式学习和使用英语，真正体现以学习者为中心的教学理念，我详细说说第一课时的教学。基于本课在教材中所处的地位及作用，特制定以下教学目标。 2、教学目标： 知识目标： 1、To grasp some important language points. 2、To understand English idoms. 能力目标： 1、To guess general meaning from keywords and context. 2、To skim text for overall meaning and scan for details. 情感目标：To learn spirit from great people. 3、教学重点与难点： To identify true or false statements based on the reading passage. To extract relevant information from the reading passage. 二、说教法： 本节课我主要采用以下几种教学方法： 1、根据课文特点和学生实际情况，以情景教学法进行教学。 通过形象生动的图片及相关资料，调动学生的学习兴趣, 激起学生情感上的共鸣，从而引导学生从整体上理解课文、从细节分析课文，促进学生的语言能力及其情感等方面整体发展。 2、采用小组学习法，扩大教学范围。 把学生分成四人小组，也可以自由组合，让他们在互动中启发思维。同时注意保证每个学生都有机会参与到学习中来，培养学生与伙伴合作的意识和策略。 3、运用操练法，拓宽学习渠道。 把大部分课堂时间留给学生，使学生在多信息、高密度、快节奏的灵活操练过程中拓宽学习渠道。 三、学法指导： 这一节是阅读课，九年级的学生已具有一定的英语阅读能力，听说能力在原有的基础上也得到了进一步的提高，但参与课堂的积极性有所下降。针对以上学情，所以我先指导学生进行快速阅读和深层阅读，帮助学生运用自主学习法来把握课文整体，培养学生的分析归纳独立思考的能力;鼓励学生小组活动，让每个人，尤其是那些薄弱同学，都能参与到课堂的学习中，能动手完成一些基础的学习任务和学习目标，重在激发学生学习英语的兴趣，通过讨论让他们主动去涉取知识。 四、教学过程： 一 Skim the text, answer questions: 1. Why is Neil Armstrong famous? 2. Are there any aliens on the moon? 3. What award did he get? 二 Para 1-3: Before he walked on the moon Name Neil Armstrong Date of birth on________________ Place of birth in_________________ Experiences at 6_____________________ at 15____________________________ at 16 _______________________________ in 1949 _____________________ when he moved to California ___________________ in 1962 ________________________ in 1966 ________________________ 三 Para3:Read and complete the passage: In 1962, he ____ _______ ____become an astronaut. In 1966, he and David R. Scott _________ ___ join two spacecraft together for the first time in space. But when the spacecraft began spinning ____ _____ ________, Mission Control thought it was _____ ____ ____ _____ _____ ______, so they _______ Armstrong ____ cut the flight short, and he succeeded. 四 Para4-5: Walking on the moon Read and answer some questions: 1. When did Armstrong land on the moon? 2. Who did he come to the moon with? 3. What are the famous words? 4. How long did they walk on the moon? 5. What did they collect for further research? 6. What did the whole world do when Apollo 11 returned? 五 Retell the two paragraphs with the help of the six questions above: 六 Para6-7:Reports about aliens on the moon Read and judge T or F: 1. It is said that Armstrong and Aldrin saw alien spacecraft. 2. The alien spacecraft is very small. 3. When Armstrong was on the moon, the aliens were very friendly. 七 Para8:Award for Armstrong 1.What is the Medal of Freedom for a US citizen? 2. What did Armstrong do for people around the world?

八 Read the passage together and fill in the blanks with right words: Neil Armstrong took his first f_______ at six and received his pilot’s ________(执照) at 16. In 1949, Neil j_______ the navy and worked as a p_______. He was s_________ to be an astronaut in 1962. Four years later, he m__________ to join two spacecraft together in space. On 20th July 1969, he _______(着陆) Apollo 11 on the moon with Aldrin __________(成功).Neil said ‘one small step for man, one giant leap for m________’. Armstrong got the highest a_____ that a US c________ can receive. He is the pride of the world.

九 Retell the text

Name: Neil Armstrong

Date of birth: 5th August 1930

Place of birth: Ohio, the USA

Major event: at 6: was interested in flying

at 16: got his student pilot’s licence

In 1949: joined the navy

In 1962: became an astronaut

In 1966: joined 2 spacecraft together for the first time in space.

On 20th July 1969: walked on the moon

Famous words: one small step for man, one giant leap for mankind.

Award: Medal of Freedom

What do you think of him: our pride — make us realize...

Homework: 1.Recite the text.

2.Finish some additional exercises.

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