第十七届初中英语教师教学基本功大赛 说课

初中英语说课稿范文5篇初中英语说课稿范文5篇说课活动分课前说课和课后说课两种形式，不论是课前说课还是课后说课上述内容必须阐述清楚。

那么关于初中英语说课稿怎么写呢？下面是小编给大家整理的初中英语说课稿，希望大家喜欢！初中英语说课稿篇1一、教材分析1、教材的地位及作用：今天我要说的是冀教版八年级下册第五单元：Go with Transportation 第37课：Flying Donuts。

本单元讲述了一些有关交通发展的历史事件和相关故事，在复习以前所学的有关交通的词汇和短语的基础上又扩展了一些生词、习语和日常用语。

第37课的课文通过介绍Danny想象中的一种新的交通工具，引导学生充分发挥想象力、创造力，设想未来的交通工具，并用英语表达出来，从而激发学生的创造力和表现欲，使他们从中得到学习的快乐。

2、教学目标：（知识目标、能力目标、德育目标）知识目标：（1）学习单词fuel，coal，oil…（2）学习、掌握短语和句型think of认为，想起；at the front of 在……的前面with用……能力目标：通过听、说、读、写的综合训练，促进学生将新学知识转化为言语的技能，尽可能地运用语言表达实际的意义。

德育目标：培养学生表达自我的能力，发挥想象力、创造力，张扬个性，展示自我。

确立教学目标的依据：根据英语教学大纲规定，通过听、说、读、写的训练，使学生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。

此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。

3、重点与难点：确立重点与难点的依据：根据教学大纲的要求，教材编排的特点及本课在教材中所处的地位和作用，并从学生的实际出发，确定本课的重点与难点：重点：本课词组和句型think of/about /out ;with的多种用法；What do the donuts do Wil l Danny’s invention really work难点：设想发明一些交通工具，并用英语表达出来。

第十七届全国初中英语教师教学基本功大赛课件全文共3篇示例，供读者参考篇1The 17th National English Teaching Competition: A Student's PerspectiveAs an eighth grader, I've had my fair share of English teachers over the years. Some were brilliant, making the language come alive through creative lessons and engaging activities. Others, well, let's just say they didn't exactly inspire a love of English in me. That's why when I heard my school was hosting the 17th National Junior High School English Teachers' Basic Teaching Skills Competition, I was intrigued. What secrets would the country's top English teaching minds have to share?The competition was held over three days, with teachers from across China converging on our humble school to showcase their skills. On day one, the focus was on teaching theory and pedagogy. I have to admit, I zoned out a bit during the panel discussions on Krashen's Input Hypothesis and a presentation on the benefits of task-based language teaching.Educational jargon isn't exactly riveting for a 14-year-old. However, I perked up during the demonstration lessons.Mr. Wang from Guangdong Province taught a class all about exploring different cultures through music and dance. Rather than lecturing at us, he had the whole class up and moving, teaching us traditional ethnic dances from around the world. We danced and sang songs in English, French, Spanish and more. For once, I didn't feel like I was being forcefed English - I was experiencing it through my whole body. The hour flew by in a blur of rhythms and laughter.The next teacher, Ms. Zhu from Sichuan, blew my mind with her innovative use of technology. She'd created an entire virtual world for us to explore, replacing the dusty old textbook with a 3D learning environment. We followed an English storyline, going on quests and solving problems, picking up vocabulary and grammar along the way. She even had us craft short scripts and film our own videos in English within this digital universe.I've never felt so immersed and engaged while learning English.Day two focused on different teaching methods and strategies. Mrs. Chen from Hebei had us in stitches with her use of drama, props and improvised skits to bring English conversations and texts to life. One minute we'd be watching heract out an argument between two neighbors with daft wigs and silly voices, the next we were up on stage improvising our own situations. I've never felt so comfortable speaking English - it just flowed naturally as part of the scenes we were creating.In the afternoon, Mr. Li from Shanghai blended English seamlessly with social and emotional learning. We learned about managing anxiety, developing growth mindsets, and interpersonal skills - all while practicing our English. He had us write and discuss poems expressing our feelings, then share and discuss them as a class. We roleplayed different scenarios, thinking about how to respond with empathy. For once, English felt deeply personal and relevant to our lived experiences as teenagers.On the final day, the teachers collaborated to showcase integrating different subjects across the curriculum. We learned about the water cycle and environmental science through an English nature documentary. We explored English literature by analyzing poetry and stories focused on social justice. We even coded video games with logic and storytelling in English. Each lesson opened my eyes to how English could unlock understanding across all areas of knowledge.As the competition came to a close, I felt profoundly impacted. These talented educators had shattered all my preconceptions of what an English class could be. They'd shown that teaching goes far beyond rote textbook drills to fill young minds with dry knowledge. No, these teachers were creators of whole experiences, worlds and ways of thinking - with English as the gateway to expressing ourselves, exploring new perspectives and accessing a universe of ideas.I left those three days reflection deeply on the qualities that define a truly remarkable English teacher. It's not just about grammatical knowledge or lecturing, but the ability to spark curiosity, nurture creativity and craft learning experiences that stick. A great teacher makes you forget you're "learning" at all because you're so engaged, inspired and absorbed in the process.More than specific techniques or technologies though, it was the mindset and passion of these teachers that resonated most powerfully. You could sense their commitment to us as whole individuals, not just vessels to be filled with linguistic facts. They cared about our emotional well-being, our personal growth, our perspectives and opinions. Their excitement for their craft was palpable and contagious.To those teachers, English wasn't just a subject, but a way of connecting across cultures, opening minds and bridging understanding. Their belief that this ancient language could empower us to be better communicators, thinkers and citizens showed through in every creative risk they took and every learner-centered pedagogy they embraced.I left reassured that the future of English education in China is in excellent hands. With such passionate, innovative teachers leading the way, we students don't just have a chance to memorize vocabulary and grammar rules. No, we have the opportunity to gain true English proficiency while developing crucial skills like problem-solving, empathy, creativity and global competence.The 17th National Junior High School English Teaching Competition was a wake-up call about how transformative the learning experience can be with the right guide. I can only hope that when I'm in high school and university, I'll be lucky enough to have teachers who live up to the incredible example set by these English teaching masters. If that's the case, who knows how far English could take me and my peers as we stride out into an interconnected world after graduation.篇2The 17th National Junior High School English Teachers' Basic Teaching Skills CompetitionAs an enthusiastic student of English, I was thrilled to attend the 17th National Junior High School English Teachers' Basic Teaching Skills Competition. This prestigious event showcased the remarkable talents and innovative approaches of English teachers from across the nation, and it left me inspired and motivated to further my language learning journey.The competition was held in the vibrant city of Beijing, a fitting location for such a monumental gathering of educators. The atmosphere was electric, with teachers and students alike buzzing with excitement and anticipation. The venue itself was a marvel, a state-of-the-art auditorium equipped with the latest technology to enhance the learning experience.The competition commenced with an opening ceremony that set the tone for the days ahead. Distinguished guests and esteemed educators graced the stage, delivering powerful speeches that underscored the importance of English language education in today's globalized world. Their words resonated deeply with me, reminding me of the countless doors that fluency in English can open.As the competition unfolded, I found myself captivated by the creativity and ingenuity of the participating teachers. Each lesson plan was a masterpiece, meticulously crafted to engage students, foster critical thinking, and cultivate a love for the English language. The teachers employed a diverse array of teaching methodologies, ranging from interactive games and role-playing activities to multimedia presentations and real-life simulations.One teacher, in particular, left an indelible mark on me. Her lesson plan revolved around the theme of environmental conservation, seamlessly integrating English language learning with a crucial global issue. Through thought-provoking discussions, interactive videos, and hands-on projects, she managed to not only enhance our linguistic skills but also instill in us a deep appreciation for the natural world and our responsibility to protect it.Another teacher's approach was centered on cultural exchange and understanding. By introducing us to the rich tapestry of different cultures and their unique expressions in English, she opened our eyes to the beauty and diversity of the world around us. Her lessons were a fascinating blend of language, history, and cultural immersion, leaving us with aprofound respect for the multifaceted nature of the English language.What struck me most, however, was the unwavering passion and dedication that each teacher exhibited. Their love for teaching was palpable, and their commitment to their students' success was truly inspiring. They went above and beyond, crafting innovative and engaging lesson plans that catered to different learning styles and fostered an inclusive and supportive learning environment.Throughout the competition, I found myself taking copious notes, eager to apply the valuable lessons and teaching strategies I had witnessed. The teachers' creativity and commitment to excellence served as a powerful reminder of the transformative power of education and the profound impact a dedicated teacher can have on a student's life.As the competition drew to a close, and the winners were announced amid thunderous applause, I couldn't help but feel a sense of pride and gratitude. These teachers were more than just educators; they were architects of knowledge, shaping young minds and equipping us with the tools to navigate an increasingly interconnected world.The 17th National Junior High School English Teachers' Basic Teaching Skills Competition was a truly enriching experience, one that left an indelible mark on my academic journey. It reminded me of the boundless possibilities that lie ahead when passion, dedication, and innovation converge in the classroom. As I left the auditorium, my heart was filled with renewed determination to continue my English language studies, inspired by the remarkable educators who had graced the stage and ignited the flame of learning within me.篇3The 17th National Junior High School English Teachers' Teaching Skills CompetitionAs an English learner in junior high school, I always look forward to the annual National English Teachers' Teaching Skills Competition. It's like the Olympics for English teachers! The best of the best from all over the country come together to showcase their skills and creativity in the classroom. This year's competition was extra special as it was the 17th edition, marking over 15 years of this incredible event.The preparation for this competition is intense. Teachers spend months developing innovative lesson plans, designinginteractive activities, and creating engaging teaching materials. The courseware they put together is simply mind-blowing. It's a true labor of love, passion, and dedication to the craft of teaching English.When the competition day finally arrived, the atmosphere was electric. Teachers from all corners of the nation gathered, their faces beaming with excitement and a hint of nervous energy. The judges, composed of renowned educators and experts in the field of English language teaching, took their seats, ready to witness the spectacle unfold.The first teacher took the stage, and from that moment on, we were transported into a world of linguistic magic. Their lesson plan was a masterpiece, carefully crafted to cater to different learning styles and abilities. The use of multimedia, games, and hands-on activities kept us engaged and eager to learn more. The teacher's command of the English language was impeccable, and their ability to explain complex concepts in a simple, relatable manner was truly impressive.As the competition progressed, each teacher brought their unique style and flair to the stage. Some incorporated elements of drama and roleplay, turning their classrooms into miniature theaters. Others leveraged the power of technology, seamlesslyintegrating interactive whiteboards, virtual reality, and gamified learning platforms into their lessons.What struck me the most, however, was the genuine passion and love these teachers had for their profession. It was evident in the way they interacted with their imaginary students, the warmth in their voices, and the twinkle in their eyes. They weren't just teaching a subject; they were shaping young minds, instilling a love for language, and fostering a curiosity for the world beyond our borders.As a student, witnessing these teachers in action was nothing short of inspirational. It made me realize the immense effort and dedication that goes into crafting a truly exceptional English lesson. The courseware they created was not just a collection of slides and activities; it was a masterfully woven tapestry of knowledge, engagement, and cultural exchange.One teacher, in particular, left a lasting impression on me. Her lesson revolved around the theme of environmental conservation, seamlessly weaving English language learning with real-world issues. Through captivating storytelling, interactive games, and thought-provoking discussions, she not only taught us vocabulary and grammar but also instilled in us a sense of responsibility towards our planet.Another teacher took us on a virtual journey around the world, exploring different cultures and traditions through the lens of the English language. Their courseware was a treasure trove of vibrant images, authentic videos, and engaging activities that fostered cross-cultural understanding and appreciation.As the competition drew to a close, the judges had the unenviable task of selecting the winners. Every teacher had poured their heart and soul into their presentations, making the decision truly difficult. In the end, the top three were announced, and the roar of applause that filled the venue was deafening.However, in my opinion, every teacher who participated was a winner. They had showcased their unwavering commitment to excellence in teaching, their creativity, and their ability to inspire young minds like mine. The courseware they had created would undoubtedly serve as invaluable resources for English teachers across the nation, helping to elevate the quality of English language education in our country.As I left the venue, my mind was buzzing with newfound knowledge, inspiration, and a renewed appreciation for the art of teaching. The 17th National Junior High School English Teachers' Teaching Skills Competition had not only showcased the best inthe profession but had also reignited my passion for learning English.I can't wait for next year's competition, eagerly anticipating the ingenious courseware and innovative teaching methods that will be on display. But more importantly, I look forward to the opportunity to witness once again the dedication, passion, and unwavering commitment of these remarkable English teachers, who are shaping the future of our nation, one lesson at a time.。

人教版初中英语获奖说课稿尊敬的评委老师、各位同仁：大家好！今天，我有幸在此为大家说课，我将为大家展示的是人教版初中英语教材中的一课。

在接下来的时间里，我将围绕教材分析、教学目标、教学方法、教学过程、板书设计等方面进行详细的阐述。

首先，让我们来看一下教材分析。

本课选自人教版初中英语教材的第八单元，主题为“Sports and Health”，旨在通过对体育运动的学习和讨论，引导学生认识到健康生活的重要性，并激发他们参与体育活动的兴趣。

教材内容涵盖了运动项目的介绍、健康生活方式的讨论以及相关的语言表达方式。

接下来，我将阐述本课的教学目标。

知识目标上，学生能够掌握与体育运动相关的基本词汇和表达方式，如play basketball, swim, run 等，以及健康生活的概念和重要性。

能力目标上，通过听、说、读、写四项技能的训练，提高学生的英语综合运用能力。

情感态度与价值观目标上，培养学生积极参与体育活动的习惯，认识到健康生活的重要性，并能够在生活中实践。

在教学方法上，我将采用任务型教学法和合作学习法。

通过设计贴近学生生活的任务，让学生在完成任务的过程中学习和使用英语。

同时，鼓励学生进行小组合作，通过交流和讨论，提高他们的沟通能力和团队协作精神。

教学过程分为以下几个步骤：1. 导入新课：通过播放一段关于体育运动的视频，激发学生的兴趣，并引导学生谈论自己喜欢的运动项目。

2. 呈现新知：利用图片和实物，向学生介绍本课的核心词汇和表达方式，并进行操练。

3. 听力练习：播放一段关于健康生活的对话，让学生听后回答问题，检验他们对新知识的掌握情况。

4. 情景对话：学生分组进行角色扮演，模拟在体育活动中的交流场景，提高口语表达能力。

5. 阅读与讨论：学生阅读一篇关于健康生活方式的短文，并进行小组讨论，分享自己的观点和看法。

6. 写作输出：学生根据所学内容，写一篇关于自己最喜欢的运动和健康生活方式的短文。

7. 总结反馈：对学生的学习情况进行总结，并给予适当的反馈和鼓励。

初中英语职称评审说课稿尊敬的评审团成员，今天我将就初中英语教学进行说课。

我的教学主题是“探索英语的奥秘”，旨在激发学生对英语学习的兴趣，提高他们的语言运用能力。

教学目标：1. 知识目标：学生能够掌握本课的核心词汇和句型结构。

2. 技能目标：通过听说读写练习，提高学生的语言综合运用能力。

3. 情感目标：培养学生对英语文化的兴趣，增强学习英语的自信心。

教学重点：1. 核心词汇的准确理解和运用。

2. 句型结构的掌握和灵活运用。

教学难点：1. 词汇的语境应用。

2. 句型结构的转换和创新使用。

教学方法：1. 任务型教学法：通过设计不同的任务，引导学生在实践中学习和使用英语。

2. 合作学习法：鼓励学生小组合作，共同探讨问题，提高学习效率。

教学过程：1. 导入阶段：- 通过播放一段英语歌曲或视频，激发学生的兴趣。

- 引导学生讨论视频中的关键词和句型，为新课内容做铺垫。

2. 呈现阶段：- 利用多媒体展示新词汇和句型，确保学生对新知识的初步理解。

- 通过图片、实物等辅助教学工具，帮助学生形成直观印象。

3. 练习阶段：- 分组进行角色扮演，让学生在模拟情景中运用新词汇和句型。

- 设计填空、连线等练习题，巩固学生对词汇和句型的掌握。

4. 应用阶段：- 组织学生进行小组讨论，鼓励他们用英语表达自己的观点。

- 通过写作任务，如写日记或小短文，让学生将所学知识运用到实际写作中。

5. 总结阶段：- 引导学生回顾本课所学内容，总结学习要点。

- 鼓励学生分享学习心得，提出疑问，进行答疑解惑。

6. 作业布置：- 布置相关的词汇和句型练习，要求学生在课后进行复习。

- 设计一项与本课主题相关的项目作业，如制作英语小报，以提高学生的创造力和实践能力。

教学反思：在教学过程中，我将关注学生的反应和学习效果，及时调整教学策略。

通过课后的反馈和学生的作业表现，我将不断优化教学方法，以满足不同学生的学习需求。

通过本课的教学，我期望学生能够在轻松愉快的氛围中学习英语，同时培养他们自主学习的能力，为未来的英语学习打下坚实的基础。

初中英语5分钟说课稿(15篇)初中英语5分钟说课稿精选篇1一、说教材1、教材内容及地位本节课的主要内容是新目标英语八年级上册第2单元第一课时，教材是以What’s the matter ?为中心话题，描述身体不适和提出建议展开，学习和运用“What’s the matter ?”和“What should…do?”让学生学会描述身体的不适和提出建议，本课教材内容与学生的实际生活密切相关,易于引出学生运用简单的英语进行交际和交流，在学习活动中，学生通过交换对身体不适的描述及建议，促进学生之间和师生之间的情感交流，增进情谊。

第一课时主要学习的内容是学习有关身体部位的单词，学习“What’s the matter ?”和“What should …do?”句型。

2、说教学目标1) 知识目标：学习掌握有关身体的词汇以及有关疾病的词汇，并学会描述身体的不适和提出建议。

2) 能力目标：听懂本课学习活动中的问题及回答，能在本课的任务型活动中进行简单的交流，能正确朗读本的对和句型，能写出本课的单词和句型。

3) 情感目标：通过描述自己的身体的不适提出建议，表达自己的看法，使学生在人际交往中学会关心别人，增进情谊。

4) 文化意识目标：用恰当的方式表达自己的看法，增进人际交往中学会关心别人的能力，了解英美国家询问和表达身体不适的习惯,培养世界意识。

3、说教学重难点重点：本节课主要学习身体部位的单词和一些疾病的词汇，以及身体不适的表达及建议。

难点：身体不适的表达及建议二、说学情初二年级的学生对英语已经有了一定的基础，但本地区部分学生对学习英语的兴趣不是很浓，在学习中，他们更喜欢从游戏中或活动中学习，这样更能提高他们的学习兴趣，让他们更轻松地掌握英语知识。

三、说教法作为教学的引导着，我遵循新课程“学生是学习的主人，一切的教学活动设计在以学生为本”的教学理念，坚持“为学生的发展，必须培养学生的自主性、能动性、独立性和创造性”的教学原则。

一、说教材1. 教材名称：《人教版初中英语》2. 教学内容：本节课选取自教材的XX单元，主要围绕XX主题展开。

3. 教学目标：（1）知识目标：学生能够熟练掌握本节课的生词、短语和句型。

（2）技能目标：学生能够运用所学知识进行听、说、读、写等语言实践活动。

（3）情感目标：激发学生学习英语的兴趣，培养学生的团队合作精神。

二、说学情1. 学生情况：本节课针对初中生，他们已具备一定的英语基础，但对英语学习的兴趣参差不齐。

2. 学习特点：初中生正处于青春期，好奇心强，喜欢参与实践活动。

三、说教学过程1. 导入新课（1）通过图片、歌曲、游戏等方式导入，激发学生学习兴趣。

（2）简要介绍本节课的主题和教学目标。

2. 新课呈现（1）教师展示本节课的生词、短语和句型，并进行讲解。

（2）通过PPT、实物展示等方式，让学生直观地了解课文内容。

（3）组织学生进行小组讨论，培养学生的合作意识。

3. 语言实践活动（1）听录音，跟读课文，纠正发音。

（2）分组进行角色扮演，让学生运用所学知识进行口语交流。

（3）完成课后练习，巩固所学知识。

4. 课堂小结（1）教师对本节课的学习内容进行总结，强调重点和难点。

（2）鼓励学生课后继续学习，提高英语水平。

四、说教学评价1. 课堂表现：观察学生在课堂上的参与度、合作意识等。

2. 课后作业：检查学生课后作业的完成情况，了解学生对知识的掌握程度。

3. 课堂测试：通过课堂测试，检验学生对本节课知识的掌握情况。

五、说教学反思1. 教学过程中，教师应关注学生的个体差异，因材施教。

2. 课堂活动应多样化，提高学生的学习兴趣。

3. 教师应充分发挥引导作用，培养学生的自主学习能力。

4. 课后及时进行教学反思，不断提高自己的教学水平。

以上是初中英语说课比赛教案模板，具体内容可根据实际教学情况进行调整。

希望对您有所帮助。

《Don't shout, please! 》说课稿尊敬的各位评委、老师们：大家好！今天我说课的内容是《Don't shout, please! 》。

下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。

一、教材分析《Don't shout, please! 》是教材版本教材中单元名称的一部分。

本单元的主题是主题内容，主要围绕日常生活中的行为规范和文明礼仪展开。

本节课通过生动的情景和简单的对话，引导学生学习如何用英语表达禁止做某事，以及培养学生文明礼貌的意识。

教材中的对话内容贴近学生的生活实际，语言简洁明了，易于理解和模仿。

同时，教材还配有丰富的图片和练习，有助于学生巩固所学知识，提高语言运用能力。

二、学情分析我所授课的对象是年级的学生，他们经过了一定时间的英语学习，已经具备了一定的英语基础，能够听懂简单的英语指令，进行简单的日常交流。

但是，他们的词汇量和语法知识还相对有限，对于一些复杂的句子结构和表达方式还存在一定的困难。

此外，这个年龄段的学生活泼好动，好奇心强，喜欢在轻松愉快的氛围中学习。

因此，在教学过程中，我将采用多种教学方法和手段，激发学生的学习兴趣，提高课堂教学效果。

三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识目标（1）学生能够听懂、会说、认读单词：shout, run, walk, talk 。

（2）学生能够理解并运用句型：Don't shout ／ run ／ walk ／ talk, please! 。

2、能力目标（1）学生能够在实际情境中正确运用所学句型表达禁止做某事。

（2）培养学生的听、说、读、写能力，提高学生的语言综合运用能力。

3、情感目标（1）培养学生的文明礼貌意识，养成良好的行为习惯。

（2）激发学生学习英语的兴趣，增强学习自信心。

四、教学重难点1、教学重点（1）掌握单词：shout, run, walk, talk 。

第十七届初中英语教师教学基本功大赛说课
摘要：
1.第十七届全国初中英语教师教学基本功大赛暨教学观摩研讨会的通知
2.举办该研讨会的目的和意义
3.第十七届比赛的相关信息
4.比赛内容和形式
5.对参赛教师的要求和期待
6.举办地和时间
正文：
第十七届全国初中英语教师教学基本功大赛暨教学观摩研讨会即将举行。

这个每年举办一届的比赛，自2007 年起，已经成功举办了十六届。

它是全国基础教育教学和英语教师专业发展的知名品牌项目，也是全国初中英语教学领域的一大盛事。

举办这个研讨会的目的是为了激励广大初中英语教师重视和提高自身的专业水平和英语教学技能，夯实英语语言基本功和教学基本功，全面提高初中英语教师自身的综合素养，切实提高全国初中英语课堂教学效益。

第十七届全国初中英语教师教学基本功大赛暨教学观摩研讨会将于2023 年5 月7—11 日在山东省青岛市召开。

这次比赛包含专家学术报告、全国初中英语教师教学基本功大赛现场课、全国初中英语教师教学基本功大赛现场说课、全国初中英语课堂教学优秀课展评、全国初中英语课堂教学优秀课展评微格课、论文交流与评选、教学反思、专家点评与交流等多个环节。

比赛对参赛教师的要求较高，要求他们具备扎实的英语语言基本功和教学基本功，以及丰富的教学经验和教学技能。

同时，比赛也期待能够通过这个平台，发掘和培养更多的优秀初中英语骨干教师。

总的来说，这次比赛是一个全国初中英语教师的盛会，不仅提供了一个展示教学技能的舞台，也为教师们提供了一个相互学习、借鉴、交流和分享优秀英语教学经验的平台。

初中英语说课稿模板6篇初中英语说课稿模板6篇通过编写和使用教案，教师能够更好地实现教学目标，提高学生的学习效果和综合素质。

下面是小编为大家整理的初中英语说课稿模板，如果大家喜欢可以分享给身边的朋友。

初中英语说课稿模板【篇1】各位评委老师：下午好！今天我说课的内容是《牛津初中英语》8A Unit 2 School Life的Reading 第一课时。

对于这节课我将以教什么、怎么教、为什么这么教为思路，从教材分析、教法分析、学法分析和教学过程四个方面加以说明。

一、说教材本课以school lives为话题，以学习life in a British school and in an American school为载体，以find out the differences between a British school and an American school为任务。

为了使学生对这一话题更感兴趣，在教学过程中，我准备采用多媒体辅助教学这一教学模式设置情境，有效地将单词、句子和情景相结合，达到语言点的灵活运用和学生学以致用的目的。

教学目标：能听懂，会说，会读，会拼写单词mixed，subject，sew，tasty，hero，close，taste and article。

能根据关键词和上下语境猜测课文大意。

重难点：本课是Reading的第一课时，主要为了完成这样一个任务，即通过阅读理解文章主题，通过设计一些如true or false questions，answer questions，fill in the blanks，line the words等练习题检查学生对课文的理解程度。

由于新课程标准要求大力培养学生的阅读能力，所以通过阅读理解文章大意就成了本课的重点。

通过对文章的理解要求学生能用自己的语言描述出相关内容，这就是本课的难点。

二、说教法1.直观情境教学法：本课将利用多媒体创设情境，激发学生的好奇心和求知欲；设置语境，使学生体验语言的真实、自然，从而培养学生组织和表达语言的能力。

初中英语说课稿（优秀3篇）江苏初中英语说课稿篇一一、教材分析本节课是Go for it!七年级上册Unit 5第一课时的内容。

它以Do you have a soccer ball?为题介绍了日常生活中常见的一些体育用品名称。

如：have, soccer ball ，ping-pong ball ，baseball ， basketball ，tennis ，ping-pong bat ，tennis racket等，围绕球类名称，通过句型的操练，学习动词have的一般现在时用法。

为本单元后面话题“与朋友共度时光”做好铺垫而开展的教学活动。

在已学习Is this your pencil?确认物品所属的基础上，进一步对物品的所属进行问答，培养孩子运用知识的能力，通过这些英语交流以促进孩子努力提高自己的听、说、读、写的能力。

二、教学目标（1）掌握所给的有关体育词汇，运用所属关系句型：Do you have a soccer ball?进行问答，并能把它们运用到生活中去。

培养孩子良好的听、说、读、写的能力。

（2）通过观察、想象、模仿和表演等能熟练、生动地模拟操练、运用句型，并具有一定的独创性。

3、情感目标：（1）通过球类运动词汇的学习与运用，让孩子体会到一种学习的成功感。

可以提高他们学习英语的兴趣，积极参与英语实践活动。

（2）在与同伴合作完成任务中，体验一种集体荣誉感，增强团队精神。

（3）热爱学习，热爱运动。

三、教学重点难点分析教学重点：1、词汇：have, soccer ball ，ping-pong ball ，basketball baseball ，tennis ，ping-pong bat ，tennis racket.2、句型：I have a/an… I don’t have a/an…A: Do you have a /an…？B: Yes，I do./ No，I don’t.A: Do they/… have a /an…？B: Yes，they do./ No，they don’t.教学难点：1、运用助动词do。