初中英語《Saving the Earth is a dialogue》說課稿

　　作為一位不辭辛勞的人民教師，總歸要編寫說課稿，借助說課稿我們可以快速提升自己的教學(xué)能力。那么大家知道正規(guī)的說課稿是怎么寫的嗎？以下是小編為大家整理的初中英語《Saving the Earth is a dialogue》說課稿，希望能夠幫助到大家。

　　初中英語《Saving the Earth is a dialogue》說課稿 1

　　一、說教材(教材分析) Analyzing teaching material

　　1. 說課型 lesson type (Dialogue/ reading/ listening/ revision)

　　2. 本課在教材中的地位 status and function

　　Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.

　　3. 說教學(xué)指導(dǎo)思想 teaching guideline

　　(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)

　　4. 說教學(xué)目標(biāo)和要求 Teaching aims and demands (…be intended for Ss in key schools)

　　1)認(rèn)知目標(biāo) knowledge objects

　　a. Enable the Ss to remember the following new words & phrases:

　　Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

　　b. Get the Ss to be familiar with this sentence pattern:

　　If the population keeps growing so quickly, there will only be standing room left…

　　Give the Ss a reinforced practice on the functional item Supposition.

　　c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.

　　2)智能目標(biāo) ability objects

　　a. Ask the Ss to make up a similar dialogue.

　　b. Help them to understand the dialogue better and improve the four skills.

　　c. Develop their ability of thinking independently.

　　d. Cultivate their ability to discover, analyze and solve problems.

　　e. Train them to collect information from the Internet.

　　f. Train them with some effective learning methods to optimize Ss’ learning results.

　　3)德育目標(biāo) moral objects

　　a. Arouse their interest in learning English;

　　b. Help them to understand the background of pollution.

　　c. Enable the students to love our earth and the nature.

　　d. Be aware of the importance of stopping pollution & protecting out environment.

　　e. Encourage the Ss to do something to save the earth.

　　5. 說教學(xué)重點 teaching important points (生詞、句型;培養(yǎng)閱讀技能)

　　a. New words and phrases

　　b. Sentence pattern: If- clause

　　c. improve their reading skills.

　　d. Talking about problems of the Earth.

　　6. 說教學(xué)難點 teaching difficult points (語法;發(fā)展交際能力)

　　a. functional item: Supposition.

　　b. Develop their communicative ability. Act out their own dialogue.

　　7. 說教具 teaching aids (multi-media computer, software, OHP)

　　The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.

　　二、說教法 Teaching methods

　　Five step method; audio-video; communicative approach;

　　Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

　　三、說學(xué)法 Study methods

　　1. Teach Ss how to be successful language learners.

　　2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

　　3. Get the Ss to form good learning habits.

　　四、說教學(xué)過程Teaching procedures

　　I. 復(fù)習(xí) (Revision) 5min (Daily report; 詞匯diagram; brainstorming; activate schemata)

　　Activity 1: Imagination

　　1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)

　　2). Suppose you catch a bad cold, what’s to be done?

　　3). Suppose your bike is broken, what’s to be done?

　　4). And suppose the earth, on which we all live, is damaged, what’s to be done?

　　* What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of pollution.)

　　II. 呈現(xiàn) (Presentation) 5min

　　Activity 2: Presentation

　　Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)

　　A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

　　Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.

　　* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.

　　III. 對話 / 閱讀 (Dialogue)18m

　　1. Pre- reading

　　Activity 3: Prediction

　　1st listening/ fast reading, one guided Q to help Ss to get the main idea:

　　What do you think is discussed at the conference?

　　2. While- reading

　　Activity 4: Read and answer

　　2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.

　　* 閱讀: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 識別關(guān)鍵詞key words;確定主題句;創(chuàng)設(shè)信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。達(dá)到對課文的整體理解和掌握。So that they can have a good understanding of the whole text.)

　　3. Post- reading

　　Activity 5: Language focus

　　While Ss are answering the Qs, the teacher deals with some key language points.

　　a. is being caused b. and so on c. go on doing

　　d. be fit fore. standing room f. if- clause

　　IV. 操練 (Practice) 10m

　　Activity 6: Retell

　　Use your own words to retell the dialogue in the 3rd person.

　　Activity 7: Acting out

　　Activity 8: Drill – Supposition

　　Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)

　　(Retell; act out; role play)

　　V. 鞏固 (Consolidation) 6m

　　(Discussion; interview; press conference; debate; quiz)

　　Activity 9: role play

　　Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

　　* The Ss are encouraged to use the words and expression_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

　　Activity 10: Discussion

　　Think of the question: Are we causing damage to the world?

　　What should we do to save the earth and protect our environment especially in our daily life?

　　Collect their answers and form a report.

　　VI. 作業(yè) (Homework) 1m (Writing; continue the story; recite; retell)

　　Write a letter to the mayor, telling him sth. about the pollution around your school.

　　初中英語《Saving the Earth is a dialogue》說課稿 2

　　一、教材分析

　　《Saving the Earth is a dialogue》選自 初中英語教材 。本對話圍繞地球環(huán)保這一全球性話題展開，通過生動的對話內(nèi)容，讓學(xué)生了解地球面臨的環(huán)境問題，如污染、資源短缺等，以及相應(yīng)的環(huán)保措施。教材內(nèi)容貼近生活實際，不僅能幫助學(xué)生掌握相關(guān)英語詞匯和句型，還能培養(yǎng)學(xué)生的環(huán)保意識和社會責(zé)任感，在英語教學(xué)中具有重要的教育意義和實踐價值。

　　二、學(xué)情分析

　　授課對象為初中學(xué)生，他們已具備一定的英語基礎(chǔ)，掌握了基本的詞匯和簡單句型，能夠進(jìn)行簡單的日常交流。但在面對復(fù)雜的話題和長難句時，仍存在理解和表達(dá)困難。同時，這個年齡段的學(xué)生對新鮮事物充滿好奇心，對環(huán)保話題也有一定的認(rèn)知，為教學(xué)活動的開展提供了有利條件。

　　三、教學(xué)目標(biāo)

　　知識目標(biāo)：學(xué)生能夠理解并掌握對話中的重點詞匯，如 “pollution”“resource”“recycle” 等；熟練運用重點句型，如 “What can we do to save the earth?”“We should...” 進(jìn)行交流。

　　能力目標(biāo)：通過對話練習(xí)，提高學(xué)生的聽力理解、口語表達(dá)和語言運用能力；培養(yǎng)學(xué)生獲取關(guān)鍵信息、歸納總結(jié)的能力。

　　情感目標(biāo)：增強(qiáng)學(xué)生的環(huán)保意識，引導(dǎo)學(xué)生關(guān)注地球環(huán)境問題，鼓勵學(xué)生在日常生活中踐行環(huán)保行動。

　　四、教學(xué)重難點

　　教學(xué)重點：掌握對話中的重點詞匯和句型；理解對話內(nèi)容，能夠準(zhǔn)確朗讀和模仿對話。

　　教學(xué)難點：靈活運用所學(xué)知識，圍繞環(huán)保話題進(jìn)行自由交流和表達(dá)；培養(yǎng)學(xué)生的環(huán)保思維，將環(huán)保理念轉(zhuǎn)化為實際行動。

　　五、教學(xué)方法

　　講授法：講解重點詞匯和句型，幫助學(xué)生理解基礎(chǔ)知識。

　　情境教學(xué)法：創(chuàng)設(shè)真實的環(huán)保情境，讓學(xué)生在情境中運用英語交流，增強(qiáng)語言運用能力。

　　小組合作法：組織學(xué)生進(jìn)行小組討論和合作學(xué)習(xí)，培養(yǎng)學(xué)生的團(tuán)隊協(xié)作精神和自主學(xué)習(xí)能力。

　　多媒體輔助教學(xué)法：運用圖片、視頻等多媒體資源，激發(fā)學(xué)生的學(xué)習(xí)興趣，豐富教學(xué)內(nèi)容。

　　六、教學(xué)過程

　　導(dǎo)入（5 分鐘）：播放一段關(guān)于地球環(huán)境現(xiàn)狀的視頻，展示環(huán)境污染、資源破壞等畫面，引發(fā)學(xué)生對地球環(huán)境問題的關(guān)注，從而導(dǎo)入本節(jié)課的主題 —— 拯救地球。

　　知識講解（10 分鐘）：呈現(xiàn)對話中的重點詞匯和句型，通過單詞卡片、例句展示等方式進(jìn)行講解，幫助學(xué)生理解和記憶。

　　聽力練習(xí)（10 分鐘）：播放對話錄音，讓學(xué)生聽錄音并回答問題，如 “What are the main environmental problems mentioned in the dialogue?”“What suggestions do they give to save the earth?”，培養(yǎng)學(xué)生的'聽力理解能力。

　　對話模仿（10 分鐘）：學(xué)生跟隨錄音模仿對話，注意語音、語調(diào)、語速的模仿。然后進(jìn)行分角色朗讀，加深對對話的理解和掌握。

　　小組討論（10 分鐘）：組織學(xué)生進(jìn)行小組討論，話題為 “What can we do to protect the environment in our daily life?”。每個小組推選一名代表進(jìn)行發(fā)言，分享小組討論的結(jié)果。

　　課堂總結(jié)（5 分鐘）：回顧本節(jié)課的重點內(nèi)容，包括詞匯、句型和環(huán)保知識。強(qiáng)調(diào)環(huán)保的重要性，鼓勵學(xué)生在日常生活中積極踐行環(huán)保行動。

　　作業(yè)布置（5 分鐘）：讓學(xué)生寫一篇關(guān)于 “如何在日常生活中保護(hù)環(huán)境” 的英語短文，鞏固所學(xué)知識，提高寫作能力。

　　七、教學(xué)反思

　　在教學(xué)過程中，要關(guān)注學(xué)生的參與度和學(xué)習(xí)效果，及時調(diào)整教學(xué)方法和策略。通過多樣化的教學(xué)活動，激發(fā)學(xué)生的學(xué)習(xí)興趣，提高學(xué)生的英語綜合能力。同時，要注重培養(yǎng)學(xué)生的環(huán)保意識，讓學(xué)生真正理解環(huán)保的意義，并將其轉(zhuǎn)化為實際行動。

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