第一篇：初中英語

初中英語語法口訣

英語語法口訣歌

1.數(shù)詞變化規(guī)律及讀法口訣

兩大數(shù)詞基和序，前表數(shù)量后第幾。構(gòu)成先談基數(shù)詞，1至12請認(rèn)真記。

13至19teen結(jié)尾齊，ty結(jié)尾表示幾十。若要表達(dá)幾十幾，幾十短橫1到9。

One hundred 一百記，若表幾百幾十幾。幾百 and幾十幾，基數(shù)規(guī)律上述里。

再把序數(shù)談仔細(xì)，第一至三獨(dú)立記。第四至十九結(jié)尾th,第廿到九十有規(guī)律。

基數(shù)基礎(chǔ)y變ieth。第幾十幾有特例，第幾十由基數(shù)起，幾用序數(shù)有道理。

第一百one hundred。若說第一百幾十幾。One hundred and第幾十幾。談此即告一段落。

2.一般現(xiàn)在時(shí)用法及句型轉(zhuǎn)換口訣

經(jīng)常習(xí)慣動(dòng)作和真理，是一般現(xiàn)在時(shí)的定義。構(gòu)成除單三皆動(dòng)原式。若逢動(dòng)詞第三人稱體，動(dòng)詞變單三式有道理。若要變成否定的形式，動(dòng)詞原形之前加don’t,除單三人稱外無特例。

單三式前doesn’t動(dòng)原基。句首Do,Does疑問起，Does用單三人稱限制，單三還原形沒大問題。

3.變動(dòng)詞單三人稱口訣

一般情況動(dòng)詞尾-s加。O,s,ch,sh結(jié)尾“-es”沒有差。輔音加y 去y為“-ies”是方法。

4現(xiàn)在分詞構(gòu)成口訣

詞尾直加-ing是一般式，若遇無音e去之加-ing。

重讀閉音一輔音字母尾，雙寫該字母-ing是正里。

8.形容詞和副詞比較級和最高級構(gòu)成口訣

結(jié)尾直加-er,-est屬一般，詳細(xì)構(gòu)成方法逐一來侃談。

一輔音結(jié)尾重讀閉音節(jié)看，輔音雙寫-er,-est是習(xí)慣。

輔音加y(ly)除外有型感，按照去y,-er,-iest方法辦。

上述皆屬單音部分雙音段，下面把多音節(jié)規(guī)律來看看。

詞前加more,most此規(guī)律喚。規(guī)則變化到此已全都談完。

有些不規(guī)則變化請你記全?！半p好”better,best記的寬。

“壞病”worse,worst莫記亂?！半p多” more,most不用管

“老、遠(yuǎn)”兩種形式別記篡，“有點(diǎn)”less,least記清盼。

5.感觀使役動(dòng)詞記憶和使用口訣

1.記憶口訣：二聽四看一感覺，使役動(dòng)詞有三個(gè)。

或：一感二聽三使四看。

一感；feel 二聽：hear,listen to 三使：make ,let ,have

四看：look at,see,watch,notice

使用口訣：感使動(dòng)詞真奇怪，to在句中象妖怪。

主動(dòng)句里它走開，被動(dòng)句里它回來。

動(dòng)詞let要除外，to詞可來可不來。

10.規(guī)則動(dòng)詞加-ed的讀音口訣

元音后[t]，濁音后[d]，[t][d ]后讀[id]。

注：濁音包括濁輔音和元音。

6.時(shí)刻表達(dá)法口訣

時(shí)刻表達(dá)法作用大，衣食住行離不開它。整點(diǎn)時(shí)把點(diǎn)鐘數(shù)打，時(shí)分俱全不好表達(dá)。

請記下列幾種方法：先時(shí)后分莫給弄差。若要說明幾點(diǎn)過幾分，可把past和after來抓。

前分后時(shí)不能搞差，要說幾點(diǎn)幾分差，to前分后時(shí)來表達(dá)。

7.形容詞和副詞的比較等級及用法句型口訣

一者比較用原級。比較級限二者比。三者三者往上比，最高級的用法起。

若要比項(xiàng)掌握齊，比較范圍要搞細(xì)。比較級二句型記，做出句子沒問題。

若甲乙程度相同，as…as 結(jié)構(gòu)體。甲某方面不及乙，用 not so/as…as表示。

1、英語的詞類

句子要由詞組成，英語詞類有十種：

句中成分用實(shí)詞，名、代、動(dòng)、副、數(shù)、形容：

冠、介、連詞和感嘆，虛詞附加或溝通。

詞類功能掌握了，造句之時(shí)好運(yùn)用。

2、語序歌

主、謂、賓、表同漢語，定語有同也有異。

狀語位置更特殊，不能全和漢語比。

3、肯定句變一般疑問句

have和be提句首，其它助詞Do開頭。

時(shí)間、人稱由do變，動(dòng)詞只把原形留。

謂語助詞有幾個(gè)，第一助詞提句首。

4、肯定句變否定句

否定詞語加not，放在be和have后。

其它要加動(dòng)詞do，do的后面加not，時(shí)間、人稱由do變，動(dòng)詞原形總保留。

謂語若是助詞多，not緊跟第一個(gè)。

5、名詞的所有格

名詞只變數(shù)，不分主賓格。

人和動(dòng)物類，可變所有格。

撇（’）后加s，相當(dāng)漢語“的”。

時(shí)間、距離等，也變所有格。

6、名詞變復(fù)數(shù)

單數(shù)變?yōu)閺?fù)數(shù)式，加上“s”統(tǒng)言之。

7、時(shí)間名詞前所有介詞的速記

年月周前要用in，日子前面卻不行。

遇到幾號要用“on”，上午下午又是“in”。

要說某日上下午，用on換in才能行。

午夜黃昏用at，黎明用它也不錯(cuò)。

at也在時(shí)分前，說“差”用to，說“過”要用past。

8、介詞用法歌

介詞加賓語，才能有實(shí)意。

表、定、狀、賓、補(bǔ)，詞組在句里。

9、介詞順口溜

in 在……里，out在……外，在旁邊的是beside，靠近的為by。

on在……上，under在……下，above在上頭，below在底下。

10、be的用法歌

動(dòng)詞be，變化大，“I”用“am”“You”用“are”

Is用于它（it）、他（he）、她（she）

復(fù)數(shù)一定要用“are”，切莫用錯(cuò)鬧笑話。

11、動(dòng)詞的時(shí)態(tài)

四種時(shí)間各四式，聯(lián)想對比便于記。

時(shí)間現(xiàn)在和過去，各自還有將來時(shí)。

一般、完成、進(jìn)行式，完成進(jìn)行是四式。

四四共有十六種，看來復(fù)雜掌握易；

除去have/be以外，動(dòng)詞變化有規(guī)律。

12、動(dòng)詞形式的變化

動(dòng)詞根本是原形，變化形式有四種：

原形詞尾加“s”，現(xiàn)在第三單人稱；

過去原形加“ed”，過去分詞也相同；

原形加上“ing”，現(xiàn)在分詞或動(dòng)名。

原形詞尾加“s”，如同名詞復(fù)數(shù)式。

若加“ed/ing”，以下情況要注意：

詞尾有ie只加d，Ing去掉無聲e；

詞尾ie變成y，然后再加ing；

輔音之后y結(jié)尾，Y要變i加ed；

現(xiàn)在分詞不變y，直接加上ing；

詞尾重讀閉音節(jié)，結(jié)尾輔音都雙寫，r做結(jié)尾也一樣，重讀音節(jié)r雙寫；

結(jié)尾字母若是“t”，不是重讀也雙寫。

過去分詞過去式，不按規(guī)則也有些。

13、動(dòng)詞不定式不帶to的動(dòng)詞

四看（notice，observe，see，watch），三使役（have，let，make），二聽(hear，listen to)，一感覺（feel）。

按：在上述動(dòng)詞后做賓語補(bǔ)語用的不定式不帶to。

14、非謂語動(dòng)詞

動(dòng)詞不做調(diào)話用，不定、分調(diào)與動(dòng)名。

to加原形不定式，詞組可做名、副、形。

分調(diào)現(xiàn)在和過去，相當(dāng)副詞和形容。

原形加上“ing”，動(dòng)詞具有名詞性。

15、基數(shù)詞變序數(shù)詞（之一）

基變序，有規(guī)律，詞尾字母tdd。①

八減t，九減e，f要把ve替。②

ty把y變成i，記住山前有個(gè)e。③

① 指first、second、third。

② 指eight去掉t，nine去掉e，five和twelve去掉ve加上f。

③ 指twenty→twentieth等。

16、基數(shù)詞變序數(shù)詞（之二）

第一、二、三要全變，①

其余“th”加后邊，②

“th”里有例外，你需格外記明白：

八減t，九減e，③

字母f代ve，④

ty變tie。⑤

① one-first，two-second，three-third。

② four-fourth，seven-seventh，hundred-hundredth。.③ eight-eighth，nine-ninth。

④ five-fifth，twelve-twelfth。

⑤ twenty-twentieth，sixty-sixtieth。

17、There be的位置和用法

說明何時(shí)何地有，there be在主語前。

隨著主語第一個(gè)，be的形式做變換。

18、be going的用法

be going是助動(dòng)詞，后跟加to不定式。

說明“準(zhǔn)備”或“就要”，時(shí)間人稱只變be。

19、have+got

have作為動(dòng)詞“有”，情態(tài)動(dòng)詞have；

have got慣用語，got可有也可無。

若變否定疑問，去掉got再加do；

或把have提句首，not加在have后。

20、以or結(jié)尾的詞

售票員班長（照）鏡子，蓖麻教授（找）醫(yī)生。

按：有些同學(xué)常把-or結(jié)尾的詞誤拼為-er結(jié)尾的詞。初中課本1-6冊只有六個(gè)以-or結(jié)尾的詞。它們是：doctor n.醫(yī)生（第一冊）；monitor n班長（第二冊）；conductor n.售票員（第四冊）；mirror n鏡子（第五冊）；castor n蓖麻（第六冊）；professor n教授（第六冊）。

21、以f（e）結(jié)尾的名詞復(fù)數(shù)

以f（e）結(jié)尾的名詞，在中學(xué)課本里，出現(xiàn)了不少。其名詞復(fù)數(shù)形式：有的直接在-f（e）后加s；有的要改-f（e）為ve再加-s；個(gè)別單詞上述兩種形式均可（如handkerchief→handkerchiefs或handkerchieves）。似乎不易記住這些規(guī)則，可只要記只下面這首順口溜，相信你就不會覺得難了。

妻子持刀去宰狼，小偷嚇得發(fā)了慌；

躲在架后保己命，半片樹葉遮目光。

按：順口溜中的字是中學(xué)階段學(xué)過的九個(gè)以上-f（s）結(jié)尾的名詞：wife（妻子），knife（小刀），wolf（狼），thief（小偷），shelf（架子），self（自己），life（生命），half（一半），leaf（樹葉）。這九個(gè)詞變復(fù)數(shù)時(shí)，都是改-f（e）為ve再加-s。由self構(gòu)成的復(fù)合詞，其變化與self相同（如myself→ourselves；yourself→yourselves）

第二篇：初中英語教案設(shè)計(jì)

初中英語教案設(shè)計(jì)

Unit 1 Have you ever eneterd a competition? 教學(xué)內(nèi)容：1.讓學(xué)生學(xué)習(xí)和掌握現(xiàn)在完成時(shí)的用法 2.教學(xué)生學(xué)習(xí)新詞匯，句型和語法

3.解釋并舉例說明現(xiàn)在完成進(jìn)行時(shí)主要形式【have/has V-ed】 教學(xué)目標(biāo)

1.詞

匯

和

短

語experience,ever,competition,airport,capta-in ,country,take off,come true,more than e.g.2.關(guān)鍵句: Has she visited China before?-No,she hasn’t.But I sent her a DVD and she’s watchd it.Have you ever entered a competition?-No,I haven’t.What do you reakon? It sounds brilliant!3.學(xué)習(xí)和掌握語法;The present perfect tense 教學(xué)重點(diǎn)

1.Words:cabin, stewad, reckon, brillnt 2.Preposition:on ,in , 教學(xué)難點(diǎn)

The present prefect tense[Have/has done] Has he visited China before?---No,he hasn’t.教學(xué)目標(biāo)

1.To learn new words 2.Prectice listening and speaking 3.Learning sentence 教學(xué)策劃

Listening,reading explaining and practicing 教學(xué)流程

第三篇：初中英語工作總結(jié)

初中英語工作總結(jié)

初三年級

楊瓊瓊

本學(xué)期，我擔(dān)任九年級英語科目的教育教學(xué)工作。這個(gè)學(xué)期，我感慨萬千，這其中有苦有樂，有辛酸也有喜悅，失敗與成功并存，我覺得自己過得緊張又忙碌，愉快又充實(shí)。特從以下幾個(gè)方面做出本學(xué)期的工作總結(jié)：

一、思想政治方面

本學(xué)期，我積極向上，要求進(jìn)步，積極參加政治學(xué)習(xí)，認(rèn)真領(lǐng)會學(xué)習(xí)內(nèi)容，及時(shí)更新教育理念，積極參加校本培訓(xùn)，并做了大量的政治筆記和理論筆記。新的教育形式不允許我們在課堂上重復(fù)講述，我們必須具有先進(jìn)的教育觀念，才能適應(yīng)教育的發(fā)展。自始至終，我一直以認(rèn)真、嚴(yán)謹(jǐn)?shù)墓ぷ鲬B(tài)度從事英語教學(xué)，以教師職業(yè)道德規(guī)范為準(zhǔn)，嚴(yán)格要求自己。在教學(xué)中，能夠做到為人師表，關(guān)愛學(xué)生，幫助學(xué)生對英語學(xué)習(xí)充滿學(xué)習(xí)熱情和信心。

二、教育教學(xué)方面

1、鉆研教材，認(rèn)真?zhèn)湔n。本學(xué)期，我認(rèn)真鉆研初中英語課程標(biāo)準(zhǔn)、教材，把握單元、課時(shí)的重、難點(diǎn)，認(rèn)真?zhèn)浜妹恳惶谜n。遇到?jīng)]有把握講好的課立即提出，請其他英語老師參謀，同時(shí)，多發(fā)表自己的見解讓大家討論，如有問題立即更正、改進(jìn)。

2、多聽課，向有經(jīng)驗(yàn)的老教師學(xué)習(xí)教學(xué)方法。老教師具有豐富的教育教學(xué)經(jīng)驗(yàn)，積累了許多教學(xué)方法、技巧。作為一名年輕教師，我注意利用課余時(shí)間多聽同學(xué)科老師的課，向他們討教一些教育教學(xué)方法，以盡快提高自身的業(yè)務(wù)水平。聽課的同時(shí)，我認(rèn)真做好記錄，把他們的教學(xué)設(shè)計(jì)思路及板書設(shè)計(jì)認(rèn)真記錄下來。

3、組織好課堂教學(xué)，關(guān)注全體學(xué)生，注重課堂反饋，調(diào)動(dòng)學(xué)生的注意力，使其保持相對穩(wěn)定性。備課時(shí)，我就注重設(shè)計(jì)不同難度層次的題目，課堂提問面向全體學(xué)生，注意引發(fā)學(xué)生學(xué)英語的興趣，課堂上說練結(jié)合，布置好課外作業(yè)，作業(yè)少而精，以便減輕學(xué)生的負(fù)擔(dān)。

三、出勤方面

我積極運(yùn)用有效的工作時(shí)間做好自己份內(nèi)的工作。積極參加教研組組織的教研活動(dòng)和學(xué)校每周四召開的例會，積極參加工會活動(dòng)、每周一的升旗儀式。這一學(xué)期，我嚴(yán)格遵守學(xué)校的各項(xiàng)規(guī)章制度，沒有缺席、遲到、早退和事假的情況發(fā)生。

四、存在的不足

“金無足赤，人無完人”，當(dāng)然，我也存在一些不足之處，如當(dāng)學(xué)生在課堂上無心向?qū)W，違反紀(jì)律時(shí)，我的情緒就會受到影響，并且把這種不良的情緒帶到教學(xué)中，讓原本正常的講課受到?jīng)_擊，發(fā)揮不到應(yīng)有的水平，以致影響教學(xué)效果。我以后會努力克制自己的情緒，調(diào)整好自己的心態(tài)。

總之，在這一學(xué)期的教育教學(xué)工作中，我愛崗敬業(yè)，盡職盡責(zé)地完成了自己的本職工作。在以后的教學(xué)工作中，我將不斷總結(jié)，虛心學(xué)習(xí)，努力提高自己的思想道德素質(zhì)和教育教學(xué)水平。

2018.1.23

第四篇：初中英語說課稿

初中英語說課稿范文

課題：Unit 13 Lesson50 Standing Room Only

各位領(lǐng)導(dǎo)老師：大家好

我說課的題目是初中英語第三冊第50課，本課為口語閱讀課，整個(gè)說課我將分三部分進(jìn)行講述，即教材分析、教學(xué)環(huán)節(jié)的設(shè)計(jì)、教學(xué)程序。

一、教材分析

（一）教材的地位和作用：

第50課以詳實(shí)準(zhǔn)確的數(shù)據(jù)圍繞本單元的中心話題----當(dāng)代人類最關(guān)注的人口問題，對學(xué)生進(jìn)行了深刻的人口教育，不僅在本單元占據(jù)主導(dǎo)地位也是訓(xùn)練學(xué)生口語表達(dá)能力的良好素材。根據(jù)新課標(biāo)對學(xué)生交際能力的培養(yǎng)尤其對學(xué)生口語及閱讀能力的要求不斷提高，以及我校要突出英語優(yōu)勢打造楓葉品牌的實(shí)際情況，我將本課設(shè)計(jì)為一堂口語閱讀課。

（二）教學(xué)目標(biāo)的確立和依據(jù)

為了不僅要完成正常的教學(xué)任務(wù)，還要有效地培養(yǎng)學(xué)生的創(chuàng)新精神和實(shí)踐能力，確定如下教學(xué)目標(biāo)：

1、知識目標(biāo)： 熟練掌握數(shù)詞的表達(dá)法。

2、能力目標(biāo)：

a.有效提高閱讀速度和理解材料的準(zhǔn)確度

b.能自如表達(dá)本課重點(diǎn)話題人口增長問題。

c.能靈活運(yùn)用所學(xué)知識并展開豐富地想象力流暢地表達(dá)其他相關(guān)內(nèi)容。

3、情感目標(biāo)：

通過一些有力地事實(shí)、數(shù)據(jù)和圖片使學(xué)生深刻地認(rèn)識到人口問題的嚴(yán)重性，使他們意識到我們只有一個(gè)地球愛護(hù)我們的家園人人有責(zé)！

（三）重點(diǎn)和難點(diǎn)

1、重點(diǎn)：根據(jù)新課程標(biāo)準(zhǔn)對閱讀能力的要求，我確定本課重點(diǎn)為提高學(xué)生快速閱讀的水平。我采用英語趣味i教學(xué)法，采取圖片導(dǎo)入、方法解析和逐步檢驗(yàn)的方法使其掌握快速閱讀的技巧。

2、難點(diǎn)：口語水平的提高。我班的學(xué)生都來自公立學(xué)校，長期以來，傳統(tǒng)的外語教學(xué)注重書本知識的講授，忽視交際能力的培養(yǎng)使許多學(xué)生不敢開口、羞于在人前表達(dá)因而口語薄弱。我通過創(chuàng)設(shè)引人入勝的情境和師生共同討論、記者采訪專家等新穎方式，以及不斷鼓勵(lì)的方法突破難點(diǎn)。

二、教學(xué)環(huán)節(jié)的設(shè)計(jì)

學(xué)生具有無限的潛力，需要教師適時(shí)、適當(dāng)?shù)匾龑?dǎo)。本節(jié)課中我尤其側(cè)重訓(xùn)練學(xué)生通過合作探索來獲取知識的過程，并注重改變學(xué)生以往的學(xué)習(xí)方式，通過設(shè)計(jì)有效問題激發(fā)學(xué)生的興趣使他們始終處于主動(dòng)尋求知識去學(xué)習(xí)而不是被動(dòng)地接受知識的狀態(tài)。我充分放手讓學(xué)生發(fā)揮其主體地位使其真正成為課堂的主人，本節(jié)課我講解的時(shí)間不超過五分鐘。

國家新課程標(biāo)準(zhǔn)特別強(qiáng)調(diào)了要由過去只注重知識的傳授結(jié)果向注重知識發(fā)展及知識的傳授過程而轉(zhuǎn)換。課前我給學(xué)生布置了預(yù)習(xí)作業(yè)，讓他們查找相關(guān)的資料，學(xué)生在預(yù)習(xí)中就接觸了大量的信息，他們必須具有相應(yīng)的選擇能力和重組知識，構(gòu)建知識網(wǎng)絡(luò)的能力，這恰恰正是新課程標(biāo)準(zhǔn)的要求.三、.教學(xué)程序

1、課前對話：

師生問候之后，讓學(xué)生兩人一組圍繞數(shù)字進(jìn)行自由對話。每天3-5分鐘口語練習(xí)時(shí)為了提高學(xué)生的交際能力，新課標(biāo)指出口語是在人與人交流時(shí)即興脫口而出的，會話雙方都必須對聽到的語言快速做出反應(yīng)，才能使談話繼續(xù)。同時(shí)由于口語具有很強(qiáng)的交互性，合作學(xué)習(xí)的成效對口語水平的提高至關(guān)重要。這些都要求為學(xué)生的口語學(xué)習(xí)創(chuàng)造必要的條件，提供良好的訓(xùn)練。

兩人一組是為了每個(gè)學(xué)生都有足夠的機(jī)會去說，而數(shù)字的表達(dá)法是本單元的知識要點(diǎn)，我可以提示學(xué)生討論一些世界之最，如珠穆朗瑪峰的高度、亞馬遜河的長度、馬里亞納海溝的深度、南極冰川的后度、中國人口的總數(shù)、伊拉克戰(zhàn)爭的時(shí)間等等，這些既豐富了學(xué)生的知識，又達(dá)到了對數(shù)字表達(dá)法的鞏固。給學(xué)生展示這樣兩幅圖片：

一個(gè)平衡的杠桿上，一些人在左，我們的地球在右；第二張圖上左邊新增的人使杠桿不再平衡。之后問學(xué)生：看了這兩幅圖，你會想到什么？又是什么引發(fā)了這個(gè)問題？學(xué)生會表達(dá)一些自己的見解，這時(shí)不論他們的見解是否正確都要給與鼓勵(lì)和表揚(yáng)，然后問學(xué)生：是否知道每一天每小時(shí)每分鐘每秒鐘全世界會新增加多少人口？學(xué)生會很有探究答案的欲望，這時(shí)很自然地讓學(xué)生打開書去閱讀50課的文章STANGDING ROOM ONLY 并找出我給出的這張表格的答案。由于本課是以大量數(shù)據(jù)為主反映人口問題的，因此如果學(xué)生能順利完成此表，那么全文的重點(diǎn)內(nèi)容就迎刃而解了。而且我認(rèn)為采用圖片導(dǎo)入法遠(yuǎn)比直接讓學(xué)生翻書閱讀更能激發(fā)學(xué)生的興趣使其由被動(dòng)學(xué)習(xí)變?yōu)橹鲃?dòng)獲取知識。

3、拓展與鞏固

通過講解我指導(dǎo)學(xué)生快速閱讀的方法，如猜詞悟意法、略讀掃讀法、找中心句和關(guān)鍵詞等方法，之后要檢驗(yàn)一下學(xué)生是否掌握此方法，于是我問學(xué)生世界人口的持續(xù)增長會引發(fā)那些嚴(yán)重問題呢？在學(xué)生發(fā)表一些個(gè)人看法后為，我再給學(xué)生一篇文章進(jìn)行快速閱讀，這也是本節(jié)課的課堂檢測，我會當(dāng)堂進(jìn)行面批面改。然后對于這篇關(guān)于人口急速增長帶來的一些后果的文章，我讓學(xué)生來進(jìn)行講解，這樣可以了解學(xué)生的閱讀現(xiàn)狀和存在的問題。

4．合作與發(fā)展

接下來我會通過多媒體展示給學(xué)生一組關(guān)于由于人口太多而導(dǎo)致資源匱乏、污染嚴(yán)重、食品短缺、空間擁擠等的圖片，看著這些圖片問學(xué)生：你們對哪一方面感觸最深？你還想到了其他那些方面？想不想了解其他同學(xué)的想法？又想不想知道在座老師們的看法？以這種方式充分把學(xué)生們的積極性調(diào)動(dòng)起來后將其分成6個(gè)小組，先組內(nèi)討論發(fā)表個(gè)人見解然后鼓勵(lì)他們?nèi)ゲ稍L在場聽課的英語老師。這樣設(shè)計(jì)的目的是（1）先讓學(xué)生自行討論可以避免受教師的想法所局限沒有自己的見解。（2）采訪老師既可以讓學(xué)生能夠用英語去實(shí)際交流，達(dá)到學(xué)以致用。有可以讓學(xué)生從英語教師那里獲得更多信息和掌握更多的英語表達(dá)方式（事實(shí)上，有些表達(dá)如果讓他們完全國獨(dú)立進(jìn)行是有些難度的），有由于這樣的學(xué)習(xí)方式平時(shí)機(jī)會不多，因此會讓學(xué)生感到很新鮮很有趣味性，在與老師交流時(shí)也會讓學(xué)生產(chǎn)生成就感。（3）我認(rèn)為學(xué)生合作精神的培養(yǎng)尤為重要，學(xué)生通過這一環(huán)節(jié)既能夠有自主學(xué)習(xí)的機(jī)會有鍛煉了與他人的合作，并在探索中有其個(gè)性思維發(fā)散的空間。

5、交流與分享

讓學(xué)生推選各組代表組成專家團(tuán)坐在教室前，選一名同學(xué)以記者的身份采訪“專家們”，使其把個(gè)小組的討論結(jié)果與大家交流共享，其小組成員可以作為后援團(tuán)補(bǔ)充些觀點(diǎn)，這樣既可以使口語較好的同學(xué)有更多的機(jī)會展示起到拔高作用，又可以讓口語較弱的學(xué)生也有參與的機(jī)會并能向他人學(xué)習(xí)。最后按事實(shí)豐富、語言準(zhǔn)確、表述清晰程度評出最權(quán)威專家和最積極后援團(tuán)，通過這種方式可讓學(xué)生有很強(qiáng)的集體榮譽(yù)感。

6、最后一個(gè)環(huán)節(jié)是作業(yè)，當(dāng)學(xué)生慷慨激昂地探討完這些現(xiàn)狀后，我會問他們，面對這種現(xiàn)狀，我們能做些什么呢？以此為題寫一篇作文。我布置這項(xiàng)作業(yè)的依據(jù)是新課標(biāo)的要求。新課標(biāo)指出：寫作需有明確的動(dòng)機(jī)和積極的態(tài)度，寫作的題目應(yīng)結(jié)合學(xué)生的實(shí)際需要，是他們具有寫作的愿望這樣他們才能了與寫作才能重返自己的思維能力，而不是為了應(yīng)付教師而做的作業(yè)。本節(jié)課教學(xué)效果的預(yù)測

100%的學(xué)生能夠積極參與教學(xué)，90%的學(xué)生能流利的表達(dá)自己的思想，并通過課下的反饋了解學(xué)生對本課的掌握情況

一、Introduction（導(dǎo)言）

英語說課是英語教學(xué)中的重要一環(huán)，也是衡量一位英語教師對教材的把握、分析及教師本人對上課進(jìn)程的宏觀控制能力的有力手段，能從理論上指導(dǎo)教師貫徹教學(xué)大綱，真正做到教與學(xué)相結(jié)合，將教材、大綱、教師、學(xué)生、課堂融為有機(jī)整體，對不斷提高教師教學(xué)能力和教研能力，有著突出的作用。

二、說課的基本原則

1.遵循教學(xué)大綱要求，明確說課內(nèi)容。把握說課與上課的區(qū)別與聯(lián)系，正確理解教材、教案說課、上課之間的層進(jìn)關(guān)系，走出說課即是“說教案”的誤區(qū)。2.以教師為主導(dǎo)，學(xué)生為主體，體現(xiàn)先進(jìn)的教學(xué)理念。3.詳略得當(dāng)，重點(diǎn)突出，體現(xiàn)說課的完整性。4.與教案相結(jié)合，體現(xiàn)其可操作性。

三、說課的基本程序

1.說教材：科學(xué)分析教材，明確重點(diǎn)難點(diǎn)、教學(xué)目標(biāo)和要求以及教材在單元中的地位和作用。

2.說學(xué)生：談?wù)剬W(xué)生的知識與能力結(jié)構(gòu)，明確說課內(nèi)容的難易程度。3.說教法：談?wù)劚竟?jié)課要實(shí)施的教學(xué)手段、方法以及教具的使用。4.說學(xué)法：談?wù)剬W(xué)習(xí)方法的運(yùn)用以及將要實(shí)現(xiàn)的目標(biāo)。

5.說教學(xué)程序：說為什么要設(shè)計(jì)該程序？目的、意圖何在？結(jié)果如何？

6.說板書設(shè)計(jì)：談?wù)劙鍟O(shè)計(jì)的根據(jù)和理由，力求體現(xiàn)說板書設(shè)計(jì)的程序性、概括性和藝術(shù)性。

四、注重說課信息和反饋與總結(jié)

說課的對象可以是專家、同行甚至是學(xué)生。向說課對象征詢意見、獲取信息，力求不斷改進(jìn)和提高。

五、附SB 2B U16 Lesson 63說課稿

Unit 16 Lesson 63 Hello, everyone.Today I’m very pleased to have an opportunity to talk about some of my teaching ideas.My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）.It is made up of four parts.Part 1 My understanding of this lesson The analysis of the teaching material: This lesson is a reading passage.It plays a very important part in the English teaching of this unit.Lesson 62 and Lesson 63 are a whole unit.By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans.At the same time, we should get the students to understand some difficult sentences to comprehend the passage better.The Ss should do some listening, speaking and writing, too.Of course, the Ss should receive some moral education.Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.Teaching aims: 1.Knowledge aim: Understand the main idea of the text.2.Ability aim: Retell the text in their own words.3.Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.Key points / Teaching important points: How to understand the text better.Teaching difficult points: 1.Use your own words to retell the text.2.Discuss the pollution of the sea and how to save the sea.Something about the Ss: 1.The Ss have known something about the sea and sea life through the Internet and other ways.2.They are lack of vocabulary.3.They don’t often use English to express themselves and communicate with others.4.Some Ss are not active in the class because they are afraid of making mistakes.Part 2 My teaching theories, methods and aids Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director； Combine the language structures with the language functions;Let the students receive some moral education while they are learning the English language.Teaching method: Double activities teaching method Question-and-answer activity teaching method Watch-and-listen activity Free discussion method Pair work or individual work method Teaching aids: 1.a projector 2.a tape recorder 3.multimedia 4.the blackboard Part 3.Teaching steps / procedures I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are: Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework Step 1 Greetings Greet the whole class as usual.Step 2.Revision 1.Ask students some questions to revise the last lesson（show them on the screen）.a.How much salt do the oceans contain per thousand parts of water?（35 parts of salt.3.5% by weight）

b.What is coral? Why are corals not found in deep water? c.Why is the Dead Sea called the Dead Sea? 2.Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）.Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.Step 3.Lead-in and preparation for reading Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.Purpose: Arouse the students’ interest of study.Bring in new subject: Life in the oceans.Step 4.Fast reading Read the passage as quickly as they can.I show the questions on the screen and let them get the main idea of each paragraph: 1.Why can living things live in such oceans around the Antarctica? 2.What does the whale feed on? 3.What is the difference between the sperm whale and other whales? Method: Read the text individually, use question—and—answer activity.Purpose: Improve the students’ reading ability.Understand the general idea of each paragraph.Step 5.Listening（book closed）

1.Listen to the tape then do an exercise（wb page 90, part 1）2.True or false exercise.（on the screen）

Train the Ss’ listening ability and prepare for later exercises.Step 6.Intensive reading Read the passage carefully again and answer some detailed questions on the screen.1.How much does a whale eat at a time? 2.Do all the whales feed on small fish? 3.How deep can a sperm whale dive? It is also called depth reading or study reading.It means reading for detailed information.Purpose: Further understand the text（Train further reading ability）to find out some different sentences and details of the text.Step 7.Preparation for details of the text on the screen 1....its heart slows to half its normal speed.slow-v.to become / make slower.2....using sound wave Present participle used as adverbial.3.provide sth.for sb.provide sb.with sth.4.at a time: each time 5.grow to a length of...Purpose: Train the Ss’ ability of understanding and using laguage.Step 8.Consolidation 1.Find out the topic sentences.2.Retell the passage according to the topic sentences.Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class.What’s more, I want to let them have the ability of introducing and analyzing expression.At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.Step 9.Discussion Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted.What should they do? Purpose: I mean to give them emotional education.I give them multi-media pictures to arouse their interest of study and their love for life.I mean to make them realize: The sea is in danger!I teach them to do their best to help it and do something from now on.Everyone should do something to love and protect our home.Step 10.Homework Write an article Saving the sea.I want to improve the ability of their writing.At the same time, train the ability of do-it-yourself and looking up the information by themseleves.Part 4.Blackboard design Unit 16 Lesson 63 Topic Sentences: 1.Some living things can live in Antarctica.（what）2.The whale feeds on small fish.（what）3.The sperm whale feeds on squid.（difference）Discussion: 1.The whales are in danger.What’s your opinion about it? 2.The sea is being polluted.What should we do? In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write.I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class.The discussion is of the difficulty.I want to make the design inductive, instructive and artistic.Good afternoon, everyone.I’m Zhou Yan.I’m an English teacher from Experimental School of Suqian.Now I’ll say Sample A of Lesson Six in Book One.I’ll prepare to say the lesson from four parts.Part One Analysis of the Teaching Material(一)STATUS AND FUNCTION

1.This is an important lesson in Book One.From this lesson, it starts asking the Ss to grasp contents of each Sample.To attain “four skills” request of listening, speaking, reading and writing.To start listing “Word Bank” and tell the Ss to remember the new words.To start asking the Ss to write the English sentences well.Therefore this lesson is in the important position of the teaching material.2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.(二)ANALYSIS OF THE STUDENTS

The Ss has learned English for about one month so far.They can understand some words and some simple sentences.The Ss have taken a great interest in English now.(三)TEACHING AIMS AND DEMANDS The teaching aim's basis is established according to Junior School English syllabus' provision.1.Knowledge objects

(1)To make the Ss know how to use the affirmative sentence “This is....” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I'm sorry”“That's all right”.(2)To study the new words “six, hey, sorry, it’s, that’s”, etc.by learning the dialogue of this lesson.(3)To finish some exercises.2.Ability objects

(1)To develop the Ss’ abilities of listening, speaking, reading and writing.(2)To train the Ss’ ability of working in pairs.(3)To develop the Ss’ abilities of communication by learning the useful structures.3.Moral objects

(1)To enable the Ss to be polite and love life.(2)To enable the Ss to look after their things well.(四)TEACHING KEY AND DIFFICULT POINTS

The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and function.1.Key points:

(1).To help the Ss to communicate with each other.(2).To enable the Ss to study in groups and co-operate skillfully.(3).To develop the Ss’ interest in English.2.Difficult points:

(1)How to make dialogues and act them out.(2)How to write the right whole sentences.(五)TEACHING AIDS

Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on.They will be needed in this lesson.Part Two The Teaching Methods 1.Communicative teaching method 2.Audio-visual teaching method

3.Task-based” teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language.So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue.I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.Teaching special features

To use these methods are helpful to develop the Ss’ thought.Part Three STUDYING WAYS

1.Teach the Ss how to be successful language learners.2.Let the Ss pass “Observation—Imitation—Practice ” to study language.3.Teach the Ss how to master dialogues and how to communicate with others.Teaching special features:

Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.Part Four Teaching Procedure

I’ll finish this lesson in four steps.First I’ll divide the Ss into four groups and bring a competition into the class.At last let’s see which group is the winner.Step1 Warm-up

1.Free talk between T and Ss.Such as: Hi, I’m....What’s your name? This is ….How do you do? Who is he/she? How are you? Who can count from 1to 5?

What’s this in English? etc.2.A game: Ask the Ss to give T some school things.For example:

T: Give me your book.(ruler, box, pen, table, knife, etc.)

T: This is your book.This is not my book.It’s your book.etc.In this course I’ll ask them to make a dialogue group by group without repetition.Find out which group will make the most dialogues.Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.Step2.Presentation

This course is very important.I’ll mainly talk about this step.I’ll use CAI to present the whole dialogue.Arrange some situations to help Ss understand Sample A.First scene: There is a bag on the floor.B is picking it up and get ready to leave.Now A is talking with B.A: Hi, B.How are you today? B: I’m fine, thank you.And you? A: I’m fine, too.Oh, this is my bag.B: No, this is not your bag.It’s my bag.A:(Look closely)Oh, I’m sorry.B: That’s all right.(At the same time, C is running up and hitting A.)C: Oh, I’m sorry.A: That’s OK.I’ll write the key points on the Bb while they are watching.After watching, I’ll teach them to read the words and sentences on the Bb.Make sure they can read them well.Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings.CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.Step3.Practice First play the tape recorder.Let the Ss listen and imitate the dialogue.Pay attention to their pronunciation and intonation.In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud.This step is employed to make the Ss grasp the Sample.At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A.Then find out which group will act it out well.I’ll give them red stars.Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one.At the same time let the Ss have a chance to practise their listening and spoken ability.Step4.Production

In this step I’ll give the Ss a free space to show their abilities.Second scene: The Ss are having a picnic.It’s hot and they take off their coats and put them together.They are singing and dancing, laughing and chatting.After the picnic, they begin to look for their coats.D and E are talking.F and G are talking.etc.After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.Purpose of my designing: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.Tell the Ss we should be polite and take good care of our things.We should love our life.I think proper competition can arouse the Ss’ interest in English learning.If the Ss can finish this task well, they will benefit a lot in their spoken English.2.Skill 1 Model 1.I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.Then check their handwriting, correct their mistakes.Find out who will write well and whose handing is the best.3.Finish the Ss’ workbook.Purpose of my designing: To check the knowledge Ss have learned in this lesson.Step5.Homework:

(1)Recite the words as many as possible after class.(2)Make a dialogue according to Sample A and write it in the exercise book.Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class.It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.Blackboard Design

Lesson Six Sample ASix This is my….hey This is not your....sorry It’s my....Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.

第五篇：初中英語德育工作

2010—2011學(xué)年第二學(xué)期

德育工作總結(jié)

呼和浩特市第二十二中學(xué)

梅冬冬

2011年7月