初中英语说课稿《where’smybackpack?》【优秀4篇】

初中英语说课稿《where’smybackpack?》 篇一

第一篇内容

一、教材分析

本节课的教材来源于初中英语教材《Go for it！Book 1A》Unit 4的第一部分。该教材主要围绕着学生在不同场景下寻找物品的对话展开，通过学习相关生词和句型，培养学生的听说能力。

二、教学目标

1.知识目标：

（1）学习并掌握本节课的生词：backpack, library, canteen, classroom, office。

（2）学习并掌握句型：“Where’s my backpack?” “It’s in the library/canteen/classroom/office.”

2.能力目标：

（1）通过听力训练，提高学生的听力理解能力。

（2）通过口语训练，培养学生的口语表达能力。

3.情感目标：

培养学生的合作意识和乐于分享的精神。

三、教学重点和难点

1.教学重点：

（1）生词的学习和掌握。

（2）句型的学习和运用。

2.教学难点：

（1）句型的正确运用。

（2）听力训练的提高。

四、教学准备

课件、录音机、图片、小黑板。

五、教学过程

Step 1：Warm-up

通过播放一段关于寻找物品的对话的录音，引入本节课的话题，并激发学生的学习兴趣。

Step 2：Presentation

1. 呈现生词backpack，并帮助学生掌握其意思。

2. 呈现句型“Where’s my backpack?”并帮助学生理解其意思。

3. 通过图片引导学生学习其他生词：library, canteen, classroom, office。

Step 3：Practice

1. 听录音，完成练习册上的听力练习。

2. 学生分组进行对话练习，模拟对话内容。

Step 4：Production

学生自由组成小组，每组选择一个物品，并进行寻找的对话表演。

Step 5：Summary

用简洁明了的语言总结本节课的所学内容。

Step 6：Homework

完成练习册上的相关练习。

六、板书设计

Where’s my backpack?

It’s in the library/canteen/classroom/office.

初中英语说课稿《where’smybackpack?》 篇二

第二篇内容

一、教材分析

本节课的教材来源于初中英语教材《Go for it！Book 1A》Unit 4的第二部分。该教材主要围绕着学生在不同场景下寻找物品的对话展开，通过学习相关生词和句型，培养学生的听说能力。

二、教学目标

1.知识目标：

（1）学习并掌握本节课的生词：schoolbag, book, pencil case, ruler。

（2）学习并掌握句型：“Where’s my schoolbag/book/pencil case/ruler?” “It’s in/on/under/near the desk/chair/bag.”

2.能力目标：

（1）通过听力训练，提高学生的听力理解能力。

（2）通过口语训练，培养学生的口语表达能力。

3.情感目标：

培养学生的合作意识和乐于分享的精神。

三、教学重点和难点

1.教学重点：

（1）生词的学习和掌握。

（2）句型的学习和运用。

2.教学难点：

（1）句型的正确运用。

（2）听力训练的提高。

四、教学准备

课件、录音机、图片、小黑板。

五、教学过程

Step 1：Warm-up

通过播放一段关于寻找物品的对话的录音，引入本节课的话题，并激发学生的学习兴趣。

Step 2：Presentation

1. 呈现生词schoolbag，并帮助学生掌握其意思。

2. 呈现句型“Where’s my schoolbag?”并帮助学生理解其意思。

3. 通过图片引导学生学习其他生词：book, pencil case, ruler。

Step 3：Practice

1. 听录音，完成练习册上的听力练习。

2. 学生分组进行对话练习，模拟对话内容。

Step 4：Production

学生自由组成小组，每组选择一个物品，并进行寻找的对话表演。

Step 5：Summary

用简洁明了的语言总结本节课的所学内容。

Step 6：Homework

完成练习册上的相关练习。

六、板书设计

Where’s my schoolbag/book/pencil case/ruler?

It’s in/on/under/near the desk/chair/bag.

初中英语说课稿《where’smybackpack?》 篇三

第二篇内容

Title: Teaching Plan for "Where's my backpack?"

Introduction:

This teaching plan aims to introduce the topic "Where's my backpack?" to a class of middle school students. The focus of this lesson is to develop students' reading and writing skills through a series of activities. The target vocabulary for this lesson includes words related to locations and prepositions.

Teaching Aims:

1. To introduce and practice vocabulary related to locations and prepositions.

2. To develop students' reading and writing skills.

3. To enhance students' ability to describe and locate objects.

Teaching Procedures:

Step 1: Warm-up (5 minutes)

Begin the lesson by showing the students a picture of a backpack and asking them questions such as "Do you have a backpack?" and "Where do you usually put your backpack?" This will activate their prior knowledge and generate interest in the topic.

Step 2: Introduce Vocabulary (10 minutes)

Introduce the target vocabulary by presenting flashcards with pictures of different locations (e.g. bedroom, living room, kitchen) and prepositions (e.g. under, on, in). Teach the pronunciation and meaning of each word, and ask students to repeat after you.

Step 3: Reading Activity (15 minutes)

Distribute a short passage about a person searching for their misplaced backpack. Ask the students to read the passage individually and underline the words related to locations and prepositions. Afterward, discuss the answers as a class.

Step 4: Writing Activity (20 minutes)

Ask the students to imagine that they have lost their backpack in their house or school. Instruct them to write a short paragraph describing the location of their backpack and giving directions to find it. Encourage the use of the target vocabulary and provide support as needed.

Step 5: Pair Work (10 minutes)

Divide the students into pairs. Ask them to exchange their written paragraphs and take turns following the directions given by their partner to locate the backpack. Encourage students to ask for clarification if needed.

Step 6: Wrap-up and Extension (5 minutes)

Summarize the lesson by reviewing the target vocabulary and asking students to share one important thing they learned. As an extension activity, students can create a poster or a comic strip depicting a similar situation and use the target vocabulary in their illustrations and captions.

Conclusion:

By engaging students in reading and writing activities related to locating objects, this lesson aims to strengthen their reading and writing skills. The use of authentic texts and interactive pair work will provide students with opportunities to practice the target vocabulary in a meaningful context.

初中英语说课稿《where’smybackpack?》 篇四

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　　2、教学目标

　　1)Knowledgeobjectives:

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