初二英语说课稿(推荐3篇)

初二英语说课稿 篇一

Title: Teaching Listening Skills to Grade 8 Students

Introduction:

Good morning, everyone! My name is [Your Name], and I am here to present my lesson plan on teaching listening skills to Grade 8 students. This lesson is designed to help students improve their listening comprehension and develop their ability to understand spoken English.

I. Analysis of Teaching Materials:

1. Textbook: Unit 3, Lesson 2 - "At the Restaurant"

2. Teaching objectives:

a. Enable students to understand and respond to restaurant-related conversations.

b. Familiarize students with vocabulary and expressions related to ordering food.

c. Enhance students' listening comprehension skills.

3. Key points:

a. Vocabulary: food items, restaurant-related words, expressions.

b. Listening for specific information.

c. Listening for details.

4. Difficulties:

a. Understanding different accents and intonation patterns.

b. Recognizing idiomatic expressions.

II. Teaching Methods:

1. Pre-listening activities:

a. Introduce the topic using pictures and real-life examples.

b. Pre-teach vocabulary and expressions related to ordering food.

c. Activate students' background knowledge by discussing their previous experiences at restaurants.

2. While-listening activities:

a. Play an audio recording of a restaurant conversation.

b. Students listen for specific information, such as the order and the total bill.

c. Students listen again and complete a dialogue or answer comprehension questions.

3. Post-listening activities:

a. Students practice ordering food in pairs or small groups.

b. Role-play activities where students act out restaurant scenarios.

c. Class discussion on their experiences and preferences at restaurants.

III. Teaching Procedures:

1. Warm-up activity: Show pictures of different types of restaurants and ask students to discuss their favorite restaurant.

2. Presentation:

a. Introduce new vocabulary and expressions through visuals and gestures.

b. Use real-life examples and scenarios to engage students' interest.

c. Model correct pronunciation and ask students to repeat after you.

3. Listening activities:

a. Play the audio recording and ask students to listen for specific information.

b. Repeat the audio and have students complete a dialogue or answer comprehension questions.

c. Engage students in discussions about the dialogue and their understanding.

4. Practice activities:

a. Divide students into pairs or small groups to practice ordering food.

b. Encourage students to use the vocabulary and expressions learned.

c. Monitor students' performance and provide feedback.

5. Consolidation:

a. Role-play activities where students take turns acting as customers and waiters.

b. Class discussion on their experiences at restaurants and their preferences.

c. Summarize the key points of the lesson and review the vocabulary.

Conclusion:

In conclusion, this lesson is designed to help Grade 8 students improve their listening comprehension skills and develop their ability to understand spoken English in restaurant-related conversations. By incorporating various teaching methods and engaging activities, students will have the opportunity to practice their listening skills and enhance their vocabulary knowledge. I hope this lesson will be both enjoyable and beneficial for the students. Thank you for your attention.

初二英语说课稿 篇二

Title: Teaching Writing Skills to Grade 8 Students

Introduction:

Good morning, everyone! I am [Your Name], and I am delighted to present my lesson plan on teaching writing skills to Grade 8 students. The objective of this lesson is to help students enhance their writing abilities and improve their overall English language proficiency.

I. Analysis of Teaching Materials:

1. Textbook: Unit 5, Lesson 3 - "Writing a Personal Letter"

2. Teaching objectives:

a. Enable students to understand the format and structure of a personal letter.

b. Familiarize students with key phrases and expressions used in personal letters.

c. Improve students' writing skills through guided practice.

3. Key points:

a. Structure and format of a personal letter.

b. Appropriate language and tone for personal letters.

c. Effective use of expressions and phrases in personal letters.

4. Difficulties:

a. Organizing ideas and maintaining coherence in writing.

b. Using appropriate vocabulary and expressions.

c. Applying correct grammar and sentence structure.

II. Teaching Methods:

1. Pre-writing activities:

a. Introduce the topic using real-life examples and personal experiences.

b. Brainstorm ideas and create a mind map together as a class.

c. Discuss the purpose and audience of a personal letter.

2. While-writing activities:

a. Provide a sample personal letter and analyze its structure and content.

b. Model the writing process by thinking aloud and demonstrating how to organize ideas.

c. Guided writing exercises where students complete a personal letter using given prompts.

3. Post-writing activities:

a. Peer review and editing exercises to improve writing quality.

b. Class discussion on the importance of revision and self-editing.

c. Teacher feedback and evaluation of students' writing.

III. Teaching Procedures:

1. Warm-up activity: Ask students to share their experiences of receiving personal letters and discuss the emotions associated with them.

2. Presentation:

a. Introduce the format and structure of a personal letter using visuals and examples.

b. Highlight key phrases and expressions commonly used in personal letters.

c. Model correct writing tone and style through a sample personal letter.

3. Writing activities:

a. Provide writing prompts or specific situations for students to write a personal letter.

b. Guide students through the writing process, focusing on organizing ideas and maintaining coherence.

c. Encourage students to use the vocabulary and expressions introduced.

4. Peer review and editing:

a. Pair students up and have them exchange their letters for review and feedback.

b. Instruct students to provide constructive criticism and suggestions for improvement.

c. Students revise and edit their letters based on the feedback received.

5. Consolidation:

a. Class discussion on the importance of revision and self-editing in the writing process.

b. Teacher feedback and evaluation of students' writing, highlighting strengths and areas for improvement.

c. Summarize the key points of the lesson and review the writing techniques learned.

Conclusion:

In conclusion, this lesson aims to help Grade 8 students improve their writing skills by focusing on the structure, content, and language used in personal letters. Through various teaching methods and guided practice, students will have the opportunity to develop their writing abilities and enhance their overall English language proficiency. I hope this lesson will inspire creativity and foster a love for writing among the students. Thank you for your attention.

初二英语说课稿 篇三

初二英语说课稿

　　rds on the screen. (class work)hobby guess sell frame wall instruction roll2.Introduce the meaning of “hobby”. (A hobby is just something you like to do in your spare time. It’s fun!)3.Play the tape

　　Part 1 Analysis of the teaching material

　　1.Status and Function

　　The lesson is the first lesson of Unit 7 . The main content of this lesson is what your hobbies are. It’s related to our daily life.

　　2.Teaching aims and demands

　　Knowledge objects

　　1)Make the Ss say their hobbies. 2)Learn how to use Verb- ing.

　　Ability objects

　　1)The Ss can express their hobbies.

　　2)Make the Ss share the others’ hobbies and understand each other in English communication.

　　3)The Ss can use Verb- ing.

　　Emotion objects

　　1)Enable the Ss to have desire to study English and enjoy the lesson.

　　2)Encourage the Ss to say what they enjoy doing.

　　3.Main Teaching Points and Difficult Points

　　In this lesson, there are two points to be solved, this is:1)Help the Ss understand the scenario of the text by reading and master the grammar—Verb- ing.2) Help the Ss to master the Function: What are your hobbies? ( such as: swimming / playing the computer games / skating…) .It is necessary for a teacher to identify the main teaching points and the difficult points. The teacher, at the process, presents new language items and explains model skills, lets the Ss have more opportunities to express the new language and use in each activity.

　　4.Teaching aids

　　blackboard , pictures , tape recorder , multi-media computer

　　Part 2 Analysis of the students

　　Most of the students in this class aren’t good at English because their English teacher is often changed. They don’t often use English to express themselves and communicate with others. Some students aren’t active in the class, they don’t want to open their mouths because they are afraid of making mistakes.

　　Part 3 Teaching methods

　　According to New Course Standard of English, combining with the language level of Ss, I take Three task-teachings; Communicative methods; Aural-oral methods with the help of the computer.

　　In the teaching process, I will apply blackboard , pictures , tape recorder and multi-media computer to arouse the Ss’ interests in learning.

　　Part 4 Learning Strategies

　　In the process of learning , lots of linguistic activities are to be applied. Because the language activity-practice is the only approach for Ss to master either the basic knowledge of English or the language competence.

　　Help the Ss to learn to study independently, learn to cooperate with others. In class, encourage the Ss to communicate with others and build up their confidence.

　　Part 5 Teaching procedures

　　Step 1 Pre-task

　　1.Listen to the song “You Are You!”

　　(Song is a good way to relax the Ss themselves. By listening to the song , the Ss can receive some moral education. It’s helpful to teach the lesson.)

　　2.Warming up . (In this period, I’ll show some pictures of hob