初中英语说课稿：《The Zoo Is Open》说课稿范文

一 教材简析

本单元的主要话题是谈论动物，此课为本单元的第三节课，主要讲述Danny, Jenny and Brian 去动物园的计划，教学内容与学生的实际生活密切相关，易与引发学生运用简单的英语进行交流和交际，通过学习使学生提高保护动物和保护大自然的意识 。

二 教学目标

1、知识目标 ：使学生学会本课的生词及短语：zebra, somewhere, a kind of, all kinds of, protect, open, lake, gorilla, extinct, scientist等词汇及go extinct, protect...from...和谈论ZOO的话题.

2、能力目标：通过对Is it good for animals to live in the zoo?的辩论，进一步提高学生的英语运用能力及合作精神。

3、情感目标：通过教学使学生懂得爱护动物，珍惜生命从而树立环保意识 保持生态平衡 。

三、教学内容及重、难点

本课的重点和难点都是本课的生词短语及相关句式的灵活运用以及有关ZOO话题的讨论。

四、教学对象分析

本课的教学对象为八年级学生，在设计教学过程中，抓住学生感兴趣的话题、利用学生爱表现的特点，通过说一说，比一比，辩一辩，将知识融入到活动中，并充分给予鼓励和肯定，让学生说有回报，比有收获。开放教学思想，在教学中给每个学生以重要感和成就感。

五、教学设想及设想依据

设计本课时，在学生学习基础知识，训练运用技能的基础上，着重考虑了兴趣和能力的培养。在生活中寻找体裁，在学科中寻找融合点。以学生感兴趣的FLASH入手，通过各项活动，让学生在完成各项任务中，掌握新知。通过自主探索，发现问题，解决难点, 提高学生的语言运用能力。

七、教学方法

通过五步教学法,精讲巧练,由易到难,由浅入深,由已知到未知,循序渐进地深化教学内容。展开以教师为主导,以学生为主体的师生双边活动。

八、学法指导

1 学习积极性的调动---我在教学过程中创设了一种和谐的、积极互动的语言氛围,让学生在乐中学。

2 学习方法的指导---用生动的课件调动学生的感官,培养学生观察力,想象力,记忆力以及思维能力。

3 学习策略的指导---我让学生观察课件画面,回答问题,让学生学会认知策略; 让学生表演对话,实现交际策略;充分利用多媒体,录音是资源策略;引导学生学以致用是调空策略的体现。

九、教学手段

主要以现代化教学手段---多媒体辅助教学，贯穿整个教学过程，增加了直观性和趣味性，达到了教育教学目的。

十、教学过程设计:

Step 1 Greeting and a duty report

Step 2 Lead-in

In last lesson we learnt people love pets .Most of you have been to the zoo ，haven’t you ? Why do we want to go to the zoo ? Of course , we can see more animals there .

Tomorrow is Saturday .The zoo is open . Danny, Jenny and Brian don’t have classes .They are going to somewhere .Now they are making a plan .The following dialogue will tell us.

Step 3 Presentation

Play the tape for the students to listen and ask the following questions :

﹡Where will they go tomorrow ?

﹡What plan are they making ?

﹡What will Danny need to take ?

Then show the answers on the screen by a projector so that students can check the spelling and other details of their answers .

Step 3 Listening and Reading :

Books open . Play the audiotape again and have the class follow along in their dialogue . Then teach new words.

Step 4 Explanation and Discussion :

Explain the key and difficult points and let students write them on their notebook .

Divide the class into small groups and ask each groups to discuss the following questions ,using as much English as possible .

﹡Have you visited the zoo ?

﹡Who went to the zoo with you ?

﹡Did you buy tickets for the zoo ?

﹡What animals did you see ?

﹡What animals did you like best ? Why ?

﹡Did you feed any animals ?

﹡Is it good for animals to live in the zoo ?

Ask the class to talk about each other .Using these sentences :

It is good for animals to live in the zoo .

It is not good for animals to live in the zoo .

(在这项活动中，我通过设计不同的问题，让所有学生全面参与，使学生思维一直处于积极活跃的状态，让他们在小组中交流、合作、竞争。每个问题都存在着一定的信息差，易于激发学生表达欲望和急于知道答案的心情，在活动中一定会表现自己，做到最好。同时也培养了学生解决问题的能力。把Is it good for animals to live in the zoo ?作为辩题，分为男女两队，正方：It is good for animals to live in the zoo .

a It is easy for people to see all kinds of animals .

b The workers in the zoo can protect .

c They have enough food to eat .They won’t get hungry .

d Zoos can help people to stop animals from going extinct .

反方：It is not good for animals to live in the zoo .

a They are not free .

b Animals like to live in the nature .

c The zoos are not their own home .

d Some animals may be eaten by others .

将新的知识与学生感兴趣的话题融入其中，改变学生被动听的局面，学生的好胜心理较强，将枯燥的语言知识练习暗藏其中，不但是学生情绪饱满，而且提高了学生的语言运用能力。

Step 5 Summary and Homework

A Write a story about your trip to the zoo .

B Try to remember the news words and useful expressions learned today .

(在布置作业上我一直采取分层次布置作业，重在让每个同学都感受到完成作业的成就感，A类作业重能力，B类作业重基础知识。