初中英语说课稿对话

初中英语说课稿对话（精选7篇）

初中英语说课稿对话 篇1

Teaching Plan for Junior English(About Dialogues)Good morning, judges.It’s my great pleasure to stand here, and you know it’s a great opportunity for me to meet you, and also talk about my understanding of the text.Now I’ll say Section A(1a-1c)of Unit 6 in Book 1.To make my presentation clear, I’ll introduce my thoughts to you from 6 aspects.They are analysis of teaching material, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design.Now I’ll introduce them to you one by one.Part one: Analysis of teaching material.This unit is focused on “Food”, Let students master the usage of “like” to talk about their likes and dislikes.The content is close to students’ real life , so it’s helpful to raise learning interest of students and it will be helpful to improve their spoken English.It’s also the first part of this Unit, if students can master this part well, it will be helpful for them to learn the rest part of this unit.According to new curriculum standard and the syllabus, the focus of teaching should be laid on grasping key vocabulary and structures and developing the students’ ability of communication.So my teaching objectives are set as follow(s): Knowledge objects are to master the key words of food and master the target language: Do you like bananas? / Yes, I do or No, I don’t./I like…/I don’t like…

Ability objects are to use the key words and the target language freely and be able to make similar dialogues and listen correctly.Pay attention to the countable nouns and uncountable nouns.Emotional objects are to form the awareness of cooperation, realize the importance of a balanced diet and form good habits.Based on the objectives, I make the teaching important points and difficult points as follow.Important points are to help students master the key words and understand and use the target language.Difficult points are to master the countable nouns and uncountable nouns and use them correctly.That’s all about part 1.Now I’d like to say something about the students.The students have learned English for some years.They understand some words and expressions, but they have some difficulties in listening and speaking, they are curious, active and fond of games, they enjoy learning through cooperation in a relaxing atmosphere.So I set the following teaching methods: five step method, task-based teaching method, communicative teaching approach, audio-visual teaching method.In order to practice my teaching methods well, a projector, a tape recorder and multi media will be used.Correspondingly, part 4, learning method.The new curriculum standard stresses that the students should be the master of the class and they should learn by doing and using, so their learning methods are cooperative through group work.Now let’s come to our most detailed part.Part 5, teaching procedures.Before teaching, I will divide the whole class into 4 groups to do competitions while finish different tasks in this lesson.As it is a listening and speaking class, I design the following 5 steps.Step 1 lead in Let students enjoy a song(Ten Little Indian Boys)to understand the singular form and plural form of countable nouns.Step 2 presentation Task one: Teach the new words.At first, let students say the names of all kinds of food as many as possible.(Brainstorming)Secondly, increase more, teach the new words of food with showing pictures and ask them to read after me.Thirdly, I will use multi-media to present the key words.I will present the words in this order.The singular forms and uncountable words are put on the left, the plural forms of countable words are presented on the right column.Let students discuss in groups and summarize the regulations about how to change the nouns from the singular form to plural form.At last, finish 1a, ask students to match the words with the pictures and check the answers.Task two: Teach the target language I will introduce the target language like this: T: Now, I have a banana.I like bananas.Do you like bananas? S:(Help them to answer)Yes, I do./ No, I don’t.T: I also have a tomato, but I don’t like tomatoes.Do you like tomatoes? Use the pictures to practice these sentence structures.The purpose of this step is to get students familiar with the vocabulary of food and the target language.Step 3: Practice(make conversations)Finish 1b: Listen to the recording and number the conversations.Ask students to work in pairs to make their own conversations about their likes and dislikes.As they talk, move around the classroom and give any help they need.And then ask some pairs to act out their conversations, then make a comment on it.The best pairs will be rewarded.The purpose of this step is to further improve the students’ spoken ability.Step 4: Consolidation(Work in groups and finish 1c)

In order to cultivate students’ communicative ability in English, I will show some word cards to each group, let them make up situational dialogues and act them in roles.I will praise the best group.The purpose of this step is to consolidate what we have learned in class.Besides, proper competitions can arouse students’ interest.Step 5 Homework As a language teacher, I want to improve my students’ writing ability so I give them this homework: The first one: Copy the new words.The second one: Make a survey by using sentences in or out of their small groups and then fill out the form.Ok, so much for the teaching procedures.Now let’s come to the last part, blackboard design.A good blackboard design should be artistic and scientific, so I will write my title in the middle of the blackboard, the key words and phrases on the left side, the key sentence patterns in the middle and the right part is reserved for the new words the students may come across during the class.That’s all my teaching plan, thanks so much for your attention.

初中英语说课稿对话 篇2

1.Teaching aims

A.Aim in knowledge:Enlarge the Ss'knowledge and vocabulary in traveling and know how to read travel leaflets and how to write a travel plan.

B.Aim in ability:Develop the Ss'listening, speaking and team working abilities.

C.Aim in emotion:Broaden the Ss'minds and help them know the importance of team work.

2.Teaching Emphasis and Difficult Points

Teaching Emphasis:

A.Help the Ss master the way of planning a holiday for their family.

B.Finish the task of listening to improve the students'listening ability.

C.Finish the task of reading and writing a travel plan.

Difficult Points:Develop the Ss'ability of team work.

3.Teaching Methods

Interactive Teaching Method

Discussion Teaching Method

Encouragement Teaching Method

Teaching procedures:

Step1 lead in

1.Greet the Ss我通过一些简单而学生又感兴趣的问题和一些漂亮的旅游景点图片从兴趣、情感和视觉上来拉近和陌生学生的距离, 同时激发学生课堂兴趣, 导入课堂。

1) Do you think school life is interesting?

2) Do you want to have a holiday now?

3) Do you like traveling?

4) What do you often do in your holidays?

5) Which places have you ever been to?

Step2 Reading travel leaflets

对本环节的处理我的变动较大。教材要求学生划出地名, 但学生对地名概念和景点名字容易混淆。我把要求改为四个问答题, 既体现了教材要求同时便于学生掌握大意, 理清旅游路线。同时我在学生读之前也强调阅读技能, 要学生带着问题读, 体现现行教材任务型教学的要求。过后我通过展示景点图片激发学生兴趣并对地名做进一步熟悉。

1) What`s the route of the first travel leaflet?

2) What activities can you have in Queenstown?

3) How many scenic spots can you find in Ji’nanand Tai’an?And what are they?

4) What is Qufu famous for?

1.Here are two wonderful places for you to choose on page33.There are two leaflets.I'll give you some time to read them with the four questions.

1) What's the route of the first travel leaflet?

2) What activities can you have in Queenstown?

3) How many scenic spots can you find in Ji'nanand Tai'an?And what are they?

4) What is Qufu famous for?

2.Pay attention to the reading skills.

Scanning for certain information that you need.

Discuss in fours3 Have you got the answers?Let's check the answers together.

Answers:

1.The route is:Christchurch-Greymouth—Queenstown-Chirstchurc

2.Take a river cruise and have a traditional Maori dinner.

3.Six scenic spots.

They are:Baotu Spring, Damming Lake, Mount Taishan, South heaven Gate and Dai Temple.

4.It's famous for the birthplace of Confucius

Step 3:Practice:pair work

这部分我想通过学生自编对话和操练来达到进一步掌握信息和运用语言。希望进一步培养学生创造性地利用材料和运用语言的能力, 这样把听、说、读、写的能力培养目标落到实处。

Create a dialogue with your partner according to one of the two leaflets.One of you acts as a tourist and another acts as a guide.

Then I'll ask some pairs to act your dialogue out.

Step 4:Listening practice

1.Listen to the tape and finish the rest details.

2.I'll stop the tape where it is difficult.

3.Check the answers.

4.Draw a conclusion about what is travel plan and what it often includes.

Step5:Make a one-day tour plan to your hometown.

本环节我要求学生自编旅游计划, 力求达到学生能灵活运用所学知识的目标。而以家乡一日游做问内容是为了让学生感兴趣的同时培养他们热爱家乡, 渗透情感目标。

总结本节课内容, 帮助学生梳理知识网络。

Step 7 Homework

《开放英语1》说课稿 篇3

1.课程介绍；2.课程教学目标及重难点；3.教学资源分析；4.教学设计；5.教学实践。

一、课程介绍

1.课程定位：本课程是专门为具有初级英语基础的成人自学英语而设计的。现为广播电视大学公共英语课，是电大专科非英语专业必修基础课之一。

2.《开放英语1》教学内容：主要以日常生活用语为主，突出语言的实用性和应用性。通过反复实践，达到熟练运用的目的。

3.课程结构设计：本课程分18个学习单元（Unit），每学习单元又分三个部分（Session）。每部分由若干个学习活动（Activity）串起来，涉及听、说、读、写各项语言技能的训练，是学习内容的主要载体。另外每单元还配之以Language Focus ，即语言要点作为语言知识归纳，以及英美文化习俗介绍。（Cultural Note）一个单元学习量为3个小时。

二、课程教学目标及重难点

1.知识目标：是通过系列学习掌握英语语音、语法、词汇等相关基本知识，以及英语国家的文化背景知识。其中词汇要求达到1600个。（包括入学时要求掌握的600词汇）

2.能力目标：通过反复实训提高学生听、说、读、写基本技能。培养学生运用英语的能力。侧重培养学生的阅读能力，为学生进一步学习和运用英语打好基础。

3.教学重难点：为了达到目标，反复实训是提高英语水平的必经之路，课程安排了许多学习活动，此为课程的重点。至于难点在于语法，尤其是词型变化比较难以记住。

4.解决方案：尽可能多地开展一些教师与学生以及学生与学生之间的互动，多用英语进行交流；让学习活动变得有趣；不把语法讲得太多，太复杂，不影响表达即可。

三、教学资源分析

教材：《开放英语》（This is English）是中央广播电视大学与英国开放大学合作，为我国英语学习者编写的一套适合于自学的多种媒体英语系列教材。共分6册，通过听、说、读、写技能的综合训练，提高学习者在实际生活中使用英语进行口、笔头交际的能力。全部学完可从初级上升到中级水平。

教材起点为600词汇，本着“以学生为中心”的现代教学思想，充分考虑成人学习的特点，编者对教学内容进行了全面的设计，精心选取，合理编排，其主要特点是：

1.内容实用，取自于现实生活，趣味性强。

2.“以学生为中心”组织编排学习任务，难易程度呈低起点阶梯状稳步递升，同时加强助学与导学，最大限度地减少学习难度。

3.边学边练，做中得学，使学生能学以致用。

4.学习目标一目了然。

5.“虚拟导师”伴随学习过程。满足学生自学要求。

四、教学设计

1.教学设计指导思想：根据电大系统教学要求，主要是以学生自学为主，教师导学为辅，所以教师不能如全日制学校那样完全按部就班的讲解，而主要告诉学生学习方法，重点难点辅导，督促检查作业等。这里就有一个转变观念的问题，要求学生由“被动接受者”变为“主动学习者”，教师的角色由“灌输者”变为“帮助者”，这里教师的作用是很关键的，不仅自己要转变观念和角色，还要帮助学生尽快适应新的教学模式。

2.学生情况分析：（1）学生实际困难：电大属于成人教育，学生大都来自社会各企事业单位，中专（技校）毕业生居多，一般来说英语基础比较差，加上是兼职学习，有的还有家务拖累，因此学习时间少，英语基础较差，学习积极性不高是较普遍的现象。（2）解决方案：教学过程中教师一是要有耐心，讲课要深入浅出，从基础内容开始训练。二是要多告诉学员学习方法，“授人以渔”。三是多辅导，多督促检查，不能放任自流。

3.教学法：主要运用（1）讲解说明法：这对课程难点重点的讲解很必要。（2）直观教学法：听录音看视频，创造一个真实的语言环境，让学生有身临其境的感觉。（3）互动法：让学员扮演角色，用英语表达想法。（4）朗读法：有带读，小组读，个人示范读等多种形式。（5）随机测试法，随机抽查学生掌握知识的程度，检查学习效果，激励学生认真学习、积极进取。

教学工具：主教材《开放英语1》；配套教材《开放英语1综合练习》；CD光碟一盘；电脑播放设备一台。

4.教学评价：为了检查学习效果，督查学生保证一定的自学时间，本课程的学习效果评价方法采用“形成性考核30%（课堂表现+出勤+作业成绩）+终结性考核70%=期末总成绩”的测试体系。并在网上采取定时和不定时两种形式辅导和答疑。此法对教学起到了积极反馈作用，也调动了学生学习的积极性和参与意识。

五、教学实践

下面我将以我校本学期“开放英语1”第一课为例，讲讲我的教案设计思路：

1. 本课定位：让学员初步了解本课程设计特点和学习方法，懂得学好英语的重要性和必要性，为后面的学习打下基础。

2. 学习重点和难点：本单元重点是围绕学习目标来安排的，也就是学习Lin xiaoyan到达伦敦与朋友见面后如何介绍自己和他人。本课中设置的Language Focus 是语法、词汇需掌握的要点，也是学习难点。

3. 教学时间分配：A.课堂引入（5分钟，讲清为什么要学好英语）；B.教材介绍（5分钟说明怎样学习）；C.进入课本开始学习活动（Activity）（25分钟）；D.难点讲解、回答疑义、布置作业（15分钟）

4. 导学内容：

（1）为什么要学好英语？

（2）怎样利用教材自学英语？

（3）本次课程介绍：本次课要学的是第一单元的第一部分，其余两部分由学员根据老师课堂学习的步骤和方法，举一反三的抽时间自学。Unit 1的标题是“talking about people”，即人物介绍，课程安排是来自中国的林晓燕将到达伦敦与朋友会面。

（4）本节课主要学习目标：A.与五位主角认识，学习介绍个人基本情况和所从事的工作（本部分的重点）；B.学习动词to be；学习冠词a/an的用法（本部分的难点）。

初中英语说课稿 篇4

一、教材分析：

本单元学习谈论交通工具和距离 ，学习合理安排行程，并合理选用交通工具，主要单词有。subway，train，walk stop mile get to how far how long.主要句型有：How do you get to school ?I ride my bike .How long does it take?It takes about thirty minutes.第四单元我设计了六课时，我现在要说的是本单元的第一课时Section A的1a 1b 1c，主要学习本单元的基本语言知识 How does Bob get to school?He takes the train.还有听说训练，学好本节内容是掌握整个单元内容的前提。通过本单元的学习培养学生的人际交往能力和逻辑表达能力。

二、教学目标：

1、知识目标：

新单词：ride，walk，get to，take the train.

句型：How does Bob get to school? He takes the train.

语法：一般现在时。

2、能力目标：

(1)通过创设情境和读写使学生掌握新单词。

(2)通过朗读和操练使学生掌握新句型。提高学生的口语能力。

(3)通过听和重复录音中的情景对话使学生提高听说能力。

初中牛津英语说课稿 篇5

一、说教材：

1、教材所处的地位及作用：

这单元是9B的最后一个单元。以Great people为话题展开本节课学生，该话题很容易引起学生们的讨论兴趣。在welcome to the unit 部分，学生们已初步本节课学生了一些有关伟人的知识。Reading 是一个单元的核心部分，它承载着众多的教学任务。我将reading部分分作二课时进行教学，第一课时为阅读课，第二课时为语言知识本节课学生课和练习巩固课。根据教材的安排及新课标要求学生们通过体验，实践，参与，合作，交流和探究等方式本节课学生和使用英语，真正体现以本节课学生者为中心的教学理念，我详细说说第一课时的教学。基于本课在教材中所处的地位及作用，特制定以下教学目标。

2、教学目标：

知识目标：

1、To grasp some important language points.2、To understand English idoms.能力目标：

1、To guess general meaning from keywords and context.2、To skim text for overall meaning and scan for details.情感目标：To learn spirit from great people.3、教学重点与难点：

To identify true or false statements based on the reading passage.To extract relevant information from the reading passage.二、说教法：

本节课我主要采用以下几种教学方法：

1、根据课文特点和学生们实际情况，以情景教学法进行教学。

通过形象生动的图片及相关资料，调动学生们的本节课学生兴趣, 激起学生们情感上的共鸣，从而引导学生们从整体上理解课文、从细节分析课文，促进学生们的语言能力及其情感等方面整体发展。

2、采用小组本节课学生法，扩大教学范围。

把学生们分成四人小组，也可以自由组合，让他们在互动中启发思维。同时注意保证每个学生们都有机会参与到本节课学生中来，培养学生们与伙伴合作的意识和策略。

3、运用操练法，拓宽本节课学生渠道。

把大部分课堂时间留给学生们，使学生们在多信息、高密度、快节奏的灵活操练过程中拓宽本节课学生渠道。

三、学法指导：

这一节是阅读课，九年级的学生们已具有一定的英语阅读能力，听说能力在原有的基础上也得到了进一步的提高，但参与课堂的积极性有所下降。针对以上学情，因此我先指导学生们进行快速阅读和深层阅读，帮助学生们运用自主本节课学生法来把握课文整体，培养学生们的分析归纳独立思考的能力；鼓励学生们小组活动，让每个人，尤其是那些薄弱同学，都能参与到课堂的本节课学生中，能动手完成一些基础的本节课学生任务和本节课学生目标，重在激发学生们本节课学生英语的兴趣，通过讨论让他们主动去涉取知识。

四、教学过程：

一 Skim the text, answer questions:

1.Why is Neil Armstrong famous?

2.Are there any aliens on the moon?

3.What award did he get?

二 Para 1-3: Before he walked on the moon

Name

Neil Armstrong

Date of birth

on________________

Place of birth

in_________________

Experiences

at 6_____________________

at 15____________________________

at 16 _______________________________

in 1949 _____________________

when he moved to California ___________________

in 1962 ________________________

in 1966 ________________________

三 Para3:Read and complete the passage:

In 1962, he ____ _______ ____become an astronaut.In 1966, he and David R.Scott _________ ___ join two spacecraft together for the first time in space.But when the spacecraft began spinning ____ _____ ________, Mission Control thought it was _____ ____ ____ _____ _____ ______, so they _______ Armstrong ____ cut the flight short, and he succeeded.四 Para4-5: Walking on the moon

Read and answer some questions:

1.When did Armstrong land on the moon?

2.Who did he come to the moon with?

3.What are the famous words?

4.How long did they walk on the moon?

5.What did they collect for further research?

6.What did the whole world do when Apollo 11 returned?

五 Retell the two paragraphs with the help of the six questions above:

六 Para6-7:Reports about aliens on the moon

Read and judge T or F:

1.It is said that Armstrong and Aldrin saw alien spacecraft.2.The alien spacecraft is very small.3.When Armstrong was on the moon, the aliens were very friendly.七 Para8:Award for Armstrong

1.What is the Medal of Freedom for a US citizen?

2.What did Armstrong do for people around the world?

八 Read the passage together and fill in the blanks with right words:

Neil Armstrong took his first f_______ at six and received his pilot’s ________（执照）at 16.In 1949, Neil j_______ the navy and worked as a p_______.He was s_________ to be an astronaut in 1962.Four years later, he m__________ to join two spacecraft together in space.On 20th July 1969, he _______（着陆）Apollo 11 on the moon with Aldrin __________(成功).Neil said ‘one small step for man, one giant leap for m________’.Armstrong got the highest a_____ that a US c________ can receive.He is the pride of the world.九 Retell the text

Name: Neil Armstrong

Date of birth: 5th August 1930

Place of birth: Ohio, the USA

Major event: at 6: was interested in flying

at 16: got his student pilot’s licence

In 1949: joined the navy

In 1962: became an astronaut

In 1966: joined 2 spacecraft together for the first time in space.On 20th July 1969: walked on the moon

Famous words: one small step for man, one giant leap for mankind.Award: Medal of Freedom

初中英语说课稿(阅读篇) 篇6

(Reading)Good morning, judges.I’m number ___.(鞠躬)It’s my great honor to stand here and talk about my understanding of the text.Now, I’ll say Section___ of Unit___ on Book _____.My topic is ____________________________________________(写)This is a reading lesson.To make my presentation clear, I’ll introduce my thoughts to you from 6 aspects.They are analysis of teaching material, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design.Now, I’ll introduce them to you one by one.Part one, analysis of teaching material.This unit is focused on ___________________________________.Let students ______ ___________________________________________________.The content is close to students’ real life, so it’s helpful to raise learning interest of students.According to new curriculum standard, language is for communication, develop their four skills, lay special emphasis on reading and developing students’ ability of communication.So my teaching objectives are set as follow, knowledge objects: The students can get the main idea of the main idea of the text and talk about ____________________ Ability objects: students can master some reading skills, such as skimming, scanning and summary.Emotional objects：________

Teaching important and difficult points: students can master some reading skills and get the main idea of the text.That’s all about part one.Now, I’d like to say something about the students.The students have learned English for about ___ years.They understand some words and expressions, but they have difficulty in reading.They are curious, active and fond of games.They enjoy learning through cooperation in a relaxing atmosphere.So I set the following teaching methods: five step method, task-based teaching method, communicative approach, audio-visual teaching method.Correspondingly, part 4, learning methods.The new curriculum standard stresses that the students should be the master of class.They should learn by doing and using, so their learning methods are cooperative through group work.Now, let’s come to our most detailed part.Part 5 teaching procedures.Before teaching, I will divide the whole class into several groups to do some competitions.As it is a reading class, I designed the following 5 steps.Step 1 Pre-reading(lead in)In this step, I will show some pictures about today’s topic and ask students some questions: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ So in this question and answer process, I can lead the whole class to today’s topic naturally.Step 2 While-reading

初中英语对话式教学应用初探 篇7

关键词：对话式教学模式,初中英语,应用

英语学科较之于物理、数学等学科,交流性更强,而非单一的学与教。以牛津版英语教材为例,比如在7A Unit 1 Meeting new friends教学过程中,新学期伊始,从小学进入初中阶段的学生会遇见很多新朋友,“Hello!My name is...What’s you name?”等问候和自我介绍的用语是最基本的。如果让教师在讲台上领读,英语教学的“交流”目的就无法达到,为此需采用对话教学模式。

一、创设教学情境,强化对话交流

初中英语教学实践中,通过创设英语教学情境可以起到事半功倍的作用。通过创设教学情境,不仅可以激发学生的兴趣,而且将教学内容与日常生活紧密联系在一起,从而实现师生、学生之间的对话交流。这是一种寓教于乐、拉近师生距离以及促进情感交流的方式,而且可以有效了解学生的情况、促进教师对教学策略的改进与反思。比如,牛津版本的初中英语课文Colours的教学过程中,可以提前准备一些物品引出“What color is this(that)?It’s red.”等句式,紧接着让学生用身边的物品练习。在此过程中,我们可以组织学生营造一个shopping的“生活情境”。A:“What color is that watch?”B:“Oh,it’s black.”A:“How much is the black watch?”B:“Three hundred yuan.”A:“Ok,here is the money.”通过该种方式,师生之间可以得到很好的对话交流,不仅增加了师生、学生之间的互动机会,而且为学习和练习做了最好的示范。

二、合理设置问题,强化对话教学导入

初中英语教学过程中,设置的问题难易应当适宜,这有利于学生认知纠错,及时发现问题与不足,进而激发他们的积极性。在实际教学过程中,教师应当紧密联系教学内容,注意教学过程中的旧知识导入、温故知新。既要对已有知识进行加固掌握,又要为新知识和新概念学习打下坚实的基础。在轻松愉悦的氛围中,引导学生准确掌握学习方式和方法,对重点内容加深理解。比如,牛津版本的初中英语课程This’s Me教学过程中,教师应当先引导学生复习旧知识,“What’s your name?”引导学生采用“I’m.../My name is...”回答问题,再用“What’s his/her name?”句式来引入本次教学的重点句型,并进行对话。A:Hello,Jack,who’s that?B:Hi,Peter,that’s my student.A:What’s his name?B:His name is Tom.通过对话教学的有效导入,不仅可以让学生准确回忆已经学过的知识内容,而且可以有效地自然过渡,经恰当的交流练习,强化理解,以此来促进知识理论与语言交流的相互融合。

三、采用任务型教学模式,培养学生的自主合作能力

随着新课改的不断深化,教学内容与教学任务增加,教师应当尽快调整教学方法和措施,以此来有效提高教学质量和效率。在教学过程中,应当从自身出发,以教学设计为重点,通过布置预习作业、采用任务型问题处理模式,对学生进行指导。在编制对话以及表演的过程中,使学生能够准确掌握句型和词汇,反复练习讨论以后,把握整篇文章。在课堂教学实践中,教师应当采用任务型对话模式进行教学,以此来培养学生的合作、自主学习能力,通过营造轻松愉快的氛围,给学生提供更多研讨机会,以此来帮助学生体统化地了解与总结。比如,在牛津版本初中英语教学过程中进行Wild Animals教学时,应当先让学生对新词汇进行了解和学习,找出和总结其中的重点句型,采用任务型教学模式编制对话、组织交流。A:What animal do you like best?B:I like rabbits best.A:Why do you like them?B:Because they are lovely.采用该种方式,可以有效提高学生的自主探究、自主合作能力,并且在教师的指导下掌握知识,这有利于提高教学质量和效率。

四、总结教学经验,反思对话式教学模式

教学总结、反思,是教学相长、提高教学质量及效率的有效途径和方法。针对目前国内初中阶段的英语教学现状,采用对话式教学模式的过程中,教师应当不断总结和反思,找出教学问题。从实践来看,很多教师对个人的职业界定不准确、随意。比如,很多教师在课堂上以授课为主,对话仅为辅助而已,缺乏效果和新意,教学随意者,过分放任学生,使学生迷失在教学氛围之中,没有把握住重点,缺少实用性、针对性。此外,对话式教学模式,还存在深入度不够、难以有效发挥实效等问题。值得一提的是,虽然部分教师在教学过程中采用了对话式教学模式,但是仅停留在表面而已,没有深挖知识内容的含义与实质,教学延伸和拓展不到位,教学难见成效。对此,教学实践中,教师应当进行及时的教学总结、反思,进而妥善解决问题。