本篇文章給大家談?wù)劤踔杏⒄Z(yǔ)教學(xué)設(shè)計(jì)模板全英文，以及初中英語(yǔ)教學(xué)設(shè)計(jì)模板全英文版下載對(duì)應(yīng)的知識(shí)點(diǎn)，希望對(duì)各位有所幫助，不要忘了收藏本站喔。

本文目錄一覽：

• 1、初中英語(yǔ)教學(xué)設(shè)計(jì)
• 2、初中英文教學(xué)設(shè)計(jì)
• 3、初中英語(yǔ)優(yōu)秀教案范文
• 4、初中英語(yǔ)教案
• 5、初中英語(yǔ)寫作課教學(xué)設(shè)計(jì)
• 6、初中英語(yǔ)教學(xué)案例范文

初中英語(yǔ)教學(xué)設(shè)計(jì)

一. 教學(xué)計(jì)劃標(biāo)題 如: Where’s Amy?

二. 適用階段 初中

三. 適用年級(jí) 七年級(jí) 上學(xué)期

四. 教學(xué)總時(shí)間 共____分鐘

五. 關(guān)鍵字 場(chǎng)所、位置

六. 設(shè)計(jì)理念

1.透過(guò)多媒體教學(xué)資源中圖片的應(yīng)用與提示，提供有意義的代換練習(xí)，以利學(xué)生由大量練習(xí)中熟悉本課句型。

2.透過(guò)上網(wǎng)的使用，提供學(xué)生可以反覆練習(xí)的多元化、適性化學(xué)習(xí)環(huán)境

3.運(yùn)用小組討論、相互合作解決問(wèn)題，培養(yǎng)學(xué)生合作學(xué)習(xí)的態(tài)度

七. 教材分析

1.在第__單元學(xué)生已經(jīng)學(xué)習(xí)過(guò)現(xiàn)在進(jìn)行式，本單元介紹場(chǎng)所，位置介系詞的適當(dāng)用法。

二、本單元介紹 “Where….?”問(wèn)句及回應(yīng)，和場(chǎng)所介系詞(in，on，under)。

八. 教學(xué)資源

1.師生課前蒐集有關(guān)場(chǎng)所、位置之圖片。

2.上網(wǎng)、上圖書館查詢資料。

3.多媒體教學(xué)資源光碟

4.網(wǎng)際網(wǎng)路學(xué)習(xí)資源

5.電腦、數(shù)位電視、數(shù)位相機(jī)教師數(shù)位攝影機(jī)、數(shù)位投影機(jī)

九.教學(xué)活動(dòng)步驟

(一). 引起動(dòng)機(jī)（____分鐘）

1. 給學(xué)生作施測(cè)以了解學(xué)生的基本程度

2. 利用掛圖詢問(wèn)Where are they？和 What are they doing？帶入場(chǎng)所、位置介系詞適當(dāng)?shù)氖褂们樾?/p>

(二). 呈現(xiàn)課文對(duì)話及單字 (__分鐘)

1. 介紹單字

2. 請(qǐng)同學(xué)跟隨著CD中的示范發(fā)音朗誦練習(xí)

3. pair-work practice (小組練習(xí))

(三). 練習(xí)

1. Role play 角色扮演

2. 其他活動(dòng), 如問(wèn)答游戲等

(四). 練習(xí)及檢測(cè), 說(shuō)明語(yǔ)法重點(diǎn)，進(jìn)行句型代換練習(xí)(___分鐘)

1. 利用課當(dāng)小游戲練習(xí)單字的掌握能力

2. 利用問(wèn)答訓(xùn)練句型及會(huì)話

3. pair-work practice (小組練習(xí))

4. 聽力練習(xí)

5. 設(shè)計(jì)學(xué)習(xí)單/小考卷 檢測(cè)

以上全部為本人設(shè)計(jì),并且一字一句打字輸入, 望采納~

初中英文教學(xué)設(shè)計(jì)

初中英文教學(xué)設(shè)計(jì) 篇1

教學(xué)目標(biāo)：

1、能聽懂、會(huì)說(shuō)、會(huì)讀、會(huì)拼寫詞匯look for, join, study

2、能聽懂、會(huì)說(shuō)、會(huì)讀日常交際用語(yǔ)和句型Classes are over. Perhaps they are. I’ll go and join them. Where are you going? I’m going to …

3、培養(yǎng)學(xué)生樂(lè)于助人的良好思想品質(zhì)。

重點(diǎn)難點(diǎn)：

1、四會(huì)掌握詞匯和句型。

2、能正確理解掌握并運(yùn)用日常交際用語(yǔ)。

教學(xué)過(guò)程：

首先是準(zhǔn)備環(huán)節(jié)。在這一環(huán)節(jié)，老師與學(xué)生交談彼此的愛好，在輕松愉快的氛圍中，拉近老師與學(xué)生之間的距離，為新授課的學(xué)習(xí)打下良好的鋪墊。

其次是復(fù)習(xí)兼新授(單詞與句型的學(xué)習(xí))環(huán)節(jié)。這一環(huán)節(jié)包括兩個(gè)步驟，一通過(guò)看動(dòng)畫圖片來(lái)復(fù)習(xí)“現(xiàn)在進(jìn)行時(shí)”的特殊疑問(wèn)句，幫助學(xué)生進(jìn)入這一時(shí)態(tài)的學(xué)習(xí)而做好準(zhǔn)備。二以“猜猜看”的游戲來(lái)幫助學(xué)生重溫了“現(xiàn)在進(jìn)行時(shí)”的一般疑問(wèn)句，在這個(gè)過(guò)程中引出新單詞和句型的學(xué)習(xí)并進(jìn)行相應(yīng)的操練，提前把課文中的難點(diǎn)解決掉，為下面的課文學(xué)習(xí)掃除障礙。

接著是課文學(xué)習(xí)環(huán)節(jié)。通過(guò)觀看課文動(dòng)畫片，讓學(xué)生做相應(yīng)的練習(xí)來(lái)理解和學(xué)習(xí)朗讀課文。

然后是鞏固環(huán)節(jié)。這個(gè)環(huán)節(jié)分三步，第一步是以不同的方式來(lái)讓學(xué)生熟讀課文。第二步是訓(xùn)練培養(yǎng)學(xué)生聽的能力，完成練習(xí)“Listen and match”。第三步是訓(xùn)練培養(yǎng)學(xué)生寫的能力，完成練習(xí)“Look, read and complete”。

初中英文教學(xué)設(shè)計(jì) 篇2

一、教學(xué)目標(biāo)：

1. 語(yǔ)言知識(shí)目標(biāo)：

1) 能掌握以下單詞： rain, windy, cloudy, sunny, snow, weather, cook, bad, park,message, take a message, could, back, problem

能掌握以下句型：

① —How's the weather in Beijing?

—It's sunny.

② —Can I take a message for him?

—Yes. Could you just tell him to call me back?

—Sure, no problem.

2) 能用所學(xué)的知識(shí)描述天氣情況。

3)描述正在發(fā)生的動(dòng)作。

2. 情感態(tài)度價(jià)值觀目標(biāo)：

教育學(xué)生善于觀察天氣，善于調(diào)整自己的情緒;了解世界各地的天氣情況，增加世界觀念。知道大自然的力量是神奇而偉大的，我們應(yīng)當(dāng)好好學(xué)習(xí)，立志學(xué)好科學(xué)知識(shí)，為長(zhǎng)大后探索神奇的大自然，打好基礎(chǔ)。

二、教學(xué)重難點(diǎn)

1. 教學(xué)重點(diǎn)：

1) The vocabulary and useful expressions.

2) —How’s the weather?

—It's raining/ windy.

3) —What are you doing?

—I'm playing basketball.

2. 教學(xué)難點(diǎn)：

運(yùn)用目標(biāo)語(yǔ)言來(lái)對(duì)天氣進(jìn)行問(wèn)答，并且會(huì)問(wèn)答其他人正在進(jìn)行的活動(dòng)。

三、教學(xué)過(guò)程

Ⅰ. Warming-up and Lead in

1. Greet the Ss and check the homework.

2. Watch a video program about the weather.

Ⅱ. Presentation

1. (Show some pictures of the weather)

Let Ss look at the pictures and ask them how the weather is.

Ss learn the new words and expressions with the help of the pictures.

2. Look at the pictures in 1a. Then read the new words on the right. Ask the Ss to match the words with pictures.

3. Check the answers.

Ⅲ. Game (How's the weather?)

1. (Showing some pictures on the big screen.) Ask Ss "How's the weather?"

2. Ss guess and answer the question.

Ⅳ. Listening

1. Now let's look at the city names in the box in 1b. Please read after me.

Ss read the cities after the teacher.

2. Now, We’ll hear four conversations. Listen carefully, point out each city in the picture as it comes upon the tape. Play the recording a second time. Ask Ss to write the name of the city in the picture of its weather.

3. Check the answers.

Ⅴ. Pair work

1. Tell the Ss: If you are in one of the places in the picture above. Talk about the weather

with your friends in another city on the phone.

2. Make a model with a student like this:

T: Hi! How's the weather in Beijing?

S1: It's sunny.

3. Ss work in pairs. Ask and answer about the weather in the cities.

Ⅵ. Listening

1. Work on 2a.

Let's see what Joe's families are doing. Point to the 4 pictures.

2. Ask Ss tell each person is doing in each picture. More attentions should be paid

to the correct use of the Present Progressive Tense.

3. Play the recording for the Ss to listen and number the pictures [1-4].

4. Play the tape for Ss to check the answers.

5. With the whole picture, get some Ss to tell the story of it.

6. Brainstorming

Play the tape for another time. Then do a memory test.

Ask Ss: What's Uncle Joe/Jeff/Mary/Aunt Sarah doing?

What're Scott and Lucy doing?

Is Jeff watching TV? etc.

7. Let Ss match the names with the activities in 2b.

Play the recording for the Ss to check the answers.

Ⅶ. Pair work

1. Look at the pictures and talk about the people in 2a with a partner.

2. Ask a student the questions as a model:

T: What's Uncle Joe doing?

S1: He's playing basketball.

3. Ss work in pairs. Ask and answer about the pictures.

Ⅷ. Role-play

1. Ask Ss to read the conversation and answer the questions:

① What's Steve doing?

② What's Rick's brother doing?

Ss read the conversations and answer the questions. Then check the answers together.

2. Let Ss role-play the conversation in pairs.

IX. Language points.

X. Exercises

Homework:

一、總結(jié)有關(guān)天氣的詞匯。

二、編寫三個(gè)有關(guān)天氣問(wèn)答的對(duì)話。

初中英文教學(xué)設(shè)計(jì) 篇3

教材分析：

本單元的核心內(nèi)容是萬(wàn)圣節(jié)晚會(huì)的準(zhǔn)備工作，重點(diǎn)學(xué)習(xí)萬(wàn)圣節(jié)所需要的一些物品、動(dòng)物類單詞以及Do you like…?Yes, I do./No, I don’t. I like…等句子。

學(xué)情分析：

四年級(jí)學(xué)生的年齡，生性活潑好動(dòng)，喜歡直觀形象思維，對(duì)游戲、競(jìng)賽、特別感興趣。而且他們接觸英語(yǔ)已經(jīng)有一年的時(shí)間，已具有初步的聽說(shuō)能力。在學(xué)習(xí)單詞的時(shí)候，應(yīng)提醒學(xué)生注意名詞的復(fù)數(shù)形式在詞形和讀音上的變化。句子的教學(xué)教師可以采用以舊帶新的方法，用已經(jīng)學(xué)過(guò)的句型引出新句型。本單元所出現(xiàn)的動(dòng)物類單詞，緊密結(jié)合的是商店里的購(gòu)物用語(yǔ)，在教學(xué)中教師要注意創(chuàng)設(shè)購(gòu)物情景，讓學(xué)生熟練自如地運(yùn)用這些購(gòu)物的交際用語(yǔ)。我相信必能很好的調(diào)動(dòng)學(xué)生學(xué)習(xí)積極性。

教學(xué)目標(biāo)：

1、認(rèn)知目標(biāo)：能夠聽懂會(huì)說(shuō)本單元的新單詞today、Halloween 、Come in、of course.并能靈活運(yùn)用。

2、能力目標(biāo)：通過(guò)模仿、操練、表演等活動(dòng)，學(xué)生能夠運(yùn)用所學(xué)的語(yǔ)言知識(shí)進(jìn)行對(duì)話，提高英語(yǔ)口語(yǔ)交際能力。

3、情感目標(biāo)：了解萬(wàn)圣節(jié)的文化背景，感受異國(guó)文化，促進(jìn)中西方文化的交流。

教學(xué)重點(diǎn)：

句型 Can I have some…? 及其回答Yes, I can. / No, I can’t.的.運(yùn)用。

教學(xué)難點(diǎn)：

能熟練運(yùn)用本課的句型進(jìn)行交際。

教學(xué)過(guò)程：

一、Warming up and revision

1、Greetings

2、Chant

3、Sing “Happy New Year”

二、Presentation

When the Ss are practicing the sentences , a student who wears monster’s clothes knocks at the door and act the dialogue with the Teacher.

Say the sentences “Can I come in ? Of course !” slowly . Help the Ss understand the news .

1.Tell the Ss some details about “Halloween”

2. When the Ss look at the pictures , a student who wears monster’s clothes knocks at the door and acts the dialogue with the teacher. Say the sentences“Can I come in ? Of course” Help the Ss understand the meaning of Halloween..

三、Practice

1、Show the word cards to the Ss and get them to say the words together.

soup 、sweets、bread、biscuits、fruit、rice…

2、Review the sentence:

T: Can I have some…?

If you have, you should say “Yes , please.” If you don’t have, you should say “ Sorry, you can’t”。

Listen to the tape , then repeat . Say the chant together . lastly get the Ss to say in their groups —— which group is the best ?

四、Consolidation

1、Say the chant .

聽錄音，模仿學(xué)說(shuō)，熟練朗讀并會(huì)表演本單元會(huì)話內(nèi)容。

2、Show the copy.

收集有關(guān)Halloween的知識(shí)，了解西方國(guó)家的其它節(jié)日。

五、Homework.

布置學(xué)生課后收集有關(guān)Halloween的知識(shí)，并了解西方國(guó)家的其他節(jié)日。不僅培養(yǎng)了學(xué)生跨文化意識(shí)的培養(yǎng)，同時(shí)也為學(xué)生提供了一個(gè)課后學(xué)習(xí)的情境，一舉兩得。

初中英文教學(xué)設(shè)計(jì) 篇4

教學(xué)目標(biāo)：

1、能聽、說(shuō)、讀、寫Rr、Ss、Tt、Uu。

2、通過(guò)唱歌、仿寫、做游戲、練習(xí)等各種體驗(yàn)，愉快地鞏固21個(gè)英文字母。

教學(xué)重點(diǎn)：

聽、說(shuō)、讀、寫英文字母Rr、Ss、Tt、Uu。

教學(xué)難點(diǎn)：

Rr與Ll的發(fā)音區(qū)別，Tt的小寫書寫，Uu的大小寫書寫。

教學(xué)準(zhǔn)備：

教學(xué)課件，字母卡片。

教學(xué)過(guò)程：

一、熱身

1、聽唱英文字母歌，繼續(xù)認(rèn)讀26個(gè)英文字母。

2、開火車按順序說(shuō)字母。

二、課前檢測(cè)

1、聽寫前面學(xué)過(guò)的五個(gè)字母。

2、同桌互換、互批。

三、明確學(xué)習(xí)目標(biāo)

我能認(rèn)讀并正確書寫字母Rr、Ss、Tt、Uu。

四、自主學(xué)習(xí)

（一）自學(xué)互動(dòng)

1、生先自讀，師再訂正并教讀字母Rr、Ss、Tt、Uu。

2、小組內(nèi)互讀字母，找一個(gè)好伙伴任意指讀。

3、成果展示：大聲讀出字母Rr、Ss、Tt、Uu。

（二）自學(xué)互讀

1、生開始自學(xué)，討論練習(xí)書寫字母Rr、Ss、Tt、Uu。

2、師出示Rr、Ss、Tt、Uu。的書寫形式，生練寫。

3、成果展示：師點(diǎn)名上黑板書寫，考察學(xué)生的掌握情況。

五、課堂小結(jié)

六、課堂練習(xí)

初中英文教學(xué)設(shè)計(jì) 篇5

一、教材內(nèi)容分析

本課時(shí)中通過(guò)字母辨認(rèn)，圖片排序等活動(dòng)，復(fù)習(xí)鞏固本單元的核心詞匯ruler, eraser, book, pen, crayon, pencil box, bag以及打招呼，告別，自我介紹用語(yǔ)。教學(xué)目標(biāo)是能夠辨認(rèn)相似字母的形以及核心詞，并能理解并在場(chǎng)景中應(yīng)用句型I have … 和Me too.

學(xué)生剛剛接觸到英文的26個(gè)字母，對(duì)相似字母的辨識(shí)還存在著一定的誤差，所以教材在Start to read部分安排了字母辨識(shí)的環(huán)節(jié)，例如b和d, Q和D等，目的在于檢測(cè)和鞏固學(xué)生對(duì)于字母的認(rèn)識(shí)。本節(jié)課的另外一個(gè)主要目標(biāo)是復(fù)習(xí)和鞏固之前所學(xué)的一些文具的單詞以及打招呼，告別，自我介紹用語(yǔ)等，所以在Read and count, Listen and number和Look and match這三個(gè)環(huán)節(jié)都以此為練習(xí)的主要內(nèi)容，學(xué)生通過(guò)練習(xí)可以有效的鞏固和復(fù)習(xí)本單元所學(xué)的核心詞與句型。

二、學(xué)生情況分析

本課教學(xué)對(duì)象為小學(xué)三年級(jí)學(xué)生。他們初步接觸到英語(yǔ)，對(duì)英語(yǔ)的聽說(shuō)感興趣。經(jīng)過(guò)前幾個(gè)課時(shí)的學(xué)習(xí)，學(xué)生已經(jīng)學(xué)習(xí)了26個(gè)英文字母和常見的幾種文具，以上是學(xué)生學(xué)習(xí)本課內(nèi)容的基礎(chǔ)。

三、教學(xué)目標(biāo)

1. 能夠辨認(rèn)字母的形。

2. 能夠認(rèn)讀本單元的核心詞：ruler, eraser, pencil, crayon, bag, pen, pencil box, book。

3. 檢測(cè)部分要求學(xué)生能夠聽懂、會(huì)說(shuō)本單元的打招呼、告別及自我介紹用語(yǔ)。

4. 能夠?qū)W會(huì)唱歌曲Hello。

四、教學(xué)重難點(diǎn)

教學(xué)重點(diǎn)：

聽說(shuō)、認(rèn)讀ruler, eraser, book, pen, crayon, pencil box, bag等文具的名稱。

教學(xué)難點(diǎn)：

在真實(shí)的場(chǎng)景中應(yīng)用句型I have … 和Me too.

五、教學(xué)步驟

1. 熱身

(1)教師與學(xué)生進(jìn)行自由對(duì)話：What’s your name? My name is … 既可以鞏固本單元句型，同時(shí)為下一步歌曲的呈現(xiàn)鋪墊。

(2)教師播放歌曲Hello，和學(xué)生一起演唱，并讓學(xué)生從歌曲找出三個(gè)人物的姓名。

(3)請(qǐng)孩子們回答他們的姓名，同時(shí)教師呈現(xiàn)Mike, John, Sarah和三個(gè)一模一樣的書包。請(qǐng)學(xué)生根據(jù)人物對(duì)于自己書包內(nèi)文具的描述來(lái)確定是誰(shuí)的書包。

設(shè)計(jì)意圖：通過(guò)自由對(duì)話來(lái)復(fù)習(xí)已學(xué)句型，同時(shí)拓展與鋪墊歌曲內(nèi)容，通過(guò)聽輕松愉快的歌曲，帶著找出人物姓名的任務(wù)，再通過(guò)猜謎小游戲既復(fù)習(xí)已學(xué)單詞，同時(shí)感知重點(diǎn)句型。

T: Good morning, boys and girls.

Ss: Good morning, Mr. Dong.

T: Nice to meet you again, what’s your name?

Ss: My name is Angela.

T: Hi, Angela, What a nice name, I like it so much!

S: Thank you!

T: What about you?

S: My name is James.

T: Wow, cool! I like your name too.

S: Thank you.

T: Ok! Everyone has a nice name. Let’s listen to a song and find some nice names, ok?

Ss: Ok.

T: (教師播放歌曲Hello) who can try? What names do you hear in the song?

T: look at the three bags, listen and guess whose bag it is?

文本：Mike: I have a pencil box and two books.

John: I have a ruler and two erasers.

Sarah: I have a pen and a crayon.

2. 呈現(xiàn)

(1)聽指今做動(dòng)作

①教師發(fā)出指令：show me your … 孩子們根據(jù)不同的指令拿出相對(duì)應(yīng)的文具。

(已經(jīng)給三個(gè)人物找到了各自的書包)

T: They have pens, books, rulers, eraser and crayons in their bag. What about you? Let me see, ok?

Ss: Ok.

T: Show me your pen!

學(xué)生拿出筆。

②教師從自己準(zhǔn)備的書包中拿出一本書，并指著自己說(shuō)：I have a book. 并以此形式展開幾種文具。

③請(qǐng)孩子們用自己的文具來(lái)說(shuō)：I have a … 當(dāng)孩子說(shuō)到I have a book. 時(shí)，教師則舉起自己的書說(shuō)Me too! 告訴學(xué)生如果你有與別人東西相同時(shí)，可說(shuō)Me too!

T: Look! Boys and girls. I have a book. I have two pens, I have a ruler, I have an eraser and I have three crayons.

T: Who can have a try, tell us what do you have?

S: I have four pens, I have one eraser.

T:(教師舉起一塊橡皮)Me too.

設(shè)計(jì)意圖：通過(guò)指今與實(shí)物相對(duì)應(yīng)的環(huán)節(jié)，呈現(xiàn)并復(fù)習(xí)上節(jié)課所學(xué)的單詞。通過(guò)教師的演示與學(xué)生的示范，幫助學(xué)生理解并應(yīng)用句型I have a…, Me too。

(2)Let's chant(看圖唱韻律詩(shī))

T: Look at the picture, let’s chant together!

(3)Let's make a new chant(編出新韻律詩(shī))

T: Look at me, let’s make a new chant!

T: (教師手中拿出相對(duì)應(yīng)的文具，同時(shí)在黑板上板書)I have a crayon, me too。

3. 操練

(1)Read and count (讀一讀，數(shù)一數(shù))

教師先引導(dǎo)學(xué)生讀出樹干上的文具單詞，再請(qǐng)學(xué)生數(shù)一數(shù)每種文具單詞的數(shù)量，并標(biāo)示出來(lái)。

T: Open your book and turn to page 9. Count them and write it down, you have 2minutes, go!

S: I see two pens …

(老師請(qǐng)學(xué)生代表回答)

(2)Circle the same letters

教師請(qǐng)學(xué)生圈出一行中相同的字母，并要求學(xué)生數(shù)出字母的個(gè)數(shù)。

(已經(jīng)完成Read and count的活動(dòng))

T: Can you find same letters? For example, there are three letter “a” in line1. Have a try!

T: Count them! How many letter “a” are there?

設(shè)計(jì)意圖：通過(guò)課本中的練習(xí)進(jìn)一步鞏固重點(diǎn)單詞，并滲透名詞單復(fù)數(shù)用法。通過(guò)圈出相同字母的環(huán)節(jié)，讓學(xué)生能夠辨認(rèn)字母的形。

(3)let’s check

教師先請(qǐng)學(xué)生觀察4幅圖片，教師播放錄音，然后再請(qǐng)一兩個(gè)同學(xué)說(shuō)出答案。

(已經(jīng)完成circle the same letters的活動(dòng))

T: Look at the pictures on page 10, please listen and number the pictures, let’s go!

T: Ok. The first one is open the book. So picture 3 is number1.

(老師請(qǐng)學(xué)生代表回答)

設(shè)計(jì)意圖：通課本中的對(duì)應(yīng)練習(xí)，檢測(cè)并鞏固學(xué)生對(duì)于打招呼，告別等行為的用語(yǔ)。

(4)Look at match

(已經(jīng)完成Let’s chek的活動(dòng))

T: Look at the balloons on page 10, please listen and number, let’s go!

(老師請(qǐng)學(xué)生代表回答)

設(shè)計(jì)意圖：通過(guò)課本的對(duì)應(yīng)練習(xí)，鞏固學(xué)生對(duì)于單詞形和意的認(rèn)知。

六、板書設(shè)計(jì)

簡(jiǎn)單的板書設(shè)計(jì)描述，說(shuō)明板書的書寫過(guò)程。后附板書設(shè)計(jì)圖。見例：

整個(gè)板書以書包為背景，并且展示書包內(nèi)的各種文具。在操練環(huán)節(jié)，學(xué)生表達(dá)I have …教師在黑板上貼出相對(duì)應(yīng)的文具并回答Me too. 最后以此來(lái)進(jìn)行整節(jié)課的小結(jié)。

初中英語(yǔ)優(yōu)秀教案范文

教案中對(duì)教學(xué)方法的選擇，板書設(shè)計(jì)，教具或現(xiàn)代化教學(xué)手段的應(yīng)用，各個(gè)教學(xué)步驟教學(xué)環(huán)節(jié)的時(shí)間分配等等，都要經(jīng)過(guò)周密考慮，精心設(shè)計(jì)而確定下來(lái)。下面是我給大家整理的初中英語(yǔ)優(yōu)秀教案范文，供大家參閱!

初中英語(yǔ)優(yōu)秀教案范文篇1

ⅠTeaching Materials

1. Language Materials

Words: spoil, as, screen

Phrases: on the computer, find out

Sentences: I guess somebody else has borrowed it.

Could you find out who has taken it?

Grammar: The present perfect tense

ⅡTeaching Objectives

1. Read the whole lesson fluently, and pronunciation and intonation should be right.

2. Learn to read the information on the library cards and the computer screen.

3. Master the following materials

(4 skills) Word: as

phrase: on the computer, find out

(3 skills) Words: spoil, screen

Ⅲ Teaching Points

The main points: (1)(2) in teaching objectives

The difficult points: learn to read the information on the library cards and the computer screen

Ⅳ Teaching Procedure

Organization of the class

Today, we are going to learn Lesson 4. In Lesson 4, we’re going to talk about the information on the library cards and the computer screen.

Revision

Before we go on to learn the new lesson, let’s go over what we learn in Lesson 3.

A. Oral

How could Grandma get all her lost books back?

the use of the adverbs in the present perfect tense.

The teaching of the new lesson

A. Lesson 4

Yesterday, we learned that grandma usually borrowed books from the library. There is a new library today. If you want to read books, how can you find them? Let’s go on to learn Lesson 4.

B. Part1

I’d like you to listen and do Wb. Ex.1

C. Part 2

Ask the students to write down something about the school librarian and report it to the class. Teach: as He works there as a shop assistant.

D. Part 4

Learn to read the information on the cards and the computer screen.

E. Part 3

Listen and answer: What does the boy want to borrow?

What’s its name?

Who has borrowed it?

Read and learn.

has borrowed, has taken, has got( the present perfect tense)

find out

Read and act.

F. Part 5

Read and learn.

G. Checkpoint 1

H. Wb. Ex.25

Homework

A. Wb. Ex 3

B. Go over the whole unit.

初中英語(yǔ)優(yōu)秀教案范文篇2

教學(xué)目標(biāo)與要點(diǎn)

1.能夠熟練運(yùn)用所學(xué)知識(shí)來(lái)談?wù)?運(yùn)動(dòng)"，特別是一些和生活密切相關(guān)的運(yùn)動(dòng)項(xiàng)目。

2.掌握本單元的有關(guān)"water sports"的單詞和短語(yǔ)，能聽、說(shuō)、讀部分地名，重點(diǎn)掌握 no mater，both…and…，all over等短語(yǔ)或習(xí)慣用語(yǔ)的用法。

3.進(jìn)一步學(xué)習(xí)現(xiàn)在完成時(shí)態(tài)，特別注意它與already，just，yet，very等詞的連用，同時(shí)能夠區(qū)別它們的用法。

4.能夠熟練運(yùn)用現(xiàn)在完成時(shí)態(tài)，用它來(lái)表達(dá)由過(guò)去開始，和現(xiàn)在相聯(lián)系的動(dòng)作或影響，能夠區(qū)別一般過(guò)去時(shí)與現(xiàn)在完成時(shí)的不同。

5.運(yùn)用本單元所學(xué)知識(shí)來(lái)描述某一運(yùn)動(dòng)。如：the Olympic Games或surfing或diving等。

素質(zhì)教育目標(biāo)

1. 進(jìn)一步學(xué)習(xí)現(xiàn)在完成時(shí)，靈活運(yùn)用already, just, ever, never等詞語(yǔ)。

2. 引導(dǎo)學(xué)生對(duì)水上運(yùn)動(dòng)和其他運(yùn)動(dòng)進(jìn)行描述，達(dá)到闡述自已喜好的目標(biāo)。

3. 在學(xué)習(xí)過(guò)程中，讓學(xué)生了解體育運(yùn)動(dòng)對(duì)每個(gè)人的生活和工作的重要性。

4. 通過(guò)各種教學(xué)手段，如聲音、圖片、動(dòng)畫、電視、網(wǎng)絡(luò)等，讓學(xué)生在了解有關(guān)體育知識(shí)的基礎(chǔ)上，自覺參與各項(xiàng)體育運(yùn)動(dòng)，培養(yǎng)積極向上的生活情趣。

5. 引導(dǎo)學(xué)生嘗試運(yùn)用不同的學(xué)習(xí)工具、學(xué)習(xí)方法、媒體素材等進(jìn)行學(xué)習(xí)和提高。

教學(xué)設(shè)計(jì)方案

Teaching Objectives:

Students should master the dialogues, useful expressions about the present perfect tense.

Language Focus:

What's the surfing like today? Have you ever been to … How long have you been to …

Properties:

Tape recorder, topic cards, etc.

Teaching Procedures:

I. Revision

Ask student answer the questions of Have you…

T: Have you finish you homework? /Have you got your notebooks?

S: Yes./ No.

T: What have you done for English study?

S: (They may have different answers.)

II. Leading in

After a long vacation, Ss may remember something about their travel, let them think about where they have been. How to speak in English?

III. Presentation

Write the sentences on the blackboard:

Have you ever been ______?

I have already been _______ several times. / I've never been there.

Explain the meaning of sentences and the word ever, already and never.

Open the textbook and turn to page 6, lead the Ss to read the word Bondi Beach, Cape Town, Hawaii, Newquay, surfed, water-skied, canoed, dived in part 2.

Let Ss read part 2 dialogs in pairs.

IV. Practise

Let them close the textbook. Show a topic to Ss: Ted and Bruce's talk beside the beach. Say to Ss: "Please image that you are Ted and Bruce, you are talking about your trip and water sports, you'd better use Have you ever been …, surf, uncle. Five minutes later, go to the front to show your talk with your partner."

Check their talks in pairs, encourage them to speak aloud and practise as the actor.

V. Presentation

Play the tape of Part 1 for the students to listen three times. The first time, let one or two Ss speak the main sentences in the dialog. The second time, volunteers repeat what they hear. The third time, try to rewrite the whole sentences.

Ss open their textbooks, and check what is not remembered.

Ss could find any problem about this dialog, T give them the answer.

eg. have a try, I don't know how to surf, Since last Wednesday, None of us has, etc.

VI. Exercises in class

T read the questions below, and Ss give their answer, to improve and impress what have learned.

1. They are good ___________. Do you like __________? (surf) answer: surfers, surfing

2. We have been to Hawaii __________. (two) answer: twice

3. Mike hasn't done his homework _____.

A. already B. just C. yet D. either answer: C

4. Ted has been a bus driver _____ five months ago.

A. for B. since C. from D. in answer: B

5. - _____ have you been to Cape Town?

- Since last Wednesday.

A. How often B. How many times

C. How long D. How soon answer: C

6. She is very busy. He hasn't had a day _____ for three weeks.

A. busy B. free C. off D. on answer: C

VII. Homework

1. Finish your dialog design after class, try to use what you have learn.

2. Finish the exercises on page 97.

3. To read Surfing in page 7, find the main sentences, and think about what kind of water sport you like best, why?

初中英語(yǔ)優(yōu)秀教案范文篇3

Teaching Objectives:

Students should understand the meaning of reading, master useful expressions and learn more about the present perfect tense.

Language Focus:

Useful topic: Surfing, beaches; useful expressions: have been, never, ever, no matter how, neither nor, etc; and other reading skills.

Properties:

Tape recorder, topic cards, answer sheet, etc.

Teaching Procedures:

I. Revision

Revise the Present Perfect tense, do the exercise 2 on page 97, ask students answer the questions one by one.

II. Pre-reading

There are many kinds of water sports, such as swimming, paddling, Boogie-boarding, and dragon boat race in China. What water sports have you watch? What kind of water sport you like best, why?

III. While-reading

Before first listening of Surfing, read the questions of exercises 1 on page 98. Prepare their answer sheet. Ask the students bring these questions to listen the tape or video first time. Write their answer if possible.

Then play the tape or video once again, ask the students check their answers. And then let them try to give the main sentence of this reading.

Open the textbook, turn to page 7. Let Ss find the new words and useful expressions in five parts (each part for each paragraph). Ask them give correct explanation. Make sure everyone is on task. While working, teacher go around the classroom and give help where need. Then show the answers of them. Teacher explains the main sentences, such as Now it is enjoyed by people all over the world; It's neither too hot nor too cold all the year round; etc.

IV. After-reading

Discussing in four parts, talk about San Francisco, Honolulu, Hawaii, Hainan island. After discussion Ss should give Where is it, What it famous for, What water sport are there, etc.

V. Homework

1. Finish exercises 2 on page 98.

2. Revise the new words, useful expression and sentences

初中英語(yǔ)教案

作為一名老師，就有可能用到教案，通過(guò)教案準(zhǔn)備可以更好地根據(jù)具體情況對(duì)教學(xué)進(jìn)程做適當(dāng)?shù)谋匾恼{(diào)整?？靵?lái)參考教案是怎么寫的吧！以下是我整理的人教版初中英語(yǔ)教案，希望能夠幫助到大家。

人教版初中英語(yǔ)教案1

一、教材分析

(一)教材的地位及作用

本課教學(xué)內(nèi)容與學(xué)生的實(shí)際生活密切相關(guān)，易于引發(fā)學(xué)生運(yùn)用簡(jiǎn)單的英語(yǔ)進(jìn)行交際和交流。在學(xué)習(xí)活動(dòng)中，學(xué)生通過(guò)交換對(duì)過(guò)去發(fā)生的事情的描述及看法，促進(jìn)學(xué)生之間和師生之間的情感交流，增進(jìn)情誼。SectionA的主要學(xué)習(xí)內(nèi)容是：復(fù)習(xí)一般過(guò)去時(shí)態(tài)和動(dòng)詞的規(guī)則與不規(guī)則變化。

(二)教學(xué)目標(biāo)

根據(jù)《英語(yǔ)課程標(biāo)準(zhǔn)》關(guān)于總目標(biāo)的具體描述，結(jié)合第八單元的教材內(nèi)容，我按語(yǔ)言知識(shí)、語(yǔ)言技能、學(xué)習(xí)策略、情感態(tài)度、文化意識(shí)五個(gè)方面將本單元的教學(xué)目標(biāo)細(xì)化：

1、知識(shí)目標(biāo)：

(1)功能：描述過(guò)去發(fā)生的事情

(2)語(yǔ)言結(jié)構(gòu)：規(guī)則動(dòng)詞和不規(guī)則動(dòng)詞的一般過(guò)去式

(3)一般過(guò)去時(shí)的一般疑問(wèn)句句型：Did you go to the zoo？ Yes， I did、 No， I didn’t、 I went to the aquarium、Were there any seals？ Yes， there were、 No， there weren’t any sharks、I saw somesharps/ I went to the aquarium、

2、語(yǔ)言技能：聽：能識(shí)別不同句式的語(yǔ)調(diào)，并能根據(jù)語(yǔ)調(diào)變化，判斷句子意義的變化。能聽懂本課學(xué)習(xí)活動(dòng)中的問(wèn)題，做出較得體的回答。

(1)說(shuō)：能在本課的任務(wù)型活動(dòng)如：游戲、調(diào)查、故事接龍等中進(jìn)行簡(jiǎn)單有交流。

(2)讀：能正確朗讀本單元對(duì)話和句型。能查閱工具書為完成任務(wù)做準(zhǔn)備。

(3)寫：能寫出本節(jié)課學(xué)習(xí)的單詞和句型，能運(yùn)用簡(jiǎn)單的句子寫出過(guò)去的活動(dòng)和感受。

3、學(xué)習(xí)策略：抓住用英語(yǔ)交際的機(jī)會(huì)，在交際中把注意力集中在意思的表達(dá)上，必要時(shí)借助手勢(shì)和表情。主動(dòng)參與學(xué)習(xí)活動(dòng)，善于和他人合作。

4、情感目標(biāo)：通過(guò)描述過(guò)去所做的事，表達(dá)自己的看法，使學(xué)生在人際交往中學(xué)會(huì)尊重和理解別人，學(xué)會(huì)交換不同的看法，了解他人的喜好，增進(jìn)情誼。

5、文化意識(shí)：用恰當(dāng)?shù)姆绞奖磉_(dá)贊揚(yáng)或自己的觀點(diǎn)。了解英、美國(guó)家中小學(xué)生的業(yè)余生活，培養(yǎng)世界意識(shí)。

二、學(xué)情分析

1、初二上期的學(xué)生經(jīng)過(guò)一年多的學(xué)習(xí)，有了一定的英語(yǔ)基礎(chǔ)知識(shí)和聽說(shuō)能力，正逐漸向讀、寫過(guò)渡，同時(shí)，學(xué)生們對(duì)英語(yǔ)學(xué)習(xí)還保持著較濃厚的興趣。經(jīng)過(guò)一年的新課程理念的熏陶及實(shí)踐，有了初步的自主、合作、探究、實(shí)驗(yàn)的能力。

2、本單元學(xué)情剖析：本單元的主題是談?wù)撨^(guò)去的事情，可以采用活動(dòng)教學(xué)法和Roleplaying的學(xué)習(xí)策略，學(xué)習(xí)新詞匯，掌握重點(diǎn)句型，同時(shí)能比較好地運(yùn)用到實(shí)踐中，解決類似問(wèn)題。做到既能鞏固所學(xué)知識(shí)，又能提高解決問(wèn)題的能力以及綜合運(yùn)用語(yǔ)言能力。

三、教法滲透

1、教學(xué)設(shè)計(jì)思路與教材處理：

《新目標(biāo)英語(yǔ)》中的具體語(yǔ)言目標(biāo)是通過(guò)各種各樣的Tasks來(lái)實(shí)現(xiàn)的。學(xué)生需要運(yùn)用具體而特定的行動(dòng)來(lái)完成一定的'交際任務(wù)。

(1)活動(dòng)性原則：提倡學(xué)生主動(dòng)參與，體驗(yàn)，交流，合作，探究等多種學(xué)習(xí)。

(2)合作性原則：以學(xué)生為主體，師生合作，生生合作，體現(xiàn)教與學(xué)的互動(dòng)，交往。

(3)任務(wù)型原則：任務(wù)驅(qū)動(dòng)―激發(fā)動(dòng)機(jī)。任務(wù)完成―激勵(lì)學(xué)習(xí)積極性。執(zhí)行任務(wù)―培養(yǎng)責(zé)任心和合作精神。

(4)情感性原則：激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和始終保持良好的學(xué)習(xí)情緒。

3、教法運(yùn)用：

本課主要運(yùn)用“任務(wù)型教學(xué)法”，并輔助于TPR全身反應(yīng)教學(xué)法、情景交際教學(xué)法和游戲活動(dòng)。

4、教學(xué)手段

(1)多媒體輔助：用flash軟件將本課所需要的動(dòng)畫、錄音、圖片、文字、圖表和音樂(lè)制成CAI軟件，使抽象的語(yǔ)言變得直觀，為學(xué)生運(yùn)用英語(yǔ)進(jìn)行交際創(chuàng)設(shè)情景，實(shí)現(xiàn)師生互動(dòng)，生生互動(dòng)和人機(jī)互動(dòng)的多向交流。

(2)非測(cè)試性評(píng)價(jià)：傳統(tǒng)的評(píng)價(jià)觀念的出發(fā)點(diǎn)是學(xué)科本位，只重學(xué)科，不重學(xué)生發(fā)展。要體現(xiàn)新課程標(biāo)準(zhǔn)的實(shí)施效果，評(píng)價(jià)體系應(yīng)該“正確反映外語(yǔ)學(xué)習(xí)的本質(zhì)和過(guò)程，滿足學(xué)生發(fā)展的需要”。為了達(dá)到這一目標(biāo)，唯有重視形成性評(píng)價(jià)，充分發(fā)揮其積極作用，促進(jìn)新的評(píng)價(jià)體系的形成。因此，本課我將各種活動(dòng)設(shè)計(jì)成小組活動(dòng)并開展小組競(jìng)賽和填寫課堂自我評(píng)價(jià)表等非測(cè)試性評(píng)價(jià)手段，幫助學(xué)生學(xué)會(huì)自主學(xué)習(xí)，學(xué)會(huì)與人合作，培養(yǎng)創(chuàng)新意識(shí)以及具備科學(xué)的價(jià)值觀。

四、學(xué)法指導(dǎo)

新制定的《英語(yǔ)課程標(biāo)準(zhǔn)》把“培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，樹立自信心，培養(yǎng)良好學(xué)習(xí)習(xí)慣和形成有效策略，發(fā)展自主學(xué)習(xí)和合作精神”放在了首位。依據(jù)課改的精神，我從以下幾個(gè)方面對(duì)學(xué)生進(jìn)行學(xué)法指導(dǎo)。

1、學(xué)習(xí)方法的指導(dǎo)

培養(yǎng)學(xué)生觀察力，想象力，記憶力以及思維能力。用生動(dòng)的課件調(diào)動(dòng)學(xué)生的感官進(jìn)行聽說(shuō)讀寫的訓(xùn)練。

2、學(xué)習(xí)積極性的調(diào)動(dòng)

我在教學(xué)過(guò)程中創(chuàng)造一種開放的，和諧的，積極互動(dòng)的語(yǔ)言氛圍，把課堂變成有聲有色的舞臺(tái)，讓學(xué)生在樂(lè)中學(xué)。

3、學(xué)習(xí)能力的培養(yǎng)

通過(guò)連貫的聽說(shuō)讀寫，游戲，競(jìng)賽等，培養(yǎng)學(xué)生的交際能力，發(fā)展他們的思維能力。

4、學(xué)習(xí)策略的指導(dǎo)

本節(jié)課將在課堂活動(dòng)中把學(xué)生分成四人小組的學(xué)習(xí)小組，讓他們圍繞著課堂任務(wù)分工合作，在活動(dòng)中相互探討、相互交流、相互合作，從而獲得知識(shí)、技能和情感體驗(yàn)，發(fā)展他們的能力。創(chuàng)建開放式，探究式的課堂，有意識(shí)滲透學(xué)習(xí)策略的訓(xùn)練。我讓學(xué)生觀察課件畫面，回答問(wèn)題，讓學(xué)生學(xué)會(huì)使用認(rèn)知策略。讓學(xué)生表演對(duì)話，實(shí)現(xiàn)交際策略。引導(dǎo)學(xué)生交際，主動(dòng)練習(xí)和實(shí)踐，是調(diào)控策略的體現(xiàn)。充分利用多媒體，錄音，卡片等是資源策略。

人教版初中英語(yǔ)教案2

1、寫課題（Topic）和課型（LessonType）

課題相當(dāng)于文章的標(biāo)題，講課時(shí)要首先告訴學(xué)生，并寫在黑板上。因此要寫得準(zhǔn)確。課型是指該節(jié)課的講授類型。初中英語(yǔ)的主要課型有：：新授課（Newlesson）、鞏固課（ReinforcementLesson）、復(fù)習(xí)課（RevisionLesson）、語(yǔ)音課（PhoneticLesson）、聽力課（ListeningLesson）、聽說(shuō)課（Aural—OralLesson）、閱讀課（ReadingLesson）、語(yǔ)法課（GrammarLesson）等。不同的課型應(yīng)用不同的授課方式或方法，只有確定了課型，才能選擇有效的素質(zhì)教育教學(xué)方法。

2、寫教學(xué)目標(biāo)（TeachingObjective）

教學(xué)目標(biāo)是教案的核心內(nèi)容，是教師施教的準(zhǔn)繩。教學(xué)目標(biāo)要符合大綱對(duì)教材的要求。由于教學(xué)目標(biāo)要在課堂上展示給學(xué)生，讓學(xué)生明確，所以寫素質(zhì)教育目標(biāo)時(shí)，要力求簡(jiǎn)明扼要，淺顯易懂，便于操作和檢測(cè)，一般3~4個(gè)目標(biāo)為宜。

3、寫教學(xué)的重點(diǎn)（Main/focalPoints）、難點(diǎn)（DifficultPoints）和關(guān)鍵點(diǎn)（KeyPoints）

教學(xué)重點(diǎn)是課堂教學(xué)的主要任務(wù)；教學(xué)難點(diǎn)是師生順利完成教學(xué)任務(wù)的障礙；素質(zhì)教學(xué)關(guān)鍵是攻克教學(xué)難點(diǎn)的突破口。在教案中寫清一節(jié)課的教學(xué)重點(diǎn)、難點(diǎn)和關(guān)鍵點(diǎn)，能提醒教師在講課時(shí)注意突出重點(diǎn)、突破難點(diǎn)、抓住關(guān)鍵。

4、寫教具（TeachingTools）

課堂上需要什么教具要寫清楚，如錄音機(jī)、教材錄音帶、教學(xué)掛圖、卡片、實(shí)物（或模型）、小黑板、刻印好的練習(xí)題、彩色粉筆、幻燈片等。

5、寫教學(xué)過(guò)程（TeachingProcedure）

教學(xué)過(guò)程是教案的主要部分。寫教學(xué)過(guò)程主要寫以下幾方面的內(nèi)容：

a、寫教學(xué)環(huán)節(jié)。教學(xué)環(huán)節(jié)即教學(xué)任務(wù)是什么要寫清楚，做到心中有數(shù)。目前有些教師采用"三階段六環(huán)節(jié)"教學(xué)模式，即：準(zhǔn)備階段（自由交流、復(fù)習(xí)檢查）、講練階段（導(dǎo)入課程、分層操練）和發(fā)展階段（鞏固發(fā)展、布置作業(yè)）。

b、寫知識(shí)點(diǎn)和所用時(shí)間。寫好知識(shí)點(diǎn)，教師使用教案時(shí)能一目了然，有的放矢。寫好所用時(shí)間，能使教師從容掌握教學(xué)速度，合理安排每個(gè)教學(xué)環(huán)節(jié)所需的時(shí)間，充分利用課堂時(shí)間。

c、寫教師活動(dòng)。不僅要寫教師"教什么"，還要寫出教師"怎樣教"，即寫清楚教師要教的內(nèi)容，寫出講授這些內(nèi)容的方法。寫出課堂用語(yǔ)和各環(huán)節(jié)的過(guò)渡語(yǔ)。課堂用語(yǔ)要求簡(jiǎn)練、口語(yǔ)化，用學(xué)生已經(jīng)學(xué)過(guò)的熟悉的、聽得懂的英語(yǔ)來(lái)解釋或表達(dá)新的教學(xué)內(nèi)容。各環(huán)節(jié)之間的過(guò)渡語(yǔ)要自然流暢。寫出使用教具的時(shí)機(jī)和方法，寫板書內(nèi)容等。

d、寫學(xué)生活動(dòng)。寫出學(xué)生學(xué)習(xí)的內(nèi)容和學(xué)習(xí)方法，特別是怎樣學(xué)應(yīng)寫清楚。不能簡(jiǎn)單地把學(xué)生活動(dòng)寫成聽、讀、思考、操練、做題等。

初中英語(yǔ)教案與其他科目的教案寫法大致是一樣的，知識(shí)牽涉到英語(yǔ)的表述，對(duì)部分考生來(lái)說(shuō)可能相對(duì)陌生一些，不過(guò)沒(méi)關(guān)系，只要勤加練習(xí)一定能順利通過(guò)教師資格證考試。

人教版初中英語(yǔ)教案3

一、教材分析

本課是本單元的中心課文，主要以“邀請(qǐng)”這個(gè)話題為主線，電話交際為輔線來(lái)展開教學(xué)活動(dòng)，討論距離（befarfrom），請(qǐng)求許可（MayI??Yes，youmay.No,youmaynot.），表明意圖（Iwantto?）中展開教學(xué)活動(dòng)。

二、學(xué)情分析

學(xué)生已學(xué)習(xí)了打電話用語(yǔ)和MayI?句型，為學(xué)習(xí)本課做好了鋪墊。

三、教學(xué)目標(biāo)

1.幫助學(xué)生掌握并靈活運(yùn)用本課的重點(diǎn)詞匯、短語(yǔ)、句型

2.幫助學(xué)生掌握語(yǔ)言技能知識(shí)，熟練使用電話用語(yǔ)和邀請(qǐng)的日常交際用語(yǔ)，正確表達(dá)與本課有關(guān)的Distance、Permission、Intentions內(nèi)容。

3．讓學(xué)生感受勇敢地開口與同學(xué)交流合作的快樂(lè)。

四．教學(xué)重點(diǎn)難點(diǎn)

1.1.詞匯：want，come，hello，with，who，when，do，leave，for，arrive

2.2.短語(yǔ)：leaveforarrivein/attalkto/with3.3.句型：1）.wantsomebodytodosomething

2).invitesomebodytosomewhere

3).Thanksfor?

五、教學(xué)方法

創(chuàng)設(shè)情境、小組演練、仿編對(duì)話

六、教學(xué)媒體MultimediaRecorderandTape

七、教學(xué)過(guò)程

Step1RevisionandLead-in

1.幫助學(xué)生創(chuàng)設(shè)情境編演一個(gè)小對(duì)話，讓他們四人一組模仿編演：A:MayIplaypingpongnow?

B:No,youmaynot.

A:MayIdomyhomeworknow?

B:Yes,youmay.

2.告訴學(xué)生李明想請(qǐng)Jenny和Danny一起去北京，該如何對(duì)父母說(shuō)，讓學(xué)生試編一個(gè)小對(duì)話，由此導(dǎo)入新課。

Step2FastReading

八．板書設(shè)計(jì).（BlackboardDesign）

Wordsphrasesiinvitesomebodytodosomething邀11.leave離開請(qǐng)某人去做某事

leave?for離開某地去某地invitesomebodytoaplace邀請(qǐng)某leavefor動(dòng)身去某地人去某地

2.arrivein/at到達(dá)大/小地方6.6.CanadaisfarfromChina.Is

3.talkto/with和某人交談CanadafarfromChina?

4.want想要7.

wanttodosomething想事

wantsomebodytodosomething想要某人去做某事

5.invite邀請(qǐng)

九．教學(xué)反思

1.導(dǎo)入環(huán)節(jié)很順利，效果較好。

2．創(chuàng)設(shè)情境讓學(xué)生仿編演小對(duì)話環(huán)節(jié)較成功，讓學(xué)生感覺到說(shuō)英語(yǔ)并非想象的那么困難。

3．學(xué)生小組互助自學(xué)環(huán)節(jié)不太理想，部分學(xué)生膽怯，主動(dòng)性不強(qiáng)，應(yīng)加強(qiáng)鼓勵(lì)，設(shè)法調(diào)動(dòng)全體學(xué)生的學(xué)習(xí)興趣，幫助他們?cè)鰪?qiáng)自信。

4.前面語(yǔ)言訓(xùn)練環(huán)節(jié)用時(shí)間較多，使后面鞏固知識(shí)的練習(xí)時(shí)間不足，只能讓學(xué)生課后完成。今后應(yīng)盡量控制好各個(gè)教學(xué)環(huán)節(jié)的時(shí)間分配。

初中英語(yǔ)寫作課教學(xué)設(shè)計(jì)

初中英語(yǔ)寫作課教學(xué)設(shè)計(jì) 篇1

一、背景知識(shí)介紹。

書面表達(dá)是寫的一種途徑，是英語(yǔ)交際的重要組成部分。初中階段對(duì)于英語(yǔ)寫作的要求，實(shí)際上是“有指導(dǎo)的寫作”(Guided Writing)。它通過(guò)提供情景(文字、圖畫、表格)，讓學(xué)生用學(xué)過(guò)的英語(yǔ)語(yǔ)言來(lái)描述事物或事件并表達(dá)一定的思想，以此達(dá)成和檢驗(yàn)對(duì)所學(xué)英語(yǔ)語(yǔ)言知識(shí)的實(shí)踐應(yīng)用能力。客觀地說(shuō)，書面表達(dá)一直是我們英語(yǔ)教學(xué)的一個(gè)難，也是學(xué)生應(yīng)試的一個(gè)難。

從去年對(duì)中考英語(yǔ)試卷的抽樣調(diào)查情況來(lái)看，英語(yǔ)寫作是得分最為薄弱的一個(gè)題項(xiàng)，平均分只有4.7分(滿分為12分)。究其原因，一是學(xué)生寫作練習(xí)的時(shí)間少，二是教師平時(shí)缺乏對(duì)學(xué)生進(jìn)行系統(tǒng)的寫作知識(shí)的指導(dǎo)。(比如，如何用詞、句、組段、謀篇等)。這些原因造成了學(xué)生從最初不會(huì)寫盲目寫到不愿寫。懼怕寫，直至最后拒絕寫的惡性循環(huán)。針對(duì)這一現(xiàn)象，我在教學(xué)過(guò)程進(jìn)行了一次如何提高學(xué)生寫作能力的課堂實(shí)踐。教師旨在通過(guò)與學(xué)生談?wù)撍麄兪煜さ脑掝}“making friends”, 搜索學(xué)生頭腦中有關(guān)朋友的消息，通過(guò)閱讀兩則e-pal廣告，獲取e-pals的一些信息，指導(dǎo)如何寫e-mail ，從而達(dá)到給e-pals 寫信的目的。

二、教學(xué)過(guò)程。

1.Warm-up活動(dòng)：通過(guò)聽一首英語(yǔ)歌：“The more we get together, the happier well be.”目的是活躍氣氛，為引出今天的話題做準(zhǔn)備。

2.Revision

①使用大腦風(fēng)暴法(brainstorm)讓學(xué)生想出一些和friends 有關(guān)的單詞短語(yǔ)和句子，目的是激活學(xué)生頭腦中和寫作話題make friends 相關(guān)的東西，如想法、概念、形象等醞釀寫作的思路，供擬稿階段(drafting stage)選擇有寫的價(jià)值和意義的東西時(shí)參考。]

②根據(jù)下列所給提示介紹你的朋友(四人一小組活動(dòng))。 ⑴Name and age. ⑵Where he / she comesfromsubject? ⑶What he is? ⑷What his / her friend? ⑸looks(外貌) ⑹personality(性格) ⑺His / Her dream ⑻……

3.Pre-reading 通過(guò)提問(wèn)，How can you know your friends, if you havent seen each other for a long time? 聯(lián)系朋友有很多方法，但是 One of the best ways is sending e-mails to them. Do you know why?過(guò)渡今天話題的材料，快速看完兩則e-pal廣告，找出答案。

4.While-reading，讀兩則廣告，了解Mary和Jack完成表格 Name Age Hobbies Looks Personality E-mail added Wish Where she…

5.Post-reading 引導(dǎo)學(xué)生討論：Do you like to make e-pals with Mary or Jack? Why? 當(dāng)大部分學(xué)生都持肯定觀時(shí)進(jìn)一步思索，What will you write in you e-mail to them? 為下面事實(shí)寫作埋下伏筆，提供鋪墊。

6.While-Writing. 教會(huì)學(xué)生正確使用e-mail格式，同時(shí)提供關(guān)于朋友和友誼的一些精彩句子，為學(xué)生寫作提供素材。

7.Post-writing.提供寫作標(biāo)準(zhǔn)

要求學(xué)生根據(jù)這個(gè)標(biāo)準(zhǔn)，修改自己的e-mail.

1. Do you use the tense (時(shí)態(tài))，spelling(拼寫)，punctuation (標(biāo))， capitalization( 大寫字母)correctly?

2. Is your e-mail complete(完整的)?

3.Is your e-mail coherently(連貫地)written?

4.Can you describe yourself in a concise(簡(jiǎn)潔的)way?

5.Are there any complex sentences(復(fù)合句)in your e-mail?

目的是通過(guò)自改，有助于他們提高書面表達(dá)中的語(yǔ)言準(zhǔn)確性，提高了學(xué)生通過(guò)自己獨(dú)立思考，來(lái)解決問(wèn)題的能力。

8.Share the writing.

評(píng)兩篇學(xué)生習(xí)作，選自一位基礎(chǔ)較好的同學(xué)和一位基礎(chǔ)一般的同學(xué)的作文。教師根據(jù)上述提供的寫作標(biāo)準(zhǔn)，詳細(xì)評(píng)兩篇習(xí)作的篇章結(jié)構(gòu)和句法功能。目的是使學(xué)生盡力領(lǐng)會(huì)教師對(duì)文章的評(píng)，培養(yǎng)學(xué)生選詞和用詞的能力，指導(dǎo)學(xué)生多模仿好文章的優(yōu)。

三、本堂課中的精彩片段。

就整節(jié)課而言，這無(wú)疑是一堂令人喝彩的課，無(wú)論是從學(xué)生參與課堂實(shí)踐的積極性來(lái)看，還是從學(xué)生出色完成教師布置的任務(wù)后而展示的成果來(lái)看，都給聽課的老師留下了一種意猶未盡的印象。而我自己覺得其中有兩個(gè)精彩片段更值得與同行們分享。 ☆使用

brainstorming培養(yǎng)學(xué)生在英語(yǔ)寫作中自主學(xué)習(xí)的能力。 Brainstorming 這種外語(yǔ)教學(xué)中常用的教學(xué)技巧可直評(píng)為“頭腦風(fēng)暴法”是一種通過(guò)小型會(huì)議的組織形式，讓所有參加者在自由、愉快、暢所欲言的氣氛中自由交換觀，并以此誘發(fā)集體智慧，激發(fā)學(xué)習(xí)者創(chuàng)意與靈感的學(xué)習(xí)方法。在英語(yǔ)課中的 pre-writing階段，使用brainstorming對(duì)促進(jìn)學(xué)生的自主學(xué)習(xí)，發(fā)展學(xué)生寫的能力起著積極的促進(jìn)作用。

Brainstorming在本堂寫作一課中的應(yīng)用實(shí)例。

1.圍繞話題：“friends and friendship”進(jìn)行Brainstorming。教師使用web-spider在黑板的一側(cè)寫下學(xué)生能夠想到的單詞、詞組和句子， friends and friendship 結(jié)合學(xué)生思維一下子開闊起來(lái)，下面是學(xué)生討論后呈現(xiàn)出來(lái)的詞和短語(yǔ)：good friends, boy friends, girl friends, pen friends, friends are important, my friends are handsome/ugly, I want to make friends with you, friends in need are friends indeed…. 在這個(gè)階段，教師引導(dǎo)和鼓勵(lì)學(xué)生積極參與討論，并把每個(gè)學(xué)生的發(fā)言要寫在黑板上，出現(xiàn)有個(gè)學(xué)生用英語(yǔ)表述“患難之交才是真正的朋友”對(duì)允許其先說(shuō)出中文，然后向全班同學(xué)或老師求助。

2.當(dāng)學(xué)生完成careful reading之后，圍繞話題：Write an email to one of the e-pals. 教師通過(guò)兩個(gè)問(wèn)題進(jìn)行引導(dǎo)。 ①Do you like to write an e-mail to Mary or Jack? Why? ②What will you write in your e-mail? 讓學(xué)生進(jìn)行小組活動(dòng)，互相啟發(fā)，把雙方的想法清晰化和條理化，并用英語(yǔ)口頭表述出來(lái)。我把學(xué)生討論的結(jié)果通過(guò)投影形式展現(xiàn)出來(lái)。 ⑴ I want to make friends with Jack because I like playing basketball too. ⑵ I want to make friends with Mary because she is a girl. ⑶ I want to make friends with Jack because I can visit his country. ⑷ I want to make friends with Jack because he is very handsome …. 至于第二

個(gè)問(wèn)題，學(xué)生想到的就越多了：I will tell him/her about my family, my hobby ,my interests, my good friends ,my hometown, my study, my teachers, my dream, my QQ number and my telephone , my school…下面是Brainstorming 之后一個(gè)學(xué)生寫出的短文。 Dear Mary, My name is Gu Bo. I m a 14-year-old girl

四、反思評(píng)價(jià)。

寫作是一個(gè)由淺入深、由易到難、由簡(jiǎn)到繁的訓(xùn)練過(guò)程，任何一個(gè)環(huán)節(jié)出問(wèn)題都會(huì)影響對(duì)學(xué)生寫作能力的`培養(yǎng)。因此，盲目的訓(xùn)練往往多做無(wú)用功，我們必須在平時(shí)就十分注重方法與技巧。

1 注意多種訓(xùn)練方法相結(jié)合。與任務(wù)(task)相結(jié)合。有目的的寫作常能更好地調(diào)動(dòng)學(xué)生的積極性，所以在培養(yǎng)學(xué)生這方面的能力時(shí)，應(yīng)盡量與教學(xué)的多種任務(wù)相結(jié)合，而不是純粹布置一篇作文。貫穿這節(jié)寫作課的也是一系列的任務(wù)： Activity1: Write out some words, phrases and sentences about friends and friendship. Activity2: Please introduce your friendto us. Activity3: Read the two ads(廣告). Get to know Mary and Jack Activity4: Write an e-mail to Mary or Jack 組織多樣的小組活動(dòng)。新世紀(jì)中，我們很重視培養(yǎng)學(xué)生的合作精神，而小組活動(dòng)就是培養(yǎng)其合作精神的捷徑。這堂寫作課中在pre-writing時(shí)采取二人小組活動(dòng)，四人小組活動(dòng)，組織學(xué)生在小組活動(dòng)中共同完成教師呈現(xiàn)的任務(wù)，從而降低其難度，使基礎(chǔ)好的同學(xué)在寫作時(shí)起更高，基礎(chǔ)較差的同學(xué)也能言之有物，互相啟發(fā)，共同提高。如資料、信息的搜集，材料關(guān)鍵的把握，文章完成后的修改等。

2平時(shí)注重解題技巧的養(yǎng)成：

1. 準(zhǔn)備工作

①.仔細(xì)審題，明確要求。羅列題目所提供的信息，然后認(rèn)真分析，審清題意后，把要求表達(dá)的各個(gè)要按順序和層次一一列出。

②.緊扣要，尋求思路。草擬一個(gè)提綱，按時(shí)間、空間或邏輯順序，確定開頭，再圍繞這一順序，周密選詞、選句，并擬好如何結(jié)尾(可適當(dāng)發(fā)表自己的觀)。

2.寫作之中

①.開門見山，緊扣主題。如寫參觀農(nóng)場(chǎng)的日記，就可用“Last Sunday we visited the West Hill Farm.” 直接說(shuō)明時(shí)間及地。如寫的是關(guān)于度假的，則可以“We had a happy holiday in Jiaxin last Sunday.” 來(lái)開頭等等。

②.語(yǔ)言正確，規(guī)范地道。盡量使用學(xué)過(guò)的、最熟悉也最有把握的句型、結(jié)構(gòu)，應(yīng)盡量避免中國(guó)式英語(yǔ)。要養(yǎng)成正確運(yùn)用標(biāo)符號(hào)的好習(xí)慣，切忌一到底的錯(cuò)誤方法。(I spent 10 yuan buy the book. He by bike to school.)

③.重短輕長(zhǎng), 就易避難。重短輕長(zhǎng)——寫短句忌長(zhǎng)句，由寫簡(jiǎn)易句子開始，即“主語(yǔ)(誰(shuí))謂語(yǔ)(做/是)賓語(yǔ)/表語(yǔ)(什么)，應(yīng)盡量寫出自己最有把握，最熟悉的句子，避免寫長(zhǎng)句，以寫正確、通順為最基本要求。就易避難——多用簡(jiǎn)單句少用復(fù)合句，首先在寫好簡(jiǎn)單句的基礎(chǔ)上然后可逐步過(guò)渡到較為復(fù)雜的復(fù)合句，例如用when, before等連詞引導(dǎo)的從句。整個(gè)句子越長(zhǎng)，出錯(cuò)的可能性就越大。

3.成文之后鼓勵(lì)學(xué)生學(xué)會(huì)批改自己的習(xí)作。

①.一般語(yǔ)法項(xiàng)目的檢查——英語(yǔ)中的人稱、時(shí)態(tài)、單復(fù)數(shù)、習(xí)慣用法等都是非常重要的，即使在朗讀中好像全理解，但在動(dòng)筆的實(shí)踐中就往往出錯(cuò)。

②.注意語(yǔ)序——英語(yǔ)中的疑問(wèn)句、感嘆句和賓語(yǔ)從句都是通過(guò)語(yǔ)序的變化來(lái)構(gòu)成和體現(xiàn)的，不注意會(huì)出現(xiàn)錯(cuò)誤和意義上混淆。

③.符合習(xí)慣——說(shuō)英語(yǔ)的國(guó)家有自己民族的文化、習(xí)俗、情感、思維方式、生活習(xí)慣等。受母語(yǔ)思維定式的影響，應(yīng)避免在練筆當(dāng)中受母語(yǔ)的干擾，要注意語(yǔ)言表達(dá)地道。例如漢語(yǔ)“我的工作很忙。”就不能用英語(yǔ)My work is very busy. 來(lái)表達(dá)，而應(yīng)當(dāng)說(shuō)Im very busy with my work.又如：有的同學(xué)在表達(dá)很常用的“我很喜歡它”時(shí)，會(huì)說(shuō)“I very much like it.”, 而其正確表達(dá)應(yīng)是 “I like it very much.”

④.書寫規(guī)范，卷面整潔。卷面不整潔，使人無(wú)法看清你寫的究竟是什么，那么就可能按錯(cuò)處理。所以在寫時(shí)，如時(shí)間允許，應(yīng)先打草稿，修改后再抄清楚。

總之，只要我們思想上重視，訓(xùn)練方法得當(dāng)，經(jīng)過(guò)初中一年年持續(xù)有效的訓(xùn)練，定能達(dá)成《課程標(biāo)準(zhǔn)》中的要求，從而為學(xué)生進(jìn)一步學(xué)好英語(yǔ)打下扎實(shí)的基礎(chǔ)，為學(xué)生在中考中取得滿意的成績(jī)。

初中英語(yǔ)寫作課教學(xué)設(shè)計(jì) 篇2

一、教學(xué)目標(biāo)：

1、知識(shí)目標(biāo):

(1)詞匯：allow, drive, pierce, driver, license, silly, earring, instead of等。

(2)句型：I think students should be allowed to go out with their friends.

(P18) I agree. / I disagree.

(P19) Do you think sixteen-year-olds should be allowed to work at night? (P19) No, I don’t think so.

2 、能力目標(biāo)：正確使用情態(tài)動(dòng)詞和含有情態(tài)動(dòng)詞的被動(dòng)語(yǔ)態(tài)(should be allowed to do something)結(jié)構(gòu)表達(dá)自己對(duì)事情的看法和觀點(diǎn)。

3、情感態(tài)度與價(jià)值觀目標(biāo)：通過(guò)對(duì)學(xué)?；蚱渌贫鹊挠懻摚囵B(yǎng)學(xué)生自我判斷是非的能力，作為學(xué)生什么該做、什么不該做，要做到心中有數(shù)，同時(shí)針對(duì)一些社會(huì)的不良現(xiàn)象，也應(yīng)該有極強(qiáng)的判斷力和正義感。

二、教學(xué)重點(diǎn)：

1、如何運(yùn)用 should be allowed to 結(jié)構(gòu)談?wù)摳鞣N規(guī)章制度。

2、表達(dá)同意和不同意。

三、教學(xué)難點(diǎn)： 含情態(tài)動(dòng)詞的被動(dòng)語(yǔ)態(tài)結(jié)構(gòu)should be allowed to do.

四、教學(xué)過(guò)程設(shè)計(jì)： 教學(xué)活動(dòng) 教學(xué)內(nèi)容 設(shè)計(jì)意圖

Step1.Warming- up

1、Ask a student , “who bought you the T-shirt?” 通過(guò)和學(xué)生的交談，詢問(wèn)學(xué)生的衣服是誰(shuí)買的。再問(wèn)其余學(xué)生：誰(shuí)可以自己做主買衣服? 這樣的活動(dòng)能使學(xué)生在輕松活潑的氣氛中學(xué)習(xí)和掌握知識(shí)。

2、通過(guò)投影展示一些圖片，.學(xué)生四人一組活動(dòng)，用“can do”和“can’t do”各自談?wù)撛诩夷茏瞿男荒茏瞿男?通過(guò)學(xué)生感興趣的內(nèi)容引入新知; 多媒體呈現(xiàn)的圖片形象生動(dòng)，能讓學(xué)生保持學(xué)習(xí)新知識(shí)的興趣。

Step2.Presentation 1、Introduce the new structure –should be allowed to .通過(guò)投影，呈現(xiàn)新結(jié)構(gòu)“should be allowed to ”和“shouldn’t be allowed to ”來(lái)替換“can do”和“can’t do”。 由熟悉的結(jié)構(gòu)引入新的結(jié)構(gòu)，有助于學(xué)生理解; 2、教學(xué)1a .進(jìn)一步介紹新結(jié)構(gòu)。然后，讓不同的學(xué)生發(fā)表意見——agree or disagree. Why? 要注意幫助學(xué)生理解中1a的句子。 3、教學(xué) 1b、2a、2b聽力訓(xùn)練。在聽力練習(xí)之前，應(yīng)先幫助學(xué)生明確要求，并且給出一定的指導(dǎo)。 讓學(xué)生帶著問(wèn)題聽錄音能提高學(xué)生聽的質(zhì)量和信心。

Step3. Consolidation and Extensive

1、教學(xué)1c、2c. 學(xué)生列出青少年應(yīng)該被允許做的和不應(yīng)該被允許做的事情，列表之后分兩人或四人小組進(jìn)行free talk。然后，叫幾組學(xué)生展示他們的對(duì)話。 創(chuàng)設(shè)貼近學(xué)生實(shí)際情況的情境，能激發(fā)學(xué)生的參與意識(shí)，鞏固本課的新知。

2、Grammar Focus .用多媒體課件展示本節(jié)內(nèi)容。 叫幾個(gè)學(xué)生先大聲朗讀，再看看學(xué)生在語(yǔ)句的理解上有什么疑問(wèn)，在課堂上解決。 學(xué)生參與活動(dòng)后再讓學(xué)生反思本節(jié)課的語(yǔ)法焦點(diǎn)，對(duì)學(xué)生在任務(wù)活動(dòng)中的語(yǔ)言失誤進(jìn)行糾正，使學(xué)生保持學(xué)習(xí)信心。 Step4.Homework 用結(jié)構(gòu)should be allowed to do和should n’t be allowed to do 列出課堂上沒(méi)有介紹的一些事情。 將課堂小組活動(dòng)延伸到課外，為本單元寫作打下基礎(chǔ)。

初中英語(yǔ)寫作課教學(xué)設(shè)計(jì) 篇3

教學(xué)現(xiàn)狀分析

在培養(yǎng)學(xué)生書面表達(dá)能力的過(guò)程中，如何謀篇一直是被忽視的。我們應(yīng)該注意這樣兩個(gè)現(xiàn)象：一是學(xué)生雖然犯的詞與句的錯(cuò)誤雖然數(shù)量多，卻遠(yuǎn)不如所犯的結(jié)構(gòu)錯(cuò)誤嚴(yán)重。信息點(diǎn)過(guò)多或不夠，邏輯混亂，結(jié)構(gòu)不嚴(yán)謹(jǐn)是造成書面表達(dá)“檔次低”的“罪魁禍?zhǔn)住?；二是詞與句的錯(cuò)誤并非都是由于不會(huì)用詞或不會(huì)造句本身引起的，不會(huì)謀篇也會(huì)引發(fā)詞句的錯(cuò)誤。要糾正詞句的錯(cuò)誤，不能完全停留在詞、句層面，正如治病不能“頭痛醫(yī)頭，腳疼醫(yī)腳”一樣。培養(yǎng)學(xué)生謀篇的能力在高中英語(yǔ)書面表達(dá)中占有重要位置。

教學(xué)目標(biāo)

本節(jié)課就是要解決學(xué)生書面表達(dá)過(guò)程中謀篇時(shí)出現(xiàn)的問(wèn)題，培養(yǎng)學(xué)生謀篇的習(xí)慣，學(xué)習(xí)和掌握謀篇的策略。具體說(shuō)來(lái)，應(yīng)當(dāng)達(dá)成如下幾個(gè)目標(biāo)：

1. 認(rèn)知目標(biāo)。通過(guò)對(duì)分析學(xué)生書面表達(dá)過(guò)程中存在的問(wèn)題，使學(xué)生了解謀篇的重要性。

2. 培養(yǎng)謀篇習(xí)慣目標(biāo)。通過(guò)兩篇書面表達(dá)的實(shí)際演練，使學(xué)生養(yǎng)成寫作前先謀篇的習(xí)慣。

3. 掌握謀篇策略目標(biāo)。通過(guò)“腦力震蕩”和教師指點(diǎn)使學(xué)生掌握謀篇的步驟，了解謀篇的要求。

學(xué)情分析

中學(xué)英語(yǔ)書面表達(dá)字?jǐn)?shù)要求不多（100詞左右），開放度不高（情境已經(jīng)通過(guò)中文或圖片給出），因此學(xué)生對(duì)書面表達(dá)構(gòu)思不夠重視，輕視審題，不假思索，信手就寫，甚至逐句翻譯，致使作文信息點(diǎn)疊加在一起，句語(yǔ)句之間邏輯聯(lián)系不緊密，從篇章上來(lái)看作文缺乏層次和結(jié)構(gòu)產(chǎn)生這些問(wèn)題的原因主要有如下幾個(gè)：

1. 心理恐懼。部分學(xué)一見到英語(yǔ)寫作就產(chǎn)生恐懼心理，特別是當(dāng)看到有些情境難以用英語(yǔ)表達(dá)出來(lái)時(shí)，這種恐懼心理就更加“猖獗”。他們不知道寫作第一步應(yīng)該是謀篇，謀篇成功就會(huì)產(chǎn)生“胸有成竹”之感，被一個(gè)或幾個(gè)單詞、句式“障目”是幼稚的。

2. 輕視謀篇。認(rèn)為書面表達(dá)構(gòu)思簡(jiǎn)單，只要沒(méi)有語(yǔ)言語(yǔ)法錯(cuò)誤，再加上幾個(gè)“漂亮”的句子就能拿高分。

3. 不懂謀篇。不知道寫作的主旨意圖，以為寫作就是要完成教師布置的任務(wù)

教學(xué)策略選擇與設(shè)計(jì)

教學(xué)的主體是學(xué)生，寫作的問(wèn)題要讓他們?cè)诮處煹闹笇?dǎo)下去發(fā)現(xiàn)，并通過(guò)實(shí)踐學(xué)會(huì)解決問(wèn)題，培養(yǎng)寫作的能力。教學(xué)活動(dòng)主要有：

1. 分組“腦力震蕩”

2. 師生互動(dòng)

教學(xué)重點(diǎn)及難點(diǎn)

提供有效的作文案例，對(duì)學(xué)生的心靈產(chǎn)生震撼，使學(xué)生了解謀篇的重要性，從而主動(dòng)培養(yǎng)謀篇的習(xí)慣，發(fā)展謀篇的能力。

教學(xué)過(guò)程

Step 1 Warming up

T：What do you think are important things in writing a good composition?

Ss：No word or no sentence mistakes, long and complex sentences, covering all the required information.

(設(shè)計(jì)意圖: 激發(fā)學(xué)生思考，鼓勵(lì)學(xué)生回答問(wèn)題，準(zhǔn)確引入正題。)

Step 2 Presentation

教師呈現(xiàn)三篇語(yǔ)句通順，詞匯與句子錯(cuò)誤較少，但篇章結(jié)構(gòu)不合理的作文，問(wèn)：Why are these compositions degraded?

提示1:當(dāng)學(xué)生發(fā)現(xiàn)問(wèn)題有困難時(shí)，教師介入，給予提示。

提示2：第一篇習(xí)作多留些時(shí)間讓學(xué)生思考，第二三篇習(xí)作可以快速通過(guò)。

(設(shè)計(jì)意圖:學(xué)生是學(xué)習(xí)的主體，將發(fā)現(xiàn)問(wèn)題的過(guò)程留給學(xué)生。

目標(biāo)：引入主旨、意圖、謀篇、構(gòu)思和信息組織等概念，使學(xué)生意識(shí)到謀篇的重要性。)

Step 3 Brain-storming

教師提出三個(gè)相關(guān)聯(lián)的問(wèn)題，學(xué)生分組“腦力震蕩”，探索答案。

1．Why do you write a composition? Or what’s the purpose of writing?

2． Which one is more important in English composition, collecting information or organizing information?

3． What steps will you take when writing an English composition?

(設(shè)計(jì)意圖: 以學(xué)生為中心的教學(xué)也強(qiáng)調(diào)教師的主導(dǎo)性，精心設(shè)計(jì)問(wèn)題，引導(dǎo)學(xué)生思考是發(fā)揮教師指導(dǎo)作用的重要媒介。

目標(biāo)1：使學(xué)生了解把握主旨是寫作的第一步。

目標(biāo)2：使學(xué)生知道整理材料在英語(yǔ)作文中更為重要。

目標(biāo)3：鼓勵(lì)學(xué)生總結(jié)出寫作的幾個(gè)基本步驟。)

Step 4 Teacher-interaction

教師引導(dǎo)學(xué)生歸納謀篇的幾個(gè)基本步驟：1.把握主旨。

2.判斷體裁和題材。

3.選擇與組織信息

4．語(yǔ)言點(diǎn)提示。

5.行文與修改。

組織信息要做到力求全面，集中精力圍繞文章的主旨攤分，善于布局，文章的頭尾中各在其位置，相互呼應(yīng)。

(設(shè)計(jì)意圖:幫助學(xué)生歸納如何謀篇。)

Step 5 Creative work

教師分兩次完成兩篇作文題，讓學(xué)生對(duì)信息點(diǎn)進(jìn)行選擇與組織，培養(yǎng)學(xué)生的謀篇能力。

提示：每篇作文學(xué)生用5分鐘謀篇，5分鐘用與分析和評(píng)價(jià)。

(設(shè)計(jì)意圖 :前幾個(gè)環(huán)節(jié)是鋪墊，這個(gè)環(huán)節(jié)是實(shí)際的應(yīng)用，是創(chuàng)造和提高。)

Step 6 Brief summary

組織學(xué)生對(duì)本次課進(jìn)行評(píng)價(jià)。

教學(xué)反思

本節(jié)課是在解決學(xué)生寫作的實(shí)際而又普遍的問(wèn)題，所以課堂效果基本達(dá)到預(yù)期的目的。講到問(wèn)題時(shí)，許多學(xué)生頻頻點(diǎn)頭以示贊同，甚至都迫不及待地等待解決辦法。有些學(xué)生感慨道“以前我寫英語(yǔ)作文不知從哪里入手，現(xiàn)在知道了應(yīng)先構(gòu)思好文章的框架，理清信息點(diǎn)，再來(lái)選擇詞與句，感覺到語(yǔ)句的表達(dá)也沒(méi)有以前那么難了。” 也有一個(gè)學(xué)生提出了問(wèn)題：現(xiàn)在英語(yǔ)作文越來(lái)越開放，我覺得選擇信息點(diǎn)也非常重要，而不是組織材料更重要。這是很好的思考呀！是啊，時(shí)代時(shí)刻在變化，考試時(shí)刻在變化，我們的教與學(xué)也應(yīng)該與時(shí)俱進(jìn)，以后我們也要注意信息的選擇。另外作文課活動(dòng)有些偏少，以后可以增加歌詞好的英語(yǔ)歌讓學(xué)生讀和唱，既能學(xué)習(xí)又能活躍氣氛。

初中英語(yǔ)教學(xué)案例范文

編寫教案要依據(jù)教學(xué)大綱和教科書。從學(xué)生實(shí)際情況出發(fā)，精心設(shè)計(jì)。下面是我給大家整理的初中英語(yǔ)教學(xué)案例范文，供大家參閱!

初中英語(yǔ)教學(xué)案例范文篇1

Language focus:

1.Useful expressions

on Bondi Beach; great fun; fail; need practice; leave for; by the way; on business; so far; travel to. . .Time flies

2. Present Perfect Tense

Properties: Recorder; Overhead Projector; Pictures.

Teaching Procedures:

Ⅰ. Showing aims

Get the students to know what they will learn in this lesson and what they will do in this class:

1. Master some useful expressions

2. Practise the Present perfect Tense

3. Practise speaking English

Ⅱ. Revision

1. Check the homework.

2. Revise the passage "surfing". Ask one or two students to retell the story in front of the class.

3. Revise the Present Perfect Tense. Get the students to make dialogues in pairs, then have some of them act out their dialogues to share with the class. Pay attention to the use of the Present Perfect Tense.

III. Presentation

Speech Cassette. Play the tape for the students to listen and repeat. Then in groups, have the students read and act out the dialogue, ask several pairs to perform the dialogue for the class.

Note: such great fun; Time flies; on business. They may be explained in Chinese.

Explain the difference between "such" and "so" (such + nouns, so + adjectives)

IV. Practice

Part 2. Go through the dialogue with the students. Then get the students to ask and answer in pairs. Remind the difference between "have / has gone to" and "have / has been to"

V. Practice

Each student interviews a student or a teacher by asking the following questions:

What places have you been to in China?

Have you ever been to…?

How many times have you been there?

When did you go there?

How did you go there?

What interesting things did you do there?

Do you want to go there again?

Then ask the students to write a short passage about the interview, get one or two students to read for the class.

VI. Practice

Have the students give their own answers to the questions in the book.

Ask the students to ask and answer in pairs.

VII. Workbook

Do Exercise I with the class. First have the students do it individually, then check with the whole class.

The answers are: have got; Have been; went; gave; Have taken; took; be; has gone

Do Exercise 3 with the whole class. And get the students to learn the sentences.

VIII. Summary

Exercises for class

Translate the following sciences into Chinese.

1. 他在哪兒?他已經(jīng)去了北京。

2. 他去過(guò)北京幾次?

3. 不管他說(shuō)什么，我都不會(huì)相信。

4. 你剛才做家庭作業(yè)了嗎?還沒(méi)有。

5. 他已經(jīng)到美國(guó)去旅游了。

6. 不管你走到哪兒，我都會(huì)記得你。

IX. Homework

Finish off the exercises in the workbook.

初中英語(yǔ)教學(xué)案例范文篇2

Language Focus:

Useful expressions:

a 12 - year - old schoolboy; try to; cross; channel; fail; set off; slow down; go on swimming, a big crowd of; wait for; be proud of; speak highly to.

Properties:

Recorder; Overhead Projector; Pictures

Teaching procedures:

I. showing aims

Get the students to know what they will learn in this lesson and what they will do in this class:

1. To master some useful expressions.

2. To revise all the contents of Unit 2.

3. To go through Checkpoint 2.

4. To train their listening ability.

5. To train their writing ability.

II. Revision

1. Revise "have / has been to" and "have / has gone to". Ask: Where is he? Get some of the students' answers with: He has gone to. . .

S1: He has gone to the office.

S2: He has gone to the hospital. .

S3: He has gone to Beijing.

Then ask: How many times have you been to Beijing?

S1: I've never been there.

S2: I've been there twice.

S3: I've been there three times.

Make sure the students can ask and answer correctly.

2. Revise the sports words. Divide the class into four groups and have a competition, say out the words as quickly as possible. See which group can say the most quickly and say the most words.

III. Listen

Listening Casette. Play the tape twice for the students to listen and do Exercise I in the workbook. Then play the tape again, and check the answers with the class.

IV. Word Puzzle

Ask the students to find the words in groups of the four. Get one student to share his or her answer with the whole class and check with them. The answers are: skiing; swimming; skating; boat-racing; diving.

V. Presentation

Part 3. Speech Cassette. Play the tape twice for the students to listen and repeat. Then ask the students to read the passage by themselves. Try to find the answers to the following questions:

1. Who was the youngest swimmer to cross channel?

2. Which channel did he cross first?

3. When did he first cross the channel?

4. Where was the channel?

5. Why did he slow down?

6. How many hours did it take him to cross the channel?

7. Did he cross the channel alone?

8. How did his parents feel when he arrived the beach?

Note some useful expressions on the blackboard: a-12-year-old schoolboy; cross the Qiongzhou Channel; fail; his dream came true; step into; slow down; go on swimming; another; a big crowd of people; be proud of; not only … but also … ; Have the students retell the story.

VI .Writing

Get one student to act as Li Lida and the other students act as journalists. Make an interview, then write down a passage about the interview. The journalists can ask questions like:

1. Do you like swimming?

2. When did you swim?

3. Do you often swim?

4. Were you afraid while you were crossing the channel?

5. Do your parents like you to swim?

6. How do you like when your dream comes true?

VII. A poem

Speech Cassette. Get the students to read the poem after the tape and help the students understand the poem. Ask them to learn the poem by heart.

VIII. Checkpoint 2

Go through Checkpoint 2 in the usual way. Explain any problems that the students may have. Get the students to go over the grammar notes.

IX. Workbook

Do Exercise 3 in class, and check the answers in pairs. The answers are: E; A; D; C; B

Do Exercise 4 individually and practise the dialogue in pairs.

Work on Exercise 5 as homework.

X. Summary

Exercise in class

Fill in the blanks with "so" and "such"

1. He was ________ tired that he can't climb the hill.

2. She is __________ a kind girl that everyone likes her.

3. The classroom is ___________ beautiful.

4. There is ___________ a clever monkey in the tree.

5. My mother is - busy, she can't go with you.

6. There are __________ many books here, I like them very much.

7.I have ___________ an honest daughter. I like her very much.

8. The flowers are __________ beautiful, don't pick them.

Answers: 1. so 2. such 3. so 4. such 5. so 6. so 7. such 8. so

XI. Homework

Finish off the exercises in the workbook.

初中英語(yǔ)教學(xué)案例范文篇3

教學(xué)目標(biāo)

教學(xué)目標(biāo)與要點(diǎn)

1.能夠運(yùn)用過(guò)去時(shí)態(tài)來(lái)談?wù)撨^(guò)去的經(jīng)歷和運(yùn)用現(xiàn)在完成時(shí)來(lái)談?wù)撚蛇^(guò)去開始，與現(xiàn)在相聯(lián)系或有影響的經(jīng)歷。

2.學(xué)習(xí)和歸納有關(guān)環(huán)境和污染方面詞匯，且能夠正確運(yùn)用它們來(lái)描述所見所聞。

3.進(jìn)一步學(xué)習(xí)現(xiàn)在完成時(shí)態(tài)，特別是它的時(shí)間狀語(yǔ)的表達(dá)法：for…或since…

4.歸納總結(jié)哪些動(dòng)詞是延續(xù)性動(dòng)詞，哪些是非延續(xù)性動(dòng)詞，以及它們之間的轉(zhuǎn)換。特別是與一段時(shí)間連用時(shí)只能使用延續(xù)性動(dòng)詞。

5.培養(yǎng)自己的環(huán)境意識(shí)，養(yǎng)成良好的行為舉止，能運(yùn)用所學(xué)知識(shí)來(lái)報(bào)道周邊的環(huán)境問(wèn)題。

素質(zhì)教育目標(biāo)

1. 完成本單元語(yǔ)法現(xiàn)在完成時(shí)的學(xué)習(xí)，注意for與since的用法。

2. 熟練掌握本單元相關(guān)詞組和短語(yǔ)的用法。

3. 引導(dǎo)學(xué)生了解優(yōu)美的環(huán)境對(duì)人類健康的重要性，以養(yǎng)成宣傳及保護(hù)我們生活、工作、學(xué)習(xí)環(huán)境的良好習(xí)慣。

4. 通過(guò)學(xué)習(xí)本單元，能使學(xué)生理解過(guò)去時(shí)與完成時(shí)，并能靈活運(yùn)用相關(guān)知識(shí)。

5. 通過(guò)各種教學(xué)手段，如聲音、圖片、動(dòng)畫、電視、網(wǎng)絡(luò)等，讓學(xué)生在了解環(huán)境保護(hù)知識(shí)的基礎(chǔ)上，提高表述、思考、總結(jié)相關(guān)此類知識(shí)的能力。

6. 引導(dǎo)學(xué)生嘗試運(yùn)用不同的學(xué)習(xí)工具、學(xué)習(xí)方法、媒體素材等進(jìn)行學(xué)習(xí)和提高。

Language Focus:

1. some useful expressions:

waste water; Greener China; Good idea; be afraid; a member of; a book on the environment

2. some useful sentences:

How long have you been a member of Greener China?

I've been with Greener China for a year.

How many English words have you learned since you came here?

About one thousand.

Properties: Pictures：TV; Overhead Projector; Recorder

Teaching Procedures:

I. Showing amis

Get the students to know what they will learn in this lesson and what they will do in this class:

1. To master some useful expressions.

2. To learn the grammar: the Present Perfect Tense.

3. To make the similar dialogues freely.

4. To know that they should protect the environment and make our world more beautiful.

II . Revision

Revise the grammar; the Present Perfect Tense. Ask: Have you ever been to the Great Wall? How many times have you been there? Get the students to ask and answer in pairs. Then ask several pairs to act out their dialogues.

III. Presentation

Present this dialogue:

A: Where have you been?

B: I've been to a paper factory.

A: What did you do there?

B: I saw the worker making paper there.

Present this dialogue with one student as an example, then ask the students to practise this dialogue in pairs, and get some of them to act out the dialogue.

IV. Practice

Put up a picture of a paper factory on the blackboard, get the students to talk about the factory, for example; " This is a paper factory, it makes paper, but it also makes smoke and waste water. I found the smoke was put into the air and the waste water was put into the river near it. The river has become very dirty. Lots of fish have died." Have the students talk in groups of four and then ask some of them to read out their report to share with the whole class.

V. Read and say

Part 1. Speech Cassette. Play the tape twice for the students to listen and repeat. Ask the students to read the dialogue in groups of three. Then read for the class. Get the students to read the dialogue individually again and find the answer to the following questions:

1. Where has Hu Lan just been to?

2. Why has the river near the factory become dirty?

3. What has happened to the fish in the river?

4. What does Greener China want to do?

5. Why are they going to write to the TV station and the newspaper?

6. Do you take care of the environment? Why or why not?

7. What can you do to improve the environment?

VI. Ask and answer

Read through the dialogues with the students. Ask and answer in pairs. Then make similar dialogues in pairs using the phrases in the box of the book.

VII. Write

Get the students to act as journalists, make an interview. Interview one of their friends. Ask him or her some questions about him or her and his or her family members.

For example: How long have you been in this school?

What subject have you studied?

How many friends have you made?

What's your fathers job?

How long has he been a … ?

What has he done since … ?

Then get the students write a report, have some students read their reports to share with the whole class.

VIII. Workbook

Do Exercise 3 orally with the class. Have the students ask and answer in pairs. Write Exercise 2 in the exercise books.

IX. Summary

Exercises for class

Rewrite the following sentences using the Present Perfect Tense:

Model: He went to Nanjing two days ago.

He has been in Nanjing for two days.

1. They began to study English in 2000.

2. He became a teacher ten years ago.

3. Jim came to China one year ago.

4. He joined Greener China one year ago.

5. My sister bought this book last week.

X. Homework

Talk something about the environment.

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