初中英語關於職業的教案怎麼寫

A. 七年級英語教案範文

初一英語的教案範例，讓我一起來學學它是怎麼設計成功的?下面是我給大家整理的七年級英語教案範文，供大家參閱!

初一英語教案設計

《What’s the highest mountain in the world?》Teaching Plan

[The basic information]

1.Subject：English

2.Topic：What’s the highest mountain in the world?

3.Class：Grade 8

4.The teacher：Zhang Junli

5. Type of lesson：New lesson

6. Theaching hour：One class hour

7.Teaching aid：Multi-media

[Teaching Objectives]

1. Knowledge objective

New words : Qomolangma,the Nile, the Caspian Sea, the Sahara ,square,

kilometer ,desert ,population

Phrases: in size,in the word, meters deep/long/high,as...as, the biggest population. Sentence: What’s the highest mountain in the world?

How long is Qomolangma?

It’s 8,844.43 meters high. It’s higher than any other mountain.

Which is the deepest salt lake in the world?

The Caspian Sea is the deepest of all the salt lake.

Did you know that China is one of the oldest countries in the world?

Yes, I did. It’s much older than the US.

2. Ability objective

Let the students can understand and talk about the topic of geography and natural. Master the usage of the comparative and superlative.

3. Emotion objective

To cultivate the students love the nature, make them have the consciousness of protecting the environment.

[Teaching main and difficult points]

1. Teaching main points

Use comparative and superlative forms of adjective and adverbs

2. Teaching difficult points

Talk about the geography and nature using comparative and superlative forms of adjective and adverbs.The contrast between the object.

[Teaching Methods]

1.Task-based Method

2.Communicative Approach

3.Situational Approach

[Teaching Proceres]

Step1.Leading-in

1. Watch the photos and talk about them “How big/high/long/big is …?’ and help the

students to answer: It’s …meters/kilometers/cm big/high/long/big.

2. Look these photos and practice the dialogue:

e.g. A: How high is Qomolangma?

B: It’s 8,844 meters high.

Step 2. Match the facts you know.

Practice in pairs using the information in 1a.

根據本單元學習有關交通方面的內容，設計核心任務為“2000元歡樂假日行”，形成如下任務鏈：了解周圍的人是如何到校、如何上班的——選擇適合自己的交通工具或交通工具組合方式——威海一日游——說明不同國家、不同地區學生上學的交通工具及方式的異同——2000元歡樂假日行——比較交通工具的特點與優劣勢——向政府提出合理建議，改善交通環境。

B. 要考教師資格證的試講了.初中英語的教案怎麼寫

具體關於教師資格教案的問題可以關注 職業 培 訓教 育網。

寫教案是每個教師都必須要會的，相信在所有科目中，大家都會認為英語教案比較難寫吧，那麼英語教案怎麼寫呢?下面是英語教案的寫法。

一、教學重點

本課時的重點掌握句型是：Who's your math teacher? Mr Zhao.What's he like? He's thin and short.He's very kind要求學生能在相似的情景中完成替換練習。能靈活運用這些句子進行交際。

二、教學難點

Let's try這一形式在學生用書中第一次出現，但難度不大。學生即使不能夠聽懂句子的含義，只要明白關鍵詞語的意思也能找到正確答案。教師要幫助學生聽錄音熟悉新詞和新句型，感知連讀、失去爆破和弱讀等語音現象。初步培養學生的聽力技能。

三、課前准備

1.教師准備教學過程中所需要的圖片、聲音、課件，人物圖片最好是能夠直接粘貼在黑板上。

2.准備一些教師的照片或圖片。

3.教師准備錄音機及錄音帶。

四、教學過程

1.Warm-up(熱身)

(1)教師放歌曲「My New Teacher」，讓學生感知並復習歌曲中語言。

(2)結合畫有人物不同相貌特徵的教學圖片進行關鍵詞的替換，引導學生復習上一課時所學的新詞，為本課時學習句型做好准備。

2.Let's try and talk (操練)

Let's try

反復播放Let's try部分錄音，指導學生根據聲音選出圖中相應的人物。在學生根據錄音內容圈出所描述教師之後，可讓學生看一看他們熟悉老師的圖片，用英語說出他們是誰，用句型：「Who's he/ she? What's he / she like? 」提問學生。此後再轉入 Let's talk部分對話的詳細學習。教師最好能放一句，停一句，並重復錄音中的話語，幫助學生掌握正確的語音、語調。

五、教案點評：

提供第二課時教案示例。課文通過聽聲音找圖片人物、復述對話、操練句型等方式來學習句型是 Who's your math teacher?Mr Zhao.What's he like?He's thin and short.He's very kind.這些句子在第一課時已接觸過，本課重點是讓學生進行句型操練。先學會聽懂句型，再進行復述句型，最後靈活運用這幾句話進行交談。教師主要參與學生一開始的聽說部分，引導學生掌握聽英語的技巧，和說英語的語音。在學生最後的活動中，教師只起輔助作用，進行評分和最後的總結。

C. 英語課講"職業"的話題,該如何導入新課

1、首先可以復習一些學過的詞語，如：sing，dance等動作，然後直接進入主題，問學生專門唱歌的人叫什麼？專門跳舞的人叫什麼？從而引出更多職業。
2、可以採用角色扮演，告訴學生，平常你是老師，今天你要變身某個職業的人。
3、可與學生談論夢想開始，問他們長大了想當什麼，再說你小時候的夢想是當個老師（teacher），直接導入新課——職業。

D. 初中英語教案

七年級英語《Unit 3 How do you get to school SectionA（1a-3c）》教案
第一課時Section A (1a-2e)
LearningGoals:
Inthis lesson, the students will talk about how to get to places with suchpatterns as: How do you get to …? I take the …/Iget to …by… Talk about time and distances with Howquestions. Listen for vehicles and numbers.
Teaching and learning steps:
Step I. Pre-listening activities
1. Preview
Askthe Ss to translate the following Chinese into English. First ask the Ss to putthem into English orally。Then let them write English downwithout looking at the textbooks.
1.乘火車________ 2.乘公共汽車 _____________
3.乘地鐵___________ 4. 騎自行車_________
5.步行____________ 6. 一百零五________
7.某人花費時間做某事__________
Ask the Ss to translate the followingsentences.
（1）--你怎樣到學校？
--我騎自行車。
__________________________________________________________________________________________________________________________________________
（2）--瑪麗怎樣到學校？ 她乘地鐵。
__________________________________________________________
（3）--從你家到學校有多遠？大約10公里。
__________________________________________________________
（4）--需要花費多長時間？大約15分鍾。
__________________________________________________________
（5）--我不確定。
__________________________________________________________
（6）--乘公共汽車大約需要20分鍾。
__________________________________________________________
（設計說明：預習體現了以學生為中心的思想，強調學生的參與、體驗、感知、實踐和交流，以學定教。）
3. Lead in
Whattime do you get to school?
How do you get to school everyday?
How many transportations（交通工具） do you know? What are they?
OK, let』s come to the newwords.
(設計說明：導入聯系所學的內容，從真實的語境出發，激發學生興趣，使學生自然而然地進入新課的學習。）
4. New words
(1)Teacher checks the Ss』 pronunciation.
(2)Can you say?
Words:

phrases:

(設計說明：檢測學生對單詞的預習情況，糾正發音，便於以學定教。）
(3) 1aMatch the words with the pictures.
4. Sentences
A: How do you get to school?
B: I ________. / I get toschool by _____.

探究：
一、--How do you getto school?
--I ride my bike.
1. 詢問去某地的交通方式用疑問副詞______,
詢問他人身體狀況也可以用_____
2. get to school意為____________
get to 意為_____,get to + _____
但是後跟副詞時，則省略_______
二、觀察句子，總結規律。

I take the bus to school.

I get to school by bus.

take the +交通工具= ____ +交通工具「 表示乘坐某種交通工具」

騎自行車____________________=___________________

步行______________ =__________________
(設計說明：句子的學習先以口語的輸出為主，讓學生能熟練的表達。然後讓學生自主探究，完成學習任務。教師點撥，再進一步深化。）
StepII. While-listeningactivities
(1) Listenfor the general idea of 1b.
Thegeneral idea of the conversation is about _______
A.where they live
B.how they get to school
C.the distance from their homes to school
(2)Listen for the specific ideas of1b.
1b1 Listen andwrite the numbers to the correct students inthe picture above.
1b2 Complete thedialogue according to the tape.
Boy;How do Bob and Mary _______ to school?
Girl;Bob takes the _________ and Mary takes the subway.
Boy;How ______ John get to school?
Girl;He takes the ___________.
Boy;How _______ Paul and Yang Lan get to school?
Girl;They _______.Look, there they are now!
Boy;Does Jim _________ to school?
Girl;No, he doesn』t. He _______his bike.
(3)Listen forthe general idea of 2a.
The general idea of this part is about__________
A.some numbers
B.some ways to get to school
C.some places
(4)Listen for the specific ideas of 2a.
2aListen and repeat. Then write the correct number next to the word.
2b Listen andcomplete the chart.
(設計說明：本部分的內容重在培養學生們聽大意和關鍵信息的能力。數字聽寫是難點。)
Step III. Post-listening activities
Pairwork：
A: How do you get to school?
B: I …
A: How long does it take…?
B: It takes …
A: How far is it from … to …?
B: It』s about …
(設計說明：本部分重在培養學生們口頭表達的能力，同時引導學生更好地內化語言知識。讓學生在用中學，在用中掌握。)
Step IV. 2e
1. Read 2d and answer the questions.
(1)Does Scott have an interesting job? Why do you think so?
(2)When does she get up? Does she get up in the morning or at night?
(3)When does she eat breakfast?
2. 知識點撥
一、 I ride it to school every day.
我每天騎車去學校。
to 意為_______,後跟地點名詞。
（1）我開車到學校。
I drive thecar ___ ________.
（2）他們坐火車去北京。
They take thetrain _____ ________.
二、 How long does it take you to get to school?
你到學校要用多少時間？
It takes sb. some time to do sth是固定用法意為___________
How long 意為____________
若對時間段提問要用___________
練一練：
我花了半小時做作業。
It ______me half an hour___ ________homework.
It takes me 15minutes to get home.
______ _______ does it ______ you_____ get home?
3. 聽錄音跟讀，模仿語音語調。
4. Role-play
Role-playthe conversation in pairs. Then go to the front of the classroom and perform itto the whole class.
Step V. Exercises: the end-of- classtest
一、對劃線提問
1. He takes the bus to get to school.
_______________________________
2. It＇s about 10 kilometers from home to school.
______ ______ ___it from home to school?
3. It takes 15 minutes to get to school.
______ ______ ______ it _____to get to school?
4. It takes me about 20 minutes to get toschool.
_______ ___________it take you ______ ______ to school?
二、根據要求完成句子。
1. She gets to school on foot. (同義句)
She ________to school．
2. He gets to school by bike. (同上)
He ____his____to school．
3. It takes us 20 minutes _________(walk) home.（用所給單詞的適當形式填空。）
4. How long does it take you _____________(watch)TV?（(同上)
5. The bus ride _____ ______ _____ _____( 花費大約20分鍾）.
（設計意圖：通過檢測學生的學習情況，有助於以學定教。）
Step VI. Homework
1.Read 2e after the tape and recite them.
2.Preview section B.
希望能夠幫到你，祝你學習進步，生活愉快！

E. 初中英語全英教案範文

全篇都是英語的初中英語教案，給大家帶來了其範文作參考。下面是我給大家整理的初中英語全英教案範文，供大家參閱!

初中英語全英教案範文1

Contents:

1. Vocabulary：guitar, join, dance, swim, sing, chess, paint, s peak, play chess, speak English, play the guitar, want to join the music club, art club.

2. Structure: Can you play the guitar/ swim/paint/dance---?

Yes, I can. No, I can’t. Bu t I can---.

Can he/she play the guitar/ swim/paint/dance---?

Yes, he/she can. No, he/she can’t. Bu t he/she can---.

I want to join the art club.

Objectives:

1. Teaching Aims and Demands

(1) Instructional Objectives

Be able to use the new words and phrases.

Be able to use “can” and can’t.

(2) Ability Objectives

Be able to use what they learned to describe what they can do and give responses.

2. Teaching Importance

To master the key vocabulary

To understand and use the target language

To master the usage of the different forms of “can” in the target language.

3. Teaching Difficulties

To enable the students to understand the sentence patterns to talk about the ability activities.

4. Teaching Aids: Multi-media computer

5. The Teaching Methods: TPR, Conversation

Proceres:

Step1: Warming-up

Before class, get Ss to enjoy an English song for about 2 minutes to warm them up.

Step2: Lead-in

1. Use the PPT to lead in the new lesson.. show some pictures and teach the words and phrases: guitar, join, dance, swim, sing, chess, paint, speak, play chess, speak English, play the guitar, want to join the music club, art club.

2. Ask Ss read the words together.

Step 3: Presentation

1. Show some actions and say I can play the guitar/ swim/paint/dance---. Then ask the students: Can you play the guitar/ swim/paint/dance---? Help the students answer: Yes, I can./ No, I can’t. Bu t I can---.

2. Show some pictures of the actions and ask the students to practice in pairs together in class. Finally invite some groups to act them out in front of the class.

3. Show some actions and say he/she can play the guitar/ swim/paint/dance---. Then ask the students: Can he/she play the guitar/ swim/paint/dance---? Help the students answer: Yes, he/she can./ No, he/she can’t. But he/she can---.

4. Show some pictures of the actions and ask the students to practice in pairs together in class. Finally invite some groups to act them out in front of the class.

2

Step4: Representations

1. Show some pictures of the clubs and let the students tell what clubs they are. E g: A: Do you know the clubs? B: Yes, I do.

A: What kind of club is it? B: It is art/ music---club.

2. Show some pictures of the clubs, ask and answer:

A: What club do you want to join? B: I want to join the art club. A; Can you paint? B: Yes, I can.

3. Pair work

Show some pictures of the actions and ask the students to practice in pairs together in class. Finally invite some groups to act them out in front of the class, using the following sentences:

A: What club do you want to join? B: I want to join the --- club. A; Can you ---? B: Yes, I can. I can---.

Step 5 . Make a survey

Give the students several minutes to prepare the survey using the target language to ask and answer, next fill the form :

A: What club do you want to join? B: I want to join the --- club. A; Can you ---? B: Yes, I can./ No, I can’t.

Step 6. Summary

Summarize the key language points in groups , and show them on the screen to help the Ss take notes.

Step 7. Homework

1. Consolidate and review the expressions of the lesson.

2. Write a short passage about the results of the survey.

F. 初中英語課堂教學教案

科目 English 年級 Grade 2 班級 時間 年 月 日
課題 Unit 5 If you go to the party, you』ll have a great time. 課型 New
（知識、能力、情感）
教 學 目 標 (1) Listening and speaking methods.
(2) Communicative approach.

（重點、難點）
教材分析 Key Points : let in
Difficulty : Learn the key structures.
時序 教學操作過程設計（重點寫教師怎麼教及學生怎麼學，
要創造性設計課堂結構和教學模式，要明確呈現教師活動與學生活動）
Step 1. Greeting and Revision
Greeting the class as usual and check the homework.

Step 2.New words
Show the new words on the board.
Teach the new words . Read the new words to students and ask students to repeat.
Let in 允許進入，允許參加
Jeans: 牛仔庫
Consequence: 結果，後果，因果關系
Read the first two words to the class and ask them to repeat.
For the last one, tell Ss in this unit we』ll learn to talk about consequences.

Step3 Section A
Draw some pictures on the board and ask Ss to talk about what they see in them.
T: What is the boy doing in the first picture?
S1: Walking.
T: That』s correct. He』s walking to school. What are the other students doing?
S2: They』re taking the bus to school.
T: What』s happening in the second picture?
S3: He』s late.
T: That』s correct. The boy is late.
T: (Pointing to the first picture.) I』m going to talk to this boy.
Andy, you should take the bus. You shouldn』t walk to school. If you walk to school, you』ll be late.(Class repeat, if you walk to school, you』ll be late.)
And write this sentence on the board.

Step4 1a
Activity ia introces key vocabulary and provides reading practice using the target language.
Firs point out the four pictures and get Ss to tell what they see.
Then ask two students to read the conversation in the speech bubbles in the first pictures.
Sa: I think I』m going to go to the party with Karen and Ann.
Sb: If you do, you』ll have a great time.
Then have Ss look at 1a. Ask them to match the statements and responses.
Check the answers. 1-4: d a b c

Ask Ss to read each pair of sentences in groups.
Write the second pair on the board:
I think I』m going to wear jeans to party.
If you do, the teachers won』t let you in.

T: The phrase 「let sb. in」 means 「let sb. come in」.
They won』t let people in without a ticket. (Write the sentence on the board.)

Step 5 1b
This activity provides listening practice using the target languang.
T: Listen to the tape. You』ll hear four conversations. Each conversation will give you the matching responses for one of the four statement.
(Play the recording. Students listen.)

Step 6 1c Pairwork
This activity provides guided speaking and listening practice using the target language.
First ask Ss to look at the pictures and then make conversations.
Then have two students read the sample dialogue.
Sa: I think I』m going to stay at home.
Sb: If you do, you』ll be sorry.
T: Work with your partner please. Make a converstion using the things that are happening in the pictures.
(At the end ask one or two pairs of students to say their conversations to the class. They are given little presents if they do the work well.)

Step 7 Summary and homework
Today we have learnt to talk about consequences. We』ve learnt the sentence: If you…, you』ll … Do you like to go to the party? Do you like to have a party in your house? If nobody comes to your party, you』ll be sorry. Right?

Practice the target language and preview the next page.

教 學 反 思

G. 初中英語寫作教學設計_教案怎麼寫

初中英語老師上 英語寫作 課時，設計出來的教學方案是怎麼樣的呢?下面是我帶來初中英語寫作教學設計方案，歡迎大家閱讀!
初中英語寫作教學設計
一.教學設計

Teaching Aims

1. To get the students to comprehend the text properly

2. To encourage the students to analyze the organization of the text

3. To enable the students to know how to write an essay

4. To develop the students’ writing skills upon the basis of reading comprehension

Teaching Methodology

1. Constructivism

2. Theory of Task-based Teaching&Learning

Teaching Proceres

Step1 Lead-in

Show several pictures about different professions.

Have a free talk with the students.

Step2 Presentation

Show two pictures of part-time jobs.

Let the students have some idea of a part-time job.

Introce the topic.

Step3 Reading Comprehension

Allow the students a few minutes to read the text and then check their

comprehension.

Step4 Organization Analysis

Get the students to grasp the main idea of the text and see how the text is

organized.

Step5 Writing

Teach the students how to write an essay.

Illustrate the skills to write an essay.

Ask the students to write a similar essay in the form of discussion.

Step6 Further Reading

Step7 Consolidation&Summary

Annotation: Step6 and Step7 are possible steps if time permits.

Step8 Home work

Write a short passage about the disadvantages of doing a part-time job.

二.教學設計理念

1. 本節課任務型教學理論為依據來展開設計，強調以學生為主體，學生在多邊互動中共同參與學習，掌握知識。

2. 通過互動式的教學安排要達到以下目標：

(1)了解和掌握“part-time job”的概念。(2)了解本篇 文章 的大意和結構

(3)了解怎樣來寫“essay”。(4) 當堂完成一篇簡單的“essay”。

在所有的教學目標中，目標(4)是最終目標，是學生學以致用、能力發展的具體體現。在整個教學過程中是必須要達到的，也是衡量這堂課成功與否的關鍵。

3. 整個教學過程始終以“互動方式”展開，分為四部分：

(1) 導入部分：

(2) 課文理解部分：

(3) 寫作部分：本部分是基於對本篇 文章閱讀 基礎上而設計。

(4) 知識拓展部分

三.課堂實效分析

1. 通過小組討論的形式展開教學活動，學生參與的積極性較高，思路開闊，相對的限制性較少，學生受到高度重視，有一種“主人翁”的感受。

2. 從學生回答問題的情況看，基本上都能理解文章的大意。

3. 在對“part-time job”的概念引入的過程中，部分學生的個性化得到一定的表現，他們的觀點新穎獨特，是他們經過小組討論積極思維的結果。

4. 在閱讀理解的基礎上引入寫作，學生感到有具體內容，而不是“空中閣樓”，符合學生的認知結構，學生對“essay”寫法的建構也是水到渠成。

5. 從學生當堂 作文 反饋情況看，雖然一些學生在作文中出現這樣或那樣的語法錯誤，但是學生都注意了寫作的謀篇布局，這正是這次寫作要達到的目的。

6. 對於學生作文中出現的錯誤，通過學生自己修改，效果理想。

7. 部分學生當堂完成的作文，其中一些有語法錯誤。如下，

抽樣一：

Smoking is a bad habit. It will be bad for your health and waste the money.

Above all, smoking will harm your body, because a chemical contained in

cigarette will do harm to your body. Even when you form this habit, you will

not easily get rid of it. And it will waste the money which you earn. It also can

cause the danger to society when you throw the cigarette. It will set a fire

easily. So we must keep off the smoking.

抽樣二：

Smoking is really a bad habit. First of all, smoking is very bad to the smoker’s own health. It hurts one’s lungs, blood and even heart. Secondly, smoking pollutes the air and makes air full of smoke. The smoking air is not suitable for

breathing. Last, smoking costs a great deal of money and is a pressure for a family. To sum up, the habit of smoking does nothing good.
初中英語寫作教學方案
一.在日常的寫作教學中,我對學生進行了以下的寫作訓練:

1、學會審題,列出寫作提綱;2、收集素材,組織語言; 譴詞 造句

3、對給出的材料進行擴寫和縮寫訓練; 4、根據 範文 進行模仿寫作

5、對自己的文章和別人的文章進行修改. 6、參照範例寫出或回復簡單的問候卡和邀請卡; 7、寫出或回復簡單的郵件;

二、人教版新目標 八年級 上冊英語

Unit1. Write a letter to tell your friend how to keep healthy.寫作教案和 反思 .

Step1:審清題意.

體裁:書信(書信的格式)

內容: 有關保持健康做法的內容

重點:To tell your friend how to keep healthy.

.這是向某人提出建議的書信文章,要求學生能針對keep healthy提出一些有效的建議.

Step2:激發靈感,整理思路,組織素材.

將全部學生分成若干組(前後4人為一組)。讓學生去復習Unit 1 Section A的內容

和 學習 方法 以及Section B中的2a,2b和3a的學習難題和解決方法相關內容後去做調查完成表格一、二:

表格一:

Lifestyle Names

1. How often do you exercise ?

2. How often do you eat vegetables?

3. How often do you eat fruit ?

4.How many hours do you sleep every night ?

5. How often do you drink milk ?

6. How often do you eat junk food ?

7. How often do you drink coffee ?

表格二: Problems and Advice

Problems: unhealthy

Advice

1. should eat a lot of vegetables

2. should eat a lot of fruits

3. can drink milk every day

4. don’t drink coffee

5. shouldn’t eat junk food

6.exercise every day

7.should have eight hours’ sleep

8.don’t play computer games or watch TV too much

Step3: 規劃文章結構,起草文章,組織語言.

教師強調 書信格式 和文章結構;讓學生能以小組方式自己個人去寫初稿.

語言結構方式主要有:

1. 闡述對方的學習上的問題.(書信的內容用一般現在式)

2. 提出建議的句型結構:

Why don’t you....... You can........ You should........

I think you can...... Don’t ……

3.提供範文讓學生模仿:(要求學生針對目前的現狀,提出相應的合理的建議)

Dear Lily,

I knowyou are unhappy because you often feel tired in class. I think you are unhealthy. Here is some adviceto you . Maybe these ideas can help you. First you should ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________

And I believe this good lifestyle can help you to get good grades.

Yours,

Jim

Step4: 譴詞造句,修改文章, 正確使用標點符號和字母大小寫.

讓學生以小組的方式,對文章進行修改,對於學生在 句子 中出現的語法錯誤進行更正.注意對建議句型的運用和大小寫的問題.將修改後的文章進行潤色加工.將修改後的作文上交.

Step5:教師評價,學生 總結 .

對學生作文中出現的一些好詞,好句和好的段落進行朗讀,並讓學生在小組中討論這些句子為什麼好,好在什麼地方,讓學生知道如何使自己的作文變得更好.教師對能正確使用相關連詞使結構更有條理順序的作文提出表揚,並對優秀的作業進行張貼,供其他學生學習,模仿.

教學反思：

1.用表格歸納的方法讓學生去收集整理素材,能使材料分類更有條理.

2.從本節寫作課可以看出，學生的小組合作寫作模式能夠讓一部分學習基礎比較差的學生從審題到收集素材,再到寫作文提綱和起草作文階段都起到了一定的幫助和帶動作用.能讓基礎比較差的同學不放棄英語寫作,還能讓他們知道該寫什麼,怎樣寫,什麼樣的作文是好作文.

3對於小組中的其他成員來說,這樣的寫作模式能讓他們在共同的合作探究學習中對英語的基本句型和文章的結構布局,再到句子的潤色加工等方面都有不同的收獲.特別是在作文修改和佳作欣賞。
初中英語寫作教案
一、教學思路設計：

在培養學生書面表達能力的實踐過程中，我們應該注意兩個這樣的現象;一是學生犯的詞與句的錯誤雖然數量多，卻遠不如所犯的結構錯誤嚴重，信息點過多或不夠、邏輯混亂、結構不嚴謹是造成書面表達”檔次低”的”罪魁禍首”;二是詞與句的錯誤並非都是由於不會用詞或不會造句本身引起的，不會謀篇也會引發詞句的錯誤。要糾正詞句的錯誤，不能完全停留在詞、句層面，正如治病不能僅僅“頭疼醫頭、腳疼醫腳”一樣。培養學生謀篇的能力在高中英語書面表達中佔有重要的位置。但是謀篇能力的提高不是一日之功，它需要不斷的積累。對於高一學生而言，能正確運用簡單句，復合句和連接詞是非常重要的。在平時的教學中，我發現很多學生連最基本的簡單句五種基本句型都不會用，更談不上使用復合句和連接詞使自己的寫作具有邏輯性和流暢性。學生寫作主要存在下列幾個問題：

1. 時態和語態的錯誤。

2. 用詞錯誤

3. 詞形變化錯誤

4. 句子結構錯誤

5. 布局謀篇的失誤

針對上述情況，萌發了上一節英語基礎寫作課的想法。通過這節課讓學生能掌握一些基本的簡單句的五種句型結構，一些連接詞和學會嘗試使用復合句，並復習鞏固平時積累的有用的句型。最後分析兩篇學生的習作，讓學生談談看法。

2)學生分析

中學英語書面表達字數要求不多(100詞左右)，開放度不高(情境已經通過中文或圖片給出)，因此學生對書面表達構思不夠重視，輕視審題，不假思索，信手就寫，甚至逐句翻譯，致使作文的信息點疊加在一起，句與句之間邏輯聯系不緊密，從篇章上來看作文缺乏層次和結構。產生這些問題的原因主要有如下幾個：

1.心理恐懼。部分學生一見到英語寫作就產生恐慌心理，特別是當看到有些情境難以用英語表達出來時，這種恐懼心理就更加“猖獗”。他們不知道寫作第一步應該是謀篇，謀篇成功就會產生“胸有成竹”之感，被一個或幾個單詞、句式“障目”而恐懼是幼稚的。

2.輕視謀篇。認為書面表達構思簡單，只要沒有語言、語法錯誤再加上幾個”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。

4.這一屆很多學生基本功很差，學習比較懶散，不願積累。

3)目標分析

本節基礎寫作教學課，就是要解決學生書面表達過程中基本句子結構運用的問題，為培養學生謀篇能力打下基礎。具體說來，應當達成如下幾個目標：

1.認知目標：通過分析一首英語歌曲，使學生了解句子結構多樣性的重要性。

2.培養基本功目標：通過展示五種簡單句的基本結構，使學生能正確運用他們於寫作中。

二.Teaching Important Points:(教學重點)

1. Teach the students five basic simple sentences.

2. Develop the students’ writing skills, using complex sentences and some linking words.

三.Teaching Difficult Points:(教學難點)

How to make the students use some writing skills and improve their writing ability.

四.Teaching Methods: ( 教學方法 )

1. pair or group work to make every student take an active part in the activities in class.

2. Interactions between the Ss and teacher.

五.Teaching Aids:(教具)

Multimedia

六.Teaching proceres:(教學過程)

基本環節

教學過程

設計意圖

Warming-up and lead in(熱身)

(5 min)

1.教師提問：why do you like this song ?

學生可能回答：music, good sentences…..

1.激發學生思考，鼓勵學生回答問題，准確引入正題

Presentation(呈現)

(8 min)

教師呈現簡單句的五種基本句型，一邊呈現一邊鞏固，以漢譯英形式出現

2.學生是學習的主體，將發現問題的過程留給學生。

目標：引入主旨，意圖，使學生意識到基本功的重要性。

Brain-storming

(8 min)

3.教師提出一個相關聯的問題，學生分組，討論問題

! what do you think about this short passage ? do you have any ways to change them to make it more fluent and logical ?

3.以學生為主體的教學也強調教師的主導性。精心設計問題，引導學生思考，是發揮教師主導作用的重要媒介。

目標1：使學生了解正確運用簡單句是寫作的第一步。

目標2：使學生知道，句子結構的多樣性在寫作中是很重要的。

目標3：鼓勵學生總結寫作中常用的連接詞。

目標4：鼓勵學生說出一句多譯的句子。

Teacher intervention

(revision)(10min)

4.教師介入引導歸納幾個在平時教學中常用的句型結構和幾個格言

4.幫助學生歸納。

Creative-work

(12 min)

5.教師呈現兩篇學生的作文，讓學生進行分析，鍛煉學生謀篇的能力。

提示：每篇作文學生用6分鍾時間用於分析和評價。

5.前面幾個環節是鋪墊，這個環節是鞏固和應用，是創意和提高。

Brief-summary

(2 min)

6.組織學生對本次課進行評價

H. 初中英語八年級上冊教案設計

做老師可不容易，除了會教人還要會寫教案，那麼初中英語八年級上冊教案設計怎麼寫呢?下面我為你帶來初中英語八年級上冊教案設計範本，希望能對你們有所幫助!!

初中英語八年級上冊教案設計一

Unit 1: How often do you exercise?

【學習目標】

會使用頻率副詞及短語;

能描述課余時間的活動安排;

會描述基本飲食結構。

【語言目標】

● What do you usually do on weekends?

I sometimes go to the beach.

● How often do you eat vegetables?

Every day.

● Most students do homework every day.

【重點詞彙】

● always, usually , often, sometimes , hardly , ever, never.

● how often, once , twice , three times a week , every day.

● milk, junk food, health, unhealthy, habit, exercise, most, result, try, different

maybe, although, arm, foot, tooth, ear, eye, advice, thirsty ,forget, finish, plan .

【應掌握的片語】

1. go to the movies 去看電影

2. look after = take care of 照顧

3. surf the internet 上網

4. healthy lifestyle 健康的生活方式

5. go skate boarding 去劃板

6. keep healthy=stay healthy 保持健康

7. exercise=take(much)exercise=do sports鍛煉

8. eating habits 飲食習慣

9. take more exercise 做更多的運動

10. the same as 與什麼相同

11. be different from 不同

12. once a month一月一次

13. twice a week一周兩次

14. make a difference to 對什麼有影響

15. how often 多久一次

16. although = though雖然

17. most of the students=most students

18. shop=go shopping=do some shopping 購物

19. as for至於

20. activity survey活動調查

21. do homework做家庭作業

22. do house work做家務事

23. eat less meat吃更少的肉

24. junk food垃圾食物

25. be good for 對什麼有益

26. be bad for對什麼有害

27. want to do sth 想做某事

28. want sb to do sth想某人做某事

29. try to do sth 盡量做某事

30. come home from school放學回家

31. of course = certainly = sure當然

32. get good grades取得好成績

33. some advice

34. hardly=not nearly / almost not幾乎不

35. keep/be in good health保持健康

36.be stressed緊張的，有壓力的

37. take a vacation 去度假

48.get back 回來

【應掌握的句子】

1. How often do you exercise? 你(你們)多久鍛煉一次身體?

How often + 助動詞do(does或did) + 主語 + do sth.? 疑問詞how often是問頻率(多久一次),(在這里助動詞do(does或did) 是起幫助構成疑問的作用)與一般現在時或一般過去時連用，回答一般是用表示頻率的副詞，

如：once, twice, three times…, sometimes, often, quite, often, never, every day, once a week , twice a month , three times a month , three or four times a month 等。

翻譯：“你們多久到工廠去一次?”“每星期兩次。”

(“How often do you go to the factory?” “Twice a week. ”)

“他們多長時間舉辦一次舞會?”“通常每兩周舉辦一次。”

(“How often do they have a dancing party?” “Usually, once every other week.”)

“他多久去購一次物?”“一個月一次。”

(“How often does he go shopping?” “He goes shopping once a month.”)

2. “What do you usually do on weekends?” “ I usually play soccer.”

“周末你通常做什麼?”“我通常踢足球。”

第一個do為助動詞, 在這起幫助構成疑問的'作用;而第二個do則是實義動詞。

翻譯： What do you usually do on weekends? I often go to the movies.

What does she usually do on weekends? She sometimes go hiking.

3. “What’s your favorite program?” “It’s Animal World.”

“你最喜歡什麼節目?”“動物世界。”

4. As for homework , most students do homework every day .

as for...意思是“至於;關於”，常用於句首作狀語，其後跟名詞、代詞或動詞的-ing形式(即動名詞)。如： As for him，I never want to see him here. 至於他，我永遠不希望在這里見到。

As for the story，you'd better not believe it. 關於那故事，你最好不要相信。

翻譯：至於我自己，我現在不想去。 (As for myself, I don’t want to go now. )

至於那個人，我什麼都不知道。(As for the man, I know nothing about him.)

5. Mom wants me to get up at 6:00 and play ping-pong with her .

want to do sth. 意思是“想要做某事”;

want sb. to do sth.意思是“想要某人做某事”。如：

Do you want to go to the movies with me?你想和我一起去看電影嗎?

The teacher doesn't want us to eat hamburgers.老師不想讓我們吃漢堡包。

6. She says it’s good for my health.

be good for...表示“對……有益(有好處)”;其反義為：be bad for...。(這里for 是介詞，後跟名詞、代詞或動名詞)

如：It's good for us to do more reading. 多讀書對我們有好處。

Reading in bed is bad for your eyes.在床上讀書對你的眼睛有害。

7. How many hours do you sleep every night?

8. I exercise every day , usually when I come home from school .

9. My eating habits are pretty good .這里pretty相當於very 。

10. I try to eat a lot of vegetables , usually ten to eleven times a week .

try to do sth.表示“ 盡力做某事 ” ，不包含是否成功的意思而try doing sth.表示“(用某一辦法)試著去做某事”。

如: You’d better try doing the experiment in another way.

你最好試試用另一種方法做這個試驗。

11. My healthy lifestyle helps me get good grades.

help sb.(to) do sth.幫助某人做某事

12. Good food and exercise help me to study better.

這里better是well的比較級，而不是good的比較級

13. Is her lifestyle the same as yours or different?

=Is her lifestyle the same as your lifestyle or is her lifestyle different from yours? be the same as … / be different from …

14. What sports do you play ?

15. A lot of vegetables help you to keep in good health .

keep in good health = keep healthy = stay healthy

16. You must try to eat less meat .

try to do sth.表示“ 盡力做某事 ” ,不包含是否成功的意思,less是little的比較級

17. That sounds interesting.

這是“主語+系動詞+表語”結構的簡單句。sound(聽起來)，look(看起來)，smell

(聞起來)，taste(嘗起來)，feel(覺得)，seem(好象)，grow(變得),get

(變得)等詞在英語中可用作系動詞，後跟形容詞作表語。如：

It tastes good. 這味道好。

The music sounds very sweet. 這音樂聽起來很入耳。

The smoke grew heavier and heavier. 煙霧變得越來越濃了。

【詞語辨析】

一、maybe / may be

1. The baby is crying she is hungry.

2. The woman a teacher .

maybe 是副詞，意為“大概， 可能，或許”，一般用於句首。May be是情態動詞，意為“可能是..，也許是..，大概是..”.

二、a few / few / a little / little

1. people can live to 100,but people can live to 150.

2. There is time left, I don’t catch the first bus.

3. Could you give me milk?

a few (少數的，幾個，一些)

a little (一點兒，少量)

表示肯定

few (很少的，幾乎沒有的)

little (很少的，幾乎沒有的)

表示否定

修飾可數名詞

修飾不可數名詞

三、none / no one

1、 of the pens are mine .

2、 is in the classroom.

none指人或物，強調數量，用how many提問，常與of連用。no one 多指人，強調“無人”這種狀態，用who提問，不可與of連用，作主語時，其謂語動詞用第三人稱單數形式。

四、hard / hardly

1. The ground is too to dig

2. I can understand them.

3. It’s raining ,the people can go outside.

hard作形容詞，意為“困難的，艱苦的，硬的”;作副詞，意為“努力地，猛烈地”。Hardly意為“幾乎不”。

初中英語八年級上冊教案設計二

Unit 2 What’s the matter?

【學習目標】

● 掌握身體各部位名稱的英文表達方式

● 能表述身體的種種不適以及對他人身體的種種不適給予適當的建議

【語言目標】

● What’s the matter? I have a headache.

● You should drink some tea. The sounds like a good idea.

● I have a sore back. That’s too bad . I hope you feel better soon.

【重點詞彙】

● head, nose, eye, ear, tooth, neck, stomach, back, leg, arm, foot, throat

● thirsty, stressed out,/ dentist, lie, rest, honey, water, illness, advice.

● cold, fever, headache, toothache, stomachache, sore throat

【應掌握的片語】

1. Have a cold 感冒

2. sore back 背痛

3. neck and neck 並駕齊驅，齊頭並進

4. I have a stomachache 我胃痛

= I have got a stomachache

= There is something wrong with my stomach

I. 版初中英語教案全英文

作為一名為他人授業解惑的'教育工作者，時常需要用到教案，教案有助於學生理解並掌握系統的知識。我們該怎麼去寫教案呢？以下是我為大家整理的版初中英語教案全英文，歡迎閱讀與收藏。

Unit 8 I』d like some noodles

( period 1 1a to grammar focus)

一、The analysis of the textbook.

Different people have different tasts and habits of the food.

Unit 8 focuses on the chinese food and it specialities.

The main languge targets are 「 What kind of noodles would youhe she like ? I』d He』dShe』d like …… noodles.

What size bowl of noodles would you he she like?」 I』d He』d She』d like a small mediumlarge bowl of noodles.

It is an interesting topic related to the students』 daily lives.

So it is easy to arouse the interests of the students.

二.The analysis of the students.

The students show a lot enthusiams and passions to the lesson .

Because the topic is useful and necessary in their daily lives.

They show great curiosity and inquiry.

Most names of the food are familiar to them.

However some students are not familiar with some new words of the food such as beef, mutton, cabbage and so on.

Besides the words of bowl , large, special are hard for them to pronouce.

Some students have never seen or eaten the food in the lesson.

So I will help them to overcome these obstacles.

I will help them enjoy the fun of English .

三.The analysis of the teaching methods.

1.The students are always the masters of the class.

The teachers are only the guides and organizers of the class activities.

In English teaching, we should make the lessons close to their daily lives ,and complish the teaching goals in the activites.

We should make the students master the ways to study in the activities.

So the teachers and students can show their initiatives and creativities at their best.

2.I adopt the task-based teaching method.

I mix the main words and main language targets into the pratical activities.

The students complish the goals through the experance of the class activities.

3.Groupwork is the main teaching method in the English class.

The teacher should give the students more freedom to show and express themselves.

We should provide a stage for the students to mix the knowledge , exchange the information and share the resources .

The teachers had better give them more praise and affirmation.

So the relations between the teachers and students are natural and democratic.

四.The teaching goals.

1.Knowlege object:

words: would, I』d, noodle, beef, mutton, cabbage, potato, special, juice, drink, bowl, he』d, he would, size

language goals:

What kind of noodles would youhe she like ? I』d He』dShe』d like …… noodles.

What size bowl of noodles would you he she like?

2.Ability object:

The students are able to make the new conversations using the target languages.

They foster the ability to speak ,listen, read, and study by themselves.

3.Emotion object:

Let the students enjoy the English and learn by using , learn by doing.

4.learning strategy object:

Self study and cooperation in groups.

五.Teaching important and difficult points.

Important points:

1 The words of the food.

2 The target language.

Difficult points:

Teach the students to put the knowledge into use.

六.Teaching aids :

The pictures of the food; a radio;a computer; a paper;

七.Teaching procere:

Before ---task:

( Let』s begin the lesson with the English song 「 A mouse likes rice」)

1 Warm up:

Play a game using the target language 「 Can you ? Yes, I can.

No, I can』t.」

T: My boys and girls, do you like games ? (The students may answer 「 Yes, I do」 )

T: Good ! now please take out a paper ( No matter how large the paper is .

Any paper is ok!) and fold it like me ! First fold it into a square and cut the unnecessary part.

If you can fold it easily , you can say loudly 「 Yes, I can」 If you can』t go on to fold it , you can say loudly 「 No, I can』t」

T: Are you ready?

S: Yes!

T: Ok! Let』s go ! First fold it 「 can you?」

S: Yes, I can !

T: Go on! 「can you?」

S: Yes, I can !

T: Go on ! 「 can you?」

S: Yes, I can!

T:Go on! 「 can you?」

S: Yes, I can!

T: Go on! 「can you?」

S: Yes, I can !

T: Go on ! 「 can you?」

S: Yes, I can!

T:Go on! 「 can you?」

S: Yes, I can!

T: Go on again! 「 can you ?」

S: No, I can』t!

T: Go on again! 「 can you ?」

S: No, I can』t!

T: Ok! Now unfold the paper and count how many times have you folded?

S:Seven !

T: Yes ! it is impossible for us to fold more than that, no matter how large the paper is! If you don』t believe it, you can try after class! Yeah! A very intersting game!

(Until now the students are warm.

They have prepared themselves for the coming lessons.)

2.Check the prevision of the new words.

The teacher prepares the cards of the food ahead of time.

The teacher presents the pictures to the students and the students say English together.

The teacher shows the pictures twice.

Then the teacher shows the pictures to the indivial students and they are expected to say English according to the given pictures.

If they can say them correctly, the teacher will send them the pictures! ( The students are eager to get them, they need the teacher』s encouragement, so they will answer them actively!).

3.Presentation.

(1)Present the words of the food and the pictures of the food on the screen.

( the student have been familiar with them)

T: Do you know these food?

S: Yes!

T: Perfect! Now I will ask a girl and a boy to lead the other students to read them.

Then I will present the names of the drinks in the same way.

Until now all of the new words of the food have been presented to the students.

T: Look at these words please ! My students , can you find the differnces between these words?( The teacher says so while she is pointing to the 「s」 added to the words.

Volunteers!

S: A student may stand up and give his answers!

Present a collection of pictures of food and ask the students to category .

T: Look at these pictures ! Which are uncountable words and which are countable words? Volunteers!!!!????

S: A student may stand up to show him.

(2) Lead into the class using 「 What kind of vegetables would like ? ---I』d like …….

Present the pictures of the vegetables like : carrots, cabbages, broccoli, potatoes, tomatoes, and so on!

T: 「 What kind of vegetables would you like?」

S: I』d like tomatoes.

( They say it together)

T: What about you ? (point to a student)

S: I』d like ……

The teacher leads the students to read the target languages and makes the students to practice the conversations in pairs.

The teacher asks several pairs to show them .

Then the teacher presents the pictures of the meat like : beef, mutton, chicken, fish ……

The teacher asks the students using the target languages 「 What kind of meat would you like? I』d like …….」

The teacher calls several students to answer and then let them practice in pairs.

Later, the teacher names several pairs to show them.

The teacher presents the pictures of the noodles.

The teacher leads the students to express the kinds of noodles according to the pictures on the screen.

Then the teacher asks the students to use the target languages 「 What kind of noodles would you like? I』d like …….

noodles.」

The teacher gives them minutes to practice and then asks them to present their conversations.

Cheer for them at the ly time.

3.While --- task.

(1)T: Please turn to P47 and match the words with the pictures and let them check with their partners.

Then the teacher presents the answers on the screen.

(2) Let』s move on to activity 1b on Page47.

The students will listen to the radio twice and then check the answers.

(3) Present different sizes bowls of noodles.

( small, medium, large)

T：Boys and girls, do you want to eat noodles?

S: Yes!

T: What size bowl of noodles would you like ?

S: I』d like small mediumlarge bowl of noodles.

Teacher asks the students to answer the questions and then let them practice in pairs.

Three minutes later, the teacher asks the pairs to show their conversations.

(4) Guessing game!

The teacher shows the picture of a strong boy on the screen.

Let the students guess what size bowl of noodles would he like? He』d like a ________ bowl of noodles.

Then the teacher asks several pairs to present their guesses.

Then the teacher shows the answer 「 small」

Let the students who guesses right put up their hands and cheer for them.

(5) Let the students turn to p48 .

Listen to the tape and do 2a .

Then one student gives his answer and the teacher shows the right answers on the screen.

Let us go on activity 2b .

The students will listen to the tape twice and fill the blanks.

Then the seated students check the answers with their partners and the teacher presents the correct answers on the screen.

4.Post---task.

(1) Role play.

T: My boys and girls, do you want to have noodles?

S: Yes!

T: Good! Let us go to the noodle house to have noodles!

One is a waiter, the other is a customer.

Just act it out!

Three minutes later, the teacher calls three pairs to act it!

(2) Make a survey!

Make a survey in the groups using the language goals :

They may do it like this :

A: Hello Peter! What kind of noodles would you like ?

B: I』d like beef and cabbage noodles.

A: What size bowl of noodles would you like?

B: I』d like medium bowl of noodles.

A: Hello Sally!.

Then the teacher asks the students to report the survey like this :

I』d like egg and tomato noodles.

I』d like a small bowl of noodles.

Peter would like beef and cabbage noodles.

Peter would like a mediun bowl of noodles.

And Sally.

5 Check themselves!

Do the exercise on the paper.

The exercise includes two parts: check yourselves and challenge yourselves!

6 Summary!

The teacher asks a student to sum it up , then the teacher help him add

7 Let us end the lesson with the english song 「 A mouse likes rice」

J. 初中英語優秀教案範文

教案中對教學方法的選擇，板書設計，教具或現代化教學手段的應用，各個教學步驟教學環節的時間分配等等，都要經過周密考慮，精心設計而確定下來。下面是我給大家整理的初中英語優秀教案範文，供大家參閱!

初中英語優秀教案範文篇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 Procere

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.2&5

Homework

A. Wb. Ex 3

B. Go over the whole unit.

初中英語優秀教案範文篇2

教學目標與要點

1.能夠熟練運用所學知識來談論"運動"，特別是一些和生活密切相關的運動項目。

2.掌握本單元的有關"water sports"的單詞和短語，能聽、說、讀部分地名，重點掌握 no mater，both…and…，all over等短語或習慣用語的用法。

3.進一步學習現在完成時態，特別注意它與already，just，yet，very等詞的連用，同時能夠區別它們的用法。

4.能夠熟練運用現在完成時態，用它來表達由過去開始，和現在相聯系的動作或影響，能夠區別一般過去時與現在完成時的不同。

5.運用本單元所學知識來描述某一運動。如：the Olympic Games或surfing或diving等。

素質教育目標

1. 進一步學習現在完成時，靈活運用already, just, ever, never等詞語。

2. 引導學生對水上運動和其他運動進行描述，達到闡述自已喜好的目標。

3. 在學習過程中，讓學生了解體育運動對每個人的生活和工作的重要性。

4. 通過各種教學手段，如聲音、圖片、動畫、電視、網路等，讓學生在了解有關體育知識的基礎上，自覺參與各項體育運動，培養積極向上的生活情趣。

5. 引導學生嘗試運用不同的學習工具、學習方法、媒體素材等進行學習和提高。

教學設計方案

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 Proceres:

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?

初中英語優秀教案範文篇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 Proceres:

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