初中英语微教案怎么写

『壹』 初中英语写作教学设计_教案怎么写

初中英语老师上 英语写作 课时，设计出来的教学方案是怎么样的呢?下面是我带来初中英语写作教学设计方案，欢迎大家阅读!
初中英语写作教学设计
一.教学设计

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.教学设计理念

1. 本节课任务型教学理论为依据来展开设计，强调以学生为主体，学生在多边互动中共同参与学习，掌握知识。

2. 通过互动式的教学安排要达到以下目标：

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

(3)了解怎样来写“essay”。(4) 当堂完成一篇简单的“essay”。

在所有的教学目标中，目标(4)是最终目标，是学生学以致用、能力发展的具体体现。在整个教学过程中是必须要达到的，也是衡量这堂课成功与否的关键。

3. 整个教学过程始终以“互动方式”展开，分为四部分：

(1) 导入部分：

(2) 课文理解部分：

(3) 写作部分：本部分是基于对本篇 文章阅读 基础上而设计。

(4) 知识拓展部分

三.课堂实效分析

1. 通过小组讨论的形式展开教学活动，学生参与的积极性较高，思路开阔，相对的限制性较少，学生受到高度重视，有一种“主人翁”的感受。

2. 从学生回答问题的情况看，基本上都能理解文章的大意。

3. 在对“part-time job”的概念引入的过程中，部分学生的个性化得到一定的表现，他们的观点新颖独特，是他们经过小组讨论积极思维的结果。

4. 在阅读理解的基础上引入写作，学生感到有具体内容，而不是“空中阁楼”，符合学生的认知结构，学生对“essay”写法的建构也是水到渠成。

5. 从学生当堂 作文 反馈情况看，虽然一些学生在作文中出现这样或那样的语法错误，但是学生都注意了写作的谋篇布局，这正是这次写作要达到的目的。

6. 对于学生作文中出现的错误，通过学生自己修改，效果理想。

7. 部分学生当堂完成的作文，其中一些有语法错误。如下，

抽样一：

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.

抽样二：

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.
初中英语写作教学方案
一.在日常的写作教学中,我对学生进行了以下的写作训练:

1、学会审题,列出写作提纲;2、收集素材,组织语言; 谴词 造句

3、对给出的材料进行扩写和缩写训练; 4、根据 范文 进行模仿写作

5、对自己的文章和别人的文章进行修改. 6、参照范例写出或回复简单的问候卡和邀请卡; 7、写出或回复简单的邮件;

二、人教版新目标 八年级 上册英语

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

Step1:审清题意.

体裁:书信(书信的格式)

内容: 有关保持健康做法的内容

重点:To tell your friend how to keep healthy.

.这是向某人提出建议的书信文章,要求学生能针对keep healthy提出一些有效的建议.

Step2:激发灵感,整理思路,组织素材.

将全部学生分成若干组(前后4人为一组)。让学生去复习Unit 1 Section A的内容

和 学习 方法 以及Section B中的2a,2b和3a的学习难题和解决方法相关内容后去做调查完成表格一、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: 规划文章结构,起草文章,组织语言.

教师强调 书信格式 和文章结构;让学生能以小组方式自己个人去写初稿.

语言结构方式主要有:

1. 阐述对方的学习上的问题.(书信的内容用一般现在式)

2. 提出建议的句型结构:

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

I think you can...... Don’t ……

3.提供范文让学生模仿:(要求学生针对目前的现状,提出相应的合理的建议)

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: 谴词造句,修改文章, 正确使用标点符号和字母大小写.

让学生以小组的方式,对文章进行修改,对于学生在 句子 中出现的语法错误进行更正.注意对建议句型的运用和大小写的问题.将修改后的文章进行润色加工.将修改后的作文上交.

Step5:教师评价,学生 总结 .

对学生作文中出现的一些好词,好句和好的段落进行朗读,并让学生在小组中讨论这些句子为什么好,好在什么地方,让学生知道如何使自己的作文变得更好.教师对能正确使用相关连词使结构更有条理顺序的作文提出表扬,并对优秀的作业进行张贴,供其他学生学习,模仿.

教学反思：

1.用表格归纳的方法让学生去收集整理素材,能使材料分类更有条理.

2.从本节写作课可以看出，学生的小组合作写作模式能够让一部分学习基础比较差的学生从审题到收集素材,再到写作文提纲和起草作文阶段都起到了一定的帮助和带动作用.能让基础比较差的同学不放弃英语写作,还能让他们知道该写什么,怎样写,什么样的作文是好作文.

3对于小组中的其他成员来说,这样的写作模式能让他们在共同的合作探究学习中对英语的基本句型和文章的结构布局,再到句子的润色加工等方面都有不同的收获.特别是在作文修改和佳作欣赏。
初中英语写作教案
一、教学思路设计：

在培养学生书面表达能力的实践过程中，我们应该注意两个这样的现象;一是学生犯的词与句的错误虽然数量多，却远不如所犯的结构错误严重，信息点过多或不够、逻辑混乱、结构不严谨是造成书面表达”档次低”的”罪魁祸首”;二是词与句的错误并非都是由于不会用词或不会造句本身引起的，不会谋篇也会引发词句的错误。要纠正词句的错误，不能完全停留在词、句层面，正如治病不能仅仅“头疼医头、脚疼医脚”一样。培养学生谋篇的能力在高中英语书面表达中占有重要的位置。但是谋篇能力的提高不是一日之功，它需要不断的积累。对于高一学生而言，能正确运用简单句，复合句和连接词是非常重要的。在平时的教学中，我发现很多学生连最基本的简单句五种基本句型都不会用，更谈不上使用复合句和连接词使自己的写作具有逻辑性和流畅性。学生写作主要存在下列几个问题：

1. 时态和语态的错误。

2. 用词错误

3. 词形变化错误

4. 句子结构错误

5. 布局谋篇的失误

针对上述情况，萌发了上一节英语基础写作课的想法。通过这节课让学生能掌握一些基本的简单句的五种句型结构，一些连接词和学会尝试使用复合句，并复习巩固平时积累的有用的句型。最后分析两篇学生的习作，让学生谈谈看法。

2)学生分析

中学英语书面表达字数要求不多(100词左右)，开放度不高(情境已经通过中文或图片给出)，因此学生对书面表达构思不够重视，轻视审题，不假思索，信手就写，甚至逐句翻译，致使作文的信息点叠加在一起，句与句之间逻辑联系不紧密，从篇章上来看作文缺乏层次和结构。产生这些问题的原因主要有如下几个：

1.心理恐惧。部分学生一见到英语写作就产生恐慌心理，特别是当看到有些情境难以用英语表达出来时，这种恐惧心理就更加“猖獗”。他们不知道写作第一步应该是谋篇，谋篇成功就会产生“胸有成竹”之感，被一个或几个单词、句式“障目”而恐惧是幼稚的。

2.轻视谋篇。认为书面表达构思简单，只要没有语言、语法错误再加上几个”漂亮”的句子就能拿高分。

3.不懂谋篇。不知道写作的主旨意图，以为写作就是要完成教师布置的任务。

4.这一届很多学生基本功很差，学习比较懒散，不愿积累。

3)目标分析

本节基础写作教学课，就是要解决学生书面表达过程中基本句子结构运用的问题，为培养学生谋篇能力打下基础。具体说来，应当达成如下几个目标：

1.认知目标：通过分析一首英语歌曲，使学生了解句子结构多样性的重要性。

2.培养基本功目标：通过展示五种简单句的基本结构，使学生能正确运用他们于写作中。

二.Teaching Important Points:(教学重点)

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:(教学难点)

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

四.Teaching Methods: ( 教学方法 )

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:(教学过程)

基本环节

教学过程

设计意图

Warming-up and lead in(热身)

(5 min)

1.教师提问：why do you like this song ?

学生可能回答：music, good sentences…..

1.激发学生思考，鼓励学生回答问题，准确引入正题

Presentation(呈现)

(8 min)

教师呈现简单句的五种基本句型，一边呈现一边巩固，以汉译英形式出现

2.学生是学习的主体，将发现问题的过程留给学生。

目标：引入主旨，意图，使学生意识到基本功的重要性。

Brain-storming

(8 min)

3.教师提出一个相关联的问题，学生分组，讨论问题

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

3.以学生为主体的教学也强调教师的主导性。精心设计问题，引导学生思考，是发挥教师主导作用的重要媒介。

目标1：使学生了解正确运用简单句是写作的第一步。

目标2：使学生知道，句子结构的多样性在写作中是很重要的。

目标3：鼓励学生总结写作中常用的连接词。

目标4：鼓励学生说出一句多译的句子。

Teacher intervention

(revision)(10min)

4.教师介入引导归纳几个在平时教学中常用的句型结构和几个格言

4.帮助学生归纳。

Creative-work

(12 min)

5.教师呈现两篇学生的作文，让学生进行分析，锻炼学生谋篇的能力。

提示：每篇作文学生用6分钟时间用于分析和评价。

5.前面几个环节是铺垫，这个环节是巩固和应用，是创意和提高。

Brief-summary

(2 min)

6.组织学生对本次课进行评价

『贰』 初中英语优秀教案范文

教案中对教学方法的选择，板书设计，教具或现代化教学手段的应用，各个教学步骤教学环节的时间分配等等，都要经过周密考虑，精心设计而确定下来。下面是我给大家整理的初中英语优秀教案范文，供大家参阅!

初中英语优秀教案范文篇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 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.

初中英语优秀教案范文篇2

教学目标与要点

1.能够熟练运用所学知识来谈论"运动"，特别是一些和生活密切相关的运动项目。

2.掌握本单元的有关"water sports"的单词和短语，能听、说、读部分地名，重点掌握 no mater，both…and…，all over等短语或习惯用语的用法。

3.进一步学习现在完成时态，特别注意它与already，just，yet，very等词的连用，同时能够区别它们的用法。

4.能够熟练运用现在完成时态，用它来表达由过去开始，和现在相联系的动作或影响，能够区别一般过去时与现在完成时的不同。

5.运用本单元所学知识来描述某一运动。如：the Olympic Games或surfing或diving等。

素质教育目标

1. 进一步学习现在完成时，灵活运用already, just, ever, never等词语。

2. 引导学生对水上运动和其他运动进行描述，达到阐述自已喜好的目标。

3. 在学习过程中，让学生了解体育运动对每个人的生活和工作的重要性。

4. 通过各种教学手段，如声音、图片、动画、电视、网络等，让学生在了解有关体育知识的基础上，自觉参与各项体育运动，培养积极向上的生活情趣。

5. 引导学生尝试运用不同的学习工具、学习方法、媒体素材等进行学习和提高。

教学设计方案

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?

初中英语优秀教案范文篇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 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

『叁』 初中英语全英教案范文

全篇都是英语的初中英语教案，给大家带来了其范文作参考。下面是我给大家整理的初中英语全英教案范文，供大家参阅!

初中英语全英教案范文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.

『肆』 要考教师资格证的试讲了.初中英语的教案怎么写

具体关于教师资格教案的问题可以关注 职业 培 训教 育网。

写教案是每个教师都必须要会的，相信在所有科目中，大家都会认为英语教案比较难写吧，那么英语教案怎么写呢?下面是英语教案的写法。

一、教学重点

本课时的重点掌握句型是：Who's your math teacher? Mr Zhao.What's he like? He's thin and short.He's very kind要求学生能在相似的情景中完成替换练习。能灵活运用这些句子进行交际。

二、教学难点

Let's try这一形式在学生用书中第一次出现，但难度不大。学生即使不能够听懂句子的含义，只要明白关键词语的意思也能找到正确答案。教师要帮助学生听录音熟悉新词和新句型，感知连读、失去爆破和弱读等语音现象。初步培养学生的听力技能。

三、课前准备

1.教师准备教学过程中所需要的图片、声音、课件，人物图片最好是能够直接粘贴在黑板上。

2.准备一些教师的照片或图片。

3.教师准备录音机及录音带。

四、教学过程

1.Warm-up(热身)

(1)教师放歌曲“My New Teacher”，让学生感知并复习歌曲中语言。

(2)结合画有人物不同相貌特征的教学图片进行关键词的替换，引导学生复习上一课时所学的新词，为本课时学习句型做好准备。

2.Let's try and talk (操练)

Let's try

反复播放Let's try部分录音，指导学生根据声音选出图中相应的人物。在学生根据录音内容圈出所描述教师之后，可让学生看一看他们熟悉老师的图片，用英语说出他们是谁，用句型：“Who's he/ she? What's he / she like? ”提问学生。此后再转入 Let's talk部分对话的详细学习。教师最好能放一句，停一句，并重复录音中的话语，帮助学生掌握正确的语音、语调。

五、教案点评：

提供第二课时教案示例。课文通过听声音找图片人物、复述对话、操练句型等方式来学习句型是 Who's your math teacher?Mr Zhao.What's he like?He's thin and short.He's very kind.这些句子在第一课时已接触过，本课重点是让学生进行句型操练。先学会听懂句型，再进行复述句型，最后灵活运用这几句话进行交谈。教师主要参与学生一开始的听说部分，引导学生掌握听英语的技巧，和说英语的语音。在学生最后的活动中，教师只起辅助作用，进行评分和最后的总结。

『伍』 要考教师资格证的试讲了.初中英语的教案怎么写

你好，下面举例给你说一下
定语从句在各种考试中所占的分量都是比较重的，考察点主要是连词的选择，而定语从句中的连词主要分为两大类，关系代词和关系副词，下面分别说一下关系代词和关系副词的用法。
定语从句中有六个关系代词，分别是that， which， who，whom，whose 和as，关系代词在句子中主要充当主语、宾语、定语和表语的成分。三个关系副词，分别是when， where，和how，在句子中充当状语的成分。
关系代词：
that: 在句子中充当主语、宾语(做宾语的时候可以省略)和表语(一般只有that可以做表语且经常省略)，既可修饰人又可修饰物;
which：在句子中充当主语、宾语，只能修饰物不能修饰人;
who：在句子中充当主语、宾语，只能修饰人;
whom：在句子中充当宾语，只能修饰人;
whose: 在句子中充当定语，既能修饰人也能修饰物，通常与其后面所跟名词一起充当句子的主语或宾语;
as：在句子中充当主语或宾语，通常在引导限定性定语从句时，前面出现“such, the same”等词时可选择as。
关系副词：
When：表示时间，根据从句与先行词之间的搭配通常可以有“介词+which”进行替换，例：The time is not far away when modern communications will become widespread in China’s vast countryside.(when=at which)
Where: 表示地点，除了表示具体的地点，也可以和抽象地点词搭配，比如situation，point，condition等;
Where：表示原因，相当于“for which”。
如何判断什么时候使用关系代词和关系副词呢?最简单的方法是三步走，首先第一步找出句子的先行词，第二步圈出从句，最后一步就是判断从句和先行词能否成句，如果无需介词直接成句，则选择关系代词;如果需要介词才能成句，则选择关系副词，例如：The time is not far away when modern communications will become widespread in China’s vast countryside.首先第一步判断句子的先行词是time，第二步判断从句是modern communications will become widespread in China’s vast countryside，第三步判断发现从句和time之间缺少介词at,因此判断此处需要关系副词，而且表示时间的，因此选择“when”。

『陆』 初中英语教案

作为一名老师，就有可能用到教案，通过教案准备可以更好地根据具体情况对教学进程做适当的必要的调整。快来参考教案是怎么写的吧！以下是我整理的人教版初中英语教案，希望能够帮助到大家。

人教版初中英语教案1

一、教材分析

(一)教材的地位及作用

本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生通过交换对过去发生的事情的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。SectionA的主要学习内容是：复习一般过去时态和动词的规则与不规则变化。

(二)教学目标

根据《英语课程标准》关于总目标的具体描述，结合第八单元的教材内容，我按语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：

1、知识目标：

(1)功能：描述过去发生的事情

(2)语言结构：规则动词和不规则动词的一般过去式

(3)一般过去时的一般疑问句句型：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、语言技能：听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化。能听懂本课学习活动中的问题，做出较得体的回答。

(1)说：能在本课的任务型活动如：游戏、调查、故事接龙等中进行简单有交流。

(2)读：能正确朗读本单元对话和句型。能查阅工具书为完成任务做准备。

(3)写：能写出本节课学习的单词和句型，能运用简单的句子写出过去的活动和感受。

3、学习策略：抓住用英语交际的机会，在交际中把注意力集中在意思的表达上，必要时借助手势和表情。主动参与学习活动，善于和他人合作。

4、情感目标：通过描述过去所做的事，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的喜好，增进情谊。

5、文化意识：用恰当的方式表达赞扬或自己的观点。了解英、美国家中小学生的业余生活，培养世界意识。

二、学情分析

1、初二上期的学生经过一年多的学习，有了一定的英语基础知识和听说能力，正逐渐向读、写过渡，同时，学生们对英语学习还保持着较浓厚的兴趣。经过一年的新课程理念的熏陶及实践，有了初步的自主、合作、探究、实验的能力。

2、本单元学情剖析：本单元的主题是谈论过去的事情，可以采用活动教学法和Roleplaying的学习策略，学习新词汇，掌握重点句型，同时能比较好地运用到实践中，解决类似问题。做到既能巩固所学知识，又能提高解决问题的能力以及综合运用语言能力。

三、教法渗透

1、教学设计思路与教材处理：

《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的。学生需要运用具体而特定的行动来完成一定的'交际任务。

(1)活动性原则：提倡学生主动参与，体验，交流，合作，探究等多种学习。

(2)合作性原则：以学生为主体，师生合作，生生合作，体现教与学的互动，交往。

(3)任务型原则：任务驱动―激发动机。任务完成―激励学习积极性。执行任务―培养责任心和合作精神。

(4)情感性原则：激发学生学习英语的兴趣和始终保持良好的学习情绪。

3、教法运用：

本课主要运用“任务型教学法”，并辅助于TPR全身反应教学法、情景交际教学法和游戏活动。

4、教学手段

(1)多媒体辅助：用flash软件将本课所需要的动画、录音、图片、文字、图表和音乐制成CAI软件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。

(2)非测试性评价：传统的评价观念的出发点是学科本位，只重学科，不重学生发展。要体现新课程标准的实施效果，评价体系应该“正确反映外语学习的本质和过程，满足学生发展的需要”。为了达到这一目标，唯有重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。因此，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。

四、学法指导

新制定的《英语课程标准》把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。依据课改的精神，我从以下几个方面对学生进行学法指导。

1、学习方法的指导

培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。

2、学习积极性的调动

我在教学过程中创造一种开放的，和谐的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。

3、学习能力的培养

通过连贯的听说读写，游戏，竞赛等，培养学生的交际能力，发展他们的思维能力。

4、学习策略的指导

本节课将在课堂活动中把学生分成四人小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。创建开放式，探究式的课堂，有意识渗透学习策略的训练。我让学生观察课件画面，回答问题，让学生学会使用认知策略。让学生表演对话，实现交际策略。引导学生交际，主动练习和实践，是调控策略的体现。充分利用多媒体，录音，卡片等是资源策略。

人教版初中英语教案2

1、写课题（Topic）和课型（LessonType）

课题相当于文章的标题，讲课时要首先告诉学生，并写在黑板上。因此要写得准确。课型是指该节课的讲授类型。初中英语的主要课型有：：新授课（Newlesson）、巩固课（ReinforcementLesson）、复习课（RevisionLesson）、语音课（PhoneticLesson）、听力课（ListeningLesson）、听说课（Aural—OralLesson）、阅读课（ReadingLesson）、语法课（GrammarLesson）等。不同的课型应用不同的授课方式或方法，只有确定了课型，才能选择有效的素质教育教学方法。

2、写教学目标（TeachingObjective）

教学目标是教案的核心内容，是教师施教的准绳。教学目标要符合大纲对教材的要求。由于教学目标要在课堂上展示给学生，让学生明确，所以写素质教育目标时，要力求简明扼要，浅显易懂，便于操作和检测，一般3~4个目标为宜。

3、写教学的重点（Main/focalPoints）、难点（DifficultPoints）和关键点（KeyPoints）

教学重点是课堂教学的主要任务；教学难点是师生顺利完成教学任务的障碍；素质教学关键是攻克教学难点的突破口。在教案中写清一节课的教学重点、难点和关键点，能提醒教师在讲课时注意突出重点、突破难点、抓住关键。

4、写教具（TeachingTools）

课堂上需要什么教具要写清楚，如录音机、教材录音带、教学挂图、卡片、实物（或模型）、小黑板、刻印好的练习题、彩色粉笔、幻灯片等。

5、写教学过程（TeachingProcere）

教学过程是教案的主要部分。写教学过程主要写以下几方面的内容：

a、写教学环节。教学环节即教学任务是什么要写清楚，做到心中有数。目前有些教师采用"三阶段六环节"教学模式，即：准备阶段（自由交流、复习检查）、讲练阶段（导入课程、分层操练）和发展阶段（巩固发展、布置作业）。

b、写知识点和所用时间。写好知识点，教师使用教案时能一目了然，有的放矢。写好所用时间，能使教师从容掌握教学速度，合理安排每个教学环节所需的时间，充分利用课堂时间。

c、写教师活动。不仅要写教师"教什么"，还要写出教师"怎样教"，即写清楚教师要教的内容，写出讲授这些内容的方法。写出课堂用语和各环节的过渡语。课堂用语要求简练、口语化，用学生已经学过的熟悉的、听得懂的英语来解释或表达新的教学内容。各环节之间的过渡语要自然流畅。写出使用教具的时机和方法，写板书内容等。

d、写学生活动。写出学生学习的内容和学习方法，特别是怎样学应写清楚。不能简单地把学生活动写成听、读、思考、操练、做题等。

初中英语教案与其他科目的教案写法大致是一样的，知识牵涉到英语的表述，对部分考生来说可能相对陌生一些，不过没关系，只要勤加练习一定能顺利通过教师资格证考试。

人教版初中英语教案3

一、教材分析

本课是本单元的中心课文，主要以“邀请”这个话题为主线，电话交际为辅线来展开教学活动，讨论距离（befarfrom），请求许可（MayI??Yes，youmay.No,youmaynot.），表明意图（Iwantto?）中展开教学活动。

二、学情分析

学生已学习了打电话用语和MayI?句型，为学习本课做好了铺垫。

三、教学目标

1.帮助学生掌握并灵活运用本课的重点词汇、短语、句型

2.帮助学生掌握语言技能知识，熟练使用电话用语和邀请的日常交际用语，正确表达与本课有关的Distance、Permission、Intentions内容。

3．让学生感受勇敢地开口与同学交流合作的快乐。

四．教学重点难点

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

2.2.短语：leaveforarrivein/attalkto/with3.3.句型：1）.wantsomebodytodosomething

2).invitesomebodytosomewhere

3).Thanksfor?

五、教学方法

创设情境、小组演练、仿编对话

六、教学媒体MultimediaRecorderandTape

七、教学过程

Step1RevisionandLead-in

1.帮助学生创设情境编演一个小对话，让他们四人一组模仿编演：A:MayIplaypingpongnow?

B:No,youmaynot.

A:MayIdomyhomeworknow?

B:Yes,youmay.

2.告诉学生李明想请Jenny和Danny一起去北京，该如何对父母说，让学生试编一个小对话，由此导入新课。

Step2FastReading

八．板书设计.（BlackboardDesign）

Words&邀11.leave离开请某人去做某事

leave?for离开某地去某地invitesomebodytoaplace邀请某leavefor动身去某地人去某地

2.arrivein/at到达大/小地方6.6.CanadaisfarfromChina.Is

3.talkto/with和某人交谈CanadafarfromChina?

4.want想要7.

wanttodosomething想事

wantsomebodytodosomething想要某人去做某事

5.invite邀请

九．教学反思

1.导入环节很顺利，效果较好。

2．创设情境让学生仿编演小对话环节较成功，让学生感觉到说英语并非想象的那么困难。

3．学生小组互助自学环节不太理想，部分学生胆怯，主动性不强，应加强鼓励，设法调动全体学生的学习兴趣，帮助他们增强自信。

4.前面语言训练环节用时间较多，使后面巩固知识的练习时间不足，只能让学生课后完成。今后应尽量控制好各个教学环节的时间分配。

『柒』 初中英文教学设计

初中英文教学设计 篇1

教学目标：

1、能听懂、会说、会读、会拼写词汇look for, join, study

2、能听懂、会说、会读日常交际用语和句型Classes are over. Perhaps they are. I’ll go and join them. Where are you going? I’m going to …

3、培养学生乐于助人的良好思想品质。

重点难点：

1、四会掌握词汇和句型。

2、能正确理解掌握并运用日常交际用语。

教学过程：

首先是准备环节。在这一环节，老师与学生交谈彼此的爱好，在轻松愉快的氛围中，拉近老师与学生之间的距离，为新授课的学习打下良好的铺垫。

其次是复习兼新授(单词与句型的学习)环节。这一环节包括两个步骤，一通过看动画图片来复习“现在进行时”的特殊疑问句，帮助学生进入这一时态的学习而做好准备。二以“猜猜看”的游戏来帮助学生重温了“现在进行时”的一般疑问句，在这个过程中引出新单词和句型的学习并进行相应的操练，提前把课文中的难点解决掉，为下面的课文学习扫除障碍。

接着是课文学习环节。通过观看课文动画片，让学生做相应的练习来理解和学习朗读课文。

然后是巩固环节。这个环节分三步，第一步是以不同的方式来让学生熟读课文。第二步是训练培养学生听的能力，完成练习“Listen and match”。第三步是训练培养学生写的能力，完成练习“Look, read and complete”。

初中英文教学设计 篇2

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词： 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) 能用所学的知识描述天气情况。

3)描述正在发生的动作。

2. 情感态度价值观目标：

教育学生善于观察天气，善于调整自己的情绪;了解世界各地的天气情况，增加世界观念。知道大自然的力量是神奇而伟大的，我们应当好好学习，立志学好科学知识，为长大后探索神奇的大自然，打好基础。

二、教学重难点

1. 教学重点：

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. 教学难点：

运用目标语言来对天气进行问答，并且会问答其他人正在进行的活动。

三、教学过程

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、总结有关天气的词汇。

二、编写三个有关天气问答的对话。

初中英文教学设计 篇3

教材分析：

本单元的核心内容是万圣节晚会的准备工作，重点学习万圣节所需要的一些物品、动物类单词以及Do you like…?Yes, I do./No, I don’t. I like…等句子。

学情分析：

四年级学生的年龄，生性活泼好动，喜欢直观形象思维，对游戏、竞赛、特别感兴趣。而且他们接触英语已经有一年的时间，已具有初步的听说能力。在学习单词的时候，应提醒学生注意名词的复数形式在词形和读音上的变化。句子的教学教师可以采用以旧带新的方法，用已经学过的句型引出新句型。本单元所出现的动物类单词，紧密结合的是商店里的购物用语，在教学中教师要注意创设购物情景，让学生熟练自如地运用这些购物的交际用语。我相信必能很好的调动学生学习积极性。

教学目标：

1、认知目标：能够听懂会说本单元的新单词today、Halloween 、Come in、of course.并能灵活运用。

2、能力目标：通过模仿、操练、表演等活动，学生能够运用所学的语言知识进行对话，提高英语口语交际能力。

3、情感目标：了解万圣节的文化背景，感受异国文化，促进中西方文化的交流。

教学重点：

句型 Can I have some…? 及其回答Yes, I can. / No, I can’t.的.运用。

教学难点：

能熟练运用本课的句型进行交际。

教学过程：

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 .

听录音，模仿学说，熟练朗读并会表演本单元会话内容。

2、Show the .

收集有关Halloween的知识，了解西方国家的其它节日。

五、Homework.

布置学生课后收集有关Halloween的知识，并了解西方国家的其他节日。不仅培养了学生跨文化意识的培养，同时也为学生提供了一个课后学习的情境，一举两得。

初中英文教学设计 篇4

教学目标：

1、能听、说、读、写Rr、Ss、Tt、Uu。

2、通过唱歌、仿写、做游戏、练习等各种体验，愉快地巩固21个英文字母。

教学重点：

听、说、读、写英文字母Rr、Ss、Tt、Uu。

教学难点：

Rr与Ll的发音区别，Tt的小写书写，Uu的大小写书写。

教学准备：

教学课件，字母卡片。

教学过程：

一、热身

1、听唱英文字母歌，继续认读26个英文字母。

2、开火车按顺序说字母。

二、课前检测

1、听写前面学过的五个字母。

2、同桌互换、互批。

三、明确学习目标

我能认读并正确书写字母Rr、Ss、Tt、Uu。

四、自主学习

（一）自学互动

1、生先自读，师再订正并教读字母Rr、Ss、Tt、Uu。

2、小组内互读字母，找一个好伙伴任意指读。

3、成果展示：大声读出字母Rr、Ss、Tt、Uu。

（二）自学互读

1、生开始自学，讨论练习书写字母Rr、Ss、Tt、Uu。

2、师出示Rr、Ss、Tt、Uu。的书写形式，生练写。

3、成果展示：师点名上黑板书写，考察学生的掌握情况。

五、课堂小结

六、课堂练习

初中英文教学设计 篇5

一、教材内容分析

本课时中通过字母辨认，图片排序等活动，复习巩固本单元的核心词汇ruler, eraser, book, pen, crayon, pencil box, bag以及打招呼，告别，自我介绍用语。教学目标是能够辨认相似字母的形以及核心词，并能理解并在场景中应用句型I have … 和Me too.

学生刚刚接触到英文的26个字母，对相似字母的辨识还存在着一定的误差，所以教材在Start to read部分安排了字母辨识的环节，例如b和d, Q和D等，目的在于检测和巩固学生对于字母的认识。本节课的另外一个主要目标是复习和巩固之前所学的一些文具的单词以及打招呼，告别，自我介绍用语等，所以在Read and count, Listen and number和Look and match这三个环节都以此为练习的主要内容，学生通过练习可以有效的巩固和复习本单元所学的核心词与句型。

二、学生情况分析

本课教学对象为小学三年级学生。他们初步接触到英语，对英语的听说感兴趣。经过前几个课时的学习，学生已经学习了26个英文字母和常见的几种文具，以上是学生学习本课内容的基础。

三、教学目标

1. 能够辨认字母的形。

2. 能够认读本单元的核心词：ruler, eraser, pencil, crayon, bag, pen, pencil box, book。

3. 检测部分要求学生能够听懂、会说本单元的打招呼、告别及自我介绍用语。

4. 能够学会唱歌曲Hello。

四、教学重难点

教学重点：

听说、认读ruler, eraser, book, pen, crayon, pencil box, bag等文具的名称。

教学难点：

在真实的场景中应用句型I have … 和Me too.

五、教学步骤

1. 热身

(1)教师与学生进行自由对话：What’s your name? My name is … 既可以巩固本单元句型，同时为下一步歌曲的呈现铺垫。

(2)教师播放歌曲Hello，和学生一起演唱，并让学生从歌曲找出三个人物的姓名。

(3)请孩子们回答他们的姓名，同时教师呈现Mike, John, Sarah和三个一模一样的书包。请学生根据人物对于自己书包内文具的描述来确定是谁的书包。

设计意图：通过自由对话来复习已学句型，同时拓展与铺垫歌曲内容，通过听轻松愉快的歌曲，带着找出人物姓名的任务，再通过猜谜小游戏既复习已学单词，同时感知重点句型。

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: (教师播放歌曲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. 呈现

(1)听指今做动作

①教师发出指令：show me your … 孩子们根据不同的指令拿出相对应的文具。

(已经给三个人物找到了各自的书包)

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!

学生拿出笔。

②教师从自己准备的书包中拿出一本书，并指着自己说：I have a book. 并以此形式展开几种文具。

③请孩子们用自己的文具来说：I have a … 当孩子说到I have a book. 时，教师则举起自己的书说Me too! 告诉学生如果你有与别人东西相同时，可说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:(教师举起一块橡皮)Me too.

设计意图：通过指今与实物相对应的环节，呈现并复习上节课所学的单词。通过教师的演示与学生的示范，帮助学生理解并应用句型I have a…, Me too。

(2)Let's chant(看图唱韵律诗)

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

(3)Let's make a new chant(编出新韵律诗)

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

T: (教师手中拿出相对应的文具，同时在黑板上板书)I have a crayon, me too。

3. 操练

(1)Read and count (读一读，数一数)

教师先引导学生读出树干上的文具单词，再请学生数一数每种文具单词的数量，并标示出来。

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

S: I see two pens …

(老师请学生代表回答)

(2)Circle the same letters

教师请学生圈出一行中相同的字母，并要求学生数出字母的个数。

(已经完成Read and count的活动)

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?

设计意图：通过课本中的练习进一步巩固重点单词，并渗透名词单复数用法。通过圈出相同字母的环节，让学生能够辨认字母的形。

(3)let’s check

教师先请学生观察4幅图片，教师播放录音，然后再请一两个同学说出答案。

(已经完成circle the same letters的活动)

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.

(老师请学生代表回答)

设计意图：通课本中的对应练习，检测并巩固学生对于打招呼，告别等行为的用语。

(4)Look at match

(已经完成Let’s chek的活动)

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

(老师请学生代表回答)

设计意图：通过课本的对应练习，巩固学生对于单词形和意的认知。

六、板书设计

简单的板书设计描述，说明板书的书写过程。后附板书设计图。见例：

整个板书以书包为背景，并且展示书包内的各种文具。在操练环节，学生表达I have …教师在黑板上贴出相对应的文具并回答Me too. 最后以此来进行整节课的小结。

『捌』 初中英语教学案例范文

编写教案要依据教学大纲和教科书。从学生实际情况出发，精心设计。下面是我给大家整理的初中英语教学案例范文，供大家参阅!

初中英语教学案例范文篇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 Proceres:

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 indivially, 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. 他在哪儿?他已经去了北京。

2. 他去过北京几次?

3. 不管他说什么，我都不会相信。

4. 你刚才做家庭作业了吗?还没有。

5. 他已经到美国去旅游了。

6. 不管你走到哪儿，我都会记得你。

IX. Homework

Finish off the exercises in the workbook.

初中英语教学案例范文篇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 proceres:

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 indivially 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.

初中英语教学案例范文篇3

教学目标

教学目标与要点

1.能够运用过去时态来谈论过去的经历和运用现在完成时来谈论由过去开始，与现在相联系或有影响的经历。

2.学习和归纳有关环境和污染方面词汇，且能够正确运用它们来描述所见所闻。

3.进一步学习现在完成时态，特别是它的时间状语的表达法：for…或since…

4.归纳总结哪些动词是延续性动词，哪些是非延续性动词，以及它们之间的转换。特别是与一段时间连用时只能使用延续性动词。

5.培养自己的环境意识，养成良好的行为举止，能运用所学知识来报道周边的环境问题。

素质教育目标

1. 完成本单元语法现在完成时的学习，注意for与since的用法。

2. 熟练掌握本单元相关词组和短语的用法。

3. 引导学生了解优美的环境对人类健康的重要性，以养成宣传及保护我们生活、工作、学习环境的良好习惯。

4. 通过学习本单元，能使学生理解过去时与完成时，并能灵活运用相关知识。

5. 通过各种教学手段，如声音、图片、动画、电视、网络等，让学生在了解环境保护知识的基础上，提高表述、思考、总结相关此类知识的能力。

6. 引导学生尝试运用不同的学习工具、学习方法、媒体素材等进行学习和提高。

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 Proceres:

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 indivially 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.

『玖』 如何写好初中英语教学设计

1、教学设计可以是宏观的，如一门学科的教学设计。教学设计也可以是微观，例如一节课的教学设计，一个点的教学设计。在现代学生的学习中，英语是一门非常重要的实用学科，那么如何有效的进行初中英语教学设计，使一节英语课受到学生欢迎，并达到理想的效果呢？
2、一堂课中最重要的部分是课堂，上好一堂课不仅要研究懂教材，还要备好课。精心组织教学过程，选择出最适合学生的教学方法，精选一些经典题目，写出一个切实可行的教学过程，并且设计好一节课的板书内容，最后做好课堂总结。
教学方法多种多样，教无定法，但是并不是没有方法。我们可以采用一些适合初中生心里的小方法，提高学生的学习兴趣。抓住关键，由浅入深，培养学生分析问题，解决问题的能力。还可以采用合作探究的方法，有意识的引导学生，培养学生自主学习的能力。
3、第三：选择适当的教学方法。
4、第二：精心设计教学过程。
5、首先要用学生喜欢的方式设置一种情景，导入新课，使学生对新课产生一定的学习兴趣。其次要在新授知识之前复习一下旧知识，加强记忆。在新授课过程中运用一定的多媒体技术，提高学生的注意力，适当的提问题，使整堂课气氛紧张，活泼，只有这样才能得到好的效果。最后在新授知识结束之后，要做一些巩固练习，加深对新知识的运用能力。
6、第一：有效的研究吃透教材。
总之，只要我们坚持做到备好课，在进课堂，对教学过程多一点研究，选对教学方法，做好初中英语教学设计，对学生有信心，多鼓励，多创建问题情境，尽最大可能促进学生自主学习的发展，相信大家一定能提高课堂教学水平。
7、深入研究教材，弄懂教材的意思，抓住重点、难点，从知识与技能，过程与方法，情感态度价值观三方面科学的确定教学目标。抓住学生的思想特点和现有英语水平和心理特点，全面的了解学生，确保所讲内容学生能够听懂，学会。
每一节课都有成功的地方，也有不足。每一节课之后我们要做好教学反思，看一下用过这节课学生掌握了哪些内容，还存在哪些不足，特别是新课改的要求下，学生的自主学习能力是否完成。我们要充分发挥学生的主观能动性，让学生积极主动的参与到教学活动中，使每一堂课都能收获到理想效果。
8、第四：做好教学反思。

『拾』 七年级英语教案范文

初一英语的教案范例，让我一起来学学它是怎么设计成功的?下面是我给大家整理的七年级英语教案范文，供大家参阅!

初一英语教案设计

《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.

根据本单元学习有关交通方面的内容，设计核心任务为“2000元欢乐假日行”，形成如下任务链：了解周围的人是如何到校、如何上班的——选择适合自己的交通工具或交通工具组合方式——威海一日游——说明不同国家、不同地区学生上学的交通工具及方式的异同——2000元欢乐假日行——比较交通工具的特点与优劣势——向政府提出合理建议，改善交通环境。