初中英語板書設計模板怎麼寫

Ⅰ 初中英文教學設計

初中英文教學設計 篇1

教學目標：

1、能聽懂、會說、會讀、會拼寫詞彙look for, join, study

2、能聽懂、會說、會讀日常交際用語和句型Classes are over. Perhaps they are. I』ll go and join them. Where are you going? I』m going to …

3、培養學生樂於助人的良好思想品質。

重點難點：

1、四會掌握詞彙和句型。

2、能正確理解掌握並運用日常交際用語。

教學過程：

首先是准備環節。在這一環節，老師與學生交談彼此的愛好，在輕松愉快的氛圍中，拉近老師與學生之間的距離，為新授課的學習打下良好的鋪墊。

其次是復習兼新授(單詞與句型的學習)環節。這一環節包括兩個步驟，一通過看動畫圖片來復習「現在進行時」的特殊疑問句，幫助學生進入這一時態的學習而做好准備。二以「猜猜看」的游戲來幫助學生重溫了「現在進行時」的一般疑問句，在這個過程中引出新單詞和句型的學習並進行相應的操練，提前把課文中的難點解決掉，為下面的課文學習掃除障礙。

接著是課文學習環節。通過觀看課文動畫片，讓學生做相應的練習來理解和學習朗讀課文。

然後是鞏固環節。這個環節分三步，第一步是以不同的方式來讓學生熟讀課文。第二步是訓練培養學生聽的能力，完成練習「Listen and match」。第三步是訓練培養學生寫的能力，完成練習「Look, read and complete」。

初中英文教學設計 篇2

一、教學目標：

1. 語言知識目標：

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

能掌握以下句型：

① —How's the weather in Beijing?

—It's sunny.

② —Can I take a message for him?

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

—Sure, no problem.

2) 能用所學的知識描述天氣情況。

3)描述正在發生的動作。

2. 情感態度價值觀目標：

教育學生善於觀察天氣，善於調整自己的情緒;了解世界各地的天氣情況，增加世界觀念。知道大自然的力量是神奇而偉大的，我們應當好好學習，立志學好科學知識，為長大後探索神奇的大自然，打好基礎。

二、教學重難點

1. 教學重點：

1) The vocabulary and useful expressions.

2) —How』s the weather?

—It's raining/ windy.

3) —What are you doing?

—I'm playing basketball.

2. 教學難點：

運用目標語言來對天氣進行問答，並且會問答其他人正在進行的活動。

三、教學過程

Ⅰ. Warming-up and Lead in

1. Greet the Ss and check the homework.

2. Watch a video program about the weather.

Ⅱ. Presentation

1. (Show some pictures of the weather)

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

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

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

3. Check the answers.

Ⅲ. Game (How's the weather?)

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

2. Ss guess and answer the question.

Ⅳ. Listening

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

Ss read the cities after the teacher.

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

3. Check the answers.

Ⅴ. Pair work

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

with your friends in another city on the phone.

2. Make a model with a student like this:

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

S1: It's sunny.

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

Ⅵ. Listening

1. Work on 2a.

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

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

to the correct use of the Present Progressive Tense.

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

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

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

6. Brainstorming

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

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

What're Scott and Lucy doing?

Is Jeff watching TV? etc.

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

Play the recording for the Ss to check the answers.

Ⅶ. Pair work

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

2. Ask a student the questions as a model:

T: What's Uncle Joe doing?

S1: He's playing basketball.

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

Ⅷ. Role-play

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

① What's Steve doing?

② What's Rick's brother doing?

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

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

IX. Language points.

X. Exercises

Homework:

一、總結有關天氣的詞彙。

二、編寫三個有關天氣問答的對話。

初中英文教學設計 篇3

教材分析：

本單元的核心內容是萬聖節晚會的准備工作，重點學習萬聖節所需要的一些物品、動物類單詞以及Do you like…?Yes, I do./No, I don』t. I like…等句子。

學情分析：

四年級學生的年齡，生性活潑好動，喜歡直觀形象思維，對游戲、競賽、特別感興趣。而且他們接觸英語已經有一年的時間，已具有初步的聽說能力。在學習單詞的時候，應提醒學生注意名詞的復數形式在詞形和讀音上的變化。句子的教學教師可以採用以舊帶新的方法，用已經學過的句型引出新句型。本單元所出現的動物類單詞，緊密結合的是商店裡的購物用語，在教學中教師要注意創設購物情景，讓學生熟練自如地運用這些購物的交際用語。我相信必能很好的調動學生學習積極性。

教學目標：

1、認知目標：能夠聽懂會說本單元的新單詞today、Halloween 、Come in、of course.並能靈活運用。

2、能力目標：通過模仿、操練、表演等活動，學生能夠運用所學的語言知識進行對話，提高英語口語交際能力。

3、情感目標：了解萬聖節的文化背景，感受異國文化，促進中西方文化的交流。

教學重點：

句型 Can I have some…? 及其回答Yes, I can. / No, I can』t.的.運用。

教學難點：

能熟練運用本課的句型進行交際。

教學過程：

一、Warming up and revision

1、Greetings

2、Chant

3、Sing 「Happy New Year」

二、Presentation

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

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

1.Tell the Ss some details about 「Halloween」

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

三、Practice

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

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

2、Review the sentence:

T: Can I have some…?

If you have, you should say 「Yes , please.」 If you don』t have, you should say 「 Sorry, you can』t」。

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

四、Consolidation

1、Say the chant .

聽錄音，模仿學說，熟練朗讀並會表演本單元會話內容。

2、Show the .

收集有關Halloween的知識，了解西方國家的其它節日。

五、Homework.

布置學生課後收集有關Halloween的知識，並了解西方國家的其他節日。不僅培養了學生跨文化意識的培養，同時也為學生提供了一個課後學習的情境，一舉兩得。

初中英文教學設計 篇4

教學目標：

1、能聽、說、讀、寫Rr、Ss、Tt、Uu。

2、通過唱歌、仿寫、做游戲、練習等各種體驗，愉快地鞏固21個英文字母。

教學重點：

聽、說、讀、寫英文字母Rr、Ss、Tt、Uu。

教學難點：

Rr與Ll的發音區別，Tt的小寫書寫，Uu的大小寫書寫。

教學准備：

教學課件，字母卡片。

教學過程：

一、熱身

1、聽唱英文字母歌，繼續認讀26個英文字母。

2、開火車按順序說字母。

二、課前檢測

1、聽寫前面學過的五個字母。

2、同桌互換、互批。

三、明確學習目標

我能認讀並正確書寫字母Rr、Ss、Tt、Uu。

四、自主學習

（一）自學互動

1、生先自讀，師再訂正並教讀字母Rr、Ss、Tt、Uu。

2、小組內互讀字母，找一個好夥伴任意指讀。

3、成果展示：大聲讀出字母Rr、Ss、Tt、Uu。

（二）自學互讀

1、生開始自學，討論練習書寫字母Rr、Ss、Tt、Uu。

2、師出示Rr、Ss、Tt、Uu。的書寫形式，生練寫。

3、成果展示：師點名上黑板書寫，考察學生的掌握情況。

五、課堂小結

六、課堂練習

初中英文教學設計 篇5

一、教材內容分析

本課時中通過字母辨認，圖片排序等活動，復習鞏固本單元的核心詞彙ruler, eraser, book, pen, crayon, pencil box, bag以及打招呼，告別，自我介紹用語。教學目標是能夠辨認相似字母的形以及核心詞，並能理解並在場景中應用句型I have … 和Me too.

學生剛剛接觸到英文的26個字母，對相似字母的辨識還存在著一定的誤差，所以教材在Start to read部分安排了字母辨識的環節，例如b和d, Q和D等，目的在於檢測和鞏固學生對於字母的認識。本節課的另外一個主要目標是復習和鞏固之前所學的一些文具的單詞以及打招呼，告別，自我介紹用語等，所以在Read and count, Listen and number和Look and match這三個環節都以此為練習的主要內容，學生通過練習可以有效的鞏固和復習本單元所學的核心詞與句型。

二、學生情況分析

本課教學對象為小學三年級學生。他們初步接觸到英語，對英語的聽說感興趣。經過前幾個課時的學習，學生已經學習了26個英文字母和常見的幾種文具，以上是學生學習本課內容的基礎。

三、教學目標

1. 能夠辨認字母的形。

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

3. 檢測部分要求學生能夠聽懂、會說本單元的打招呼、告別及自我介紹用語。

4. 能夠學會唱歌曲Hello。

四、教學重難點

教學重點：

聽說、認讀ruler, eraser, book, pen, crayon, pencil box, bag等文具的名稱。

教學難點：

在真實的場景中應用句型I have … 和Me too.

五、教學步驟

1. 熱身

(1)教師與學生進行自由對話：What』s your name? My name is … 既可以鞏固本單元句型，同時為下一步歌曲的呈現鋪墊。

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

(3)請孩子們回答他們的姓名，同時教師呈現Mike, John, Sarah和三個一模一樣的書包。請學生根據人物對於自己書包內文具的描述來確定是誰的書包。

設計意圖：通過自由對話來復習已學句型，同時拓展與鋪墊歌曲內容，通過聽輕松愉快的歌曲，帶著找出人物姓名的任務，再通過猜謎小游戲既復習已學單詞，同時感知重點句型。

T: Good morning, boys and girls.

Ss: Good morning, Mr. Dong.

T: Nice to meet you again, what』s your name?

Ss: My name is Angela.

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

S: Thank you!

T: What about you?

S: My name is James.

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

S: Thank you.

T: Ok! Everyone has a nice name. Let』s listen to a song and find some nice names, ok?

Ss: Ok.

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

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

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

John: I have a ruler and two erasers.

Sarah: I have a pen and a crayon.

2. 呈現

(1)聽指今做動作

①教師發出指令：show me your … 孩子們根據不同的指令拿出相對應的文具。

(已經給三個人物找到了各自的書包)

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

Ss: Ok.

T: Show me your pen!

學生拿出筆。

②教師從自己准備的書包中拿出一本書，並指著自己說：I have a book. 並以此形式展開幾種文具。

③請孩子們用自己的文具來說：I have a … 當孩子說到I have a book. 時，教師則舉起自己的書說Me too! 告訴學生如果你有與別人東西相同時，可說Me too!

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

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

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

T:(教師舉起一塊橡皮)Me too.

設計意圖：通過指今與實物相對應的環節，呈現並復習上節課所學的單詞。通過教師的演示與學生的示範，幫助學生理解並應用句型I have a…, Me too。

(2)Let's chant(看圖唱韻律詩)

T: Look at the picture, let』s chant together!

(3)Let's make a new chant(編出新韻律詩)

T: Look at me, let』s make a new chant!

T: (教師手中拿出相對應的文具，同時在黑板上板書)I have a crayon, me too。

3. 操練

(1)Read and count (讀一讀，數一數)

教師先引導學生讀出樹幹上的文具單詞，再請學生數一數每種文具單詞的數量，並標示出來。

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

S: I see two pens …

(老師請學生代表回答)

(2)Circle the same letters

教師請學生圈出一行中相同的字母，並要求學生數出字母的個數。

(已經完成Read and count的活動)

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

T: Count them! How many letter 「a」 are there?

設計意圖：通過課本中的練習進一步鞏固重點單詞，並滲透名詞單復數用法。通過圈出相同字母的環節，讓學生能夠辨認字母的形。

(3)let』s check

教師先請學生觀察4幅圖片，教師播放錄音，然後再請一兩個同學說出答案。

(已經完成circle the same letters的活動)

T: Look at the pictures on page 10, please listen and number the pictures, let』s go!

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

(老師請學生代表回答)

設計意圖：通課本中的對應練習，檢測並鞏固學生對於打招呼，告別等行為的用語。

(4)Look at match

(已經完成Let』s chek的活動)

T: Look at the balloons on page 10, please listen and number, let』s go!

(老師請學生代表回答)

設計意圖：通過課本的對應練習，鞏固學生對於單詞形和意的認知。

六、板書設計

簡單的板書設計描述，說明板書的書寫過程。後附板書設計圖。見例：

整個板書以書包為背景，並且展示書包內的各種文具。在操練環節，學生表達I have …教師在黑板上貼出相對應的文具並回答Me too. 最後以此來進行整節課的小結。

Ⅱ 如何寫好初中英語教學設計

1、教學設計可以是宏觀的，如一門學科的教學設計。教學設計也可以是微觀，例如一節課的教學設計，一個點的教學設計。在現代學生的學習中，英語是一門非常重要的實用學科，那麼如何有效的進行初中英語教學設計，使一節英語課受到學生歡迎，並達到理想的效果呢？
2、一堂課中最重要的部分是課堂，上好一堂課不僅要研究懂教材，還要備好課。精心組織教學過程，選擇出最適合學生的教學方法，精選一些經典題目，寫出一個切實可行的教學過程，並且設計好一節課的板書內容，最後做好課堂總結。
教學方法多種多樣，教無定法，但是並不是沒有方法。我們可以採用一些適合初中生心裡的小方法，提高學生的學習興趣。抓住關鍵，由淺入深，培養學生分析問題，解決問題的能力。還可以採用合作探究的方法，有意識的引導學生，培養學生自主學習的能力。
3、第三：選擇適當的教學方法。
4、第二：精心設計教學過程。
5、首先要用學生喜歡的方式設置一種情景，導入新課，使學生對新課產生一定的學習興趣。其次要在新授知識之前復習一下舊知識，加強記憶。在新授課過程中運用一定的多媒體技術，提高學生的注意力，適當的提問題，使整堂課氣氛緊張，活潑，只有這樣才能得到好的效果。最後在新授知識結束之後，要做一些鞏固練習，加深對新知識的運用能力。
6、第一：有效的研究吃透教材。
總之，只要我們堅持做到備好課，在進課堂，對教學過程多一點研究，選對教學方法，做好初中英語教學設計，對學生有信心，多鼓勵，多創建問題情境，盡最大可能促進學生自主學習的發展，相信大家一定能提高課堂教學水平。
7、深入研究教材，弄懂教材的意思，抓住重點、難點，從知識與技能，過程與方法，情感態度價值觀三方面科學的確定教學目標。抓住學生的思想特點和現有英語水平和心理特點，全面的了解學生，確保所講內容學生能夠聽懂，學會。
每一節課都有成功的地方，也有不足。每一節課之後我們要做好教學反思，看一下用過這節課學生掌握了哪些內容，還存在哪些不足，特別是新課改的要求下，學生的自主學習能力是否完成。我們要充分發揮學生的主觀能動性，讓學生積極主動的參與到教學活動中，使每一堂課都能收獲到理想效果。
8、第四：做好教學反思。

Ⅲ 初中英語說課稿範文

初中的英語說課稿，大家沒寫過，但是現在卻見過了。下面是我給大家整理的初中英語說課稿範文，供大家參閱!

初中英語說課稿範文1

一、Introction(導言)

英語說課是英語教學中的重要一環，也是衡量一位英語教師對教材的把握、分析及教師本人對上課進程的宏觀控制能力的有力手段，能從理論上指導教師貫徹教學大綱，真正做到教與學相結合，將教材、大綱、教師、學生、課堂融為有機整體，對不斷提高教師教學能力和教研能力，有著突出的作用。

二、說課的基本原則

1. 遵循教學大綱要求，明確說課內容。把握說課與上課的區別與聯系，正確理解教材、教案說課、上課之間的層進關系，走出說課即是“說教案”的誤區。

2. 以教師為主導，學生為主體，體現先進的教學理念。

3. 詳略得當，重點突出，體現說課的完整性。

4. 與教案相結合，體現其可操作性。

三、說課的基本程序

1. 說教材：科學分析教材，明確重點難點、教學目標和要求以及教材在單元中的地位和作用。

2. 說學生：談談學生的知識與能力結構，明確說課內容的難易程度。

3. 說教法：談談本節課要實施的教學手段、方法以及教具的使用。

4. 說學法：談談學習方法的運用以及將要實現的目標。

5. 說教學程序：說為什麼要設計該程序?目的、意圖何在?結果如何?

6. 說板書設計：談談板書設計的根據和理由，力求體現說板書設計的程序性、概括性和藝術性。

四、注重說課信息和反饋與總結

說課的對象可以是專家、同行甚至是學生。向說課對象徵詢意見、獲取信息，力求不斷改進和提高。

五、附SB 2B U16 Lesson 63說課稿

初中英語說課稿範文2

Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC(2). It is made up of four parts.

Part 1 My understanding of this lesson

The analysis of the teaching material:

This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral ecation. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.

Teaching aims:

1. Knowledge aim: Understand the main idea of the text.

2. Ability aim: Retell the text in their own words.

3. Emotional aim: Make the Ss love the life of the sea and do

something to stop it being polluted.

Key points / Teaching important points:

How to understand the text better.

Teaching difficult points:

1. Use your own words to retell the text.

2. Discuss the pollution of the sea and how to save the sea.

Something about the Ss:

1. The Ss have known something about the sea and sea life through the Internet and other ways.

2. They are lack of vocabulary.

3. They don’t often use English to express themselves and

communicate with others.

4. Some Ss are not active in the class because they are afraid of making mistakes.

Part 2 My teaching theories, methods and aids

Before dealing with this lesson, I’ll do my best to carry out the

following theories: Make the Ss the real masters in class while the

teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral ecation while they are learning the English language.

Teaching method:

Double activities teaching method

Question-and-answer activity teaching method

Watch-and-listen activity

Free discussion method

Pair work or indivial work method

Teaching aids:

1. a projector

2. a tape recorder

3. multimedia

4. the blackboard

Part 3. Teaching steps / proceres

I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.

The entire steps are:

Greetings, Revision, Lead-in and preparation for reading, Fast

reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework

Step 1 Greetings

Greet the whole class as usual.

Step 2. Revision

1. Ask students some questions to revise the last lesson(show them on the screen).

a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. 3.5% by weight)

b. What is coral? Why are corals not found in deep water?

c. Why is the Dead Sea called the Dead Sea?

2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.

Step 3. Lead-in and preparation for reading

Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.

Purpose: Arouse the students’ interest of study.

Bring in new subject: Life in the oceans.

Step 4. Fast reading

Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:

1. Why can living things live in such oceans around the Antarctica?

2. What does the whale feed on?

3. What is the difference between the sperm whale and other whales?

Method: Read the text indivially, use question—and—answer

activity.

Purpose: Improve the students’ reading ability.

Understand the general idea of each paragraph.

Step 5. Listening(book closed)

1. Listen to the tape then do an exercise(wb page 90, part 1)

2. True or false exercise.(on the screen)

Train the Ss’ listening ability and prepare for later exercises.

Ⅳ 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

Ⅳ 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

Ⅵ 初中英語教學設計包括哪些方面

初中英語教學設計包括幾個方面 需要注意什麼

隨著現在社會中對於教學，知識的重視，很多學校也開始改變教學思路，運用專門的教學設計來傳授知識，尤其是英語方面，那麼初中英語教學設計包括幾個方面?下面由聽力課堂說一下。

初中英語教學設計

初中英語課堂的教學設計的幾個方面
情境是一堂課的「小天地」，它是教師用生動形象、親切感人的語言，或描述意趣橫生的同教學內容緊密相關的人物、事件與景物，或演示形象逼真的與教學內容有關的動作畫面，並藉助一定的媒介創造出來的，教師在教學中創造性地設計好一定的情境，讓學生戲劇般地進入角色，就能喚起他們的情感體驗，點燃其思維的火花，產生強烈的共鳴。這樣，也就能極大地調動學生的興趣，從而收到良好的教學效果。
初中英語教學設計
一.教學計劃標題 如: Where』s Amy?
二. 適用階段 初中
三. 適用年級 七年級 上學期
四. 教學總時間 共____分鍾
五. 關鍵字 場所、位置
六. 設計理念
1.透過多媒體教學資源中圖片的應用與提示，提供有意義的代換練習，以利學生由大量練習中熟悉本課句型。
2.透過上網的使用，提供學生可以反覆練習的多元化、適性化學習環境
3.運用小組討論、相互合作解決問題，培養學生合作學習的態度

初中英語教學設計

在新課標下初中英語教學設計應注意什麼
教學設計要從「為什麼學」入手，確定學生的學習需要和教學的目的，要實現具體的教學目標，使學生掌握需要的教學內容，應採用什麼策略，即「如何學」。隨著新課程改革的全面推進，構建以活動為中心，以任務型教學為途徑的教學模式已經將各種教學活動貫穿其中。作為課堂教學活動的設計者—教師千萬不能本末倒置。我們的活動是為語言的學習和運用而服務的，我們在確定了明確而具體的教學點之後，對著這個「靶心」(教學目標)，來篩選非用不可，用了效果能更加突出和明顯的活動。讓學生在開展這樣的活動的時候非得使用這些語言知識，有的放矢，才能事半功倍。
教學設計必須重視對學生的分析，把學生的具體情況作為設計的出發點傳統的教學一般是以假設的學生(即學生的平均水平)作為教學對象，從而忽視了學生的個別差異。在教學實踐中，這種假設的學生實際上是不存在的，現實中的學生在各個方面無不例外地表現出其自身的特點，學生個體在群體中具有明顯的個別差異，在教學活動設計時，考慮到了教學內容，考慮到了學生的認知與興趣。往往活動具有了豐富性、趣味性、學生產生了新奇感，也從某種程度上調動了學生的學習積極性。但是教師其實在設計這些活動時並不是任意組合的。我們應該有著清晰的組織線索：教學內容應該從易到難，層層推進。例如字、詞、句、章，讀、說、聽、寫等。這種層次的步步為營地漸入，對於活動的難度與激烈程度也要適度增加，並能考慮到學生的全體參與性與主動性、啟發性，而不能只是簡單的活動的疊加。
通過以上聽力課堂的介紹我們了解了初中英語教學設計的相關內容，我們只有經過對教學設計的不斷修改整理，才能有效地進行教學。

Ⅶ 初中英語語法主題教學說課稿

初中英語語法主題教學說課稿

作為一名優秀的教育工作者，通常需要准備好一份說課稿，說課稿有助於順利而有效地開展教學活動。說課稿要怎麼寫呢？下面是我為大家收集的初中英語語法主題教學說課稿，僅供參考，大家一起來看看吧。

一、教學目標

學習反意疑問句

二、教學重點

通過教學使學生掌握反意疑問句的基本句型結構和回答。

三、教學難點

1、主句謂語是think, believe, expect, suppose, imagine等引導的賓語從句，就從句部分提問。

2、陳述句部分主語是不定代詞everybody, anyone, somebody, nobody, no one等，疑問部分常 用復數they，有時也用單數he。

四、教學程序：

初二下學期第十單元安排了學習反意疑問句的教學內容。

一、說教學程序：導入——新知識的學習

說設計這個教學程序的基本思路和根據。就初二學生來說他們學習了以下語法項目：be動詞（包括be 動詞的過去時）； There be句型 ； 行為動詞的一般現在時；行為動詞的一般過去時；一般將來時；（包括There be句型的一般將來時）；現在完成時；現在完成進行時；情態動詞和祈使句。因此，我在講授反意疑問句時，僅僅圍繞學生學過的.以上語法項目進行反意疑問句的教學並進行反復練習。具體練習作業本（上、下）、典中點中的練習都有，另外，再補充一些總結性的有關反意疑問句的專項練習加以鞏固。

二、說練習和作業的設計。

檢測訓練——總結鞏固。通過做作業本（上、下）中的練習、典中點中的練習進行訓練，再補充一些總結性的有關反意疑問句的專項練習進行檢測加以鞏固。

三、說板書設計：

通過課件展示教學內容（以下各項教學內容）

以下分為十一個部分進行講解。

反意疑問句

反意疑問句是由兩部分組成的，前一部分是對事物的陳述（即陳述句），後一部分是簡短的提問（即簡短疑問句），中間用逗號隔開。如果前一部分用肯定句，後一部分就用否定疑問句；如果前一部分用否定句，後一部分就用肯定疑問句。兩部分的人稱和時態要一致。其回答是用yes或no來表示。

一、含be(is, are, was, were)動詞的反意疑問句

其句型是：句型1:主語+ be+其它，isn』t(aren』t, wasn』t, weren』t)+ 主語?

句型2:主語+ be not+其它，is(are, was, were) + 主語?

① You are from America, aren』t you? Yes, I am. No, I』m not.

② It isn』t very cold today, is it? Yes, it is. No, it isn』t.

③ Tom was away yesterday, wasn』t he? Yes, he was. No, he wasn』t.

④ The Green weren』t at home last night, were they?

Yes, they were. No, they weren』t.

⑤ Mary is reading English now, isn』t she? Yes, she is. No, she isn』t.

⑥ Your parents aren』t going to have a party this Sunday, are they?

Yes, they are. No, they aren』t.

⑦ The girls were singing when the teacher came in, weren』t they?

Yes, they were. No, they weren』t.

注意：There be句型

① There is an old picture on the wall, isn』t there?

Yes, there is. No, there isn』t.

② There aren』t any children in the room, are there?

Yes, there are. No, there aren』t.

③ There wasn』t a telephone call for me, was there?

Yes, there was. No, there wasn』t.

④ There were enough people to pick apples, weren』t there?

Yes, there were. No, there weren』t.

二、行為動詞的一般現在時的反意疑問句

其句型是：句型1: 主語+動詞原形+其它，don』t I(you, we, they)?

句型2: 主語+ don』t+動詞原形+其它，do I(you, we, they)?

句型3: 主語+動詞第三人稱單數+其它，doesn』t he(she, it)?

句型4: 主語+ doesn』t+動詞原形+其它，does he(she, it)?

① You often watch TV in the evening, don』t you? Yes, I do. No, I don』t.

② The students don』t study hard, do they? Yes, they do. No, they don』t.

③ Mary studies Chinese hard, doesn』t she? Yes, she does. No, she doesn』t.

④ The boy doesn』t often go to school by bike, does he?

Yes, he does. No, he doesn』t.

⑤ The first class begins at eight, doesn』t it? Yes, it does. No, it doesn』t.

三、 行為動詞的一般過去時的反意疑問句

其句型是：句型1: 主語+動詞過去式+其它，didn』t+主語?

句型2: 主語+didn』t+動詞原形+其它，did +主語?

① You watched TV last night, didn』t you? Yes, I did. No, I didn』t.

② Jim』s parents didn』t go to Hong Kong last month, did they?

Yes, they did. No, they didn』t.

③ The rain stopped, didn』t it? Yes, it did. No, it didn』t.

④ Mr. Clarke didn』t buy a car, didn』t he? Yes, he did. No, he didn』t.

四、一般將來時的反意疑問句

其句型是：句型1: 主語+will+動詞原形+其它，won』t+主語?

句型2: 主語+ won』t +動詞原形+其它，will +主語?

① The boys will play games, won』t they? Yes, they will. No, they won』t.

② It won』t stop raining, will it? Yes, it will. No, it won』t.

③ Mr. Smith will visit our school next week, won』t he? Yes, he will. No, he won』t.

注意：There be句型的一般將來時

① There will be a basketball match tomorrow, won』t there?

Yes, there will. No, there won』t.

② There won』t be too much pollution in the future, will there?

Yes, there will. No, there won』t.

五、現在完成時的反意疑問句

其句型是：句型1: 主語+have+動詞過去分詞+其它，haven』t+主語?

句型2: 主語+ haven』t +動詞過去分詞+其它，have +主語?

句型3: 主語+has+動詞過去分詞+其它，hasn』t+主語?

句型4: 主語+ hasn』t +動詞過去分詞+其它，has +主語?

① You have been to Shanghai before, haven』t you? Yes I have. No, I haven』t.

② You haven』t been to Shanghai before, have you? Yes I have. No, I haven』t.

③ Jack has done his homework, hasn』t he? Yes, he has. No, he hasn』t.

④ Jack hasn』t done his homework, has he? Yes, he has. No, he hasn』t.

六、現在完成進行時的反意疑問句

其句型是：句型1: 主語+have been+動詞現在分詞+其它，haven』t+主語?

句型2: 主語+ haven』t been +動詞現在分詞+其它，have +主語?

句型3: 主語+has been +動詞現在分詞+其它，hasn』t+主語?

句型4: 主語+ hasn』t been +動詞現在分詞+其它，has +主語?

① You have been skating for five hours, haven』t you? Yes, I have. No, I haven』t.

② You haven』t been skating for five hours, have you? Yes, I have. No, I haven』t.

③ Bob has been collecting kites since 1999, hasn』t he? Yes, he has. No, he hasn』t.

④ Bob hasn』t been collecting kites since 1999, has he? Yes, he has. No, he hasn』t.

七、含有情態動詞的反意疑問句

其句型是：句型1: 主語+情態動詞+動詞原形+其它，情態動詞否定形式+主語?

句型2: 主語+情態動詞否定形式+動詞原形+其它，情態動詞+主語?

① You can speak French, can』t you? Yes, I can. No, I can』t.

② They can』t understand me, can they? Yes, they can. No, they can』t.

③ Ann could swim when she was six, couldn』t she? Yes, she could. No, she couldn』t.

④ The students must study hard, mustn』t they? Yes, they must. No, they needn』t.

注意：You must go home now, needn』t you? Yes, I must. No, I needn』t.

八、祈使句用於反意疑問句中

這種類型較特殊，前一部分是祈使句，後一部分是肯定疑問形式。回答也較靈活。

句型1: Let me+動詞原形+其它，shall I?

Let me open the door, shall I?

Yes, please. No, thanks.

句型2: Let』s+動詞原形+其它，shall we?

Let』s go for a walk, shall we? Good idea! Sorry, I can』t.

Let's go and listen to the music, shall we?

句型3: Let us +動詞原形+其它，will you?

Let us have a reat, will you?

Let us wait for you in the reading-room, will you ?

句型4: 其它形式的祈使句，will you?

Come into the classroom, will you? OK.

Please be careful, will you?

九、值得注意的是有時英語的謂語動詞並不用否定式（即沒加上not），

而是用上了「never, little, few, hardly, nothing, nobody」等詞，這時該陳述句也屬於否定句，因此，反意疑問句的後半部分應用肯定疑問式。

① You have never been to Beijing, have you? Yes, I have. No, I haven』t.

② Mr. Fat has few friends here, does he? Yes, he does. No, he doesn』t.

③ There is little milk in the bottle, is there? Yes, there is. No, there isn』t.

④ He could do nothing, could he? Yes, he could. No, he couldn』t.

十、主句謂語是think, believe, expect, suppose, imagine等引導的賓語從句，就從句部分提問。

I don't think he is bright, is he?

We believe she can do it better, can't she?

十一、 陳述部分主語是不定代詞everybody, anyone, somebody, nobody, no one等，疑問部分常用復數they，有時也用單數he。

Everyone knows the answer, don't they? (does he?)

Nobody knows about it, do they? (does he?)

;

Ⅷ 人教版初中英語說課稿範文

人教版的初中英語課本的說課稿，大家有沒有見過呢?不見過的話仙子就來學習吧。下面是我給大家整理的人教版初中英語說課稿範文，供大家參閱!

人教版初中英語說課稿範文

Good morning everyone. Standing here, I’m very happy and excited. It’s my great honor to be here to present my lesson, and the chance is very precious for me. And I’ll try my best. Today I’ll talk about unit from my contents consist of 8 parts

Analysis of the teaching material

Analysis of the students

Teaching methods

Teaching aims and demands

Teaching aids

Teaching procere

Blackboard design

And conclusion

Well, firstly, I’ll talk about part 1 analysis of the teaching material. I have concluded the features of……. 1 . there are a lot pictures. For this, the kids will be interested in the book. As we all know that interest is best teacher for the students. 2. It lays stress on the communication. According to the problem of Chinese students learning English , the book design a lot of material to improve the students’ ability of listening speaking, reading, and writing. So I think the book is very good.

Then I’ll talk about next part analysis of the students. It is known to us that the kids are very active and like playing games very much, so ring my class, I’ll design some interesting games to activate them to participate and learn something. They will also be interested in the class.

Next I’ll talk about teaching methods. My teaching methods are task-based approach and situational approach. Using different methods can make the class active.

Let’s move on to another part, teaching aims and demands. There are knowledge aims and ability aim.

Knowledge aims are to enable the students to master the words and phrases:………. And the sentences:…

Ability aims are To improve students’

listening and speaking ability by reading and practicing the dialogue.

Next is the teaching aids. In this class, I’ll use pictures, PPT and tape recorder. These can arouse the students’ interest in English.

Now I’ll talk about most important part teaching procere. It consists of 5 steps. Warning up, lead-in, contents key points and difficult points and homework.

Step1 is warming up. Here I’ll use PPT to play a English song Bingo for the students and I’ll ask them try to follow it to sing together. By this, the students can be interested in it and pay their attention to our class easily and improve their ability of speaking.

Step2 is lead-in (導入根據所授內容設計，可通過展示與本課有關的話題或者圖片等等引出本課話題)

Step 3 is contents(本部分為主要授課內容及組織的課堂活動。可從聽說讀寫四塊分寫) Step 4 is key points and difficult points(本部分列出本課重難點可為單詞句型或語法知識) Step 5 is homework.(作業形式最好新穎，例如課讓學生根據本課內容做個小調查等) (conclusion)

To be a good teacher is my dream, I think a teacher is not only a guide for the students, but also a friend of them. If I were a teacher, I would build a close relation with my students, helping them not only on their study, but also on their lives. I’ll try my best and I’m confident that I can be a good teacher.

人教版八年級英語說課稿

Unit 1 How often do you exercise

Section A說課教案

1a ---1c

教材分析：本單元以“How often do you exercise ?”為話題展開教學活動。首先學會恰當地使用頻率副詞及短語，再學會描述課余時間的活動安排和基本飲食結構。通過復習七年級學習過的動詞短語，及本單元的聽力練習，各種方式的口語交際活動和寫作練習，使學生積極參與，合作，從而培養學生的綜合語言運用能力。教材在本單元的開篇，即本課時，安排了關於談論課余時間的各項活動，以及初步認識和使用頻率副詞，為進一步地使用頻率副詞及動詞短語做語言知識上的准備。

教學目標：

A：語言目標：恰當使用always usually often sometimes hardly ever never 等頻率副

詞和日常活動短語：watch TV go shopping read books exercise等。

掌握句型： What do you usually do on weekends? I often go to the movies.

What does she do on weekends ? She often goes to the movies.

B：能力目標：學習描述課余時間的活動安排，初步培養學生的語言綜合運用能力。

C：德育目標：培養學生的邏輯表述能力，激發學生的積極思維，並使學生互相了解，增進友誼，加強人際交往，以形成良好的人際關系。

教學重點：核心句型： What do you usually do on weekends?

I often go to the movies.

教學難點：第三人稱單數謂語動詞在此核心句型中的運用。

教學用具：詞彙卡片 多媒體課件一套

教學過程：

Step1 Warm-up activities

(1) Do it (學生按教師的指令做動作)

T：Read books. / Do homework!/ Draw pictures/ Look at the blackboard

T: run / stop / stand up / sit down.

(2) Do as I do.(學生跟老師邊說邊做動作)

I read books on weekends.

I run on weekends.

I do my homework on weekends.

Step 2 Revision and presentation

(1)教師問：“What do you usually do on weekends ? ” (並且板書)讓學生根據自己的實際回答 I usually „„ on weekends.

(2)教師出示動詞卡片 watch TV、read books 、exercise 、clean、skateboard、 play basketball、wash clothes、go shopping、 go to movies讓學生認讀。

(3)做游戲：“ What’s missing?” (學生先把動詞卡片全部讀一遍，教師從卡片中任意抽掉一張，再讓學生看卡片讀動詞短語，然後讓學生說出抽掉的是哪一張詞彙卡片。)

Step 3 Pattern drill and dialogue

(1)出示詞彙卡片給學生，並提問：“What do you usually do on weekends?” 引導學生回答： I usually „„ on weekends.

(2)Task one “Find my group members.”

在規定 時間內填完活動表格，再向周圍同學開始詢問，找出與自己課外活動大致相同的同學請他或她在每項活動後面簽名。

”

Step 6 Homework

(1)Make a conversation “What do you usually do after school ?” in groups.

(2)Collect some information about your favorite teacher with your partners ,such as his or her personality , hobby , eating habit and so on . Then introce this teacher to us .

Ⅸ 初中英語說課教案

作為一名教職工，時常會需要准備好教案，教案有利於教學水平的提高，有助於教研活動的開展。教案應該怎麼寫呢？下面是我為大家收集的初中英語說課教案，歡迎大家借鑒與參考，希望對大家有所幫助。

初中英語說課教案 篇1

一、教材分析：

1、教學內容：

本單元是——( 下 ) Unit —。主要圍繞""這一主題展開各種教學活動，並以這一主題引出_____等語言功能。本單元旨在創造一個輕松，愉快的學習，交流環境，通過聽，說，讀，寫來培養學生綜合運用這些知識的能力。並讓學生能在"做中學"(learning by doing)，通過有限的課堂實踐活動，拓展以往的經歷，能准確地用英語來表達。

2、教材的地位和作用：

——年級——單元

講述的是——的用法，這是初中非常重要的時態之一。學生們能夠用現在——來表達自己的經歷，來體會別人的感受是很重要的。這個單元一定要體會現在——的真正含義和用法。要避免混淆幾個重點片語的使用。

我們更要使學生不僅理解枯燥的語法，還要讓學生們會用新學的語法知識來表達思想。

3、教材的處理：

根據《英語課程標准》(實驗稿)關於總目標的具體描述，結合本單元這部分的教學內容及基於對教材的分析，我對本單元的內容進行如下處理，目的是突出重點，使課堂節奏緊湊，銜貫。本單元分為四課時，第一課時是Section A，第二課時是Section B， 第三課時是Self Check， 第四課時是——，最後一部分是 做練習，以學生的自測為主，然後予以校對。

二、學情分析：

我們教學的對象是初二學生(好，中，差等生都有)，他們學習英語既感到好奇又擔憂，希望能得到他人的肯定。因此我在教學活動中盡量讓他們參與到活動中來，有更多的機會來說英語，減少他們的恐懼感，通過學生間的合作學習，降低他們的學習難度，使他們體驗到成功的喜悅。同時在閱讀和書面表達中加以落實，提高他們綜合運用語言的能力，使各層次的學生都有所收獲。

三、教學目標：

根據以上我對本單元教材內容的分析和新課標的指導，我確定以下幾個為本單元的教學目標：語言知識，語言技能，學習策略，情感態度和文化意識五個方面。

1、語言知識：

本單元要求學生掌握以下詞彙——

語言功能：學習和增加閱讀技巧和閱讀策略。

語言結構：——

2、語言技能：

(1)能用——的各種形式進行准確的描述和表達——經歷。

(2)能掌握——時態中幾個片語的正確使用。

(3)能在日常生活中恰當理解和運用本單元的話題范圍內的單詞和習慣用語。

3、學習策略：

通過本單元的教學，我要求學生能通過上下文內在的邏輯聯系和在一定的語境中正確理解並運用——(時態)來准確地表達所發生過去的經歷。

4、情感態度：

通過對本單元的任務性活動，我的目的是讓學生們用英語描述他們過去的經歷，同時能提高他們的觀察能力和表達能力，激發他們對學習英語的興趣和熱情，在接近生活常態的交際中能樂於模仿，敢於開口，積極參與，主動請教。

5、文化意識：

通過他們描述過去的經歷，了解一些西方國家的風土人情。

四、教學的重、難點：

基於上述對教材的分析，我確定本單元的教學重點為——的用法。

教學難點為——含義和用法，能在交際中准確地運用——來描述或表達。

五、教學方法：

教法：情境教學法、語法翻譯法、直接法、聽說法、交際法、全身反應法

學法：自主、合作、探究

教法分析：

(1)——是初中非常重要的語法項目，而本單元的話題源自生活，立足這一點，我充分利用學生已有的知識和生活經驗，讓他們講述去過的國家或地方，創設生活化的真實情境引導學生在運用語言中學習語言，然後在學習新的語言知識後創造性地運用語言(為用而學， 在用中學，學了就用)。

(2)開展多種類型的任務型活動，提供給學生合作交流的空間和時間，促使學生為完成任務和同學進行合作，為完成任務進行探究性學習。

六、教學過程設計

Unit 9

The First Period (Section A)

Step 1 Warming up

("良好的開端是成功的一半"， 因此，我認為能以一種新穎的問候方式或復習方式進入一節課，就能喚起學生的興趣，使學生保持一種積極的學習狀態，或循序漸進地導入所學的內容，那麼可為這節課的成功打下基礎，同時也能給自己適當的減壓。)

T：I like travelling. I have been to Dalian and many big cities. What about you?

接下來教師讓幾個學生講述他們去過的城市或國家，讓其他學生用英語來猜測。(目的是為本節課的現在完成時作好鋪墊)

Step 2 Presentation

教師出示幾張圖片，引出現在完成時的結構和用法。

T： Have you been to an aquarium?

Yes,I have.

T： Have you been to a water park?

No,I havent.

這樣設計的目的是讓學生在交際情景中感受出現在完成時的結構和用法。

然後叫學生歸納出現在完成時的結構句型。

初中英語說課教案 篇2

一、教材分析：

（一）、教材的地位及作用：

對話課是突出語言使用能力的培養，通過聽、說、讀、寫的全面訓練，提高學生為交際初步運用英語的能力。初中英語第二冊第77課，是一篇對話課，它的材料結合生活實際，體現交際原則，功能意義明確；它的詞彙較多，僅教參要求掌握或識記的就有9個生詞和片語；本單元是個復習單元，其內容和練習形式都比較豐富多樣。從知識層次看，它主要復習前面五個單元的語法及日常交際用語，沒有出現新的語法。非智力因素方面，要求學生學會表達高興和悲傷的用法，告訴他們：笑比哭好，高興比悲傷好，心情愉快能使人健康…鼓勵他們樹立積極向上、樂觀奮進的積極生活態度。

（二）、教學目標（知識目標、能力目標、德育目標）：

1、知識目標：

（1）、掌握如下生詞和短語：

yet,myself,cousin,engineer,cancer,care,takecareof,sad,death

（2）、復習when引導的時間狀語從句。

2、能力目標：

培養學生聽、說、讀、寫、綜合運用語言的能力。本課要求學生學會表達高興和悲傷的用法。

3、德育目標：

教育學生積極向上，樂觀奮進。

確定教學目標的依據：

根據新課程標准和初中英語教學大綱的規定，通過聽、說、讀、寫的訓練，使學生獲得英語基礎知識和初步運用英語進行交際的'能力，激發學生的學習興趣，為進一步的學習打好初步基礎。此外，根據我國國情、新課程標准和英語教學大綱的要求，現階段英語教學的素質教育主要包括思想素質教育、潛在英語能力的培養、非智力因素的培養等四個方面。

（三）、重點與難點:

1、重點：

（1）、理解並掌握表達高興和悲傷的用法。

（2）、復習由when引導的時間狀語叢句。掌握如下重點句型：

Whatmakesyouhappysad?

Itmakesmevery…when….

2、難點：

1）讓學生用自己的語言來表達高興和悲傷。

2）讓學生對周圍的同學、老師進行采訪、調查並填寫表格。

確立重點與難點的依據：

根據教學大綱的要求，及本課在教材中所處的地位和作用。

二、教材處理：

根據以上對教材的分析，同時針對中國學生學習英語存在一定困難的實際情況。首先給學生創造英語語言氛圍，讓學生身臨其境地去感受高興和悲傷。同時激發學生學習興趣，讓學生在參與表演、調查等一系列活動中，掌握知識，運用知識。

三、教法概要：

對話課教學的基本環節Revision→Presentation→Readingaloud→Practice→Consolidation也適用於本課的教學。我採用的教法中考慮了以下二點：

1、情景性同語言知識訓練的統一；

2、聽、說、讀、寫交際能力的發展同語言知識的運用能力的統一。

在教學中通過「五步教學法」，由淺入深，由易到難，由已知到未知，循序漸進地深化教學內容。發揮教師的主導作用和培養學生主動參與意識，突出重點和難點，堅持綜合四會訓練，落實筆頭練習。

四、學法指導：

1、指導學生做必要的課前預習。

2、引導學生學會在看、聽、讀的過程中掌握新詞的發音，在語境中了解新詞意義，並做與課文相關的閱讀理解練習和正誤判斷。

3、指導學生掌握重點、難點，鼓勵學生運用英語。

五、教學手段：

主要以現代化電教手段和多媒體輔助教學，貫穿整個教學過程。增強了直觀性和趣味性，加大了課堂容量，提高了教學效果。

六、教學程序：

1、新課導入：

為了激發學生的學習興趣，引起注意，拉近師生距離，首先讓學生觀看兩個表現高興和悲傷的片段，問學生「Whataretheydoing?Aretheyhappy?Whatabouther?」引出本課主題.隨著「咔喳」一聲，電腦打出課題，給學生一種身臨其境的感覺，導入正課。

2、新課的講解：

本課，我按課文的篇章結構，第一部分運用兩個對話來表達高興與悲傷。第二部分是操練句型Whatmakesyouhappysad?Itmakesvery…when….很自然地分成二個部分進行教學。

第一部分：我利用多媒體教學手段展示了一幅幅色彩逼真、形象生動的畫面，配上靈活、直觀性強的VCD,通過看VCD,聽、看對話的內容，讓學生了解HanMei得到電腦的喜悅和Paul知道叔叔生病的悲傷。然後讓學生回答兩個問題「1）WhyisHanMeihappy2)WhyisPaulsad?」，然後讓學生反復操練對話，讓他們在情景中自由對話。在老師設計的語言環境中，讓學生了解韓梅和她的堂姐的有關信息，學習並掌握如下生詞（yet,cousin,engineer,cancer,takecareof）,高興和悲傷本來是人的情感的兩個方面，我把它們自然地融合成一個整體進行教學。

第二部分：老師用提問的方式，巧妙地把學生從HanMei的高興和Paul的悲傷過渡到生活中的喜怒哀樂:「Areyouhappysad?Whyarehappysad?然後再引申到課文第二部分需要掌握的兩個句型：Whatmakesyouhappysad?Itmakesmeveryhappysadwhen….利用各種形式：師生互問互答、分組對話、看圖說話、游戲操練、調查采訪等反復操練句型，盡量讓學生脫口而出。

充分調動了學生的積極性，吸引了全體學生的注意力，達到了教育、教學目的，培養了學生的思想素質、情感素質和英語語言素質。

3、反復操練和鞏固應用：

為了調動學生的積極性，利用分組表演對話,以及快速搶答、正誤判斷、回答問題、調查采訪等不同方式操練鞏固。使學生處於積極思維的狀態之中，全方位、多角度地培養學生運用英語的能力。

4、歸納總結與反饋練習：

本課板書所呈現的重點詞彙、句型，復習了由when引導的時間狀語從句，巧妙地總結了本課的重點、難點。通過書面練習「Makeasurvey」，突出了「寫」的訓練，進一步鞏固對本課內容的理解和運用。

5、調查、采訪

讓學生分組進行調查采訪：Whatmakesyouhappysad?Itmakesmevery…when….然後，填寫在調查表上。

讓學生了解人們生活中的喜怒哀樂，鼓勵他們積極向上，樂觀奮進的積極情感態度。從而體現了寓思想教育於課堂教學之中，對學生進行了思想素質教育。

6、板書設計：

板書的設計體現知識的板塊結構，既有對文章理解的問答題、判斷正誤題、討論題等，又有重要的語法現象和句型的歸納。

本課以素質教育為目的，結合教材重點、難點及英語學科的特點，利用多媒體輔助教學，使學生聽、說、讀、寫的能力得到全面提高。讓學生在愉快、輕松的氛圍中溫故而知新，達到初步運用英語進行交際的目的。

由於缺少經驗，在教學過程中難免會出現不足，敬請各位老師不吝賜教。