当前位置:首页 » 中学大学 » 初中英语综合课教案怎么写

初中英语综合课教案怎么写

发布时间: 2023-04-10 19:34:27

1. 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”。

2. 初中英语说课教案

作为一名教职工,时常会需要准备好教案,教案有利于教学水平的提高,有助于教研活动的开展。教案应该怎么写呢?下面是我为大家收集的初中英语说课教案,欢迎大家借鉴与参考,希望对大家有所帮助。

初中英语说课教案 篇1

一、教材分析:

1、教学内容:

本单元是——( 下 ) Unit —。主要围绕""这一主题展开各种教学活动,并以这一主题引出_____等语言功能。本单元旨在创造一个轻松,愉快的学习,交流环境,通过听,说,读,写来培养学生综合运用这些知识的能力。并让学生能在"做中学"(learning by doing),通过有限的课堂实践活动,拓展以往的经历,能准确地用英语来表达。

2、教材的地位和作用:

——年级——单元

讲述的是——的用法,这是初中非常重要的时态之一。学生们能够用现在——来表达自己的经历,来体会别人的感受是很重要的。这个单元一定要体会现在——的真正含义和用法。要避免混淆几个重点词组的使用。

我们更要使学生不仅理解枯燥的语法,还要让学生们会用新学的语法知识来表达思想。

3、教材的处理:

根据《英语课程标准》(实验稿)关于总目标的具体描述,结合本单元这部分的教学内容及基于对教材的分析,我对本单元的内容进行如下处理,目的是突出重点,使课堂节奏紧凑,衔贯。本单元分为四课时,第一课时是Section A,第二课时是Section B, 第三课时是Self Check, 第四课时是——,最后一部分是 做练习,以学生的自测为主,然后予以校对。

二、学情分析:

我们教学的对象是初二学生(好,中,差等生都有),他们学习英语既感到好奇又担忧,希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来,有更多的机会来说英语,减少他们的恐惧感,通过学生间的合作学习,降低他们的学习难度,使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实,提高他们综合运用语言的能力,使各层次的学生都有所收获。

三、教学目标:

根据以上我对本单元教材内容的分析和新课标的指导,我确定以下几个为本单元的教学目标:语言知识,语言技能,学习策略,情感态度和文化意识五个方面。

1、语言知识:

本单元要求学生掌握以下词汇——

语言功能:学习和增加阅读技巧和阅读策略。

语言结构:——

2、语言技能:

(1)能用——的各种形式进行准确的描述和表达——经历。

(2)能掌握——时态中几个词组的正确使用。

(3)能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。

3、学习策略:

通过本单元的教学,我要求学生能通过上下文内在的逻辑联系和在一定的语境中正确理解并运用——(时态)来准确地表达所发生过去的经历。

4、情感态度:

通过对本单元的任务性活动,我的目的是让学生们用英语描述他们过去的经历,同时能提高他们的观察能力和表达能力,激发他们对学习英语的兴趣和热情,在接近生活常态的交际中能乐于模仿,敢于开口,积极参与,主动请教。

5、文化意识:

通过他们描述过去的经历,了解一些西方国家的风土人情。

四、教学的重、难点:

基于上述对教材的分析,我确定本单元的教学重点为——的用法。

教学难点为——含义和用法,能在交际中准确地运用——来描述或表达。

五、教学方法:

教法:情境教学法、语法翻译法、直接法、听说法、交际法、全身反应法

学法:自主、合作、探究

教法分析:

(1)——是初中非常重要的语法项目,而本单元的话题源自生活,立足这一点,我充分利用学生已有的知识和生活经验,让他们讲述去过的国家或地方,创设生活化的真实情境引导学生在运用语言中学习语言,然后在学习新的语言知识后创造性地运用语言(为用而学, 在用中学,学了就用)。

(2)开展多种类型的任务型活动,提供给学生合作交流的空间和时间,促使学生为完成任务和同学进行合作,为完成任务进行探究性学习。

六、教学过程设计

Unit 9

The First Period (Section A)

Step 1 Warming up

("良好的开端是成功的一半", 因此,我认为能以一种新颖的问候方式或复习方式进入一节课,就能唤起学生的兴趣,使学生保持一种积极的学习状态,或循序渐进地导入所学的内容,那么可为这节课的成功打下基础,同时也能给自己适当的减压。)

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

接下来教师让几个学生讲述他们去过的城市或国家,让其他学生用英语来猜测。(目的是为本节课的现在完成时作好铺垫)

Step 2 Presentation

教师出示几张图片,引出现在完成时的结构和用法。

T: Have you been to an aquarium?

Yes,I have.

T: Have you been to a water park?

No,I havent.

这样设计的目的是让学生在交际情景中感受出现在完成时的结构和用法。

然后叫学生归纳出现在完成时的结构句型。

初中英语说课教案 篇2

一、教材分析:

(一)、教材的地位及作用:

对话课是突出语言使用能力的培养,通过听、说、读、写的全面训练,提高学生为交际初步运用英语的能力。初中英语第二册第77课,是一篇对话课,它的材料结合生活实际,体现交际原则,功能意义明确;它的词汇较多,仅教参要求掌握或识记的就有9个生词和词组;本单元是个复习单元,其内容和练习形式都比较丰富多样。从知识层次看,它主要复习前面五个单元的语法及日常交际用语,没有出现新的语法。非智力因素方面,要求学生学会表达高兴和悲伤的用法,告诉他们:笑比哭好,高兴比悲伤好,心情愉快能使人健康…鼓励他们树立积极向上、乐观奋进的积极生活态度。

(二)、教学目标(知识目标、能力目标、德育目标):

1、知识目标:

(1)、掌握如下生词和短语:

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

(2)、复习when引导的时间状语从句。

2、能力目标:

培养学生听、说、读、写、综合运用语言的能力。本课要求学生学会表达高兴和悲伤的用法。

3、德育目标:

教育学生积极向上,乐观奋进。

确定教学目标的依据:

根据新课程标准和初中英语教学大纲的规定,通过听、说、读、写的训练,使学生获得英语基础知识和初步运用英语进行交际的'能力,激发学生的学习兴趣,为进一步的学习打好初步基础。此外,根据我国国情、新课程标准和英语教学大纲的要求,现阶段英语教学的素质教育主要包括思想素质教育、潜在英语能力的培养、非智力因素的培养等四个方面。

(三)、重点与难点:

1、重点:

(1)、理解并掌握表达高兴和悲伤的用法。

(2)、复习由when引导的时间状语丛句。掌握如下重点句型:

Whatmakesyouhappysad?

Itmakesmevery…when….

2、难点:

1)让学生用自己的语言来表达高兴和悲伤。

2)让学生对周围的同学、老师进行采访、调查并填写表格。

确立重点与难点的依据:

根据教学大纲的要求,及本课在教材中所处的地位和作用。

二、教材处理:

根据以上对教材的分析,同时针对中国学生学习英语存在一定困难的实际情况。首先给学生创造英语语言氛围,让学生身临其境地去感受高兴和悲伤。同时激发学生学习兴趣,让学生在参与表演、调查等一系列活动中,掌握知识,运用知识。

三、教法概要:

对话课教学的基本环节Revision→Presentation→Readingaloud→Practice→Consolidation也适用于本课的教学。我采用的教法中考虑了以下二点:

1、情景性同语言知识训练的统一;

2、听、说、读、写交际能力的发展同语言知识的运用能力的统一。

在教学中通过“五步教学法”,由浅入深,由易到难,由已知到未知,循序渐进地深化教学内容。发挥教师的主导作用和培养学生主动参与意识,突出重点和难点,坚持综合四会训练,落实笔头练习。

四、学法指导:

1、指导学生做必要的课前预习。

2、引导学生学会在看、听、读的过程中掌握新词的发音,在语境中了解新词意义,并做与课文相关的阅读理解练习和正误判断。

3、指导学生掌握重点、难点,鼓励学生运用英语。

五、教学手段:

主要以现代化电教手段和多媒体辅助教学,贯穿整个教学过程。增强了直观性和趣味性,加大了课堂容量,提高了教学效果。

六、教学程序:

1、新课导入:

为了激发学生的学习兴趣,引起注意,拉近师生距离,首先让学生观看两个表现高兴和悲伤的片段,问学生“Whataretheydoing?Aretheyhappy?Whatabouther?”引出本课主题.随着“咔喳”一声,电脑打出课题,给学生一种身临其境的感觉,导入正课。

2、新课的讲解:

本课,我按课文的篇章结构,第一部分运用两个对话来表达高兴与悲伤。第二部分是操练句型Whatmakesyouhappysad?Itmakesvery…when….很自然地分成二个部分进行教学。

第一部分:我利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面,配上灵活、直观性强的VCD,通过看VCD,听、看对话的内容,让学生了解HanMei得到电脑的喜悦和Paul知道叔叔生病的悲伤。然后让学生回答两个问题“1)WhyisHanMeihappy2)WhyisPaulsad?”,然后让学生反复操练对话,让他们在情景中自由对话。在老师设计的语言环境中,让学生了解韩梅和她的堂姐的有关信息,学习并掌握如下生词(yet,cousin,engineer,cancer,takecareof),高兴和悲伤本来是人的情感的两个方面,我把它们自然地融合成一个整体进行教学。

第二部分:老师用提问的方式,巧妙地把学生从HanMei的高兴和Paul的悲伤过渡到生活中的喜怒哀乐:“Areyouhappysad?Whyarehappysad?然后再引申到课文第二部分需要掌握的两个句型:Whatmakesyouhappysad?Itmakesmeveryhappysadwhen….利用各种形式:师生互问互答、分组对话、看图说话、游戏操练、调查采访等反复操练句型,尽量让学生脱口而出。

充分调动了学生的积极性,吸引了全体学生的注意力,达到了教育、教学目的,培养了学生的思想素质、情感素质和英语语言素质。

3、反复操练和巩固应用:

为了调动学生的积极性,利用分组表演对话,以及快速抢答、正误判断、回答问题、调查采访等不同方式操练巩固。使学生处于积极思维的状态之中,全方位、多角度地培养学生运用英语的能力。

4、归纳总结与反馈练习:

本课板书所呈现的重点词汇、句型,复习了由when引导的时间状语从句,巧妙地总结了本课的重点、难点。通过书面练习“Makeasurvey”,突出了“写”的训练,进一步巩固对本课内容的理解和运用。

5、调查、采访

让学生分组进行调查采访:Whatmakesyouhappysad?Itmakesmevery…when….然后,填写在调查表上。

让学生了解人们生活中的喜怒哀乐,鼓励他们积极向上,乐观奋进的积极情感态度。从而体现了寓思想教育于课堂教学之中,对学生进行了思想素质教育。

6、板书设计:

板书的设计体现知识的板块结构,既有对文章理解的问答题、判断正误题、讨论题等,又有重要的语法现象和句型的归纳。

本课以素质教育为目的,结合教材重点、难点及英语学科的特点,利用多媒体辅助教学,使学生听、说、读、写的能力得到全面提高。让学生在愉快、轻松的氛围中温故而知新,达到初步运用英语进行交际的目的。

由于缺少经验,在教学过程中难免会出现不足,敬请各位老师不吝赐教。

3. 初中英语课文及教案如何写初中英语教案

可以按照这个模式写
初二英语第四单元辅导备课与反思样式)
【辅导目标】
一、知识目标:
1、能正确运用how引导的特殊疑问句
2、能掌握并使用以下词汇:how long, how far, get to, bicycle, subway, car, train, bus stop, train station, bus station, subway station, minute, kilometer, mile, transportation.
二、能力目标:
1、能够连贯表达自己的上学方式,所用的时间,以及家校的距离等。
2、根据自己的实际情况选择适当的交通方式。
三、情感目标:
在“交通运输”的主题下,自然渗透“遵守交通规则”的意识。
【辅导重点与难点】
1、It takes /took/will take sb. some time to do sth.
2、正确区别并熟练运用交通工具的动词表示法;熟练使用It takes …的句型来表示花费时间。
【辅导过程】
一、问题导入辅导,就一下问题师生尝试交流。
1、Question 1 How do you go to school ?
Question 2 How far is it take you to get to school ?
Question 3 How long does it take you to get to school ?
2、用It takes sb some time to do sth. 的结构表达自己的真实情况。
Step2 Reading
二、Listening
1、学生听3a课文、并回答下边的问题。
Questions:How does Li lei go to school?How long does it take him to get to school ?
三、重点解决学生在读课文的过程中遇到的问题,学生先尝试阅读,自行尝试解决,最后辅导师强调以下难点:
He usually takes the bus to school .means He usually goes to school by bus .etc,
四、指导学生熟读课文,之后让学生复述课文。
1、根据学生自己的实际情况写出自己的到校方式,家校距离,以及花费的时间,同时表达自己对所采用的交通方式的喜好及理由。
2、汇报自己的情况,学生就How ,how long ,how far 等问题做出记录。
五、Summary对本节课进行小结(师生可相互小结)
六、Homework作业(口头、书面,辅导师当面批改)
1、强化训练:默写本课重点词汇、短语。
2、拓展训练:写一封短信:向你的亲戚朋友介绍本市(县)交通运输,并写出问题及解决方式。
【辅导反思】
1、巧妙导入。良好的开端,成功的一半。
2、辅与学有机结合在一起。在辅导过程中,既有尧师灵活的教,也应有学生积极主动地参与,才是真正意义上的1对1辅导。
3、创造性辅导。在本课中,设计了多种不同形式的口语操练活动,希望学生能够逐步掌握口语交际技能,实现自主交流。
4、采用任务型辅导法,注重语言的交际功能与使用;同时也注重对学生自主学习能力的培养。但在辅导活动设计的趣味性上缺乏研究与实践
5、掌控1对1课堂,灵活辅导。灵活过渡,必要时采取有效的取舍,游刃有余是每位优秀辅导师应该具备的素质。
6、平等原则。每个学生都希望得到老师的关注与重视。处于青少年阶段的初中生对这要求体现得尤其强烈。
通过这一节课1对1辅导,对如何备好课、吸引学生、启发学生思维、培养学生学习能力有了更进一步的认识。也深刻体会到了1对1辅导备课既要备教材,也要备学生个性和当下学情的真正含义。

4. 初中英语写作课教案设计

教学案例用中文写起来易懂,所以你的初中英语写作案例是怎么写的呢?下面是我给大家整理的初中英语写作课教案设计,供大家参阅!

初中英语写作课教案设计

一、案例背景

英语写作一直是得分最为薄弱的一个题型。究其原因,一是学生写作练习的时间少,二是教师平时缺乏对学生进行系统的写作知识指导。这样,形成了学生从最初不会写、盲目写到不愿写、惧怕写,直至最后拒绝写的恶性循环。针对这一现象,我在教学过程进行了一次如何提高学生写作能力的课堂实践。教师旨在通过与学生谈论他们熟悉的话题“making friends”, 搜索学生头脑中有关朋友的消息,通过阅读两则e-pal广告,获取e-pals的一些信息,指导如何写e-mail ,从而达到给e-pals 写信的目的。

二、案例过程

1.Warm-up活动。听英语歌“The more we get together, the happier we’ll be”。目的是活跃气氛,为引出今天的话题作准备。

2.Revision

(1)使用大脑风暴法(brainstorm)让学生想出一些和friends 有关的单词短语和句子,目的是激活学生头脑中和写作话题make friends 相关的东西,如想法、概念、形象等,酝酿写作的思路,供拟稿阶段(drafting stage)选择有写的价值和意义的东西时参考。

(2)根据下列所给提示介绍你的朋友(四人一小组)。

1)Name and age.

2)Where he / she comes from subject?

3)What he is?

4)What his / her friend?

5)looks(外貌).

6)personality(性格).

7)His / Her dream.

3.Pre-reading。 提问,How can you know your friends, if you haven’t seen each other for a long time? 联系朋友有很多方法,但是 One of the best ways is sending e-mails to them. Do you know why?过渡到今天话题的材料,快速看完两则e-pal广告,找出答案。

4.While-reading。读两则广告,了解Mary和Jack。完成表格 Name Age Hobbies Looks Personality E-mail added Wish Where she…

5.Post-reading。引导学生讨论:Do you like to make e-pals with Mary or Jack? Why? 当大部分学生都持肯定观点时进一步思索,What will you write in you e-mail to them? 为下面事实写作埋下伏笔,提供铺垫。

6.While-Writing。教会学生正确使用e-mail格式,同时提供关于朋友和友谊的一些精彩句子,为学生写作提供素材。

7.Share the writing。点评两篇学生习作,选择一位基础较好的学生和一位基础一般的学生的作文。教师根据上述提供的写作标准,详细点评两篇习作的篇章结构和句法功能。目的是使学生尽力领会教师对文章的点评,培养学生选词和用词的能力,指导学生多模仿好文章的优点。

三、案例反思

写作是一个由浅入深、由易到难、由简到繁的训练过程。因此,我们必须在平时就十分注重方法与技巧。

1.注意多种训练方法相结合。

①与任务(task)相结合。

②组织多样的小组活动。

2.平时注重解题技巧的养成。

1.准备工作。

①仔细审题,明确要求。

②紧扣要点,寻求思路。草拟一个提纲,按时间、空间或逻辑顺序,确定开头,再围绕这一顺序,周密选词、选句,并拟好如何结尾(可适当发表自己的观点)。

(2)写作之中。

①开门见山,紧扣主题。如写的是关于度假的,则可以“We had a happy holiday in Jiaxin last Sunday.” 来开头等等。

②语言正确,规范地道。尽量使用学过的、最熟悉也最有把握的句型、结构,尽量避免中国式英语。

③重短轻长, 就易避难。重短轻长――写短句忌长句,由写简易句子开始,即主语(谁)谓语(做/是)宾语/表语(什么),应尽量写出自己最有把握、最熟悉的句子,避免写长句,以写正确、通顺为最基本要求。就易避难――多用简单句,少用复合句。整个句子越长,出错的可能性就越大。

3.成文之后鼓励学生学会批改自己的习作。

(1)一般语法项目的检查――英语中的人称、时态、单复数、习惯用法等都是非常容易出错的。

(2)注意语序――英语中的疑问句、感叹句和宾语从句都是通过语序的变化来构成和体现的,不注意会出现错误和意义上混淆。

(3)符合习惯――说英语的国家有自己民族的文化、习俗、情感、思维方式、生活习惯等。受母语思维定式的影响,应避免在练笔当中受母语的干扰,要注意语言表达地道。

(4)书写规范,卷面整洁。应先打草稿,修改后再抄清楚。

总之,只要我们思想上重视,训练方法得当,经过持续有效的训练,一定能达成《课程标准》中的要求,从而为学生进一步学好英语打下扎实的基础,让学生在中考中取得满意的成绩。

初中英语写作课教案

一、 案例背景

1、设计思路:本节课主要是让学生学会词句文写作的篇章结构的布置而不在语法和语言的应用上,根据中学生年龄发展特点,老师以 childhood为主题,拉近课堂和学生,生活的距离,通过描绘自己的童年经历,再让学生感知,体验,实践参与和合作,最终实现任务目标的理念,使学生掌握如何布局一篇文章。

2、教学内容:自己童年经历的文章

3、教学目标:掌握文章的篇章结构

知道首段需要introction ,中间需要facts ,结尾需要

conclution

能够画出文章每段的中心句

能够自己写一篇关于自己童年的文章

4、教学重点和难点

(1)教学重点:懂得分析文章的篇章结构,在这种结构下描绘出自己的童年

(2)教学难点:找出每段的中心句

自己组织语言描绘童年经历

5、教学准备:印有活动内容的纸张 纸条,胶水

二、 教学过程

Step1: Warming –up

(1)听一首歌 ,学生一边认真听完这首关于童年的英文歌曲,一遍看多媒体放映的关于童年的图片

师生听完歌曲对话

T:Right,isn’he a very lovely chgild?

S:Yes

T:Do you know what topic we are going to refer to today?

S:Childhood

之后老师让学生用形容词定义童年

[设计意图]

利用描绘童年的歌曲,再利用多媒体放映图片,把学生和主题拉的childhood拉的很近,调动学生的积极性,播放完歌曲后,老师再通过对话形式问一问同学们关于童年的印象,为后面的学习做好铺垫

Step2:Presentation

1.学生在多媒课件上看老师自己写的关于童年经历的文章(一段一段的看),先看第一段

在这之前,老师讲了这么一段

(1)T:Do you care about my childhood?

S:Yes

T:I’m going to show you that passage very quickly,you have only maybe 30 seconds and then ,I’m going to ask you to tell me some information.Well,for each group,you can take some notes and then we will see which group can remember the information about my childhood . That’s not impossible ,the more the better .If you really care about me ,so remember and keep every thing in you mind,ok?

[设计意图]

先以自己的童年经历为范本, 在让学生看到自己是在第一段如何描绘自己的童年的时候,又训练了学生的快速记忆能力

(2)最后,让同学们再次看着文章第一段,(这时老师解释了几个新单词)老师引入正题,问同学们第一段的功能是什么,让学生画出中心句,最后得出结论,开头这段叫做introction paragraph ,有statements 和中心句

[设计意图]

先让学生看熟第一段,再通过层层引诱的方式,让学生知道这段的功能和如何找出中心句,让学生更好的理解和接受,而不是老师直接灌输结论。这也为下面学生自己描述自己的童年做好铺垫。

(3)T:Ok,let’s come to the next paragraph

老师依然用30秒的时间让学生快速阅读第二段,单后盖上文章,让学生用语言描述他记到的东西,然后老师再把文章弄出来,解释了一些新单词,并唱了一句里面包含一个新

单词的一句歌词,最后老师问同学们:Could you find the topic sentence in the paragraph two?

接下来,老师总结:往往第一句是中心句

接下来T:Can you find some facts to support my sentences?

(老师让同学们再看一下文章第二段,然后把文章盖住,让学生回忆他看到的facts ) 最后,老师总结

[设计意图]

在老师的引领下,学生一步一步的剖析文章,先找出文章的主题句,再找出事实去支持主题句,老师一学生为主体,让学生更深层次了解段落中的结构,为学生自己写文章打下基础,同时,也训练到了学生短时记忆能力

(4)最后一段是以同样的方式,最后老师总结:最后一段是conclusion

2.老师让同学们口述自己的童年

T:That’s something about my childhood and now,I would like you to tell me something about you childhood....

同学们开始小组讨论,老师到每个组员边上询问是否需要帮助,最后请一个学生代表上台发言

[设计意图]

同学们在2分钟的内想好如何讲述自己的童年,既训练了学生思维的敏捷性,又训练了学生说的能力,最重要的是,为最后学生写下自己童年的文章做好铺垫。 3 要求同学们开始写一篇关于自己童年的文章

(1)T:Next,I’m going to show you the structure of writing about childhood,because we are going to write a passage about our childhood,right? Then ,before you writing, you need know the structures. 老师根据自己写的这篇文章,总结了introction部分,facts部分中的消极意义的词语和积极意义上的词语,最后是结论。

(2)活动

老师给每组同学一张大纸,纸上标有introction,positive部分,negative部分和conclusion部分,老师再给每组同学一些小纸条,每个纸条上有一个词语或句子对应着大纸上的标题,每组合作完成,将小纸用胶水黏在大纸对应的位置上,请一组同学在多媒体上完成这个活动。

接下来,老师让每组同学完成一篇文章,一个同学写introction部分,一个

同学写positive memories ,一个同学写negative memories, 一个同学写conclusion,最后请一个同学展示成果。同学们再根据他说的找出相关的statements,facts.

[设计意图]

让同学们亲自写文章句子,更进一步了解如何布局自己文章的篇章结构。一篇文章让整个小组共同完成,一是为了节省课堂时间,二是让提高学生团队精神和合作能力。学生展示成果后让同学们再次找出statements,facts,一是为了巩固如何安排自己文章的篇章结构,二是为了再一次训练学生的短时记忆能力。

4 收集学生写下的文章,再次总结今天学的内容,并告诉学生下节课我们将要学什么。

[设计意图]

收集学生的文章,这是对学生负责的表现,老师关心每一个学生。老师告诉学生下次将要学什么,让学生做好心理准备和上课的必要的一些准备。

评析:

本节课的成功之处:

1 老师善于用很多鼓励夸奖的词语来激励学生和老师互动

整堂课下来,老师用了很多鼓励的词语,比如说good ,just try your best,

it doesn’t matter,thank you 等鼓励学生积极思考和发言,积极参与到课堂上来,让学生在课堂上表现的更自信。

2 注重听说读写发展

虽然这是一堂写作课,但是这个老师却全面训练了学生的听说读写能力,听

在于歌曲的播放和老师全英文授课,说在于学生和老师课堂的交流和口述自己的童年经历,读在于老师让学生在多媒体课件上读的那一段话,写在于最后老师要求同学们与小组合作写下这篇文章。

3充分发挥学生的主体作用和教师的主导作用

4授课教师设计了多个教学环节让学生积极参与学习活动,真正做到让学生

在愉快的学习氛围中学习英语。

本节课的不足之处:这节课容量比较大,因而有些环节的实施不够到位。比 如说,后面学生展示团队合作后写下的作文,因为时间的关系,只有一个同学得到这个机会,所以在教学环节设计和安排上还要进一步加强,让同学们有足够的机会在全班同学面前表现自己。

5. 初中英文教案范文

平行班用的同一课题的教案设计,根据上课班级学生的实际差异宜有所区别。下面是我给大家整理的,供大家参阅!
篇1
教学目标与要点

1.掌握打电话的一些方法和技巧,能熟练使用英语打电话,并且用语准确,特别注意英汉文化之间的差异。

2.学习归纳有关"travel"方面的词汇。能够制定、描述、总结自己的某一次trip。掌握相关的旅行常识。

3.学习宾语从句,掌握由that引导的宾语从句。注意所有陈述肯定或否定句作宾语时,都应由that引导。

4.能够理解和运用部分动词所带否定的宾语从句的否定前置。如:I don't think they can came on time.

5. 除会叙述旅行之外,我们还要给出We should write a short passage about travelling. What do you think of travelling? Is it good or bad? 等题目进行写的练习。

素质教育目标

1. 学习新的语法知识:The Object Clause。

2. 熟练掌握有关打电话和旅行的词汇、短语及日常用语。

3. 鼓励学生在学习过程中锻炼听说读写的能力,并不断提高相关知识的语言应用能力。

4. 向学生通过对旅行知识的学习,了解祖国的大好河山,教育他们热爱祖国、建设祖国、保卫祖国的理念。

教学设计方案

Language Focus:

1. Useful expressions:

Right now, That’s very kind of you. as soon as possible, except, leave a message, many thanks, between… and…

2. Grammar: The Object Clause.

He says that he wants to speak to the headmaster.

He says that he won't be free until tomorrow.

Properties: Recorder, Overhead Projector, Pictures

Teaching Proceres:

I. Showing aims

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

1. Master some useful expressions

2. Learn the new grammar: The Object Clause

3. Learn to make dialogues using the Object Clause

II. Revision

1. Check homework.

2. Revise the Present Perfect Tense. Ask: Have you ever been to mountain Emei?

How long have you been there? See if the students can answer them correctly.

3. Revise how to make a telephone call. Ask the students what they will say in the telephone call, help the students to answer with “Hello.” “Could I speak to…?” “This is…speaking.” “Who’s that, please?” write them on the blackboard.

III. Presentation

Take out two telephone sets, make a telephone call with the students. Ask one best student to answer the telephone:

T: Could I speak to Mrs Yang, Please?

S: I’m sorry. She isn't in. May I help you?

T: That’s very kind of you. I hope to see her on Friday. Could you take a message for me?

S: Certainly.

T: Many thanks. Goodbye.

S: It’s my pleasure.

Have the students practise in pairs, make sure they can make the dialogue freely.

IV. Listen, read and act

Part 1. Speech Casette. Play the tape for the students to listen, then play the tape again for the students to repeat.

Have the students read the dialogue in pairs and ask two or three groups to read.

Ask one group to act out the dialogue.

V. Presentation

Play games with Polly says the teacher says sentence, then asks one student to repeat it, begin with: Polly says…

T: I want to see Miss Yang.

S1: Polly says that she wants to see Miss Yang.

T: I want to go home as soon as possible.

S2: Polly says that she wants to go home as soon as possible.

T: I will go to Beihai soon.

S3: Polly says that she will go to Beihai soon.

Explain the grammar The Object Clause in Chinese, get the students to understand it.

Do Exercise 2 in the workbook to help the students understand the grammar easily.

VI. Practice

The teacher says a word, have the students ask and answer in pairs. For example:

The teacher says: “The girl is reading English.” The students may ask and answer like:

SA: What does the teacher say?

SB: She says that the girl is reading English.

Say sentences as many as possible, make sure the students can ask and answer correctly.

Part 2. Talk about the dialogue of Part 1. Get the students to work in pairs.

VII. Workbook

Do Exercise 1 in pairs, check with the whole class.

For Exercise 2, work on it as homework.

VIII. Summary

Exercise in class

Ask questions in pairs and write them down in the exercise book.

Model: I want to buy a book.

A: What does Polly say?

B: Polly says that she wants to buy a book.

1. He will not e today.

2. I want to speak to Mr Brown.

3. We are going to Mount Emei.

4. I’m free every day except today.

5. I’ll leave a message on the desk.

IX. Homework

Finish off the exercises in the workbook.
篇2
Language Focus:

1. Useful expressions: on a trip; have a football match; What a Pity. How interesting. Have a good time; take photos.

2. The use of “that” in the Object Clause.

Properties: recorder; Overhead Projector; Pictures

Teaching Proceres:

I. Showing aims

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

1. Master some useful expressions.

2. Go on learning the Grammar: the use of "that in the Object Clause

3. Read and act out the dialogue

II. Revision

1. Check homework.

2. Revise Lesson 14 “Jim’s Train Ride”. First get the students to ask and answer some questions about the passage, see if the students can understand the passage correctly. Get one student to retell the story.

III. Presentation

Present this dialogue:

T: What did you do yesterday?

S: We had a football match. What about you ?

T: We were on a train .We came back from Mount Emei.

S: Really? How exciting. I've never been there. How did you get there?

T: By train. We went there by train.

S: Did you have a good time?

T: Yes, ifs very beautiful.

S: Did you take any photos?

T: Of course.

Show the dialogue on a slide, and ask the students W read it in pairs. Give them a few seconds to practise the dialogue in pairs. Get the students to make their own dialogues. Ask some groups to share their dialogues with the whole class.

IV. Read and act

Part 1. Speech Cassette. Have the students listen to the tape. Then play the tape again for them to repeat. Ask: What did Lin Tao say? Have the students find the answer.

Read the dialogue again, and do Exercise l in the workbook to help them to understand the dialogue and help them to master the grammar: the Object Clause.

V. Practice

Part 2. Have the students ask and answer in pairs. See if the students can use the Object Clause correctly.

VI. Workbook

Do Exercise 3 with the students. Have the students read the passage and guess the meaning of the new words. Encourage the students to improve their reading ability.

Do Exercise 2. Have a dictation. Dictate some sentences. Then make the students ask and answer in pairs.

VII. Summary

Exercises in class

Fill in the blanks with the right verb forms.

1. Our teacher told us that you _________ be going on a trip.

2. Lin Tao said that he ___________ never __________ be there.

3. Jim thought that the train __________ be like a big moving party.

4. She says there __________ be a big party this weekend.

5. Lin Tao feels that his own team __________ be even better.

6. __________ not be late for class, the teacher __________ not be happy.

Answers: 1. were 2. had been 3. was 4. will be 5. is 6. Don't be / won't be

VIII. Homework

Read the dialogue and make similar dialogues.
篇3
Language Focus:

more than two years, practise speaking English, the Greens, none of the them, keep doing something, fall fast asleep /awake, wake up, last long

Properties: Recorder; Overhead Projector; Pictures.

Teaching Proceres:

I. Showing aims

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

1. Master some useful expressions.

2. Read the passage “Jim’s Train Ride” carefully to improve their reading ability.

3. Know something about Mount Emei and some other mounts in China.

II. Revision

1. Check homework.

2. Revise the Object Clause. Play games “Kate says…” Have the students do in groups of three.

v K: Nancy is not here yet.

v T: She will be here soon.

v Y: Nancy is not here yet. I hope that she will be here soon.

v K : The weather is cloudy.

v T : It will clear up soon.

v Y: The weather is cloudy. I hope that it will clear up soon.

K: There is a lot of food.

v T: You can eat more.

v Y: There is a lot of food. I hope that you can eat more.

v K: The park is crowded.

v T: There are enough tables and benches.

v Y: The park is crowded. I hope that there are enough tables and benches.

III. Pre-read

Part 1. In *** all groups have the students answer the questions. Then discuss the questions in class.

Put up a map of China on the blackboard and get the students to show Mount Emei and other mounts such as Mount Hua etc, and talk about some mounts if they know them.

IV. Presentation

Have the students discuss in groups. Ask: “What will they do if they will go travelling?” A few minutes for them to discuss, then ask some of them to give their reports to share with the class.

V. Reading

Part 2. Speech Cassette. Let the students read through the passage to find the answer to the question: How did Jim feel on his trip to Mount Emei? Help the students use these words: happy, exciting, … See if the students can guess the meaning of the new words.

Play the tape. Ask the students to listen carefully. The teacher may stop the tape while the students are listening, and ask the students to go on reading. It can test the students' ability to follow the passage as it is read on the tape.

Using Exercise I in the workbook of Lesson 14, check the students' reading. The students ask and answer in pairs.

VI. Acting

Divide the students into *** all groups. Change this passage into a play, ask them to act out this play. One of them plays the part of a narrator, the others play Mr Green, Mrs Green, Jim, the conctor, and fruit shop assistant.

VII. Workbook

Do Exercise 3 in class. Have the students read the sentences and translate them into Chinese, check with the whole class.

For Exercise 2, it can be worked as homework.

Answers for Exercise 2: by, enjoyable, by, took, bus, lively, fortable, watching, scenery, offer, magazines, nearby, practised, trip / journey, tired.

VIII. Summary

Exercises in class

Rewrite the following sentences

1. She will have a train ride to Hangzhou. She says…

2. Class Five will have a football match with Class Six. The teacher says…

3. The station is very crowded. He said…

4. A young man is speaking in English. Jim said…

5. The train is quite fortable. Jim thought…

6. There aren’t too many people in their sleeping car. Jim told me…

IX. Homework

Read the passage after class.

Finish off the exercises in the workbook.

6. 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

7. 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。

8. 初三英语教案怎么写

Unit 3 Teenagers should be allowed to choose their own clothes.
Section A
Structures :should be allowed to do
Target language :
I think students should be allowed to do homework with friends.
I disagree. They talk instead of doing homework.
Sixteen-year-olds should not be allowed to drive.
I agree. They aren’ serious enough at that age.
Do you think sixteen-year-olds should be allowed to work at night?
No, I don’t.

Vocabulary : 1 sixteen-year-olds 2,part-time job 3 their own clothes
4 serious enough 5 get one’s ears pierced 6 spend tinme with sb 7 so do we
8 on school nights 9 I’m not allowed to go out on school nights
10 allow sb to do / allow doing sth

Important sentences: 1.I think sixteen-year-olds should be allowed to drive.
2.Do you think thirteen-year-olds should be allowed to have part-time jobs?

Goals
1,To train students’ listening, speaking, reading and writing skills.
2,To train students’ communicative competence.
Proceres
Warming up by learning “be allowed to do ”
Hi, everyone. Today we’re going to study Unit 3. Its title is
Teenagers should be allowed to choose their own clothes.
In the title we find a phrase “be allowed to”. What does it mean? How is it used in English?
Presentation
Step 1 Show the picture of power point to help students understand “agree” and “disagree”.
to drive a car
Do you agree or disagree teenagers to get their ears pierced
to use mbile phones at school

Step 2 Listen. 1b
This activity gives students practice in understanding the target language in spoken conversation.
Read the instructions to the class. Say,
You will hear a conversation between
Anna and her mother. They don’t agree with everything. Get students to read the three sentences in the box silently.
Play the reading for the first time.
Students only listen.
Play the recording a second time. This time students listen and circle T or F.
Check the answers.
Answers
1. T 2, F 3. T
Tapescript
Woman: So, what are you doing this afternoon, Anna?
Girl: I’m going to the mall with John. He just got his driver’s license.
Woman: I’m sorry. You can’t go with John. I don’t think sixteen-year-olds should be allowed to drive.
They aren’t serious enough at that age.
Girl: But I have to go to the mall. Gaby’s getting her ears pierced and I want to watch.
Woman: I don’t think sixteen-year-olds should be allowed to get their ears pierced. They might be sorry later.
Girl: I agree, but it’s fun to watch. Is it OK if we take the bus?
Woman: Well, I guess so.
Girl :Great! I want to buy a new blouse at the mall, too.
Woman: What kind are you going to buy?
Maybe I should go with you.
Girl: Aw, Mom. I’m not a child. I think teenagers should be allowed to choose their own clothes.
Woman: Well, I just want to be sure you get something nice.

Step 3 pairwork Look at the power point and practise in pairs.
Step 4 Listening
Listen to the tape and fill in the blanks with the words you hear
Molly says that Larry is working late tonight,but kathy thinks Larry shouldn’t be ____ to work late.Molly ____ with Kathy,She thinks teenagers never gets ___.Then Kathy thinks Larry shouldn’t work every night.This makes Molly agree.They think he needs time ____ homework,Also they think Larry’s hair should ____ because it doesn’t look ____. Kathy thinks Larry shouldn’t wear that ___ earring,but Molly thinks she ______ like it.
Listen again and check the answer
Tapescript
Molly: Larry is working late again tonight, Katty.
Katty: I know. Molly. I don’t think sixteen-year-olds should be allowed to work at night. Young people need to sleep.
Molly: I disagree with you. Teenager boys never get tired.
Katty: Well, maybe. But Larry shouldn’t work every night.
Molly: Oh, I agree. He needs time to do homework.
Katty: You know, Molly…he should really cut his hair.
Molly: Oh, I don’t know. Do you think it’s too long?
Katty: Yes, I do. It doesn’t look clean, and I think he should stop wearing that silly earring.
Molly: Oh, I disagree. I like it. It looks cool.
Katty: You know what worries me—Larry doesn’t seem to have many friends.
Molly: Really? I didn’t know that.
Katty: Yes, Molly. He needs to spends time with friends.
Molly: Like you and me?
Katty: Maybe.
Step 5 Sum-up

9. 英语教案怎么写

范例
I. Teaching books: Project English--- Unit3 Topic3 Section A.
. Teaching tools: tape recorder, word cards, Powerpoint.
III. Teaching methods: Teaching as a whole, visual and situational method, and team cooperation.
IV. Teaching aims and demands:
1. Get familiar with the food vocabulary.
2. Learn the use of countable and uncountable nouns.
3. Learn how to entertain guests to dinner at home and the response.
4. Key sentences:
eg: What would you like to have/drink? -- I’d like some …
Would you like some …? -- Yes, please. / No, thanks.
V. Teaching Proceres:
Step 1: Organization and revision:
1. Task presentation.
2. Get familiar with the food vocabulary.
3. Learn the use of countable and uncountable nouns.
4. Learn how to entertain guests to dinner at home and the response.
5. Listen to the song of ABC. While listening, get students find out food words from the song.
6. Check how much students have learnt about the new words:
Ss show pictures to partners and ask each other to spell the words.
Consolidation: Teacher review new words with the whole class (show pictures).
Step 2: Presentation:
1. Learn countable and uncountable nouns.
2. Classify the words on the blackboard into countable and uncountable groups:
[C]: egg, vegetable, noodle, cake
[U]: fish, meat, rice, chicken, tea, milk, water
3. Play a game:
S1: water S2: some water, vegetable S3: some vegetables, milk S4: some milk …
4. Consolidation: Practice those words with sentences.
eg:I like …(s) very much. J I don’t like …(s) at all.
( Students work with partners, then make a report. )
5. Ask and answer:
1)Review some words with students. (show word cards)
2) T:Suppose you invite some classmates to dinner at your home, hat should you say? First let us learn some key sentences:
eg:What would you like to have/drink? -- I’d like some …
Would you like some …? -- Yes, please. / No, thanks.
(Ss work in pairs to practice the key sentences, then act out the dialogues.)
6. Activity 1a:
1)Listen and understand.
2)Listen again, then read after the tape.
3)Point out some useful expressions:
eg: What about you, ××? -- I’d like some …
May I have some …? -- Here you are.
Help yourselves.
7. Activity 2 :
1)Ss listen to the tape and fill in the blanks. Check the answers.
2)Point out useful expressions:
eg: Why not have some …? -- Good idea! Thanks!
Step 3: Consolidation and Practice
1. Work in groups and study the conversation in activity 1a and activity
2. Then work out to make a similar conversation with your group members. (Teacher is guide;Ss review the key sentences and useful expressions they just learned together before they get to make a new conversation.)
3. Act it out in class.
Step 4: Project
Summary: Check out whether Ss finish the tasks or not. (Briefly review the words, sentences and grammar we’ve learnt today.)
Step5: Homework:
1. Finish your exercise sheet.
2. Write down the countable nouns and uncountable nouns you learn today.
3. Make a survey of students in other groups about foods they like and dislike. Then write a new conversation of “Entertaining guests to dinner”.
4. Make a menu with your group members! (a daily menu, may look up dictionaries for new words, put some beautiful pictures in your menu).
VI.教后反思:
希望能够帮到楼主

10. 初中英语教案

七年级英语《Unit 3 How do you get to school SectionA(1a-3c)》教案
第一课时Section A (1a-2e)
LearningGoals:
Inthis lesson, the students will talk about how to get to places with suchpatterns as: How do you get to …? I take the …/Iget to …by… Talk about time and distances with Howquestions. Listen for vehicles and numbers.
Teaching and learning steps:
Step I. Pre-listening activities
1. Preview
Askthe Ss to translate the following Chinese into English. First ask the Ss to putthem into English orally。 let them write English downwithout looking at the textbooks.
1.乘火车________ 2.乘公共汽车 _____________
3.乘地铁___________ 4. 骑自行车_________
5.步行____________ 6. 一百零五________
7.某人花费时间做某事__________
Ask the Ss to translate the followingsentences.
(1)--你怎样到学校?
--我骑自行车。
__________________________________________________________________________________________________________________________________________
(2)--玛丽怎样到学校? 她乘地铁。
__________________________________________________________
(3)--从你家到学校有多远?大约10公里。
__________________________________________________________
(4)--需要花费多长时间?大约15分钟。
__________________________________________________________
(5)--我不确定。
__________________________________________________________
(6)--乘公共汽车大约需要20分钟。
__________________________________________________________
(设计说明:预习体现了以学生为中心的思想,强调学生的参与、体验、感知、实践和交流,以学定教。)
3. Lead in
Whattime do you get to school?
How do you get to school everyday?
How many transportations(交通工具) do you know? What are they?
OK, let’s come to the newwords.
(设计说明:导入联系所学的内容,从真实的语境出发,激发学生兴趣,使学生自然而然地进入新课的学习。)
4. New words
(1)Teacher checks the Ss’ pronunciation.
(2)Can you say?
Words:

phrases:

(设计说明:检测学生对单词的预习情况,纠正发音,便于以学定教。)
(3) 1aMatch the words with the pictures.
4. Sentences
A: How do you get to school?
B: I ________. / I get toschool by _____.

探究:
一、--How do you getto school?
--I ride my bike.
1. 询问去某地的交通方式用疑问副词______,
询问他人身体状况也可以用_____
2. get to school意为____________
get to 意为_____,get to + _____
但是后跟副词时,则省略_______
二、观察句子,总结规律。

I take the bus to school.

I get to school by bus.

take the +交通工具= ____ +交通工具“ 表示乘坐某种交通工具”

骑自行车____________________=___________________

步行______________ =__________________
(设计说明:句子的学习先以口语的输出为主,让学生能熟练的表达。然后让学生自主探究,完成学习任务。教师点拨,再进一步深化。)
StepII. While-listeningactivities
(1) Listenfor the general idea of 1b.
Thegeneral idea of the conversation is about _______
A.where they live
B.how they get to school
C.the distance from their homes to school
(2)Listen for the specific ideas of1b.
1b1 Listen andwrite the numbers to the correct students inthe picture above.
1b2 Complete thedialogue according to the tape.
Boy;How do Bob and Mary _______ to school?
Girl;Bob takes the _________ and Mary takes the subway.
Boy;How ______ John get to school?
Girl;He takes the ___________.
Boy;How _______ Paul and Yang Lan get to school?
Girl;They _______.Look, there they are now!
Boy;Does Jim _________ to school?
Girl;No, he doesn’t. He _______his bike.
(3)Listen forthe general idea of 2a.
The general idea of this part is about__________
A.some numbers
B.some ways to get to school
C.some places
(4)Listen for the specific ideas of 2a.
2aListen and repeat. Then write the correct number next to the word.
2b Listen andcomplete the chart.
(设计说明:本部分的内容重在培养学生们听大意和关键信息的能力。数字听写是难点。)
Step III. Post-listening activities
Pairwork:
A: How do you get to school?
B: I …
A: How long does it take…?
B: It takes …
A: How far is it from … to …?
B: It’s about …
(设计说明:本部分重在培养学生们口头表达的能力,同时引导学生更好地内化语言知识。让学生在用中学,在用中掌握。)
Step IV. 2e
1. Read 2d and answer the questions.
(1)Does Scott have an interesting job? Why do you think so?
(2)When does she get up? Does she get up in the morning or at night?
(3)When does she eat breakfast?
2. 知识点拨
一、 I ride it to school every day.
我每天骑车去学校。
to 意为_______,后跟地点名词。
(1)我开车到学校。
I drive thecar ___ ________.
(2)他们坐火车去北京。
They take thetrain _____ ________.
二、 How long does it take you to get to school?
你到学校要用多少时间?
It takes sb. some time to do sth是固定用法意为___________
How long 意为____________
若对时间段提问要用___________
练一练:
我花了半小时做作业。
It ______me half an hour___ ________homework.
It takes me 15minutes to get home.
______ _______ does it ______ you_____ get home?
3. 听录音跟读,模仿语音语调。
4. Role-play
Role-playthe conversation in pairs. Then go to the front of the classroom and perform itto the whole class.
Step V. Exercises: the end-of- classtest
一、对划线提问
1. He takes the bus to get to school.
_______________________________
2. It's about 10 kilometers from home to school.
______ ______ ___it from home to school?
3. It takes 15 minutes to get to school.
______ ______ ______ it _____to get to school?
4. It takes me about 20 minutes to get toschool.
_______ ___________it take you ______ ______ to school?
二、根据要求完成句子。
1. She gets to school on foot. (同义句)
She ________to school.
2. He gets to school by bike. (同上)
He ____his____to school.
3. It takes us 20 minutes _________(walk) home.(用所给单词的适当形式填空。)
4. How long does it take you _____________(watch)TV?((同上)
5. The bus ride _____ ______ _____ _____( 花费大约20分钟).
(设计意图:通过检测学生的学习情况,有助于以学定教。)
Step VI. Homework
1.Read 2e after the tape and recite them.
2.Preview section B.
希望能够帮到你,祝你学习进步,生活愉快!

热点内容
我最喜欢的一本书英语怎么说 发布:2025-01-12 03:27:20 浏览:278
段尾部英语怎么说及英语单词 发布:2025-01-12 03:22:20 浏览:945
怎么写一篇英语说明文作文 发布:2025-01-12 03:08:42 浏览:191
双床房间翻译成英语怎么说 发布:2025-01-12 03:05:50 浏览:859
番茄单词怎么写英语作文 发布:2025-01-12 03:03:36 浏览:399
英语背书比赛的作文怎么写 发布:2025-01-12 03:00:36 浏览:647
鱼的英语单词怎么写用英语怎么写 发布:2025-01-12 02:55:23 浏览:157
如果喜欢上一个人怎么办的英语 发布:2025-01-12 02:33:50 浏览:530
英语星期一到星期日单词怎么写 发布:2025-01-12 02:26:12 浏览:882
我不喜欢购物英语怎么写 发布:2025-01-12 02:26:09 浏览:359