初中英语板书设计模板怎么写

Ⅰ 初中英文教学设计

初中英文教学设计 篇1

教学目标：

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

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

3、培养学生乐于助人的良好思想品质。

重点难点：

1、四会掌握词汇和句型。

2、能正确理解掌握并运用日常交际用语。

教学过程：

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

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

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

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

初中英文教学设计 篇2

一、教学目标：

1. 语言知识目标：

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

能掌握以下句型：

① —How's the weather in Beijing?

—It's sunny.

② —Can I take a message for him?

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

—Sure, no problem.

2) 能用所学的知识描述天气情况。

3)描述正在发生的动作。

2. 情感态度价值观目标：

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

二、教学重难点

1. 教学重点：

1) The vocabulary and useful expressions.

2) —How’s the weather?

—It's raining/ windy.

3) —What are you doing?

—I'm playing basketball.

2. 教学难点：

运用目标语言来对天气进行问答，并且会问答其他人正在进行的活动。

三、教学过程

Ⅰ. Warming-up and Lead in

1. Greet the Ss and check the homework.

2. Watch a video program about the weather.

Ⅱ. Presentation

1. (Show some pictures of the weather)

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

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

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

3. Check the answers.

Ⅲ. Game (How's the weather?)

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

2. Ss guess and answer the question.

Ⅳ. Listening

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

Ss read the cities after the teacher.

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

3. Check the answers.

Ⅴ. Pair work

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

with your friends in another city on the phone.

2. Make a model with a student like this:

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

S1: It's sunny.

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

Ⅵ. Listening

1. Work on 2a.

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

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

to the correct use of the Present Progressive Tense.

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

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

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

6. Brainstorming

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

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

What're Scott and Lucy doing?

Is Jeff watching TV? etc.

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

Play the recording for the Ss to check the answers.

Ⅶ. Pair work

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

2. Ask a student the questions as a model:

T: What's Uncle Joe doing?

S1: He's playing basketball.

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

Ⅷ. Role-play

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

① What's Steve doing?

② What's Rick's brother doing?

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

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

IX. Language points.

X. Exercises

Homework:

一、总结有关天气的词汇。

二、编写三个有关天气问答的对话。

初中英文教学设计 篇3

教材分析：

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

学情分析：

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

教学目标：

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

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

3、情感目标：了解万圣节的文化背景，感受异国文化，促进中西方文化的交流。

教学重点：

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

教学难点：

能熟练运用本课的句型进行交际。

教学过程：

一、Warming up and revision

1、Greetings

2、Chant

3、Sing “Happy New Year”

二、Presentation

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

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

1.Tell the Ss some details about “Halloween”

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

三、Practice

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

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

2、Review the sentence:

T: Can I have some…?

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

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

四、Consolidation

1、Say the chant .

听录音，模仿学说，熟练朗读并会表演本单元会话内容。

2、Show the .

收集有关Halloween的知识，了解西方国家的其它节日。

五、Homework.

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

初中英文教学设计 篇4

教学目标：

1、能听、说、读、写Rr、Ss、Tt、Uu。

2、通过唱歌、仿写、做游戏、练习等各种体验，愉快地巩固21个英文字母。

教学重点：

听、说、读、写英文字母Rr、Ss、Tt、Uu。

教学难点：

Rr与Ll的发音区别，Tt的小写书写，Uu的大小写书写。

教学准备：

教学课件，字母卡片。

教学过程：

一、热身

1、听唱英文字母歌，继续认读26个英文字母。

2、开火车按顺序说字母。

二、课前检测

1、听写前面学过的五个字母。

2、同桌互换、互批。

三、明确学习目标

我能认读并正确书写字母Rr、Ss、Tt、Uu。

四、自主学习

（一）自学互动

1、生先自读，师再订正并教读字母Rr、Ss、Tt、Uu。

2、小组内互读字母，找一个好伙伴任意指读。

3、成果展示：大声读出字母Rr、Ss、Tt、Uu。

（二）自学互读

1、生开始自学，讨论练习书写字母Rr、Ss、Tt、Uu。

2、师出示Rr、Ss、Tt、Uu。的书写形式，生练写。

3、成果展示：师点名上黑板书写，考察学生的掌握情况。

五、课堂小结

六、课堂练习

初中英文教学设计 篇5

一、教材内容分析

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

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

二、学生情况分析

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

三、教学目标

1. 能够辨认字母的形。

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

3. 检测部分要求学生能够听懂、会说本单元的打招呼、告别及自我介绍用语。

4. 能够学会唱歌曲Hello。

四、教学重难点

教学重点：

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

教学难点：

在真实的场景中应用句型I have … 和Me too.

五、教学步骤

1. 热身

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

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

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

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

T: Good morning, boys and girls.

Ss: Good morning, Mr. Dong.

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

Ss: My name is Angela.

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

S: Thank you!

T: What about you?

S: My name is James.

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

S: Thank you.

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

Ss: Ok.

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

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

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

John: I have a ruler and two erasers.

Sarah: I have a pen and a crayon.

2. 呈现

(1)听指今做动作

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

(已经给三个人物找到了各自的书包)

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

Ss: Ok.

T: Show me your pen!

学生拿出笔。

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

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

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

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

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

T:(教师举起一块橡皮)Me too.

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

(2)Let's chant(看图唱韵律诗)

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

(3)Let's make a new chant(编出新韵律诗)

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

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

3. 操练

(1)Read and count (读一读，数一数)

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

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

S: I see two pens …

(老师请学生代表回答)

(2)Circle the same letters

教师请学生圈出一行中相同的字母，并要求学生数出字母的个数。

(已经完成Read and count的活动)

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

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

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

(3)let’s check

教师先请学生观察4幅图片，教师播放录音，然后再请一两个同学说出答案。

(已经完成circle the same letters的活动)

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

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

(老师请学生代表回答)

设计意图：通课本中的对应练习，检测并巩固学生对于打招呼，告别等行为的用语。

(4)Look at match

(已经完成Let’s chek的活动)

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

(老师请学生代表回答)

设计意图：通过课本的对应练习，巩固学生对于单词形和意的认知。

六、板书设计

简单的板书设计描述，说明板书的书写过程。后附板书设计图。见例：

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

Ⅱ 如何写好初中英语教学设计

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

Ⅲ 初中英语说课稿范文

初中的英语说课稿，大家没写过，但是现在却见过了。下面是我给大家整理的初中英语说课稿范文，供大家参阅!

初中英语说课稿范文1

一、Introction(导言)

英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。

二、说课的基本原则

1. 遵循教学大纲要求，明确说课内容。把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是“说教案”的误区。

2. 以教师为主导，学生为主体，体现先进的教学理念。

3. 详略得当，重点突出，体现说课的完整性。

4. 与教案相结合，体现其可操作性。

三、说课的基本程序

1. 说教材：科学分析教材，明确重点难点、教学目标和要求以及教材在单元中的地位和作用。

2. 说学生：谈谈学生的知识与能力结构，明确说课内容的难易程度。

3. 说教法：谈谈本节课要实施的教学手段、方法以及教具的使用。

4. 说学法：谈谈学习方法的运用以及将要实现的目标。

5. 说教学程序：说为什么要设计该程序?目的、意图何在?结果如何?

6. 说板书设计：谈谈板书设计的根据和理由，力求体现说板书设计的程序性、概括性和艺术性。

四、注重说课信息和反馈与总结

说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息，力求不断改进和提高。

五、附SB 2B U16 Lesson 63说课稿

初中英语说课稿范文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 初中英语课堂教学教案

科目 English 年级 Grade 2 班级 时间 年 月 日
课题 Unit 5 If you go to the party, you’ll have a great time. 课型 New
（知识、能力、情感）
教 学 目 标 (1) Listening and speaking methods.
(2) Communicative approach.

（重点、难点）
教材分析 Key Points : let in
Difficulty : Learn the key structures.
时序 教学操作过程设计（重点写教师怎么教及学生怎么学，
要创造性设计课堂结构和教学模式，要明确呈现教师活动与学生活动）
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 允许进入，允许参加
Jeans: 牛仔库
Consequence: 结果，后果，因果关系
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 学 反 思

Ⅳ 初中英语优秀教案范文

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

初中英语优秀教案范文篇1

ⅠTeaching Materials

1. Language Materials

Words: spoil, as, screen

Phrases: on the computer, find out

Sentences: I guess somebody else has borrowed it.

Could you find out who has taken it?

Grammar: The present perfect tense

ⅡTeaching Objectives

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

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

3. Master the following materials

(4 skills) Word: as

phrase: on the computer, find out

(3 skills) Words: spoil, screen

Ⅲ Teaching Points

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

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

Ⅳ Teaching Procere

Organization of the class

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

Revision

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

A. Oral

How could Grandma get all her lost books back?

the use of the adverbs in the present perfect tense.

The teaching of the new lesson

A. Lesson 4

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

B. Part1

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

C. Part 2

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

D. Part 4

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

E. Part 3

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

What’s its name?

Who has borrowed it?

Read and learn.

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

find out

Read and act.

F. Part 5

Read and learn.

G. Checkpoint 1

H. Wb. Ex.2&5

Homework

A. Wb. Ex 3

B. Go over the whole unit.

初中英语优秀教案范文篇2

教学目标与要点

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

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

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

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

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

素质教育目标

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

2. 引导学生对水上运动和其他运动进行描述，达到阐述自已喜好的目标。

3. 在学习过程中，让学生了解体育运动对每个人的生活和工作的重要性。

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

5. 引导学生尝试运用不同的学习工具、学习方法、媒体素材等进行学习和提高。

教学设计方案

Teaching Objectives:

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

Language Focus:

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

Properties:

Tape recorder, topic cards, etc.

Teaching Proceres:

I. Revision

Ask student answer the questions of Have you…

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

S: Yes./ No.

T: What have you done for English study?

S: (They may have different answers.)

II. Leading in

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

III. Presentation

Write the sentences on the blackboard:

Have you ever been ______?

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

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

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

Let Ss read part 2 dialogs in pairs.

IV. Practise

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

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

V. Presentation

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

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

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

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

VI. Exercises in class

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

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

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

3. Mike hasn't done his homework _____.

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

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

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

5. - _____ have you been to Cape Town?

- Since last Wednesday.

A. How often B. How many times

C. How long D. How soon answer: C

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

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

VII. Homework

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

2. Finish the exercises on page 97.

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

初中英语优秀教案范文篇3

Teaching Objectives:

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

Language Focus:

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

Properties:

Tape recorder, topic cards, answer sheet, etc.

Teaching Proceres:

I. Revision

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

II. Pre-reading

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

III. While-reading

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

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

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

IV. After-reading

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

V. Homework

1. Finish exercises 2 on page 98.

2. Revise the new words, useful expression and sentences

Ⅵ 初中英语教学设计包括哪些方面

初中英语教学设计包括几个方面 需要注意什么

随着现在社会中对于教学，知识的重视，很多学校也开始改变教学思路，运用专门的教学设计来传授知识，尤其是英语方面，那么初中英语教学设计包括几个方面?下面由听力课堂说一下。

初中英语教学设计

初中英语课堂的教学设计的几个方面
情境是一堂课的“小天地”，它是教师用生动形象、亲切感人的语言，或描述意趣横生的同教学内容紧密相关的人物、事件与景物，或演示形象逼真的与教学内容有关的动作画面，并借助一定的媒介创造出来的，教师在教学中创造性地设计好一定的情境，让学生戏剧般地进入角色，就能唤起他们的情感体验，点燃其思维的火花，产生强烈的共鸣。这样，也就能极大地调动学生的兴趣，从而收到良好的教学效果。
初中英语教学设计
一.教学计划标题 如: Where’s Amy?
二. 适用阶段 初中
三. 适用年级 七年级 上学期
四. 教学总时间 共____分钟
五. 关键字 场所、位置
六. 设计理念
1.透过多媒体教学资源中图片的应用与提示，提供有意义的代换练习，以利学生由大量练习中熟悉本课句型。
2.透过上网的使用，提供学生可以反覆练习的多元化、适性化学习环境
3.运用小组讨论、相互合作解决问题，培养学生合作学习的态度

初中英语教学设计

在新课标下初中英语教学设计应注意什么
教学设计要从“为什么学”入手，确定学生的学习需要和教学的目的，要实现具体的教学目标，使学生掌握需要的教学内容，应采用什么策略，即“如何学”。随着新课程改革的全面推进，构建以活动为中心，以任务型教学为途径的教学模式已经将各种教学活动贯穿其中。作为课堂教学活动的设计者—教师千万不能本末倒置。我们的活动是为语言的学习和运用而服务的，我们在确定了明确而具体的教学点之后，对着这个“靶心”(教学目标)，来筛选非用不可，用了效果能更加突出和明显的活动。让学生在开展这样的活动的时候非得使用这些语言知识，有的放矢，才能事半功倍。
教学设计必须重视对学生的分析，把学生的具体情况作为设计的出发点传统的教学一般是以假设的学生(即学生的平均水平)作为教学对象，从而忽视了学生的个别差异。在教学实践中，这种假设的学生实际上是不存在的，现实中的学生在各个方面无不例外地表现出其自身的特点，学生个体在群体中具有明显的个别差异，在教学活动设计时，考虑到了教学内容，考虑到了学生的认知与兴趣。往往活动具有了丰富性、趣味性、学生产生了新奇感，也从某种程度上调动了学生的学习积极性。但是教师其实在设计这些活动时并不是任意组合的。我们应该有着清晰的组织线索：教学内容应该从易到难，层层推进。例如字、词、句、章，读、说、听、写等。这种层次的步步为营地渐入，对于活动的难度与激烈程度也要适度增加，并能考虑到学生的全体参与性与主动性、启发性，而不能只是简单的活动的叠加。
通过以上听力课堂的介绍我们了解了初中英语教学设计的相关内容，我们只有经过对教学设计的不断修改整理，才能有效地进行教学。

Ⅶ 初中英语语法主题教学说课稿

初中英语语法主题教学说课稿

作为一名优秀的教育工作者，通常需要准备好一份说课稿，说课稿有助于顺利而有效地开展教学活动。说课稿要怎么写呢？下面是我为大家收集的初中英语语法主题教学说课稿，仅供参考，大家一起来看看吧。

一、教学目标

学习反意疑问句

二、教学重点

通过教学使学生掌握反意疑问句的基本句型结构和回答。

三、教学难点

1、主句谓语是think, believe, expect, suppose, imagine等引导的宾语从句，就从句部分提问。

2、陈述句部分主语是不定代词everybody, anyone, somebody, nobody, no one等，疑问部分常 用复数they，有时也用单数he。

四、教学程序：

初二下学期第十单元安排了学习反意疑问句的教学内容。

一、说教学程序：导入——新知识的学习

说设计这个教学程序的基本思路和根据。就初二学生来说他们学习了以下语法项目：be动词（包括be 动词的过去时）； There be句型 ； 行为动词的一般现在时；行为动词的一般过去时；一般将来时；（包括There be句型的一般将来时）；现在完成时；现在完成进行时；情态动词和祈使句。因此，我在讲授反意疑问句时，仅仅围绕学生学过的.以上语法项目进行反意疑问句的教学并进行反复练习。具体练习作业本（上、下）、典中点中的练习都有，另外，再补充一些总结性的有关反意疑问句的专项练习加以巩固。

二、说练习和作业的设计。

检测训练——总结巩固。通过做作业本（上、下）中的练习、典中点中的练习进行训练，再补充一些总结性的有关反意疑问句的专项练习进行检测加以巩固。

三、说板书设计：

通过课件展示教学内容（以下各项教学内容）

以下分为十一个部分进行讲解。

反意疑问句

反意疑问句是由两部分组成的，前一部分是对事物的陈述（即陈述句），后一部分是简短的提问（即简短疑问句），中间用逗号隔开。如果前一部分用肯定句，后一部分就用否定疑问句；如果前一部分用否定句，后一部分就用肯定疑问句。两部分的人称和时态要一致。其回答是用yes或no来表示。

一、含be(is, are, was, were)动词的反意疑问句

其句型是：句型1:主语+ be+其它，isn’t(aren’t, wasn’t, weren’t)+ 主语?

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

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、行为动词的一般现在时的反意疑问句

其句型是：句型1: 主语+动词原形+其它，don’t I(you, we, they)?

句型2: 主语+ don’t+动词原形+其它，do I(you, we, they)?

句型3: 主语+动词第三人称单数+其它，doesn’t he(she, it)?

句型4: 主语+ doesn’t+动词原形+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、 行为动词的一般过去时的反意疑问句

其句型是：句型1: 主语+动词过去式+其它，didn’t+主语?

句型2: 主语+didn’t+动词原形+其它，did +主语?

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、一般将来时的反意疑问句

其句型是：句型1: 主语+will+动词原形+其它，won’t+主语?

句型2: 主语+ won’t +动词原形+其它，will +主语?

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句型的一般将来时

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、现在完成时的反意疑问句

其句型是：句型1: 主语+have+动词过去分词+其它，haven’t+主语?

句型2: 主语+ haven’t +动词过去分词+其它，have +主语?

句型3: 主语+has+动词过去分词+其它，hasn’t+主语?

句型4: 主语+ hasn’t +动词过去分词+其它，has +主语?

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、现在完成进行时的反意疑问句

其句型是：句型1: 主语+have been+动词现在分词+其它，haven’t+主语?

句型2: 主语+ haven’t been +动词现在分词+其它，have +主语?

句型3: 主语+has been +动词现在分词+其它，hasn’t+主语?

句型4: 主语+ hasn’t been +动词现在分词+其它，has +主语?

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、含有情态动词的反意疑问句

其句型是：句型1: 主语+情态动词+动词原形+其它，情态动词否定形式+主语?

句型2: 主语+情态动词否定形式+动词原形+其它，情态动词+主语?

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、祈使句用于反意疑问句中

这种类型较特殊，前一部分是祈使句，后一部分是肯定疑问形式。回答也较灵活。

句型1: Let me+动词原形+其它，shall I?

Let me open the door, shall I?

Yes, please. No, thanks.

句型2: Let’s+动词原形+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 +动词原形+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、值得注意的是有时英语的谓语动词并不用否定式（即没加上not），

而是用上了“never, little, few, hardly, nothing, nobody”等词，这时该陈述句也属于否定句，因此，反意疑问句的后半部分应用肯定疑问式。

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、主句谓语是think, believe, expect, suppose, imagine等引导的宾语从句，就从句部分提问。

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

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

十一、 陈述部分主语是不定代词everybody, anyone, somebody, nobody, no one等，疑问部分常用复数they，有时也用单数he。

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

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

;

Ⅷ 人教版初中英语说课稿范文

人教版的初中英语课本的说课稿，大家有没有见过呢?不见过的话仙子就来学习吧。下面是我给大家整理的人教版初中英语说课稿范文，供大家参阅!

人教版初中英语说课稿范文

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 (导入根据所授内容设计，可通过展示与本课有关的话题或者图片等等引出本课话题)

Step 3 is contents(本部分为主要授课内容及组织的课堂活动。可从听说读写四块分写) Step 4 is key points and difficult points(本部分列出本课重难点可为单词句型或语法知识) Step 5 is homework.(作业形式最好新颖，例如课让学生根据本课内容做个小调查等) (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.

人教版八年级英语说课稿

Unit 1 How often do you exercise

Section A说课教案

1a ---1c

教材分析：本单元以“How often do you exercise ?”为话题展开教学活动。首先学会恰当地使用频率副词及短语，再学会描述课余时间的活动安排和基本饮食结构。通过复习七年级学习过的动词短语，及本单元的听力练习，各种方式的口语交际活动和写作练习，使学生积极参与，合作，从而培养学生的综合语言运用能力。教材在本单元的开篇，即本课时，安排了关于谈论课余时间的各项活动，以及初步认识和使用频率副词，为进一步地使用频率副词及动词短语做语言知识上的准备。

教学目标：

A：语言目标：恰当使用always usually often sometimes hardly ever never 等频率副

词和日常活动短语：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：能力目标：学习描述课余时间的活动安排，初步培养学生的语言综合运用能力。

C：德育目标：培养学生的逻辑表述能力，激发学生的积极思维，并使学生互相了解，增进友谊，加强人际交往，以形成良好的人际关系。

教学重点：核心句型： What do you usually do on weekends?

I often go to the movies.

教学难点：第三人称单数谓语动词在此核心句型中的运用。

教学用具：词汇卡片 多媒体课件一套

教学过程：

Step1 Warm-up activities

(1) Do it (学生按教师的指令做动作)

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

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

(2) Do as I do.(学生跟老师边说边做动作)

I read books on weekends.

I run on weekends.

I do my homework on weekends.

Step 2 Revision and presentation

(1)教师问：“What do you usually do on weekends ? ” (并且板书)让学生根据自己的实际回答 I usually „„ on weekends.

(2)教师出示动词卡片 watch TV、read books 、exercise 、clean、skateboard、 play basketball、wash clothes、go shopping、 go to movies让学生认读。

(3)做游戏：“ What’s missing?” (学生先把动词卡片全部读一遍，教师从卡片中任意抽掉一张，再让学生看卡片读动词短语，然后让学生说出抽掉的是哪一张词汇卡片。)

Step 3 Pattern drill and dialogue

(1)出示词汇卡片给学生，并提问：“What do you usually do on weekends?” 引导学生回答： I usually „„ on weekends.

(2)Task one “Find my group members.”

在规定 时间内填完活动表格，再向周围同学开始询问，找出与自己课外活动大致相同的同学请他或她在每项活动后面签名。

”

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。