初中英语阅读教案全英文版 初中英语阅读教案模板

初中英文教学设计

初中英文教学设计 篇1 教学目标：

初中英语阅读教案全英文版 初中英语阅读教案模板

初中英语阅读教案全英文版 初中英语阅读教案模板

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，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 l 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 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 l 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 l 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 St doing?

② What's Rick's brother doing?

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

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、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 he 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、Pract

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

soup 、sweets、bread、biscuits、fruit、r…

2、Review the sentence:

T: Can I he some…?

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

Listen to the tape , then repeat . Say the chant toger . 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 copy.

收集有关Halloween的知识，了解西方的其它节日。

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，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 he … 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，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 he … 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: N to meet you again, what’s your name?

Ss: My name is Angela.

T: Hi, Angela, What a n 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 n name. Let’s listen to a song and find some n 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 he a pencil box and two books.

John: I he a ruler and two erasers.

Sarah: I he 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 he 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 he 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 he a … 当孩子说到I he 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 he a book. I he two pens, I he a ruler, I he an eraser and I he three crayons.

T: Who can he a try, l us what do you he?

S: I he four pens, I he 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，帮助学生理解并应用句型I he a…, Me too。

(2)Let's chant(看图唱韵律诗)

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

(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 he a crayon, me too。

3. 练

(1)Read and count (读一读，数一数)

教师先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 he 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. He 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，教师播放录音，然后再请一两个同学说出。

(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。在练环节，学生表达I he …教师在黑板上贴出相对应的文具并回答Me too. 以此来进行整节课的小结。

谁能给我一个全英文的初中教案范文 要全英的 规范的教案

Teaching Plan

Be Careful with Numbers in Listening

Class: Class 12, Senior Two

Date: May 16,2007

Teacher: Ni Yazhen

School: Zhi Yuan Senior High School

Teaching Material: P75 S2B Oxford English;

Additional material(The new Star Wars movie, Be Careful with Numbers)

Teaching Objectives:

Knowledge objectives:

To enable students to listen and complete some exercises

Ability Objectives:

To encourage the students to he basic skills of listening.

Emotion objectives:

To cultivate the cooperation through peer interaction

Teaching aids: Multi-media

Teaching and learning mod: Guiding for learning

Teaching Procedures:

I. Presentation

Today we’ll he a class on listening pract “Be careful with numbers in listening”: First we’ll play a . Then, we’ll pract.

Lead-in A on number

II. Performance:

Quick and accurate response to numbers is very important in daily communication. Telephone numbers, addresses, prs, temperatures, time and dates all closely linked with the use of numbers .Besides, numbers also play a very important part in broadcast programmes such as reports Now let’s listen to some a from experts.

Task 1 Be Careful with Numbers (Play the recorder Tw)

Individual work→pair work(check the answer with your partner)→Group work(Underline the important sentences. e.g.

The differences between million and billion, “-’s” and “-ty’s” are …..

“Sn point five million.”…)Whole class read the key sentences.

Well-done!

Numbers are all around us. Let us pract with numbers and learn to be good at numbers.(First read out the following numbers… Watch the screen)

Task 2 Listen to some statements about the brief history of films and TV.

First check the answers in groups. If you he different opinion , please raise your hands.

Judgement: (First students give themselves a judge. Then teacher does it)

It seems no challenge. Now, We’ll do challenge exercise. So pay special attention to the numbers in the passage and select the correct answer from the chos listed below.

First teach the students new words in listening material.

Then ask students to read out the numbers in Star Wars.

III. Promotion: Challenge exercise Star Wars

Listen to the tape tw →Check the answers

IV. Conclusion: What we learned today is “Be careful with numbers in numbers.”

Remember the following points when you are doing listening tasks:

1. Take great care with the spelling of names and with addresses and phones numbers, prs, time and dates...

2. To find the right answer, you may need to do calculations or combine two sets of data.

3. Listen carefully for words and phrases such as these:

half / tw as expensive as…

it’s shorter / cheaper / quicker than…

the lightest / heiest / newest

not as long / cheap / good as…

Some useful abbreviations and symbols for note taking( See PPt.)

V. Assignment: 1.Review P6-7 –Filling in forms P43– Working with numbers

2.Collect some rmation on listening skills

Teaching Plan

Be Careful with Numbers in Listening

Class: Class 12, Senior Two

Date: May 16,2007

Teacher: Ni Yazhen

School: Zhi Yuan Senior High School

Teaching Material: P75 S2B Oxford English;

Additional material(The new Star Wars movie, Be Careful with Numbers)

Teaching Objectives:

Knowledge objectives:

To enable students to listen and complete some exercises

Ability Objectives:

To encourage the students to he basic skills of listening.

Emotion objectives:

To cultivate the cooperation through peer interaction

Teaching aids: Multi-media

Teaching and learning mod: Guiding for learning

Teaching Procedures:

I. Presentation

Today we’ll he a class on listening pract “Be careful with numbers in listening”: First we’ll play a . Then, we’ll pract.

Lead-in A on number

II. Performance:

Quick and accurate response to numbers is very important in daily communication. Telephone numbers, addresses, prs, temperatures, time and dates all closely linked with the use of numbers .Besides, numbers also play a very important part in broadcast programmes such as reports Now let’s listen to some a from experts.

Task 1 Be Careful with Numbers (Play the recorder Tw)

Individual work→pair work(check the answer with your partner)→Group work(Underline the important sentences. e.g.

The differences between million and billion, “-’s” and “-ty’s” are …..

“Sn point five million.”…)Whole class read the key sentences.

Well-done!

Numbers are all around us. Let us pract with numbers and learn to be good at numbers.(First read out the following numbers… Watch the screen)

Task 2 Listen to some statements about the brief history of films and TV.

First check the answers in groups. If you he different opinion , please raise your hands.

Judgement: (First students give themselves a judge. Then teacher does it)

It seems no challenge. Now, We’ll do challenge exercise. So pay special attention to the numbers in the passage and select the correct answer from the chos listed below.

First teach the students new words in listening material.

Then ask students to read out the numbers in Star Wars.

III. Promotion: Challenge exercise Star Wars

Listen to the tape tw →Check the answers

IV. Conclusion: What we learned today is “Be careful with numbers in numbers.”

Remember the following points when you are doing listening tasks:

1. Take great care with the spelling of names and with addresses and phones numbers, prs, time and dates...

2. To find the right answer, you may need to do calculations or combine two sets of data.

3. Listen carefully for words and phrases such as these:

half / tw as expensive as…

it’s shorter / cheaper / quicker than…

the lightest / heiest / newest

not as long / cheap / good as…

Some useful abbreviations and symbols for note taking( See PPt.)

V. Assignment: 1.Review P6-7 –Filling in forms P43– Working with numbers

2.Collect some rmation on listening skills

Teaching Plan

----Yang Xuefen

Content: Unit 4 He said I was hardworking. <>, Grade 8(Ⅱ)

Time: March 12th, the 1st period,

Place: Class 6, Grade 8

Teaching goals:

11. Knowledge goal:

1. Vocabulary: hard-working, be mad at, not---anymore

2. Patterns: What did Marcia say? She said she was she was hing a party for Lanna.

22. Ability goal:

Learn to report what someone said correctly

33. Moral goal:

To teach students not to report wrong message or they may cause trouble.

To be an honest and good kid, report what someone said correctly.

Teaching aids: multi-media

Teaching procedures:

Step 1: Leading in by free talking with the students: Ask sral Ss what they are going to do after school .Write their sentences on the Bb.

How are you? How is your mother?

What are you doing? What is your mother doing?

What do you do in the morning? What about your mother?

What are you going to do after school? What is your mother going to do after work?

I’m fine. My mother is fine.

I’m hing a class. My mother is working.

I he lessons in the morning? My mother works in the morning.

I am going to play sports after school My mother is going to cook after work.

Step 2: Pre-task

T: Now I’m going to report what xx said to you: xx said he was fine. And he said his mother was fine, too. He said he was hing a class and his mother was working. He said he had lessons in the morning and his mother worked in the morning. He said he was going to play sports after school. He said his mother was going to cook after work.

Step 3: While-task

1. Observe the sentences on the blackboard, find out what is different in my report

He/ She said--------.

4. SBp26/1a: Write the words soap opera on the board. Point to the picture and ask students what they think a soap opera is. Point out the TV screens in the picture. Ask one student to read what the person says in the first picture .Then ask another student: What did she/he say? Help to answer: She/He said she/he was hing a surprise party for Lana on Friday night.

6. Repeat with the other pictures.

SB Page 26 , 1b . Listen and Number the pictures.

SB Page 27 , 2a & 2b .

1. Ask some individuals to read these sentences.

2. Play the recording .Ss circle their answer.

3. Check the answers.

Step 5: Grammar Focus

1. Review the grammar box. Ask Ss to say the statements.

2. Explain: In each case, the direct speech talks about present situations and the reported speech talks about past situations .

Step 6: Pract:

1. Pass on What MsYang said one to another, then the last one l the whole class:

I love my students. Ms Yang said she loved her students.

I can speak English. Ms. Yang said she could speak English.

I want to be a writer. Ms. Yang said she wanted to be a writer.

I am playing s with my students. Ms. Yang said she was playing s with her students.

2.

What can you do? What are you going to be when you grow up? How are you going to do that?

----------

Report: xxx said he/she could---. He/She was going to be a/an----. She/ He was going to----

Xxx said ------

I hope -----

Step 7: Homework

Grammar Focus

Section A

Step1 Lead-in

1. Ask students: What year is this year?

2. Show students the picture of twelve animals in Chinese horoscope, and l them different namesTell them this year is in the year of the Rat.

3. Ask students:

How old are you? When were you born? (What year were you born in?)

What is your animal sign?

What characters do you think it has?

4. Ask students: What month were you born in? (review twelve months in a year)

5. Tell students that ryone in western countries has his or her own star sign.

(T: We know that animal signs are very popular in Chinese culture, we are familiar with them. But people in western countries he their own star signs according to the birth month. It can l you soming about your abilities, talents and special qualities.)

Step 2 Welcome to the unit

1. Show students the picture of star signs. “How much do you know about them?” Let students guess different star signs. (can be in Chinese)

2. In the West, people use some creatures to represent the star signs. Can you l me their names? Teach students new words.

3. Look at the pictures and read the new words after the teacher.

4. Let students finish Part A on P7 and check the answers by reading the names.

5. Some more exercises to see if students he known the star signs.

(1) Show students 6 pictures and name the star signs.

(2) Play a guessing : fill in the blanks by using the names of the creatures.

6. Tell students there are 6 more star signs and let them guess what they are represented by using the 6 pictures in Part B on P7.

7. Check the answers to Part B.

Step 3 Oral pract

1. Ask students: When is your birthday? What is your star sign?

2. Show students the twelve star signs and let them point out their own star sign in both English and Chinese. Ask the students to try to remember their own star sign.

3. Pair work: Let students ask and answer in pairs.

Step 4 Comic strips

1. Are you interested in star signs? So are Eddie and Hobo. Listen to their conversation and repeat it after the tape.

2. Ask students some questions to see if they he known the dialogue.

(1) Who brings Eddie the news?

(2) What does Hobo ask Eddie to read? Why?

(3) What do Eddie’s stars say?

(4) What happens to Eddie’s breakfast at the end of the story?

3. Let students read the dialogue by themselves (or pract in pairs)

4. Do some more exercises after reading and check the answers toger.

5. What do you think Hobo’s and Eddie’s star signs are?

6. Oral pract:

Try to act out this dialogue in pairs

Ask the students to make a new dialogue by adding their own ideas.

Step 5 Homework

1. Remember the star signs.

2. Make up a new dialogue about star signs.

3. Try to find out how many clasates are under the star sign as you.

Step 1 Revision

1. Finish some exercises.

2. Review the star signs: look at the star signs and name them. Read toger after the teacher.

3. Guessing : (Test who has the best memory) Teacher will say the Chinese name of the star sign; students try to find out the right picture and say the name in English.

Step 2 Lead-in

1. Free talk:

(1) What is your star sign?

(2) Can you l me soming about yourself? ( abilities, special qualities, characteristics)

(3) How many students are under the same star sign as you? (Yesterday’s homework)

(4) What are they like? (clr, kind, generous, hard-working, bre, patient, polite….)

(5) Do you share similar characteristics?

(Let students speak out as many adjectives about characters as sible.)

2. Do you know these words? They are also used to describe people. (Teach the new words, and finish Exercise B on P10.)

3. Read the new words after the teacher. Then let students read the sentences by themselves.

4. Do some more exercises to see if students he known all the words’ meanings.

Step 3 Reading

1. T: It’s said that star signs can represent a person’s characteristics. Let’s check if it is true. Please listen to the tape and learn soming about them.

2. Reading task 1: After listening to the tape, do “T” or “F” questions.

3. Reading task 2: Ask students some questions to check if they he known the main idea, with the books open.

(1) Is Aries lazy?

(2) Which star sign likes sing money?

(3) Does Sagittarius like ling jokes?

(4) Which star sign has the best imagination?

(5) If your birthday is on 13th September, what is your star sign?

4. Make students read the article passage by passage and try to find out the adjectives to describe people’s characteristics with the picture of each star sign. (Esp. their own star sign)

T: Whose star sign is Aries?

When is your birthday?

What characteristics do you he/ do this star sign he?

Aries: energetic, active, impatient, selfish

Taurus: stubborn, hard-working, patient

Gemini: curious, clr, outgoing

Cancer: kind

Leo: strong, confident, generous

Virgo: modest, practical

Libra: polite, fair, elegant

Scorpio: powerful, silly

Sagittarius: humorous, lucky

Capricorn: successful, patient

Aquarius: kind, wise, strange

Pisces: generous, kind, gentle, easy-going, creative, imaginative

5. Discussion:

What is your star sign?

Do you he the same characteristics as the star sign says?

Do you think what the star signs say about people are facts?

-- So we can he a conclusion: What the star signs say about people are not facts. We can just learn about star signs for fun.

Step 4 Some More Exercises

1. What are your characteristics?

Write a short description of your own characteristics.

2. Then show your description to your partner.

3. Discuss with your partner wher or not you agree with each other.

Step 5 Homework

1. Read the passage three times.

2. Remember all the adjectives which describe a person’s characteristics.

Step 1 Revision

1. Ask students some questions while showing Picture 1.

(1) How many star signs are there in a year?

(2) How do you know your star sign? What decides your star sign?

(3) Do the people under the same star sign share similar characteristics?

(4) What characteristics do the people under your star sign he?

2. Explain the language points while answering the above questions.

1) A year is divided into 12 different star signs.

2) Your date of birth decides your star sign.

3) People born under the same star sign share similar characteristics.

3. Ask more questions about Reading

1) Which star sign doesn’t give up easily?

2) Which star sign loves peace and doesn’t like to argue with others?

3) Which star sign is suggested to forgive others for their mistakes?

4) Which star sign likes to dream about rything?

4. Teach the language points by answering the above questions.

(1) You are patient and do not give up easily.

(2) You love peace and do not like to argue with others.

(3) Sometimes it is silly of you not to forgive others for their mistakes.

(4) You like to dream about rything.

Step2 Group work

1. Show students some pictures and passages about some famous people. Let students guess what star signs they are?

2. Finish Part C2 on Page11, and then check the answers.

3. Discussion:

What kind of friend do you like to make? (Why?)

What is his/her star sign?

(Let students talk about his or her own characteristics and his or her friend’s.)

4. What star signs are suitable for these jobs? Why?

Step 4 Conclusion

What star signs say about people are not facts.

We should work hard to make our dream come true.

Step 5 Homework

1. Read the passage again and again. 2. Do some exercises.

初中英语阅读课教学设计

初中英语阅读课教学设计

英语阅读在英语学习中是一个难点，也是教学的一个重点，下面我收集整理了初中英语阅读课的教学设计，大家一起来看一下吧!

【初中英语阅读课教学设计】

摘要： 本文通过对一节阅读课的教学设计进行分析，强调了在英语教学中， 教师应该通过体验、实践、参与、探究和合作等方式，使学生发现语言的规律，逐步掌握语言知识和技能。

： 教学设计;英语阅读课;教材

一、设计简述

本节是阅读课，按照英语新课程标准提倡的“强调学生学习过程，倡导体验参与”的基本理论来进行教学设计。各环节注重语言学习的过程，通过任务型教学设计等强调学习过程的语言教学途径和方法。学生在教师的指导下，通过体验、实践、参与、探究和合作等方式，发现语言的规律，逐步掌握语言知识和技能，不断调整情感态度，形成有效的学习策略和自主学习能力。对各个层次的学生，设计不同难度的问题来尽量鼓励、扩大学生积极参与课堂的学习活动。

本节课的特色是学生在教师的下，由学生自己去探索发现本节课的知识要点。再通过多种形式的活动，引发学生的兴趣，让学生在针对性强的任务中加深教学知识点的巩固，并且也锻炼了学生综合运用语言的能力，从而解决阅读问题。另外，通过听力部分的练习，让学生模仿正确的语音语调，而且在各种口语活动中使用正确的语言。

二、教材分析

本节课是一节阅读课。以“健身”(fitness)为话题展开，主要涉及对待不同健身活动的态度和提倡健康的饮食理念。在生活质量普遍提高的今天，健康已经成为十分重要的生活质量指标，人们对之给予了极大的关注。因此，在中学阶段的英语教学活动中倡导健康的生活理念，对中学生的成长具有现实指导意义。

所以，教学应当紧密联系学生生活实际展开，要求学生能在课堂活动中用简短的英语运用恰当词语介绍自己日常的生活习惯，就健身发表自己的看法。学生可以从同伴处得到反馈，对自己在叙述及作文中的错误进行修改、联系、归纳、推测。学生一定程度上形成自主学习、有效交际、信息处理、英语思维的能力。学生对待健身的不同态度，对健康的生活理念持有各自的看法以及学生间个性化的生活习惯。

Reading and vocabulary部分： Activity 1 要求学生看图，运用课本所提供的词汇，结合实际情况谈论自己比较喜欢哪种饭菜。Activity 2 是一篇有关健康饮食的文章。步要求学生快速浏览文章，给每个自然段选出适当的小标题，在学习这篇文章的同时学习如何写类似的文章以及词汇、用语。Activity 3要求学生阅读文章，根据提示找出相对应的细节信息后完成表格。Activity 4要求学生在理解课文的基础上用自己的语言完成句子。Activity 5通过让学生完成一段话，帮助他们正确理解和运用词语。Activity 6要求学生在理解课文的基础上结合自己的实际情况讨论所列的问题。

Writing部分：Activity 7要求学生先在课本的提示下根据自己的实际情况列举具体细节。Activity 8 在学习本单元的基础上写一篇关于Feed me better的短文。

由此可见，无论是教学内容还是语言结构上都是很自然的过渡和延续。健康是生活的根本，也是一个时态发展的渐进过程。

而作为一堂课的一个教学环节，这样简单的对话形式只是机械的重复前面的句子和听力文本，并没有起到在具体的情境中让学生综合运用所学语言的作用。所以，教师可以让英语程度好的学生自己驾驭。

三、学情分析

就整体而言八年级学生已经具备较多的语言知识的积累，学习了一般现在时、一般过去时和现在进行时以及疑问句的表达方式。词汇量相对增加数量可观。学生应掌握的词汇量已接近1200个。对日常生活基本对话的展开应该没有太大困难。但是，这节课生词量多达14个，大量的词汇和固定搭配的记忆可能会让学生望而生畏，对整堂课的开展也增加了难度。

，可以通过英语构词法帮助学生单词记忆。第二，图形结合，教师通过和提示部分复杂、难的信息来运用单词，逐步呈现课文信息。这样的教学即形象生动，又直观有效。学生肯定记忆深刻。第三，通过match the headings with the paragraphs的活动，让学生在运用作中逐步理解、掌握单词和课文。

四、教学目标设计

1.语言知识目标

词汇

fitness， unlikely， interest， menu，behe，realize，pasta，refuse，persuade，cooking，ban，educate，typical，disaantage，concentrate，aertise

词组

give up, pocket money，junk food，at first

语法

学会灵活运用由whose的`定语从句

功能

能够比较熟练地围绕对待不同健身活动的态度，合理饮食以及健康的生活理念等话题展开对话

话题

对待不同健身活动的态度，健康饮食以及提倡健康的生活理念

2.语言技能目标

听听懂有关健身和健康饮食的简短对话，提高学生的实际应用能力

说能利用whose的定语从句介绍自己对待不同健身活动的态度;流利的运用本模块生词、短语

读能读懂由whose的定语从句以及与健康，健身相关的简单文章;进行简单的阅读技能训练

写能利用whose写出的简短的关于健身话题的定语从句;

能正确并恰当运用本模块生词、短语;

能围绕自己的日常生活习惯作文

演示与表达

以两人搭档的形式面向全班同学展开健身的对话。

3.情感目标

通过让学生了解不合理的饮食习惯和生活方式对健康的损害，进而在学生中间倡导健康的生活理念，同时鼓励学生坚持体育锻炼的重要性和必要性。

此外，通过本模块的学习，还应当支持学生参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。

五、重、难点设计

1.教学重点：(1)如何使用地道的英语与他人展开有关健身、健康生活的日常对话。(2)掌握whose的定语从句的使用。

2.难点：能用恰当地道的英语与他人展开有关健身，健康生活的日常对话。

3.词汇：ache，weight，interest，sugar，tasty，behe，persuade， ban，educate，typical，died

4.短语：give up，weight lifting，bump into，junk food

5.句型：

(1)Jamie Oliver is a young cook who wants to improve school dinners.

(2)Children whose midday meals were unhealthy were difficult to teach in the afternoon.

(3)Then he talked to the people who worked in the kitchens.

(4)Jamie is a cook whose ideas are changing school dinners all over Britain.

(5)He told them they needed to ban junk food from schools, train the cooks, educate the children and spend more money on school dinners.

六、教学策略与手段

1.教学模式

本课教学采用了“以学生为中心”的教学模式，坚持以学生为主的教学原则，所设计的课堂任务全是围绕学生为中心，给学生思考的时间，活动的空间，让他们自己去体验，发现，归纳，总结，让学生自始至终参与到知识形成的全过程中，从而感受成功的喜悦。

2.教学策略

本课采取“开放式”教学策略，创设情境，营造氛围，以有限的课堂为载体，给学生足够的余地去发挥想象力，培养他们的创新能力。以及“任务型”教学策略，在做中学，学后做，再总结归纳。让学生在活动中习得知识。

3.教学手段

运用多媒体课件来辅助教学，使得教学更直观、有效。

4.课前准备

学生：完成预习任务表

教师：课件

5.教具准备

The Multimedia Comr, a projector, packages of KFC and Milk.

;

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异。

2.学习归纳有关"trel"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。

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 trelling. What do you think of trelling? 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 sible, except, lee a message, many thanks, between… and…

2. Grammar: The Object Clause.

He says that he wants to speak to the head.

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

Properties: Recorder, Overhead Projector, Pictures

Teaching Procedures:

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: He you r been to mountain Emei?

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

3. Revise how to make a ephone call. Ask the students what they will say in the ephone call, 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 ephone sets, make a ephone call with the students. Ask one best student to answer the ephone:

T: Could I speak to Mrs Yang, Please?

S: I’m sorry. She isn't in. May I 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.

He 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.

He 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 s 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 sible.

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

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 the students understand the grammar easily.

VI. Pract

The teacher says a word, he 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 sible, 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 ry day except today.

5. I’ll lee a message on the desk.

IX. Homework

Finish off the exercises in the workbook.

篇2

Language Focus:

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

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

Properties: recorder; Overhead Projector; Pictures

Teaching Procedures:

I. Showing aims

Get the students to know what they will learn in this lesson and he 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 rel 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 nr been there. How did you get there?

T: By train. We went there by train.

S: Did you he 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. He the students listen to the tape. Then play the tape again for them to repeat. Ask: What did Lin Tao say? He the students find the answer.

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

V. Pract

Part 2. He 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. He the students read the passage and guess the meaning of the new words. Encourage the students to improve their reading ability.

Do Exercise 2. He 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 ___________ nr __________ 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 n 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 soming, fall fast asleep /awake, wake up, last long

Properties: Recorder; Overhead Projector; Pictures.

Teaching Procedures:

I. Showing aims

He 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 soming about Mount Emei and some other mounts in China.

II. Revision

1. Check homework.

2. Revise the Object Clause. Play s “Kate says…” He 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 he 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

He the students discuss in groups. Ask: “What will they do if they will go trelling?” 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 conductor, and fruit shop assistant.

VII. Workbook

Do Exercise 3 in class. He 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 he a train ride to Hangzhou. She says…

2. Class Five will he 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.

版初中英语教案全英文

作为一名为他人授业解惑的'教育工作者，时常需要用到教案，教案有助于学生理解并掌握系统的知识。我们该怎么去写教案呢？以下是我为大家整理的版初中英语教案全英文，欢迎阅读与收藏。

Unit 8 I’d like some noodles

( period 1 1a to grammar focus)

一、The ysis of the textbook.

Different people he different tasts and habits of the food.

Unit 8 focuses on the chinese food and it specialities.

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

What size bowl of noodles would you he she like?” I’d He’d She’d like a all mediumlarge bowl of noodles.

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

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

二.The ysis of the students.

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

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

They show great curiosity and inquiry.

Most names of the food are familiar to them.

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

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

Some students he nr seen or eaten the food in the lesson.

So I will them to overcome these obstacles.

I will them enjoy the fun of English .

三.The ysis of the teaching mods.

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

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

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

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

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

2.I adopt the task-based teaching mod.

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

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

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

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

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

The teachers had better give them more praise and affirmation.

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

四.The teaching goals.

1.Knowlege object:

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

language goals:

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

What size bowl of noodles would you he she like?

2.Ability object:

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

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

3.Emotion object:

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

4.learning strategy object:

Self study and cooperation in groups.

五.Teaching important and difficult points.

Important points:

1 The words of the food.

2 The target language.

Difficult points:

Teach the students to put the knowledge into use.

六.Teaching aids :

The pictures of the food; a radio;a comr; a ;

七.Teaching procedure:

Before ---task:

( Let’s begin the lesson with the English song “ A mouse likes r”)

1 Warm up:

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

No, I can’t.”

T: My boys and girls, do you like s ? (The students may answer “ Yes, I do” )

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

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

If you can fold it easily , you can say loudly “ Yes, I can” If you can’t go on to fold it , you can say loudly “ No, I can’t”

T: Are yoeady?

S: Yes!

T: Ok! Let’s go ! First fold it “ can you?”

S: Yes, I can !

T: Go on! “can you?”

S: Yes, I can !

T: Go on ! “ can you?”

S: Yes, I can!

T:Go on! “ can you?”

S: Yes, I can!

T: Go on! “can you?”

S: Yes, I can !

T: Go on ! “ can you?”

S: Yes, I can!

T:Go on! “ can you?”

S: Yes, I can!

T: Go on again! “ can you ?”

S: No, I can’t!

T: Go on again! “ can you ?”

S: No, I can’t!

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

S:Sn !

T: Yes ! it is imsible for us to fold more than that, no matter how large the is! If you don’t beli it, you can try after class! Yeah! A very intersting !

(Until now the students are warm.

They he prepared themselves for the coming lessons.)

2.Check the prevision of the new words.

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

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

The teacher shows the pictures tw.

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

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

3.Presentation.

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

( the student he been familiar with them)

T: Do you know these food?

S: Yes!

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

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

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

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

Volunteers!

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

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

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

S: A student may stand up to show him.

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

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

T: “ What kind of vegetables would you like?”

S: I’d like tomatoes.

( They say it toger)

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

S: I’d like ……

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

The teacher asks sral pairs to show them .

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

The teacher asks the students using the target languages “ What kind of meat would you like? I’d like …….”

The teacher calls sral students to answer and then let them pract in pairs.

Later, the teacher names sral pairs to show them.

The teacher presents the pictures of the noodles.

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

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

noodles.”

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

Cheer for them at the duly time.

3.While --- task.

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

Then the teacher presents the answers on the screen.

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

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

(3) Present different sizes bowls of noodles.

( all, medium, large)

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

S: Yes!

T: What size bowl of noodles would you like ?

S: I’d like all mediumlarge bowl of noodles.

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

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

(4) Guessing !

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

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

Then the teacher asks sral pairs to present their guesses.

Then the teacher shows the answer “ all”

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

(5) Let the students turn to p48 .

Listen to the tape and do 2a .

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

Let us go on activity 2b .

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

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

4.Post---task.

(1) Role play.

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

S: Yes!

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

One is a waiter, the other is a customer.

Just act it out!

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

(2) Make a survey!

Make a survey in the groups using the language goals :

They may do it like this :

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

B: I’d like beef and cabbage noodles.

A: What size bowl of noodles would you like?

B: I’d like medium bowl of noodles.

A: Hello Sally!.

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

I’d like egg and tomato noodles.

I’d like a all bowl of noodles.

Peter would like beef and cabbage noodles.

Peter would like a mediun bowl of noodles.

And Sally.

5 Check themselves!

Do the exercise on the .

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

6 Summary!

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

7 Let us end the lesson with the english song “ A mouse likes r”

七年级英语教案

作为一无名无私奉献的教育工作者，通常需要用到教案来辅助教学，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！下面是我为大家收集的七年级英语教案，仅供参考，欢迎大家阅读。

七年级英语教案 篇1

【学习目标】：

1、熟练掌握本课13个单词.

2、谈论对方喜欢或不喜欢的食物。

【学习重点】：

名词的复数形式。

【学习过程】：

一、自主学习（教师寄语：knowledge is power.）

学习任务一: 会读写本课13个单词.

1．个人自读，记忆本课单词．

2．小组互相检查单词读写情况．

3．根据汉语写出下列英语单词并展示

喜欢___________香蕉_____________汉堡包___________西红柿_________

花椰菜_________薯条_____________橙子_____________冰____________

奶油__________ 冰淇淋_________ 沙拉___________ 草莓_________梨__________

学习任务二: 谈论对方喜欢或不喜欢的食物。

1. 录音完成1b （ 面的对话编号）

2. 两人一组练习1b 对话.

3. pair work 和你同伴模仿1b对话.编新对话.

二、合作共建（教师寄语：many hands make light work. ）

小组讨论你所学的不可数名词.

_______________________________________________________

三、系统总结（教师寄语：no man can do two things at once.）

i. 一般情况下加 －s . 如： book books

hamburger _____________pear__________ banana_______________ orange_________ ii. 以 o 结尾的加 －s 或－es 如： photo photos

tomato _______________

iii. 以 s . sh ch . x 结尾的加－es 如： watch watches

bus _________

iv . 以辅音字母加 y 结尾的变 y 为 i 加 es . 如： dictionary dictionaries

strawberry __________ family _______________

四、 诊断评价：

（一） 翻译下列句子.

1.我喜欢花椰菜。

____________________________________________________________

2.我不喜欢橘子。

__________________________________________________________

3.他喜欢西红柿．

__________________________________________________________

4.她不喜欢梨．

____________________________________________________________

5.你喜欢冰淇淋吗？不，我不喜欢

__________________________________________________________

6.你喜欢草莓吗？是的，我喜欢。

________________________________________________________

（二） 根据句意及汉意写出下列单词

（1） do you l ________ salad ?

（2） i want to eat some b _________.

七年级英语教案 篇2

教学目标：

1. 认知目标：初步听懂并说出与公园有关的自然景物的单词，及表达某地有什么的句型。

2. 能力目标：学生能初步运用所学知识进行交流，培养学生的口语交际能力。

3. 情感目标：激发学生对大自然的热爱，增强学生强烈热爱环境，保护环境的意识。

教学重点：

1. 认读与公园有关的单词：parks，hill，lake，bridge，flower，grass，tree

2. 能够初步表达某地有某物：There is... in the park.

教学难点：

1. 单词 bridge 的正确发音；

2. 对某地有某物的表达：There is... in the park.

教学设计思路：

通过出示各种公园的，来引出本课的学习内容。教师出示美丽的公园课件，以调动学生的积极性，让学生说出自己所看到的内容，学习生词；教师让学生做小老师，给学生提供展现自我的机会；教师通过让学生猜、比赛、画画等多种方式来帮助学生复习巩固单词；听录音学歌谣时，教师用吹塑纸模型帮助学生理解听到的内容，便于学生掌握所学内容；通过听录音、小组合作、画画、做动作等多种方式练重点句型，同时教育学生由热爱公园，引申到热爱美丽的大自然。

教学准备： 课件、录音机、磁带、公园、吹塑纸做成的公园模型等。

教学过程：

一、Warming Up

1. Oral pract

教师问：Hello/ Hi. 学生答：Hello/ Hi.

How are you? Fine, thank you.

Whats your name? My name is...

N to meet you. N to meet you, too.

[设计意图]：课前师生的连锁口语练习，既能帮助学生复习巩固所学的单词、句型，又能吸引学生的注意力，激发其学习英语的兴趣，从而给学生创造了开口大声说英语的机会。

2. Review

(1) 听录音，复习歌曲 We are clasates，we are friends；

(2) 教师运用 TPR 教法，帮助学生复习介词：in/ on/ under/ behind；

(3) 教师出示，询问学生：Whats this? 学生回答：Its... a table/ a chair/ a boat/...

[设计意图]：通过歌曲、TPR 教法、认读的方法，帮助学生复习介词和形容词，为学习新的知识做铺垫。这不仅达到了复习的目的，同时又调动了学生全面参与到教师组织的活动当中，成为学习的主人。学生也可在这些活动中放松紧张的心情，以更加自信的状态学习英语。

二、Presentation

1. 教师出示北海公园的照片，问学生：Whats this? 让学生回答,引出公园的单词“park”；

2. 教师继续询问：He you been to the BeiHai Park? And which parks he you been to? 学生可用中文回答，如：Xiangshan Park；Jingshan Park；

3. 教师接着说：Ok，Lets go to a beautiful park and enjoy it.

4. 教师出示课件，为学生呈现一个美丽的公园。教师说：Oh，What a beautiful park! 并询问学生：What can you see in the park?

5. 教师学生说出公园里的景物。学生每说到一个景物，教师就点击该景物，并单词的发音，如：hill, flower, grass, tree，lake, bridge；

6. 有的单词学生会说，教师可让学生来做老师，教给其他同学；

7. “bridge”的发音较难，教师可让学生模仿录音，采取比赛的形式，看谁模仿的，教师给予奖励。

[设计意图]：通过出示北海公园的照片，引出本节课的话题；通过设计并呈现美丽的公园的课件，使学生有一种身临其境的感觉；通过让学生做“小老师”、比赛等形式，调动学生的积极性，给学生创设自我表现的空间，使学生有一种成就感。

8. 教师出示，带领学生复习生词，让学生快速认读单词；

9. 游戏：猜单词比赛。请一名学生上讲台前来任意抽出一张，让其他学生猜猜上是什么，猜对有奖品；

10. 教师通过画简笔画的方式，让学生来单词，帮助学生复习巩固单词。

[设计意图]：通过认读、游戏猜单词、画简笔画等形式，既帮助学生复习巩固了所学单词，又活跃了课堂气氛，从而激发学生参与的积极性。

三、Pract

1. 听录音，学习歌谣；

2. 遍，让学生说出听到的单词；

3. 第二遍，让学生补充听到的单词；

4. 第三遍，让学生根据录音的内容把相关的公园模型贴到黑板上；

5. 第四遍，让学生根据录音的内容把模型标出顺序；

6. 第五遍，全班跟读歌谣；

7. 第六遍，男女生朗读歌谣；

8. 第七遍，请几名学生跟读歌谣。

[设计意图]：通过听录音，让学生从说出个别单词──说出听到的句子──根据录音做事情──听录音标顺序──跟读歌谣，一步一步从易到难，使学生学起来轻松、自如，从而提高学生学习英语的自信心。

9. 四人一组朗读歌谣；

10. 听录音，让学生指读单词；

11. 教师某地有某物的句子：There is a ... in the park. 让学生指图；

12. 请好学生模仿老师说句子，其他学生指图，并跟说；

13. 四人一组表达公园里有某物：There is ... in the park.

14. 游戏：教师表达某地有某物，让学生用肢体来表现景物。

15. 听录音，完成“Listen and draw”的练习，请一名学生在投影仪上做。

[设计意图]：教师通过表达某地有某物的句子，让学生指图,进一步帮助学生复习与公园有关的单词，同时引出新的表达句型：There is ... in the park. 这样使得每一次的学习内容都是在旧知识的基础上扩展来的,这样也便于学生接受。通过游戏、画画等方式，使学生在轻松愉快的氛围中感知语言，习得语言。同时也从另一个角度告诉学生：自然是美好的，我们应该热爱大自然，爱护环境。

四、Summary

教师让学生用英文说出本节课的收获。

[设计意图]：通过让学生说出本节课所学的单词和句型，进行再次的复习和巩固。同时也是对课上学习结果的反馈和了解。

五、Homework

请学生回家后听录音，把歌谣说唱给家长听；请家长利用休息日，带孩子去公园，让孩子把公园里的景物说给家长听。

七年级英语教案 篇3

教学目标

在本节课结束时，学生将能够了解教室环境中物品的名称并在口语中正确使用My name is… N to meet you.等句型简单介绍自己，了解他人的姓名信息，进一步了解新同学；学生将能够了解单元任务的具体要求，并完成自己和小组内成员的姓名部分。

知识与能力：

1. 学生将能够准确读出教室日常用品的名称并根据提示正确拼写。

2. 学生将能够在口语中使用Good morning，hello, hi，n to meet you 向他人打招呼，正确使用句型My name is Gina. What’s your name? 简单介绍自己的姓名并询问同学的姓名.

3. 学生将能够初步了解形容词性物主代词my your, his, her的用法。

4. 学生将能够制作班级同学中英文名字记录表中的一部分。

过程与方法：

采用自主学习、小组合作探究学习策略，利用教学、幻灯片等来展开课堂教学、 Pair work 问答式的口语交际活动，进行 “打招呼和简单自我介绍” 的课堂教学和练习。本单元的`教学法建议：词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中练、理解含义，并学会运用；口语教学——采取 pair work 问答式的口语交际活动或游戏等小组活动互相练；听力教学——采取图文配对和对话选择的方式。

情感态度与价值观：

通过学生之间的互相认识，培养学生广交朋友及友好相处的品质。

教学重点：

1. 能够介绍自己的姓名：My name is …I’m…

2. 能够简单问候初识的朋友：Hello!/Hi! Good morning! N to meet you!

3. 能够正确使用形容词性物主代词my your, his, her

教学策略

词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中练、理解含义，并学会运用；口语教学——采取 pair work 问答式的口语交际活动或游戏等小组活动互相练；听力教学——采取图文配对和role-play的方式；

教学过程

七年级英语教案 篇4

【课题】 Unit1 My name’s Gina.

【学习目标】

知识与能力：

1. 掌握并规范字母Ii-Rr.

2. 识记本单元词汇：what, this, in, English, a, an, map, orange, jacket, key, quilt, pen, ruler, spell, please, etc.

过程与方法：学会从对话中获取对方的相关信息。

情感态度与价值观：使学生学会如何礼貌的与他人交往。

【学习重难点】： 熟练掌握本单元词汇及语言结构。

一、自主预习

【预习任务】：

任务一：写出下列汉语的英语形式。

名字______遇见______问题，难题______ 回答， ______

的________ 的________

任务二：写出下列单词的汉语意思。

1.my_________2.clock _________3.n ________ 4.what ________

5. your_________ 6.hello _______7.I________ 8.you ________9.his ________

10.her ___________11.name__________12.are________13.is____________

【预习诊断】：

1. 选择题：

(1.)Kate has lost(丢失) _______key. _________asked _________for .

A.her ,he, I B. his, he ,me C. his, she, I D. her, she, me

(2)_____ plus(加) sn is thir?

A. Five B. Six C. Eight D. Nine

(3)______ is her name ?

A. who B. what C where D. How

2. 写出下列英语形式。

(1):电话号码??????_______________(2):早晨好________________(3):下午好____________

3. 写出下列词的英语意思：

1). 早晨__________2).下午_________3).晚上___________4).谢谢_________

5).名字________6).好的________ or_________

【预习反思】： 你还有什么问题吗?(Do you he any problems?)

二、课中实施

Step1 交流展示

Step2 精讲点拨： What’s your name ? 你叫什么名字?句中的your可根据问对象换成his、her等物主代词。What’s his name ? (翻译) ___________________.

Step3 Pairwork 1: Student A: What’s your name ?

Student B: My name is Mary.

Pairwork 2: Student A: Hello! I’m Mary.

Student B: Hi, Mary! I’m Jim.

Step4 Summary : 1)向别人作自我介绍是通常用My name is + 自己的名字/ I’m +自己的名字

2)将下列单词分类 I , he, my, his, her, she, it, its

人称代词: ___________________________

物主代词: ____________________________

三、作业：满分：10分 得分率：______

(一)、单项选择;

1. What’s ______ name? A. he B. I C. her D. you

2. ________she Lucy? A. Am B. Is C. are D. be

3. ________is Li Lei.________English is good

A. He’s ; His B. His; He C. He; His D.You; Your

4.下列有一个发音与其他发音不同的是______.

A. Cc B.Bb C. Ff D. Gg

5. ------What’ your name ? ----------__________

A. Yes B. Thanks C. Tom D. Fine, thank you

(二)、补全对话。

1. A：How do you do? B：_________________

2. A: _________________?

B：Fine, thank you.

3. A: Good ning, Frank!

B:________________, Eric!

4. A: ________________, Dale!

B: Good afternoon, Al!

5. A: _____________________________?

B: His name is Tom.

七年级英语教案 篇5

一、教学目标

在本节课结束时，学生将能够学会表述家庭成员的称谓，学会用特殊疑问句来询问家人的称谓和介绍家人。

知识与能力

能听懂有关介绍家庭成员的对话，并能根据提供的信息介绍家人。

过程与方法

采用role-play、pairwork的学习方式，利用、听力材料等来展开课堂教学。

词汇教学

采取头脑风暴及匹配的方式进行教学，让学生唤醒已有知识，在情境中练、理解含义，并学会运用；

听力教学

采取听，圈出所听到的单词的方式；

口语教学

采取 pairwork 问答式的口语交际活动及role-play角色扮演的形式进行练；

语法教学

总结规律、抓住特征、模仿练。

情感态度与价值观

通过谈论家庭生活这一话题，学生正确理解家庭的真正意义，教育学生体贴父母，关爱家人。

二、教学重难点

教学重点

（1）掌握家庭成员的称谓。

（2）能够简单介绍人物关系。

（3）能够指认人物关系。

教学难点

（1）介绍家庭成员时对名词单复数与谓语一致性的正确使用。

（2）Is this / that…? 肯定否定回答时代词的使用。

三 、教学过程

七年级英语教案 篇6

： Speaking： My family

利用1a中的进行简单的口头作文练习，教师给出例文，让学生进行模仿。

旨在帮助学生学会口头完成介绍家庭成员的任务。巩固目标语言，同时为下面的口头交际及写作练习进行铺垫。

七年级英语教案 篇7

： Role play(pract)

利用课外材料，要求学生两人一组进行角色扮演，然后要求学生尽力去模仿说话人的语气。

旨在帮助学生巩固目标句型的构成和用法，进一步熟悉目标语言。并初步掌握如何向同伴介绍家庭成员。

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、、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。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（RercementLesson）、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（TeachingProcedure）

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、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，lee，for，arrive

2.2.短语：leeforarrivein/attalkto/with3.3.句型：1）.wantsomebodytodosoming

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，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&phrasesiinvitesomebodytodosoming邀11.lee离开请某人去做某事

lee?for离开某地去某地invitesomebodytoaplace邀请某leefor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CanarfromChina?

4.want想要7.

wanttodosoming想事

wantsomebodytodosoming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。