初中英文教学设计——设计篇（建议收藏）
初中英文教学设计
初中英文教学设计 篇1 教学目标：
初中英文教学设计——设计篇（建议收藏）
初中英文教学设计——设计篇（建议收藏）
初中英文教学设计——设计篇（建议收藏）
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. 后以此来进行整节课的小结。
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 yo 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.
初中英语作文范文翻译：中学教育的目标
Why do we choose to go to the middle school?Some people say that we can learn many basic knowledge in middle school, while others say that only we go to the middle school can we study further in the university.They both are right, but I think the most important is during the middle school, we can learn to study.Study is a lifelong matter.Going to the school is the basis of study, because it can bring us knowledge as well as give some instructions to study.Compared to the whole life, the years in shcool seem short.If we he the abilities of independent study, we can get learn anytime and anywhere.Therefore, teaching students how to learn is the goal of middle school education.我们为什么选择去中学读书？有的人说，在中学我们可以学到很多基本知识；而其他人说，我们只有去中学才能到大学深造。他们都是对的，但是我认为重要的是，在中学期间我们学会如何去学习。学习是一辈子的事。中学是学习的基础，因为它给我们带来知识的同时也交给我们一些学习方法。和一辈子比起来，在学校的时间似乎很短。如果我们有学习的能力，我们就可以在任何时间任何地点进行学习。因此，教会学生怎样学习是中学教育的目标。
初中英语教案范文
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教案范文，供大家参阅!
初中英语教案范文篇1
ⅠTeaching Materials
1. Language Materials
Words: spoil, as, screen
Phrases: on the comr, 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 rmation on the library cards and the comr screen.
3. Master the following materials
(4 skills) Word: as
phrase: on the comr, 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 rmation on the library cards and the comr screen
Ⅳ Teaching Procedure
Organization of the class
Today, we are going to learn Lesson 4. In Lesson 4, we’re going to talk about the rmation on the library cards and the comr 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 aerbs 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 soming 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 rmation on the cards and the comr 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, r, nr等词语。
2. 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、、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. 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 the dialogues, useful expressions about the present perfect tense.
Language Focus:
What's the surfing like today? He yo been to … How long he you been to …
Properties:
Tape recorder, topic cards, etc.
Teaching Procedures:
I. Revision
Ask student answer the questions of He you…
T: He you finish you homework? /He you got your notebooks?
S: Yes./ No.
T: What he you done for English study?
S: (They may he different answers.)
II. Leading in
After a long vacation, Ss may remember soming about their trel, let them think about where they he been. How to speak in English?
III. Presentation
Write the sentences on the blackboard:
He yo been ______?
I he already been _______ sral times. / I've nr been there.
Explain the meaning of sentences and the word r, already and nr.
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 He yo 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. he 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 he learned.
1. They are good ___________. Do you like __________? (surf) answer: surfers, surfing
2. We he been to Hawaii __________. (two) answer: tw
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. - _____ he 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 he 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?
初中英语教案范文篇3
Teaching Objectives:
Students should understand the meaning of reading, useful expressions and learn more about the present perfect tense.
Language Focus:
Useful topic: Surfing, beaches; useful expressions: he been, nr, r, no matter how, neither nor, etc; and other reading skills.
Properties:
Tape recorder, topic cards, answer sheet, etc.
Teaching Procedures:
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 he 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 sible.
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 ryone is on task. While working, teacher go around the classroom and give 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
初中英语教案的模式
1、教学目标
2、教学重点
3、教学难点
4、教学过程
5、板书设计
6、作业布置
7、教学反思
就是教学目标，教学重难点，教学过程，作业布置这样吧！
初中英语面试教案模板：The Spirit of Christmas
【 ## 导语】为了帮助各位考生系统的复习教师资格考试，全面的了解教师资格考试的相关重点， 整理了初中英语面试教案模板：The Spirit of Christmas，希望对您参加本次考试有所帮助!
一、教学目标
在本节课结束时，学生将能够：完全读懂文章“The Spirit of Christmas”;掌握阅读理解中的推测(inferring)技能。
知识与能力：
通过多种阅读任务，提高细节理解、归纳大意和推测等能力。
过程与方法：
采用自主学习、小组合作探究的学习策略，利用幻灯片等来展开课堂阅读教学。本单元的教学法建议：
阅读教学
通过指导学生阅读策略的方式;
口语教学
采取 pairwork 问答式的口语交际活动互相练。
情感态度与价值观：
通过学习圣诞节精神，理解分享和向他人传递爱和快乐的重要意义。
二、教学重难点
教学重点：
(1)阅读文章，完成各项任务。
(2)学习推测“inferring”技能。
(3)进行2e角色扮演活动。
教学难点：
(1)总结文章各段大意。
(2)学习推测“inferring”技能。
三、教学策略
阅读教学
通过指导学生分别完成pre-reading, while-reading, t-reading中的任务，让学生充分理解阅读材料;
口语教学
采取 pairwork 问答式的口语交际活动互相练。
四、教学过程
Step 1： Pre-reading
Activity 谈论圣诞节，设计思维导图。
【设计意图】
通过小组讨论和设计思维导图，对节日文化内容进行归纳，并为阅读文章做好铺垫。
Step 2： While-reading
Activity 1. 阅读文章，回答问题。
【设计意图】
通过遍阅读，理解文章大意，回答比较简单的细节问题。
Activity 2. 阅读文章，完成2c 填表的任务。
【设计意图】
通过第二遍阅读，完成关于“What does Scrooge see when he was…”的表格，此任务也属于细节理解，但需要学生进行简单概括。
Activity 3. 阅读文章，总结各段大意。
【设计意图】
通过指导学生进行段落大意归纳，提升学生的整体理解及段意归纳能力。
Activity 4. 学习及练习“inferring”技能。
【设计意图】
通过回答2d中的问题，训练“inferring”方法，增强学生阅读能力。
Step 3： Post-reading
Activity 小组活动，分角色表演。
【设计意图】
读后小组分角色表演活动，既能够检验学生对文章的理解程度，也能锻炼学生口语表达能力。
初中英语面试教案模板：《How do you get to school》
【 ## 导语】考生想要一举拿下教师资格考试，光看书还是不够的， 诚意整理了初中英语面试教案模板：《How do you get to school》，希望大家喜欢！
一、教学目标
1.语言知识目标
(1) 能掌握以下单词
train, bus, subway, ride, bike, foot,walk.
(2) 能掌握以下句型：
① —How do you get to school? —I ride my bike.
② —How does Mary get to school? —She takes the subway.
2.Talk about how to get to places (谈论出行方式)
take the bus /subway /train /taxi , ride a bike /walk .
3.情感态度价值观目标
让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语课和应付考试而学习,了解东西方出行方式的不同，以及不同的交通规则,教育学生注意交通安全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。
二、教学重难点
1.教学重点：乘坐 交通工具的表示方法.
2.教学难点
—How do you get to school? —I take the …/ride …/ walk…
—How does Mary get to school?—She takes the subway.
三、教学过程
(一)Warming-up and Lead in
学生和老师进行简单的问候并播放英文歌曲Over the mountains
Ss : Good morning , teacher.
T: Good morning , class
T: Listen to the song and answer my questions.
Q1:How many kinds of transportation can you see?
Q2:What are they?
(二)Presentation
1.展示一张含有各种交通工具的，呈现有关交通工具的单词。
bike, car, ship, train, taxi, boat, plane, bus.
2. A guessing .
Listen to sound of the transportation and guess what kind of transportation it is.
(三)Free talk
How do you get to school?
Ss: I take the bus /plane/ boat / ship / car / taxi
I ride a bike / motorbike
T: Do you know any other way?
2. Teacher shows pictures on the big screen .归纳出行方式和常用短语.
Ask some questions about how you get to…?
(让学生积极主动的思考想象总结，多媒体增加趣味性，加强直观性，效果事半功倍)
3. Show a picture about Part 1, on the screen.
Point at girls or boys in the picture.
Ask students to answer and write in the blanks.
S1 : How does he / she go to school?
S2 : He / She … …
(四)Pract
通过解释交通方式的不同表达方法。
ride a bike by bike 骑自行车
walks on foot 走路、步行
take the subway by subway 乘坐地铁
take the train by train 乘坐火车
take a car by car 乘坐小车
take the plane by plane 乘坐飞机
take the bus by bus 乘坐公车
take a boat by boat 乘坐船
(五) 1a
T: Look at the picture on your book. Match the words with the picture.
(学生们完成1a的学习任务，然后校对)
(六)Listening
1. Make sure the Ss know what to do. Give them an example if sible.
2. Read the names in the box.
3. Play the tape and check the answers.
(七)Pair work
Ask two students to read the dialogue in the speech bubbles to the class. Then ask students to work in pairs. Ask and answer how students get to school in the picture.
Finally ask some pairs of students to present their conversations to the class.
(八)A survey
Make a survery:How do your ctes get to school?
Ctes(同学) How to get to school?
BobBy bus
(九) Consolidation
Let students do some exercise.
(十)Homework
Write an article about how your families(家人)go to work.
英语教案四维目标怎么写
关于英语教案四维目标怎么写有如下回答：
1、语言知识目标。学习有关星期的日常用语:Monday，Tuesday，Wednesday，Thursday, Friday，Saturday，Sunday。掌握一些学校学习科目的英语词汇: Chinese Math English PhysicsChemistry Politics History Geography Biology PE Music Art 等等。
2、能力目标。掌握一些特殊的疑问句形式，例如——What day is it today?——What time does the class begin?——What time is it over?等。
3、情感目标。通过谈论学校中的科目以及时间表安排，让学生体会校园生活的丰富多彩。通过学习知识，让学生意识到参加学校集体活动的乐趣。同时培养和提升学生对于英语日常对话的兴趣和积极性，锻炼学生的口语交际能力。
4、学习能力培养目标。让学生利用贴近生活和学习的日常对话，强化英语实践能力以及学习能力的提升。通过积极与同学进行合作学习，掌握更多的学习方法，通过共同完成学习任务，锻炼和培养学生的英语思维能力 让学生积极主动去进行英语口语的练习,提升学生的英语表达能力。做到学以致用。
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