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初中英语教学设计与反思【第一篇】
初中英语教学设计与反思
现代的英语教学要求学生听说读写全面发展，而英语知识散碎性又意味着记忆的不断重复性，那么把学生抓在手中让他们跟着学，有兴趣学就变得十分重要。这就要求英语教学设计日臻精致、完美，行之有效和富于独创性，以极大地刺激学生的学习情绪，满足他们的学习欲求，构成师生之间和谐愉悦的课堂氛围。下方是我对我们人教版初中英语八年级上Unit7第一课时教学设计，对如何将《英语新课程标准》的理念融入课堂教学作如下探讨。
Unit 7How do you make a banana milk shake?
一、教学目标：
1、重点词汇：peel， cut up， put … into， pour， turn on。。
2、重点句式：How do you make… ？
First… ， than… ，next… ， finally…。
3、语法知识：how much + 不可数名词
how many + 可数名词
二、潜力目标：学生学会熟练制作奶昔，并且能够用英语解说制作的步骤。
三、教具：多媒体 搅拌器 几个塑料杯 六个香蕉 两杯牛奶 一大杯做好的香蕉奶昔
教学过程
一、导入课堂，先微笑询问全班同学：What drink do you like?待学生纷纷表达自我喜好时，举着备好的奶昔边说：Here is some banana milk shake。 Would you like some?学生抢着回答yes时，把准备好的奶昔分给他们（部分学生自带有杯子）品尝。之后问：Do you know how to make this milk shake?（有学生回答no），并宣布：此刻我们来制作这种香蕉奶昔。
二、教学make a banana milk shake
1、播放图片，让学生观看并说出制作奶昔所需工具和物品（必要教师时帮忙补充）。顺势学习搅拌器（biender）这个单词。
2、播放制作香蕉奶昔全过程，结合学习关键词汇：peel， cut up， put … into， pour， turn on。
3、listening。 要求学生把制作香蕉奶昔的顺序标在书本1b的横线上。
4、教师制作奶昔。边演示边解说（in English）
5、pairwork 学生两人一组，操练如何制作香蕉奶昔。
三、学生动手制作香蕉奶昔。
分别请两位同学（自愿）到讲台上演示制作香蕉奶昔。要求按步骤用英语解说（如有误，教师纠正）然 后连同老师做的奶昔一齐分给同学们品尝。（充分肯定表扬上来制作奶昔的同学）
四、Listening
1、学生听、并完成2a、2b。
2、小结how much与how many的区别和用法：
how much+不可数名词
how many+可数名词
巩固这两词汇的用法，在黑板板书：
how much、how many
What do you want?
apples does she have?
birds can we see?
chacolate did he eat
要求学生完成句子？
五、教学拓展
两人一组，就某种水果奶昔或水果色拉如何制作进行讨论、操练。然后请一、两组同学站起来表演。及时给予鼓励和表扬。
六、Summary对本节课进行小结
七、Homework作业
1、默写本课重点词汇、短语。
2、用英语写出制作某饮料或食品的步骤。
教学反思
1、巧妙导入。熟话说得好：良好的开端，成功的一半。一节优质课，不但要求教师潜心备课，熟悉教材、了解教材，而且要求教师优化课堂，增强趣味性，最大限度吸引学生，激发其学习兴趣，把注意力放到课堂上来。这得靠教师巧妙构思，设计合情合理的导入方式。这节课从教师随口询问学生喜欢什么饮料到分别给学生品尝香蕉奶昔，极大地刺激了学生的兴奋神经，一下把他们吸引住了，连后进生也跃跃试试，用心配合。本节课做到了这一点，从学生的反应看，这种导入方式是值得肯定的。
2、教与学有机结合在一齐。在教学过程中，既有教师灵活的教，也应有学生用心主动地参与，才是真正好处上的教学。课堂中避免了以往教师满堂灌，学生被动学习这一模式。把学生变被动为主动。让学生亲手制作香蕉奶昔，品尝奶昔，增强了学习趣味性，引发学生思考、记忆。体现了学生的主体性，教师的指导性。既完成了教学任务，学生在学到知识同时亦学得开心、搞笑。
3、创造性教学。学习，不但要学习前人的丰富经念，牢记掌握固有知识，还要学会灵活应用，才是学习的根本目的。在本课堂，我大胆进行教学拓展。在学生学会制作、描述制作奶昔之后。设计让学生充分使用发散思维，想象制作其他奶昔或食品的方法。透过学生们的用心努力，不但学会了制作香蕉奶昔，也探讨到了制作其他食品的方法。到达触类旁通的效果
4、学习过程同时也是发现归纳的过程。学生是学习的主体，不但要跟随教师学习，也应在学习过程中善于归纳总结，自我得出结论。所学的知识才印象深刻，牢固掌握。把别人的知识经验变成自我的知识经验。我在处理how much与how many的区别用法时疏忽了这点，没有让学生自我发现总结出来，而是直接告诉他们，然后透过几个简单练习来巩固。使得学生记忆机械，呆板。效果也欠佳。
5、掌控课堂，灵活教学。灵活过渡，必要时采取有效的取舍，游刃有余是每位优秀教师就应具备的素质。我在上课时完全按照备好的课按部就班，觉得每一步骤都很重要，不可少。时光不多时还继续按原先的思路授课，以至到最后超时。操作过于呆板，不够灵活机智，影响到教学质量。
6、平等原则。每个学生都期望得到老师的关注与重视。处于青少年阶段的初中生对这要求体现得尤其强烈。教师的一个眼神、一个微小的细节，也会引起学生的注意，联想。甚至引发他们的情绪，使自信心受到打击。课堂中把给忽略了这部分。体此刻让学生到讲台来示范做奶昔时，不少学生高高举起手，都期望自我能去试试。结果，我叫上来的都是品学兼优的学生，令那些“后进生”极其失望。甚至有个别学生露出不屑的神色。这点十分欠思考。备课时没有想到就应让一个优秀生，一个后进生来表演，从而体现出教师对各个学生一视同仁的原则。以后就应多思考学生个体、心理以及年龄等各因素。
透过这一节课，我对如何备好课，吸引学生，启发学生思维，培养学生学习潜力有了更进一步的认识。也深刻体会到了备课既要备教材，也要备学生的真正含义
初中八年级英语教学设计【第二篇】
Unit 1 Playing Sports
Topic 1 Are you going to play basketball?
Section A
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ。Teaching aims and demands 教学目标
1、 Learn some new words and phrases:
almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis
2、 Learn some useful sentences:
(1)I saw you play basketball almost every day during the summer holidays.
(2)Would you like to come and cheer us on?
3、 Learn the future tense with be going to:
(1)We are going to have a basketball game against Class Three on Sunday.
(2)Are you going to join the school rowing club?
4、 Talk about preferences:
—Which sport do you prefer, cycling or rowing?
—I prefer rowing.
5、 Talk about sports and games.
Ⅱ。 Teaching aids 教具
图片/海报/教学挂图/录音机/小黑板
Ⅲ。 Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习（时间:7分钟）
复习学过的运动项目名称，引出生词。
1、 （展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。）
T: Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Did you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays?
Ss: …
（板书并要求学生掌握。）
term
T: We all know doing sports is good for our health. Now let’s review some sports and learn some new ones.
（展示学生在打篮球的图片。）
T: Look at the picture. Do you know what they are doing? S1, please.
S1: They are playing basketball.
T: Do you like playing basketball?
S1: Yes, I do. / No, I don’t.
T: How many players are there in the basketball team?
（板书并要求学生掌握。）
team
S1: There are five players.
（展示学生在打排球的图片。）
T: What are they doing? S2, do you know?
S2: They are playing volleyball. （教师帮助该生回答。）
（板书并要求学生掌握。）
volleyball
（用同样的方式引出生词cycle, row, skate, tennis, table tennis, ski。）
（板书，并让学生跟读，要求学生理解cycle, ski;掌握row, skate, tennis, table tennis。）
cycle, row, skate, tennis, table tennis, ski
2、 （用黑板上有关运动的生词操练，导出prefer的用法。）
T: Which sport do you like better, cycling or rowing?
S3: Rowing.
T: Good! The phrase “like … better” means “prefer”。
（板书并要求学生理解。）
prefer
T: S4, which sport do you prefer, basketball or soccer?
S4: I prefer basketball.
…
Step 2 Presentation 第二步 呈现（时间:10分钟）
通过师生对话，呈现1a中部分生词及功能句，并使学生初步掌握be going to句型。
1、 （利用plan to do sth.，导入“be going to+do”结构。）
T: I’m very glad you all like doing sports and know a lot about them. Do you want to play volleyball tomorrow afternoon? S1, please.
S?1: Yes, I do.
T: So you plan to play volleyball tomorrow afternoon, right?
S1: Yes.
T: OK. When we plan to do something, we can say we are going to do something.
（板书，学习新语法。）
be going to do sth.
T: When I tell you my plan, you retell it with be going to. OK, boys and girls?
Ss: OK.
T: I plan to go out for dinner tonight. S2, please.
S2: You are going to go out for dinner tonight.
T: I plan to climb mountains tomorrow. S3, please.
S3: You are going to climb mountains tomorrow.
T: Good! When we express something that is going to happen or we plan to do something, we can use be going to.
2、 （教师让几个学生说说明天户外活动的打算，并引出be going to结构的一般疑问句式，过渡到1a。）
T: OK, S4, please tell me what you plan to do tomorrow afternoon.
S4: I’m going to swim with my brother tomorrow afternoon.
T: Are you going to swim?
S4: Yes, I am.
（板书，学习新句型。）
—Are you going to swim?
—Yes, I am.
（教师视学生掌握的情况来决定是否要进行更多的操练。）
3、 （展示一幅即将进行篮球赛的海报，引出单词against, cheer和短语cheer … on。）
T: Now look at the poster. Here is the news. Our class is going to have a basketball game against Class 3 at 5:00 this afternoon. Would you like to cheer them on?
Ss:Yes, we’d love to./I’d love to.
（板书，让学生猜词义，并要求掌握。）
against, cheer, cheer 。.。 on
（出示教学挂图，让学生看图片猜测对话内容，导入1a。）
T: Look at this picture. They are Kangkang and Michael. What are they talking about? Can you guess? Please listen to 1a and then answer the following questions.
（出示小黑板。）
（1） Which class is Michael’s class going to play against?
（2） Is Kangkang going to cheer them on?
（听后核对答案。）
4、 （学生朗读1a，画出疑难点和关键词，然后教师解释疑难点。）
（出示小黑板，领读关键词；解释并要求学生掌握almost和win。）
basketball—saw—play—almost—every day—against—Sunday—game—term—come— cheer … on—I’d love to—hope—win
Step 3 Consolidation 第三步 巩固（时间:10分钟）
创设情景，编对话，在真实的语境中培养学生口头交流能力。
1、 （根据小黑板上的关键词，分角色表演对话。）
T: OK. Now you can use the key words above to act out the dialog in roles.
2、 （教师引导学生，通过讨论新学期的计划来操练be going to+do句型。）
（教师先做示范，然后让学生两人一组练习。）
T: S1, what are you going to do this term?
S1: I’m going to learn English better.
T: What about you, S2?
S2: I’m going to study math hard.
T: Oh, it’s a good plan. S3, do you know what your partner is going to do?
S3: Yes. He is going to learn rowing.
T: Discuss with your partner what you are going to do this term.
3、 （创设情景，依据1a编对话，巩固1a及be going to+do句型，完成1b。）
T: Just now you talked about your plans for this term. Now suppose you meet your classmate on the playground and you want to talk about your plans for this week. Please make a similar conversation with your partner according to 1a. You can use the key words on the blackboard.
（板书）
be going to, play, I’m afraid, homework, summer, play against, I hope
（学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。）
Example:
S4: Hi, S5.
S5: Hi, S4. I am going to play … Are you going to play with us?
S4: I’m afraid I can’t. I have to do my homework first. By the way, I saw you play … almost every day during the summer holidays.
S5: Yes. You know I am going to play in the … game against Class 2 this Saturday. Would you like to come and cheer us on?
S4: Of course. I’d love to. And I hope you will win.
（让几组学生到教室前面表演类似的对话，评出表演组及演员等。）
（教师出示2中运动项目的图片，引导学生巩固be going to + do句型，使他们熟练掌握其用法，并自然过渡到2。）
Step 4 Practice 第四步 练习（时间:10分钟）
完成2和3，培养学生听说能力，并通过大量操练，使他们熟练运用含有be going to的一般疑问句及掌握prefer的用法。
1、 （通过看图片，练习be going to的用法，导入2。）
T: Look at the pictures, what are they going to do?
Ss: (Picture 1) They are going to go skating.
(Picture 2) They are going to go skiing.
…
T: Which sport do you prefer, … or …？
S1: I prefer …
T: What about you, S2?
S2: I prefer …
T: S3, do you often go swimming?
S3: Yes, very often.
T: Good. You can also say “quite a lot/a bit”。 “Do you often go swimming?” means “Do you go swimming much?”
（板书，并领读，要求学生掌握quite, bit和quite a lot/a bit。）
quite, bit
very often = quite a lot/a bit
I go swimming very often.= I go swimming much.
T: S4, do you go rowing much?
S4: Yes, quite a lot/a bit.
T: S5, do you go skiing much?
S5: Yes, quite a lot / a bit.(肯)
S6: No, seldom.(否)
T: Oh, you don’t like sports. It isn’t good. I think you should join a sports club, and maybe you will like sports there.
（板书，教学生词，并要求学生掌握。）
join, club
T: Discuss with your partner which sports club you would like to join.
S7: I am going to join the school rowing club.
S8: …
（学生两人一组完成2，除了可以用书上所给的运动名称，也可用他们所知道的其他运动名称进行对话。）
2、 （让学生听3录音，并完成3。）
T: Michael and Kangkang like doing sports a lot. Do you want to know what sports they often do on weekends? Listen to the tape, then fill in the chart in 3.
（再放录音3，核对答案。）
3、 （做一个运用“be going to+do”句型的游戏。）
（挑选若干学生上台，做关于运动的动作，该动作要能使同学们明白并成功猜出运动名称。猜到的同学要用be going to+do询问做动作的同学，以证实自己的猜测是否正确。）
T: Please do an action about your favorite sport.
（S10表演一个动作。）
S9: Are you going to play basketball?
S10: No, I’m not.
S9: Are you going to play volleyball?
S10: Yes, I am.
…
（让学生尽量多表演动作。）
Step 5 Project 第五步 综合探究活动（时间:8分钟）
通过作报告和写句子，培养学生综合运用本课所学语法及重要句型的能力。
1、 （小组活动，在小组中做采访并向全班同学作报告。）
T: Work in groups. Ask your partner the following questions, then give a report to your classmates.
(1)Which sport do you prefer, … or …？
(2)Do you … much?
(3)Are you going to … next week?
2、 Homework:
用be going to造五个句子，要求用不同的人称、句式。
板书设计：
Are you going to play basketball?
Section A
prefer be going to + do sth.
cheer … on We are going to have a basketball game against Class Three on Sunday.
quite a bit / a lot Which sport do you prefer, cycling or rowing?
I prefer rowing.
Are you going to join the school rowing club?
Yes, I am./No, I’m not. I’m going to …
Section B
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ。 Teaching aims and demands 教学目标
1、 Learn some new words and phrases:
dream, grow, grow up, future, in the future, job, active, break, record, gold, give up, shame, single
2、 Go on learning the future tense with be going to:
—What are you going to be when you grow up?
—I’m going to be a dancer.
3、 Talk about the favorite sports and players:
（1）—What’s your favorite sport, Maria?
—Basketball, of course.
（2）—Who’s your favorite player?
—LeBron James. / I like Yao Ming best.
Ⅱ。 Teaching aids 教具
图片/小黑板/录音机
Ⅲ。 Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习（时间:8分钟）
通过谈论喜爱的运动项目及新学期的计划，导入新课。
1、 （学生在小组内进行链式对话，讨论他们所喜爱的运动项目，注意使用prefer。）
T: I know many students like sports. Please discuss in groups which sport your partners prefer. You can begin like this: S1, which sport do you prefer, skiing or rowing?
S1: I prefer rowing. S2, which sport do you prefer, cycling or skating?
S2: I prefer … What about you, S3?
S3: I prefer … S4, which sport do you prefer, volleyball or soccer?
S4: I prefer …
2、 （教师询问学生新学期计划，复习“be going to+do”。）
T: At the beginning of the term, everyone has some plans. You are going to do a lot of things to make more progress and make your school life more interesting. Now, please tell me your plans. What are you going to do?
S5: I’m going to join an English club.
S6: I’m going to learn to play basketball. I want to be a good player.
S7: …
3、 （教师通过展示图片导入本课新单词。）
T: Look at the girl in the picture. What is she doing now?（教师指着图片问。）
S8: She is sleeping.
T: You’re right. And she is dreaming. She is having a class in her dream. And her dream job is to be a teacher in t he future. She wants to be a teacher when she grows up.
（板书，让学生猜词义，并要求掌握。）
dream, job, future, in the future, grow, grow up
T: We know her dream job is to be a teacher in the future. What about you?
S9: My dream job is to be a teacher in the future.
S10: My dream job is to be a basketball player in the future.
（教师通过询问学生长大后的职业引出一般将来时的特殊疑问句。）
T: S11, are you going to be a dancer when you grow up?（教师出示舞蹈演员的图片，帮助学生理解。）
S11: No, I’m not.
T: What are you going to be when you grow up?
S11: I’m going to be a teacher.
（板书，教学生词和新句型。要求学生理解dancer;掌握新句型。）
dancer
What are you going to be when you grow up?
I’m going to be a teacher.
（让学生两人一组做类似操练。）
Step 2 Presentation 第二步 呈现（时间:10分钟）
呈现1a，继续学习be going to的特殊疑问句式。
1、 （教师展示一些运动员的图片，如刘翔、姚明、迈克尔？菲尔普斯等，导入1a对话。）
T: Look at the pictures. Can you tell me their names?
Ss: They are Liu Xiang, …
T: Who’s your favorite player, S1?
S1: My favorite player is …
T: What about Michael’s favorite player? Listen to the dialog in 1a and then answer the following questions:
（出示小黑板上的问题，听1a录音。）
(1)Who’s Michael’s favorite player?
(2)What is Michael going to be when he grows up?
(3)What’s Maria’s dream job?
（核对答案。）
2、 （出示小黑板，依据1a完成表格。）
T: Read 1a and complete the information about Yao Ming in the table.
Player Yao Ming
Height
Play for
T: Now let’s check the answers. Yao Ming is a basketball player. He is meters tall. He plays for the Houston Rockets in the NBA.
（板书并要求学生理解player, Houston Rockets;了解NBA。）
player
Houston Rockets
NBA
3、 （再放1a录音，让学生跟读，并注意语音语调。）
T: Listen to the tape again and repeat. Pay attention to the pronunciation and intonation. Go!
Step 3 Consolidation 第三步 巩固（时间:10分钟）
分角色表演并做调查报告，完成1b，使学生学会运用目标语言谈论自己喜爱的运动、运动员及梦想。
1、 （让学生根据小黑板上的听力问题和表格中的信息，两人一组进行对话。）
T: Work in pairs and act out the dialog according to the questions on the small blackboard and information in the table. Then I’ll ask two pairs to act it out in the front.
2、 （让学生四人一组讨论他们所喜欢的运动、运动明星以及未来的梦想，并完成表格。然后汇报讨论结果，完成1b。）
T: Discuss in groups of four about your favorite sports, favorite players and your dream jobs in the future, and fill in the table in 1b. Then make a report according to 1b. In a few minutes I will ask someone to give me your report about your classmates.
Example:
T: S1, are you ready? Please report.
S1: Yes. She is going to be a teacher in the future. It’s her dream job. She likes sports very much because it is important to her. Her favorite sport is swimming and her favorite player is Phelps.
Step 4 Practice 第四步 练习（时间:12分钟）
完成2a，2b和3，培养学生通过自主阅读获取相关信息的能力。
1、 （教师出示张怡宁、菲尔普斯、刘翔的图片，通过师生对话，谈论这些运动明星。）
T: I have some photos of famous sports stars, who are they? Can you say something about them?
S1: Zhang Yining is a table tennis player. She won the first in the Athens and Beijing Olympic Games.
（板书并要求学生理解Olympic。）
Olympic
S2: Phelps is an athlete. And he is the first athlete to win so many medals at a single Olympics. （教师帮助学生回答。）
T: Do you know an active runner named Liu Xiang?
S3: Yes.
（板书，教学生词，并要求学生掌握single和active;理解runner和athlete。）
athlete, single, active, runner
T: Do you like him?
S3: Of course, I do.
T: OK. Do you know anything about him?
S3: …
（教师根据学生所说的情况，对刘翔做简短介绍，并呈现生词及词组。）
T: As we know, Liu Xiang is one of the best runners in the world. He broke the Olympic record in the 2004 Athens Olympics and won a gold medal. But in the 2008 Beijing Olympics, he had to give up the race. Do you know why? Please read the following passage in 2a, find out the answer and pay attention to the new words.
（板书，教学生词，并要求学生掌握break（broke）， record, gold, give up;理解medal。）
break(broke)， record, gold, give up, medal
（让学生回答问题，核对答案。）
2、 （播放2a录音，让学生跟读，完成2b，并核对答案。）
T: Listen and read after the tape. Then finish 2b and check the answers.
3、 （让学生再读2a，找出生词和疑难点，教师解释并板书生词和关键词，要求学生掌握shame，为复述短文做准备。）
T: Please read 2a again and find out the key words.
Liu Xiang — active — broke … record — won — give up — shame;
Phelps — eight — in swimming — first athlete — single;
Zhang Yining — table tennis players — twice
4、 （教师让学生根据上面板书的关键词复述短文。练习、巩固2a。）
T: Please retell the passage according to the key words.
5、 （播放3录音，完成短文。）
T: Now listen to the tape of 3. Complete the passage by yourselves.
（播放录音，核对答案。）
T: Listen to the tape again and check your answers. Are you right? Good.
Step 5 Project 第五步 综合探究活动（时间:5分钟）
通过制作自己喜欢的运动员的名片，学会描述一些运动员。
1、 （小组讨论并制作自己喜欢的运动员的名片。）
T: Please make a card about your favorite sports player.
（教师出示小黑板上的表格。）
Name Card
Name
Gender
Age
Birthday
Country
Job
2、 Homework:
用英语描述自己喜欢的运动、运动员及梦想。
板书设计：
Are you going to play basketball?
Section B
grow up What are you going to be when you grow up?
in the future I’m going to be a dancer.
play for What a shame!
give up
Section C
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ。 Teaching aims and demands 教学目标
some new words and phrases:
mountain, spend, spend … (in) doing, hour, exercise, do exercise, baseball, pretty, pretty well, jump, weekend, take part in, popular, all over, be good for, heart, the day after tomorrow, healthy, fit, keep fit, relax
on learning the future tense with be going to + do:
(1)There is going to be a school sports meet next weekend.
(2)She is going to take part in the high jump and the long jump.
（3）—What are you going to do tomorrow morning?
—I’m going to play soccer. I like it very much.
on talking about the favorite sports and reasons:
I like playing soccer very much. Because it makes me strong and it is popular all over the world.
about plans and intentions.
the students’ ability of reading.
Ⅱ。 Teaching aids 教具
图片/录音机
Ⅲ。 Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习（时间:8分钟）
运用体育活动的图片，复习运动项目的名称，并导入部分生词。
1、 （复习上节课所学的运动项目的名称。教师展示一些体育活动的图片。学生使用图片，三人一组，到讲台前进行问答表演，说出自己喜欢的体育活动。）
T: Please come to the blackboard to talk about your favorite sports with your partners. You can begin like this: S1, what’s your favorite sport?
S1: S2, what’s your favorite sport?
S2: Skating. And you, S3?
S3: I prefer…
…
2、 （快速问答，导入新课，找一名平时喜欢运动的同学。）
T: S4, do you like sports?
S4: Yes, I do.
T: Do you often go mountain climbing?（出示登山的图片。）
S4: Yes, I do.
T: When do you often go mountain climbing?
S4: On Sundays.
T: S5, please talk about S4 according to what he/she said.
S5: He/She likes sports very much. He/She often goes mountain climbing on Sundays.
（再找一名喜欢运动的同学。）
T: S6, do you like doing exercise?
S6: Yes, I do.
T: How often do you do exercise?
S6: Every day.
T: How long do you spend doing exercise every day?（必要时可译成汉语。）
S6: About thirty minutes.
T: S6 spends about thirty minutes in doing exercise every day.
（板书并要求掌握。）
mountain, exercise, do exercise, spend, spend …(in) doing sth.
T: Thirty minutes is half an hour, so we can also say “S6 often spends half an hour (in) doing exercise every day.”
（板书，让学生猜hour词义，并要求掌握。）
hour
T: S7, please talk about S6 according to what he/she said.
S7: He/She likes doing exercise. He/She often spends thirty minutes/half an hour (in) doing exercise every day.
T: Well done. You are very clever.
Step 2 Presentation 第二步 呈现（时间:10分钟）
学习1a，使学生区分一般现在时和一般将来时的用法。
1、 （教师展示一幅一小女孩打棒球的图片。）
T: Boys and girls, let’s look at the picture. This girl is Ann. What’s she doing? Do you know?
Ss: She is playing baseball and she plays it pretty well. （教师可帮同学回答。）
（板书领读并要求掌握生词。）
baseball, pretty, pretty well
（教师展示一幅学校运动会的图片，特别指出跳高和跳远两个项目。）
T: （教师手指图画）There is going to be a school sports meet next weekend. Do you want to take part in it? S1, please.
S1: Yes, I do.
（板书，解释生词和短语，并要求掌握。）
weekend, take part in
T: Which sport are you good at?
S1: Running /…
T: Are you good at the long jump or the high jump?（教师边说边指着图片中的跳远和跳高项目。）
S1: I’m good at the long jump/the high jump.
（板书，让学生猜词义，并要求掌握jump，理解the long jump和the high jump。）
jump, the long jump, the high jump
2、 （听1a录音，回答下列问题。）
T: Do you want to know which sport Ann is good at? Listen to 1a and answer the following questions:
（板书）
(1)Which sport is Ann good at?
(2)How long does she spend in the gym every day?
（核对答案。）
3、 （让学生再听1a录音，跟读并注意语音语调。）
T: Listen to the tape again and follow it. Pay attention to the pronunciation and intonation.
Step 3 Consolidation 第三步 巩固（时间:8分钟）
完成1b和1c，培养学生从简单的文章中找出关键信息的能力。
1、 （让学生再读一遍1a，完成1b。）
T: According to 1a, we know Ann likes doing sports a lot. She does sports every day. Please read 1a again and complete the timetable in 1b.
（核对答案。）
2、 （根据1b，完成1c。）
T: According to the timetable in 1b, ask and answer in pairs to finish 1c, then write down the answers.
（核对答案。）
3、 （根据Ann的活动时间表，描述Ann一周的运动情况。）
T: Well done! Please discuss with your partner and describe Ann’s activities in a week according to her sports timetable.
Example:
Ann does exercise in the gym from 6:30 to 7:00 every day. She goes cycling from 5 to 6 on Wednesdays and Fridays. …
T: Each group can choose one student to report. Let’s begin.
（对表现好的小组，进行表扬和鼓励。）
Step 4 Practice 第四步 练习（时间:12分钟）
完成2。巩固be going to的特殊疑问句的用法。
1、 （讨论运动对人体的益处，引出生词，必要时用图片或体态语帮助学生理解生词，导入2。）
T: Boys and girls, we have talked about many kinds of sports. How do you feel after doing sports?
S1: I feel better.
S2: I am strong.
…
T: Yes, we all know doing sports is good for our health. It’s a good way to keep fit/healthy.
（板书，解释并要求掌握词组。）
be good for
keep fit / healthy
T: S3, do you often do sports?
S3: Yes, quite a lot.
T: Why?
S3: Because it can keep me fit / healthy.（可帮助学生回答。）
T: Good. Doing sports is good for our health in many ways. S4, do you often run in the morning?
S4: Yes, I do.
T: Why?
S4: Because it’s good for my legs, heart and lungs.（可帮助学生回答。）
（板书，领读，并解释画线生词，要求学生掌握heart;理解lung。）
heart, lung
T: I like doing sports very much. I often walk. Do you know why? Because it can help me to relax, and it’s a good way to keep healthy.
（板书，领读生词，并要求掌握。）
relax
2、 （教师展示一幅NBA球赛的图片，上面有很多人在观看比赛，教师指着图片问。）
T: What are they doing?
Ss: They are having a basketball game.
T: Yes, basketball games are popular all over the world.
（板书，解释生词和词组，并要求学生掌握。）
popular
all over
T: Do you know other popular games all over the world?
初中八年级英语教学设计【第三篇】
单元教学目标：
1、Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc 。
2、will 构成的一般将来时态的陈述句、否定句、疑问句及回答。
3、There be 句型的一般将来时。 4、more ， less ， fewer 的用法。
5、学习一般将来时态的相关知识，学会对未来进行预测。
单元重难点：
1、will构成一般将来时态的句式。 2、There be 句型的一般将来时态。
3、more ， fewer ， less 的用法。 4、How to make predictions 。
第一课时
课前准备：
教师：录音机、所学物品的图片。
学生：英语点金教练、练习本及相关的学习用具
教学步骤：
Step 1 Leading in（导入话题，激活背景知识）（导入话题，激活背景知识）
: Welcome to school 。
What’s the date today ？ Who’s on duty today ？
Do you enjoy your winter holiday ？（你喜欢你的寒假吗？）
Do you finish your Homework（家庭作业） ？（你完成你的假期作业了吗？）
Do you want to live on the moon ？（你想去月球吗？）
Can you guess what will happen in ten years ？（你能猜出十年后将会发生什么吗？）
Collect the Ss’ answers and say something about their predictions 。
Step 2 Pre-task（任务前活动）
SB Page 2 ，1a 。
at the picture :How will the world be different in the future ，100 years from now ？We’re going to talk about sth in 100 years 。
each predictions to the class 。Explain the new vocabulary 。
the instructions 。Make sure Ss know what they should do 。
it by themselves 。
about the answers with the class 。
Explain :一般将来时态
构成: will / be going to +动词原形=
Step 3 While-task（任务中活动）
SB Page 2 ，1b 。
reading the six predictions 。
the instructions to Ss 。Circle the things you hear on the recording 。
the tape twice 。（放录音，两次）
the tape a third time 。At the same time ，check the answers 。
SB Page 2 ， 1c 。
1、Pay attention to the dialogues 。
2、Read the dialogues fluently 。
3、Pairwork 。Work in pairs to make predictions according to the sample 。
4、Ask several pairs to share their conversations to the class 。
SB Page 3 ， 2a & 2b 。
1、Read the predictions 。
2、Read the instructions and point out the sample answer 。
3、Play the tape twice 。Ss circle the word they hear in each sentences: more ， less ， fewer 。
4、Check the answers 。
学生探究: less ， fewer 的区别。
Step 4 Post-task（任务后活动）
1、Point to the example in the sample dialogue 。Practice reading 。
2、Look at activity 2b 。Groupwork:Take turns to make conversations about the predictions 。
Grammar Focus:
1、、Review the grammar box 。Ss say the statements and responses 。
2、Make summaries about “will” ，“fewer” and “less” 。
Homework（家庭作业）（家庭作业）：
1、Make predictions about yourself in 10 years 。Write down 5 sentences 。
2、Go over the new words 。
教学后记:
第二课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤） :
Step 1 Leading in（导入话题，激活背景知识） （导入）
and free talk 。
their Homework（家庭作业） :Ask two or three Ss to speak out what they wrote down 。（教师作出适当的评价）
Step 2 Pre-task（任务前活动）
over what we learnt yesterday 。（复习昨天所学的知识）
2、通过三种时间的对比简略复习一般过去时与一般现在时。
Step 3 While-task（任务中活动）
SB Page 4 ， 3a 。
to the three picture and say :This is Sally 。The first picture is Sally five years ago ，the second one is Sally now ，and the third one is Sally five years in the future 。
the instructions 。
filling in the blanks individually 。
the answers 。
reading 。Then ask some Ss read them out 。
SB Page 4 ， 3b 。
1、 Look at activity 3a 。Make predictions about Sally 。
2、 Point to the example in the sample dialogue 。Ask two Ss to read the dialogue to the class 。
3、 Practise reading 。
4、 Pairwork 。Make their predictions about Sally 。
Step 4 Post-task（任务后活动）
1、 Write about yourself 。
With the help of the sample of Sally 。We can write sth about ourselves five years ago ，today and in five years 。
2、 Complete the work individually 。
3、 Review the task 。Ask a few more Ss for answers 。
Homework（家庭作业） :
Draw a picture of the city in 20 years 。Describe it to the class 。
教学后记:
第三课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤） :
Step 1 Leading in（导入话题，激活背景知识）
1、 Greetings 。
2、 Say yourselves :five years ago ， today and in five years 。
3、 Check the Homework（家庭作业）。
Step 2 Pre-task（任务前活动）
SB Page 5 ， 1a 。
1、 Look at the form and read the headings to the class 。Make sure the Ss know what they mean 。
2、 Read the list of seven words 。Explain the new words 。
3、 Write each word in the correct column 。Check the answers.
SB Page 5 ， 1b 。
1、 Read the words already written on the chart 。
2、 Groupwork: Think about what we learned before 。Write some words in the chart above 。Divide the class into groups of four ，let them have a competition 。
Step 3 While-task（任务中活动）
SB Page 5 ， 2a 。
1、 Look at the pictures carefully 。Can you guess what we’ll listen ？Talk about them 。
2、 Read the instructions 。We’ll listen to 3 conversations 。Number the pictures 1-3 。
3、 Play the tape twice 。Check the answers 。
SB Page 5 ， 2b 。
This activity is easy ，I think 。For we know the conversations are talking about Alexis 10 years ago ，today and in 10 years 。
the instructions 。
2、 Pay attention to the sentences and the verbs in the box 。
the tape and correct the answers 。
Step 4 Post-task（任务后活动）
1、 Read the instructions 。
2、 Pairwork. One is Alexis, one is Joe 。
3、 Point out the example in the sample dialogue 。Read it to the Ss 。
4、 Talk about Joe’s life now ， ten years ago and in ten years 。
5、 Ask some pairs of Ss to say their dialogues 。
Homework（家庭作业）:
1、 Go over the words 。
2、 写1篇50个单词左右的小短文，预测与展望未来我们的学习和生活。
教学后记:
第四课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤）:
Step 1 Leading in（导入话题，激活背景知识）
1、 Greetings 。
2、 Ask two Ss to say sth about Joe 。
3、 Check their Homework（家庭作业） 。
Step 2 While-task（任务中活动）
SB Page 6 ， 3a 。
1、 Read the instructions 。
2、 Give Ss 3 minutes to read the passage ， tick out the new words.
3、 Explain the new words and practice reading 。
4、 Point out the chart 。Read the column headings to the class 。
5、 Read the passage again 。Write words from her answers in the correct columns below 。
6、 Check the answers 。
7、 Practise reading 。
SB Page 6 ， 3b 。Playing a game :Who write it ？
1、 Ss write about their life in ten years on a piece of paper but don’t write names on the paper 。
2、 Put all the Ss’ papers together 。
3、 Take turns reading the paper 。The other Ss guess who wrote it 。
Step 3 Post-task（任务后活动）
SB Page 6 ， Part 4 。
1、 Read the questions below 。
2、 Ask two Ss to read the dialogue 。
3、 Answer the questions 。
4、 Pairwork. Get your partner’s answers 。
5、 Share a few Ss’ conversations 。
Homework（家庭作业）:
1、 Finish selfcheck as their Homework
2、 Go over the words in this unit 。
教学后记:
第五课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching contents:
Reading :Do you think you will have your own robot ？
Teaching procedures（教学步骤） :
Step 1 Leading in（导入话题，激活背景知识）
1、 Greetings and free talk 。
2、 If possible,draw a robot on the Bb or put up a picture of a robot.
Tell :What does it look like ？ What can it do ？
3、 Tell your partner what you know about robots 。
Step 2 Pre-task（任务前活动）
SB Page 8 ， 1b 。
1、 Read the title of the passage 。
2、 Look at the picture together 。Ask a few Ss to describe What they see 。
3、 Read the words and phrases in the box 。Practice reading the words 。
4、 Circle the words you think you will read in the passage 。
Step 3 While-task（任务中活动）
SB Page 8 。
1、 First let Ss scan the passage for the main idea 。
2、 Explain something 。
(1)help sb with sth /do sth (2)do the same as …
(3)make sb do sth (4)It takes /took /will take …
3、 Ask a few comprehension questions around the class 。
4、 Read the passage by the Ss 。
Step 4 Post-task（任务后活动）
through the reading again 。
How many words in 1b did you correctly predict ？
2、 Go over the structures in SB Page 9 ， 3b 。
Make their own sentences 。
Homework（家庭作业）:
1、 To make sure the Ss understand the passage 。and I want to know whether they’re careful in the class ，let Ss translate the passage into Chinese 。
2、 Go over this unit 。
3、 Make their own sentences 。
4、 What ways do you think a robot will help you and your family in the future 。Write your ideas 。
教学后记:
第六课时
一、根据句意用所给单词的适当形式填空。
1、 Kids (not go) to school in 100 years.
2、 I (fall) off the tree yesterday afternoon.
3、 I'll have many different (kind) of goldfish.
4、 I'll be a computer （ programme ）。
5、 There will be (many) people in the future.
6、 I think there will be (little) pollution.
7、 My life will be a lot (good) than it is now.
二、单项选择。（10分）
( ) 1. What do you think your life next month?
A. like B. is like C. will like D. will be like
( ) 2.—Will people live to be 150 years old? —
A. Yes, there will B. No, there won' t C. Yes, they are D. Yes, they will
( ) 3. Do you have any problems in English?
A. learn B. to learn C. learning D. learned
( ) 4. I don't have a computer because I can't use it, our family doesn't have enough money.
A. but B. or C. besides D. though
( ) 5. Will you your class East Lake, Miss Gao?
A. take; to B. make; at C. carry; to D. take; near
( ) 6. Is there cleverer than you in the class?
A. somebody B. anybody C. nobody D. everybody
( ) 7. the way, do you have any film tickets? A. In B. On C. By D. To
( ) 8. Will there be any paper money 100 years?
A. after B. to C. later D. in
( ) 9. We all enjoy football. It's very interesting.
A. to play B. playing C. play D. playing the
( ) decided up bowling and make it a gentlemen's game again.
clean give D，cleaning
三、按要求进行句型变换。（10分）
Do you think there will be robots in people's homes? （作肯定回答）
will be some paper money in the future.（改为否定句）
There paper money in the future.
will be less pollution in the neighborhood.（改为一般疑问句）
be less pollution in the neighborhood?
country will win the next World Cup? （提问）
country will win the next World Cup?
think that he will win the game.（改为否定句） I think he will win the game.
四、根据汉语提示完成英语句子。（10分）
1、明天天气晴朗。There sunshine tomorrow.
2、保龄球场离我家不远。The bowling alley isn't 。
3、孩子们将用电脑在家学习。Kids will study at home 。
4、今年你会怎样度过这个暑假？How will you spend your summer this year?
五、用所给动词的适当形式填空。（8分）
radio says it (rain)tomorrow.
2、 everything (begin)to grow in spring?
think Liu Xiang (win)the game again in2008.
! They (wash)their clothes.
(be) more people here yesterday.
，wait a moment， (answer) a telephone call.
(get) up very late yesterday morning.
六、重新排列下列句子，使构成一个完整的对话。（5分）
A：Will it help you learn English?
B：There will be robots in every home.
C：What will life be like in 50 years?
D：Yes，it will.
E：What will a robot do?
F：It will help people do everything they want it to do.
请按顺序排列句子 （首句已给出）
1、 C 2. 3. 4. 5. 6.
教学后记:
英语教学设计【第四篇】
写作作为一个重要的输出环节在语言教学中占举足轻重的地位，写作教学可巩固已学过的语言知识，发展学生的语言技能。因为写作有更多的时间思考，所以对那些语言接受能力较差的学生来说，写作教学更加适合。当然，写作教学还可以提高写作技能本身。英语课程标准也对初一学生英语写作有明确的要求，即能参照范例写出或回复简单的问候卡和邀请卡，能用短语或句子描述系列图片，编写简单的故事。
但初一学生刚从小学升入初中，习惯于小学里把写作当做翻译的做法。在他们的习惯意识中，写作等于枯燥的翻译，不但没兴趣，且会经常出现这样那样的语法、习惯用法的错误。因此他们对写作既不感兴趣，又有畏难情绪。美国著名心理学家布鲁纳也说：“学习的刺激力量乃是对所学教材的兴趣。”可见，兴趣是做好的老师，也是使学生持之以恒地学习的催化剂，没有兴趣就没有求知欲。心理学上提到，所谓兴趣，是人们在认识过程中产生的具有倾向性的一种心理现象。兴趣的基础在于需要，对需要的满足就是成功，这种满足又会产生新的需要，即产生新的兴趣。对于学生来说，这种兴趣就是学习的积极性，学习的动力，这就是求知欲。因此，在初一英语作文教学中能否激发学生的兴趣，是提高初一学生英语作文教学成败的关键。笔者通过以下尝试探索了如何提高初一学生英语作文兴趣。
其一，在写作课教学设计中注重设计情景教学环节。情境教学是指在教学过程中为了达到既定的教学目的，教师从教学需要出发，引入、创造或创设一种与教学内容相适应，并能调动学生积极参与到教学过程中的具体场景或氛围，以引起学生的情感体验，帮助学生迅速而正确地理解教学内容，促进他们的心理机能和生理机能全面和谐发展的一种教学方法。运用情境教学法，使盲生具有切身的感受，并建立正确的动作表象。以生活展现情境；以语言描述情境；以实物演示情境以声音再现情境，从而加深对动作要领的理解，使盲生更加积极的参与到课堂活动中。它是提升教学质量的有效方法和重要途径在写作课中，创设情景，引导学生自身去观察、感受和体验，吸引学生注意力，使学生产生强烈的求知欲和高涨的热情，从而引导学生入情入景、会心专心地写作。
如教学7A U4 Main task 部分，因为本课的中心主题是Healthy eating, 那么如何引导学生对 Millie的Healthy eating 感兴趣，从而写出自己的healthy eating呢？这个过程中如果采用先理解Millie的Healthy eating，再过渡到写学生的Healthy eating，学生缺少过程的体验和感知，缺少对Healthy eating的直接感知，不能感悟到Healthy eating的实际意义，因而也不能提起对自己的Healthy eating写作的兴趣。如果创设一个情景，让学生感知Healthy eating的意义，可能会激发学生的表达欲望。
其二，让学生在理解事物的科学内涵过程中满足其对事物的好奇心，激发其阅读和写作的兴趣。心理学指出：人的一切发明创造来自于好奇心，好奇心是人们对新鲜事物积极探求的一种心理倾向，是人的一种本能，它是人的宝贵品质，好奇心得到满足就会产生灵感，初一学生本身就对身边的一切事物怀着一颗好奇心，对事物的科学内涵有着本身的求知欲望。若能帮助学生剖析事物的科学内涵，满足其好奇心，能够激发出他们最大的兴趣。
其三，让学生在写作过程中有成就感。心理学家认为：孩子的心理发展与成就感有密切的联系，一个充满自信、乐意在生活中游戏中积极探索的孩子会从一个个成功的体验中，特别是在具有挑战性的工作中，通过克服困难取得的成就感中获得身心的极大愉悦，从而增强自信心和学生的兴趣，加速智慧的发展。新的英语课程标准也指出：“采用活动途径，倡导体验参与，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现目标，感受成功。”可见“成就感”的培养对于英语学习有着重要的作用。
笔者认为在初一学生的英语作文写作的兴趣的培养中，成就感也对他们起非常重要的作用。兴趣有时来自学生的不断努力地尝试和逐步的成就感，学生在写作过程中哪怕有一点成就感，也能激发出一片热情。为了让学生不断用自己的成就感来激励自己，老师在设置写作任务时，不能要求过高，让其难以达到，也不能设置过低让其丧失自尊心。要让他们再伸伸手就能摘到头上的香蕉的方式引导他们写作，增强其成就感，激发其写作热情。如这课中，让学生写自己的Healthy eating时，示范地列个提纲，让他们列出他们自己的提纲，根据提纲来表达其要表达的思想，既思路清晰，又表达得完整。学生模仿着写出自己的提纲，对他们来说不难，很容易形成。学生再根据自己所列提纲进行写作，容易形成流利通顺的语言和清晰地文章思路，容易造就学生的成就感，激起学生写作热情和兴趣。
总之，保持初一学生积极的英语作文态度是英语作文成功的关键。教师应该在作文教学过程中，采用各种可操作的措施，不断地激发并强化学生的作文兴趣，并引导他们逐渐将兴趣转化为稳定的学习动机，以使他们树立作文自信心，锻炼他们克服困难的意志，使他们的作文水平和能力不断提高，为其进一步学习英语打下坚实的基础。
英语教学设计【第五篇】
英语的决心和信心，也怀有极大兴趣和强烈的求知欲，作为教师应最大限度保护和激发学生英语学习的动力。学习成功与失败的关键因素是情感教育，而情感教育的实质是爱心教育。情感教育是一种温馨和谐的情感交流，是一种智慧潜能的研发。所以，作为高一教师要尽快建立和谐民主的师生关系、尊重、信任、期待和欣赏学生。赏识教育在教育艺术中具有独特魅力，教师要从开始让每一个学生都有机会在课堂展现自我，肯定自我，要让全班学生都树立信心和兴趣，对学生一视同仁，热情鼓励和表扬学生，从学习和生活方面关爱他们，不歧视和挖苦学生，帮助和培养学生的自信以及健康的心理品质的形成。一句话，在英语教学中时刻渗透情感教育是搞好教育教学的基石和前提。
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