初中英语教学设计(通用4篇)

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初中英语优秀教学设计方案【第一篇】

教学目标

1、 能够听、说、认读Let’s read 部分的短文。

2、 能够听懂和读懂Story time部分的对话,并能够给老师讲解出来。

3、 能够了解音标的音和形,并能进行区分。

4、 能够仿照Let’s read 部分的植物日记自己写日记。

教学重难点

重点 : 掌握Let’s read部分的内容和音标,理解Story time部分的内容。

难点 : 帮助学生参照Let’s read部分自己写植物日记。

教学过程

Step 1:Warm up

1、 Greeting.

2、 活动:春夏秋冬 教学预设:植物的生长离不开季节的变换。要让学生更直观的了解植物的生长顺序,所以我以季节的美丽图片开始,激发学生学习的兴趣。 老师向学生展示春夏秋冬司机的美丽风景图,春天的生意盎然,夏天的阳光明媚,秋天的金风送爽,冬天的银装素裹,并说:Winter is my favourite season. Which is your favourite season? 老师分别拿出几幅图出来让学生判断分别是哪个季节?

老师总结:In winter, people put the seeds in the soil. In spring, the seeds sprout. In summer, they become big plants. And in fall, the have fruits. 设计意图:用春夏秋冬的变幻帮助学生领会植物一年的生长过程,并为下面总结植物的种植顺序和生长顺序做铺垫。

Step 2:New concepts

1、 活动一:小组活动 教学预设:让学生回答How do you plant a tree?这一问题,有点难度,教师应该首先进行示范。

Let’s play

(1) 老师拿出四张图片,分别印有种子、浇水、发芽、和大树,并依次让学 生描述。用“It is a seed…。.”

(2) 老师让学生分组做书上74页的练习:由4到5人一组进行问答,学生依 次描述Let’s play 部分的图,然后将其总结,如:How do you plant a tree? 设计意图:采用小组协作的方式共同完成Let’s play部分增强学生的团体合作精神,能更进一步了解植物的有关步骤。 2. 活动二:植树日记 Let’s read 教学预设:学生首次学习植物日记的写作,教师应该带领学生一段一段地学习Let’s read部分,详细讲解日记的格式。

(1) 老师播放幻灯片,展示植树日记。

(2) 老师提出问题让学生回答: On April 15, what does she do? What happened to the seed on April 21? What does Liu Yun see on April 29? Why does she water it everyday? What happened after one month?

3、 活动三:发音练习 教学预设:教师应该培养学生自己总结发音的能力,当学生碰到新音标不会读的时候,老师就教授新的音标。

(1)老师挂出国际音标图,开始复习以前学过的国际音标,让学生依次读出以前学过的音标。

(2)老师引导学生运用刚学的音标读出语音部分的单词,并让学生体会这些单词发音的不同,指导学生完成连线题。

设计意图:用学过的就音标引出学习,以旧引新,并完善学生的国际音标图,将其作为一个整体来学习和记忆。

Step3: Consolidation and extension Story time

教学预设:故事很有趣味性,但如果只让学生听和理解,那么激不起学生的兴趣,不妨让学生分角色演一演。

(1) 老师带领学生听录音,一起读故事的内容,并适当提问让学生回答,如: What does Zip want to do?

(2) 等学生掌握了短文的大意之后,让学生和老师交换彼此的角色,让学生 当老师,给老师讲解这个小故事的内容,老师最后总结。

Let’s chant

Seed,seed,we should have the seeds.

Soil,soil, put the seeds into the soil.

Water them, water them,

You can see a sprout,

Water them, water them,

In several days, you can see a plant.

设计意图:让学生当老师来教授,一方面训练学生的口头表达能力和应用能力,另一方面让学生体会当教师工作的辛苦,增进师生的情谊。

Step 4: Homework

1、 按照音标写出下列单词,并翻译出来。

2、 你们小组的植物长的怎么样了?写1篇关于植物的日记。

板书设计: do you plant a tree?

First, dig the soil. Then put the plant in the soil. Water it. Wait for it to grow. 2. [ts] [dz] [tr ] [dr] [α:] shorts towards trough draw [α] pots odds tropic drop

初中英语分类课型教学设计【第二篇】

初中英语 Unit 1 A Trip to Beijing

一、教学内容分析

本单元以A Trip to Beijing为话题,学生通过本单元学习,能够表达请求许可,能够询问及表达两地距离,掌握一百以上数字的读法与写法,初步学习比较等级的形式及用法; 学会制定计划以及用英语购买票。

1 、 Lesson 1 要求学生通过学习李明与妈妈关于去北京旅行的对话,通过技能训练掌握表示意愿以及请求许可的表达方式。

2、 Lesson 2 以打电话的形式,要求学生学习如何邀请别人一起旅行以及一些旅行安排的表达方式。

3、 Lesson 3要求学生通过学习本课能够询问及表达两地的距离,并掌握100以上数字的读法与写法。

4、 Lesson 4以唱歌和对话的形式要求学生复习各种交通方式,并通过对比初步学习比较等级的形式及用法。

5、 Lesson 5通过学习本课掌握一周七天的读法与写法,重点掌握如何作旅行计划,学会征询别人的意见。

初中英语教学设计优秀7篇

7、 Lesson 7通过本课学习购票的表达方式及劝阻他人不做某事的表达法,同时要求学生学会书面讲述令自己兴奋的一次经历。

8、 Lesson 8帮助学生复习运用本单元所学内容。

二、教学目标

句式: 1. Talk about distance

—How far is it from … to …?

—It’s … kilometers. / It’s about …

2、 Asking for permission

May I …?

Yes, you may. /No, you may not.

3、 Showing Intentions

Do you want …?

I want…。

Let’s take a …, …is faster/slower than…。

4、 Others

How many … do you have?

Please (don’t) 。.。

三、教学过程:

(一)通过谈话引出正题:大家暑假去没去旅游,谁能说说旅游情况?注意:用英语会话。

(二)导入课文,学习相关句子。

重点句子 1. —May I go on a trip to Beijing? —Yes, you may. / No, you may not.

1、 How far is it from China to Canada? It’s about eight thousand five hundred kilometer.

2、 A train is slower than a plane, but faster than a bus.

3、 What do you think of it?

4、 I want to go to the Great Wall.

5、 May I help you? Sure.

6、 How much for a ticket on the T58 from Shijiazhuang to Beijing, please?

7、 Please don’t run or jump.

(三)具体实施

the students and get them to talk about their holidays.

T: I haven’t seen you for long ages, boys and girls! How is it going?

S: Quite well. How are you?

T: I’m fine, too. Thanks. Did you have a nice holiday?

S: Yes.

T: Would you like to share your experience with me? … What did you do?

S: I read a lot.

T: You must have learnt a lot.

some other students to talk about their holidays. And then show some places of interest and

continue talking with the students to make them understand the phrase go on a trip to.

T: I had a nice holiday too. I went on a trip to Beijing. Look! There are some pictures about this city.

Show the students the following pictures.

T: How about the first picture?

S: It’s Tian’anmen Square.

T: That’s right! The second one?

S: It’s Gugong. (In Chinese)

T: In English It is named the Palace Museum. S: The Palace Museum.

T: How about the last one?

S: It’s Changcheng.

T: It’s the Great Wall in English.

S: The Great Wall.

T: There are so many beautiful places in Beijing. And Beijing is the capital city of our country. Would you like to travel to Beijing? (To one student)

S: Yes.

T: Would you like to go on a trip to Beijing too?

the student to answer. Make sure the students know the meaning of go on a trip to.

S: Yes. I’d like to go on a trip to Beijing. T:…(略)

the students to learn to talk about permission by using the phrase: to go on a trip to. The teacher can show them some pictures of places of interest to help them to discuss.

T: What city would you like to go on a trip to, Beijing or Guilin?

S: I’d like to go on a trip to Guilin.

more students the same question to let them learn the phrase go on a trip to well

T: Gulin is a very beautiful place. May I go on a trip with you?

the student to answer: Yes, you may. Or No, you may not.

Explain the meaning in Chinese if necessary. S: Yes, you may.

T: (To another student) I have no money to go on a trip to Guilin. May I borrow some money?

S: No, you may not.

T: Li Ming wants to go on a trip to Beijing. Listen to the tape carefully. Does Li Ming’s mother go on a trip to Beijing too?

S: (After listening) Yes.

四、课堂练习:

听 Listen to dialogues about distance, intentions, and numerals

说 Talk about distance, show intentions, say numbers and make a phone call in English

读 Read dialogues about trips 写 Write a plan

五、布置作业:完成课本1-5题

课堂教学设计要与本节课的教学目的和内容紧密结合。【第三篇】

英语课堂教学活动必须有计划,有目的,有一定的目标。活动的设计是要求学生通过教学活动将所学的语言知识达到牢固的`掌握和熟练运用的程度。因此,课堂教学活动的设计要紧紧地围绕本节课的教学目的和教学内容而进行。而教学改革的听说读写必须贯穿于其中。经过这几个环节后必须要让学生清楚地知道你的教学内容, 他们要掌握的重点。

初中英文教学设计【第四篇】

教材分析:

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

学情分析:

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

教学目标:

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

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

3、情感目标:了解万圣节的文化背景,感受异国文化,促进中西方文化的交流。

教学重点:

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

教学难点:

能熟练运用本课的句型进行交际。

教学过程:

一、Warming up and revision

1、Greetings

2、Chant

3、Sing “Happy New Year”

二、Presentation

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

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

the Ss some details about “Halloween”

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

三、Practice

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

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

2、Review the sentence:

T: Can I have some…?

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

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

四、Consolidation

1、Say the chant 。

听录音,模仿学说,熟练朗读并会表演本单元会话内容。

2、Show the copy.

收集有关Halloween的知识,了解西方国家的其它节日。

五、Homework.

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

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