初中英语的说课稿
人教版初中英语的说课稿范文 作为一名为他人授业解惑的教育工作者，就有可能用到说课稿，说课稿有助于提高教师的语言表达能力。快来参考说课稿是怎么写的吧！下面是我收集整理的人教版初中英语的说课稿范文，希望能够帮助到大家。 初中英语的说课稿1 一、 教材分析 （一）教材地位 Unit 6的中心话题是音乐，而音乐与我们的生活密切相关，通过本单元的学习，要求学生能够用英语谈论自己喜欢的音乐，和音乐家，并说明为什么。在谈论这个话题的同时，学习并掌握定语从句。定语从句在初中教材中是一个很重要的知识点，学好这一单元对后面的学习很有帮助，起着承上启下的作用。在中招考试中，不但十五个选择题中要涉及这方面的内容，而且在也阅读理解中也有大量的定语从句出现，如果不能够很好地掌握它，势必影响学生今后对阅读文章的理解。因此，本单元不仅是本册书的重点，在整个初中教学中，他都占着非常重要的地位。 （二）教学目标 1、知识目标： 学会恰当的使用引导词that ,which ,who 2、能力目标 1）掌握功能句“What kind of music do you like ? I like music that I can dance to . I love singers who can write their own music.” 2） 能够自如地谈论自己所喜欢的音乐和音乐家。 3、情感目标： 通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美。 三）重点和难点： 1、重点 1）本节课的教学重点是学会并掌握先行词为物或者人时，引导词“that ,who ,which”的使用方法。 2）“prefer …to…”的用法 3）掌握有关音乐的词汇和相关的词组，能够比较流利地描述自己喜欢的音乐，运用功能句 “What kind of music do you like ? I like music that I can dance to . I love singers who can write their own music.” 2、 难点 结合功能句进行听力练习。 确定目标的根据新课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和初步运用英语进行交际的能力，激发学生的学习兴趣，为进一步的学习打基础。此外，根据我国国情及新课程标准的要求，现阶段英语教学的素质主要包括思想素质教育，潜在英语能力的培养，非智力因素的培养等几个方面。而我们班的学生本身英语基础不太好，部分学生已经对英语失去了信心，还有一部分学生觉得英语越来越难，渐渐力不从心了，不感兴趣了，上课注意力也不集中了。针对这种情况，备课时要增加趣味性，以此来提高学生对英语的学习兴趣。 二、教法学法 1、 教法：采取“任务型”教学法。教师根据本节课内容，安排合适的任务，让学生在完成任务的过程中达到本节课所拟定的目标。 2、 学法：任务型。让学生通过完成课前找资料、上课积极参与、讨论，课后进行巩固和迁移等任务，来达到拟定的目标。 采用任务型教学法的根据： 初中英语新课程理念中说，使用“任务型”的教学，能让学习者在实施任务的过程中有更多的机会去接触可理解的语言输入，有更多的机会以口头或笔头的形式去进行语言交际，由此产生更多的语言互动或磋商性的活动，最终将促进他们更好更快地学习语言。四、教学环节的设计 三、教学过程 （一）准备阶段 我要准备的工作是备好课，制好课件。学生要做的准备工作是查找喜欢的音乐、歌手，并思考为什么。使学生在预习中就掌握了大量的信息，具备了相应的选择能力和重组能力，这也恰恰是新课程标准的要求。 （二）课堂教学过程 任务一 ：创设情境。通过看图片，谈天气、服装、音乐等学生生活中比较熟悉的事情引入本单元的功能句。倾听、观看、理解、记忆、回答、模仿、参与操练。通过为学生设置情境，能够让学生充分理解和感受功能句“what kind of music do you like ? I like music that I can dance to . I like musician who can write their own music.”的用法。《初中英语新课程教学法》一书提倡英语生活化教学，文中这样写道，“英语生活化教学，就是在教学过程中要关注和联系学生的生活实际和生活体验。让英语教学贴近实际、贴近生活、贴近时代，树立以学生为本的思想，提倡学生参与、体验、亲身实践、独立思考、合作探究从而实现教学方式和学习方式的转变。”利用学生感兴趣的生活实际引入教学，有利于引起学生的学习兴趣和参与兴趣。 任务二：分组操练。让全班同学以四人小组为单位操练和表演对话，教师巡视、观察、监控、调整、提供帮助。通过编对话的形式谈论他们对音乐和音乐家的好恶，不仅体现小组合作学习，也体现了师生之间的合作学习。《新课程理念》中提到，“学会与他人合作已经成为全球教育改革的四大支柱之一。在英语教学中培养学生的合作精神的一个重要途径是通过设计和提供大量合作性的语言活动，让学生在学习过程中感受与他人合作、分享知识和成功的感受。” 任务四：写自己的句子。让学生在逐步掌握功能句“说”的技能之后，转入模仿句式写 句子，“I like music that＿＿”。 “造句是培养学生运用英语的最简单易行的训练方法，可以使学生通过运用单词和短语来掌握句子。为今后写作练习打下最基本的基础。” 任务五：教师创设听力情景，并针对听力提出适当的问题，使学生有目的地进行听力练习，然后小组讨论、全班订正。听力练习也是本节课的教学难点，平时大多数学生都说听力难，其实主要是没掌握听力技巧，如果让学生带着问题有目的地去听就容易多了。这实际也是一种听力技巧，即不需要听清每个词，只需抓住关键即可。 任务六：巩固和迁移。教师简单的设计一些针对性比较强的练习，让学生几分钟内完成以达到学生对本单元知识点的巩固和迁移。 任务七：阅读练习。让学生带着问题，根据本节课所学自己阅读课文Section A 3a，然后找出问题相应的答案，阅读前，教师解释remind sb of sb/sth “使…记得，提醒”，然后小组讨论，全班订正。这样安排的主要目的是锻炼学生的阅读能力和培养学生的合作精神。 任务八:：布置作业。让学生利用本节所学内容完成3b和4，也即编对话和采访练习。以达到对本节知识的巩固和迁移。 四、教学效果 通过本单元的学习，不仅能使学生学会本单元的功能句，而且通过创设情境调动学生的积极性和自主性，使学生敢于用英语交流和表达，学习中遇到困难，愿意主动向他人请教，并有较强的合作精神，使学生进一步体会到英语学习的快乐与成就 How can we become good learners？ 第一课时Section A（la-2d) 导学目标掌控 ⑧知识目标 A.重点单词： textbook，conversation，aloud，pronunciation，sentence，patient B.重点词组： 1 ．make word cards 2. listen to tapes 3. practice conversations with 4. at first 5 ．word by word C.重点句式： 1 ．How do you study for a test？ 2. I study by working with a group. 3 ．It’s too hard to understand the voices. 4. The more you read，the faster you’11 be. ⑧能力目标 运用句式用英语谈论学习方法。 ⑧情感目标 正确的学习方法有助于我们提高学习效率，从而提高我们的学习成绩。 自学效果掌控 预习教材，回答下列问题： 1 ．What does Jack have to do? He has to finish reading a book and give a report next Monday. 2. How does Annie ask Jack to understand a word?s mean- ing? Try to guess a word?s meaning by reading the sentences before and after it.? 导学环节设计 Step 1 Revision and Leading-in 对话导人：师生间开展对话，谈论英语学习。对话内容可以包括下列问题： 1 ．Do you like learning English? How about your English study? 2. What do you think is the best way to learn English well? 3. Do you have any other good ideas？ Step 2 SB Page l完成教材上la-lc的任务 操作案例： Read the new words by the Ss first. Then check the Ss if they can read the new words by themselves correctly. If there is a mistake，correct. Practice reading the new words ．Give them 6 minutes. Have a competition between boys and girls ．Write the words you remembered just now on the blackboard. la. Do this part by the Ss first. According to each student，check the ways of studying English. Then add other ways they sometimes study. lb. Ask the students to listen to the tape. Question：How do these students study for a test？Then ask the students to write letters from la above. After that，check the answers. lc. Make conversations about how to study for a test. Step 3 SB Page 2完成教材上2a-2d的任务 1 ．2a. Listen and check the questions the students hear. 2 ．2b. Listen again. Match each answer below with a question above. 环节说明：要求学生听第一遍录音，并完成课本上2a的听力任务；要求学生听第二遍录音，完成课本上2b的听力任务；要求学生听第三遍录音，逐句进行跟读并检查核对答案。 3 ．2c. Make conversations using the information in 2a and 2b. 操作案例： A：Have you ever studied with a group? B：Yes，I have. I have learned a lot that way. 4. 2d. Role-play the conversation. 环节说明：学生两人一组，仿照2c中的操作案例，进行简短的小对话；在进行2d的时候，可以先播放录音，让学生先听，然后分角色表演（朗读）对话。 初中英语的说课稿2 一、教材分析 1、教材的地位及作用: 今天我要说的是冀教版八年级下册第五单元:Go with Transportation 第37课:Flying Donuts。本单元讲述了一些有关交通发展的历史事件和相关故事，在复习以前所学的有关交通的词汇和短语的基础上又扩展了一些生词、习语和日常用语。第37课的课文通过介绍Danny想象中的一种新的交通工具，引导学生充分发挥想象力、创造力，设想未来的交通工具，并用英语表达出来，从而激发学生的创造力和表现欲，使他们从中得到学习的快乐。 2、教学目标:(知识目标、能力目标、德育目标) 知识目标: (1) 学习单词fuel, coal, oil … 。 (2) 学习、掌握短语和句型think of认为，想起;at the front of 在……的前面 with用…; 能力目标: 通过听、说、读、写的综合训练，促进学生将新学知识转化为言语的技能，尽可能地运用语言表达实际的意义。 德育目标: 培养学生表达自我的能力，发挥想象力、创造力，张扬个性，展示自我。 确立教学目标的'依据: 根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。 3、重点与难点: 确立重点与难点的依据: 根据教学大纲的要求，教材编排的特点及本课在教材中所处的地位和作用，并从学生的实际出发，确定本课的重点与难点: 重点:本课词组和句型think of/about /out ;with的多种用法;What do the donuts do? Will Danny’s invention really work? 难点:设想发明一些交通工具，并用英语表达出来。 二、教学方法: 新教材重视以人为本，强调素质教育。在教学中，要注意发挥学生的主体作用，把空间留给学生。抓住初中生活泼好动，表现欲强的心理特点，课堂上我设计了大量的听、说、读、写的训练，启发学生动脑思考，鼓励学生大胆开口，畅所欲言，尽可能运用英语表达实际意义，从而最大限度地调动学生的积极性和主动性。教学中，我主要通过五步教学法，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。 三、学法指导: 在教学实践中，教师不仅要将基础知识和基本技能传授给学生，而且要教学生学会学习。教师要采用多种教学方法，激发学生的求知欲和好奇心，提高学生的学习自主性和学习能力。针对学生普遍存在着缺乏自信，自我评价偏低的倾向，在教学中我注重鼓励学生相信自己，鼓励他们多动口，勤动手。 在进行口语训练时，要求学生努力克服怕羞的心理，踊跃发言，敢于开口说英语，积极参加课堂上的各种教学活动。 四、教学手段: 主要以现代化电教手段--多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。 五、教学程序: 课前准备 教师备好课及相关的教学设备，布置学生预习本课内容，向学生提出预习的具体要求: (1) 学习本课生词，了解课文大意。 (2) 找出重点短语和句子。 1、检查复习 (1)检查学生预习课文的情况: 询问他们对课文的意思是否还有什么问题，鼓励其他学生解答这些问题。 (2)展示图片，复习学过的部分交通工具的名称:bicycle, train, rocket, car, boat, plane…… 2、循序渐进，导入新课 本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的。 首先，提出本课的学习目标，结合学生的预习情况，指出重点词汇及短语，并呈现在画面上，以突出重点，体现难点。 其次，通过听力训练和问答练习，引导学生从听、说入手了解课文，初步感知新的语言知识。 3、举例分析，精讲重点 对课文中的关键词句如:What do donuts do? think of/out/over, with, make sb. do sth……等重点讲解，举例加以说明。为了更好地调动学生的积极性，要求学生运用这些词语造句，训练学生写的技能，使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。 4、口语操练，加深印象 (1)通过放录音，学生听，模仿说，教师讲的过程，巩固语言材料，培养学生听、说能力。 (2)让学生准备几分钟，然后采用三人小组的形式，分角色大声地朗读课文。 (3)让学生创设一些情景，用所学的知识编写对话，并且把它表演出来。 5、课堂练习，巩固知识 出示一些与本课语言点相关的选择题和情景对话，要求学生当场完成。课堂练习的目的在于检查学生掌握知识的情况，以便教师发现学生知识缺漏，及时补充。同时也有助于进一步巩固，加强对本课内容的理解和运用。 如果时间允许的话，还可以让学生想象着发明一些交通工具，用英语把它描述出来，写成一篇小作文。如果时间来不及，就作为课外作业。 6、展示板书 Unit 5 Lesson 37 Language points: 1.think of认为,想起; think over仔细考虑; think out想出 2.at/in the front of在……前面(部)/in front of在……前面 3.on the way to school在上学的路上/on one’s way home在回家路上 4. With用…… 5. What do the donuts do? 面包是用来干什么的? 本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。 虽然教学已经有十年了，但是在教学过程中难免存在不足，敬请各位老师批评指正。谢谢大家! 初中英语的说课稿3 一、On teaching material说教材 （一）Teaching contents教学内容： 本课教学内容是外语教学与研究出版社出版的教科书,七年级上册第——模块第——单元《xxx》。 （二）Teaching aims and demands 三维目标： 基于我对教材的理解和分析，我将本节课的教学目标定为： ⑴Cognitive objective知识目标：学会单词、短语：……；句型：…… ⑵Ability objective能力目标：提高学生，听、说、读、写及知识自学的综合能力。 (3) Moral objective情感目标:在探索学习的过程中，培养学生实践能力、探索意识、合作精神与创新精神。同时感受英语与生活的密切联系。 （三）Important and difficult points重点、难点 根据教学目标和学生特点我确立本节课的教学重点是— 难点：能够运用所学的语法，进行交流。 （四）The handing of materials对教材的处理 对教材的处理和把握上始终贯穿谈论问题，提供建议这一主线，本着激发兴趣，体验参与，自主学习，学以致用的原则，循序渐进的深化教学内容。 二、On teaching methods说教法 根据本课实用性强，涉及面广，语言运用量大的特点，我确立了如下方法和手段： 1. 任务教学法，给学生设置不同的任务驱动，赋予知识和技能训练，以他们自己真实的情景和语境调动学生的参与热情。 2. 听说读写综合训练，培养语言的运用能力。 3. 知识导入和任务设计，由浅入深，由易到难，循序渐进，逐层拓展。 4. 采用多媒体教学手段，增强直观性和趣味性，加大课堂容量。 三、On learning methods说学法 我们常说现代的文盲不是不识字的人，而是没有掌握学习方法的人，因而在教学中要特别重视学法的指导。在学法指导上我以学生自主学习为主，配以小组合作学习法、讨论法进行自主探究式学习。 教是为了不教“授人以鱼不如授人以渔”，在学法指导上，我注重以下几点： （1）鼓励大胆开口，积极参与，克服羞涩，紧张，害怕，逃避等消极心理影响。 （2）发 展学生自主学习的策略 （3）倡导为用而学，学了就用，发挥主动性和创造性，把握课堂实践空间，并努力将这种实践延续到课后。 依据：新课程倡导的感知——体验——实践——参与——合作，以及形成性评价。 四、On teaching procedure说教学过程 基于上述的教材简析，目标设定，重难点的把握，以及教法学法的选择，我确定了这样的教学过程： 1. Lead in创设情境，导入新课。 本活动我采用兴趣性教学策略，用多媒体呈现图片，激发学生探索的动机和愿望。通过头脑风暴唤醒学生的语言智能，既检查学生的预习效果，培养学生自我学习的能力也培养了学生的发散思维能力。以旧引新为新课内容铺垫。 2. Fast reading预习检测，整体感知。 引导学生默读课文，给出提示，以小组为单位合作填写表格。然后选派代表回答，进行核对。 3. Careful reading自主质疑，以学定教。 揭示学习目标，引导学生围绕“自学指导”走进课文，自我思考、研究，然后引导全班同学开展“互学，群学”，就疑难问题共同探究，找出规律。 4. Group work合作探究，深化重点。 采用任务型教学途径以及学生小组合作学习的方式。 1）分小组展开竞赛。 2）利用多媒体，进行小组抢答，激起学生的求胜心和参与率，同时达到训练学生快速思维和表达的能力。 5. Listening and speaking检测反馈，训练提升。 1）Listening采用分层的形式完成听力训练，使学生更进一步对声音语音进行体会、感受，这就是本课的重点的突破环节。 2）Discuss in group分小组展开讨论，在讨论、交际的过程中，提高使学生的口语交际能力，体验到成就感和合作精神，从而突破本课的难点。 6. Summary and rethink。质疑总结，反思评价 这一环节我利用课件展示以下几个问题总结本课 1） What do you learn today?今天你学到了什么？ 2） What will you remind everyone to pay attention to? 你要提醒大家注意点儿什么。 3） Have you any doubts? 你还有什么疑惑吗？ 4） What do you think of your performance today?你觉 得自己今天的表现怎么样？ 5） What do you think of your classmates’ performance in your group? 你感觉组内其他同学表现如何？ 7.Blackboard design.板书设计 板书设计力争比较直观、系统、精炼，突出重点难点，揭示出本节知识的内在联系，便于学生总结回顾的同时加深理解和掌握. That’s all my interpretation. Thank you very much!我的说课完毕。谢谢各位评委老师。 ;
初中英语说课稿
初中英语说课稿范文 英语说课稿大家会写了吗?下面是我为大家收集的关于初中英语说课稿范文，欢迎大家阅读! Unit2 The Journey of a Coin Teaching Aims: Knowledge aim: Students can understand the meaning of the listening material, and get some detailed information from the material. Ability aim: Students can retell the story, and their listening and expression abilities can be improved through doing the listening task. Emotional aim: Through listening the story of the journey of a coin, students will get more interests in learning English. Teaching Key Points: Understand the meaning of the story. Teaching Difficult Points: Understand some new words in the story and retell the story in their own words. Teaching Methods: Situational teaching method, Communicative teaching approach. Teaching Aids: Radio, Multi-media Teaching Procedures: Step 1 Warming-up and lead in Free talk: Share a experience about their journey. Question: Have you ever heard of a journey of an object like coin? If not, today we will listen to the story. Step 2 Pre-listening: Learn some new words to eliminate the difficulty they may meet during the listening: mint, shiny, cashier, roll, stall. Step 3 While- listening: Global listening: listen to the tape for the first time, and then find the main idea of the listening material. (main idea: this listening material mainly talks about a journey of a coin. It goes through a lot and finally get to a girl’s hand.) Careful listening: listen to the tape for the second time, and then finish the following 2 tasks. 1. write numbers 1-8 in the boxes to show the right order. Ask some students to show their answers after listening.(answer：1—c, 2—f, 3—h, 4—a, 5—d, 6—g, 7—b, 8—e.) 2. answer the following questions: a. what does the coin look like when produced in the mint? (lovely and shiny.) b. where is the coin’s first place when it was brought out from mint? (Bank.) c. who get the coin from the bank cashier? ( A cake shop owner.) d. why the coin became very dirty? (Because it rolled away when the woman dropped her purse, and she didn’t find it, so it stayed on the road for a long time. ) Step 4 Post- listening: Retell the story in students’ own words. Ask some of students to share their retelling. Step 5 Summary and homework Summary: Ask students to act as an assistant teacher to conclude what we have learned this class. And then make a summary together. Homework: Supposed that you are the coin in the listening material, what would you say to the girl who made you clean? Write a letter to express your appreciation for her. Blackboard Design: ;
初中英语优秀教案范文
这节课应该既能够让学生的学习有意义，也能够让教师在扎实、充实、平实、真实的授课过程中真正享受到，“教学作为一个创造过程的全部欢乐和智慧的体验”。以下是我为您整理的初中英语优秀教案范文，供您参考，更多详细内容请点击教案栏目查看。 篇一：《How do you get to school》 一、对本节课的定位 我认为在“新课程标准”和“新基础教育”的理念的指导下，这节课应该既能够让学生的学习有意义，也能够让教师在扎实、充实、平实、真实的授课过程中真正享受到，“教学作为一个创造过程的全部欢乐和智慧的体验”。同时，本单元是以话“交通”题材为教学主要内容的新目标(Go for it)教材典型设计，借助本单元可以给学生在学习方法上以很好的指导，并可以在小空间内进行大规模的扎实、有效的训练。 二、任务目标的确定 本单元的教学任务是在“交通(transportation)”这一话题下，让学生学会谈论“交通”(包括不同的交通方式，到某地的距离以及以某种交通方式到某地所花费的时间等)，学习一些文化常识，掌握一定的学习方法，并在大量的、有效的训练中提高学生的听说读写等基本能力。 三、教学环节的设计思路 本着整体划一，循序渐进，高效有序，并在教学中能不断地深化教学的设计思路来安排本节的每一个环节。 (一)整体划一 在本节课中，对于“整齐划一”可以从两点来说明: 首先，本人一直认为作为语言教学，听说读写等能力的训练应该是一个整体，不可分割开来的，因此在教学设计中可以说一个话题，一个训练都蕴含着各种能力的培养;其次，在教学中每一节课都是独立的，但在我的教学设计中每一节课不仅可以独立，更重视它在单元教学整体中的地位与作用。与每一节课内衔接一样，单元教学的整体衔接也很重要。 (二)循序渐进，高效有序 本节课从简单的对“How do you get to school in the morning?”的询问入手，引入对重要课文Section A 3a 的复习。通过学生复述这段文字，重点巩固由“How, How long, How far”引导的谈论交通话题的重要句型，并提炼相关的信息形成新的对话，为下一环节作铺垫。即课文Section A 3b 的训练，通过第一、二人称来谈论交通话题的训练，拓展到以第三人称来谈论他人的交通话题，进而让课文Section B 2a, 2b, 2c 的学习水到渠成。然后完成对本节课学习的测试，进行归纳总结本节课的要点。最后，作业一中让学生来完成交通方式的图片收集，是对本节内容的进一步深化;作业二中要求学生做一个调查，并形成调查报告，实际上和测试二一起构成了对Section B 3a 的有效预习。 总之，本课从课本入手，用课本内容引出一系列的活动，最终又导向课本，环节紧扣，层次清晰。 四、独特的创意 本节课的设计中，具有独特创意的地方，可以从以下几个方面来说： 第一、独特的环节设计 首先面向全体学生进行简单的复习，目的在于巩固几个基本句型。然后把课本中阅读的短文用复述和听力的方式引入，别出心裁。其主要目的在于营造较轻松的语言环境，缓解部分学生对于说写等输出环节的畏惧心理。接下来，从大量的听说引入读写，给学生铺垫知识的过程。既练习口头表达，又巩固了读的成效。教学步骤中每一步都将成为下一教学步骤的铺垫，在每一步骤中，教师设计具体任务，让学生参与到课堂互动中，并完成具体的任务。整个课堂设计由浅入深，循序渐进，难度过渡非常自然。 第二、独特的课程深化 全面展开训练，重点集中突破，中考真题帮辅，课结影响未尽。首先，在常规的训练之后，又用中考真题来重点训练和巩固所学，不但给学生对本节课的理解有更深一步的认识机会，更为学生的长远学习打下了坚实的伏笔。其次，在对交通的表达方式上的深化，采用了系统归纳，并用同意表达的形式进行训练，有层次，有实效。 第三、独特的思维能力训练 着重思维能力的训练，围绕话题进行多方面的扩展性的练习，并充分地利用 Listening 和Speaking，引发学生积极思维，以Groupwork和Pairwork等多种形式讨论和操练。最终达到让学生熟练谈论“交通”这一说话能力的目标。并在作业中以预习形式对这一目标进行了延伸。 五、掌控好借来的学生 由于是借班上课，学生又是活动的主体，课堂上大部分的时间交给学生，教师的引导是关键。 篇二：《How often do you exercise》 Unit 1 How often do you exercise? Ⅰ.Analyis of teaching material 1.The topic of this unit is about free time actmties。Suchtopicisrelated to students’daily life. So it is helpful toraise learning interest of students. If students can learn this unit well，it will be helpful to make students learn the the rest of this book. 2 .Teaching Aims and Demands (1) Knowledge Obj ect In this unit students learn to talk about how often they do things. (2)Ability Objects To improve students’ability of listening，speaking，reading and writing. (3)Moral Objects To help students form a good eating habit. To do exercise every day and keep fit. 3 .Teaching Key Point To master the key vocabularyand the target language presented in this unit. 4 .Teaching Difficult Point To train students how to use the key vocabulary and the target language by reading and writing. 5 .Studying Ways Teach students how to use context. Teach students how to do a survey. Ⅱ.Language Function Talk about how often you do things. Ⅲ.Target Language What do you usually do on weekends? I sometimes go to the beach.. How often do you eat vegetables? Every day. Most of the students do homework every day. Ⅳ.Structure Wh-questions What do…? How often…? Adverbs of frequency All/most/some/none V .Vocabulary always，usually，often，sometimeshardly，ever，never, exercising，shopping，skateboarding once，twice，three times a week，month, every day, milk，junk，food, drink Ⅵ.Recycling reading，watching TV，go to the movies, fruit，vegetables Ⅶ.Learning strategies Using context. Transforming information. Ⅷ.Teaching times Six periods Period One Teaching Aims: 1. Learn to talk about how often do you do things 2. To learn the words of the adverbs of frequency. Teaching Difficulties: 1.words: exercise, skateboard, hardly, ever, shop, once, twice, time, surf, internet, program. 2.phrases:how often, on weekends, go to the movies, exercise, go skateboarding, always , usually , often , never , hardly ever , sometimes . 3.Sentence patterns: What does she /he do on weekends ? She often goes to the movies .How often do you shop ? Once a week / Twice a week ••• . Teaching Aids: Tape recorder;Multi-Media. Teaching Procedures: Step 1 ：Greeting. 1. Teacher: Summer vacation is over. I think you had a wonderful vacation, am I right? Did you enjoy your summer vacation? Could you please tell us what you did in your summer vacation? 2. Encourage students to share their holidays with the whole class. Step 2 ：Leading – in Teacher: Oh, you had a happy and colorful vacation. Today we will talk about more activities on weekends. First, let’s think about what we can do on weekends. (Ask some questions and let students think it over). Teacher: I often sing on weekends, what do you usually do on weekends? S1: I often take piano lessons. Teacher: What does she usually do on weekends? (Ask another student) S2: She often takes piano lessons. Teacher: What about you? (Ask S2) S2: I often play basketball Teacher: What does he usually do on weekends? (Ask another student) S3: He often plays basketball. (Ask more students in the same way) Step 3：1a Look at the screen. Make a list of the different weekend activities. First let students list different activities, then Teacher: Now work in pairs, ask and answer ---What does he/she do on weekends? --- She goes shopping. / She reads books. / He exercises. / He watches TV. / She goes skateboarding. Step 4：1b Listen and write the letters from the picture above on the lines below. Get students to focus on the six adverbs in activity 1b and help students to understand: Always-100% usually- 90% often-80% sometimes-50% hardly ever-10% never-0% Step 5：Lead-in: Teacher: I always read English books on weekends. I usually exercise on weekends. I often go to visit my grandparents. I sometimes go shopping on weekends. I hardly ever play computer games on weekends. I never play cards on weekends. What does your English teacher do on weekends? (Help students to say) Students: Our English teacher always reads English books on weekends. She usually exercises on weekends….. Teacher: I exercise every day. I go shopping once a week. I watch TV twice a week. I go dancing three times a month… How often does your English teacher exercise/ go shopping / watch TV / go dancing? Students: Our English teacher exercises every day…. Step 6： Listening (2a and 2b) Teacher: My friend Cheng is talking about something about his different activities, let’s listen and number the activities you hear. Teacher: Listen again. How often does Cheng do the activities above? (Help students to finish 2a and 2b) Step 7：.Do a survey: Activities How often Take a shower Wash your hair Exercise Clean your room Ask and answer: How often do you take a shower? How often does he / she take a shower? Let Ss ask and answer in pairs, using always, usually, often, sometimes, hardly ever or never. 篇三：《Where’s your pen pal from》 教学目标分析 1、语言目标 a. 重点词汇： Countries: Canada, China, France, Japan, the United States, Singapore, Australia, The United Kingdom, Paris. Cities: Sydney, New York, Toronto, Toyo, London Languages: English, French, Japanese, Chinese. b. 重点句型： -Where…from? -She’s/He’s from… -Where does…live? -She/He lives in … -What language does she /he speak? -She/He speaks …. 2、能力目标 a. 培养学生在文段中寻找信息的能力; b. 学会用英文给笔友写回信，简单介绍个人情况; c. 通过有效地小组合作，培养学生合作能力及团队精神。 d. 在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 , 使学生能熟练运用新句型来谈论年龄和日期。 3、交际目标 通过学习本单元的内容，使学生学会用各种方式与世界各国朋友交流。 4、德育目标 了解世界，了解不同地区的人文风俗;学会理解和尊重异国文化。 三、单元重难点分析 重点： 1. 谈论国籍、民族及其语言。 2. 询问并回答人们的住处。 难点： 1. 含from的where引导的特殊疑问句及其回答 2. 含live的where引导的特殊疑问句及其回答 四、课时结构 为了能较好地实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。 Period 1 Section A 1a—2d Period 2 Section A 3a—Section B2c Period 3 Section B 3a---3c Period 4 Summing up Section A and B and the grammar. 五、教学过程设计 The First Period Teaching aims: 1.Learn to express the main countries and cities. 2.Know something about the countries. 3.Master where- sentence structure. Key points: 1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore, the United Kingdom, country, Sydney, New York, Paris, Toronto, Tokyo world 2.Sentences: -Where is your pen pal from? -He’s from Australia. -Where does he live? - He lives in Paris -Where is John’s pen pal from ? Teaching aids: Some cards with cities and countries. Teaching procedures: Step 1.Lead—in (1a&2a) First greet the students. Then teacher begins the topic with the Spring Festival. Do you have a nice Spring Festival? Do you go to many places? I do. Then use the fresh pictures through computer to teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last finish 2a on page2. 通过这个环节，教师完成本单元的新单词的导入，通过提供给学生每个国家的地图，让学生猜出国家名称及相应的城市，学生能有意识的记忆国家及城市的名称，并为整节课任务的完成奠定最基本的词汇基础。在看图片时学生能够做到精神集中，并能激发学生的学习兴趣。 Step2.Practice(1c&2d) ①Teacher says: I goes to many places during the Spring Festival, so I have many pen pals from different countries. One of my pen pals is Sandy. She is from the UK. She lives in London. Ask the students: Do you have a pen pal? Some say yes, some say no. Then go on with “Where is she/he from?” and “Where does she/he live? Ask some students to stand up and practice with teacher. ②With these sentence structures, ask students to practice them in pairs. ③Make a Survey to understand your classmates better. 上面这些句型的操练都是为了最后一个任务作铺垫。操练的过程中可以及时纠正学生的错误。然后让学生填写调查表，了解全班同学的笔友分别来自哪个国家以及居住在哪个城市，同时让学生认识和了解一些国家和城市相关地理文化知识，拓展学生的视野, 激发他们的兴趣。在完成任务的过程中运用where…from和where…live引导的特殊疑问句, 综合运用目标语言, 询问并回答人们的国籍和住处。 Step3.Listening comprehension(1b,2b&2c) After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b & 2c on page 2.在口头练习的基础上，在他们熟练掌握本课时句型以后再做这些听力应该是不难了，这样可以增加他们学习英语的信心。并且这些听力材料的设计也是层层递进，由易到难，充分考虑到了学生的层次，起到了很好的巩固作用。
初中英语优秀教案范文
教案中对教学方法的选择，板书设计，教具或现代化教学手段的应用，各个教学步骤教学环节的时间分配等等，都要经过周密考虑，精心设计而确定下来。下面是我给大家整理的初中英语优秀教案范文，供大家参阅! 初中英语优秀教案范文篇1 ⅠTeaching Materials 1. Language Materials Words: spoil, as, screen Phrases: on the computer, find out Sentences: I guess somebody else has borrowed it. Could you find out who has taken it? Grammar: The present perfect tense ⅡTeaching Objectives 1. Read the whole lesson fluently, and pronunciation and intonation should be right. 2. Learn to read the information on the library cards and the computer screen. 3. Master the following materials (4 skills) Word: as phrase: on the computer, find out (3 skills) Words: spoil, screen Ⅲ Teaching Points The main points: (1)&(2) in teaching objectives The difficult points: learn to read the information on the library cards and the computer screen Ⅳ Teaching Procedure Organization of the class Today, we are going to learn Lesson 4. In Lesson 4, we’re going to talk about the information on the library cards and the computer screen. Revision Before we go on to learn the new lesson, let’s go over what we learn in Lesson 3. A. Oral How could Grandma get all her lost books back? the use of the adverbs in the present perfect tense. The teaching of the new lesson A. Lesson 4 Yesterday, we learned that grandma usually borrowed books from the library. There is a new library today. If you want to read books, how can you find them? Let’s go on to learn Lesson 4. B. Part1 I’d like you to listen and do Wb. Ex.1 C. Part 2 Ask the students to write down something about the school librarian and report it to the class. Teach: as He works there as a shop assistant. D. Part 4 Learn to read the information on the cards and the computer screen. E. Part 3 Listen and answer: What does the boy want to borrow? What’s its name? Who has borrowed it? Read and learn. has borrowed, has taken, has got( the present perfect tense) find out Read and act. F. Part 5 Read and learn. G. Checkpoint 1 H. Wb. Ex.2&5 Homework A. Wb. Ex 3 B. Go over the whole unit. 初中英语优秀教案范文篇2 教学目标与要点 1.能够熟练运用所学知识来谈论"运动"，特别是一些和生活密切相关的运动项目。 2.掌握本单元的有关"water sports"的单词和短语，能听、说、读部分地名，重点掌握 no mater，both…and…，all over等短语或习惯用语的用法。 3.进一步学习现在完成时态，特别注意它与already，just，yet，very等词的连用，同时能够区别它们的用法。 4.能够熟练运用现在完成时态，用它来表达由过去开始，和现在相联系的动作或影响，能够区别一般过去时与现在完成时的不同。 5.运用本单元所学知识来描述某一运动。如：the Olympic Games或surfing或diving等。 素质教育目标 1. 进一步学习现在完成时，灵活运用already, just, ever, never等词语。 2. 引导学生对水上运动和其他运动进行描述，达到阐述自已喜好的目标。 3. 在学习过程中，让学生了解体育运动对每个人的生活和工作的重要性。 4. 通过各种教学手段，如声音、图片、动画、电视、网络等，让学生在了解有关体育知识的基础上，自觉参与各项体育运动，培养积极向上的生活情趣。 5. 引导学生尝试运用不同的学习工具、学习方法、媒体素材等进行学习和提高。 教学设计方案 Teaching Objectives: Students should master the dialogues, useful expressions about the present perfect tense. Language Focus: What's the surfing like today? Have you ever been to … How long have you been to … Properties: Tape recorder, topic cards, etc. Teaching Procedures: I. Revision Ask student answer the questions of Have you… T: Have you finish you homework? /Have you got your notebooks? S: Yes./ No. T: What have you done for English study? S: (They may have different answers.) II. Leading in After a long vacation, Ss may remember something about their travel, let them think about where they have been. How to speak in English? III. Presentation Write the sentences on the blackboard: Have you ever been ______? I have already been _______ several times. / I've never been there. Explain the meaning of sentences and the word ever, already and never. Open the textbook and turn to page 6, lead the Ss to read the word Bondi Beach, Cape Town, Hawaii, Newquay, surfed, water-skied, canoed, dived in part 2. Let Ss read part 2 dialogs in pairs. IV. Practise Let them close the textbook. Show a topic to Ss: Ted and Bruce's talk beside the beach. Say to Ss: "Please image that you are Ted and Bruce, you are talking about your trip and water sports, you'd better use Have you ever been …, surf, uncle. Five minutes later, go to the front to show your talk with your partner." Check their talks in pairs, encourage them to speak aloud and practise as the actor. V. Presentation Play the tape of Part 1 for the students to listen three times. The first time, let one or two Ss speak the main sentences in the dialog. The second time, volunteers repeat what they hear. The third time, try to rewrite the whole sentences. Ss open their textbooks, and check what is not remembered. Ss could find any problem about this dialog, T give them the answer. eg. have a try, I don't know how to surf, Since last Wednesday, None of us has, etc. VI. Exercises in class T read the questions below, and Ss give their answer, to improve and impress what have learned. 1. They are good ___________. Do you like __________? (surf) answer: surfers, surfing 2. We have been to Hawaii __________. (two) answer: twice 3. Mike hasn't done his homework _____. A. already B. just C. yet D. either answer: C 4. Ted has been a bus driver _____ five months ago. A. for B. since C. from D. in answer: B 5. - _____ have you been to Cape Town? - Since last Wednesday. A. How often B. How many times C. How long D. How soon answer: C 6. She is very busy. He hasn't had a day _____ for three weeks. A. busy B. free C. off D. on answer: C VII. Homework 1. Finish your dialog design after class, try to use what you have learn. 2. Finish the exercises on page 97. 3. To read Surfing in page 7, find the main sentences, and think about what kind of water sport you like best, why? 初中英语优秀教案范文篇3 Teaching Objectives: Students should understand the meaning of reading, master useful expressions and learn more about the present perfect tense. Language Focus: Useful topic: Surfing, beaches; useful expressions: have been, never, ever, no matter how, neither nor, etc; and other reading skills. Properties: Tape recorder, topic cards, answer sheet, etc. Teaching 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 have you watch? What kind of water sport you like best, why? III. While-reading Before first listening of Surfing, read the questions of exercises 1 on page 98. Prepare their answer sheet. Ask the students bring these questions to listen the tape or video first time. Write their answer if possible. Then play the tape or video once again, ask the students check their answers. And then let them try to give the main sentence of this reading. Open the textbook, turn to page 7. Let Ss find the new words and useful expressions in five parts (each part for each paragraph). Ask them give correct explanation. Make sure everyone is on task. While working, teacher go around the classroom and give help where need. Then show the answers of them. Teacher explains the main sentences, such as Now it is enjoyed by people all over the world; It's neither too hot nor too cold all the year round; etc. IV. After-reading Discussing in four parts, talk about San Francisco, Honolulu, Hawaii, Hainan island. After discussion Ss should give Where is it, What it famous for, What water sport are there, etc. V. Homework 1. Finish exercises 2 on page 98. 2. Revise the new words, useful expression and sentences
