目錄初中英語優秀教案50篇 課后服務教案初中英語樣本 初中英語板書設計范例 高中數學優秀教案電子版 初中英語教學設計萬能模板
這節課應該既能夠讓學生的學習有意義，也能夠讓教師在扎實、充實、平實、真實的授課過程中真正享受到，“教學作為一個創造過程的全部歡樂和智慧的體驗”。以下是我為您整理的初中英語優秀教案范文，供您參考，更多詳細內容請點擊教案欄目查看。
篇一：《How do you get to school》
一、對本節課的定位
我認為在“新課程標準”和“新基礎教育”的理念的指導下，這節課應該既能夠讓學生的學習有意義，也能夠讓教師在扎實、充實、平實、真實的授課過程中真正享受到，“教學作為一個創造過程的全部歡樂和智慧的體驗”。同時，本單元是以話“交通”題材為教學主要內容的新目標(Go for it)教材典型設計，借助本單元可以給學生在學習方法上以很好的指導，并可以在小空間內進行大規模的扎實、有效的訓練。
二、任務目標的確定
本單元的教學任務是在“交通(transportation)”這一話題下，讓學生學會談論“交通”(包括不同的交通方式，到某地的距離以及以某種交通方式到某地所花費的時間等)，學習一些文化常識，掌握一定的學習方法，并在大量的、有效的訓練中提高學生的聽說讀寫等基本能力。
三、教學環節的設計思路
本著整體劃一，循序漸進，高效有序，并在教學中能不斷地深化教學的設計思路來安排本節的每一個環節。
(一)整體劃一
在本節課中，對于“整齊劃一”可以從兩點來說明: 首先，本人一直認為作為語言教學，聽說讀寫等能力的訓練應該是一個整體，不可分割開來的，因此在教學設計中可以說一個話題，一個訓練都蘊含著各種能力的培養;其次，在教學中每一節課都是獨立的，但在我的教學設計中每一節課不僅可以獨立，更重視它在單元教學整體中的地位與作用。與每一節課內銜接一樣，單元教學的整體銜接也很重要。
(二)循序漸進，高效有序
本節課從簡單的對“How do you get to school in the morning?”的詢問入手，引入對重要課文Section A 3a 的復習。通過學生復述這段文字，重點鞏固由“How, How long, How far”引導的談論交通話題的重要句型，并提煉相關的信息形成新的對話，為下一環節作鋪墊。即課文Section A 3b 的訓練，通過第一、二人稱來談論交通話題的訓練，拓展到以第三人稱來談論他人的交通話題，進而讓課文Section B 2a, 2b, 2c 的學習水到渠成。然后完成對本節課學習的測試，進行歸納總結本節課的要點。最后，作業一中讓學生來完成交通方式的圖片收集，是對本節內容的進一步深化;作業二中要求學生做一個調查，并形成調查報告，實際上和測試二一起構成了對Section B 3a 的有效預習。
總之，本課從課本入手，用課本內容引出一系列的活動，最終又導向課本，環節緊扣，層次清晰。
四、獨特的創意
本節課的設計中，具有獨特創意的地方，可以從以下幾個方面來說：
第一、獨特的環節設計
首先面向全體學生進行簡單的復習，目的在于鞏固幾個基本句型。然后把課本中閱讀的短文用復述和聽力的方式引入，別出心裁。其主要目的在于營造較輕松的語言環境，緩解部分學生對于說寫等輸出環節的畏懼心理。接下來，從大量的聽說引入讀寫，給學生鋪墊知識的過程。既練習口頭表達，又鞏固了讀的成效。教學步驟中每一步都將成為下一教學步驟的鋪墊，在每一步驟中，教師設計具體任務，讓學生參與到課堂互動中，并完成具體的任務。整個課堂設計由淺入深，循序漸進，難度過渡非常自然。
第二、獨特的課程深化
全面展開訓練，重點集中突破，中考真題幫輔，課結影響未盡。首先，在常規的訓練之后，又用中考真題來重點訓練和鞏固所學，不但給學生對本節課的理解有更深一步的認識機會，更為學生的長遠學習打下了堅實的伏筆。其次，在對交通的表達方式上的深化，采用了歸納，并用同意表達的形式進行訓練，有層次，有實效。
第三、獨特的思維能力訓練
著重思維能力的訓練，圍繞話題進行多方面的擴展性的練習，并充分地利用 Listening 和Speaking，引發學生積極思維，以Groupwork和Pairwork等多種形式討論和操練。最終達到讓學生熟練談論“交通”這一說話能力的目標。并在作業中以預習形式對這一目標進行了延伸。
五、掌控好借來的學生
由于是借班上課，學生又是活動的主體，課堂上大部分的時間交給學生，教師的引導是關鍵。
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》
教學目標分析
1、語言目標
a. 重點詞匯：
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. 重點句型： -Where…from? -She’s/He’s from…
-Where does…live? -She/He lives in …
-What language does she /he speak? -She/He speaks ….
2、能力目標
a. 培養學生在文段中尋找信息的能力;
b. 學會用英文給筆友寫回信，簡單介紹個人情況;
c. 通過有效地小組合作，培養學生合作能力及團隊精神。
d. 在連慣的聽說讀寫活動中，訓練學生的邏輯思維，快速反應能力和實踐能力 , 使學生能熟練運用新句型來談論年齡和日期。
3、交際目標
通過學習本單元的內容，使學生學會用各種方式與世界各國朋友交流。
4、德育目標
了解世界，了解不同地區的人文風俗;學會理解和尊重異國文化。
三、單元重難點分析
重點： 1. 談論國籍、民族及其語言。
2. 詢問并回答人們的住處。
難點： 1. 含from的where引導的特殊疑問句及其回答
2. 含live的where引導的特殊疑問句及其回答
四、課時結構
為了能較好地實現既定的教學目標，結合本單元教學內容和學生的學習規律，將本單元授課時定為四課時。
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、教學過程設計
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. 通過這個環節，教師完成本單元的新單詞的導入，通過提供給學生每個國家的地圖，讓學生猜出國家名稱及相應的城市，學生能有意識的記憶國家及城市的名稱，并為整節課任務的完成奠定最基本的詞匯基礎。在看圖片時學生能夠做到精神集中，并能激發學生的學習興趣。
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.
上面這些句型的操練都是為了最后一個任務作鋪墊。操練的過程中可以及時糾正學生的錯誤。然后讓學生填寫調查表，了解全班同學的筆友分別來自哪個國家以及居住在哪個城市，同時讓學生認識和了解一些國家和城市相關地理文化知識，拓展學生的視野, 激發他們的興趣。在完成任務的過程中運用where…from和where…live引導的特殊疑問句, 綜合運用目標語言, 詢問并回答人們的國籍和住處。
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.在口頭練習的基礎上，在他們熟練掌握本課時句型以后再做這些聽力應該是不難了，這樣可以增加他們學習英語的信心。并且這些聽力材料的設計也是層層遞進，由易到難，充分考慮到了學生的層次，起到了很好的鞏固作用。
對于英語老師來說，上課時需要用到的教案也是很重要的。下面是我給大家整理的英語教案模板范文，供大家參閱!
英語教學材料解說
我說的內容是九年義務教育小學英語六年級Book 4 Unit 4 Lesson 19
本課主要圍繞詢問對方正在干什么以及如何回答的英語表達法。依據小學生英語新課程標準所提出的總目標，根據教材的特點我確定以下教學目標和教學重難點。
英語教學方案模板
1、知識目標
學生能夠會說、認讀本課對話并能夠使用句型：What are you doing? I’m making a model ship。Pass me an egg，please。 Give me two apples。
2、能力目標
引導學生積極運用所學英語進行表達與交流，學生的多元化只能在交際活動中得以以體現和發展
3、情感目標
把語言訓練融入各種情景之中，學生通過體驗，參與活動，學會與他人合作，共同完成學習任務，從而體驗成功，培養對語言學習的興趣。
4教學重難點
重點:1)理解并靈活運用句型What are you doing? I’m…肢棗
2)兩個祈使句：Pass me an egg，please。
Give me two apples。
難點：knife、scissors、minute的發音。以及長句子：We‘ll go to the lake and try it on the water。
5、教具準備
課件、錄音機和磁帶，剪刀，小刀，一頁紙，圖片等
英語教學方案設計方法
基于本課的特點和六年級學生好動，好奇，模仿力強，表現欲旺盛等心理特點，我在教法設想和學法指導上堅持以情景話題為核心，以功能、結構為主線，以任務型活動貫穿教學始終，運用直觀教學法，情景教學法，全身反應法等教學方法，幫助學生在視聽說讀唱玩演等饒有趣味活動中，相互合作，體驗參與，自主的、愉快的學習英語，發展能力，維持興趣。力求做到：“開課能激趣，講課蘊情趣，練習有興趣，結束藏意趣”
英語教案流程
1、 Warm up
(1) Greetings師生相互問候，幫助學生自然進入英語學習狀態
(2) Sing a song and dance: Front,back,right ,left
師生共同唱歌汪仿跳舞，既活躍課堂氛圍，拉進師生間距離。
2、 Revision
讓學困饑纖生兩人一組復習第18課的會話，為下一步學習作了鋪墊。
3、 Presentation and drill
1)通過用紙疊船創設情景引出引出句型What am I doing? I’m making a model ship. 然后板書，進行操練，通過CAI 教學What are you doing? I’m…四幅情景圖分別配上I’m watching TV. I’m listening to the radio. I’m talking to a friend. I’m playing with my doll.讓學生邊看邊聽邊感知，老師在示范并輔以肢體語言，然后讓發音準確的學生小老師教讀。
繼續進行紙疊船創設情景，師說：Who can help me? Pass me the knife ，please。板書新單詞pass 、knife。Give me two apples。 板書新單詞give、scissors。然后板書，進行操練，通過CAI 教學展示Let‘s practise中的六幅圖，讓學生造句，加深學生對這兩個祈使句的印象。
2)第二步讓學生疊紙船。通過學生用紙疊船創設情景引出句子：Can I help you? Can it go on the water?看到學生有疊完船的，老師引出：Wait a minute 。After class。We‘ll go to the lake and try it on the water。I‘ll show you 。通過學生用紙疊船創設情景這樣做也激發了學生的學習興趣，使學生對本科教學任務有清晰地感知，并產生豐富的想象，帶著濃厚的興趣參與本課的教學中。
4、聽音，指圖，跟讀對話
充分利用教學資源，培養學生聽和模仿的能力。以課本為載體，落實教學內容
5、Practice
1)Pair work
同桌操練新授內容并展示，鼓勵學生在真實生活情境中使用所學語言進行交流，培養運用英語的能力。
2)Sing a song
把What are you doing? I’m … 變成歌曲(曲調同“兩只老虎”)
老師先示范唱一遍，然后師生一起唱。以學生耳熟能詳的歌曲，調動學生的積極性，能有效的鞏固教學內容。
6、Consolidation。
1)、Do workbook。進一步鞏固所學知識。
2)、Fun time。學習Look out!告訴學生注意交通安全。
3)、抄寫板書四會內容，檢查學生的書寫以及書寫姿勢。
7.Homework
1) Listen and repeat。通過回家聽錄音，復習鞏固所學內容。
2) 小組合作組織一個新對話。
教案中對教學方法的選擇，板書設計，教具或現代化教學手段的應用，各個教學步驟教學環節的時間分配等等，都要經過周密考慮，精心設計而確定下來。下面是我給大家整宏嫌理的初中英語優秀教案范文，供大家參閱!
初中英語優秀教案范文篇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
薯派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
數絕賀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.
初中英語優秀教案范文篇2
教學目標與要點
1.能夠熟練運用所學知識來談論"運動"，特別是一些和生活密切相關的運動項目。
2.掌握本單元的有關"water sports"的單詞和短語，能聽、說、讀部分地名，重點掌握 no mater，both…and…，all over等短語或習慣用語的用法。
3.進一步學習現在完成時態，特別注意它與already，just，yet，very等詞的連用，同時能夠區別它們的用法。
4.能夠熟練運用現在完成時態，用它來表達由過去開始，和現在相聯系的動作或影響，能夠區別一般過去時與現在完成時的不同。
5.運用本單元所學知識來描述某一運動。如：the Olympic Games或surfing或diving等。
素質教育目標
1. 進一步學習現在完成時，靈活運用already, just, ever, never等詞語。
2. 引導學生對水上運動和其他運動進行描述，達到闡述自已喜好的目標。
3. 在學習過程中，讓學生了解體育運動對每個人的生活和工作的重要性。
4. 通過各種教學手段，如聲音、圖片、動畫、電視、網絡等，讓學生在了解有關體育知識的基礎上，自覺參與各項體育運動，培養積極向上的生活情趣。
5. 引導學生嘗試運用不同的學習、學習方法、媒體素材等進行學習和提高。
教學設計方案
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?
初中英語優秀教案范文篇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
全篇都是英語的初中英語教案，給大家帶來了其簡哪范文作參考。下面是我給大家整理的初中英侍咐中語全英教案范文，供大家參閱!
初中英語全英教案范文1
Contents:
1. Vocabulary：guitar, join, dance, swim, sing, chess, paint, s peak, play chess, speak English, play the guitar, want to join the music club, art club.
2. Structure: Can you play the guitar/ swim/paint/dance---?
Yes, I can. No, I can’t. Bu t I can---.
Can he/she play the guitar/ swim/paint/dance---?
Yes, he/she can. No, he/she can’老山t. Bu t he/she can---.
I want to join the art club.
Objectives:
1. Teaching Aims and Demands
(1) Instructional Objectives
Be able to use the new words and phrases.
Be able to use “can” and can’t.
(2) Ability Objectives
Be able to use what they learned to describe what they can do and give responses.
2. Teaching Importance
To master the key vocabulary
To understand and use the target language
To master the usage of the different forms of “can” in the target language.
3. Teaching Difficulties
To enable the students to understand the sentence patterns to talk about the ability activities.
4. Teaching Aids: Multi-media computer
5. The Teaching Methods: TPR, Conversation
Procedures:
Step1: Warming-up
Before class, get Ss to enjoy an English song for about 2 minutes to warm them up.
Step2: Lead-in
1. Use the PPT to lead in the new lesson.. show some pictures and teach the words and phrases: guitar, join, dance, swim, sing, chess, paint, speak, play chess, speak English, play the guitar, want to join the music club, art club.
2. Ask Ss read the words together.
Step 3: Presentation
1. Show some actions and say I can play the guitar/ swim/paint/dance---. Then ask the students: Can you play the guitar/ swim/paint/dance---? Help the students answer: Yes, I can./ No, I can’t. Bu t I can---.
2. Show some pictures of the actions and ask the students to practice in pairs together in class. Finally invite some groups to act them out in front of the class.
3. Show some actions and say he/she can play the guitar/ swim/paint/dance---. Then ask the students: Can he/she play the guitar/ swim/paint/dance---? Help the students answer: Yes, he/she can./ No, he/she can’t. But he/she can---.
4. Show some pictures of the actions and ask the students to practice in pairs together in class. Finally invite some groups to act them out in front of the class.
2
Step4: Representations
1. Show some pictures of the clubs and let the students tell what clubs they are. E g: A: Do you know the clubs? B: Yes, I do.
A: What kind of club is it? B: It is art/ music---club.
2. Show some pictures of the clubs, ask and answer:
A: What club do you want to join? B: I want to join the art club. A; Can you paint? B: Yes, I can.
3. Pair work
Show some pictures of the actions and ask the students to practice in pairs together in class. Finally invite some groups to act them out in front of the class, using the following sentences:
A: What club do you want to join? B: I want to join the --- club. A; Can you ---? B: Yes, I can. I can---.
Step 5 . Make a survey
Give the students several minutes to prepare the survey using the target language to ask and answer, next fill the form :
A: What club do you want to join? B: I want to join the --- club. A; Can you ---? B: Yes, I can./ No, I can’t.
Step 6. Summary
Summarize the key language points in groups , and show them on the screen to help the Ss take notes.
Step 7. Homework
1. Consolidate and review the expressions of the lesson.
2. Write a short passage about the results of the survey.
備課是各階段教師都會做的一件事情，隨著教育的不斷發展，進而衍生出了“說課”，老師們希望把每一堂課都講好，所以下旁賀面我整理了初中英語說課萬能模板，供大家參考。
初中英語15分鐘說課模板
Good morning, everyone! I am （）. Now I’ll say section A of Unit3.This is my sister. Go For It! The title is “This is my sister ”. I’ll say the lesson from four parts:
一、Analysis of teaching materials
二、信巖Teaching methods
三、Guide of studying ways
四、Teaching procedure
一: Analysis of the teaching material
(一) Status and function
1. The main topic of this unit is “family tree ”. In this unit, the Ss will learn t o speak the new words of family members and introduce the family members to others. This is a topic that is related to their daily life. So it can raise thei r learning interests and improve their spoken English.
(二) Teaching aims and demands
1. Knowledge Objects
In this lesson, Ss should master the new words “grandfather, grandmother, grandparent, father, mother, parent, brother, sister, friends …滑啟御” etc. At the sam e time, they should know how to use these sentences “this/that is my mother/father/brother/sister/grandfather... These/those are my parents/grandparents/brothers/sisters/friends...”and know how to answer these questions.
2. Abillity Objects
In this lesson, I’ll mainly train the Ss ' abilities of listening and speaking and develop t he Ss’ abilities of communication by learning the useful vocabul aris and structures.
3. Moral Objects
In this lesson, the Ss should learn how to work with others and help eac h other, how to impress their own ideas during the communication.
4.Teaching keys and difficulties
According to the teaching aims, I think the focus of this lesson are the n ew expressions of family members and help the Ss to communicate with each other. The difficulty is to distinguish the use of "this" and"that", "these/those"
二、Teaching methods
In this lesson, I’ll mainly use the "Task-based Language Teaching" method , an d it will be used in the whole lesson. I think it’s helpful to develop the Ss’ t hought. I’ll also use “Situational Language Teaching ” method. It can provide enough listening and speaking situations for Ss. I think good teaching methods are the keys to success.
三、Guide of studying ways
In order to guide the Ss better, develop the Ss’ abillities, in this lesson, the S s will learn how to be a good language learner , and how to communicate wit h others. It will be very helpful for their learning in the future. I think good s tudying ways can help the Ss to be good language learners.
四、Teaching procedure
1. Warm-up
In order to form a better English surrounding for Ss, attract the Ss’ attention, I'll show them a book or a key or Sth in hand to help Ss to remember what they have learned last class. Then I'll show Ss a famous person's family photo to lead what we will learn today. The Ss may have more interesting to discu ss the people. I think a good beginning is a half of success.
2. Presentation
Let the Ss look at the picture .
Ask: Whose family photo is this?How many people in his family? Then help t he Ss answer: This is Xia Xue's family photo. There are 5 people.
Then write the key words on the Bb and use this picture to teach the new wo rds: mother, father, brother, sister, cet. And lead the Ss to read after me one by one.
Image I'm Xia Xue, and begin to introduce "my" family: This is my mother a nd that is my father. They are my parents. This is my sister. That is my brot her. (But my grandfather and grandmother are not here.)
Then move to the 1a in this unit to practice more. This activity can not only help the Ss grasp the meaning of these new words, but also remember the wo rds easily. I'll show more pictures to consolidate the vocabularies and let ss pa y more attention to "this" and "that", "these" and "those". And let ss pay the r ole of Dave and Lin Hai in group and change the role. Then invite one group to show their dialogue. The Ss at this age enjoy showing themselves, so it ca n also improve their studying interests, I think it’s most important during study ing, because interest is a best teacher.
3. Listening practice
Ask the Ss finish 1b. I think it’s eas ier for them to do it right now. In order to deep improve their listening ability, I will ask them to read the dialogue , because listening is insparable from reading.This activity can not only help the Ss grasp the meaning of these new words, but also improve the Ss' listening skills.
4. Discussion
Tell the Ss: The transportation we choose mainly depends on how far the plac es are, different distances, we’ll choose different transportations. and different t ransportations ,
It will take different time.
Then let the Ss look at the list, ask them to discuss : “How do they get to s chool?”
Finally, ask the Ss to practice in pairs like this:
A:How far is from Wang Min’s home to his school?
B:It’s 500 meters
A:How does he get to school?
B:He gets to school on foot.
A:How long does it take?
B:It takes 5 minutes.
This activity can help them learn to work together with others and can improv e their speaking skills. The most important thing is that it can improve the Ss’ ability of solving problems, it’s a kind of important ability for both their dail y life and future life.
5. Listening practice
In Part Four, Ss have understood different ways of transportation takes differen t time. In this step, I’ll ask the Ss to name the five ways of transportation fir st. It can help them finish it more easily. Then play the tape, while the Ss lis tening , I’ll go around the classroom and help the Ss who have trouble in list ening . It can not only help the Ss who have trouble in listening, but also hel p the teachers go closer to the Ss. I think the closer the teachers go to the Ss , the better the students will learn 。I f necessary, I’ll play the tape again. Fina lly, check the answers.
6. Do a survey
Ask the Ss to do a survey : How far is from your partner’s home to your sc hool? How does he (she) get to school? How long does it take? Then report i t .
7. Homework
In order to train the Ss’ writing skills , I’ll ask them write down the report th at they did in Part 6.
初中全英語說課稿萬能模板
Good morning, everyone. My name is...., I come from.... I`m very happy and excited to stand here, it is my great honor to be here to present my lesson. My teaching topic is.... I`ll talk about it by 8 parts.
The analysis of teaching material.
The analysis of students.
The analysis of teaching aims and demands.
The analysis of teaching importances and difficulties.
The analysis of teaching methods.
The analysis of teaching procedures.
Blackboard design.
Teaching reflection.
Well, firstly, I`ll talk about Part 1 the analysis of teaching material. My teaching topic is... from Unit...Go For It Junior English Book 1A, which published by People Education Press. In this period, the main language function is to practice listening and speaking skills around....as well as the communicative skills of.....
Then I`ll talk about next part the analysis of the students. It is known to us that most of students had learned English for about....years. They are curious about new things and have a strong desire to learn better. However, their Engish tearning level are different from each other. They need teachers` help and encouragement in their further study.
Next I`ll talk about teaching aims and demands. There are knowledge aims, ability aims and emotional aims. The knowledge aims are to enable the students to master the new words.....the phrases....and the sentenses.....The ability aims are to obtain the abilities of listening, speaking, reading and writing around.....to train the students` abilities of using language, to guide the students to talk about....using the expressions of....and to develop the students` ability of creative thinking and cooperative study. The emotional aims are to enable.....
Let`s move on to another part: the analysis of teaching importances and difficulties. The teaching importances are....The teaching difficulties are.....
Next is teaching methods. I use...methods in my lesson. There are multimedia computer assisted instruction, task-based activities, situational approach, total physical response or the audio-lingual method.
Now I`ll talk about teaching procedures. According to five steps teaching method, I design my lesson into five steps.
Step 1 is warm-up. Here I`ll....By this, the students can be interested in it and pay their attention to our class easily and....
Step 2 is lead-in. Here I`ll....By this, the students.....
Step 3 is presentation. Here I`ll.....By this, the students......
Step 4 is practice. Here I`ll....By this, the students......
Step 5 is homework. Here I`ll......By this ,the students.....
Next is my blackboard design. I`ll design it like this.....
At last, I want to say, to be a good teacher is my dream. I think a teacher is not only a guide for sudents, but also a friend of them. If I were a teacher, I would build a close relation with my students, helping them not only on their study but also on their lives. I`ll try my best, and I have confident that I can do it.
Ok, that`s all. Thanks for your listening. Good-bye.
