初中英语教学设计精选14篇

作为一名老师,就有可能用到教案,借助教案可以更好地组织教学活动。那么写教案需要注意哪些问题呢?以下是爱岗敬业的小编为大家整编的14篇初中英语教案设计的相关文章,欢迎阅读,希望可以帮助到有需要的朋友。

英语教学设计 篇1

课题

unit 9 section a

教材分析

本课采用了discussing和concluding的教学策略;利用课件来展开课堂教学,pairwork问答式的口语交际活动和小组活动,运用连词and和but等进行询问和谈论喜好,可以增进同学之间的了解和友情,并帮助学生找到彼此的共同点,加深沟通。

学情分析

教学目标

1、 知识与能力:本节课的主要内容是学会运用连词and和but谈论喜好。

2、 过程与方法:采用discussing和concluding的教学策略;利用课件来展开课堂教学,pairwork问答的口语交际活动和小组活动,进行询问和谈论喜好的课堂教学和练习。

3、 情感态度价值观:本节课是通过“介绍电影”来学习“谈论喜好”,学习内容是学生非常感兴趣的话题,贴近学生的生活。通过互相介绍自己的喜好和偏爱,可以增进同学之间的了解和友情,并帮助学生找到彼此的共同点,加深沟通。

教学重点和难点

重点:通过“介绍电影”学会运用连词and和but谈论喜好。

难点:连词and和but的用法。

教学过程

一、第一教学环节:情景创设,导入新课。

本节课的主要日容是谈论喜好,再导入新课时开采用播放课件复习电影种类:action movie , thriller,comedy ,documentary ,beijing opera.并询问:do you want to go to a movie? what kind of movies do you like?

二、第二教学环节:师生互动,学习探究

1、通过复习what kind of movies do you like ? i like?。.等句型引导学生阅读3a 部分的句子,然后选择适当地连词and和but填空,练习i like?and i like?。she likes?。but she doesn’t like??等谈论喜好的目标举行完成3a部分的教学任务。

2、引导学生展开pairwork活动,完成3b部分口语交际教学任务。让学生根据部分的图画和文字说明,依次谈论人物的喜好,复习巩固所学的i like??and i like?。she likes?。but she doesn’t like??等目标语言。

三、第三教学环节:合作交流,巩固提高。

一到学生进行游戏活动,让学生互相询问和谈论喜好。通过只能种方式,练习运用所学目标语言what kind of movies do you like ? i like?。.do you like??? yes , i do 。 no ,i don’t 完成第4部分的教学任务。

板书设计

unit 9 do you want to go to a movie?

i like thrillers and i like action movies.

i like comedies but i don’t like documentaries 。

maria likes thrillers but she doesn’t like comedies 。

教学反思

本课结合教材重点。难点及英语学科的特点,利用多媒体辅助教学,体现“自主,合作,探究”的学习方式,它较之传统教学更能使每位学生都能积极参与到

课堂学习及课外活动中去。使学生的听。说 。读。写能力得到全面提高,在愉快轻松的氛围中掌握知识。与此同时,带来的问题是:每个学生接受知识,获取知识的方式与快慢存在着差异,这就决定了在学习成效上的差别。为此,老师要对每个学生作深入了解,并制定相应“水平线”以鼓励学生超越。

初中英语教学设计 篇2

1、巧妙导入。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,积极配合。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起。在教学过程中,既有教师灵活的教,也应有学生积极主动地参与,才是真正意义上的教学。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、有趣。

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,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。通过学生们的积极努力,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。达到触类旁通的效果

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,自己得出结论。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己的知识经验。我在处理how much与how many的区别用法时疏忽了这点,没有让学生自己发现总结出来,而是直接告诉他们,然后通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应该具备的素质。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。时间不多时还继续按原来的思路授课,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。每个学生都希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。体现在让学生到讲台来示范做奶昔时,不少学生高高举起手,都希望自己能去试试。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。这点非常欠考虑。备课时没有想到应该让一个优秀生,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。以后应该多考虑学生个体、心理以及年龄等各因素。

通过这一节课,我对如何备好课,吸引学生,启发学生思维,培养学生学习能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。

初中英语教学设计 篇3

从走上教育岗位到现在已经七年有余了,时间如流水般来也匆匆去也匆匆。七年,让我从一个完全不懂教学法的大学毕业生沉淀成现如今的一名教书教得比较顺手的青年教师,一名年轻的乡村英语教师。经过几年的积累和总结,我做了以下反思:

反思一、词汇教学

《新目标英语》词汇量大,其中七年级上册有词汇700个左右,下册约450个,八年级上册约450个,下册约400个, 九年级全册约500个,合计2500个。词汇量大自然也就增加了教学的难度,但我们又必须让学生掌握,否则难以适应教材的要求。那么我们该采取什么方式来教学单词?

实践证明,传统教学中,*讲解和机械操练掌握词汇的方法是不行的。尤其在当前中、小学英语脱节,词汇量大,教学任务重的形势下,我们更应注重培养学生自学的能力。我认为我们应做好下列几点:

1、重示范。在教单词时,要求教师自己示范到位,发音清晰,讲解发音要点。同时培养学生认真听,专心看,积极模仿的好习惯。听清后再跟说。确定学生大都听清,模仿正确后,再出示单词卡片,以免分散学生的注意力。对直观的单词配以图片、体态语帮助学生理解。顺利完成音——形——义的逐步过度。

2、重情景。单词是构成语言的三大要素之一。人类思维活动是借助词汇进行的。人类思想的交流也是通过由词构成的句子来实现的。没有词汇任何语言都是不可想象的。因此单词具有语言的意义,应在特定的语境中引出,这样既便于学生理解,印象也深刻。

3、重迁移。在教学中我们应提倡“新旧贯通”或叫“相互迁移”。其实这也是一个很好的学习方法pen—pencil—pencil—box—day—today—monday—tuesday—yesterday,all—tall—ball—small 等等。

4、重趣味。英国著名语言家c.e 埃克斯利说:“教英语的最好的方法就是能引起学生学习英语兴趣的那种方法。”我们在单词教学中不能一味让学生死记硬背,而应尝试运用多种形式巧记。如采用儿歌、猜谜语、简笔画等形式。

5、重运用。学习单词的目的是为了运用词汇,并能正确运用到笔头表达之中。在英语教学中创设一定的语言情景,使学生宛如置于一种真实的语言环境中,就能使学生自然而然使用所学习词汇来表达他们的思想感情,从而达到学以至用的效果。如:七年级上册unit3的教学,我们可以让学生带全家照来学校,让学生相互介绍自己的家人,让学生在运用中掌握单词与句型。

反思二、任务设计

《 新目标英语 》倡导以任务为基础的教学,也就是引导学生通过完成具体的任务活动来学习语言,让学生为了特定的学习目的去实施特定的语言行动,通过完成特定的交际任务来获得和积累相应的学习经验。任务的设计也就是要给学生提供明确、真实的语言信息,使学生在一种自然、真实或模拟真实的情境中体会语言、掌握语言的。应用。那么我们在教学中又应如何设计任务?

1、任务要真实。既要从学生的认知水平和生活实际出发,又要与社会生活紧密相连。如教授八年级上册unit5时,我们可以设计这样的任务:某同学生日要举行一个晚会,邀请各位同学参加,你是接受还是拒绝,用英语又如何表示?班级要召开新年晚会,你如何邀请科任老师?

2、任务要可完成。如果设计的任务不可完成,将在很大程度上妨碍学生主体水平的发挥。

3、任务要由简到繁,由易到难,层层深入,构建由初级任务到高级任务并由高级任务涵盖初级任务的循环,使教学阶梯式地层层递进。如教授八年级上unit4时,我们可先设计一个这样的任务:who how how long,然后设计这样的任务:who how how far how long。

4、要注意 任务的合作性。任务的完成必须依赖于学习者之间的共同合作,每一个学习者在执行任务的过程中,都担当各自不同的角色,都需要提供自己所掌握的信息,在共同完成任务的过程中培养合作精神。

反思三、阅读教学

现在我们流行这样一种说法:一节课老师最多讲15分钟,剩下的要么是开展活动,要么就是让学生自学。《 新目标英语 》中每单元至少有两篇阅读材料,我们现在一般都采用阅读教学法,通过发现问题、分析问题、解决问题来获得知识,强调自学与合作学习。那么在课堂教学中教师到底要不要讲?究竟应该怎样讲?

叶圣陶先生曾说过:讲当然是必要的,问题可能在如何看待讲和怎样讲。可见教师并不是不能讲,而是要“精要地讲”。再说,只让学生畅抒己见而没有教师精当的讲授和适时的点拨,学生的思维不可能深入;只让学生想象体验而没有教师开启智慧的引导,学生的创新精神很难得到培养;只让学生诵读感悟而没有教师的品词析句,学生的学习势必缺少深度和广度。因此教师作为学生学习的组织者、引导者、促进者,必须从教育规律和学生实际出发,精心设计好自己的“讲解点”。那么,在何时精要地讲呢?

1、自读之前启发讲:即在学生自主阅读之前,简明扼要地揭示阅读要求和重点。

2、重点地方着重讲:对材料中的重点、难点和关键之处,在学生自读、自悟的基础上进行重点讲解,该挖掘处必挖掘,该品味,该讲深讲透的地方必须讲深讲透。

3、疑难问题明确讲:当学生在材料理解上遇到疑难时教师要鲜明地讲,从而为学生解难释疑,让学生正确理解、领悟材料内容。

4、合作中提示讲:当学生在合作学习中不能抓住要点进行有效合作时,教师要进行提示性讲解,以使合作有效、深入。 5、总结时补充讲:在总结一节课、一篇材料的阅读情况时,在学生概括、总结的基础上,教师要及时进行补充,以进一步进行提炼和归纳,从而使总结更加完整、准确。

反思四、音标教学

《 新目标英语 》中没有突出音标教学,但为了帮助学生掌握单词,改变学生从一开始学英语就处于被动的学习地位的现状,我们必须进行音标教学。那么,我们如何在新形势下教学音标?

我认为可采用先集中后分散的教学原则。这里所说的集中,即首先运用3个左右的学时集中识记26个字母,这期间穿插一些日常英语用语和简短易学的英语歌曲,内容基本上跟教材相符;其次,用2-3周的时间进行字母、音素和音标的教学,教学的重点要放在了解字母、音素、音标三者之间的内在联系,明确各自在拼读单词中的作用,完成48个音素、音标及其相应字母、字母组合的教学,使学生初步过发音、拼读开口关。同时,结合教材生词表上的单词练习拼读,掌握用音、形、义相结合的正确方法识记单词(可以是生词表上部分单词,特别是一些有读音规律的单词),从而使学生初步形成独立拼读的能力,使学生的英语学习从一开始就进入积极主动的学习状态。然后是分散教学,即按照教材所编的教学任务施教。以达到在教学中进一步分散巩固前面所学的字母、音素和音标,确实形成熟练的拼读能力,并进一步学习和掌握单音部分的其它学习内容。

反思五、语法教学

《 新目标英语 》倡导和鼓励任务型语言教学模式。也就是让学生通过表达、沟通、交涉、解释、询问等各种语言活动形式来学习和掌握语言。这套教材图文并茂、实用性强,交际性强。如八年级(上)中的unit6重点是讲授形容词的比较级,教材中除了少数的几个例句,根本没有提到任何语法规则。但是在教学实践中到底要不要教学语法?语法教学应受到多大的重视?

我认为应该教学语法,应该重视语法教学。当然,我强调语法教学的重要性并不是要回复到传统的语法教学模式中去,而是强调培养学习者的语法意识 。widdowson 在一次演讲中指出,语言由两部分内容组成,一部分是综合的,记忆中的词块;另一部分是分析性的语法规则。语法在语言中起的是调节性的作用,但是这一功能必不可少。不学语法是不可能真正学会一种语言的。事实上,在农村大多数学生在离开课堂之后并没有多少听说英语的机会,他们十分缺少环境英语的反复刺激。而在课堂中学到的毕竟有限,如果让他们掌握了规律,那么在任何时候他们都能通过思考,转化成自己的知识,继而形成语言能力。一旦有了良好的外语交际环境,学生们自然也就能自如地运用。

初中八年级英语教学设计 篇4

A Teaching Plan For Unit 9 “Go For It” Book 3

Teaching Aims:

● To learn about passive voice and adverbial clause with when

●To learn to use when/how long questions

●To talk about famous people

●To learn the simple past tense

Important and difficult points:

To improve the students’ abilities

Teaching Procedures:

Warming up by learning about Passive voice

What does the passive voice look like?

Compare these active sentences and passive voice sentences:

active: The boy ate the apple.

passive: The apple was eaten by the boy.

active: Mary will drive the van.

passive: The van will be driven by Mary.

Identifying S-V-DO

Only sentences which have a direct object can be made into passive voice sentences. Only verbs which take a direct object can be used in passive voice sentences. Let’s look at the sentences we saw above.

The boy ate the apple.

subject=boy, verb=ate, direct object=apple

Mary will drive the van.

subject=Mary, verb=will drive, direct object=van

You can probably identify the verb easily. The subject comes before (to the left of) the verb and the object comes after (to the right of) the verb.

Warming up by asking questions

Hello, everyone! I had a party yesterday. What kind of party? Can you guess? It was my birthday party. Yes, I was born on November 5th, 1972. What about you? Let’s find out when were you were born.

T: When is your birthday?

S: April 22

T: When were you born?

S:19—

Now please pay attention to the structure

Sb + was/were + born + in + year 出生于____年

We use it to express when is our birthday.For example:

I was born on October 25th, 1975.

1a Talking about international sports stars

T: Do you like sport? I think many of you like it. What sport do you like?

S: football, volleyball, tennis, table tennis, basketball and so on.

T: Ok! I know you are sports fans. You must know the famous sports stars. I have some pictures of them 。Do you know them. Let’s make a list.

International Sports StarsWhat kind of sportDo you like him or her? Why?

Michael JordanBasketballsuperman

Deng YapingTable tennisPertinacity

Martina HingisTennisresourceful

David BeckhamfootballHandsome

Please think about these questions. What sport does he or she play? Do you like him or her? Why or why not?

1b Listening and writing

Listen to the tape and write the year when the sports star were born. I will play it twice. First time you can only listen and the second time you can write.

Answers

Deng Yaping:1973Michael Jordan:1963

Martina Hingis:1980David Beckham:1975

Read the tapescript and try to underline the expressions and shadow the when/how long questions

1c Doing pairwork

First let’s look at the dialogue about Deng Yaping. Please read it after me. When you read please pay attention to the pronunciations and intonations.

A: Who’s that?

B: That’s Deng Yaping. She is a great Chinese ping-pong player.

A: When was she born?

B: She was born in 1973.

Now make the similar dialogue about other people with your partners. I’d like to ask some pair to act it out. For example:

A: Who’s that?

B: That’s Michael Jordan. He is a great American basketball player.

A: When was he born?

B: He was born in 1963.

2a Listening and filling the chart

Look at the pictures. What are they doing? Learn the new words

Hiccup 打嗝

sneeze 打喷嚏

world record means the best in the world

Let’s listen to the tape carefully and fill in the chart.

While listening, try to get the important thing --- “how long”

2b Listening and filling in the chart.

Listen again and fill in the “started” and “stopped” columns.

Who holds world recordHow longStartedStopped

Charleshiccupping69years and 5 months19221990

Danna Greensneezing978daysJanuary13,9811983

Read the tapescript and try to underline the expressions and shadow the when/how long questions

2c Filling the chart and speaking

First let’s fill in the blank with the information from the chart in last part.

A: How long did Charles Smith hiccup?

B: He hiccupped for 69 years and 5 months.

A: When did he start hiccupping?

B: He started in 1922

A: When did he stop hiccupping?

B: He stopped in 1990.

Please practice the conversation with your partner.

Make the same kind of conversation about Donna Green.

The students’ conversation may be like this.

A: How long did Donna Green sneezing?

B: She sneezing for978 days.

A: When did she start her sneezing?

B: She started on January 13,1981.

A: When did she stop sneezing?

B: She stopped on September16, 1983.

Grammar Focus

Please go over this part by yourselves. Put your questions to me if you have any. Please pay attention to the tense and the past forms of verbs. When we talk about things in the past, we should use the past tense. The past form of “be” is “was” or “were”。 To the regular verbs, “ed” should be added after them. And as for the irregular verbs we should remember their past forms.

3a Doing pairwork

First you read and fill in the chart with your partner.

The word achievement means “the important thing each person did in life.

AchievementAge

Tiger WoodsStarted golf10 months old

Shirley TempleMovie starThree year old

Wolfgang Amadeus MozartWriting music Four years old

Mei LanfangFirst performed Beijing OperaTen

RonaldoPlayed for his national teamSeventeen

Liu xuanWon a gold medal at the World Championshipseventeen

3b Doing pairwork

Since you have finished reading the chart and filling in your answers, please work in pairs as is the examples in the book.

A: Who is Mozart?

B: He’s a musician.

A: When did he start writing music?

B: When he was four years old years old.

4a Interviewing

Boys and girls, let’s play a game, an interview.

Look at the chart and interview you partners by asking the question.

How old were you when…?

Name AchievementAge More information

Learned to ride a bicycle

Started learning English

Started playing sports

First went to a movie

First had a party

4b Speaking

Who would like to tell us his report about his interview?

John started things early. He learned to ride a bicycle when he was only three years old. Sometimes he fell off the bike, but he never gave up. He was a brave boy.

Closing down by having a free conversation

Some students may be interested in sports stars, but some are not. If you don’t like this topic, you can talk about your favorite persons, instead.

a good time at the party?“ ”Yes,we did./No,we didn't."

初中英语教学设计 篇5

一、教学目标

在本节课结束时,学生将能够学会表述家庭成员的称谓,学会用特殊疑问句来询问家人的称谓和介绍家人。

知识与能力

能听懂有关介绍家庭成员的对话,并能根据提供的信息介绍家人。

过程与方法

采用role-play、pairwork的学习方式,利用图片、听力材料等来展开课堂教学。

词汇教学

采取头脑风暴及图片匹配的方式进行教学,让学生唤醒已有知识,在情境中操练、理解含义,并学会运用;

听力教学

采取听,圈出所听到的单词的方式;

教学

采取pairwork问答式的口语交际活动及role-play角色扮演的`形式进行操练;

语法教学

总结规律、抓住特征、模仿操练。

情感态度与价值观

通过谈论家庭生活这一话题,引导学生正确理解家庭的真正意义,教育学生体贴父母,关爱家人。

二、教学重难点

教学重点

(1)掌握家庭成员的称谓。

(2)能够简单介绍人物关系。

(3)能够指认人物关系。

教学难点

(1)介绍家庭成员时对名词单复数与谓语一致性的正确使用。

(2)Is this / that…?肯定否定回答时代词的使用。

三、教学过程

1.整体情况良好。项目全,内容完整。所有老师都按照学校的要求完成了备课量。教案撰写环节清楚,目标明确,重难点突出,反思仔细、认真。

2.作业形式丰富,有实效,作业量适中。

3.课前准备充分。注重运用课件、图片、单词卡等多媒体技术,激发学生学习兴趣,充分调动学生的学习积极性。

存在的问题:

1.个别老师的教案略显简单,对于重点知识的呈现、如何帮助学生感知、体验、理解语言并运用、内化语言缺乏具体活动安排。

2.板书设计相对简单。可以更合理地设计板书,明确各节课的重点、难点,这样也有利于学生对各节课重点知识的整体把握,便于学生形成知识系统。

3.个别教师没有附上复习教案和试卷。

英语作业优点:

1.作业次数充足,全批全改。

2.大部分学生书写认真,教师批阅规范,且细致、及时。

3.中、低段学生以单词、句子书写为主,作业上有教师对学生书写的示范和指导。教师批改规范,学生书写习惯较好。

4.高段学生以习题练习为主,学生有纠错、有教师讲解的批注,大部分高段学生的作业干净,书写美观。

英语作业存在问题:

1.中、低段部分学生作业不够平整和整洁。

2.部分学生的书写习惯有待提高,需要教师更加严格的要求。

初中八年级英语教学设计 篇6

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 the 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 2.26 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

1.Learn 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

2.Go 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.

3.Go 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.

4.Talk about plans and intentions.

5.Improve 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 a.m. to 7:00 a.m. every day. She goes cycling from 5 p.m. to 6 p.m. 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?

初中英语教案 篇7

Properties: Recorder, Overhead Projector and a map of world.

Teaching Objectives:

1. Practise listening ability.

2. Revise the grammar: the Comparative Degrees of Adjective and Adverbs

The Past Perfect Tense

Language Focus: Checkpoint 18

Teaching Procedures:

I. Showing the teaching aims

II. Revision

Check homework, then ask the students to read the partners' homework to share with each other.

Revise the use of the Infinitive

III. leading in

T: Today we'll learn something about Coco. Do you know where she is from?

IV. Listening practice

Play the tape or for the students to listen and find the answer, then look at the workbook, Exercise 1, go through the questions with the students and make sure they can understand what they mean. Play the tape again, let the students discuss their answers in pains before the teacher checks the answers with the whole class.

V. Presentation

Show the students a map of the world, and ask: What map is it? Help the students find “China” and “India” on the map. Let the students discuss the two countries: They are developing countries. They have a large population in the world.

Ask: What’s the population of China and what’s the population of India? Let the students read Part 2 and answer the questions. (China's population is 1 328 000 000 and India's population is 1 000 000 000). That’s to say India’s population is smaller than China’s .Ask the students to use the words in the box to complete the passage, then read together, finally ask the students to retell the text.

VI. Practice

Revise the Grammar: The Past Perfect Tense, give some examples:

1. He had left before his wife came back.

2. I remembered that Peter had already got a bike.

3. By the end of last month, he had learned 20xx new words.

4. When I got to the cinema, the film had begun.

Then ask the students to do Exercise 3. The answers are: 1 C 2 E 3 A 4 B 5 D. Let the  students read these sentences together.

VII. Practice

Ask the students to do Exercise 4 first, then check the answers. The answers are: had, in, is, more, the, had, to, in, had, that, to, us, and, to

VIII. Workbook

Give the students five minutes to finish workbook. Do Exercises 1, 3 and 4. Then check the answers.

The answers to Exercise 1 are: took, went, found, was, called, told, had happened, said, would go, came, was found, checked, founded, said, stole, went, enjoyed, came, found, had stolen, had

The answers to Exercise 3 are: I worn out 2 try on 3 slow down 4 made up my mind 5 am pleased with 6 were angry with, deserve to 7 at least 8 as if 9 carried on

IX. Summary

Exercises in class

Fill in the blanks according to the text in this unit.

Lucy and Lily are___1___. They are living together___2___. But sometimes they fight. It doesn't last too___3___. They___4___very well with each other again.

They look___5__, so it's hard for people to recognize them: Who is Lucy___6__Lily. We always___7___mistakes. They feel___8__. They like most of the same things, for example: music, food and___9__. But Lily likes to___10__, Lucy likes to___11__, they don’t like the same colour,____12___. So they have some___13____Sometimes they disagree, but they never___14__. They love each other and they are___15___happy that they are twins.

Answers: 1.twins  2.most of the time  3.long  4.get on  5.the same  6.or  7.make  8. the same  9. books  10 .dance  11. sing  12. either  13. differences  14. fight  15.both

X. Homework

Prepare for the final examination.

英语教学设计 篇8

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。

初中英语教学设计 篇9

初中英语教学设计

初中英语教学设计:Unit 7How do you make a banana milk shake?

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

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。

教学用具:

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。

附: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

英语教学设计 篇10

活动目标:

1、教幼儿能听懂并说出眼睛、鼻子、嘴巴的英文名称(eye. Mouse. Mouth)

2、通过各种游戏活动,培养幼儿学习英语的兴趣。

3、通过各种游戏练习,使幼儿了解各器官的作用和功能。

活动准备

1、字卡:eye[ai]眼睛 nose(nauz)鼻子 mouth[mau]嘴巴

2、粘贴小红花若干

3、磁带

活动过程:

1、听录音,和老师一起做“五官操”,以及激发幼儿的学习热情,并让幼儿接触“eye, mose, mouth”的发音。

儿歌:

eye、eye、eye. 眨呀眨

nose、nose、nose 闻一闻

mouth、mouth、mouth 波波波

ears、ears、ears 听声音

2、学习单词:eye、mouse、mouth.

(师):我们每个人都有一张“Face”,在我们的”face”上长有器官,谁能告诉我这些器官的名称,小朋友边说老师边在黑板上画五官,并用英语说:eye two

eyes nose mouth。最后添上头发,耳朵画成一个调度小男孩。幼儿练习“eye mouse mouth”时按五官的上下顺序,同时注意幼儿发音是否 规范。

3、游戏:

摸鼻眼(摸对者奖励小红花)

方法:

师:touch your eyes, one 、two、three,

幼:(手指眼睛)here 、here 、here,

师:touch your nose, one 、two 、three,

幼(手指鼻子)here 、here、 here,

师:touth your mouth, one、 two、three.

幼:(手指嘴边)here、 here 、here。

4、活动延伸:

方法:小朋友每三人一组,给缺少五官的脸谱添画eye nose mouth在添画时告诉大家你画的是什么。

5、结束:

和老师一起做“五官操”,然后逐步下课

1、有关背影教学设计

2、英语教学设计及反思

3、英语课教学设计模板

4、小学英语教学设计反思

5、小学英语教学设计

6、初中英语教学设计

7、高中英语教学设计反思

8、有关循环小数的教学设计案例

9、英语初中七年级(下)教学设计

10、五年级英语《School Lunch》教学设计

英语教学设计 篇11

一、教材内容分析:

1本单元重点学习围绕食物展开的单词及功能性句子。本课时主要学习一些有关食物的单词:tomato ,tofu,potato,fish,green beans, eggplant和句型What would you like for lunch? l dlike…其中有些单词和句型在四年级上册已经学过,也可以说本单元是四年级上册第五单元的延续。

2、学习有关食物的词汇及如何用英语谈论自己最喜欢的食物,A部分侧重学习有关食物的单词以及一天三餐的食谱。B部分则是谈论自己最喜欢的食物以及原因 C部分是通过制作最喜欢的食物广告活动,逐渐把所学知识内化为自己的能力。

二、教学目标:

1、 能力目标:能够提问并回答三餐所吃的食物,如:

What would you like for lunch today? I’d like …

2、 知识目标:认读Let’s learn 的单词和句子,并掌握四会单词;了解good to know等部分的内容。

3、情感目标:了解中国表示美好愿望的传统美食,并介绍其他国家的代表性食物,开拓学生的视野

三、教学重点和难点

重点:掌握有关食物单词:tomato ,tofu,potato, eggplant,greenbeans

难点:掌握较多的食物单词,设计又去、符合学生生活实际的情景,激发学生的`兴趣。调动学生的积极性,达到教学目标。

四、 教学过程

1、Warm- up

(1) Greetings.

(2)Let’s sing and chant.《What Would You Like》播放《PEP小学英语》四年级上第五单元歌曲,学生跟录音唱。

2、Presentation

(1)Do you like vegetables?I like vegetables very much 。After a while,I’ll introduce some vegetables and meat for you! Oh, look, I have a riddles 。(出示Let’s start部分的谜语。)

(2)用谜语引出单词 tomato , potato

Riddle1:It’s red and round. It grow on the ground. It looks like an apple, but it isn’t an apple.What’s it?(tomato.) Riddle2: It’s brown. French fries are made of them. What is it ?(potato)

(3)利用实物教授单词:eggplant,green beans,cabbage,fish , tofu, cabbage.注意纠正cabbage和tofu的读音。

(4) 教授单词pork , mutton。

(5)Group work.

以小组为单位,利用食物卡片,模拟餐厅里吃饭的场景,学生在小组内练习句型What would you like for lunch?及巩固新单词。

3.Extension and Consolidation

(1)、Make the summary.

(2)Make a survey

把学生分成4人一组,调查组内成员一日三餐情况,调查结束后,请学生进行口头汇报。

4、Homework

(1)写本课时的四会单词三遍。

(2)做本部分的活动手册配套练习。

(3)调查身边的几个朋友他们喜欢吃什么食物

五、板书设计

Unit 3 What’s your favourite food?

单词:Park tofu mutton tomato fish patato eggplant

What do you have for lunch today?

I have eggplant and tomatoes 。

I have onions and green beans.

初中英语教学设计与反思 篇12

初中英语阅读课教学设计与反思

一、背景

现行初中英语教材具有很多的优点,但由于学生认知水平的发展具有规律性,教师只有充分认识和掌握这种规律,并结合教学实际,合理设计教学程序,充分发挥学生的主体作用,教学相长,才能到达教学效果的最优化。

二、教材分析

1、话题:本课时选取的是初二英语课本第四单元howoftendoyouexercise?中的一篇文章,主要是围绕本单元的中心任务“foodandlifestyles”而展开的。

2、资料:这篇文章讲述了很多学生平时的饮食和生活习惯。透过学习,让学生明白什么是健康的饮食和生活习惯

3、目标:(1)、理解课文资料,明白如何捕捉细节。

(2)、根据图片猜测大意。

(3)、引导学生掌握模仿主题进行描述的技巧、构成根据主题理解文章细节并能分辨是非的潜力。

step1:warming–upactivities

(一)、freetalk:toaskthestudentondutytomakeaspeech:“whatismyfavouritefood?”设计思路:以讨论日常生活的话题进入,能够活跃课堂气氛,同时,由于每一天都有值日生报告,能够锻炼学生的书写和口头表达潜力,另外,在交流过程中,也互相锻炼了学生的听力水平。

(二)、1。revisesomenamesoffood(letthestudentsspeakfreely。)

2。toshowthestudentsbeautifulpicturesoffoodduringthetalkingtheteachercanwritesomeofthemonthebb,especially。somenewwords:fruit,sweet,bread,meat,juice。

3。toaskthestudentstoaskandanswerwhatisit“doyoulikeit?”

设计思路:(1)、透过感性的图片教学,能够进一步调动学生的学习用心性。(2)让学生相互问答,了解食物的名称,在交流中培养他们的合作精神和解决问题的潜力。

(三)、discussion:(1)whatfoodcanweeatalot?(2)doyouthinkisgoodforourhealth?(3)whichisyourfavorite?

设计思路:透过搞笑的`话题极大地激发学生的好奇心,为进入正文教学打下基矗最后向学生展示有关食物的相关链接(p67)--“healthyeating”,并让他们参与讨论,明白哪些才是正确的饮食。

step2:reading

(一)listeningandscanning:

1。whatdostudentswanttobe?

2。whatdostudentseatforbreakfastnow?

设计思路:(1)。听和读都是学生获取信息的有效途径。透过让学生边听边读(默读)能够培养其快速阅读的潜力。(2)透过有目的地听和读,让学生在了解课文大意的同时握课文中一些细节性的资料。

(二)intensivereading:readthetextagain,trytoanswersomequestions:

设计思路:进一步有目的地读,能够让学生更好地了解课文细节,同时,透过抢答加分的方式,进一步激发学生的主动参与性。

(三)skimming:1。toaskgroups1&2toreadthetextathirdtime,andmakeadialogueinpairs。

2。toaskgroups3&4toretellthestory。

设计思路:1、让学生进一步阅读课文,了解文章的资料,透过对话培养学生交流与合作潜力。

2、透过文章改写与复述培养学生运用语言的潜力。

(四)extensionactivity:toaskthestudentstotellsomethingabouttheirownlifestyles。

设计思路:学以致用,自我的话题会让他们产生更大的兴趣,同时,透过这项活动能够充分训练学生的综合技能。

五、反思:

在教学实践中,本人也体会到,阅读教学应处理好以下关系:教师的“教”和学生的“学”的关系:教师应更多地关注如何教会学生阅读,而不是仅向学生灌输超多的语言知识。教学过程是学生在教师的帮忙和指导下掌握知识和构成技能的过程。教师应让学生在活动中发挥其主体地位,让学生自我去发现问题、分析问题和解决问题。在教学设计过程中,要尽最大可能思考学生情感在教学中的重要性,要设法让学生在快乐中学习。但教师不能片面地追求所谓的“快乐”,一味强调热闹课堂,气氛是活跃了,但忽视了学生对知识的掌握和潜力的培养。阅读过程与结果的关系。任务型教学要求教师在教学中不仅仅要关注学习的结果,还要关注学习的过程。学生完成任务的过程就是学生发现问题、分析问题和解决问题的过程,同时也是逐步提升阅读技巧,提高阅读潜力的过程。实践和反思的关系。反思是实践的一面镜子,每次的教学反思都能折射出实践中的成功和不足之处,在教学中就应不断借鉴成功,改善不足,把培养学生学会阅读、学会自主学习作为追求的目标。

英语教学设计 篇13

一、引言

写作一直是中学阶段英语教学的重头戏,同时也是问题存在比较多的地方。通过近几年高中英语写作课的课堂教学实践,并结合高中学生在英语写作中所表现出的问题,我发现将过程教学法应用于写作指导中的效果更明显,尤其是应用于写前准备阶段,更有利于培养学生的写作兴趣、参与意识和合作意识。

过程教学法将写作大致分为三个阶段:写前阶段、写作阶段和文章修改。这三个阶段是一个循环的过程,教师的反馈和指导一直贯穿其中,学生则应当不断地阅读自己的文章,结合教师的意见对文章进行修改。

俗话说,“万事开头难”,写作也是这样的。写前阶段作为写作的初始阶段,对后面的整个过程起着至关重要的作用。在这个阶段中学生应当考虑三个方面的问题:写作的主题、写作的目的以及文章的读者。写前阶段的准备工作可以给学生提供充分的思考,让学生做到胸有成竹,动笔写的时候就会文思泉涌。

二、教学案例分析

下面这个教学案例是实践中的一部分,这个案例中写前阶段的信息输入是选取了brainstorming这种形式。

(一)写作话题的选取

为了更好的贴近学生的生活,我选取了一个与学生息息相关的一个话题:Living in Big Cities(居住在大城市)。上海是一个国际型大都市,学生们就生活在这样一个氛围中,对这个话题很熟悉。这堂课主要采取的是小组讨论发言的形式,将全班同学每四人分为一个小组,让每个小组先内部讨论然后再发言。

(二)引导性问题的提出

开始的时候同学们并不太活跃,思路并没有打开。笔者考虑到可能有些学生的思维不够开阔,于是就在请学生发言之前提出了一些引导性的问题:

Do you like living in Shanghai?

Have you ever been living in small cities or countryside?

Can you give me your reasons why you like or why you don’t like living in Shanghai?

Which part of Shanghai do you like best?

Do you think it is easy to live in big cities?

When you grow up, where do you want to live, if possible?

(三)Brainstorming

我每提出一个问题会给大家几秒钟的时间思考,这些问题果然起到了抛砖引玉的'作用,学生们开始变得活跃起来。接下来是brainstorming时间,我要求学生大胆地把跳入自己脑海的关键词或者是短语说出来,不必考虑语法问题,也不必为发音不准确而难为情。学生的思维是活跃的,最有创造性的。以下是学生们考虑到的因素:

Housing—housing estates, flats, suburbs, gardens, skyscrapers, high cost for housing

Working—office, factory, or industry, joint venture, white collar, employer, employee

Shopping—big shops, Huaihai Road, fashionable clothes

Leisure—sports, coffee bars, cinema, theatre, music concert, clubs, colorful lights

Eating—traditional Shanghai restaurants, snacks, fast food, pubs Weather—cold and rainy in winter, hot and breathless in summer

Environment—traffic jams, noise, pollution, good education, subway, highway network, overpopulation, fierce competitions

(四)对素材的选择与整理

学生在写作过程中的障碍更重要的是由于思路不畅导致的。这制约了学生语言能力的正常发挥,也使英语写作教学举步维艰。有了brainstorming的这些素材,可以初步打消学生的畏难情绪,接下来要做的就是把这些素材进行选择和整理。

面对这么多的关键词,有些学生又犯难了:怎么样选取呢?哪些应当被归纳入习作中,哪些应当详写,哪些应当一笔带过?于是我引导学生自己思考,给每个小组五分钟考虑,之后每个小组表达自己的观点。我在课上归纳之后发现大部分同学还是赞成分成两大部分:生活在大城市的优势(advantages)和劣势(disadvantages)来考虑。在这个阶段要求学生不仅仅是说一些关键词,而是短语或者是简单成句。

Advantages:

①more chances for finding jobs;

②can receive good education;

③connect with different people;

④easy to be informed of new things and new concepts;

⑤easy to run after fashion;

⑥have convenient traffic network and advanced subway;

⑦There are many fabulous architecture, such as Shanghai East pearl,

The Jin Mao Building, Shikumen architecture and etc.

⑧The multifarious entertainment in Shanghai is attractive to many people, such as Hengshan Road, Xintiandi Square.

Disadvantages:

①high living expenses and dear consumptions;

②fierce competition and heavy pressure;

③Lots of homeless people give heavy pressure to social security and they often make streets dirty.

④Many chemical factories and numerous cars bring air pollution and noise pollution.

⑤Traffic jams always make me late for school.

⑥The weather in Shanghai is not comfortable.

(五)小组讨论,确定自己的观点

在我的引导下,学生们积极发言,说出了自己对上海这个城市的看法。由于题目要求是对大城市的看法,于是我要求学生们将上海与其他一些大城市的共性抽象出来,作为备选的素材。之后进行小组讨论,要求大家把自己列出来的居住在大城市的优势和劣势进一步扩展,最好是能举出一些实际的例子,以增强说服力。我一直认为给学生一些时间进行课堂讨论是大有裨益的,不仅可以使尽可能多的学生投入到课堂中来,鼓励他们发表自己的观点,还对他们的口头表达能起到一定的训练作用,同时小组自己的合作意识也会得到极大的开发。在小组充分讨论之后发现,全班同学的观点可以分成三部分:持赞成生活在大城市观点的同学、持反对态度的同学、持中间态度的同学。这样的讨论中教师一定要在教室中走动,密切关注各个小组的讨论进程,适时得提供一些词汇帮助。

(六)对全文框架的掌握

不少学生往往在动笔之前缺乏对文章整体框架的理解,常常是只见树木不见森林,写了上句没下句。这样的片段性思维使最后的成文看起来不那么连贯,结构也不够井然有序。作为一篇议论文,我要求学生在行文的第一段就要表明自己的观点。由于母语的影响,很多学生写英语作文的时候不是开门见山,而是曲径通幽型。这是东西方文化的差异所致,中文讲究的是形散神聚,而英语则要求神聚形也聚。接下来的行文中,尽量用topic sentence来表明本段的思想,选取上述的优势或者劣势中有代表性和自己熟悉的两到三点进行详细阐述。在文章结束的时候要用一两句精炼的话来总结整篇文章的主旨。

然后要求每个学生花五分钟的时间把他们要写的文章的框架勾勒出来,然后再动笔往下写。

以下是一名学生当堂写的outline:

Paragraph 1: 指出当前人们对于居住在大城市的看法,指出I like living in big cities, like Shanghai。

Paragraph2—3:提出具体的理由:

①more chances for hunting a job(各种类型的企业在上海遍地开花,给大家提供了很多就业机会)

②easy to be informed by new things(举例说明上海接受新科技、新潮流、新知识之迅速)

③同时提及居住在小地方的不便(信息闭塞、娱乐活动少、生活质量不高)

Paragraph4:总结自己的观点,再次指出居住在大城市的好处。

有了这些写前阶段的准备,接下来的写作阶段将不再是让学生们头疼的问题了。出于课堂节奏的安排,我并没有将写作成文的整个过程放在课堂上进行,而是将主要精力放在写前阶段的启发学生思维上面。当学生交上初稿之后,我对文章进行了细致的批改,然后把文章返还下去,要求大家根据教师的批改进行文章的修改。修改本身就是提高作文质量的有效环节,在修改作文的过程当中,有些学生会有新的思路,他们自身的语言知识得以巩固,写作技能也在逐步上升。鉴于学生的好胜心,我还将一些优秀作文张贴出来,以便大家能够互相学习。

三、对教学的启示

我在教学中尽量给出多种题材,让学生有机会接触到不同类型的话题,而在写前阶段的训练中除了常用的Brainstorming之外也会采用job list、free writing、图片激发、背景知识输入等形式来激发学生的想象力。通过课后与一些学生的谈话,我发现,大部分学生开始时对这样的课有一定的排斥,不太积极表达自己的观点,但在经过三至四次课之后就会变得活跃起来,他们认为教师对他们思维的开拓是写作的至关重要的一步。

当然写作水平的提高不是立竿见影的,它需要持之以恒的训练和练习,不仅需要教师课前精心准备写作话题,也需要学生的配合。因此,教师在教学的过程中应当不断提醒学生英语写作的重要性,并且要将写作的三个过程融为一体。在学生构思完成习作的基本框架之后,教师应当及时向学生传授写作技巧,并提供一些可能会用到的基本句型、短语和习惯表达方法,供学生参考。

综上所述,过程教学法在写前阶段的应用还是值得推广的,它是对学生写作的兴趣以及写作自信心的提升的一个很好的平台。在写作教学中应当坚持以学生自己思考为主、教师引导为辅的学习模式,通过拓宽学生的思路来逐步提高学生的写作水平。

初中英语教学设计 篇14

一、教学目标设计

首先,我们要明确教学目标。教学目标的设计需要具体、明确、可操作,并且要符合学生的认知水平和兴趣特点。例如,我们可以设定以下教学目标:

1. 知识与技能目标:学生能够掌握本节课的基本词汇和句型,理解并运用相关的语法知识。

2. 过程与方法目标:学生通过参与课堂活动,提高听说读写的综合能力,培养自主学习和合作学习的能力。

3. 情感态度与价值观目标:学生通过学习,增强对英语学习的兴趣和信心,培养跨文化交流的意识。

二、教学内容设计

教学内容的设计要紧紧围绕教学目标展开,同时要注意内容的趣味性和实用性。我们可以根据教材的内容,结合学生的实际情况,设计以下教学内容:

1. 词汇教学:选取与主题相关的词汇,通过图片、实物等直观方式进行教学,帮助学生理解和记忆。

2. 句型教学:通过例句和情景对话,引导学生学习并掌握本节课的重点句型。

3. 语法教学:通过讲解、练习和归纳等方式,帮助学生掌握相关的语法知识。

4. 文化教学:结合课文内容,介绍相关的。文化背景知识,培养学生的跨文化交际能力。

三、教学方法设计

教学方法的设计要根据教学内容和学生的特点来选择。以下是一些常用的教学方法:

1. 情景教学法:通过创设真实的或模拟的情境,让学生在情境中学习语言,提高语言的运用能力。

2. 任务型教学法:通过设计具体的任务,让学生在完成任务的过程中学习语言,培养解决问题的能力。

3. 合作学习法:通过小组合作的方式,让学生在互动中学习语言,提高团队协作的能力。

4. 游戏教学法:通过游戏的方式,让学生在轻松愉快的氛围中学习语言,增强学习的兴趣和动力。

四、教学过程设计

教学过程的设计要遵循学生的认知规律,从导入、呈现、练习、巩固到拓展,逐步引导学生深入学习。以下是一个基本的教学过程设计:

1. 导入环节:通过提问、图片等方式,引出本节课的主题,激发学生的学习兴趣。

2. 呈现环节:通过讲解、演示等方式,呈现本节课的基本词汇、句型和语法知识。

3. 练习环节:通过口头练习、书面练习等方式,帮助学生巩固所学知识,提高语言的运用能力。

4. 巩固环节:通过小组讨论、角色扮演等方式,让学生在互动中进一步巩固所学知识。

5. 拓展环节:通过提供相关的阅读材料、视频资料等,引导学生拓展视野,提高综合语言素养。

五、教学评价设计

教学评价是教学过程中的重要环节,它可以帮助我们了解学生的学习情况,调整教学策略,提高教学效果。我们可以采用以下评价方式:

1. 形成性评价:通过观察学生在课堂活动中的表现,了解他们的学习情况和进步程度。

2. 总结性评价:通过课后作业、测试等方式,检验学生对本节课所学知识的掌握情况。

通过以上五个方面的设计,我们可以构建出一个完整、有效的初中英语教学方案,帮助学生更好地学习英语,提高英语水平。

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