初中英語教學設計范文三篇
篇一：初中英語教案范例
Unit 4 I want to be an actor
教學目標 ：
1.學會不同工作的英文表達方式。 2.了解同學父母的工作。
3.學會簡單的介紹自己將來的理想。 教學內(nèi)容：
重點詞匯：teacher, nurse, engineer, manager, airhostess, lawyer, doctor, clerk, reporter, police
重點句型：1. What does your mother do? She is a teacher. What does your father do? He is an engineer. 2. What do you want to be? I want to be a teacher. What does she want to be? She wants to be a singer.
總體思路: 本單元采用任務型的教學模式，設計了三個任務活動，首先以比賽的形式，讓學生通過工作的描述，來猜測工作的名稱；然后由學生自己下座位找與自己父母工作相同的同學，練習所學的句型；其后讓學生用所學句型談論自己的理想。所有任務的設計，由簡到難，每一個任務都為下一個任務的完成奠定了一定的語言基礎(chǔ)。 語法知識 一般現(xiàn)在時
�。�1）一般現(xiàn)在時主要由動詞原形表示，但第三人稱單數(shù)后要加-s，另外be有特殊的人格形式，見下表:
一般現(xiàn)在時
�。�2）一般現(xiàn)在時的否定式見下表
一般現(xiàn)在時的否定式
（3）一般現(xiàn)在時的疑問式及簡略回答，見下表。一般現(xiàn)在時的疑問式
�。�4）一般現(xiàn)在時的基本用法如下。① 經(jīng)常性或習慣性的I get up at six every day．
�、� 客觀真理，客觀存在，科學事實。
The moon moves round the earth．月亮圍著地球轉(zhuǎn)。③ 表示格言或警句中。
Pride goes before a fall. 驕者必敗。④ 現(xiàn)在時刻的狀態(tài)、能力、性格、個性。I don't want so much.
教學板塊設計:
Task1：Know the names of the different jobs
目的：通過這個環(huán)節(jié)，教師完成本單元的新單詞的導入 ，通過提供給學生對于不同工作的具體描述，讓學生猜出工作的名稱，這樣為整節(jié)課任務的完成奠定最基本的詞匯基礎(chǔ)。在做猜謎游戲時學生能夠做到精神集中，并能激發(fā)學生的學習興趣。
課前準備：教師需要準備關(guān)于teacher, nurse, engineer, manager, airhostess, lawyer, doctor, clerk, reporter, police等工作的具體文字描述。
課堂學生活動：
1.教師向每個小組發(fā)放一份關(guān)于工作的描述，競賽看那個小組最先猜出答案，并將本組的謎語提供給全班，讓其他組競猜，這可以將學生的注意力，吸引到課堂上來，并對同學年的謎語加以思考。此活動以小組為單位，讓學生通過謎語來猜測工作的名稱，猜對者給小組加分。
The riddles supplied by the teacher:
1) I work in the hospital everyday. My work is very hard but also very important. The doctors and patients need my help. I help the doctor and look after the patients. I always wear white clothes. People call us “angels in white”.
2) I drive a car everyday, but the car is not mine. There are many people sitting in my car everyday. After they go out of the car, they must pay me money.
3) My job is very difficult but interesting. I help people on the court. If I succeed I will get lots of money, but if I fail, I get no money.
4) I am very proud of my job. Because I am you’re your mother. I will tell you what is right and what is wrong. Sometimes I am very strict.
5) I work outside; I am very busy because there are many letters in my bag, and I must give the letters to different people.
6) I work in a restaurant and I always carry some fruits and dishes. I often ask people: What would you like? I am really very busy.
2.在所有單詞導入 后，以小組為單位，將所有單詞按不同的標準分類，如：適合男人的工作，適合女人的工作等，通過這項活動，學生能將所學單詞落到筆頭上，同時是對所學單詞的又一次鞏固，而且不同的組有不同的分類原則，開發(fā)了同學無限的想象空間。
Task2:Know what your group members’ parents do.
目的：通過這個任務，學生能應用本單元的主要句型，詢問本組成員父母的工作。
課堂活動：
1.小組活動，在小組內(nèi)小組成員互相詢問父母的工作。 應用句型：What does your mother do? She is a……… What does your father do 2.向全班同學匯報調(diào)查結(jié)果
3.同學下座位，在限定的時間內(nèi)，看誰能找到父母與自己父母工作一樣的同學，并且數(shù)量最多。
4.向全班同學作匯報。比賽看那個小組完成的數(shù)目最多。 Task3Whatdoyouwanttobe?
目的：讓學生學會用簡單的句型來介紹自己的理想，通過此活動導入 新的句型并進行大量的操練，讓學生充分的掌握。
課堂活動：
1.教師通過介紹自己的理想導出句型:I want to be a singer. What do you want to be?
2.小組內(nèi)組長來統(tǒng)計本組同學的愿望，比賽看那組同學的愿望最多，并作小組匯報。
Homework:思考一下自己的理想工作對人都有哪些要求？ 課后反思：
本單元的基本詞匯和基本句型，內(nèi)容較多，所以針對不同的內(nèi)容設計了不同的任務活動。通過課堂的試驗，證實了這些任務的可行性，并達到了意想不到的效果。
1.在導入 新單詞時，通過小組比賽的形式，讓學生通過工作的描述，來猜測工作的名稱，首先比賽的形式，調(diào)動了學生的興趣，其次猜謎的這種形勢更有利于讓學生開動腦筋，思考問題大大吸引了學生的注意力。
2.第二個任務由學生自己下座位找與自己父母工作相同的同學，通過這個競賽形式教師為學生提供了一個安全的語言環(huán)境，學生可以大膽的練習所學的句型。其后讓學生用所學句型談論自己的理想，培養(yǎng)了學生的價值觀和理想觀。
篇二：初中英語教案范例
Unit 4 I want to be an actor
教學目標 ：
1.學會不同工作的英文表達方式。 2.了解同學父母的工作。
3.學會簡單的介紹自己將來的理想。 教學內(nèi)容：
重點詞匯：teacher, nurse, engineer, manager, airhostess, lawyer, doctor, clerk, reporter, police
重點句型：1. What does your mother do? She is a teacher. What does your father do? He is an engineer. 2. What do you want to be? I want to be a teacher. What does she want to be? She wants to be a singer.
總體思路: 本單元采用任務型的教學模式，設計了三個任務活動，首先以比賽的形式，讓學生通過工作的描述，來猜測工作的名稱；然后由學生自己下座位找與自己父母工作相同的同學，練習所學的句型；其后讓學生用所學句型談論自己的理想。所有任務的設計，由簡到難，每一個任務都為下一個任務的完成奠定了一定的語言基礎(chǔ)。 語法知識 一般現(xiàn)在時
（1）一般現(xiàn)在時主要由動詞原形表示，但第三人稱單數(shù)后要加-s，另外be有特殊的人格形式，見下表:
一般現(xiàn)在時
�。�2）一般現(xiàn)在時的否定式見下表
一般現(xiàn)在時的否定式
（3）一般現(xiàn)在時的疑問式及簡略回答，見下表。一般現(xiàn)在時的疑問式
（4）一般現(xiàn)在時的基本用法如下。① 經(jīng)常性或習慣性的I get up at six every day．
�、� 客觀真理，客觀存在，科學事實。
The moon moves round the earth．月亮圍著地球轉(zhuǎn)。③ 表示格言或警句中。
Pride goes before a fall. 驕者必敗。④ 現(xiàn)在時刻的狀態(tài)、能力、性格、個性。I don't want so much.
教學板塊設計:
Task1：Know the names of the different jobs
目的：通過這個環(huán)節(jié)，教師完成本單元的新單詞的導入 ，通過提供給學生對于不同工作的具體描述，讓學生猜出工作的名稱，這樣為整節(jié)課任務的完成奠定最基本的詞匯基礎(chǔ)。在做猜謎游戲時學生能夠做到精神集中，并能激發(fā)學生的學習興趣。
課前準備：教師需要準備關(guān)于teacher, nurse, engineer, manager, airhostess, lawyer, doctor, clerk, reporter, police等工作的具體文字描述。 課堂學生活動：
1.教師向每個小組發(fā)放一份關(guān)于工作的描述，競賽看那個小組最先猜出答案，并將本組的謎語提供給全班，讓其他組競猜，這可以將學生的注意力，吸引到課堂上來，并對同學年的謎語加以思考。此活動以小組為單位，讓學生通過謎語來猜測工作的名稱，猜對者給小組加分。
The riddles supplied by the teacher:
1) I work in the hospital everyday. My work is very hard but also very important. The doctors and patients need my help. I help the doctor and look after the patients. I always wear white clothes. People call us “angels in white”.
2) I drive a car everyday, but the car is not mine. There are many people sitting in my car everyday. After they go out of the car, they must pay me money.
3) My job is very difficult but interesting. I help people on the court. If I succeed I will get lots of money, but if I fail, I get no money.
4) I am very proud of my job. Because I am you’re your mother. I will tell you what is right and what is wrong. Sometimes I am very strict.
5) I work outside; I am very busy because there are many letters in my bag, and I must give the letters to different people.
6) I work in a restaurant and I always carry some fruits and dishes. I often ask people: What would you like? I am really very busy.
2.在所有單詞導入 后，以小組為單位，將所有單詞按不同的標準分類，如：適合男人的工作，適合女人的工作等，通過這項活動，學生能將所學單詞落到筆頭上，同時是對所學單詞的又一次鞏固，而且不同的組有不同的'分類原則，開發(fā)了同學無限的想象空間。
Task2:Know what your group members’ parents do.
目的：通過這個任務，學生能應用本單元的主要句型，詢問本組成員父母的工作。
課堂活動：
1.小組活動，在小組內(nèi)小組成員互相詢問父母的工作。
應用句型：What does your mother do? She is a……… What does your father do 2.向全班同學匯報調(diào)查結(jié)果
3.同學下座位，在限定的時間內(nèi)，看誰能找到父母與自己父母工作一樣的同學，并且數(shù)量最多。
4.向全班同學作匯報。比賽看那個小組完成的數(shù)目最多。 Task3Whatdoyouwanttobe?
目的：讓學生學會用簡單的句型來介紹自己的理想，通過此活動導入 新的句型并進行大量的操練，讓學生充分的掌握。
課堂活動：
1.教師通過介紹自己的理想導出句型:I want to be a singer. What do you want to be?
2.小組內(nèi)組長來統(tǒng)計本組同學的愿望，比賽看那組同學的愿望最多，并作小組匯報。
Homework:思考一下自己的理想工作對人都有哪些要求？ 課后反思：
本單元的基本詞匯和基本句型，內(nèi)容較多，所以針對不同的內(nèi)容設計了不同的任務活動。通過課堂的試驗，證實了這些任務的可行性，并達到了意想不到的效果。
1.在導入 新單詞時，通過小組比賽的形式，讓學生通過工作的描述，來猜測工作的名稱，首先比賽的形式，調(diào)動了學生的興趣，其次猜謎的這種形勢更有利于讓學生開動腦筋，思考問題大大吸引了學生的注意力。
2.第二個任務由學生自己下座位找與自己父母工作相同的同學，通過這個競賽形式教師為學生提供了一個安全的語言環(huán)境，學生可以大膽的練習所學的句型。其后讓學生用所學句型談論自己的理想，培養(yǎng)了學生的價值觀和理想觀。
篇三：初中英語教案范例
初中英語教案范例 Unit 1
Where’s your pen pal from?
Language goal
1.Function:
. In this unit students learn to talk about where people are from.
2.Vocabulary:
Canada ,France, Japan the United States, Australia, Singapore, The United Kingdom, China
3.Target language:
Where is your pen pal from? /she is from Canada.
Where does she live? /She lives in Toronto.
What language does she speak? /She speaks English and French.
4.Structures
Where questions /What questions
Key Points
Where questions /What questions
Difficulties
The names of different countries /The languages of different countries /The differences of “be” and “do” in the sentence.
Section A
1a.This activity provides guided listening and
pronunciation practice using the target language.
1.Point to the numbered list of words. Play the recording the first time. Students only listen.
2.Play the recoding a second time. Ask Ss to repeat the names of the countries
3.Let Ss read the new words aloud individually or in pairs. 1b.This activity provides listening practice using the target language.
1.Point out the list of countries in 1a. Let Ss circle the names of the countries the people are talking about.
2.Play the recording the first time.
3.Play the recording a second time. Ss only listen.
4.Check the answers. (Canada, Australia, Japan, Singapore) 1c. This activity provides guided oral practice using the target language.
1. Point out the conversations in the picture and ask a student to read each one with you, then in pairs, in groups.
2. Ask various pairs to present a new one to the class.
2a. This activity provides reading and spelling practice using the target language.
1. Point out the list of countries. Read and ask Ss to repeat.
2. Point out the list of cities. Read and ask Ss to repeat aloud.
3. Ask Ss to work, offer help as needed.
4. Correct the work.
2b. This activity provides listening practice using the target language.
1. Call attention to the list of cities and countries in 2a. Let Ss circle them when they hear the conversations at the first time.
2. Play the recording a second time.
3. Check the answers.(Japan, Tokyo ,France ,Paris, Australia, Sydney)
2c. This activity provides listening and writing practice using the target language.
1. Call attention to the chart in 2c. Play the first conversation on the tape.
2. Play the recording again and have Ss fill in the chart.
3. Check the answers.
2d.This activity provides guided oral practice using the target language.
1. Call attention to the conversation in the picture.
2. Ask two Ss to read it to the class.
3. Ask Ss to work in small groups. Appoint a leader. Make sure everyone talks about at least one of the people on the chart.
4. Ask pairs of Ss to present their conversations to the class. Grammar focus
1.Review the grammar box. Ask Ss to say the questions and answers.
1) Where is your pen pal from?He is from Australia.
2.Where does he live? He lives in Sydney.
2. Ask Ss to make more sentences with “where, from. and live
3a. This activity provides reading and spelling practice .
1. Point out the diagram and explain how it works.
2. Read the instructions to the class. Ask Ss to work in pairs.
3. Correct the answers.(1.China 2.The United States ,The United Kingdom, Australia,3.Singapore)
3b.This activity provides guided oral practice.
1. Call attention to the conversation in the picture. Ask two Ss to read it to the class. Answer their questions about the conversation.
2. Ask Ss to work in pairs.
3. Ask several students to perform their conversations for the class.
4. This activity provides listening, speaking, reading and writing practice
1. Explain the procedure.
2. Play the game.
Section B
1.This activity provides reading practice
1. Point out the language textbooks on the desktop.
2. Call attention to the notebook page with the countries listed.
3. Point out the sample answer .
4. Ask Ss to write the letter of the correct country in the box next to the title of each language book., ask Ss to work in pairs.
5. Ask a student to write his or her answers on the board. 2a.This activity provides listening practice.
1. Call attention to the conversation bubbles in the picture.
2. Play the recording, number each question you bear on the tape.
3. Play the recording a second time.
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