初中英语教案（优秀10篇）

发布时间：2023-10-05 01:38:22

作为一名老师，就难以避免地要准备教案，教案是教学活动的依据，有着重要的地位。优秀的教案都具备一些什么特点呢？差异网为朋友们精心整理了10篇《初中英语教案》，希望朋友们参阅后能够文思泉涌。

初中英语教案篇一

教学目标

1.会使用可数名词和不可数名词开购物单。为后两课学习购物做准备。

2. 学会讨论吃什么饭，买什么东西。

3.复习一些礼貌用语和习惯表达，如：How about…? What about…? Can you come with me? What do you have for dinner this evening? Let me and have a look.等。

4.新单词：chicken, tofu, fridge, list, shopping list, buy, kilo

句型：What do we have for dinner this evening?

Fish is my favourite.

What else do you want to have?

Don’t we have any eggs?

Let me make a shopping list.

You can help me carry the things.

教学用具

：录音机，投影仪，图片或实物等。也可用一盒子，里面放上一些包装和一些图片，如：可乐瓶、雀巢咖啡盒、方便面口袋、巧克力盒以及面包等。

教学步骤

Step 1 Revision

本节课的Duty Report完毕后，可让值日生和同学们讨论今天中午可能吃什么。让值日生临时和一同学编一对话，其内容大致可以是：学校的饭不好吃，要去外面卖东西吃。

也可让值日生事先编一对话，上课时和老师对话，尽量用上这几句话：What do you have for lunch today? Shall we go and buy something to eat? What’s in the fridge? Let me see. What do we have for lunch today? How about…? What about…? What else do you want to have? Can you go and buy the things? Let’s go.等。老师也可以同样的方式提问全班同学。复习一些食品的'名称。

Step 2 Presentation

有以上对话的铺垫，现在引出购物的话题。教单词fridge。然后我们列一购物单，教单词list, shopping list, buy, buy things, kilo, one kilo of chicken legs 练习句子：What do you have for lunch today? What else do you want to have? What do we have in the fridge? Can you go and buy the things?

Step 3 Read and say

听录音或使用媒体资料学习第113课第一部分，最好不看书。可提问学生几个问题：

What’s in the fridge? Is there any fish in the fridge? Are there any chicken legs in the fridge?

Don’t we have any eggs in the fridge? Why do they go shopping?

跟读直至读熟。然后两人读对话。

Step 4 practice1

1. 让同学们也把值日生做Duty report的话题练习一遍。

2.假如你今天邀请几个朋友吃饭，让学生看着盒子(假定为冰箱)里的东西列出一购物单，所买东西不要太多也不要太少，够吃即可。看谁的东西经济实惠。老师画一商店的图，并画出商店所卖的商品和价目表。供顾客们选购。

根据购物单同桌两人便对话。一人为售货员，一人为顾客。可用这几句话：Can I help you? I’d like ….. Here you are. Here is the money. 对话可长可短，因人而异。

Step 5 practice2

老师可再设几个话题，在不同的商店不同的人买东西。(见教参P124)

Step 6 Consolidation

Do workbook

Homework

Blackboard Handwriting

Unit 29 Shopping

Lesson 113

New Words: chicken tofu fridge list (shopping list) buy kilo

Useful expressions

What do we have for dinner this evening? What about…? How about…?

Let me make a shopping list. Fish is my favourite. What do we have in the fridge?

一份标准的英文教案要怎么写篇二

A Teaching Plan

I. The title

2. Teaching aims(a. knowledge aim; b,ability c, moral education)

3. Impotant points

4. Difficult points

5. Teaching aids

step 1 Revision

Step 2 Take up new lesson

step 3 Consolidation

Homework

Design on the blackboard

英文教案应涉及到的内容

课题 The title

授课时间 Time

教学目的 Teaching Objectives

教学重点 Teaching focus

教学过程 Teaching procedures

1.问候：Greetings

2.复习：Revision

3.新课导入 Lead-in

4.文章背景介绍 The Introduction of the Background Information

5.课文详细分析 Text Analysis：1)文章体裁 Style of the text

2)文章结构 Structure of the text

3) 文章内容详解(如对重要语言点、语法点、主旨思想、

写作手法等的分析)The detailed analysis of

the text (the analysis of the important

language points,grammatic points,theme and

writing devices)

教学内容 Teaching Content

教学方法、手段及时间分配 Teaching Method and Time Arrangement

课堂小结和教学反馈 Conclusion and the Feedback

作业 Assignment

板书设计 Blackboard Design

教学反思 Teaching Reflection

人教版初中英语优质教案篇三

一、教材分析：

1、教学内容：

本单元是——（下） Unit —。主要围绕""这一主题展开各种教学活动，并以这一主题引出_____等语言功能。本单元旨在创造一个轻松，愉快的学习，交流环境，通过听，说，读，写来培养学生综合运用这些知识的能力。并让学生能在"做中学"(learning by doing)，通过有限的课堂实践活动，拓展以往的经历，能准确地用英语来表达。

2、教材的地位和作用：

——年级——单元

讲述的是——的用法，这是初中非常重要的时态之一。学生们能够用现在——来表达自己的经历，来体会别人的感受是很重要的。这个单元一定要体会现在——的真正含义和用法。要避免混淆几个重点词组的使用。

我们更要使学生不仅理解枯燥的语法，还要让学生们会用新学的语法知识来表达思想。

3、教材的处理：

根据《英语课程标准》（实验稿）关于总目标的具体描述，结合本单元这部分的教学内容及基于对教材的分析，我对本单元的内容进行如下处理，目的是突出重点，使课堂节奏紧凑，衔贯。本单元分为四课时，第一课时是Section A，第二课时是Section B，第三课时是Self Check，第四课时是——，最后一部分是做练习，以学生的自测为主，然后予以校对。

二、学情分析：

我们教学的对象是初二学生（好，中，差等生都有），他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。

三、教学目标：

根据以上我对本单元教材内容的分析和新课标的指导，我确定以下几个为本单元的教学目标：语言知识，语言技能，学习策略，情感态度和文化意识五个方面。

1、语言知识：

本单元要求学生掌握以下词汇——

语言功能：学习和增加阅读技巧和阅读策略。

语言结构：——

2、语言技能：

（1）能用——的各种形式进行准确的描述和表达——经历。

（2）能掌握——时态中几个词组的正确使用。

（3）能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。

3、学习策略：

通过本单元的教学，我要求学生能通过上下文内在的逻辑联系和在一定的语境中正确理解并运用——（时态）来准确地表达所发生过去的经历。

4、情感态度：

通过对本单元的任务性活动，我的目的是让学生们用英语描述他们过去的经历，同时能提高他们的观察能力和表达能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。

5、文化意识：

通过他们描述过去的经历，了解一些西方国家的风土人情。

四、教学的重、难点：

基于上述对教材的分析，我确定本单元的教学重点为——的用法。

教学难点为——含义和用法，能在交际中准确地运用——来描述或表达。

五、教学方法：

教法：情境教学法、语法翻译法、直接法、听说法、交际法、全身反应法

学法：自主、合作、探究

教法分析：

（1）——是初中非常重要的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，让他们讲述去过的国家或地方，创设生活化的真实情境引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了就用）。

（2）开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。

六、教学过程设计

Unit 9

The First Period (Section A)

Step 1 Warming up

（"良好的开端是成功的一半"，因此，我认为能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础，同时也能给自己适当的减压。）

T：I like travelling. I have been to Dalian and many big cities. What about you?

接下来教师让几个学生讲述他们去过的城市或国家，让其他学生用英语来猜测。（目的是为本节课的现在完成时作好铺垫）

Step 2 Presentation

教师出示几张图片，引出现在完成时的结构和用法。

T： Have you been to an aquarium?

Yes,I have.

T： Have you been to a water park?

No,I haven't.

这样设计的目的是让学生在交际情景中感受出现在完成时的结构和用法。

然后叫学生归纳出现在完成时的结构句型。

人教版初中英语教案篇四

一、教材分析：

1、教学内容：

本单元是——（下）Unit—。主要围绕""这一主题展开各种教学活动，并以这一主题引出xx等语言功能。本单元旨在创造一个轻松，愉快的学习，交流环境，通过听，说，读，写来培养学生综合运用这些知识的能力。并让学生能在"做中学"（learningbydoing），通过有限的课堂实践活动，拓展以往的经历，能准确地用英语来表达。

2、教材的地位和作用：

——年级——单元

我们更要使学生不仅理解枯燥的语法，还要让学生们会用新学的语法知识来表达思想。

3、教材的处理：

根据《英语课程标准》（实验稿）关于总目标的具体描述，结合本单元这部分的教学内容及基于对教材的分析，我对本单元的内容进行如下处理，目的是突出重点，使课堂节奏紧凑，衔贯。本单元分为四课时，第一课时是SectionA，第二课时是SectionB，第三课时是SelfCheck，第四课时是——，最后一部分是做练习，以学生的自测为主，然后予以校对。

二、学情分析：

三、教学目标：

1、语言知识：

本单元要求学生掌握以下词汇——

语言功能：学习和增加阅读技巧和阅读策略。

语言结构：——

2、语言技能：

（1）能用——的各种形式进行准确的描述和表达——经历。

（2）能掌握——时态中几个词组的正确使用。

（3）能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。

3、学习策略：

通过本单元的教学，我要求学生能通过上下文内在的逻辑联系和在一定的语境中正确理解并运用——（时态）来准确地表达所发生过去的经历。

4、情感态度：

5、文化意识：

通过他们描述过去的经历，了解一些西方国家的风土人情。

四、教学的重、难点：

基于上述对教材的分析，我确定本单元的教学重点为——的用法。

教学难点为——含义和用法，能在交际中准确地运用——来描述或表达。

五、教学方法：

教法：情境教学法、语法翻译法、直接法、听说法、交际法、全身反应法

学法：自主、合作、探究

教法分析：

（2）开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。

六、教学过程设计

Unit9

TheFirstPeriod（SectionA）

Step1Warmingup

T：Iliketravelling.IhavebeentoDalianandmanybigcities.Whataboutyou？

接下来教师让几个学生讲述他们去过的`城市或国家，让其他学生用英语来猜测。（目的是为本节课的现在完成时作好铺垫）

Step2Presentation

教师出示几张图片，引出现在完成时的结构和用法。

T：Haveyoubeentoanaquarium？

Yes，Ihave。

T：Haveyoubeentoawaterpark？

No，Ihaven't。

这样设计的目的是让学生在交际情景中感受出现在完成时的结构和用法。

然后叫学生归纳出现在完成时的结构句型。

初中英语教案篇五

教学目标

1.能听懂、会说、会读、会写单词open,the,book.

2.能听懂、会说、会读句子MrRobot,pleaseopen/closethebook..

3.复习巩固语句Standup.Sitdowm.I’,please.Open/closethedoor/window.并能在具体的情境中正确运用这些句子。教学准备：

1.学生在家长的帮助下根据教材P8的内容制作“声控机器人”及遥控器。

2.学生把第一节课学过的语句分别写在不同的`卡片上并编号。

3.教师准备多媒体、写有Standup.Sitdowm.I’,please.Open/closethedoor/window.的条形卡。

教学过程：

一、Greetings

教师做手势，引导学生说：Standup.

T:Goodmorning/afternoon,class.

Ss:Goodmorning/afternoon,Mr/Miss...

T:Sitdown,please.

Ss:Thankyou.

二、Review

1.T(指门、窗):What’sthis?

S:It’sadoor/window.

T:Yes.Open/closethedoor,...

S:Yes,Mr/Miss...

......

2.出示语句条形卡，指名学生认读并做动作。

3.播放Storytime动画，静音，让学生给画面配音。

初中英语教案篇七

教学目标

知识目标

通过本单元的学习，学生能够谈论有关交通工具情况，围绕how do you come to school? by bike/by car/ by bus...等句型。

交际用语学习

how do you come to school? by bike/by car/ by bus...

语法学习

一般现在时用来表示经常的或者习惯性的动作，常与often,usually,sometimes等副词连用。

语音

掌握连读。

掌握句子重音和语调的训练。

能力目标

1．要求学生能熟练的运用表达使用不同的交通工具的句型、掌握与之相关的短语。

2. 复习巩固以How开头的特殊疑问句的用法。进一步理解，熟悉，运用一般现在时。

情感目标

本单元的核心教学项目是“交通工具”，即用英语询问某个人物上学或上班或其他活动的时候所采用的交通工具的语言。教育学生询问他人的'时候用句型how do you come to school要求学生掌握好助动词do在不同人称特别是第三人称单数后的变化。通过学习本单元内容使学生了解人乘坐不同的交通工具的表达方式。

教学建议

教学内容分析

本单元的核心内容是“运用某种交通工具去某地的表达法”。在口语训练方面，主要是练by bike／bus／car／train／ship/plane及其问答。如：How do you usually go there/…? I usually go there on foot／by bike/…How many students go there on foot／by bus／…？等。对于第 110课第1部分两位老师的对话，我们可带着Is it a nice day？How does Mr. Wu usually come to school？What is wrong with his bike？这样的问题，先听后读再说，去学习对话。语法方面主

要是进一步复习、巩固一般现在时态和走冠词的某些用法。

听说训练

本单元带情景的对话始于第110课第一部分，尽管只有三段简单对答，其中却包含本单元的教学要点。如果第109课的词汇和句型练习进行得顺利的话，可将这部分移至第一节课中操练。教师可先借助课本中的六幅图，将by的用法教给学生。做法是：先造单句，然后再导入对话。教师设立几个典型场景，请学生回答，如：在一般城镇中Students usually come to school by bike／by bus／on foot．其中有些学生可能是by car／taxi; 在水乡生活的学生多半是by boat；而山区的孩子们可能是on foot；而牧区的学生也许是on horse，那么什么情况是by train可让学生自己思考；他们也许还有许多其它选择，如motorcycle（摩托车），minibus（小公共），electric bike（电动自行车），subway（地铁），coach（长途公共汽车），steamer（汽船）等。

综合前两课对话和听力内容，提供典型场景下的对话。

LI LEI: Hi, Yang Lan. Look at the sun. It's a fine day for a walk, isn't it?

YANG LAN: Yes. That's right. You came by bike today. Don't you usually come to school on foot?

LI LEI: Yes, I do. I like walking. But not today.

YANG LAN: Why not?

LI LEI: I got up late today. I didn't want to be late for school so I came by bike today.

YANG LAN: Oh, I see.

本单元对话训练的结果应使学生就‘“交通工具”这一话题，联系生活实际，自编对话，表演出来。本单元课文的听力练习安排在第 110课第三部分；练习册第 110课练习 2也是个听力练习。它们应与对话训练密切配合，达到听说相结合的目的。

语法教学建议

本单元语法要点是在学过一般现在时的其它用法前提下，教学其表示经常或习惯性动作的用法。经过数次多种形式的训练，学生不难掌握这个用法。因为这个语法点已巧妙地融入课文的多项内容中。教师只要适时帮助学生归纳其用法，如通过问答练习，让学生相互问答有关自己及家人的日常作息活动，就可进一步理解和掌握其用法。

英语教案怎么写篇八

1、写课题(Topic)和课型(Lesson Type)

课题相当于文章的标题，讲课时要首先告诉学生，并写在黑板上。因此要写得准确。课型是指该节课的讲授类型。初中英语的主要课型有：：新授课(New lesson)、巩固课(Reinforcement Lesson)、复习课(Revision Lesson)、语音课(Phonetic Lesson)、听力课(Listening Lesson)、听说课(Aural-Oral Lesson)、阅读课(Reading Lesson)、语法课(Grammar Lesson)等。不同的课型应用不同的授课方式或方法，只有确定了课型，才能选择有效的素质教育教学方法。

2、写教学目标(Teaching Objective)

3、写教学的重点(Main/focal Points)、难点(Difficult Points)和关键点(Key Points)

4、写教具(Teaching Tools)

课堂上需要什么教具要写清楚，如录音机、教材录音带、教学挂图、卡片、实物(或模型)、小黑板、刻印好的练习题、彩色粉笔、幻灯片等。

5、写教学过程(Teaching Procedure)

教学过程是教案的主要部分。写教学过程主要写以下几方面的内容：

a、写教学环节。教学环节即教学任务是什么要写清楚，做到心中有数。目前有些教师采用"三阶段六环节"教学模式，即：准备阶段(自由交流、复习检查)、讲练阶段(导入课程、分层操练)和发展阶段(巩固发展、布置作业)。

c、写教师活动。不仅要写教师"教什么"，还要写出教师"怎样教"，即写清楚教师要教的内容，写出讲授这些内容的方法。写出课堂用语和各环节的过渡语。课堂用语要求简练、口语化，用学生已经学过的熟悉的、听得懂的英语来解释或表达新的教学内容。各环节之间的过渡语要自然流畅。写出使用教具的时机和方法，写板书内容等。

d、写学生活动。写出学生学习的内容和学习方法，特别是怎样学应写清楚。不能简单地把学生活动写成听、读、思考、操练、做题等。

初中七年级下册英语教案英文版：Unit 3 Why do you like 篇九

Language goals

In this unit students learn to describe animals and express preferences and give reasons,

New language

Why do you like koala bears?。 Because they're cute,They're pretty interesting, They're kind of shy, They're very big.

names of animals such as tiger, elephant, koala bear, dolphin

description words such as smart, cute, intelligent

names of countries: Australia, South Africa,

Recycled language

between, across from

He's/She's from 。.。 He's / She's five years old.

name of countries; China, Japan, Brazil

Section A

Additional materials to bring to class:

coins or other markers for the Bingo game in 4.

Ask students to name as many animals as they can in English. Write the list on the board,

Ask students to describe each animal in some way.They may tell its color or tell if it is big or small.

Say, Today we are going to learn the names of some more animals. Well also leam how to say which ones we like and tell why we like them.

la This activity introduces the key vocabulary.

Focus attention on the map of the zoo showing pictures of animals. Ask students to point to and name any animals they can.

Point to the animals one by one and say the name of each. Ask students to repeal.

Point out the numbered list of words. Say each one and ask students to repeat.

Then ask students to match each word with one of the pictures. Say, Write the letter of each animal in the blank by that animal's name. Point out the sample answer.

Check the answers.

1 b This activity gives students practice in understanding the target language in spoken conversation.

Point to the animals in 1a- Ask students to point to and name the animals.

Say, I'm going to play recordings of three conversations. Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear.

Play the recording the first time. Students only listen.

Play the recording a second time. This time students check each animal name they hear.

Correct the answers.

1 c This activity provides guided oral practice using the target language.

Call attention to the example conversation in the picture. Ask two students to read it to the class. Answer any questions they may have.

Point out the four description words. Ask a student to read them aloud. Review the meaning of each word.

Say, Now you can make conversations about animals.Your conversations can be like the example. Use these description words.

Ask students to work in pairs. Have them take turns saying both parts.

If students need help getting started, demonstrate another conversation with a student. For example:

Teacher: let's see the elephant.

Student: Why do you want to see the elephant?

Teacher: Because it's very smart.

Ask some students to present their conversations to the class.

2a This activity provides listening practice using the target language.

Call attention to the two blank lines on the left. Say,You will hear a recording of a conversation. Listen carefully. Then write the names of the two animals you hear on these lines.

Play the recording the first time. Students only listen.

Play the recording a second time. This time students write in the names of the animals.

Check the answers.

Point out the adjectives listed on the right. Ask a student to say the words.

Say, Now I will play the recording again. This time draw a line between each animal and the adjective you hear.

Play the recording and have students match each animal with an adjective.

Correct the answers.

2b This activity provides listening and writing practice using the target language.

Call attention to the conversation and the blank lines in it Say, You will hear the recording again. This time please write a word from the box on each blank line. Some words can be used more than one time.

Ask a student to read the words in the box.

Play the recording. Check to see that students are writing a word from the box on each line of the conversation.

Go over the answers.

2c This activity provides guided oral practice using the target language.

Call attention to the conversation in the picture. Ask two students to read it to the class.

Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations.

Demonstrate a conversation with a student. For example:

Student: Do you like penguins?

Teacher: Yes, I do.

Student: Why?

Teacher: Because they're very cute.

3a This activity provides reading practice using the target language.

Point to and say the names of the three countries on the maps and ask students to repeat

Point to the three animals and ask a student to name them.

Say, Now draw a line between each animal and the country it comes from.

Correct the answers.

3b This activity provides guided oral practice using the target language.

Point to the conversation in the picture. Ask a pair of students to read it to the class.

Ask students to work in pairs. Say, Now you can talk about where animals come from. Point to the map and animals students matched up in 3a-

Say, Work with a partner. Take turns asking and answering questions about the countries and animals in 3a.

After a few minutes, ask several pairs to say the conversation for the class.

Section B

Additional materials to bring to class:

Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.

1 This activity introduces more key vocabulary,

Call attention to the animals in the picture and ask a student to say the name of each one.

Point out the list of eight numbered adjectives at the top.

Say, Now please match the adjectives at the top with the animals in the picture. Write the letter of the animal on the line after the adjective. Point out the sample answer.

As students work, move around the room offering to answer questions as needed.

Correct the answers-

2a This activity provides listening practice with the target language.

Say, Now I will play a recording of a conversation between Tony and Maria. This time circle the adjectives you bear on the list for la.

Play the recording again. Students circle the adjectives they hear.

Correct the answers.

2b This activity provides listening and writing practice using the target language.

Call attention to the three headings. Animal, Maria's Words and Tony's Words, and the write-on lines under each.

Say, Now I will play the recording again. This time please write the name of the animals each person talks about and the words they say.

Play the first four lines of recording and stop the tape. Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (interesting, intelligent)

Point out the write-on lines where students can write these words.

Play the whole recording and have students write the words they hear on the chart.

Check the answers.

3 This activity provides guided oral practice using the target language.

Call attention to the dialogue next to the picture. Ask two students to read it to the class.

Say, Work in pairs. Use sentences like these to say what you think about different animals.

Demonstrate the activity with one or two students. For example, say, I like dolphins. They're intelligent.

Ask students to work in pairs. As they work, move around the room checking on progress.

Ask some pairs to present their conversations to the class.

3a This activity provides reading practice using the target language.

Point out the three descriptions of animals. Ask students to take turns reading one aloud.

Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description. There is one animal that is not described.

Check the answers.

3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.

Call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. Ask a student to explain each word or use it in a sentence to show he or she understands what it means. Teach the expression sleeps.

Point out the description in 3b with blank lines where some words are missing. Read it to the class saying blank each time you come to a blank line.

Point out the six words in the box. Say, You can write these words in the blanks. Use each word only once.

As students work, move around the room checking progress and offering language support as needed.

Check the answers.

3c This activity provides reading and writing practice using the target language,

Say, Now you can write a description like the one in 3b. You can use some of the same words. Write about any animal you like.

You may wish to do a sample description with the class. Choose an animal's name and write it on the board. Then ask students to make statements about the each statement and then write on the board. You can ask leading questions such as. Is it big? Is it lazy? Does it eat grass?

Ask students to write their own descriptions. You may wish to have less fluent students work with a more fluent partner,

Ask students to share their writing with others in the class.

After you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.

人教版初中英语优质教案篇十

英语教案怎么写

1、写课题(Topic)和课型(Lesson Type)

课题相当于文章的标题，讲课时要首先告诉学生，并写在黑板上。因此要写得准确。课型是指该节课的讲授类型。初中英语的主要课型有：：新授课(New lesson)、巩固课(Reinforcement Lesson)、复习课(Revision Lesson)、语音课(Phonetic Lesson)、听力课(Listening Lesson)、听说课(Aural-Oral Lesson)、阅读课(Reading Lesson)、语法课(Grammar Lesson)等。不同的课型应用不同的授课方式或方法，只有确定了课型，才能选择有效的素质教育教学方法。

2、写教学目标(Teaching Objective)

3、写教学的重点(Main/focal Points)、难点(Difficult Points)和关键点(Key Points)

4、写教具(Teaching Tools)

课堂上需要什么教具要写清楚，如录音机、教材录音带、教学挂图、卡片、实物（或模型）、小黑板、刻印好的练习题、彩色粉笔、幻灯片等。

5、写教学过程(Teaching Procedure)

教学过程是教案的主要部分。写教学过程主要写以下几方面的内容：

d、写学生活动。写出学生学习的内容和学习方法，特别是怎样学应写清楚。不能简单地把学生活动写成听、读、思考、操练、做题等。

读书破万卷下笔如有神，以上就是差异网为大家整理的10篇《初中英语教案》，能够给予您一定的参考与启发，是差异网的价值所在。

初中英语教案（优秀10篇）

初中英语教案篇一

一份标准的英文教案要怎么写篇二

人教版初中英语优质教案篇三

人教版初中英语教案篇四

初中英语教案篇五

最新人教版初中英语教案篇六

初中英语教案篇七

英语教案怎么写篇八

初中七年级下册英语教案英文版：Unit 3 Why do you like 篇九

人教版初中英语优质教案篇十

最新范文

栏目导航

热点范文

初中英语教案（优秀10篇）

初中英语教案 篇一

一份标准的英文教案要怎么写 篇二

人教版初中英语优质教案 篇三

人教版初中英语教案 篇四

初中英语教案 篇五

最新人教版初中英语教案 篇六

初中英语教案 篇七

英语教案怎么写 篇八

初中七年级下册英语教案英文版：Unit 3 Why do you like 篇九

人教版初中英语优质教案 篇十

最新范文

栏目导航

热点范文

初中英语教案篇一

一份标准的英文教案要怎么写篇二

人教版初中英语优质教案篇三

人教版初中英语教案篇四

初中英语教案篇五

最新人教版初中英语教案篇六

初中英语教案篇七

英语教案怎么写篇八

人教版初中英语优质教案篇十