初中英语教案优秀9篇

发布时间：2023-04-20 09:18:02

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。教学目标是教案的核心内容，是教师施教的准绳。教学目标要符合大纲对教材的要求。一起看看人教版初中英语优质教案范文！欢迎查阅！以下内容是差异网为您带来的9篇《初中英语教案》，如果对您有一些参考与帮助，请分享给最好的朋友。

初中初一英语教案英文版：Unit 4 I want to be an actor 篇一

Language goal

In this unit, students learn to talk about jobs.

New language

What do you do? I'm a reporter

What does he do.' He's a student.

What do you want to be? I want to be an actor 。

What does she want to be? She wants to be a police officer

names of jobs and professions

Section A

Brainstorm with students a list of jobs that friends or relatives do. （"Brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.） Write the word jobs on the board and list all the jobs students mention.

Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It's fun. It's a good job.

la This activity introduces the key vocabulary.

Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as they can. Then point to a scene, name the job, and ask students to repeat.

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

Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point to the sample answer.

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

Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,

Say, Now you will hear three conversations. The conversations are about three of the people in this picture.

Play the recording the first time. Students only listen.

Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.

Correct the answers.

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

Ask a student to read the example conversation with you. Hold up the book and point to the doctor in the picture.

Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.

Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words in activity 1a.

As students work in pairs, move around the room monitoring their work. Oner language or pronunciation support as needed.

2a This activity gives students practice in understanding the target language in spoken conversation.

Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing? What jobs do they have?

Play the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.

Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.

Correct the answers.

2b This activity gives students practice in understanding the target language in spoken conversation.

Point to the three headings in the chart and read the headings to the class. Ask students, What does "wants to be" mean? （It is not the Job the person lias now. It is the job the person wants in the future.）

Play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.

Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sample

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

Point out the pictures in activity 2a. Ask who each person is. （They are Susan's brother. Anna's mother, and Tony's father.）

Say, Now work with your partner. Ask and answer questions about the pictures. Ask, "What does he or she do?" Then ask, "What does he or she want to be?"

Say a dialogue with a student. Point to Anna's mother and then to the example in the speech balloons. Practice the dialogue with a student.

As students work In pairs, move around the room monitoring their work. Offer language support as needed.

3a This activity introduces the names for the places where people work, and gives reading practice using the target language.

Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.

Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble.

Ask students to work alone. Say, Write the number of each job in the square next to each workplace.

Check the answers.

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

Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.

Then point out the conversation in the speech bubbles. Ask two students to read It to the class.

Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.

Say a dialogue with a student. Point to the word waiter in activity 3a and then to the picture of the restaurant. Ask a student. Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do? and guide the student to answer, He's a waiter.

As students work in pairs, move around the room monitoring their work. Offer language support as needed.

4 This activity provides listening and speaking practice using the target language.

Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.

Demonstrate by drawing a picture on the board of a stick figure reporter. Add details （microphone, notebook,etc.） until students guess what job it is.

Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.

Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.

Play the game using drawings by several different students.

Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.

Section B

New language

Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun

Additional materials to bring to class:

help wanted ads from an English-language newspaper

1 a This activity introduces the key vocabulary.

Focus attention on the six pictures. Ask, What job does the person have? Where does the person ivnrk?

Point out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.

Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.

Check the answers.

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

Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.

Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.

1 c This activity provides an opportunity for oral practice.

Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs? Add any new jobs to the list.

Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.

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

Call attention to the two headings and ask a student to read die headings to the class.

Point out the blank lines where students will write the name of a job (under the words wants to be)。

Play Ihe recording the first time. Students only listen.

Say, Now I will play the tape again. This time write the name of a job under the words "wants to be."

2b This activity provides listening and writing practice with the target language,

Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.

Play the recording again. Students only listen.

Then say, Now I will play the tape again. This time write the reason the person wants the job under the word "Why?"

Play the recording. Students write their answers.

Check the answers.

2C This activity provides open-ended oral practice using the target language.

Say, What do you want to be? What words describe each job? Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.

Then ask students to work in small groups. They tell each other what they want to do and why. Encourage students to use dictionaries if necessary. Move from group to group offering assistance as needed.

Ask individual students to tell the class about what they want to be and why.

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

Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.

Then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. For example, in the first ad, students may not know that working late means "working at night." To work hard means to use a lot of energy to do the job.

Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.

Check the answers.

3b This activity provides reading and writing practice using the target language.

Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.

Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.

Check the answers,

3c This activity provides writing practice using the target

language.

Point out the blank strip of newspaper where students can write their own ads.

Ask one or two students, What are you going to write about? Repeat each of the students' sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown Police Station at 555-2323.

Ask students to read their ads to a partner. Ask the pairs to correct each other's work.

4 This activity provides guided oral practice using the

target language.

Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.

Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.

As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.

初中英语教案篇二

教学目标：

1、知识目标：

A、学会一些表示家具的名词以及学习用品的单词；

B、方位介词，如：in , on , under , behind的用法；

C、学会运用方位介词和where句型表述物品所在的位置。

2、能力目标：

A、学会正确描述物品作在的位置；

B、学会询问自己或他人物品的具体位置；

C、能够合理地描述和设计房间。

3、情感目标：

培养学生整齐地摆放自己物品的生活习惯。

教学难点、重点：

重点：A、方位介词in , on , under , behind的用法。

B、Where的特殊疑问句和Is this a/an?一般疑问句的肯定和否定回答。

C、学习名词bed , dresser , bookcase ,backpack

难点：A、能够正确运用方位介词描述物品作在的位置；

B、能够运用Where的问句找到物品位置。

课时安排：

第一课时Section A 1a-1c

第二课时Section A 2a-4

第三课时Section B 1-2b

第四课时Section B 3a-4 Self-check

Period One教师：准备一个带有家具的房间的多媒体课件或挂图，搜集图片、卡片、一些学习用品的实物，以及闹钟、光盘、数学书和其他日常用品。

学生：彩笔

学生用品、大白纸、课本所涉及的单词的实物。

学步骤

Step One: Present the New words.

①Warming up.

(Prepare some school things for the students as presents .)

T:What’s this ?(There is a pencil in the teacher’s hand .)

S1: Yes you a right . Here you are .

(give it to the student as a present .)

T: Is this a ruler ?(hold up a ruler .)

S2: Yes it is.

T: How to spell ruler ?

S2: R-U-L-E-R , ruler .

T: Good , here you are.

(Hold up a pen , an eraser , a notebook and so on . Ask the questions inthe same way . And give the presents to the students .)

T:What’s this ?

S3: It’s a backpack .

T:I have a backpack for you as a present ,(Looking for it in the desk ,under the chair ) but I can’t find it . Where’s it ? Do you know ?

S3: I don’t know .

S4: I think it’s in your desk..

T:(Look into the desk.) No ,it isn’t .Now , let’s look for the backpacktogether , OK ?(Write down the title on the blackboard .)

②Learn the New words.

T:Look at the big picture on the screen .This is a big nice room .I want toown such a room . Because there is some nice furniture in it . Do you know thenames of the furniture ?

(Show a picture of a bed and a dresser .)

T:What’s this ? It’s a bed . “BED” . Read after me .B-E-D , bed.

Ss:B-E-D , bed.

T:What’s this ? It’s a dresser . D-R-E-S-S-R , dresser.

Ss:D-R-E-S-S-R , dresser.

(Teach the other words bookcase /sofa/chair/drawer/plant/ in the sameway .)

通过师生互动，激发学生思维，并用学过的句子导入新课。

利用多媒体课件创设情景，直观地呈现单词，使学生在语境中理解单词。

T:Read the words aloud .

③Present the words in , on , under , behind using the objects .

T:Where is my book ? It’s on the desk .(Put a book on the desk .)

T:Where is my bag ?(Put a bag on the desk and ask this question .)

S1:It’s on the desk .

T:Where is my bag ?(To all the students)

Ss:It’s on the desk .

T:Where is my pen ? It’s in the pencil case .(Put a pen in the pencil caseand ask .)

T:Where is my ruler ?(Put a ruler in the pencil case , too .)

S1:It’s in the pencil case , too .

T:Where is the ruler ?

Ss:It’s in the pencil case .

(Then learn the other two prepositions “under”, “behind” in the same way .)

④Present the words .

T:Now , please look at the screen , where is the ball in Picture 1 ?

S1:I think it’s in the box .

T:Where is the ball in Picture 2 ?

S2:It’s on the box .

T:Where is the ball in Picture 3 ?

S3:It’s behind the box .

T:Where is the ball in Picture 4 ?

S4:It’s under the box .

T:There are some pictures on the screen , please match the sentences andthe pictures .

1: The cat is under the chair .

2: The cat is on the bed .

3: The cat is behind the door .

4: The cat is in the box .

5: The cat is next to the plant .

通过实物所在的位置直观地呈现乏味介词。

利用多媒体课件创设语言情景，准确呈现物品之间的'位置关系，让学生在真实的情景中理解和掌握方位介词。

让学生把句子和图画匹配起来，巩固方位介词的用法。

6: The cat is on the chair .

T：Please open your books and do 1a quickly as you can.

(After doing 1a,check the answer.)

Step Two :drills .

①Practice the drills .

T:This time , use the school things around you to practice the conversation.

T:Where’s the watch? (Hold up a watch in the hand.)

S1:It’s in your hand.

T: Where’s the bag? (Put a bag on the chair.)

S2:It’s on the chair.

(Ask the students to practice the dialogue like this. Then get some pairsto act it out.)

②Introduce a room and listen to the tape.

T: This is Tommy’s room, but he can’t find his books, his pencil case, hisbaseball, his computer game and his keys, please help him find the things.Listen and number [1-5] the things in the picture.

(Play the recording and then check the answer.)

Step Three: Play a game.

T: Now, we will play a game , I have a new ruler, all the students closeyour eyes, and I hide it in our classroom. Please guess, Where is it ? If youranswer is right, it is yours. Please ask like this Is it on the desk? Is it onthe floor? Are you ready?

S1: Is it in the ...?

T: No,it isn’t.

S2: Is it under the…?

T:No, it isn’t.

S3: Is it behind the…?

T: Yes, it is. Please find it out .Here you are.(Give the ruler tohim.)

(Ask three or four students to come to the front to hide three or four newschool things, others look for them.)

T:Who can come here to hide my new pen?

Ss: I can.

(After playing the game, some students who can find the school things willhave them.)

Step Four: Task.

T: Look at the picture on the screen. This is Mary’s room. In groups offour , describe where the things are in the room.(Prepare

让学生用身边的学习用品操练句型，达到熟练运用where提问。

用学过的一般疑问句以游戏的方式操练本节课所学内容以增强趣味性。

利用屏幕上所给图片，描述Mary房间物品的位置，强化句型。

For five minutes.)

S1: Is the book on the desk?

S2:Yes, it is. Is the backpack under the chair?

S3: No, it isn’t. It’s… Where are the keys?

S4:They are…

Homework: Make a play.

There is a man. His name is “forgetful”。 He always forgets somethings, andhe always asks Where is / are my …?

Please make a short play and next class we will act it out.

Period Two

初中英语教案篇三

一．教材分析

SectionB的第四部分为写作板块，主题围绕假期计划（vacationdreams）。题目要求学生设想一个理想中的假期并写下打算做什么，什么时候去，打算呆多久等信息。这部分左边配有一幅插图，右边为示例范文的节选，给出了句型和语法。教材要求学生完成一篇描写假期安排的小作文。[分析缺乏条理性]

二．学情分析

本节课面向初二学生，年龄处于13,14岁之间，学生学习热情高，自信心强。经过初一的学习，学生已经具备较好的语言基础，有一定的词汇量和语法知识，能够进行简单的写作。在上完本课SectionA的内容后，能正确拼写本课有关的词汇并掌握了现在进行时表将来的时态。面临的主要问题是部分学生一见到英语写作就产生恐慌心理，特别是当看到有些情境难以用英语表达出来时。再次，学生容易轻视谋篇。认为书面表达构思简单，只要没有语言、语法错误再加上几个”漂亮”的句子就能拿高分。其次，一些学生不知道写作的主旨意图，以为写作就是要完成教师布置的任务。很多学生基本功很差，学习比较懒散，不愿积累。

三．教学目标分析

1．语言知识目标

2.语言技能目标

能运用本课的词汇与句型写调查报告，介绍自己以及小组同学的。度假安排；

3.情感态度目标

能在描述自己的计划和打算时，激起学生更加热爱祖国的美好河山。

4.学习策略目标：

1．在学习中集中注意力；积极思考；善于记要点；

2．学会科学安排自己的假期活动，能和合作伙伴互相交流，充分交换信息。

3．能在小组活动中积极与他人合作，相互帮助，共同完成学习任务；

4．在使用英语中，能意识到错误并进行适当的纠正；

5.文化意识目标

了解英美国家的人们在工作之余是如何轻松度假的。

四。教学重点和难点

学会科学安排自己的假期活动并能灵活运用于生活中。提高写作能力。

五、设计思路

本节课开始创设一个与学生生活相关的情境，引起学生的学习兴趣和引出本课主题—谈论一下过去发生的事情，由此引出一种新的时态：过去完成时。并运用类比的方法，让学生比较现在完成时、过去式和过去完成时的区别。然后设立各种教学环节，通过听、说、读等各个方面的练习，让学生对这一新的知识加深认识与理解，最终落实在写的层面上，通过对Gina的故事的讲述，让学生对本节课的知识有个全面的、系统的认识与理解。

初中英语教案篇四

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。

人教版初中英语优质教案篇五

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)

教学目标是教案的核心内容，是教师施教的准绳。教学目标要符合大纲对教材的要求。由于教学目标要在课堂上展示给学生，让学生明确，所以写素质教育目标时，要力求简明扼要，浅显易懂，便于操作和检测，一般3~4个目标为宜。

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

教学重点是课堂教学的主要任务；教学难点是师生顺利完成教学任务的障碍；素质教学关键是攻克教学难点的突破口。在教案中写清一节课的教学重点、难点和关键点，能提醒教师在讲课时注意突出重点、突破难点、抓住关键。

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）。

b、写知识点和所用时间。写好知识点，教师使用教案时能一目了然，有的放矢。写好所用时间，能使教师从容掌握教学速度，合理安排每个教学环节所需的时间，充分利用课堂时间。

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。

初中英语教案与其他科目的教案写法大致是一样的，知识牵涉到英语的表述，对部分考生来说可能相对陌生一些，不过没关系，只要勤加练习一定能顺利通过教师资格证考试。

人教版初中英语优质教案篇六

初中英语教案格式

一、说教材（教材分析） Analyzing teaching material

1、说课型 lesson type (Dialogue/ reading/ listening/ revision)

2、本课在教材中的地位 status and function

Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.

3、说教学指导思想 teaching guideline

(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)

4、说教学目标和要求 Teaching aims and demands （…be intended for Ss in key schools）

1)认知目标 knowledge objects

a. Enable the Ss to remember the following new words & phrases:

Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

b. Get the Ss to be familiar with this sentence pattern:

If the population keeps growing so quickly, there will only be standing room left…

Give the Ss a reinforced practice on the functional item Supposition.

c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.

2)智能目标 ability objects

a. Ask the Ss to make up a similar dialogue.

b. Help them to understand the dialogue better and improve the four skills.

c. Develop their ability of thinking independently.

d. Cultivate their ability to discover, analyze and solve problems.

e. Train them to collect information from the Internet.

f. Train them with some effective learning methods to optimize Ss’ learning results.

3)德育目标 moral objects

a. Arouse their interest in learning English;

b. Help them to understand the background of pollution.

c. Enable the students to love our earth and the nature.

d. Be aware of the importance of stopping pollution & protecting out environment.

e. Encourage the Ss to do something to save the earth.

5、说教学重点 teaching important points （生词、句型；培养阅读技能）

a. New words and phrases

b. Sentence pattern: If- clause

c. improve their reading skills.

d. Talking about problems of the Earth.

6、说教学难点 teaching difficult points （语法；发展交际能力）

a. functional item: Supposition.

b. Develop their communicative ability. Act out their own dialogue.

7、说教具 teaching aids (multi-media computer, software, OHP)

The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.

二、说教法 Teaching methods

Five step method; audio-video; communicative approach;

Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

三、说学法 Study methods

1、 Teach Ss how to be successful language learners.

2、 Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

3、 Get the Ss to form good learning habits.

四、说教学过程Teaching procedures

I. 复习 (Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata)

Activity 1: Imagination

1)。 Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? （Wash it? Or throw it away?）

2)。 Suppose you catch a bad cold, what’s to be done?

3)。 Suppose your bike is broken, what’s to be done?

4)。 And suppose the earth, on which we all live, is damaged, what’s to be done?

_What can you think of when you see “pollution” this word?（waste, environment, air, water, factory, desert, climate.。. Try to activate the Ss schemata regarding the topic of pollution.）

II. 呈现 (Presentation) 5min

Activity 2: Presentation

Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)

A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.

_Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.

III. 对话 / 阅读 (Dialogue)18m

1、 Pre- reading

Activity 3: Prediction

1st listening/ fast reading, one guided Q to help Ss to get the main idea:

What do you think is discussed at the conference?

2、 While- reading

Activity 4: Read and answer

2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.

_阅读: Pre-reading; while-reading; post-reading （fast reading/ careful reading; skim/ scan; 识别关键词key words;确定主题句；创设信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.）

3、 Post- reading

Activity 5: Language focus

While Ss are answering the Qs, the teacher deals with some key language points.

a. is being caused b. and so on c. go on doing

d. be fit for e. standing room f. if- clause

IV. 操练 (Practice) 10m

Activity 6: Retell

Use your own words to retell the dialogue in the 3rd person.

Activity 7: Acting out

Activity 8: Drill – Supposition

Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)

(Retell; act out; role play)

V. 巩固 (Consolidation) 6m

(Discussion; interview; press conference; debate; quiz)

Activity 9: role play

Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

_The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

Activity 10: Discussion

Think of the question: Are we causing damage to the world?

What should we do to save the earth and protect our environment especially in our daily life?

Collect their answers and form a report.

VI. 作业 (Homework) 1m (Writing; continue the story; recite; retell)

Write a letter to the mayor, telling him sth. about the pollution around your school.

一份标准的英文教案要怎么写篇七

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

初中英语教案篇九

教学目标：

1.语音和句子的重读。

2.了解有关超市的知识。

3.初步认识美元。

4. 初步学习美英人士购物时所用的度量衡。

5.学会谈谈自家附近的超市。

教学用具：

录音机，实物投影仪，图片或实物等。如有条件搞一份麦当劳或肯德基的菜单。

教学步骤：

Step 1 Revision

听录音并跟读第116课第一部分和第二部分。让几个同学在全班示范，看谁模仿的最好。可给一些生词让学生试着读一读，看看他们本课语音掌握的如何。

值日生Duty Report。

让值日生事先准备一有关超市的短文，在Duty时在全班讲，为新课做好铺垫。

Step 2 Presentation

引出今日新单词：all day The shopkeepers in this shop work hard all day.

a lot of The supermarket has a lot of things.

This shop sells a lot of things.

open: not close

This supermarket is open from 9 a.m. to 9 p.m.

This shop is open at 9 a.m. and is closed at 9 p.m.

market On Saturdays and Sundays the markets are full ofpeople.

教单词过程中，尽量把课文中的句子重复几遍。为下一步听课文做好铺垫。

Step 3 Read and answer

1. 老师可先复述课文，让学生们了解main ideas，然后让学生们听录音，提醒他们不看书。

2.也可让学生们先看书一分钟，然后听录音。

3.听完第一遍时，可让学生先做几道判断题，一下几题供参考。

如：

(　) 1. A big supermarket is near my home.