初中英语教学设计写作格式及交稿方式

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初中英语教案的标准格式范文(共6篇)

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关于初中英语怎么写教案

关于初中英语怎么写教案初中英语教案的编写流程一般包括以下几个步骤：确定教学目标、设计教学活动、编写教学步骤、准备教学资源以及评估学生学习情况。

以下是一个典型的初中英语教案编写模板，供参考：一、教学目标1.知识与能力目标：明确要教授的知识点和学生需要达到的能力。

2.过程与方法目标：探究性学习、合作学习、灵活学习、批判性思维等方面的目标。

3.情感态度价值观目标：培养学生乐于合作的态度、培养学生对英语学习的兴趣和积极参与的态度。

二、教学准备1.教学资源：教科书、课件、录音机、多媒体设备等。

2.学生准备：复习前面学过的知识，准备课前作业等。

3.教学环境：确保教学环境的适宜程度，准备好教学所需的教室设备。

三、教学过程1.复习与导入：温故知新，介绍本节课的主题，使学生对即将学习的内容产生兴趣。

2.新授与讲解：通过教师的讲解，学生对新知识点有个初步的了解。

3.练习与巩固：通过各种形式的练习活动，帮助学生巩固所学的知识点。

4.拓展与延伸：对于理解较快的学生，可以提供一些拓展活动，帮助他们更好地运用所学知识。

5.师生评价与总结：教师对学生的学习情况进行评估和总结，向学生提供反馈意见。

四、教学策略1.情境化教学：将所学知识融入到具体的实际情境中，提高学生的学习兴趣和参与度。

2.合作学习：组织学生进行小组合作，促进学生之间的互动和合作，培养学生的团队合作精神。

3.多媒体辅助教学：利用多媒体设备进行教学，增加视听刺激，提高学生的学习效果。

4.情感教育：通过培养学生对英语学习的兴趣和积极参与的态度，激发学生学习英语的情感动力。

五、教学评估1.评估方式：可以通过课堂讨论、小组活动、个人作业等方式进行评估。

2.评估对象：对学生的语言表达、逻辑思维、学习态度和英语应用能力等方面进行评估。

3.评估结果：根据评估结果，确定学生学习水平、教学的效果和改进方向。

最后，编写初中英语教案时，需要根据具体教学内容和学生的实际情况进行灵活调整，确保教学过程的连贯性和有效性。

初中英语学科教案设计的写作格式和要求

初中英语学科教学设计的写作格式和要求一、教师简介（教师姓名、所在学校等）二、教材版本（Oxford English Shenzhen Edition）三、课题名称（第几册、第几课）四、授课课时（共几课时）五、教材分析1、分析本教材内容在整个课程标准中的地位和作用，包括本课内容在本教材中的地位和作用，以及以前学过的内容和以后要学的内容与本节内容的联系。

2、分析本教材内容与学生实际水平之间的差别，确定对教材的处理意见，如：删减、增加、调整顺序等。

3、预测本节教学内容与设计对今后教学的影响。

六、教学目标依据《课程标准》，结合对学生和教材的分析结果，确定课堂教学目标。

目标应包含：语言知识目标；语言技能目标、学习策略目标、情感态度目标、文化意识目标。

可先设定核心目标，再设计本节课应达到的具体目标，如：通过本节课的学习，学生可以做什么事。

（每节课的目标要具体到学哪几个单词）七、教学重点与难点1、确定本节课的教学重点。

2、确定本节课的教学难点。

八、教学方式介绍进行课堂教学所要采取的方法与技巧，如：任务型教学法、TPR教学法，各种学习技巧等。

九、教学用具1、教学环境的设计与准备。

2、教学用具的设计与准备。

十、教学过程1、课前：设计出引导学生进行课前准备的方案。

2、新课导入：设计出新课的教学引语及导入方案，教学引语及方案要着力于起到“凝神、起兴、点题”的作用。

3、师生互动：设计出每节新课的教学结构（板书结构）；写出每步设计的设计目的（设计意图）。

在教学结构设计中要注意体现下列6个要求：1）突出学生的主体地位。

2）从学生的问题出发营造教学情境，设计教学问题并引导学生探究、解决问题。

3）设计出师生互动方式。

4）争取准备两、三种针对不同群体学生的教学安排。

5）对教材内容作适当的处理，发掘出教材内容之间的内在逻辑联系及育人作用。

6）课堂教学要减少统一讲解，增加学生的自主探究，增加学生的分组活动。

4、课堂总结：设计出针对教材知识内容的系统回忆、巩固和发散、扩展、升华学生思维的问题及复习巩固方案。

初中英语教学设计的标准格式范文

初中英语教学设计的标准格式范文Title: Standards and Formats for Middle School English Teaching DesignIntroduction:Middle school English teaching design is a critical aspect of education, as it lays the foundation for students' language learning and development. In order to ensure effective teaching and learning, it is essential for educators to follow certain standards and formats in their teaching design.Standards for Middle School English Teaching Design:1. Objectives: The objectives of English teaching design should be clear, specific, and measurable. They should focus on developing students' language skills, including listening, speaking, reading, and writing, as well as their cultural awareness and critical thinking abilities.2. Content: The content of English teaching design should be aligned with the curriculum and appropriate for students' age and proficiency level. It should cover a wide range of topics, texts, and genres to provide students with a comprehensive understanding of the English language and culture.3. Strategies: Effective teaching strategies should be used in English teaching design to engage students, promote active learning, and cater to different learning styles. Strategies may include interactive activities, group work, multimedia resources, and real-life communication tasks.4. Assessment: Assessment in English teaching design should be ongoing, varied, and authentic. It should include formative assessment to monitor students' progress and provide feedback, as well as summative assessment to evaluate students' achievements and learning outcomes.Formats for Middle School English Teaching Design:1. Lesson Plan: A well-structured lesson plan is essential for English teaching design. It should include clear objectives, engaging activities, a variety of resources, and assessment methods. The lesson plan should be organized in a logical sequence and tailored to meet the needs of all students.2. Materials: A variety of materials should be used in English teaching design, including textbooks, worksheets, multimedia resources, authentic texts, and online tools. Materials should be selected based on their relevance, authenticity, and appropriateness for students' age and language level.3. Activities: Engaging and interactive activities should be incorporated into English teaching design to promote student participation, collaboration, and communication. Activities may include role-plays, games, debates, projects, and simulations that cater to students' interests and learning preferences.4. Assessment Tools: Different assessment tools should be used in English teaching design to gather evidence of students' learning, such as quizzes, tests, presentations, projects, portfolios, and self-assessment. Assessment tools should be aligned with the objectives and content of the lesson and provide meaningful feedback to students.Conclusion:In conclusion, following standards and formats in middle school English teaching design is essential for providing students with a high-quality education that meets their language learning needs and goals. By adhering to clear objectives, diverse content, effective strategies, and appropriate assessment methods, educators can create engaging and meaningful learning experiences for students in the English classroom.。

写信格式英语教案初中

教案：英语写信格式教学年级：初中教学目标：1. 学生能够理解英文信件的基本格式。

2. 学生能够正确使用英文信件的问候语、结尾语和署名。

3. 学生能够运用所学的词汇和句型，撰写一封英文信件。

教学重点：1. 英文信件的基本格式。

2. 问候语、结尾语和署名的使用。

教学难点：1. 信件格式的细节。

2. 运用所学生词和句型。

教学准备：1. PPT展示信件格式。

2. 信件模板。

3. 相关词汇和句型。

教学过程：Step 1: 引入（5分钟）1. 向学生介绍信件在日常生活和工作中的重要性。

2. 引导学生思考信件的基本格式。

Step 2: 讲解信件格式（10分钟）1. 通过PPT展示信件格式，包括信头、称呼、正文、结尾语和署名。

2. 讲解每个部分的要求和注意事项。

Step 3: 示例分析（10分钟）1. 提供一封英文信件示例，让学生分析其格式和用词。

2. 引导学生关注问候语、结尾语和署名的使用。

Step 4: 小组讨论（10分钟）1. 学生分成小组，讨论如何撰写一封英文信件。

2. 鼓励学生提出问题和观点，共同解决问题。

Step 5: 实践练习（10分钟）1. 提供信件模板，让学生根据要求填写信件内容。

2. 引导学生运用所学的词汇和句型。

Step 6: 展示和评价（10分钟）1. 学生展示自己写的信件，分享写作过程和心得。

2. 教师对学生的信件进行评价，给出建议和鼓励。

Step 7: 总结和作业（5分钟）1. 教师总结本节课的重点内容。

2. 布置作业：让学生撰写一封英文信件，下周上课时进行展示。

教学反思：本节课通过讲解、示例分析、小组讨论、实践练习等多种教学活动，帮助学生掌握了英文信件的基本格式和写作技巧。

学生在实践练习中运用了所学的词汇和句型，提高了写作能力。

通过展示和评价，学生进一步巩固了所学知识，增强了自信心。

作业的布置让学生能够将所学应用到实际生活中，提高英语写作水平。

初中英语教案的标准格式5篇

初中英语教案的标准格式范文5篇初中英语教案的标准格式范文1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PPT教学演示课件教学步骤Step 1 Revision[课件展示]教师在课堂上提问题，引导学生回答What do you have for breakfast today? Shall we go and buy something to eat? What’s in the pictures? 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。

教师展示课件中Revision的食物图片，复习一些食品的名称。

Step 2 Presentation[课件展示]教师在复习食品名称基础上，引出购物的话题。

初中规范英语写法教案

初中规范英语写法教案一、教学目标1. 让学生掌握英语作文的基本框架和结构。

2. 培养学生运用所学英语知识进行表达和交流的能力。

3. 帮助学生养成良好的英语写作习惯，提高写作质量。

二、教学内容1. 英语作文的基本框架和结构。

2. 常见句子结构和使用方法。

3. 文章开篇、过渡和结尾的写法。

4. 修改和润色作文的方法。

三、教学过程1. 引导学生掌握英语作文的基本框架和结构。

a. 文章开头：引入话题，表明观点。

b. 文章主体：分段论述，支持观点。

c. 文章结尾：总结全文，重复或深化观点。

2. 教授常见句子结构和使用方法。

a. 主谓宾结构：S + V + Ob. 主谓表结构：S + V + Pc. 定语从句：先行词 + who/which + 谓语 + 宾语d. 状语从句：主句 + 状语从句3. 教授文章开篇、过渡和结尾的写法。

a. 文章开篇：使用问候语、引入话题的句子。

b. 文章过渡：使用过渡词或短语，如and, but, so等。

c. 文章结尾：使用总结性句子、重复或深化观点的句子。

4. 修改和润色作文的方法。

a. 检查语法和拼写错误。

b. 调整句子结构，使句子更简洁、清晰。

c. 使用恰当的词汇和短语，提高表达效果。

d. 检查文章格式，如字体、字号、行间距等。

四、教学评价1. 课堂练习：让学生当场写一篇短文，评价其作文结构、句子结构和表达效果。

2. 课后作业：布置一篇作文，要求学生按照所学知识进行写作，评价其作文质量。

3. 学生自评和互评：让学生互相评价作文，指出优点和不足，促进共同进步。

五、教学资源1. 英语作文范文。

2. 英语作文评分标准。

3. 英语语法和词汇参考资料。

六、教学建议1. 注重培养学生的基础知识，如单词、语法和句子结构。

2. 多让学生进行写作练习，提高写作能力。

3. 教师要善于引导和鼓励学生，激发学生的学习兴趣和自信心。

4. 定期进行作文讲评，让学生了解自己的优点和不足，不断改进。

以上是一份关于初中规范英语写作的教案，希望对您的教学有所帮助。

英语教案模板初中写作

英语教案模板初中写作1. 教学目标：让学生掌握一定的写作技巧，提高他们的英语写作能力。

2. 教学内容：介绍一种有效的教学方法，通过课堂实践和课后作业，帮助学生提高英语写作水平。

3. 教学过程：步骤1：课堂导入（5分钟）教师简要介绍本节课的教学目标和内容，激发学生的学习兴趣。

步骤2：写作技巧讲解（15分钟）教师讲解一些基本的写作技巧，如如何构思、如何组织文章结构、如何使用恰当的词汇和句型等。

步骤3：课堂实践（20分钟）教师给出一个写作话题，学生现场进行写作练习。

教师在课堂中巡视，为学生提供个别指导。

步骤4：作文展示与评价（15分钟）学生展示自己的作文，其他学生对其进行评价，教师进行总结性评价。

步骤5：课后作业布置（5分钟）教师布置一道课后作文题目，要求学生在课后完成。

4. 教学方法：采用讲解、实践、展示和评价相结合的教学方法，让学生在课堂实践中掌握写作技巧，提高写作能力。

5. 教学评价：通过课后作业和课堂实践，评价学生的写作能力提高情况。

6. 教学反思：教师在课后对自己的教学进行反思，看看是否达到了教学目标，有哪些优点和不足，以便在今后的教学中进行改进。

7. 教学资源：教师准备相关的写作技巧资料，如范文、写作指导等，以便在课堂上进行讲解和示范。

8. 教学时间：一节课（45分钟）9. 教学对象：初中生10. 教学重点：让学生掌握一定的写作技巧，提高他们的英语写作能力。

11. 教学难点：如何引导学生运用所学的写作技巧进行实际写作。

通过以上教案，教师可以有效地提高学生的英语写作能力，让学生在课堂实践中掌握写作技巧，提高他们的英语水平。

初中英语教案怎么写（精选3篇）

初中英语教案怎么写（精选3篇）初中怎么写篇1初中英语教案与其他科目的教案写法大致是一样的，只是牵涉到英语的表述。

小编整理了初中英语教案怎么写，希望对你有帮助!一份标准的英文教案要怎么写A Teaching PlanI. The title2. Teaching aims(a. knowledge aim; b,ability c, moral education)3. Impotant points4. Difficult points5. Teaching aidsstep 1 RevisionStep 2 Take up new lessonstep 3 ConsolidationHomeworkDesign 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 procedures1.问候：Greetings2.复习：Revision3.新课导入 Lead-in4.文章背景介绍The Introduction of the Background Information5.课文详细分析 Text Analysis：1）文章体裁 Style of the text2）文章结构 Structure of the text3) 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 ofthe text (the analysis of the importantlanguage points,grammatic points,theme andwriting 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 DesignTeaching Reflection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。

初中英语说课教案讲稿怎么写

初中英语说课教案讲稿怎么写教案撰写是教师备课的重要环节，对于初中英语说课教案讲稿的写作，以下是一些建议和指导：一、教案基本结构：1. 教学目标：明确教学目标，包括知识、能力和情感目标。

2. 教学重点与难点：确定本节课的重点和难点，以便在教学过程中加以突出和解决。

3. 教学准备：列出所需教学资源和教具，包括教材、多媒体设备、图片、课件等。

4. 教学过程：分为导入、呈现、练习、巩固和拓展等环节，详细描述每个环节的教学步骤和方法。

5. 教学评价：确定评价方式，如口头评价、书面评价、小组合作评价等，以及评价的内容和标准。

6. 教学反思：对本节课的教学效果进行反思，总结教学经验，为下一节课的备课提供参考。

二、教案撰写要点：1. 教学目标的设定：确保教学目标符合学生的实际需求和课程要求，明确目标的层次和内容。

2. 教学内容的选择：根据教材和学生的学习情况，选择适合的教学内容，突出重点和难点。

3. 教学方法的运用：选择多种教学方法，如情境教学、合作学习、任务型教学等，激发学生的学习兴趣和积极性。

4. 教学手段的运用：合理使用教学资源和教具，如多媒体设备、图片、课件等，提高教学效果。

5. 教学环节的设计：设计合理的教学环节，如导入环节引起学生兴趣，练习环节巩固学习内容，拓展环节拓宽学生思维等。

6. 教学评价的设置：设计多样化的评价方式，如口头回答问题、小组合作活动、书面作业等，全面评价学生的学习情况。

三、教案撰写的注意事项：1. 语言简洁明了：教案要言之有物，用简洁明了的语言表达教学内容和步骤。

2. 逻辑清晰：教案的各个部分要有明确的逻辑关系，步骤要合理有序。

3. 突出重点和难点：在教案中明确标注教学重点和难点，以便在教学过程中有针对性地进行指导和讲解。

4. 灵活运用：根据实际教学情况，灵活调整教学步骤和方法，确保教学效果。

5. 注重细节：教案中的每个环节和步骤都要详细描述，考虑到学生的实际情况和能力。

通过以上指导和建议，你可以撰写一份完整的初中英语说课教案讲稿，确保教学过程有条不紊，达到预期的教学效果。

初中英语规范书写教案范文

初中英语规范书写教案范文一、教学目标：1. 让学生掌握英文书写的基本规则和格式，如字母的大小写、单词的间距、句子的缩进等。

2. 培养学生规范书写英语的习惯，提高书写美观度。

3. 通过练习，使学生能够熟练运用所学知识，写出规范、整洁的英语作文。

二、教学内容：1. 英文书写的基本规则和格式。

2. 英文单词和句子的书写练习。

3. 英语作文的书写要求和技巧。

三、教学重点与难点：1. 英文书写的基本规则和格式。

2. 单词和句子的书写练习。

四、教学方法：1. 讲解法：讲解英文书写的基本规则和格式。

2. 示范法：教师示范书写，学生跟随模仿。

3. 练习法：学生通过练习，巩固所学知识。

4. 反馈法：教师及时给予学生反馈，指导学生改进书写。

五、教学步骤：Step 1：导入（5分钟）教师简要介绍英文书写的重要性和规范书写的好处，激发学生的学习兴趣。

Step 2：讲解（10分钟）1. 讲解英文书写的基本规则，如字母的大小写、单词的间距、句子的缩进等。

2. 讲解英文单词和句子的书写格式，如单词的首字母大写、句子的结尾标点等。

Step 3：示范（5分钟）教师在黑板上示范书写，学生跟随模仿。

教师注意指导学生的书写姿势和握笔方式。

Step 4：练习（10分钟）学生按照所学知识，进行单词和句子的书写练习。

教师巡回指导，及时给予反馈。

Step 5：作文书写（10分钟）1. 教师给出一个作文题目，要求学生按照规范书写要求，完成作文。

2. 教师选取几篇作文进行展示，点评优缺点，指导学生改进。

Step 6：总结与作业（5分钟）1. 教师总结本节课所学内容，强调规范书写的重要性。

2. 布置作业：要求学生按照规范书写要求，完成一篇英语作文。

六、教学反思：本节课结束后，教师应认真反思教学效果，针对学生的掌握情况，调整教学策略，以提高学生规范书写英语的能力。

同时，关注学生的学习兴趣，尽量让课堂变得生动有趣，提高学生的学习积极性。

初中英语写作教案的范本设计

初中英语写作教案的范本设计一、教学目标1.了解英语写作的基本要素，包括语法、词汇、构思等。

2.掌握不同类型的英语写作技巧，如记叙文、议论文、说明文等。

3.提高写作水平，能够用准确、流畅的英语表达自己的想法和观点。

二、教学内容1.英语写作的基础概念：（1）拼写、语法和标点符号。

（2）单词和词组的使用。

（3）段落和文章结构的基本规则。

2.英语写作的技巧：（1）记叙文的写作技巧。

（2）议论文的写作技巧。

（3）说明文的写作技巧。

3.实战练习：（1）写一篇关于自己生活的日记。

（2）写一篇关于你所感兴趣的话题的文章。

（3）根据所提供的信息，写一份说明文。

（4）根据所给定的主题，写一篇议论文。

三、教学方法1.课堂讲解：教师通过课堂讲解，让学生了解英语写作的基本知识和技巧。

2.分组讨论：将学生分成小组，让他们进行讨论，分享自己的写作经验和技巧。

3.指导性写作：教师指导学生在课堂上进行写作练习，指出他们在写作过程中存在的问题并给予改进意见。

4.作业布置：教师布置写作作业，让学生在课余时间进行写作练习，帮助他们提高英语写作能力。

四、教学过程第一课：英语写作的基础知识1.课堂讲解：教师介绍英语写作的基础知识，包括拼写、语法和标点符号等。

2.答疑讲解：教师和学生进行互动交流，解答学生在写作过程中遇到的问题。

3.语法讲解：教师讲解英语中常用的语法知识，如句子的结构、主谓一致等。

4.作业布置：教师布置作业，让学生将所学的语法知识运用到写作中。

第二课：记叙文的写作技巧1.课堂讲解：教师介绍记叙文的基本结构和写作要点。

2.组内讨论：学生分成小组，讨论如何写好一篇记叙文。

3.指导性写作：教师指导学生在课堂上进行记叙文写作练习。

4.作业布置：教师布置记叙文写作作业。

第三课：议论文的写作技巧1.课堂讲解：教师介绍议论文的写作要点和常用表达方式。

2.组内讨论：学生分成小组，讨论如何写好一篇议论文。

3.指导性写作：教师指导学生在课堂上进行议论文写作练习。

如何写初中教案英语范文

如何写初中教案英语范文年级：八年级学科：英语教材版本：人教版教学目标：1. 学生能够掌握本课的生词和短语，并能正确运用到句子中。

2. 学生能够理解课文内容，并能运用所学的语言知识进行简单的交流。

3. 学生能够通过听、说、读、写的实践，提高自己的英语应用能力。

教学内容：1. 生词和短语的学习。

2. 课文的阅读和理解。

3. 课文的翻译和练习。

4. 口语练习和听力训练。

教学步骤：Step 1: 热身活动（5分钟）1. 教师与学生进行简单的英语对话，询问学生的生活状况，引导学生用英语进行回答。

2. 学生进行简单的英语自我介绍，增进彼此的了解。

Step 2: 生词和短语的学习（10分钟）1. 教师出示本课的生词和短语，引导学生进行认读和学习。

2. 学生通过跟读、模仿等方式，掌握生词和短语的正确发音。

3. 教师通过例句的方式，引导学生正确运用生词和短语。

Step 3: 课文的阅读和理解（15分钟）1. 教师出示课文，引导学生进行阅读。

2. 学生通过阅读，理解课文的内容和主旨。

3. 教师通过提问的方式，检查学生对课文的理解程度。

Step 4: 课文的翻译和练习（10分钟）1. 教师出示课文的翻译，引导学生进行翻译练习。

2. 学生通过翻译练习，巩固所学的语言知识。

3. 教师通过提问的方式，检查学生对课文翻译的掌握程度。

Step 5: 口语练习和听力训练（10分钟）1. 教师出示口语练习题目，引导学生进行口语练习。

2. 学生通过口语练习，提高自己的英语口语表达能力。

3. 教师出示听力训练材料，引导学生进行听力训练。

4. 学生通过听力训练，提高自己的英语听力能力。

Step 6: 总结和作业布置（5分钟）1. 教师对本课的内容进行总结，强调重点和难点。

2. 学生进行课堂小结，巩固所学的知识。

3. 教师布置作业，要求学生进行课后巩固和练习。

教学评价：1. 对学生的课堂表现进行评价，包括参与度、态度、发音等。

2. 对学生的作业进行评价，包括完成情况、正确率等。

初中英语教学设计的标准格式范文

初中英语教学设计的标准格式范文初中英语教学是培养学生语言运用能力和跨文化交际能力的重要环节，良好的教学设计是成功教学的关键。

本文将探讨初中英语教学设计的标准格式范文，以期提供给教师们参考。

一、教学目标在制定教学设计之前，首先要明确教学目标。

初中英语教学的目标包括语言技能的提升、文化意识的培养、学生综合素质的提高等。

具体目标应该明确、具体、可达到，并要符合学生的认知水平和实际需求。

二、教学内容教学内容应根据教学目标确定，包括语音、词汇、语法、阅读、写作、听力、口语等方面。

内容要有一定的层次和结构，要适应学生的心理特点和兴趣爱好，同时要贴近生活实际。

三、教学方法教学方法是实现教学目标的手段，要灵活多样、富有创意。

结合课程内容的特点和学生的实际情况，可以采用讲授法、示范法、讨论法、实践法等多种教学方法，激发学生的学习兴趣，提高学习效果。

四、教学过程教学过程要合理安排，包括导入、呈现、训练、操练、运用、拓展、复习等环节。

要注重教学的系统性和连贯性，确保知识点之间的逻辑关系和学习顺序。

五、教学评价教学评价是教学设计的重要组成部分，可以采用听力测试、口语表达、书面作业等形式进行评价，旨在检验学生对知识的掌握程度和运用能力，及时发现问题，调整教学方法，提高教学效果。

六、教学反思教学设计结束后，要进行教学反思，总结教学过程中的优点和不足，及时调整教学策略，提高下一次教学的质量，并不断完善自身的教学方法和水平。

初中英语教学设计的标准格式范文，意在帮助教师们更好地进行教学设计，提高教学质量，促进学生的综合素质发展。

希望每一位教师都能通过精心设计的教学，培养出更多优秀的英语学习者。

初中英语教学设计的标准格式范文

初中英语教学设计的标准格式范文全文共3篇示例，供读者参考篇1中文摘要：初中英语教学设计是教师实施教学的重要工具，本文将介绍初中英语教学设计的标准格式，包括教学目标、教学内容、教学方法、教学过程和评价等方面，并提供了一个例子作为参考。

Abstract:Middle school English teaching design is an important tool for teachers to implement teaching. This article will introduce the standard format of middle school English teaching design, including teaching objectives, teaching content, teaching methods, teaching process, and evaluation, and provide an example as a reference.Introduction:English teaching design is a systematic and planned process of organizing teaching activities. It plays a vital role in promoting students' learning outcomes and improving teaching quality. Inthis article, we will discuss the standard format of middle school English teaching design.Standard Format of Middle School English Teaching Design:1. Teaching Objectives:- Clear and specific learning objectives should be set based on the curriculum standards and students' needs.- Objectives should be measurable and achievable within a certain period of time.- Objectives should cover language knowledge, skills, and attitudes.2. Teaching Content:- The content should be relevant to students' language proficiency levels and interests.- It should be well-organized and sequenced to facilitate learning progression.- Content should include language skills (reading, writing, listening, speaking), grammar, vocabulary, and culture aspects.3. Teaching Methods:- A variety of teaching methods should be employed to cater to students' different learning styles and preferences.- Methods should be interactive, communicative, and student-centered.- Use of multimedia resources, group work, pair work, and project-based learning can enhance students' engagement and motivation.4. Teaching Process:- The teaching process should be planned and structured with clear objectives and procedures.- Teachers should provide guidance, feedback, and support to students throughout the learning process.- Classroom management and discipline should be maintained to create a conducive learning environment.5. Evaluation:- Continuous and formative assessment should be conducted to monitor students' progress and identify areas for improvement.- Assessment tools should be varied and aligned with the teaching objectives.- Feedback should be timely and constructive to help students reflect on their learning and make necessary adjustments.Example of Middle School English Teaching Design:Objective: By the end of the lesson, students will be able to describe their daily routines using present tense verbs.Content:- Daily routine vocabulary (get up, brush teeth, eat breakfast, go to school, etc.)- Present tense verb forms (I get up at 7 o'clock, She brushes her teeth, They eat breakfast together, etc.)Methods:- Pair work to practice conversations about daily routines.- Role-plays to simulate real-life situations.- Using flashcards and pictures to aid vocabulary learning.Process:1. Warm-up: Reviewing daily routine vocabulary through a matching game.2. Presentation: Introducing present tense verbs and sentence structures.3. Practice: Pair work exercises to practice using the target language.4. Production: Role-play activity where students describe their daily routines to each other.5. Assessment: Observing students' performance in pair work and role-plays, providing feedback for improvement.Evaluation:- Formative assessment: Monitoring students' participation and engagement in activities.- Summative assessment: Assessing students' ability to accurately describe their daily routines using present tense verbs.Conclusion:In conclusion, the standard format of middle school English teaching design is crucial for effective teaching and learning. By following the guidelines outlined in this article and adapting them to fit students' needs and context, teachers can create engaging and meaningful lessons that facilitate language acquisition and promote students' overall development.篇2Title: Standard Format for Middle School English Teaching DesignIntroductionMiddle school English teaching is an essential part of students' language learning process. It plays a crucial role in helping students develop their English language skills and fostering their interest in English. Therefore, it is important for teachers to design effective and engaging English lessons that meet the needs of middle school students.Standard Format for Middle School English Teaching DesignI. Objective of the Lesson- Clearly state the learning objectives of the lesson.- Ensure that the objectives are specific, measurable, achievable, relevant, and time-bound (SMART).II. Introduction- Provide a brief overview of the lesson and its relevance to students.- Capture students' attention and motivate them to learn.III. Pre-assessment- Conduct a pre-assessment to gauge students' prior knowledge and understanding of the topic.- Use this information to tailor the lesson to students' needs.IV. Learning Activities- Present the main content of the lesson using a variety of teaching methods (e.g., lectures, discussions, activities).- Ensure that the activities are interactive, engaging, and suitable for middle school students.V. Assessment- Include formative and summative assessments to evaluate students' learning.- Provide feedback to students on their progress and areas for improvement.VI. Differentiation- Make accommodations for students with diverse learning needs.- Provide additional support and resources for students who require extra assistance.VII. Integration- Connect the lesson to other subjects and real-world contexts to enhance student understanding.- Encourage students to apply their knowledge in different situations.VIII. Technology Integration- Use technology to enhance the learning experience (e.g., online resources, multimedia).- Ensure that technology is accessible and relevant to students' learning needs.IX. Evaluation- Reflect on the effectiveness of the lesson and make adjustments for future teaching.- Seek feedback from students and colleagues to improve teaching practices.ConclusionIn conclusion, the standard format for middle school English teaching design is essential for creating effective and engaging English lessons. By following this format, teachers can ensurethat their lessons meet the needs of middle school students and help them develop their English language skills. It is important for teachers to continuously evaluate and improve their teaching practices to enhance student learning outcomes.篇3Title: Standards for Middle School English Teaching DesignIntroduction:Middle school English teaching design plays a crucial role in shaping students' language proficiency and communication skills. Therefore, it is important to adhere to certain standards when creating teaching plans and materials. In this article, we will explore the key standards for middle school English teaching design.1. Clear Objectives:The first standard for middle school English teaching design is setting clear objectives. Teachers should clearly define what students are expected to learn and achieve by the end of each lesson or unit. Objectives should be aligned with curriculum standards and be specific, measurable, achievable, relevant, and time-bound (SMART).2. Engaging Content:Engaging content is essential for keeping students motivated and interested in learning English. Teachers should use a variety of materials, such as videos, songs, games, and real-life examples to make the lessons more interactive and relevant to students' lives. Content should be age-appropriate, culturally sensitive, and relevant to students' interests.3. Differentiated Instruction:Middle school classrooms are diverse, with students at different levels of proficiency and learning styles. Therefore, teachers should use differentiated instruction strategies to meet the individual needs of students. This can include providing extra support for struggling students, challenging activities for advanced learners, and using a variety of teaching methods to cater to different learning styles.4. Assessments:Assessment is an integral part of the teaching process, as it helps teachers determine students' progress and understanding of the material. Teachers should use a variety of assessment tools, such as quizzes, tests, projects, and presentations, to evaluatestudents' learning. Assessments should be aligned with learning objectives and provide constructive feedback to students.5. Technology Integration:In today's digital age, technology plays a significant role in education. Teachers should integrate technology into their English teaching design to enhance learning experiences. This can include using educational apps, online resources, interactive whiteboards, and video conferencing tools to make lessons more engaging and interactive.Conclusion:In conclusion, middle school English teaching design should adhere to certain standards to ensure effective and meaningful learning experiences for students. By setting clear objectives, using engaging content, differentiating instruction, conducting assessments, and integrating technology, teachers can create a conducive learning environment that promotes students' language proficiency and communication skills. adhering to these standards will ultimately lead to successful English teaching in middle school.。

英文教案的标准格式范文

英文教案的标准格式范文 Lesson Plan Format.1. Lesson Title:2. Grade Level:3. Subject:4. Time:5. Objectives:Students will be able to...6. Materials:List of materials needed for the lesson.7. Procedure:Introduction:Begin the lesson with an engaging hook to capture students' attention.State the lesson objectives.Activate prior knowledge.Body:Present new material.Provide guided practice.Facilitate student inquiry.Conclusion:Summarize the lesson.Review the objectives.Assign homework or follow-up activities.Assessment:Formative assessment throughout the lesson.Summative assessment at the end of the lesson.Differentiation:Provide differentiated instruction to meet the needs of all learners.Technology Integration:List any technology tools or resources used in the lesson.Reflection:Reflect on the effectiveness of the lesson. Make adjustments for future lessons.中文回答：教案格式。

初中规范英语写法教案

教案：初中规范英语写作指导一、教学目标1. 让学生掌握英语作文的基本框架和结构。

2. 培养学生正确拼写单词和使用语法的能力。

3. 提高学生运用英语进行表达和交流的能力。

二、教学内容1. 作文基本框架和结构。

2. 常见词汇和语法错误分析。

3. 写作技巧和策略。

三、教学过程Step 1：引入话题1. 教师通过图片、物品或故事等方式引入话题，激发学生的兴趣。

2. 引导学生进行观察和思考，提出相关问题，引发学生的讨论。

Step 2：讲解作文基本框架和结构1. 教师讲解作文的基本框架和结构，包括开头、中间和结尾部分。

2. 举例说明如何使用合适的词汇和语法进行表达。

Step 3：分析常见词汇和语法错误1. 教师展示一些常见的词汇和语法错误，让学生进行辨析和修改。

2. 引导学生总结错误的原因和避免方法。

Step 4：写作技巧和策略1. 教师介绍一些写作技巧和策略，如如何进行构思、如何使用过渡语等。

2. 学生进行实际操作，练习使用所学的技巧和策略。

Step 5：学生练习写作1. 教师给出一个写作话题，学生根据所学的作文基本框架和结构进行写作。

2. 学生在写作过程中，教师进行个别指导和建议。

Step 6：作文展示和评价1. 学生展示自己的作文，进行互相评价和交流。

2. 教师对学生的作文进行总结和点评，指出优点和需要改进的地方。

四、教学评价1. 观察学生在写作过程中的表现，了解学生的掌握程度。

2. 对学生的作文进行评价，了解学生的写作水平。

3. 学生对写作课程的反馈和意见，了解学生的需求和改进方向。

五、教学资源1. 教学PPT或黑板。

2. 参考教材或写作范文。

3. 学生作文样本。

六、教学建议1. 注重学生的个体差异，因材施教。

2. 多进行写作练习，提高学生的写作能力。

3. 鼓励学生多读多写，扩大词汇量和语法知识。

4. 教师要给予学生充分的鼓励和肯定，增强学生的自信心。

以上是一份关于初中规范英语写作的教案，希望对您的教学有所帮助。

初中英语教案格式（范文）

初中英语教案格式（范文）第一篇：初中英语教案格式（范文）初中英语教案格式一个初中教案的模板。

请注意教案内所必须有的要素是：教学目标、教学重点、难点预测、媒体使用、教学步骤设计、作业设计、课后反思。

详案与简案的区别在于它的教学步骤设计：简案列出基本步骤即可，详案要涵盖每一个细节和所有。

为了规范自己的课堂教学语言，老师们也可以将自己要说的话在教案的列出。

Titlee.g.Go for it: Book I: Unit 1 My name is Gina(Period 1 Section A1a-2c)Objective:Here you need to state what your students will learn in the lesson and be able to do after the lesson.Culture awareness:Intercultural communication knowledge which may help to avoid culture conflict.Learning and teaching focus: Here you need to list the key sentence structures, key vocabulary, reading/listening strategies, or any other knowledge and methods which are necessary to help students to achieve the objectives.Anticipated difficulties:The difficulty(ies)that your students may encounter in the lesson.Solution:certain exercises are designed to help students overcome the difficulties.Teaching aids:PPT, some other things like pictures, etc.LEARNING & TEACHING ARRANGEMENT Stages/timingActivitiesMethodologyWarming-up & leading inStep 1…Clarify what method will be applied.Presenting the taskStep …If task based learning is not applied, you may not have this stage.LearningStep…At this stage, you should list what a number of activities which will help students to learn to do what they are asked to.If you apply Task Based Learning, the stage of learning and practice may be combined into one stage – learning and practice.Practice Step…At this stage, activities will be designed to ensure most students to achieve the objectives.It is an assessing stage as well.ProductionStep…Homework第二篇：初中英语教案（范文模版）Lesson 42Target language 目标语言1.Words and phrases生词和短语：language，exciting，main，meaning，welcome，Mexico，Spanish，million，official，French，united，nation，each other, all over the world, official language2.Key sentences重点句子：Learning English helps the people all over the world talk to each other.What do you mean by “United States”?More than 450 million people in the world can speak English.Ability goals 能力目标Enable the students to talk about the importance of learning English.Learning ability goals 学能目标Help the students learn to talk about the importance oflearning English.Teaching important & difficult points 教学重难点Get the students to learn about the importance of learning English.Teaching aids 教具准备A tape-recorder, some slides, a multiple-media computer and a projector.Teaching procedures & ways 教学过程与方式Step I Homework checking and lead inCheck the students their homework to have a review of what they have learned during last period.T: Hello, everyone!Have you finished your homework?S: Yes!T: Well!Which pair would like to read it to us?Ask some pairs to act out the dialogues.T: Quite good!Let’s give a big hand to them.…T: I am very glad you can make phone calls in English.But can you tell me why people all over the world are learning English?S: English has become an international language.Wherever you go, English is always commonly used.T: Yes, English is widely used in the world.It is also the official language of many countries.Today, we are going to learn Lesson 42 Welcome to the World of English!Step II ListeningAsk the students to listen to the conversation and answer the questions given to have a basic idea of this text.T: Please listen to the tape carefully and answer the following questions.1.How many people can speak English?2.What are the main languages used at the United Nations?Play the tape-recorder, ask the students to listen carefully and take some notes if necessary.After that, ask some students to answer the questions above.S1: More than 450 million people in the world can speak English.S2: English, Chinese and Frenchare the main languages used at the United Nations.T: That’s it!Please read after the tape.While reading, please underline the difficult language points.If necessary, explain the following language points in class and then give the students a few minutes to practice.1.help sb.(to)doE.g.I help my mother(to)do some housework.2.talk to = talk withE.g.Don’t talk to a stranger.3.more than = overE.g.There are more than 50 students in our class.4.What do you mean by…?E.g.What do you mean by saying you are stupid?Step III ReadingspeakingAsk the students to read the text and talk about why it is important to learn English according to the text and their own opinions.T: Read the passage again and tell me why it is important to learn English.Get the students to read the text and give them enough time to discuss in groups.After that, ask some of them to express their opinions.S1: Learning English helps the people all over the world talk to each other.S2: More than 450 million people in the world can speak English.S3: It is the official language of more than forty-five countries.T: Correct!Any other ideas?S1: English has become a bridge between China and other countries.S2: I will have a bright future, if I learn English well.S3: The English language is used as the world language today.T: Great!So, you see, learning English is very important.Speaking is especially important in learning English.But how can we speak English well?S1: We should read and speak English every day.S2: And we also have to use it as much as possible.T: Yes, I agree withyou.Rome wasn't built in a day.Learning English takes time,S2: When we read, read as loudly as possible, as clearly as possible and as quickly as possible.T: Wonderful!If you want to speak good English, please don't care how poorly or how well you speak, only care about catching the chances to speak.You must enjoy losing face;just forget about your face.The more you speak, the better your English will become.The more mistakes you make, the more progress you will make.You must enjoy speaking poor English, because speaking is the only thing that will lead you towards success.Don't give up.Just try your best.Every time you move your mouth, your memory will deepen, your muscles will strengthen.You can make itStep IV Homework1.Read the first reading in Reader.2.Preview Lesson 43 Writea Letter in English!3.Do exercises in the activity book.Lesson 45Target language 目标语言1.Words and phrases生词和短语：ago, pronounce, story, keep / stop doing, look it up in a dictionary2.Key sentences重点句子：She speaks English, but her grandmother taught her some Chinese.When I don’t understan d a word, I look it up in the dictionary.I like reading, but my favorite way to learn English is watching TV and movies.Ability goals 能力目标Enable students to talk about how to learn English well.Learning ability goals 学能目标Help the students learn how to learn English well.Teaching important & difficult points 教学重难点Get the students to learn about the method of learning English well.Teaching aids 教具准备A tape-recorder, a multiple-media computer, some slides and a projectorTeaching procedures & ways 教学过程与方式Step I Lead inLead the students to the new lesson.T: It is fine day today!Why not sing a song to begin our class? Now let’s sing the song Say the Word together.T: Quite well!Say the Word is useful to read the difficult English words.As long as you keep trying, you will learn English better and better.Step II Warming up Ask the students to talk about the questions in THINK ABOUT IT in groups of four.T: Look at the questions on the top of page 56 and have a discussion about it.Give the students enough time to discuss the questions and then ask some of them to give their opinions.T: Time is up.The first one, if you move to Canada, what difficulties will you meet? What will you do?S: If I move to Canada, I may not understand what they are saying.I have to spend a lot of time speaking with them and listening to the radio and watching TV more often.T: Good idea!How does Teresa learn English?S: Maybe she gets some help from her Canadian friends and she reads and speaks English a lot and listens to English as often as possible.T: Good answer!Well, would you like to get the answers about how Teresa learns English? The text Keep Trying will give you the answer.Step III ListeningAsk the students to listen to the text and answer some questions to get familiar with the text.T: Listen to the tape and answer the questions on the slide.1.Where does Teresa live now?2.Where does Teresa come from?3.When Teresa doesn’t understand a word, wha t does she do?4.What about Teresa’s favorite way to learn English?The teacher can divide the class into two groups and have a competition to see which group can correctly answer more questions, and this group wins.Suggested answers:1.Teresa lives in Canada now.2.Teresa comes from Hong Kong.3.When T eresa doesn’t understand a word, she looks it up in a dictionary.4.Teresa’s favorite way to learn English is watching TV and movies.Step IV ReadingAsk the students to read the text and explain some language points to help them to understand the text better.T: Read the text silently and underline the sentences you don’t understand.Then the teacher explains the language points to the students on the slide.1.teach sb.sth.= teach sth.to sb.E.g.Mary teaches me English.= Mary teaches English to me.teach sb.to do sth.E.g.Mary teaches me to learn English.2.*look up（在字典中）查寻，查找E.g.I look up the words in the dictionary.= I look them(the words)up in the dictionary.*look up 向上看E.g.He looked up and saw a plane in the sky.* look up 了解E.g.I must look up the time of the plane.3.(the)way to do sth.=(the)way of doing sth.E.g.What is the best way to learn English? = What is the best way of learning English?Step V SpeakingGet students to talk about questions in LET’S DO IT in groups of four and help them to have a better idea of learning English well.T: Who can tell me Teresa’s tips of learning English?S: Teresa has some good tips for learning English, for example, she uses a dictionary more often, reads a lot, speaks everyday an d never stops.T: You got it!Let’s come to LET’S DO IT: Can Chinese students learn English like Teresa does? Why or why not? Talk in a small group first, and then share your ideaswith the class.S: I think Teresa finds the proper way to learn English.So Chinese students can learn English like Teresa.Reading and speaking are very important to English learners.The spirit of keeping trying is a key to doing every thing well.That is why we should follow Teresa’s way to learn English.T: Your group did a good job!Step VI Homework1.Preview Lesson 46 Your Future and English.2.Do exercises in the activity book.第三篇：初中英语教案模版Teaching Plan Unit Three My Friends Part A Let’s learn & Let’s find out(Designed by 梁境燕)Total time: 40 minutes Age of pupils : 10～12 years old Level : learning English for 4 years Class size : 55 pupils Text book used : Part A Let’s learn & Let’s find out , Unit 3 , PEP Book Ⅲ Teaching objectives: Ss can understand and describe a person’s characteristics and instincts.Teaching contents : friends , long hair , short hair , thin , strong , quiet.My friend is strong.She has short hair….Who is she ? Teaching approaches:Songs teaching technique, Storytelling teaching technique, acting technique, language situation teaching technique and game teaching technique nguage skills : To develop children’s listening and speaking ability.I.Teaching aids : CAI of the story, a tape , pictures , word cards, masks(or puppets)of the prince , Cinderella and her 3 sisters etc.Ⅱ.Teaching procedures A.Preparation 1.Warm – up : Sing a song the T has adapted : She is nice.…(Written on the board beforehand.)(Time: 2 minutes)Song: She is nice.She is quiet.She is very thin but beautiful.She has long hair but not short hair.We are friends after all.2.Introduce the main characters , using pictures and askingquestions.(Time: 2 minute)(Purpose: To warm up and revise and present “ She is … She has …” Set up a language context for the new lesson.)B.Telling the story(T: teacher;Ss: students)1.CAI shows the story of Cinderella and the prince.T asks questions.(Time:7～8minutes)T: This is a story about a prince and 4 sisters.Want to know who they are? Who is he?(T shows a picture of the prince.)Ss: The prince.T: Yes.The prince is tall.He’s very smart.And she’s …?(T shows Cinderella’s picture on the left hand.)Ss:灰姑娘！T: “That’s right.She’s Cinderella.She is beautiful.She is thin and quiet.She has long hair.Andthey’re the 3 sisters of Cinderella.Kate is not quiet.Amy is very strong.Mary has short hair.(T shows the puppets and describes them.)So the princes, Cinderella and her 3 sisters are in the story.Now, watch the video of the story.”(The story was made as a movie in the CAI.)Below is the story showed in the CAI: One day, Cinderella and her 3 sisters Kate, Amy and Mary played in the woods.(CAI shows the woods.)The smart prince came to the woods.He wanted to find his friend.He saw the 3 sisters.Kate ran to him quickly and said: “ I’m beautiful.I’m beautiful.I’m your friend, my dear.” The prince said: “No.My friend is quiet.”Amy is strong-very very strong.She said: “I’m strong.I’m strong.I’m your friend, my dear.”The prince said: “ No.She is not strong.She is thin.”Mary has short hair-very very short hair.She said: “ I have short hair.I’ m your friend, my dear.” The prince said: “No.she has long hair.” “ Who is she ?” The 3 sisters asked.The prince sang: “ She is nice.She is quiet.She is very thin but beautiful.She has long hair but not short hair.We are friends after all.”“ Sisters…”(T pauses the video and asks: “ Boys and girls,gu ess who came here.” Ss: “ Cinderella.” T: “ That’s right.Let’s see what happened next.”)Cinderella came back.“ Oh, here you are, my friend.” The prince was very happy to find his friend.“ Oh, no…” The sisters cried.(CAI shows the actions : 3 sisters cried and were very angry.They ran away.)2.Telling the story with gestures and different voices by teacher.(Time: 5 minutes.)(Purpose for the 2 steps: Adapt the words and phrases into a story with a song.Set up a meaning context and make story interesting.Then the Ss will be eager to learn it, as well as be easier to pick up the new words , sentences and the chunks.)3.Role-play the story.Divide the class into 5 groups.Each group representatives one role, Cinderella, prince , and Cinderella’s 3 sisters: Kate, Amy and Mary.The teacher tells the story again and encourage children to join in telling the story.(Time: 5 minutes.)(Purpose: Let Sts learn by doing.It’s connected to the children’s learning characteristics.In that case, Ss can learn new things easily.)4.Asking and answering questions about the story.(Time: 2 minutes.)T: Who is the prince’s friend? Is she strong? Is she quiet? …C.Follow-up1.Play a class game: Who is he/ she?(Time: 3 minutes)Use the CAI to present a part of a photo.Then the teacher describ es the person on the photo.For example: “ She is a teacher.She is tall….Who is she?” Who guesses right, who wins one sticker.2.Pair work:(Time: 3 minutes)One try to guess the partner’s best friend in the class.For example: I have a friend.She is a friend.She has long hair.She is tall.She is quiet.Who is she?(Purpose for Step 1 and 2 : Offer the opportunities to let all the Ss practice and participate in class.)3.Play a guessing game: Who is my best friend?(Time: 4minutes.)Invite some students to stand in the class.The other Ss try to ask and find out who he or she is.For example: Is he a boy? / Is he strong? / Is he quiet? / Is he…? Then Ss describe the friend together with the help of the key words that T writes on the board.(Purpose: Adapt the game and make a competition.)4.Adapt the story and act it out by group work.(Time: 5 minutes)Children work in small groups to adapt the story and act it out.T walks around and help the Ss.At last Ss show their stories in the class.(Purpose: Increase Ss’ creativit y, imagination, imitation, curiosity, cooperation ability and competition ability.)5.Homework(Time: 1 minute)(1)Spell the words or phrases on Page 28.(2)Retell the story for your parents.(3)Try to describe your family members to your classmates or friends.(4)Do the drills of the Activity Book A.1, 2.(Notes on the blackboard written by the teacher.)Unit Three My Friends A Let’s learn & Let’s find out ↗ strong.(word card and picture)↗My friend is→thin.(word card and picture)↘↘quiet.(word card and picture)↗long hair.(word card and picture)He has↘short hair.(word card and picture)Who is he?Shortshort hairbig eyes My friend is{ strong ,he/she has{,{.talllong hairsmall eyesthin五、Progress第四篇：初中英语教案一、重点词汇词组 god神,上帝 sweetie可爱的人 leader领导者 immigrant移民settler殖民者,移居者 myth神话belief相信,信念 religion宗教celebration庆祝,祝贺 successful成功的 feast盛宴 prayer祈祷二、重点词组1.have sb over招待邀请某人2.give thanks to sb for sth因某事向某人致谢3.It’s（a）time for sb to do sth.是某人做某事的时间了4.get together聚集到一起5.a bit of 一点儿6.be thankful to sb for sth因某事而感激某人7.in one way or another以各种方式8.search for寻找9.more than a little bit不止一点儿10.describe … as … 把……描述为…… 11.soon after在……之后不久12.have problems with与……有矛盾；在……方面有问题 13.break out突然发生，爆发 14.in fact事实上15.be surprised to do 对做某事感到吃惊 16.take place 发生17.be similar to 与……相似18.offer prayers to sb向某人祈祷 19.in the beginning在开始，在起端 20.provide sb with sth 向某人提供某物21.be grateful to sb for sth因某事而感激某人22.bring pleasure to sb给某人带来欢乐23.teach sb a lesson给某人一个教训 24.share sth with sb与某人分享某物 25.agree on sth在某事上达成共识三、重点难点分析1.My mom’s having some of our friends over for Thanksgiving.我妈妈将邀请一些朋友来家里过感恩节。

八年级英语写作教案：规范写作格式,培养写作技能

八年级英语写作教案：规范写作格式，培养写作技能随着教育改革的不断深入，写作作为一项重要的能力，受到了越来越多的关注。

作为英语学科中的核心技能，写作能力在许多考试中都占有重要地位。

如何有效地提高学生的写作能力，成为了教学中的重要问题之一。

本文将介绍一套八年级英语写作教案，旨在规范写作格式，培养学生的写作技能，提高学生的写作水平。

一、教学目标通过本次写作教学，学生应该能够：1.掌握英语写作的基本规范和格式。

2.了解英语写作中常用的表达和句式。

3.培养学生的写作能力，提高写作水平。

二、教学内容1.英语写作的基本规范和格式(1) 标题：写作应该有一个简短明了的标题。

(2) 开头：一篇好的文章应该有一个生动、吸引人的开头，可以用引语、事实、问题等来引起读者的注意。

(3) 正文：文章的正文应该用简洁明了的语言来表达作者的观点，同时要注意语言的连贯性和条理性。

(4) 结尾：结尾应该总结文章主题，概括作者的观点或者提出建议。

2.常用的表达和句式为了使学生的写作更加生动、自然，需要掌握一些常用的表达和句式，如下：(1) 表示原因：because, since, as, because of(2) 表示比较：in contrast, on the other hand, similarly, likewise, compared with, just as, like(3) 表示结果：as a result, therefore, thus, hence, consequently(4) 表示时间：after, before, then, finally, at last, in the first place, in the meantime(5) 表示举例：for example, for instance, such as, in particular,notably三、教学过程1.预习导入(Pre-reading)教师可以让学生预习一篇有关英语写作的材料，比如说一篇英语写作指南或者一篇英语作文，让学生在预习的时候先了解英语写作的基本规范和格式，以及一些常用的表达和句式。