2018年初中英语教学设计模板
初中英语优秀教学设计模板(精选6篇)
Any qualitative change in performance comes from the accumulation of quantitative changes.悉心整理助您一臂（页眉可删）初中英语优秀教学设计模板（精选6篇）初中英语优秀教学设计1一、教材分析（一）教材的地位及作用本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。
在学习活动中，学生通过交换对过去发生的事情的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。
SectionA的主要学习内容是：复习一般过去时态和动词的规则与不规则变化。
（二）教学目标根据《英语课程标准》关于总目标的具体描述，结合第八单元的教材内容，我按语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：1、知识目标：（1）功能：描述过去发生的事情（2）语言结构：规则动词和不规则动词的一般过去式（3）一般过去时的一般疑问句句型：Did you go to the zoo？Yes， I did、 No， I didn’t、 I went to the aquarium、Were there any seals？ Yes， there were、 No， there weren’t any sharks、I saw somesharps/ I went to the aquarium、2、语言技能：听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化。
能听懂本课学习活动中的问题，做出较得体的回答。
（1）说：能在本课的任务型活动如：游戏、调查、故事接龙等中进行简单有交流。
（2）读：能正确朗读本单元对话和句型。
能查阅工具书为完成任务做准备。
（3）写：能写出本节课学习的单词和句型，能运用简单的句子写出过去的活动和感受。
3、学习策略：抓住用英语交际的机会，在交际中把注意力集中在意思的表达上，必要时借助手势和表情。
完整版初中英语教案模板
完整版初中英语教案模板一、教学目标1. 知识目标：使学生掌握一定数量的词汇和语法知识，能够听、说、读、写简单的英语句子。
2. 能力目标：培养学生具备基本的英语交际能力，能够运用英语进行日常交流。
3. 情感目标：激发学生学习英语的兴趣，培养他们的自信心，使他们能够主动、积极地参与英语学习。
二、教学内容1. 教材：人教版《初中英语》2. 单元主题：根据教材内容，选择合适的单元主题，如：家庭、学校、朋友、节日等。
3. 教学课时：本节课为1课时，共45分钟。
三、教学过程1. 热身（5分钟）：通过简单的英语歌曲、游戏等活动，引导学生进入英语学习状态。
2. 呈现（10分钟）：教师通过图片、实物、多媒体等辅助手段，展示本节课的主题，引导学生用英语进行描述和交流。
3. 实践（20分钟）：学生分组进行角色扮演、对话练习等活动，运用所学知识进行实际交流。
4. 巩固（5分钟）：通过小组竞赛、游戏等活动，巩固所学知识。
5. 总结（5分钟）：教师对本节课的内容进行简要总结，强调重点和难点。
四、教学评价1. 课堂参与度：观察学生在课堂上的表现，如发言、互动等，评价学生的参与度。
2. 口语表达：通过学生在角色扮演、对话练习等环节的表现，评价他们的口语表达能力。
3. 作业完成情况：检查学生课后作业的完成质量，评价他们的学习效果。
五、教学资源1. 教材：人教版《初中英语》2. 多媒体设备：电脑、投影仪、音响等。
3. 教具：图片、实物、卡片等。
六、教学建议1. 注重激发学生的学习兴趣，创设生动、活泼的课堂氛围。
2. 鼓励学生主动参与课堂活动，提高他们的口语表达能力。
3. 注重培养学生的团队协作能力，开展小组活动。
4. 教师应注重自身的英语水平，为学生做好榜样。
5. 定期检查学生的作业，及时了解他们的学习情况，给予针对性的指导。
6. 加强与家长的沟通，共同关注学生的英语学习。
综上所述，本节课的教学计划旨在帮助学生掌握一定的英语知识，提高他们的英语交际能力，培养他们学习英语的兴趣。
(完整word版)2018人教版九年级英语全册教案
Unit 1 How can we become good learners?学习目标认知目标：1. Talk about how to study. 学会讨论各种学习方法和策略。
2. Find out your suitable learning methods. 找出适合自己的学习方法。
情感目标：通过对学习方法的学习，培养学生用正确而科学的方法做事的能力，明白“一份耕耘，一份收获”。
技能目标：（1）熟练掌握下列词汇：aloud pronunciation discover repeat note pronounceincrease speed partner create active connect reviewknowledge wisely born attention（2）熟练掌握下列短语：work with friends ask the teacher for helpread aloud look up practice pronunciationconnect…with…pay attention to（3）掌握下列句型：How do you study English?I learn by working with a group.Do you learn English by reading aloud?Yes, I do. It helps my pronunciation.How can I read faster?You can read faster by reading word groups.How can I improve my pronunciation?One way is by listening to tapes.But whether or not you can do this well depends on your learning habits.重点、难点（Key points and difficulties）1. 学会运用how来询问做事方式2. 学会运用by + doing的结构表达做事方式。
2017-2018学年最新人教新目标版七年级英语第二学期全册教学设计
2018年春七年级英语下册Unit1-10全册教案Unit 1 Can you play the guitar? (2)Unit 2 What time do you go to school? (11)Unit3 How do you get to school ? (19)Unit4 Don’t eat in class. (25)Unit5 Why do you like pandas? (33)Unit 6 I’m watching TV (43)Unit 7 It’s raining! (55)Unit 8 Is there a post office near here? (65)Unit 9 What does he look like? (74)Unit 10 I’d like some noodles (84)Unit 11 How was your school trip? (91)Unit 12 What did you do last weekend? (103)2018年春七年级英语下册教案Unit 1 Can you play the guitar?一. Knowledge and abilities goals:1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar2. How to use Model verb‖ can‖.3. Listening and speaking skills and communicative competence.二. Teaching method: Listening and speaking methods. Pair works.三. Moral goals: Encourage students to express their abilities.Content of courses: In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …?四. Importance and difficulty: canTeaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class.五. Teaching Time: 4 periodsPeriod 1 (Section A: 1a-2d)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节1.Knowledge Objects: Learn to talk about abilities.Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can‘t, draw, dance, swim, speak, walk.2.Teaching key point: can3. Teaching Difficult point: can4.Teaching Procedures:Step 1. Lead-inEnjoy a song I’m a musicianT: Do you want to be a musician? S:T: Can you play the piano? S…T: What can you do? S: I can…T: What about you? S:T: OK, now please show your talent and tell us what you can do.Ask one of the students come to the front and do the action. Ask other students to guess what he or she can do.Step 2. PresentationT: Look at the pictures. What are they doing? S:Step 3 Pair workLook at the pictures. Ask and answer like this:A: Can you play basketball?B: Yes, I can. / No, I can‘t.Can you…?Step 4 PresentationShow some pictures of fam ous stars. Practice the third person ―he, she, they‖T: Where can you play chess? S:T: Yes, in a chess club. This term, we have a lot of clubs. What club do you want to join? S…T: Sounds great. Can you…?S: Yes, I can/ No, I can‘tIf the answer is negative, guide students to say:S: No, I can‘t. But I can learn it from others.Step5 Pair workA: What club do you want to join?B: I want to join the…A: Can you …?B: Yes, I can . No, I can‘t. But I can learn it from others.Step 6 ListeningListen to 1bListen to 2a and 2b. Tell them to give special attention to listening activity (names of the clubs). Finish the tasks.Step 7 Pair workLook at 2b and talk about what the people can do the clubs they want to join.Step 7 Role-play the conversation 2dT: If you like telling stories. What club can you join?S: Story telling club.T: Right. Please read the conversation following the recording. Who wants to join the story telling club? Then role-play the conversation.Step 8 Explain some language points.Step 9 HomeworkReflection after class：_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _________________________________Period 2 (Section A: 3a-3c)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节1. Knowledge Objects: go on learning to talk about abilities.—Can you play the guitar? —Yes, I can./ No, I can't.—What can you do? —I can dance.—What club do you want to join? —I want to join the chess club.2. Teaching key points: Conclude the usage of ‗can‘; put all new language into practice through different activities.3. Teaching Difficult points: Distinguish ―say, speak, tell, talk‖4.Teaching Procedures:Step1:Greeting, Warming up and duty report.Watch a flash about the content of the Just for fun.Talk something about the flash: Why is the other boy unhappy?Introduce because of the difference of time zones, the time in different places are different.Revision: show the time in six places: Beijing, Tokyo, Paris, Los Angeles, New York, and London. Elicit the sentence pattern: What time is it?It‘s……Draw attention to the ―am‖ and ―pm‖. For instance, Beijing is seven o‘clock in the morning. We can say Beijing is seven am. Los Angeles is three in the afternoon. So we can say Los Angeles is three pm. (teacher helps students answer).Step2:Review the words learnt in the last period and add more.(1)T：Here are some Chinese, let us see what time do they usually get up/ take a shower…get up take a shower eat breakfast go to school eat lunch run go homedo homework eat dinner go to bed(2)ask students to make a surveyAsk your friend 5 questions about his /her day. Then make a report.A: What time do you usually…?B: I usually…at…Step3:presentation.(1)Ben‘s day. Introduce something about Ben.Using the sentence pattern: What time does he usually get up/go to school/…Pay attention to the verb form of the third person.Discuss Do you like ben‘;s routines.(2)Show the picture of Scott. He usually gets up at 5 pm.Ask students to predict what his job is?(3)listen to the tape,and try to answer this question. then read through the passage,and match the pictures with the times.(4)read it again and fill in the chart.(5)answer the following questions1.Where does he work?2.How does he go to work?Step4:Work on 3a.（1）Read through the passage and tell me what his job is.（2）Read it again and match the pictures.(3)Answer questions:What does he do after he get up?Does he go to work after breakfast? What does he do?How does he go to work? By bus or on foot?What does he do before he goes to bed?What does―What a funny time to eat breakfast!‖mean?Step5:Follow up.T：My friend Da Bao likes Scott's work, so he gets to Sai Te Hotel . But he doesn't find him.T: There are many children in the hotel. Look, they are coming. Please ask them questions to find the real Scott.Step6:Work on part4.T：Now six people make a group, and ask the other students when they usually go to bed . The leader lines up from the earliest to the latest bedtime.T: Let's listen Group1…Group2…Step7:Work on part 3 of self –check.T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms. Then you have a report.T: You may begin it like this "Ma Li gets up at …"Step8:Homework.Oral work:（1）Read 3a and recite it.（2）Go on making a survey to find out what your classmates do on weekends. Reflection after class：_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________Period 3 (Section B: 1a-1f)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节1. Knowledge Objects: go on learning to talk about abilities. drum, play the drum, piano, play the piano, violin, play the violin2. Teaching key points: Improve listening and speaking3. Teaching Difficult points: Improve listening and speaking4. Teaching Procedures:Step 1 Warming- up and revisionDaily greeting.Check the homework. Let some Ss report what his/her family members can do. Step 2 PresentationPlay the sound of different kinds of instruments. Let Ss guess what it is.Act and show your classmates your talent.T: Please stand in front of your classmates. Act and say what you can.S1: (sing and dance) I can sing and dance.S2: (play the drum) I can play the drum..Step 3 ListeningTell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a.Play the recording again and check the answers.T: Now let's work on 1c. First, let one student read the words and phrases aloud. Then listen to the 1d and circle the words and phrase you hear.Check the answers:T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they do? You'll listen to the recording again. Then try to fill in the blanks.Step 4 Group workWork in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do.S1: Bill can play the guitar, but he can't sing.S2: Cindy can sing and play the drum, but he can't play the piano.Teacher can walk around the classroom, and give some help to the Ss.Step 5 HomeworkMake up a conversation between a volunteer and a person who is in charge of a sports club/old people‘s home/music club.Reflection after class：_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ____________________________________Period 4 (Section B: 2a-self check)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节1. Knowledge Objects: go on learning to talk about abilities. also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician2. Teaching key points: Also, too; be good with, help with3. Teaching Dif ficult points: Describe one‘s ability4. Teaching Procedures:Step 1 Warming-upCheck the homeworkAsk some pairs to show their conversationsStep 2 ReadingFirst, show some pictures of the boys and girls and some key words in 2a.T: Here are some pictures and information about Peter, Alan and Ma Huan. Can you describe them according to the pictures and key words?S1: Guide Ss to use ―also, too‖, and distinguish how to use these two words.Give comments on Ss‘ descriptions.T: Now we‘ll read thre e ads. What's the main idea of each ad? What's each ad's title? Now let's read the three ads and select a title for each ad. Ss read carefully and try to select a title for each ad. Check the answers with the class.Step 3 Review the usage of “tell”,Re view and distinguish the usage and function of ―help‖T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right for him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person.Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups.Check the answers with the class.Step 4 Homework1. Recite 2a and 2b2. Finish the exercise on p6Reflection after class：____________________________________________________________________Unit 2 What time do you go to school?1. Teaching Aims:1) Aims of Basic Knowledge:①V ocabulary: time, shower, usually, O‘clock, what time, go to schoo l, take ashower.②Grammar: What time do you…? What time does he / she…?③ Function: Use the simple tense to talk about the daily life.2) Aims of Abilities: Listening skill. Speaking skill. Reading skill. Writing skill.3) Aims of Emotion: Love life.2. Analysis of the Material:1) Brief Introduction of the teaching material:What time / When do you…?‖ ― What time / When does he…?‖2) Teaching Focus: What time do you…? What time does he/ she…?3) Teaching Difficulties: Present tense.3. Learning Methods: Make a plan. Culture.4. Teaching Methods: Student- centered. Task-based Teaching.5. Teaching Time: 4 periodsPeriod 1(Section A: 1a-2a)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节Step One: Warming-upGreetingT: Good afternoon, everyone.Ss: Good afternoon, Miss Yang.Step Two: Presentation1.Adjust the time, and ask students questions.T: What time is it? Ss: It‘s 12 o‘clock. ( Write on Bb )( Help Ss to say )T: What time is it? Ss: It‘s 10:15.( Help Ss to say )2.Ask one student to come to the front, adjust the time and ask the otherstudents.S1: What time is it? Ss: It‘s 9 o‘clock.3.Teach the new words & phrases.Show some pictures of different clocks and the activities.T: I‘m very busy these days. Can you guess what time I get up / eat breakfast / go to school / run / take a shower? ( Write on Bb)T: I usually get up at 6:35. ( Teach Ss the new word ― usually‖ )S1: You usually eat breakfast at …S2: You usually run at…S3: You usually take a shower at …4.Ask Ss to do the exercise of 1a, and then check the answers.Step Three: Listening1.Show Ss the timetable of Rick‘s ( write on small Bb )Rick‘s timetableGets upEats breakfastRunsGoes to schoolTakes a showerAsk Ss listen to the recorder and fill in the chart.Then check the answers.2.Ask and answer.T: What time does Rick get up / eat breakfast / run / go to school / take a shower ?Ss: He gets up / eats breakfast / runs / goes to school / takes a shower at…( Ask Ss pay attention to the underlined phrases.)Step Four: Consolidation1.Ask Ss to look at the pictures and tell their days.Example: I usually get up at …. I eat breakfast at …. I go to s chool at …. At …, I takea shower.Step Six: Homework1.Try to remember all the words & phrases.2.Survey: Ask your classmates their routines, and give your report.3.Plan: January 1st is coming. Please plan it, and make your day wonderful.Step Seven Blackboard DesignUnit 2What time do you go to school?What time do you go to school? I usually go to school at six thirty.go to school get dressed get up brush teetheat breakfast take a shower what timeReflection after class：_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _______________________Period 2 (Section A: 2b-Grammar Focus)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节1. Aims and demands :1) Language skills :Ss learn to talk about kinds of transportation, and how long it takes to go places, and how far apart places are.2) Target Language : Words : how far , get to , bicycle , subway , bus stop, train station , minute, kilometer, mile , transportation , calendarSentences: How do you get to school ? / How long does it take ? / How far is it ? 3) Moral object : Through learning this unit , Ss can enable them to care for each other whenever crossing the roads and pay attention to the sign of traffic.2. Analysis of the material:Students have learned the transportation before.. In this unit ,they need to learn more details about the transportation. At the same time ,they need to learn ―How long and How far‖ and they can use them freely.3. Teaching methods:pairwork , groupwork ,listening and speaking, practicing4, learning strategies:Personalizing Inferring vocabulary5.Teaching aids:Tape recorder, a projector or a computer6.Teaching period:Four periods.Period 3 (Section B: 3a-3c)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节1. Aims and Demands: Key vocabulary, How do you get to school ? How does he getto school ?2. Teaching methods : Listening Writing Pairwork3. Teaching Aids : A tape recorder.Step I Leading inT: Good morning, everyone! You know I live far away ,so I go to school by bus every day. What about you? David, ―How often do you go to school?‖S:--------T: So we will talk about how to get to places in this unit.Step IINow I will show you pic tures and let‘s review the transportations we know. Then we will learn more about it .(take the subway) Please open your books and finish 1a. Step III1. There are five names in 1b.Now they are in the picture. We should find them.2. Play the tape .They should listen carefully and find the persons .Write the numbers next to the correct students in the picture above. After listening , check the answers together .Step IVPoint to the example in the box , ask two students to read it .then ask them to make up their conversations about how the people in the picture get to school .Teacher choose some pairs to act their conversations.Step VPracticing the listening :T: I will play two conversations The people are talking about how students get to school and how long it takes .The first time check the kinds of transportation that you hear. The second time match the time with the kinds of transportation activity 2a.Step VI1. Pay attention to the picture and dialogue.2. Make your own dialogue into pairs.3. Act it in front of the students.Step VIISummary and homework: This class we have learnt some key vocabulary and the target language .I hope after class you can survey how does your friends get to school .and pre-revise the 3a,3b.Step VIII Blackboard DesignUnit 4 How do you get to school ?How do you get to school ?How long does it take ?It takes about 10 minutes .Reflection after class：_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ __________________________________Period 4授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节课题Unit 2 What time do you go to school？（第4课时）教学批注教学设计一、教学三维目标1.知识与技能：(1)通过本单元的学习，使学生掌握相关的时间表达方法以及相关的词汇，能够就生活中的时间安排及日常活动来交谈；(2)通过情景设计来激发学生学习的学习兴趣，并培养学生的自主学习和与他人合作的精神；(3)通过谈论作息时间及日常活动，培养学生合理安排作息时间的意识。
2018年年人教版新目标英语八年级上全册教案
在...0希望这些教案对你有一定的帮助！！！Unit 1 Where did you go on vacation?Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself能掌握以下句型：①—Where did you go on vacation? —I went to the mountains.②—Where did Tina to on vacation? —She went to the beach.③—Did you go with anyone? —Yes, I did./No, I didn’t.2) 能了解以下语法：—复合不定代词someone, anyone, something, anything等的用法。
—yourself, myself等反身代词的用法。
3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。
2. 情感态度价值观目标：学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。
二、教学重难点1. 教学重点：1) 用所学的功能语言交流假期去了什么旅行。
2) 掌握本课时出现的新词汇。
2. 教学难点：1) 复合不定代词someone, anyone, something, anything等的用法。
2) yourself, myself等反身代词的用法。
三、教学过程Ⅰ. Lead-in1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。
Ⅱ. Presentation1. Show some pictures on the big screen. Let Ss read the expressions.2. Focus attention on the picture. Ask: What can you see? Say: Each picture showssomething a person did in the past. Name each activity and ask students to repeat:Stayed at home, Went to mountains, went to New York City 6. Went to the beach,visited my uncle, visited museums, went to summer camp3. Now, please match each phrase with one of the pictures next to the name of theactivity，point to the sample answer.4. Check the answers. Answers: 1. f 2. b 3. g 4. e5. c6. a7. dIII. Listening1. Point to the picture on the screen.Say: Look at the picture A. Where did Tina go on vacation? She went to mountains.Ask: What did the person do in each picture?2. Play the recording the first time.3. Play the recording a second time.Say: There are three conversations. The people talk about what did on vacation. Listen to the recording and write numbers of the names in the right boxes of the picture.4. Check the answers.IV．Pair work1. Point out the sample conversation. Ask two Ss to read the conversation to the class.2. Now work with a partner. Make your own conversation about the people in the picture.3. Ss work in pairs. As they talk, move around the classroom and give any help they need.4. Let some pairs act out their conversations.V. Listening1. Tell Ss they will hear a conversation about three students’ conversations. Listen for the first time and fill in the chart. Then listen again and check Yes, or No.2. Let Ss read the phrases in the chart of 2b.3. Play the recording the first time. Ss listen and fill in the chart.4. Play the recording a second time for the Ss to check “Yes, I did.”or “No, I didn’t. ”5. Check the answers with the Ss.VI. Pair work1. Let two Ss read the conversation between Grace, Kevin and Julie.2. Let Ss work in pairs and try to role-play the conversation.3. Ask some pairs to act out their conversations.VII. Role-play1. First let Ss read the conversation and match the people and places they went.2. Let Ss act out the conversations in pairs.3. Some explanations in 2d.Homework:用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。
2018人版新目标七年级(下册)英语(全册)教学案
2018年春七年级英语下册Unit1-10全册教案Unit 1 Can you play the guitar? (2)Unit 2 What time do you go to school? (11)Unit3 How do you get to school ? (20)Unit4 Don’t eat in class (26)Unit5 Why do you like pandas? (35)Unit 6 I’m watching TV (45)Unit 7 It’s raining! (58)Unit 8 Is there a post office near here? (68)Unit 9 What does he look like? (78)Unit 10 I’d like some noodles (89)Unit 11 How was your school trip? (97)Unit 12 What did you do last weekend? (109)2016年春七年级英语下册教案Unit 1 Can you play the guitar?一. Knowledge and abilities goals:1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar2. How to use Model verb” can”.3. Listening and speaking skills and communicative competence.二. Teaching method: Listening and speaking methods. Pair works.三. Moral goals: Encourage students to express their abilities. Content of courses: In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …?四. Importance and difficulty: canTeaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class.五. Teaching Time: 4 periodsPeriod 1 (Section A: 1a-2d)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节1.Knowledge Objects: Learn to talk about abilities.Know something about the culture of clubs. Can you/he..?What can you do? Wh at club do you want to join?can, can’t, draw, dance, swim, speak, walk.2.Teaching key point: can3. Teaching Difficult point: can4.Teaching Procedures:Step 1. Lead-inEnjoy a song I’m a musicianT: Do you want to be a musician? S:T: Can you play t he piano? S…T: What can you do? S: I can…T: What about you? S:T: OK, now please show your talent and tell us what you can do.Ask one of the students come to the front and do the action. Ask other students to guess what he or she can do.Step 2. PresentationT: Look at the pictures. What are they doing? S:Step 3 Pair workLook at the pictures. Ask and answer like this:A: Can you play basketball?B: Yes, I can. / No, I can’t.Can you…?Step 4 PresentationShow some pictures of famous stars. Practice the third person “he, she, they”T: Where can you play chess? S:T: Yes, in a chess club. This term, we have a lot of clubs. What club do you want to join? S…T: Sounds great. Can you…?S: Yes, I can/ No, I can’tIf the answer is negative, guide students to say:S: No, I can’t. But I can learn it from others.Step5 Pair workA: What club do you want to join?B: I want to join the…A: Can you …?B: Yes, I can . No, I can’t. But I can learn it from others.Step 6 ListeningListen to 1bListen to 2a and 2b. Tell them to give special attention to listening activity (names of the clubs). Finish the tasks.Step 7 Pair workLook at 2b and talk about what the people can do the clubs they wantto join.Step 7 Role-play the conversation 2dT: If you like telling stories. What club can you join?S: Story telling club.T: Right. Please read the conversation following the recording. Who wants to join the story telling club? Then role-play the conversation. Step 8 Explain some language points.Step 9 HomeworkReflection after class：_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _________________________________Period 2 (Section A: 3a-3c)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节1. Knowledge Objects: go on learning to talk about abilities.—Can you play the guitar? —Yes, I can./ No, I can't.—What can you do? —I can dance.—What club do you want to join? —I want to join the chess club.2. Teaching key points: Conclude the usage of ‘can’; put all new languageinto practice through different activities.3. Teaching Difficult points: Distinguish “say, speak, tell, talk”4.Teaching Procedures:Step1:Greeting, Warming up and duty report. Watch a flash about the content of the Just for fun.Talk something about the flash: Why is the other boy unhappy?Introduce because of the difference of time zones, the time in differentplaces are different.Revision: show the time in six places: Beijing, Tokyo, Paris, Los Angeles,New York, and London. Elicit the sentence pattern: What time is it?It’s……Draw attention to the “am” and “pm”. For instance, Beijing is seveno’clock in the morning. We can say Beijing is seven am. Los Angeles isthree in the afternoon. So we can say Los Angeles is three pm. (teacherhelps students answer).Step2:Review the words learnt in the last period and add more.(1)T：Here are some Chinese, let us see what time do they usually get up/take a shower…get up take a shower eat breakfast go to school eat lunch run go homedo homework eat dinner go to bed(2)ask students to make a surveyAsk your friend 5 questions about his /her day. Then make a report. A: What time do you usually…?B: I usually…at…Step3:presentation.(1)Ben’s day. Introduce something about Ben.Using the sentence pattern: What time does he usually get up/go to school/…Pay attention to the verb form of the third person.Discuss Do you like ben’;s routines.(2)Show the picture of Scott. He usually gets up at 5 pm.Ask students to predict what his job is?(3)listen to the tape,and try to answer this question. then read through the passage,and match the pictures with the times.(4)read it again and fill in the chart.(5)answer the following questions1.Where does he work?2.How does he go to work?Step4:Work on 3a.（1）Read through the passage and tell me what his job is.（2）Read it again and match the pictures.(3)Answer questions:What does he do after he get up?Does he go to work after breakfast? What does he do?How does he go to work? By bus or on foot?What does he do before he goes to bed?What does“What a funny time to eat breakfast!”mean?Step5:Follow up.T：My friend Da Bao likes Scott's work, so he gets to Sai Te Hotel . But he doesn't find him.T: There are many children in the hotel. Look, they are coming. Please ask them questions to find the real Scott.Step6:Work on part4.T：Now six people make a group, and ask the other students when they usually go to bed . The leader lines up from the earliest to the latest bedtime. T: Let's listen Group1…Group2…Step7:Work on part 3 of self –check.T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms. Then you have a report. T: You may begin it like this "Ma Li gets up at …"Step8:Homework.Oral work:（1）Read 3a and recite it.（2）Go on making a survey to find out what your classmates do on weekends. Reflection after class：_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________Period 3 (Section B: 1a-1f)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节1. Knowledge Objects: go on learning to talk about abilities. drum, play the drum, piano, play the piano, violin, play the violin2. Teaching key points: Improve listening and speaking3. Teaching Difficult points: Improve listening and speaking4. Teaching Procedures:Step 1 Warming- up and revisionDaily greeting.Check the homework. Let some Ss report what his/her family members can do.Step 2 PresentationPlay the sound of different kinds of instruments. Let Ss guess what it is.Act and show your classmates your talent.T: Please stand in front of your classmates. Act and say what you can.S1: (sing and dance) I can sing and dance.S2: (play the drum) I can play the drum..Step 3 ListeningTell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hearin 1a.Play the recording again and check the answers.T: Now let's work on 1c. First, let one student read the words and phrases aloud.Then listen to the 1d and circle the words and phrase you hear. Check the answers:T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they do? You'll listen to the recording again. Then try to fill in the blanks.Step 4 Group workWork in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do.S1: Bill can play the guitar, but he can't sing.S2: Cindy can sing and play the drum, but he can't play the piano. Teacher can walk around the classroom, and give some help to the Ss. Step 5 HomeworkMake up a conversation between a volunteer and a person who is in charge of a sports club/old people’s home/music club.Reflection after class：_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ____________________________________Period 4 (Section B: 2a-self check)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节1. Knowledge Objects: go on learning to talk about abilities. also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician2. Teaching key points: Also, too; be good with, help with3. Teaching Dif ficult points: Describe one’s ability4. Teaching Procedures:Step 1 Warming-upCheck the homeworkAsk some pairs to show their conversationsStep 2 ReadingFirst, show some pictures of the boys and girls and some key words in 2a.T: Here are some pictures and information about Peter, Alan and Ma Huan. Can you describe them according to the pictures and key words?S1: Guide Ss to use “also, too”, and distinguish how to use these two words.Give comments on Ss’ descriptions.T: Now we’ll read thre e ads. What's the main idea of each ad? What's each ad's title? Now let's read the three ads and select a title for each ad. Ss read carefully and try to select a title for each ad. Check the answers with the class.Step 3 Review the usage of “tell”,Re view and distinguish the usage and function of “help”T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right for him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person.Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups. Check the answers with the class.Step 4 Homework1. Recite 2a and 2b2. Finish the exercise on p6Reflection after class：____________________________________________________________________ Unit 2 What time do you go to school?1. Teaching Aims:1) Aims of Basic Knowledge:①Vocabulary: time, shower, usually, O’clock, what time, go to school, take a shower.②Grammar: What time do you…? What time does he / she…?③ Function: Use the simple tense to talk about the daily life.2) Aims of Abilities: Listening skill. Speaking skill. Reading skill. Writing skill.3) Aims of Emotion: Love life.2. Analysis of the Material:1) Brief Introduction of the teaching material:What time / When do you…?” “ What time / When does he…?”2) Teaching Focus: What time do you…? What time does he/ she…?3) Teaching Difficulties: Present tense.3. Learning Methods: Make a plan. Culture.4. Teaching Methods: Student- centered. Task-based Teaching.5. Teaching Time: 4 periodsPeriod 1(Section A: 1a-2a)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节Step One: Warming-upGreetingT: Good afternoon, everyone.Ss: Good afternoon, Miss Yang.Step Two: Presentation1.Adjust the time, and ask students questions.T: What time is it? Ss: It’s 12 o’clock. ( Write on Bb )( Help Ss to say )T: What time is it? Ss: It’s 10:15. ( Help Ss to say )2.Ask one student to come to the front, adjust the time and ask theother students.S1: What time is it? Ss: It’s 9 o’clock.3.Teach the new words & phrases.Show some pictures of different clocks and the activities.T: I’m very busy these days. Can you guess what time I get up / eat breakfast / go to school / run / take a shower? ( Write on Bb)T: I usually get up at 6:35. ( Teach Ss the new word “ usually” ) S1: You usually eat breakfast at …S2: You usually run at…S3: You usually take a shower at …4.Ask Ss to do the exercise of 1a, and then check the answers.Step Three: Listening1.Show Ss the timetable of Rick’s ( write on small Bb )Rick’s timetableGets upEats breakfastRunsGoes to schoolTakes a showerAsk Ss listen to the recorder and fill in the chart.Then check the answers.2.Ask and answer.T: What time does Rick get up / eat breakfast / run / go to school / takea shower ?Ss: He gets up / eats breakfast / runs / goes to school / takes a shower at…( Ask Ss pay attention to the underlined phrases.)Step Four: Consolidation1.Ask Ss to look at the pictures and tell their days.Example: I usually get up at …. I eat breakfast at …. I go to school at …. At …, I take a shower.Step Six: Homework1.Try to remember all the words & phrases.2.Survey: Ask your classmates their routines, and give yourreport.3.Plan: January 1st is coming. Please plan it, and make your daywonderful.Step Seven Blackboard DesignUnit 2What time do you go to school?What time do you go to school? I usually go to school at sixthirty.go to school get dressed get up brush teetheat breakfast take a shower what timeReflection after class：_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _______________________Period 2 (Section A: 2b-Grammar Focus)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节1. Aims and demands :1) Language skills :Ss learn to talk about kinds of transportation, andhow long it takes to go places, and how far apart places are.2) Target Language : Words : how far , get to , bicycle , subway , bus stop, train station , minute, kilometer, mile , transportation , calendar Sentences: How do you get to school ? / How long does it take ? / How far is it ?3) Moral object : Through learning this unit , Ss can enable them to care for each other whenever crossing the roads and pay attention to the sign of traffic.2. Analysis of the material:Students have learned the transportation before.. In this unit ,they need to learn more details about the transportation. At the same time ,they need to learn “How long and How far” and they can use them freely. 3. Teaching methods:pairwork , groupwork ,listening and speaking, practicing4, learning strategies:Personalizing Inferring vocabulary5.Teaching aids:Tape recorder, a projector or a computer6.Teaching period:Four periods.Period 3 (Section B: 3a-3c)授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节1. Aims and Demands: Key vocabulary, How do you get to school ? How doeshe get to school ?2. Teaching methods : Listening Writing Pairwork3. Teaching Aids : A tape recorder.Step I Leading inT: Good morning, everyone! You know I live far away ,so I go to school by bus every day. What about you? David, “How often do you go to school?” S:--------T: So we will talk about how to get to places in this unit.Step IINow I will show you pic tures and let’s review the transportations we know. Then we will learn more about it .(take the subway) Please open your books and finish 1a.Step III1. There are five names in 1b.Now they are in the picture. We should find them.2. Play the tape .They should listen carefully and find the persons .Write the numbers next to the correct students in the picture above. After listening , check the answers together .Step IVPoint to the example in the box , ask two students to read it .then ask them to make up their conversations about how the people in the picture get to school .Teacher choose some pairs to act their conversations.Step VPracticing the listening :T: I will play two conversations The people are talking about how students get to school and how long it takes .The first time check the kinds of transportation that you hear. The second time match the time with the kinds of transportation activity 2a.Step VI1. Pay attention to the picture and dialogue.2. Make your own dialogue into pairs.3. Act it in front of the students.Step VIISummary and homework: This class we have learnt some key vocabulary and the target language .I hope after class you can survey how does your friends get to school .and pre-revise the 3a,3b.Step VIII Blackboard DesignUnit 4 How do you get to school ?How do you get to school ?How long does it take ?It takes about 10 minutes .Reflection after class：_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ __________________________________Period 4授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节课题Unit 2 What time do you go to school？（第4课时）教学批注教学设计一、教学三维目标1.知识与技能：(1)通过本单元的学习，使学生掌握相关的时间表达方法以及相关的词汇，能够就生活中的时间安排及日常活动来交谈；(2)通过情景设计来激发学生学习的学习兴趣，并培养学生的自主学习和与他人合作的精神；(3)通过谈论作息时间及日常活动，培养学生合理安排作息时间的意识。
2018年人教版新目标七年级下册英语全册教案(111页,Word版)
Unit 1 Can you play the guitar?一. Knowledge and abilities goals:1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar2. How to use Model verb” can”.3. Listening and speaking skills and communicative competence.二. Teaching method: Listening and speaking methods. Pair works.三. Moral goals: Encourage students to express their abilities.Content of courses: In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …?四. Importance and difficulty: canTeaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class.五. Teaching Time: 4 periodsPeriod 1 (Section A: 1a-2d)授课人: 授课班级: 级班授课时间：年___月___日____午第____节1.Knowledge Objects: Learn to talk about abilities.Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can’t, draw, dance, swim, speak, walk.2.Teaching key point: can3. Teaching Difficult point: can4.Teaching Procedures:Step 1. Lead-inEnjoy a song I’m a musicianT: Do you want to be a musician? S:T: Can you play the piano? S…T: W hat can you do? S: I can…T: What about you? S:T: OK, now please show your talent and tell us what you can do.Ask one of the students come to the front and do the action. Ask other students to guess what he or she can do.Step 2. PresentationT: Look at the pictures. What are they doing? S:Step 3 Pair workLook at the pictures. Ask and answer like this:A: Can you play basketball?B: Yes, I can. / No, I can’t.Can you…?Step 4 PresentationShow some pictures of famous stars. Practice the third person “he, she, they”T: Where can you play chess? S:T: Yes, in a chess club. This term, we have a lot of clubs. What club do you want to join? S…T: Sounds great. Can you…?S: Yes, I can/ No, I can’tIf the answer is negative, guide students to say:S: No, I can’t. But I can learn it from others.Step5 Pair workA: What club do you want to join?B: I want to join the…A: Can you …?B: Yes, I can . No, I can’t. But I can learn it from others.Step 6 ListeningListen to 1bListen to 2a and 2b. Tell them to give special attention to listening activity (names of the clubs). Finish the tasks.Step 7 Pair workLook at 2b and talk about what the people can do the clubs they want to join.Step 7 Role-play the conversation 2dT: If you like telling stories. What club can you join?S: Story telling club.T: Right. Please read the conversation following the recording. Who wants to join the story telling club? Then role-play the conversation.Step 8 Explain some language points.Step 9 HomeworkReflection after class：_____________________________________________________________________ _____________________________________________________________________ ______________________________________________________________Period 2 (Section A: 3a-3c)授课人:————授课班级: 级班授课时间：年__月__日__午第__节1. Knowledge Objects: go on learning to talk about abilities.—Can you play the guitar? —Yes, I can./ No, I can't.—What can you do? —I can dance.—What club do you want to join? —I want to join the chess club.2. Teaching key points: Conclude the usage of ‘can’; put all new language into practice through different activities.3. Teaching Difficult points: Distinguish “say, speak, tell, talk”4.Teaching Procedures:Step1:Greeting, Warming up and duty report.Watch a flash about the content of the Just for fun.Talk something about the flash: Why is the other boy unhappy?Introduce because of the difference of time zones, the time in different places are different.Revision: show the time in six places: Beijing, Tokyo, Paris, Los Angeles, New York, and London. Elicit the sentence pattern: What time is it?It’s……Draw attention to the “am” and “pm”. For instance, Beijing is seven o’clock in the morning. We can say Beijing is seven am. Los Angeles is three in the afternoon. So we can say Los Angeles is three pm. (teacher helps students answer).Step2:Review the words learnt in the last period and add more.(1)T：Here are some Chinese, let us see what time do they usually get up/ take a shower…get up take a shower eat breakfast go to school eat lunch run go homedo homework eat dinner go to bed(2)ask students to make a surveyAsk your friend 5 questions about his /her day. Then make a report.A: What time do you usually…?B: I usually…at…Step3:presentation.(1)Ben’s day. Introduce something about Ben.Using the sentence pattern: What time does he usually get up/go to school/…Pay attention to the verb form of the third person.Discuss Do you like ben’;s routines.(2)Show the picture of Scott. He usually gets up at 5 pm.Ask students to predict what his job is?(3)listen to the tape,and try to answer this question. then read through the passage,and match the pictures with the times.(4)read it again and fill in the chart.(5)answer the following questions1.Where does he work?2.How does he go to work?Step4:Work on 3a.（1）Read through the passage and tell me what his job is.（2）Read it again and match the pictures.(3)Answer questions:What does he do after he get up?Does he go to work after breakfast? What does he do?How does he go to work? By bus or on foot?What does he do before he goes to bed?What does“What a funny time to eat breakfast!”mean?Step5:Follow up.T：My friend Da Bao likes Scott's work, so he gets to Sai Te Hotel . But he doesn't find him.T: There are many children in the hotel. Look, they are coming. Please ask them questions to find the real Scott.Step6:Work on part4.T：Now six people make a group, and ask the other students when they usually go to bed . The leader lines up from the earliest to the latest bedtime.T: Let's listen Group1…Group2…Step7:Work on part 3 of self –check.T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms. Then you have a report.T: You may begin it like this "Ma Li gets up at …"Step8:Homework.Oral work:（1）Read 3a and recite it.（2）Go on making a survey to find out what your classmates do on weekends. Reflection after class：Period 3 (Section B: 1a-1f)授课人:————授课班级: 级班授课时间：年__月__日__午第__节1. Knowledge Objects: go on learning to talk about abilities. drum, play the drum, piano, play the piano, violin, play the violin2. Teaching key points: Improve listening and speaking3. Teaching Difficult points: Improve listening and speaking4. Teaching Procedures:Step 1 Warming- up and revisionDaily greeting.Check the homework. Let some Ss report what his/her family members can do. Step 2 PresentationPlay the sound of different kinds of instruments. Let Ss guess what it is.Act and show your classmates your talent.T: Please stand in front of your classmates. Act and say what you can.S1: (sing and dance) I can sing and dance.S2: (play the drum) I can play the drum..Step 3 ListeningTell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a.Play the recording again and check the answers.T: Now let's work on 1c. First, let one student read the words and phrases aloud. Then listen to the 1d and circle the words and phrase you hear.Check the answers:T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they do? You'll listen to the recording again. Then try to fill in the blanks.Step 4 Group workWork in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do.S1: Bill can play the guitar, but he can't sing.S2: Cindy can sing and play the drum, but he can't play the piano.Teacher can walk around the classroom, and give some help to the Ss.Step 5 HomeworkMake up a conversation between a volunteer and a person who is in charge of a sports club/old people’s home/music club.Reflection after class：_____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________Period 4 (Section B: 2a-self check)授课人:————授课班级: 级班授课时间：年___月___日____午第____节1. Knowledge Objects: go on learning to talk about abilities. also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician2. Teaching key points: Also, too; be good with, help with3. Teaching Difficult points: Describe one’s ability4. Teaching Procedures:Step 1 Warming-upCheck the homeworkAsk some pairs to show their conversationsStep 2 ReadingFirst, show some pictures of the boys and girls and some key words in 2a.T: Here are some pictures and information about Peter, Alan and Ma Huan. Can you describe them according to the pictures and key words?S1: Guide Ss to use “also, too”, and distinguish how to use these two words.Give comments on Ss’ descriptions.T: Now we’ll read three ads. What's the main idea of each ad? What's each ad's title? Now let's read the three ads and select a title for each ad. Ss read carefully and try to select a title for each ad. Check the answers with the class.Step 3 Review the u sage of “tell”,Review and distinguish the usage and function of “help”T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right for him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person.Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups.Check the answers with the class.Step 4 Homework1. Recite 2a and 2b2. Finish the exercise on p6Reflection after class：____________________________________________________________________ Unit 2 What time do you go to school?1. Teaching Aims:1) Aims of Basic Knowledge:①V ocabulary: time, shower, usually, O’clock, wh at time, go to school, take a shower.②Grammar: What time do you…? What time does he / she…?③ Function: Use the simple tense to talk about the daily life.2) Aims of Abilities: Listening skill. Speaking skill. Reading skill. Writing skill.3) Aims of Emotion: Love life.2. Analysis of the Material:1) Brief Introduction of the teaching material:What time / When do you…?” “ What time / When does he…?”2) Teaching Focus: What time do you…? What time does he/ she…?3) Teaching Difficulties: Present tense.3. Learning Methods: Make a plan. Culture.4. Teaching Methods: Student- centered. Task-based Teaching.5. Teaching Time: 4 periodsPeriod 1(Section A: 1a-2a)授课人:————授课班级: 级班授课时间：年__月__日__午第__节Step One: Warming-upGreetingT: Good afternoon, everyone.Ss: Good afternoon, Miss Yang.Step Two: Presentation1.Adjust the time, and ask students questions.T: What time is it? Ss: It’s 12 o’clock. ( Write on Bb )( Help Ss to say )T: What time is it? Ss: It’s 10:15.( Help Ss to say )2.Ask one student to come to the front, adjust the time and ask the otherstudents.S1: What time is it? Ss: It’s 9 o’clock.3.Teach the new words & phrases.Show some pictures of different clocks and the activities.T: I’m very busy t hese days. Can you guess what time I get up / eat breakfast / go to school / run / take a shower? ( Write on Bb)T: I usually get up at 6:35. ( Teach Ss the new word “ usually” )S1: You usually eat breakfast at …S2: You usually run at…S3: You usually t ake a shower at …4.Ask Ss to do the exercise of 1a, and then check the answers.Step Three: Listening1.Show Ss the timetable of Rick’s ( write on small Bb )Ask Ss listen to the recorder and fill in the chart.Then check the answers.2.Ask and answer.T: What time does Rick get up / eat breakfast / run / go to school / take a shower ?Ss: He gets up / eats breakfast / runs / goes to school / takes a shower at…( Ask Ss pay attention to the underlined phrases.)Step Four: Consolidation1.Ask Ss to look at the pictures and tell their days.Example: I usually get up at …. I eat breakfast at …. I go to school at …. At …, I takea shower.Step Six: Homework1.Try to remember all the words & phrases.2.Survey: Ask your classmates their routines, and give your report.3.Plan: January 1st is coming. Please plan it, and make your day wonderful.Step Seven Blackboard DesignReflection after class：_____________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________Period 2 (Section A: 2b-Grammar Focus)授课人:————授课班级: 级班授课时间：年__月__日__午第__节1. Aims and demands :1) Language skills :Ss learn to talk about kinds of transportation, and how long ittakes to go places, and how far apart places are.2) Target Language : Words : how far , get to , bicycle , subway , bus stop, trainstation , minute, kilometer, mile , transportation , calendarSentences: How do you get to school ? / How long does it take ? / How far is it ?3) Moral object : Through learning this unit , Ss can enable them to care for eachother whenever crossing the roads and pay attention to the sign of traffic.2. Analysis of the material:Students have learned the transportation before.. In this unit ,they need to learn more details about the transportation. At the same time ,they need to learn “How long and How far” and they can use them freely.3. Teaching methods:pairwork , groupwork ,listening and speaking, practicing4, learning strategies:Personalizing Inferring vocabulary5.Teaching aids:Tape recorder, a projector or a computer6.Teaching period:Four periods.Period 3 (Section B: 3a-3c)授课人:————授课班级: 级班授课时间：年__月__日__午第__节1. Aims and Demands: Key vocabulary, How do you get to school ? How does he getto school ?2. Teaching methods : Listening Writing Pairwork3. Teaching Aids : A tape recorder.Step I Leading inT: Good morning, everyone! You know I live far away ,so I go to school by bus every day. What about you? David, “How often do you go to school?”S:--------T: So we will talk about how to get to places in this unit.Step IINow I will show you pictures and let’s review the transportations we know. Then we will learn more about it .(take the subway) Please open your books and finish 1a. Step III1. There are five names in 1b.Now they are in the picture. We should find them.2. Play the tape .They should listen carefully and find the persons .Write the numbers next to the correct students in the picture above. After listening , check the answers together .Step IVPoint to the example in the box , ask two students to read it .then ask them to makeup their conversations about how the people in the picture get to school . Teacher choose some pairs to act their conversations. Step VPracticing the listening :T: I will play two conversations The people are talking about how students get to school and how long it takes .The first time check the kinds of transportation that you hear. The second time match the time with the kinds of transportation activity 2a. Step VI1. Pay attention to the picture and dialogue.2. Make your own dialogue into pairs.3. Act it in front of the students. Step VIISummary and homework: This class we have learnt some key vocabulary and the target language .I hope after class you can survey how does your friends get to school .and pre-revise the 3a,3b. Step VIII Blackboard Design Reflection after class ：_______________________________________________________________________________________________________________________________________________________________________________________________________________Period 4设Unit3 How do you get to school ?Period 1 (Section A: 1a-1C)授课人:————授课班级: 级班授课时间：年__月__日__午第__节【学习目标】1.掌握本节课的5个单词：train bus subway ride bike和5个短语: take the train take the bus take the subway ;ride the bike walk to2.熟练运用问方式的句型。
初中英文教学设计模板（精选5篇）
初中英⽂教学设计模板（精选5篇） 作为⼀位⽆私奉献的⼈民教师，时常需要编写教学设计，借助教学设计可以提⾼教学质量，收到预期的教学效果。
你知道什么样的教学设计才能切实有效地帮助到我们吗？以下是店铺精⼼整理的初中英⽂教学设计模板，欢迎⼤家借鉴与参考，希望对⼤家有所帮助。
初中英⽂教学设计篇1 教学⽬标： 1、能听懂、会说、会读、会拼写词汇look for, join, study 2、能听懂、会说、会读⽇常交际⽤语和句型Classes are over. Perhaps they are. I’ll go and join them. Where are you going? I’m going to … 3、培养学⽣乐于助⼈的良好思想品质。
重点难点： 1、四会掌握词汇和句型。
2、能正确理解掌握并运⽤⽇常交际⽤语。
教学过程： ⾸先是准备环节。
在这⼀环节，⽼师与学⽣交谈彼此的爱好，在轻松愉快的氛围中，拉近⽼师与学⽣之间的距离，为新授课的学习打下良好的铺垫。
其次是复习兼新授(单词与句型的学习)环节。
这⼀环节包括两个步骤，⼀通过看动画图⽚来复习“现在进⾏时”的特殊疑问句，帮助学⽣进⼊这⼀时态的学习⽽做好准备。
⼆以“猜猜看”的游戏来帮助学⽣重温了“现在进⾏时”的⼀般疑问句，在这个过程中引出新单词和句型的学习并进⾏相应的操练，提前把课⽂中的难点解决掉，为下⾯的课⽂学习扫除障碍。
接着是课⽂学习环节。
通过观看课⽂动画⽚，让学⽣做相应的练习来理解和学习朗读课⽂。
然后是巩固环节。
这个环节分三步，第⼀步是以不同的⽅式来让学⽣熟读课⽂。
第⼆步是训练培养学⽣听的能⼒，完成练习“Listen and match”。
第三步是训练培养学⽣写的能⼒，完成练习“Look, read and complete”。
初中英⽂教学设计篇2 ⼀、教学⽬标： 1. 语⾔知识⽬标： 1) 能掌握以下单词： rain, windy, cloudy, sunny, snow, weather, cook, bad, park,message, take a message, could, back, problem 能掌握以下句型： ① —How's the weather in Beijing? —It's sunny. ② —Can I take a message for him? —Yes. Could you just tell him to call me back? —Sure, no problem. 2) 能⽤所学的知识描述天⽓情况。
2018年八年级英语教学计划
2018年八年级英语教学计划导读：本文2018年八年级英语教学计划，仅供参考，如果能帮助到您，欢迎点评和分享。
冬去春来，万象更新，转眼迎来新的学期。
以下是为大家精心整理的“2018年八年级英语教学计划”，欢迎大家阅读，供您参考。
详请关注!一、本学期教学目标1. 教学中主张以课程改革为契机，以新课程标准为导向，认真转变教学理念，倡导活动教学模式。
要面向全体学生，关注每个学生的情感，激发他们学习英语的爱好，帮助他们建立学习的成就感和自信心培养创新精神。
2. 适应新的教学评价机制。
英语教学评价的主要目的是激励学生的学习兴趣和积极性评价形式以形成性评价为主，以学生平时参与各种教学活动的表现和合作能力为主要依据。
3. 善于进行教学反思。
紧紧围绕课程实施中的问题而展开深入了解并及时解决教学中的困难和问题从而提高教学质量。
精心设计每一堂课，向课堂45 分钟要质量，努力提高课堂教学效率。
二.学生情况分析这学期，本人担任八年级一班、八年级二班英语教学工作。
八年级一班现有人数55人,八年级二班有学生55人。
一班的学生基础很差，学习兴趣也不是很高，本学期要充分调动学生学习积极性，况且有各别学生英语成绩下降，不尽如人意，学习不主动，本学期要进步一严格要求学生，督促学生认真完成作业，改进教学方法，让的学生喜欢学习英语。
三.教材分析Unit 1 Where did you go on vacation? 1.学会描述过去发生的事物、活动以及自己的感受2. 复习动词过去式的规则和不规则变化3. 能用how was/were…句型询问事情的情况Unit 2 How often do you exercise? 1. 能讨论经常发生的活动。
2. 能使用频率副词(always, usually, sometimes, never)来讨论日常活动的频率3. 能以How often提问及回答Unit 3 I’m more outgoing than my sister. 1. 能描述事务或时间的属性以及人的性格特征。
(完整版)2018年最新初中英语教资考试教学设计题模板
（1）Knowledge objectives①(all)Students master the key words/ phrases: ...②(all)Students learn the target languages: ...③（阅读/听力）Students read/ listen the passage carefully and get specific information.④（写作）Ss can choose the right structure and right tense to write a composition.（2）Ability objectives①Through doing tasks, students practice and consolidate巩固target languages.②Students improve their listening/speaking/reading/writing abilities and communicative competence.③（阅读）Students read the passage and know clear about ...④（阅读）Students discuss in pairs or in groups and do exercises to understand the text.（3）Emotional objectives①Students improve listening and speaking skills by joining in the tasks.②Students can express( what ... are )accurately.③Students love to share ... with others and build a deeper relationship with ...④Students cultivate the habit of (joining a English group ) to improve their language skills.Teaching Contents:（对话）The dialogue talks about ...（阅读）The class is to read.../ It is a passage about ...（听说/听力）It is a listening and speaking lesson talking about...（口语）This is a speaking lesson whose topic is about “how to...”（语法）This is a grammar lesson about tag questions.（读写）This lesson is about reading and writing ...（写作）It is a guided writing lesson. The topic is ...Teaching Key points:(all)Students master the key words and target languages, and can use then correctly.（阅读）Students read the passage and get specific information from the passage.（听力）Ss listen to the tape and do exercise 2b and 2c.（听说）Communicate with others on the topic.Teaching difficult points:(all)Students freely talk about ... in real communication. ( logically/ smoothly/ correctly )（读写/写作）Ss master the skills of writing a proper passage about ...in right way.Step 1 Lead-in ( 5 minutes)Activity 1: ReviewT: What ... do you learn in school? Can you say it in English?(Justification: Reviewing what ss have learned can help ss get ready for the new lesson. ) Activity 2: Sing a song/ Play a short filmThe teacher guides ss to sing a song .../ plays a short film(Justification: Sing a song/ play a film clip that is closely related to the topic of the lesson can arouse ss’ learning interest.)Activity 3: Free talk(Justification: Through free talk, ss get prepared to listening tasks. / help ss know what they will learn in class. )听力课Step 1 Pre-listening ( 5 minutes )Activity : Free talkT: Good morning! Look at ... So tell me ...(Justification: Free talk will attract ss’ interest and teaching content would be naturally led in.) Step 2 While-listening ( 25 minutes)Activity 1: Listen to the tape and finish exercise 2b./ summarize the main idea of the conversation.Activity 2:Listen again. Make up a dialogue according the content of tape. ( T: Talk about ... ) (Teacher show the tapescript on the PPT. Ss read the conversation and circle the key words and sentences in the conversation. The teacher write these on the blackboard such as “...”) Activity 3: Give a report. ( T: Several groups come to the front to act out your dialogue, and others give some evaluation. )(Justification: Through listening and speaking activities, ss master the language knowledge and improve language skills.)Step 3 Post-listening ( 10 minutes)Activity 1: Discussion. (T: Talk about ...)(Justification: Ss use the language knowledge in real communication, which can associate the knowledge with real life.联系)Activity 2: Make a dialogue.Ss work in groups of four to make up a new dialogue by imitating the conversation, especially by using the key words and sentences in the conversation.Activity 3: Role play.Ss act out their dialogue group by group. When one group is acting, the teacher and other ss act as judges. After the performance, the teacher corrects the common language mistakes. At the end, the whole class select one group who performs the best.(Justification: Ss develop their speaking skills and also apply the key knowledge into practice. )Step 1 Pre-task ( 3 minutes)Activity 1: BrainstormT: Please brainstorm about...(The teacher writes down on the blackboard the key words that ss have mentioned )(Justification: Talking about the topic in a real situation can arouse ss’ interest to communicate. ) Step 2 Task-cycle ( 15 minutes)Activity 1: ListeningSs listen to the tape for three times, take notes and finish exercise in the textbook. (Justification: The listening task is language input activity, which will help ss output more language information in the next activity. )Activity 2: Group discussionSs discuss in groups of four about ..., the teacher walk around and give guidance. Several minutes later, they share their ideas in the class group by group.(Justification: Ss improve their listening and speaking abilities and communicative competence.) Step 3 Language focus ( 2 minutes )The teacher guides ss to notice and conclude the target language they used. Then, the teacher writes them on the blackboard.Activity 1: Write a short passageSs are asked to write a short passage to ...(Justification: This step draw ss’attention to the language patterns, which is good for their accurate use of language. )Step 2 Presentation and practice ( 15 minutes)(Show a picture of ...)Activity 1: Question and AnswerActivity 2: Pair workT: Good job. OK, now ask your partner with the sentence “...?” and answer it by “...”.Then tell your reasons.Begin....T: Time is up. Do you know ...?S:Yes.T: Excellent. Who wants to cat out your dialogue?(Justification: To present the new words with pictures and to practice sentences in pair game are good for students to learn and master the target language.)Step 3 Consolidation巩固( 20 minutes)Activity 1: Listen and DiscussT: Now, listen to the tape and find out ...(gist).The tape will be played for three times.At the first time you should summarize the main idea. At the second time, you should listen carefully and circle (new words) that you heard on the blackboard.At third time check your answer.OK?T: Do you understand what the material（材料）is about? Discuss with your partner and find out the right answer.OK?(Then check the answers with whole class.)Activity 2: Make a dialogue/ Pair workT:Make a short conversation by imitating the listening material in pairs.(Five minutes later, the teacher encourages some ss to act out their dialogue.)(Justification: In this step, the purpose is to train ss’ listening and speaking skills. )Step 2 Pre-reading ( 5 minutes)Then ss are encouraged to talk about ... in group of four. Then the teacher asks some volunteers to give a report.(Justification: Through talking about ... , ss perceive感知the language used to ... )Step 3 While-reading ( 15 minutes)Activity 1: Fast readingSs are given one minute to read the short passage quickly, and then conclude the main idea.Activity 2: Careful readingSs are given 5 minutes to read the passage again, then do two exercise:(1)Answer the following questions in order to grasp the detailed information of the passage.①②answer: ①②(2)Read the passage and complete the sentences.①②answer:①②(Justification: The two activities will help ss understand the passage and also train their reading skills.)Step 4 Post-reading ( 15 minutes)Ss write a short passage about ...by imitating the given passage. Then they peer edit each other’s writing and give reasonable suggestions. Students revise their writing and hand in the final draft. (Justification: Ss apply the knowledge they just learned into practice.)Step 2 Presentation ( 5 minutes )The teacher shows the dialogue on the PPT, and asks ss to read the conversation. The teacher instructs them to conclude the usage of ...(Justification: Learning the grammar in inductive way can arouse ss’ learning interest and deepen their understanding of the grammar.)Step 3 Practice ( 8 minutes )Activity 1: Fill in the blanksThe teacher writes down some sentences of ... on the blackboard and asks ss to fill in the blanks with the guidance of the rule they conclude.①②③Answer:①②③After ss finish the exercise, the teacher checks their answer, leads ss to summarize the rule of target language with ss.Activity 2: True or falseThe teacher presents the sentences on the PPT and asks ss to judge which is true and which is false. Such as:①②③Answer:①②③(Justification: The two exercise can check and consolidate ss’ mastery of the grammar. )读写课Step 2 Pre-writing ( 5 minutes )The teacher guides ss to read the passage for two times and find out (the key words and target languages).(Justification: Reading the passage can make ss have a clear understanding of the structure and contents.)Step 3 While-writing ( 20 minutes )Firstly, the teacher shows the format格式and the writing standards标准of ... And then ss should write a first draft by imitating the passage.Secondly, the teacher lets ss revise 修改their letter, especially the spelling and grammar mistakes. At the same time, the teacher walks around the classroom to give them guidance. (Justification: Showing the format and writing standards can help ss polish their own passage. The activity of revising can improve their thinking and writing ability.)Step 4 Post-writing ( 10 minutes )The teacher corrects some common mistakes and makes a comment on the writing (Justification: This step can help ss master some useful writing skills.)Step 1 Pre-writing ( 5 minutes )Activity 1: BrainstormingThe teacher show some photos of ..., and asks ss ... The teacher lists down ss’ideas on the blackboard.(Justification: Brainstorming can activate ss’ thinking, enlarge ss’ language output, and help ss get prepared to write a composition. )Step 2 While-writing ( 10 minutes )Ss are given 5 minutes to write their first draft. When ss are writing, the teacher should walk around the classroom and give them guidance.Activity 1: pair workSs work in pairs to discuss and edit each other’s competition for about 3 minutes. Then ss repolish the second draft.Step 3 Post-writing ( 5 minutes )The teacher corrects the common mistakes and leads the whole class to conclude得出结论the writing essentials必要因素. Ss are asked to hand in their final draft. After the teacher reads over all the composition, he will choose three best ones to exhibit in the class.(Justification: In this step, ss get more information about how to write a better competition. )Step N Summary and homework ( 5 minutes)Students summarize the important points of the lesson, and the teacher gives a further conclusion with the blackboard design.Homework:①Review the words and sentences learned in this class.②实践类作业Make a survey：ask your friends: ——...? And the reasons. (Justification: Extend the classroom knowledge to ss’real life. It is good for ss to apply the knowledge into practice.)③Write a short passage to record what they have learned in the class.(Justification: The summary and homework will help ss review what they have learned in this class.)④Ss rewrite a passage on the topic and hand in the final draft.Board Plan:Words Sentencealoud,pronunciation What about...? Have you...?。
2018年秋人教版九年级英语教案.doc
2018 年秋人教版九年级英语教课设计英语是国际指定的官方语言(作为母语 )，也是世界上最宽泛的第一语言，也是欧盟以及很多国际组织和英联邦国家的官方语言，拥有世界第三位的母语使用者人数，仅次于汉语和西班牙语母语使用者人数。
2018 年秋人教版九年级英语教课设计1祈使句一般祈使句句型1.study, study and once more study.2. working men of all countries, unite!3.learn from comrade lei feng.4. dont forget it.5. come here.6.stop crying and wipe away your tears.句型1. be red and expert.2. be brave, dont be afraid.3. dont be shy!4.be careful, when cross the street.5. be an honest person, speak and act honestly.3.dont be afraid, speak out.句型1.get organized!2. get done with it.3. get away!4. get along with you.5.get out of here.6. get back.祈使句一般不用主语，如系多半人而须指示任务时能够有主语，这个主语相当于呼语。
如：1.you talk; we have heard enough from the others.2.everybody shut their eyes.3.you sweep the floor, xiao wang; you clean the desks, xiao li, and others fetch water.其次，大人对孩子说话，或含有焦躁、讨厌等情绪，也可加主语 you1. now you listen to me.2. you must not talk so loud!3.now you get a bit of paper and write down.4. your mind your own business!第三，当句中的副词虚助词在句首时，须用主语，如：in you go! (=go in, please.)强语势祈使句句型 62/1.do tell me!2. do be careful!3. do come!4. do stay with us!5. never tell a lie.6.never stand right in the middle of your work.7. never put off till tomorrow what you can do today.句型1.no falsehood! our strength lies in stating the truth.2.the king said: he has studied too much, no books and noteachers any more!...3.none of your little games!4. none of your nonsense!5. none of your impudenceno 是泛指， none 所指有必定的范围旧时实用 for gods sake 或 for goodness sake等来增强语气的。
2018年初中英语教学设计模板
2018年初中英语教资考试教学设计题模板
（1）Knowledge objectives①(all)Students master the key words/ phrases: ...②(all)Students learn the target languages: ...③（阅读/听力）Students read/ listen the passage carefully and get specific information.④（写作）Ss can choose the right structure and right tense to write a composition.（2）Ability objectives①Through doing tasks, students practice and consolidate巩固target languages.②Students improve their listening/speaking/reading/writing abilities and communicative competence.③（阅读）Students read the passage and know clear about ...④（阅读）Students discuss in pairs or in groups and do exercises to understand the text.（3）Emotional objectives①Students improve listening and speaking skills by joining in the tasks.②Students can express( what ... are )accurately.③Students love to share ... with others and build a deeper relationship with ...④Students cultivate the habit of (joining a English group ) to improve their language skills.Teaching Contents:（对话）The dialogue talks about ...（阅读）The class is to read.../ It is a passage about ...（听说/听力）It is a listening and speaking lesson talking about...（口语）This is a speaking lesson whose topic is about “how to...”（语法）This is a grammar lesson about tag questions.（读写）This lesson is about reading and writing ...（写作）It is a guided writing lesson. The topic is ...Teaching Key points:(all)Students master the key words and target languages, and can use then correctly.（阅读）Students read the passage and get specific information from the passage.（听力）Ss listen to the tape and do exercise 2b and 2c.（听说）Communicate with others on the topic.Teaching difficult points:(all)Students freely talk about ... in real communication. ( logically/ smoothly/ correctly )（读写/写作）Ss master the skills of writing a proper passage about ...in right way.Step 1 Lead-in ( 5 minutes)Activity 1: ReviewT: What ... do you learn in school? Can you say it in English?(Justification: Reviewing what ss have learned can help ss get ready for the new lesson. ) Activity 2: Sing a song/ Play a short filmThe teacher guides ss to sing a song .../ plays a short film(Justification: Sing a song/ play a film clip that is closely related to the topic of the lesson can arouse ss’ learning interest.)Activity 3: Free talk(Justification: Through free talk, ss get prepared to listening tasks. / help ss know what they will learn in class. )听力课Step 1 Pre-listening ( 5 minutes )Activity : Free talkT: Good morning! Look at ... So tell me ...(Justification: Free talk will attract ss’ interest and teaching content would be naturally led in.) Step 2 While-listening ( 25 minutes)Activity 1: Listen to the tape and finish exercise 2b./ summarize the main idea of the conversation.Activity 2:Listen again. Make up a dialogue according the content of tape. ( T: Talk about ... ) (Teacher show the tapescript on the PPT. Ss read the conversation and circle the key words and sentences in the conversation. The teacher write these on the blackboard such as “...”) Activity 3: Give a report. ( T: Several groups come to the front to act out your dialogue, and others give some evaluation. )(Justification: Through listening and speaking activities, ss master the language knowledge and improve language skills.)Step 3 Post-listening ( 10 minutes)Activity 1: Discussion. (T: Talk about ...)(Justification: Ss use the language knowledge in real communication, which can associate the knowledge with real life.联系)Activity 2: Make a dialogue.Ss work in groups of four to make up a new dialogue by imitating the conversation, especially by using the key words and sentences in the conversation.Activity 3: Role play.Ss act out their dialogue group by group. When one group is acting, the teacher and other ss act as judges. After the performance, the teacher corrects the common language mistakes. At the end, the whole class select one group who performs the best.(Justification: Ss develop their speaking skills and also apply the key knowledge into practice. )Step 1 Pre-task ( 3 minutes)Activity 1: BrainstormT: Please brainstorm about...(The teacher writes down on the blackboard the key words that ss have mentioned )(Justification: Talking about the topic in a real situation can arouse ss’ interest to communicate. ) Step 2 Task-cycle ( 15 minutes)Activity 1: ListeningSs listen to the tape for three times, take notes and finish exercise in the textbook. (Justification: The listening task is language input activity, which will help ss output more language information in the next activity. )Activity 2: Group discussionSs discuss in groups of four about ..., the teacher walk around and give guidance. Several minutes later, they share their ideas in the class group by group.(Justification: Ss improve their listening and speaking abilities and communicative competence.) Step 3 Language focus ( 2 minutes )The teacher guides ss to notice and conclude the target language they used. Then, the teacher writes them on the blackboard.Activity 1: Write a short passageSs are asked to write a short passage to ...(Justification: This step draw ss’attention to the language patterns, which is good for their accurate use of language. )Step 2 Presentation and practice ( 15 minutes)(Show a picture of ...)Activity 1: Question and AnswerActivity 2: Pair workT: Good job. OK, now ask your partner with the sentence “...?” and answer it by “...”.Then tell your reasons.Begin....T: Time is up. Do you know ...?S:Yes.T: Excellent. Who wants to cat out your dialogue?(Justification: To present the new words with pictures and to practice sentences in pair game are good for students to learn and master the target language.)Step 3 Consolidation巩固( 20 minutes)Activity 1: Listen and DiscussT: Now, listen to the tape and find out ...(gist).The tape will be played for three times.At the first time you should summarize the main idea. At the second time, you should listen carefully and circle (new words) that you heard on the blackboard.At third time check your answer.OK?T: Do you understand what the material（材料）is about? Discuss with your partner and find out the right answer.OK?(Then check the answers with whole class.)Activity 2: Make a dialogue/ Pair workT:Make a short conversation by imitating the listening material in pairs.(Five minutes later, the teacher encourages some ss to act out their dialogue.)(Justification: In this step, the purpose is to train ss’ listening and speaking skills. )Step 2 Pre-reading ( 5 minutes)Then ss are encouraged to talk about ... in group of four. Then the teacher asks some volunteers to give a report.(Justification: Through talking about ... , ss perceive感知the language used to ... )Step 3 While-reading ( 15 minutes)Activity 1: Fast readingSs are given one minute to read the short passage quickly, and then conclude the main idea.Activity 2: Careful readingSs are given 5 minutes to read the passage again, then do two exercise:(1)Answer the following questions in order to grasp the detailed information of the passage.①②answer: ①②(2)Read the passage and complete the sentences.①②answer:①②(Justification: The two activities will help ss understand the passage and also train their reading skills.)Step 4 Post-reading ( 15 minutes)Ss write a short passage about ...by imitating the given passage. Then they peer edit each other’s writing and give reasonable suggestions. Students revise their writing and hand in the final draft. (Justification: Ss apply the knowledge they just learned into practice.)Step 2 Presentation ( 5 minutes )The teacher shows the dialogue on the PPT, and asks ss to read the conversation. The teacher instructs them to conclude the usage of ...(Justification: Learning the grammar in inductive way can arouse ss’ learning interest and deepen their understanding of the grammar.)Step 3 Practice ( 8 minutes )Activity 1: Fill in the blanksThe teacher writes down some sentences of ... on the blackboard and asks ss to fill in the blanks with the guidance of the rule they conclude.①②③Answer:①②③After ss finish the exercise, the teacher checks their answer, leads ss to summarize the rule of target language with ss.Activity 2: True or falseThe teacher presents the sentences on the PPT and asks ss to judge which is true and which is false. Such as:①②③Answer:①②③(Justification: The two exercise can check and consolidate ss’ mastery of the grammar. )读写课Step 2 Pre-writing ( 5 minutes )The teacher guides ss to read the passage for two times and find out (the key words and target languages).(Justification: Reading the passage can make ss have a clear understanding of the structure and contents.)Step 3 While-writing ( 20 minutes )Firstly, the teacher shows the format格式and the writing standards标准of ... And then ss should write a first draft by imitating the passage.Secondly, the teacher lets ss revise 修改their letter, especially the spelling and grammar mistakes. At the same time, the teacher walks around the classroom to give them guidance. (Justification: Showing the format and writing standards can help ss polish their own passage. The activity of revising can improve their thinking and writing ability.)Step 4 Post-writing ( 10 minutes )The teacher corrects some common mistakes and makes a comment on the writing (Justification: This step can help ss master some useful writing skills.)Step 1 Pre-writing ( 5 minutes )Activity 1: BrainstormingThe teacher show some photos of ..., and asks ss ... The teacher lists down ss’ideas on the blackboard.(Justification: Brainstorming can activate ss’ thinking, enlarge ss’ language output, and help ss get prepared to write a composition. )Step 2 While-writing ( 10 minutes )Ss are given 5 minutes to write their first draft. When ss are writing, the teacher should walk around the classroom and give them guidance.Activity 1: pair workSs work in pairs to discuss and edit each other’s competition for about 3 minutes. Then ss repolish the second draft.Step 3 Post-writing ( 5 minutes )The teacher corrects the common mistakes and leads the whole class to conclude得出结论the writing essentials必要因素. Ss are asked to hand in their final draft. After the teacher reads over all the composition, he will choose three best ones to exhibit in the class.(Justification: In this step, ss get more information about how to write a better competition. )Step N Summary and homework ( 5 minutes)Students summarize the important points of the lesson, and the teacher gives a further conclusion with the blackboard design.Homework:①Review the words and sentences learned in this class.②实践类作业Make a survey：ask your friends: ——...? And the reasons. (Justification: Extend the classroom knowledge to ss’real life. It is good for ss to apply the knowledge into practice.)③Write a short passage to record what they have learned in the class.(Justification: The summary and homework will help ss review what they have learned in this class.)④Ss rewrite a passage on the topic and hand in the final draft.Board Plan:Words Sentencealoud,pronunciation What about...? Have you...?。
2018年人教版七年级英语下册教案设计
七年级英语下册教案Unit 1 Can you play the guitar?Section A (1a-2d)1.板书课题：Unit 1 Can you play the guitar?Section A (1a-2d)教学过程1、第一次“先学后教”：（认读词汇、记汉语意思和校正发音。
）（1）、出示学习指导1) 能掌握以下单词：（能做到四会）guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club…（2）、先学。
1、学生根据自己掌握的语音知识，认读英语单词并记住汉语意思。
2、学生听单词录音，画出自己读错的或不会读的单词。
（3）、后教。
教师播放单词录音，学生跟读，校正自己的发音，对于难以记忆的单词，教师指导学生根据字母组合、发音要领寻找规律，进行记忆。
有必要时教师写在黑板上让学生记住并积累字母组合的发音。
（4）、当堂训练1）、单词默写训练、开火车拼读单词训练。
2）、Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities with the people. Then Check the answers with the class together.3）、. Presentation出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：He／She can dance／swim／sing／"··But I can’t dance／swim／sing／...等，学习表达活动的动词短语。
4）、Game (What can I do?)T: Tell your partners what you can do. For example:I can play the guitar. I can sing and dance.Ss work in groups. The let some Ss talk to their classmates in front of the class.2、第二次“先学后教”：（听录音，理解课文大意）（！）、出示自学指导。
初中英语教学设计【优秀14篇】
初中英语教学设计【优秀14篇】初中英文教学设计篇一一、教材内容分析本课时中通过字母辨认，图片排序等活动，复习巩固本单元的核心词汇ruler, eraser, book, pen, crayon, pencil box, bag以及打招呼，告别，自我介绍用语。
教学目标是能够辨认相似字母的形以及核心词，并能理解并在场景中应用句型I have … 和Me too.学生刚刚接触到英文的26个字母，对相似字母的辨识还存在着一定的误差，所以教材在Start to read部分安排了字母辨识的环节，例如b和d, Q和D等，目的在于检测和巩固学生对于字母的认识。
本节课的另外一个主要目标是复习和巩固之前所学的一些文具的单词以及打招呼，告别，自我介绍用语等，所以在Read and count, Listen and number和Look and match这三个环节都二、学生情况分析本课教学对象为小学三年级学生。
他们初步接触到英语，对英语的听说感兴趣。
经过前几个课时的学习，学生已经学习了26个英文字母和常见的几种文具，以上是学生学习本课内容的基础。
三、教学目标1、能够辨认字母的形。
2、能够认读本单元的。
核心词：ruler, eraser, pencil, crayon, bag, pen, pencil box, book。
3、检测部分要求学生能够听懂、会说本单元的打招呼、告别及自我介绍用语。
4、能够学会唱歌曲Hello。
四、教学重难点教学重点：听说、认读ruler, eraser, book, pen, crayon, pencil box, bag等文具的名称。
教学难点：在真实的场景中应用句型I have … 和Me too.五、教学步骤1、热身（1）教师与学生进行自由对话：What’s your name? My name is … 既可以巩固本单元句型，同时为下一步歌曲的呈现铺垫。
（2）教师播放歌曲Hello，和学生一起演唱，并让学生从歌曲找出三个人物的姓名。
2018年最新初中英语教资考试教学设计题模板
（1）Knowledge objectives①(all)Students master the key words/ phrases：。
②（all）Students learn the target languages: ..。
③（阅读/听力）Students read/ listen the passage carefully and get specific information.④（写作)Ss can choose the right structure and right tense to write a composition。
（2）Ability objectives①Through doing tasks, students practice and consolidate巩固target languages.②Students improve their listening/speaking/reading/writing abilities and communicative competence.③（阅读）Students read the passage and know clear about .。
.④（阅读)Students discuss in pairs or in groups and do exercises to understand the text。
（3）Emotional objectives①Students improve listening and speaking skills by joining in the tasks.②Students can express( what 。
are )accurately.③Students love to share 。
with others and build a deeper relationship with .。
2018年初中英语教资考试教学设计题模板 甄选
最新2018年最新初中英语教资考试教学设计题模板（优选.)rdTeaching Objectives:�（1）Knowledge objectives①(all)Students master the key words/ phrases: ...②(all)Students learn the target languages: ...③（阅读/听力）Students read/ listen the passage carefully and get specific information.④（写作）Ss can choose the right structure and right tense to write a composition.（2）Ability objectives①Through doing tasks, students practice and consolidate巩固target languages.②Students improve their listening/speaking/reading/writing abilities and communicative competence.③（阅读）Students read the passage and know clear about ...④（阅读）Students discuss in pairs or in groups and do exercises to understand the text.（3）Emotionalobjectives①Students improve listening and speaking skills by joining in the tasks.②Students can express( what ... are )accurately.③Students love to share ... with others and build a deeper relationship with ...④Students cultivate the habit of (joining a English group ) to improve their language skills.Teaching Contents:（对话）The dialogue talks about ...（阅读）The class is to read.../ It is a passage about ...（听说/听力）It is a listening and speaking lesson talking about...（口语）This is a speaking lesson whose topic is about “how to...”（语法）This is a grammar lesson about tag questions.（读写）This lesson is about reading and writing ...（写作）It is a guided writing lesson. The topic is ...Teaching Key points:(all)Students master the key words and target languages, and can use then correctly.（阅读）Students read the passage and get specific information from the passage.（听力）Ss listen to the tape and do exercise 2b and 2c.（听说）Communicate with others on the topic.Teaching difficult points:(all)Students freely talk about ... in real communication. ( logically/ smoothly/ correctly )（读写/写作）Ss master the skills of writing a proper passage about ...in right way.Teaching Procedures:Step 1 Lead-in (5minutes)Activity 1: ReviewT: What ... do you learn in school? Can you say it in English?(Justification: Reviewing what ss have learned can help ss get ready for the new lesson. ) Activity 2: Sing a song/ Play a short filmThe teacher guides ss to sing a song .../ plays a short film(Justification: Sing a song/ play a film clip that is closely related to the topic of the lesson can arouse ss’ learning interest.)Activity 3: Free talk(Justification: Through free talk, ss get prepared to listening tasks. / help ss know what they will learn in class. )听力课Step 1 Pre-listening ( 5 minutes )Activity : Free talkT: Good morning! Look at ... So tell me ...(Justification: Free talk will attract ss’ interest and teaching content would be naturally led in.)Step 2 While-listening ( 25 minutes)Activity 1: Listen to the tape and finish exercise 2b./ summarize the main idea of the conversation.Activity 2:Listen again. Make up a dialogue according the content of tape. ( T: Talk about ... )(Teacher show the tapescript on the PPT. Ss read the conversation and circle the key words and sentences in the conversation. The teacher write these on the blackboard such as “...”)Activity 3: Give a report. ( T: Several groups come to the front to act out your dialogue, and others give some evaluation. )(Justification: Through listening and speaking activities, ss master the language knowledge and improve language skills.)Step 3 Post-listening ( 10 minutes)Activity 1: Discussion. (T: Talk about ...)(Justification: Ss use the language knowledge in real communication, which can associate the knowledge with real life.联系)Activity 2: Make a dialogue.Ss work in groups of four to make up a new dialogue by imitating the conversation, especially by using the key words and sentences in the conversation.Activity 3: Role play.Ss act out their dialogue group by group. When one group is acting, the teacher and other ss act as judges. Afterthe performance, the teacher corrects the common language mistakes. At the end, the whole class select one group who performs the best.(Justification: Ss develop their speaking skills and also apply the key knowledge into practice. )口语课Step 1 Pre-task ( 3 minutes)Activity 1: BrainstormT: Please brainstorm about...(The teacher writes down on the blackboard the key words that ss have mentioned ) (Justification: Talking about the topic in a real situation can arouse ss’ interest to communicate. )Step 2 Task-cycle ( 15 minutes)Activity 1: ListeningSs listen to the tape for three times, take notes and finish exercise in the textbook.(Justification: The listening task is language input activity, which will help ss output more language information in the next activity. )Activity 2: Group discussionSs discuss in groups of four about ..., the teacher walk around and give guidance. Several minutes later, they share their ideas in the class group by group.(Justification: Ss improve their listening and speaking abilities and communicative competence.)Step 3 Language focus ( 2 minutes )The teacher guides ss to notice and conclude the target language they used. Then, the teacher writes them on the blackboard.Activity 1: Write a short passageSs are asked to write a short passage to ...(Justification: This step draw ss’attention to the language patterns, which is good for their accurate use of language. )听说课Step 2 Presentation and practice (15 minutes)(Show a picture of ...)Activity 1: Question and AnswerActivity 2: Pair workT: Good job. OK, now ask your partner with the sentence “...?” and answer it by “...”.Then tell your reasons.Begin. ...T: Time is up. Do you know ...?S:Yes.T: Excellent. Who wants to cat out your dialogue?(Justification: To present the new words with pictures and to practice sentences in pair game are good for students to learn and master the target language.)Step 3 Consolidation巩固( 20 minutes)Activity 1: Listen and DiscussT: Now, listen to the tape and find out ...(gist).The tape will be played for three times.At the first time you should summarize the main idea. At the second time, you should listen carefully and circle (new words) that you heard on the blackboard.At third time check your answer.OK?T: Do you understand what the material（材料）is about? Discuss with your partner and find out the right answer.OK?(Then check the answers with whole class.)Activity 2: Make a dialogue/ Pair workT:Make a short conversation by imitating the listening material in pairs.(Five minutes later, the teacher encourages some ss to act out their dialogue.)(Justification: In this step, the purpose is to train ss’ listening and speaking skills. )阅读课Step 2 Pre-reading ( 5 minutes)Then ss are encouraged to talk about ... in group of four. Then the teacher asks some volunteers to give a report. (Justification: Through talking about ... , ss perceive感知the language used to ... )Step 3 While-reading ( 15 minutes)Activity 1: Fast readingSs are given one minute to read the short passage quickly, and then conclude the main idea.Activity 2: Careful readingSs are given 5 minutes to read the passage again, then do two exercise:(1)Answer the following questions in order to grasp the detailed information of the passage.①②answer: ①②(2)Read the passage and complete the sentences.①②answer:①②(Justification: The two activities will help ss understand the passage and also train their reading skills.)Step 4 Post-reading ( 15 minutes)Ss write a short passage about ...by imitating the given passage. Then they peer edit each other’s writing and give reasonable suggestions. Students revise their writing and hand in the final draft.(Justification: Ss apply the knowledge they just learned into practice.)语法课Step 2 Presentation ( 5 minutes )The teacher shows the dialogue on the PPT, and asks ss to read the conversation. The teacher instructs them to conclude the usage of ...(Justification: Learning the grammar in inductive way can arouse ss’learning interest and deepen their understanding of the grammar.)Step 3 Practice ( 8 minutes )Activity 1: Fill in the blanksThe teacher writes down some sentences of ... on the blackboard and asks ss to fill in the blanks with the guidance of the rule they conclude.①②③Answer:①②③After ss finish the exercise, the teacher checks their answer, leads ss to summarize the rule of target language with ss.Activity 2: True or falseThe teacher presents the sentences on the PPT and asks ss to judge which is true and which is false. Such as:①②③Answer:①②③(Justification: The two exercise can check and consolidate ss’ mastery of the grammar. )读写课Step 2 Pre-writing ( 5 minutes )The teacher guides ss to read the passage for two times and find out (the key words and target languages). (Justification: Reading the passage can make ss have a clear understanding of the structure and contents.)Step 3 While-writing ( 20 minutes )Firstly, the teacher shows the format格式and the writing standards标准of ... And then ss should write a first draft by imitating the passage.Secondly, the teacher lets ss revise 修改their letter, especially the spelling and grammar mistakes. At the same time, the teacher walks around the classroom to give them guidance.(Justification: Showing the format and writing standards can help ss polish their own passage. The activity of revising can improve their thinking and writing ability.)Step 4 Post-writing ( 10 minutes )The teacher corrects some common mistakes and makes a comment on the writing(Justification: This step can help ss master some useful writing skills.)写作课Step 1 Pre-writing ( 5 minutes )Activity 1: BrainstormingThe teacher show some photos of ..., and asks ss ... The teacher lists down ss’ ideas on the blackboard. (Justification: Brainstorming can activate ss’thinking, enlarge ss’language output, and help ss get prepared towrite a composition. )Step 2 While-writing ( 10 minutes )Ss are given 5 minutes to write their first draft. When ss are writing, the teacher should walk around the classroom and give them guidance.Activity 1: pair workSs work in pairs to discuss and edit each other’s competition for about 3 minutes. Then ss repolish the second draft.Step 3 Post-writing ( 5 minutes )The teacher corrects the common mistakes and leads the whole class to conclude得出结论the writing essentials 必要因素. Ss are asked to hand in their final draft. After the teacher reads over all the composition, he will choose three best ones to exhibit in the class.(Justification: In this step, ss get more information about how to write a better competition. )Step N Summary and homework ( 5 minutes)Students summarize the important points of the lesson, and the teacher gives a further conclusion with the blackboard design.Homework:①Review the words and sentences learned in this class.②实践类作业Make a survey：ask your friends: ——...? And the reasons.(Justification: Extend the classroom knowledge to ss’real life. It is good for ss to apply the knowledge into practice.)③Write a short passage to record what they have learned in the class.(Justification: The summary and homework will help ss review what they have learned in this class.)④Ss rewrite a passage on the topic and hand in the final draft.Board Plan:精品word.仅供参考WordsSentencealoud,pronunciationWhat about...?Have you...?赠人玫瑰，手留余香。
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六、教学媒体运用
七、教学过程设计教学环来自1教学过程Revision
lottery, million, medical, research
教师活动
教学环节2
教学过程
Read the instructions to the class.
Invite a pair of students to read it to the class.
教师活动
Ask: What would you do if you won 5 million Yuan?
学生活动
Ask: Everyone wants to have lots of money.Do you like it ?
I like it, too. So, more and more people buy lottery.
学生活动
Answer: Yes, I do.
设计意图
通过学生感兴趣的话题导入：
四、教学重点难点
·教学重点
1）虚拟语气
2）学会使用虚拟语气谈论想象的事情
3）虚拟语气的结构及用法
·教学难点
1）学会使用虚拟语气谈论想象的事情
2）虚拟语气的结构及用法
五、教学方法
（学法）
1、突出重点，突破难点：通过听力训练、句型展示、小组活动等多种形式反复操练重点句型，巩固所学知识，提高灵活运用能力，通过操练和幻灯片展示帮助学生更好地领会语法。
设计意图
提高听力技能
教学环节4
教学过程
This activity provides oral practice using the target language.
Call students’ attention to the conversation in the box. Explain the vocabulary words million and medical research
设计意图
初步掌握虚拟语气的结构
教学环节3
教学过程
This activity provides oral practice using the target language.
Point to the list of Larry’s worries in the box. Invite a student to read them to the class.
教师活动
T:Look at the pictures. Talk with your partner about what would he /she do if he/she had one million dollars.
学生活动
A: What would he/she do if he/she had one million dollars?
SA:Look! This girl won a million dollars in the lottery.
SB: Wow ! What would you do if you won a million dollars?
SA: I’d give it to medical research.
Write it on the blackboard.
I’d give it to medical research.
·学习策略与思维技巧
·情感态度与价值
1.如果你有一百万美元，你可以买你需要的东西。每个人都有他或她的理想，这很好。但一定要记住要通过努力去实现理想。有一句谚语说得好：“No pains, no gains.”(不劳,不获)
2.如果在现实生活中遇到了一些事情，要积极采取措施应对，要对自己做事的方式充满信心。
八、教学情境设计
图片引入，听说练习
九、学生学习活动评价设计
课堂表现记录表
学习能力评价表
十、板书设计
put it in the bank
give it to charity
medical research
a million dollars
travel around the world
（1）If it is sunny tomorrow , we’ll go to the zoo.
初中英语教学设计模板
学校： 教材版本：
教师
年级
九年级
学生人数
43
授课时间
October 10th
课题
Unit4 What would you do?
课时安排
5
第 1 课时
授课类型
新授课
一、学情分析
我所教的班级是农村初级中学的普通班，大多学生较晚接触过英语，只有上了初中才开始学。由于学生的基础相当薄弱，水平不一，所以我在教学的过程中会尽量让所有学生都参与到活动中来。九年级的学生学习任务重，精神较紧张，因此更加需要老师在课堂上运用生动活泼，形式多样的教学手段来激发学生的学习积极性和自信心。
教师活动
T:Look at the pictures. Talk with your partner about what would he /she do if he/she had one million dollars.
学生活动
SA: I don’t know what to wear.
SB: If I were you, I’d wear a shirt and tie.
B: If he/she had one million dollars, he/she would give it to the zoo. /buy a big house. /give it to medical research. /put it in a bank.
设计意图
学生对第三人称单数虚拟语气熟练掌握，提高说的技能
二、教材分析
通过本单元的学习，学生学会谈论一些假设的、虚拟的情况，这样的话题能发挥学生们的想象力，提高学生学习的兴趣；
三、教学目标设计
·语言知识
1）重点词汇
million, medical, research
(2)使学生掌握如何用虚拟语气谈论假设的事情
(3)掌握虚拟条件句的基本结构
·语言技能
What would you do if you had a million dollars?