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初中英語教案設(shè)計(jì)模板
作為一位杰出的老師，常常要根據(jù)教學(xué)需要編寫教案，借助教案可以恰當(dāng)?shù)剡x擇和運(yùn)用教學(xué)方法，調(diào)動學(xué)生學(xué)習(xí)的積極性。我們應(yīng)該怎么寫教案呢？以下是小編幫大家整理的初中英語教案設(shè)計(jì)模板，供大家參考借鑒，希望可以幫助到有需要的朋友。
初中英語教案設(shè)計(jì)模板1
Teaching Objectives: Finish reading the passage about the relay race and grasp one sentence pattern “not so/as. . .as. . .”
Language Focus: far behind, come on, bad luck, the finishing line, well done, congratulations to sb. on sth…not. . .as/so. . .as
Properties: Tape-recorder, Overhead projector
Teaching Procedures:
Step 1 Revision
1. Revise the vocabulary of sports meetings by retell the story on Workbook Lesson 86, Ex.3..
2. Ask the students to retell the passage about the relay race.
Step 2 Reading
1. Ask the students to guess which class won the relay race.
2. Ask the students to read the end of the story and see whether their guess is correct.
3. Explain the language points.
1)not far behind在后面不遠(yuǎn)處
說一個物體離另一個物體(一處離另一處)很遠(yuǎn)或不遠(yuǎn)，用far from或not far from。
2) enough作adv.修飾adj.或adv.時，必須位于其后。作為adj.修飾n.時，一般位于其前，也可位于其后。
①The question is easy enough. We can work it out.
�、赥he water is cool enough to drink. Let’s drink. We are all thirsty.
�、跠on’t worry. We have enough tickets for all of you.
3) Class 3 were the winners! class集體名詞，指全體，是復(fù)數(shù)概念，所以were, winners均為復(fù)數(shù)。類似的集體名詞還有family, school等。
�、貶is family are all sports lovers. They all like watching games.
�、赥he whole school are shouting with joy at the good news.
4) congratulations to sb.on sth.
congratulate sb. on sth.
�、� –Congratulations to you on your good result!
– Thank you!
�、� Congratulate you on your good result!
4. Ask the students to read the story after the tape, and answer these questions:
Who won the race?
Who was second?
Who was third?
What happened to Wu Peng?
5. Get the students to make sentences using fast/faster than/fastest of all about the race.
Jiang Honglin ran fast. Lin Tao ran faster than Jiang Honglin. Wu Peng ran fastest of all.
Step 3 Presentation
Show these sentences form Part 1 Read, and revise the comparative and superlative forms of adverbs.
Lin Tao didn’t run as fast as Wu Peng.
Jiang Honglin did well. Wu Peng did better than Jiang Hong lin. Lin Tao did best of all!
well/ better/best badl/worse/worst
Step 4 Read and learn
1. Call several pairs of students and make comparisons like:
A is tall. B is tall, too. →A is as tall as B. But A didn’t run as fast as B.
A studies as carefully as B.
A is as old as B.
A runs as fast as B.
A isn’t as/so hard-working as B.
A doesn't play basketball as well as B.
2. Show the pictures on Page 38, summarize the sentence pattern not as/so. . . as . Answer these questions:
Who did worse, Han Mei or Lucy?
Who did better, Lily or Han Mei?
Who did the worst of all?
Explain the meaning of rather=quite.
3. Ask the students to make sentences with “(not) as/so, ..as”.
The girls’ 100-metre race
Han Meimei 18"7 (not very well)
Lucy 20"91
Li Fang 21"8
The boys' long jump:
Li Lei 5, 15m (very well)
The girls' 100-metre race;
Han Meirnei didn't do very well. She did rather badly. Lucy did worse than Han Meirnei.
Li Fang did worst of all. Bad luck!
4. Practice: Ask the students to finish Exercise 3 on the book.
Step 5 Exercises in class
選擇一個詞并用其正確形式填空(如名詞，反義詞等)
congratulate good start far bad
1. Lin Tao was first past the ________ line and Class 3 won.
2. Well done! ________, Han Meimei!
3. I got up early and hurried to the station, but the train had already gone.________ luck!
4. Lucy jumps much ________ than Lily.
5. Lily did rather________ in the shot-put, but Han Meimei did________ of all.
Keys: 1.finishing 2.Congratulations 3.Bad 4.farther 5.badly, worst
在下列空白處填上適當(dāng)形容詞或副詞的比較級或最高級。
1. A tortoise is ________ than a duck.
2. The Changjiang River is ________ than the Yellow River.
3. Hares ran _________ than cats.
4. The peasants are ________ in autumn than in winter.
5. It is ________ in winter in Harbin than in Beijing.
6. Mary's handwriting is _________ in her school.
7. When spring comes, the weather gets ________ and ________.
8. Jenny usually gets up ________ than her sister.
9. The Mount Qomolangma is ________ mountain in the world.
10. Which is _________,the sun, the moon or the earth?
Keys: 1.slower 2.longer 3.faster 4.busier 5.colder 6.the best 7.warmer, warmer 8.earlier 9.the highest 10.the biggest
Step 6 Homework
1. Finish exercises on page 105.
2. Recite the end of the relay race.
3. Make ten sentences, using( not) as. . .as, than, of all, in. . . .respectively.
4. Finish the workbook exercise.
Writing on blackboard
Lesson 87
At last: Class 3 were the winners!
Make comparisons:
Lin Tao didn’t run as fast as Wu Peng.
Jiang Honglin did well. Wu Peng did better than Jiang Hong lin. Lin Tao did best of all!
well/ better/best badl/worse/worst
A is as tall as B. But A didn’t run as fast as B.
A studies as carefully as B.
A is as old as B.
A runs as fast as B.
A isn’t as/so hard-working as B.
A doesn't play basketball as well as B.
初中英語教案設(shè)計(jì)模板2
教材及學(xué)情分析：這節(jié)語法課教學(xué)重點(diǎn)和難點(diǎn)是when 和while的用法區(qū)別。
以前學(xué)生學(xué)習(xí)了過去進(jìn)行時，對其已有一定了解，但還不是能明確分清二者的區(qū)別。
我在重難點(diǎn)突破方面進(jìn)行了如下嘗試：
一、情景導(dǎo)入：從日常生活用語導(dǎo)入。
生活用語中我們常能用到when 和while引導(dǎo)的時間狀語從句，讓我們從這些句子中來發(fā)現(xiàn)他們的使用規(guī)則。
二、精講規(guī)則：引導(dǎo)學(xué)生自己歸納過去進(jìn)行時句子中when 和while的用法區(qū)別并及時指導(dǎo)。
三、練習(xí)鞏固
有針對性的練習(xí)，在練習(xí)中鞏固，查找不足。
四、綜合運(yùn)用：采用了先進(jìn)行口語交際；夾雜規(guī)則的再次精講，最后落實(shí)到筆頭訓(xùn)練的形式。
1.拓展延伸，詢問查兇，口語交際,練習(xí)過去進(jìn)行時：
2.再次精講規(guī)則，區(qū)別于最易混淆的一般過去時，突出其差別,強(qiáng)化過去進(jìn)行時的.用法；
“when, while”的用法，注意板書呈現(xiàn)。
3.進(jìn)行綜合運(yùn)用練習(xí)，重點(diǎn)突出過去進(jìn)行時適用和不適用之處；
用相when 和while比較的練習(xí)題。使學(xué)生了解他們的用法及其不同之處。
整節(jié)課要注意激發(fā)學(xué)生的學(xué)習(xí)積極性，調(diào)動更多學(xué)生的參與熱情，引導(dǎo)學(xué)生學(xué)會學(xué)習(xí)，做課堂的真正主人。
初中英語教案設(shè)計(jì)模板3
Lesson 70 教學(xué)設(shè)計(jì)方案一
Properties: Recorder, Overhead Projector.
Teaching Objectives:
1. Let the students understand the dialogue and learn new words.
2. Go over the Past Perfect Tense.
Language Focus：
New words: British, fail, summit, misty, mist
Useful expressions: disappear into, the first men to do tins, try to reach the top of
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Check homework. Ask the students to act out the dialogue.
III. Leading in
T: Today we are going to read a story about George Mallory. What do you know about him? Where was he from? What was he? What did w do in 1921 and 1922? Was he successful?
IV. Reading
Let the students read the text carefully, look at the questions in Workbook, exercise 1. Let than discuss the answers orally. Then check the answers with the whole class. Explain some language points.
V. Practice
Play the tape, let the students listen first, then repeat the text after the tape. Give them some time to practise reading the passage.
VI. Workbook
Let the students do Exercise 2 together. The answer are: climbing, climb, mountain, top, weather, disappeared, return, later, found, unknown, reached
For Exercise 3, the answers are: 1 who 2 which 3 whether 4 that 5 why 6 as 7 who
VII. Consolidation
Get the students to ask and answer questions according to the text. Let them really understand the passage. Finally try to retell it.
VIII. Summary
Exercise in class
Fill in the blanks with the right verb forms.
1. The earth ___________ (go) round the sun.
2. Look! The baby ________(cry) in the street.
3. When _______ the Party ________( found)?
4. They ________ (work) there since they came to the factory.
5. Betty ______ ( enjoy) writing plays.
6. I remembered I _________ ( bring) the hook with me.
7. When ________you_________ (begin) to study English?
8. He said he ____ ( arrive) in half an hour.
9. Mary_______(cook) when her husband came into the kitchen.
10. It's dangerous! ________.(not climb) up the hill.
Answers: 1. goes 2. is going 3. was founded 4. enjoys 5. have worked 6. had brought 7. did begin 8. world arrive 9. was cooking 10. Don’t climb
IX. Homework
Read the whole story and retell it.
Lesson 70 教學(xué)設(shè)計(jì)方案二
Properties: Computer, Projector, PPT document provided.
Teaching Objectives:
1. Let the students understand the dialogue and learn new words.
2. Go over the Past Perfect Tense.
Language Focus:
New words: British, fail, summit, misty, mist
Useful expressions: disappear into, the first men to do tins, try to reach the top of
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Ask the students to act out the dialogue is provided in Lesson 69-1.asf
III. Lead in
Give the students some information and pictures about Mount Qomolangma, and check their homework. Let them speak something about the history of climbing the Mount Qomolangma.
For example:
It was formed 60million years ago and ascends to the height of 8850. Surveyor General Andrew Waugh proposed to name the mountain Everest after his predecessor, George Everest. This name prevailed until today, although the mountain has two local names - Qomolangma in Tibetan, Sagarmatha in Nepali.
IV. Watch and listen
Ask the students to watch the flash Because it is there.swf which is provided. Listen the text carefully, and finish the questions:
True or False
1. Mount Qomolangma is the tallest mountain in the world. ( )
2. George Mallory is a professional (職業(yè)的) mountain climber. ( )
3. Mallory had tried four times to reach the top of the mountain. ( )
4. In 1921 he tried to climb the mountain for the first time. ( )
5. Edmund Hillary and Tenzing Norgay were thought to be the first men to reach the top of the mountain. ( )
6. Edmund Hillary found Mallory’s body in 1999. ( )
Answers：
1. √ 2. × 3. × 4. √ 5. √ 6. ×
V. Read the text
Let the students read the text carefully and grasp the main idea of this article. And find out what happened in different years (1921, 1922, 1924, 1953, 1999).
Main idea:
A story about George Mallory’s climb of Mount Qomolangma.
VI. Explanation
mist [mist] n.霧，a thin fog made by very small drops of water in the air.其形容詞為misty，比較級為mistier，最高級為mistiest。
wonder v. = question是“想要知道”的意思，它常跟賓語從句。同時它還有“感到驚奇”之意。
alive[E5laiv]adj.活著的，come alive表示“活躍起來”，stay alive表示“繼續(xù)活著;幸存”的`意思。
be busy dong sth是“忙于做某事”的意思。
VII. Practise
Show the film of Lesson 70-2.asf which is provided. Finish the exercises 2 on Page 88, and practise the sentences one by one.
VIII. Homework
Why Because it’s there is used as the topic of this article? What spirit do this sentence show us? Write something about it.
初中英語教案設(shè)計(jì)模板4
How do you come to school?
教學(xué)目標(biāo)
知識目標(biāo)
通過本單元的學(xué)習(xí),學(xué)生能夠談?wù)撚嘘P(guān)交通工具情況,圍繞how do you come to school? by bike/by car/ by bus...等句型。
交際用語學(xué)習(xí)
how do you come to school? by bike/by car/ by bus...
語法學(xué)習(xí)
一般現(xiàn)在時用來表示經(jīng)常的或者習(xí)慣性的動作，常與often,usually,sometimes等副詞連用。
語音
掌握連讀。
掌握句子重音和語調(diào)的訓(xùn)練。
能力目標(biāo)
1.要求學(xué)生能熟練的運(yùn)用表達(dá)使用不同的交通工具的句型、掌握與之相關(guān)的短語。
2.復(fù)習(xí)鞏固以How開頭的特殊疑問句的用法。進(jìn)一步理解，熟悉，運(yùn)用一般現(xiàn)在時。
情感目標(biāo)
本單元的核心教學(xué)項(xiàng)目是“交通工具”，即用英語詢問某個人物上學(xué)或上班或其他活動的時候所采用的交通工具的語言。教育學(xué)生詢問他人的時候用句型how do you come to school要求學(xué)生掌握好助動詞do在不同人稱特別是第三人稱單數(shù)后的變化。通過學(xué)習(xí)本單元內(nèi)容使學(xué)生了解人乘坐不同的交通工具的表達(dá)方式。
教學(xué)建議
教學(xué)內(nèi)容分析
本單元的核心內(nèi)容是“運(yùn)用某種交通工具去某地的表達(dá)法”。在口語訓(xùn)練方面，主要是練by bike/bus/car/train/ship/plane及其問答。如：How do you usually go there/…? I usually go there on foot/by bike/…How many students go there on foot/by bus/…?等。對于第110課第1部分兩位老師的'對話，我們可帶著Is it a nice day?How does Mr. Wu usually come to school?What is wrong with his bike?這樣的問題，先聽后讀再說，去學(xué)習(xí)對話。語法方面主
要是進(jìn)一步復(fù)習(xí)、鞏固一般現(xiàn)在時態(tài)和走冠詞的某些用法。
聽說訓(xùn)練
本單元帶情景的對話始于第110課第一部分，盡管只有三段簡單對答，其中卻包含本單元的教學(xué)要點(diǎn)。如果第109課的詞匯和句型練習(xí)進(jìn)行得順利的話，可將這部分移至第一節(jié)課中操練。教師可先借助課本中的六幅圖，將by的用法教給學(xué)生。做法是：先造單句，然后再導(dǎo)入對話。教師設(shè)立幾個典型場景，請學(xué)生回答，如：在一般城鎮(zhèn)中Students usually come to school by bike/by bus/on foot.其中有些學(xué)生可能是by car/taxi;在水鄉(xiāng)生活的學(xué)生多半是by boat;而山區(qū)的孩子們可能是on foot;而牧區(qū)的學(xué)生也許是on horse，那么什么情況是by train可讓學(xué)生自己思考;他們也許還有許多其它選擇，如motorcycle(摩托車)，minibus(小公共)，electric bike(電動自行車)，subway(地鐵)，coach(長途公共汽車)，steamer(汽船)等。
綜合前兩課對話和聽力內(nèi)容，提供典型場景下的對話。
LI LEI: Hi, Yang Lan. Look at the sun. It's a fine day for a walk, isn't it?
YANG LAN: Yes. That's right. You came by bike today. Don't you usually come to school on foot?
LI LEI: Yes, I do. I like walking. But not today.
YANG LAN: Why not?
LI LEI: I got up late today. I didn't want to be late for school so I came by bike today.
YANG LAN: Oh, I see.
本單元對話訓(xùn)練的結(jié)果應(yīng)使學(xué)生就‘“交通工具”這一話題，聯(lián)系生活實(shí)際，自編對話，表演出來。本單元課文的聽力練習(xí)安排在第110課第三部分;練習(xí)冊第110課練習(xí)2也是個聽力練習(xí)。它們應(yīng)與對話訓(xùn)練密切配合，達(dá)到聽說相結(jié)合的目的。
語法教學(xué)建議
本單元語法要點(diǎn)是在學(xué)過一般現(xiàn)在時的其它用法前提下，教學(xué)其表示經(jīng)�；蛄�(xí)慣性動作的用法。經(jīng)過數(shù)次多種形式的訓(xùn)練，學(xué)生不難掌握這個用法。因?yàn)檫@個語法點(diǎn)已巧妙地融入課文的多項(xiàng)內(nèi)容中。教師只要適時幫助學(xué)生歸納其用法，如通過問答練習(xí)，讓學(xué)生相互問答有關(guān)自己及家人的日常作息活動，就可進(jìn)一步理解和掌握其用法。
Some ideas for extra practice or enrichment
1 Use the picture that you have brought several times to your lessons. Give a picture to each pair. They should discuss the picture in as much detail as possible. By using pictures, students can become more comfortable with just speaking. As the students are describing the pictures, make sure they don't write down the description. Some students feel they need to write what they are going to say before they say it. However, this is a bad habit, and will actually hinder their language learning. Encourage the students just to speak. As they are talking wander around the room and give help as necessary.
運(yùn)用你上課時用過的圖片，給每組學(xué)生一張，讓學(xué)生盡可能詳細(xì)地討論圖片。學(xué)生描述圖片時，一定不要寫下描述的內(nèi)容。一些學(xué)生覺得在用英語說前需要把他們想說的先寫下來，這是說英語的壞習(xí)慣，不利于你的語言學(xué)習(xí)。要鼓勵學(xué)生只說英語，必要時教師可以給予提示。
2 Have the students design their own kind of transportation and name it. They should give the purpose of their vehicle. Maybe they want to design something that takes them to the moon, the sun, or just around the block. Encourage them to be as creative as possible. You may need tohelp them with some of the names of parts of vehicles like tyres, windshield, etc.
讓學(xué)生自已設(shè)計(jì)他們自己的交通工具，并給它取名，學(xué)生必須說明這種交通工具的用途�；蛟S他們想設(shè)計(jì)一些能把他們帶上月球、太陽或只是街道四周。鼓勵學(xué)生盡可能有創(chuàng)造性，教師可以幫助學(xué)生給他們的交通工具取名，像輪胎、擋風(fēng)玻璃等。
閱讀教學(xué)建議
本單元第112課第三部分是一篇供選用的短文。練習(xí)冊第111、112課中也有兩三段短文。在閱讀訓(xùn)練中，教師可利用課文后的問題讓學(xué)生進(jìn)行鍛煉。如能以課文線索為背景，畫簡筆連環(huán)畫，幫助學(xué)生理解和復(fù)述課文，效果會更好。練習(xí)冊第112課練習(xí)6就是這種教法的一個示例。
詞語辨析
1.over the river和on the rive
over the river指“在河的上空(或上方)”，on the river指“在河面上”。over和on都是介詞，over是“在……上方”的意思，on是“在……上面”的意思，前者指兩物體不接觸，后者指兩物體相接觸。如：
There’s a light over the table.
桌子上方有一個燈。(light與table不接觸)
There’s a bridge over the river.
河上有座橋。(bridge和river不接觸)
How many boats are there on the river?
河面上有多少只船?(boats和river接觸)
The kite flies over the house.
風(fēng)箏飛在屋子上空。(kite和house不接觸)
There’s a tall building on the mountain.
山上有座高樓。(building和mountain接觸)
over可表示從一邊到另一邊越過某一物體，兩者可以接觸，也可以不接觸，on可指在某一物體上面移動。試比較：
The plane flies over the mountain.
飛機(jī)飛過那座山。(飛機(jī)和山不接觸)
The red car runs over the bridge.
那輛紅色汽車駛過大橋。(汽車與橋接觸)
The car runs fast on the road.汽車在路上飛馳。
2.too much和too many
too much和too many都作“太多”解，too much修飾不可數(shù)名詞。而too man修飾可數(shù)名詞。這里副詞too是“太”，“過分”的意思，加強(qiáng)much或many的程度。如：
You can’t have too much food at a time, or you II feel bad.
你一次不能吃太多的東西，要不然你會感到不舒服的。
There are too many people in that room. I can’t get in.
那個房間里的人太多，我簡直進(jìn)不去。
【注意】有時too much可單獨(dú)使用，與介詞短語for sb.連用，意思是“某人經(jīng)受不住……”，而too many則不能這樣用。如：
This problem is too much for a boy like him.
這一問題對于一個像他這樣的孩子太難了。
The trip is too much for my grandfather.
我爺爺經(jīng)受不住這次旅行。
【注意】too much還可以作賓語或狀語用，而too many只能作賓語，不能作狀語。如：
You can't eat too much at a time.你一次不能吃得太多。
He talks too much.他說得太多。
usually，often和sometimes的用法
這三個副詞是表示行為或動作的頻率的。在使用這些詞時，要注意它們在句中的位置，請看下面的幾個句子：
My mother usually goes shopping on Sundays.
(usually放在行為動詞go之前)
I’m often late for school.(often放在be動詞之后)
Sometimes I go to the park with my parents.
(sometimes放在句首)
Se sometimes goes to school on foot.
(sometimes放在行為動詞之前)
But I walk sometimes.(sometimes放在句尾)
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