初中英语课教学设计(共8篇)(精简版)

2024年2月8日发(作者：平戎)

初中英语课教学设计(共8篇)

初中英语课教学设计(共8篇)

篇一：初中英语课堂教学设计初中英语课堂教学设计 课题：Unit

4 It as built over 2,000 years ago 设计人：黑龙江省泰来县 孙放 图片已关闭显示，点此查看 图片已关闭显示，点此查看 图片已关闭显示，点此查看 图片已关闭显示，点此查看 篇二：初中英语教案模板Teaching Plan Student: The students of Grade 9

Teaching Content: Go for it, students’ book of grade 9. Unit

1, the title is Ho do you study for a test? Section B, 3a, 3b,

3c. Teaching hour: One class hour Teaching plan: I. Teaching

Aims: 1. Learn and master ne ords, phras and ntence patterns.

2. Enable the students to talk in English about ho to study

English very ell. 3. Develop the students speaking and riting

ability. II. Teaching Main Points: 1. Improve the students’

speaking and riting ability. 2. Master some phras and some

ntence patterns. III. Teaching Difficult Points: 1. Phras:

first of all, later on, laugh at, take notes 2. Sentence

Patterns: Sb. be afraid to do sth. Sb. realize that –clau

IV. Teaching Methods: 1. Fast reading to find out the general

information about the passage.2. Question-and-anr

activities to help the students to go through the hole passage.

3. Individual, pair and group ork to make every student ork in

class. V. Teaching Aids: The blackboard VI. Teaching Procedures:

图片已关闭显示，点此查看 图片已关闭显示，点此查看 The

Blackboard Design: 图片已关闭显示，点此查看 篇三：初中英语教案Lesson Plan Born Dying Objectives: a. Let the students kno

something about AIDS. For example: What is AIDS? Ho does a

person get AIDS? b. Let the students kno the psychological state

and learn to care for tho AIDS patients. c. Cultivate the

students’ability to analyze the topic and try to get the

supporting points. d. Teach students ho to u subjunctive.

Important Points/Grammar: a. Cultivate the students’ability

to analyze the topic and try to get the supporting points. b.

Let the students kno tho AIDS patients’ psychological state

and learn to care for them. c. Teach subjunctive. d. ne ords

and phras：immune system；be inflected ith; survive; suffer

from; cheer up; available; persuade. Teaching aids: Pictures,

slides, pieces of paper ith different tasks on Procedure

Warm-up/Lead-in Activities: Hold a general knoledge test in

class by asking some questions related to AIDS, such as hat’s

the date of orld AIDS DAY? What’s AIDS? Ho do people get AIDS?

What’s the symbol of it? And so on，to stimulate students’

enthusiasm. Stage1, Reading: a. Involve students in reading the

text to get familiar ith the content. b. After finishing reading,

ask students five questions: 1. What’s AIDS? 2. Ho do people

get AIDS? 3. What kind of life does Xiaohua live? 4. What do

the AIDS patients suffer from? 5. If you have got ADIS, ho ould

you live your rest life? c. Teach students the to important

reading methods: skimming and scanning. Then, ask them to read

the text once again by using skimming to find the main idea of

the text and using scanning to find more specific information

of this text.d. After reading, let them prent their on anrs

of the five questions. Stage 2, Text Explaining: Divide the

hole class into 7 groups, every group focus on one paragraph

and finds out the important information hich supports the text.

At first, ment the anr of every group. Then explain the text

systematically. The text consists of some information as follos:

Para1: Xiaohua is?; she is? Para2: AIDS is a dia breaks

don leave defenless Para3: via unprotected x; infected

blood transfusion or through birth Para4: Children infect the

young suffer Para5: not discouraged encourage visit support

cheer up Telling encouraging creating Para6: Dia

fear ignorance misunderstanding Para7: “My life may have

to be short, but there is no reason hy itcan’t be beautiful”

Introduce to students hat subjunctive is. Then ask students to

find out the ntences hich contain subjunctive. The ntences

are: 1. I ish my mum ere here ith me and that e eren’t’t sick.

2. If I ere to live long enough to have a job, I ould choo

to be a doctor, helping the AIDS patients. 3. I ish people

ould find out the facts and not act as if I ere a bad or dangerous

person. 4. If I ere you, I ould give an AIDS patient a hug. Stage3,

Oral English Practice: First, Let students talk about their

dreams about future in small groups by using subjunctive. Then,

every group assigns a reprentative to share his dreams ith

the hole class. Stage4, Production: Guided, Meaningful

Production Written ork: Ask students to pretend to be

Xiaohua’s friends. According to the content of the text,

everyone rites a short letter to Xiaohua for greeting. Students

are directed to u at least some examples of the structures

ithin the text. Then, pick out the best one and read it in front

of the students. Homeork: Assign students supplementary

reading to practice subjunctive in real context. Asssment.初中英语教学设计 Teaching Aims and Demands: ge

knoledge: Key vocabulary: dining, hall, gym, science, lab, in

front of, next, behind, any, one, building Key structure: there

be „ 2. Reading skill: Teaching Procedures: 教师事先藏好自己的几样东西，上课时假装找不到（注意这时教师要使用丰富的体态语言和脸部表情，让学生感觉到这是真实的），这样就自然地呈现了新的句型： Where is„.? It’s on / on / in / in front of / behind

/ next to„ Where are „? They’re on / in / in front of / behind

/ next to„ 设计意图：通过设置让学生帮老师找东西这样一个真实的场景来导入新课，能够立刻调动起学生的参与性，启动学习的发生。

1. Sho the students a picture of a room ith a fe things in it,

and have them guess the places of the others. 呈现几张图，如classroom, science lab, dining hall, gym等，让学生小组竞赛猜测物品的名称及位置T: This is a picture of a dining hall. S1:

Are there any dishes in it? T: Yes, there are. Where are they?

设计意图：学生非常喜欢情景猜测这种游戏。这可以调动他们各方面的情绪，激活他们已有的知识水平。 设计意图：在使用好课程的核心资源――教材的同时，充分挖掘学生自身的资源，使课堂教学充满活力。 Watch the video. The students atch a clip of the video

about the classroom for a fe minutes. Have a petition. Have the

students make and anr questions each 图片已关闭显示，点此查看 Teaching Plan Be Careful ith Numbers in Listening Teaching

Material: P75 S2B Oxford English; Additional materialTeaching

Objectives: Knoledge objectives: To enable students to listen

and plete some exercis Ability Objectives: To encourage the

students to have basic skills of listening. Emotion objectives:

To cultivate the cooperation through peer interaction Teaching

aids: Multi-media Teaching and learning method: Guiding for

learning Teaching Procedures: Step1 Lead-in 1. Ask students:

What year is this year? 2. Sho students the picture of telve

animals in Chine horoscope, and tell them different namesTell

them this year is in the year of the Rat. 3. Ask students: Ho

old are you? When ere you born? What is your animal sign? What

characters do you think it has? 4. Ask students: What month ere

you born in? 5. Tell students that everyone in estern countries

has his or her on star sign. Step 2 Wele to the unit 1. Sho

students the picture of star signs. Ho much do you kno about

them? Let students guess different star signs. 2. In the West,

people u some creatures to reprent the star signs. Can you

tell me their names? Teach students ne ords. 3. Look at the

pictures and read the ne ords after the teacher. 4. Let students

finish Part A on P7 and check the anrs by reading the names.

5. Some more exercis to e if students have knon the star

signs. Sho students 6 pictures and name the star signs. Play

a guessing game: fill in the blanks by using the names of the

creatures. 6. Tell students there are 6 more star signs and let

them guess hat they are reprented by using the 6 pictures in

Part B on P7. 7. Check the anrs to Part B. Step 3 Oral practice

1. Ask students: When is your birthday? What is your star sign?2.

Sho students the telve star signs and let them point out their

on star sign in both English and Chine. Ask the students to

try to remember their on star sign. 3. Pair ork: Let students

ask and anr in pairs. Step 4 Comic strips 1. Are you interested

in star signs? So are Eddie and Hobo. Listen to their

conversation and repeat it after the tape. 2. Ask students some

questions to e if they have knon the dialogue. Who brings

Eddie the nespaper? What does Hobo ask Eddie to read? Why? What

do Eddies stars say? What happens to Eddies breakfast at the

end of the story? 3. Let students read the dialogue by

themlves 4. Do some more exercis after reading and check

the anrs together. 5. What do you think Hobos and Eddies star

signs are? 6. Oral practice: Try to act out this dialogue in

pairs Ask the students to make a ne dialogue by adding their

on ideas. Step 5 Homeork 1. Remember the star signs. 2. Make

up a ne dialogue about star signs. 3. Try to find out ho many

classmates are under the star sign as you. 篇四：初中英语全英教案A teaching plan By Liu Yuan fu Junior or Senior Section：Class： Aids: CAI, PPT Contents: 1. Vocabulary：guitar, join,

dance, sim, sing, chess, paint, s peak, play chess, speak

English, play the guitar, ant to join the music club, art club.

2. Structure: Can you play the guitar/ sim/paint/dance---? Yes,

I can. No, I can’t. Bu t I can---. Can he/she play the guitar/

sim/paint/dance---? Yes, he/she can. No, he/she can’t. Bu t

he/she can---. I ant to join the art club. 3. Dialogue:1c. 4.

listening: 1b. Objectives: 1. Teaching Aims and Demands

Instructional ObjectivesBe able to u the ne ords and phras:

guitar, join, dance, sim, sing, chess, paint, s peak, play chess,

speak English, play the guitar, ant to join the music club, art

club Be able to u “can” and can’t. Ability Objectives Be

able to u listening skills to prehend their dialogues, such

as listen for specific information etc. Be able to u hat they

learned to describe hat they can do and give respons. Be able

to u the language they learned to finish a dialogue and a short

passage. Personal objectives Teaching the ne ords in different

stages of the hole process. 2. Teaching Importance To master

the key vocabulary To understand and u the target language

To master the usage of the different forms of “can” in the

target language. 3. Teaching Difficulties To enable the

students to understand the ntence patterns to talk about the

ability enable the students to u the target

language The students learned the structure “can do sth”, So

it’s difficult and important to let them understand it can also

be ud to talk about the ability activities. 4. Teaching Aids

Multi-media puter, Tape recorder and so on. 5. The Teaching

Methods Communicative teaching method. Audio-visual teaching

method. Before class, get Ss to enjoy an English song for about

2 minutes to arm them up. The purpo of the task-bad

activities is to Interest the students Task 2:Lead-in1. U the

PPT to lead in the ne lesson.. sho some pictures andteach the

ords and phras: guitar, join, dance, sim, sing, chess, paint,

s peak, play chess, speak English, play the guitar, ant to join

the music club, art club. 2. ask Ss read the ords together. The

purpo of the task-bad activities is to u real program to

ari the students’ interests and students can easily

understand the ne ords through atching the pictures. Task3:

Play a game1. Sho some actions and let Ss guess hat kind of

actions they are. Ask the students to act out the actions in

front of the class in ten conds. 2. Match ords ith the people

in 1a. Sho the ords and the pictures of the actions. Let the

students do then check the anrs. The purpo of the task-bad

activities is to consolidate vocabulary Task 4: Prentation1.

Sho some actions and say I can play the guitar/

sim/paint/dance---. Then ask the students: Can you play the

guitar/ sim/paint/dance---? Help the students anr: Yes, I

can./ No, I can’t. Bu t I can---. 2. Sho some pictures of the

actions and ask the students to practice in pairs together in

class. Finally invite some groups to act them out in front of

the class. 3. Sho some actions and say he/she can play the

guitar/ sim/paint/dance---. Then ask the students: Can he/she

play the guitar/ sim/paint/dance---? Help the students anr:

Yes, he/she can./ No, he/she can’t. Bu t he/she can---.4. Sho

some pictures of the actions and ask the students to practice

in pairs together in class. Finally invite some groups to act

them out in front of the class. The purpo of the task-bad

activities is to let the students learn to cooperate ith each

other and practice the language points, improve the students’

abilities of speaking. Task5: Reprentations1. Sho some

pictures of the clubs and let the students tell hat clubs they

are. E g: A: Do you kno the clubs? B: Yes, I do. A: What kind

of club is it?B: It is art/ music---club. 2. Sho some pictures

of the clubs, ask and anr: A: What club do you ant to join?

B: I ant to join the art club. A; Can you paint? B: Yes, I can.

3. Pair ork Sho some pictures of the actions and ask the students

to practice in pairs together in class. Finally invite some

groups to act them out in front of the class, using the folloing

ntences: A: What club do you ant to join? B: I ant to join

the --- club. A; Can you ---? B: Yes, I can. I can---. The purpo

of the task-bad activities is to train their munication

skills and grasp the expressions in this lesson. Task 6.

Listening1. Ask Ss to open their books and turn to Page 59. Look

at part 1b, look at the conversations and make sure the students

understand the conversations and hat to do. Then play the tape

for three times. For thefirst time the students only listen to

understand the hole general meaning of the conversations. For

the cond time the Ss pay attention to the activity in each

conversation and rite them in the blanks. For the third time

the Ss pay attention to the time that the activities in each

conversation are done and number the conversations Give the

students veral minutes to prepare the survey using the target

language to ask and anr, next fill the form : A: What club

do you ant to join? B: I ant to join the --- club. 图片已关闭显示，点此查看 Finally ask to groups of the students to report

their results. For example: Tom can sim and paint, but he can’t

sing. He ants to join the simming club and the art club---.The

purpo of the task-bad activities is to make everyone

participate in the class and oral practice to improve students’

interest. It also can train their munication skills. Task 8.

SummarySummarize the key language points in groups , and sho

them on the screen to help the Ss take notes. The purpo is

to teach students to learn absorption capacity Task 9. Homeork1.

Consolidate and revie the expressions of the lesson. 2. Write

a short passage about the results of the survey. Blackboard

design 图片已关闭显示，点此查看 篇五：初中英语优质课教案初中英语优质课教案 授课日期：2016年10月27日 执教教师：姚乾兴 工作单位：望谟县打易中学 授课年级：八年级（2）班 节次：第1节 教 材：新课标（八年级·上册） 课 题： Unit 4 Ho do you get

to school? 一、教学内容： Unit4 Ho do you get to school? 二、教学目标： 1、知识目标：单词：subay take the subay train ride

a bike alk 等。 2、语言目标：ho引导的特殊问句；肯定句与否定句。听：能听懂谈话出行的方式。说：能表达自己想到达目的的出行方式。读：能正确朗读本单元的对话和句型。写：能写本单元的单词和句型。 3、学习策略：注意通过语言语调的表达来推测词义，也可借手势动作和表情来完成。（主动参与学习，善于和他人合作交流）。

4、情感目标：学会在交流活动中尊重和理解别人，学会交换不同的看法，了解他人的生活习惯，增进情谊。 5、德育目标：在歌曲和游戏中习他人积极、乐观、努力进取的团队合作精神。 6、多元智能：人际交往 逻辑表达 个性呈现 7、文化意识：了解英、美国家中小学生上学的方式，培养世界意识。了解中西文化的差异。 三、教学重点、难点： 1. ho /ho far /ho long 引导的特殊疑问句. 2. 乘坐交通工具的表示方法. 3. It takes /ill take/took sb. some time

to do sth. 四、课前准备： cards and a tape-recorder . 五、教学运用：情景交际法、游戏法等。 六、教学手段：多媒体演示、flash动画、ppt演示、歌曲游戏及肢体语言的应用。 七、教学过程： Step

g up. Great the class as usual. Talk about the eather .

T: Ho’s the eather today? T：Ho as the eather like yesterday? ??

point student A say “ Hello! Listen to me ok ?.I ill sing a

song to you .But youmust ?”.Listening to a song 歌曲欣赏，创造轻松愉快的学习气氛, 激发学生的好奇心，为学习新课打下伏笔。

Step 2 、Games 用肢体语言表达让学生猜测意思，完成交通工具词汇的预知。 Step 3、Play 多媒体技术呈现以上预知的词汇导入新句型ho do you get to ?.?的学习。 Ask students to try to read the

ords :bike train subay car boat .and correct the rong

pronunciation of the ords .Then do a ords game .do you get

to school? I take the bus. A. Why B. Ho C. When D. Where 2. Ho

Dave to school yester day? A. does; get B. did; got C. does;

got D. did; get 3. She goes to the library Tom and Marry home?

A. do; get to B. does; get to C. do; get D. does; get （通过

练习巩固所学内容，特别是练习3强调了步行用“on foot”练习4强调了地点副词“home”前不用介词“to”） Step 8 ：Homeork:

Write don your on conversations in pairork. Intervie ten

students ho they get to someplace, make a list. 八、板书设计：

Unit4 Ho do you go to school? Ho do you go to school? takes the

train takes the bus takes the subay alk I go to school by??.

九、教学反思： 1) 基本按照新课标的要求让学生成为课堂的主体，遵循学习认知规律，通过设疑、提问、启发、诱导、游戏、多媒体动画等方法，调动学生积极性，使整个教学呈现轻松的发展过程。 2) 多媒体教学使课堂生动活泼，增加了教学容量，使老师更好的利用和节省时间。 3) 随堂的几道习题帮助学生更好的掌握了所学。 4)多设计一些合适的活动吸取他人经验改进自己的教学方法，这节课一定会取得更好的效果。 篇六：初中英语阅读课教学设计初中英语课外阅读课教学案例 英语组：袁迎迎 1、话题：本课时选择的是初二英语revie6-8课外阅读文章， Ho often do you exerci?中的一篇文章，主要是围绕本话题的中心任务“Food and lifes ”而展开的。 2、内容：这篇文章讲述了很多学生平时的饮食和生活习惯。通过学习，让学生明白什么是健康的饮食和生活习惯 3、目标：（1）理解课文内容，知道如何捕捉细节。 （2）根据图片猜测大意。 （3）引导学生掌握模仿主题进行描述的技巧, 形成根据主题理解文章细节并能分辨是非的能力。 Warming–up activities （一）Free Talk: To ask

the student on duty to make a speech: “What is my favorite food?”

（二） some names of food 2. To sho the students

beautiful pictures of food . During the talking,the teacher can

rite some of them on the Bb, especially some ne ords: fruit,

et, bread, meat, juice. 3. To ask the students to ask and anr:

“What is it?”, “Do you like it?” （三）Discussion : （１）What food can e eat a lot? （２） Do you think ? is good for

our health? （３） Which is your favorite?Reading （一）Listening

and scanning: 1. What do students ant to be? 2. What do students

eat for breakfast no? （二）Intensive Reading: Read the text

again, try to anr some questions: （三）Skimming: 1. To ask

groups 1 2 to read the text a third time, and make a dialogue

in pairs. 2. To ask groups 3 4 to retell the story. （四）Extension activity: To ask the students to tell something about

their on lifes. 反思 在教学实践中，体会到，阅读教学应处理好以下四个关系： １：教师的“教”和学生的“学”的关系。教师应更多地关注如何教会学生阅读，而不是仅向学生灌输大量的语言知识。教学过程是学生在教师的帮助和指导下掌握知识和形成技能的过程。教师应让学生在活动中发挥其主体地位，让学生自己去发现问题、分析问题和解决问题。 ２、在教学设计过程中，要尽最大可能考虑学生情感在教学中的重要性，要设法让学生在快乐中学习。但教师不能片面地追求所谓的“快乐”，一味强调热闹课堂，气氛是活跃了，但忽视了学生对知识的掌握和能力的培养。３、阅读过程与结果的关系。任务型教学要求教师在教学中不仅要关注学习的结果，还要关注学习的过程。学生完成任务的过程就是学生发现问题、分析问题和解决问题的过程。同时也是逐步提升阅读技巧，提高阅读能力的过程。 ４、实践和反思的关系。反思是实践的一面镜子，每次的教学反思都能折射出实践中的成功和不足之处。在教学中应该不断借鉴成功，改进不足，把培养学生学会阅读、学会自主学习作为追求的目标。 篇七：初中英语听说课教案初中英语听说课教案、学案一体化设计 图片已关闭显示，点此查看 图片已关闭显示，点此查看 图片已关闭显示，点此查看 图片已关闭显示，点此查看 篇八：初中英语阅读课教学设计谈初中英语阅读课教学案例 吉林省桦甸市金沙中学：王欣平 一、背景 现行初中英语教材具有很多的优点，但由于学生认知水平的发展具有规律性，教师只有充分认识和掌握这种规律，并结合教学实际，合理设计教学程序，充分发挥学生的主体作用，教学相长，才能达到教学效果的最优化。 二、教材分析 1、话题：本课时选择的是初二英语课本第四单元 Ho often do you exerci?中的一篇文章，主要是围绕本单元的中心任务“Food and lifes ”而展开的。 2、内容：这篇文章讲述了很多学生平时的饮食和生活习惯。通过学习，让学生明白什么是健康的饮食和生活习惯 3、目标：（1）理解课文内容，知

道如何捕捉细节。 （2）根据图片猜测大意。 （3）引导学生掌握模仿主题进行描述的技巧, 形成根据主题理解文章细节并能分辨是非的能力。 Step 1: Warming–up activities （一）Free Talk: To ask

the student on duty to make a speech: “What is my favorite food?”

设计思路：以讨论日常生活的话题进入，可以活跃课堂气氛。同时，由于每天都有值日生报告，可以锻炼学生的书写和口头表达能力。另外，在交流过程中，也互相锻炼了学生的听力水平。 （二）

some names of food 听和读都是学生获取信息的有效途径。通过让学生边听边读可以培养其快速阅读的能力。通过有目的地听和读，让学生在了解课文大意的同时握课文中一些细节性的内容。 （二）Intensive Reading: Read the text again, try to anr some

questions: 设计思路：进一步有目的地读，可以让学生更好地了解课文细节。同时,通过抢答加分的方式，进一步激发学生的主动参与性。 （三）Skimming: 1. To ask groups 1 2 to read the text a

third time, and make a dialogue in pairs. 2. To ask groups 3

4 to retell the story. 设计思路：1、让学生进一步阅读课文，了解文章的内容，通过对话培养学生交流与合作能力。 2、通过文章改写与复述培养学生运用语言的能力。 （四）Extension activity: To

ask the students to tell something about their on lifes. 设计思路：学以致用，自己的话题会让他们产生更大的兴趣。同时，通过这项活动可以充分训练学生的综合技能。 四、教学后记 针对上述教学设计和具体的教学活动，本人事后有以下几点思考： １、比赛是学生比较喜欢的学习方式。以竞赛形式贯穿整个教学活动是该部分教学设计的亮点。在比赛过程中，学生反应积极，讨论热烈，思维活跃，竞争激烈，教学效果比较令人满意。同时在教学过程中，充分并合理安排学生的合作活动，让他们在合作探究中共同提高，收到了较好的效果。 ２、只有通过阅读才能让学生理解课文内容，并形成一定的阅读技能。本环节通过“提炼大意，情节捕捉，合作探究和延伸训练”四个步骤，培养学生概括主题、捕捉细节和再现阅读内容的技能。教师同时能注意设计合适的衔接语言，使各个教学环节自然过渡，让学生在不知不觉中进入学习状态并开展活动。 ３、教师在教学过

程中积极调动学生，让学生自己来组织并完成任务，真正体现了学生的主体地位。 五、反思 在教学实践中，本人也体会到，阅读教学应处理好以下四个关系： １：教师的“教”和学生的“学”的关系。教师应更多地关注如何教会学生阅读，而不是仅向学生灌输大量的语言知识。教学过程是学生在教师的帮助和指导下掌握知识和形成技能的过程。教师应让学生在活动中发挥其主体地位，让学生自己去发现问题、分析问题和解决问题。 ２、在教学设计过程中，要尽最大可能考虑学生情感在教学中的重要性，要设法让学生在快乐中学习。但教师不能片面地追求所谓的“快乐”，一味强调热闹课堂，气氛是活跃了，但忽视了学生对知识的掌握和能力的培养。 ３、阅读过程与结果的关系。任务型教学要求教师在教学中不仅要关注学习的结果，还要关注学习的过程。学生完成任务的过程就是学生发现问题、分析问题和解决问题的过程。同时也是逐步提升阅读技巧，提高阅读能力的过程。４、实践和反思的关系。反思是实践的一面镜子，每次的教学反思都能折射出实践中的成功和不足之处。在教学中应该不断借鉴成功，改进不足，把培养学生学会阅读、学会自主学习作为追求的目标。