人教版初中英语教案设计模板（优秀4篇）

发布时间：2023-02-05 05:24:20

人教版初中英语优质教案篇一

初中英语教案格式

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

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

2、本课在教材中的地位 status and function

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

3、说教学指导思想 teaching guideline

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

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

1)认知目标 knowledge objects

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

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

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

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

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

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

2)智能目标 ability objects

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

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

c. Develop their ability of thinking independently.

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

e. Train them to collect information from the Internet.

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

3)德育目标 moral objects

a. Arouse their interest in learning English;

b. Help them to understand the background of pollution.

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

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

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

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

a. New words and phrases

b. Sentence pattern: If- clause

c. improve their reading skills.

d. Talking about problems of the Earth.

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

a. functional item: Supposition.

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

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

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

二、说教法 Teaching methods

Five step method; audio-video; communicative approach;

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

三、说学法 Study methods

1、 Teach Ss how to be successful language learners.

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

3、 Get the Ss to form good learning habits.

四、说教学过程Teaching procedures

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

Activity 1: Imagination

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

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

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

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

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

II. 呈现 (Presentation) 5min

Activity 2: Presentation

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

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

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

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

III. 对话 / 阅读 (Dialogue)18m

1、 Pre- reading

Activity 3: Prediction

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

What do you think is discussed at the conference?

2、 While- reading

Activity 4: Read and answer

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

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

3、 Post- reading

Activity 5: Language focus

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

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

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

IV. 操练 (Practice) 10m

Activity 6: Retell

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

Activity 7: Acting out

Activity 8: Drill – Supposition

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

(Retell; act out; role play)

V. 巩固 (Consolidation) 6m

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

Activity 9: role play

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

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

Activity 10: Discussion

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

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

Collect their answers and form a report.

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

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

初中七年级下册英语教案：Unit 8 I’d like some noodles 篇二

I. Analysis of the Teaching Material

1、 Status and function

The topic of this unit is about food. The students will learn how to order food or

take-away. In this unit, the students will be able to use “would like” to express their need

for food and learn how to ask others‟ information and provide their personal information

during the process.

2、 Teaching aims and demands

1)。 Knowledge objects

a. To master how to order food or take-away;

b. To master the modal verb “would” and “what” questions.

c. To master the usage of countable nouns and uncountable nouns.

2)。 Ability objects

d. To use “would like” to talk about the need for food.

e. To improve students‟ ability of communication and social practice.

3)。 Sensibility objects:

Let the students experience the happiness of learning English, cultivate their ability

to do things and foster the spirit of cooperation in group activities.

3、 Teaching difficult points and focus:

1)To learn the names of food and the countable and uncountable nouns.

2)To learn how to order food.

3)To use “would like” to express their need for food and learn how to order food.

II. Target Language

1) what would you/he/they like to eat?

I‟d /He‟d /They‟d like some.。.

2) What kind of noodles would you/he/they like?

I‟d/He‟d /They‟d like beef and tomato noodles

IV. Vocabulary

noodles, beef, chicken, mutton, potatoes, tomato, cabbage,carrot, dumplings, porridge, soup, green tea, orange juice, would like…

V. Teaching Time

45 minutes

VI. Teaching Procedures

Step 1. Warm up.

1) Show some pictures about sports and let the students answer the questions below:

After doing these sports, what‟s your feeling?

Are you tired ？

Are you hungry?

2) Let the students thinking the question: If you are hungry, what would you like to eat?

3) Show some pictures of food that they have learned.

Step 2. Lead into.

1)T: “No food left! But don‟t worry, let‟s go to the restaurant to have a big meal.

Look! What can you see in the restaurant?

Yes, There are many kinds of food there. You can choose whatever you like”。

2)Show the new words.

3)Questions:

A: What kind of vegetables/meat/food/drink would you like?

B: I‟d like some…

Let the students to learn the names of food and the countable and uncountable nouns. Let the students make some dialogue.

Step 3. Let’s chant.

Step 4. Noodle House.

1) Show some pictures about noodle specials.

meat+vegetables → special1/special2…。

（let the students to guess the meaning of the word „special‟）

2) Make dialogue

A: What kind of noodles would you like?

B: I‟d like…and…noodles.

Step 5. Pairwork and guessing game

1) Pairwork 。（Make dialogues.）

2) Game: Who is the winner?

Ask a boy and a girl come before the blackboard, and then ask two students to make a

dialogues. The boy or the girl who find the right special will win one score…。after

some pairwork, see who is the winner? The boy or the girl.

3) Guessing game.

Step 6. Role Play (In the Nodle House)

A customer and a waiter. (Make a dialogue)

Let the students express their need for food and learn how to order food.

Step 7. Summary

Step 8. Apothegm

Step 9 A Flash → “I’m hungry”

Learn the song.

Step 10. Homework

人教版初中英语教案篇三

一、教材分析：

1、教学内容：

本单元是——（下）Unit—。主要围绕""这一主题展开各种教学活动，并以这一主题引出xx等语言功能。本单元旨在创造一个轻松，愉快的学习，交流环境，通过听，说，读，写来培养学生综合运用这些知识的能力。并让学生能在"做中学"（learningbydoing），通过有限的课堂实践活动，拓展以往的经历，能准确地用英语来表达。

2、教材的地位和作用：

——年级——单元

讲述的是——的用法，这是初中非常重要的时态之一。学生们能够用现在——来表达自己的经历，来体会别人的感受是很重要的。这个单元一定要体会现在——的真正含义和用法。要避免混淆几个重点词组的使用。

我们更要使学生不仅理解枯燥的语法，还要让学生们会用新学的语法知识来表达思想。

3、教材的处理：

根据《英语课程标准》（实验稿）关于总目标的具体描述，结合本单元这部分的教学内容及基于对教材的分析，我对本单元的内容进行如下处理，目的是突出重点，使课堂节奏紧凑，衔贯。本单元分为四课时，第一课时是SectionA，第二课时是SectionB，第三课时是SelfCheck，第四课时是——，最后一部分是做练习，以学生的自测为主，然后予以校对。

二、学情分析：

我们教学的对象是初二学生（好，中，差等生都有），他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。

三、教学目标：

根据以上我对本单元教材内容的分析和新课标的指导，我确定以下几个为本单元的教学目标：语言知识，语言技能，学习策略，情感态度和文化意识五个方面。

1、语言知识：

本单元要求学生掌握以下词汇——

语言功能：学习和增加阅读技巧和阅读策略。

语言结构：——

2、语言技能：

（1）能用——的各种形式进行准确的描述和表达——经历。

（2）能掌握——时态中几个词组的正确使用。

（3）能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。

3、学习策略：

通过本单元的教学，我要求学生能通过上下文内在的逻辑联系和在一定的语境中正确理解并运用——（时态）来准确地表达所发生过去的经历。

4、情感态度：

通过对本单元的任务性活动，我的目的是让学生们用英语描述他们过去的经历，同时能提高他们的观察能力和表达能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。

5、文化意识：

通过他们描述过去的经历，了解一些西方国家的风土人情。

四、教学的重、难点：

基于上述对教材的分析，我确定本单元的教学重点为——的用法。

教学难点为——含义和用法，能在交际中准确地运用——来描述或表达。

五、教学方法：

教法：情境教学法、语法翻译法、直接法、听说法、交际法、全身反应法

学法：自主、合作、探究

教法分析：

（1）——是初中非常重要的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，让他们讲述去过的国家或地方，创设生活化的真实情境引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了就用）。

（2）开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。

六、教学过程设计

Unit9

TheFirstPeriod（SectionA）

Step1Warmingup

（"良好的开端是成功的一半"，因此，我认为能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础，同时也能给自己适当的减压。）

T：Iliketravelling.IhavebeentoDalianandmanybigcities.Whataboutyou？

接下来教师让几个学生讲述他们去过的`城市或国家，让其他学生用英语来猜测。（目的是为本节课的现在完成时作好铺垫）

Step2Presentation

教师出示几张图片，引出现在完成时的结构和用法。

T：Haveyoubeentoanaquarium？

Yes，Ihave。

T：Haveyoubeentoawaterpark？

No，Ihaven't。

这样设计的目的是让学生在交际情景中感受出现在完成时的结构和用法。

然后叫学生归纳出现在完成时的结构句型。

人教版初中英语优质教案篇四

一、教材分析：