《初中英语教学设计（优秀14篇）》

希望这份教案能够帮助教师更好地掌握相关的教学方法和技巧，提高教学质量，为学生的成长和发展做出更大的贡献。旧书不厌百回读，熟读精思子自知，以下是爱岗敬业的小编枫为家人们分享的14篇初中英语教案设计的相关文章，仅供借鉴。

初中英语教学设计 篇1

一、教学目标

在本节课结束时，学生将能够学会表述家庭成员的称谓，学会用特殊疑问句来询问家人的称谓和介绍家人。

知识与能力

能听懂有关介绍家庭成员的对话，并能根据提供的信息介绍家人。

过程与方法

采用role-play、pairwork的学习方式，利用图片、听力材料等来展开课堂教学。

词汇教学

采取头脑风暴及图片匹配的方式进行教学，让学生唤醒已有知识，在情境中操练、理解含义，并学会运用；

听力教学

采取听，圈出所听到的单词的方式；

教学

采取pairwork问答式的口语交际活动及role-play角色扮演的`形式进行操练；

语法教学

总结规律、抓住特征、模仿操练。

情感态度与价值观

通过谈论家庭生活这一话题，引导学生正确理解家庭的真正意义，教育学生体贴父母，关爱家人。

二、教学重难点

教学重点

(1)掌握家庭成员的称谓。

(2)能够简单介绍人物关系。

(3)能够指认人物关系。

教学难点

(1)介绍家庭成员时对名词单复数与谓语一致性的正确使用。

(2)Is this / that…?肯定否定回答时代词的使用。

三、教学过程

1.整体情况良好。项目全，内容完整。所有老师都按照学校的要求完成了备课量。教案撰写环节清楚，目标明确，重难点突出，反思仔细、认真。

2.作业形式丰富，有实效，作业量适中。

3.课前准备充分。注重运用课件、图片、单词卡等多媒体技术，激发学生学习兴趣，充分调动学生的学习积极性。

存在的问题：

1.个别老师的教案略显简单，对于重点知识的呈现、如何帮助学生感知、体验、理解语言并运用、内化语言缺乏具体活动安排。

2.板书设计相对简单。可以更合理地设计板书，明确各节课的重点、难点，这样也有利于学生对各节课重点知识的整体把握，便于学生形成知识系统。

3.个别教师没有附上复习教案和试卷。

英语作业优点：

1.作业次数充足，全批全改。

2.大部分学生书写认真，教师批阅规范，且细致、及时。

3.中、低段学生以单词、句子书写为主，作业上有教师对学生书写的示范和指导。教师批改规范，学生书写习惯较好。

4.高段学生以习题练

英语作业存在问题：

1.中、低段部分学生作业不够平整和整洁。

2.部分学生的书写习惯有待提高，需要教师更加严格的要求。

初中英语教案 篇2

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 (职业的) 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. 雾，a thin fog made by very small drops of water in the air. 其形容词为misty，比较级为mistier，级为mistiest。

wonder v. = question是“想要知道”的意思，它常跟宾语从句。同时它还有“感到惊奇”之意。

alive［E5laiv］adj.活着的，come alive表示“活跃起来”，stay alive表示“继续活着；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.

初中英语教案 篇3

Unit 2 Is this your pencil?

教学内容

本单元围绕着“Is this your pencil?”这一主题开展听、说、读、写等多种教学活动，其教学核心内容是“确认物主”。通过本单元的教学，使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及英语中对应的表达法，学会写寻物启事和失物招领。教师应着力培养学生能在日常交际交往中有效地使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础。

教学目标

1)知识目标：

A.学习并掌握指示代词： this、that;

B.学习What引导的特殊疑问句；

C.学会Yes/No问句及其简单回答；

D.学会句型：---How do you spell pen? P-E-N.

2)能力目标：

A.能辨认物品的所有者；

B.根据不同场景，能用英语对物品的所属进行提问和回答；

C.能识别不同句式的语调(陈述句，疑问句);

D.培养学生听、说、读、写的能力及创新思维能力。

3)情感目标：

A.通过寻找主人的游戏和失物招领等活动，培养学生拾金不昧的良好的品德及健康向上的人格；

B.通过开展小组活动，指导学生积极与他人合作，相互学习、相互帮助，共同完成学习任务。

教学重点、难点

重点：A.掌握批示代词this、that用法；

B.掌握特殊疑问句和Yes/No问句及其简单回答。

难点：学会写寻物启事和失物招领。

课时安排

第一课时Section A 1a-1c

第二课时Section A 2a-4b

第三课时Section B 1a-2c

第四课时Section B 3a-4 Self-check 1-3

Period One

课前准备

教师：录音机，图片，物品实物。

学生：实物(学习用品).

教学设计

Step One: Warming up.(通过复习形容词性物主代词，把学生引入学习英语的

情境中。)

Learn the chant.

T:Let’s sing the chant together.

my 是我的，your是你的，男他的是his,女她的是her; 名词前面常站岗，限定所属有功劳。

Step Two: New words.(利用实物教学，使得教学过程自然、形象。)

1. Present the new words.

T: Boys and girls, look at this please. What’s this in English?

(Teacher holds a pen in the English.)

S1:A pen.(Ss may say it in English.)

T: Yeah. It’s a pen. And what’s this?

(The teacher holds an eraser in the hand.)

S2:It’s an eraser.

(Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.)

2. Practice the new words.

T: Now, please look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.)

T: OK,let’s check the answers. Who can tell us the answers?

S2:…

Step Three: Present the drills.

1. Present the drill “Is this…?Yes/ No,it is/isn’t.”(利用实物引入句型，使用不同人的物品来引入形容词性物主代词和名词的搭配的用法。)

(Hold the teacher’s pen.)

T:This is my pen.Is this your pen?

S1:No,it isn’t.It’s your pen.

T:(Hold the student’s pen.) This is your pen. Is this your pen?

S1:Yes,it is. It’s my pen.

T:(Hold a girl’s pen.) This is her pen. Is this your pen?

S1:No,it isn’t. It’s her pen.

T:(Hold a boy’s pen.) This is his pen. Is this your pen?

S1:No,it isn’t. It’s his pen.

T: Thank you.

2. Practice the drill “Is this your…?” in pairs with your own school things.Pay attention to the use of my, your, his or her.(利用学习用品操练句型，并加深对物主代词的理解。)

S3:Is this your…?

S4:…It’s my…

S3:Is this…?

S4:…It’s his/her…

(The teacher asks a few pairs to practice.)

3. Present the drill “Is that …? Yes/ No, it is/isn’t.”(利用教师所站位置的不同来引入批示代词that的用法，并从位置关系上让学生准确理解this ，that的区别。)

T:That is my book. Is that my book?

(Put a book on the teacher’s table so that the Ss can see it clearly, and the teacher stands a little far from the table.)

S5:Yes, it is .It’s your book.

T:That is his book.Is that your book?

(Put a boy’s book on the table and the teacher in the same place.)

S5:No, it isn’t.It’s his book.

T:That is her book.Is that your book?

(Put a girl’s book on the table and the teacher in the same place.)

S5:No,it isn’t.It’s her book.

(Teach and practice the drill “Is that …?” and its answer.)

4. Practice the drill “Is that your…?” in pairs with your own school things.(通过练习，区别两个批示代词的用法。)

S6:Is that your…?

S7:… It’s my ….

S6:Is that your…?

S7: …It’s his/her…

(The teacher asks some pairs to practice.)

5. Listening.(进行听力练习，巩固所学的句型。)

T: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.

(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)

T: Let’s check the answers, OK?

S8:(from left to right)

T: Thank you.

6. Practice the drills according to the pictures using“his or her”。(设置情景，使学生在情景中准确运用物主代词his或her。)

(Show students four pictures like the followings.见课件。)

Step Four: Task “Have a contest”。(把两个学生的文具混在一起，然后请他们分别 挑 出自己和同伴的物品，用的时间少者为胜者。挑选物品的同时，要求学生用英语说出：This is my…That is her/his…)

T:I’ll put your things and your friends’ things together. I want to see if you can identify which is yours and which is hers or his.

(Put the same number of the things together, and first ask them to pick out their own things and their partners’ things. Then ask them to give a report, using the key words and target language. One student picks up the things while the other counts the time as well.)

Languages used for the task:

1. This is my…

2. That is her/his…

Step Five: Summary.(编一个Chant ，便于学生进一步识记本节课所学的重点词汇和语言项目。注意应强调Chant 的节奏和一般疑问句的语调。)

Chant.

T: In this class, we’ve learned the names of some common personal possessions and how to identify ownership. Let’s learn to say this chant.

Is this my book? Yes, it is.

Is that your ruler? No,it isn’t.

Is this her pencil? Yes, it is.

Is that his erase r? No,it isn’t.

Homework.

Read the new words and the target languages presented in this class and say the chant to improve your spoken English.

Period Two

课前准备

教师：录音机，所学物品的图片，一个书包(里面装着事先收集的学习文具)，表格若干张。

学生：一张硬纸写上自己的姓名和电话号码，学习的物品。

教学设计

Step One: Revision.

1. Review the drills.(用学生的姓名和电话号码来复习句型：Is this (that) your (his/her)…?及简短回答：Yes, it is./No, it isn’t.注意教师提问的同时，用手势来帮助学生给出你预想的答案。)

(Put some paper with the names and telephone numbers on the blackboard.)

T: Please look at the blackboard. And answer my questions , please . Is this your first name?

S1: No , it isn’t.

T: Is that her last name?

S2: Yes, it is.

T: Is this his telephone number?

S3: Yes, it is.

T: Good. This time, who would like to come to the blackboard and ask questions like me?

(Students in turn come to the blackboard, point to the paper and ask questions, then ask other students to answer.)

2. Review the vocabulary.(在黑板的名字旁边贴上学习物品的图片，来复习所学的单词和句型。)

(Put some pictures of things students have learned in class next to the names of the students.)

T: Is this your ruler? (Point to Picture 1.)

S4: No,it isn’t.

T: Is this her ruler? (Point to Jenny Chen.)

S4: Yes, it is.

T: Is that your pencil case? (Point to Picture 2.)

S5: No, it isn’t.

T: Is that his pencil case ? ( Point to Jim Wang.)

S5: Yes, it is.

(Get the students to ask the questions in turn, make sure they use the items they like.)

Step Two: Listining.

1. Listening (2a). (练习听力前，先让学生再一次说出图片中物品的英文，进一步强化重点单词。)

T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the students to name each one individually.)

S6: This is…

S7: This is …

……

T: Now please take out the objects in 2a and put them on the desk. You will listen a dialogue and please pick up the things you hear. Let’s see who will do fastest and best.

( Play the recording for the students to listen.) (让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。)

T: Now let’s check the answers. Please hold the things you hear and say their English names,OK?

(Make sure students hold the things to show them to the other students.)

S8: Pencil.

S9: ……

2. Listening (2b). (进一步强化重点词汇后，进行听力练习，要求完成单词的拼写。)

T: Now please read the words. One holds the things, the others read them aloud one by one.

(One student holds the things, and the other students say the words aloud.)

T: This time you will listen to the recording again, and you will write one of the words from the box on each blank line.

(Play the recording. Students listen and complete the conversation.)

T: Let’s check the answers. I’d like to ask three students to read the conversation in role.

(Three students read the conversation, filling the missing words. The rest of the students check their answers.)

Step Three: New drills.

1. Present the new drills. (用实物引入新句型，帮助学生用正确的句子来回答。)

(The teacher shows students a pencil.)

T: What’s this in English?

S: It’s a pencil.

T: How do you spell it ?

S: P-E-N-C-I-L.

(Change an eraser. Ask and answer in the same way.)

2. Practice the drills. (学生分组练习新句型。)

T: Now please practice the conversation with your partner. Use the words shown in 3a.

SA: What’s this in English?

SB: It’s a ruler.

SA: How do you spell it ?

SB: R-U-L-E-R.

(As students practice, the teacher moves around the classroom checking progress and offering pronunciation and intonation support as needed.)

T: I’ll ask some pairs of students to practice the conversations.

SA: …

SB: …

3. Play the game : A spelling game. (进行一个拼写游戏比赛，进一步操练新句型 。)

T: Now let’s play a spelling game. We divide our class into two groups. Each team will take turns asking the other group to the spell we learned in class. The team who is the first to get ten points is the winner. Let’s start.

SA: How do you spell backpack?

SB: B-A-C-K-P-A-C-K.

T: Group B, one point. It’s your turn to ask, please.

Step Four: Task 2: Find the owner.

英语教学设计 篇4

英语的决心和信心，也怀有极大兴趣和强烈的求知欲，作为教师应最大限度保护和激发学生英语学习的动力。学习成功与失败的关键因素是情感教育，而情感教育的实质是爱心教育。情感教育是一种温馨和谐的情感交流，是一种智慧潜能的研发。所以，作为高一教师要尽快建立和谐民主的师生关系、尊重、信任、期待和欣赏学生。赏识教育在教育艺术中具有独特魅力，教师要从开始让每一个学生都有机会在课堂展现自我，肯定自我，要让全班学生都树立信心和兴趣，对学生一视同仁，热情鼓励和表扬学生，从学习和生活方面关爱他们，不歧视和挖苦学生，帮助和培养学生的自信以及健康的心理品质的形成。一句话，在英语教学中时刻渗透情感教育是搞好教育教学的基石和前提。

初中英语教案 篇5

period 1

Teaching aims:

knowledge aims:

ability aims:

emtional aims:

Teaching important point:

Teaching difficult point:

Teaching methods:

Teaching aids:

Teaching procedures:

1 lead-in 2.warming up3 listening 4 practice 5 summary 6homework

Blackboard design:

Teaching reflection:

英语教学设计 篇6

Lesson 83 多媒体教学设计方案

教学目标：

1．继续学习反身代词的用法

2．继续学习情态动词can的过去式could。

3．熟练掌握并列句的用法。

教学过程：

1．（录像演示）复习前面学的反身代词的用法，从而导入本节课继续学习反身代词。

2．（导入）教师由介绍贝多芬有才华但贫穷导入Part 1的教学，让学生先了解Mr. More和Mr. Little的情况。

3．（录像演示）让学生带着下面的问题观看Read and learn的情景演示，了解教材的大意。

Does Mr. More enjoy himself? Why?

Does Mr. Little enjoy himself? Why?

（学生活动）让学生根据录像内容回答下列问题：

w1. Could Mr. More buy himself lots of nice things?

w2. Did he have many friend?

w3. Did he enjoy himself?

w4. Why didn’t he enjoy himself?

w5. Could Mr. Little buy himself lots of nice things.

w6. Did he have many friends?

w7. Did he enjoy himself?

w8. Who was happier, Mr. More or Mr. Little? Why?

教学这部分内容的语言点：

（录像演示）复习并列句的运用。然后通过练习来巩固对并列句的运用。

将下列句子用but 或and 连接。

1.The boy is very clever. He didn’t work hard.

2、 Mary is always kind to us. We all like her.

3、 My brother is very careless. He never forgets his homework.

4、 Jane is a worker. He loves his work very much.

（录像演示）先复习情态动词can的用法，本单元教学的是can的过去式could。

wA: Can you swim now?

wB: Yes. I can.

wA: Could you swim two years ago?

wB: No, I couldn’t. I learned it last year?

4．（学生活动）Discussion

让学生讨论：If you have lots of money, what will you do?

1) Who do you want to be, Mr. More or Mr. Little?

2) Can money bring us everything?

3) Which do you prefer, money or friendship?

5．（录像演示）Read and say，让学生观看对话，学习新词汇：come along, return，然后回答问题：

1）What are Sarah’s friends going to do tomorrow?

2）Can Sarah go with them? Why or why not?

让学生表演此对话，然后做类似的对话，运用反身代词。

6．总结

（课件演示）反身代词的运用。

7．Exercises

用适当的反身代词填空。

1、 He taught ________French.

2、 Did Ann and her friends enjoy _______at the party last night?

3、 “Who did you go there with?” “Nobody. We went all by ______.”

4、 Could Mr. More buy _______lots of nice things?

5、 He said to _______, “I don’t know why!”

6、 He said, “Boys and girls, help _______.”

7、 “You must look after _______at home,” Jim’s mother said to him.

8、 I can’t leave her by________.

Keys: 1.himself 2.themselves 3.ourselves 4.himself 5.himself 6.yourselves 7.yourself 8.herself

用连词and, but, so, or填空。

1、 He helps her _________she helps him.

2、 I got up late this morning, ________I wasn’t late for school.

3、 You may go to Hangzhou ________go to Guilin.

4、 He is ill, ________he can’t come to school.

Keys: 1.and 2.but 3.or 4.so

8．Homework:

1、 Copy the words and the phrases.

2、 Do the exercises on page 99.

3、 Writing: Can Money Bring us Everything(150 words) 。

初中英语教学设计 篇7

教学目标：

1. 能够听懂、会说、会读、会写有关家庭成员的单词和短语。

2. 能够运用所学知识，介绍自己的家庭成员。

3. 能够理解并运用一些日常用语和表达方式。

教学重点：

1. 家庭成员的单词和短语。

2.自我介绍和介绍家庭成员的表达方式。

教学难点：

1. 运用所学知识，介绍自己的家庭成员。

2. 理解并运用一些日常用语和表达方式。

教学准备：

1. 教师准备PPT、音频、图片等教学资源。

2. 学生准备笔记本和笔。

教学过程：

Step 1 自我介绍

教师先介绍自己，然后让学生一个一个自我介绍，介绍自己的姓名、年龄、爱好等。教师可以用PPT或图片来辅助学生学习。

Step 2 家庭成员单词的学习

教师通过PPT或音频等教学资源，让学生学习家庭成员的单词和短语，并帮助学生记忆和理解这些单词和短语的意义。

Step 3 家庭成员介绍

教师让学生用所学知识介绍自己的家庭成员，包括姓名、年龄、职业等，并加入一些日常用语和表达方式，如“这是我的爸爸，他是一名教师”等。教师可以在黑板上写下一些常用的日常用语和表达方式，供学生参考。

Step 4 练习和巩固

教师让学生分组进行练习和巩固，让学生互相介绍自己的家庭成员，并加入一些新的日常用语和表达方式。教师可以在课堂上进行点评和指导，帮助学生提高表达能力。

Step 5 总结和反思

教师让学生总结所学内容，并在课堂上进行反思和讨论，帮助学生发现自己的不足之处，并提出改进的建议。

教学反思：

本节课主要是让学生学习家庭成员的单词和短语，并运用所学知识介绍自己的家庭成员。通过本节课的教学，学生能够掌握一些日常用语和表达方式，提高自己的表达能力。同时，教师还可以在课堂上进行点评和指导，帮助学生更好地理解和掌握所学内容。

初中英语教学设计应以学生为中心，关注学生的`学习兴趣、特点和需求，同时结合教学大纲和课程标准，合理安排教学内容，采用多样的教学方法，以提高学生的学习效果和英语综合运用能力。

首先，要对学生的基本情况有充分了解，包括他们的英语水平、学习习惯、兴趣爱好等，以便设计出符合他们认知发展水平的教学方案。在教学过程中，应始终以学生的兴趣为导向，引导他们积极参与课堂活动，激发他们的学习热情。

其次，教学内容的选择应紧密结合教材，注重知识的系统性和连贯性。同时，要适当引入一些学生感兴趣的话题和情境，使教学内容更加生动、有趣。此外，还可以结合学生的生活实际，设计一些具有挑战性和针对性的任务，让学生在完成任务的过程中，提高英语综合运用能力。

在教学方法上，可以采用互动式教学、小组合作学习、情景教学等多种方式。互动式教学可以激发学生的学习兴趣，提高他们的课堂参与度；小组合作学习可以培养学生的团队合作精神和沟通能力；情景教学则能让学生在模拟真实场景中，更好地理解和运用英语。

此外，教学设计还应注重培养学生的自主学习能力。可以通过布置课后作业、开展课外阅读、组织英语角等方式，引导学生主动学习和探索英语知识，提高他们的自主学习能力。

最后，教学评价也是教学设计中的重要环节。应采用多种评价方式，如课堂表现、作业完成情况、测试成绩等，全面了解学生的学习情况，以便及时调整教学策略，提高教学效果。

总之，初中英语教学设计应以学生为中心，注重内容的选择和方法的多样性，同时培养学生的自主学习能力和英语综合运用能力，以提高学生的整体英语水平。

初中英语教学设计与反思 篇8

初中英语教学设计与反思

现代的英语教学要求学生听说读写全面发展，而英语知识散碎性又意味着记忆的不断重复性，那么把学生抓在手中让他们跟着学，有兴趣学就变得十分重要。这就要求英语教学设计日臻精致、完美，行之有效和富于独创性，以极大地刺激学生的学习情绪，满足他们的学习欲求，构成师生之间和谐愉悦的课堂氛围。下方是我对我们人教版初中英语八年级上Unit7第一课时教学设计，对如何将《英语新课程标准》的理念融入课堂教学作如下探讨。

Unit 7How do you make a banana milk shake?

一、教学目标：

1、重点词汇：peel， cut up， put … into， pour， turn on。。

2、重点句式：How do you make… ？

First… ， than… ，next… ， finally…。

3、语法知识：how much + 不可数名词

how many + 可数名词

二、潜力目标：学生学会熟练制作奶昔，并且能够用英语解说制作的步骤。

三、教具：多媒体 搅拌器 几个塑料杯 六个香蕉 两杯牛奶 一大杯做好的香蕉奶昔

教学过程

一、导入课堂，先微笑询问全班同学：What drink do you like?待学生纷纷表达自我喜好时，举着备好的奶昔边说：Here is some banana milk shake。 Would you like some?学生抢着回答yes时，把准备好的奶昔分给他们（部分学生自带有杯子）品尝。之后问：Do you know how to make this milk shake?（有学生回答no），并宣布：此刻我们来制作这种香蕉奶昔。

二、教学make a banana milk shake

1、播放图片，让学生观看并说出制作奶昔所需工具和物品（必要教师时帮忙补充）。顺势学习搅拌器（biender）这个单词。

2、播放制作香蕉奶昔全过程，结合学习关键词汇：peel， cut up， put … into， pour， turn on。

3、listening。 要求学生把制作香蕉奶昔的顺序标在书本1b的横线上。

4、教师制作奶昔。边演示边解说（in English）

5、pairwork 学生两人一组，操练如何制作香蕉奶昔。

三、学生动手制作香蕉奶昔。

分别请两位同学（自愿）到讲台上演示制作香蕉奶昔。要求按步骤用英语解说（如有误，教师纠正）然 后连同老师做的奶昔一齐分给同学们品尝。（充分肯定表扬上来制作奶昔的同学）

四、Listening

1、学生听、并完成2a、2b。

2、小结how much与how many的区别和用法：

how much+不可数名词

how many+可数名词

巩固这两词汇的用法，在黑板板书：

how much、how many

What do you want?

apples does she have?

birds can we see?

chacolate did he eat

要求学生完成句子？

五、教学拓展

两人一组，就某种水果奶昔或水果色拉如何制作进行讨论、操练。然后请一、两组同学站起来表演。及时给予鼓励和表扬。

六、Summary对本节课进行小结

七、Homework作业

1、默写本课重点词汇、短语。

2、用英语写出制作某饮料或食品的步骤。

教学反思

1、巧妙导入。熟话说得好：良好的开端，成功的一半。一节优质课，不但要求教师潜心备课，熟悉教材、了解教材，而且要求教师优化课堂，增强趣味性，最大限度吸引学生，激发其学习兴趣，把注意力放到课堂上来。这得靠教师巧妙构思，设计合情合理的导入方式。这节课从教师随口询问学生喜欢什么饮料到分别给学生品尝香蕉奶昔，极大地刺激了学生的兴奋神经，一下把他们吸引住了，连后进生也跃跃试试，用心配合。本节课做到了这一点，从学生的反应看，这种导入方式是值得肯定的。

2、教与学有机结合在一齐。在教学过程中，既有教师灵活的教，也应有学生用心主动地参与，才是真正好处上的教学。课堂中避免了以往教师满堂灌，学生被动学习这一模式。把学生变被动为主动。让学生亲手制作香蕉奶昔，品尝奶昔，增强了学习趣味性，引发学生思考、记忆。体现了学生的主体性，教师的指导性。既完成了教学任务，学生在学到知识同时亦学得开心、搞笑。

3、创造性教学。学习，不但要学习前人的丰富经念，牢记掌握固有知识，还要学会灵活应用，才是学习的根本目的。在本课堂，我大胆进行教学拓展。在学生学会制作、描述制作奶昔之后。设计让学生充分使用发散思维，想象制作其他奶昔或食品的方法。透过学生们的用心努力，不但学会了制作香蕉奶昔，也探讨到了制作其他食品的方法。到达触类旁通的效果

4、学习过程同时也是发现归纳的过程。学生是学习的主体，不但要跟随教师学习，也应在学习过程中善于归纳总结，自我得出结论。所学的知识才印象深刻，牢固掌握。把别人的知识经验变成自我的知识经验。我在处理how much与how many的区别用法时疏忽了这点，没有让学生自我发现总结出来，而是直接告诉他们，然后透过几个简单练习来巩固。使得学生记忆机械，呆板。效果也欠佳。

5、掌控课堂，灵活教学。灵活过渡，必要时采取有效的取舍，游刃有余是每位优秀教师就应具备的素质。我在上课时完全按照备好的课按部就班，觉得每一步骤都很重要，不可少。时光不多时还继续按原先的思路授课，以至到最后超时。操作过于呆板，不够灵活机智，影响到教学质量。

6、平等原则。每个学生都期望得到老师的关注与重视。处于青少年阶段的初中生对这要求体现得尤其强烈。教师的一个眼神、一个微小的细节，也会引起学生的注意，联想。甚至引发他们的情绪，使自信心受到打击。课堂中把给忽略了这部分。体此刻让学生到讲台来示范做奶昔时，不少学生高高举起手，都期望自我能去试试。结果，我叫上来的都是品学兼优的学生，令那些“后进生”极其失望。甚至有个别学生露出不屑的神色。这点十分欠思考。备课时没有想到就应让一个优秀生，一个后进生来表演，从而体现出教师对各个学生一视同仁的原则。以后就应多思考学生个体、心理以及年龄等各因素。

透过这一节课，我对如何备好课，吸引学生，启发学生思维，培养学生学习潜力有了更进一步的认识。也深刻体会到了备课既要备教材，也要备学生的真正含义

初中八年级英语教学设计 篇9

Unit 1 Playing Sports

Topic 1 Are you going to play basketball?

Section A

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ。Teaching aims and demands 教学目标

1、 Learn some new words and phrases:

almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis

2、 Learn some useful sentences:

(1)I saw you play basketball almost every day during the summer holidays.

(2)Would you like to come and cheer us on?

3、 Learn the future tense with be going to:

(1)We are going to have a basketball game against Class Three on Sunday.

(2)Are you going to join the school rowing club?

4、 Talk about preferences:

—Which sport do you prefer, cycling or rowing?

—I prefer rowing.

5、 Talk about sports and games.

Ⅱ。 Teaching aids 教具

图片/海报/教学挂图/录音机/小黑板

Ⅲ。 Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习（时间:7分钟）

复习学过的运动项目名称，引出生词。

1、 （展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。）

T: Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Did you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays?

Ss: …

（板书并要求学生掌握。）

term

T: We all know doing sports is good for our health. Now let’s review some sports and learn some new ones.

（展示学生在打篮球的图片。）

T: Look at the picture. Do you know what they are doing? S1, please.

S1: They are playing basketball.

T: Do you like playing basketball?

S1: Yes, I do. / No, I don’t.

T: How many players are there in the basketball team?

（板书并要求学生掌握。）

team

S1: There are five players.

（展示学生在打排球的图片。）

T: What are they doing? S2, do you know?

S2: They are playing volleyball. （教师帮助该生回答。）

（板书并要求学生掌握。）

volleyball

（用同样的方式引出生词cycle, row, skate, tennis, table tennis, ski。）

（板书，并让学生跟读，要求学生理解cycle, ski;掌握row, skate, tennis, table tennis。）

cycle, row, skate, tennis, table tennis, ski

2、 （用黑板上有关运动的生词操练，导出prefer的用法。）

T: Which sport do you like better, cycling or rowing?

S3: Rowing.

T: Good! The phrase “like … better” means “prefer”。

（板书并要求学生理解。）

prefer

T: S4, which sport do you prefer, basketball or soccer?

S4: I prefer basketball.

…

Step 2 Presentation 第二步 呈现（时间:10分钟）

通过师生对话，呈现1a中部分生词及功能句，并使学生初步掌握be going to句型。

1、 （利用plan to do sth.，导入“be going to+do”结构。）

T: I’m very glad you all like doing sports and know a lot about them. Do you want to play volleyball tomorrow afternoon? S1, please.

S?1: Yes, I do.

T: So you plan to play volleyball tomorrow afternoon, right?

S1: Yes.

T: OK. When we plan to do something, we can say we are going to do something.

（板书，学习新语法。）

be going to do sth.

T: When I tell you my plan, you retell it with be going to. OK, boys and girls?

Ss: OK.

T: I plan to go out for dinner tonight. S2, please.

S2: You are going to go out for dinner tonight.

T: I plan to climb mountains tomorrow. S3, please.

S3: You are going to climb mountains tomorrow.

T: Good! When we express something that is going to happen or we plan to do something, we can use be going to.

2、 （教师让几个学生说说明天户外活动的打算，并引出be going to结构的一般疑问句式，过渡到1a。）

T: OK, S4, please tell me what you plan to do tomorrow afternoon.

S4: I’m going to swim with my brother tomorrow afternoon.

T: Are you going to swim?

S4: Yes, I am.

（板书，学习新句型。）

—Are you going to swim?

—Yes, I am.

（教师视学生掌握的情况来决定是否要进行更多的操练。）

3、 （展示一幅即将进行篮球赛的海报，引出单词against, cheer和短语cheer … on。）

T: Now look at the poster. Here is the news. Our class is going to have a basketball game against Class 3 at 5:00 this afternoon. Would you like to cheer them on?

Ss:Yes, we’d love to./I’d love to.

（板书，让学生猜词义，并要求掌握。）

against, cheer, cheer 。.。 on

（出示教学挂图，让学生看图片猜测对话内容，导入1a。）

T: Look at this picture. They are Kangkang and Michael. What are they talking about? Can you guess? Please listen to 1a and then answer the following questions.

（出示小黑板。）

（1） Which class is Michael’s class going to play against?

（2） Is Kangkang going to cheer them on?

（听后核对答案。）

4、 （学生朗读1a，画出疑难点和关键词，然后教师解释疑难点。）

（出示小黑板，领读关键词；解释并要求学生掌握almost和win。）

basketball—saw—play—almost—every day—against—Sunday—game—term—come— cheer … on—I’d love to—hope—win

Step 3 Consolidation 第三步 巩固（时间:10分钟）

创设情景，编对话，在真实的语境中培养学生口头交流能力。

1、 （根据小黑板上的关键词，分角色表演对话。）

T: OK. Now you can use the key words above to act out the dialog in roles.

2、 （教师引导学生，通过讨论新学期的计划来操练be going to+do句型。）

（教师先做示范，然后让学生两人一组练习。）

T: S1, what are you going to do this term?

S1: I’m going to learn English better.

T: What about you, S2?

S2: I’m going to study math hard.

T: Oh, it’s a good plan. S3, do you know what your partner is going to do?

S3: Yes. He is going to learn rowing.

T: Discuss with your partner what you are going to do this term.

3、 （创设情景，依据1a编对话，巩固1a及be going to+do句型，完成1b。）

T: Just now you talked about your plans for this term. Now suppose you meet your classmate on the playground and you want to talk about your plans for this week. Please make a similar conversation with your partner according to 1a. You can use the key words on the blackboard.

（板书）

be going to, play, I’m afraid, homework, summer, play against, I hope

（学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。）

Example:

S4: Hi, S5.

S5: Hi, S4. I am going to play … Are you going to play with us?

S4: I’m afraid I can’t. I have to do my homework first. By the way, I saw you play … almost every day during the summer holidays.

S5: Yes. You know I am going to play in the … game against Class 2 this Saturday. Would you like to come and cheer us on?

S4: Of course. I’d love to. And I hope you will win.

（让几组学生到教室前面表演类似的对话，评出表演组及演员等。）

（教师出示2中运动项目的图片，引导学生巩固be going to + do句型，使他们熟练掌握其用法，并自然过渡到2。）

Step 4 Practice 第四步 练习（时间:10分钟）

完成2和3，培养学生听说能力，并通过大量操练，使他们熟练运用含有be going to的一般疑问句及掌握prefer的用法。

1、 （通过看图片，练习be going to的用法，导入2。）

T: Look at the pictures, what are they going to do?

Ss: (Picture 1) They are going to go skating.

(Picture 2) They are going to go skiing.

…

T: Which sport do you prefer, … or …？

S1: I prefer …

T: What about you, S2?

S2: I prefer …

T: S3, do you often go swimming?

S3: Yes, very often.

T: Good. You can also say “quite a lot/a bit”。 “Do you often go swimming?” means “Do you go swimming much?”

（板书，并领读，要求学生掌握quite, bit和quite a lot/a bit。）

quite, bit

very often = quite a lot/a bit

I go swimming very often.= I go swimming much.

T: S4, do you go rowing much?

S4: Yes, quite a lot/a bit.

T: S5, do you go skiing much?

S5: Yes, quite a lot / a bit.(肯)

S6: No, seldom.(否)

T: Oh, you don’t like sports. It isn’t good. I think you should join a sports club, and maybe you will like sports there.

（板书，教学生词，并要求学生掌握。）

join, club

T: Discuss with your partner which sports club you would like to join.

S7: I am going to join the school rowing club.

S8: …

（学生两人一组完成2，除了可以用书上所给的运动名称，也可用他们所知道的其他运动名称进行对话。）

2、 （让学生听3录音，并完成3。）

T: Michael and Kangkang like doing sports a lot. Do you want to know what sports they often do on weekends? Listen to the tape, then fill in the chart in 3.

（再放录音3，核对答案。）

3、 （做一个运用“be going to+do”句型的游戏。）

（挑选若干学生上台，做关于运动的动作，该动作要能使同学们明白并成功猜出运动名称。猜到的同学要用be going to+do询问做动作的同学，以证实自己的猜测是否正确。）

T: Please do an action about your favorite sport.

（S10表演一个动作。）

S9: Are you going to play basketball?

S10: No, I’m not.

S9: Are you going to play volleyball?

S10: Yes, I am.

…

（让学生尽量多表演动作。）

Step 5 Project 第五步 综合探究活动（时间:8分钟）

通过作报告和写句子，培养学生综合运用本课所学语法及重要句型的能力。

1、 （小组活动，在小组中做采访并向全班同学作报告。）

T: Work in groups. Ask your partner the following questions, then give a report to your classmates.

(1)Which sport do you prefer, … or …？

(2)Do you … much?

(3)Are you going to … next week?

2、 Homework:

用be going to造五个句子，要求用不同的人称、句式。

板书设计：

Are you going to play basketball?

Section A

prefer be going to + do sth.

cheer … on We are going to have a basketball game against Class Three on Sunday.

quite a bit / a lot Which sport do you prefer, cycling or rowing?

I prefer rowing.

Are you going to join the school rowing club?

Yes, I am./No, I’m not. I’m going to …

Section B

The main activities are 1a and 2a. 本课重点活动是1a和2a。

Ⅰ。 Teaching aims and demands 教学目标

1、 Learn some new words and phrases:

dream, grow, grow up, future, in the future, job, active, break, record, gold, give up, shame, single

2、 Go on learning the future tense with be going to:

—What are you going to be when you grow up?

—I’m going to be a dancer.

3、 Talk about the favorite sports and players:

（1）—What’s your favorite sport, Maria?

—Basketball, of course.

（2）—Who’s your favorite player?

—LeBron James. / I like Yao Ming best.

Ⅱ。 Teaching aids 教具

图片/小黑板/录音机

Ⅲ。 Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习（时间:8分钟）

通过谈论喜爱的运动项目及新学期的计划，导入新课。

1、 （学生在小组内进行链式对话，讨论他们所喜爱的运动项目，注意使用prefer。）

T: I know many students like sports. Please discuss in groups which sport your partners prefer. You can begin like this: S1, which sport do you prefer, skiing or rowing?

S1: I prefer rowing. S2, which sport do you prefer, cycling or skating?

S2: I prefer … What about you, S3?

S3: I prefer … S4, which sport do you prefer, volleyball or soccer?

S4: I prefer …

2、 （教师询问学生新学期计划，复习“be going to+do”。）

T: At the beginning of the term, everyone has some plans. You are going to do a lot of things to make more progress and make your school life more interesting. Now, please tell me your plans. What are you going to do?

S5: I’m going to join an English club.

S6: I’m going to learn to play basketball. I want to be a good player.

S7: …

3、 （教师通过展示图片导入本课新单词。）

T: Look at the girl in the picture. What is she doing now?（教师指着图片问。）

S8: She is sleeping.

T: You’re right. And she is dreaming. She is having a class in her dream. And her dream job is to be a teacher in the future. She wants to be a teacher when she grows up.

（板书，让学生猜词义，并要求掌握。）

dream, job, future, in the future, grow, grow up

T: We know her dream job is to be a teacher in the future. What about you?

S9: My dream job is to be a teacher in the future.

S10: My dream job is to be a basketball player in the future.

（教师通过询问学生长大后的职业引出一般将来时的特殊疑问句。）

T: S11, are you going to be a dancer when you grow up?（教师出示舞蹈演员的图片，帮助学生理解。）

S11: No, I’m not.

T: What are you going to be when you grow up?

S11: I’m going to be a teacher.

（板书，教学生词和新句型。要求学生理解dancer;掌握新句型。）

dancer

What are you going to be when you grow up?

I’m going to be a teacher.

（让学生两人一组做类似操练。）

Step 2 Presentation 第二步 呈现（时间:10分钟）

呈现1a，继续学习be going to的特殊疑问句式。

1、 （教师展示一些运动员的图片，如刘翔、姚明、迈克尔？菲尔普斯等，导入1a对话。）

T: Look at the pictures. Can you tell me their names?

Ss: They are Liu Xiang, …

T: Who’s your favorite player, S1?

S1: My favorite player is …

T: What about Michael’s favorite player? Listen to the dialog in 1a and then answer the following questions:

（出示小黑板上的问题，听1a录音。）

(1)Who’s Michael’s favorite player?

(2)What is Michael going to be when he grows up?

(3)What’s Maria’s dream job?

（核对答案。）

2、 （出示小黑板，依据1a完成表格。）

T: Read 1a and complete the information about Yao Ming in the table.

Player Yao Ming

Height

Play for

T: Now let’s check the answers. Yao Ming is a basketball player. He is 2.26 meters tall. He plays for the Houston Rockets in the NBA.

（板书并要求学生理解player, Houston Rockets;了解NBA。）

player

Houston Rockets

NBA

3、 （再放1a录音，让学生跟读，并注意语音语调。）

T: Listen to the tape again and repeat. Pay attention to the pronunciation and intonation. Go!

Step 3 Consolidation 第三步 巩固（时间:10分钟）

分角色表演并做调查报告，完成1b，使学生学会运用目标语言谈论自己喜爱的运动、运动员及梦想。

1、 （让学生根据小黑板上的听力问题和表格中的信息，两人一组进行对话。）

T: Work in pairs and act out the dialog according to the questions on the small blackboard and information in the table. Then I’ll ask two pairs to act it out in the front.

2、 （让学生四人一组讨论他们所喜欢的运动、运动明星以及未来的梦想，并完成表格。然后汇报讨论结果，完成1b。）

T: Discuss in groups of four about your favorite sports, favorite players and your dream jobs in the future, and fill in the table in 1b. Then make a report according to 1b. In a few minutes I will ask someone to give me your report about your classmates.

Example:

T: S1, are you ready? Please report.

S1: Yes. She is going to be a teacher in the future. It’s her dream job. She likes sports very much because it is important to her. Her favorite sport is swimming and her favorite player is Phelps.

Step 4 Practice 第四步 练习（时间:12分钟）

完成2a，2b和3，培养学生通过自主阅读获取相关信息的能力。

1、 （教师出示张怡宁、菲尔普斯、刘翔的图片，通过师生对话，谈论这些运动明星。）

T: I have some photos of famous sports stars, who are they? Can you say something about them?

S1: Zhang Yining is a table tennis player. She won the first in the Athens and Beijing Olympic Games.

（板书并要求学生理解Olympic。）

Olympic

S2: Phelps is an athlete. And he is the first athlete to win so many medals at a single Olympics. （教师帮助学生回答。）

T: Do you know an active runner named Liu Xiang?

S3: Yes.

（板书，教学生词，并要求学生掌握single和active;理解runner和athlete。）

athlete, single, active, runner

T: Do you like him?

S3: Of course, I do.

T: OK. Do you know anything about him?

S3: …

（教师根据学生所说的情况，对刘翔做简短介绍，并呈现生词及词组。）

T: As we know, Liu Xiang is one of the best runners in the world. He broke the Olympic record in the 2004 Athens Olympics and won a gold medal. But in the 2008 Beijing Olympics, he had to give up the race. Do you know why? Please read the following passage in 2a, find out the answer and pay attention to the new words.

（板书，教学生词，并要求学生掌握break（broke）， record, gold, give up;理解medal。）

break(broke)， record, gold, give up, medal

（让学生回答问题，核对答案。）

2、 （播放2a录音，让学生跟读，完成2b，并核对答案。）

T: Listen and read after the tape. Then finish 2b and check the answers.

3、 （让学生再读2a，找出生词和疑难点，教师解释并板书生词和关键词，要求学生掌握shame，为复述短文做准备。）

T: Please read 2a again and find out the key words.

Liu Xiang — active — broke … record — won — give up — shame;

Phelps — eight — in swimming — first athlete — single;

Zhang Yining — table tennis players — twice

4、 （教师让学生根据上面板书的关键词复述短文。练习、巩固2a。）

T: Please retell the passage according to the key words.

5、 （播放3录音，完成短文。）

T: Now listen to the tape of 3. Complete the passage by yourselves.

（播放录音，核对答案。）

T: Listen to the tape again and check your answers. Are you right? Good.

Step 5 Project 第五步 综合探究活动（时间:5分钟）

通过制作自己喜欢的运动员的名片，学会描述一些运动员。

1、 （小组讨论并制作自己喜欢的运动员的名片。）

T: Please make a card about your favorite sports player.

（教师出示小黑板上的表格。）

Name Card

Name

Gender

Age

Birthday

Country

Job

2、 Homework:

用英语描述自己喜欢的运动、运动员及梦想。

板书设计：

Are you going to play basketball?

Section B

grow up What are you going to be when you grow up?

in the future I’m going to be a dancer.

play for What a shame!

give up

Section C

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ。 Teaching aims and demands 教学目标

1.Learn some new words and phrases:

mountain, spend, spend … (in) doing, hour, exercise, do exercise, baseball, pretty, pretty well, jump, weekend, take part in, popular, all over, be good for, heart, the day after tomorrow, healthy, fit, keep fit, relax

2.Go on learning the future tense with be going to + do:

(1)There is going to be a school sports meet next weekend.

(2)She is going to take part in the high jump and the long jump.

（3）—What are you going to do tomorrow morning?

—I’m going to play soccer. I like it very much.

3.Go on talking about the favorite sports and reasons:

I like playing soccer very much. Because it makes me strong and it is popular all over the world.

4.Talk about plans and intentions.

5.Improve the students’ ability of reading.

Ⅱ。 Teaching aids 教具

图片/录音机

Ⅲ。 Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习（时间:8分钟）

运用体育活动的图片，复习运动项目的名称，并导入部分生词。

1、 （复习上节课所学的运动项目的名称。教师展示一些体育活动的图片。学生使用图片，三人一组，到讲台前进行问答表演，说出自己喜欢的体育活动。）

T: Please come to the blackboard to talk about your favorite sports with your partners. You can begin like this: S1, what’s your favorite sport?

S1: S2, what’s your favorite sport?

S2: Skating. And you, S3?

S3: I prefer…

…

2、 （快速问答，导入新课，找一名平时喜欢运动的同学。）

T: S4, do you like sports?

S4: Yes, I do.

T: Do you often go mountain climbing?（出示登山的图片。）

S4: Yes, I do.

T: When do you often go mountain climbing?

S4: On Sundays.

T: S5, please talk about S4 according to what he/she said.

S5: He/She likes sports very much. He/She often goes mountain climbing on Sundays.

（再找一名喜欢运动的同学。）

T: S6, do you like doing exercise?

S6: Yes, I do.

T: How often do you do exercise?

S6: Every day.

T: How long do you spend doing exercise every day?（必要时可译成汉语。）

S6: About thirty minutes.

T: S6 spends about thirty minutes in doing exercise every day.

（板书并要求掌握。）

mountain, exercise, do exercise, spend, spend …(in) doing sth.

T: Thirty minutes is half an hour, so we can also say “S6 often spends half an hour (in) doing exercise every day.”

（板书，让学生猜hour词义，并要求掌握。）

hour

T: S7, please talk about S6 according to what he/she said.

S7: He/She likes doing exercise. He/She often spends thirty minutes/half an hour (in) doing exercise every day.

T: Well done. You are very clever.

Step 2 Presentation 第二步 呈现（时间:10分钟）

学习1a，使学生区分一般现在时和一般将来时的用法。

1、 （教师展示一幅一小女孩打棒球的图片。）

T: Boys and girls, let’s look at the picture. This girl is Ann. What’s she doing? Do you know?

Ss: She is playing baseball and she plays it pretty well. （教师可帮同学回答。）

（板书领读并要求掌握生词。）

baseball, pretty, pretty well

（教师展示一幅学校运动会的图片，特别指出跳高和跳远两个项目。）

T: （教师手指图画）There is going to be a school sports meet next weekend. Do you want to take part in it? S1, please.

S1: Yes, I do.

（板书，解释生词和短语，并要求掌握。）

weekend, take part in

T: Which sport are you good at?

S1: Running /…

T: Are you good at the long jump or the high jump?（教师边说边指着图片中的跳远和跳高项目。）

S1: I’m good at the long jump/the high jump.

（板书，让学生猜词义，并要求掌握jump，理解the long jump和the high jump。）

jump, the long jump, the high jump

2、 （听1a录音，回答下列问题。）

T: Do you want to know which sport Ann is good at? Listen to 1a and answer the following questions:

（板书）

(1)Which sport is Ann good at?

(2)How long does she spend in the gym every day?

（核对答案。）

3、 （让学生再听1a录音，跟读并注意语音语调。）

T: Listen to the tape again and follow it. Pay attention to the pronunciation and intonation.

Step 3 Consolidation 第三步 巩固（时间:8分钟）

完成1b和1c，培养学生从简单的文章中找出关键信息的能力。

1、 （让学生再读一遍1a，完成1b。）

T: According to 1a, we know Ann likes doing sports a lot. She does sports every day. Please read 1a again and complete the timetable in 1b.

（核对答案。）

2、 （根据1b，完成1c。）

T: According to the timetable in 1b, ask and answer in pairs to finish 1c, then write down the answers.

（核对答案。）

3、 （根据Ann的活动时间表，描述Ann一周的运动情况。）

T: Well done! Please discuss with your partner and describe Ann’s activities in a week according to her sports timetable.

Example:

Ann does exercise in the gym from 6:30 a.m. to 7:00 a.m. every day. She goes cycling from 5 p.m. to 6 p.m. on Wednesdays and Fridays. …

T: Each group can choose one student to report. Let’s begin.

（对表现好的小组，进行表扬和鼓励。）

Step 4 Practice 第四步 练习（时间:12分钟）

完成2。巩固be going to的特殊疑问句的用法。

1、 （讨论运动对人体的益处，引出生词，必要时用图片或体态语帮助学生理解生词，导入2。）

T: Boys and girls, we have talked about many kinds of sports. How do you feel after doing sports?

S1: I feel better.

S2: I am strong.

…

T: Yes, we all know doing sports is good for our health. It’s a good way to keep fit/healthy.

（板书，解释并要求掌握词组。）

be good for

keep fit / healthy

T: S3, do you often do sports?

S3: Yes, quite a lot.

T: Why?

S3: Because it can keep me fit / healthy.（可帮助学生回答。）

T: Good. Doing sports is good for our health in many ways. S4, do you often run in the morning?

S4: Yes, I do.

T: Why?

S4: Because it’s good for my legs, heart and lungs.（可帮助学生回答。）

（板书，领读，并解释画线生词，要求学生掌握heart;理解lung。）

heart, lung

T: I like doing sports very much. I often walk. Do you know why? Because it can help me to relax, and it’s a good way to keep healthy.

（板书，领读生词，并要求掌握。）

relax

2、 （教师展示一幅NBA球赛的图片，上面有很多人在观看比赛，教师指着图片问。）

T: What are they doing?

Ss: They are having a basketball game.

T: Yes, basketball games are popular all over the world.

（板书，解释生词和词组，并要求学生掌握。）

popular

all over

T: Do you know other popular games all over the world?

初中八年级英语教学设计 篇10

单元教学目标：

1、Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc 。

2、will 构成的一般将来时态的陈述句、否定句、疑问句及回答。

3、There be 句型的一般将来时。 4、more ， less ， fewer 的用法。

5、学习一般将来时态的相关知识，学会对未来进行预测。

单元重难点：

1、will构成一般将来时态的句式。 2、There be 句型的一般将来时态。

3、more ， fewer ， less 的用法。 4、How to make predictions 。

第一课时

课前准备：

教师：录音机、所学物品的图片。

学生：英语点金教练、练习本及相关的学习用具

教学步骤：

Step 1 Leading in（导入话题，激活背景知识）（导入话题，激活背景知识）

1.Greetings: Welcome to school 。

What’s the date today ？ Who’s on duty today ？

Do you enjoy your winter holiday ？（你喜欢你的寒假吗？）

Do you finish your Homework（家庭作业） ？（你完成你的假期作业了吗？）

Do you want to live on the moon ？（你想去月球吗？）

Can you guess what will happen in ten years ？（你能猜出十年后将会发生什么吗？）

Collect the Ss’ answers and say something about their predictions 。

Step 2 Pre-task（任务前活动）

SB Page 2 ，1a 。

1.Look at the picture :How will the world be different in the future ，100 years from now ？We’re going to talk about sth in 100 years 。

2.Read each predictions to the class 。Explain the new vocabulary 。

3.Read the instructions 。Make sure Ss know what they should do 。

4.Do it by themselves 。

5.Talk about the answers with the class 。

Explain :一般将来时态

构成: will / be going to +动词原形=

Step 3 While-task（任务中活动）

SB Page 2 ，1b 。

1.Practise reading the six predictions 。

2.Read the instructions to Ss 。Circle the things you hear on the recording 。

3.Play the tape twice 。（放录音，两次）

4.Play the tape a third time 。At the same time ，check the answers 。

SB Page 2 ， 1c 。

1、Pay attention to the dialogues 。

2、Read the dialogues fluently 。

3、Pairwork 。Work in pairs to make predictions according to the sample 。

4、Ask several pairs to share their conversations to the class 。

SB Page 3 ， 2a & 2b 。

1、Read the predictions 。

2、Read the instructions and point out the sample answer 。

3、Play the tape twice 。Ss circle the word they hear in each sentences: more ， less ， fewer 。

4、Check the answers 。

学生探究: less ， fewer 的区别。

Step 4 Post-task（任务后活动）

1、Point to the example in the sample dialogue 。Practice reading 。

2、Look at activity 2b 。Groupwork:Take turns to make conversations about the predictions 。

Grammar Focus:

1、、Review the grammar box 。Ss say the statements and responses 。

2、Make summaries about “will” ，“fewer” and “less” 。

Homework（家庭作业）（家庭作业）：

1、Make predictions about yourself in 10 years 。Write down 5 sentences 。

2、Go over the new words 。

教学后记:

第二课时

课前准备：

教师：录音机，所学物品的图片。

学生：英语点金教练及相关的学习用具

Teaching procedures（教学步骤） :

Step 1 Leading in（导入话题，激活背景知识） （导入）

1.Greetings and free talk 。

2.Check their Homework（家庭作业） :Ask two or three Ss to speak out what they wrote down 。（教师作出适当的评价）

Step 2 Pre-task（任务前活动）

1.Go over what we learnt yesterday 。（复习昨天所学的知识）

2、通过三种时间的对比简略复习一般过去时与一般现在时。

Step 3 While-task（任务中活动）

SB Page 4 ， 3a 。

1.Point to the three picture and say :This is Sally 。The first picture is Sally five years ago ，the second one is Sally now ，and the third one is Sally five years in the future 。

2.Read the instructions 。

3.Complete filling in the blanks individually 。

4.Check the answers 。

5.Practise reading 。Then ask some Ss read them out 。

SB Page 4 ， 3b 。

1、 Look at activity 3a 。Make predictions about Sally 。

2、 Point to the example in the sample dialogue 。Ask two Ss to read the dialogue to the class 。

3、 Practise reading 。

4、 Pairwork 。Make their predictions about Sally 。

Step 4 Post-task（任务后活动）

1、 Write about yourself 。

With the help of the sample of Sally 。We can write sth about ourselves five years ago ，today and in five years 。

2、 Complete the work individually 。

3、 Review the task 。Ask a few more Ss for answers 。

Homework（家庭作业） :

Draw a picture of the city in 20 years 。Describe it to the class 。

教学后记:

第三课时

课前准备：

教师：录音机，所学物品的图片。

学生：英语点金教练及相关的学习用具

Teaching procedures（教学步骤） :

Step 1 Leading in（导入话题，激活背景知识）

1、 Greetings 。

2、 Say yourselves :five years ago ， today and in five years 。

3、 Check the Homework（家庭作业）。

Step 2 Pre-task（任务前活动）

SB Page 5 ， 1a 。

1、 Look at the form and read the headings to the class 。Make sure the Ss know what they mean 。

2、 Read the list of seven words 。Explain the new words 。

3、 Write each word in the correct column 。Check the answers.

SB Page 5 ， 1b 。

1、 Read the words already written on the chart 。

2、 Groupwork: Think about what we learned before 。Write some words in the chart above 。Divide the class into groups of four ，let them have a competition 。

Step 3 While-task（任务中活动）

SB Page 5 ， 2a 。

1、 Look at the pictures carefully 。Can you guess what we’ll listen ？Talk about them 。

2、 Read the instructions 。We’ll listen to 3 conversations 。Number the pictures 1-3 。

3、 Play the tape twice 。Check the answers 。

SB Page 5 ， 2b 。

This activity is easy ，I think 。For we know the conversations are talking about Alexis 10 years ago ，today and in 10 years 。

1.Read the instructions 。

2、 Pay attention to the sentences and the verbs in the box 。

3.Play the tape and correct the answers 。

Step 4 Post-task（任务后活动）

1、 Read the instructions 。

2、 Pairwork. One is Alexis, one is Joe 。

3、 Point out the example in the sample dialogue 。Read it to the Ss 。

4、 Talk about Joe’s life now ， ten years ago and in ten years 。

5、 Ask some pairs of Ss to say their dialogues 。

Homework（家庭作业）:

1、 Go over the words 。

2、 写一篇50个单词左右的小短文，预测与展望未来我们的学习和生活。

教学后记:

第四课时

课前准备：

教师：录音机，所学物品的图片。

学生：英语点金教练及相关的学习用具

Teaching procedures（教学步骤）:

Step 1 Leading in（导入话题，激活背景知识）

1、 Greetings 。

2、 Ask two Ss to say sth about Joe 。

3、 Check their Homework（家庭作业） 。

Step 2 While-task（任务中活动）

SB Page 6 ， 3a 。

1、 Read the instructions 。

2、 Give Ss 3 minutes to read the passage ， tick out the new words.

3、 Explain the new words and practice reading 。

4、 Point out the chart 。Read the column headings to the class 。

5、 Read the passage again 。Write words from her answers in the correct columns below 。

6、 Check the answers 。

7、 Practise reading 。

SB Page 6 ， 3b 。Playing a game :Who write it ？

1、 Ss write about their life in ten years on a piece of paper but don’t write names on the paper 。

2、 Put all the Ss’ papers together 。

3、 Take turns reading the paper 。The other Ss guess who wrote it 。

Step 3 Post-task（任务后活动）

SB Page 6 ， Part 4 。

1、 Read the questions below 。

2、 Ask two Ss to read the dialogue 。

3、 Answer the questions 。

4、 Pairwork. Get your partner’s answers 。

5、 Share a few Ss’ conversations 。

Homework（家庭作业）:

1、 Finish selfcheck as their Homework

2、 Go over the words in this unit 。

教学后记:

第五课时

课前准备：

教师：录音机，所学物品的图片。

学生：英语点金教练及相关的学习用具

Teaching contents:

Reading :Do you think you will have your own robot ？

Teaching procedures（教学步骤） :

Step 1 Leading in（导入话题，激活背景知识）

1、 Greetings and free talk 。

2、 If possible,draw a robot on the Bb or put up a picture of a robot.

Tell :What does it look like ？ What can it do ？

3、 Tell your partner what you know about robots 。

Step 2 Pre-task（任务前活动）

SB Page 8 ， 1b 。

1、 Read the title of the passage 。

2、 Look at the picture together 。Ask a few Ss to describe What they see 。

3、 Read the words and phrases in the box 。Practice reading the words 。

4、 Circle the words you think you will read in the passage 。

Step 3 While-task（任务中活动）

SB Page 8 。

1、 First let Ss scan the passage for the main idea 。

2、 Explain something 。

(1)help sb with sth /do sth (2)do the same as …

(3)make sb do sth (4)It takes /took /will take …

3、 Ask a few comprehension questions around the class 。

4、 Read the passage by the Ss 。

Step 4 Post-task（任务后活动）

1.Go through the reading again 。

How many words in 1b did you correctly predict ？

2、 Go over the structures in SB Page 9 ， 3b 。

Make their own sentences 。

Homework（家庭作业）:

1、 To make sure the Ss understand the passage 。and I want to know whether they’re careful in the class ，let Ss translate the passage into Chinese 。

2、 Go over this unit 。

3、 Make their own sentences 。

4、 What ways do you think a robot will help you and your family in the future 。Write your ideas 。

教学后记:

第六课时

一、根据句意用所给单词的适当形式填空。

1、 Kids (not go) to school in 100 years.

2、 I (fall) off the tree yesterday afternoon.

3、 I'll have many different (kind) of goldfish.

4、 I'll be a computer （ programme ）。

5、 There will be (many) people in the future.

6、 I think there will be (little) pollution.

7、 My life will be a lot (good) than it is now.

二、单项选择。（10分）

( ) 1. What do you think your life next month?

A. like B. is like C. will like D. will be like

( ) 2.—Will people live to be 150 years old? —

A. Yes, there will B. No, there won' t C. Yes, they are D. Yes, they will

( ) 3. Do you have any problems in English?

A. learn B. to learn C. learning D. learned

( ) 4. I don't have a computer because I can't use it, our family doesn't have enough money.

A. but B. or C. besides D. though

( ) 5. Will you your class East Lake, Miss Gao?

A. take; to B. make; at C. carry; to D. take; near

( ) 6. Is there cleverer than you in the class?

A. somebody B. anybody C. nobody D. everybody

( ) 7. the way, do you have any film tickets? A. In B. On C. By D. To

( ) 8. Will there be any paper money 100 years?

A. after B. to C. later D. in

( ) 9. We all enjoy football. It's very interesting.

A. to play B. playing C. play D. playing the

( )10.They decided up bowling and make it a gentlemen's game again.

A.clean B.to clean C.to give D，cleaning

三、按要求进行句型变换。（10分）

1.1. Do you think there will be robots in people's homes? （作肯定回答）

2.There will be some paper money in the future.（改为否定句）

There paper money in the future.

3.There will be less pollution in the neighborhood.（改为一般疑问句）

be less pollution in the neighborhood?

4.Our country will win the next World Cup? （提问）

country will win the next World Cup?

5.I think that he will win the game.（改为否定句） I think he will win the game.

四、根据汉语提示完成英语句子。（10分）

1、明天天气晴朗。There sunshine tomorrow.

2、保龄球场离我家不远。The bowling alley isn't 。

3、孩子们将用电脑在家学习。Kids will study at home 。

4、今年你会怎样度过这个暑假？How will you spend your summer this year?

五、用所给动词的适当形式填空。（8分）

1.The radio says it (rain)tomorrow.

2、 everything (begin)to grow in spring?

3.I think Liu Xiang (win)the game again in2008.

4.Look! They (wash)their clothes.

5.There (be) more people here yesterday.

6.Sorry，wait a moment，please.She (answer) a telephone call.

7.I (get) up very late yesterday morning.

六、重新排列下列句子，使构成一个完整的对话。（5分）

A：Will it help you learn English?

B：There will be robots in every home.

C：What will life be like in 50 years?

D：Yes，it will.

E：What will a robot do?

F：It will help people do everything they want it to do.

请按顺序排列句子 （首句已给出）

1、 C 2. 3. 4. 5. 6.

教学后记:

初中英语教学设计 篇11

课程名称：

英语入门及基础交流

教学目标：

1. 知识与技能：学生能够掌握基本的日常用语和表达方式，理解并初步运用简单的英语语法结构。

2. 过程与方法：通过角色扮演、对话练习等活动，培养学生的口语表达能力和英语思维。

3. 情感态度与价值观：激发学生对英语学习的兴趣，增强他们的自信心和合作精神。

教学重难点：

1. 重点：掌握基本问候语、自我介绍、询问和回答日常问题的表达方式。

2. 难点：正确运用英语语法结构，如一般现在时、现在进行时等。

教学准备：

1. 教师准备：教学PPT、实物或图片辅助材料、录音设备。

2. 学生准备：课本、笔记本、录音笔（可选）。

教学过程：

一、热身与导入（5分钟）

1. 问候与互动：教师与学生进行简单的问候，询问学生周末的活动，引导学生用英语回答。

2. 导入新课：通过展示一些日常交流的场景图片，引导学生思考并讨论在这些场景中可能用到的英语表达。

二、新课呈现（10分钟）

1. 展示PPT，介绍基本问候语、自我介绍和询问日常问题的常用表达方式。

2. 教师示范对话，让学生理解并模仿。

3. 讲解一般现在时和现在进行时的基本用法，并通过例句进行说明。

三、操练与巩固（15分钟）

1. 角色扮演：学生分组进行角色扮演，模拟日常生活中的交流场景，运用所学的英语表达。

2. 对话练习：学生两人一组，根据给定的情景进行对话练习，教师巡视指导。

3. 语法练习：通过填空、选择等形式的练习，巩固学生对一般现在时和现在进行时的。理解。

四、应用与拓展（5分钟）

1. 小组讨论：学生分组讨论他们在日常生活中可能遇到的交流问题，并尝试用英语提出解决方案。

2. 分享与交流：每个小组选一名代表，向全班分享他们的讨论结果，其他学生可以提问或提出建议。

五、总结与作业（5分钟）

1. 总结本课所学的重点内容，强调学生在日常生活中运用英语的重要性。

2. 布置作业：要求学生编写一段包含本课所学表达方式的对话，并准备下节课进行展示。

教学反思：

课后，教师应根据学生的表现和作业完成情况，对本节课的教学效果进行反思和总结，以便更好地调整教学策略和方法，提高教学效果。同时，教师还应关注学生的情感态度和参与度，努力营造积极的学习氛围，激发学生的学习兴趣和动力。

初中英语教案 篇12

Properties: Recorder, Overhead Projector.

Teaching Objectives:

1. Revise the grammar: the Adverbial Clause and the Infinitive.

2. Revise the use of “who, that, which”。

Language Focus: so that

The Infinitive: to + Verb(原形)

Teaching Procedures:

I. Showing the teaching aims

II. Revision

Check homework, ask some students to retell the story.

III. Presentation

Give the students some sentences for example to help them understand the structure:

so + adj. /adv. + that(结果)

1. I am so angry that I can't say a word.

2. The teacher spoke so fast that we couldn't catch up with him.

3. The classroom is so dirty that we must clean it.

Ask the students to make up some sentences with “so… that”, then give same more sentences.

1. He got up late so that he was late for school.

2. He ran very fast so that he hit the electric pole.

Ask the students to do some practice.

IV. Practice

Look at Exercise 1, ask the students to answer the questions with so that…. The answers are:

1. I stayed at home so that I could go swimming when I had finished it.

2. Lucy saved her money so that she could buy her mother a birthday present.

3. Ling Feng was going to Changsha the next week so that he could visit his sick grandmother.

4. I was doing my homework so that I could ask him to help me with my physics.

5. I was looking for Lin Tao so that he could visit sick grandmother.

V. Presentation

Get the students to make up some sentences like:

1. I don't know how to get to the station.

2. She doesn't know which sweater to choose.

Ask the students to pay attrition to the Infinitive. Give them more examples to understand better, e. g.

1. I don't know what to do next.

2. They don't know where to go.

3. We didn't know when to start.

Focus on the use of the Infinitive, then give another example:

It’s very important to learn English well:

To learn English well is very important.

Let the students make more sentences, pay attention to the use of the Infinitive.

VI. Practice

Look at Exercise 2, make sentences with partners. The answers are:

1. It’s hard / easy to work out these maths problem.

2. It’s exciting to watch football matches.

3. It’s interesting to read history books.

4. It’s hard / easy to learn foreign languages.

VII. Leaning and practice

Do Exercise 3, complete the sentences using who/ that/ which. The answers are:

1.which 2.who 3.who 4.which 5.who 6.which 7.which 8.who

VIII. Workbook

Do Exercise 1, let the students translate the sentences alone then check the answers with the students.

Answers: 1. We arc hungry. We need to buy something to eat. 2. She is very busy today. She has a lot of work to do. 3. Please be quiet! I have something important to tell you. 4. Will you please tell him to turn down the TV a little? 5. nobody knows what to do next? 6. I’m going to the post office to buy a few stamps this afternoon.

For Exercise 2. Join the two parts and make the students read together.

For Exercise 3. Get the students to read the story, and fill in the blanks. The answers are: which, who, who, who, who

IX. Summary

Exercise in class

l. 昨天他想借我的收音机。

2. 我需要一些喝的东西。

3. 他有许多家务要做。

4. 她叫我说慢一点。

5. 在街上踢足球很危险。

6. 学外语不容易。

7. 我不知道去哪里。

8. 叫他不要迟到。

X. Homework

1. Revise the use of the grammar.

2. Make sentences with the Infinitive.

初中英语教案 篇13

Section A

教学内容

Section A(教材P71~73)

教学目标

知识与能力

Section A的主要内容是学习“询问和谈论别人或自己喜好的学科并给出理由”;学会合理地安排自己的作息时间。

过程与方法

采用Imitating and repeating,Practicing,Comparing和Role playing的学习策略，利用教学图片、幻灯片或制作多媒体课件来展开课堂Pairwork问答式的口语交际活动或调查活动，谈论各自所喜欢的学科或其它的事情并给出理由。

情感态度价值观

Section A的学习内容贴近学生的学习生活，谈论的话题是喜欢的学科。通过互相询问和谈论彼此所喜欢的学科，可以增进同学之间的了解和友情并培养学生热爱学习、热爱科学的思想和良好的学习、生活习惯。

教学重、难点及教学突破

重点

学习“询问和谈论别人或自己喜好的学科并给出理由”。

语法难点

What,Who和Why引导的特殊疑问句的构成和使用。

教学突破

Section A重在通过使用what和why引导的特殊疑问句，对彼此所喜欢的学科进行询问和谈论以及对理由进行询问和谈论。对于what引导的疑问句学生已经学习过，基本掌握其结构，通过比较异同，学生可容易接受why引导的疑问句结构和用法。

教学准备

教师准备

准备各学科的教科书或图片或幻灯片；设计课后巩固练习的幻灯片；制作反映各门学科特征的课件，将听力部分的内容插入，通过介绍学科来引入新课。

学生准备

准备一份班级的课程表；制作一份英语课程表。

教学步骤

(1课时)

一、第一教学环节：情景创设。导入新课

教师活动

学生活动

Section A的主要内容是学习“询问和谈论所喜欢的学科”和“询问并给出理由”的语言结构。在导人新课时，可采取视听导入法和提问式导人法。

1.出示各门学科的教科书或封面图画或幻灯片或播放课件，教学或回顾一些学科名词：What subject is it? It’s English/…。

2.出示各门学科的教科书或封面图画或幻灯片，然后说：My favorite subject is English.,再询问学生：What’s your favorite subject?,引导学生作出回答，从而引出本部分的重点目标语言结构。

3.引导学生将1a部分的学科名词与图画中的活动场景进行搭配，完成1a部分的教学任务。

1.一边仔细观看各门学科的教科书或封面图画或幻灯片，一边听老师的介绍，或一边观看课件，一边听介绍，回答老师的问题，跟着老师读，学习一些学科名词。

2.一边观看各门学科的教科书或封面图画或幻灯片，一边认真听老师的陈述，然后回答：My favorite subject is …,开始学习目标语言。

3.将la部分的学科名词与图画中的活动场景进行搭配，完成la部分的学习任务。

二、第二教学环节：师生互动，学习探究

教师活动

学生活动

1.播放lb部分的录音让学生听，引导学生根据所听到的内容，圈出所听到的学科名词，完成1b部分的教学任务。

2.引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用What引导的特殊疑问句询问和谈论喜欢的学科。

3.播放2a部分的录音，引导学生根据所听到的内容整理对话，完成2a部分的教学任务。

4.播放2b部分的录音，引导学生完成对话，将学科名词与描述性形容词进行搭配，完成2b部分中的听力训练任务。

5.引导学生根据自己的看法将表格中的学科名词与描述性形容词进行搭配，完成2c部分的教学任务。

6.引导学生展开Pairwork活动，完成2d部分口语交际的教学任务。让学生先阅读对话，再进行问答练习，运用What’s your favorite subject? Why do you like…? Because it’s…等目标语言，完成2d部分的教学任务。

7.引导学生阅读对话，根据提示从方框内选择适当的词语完成对话，学习Who is your science teacher?等目标句型，完成3a部分的教学任务。

8.引导学生展开Pairwork活动，完成3b部分口语交际的教学任务。要求学生先通过调查，询问同伴最喜欢的学科和教师，然后填写表格，复习运用所学的目标语言。

1.听lb部分的录音，根据所听到的内容，圈出所听到的学科名词，完成lb部分的学习任务。

2.展开Pairwork活动，完成1c部分口语交际的学习任务，学会运用What引导的特殊疑问句询问和谈论喜欢的学科

。

3.听2a部分的录音，根据所听到的内容整理对话，完成2a部分的学习任务。

4.听2b部分的录音，根据所听到的内容完成对话，将学科名词与描述性形容词进行搭配，完成2b部分中的听力训练任务。

5.根据自己的看法将表格中的学科名词与描述性形容词进行搭配，完成2c部分的学习任务。

6.展开Pmrwo~活动，完成2d部分口语交际的教学任务。先阅读对话，再进行问答练习，运用What’s your favorite subject? Why do you like…? Because it’s…等目标语言，完成2d部分的学习任务。

7.阅读对话，根据提示从方框内选择适当的词语完成对话，学习Who is your science teacher?等目标句型，完成3a部分的学习任务。

8.展开Pairwork活动，完成3b部分口 语交际的学习任务。先通过调查，询问同伴最喜欢的学科和教师，然后填写表格，复习运用所学的目标语言。

三、第三教学环节：合作交流。巩固提高

教师活动

学生活动

引导学生进行调查活动，让学生调查父母最喜欢的一些事情，然后填写表格；再向全班同学介绍或互相谈论。通过这种方式，练习运用所学目标语言，完成4部分的教学任务。

进行调查活动，调查父母最喜欢的一些事情，然后填写表格；再向全班同学介绍或互相谈论。通过这种方式，练习运用所学目标语言，完成4部分的学习任务。

本课总结

本课采用Imitating and repeating、Practicing、Comparing和Role playing的学习策， 利用教学图片、幻灯片或制作多媒体课件来展开课堂Pairwork问答式的口语交两动或调查活动，谈论各自所喜欢的学科或其它的事情并给出理由。通过互相询问、谈论彼此所喜欢的学科，可以增进同学之间的了解和友情并培养学生热爱学习爱科学的思想和良好的学习、生活习惯。

英语教学设计 篇14

一、教材内容分析：

1本单元重点学习围绕食物展开的单词及功能性句子。本课时主要学习一些有关食物的单词：tomato ，tofu,potato,fish,green beans, eggplant和句型What would you like for lunch? l dlike…其中有些单词和句型在四年级上册已经学过，也可以说本单元是四年级上册第五单元的延续。

2、学习有关食物的词汇及如何用英语谈论自己最喜欢的食物，A部分侧重学习有关食物的单词以及一天三餐的食谱。B部分则是谈论自己最喜欢的食物以及原因 C部分是通过制作最喜欢的食物广告活动，逐渐把所学知识内化为自己的能力。

二、教学目标：

1、 能力目标：能够提问并回答三餐所吃的食物，如：

What would you like for lunch today? I’d like …

2、 知识目标：认读Let’s learn 的单词和句子，并掌握四会单词；了解good to know等部分的内容。

3、情感目标：了解中国表示美好愿望的传统美食，并介绍其他国家的代表性食物，开拓学生的视野

三、教学重点和难点

重点：掌握有关食物单词：tomato ，tofu,potato, eggplant,greenbeans

难点：掌握较多的食物单词，设计又去、符合学生生活实际的情景，激发学生的`兴趣。调动学生的积极性，达到教学目标。

四、 教学过程

1、Warm- up

（1） Greetings.

(2)Let’s sing and chant.《What Would You Like》播放《PEP小学英语》四年级上第五单元歌曲，学生跟录音唱。

2、Presentation

(1)Do you like vegetables?I like vegetables very much 。After a while,I’ll introduce some vegetables and meat for you! Oh, look, I have a riddles 。（出示Let’s start部分的谜语。）

（2）用谜语引出单词 tomato ， potato

Riddle1:It’s red and round. It grow on the ground. It looks like an apple, but it isn’t an apple.What’s it?（tomato.） Riddle2: It’s brown. French fries are made of them. What is it ？(potato)

（3）利用实物教授单词：eggplant,green beans,cabbage,fish ， tofu, cabbage.注意纠正cabbage和tofu的读音。

（4） 教授单词pork ， mutton。

（5）Group work.

以小组为单位，利用食物卡片，模拟餐厅里吃饭的场景，学生在小组内练习句型What would you like for lunch?及巩固新单词。

3.Extension and Consolidation

（1）、Make the summary.

（2）Make a survey

把学生分成4人一组，调查组内成员一日三餐情况，调查结束后，请学生进行口头汇报。

4、Homework

（1）写本课时的四会单词三遍。

（2）做本部分的活动手册配套练习。

（3）调查身边的几个朋友他们喜欢吃什么食物

五、板书设计

Unit 3 What’s your favourite food?

单词：Park tofu mutton tomato fish patato eggplant

What do you have for lunch today?

I have eggplant and tomatoes 。

I have onions and green beans.