初中英语教案设计

初中英语教案设计模板

　　作为一位杰出的老师，常常要根据教学需要编写教案，借助教案可以恰当地选择和运用教学方法，调动学生学习的积极性。我们应该怎么写教案呢？以下是小编帮大家整理的初中英语教案设计模板，供大家参考借鉴，希望可以帮助到有需要的朋友。

初中英语教案设计模板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在后面不远处

　　说一个物体离另一个物体(一处离另一处)很远或不远，用far from或not far from。

　　2) enough作adv.修饰adj.或adv.时，必须位于其后。作为adj.修饰n.时，一般位于其前，也可位于其后。

　　①The question is easy enough. We can work it out.

　　②The water is cool enough to drink. Let’s drink. We are all thirsty.

　　③Don’t worry. We have enough tickets for all of you.

　　3) Class 3 were the winners! class集体名词，指全体，是复数概念，所以were, winners均为复数。类似的集体名词还有family, school等。

　　①His family are all sports lovers. They all like watching games.

　　②The whole school are shouting with joy at the good news.

　　4) congratulations to sb.on sth.

　　congratulate sb. on sth.

　　① –Congratulations to you on your good result!

　　– Thank you!

　　② 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

　　选择一个词并用其正确形式填空(如名词，反义词等)

　　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

　　在下列空白处填上适当形容词或副词的比较级或最高级。

　　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.

初中英语教案设计模板2

　　教材及学情分析：这节语法课教学重点和难点是when 和while的用法区别。

　　以前学生学习了过去进行时，对其已有一定了解，但还不是能明确分清二者的区别。

　　我在重难点突破方面进行了如下尝试：

　　一、情景导入：从日常生活用语导入。

　　生活用语中我们常能用到when 和while引导的时间状语从句，让我们从这些句子中来发现他们的使用规则。

　　二、精讲规则：引导学生自己归纳过去进行时句子中when 和while的用法区别并及时指导。

　　三、练习巩固

　　有针对性的练习，在练习中巩固，查找不足。

　　四、综合运用：采用了先进行口语交际；夹杂规则的再次精讲，最后落实到笔头训练的形式。

　　1.拓展延伸，询问查凶，口语交际,练习过去进行时：

　　2.再次精讲规则，区别于最易混淆的一般过去时，突出其差别,强化过去进行时的.用法；

　　“when, while”的用法，注意板书呈现。

　　3.进行综合运用练习，重点突出过去进行时适用和不适用之处；

　　用相when 和while比较的练习题。使学生了解他们的用法及其不同之处。

　　整节课要注意激发学生的学习积极性，调动更多学生的参与热情，引导学生学会学习，做课堂的真正主人。

初中英语教案设计模板3

　　Lesson 70 教学设计方案一

　　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 教学设计方案二

　　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 (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，最高级为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.

初中英语教案设计模板4

　　How do you come to school?

　　教学目标

　　知识目标

　　通过本单元的学习,学生能够谈论有关交通工具情况,围绕how do you come to school? by bike/by car/ by bus...等句型。

　　交际用语学习

　　how do you come to school? by bike/by car/ by bus...

　　语法学习

　　一般现在时用来表示经常的或者习惯性的动作，常与often,usually,sometimes等副词连用。

　　语音

　　掌握连读。

　　掌握句子重音和语调的训练。

　　能力目标

　　1.要求学生能熟练的运用表达使用不同的交通工具的句型、掌握与之相关的短语。

　　2.复习巩固以How开头的特殊疑问句的用法。进一步理解，熟悉，运用一般现在时。

　　情感目标

　　本单元的核心教学项目是“交通工具”，即用英语询问某个人物上学或上班或其他活动的时候所采用的交通工具的语言。教育学生询问他人的时候用句型how do you come to school要求学生掌握好助动词do在不同人称特别是第三人称单数后的变化。通过学习本单元内容使学生了解人乘坐不同的交通工具的表达方式。

　　教学建议

　　教学内容分析

　　本单元的核心内容是“运用某种交通工具去某地的表达法”。在口语训练方面，主要是练by bike/bus/car/train/ship/plane及其问答。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。对于第110课第1部分两位老师的'对话，我们可带着Is it a nice day?How does Mr. Wu usually come to school?What is wrong with his bike?这样的问题，先听后读再说，去学习对话。语法方面主

　　要是进一步复习、巩固一般现在时态和走冠词的某些用法。

　　听说训练

　　本单元带情景的对话始于第110课第一部分，尽管只有三段简单对答，其中却包含本单元的教学要点。如果第109课的词汇和句型练习进行得顺利的话，可将这部分移至第一节课中操练。教师可先借助课本中的六幅图，将by的用法教给学生。做法是：先造单句，然后再导入对话。教师设立几个典型场景，请学生回答，如：在一般城镇中Students usually come to school by bike/by bus/on foot.其中有些学生可能是by car/taxi;在水乡生活的学生多半是by boat;而山区的孩子们可能是on foot;而牧区的学生也许是on horse，那么什么情况是by train可让学生自己思考;他们也许还有许多其它选择，如motorcycle(摩托车)，minibus(小公共)，electric bike(电动自行车)，subway(地铁)，coach(长途公共汽车)，steamer(汽船)等。

　　综合前两课对话和听力内容，提供典型场景下的对话。

　　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.

　　本单元对话训练的结果应使学生就‘“交通工具”这一话题，联系生活实际，自编对话，表演出来。本单元课文的听力练习安排在第110课第三部分;练习册第110课练习2也是个听力练习。它们应与对话训练密切配合，达到听说相结合的目的。

　　语法教学建议

　　本单元语法要点是在学过一般现在时的其它用法前提下，教学其表示经常或习惯性动作的用法。经过数次多种形式的训练，学生不难掌握这个用法。因为这个语法点已巧妙地融入课文的多项内容中。教师只要适时帮助学生归纳其用法，如通过问答练习，让学生相互问答有关自己及家人的日常作息活动，就可进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.

　　运用你上课时用过的图片，给每组学生一张，让学生尽可能详细地讨论图片。学生描述图片时，一定不要写下描述的内容。一些学生觉得在用英语说前需要把他们想说的先写下来，这是说英语的坏习惯，不利于你的语言学习。要鼓励学生只说英语，必要时教师可以给予提示。

　　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.

　　让学生自已设计他们自己的交通工具，并给它取名，学生必须说明这种交通工具的用途。或许他们想设计一些能把他们带上月球、太阳或只是街道四周。鼓励学生尽可能有创造性，教师可以帮助学生给他们的交通工具取名，像轮胎、挡风玻璃等。

　　阅读教学建议

　　本单元第112课第三部分是一篇供选用的短文。练习册第111、112课中也有两三段短文。在阅读训练中，教师可利用课文后的问题让学生进行锻炼。如能以课文线索为背景，画简笔连环画，帮助学生理解和复述课文，效果会更好。练习册第112课练习6就是这种教法的一个示例。

　　词语辨析

　　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都是介词，over是“在……上方”的意思，on是“在……上面”的意思，前者指两物体不接触，后者指两物体相接触。如：

　　There’s a light over the table.

　　桌子上方有一个灯。(light与table不接触)

　　There’s a bridge over the river.

　　河上有座桥。(bridge和river不接触)

　　How many boats are there on the river?

　　河面上有多少只船?(boats和river接触)

　　The kite flies over the house.

　　风筝飞在屋子上空。(kite和house不接触)

　　There’s a tall building on the mountain.

　　山上有座高楼。(building和mountain接触)

　　over可表示从一边到另一边越过某一物体，两者可以接触，也可以不接触，on可指在某一物体上面移动。试比较：

　　The plane flies over the mountain.

　　飞机飞过那座山。(飞机和山不接触)

　　The red car runs over the bridge.

　　那辆红色汽车驶过大桥。(汽车与桥接触)

　　The car runs fast on the road.汽车在路上飞驰。

　　2.too much和too many

　　too much和too many都作“太多”解，too much修饰不可数名词。而too man修饰可数名词。这里副词too是“太”，“过分”的意思，加强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东西，要不然你会感到不舒服的。

　　There are too many people in that room. I can’t get in.

　　那个房间里的人太多，我简直进不去。

　　【注意】有时too much可单独使用，与介词短语for sb.连用，意思是“某人经受不住……”，而too many则不能这样用。如：

　　This problem is too much for a boy like him.

　　这一问题对于一个像他这样的孩子太难了。

　　The trip is too much for my grandfather.

　　我爷爷经受不住这次旅行。

　　【注意】too much还可以作宾语或状语用，而too many只能作宾语，不能作状语。如：

　　You can't eat too much at a time.你一次不能吃得太多。

　　He talks too much.他说得太多。

　　usually，often和sometimes的用法

　　这三个副词是表示行为或动作的频率的。在使用这些词时，要注意它们在句中的位置，请看下面的几个句子：

　　My mother usually goes shopping on Sundays.

　　(usually放在行为动词go之前)

　　I’m often late for school.(often放在be动词之后)

　　Sometimes I go to the park with my parents.

　　(sometimes放在句首)

　　Se sometimes goes to school on foot.

　　(sometimes放在行为动词之前)

　　But I walk sometimes.(sometimes放在句尾)

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