初中英語(yǔ)課型分類(lèi)教學(xué)設計模板
作為一位優(yōu)秀的人民教師，就有可能用到教學(xué)設計，教學(xué)設計要遵循教學(xué)過(guò)程的基本規律，選擇教學(xué)目標，以解決教什么的問(wèn)題。如何把教學(xué)設計做到重點(diǎn)突出呢？下面是小編為大家收集的初中英語(yǔ)課型分類(lèi)教學(xué)設計模板，僅供參考，歡迎大家閱讀。
初中英語(yǔ)課型分類(lèi)教學(xué)設計模板1
教學(xué)目標分析
1、語(yǔ)言目標
a.重點(diǎn)詞匯：
Countries: Canada, China, France, Japan, the United States, Singapore, Australia, The United Kingdom, Paris.
Cities: Sydney, New York, Toronto, Toyo, London
Languages: English, French, Japanese, Chinese.
b.重點(diǎn)句型：-Where…from? -She’s/He’s from…
-Where does…live? -She/He lives in …
-What language does she /he speak? -She/He speaks ….
2、能力目標
a.培養學(xué)生在文段中尋找信息的能力;
b.學(xué)會(huì )用英文給筆友寫(xiě)回信，簡(jiǎn)單介紹個(gè)人情況;
c.通過(guò)有效地小組合作，培養學(xué)生合作能力及團隊精神。
d.在連慣的聽(tīng)說(shuō)讀寫(xiě)活動(dòng)中，訓練學(xué)生的邏輯思維，快速反應能力和實(shí)踐能力,使學(xué)生能熟練運用新句型來(lái)談?wù)撃挲g和日期。
3、交際目標
通過(guò)學(xué)習本單元的內容，使學(xué)生學(xué)會(huì )用各種方式與世界各國朋友交流。
4、德育目標
了解世界，了解不同地區的人文風(fēng)俗;學(xué)會(huì )理解和尊重異國文化。
三、單元重難點(diǎn)分析
重點(diǎn)：1.談?wù)搰�、民族及其語(yǔ)言。
2.詢(xún)問(wèn)并回答人們的住處。
難點(diǎn)：1.含from的where引導的特殊疑問(wèn)句及其回答
2.含live的where引導的特殊疑問(wèn)句及其回答
四、課時(shí)結構
為了能較好地實(shí)現既定的教學(xué)目標，結合本單元教學(xué)內容和學(xué)生的學(xué)習規律，將本單元授課時(shí)定為四課時(shí)。
Period 1 Section A 1a—2d
Period 2 Section A 3a—Section B2c
Period 3 Section B 3a---3c
Period 4 Summing up Section A and B and the grammar.
五、教學(xué)過(guò)程設計
The First Period
Teaching aims:
1.Learn to express the main countries and cities.
2.Know something about the countries.
3.Master where- sentence structure.
Key points:
1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore, the United Kingdom, country, Sydney, New York, Paris, Toronto, Tokyo world
2.Sentences: -Where is your pen pal from? -He’s from Australia.
-Where does he live? - He lives in Paris
-Where is John’s pen pal from ?
Teaching aids:
Some cards with cities and countries.
Teaching procedures:
Step 1.Lead—in (1a&2a)
First greet the students. Then teacher begins the topic with the Spring Festival. Do you have a nice Spring Festival? Do you go to many places? I do. Then use the fresh pictures through computer to teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last finish 2a on page2.通過(guò)這個(gè)環(huán)節，教師完成本單元的新單詞的導入，通過(guò)提供給學(xué)生每個(gè)國家的地圖，讓學(xué)生猜出國家名稱(chēng)及相應的城市，學(xué)生能有意識的記憶國家及城市的名稱(chēng)，并為整節課任務(wù)的完成奠定最基本的詞匯基礎。在看圖片時(shí)學(xué)生能夠做到精神集中，并能激發(fā)學(xué)生的學(xué)習興趣。
Step2.Practice(1c&2d)
�、賂eacher says: I goes to many places during the Spring Festival, so I have many pen pals from different countries. One of my pen pals is Sandy. She is from the UK. She lives in London. Ask the students: Do you have a pen pal? Some say yes, some say no. Then go on with “Where is she/he from?” and “Where does she/he live? Ask some students to stand up and practice with teacher.
�、赪ith these sentence structures, ask students to practice them in pairs.
�、跰ake a Survey to understand your classmates better.
上面這些句型的操練都是為了最后一個(gè)任務(wù)作鋪墊。操練的過(guò)程中可以及時(shí)糾正學(xué)生的錯誤。然后讓學(xué)生填寫(xiě)調查表，了解全班同學(xué)的筆友分別來(lái)自哪個(gè)國家以及居住在哪個(gè)城市，同時(shí)讓學(xué)生認識和了解一些國家和城市相關(guān)地理文化知識，拓展學(xué)生的視野,激發(fā)他們的興趣。在完成任務(wù)的過(guò)程中運用where…from和where…live引導的特殊疑問(wèn)句,綜合運用目標語(yǔ)言,詢(xún)問(wèn)并回答人們的國籍和住處。
Step3.Listening comprehension(1b,2b&2c)
After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b & 2c on page 2.在口頭練習的基礎上，在他們熟練掌握本課時(shí)句型以后再做這些聽(tīng)力應該是不難了，這樣可以增加他們學(xué)習英語(yǔ)的信心。并且這些聽(tīng)力材料的設計也是層層遞進(jìn)，由易到難，充分考慮到了學(xué)生的層次，起到了很好的鞏固作用。
初中英語(yǔ)課型分類(lèi)教學(xué)設計模板2
Unit 1 How often do you exercise?
�、�.Analyis of teaching material
1.The topic of this unit is about free time actmties。Suchtopicisrelated to students’daily life. So it is helpful toraise learning interest of students. If students can learn this unit well，it will be helpful to make students learn the the rest of this book.
2 .Teaching Aims and Demands
(1) Knowledge Obj ect
In this unit students learn to talk about how often they do things.
(2)Ability Objects
To improve students’ability of listening，speaking，reading and writing.
(3)Moral Objects
To help students form a good eating habit.
To do exercise every day and keep fit.
3 .Teaching Key Point
To master the key vocabularyand the target language presented in this unit.
4 .Teaching Difficult Point
To train students how to use the key vocabulary and the target language by reading and writing.
5 .Studying Ways
Teach students how to use context.
Teach students how to do a survey.
�、�.Language Function
Talk about how often you do things.
�、�.Target Language
What do you usually do on weekends?
I sometimes go to the beach..
How often do you eat vegetables?
Every day.
Most of the students do homework every day.
�、�.Structure
Wh-questions
What do…?
How often…?
Adverbs of frequency
All/most/some/none
V .Vocabulary
always，usually，often，sometimeshardly，ever，never, exercising，shopping，skateboarding once，twice，three times a week，month, every day, milk，junk，food, drink
�、�.Recycling
reading，watching TV，go to the movies, fruit，vegetables
�、�.Learning strategies
Using context.
Transforming information.
�、�.Teaching times
Six periods
Period One
Teaching Aims:
1. Learn to talk about how often do you do things
2. To learn the words of the adverbs of frequency.
Teaching Difficulties:
1.words: exercise, skateboard, hardly, ever, shop, once, twice, time, surf, internet, program.
2.phrases:how often, on weekends, go to the movies, exercise, go skateboarding, always , usually , often , never , hardly ever , sometimes .
3.Sentence patterns: What does she /he do on weekends ? She often goes to the movies .How often do you shop ? Once a week / Twice a week ??? .
Teaching Aids: Tape recorder;Multi-Media.
Teaching Procedures:
Step 1：Greeting.
1. Teacher: Summer vacation is over. I think you had a wonderful vacation, am I right? Did you enjoy your summer vacation? Could you please tell us what you did in your summer vacation?
2. Encourage students to share their holidays with the whole class.
Step 2：Leading – in
Teacher: Oh, you had a happy and colorful vacation. Today we will talk about more activities on weekends. First, let’s think about what we can do on weekends. (Ask some questions and let students think it over).
Teacher: I often sing on weekends, what do you usually do on weekends?
S1: I often take piano lessons.
Teacher: What does she usually do on weekends? (Ask another student)
S2: She often takes piano lessons.
Teacher: What about you? (Ask S2)
S2: I often play basketball
Teacher: What does he usually do on weekends? (Ask another student)
S3: He often plays basketball.
(Ask more students in the same way)
Step 3：1a Look at the screen. Make a list of the different weekend activities.
First let students list different activities, then
Teacher: Now work in pairs, ask and answer
---What does he/she do on weekends?
--- She goes shopping. / She reads books. / He exercises. / He watches TV. / She goes skateboarding.
Step 4：1b Listen and write the letters from the picture above on the lines below.
Get students to focus on the six adverbs in activity 1b and help students to understand:
Always-100% usually- 90% often-80% sometimes-50% hardly ever-10% never-0%
Step 5：Lead-in:
Teacher: I always read English books on weekends.
I usually exercise on weekends.
I often go to visit my grandparents.
I sometimes go shopping on weekends.
I hardly ever play computer games on weekends.
I never play cards on weekends.
What does your English teacher do on weekends?
(Help students to say)
Students: Our English teacher always reads English books on weekends. She usually exercises on weekends…..
Teacher: I exercise every day. I go shopping once a week. I watch TV twice a week. I go dancing three times a month…
How often does your English teacher exercise/ go shopping / watch TV / go dancing?
Students: Our English teacher exercises every day….
Step 6：Listening (2a and 2b)
Teacher: My friend Cheng is talking about something about his different activities, let’s listen and number the activities you hear.
Teacher: Listen again. How often does Cheng do the activities above?
(Help students to finish 2a and 2b)
Step 7：.Do a survey:
Activities How often
Take a shower
Wash your hair
Exercise
Clean your room
Ask and answer: How often do you take a shower?
How often does he / she take a shower?
Let Ss ask and answer in pairs, using always, usually, often, sometimes, hardly ever or never.
初中英語(yǔ)課型分類(lèi)教學(xué)設計模板3
任務(wù)：My favourite sport
目的：通過(guò)編謎語(yǔ)復習和鞏固與有關(guān)運動(dòng)項目的英語(yǔ)名稱(chēng)，擴大學(xué)生的詞匯量，培養其英語(yǔ)的興趣。
材料：調查表一份
語(yǔ)言技能：Reading and writing
語(yǔ)言知識：與運動(dòng)相關(guān)的詞匯
提示詞語(yǔ)幾句型：
1.必備詞匯與句型
(1) football, basketball, volleyball, ping
pong, tennis,…
(2) What is my favourite sport, do you kno
w?
(3) It’s from England. It is round. Many
people like it…
2.擴展詞匯與句型
Sports: badminton, bowling, boxing, horse riding, jogging, shot-put, golf, cycling, shooting, hikin
g,…
Seasons: in spring, in summer, in autumn, in wint
er
Place: inside the door (indoor sports), outside the door (outdoor sports), on the playground, in th
e sports field,…
Style: teamwork, in pairs, individual, …
Sports change with the season.
People play diferebt games in different seasons.
活動(dòng)形式：3-4人小組
操作過(guò)程：
(1)學(xué)生自由組合成3-4人小組，討論確定小組
成員中最喜歡的運動(dòng)項目;
(2)教師制作如下表格，復印若干份，分發(fā)給
各小組：
(3)各小組利用課余時(shí)間，上網(wǎng)或去圖書(shū)館查閱所喜歡的運動(dòng)項目的相關(guān)資料，并根據要求填寫(xiě)表格;
(4)小組成員合作根據表格填寫(xiě)的內容編寫(xiě)一則謎語(yǔ)，然后叫給教師，由教師作一些必要的修改。例如：
The ground must be 26 metres long and 14 metres wide. There can be ten players in a team but not more than five players in team may play at one time. To score a point a player must throw the ball, but they must not carry it. There are four twelve-minute periods for the match. What is my favour
fanwen.wenku1.comite sports,
do you know?
(5)把謎語(yǔ)張貼在教室櫥窗內，供其他組成員
猜測。
初中英語(yǔ)課型分類(lèi)教學(xué)設計模板4
一、對本節課的定位
我認為在“新課程標準”和“新基礎教育”的理念的指導下，這節課應該既能夠讓學(xué)生的學(xué)習有意義，也能夠讓教師在扎實(shí)、充實(shí)、平實(shí)、真實(shí)的授課過(guò)程中真正享受到，“教學(xué)作為一個(gè)創(chuàng )造過(guò)程的全部歡樂(lè )和智慧的體驗”。同時(shí)，本單元是以話(huà)“交通”題材為教學(xué)主要內容的新目標(Go for it)教材典型設計，借助本單元可以給學(xué)生在學(xué)習方法上以很好的指導，并可以在小空間內進(jìn)行大規模的扎實(shí)、有效的訓練。
二、任務(wù)目標的確定
本單元的教學(xué)任務(wù)是在“交通(transportation)”這一話(huà)題下，讓學(xué)生學(xué)會(huì )談?wù)摗敖煌ā?包括不同的交通方式，到某地的距離以及以某種交通方式到某地所花費的時(shí)間等)，學(xué)習一些文化常識，掌握一定的學(xué)習方法，并在大量的、有效的'訓練中提高學(xué)生的聽(tīng)說(shuō)讀寫(xiě)等基本能力。
三、教學(xué)環(huán)節的設計思路
本著(zhù)整體劃一，循序漸進(jìn)，高效有序，并在教學(xué)中能不斷地深化教學(xué)的設計思路來(lái)安排本節的每一個(gè)環(huán)節。
(一)整體劃一
在本節課中，對于“整齊劃一”可以從兩點(diǎn)來(lái)說(shuō)明:首先，本人一直認為作為語(yǔ)言教學(xué)，聽(tīng)說(shuō)讀寫(xiě)等能力的訓練應該是一個(gè)整體，不可分割開(kāi)來(lái)的，因此在教學(xué)設計中可以說(shuō)一個(gè)話(huà)題，一個(gè)訓練都蘊含著(zhù)各種能力的培養;其次，在教學(xué)中每一節課都是獨立的，但在我的教學(xué)設計中每一節課不僅可以獨立，更重視它在單元教學(xué)整體中的地位與作用。與每一節課內銜接一樣，單元教學(xué)的整體銜接也很重要。
(二)循序漸進(jìn)，高效有序
本節課從簡(jiǎn)單的對“How do you get to school in the morning?”的詢(xún)問(wèn)入手，引入對重要課文Section A 3a的復習。通過(guò)學(xué)生復述這段文字，重點(diǎn)鞏固由“How, How long, How far”引導的談?wù)摻煌ㄔ?huà)題的重要句型，并提煉相關(guān)的信息形成新的對話(huà)，為下一環(huán)節作鋪墊。即課文Section A 3b的訓練，通過(guò)第一、二人稱(chēng)來(lái)談?wù)摻煌ㄔ?huà)題的訓練，拓展到以第三人稱(chēng)來(lái)談?wù)撍说慕煌ㄔ?huà)題，進(jìn)而讓課文Section B 2a, 2b, 2c的學(xué)習水到渠成。然后完成對本節課學(xué)習的測試，進(jìn)行歸納總結本節課的要點(diǎn)。最后，作業(yè)一中讓學(xué)生來(lái)完成交通方式的圖片收集，是對本節內容的進(jìn)一步深化;作業(yè)二中要求學(xué)生做一個(gè)調查，并形成調查報告，實(shí)際上和測試二一起構成了對Section B 3a的有效預習。
總之，本課從課本入手，用課本內容引出一系列的活動(dòng)，最終又導向課本，環(huán)節緊扣，層次清晰。
四、獨特的創(chuàng )意
本節課的設計中，具有獨特創(chuàng )意的地方，可以從以下幾個(gè)方面來(lái)說(shuō)：
第一、獨特的環(huán)節設計
首先面向全體學(xué)生進(jìn)行簡(jiǎn)單的復習，目的在于鞏固幾個(gè)基本句型。然后把課本中閱讀的短文用復述和聽(tīng)力的方式引入，別出心裁。其主要目的在于營(yíng)造較輕松的語(yǔ)言環(huán)境，緩解部分學(xué)生對于說(shuō)寫(xiě)等輸出環(huán)節的畏懼心理。接下來(lái)，從大量的聽(tīng)說(shuō)引入讀寫(xiě)，給學(xué)生鋪墊知識的過(guò)程。既練習口頭表達，又鞏固了讀的成效。教學(xué)步驟中每一步都將成為下一教學(xué)步驟的鋪墊，在每一步驟中，教師設計具體任務(wù)，讓學(xué)生參與到課堂互動(dòng)中，并完成具體的任務(wù)。整個(gè)課堂設計由淺入深，循序漸進(jìn)，難度過(guò)渡非常自然。
第二、獨特的課程深化
全面展開(kāi)訓練，重點(diǎn)集中突破，中考真題幫輔，課結影響未盡。首先，在常規的訓練之后，又用中考真題來(lái)重點(diǎn)訓練和鞏固所學(xué)，不但給學(xué)生對本節課的理解有更深一步的認識機會(huì )，更為學(xué)生的長(cháng)遠學(xué)習打下了堅實(shí)的伏筆。其次，在對交通的表達方式上的深化，采用了系統歸納，并用同意表達的形式進(jìn)行訓練，有層次，有實(shí)效。
第三、獨特的思維能力訓練
著(zhù)重思維能力的訓練，圍繞話(huà)題進(jìn)行多方面的擴展性的練習，并充分地利用Listening和Speaking，引發(fā)學(xué)生積極思維，以Groupwork和Pairwork等多種形式討論和操練。最終達到讓學(xué)生熟練談?wù)摗敖煌ā边@一說(shuō)話(huà)能力的目標。并在作業(yè)中以預習形式對這一目標進(jìn)行了延伸。
五、掌控好借來(lái)的學(xué)生
由于是借班上課，學(xué)生又是活動(dòng)的主體，課堂上大部分的時(shí)間交給學(xué)生，教師的引導是關(guān)鍵。
初中英語(yǔ)課型分類(lèi)教學(xué)設計模板5
初中英語(yǔ)Unit 1 A Trip to Beijing
一、教學(xué)內容分析
本單元以A Trip to Beijing為話(huà)題，學(xué)生通過(guò)本單元學(xué)習，能夠表達請求許可，能夠詢(xún)問(wèn)及表達兩地距離，掌握一百以上數字的讀法與寫(xiě)法，初步學(xué)習比較等級的形式及用法;學(xué)會(huì )制定計劃以及用英語(yǔ)購買(mǎi)票。
1 、 Lesson 1要求學(xué)生通過(guò)學(xué)習李明與媽媽關(guān)于去北京旅行的對話(huà)，通過(guò)技能訓練掌握表示意愿以及請求許可的表達方式。
2、 Lesson 2以打電話(huà)的形式，要求學(xué)生學(xué)習如何邀請別人一起旅行以及一些旅行安排的表達方式。
3、 Lesson 3要求學(xué)生通過(guò)學(xué)習本課能夠詢(xún)問(wèn)及表達兩地的距離，并掌握100以上數字的讀法與寫(xiě)法。
4、 Lesson 4以唱歌和對話(huà)的形式要求學(xué)生復習各種交通方式，并通過(guò)對比初步學(xué)習比較等級的形式及用法。
5、 Lesson 5通過(guò)學(xué)習本課掌握一周七天的讀法與寫(xiě)法，重點(diǎn)掌握如何作旅行計劃，學(xué)會(huì )征詢(xún)別人的意見(jiàn)。
6、 Lesson 6通過(guò)學(xué)習Jenny和Li Ming做旅行準備的對話(huà)，重點(diǎn)復習this, that, these, those的用法，及談?wù)摂盗�，提供幫助的表達方式。
7、 Lesson 7通過(guò)本課學(xué)習購票的表達方式及勸阻他人不做某事的表達法，同時(shí)要求學(xué)生學(xué)會(huì )書(shū)面講述令自己興奮的一次經(jīng)歷。
8、 Lesson 8幫助學(xué)生復習運用本單元所學(xué)內容。
二、教學(xué)目標
句式：1. Talk about distance
—How far is it from … to …?
—It’s … kilometers. / It’s about …
2. Asking for permission
May I …?
Yes, you may. /No, you may not.
3. Showing Intentions
Do you want …?
I want….
Let’s take a …, …is faster/slower than….
4. Others
How many … do you have?
Please (don’t) ...
三、教學(xué)過(guò)程：
(一)通過(guò)談話(huà)引出正題：大家暑假去沒(méi)去旅游，誰(shuí)能說(shuō)說(shuō)旅游情況?注意：用英語(yǔ)會(huì )話(huà)。
(二)導入課文，學(xué)習相關(guān)句子。
重點(diǎn)句子1. —May I go on a trip to Beijing? —Yes, you may. / No, you may not.
1. How far is it from China to Canada? It’s about eight thousand five hundred kilometer.
2. A train is slower than a plane, but faster than a bus.
3. What do you think of it?
4. I want to go to the Great Wall.
5. May I help you? Sure.
6. How much for a ticket on the T58 from Shijiazhuang to Beijing, please?
7. Please don’t run or jump.
(三)具體實(shí)施
1.Greet the students and get them to talk about their holidays.
T: I haven’t seen you for long ages, boys and girls! How is it going?
S: Quite well. How are you?
T: I’m fine, too. Thanks. Did you have a nice holiday?
S: Yes.
T: Would you like to share your experience with me? … What did you do?
S: I read a lot.
T: You must have learnt a lot.
2.Get some other students to talk about their holidays. And then show some places of interest and
continue talking with the students to make them understand the phrase go on a trip to.
T: I had a nice holiday too. I went on a trip to Beijing. Look! There are some pictures about this city.
Show the students the following pictures.
T: How about the first picture?
S: It’s Tian’anmen Square.
T: That’s right! The second one?
S: It’s Gugong. (In Chinese)
T: In English It is named the Palace Museum. S: The Palace Museum.
T: How about the last one?
S: It’s Changcheng.
T: It’s the Great Wall in English.
S: The Great Wall.
T: There are so many beautiful places in Beijing. And Beijing is the capital city of our country. Would you like to travel to Beijing? (To one student)
S: Yes.
T: Would you like to go on a trip to Beijing too?
3.Help the student to answer. Make sure the students know the meaning of go on a trip to.
S: Yes. I’d like to go on a trip to Beijing. T:…(略)
4.Get the students to learn to talk about permission by using the phrase: to go on a trip to. The teacher can show them some pictures of places of interest to help them to discuss.
T: What city would you like to go on a trip to, Beijing or Guilin?
S: I’d like to go on a trip to Guilin.
5.Ask more students the same question to let them learn the phrase go on a trip to well
T: Gulin is a very beautiful place. May I go on a trip with you?
6.Help the student to answer: Yes, you may. Or No, you may not.
Explain the meaning in Chinese if necessary. S: Yes, you may.
T: (To another student) I have no money to go on a trip to Guilin. May I borrow some money?
S: No, you may not.
T: Li Ming wants to go on a trip to Beijing. Listen to the tape carefully. Does Li Ming’s mother go on a trip to Beijing too?
S: (After listening) Yes.
四、課堂練習：
聽(tīng)Listen to dialogues about distance, intentions, and numerals
說(shuō)Talk about distance, show intentions, say numbers and make a phone call in English
讀Read dialogues about trips寫(xiě)Write a plan
五、布置作業(yè)：完成課本1-5題
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