初中英语教案七年级 初中英语教案七年级全英语

初中英语教案《Unit 4 Don’t eat in class. Section A 2a-2d》-2021天津教师考试

1. Master some useful expressions

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初中英语教案七年级 初中英语教案七年级全英语

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根据人教社《义务教育教科书英语》七年级下册Don’t eat in class. Section A 2a-2d 部分，按要求进行相应的教学设计。

1.制定本课时的知识与技能目标

2.制定本课时的教学重难点

3.设计本课时的听力练习活动。

4.设计本课时的听后拓展活动

5.设计本课时的作业。

【参考设计】

1.Teaching Aims：

Knowledge aims：

Students can know the meaning of some phrases, such as eat outside, wear a hat, eat in the classroom…and the usage of sentences: --- Can we eat in the classroom? --- Yes , we can. / No, we can’t.

Ability aim：

Students can improve their listening and speaking skills by listening the tape in different ways and talking the class rules in group.

2.Teaching key and difficult points:

Key point: Can the usage of some key phrases.

Difficult point: How to understand and observe the rules in their real class.

3.While-listening

(1) Let students listen to the tape for the first time and check the activities Alan and Cindy talk about.

(2) Let students look at the activities they choose and predict wher Alan and Cindy can do them or can’t do them. Then, students should listen to the tape for the second time and circle can or can’t on the book to check their predictions. Later, the teacher will invite some students to share their answers.

(3) Students should listen to the tape for the last time and pay attention to the phrases and sentence structure.

4.Post-listening

(1) Q & A: The teacher will ask some questioSpeech Cassette. Get the students to read the poem after the tape and the students understand the poem. Ask them to learn the poem by heart.ns and spur students to answer like this:

--- Can we eat in the classroom?

--- No, we can’t.

(2) Students should role play the conversation with their partners in 3 minutes. Then perform for the class.

(3) The teacher will give students 5 minutes to make a discussion in group of 4 to talk about our classroom rules by using the phrases and sentence patterns on the book. Then the teacher will invite some groups to share their ideas. And the class will choose some rules as our class rules.

5.Homework

Make some family rules with your parents and read the results for others next class..

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初中英语语法课教案设计

Listen to sound of the transportation and guess what kind of transportation it is.

初中英语语法课教案设计

一、牛津版初中英语教材与人教版教材语法内容的异同

牛津版初中英语教材在内容上更加贴近现实生活，在语法知识上也有所改变，增加了间接引语这一知识点。这就要求老师要对教材的语法知识进行深入地分析和研究，准确把握语法重点和难点，找到最合适学生学习的方法，提升学生的英语语法学习兴趣，使学生扎实掌握英语语法。

二、牛津版初中英语教材与人教版教材语法的具体异

（一）牛津版教材更强调现在时语法

牛津版初中英语教材的“现在进行时”与“一般现在时”出现的先后顺序有所调整，而且没有“过去将来时”这一语法点。这一顺序的调整不会对学生的学习产生较大影响，“过去将来时”可以在学生学习“过去完成时”时提出。“现在进行时”与“一般现在时”主要是让学生掌握区分助动词形式：do/does/is/are；区分动词形式：read/reads/reading。

（二）牛津版教材被动语态出现较早

被动语态出现的时间比较早，学生比较难以理解，例如学生对“English is spoken by lots of people in the world.”这句话的理解就容易产生困难。因此教师在教学时就要使学生回顾过去学过的几种基本时态，通过基本时态反过来理解被动语态，这样就可以起到融汇贯通的作用。

（三）牛津版教材新增间接引语语法

间接引语是牛津版英语教材中新增的内容，学生之前从来没有接触过，学生在学习时就会产生障碍，不容易理解。“He asked me if I had any .”这句话是如何体现间接引语的语法特征的以及如何将直接引语转化为间接引语学生都是次接触，教师在设计教案时要抓住宾语从句作为间接引语的教学重点。从宾语从句入手，讲解间接引语的语法特点和直接引语转化为间接引语的方法，深入浅出，这样就会使学生更容易理解间接引语的语法特点，及时掌握间接引语的转换方式，提升学生英语语法的基础水平。

三、语法课教案设计措施

教案是教师开展教学的重要手段，教案好坏直接关系到教学质量。合格的教案能程度地体现教师的教学水平，能够激发学生的学习兴趣，使学生在短时间内有效地接受新知识。

（一） 教案要有针对性

教师在设计教案时要有针对性。一是要针对学生的学习特点和身心发展的特点，掌握学生之间学习水平的异，这样就可以合理安排教学环节和教学进程。教师在设计教案时，要制定有层次性的学习目标，设置不同难度的问题，根据学生的学习特点设置提问环节，使学生都能够在课堂上有所收获，能够体会到学习过程中的成就感，激发学生的学习兴趣，提升语法教学质量。二是要针对教学内容准确把握各类语法的重难点，将重点知识传授给学生，如在讲间接引语时要着重讲解宾语从句的语法特点。这样就可以事半功倍，使学生更有针对性地开展学习活动，有助于提升学生的英语成绩。

（二）教案要有创新性

教师在设计教案时，要充分调动自身的能力，对教材内容进行深入剖析，对学生心理进行深入解读。初中阶段，学生的好奇心、好胜心较强，教师在设计教案时要充分尊重学生的这些特点。不断3.Pre-reading。 提问，How can you know your friends， if you hen’t seen each other for a long time? 联系朋友有很多方法，但是 One of the best ways is sending e-mails to them. Do you know why?过渡到今天话题的材料，快速看完两则e-pal广告，找出。创新教学形式，开展合作学习和探究式学习，学生进入到教师创设的教学情境中，激发学生的想象力和创造力，充分调动学生的积极性。在教案中设计小组竞技教学活动内容，打破传统灌输式教育模式，提升学生的学习兴趣，保证良好的教学效果。

教案中还要注意提问的技巧，提问要注重知识点的.迁移，促使学生能够积极思考。例如在提问被动语态的特点时，学生可能不太了解，这时教师就要先提问学生学过的基本语态的特点，从基本语态的特点反过来推敲被动语态的特点，使学生真正掌握被动语态的特征。

（三）教案要体现教学过程的反思

教师在教学过程中总会遇到各种突况和各种教学难题，教师在课后要对这些问题进行深入反思，并将反思的结果和改进方法详细记录在教案上，并对教案中的不足之处及时进行修改和调整，这样才能不断提升教学质量，使教学过程更加科学完善，使学生能更容易地接受新的语法知识。

总之，教师在设计教案时要始终遵循教材特点和学生的发展特点，只有将教材上的内容进行系统分析才能制定出合理有效的教学策略，不断提升教学水平，促进学生的综合发展，真正提高学生的英语应用能力。

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初中英语教学案例范文

3、再次观看课件，跟读课件中人物的句子。教师邀请一名小朋友一起扮演故事。（教师模仿上课，小朋友气喘吁吁的敲门。师生展开一段对话。）

编写教案要依据教学大纲和教科书。从学生实际情况出发，精心设计。下面是我给大家整理的初中英语教学案例范文，供大家参阅!

9、与学生培养良好的师生关系，为人师表。

初中英语教学案例范文篇1

Language focus:

1.Useful expressions

on Bondi Beach; great fun; fail; need pract; lee for; by the way; on business; so far; trel to. . .Time flies

2. Present Perfect Tense

Properties: Recorder; Overhead Projector; Pictures.

Teaching Procedures:

Ⅰ. Showing aims

2. Practise the Present perfect Tense

3. Practise speaking English

Ⅱ. Revision

1. Check the homework.

2. Revise the passage "surfing". Ask one or two students to rel the story in front of the class.

3. Revise the Present Perfect Tense. Get the students to make dialogues in pairs, then he some of them act out their dialogues to share with the class. Pay attention to the use of the Present Perfect Tense.

III. Presentation

Speech Cassette. Play the tape for the students to listen and repeat. Then in groups, he the students read and act out the dialogue, ask sral pairs to perform the dialogue for the class.

Note: such great fun; Time flies; on business. They may be explained in Chinese.

Explain the difference between "such" and "so" (such + nouns, so + adjectives)

IV. Pract

Part 2. Go through the dialogue with the students. Then get the students to ask and answer in pairs. Remind the difference between "he / has gone to" and "he / has been to"

V. Pract

Each student interviews a student or a teacher by asking the following questions:

What places he you been to in China?

He you r been to…?

How many times he you been there?

When did you go there?

How did you go there?

What interesting things did you do there?

Do you want to go there again?

Then ask the students to write a short passage about the interview, get one or two students to read for the class.

VI. Pract

He the students give their own answers to the questions in the book.

Ask the students to ask and answer in pairs.

VII. Workbook

Do Exercise I with the class. First he the students do it individually, then check with the whole class.

The answers are: he got; He been; went; ge; He taken; took; be; has gone

Do Exercise 3 with the whole class. And get the students to learn the sentences.

VIII. Summary

Exercises for class

Translate the following sciences into Chinese.

1. 他在哪儿?他已经去了。

2. 他去过几次?

3. 不管他说什么，我都不会相信。

4. 你刚才做家庭作业了吗?还没有。

5. 他已经到美国去旅游了。

6. 不管你走到哪儿，我都会记得你。

IX. Homework

Finish off the exercises in the workbook.

初中英语教学案例范文篇2

Language Focus:

Useful expressions:

a 12 - year - old schoolboy; try to; cross; channel; fail; set off; slow down; go on swimming, a big crowd of; wait for; be proud of; speak highly to.

Properties:

Teaching procedures:

I. showing aims

2. To revise all the contents of Unit 2.

3. To go through Checkpoint 2.

4. To train their listening ability.

5. To train their writing ability.

II. Revision

1. Revise "he / has been to" and "he / has gone to". Ask: Where is he? Get some of the students' answers with: He has gone to. . .

S1: He has gone to the off.

S2: He has gone to the hospital. .

S3: He has gone to Beijing.

Then ask: How many times he you been to Beijing?

S1: I've nr been there.

S2: I've been there tw.

S3: I've been there three times.

Make sure the students can ask and answer correctly.

2. Revise the sports words. Divide the class into four groups and he a competition, say out the words as quickly as sible. See which group can say the most quickly and say the most words.

III. Listen

Listening Casette. Play the tape tw for the students to listen and do Exercise I in the workbook. Then play the tape again, and check the answers with the class.

IV. Word Puzzle

Ask the students to find the words in groups of the four. Get one student to share his or her answer with the whole class and check with them. The answers are: skiing; swimming; skating; boat-racing; diving.

V. Presentation

Part 3. Speech Cassette. Play the tape tw for the students to listen and repeat. Then ask the students to read the passage by themselves. Try to find the answers to the following questions:

1. Who was the youngest swimmer to cross channel?

2. Which channel did he cross first?

3. When did he first cross the channel?

4. Where was the channel?

5. Why did he slow down?

6. How many hours did it take him to cross the channel?

7. Did he cross the channel alone?

8. How did his parents feel when he arrived the beach?

Note some useful expressions on the blackboard: a-12-year-old schoolboy; cross the Qiongzhou Channel; fail; his dream came true; step into; slow down; go on swimming; another; a big crowd of people; be proud of; not only … but also … ; He the students rel the story.

VI .Writing

Get one student to act as Li Lida and the other students act as journalists. Make an interview, then write down a passage about the interview. The journalists can ask questions like:

1. Do you like swimming?

2. When did you swim?

3. Do you often swim?

4. Were you afraid while you were crossing the channel?

5. Do your parents like you to swim?

6. How do you like when your dream comes true?

VII. A poem

VIII. Checkpoint 2

Go through Checkpoint 2 in the usual way. Explain any problems that the students may he. Get the students to go over the grammar notes.

IX. Workbook

Do Exercise 3 in class, and check the answers in pairs. The answers are: E; A; D; C; B

Do Exercise 4 individually and practise the dialogue in pairs.

Work on Exercise 5 as homework.

X. Summary

Exercise in class

Fill in the blanks with "so" and "such"

1. He was ________ tired that he can't climb the hill.

2. She is __________ a kind girl that ryone likes her.

3. The classroom is ___________ beautiful.

4. There is ___________ a clr monkey in the tree.

5. My mother is - busy, she can't go with you.

6. There are __________ many books here, I like them very much.

7.I he ___________ an honest daughter. I like her very much.

8. The flowers are __________ beautiful, don't pick them.

Answers: 1. so 2. such 3. so 4. such 5. so 6. so 7. such 8. so

XI. Homework

Finish off the exercises in the workbook.

初中英语教学案例范文篇3

教学目标

教学目标与要点

1.能够运用过去时态来谈论过去的经历和运用现在完成时来谈论由过去开始，与现在相联系或有影响的经历。

2.学习和归纳有关环境和污染方面词汇，且能够正确运用它们来描述所见所闻。

3.进一步学习现在完成时态，特别是它的时间状语的表达法：for…或since…

4.归纳总结哪些动词是延续性动词，哪些是非延续性动词，以及它们之间的转换。特别是与一段时间连用时只能使用延续性动词。

5.培养自己的环境意识，养成良好的行为举止，能运用所学知识来周边的环境问题。

素质教育目标

1. 完成本单元语法现在完成时的学习，注意for与since的用法。

2. 熟练掌握本单元相关词组和短语的用法。

3. 学生了解优美的环境对人类健康的重要性，以养成宣传及保护我们生活、工作、学习环境的良好习惯。

4. 通过学习本单元，能使学生理解过去时与完成时，并能灵活运用相关知识。

5. 通过各种教学手段，如声音、、动画、电视、网络等，让学生在了解环境保护知识的基础上，提高表述、思考、总结相关此类知识的能力。

6. 学生尝试运用不同的学习工具、学习方法、媒体素材等进行学习和提高。

Language Focus:

1. some useful expressions:

waste water; Greener China; Good idea; be afraid; a member of; a book on the environment

2. some useful sentences:

I've been with Greener China for a year.

How many English words he you learned since you came here?

About one thousand.

Properties: Pictures：TV; Overhead Projector; Recorder

Teaching Procedures:

I. Showing amis

2. To learn the grammar: the Present Perfect Tense.

3. To make the similar dialogues freely.

4. To know that they should protect the environment and make our world more beautiful.

II . Revision

Revise the grammar; the Present Perfect Tense. Ask: He you r been to the Great Wall? How many times he you been there? Get the students to ask and answer in pairs. Then ask sral pairs to act out their dialogues.

III. Presentation

Present this dialogue:

A: Where he you been?

B: I've been to a factory.

A: What did you do there?

B: I saw the worker there.

Present this dialogue with one student as an example, then ask the students to practise this dialogue in pairs, and get some of them to act out the dialogue.

IV. Pract

Put up a picture of a factory on the blackboard, get the students to talk about the factory, for example; " This is a factory, it makes , but it also makes oke and waste water. I found the oke was put into the air and the waste water was put into the river near it. The river has become very dirty. Lots of fish he died." He the students talk in groups of four and then ask some of them to read out their report to share with the whole class.

V. Read and say

Part 1. Speech Cassette. Play the tape tw for the students to listen and repeat. Ask the students to read the dialogue in groups of three. Then read for the class. Get the students to read the dialogue individually again and find the answer to the following questions:

1. Where has Hu Lan just been to?

2. Why has the river near the factory become dirty?

3. What has happened to the fish in the river?

4. What does Greener China want to do?

6. Do you take care of the environment? Why or why not?

7. What can you do to improve the environment?

VI. Ask and answer

Read through the dialogues with the students. Ask and answer in pairs. Then make similar dialogues in pairs using the phrases in the box of the book.

VII. Write

Get the students to act as journalists, make an interview. Interview one of their friends. Ask him or her some questions about him or her and his or her family members.

For example: How long he you been in this school?

What subject he you studied?

How many friends he you made?

What's your fathers job?

How long has he been a … ?

What has he done since … ?

Then get the students write a report, he some students read their reports to share with the whole class.

VIII. Workbook

Do Exercise 3 orally with the class. He the students ask and answer in pairs. Write Exercise 2 in the exercise books.

IX. Summary

Exercises for class

Rewrite the following sentences using the Present Perfect Tense:

Model: He went to Nanjing two days ago.

He has been in Nanjing for two days.

1. They began to study English in 2000.

2. He became a teacher ten years ago.

3. Jim came to China one year ago.

4. He joined Greener China one year ago.

5. My sister bought this book last week.

X. Homework

Talk soming about the environment.

七年级上册的英语教学

Step6 Further Reading

时间过得飞快，我们的教学工作又迈入新的阶段，现在就让我们好好地规划一下吧。怎样写教学才更能吸引眼球呢？以下是我为大家整理的七年级上册的英语教学范文，希望能够帮助到大家。

七年级上册的英语教学1

一、本学期教学时间安排：

本学期我校从8月23号正式开学，预计到1月20号左右进行期末测试，教育教学此文转自时间大约只有20周，在这期间还要进行期中测试，时间相对紧张。对本学期所要进行的教育教学此文转自进行了合理的安排，以顺利完成本学期的教育教学此文转自工作。

在平时的教育教学此文转自中就必须抓好每一分每一秒的时间来进行教育教学此文转自，，七年级的学生刚从小学升学，很少系统学习过英语，所进行的教学必然会很缓慢，要顺利的完成本学期任务有一定的难度，要考好期末考试就更加不容易。

二、本学期教育教学此文转自内容：

仁爱英语七年级上册有4个单元和12个话题以及2个复习单元，一共是6个单元，其中第2、第4单元后面分别设置了一个复习单元，无新的语法和句式。

三、本学期的教学重、难点可以分为两大块来看：

（一）语法知识点。

1、一般疑问句及回答；

2、指示代词、人称代词、物主代词

3、名词复数的变化；

4、方位介词；

5、特殊疑问句的构成、回答和对划线部分提问

6、义动词的第三人称单数及变化；

7、名词所有格；

8、一般现在时

9、时间表达法；

（二）交际用语。

略。

四、本学期将采用的教育教学此文转自方法：

英语的教育教学此文转自方法很多，各有优、缺点，我们可以针对不同的情况采用不同的教学方法来加以弥补。针对我教的班级，本学期本人打算用下列方法对他们进行教育教学此文转自：

1、用英语教英语（Teach English in English）。

英语毕竟是一门语言，训练的是学生的听、说、读、写、译的综合能力，在教学的过程中需要对学生的听、说、读、写、译的能力进行很多的训练，这就要求我们用英语来教英语，在课堂上对学生进行各种能力的训练。

2、用英语想英语（Think English in English）。

用英语想，也就是用英语思考。学英语而不用英语思考，一定学不好。用英语思考就是在用英语进行表达和理解时，没有本族语思考的介入，或者说本族语思考的介入被压缩到了极不明显的程度。这是真正流利、熟练的境界和标志。

3、背诵和多种练习结合。

实事求是的说，大量背诵课文与大量多种练习的结合，乃是对于一切各不相同条件下的英语教学的普遍有效的方法。

4、针对不同的教学内容采用不同的教学方法。

英语的内容较多，包括语音、词汇、语法、交际等等内容，如果对每一项内容都采用同样的方法来进行教育教学此文转自，那么即使是再好的学生也不可能学好，再好的教师也不可能教好。因而，针对不同的内容采用不同的教学方法是不可违背的。

五、本学期提高教育教学此文转自质量的方法。

1、体现学生的主体地位，发挥教师的指导作用。充分发挥学生的主动性和积极性，激发学生的学习兴趣，帮助学生摸索适合自己的学习方法，了解和掌握记忆规律，养成良好的学习习惯，培养学生自主学习的能力。

2、突出语言的实践性，注重培养学生综合运用英语的能力。

3、尽量使用英语，适当使用母语。

4、备好学生、课本、课标，确立教案。

5、根据教学内容，进行教学创新，尝试不同的教学方式，激发学生的学习欲望。

7、扩大学生的课外阅读量，一、增强语感，二、循序渐进，逐渐提高阅读理解能力。

8、加强书面表达训练，每一单元结合内容布置相应的书面表达练习，择优选读，讲解技巧，使学生逐渐找到英语写作的窍门。

9、实行分层次教学。制定出培优扶的目标生，分层次辅导，分层次练习，分层次要求，使不同程度的Recorder; Overhead Projector; Pictures学生都能有所提高。

10、合理利用课外资料，重点题要重点练习、重点讲解，做到主次分明，讲求实效。

六、本学期将进行的复习：

本学期的时间虽然较紧，但是我打算在元月初进入复习阶段，在的几个星期里，我将从课本入手，以课本为基础整理本学期所学的知识点，在整理的基础上进行归纳和总结，尽量让学生理解本学期所学的内容，让学生做到心中有数。

七年级上册的英语教学2

一、本学期的指导思想：

在本学期的英语教学中，坚持以下理念的应用：

1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神；

2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础；

3、突出学生主体，尊重个体异；

4、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功；

5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。总之，让学生在使用英语中学习英语，让学生成为GoodUser而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。

二、教材分析

这套教材采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。与原教材相比还增加了文化背景和学习策略等部分，并增加了任务型学习成份和语篇的输入。本书每个单元都列出明确的语言目标、主要的功能项目与语法结构、需要掌握的基本词汇，并分为A和B两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。这套教材是基于城市学生的状况编写的，对于我们农村学生来说，由于小学基础不好，到初中以后学起来的确有些吃力，光是一千多个单词就吓退了不少学生学习英语的兴趣。但我们还必须知难而上，为了提高农村的.英语教学成绩而努力。

三．所教班级学生基本情况分析

本届七年级新生和以往初一学生有着很大的异，字母还不能规范的书写，更别提什么单词，句子。在读，说方面，语音也有不少需要纠正的地方，由于各小学授课，英语基础也参不齐。另外，所教班的学生在情感态度,学习策略方面还存在诸多需要进一步解决的问题。例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；有些同学在学习中缺乏小组合作意识；大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有性和策略性；不善于发现和总结语言规律，不注意知识的巩固和积累；

四、奋斗目标

钻研新课标，提高自己的教学水平，真正做到教学相长，努力达到学校规定的教学指标。

五、具体措施

1、每天背诵课文中的对话。目的:要求学生背诵并默写，培养语感。

2、每天记5个生词，2个常用句子或习语。实施：利用“互测及教师抽查”及时检查，保证效果并坚持下去。

3、认真贯彻晨读制度：规定晨读内容，加强监督，保证晨读效果。

4、对后进生进行专门辅导，布置单独的作业，让他们在小进步，小转变中体味学习的快乐，树立学习的自信，尽快成长起来。

5、关注学生的情感，营造宽松、、和谐的教学氛围。

6、实施"任务型"的教学途径，培养学生综合语言运用能力

7、在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。

8、加强对学生学习策略的指导，为他们终身学习奠定基础。

七年级上册的英语教学3

一、本学期的指导思想

在本学期的英语教学中，以学生为主体，突出学生的主体地位。面向全体学生，关注个性异。培养学生兴趣，爱好。努力增强学生自信心。注意过程评价，采用任务型的教学模式，倡导自主学习。采用各种途径，让学生在使用和学习英语的过程中，不断发展，不断进步，并体味到成功的快乐。

二、七年级学生基本情况分析

七年级新生大多来自附近农村，对英语的了解较少，没有明确的学习目的，基础也比较薄弱。

三、教材分析

本册英语教科书由教育出版社出版，共12个单元：预备篇（三个单元）和正式篇（九个单元）。每个单元的内容结构上基本相同：sectionA，sectionB，和selfcheck。

SectionA部分：学习基础知识和重点词汇。

每个单元的课题主要反映在此部分，使用联想，发散等新的表达方式练重点单词，包括听力内容在内的几个循序渐进的练活动。Grammerfocus总结本单元使用的语法。Pairwork学生多说，多练。

SectionB部分：学习应用知识。

循环学习与本单元相关的新单词。反复练习前面学过的语言，并通过活动帮助学生学习新的语言目标。

Selfcheck部分：检测学习效果。

此部分为学生自我检测部分，复习所有重点单词，以及本单元的语法知识。

四、具体措施

1、开学初期应注意音标的学习，打好基础。

2、培养学生良好的英语学习习惯，课前预习，认真听讲，按时完成作业。

3、学生多读多说，坚持每天都能熟悉英语。

4、注意过程评价，培养学生健康向上的人格和竞争意识。

5、分组学习，注意发挥集体的力量。

6、以学生为主体，根据教学内容，创造性的设计教学活动，学生通过思考，调查，讨论，交流和合作等方式学习英语。

7、关注学生情感，尊重学生个性异。

8、充分利用学校现代化教学设备，提升教学效果。

初中英语写作教学设计_教案怎么写

v K : The weather is cloudy.

初中英语老师上 英语写作 课时，设计出来的教学方案是怎么样的呢?下面是我带来初中英语写作教学设计方案，欢迎大家阅读!

抽样一：

初中英语写作教学设计

一.教学设计

Teaching Aims

1. To get the students to comprehend the text properly

2. To encourage the students to yze the organization of the text

3. To enable the students to know how to write an essay

4. To dlop the students’ writing skills upon the basis of reading comprehension

Teaching Modology

1. Constructivi

2. Theory of Task-based Teaching&Learning

Teaching Procedures

Step1 Lead-in

Show sral pictures about different professions.

He a free talk with the students.

Step2 Presentation

Show two pictures of part-time jobs.

Let the students he some idea of a part-time job.

Introduce the topic.

Step3 Reading Comprehension

Allow the students a few minutes to read the text and then check their

comprehension.

Step4 Organization Analysis

Get the students to grasp the main idea of the text and see how the text is

organized.

Step5 Writing

Teach the students how to write an essay.

Illustrate the skills to write an essay.

Ask the students to write a similar essay in the form of discussion.

Step7 Consolidation&Summary

Annotation: Step6 and Step7 are sible steps if time permits.

Step8 Home work

Write a short passage about the disaantages of doing a part-time job.

1. 本节课任务型教学理论为依据来展开设计，强调以学生为主体，学生在多边互动同参与学习，掌握知识。

2. 通过互动式的教学安排要达到以下目标：

(1)了解和掌握“part-time job”的概念。(2)了解本篇 文章 的大意和结构

(3)了解怎样来写“essay”。(4) 当堂完成一篇简单的“essay”。

在所有的教学目标中，目标(4)是最终目标，是学生学以致用、能力发展的具体体现。在整个教学过程中是必须要达到的，也是衡量这堂课成功与否的关键。

3. 整个教学过程始终以“互动方式”展开，分为四部分：

(1) 导入部分：

(2) 课文理解部分：

(3) 写作部分：本部分是基于对本篇 文章阅读 基础上而设计。

(4) 知识拓展部分

三.课堂实效分析

1. 通过小组讨论的形式展开教学活动，学生参与的积极性较高，思路开阔，相对的限制性较少，学生受到高度重视，有一种“主人翁”的感受。

2. 从学生回答问题的情况看，基本上都能理解文章的大意。

3. 在对“part-time job”的概念引入的过程中，部分学生的个性化得到一定的表现，他们的观点新颖独特，是他们经过小组讨论积极思维的结果。

4. 在阅读理解的基础上引入写作，学生感到有具体内容，而不是“空中阁楼”，符合学生的认知结构，学生对“essay”写法的建构也是水到渠成。

5. 从学生当堂 作文 反馈情况看，虽然一些学生在作文中出现这样或那样的语法错误，但是学生都注意了写作的谋篇布局，这正是这次写作要达到的目的。

6. 对于学生作文中出现的错误，通过学生自己修改，效果理想。

7. 部分学生当堂完成的作文，其中一些有语法错误。如下，

Smoking is a bad habit. It will be bad for your health and waste the money.

Above all, oking will harm your body, because a chemical contained in

cigarette will do harm to your body. Even when you form this habit, you will

not easily get rid of it. And it will waste the money which you earn. It also can

cause the er to society when you throw the cigarette. It will set a fire

easily. So we must keep off the oking.

抽样二：

Smoking is really a bad habit. First of all, oking is very bad to the oker’s own health. It hurts one’s lungs, blood and n heart. Secondly, oking pollutes the air and makes air full of oke. The oking air is not suitable for

breathing. Last, oking costs a great deal of money and is a pressure for a family. To sum up, the habit of oking does nothing good.

初中英语写作教学方案

一.在日常的写作教学中,我对学生进行了以下的写作训练:

1、学会审题,列出写作提纲;2、收集素材,组织语言; 谴词 造句

3、对给出的材料进行扩写和缩写训练; 4、根据 范文 进行模仿写作

5、对自己的文章和别人的文章进行修改. 6、参照范例写出或回复简单的问候卡和邀请卡; 7、写出或回复简单的邮件;

二、人教版新目标 八年级 上册英语

Unit1. Write a letter to l your friend how to keep healthy.写作教案和 反思 .

Step1:审清题意.

体裁:书信(书信的格式)

内容: 有关保持健康做法的内容

重点:To l your friend how to keep healthy.

.这是向某人提出建议的书信文章,要求学生能针对keep healthy提出一些有效的建议.

Step2:激发灵感,整理思路,组织素材.

将全部学生分成若干组(前后4人为一组)。让学生去复习Unit 1 Section A的内容

和 学习 方法 以及Section B中的2a,2b和3a的学习难题和解决方法相关内容后去做调查完成表格一、二:

表格一:

Lifestyle Names

1. How often do you exercise ?

2. How often do you eat vegetables?

3. How often do you eat fruit ?

4.How many hours do you sleep ry night ?

5. How often do you drink milk ?

6. How often do you eat junk food ?

7. How often do you drink coffee ?

表格二: Problems and A

Problems: unhealthy

A

1. should eat a lot of vegetables

2. should eat a lot of fruits

3. can drink milk ry day

4. don’t drink coffee

5. shouldn’t eat junk food

6.exercise ry day

7.should he eight hours’ sleep

8.don’t play comr s or watch TV too much

Step3: 规划文章结构,起草文章,组织语言.

教师强调 书信格式 和文章结构;让学生能以小组方式自己个人去写初稿.

语言结构方式主要有:

1. 阐述对方的学习上的问题.(书信的内容用一般现在式)

2. 提出建议的句型结构:

Why don’t you....... You can........ You should........

I think you can...... Don’t ……

3.提供范文让学生模仿:(要求学生针对目前的现状,提出相应的合理的建议)

Dear Lily,

I knowyou are unhappy because you often feel tired in class. I think you are unhealthy. Here is some ato you . Maybe these ideas can you. First you should ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________

And I beli this good lifestyle can you to get good grades.

Yours,

Jim

Step4: 谴词造句,修改文章, 正确使用标点符号和字母大小写.

让学生以小组的方式,对文章进行修改,对于学生在 句子 中出现的语法错误进行更正.注意对建议句型的运用和大小写的问题.将修改后的文章进行润色加工.将修改后的作文上交.

Step5:教师评价,学生 总结 .

对学生作文中出现的一些好词,好句和好的段落进行朗读,并让学生在小组中讨论这些句子为什么好,好在什么地方,让学生知道如何使自己的作文变得更好.教师对能正确使用相关连词使结构更有条理顺序的作文提出表扬,并对的作业进行张贴,供其他学生学习,模仿.

教学反思：

1.用表格归纳的方法让学生去收集整理素材,能使材料分类更有条理.

2.从本节写作课可以看出，学生的小组合作写作模式能够让一部分学习基础比较的学生从审题到收集素材,再到写作文提纲和起草作文阶段都起到了一定的帮助和带动作用.能让基础比较的同学不放弃英语写作,还能让他们知道该写什么,怎样写,什么样的作文是好作文.

3对于小组中的其他成员来说,这样的写作模式能让他们在共同的合作探究学习中对英语的基本句型和文章的结构布局,再到句子的润色加工等方面都有不同的收获.特别是在作文修改和佳作欣赏。

初中英语写作教案

一、教学思路设计：

在培养学生书面表达能力的实践过程中，我们应该注意两个这样的现象;一是学生犯的词与句的错误虽然数量多，却远不如所犯的结构错误，信息点过多或不够、逻辑混乱、结构不严谨是造成书面表达”档次低”的”罪魁祸首”;二是词与句的错误并非都是由于不会用词或不会造句本身引起的，不会谋篇也会引发词句的错误。要纠正词句的错误，不能完全停留在词、句层面，正如治病不能仅仅“头疼医头、脚疼医脚”一样。培养学生谋篇的能力在高中英语书面表达中占有重要的位置。但是谋篇能力的提高不是一日之功，它需要不断的积累。对于高一学生而言，能正确运用简单句，复合句和连接词是非常重要的。在平时的教学中，我发现很多学生连最基本的简单句五种基本句型都不会用，更谈不上使用复合句和连接词使自己的写作具有逻辑性和流畅性。学生写作主要存在下列几个问题：

1. 时态和语态的错误。

2. 用词错误

3. 词形变化错误

4. 句子结构错误

5. 布局谋篇的失误

针对上述情况，萌发了上一节英语基础写作课的想法。通过这节课让学生能掌握一些基本的简单句的五种句型结构，一些连接词和学会尝试使用复合句，并复习巩固平时积累的有用的句型。分析两篇学生的习作，让学生谈谈看法。

2)学生分析

中学英语书面表达字数要求不多(100词左右)，开放度不高(情境已经通过中文或给出)，因此学生对书面表达构思不够重视，轻视审题，不假思索，信手就写，甚至逐句翻译，致使作文的信息点叠加在一起，句与句之间逻辑联系不紧密，从篇章上来看作文缺乏层次和结构。产生这些问题的原因主要有如下几个：

1.心理恐惧。部分学生一见到英语写作就产生恐慌心理，特别是当看到有些情境难以用英语表达出来时，这种恐惧心理就更加“猖獗”。他们不知道写作步应该是谋篇，谋篇成功就会产生“胸有成竹”之感，被一个或几个单词、句式“障目”而恐惧是幼稚的。

2.轻视谋篇。认为书面表达构思简单，只要没有语言、语法错误再加上几个”漂亮”的句子就能拿高分。

3.不懂谋篇。不知道写作的主旨意图，以为写作就是要完成教师布置的任务。

4.这一届很多学生基本功，学习比较懒散，不愿积累。

3)目标分析

本节基础写作教学课，就是要解决学生书面表达过程中基本句子结构运用的问题，为培养学生谋篇能力打下基础。具体说来，应当达成如下几个目标：

1.认知目标：通过分析一首英语歌曲，使学生了解句子结构多样性的重要性。

2.培养基本功目标：通过展示五种简单句的基本结构，使学生能正确运用他们于写作中。

二.Teaching Important Points:(教学重点)

1. Teach the students five basic sentences.

2. Dlop the students’ writing skills, using complex sentences and some linking words.

三.Teaching Difficult Points:(教学难点)

How to make the students use some writing skills and improve their writing ability.

四.Teaching Mods: ( 教学方法 )

1. pair or group work to make ry student take an active part in the activities in class.

2. Interactions between the Ss and teacher.

五.Teaching Aids:(教具)

Multimedia

六.Teaching procedures:(教学过程)

基本环节

教学过程

设计意图

Warming-up and lead in(热身)

(5 min)

1.教师提问：why do you like this song ?

学生可能回答：music, good sentences…..

1.激发学生思考，鼓励学生回答问题，准确引入正题

Presentation(呈现)

(8 min)

教师呈现简单句的五种基本句型，一边呈现一边巩固，以汉译英形式出现

2.学生是学习的主体，将发现问题的过程留给学生。

目标：引入主旨，意图，使学生意识到基本功的重要性。

Brain-storming

(8 min)

3.教师提出一个相关联的问题，学生分组，讨论问题

! what do you think about this short passage ? do you he any ways to change them to make it more fluent and logical ?

3.以学生为主体的教学也强师的主导性。精心设计问题，学生思考，是发挥教师主导作用的重要媒介。

目标1：使学生了解正确运用简单句是写作的步。

目标2：使学生知道，句子结构的多样性在写作中是很重要的。

目标3：鼓励学生总结写作中常用的连接词。

目标4：鼓励学生说出一句多译的句子。

Teacher intervention

(revision)(10min)

4.教师介入归纳几个在平时教学中常用的句型结构和几个格言

4.帮助学生归纳。

Creative-work

(12 min)

5.教师呈现两篇学生的作文，让学生进行分析，锻炼学生谋篇的能力。

提示：每篇作文学生用6分钟时间用于分析和评价。

5.前面几个环节是铺垫，这个环节是巩固和应用，是创意和提高。

Brief-summary

(2 min)

6.组织学生对本次课进行评价

教师资格面试教案—初中英语《This is my sister》

5. Why are they going to write to the TV station and the news?

初中英语教师资格面试—《This is my sister》教案 人教版七年级上 Unit 2 This is my sister

Section B 2a-2c My family Teaching topic: My family

Period: one period Teaching objectives:

Knowledge and skill objectives: Students will be able to grasp sn words: family, grandfather, grandmother, parents, brother, sister, cousin.

Grasping the sentence pattern "These are" and using it to introduce their family. Students can find out the specific rmation in passage

Process and mod objectives: Through individual work, pair work and group work, improving Ss' ability of independent thinking and cooperation.

Through individual work, students can get the reading skill of finding out specific rmation. Emotion, attitude and values objectives:

Be aware of the importance of family and learn to love their family members. Teaching contents

Words: family, photo, grandfather, grandmother, parents, brother, sister, cousin. Sentence pattern: These are···

Key and difficult points： Key points: grasp the words and sentence pattern and learn to introduce their own family. And find out the specific rmation from the text.

Difficult points: how to improve their interest in joining the class. Major steps and time allocation：

Ⅰ.Lead in (2') Ⅱ.Pre-reading (10')

Ⅲ.While-reading (20') Ⅳ.Post-reading (10')

V. Summary (2’) VI. Homework (1')

Activities and justification Ⅰ.Lead in

Activity: listen and sing a song Family Fingers Reason: the music will arouse Ss' interest and the teaching content would be naturally led in.

Ⅱ.Pre-reading Play the tape of this passage, and let students guess the main idea of this passage.

Reason: through listening, ss can pract their listening skill as well as get the main idea of this passage. III while-reading

Fast-reading Activity: Ss read the passage quickly and then try to figure the roles in the pictures.

Careful reading: Activity 1: read the passage again and fill in the blanks

1. My name is ________. 2. Alan and Mary are my _________.

3. Bob and Eric are my ___________. 4. Cindy is my __________.

5. Helen is my ___________. Activity 2: read the passage again and answer the questions below.

1. Where are my grandfather and grandmother? 2. Where is Bob and Eric?

3. Who is Cindy? Activity 3: teach all the new words and the sentence pattern.

Reason: activity1 and activity2 lay a foundation for activity3, and Ss can easily grasp the content through these activities. Ⅲ.Post-reading

Activity 1: Ss introduce their own family to his or T: I want to go home as soon as sible.her partner by using the structure of the passage. Activity 2: invite sral groups to come to the front to introduce his family and give the best group reward.

Reason: activity 1 can Ss pract what they he just learned and activity 2 can cultivate Ss' awareness of cooperation and competition. Ⅳ.Summary

Activity: ss summarize what they he learnt, and teacher give supplement if necessary, and remind them that they should love their families. Reason: review what they he learnt in time, and this kind of summary also reflects the new teaching concept.

Ⅴ.Homework Activity: introduce the picture in the text book to your parents.

Reason: the open homework would review what they he learned in class but promote communication between parents and children as well. 以上就是关于教师资格面试教案—初中英语《This is my sister》的内容分享，希望能够帮助到各位考生，如果您想了解更多考试相关内容，欢迎关注环球青藤网站进行了解哦!

初中英语Welcome back to school partB教案

第四课时

【教学重点】

听懂、会说：“Where are you from? I’m from….This is my friend…”

【教学难点】

在情境中运用语言和单词from的发音。

【教具准备】

1．同学自身的头饰

2．游戏用的人物名片

3、配套的教学课件

4、游戏用的录音音乐

5、Mr.Black的头饰和钟表

热身／复习（Warm-up/Revision）

1、小朋友出示自身的头饰，做自我介绍：“I’m lily. I’m from Canada。”

（其他小朋友用:“Good morning. lily!”回答）

2、同学以小组为单位扩展扮演A局部Let’s talk的对话。（不同小朋友扮演对话中的不同人物，小朋友也可以根据自身的情况做扩展扮演。）

出现新课 （Presentation）

1、

（教师制作一些人物名片，并在卡片反面画上的国旗）听音乐，传卡片。拿到卡片的小朋友到前面扮演卡片上的人物。做自我介绍:“I’m Amy.”教师提问：“Where are you from?”小朋友回答“I’m from America.”

小朋友们试着提问：“Where are you from?”得到小卡片的同学根据情况回答。

2、同学小组间的问答：“Where are you from?”“I’m from…”(根据小朋友自身制作的头饰回答)

3、请几个小组开火车问答：“Where are you from?”

4、教师出示钟表（把时间调到下午）：“Good afternoon!”教师带上Mr. Black的头饰(走到一位同学面前)说：“Good afternoon! My name’s Mr. Black. I ’m from China.”小朋友根据自身的情况回答：“Good afternoon, Mr. Black. I’m Xiao Dong . I’m from China.”

教师提问一组小朋友。然后请同学到前面来扮演Mr. Black.

5、教师带着Mr. Black 的头饰走到台前，说：“I he a friend in our class. Do you know who’s she?”教师指着扮演Amy的同学说： “This is my friend Amy.”(全班小朋友问好)

Ss: N to meet you.

A: N to meet you, too!

Ss: Where are you from?

A: I’m from America.

Ss: Welcome!

6、教师播放Let’s talk局部的课件, 同学观看对话。跟读、模仿，分角色给课件配音。

7、小组分角色练习对话。

8、小组扮演对话。

趣味练 （Pract）

1、Listen and order the cards: 将课文打乱顺序，让小朋友听一听, 摆一摆。

2、扮演Let’s talk局部的对话。

3、小组中互换头饰（、名字），进行对话练习。（Where are you from? I’m from… ）

(四) 扩展性活动（Add-activities）

介绍

请小朋友用所学的句型把自身的介绍给大家。

【板书设计】

作业:

1. 跟读课文录音三次.

2. 抄B Let’s talk,标中文。

教学反馈:

1. 大局部同学能很好地朗读课文。

2. 同学能熟练地掌握“Where are you from?I’m from...”并能用于实际生活中。

第五课时

【教学重点】

teacher、student两个单词，“Come in. ”“I’m sorry.”“ It’s OK”三个

短语和句子。

【教学难点】

在情境中运用所学的词、句和短语。

【教具准备】

1、本课生词的单词卡片

2、配套的教学课件

3、配套的挂图

4、歌曲录音

5、各个职业的

（一）热身／复习（Warm-up/Revision）

Talk toger

Introduce your friend in your group.同学在小组里介绍自身的。在对话

过程中同用句型：“This is my friend ….”“ Where are you from? I’m from … ” “N to meet you. N to meet you, too.”等句型进行交流。

请几个小组展示自身的对话。

（二）出现新课 （Presentation）

1、教师出示Let’s learn局部的挂图（挂图中应能看到教室中的其他同学,教师课讲本班小朋友画在图中）教师提问：“Who can you see in the picture?”

同学回答：“Mr. Black/teacher”教师根据同学的回答出示新词：“teacher”带读几遍后，将词卡贴在Mr. Black旁边。

还有的同学回答：“某个小朋友的名字”或回答“student”,教师根据小朋友的回答出示新词：“student”，带读单词。将词卡贴在同学旁边。

2、教师戴上Mr. Black的头饰，说：“I’m Mr. Black. I’m a teacher. What about you? 小朋友用介绍自身“I’m…I’m a student.”请一至两组同学介绍自身。

教师问：“What happened? let’s look.”教师播放课件，小朋友观看。

请小朋友试重复课件中句子。

给课文分角Q2:What are they?色配音

4、同学以小组为单位扮演对话。Get the students to know what they will learn in this lesson and what they will do in this class:展示对话。

listen and do

教师发出口令：“Boys stand up. Girls stand up.”

教师戴上小姑`头饰说：“I’m a girl. You are a boy.”让小朋友根据实际情况介绍自身和同桌。

5、教师播放歌曲录音，小朋友们边试唱，边拍手。在播放录音，让小朋友们边唱，边根据内容扮演歌曲。

6、小组扮演唱，各小组展示。

（三）趣味练 （Pract）

介绍我自身

小朋友运用句型：“I’m ….I’m a boy/girl. I’m a student.” 进行自我介绍。

2、小朋友围成几圈演唱歌曲，边唱边演，唱到一句时交换位置。

(四) 扩展性活动（Add-activities）

教师出示一些人物的职业的卡片，如:doctor等，让小朋友选择自身喜欢的职业。并用句子：“I’m a nurse/…”进行自我介绍。

【板书设计】

Unit 1 Welcome back to school!

句型：I’m sorry. It’s OK.

作业：

1．跟读课文录音三次。

教学反馈：

1． 这节课实效性比较大，以后同学迟到都学会以了说：I’ m sorry.

2． 课堂气氛比较活跃，但局部同学teacher的发音不准。

第六课时

【教学重点】

学习字母D、E和相关单词。

【教学难点】

认读字母，体会字母在单词中的读音。

【教具准备】

1、本课生词的单词卡片

2、配套的教学课件

3、大小写字母卡片（A--E）

（一）热身／复习（Warm-up/Revision）

1、演唱歌曲《Boy and girl》, 男生唱“I’m a boy and you are a girl.”局部，女生唱“I’m a girl and you are a boy.”局部，比比看谁唱得更好。

2、看一看，猜一猜

请同学用肢体语言扮演出A-C几个大小写字母，其他同学猜一猜。

教师书空字母，让同学猜一猜。

3、说一说

播放A局部的Chant的动画，让小朋友边说边演。

（二）出现新课 （Presentation）

分别出示大小写字母Dd.让小朋友用肢体语言扮演。

分别出示大小写字母，同学开火车认读。

教师指着字母D旁的趣味，问：“What’s this?”“It’s a dog.”带读单词。

教师出另一单词卡片“duck”,带读单词，小朋友跟读练习。

D-d-duck-dog教师带读字母和单词。小朋友小组里读一读。

以同样的方法学习大小写字母Ee. 注意学习egg/elephant一词时，当问同学What’s this? 强调回答It’s an egg/elephant.而非It’s a egg/elephant.

出示Let’s say局部的课件，教师反复点击字母和单词，同学模仿跟读。还可请同学上台点击任一字母或单词，让同学体会学习的乐趣。

找朋友

同学以小组为单位分别拿着字母DE等大小写，给字母找朋友。

初中英语课堂教学教案

科目 English 年级 Grade 2 班级 时间 年 月 日

课题 Unit 5 If you go to the party,bike, car, ship, train, taxi, boat, plane, bus. you’ll he a great time. 课型 New

（知识、能力、情感）

教 学 目 标 (1) Listening and speaking mods.

(2) Communicative approach.

（重点、难点）

教材分析 Key Points : let in

Difficulty : Learn the key structures.

时序 教学作过程设计（重点写教师怎么教及学生怎么学，

要创造性设计课堂结构和教学模式，要明确呈现教师活动与学生活动）

Step 1. Greeting and Revision

Greeting the class as usual and check the homework.

Step 2.New words

Show the new words on the board.

Teach the new words . Read the new words to students and ask students to repeat.

Let in 允许进入，允许参加

Jeans: 牛仔库

Consequence: 结果，后果，因果关系

Read the first two words to the class and ask them to repeat.

For the last one, l Ss in this unit we’ll learn to talk about consequences.

Step3 Section A

Draw some pictures on the board and ask Ss to talk about what they see in them.

T: What is the boy doing in the first picture?

S1: Walking.

T: That’s correct. He’s walking to school. What are the other students doing?

S2: They’re taking the bus to school.

T: What’s happening in the second picture?

S3: He’s late.

T: That’s correct. The boy is late.

T: (Pointing to the first picture.) I’m going to talk to this boy.

Andy, you should take the bus. You shouldn’t walk to school. If you walk to school, you’ll be late.(Class repeat, if you walk to school, you’ll be late.)

And write this sentence on the board.

Step4 1a

Activity ia introduces key vocabul 【教学过程】ary and provides reading pract using the target language.

Firs point out the four pictures and get Ss to l what they see.

Then ask two students to read the conversation in the speech bubbles in the first pictures.

Sa: I think I’m going to go to the party with Karen and Ann.

Sb: If you do, you’ll he a great time.

Then he Ss look at 1a. Ask them to match the statements and responses.

Check the answers. 1-4: d a b c

Ask Ss to read each pair of sentences in groups.

Write the second pair on the board:

I think I’m going to wear jeans to party.

If you do, the teachers won’t let you in.

T: The phrase “let . in” means “let . come in”.

They won’t let people in without a ticket. (Write the sentence on the board.)

Step 5 1b

This activity provides listening pract using the target languang.

T: Listen to the tape. You’ll hear four conversations. Each conversation will give you the matching responses for one of the four statement.

(Play the recording. Students listen.)

Step 6 1c Pairwork

This activity provides guided speaking and listening pract using the target language.

First ask Ss to look at the pictures and then make conversations.

Then he two students read the sample dialogue.

Sa: I think I’m going to stay at home.

Sb: If you do, you’ll be sorry.

T: Work with your partner please. Make a converstion using the things that are happening in the pictures.

(At the end ask one or two pairs of students to say their conversations to the class. They are given little presents if they do the work well.)

Step 7 Summary and homework

Today we he learnt to talk about consequences. We’ve learnt the sentence: If you…, you’ll … Do you like to go to the party? Do you like to he a party in your house? If nobody comes to your party, you’ll be sorry. Right?

Pract the target language and preview the next page.

教 学 反 思

初中英语面试教案模板：《How do you get to school》

二.教学设计理念

【 ## 导语】考生想要一举拿下教师资格考试，光看书还是不够的， 诚意整理了初中英语面试教案模板：《How do you get to school》，希望大家喜欢！

1. To some useful expressions.

一、教学目标

1.语言知识目标

(1) 能掌握以下单词

train, bus, subway, ride, bike, foot,walk.

(2) 能掌握以下句型：

① —How do you get to school? —I ride my bike.

② —How does Mary get to school? —She takes the subway.

2.Talk about how to get to places (谈论出行方式)

take the bus /subway /train /taxi , ride a bike /walk .

3.情感态度价值观目标

让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语课和应付考试而学习,了解东西方出行方式的不同，以及不同的交通规则,教育学生注意交通安全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。

二、教学重难点

1.教学重点：乘坐 交通工具的表示方法.

2.教学难点

—How do you get to school? —I take the …/ride …/ walk…

—How does Mary get to school?—She takes the subway.

三、教学过程

(一)Warming-up and Lead in

学生和老师进行简单的问候并播放英文歌曲Over the mountains

Ss : Good morning , teacher.

T: Good morning , class

T: Listen to the song and answer my questions.

Q1:How many kinds of transportation can you see?

(二)Presentation

1.展示一张含有各种交通工具的，呈现有关交通工具的单词。

2. A guessing .

(三)Free talk

How do you get to school?

Ss: I take the bus /plane/ boat / ship / car / taxi

I ride a bike / motorbike

T: Do you know any other way?

2. Teacher shows pictures on the big screen .归纳出行方式和常用短语.

Ask some questions about how you get to…?

(让学生积极主动的思考想象总结，多媒体增加趣味性，加强直观性，效果事半功倍)

3. Show a picture about Part 1, on the screen.

Point at girls or boys in the picture.

Ask students to answer and write in the blanks.

S1 : How does he / she go to school?

S2 : He / She … …

(四)Pract

通过解释交通方式的不同表达方法。

ride a bike by bike 骑自行车

walks on foot 走路、步行

take the subway by subway 乘坐地铁

take the train by train 乘坐火车

take a car by car 乘坐小车

take the plane by plane 乘坐飞机

take the bus by bus 乘坐公车

take a boat by boat 乘坐船

(五) 1a

T: Look at the picture on your book. Match the words with the picture.

(学生们完成1a的学习任务，然后校对)

(六)Listening

1. Make sure the Ss know what to do. Give them an example if sible.

2. Read the names in the box.

3. Play the tape and check the answers.

(七)Pair work

Ask two students to read the dialogue in the speech bubbles to the class. Then ask students to work in pairs. Ask and answer how students get to school in the picture.

Finally ask some pairs of students to present their conversations to the class.

(八)A survey

Make a survery:How do your clasates get to school?

Clasates(同学) How to get to school?

BobBy bus

(九) Consolidation

Let students do some exercise.

(十)Homework

Write an article about how your families(家人)go to work.