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1、初中英语获奖教学设计（共6篇） 第1篇：初中英语教学设计初中英语教学设计与反思课题： 七年级英语第一单元第三个话题 c部分教材分析七年级英语第一单元第三个话题 c部分。这一课可分为两部分，一是阅读课文，阅读课教学是英语教学重要一环，如何培养学生良好阅读_惯和阅读方法，提高阅读能力，这正是素质中对英语教学的要求。即要求学生尽可能的获取大量信息，开阔视野，提高兴趣，扩大词汇量，在丰富知识的同时提高应用语言的能力。二是学_名词的复数形式以及句子的单复数变化。本教材倡导语言教学的交互性和实用性，为学生提供了自然的、有意义的语言环境。本单元三个话题分别为：1.nice to meet you! 2.wh
2、ere are you from 前两个话题主要是学_问候、介绍、感谢和道别等句型，学_介绍自己，了解他人信息，如电话号码、年龄、国籍等，学_十以内的数字。而即将要讲授第三个话题，我们将继续学_如何介绍自己，懂得怎样了解他人的年龄以及所在年级、班级，谈论电话号码等；学_二十以内的数字；初步学_可数名词的单复数及其使用。这个话题是以前两个为基础，从了解姓名到谈论来自哪里，再到谈论年龄、班级、电话号码等，用层层递进的方式逐步扩大和加深，具有很强的逻辑性和整体感。教学目标 1、知识目标：帮助学生掌握三会、四会单词，如：year now school same but friend these egg
3、 those bus等; 同时让学生掌握部分可数名词的复数形式以及句子的单复数变化。 2.能力目标：对学生良好的阅读_惯和阅读方法进行启蒙；同时让学生懂得利用信息提示填写表格，或者利用信息介绍一个人。 3.情感目标：通过向同学朋友咨询了解个人信息，学会与同学和睦共处、互相关心、得体交流，懂得待人以善以诚的道理。教学重点与难点 教学重点: 在于让学生初步懂得从段落文章中查找信息，学会模仿课文介绍自己或他人；后部分重点为可数名词以及句子的单数形式变化。 教学难点：理解汉语和英语在表达复数上的差异。教学过程在课堂的整体设计上我主要遵循整体教学的思路，运用情景教学法和交际法，分以下五个主要步骤进行，即
4、：复_、呈现、巩固、活动练_和作业。 第一步：复_1、在一个包里放橡皮、尺子、钢笔、铅笔、书等，找一名学生到讲台前，从包里随意抽取一样东西，向同学提问：“whats this/that in english”让同学轮流回答2、双人活动。复_句型： is this/that a/an s2: yes, it is./no, it isnt.its a/an 第二步：呈现1.听录音1，回答下面几个问题: a.whats her name c.where is she from e.what grade is she in 2.让学生朗读1，然后完成表格 板书生词并解释其含义：years old n
5、ow school same but friend 3.双人活动，使用图片学_以下生词: s1: are these eggs/ cars/boxes/buses s1: no, they arent.then learn the new words: these those egg bus box cake schoolbag 4.向学生解释可数名词的复数形式。 a.一般的可数名词直接加s ,如: appleapples rulerrulers carcars teacherteachers b.以 s, x , ch, sh结尾的名词后加-es, 如: busbuses boxboxes
6、claclaes watchwatches 第三步：巩固1.学生两人一组表演2。2.要学生看到的图片，读出这些名词的单数和复数形式，并举例。如: an orangeeight oranges a busfour buses a clatwelve claes向学生解释：当修饰可数名词的数词超过1时，名词就要用复数形式，即在名词后加-s或-es。 第四步：活动练_1.双人活动，使用图片或实物进行对话练_。 s1:what are these in english sg2:yes, they are.sg1:are those chinese books -yes,they are./ no,th
7、ey arent.-are these pencils/ apples- no, they arent.名词复数： 1、一般加-s appleapples rulerrulers carcars 2、以s, x , ch, sh结尾加-s: busbuses boxboxes claclaes学生学_活动评价设计本课课堂教学中主要用的是形成性评价，其主要目的不是为了选拔少数优秀学生，而是为了发现每个学生的学_潜能，促进学生的学_，并为教师提供教学反馈，主要有三种形式，即学生自评、学生互评、教师评价。本课设计本着讲练结合的要求，把教学内容目标化，课堂教学交际化，而且在设计时充分考虑学生的现状，保
8、证所有学生能够积极参与教学，多数学生能流利地表达自己的思想，并通过课下的反馈了解学生对本课的掌握情况；能重视知识传授与能力培养相结合，思维训练与操作训练相结合，循序渐进、因材施教，符合“以教师为主导，以学生为主体，以会学为主旨，以训练为主线”的四主要求。第2篇：初中英语教学设计所用教科 书 书名义务课程标准试验教科书英语（Go for it ）九年级所教年级初三所教册次、单元九年级第二单元设计主题 Reading: He used to cause a lot of trouble.1.整体设计思路、指导依据说明本节课是主题为一个老是惹麻烦的男孩在母亲的帮助下变成一个好孩子的阅读文 章。根据阅
9、读课的要求，我设计了导入，快速阅读，仔细阅读，读后活动，自我评价， 作业六个环节。导入环节设计了一篇小故事，迅速引导学生进入话题，同时引入生词， 解决生词。快速阅读首先通过两个简单且重要的问题了解课文的主要内容，在此基础上 填入文章中所缺句子， 同时帮助同学们总结出这一步的阅读策略。 通过不同形式的问题带领学生细致的学_课文。仔细阅读， 分段阅读，读后分为了四个活动。 首先根据 Martin 的成长烦恼复述课文。然后找出自己的成长中的烦恼，帮助别人解除烦恼，引导学生学 会感恩。最后通过自我评价选择相应的作业巩固课堂知识。2.教学背景分析教学内容分析：本课是九年级第二单元的最后一课，阅读课，是本
10、单元话题过去的某种 状态的延伸和继续。文章讲得主要内容是一个老是惹麻烦的男孩在明白了母亲对他的爱 之后变成一个好孩子的故事。学生情况分析：我所教学生大多是来自农村，英语基础一般，但是他们有着积极的学_ 态度，能够很快融入我的课堂中，每个环节学生们都能大胆的参与，很顺利的完成了本 课学_。3.教学目标分析知识目标：学_本课中出现的生词，理解课文主要内容。能力目标：通过阅读课文，设计各种活动训练学生运用英语进行听说读写各种活动的能 力。并培养学生利用语境理解句意的阅读方法和技能。1情感目标：通过学_本课，让学生能体会到父母之爱，找出自己的成长烦恼，帮助别人 解除烦恼，并学会感恩。4.教学重点、难点
11、分析教学重点： 对于课文各个细节的理解及对于课文主题更深层的理解。 对于学生阅读能力及听说读写各个能力的培养。教学难点： 训练学生利用上下文信息填写词汇和句子的能力。 对于课文的理解及活动的展开。5.教学过程设计一 Before you read （读前） 设计意图：读前热身 just believe in yourselves, you can learn from your trouble.God helps those who help themselves.Do well and have well.9.Self-evaluation. （自我评价）Read the following
12、 sentences and check your understanding of the text.Ifyou have mastered the rules, you d better write three smiling faces on the lines.But if you haven maste well, you can write just one or two smiling faces on the lines.（对于本课的学_你是否已经掌 握以下五条，如果你已经很好的掌握请在横线上画三个笑脸，如果是掌握一般请画两个 笑脸，如果没有掌握请画一个笑脸） 我已掌握了课文中
13、生词。 _ 我已很好的理解了课文内容。 _ 我已理解了本课的阅读策略。_ 我很好的认识到了我的问题及同学们的问题，及如何更好的解决问题。5t _ 我学会了如何做一个有爱心的人，如何感谢别人。_ 设计意图：通过自我评价，了解自己对本课所学内容的掌握，根据不同的情况选择相应作业进行巩固。10.Homework.（作业）Homework1: Vocabulary exercise.（词汇练_） Homework2: Shorten the text.（缩写课文）Homework3: Write a short paage about your best friend prsoblems and tr
14、y to givesuggestions.（写一篇短文关于你的挚友的问题并尝试给予建议。）设计意图：针对同学们掌握情况的不同，完成相应的作业，真正使学生巩固课堂所学知识。5.教学评价设计在教学过程中，对回答问题积极准确的同学给予一定激励。 1).在语言上，对于能正确回答问题的同学给予“Good! Excellent! Well done! Wonderful! Great! ”等等丰富的语言精神鼓励； 对于答错问题及没有答上问题的学生给予 “That s OK! It doesn t matter.Come ”o等n!等精神上的抚慰。2).对于积极主动回答问题的学生， 送上一张 “笑脸 ”奖励
15、，希望他们每天都有好心情， 不被问题所困扰。同时，在学_完本课之后我设计了自我评价，通过自我评价了解自己对课文所掌握 情况，并选择相应作业完成。能更加有效的提高学生的自主学_能力。6第3篇：初中英语教学设计unit2 what should i do the first period二、教学设计思路：结合多媒体，利用图片、实物、简笔画等帮助学生记忆本节相关词汇；设置情境，帮助学生通过听说练_学会谈论日常问题及给出建议。三、教材分析：in this unit students learn to talk about problems at school and at home and how t
16、o give advice to solve them.the first period serves as an introduction and lead-in part.activity 1a introduces some key vocabulary.activity 1b gives students practice in understanding the target language in spoken conversation.activity 1c gives students an opportunity to practice their speaking skil
17、l using the target language.in this period students can learn to explain their problems in their daily life.四、教学目标： (一)知识目标 1.key vocabulary：keep out; play; argue; wrong; whats wrongmy clothes are out of style. maybe you should buy some new clothes.(二)能力目标to train students ability of communication a
18、nd listening skill.(三)情感目标1.to be interested in taking part in all kinds of activities in an english cla.培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。 2.train students communicative conscious.to speak out their thinks and wills.五、教学重点： 1.key vocabulary：keep out; play; argue; wrong; whats wrongmy clothes are out of
19、style. maybe you should buy some new clothes.六、.教学难点：learn to give advice using “should”.七、.难点及其突破方法：培养良好的语言表达_惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。八、教学资源： 多媒体；录音机；课件九、教学过程：初中英语 秦晓华 step 1.greetings and revision greet the cla and check the homework.step2.section a lead-in problem i want to buy a new gu
20、itar but i dont have enough money advice t: look at the chart.i have a problem.i dont know what i should do.can you give some advice s: yes.t: i think you have different problems.in this unit we are going to talk about problems people have and learn to give these people advice, using the words “coul
21、d” “should” and “shouldnt”.step3.new words keep out 留在外面；置身于外；不许进入 play v.播放loud adj.大声的；响亮的 argue v.争论，争吵 style n.款式；式样；时尚 out of style 过时的；落伍的 step 4 1a t: now please open your books at page 10.look at activity 1a, please.(point to the problems and ask five students to read the problems to the cla
22、) s(1): my parents want me to stay at home every night.s(2): my brother plays his cds too loud.s(3): i dont have enough money.s(4): i argued with my best friend.s(5): my clothes are out of style.read each sentence again and ask students to repeat it.ask students to explain in their own words what ea
23、ch sentence means.they can point to parts of the picture, using actions, simple drawings on the board and simple sentences.t: you are right.you must pay attention to two phrases.“argue with sb.” means “disagree in words with sb.” “out of style” means “no fashion in clothes”.step 5.1b t: please look
24、at the pictures.lets see: whats wrong with the girl, who can tell me s(2); my clothes are out of style.s(1): maybe you should buy some new clothes.t: make conversations like this about the problems in activity 1a.after a while, ill ask several pairs of students to say their conversations to the cla.
25、step 7 summary t: this cla weve learned some key vocabulary.and weve learnt how to give somebody advice if he or she has some problems.if you are interested in joining all kinds of activities in cla, youll make great progre.step 7.homework talk about ones problems and give advice in groups.step8 the
26、 design of the blackboardunit 2 what should i do style b: my clothes are out of style.out of style a: maybe you should buy some new clothes.十、评价方法：评价section a的教学效果，可以通过以下几点：1学生是否能熟练掌握本节可所学单词及能造简单的句子。 2学生是否能用目标语运用自如地编对话。 十一、教学反思1通过教学活动和教学实践，我深刻地体味到，农村中学英语课堂教学改革势在必行。我校地处农村，学生基础薄弱，在英语学_方面没有一个好的语言氛围。刚开始
27、时，课堂上时常会出现乱的局面，但通过一段时间的摸索和学_，总算掌握了这一教法的要领。一节课要取得成功，我有如下几点认识。首先，课前准备一定要充分，在教学设计中，要认真研究课标,分析教材，通过传授与学生生活密切联系的英语知识，训练英语的听说能力，培养学生学_英语的兴趣和初步能力，最终使学生从“学会英语”，向“会用英语”转变。2.要尽可能多地考虑师生的共同参与性与互动性，操练过程中的趣味性和交际性，充分体现学生学_的自主性和参与性。其次，充分利用有限的教学资源，如多媒体、图画、简笔画等拓宽学生学_渠道，改进学生学_方式，提高教学效果。再次，学生的学_热情和自信心是外语教学中最可贵的因素。农村学生大
28、多性格内向，有相当一部分学生表现为胆小，要尽量去了解每一个学生，摸准他们的心理脾气，在教学中尊重他们，关心体贴他们，把回答问题的权利分配给每一位学生而不是尖子生，及时鼓励他们。第4篇：初中英语教学设计英语教学是一种语言教学，语言交流自始至终贯穿于整个教学活动之中。因此，语言交流活动能否高效顺利开展，关键在于我们教学英语时先想方设法做好每堂课的教学设计，以激发学生的学_兴趣，让学生成为教学的主体，使教学活动生动、直观、兴奋的过程，才能有利于改变单一、被动的教学模式，达到预期的教学效果。第5篇：初中英语教学设计初中英语教学设计但丽平课题：仁爱版七年级英语上册Unit2 Topic2 Section
29、 B一、教学工具：多媒体，录音机，小奖品二、教学目标：1.知识目标：1）学_give, letter, sorry, like, tall, will, young, man, woman, snowman.2) 能灵活使用重点短语：giveto, look like3) 能运用下列句型谈论人物相貌：What does he/she look like2) How do you spell itWhere is he/she fromWhat color are his/her eyes”(Show another two pictures of women)(Teach new words
30、and phrases: look like, tall, man, woman, young.)T: What does the woman look likeSs: He is old.He doesnt have gray hair.His hair is black.(Show the four pictures in Part 2.)T: Turn to page 35, look part 2.Match the descriptions with the pictures.(Ss match them)T: Lets check the answers.T: Do pair wo
31、rks, ask and answer according to the four pictures.3.Pair work: talk about the pictures, finish 2.Step 3 Look, listen and say1.( 拿出事先准备好的一个学生的书。)T: Now here is a book.Its not mine.Its Toms.(然后请第一排的一位学生把书往后传递，最后递给Tom。导入新课。)T:运用手势提示。)(Teach “giveto”)2.T: Look at the picture.Whats this3.Listen and answ
32、er the questions.T: Listen to the tape and answer these two questions:1) What cla is Maria in(Ss listen to the tape and answer the questions)T: Lets check the answers.Ss: 1) She is in Cla Four Grade Seven.2) She is tall like the girl, but she doesnt have long hair.Its short and brown.4.Teacher expla
33、in the language points.5.Listen to the video and repeat.6.Do pair works.Then get some pairs to act it out.Finish1a.Step 4 Listening1.Gue the answers.1) Does the snowman have black eyes3) Does he have short arms2.Listen again and check the answers.3.Listen and color the picture.Finish 4.Step 5 Cla ac
34、tivity1.T: What does the snowman look like2.Group works: Find out the rules of the negative forms of have/has and be.3.Play a game: 唱反调。Divide students into two groups.The students from Group A say thepositive/negative sentences, the students from Group B say the negative/positive sentences accordin
35、g to Group B.Finish 5Step 6 Sum up1.学_生词：give, letter, sorry, like, tall, will, young, man, woman, snowman.2.学_短语：look like, giveto.3.学_句型：What does he/she look like(做肯定、否定回答)_, _ _._, _ _.Her eyes _ big.(3) I have long hair.(变一般疑问句和否定句)_ you _ long hairsection A 1 (1a-2d)一、教学目标：1.语言知识目标：1) 能掌握以下单词：
36、anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself 能掌握以下句型：where did you go on vacation she went to the beach. did you go with anyone say: each picture shows something a person did in the past.name each activity and ask students to repeat: staye
37、d at home, went to mounta, went to new york city 6.went to the beach, visited my uncle, visited museums, went to summer camp 3.now, please match each phrase with one of the pictures next to the name of the activity，point to the sample answer. 4.check the answers.answers: 1.f 2.b 3.g 4.e 5.c 6.a 7.di
38、ii.listening1.point to the picture on the screen.say: look at the picture a.where did tina go on vacation 2.play the recording the first time.3.play the recording a second time.say: there are three conversations.the people talk about what did on vacation.listen to the recording and write numbers of
39、the names in the right boxes of the picture.4.check the answers.ivpair work1.point out the sample conversation.ask two to read the conversation to the cla.2.now work with a partner.make your own conversation about the people in the picture.3. work in pairs.as they talk, move around the claroom and g
40、ive any help they need.4.let some pairs act out their conversations. v.listening1.tell they will hear a conversation about three students conversations.listen for the first time and fill in the chart.then listen again and check yes, or no.2.let read the phrases in the chart of 2b.3.play the recordin
41、g the first time. listen and fill in the chart.4.play the recording a second time for the to check “yes, i did.” or “no, i didnt.”5.check the answers with the .vi.pair work1.let two read the conversation between grace, kevin and julie.2.let work in pairs and try to role-play the conversation. 3.ask
42、some pairs to act out their conversations.vii.role-play1.first let read the conversation and match the people and places they went.2.let act out the conversations in pairs.3.some explanations in 2d. homework:用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。a: where did you go？ b: i went to a: did you seeb:
43、yes, i did./ no, i didnt.板书设计：section a 1 (1a-2d)anyone, someone, everyone, something, anything, everything yourself, myself where did you go on vacation i went to new york city.did you go anywhere interesting? where did she go on vacation？most of the time she went to the mounta.获奖感言英语初中英语阅读教学设计初中英语阅读课教学设计小学英语教学获奖心得体会初中英语教学计划