中英语教学设计
初中英语优秀教学设计模板(精选6篇)
初中英语优秀教学设计模板（精选6篇）初中英语优秀教学设计11、巧妙导入。
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，积极配合。
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起。
在教学过程中，既有教师灵活的教，也应有学生积极主动地参与，才是真正意义上的教学。
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、有趣。
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，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。
通过学生们的积极努力，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。
达到触类旁通的效果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，自己得出结论。
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己的知识经验。
我在处理how much与how many的区别用法时疏忽了这点，没有让学生自己发现总结出来，而是直接告诉他们，然后通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应该具备的素质。
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。
初中英语课堂教学设计案例优秀9篇
初中英语课堂教学设计案例优秀9篇初中英语课堂教学设计案例篇一一、案例下面以“travels for the environment”为例，对阅读技能训练在教学中的应用加以说明，这篇文章内容含量大，涉及到热门话题——人口与环境，所以我把这篇文章放在初三英语11模块之后讲，在此之前学生在第六模块中谈论到了环保的话题。
我在处理这篇文章时，主要有以下几步：1.阅读前任务设计用多媒体播放，人多车多造成的交通道路拥挤，城市的大面积扩张造成了大面积耕地被占用，森林面积减少，然后提出如下问题：who courses such changes？what should we do？学生马上热烈地讨论起来，屏幕上的场景迅速激活了课堂，激发了学生的阅读兴趣，使他们产生了强烈的阅读愿望。
2.阅读中任务（while-reading task）（1）快速阅读，了解主旨大意（task 1）。
让学生在规定时间内默读完课文并找出每段的主题句或段落的中心句。
当然，学生也可以用不同的句子来概括每段的中心。
只要有自己的观点，都要给予肯定和表扬。
（2）精读，获取更多信息(task 2)。
为了帮助学生了解更多的信息，设计如下几个问题，让学生在文中找出相关信息，并小组讨论：1.From the paage we known that our earth has changed much because of _______. A.its old ageB.man’s activitiesC.the changes of weatherD.the natural development2.Water pollution will bee even worse if __________. A.birds and fish continue to dieB.people continue to built factoriesC.people can’t stop factories from sending waste things into waterD.many rivers and lakes are still dead（3）研读，从中受到启发(task 3)。
初中英语教学设计
初中英语教学设计初中英语教学设计作为一位优秀的人民教师，总归要编写教学设计，编写教学设计有利于我们科学、合理地支配课堂时间。
那么大家知道规范的教学设计是怎么写的吗？以下是店铺为大家整理的初中英语教学设计，仅供参考，大家一起来看看吧。
初中英语教学设计篇1一、指导思想与理论依据《中小学英语课程标准》指出：英语教学中应体现交际性，要结合学生的年龄特点和生活实际，创设交际情景，通过大量的语言实践，使学生获得综合运用英语和语言技能进行交际的能力。
针对初中英语新教材容量大的特点，为了使教学面向全体学生，依据go for it!教材的课程理念，采用课堂小组合作学习模式，充分发挥学生的创造性与积极性。
二、教材分析本节课为本单元第一课时,主要是让学生理解和运用本课的重点单词和句型。
本单元的话题gift giving 学生都很熟悉，很容易激发学生们的学习兴趣。
要求学生结合生活实际，用所学的语言项目提出给他人送礼物的建议，并能对礼物提出评论。
新教材重视以人为本，学生的发展是英语课程的出发点和归宿。
根据学生实际情况，进行“教材分析”和“教材整合”，调整教学内容以符合学生的认知水平。
三、学情分析笔者教学的对象是初二学生(以中等生为主)，他们学习英语有较强的记忆力和模仿能力，有较强的求知欲和表现欲，但部分学生存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。
因此笔者在教学活动中尽量让这部分学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感;有一些学习困难生由于基础薄弱，缺少丰富的语言基础，对某些任务的完成有一定的难度，教师可采取小组奖励的办法，通过学生间的合作学习，促进小组成员之间的互帮互学，鼓励小组中的优秀成员主动帮助学习困难生，培养学生的团队意识。
提高他们综合运用语言的能力，让他们都能体验到成功的喜悦，使各层次的学生都有所收获。
四、教学目标(1)语言知识目标：引导学生掌握本单元相关的词汇和句型。
(2)语言技能目标：能用所学的语言项目给对方提出建议和意见。
有关中职英语教学设计方案5篇
有关中职英语教学设计方案5篇有关中职英语教学设计方案5篇英语教学设计是英语老师做好教学的关键，为帮助各位老师做好上课前的准备。
下面是小编为你准备的中职英语教学设计方案，快来借鉴一下并自己写一篇与我们分享吧！中职英语教学设计方案【篇1】本节课是Unit 1 lesson 2 ，它是在学生理解词汇意义的基础上，结合故事内容，了解词汇的用法，然后进行模仿、并注意词汇书写形式的把握。
能运用what does……?句式对职业提问。
因此，无论是对英语知识的学习上，还是对语言的综合运用能力，都有着十分重要的作用。
学情分析：1、班级人数多。
2、学生认知水平不同。
3、语言表达能力不强。
教学目标：(1)知识目标：让学生能用英语正确的表达和书写第四页的职业名称，并运用what does……句式进行问答。
(2)能力目标：培养学生的听力和语言的综合运用能力。
(3)情感目标：通过动作、猜单词、听录音等，加深学生的学习兴趣。
重点难点：关于职业名称的学习教学过程：1、simon说用这个活动复习学过的课堂用语：stand up……2、情境引入提问学生：你的父亲是干什么的?当你遇到坏人时向谁求救?当你生病时找谁?等等。
引出单词a farmer ……放一遍录音，让学生重复，不放录音，指着录音或插图，引导学生说出单词。
3、卡片活动师指着卡片问：what does……把句子写在黑板上，并解释句子的意思。
4、进行活动，巩固知识活动一：听录音抢答老师把带有职业名称词汇的卡片发放到不同学生手中，然后放录音。
让学生听到职业名称的把卡片举起来，并用英语大声读出来。
这样使学生在竞争中很快掌握这些职业名称的读音。
活动二：猜一猜让学生看到课本第4页底部的插图，在放录音前让学生猜一猜可能听到的内容。
如猜对给予鼓励。
通过这种形式使学生在娱乐中反复操练，并培养了学生的听力。
活动三：找朋友将学生分成两组，并发给学生每人一张卡片，在另一组必定有一人持有一张含有相对应的英语职业名称的卡片。
初中英语课教学设计（共8篇）（精简版）
初中英语课教学设计(共8篇)初中英语课教学设计(共8篇)篇一：初中英语课堂教学设计初中英语课堂教学设计课题：Unit 4 It as built over 2,000 years ago 设计人：黑龙江省泰来县孙放图片已关闭显示，点此查看图片已关闭显示，点此查看图片已关闭显示，点此查看图片已关闭显示，点此查看篇二：初中英语教案模板Teaching Plan Student: The students of Grade 9 Teaching Content: Go for it, students’ book of grade 9. Unit 1, the title is Ho do you study for a test? Section B, 3a, 3b,3c. Teaching hour: One class hour Teaching plan: I. Teaching Aims: 1. Learn and master ne ords, phrases and sentence patterns.2. Enable the students to talk in English about ho to study English very ell.3. Develop the students speaking and riting ability. II. Teaching Main Points: 1. Improve the students’ speaking and riting ability. 2. Master some phrases and some sentence patterns. III. Teaching Difficult Points: 1. Phrases: first of all, later on, laugh at, take notes 2. Sentence Patterns: Sb. be afraid to do sth. Sb. realize that –clause IV. Teaching Methods: 1. Fast reading to find out the general information about the passage.2. Question-and-anseractivities to help the students to go through the hole passage.3. Individual, pair and group ork to make every student ork in class. V. Teaching Aids: The blackboard VI. Teaching Procedures: 图片已关闭显示，点此查看图片已关闭显示，点此查看 The Blackboard Design: 图片已关闭显示，点此查看篇三：初中英语教案Lesson Plan Born Dying Objectives: a. Let the students kno something about AIDS. For example: What is AIDS? Ho does a person get AIDS? b. Let the students kno the psychological state and learn to care for those AIDS patients. c. Cultivate the students’ability to analyze the topic a nd try to get the supporting points. d. Teach students ho to use subjunctive.Important Points/Grammar: a. Cultivate the students’ability to analyze the topic and try to get the supporting points. b. Let the students kno those AIDS patients’ psychological state and learn to care for them. c. Teach subjunctive. d. ne ords and phrases：immune system；be inflected ith; survive; suffer from; cheer up; available; persuade. Teaching aids: Pictures, slides, pieces of paper ith different tasks on Procedure Warm-up/Lead-in Activities: Hold a general knoledge test in class by asking some questions related to AIDS, such as hat’s the date of orld AIDS DAY? What’s AIDS? Ho do people get AIDS? What’s the symbol of it? And so on，to stimulate students’ enthusiasm. Stage1, Reading: a. Involve students in reading the text to get familiar ith the content. b. After finishing reading, ask students five questions: 1. What’s AIDS? 2. Ho do people get AIDS? 3. What kind of life does Xiaohua live? 4. What do the AIDS patients suffer from? 5. If you have got ADIS, ho ould you live your rest life? c. Teach students the to important reading methods: skimming and scanning. Then, ask them to read the text once again by using skimming to find the main idea of the text and using scanning to find more specific information of this text.d. After reading, let them present their on ansers of these five questions. Stage 2, Text Explaining: Divide the hole class into 7 groups, every group focuses on one paragraph and finds out the important information hich supports the text. At first, ment the anser of every group. Then explain the text systematically. The text consists of some information as follos: Para1: Xiaohua is?; she is? Para2: AIDS is a disease \ breaks don \ leave \defenseless Para3: via unprotected sex; infected blood transfusion or through birth Para4: Children infect \ the young suffer Para5: not discouraged \ encourage visit \ support \ cheer up \Telling \ encouraging \ creating Para6: Disease\fear \ ignorance \ misunderstanding Para7: “M y life may have to be short, but there is no reason hy itcan’t be beautiful” Introduce to students hat subjunctive is. Then ask students to find out the sentences hich contain subjunctive. The sentences are: 1. I ish my mum ere here ith me and that e eren’t’t sick.2. If I ere to live long enough to have a job, I ould choose to be a doctor, helping these AIDS patients.3. I ish people ould find out the facts and not act as if I ere a bad or dangerous person.4. If I ere you, I ould give an AIDS patient a hug. Stage3, Oral English Practice: First, Let students talk about their dreams about future in small groups by using subjunctive. Then, every group assigns a representative to share his dreams ith the hole class. Stage4, Production: Guided, Meaningful Production Written ork: Ask students to pretend to be Xiaohua’s friends. According to the content of the text, everyone rites a short letter to Xiaohua for greeting. Students are directed to use at least some examples of the structures ithin the text. Then, pick out the best one and read it in front of the students. Homeork: Assign students supplementary reading to practice subjunctive in real context. Assessment.初中英语教学设计 Teaching Aims and Demands: nguage knoledge: Key vocabulary: dining, hall, gym, science, lab, in front of, next, behind, any, one, building Key structure: there be … 2. Reading skill: Teaching Procedures: 教师事先藏好自己的几样东西，上课时假装找不到（注意这时教师要使用丰富的体态语言和脸部表情，让学生感觉到这是真实的），这样就自然地呈现了新的句型：Where is….? It’s on / on / in / in front of / behind / next to… Where are …? They’re on / in / in front of / behind / next to… 设计意图：通过设置让学生帮老师找东西这样一个真实的场景来导入新课，能够立刻调动起学生的参与性，启动学习的发生。
中学英语一等奖的优秀教学设计
中学英语一等奖的优秀教学设计培育用英语猎取信息，与人合作的力量。
激发他们学习英语的爱好和热忱，在接近生活常态的交际中乐于仿照，敢于开口，乐观参加。
下面是我整理的一等奖中学英语的优秀教学设计5篇，欢迎大家阅读共享借鉴，盼望大家喜爱，也盼望对大家有所关心。
一等奖中学英语的优秀教学设计1Lesson 96 教案一、教学目标：把握过去进行时态的用法二、教学过程：Step 1 Revision(同学活动)利用图片或照片复习过去进行时的用法。
(录像演示)通过情景复习过去进行时表达一个过去某个时间所发生的动作。
Step 2 Listening(声音课件展现)让同学边听边完成听力练习 Step 3 Read and say(同学活动)依据不同的职业特点，让同学选择最好的答案来回答警察的问话。
(录像演示)情景演示警察调查案件时询问每个人的情景，运用过去进行时来表达当时发生的动作。
观看后老师可让同学写对话并表演出来。
(同学活动)供应一个案情，让同学来表演过程。
Here is another situation for the students to practise. A very famous drawing was stolen in the art gallery last night. You are trying to find out who did that. You can ask the question “What were you doing at nineo’clock last night?” After everyone has answered the question, the class discuss together,“Who do you think stole the painting from the gallery? Why?” Step 4 Read and talk(展现)Read the table about what David was doing at different times yesterday, then ask and answer in pairs.(录像演示)情景演示询问过去某个时间点正在进行的动作，看后让同学进行仿照练习。
初中英语教学设计范文7篇
初中英语教学设计范文7篇教学设计是以系统方法为指导。
教学设计把教学各要素看成一个系统，分析教学问题和需求，确立解决的程序纲要，使教学效果最优化。
下面是小编为大家整理的初中英语教学设计，希望对你们有帮助。
初中英语教学设计1一、教学课题：人教版英语七年级上册Unit4 Where’s my schoolbag? Period 1二、教学设计思路：结合多媒体，利用图片、实物等帮助学生记忆相关物品的词汇;设置情境，帮助学生通过听说练习学会谈论物品的位置。
三、教学目标：(一)知识目标掌握本课生词，学习谈论物品的位置Where is/are…?It’s/They’re….(二)能力目标让学生学会如何听和谈论物品的位置。
(三)情感目标1. 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. 通过谈论物品的位置，培养学生养成良好的生活习惯。
四、教材分析：Period 1是Unit4的第一课，让学生提通过活动，学习如何表达物品的位置，并能就物品位置进行提问。
五、学生分析：七年级学生活泼好动，在教学中，充分利用多媒体，图片、实物等，使英语学习与学生的实际生活更贴近，激发学生学习兴趣，同时创设交际情境，让每个学生在课堂上动起来，积极参与到教学活动中去，更好的.实现教学目标，达到理想的教学效果。
六、重点及其突出方法：充分利用现代教育手段，创设交际情境，为学生提供图像和声音资源，进行语言操练和实践，加强学习效果。
七、难点及其突破方法：培养良好的语言表达习惯。
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;课件;教材九、教学过程：Step anization GreetingsStep 2.Revision1. Use a pen to ask and answer between the teacher and the students, and review the key sentences in Unit3.2. Use a picture of a bag to ask students to write a lost notice and a found notice, and review the lost and found notices, then lead to the new words with the picture(1a:P19).Hold up the picture and point to the objects : table, bed , bookcase, sofa, chair, schoolbag , book, key.T: What’s this in English?S: It’s a table/bed/...Encourage or help students to read the words correctly .Write them down on the blackboard.3. Quick reaction .Let the students look at the teaching picture in 1a, finish 1a, then check students’ answers. Step3. Lead inShow my English book and my two pens, then put them on my desk. Ask students to answer the questions: “Where is my English book?” and “Where are my pens?”.Try to ask more students similar questions：Where is your pencil?...Step3.PracticeAsk the students to look at some pictures and things in the classroom and practice talking about where things are.For example:-where is my clock?-It’s on the table.Ask students to work in pairs and make conversations.Step 4.Talking about the picture(1a:P19)1. Ask the students to practice 1c in pairs.2. Let the students work in pairs and talk about where the things in the picture are on Page19 .Step 5 ListeningHave students to listen to the conversations and number the things.Check the answers . Then ask students to read the conversations after the recording.Step 6 PracticeAsk students to describe their bedrooms.For example: My cat is on the chair. My English book is on the sofa .…Step7 Summary1.--- Where is + 单数主语?… … 在哪?--- It’s under/ on/ in…它在…下面/上面/里面。
初中英语的优秀教学设计一等奖3篇
3、初中英语的优秀教学设计一等奖教学目标：1、知识目标本课时的四会单词2、能力目标1) 培养学生“听”、“说”的技能2) 能够在购物时正确使用英语教学重难点：1、“听”获取信息2、能够在购物时正确使用英语教学步骤：Part One: Pre-listeningT: Today let’s talk about pocket money、Do you have pocket money? How do you spend your pocket money? How about our friends Daniel, Simon, Sandy and Millie? How do they spend their pocket money? Let’s guess.Part Two: While-listening1、Listen and finish Part A.T: Please listen to the tape and finish Part A on page 84、Let’s check the answers.2、Listen and fill in the blanks.T: After listening, please fill in the blanks.3、Listen and write.T: Simon often spends money on football cards、What else does he like to buy?Ss: CDs, sports shoes, stationery and T-shirts.T: How often does he buy CDs?Ss: Sometimes.T: How often does he buy sports shoes, stationery and T-shirts? Please listen and answer.Ss: …Do poor children spend pocket money like Simon?Ss: No.T: Please look at the table on page 84、How often do poor children buy CDs?Ss: Never.T: How often do they buy sports shoes, stationery and T-shirts? Please listen again and write down the answers.Ss:…Part Three: Post-listeningT: Please read the advertisement on page 84 and complete the letter on page 85、Let’s read this letter together.Part Four: Speak up1、Listen and answer.T: We know Simon always spends his pocket money on football boots、Today he wants to buy a new pair、How much are the football boots? Please listen and think about this question.Ss: …2、Read and answer.T: Please read after the tape and think about these questions.Ss: …1、Read it in groups.2、Do an activity.T: Suppose you’d like to buy other things、Please work in groups of three and talk about the things in Part C2 on page 85、Use the dialogue in Part C1 as a model.家庭作业：1 Read the dialogue on page 85.2 Complete the following dialogue according to the Chinese sentences.王兰打算买一条尺寸为24号的牛仔裤，可试穿后发现有点小。
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Enable the students to learn how to give their opinions.
情感目标
1. Get the students to learn noble qualities from great persons.
2. Get the students to develop their moral qualities.
2.Discussion：
What are the qualities you could find in a great person?
Useful expression：
Asfar as I know a great person is some one who is brave/devoted...
To my understanding...
I feel that...
Step 2 Pre-reading
1.Guessing game
Look at the six people on the screen and answer who he is.
1) Can you recognize them? Who are they?
1. What kind of person do you want to be? Why? How to be this kind of person?
2.What are you going to do to be this kind of person?
Useful expression：
I want to be a person like…
2. Cooperative learning
3. Discussion
教学手段
multimedia
教材版本
新课标人教版必修1
教学过程
教学内容
备课扎记
教师活动
学生活动
This step isto arouse their activity to talksome adjectives
The step is toenable the students to give their opinions.
2) Do you think all of them are great people?
2. Pair work：
Discussing and speaking
Discuss in pairs what qualities make a great person and find out whether each of the six persons is a great person or not.
Because he/she is…
In order to be this kind of person, I will…
Step4. Homework
Search for more information about Nelson Mandela
Free talk
Guessing
.
Summary
教学反思：
在教学过程中利用多媒体展示名人和伟人的图片，这样即能激发学生的学习兴趣和动力，又能使学生更好的掌握课本知识，因此教师在教学过程种要充分利用多媒体教学。
教学重点
Get the students to know about the qualities a great person should have.
教学难点
2. Enable the students to learn how to give their opinions.
教学方法
1. Task-based teaching and learning
This step is let students learn from great people
Teaching Process
Step 1 Warming up
1.Free talk：
I ask students what’s my impression to them to lead some adjectives, some students may say don’t know me.I will tell students that because we are strangers. Then let students see the famous people on the screen. what adjectives can students think of to describe his or her qualities?
Step 3 Group work：Discussion:
(First,a group of 3-4 students discuss together;Second, the group leader make a brief report of your group’s discussion )
高中英语教学设计
学科
Engliቤተ መጻሕፍቲ ባይዱh
年级
Senior 1
授课时间
40分钟
备课人
龚滢
课题
Unit5 Nelson Mandela-a modern hero
课时
Period 1
教学目标
知识目标
Get the students to know the qualities of a great person.