這節(jié)課應(yīng)該既能夠讓學(xué)生的學(xué)習(xí)有意義，也能夠讓教師在扎實、充實、平實、真實的授課過程中真正享受到，“教學(xué)作為一個創(chuàng)造過程的全部歡樂和智慧的體驗”。以下是出國留學(xué)網(wǎng)小編為您整理的初中英語優(yōu)秀教案范文，供您參考，更多詳細內(nèi)容請點擊教案欄目查看。
    篇一：《How do you get to school》
    一、對本節(jié)課的定位
    我認為在“新課程標準”和“新基礎(chǔ)教育”的理念的指導(dǎo)下，這節(jié)課應(yīng)該既能夠讓學(xué)生的學(xué)習(xí)有意義，也能夠讓教師在扎實、充實、平實、真實的授課過程中真正享受到，“教學(xué)作為一個創(chuàng)造過程的全部歡樂和智慧的體驗”。同時，本單元是以話“交通”題材為教學(xué)主要內(nèi)容的新目標(Go for it)教材典型設(shè)計，借助本單元可以給學(xué)生在學(xué)習(xí)方法上以很好的指導(dǎo)，并可以在小空間內(nèi)進行大規(guī)模的扎實、有效的訓(xùn)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)”這一話題下，讓學(xué)生學(xué)會談?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間等)，學(xué)習(xí)一些文化常識，掌握一定的學(xué)習(xí)方法，并在大量的、有效的訓(xùn)練中提高學(xué)生的聽說讀寫等基本能力。
    三、教學(xué)環(huán)節(jié)的設(shè)計思路
    本著整體劃一，循序漸進，高效有序，并在教學(xué)中能不斷地深化教學(xué)的設(shè)計思路來安排本節(jié)的每一個環(huán)節(jié)。
    (一)整體劃一
    在本節(jié)課中，對于“整齊劃一”可以從兩點來說明: 首先，本人一直認為作為語言教學(xué)，聽說讀寫等能力的訓(xùn)練應(yīng)該是一個整體，不可分割開來的，因此在教學(xué)設(shè)計中可以說一個話題，一個訓(xùn)練都蘊含著各種能力的培養(yǎng);其次，在教學(xué)中每一節(jié)課都是獨立的，但在我的教學(xué)設(shè)計中每一節(jié)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(jié)課內(nèi)銜接一樣，單元教學(xué)的整體銜接也很重要。
    (二)循序漸進，高效有序
    本節(jié)課從簡單的對“How do you get to school in the morning?”的詢問入手，引入對重要課文Section A 3a 的復(fù)習(xí)。通過學(xué)生復(fù)述這段文字，重點鞏固由“How, How long, How far”引導(dǎo)的談?wù)摻煌ㄔ掝}的重要句型，并提煉相關(guān)的信息形成新的對話，為下一環(huán)節(jié)作鋪墊。即課文Section A 3b 的訓(xùn)練，通過第一、二人稱來談?wù)摻煌ㄔ掝}的訓(xùn)練，拓展到以第三人稱來談?wù)撍说慕煌ㄔ掝}，進而讓課文Section B 2a, 2b, 2c 的學(xué)習(xí)水到渠成。然后完成對本節(jié)課學(xué)習(xí)的測試，進行歸納總結(jié)本節(jié)課的要點。最后，作業(yè)一中讓學(xué)生來完成交通方式的圖片收集，是對本節(jié)內(nèi)容的進一步深化;作業(yè)二中要求學(xué)生做一個調(diào)查，并形成調(diào)查報告，實際上和測試二一起構(gòu)成了對Section B 3a 的有效預(yù)習(xí)。
    總之，本課從課本入手，用課本內(nèi)容引出一系列的活動，最終又導(dǎo)向課本，環(huán)節(jié)緊扣，層次清晰。
    四、獨特的創(chuàng)意
    本節(jié)課的設(shè)計中，具有獨特創(chuàng)意的地方，可以從以下幾個方面來說：
    第一、獨特的環(huán)節(jié)設(shè)計
    首先面向全體學(xué)生進行簡單的復(fù)習(xí)，目的在于鞏固幾個基本句型。然后把課本中閱讀的短文用復(fù)述和聽力的方式引入，別出心裁。其主要目的在于營造較輕松的語言環(huán)境，緩解部分學(xué)生對于說寫等輸出環(huán)節(jié)的畏懼心理。接下來，從大量的聽說引入讀寫，給學(xué)生鋪墊知識的過程。既練習(xí)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(shè)計具體任務(wù)，讓學(xué)生參與到課堂互動中，并完成具體的任務(wù)。整個課堂設(shè)計由淺入深，循序漸進，難度過渡非常自然。
    第二、獨特的課程深化
    全面展開訓(xùn)練，重點集中突破，中考真題幫輔，課結(jié)影響未盡。首先，在常規(guī)的訓(xùn)練之后，又用中考真題來重點訓(xùn)練和鞏固所學(xué)，不但給學(xué)生對本節(jié)課的理解有更深一步的認識機會，更為學(xué)生的長遠學(xué)習(xí)打下了堅實的伏筆。其次，在對交通的表達方式上的深化，采用了系統(tǒng)歸納，并用同意表達的形式進行訓(xùn)練，有層次，有實效。
    第三、獨特的思維能力訓(xùn)練
    著重思維能力的訓(xùn)練，圍繞話題進行多方面的擴展性的練習(xí)，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@一說話能力的目標。并在作業(yè)中以預(yù)習(xí)形式對這一目標進行了延伸。
    五、掌控好借來的學(xué)生
    由于是借班上課，學(xué)生又是活動的主體，課堂上大部分的時間交給學(xué)生，教師的引導(dǎo)是關(guān)鍵。
    篇二：《How often do you exercise》
    Unit 1 How often do you exercise?
    Ⅰ.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.
    Ⅱ.Language Function
    Talk about how often you do things.
    Ⅲ.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.
    Ⅳ.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
    Ⅵ.Recycling
    reading，watching TV，go to the movies, fruit，vegetables
    Ⅶ.Learning strategies
    Using context.
    Transforming information.
    Ⅷ.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.
    篇三：《Where’s your pen pal from》
    教學(xué)目標分析
    1、語言目標
    a. 重點詞匯：
    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(yǎng)學(xué)生在文段中尋找信息的能力;
    b. 學(xué)會用英文給筆友寫回信，簡單介紹個人情況;
    c. 通過有效地小組合作，培養(yǎng)學(xué)生合作能力及團隊精神。
    d. 在連慣的聽說讀寫活動中，訓(xùn)練學(xué)生的邏輯思維，快速反應(yīng)能力和實踐能力 , 使學(xué)生能熟練運用新句型來談?wù)撃挲g和日期。
    3、交際目標
    通過學(xué)習(xí)本單元的內(nèi)容，使學(xué)生學(xué)會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(qū)的人文風(fēng)俗;學(xué)會理解和尊重異國文化。
    三、單元重難點分析
    重點： 1. 談?wù)搰?、民族及其語言。
    2. 詢問并回答人們的住處。
    難點： 1. 含from的where引導(dǎo)的特殊疑問句及其回答
    2. 含live的where引導(dǎo)的特殊疑問句及其回答
    四、課時結(jié)構(gòu)
    為了能較好地實現(xiàn)既定的教學(xué)目標，結(jié)合本單元教學(xué)內(nèi)容和學(xué)生的學(xué)習(xí)規(guī)律，將本單元授課時定為四課時。
    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)過程設(shè)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. 通過這個環(huán)節(jié)，教師完成本單元的新單詞的導(dǎo)入，通過提供給學(xué)生每個國家的地圖，讓學(xué)生猜出國家名稱及相應(yīng)的城市，學(xué)生能有意識的記憶國家及城市的名稱，并為整節(jié)課任務(wù)的完成奠定最基本的詞匯基礎(chǔ)。在看圖片時學(xué)生能夠做到精神集中，并能激發(fā)學(xué)生的學(xué)習(xí)興趣。
    Step2.Practice(1c&2d)
    ①Teacher 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.
    ②With these sentence structures, ask students to practice them in pairs.
    ③Make a Survey to understand your classmates better.
    上面這些句型的操練都是為了最后一個任務(wù)作鋪墊。操練的過程中可以及時糾正學(xué)生的錯誤。然后讓學(xué)生填寫調(diào)查表，了解全班同學(xué)的筆友分別來自哪個國家以及居住在哪個城市，同時讓學(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)的過程中運用where…from和where…live引導(dǎo)的特殊疑問句, 綜合運用目標語言, 詢問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(xí)的基礎(chǔ)上，在他們熟練掌握本課時句型以后再做這些聽力應(yīng)該是不難了，這樣可以增加他們學(xué)習(xí)英語的信心。并且這些聽力材料的設(shè)計也是層層遞進，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。