初中英語(yǔ)教案9篇Languagegoal

Inthisunit,studentslearntotalkaboutjobs.

Newlanguage

Whatdoyoudo?Imareporter

Whatdoeshedo.Hesastudent.

Whatdoyouwanttobe?Iwanttobeanactor。

Whatdoesshewanttobe?Shewantstobeapoliceofficer

namesofjobsandprofessions

SectionA

Brainstormwithstudentsalistofjobsthatfriendsorrelativesdo.（Brainstormingisanactivityinwhichyousetatopicandstudentssaywhateverwordstheycanthinkofrelatingtothattopic.）Writethewordjobsontheboardandlistallthejobsstudentsmention.

Pointtothejobsonebyoneandaskstudentstosaywhatevertheycanaboutthesejobs.Acceptsinglewordanswersorsimplesentencessuchas,Itsfun.Itsagoodjob.

laThisactivityintroducesthekeyvocabulary.

Focusattentionontheart.Askstudentstotellwhattheyseeineachscene.Askstudentstonameasmanyofthejobsshownastheycan.Thenpointtoascene,namethejob,andaskstudentstorepeat.

Pointtothenumberedlistofwords.Sayeachoneandaskstudentstorepeat.

Thenaskstudentstomatcheachwordwllfaoneofthescenes.Say,Writetheletterofeachscenenexttooneoftheivords.Pointtothesampleanswer.

1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Pointtothedifferentpeopleshowninthepicture.Askvariousstudentstotellwhattheydoasyoupointtoeachone,

Say,Nowyouwillhearthreeconversations.Theconversationsareaboutthreeofthepeopleinthispicture.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimeaskstudentstowriteanumber1nexttothepersonbeingtalkedaboutinconversation1.Havestudentsputa2and3nexttothepeoplebeingtalkedaboutinconversations2and3.

Correcttheanswers.

1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage-

Askastudenttoreadtheexampleconversationwithyou.Holdupthebookandpointtothedoctorinthepicture.

Say,Nowworkwithyourpartner.Makeyourownconversationsaboutthepicture.Youcanusesentencesliketheonesinactivity1b.

Sayadialoguewithastudent.Pointtoapictureofoneofthepeople.Guidethestudenttoanswerusingoneofthewordsinactivity1a.

Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Onerlanguageorpronunciationsupportasneeded.

2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Askstudentstolookatthethreepictures.Askdifferentstudentstotellyouwhattheysecineachpicture.Whatarethepeopledoing?Whatjobsdotheyhave?

Playtherecordingthefirsttime.Studentsonlylisten.Say,Youwillhearconversationsaboutthepeopleinthesepictures.

Playtherecordingasecondtime.Say,Writethenumberofeachconversationbelowthepictureofthepersonbeingtalkedabout.

Correcttheanswers.

2bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Pointtothethreeheadingsinthechartandreadtheheadingstotheclass.Askstudents,Whatdoeswantstobemean?（ItisnottheJobthepersonliasnow.Itisthejobthepersonwantsinthefuture.）

Playtherecordingthefirsttime.Studentsonlylisten.Say,YouwiUhearaboutthepeopleinthesepictures.Youwillhearthejobtheyhawnowandthejobtheywantinthefuture.

Playtherecordingasecondtime.Thistimeaskstudentstofillintheblankswiththejobsthepeoplehavenowandtheonestheywantinthefuture.Pointoutthesample

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Pointoutthepicturesinactivity2a.Askwhoeachpersonis.（TheyareSusansbrother.Annasmother,andTonysfather.）

Say,Nowworkwithyourpartner.Askandanswerquestionsaboutthepictures.Ask,Whatdoesheorshedo?Thenask,Whatdoesheorshewanttobe?

Sayadialoguewithastudent.PointtoAnnasmotherandthentotheexampleinthespeechballoons.Practicethedialoguewithastudent.

AsstudentsworkInpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.

3aThisactivityintroducesthenamesfortheplaceswherepeoplework,andgivesreadingpracticeusingthetargetlanguage.

Callattentiontothepictures.Askstudentstoreadthenameforeachplace.Astheynameeachplace,writethewordontheboardand-asktheclasstorepeatit.

Pointoutthelistofjobswiththenumbersnexttoeach.Thencallattentiontothepeopleinthepicturesandthespeechbubbles.Pointoutthesampleanswerandhaveastudentreadoutthespeechbubble.

Askstudentstoworkalone.Say,Writethenumberofeachjobinthesquarenexttoeachworkplace.

Checktheanswers.

3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Pointoutthepicturesinactivity3a.AskstudentstonametheworkplaceshownIneachpicture.

Thenpointouttheconversationinthespeechbubbles.AsktwostudentstoreadIttotheclass.

Say,Wowworkwithapartner.Firstpracticetheconversationinthepicture.Thenmakenewconversations.Usejobsandplacesfromactivity3a.

Sayadialoguewithastudent.Pointtothewordwaiterinactivity3aandthentothepictureoftherestaurant.Askastudent.Wheredoeshework?Guidethestudenttoanswerusingthecorrectplace:Heworksinarestaurant.Thenask.Whatdoeshedo?andguidethestudenttoanswer,Hesawaiter.

Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.

4Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.

Callattentiontothepicturesinthebookshowinghowtoplaythegame.Say,Youwilldrawapictureofsomeoneworking.Otherstudentswillaskquestionsaboutthekindofjobyouaredrawing.Aftertwoquestionssomeonecantrytoguessthejob.

Demonstratebydrawingapictureontheboardofastickfigurereporter.Adddetails（microphone,notebook,etc.）untilstudentsguesswhatjobitis.

Askastudenttogototheboard.Say,Drawapictureofapersonworking.Ifnecessary,helpthestudentadddetailsthatshowthejobthepersonisdoing.Heorshecanaddabankinteriortoshowthatthepersonisabankclerk.Astudentcouldalsouseaneyechartonthewalltoshowthattheplaceisadoctorsofficeandthepersonisadoctor.

AsktwodifferentstudentstoaskquestionsabouttheJob,andthenaskathirdstudenttoguesswhatjobitis.

Playthegameusingdrawingsbyseveraldifferentstudents.

Alternative:Ifyoudonotwantstudentstomovefromtheirseats,thenyoucanaskthemtodothisactivitysittingdowningroupsoffour.Theywillneedpiecesofpaperonwhichtodrawtheirpictures.Theywillalsoneedpencils.

SectionB

Newlanguage

Wordsthatdescribejobs,suchasexciting,dangerous,boring,difficult,busy,fun

Additionalmaterialstobringtoclass:

helpwantedadsfromanEnglish-languagenewspaper

1aThisactivityintroducesthekeyvocabulary.

Focusattentiononthesixpictures.Ask,Whatjobdoesthepersonhave?Wheredoesthepersonivnrk?

Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.Thenusesimpleexplanationsandshortsamplesentencestohelpstudentsunderstandwhateachwordmeans.Forexample,Excitingmeansveryinterestingandveryfast-moving.Apoliceofficerhasanexcitingjob.Thejobisalwayschanging.Somethingisalwayshappening.Fordangerousyoumightsay,Dangerousmeansnotsafe.Youmightbehurtorkilledinadangerousjob.

Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachpicturenexttooneofthewords.Pointoutthesampleanswer.

Checktheanswers.

1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

CallattentiontothepictureInthisactivityandaskastudenttoreadthestatementtotheclass.Thenpointtothepictureofthepoliceofficerandsay.Itsanexcitingjob.Asktheclasstorepeat.Thensay,Whatelsecanyousayaboutbeingapoliceofficer?Someonemayanswer,Itsadangerousjob.Asktheclasstorepeateachcorrectanswer.

Thenaskstudentstoworkinpairs.Suggestthattheyeachpointtothepicturesoftheworkersandmakestatementsaboutthem.Asstudentspractice,movearoundtheclassroommonitoringtheirwork.

1cThisactivityprovidesanopportunityfororalpractice.

Say,Namesomeofthejobsfromthisunit.Writethislistofjobsontheboard.Say,Canyounamesomeotherjobs?Addanynewjobstothelist.

AsksomestudentstomakestatementsaboutJobsonthelistusingthewordsinactivityla.Youmaywishtowritesomeofthesentencesontheboardsothatstudentscancopythesentencesintotheirnotebooks.

2aThisactivityprovideslisteningandwritingpracticewiththetargetlanguage.

Callattentiontothetwoheadingsandaskastudenttoreaddieheadingstotheclass.

Pointouttheblanklineswherestudentswillwritethenameofajob(underthewordswantstobe)。

PlayIherecordingthefirsttime.Studentsonlylisten.

Say,NowIwillplaythetapeagain.Thistimewritethenameofajobunderthewordswantstobe.

2bThisactivityprovideslisteningandwritingpracticewiththetargetlanguage,

Callattentiontothesecondheadingandaskastudenttoreadittotheclass.Say,Thistimeyouwillunitewhyeachpersonwantsthejob.

Playtherecordingagain.Studentsonlylisten.

Thensay,NowIwillplaythetapeagain.ThistimewritethereasonthepersonwantsthejobunderthewordWhy?

Playtherecording.Studentswritetheiranswers.

Checktheanswers.

2CThisactivityprovidesopen-endedoralpracticeusingthetargetlanguage.

Say,Whatdoyouwanttobe?Whatwordsdescribeeachjob?Helptheclassmakeupalistofjobstheymightliketodo.Asstudentssuggestpossiblejobs,asktheclasstosuggestwordstodescribethem.Useabilingualdictionary,ifnecessary,tofindthenamesofjobsandwordstodescribeeachone.

Thenaskstudentstoworkinsmallgroups.Theytelleachotherwhattheywanttodoandwhy.Encouragestudentstousedictionariesifnecessary.Movefromgrouptogroupofferingassistanceasneeded.

Askindividualstudentstotelltheclassaboutwhattheywanttobeandwhy.

3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.

Callattentiontothethreenewspaperadsandreadtheseadstotheclass.Sayblankeachtimeyoucometoablankline.

Thenreadeachadagainseparately,pausingtoallowstudentstoaskquestionsaboutanythingtheydontunderstand.Forexample,inthefirstad,studentsmaynotknowthatworkinglatemeansworkingatnight.Toworkhardmeanstousealotofenergytodothejob.

AskstudentstofillIn(heblanksintheadsusingthewordsactor,reporter,andwaiter.

Checktheanswers.

3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.

Callattentiontothenewspaperadandaskastudenttoreadit,sayingblankforeachblankline.

AskstudentstofillintheblanksusingwordsfromThissection.Say,Lookatthepicturesnexttoeachblankline.Thepictureswillhelpyouguessthecorrectword.SuggestthattheylookatthenamesofjobsandthewordsthatdescribejobsinthefirstpartofSectionB.

Checktheanswers,

3cThisactivityprovideswritingpracticeusingthetarget

language.

Pointouttheblankstripofnewspaperwherestudentscanwritetheirownads.

Askoneortwostudents,Whatareyougoingtowriteabout?Repeateachofthestudentssentencesandasktheclasstorepeatthesentencesafteryou.Forexample:Do^OMwantaninterestingbutdangerousjob?Doyouwanttomeetnewpeople?Weneedapoliceofficer.CalltheSmithtownPoliceStationat555-2323.

Askstudentstoreadtheiradstoapartner.Askthepairstocorrecteachotherswork.

4Thisactivityprovidesguidedoralpracticeusingthe

targetlanguage.

Asktwostudentstoreadtheconversationinthespeechbubbles.Answeranyquestionsstudentsmayhaveaboutit.

Thensay,Newpleaseworkingroups.Askefuestionstofindoutwhatjobseachpersonwroteabout.Youcanusesentencesliketheoneswejustread.

Asstudentsaskquestions,movefromgrouptogroup.Rephraseanyincompleteorincorrectquestions.Alsorephraseanyinaccurateanswers.

人教版初中英語(yǔ)優(yōu)質(zhì)教案篇三人教版初中英語(yǔ)教案篇四人教版初中英語(yǔ)優(yōu)質(zhì)教案篇八

英語(yǔ)教案怎么寫(xiě)

1、寫(xiě)課題(Topic)和課型(LessonType)

課題相當(dāng)于文章的標(biāo)題，講課時(shí)要首先告知學(xué)生，并寫(xiě)在黑板上。因此要寫(xiě)得精確。課型是指該節(jié)課的講授類(lèi)型。初中英語(yǔ)的主要課型有：：新授課(Newlesson)、穩(wěn)固課(ReinforcementLesson)、復(fù)習(xí)課(RevisionLesson)、語(yǔ)音課(PhoneticLesson)、聽(tīng)力課(ListeningLesson)、聽(tīng)說(shuō)課(Aural-OralLesson)、閱讀課(ReadingLesson)、語(yǔ)法課(GrammarLesson)等。不同的課型應(yīng)用不同的授課方式或方法，只有確定了課型，才能選擇有效的素養(yǎng)教育教學(xué)方法。

2、寫(xiě)教學(xué)目標(biāo)(TeachingObjective)

教學(xué)目標(biāo)是教案的核心內(nèi)容，是教師施教的準(zhǔn)繩。教學(xué)目標(biāo)要符合大綱對(duì)教材的要求。由于教學(xué)目標(biāo)要在課堂上展現(xiàn)給學(xué)生，讓學(xué)生明確，所以寫(xiě)素養(yǎng)教育目標(biāo)時(shí)，要力求簡(jiǎn)明扼要，淺顯易懂，便于操作和檢測(cè)，一般3~4個(gè)目標(biāo)為宜。

3、寫(xiě)教學(xué)的重點(diǎn)(Main/focalPoints)、難點(diǎn)(DifficultPoints)和關(guān)鍵點(diǎn)(KeyPoints)

教學(xué)重點(diǎn)是課堂教學(xué)的主要任務(wù)；教學(xué)難點(diǎn)是師生順當(dāng)完成教學(xué)任務(wù)的障礙；素養(yǎng)教學(xué)關(guān)鍵是攻克教學(xué)難點(diǎn)的突破口。在教案中寫(xiě)清一節(jié)課的教學(xué)重點(diǎn)、難點(diǎn)和關(guān)鍵點(diǎn)，能提示教師在講課時(shí)留意突出重點(diǎn)、突破難點(diǎn)、抓住關(guān)鍵。

4、寫(xiě)教具(TeachingTools)

課堂上需要什么教具要寫(xiě)清晰，如錄音機(jī)、教材錄音帶、教學(xué)掛圖、卡片、實(shí)物（或模型）、小黑板、刻印好的練習(xí)題、彩色粉筆、幻燈片等。

5、寫(xiě)教學(xué)過(guò)程(TeachingProcedure)

教學(xué)過(guò)程是教案的主要局部。寫(xiě)教學(xué)過(guò)程主要寫(xiě)以下幾方面的內(nèi)容：

a、寫(xiě)教學(xué)環(huán)節(jié)。教學(xué)環(huán)節(jié)即教學(xué)任務(wù)是什么要寫(xiě)清晰，做到心中有數(shù)。目前有些教師采納三階段六環(huán)節(jié)教學(xué)模式，即：預(yù)備階段（自由溝通、復(fù)習(xí)檢查）、講練階段（導(dǎo)入課程、分層操練）和進(jìn)展階段（穩(wěn)固進(jìn)展、布置作業(yè)）。

b、寫(xiě)學(xué)問(wèn)點(diǎn)和所用時(shí)間。寫(xiě)好學(xué)問(wèn)點(diǎn)，教師使用教案時(shí)能一目了然，有的放矢。寫(xiě)好所用時(shí)間，能使教師沉著把握教學(xué)速度，合理安排每個(gè)教學(xué)環(huán)節(jié)所需的時(shí)間，充分利用課堂時(shí)間。

c、寫(xiě)教師活動(dòng)。不僅要寫(xiě)教師教什么，還要寫(xiě)出教師怎樣教，即寫(xiě)清晰教師要教的內(nèi)容，寫(xiě)出講授這些內(nèi)容的方法。寫(xiě)出課堂用語(yǔ)和各環(huán)節(jié)的過(guò)渡語(yǔ)。課堂用語(yǔ)要求簡(jiǎn)練、口語(yǔ)化，用學(xué)生已經(jīng)學(xué)過(guò)的熟識(shí)的、聽(tīng)得懂的英語(yǔ)來(lái)解釋或表達(dá)新的教學(xué)內(nèi)容。各環(huán)節(jié)之間的過(guò)渡語(yǔ)要自然流暢。寫(xiě)出訪用教具的時(shí)機(jī)和方法，寫(xiě)板書(shū)內(nèi)容等。

d、寫(xiě)學(xué)生活動(dòng)。寫(xiě)出學(xué)生學(xué)習(xí)的內(nèi)容和學(xué)習(xí)方法，特殊是怎樣學(xué)應(yīng)寫(xiě)清晰。不能簡(jiǎn)潔地把學(xué)生活動(dòng)寫(xiě)成聽(tīng)、讀、思索、操練、做題等。

初中英語(yǔ)教案與其他科目的教案寫(xiě)法大致是一樣的，學(xué)問(wèn)牽涉到英語(yǔ)的表述，對(duì)局部考生來(lái)說(shuō)可能相對(duì)生疏一些，不過(guò)沒(méi)關(guān)系，只要勤加練習(xí)肯定能順當(dāng)通過(guò)教師資格證考試。

人教版初中英語(yǔ)優(yōu)質(zhì)教案篇九

一、教材分析：

1、教學(xué)內(nèi)容：

本單元是——（下）Unit—。主要圍繞這一主題綻開(kāi)各種教學(xué)活動(dòng)，并以這一主題引出_____等語(yǔ)言功能。本單元旨在制造一個(gè)輕松，開(kāi)心的學(xué)習(xí)，溝通環(huán)境，通過(guò)聽(tīng)，說(shuō)，讀，寫(xiě)來(lái)培育學(xué)生綜合運(yùn)用這些學(xué)問(wèn)的力量。并讓學(xué)生能在做中學(xué)(learningbydoing)，通過(guò)有限的課堂實(shí)踐活動(dòng)，拓展以往的經(jīng)受，能精確地用英語(yǔ)來(lái)表達(dá)。

2、教材的地位和作用：

——年級(jí)——單元

敘述的是——的用法，這是初中特別重要的時(shí)態(tài)之一。學(xué)生們能夠用現(xiàn)在——來(lái)表達(dá)自己的經(jīng)受，來(lái)體會(huì)別人的感受是很重要的。這個(gè)單元肯定要體會(huì)現(xiàn)在——的真正含義和用法。要避開(kāi)混淆幾個(gè)重點(diǎn)詞組的使用。

我們更要使學(xué)生不僅理解枯燥的語(yǔ)法，還要讓學(xué)生們會(huì)用新學(xué)的語(yǔ)法學(xué)問(wèn)來(lái)表達(dá)思想。

3、教材的處理：

依據(jù)《英語(yǔ)課程標(biāo)準(zhǔn)》（試驗(yàn)稿）關(guān)于總目標(biāo)的詳細(xì)描述，結(jié)合本單元這局部的教學(xué)內(nèi)容及基于對(duì)教材的分析，我對(duì)本單元的內(nèi)容進(jìn)展如下處理，目的是突出重點(diǎn)，使課堂節(jié)奏緊湊，銜貫。本單元分為四課時(shí)，第一課時(shí)是SectionA，其次課時(shí)是SectionB，第三課時(shí)是SelfCheck，第四課時(shí)是——，最終一局部是做練習(xí)，以