初中英语学科教资教案设计最新.docx

初中英语学科教资教案设计初中英语学科教资教案设计1 一、总体目标 1、加强课堂教学改革，真正转变课堂教学方式，提高学生的学习实力，争取把课堂变成学生学习的乐园。 2、做好中考总复习工作，抓好尖子生，提高临界生，盯居处有学生，不让一个学生漏掉，激励学生向目标迈进，中考争取稳中有升。 二、遵循原则 以纲为纲，以本为本的原则，着重把握中考要求及考试范围，对课标和考纲要反复探讨。关注学生的全面发展，整体提高;注意双基，夯实基础，强化学生实力。练习过程中注意精讲精练，精雕细刻，决不漏掉一个学问点。同时培育学生将所学的词汇、短语、句型、句法应用到实际中，提高日常交际实力，解决实际问题。 三、详细工作措施 加强学习，仔细学习新课程标准，专研七、八、九年级五本教材，形成固定的学问体系，探讨2013和2014年的考试说明，精选13和14年的中考题。 接着大练基本功，提高自己的教学实力。实行课堂教学改革，创建新型教学模式。走进学生家庭，走进学生的内心世界，挖掘学生的心理资源，建立新型的师生关系，既是老师，又是家长和挚友。指导学生如何预习、听课、记笔记、复习、做作业、小结和探讨，帮助学生养成良好的学习习惯。 四、总体复习思路 1、按单元复习。通览初中教材，进行单元学问点扫描。目的是对基础学问和基本技能进行系统的复习，把好“基础关”;任务是驾驭各单元学问结构，全面地复习学问点，完成理解记忆;重点是重视课标要求与教材的基础作用，强化基础学问和基本技能的训练;面对全体，面对基础。 2、语法专项复习。钻研考试标准和考试说明，进行语法、词法、句子、时态和话题专项复习。统揽初中教材中的重点语法项目，使学生从整体上把握初中教材内容。 3、题型专练，模拟演练。根据中考题型(单项选择、补全对话、句子翻译、完型填空、阅读理解和书面表达)进行题型专练，了解学生对基础学问和基本技能的驾驭状况，抓住中考题型改变，确定训练方式，进行查缺补漏。最终进行几次中考模拟演练，演练之后老师要精讲精炼，在讲题上下功夫。 五、详细复习内容 第一轮： 时间支配：3月1日-4月24日 主要内容：初中教材课文中出现的单词、短语、常用句型;熟记对话和课文，理解所学语法内容。 阶段目标：完成理解性记忆内容，熟记课文中出现的单词、短语、常用句型;娴熟驾驭对话和课文内容，所学语法能达到肯定的应用程度。 详细思路：第一轮复习应以大纲为依据，教材内容为根本，按教材的编排依次进行单元复习。每复习一单元之前，老师布置学生仔细记忆书后单词和短语;课上检验，然后让大家找出本单元的学问点，总结用法，老师再做以适当的补充;这一阶段的复习，应充分发挥学生的主观能动性，以老师总结为辅，学生复习为主。注意学生归纳，老师总结指导应留意事项。对学生已驾驭的内容少讲或不讲，对学生不够娴熟的要重点讲。同时老师要依据每单元的重点内容有针对性地设计一些练习题，巩固所复习的学问点。最终，再将本单元的学问点给予下一单元书后的单词和短语中，进行再一次检测。 六、各种题型详细解题方法： 第一、单选题肯定要把握好所学的短语和句型，结合语境将所学的语法应用到合适的语境中。在做题时可以采纳多种方法解题。教化学生留意即使一看就能看出答案，甚至不看选项就能心中有数地填上答案时，也不要过分自信而放弃审题，重要的是要给每个选项的题目找到它不符合题意的缘由，若找不出错误，则应回过头来把原选项与找不出错的选项进行对比，找出他们之间的区分，看哪个更符合题干的要求;可以采纳解除法、比较法、逻辑推理法、固定搭配法及关键词法等进行解题应用。 其次、阅读理解，解答这类题目，一般采纳三个步骤; 首先通读全文，快速抓住文章内容，在不影响理解的前提下，尽可能快速阅读，并重抓住主要信息。 阅读短文后的选择题，包括题干和选择项，明确问题的要求后，再细读全文或有关段落，最终选定答案。 (3)答完一篇短文的全部题目后，再把短文读一遍，逐一核对答案。 指导他们采纳“五要”、“要”的阅读解题技巧。“五要”是：要特殊留意文章的标题;要快速阅读全文，驾驭主旨和大意;要抓住文中的重点段、段中的重点句型和句中的关键词;要尽快阅读课文后的思索题，尽量带着问题读;要把有关WHO，WHAT，WHERE，HOW和WHY等方面的内容用笔圈画出来。“要”是：不要在默读时发出声音;不要逐字逐句分析;不要常回视已读部分;不要用手或笔指着一个个单词阅读;平常训练时不要一遇到生词就查词典。学生只有驾驭好阅读技巧，才能大大提高解题的速度和效率。 第三、完形填空，做此题型要从以下几个方面入手。 (1)重视首句的开篇启示作用。 (2)通读全文，弄懂大意。 (3)符合短文内容，遵循语法规则。 (4)复读全文，核定答案。 第四、完成对话，要求学生在肯定的情景语境中选择或填上所缺的选项，而且这个选项用在对话中必需符合英美人的情景沟通习惯。对于这种题目，一般所给选项都是完整的句子，并且句子本身是正确的;有时从汉语习惯上看，意思也正确，所以教化学生在做这类题时既不要考虑句子的语法结构，更不能一中国的常理推断意思，而是要依据对话的情景和上下句的句意关系，再依据英语的习惯表达来完成选项。初中涉及到的重点对话有： (1)Makingtelephones (2)Seeingthedoctor (3)Askingtheway (4)Shopping (5)goingonvacation (6)Givingagift (7)Talkingabouttheweather (8)Talkingaboutthethings等等。 第五、汉译英题则肯定要学生把握好所学的短语和句型，尤其是动词词组，应告知学生要仔细、细致的分析句子应用的时态和语态，避开麻痹大意，马虎出错;保证抓住基础不放松，能会的不丢分。 第六书面表达题，肯定要仔细审题，端正书写。平常让学生写作文，相互修改，进行点评，从自己和别人的作文中发觉错误，改正错误，总结错误，同时还要对学生讲清日记、书信、通知、电话留言等小作文的写作方法。 总之，我会尽自己的努力地完成本学期的教学工作,争取让学生在中考中取得好成果，让有升学希望的学生都能升入志向的中学。 #714287初中英语学科教资教案设计2 教学目标 一、学问与技能 1. 驾驭句型：Where did you go on vacation? I went to the mountains. Did you go with anyone? Yes, I did. / No, I didnt. 2. 娴熟驾驭本课短语：stay at home, went to New York City, went to summer camp, went to the mountains, went to the beach, visited museums, visited my uncle. 二、过程与方法 通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过去时态。大面积操练，采纳学生提出间题，学生解决问题，借助多媒体来提高学生的主动性。 三、情感、看法与价值观 学会用一般过去时进行信息沟通，培育学生的环保意识，酷爱大自然。 教学重点 驾驭句型：Where did you go on vacation? I went to the mountains/ New York City/ beach /summer camp. Did you go with anyone? Yes，I did. / No, I didnt. 教学难点 驾驭用过去时谈论假期的活动。 教法导航 通过看图、看视频、听录音、问答、探讨等方法学习谈论实力和表达愿望。 学法导航 通过看、听、说等各种途径，以小组合作的形式，主动探求学问，熬炼自主学习实力。 教学打算 图片，多媒体。 教学过程 Step 1 Greetings Greet the class. Step 2 Lead in Ask questions about what students did last Saturday. (1)Who went to the movies last Saturday? Point to one student who raises his or her hand. Sara went to the movies last Saturday. Repeat.Write this sentence on the board. Underline the word went. (2)Ask：Who visited a friend last Saturday?Point to one student who raises his or her hand.Carlos visited a friend last Saturday.Repeat. Write this sentence on the board. Underline the word “visited”. Point to the words went and visited in the sentences on the board.Say：We use these words to talk about things that happened in the past. Write these pairs of words on the board：gowent, visit visited. Ask: Can you point out the words that talk about the past? This activity introduces the key vocabulary. Step 3 Practice 1. Focus attention on the picture.Ask: What can you see?Say: Each picture shows something a person did in the past.Name each activity and ask students to repeat: went to the mountains, went to New York City, went to summer camp, visited my uncle，stayed at home, went to the beach, visited museums. 2.Point to the numbered list of activities.Say each one again and ask the students to repeat. 3.Now, please match each phrase with one of the pictures.Say：Write the letter of each picture next to the name of the activity.Point to the sample answer. 4.Check the answers. Step 4 Listening 1.Point to the picture on the screen. Say: look at Picture A，Where did Tina go on vacation? Yes，she went to the mountains. Ask:What did the person do in each scene? Say: There are three conversations. Play the recording the first time. 2. The people talk about what they did on vacation.Listen to the recording and write numbers of the names in the right boxes in the picture. Please write only 5 numbers. Point out the sample answer next to the picture showing went to the mountain. Play the recording a second time. 3.Correct the answers. Step 5 Pair work Point out the example conversation. Ask two students to read the dialogue to the class. Say the dialogue in the picture with a student，Do a second example to the class. Then say：Now work with a partner, make conversations about the people in the pictures.As they talk，move around the classroom monitoring their work. Offer language or pronunciation support as needed. Step 6 Listening 1.2a. Ask: Where did the people go on vacation? And then ask the students to listen carefully and fill in the chart. Play the recording twice and then check the answers. 2. Look at the form carefully, ask: Did the people do the following things? Then ask the students to listen carefully and check the anwers. Play twice and ask the students to check the answers in pairs and then check the answers together. Step 7 Role play Look at the form again carefully and make role-play conversations among Grace, Kevin and Julie. Ask one or two groups to show the conversation first and then get the students to practice in groups. #714288初中英语学科教资教案设计3 单元目标 一、学问与技能 1. 词汇：New York City, Central Park, exam, were, rainy, delicious，expensive, inexpensive, crowded, flew, kite, later, felt, little, corner, discuss, etc. 2. 句型: Where did you go on vacation? I went to summer camp.Did she go to Central Park?Yes, she did.No, she didnt. 3. 语法：一般过去时的特别疑问句、一般疑问句及肯、否定回答。 4. 实力目标：能用一般过去时娴熟谈论假期发生的事。 二、过程与方法 敏捷运用教材，从所教学生的实际水平和语言实力动身，调整和取舍教学内容，合理支配本单元的课时数，设计好每课时的教学内容。 三、情感、看法与价值观 1.通过描述假期发生的事，增进同学间的了解，增进感情。 2.通过图片和视频观赏美丽的风景，培育酷爱祖国大好河山的思想感情，提高学生的环保意识。 3.了解自己的实力，培育情操 4.培育学生们对英语的爱好。 教法导航 1. 以任务型教学作为课堂教学理念、利用整体语言教学法、情景教学法、交际教学法等。 2. 在教学中创设切实可行的任务型教学活动、突出交际性。 3. 老师为主导、学生为主体、任务为基础，注意好用性。 4. 引趣激趣策略，创设情景调整气氛，引发激发学生爱好。 学法导航 多读善思，小组合作、探究、学习、沟通。 课时支配 第1课时：Section A 1a-2c 第2课时：Section A 2d-3c 第3课时：Section B 1a-2c 第4课时：Section B 2d-Self Check #714289初中英语学科教资教案设计4 一、学问与技能 1. 驾驭重点句型：How was your vacation?Where did you go? Did you go out with anyone? 2. 理解并驾驭几个不定代词：anyone, everyone, something, anything, everything, nothing的用法。 3. 娴熟运用句型：Did you ? 二、过程与方法 学生通过上一节课的学习，对where引导的过去时态的特别疑问句已经驾驭，能自然地与本课学问相连接。让学生回忆他们的假期状况，引出一般过去时态的句型，并且进行大量练习。采纳学生提出问题，学生解决问题，借助多媒体来提高学生的主动性。 三、情感、看法与价值观 教化学生渗透合作精神和社会公德意识。 教学重点 驾驭句型：Where did you go on vacation? Did you go out with anyone? Did you buy anything? Did you visit anyone? 教学难点 能用句型Did you ?提出尽可能多的有关过去假期的问题。 教法导航 创设情境，让学生自己总结规律，思索，探讨，最终得出结论。创设英语语言氛围，使学生能较快地融入到英语语言学习的情景中来。 学法导航 自主学习，独立思索，小组探讨，同桌合作，完成学习任务。 教学打算 视频，图片，多媒体。 教学过程 Step 1 Greetings Greet the class as usual. Step 2 Revision Ask the students to look at the picture on Page 1 and make conversations, using the sentence pattern: Where did you go on vacation? I went to the mountains. Did you go with anyone? Yes, I did. / No, I didnt. Step 3 Role play The teacher acts as Rick and ask a student to act as Helen and practice the dialogue of 2d on Page 2. Then ask the students to practice in pairs and finally ask two or three pairs to act it out. Step 4 Grammar Focus Review the grammar box. Ask students to say the questions and answers. Review the difference between regular ed past tense verbs (stay stayed, visit-visited) and irregular past tense verbs (go went, buy-bought). Then get the students to ask and answer the questions and answers in pairs. Step 5 Game Ask one student to act as the teacher and ask some individual students questions. Get as many students as possible to be the teacher. Then ask the students to pay attention to the words: no one, anyone, everyone, something, nothing, anything. Step 6 Practice 3a Fill in the blanks with the words in the box and practice the conversation. 3b Fill in the blanks in the e-mail mestudentsage with the words in the box. After checking the answers, get the students to read them aloud. Step 7 Group work Make a survey. Ask the students to make a survey by asking the questions about their last vacation: Did you eat anything at a reastaurant? Did you read anything interesting? .Make sure the students practice the dialogues again and again and write down the results in the form. Then ask some students to report their results. Step 8 Homework Ask your classmates as many questions about their last vacation as possible. 课堂作业 Fill in the blanks. 1. Where _ you _ (go) on vacation? 2. I _ (go) to New York City. 3. _ you _ (go) out with _? No. No one was here. Everyone was on vacation. 4. Did you buy _ special? Yes, I _ (buy) something for my father. 5. _ was the food? Everything tasted really good! 参考答案：1. did, go 2. went 3. Did, go, anyone 4. anything, bought 5. How 教学反思 为了避开语法学习的枯燥，本课设计了几个小组活动和小嬉戏，让学生在不知不觉中就驾驭了学问，学习效果较好。 #714290初中英语学科教资教案设计5 一、教学目标： 1.语言学问目标： 1)能驾驭以下单词：growup,computerprogrammer,cook,doctor,engineer,violinist,driver,pilot,pianist,scientist,besureabout,makesure 能驾驭以下句型： Whatdoyouwanttobewhenyougrowup? Iwanttobeabasketballplayer. Howareyougoingtodothat? Imgoingtopracticebasketballeveryday. Whereareyougoingtowork? Whenareyougoingtostart? Imnotsureaboutthat. 2)能了解以下语法： 驾驭一般将来时态的构成形式; 3)用一般将来时态表达将要做的事情。 2.情感看法价值观目标： 每个人都有自己的幻想和对将来的准备，对于将来想要从事的职业也充溢了向往。人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习爱好，使他们更加有志向，并为实现自己的志向而不断努力。 二、教学重难点 1.教学重点： 1)学习一般将来时态的构成方式。 2)学习本课时出现的重点句型，通过在不怜悯景下运用来娴熟运用一般将来时态。 2.教学难点： 用一般将来时态表达自己将来的准备。 三、教学过程 .Lead-in 1.介绍自己小时候想要从事的职业，由此归纳出以前所学过的一些职业的英语表达方式： teacher,nurse,doctor,basketballplayer,runner,actor,actress 2.询问学生们想要从事的职业，从而引出句型： Whatdoyouwanttobewhenyougrowup? Iwanttobeabasketballplayer. 3.学生们看幻灯片，引导学生们进行问答自己将来所喜爱的职业。 .Presentation 1.播放幻灯片，展示一些职业的图片，来引导学生们学习一些新的职业名词： computerprogrammer,cook,engineer,violinist,pianist,pilot,scientist, 2.让学生们看大屏幕来学习记忆这些生词。 3.TellSstorankthem1-12.1ismostinteresting,12isleastinteresting. 2.Trytorememberthenewwords. .Game 1.Showsomepicturesinthebigscreen. 2.LetSsguesswhathe/shedoes. 3.LetSstrytheirbesttoguessthejob.Seewhichgroupisthebest. .Listening 1.T:TellSstoreadthewordsofjobsinthechart.Makesuretheyknowthemeaningofthewordsandsentences. 2.PlaytherecordingfortheSstolistenandfillintheblanks. 3.Playtherecordingagain.ChecktheanswerswiththeSs. 4.Playtherecordingagain.Sslistenandmatchthejobswithactivities. 5.Showtheanswersonthebigscreen. .Pairwork 1.LetSsreadthemodelwithapartner. 2.Usetheinformationinthechartof1b.Askandanswerwithapartner. 3.Letsomepairsaskandansweraboutthechart. .Listening Workon2a: 1.LetSslookatthepicturesbelow.Explaintheactivitiesinthepicturesifnecessary. 2.PlaytherecordingfortheSstolistenandcheck()thecorrectboxesinthepicture. 3.Playtherecordingagaintochecktheanswers. Workon2b: 1.LetSsreadthechartbelow.TellSsthattheylllistentoChengHansplanforthefuture.Theyshouldanswerthequestions: “What”means“WhatisChengHanwanttobe?” “Where”means“whereisChengHangoingtowork?” “How”means“Howishegoingtodoit?” “When”means“whenishegoingtostart?” 2.PlaytherecordingfortheSstowritethecorrectanswersinthechart. 3.Playtherecordingagaintochecktheanswers. .Pairwork 1.TellSstoaskandansweraboutChengHansplansusingtheinformationin2b. 2.GiveamodeltotheSs. 3.Ssworkinpairs.TrytoaskandansweraboutChengHansplans. 4.Asksomepairstoactouttheirconversations. .Role-play 1.Readtheconversationsandanswerthetwoquestions: WhatdoesKenwanttobe?_ Howishegoingtodothat?_ WhatdoesAndywanttobe?_ 2.Explainmainpointsintheconversation. lTheOldManandtheSeabyHemingway.海明威的老人与海。此处介词by为“由所著”之意。再如：ashortstorybyLuXun(鲁迅的一部短篇小说)，themusicbyMozart(莫扎特写的音乐)，paintingsbyVanGogh(梵高的绘画)等。 lThenyoucanbeanythingyouwant!那么你就能当上你想做的人了。 此句的基本意思是youcanbeanything，不定代词anything指代将来所从事的某一职业，youwant用来修饰anything。 3.LetSsreadtheconversationaftertheteacher. 4.Practicetheconversationwiththeirpartner.Thenletsomepairstoactouttheconversation. Homework: 1.Recitetheconversationin2dafterschool. 2.依据图片提示或自己的实际想法编写一个对话。 -Whatareyougoingtobewhenyougrowup? -Imgoingtobea/an -Howareyougoingtodothat? -Imgoingto 初中英语教化方案