初中英语阅读教学教案范文5篇.docx

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1、 初中英语阅读教学教案范文5篇 教案 课题 Starter Module1 Unit3 课型 listeningandspeaking 教学目标 学习向别人介绍某人的用语 教学重点 This is my She/He is 教学难点 Be 的变化运用 教具 多媒体、录音机 课时 1 教学课程 1.Greeting. 2.Warming-up T: This is my friend S: Hello, This is my father T: Nice to meet you. S: Nice to meet you, too. 3.Drills 1)复习打招呼的用语 Good morning

2、/Good afternoon/Good evening。 2)练习询问姓名和相互间的问候。 Whats your name? Im How are you? Im fine, thank you. 3)练习向别人介绍某人This is 4.Practise 1)Work in pairs part7 2) Listen and number 3) Write the sentences. 5.Conclude 6.Homework Complete part3 课后评价： 个人修改 初中英语阅读优秀教案2 教学目标 一、学问与技能 1. 把握句型：Where did you go on va

3、cation? I went to the mountains. Did you go with anyone? Yes, I did. / No, I didnt. 2. 娴熟把握本课短语：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

4、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、态度与价值观 学会用一般过去时进展信息沟通，培育学生的环保意识，喜爱大自然。 教学重点 把握句型：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 把握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、争论等方法学习谈论力量和表达愿望。 学法导

5、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，熬炼自主学习力量。 教学预备 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.Wri

6、te 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 s

7、entences 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 th

8、e 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 li

9、st 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. S

10、ay: 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 nam

11、es 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

12、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 Listen

13、ing 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 chec

14、k 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 stud

15、ents to practice in groups. 初中英语阅读优秀教案3 一、教材分析 (一)教材的地位及作用 本课是新目标英语八年级上册第8单元，教材以 How was your school trip ? 为中心话题，围围着描述“过去发生的事情”绽开，学习和运用一般过去时态的一般疑问句Did you go/see /buy? Were there any?询问过去的大事，让学生学会谈论和共享过去发生的大事。本课教学内容与学生的实际生活亲密相关，易于引发学生运用简洁的英语进展交际和沟通。在学习活动中，学生通过交换对过去发生的事情的描述及看法，促进学生之间和师生之间的情感沟通，增进情意。

16、Section A的主要学习内容是：复习一般过去时态和动词的规章与不规章变化，学习一般过去时态的两种一般疑问句: Did you? Were there any ?教材安排了很多听，说，读，写的任务活动，我将敏捷运用这些活动，将其中的一些活动进展变化或整合，如：1c,2c和3c的Pairwork活动内容相像，我将把2c和3c整合成一个Interview(采访)的任务活动。 (二)教学目标 依据英语课程标准关于总目标的详细描述，结合第八单元的教材内容，我按语言学问、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化： 1、学问目标：单词：学习把握词汇aquarium, gift

17、 shop, seal, shark, hang out等。 功能：描述过去发生的事情 语言构造：规章动词和不规章动词的一般过去式 一般过去时的一般疑问句 句型：Did you go to the zoo? Yes, I did. No, I didnt. I went to the aquarium. Were there any seals? Yes, there were. No, there werent any sharks.I saw some sharps/ I went to the aquarium. 2、语言技能：听：能识别不同句式的语调，并能依据语调变化，推断句子意义的变

18、化;能听懂本课学习活动中的问题，做出较得体的答复。 说：能在本课的任务型活动如：嬉戏、调查、故事接龙等中进展简洁有沟通。 读：能正确朗读本单元对话和句型;能查阅工具书为完成任务做预备。 写：能写出本节课学习的单词和句型，能运用简洁的句子写出过去的活动和感受。 3、学习策略：抓住用英语交际的时机，在交际中把留意力集中在意思的表达上，必要时借 助手势和表情。 主动参加学习活动，擅长和他人合作。 4、情感目标：通过描述过去所做的事，表达自己的看法，使学生在人际交往中学会敬重和理解别人，学会交换不同的看法，了解他人的喜好，增进情意。 5、文化意识：用恰当的方式表达赞扬或自己的观点;了解英、美国家中小学

19、生的业余生活，培育世界意识。 初中英语阅读优秀教案4 一、语言学问与技能 1.依据读音规章和音标拼读单词。 2.理解和领悟词语的根本含义、语法工程以及语言形式的根本构造和常用表意功能; 3.能在日常交际情景中听懂对话，例如，能听懂连续的指令并据此完成任务;能引出话题并进展几个回合的交谈; 4.能听懂接近正常语速、熟识话题的语段和简洁故事，猎取相关信息; 5.能运用.词汇和.语言形式就熟识的话题进展交谈;能运用.词汇和.语言形式及(或)所给提示描述人、物、大事、行为、特征等，表达简洁的观点; 6.能在教师的指导下进展简洁的角色表演; 7.能连贯、流畅地朗读课文;能从简洁的文章中找出有关信息，理解

20、大意;依据上下文猜想生词的意思; 8.每天课外阅读量最少到达100词。 9.能运用.词汇和.语言形式以及参照范例(文章构造)写出简洁的文段等，包括起草和修改。 二、文化意识 10.了解语言和语用的文化因素，体验跨文化交际。 三、学习策略 11-(1)利用读音规章和音标拼读词汇，利用上下文、非语言信息等理解词义，联想学习和记忆词汇，构词法等。 11-(2)利用情境等理解语法构造和表意功能，发觉语言规律并举一反三。 11-(3)复习、整理归纳所学内容。 11-(4)利用猜测、语调、重音、问题等来猎取听力信息。 11-(5)在课内外活动中借助体态语用英语沟通。 11-(6)利用猜测、跳读、寻读、细节

21、读等来猎取文章信息。 11-(7)仿写短文，预备素材、起草短文并修改。 11-(8)明确目标，制定规划， 11-(9)了解并跨文化交际(恰当使用)。 四、情感态度 12.乐于参加英语活动，敢于用英语表达，积极与他人合作，体验自己的学习效果。 备教学 重、难点 内容 课标详细学问、技能、文化目标 学问与技能、文化意识的重、难点内容 课标详细策略目标选择 sectionA sectionB 目标1 在读写过程中，能够依据读音规章和音标拼读单词。 11-(1) 11-(2) 11-(3) 目标2 词汇： name,nice,to,meet,too,your,Ms.,his,and,her,yes,s

22、he,he,no,not. 语言形式： 1)whatsyourname?-Alan./ImAlan./MynamesAlan. 2)Nicetomeetyou. 3)Whatshisname?-HesEric./HisnamesEric. 4)Whatshername?-ShesMary./HernamesMary. 5)IsheJack?-Yes,heis./No,heisnt.HisnamesMike. 6)AreyouHelen?-Yes,Iam./No,Imnot.ImGina. 词汇： zero,one,two,three,four,five,six,seven,eight,nine

23、,telephone,number,phone,telephone/phonenumber,first,firstname,last,lastname,friend,China,middle,school,middleschool. 语言形式： 1)Whatsyourphonenumber?-Its/Myphonenumberis 2)Isthisyourphonenumber?-Yes,itis./No,itisnt. 3)Whatsyourfirst/given/last/familyname?-Myfirst/given/last/familynames 初中英语阅读优秀教案5 教学目标

24、 学习打招呼的用语，询问姓名和相互间的问候。 教学重点 打招呼用语，询问对方姓名的特别疑问句及答复。 教学难点 一天中不同时间的打招呼用语 教具 多媒体、录音机 课时 1 教学课程 1.Greeting. 2.Warming-up T: Good morning.Whats your name? S: Im / My name is T: How are you? S: Fine, thank you. And you? T: Im fine. too. 3.Drills 1)练习打招呼的用语 Good morning/Good afternoon/Good evening。 2)练习询问姓名和相互间的问候。 Whats your name? Im How are you? Im fine, thank you. 4.Practise 1)Work in pairs part7 2) Listen and number 3) Write the sentences. 5.Conclude 6.Homework Complete part3 初中英语教育方案