初一英語的上冊教學設計

時間：2022-01-04 12:30:12 教學設計我要投稿

初一英語的上冊人教版教學設計模板

　　作為一名專為他人授業解惑的人民教師，總不可避免地需要編寫教學設計，編寫教學設計有利于我們科學、合理地支配課堂時間。你知道什么樣的教學設計才能切實有效地幫助到我們嗎？以下是小編精心整理的初一英語的上冊人教版教學設計模板，歡迎閱讀與收藏。

初一英語的上冊人教版教學設計模板

初一英語的上冊人教版教學設計模板1

　　一、教學題目

　　Our Hobbies Unit 3 Project English 《仁愛教育英語八年級上冊》

　　二、教學對象

　　Junior high school 8 grades

　　三、教學主題

　　What’s your hobby ?

　　四、教學功能

　　Expressing students’ likes and dislikes

　　五、教學結構

　　used to do sth過去常常做某事

　　六、教學詞匯

　　Words to describe hobbies

　　七、教學策略

　　1、Collecting expressions

　　2、Paying attention to students’ pronunciation

　　八、教學課時

　　45minutes

　　九、教學過程

　　Step 1

　　Warming up: using 10 minutes ask students about the hobbies,then let two or three groups make

　　short dialogues.Students need to use the structures

　　used to have?/I Love/enjoy/like/prefer/am interested in/am fond of.....>

　　Step 2

　　First,using 5 minutes ask three students to make up the group,and read Section B 1a.then,using

　　another 5 minutes listen to 1a.

　　Michael : Hi,Maria!What are you carrying?

　　Maria : It’s my stamp collection.Would you like to see it?

　　Michael : Wow! What beautiful stamps!Are they all from China?

　　Maria : Not all.I collected some of them from Cuba.But now I also have a lot of beautiful stamps

　　from China.

　　Michael : It must be fun.

　　Maria : It certainly is.We can learn a lot about history and people from stamps.What hobbies did

　　you used to have?

　　Michael : I used to collect baseball cards.But now I’m interested in basketball.

　　Kangkang: Hi,Maria! Hi,Michael!What are you looking at?

　　Michael : Hi,Kangkang! We are looking at Maria’s stamps collection.Where are you going?

　　Kangkang: I’m going swimming.It’s my favorite hobby.

　　Step 3

　　Show the target language:

　　1.What’s you hobbies?

　　2.I used to like/love/enjoy.....but now I hate it/don’t like/enjoy/love it.

　　3.I am fond of/interested in......

　　Step4

　　Listening :listen to 1a and circle true or false

　　1.Maria only collects Chinese stamps. True

　　2.Michael’s favorite hobby is playing baseball. False

　　3.Kangkang is fond of swimming. False

　　4.We can learn a lot about history and people from stamps. False

　　Step 5

　　Vocabulary :teaching students read the new words in 5minutes,and give them 5minutes to try to

　　recite the new words.

　　hobby(n.業余愛好，嗜好)poem(n.詩，韻文) maybe(adv.可能，也許) pet(n.寵物，寶貝) collect(v.收集) hate(v.厭惡，討厭) funny(adj.滑稽的，好笑的) friendship(n.友誼，友情) stupid(adj.愚笨的，笨的) ugly(adj.丑陋的，難看的)background(n.背景) paper(n.紙，紙張) scissors(n.剪刀) cut(v.剪，切) glue(n.膠水) stick(v.粘貼，粘住) lazy(adj.懶惰的) passage(n.章節，段落) introduction(n.介紹，引進) provide(v.提供，給予) pig(n.豬，貪婪的人) dirty(adj.骯臟的，污穢的)

　　Step 6

　　Exercise : read 1a and fill in the blanks

　　Maria likes them when she was in Cuba.She thinks we can

　　learn a lot about and from stamps.And now she has many beautiful Chinese

　　stamps.Michael his hobby.Kangkang is interested in .The three children have different Step 7 Conclusion

　　After class reflection:

　　The lesson went on well.Students were quite excited and motivated.But not enough time was

　　given at the practice.so many students still have not joining the class.some students also have

　　difficulty making themself understood.and their pronunciation are so poor.It needs improve.More

　　listening and practice are needed for those students in the next class.

初一英語的上冊人教版教學設計模板2

　　T: Today Let’s learn Lesson 6 Word Fun

　　First, Let’s say a chant OK?

　　Ss: OK!

　　(Say the chant>)

　　(學生不受任何限制，隨著歡快的chant說唱并自由發揮動作)

　　T: Wonderful! Do you like balloons?

　　Ss: Yes

　　T: Now, Look! What are these?

　　Ss: These are balloons

　　(T繼續指教室內的門、窗、椅子、鉛筆等物品問：What are these?復習復數句型These are??) T: And what are these?

　　(教師指拿出的四個氣球)

　　Ss: These are balloons!

　　T: I have four balloons, I want to make two large, Help me, OK?

　　(教師找學生將其中的一個氣球吹大，在吹的過程中T不斷的做變大的`手勢并說：large large??讓學生理解該詞的含義)

　　T:拿著那個大氣球示意：Now it is large! Follow me“large”

　　(教師出示large的卡片并貼到黑板上，引導學生學習該單詞)

　　T: Can you sing?

　　Ss: I can sing!

　　T: la~la~la~la~la~large!

　　(教師通過歌曲的形式引導學生操練該單詞)

　　T: Now Let’s make the other one large OK?

　　(T找另外一個學生吹氣球，示意學生一起為他加油說：large??)

　　T: Look! It’s large now. This is large, This is large. These are large

　　(教師先一手舉一個氣球說單數的句子，再把兩個氣球合到一起引出復數句型的操練，然后把大氣球貼到黑板上，讓學生由慢至快的讀句子)

　　(教師給說的好的學生獎勵獎章，引導學生說出獎章上的物品和物品的特征：Elephants are large animals, so we can say:“These are large”利用獎章的形式將所學單詞：large加以鞏固和運用)

　　T: Kids tell me how to make the two balloons small? Do you have an idea?

　　(教師找學生通過給氣球放氣使氣球變小，引出學習：small)

　　(利用音標與單詞相結合的方式進行chant的操練：/s//s/small??)

　　T: Let’s do a chant with these four balloons OK?

　　(教師與學生一起做chant,并指著黑板上的四個氣球:large large These are large; small small These are small)

　　T:你能說一說你在日常生活中見到哪些東西是large的?哪些又是small的?

　　Ss:??(學生舉手說出自己生活中常見的大小事物)

　　T: Can you remember the chant:”Two Balloons”This time let’s change the words(教師把剛才的chant進行了換詞，換成了剛剛學過的知識：large和small)

　　Ss: These are large balloons large balloons. ~peng! pa! Oh no!

　　These are small balloons small balloons. ~peng! pa! Oh no!

　　I have no balloons no balloons~

　　(教師配合chant中的內容將黑板上的大小氣球分別扎碎)

　　T: Don’t cry my kids.

　　I have another balloons, Look!(教師拿出六根長氣球)

　　T: But these are not large or small, these are long.

　　(教師用手勢讓學生理解該單詞的意義并引出學習單詞“long”，出示板書并學習)

　　T:/l//l/long/l//l/long

　　Ss:??

　　T: Say the word as long as you can

　　Ss: long~~~~~~~~~~~

　　T: Let’s do a chant: Look at me: /l//l/long/l//l/long These are long long, These are long Ss:??

　　(教師帶領孩子拍手做該chant，并越做越快)

　　T: So clever! But if I want so me short ones, What should I do? Do you want to have a try? (教師用手勢讓學生理解short這個詞的意思并發給每個小組一個氣球讓學生用自己的智慧將長氣球變成短的)

　　Ss:??

　　T: OK, Good job! Now these are short, Let’s count how many short balloons here

　　(教師讓學生通過一遍遍的讀short來數出每組短氣球的個數，出版書并操練該單詞)

　　T:你能說一說你在日常生活中見到哪些東西是long的?哪些又是short的?

　　Ss:??(學生舉手說出自己生活中常見的長短事物)

　　T: Well done! Can you find large or small, long or short thing sin our classroom?

　　Ss:??

　　T: Excellent! I have a magic box, What are on the box?

　　Ss:??(讀出盒子四面的單詞：large/small/long/short)

　　T: Good! There are some lucky card sin it, you can take out one and you’re your partner with the same picture

　　(教師先和一個學生做示范，并提示學生：large找small, long找short,讓學生抽簽說說卡片上的內容并找到和自己卡片有相同圖案的反義詞,找到后一起說一說)

　　T: Well done! You all you’re your partner now, after class you should observe the things around you and describe them in English, Ok?

　　(教師布置作業，讓學生留心觀察周圍的事物，對比他們的大小長短，并用英語說一說)

　　T: It’s time to say good-bye, see you next time!

　　Ss: Good-bye Suki!

初一英語的上冊人教版教學設計模板3

　　一、教學目標：掌握過去進行時態的用法

　　二、教學過程：

　　Step 1 Revision

　　(學生活動)利用圖片或照片復習過去進行時的用法。 (錄像演示)通過情景復習過去進行時表達一個過去某個時間所發生的動作。

　　Step 2 Listening

　　(聲音課件展示)讓學生邊聽邊完成聽力練習Step 3 Read and say

　　(學生活動)根據不同的職業特點，讓學生選擇最好的答案來回答警察的問話。

　　(錄像演示)情景演示警察調查案件時詢問每個人的情景，運用過去進行時來表達當時發生的動作。觀看后教師可讓學生寫對話并表演出來。

　　(學生活動)提供一個案情，讓學生來表演過程。 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 nine o’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

　　(展示)

　　Read the table about what David was doing at different times yesterday, then ask and answer in pairs.

　　(錄像演示)情景演示詢問過去某個時間點正在進行的動作，看后讓學生進行模仿練習。

　　Step 5 Writing

　　通過圖片展示昨天一天的主要活動，讓學生描述每個不同的時刻正在發生的動作。然后讓學生用過去進行時描述自己昨天的一天的活動。

　　Step 6 Reading

　　(錄像演示)情景演示關于鄰里關系的幽默故事，回答：How do you think the neighbour wasn’t a good neighbour? (課件演示)讓學生跟讀此篇幽默故事，回答下列問題：

　　1. Why were Masha and Sasha tired of Misha?

　　2. What did Masha borrow today?

　　3. Did Sasha want to lend him?

　　4. How did Sasha do?

　　5. What do you think happened at last?

　　6. What will you do if you were Sasha?

　　Step 7 Discussion

　　Discuss what a person should or should not do in the neighbourhood.

　　Step 8 Checkpoint

　　(錄像演示)總結歸納過去進行時的用法、構成及其陳述和疑問句式。

　　三、課堂練習：

　　完成下列句子。

　　1.司機正開車去天津。

　　The driver______ ______ _______ ______Tianjin.

　　2.他們厭倦了這項工作。

　　They______ _______ ______ ______the work.

　　3.他決定禮貌地拒絕他。

　　He ______ ______ ______ him politely.

　　4.我需要一把花園剪刀。

　　I need ______ _______ ______ ______ _______.

　　5.我們整天將在花園工作。

　　We'll______ _______all day in the garden.

　　答案：1.was driving a truck to 2.were fed up with

　　3.decided to refuse 4.a pair of garden scissors

　　5.be working

　　四、作業(任選一題)

　　1. Write about what David was doing at different times yesterday. Begin like this “David had a busy day yesterday. He was having an English class at eight o’clock in the morning. . . .”

　　2. Finish off the workbook exercises.

　　3. Write a short passage about what you were doing at different times yesterday.

初一英語的上冊人教版教學設計模板4

　　Good morning, everyone,

　　Today, it’s a pleasure for me to stand here and I’m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is Guo Xinzhi, and I am working as an English teacher in Yong’an Middle School, Congtai District of Handan.

　　My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is “Go With Transportation”, and the topic of Lesson 37 is “Flying Donuts”. I have decided to say the lesson from six parts:

　　Part One —— Analysis of the Teaching Material

　　One: Status and Function

　　1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.

　　2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.

　　3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.

　　4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.

　　Two: Teaching Aims and Demands

　　The teaching aim's basis is established according to Junior School English syllabus' provision.

　　1. Knowledge objects

　　(1) To study the new words “fuel”, “oil” and “coal”.

　　(2) To learn and master the phrases “think of, on the way to …, have fun”, etc.

　　2. Ability objects

　　(1) To develop the students’ abilities of listening, speaking, reading and writing.

　　(2) To train the students’ ability of working in pairs.

　　(3) To develop the students’ abilities of communication by learning the useful structures.

　　3. Moral objects

　　(1) Through different teaching methods to make students be interested in study.

　　(2) Love to know more knowledge about transportation and dare to express their opinions in English.

　　(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.

　　Three: Teaching Keys and Difficult Points

　　The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching material's position and function.

　　1. Key points:

　　(1).Be able to express words, phrases and sentences in English.

　　(2). Know about the improvement of transportation and Danny’s invention.

　　2. Difficult points:

　　Be able to talk about their imaginary future transportation in oral English.

　　Part Two —— The Teaching Methods

　　1. Communicative teaching method; 2. Audio-visual teaching method;

　　3. Task-based teaching method; 4. Classified teaching method.

　　As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method and “Classified” teaching method. That is to say, I’ll let the students get a better understanding of the key structures. I’ll give the students some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles.

　　In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.

　　Part Three —— Studying ways

　　1. Teach the students how to be successful language learners.

　　2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.

　　Part Four —— Teaching steps

　　As this lesson plays an important part in the English teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.

　　The entire steps are:

　　Step1 Warm-up and Lead-in

　　Show the students some pictures of common transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us?

　　Purpose of my designing: In this part, have the students say more about what they see or what they don’t see. In this way, they will know today’s lesson has something to do with their discussion.

　　Step2 Presentation

　　1. Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.

　　Purpose of my designing: After seeing the pictures, the students will know what they are and they can learn them quickly and easily.

　　2. Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer.

　　Purpose of my designing: This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.

　　3. Text Learning and a Quiz

　　I’ll use CAI to present the whole text. I’ll write the key points on the blackboard while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.

　　After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some phrases on the screen, like I don’t think so, have fun, a new kind of, on the way to school, and so on.

　　Purpose of my designing: To present the text by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the students better.

　　4. Key Structures and Difficult Points Learning

　　First, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole text, know what the difficult points are, and so on. At last, I will help them to master them all.

　　For example, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases.

　　Purpose of my designing: By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.

　　5. Read and Say

　　Give the students two or three minutes to prepare, and then get them read the text together in three groups. Tell them to read aloud.

　　Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more.

　　Purpose of my designing: By reading the text and saying such things, get the students to practise their reading and speaking ability again.

　　Part Five —— Summarize and Homework

　　Ask the students such questions:

　　What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises? Now, let’s try!

　　Then show them some exercises and help them to finish them.

　　At last, tell the students what today’s homework is. While doing this, the teacher can have the boys and girls have a competition to see who are better.

　　Part Six —— Blackboard Designing

　　Lesson 37 Flying Donuts

　　Language points:

　　1.think of認為,想起; think over仔細考慮; think out想出

　　2.at/in the front of在……前面(部)/ in front of在……前面

　　3.on the way to school在上學的路上/ on one’s way home在回家路上

　　4. With用……

初一英語的上冊人教版教學設計模板5

　　一、教學目標

　　1.知識目標：

　　1)詞匯

　　Clean, on, read, apartment

　　watching TV, eating dinner, cleaning, shopping, reading, doing homework, talking on the phone

　　2)語法現在進行時(Present progressive tense)

　　3)句子

　　What are you doing? I’m watching TV.

　　What’s he doing? He’s doing his homework.

　　What are they doing? They’re cleaning the room.

　　2.能力目標：學會用英語談論人們正在做什么

　　(To freely talk about or learn about what they are doing)

　　3.文化目標：培養用英語獲取信息，與人合作的能力。激發他們學習英語的興趣和熱情，在接近生活常態的交際中樂于模仿，敢于開口，積極參與。

　　二、教學重難點

　　教學重點

　　基于對教材和教情的分析，我確定本節的教學重點為現在進行時的用法。

　　To grasp the structure of present continuous tense : What are you doing ? I’m watching TV. What’s she/he doing ? She/he’s ……

　　教學難點

　　①現在進行時中現在分詞的結構。(The structure of the verb adding “ing”)

　　②能在交際中準確地運用現在進行時來描述或表達正在進行的動作。(Using this tense to describe and communicate)

　　三、教學工具---多媒體的運用

　　本節課我采用多媒體課件(PPT)進行教學，創設英語學習情境，調動學生學習興趣。首先，我利用多媒體播放一段英文歌曲，創造英語教學環境，并引出本節課的學習內容。然后，我通過多媒體出示圖片，引領學生進行學習、操練現在進行時。接著，進行一段聽力訓練，對所學知識進行檢查和練習。然后，讓學生進行模仿表演和猜測，活躍課堂氣氛，調節學生的興趣，操練所學句型。

　　四、教學過程

　　Step 1 leading-in(聽音樂創設情境)

　　1. Greetings.(為了溝通師生關系，進行相互問候)

　　2.回顧上節課內容，抽學生在黑板上寫出現在進行時結構

　　3.本節課學習目標展示。

　　Step 2結合教材，展示圖片學生完成1a，各組依次說出答案。

　　Step 3 Practice

　　1. Show some pictures and let the students ask and answer (各組輪流進行).

　　e.g What are you doing ? I am reading.etc.

　　2. Get some pairs to practise in class.

　　Step 4 Presentation

　　(1)出示圖片，教師問：“What is he/she doing?”并幫助學生回答“He/She is…….