初三英语教学设计[推荐阅读]

第一篇：初三英语教学设计

初三英语教学设计

中考英语阅读专题复习

（二）－理解细节信息

分院附属学校周瑞雪 2010-3

课题：细节信息理解类阅读题专题复习

（一）教学目标：1 通过分析07，08, 09年中考英语细节信息理解类的试题，学生能够归纳出细节信息理解类阅读题的特点、考查形式和层次；

通过完成、分析07, 08中考题, 09年模拟试题并结合对试题特点、考查形式和层次的理解，学生能够归纳出细节信息理解类阅读题的解题思路和技巧；

通过对试题解题思路的分析，学生能够明白词汇量、阅读策略和日常阅读量对于解题的重要性，从而重视扩充识词量，养成每日主动复习词汇和做阅读的习惯，并增强做细节信息理解类试题的信心。

教学内容：1 复习话题常规词汇30个。有关细节信息理解—单句句意理解和多句句意理解的中考阅读试题。教学重点：1 结合中考试题分析细节信息理解类题的考查点。学生通过完成并分析细节信息理解类阅读题，归纳出解题思路和技巧。教学难点：句意归纳及句子间逻辑关系分析。教学手段：黑板、多媒体、粉笔、试卷等。教学步骤： 一常规认读单词 根据PPT，学生逐一朗读单词并说出单词的中文意思。2 全班齐读单词一遍。二导入

1、学生通过复习上节课---获取细节信息类阅读题的做题方法以及做同义句match练习，阅读试卷进入本课的学习。

Q 1：上节我们复习了中考阅读考查的第一个层次---直接获取细节信息，这类题有什么解题技巧呢？（Ss: 在文中找原句）

Q 2：现在我们再做一个练习，请大家把第Ⅰ栏和第Ⅱ栏的中意义相同的句子连起来。你们是找到的原句吗？为什么这么连线呢？（Ss:）三归纳单句句意理解类阅读题的解题思路和技巧

（一）理解单句句意类阅读题的解题思路和技巧

Step 1 学生在3分钟内阅读材料(一)并完成后面的问题。

T：刚才同学们是通过理解句意找到答案的，这就是我们今天要复习的阅读考查的第二个层次----理解细节信息。教师板书课题---理解细节信息

那么我们怎样较好地完成这类题呢？请大家在3分钟内阅读材料并完成52题。Step 2 学生用手指示意答案。

Step 3 学生讨论该题的解题思路和技巧。

Q1：这类题是我们前面做过的直接从文中找原句的题吗？ Q 2：你们是怎么找到答案的？

Step 4 学生在教师的引导下重新梳理试题解题思路。What shall we do if a firework doesn’t seem to work?

If a firework doesn't seem to work, don't try to light it again.Stand back for a while and throw water over it.A.Wait and throw water over it.Stand back for a while = wait Step 5 学生运用排除法进一步确保答案正确。

阅读步骤: 题干中寻找关键词, 关注问题题干锁定文中信息句理解单句含义,到选项中找意思相近的相同的词确定选项

（二）归纳单句句意理解类阅读题的解题思路和技巧 Step 1 学生阅读材料二，并完成后面的第一个问题

（二）。T: 现在请同学们在3分钟内完成阅读材料二中的1题。Step 2 学生用手指示意答案。Step 3 学生讨论该题的做题方法。

Step 4学生在教师引导下对试题进行分析。

分析：本段的主题句是你遇到麻烦时，如何处理，本问题前边都在谈感受，后面谈解决的办法。tell your friends how you feel同义.talk to them，listen to their explanation(解释)同义try to find out why 本题为同义词的解释。

tell your friends how you feel，listen to their explanation

talk to them

try to find out why

Step 5 学生通过对所完成练习的分析，归纳单句句意理解类阅读题的解题思路和技巧。四归纳多句句意理解类阅读题的解题思路和技巧

（一）理解多句句意类阅读题的解题思路和技巧

Step 1 学生在规定的时间（3分钟）内阅读材料二并完成后面的问题

（三）T：现在请大家继续阅读三，看和上一题的做题方法有何异同。Step 2 学生用手指示意答案。

Step 3 学生讨论并说出该题的解题思路和技巧。

Q1：上一题，我们通过问题题干，可以从文中找到相对应的一句话，那么这次你也是通过 一句话进行判断的吗？（Ss：是几句话）Q2：那么你们是怎么选出答案的呢？

Step 4学生在教师的引导下进行试题分析。

T：你是如何从这几句话中推出答案的呢？（Ss：help）Step 5学生运用排除法进一步确保答案正确。

关注问题题干锁定文中信息句理解单句句意确定选项

（二）归纳多句句意类阅读题的解题思路和技巧

Step 1 学生在规定的时间（4分钟）内阅读材料三并完成后面的问题

（四）T：现在请大家继续阅读第四篇材料，完成第55题。Step 2 学生用手指示意答案。

Step 3 学生讨论并说出这道题的解题思路和技巧。

Q1：上一题，我们通过对文中几句话的理解得出了答案，那么这次呢？（Ss：是几句话或一段话）

Q2：那么你们是怎么选出答案的呢？

Step 4学生在教师的引导下进行试题分析。T：你是如何从这几句话中推出答案的呢？

分析： She says that the way you think is causing some of your illness.你想的方式导致疾病，study the human mind and try to explain why people behave in the way that they do,研究人类思想解释人的行为。Think 的名词thoughts，behave的名词 behaviour.小节：关注问题题干锁定文中信息句理解单句同意词及义确定选项。五过关测试

Step 1 学生在规定的时间（10分钟）内完成过关测试题一（见附件三）。

Step 2学生分析订正答案。六总结阅读能力提高策略。

积累同义，词汇是关键。珍惜时间，见到就背。

潜心阅读，耐心寻找。排除节选，方法得当。抓住认的，合理猜测。七布置作业

1、背记中考三级词汇动词30个。

2、完成所发细节信息理解阅读料模拟题划出的。附材料

细节理解信息题(二)----理解句义判断 1.连线Ⅰ、Ⅱ栏中相同的表达

1、He is looking after his younger sister..A.She always helps others.2、Mike often goes to school by bike

B.He is taking care of his younger sister.3、She is a kind-hearted girl.C.Mike often rides a bicycle to school.2.阅读下列材料，完成后面问题。

（一）If you live in the city that allows fireworks and you're planning a do-it-yourself celebration, follow the safety advice to protect yourself and the people watching: Make sure an adult（成人）is to be with you at all times.Don't allow little kids to play with fireworks.Always use fireworks outside with water nearby.Keep fireworks away from dry leaves and other things that can easily catch fire.Light one firework at a time.Keep the firework you're lighting well away from unlit（未点燃的）fireworks.Point fireworks away from people.If you're lighting a firework, wear eye protection and put the firework pointing up.If a firework doesn't seem to work, don't try to light（点燃）it again.Stand back for a while and throw water over it.Put all fireworks into the water before throwing them away.Keep fireworks in a cool, dry place.If someone is hurt in the eye by fireworks, don’t rub the eye.Call 999 or go to the nearest hospital.（2007年北京中考大纲卷阅读B篇242词）52.What shall we do if a firework doesn’t seem to work? A.Wait and throw water over it.B.Light another firework.C.Try to light it again quickly.D.Call 999 for help at once.（二）

When you’re in trouble, don’t give away your power to decide how you feel about yourself.Choose how you want to think and act(行动).Other people can’t make you unhappy or angry.They only act in their own way and then it’s up to you to decide how you will respond(回应).For example, your friends go out to lunch without you.You feel angry.How are you going to act? You may blame your friends„“They’re not kind.Who needs them anyway?” or56 you may tell your friends how you feel, listen to their explanation(解释), and let them know you’d like to be invited next time.56.If the writer’s friends have a dinner without him, he may ________.理解细节整合文段

A.forget it and be still friendly with them B.talk to them and try to find out why

C.do the same thing to them in return

D.ask somebody else to talk to them

（三）Before he started his journey, Jeff spent 2 years practicing running and took part in many boat races.He had also traveled in the Arctic for 28 years.All of these were good for him.But trouble still happened.Jeff was seven days into his journey in the Arctic.It was dark and terribly cold(-35 ℃).In face of this terribly low temperature, he had made good progress across the ice.Suddenly, the ice broke and one of his sledges fell into the sea.Jeff needed to get it back, so he had to put his hand into the ice-covered water.50.Jeff ____ for his journey.A.bought enough food

B.practiced running

C.had a medical check

D.took a long walk

（四）It′s 2009.You feel sick, so you go to the doctor.She checks your fever, looks at your throat, and asks what you′ve been thinking about lately.When you leave, she gives you some medicine, but also a list of thinking skills that you are supposed to practice daily.55 She says that the way you think is causing some of your illness.2 Doctors and other scientists who study the human mind and try to explain why people behave in the way that they do, called psychologists, are starting to believe it.You know that your brain is connected to every part of your body through your nervous system(神经系统).Now scientists have proved that how you think and feel can have an influence on the health of your body.55.A psychologist is a person who may help you with your_____.A.illness and abilities

B.thoughts and behaviour C.mind and nervous system

D.physical activity and daily exercise 3.过关检测

（一）A bully is a person who enjoys hurting other people.A bully can hurt people with words or by hitting them.85% of children in the UK have been bullied(欺侮)at least once.How can I tell if a person is a bully? He or she will…

try to find your weak point — perhaps you are shy, nervous or easily made worried.make fun of(取笑)you in front of your friends.borrow money then won’t pay you back.What can I do if a bully bothers(骚扰)me? Tell the bully to leave you alone.Do not be afraid to ask other people to help you, even though the bully tells you not to.Do not feel ashamed(羞愧)because you have been bullied.You have done nothing wrong!The bully should feel ashamed.Do not believe the bad things a bully says about you.What should I do if I see a bully bothering someone? Help people who are being bullied, even though you don’t know them.Be a friend to people who are bullied.Tell a teacher if you see bullying.Tell bullies to stop.Sometimes bullies are afraid, too.Why do some people become bullies? Some bullies…

have never learnt to think about other people’s feelings.don’t like themselves, so they are sad.They think they will be happy if they make another person sad.have been bullied themselves by other bullies.Can bullies change? Yes!Bullies can change when they learn to think about other people’s feelings.Sometimes bullies must be punished(惩罚)before they understand.Sometimes, bullies just need friends.（2006年北京中考阅读B篇280词）

54.What should you do if you see a bully bothering your friends?

A.Leave your friends alone.B.Help your friends prevent the bullying.C.Make your friends feel ashamed.D.Tell your friends they are wrong.（二）

Old friends.They finish your sentences, they remember the cat that ran away when you were twelve, and they tell you the truth when you’ve had a bad haircut.But mostly, they are always there for you, whether it’s in person or by way of the late night phone calls, through good times and bad.But as the years pass, it becomes more and more difficult to see each other, to make new memories.Luckily, my high school girlfriends and I decided long ago not to let this happen.We decided to have reunions(重聚).A few months ago, we met up for a three-day weekend in the American Southwest.We grew up together in Maine and have said for years that we should have an annual event, yet it’s often postponed or canceled due to schedule conflicts(日程安排冲突).Not this year.Four of us—two from San Francisco, one from Boston and one from Seattle-got on planes for New Mexico, where one of the gang lives and works for an art gallery.We had long talks by the pool, wonderful meals and a hike that brought the whole group to tears over the sheer(完全的)wonderment that we can be this close—twelve years after graduation—with such physical distance(距离)between us.It’s heartbreaking that we can’t spend our days together in the same neighborhood, walking the same streets, reading the same newspaper at the same coffee shop.But that’s life.Grown-up life.Life today, however, is full of doubt, full of fear.Yet it reminds(提醒)me—now, more than ever—how important it is that we stay in close touch.We may have questions about our future, but we have true faith in our past, and though this reunion of friends has come to a close, we are already drawing up plans for the next one.（2008年北京丰台补 充统练一C篇325词）52.Your old friends do the following things except _________.A.knowing what you are going to say.B.caring about little things about you.C.praising you even though you have had a bad haircut.D.staying with you through good times and bad times.

第二篇：初三英语教学设计

＜＜英语新标准＞＞初中三年级上册

Moudle 2 Great books

Unit 1 Confucius’works are read by many people

一 教材分析

本单元所处的地位

Unit1 是本模块的第一课时，听说课．根据新标准英语教材的安排，每模块的每一单元为听说课训练，以培养学生的听说 能力为主，兼顾读写包括词汇，语法语音学习活动，了解信息，丰富知识获得乐趣，培养和发展听说技能．

本单元的主要教学内容以谈论中外伟人和他们的著作为话题，要求学生听懂 读懂有关评价名著的对话 同时正确掌握被动的结构，以及一般现在时的被动语态！

二，教学目标

（1）语言知识目标

a.能正确掌握以下单词workinfluencerespect wise literature monthlyas far asnot any moremillions ofbe known as /for等．

Shakespear’s works are seen by millions of people every year.b 句型

M arkTwain was an important writer ,but he isn’t known as a great thinker like Confucius.Confucius works are read by people today and we’restill infuencud by his thoughts．

C 一般现在时被动语态．

（2）语言技能的训练，听，通过听进行单词和图片的配对．

说：谈论最喜爱的书，戏剧，作家，思想家．

（３）情感目标的培养学生阅读习惯，提高知识文化素养

（4）文化意识目标

了解中文著名的作家，思想家 诗人他们的作品．

三 学情分析

初三学生已经掌握了一定的词汇和语法具有一定的听说能力理解能力和表达 能力他们对黄斑教学中各种活动形式比较适应，习惯参加课堂活动但在课堂活动中可能出现消极依赖的情绪，因此，师生，生生之间的交流需要进一步的加强，再者，谈论书，作家思想家是学生感兴趣的话题，本模块学习正是通过这个话题的讨论，学习瓶掌握一般现在时被 动语态的肯定句，否定句，一般 疑问句和特殊疑问句．

四 设计理念

初中英语课堂提倡的是学生主动参与乐与探究爱动手，培养学生搜集和处理信息的能力，获取新知识的能力分析和解决问题的能力以及交流和合作的能力 在课堂教学中以培养学生的创新的精神实践能力为重点，以提高学生的整体素质，着重培养学生学生语言运用的能力为目的，获得自主学习的能力，使他们的听说技能得到均衡的发民最终形成能力学会学习． 五，教学策略

合作学习的策略

师生合作：老师引导学生，学生跟随老师去听说并总结知识结构．

生生合作：学生自由组队，自主讨论，分工合作

六 教学过程

第三篇：初三英语教学设计

九年级英语Unit 5教学设计

冯中友

一、教材分析

本单元教学内容主要围绕假期、人口问题、社会问题展开。第一部分My hometown has become more and more beautiful.通过学生谈论各自假期经历，引入并学习本单元的主要语法项目――现在完成时。第二部分China has the largest population.通过康康购物的经历，引出人口问题，让学生了解人口问题对社会的发展所产生的影响。第三部分The world has changed for the better.通过介绍当今世界的一些社会服务机构及对一些社会问题的解决措施，让学生学会珍惜现在的生活，并对立社会理想，为使世界变得更美好而努力学习。本话题的语法项目是现在完成时和构词法。

二、教学目标的确立

1、知识目标

本单元主要围绕假期、人口、社会比较现实和敏感的话题展开。而本课着重体现和要掌握的是人口问题和环境保护问题：通过对当世人口问题的了解和认识，知道人口迅速增长的危害，并通过中国人口与世界主要国家人口的对比，促使学生加深对中国人口问题带来的现实不足，增强对人口普查的重要性；通过对各种环境污染的认识及污染造成的后果的认识来达到和提高环境保护意识；并通过对其的了解和学习，提高学生解决实际问题的能力。通过对学生进行怎样识别各种问题，解决问题的能力的培养，最终使学生to be a greener person.2、能力目标：培养学生听、说、写的能力，以写为主。

3、德育目标：关注社会问题，培养学生的爱心和同情心；增强学生对人口问题的认识，引导学生树立正确的人口观念，了解中国的计划生育政策。

4、情感目标：培养学生关注社会发展、乐于与他人沟通的意识；通过了解生活水平的提高，使学生认识到社会的不断发展，并引导其树立正确的社会意识。

三、教学法分析

1、口语训练

为了加强课堂教学的交际性，教师应当充分利用教材所提供的典型情景，务必使学生熟悉这些情景，进而使他们学会在日常交际中作出恰当得体的反应。在运用情景进行对人口问题和环境问题方面的口语训练时，要特别重视引入情景的技巧，情景引入必须有助于刺激学生的交际动机，也就是说见到某种情景时应当产生询问的欲望。我采用多媒体图片展示和flash动画的方法。

2、笔头训练

在英语教学的起始阶段，口语训练多于笔头训练是合理的，但每课时都应有适量的笔头活动。为此我把对话改编成了短文填空，结合听力，使学生进行填空练习。这样既练了听力又练了笔头功夫。

3、语法教学

本单元语法教学是现在完成时。其着重点在于理解和运用。现在完成时讲解

（一）基本结构：主语+have/has+过去分词(done)

①肯定句：主语+have/has+过去分词+其他

②否定句：主语+have/has+not+过去分词+其他

③一般疑问句：Have/Has+主语+过去分词+其他

④特殊疑问句：特殊疑问词+一般疑问句（have/has+主语+过去分词+其他）

（二）用法

1）现在完成时的“完成用法”

现在完成时用来表示现在之前已发生过或完成的动作或状态,但其结果却和现在有联系,也就是说,动作或状态发生在过去但它的影响现在还存在.He has turned off the light.他已把灯关了。(动作结束于过去，但说明的是现在的情况--灯现在不亮了。)

2）现在完成时的“未完成用法”

指的是动作开始于过去某一时刻，一直延续到现在，或可能还要继续下去。这里的动词要用持续性动词。常与for（+时间段）,since（+时间点）连用.注意:1.现在完成时不能单独与准确时间连用，(如表示过去的时间状语）

如yesterday(morning、afternoon),last(morning、afternoon)等，除非与for, since连用.2.现在完成时往往同表示不确定的过去时间状语连用,如already（肯定）, yet（否定，疑问）, just, before, recently, still, lately等:

3.现在完成时常常与表示频度的时间状语连用,4.现在完成时还往往可以同包括现在时间在内的时间状语连用,5.现在完成时还可以用来表示过去的一个时间到现在这段时间内重复发生的动作.6.have been to 和have gone to的区别have been to 强调“去过”，现已不在那里。

have gone to主要强调的是“去了”，现在人不在说话的现场。

has been in 一直在某地

四、教学手段

本节课我采用了多媒体展示不同环境下的人口问题和环境问题，引导学生就不同的问题各抒己见，交流观点，培养学习英语的自信心。采用五步教学法。

五、教学内容

Topic 1 My hometown has become more and more beautiful.由学生谈论各自假期的经历，引出本话题的主要内容：迅速发展的中国。语法项目是现在完成时。文中还有一般过去时复习了相关内容。

Topic 2 China has the largest population.由康康去购物中心的经历引出本话题的主要内容：人口问题。通过四个部分的呈现，让学生了解人口是影响社会发展的重要因素之

一、当今世界人口问题的紧迫性以及中国人口的现状，并树立正确的人口观念。本话题将继续学习现在完成时，并学会从所给图表等材料中获得有用信息。

Topic 3 The world has changed for the better.这一话题通过介绍当今世界一些社会服务机构及对一些社会问题的解决措施，让学生了解我们的幸福生活来之不易，要学会珍惜。培养学生的爱心和同情心，帮助那些需要帮助的人。本话题的主要语法项目有现在完成时和构词法，此外还复习了其他语法及词汇的相关知识，如 There be句型、一般将来时、状语从句等。

六、教学过程：

各Section的课时计划

第四篇：初三英语教学设计

初三英语教学设计(3000字)

Unit5 What’s the highest mountain in the world？

Section B（2a-2e）

教学设计

一、教材分析

采用任务型教学模式，以单元为话题单位，与学生的实际生活密切相关，引导学生通过自主、合作、探究的学习方式，把所学内容与实际生活联系起来，让学生在轻松愉快的氛围中学习真实的语言。“采用活动途径，倡导体验参与”，让学生在教师有序的指导下，通过感知、体验、参与和合作等方式，实现任务的目标，感受成功，让学生体验，参与，学习语言。本单元是八年级上册第五单元（Unit5 What’s the highest mountain in the world ？），主题是了解中国以及世界地理知识，Section B 在 Section A 的基础上，通过自然和文化的比较过渡到了动物之一话题。而 2a-2e 是一个阅读板块。阅读材料是关于大熊猫的一篇报道，主要通过大量的小组活动，理解文章大意。通过归纳总结和练习的方式，进一步提高学生听说读写综合素质能力。

二、学生分析

八年级的学生英语水平参差不齐，部分学生具备较强的阅读理解能力，而部分学生基础较差，所以针对这种不同的学习需求，教师在设计课堂教学任务时必须注意基本核心语言材料并适当拓展。

三、教学目标

1、知识目标：

学习掌握词汇 bamboo，endangered，research，keeper，awake，excitement，illness，remaining，wild，government，oil，protection，walk into，fall over

2、能力目标：

在语言输入的同时完成语言输出，在听说读写译中提高语言技能，提高综合运用语言的能力。着重培养学生读的能力：速读，浏览，跳读，精读和任务型阅读能力，还包括分析概括能力，语言表达能力，书写能力，合作能力，沟通能力。

3、情感目标：

通过了解大熊猫的生存状态，唤起学生的爱心，进而意识到保护野生动物和保护生态环境是每个人的责任。

四、教学手段：

本课采用任务型教学法，同时辅助多媒体教学。用音乐，视频，图片是抽象的语言变得直观。

五、教学重点：

掌握词汇 bamboo，endangered，research，keeper，awake，excitement，illness，remaining，wild，government，oil，protection，walk into，fall over

六、教学难点：

总结文章大意，对保护熊猫的讨论。

七、教学步骤：

教师活动

1.Let’s watch a video and listen a song.（Step 1 Warming–up activities 歌熊猫咪咪）

2．Answer my questions:(1)Do you like pandas?(2)Why do you like 学生活动 Watch the video carefully.Answer the questions variously.设计意图：用视频导入，激起学生的兴趣，让课堂更生动，并自然的进入到 2a 环节。

Step 2 Pre-reading using the words in 2a,and then the leader show your result.Discussion whichgroups use the words more than others, they can get a prize.Prepare some pictures about the article.Let’s the ss guess the Step 3 Guess main idea.Also the teacher can give them some prizes.Guess the main idea through the pictures.通过与课文内容相符的几幅图片，让学生自主的猜测文章大意，有利于帮助学生更好地理解文章内容.Have a discussion in 以小组讨论 groups.The group leader 的形式了解 show the result.有关熊猫的知识和文化。以竞争的手段激发学生的学习兴趣。

Step 4 While-reading find out what these article quickly，and 学生快速浏览文章，找出

numbers mean？（find then find the numbers.数字所代表 the whole sentence）的句子，培养学生的是、寻度能力。

Scanning 10,12,200,2000 Step 5 Careful-reading Read the article the Read the article first time，carefully and answer 学生可以通过回答问题

Task 1 and then answer the the questions.questions on your books P54，2c.Discussion in groups.的方式精读课文，并以小

Then check the answers.组合作的形式探讨答案，促进小组合作交流.Read the article the Read the article again 自主阅读，句 Step 6 Careful-reading Task 2 second time, number to number the 子排序，培养学生自己学习的能力。

the sentence（1-5）sentence（1-5）.This task is easy so you can do it by yourself.Read the article the Read the article the third time, and try third time to do the Step 7 Careful-reading Task 3 your best to do the excises.excises.After these excises，find something important language points.Complete the sentences ,you’d Complete the sentences without reading the article.Then learn something important language points.通过任务型阅读的形式，再次精读课文，并通过自己的努力发现一些重要的知识点，培养学生发现问题解决问题的能力。

Step 8 Post-reading 任务一：过目不忘

better not look up the words in your books.（P55 2d）

以挑战自我的方式，在不看书的情况下完成填空题，让学生自我检测对于文章的理解程度。

Retell the last passage.Step 9 Post-reading 任务二：出口成章

Look at the screen，and 根据提示完 try to remember the last passage and then fill in blanks.成最后一段的复述，以提高学生及时记忆的能力.Step 10 Watch a video 通过视频了解野生动物 wild animals，let’s know about the life of 的生存状态，the students pay wild animals.Learn to 并呼吁同学们爱护动物，attention to the protect animals and our 保护我们的生态环境。实 wild animals and our environment.现情感教育目标。environment.Play a video about Watch the video and Write an article Step 11 Homework about wild animals and some ways to protect them.根据要求完成作业。

作业布置

八、板书设计 Unit7 What’s the highest mountain in the world？ Section B（2a-2b）

一、phrases： 1.prepare…for 2.fall over 3.take care of=look after 4.die from 5.send…to 6.spend…doing=It takes…to do 7.the importance of 8.there be…doing

荐小学英语教学案例 What colour is it(3000字)荐荐小学英全语英

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荐英语教师全英文说课稿(精华版)(精选)荐英语教案

第五篇：初三英语教学设计

初三英语教学设计

褚立艳

一、教材分析

1、本单元及本课在教材中的地位与作用。上一单元的核心教学内容是“认物”，本单元则是“认人”，这一交际项目涉及到的具体内容包括：

A．姓 名 What's his/her/its name?

B．身 份 Who's he/she/it/this/that?

C．年 龄 How old is he/she/it?

D．所在处所 Where is he/she?

二、教学目标的确立

1、知识目标

本单元选取了学生比较熟悉的“认人”场景或情景，进行具体的训练。而本课着重体现和要掌握的是室外场景；识别人物，这些场景都是日常生活中容易涉及到“认人”，这一话题的，即说话人相互交换或了解人物的有关信息。在这一单元中有意回避了谈话双方直接询问年龄的情景。这样安排既是为了突出语法教学关于he/she/it的内容，也是为了适应英美人的文化礼仪习惯。

2、能力目标：培养学生听、说、写的能力，以说为主。

3、德育目标：通过“认人”贯输礼貌教育。

4、情感目标：培养合作、友好的情感。

三、教学法分析

1、口语训练

本单元的口语训练与前一单元有相似之处。为了加强课堂教学的交际性，教师应当充分利用教材所提供的典型情景，务必使学生熟悉这些情景，进而使他们学会在日常交际中作出恰当得体的反应。在运用情景进行“认人”方面的口语训练时，要特别重视引入情景的技巧，情景引入必须有助于刺激学生的交际动机，也就是说见到某种情景时应当产生询问的欲望。我采用简笔画，与实物相结合的方法。

2、笔头训练

在英语教学的起始阶段，口语训练多于笔头训练是合理的，但每课时都应有适量的笔头活动。为此我采用让学生画小人，或拿照片的方式一面认人，（口语）一面在画面上添加必要的文字，以引起学生的注意。这样既练了口语又练了笔头功夫。

3、语法教学

本单元语法教学是介绍人称代词，he,she,it。其着重点在于运用。没必要特意安排关于人称代词的语法讲解及引入相关的概念。重要的是把这三个代词用好。为此我采用的如下教学措施：

（1）用现场人物显示代词的特点；

（2）用句型显示语法功能（作主语）主语用淡蓝色，is用红色，表语用淡黄色。

四、教学手段

本节课我采用了简笔画，实物和多媒体展示不同环境下的人物介绍，为求使学生全面掌握不同交际情况下英语交际的方式与特点。

采用五步教学法。

五、教学过程

Note:

1.Make sure students pronounce girl and bird correctly.The/ u/

sound in don't,know and old may also cause problems.2.Special attention should be paid to the difference between he

and she,and its and it's.Step 1 Revision

1.Revise the new vocabulary in Unit 4.2.Revise:What's your name? Can you spell it,please?

How old are you?

3.Revise the numbers 0-20.Teach 21.Step 2 Presentation

Draw a boy,a girl and a bird on the Bb,or use wall pictures.Point

to the boy and ask Who's this? This is David Smith.Write David Smith under the drawing.Then point to the drawing of the girl and ask Who's this?

This is Joy smith.Write Joy Smith under the drawing.Ask How old is he? He's twelve.How old is she? She's seven.Draw Polly on the Bb,and say:

This is a bird.Its name is Polly.(Write a bird on the Bb.)

Ask How old is it? I don't know.I think it's six.(Teach I don't

Know and I think by gesture if possible.If not,translate.)Pay

Particular attention to the / u/sound.Write I don't know

on the Bb and explain that n't is short for not.Also,explain

that the k in know is silent.It is NOT pronounced.Step 3 Drill

Note:Explain to the class that in English people,especially

young people,are often referred to by their first names only.Joy Smith and David Smith would usually be called Joy

And David.Get the class to ask and answer as follows:

Teacher: Joy Smith-Group 1

Group 1: How old is Joy? Teacher: Group 3.Group 3: She's seven.Teacher: David Smith-Group 4!Group 4: How old is David? Etc.David:Hello!My name is David Smith.I'm twelve.This is my Sister,Joy.She's seven.Joy:Hi!I'm Joy.The answer are 1)twelve 2)No,she's a girl 3)Joy is seven.Do Ex.2 orally in class.Now ask the same question about boys and girls in the class，And get students to do the same.Step 4 Read,ask and answer

SB Page 21,Part 1.Read Part 1 with the class.Get them to answer the questions.Say:

Look at Picture 1.Who is this?(This is Joy Smith.)How old is she?(She's seven.)Now look at Picture 2.Who's this?(He's David Smith.)How old is he?(He's twelve.)Now look at Picture 3.What's this?(It's Polly.)Yes,it's Polly.Note:Polly has a female name.It is not incorrect to refer to Polly as she but animals are usually referred to as it.For example,She's six years old would be acceptable but not likely She's Polly.As well,the question Who's that/this? Is often answered with It's…

even when the subject is a person if the sex is not relevant.This is not true,however,for any other question.For example How old is she?would never be worded How old is it?and is always answered,She's…,NEVER It's…

Step 5 Ask and answer SB Page 21,Part 2,Picture 4,Speech Cassette Lesson 17.Play the tape once.Then play it again and get the class to repeat,using the pause button.Half the class can be A and the other half B.Then change them around.Step 6 Pair practice Get the students to read the dialogues in pairs.They can continue Practicing using pictures of people they know or pointing to Their classmates.Step 7 Workbook SB Page 105,Wb Lesson 17,Exx.1-3.Ex.1 is listening comprehension.See Foreword Pages 7-8 Of the TB for advice on how to deal with listening practice.Listening text

Ex.3 can be started in class and finished after class.Homework

Revise the new words.Finish off Ex.3 in the workbook.