初二上冊英語的教學設計五篇
在教學工作者開展教學活動前，常常需要準備教學設計，教學設計以計劃和布局安排的形式，對怎樣才能達到教學目標進行創(chuàng)造性的決策，以解決怎樣教的問題。你知道什么樣的教學設計才能切實有效地幫助到我們嗎？下面是小編為大家收集的初二上冊英語的教學設計五篇，希望對大家有所幫助。
初二上冊英語的教學設計五篇1
教學目標
1. Emotion goal: Respecting the culture of the minority nationality and loving our country.
2. Knowledge goal: Use the sentence pattern “be going to” in a trip and the past tense of verbs.
3. Ability goal: Can use the sentence patterns “be going to”.
教學重難點
一般將來時
教學工具
多媒體
教學過程
Step One: Warming up and greetings
T: Hello, boys and girls! Nice to see you again!
S: Hello, Mr./Miss…! Nice to see you, too!
T: The holiday is coming. Are you going to take a trip?
S: Yes!
T: Where are you going? How can you get there? Let’s go and have a look!
Step Two: Revision
The teacher shows some pictures of transport mode on the computer, such as by plane, by bus, by subway, by bike, by train, on foot. Then practice them in sentences.
Step Three: Let’s read
The teacher shows some important sentences in dialogue on the computer:
A:Where are you going on your holiday?
B:I am going to….
A: Who are you going with?
B:I am going with….
A:What are you going to do there?
B:I am going to….
A: When are you going?
B:At…
Step Four: Listen
Listen to the tape, read after the tape and find out the new words: Kunming, Kathy, folk (folk dance), Stone Forest.
Step Five: Presentation
a. Fill these new words in blanks on the computer, read the new words again.
b. .Analyze the difficulty: How is your family going to get there?
c. Listen and read the dialogue.
Step Six: Practice
Fill in Mike’s trip schedule.
Step Seven: Consolidation and extension
Plan your holiday and make a dialogue.
Step Eight: Homework.
Pair work to make your own dialogue.
V.Blackboard Design：
Where to go? What to do?
Kunming. See folk dances.
When to go? How to get?
初二上冊英語的教學設計五篇2
教學目標
1、能夠聽、說、讀、寫單詞或短語hospital、cinema、bookstore、science museum、post office.
2、能夠聽說認讀句型Where is the cinema?It’s next to the bookstore?并進行關(guān)鍵詞的替換練習。
3、初步了解合成詞的相關(guān)知識。
4、初步學會如何問路和指路。
5、會唱歌曲《Where is the hospital?》
教學重難點
1、掌握Let’s learn部分的四會單詞和短語。
2、準確書寫四會單詞和三會單詞museum的發(fā)音。
3、掌握句型Where is the cinema?It’s next to your bookstore?并進行關(guān)鍵詞的替換練習。
教學工具
多媒體課件
教學過程
Step1、Warm-up
1、 Greeting
2、 Let’s sing
3、復習短語
4、用句子Where is the book?It’s…….復習介詞in、on、under、near。
Step2、Presentation
1、①出示一本有趣的書，說自己想讀，問學生Where can I go?I can go to the bookstore。引出單詞bookstore。教讀，板書，指名學生讀。
�、诔鍪緯旰蛯W校圖片,T:Where is the bookstore?
S:It’s near the school。再次出示書店和學校圖片T:Where is the bookstore?S:It’s next to the school。
引出短語next to教讀，板書句子，教讀。
�、蹎栆慌艑W生，Where is heshe?練習句型It’s next to…….
�、躭et’s chant
2、①在書店看到一本關(guān)于機器人的書，想看機器人，T：Where can I go?I can go to the science museum。教讀，并板書.重點教讀museum的發(fā)音。
�、谧寣W生欣賞機器人。
③出示圖片學生做對話。
A:Where is the …….?
B:It’s next to ……….
3、①看到有趣的機器人，想到一部電影，想去看，應該去哪?T：Where can I go?I can go to the cinema。引出cinema教讀、板書。
�、趯W生欣賞電影片段
4、①在電影院吃了太多的爆米花喝了太多的可樂胃疼，
T：Where can I go?I can go to the hospital。引出hospital，教讀板書
�、� let’s chant
5、①這是好的一天也是壞的一天，想把自己的經(jīng)歷告訴自己的朋友，于是寫了一封信，想去寄信，T：Where can I go?I can go to the post office。引出post office，教讀板書
② let’s chant
6、①打開書第五頁，吳一凡和Robin去了一個新城市，他們看到了哪些地方，把它們找出并圈出來。
�、贚isten and repeat
�、跼ole play
7、小結(jié)：Compand word
Step3、Practice
1、 Throwing the dice(擲骰子說骰子上的單詞)
2、 Big lucky wheel(幸運大轉(zhuǎn)盤。用轉(zhuǎn)盤指針指出的單詞兩人做對話)
3、 Group work(三人一組)
設計自己喜歡的城市布局，小組內(nèi)進行討論
A:Is there a……in your city?
B:Yes,there is.
A:Where is the……..?
B:It’s ……..
B:Is there a……in your city?
C:Yes,there is.
B:Where is the……..?
C:It’s ……..
Step4、Expand
1、 Listen to the mucic
2、Asking and giving directions
Step5、Homework
1、Copy English words three times
抄寫英語單詞3遍。
2、Design your own favorite imaginary city .Use the sentences we‘ve learned lesson to talk about it .
設計你自己喜歡的想象中的城市，使用本節(jié)課學過的句型和你的朋友一起討論。
初二上冊英語的教學設計五篇3
教學目標
能聽,說,讀,寫短語:cleaned my room, washed my clothes , stayed at home, watched TV .
理解句子:How was your weekend ? It was fine ,thanks . What did you do ? I stayed at home and watched TV.
能運用過去式詢問別人上周末的活動,并會對其作出回答。
3.能夠運用新學的內(nèi)容完成“Do a survey and report”任務。
4.在小組的討論交流中,培養(yǎng)學生英語的綜合運用能力。
教學重難點
1.重點:掌握核心單詞、詞組以及句子。
2.難點:掌握動詞過去式的用法及過去式的讀音。
教學過程
Step1 : Warm up
T: Good morning, boys and girls,.
I usually clean my room and wash the clothes on weekends.
What do you usually do on weekends?
S1: I usually do my homework and watch TV.
S2: I usually play table tennis. ………..
(設計目的:問候語熱身進入英語學習狀態(tài),同時用一般現(xiàn)在時態(tài)提問,為新課一般過去時做鋪墊。)
Step2:Presentation
T: Today we’ll learn Unit.2Last weekend.
1.日歷呈現(xiàn)Last weekend
(設計目的:直觀導入過去時間,上周六和上個星期天。)
2.圖片New phrases: cleaned , washed ,watched,stayed ,
cleaned my room , washed my clothes ,stayed at home ,watched TV.
(
3.師板書下列單詞的原形clean ,wash ,watch, stay,并用I often clean my room /…造句。
師板書以上單詞原形并且加ed后,用I cleaned my room /…last weekend造句。
(設計目的:呈現(xiàn)本節(jié)課核心詞匯,導入本節(jié)課的核心句型。)
4.學生觀察兩個詞組的不同之處.T:eg: cleaned是clean的過去式,當我們要表達過去發(fā)生的事情時,就要用動詞的過去式,規(guī)則動詞的過去式一般在原型后面加ed. cleaned的ed發(fā)/d/.師帶讀.
用同樣的方式教“stay/stayed at room,wash/washed my clothes,watch/watched TV.”.注意:washed,watched的ed發(fā)/t/.
(設計目的:通過比較,歸納,讓學生獲得新知,并學會學習。)
step：3
1.出示課件并讓學生自己觀察回答問題。
T: How were their weekend?
S1:He cleaned his room and washed his clothes.
S2: She stayed at home and watched TV.
呈現(xiàn)句型:What did you do?師生問答
(設計目的:讓學生觀察課件,說出他們做了什么,操練本課核心句型。)
生打開課本P15,聽錄音跟讀。
pair-work T: How was your weekend ? S: It wasfine , thanks.
T: What did you do ? SI :I stayed at home andwatched TV.
Listen to the tape of Let’s learn and follow it.
(設計目的:讓學生聽課本標準發(fā)音,并跟讀,培養(yǎng)聽說能力。)
Let’s chant,邊做動作邊chant:
What did you do last weekend ? I cleaned my room.
What did you do ? What did you do ? I washed myclothes.
What did you do ? What did you do ? I stayed athome.
What did you do ? What did you do ? I watched TV. (注意:do的過去式did ).
(設計目的:利用chant對新知進行滲透并為下面學習做好鋪墊。)
5.Do a survey and report :學生利用表格,進行問卷調(diào)查。
操練句型—How was your weekend?
--- What did you do?
(設計目的:通過調(diào)查匯報,獲得信息反饋,知曉學生對新知掌握的情況。)
Step 4.達標檢測
一、寫出下列動詞的過去式。
1. wash_____ 2. stay_____3.watch______ 4.clean______ 5.do______
二、讀一讀,選一選。
( )1.你想問同學周末過得怎樣,可以說:______.
A. How was your weekend ? B. Howold are you ?
( ) 2.你想問同學有多高,可以說:_______.
How heavy are you ? B.How tall are you ?
( )3.你想告訴同學:你周末過得很好,可以說:____.
A. I’mtaller than you . B. It was fine.
( ) 4.你想問同學上周末做了什么?可以說_____.
A. What did you do last weekend ?B. What are you going todo next weekend ?
( )5.你想說:它比我們倆加起來還高,可以說:_______.
It’s taller thanboth of us together. B. It’s taller than theelephant.
(設計目的:適當?shù)亟o予學生課后練習,是對已學知識的鞏固,新課的'延伸。)
初二上冊英語的教學設計五篇4
教學目標
1、能夠聽、說、認讀Let’s read部分的對話并正確回答對話后的問題。
2、能夠讀懂并會書寫簡單的英語請柬。
教學重難點
1、本課時的重點是能聽、說、認讀對話，能用Can表述會做什么，并且能書寫簡單的英語請柬。
2、本課時的教學難點是學生會表述能做什么并能正確書寫英語請柬。
教學過程
1、Warm-up
Sing the song “I Went on a Holiday”
2.Preview
教師出示學生的體檢表，提問：
How tall are you now ?
How tall were you in Grade 1 ?
How heavy are you now ?
How heavy were you at seven years old ?
教師根據(jù)體檢表中的記述判斷學生說的是否正確。教師再問：
This is our last term .You’ve known many teachers andclassmates .Who’s your best friend ? ……
3.Presentation
Let’s read
(1)教師說：Boys and girls ,you are students in Grade 6 now .You will leave soonand study in a middle school .So we are going to have a farewell party nextweek .教師板書A farewell party領讀幾遍，提問：
What shall we bring for the party ?
啟發(fā)學生回答：food ,drinks ,gifts ……
(2)教師繼續(xù)問：Would you like to give performances at the party ?
What can you do ?
回答：I can sing dance 、、、
(3)讓學生分組朗讀對話，回答教師的問題，并提出不理解的句子。
(4)教師放Let’s read對話的錄音，學生分角色朗讀對話。
5. Read and tick or cross
(1)教師說：You can invite your parent to the party .
You can invite your teachers ,too.然后，展示一張很大的英語請柬，說Look ,This is aninvitation .can you read it ?學生齊讀請柬上的內(nèi)容。
(2)教師指導學生完成判斷正誤的練習。
(3)教師發(fā)給每位學生一張畫紙，讓他們制作英語請柬。
6.鞏固和延伸
(1)做本單元配套練習
(2)聽第一部分錄音
(3)掌握四會單詞及句子
(4)讓學生制定歡送會節(jié)目單。
初二上冊英語的教學設計五篇5
教學目標
知識目標：
1、能夠聽說讀寫句型：--How did you go there? I went by train .
2.能聽懂、會說本課對話，并能在實際情景中應用。
能力目標：
能夠用一般過去式詢問別人在過去的時間里乘坐什么交通工具去了哪里并作答。如Where did you go on your holiday? I went to Xinjiang. How did you go there? I went by train.
情感目標：
1能在游戲中積極參與，激發(fā)學生學習英語的熱情，積極運用所學英語進行交流，加強合作式學習，共同完成學習任務。2、通過竟爭，培養(yǎng)學生的集體榮譽感和競爭意識。
教學重難點
1，教學重點是掌握句型How did you go there? I went by train.
2.教學難點是在實際情景中正確運用并書寫所學對話。
教學過程
step1 warm up
1. let`s chant where did you go on your holiday?
2.Let` s review ;利用單詞卡片復習動詞短語和句型What did you do on your holiday?
3.Free talk:
what did you do on your holiday?
I took pictures.
Good !What about you?
I went ice-skating .
設計思路：
Let`chant設計是為了活躍氣氛并引出本課主題：Where did you go on your holiday?Let`s review.不僅可以復習短語和句型，還為拓展本課句型做了鋪墊。
step2 presentation
1.present Let`s try
What did you Chenjie do on her holiday? Let`s listen and circle.
listen again and check your answers
(設計思路)通過處理本部分，達到呈上啟下的作用。
2.Present let`s talk
What`s the weather like today?
It`s warm and sunny.
What`s the weather like in Harbin in winter?(課件出示哈爾濱的一張下雪的圖片)
It`s cold and snowy.
Did you go to harbin on your holiday?
Yes, I did.
How can you go to Harbin?
I can go there by plane or by train.
That`s right .Sarah went to Harbin on her holiday.How did she go there?Let`s have a look.聽錄音let`s talk。
Ask and answer.
Look and repeat.
Read in roles.
Act out the dialouge.
Step3 practise
看圖問(Where did you go ?How did you go ?What did you do ?學生根據(jù)圖回答。
Step4 Consolidation
1、快速槍答
過程:全班學生分成4大組，請兩名學生上來，A學生抽取地點卡片，B同學抽取交通方式卡片。
(1)A同學問大家：Where did you go on your holiday?大家根據(jù)A同學的卡片回答：I went to
(2)B同學把卡片上的交通方式用動作或模擬聲音表達出來，邊做邊問大家。How did you go there?每組同學根據(jù)表演者的動作猜并快速回答：I went....
看哪個組搶答又快有對。
(3)然后有AB兩同學分別在其他組任選兩個同學，做輪換練習。
2、采訪活動
請一名同學任意抽取一張動詞短語過去式的卡片，對任一個小組進行采訪，抽取卡片的同學根據(jù)卡片內(nèi)容邊做動作邊提問：What did you do?被采訪的小組同學看動作猜出短語是什么，并回答：I....
全體同學大聲重復答I....(然后這名同學再抽取不同的卡片對其他組進行采訪)
3、小組活動
學生以前后桌為單位分成若干小組，組內(nèi)幾人分別準備好寫有交通方式、動詞短語的過去形式、地點，以及時間的卡片，小組內(nèi)部以表演動作并提問的方式操練整個對話。
(1)一人抽取卡片并根據(jù)卡片的內(nèi)容(地點、時間)提問：Where did you go on your holiday?其他同學根據(jù)卡片上的內(nèi)容回答：I went to ....
(2)然后其他同學自由抽取卡片根據(jù)內(nèi)容(交通方式或者動詞短語)用動作或模擬聲音表達出來并體問：How did you go there?或What did you do there?其他學生根據(jù)動作猜短語并回答。
(3)小組內(nèi)部每人輪流抽卡片并體問。
教師請一名學生說出曾經(jīng)去過的地方和所乘做的交通工具，學生兩人一組進行調(diào)查。教師可請幾名學生匯報調(diào)查結(jié)果。
設計思路：通過前面的小組活動充分為學生搭建了語言交流的平臺，這一環(huán)節(jié)教師可以放手讓學生自主操練，使學生積極運用所學英語進行交流，加強合作式學習，共同完成學習任務。
Step5 :Homework
1.聽音朗讀對話內(nèi)容并背誦、默寫四會句子。
2.調(diào)查其他朋友的假期旅游情況，下節(jié)課匯報交流。
設計思路：通過課內(nèi)外相結(jié)合的方式，讓學生學習英語的興趣不僅停留在課堂上，而且能延伸到課外。這一開放性的作業(yè)設計，引導學生養(yǎng)成課外自主學習英語的習慣，鍛煉學生在生活中運用英語的能力。
六、板書設計My holiday
How did you go there? I went by train.
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