教案的制定需要教师对教学过程的全面把握，以便有效地传授知识和技能，教案是一种教育工具，它是教师为了有效地传授知识和技能而制定的计划和指南，下面是汇报范文网小编为您分享的初中英语人教版教案6篇，感谢您的参阅。
初中英语人教版教案篇1
教学目标
1、会使用可数名词和不可数名词开购物单。为后两课学习购物做准备。
2、学会讨论吃什么饭，买什么东西。
3、复习一些礼貌用语和习惯表达，如：how about…？ what about…？ can you come with me? what do you have for dinner this evening? let me and have a look.等。
4、新单词：chicken, tofu, fridge, list, shopping list, buy, kilo
句型：what do we have for dinner this evening?
fish is my favourite.
what else do you want to have?
don’t we have any eggs?
let me make a shopping list.
you can help me carry the things.
教学用具
ppt教学演示课件
教学步骤
step 1 revision
[课件展示]教师在课堂上提问题，引导学生回答
what do you have for breakfast today?
shall we go and buy something to eat?
what’s in the pictures? let me see. what do we have for lunch today?
how about…？ what about…？
what else do you want to have?
can you go and buy the things? let’s go.等。老师也可以同样的方式提问全班同学。
教师展示课件中revision的食物图片，复习一些食品的名称。
step 2 presentation
[课件展示]教师在复习食品名称基础上，引出购物的话题。教授有关食品新单词chicken, tofu, fridge, tomato, onion, carrot, pork 教师可以点击 播放单词录音让学生跟读，掌握好单词的标准发音。然后教师教单词list, shopping list, buy, buy things, kilo, one kilo of chicken legs 引导根据所学习的新单词，学生回答句子：what do you have for lunch today? what else do you want to have? what do we have in the fridge? can you go and buy the things?
step 3 read and say
[课件展示]教师点击图片可以播放影片让学生观看，播放课文对话录音 让学生跟读课文对话，尽可能的模仿录音中的语音语调，教师再点击鼠标出现以下有关问题：
what’s in the fridge? is there any fish in the fridge?
are there any chicken legs in the fridge?
don’t we have any eggs in the fridge?
why do they go shopping?
跟读直至读熟。让个别学生进行对话演示。
step 4 shopping list
[课件展示]教师点击图片播放影片让学生观看，教师点击播放录音让学生跟读。
根据课文的购物单自行设计一个自己的购物单， 教师让个别学生读出自己的购物单，互相比较看看谁设计的购物单最合适。
step 5 practice
[课件展示]在学生之前设计好了购物单的情况下，老师让学生观看课件中的超市图片，假设学生在周末和父母去市场买东西。 然后教师再点击鼠标，课件中就会显现出商店所卖的商品和价目表，让学生根据图片和价目表自编一个对话：一人为售货员，一人为顾客，教师可以引导学生使用这几句话：can i help you? i’d like …。. here you are. here is the money. 对话可长可短，因人而异。
step 6 consolidation
[课件展示]教师总结本课中出现的一些重点词组与句子。让学生熟读。
初中英语人教版教案篇2
一、教材分析：
1、教学内容：
本单元是——（下）unit—。主要围绕""这一主题展开各种教学活动，并以这一主题引出xx等语言功能。本单元旨在创造一个轻松，愉快的学习，交流环境，通过听，说，读，写来培养学生综合运用这些知识的能力。并让学生能在"做中学"（learningbydoing），通过有限的课堂实践活动，拓展以往的经历，能准确地用英语来表达。
2、教材的地位和作用：
——年级——单元
讲述的是——的用法，这是初中非常重要的时态之一。学生们能够用现在——来表达自己的经历，来体会别人的感受是很重要的。这个单元一定要体会现在——的真正含义和用法。要避免混淆几个重点词组的使用。
我们更要使学生不仅理解枯燥的语法，还要让学生们会用新学的语法知识来表达思想。
3、教材的处理：
根据《英语课程标准》（实验稿）关于总目标的具体描述，结合本单元这部分的教学内容及基于对教材的分析，我对本单元的内容进行如下处理，目的是突出重点，使课堂节奏紧凑，衔贯。本单元分为四课时，第一课时是sectiona，第二课时是sectionb，第三课时是selfcheck，第四课时是——，最后一部分是做练习，以学生的自测为主，然后予以校对。
二、学情分析：
我们教学的对象是初二学生（好，中，差等生都有），他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。
三、教学目标：
根据以上我对本单元教材内容的分析和新课标的指导，我确定以下几个为本单元的教学目标：语言知识，语言技能，学习策略，情感态度和文化意识五个方面。
1、语言知识：
本单元要求学生掌握以下词汇——
语言功能：学习和增加阅读技巧和阅读策略。
语言结构：——
2、语言技能：
（1）能用——的各种形式进行准确的描述和表达——经历。
（2）能掌握——时态中几个词组的正确使用。
（3）能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。
3、学习策略：
通过本单元的教学，我要求学生能通过上下文内在的逻辑联系和在一定的语境中正确理解并运用——（时态）来准确地表达所发生过去的经历。
4、情感态度：
通过对本单元的任务性活动，我的目的是让学生们用英语描述他们过去的经历，同时能提高他们的观察能力和表达能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。
5、文化意识：
通过他们描述过去的经历，了解一些西方国家的风土人情。
四、教学的重、难点：
基于上述对教材的分析，我确定本单元的教学重点为——的用法。
教学难点为——含义和用法，能在交际中准确地运用——来描述或表达。
五、教学方法：
教法：情境教学法、语法翻译法、直接法、听说法、交际法、全身反应法
学法：自主、合作、探究
教法分析：
（1）——是初中非常重要的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，让他们讲述去过的国家或地方，创设生活化的真实情境引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了就用）。
（2）开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。
六、教学过程设计
unit9
thefirstperiod（sectiona）
step1warmingup
（"良好的开端是成功的一半"，因此，我认为能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础，同时也能给自己适当的减压。）
t：iliketravelling.ihavebeentodalianandmanybigcities.whataboutyou？
接下来教师让几个学生讲述他们去过的`城市或国家，让其他学生用英语来猜测。（目的是为本节课的现在完成时作好铺垫）
step2presentation
教师出示几张图片，引出现在完成时的结构和用法。
t：haveyoubeentoanaquarium？
yes，ihave。
t：haveyoubeentoawaterpark？
no，ihaven't。
这样设计的目的是让学生在交际情景中感受出现在完成时的结构和用法。
然后叫学生归纳出现在完成时的结构句型。
language goal
in this unit, students learn to talk about jobs.
new language
what do you do? i'm a reporter
what does he do.' he's a student.
what do you want to be? i want to be an actor 。
what does she want to be? she wants to be a police officer
names of jobs and professions
section a
brainstorm with students a list of jobs that friends or relatives do. （"brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.） write the word jobs on the board and list all the jobs students mention.
point to the jobs one by one and ask students to say what ever they can about these jobs. accept single word answers or simple sentences such as, it's fun. it's a good job.
la this activity introduces the key vocabulary.
focus attention on the art. ask students to tell what they see in each scene. ask students to name as many of the jobs shown as they can. then point to a scene, name the job, and ask students to repeat.
point to the numbered list of words. say each one and ask students to repeat.
then ask students to match each word wllfa one of the scenes. say, write the letter of each scene next to one of the ivords. point to the sample answer.
1 b this activity gives students practice in understanding the target language in spoken conversation.
point to the different people shown in the picture.ask various students to tell what they do as you point to each one,
say, now you will hear three conversations. the conversations are about three of the people in this picture.
play the recording the first time. students only listen.
play the recording a second time. this time ask students to write a number 1 next to the person being talked about in conversation 1. have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.
correct the answers.
1 c this activity provides guided oral practice using the target language-
ask a student to read the example conversation with you. hold up the book and point to the doctor in the picture.
say, now work with your partner. make your own conversations about the picture. you can use sentences like the ones in activity 1b.
say a dialogue with a student. point to a picture of one of the people. guide the student to answer using one of the words in activity 1a.
as students work in pairs, move around the room monitoring their work. oner language or pronunciation support as needed.
2a this activity gives students practice in understanding the target language in spoken conversation.
ask students to look at the three pictures. ask different students to tell you what they sec in each picture. what are the people doing? what jobs do they have?
play the recording the first time. students only listen.say, you will hear conversations about the people in these pictures.
play the recording a second time. say, write the number of each conversation below the picture of the person being talked about.
correct the answers.
2b this activity gives students practice in understanding the target language in spoken conversation.
point to the three headings in the chart and read the headings to the class. ask students, what does "wants to be" mean? （it is not the job the person lias now. it is the job the person wants in the future.）
play the recording the first time. students only listen.say, you wiu hear about the people in these pictures. you will hear the job they haw now and the job they want in the future.
play the recording a second time. this time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. point out the sample
2c this activity provides guided oral practice using the target language.
point out the pictures in activity 2a. ask who each person is. （they are susan's brother. anna's mother, and tony's father.）
say, now work with your partner. ask and answer questions about the pictures. ask, "what does he or she do?" then ask, "what does he or she want to be?"
say a dialogue with a student. point to anna's mother and then to the example in the speech balloons. practice the dialogue with a student.
as students work in pairs, move around the room monitoring their work. offer language support as needed.
3a this activity introduces the names for the places where people work, and gives reading practice using the target language.
call attention to the pictures. ask students to read the name for each place. as they name each place, write the word on the board and-ask the class to repeat it.
point out the list of jobs with the numbers next to each. then call attention to the people in the pictures and the speech bubbles. point out the sample answer and have a student read out the speech bubble.
ask students to work alone. say, write the number of each job in the square next to each workplace.
check the answers.
3b this activity provides guided oral practice using the target language.
point out the pictures in activity 3a. ask students to name the workplace shown in each picture.
then point out the conversation in the speech bubbles. ask two students to read it to the class.
say, wow work with a partner. first practice the conversation in the picture. then make new conversations. use jobs and places from activity 3a.
say a dialogue with a student. point to the word waiter in activity 3a and then to the picture of the restaurant. ask a student. where does he work? guide the student to answer using the correct place: he works in a restaurant.then ask. what does he do? and guide the student to answer, he's a waiter.
as students work in pairs, move around the room monitoring their work. offer language support as needed.
4 this activity provides listening and speaking practice using the target language.
call attention to the pictures in the book showing how to play the game. say, you will draw a picture of someone working. other students will ask questions about the kind of job you are drawing. after two questions someone can try to guess the job.
demonstrate by drawing a picture on the board of a stick figure reporter. add details （microphone, notebook,etc.） until students guess what job it is.
ask a student to go to the board. say, draw a picture of a person working. if necessary, help the student add details that show the job the person is doing. he or she can add a bank interior to show that the person is a bank clerk. a student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.
ask two different students to ask questions about the job, and then ask a third student to guess what job it is.
play the game using drawings by several different students.
alternative: if you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. they will need pieces of paper on which to draw their pictures. they will also need pencils.
section b
new language
words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun
additional materials to bring to class:
help wanted ads from an english-language newspaper
1 a this activity introduces the key vocabulary.
focus attention on the six pictures. ask, what job does the person have? where does the person ivnrk?
point out the numbered list of words. say each one and ask students to repeat. then use simple explanations and short sample sentences to help students understand what each word means. for example, exciting means very interesting and very fast-moving. a police officer has an exciting job. the job is always changing. something is always happening. for dangerous you might say, dangerous means not safe. you might be hurt or killed in a dangerous job.
then ask students to match each word with one of the pictures. say, write the letter of each picture next to one of the words. point out the sample answer.
check the answers.
1 b this activity provides guided oral practice using the target language.
call attention to the picture in this activity and ask a student to read the statement to the class. then point to the picture of the police officer and say. it's an exciting job. ask the class to repeat. then say, what else can you say about being a police officer? someone may answer, it's a dangerous job. ask the class to repeat each correct answer.
then ask students to work in pairs. suggest that they each point to the pictures of the workers and make statements about them. as students practice, move around the classroom monitoring their work.
1 c this activity provides an opportunity for oral practice.
say, name some of the jobs from this unit. write this list of jobs on the board. say, can you name some other jobs? add any new jobs to the list.
ask some students to make statements about jobs on the list using the words in activity la. you may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.
2a this activity provides listening and writing practice with the target language.
call attention to the two headings and ask a student to read die headings to the class.
point out the blank lines where students will write the name of a job (under the words wants to be)。
play ihe recording the first time. students only listen.
say, now i will play the tape again. this time write the name of a job under the words "wants to be."
2b this activity provides listening and writing practice with the target language,
call attention to the second heading and ask a student to read it to the class. say, this time you will unite why each person wants the job.
play the recording again. students only listen.
then say, now i will play the tape again. this time write the reason the person wants the job under the word "why?"
play the recording. students write their answers.
check the answers.
2c this activity provides open-ended oral practice using the target language.
say, what do you want to be? what words describe each job? help the class make up a list of jobs they might like to do. as students suggest possible jobs, ask the class to suggest words to describe them. use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.
then ask students to work in small groups. they tell each other what they want to do and why. encourage students to use dictionaries if necessary. move from group to group offering assistance as needed.
ask individual students to tell the class about what they want to be and why.
3a this activity provides reading and writing practice using the target language.
call attention to the three newspaper ads and read these ads to the class. say blank each time you come to a blank line.
then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. for example, in the first ad, students may not know that working late means "working at night." to work hard means to use a lot of energy to do the job.
ask students to fill in (he blanks in the ads using the words actor, reporter, and waiter.
check the answers.
3b this activity provides reading and writing practice using the target language.
call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.
ask students to fill in the blanks using words from this section. say,look at the pictures next to each blank line. the pictures will help you guess the correct word.suggest that they look at the names of jobs and the words that describe jobs in the first part of section b.
check the answers,
3c this activity provides writing practice using the target
language.
point out the blank strip of newspaper where students can write their own ads.
ask one or two students, what are you going to write about? repeat each of the students' sentences and ask the class to repeat the sentences after you. for example: do ^om want an interesting but dangerous job? do you want to meet new people? we need a police officer.call the smithtown police station at 555-2323.
ask students to read their ads to a partner. ask the pairs to correct each other's work.
4 this activity provides guided oral practice using the
target language.
ask two students to read the conversation in the speech bubbles. answer any questions students may have about it.
then say, new please work in groups. ask efuestions to find out what jobs each person wrote about. you can use sentences like the ones we just read.
as students ask questions, move from group to group. rephrase any incomplete or incorrect questions.also rephrase any inaccurate answers.
初中英语人教版教案篇3
初中英语教案格式
一、说教材（教材分析） analyzing teaching material
1、 说课型 lesson type (dialogue/ reading/ listening/ revision)
2、 本课在教材中的地位 status and function
lesson 33 saving the earth is a dialogue. the lesson is focused on the topic of the problems of the earth and the functional items of supposition/ intentions/ conjecture/ prohibition. since it is a dialogue / reading. it’s helpful to improve the ss communicative/ reading ability.
3、 说教学指导思想 teaching guideline
(teaching syllabus: language is for communication, develop their four skills, lay special emphasis on reading; grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; reading is for information, for fun; use top- down model or bottom- up model to activate ss schemata; interactive model)
4、 说教学目标和要求 teaching aims and demands （…be intended for ss in key schools）
1)认知目标 knowledge objects
a. enable the ss to remember the following new words & phrases:
damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
b. get the ss to be familiar with this sentence pattern:
if the population keeps growing so quickly, there will only be standing room left…
give the ss a reinforced practice on the functional item supposition.
c. activate ss schemata regarding the topic of pollution and help ss to know more about the problem of pollution.
2)智能目标 ability objects
a. ask the ss to make up a similar dialogue.
b. help them to understand the dialogue better and improve the four skills.
c. develop their ability of thinking independently.
d. cultivate their ability to discover, analyze and solve problems.
e. train them to collect information from the internet.
f. train them with some effective learning methods to optimize ss’ learning results.
3)德育目标 moral objects
a. arouse their interest in learning english;
b. help them to understand the background of pollution.
c. enable the students to love our earth and the nature.
d. be aware of the importance of stopping pollution & protecting out environment.
e. encourage the ss to do something to save the earth.
5、 说教学重点 teaching important points （生词、句型；培养阅读技能）
a. new words and phrases
b. sentence pattern: if- clause
c. improve their reading skills.
d. talking about problems of the earth.
6、 说教学难点 teaching difficult points （语法；发展交际能力）
a. functional item: supposition.
b. develop their communicative ability. act out their own dialogue.
7、 说教具 teaching aids (multi-media computer, software, ohp)
the teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. it’s of great help to increase the class density and improve our teaching result. it can also make the ss reach a better understanding of the text by making the classes lively and interesting. at the same time, it arouses the ss’ interest in learning english.
二、说教法 teaching methods
five step method; audio-video; communicative approach;
task-based learning: new syllabus design encourages teachers to use this teaching method. tblt can stimulate ss’ initiative in learning and develop their ability in language application. make the ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.
三、说学法 study methods
1、 teach ss how to be successful language learners.
2、 teach ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
3、 get the ss to form good learning habits.
四、说教学过程teaching procedures
i. 复习 (revision) 5min (daily report; 词汇diagram; brainstorming; activate schemata)
activity 1: imagination
1)。 suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? （wash it? or throw it away?）
2)。 suppose you catch a bad cold, what’s to be done?
3)。 suppose your bike is broken, what’s to be done?
4)。 and suppose the earth, on which we all live, is damaged, what’s to be done?
_what can you think of when you see “pollution” this word?（waste, environment, air, water, factory, desert, climate.。. try to activate the ss schemata regarding the topic of pollution.）
ii. 呈现 (presentation) 5min
activity 2: presentation
play the song “earth song” sung by michael jackson. (create an atmosphere)
a lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.
ss’ presentation on pollution. attract their attention, arouse their interest, and create a good atmosphere for communication.
_activate their schemata and cultivate their ability in collecting information from the internet and develop their ability in thinking independently.
iii. 对话 / 阅读 (dialogue)18m
1、 pre- reading
activity 3: prediction
1st listening/ fast reading, one guided q to help ss to get the main idea:
what do you think is discussed at the conference?
2、 while- reading
activity 4: read and answer
2nd listening/ careful reading, more qs to get the detailed information. develop their reading skills: skim & scan. pay attention to the pronunciation, stress & intonation.
_阅读: pre-reading; while-reading; post-reading （fast reading/ careful reading; skim/ scan; 识别关键词key words;确定主题句；创设信息差information gap;t or f; 填表格chart/diagram; predicting; make a timeline; make a story map。达到对课文的整体理解和掌握。so that they can have a good understanding of the whole text.）
3、 post- reading
activity 5: language focus
while ss are answering the qs, the teacher deals with some key language points.
a. is being caused b. and so on c. go on doing
d. be fit for e. standing room f. if- clause
iv. 操练 (practice) 10m
activity 6: retell
use your own words to retell the dialogue in the 3rd person.
activity 7: acting out
activity 8: drill – supposition
purpose: practise the functional item of supposition. (p. 33 part 2; p.113, wb ex. 3)
(retell; act out; role play)
v. 巩固 (consolidation) 6m
(discussion; interview; press conference; debate; quiz)
activity 9: role play
suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.
_the ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.
activity 10: discussion
think of the question: are we causing damage to the world?
what should we do to save the earth and protect our environment especially in our daily life?
collect their answers and form a report.
vi. 作业 (homework) 1m (writing; continue the story; recite; retell)
write a letter to the mayor, telling him sth. about the pollution around your school.
初中英语人教版教案篇4
1、写课题(topic)和课型(lessontype)
课题相当于文章的标题，讲课时要首先告诉学生，并写在黑板上。因此要写得准确。课型是指该节课的讲授类型。初中英语的主要课型有：：新授课(newlesson)、巩固课(reinforcementlesson)、复习课(revisionlesson)、语音课(phoneticlesson)、听力课(listeninglesson)、听说课(aural—orallesson)、阅读课(readinglesson)、语法课(grammarlesson)等。不同的课型应用不同的授课方式或方法，只有确定了课型，才能选择有效的素质教育教学方法。
2、写教学目标(teachingobjective)
教学目标是教案的核心内容，是教师施教的准绳。教学目标要符合大纲对教材的要求。由于教学目标要在课堂上展示给学生，让学生明确，所以写素质教育目标时，要力求简明扼要，浅显易懂，便于操作和检测，一般3~4个目标为宜。
3、写教学的重点(main/focalpoints)、难点(difficultpoints)和关键点(keypoints)
教学重点是课堂教学的主要任务；教学难点是师生顺利完成教学任务的障碍；素质教学关键是攻克教学难点的突破口。在教案中写清一节课的教学重点、难点和关键点，能提醒教师在讲课时注意突出重点、突破难点、抓住关键。
4、写教具(teachingtools)
课堂上需要什么教具要写清楚，如录音机、教材录音带、教学挂图、卡片、实物（或模型）、小黑板、刻印好的练习题、彩色粉笔、幻灯片等。
5、写教学过程(teachingprocedure)
教学过程是教案的主要部分。写教学过程主要写以下几方面的内容：
a、写教学环节。教学环节即教学任务是什么要写清楚，做到心中有数。目前有些教师采用"三阶段六环节"教学模式，即：准备阶段（自由交流、复习检查）、讲练阶段（导入课程、分层操练）和发展阶段（巩固发展、布置作业）。
b、写知识点和所用时间。写好知识点，教师使用教案时能一目了然，有的放矢。写好所用时间，能使教师从容掌握教学速度，合理安排每个教学环节所需的时间，充分利用课堂时间。
c、写教师活动。不仅要写教师"教什么"，还要写出教师"怎样教"，即写清楚教师要教的内容，写出讲授这些内容的方法。写出课堂用语和各环节的过渡语。课堂用语要求简练、口语化，用学生已经学过的熟悉的、听得懂的英语来解释或表达新的教学内容。各环节之间的`过渡语要自然流畅。写出使用教具的时机和方法，写板书内容等。
d、写学生活动。写出学生学习的内容和学习方法，特别是怎样学应写清楚。不能简单地把学生活动写成听、读、思考、操练、做题等。
初中英语教案与其他科目的教案写法大致是一样的，知识牵涉到英语的表述，对部分考生来说可能相对陌生一些，不过没关系，只要勤加练习一定能顺利通过教师资格证考试。
初中英语人教版教案篇5
一、教学目标
在本节课结束时，学生将能够：用正确的语言谈论如何学习；用by+doing的结构描述自己的学习方式；能够就英语学习与他人进行简单的口语交流。
知识与能力：
通过本课学习，用目标语言谈论如何学习英语，就英语问题进行简单的沟通，同时在与他人的合作与交流中帮助他人，树立自己学习的信心。
过程与方法：
采用小组合作探究、听力练习、对话练习、猜测问题和角色互换的学习策略，利用视频、ppt和制作课件等来展开课堂教学环节等，进行“询问和谈论学习方法、解决困惑”的课堂教学和练习。本单元的教学法建议：短语教学——采取情景引入展开启发式的教学方式，让学生在思考中输出自己的语言，并在句型中学会运用；语音教学——让学生进行听对话并跟读听力材料；口语教学——采取对话练习和角色互换对学生进行教学；听力教学——采取听音配对、听音打钩和听音对应等的方式进行听力教学和听力技巧指导；口语教学——通过创设情境让学生进行对话练习和角色互换活动，来进行语言的输出。
情感态度与价值观：
通过参与课题教学活动，增进同学之间的了解和友情，并在交流中了解英语学习的方法，建立学习英语的自信。
二、教学重难点
教学重点：
学习并掌握how do you study.。.？ i study.。.by 。.。.等相关句型和词汇。
学习并掌握用by + doing 结构表达方式方法。
教学难点：
学习并用丰富的语言描述英语学习的方式和方法。
三、教学策略
短语教学——采取视频引入话题然后进行启发式教学，并在对话中运用；语音教学——让学生跟读听力材料进行模仿式操练；口语教学——采取pair work 和role- play问答式的口语交际活动或小组活动互相操练；听力教学——采取采取听音配对、听音打钩和听音对应等方式语法教学——通过模仿听力材料进行对话练习，在教师的纠正中培养正确的by+doing的结构意识。
四、教学过程
初中英语人教版教案篇6
英语教案怎么写
1、写课题(topic)和课型(lesson type)
课题相当于文章的标题，讲课时要首先告诉学生，并写在黑板上。因此要写得准确。课型是指该节课的讲授类型。初中英语的主要课型有：：新授课(new lesson)、巩固课(reinforcement lesson)、复习课(revision lesson)、语音课(phonetic lesson)、听力课(listening lesson)、听说课(aural-oral lesson)、阅读课(reading lesson)、语法课(grammar lesson)等。不同的课型应用不同的授课方式或方法，只有确定了课型，才能选择有效的素质教育教学方法。
2、写教学目标(teaching objective)
教学目标是教案的核心内容，是教师施教的准绳。教学目标要符合大纲对教材的要求。由于教学目标要在课堂上展示给学生，让学生明确，所以写素质教育目标时，要力求简明扼要，浅显易懂，便于操作和检测，一般3~4个目标为宜。
3、写教学的重点(main/focal points)、难点(difficult points)和关键点(key points)
教学重点是课堂教学的主要任务；教学难点是师生顺利完成教学任务的障碍；素质教学关键是攻克教学难点的突破口。在教案中写清一节课的教学重点、难点和关键点，能提醒教师在讲课时注意突出重点、突破难点、抓住关键。
4、写教具(teaching tools)
课堂上需要什么教具要写清楚，如录音机、教材录音带、教学挂图、卡片、实物（或模型）、小黑板、刻印好的练习题、彩色粉笔、幻灯片等。
5、写教学过程(teaching procedure)
教学过程是教案的主要部分。写教学过程主要写以下几方面的内容：
a、 写教学环节。教学环节即教学任务是什么要写清楚，做到心中有数。目前有些教师采用"三阶段六环节"教学模式，即：准备阶段（自由交流、复习检查）、讲练阶段（导入课程、分层操练）和发展阶段（巩固发展、布置作业）。
b、 写知识点和所用时间。写好知识点，教师使用教案时能一目了然，有的放矢。写好所用时间，能使教师从容掌握教学速度，合理安排每个教学环节所需的时间，充分利用课堂时间。
c、 写教师活动。不仅要写教师"教什么"，还要写出教师"怎样教"，即写清楚教师要教的内容，写出讲授这些内容的方法。写出课堂用语和各环节的过渡语。课堂用语要求简练、口语化，用学生已经学过的熟悉的、听得懂的英语来解释或表达新的教学内容。各环节之间的过渡语要自然流畅。写出使用教具的时机和方法，写板书内容等。
d、 写学生活动。写出学生学习的内容和学习方法，特别是怎样学应写清楚。不能简单地把学生活动写成听、读、思考、操练、做题等。
初中英语教案与其他科目的教案写法大致是一样的，知识牵涉到英语的表述，对部分考生来说可能相对陌生一些，不过没关系，只要勤加练习一定能顺利通过教师资格证考试。
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