提高备课效率的万能设计教案模板，让您轻松备课

明老师说

备课是一项艰苦而细致的脑力工作，要花费大量时间和精力用于阅读和思考，而教案正是全部备课的劳动结晶。

很多老师问明老师，有没有教案啊PPT可以直接用的？明老师觉得，授人以鱼不如授人以渔，今天给大家带来一个万能设计教案的模板，让您的备课更高效~

Part 1

《初中英语教学设计通用模版》教案

课题：______

课时：______

课型：______（新授课/复习课/检查课）

（一）教学目标

1.知识与技能

（1）能听、说、认读______等单词，并能在日常生活中使用。

（2）能听懂、会说______等句子, 并在实际情景中运用。

（3）了解西方______（如，节日、风俗等）的有关知识。

2.过程与方法

（1）能通过图画/动作的提示，听懂/读懂简单的短句/小故事。

（2）通过角色表演/小组活动，增强表达和交流能力。

（3）能初步使用简单的英汉词典，辅助学习。

3.情感态度与价值观

（1）培养学生听英语、说英语的兴趣，增强学生学习英语的信心。

（2）使学生意识到学习英语的重要意义。

（3）培养学生的______情感/习惯。（与课题相关，如爱护环境）

（二）教学重难点

1.教学重点

______单词的听、说、认读。

2.教学难点

（1）单词_____等的发音。

（2）句型______在实际情景中的运用。

（3）语法______的掌握。

（三）教学过程

1.热身准备

通过歌曲/视频/游戏的方式，导入新课。

2.呈现新知，合作互动

（1）教师以卡片形式逐一呈现单词：______，听录音，模仿单词的升降调发音。

（2）挑选个别学生展示单词的发音，及时纠正发音，表扬和鼓励学生，培养学生大胆说的习惯。

（3）以教师领读，学生跟读，小组展示等多种形式展开学习。

（4）教师读句子，让学生在语境中感受单词______的意思及用法。

（5）播放班班通，让学生整体感受课文的内容。

（6）教师讲解、领读课文内容，让学生根据教师设计的问题做出相应的回答。并在情景中感受短语/单词______的意思。

（7）整体齐读，结合小组展示等多种形式，加强学生朗读的能力的培养。

3.巩固新知，拓展练习

（1）结合生活情境，设计游戏______，用所学的单词或短语进行简单的交际。

（2）模仿范例写句子。

4.课堂延伸

（1）听录音，读、背单词、句子。

（2）在生活中使用所学单词、句子。

（四）板书设计

课题：______

单词：______

重要句子：______

具体来说，这样的模板如何形成教案呢？以下，明老师给大家举两个例子：

1

《unit4 A good read -listening part》教案

Teaching aims

Knowledge aims:

Students can get the main content of the dialogue though extensive listening.

Students can get what book does daniel and sandy likes to read respectively.

Students can master the scentence mattern “what are you doing ?” “what do you like to do?”

Ability aims:

Students can know how to get the main idea by using extensive listening skills.

Students can grasp the intensive listening skills in finding detailed information.

Students can improve their speaking skills through dialuge and group discussion.

Emotional aims:

Students can know the importance of reading and can develop a good habit of reading after learning this unit

Teaching key points and difficult points:

key points:

Scentence pattern: “-what are you doing ?-i am doing ” “-what do you like to do?- i’d like to do ”

Students can get main idea of listening material

difficult points:

Students can use the listening skills in finding different information of the listening material.

Students can know the importance of reading and can try to develop a good resding habit.

Teaching procedures:

Step1 warming up:

1.Showa group of mottos about book reading to students>2,ask students a question “what do these mottos talk about? ”

Step 2 pre listening:

1.Show several pictures of different book covers, let students to classify these books.

2.ask students a question “which book do you want to read and why?”

3.tell students there are two friends daniel and sandy who are talking something about book.

Step3 while listening:

Extensive listening

1.ask students to listen to the tape for the first time and ask students a question “what are they talking about?”(books)

2.How many kinds of books do they mentioned?(two)

Intensive listening

1.ask students to listen to the tape again, ask students a question “what kind of book does daniel like to read and why?”(history books , because they can improve his knowledge of the past)

“what kind of book does sandy like to read and why?”(novels and plays,because she thinks the history books are boring)

2.ask students what does daniel and sandy read about respectively? (Germany in world war two; the moving story of an ungly man quasimodo)

Step4 post listening

1.ask students to imitate the dialuge in a real situation.

2.do a survey

Ask students to do a survey>

3.discussion

Ask students to have a discussion>

Step5 Summary and homework

Do a summary with students together by asking them questions, and tell students the importance of reading.

Ask students to choose his or her favourite book, introduce the book to the class and tell the class the reason why you choose it.

Black board design:

2

《Be going to》教案

Teaching objectives

Knowledge objectives

1. Students can master the usage of the simple future tense.

2. Students can recognize the simple future tense when they meet.

Ability objectives

Students can use the simple future tense appropriately in daily communication.

Emotional objectives

1. Students will have more confidence in learning grammar.

2. Students will pay more attention to the grammar during communication.

Teaching Key point:

To master the usage of the simple future tense and try to use them in communication.

Teaching difficult point:

Students would like to use this grammar item correctly.

Teaching methods:

Communicative teaching approach, task-based teaching approach, group work.

Teaching ads:

Multi-media

Teaching procedures:

Step 1 warming up (8mins)

Greeting and free talk

Show four pictures about Jim, ask students to tell a story according to the story.

(Justification: arouse students’ interests in learning with games and make a good preparation for learning “the simple future tense”)

Step 2 Presentation (22mins)

Task 1 Read the sentences. Then teacher helps students to find the principle of “the simple future tense”

I’m watching TV.

She’s washing her clothes.

They’re listening to a CD

(Justification: During this activity, students can find the principle of “the simple future tense” actively)

Task 2 After learning the principle, ask students to do exercise “Write sentences following the examples.

1) Jenny/clean the house/now

Jenny is cleaning the house now.

2) Bob/make dinner/every Saturday.

__________________________

3) Mary’s parents/drink tea/after dinner.

__________________________

4) Bill/talk>__________________________

5) Becky and Bob/watch TV/>__________________________

Task 3 Number the sentences in order to make a telephone conversation. Then practice it with a partner.

_____Do you want to go tomorrow then?

_____OK. See you tomorrow evening!

_____ I’m reading a book.

_____Let’s go at seven o’clock.

_____ No, this book is really interesting.

__1__What are you doing?

_____Do you want to go to the movies now?

_____Sure, what time?

(Justification: in order to master the usage of the grammar item during practice)

Step 3 consolidation

Work in groups. Students will be asked to describe the pictures by the grammar item, which were shown before class.

(Justification: consolidate the usage of the grammar item in communicative way.)

Step 4 summary and homework

Review the language point by asking questions and write a short article by using “the simple future tense”

(Justification: students can review can consolidate what they have learnt.)

Class Reflection:

Blackboard Design:

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