初中英語的教學設計
導語：為了讓大家更好地了解初中英語教學，小編整理了初中英語的教學設計供大家參考學習哦
初中英語教學設計
Topic:What colour is it?
Teaching aims and demands:
1 Learn some words about colours.
2 Learn question with “what”.
Teaching procedure:
Step 1 Greetings
T:Good afternoon,boys and girls!
Ss: Good afternoon, Mr.Wang!
T: How are you?
Ss: I’m fine, Thank you,and you?
T: I’m fine, too. What’s the weather like today?
Ss: It’s sunny.
T: Very good.Sit down, please!
[設計意圖：以學生耳熟能詳的英語問候語“ Good afternoon.” “ How are you?”以及天氣等引入課堂,吸引學生的注意力]
Step 2 New words and expressions
The students learn the new words and expressions all by themselves, and help each other, the teacher checks and helps. Now call a student to read them , the others listen and check..
S1:(reads the new words and expressions)
The teacher teaches the new words and expressions, then the Students read them and check each other.
[設計意圖：單詞的教學，由學生自已拼讀——互相檢查幫助——教師檢查輔導等方式方法改變原來單一的教師教學生跟著讀，容易激發學生的積極性，且掌握得更好。真正地體現學生的自學互助與老師的導學]
Step 3 Presentation
T:Please look at my dress.What colour is it?
Ss: It iswhite.
T: Very Good.And what colour is the moniter’s dress?
Ss:It is black.
T: What colour are these desks in our classroom?
Ss: They are red.
T: Excellent! All of you have a good memory.
Show a picture to the students
T: Look at this picture.Now all of you make dialogues“What colour is(are)…? It’s(They are)…?”with your partners, then act in the front of the classroom.
[設計意圖：教師抓住現場的教學資源,從教師自身穿的dress入手, 問“ what colour is my dress?”到學生的衣服，最后到課桌,從教師到學生再到物體,充分利用了現場的教學元素,生活化課堂自然生成.]
Call some groups to act out their dialogues.Work in pairs.
Sa:(Point to the picture)This girl is beautiful. What colour is her hair?
Sb:It’s brown.
Sa:What colour is her coat?
Sb:It’s yellow
Sa:What colour are her eyes?
Sb:They are blue.
Sa:What colour are her shoes?
Sb:They are purple.
……
(在學生對話時，教師在黑板上寫下涉及到的新單詞)
T: Very Good,Li Chong! Come here. You’re the little teacher. Read “brown”, please!
Li Chong: (Point to the brown) One two begin, brown, brown.
Ss:(Read after Li Chong)brown,brown.
T: Thank you! Who’d like to be the little teacher? Would you like to have a try?
(Some students hands up.) Hu Lingli, please.…
[設計意圖：整個過程,學生都處在教師創設的情境中,圍繞“ Brown ”等單詞，給學生開口說英語提供了機會。教師還讓學生嘗試當小老師,帶領全班同學一起學習,這既是對該生回答正確的肯定,讓優生帶動了全班同學，又充分調動了其他學生學習英語的熱情.]
Step 4 Improvement
Show a green and black butterfly(picture).
T:Look at the picture.What’s this?
Ss:A butterfly.
T: Yes, it’s a butterfly. Please repeat, a lovely butterfly, a little butterfly.
T: What colour is this butterfly? Please hands up and answer it.
Hewei: It’s green and black.
T: Excellent. You will be the little teacher, come to the front.
Hewei: One two, begin! It’s green and black.
Ss: (Read aloud after Hewei) It’s green and black.
T: (Show a pink and blue butterfly)What colour is this one? Please.
Lili：It’s a pink and blue butterfly.
T: Very good! Thank you. You will be the little teacher. Come here!
Lili: One two, begin! It’s a pink and blue.
Ss: (Read after Lili.) It’s a pink and blue.
……
[沿襲了單詞brown教學中的little teacher,這種教學方法可謂是策略,對于激發學生的學習積極性較有效果.另外,教師在前部分教學的基礎上,加大了難度,出現了butterfly,而且顏色都涉及到了兩種.但于前部分內容仍舊環環相扣,循序漸進.課堂向深度,高度發展.]
Step 5 Practice (Prepare for some two colour's balls)
T: Let’s play a game. Who wants to be my partner?
S1: Let me have a try.
T: (Throw a ball to S1) What colour is it?
S1: It’s pink and blue.
T: Very good! I want two other pairs of students to do the game again.
S2: (Throw a ball to S3)What colour is it?
S3: It’s orange and black.
S4: (Throw a ball to S5)What colour is it?
S5: It’s brown and yellow.
(Teacher asks two more pairs to act out their dialogues.)
[學生英語表達的細胞在此完全得到釋放,而且教師引導學生拿出自己的玩具,互編新對話,培養了學生在真實場景中運用英語的能力.在此部分,我們可以看到學生思維的火花得以綻放.]
Step 6 Magic (Prepare for some colour oil pastel)
T: Look, what colour is it?
Ss: It’s blue.
T: Look, what colour is it?
Ss: It’s yellow.
T: (Mixing the two colours) Look, what colour is it now?
Ss: It’s green.
T: How lovely! Listen, blue and yellow is green.
Ss: Blue and yellow is green.
T: Now everybody takes out your colour oil pastel. Show me yellow.
Ss: Yellow-yellow-yellow. (Read and hands up)
T: Show me blue.
Ss: Blue-blue-blue.
T: Show me red.
Ss: Red-red-red.
T: Mix the colours and then find out what you get. Talk with your partner about the colours.
Ss: (Doing the experiment and then have conversations in their group.)
T: What do you get from what you did just now? Tell me together.
Ss: Red and blue is purple. Red and yellow is orange.
T: You’re clever.
Step 7 Everyday English
T: Please read: ''I have broken his cup,he looks blue in the face.''. “Blue in the face”. What is the meaning?
Ss:藍色的臉。
T：臉變成了藍色說明了什么?
Ss:很生氣。
T: Yes.如果中國人很生氣，臉變成什么顏色?
Ss: Red.
T: Yes, red.可是在英語中要表示“氣得臉發紅”，應該怎樣說呢?
Ss: Blue in the face.
T: That’s right! You should remember it. And for example:Don’t be blue(不要憂傷);You are yellow(你害怕了)。注意文化差異，可不要望文生義喲!
(最后，根據實際情況可安排一些課外活動)
T: Time is up. We have to say good bye!
Ss: Bye-bye! Mr. Bai. Thank you!
[此部分內容,雖然是課堂的尾聲,但卻是此課的精彩部分所在.對于本課所學顏色類單詞,教師精心設計了一個小活動和一個習慣用語的滲透.一個調色盤的游戲,艷麗的色彩足以吸引學生的眼球,從英語課堂中培養了學生的藝術細胞;還有從“ Blue in the face.”形象地告訴學生“氣得臉發紅”就用“Blue in the face”.表達,還告訴了學生不要望文生義.在此,英語課堂已完全突破了教材的限制,但又能立足于課堂.]
【初中英語的教學設計】相關文章：
初中英語教學設計06-03
初中英語單元整體教學設計09-28
初中英語寫作課教學設計06-26
初中英語教學設計（精選15篇）04-16
初中英語閱讀教學設計推薦10-29
初中英語教學設計（通用16篇）10-09
初中英語語音課優秀教學設計07-14
初中英語微課教學設計（通用6篇）09-23
人教初中英語難點教學設計（通用10篇）10-09
初中英語八年級下冊教學設計（精選10篇）05-14