初中英语试讲听力教案.docx

初中英语试讲听力教案【篇一：初中英语试讲内容集锦】 初中试讲教学内容汇集 试讲（10分钟） 1、课型：阅读课； 要求：给一段小短文，要求朗读短文，设计阅读前活动、或阅读理解过程、或阅读后讨论活动并适当板书； 2、课型：语音课； 要求：给一段小短文，要求朗读该短文，并针对里面的长句进行连读，重读的教学。结合所教内容板书； 3、课型：听力课 要求：给一段小短文，要求朗读短文，设计听前活动、或听力理解过程、或听后口头表达活动并适当板书； 4、课型：口头表达课； 要求：给一段对话，设计口头表达活动并适当板书； 5、课型：写作课； 要求：给一段短文或诗歌，设计笔头表达活动并适当板书。【篇二：英语试讲教案模板】 模板： teaching aims （教学目标） 1 knowledge objects: make students read the important words and sentences2 ability objects: make students master the grammar in the text_3 moral objects:improve the interests in studying english and_ teaching important points（教学重点） words：_ sentences：_ _ teaching difficult points（教学难点） master the grammar use the words in their lives _ teaching aids（教具） cards、 projectors _ _ _ teaching procedure：（教学过程） step1 leading-in step 2 _ . step n homework blackboard design （板书设计） (一)形式 教案是教学设计的文字体现，有相对的格式与要求。教案的格式主要包括文字叙述式、表格式两种。 1.文字叙述式 这是一种基本上全部以文字形式呈现出来的教案形式，在日常教学的应用最为广泛。 2.表格式 这是一种经常出现的教案形式，一般有学校发给教师。 (二)主要内容 上课的重要依据，通常包括：班级、学科、课题、上课时间、课的类型、教学方法、教学目的、教学内容、课的进程和时间分配等。有的还列有教具和现 代化教学手段(如电影、投影、录像、录音等)的使用、作业题、板书设计和课后自我反思与评价等项目。由于学科和教材的性质教学目的和课的类型不同，教学 设计不必具有固定的形式。 1.基本内容 (1)课题(说明本课名称)。 (2)教学目标(或称教学要求，说明本课所要完成的教学任务)。(3)课型(说明属新授课，还是复习课)。 (4)课时(说明属第几课时)。 (5)教学重点(说明本课所必须解决的关键性问题)。 (6)教学难点(说明本课学习时易产生困难和障碍的知识点)。 (7)教具(或称教具准备，说明辅助教学手段使用的工具) (8)教学过程(或称课堂结构，说明教学进行的内容、方法步骤)。 (9)作业处理(说明如何布置书面或口头作业)。 (10)板书设计(说明上课时准备写在黑板上的内容)。 2.教学过程的步骤 书写过程中，教学过程是关键，它包括以下几个步骤。 (1)导入新课 设计新颖活泼，精当概括。 怎样进行，复习哪些内容? 提问哪些学生，需用多少时间等。 (2)讲授新课 针对不同教学内容，选择不同的教学方法。 怎样提出问题，如何逐步启发、诱导? 教师该怎么教、学生该怎么学?详细步骤安排，需用时间。 (3)巩固练习 练习设计精巧，有层次、有坡度、有密度。 (4)归纳小结 怎样进行，是教师还是学生归纳? (5)作业安排 布置哪些内容?要考虑知识拓展性、能力性。 需不需要提示或解释。 (三)主要作用： 1.教学活动的依据 教学过程是由教师的教和学生的学所组成的双边活动过程。如果不认真做教学设计,教学过程中必然目标模糊,心中无数,要求不当,随心所欲，而最终无法取得好的教学效果。 2.有利于教学水平的提高 在这个过程中,教师不仅要研究教材的知识体系、学生学习教材的状况(接受水平、心理特点和思维规律),而且要按照课程标准的精神,分析教材的编 写意图和教材特点,分析教材的知识结构、体系和深广度,特别是要以整体为背景,分析各部分教材的特点,明确教材的要求,教材的重点难点,分析知识的价值功 能,酝酿设计教学过程,确定教学方法。教学水平的提高,在很大程度上取决于对教材的钻研。 1.一般现在时 the present tense 2.一般过去时 the past tense 3.一般将来时 the future tense 4.一般过去将来时 the past future tense 5.现在进行时 the present continuous tense 6.过去进行时 the past continuous tense 7.将来进行时 the future continuous tense 8.过去将来进行时 the past future continuous tense 9.现在完成时 the present perfect tense 10.过去完成时 the past perfect tense 11.将来完成时 the future perfect tense 12.过去将来完成时 the past future perfect tense 13.现在完成进行时 the present perfect continuous tense 14.过去完成进行时 the past perfect continuous tense 15.将来完成进行时 the future perfect continuous tense 16.过去将来完成进行时 the past future perfect continuous tense .warm-up 1.classbegins!goodmorning,boysandgirls!sitdown,please! .presentation letslearn 1.nowboysandgirls,pleaselookatthispicture.whatseasonisitnow?yes,itssummer.why?becauseicanswim.readafterme.thisline,pleasereadthiswordonebyone.great! 2.lookatthispicture!whatseasonisit?why?becauseicanmakeasnowman.readafterme.thisline,readit.verygood! 3.insummer,icanswim.inwinter,icanmakeasnowman.andinwinter,icanskate,too.followme,please. 3.somuchforthisclass.classisover.goodbye,everyone! thankyouforlistening【篇三：英语专业试讲教案初一版】 teaching plan i background information (1) students: 40 junior middle school students; (2) class duration: 45 minutes; (3) time and date: 3rd, october, 2011. teaching material unit 3lesson 1 why do you like koalas? book2, junior middle english iii teaching aims: by the end of class, students are able to (1) say the names of several animals in english (2) exchange each others favorite animal and give an explanation (3) describe an animal confidently in simple english (4) know the places where the different animals live. iv teaching contents (1) vocabulary: eight animals names (tiger, lion, elephant, panda, koala, penguin etc.) and some adjectives that describe the animals (small, cute, friendly scary shy etc.) (2) structure: a. what animals do you like? b. kind of . ie a little/bit(3) grammar: the usage of why and because (to ask reasons and give reasons) v teaching aids blackboard, chalks, pictures vi teaching methods group work, whole class work vii teaching procedures step 1 warming up (10 minutes, whole class work) (1) show students a picture of a dog, a cat and a monkey in order to introduce the new word “animal”. (2) show pictures of another eight animals, such as tiger, lion, elephant, panda, penguinand list these new words. (3) ask students to read these new words. step 2 learn the text (10 minutes, whole class work) (1) read the dialogues in the textbook and explain them. (2) according to the pictures on the text, list the adjectives which describe these animals on the blackboard. (3) compare the picture of the tiger with the picture of the lion in order to introduce the meaning of the phrase “kind of”. step 3 interaction (10 minutes, whole class work and group work) (1) set an example for the usages of the new structures “what animalsdo you like? why do you like.? because they are kind of what other animals do you like?” (2) ask 3 or 4 students the same questions. (3) divide the class into 8 groups, ask them to exchange their favorite animals, and give a simple description of them. step 4 presentation (10 minutes, whole class work) (1) ask 1 student from each group to give a simple speech of his or her favorite animals. (2) after students finish their speeches, give them comments and encouragement. step 5 culture learning (5 minutes, whole class work) according to pictures, tell students different animals are from different countries. for example, pandas-china, koalas-australia, lions-africa, penguins-the south pole viii summary (1) students have learned names of several animals and some adjectives to describe them; (2) students have learned to exchange information about each others favorite animals and give reasons; (3) students have understood some cul