如何写好教案.doc

如何写好初中英语教案 教案可以帮助教师有计划、有步骤地进行素质教育教学,充分利用课堂教学时间,高质量地完成教学任务.教案写得如何将直接影响教学效果的好坏. 如何写好初中英语教案教案(Teaching Plan)是教师施教的课时计划或方案,是帮助教师有效地进行素质教育教学的依据.教案可以帮助教师有计划、有步骤地进行素质教育教学,充分利用课堂教学时间,高质量地完成教学任务.教案写得如何将直接影响教学效果的好坏.因此,在日常教学中,广大教师都非常注重写教案.那么写教案时应写什么呢?一、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.二、写任务型教学目标(Teaching Objective)素质教育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34个目标为宜.目前的目标分为知识目标、能力目标和情感目标。三、写任务型教学的重点(Main Points)、难点(Difficult Points)和关键点(Key Points)素质教育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.四、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.五、写任务型教学过程(Teaching Procedure)素质教育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:1. 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.目前的教案还采用“五步”教学法：即 revision,presentation,practice,consolidation,conclusion.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).2. 写教学资源以及所需的时间。：教学资源包括单词、词汇的讲解，本单元所涉及的知识点，语法知识.。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.3. 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.4. 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.5.写设计意图。即此步骤的设计重点在于培养学生的哪些能力，掌握哪些知识点等。六、写课堂训练题(Exercises)备课时精心设计的有针对性的随堂练习题和达标题要写在教案中.写清出示这些题的办法,如用小黑板、看刻印材料或学生已有材料等.写出这些题的答案和解题方法.七、写课堂小结(Summing-up on Teaching)课堂小结是教师帮助学生回顾和总结本节课的学习内容的重要环节.小结的方式和方法要在教案中写清楚,不论是教师引导学生总结,还是由教师归纳总结,都要注意把本节课的内容纳入知识系统之中,使学生在整体上把握知识.八、写板书设计(Blackboard Designs)板书是有声有色的教学语言,它具有直观性、形象性和启发性.因此,教师在课堂上要有计划地使用黑板,板书什么内容、写在什么位置、用什么颜色的粉笔等要在备课时设计好,并写在教案中.避免课堂上东写一个句子、西写一个短语、一会儿写、一会儿擦、一会儿擦了又写的板书混乱现象.好的板书能使讲课的内容系统化、结构化,有利于学生复习本节课的知识.九写教学反思初中英语教案范例Unit 1 Wheres your pen pal from?Language goal1.Function:. In this unit students learn to talk about where people are from.2.Vocabulary:Canada ,France, Japan the United States, Australia, Singapore, The United Kingdom, China3.Target language:Where is your pen pal from? /she is from Canada.Where does she live? /She lives in Toronto.What language does she speak? /She speaks English and French.4.Structures Where questions /What questionsKey Points Where questions /What questionsDifficultiesThe names of different countries /The languages of different countries /The differences of “be” and “do” in the sentence.Section A1a. This activity provides guided listening and pronunciation practice using the target language.1.Point to the numbered list of words. Play the recording the first time. Students only listen.2.Play the recoding a second time. Ask Ss to repeat the names of the countries3.Let Ss read the new words aloud individually or in pairs.1b. This activity provides listening practice using the target language.1.Point out the list of countries in 1a. Let Ss circle the names of the countries the people are talking about.2.Play the recording the first time.3.Play the recording a second time. Ss only listen.4.Check the answers. (Canada, Australia, Japan, Singapore)1c. This activity provides guided oral practice using the target language.1. Point out the conversations in the picture and ask a student to read each one with you, then in pairs, in groups.2. Ask various pairs to present a new one to the class.2a. This activity provides reading and spelling practice using the target language.1. Point out the list of countries. Read and ask Ss to repeat. 2. Point out the list of cities. Read and ask Ss to repeat aloud.3. Ask Ss to work, offer help as needed.4. Correct the work.2b. This activity provides listening practice using the target language.1. Call attention to the list of cities and countries in 2a. Let Ss circle them when they hear the conversations at the first time.2. Play the recording a second time.3. Check the answers.(Japan, Tokyo ,France ,Paris, Australia, Sydney) 2c. This activity provides listening and writing practice using the target language.1. Call attention to the chart in 2c. Play the first conversation on the tape.2. Play the recording again and have Ss fill in the chart.3. Check the answers.2d. This activity provides guided oral practice using the target language.1. Call attention to the conversation in the picture.2. Ask two Ss to read it to the class.3. Ask Ss to work in small groups. Appoint a leader. Make sure everyone talks about at least one of the people on the chart.4. Ask pairs of Ss to present their conversations to the class.Grammar focus 1.Review the grammar box. Ask Ss to say the questions and answers.1) Where is your pen pal from? He is from Australia.2.Where does he live? He lives in Sydney.2. Ask Ss to make more sentences with “where, from. and live 3a. This activity provides reading and spelling practice .1. Point out the diagram and explain how it works.2. Read the instructions to the class. Ask Ss to work in pairs.3. Correct the answers.(1.China 2.The United States ,The United Kingdom, Australia,3.Singapore)3b. This activity provides guided oral practice.1. Call attention to the conversation in the picture. Ask two Ss to read it to the class. Answer their questions about the conversation.2. Ask Ss to work in pairs.3. Ask several students to perform their conversations for the class.4. This activity provides listening, speaking, reading and writing practice1. Explain the procedure.2. Play the game.Section B1.This activity provides reading practice1. Point out the language textbooks on the desktop.2. Call attention to the notebook page with the countries listed.3. Point out the sample answer .4. Ask Ss to write the letter of the correct country in the box next to the title of each language book., ask Ss to work in pairs.5. Ask a student to write his or her answers on the board.2a. This activity provides listening practice.1. Call attention to the conversation bubbles in the picture.2. Play the recording, number each question you bear on the tape.3. Play the recording a second time.4. Check the answers.(Answers: Whats her name?1 /Where is she from?2 /Does she have any brothers and sister? 3 /Does she speak English?)2b. This activity provides listening and writing practice.1. Call attention to the numbered questions in 2a,ask different Ss to read it2. Point out the answer blanks in 2b and the sample answer.3. Play the tape and ask Ss to complete the answers individually.4. Correct the answers.2c. This activity provides oral practice1. Ask each student to work with a partner. Ask and answer 2. Practice one or two exchanges with a student. Then work in pairs.3. Ask a pair of Ss to perform the conversation for the class.3a. This activity provides reading and writing practice.1. Call attention to the letter. Read it to the class or a student to read it for you. 2. Point to the four questions beneath the letter.3. As Ss work, move around .and help them.4. When they are finished, ask the questions orally and ask Ss to answers.5. Write the correct answers on the board so that Ss can check the spelling and other details of their answers.(1.Toronto,Canada,2.A pen pal in China 3.English and a little French. 4.He likes going to the movies with his friends and playing sports. )3b. This activity provides reading and writing practice.1. Call attention to the letter from Tom King.2. Point out the blanks in the letter. Ask them to find the information to complete the letter .3. Read the letter to the class saying “blank”.4. Ask Ss to write the missing words on the blank lines individually.5. Correct the answers.3c. This activity provides open-ended practice.Ask Ss to make their own information card and then write an email about themselves. Tell them to use 3b as an example. Teaching PlanStudent: The students of Grade 9Teaching Content: Go for it, students book of grade 9. Unit 1, the title is How do you study for a test? Section B, 3a, 3b, 3c.Teaching hour: One class hourTeaching plan: I. Teaching Aims:1. Learn and master new words, phrases and sentence patterns.2. Enable the students to talk in English about how to study English very well.3. Develop the students speaking and writing ability.II. Teaching Main Points:1. Improve the students speaking and writing ability.2. Master some phrases and some sentence patterns.III. Teaching Difficult Points:1. Phrases:first of all, later on, laugh at, take notes2. Sentence Patterns:Sb. be afraid to do sth.Sb. realize that clauseIV. Teaching Methods:1. Fast reading to find out the general information about the passage.2. Question-and-answer activities to help the students to go through the whole passage.3. Individual, pair and group work to make every student work in class.V. Teaching Aids:The blackboard VI. Teaching Procedures:ProcerdurescontentsStep 1GreetingStep 2Revision and lead-inAsk some questions:1. Can you speak English?2. How long have learned English?3. Are you enjoying learning English?4. Do you have good ways to study English well?Step 3Presentation for readingAsk a question:Would you like to learn English well?Step 4Fast reading1. Give 2 minutes