初一英语试讲教案模板

初一英语试讲教案模板

【篇一：初中英语面试教案万能模板】

teaching aims:

knowledge aim:

students will know lin fei’s daily life and some good habits at their home.

ability aim:

students will improve their listening and speaking skills.

emotional aim:

after this lesson students would like to learn to arrange their life and form good habit in the daily life.

teaching key and difficult points:

teaching key points:

students will understand this passage by listening and make a time line of lin fei’s lif e.

teaching difficult points:

how to describe their own life style of the school day?

teaching procedures:

step 1 warming-up

do a survey: ask students to fill the questionnaire (with different daily activities and time point, students just need to mark the activities in their time) and invite some students to share.

step 2 pre-listening

show some pictures about lin fei’s day and ask students “what does lin fei do in a day?

step 3 while-listening

play the tape recorder and ask students some question.

q: what is the distance between his school and home?

play the tape recorder another time and give students some other questions to practice their listening again.

q1: when should lin fei go to school?

q2: how long will it take lin fei to ride to the bus station?

listen to the tape for the third time and then students should describe lin fei’s daily life in their own words. they will have 3 mines to prepare it.

step 4 post-listening

ask students to look their questionnaires which they filled at

the beginning of the class and give them 5 min to make a short story of their daily life, later some students will share the

stories in front of the class.

teacher should give them a guidance of health life style.

step 5 summary and homework

summarize this lesson with students, and then ask them to design a new schedule of their daily life after the class, they

will share during next lesson, they also need to read the new passage two times to consolidate the new knowledge.

blackboard design

teaching reflection

【篇二：初中英语语法宾语从句试讲教案】

宾语从句教学设计

一、导入

1. 复习什么是宾语。动词/介词后面的名词就是宾语。

i play basketball.

we are talking about our homework..

2. 宾语从句就是在宾语的位置上放一个完整的句子。

3. i love that i can earn some coupons.

板书：he knows me.

he knows what’s wrong with his wife.

说出2个句子的宾语。

第一个句子的宾语是一个词构成的，第二个句子的宾语是一个句子，我们称这种做宾语的句子叫宾语从句。在句子中充当宾语的从句叫

宾语从句。其中 he knows 叫主句，what’s wrong with him是从句。

说出下面4个句子的主句和从句。

a．he said that he had a very good journey home.

b．he asked if /whether they had come.

c．he told me that the earth goes around the sun.

d．he asked me how he could get to the nearest post office.

总结：。。是主句，剩下的是由that，if，how引导的宾语从句。

初步认识了宾语从句，下面我们开始了解宾语从句的三要素

引导词（连接词）

语序时态

1)从属连词that引导陈述句宾语从句，在口语或者非正式语中可以被省略

比如上面四句话中的a,c就是that引导的陈述句的宾语从句。如果省略掉that，该如何修改。（让学生口头修改）

a．he said that he had a very good journey home.

c．he told me that the earth goes around the sun.

2）由从属连词 whether, if 引导一般疑问句的宾语从句，表示“是否”，比如上面的b就是由if引导的宾语从句，

b．he asked if /whether they had come.

3）由连接代词 who,whom,whose,which,what, whoever, whichever, whatever 和连接副词 where, how, why,when引导的宾语从句

代词或副词连接主句和从句，并在从句中担任句子成分，具有一定的意义，不可省略，比如上面的d。

d．he asked me how he could get to the nearest post office.注意：关于是否if/whether

.whether,if 引导宾语从句：两词可互换，但是下列情形除外：

1)．whether从句中有or not

eg:whether rain or not we will go to the park.

2)．whether从句做介词宾语

3) whether后可以加or not,但是if不可以.

4) 在不定式前只能用whether.

（如：i can’t decide whether to stay. 我不能决定是否留下。）

5) 避免歧异时，我们常用whether而不用if.

6)decide 后边的宾语从句要用whether.

paper课堂

1. i asked her __________ she had a bike.

2. we’re worried about ________ he is safe.

3. i don’t know ________ or not he is well.

继续观察上面的四句话，请问宾语从句的语序有什么特点？（陈述句语序）不管原来的句子是陈述句，一般疑问句还是特殊疑问句，放在宾语从句里都是陈述句语序。

（板书）改写宾语从句。

陈述句doctor li is very patient.

it is well- known that _____.

一般疑问句is doctor li very patient?

john wants to know __________(用if或者whether引导)

练习

part 1 课堂练习 mike gets up at seven in the morning.

he says that--- mike gets up at seven in the morning

the teacher asks-- if mike gets up at seven in the morning.

我们已经了解了宾语从句的引导词和语序，下面我们来学习下宾语从句的时态。

（卡片，贴在上面时态的旁边）口诀：主现从任意主过从过去从真理用现在

一张paper发朗读并且分析主句从句的时态

? 主句用现在时，从句可用任意时态。可归纳为“主现从任意”

do you know what time the ship leaves?

do you know when john was born?

do you know if john has passed his exams?

? 主句用过去时，从句用过去的某个时态。可归纳为“主过从过去” he said he had a very good journey home.

he asked if they had come.

3．主句用过去时，从句是科学真理、客观常识、名人格言时用一般现在时。

he told me that the earth goes around the sun.(自然真理客观现象) he didn’t know that summer comes after spring when he was five years old.

注意：4情态动词could/would用于，“请求”，表示委婉、客气的语气时，从句不受主句的约束。

could you tell me where i can buy a pencil sharpener?

5主句是一般过去时，从句中有具体的过去时间状语，即使从句动作发生在主句动作前，仍用一般过去时。 ? the teacher told me she was born in 1960.

? i heard that he went to paris last night. 宾语从句的一些特殊句式

? 1动词think, find, consider, believe, feel, make等后it为形式宾语，后跟名

词或形容词作宾补，而真正的宾语——that从句则放在句尾） we think it our duty that we should help others.

i find it impossible that he should finish the work in two days.

2.否定转移

若主句主语为第一人称且谓语动词为think, consider, suppose, believe, expect, guess, imagine等，其后的宾语从句含有否定意义，一般要把否定词转移到主句谓语上，从句谓语用肯定式。

i think he won’t come here.( )

i don’t think h e will come here.( )

2.当宾语从句的引导词正好做主语的时候，语序不变，比如常用的what和who could you tell me who knows the answer，please？ the small children dont know what is in their stockings

what’s wrong?（what was wrong）

what’s the matter?（what was the matter）

what’s happening? what happened?

eg:

i don’t know what’s the matter.

【篇三：英语试讲教案模板(全)】

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 sentences

2 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

①设计新颖活泼，精当概括。

②怎样进行，复习哪些内容?

③提问哪些学生，需用多少时间等。

(2)讲授新课

①针对不同教学内容，选择不同的教学方法。

②怎样提出问题，如何逐步启发、诱导?

③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

①布置哪些内容?要考虑知识拓展性、能力性。

②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 ⅰ.warm-up

1.classbegins!goodmorning,boysandgirls!sitdown,please!

2.boysandgirl,areyouhappytoday?imhappy,too.letssinganengli shsongtogether,ok?whatsyourfavouriteseason?clapyourhands ,please.wow!wonderful!

ⅱ.presentation letslearn

1.nowboysandgirls,pleaselookatthispicture.whatseasonisitnow ?yes,itssummer.why?becauseicanswim.readafterme.thisline,pl easereadthiswordonebyone.great!

2.lookatthispicture!whatseasonisit?why?becauseicanmakeasn owman.readafterme.thisline,readit.verygood!

3.insummer,icanswim.inwinter,icanmakeasnowman.andinwinte r,icanskate,too.followme,please.

4.idontlikesummer,itstoohot.idontlikewinter,itstoocold.ilikespri ng,itssunnyandwarm.inspring,icanflykites.icanplanttrees,too.pl easereadafterme.

5.letsreviewthephrases.insummer,ican....inwinter,ican..,icanals o....inspring,ican...,andicanalso....great!

6.nowpleasetakeoutyourpensandwritethesefivephrasesonyour exercisebooks.finished?pleasecheckyourpartnersspelling.who isallright?allofyouhavedoneagoodjob! groupwork

1.whatseasonisitnow?yes,itsspring.ilikespring,itssunnyandwar m.idliketogohiking.whataboutyou?whatwouldyouliketodo?idlik eto....

3.stophere.areyouready?whowantstobethereporter?you,please .wonderful!thankyou. ⅲ.consolidation

1.boysandgirls,areyouhappythisclass?letsplayaguessinggame, ok?iwantoneofyoutocomehereandactthephrases,theotherssayt hephrasewithican...oridliketo...forexample,....areyouclear?letbe gin!

2.ok,allofyouhavedoneagoodjob.youcancontinuethisgameafter class,ok?

3.somuchforthisclass.classisover.goodbye,everyone!

thankyouforlistening

初中优秀英语教案模板,小学英语优秀教案模板,初中英语教案模板,初中英语试讲教案模板

第一篇:初中优秀英语教案模板

初中英语说课优秀模板（全英）

good morning,everyone. i am glad to interpret my lesson here today. the lesson plan i am going to talk about is from book1 unit 7 what does he look like ? .now, i will present it from

seven parts. part 1 . analysis of teaching material unit 7 what does he look like is a dialogue lesson (reading, listening , revision ) including two parts section a and b. it focused in the topic of`````，purpose````。

parts 2. teaching goals in this part , there are three purposes we need to achieve firstly , knowledge objects：to master key words and phrases / go over / enhance secondly, ability

objects ：to develop ss’ ability of listening and speaking skills to train the s ability of working in group to foster s abilities of communication and their innovation to train the students to express / to solve lastly，emotional objects：to foster students’ consciousness of good corporation and proper competition to lead students to show their loveliness to the poor to arouse their interest in learning english to help them to understand the background of ``` to be aware of the important of / to encourage the students to do something to ```` part 3.

key points and difficult points for one thing , i will talk about key points of this lesson : to master new words and phrases /

to improve their reading skills to understand the sentence patter : if-clause after i will say something about difficult points: to develop their communicative part 4. analysis

of students these students who have come into middle school recently. they are exposed to english for the first time ,so it is very important to develop their keen interest in english . it is necessary to use assistant teaching methods to arouse their attention。

therefore，it need to introduce the part 5 teaching methods as we all know ,the main instruction aims of learning english in primary school is to cultivate students’ basic abilities of listening and speaking and their good sense of the english language . so in this lesson i will mainly use “task -based language teaching”

method .that is to say , i will let the students learn in real situations to finish a task by making activities such as singing , guessing game, having a competition and so on . meanwhile, tape recorder, multi-media computer and pictures will be needed. part 6. teaching procedures i’ll finish this lesson in six steps. step 1 review and warm-up ①.show some picture of people or other thing to revise the words they have learned

②.free talk between teacher and students about things in the classroom. ③.sing the song together purpose: it is important

to form a better english learning surrounding for the students by singing and doing some games and at the same time it provides situations to review learned knowledge for the next step. step 2 teaching new text now i’ll mainly talk about this step. ①.first, i will use some picture to teacher new words

②.ask the students to turn to page 78 and look at the picture in 1a , then ask question ③.present the pattern: “my schoolbag is heavy. what’s in it?.” then lead the students to read the sentence. make sure they can say it correctly. ④.play a guessing game. divide the whole class into four groups to

have a competition. let them guess: “what’s in the bag? how many?” proper competition can arouse the students’ interest

in english learning. describe

someone in the class and ask your classmates to guess who he is describing . working in groups and at last find which group has the most right answers and they are champion .

⑤.with the help of the computer to present