原标题：备课难？写教案难？把握了全能模板就会很简略！
备课是一项艰苦而详尽的脑力作业，要花费许多时刻和精力用于阅览和考虑，而教案正是悉数备课的劳作结晶。
许多教师问明教师，有没有教案啊PPT能够直接用的？明教师觉得，授人以鱼不如授人以渔，今日给咱们带来一个全能规划教案的模板，让您的备课更高效~
Part 1
《初中英语教育规划通用模版》教案
课题：______
课时：______
课型：______（新授课/温习课/检查课）
（一）教育方针
1.常识与技术
（1）能听、说、认读______等单词，并能在日常日子中运用。
（2）能听懂、会说______等语句, 并在实践情形中运用。
（3）了解西方______（如，节日、习俗等）的有关常识。
2.进程与办法
（1）能经过图像/动作的提示，听懂/读懂简略的短句/小故事。
（2）经过人物扮演/小组活动，增强表达和沟通才能。
（3）能开始运用简略的英汉词典，辅佐学习。
3.情感情绪与价值百科观
（1）培育学生听英语、说英语的爱好，增强学生学习英语的决心。
（2）使学生意识到学习英语的重要意义。
（3）培育学生的______情感/习气。（与课题相关，如保护环境）
（二）教育重难点
1.教育要点
______单词的听、说、认读。
2.教育难点
（1）单词_____等的发音。
（2）句型______在实践情形中的运用。
（3）语法______的把握。
（三）教育进程
1.热身预备
经过歌曲/视频/游戏的方法，导入新课。
2.出现新知，协作互动
（1）教师以卡片方式逐个出现单词：______，听录音，仿照单词的升降调发音。
（2）选择单个学生展现单词的发音，及时纠正发音，表彰和鼓舞学生，培育学生斗胆说的习气。
（3）以教师领读，学生跟读，小组展现等多种方式打开学习。
（4）教师读语句，让学生在语境中感触单词______的意思及用法。
（5）播映班班通，让学生全体感触课文的内容。
（6）教师解说、领读课文内容，让学生依据教师规划的问题做出相应的答复。并在情形中感触短语/单词______的意思。
（7）全体齐读，结合小组展现等多种方式，加强学生朗诵的才能的培育。
3.稳固新知，拓宽操练
（1）结合日子情境，规划游戏______，用所学的单词或短语进行简略的外交。
（2）仿照典范写语句。
4.讲堂延伸
（1）听录音，读、背单词、语句。
（2）在日子中运用所学单词、语句。
（四）板书规划
课题：______
单词：______
重要语句：______
具体来说，这样的模板怎么构成教案呢？以下，明教师给咱们举两个比如：
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:
iminglaoshi10
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