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初一英语教学设计
作为一名优秀的教育工作者，通常会被要求编写教学设计，教学设计是连接基础理论与实践的桥梁，对于教学理论与实践的紧密结合具有沟通作用。那么问题来了，教学设计应该怎么写？下面是小编为大家收集的初一英语教学设计，供大家参考借鉴，希望可以帮助到有需要的朋友。
初一英语教学设计1
教学目标
(一)认知目标能够听、说、读、写句子does he live in Sydney? No, he doesn’t. Does he like doing word puzzles and going hiking? Yes, he does.并能在实际生活中运用。
(二)能力目标能够运用所学句型来询问他人一些日常生活情况。
(三)情感目标教育学生要养成良好的学习和生活习惯。
教学重难点
(一)重点灵活运用本节课的重点句型。朗读时做到语调自然，语音准确。突破方法：反复朗读，小组互听朗读，提出建议，突破重点。
(二)难点在实际情景中正确运用所学对话。突破方法：创设情景，表演对话，突破难点。
教学过程
Step 1: Warm-up
1.播放歌曲My new pen pal，师生齐唱。
2.师生进行日常会话。如：T: Where are you from? S: I’m from China. T: What do you do on Sundays? S: I often read books. T: How do you go to school? S: I go to school by bike. T: Do you go to school by subway? S: No, I don’t. T: Do you have a pen pal? S: Yes, I do.
Step 2：Presentation
看图描述：She teaches English。He goes to work。
He watches TV。 He reads newspapers。
What’s your hobby?出示图片：hobby?
I say you say。
Let’ s try
What does ZhangPeng’s mother teach ?
She teaches English.
Does she teach English?No , she doesn’t 。
Does she teach Chinese?
No , she doesn’t .
Does she teach math ?
Yes , she does .
教师先引导学生看问题，然后播放Let’s try部分的录音，学生回答问题。教师再次播放录音，让学生找出回答问题的关键信息，核对答案。最后让学生反复听轮，尽量听出原文并进行复述。
Let’s talk
1.教师请一名学生介绍他笔友的有关情况，如:
I have a pen pal. She lives in Beijing. I live in Wuhan. She likes climbing mountains, singing and swimming, but I like drawing cartoons and dancing. We often write emails.教师根据这名学生的介绍问其他学生：Does his pen pal live in Beijing/Wuhan…?帮助学生回答：Yes, he/she does./No, she doesn’t. She lives in…教师板书并教读句型：Does he/she live in …? Yes, he/she does./No, she doesn’t.
2.教师用单词卡片指导学生进行替换练习。如：Does he live in the city? Does she live in the country?
3.教师出示简单字谜游戏，教学生玩，学生完成后，教师说：These are word puzzles.教师板书并教单词word puzzles。注意单词中word puzzle的发音，可用拆分法：puz-zle。教师问：Do you like doing word puzzles?引导学生回答：Yes, I do.
4.教师出示远足图片，提问：What are they doing?引导学生回答：They are going hiking.教师板书并教读单词go hiking。教师可做适当解释和拓展。继续提问：Do you like going hiking?引导学生回答：Yes, I do./No, I don’t.
5.教师向一位学生提问：Do you like doing word puzzles and going hiking?学生回答：No, I don’t.教师向全班提问：Does he like doing word puzzles and going hiking?学生回答：Yes, he/she does./No, she doesn’t.教师板书句子：Does he like doing word puzzles and going hiking? Yes, he/she does./No, she doesn’t.
6.教师播放Let’s talk部分的录音，让学生带着问题静听两遍录音后回答问题。① What do the two Johns like? ② What is Wu Yifan doing? ③Where does Wu Yifan’s pen pal live?
教师引导学生回答问题，并答疑。再放一遍录音，学生跟读，然后同桌两人分角色操练对话，最后选派几名学生上台表演对话。
7.教师示范书写四会句子，学生仿写。
Step 3: Practice
1.教师准备一些卡片，正面写人名，反面写动词短语或住址，如：watch TV, read newspaper, Shanghai等。请一名学生上台抽取一张卡片，这名学生把抽到的卡片正反面内容展示给其他学生看，再请一名学生只看正面并进行提问：Does your uncle/aunt like watching TV...? Does your uncle/aunt live in...?其他学生用Yes, he/she does. No, he/she doesn’t.来回答。
2.教师让学生将个人信息填在卡片内。 Name: ___________ I am a boy/girl. I live in ____________. I like ______________. I go to school___________.请一名学生上台从一堆卡片中抽取一张，告诉台下学生：It’s a boy/girl.学生分成两组，轮流提问，如：Does he/she like drawing pictures? Does he/she go to school by bus?等等，看哪一组先猜出填写卡片的`人是谁。
3.学生分组讨论自己的兴趣爱好，然后完成Let’s talk下面的练习。
Step 4: Consolidation and extension
1.让学生听Let’s try和Let’s talk部分的录音，并积极与他人交流。
2.抄写本课四会句子。
3.做活动手册上的配套练习。
板书设计
Unit 4 I have a pen pal word puzzles go hiking Does he/she live in…? Yes, he/she does. No, he/she doesn’t. Does he like doing word puzzles and going hiking? Yes, he does./No, he doesn't.
初一英语教学设计2
教学目标
1、能够听、说、认读Let’s read部分的对话;
2、能够根据对话内容回答文后的问题;
3、能够就自己后的理想状况进行讨论。
教学重难点
听、说、认读Let’s read部分的对话。
教学过程
Step 1:温故知新，创设愉快学习氛围。，根据教材及小学生的`年龄特点，我在进入新课前先让学生唱自编歌谣。如：(Enjoy a song)
GS: What are going to do? (twice each time)Play football, Play football
BS: I’m going to ply football.(如此不断替换新词)这样不但可复习大量旧词组：take pictures, play chess, play games, plant tree, watch TV, go chopping, go hiking and so on且可较好操练新句型。”What are you going to do? I’m going to…
Step 2:站起来，你说我说大家说，提高自信心自由问答(教师不点名，让学生勇敢站起来one by one问答)
Step 3:Game:Guessing:”What is she /he going to do? She /He is going to …”增强学习的趣味性，导入新课。出示人名图片。(在背面写将要干的事情)(John, Amy.WuYifan,Zhang Peng Sarah)
E.g.一What is Amy going to do this weekend? Guess!
一She is going to…
T: What is Sarah going to do this afternoon? Let’s have a look.(卡片后没写任何东西)
Oh, There’s nothing. Today Let’s learn. Unis 3 B Let’s read” and find out.
Step 4:学习新课，讲究方法
1、Read and circle your new words.(学生共同找出新单词，并板书)
NW：need , else , use plant trees
some plants -----对比学习plant shop /
2、Listen the tape and try to learn by yourself.
a.First time: Just listen.
b.Second time: listen and follow.
c. Third time:listen and follow loudly.
3、Learn the new words and sentences.(ss try .T help and explain)
4、Reading
a. Follow the teacher.
b. Read together
c.Read in group. (Use the way they like)
(小组内可选择自己喜欢的方式读，教师指导阅读方式，强调语音、语调、语速)
d.小组读书比赛，突破“读”
5、Writing
Finish the exercises(课后练习和教师增加的课外题) More exercises: 5)What are you going to do this weekend?
6、What is your father going to do this afternoon? 7)What are you going to be in the future?
Step 5:课外拓展，施展才华，真我风彩/你演我演大家乐!(改编或照演Let’s read的对话) Eg:(学生编的内容)
A：Hello,Peter,What are you going to do this weekend?
B：I’m going to the bookstore . I want to buy some comic books .What are you?
A：I’m going to the bookstore ,too. I want to buy some post cards.
B：Let’s go together. A：Great!
B：When are we going? A：On Saturday morning. B：OK.
A：See you then.
Step 6 :小结本课内容
Homework:
以“My weekend / My weekend plan /
My busy weekend ”为题，写一篇作文，介绍自己的周末计划。不少于30个字。
2.听磁带，读P30的文章五遍，签字。
初一英语教学设计3
一、教材内容分析：
1、本单元重点学习围绕食物展开的单词及功能性句子。本课时主要学习一些有关食物的单词：tomato ,tofu,potato,fish,green beans，eggplant和句型What would you like for lunch? l dlike…其中有些单词和句型在四年级上册已经学过，也可以说本单元是四年级上册第五单元的延续。
2、学习有关食物的词汇及如何用英语谈论自己最喜欢的食物，A部分侧重学习有关食物的单词以及一天三餐的食谱。B部分则是谈论自己最喜欢的食物以及原因，C部分是通过制作最喜欢的食物广告活动，逐渐把所学知识内化为自己的能力。
二、教学目标：
1、能力目标：能够提问并回答三餐所吃的食物，如：
What would you like for lunch today? I’d like …
2、知识目标：认读Let’s learn的单词和句子，并掌握四会单词；了解good to know等部分的内容。
3、情感目标：了解中国表示美好愿望的传统美食，并介绍其他国家的代表性食物，开拓学生的视野
三、教学重点和难点
重点：掌握有关食物单词：tomato ,tofu,potato，eggplant,greenbeans
难点：掌握较多的食物单词，设计又去、符合学生生活实际的情景，激发学生的兴趣。调动学生的积极性，达到教学目标。
四、教学过程
1、Warm- up
(1) Greetings.
(2)Let’s sing and chant.《What Would You Like》播放《PEP小学英语》四年级上第五单元歌曲，学生跟录音唱。
2、Presentation
(1)Do you like vegetables?I like vegetables very much .After a while,I’ll introduce some vegetables and meat for you! Oh，look，I have a riddles .(出示Let’s start部分的谜语。)
(2)用谜语引出单词tomato，potato
Riddle1:It’s red and round.It grow on the ground.It looks like an apple，but it isn’t an apple.What’s it?(tomato.) Riddle2: It’s brown.French fries are made of them.What is it ?(potato)
(3)利用实物教授单词：eggplant,green beans,cabbage,fish，tofu，cabbage.注意纠正cabbage和tofu的读音。
(4)教授单词pork，mutton。
（5）Group work.
以小组为单位，利用食物卡片，模拟餐厅里吃饭的场景，学生在小组内练习句型What would you like for lunch?及巩固新单词。
3、Extension and Consolidation
（1）Make the summary.
（2）Make a survey
把学生分成4人一组，调查组内成员一日三餐情况，调查结束后，请学生进行口头汇报。
4、Homework
(1)写本课时的四会单词三遍。
(2)做本部分的活动手册配套练习。
(3)调查身边的几个朋友他们喜欢吃什么食物
五、板书设计
Unit 3 What’s your favourite food?
单词：Park tofu mutton tomato fish patato eggplant
What do you have for lunch today?
I have eggplant and tomatoes .
I have onions and green beans.
教学反思
《英语课程标准》指出：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展学生自主学习的能力和合作精神是小学英语教学的基本任务。本着这一目标，在备课的过程中，我反复钻研教材，经过一遍又一遍深加工，根据学生的实际生活，延深、扩展了教材的内容。在教法上，我始终把学生放在教学的主体，把学生的那种学习热度始终贯穿整个课堂。下面我就结合这节课谈谈自己的一些做法和体会。
一、不同方式，妙引单词。
小学生对新事物总是充满着好奇，食物对于他们来说是再熟悉不过，恐怕很难保持他们长时间的注意和高涨的情绪，所以7个单词我分别设计了不同的呈现和操练方法。首先，让学生用抢答问题的游戏涉及到这节课的句型和食物的单词，等学生兴致高昂，然后又通过去农场抓菜的形式，不但复习了以前学过关于食物的单词，而且利用听音导出新单词pork和mutton,激发了学生的好奇心，调动了他们的积极性；以一个学生很胖不能吃肉来引出cabbage,用tomato藏在cabbage里的方法，引起学生的好奇，再加上用谜语的形式，不但操练了cabbage,而且自然引出四会单词tomato,引导学生拼读记忆。
二、发挥学生的表演才能，在真实的情景中灵活的运用英语，达到自主学习的目的。
课堂的终点在哪里?如果有，我想应该是在生活中，因此，我以课本为延伸，最后在拓展时创设真实的情景。给学生自由发挥的空间，通过小组合作，让他们充分的'发挥想象，运用所学的内容自编自演谈话场景。比如:1）我创设了一个QQ餐厅的真实情景。2）写给三毛的爱心信。让学生把从课本学到的知识运用到生活中，让他们在观察时感受到在真实语言环境里如何去运用语言。这样学生可以活学活用英语，同时也培养了学生的表演才能。有的学生极有想象力和创造力，能够有一些新点子自创情境，而且往往不局限于本节的内容。学生的表演的成功与否是我教学的成功与否的一大衡量标准。
三、存在的不足
整堂课上完之后，虽然学生的课堂反应很热烈，也基本达到了预期的教学效果，但静下来反复想想也存在不足的地方，比如：
1）展示新单词tomato的时候，因为这个单词定的目标是听、说、读、写，学生已经是五年级了，为了让学生记忆犹新，在拼读这个单词时，如果做到分音段读这个单词to--ma--to,学生肯定会快速背下这个四会单词。
2）在让学生到台上扮演服务员和顾客时，因为一节课的时间有限，学生参与受限制，在这节课上，我发现有很多的学生都想上去表演，展示一下自己的语言才华，如果我当时能准备多一点的服务员的帽子话，首先让学生在自己的位置上跟同桌或其他的学生进行操练，这样也许会更完美。
初一英语教学设计4
一、教学设计：
（1）教学目标：谈论自己或询问他人的爱好，陈述理由。
（2）教学向导：
语言目标：Do you want to go to a movie? Yes ,do.
What kind of movies do you like?
I like action movies. Because they are exciting.
语言结构：want的一般现在时及一般疑问句；
what与like的特殊疑问句；
并列连词and，but。
语言功能：讨论自己和他人的喜好并陈述理由。
学习策略与技巧：应用讨论的方法，激活学生推理与判断的能力，培养学生的综合分析能力。
情感培养：通过谈论不同类别的'影片，使他们学会用funny、scary等不同的形容词来谈论影片，同时鼓励学生观察生活。
词汇储备：action movie，comedy，thriller，documentary，exciting，scary，sad。
二、教学思路：
先从学生喜欢的movie谈起，呈现comedy，thriller等新单词。通过会话，听力等任务型教学方式不断突出主题词汇。2a，2b，2c展开对话，循环练习。给出3a，3b及周末活动的调查任务，让学生综合创新。通过任务型阅读，任务型调查，实现语用能力的自我评价。
三、教学重难点：
（1）重点词汇及句型“Do you want to……?”Yes/No。
（2）并列连词and , but的运用及各词由单数变复数的规律。
四、教学方式：
听歌曲，看剪辑，任务型活动，2组对话，讨论及任务型调查。
五、教学实录：
教学内容：Unite 9，Section A
教学准备：录音机，广告剪辑，电影歌曲。
教学过程：
Step 1、Lead in：Draw some pictures of football，basketball. T：Do you want to play football？S：YesI do.T：Do you want to go to a movie？S：Yes，I do.Show some movie pictures to the students。 Letthem discuss together. And teach the new words.
Step 2Task 1，Talk about the movies. T：Do you want to go to a movie？S：Yes，I do. T：What kind of movies do you like? Do you like em>comedies？S：Yes，I do./No，I don’t.
First, teacher gives an example. Then the class ask and answer. Choose 2 or 3 pairs to act them out.
Step 3、Task 2，Listening.
Let the students read 2a，then listen to the tape.
Ask some questions about listening.
T：Does Sally like action movies？S：No.
T：What kind of movies does Sally like？S：documentaries.
T：Does Ben like thrillers？S：No，they are scary.
Step 4、Task 3，discussion；like and dislike，using and used，but. Let the students discuss，and finish 3a and 3b and check the answers. Then tell them to read together，in groups or in pairs.
Step 5、Make a survey：What kind of movies do you like？Ask group mates what kind of movies they want to see on weekends. Tell them to talk about each other，and then ask the grouper to give a report.
初一英语教学设计5
教学目标
1、能够听、说、认读Let’s read部分的短文，完成相应的活动。
2、能够运用所学语言较好完成“招聘会”的活动。
教学重难点
1、本课重点是操练巩固本单元11个职业名称的单词和重点句型：What does he/she do? Where does he/she work? How does he/she work?
2、本课难点是帮助学生理解短文中的新语言，如：help the bank use their money well. likes helping people. help tourists find their way.以及三个小建议。
教学过程
1、Preparation
(1) Greetings
(2) Let’s chant(课本第56页)
(2)Free talk
预设问题：
How many people are there in your family? Who are they?
What does your father / mother do ?
Where does your father / mother work?
How does your father / mother go to work?
How does your father / mother go to work?
(设计意图：课前chant热身，让学生迅速进入学习状态并复习旧知。通过日常会话，复习巩固本单元主要职业名词及句型，达到温故而知新的目的。)
2.Pre--reading
I.T：Now, I will introduce some my friends to you. What do they do ? Can you guess?
Ss: OK!
T:OK!Let’s meet my first friend. (投影出示卡片：She works in the school. She teaches English in the school. She loves her children very much. What does she do? She is a ___________)
师生一起读卡片上的内容后，让学生猜所描述人物的职业，然后揭示答案。
II.用同样的方法阅读第二个片断.(投影出示卡片：He works in a car company. He likes math and drawing very much. He can design(设计) many cool cars. What does he do? He is an ______________.)
师生齐读内容，出示单词卡，教读design。之后师问：What does he do ? can you guess?
S3: Maybe he is an engineer.T: Yes, he is an engineer. You are very clever!(揭示答案)
III.Now, let’s go on , meet my friends. I have many friends. (投影出示卡片：They like beautiful cities. They like traveling(旅游) very much. Who are they? They are ______________)
Can you read the passage? Have a try, please!
(学生试读小短文，教师和学生一起读后，教师说出答案并出示tourists单词卡，并领读。)
IV.投影出示一张城市交通图，在图上标出两个旅行者。
学习本课难点句子：Help the tourists find their way.并引导学生用英语描述路线。
V.出示周杰伦照片，讨论交流信息：
(出示提示句子) Look! I think Zhou Jielun is a singer. He goes to work by car. He likes singing very much. What do you think of Zhou Jielun?(学生看提示语和同位讨论)
(投影卡片内容：
请学生说说自己的想法：I think Zhou Jielun…
投影出示句子。Zhou Jielun is a singer. He goes to work by car. He likes singing very much.
VI.出示另一张照片(教师自己的照片)用同样的方法让学生讨论交流信息。
VII.出示一名银行会计的工作照片。
用同样的方法讨论交流并学说句子：helps the bank use their money well.
投影出示提示：
学生两人一组讨论交流。教师巡视指导，纠正句子中的用词、发音等。
VIII.投影出示刚才的三段短文。Can you read the passages by yourselves?学生看投影自由阅读。
T：Can you answer these questions? Ask and answer in your groups.
投影出示问题：
1. What does Zhou Jielun do?
2. What does Xiao Hong do ?
3. Who works in a school?
4. Who likes singing?
5. How does Miss Liang go to work?
6. Who help the bank use their money well?
教师提问投影上的问题，学生抢答。
(设计思路：通过先阅读部分与课文相似的片段，引出文中的难点句子，进行教读、理解。排除阅读障碍，降低阅读难度。并且用反复出现的方式操练重点句型。)
3.In―reading
(1)略读。简单回答问题
学生打开课本，自由阅读课文。教师巡视指导。
参考问题：
A. How many friends do we have?
B. Who are they?
C. What do they do?
(2)细读
逐段阅读，根据短文内容判断：
第一段：
A. Wang Li is an engineer.
B. She likes reading English very much.
C. She designs many cars and buses.
D. She goes to work on foot.
第二段
A、Li Xiaobin is a policewoman.
B、He works is a hospital.
C、He helps the bank use their money well.
D、He goes to work by bus.
第三段：can you answer my questions?
A、What does Yuan Yuan do?
B、What does Yuan Yuan like?
C、How does Yuan Yuan go to work?
T: (学生口头回答上面三个问题后)
(设计思路：通过简单判断，给与学生阅读的`自信。就短文的内容提出yes-no等的简单问题，让学生带着问题阅读并通过快速阅读理解语篇的大意)
(3)读写
Let’s read all the passages together, OK?(齐读全部课文一遍)
Now questions for you? can you answer the questions on your English books?
Ask and answer in your groups, then write the answers on your English books.
学生读短文完成文后问题，教师巡视指导。
教师借一个同学的课本，投影展示答案。
(4)听录音，跟读课文。
(5)自由朗读课文，品味语感。
(设计思路：通过阅读解决语篇内的主要内容，让学生回答有一定思维深度的问题检测学生理解程度。培养学生获取信息、处理信息的能力。然后通过做课本上的问答题落实到写上。)
4.Post―reading
T: Look! there are three tips here.(课前将文中的三条建议贴在黑板上)
老师读完三条建议后说：I want to be a singer, because I like singing very much. What about you?
S1: I want to be a teacher, because I like children.
T: Thank you. What else?
S2: I want to be an accountant. Because I like math very much.
T: Thank you. What else?
S3: I want to be a teacher, because I like students.
T: Thank you. What else? What about you?
S4: I want to be an English teacher. Because I like English very much.
(设计思路：将书上学到的知识运用于真实的生活场景之中，并得以拓展。体现了用英语的思想。)
5.Progress
(1)T: Now you are the managers in the many companies, and you need somebody work for your company.请你根据你们公司的工作性质，到人才市场去聘用一些人员为你的公司服务。(课前在学生的桌子上分好小纸条，上面写着虚拟身份的相关信息，每组为一个公司。)
(2)教师示范在求职介绍中找到自己需要的人才，并用英语表述理由。
Zhang Yong is a happy man. He likes helping the sick(病人)people.He likes white.
He wants to be a doctor. So I choose Zhang Yong. Because he wants to be a doctor, and Yongxin hospital needs a doctor.
I work in Yongxin hospital. I choose Zhang Yong. Because Yongxin hospital needs a doctor. And Zhang Yong wants to be a doctor.
Can you tell me? What about you?
Now you can stand up and look for the personnel for your company. OK?
(3)学生以小组为单位在教室内寻找、阅读求职信息，在小组内讨论并寻找自己所在公司需要的人才。试着用英语表述聘用原因。教师巡视指导。
(4小组推举一名代表介绍自己聘任的人员并说明理由。在班内介绍。
(设计思路：设置扩展活动，让学生在真实自然的任务型活动中扩展运用阅读信息。)
(5)T: Boys and girls, toady, it’s very difficult to find a nice job. So we must work hard, and make a new day. OK?
Ss: OK!
(设计思路：通过创设一次招聘会的场景，让学生在相对真实的语境中运用所学英语。同时也培养了学生用英语思辨的能力，真正做到“用中学，学中用”。)
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