初中英語的教學設計

　　導語：為了讓大家更好地了解初中英語教學，小編整理了初中英語的教學設計供大家參考學習哦

初中英語的教學設計

　　初中英語教學設計

　　Topic:What colour is it?

　　Teaching aims and demands:

　　1 Learn some words about colours.

　　2 Learn question with “what”.

　　Teaching procedure:

　　Step 1 Greetings

　　T:Good afternoon,boys and girls!

　　Ss: Good afternoon, Mr.Wang!

　　T: How are you?

　　Ss: I’m fine, Thank you,and you?

　　T: I’m fine, too. What’s the weather like today?

　　Ss: It’s sunny.

　　T: Very good.Sit down, please!

　　[設計意圖：以學生耳熟能詳的英語問候語“ Good afternoon.” “ How are you?”以及天氣等引入課堂,吸引學生的注意力]

　　Step 2 New words and expressions

　　The students learn the new words and expressions all by themselves, and help each other, the teacher checks and helps. Now call a student to read them , the others listen and check..

　　S1:(reads the new words and expressions)

　　The teacher teaches the new words and expressions, then the Students read them and check each other.

　　[設計意圖：單詞的教學，由學生自已拼讀——互相檢查幫助——教師檢查輔導等方式方法改變原來單一的教師教學生跟著讀，容易激發學生的積極性，且掌握得更好。真正地體現學生的自學互助與老師的導學]

　　Step 3 Presentation

　　T:Please look at my dress.What colour is it?

　　Ss: It iswhite.

　　T: Very Good.And what colour is the moniter’s dress?

　　Ss:It is black.

　　T: What colour are these desks in our classroom?

　　Ss: They are red.

　　T: Excellent! All of you have a good memory.

　　Show a picture to the students

　　T: Look at this picture.Now all of you make dialogues“What colour is(are)…? It’s(They are)…?”with your partners, then act in the front of the classroom.

　　[設計意圖：教師抓住現場的教學資源,從教師自身穿的dress入手, 問“ what colour is my dress?”到學生的衣服，最后到課桌,從教師到學生再到物體,充分利用了現場的教學元素,生活化課堂自然生成.]

　　Call some groups to act out their dialogues.Work in pairs.

　　Sa:(Point to the picture)This girl is beautiful. What colour is her hair?

　　Sb:It’s brown.

　　Sa:What colour is her coat?

　　Sb:It’s yellow

　　Sa:What colour are her eyes?

　　Sb:They are blue.

　　Sa:What colour are her shoes?

　　Sb:They are purple.

　　……

　　(在學生對話時，教師在黑板上寫下涉及到的新單詞)

　　T: Very Good,Li Chong! Come here. You’re the little teacher. Read “brown”, please!

　　Li Chong: (Point to the brown) One two begin, brown, brown.

　　Ss:(Read after Li Chong)brown,brown.

　　T: Thank you! Who’d like to be the little teacher? Would you like to have a try?

　　(Some students hands up.) Hu Lingli, please.…

　　[設計意圖：整個過程,學生都處在教師創設的情境中,圍繞“ Brown ”等單詞，給學生開口說英語提供了機會。教師還讓學生嘗試當小老師,帶領全班同學一起學習,這既是對該生回答正確的肯定,讓優生帶動了全班同學，又充分調動了其他學生學習英語的熱情.]

　　Step 4 Improvement

　　Show a green and black butterfly(picture).

　　T:Look at the picture.What’s this?

　　Ss:A butterfly.

　　T: Yes, it’s a butterfly. Please repeat, a lovely butterfly, a little butterfly.

　　T: What colour is this butterfly? Please hands up and answer it.

　　Hewei: It’s green and black.

　　T: Excellent. You will be the little teacher, come to the front.

　　Hewei: One two, begin! It’s green and black.

　　Ss: (Read aloud after Hewei) It’s green and black.

　　T: (Show a pink and blue butterfly)What colour is this one? Please.

　　Lili：It’s a pink and blue butterfly.

　　T: Very good! Thank you. You will be the little teacher. Come here!

　　Lili: One two, begin! It’s a pink and blue.

　　Ss: (Read after Lili.) It’s a pink and blue.

　　……

　　[沿襲了單詞brown教學中的little teacher,這種教學方法可謂是策略,對于激發學生的學習積極性較有效果.另外,教師在前部分教學的基礎上,加大了難度,出現了butterfly,而且顏色都涉及到了兩種.但于前部分內容仍舊環環相扣,循序漸進.課堂向深度,高度發展.]

　　Step 5 Practice (Prepare for some two colour's balls)

　　T: Let’s play a game. Who wants to be my partner?

　　S1: Let me have a try.

　　T: (Throw a ball to S1) What colour is it?

　　S1: It’s pink and blue.

　　T: Very good! I want two other pairs of students to do the game again.

　　S2: (Throw a ball to S3)What colour is it?

　　S3: It’s orange and black.

　　S4: (Throw a ball to S5)What colour is it?

　　S5: It’s brown and yellow.

　　(Teacher asks two more pairs to act out their dialogues.)

　　[學生英語表達的細胞在此完全得到釋放,而且教師引導學生拿出自己的玩具,互編新對話,培養了學生在真實場景中運用英語的能力.在此部分,我們可以看到學生思維的火花得以綻放.]

　　Step 6 Magic (Prepare for some colour oil pastel)

　　T: Look, what colour is it?

　　Ss: It’s blue.

　　T: Look, what colour is it?

　　Ss: It’s yellow.

　　T: (Mixing the two colours) Look, what colour is it now?

　　Ss: It’s green.

　　T: How lovely! Listen, blue and yellow is green.

　　Ss: Blue and yellow is green.

　　T: Now everybody takes out your colour oil pastel. Show me yellow.

　　Ss: Yellow-yellow-yellow. (Read and hands up)

　　T: Show me blue.

　　Ss: Blue-blue-blue.

　　T: Show me red.

　　Ss: Red-red-red.

　　T: Mix the colours and then find out what you get. Talk with your partner about the colours.

　　Ss: (Doing the experiment and then have conversations in their group.)

　　T: What do you get from what you did just now? Tell me together.

　　Ss: Red and blue is purple. Red and yellow is orange.

　　T: You’re clever.

　　Step 7 Everyday English

　　T: Please read: ''I have broken his cup,he looks blue in the face.''. “Blue in the face”. What is the meaning?

　　Ss:藍色的臉。

　　T：臉變成了藍色說明了什么?

　　Ss:很生氣。

　　T: Yes.如果中國人很生氣，臉變成什么顏色?

　　Ss: Red.

　　T: Yes, red.可是在英語中要表示“氣得臉發紅”，應該怎樣說呢?

　　Ss: Blue in the face.

　　T: That’s right! You should remember it. And for example:Don’t be blue(不要憂傷);You are yellow(你害怕了)。注意文化差異，可不要望文生義喲!

　　(最后，根據實際情況可安排一些課外活動)

　　T: Time is up. We have to say good bye!

　　Ss: Bye-bye! Mr. Bai. Thank you!

　　[此部分內容,雖然是課堂的尾聲,但卻是此課的精彩部分所在.對于本課所學顏色類單詞,教師精心設計了一個小活動和一個習慣用語的滲透.一個調色盤的游戲,艷麗的色彩足以吸引學生的眼球,從英語課堂中培養了學生的藝術細胞;還有從“ Blue in the face.”形象地告訴學生“氣得臉發紅”就用“Blue in the face”.表達,還告訴了學生不要望文生義.在此,英語課堂已完全突破了教材的限制,但又能立足于課堂.]

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