教师是人类灵魂的工程师，肩负着为祖国的建设与发展培养人才的历史使命。作为一名老师你知道如何写教学设计？为同学们整理了优秀教学设计初中英语【最新6篇】，可以帮助到您，就是小编最大的快乐。
教学目标：
1、能听懂、会说、会读、会拼写词汇look for, join, study
2、能听懂、会说、会读日常交际用语和句型Classes are over. Perhaps they are. I’ll go and join them. Where are you going? I’m going to …
3、培养学生乐于助人的良好思想品质。
重点难点：
1、四会掌握词汇和句型。
2、能正确理解掌握并运用日常交际用语。
教学过程：
首先是准备环节。在这一环节，老师与学生交谈彼此的爱好，在轻松愉快的氛围中，拉近老师与学生之间的距离，为新授课的学习打下良好的铺垫。
其次是复习兼新授（单词与句型的学习）环节。这一环节包括两个步骤，一通过看动画图片来复习“现在进行时”的特殊疑问句，帮助学生进入这一时态的学习而做好准备。二以“猜猜看”的游戏来帮助学生重温了“现在进行时”的一般疑问句，在这个过程中引出新单词和句型的学习并进行相应的操练，提前把课文中的难点解决掉，为下面的课文学习扫除障碍。
接着是课文学习环节。通过观看课文动画片，让学生做相应的练习来理解和学习朗读课文。
然后是巩固环节。这个环节分三步，第一步是以不同的方式来让学生熟读课文。第二步是训练培养学生听的能力，完成练习“Listen and match”。第三步是训练培养学生写的能力，完成练习“Look, read and complete”。
英语教学的实质是交际。课堂教学并非是“我教你学”，而是师生之间，学生之间的交流；课堂教学活动是通过交际使学生认识英语，掌握英语，形成运用英语的能力；课堂教学中师生双方的认知活动是相互依存，相互作用的，教学双
方都为对方提供信息，教学就是为了促进交流，鉴于此 ，教师在课堂教学设计时，要注意设置有意义的语言情景，安排各类课堂教学活动，pair work, group work, role play等等，引导学生运用所学的语言和知识进行交际，为了使英语课堂教学活动尽量体现真实的交际，教师在设计时要创造“信息沟”（ information gap ），使学生感到进行交际活动的必要性。比如说在谈论喜爱的东西时， 采取竞赛的方式。而在“Go shopping” 一课的教学设计中， 我就安排了去买东西这么一个环节。 让学生们自演自导， 分别充当售货员和顾客。甚至在巩固教学的环节中， 插入的一个为好朋友朱迪准备的晚会也别有用心。 同学们聚会， 自己买菜自己做， 我相应的给予他们一些饮食信息， 让他们自己开购物单。 在这个过程中， 既能锻炼他们的动手动脑能力， 又能巩固他们这堂课所学的知识。 而聚会又是他们生活中喜闻乐见的事，很自然的他们就随着课堂的步骤把自己带了进去。
美国心理学家布鲁纳指出：“教学过程是一种指出问题和解决问题的持续不断的活动。”思维永远是从问题开始的，所以，我们在课堂教学设计中要根据学生的认知水平，提出形式多样、富有启发性的问题。设疑与提问是英语教学课堂调控的常规武器。它是促进师生之间信息交流反馈，推动教学流程迅速向前拓展的重要契机。对于学生来说，它还具有多种教育心理功能：既能激发学生兴趣，集中学习注意力，又能诱发积极思考，培养思维能力和习惯，启迪聪明智慧，还能
充分训练口头表达能力。作为教师，可以通过提问来检查和了解学生的理解程度，鼓励和引导学生深入思考问题，复习巩固运用所学到的语言知识。可以说，英语课堂调控的起承转合，在很大程度上取决于设疑提问的精心运筹。问题可构建英语课堂教学的基本框架，例如，在 一课中以食物快餐作为引题， 问学生们 “Do you like it?” “ Yes, I like it very much/ a little.” “I don’t like it at all.” 找到学生们共同关心的话题作为提问， 马上就燃起了他们的表现欲。
在一段听说后， 我在对于喜欢与不喜欢的表格中设计了笑脸和哭脸两种图表。 图标是学生钟爱的娃娃脸， 是喜欢还是不喜欢呢， 学生们的好奇心与好胜心马上被提到了最高点。而这些问题，可以帮助学生带着目的去阅读，确定阅读的重点并帮助学生理解和记忆课文。
一、教学目标：
1、 语言知识目标：
1) 能掌握以下单词： rain, windy, cloudy, sunny, snow, weather, cook, bad, park,message, take a message, could, back, problem
能掌握以下句型：
① —How's the weather in Beijing?
—It's sunny.
② —Can I take a message for him?
—Yes. Could you just tell him to call me back?
—Sure, no problem.
2) 能用所学的知识描述天气情况。
3)描述正在发生的动作。
2、 情感态度价值观目标：
教育学生善于观察天气，善于调整自己的情绪；了解世界各地的天气情况，增加世界观念。知道大自然的力量是神奇而伟大的，我们应当好好学习，立志学好科学知识，为长大后探索神奇的大自然，打好基础。
二、教学重难点
1、 教学重点：
1) The vocabulary and useful expressions.
2) —How’s the weather?
—It's raining/ windy.
3) —What are you doing?
—I'm playing basketball.
2、 教学难点：
运用目标语言来对天气进行问答，并且会问答其他人正在进行的活动。
三、教学过程
Ⅰ。 Warming-up and Lead in
1、 Greet the Ss and check the homework.
2、 Watch a video program about the weather.
Ⅱ。 Presentation
1、 (Show some pictures of the weather)
Let Ss look at the pictures and ask them how the weather is.
Ss learn the new words and expressions with the help of the pictures.
2、 Look at the pictures in 1a. Then read the new words on the right. Ask the Ss to match the words with pictures.
3、 Check the answers.
Ⅲ。 Game （How's the weather?）
1、 （Showing some pictures on the big screen.） Ask Ss "How's the weather?"
2、 Ss guess and answer the question.
Ⅳ。 Listening
1、 Now let's look at the city names in the box in 1b. Please read after me.
Ss read the cities after the teacher.
2、 Now, We’ll hear four conversations. Listen carefully, point out each city in the picture as it comes upon the tape. Play the recording a second time. Ask Ss to write the name of the city in the picture of its weather.
3、 Check the answers.
Ⅴ。 Pair work
1、 Tell the Ss: If you are in one of the places in the picture above. Talk about the weather
with your friends in another city on the phone.
2、 Make a model with a student like this:
T: Hi! How's the weather in Beijing?
S1: It's sunny.
3、 Ss work in pairs. Ask and answer about the weather in the cities.
Ⅵ。 Listening
1、 Work on 2a.
Let's see what Joe's families are doing. Point to the 4 pictures.
2、 Ask Ss tell each person is doing in each picture. More attentions should be paid
to the correct use of the Present Progressive Tense.
3、 Play the recording for the Ss to listen and number the pictures [1-4]。
4、 Play the tape for Ss to check the answers.
5、 With the whole picture, get some Ss to tell the story of it.
6、 Brainstorming
Play the tape for another time. Then do a memory test.
Ask Ss: What's Uncle Joe/Jeff/Mary/Aunt Sarah doing?
What're Scott and Lucy doing?
Is Jeff watching TV? etc.
7、 Let Ss match the names with the activities in 2b.
Play the recording for the Ss to check the answers.
Ⅶ。 Pair work
1、 Look at the pictures and talk about the people in 2a with a partner.
2 、 Ask a student the questions as a model:
T: What's Uncle Joe doing?
S1: He's playing basketball.
3、 Ss work in pairs. Ask and answer about the pictures.
Ⅷ。 Role-play
1、 Ask Ss to read the conversation and answer the questions:
① What's Steve doing?
② What's Rick's brother doing?
Ss read the conversations and answer the questions. Then check the answers together.
2、 Let Ss role-play the conversation in pairs.
IX. Language points.
X. Exercises
Homework:
一、总结有关天气的词汇。
二、编写三个有关天气问答的对话。
Unit 1 How often do you exercise?
Ⅰ。Analyis of teaching material
1.The topic of this unit is about free time actmties。Suchtopicisrelated to students’daily life. So it is helpful toraise learning interest of students. If students can learn this unit well，it will be helpful to make students learn the the rest of this book.
2 。Teaching Aims and Demands
（1） Knowledge Obj ect
In this unit students learn to talk about how often they do things.
(2)Ability Objects
To improve students’ability of listening，speaking，reading and writing.
(3)Moral Objects
To help students form a good eating habit.
To do exercise every day and keep fit.
3 。Teaching Key Point
To master the key vocabularyand the target language presented in this unit.
4 。Teaching Difficult Point
To train students how to use the key vocabulary and the target language by reading and writing.
5 。Studying Ways
Teach students how to use context.
Teach students how to do a survey.
Ⅱ。Language Function
Talk about how often you do things.
Ⅲ。Target Language
What do you usually do on weekends?
I sometimes go to the beach.。
How often do you eat vegetables?
Every day.
Most of the students do homework every day.
Ⅳ。Structure
Wh-questions
What do…？
How often…？
Adverbs of frequency
All/most/some/none
V 。Vocabulary
always，usually，often，sometimeshardly，ever，never, exercising，shopping，skateboarding once，twice，three times a week，month, every day, milk，junk，food, drink
Ⅵ。Recycling
reading，watching TV，go to the movies, fruit，vegetables
Ⅶ。Learning strategies
Using context.
Transforming information.
Ⅷ。Teaching times
Six periods
Period One
Teaching Aims:
1、 Learn to talk about how often do you do things
2、 To learn the words of the adverbs of frequency.
Teaching Difficulties:
1.words: exercise, skateboard, hardly, ever, shop, once, twice, time, surf, internet, program.
2.phrases:how often, on weekends, go to the movies, exercise, go skateboarding, always ， usually ， often ， never ， hardly ever ， sometimes 。
3.Sentence patterns: What does she /he do on weekends ？ She often goes to the movies 。How often do you shop ？ Once a week / Twice a week ••• 。
Teaching Aids: Tape recorder;Multi-Media.
Teaching Procedures:
Step 1 ：Greeting.
1、 Teacher: Summer vacation is over. I think you had a wonderful vacation, am I right? Did you enjoy your summer vacation? Could you please tell us what you did in your summer vacation?
2、 Encourage students to share their holidays with the whole class.
Step 2 ：Leading – in
Teacher: Oh, you had a happy and colorful vacation. Today we will talk about more activities on weekends. First, let’s think about what we can do on weekends. (Ask some questions and let students think it over)。
Teacher: I often sing on weekends, what do you usually do on weekends?
S1: I often take piano lessons.
Teacher: What does she usually do on weekends? (Ask another student)
S2: She often takes piano lessons.
Teacher: What about you? (Ask S2)
S2: I often play basketball
Teacher: What does he usually do on weekends? (Ask another student)
S3: He often plays basketball.
(Ask more students in the same way)
Step 3：1a Look at the screen. Make a list of the different weekend activities.
First let students list different activities, then
Teacher: Now work in pairs, ask and answer
---What does he/she do on weekends?
--- She goes shopping. / She reads books. / He exercises. / He watches TV. / She goes skateboarding.
Step 4：1b Listen and write the letters from the picture above on the lines below.
Get students to focus on the six adverbs in activity 1b and help students to understand:
Always-100% usually- 90% often-80% sometimes-50% hardly ever-10% never-0%
Step 5：Lead-in:
Teacher: I always read English books on weekends.
I usually exercise on weekends.
I often go to visit my grandparents.
I sometimes go shopping on weekends.
I hardly ever play computer games on weekends.
I never play cards on weekends.
What does your English teacher do on weekends?
(Help students to say)
Students: Our English teacher always reads English books on weekends. She usually exercises on weekends…。.
Teacher: I exercise every day. I go shopping once a week. I watch TV twice a week. I go dancing three times a month…
How often does your English teacher exercise/ go shopping / watch TV / go dancing?
Students: Our English teacher exercises every day…。
Step 6： Listening (2a and 2b)
Teacher: My friend Cheng is talking about something about his different activities, let’s listen and number the activities you hear.
Teacher: Listen again. How often does Cheng do the activities above?
(Help students to finish 2a and 2b)
Step 7：。Do a survey:
Activities How often
Take a shower
Wash your hair
Exercise
Clean your room
Ask and answer: How often do you take a shower?
How often does he / she take a shower?
Let Ss ask and answer in pairs, using always, usually, often, sometimes, hardly ever or never.
一、指导思想
在新课程理论的指导下，以县教研室及学校教导处工作计划为指导，加强课堂教学，高效地完成本学科教学目标。积极参加教科研活动，努力使教学水平、业务能力有更大的提高。同时，通过传授与学生生活密切联系的英语知识，训练英语的听说读写能力，培养学生学习英语的兴趣和初步运用能力，最终使学生从“学会英语”，向“会用英语”转变。为此，特制定本学期工作计划如下：
二、奋斗目标
钻研新课标，提高自己的教学水平，真正做到教学相长，努力达到学校规定的教学指标。使每个学生都能有所进步，有所收获。
三、教材分析
本学期初一英语使用北师大版教材，这套教材按教学单元组织教材，初一上共12个单元，包括小学部分6个单元，熟练掌握100个语音符号，建立音形意结合的意识。在小学部分，借助学过的字母、词汇来认识音标，帮助学生树立letter name ,letter sound意识。在学案和晨测过程，增加音标的识别和拼读练习，逐步引导、帮助学生了解并且掌握适应初中阶段的学习，夯实语音关。中学部分6个单元。中学部分每单元包括新课4个、1个E_pansion、一个Roundup。其中小学部分以培养学生的听说能力为主，兼顾读、写，并包括词汇、语法、语音学习活动。中学部分以培养学生的读、写能力为主，并包括词汇、语法学习活动，为学生提供更丰富的语境和语言训练机会。要求学生巩固、练习所学语言结构与词汇及听、说、读、写技能等。
本教材所牵涉的教学内容有：自我介绍，讨论能力，描述家人，谈论最喜爱的东西和日常事务等。本教材所要掌握的语法有1.be 动词的用法 2.情态动词can, would 3. there be 结构 4. have got 的用法 5.一般现在时 6.序数词
四、教学任务和要求
1、激发和培养学生的学习兴趣，帮助树立自信心，养成良好的学习习惯，发展自主学习的能力形成有效的策略2、掌握一定的语言基本知识和基本技能，建立初步的语感，开发智力、培养观察记忆思维，创造和想象能力。
五、教学措施
1.做好中小学的衔接，培养良好的学习习惯
1)培养查字典，使用工具书的习惯；2) 培养科学记忆单词的习惯；3) 注重课堂和课下衔接，培养书写规范化习惯；4) 培养专心听讲，积极思考，大胆参与的习惯；5) 提出要求，注意检查落实，培养学生课前预习，课堂做笔记的好习惯。
a.针对新教材的特点，要做到精心备课，吃透教材，根据每个单元各自特征和学生的实际能力，制定出不同教学设计方案，以此促进学生的积极性，根据教学内容设置的不同，用不同的教学模式进行教学，对话教学以交际为中心，课文教学以篇章为主，温故知新，灵活运用。在平时的常规课堂教学时，力求教学明确目标，突出重点，抓住关键点和难点，充分调动学生的积极性，发挥学习主动性。
b.注意传授知识与及时评价相结合，强化反馈，强化落实。