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初三英語寫作教學(xué)設(shè)計(jì)三篇
范文1：初三英語寫作教學(xué)設(shè)計(jì)
一.Teaching Procedure
Teaching Objectives
1.To get the students to comprehend the text properly
2. To encourage the students to analyze the organization of the text
3. To enable the students to know how to write an essay
4. To develop the students’ writing skills upon the basis of reading comprehension
Teaching Methodology
1. Constructivism
2. Theory of Task-based Teaching&Learning
Teaching Procedures
Step1 Lead-in
Show several pictures about different professions.
Have a free talk with the students.
Step2 Presentation
Show two pictures of part-time jobs.
Let the students have some idea of a part-time job.
Introduce the topic.
Step3 Reading Comprehension
Allow the students a few minutes to read the text and then check their comprehension.
Step4 Organization Analysis
Get the students to grasp the main idea of the text and see how the text is organized.
Step5 Writing
Teach the students how to write an essay.
Illustrate the skills to write an essay.
Ask the students to write a similar essay in the form of discussion. Step6 Further Reading
Step7 Consolidation&Summary
Annotation: Step6 and Step7 are possible steps if time permits. Step8 Assignment
Write a short passage about the disadvantages of doing a part-time job.
二.設(shè)計(jì)理念描述
1. 本堂課以現(xiàn)代建構(gòu)主義理論、現(xiàn)代教學(xué)互動理論、任務(wù)型教學(xué)理論等依據(jù)來展開設(shè)計(jì)，強(qiáng)調(diào)教師、學(xué)生在多邊互動中共同參與學(xué)習(xí)，建構(gòu)知識。
2. 通過互動式的教學(xué)安排要達(dá)到以下目標(biāo)：
(1)了解和掌握“part-time job”的概念。(2)了解本篇文章的大意和結(jié)構(gòu)
(3)了解怎樣來寫“essay”。(4) 當(dāng)堂完成一篇簡單的“essay”。 在所有的教學(xué)目標(biāo)中，目標(biāo)(4)是最終目標(biāo)，是學(xué)生學(xué)以致用、能力發(fā)展的具體體現(xiàn)。在整個教學(xué)過程中是必須要達(dá)到的，也是衡量這堂課成功與否的關(guān)鍵。
3. 整個教學(xué)過程始終以“互動方式”展開：
(1)導(dǎo)入部分：
任務(wù)一：鼓勵學(xué)生互相討論各自未來的理想(將來從事何行業(yè)的工作). 任務(wù)二：呈現(xiàn)幾幅有關(guān)職業(yè)的圖片，學(xué)生互相討論圖片中這些人從事的是哪些行業(yè)的工作、這些工作的特點(diǎn)是什么及對這些工作的`個人看法。
任務(wù)三：師生共同討論這些圖片，交換意見或看法。
任務(wù)四：師生依據(jù)所展示的圖片一起討論“part-time job”的概念。
(2)課文理解部分：
任務(wù)一：學(xué)生在規(guī)定的時間內(nèi)自己閱讀課文(自學(xué)課本)，然后互相討論，對于文章中不清楚的知識點(diǎn)，可以問老師、同學(xué)或查字典、參考用書。
任務(wù)二：檢測學(xué)生通過自學(xué)和合作學(xué)習(xí)對課文的理解程度。在這一過程中，根據(jù)所設(shè)計(jì)的問題，師生共同討論這些問題。在最后的問題設(shè)計(jì)上，實(shí)行半開放式，允許學(xué)生有自己不同的理解。
任務(wù)三：師生共同探討整篇文章的篇章結(jié)構(gòu)。
(3)寫作部分：本部分是基于對本篇文章閱讀基礎(chǔ)上而設(shè)計(jì)。
任務(wù)一：由這篇文章的結(jié)構(gòu)引出“essay”的基本寫法。(先由學(xué)生發(fā)表各自意見，然后教師進(jìn)行提煉總結(jié)。)
任務(wù)二：教師提供一篇范文“Getting up early is a good habit”，學(xué)生齊聲朗讀，感受文章的結(jié)構(gòu)，進(jìn)一步熟悉“essay”的寫法。
任務(wù)三：教師給出一個話題“Smoking is a bad habit”，學(xué)生小組討論，互相討論文章內(nèi)容和寫法。
任務(wù)四：學(xué)生當(dāng)堂完成以剛才討論過的話題為題目的一篇簡單“essay”。在寫作過程中可以繼續(xù)與小組成員進(jìn)行討論，也可與教師進(jìn)行討論。
任務(wù)五：通過多媒體投影展示部分學(xué)生完成的“essay”，然后要同學(xué)進(jìn)行修改。
(4)知識拓展部分：
任務(wù)一：給出一篇與課文同一主題的文章，學(xué)生自己閱讀，了解文章大意。 任務(wù)二：小組討論，發(fā)現(xiàn)文章中比較優(yōu)秀的短語和句子。
任務(wù)三：小組討論，用自己的話概括兩篇文章中“Advantages of taking a part-time job”。以上各部分教學(xué)活動的展開主要是以學(xué)生小組討論(group work)和師生之間的交流為主要形式，注重信息的雙邊反饋，師生之間和學(xué)生之間相互合作，平等參與教學(xué)活動，鼓勵學(xué)生積極學(xué)習(xí)的熱情。
三.課堂實(shí)效分析
1. 通過小組討論的形式展開教學(xué)活動，學(xué)生參與的積極性較高，思路開闊，相對的限制性較少，學(xué)生受到高度重視，有一種“主人翁”的感受。
2.從學(xué)生回答問題的情況看，基本上都能理解文章的大意。
3.對于文章的篇章結(jié)構(gòu)，絕大多數(shù)學(xué)生能進(jìn)行有效分析，部分學(xué)生(英語程度較差)經(jīng)過討論，也了解了本篇文章的結(jié)構(gòu)。
4.在對“part-time job”的概念引入的過程中，部分學(xué)生的個性化得到一定的表現(xiàn)，他們的觀點(diǎn)新穎獨(dú)特，是他們經(jīng)過小組討論積極思維的結(jié)果。
5.在閱讀理解的基礎(chǔ)上引入寫作，學(xué)生感到有具體內(nèi)容，而不是“空中閣樓”，符合學(xué)生的認(rèn)知結(jié)構(gòu)，學(xué)生對“essay”寫法的建構(gòu)也是水到渠成。
6.從學(xué)生當(dāng)堂作文反饋情況看，雖然一些學(xué)生在作文中出現(xiàn)這樣或那樣的語法錯誤，但是學(xué)生都注意了寫作的謀篇布局，這正是這次寫作要達(dá)到的目的。
7.對于學(xué)生作文中出現(xiàn)的錯誤，通過學(xué)生自己修改，效果理想。
8.補(bǔ)充材料展示后，部分學(xué)生通過閱讀討論都認(rèn)可這篇文章是優(yōu)秀范文，從而感到自己寫作上的差距，起到了一種助推作用，這種作用在課后的影響是深遠(yuǎn)的。
9.部分學(xué)生當(dāng)堂完成的“essay”(抽樣)：其中一些文章有語法錯誤。
范文2：初三英語教學(xué)設(shè)計(jì)方案
Lesson 71
Properties: Recorder, Overhead Projector.
Teaching Objectives:
1. Revise the grammar: the Adverbial Clause and the Infinitive.
2. Revise the use of “who, that, which”.
Language Focus: so that
The Infinitive: to + Verb(原形)
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Check homework, ask some students to retell the story.
III. Presentation
Give the students some sentences for example to help them understand the structure:
so + adj. /adv. + that(結(jié)果)
1. I am so angry that I can't say a word.
2. The teacher spoke so fast that we couldn't catch up with him.
3. The classroom is so dirty that we must clean it.
Ask the students to make up some sentences with “so… that”, then give same more sentences.
1. He got up late so that he was late for school.
2. He ran very fast so that he hit the electric pole.
Ask the students to do some practice.
IV.
Practice
Look at Exercise 1, ask the students to answer the questions with so that…. The answers are:
1. I stayed at home so that I could go swimming when I had finished it.
2. Lucy saved her money so that she could buy her mother a birthday present.
3. Ling Feng was going to Changsha the next week so that he could visit his sick grandmother.
4. I was doing my homework so that I could ask him to help me with my physics.
5. I was looking for Lin Tao so that he could visit sick grandmother. V. Presentation
Get the students to make up some sentences like:
1. I don't know how to get to the station.
2. She doesn't know which sweater to choose.
Ask the students to pay attrition to the Infinitive. Give them more examples to understand better, e. g.
1. I don't know what to do next.
2. They don't know where to go.
3. We didn't know when to start.
Focus on the use of the Infinitive, then give another example: It’s very important to learn English well:
To learn English well is very important.
Let the students make more sentences, pay attention to the use of the Infinitive.
VI. Practice
Look at Exercise 2, make sentences with partners. The answers are:
1. It’s hard / easy to work out these maths problem.
2. It’s exciting to watch football matches.
3. It’s interesting to read history books.
4. It’s hard / easy to learn foreign languages.
VII. Leaning and practice
Do Exercise 3, complete the sentences using who/ that/ which. The answers are:
1.which 2.who 3.who 4.which 5.who 6.which 7.which 8.who
VIII. Workbook
Do Exercise 1, let the students translate the sentences alone then check the answers with the students.
Answers: 1. We arc hungry. We need to buy something to eat. 2. She is very busy today. She has a lot of work to do. 3. Please be quiet! I have something important to tell you. 4. Will you please tell him to turn down the TV a little? 5. nobody knows what to do next? 6. I’m going to the post office to buy a few stamps this afternoon.
For Exercise 2. Join the two parts and make the students read together.
For Exercise 3. Get the students to read the story, and fill in the blanks. The answers are: which, who, who, who, who
IX. Summary
Exercise in
class
l. 昨天他想借我的收音機(jī).
2. 我需要一些喝的東西。
3. 他有許多家務(wù)要做。
4. 她叫我說慢一點(diǎn)。
5. 在街上踢足球很危險。
6. 學(xué)外語不容易。
7. 我不知道去哪里。
8. 叫他不要遲到。
X. Homework
1. Revise the use of the grammar.
2. Make sentences with the Infinitive.
范文3：初一英語教學(xué)設(shè)計(jì)
一、 教學(xué)設(shè)計(jì)理念
英語是一門實(shí)踐性很強(qiáng)的學(xué)科，必須通過大量的活動和練習(xí)，才能掌握和運(yùn)用。它的特點(diǎn)也決定了它課堂教學(xué)
活動形式靈活多樣。在設(shè)計(jì)活動時要有計(jì)劃和要由易到難，使聽說讀寫得到更全面發(fā)展 。
二、學(xué)情分析
七年級學(xué)生對英語普遍感興趣但有很大的不穩(wěn)定性，遇到困難容易退宿，因此要采用情景交際法，激發(fā)學(xué)生學(xué)習(xí)興趣，讓學(xué)生易于接受。
三、 教學(xué)內(nèi)容分析
Unit5 Topic2的中心內(nèi)容是現(xiàn)在進(jìn)行時的理解與運(yùn)用，而Section D則是通過聽力、填空、唱歌等形式對現(xiàn)在進(jìn)
行時進(jìn)行復(fù)習(xí)和總結(jié)。
四、 教學(xué)目標(biāo)
現(xiàn)在進(jìn)行時的理解與運(yùn)用。
五、教學(xué)重難點(diǎn)
現(xiàn)在進(jìn)行時的結(jié)構(gòu)及動詞的現(xiàn)在分詞的構(gòu)成。
六、教學(xué)策略
1、運(yùn)用多媒體技術(shù)，優(yōu)化課堂教學(xué)。
2、引導(dǎo)學(xué)生自主學(xué)習(xí)。
3、合理開發(fā)和利用網(wǎng)絡(luò)資源。
七、教學(xué)過程
Step 1. Warm up and leading
Show a song “What are you doing”
設(shè)計(jì)意圖：抓住學(xué)生注意力，導(dǎo)入新課。
Step 2. Presentation
一、Present Continuous
What’s he doing? He is running.
What are they doing? They re dancing.
What___(be) her mother? She is______(cook).
設(shè)計(jì)意圖：展示多媒體人物活動圖片，小組活動訓(xùn)練句型。
二、 Fuction
1..Excuse me, _____some English workbooks? Sure.
2.—— can I keep them? Two weeks.
3.You must return them on time. Sure.______.Thank you.
設(shè)計(jì)意圖：讓學(xué)生總結(jié)本話題的討論內(nèi)容與語法點(diǎn)。
Step 3. Practice
1. Listening. Complete the table.
設(shè)計(jì)意圖：讓學(xué)生聽錄音填空，提高學(xué)生聽力。
Step 4.Conversation
Read the passage, then number the picture.
設(shè)計(jì)意圖：學(xué)生認(rèn)真讀課文，以讀來解決問題，培養(yǎng)學(xué)生語感，提高學(xué)生解決實(shí)際問題的能力。
Step 5. Homework
一、 Fill in the blanks.
(1) Look. Miss Wang_______(talk) to Maria on the Great Wall.
(2) Tom often______(do) his homework after school. But now he______(write)
a letter.
(3) He looks happy because he loves______ in the _____pool .(swim) .
(4)He comes from______. He is an ______.(America)
二、Write a passage: Describing “What are they doing”.
設(shè)計(jì)意圖：檢查學(xué)生對現(xiàn)在進(jìn)行時的`掌握程度，通過寫作提高學(xué)生的寫作水平。
教學(xué)反思：
本次教學(xué)設(shè)計(jì)既達(dá)到了教學(xué)容量飽滿，又沒有采用增加學(xué)生負(fù)擔(dān)，造成學(xué)生心理 壓力。本次教學(xué)設(shè)計(jì)采用多媒體教學(xué)，抓住了本節(jié)課的中心點(diǎn)、關(guān)鍵點(diǎn)學(xué)習(xí)。在課堂上，師生互動，生生互動，人人參與，學(xué)生成了課堂的主人。但在時間
的安排上有待于完善。今后在課前備課和課件制作上要更加努力。
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