初三英语教学案例范文

摘要：教案中对每个课题或每个课时的教学内容，教学步骤的安排各个教学步骤教学环节的时间分配等等，都要经过周密考虑，精心设计而确定下来，体现着

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　　教案中对每个课题或每个课时的教学内容，教学步骤的安排各个教学步骤教学环节的时间分配等等，都要经过周密考虑，精心设计而确定下来，体现着很强的计划性。下面是七考网小编给大家整理的初三英语教学案例范文，供大家参阅!

　　初三英语教学案例范文篇1

　　教学目标

　　1.学习现在完成时态的构成以及与现在的关系和对时间状语的要求，以及现在完成时 的陈述句形式和疑问句形式及其简略答语是本单元的教学重点。要求学生能初步运用现在完 成时态谈论一些过去发生的动作对现在造成的影响，掌握过去分词的构成。

　　2.能够熟练运用本单元有关“借物、寻物”的交际用语，正确运用Have you got…? 和Do you have…?及其简略答语。

　　3.掌握本单元的单词和短语，特别是used to，pay for，think of等用法。

　　4.利用阅读课文来培养学生的阅读理解能力和根据上下文判断生词词义的能力，并逐 步提高对学生阅读速度的要求。

　　5.要求学生能用自己组织的语言，对课文故事予以简述。

　　教学设计方案

　　一、教学内容

　　1.词汇(略)。

　　2.句型：1)Have you got…? 2) Have you found…yet? 3) I’m so glad.

　　3.语法：初步学习现在完成时态。

　　二、教具

　　录音机;一些学习、日常用具，如笔、字典、手表等。

　　三、课堂教学设计

　　1.复习 值日生报告。

　　2.教师可采用以下方法导出现在完成时态：

　　教师走到教室门前，做开门动作。边开门边问学生：

　　T：What am I doing?

　　Ss：You are opening the door.

　　打开门后，教师走回讲台，手指开着的门，反复说：

　　T：I have opened the door. Please look at the door. It is open now.

　　板书这个句子，用彩色粉笔写出助动词have和动词opened。

　　Teacher asks a students to clean the blackboard.

　　该同学在擦拭擦黑板时，教师向全班说：

　　She is cleaning the blackboard.

　　当该同学擦完黑板，走回座位，教师让全班看着擦干净的黑板，启发大家说出：

　　Ss：She has cleaned the blackboard.

　　3.板书刚才的主要句式。向学生介绍现在完成时态这个术语，要求学生观察其构成，扼要说明这个时态表示过去的行为对现在造成的影响和结果这一用法。

　　4.利用黑板上的句式，扼要介绍现在完成时态的构成和动词过去分词的构成方法。

　　5.打开书，学生阅读课文第 3部分，教师布置两个读前提问(Pre-reading questions)：

　　l)Where is the history book? 2)Where is the dictionary?

　　两分钟后，请学生回答。听录音，学生跟读两遍。

　　6.请一位同学到教室外站一会儿。让别的同学将他/她的英语书或尺子等物藏起来。请回这位同学。待他/她刚进教室，尚未走到座位之前时，教师提问：

　　T：Have you got an English book (or: a ruler)?

　　：Yes, I have.

　　T：Can I borrow it, please?

　　：Certainly.(走回自己座位，才发现东西不见了。教师要求该同学用刚刚学过的语言知识来表达)

　　Oh, I’ve lost my English book (Or; ruler).(问旁边的同学)Have you seen it anywhere? 如效果较好，可请几位同学反复表演。

　　7.指导学生做练习册习题。

　　8.布置作业

　　1)练习朗读本课对话，抄写生词;2)完成练习册习题。

　　四、难点讲解

　　Have you got a pencil? 你有铅笔吗?

　　在口语和非正式文体中，have got可以用来代替have。

　　在美国英语中，经常使用have或has;而在英国英语中则用have got或has got表示“有”。例如：

　　She has blue eyes.(美国英语;=She’s got blue eyes.)她长着蓝眼睛。

　　Do you have a brother?(美国英语;=Have you got a brother?)你有兄弟吗?

　　初三英语教学案例范文篇2

　　教学目的：

　　1.进一步掌握现在完成时的运用。

　　2.学习课文The lost Books. 养成爱学习，爱惜书的好习惯。

　　3.掌握重点短语和句型。

　　used to pay for come up with the borrowed book

　　Her hobby is to read.

　　教具 录音机，小黑板(写有不规则动词若干)。

　　教学过程

　　Step 1 Revision

　　1. Revise Have got …?

　　T: Have you got a ruler?

　　S: Yes. I have.

　　T: Can I borrow it.

　　S: Certainly. Here you are.

　　T: Thanks.

　　2. Revise the Present Perfect Tense

　　教师先说出几个句子，然后让学生接着再说一句，表明上句的结果。如：

　　T: I have returned the book to the library. S: Now I can borrow a new one.

　　T: She has finished her homework. S: She can have a rest (go out and 　　play).

　　T: He has bought a new car. S: He can drive a new car now.

　　T: We have seen the new film. S: It’s about a small white cat. It’s very interesting.

　　T: They have lost the dog. S: They have put the dog’s photo in the newspaper. They want to find it.

　　让学生来总结出其构成：have + v. ed

　　出示小黑板，要求学生将上面列出的不规则动词的过去分词形式写出。

　　Step 2 Presentation

　　1.利用已学过的对话引出有关借书的话题。

　　T: Have you got the book……?

　　S: Yes. I have.

　　T: Can I borrow it?

　　S: Certainly. Here you are.

　　然后教师问学生：Do you often borrow books? Where can we borrow books from? 引出Library话题。

　　2.让学生谈谈自己借书的经历，丢失了书该怎么办。

　　3.让学生默读一遍课文(五分钟左右)，并用铅笔划出课文中的生词，鼓励学生根据上下文来判断这些词的意思。然后回答下列几个问题：

　　1. What did my grandma do when she was young?

　　2. What does she like?

　　3. Do you like reading? Do you often borrow books from the school library?

　　4. Did my grandma lose the library books last week? What book?

　　5. What idea did the library think of?

　　6. What other good idea do you have to get the lost books back?

　　教师对学生标出的新单词进行讲解，并对文章中新出现的重点词汇和短语。

　　1)used to

　　意为“过去经常”，它只有过去式，用于各种人称的单、复数，表示过去存在的，

　　但现在已经停止的情况或习惯，后接动词原形。例如：

　　They used to come on foot，but they don’t do that again. They often come by bus. 他们过去经常步行来，现在不了。他们经常乘车来。

　　used to的疑问形式和否定形式可以用助词did或自身形成构成。美国人多用助动词 did;英国人多用used to本身。

　　注意区分be used to所表示的意思是“习惯于……”，后跟名词或动名词，used是一个形容词。例如：

　　I’m not used to drinking. 我不习惯喝酒。

　　She is used to running in the morning. She is a very fast runner.

　　2)Her hobby is to read. 她的业余爱好是读书。

　　to read 是一个动词不定式，在句中用作表语。如：

　　Her wish is to be a singer. 她的愿望是成为一个歌手。She sings a lot every day.

　　3)pay for意为“给……报酬”，“付款”。常见句型有：(1) pay for+货物(2) pay+名词/代词+for+物。例如：

　　How much did you pay for that book?20 yuan

　　I’ll pay you five yuan for it.我将为此给你五元钱。

　　I’m afraid I can’t pay you anything for it.我恐怕不能为此给你任何报酬。

　　4)come up with= find or produce (an answer)意为“提出，提供”，它是由动词和介词一起构成的短语动词。它的另一个意思是“赶上”。例如：

　　I hope you can come up with a better plan than this. 我希望你能提出个更好的计划。

　　5)the lost books lost=missing丢失的。英语中单个分词(包括现在分词和过去分词)也能作定语用，它们一般放在名词的前面。又如：a stolen car一辆失窃的汽车;a broken wind。一扇破的窗。

　　4.放录音，让学生先听，然后跟读。

　　5.学生熟悉课文后，学生回答练习册 Ex 1.的问题。

　　Step 3 Practice

　　1.Do Workbook Lesson 2, Ex 1. in class.

　　2.让学生根据课文内容改编成一短剧。并分角色表演。(见教学建议：表演：The Lost Book)

　　Step 4 Summary

　　1.总结本课的重点短语的用法：used to put down pay for come up with think of

　　2.简要叙述课文内容。

　　Step 5 Homework

　　1.Retell the story: the lost book.

　　2. Do Workbook Lesson 2, Ex 2、3

　　初三英语教学案例范文篇3

　　Ⅰteaching materials

　　1. functional and notional items

　　ask questions about something has done

　　2. language materials

　　words: encourage, once, abroad, copy

　　phrases: think of, encourage sb. to do sth., get sth. back, pick up

　　sentences: have you ever been abroad? yes, just once.

　　i’ve just cleaned the kitchen.

　　really? i did that hours ago.

　　grammar: the difference between the present perfect tense and the past indefinite tense

　　Ⅱteaching objectives

　　1. learn to ask questions about something has done

　　2. read the whole lesson fluently, and pronunciation and intonation should be right.

　　3. master the following materials

　　(4 skills) words: once, copy

　　phrases: think of, pick up

　　sentences: have you been abroad? yes, only once.

　　(3 skills) words: encourage, abroad

　　phrases: get sth. back, be abroad

　　Ⅲ teaching points

　　the main points: (1)&(2) in teaching objectives

　　the difficult points:

　　a. “ever, just, already”, they should be put in the middle of “ have done”

　　b. the difference between the present perfect tense and the past indefinite tense

　　Ⅳ teaching procedure

　　organization of the class

　　today, we’re going to learn lesson 3. we’ll learn how to use the present perfect tense in it.

　　revision

　　before we go on to learn the new lesson, let’s go over what we learn in lesson 2.

　　a. oral

　　grandma lost library books. if she really lose them, what should she do?

　　did the librarian have any ideas? what is it?

　　what did they do

　　b. workbook ex2

　　the teaching of the new lesson

　　a. lesson 3

　　can grandma get all her lost books back? let’s go on to learn lesson 3.

　　b. read part 1 and answer the following questions:

　　did grandma get all her lost books back?

　　how did she get them back?

　　c. read and learn

　　*think of:认为、 想起、想出

　　eg: what do you think of it?

　　i often think of my friends in beijing.

　　can you think of any ideas to solve this problem.

　　*encourage sb. to do sth.

　　eg. the teacher thought a lot about how to encourage his students to study hard.

　　*pick up: pick itthem up

　　*return sth. to sb.

　　*get sth. from sb.

　　d. reading practice

　　e. retell the story

　　f. ask and answer

　　have you ever picked up a library book? yes, i have no, i haven’t.

　　ask the students to ask and answer in pairs by using part 2 and ask some to do it in class.

　　teach: abroad, once

　　do wb. ex1

　　g. part 3

　　play and english song

　　t: have you ever listened to foreign music?

　　ss: yes, we have.

　　t: and we have just listened to it.

　　make sentences by using “ i have just…”

　　read and learn

　　teach: copy

　　point out the difference between the present perfect tense and the past indefinite tense.

　　the present perfect tense shouldn’t be used together with the past time.

　　h. conclusion

　　l the use of “ever, just, already” in the present perfect tense

　　l the difference between the present perfect tense and the past indefinite tense

　　homework

　　a. wb. ex2&3

　　b. go over the language points