初三英語教學案例范文

　　教案中對每個課題或每個課時的教學內容，教學步驟的安排各個教學步驟教學環(huán)節(jié)的時間分配等等，都要經過周密考慮，精心設計而確定下來，體現著很強的計劃性。下面是學習啦小編給大家整理的初三英語教學案例范文，供大家參閱!

　　初三英語教學案例范文篇1

　　教學目標

　　1.學習現在完成時態(tài)的構成以及與現在的關系和對時間狀語的要求，以及現在完成時 的陳述句形式和疑問句形式及其簡略答語是本單元的教學重點。要求學生能初步運用現在完 成時態(tài)談論一些過去發(fā)生的動作對現在造成的影響，掌握過去分詞的構成。

　　2.能夠熟練運用本單元有關“借物、尋物”的交際用語，正確運用Have you got…? 和Do you have…?及其簡略答語。

　　3.掌握本單元的單詞和短語，特別是used to，pay for，think of等用法。

　　4.利用閱讀課文來培養(yǎng)學生的閱讀理解能力和根據上下文判斷生詞詞義的能力，并逐 步提高對學生閱讀速度的要求。

　　5.要求學生能用自己組織的語言，對課文故事予以簡述。

　　教學設計方案

　　一、教學內容

　　1.詞匯(略)。

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

　　3.語法：初步學習現在完成時態(tài)。

　　二、教具

　　錄音機;一些學習、日常用具，如筆、字典、手表等。

　　三、課堂教學設計

　　1.復習 值日生報告。

　　2.教師可采用以下方法導出現在完成時態(tài)：

　　教師走到教室門前，做開門動作。邊開門邊問學生：

　　T：What am I doing?

　　Ss：You are opening the door.

　　打開門后，教師走回講臺，手指開著的門，反復說：

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

　　板書這個句子，用彩色粉筆寫出助動詞have和動詞opened。

　　Teacher asks a students to clean the blackboard.

　　該同學在擦拭擦黑板時，教師向全班說：

　　She is cleaning the blackboard.

　　當該同學擦完黑板，走回座位，教師讓全班看著擦干凈的黑板，啟發(fā)大家說出：

　　Ss：She has cleaned the blackboard.

　　3.板書剛才的主要句式。向學生介紹現在完成時態(tài)這個術語，要求學生觀察其構成，扼要說明這個時態(tài)表示過去的行為對現在造成的影響和結果這一用法。

　　4.利用黑板上的句式，扼要介紹現在完成時態(tài)的構成和動詞過去分詞的構成方法。

　　5.打開書，學生閱讀課文第 3部分，教師布置兩個讀前提問(Pre-reading questions)：

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

　　兩分鐘后，請學生回答。聽錄音，學生跟讀兩遍。

　　6.請一位同學到教室外站一會兒。讓別的同學將他/她的英語書或尺子等物藏起來。請回這位同學。待他/她剛進教室，尚未走到座位之前時，教師提問：

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

　?。篩es, I have.

　　T：Can I borrow it, please?

　　：Certainly.(走回自己座位，才發(fā)現東西不見了。教師要求該同學用剛剛學過的語言知識來表達)

　　Oh, I’ve lost my English book (Or; ruler).(問旁邊的同學)Have you seen it anywhere? 如效果較好，可請幾位同學反復表演。

　　7.指導學生做練習冊習題。

　　8.布置作業(yè)

　　1)練習朗讀本課對話，抄寫生詞;2)完成練習冊習題。

　　四、難點講解

　　Have you got a pencil? 你有鉛筆嗎?

　　在口語和非正式文體中，have got可以用來代替have。

　　在美國英語中，經常使用have或has;而在英國英語中則用have got或has got表示“有”。例如：

　　She has blue eyes.(美國英語;=She’s got blue eyes.)她長著藍眼睛。

　　Do you have a brother?(美國英語;=Have you got a brother?)你有兄弟嗎?

　　初三英語教學案例范文篇2

　　教學目的：

　　1.進一步掌握現在完成時的運用。

　　2.學習課文The lost Books. 養(yǎng)成愛學習，愛惜書的好習慣。

　　3.掌握重點短語和句型。

　　used to pay for come up with the borrowed book

　　Her hobby is to read.

　　教具 錄音機，小黑板(寫有不規(guī)則動詞若干)。

　　教學過程

　　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

　　教師先說出幾個句子，然后讓學生接著再說一句，表明上句的結果。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.

　　讓學生來總結出其構成：have + v. ed

　　出示小黑板，要求學生將上面列出的不規(guī)則動詞的過去分詞形式寫出。

　　Step 2 Presentation

　　1.利用已學過的對話引出有關借書的話題。

　　T: Have you got the book……?

　　S: Yes. I have.

　　T: Can I borrow it?

　　S: Certainly. Here you are.

　　然后教師問學生：Do you often borrow books? Where can we borrow books from? 引出Library話題。

　　2.讓學生談談自己借書的經歷，丟失了書該怎么辦。

　　3.讓學生默讀一遍課文(五分鐘左右)，并用鉛筆劃出課文中的生詞，鼓勵學生根據上下文來判斷這些詞的意思。然后回答下列幾個問題：

　　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?

　　教師對學生標出的新單詞進行講解，并對文章中新出現的重點詞匯和短語。

　　1)used to

　　意為“過去經常”，它只有過去式，用于各種人稱的單、復數，表示過去存在的，

　　但現在已經停止的情況或習慣，后接動詞原形。例如：

　　They used to come on foot，but they don’t do that again. They often come by bus. 他們過去經常步行來，現在不了。他們經常乘車來。

　　used to的疑問形式和否定形式可以用助詞did或自身形成構成。美國人多用助動詞 did;英國人多用used to本身。

　　注意區(qū)分be used to所表示的意思是“習慣于……”，后跟名詞或動名詞，used是一個形容詞。例如：

　　I’m not used to drinking. 我不習慣喝酒。

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

　　2)Her hobby is to read. 她的業(yè)余愛好是讀書。

　　to read 是一個動詞不定式，在句中用作表語。如：

　　Her wish is to be a singer. 她的愿望是成為一個歌手。She sings a lot every day.

　　3)pay for意為“給……報酬”，“付款”。常見句型有：(1) pay for+貨物(2) pay+名詞/代詞+for+物。例如：

　　How much did you pay for that book?20 yuan

　　I’ll pay you five yuan for it.我將為此給你五元錢。

　　I’m afraid I can’t pay you anything for it.我恐怕不能為此給你任何報酬。

　　4)come up with= find or produce (an answer)意為“提出，提供”，它是由動詞和介詞一起構成的短語動詞。它的另一個意思是“趕上”。例如：

　　I hope you can come up with a better plan than this. 我希望你能提出個更好的計劃。

　　5)the lost books lost=missing丟失的。英語中單個分詞(包括現在分詞和過去分詞)也能作定語用，它們一般放在名詞的前面。又如：a stolen car一輛失竊的汽車;a broken wind。一扇破的窗。

　　4.放錄音，讓學生先聽，然后跟讀。

　　5.學生熟悉課文后，學生回答練習冊 Ex 1.的問題。

　　Step 3 Practice

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

　　2.讓學生根據課文內容改編成一短劇。并分角色表演。(見教學建議：表演：The Lost Book)

　　Step 4 Summary

　　1.總結本課的重點短語的用法：used to put down pay for come up with think of

　　2.簡要敘述課文內容。

　　Step 5 Homework

　　1.Retell the story: the lost book.

　　2. Do Workbook Lesson 2, Ex 2、3

　　初三英語教學案例范文篇3

　?、駎eaching 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

　?、?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:認為、 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