摘要：教案中對(duì)每個(gè)課題或每個(gè)課時(shí)的教學(xué)內(nèi)容，教學(xué)步驟的安排各個(gè)教學(xué)步驟教學(xué)環(huán)節(jié)的時(shí)間分配等等，都要經(jīng)過周密考慮，精心設(shè)計(jì)而確定下來，體現(xiàn)著

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　　教案中對(duì)每個(gè)課題或每個(gè)課時(shí)的教學(xué)內(nèi)容，教學(xué)步驟的安排各個(gè)教學(xué)步驟教學(xué)環(huán)節(jié)的時(shí)間分配等等，都要經(jīng)過周密考慮，精心設(shè)計(jì)而確定下來，體現(xiàn)著很強(qiáng)的計(jì)劃性。下面是七考網(wǎng)小編給大家整理的初三英語教學(xué)案例范文，供大家參閱!

　　初三英語教學(xué)案例范文篇1

　　教學(xué)目標(biāo)

　　1.學(xué)習(xí)現(xiàn)在完成時(shí)態(tài)的構(gòu)成以及與現(xiàn)在的關(guān)系和對(duì)時(shí)間狀語的要求，以及現(xiàn)在完成時(shí) 的陳述句形式和疑問句形式及其簡(jiǎn)略答語是本單元的教學(xué)重點(diǎn)。要求學(xué)生能初步運(yùn)用現(xiàn)在完 成時(shí)態(tài)談?wù)撘恍┻^去發(fā)生的動(dòng)作對(duì)現(xiàn)在造成的影響，掌握過去分詞的構(gòu)成。

　　2.能夠熟練運(yùn)用本單元有關(guān)“借物、尋物”的交際用語，正確運(yùn)用Have you got…? 和Do you have…?及其簡(jiǎn)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(xué)生的閱讀理解能力和根據(jù)上下文判斷生詞詞義的能力，并逐 步提高對(duì)學(xué)生閱讀速度的要求。

　　5.要求學(xué)生能用自己組織的語言，對(duì)課文故事予以簡(jiǎn)述。

　　教學(xué)設(shè)計(jì)方案

　　一、教學(xué)內(nèi)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(xué)習(xí)現(xiàn)在完成時(shí)態(tài)。

　　二、教具

　　錄音機(jī);一些學(xué)習(xí)、日常用具，如筆、字典、手表等。

　　三、課堂教學(xué)設(shè)計(jì)

　　1.復(fù)習(xí) 值日生報(bào)告。

　　2.教師可采用以下方法導(dǎo)出現(xiàn)在完成時(shí)態(tài)：

　　教師走到教室門前，做開門動(dòng)作。邊開門邊問學(xué)生：

　　T：What am I doing?

　　Ss：You are opening the door.

　　打開門后，教師走回講臺(tái)，手指開著的門，反復(fù)說：

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

　　板書這個(gè)句子，用彩色粉筆寫出助動(dòng)詞have和動(dòng)詞opened。

　　Teacher asks a students to clean the blackboard.

　　該同學(xué)在擦拭擦黑板時(shí)，教師向全班說：

　　She is cleaning the blackboard.

　　當(dāng)該同學(xué)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?qū)W生介紹現(xiàn)在完成時(shí)態(tài)這個(gè)術(shù)語，要求學(xué)生觀察其構(gòu)成，扼要說明這個(gè)時(shí)態(tài)表示過去的行為對(duì)現(xiàn)在造成的影響和結(jié)果這一用法。

　　4.利用黑板上的句式，扼要介紹現(xiàn)在完成時(shí)態(tài)的構(gòu)成和動(dòng)詞過去分詞的構(gòu)成方法。

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

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

　　兩分鐘后，請(qǐng)學(xué)生回答。聽錄音，學(xué)生跟讀兩遍。

　　6.請(qǐng)一位同學(xué)到教室外站一會(huì)兒。讓別的同學(xué)將他/她的英語書或尺子等物藏起來。請(qǐng)回這位同學(xué)。待他/她剛進(jìn)教室，尚未走到座位之前時(shí)，教師提問：

　　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，才發(fā)現(xiàn)東西不見了。教師要求該同學(xué)用剛剛學(xué)過的語言知識(shí)來表達(dá))

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

　　7.指導(dǎo)學(xué)生做練習(xí)冊(cè)習(xí)題。

　　8.布置作業(yè)

　　1)練習(xí)朗讀本課對(duì)話，抄寫生詞;2)完成練習(xí)冊(cè)習(xí)題。

　　四、難點(diǎn)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(jīng)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(zhǎng)著藍(lán)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(xué)案例范文篇2

　　教學(xué)目的：

　　1.進(jìn)一步掌握現(xiàn)在完成時(shí)的運(yùn)用。

　　2.學(xué)習(xí)課文The lost Books. 養(yǎng)成愛學(xué)習(xí)，愛惜書的好習(xí)慣。

　　3.掌握重點(diǎn)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(jī)，小黑板(寫有不規(guī)則動(dòng)詞若干)。

　　教學(xué)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(gè)句子，然后讓學(xué)生接著再說一句，表明上句的結(jié)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(xué)生來總結(jié)出其構(gòu)成：have + v. ed

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

　　Step 2 Presentation

　　1.利用已學(xué)過的對(duì)話引出有關(guān)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(xué)生：Do you often borrow books? Where can we borrow books from? 引出Library話題。

　　2.讓學(xué)生談?wù)勛约航钑慕?jīng)歷，丟失了書該怎么辦。

　　3.讓學(xué)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(lì)學(xué)生根據(jù)上下文來判斷這些詞的意思。然后回答下列幾個(gè)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(duì)學(xué)生標(biāo)出的新單詞進(jìn)行講解，并對(duì)文章中新出現(xiàn)的重點(diǎn)詞匯和短語。

　　1)used to

　　意為“過去經(jīng)常”，它只有過去式，用于各種人稱的單、復(fù)數(shù)，表示過去存在的，

　　但現(xiàn)在已經(jīng)停止的情況或習(xí)慣，后接動(dòng)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(jīng)常步行來，現(xiàn)在不了。他們經(jīng)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(gòu)成。美國人多用助動(dòng)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(xí)慣于……”，后跟名詞或動(dòng)名詞，used是一個(gè)形容詞。例如：

　　I’m not used to drinking. 我不習(xí)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(gè)動(dòng)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(gè)歌手。She sings a lot every day.

　　3)pay for意為“給……報(bào)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(bào)酬。

　　4)come up with= find or produce (an answer)意為“提出，提供”，它是由動(dòng)詞和介詞一起構(gòu)成的短語動(dòng)詞。它的另一個(gè)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(gè)更好的計(jì)劃。

　　5)the lost books lost=missing丟失的。英語中單個(gè)分詞(包括現(xiàn)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(xué)生先聽，然后跟讀。

　　5.學(xué)生熟悉課文后，學(xué)生回答練習(xí)冊(cè) Ex 1.的問題。

　　Step 3 Practice

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

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

　　Step 4 Summary

　　1.總結(jié)本課的重點(diǎn)短語的用法：used to put down pay for come up with think of

　　2.簡(jiǎn)要敘述課文內(nèi)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(xué)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:認(rèn)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