染雾初中英语教学设计 篇一
Title: Engaging Activities for Teaching English in Junior High School
Teaching English to junior high school students can be both challenging and rewarding. In order to keep students engaged and motivated, it is important to incorporate a variety of activities into the lesson plans. Here are some engaging activities that can be used in the classroom:
1. Role-Playing: Role-playing activities allow students to practice their English language skills in a fun and interactive way. Students can act out real-life scenarios such as ordering food in a restaurant or asking for directions. This helps students improve their speaking and listening skills while also building confidence.
2. Vocabulary Games: Vocabulary games are a great way to help students expand their English vocabulary. Games such as word searches, crossword puzzles, and matching games can make learning new words more enjoyable for students. These games can be used as warm-up activities at the beginning of the lesson or as a fun way to review previously learned vocabulary.
3. Group Projects: Group projects encourage collaboration and teamwork among students. Assigning group projects that require students to work together to create a presentation or skit in English can help improve their communication skills. This also allows students to practice speaking and listening in a more relaxed and supportive environment.
4. Multimedia Presentations: Using multimedia presentations in the classroom can help make lessons more engaging and interactive. Students can create presentations using PowerPoint or other multimedia tools to demonstrate their understanding of a topic. This allows students to practice their speaking skills while also incorporating technology into the lesson.
5. Cultural Exchange Activities: Incorporating cultural exchange activities into the lesson plan can help students gain a better understanding of English-speaking countries and cultures. Activities such as watching English-language films, studying English literature, or learning about holidays and traditions can help students develop a deeper appreciation for the English language.
Overall, incorporating a variety of engaging activities into English lessons for junior high school students can help keep students motivated and interested in learning. By creating a dynamic and interactive classroom environment, teachers can help students improve their English language skills while also making learning fun and enjoyable.
初中英语教学设计 篇二
Title: Differentiated Instruction in Junior High School English Classrooms
In a junior high school English classroom, it is important to recognize that students have different learning styles, abilities, and needs. Differentiated instruction is a teaching approach that allows teachers to tailor lesson plans to meet the individual needs of each student. Here are some strategies for implementing differentiated instruction in the junior high school English classroom:
1. Grouping: Grouping students based on their learning needs can help teachers provide targeted instruction. Students can be grouped based on their reading levels, language proficiency, or learning styles. Teachers can then provide instruction that is tailored to each group, whether it be through small group discussions, independent reading activities, or hands-on projects.
2. Flexible Assignments: Offering students a choice of assignments allows them to demonstrate their understanding of the material in a way that suits their learning style. For example, students can choose to write a traditional essay, create a multimedia presentation, or participate in a role-playing activity. This allows students to showcase their strengths and interests while also meeting the learning objectives of the lesson.
3. Scaffolded Instruction: Providing scaffolding for students who may struggle with certain concepts can help them achieve success. Teachers can break down complex tasks into smaller, more manageable steps, provide additional support and resources, and offer opportunities for extra practice. This helps ensure that all students have the necessary support to master the material.
4. Varied Assessment Methods: Using a variety of assessment methods allows teachers to gauge student understanding in different ways. In addition to traditional tests and quizzes, teachers can also use projects, presentations, and portfolios to assess student learning. This provides a more comprehensive picture of student progress and allows teachers to adjust instruction accordingly.
5. Individualized Learning Plans: Creating individualized learning plans for each student can help teachers track progress, set goals, and provide targeted support. By identifying each student's strengths, weaknesses, and learning goals, teachers can tailor instruction to meet the needs of each student. This personalized approach can help students stay motivated and engaged in their learning.
By implementing differentiated instruction in the junior high school English classroom, teachers can create a learning environment that meets the diverse needs of all students. By providing targeted instruction, offering choice and flexibility, and supporting students through scaffolding and individualized learning plans, teachers can help students achieve success and reach their full potential in English language learning.
初中英语教学设计 篇三
初中英语教学设计
导语：编写教学设计，有利于教师更好进行课堂教学。以下是小编整理的初中英语教学设计，供各位阅读和参考。
初中英语教学设计：Unit 7How do you make a banana milk shake?
教学目标：
1、重点词汇：
peel， cut up， put … into， pour， turn on。
2、重点句式：
How do you make… ?
First… ， than… ，next… ， finally…。
3、语法知识：
how much + 不可数名词
how many + 可数名词
潜力目标：
学生学会熟练制作奶昔，并且能够用英语解说制作的步骤。
教学用具：
多媒体 搅拌器 几个塑料杯 六个香蕉 两杯牛奶 一大杯做好的香蕉奶昔
教学过程
一、导入课堂，先微笑询问全班同学
What drink do you like?待学生纷纷表达自我喜好时，举着备好的奶昔边说：Here is some banana milk shake。 Would you like some?学生抢着回答yes时，把准备好的奶昔分给他们（部分学生自带有杯子）品尝。之后问：Do you know how to make this milk shake?(有学生回答no)，并宣布：此刻我们来制作这种香蕉奶昔。
二、教学make a banana milk shake
1、播放图片，让学生观看并说出制作奶昔所需工具和物品（必要教师时帮忙补充）。顺势学习搅拌器（biender）这个单词。
2、播放制作香蕉奶昔全过程，结合学习关键词汇：peel， cut up， put … into， pour， turn on。
3、listening。 要求学生把制作香蕉奶昔的顺序标在书本1b的横线上。
4、教师制作奶昔。边演示边解说（in English）
5、pairwork 学生两人一组，操练如何制作香蕉奶昔。
三、学生动手制作香蕉奶昔
分别请两位同学（自愿）到讲台上演示制作香蕉奶昔。要求按步骤用英语解说（如有误，教师纠正）然 后连同老师做的奶昔一齐分给同学们品尝。（充分肯定表扬上来制作奶昔的同学）
四、Listening
1、学生听、并完成2a、2b。
2、小结how much与how many的区别和用法：
how much+不可数名词
how many+可数名词
巩固这两词汇的用法，在黑板板书：
how much、how many
What do you want?
apples does she have?
birds can we see?
chacolate did he eat
要求学生完成句子?
五、教学拓展
两人一组，就某种水果奶昔或水果色拉如何制作进行讨论、操练。然后请一、两组同学站起来表演。及时给予鼓励和表扬。
六、Summary对本节课进行小结
七、Homework作业
1、默写本课重点词汇、短语。
2、用英语写出制作某饮料或食品的步骤。
附：教学反思
1、巧妙导入。
熟话说得好：良好的开端，成功的一半。一节优质课，不但要求教师潜心备课，熟悉教材、了解教材，而且要求教师优化课堂，增强趣味性，最大限度吸引学生，激发其学习兴趣，把注意力放到课堂上来。这得靠教师巧妙构思，设计合情合理的导入方式。这节课从教师随口询问学生喜欢什么饮料到分别给学生品尝香蕉奶昔，极大地刺激了学生的兴奋神经，一下把他们吸引住了，连后进生也跃跃试试，用心配合。本节课做到了这一点，从学生的反应看，这种导入方式是值得肯定的。
2、教与学有机结合在一齐。
在教学过程中，既有教师灵活的教，也应有学生用心主动地参与，才是真正好处上的教学。课堂中避免了以往教师满堂灌，学生被动学习这一模式。把学生变被动为主动。让学生亲手制作香蕉奶昔，品尝奶昔，增强了学习趣味性，引发学生思考、记忆。体现了学生的主体性，教师的指导性。既完成了教学任务，学生在学到知识同时亦学得开心、搞笑。
3、创造性教学。
学习，不但要学习前人的丰富经念，牢记掌握固有知识，还要学会灵活应用，才是学习的根本目的。在本课堂，我大胆进行教学拓展。在学生学会制作、描述制作奶昔之后。设计让学生充分使用发散思维，想象制作其他奶昔或食品的方法。透过学生们的用心努力，不但学会了制作香蕉奶昔，也探讨到了制作其他食品的方法。到达触类旁通的效果
4、学习过程同时也是发现归纳的过程。
学生是学习的主体，不但要跟随教师学习，也应在学习过程中善于归纳总结，自我得出结论。所学的知识才印象深刻，牢固掌握。把别人的知识经验变成自我的知识经验。我在处理how much与how many的区别用法时疏忽了这点，没有让学生自我发现总结出来，而是直接告诉他们，然后透过几个简单练习来巩固。使得学生记忆机械，呆板。效果也欠佳。
5、掌控课堂，灵活教学。
灵活过渡，必要时采取有效的取舍，游刃有余是每位优秀教师就应具备的素质。我在上课时完全按照备好的课按部就班，觉得每一步骤都很重要，不可少。时光不多时还继续按原先的`思路授课，以至到最后超时。操作过于呆板，不够灵活机智，影响到教学质量。
6、平等原则。
每个学生都期望得到老师的关注与重视。处于青少年阶段的初中生对这要求体现得尤其强烈。教师的一个眼神、一个微小的细节，也会引起学生的注意，联想。甚至引发他们的情绪，使自信心受到打击。课堂中把给忽略了这部分。体此刻让学生到讲台来示范做奶昔时，不少学生高高举起手，都期望自我能去试试。结果，我叫上来的都是品学兼优的学生，令那些“后进生”极其失望。甚至有个别学生露出不屑的神色。这点十分欠思考。备课时没有想到就应让一个优秀生，一个后进生来表演，从而体现出教师对各个学生一视同仁的原则。以后就应多思考学生个体、心理以及年龄等各因素。
透过这一节课，我对如何备好课，吸引学生，启发学生思维，培养学生学习潜力有了更进一步的认识。也深刻体会到了备课既要备教材，也要备学生的真正含义
