初中英语课堂教学流程图

八年级上册Unit 2 Why don’t you talk to your parents?Section A 3a教学设计一、课堂教学流程图二、Learning aims1. Knowledge aims（知识目标）①Try to master some new words and expressions:cloud、explain、refuse to do sth、offer to do sth、communicate with...①Can use “Why don’t you…?Why not…? \ should\ could”to give people advice .2. Ability aims（能力目标）Be able to talk about problems and give advice.3.Emotion aims（情感目标）Be able to understand each other and love the family.4.Key points and difficult points(教学重点、难点）Key points：Master the key words and phrases.Be able to express the problems people have.Be able to give people advice.Difficult points: Be able to use “Why don’t you…?Why not…? \ should\ could” and the phrases to give people advice .三、教学过程设计Part1: Warm-upStep1: Show two family photos of a student.Step2: Enjoy the family photos and the video “I love my family ”.to understand the idea of “Love in a family.”【设计意图】通过展示班里张书豪同学的家庭照片，吸引学生的兴趣，同时为下一步引入Family 的话题做铺垫。

滦南县初中高效课堂英语学科课堂教学流程根据英语学科的具体特点，制定本学科课堂教学基本流程，我县英语课堂教学以学生的全面发展为根本，强化语言交际训练，培养语言综合运用能力，运用自主合作探究学习方式，优化课堂结构，实现高效教学。

英语课堂教学分三种课型：展示交流课、阅读理解课、综合复习课一、展示交流课分为“自主学习、合作交流、巩固运用”三个环节1.自主学习：指课上教师对本课时教学内容中存在的词汇、短语、句型、等学习任务的问题化或者习题化预习。

以扫清随后的合作交流中出现的语言障碍。

（该环节中，可以根据每课时需要注重的具体内容。

有计划地学习一至二个项目，不必同时兼顾以上所有项目。

）具体操作步骤：教师导入新课后，1）以小组为单位自主学习教师预设的学习任务。

如：词汇、短语、句型、等。

学习方式包括教师示范性领读，学生机械性模仿，听录音、小组组长领读等。

2.）以小组成员的独学为前提对词汇、短语、、句型和语法进行类比和拼读记忆。

小组长配合老师检查本组的学习情况，老师巡视各小组，对各小组的学习给予纠错、总结，以便掌握各小组的学情，充分发挥教师的主导作用。

注意的问题：1.）基本词汇短语的学习：必须有教师示范性领读、构词法讲解、零碎语音知识（如：前缀、后缀、合成词、派生词、元音及元音字母组合的读音规则、辅音字母组合的读音、重音、音节划分、连读等规律性知识）的渗透。

为学生的终身学习打下良好的基础。

2.）词汇学习习题化，以中考题型为参考，有针对性的训练学生的词汇记忆和词形变化。

如:首字母提示、用所给单词的适当形式填空、英汉互译等。

设置试题时可分层次和梯度，以便于不同程度的学生得到相应的发展。

3)小组展示学习成果。

展示学习成果可分为口、笔头两种形式。

为节省时间，学习内容可提前以问题或习题的方式设置在学案或者电子白板上。

口头展示只在小组内或者不同组间进行。

不必到教室前面；笔试可展示在前后黑板、或者单词本上。

4）第一课时的词汇学习应侧重学生认读成果展示，随着课时的深入逐步对词汇提高要求。

初中英语听说课教学流程图模板Teaching English listening and speaking skills is a crucial aspect of language acquisition, particularly in the middle school setting. Developing these skills not only enhances students' overall language proficiency but also boosts their confidence and communication abilities. This essay presents a comprehensive template for teaching English listening and speaking in middle school, outlining the key steps and strategies to ensure an effective and engaging learning experience.The first step in the teaching process is to establish clear learning objectives. Teachers should identify the specific skills and competencies they aim to develop in their students, such as the ability to understand and respond to basic conversational exchanges, the capacity to express personal opinions and experiences, and the proficiency in using common conversational expressions and idioms. These objectives should be aligned with the school's curriculum and the students' language proficiency levels.Once the learning objectives are established, the next step is todesign a well-structured lesson plan. The lesson plan should incorporate a variety of engaging activities and tasks that cater to different learning styles and preferences. For example, the lesson may begin with a warm-up activity, such as a short dialogue or a listening comprehension exercise, to activate students' prior knowledge and prepare them for the main lesson.The core of the lesson should focus on developing students' listening and speaking skills. This can be achieved through a combination of teacher-led instruction, pair or group work, and individual practice. Teachers can start by introducing new vocabulary and expressions related to the lesson topic, providing clear explanations and examples. They can then move on to listening comprehension exercises, where students are exposed to authentic or semi-authentic audio recordings and are required to answer questions or complete tasks based on the content.To further enhance students' speaking skills, teachers can incorporate various interactive activities, such as role-playing, information-gap exercises, or small-group discussions. These activities should encourage students to engage in meaningful conversations, express their ideas, and respond to their peers' contributions. Teachers should provide constructive feedback and guidance throughout these activities, helping students to improve their pronunciation, fluency, and communication strategies.Throughout the lesson, it is important to incorporate a variety of multimedia resources and technological tools to make the learning experience more engaging and interactive. For instance, teachers can use audio or video recordings, interactive whiteboards, or language learning applications to provide diverse input and facilitate interactive practice.Effective assessment and feedback are crucial components of the teaching process. Teachers should regularly assess students' progress and provide them with constructive feedback to help them identify their strengths and areas for improvement. This can be done through formative assessments, such as in-class observations, quizzes, or short presentations, as well as summative assessments, like end-of-unit tests or oral proficiency exams.In addition to the core lesson components, teachers should also consider incorporating cultural elements into their teaching. Exploring the cultural contexts and social norms associated with the target language can not only enhance students' understanding of the language but also foster their intercultural competence and appreciation for diversity.Finally, it is essential for teachers to create a supportive and inclusive learning environment that encourages students to take risks, makemistakes, and actively participate in the learning process. By fostering a positive and encouraging classroom atmosphere, teachers can help students overcome their fears and inhibitions, ultimately leading to greater language proficiency and confidence.In conclusion, the template for teaching English listening and speaking in middle school presented in this essay provides a comprehensive and structured approach to language instruction. By incorporating a variety of engaging activities, leveraging technology, and fostering a supportive learning environment, teachers can effectively develop their students' listening and speaking skills, preparing them for successful communication in the target language.。

可编辑范本Good afternoon,everybody.Let ’s being our class. Everybody,do you remember Teddy bear song?“teddy bear ’s father ”ready go!thank you!everybody.,sit down please.Today,I’ll got a picture for you. Oh! It ’s a very beautiful picture. Everybody,do you remerber teddy bear ’s family? who are they? Let ’s see ,what ’s happened?The teddy ’s mother said:what do you like to do?do you like to catch the butterfly?The teddy ’s sister said:No,I don ’t.I like to takePhotos. The teddy said:I like to catch the butterfly. The teddy ’s brother said:I like to play KongFu.Everybody.Is it interesting? Today,I ’ll going to learned these sentences.Now,everybody,look at these sentences.What do you like to do? I like to(catch the butterfly\take photos\play KongFua)?This time,I ask,you answer…Let’s change it.you ask, I answer. ready go!...Great,from here,you are the team A,one,two...you are the team B one,two...Now,team A ask,team B answer.ready go! Let’s change it. team A ask, team B answer. ready go!...Now,Let’s play a game.Do you want to play a game?yes!NO.1 come here please.You should say what do you like to do? and do the action.You should guess and say I like to …可编辑范本Today,we have learned what do you like to do? I like to(catch the butterfly\take photos\play KongFua)?I want you exeise these sentence after class.OK,class is over. Thank you.可编辑范本。

教学流程图的设计
一、教学流程图的作用
“教学流程图”顾名思义是关于教学过程的流程图，它是教师实施教学活动的蓝图，其作用在于：
——它可以直观地显示整个课堂活动中各个要素之间的关系、比重；
——教学中的重点和难点部分也可以简洁地呈现出来；
——它也可以较好地反映出教师教学过程设计的逻辑性、层次性等。

教学过程流程图是浓缩了的教学过程，它层次清楚、简明扼要、使读者一目了然。

二、常见的图例有
教学流程图
学生评价 学生小结
思考练笔材料 课件 学生判断
课堂练笔 课件
教师补充
教师补充
结束。

初中英语教学设计教材分析：Status and Function(单元地位与功能)The topic is taken from人教版七年级下册go for it, un it10: I’d like some noodles. Section A(1a~1c). It’s an easy lesson which talks about food. Ss are quite familiar with this topic and anxious to share their idea with the ir classmates. So this will be beneficial to today’s tea ching and learning.设计理念：以听说训练为主线，经过看、听、说、小组合作等一系列教学活动，使先生获得最基本的英语听说能力，并在教学中充分激发先生强烈的学习愿望，在注重先生知识能力发展的同时，特别强调先生人格的发展和思想的发展。

设计特点：强调先生自主学习，培养先生学习英语的习气。

教案流程图：Warm up Free talkLearning new wordsPresentationLearning new sentences Exercises Summary播放短视频关于面条（有点搞笑）1、Free talk:以本人看到的视频为线索组织教学。

Blackboard design:Unit 10 I’d like noodles!教学反思：1、本课力求经过一系列贴近先生生活实践的生动活泼的教学设计，激发先生学习英语的兴味，培养先生自主学习和团结合作的能力，使先生初步构成该话题的会话能力。

2、教学过程中根据先生的心思和生理特点，采用小组合作与教学相结合的方法，同时积极鼓励先生进行情景交际，让先生在教师的指点下经过感知、体验、理论、参与和合作等方式打破教学目标。

3、教学过程中需求改进的是板书设计，本次板书没有触及含量，太单调，好的板书可以起帮助记忆和总结。

Unit 13 We’re trying to save the earth!教学设计一、Teaching Goal：1. Language goalWords：litter, bottom, fishermanphrases：be harmful to, at the top(of sth.), take part in,Sentences patterns：We’re trying to save the earth!The river used to be so clean.The air is badly polluted.2. Ability Objects: the passive voice, modal verbs and used to sentence patterns.3. Affective goal: Environmental crisis awareness, learn to pay attention to environmental protection.二、Key and difficult points in Teaching：1 the passive voice, modal verbs and used to sentence patterns.2 Measures to protect the environment三、procedure of teaching:I.Lead inT: How’s the weather?/What has the weather been like these days?Ss: It’s cold,foggy,bad,awful……T: Why?Ss: Because the earth is polluted.T: So we’re trying to save the earth!II. Presentation1Show students the pictures and talk about how the earth is polluted and why, and what we should do to solve it.2.DiscussionStudents discuss and finish 1aIII. Listening1 Now Tony and Mark are talking about pollutions, let’s listen and find out what pollution is it, if they think the right way to solve it.Listen and finish 1bWhat was the problem?The river was _____________. Even the bottom (底部) of the river was full of________. There were no more ______ for fishermen (渔民) to catch.What caused the problem?People are throwing _______ into the river. Factories are putting ______ into the river.How should the problem be solved?We should write to the ____________ and ask them to ___________ the factories. Everyone should help to __________ the river.IV. Show Time1 T: I don’t think it’s enough. You’re not deeply moved. Now I’ll show you something. After watching, tell me your feeling.Let students watch the MV.2 Then ask them to draw small pictures to show their feeing and what they can doto protect our earth.V. HomeworkPlease make a poster and think of what we can do.VI. ConclusionWrite on the blackboardUn it 13 We’re trying to save the earth!1 litter n/v rubbish air pollution2 fisherman pl fishermen noise pollutionwater pollution。