初中英语教学目标设计
初中英语教学目标设计（最新6篇）
初中英语教学目标设计1
英语教学是一种语言教学，语言交流自始至终贯穿于整个教学活动之中。因此，语言交流活动能否高效顺利开展，关键在于我们教学英语时先想方设法做好每堂课的教学设计，以激发学生的学习兴趣，让学生成为教学的主体，使教学活动生动、直观、兴奋的过程，才能有利于改变单
一、被动的教学模式，达到预期的教学效果。
初中英语教学目标设计2
unit2 what should i do?
教学设计
浚县实验学校
一、教学课题：unit2 what should i do? the first period
二、教学设计思路：
结合多媒体，利用图片、实物、简笔画等帮助学生记忆本节相关词汇；设置情境，帮助学生通过听说练习学会谈论日常问题及给出建议。
三、教材分析：
in this unit students learn to talk about problems at school and at home and how to give advice to solve first period serves as an introduction and lead-in 1a introduces some key 1b gives students practice in understanding the target language in spoken 1c gives students an opportunity to practice their speaking skill using the target this period students can learn to explain their problems in their daily life.四、教学目标： (一)知识目标 vocabulary：
keep out;play;argue;wrong;what’s wrong?;style;out of style structures: what’s wrong?
my clothes are out of you should buy some new clothes.(二)能力目标
to train students’ ability of communication and listening skill.(三)情感目标
be interested in taking part in all kinds of activities in an english cla..培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。 students’ communicative speak out their thinks and wills.五、教学重点： vocabulary：
keep out;play;argue;wrong;what’s wrong?;style;out of style structures: what’s wrong?
my clothes are out of you should buy some new clothes.六、.教学难点：
learn to give advice using “should”.七、.难点及其突破方法：
培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。
八、教学资源： 多媒体；录音机；课件
九、教学过程：
初中英语 秦晓华 step and revision greet the cla and check the a lead-in problem i want to buy a new guitar but i don’t have enough money advice t: look at the have a don’t know what i should you give some advice? s(1): wait until next (2): borrow (3): buy a used (4): get a part-time job.……
(teacher show the advice on the screen one by one)t: thank you for your you have any problems? s: : i think you have different this unit we are going to talk about problems people have and learn to give these people advice, using the words “could” “should” and “shouldn’t”. words keep out 留在外面；置身于外；不许进入 play v.播放
loud adj.大声的；响亮的 argue v.争论，争吵 style n.款式；式样；时尚 out of style 过时的；落伍的 step 4 1a t: now please open your books at page at activity 1a, please.(point to the problems and ask five students to read the problems to the cla)s(1): my parents want me to stay at home every (2): my brother plays his cds too (3): i don’t have enough (4): i argued with my best (5): my clothes are out of each sentence again and ask students to repeat students to explain in their own words what each sentence can point to parts of the picture, using actions, simple drawings on the board and simple : you are must pay attention to two phrases.“argue with sb.” means “disagree in words with sb.” “out of style” means “no fashion in clothes”.step t: please look at the ’s see: what’s wrong with the girl, who can tell me? s(1): i think she argued with her mother about (2): she thinks her clothes are out of (3): her brother plays his cds too loud.……
t: now listen to a conversation to check what you gue and circle the problems you hear the girls talking the recording for the first only then play it a second time students circle the problems they the : the following problems should be circled: my parents want me to stay at home every brother plays his cds too don’t have enough clothes are out of 6 pairwork first ask two students to read the sample (1): what’s wrong? s(2);my clothes are out of (1): maybe you should buy some new : make conversations like this about the problems in activity a while, i’ll ask several pairs of students to say their conversations to the 7 summary t: this cla we’ve learned some key we’ve learnt how to give somebody advice if he or she has some you are interested in joining all kinds of activities in cla, you’ll make great talk about one’s problems and give advice in the design of the blackboard
unit 2 what should i do? the first period should/could you should talk with her about your problems shouldn’t you shouldn’t argue with out languages goals: play * talk about problems argue * give advice wrong target language: what’s wrong a: what’s wrong? style b: my clothes are out of of style a: maybe you should buy some new clothes.十、评价方法：
评价section a的教学效果，可以通过以下几点：
1．学生是否能熟练掌握本节可所学单词及能造简单的句子。2．学生是否能用目标语运用自如地编对话。十
一、教学反思
1．通过教学活动和教学实践，我深刻地体味到，农村中学英语课堂教学改革势在必行。我校地处农村，学生基础薄弱，在英语学习方面没有一个好的语言氛围。刚开始时，课堂上时常会出现乱的局面，但通过一段时间的摸索和学习，总算掌握了这一教法的要领。一节课要取得成功，我有如下几点认识。首先，课前准备一定要充分，在教学设计中，要认真研究《课标》,分析教材，通过传授与学生生活密切联系的英语知识，训练英语的听说能力，培养学生学习英语的兴趣和初步能力，最终使学生从“学会英语”，向“会用英语”转变。
2.要尽可能多地考虑师生的共同参与性与互动性，操练过程中的趣味性和交际性，充分体现学生学习的自主性和参与性。其次，充分利用有限的教学资源，如多媒体、图画、简笔画等拓宽学生学习渠道，改进学生学习方式，提高教学效果。再次，学生的学习热情和自信心是外语教学中最可贵的因素。农村学生大多性格内向，有相当一部分学生表现为胆小，要尽量去了解每一个学生，摸准他们的心理脾气，在教学中尊重他们，关心体贴他们，把回答问题的权利分配给每一位学生而不是尖子生，及时鼓励他们。
初中英语教学目标设计3
初中英语教学设计
但丽平
课题：仁爱版七年级英语上册Unit2 Topic2 Section B
一、教学工具：多媒体，录音机，小奖品
二、教学目标：
1.知识目标：1）学习give, letter, sorry, like, tall, will, young, man, woman, )能灵活使用重点短语：
give…to…, look like
3)能运用下列句型谈论人物相貌：
What does he/she look like?
She is tall like 能力目标：1)通过教学活动，培养学生的听、说、读、写的能力，尤其通过“听”和“说”，培养学生的英语语言运用能力。
2)通过所设计的课堂活动，让学生主动参与，在合作探究中学会学习和交际。
3.情感目标：1)通过教学，了解颜色及相貌在中英文中的区别，了解文化差异，提高学习兴趣。
2)通过竞赛、小组合作学习等形式，调动学生的学习主动性和积极性。
三、教学重难点：
1.教学重点：1）学会运用生词和句型描述人物相貌；
2）掌握have/has的否定形式；
3）通过多种形式培养学生的口语交际能力。
2.教学难点：1）have/has的否定形式的教学；
2）上课如何调动学生积极性。
四、教学过程
Step 1 Warm up:
Enjoy a song
Review the words about : We enjoyed a song just have learned some words about color in Section please answer my )What color is it?
2)How do you spell it?
Step 2 Presentation
in about the colors of some national : What color is the national flag?
Where is he/she from?
What color is his/her hair?
What color are his/her eyes?
t: Do pair ask some pairs to act it in “What does he/she look like?”
(Show another two pictures of women)
(Teach new words and phrases: look like, tall, man, woman, young.)
t: What does the woman look like?
Ss: She is has short blond hair and a small : What does the man look like?
Ss: He is doesn?t have gray hair is black.(Show the four pictures in Part 2.)
t: Turn to page 35, look part the descriptions with the pictures.(Ss match them)
t: Let?s check the : Do pair works, ask and answer according to the four work: talk about the pictures, finish 3 Look, listen and say
1.(拿出事先准备好的一个学生的书。)
t: Now here is a ?s not ?s Tom?s.(然后请第一排的一位学生把书往后传递，最后递给Tom。导入新课。)
t:运用手势提示。)
(Teach “give…to…”)
: Look at the ?s this?
Ss: It?s a
t: It?s Maria?s want I don?t know does she look like?
and answer the : Listen to the tape and answer these two questions:
1)What cla is Maria in?
2)What does Maria look like?
(Ss listen to the tape and answer the questions)
t: Let?s check the : 1)She is in Cla Four Grade )She is tall like the girl, but she doesn?t have long ?s short and explain the language to the video and pair get some pairs to act it 4 Listening
the )Does the snowman have black eyes?
2)What color is his nose?
3)Does he have short arms?
4)Does he have hair?
again and check the and color the 5 Cla activity
: What does the snowman look like? He has a long red he doesn?t have armsare aren?t about Kangkang and Michael?
works: Find out the rules of the negative forms of ?have/has? and ?be?. a game: 唱反调。Divide students into two students from Group A say the
positive/negative sentences, the students from Group B say the negative/positive sentences according to Group 5
Step 6 Sum up
1.学习生词：give, letter, sorry, like, tall, will, young, man, woman, 学习短语：look like, give…to….3.学习句型：What does he/she look like?
She is tall like ?ll give it to 学习语法：探究掌握have/has的否定形式,注意be动词和实义动词的否定形式。
Step 7 Practice
Do some exercises.按要求进行句型转换，每空一词。
(1)She has big hands.(变为否定句)
She ________ ________ big hands.(2)Does Jane have small eyes?(做肯定、否定回答)
_____, ______ ______._____, ______ ______.Her eyes _____ big.(3)I have long hair.(变一般疑问句和否定句)
________ you ________ long hair?
i ________ ________ long hair.(4)Jane doesn?t have a round face.(变为肯定句)
Jane ________ a round face.(5)They are in the same cla.(变为否定句)
they _________ in the same cla.(6)He is tall and strong.(对划线部分提问）
Step 8 Homework
1a and finish the a paage, describe a person you like.五、学生活动评价
本课充分利用课堂竞赛和小组合作的教学方法来组织教学，充分发挥了学生的主观能动性，环节之间紧密相扣，最大限度地发挥了学生的想象力和创造力；采用激励机制，辅以动画等，极大限度地调动学生求知欲望；充分发挥学生在课堂上的主体作用。
六、创新设计
第一步：才艺展示
创设浓厚的学习气氛，通过合唱“The color”这首歌来提高学生的学习热情。第二步：单词竞赛
由英语科代表组织，各英语学习小组在课堂上组织颜色单词的听写。并要求小组长在完成之后交上听写成绩。同时教师在教室内走动指导。
第三步：短语交流
通过课前任务的布置以及竞赛形式的采用，并要求学生用自己展示的短语造句，激发并培养学生掌握良好的学习方法。交流完毕后，进行随堂练习，达到及时巩固的目的。第四步：故事乐园
事先在学生中间招聘“小演员”，给大家表演1a的对话。通过生动而逼真的表演，提高学生的听说能力，同时使课堂气氛再度活跃。并引出下一个教学环节。
第五步：解题大比拼
接第七环节通过任务的布置，让学生在课堂动起来。总结并复习have/has的用法。为了避免学生由于不同层次而失去竞争的动力，我根据学生的不同水平把学生分为三个小组，让学生与自己水平相当的同伴相互挑战。每次挑战2名学生，另选2名主考官。谁答对的,在黑板上给出相应的分数。
第六步：听力比比看
播放英语小故事磁带，让学生听完之后，以抢答的形式回答问题。
七、教学反思
1、本课主要以学生为中心，充分发挥了学生的主观能动性，较理想地实现了新课程标准中所提倡的任务性教学的理念；较好地完成了本节课的教学目标。
2、不足之处在于小部分学习有困难的学生仍无法跟上大部分学生的学习步伐。
初中英语教学目标设计4
所用教科 书 书名
义务教育课程标准试验教科书英语（Go for it）九年级
所教年级
初三
所教册次、单元
九年级第二单元
设计主题 Reading: He used to cause a lot of 整体设计思路、指导依据说明
本节课是主题为一个老是惹麻烦的男孩在母亲的帮助下变成一个好孩子的阅读文 章。根据阅读课的要求，我设计了导入，快速阅读，仔细阅读，读后活动，自我评价，作业六个环节。导入环节设计了一篇小故事，迅速引导学生进入话题，同时引入生词，解决生词。快速阅读首先通过两个简单且重要的问题了解课文的主要内容，在此基础上 填入文章中所缺句子，同时帮助同学们总结出这一步的阅读策略。通过不同形式的问题带领学生细致的学习课文。
仔细阅读，分段阅读，读后分为了四个活动。首先根据 Martin 的成长烦恼复述课文。然后找出自己的成长中的烦恼，帮助别人解除烦恼，引导学生学 会感恩。最后通过自我评价选择相应的作业巩固课堂知识。
2.教学背景分析
教学内容分析：本课是九年级第二单元的最后一课，阅读课，是本单元话题过去的某种 状态的延伸和继续。文章讲得主要内容是一个老是惹麻烦的男孩在明白了母亲对他的爱 之后变成一个好孩子的故事。
学生情况分析：我所教学生大多是来自农村，英语基础一般，但是他们有着积极的学习态度，能够很快融入我的课堂中，每个环节学生们都能大胆的参与，很顺利的完成了本 课学习。
3.教学目标分析
知识目标：学习本课中出现的生词，理解课文主要内容。
能力目标：通过阅读课文，设计各种活动训练学生运用英语进行听说读写各种活动的能 力。并培养学生利用语境理解句意的阅读方法和技能。
1情感目标：通过学习本课，让学生能体会到父母之爱，找出自己的成长烦恼，帮助别人 解除烦恼，并学会感恩。
4.教学重点、难点分析
教学重点：
⑴ 对于课文各个细节的理解及对于课文主题更深层的理解。
⑵ 对于学生阅读能力及听说读写各个能力的培养。
教学难点：
⑴ 训练学生利用上下文信息填写词汇和句子的能力。
⑵ 对于课文的理解及活动的展开。
5.教学过程设计
一． Before you read（读前）设计意图：读前热身
& 导入
“Are you always 通过自我介绍，问候，拉近与学生的距离，再用几个简单问题如
happy at school? Do you have a lot of homework? ”等引出我的学生 Mary 的成长问 题，并导入话题，学习生词。二． While you read（读中）
quickly and answer the questions.（快速读课文回答问题）(1)What did Martin use to be ?(2)Is Martin a bad boy now? 设计意图：首先通过快速阅读课文，回答两个简单问题，了解课文主要信息： 主人公 Martin的转变，从一个问题小孩变成一个好孩子。
carefully and put the miing sentences into the right places in the reading.（读课文填 入文中缺少的句子）
miing language
was he able to change? didn
’t give up trying to help him ’s when I decided to change his father
’s death a few days ago the teacher agreed that Martin was wasting his time Learning strategy（阅读策略）: As we read, we need to use the information around the sentences to help you gue the context can help you know the meaning of the sentences.（阅读文章时，我）们可使用句子周围的信息来猜测语句意思。也就是说，语境可帮助你理解句意。设计意图：课文中缺少了五个句子，这一步通过仔细阅读课文，把五个句子填入文中，使文章完整，为下一步分段细读课文做好铺垫。在这个过程中，让学生学习通过语境理解句意的阅读策略。
Paragraph 1 and answer the questions.（读第一段回答问题）
(1)When did Martin
’s life become much more difficult?
”(2)“To do this, she had to work, and so was not often at ’s the meaning of
“to do this
”?
设计意图：仔细阅读第一段，找出问题一的答案，这是个关键信息，时候开始变化的，这个问题也是
martin 的生活什么
利
martin 变化的重要原因。第二个问题，用刚学习的阅读策略来找答案，同时，还让大家了解到 家的原因，这同时也是
martin 变化的原因之一。
martin 母亲不经常在 Paragraph 2 and fill in the chart.（读第二段填表）
martin ’s trouble(1).He caused problems for_______.she could.(2).He was not _________studying.(3).He often __________________ with the police.(4).He wanted to ______ the ).She sent him to ______________.Mother ’s help
1).She ______________ him as well as
3设计意图：这一段主要讲了 Martin 的问题、麻烦，以及他母亲对孩子的耐心帮助，因此
设计了这个表格，可让同学们很清晰的看出这一段的主要内容。
Paragraph 3 and tell true or false.（读第三段判断正误）
__________(1)The headteacher said it was not neceary for Martin to talk with his mother.__________(2)Martin finally understood what his problem was.__________(3)What his mother said didn
’t change his mind.’s 转变的直接原因，通 __________(4)Martin was afraid of being alone after his father 设计意图：第三段主要描述了母亲对儿子说的几句话，这是
过 4 个判断正误题检测学生是否理解本段内容。
Paragraph 4 and fill in the blanks.（读第四段填空）
1)Martin is now _____________ students in his )_______________ helped him feel good about himself.设计意图： Martin 现在已经完全改变了，他的改变及是什么最终改变了他，这一段进行
了总结，通过这两个句子可以把这两个关键信息显示出来。
三． After you read:（读后）
according to Martin ’s pains（根据 Martin 的成长烦恼来复述课文）
1）Martin is a ____________.He used to be ____________________.When his father died, ___________.His mother had to work, so __________________.2)He _______________________ his study and often ________________________ last，his
mother
Decided
to
__________________________.But
he
Wanted to__________________________.3)Martin called___________.His mother helped him_________________________________.Even though his father was no longer with them, he________________________.4)Now Martin has really is __________________________________.设计意图： 让同学们通过 Martin 的成长烦恼文章这条主线更加深刻的理解课文，步开展活动奠定基础。 work:（小组合作）
1)Make an interview: Write down your clamates growing pain’s in your group.（进行一次采
为下一
4访，写下你组内同学的成长烦恼）
2)Put the paper into the envelop and pa your group
’s envelop to another and talk about how to help them to solve the problem and tell us.（把你们组内的成长烦恼装入信封，传递给下 一组，你来帮助别的组解决问题，写下解决方法，并告诉大家）
设计意图：通过采访，记录组内同学的成长烦恼，并帮助其他组解决烦恼的小组合作活
动，升华本课主题，并培养学生团结合作互帮互助的精神。
3)Write a “Thank you note ” to the people who helped you solve the proble（m.写一篇感谢
信给帮助你解决问题的人）
thank you Thank you so much for ____________________.It ’vsery kind of you to-______________________.I used to ________________________.But you told me to ________________.I am so happy that now I _____________________________________.Again special thanks to sincerely ____________ 设计意图：通过写感谢信让学生学会如何感激帮助过你的人，做一个有爱心的人。
sublime.(升华)Don’t meet trouble ’t trouble troubletill trouble troubles is your friend, don ’t be afraid of making troubles;just believe in yourselves, you can learn from your helps those who help well and have （自我评价）
Read the following sentences and check your understanding of the
you have mastered the rules, you ’d better write three smiling faces on the if you haven maste well, you can write just one or two smiling faces on the lines.（对于本课的学习你是否已经掌 握以下五条，如果你已经很好的掌握请在横线上画三个笑脸，如果是掌握一般请画两个 笑脸，如果没有掌握请画一个笑脸）
① 我已掌握了课文中生词。________________________________________ ② 我已很好的理解了课文内容。____________________________________ ③ 我已理解了本课的阅读策略。
____________________________________ ④ 我很好的认识到了我的问题及同学们的问题，及如何更好的解决问题。
’t ______________________________________________________________ ⑤ 我学会了如何做一个有爱心的人，如何感谢别人。
______________________________________________________________ 设计意图：通过自我评价，了解自己对本课所学内容的掌握，根据不同的情况选择相应
作业进行巩固。
（作业）
homework1: Vocabulary exercise.（词汇练习）Homework2: Shorten the text.（缩写课文）
homework3: Write a short paage about your best friend ’prsoblems and try to give
Suggestions.（写一篇短文关于你的挚友的问题并尝试给予建议。）
设计意图：针对同学们掌握情况的不同，完成相应的作业，真正使学生巩固课堂所学知
识。
5.教学评价设计
在教学过程中，对回答问题积极准确的同学给予一定激励。1).在语言上，对于能正确回答问题的同学给予
“Good!Excellent!Well done!Wonderful!Great!”等等丰富的语言精神鼓励； 对于答错问题及没有答上问题的学生给予 “That ’s OK!It doesn ’t ”o等n!等精神上的抚慰。
2).对于积极主动回答问题的学生，送上一张 “笑脸 ”奖励，希望他们每天都有好心情，不被问题所困扰。
同时，在学习完本课之后我设计了自我评价，通过自我评价了解自己对课文所掌握 情况，并选择相应作业完成。能更加有效的提高学生的自主学习能力。
初中英语教学目标设计5
初中英语教学设计与反思
课题： 七年级英语第一单元第三个话题 c部分
教材分析
七年级英语第一单元第三个话题 c部分。这一课可分为两部分，一是阅读课文，阅读课教学是英语教学重要一环，如何培养学生良好阅读习惯和阅读方法，提高阅读能力，这正是素质教育中对英语教学的要求。即要求学生尽可能的获取大量信息，开阔视野，提高兴趣，扩大词汇量，在丰富知识的同时提高应用语言的能力。二是学习名词的复数形式以及句子的单复数变化。本教材倡导语言教学的交互性和实用性，为学生提供了自然的、有意义的语言环境。本单元三个话题分别为： to meet you! are you from? cla are you in? 前两个话题主要是学习问候、介绍、感谢和道别等句型，学习介绍自己，了解他人信息，如电话号码、年龄、国籍等，学习十以内的数字。而即将要讲授第三个话题，我们将继续学习如何介绍自己，懂得怎样了解他人的年龄以及所在年级、班级，谈论电话号码等；学习二十以内的数字；初步学习可数名词的单复数及其使用。这个话题是以前两个为基础，从了解姓名到谈论来自哪里，再到谈论年龄、班级、电话号码等，用层层递进的方式逐步扩大和加深，具有很强的逻辑性和整体感。
教学目标 1、知识目标：
帮助学生掌握三会、四会单词，如：year now school same but friend these egg those bus等;同时让学生掌握部分可数名词的复数形式以及句子的单复数变化。2.能力目标：
对学生良好的阅读习惯和阅读方法进行启蒙；同时让学生懂得利用信息提示填写表格，或者利用信息介绍一个人。3.情感目标：
通过向同学朋友咨询了解个人信息，学会与同学和睦共处、互相关心、得体交流，懂得待人以善以诚的道理。
教学重点与难点 教学重点: 在于让学生初步懂得从段落文章中查找信息，学会模仿课文介绍自己或他人；后部分重点为可数名词以及句子的单数形式变化。教学难点：
理解汉语和英语在表达复数上的差异。
教学过程
在课堂的整体设计上我主要遵循整体教学的思路，运用情景教学法和交际法，分以下五个主要步骤进行，即：复习、呈现、巩固、活动练习和作业。第一步：复习
1、在一个包里放橡皮、尺子、钢笔、铅笔、书等，找一名学生到讲台前，从包里随意抽取一样东西，向同学提问：
“what’s this/that in english? ”“ how do you spell it?”让同学轮流回答
2、双人活动。复习句型： is this/that a/an …?每个同学拿几样东西相互提问: s1: is this an apple? s2: yes, it is./no, it isn’’s a/an … 第二步：呈现
1.听录音1，回答下面几个问题: ’s her name? old is she? is she from? cla is she in? grade is she in? ’s her phone number? 2.让学生朗读1，然后完成表格 板书生词并解释其含义：
years old now school same but friend 3.双人活动，使用图片学习以下生词: s1: are these eggs/ cars/boxes/buses? s2: yes,they are./no, they aren’t.(exchange.)s2: are these pencils/apples/schoolbags? s1: no, they aren’ learn the new words: these those egg bus box cake schoolbag 4.向学生解释可数名词的复数形式。a.一般的可数名词直接加–s ,如: apple→apples ruler→rulers car→cars teacher→teachers b.以 s, x , ch, sh结尾的名词后加-es, 如: bus→buses box→boxes cla→claes watch→watches 第三步：巩固
1.学生两人一组表演2。
2.要学生看到的图片，读出这些名词的单数和复数形式，并举例。如: an orange→eight oranges a bus→four buses a cla→twelve claes
向学生解释：当修饰可数名词的数词超过1时，名词就要用复数形式，即在名词后加-s或-es。第四步：活动练习
1.双人活动，使用图片或实物进行对话练习。 s1:what are these in english? s2: they are pencils/rulers/: thank 分组活动，学生以组为单位，一问一答： sg1:are these cakes/books/buses? sg2:yes, they :are those chinese books? sg2:no, they aren’ are english 完成4。第五步：作业布置
1.根据1介绍自己或他人（可以是同学或老师）； 2.列举几个学过的可数名词，并写出他们的单复数变化； 板书设计 new words: years old now school same but friend these those egg bus schoolbag box cake--are these eggs/ cars/boxes/buses?--yes,they are./ no,they aren’t.-are these pencils/ apples--no, they aren’t.名词复数： 1、一般加-s apple→apples ruler→rulers car→cars 2、以s, x , ch, sh结尾加-s: bus→buses box→boxes cla→claes
学生学习活动评价设计
本课课堂教学中主要用的是形成性评价，其主要目的不是为了选拔少数优秀学生，而是为了发现每个学生的学习潜能，促进学生的学习，并为教师提供教学反馈，主要有三种形式，即学生自评、学生互评、教师评价。
本课设计本着讲练结合的要求，把教学内容目标化，课堂教学交际化，而且在设计时充分考虑学生的现状，保证所有学生能够积极参与教学，多数学生能流利地表达自己的思想，并通过课下的反馈了解学生对本课的掌握情况；能重视知识传授与能力培养相结合，思维训练与操作训练相结合，循序渐进、因材施教，符合“以教师为主导，以学生为主体，以会学为主旨，以训练为主线”的四主要求。
初中英语教学目标设计6
unit 1 where did you go on vacation?
Section A 1(1a-2d)
一、教学目标：
1.语言知识目标：
1)能掌握以下单词：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself 能掌握以下句型：
①
—where did you go on vacation?—i went to the mountains.②
—where did tina to on vacation?—she went to the beach.③—did you go with anyone?
—yes, i did./no, i didn’)能了解以下语法：
—复合不定代词someone, anyone, something, anything等 的用法。
—yourself, myself等反身代词的用法。
3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。2.情感态度价值观目标：
学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。
二、教学重难点 1.教学重点：
1)用所学的功能语言交流假期去了什么旅行。2)掌握本课时出现的新词汇。2.教学难点：
1)复合不定代词someone, anyone, something, anything等 的用法。2)yourself, myself等反身代词的用法。
三、教学过程 ⅰ.lead-in
1.看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。
ⅱ.presentation
some pictures on the big read the attention on the : what can you see? say: each picture shows something a person did in the each activity and ask students to repeat: stayed at home, went to mountains, went to new york city to the beach, visited my uncle, visited museums, went to summer camp , please match each phrase with one of the pictures next to the name of the activity，point to the sample the :
to the picture on the : look at the picture did tina go on vacation? she went to : what did the person do in each picture? the recording the first the recording a second : there are three people talk about what did on to the recording and write numbers of the names in the right boxes of the the ．pair work
out the sample two to read the conversation to the work with a your own conversation about the people in the in they talk, move around the claroom and give any help they some pairs act out their
they will hear a conversation about three students’ for the first time and fill in the listen again and check yes, or read the phrases in the chart of the recording the first and fill in the the recording a second time for the to check “yes, i did.” or “no, i didn’t.”
the answers with work
two read the conversation between grace, kevin and work in pairs and try to role-play the some pairs to act out their
let read the conversation and match the people and places they act out the conversations in explanations in :
用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。
a: where did you go?？ b: i went to? a: did you see?
b: yes, i did./ no, i didn’t.板书设计：
Section a 1(1a-2d)
anyone, someone, everyone, something, anything, everything yourself, myself where did you go on vacation?
Did you do anything special? i went to new york you go anywhere interesting? where did she go on vacation？
most of the time she went to the mountains.
初中英语教学目标设计（最新6篇）
