初中 英语个辅教案模板

推荐第1篇：初中英语教师工作报告：培优辅差

2012年初中英语教师工作报告：培优辅差

每个学生都不是差生，他们都是非常聪明的。也许因为方法不正确，所以他们的成绩有优有差，作为老师，职责就是了解学生，因地制宜。为他们制定正确学习方法。

本学期，针对同学们的学习情况，开展了培优辅差的工作。主要从以下几方面开展工作：

一、培优方面

(一)全面了解学生

要做好培优工作，教师首先必须了解每个优生的情况，包括他们的个性、气质，爱好等。为此，我经常在课余时间与学生沟通，利用有利的契机，因势利导，告诉他们如何对待学习、在生活中应该有勇敢拼搏的精神，要谦虚谨慎，不能粗心大意，在生活中遇到困难不要害怕，这样既拉近与学生的距离，又了解了优生的个性特点和教育了优生，可谓“一箭双雕”，只有深入了解，才能更好的培养“特优生”，达到理想的效果。

二、善于引导

金无足赤，人无守人，人非圣贤，谁能无过，毛主席都有犯错误的时候，何况是我们涉世未深的中学生。因此说，无论成绩有多优秀的学生也有犯错的时候，这时，面对这些比较有个性的学生就看教师的教育的方法了，教师对优生犯错行为是不是睁只眼闭只眼，姑息养奸，如果是这样的教育方法，只能是纵容了学生犯错的行为，这些好学生也不会认识到自己犯错的严重性，可能会养成屡教不改的恶习，这样长期下去，优生也会变差生，这应该引起我们教育工作的重视。

三、充分挖掘他们的潜力

在每一个班优生无疑是班上的学习骨干，也是教师的得力助手，那就要好好发挥他们的聪明才智，如我在教学中采取“一帮一”活动，让一个“优生”帮助一个“后进生”，这些优生在帮助的过程中，发挥了自己的潜能，认识到自己的能力，学习上更加有自信心。经过一个学期的坚持，班上有好几个“后进生”，已经是中等生了，在班里我非常重视“优生”的能力，放手让他们大胆的抓好班上的一切事情，大到帮助老师管理课堂纪律，课前纪律，小到作业的布置，课外知识的过关等。而他们也会尽自己的最大能力做到最好，一种潜移默化的作用在无形中形成，后进生的成绩、思想和纪律都明显改善。

（版权声明：本文转载自学子网(www.daodoc.com)，版权归原作者所有。）

二、辅差方面

(一)要及时鼓励与表扬他们

差生虽然缺点多，但他们同样希望受到别人的尊重和表扬，如果这种期待总得不到满足，他们就会自暴自弃，破罐子破摔。所以我在日常的教学过程中，一旦他们取得进步或是成功，哪怕是一点点，我都把这芝麻大的小事说成西瓜那么大的大事，及时肯定，让他们知道老师每时每刻都在关注他。同样情况下，差生和优生做了好事，我优先表扬差生，借此机会增加其自尊心，确立其自信心，收效良多。

(二)课堂上要优先考虑他们

课堂提问是老师了解学生学习情况，激发学生探求新知欲望的重要手段。在实际教学中，让优生“包场”，差生冷落一旁的现象常有发生。久而久之，差生听课的注意力就会分散，身在课堂、心在窗外。我认为教学过程中优先提问差生是使之得到转化的一个很好途径。由于他们的基础和能力都比较差，所以教师设计问题时要讲究层次性，让差生也能跟着老师的提问而积极思维，做到差生经过思考能回答的问题绝不让优生代劳。充分给予差生自我表现的机会，让他们在每年在每节课上都能体会到成功与收获的喜悦。这样因势利导，循序渐进，逐步达到大面积提高教学质量的目的。

(三) 要时时提醒他们

每个人都渴望得到别人的认同与赞美，尤其那些正在转化过程中的差生更是如此。所以我们杜绝在大庭广众面前指名道姓地揭发、批评，甚至恶语伤人，这样对于差生的转化只能适得其反、事半功倍。那么差生的教育转化过程中应该采取一些怎样的方式方法呢?我觉得精心设计安排一些环境和场合，让他们在不知不觉中得到提醒和暗示，才能达到教育的目的。

总之，差生的转化，任重而道远，但是只要我们教师更新教育观念，用发展的观点去看待差生，一步一个脚印地将差生转化工作做到实处。这样才能全面落实素质教育，为之交上一份满意的答卷。

以上是我在培优辅差工作中的点滴体会和做法，谈不上什么经验，在今后的培优和辅差工作中，我会更加努力，认真向有经验的教师学习，不断探索总结经验和实践，更新进取，争取更好的成绩。

查看《2012年初中英语教师工作报告：培优辅差》原文链接：http://www.daodoc.com/

推荐第2篇：初中英语培优辅差总结（优秀）

初中英语培优辅弱总结

汪红娥

一学期以来,在老师们的关心和支持下,我在\"培优辅弱\"工作过程中,能根据实际情况,有步骤、有措施地实施落实\"培优辅弱\"的内容,使学生能较好的得到发展。学生的学习动机,学习积极性大大地被调动起来,不管是优等生或是差生,现都能明确自己的学习目的,不是为别人,而是为自己;学习风气较以前有明显的变化,以前是\"要我学\",现在是\"我要学\"。通过不断的加强训练,老师帮助学生获取一个个小成功,学生的自信心,意志力得到很大的提高。现将一学期来的工作总结如下:

1、发挥“特优生”的作用

在每一个班“特优生”无疑是班上的学习骨干，也是教师的得力助手，那就要好好发挥他们的聪明才智，采取“一帮一”活动，抓典型带一般帮教“双差生”，让一个“特优生”帮助一个“特差生”，经过一个学期的坚持，班上有好几个“特差生”，已经是中等生了，在班里我非常重视“特优生”的能力，放手让他们大胆的抓好班上的一切事情，尽自己的最大能力做到最好，他们相当于教师的左右手，在学习上，纪律上他们都起到模范带头的作用，很有威信，我利用他们这样优异的成绩、健康的思想和良好的纪律去帮带“特差生”，并取得了一定的成效。

2、教学观念的积极转化,家长的热心配合

在工作过程中,教师的观念能积极转化,由以前看分数,注重优生的辅导,对潜能生耐心不足,\"恨铁不成钢\",急功近利的心态转变为能正确看待每一个学生,以培养学生素质的提高为自己工作的重点。在工作过程中能个体分析,群体分析,确立发展目标和措施,找出每个学生的优点和缺点。用发展的眼光看自己,分析别人。积极对待学生的每一个闪光点,恰如其分的进行鼓励性评价,家长能热心配合,使得每一位学生能安心于课堂的学习,把潜能生的厌学情绪抑制在一个最低点上。

3、实行低、小、多、快的教法改革

充分发挥学生相互教育,自我教育的作用。摸清学生的基础,把起点放在学生努力一下就可以达到的水平上,使新旧知识产生联结,形成网络。根据学生实际,确定能达到的实际进度,把教学的步子放小,把教学内容按由易到难,由简到繁的原则分解成合理的层次,分层推进。在实际教学中,力争做到精讲精练。快速反馈,及时发现学生存在的问题,及时矫正及调节教学进度,从而有效地提高课堂教学的效益,避免课后大面积补课。

4、优先课堂提问法

课堂提问是老师了解学生学习情况，激发学生探求新知欲望的重要手段。在实际教学过程中，我优先提问学困生是对他们的相信和肯定。由于他们的基础和能力都比较差，

所以教师设计问题时要讲究层次性，让学困生也能跟着老师的提问而积极思维，做到学困生经过思考能回答的问题绝不让优生代劳。充分给予学困生自我表现的机会，让他们在每节课上都能体会到成功与收获的喜悦。这样因势利导，循序渐进，逐步达到大面积提高教学质量的目的

5、及时表扬法

学困生虽然缺点多，但他们同样希望受到别人的尊重和表扬，如果这种期待总得不到满足，他们就会自暴自弃，破罐子破摔。所以我们教师应该在他们取得进步或是成功时，及时肯定，给予表扬。学困生和其他学生做了同样的好事，取得了同样的进步，教师应优先表扬学困生，借此机会增加其自尊心，确立其自信心，并且将这方面的优势或进步迁移到其他方面。对学困生的要求要一步一步提出。开始要求要低，让他们每前进一步都得到及时表扬，产生成功的情绪体验，从而使他们更加信心十足地实现老师提出的更高要求，逐步形成变后进为先进的内驱力。 具体措施具体措施具体措施具体措施： （1）、实行教师辅导，学生帮辅的双重辅导模式。 （2）、以平时的作业为基础，加强学习方法的辅导。

（3）、发挥优生的优势,指名让他带一名学困生,介绍方法让学困生懂得怎样学,激起他们的学习兴趣。并帮助学困生分析不足，提出要求。 （4）、结合考试，搞好培辅工作的查漏补缺。 （5）、让优生讲述自己的学习方法，进行经验交流。

（6）、充分发挥优生的表率作用来影响差生，改变差生，在学生中形成“赶、学、比、帮、超”的浓厚学习氛围。

（7）、对学困生进行多鼓励、少批评、多谈心，进行心理沟通，提高他们的自我判断与控制能力。对于学困生主要引导他们多学习,多重复,在熟练的基础上不断提高自己的分析推理能力,尤其是学习态度的转变和学习积极性的提高方面要花大力气。 （8）、激励机制，多给差生表现的机会，让他们树立起学习的信心和勇气，克服自卑的心理。必要时与家长联系，共同来解决差生各方面存在的问题

总之，在这一学期的培优辅弱工作中，在取得一定成绩的同时，也存在许多问题。如对学生了解不够、工作做得不细致、不能面向每一位学生等。但会继续努力，不断改正自己工作中的不足，不断反思和总结，积累经验，争取让自己的工作达到尽善尽美，能让培优辅弱工作取得更大、更好的成效！

2014-6-15

推荐第3篇：团辅教案

我长大啦

活动目标：

1.让学生在游戏中体验适应环境的快乐，感受合作的力量，有主动交往的意识 。

2.学会人际沟通的技巧，掌握人际和谐的法宝。

3.加深对父母的了解，感激父母的养育之恩；把感恩意识融入自己的日常生活中。

4.在游戏中展示自己“走过来”的形象，提升自信。活动准备：

多媒体课件、

笔、《我所了解的父母》问卷、球类等道具。 活动对象：高年级学生（25人） 活动过程：

一、热身游戏

1.（播放音乐）同学们，伴随轻柔的音乐，带着快乐的心情，让我们打开心灵之窗，一起进入心灵驿站。

2.《大风吹》

老师说：大风吹，学生：吹什么？老师说：吹男生，请男生马上起立说：我是男生。老师又说：大风吹......吹女生、吹勇敢的孩子，吹快乐的人、吹自信的孩子。（活动能增强学生的自信心，对自我有个浅显的认识，并能消除学生的紧张心理）

二、活动阶段

活动一：松鼠搬家(活动是让学生在游戏中体验适应环境的快乐，感受合作的力量，有主动交往的意识 。)

活动规则：

1.参与者每三人为一组，其中两人双手举起，对撑搭成一个“木屋”，另一个人扮“松鼠”，蹲在“木屋”里。

2．根据老师的口令进行变化：

老师：“松鼠搬家”——“松鼠”调换到其他的“木屋”。(木屋原地不动) 老师：“樵夫砍柴”——搭建“木屋”的两个人分开，寻找新的“樵夫”搭建新的“木屋”，松鼠原地不动。

老师：“森林大火”——“松鼠”可以变“樵夫”，“樵夫”可以变“松鼠”。

活动二：感恩父母(活动是使学生加深对父母的了解，感激父母的养育之恩；把感恩意识融入自己的日常生活中。) 1.播放《感恩的心》，学生填写下面的空白处 我所了解的父母

爸爸的生日------

妈妈的生日---- 爸爸最喜欢吃的食品---

妈妈最喜欢吃的食品---- 爸爸所穿鞋的尺码----------- 妈妈所穿鞋的尺码-------- 爸爸的兴趣爱好-----------------妈妈的兴趣爱好-------- 爸爸年轻时的理想------------ 妈妈年轻时理想--------- 爸爸最得意的事-------------- 妈妈最得意的事---- 爸爸最后悔的事-------------- 妈妈最后悔的事----- 爸爸的最大优点-------------- 妈妈的最大优点-----

爸爸妈妈对我的期待----------- 2.分享对父母的了解

活动

三、看我“走过来”（活动目的是让学生在游戏中展示自己“走过来”的形象，提升自信。） 要求：

1.每位学生面对大家，从室外“走过来”

2.在“走过来”时，可以运用各种道具，但不允许重复别人的表达方式

3.所有学生走完后，评选“自信、”“热情”“有活力”“有创意”“好搭档”等奖项。4.集体交流，分享感受

三、结束阶段

教师总结，结束活动。

推荐第4篇：辅机教案

青岛远洋船员学院教案

第_1_周

本学期第_1_次课

授课日期__3．1__

星期_一_

主要课题:

船用泵概述

General Speaking Of Marine Pump

重点难点: 泵的性能参数

教学方案:1．讲解泵的分类； 2．讲解泵的性能参数；

3．重点讲解压头、功率、允许吸上真空度的概念； 4．详细剖析影响允许吸上真空度的因素。

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_1_周

本学期第_2_次课

授课日期__3．3__

星期_三_

主要课题: 往复泵的工作原理和特点Principle & Characteristic

泵的正常工作条件

重点难点: 1．影响往复泵流量的因素； 2．往复泵转速不能过高的原因； 3．泵的正常工作条件。 教学方案:1．课前提问； 2．往复泵的工作原理； 3．流量不均匀度； 4．往复泵的性能特点； 5．泵的吸入条件； 6．泵的排出条件； 7．总结。

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_1_周

本学期第_3_次课

授课日期__3．5__

星期_五_

主要课题: 往复泵的空气室和泵阀

Air Chest & Pump Valve 电动往复泵的实例和管理 example & management 重点难点: 1．空气室工作原理； 2．泵阀要求； 3．往复泵故障分析。 教学方案:1．课前提问； 2．空气室工作原理； 3．泵阀要求；

4．电动往复泵的结构原理； 5．故障分析； 6．总结。

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_2_周

本学期第_4_次课

授课日期__3．8__

星期_一_

主要课题: 电动往复泵的实例和管理 example & management

齿轮泵 Gear Pump

重点难点: 1．往复泵运行管理； 2．齿轮泵困油现象； 3．内齿轮泵。 教学方案:1．课前提问； 2．往复泵运行管理； 3．齿轮的工作原理； 4．齿轮泵困油现象； 5．影响齿轮泵流量的因素 6．内齿轮泵结构及工作原理 7．维护管理及故障分析； 8．总结

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_3_周

本学期第_5_次课

授课日期__2．29__

星期_一_

主要课题: 螺杆泵

Screw Pump

重点难点: 1．三螺杆泵和单螺杆泵工作原理； 2．影响螺杆泵流量的因素； 3．三螺杆泵轴向力平衡。 教学方案:1．课前提问；

2．讲解三螺杆泵和单螺杆泵工作原理； 3．讲解影响螺杆泵流量的因素； 4．重点讲解三螺杆泵轴向力平衡； 5．讲解螺杆泵维护管理和故障分析； 6．总结。

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_3_周

本学期第_6_次课

授课日期__3．4__

星期_四_

主要课题: 叶片泵 Crane Pump 水环泵 Water Ring Pump

重点难点: 1．单、双作用叶片泵工作原理； 2．影响单、双作用叶片泵流量的因素； 3．配油盘结构 4．水环泵工作原理。 教学方案:1．课前提问；

2．讲解单、双作用叶片泵工作原理；

3．详细讲解影响单、双作用叶片泵流量的因素； 4．重点讲解叶片泵配油盘； 5．讲解叶片泵维护管理； 6．讲解水环泵工作原理； 7．讲解水环泵维护管理； 8．总结

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_4_周

本学期第_7_次课

授课日期__3．8__

星期_一_

主要课题: 容积泵现场课

重点难点:

教学方案:

教案执行情况：

按计划完成 青岛远洋船员学院教案

第_4_周

本学期第_8_次课

授课日期__3．11__

星期_四_

主要课题: 离心泵的工作原理和性能特点 Centrifugal Pump

离心泵一般构造

重点难点: 1．离心泵工作原理； 2．离心泵扬程公式； 3．离心泵定速特性曲线 4．叶轮分类。 教学方案:1．课前提问；

2．讲解离心泵工作原理； 3．讲解离心泵扬程公式； 4．详细讲解离心泵定速特性曲线； 5．讲解离心泵性能特点； 6．讲解叶轮分类； 7．总结

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_5_周

本学期第_9_次课

授课日期__3．15__

星期_一_

主要课题: 离心泵一般构造

离心泵比转数 离心泵自吸

重点难点: 1．离心泵能量转换装置； 2．离心泵比转数； 3．离心泵自吸方式。 教学方案:1．课前提问；

2．讲解离心泵能量转换装置； 3．讲解多级离心泵；

4．重点讲解离心泵轴向力平衡方式； 5．讲解离心泵比转数； 6．讲解离心泵自吸方式 7．总结。

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_5_周

本学期第_10_次课

授课日期__3．18__

星期_四_

主要课题: 离心泵汽蚀

离心泵的管理

重点难点: 1．离心泵汽蚀的成因； 2．离心泵汽蚀预防措施； 3．离心泵工况调节 4．离心泵的管理。 教学方案:1．课前提问；

2．讲解离心泵汽蚀的成因； 3．详细讲解离心泵汽蚀预防措施； 4．重点讲解离心泵工况； 5．讲解离心泵维护管理； 6．总结

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_6_周

本学期第_11_次课

授课日期__3．22__

星期_一_

主要课题: 旋涡泵结构和工作原理 Volute pump

旋涡泵性能特点

重点难点: 1．旋涡泵结构和工作原理； 2．闭式和开式旋涡泵性能比较； 3．旋涡泵性能特点。 教学方案:1．课前提问；

2．讲解闭式和开式旋涡泵结构和工作原理； 3．重点分析闭式和开式旋涡泵性能比较； 4．讲解旋涡泵性能特点； 5．总结。

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_6_周

本学期第_12_次课

授课日期__3．25__

星期_四_

主要课题: 离心旋涡泵

喷射泵

重点难点: 1．离心旋涡泵结构和工作原理； 2．离心旋涡泵性能特点； 3．喷射泵参数 4．喷射泵的管理。 教学方案:1．课前提问；

2．讲解离心旋涡泵结构和工作原理； 3．详细讲解离心旋涡泵性能特点； 4．重点讲解喷射泵性能参数； 5．讲解喷射泵的管理； 6．总结。

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_7_周

本学期第_13_次课

授课日期__3．29__

星期_一_

主要课题: 活塞式空气压缩机工作原理 Air Compreion 活塞式空气压缩机的结构和自动控制

重点难点: 1．活塞式空气压缩机工作原理； 2．二级压缩中间冷却的原因；

3．活塞式空气压缩机的结构和自动控制。 教学方案:1．课前提问；

2．讲解活塞式空气压缩机工作原理； 3．重点分析二级压缩中间冷却的原因； 4．讲解活塞式空气压缩机的结构； 5．讲解活塞式空气压缩机的自动控制； 6．总结。

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_7_周

本学期第_14_次课

授课日期__4．1__

星期_四_

主要课题: 活塞式空气压缩机的管理

重点难点: 1．活塞式空气压缩机的运行管理； 2．活塞式空气压缩机的常见故障分析；

教学方案:1．课前提问；

2．讲解活塞式空气压缩机的运行管理； 3．活塞式空气压缩机的常见故障分析； 4．总结。

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_8_周

本学期第_15_次课

授课日期__4．5__

星期_一_

主要课题: 甲板机械 DECK MACHINERY

液压控制阀 HYDRAULIC CONTROL VALVE

重点难点: 1．液压甲板机械分类； 2．方向阀的结构和工作原理； 3．方向阀的常见故障分析。 教学方案:1．课前提问；

2．讲解单向阀结构和工作原理； 3．讲解换向阀结构和工作原理

4．重点分析换向阀中位机能液控换向阀结构和工作原理； 5．讲解换向阀常见故障分析 6．总结。

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_8_周

本学期第_16_次课

授课日期__4．8__

星期_四_

主要课题: 液压控制阀 HYDRAULIC CONTROL VALVE

重点难点: 1．压力阀和流量阀的结构和工作原理； 3．压力阀和流量阀的常见故障分析。 教学方案:1．课前提问；

2．讲解压力阀结构和工作原理； 3．重点分析压力阀间的性能比较； 4．讲解流量阀结构和工作原理； 5． 分析两种调速阀的性能比较 6．讲解压力阀和流量阀常见故障分析 7．总结。

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_9_周

本学期第_17_次课

授课日期__4．12__

星期_一_

主要课题: 液压泵 HYDRAULIC PUMP

重点难点: 1．径向柱塞泵结构和工作原理； 2．径向柱塞泵性能特点； 3．轴向柱塞泵结构和工作原理。 教学方案:1．课前提问；

2．讲解径向柱塞泵结构和工作原理； 3．重点分析径向柱塞泵性能特点； 5．讲解轴向柱塞泵结构和工作原理； 6．总结。

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_9_周

本学期第_18_次课

授课日期__4．15__

星期_四_

主要课题: 液压泵 HYDRAULIC PUMP

重点难点: 1．轴向柱塞泵结构和工作原理； 2．配油盘结构；

3．液压泵性能比较和维护管理要点。 教学方案:1．课前提问；

2．讲解轴向柱塞泵结构和工作原理； 3．重点分析轴向柱塞泵性能特点； 5．讲解液压泵性能比较； 6．讲解液压泵维护管理要点 7．总结。

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_10_周

本学期第_19_次课

授课日期__4．19__

星期_一_

主要课题: 液压马达 HYDRAULIC MOTOR

重点难点: 1．液压马达结构和工作原理； 2．液压马达性能特点； 3．液压马达维护管理要点。 教学方案:1．课前提问；

2．讲解三种液压马达结构和工作原理； 3．重点分析液压马达性能特点； 5．讲解液压马达维护管理要点； 6．总结。

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_10_周

本学期第_18_次课

授课日期__4．22__

星期_四_

主要课题: 液压马达 HYDRAULIC MOTOR 液压系统的辅助元件 AUXILIARY COMPONENTS 液压油 HYDRAULIC OIL

重点难点: 1．液压系统的辅助元件分类及用途； 2．液压油的选用； 3．液压油污染的控制。 教学方案:1．课前提问；

2．讲解液压系统的辅助元件分类及用途； 3．重点分析液压油污染的控制要点； 5．讲解液压油的选用； 6．讲解液压装置的管理要点 7．总结。

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_11_周

本学期第_21_次课

授课日期__4．26__

星期_一_

主要课题: 液压舵机 Steering Gear

舵的作用原理和对舵的要求 液压舵机的工作原理和基本组成

重点难点: 1．舵的作用原理； 2．液压舵机的工作原理； 3．三点追随机构。 教学方案:1．课前提问； 2．讲解舵的作用原理； 3．重点分析三点追随机构； 5．讲解液压舵机的工作原理； 6．总结。

教案执行情况： 按计划完成

青岛远洋船员学院教案

第_11_周

本学期第_22_次课

授课日期__4．29__

星期_四_

主要课题: 液压舵机的转舵机构 液压舵机的遥控系统

重点难点: 1．液压舵机的转舵机构； 2．转舵机构的性能特点； 3．液压舵机的遥控系统。 教学方案:1．课前提问；

2．逐一讲解液压舵机的转舵机构的结构和工作原理； 3．讲解几种转舵机构的性能特点； 5．分析讲解液压舵机的遥控系统； 6．总结。

教案执行情况：

推荐第5篇：初中英语mini教案

第二课时

【课题】Recycle ２

【教学重点】复习本单元所学水果类、动物类、玩具类、颜色类的词汇以及一些常见的形容词。

【教学难点】主动复习意识的培养和认读能力。

【教具准备】

1 教师和学生都准备各种颜色的蜡笔。

2 教师和学生准备本单元所学动物、水果等单词的图片。

3 教师准备一张放大的 Listen, colour and say部分的图片。

4 教师准备red, black, purple, pink, orange, yellow, green, blue 这几种颜色的单词卡。

5 教师准备教材配套录音带和第一册 Unit 3 的歌曲 “Colour Song”的磁带。

6 教师准备本单元所学动物、水果等单词的单词卡片。

【教学过程】

1 热身、复习(Warm-up/Revision)

（1）日常口语练习。

（2）教师播放Unit 6 B Let’s chant 的录音，学生边听边读歌谣，复习字母。

（3）教师播放第一册Unit 3 “Colour Song” 的歌曲录音，师生共同拍手演唱 。

（４）游戏：开火车

T: Let’s play a game, OK?

S: Great.

六至七人一组，做传球的游戏。从第一个学生开始 Hi/Hello/Good morning, A.I like bananas.And you? 第二个学生回答I like apples.并提问 Hi/Hello/Good morning, B.I like apples.And you? 以此类推。（A,B代表学生姓名，内容以所学表示个人喜好食品为主）

2 呈现新课 (Presentation)

（1）“猜猜颜色” 的游戏。

让一个学生手中藏一种颜色的蜡笔，上前主持游戏，请其他同学猜颜色。学生们众说纷纭，复习所学的颜色单词。猜对的学生给与奖励并由他负责主持下一轮游戏。

（2）放投影或将放大的Listen, colour and say部分的图片挂在黑板上。

师生讨论这幅图片的内容。教师询问：What can you find/see in the picture? Where are they?

（3）教师播放Listen, colour and say部分的录音，让学生边听边用手指课本上的文字，做到“眼到、手到、口到、心到”。

（4）按照书上的要求，给找到的物品涂上颜色。

（5）游戏：比一比，找一找，画一画。

按照课本上 “Find and draw ”部分的内容让学生找找小动物们爱吃的水果，并画出来。比一比，谁找得又快又准。表扬每组的前两名。

（6）请同学说说小动物们爱吃的水果。如：The elephant likes .… The rabbit likes .…

3 趣味操练 (Practice)

（1）游戏：BINGO

让学生拿出准备好的本单元所学动物、水果等单词的图片，将图片随意选取9个，摆成每行3个图片，共摆3行的形式。

如：

游戏方法为：教师说出一个单词，学生们就将听到的那个单词的图片翻过去（如果没有就等到下一轮）。当翻过去的图片成一条线时（可以是横线，竖线，斜线），学生大声说：BINGO 。说BINGO 的同学可得到贴纸或红花。

（2）教师将 Find and draw 中的动物竖着排成一列，贴在黑板上。另请几个学生个自拿一种水果的图片贴在喜欢它的小动物旁边。最后，教师用：(The elephant) likes (bananas).的句式练习表述。

（3）学生俩人一组，以问答的形式练习教室内的物品或图片的样子。如：

A: What colour is the bus?

B: It’s orange.Or:

A: Is the desk yellow?

B: Yes, it is./ No, it isn’t.

（4）让几组学生上讲台前指着图片或物品进行以上练习。

4 课堂评价 (Aement)

做活动手册42页的练习。

5 扩展性活动(Add-activities)

游戏：猜单词

教师展示动物、水果、玩具等单词的图片， 通过图片的背面让学生猜单词。目的在于进一步复习4—6单元的单词。

【板书设计】

Recycle ２

推荐第6篇：初中英语复习教案

教案3 一，重点词组：

1、finish doing sth.做完某事 be busy doing sth.忙于干某事 go on doing sth.继续干某事

be always doing 老是干某事

练习：1）Please don\'t disturb（打扰） him He ___________his homework 2)Tom , you shouldn”t ______________(总是玩电脑) 3）You can _________________(work)after having a rest .4)Tom , you can play computer after ________(work)

2、be angry with sb.生某人的气 agree with sb.同意某人的观点with one’s help 在某人的帮助下

练习：1)______________________(你不应该生他的气)，because he just a child .2)你同意我的观点吗？______________________________ 3) I can finish my work well________________________(在你的帮助下)

3、much too+形容词／副词原级 实在太...too much+不可数名词 相当多的...练习： It’s _______ expensive.I can’t buy it.There’s ___________ rain this year.

4、hear from sb 收到...的来信 hear of 听说 hear that„„ 听说„„

练习：1）We have never ______ ______ Xiao Yang since he left from school last year 。 2)我听说你已经赢得了比赛。_____________________________________

5、send sb.away 开除、解雇某人 send for sb.派人去请某人 send up 发射 练习：1) Because Smith always lazy, so the bo ___ him___.2) The shenzhou vii spacecraft ____________________(被发射)succefully。 3）我将派人去请刘老师。_________________________

6、make it 设法完成某事 make faces 做鬼脸 make a team 组成一个队 make tea 沏茶 1)___________(如果你们组成一个队)，you will win the game .2) ____________ is very impolite behavior .3)If you try your best .you will ________________.4) When people go to your house to visit you,you should ____________for him .练习：

7、have a drink(of)...喝一杯...have...for lunch 午饭吃...have no idea 不知道 have a rest 休息一下

练习：1)Do you want to _________？(喝一杯茶) 2）我中午想吃米饭____________________ 3)I _________________ (不知道)about it .4）If you were tired ,you can ____________________.

8、get on well with sb与某人相处很好 get ready for 为...作准备 get on/off(the bus) 上/下车

练习：1)I believe that I can ___________________(和Tom 相处的很好) 2）我们应该为考试做准备了。

9、do one\'s best 尽力 do well in 在„„某方面干得好 do morning exercises 做早操

练习：1）我将尽我最大的努力去实现它。

2）I think you can _____________________(在学习方面干得很好) 3）_________________(做早操) is a good habit .

10、have a word with 与„谈几句话 have words with 和某人吵架 had better do sth.最好做„

练习：1)我想和你谈几句话。_______________________________ 2)Xiao Ming ______________Xiao Hua last night .3) You _________(最好) get up early

11、play the piano 弹钢琴 play a joke on sb开某人玩笑 练习：1)I can ___________ (弹钢琴)well 。

2）你不应该和他开玩笑。________________________________

12、take hold of 抓住„ take away 拿走 take care of 关心，照顾 take it easy 别紧张

练习：1) If you live in school , you should _________________well .2) The police _____ the thief just now .3)I don’t like that pen , I hope you can _____it___.

13、ask for 向„„要„ ask for leave 请假 apologize to sb.for sth.为某事向某人道歉 look for 寻找 leave„for 离开„„去„„ wait for 等候„..练习：1) Teacher Liu , I have a cold , and can I_________? 2)Tom 已经离开北京去上海了。__________________ 3) I ___________________ my absence 我为我的缺席向你道歉

14、tell sb.about sth.告诉某人某事 talk about 谈论„„think about 考虑„„

worry about 担忧„„

练习：1）我将告诉你事实（truth） 2)我们正在讨论天气（weather）

3）You can __________(考虑放弃它) 15:、change„into„ 变成 hurry into„ 匆忙进入 run into„ 跑进 练习：1）Tom 匆忙的闯入了老师的办公室___________________ 2)Sun can ____ice_____water.

16、from now on 从现在起 from then on 从那时起 after a while 过了一会儿 练习：1)_______________,Tom knew that lean English well is important .2) ____________(过了一会了), it started to snow。

3）从现在起，你必须呆在家里。___________________________

17、in public 在公共场合、公开地 in order to 为了„„ in surprise 惊奇地 in turn 依次

练习：1)为了取得好成绩（Good grades），你必须认真学习。________________ 2）It is impolite to talk loudly__________ 在公共场合大声说话是不礼貌的 3）I found,______,(惊奇) that I win the game .二．词类。

（一）介词

1、表示时间的介词 (1)at ①接具体时间：eg．at six，at half past two，at ten to twelve ②表示“在„时刻”；eg: at noon，at midnight （在深夜） (2)in ①加年、月、季节等

eg．in January，in a month，in spring，in 2005 ②在将来时中，表示“在某段时间之后”

eg．In ten years，I think I\'ll be a reporter． (3)on 表示在具体的某一天或某一天的上午、下午或晚上等。

eg.On Monday，On Tuesday afternoon，On May4th，On the morning of July 6th (三)固定搭配的介词

(1)动词+介词：look after，look at，look for，laugh at，listen to，hear from，turn On，turn off, wait for，worry about，think of，spend．．．On (2)介词十名词：by train，on foot，at the end of ,at last，in the end，in trouble，at table，at breakfast，

in hospital,in time，On time, On one’s way to，with pleasure (3)be+形容词+介词：be afraid of ,be good at，be good／bad for， be late for，be interested in，be angry, with，be full of，be sorry for 练习：1）The play begins at 6: 40 pm.So we have to be at the theatre ________ 6:30 pm at the latest.A.after B.since C.until D.by 2）Not all of us know the difference __wheat, oats and barle（小麦、燕麦和大麦。）

A.among B.between C.from D.in 3)Where is Lily? We are all here ________her. A, beside B about C, except D, with 4)—Your coat looks nice.What is it ____? ---Cotton.(棉花) A.made of B.made in

（二）连词(conj.用来连接词与词或句与句 (1)并列连词(用来连接平行的词、词组或分句) ①表并列关系：not only．．．but also，neither．．．nor，and ②表选择关系：or，either．．．or ③表转折关系：but，while ④表因果关系：for，so (2)从属连词(用来引导从句) ①引导时间状语从句： after，before，when，while，as，until，till，since，as soon as ②引导原因状语从句：because，as，since ③引导目的状语从句：so that，in order that ④引导结果状语从句：so that，so„that，such．．．that ⑤引导比较状语从句：than，as„as ⑥引导宾语从句：that，if, whether 练习1）________ enough time, but I couldn’t do it better.

A.teaching B.Taught C.To be taught D.Though I was taught 2) I read about this story in some book or other, does it matter ________ it was? A.where B.what C.how D.when 3) ________ I had walked for six hours, I was tired out.A.So B.Before C.When D.As 4)I have been keeping that photo ________ I can see it every day, as it always reminds me of my college days.A.which B.where C.whether D.when 5）________ he studies hard, he will never pa the examination.A.If B.Unle C.Even if D.Even thoug 6）She worked hard ________ everything would be ready by the time he came back.A.since B.so that C.as if D.unle 三 词义区别

1、since/ for

(1) since用于完成时态，可译为 “自从”、既然

[翻译] 1）I have never seen him since we last met in Shanghai .2）He has been a worker since he came into this city.3）Since you are interested in it, just do it.4）You can have fun now since you’ve finished your work.(2) for用于完成时，用作介词，后常接一段时间，意思是“经过„”。

I have learned English for five years.我已经学了五年英语了。 They have waited for you for 30 minutes.___________________ for也可以用作连词，但意思是“因为”。

They mied the flight for they were late.他们由于迟到了而误了航班。 He fell ill for many reasons.__________________ 5.neither/ either/ both (1) neither作代词是对两者都进行否定，意思为“两者都不”，作主语时谓语动词用单数.

Neither of the boys is from England.这两个男孩都不是来自英国。 I know neither of them.___________________ neither用作连词时，一般与nor搭配，表示 “既不„也不”。作主语时，谓语动词遵循就近原则。

She neither ate nor drank yesterday.她昨天既不吃也不喝。

Neither he nor we play football on Sundays.__________________________ (2) either作代词时，是指两者中的任意一方,(两者之)每一个，故作主语时谓语动词用单数.Either of the books is new.这两本书任何一本都是新的.She doesn’t like either of the films._________________ either作连词时,一般与or搭配,表示两者选其一，意思是“不是„就是”。作主语时，谓语动词遵循就近原则。

Either he or I am right.不是他就是我是对的。

Either my sister or my parents are coming to see me.不是我姐姐就是我父母要来 看我。 (3) both作代词时，指的是所涉及到的“两者都”, 故作主语时,谓语动词用复数形式。 I like both of the stories.这两个故事我都喜欢。 Both his arms are hurt.他的两只胳膊都受伤了。

both用作连词时，多与and搭配，表示“既„又, 不仅„而且”, 作主语时,谓语动词仍用复数形式。

Both piano and violin are my bobbies.钢琴和小提琴都是我的爱好。 They study both history and physics.他们既学历史，又学物理。 练习、

1） Neither of the girls _____(be)good at English 2） Neither we nor he ____(do) homework on Sundays.3） Either of the books __(be)new.4） Either he or I __ know.5） Both these students __(be) good at English 6） Both English and math ___(be)my favorite subjects .1.ignore vt.忽视 ignorance n.无知 ignorant adj.无知的 2.dusk n.黄昏; 傍晚 dusky.adj.昏暗的; 黑暗的

3.add v. 添加; 增加 addition n. 加, 附加 additional adj. 添加的;附加的 4.actual adj.实际的 actually adv.实际上；事实上

5.base n.基地；基础 base v.以……为根据 basic adj.基本的 6.east n.东方 eastern adj.东方的；东部的

7.organize vt.组织 organized adj.有组织的 organization n.组织 8.wool n.羊毛 woolen adj.毛纺的; 纯毛的

9.determine v.决定

determined adj.

坚决的 determination n.决心; 坚定性 10.frighten vt.吓唬；使惊吓 frightened n.受惊的；受恐吓的 frightening adj.令人恐惧的 11.nation n.民族；国家；国民 national adj.民族的；国家的

12.suffer v. 受苦; 吃苦头 suffering n. 苦难；痛苦 sufferer n.受苦者; 受难者 13.cruel adj. 残暴的, 残忍的 cruelty n. 残暴, 残忍

14.hope n.v.希望; 期望 hopeful adj.有希望的, 顺利的, 有前途的 hopele adj.没有希望的; 令人绝望的

15.educate vt.教育 education n.教育; 教育体制 educated adj.受过教育的; 受过训练的

16.value n.价值 valuable adj.贵重的; 很有价值的 valuele adj.无价值的; 没有用处的 17.survive v.继续生存或存在 survival n.存活; 幸存

survivor n.幸存者

18.decorate v. 装饰 decoration n. 装饰; 装潢 decorative adj. 装饰的; 作装饰用的 19.advertise vt.做广告; 登广告 advertisement n.广告 advertising n.做广告(作定语) 20.replace v.代替, 取代 replacement n.代替, 取代

replaceable adj.可代替的;

推荐第7篇：初中英语时态教案

时态教案

先画出时态的时间轴的图，在依次介绍各个时态的含义。

（1）一般现在时：表示习惯性的、客观真理、主语目前的状态或特征等。注意：在时间状语和条件状语从句中，遵守“主将从现”的原则。

时间标志：always/often/usually/seldom/never/every week/twice a week/

(2)一般过去时：A过去的某个时间所发生的动作或存在的状态。时间状语：yesterday/last week/an hour ago/just now/the other day/in 1982/

B表示在过去经常或反复发生的动作。时间标志：always/often/

例句：when i was a child, i often played football in street.

C 也可与today/this week/this month/this year/表示现在的时间连用，但这些时间必须指过去的时间。不包含此时此刻的含义。Did you see him today?

（3）过去进行时：在过去某个时刻正在进行或发生的动作。

例句：I was reading the book at that time.(过去进行，未读完，“读”的片段)；

I read the book yesterday.(过去时、已读完，表整个“读”)。

（4）正在进行时：表示现在（说话的时候）正在发生、现阶段（说话前后一段时间）一直进行或反复发生持续进行的动作。

He is writing another novel.(说话时并没有进行，只是处在写作的状态） he is thinking about this problem these days.

#其中表示移动的词：come/go/arrive/leave/start/begin/return/可以用进行时表将来。She told me that she was leaving.She is leaving tomorrow.(对过去进行和现在进行时）

（5）现在完成时：过去发生的动作对现在造成的影响或结果，或者动作从过去一直持续到现在还有可能继续持续下去。注意短暂性动词不能与表示一段时间的状语连用（begin/lend/join/die/fall/join/kill/stop/等)

（6）、一般过去时和现在完成时的区别。

一般过去时只表示过去某时发生的动作和状态。现在完成时则强调到目前为止动作的完成和结果，与现在的情况有联系，对现在也有影响。 A.刚做过的事，用现在完成时态，当说明或者询问做事的时间、地点时，要用一般过去时。例如he has watched the football match.

She watched it last Saturday.她看了那场足球赛，她是上周六看的。

B.have / has been to a place.表示某人曾经去过或者到过某地。have / has gone to a place表示某人说话时已经离开此地，或在去某地的路途中或者已经到了某地。

例如：Frank has gone to Tibet.弗兰克已经去西藏了。Frank has been to Tibet twice.弗兰克已经去过西藏2次了。

（7）、现在完成时与过去完成时的区别：

过去完成时与现在完成时两者的用法基本相同，但现在完成时以现在的时间为基点， 而过去完成时则以过去的时间为基点，与现在无关，是过去的过去。

I have finished my homework.(表示说话时作业已经做完了)

By four o’clock, I had finished my homework.

初步掌握延续性动词和瞬间动词在语法上的区别：如ie, arrive, come, go, join, leave, buy, begin, get, start, become, borrow 等均为瞬间动词，在现在完成时态中不能与表示一段时间的状语连用。

He has joined the army.他参军了。He has been in the army for a year.他参军已经一年了。(换成可以延续的动词)He joined the army a year ago.(用过去时)

（8）一般将来和过去将来时区别：

一般将来：在将来某个时间要发生的动作或存在的状态，或将来反复经常发生的动作。常与tomorrow、next week/year/等连用。

过去将来：从过去某个时间看将来发生的动作或存在的状态，或表示过去的某种习惯。 He said that he would finish his work before 9.

Be going to /will的区别：

(1） be going to :表强调计划，安排要发生的事或有迹象要发生的事.Look at the dark clouds, I think it is going to rain soon.（2）will：表示主观意愿,未经事先精心计划或打算.可用于各种人称.There is someone at the door.I will go and open it

推荐第8篇：初中英语上册教案

初中二年级英语上册第一单元第三课教案

Unit 1 How often do you exercise ? Teaching goals:

1.Words &phrases: how often , hardly , twice , once , difference , look after , although ,etc .

2.Learn to talt how often do you do things .

3.一些表示频率的副词: always , usually , often , never , hardly ever , sometimes .

4.句子结构: What do you usually do on weekends ?

How often 及回答.

Important and difficult points :

What does she /he do on weekends ?

She often goes to the movies .

How often do you shop ?

Once a week / Twice a week ???.

Teaching aids : cards , pictures and a tape recorder .

Period 1

Teaching procedures :

Step 1 Leading-in

1.Greetings:Talt something the students did on

教案正文 随堂记录

summer vacation .

Step 2 Pre-task

SB Page 1 , 1a .

1.Look at the picture (学生识图).

2.Name each activity .

T: What are they doing ?

They are shopping /reading /exercising /watching TV /skateboarding .(Help the students to answer )

3.Write the activities on the line .

4.Check the answers on the Bb .Correct their own activities .

5.Practise reading .

SB Page 1 , 1c .

1.Focus on the conversation in the box .

2.Practise reading .

3.Pairwork : What do you do on weedends ? I ???.

4.Groupwork :Divide the cla into groups of four or five .Make conversations .First S1 to S2:

S1:What do you do on weekends ?

教案正文 随堂记录

S2:I ???.

S1:What does she /he do on weekends ?

S2:She /He ???.

5.Act out their own dialogues .

Step 3 While-task

SB Page 1 , 1b .

1.Look at each picture in 1c.Tell what the person does on weekends .Check the Ss orally.

2.Mare what they will hear and do .

3.Read these adverbs and explain.

4.Play the tape twice .Write the letters on the line.

SB Page 2 , 2a & 2b .

1.read the activities and the answers of “how often”first .

2.Practise reading .

3.In 2a we should know the activities you hear .In 2b we should know the answers of how often he does the activities. 4.Play the tape for a first time .Ss only listen . 5.Play the tape a second time .Ss do 2a . 教案正文 随堂记录

6.Play the tape a third time .Check the answers . 7.Play the tape .Ss do 2b . 8.Check the answers .

In this part ,we should pay attention to how often引起的特殊疑问句及回答. Step 4 Post-task SB Page 2 , 2c .

1.Focus on the conversation . 2.Practice reading .

3.Read the activities in the left box . 4.Fill in the chart .

5.Pairwork: Make conversations . 教学后记

教案正文 随堂记录

Period 2

Teaching procedures : Step 1 Leading-in 1.Greetings 2.Drills:

T: What do you usually do on weekends ? S1: I usually play soccer .

T: How often do you play soccer ? S1: I play soccer twice a week . T: How often does he play soccer ?

The other Ss: He plays soccer twice a week . Repeat for three times . Step 2 Pre-task

SB Page 2 ,Grammar Focus .

1.Review the grammar box .Ss say the questions and answers . 2.Practise reading . Step 3 While-task SB Page 3 , Part 3 . 教案正文 随堂记录

1.Call attention to the survey .Mare the Ss understand the chart .

T: What activity do ninety-five percent of Green High students do every day ? Ss answer .If neceary , give them help .

2.Review the information in the green box with Ss . 3.Read the article first by the Ss . 4.Read it to the cla .

5.Look at the survey and fill in the blanks in the article . 6.Finish the activity individually . 7.Check the answers . 8.Practise reading . Step 4 Post-task SB Page 3,Part 4 .

1.T: What can you do to improve your English ?(e.g.read English books, practice reading and speaking ) How often do you

2.Think of more things you can do to improve your English and write them here .

教案正文 随堂记录

3.Ask several Ss each question .

4.See: Who is the best English students in the cla

Homework:

Revise the new words .

教学后记

教案正文 随堂记录

Period 3

Teaching procedures :

Step 1 Leading in

1.Greetings & free talk .

2.Practise reading the article in Page 3.

3.Check the homework.

Step 2 Pre-task

SB Page4 , 1a .

1.Point out the five phrases .

2.Ss read after the teacher .

3.Mare the Ss understand what do they mean .

4.Call attention to the pictures .Say something about the pictures .

5.Match the words with the pictures .

6.Check the answers .

7.Practice reading .

Step 3 While-task

SB Page 4 , 1b .

1.pay attention to the conversation in the box on the right .

2.

教案正文 随堂记录

2.Read it to the cla .

3.Explain : “be good for”means :有益于„，对„有好处.

4.Pairwork.Choose a new partner .Use the words in Activity 1a to make conversations .

5.Share the students’conversations.

SB Page 4 ,2a&2b .

1.T : Now you will hear a reporter interview two people ,Katrina & Bill .Read the two names for the Ss.In 2a ,we’ll know who is healthy , Bill or Katrina ?

2.Read the questions in 2a .

3.Listen to the tape carefully twice .Circle “yes”, “no”or “I don’t know”in the chart .

4.Before we check the answers in 2a,we’ll read through the questions in 2b .Pay attention to Katrina’s and Bill’s answers .

5.Play the tape again .This time ,if we have heard one questions and we have a pause .Mare Katrina’s and Bill’s answer.

教案正文 随堂记录

6.From the answers in 2b ,we can tell who is healthy Bill or Katrina ?

Step 4 Post-task

Role-play .

Groupwork .Divide the Ss into groups of three .S1 is interview,S2 is Katrina ,S3 is Bill .

S1: How often do you exercise ?

S2: I exercise every day . S3: „.

With the help of 2b . Homework

请同学们用2b里面的问题调查你熟悉的两位同学，写出答案并做比较.

初三英语上册教案[人教版]：第六单元 Leon21

Unit 6 Mainly Revision 教学目标与要点 在本单元中要求学生对在前面五单元中所学过的知识做一次全面的 0Unit 6 Mainly Revision 教学目标与要点

在本单元中要求学生对在前面五单元中所学过的知识做一次全面的回顾和总结。复习、归纳一般过去时态和现在完成时态，进一步学习动词不定式和宾语从句。能够区别 have been与 have gone的用法；重点学习课文"Under the sea"，明白How important is the sea to our life？

通过利用computer去寻找一些information，进一步熟悉有关如何操作计算机的术语；掌握数词的用法和类似 thousands of短语的用法。通过该单元的学习，要使学生明白海洋对于我们人类的重要，人类与自然应当和谐相处，并尽力保护它的环境。

素质教育目标

1.在本单元中，首先要让学生在复习的基础上，建立起正确的包括现在完成时态在内的五个基本时态 (一般现在时、现在进行时、一般过去时、一般将来时、现在完成时) 的时间观念并且能基本做到运用所学过的时态进行交际会话。 2.要求学生对现在完成时态有一个比较完整的了解，并能与其他时态区别开来。同时，对宾语从句也应当有一个完整的了解，并且能够进行综合运用。

3.要让学生在合作学习的过程中体到学习的乐趣。

4.大力运用探究式学习，如进行查找资料、资源共享、话题探讨等，使同学们在学习的过程中获得积累知识和陶冶情操的体验。

5.本单元的主题与大自然关系紧密，教师应当抓住这个时机对学生进行环境教育，使学生明白人类与大自然应当和谐共处。

Leon 21

Period: The First Period Content: Leon 21 Properties: Tape recorder, Overhead Projector, TV, pictures.Teaching Objectives: Make the students use the language point in the dialogues.the usage of the present Perfect Tense Language Focus:

1.Useful expreions: have an accident; hurt badly; 2.The present Perfect Tense: What’s happened? They’ve had an accident.Has anyone called the police? Yes, they have.Teaching Procedures: Ⅰ.Organizing the cla Ask the students to get ready for cla.Greetings between the teacher and the students and a duty report.Ⅱ.Revision 1.check homework.2.Revise the present perfect Tense.Ask : Have you ever been to the Great Wall? How long have you lived in Beijing? Get the students to answer the questions.Make sure they can answer correctly.Ⅲ.Presentation 1.Show a picture of an accident on TV.Get the students to watch and talk about the accident using some words, such as: have an accident, hurt, badly, fall off, hit …

2.Have the students read and practice the dialogues in pairs.3.Ask some students to act out the dialogue.Ⅳ.Puzzle dialogue Find the best answers by themselves.Check the answer with the whole cla.Ask the students to make up similar questions, then get the other students to answer them.Ⅴ.Read and act 1.Ask the students to close their books, and then listen to the tape and answer the questions: Where have Bruce and Sue gone? Haven’t they ever been to London? When are they going to be back? Have the students find the answer to the question.Check the answer with the cla.2.Ask the students to read the dialogue, then practice in pairs.3.Act out the dialogue.4.Allow them to change the dialogue to fit a situation they might have at home.Ⅵ.Exercises in cla Fill in the blanks with the right verb forms.A: I’m not feeling well.I ________ (get) a cold.B: ________ you ________ (be) to the hospital yet? A: Yes, I ________ (go) to see Doctor Li this morning and he ________ (give) me some medicine.B: ________ you ________ (take) the medicine? A: Yes, I ________ (take) it just a moment ago.B: Mr.Li is a good doctor.I think you’ll ________ (be) all right soon.Answers: have got, Have … been, went, gave, Have … taken, took, be Ⅶ.Homework Finish off the exercises in the workbook.Ⅷ.Summary Translate Chinese into English: 1.发生什么事情啦？

2.有人受伤吗？

3．他去过上海好几次。

4．我已经读完了这本书。

Answers:

1.What’s happened? 2.Is anyone hurt? 3.He has been to Shanghai for several times.4.I have finished reading the book.初二上册第一单元英语课的教案

【语言目标】

● What do you usually do on weekends? I sometimes go to the beach. ● How often do you eat vegetables? Every day. ● Most students do homework every day. 【重点词汇】

● always, usually, often, sometimes, hardly, ever, never ● how often, once, twice, three times a week, every day

● milk, junk food, health, unhealthy, habit, exercise, most, result, try, different ● maybe, although, arm, foot, tooth, ear, eye, advice, thirsty, forget, finish, plan 【应掌握的词组】

1.go to the movies 去看电影

20.activity survey 活动调查

2.look after = take care of 照顾

21.do homework 做家庭作业

3.surf the internet 上网

22.do house work 做家务事

4.healthy lifestyle 健康的生活方式

23.eat le meat 吃更少的肉

5.go skate boarding 去划板

24.junk food 垃圾食物

6.keep healthy=stay healthy 保持健康

25.be good for 对什么有益

7.exercise=take(much)exercise=do sport 锻炼

26.be bad for 对什么有害

8.eating habits 饮食习惯

27.want to do sth.想做某事

9.take more exercise 做更多的运动

28.want sb.to do sth.想某人做某事

10.the same as 与什么相同

29.try to do sth.尽力做某事

11.be different from 不同

30.come home from school 放学回家

12.once a month 一月一次

31.of course = certainly = sure 当然

13.twice a week 一周两次

32.get good grades 取得好成绩

14.make a difference to 对什么有影响

33.some advice 一些建议

15.how often 多久一次

34.hardly=not nearly / almost not 几乎不

16.although=though 虽然

35.keep / be in good health 保持健康

17.most of the students=most students

36.be streed 紧张的，有压力的

18.shop=go shopping=do some shopping 购物

37.take a vacation 去度假

19.as for 至于

38.get back 回来

【应掌握的句子】

1.How often do you exercise? 你（你们）多久锻炼一次身体? 2.“What do you usually do on weekends?” “I usually play soccer.”

3.“What’s your favorite program?” “It’s Animal World.” “你最喜欢什么节目？”“动物世界。”

4.As for homework, most students do homework every day. 5.Mom wants me to get up at 6:00 and play ping-pong with her. 6.She says it’s good for my health.

7.How many hours do you sleep every night?

8.I exercise every day, usually when I come home from school. 9.My eating habits are pretty good.这里 pretty 相当于 very。

初中初一英语 Unit3 This is my sister.教案

Unit 3 This is my sister 第一课时

一、学习目标

1、学会认知家庭成员，了解家庭关系。

2、学会介绍人，识别人。

3、通过认知家庭成员及关系学会使用指示代词复数these , those 的用法。包括一般疑问句和否定句式。

4、能写一封书信。

5、能比较熟练的使用目标语言写一份介绍家庭成员或他人的短文。

二、学习内容

目标

分类 学习内 容

词汇 sister , parent , brother , grandmother , grandfather , grandparent , these , those , she , he’s =he is , son , cousin , daughter , uncle , aunt , thank for , here , love , much , very much , soon , see you soon , pen friend , they , aren’t =are not

语法句型

复习“用指示代词介绍人或物”的句子结构的单数形式、一般疑问句形式及其问答。 Is this your pencil ? Yes , it is .Is this my pen ? No , it isn’t .Is that his book ? Yes , it is .Is that her eraser ? No , it isn’t .

学习“用指示代词介绍人或物”的句子结构的复数形式、一般疑问句形式及其问答。 Is this your sister ? No , it isn’t .

This is my friend .These are my friends .Is that your brother ? Yes , it is .That is my brother .Those are my brothers .

功能

Introduce people , identify people

三、朗读单词 sister n. 姐；妹 parent n.父或母 brother n.兄；弟

grandmother n.祖母；外祖母 grandfather n.祖父；外祖父

grandparent n.祖父/ 母；外祖父/母 these pron .& adj.这些 those pron .& adj.那些 she pron .她 he’s =he is son n.儿子

cousin n.堂（表）兄弟；堂（表）姐妹 daughter n.女儿

uncle n.叔；伯；舅；姨父；姑夫 aunt n.姨母；姑母；伯母；婶母 thank for为„„而感谢 here adv.在这里；向这里 love v.爱；热爱 much adv.很；非常 very much 很；非常

soon adv.不久 see you soon ,再见。

pen friend 笔友

they pron. 他（她；它）们 aren’t =are not

四、任务示范

Show the Ss some pictures , point at the pictures and tell them like this : This is my father / mother / brother / sister …… That’s my sister / grandmother / grandfather ……

Then ask the Ss to bring their families’ pictures and introduce people in this way .

五、布置作业

1、请同学们反复朗读单词，并自查能记住多少单词。

2、听录音：Section A 1b, 2a, 和2b

预习Section A 1c

带家庭成员照片（最好是祖孙三代的家庭照片并标注家庭成员名称。

U3 This is my sister 第二课时 任务示范及讲解 同学们，通过预习我们知道家庭成员的称呼。那么，你能不能用自己带来的照片，介绍你的家人呢？你应该用什么样的句型呢？现在我们作个示范练习。 Sample One：（出示教师自己的家庭照片）

T：This is my grandmother.This is my grandfather.That’s my father.That’s my mother.That’s my husband.That’s my son.Pairs work, then report to the cla.请看书，P47的图，假如你是图中的人物Dave ，你该如何向朋友介绍你的家庭呢？ Sample Two 如果你的父母想了解你好朋友的家庭状况，你应该怎么表达呢？现在我们作个示范。（出示一学生王刚的家庭照片） T：These are his grandparents.That’s his father.That’s his mother.That’s his sister.学生间互相交换照片，看你们了解同学的哪些家庭成员。

请看书P47 的图，给小组其他成员介绍Dave的一家，再完成1c，轮流汇报Dave一家的情况。 请看书P48 2b-2d的图，通过相互问答：Is this„? Yes, it is.或No, it isn’t.来了解图中的人物。 介绍别人用句型：This is„.That’s „.。 辨认某人用句型：Is this„? Is that„? 还有其它句型吗？ These are my friends.Those are my parents.注意：these是this的复数， 指“这些”， those是that的复数， 指“那些”。 These、those作主语时， 后面的谓语动词用复数形式are。

二、布置作业 完成p47 1b。

完成p48 2a，你还知道家庭成员的其它称呼吗？

cousin, sister-in-law, brother-in-law, father-in-law, mother-in-law, uncle, aunt, nephew, niece… 3.完成p50 2b， 翻出老照片， 描述一下， 看同学能否知道你说的是哪一张？ T: These are my parents.This is my uncle.That’s me.4.完成p50 2c, 画一张你家人

Unit 3

This is my sister

第三课时 任务示范及讲解

让学生拿出上一课时布置完成的作业：画一幅关于家庭和朋友的图画。向同学介绍图画中的人物，并填写下列表格。 name age occupation Characteristic

Thin

Tall 1)教师示范

These are my parents.This is my grandmother.She is a worker.She is 53.She is thin.This is my friend, Jin Fang.She is a shop aistant.She is 24…

2)学生四人一组在组内介绍。组内选出介绍最好的，准备代表小组台前发言。 3）小组代表台前发言，教师担任评委，给每个小组得出分数。

教师将学生发言中出现的生词板书，让其他组学生猜汉义和读音，猜对者可给本组加分。 二

阅读并做练习1）Section A 3a

keys : 1.sister

2.is

3.brother

4.isn’t 2)两人一组表演上述对话，三分钟后角色互换。 三

小游戏

让一个学生到黑板上写一个姓名，让其余的同学猜这个名字是谁的。

用到的句型：

Is„your„?

Yes, he/she is.

No, he/she isn’t.四

任务示范及讲解

让学生把从家里带来的照片摆在课桌上，然后轮流就照片进行问答。

用到的句型：

Is this your…?

Yes, it is.

Is she …?

No, she isn’t.

分组练习，然后选代表台前表演。 五

作业

写一段小短文，介绍你的家人和朋友，看谁能把我们本节课从其他同学那儿学来的词都用上，不要写得太短。

Unit 3 This is my sister.

(第四课时) 教学目标：

1、进一步熟悉各家庭成员的称谓。

2、能写简短的小文章描述家庭成员。教学重点、难点： 锻炼学生的写作能力 教学方法：

写作训练、小组活动 教学用具：

绘图笔、家庭照片 教学步骤：

读P51 ,3a，Emma的信，假设你就是Emma，你能画一张怎样的家庭照呢？ 疑难解析

1．Thanks for„意为“谢谢、、、、、、”后接名词。例如 Thanks for your help.谢谢你对我的帮助。

Thanks for the beautiful card.谢谢你给我这麽漂亮的卡片。 2．英文书信的格式大致如此：

称呼（Dear„,）顶格写；

正文；

结束语；

署名(Yours„) Dear..., „„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„ „„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„

„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„

………………………………….Yours, …

3、指示代词this, these these是this的复数形式, 例如 This is my father’s book.These are my father’s books.写作指导

看所给出的家庭照，写一段话，介绍图中的人物

Answers: grandparents, parents, uncle and aunt, cousins 写一写关于你自己的家庭 完成任务

各小组成员拿出各自家庭的照片和介绍家庭的文章，打乱顺序，然后再通过读文章，找出各自所对应的照片。 家庭作业

画一幅自己家庭的照片，试着给朋友写一封短信，简单介绍家庭成员。

Go for it Book1 Unit3 教学设计

一、单元教学内容分析：

本单元的重点是介绍(Introduction)和确认人(Identify People)两个功能项目，运用This is„, Is that„等句型进 行语言训练。

二、单元任务设计

Go for it教材非常灵活，可适用各层次的学生，我将Unit 3分成Section A和Section B进行安排，每个Section设 计的活动可根据学生基础安排在1个课时或2个课时内完 成。

三、教学步骤

ⅠSection A

1、学生事先准备家庭照片或和朋友的合照等 a、老师首先介绍自己的家人和朋友

This is my…

These are my… b、

由学生尝试介绍自己的家人

由此得father.Mother.Sister等与家庭有关问题呈现

2、游戏：a gue game

收集父亲或母亲的单人照、学生小时候的照片，通

过下列对话，猜出人物 S: Is this xxx’s father? T: No, it isn’t.

S: Is that xxx’s father? T: Yes, it is.Great!

3、2人小组活动

由2人小组完成下列对话（使用已备照片） A: This is my father.His name is… B: Is that your mother? A: No, it isn’t.That’s my sister.

4、语言拓展：教师准备一组外貌特征显著的任务照片 请学生提问或表达句子:I think this is„ „that is…

ⅡSection B

1、教师两次介绍自己的family.如下： This is my grandfather.His name is Mr.Hu.That is my mother.Her name is …

之后呈现一个不完整的家谱图。如：

A / grandmother

|

|————————|

|———|

|———|

father

B

uncle

C 提问：What is A? What is B? What is C? What’s my mother’s name?

(通过这个环节，使得学生熟悉家谱图的结构，也学习了听力)

2、小组活动.2人小组，设计一个家谱图，可以是根据实际生活，

也可以是虚构的。准备就绪后，请学生介绍。

3、小组竞赛.教师出示一副焦急的母亲图片，以营造气氛。

提供单词: Worried.Look for„

要求学生使用本单元的单词。句型对这副图进行对话和描述。

注：四人小组分工，2人表演对话，2人进行记录整理。 根据质量、速度和创意打分。

示范对话：

A: Excuse me, is this your mother? B: No, she isn’t.

A: Is this XiaoMing’s mother.

B: Yes I think so.Why is she worried? A:I don’t know.Let’s find XiaoMing.

4、巩固性练习。

学生介绍家人的照片，并就此写成一封信，准备在课堂上交流。

Go for it Unit 2 教案

一． 本单元教学内容：

◆中心话题：Talk about things in the claroom.

◆让学生学会表述物品所属者的方法。

◆学习指示代词this和that的陈述句、一般疑问句以及其简单回答。

◆学习what，how引导特殊疑问句。

◆进一步学习物主代词your、my、her、his的用法。 二． 本单元教学目标 ：

知识目标：

◆让学生掌握与学习、学校生活贴近的物品名称。

◆让学生掌握句型：Is this/that your pencil?

Yes, it is. It’s my pencil. No/it isn’t.It’s her/his pencil.What’s this/that in English?

It’s a/an… How do you spell it ? P-E-N.能力目标 ：

◆培养学生良好的听说读写的能力。

◆通过情景操练，培养学生发散思维能力；

◆ 学会写寻物启示和失物招领。

情感目标：

◆培养学生拾金不昧，助人为乐的品德；培养学生协作精神。 三． 教学重点与难点：

◆ 询问物品属性及 辨认物品所有者；

◆正确使用指示代词this与that；

◆注意区别it’s 与

it is 的书写形式；

◆进一步学习物主代词your、my、her、his。

四．

教学策略：

◆采用直观教学法、情景教学，“任务型”教学方法。

◆采用游戏、唱歌、竞赛、合作等多种活动方式再现、运用。

◆突出交际性、趣味性，注重启发式。

◆从学生的实际生活经验出发，在用中学、在做中学。 五.

课时分配：

Period1: SectionA1a 1b 1c2a 2b 2c 4a 4b Period2: SectionA3 : SectionB1a 1b 2a 2b 2c Period3: SectionB3a 3b 3c

Period4: SectionB4，自我检查, 单元总复习六. 教学步骤：

Period1:SectionA1a 1b 1c2a 2b 2c 4a 4b 教学目标：1.词汇：pen pencil book eraser ruler pencil case backpack pencil sharpener dictionary 2.句型：Is this/that your pencil?

Yes, it is. It’s my pencil. No/it isn’t.It’s her/his pencil.3.学会辨认物品所有者。

4.学会使用thank you 和 excuse me ，让学生学会礼貌待人。

5.进一步学习物主代词your、my、her、his 课前准备：准备一个大盒子，收集学生的一些学习用品。 Step1.Warming up Sing a song “ Is this your ruler?” Step2. Presentation 1. Tell Ss that you have many school things here today.Show pictures on CAI and teach the new words(pen pencil book eraser ruler pencil case backpack pencil sharpener dictionary)(同时还可以教学生学习用品方面的其它词汇).2.Group task :Which school things are the most important?/used most?(让学生四人小组讨论哪些学习用品用的最多，巩固所学单词) 3.Tell Ss that there are many things in the box.Ask them whose they are.

T: Excuse me ,Sa, Is this your pencil? Sa: Yes , it is.It’s my pencil.

T: Here you are.Sa: Thank you.]

Teach the other sentences: Is that your ruler? No, it isn’t.It’s her /his ruler.Step3.Pairwork

Practice the conversations above in pairs.Then make their own conversations .

Act it out.Step4.Gueing game

Ask Ss to take something out of the box.Get other Ss gue whose it is.(让更多学生参与语言练习，运用句型Is this/that your pencil?

Yes, it is. It’s my pencil. No/it isn’t.It’s her/his pencil.) Step5.Do listening 1.Listen and check the things that you hear.2.Listen and complete the conversations.Step6.Find the owner Step7.Homework

Collect the names of school things .Write them on the exercise books.The more, the better.

Make a conversation like 2b.Period2: SectionA3 : SectionB1a 1b 2a 2b 2c 教学目标:

1.学习有关学校生活方面用品的单词，（baseball ,computer game,key, ring ,watch, ID card ,notebook ）

2.学习句型：What’s this/that in English? It’s a/an„ How do you spell it ?

P-E-N.3.让学生学会表述物品所属者的方法。

4.通过小组活动,提高学生的合作能力和竞争能力。Step1.Make up the word

Give each group the same letters.Let them arrange the letters into words they learned

(开展小组比赛，看哪组学生重新组成的单词最多，速度最快，给予奖励。) Step2.Presentation

1.Show and learn school life things.

Ask:

What’s this/that in English? It’s a/an…

How do you spell it ?

P-E-N.

Is this/that your……..Yes, it is. It’s my …….. No/it isn’t.It’s her/his …… 3.Pairwork Step3.Memory challenge

Show the pictures on CAI quickly.See who say out the most words in ten seconds.

Who is the winner?（评出表现最佳的学生，给予表扬） Step4.Find friends’ things

Collect some friends’ things, let Ss identify the things.

Use the sentences: What’s this/that in English? It’s a/an…

How do you spell it ?

My friend is …..This is her/his…… Step5.Do listening

Finish SectionB2a 2b(同时可以设计几个符合学生实际的情景听力，让学生学以致用) Step6.Pencil case show

Group work.Introduce What’s in their pencil case?

Maybe they will say: Look! What’s this ? It’s my pencil case.This is my „„..I bring it to school every day.It’s my good friend.(让学生评出最实用的铅笔盒或笔带，展示给大家看) Step7.Homework

Write something about your backpack.

Period3: SectionB3a 3b 3c 教学目标:

1.让学生掌握句型：Call Allan at 495-3539.2.让学生能够确认物主关系。

3.模仿并熟练运用目标语言写出寻物启示和失物招领。

4.培养学生拾金不昧的品德。

课前准备：教室里的失物招领箱内放几件物品。 Step1.Gueing game

Gue what’s in the lost and found case in our claroom.(复习前两节课学过的句型) Step2.Presentation

T:I lost my keys this morning.Have you seen them anywhere? I should write a Lost notice.

Tell Ss how to write a Lost & Found notice.Step3.Find the information Read the bulletin board notices and find the information.Lost School ID card Found Notebook name Tony name Mary phone 685-6034 phone 235-0285 Step4.Pieces game

First finish 3b, then give more pieces to make a Lost & Found notice.(看哪组拼得速度快,表现棒) Step5.Writing

T: In your daily life, you must have lost something or found something that doesn’t belong to you.Have you got it back or found the owner?

Ask them to try to write a Lost & Found notice.(课后把每组代表的a Lost & Found notice 展示在英语园地，让大家评一评谁的别具一格)。 Step6.Homework

Write a Lost & Found notice Period4: SectionB4，自我检查, 单元总复习

教学目标: 1.复习本单元的词汇与句型,以多种任务激发学生说的欲望，培养学生的言语交际能力。 2.运用所学语言根据情景编短剧并表演。 3.培养学生乐于助人，与人分享快乐。

4.通过小组合作活动，培养学生相互帮助，集体合作的团队精神。Step1.Gueing game

Ask Ss to draw a picture on the board.Let the other Ss gue what it is .(复习句型What’s this/that in English? Is this/that a/an„„) Step2.Words competition

Ask Ss to list as many word as they can. Have a match among four groups.First choose six to eight students from each group, S1says: pen (P-E-N) S2 should say :pen,eraser(E-R-A-S-E-R), S3should say: pen, eraser ,ruler(R-U-L-E-R)…,

the group which can add the most words is the winner.Step3.Make a play

Give Ss real scenes ,let them make a play.Act it out in cla

(eg.李明丢了一只黑色手表，来到学校Lost & Found office询问，王芳刚好拣到，上交了Lost & Found office.，由大家评出最佳表演奖，最佳默契奖，最佳创意奖，最佳创作奖) Step4.Homework

Prepare for a test of unit2.（通过本单元复习,让学生明确自己的学习状况，不断调整自己的学习策略，并对自己作出评价，可以在课前预习，上课发言，小组合作，书面作业等方面对自己作出评价。）

推荐第9篇：初中英语冠词教案

The tenth period：冠词

教学重点

冠词的重点知识归纳及讲解。 教学难点

冠词的运用。 教学步骤

Step1:语法讲解

不定冠词的基本用法

1．以元音音素（而不是元音字母）开头的单词前用an.

①There’s an “h” in the word “hospital”

②English is a useful language.③He will come back in an hour.2．泛指某一类事物中的一个，但不具体说明是哪一个。 ①She’s an English teacher.②A car runs faster than a horse.3．可表示数量“一”，但不如one语气强。 ①I have a bike.It’s made in Shanghai.②We have meals three times a day.不定冠词的基本用法

1．泛指某一类人或事物中的一个，代表某一类别（不一定译为“一”）

His father is a doctor.

他父亲是医生。

4．表示单位，相当于“每”的意思

We have three meals a day.我们每日吃三餐。

5．用于某此固定词组中：a few, a little, a bit (of), a lot of等。

Step2：随堂监测

1.上学

A.go to school

B.go to the school

C.go to a school 2.住院 A, in the hospital B.in a hospital C.in hospital

3.此刻 A.at the moment B.at a moment C.at moment 4.在课堂上 A.in cla B.in a cla C.in the cla 5.在地球上 A.on earth B.on an earth C.on the earth 6.步行 A.on foot B.on the foot C.on feet 7.吃饭 A.at a table B.at the table C.at table

8.乘公共汽车A.take bus B.by bus C.by the bus 9.在家 A.at the home B.at a home C.at home 10.在工作 A.at work B.at the work C.at works

11.跳高 A.jump high B.high jump C.the high jump 12.坐飞机 A.by air B.by the air C.on air 13.乘火车 A.by the train B.by train C.on train 14.在校学习A.in the school B.in school C.in schools 15.睡觉 A.go to bed B.go to the bed C.go to a bed 16.感冒 A.have a cold B.have the cold C.have cold 17.乘船 A.by ship B.on ship C.by a ship

18.玩得痛快A.have good times B.have a good time C.have good times 19.事实上 A.in the fact B.in facts C.in fact

20.从早到晚A.from morning to the evening B.from morning to evening C.from a morning to an evening

Answers: 1—5 ACAAC 6—10 ACBCA 11—15 BABBA 16—20 AABCB Step3: Summary

Step4: Homework

Step5:板书设计

1．以元音音素（而不是元音字母）开头的单词前用an. 2．泛指某一类事物中的一个，但不具体说明是哪一个。 3．可表示数量“一”，但不如one语气强。

The tenth period：冠词

The eleventh period：冠词

教学重点

冠词的重点知识归纳及讲解。 教学难点

定冠词的用法。 教学步骤

Step1:语法讲解

定冠词the的基本用法：

1.指某事物，或双方都知道的事物；或上文提到的事物。 如：Where’s the station, please? 2.用在世界上独一无二的事物之前。如：the earth, the moon, the Great Wall 3.用在江河湖泊之前，如：the Changjiang river 4.用在序数词之前，如：the twentieth century

5.用在形容词最高级前面。如：the tallest

6.用在姓氏复数前，表示夫妇或全家人，如：the Greens

7.用在某些乐器前，如：the piano

8.某些固定用法，如：in the morning

the east (west, south, north)

on the left (right)

in the end

go to the cinema Step2：随堂监测

I.在下列句子的空格中填上适当的冠词，不需要的地方用“/”表示：

1.This is ______ old map.It is ______ useful map.

2.We have no claes in ______ afternoon on _______ Saturday. 3.______ spaceship flies at about eleven kilometers _______second. 4.Beijing is ______ capital of ______ China.It is _______ beautiful city. 5.Roman was not built in ______ day.

6.Chinese is quite ______ difficult language for Mike.

7.Many ______ students will take ______ active part in sports meet. 8.There is ______ interesting picture on ______ wall.

9.Jenny found __ wallet lying on ____ground.____ wallet was Mr.Black’s.10.Which is ______ biggest, ______ sun, ______ moon, or ______ earth? 11.--- Which picture is more beautiful? --- ______one on ____left, I think. 12.--- Which is _____ way to ______ hospital?

--- Go down this road and turn left on ______ second croing. 13._______ more, _______ better.

14._______ Turners are sitting at breakfast table.

15.Joe Hill was _______ fighter for ______ working cla. 16.When was ______ People’s Republic of China founded?

17.In China ______ first English textbooks were published in _____late nineteenth century.

18.After ______ breakfast he went to ______ school on ______ foot. 19.______ Huanghe River lies in ______ north of China.

20.He likes playing ______ football.His sister likes playing ______ piano. Answers:1.an, a 2.the, / 3.A, a 4.the, /, a 5.a 6.a 7./, an 8.an, the 9.a, the, The 10.the, the, the, the 11.The, the 12.the, the, the 13.The , the 14.The 15.a, the 16.the 17.the, the 18./, /, / 19.The, the 20./, the

Step3: Summary

Step4: Homework

Step5:板书设计

The eleventh period：冠词

定冠词the的基本用法：

1.指某事物，或双方都知道的事物；或上文提到的事物。 如：Where’s the station, please? 2.用在世界上独一无二的事物之前。如：the earth, the moon, the Great Wall 3.用在江河湖泊之前，如：the Changjiang river 4.用在序数词之前，如：the twentieth century

5.用在形容词最高级前面。如：the tallest

6.用在姓氏复数前，表示夫妇或全家人，如：the Greens

7.用在某些乐器前，如：the piano

8.某些固定用法，如：in the morning

the east (west, south, north)

on the left (right)

in the end

go to the cinema

推荐第10篇：初中英语数词教案

数词

1.基数词

表示数目的词称为基数词。其形式如下： A．从1——10 one，two，three，four，five，six，seven，eight，nine，ten． B．从 11——19 eleven，twelve， thirteen， fourteen， fifteen， sixteen， seventeen，eighteen， nineteen．

这里除 eleven， twelve， thirteen， fifteen， eighteen为特殊形式外，fourteen，sixteen，seventeen，nineteen都是由其个位数形式后添加后缀-teen构成。 C．从 21——99 整数几十中除twenty，thirty, forty，fifty，eighty为特殊形式外，sixty，seventy，ninety都是其个位数形式后添加后缀-ty构成。表示几十几时，在几十和个位基数词形式之间添加连字符“-” 21 twenty-one

76 seventy-six D．百位数

个数基数词形式加“hundred”，表示几百，在几十几与百位间加上and．

101 a hundred and one

320 three hundred and twenty

648 six hundred and forty-eight E．千位数以上

2,648 two thousand six hundred and forty-eight F．hundreds of 数百

thousands of

数千

比如 There are hundreds of people in the hall．大厅里有数以百计的人。 G．表示人的不确切岁数或年代，用几十的复数形式表示。 He became a profeor in his thirties． 他三十多岁时成为了教授。 序数词的构成及其说明

1) 序数词第

一、第二和第三为first,second和third,其他序数词的构成是在基数词后加th。例如：

six→sixth seven→seventhten→tenth four→fourth

2) five------fifth(第五)、eight------eigth (第八)、nine-------ninth (第九)和twelf-----twelfth (第十二)

3) 二

十、三十等基数词变为序数词时,要把y变成ie再加-th。例如：

twenty→twentiethforty→fortieth

4) 基数词几十几变成序数词时,表示几十的数词不变,只把表示几的基数词变成序数词。例如：

twenty-one→twenty-first

forty-five→forty-fifth

5) 第一百、第一千、第一百万、第十亿都是在基数词后直接加th构成。例如：

hundred→hundredth第一百 thousand→thousandth第一千

6）.序数词的缩略形式是由阿拉伯数字加序数词的最后两个字母构成。例如：

1st,2nd,3rd,4th,21st,32nd,40th

序数词前面要加定冠词the。例如the first time

时刻表示法

1.表示几点钟用基数词加可以省略的o`clock

5:00 读作 five o`clock 或 five 2.表示几点过几分，在分钟后加past，再加小时

five past seven 七点过五分

half past six 六点半 a quarter past eight 八点过一刻 3.表示几点差几分，在分钟后面加to，再加小时

ten to eight 差十分八点（七点五十分）

a quarter to twelve 差一刻十二点（十一点四十五分）

twenty to six 差二十分六点（五点四十分） 在日常生活中，常用下列简单方法表示时间。 以小时、分种为单位分别读出数字。

6:31 读作 six thirty-one

14:03 读作 fourteen o three

23:55 读作 twenty-three fifty-five 注：时刻表上的时间大多采用24小时表示法，这样就不需要用a.m.表示上午，p.m.表示下午了。 年代用定冠词及基数词表示的世纪加十位整数的复数形式构成

in the 1930`s（in the thirties of the twentieth century或 in the nineteen thirties）在二十世纪三十年代 in the 1860`s（in the sixties of the 19th century或 in the eighteen sixties）

由数词和其他名词构成的名词性短语作定语时，其中的名词用单数形式，名词性短语中各部分间要用连字符“-”来连接。 She’s a sixteen-year-old girl．

第11篇：初中英语阅读教案

LESSON PLAN 英语拓展阅读教案

Time of Leon: 45 minutes 课时：45分钟

Students: Grade seven 授课对象：七年级学生 Lecture: 讲课人： 张玉环

Leon Type: Reading 课程类型： 阅读

Teaching Material: English reading methods 讲课内容： 英语阅读方法 Teaching Objectives: 教学目标：

1，Ss learn some reading methods ，let them get some reading abilities 学生学习一些阅读方法，使其获得一定的阅读能力 2，Ss can improve the reading comprehension to some degree.( To get meage from what they read.) 在某种程度上，学生能够提高阅读理解能力。（从阅读的文章中获得信息） Important Point: 教学重点：

1，Ss can learn and master the following language points: 学生能够学习和掌握以下语言知识： 1）New Words 2）phrases 3）the structure 4） Difficult Points: 教学难点：

1，How to use the language points learned in the text 如何使用文章中学到的语言知识

2，Ss can improve the reading comprehension to some degree.在某种程度上，学生能够提高阅读理解能力。 Properties: 教具：

Radio; pictures; chalk; blackboard; 影像；图片；粉笔；黑板； Teaching Method: 教学方法：

1，Communicative Approach; 交际教学法；

2，Reading Comprehension; 阅读理解； 3，Note Making; 做笔记；

4，Discuion. 讨论

Teaching Procedures: 教学步骤：

一、导入

二、走进英语谚语 激发兴趣，培养语感，提高阅读理解能力

三、英语故事欣赏，了解中西方文化差异

四、阅读与思考

突破方法：

如何做好任务型阅读

学生们做\"阅读简答\"这样的题目时，普遍觉得不难，而考试结果一出来，却发现得高分的不多，原因就在于这种题型不仅要求考生读懂文章,还要求他们用自己的语言简练的回答有关问题；既考查了学生的阅读理解能力，也考查了他们的英语表达能力和概括能力,另外,对回答的拼写、语法的正确性的要求，使得做简答题有一定的难度。再加上解答这样的题型几乎没有猜题的技巧可言，也从某种意义上加大了做题的难度。要想取得较好的成绩，好的解题步骤和技巧是非常重要的。

1.通读全文。做简答题的关键是要读懂原文，因此首先要通读全文、弄清楚段落大意及文章的中心意思以及作者的基本观点、态度，正确理解语境。

2.按题查读，即根据问题去寻找答案。认真阅读问题，充分理解问题，准确理解所问的内容，确定需要在文章中查找的对象，避免答非所问。

3.简练作答。在基本确定了每道题的回答内容之后，就要用简练、准确的英语表达出来。注意回答问题时要切中要点，不要画蛇添足。组织答案时，注意避免语言错误，如：时态、主谓一致、句子结构和拼写等。如需引用原文，要作适当改动，最好不要整句照搬.4.认真核查。完成所填的答案以后，再将原短文和补全后的短文或句子放在一起,审读一遍，上下对比参照，逐一检查所填的词是否符合原文主旨和细节，是否答非所问，是否仍存在语法、词汇拼写等错误，另外还有一点也要注意：如果对字数有要求,是否符合要求。

5.答案形式要符合提问方式。不同类型的问题要求有不同形式的回答，不能仅仅为了答案的简洁而忽略了问题与回答在形式上的对应。如原文中提问方式为\"why\"，那么就要用\"because\"引导的从句来回答。

四、当堂检测 典例One weekend , a wife and a husband（丈夫）went to visit a shop in Tokyo.After they got back home ,they couldn’t find their camera(照相机).They thought the camera must be in the shop .After a few weeks , they went to that shop again and the bo of the shop gave their camera back to them.

When their pictures of the camera came out ,the husband saw two pictures he did not take .One is a man standing at the door of the shop .In his hand there is a piece of paper（纸） with some words on it “I find your camera .” The other is a boy with a piece of paper in his hand .There are some words on the paper too “I take the pictures”.

1.What did the wife and her husband do one weekend ?

_____________________________________________________________________ 2.When did they find their camera was lost?

__________________________________________________________________ 3.Did they find their camera after a few weeks?

____________________________________________________________________ 4.Who found the camera and who took the pictures

___________________________________________________

五、作业

Unit9 What does he look like? 单元拓展型阅读练习

第12篇：初中英语优秀教案

Unit2 Saving the earth

Section B Pollution causes too mang problems I.Teaching aims and demands:

1.Go on learning and master the usage of direct speech and indirect speech.

2.Learn to expre blame and complaint. II.Important points:

1.direct speech and indirect speech

2.some expreions about blame and complaint

III.Teaching procedure:

Step 1 Review

1.Ask students to report their surveys in the previous leon about environmental pollution.

2.Summarize the main points in their reports and lead to this section. Step 2 Presentation

1.Show the picture in 1a and talk about it.Learn and master the new words “weak”, “produce” and “chest”.Understand the new word “gas”.

2.Let students further discu other influences that the chemical factory brings on people so that they can understand the text better.Lead to the new word “anyway”.Then ask students to learn and master it.

3.Listen to 1a, answer the shining questions, and then check the answers.

(1) What makes the old lady’s chest hurt?

(2) Why can’t she sleep well at night? Step 3 Consolidation

1.Listen to 1a again, let students read after the tape and imitate the pronunciation and intonation.

2.Work in pairs.Read 1a, and then act it out in roles.(optional)

3.read 1a.Find out the sentences that the granny blames and complains about environmental pollution.Ask students to master them.For example: (1) It’s difficult for me to breathe.(2) The chemical factory produces terrible gas.(3) The bad air makes my chest hurt.(4) What’s more, the factory makes too much noise and I can’t sleep well at night.(5) …I can’t stand the environment here.Step 4 Practice

1.Let one student act as the granny in 1a and retell the sentences that uses to blame and complain.Go on learning the usage of direcr speech and indirecr speech.Finish 1a.For example: S1: It’s difficult for me to breathe.T: What did she say? S2: She said that it was difficult for her to breathe.Write down the sentences above on the Bb.Ask students to observe them and lead students to sum up the usage of the tense, the pronouns and the time in the sentences.

2.Let students finish 1b by themselves, and do more exercise to deepen their understanding of the usage of direct speech and indirect speech.

3.Work in chains.Practice how to change direct speech into indirect speech.

4.Let students finish 2 by themselves.Then check the answers.

Step 5 Project/work after cla

1.Free work.

2.Handwriting： produce terrible gas Section B Kang kang asked the old lady how long she had been like that.The old lady told Kang kang that she had been like that since the week before.The journalist asked Mrs.Zhou whether/if she was feeling better then.… can’t stand (doing) sth.

第13篇：初中英语公开课教案

初中英语公开课教案

教学目标

Words: tall

short

nice

heavy

fat Sentence: Linda is tall.Linda is taller than Bill.Mary is the tallest of the three.Grammar: 形容词的比较级和最高级

教具：应准备一些图片或者实物，可以进行比较的。

教学过程 1.Warm up Tall, tall, I am tall.Short, short, I am short.

Nice, nice, I am nice.Heavy, heavy, I am heavy.Fat, fat, I am fat.(这里只要求学生跟着教师做动作，热闹一下即可) 2.Presentation 1）教师做动作，让学生猜形容词。或运用简笔画，让学生猜单词，tall short nice heavy fat，写在黑板的附板书（方便讲完语法让学生进行练习）。

2）（导入就用本班同学，本课的重点语言结构是形容词比较级和最高级，可通过真实情景导入。）同学们老师今天在咱们班发现一个问题，惊讶一些，引导学生的好奇心。（然后老师把现象呈现给大家，就是找三个人，高、中、矮，明显的学生到前面来。让学生发现其现象，老师陈述新句型。）Linda is tall.Bill is taller than Linda.Mary is the tallest of the three.（把这三句话写在黑板上，让学生根据讲台前的三个人猜出并说出汉语意继而给出公式①A is -er than B.the -est of/in ....）

3）然后看一下三个句子，并说一下than是连词，引起比较状语从句，因此从语法角度出发，后面的代词要用主格(即I, he等), 但习惯上却常用宾格(即me, him等)。

4）教师提醒学生注意，英语中表示“比较……”要在形容词词尾加-er，表示“最……”要在形容词词尾加-est。教师在此可举例讲解让学生理解什么是形容

②C is

词得比阶级和最高级，然后教师在黑板上写出short nice heavy和fat四个单词后加er、est,学生根据之前的知识积累不难找出规律。然后教师在黑板上写出cold, large, big和heavy等四个单词让学生通过之前找出的规律在词尾加-er和-est（可进行笔头练习）

cold

large

big colder larger bigger

coldest 直接加-er和-est largest 去e后加-er和-est

biggest 双写词尾辅音字母后加-er和-est heaviest y变为i再加-er和-est

heavy heavier 5）根据学生的程度，可扩展特殊的，clever和good/well的比较级和最高级形式，并说明双音节单词的比较级和最高级要在后面加-er和-est，但以er和辅音加y结尾的词仍加-er和-est，如cleverer和heavier。另外说明good和well的比较级和最高级是better和best，属于不规则变化，除了good和well还有几个词的变化是不规则的，这些将在以后能学到。

3.Drills 1) Words：tall

short

nice

heavy

fat

快速抢答，做动作，在此时教师把chant 教给学生。 步骤：

1、教师示范

2、逐句教

3、加上动作

2）

Sentence：Linda is tall.

Linda is taller than Bill.Mary is the tallest of the three.

计时赛：以组为单位，快速朗读三遍，看那组的时间用的短。就人名进行替换，造句。（教师可用简笔画来帮助教学，例如画三个小人，其三个名字）再画三个球，大小明显，让学生进行替换。

3）操练形容词词尾加-er和-est：教师在附板书中写一些形容词让学生起来说出它们的比较级和最高级形式。（根据学生的程度，可扩展特殊的，clever和good/well的比较级和最高级形式，并说明双音节单词的比较级和最高级要在后面加-er和-est，但以er和辅音加y结尾的词仍加-er和-est，如cleverer

和heavier。另外说明good和well的比较级和最高级是better和best，属于不规则变化，除了good和well还有几个词的变化是不规则的，这些将在以后能学到。）

4）用图片和实物操练两个基本句型：教师准备一些图片，出示其中的一张，上面画三个男孩，一个比一个胖，男孩下面写上人名, Tom、Jim和Sam，操练开始教师指着图片上的人进行示范，Jim is fat.Tom is fatter.Sam is the fattest of the three.举例之后，教师课出示三个体重不同的动物，让学生表达。依此类推，教师可多准备一些实物、图片的等。为学生的学习创设一个情景。

5.Practice

（1）找朋友的游戏。以组为单位，分成两组，教师可提前做一些单词卡片，打乱顺序，让两个小组进行比赛，看那组最先把单词组成句子。

（2）用小小翻译家操练两个基本句型：如教师用汉语说 “马比兔子重。”“大象是最重的。”让学生说出或写出英文。 6.Sum up

1）总结一下什么是形容词的比较级和最高级。

2）怎样在形容词后面加er、est

第14篇：初中英语公开课教案

初中英语公开课教案

开课教师：刘莲 时间： 班级：

课题：The Lost Books

1、Teaching aims and demands 教学目标和要求

（1）Learn some new words and useful expreions already used to be library librarian hobby borrow knowledge schoolyard step （2）Learn “present perfect”（现在完成时）

2、Teaching importance 教学重点

（1）Learn “present perfect”

（2）improve students ability of reading and comprehension

3、Teaching difficulties 教学难点

The use of “present perfect”

4、Teaching procedures 教学步骤

Step

1、greeting （1 minute）

Good morning, everybody! First let me introduce myself to all of you.My name is Liu Lian.You can call me Lotus.I’m so happy to stand here.Today We’ll talk about an article named “The Lost Books”.Now let’s get down to the busine and begin our cla.OK? （中文复述一遍）

Step

2、Explanation（讲解）（35 minutes）

（1）Write the title on the blackboard “ The Lost Books” Ask one to explain the meaning of the title and then evaluate his or her answer.Point out the difference between lost and miing.（2 minutes）

（2）Give 5 minutes to students to go through the first two paragraphs.Write a question on the blackboard “Why was my grandma worried? What happened to her?”（2 minutes） （3）ask one to answer the question and evaluate the performance.Explain the importance of grasping general idea in reading an article.（2 minutes）

（4）Ask one of the students to read the first paragraph.Correct the pronunciation errors.Encourage his or her performance.（2 minutes）

（5）Analyze several points of the first paragraph.Many interactions are included in the proce.（10 minutes） （6）Ask one to summarize the first paragraph.Praise the student.Let them to write the answer on the paper.Explain to them “mastering the idea of each paragraph is crucial to understand the whole article”.（2 minutes） （7）Ask one to read the Second paragraph.Correct the pronunciation errors.Evaluate his or her performance.（2 minutes）

（8）Analyze several points of the Second paragraph.Communication and interactions are neceary.（10 minutes）

（9） Make a summary of the Second paragraph ——My grandma lost her books.Let them write it down.Step

3、Summary（ 2 minutes）

（1）New words and useful expreions （2）Present perfect Step

4、Saying goodbye （2 minutes）

OK.That’s all for today.I hope you can review what you have learned in today’s cla and do some related exercise after cla.I also want you to prepare for next two paragraphs.I’ll ask you some questions at the beginning of next cla.（中文复述一遍）.Is everything clear? OK.The cla is over.See you next time!

[原文]The Lost Books My grandma is already eighty years old.She used to be a history teacher.Her hobby is reading.She likes reading on many different subjects.She often borrows books from the school library.She has also bought a lot of books.She often says, “I love books.Books are my best friends.They give me knowledge and make me happy.”

Grandma likes to borrow books from the library and reads outside in the schoolyard.Sometimes she reads a few lines, puts down the book, walks a few steps and thinks for a while and then walks away with the book.But last week Grandma forgot to take the book when she left for home.She was worried and asked her friends, “Have you seen a history book? I think I’ve lost it.” The next day she went to the librarian and said to her, “I’m very sorry.I borrowed a history book from the library last week.But I can’t find it.I think I’ve lost it.”

“Don’t worry.You’ll find it,” said the librarian.

Several days later Grandma came to the library to borrow some more books.The librarian asked her, “Have you found the book?” “Not yet.I’ve looked for it everywhere, but I still can’t find it.”

“Don’t worry.Someone will probably find it and return it sooner or later.” A few days later, the book was still miing.What was worse, Grandma lost more books.She was worried and so was the librarian.“I’m afraid I’ll have to pay for the lost books,” said Grandma sadly.

One day the librarian came up with an idea.She asked Grandma to put a bookmark in each of the borrowed books with the words: “If you find this book, please return it to the school library….” Grandma thought it was a wonderful idea.Now her lost books are usually returned to the library.

第15篇：初中英语公开课教案

Unit 11 How was your school trip?

Section B(1a--2c) [教学目标] 知识与技能：

1.让学生能够自由畅快地谈论过去所发生的事情，通过言论不同的活动拓宽他们的视野。

2.帮助学生提高他们的听、说、读、写的能力，尤其是听和说。情感态度与价值观：

1.让学生在谈论过去发生的事中学会分享相互间的苦与乐。2.让学生懂得作为一位公民，就应该保护野生动物，非法捕捉野生动物是非法的，让学生树立保护野生动物的意识，从而自觉保护野生动物，做到从自己做起。 [教学重难点] 1.掌握并运用一般过去时。

2.“Did you .....?”和“Were there....?”这两种句型掌握及运用动词过去式的变化规则。 [教学准备] 幻灯片、录音机 [教学过程] Step 1 Greeting

T:Good morning,everyone.How’s the weather today? S:It’s sunny.T:How are you ? S:I am fine.T:Very good !OK,welcome to my cla.Step 2 Free talk and pair work 播放一小段谈论关于外出旅行的视频 T：What did they talk about? S:They talked about trip? T:Do you want to take a trip? S:Yes,I do.T:Do you still remember your last school trip? S:Yes.T:OK,now you can talk your last school trip with your partner with the following sentences: A:How was your last school trip? B:It was......Where did you go on your last school trip? A:I went.....B:what about the food there? A: It was....B:How was the weather there? A:It was.....通过对话的练习，让学生们对上节课所学习过的一般过去时进一步的加深印象与掌握。 （在学生们刚才的对话中，很多同学都谈论到了在上一次校园旅行中去了动物园，然后引出下一段内容）

T：Most of you talked you have been to the zoo.Now I have a question to ask you.We often see some common animals like cat,dog,snake and so on.But we seldom see the aquatic animals,wild animals,why? S1:Because people often kill them for food.S2:Because their environment has been destroyed.T:Yes ,I will show you some pictures.然后在大屏幕上出现几张人们屠杀野生动物的图片 T：What are they doing? S:They are killing animals.T:Were they right?What should we do? S:No,we should stop them.T:Very good,we should stop them.Any unit individual is not permitted to kill wild animals in illegal hunting,and can’t destroy environment.(通过一般过去时和一般现在时的对比，谈到为什么野生动物越来越少，只能看到常见的动物，引起学生注意，任何一个人都不能非法捕杀动物和破坏其生存环境。）

1.播放一段英语视屏，陈龙呼吁全人类齐心协力保护野生动物 2.向学生展示图片，吧汶川地震前的卧龙熊猫基地与地震后被毁坏的进行对比，让学生联系实际灵活运用一般过去时。 T：Do you remember the Wenchuan earthquake? S:Yes.T:Did you go there? S:Yes,I did./No,I don’t.T:Were any change? S:Yes,there were.T:The earthquake hurt our people,at the same time,it hurt our animals.3.通过观看地震对熊猫基地的破坏，引起学生的思考，让学生来思考我们应该为野生动物做些什么。 Step 3 Reading Read the article and answer the following questions.1.Did Helen and Jim go on the same trip? 2.How do they feel about the trip? (通过阅读这一篇有关校园旅行的两篇日记，让学生对一般过去时的印象更深刻） Step 4 Listening 1b Listen and answer the questions.1.How was Jane’s trip?

____________________ 2.How was Tony’s trip?

____________________

1c Listen again.What did Jane and Tony do on their last school trip? Check tick Tony or Jane.通过听力部分的练习，让学生反复的使用“Did you .....?”和“Were there....?”这两种句型掌握及运用动词过去式的变化规则。 Step 5 Summary 1)Go through the important points and difficult points of this leon with the students again.2)To mast the important words,phrases and sentences.Homework Write a diary about your own last shool trip.

第16篇：初中英语阅读课教案

LESSON PLAN

Time of Leon: 45 minutes Students: Senior Grade One

Teaching Material: How Did Postage Stamps Come Into Use Teaching Objectives:

1.To train Ss\\\' reading ability(such as gueing the meaning of new words in the context, the speed of reading.) 2.To train Ss\\\' reading comprehension(To get meages from what they read.) Teaching Points:

1.Ss get used to three reading skills. 2.Ss understand the given paage. Properties:

Stamps, letters, postcards, work sheets, OHP Teaching Method: Communicative Approach Leon Type: Reading

New Words and A Phrase:

postage, put forward, proposal, seal, deliver, system, postal Procedures: Step 1.Warm-up(6\\\') 1.Lead-in

Show some stamps, letters and postcards and have free talk to arouse students\\\' motivation. 2.Dealing with some new words

Q: Do you know the postage of a letter?

Explain \"postage\", and write postage on the Bb. postage: payment for the carrying of letters

A: Fifty fen for any place in China except Hong Kong, Taiwan and Macao.

Q: What do the postmen do with the letters?

A: They take the letters from the postbox and carry them away to the places on the envelopes and deliver them to the addreed people.

Explain \"deliver\", and write deliver on the Bb. deliver: take letters or goods to the addreed people. Q: Who put forward the proposal to use stamps? Use OHP to project the question onto the screen.

Explain \"put forward\" and \"proposal\", and write them on the Bb.

put forward: put an idea before people for thinking over proposal: sth.proposed, plan or idea, suggestion Again: Who put forward the proposal to use stamps? Step 2.Skimming(4\\\'30\") 1.Instructions

T: Now I give you a paage to read, and for the first time you should only find the answer to the question.You have only two and a half minutes to read.So don\\\'t read word for word.Read quickly.Just try to find the answer.

2.Handing out the reading material and reading 3.Checking

Q: Who put forward the proposal to use stamps. A: Rowland Hill, a schoolmaster in England. Step 3.Scanning(6\\\') 1.Instructions

T: This time I give you three minutes to read the paage.When you are reading, find the answers to the two questions. Use OHP to project the questions:

1.Why was the postage high in the early nineteenth century when people did not use stamps?

2.When was postage stamps first put to use? 2.Reading 3.Checking 1) Pair work 2) Cla checking

Ans.to Que.1.Because the post offices had to send many people to collect the postage. Ans.to Que.2.On May 6, 1840. Step 4.Full reading(21\\\') 1.Instructions

T: Now I give you ten minutes to read the paage for the third time and you should read it carefully.Before reading, let\\\'s go over the questions on the work sheet.

Give Work Sheet 1 to the Ss.Explain the new words in Que.4. prevent: stop, not let sb.do sth. reuse: use again

T: Try to find the answers to the questions.But don\\\'t write the answers down, you can put a sign or underline the sentences concerning the questions. 2.Reading 3.Checking

1) Group work: Checking the answers in a group of four Ss. 2) Cla work: Checking the answers in cla. Poible Answers:

1.Why were people unhappy to pay postage for letters in the early nineteenth century? Because they had to pay postage when they received letters, especially when they paid for a letter which they did not wish to receive at all.The postage was high.

2.Why was it much easier for people to use stamps for postage? Because people could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters. 3.Why was the postage much lower using stamps?

Because in this way, the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters.

4.How could the post office prevent people from reusing the stamps?

The post office could simply put seals on the stamps so that people could not use the stamps again.

Check the understanding of the word \"seal\", and write it on the Bb.

seal: ÓÊ´Á 5.Did other countries take up the new postal system? Yes.

Check the understanding of \"postal\" and \"system\", and write them on the Bb. postal: of the post system: a set of working ways

6.Does every country in the world has its own stamps? Yes.

Step 5: Rounding-off(7\\\')

1.Answering Ss\\\' questions on the paage if any. 2.Making a guided-dialogue with the information given from the paage.

Hand out Work Sheet 2.Do it in pairs.

3.Asking two or three pairs to read their dailogues. A poible completed dialogue: A: Oh, What a beautiful stamp! B: Yes, it\\\'s from the U.S.A..

A: Do you know in the early nineteenth century people did not use stamps? B: Then how did they pay the postage?

A: They had to pay the postage when they received letters. B: Was the postage very high then?

A: Yes.Because the post offices had to send many people to collect the postage.

B: Who put forward the proposal to use stamps? A: Rowland Hill, a schoolmaster in England. B: Why do post offices put seals on the stamps? A: They can prevent people from using the stamps again. B: When did post offices begin to sell stamps? A: On May 6, 1840.

B: Thank you for telling me so many things about stamps. Step 6.Aignment(30\")

Ask the Ss to shorten the paage within four or five sentences after cla, and to write it in their exercise books. *************************************************************

Reading Material:

How Did Postage Stamps Come Into Use

When you send a letter or a postcard, you have to put stamps on the envelope or on the card.When did people first begin to use stamps? Who was the first to think of this idea? In the early nineteenth century, people did not use stamps.They had to pay postage when they received letters.They were unhappy about this, especially when they paid for a letter which they did not wish to receive at all.The postage was high at that time, because the post offices had to send many people to collect the postage.

Rowland Hill, a schoolmaster in England, was the first to put forward a proposal to use stamps.He thought it would be much easier for people to use stamps to cover postage.They could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.The post office could simply put seals on the stamps so that people could not use the stamps again.In this way, the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters.That was a good idea and the government finally accepted it.

On May 6, 1840, post offices throughout England began to sell stamps.Soon this new postal system was taken up by other countries.Now each country has its own stamps.And there are many people who collect stamps all over the world.Work Sheet 1:

Find the answers to the following questions from the paage: 1.Why were people unhappy to pay postage for letters in the early nineteenth century?

2.Why was it much easier for people to use stamps for postage? 3.Why was the postage much lower using stamps?

4.How could the post office prevent people from reusing the stamps?

5.Did other countries take up the new postal system? 6.Does every country in the world has its own stamps now? Work Sheet 2:

Complete the dialogue with the information you have got: A: Oh, What a beautiful stamp! B: Yes, it\\\'s from the U.S.A..

A: Do you know ____________________ people did not use stamps?

B: Then how did they pay the postage? A: ___________________________________________________________.

B: Was the postage very high then? A: ___________________________________________________________.

B: Who put forward the proposal to use stamps? A: ___________________________________________________________.

B: Why do post offices put seals on the stamps? A: ___________________________________________________________. B: When did post offices begin to sell stamps? A: ___________________________________________________________.

B: Thank you for telling me so many things about stamps.

第17篇：初中英语公开课教案

初中英语公开课教案

开课教师：刘莲

时间：

班级：

课题：The Lost Books

1、Teaching aims and demands 教学目标和要求

（1）Learn some new words and useful expreions

alreadyused to belibrarylibrarianhobbyborrowknowledgeschoolyardstep

（2）Learn “present perfect”（现在完成时）

2、Teaching importance 教学重点

（1）Learn “present perfect”

（2）improve students ability of reading and comprehension

3、Teaching difficulties 教学难点

The use of “present perfect”

4、Teaching procedures 教学步骤

Step

1、greeting （1 minute）

Good morning, everybody! First let me introduce myselfto all of you.My name is LiuLian.You can call me

Lotus.I’m so happy to stand here.Today We’ll talk about an article named “The Lost Books”.Now let’s get down to the busine and begin our cla.OK? （中

文复述一遍）

Step

2、Explanation（讲解）（35 minutes）

（1）Write the title on the blackboard “ The Lost Books”Ask one to explain the meaning of the title and then

evaluate his or her answer.Point out the differencebetween lost and miing.（2 minutes）

（2）Give 5 minutes to students to go through the first two

paragraphs.Write a question on the blackboard “Why was my grandma worried? What happened to her?”（2 minutes）

（3）ask one to answer the question and evaluate the

performance.Explain the importance of grasping general idea in reading an article.（2 minutes）

（4）Ask one of thestudents to read the first paragraph.

Correct the pronunciation errors.Encourage his or her performance.（2 minutes）

（5）Analyze several points of the first paragraph.Many

interactions are included in the proce.（10 minutes）

（6）Ask one to summarize the first paragraph.Praise the

student.Let them to write the answer on the paper.Explain to them “mastering the idea of each paragraph is crucial to understand the whole article”.（2 minutes）

（7）Ask one to read the Second paragraph.Correct the

pronunciation errors.Evaluate his or her performance.（2 minutes）

（8）Analyze several points of the Second paragraph.

Communication and interactions are neceary.（10 minutes）

（9） Make a summary of the Second paragraph ——My grandma

lost her books.Let them write it down.

Step

3、Summary（ 2 minutes）

（1）New words and useful expreions

（2）Present perfect

Step

4、Saying goodbye （2 minutes）

OK.That’s all for today.I hope you can review what

you have learned in today’s cla and do some related exercise after cla.I also want you to prepare for next two paragraphs.I’ll ask you some questions at the beginning of next cla.（中文复述一遍）.Is everything clear? OK.The cla is over.See you next time!

[原文]The Lost Books

My grandma is already eighty years old.She used to be a history teacher.Her hobby is reading.She likes reading on many different subjects.She often borrows books from the school library.She has also bought a lot of books.She often says, “I love books.Books are my best friends.They give me knowledge and make me happy.”

Grandma likes to borrow books from the library and reads outside in the schoolyard.Sometimes she reads a few lines, puts down the book, walks a few steps and thinks for a while and then walks away with the book.But last

week Grandma forgot to take the book when she left for home.She was worried and asked her friends, “Have you seen a history book? I think I’ve lost it.” The next day she went to the librarian and said to her, “I’m very sorry.I borrowed a history book from the library last week.But I can’t find it.I think I’ve lost it.”

“Don’t worry.You’ll find it,” said the librarian.

Several days later Grandma came to the library to borrow some more books.The librarian asked her, “Have you found the book?” “Not yet.I’ve looked for it everywhere, but I still can’t find it.”

“Don’t worry.Someone will probably find it and return it sooner or later.” A few days later, the book was still miing.What was worse,

Grandma lost more books.She was worried and so was the librarian.“I’m afraid I’ll have to pay for the lost books,” said Grandma sadly.

One day the librarian came up with an idea.She asked Grandma to put a bookmark in each of the borrowed books with the words: “If you find this book, please return it to the school library….” Grandma thought it was a wonderful idea.Now her lost books are usually returned to the library.

第18篇：初中英语优质课教案

说明：下面这位教师是葛洲坝外国语学校外语教研组长，2004年参加湖北省初中优质课比赛荣获全省一等奖。以下是她参加选拔赛时的讲课材料及教案，现呈现给同学们，请仔细阅读后不断体会和借鉴。请注意,这篇教案就是一个详案的写法。

2004葛洲坝初中英语优质课讲课和说课素材（讲课对象：9年级）

讲课素材

课文标题： WAIT A MINUTE. WAS SHE HURT? 学生思考及讨论：Do you think most people like to goip? What kind of people like to goip?

Val: Did you hear about The People Next Door? Gary: No.What happened?

Val: Well, let me tell you! Brenda caught Stan—that\'s her boyfriend---kiing another woman.

Gary: That\'s terrible! What did she do?

Val: She ran out, got in the car and drove away.Gary: The poor woman! So, where did she go? Val: She ended up at the hospital. She was...Gary: Why did she go to the hospital?

Val: She was driving too fast and had an accident. Anyway...Gary: Wait a minute. Was she hurt?

Val: She broke her arm. But listen, the important thing is that she fell in love with

the doctor who fixed her arm. Now, as soon as she feels a little better, they\'re going to start dating.

Gary: Let me get this straight. Brenda caught Stan with another woman, got into a car accident, and now she\'s going out with her doctor? Val: That\'s right.

Gary: That\'s unbelievable. It sounds like a soap opera.

Val: Gary. It is a soap opera. It\'s called The People Next Door. It\'s on TV every day at noon.

教案：Teaching Plan

GZB Foreign Language School

Xiang Qian Teaching Aims:

1.Knowledge and Ability Objects

(1) To make the students know some useful words and expreions.(2) To improve the students\' listening and speaking ability.

(3) To develop the students\' communicative ability by learning the useful words and expreions.2.Moral Objects

(1) To make the students learn about the teamwork by the pair work and the group work.

(2) To enable the students to know about true love.

Teaching Key Points:

To enable the students to use good expreions to communicate.

Teaching Difficulties:

To enable the students to expre themselves in a nice way.

Teaching Approach:

(1) Communicative Approach

(2) Teach students how to communicate with others.Teaching Procedures:

Step 1: greetings and warming-up

Good morning, boys and girls! How are you? Did you have a nice National Holiday? How many days off did you have for the holiday? (two days) Really? Then how long did you spend on your homework every day? Really? (CIA) I can\'t believe it! That\'s unbelievable! If you go on overworking like this, (CIA) I\'m afraid you\'ll end up at the hospital. You\'ll be in hospital at last one day.

Step 2: lead in the new words and phrases

I\'m much luckier than you! I had a 7-day holiday. I had a nice holiday with my friends.

What do you usually do when you\'re with your friends?

What do you usually talk about?

Yes, we had a good goip.(CIA) We talked about a lot of things. Do you want to know what we goiped about? (CIA) We talked about Jay and Jolin. My friend said they fell in love. Do you know that? Is that true?

Oh, I can\'t believe it. That\'s unbelievable! I only heard that Li Yapeng and Wang Fei fell in love, but I\'ve heard that Jay fell in love with Jolin.

(CIA) One of my friends told me something interesting about her father. Last week, a thief was stealing something. My friend\'s father found it and caught the thief! Have you ever caught someone stealing?

Have you ever caught someone doing something bad or something you don\'t like? I usually catch my students copying others\' homework. (CIA) We also talked about this soap opera. Do you know this soap opera? What\'s the name of this soap opera? Yes, this is my favourite soap opera! My friends told me that this soap opera was on TV on Channel 8 every day at noon, so I turned on the TV on time every day to watch it. Do you have your own favorite soap opera? What is it? You can tell us both in English or in Chinese!

Step 3: listen to the conversation and answer a general question

You see, this holiday my friends and I really goiped a lot. We had a good goip. Do you like to goip? What kind of people like to goip? (CIA) Today 2

Val and Gary are goiping. What are they goiping about? Let\'s listen to the conversation and find it out.(CIA)----Ss answer the question.

Step 4: Read the conversation after the teacher and then answer more questions.

How many people did Gary and Val talk about in the conversation? Who are they? (CIA) What happened between these four people? (CIA)

Step 5: Pair work: Read the conversation in pairs.

Step 6: True or False (at the same time, some words and phrases will be explained here.)

Let\'s look at some statements about the conversation. Please tell me whether these sentences true or false.(CIA)

(2) So who caught whom kiing whom? --- Brenda caught Stan kiing another woman.

(3) Why did Brenda have a car accident? So it\'s not safe to drive too fast, isn\'t it?

If someone drives too fast, he may end up at the hospital, or he may end up dead.(4) What\'s wrong with Brenda\'s arm? Yes, it\'s broken. So the doctor fixed her arm.

What else can you fix? If your clock is broken, can you fix it?

(5) Who fell in love with the doctor? (Brenda.) And what\'s the meaning of date? (6)That\'s true! So in this conversation, Gary and Val are goiping about a soap opera called \"The People Next Door.\", right?

Step 7: Pair work: Retell the story

Can you understand main idea of this soap opera? What happened in it? Let\'s have a look again.(CIA) Now work in pairs, tell your partner about the story.[check]

Step 8: Group work: act the soap opera out

It\'s an interesting soap opera, isn\'t it? Suppose you were the characters in this soap opera, what would you do and what would you say? Now work in groups, please act it out. Maybe one of you was Brenda, Stan, the doctor, the woman, or someone else, like policeman.[check 2]

Step 9: Discuion

Do you think Brenda and Stan really love each other? Is there true love between Brenda and Stan? How about Brenda and the doctor, Stan and that woman? Maybe yes, maybe not. Can you find true love around you?

Step 10: enjoy an English song about love.

第19篇：语文课辅活动教案

五年级语文课辅活动教案

课题:走进古诗的春天 教学时间：第5周 教学目标：

1、能正确、流利、有感情朗读关于春天的古诗,吟诵出古诗的音韵美

2、通过诗句理解作者描绘的内容,接受美的熏陶

3、积累关于春天的古诗句,培养学生搜集、整理材料的能力。教学重难点: 1读出古诗的音韵美 2.背诵古诗中的名句 教学准备：

1.让学生观大自然春天的景色。2.搜集一些与春天有关的古诗。 教学过程:

一、导入揭题

1、用

一、两个词语说说你眼中的春天,生各抒己见

2、板书课题:走进古诗的春天

3、背春天的古诗

二、吟出诗律

(一)出示《村居》

1、读题

2、自由读

3、划分节奏,师小结划分规律

4、读出节奏美 (1)师范读 (2)指名读 (3)集体读

(二)出示《绝句》

1、生自由读这首诗,并试划分节要

2、交流节划分况

3、生齐读

三、读准诗韵

（一）出示《咏柳》

1、找韵脚 诗人通常把韵母相同或相似的字放在诗句的末尾,称之为“韵脚”。

2、读韵味

3、师范读、生读

（二)出示《泊船瓜洲》

1、找韵脚

2、读韵味

3、找不同

韵母相同与相似、韵脚出现的位置不同

4、师小结

四、感悟诗情

1、小组交流:自己积累的描写春天的古诗中优美的诗句

2、集体交流

3、读优美诗句

五、赛诗会

1、诵一诵,读出诗韵

2、填一填,感受春景

3、接一接,感悟诗情

六、布置作业

1、用本节课学到的阅读古诗的方法,对你收集到的古诗进行赏读

2、背一背有关春天的古诗。

板书设计

走进古诗的春天

吟出诗律

诵准诗韵

感悟诗情

教学反思：

第20篇：心理团辅教案

好行为好习惯---心理团辅

三年（2）班

好行为好习惯

三（2）班

一、活动目的：

1、认识到行为有好、坏之分。

2、坚持自己的好习惯，学习别人的好习惯。

3、认识到自己的坏习惯，用科学的方法用好习惯代替坏习惯。

二、活动过程：

1、热身分租——马兰开花

在音乐声中，八人为一组，全班共分为5组

2、情景剧表演——认识到习惯有好坏之分。组长抽签，小品表演各种发生在我们身边的事

附录其中较为精彩的一组表演：晓晨上课总是不认真听讲。 甲旁白：早晨，同学们早早的来到教室，坐在自己的位置上自习。 同学二：气喘吁吁的跑进教室，一边吃东西，一边随手把一团废纸丢

向墙角，还没有坐下来，就一个劲地翻旁边同学桌上的书。

同学一：唉，你又迟到了。嗨！嗨！嗨！你在翻什么呀！ 同学二：快！快！把你的作业本借我一下。 同学一：什么作业本？你要干什么？ 同学二：借我抄一抄。 同学一：你又没有作？

同学二：没时间。（自己从同学桌上拿起作业本抄了起来） 甲旁白：上课铃响了，同学们都在专心听课，积极思考，认真记笔记。 同学一：专心听讲，不时地记着笔记。

同学二：一会儿用手指顶着书转圈，一会儿又用手指夹着笔转圈，一

会儿东张西望，一会儿前俯后仰，一会把手机拿出来玩一会，然后趴在桌子上睡着了。

3、分组讨论讨论：看了这么多，你想到了什么？

既然习惯有好、坏之分，那么究竟哪些是好习惯，哪些又是坏

习惯呢？（根据学生的发言总结）

坏习惯会造成很多你一向不到的后果，你相信吗？一根小小的柱子，一截细细的链子，拴得住一头千斤重的大象？

在印度和泰国，驯象人在大象还是小象的时候，就用一条铁链将它绑在水泥柱或钢柱上，无论小象怎么挣扎都无法挣脱。小象渐渐地习惯了不挣扎，直到长成了大象，可以轻而易举地挣脱链子时，也不挣扎。

小象是被链子绑住，而大象则是被习惯绑住。

4、晒晒自己的好习惯

每个人身上都有好习惯，要善于发现别人身上的好习惯。

5、导行如何改进不良行为。

你身上有什么坏习惯呢？拿出树虫小纸，写下你的坏习惯，然后与组内同学交流一下。

就是一些看似微小的坏习惯，让他们失去了很多机会。同学们我们是不是该引以为戒哪？

那我们怎样来帮助同学改正不良习惯呢？ （学生们自由发言）

1、要严格要求自己 。2、要听老师和家长的话。

3、要请同

学帮助监督。

4、要虚心听取别人意见。

5、要多看有益书籍。

6、要不断检查与反思。

7、要有一个改正计划。8、要有决心与毅力。 9、要有吃苦精神。

刚才同学们的发言都是很有针对性，我想有不良习惯的同学一定

会受到启发的。要相信自己能战胜坏习惯，养成好习惯。

大文豪托尔斯泰36岁时，发现自己身上明显存在着急躁，懒惰，缺乏毅力的坏习惯，什么都想干，但又难以善始善终。他深感这种坏习惯是他实现人生理想的障碍。于是他针对自己的弊病，采取天天早起做操和临睡前坚持写日记的两项措施。他一直坚持到八旬高龄，当人们整理他的遗物时，发现他逝世前两天，日记本里还留下他用颤抖的手写下的字。

甲：故事真感人，托尔斯泰能下这么大决心坚持那么长时间，把坏习惯改掉，大家说，我们能吗？

学生齐：能！

乙：回答真响，体现了我们班的气势，说明大家有决心有信心

甲：但光说不作是没有用的，关键要拿出行动，要有决心，更要

有毅力，有恒心。。

乙：对，不能做语言上的巨人，行动上的矮子。

我们每个人就像啄木鸟，让我们行动起来，吃掉影响我们的树虫。

三、布置作业

据科学家证实，一件行为连续重复21次即可成为习惯（一般也以三十天为准），成为习惯即可成为自然，直至终生。

在校填写完成这个表格，回家与父母共同商议，将好习惯坚持下去，我们30天后再见。

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