pep初中英语教案模板

2021-02-01 来源：教案模板收藏下载本文

推荐第1篇：PEP英语教案

2012最新PEP三年级上册教案Unit 1 Hello Unit 1 Hello 第一课时

教学目标：

1、听懂、会说Hello./Hi, I'm ...。

2、通过创设见面打招呼、自我介绍以及道别等情景，让学生学会见面打招呼、自我介绍及道别的日常用语

3、培养学生乐于开口,敢于开口讲英语的习惯，激发学生想学、乐学英语的兴趣和愿望。教学重点：本部分主要是见面打招呼、自我介绍及道别用语的会话学习，使学生在不同的情景中听懂、会说Hello./Hi .I'm ...。

教学难点：自我介绍用语I’m „的发音不容易到位，学习起来较难，教师要适时纠正，切不可挫伤孩子的学习积极性。课前准备：

1、教材相关人物的面具或头饰

2、为Let's play中的击鼓传花游戏准备相应的道具

3、教材相配套的录音带

4、学生和教师各自收集一些印有外国文字的物品，如：化装品。

5、学生收集一些在现实生活中已经能用英语表述的物品或图片，如：VCD。教学过程：

1、热身(Warm-up) （1）教师用“Hello.”问候学生。

（2）辨认不同国家的文字，想一想，哪种文字应用最广泛。

（3）教师在此基础上与学生讨论一下英语的作用以及学习英语的意义。

（4）请学生说说他们在现实生活中已经了解的英语单词（边展示实物或图片边说）或日常用语。

2、呈现新课、操练(Presentation/ Practice)

（1）教师播放本课的歌曲“Hello”的录音，自然引出师生之间的打招呼。

（2）教师利用这个机会及时向学生介绍自己Hello, I’m „/Hi, I’m „ （3）通过师生对话，鼓励学生介绍自己Hello, I’m „/Hi, I’m „ （4）介绍本套教材中的主要人物Sarah, Chen Jie, Mike, Wu Yifan，请学生扮演这些人物到讲台前说Hello! I’m „

（5）听录音，或通过VCD来展示Let’s talk部分的教学内容.

3、活动、操练(Activities/ Practice)

（1）游戏：击鼓传花（2）情景表演

4、课外活动(Add-activities) （1）听录音，仿读对话，并在实际情景中运用所学内容。（2）遇到老师、同学和家长时要用打招呼；分手时要用道别。

（3）制作人物面具。教学反思：第二课时

教学目标：

1、进一步巩固打招呼、自我介绍及道别用语，能在不同情景中准确运用。

2、能够听说、认读crayon, pencil, pen, eraser, ruler,并能用英语介绍文具。

3、进一步培养开口能力，初步了解一些课堂用语。

教学重点：有关文具的五个词汇crayon、pencil、eraser、ruler的学习，并用英语介绍文具。

教学难点：较准确读出各单词，尤其是crayon，eraser 两个单词的发音。课前准备：学生的面具教学过程：

1、热身、复习(Warm-up/Revision)

（1）师生共唱英语歌曲“Hello”

（2）学生戴上自己喜欢的人物面具，表演见面打招呼或自我介绍用语。（3）游戏：A name train

2、呈现新课、操练(Presentation/ Practice) （1）教师事先安排一位学生扮演Zoom，并向学生介绍情景：今天是Zoom的生日，爸爸、妈妈为他买了个新书包作为生日礼物（拿出准备好的实物）。Zoom打开书包，一一拿出蜡笔、铅笔、钢笔、橡皮、尺子，边拿文具边说英文crayon, pencil, eraser, ruler。教师用双面胶将这些实物固定在黑板上。

（2）教师教新单词crayon, pencil, eraser, ruler。

（3）游戏：I have a(an)„„„„

（4）学生听录音，跟读Let’s learn 部分的单词。

3、活动、操练(Activities/ Practice) （1）游戏：Matching game （2）小组竞赛：猜词游戏

（3）让学生听录音，边说边做Let’s do 部分的活动。

（4）分小组活动，练习I have a (an)„„„„„„„„„„„„„ （5）游戏：传口令

4、课外活动(Add-activities) （1）听说、认读新单词crayon, pencil, pen, eraser, ruler，并能用英语介绍文具。（2）做单词卡片。教学反思：第三课时

教学目标：正确认读、书写26个大小写字母，会背字母表。教学重点：相似字母的区分和变化较大的大写字母的记忆；教学难点：有些字母可能难以正确发音。教学思路：以讲唱结合的方式，寓教于乐。

教具：课件，黑板，字母卡片，小奖品（学习用具，小东西等等）教学过程：

一、热身、复习(Warm-up/Revision)

（1）游戏：抛球 (2) 复习I have a(an) „教师先发指令请全班共同练习，之后可请“小老师”带领同学们进行操练。

（3）游戏：What is miing?

二、呈现新课(Presentation) 课堂导入：以问题开始，如小朋友们以前有没有听说过26个英文字母啊？有没有哪些朋友会读一些字母啊？

1、这节课我们来学习一首歌，首先，听老师先唱一遍（如果有会唱的同学可以跟老师一起唱）边唱边出示26个大小写字母的卡片。

2、接下来，老师一句一句地唱。讲字母分成三组，如A----G, H-----N, O---且只出示大写字母。

3、A----G组老师领唱完后，学生分组唱（班内可以按座位分成几小组）。

4、H-----N组老师领唱完后，学生可以分男女生交替唱（重复两遍）。

5、O------Z组老师领唱完后，师生合作唱。

6、老师请一位同学来带着大家唱，课件出示26个字母，包括大小写，可以点唱。

7、全体齐唱一遍，可以拍手唱。

8、给与表现好的同学奖励。。

三、趣味操练(Practice)

1、开火车按字母表顺序认读。

2、课件单个出示大写字母，点名认读。

3、连线：将大小写字母连起来（回答问题时要求先大声念出大写字母，再和哪一个小写字母相连）。

4、给表现好的同学奖励。

四、检查反馈

课件出示小写字母，学生写出相应的大写字母。随后即出示对应的大写字母，请学生对照是否正确。教学反思：第四课时教学目标:

1、初步学习询问对方的姓名及回答的用语What's your name? My name is...，使学生能听、会说此交际用语。

2、学习表达道别的说法：Goodbye/Bye! 教学重点：询问对方的姓名及回答的用语What’s your name? My name is„ 的学习教学难点：What’s your name? My name is„中name 的发音.教学过程：

1、热身、复习(Warm-up/Revision)

(1) 唱“Hello”歌

(2) 师生互相问候Hello! /Hi! (3) 学生戴着头饰或面具，分别起立做自我介绍。

2、呈现新课、操练(Presentation/ Practice) （1）老师指着自己的英文名卡说Hello! I’m Mi/Mr„.然后用My name’s„.反复说三到四遍自己的名字，速度由慢到正常。接着教师对一名学生发问What’s your nam（用清晰、缓慢的语调问两遍）边问边指他/她的名卡，并可以用夸张的口型提示他/她回答My name’s„.教师对第一个应答学生应重点表扬，并发给他/他小奖品，以鼓励学生认真听别人的问答，努力模仿教师说的新句型。

（2）跟读、模仿、操练My name’s„.注意学生对name一词中a 的发音。（3）跟读、模仿What’s your name? （4）抛球游戏

(5)教道别语Goodbye/Bye，告诉学生其中意思是“再见”或“一会见”。 (6)听录音，或通过VCD来展示B部分Let’s talk的内容。

3、活动、操练(Activities/ Practice)

（1）Pair work:让学生戴上头饰，表演书上Let’s talk 的对话。

（2）游戏：猜一猜我是谁（3）Let’s play中的游戏。

4、课堂评价(Aement)

情景再现

5、课外活动(Add-activities) （1）要求学生听录音，然后模仿课本第4-7页的内容并伴有动作表演。（2）鼓励学生用第4-7页所学的内容与同学老师进行交流。教学反思：

第五课时

教学目标:

1、学习有关学校及学习用品的词汇bag, book, pen pencil-box,通过听听做做的活动，让学生练习并运用所学的词汇。

2、了解一些简单的指示语，要求学生能听懂并按照指令做出相应的动作教学重点：pencil-box, book , pen, bag, 4个有关学习用品的词汇学习。教学难点：本课词汇的认读。教学过程：

1、热身、复习(Warm-up/Revision) （1）“接力活动”：学生一个接一个进行口语问答，要求又快又好。

（2）通过图片和单词卡片复习学过的单词crayon, ruler, eraser, pencil.（3）游戏：Touching game

2、呈现新课、操练(Presentation/ Practice) (1)教学单词pencil-box, book, pen ,bag, （2）游戏:Touch and say （3）教师边做打开书的动作边说Open the book.用同样的方法教Show me your sharpener.Carry the bag.等句子。

（4）让学生听录音，边说边做Let’s do 部分的活动。

3、活动、操练(Activities/ Practice) （1）游戏：画文具。

（2）通过游戏Simon says 来练习以show, open, close, put, carry所引导的祈使句。（3）恰逢教师节，教唱歌曲《Happy Teacher’s Day》

4、课堂评价(Aement)

学生根据录音，拿出所听到的文具。

5、课外活动(Add-activities) （1）要求学生听录音，跟读单词和句子，并在实际生活中自然运用。（2）将学习用品逐个用英语说给家人听，并制成单词卡片。（3）移pencil变图形

教学反思：第六课时

教学目标：1.通过听，说，读，写复习字母和本单元的单词。 2.正确完成Let’s check部分的听力作业，培养良好的听音习惯。 3.会唱Let’s sing的歌曲。

教学重点：能听，说，认读本单元的单词，并能在句子中运用。教学难点：对相似英语字母的区分。教学过程：

1 热身、复习(Warm-up/Revision)

（1）师生共唱英语歌曲“Hello”。

（2 复习有关文具的单词，可通过实物和单词卡来显示。

（3）游戏：Let’s do

2 呈现新课(Presentation)

教师从自己准备的书包中拿出一本书，并指着自己说：I have a book.随后再掏出笔袋，对学生说：I have a pencil-case.再从笔袋里拿出一支铅笔说：I have a pencil.拿出一把尺子说：I have a ruler.等等。待学生熟悉了I have a „.是“我有一个„.”后，请学生用自己的文具来说：I have a„.

请一名学生说自己所有的物品，如果他/她说I have a book.时，教师则举起自己的书说Me too! 告诉学生如果你有与别人东西相同时，可说Me too! 3 趣味操练(Practice) （1）Start to read 1) Circle the same letters 让学生圈出相同的字母。 2）Read and count 在图片中找出一样的文具，并且数数。

（2）let’s check 1)Listen and number 强调听力注意事项。 2）Look and match

4、课堂评价(Aement)

学生根据录音，拿出所听到的文具。

5、课外活动(Add-activities) （1）要求学生听录音，跟读单词和句子，并在实际生活中自然运用。（2）将学习用品逐个用英语说给家人听，并制成单词卡片。教学反思:

PEP小学三年级英语（上）Unit 2 Colours 第一课时教学设计教学目标：

1 能用英语进行简单的打招呼及用This is……向别人介绍身边的人。 2 通过创设实际情景，让学生能在相应的情景中准确运用以上句型。 3 培养学生正确、自然的模仿语音、语调的能力。教学重点：This is ……句型的学习。教学难点：

1、This is ……的得体运用。

2、This is …… 句型字母 i 及th的发音不容易到位。教具准备：

1、本课 Let's talk/ 部分的教学课件。

2、本课时教学配套的录音带，以及歌曲 "Hello"“Good morning”的录音带。

3、Mr.Jones, Mi White, Mi Green 的头饰。

4、小星星的贴贴。教学过程：

Step1 热身、复习(Warm-up/Revision)

（1）播放歌曲Good morning，让学生跟唱，集中学生注意力，调动学生学习兴趣。

（2）游戏 Do a game."SIMON SAYS"

指令是第一单元B.Let's do的内容。

（3）师生同唱歌曲 "Hello"。教师可以边唱边用手势示意学生，将歌曲中的人名改为同班同学的名字。

（4）教师用头饰介绍人物。例如：教师举起Mi White的头饰说：This is Mi white然后戴上Mi white的头饰说： Good morning, boys and girls.I'm Mi white

（5）请三个学生扮演 Mr.Jones, Mi White, Mi Green ，用唱歌的形式互相问候。 "Hello"

Step2 呈现新课 (Presentation)

（1）师生观看教学课件。课件内容为Let's talk/A 的内容。教师利用与教材内容相同的教学课件，使学生一目了然，既了解了句型的含义，又了解句型运用的情景。

（2）再次观看课件，教师提问： T: What are they doing?

（3）教师演示 Let's talk/A 的内容，使学生进一步理解对话。方法为：教师戴上Mi White 的头饰，左手举起Mr.Jones的头饰，右手举起Mi Green 的头时，用不同声调引出对话内容。在此次演示活动中，教师强调This is……。

（4）教师提问：Mi White 是如何介绍Mi Green 给Mr.Jones的？Mi Green 和Mr.Jones是怎样用英语打招呼的。

（5）听本课时 Let's talk/A 教学配套的录音带，学生跟读并模仿发音。教师注意带读不易掌握的读音，如：This is……一句中的元音字 "i" 的读音是[i] ，提示学生要读得短促些。而this一词中的th 在发音时，要让舍尖顶住上齿，教师可以夸大口型，让学生了解发音方法。教师要适当纠正，切不可一味的纠正发音，打击孩子学习的积极性。

（6）分组练习。每三个学生一组进行练习Good morning ,this is ……,给表现好的小组奖励小星星贴贴。

Step3画一画，说一说（Draw and say ）

( 1 )、让学生在纸上画出一个自己熟悉的人的头饰。 ( 2 )、向同桌用句型：This is……介绍自己所画的人物。

( 3 )、分四个大组用句型：This is……介绍自己所画的人物大组进行比赛，给予表现好的小组奖励小星星。

Step4扩展性活动(Add-activities)

将趣味操练中的游戏扩展为"bingo"游戏。拿第

一、二组的头饰画画让第

三、四组的学生用句型This is ……辨认，由画此头饰的同学来说“bingo”或“No”,以小星星进行奖励。

Step5 课堂评价及作业 (Aement and homework) ( 1 ) 教师小结本节课学生的表现（获得小星星的数量）。

（2）教师让学生根据自己本节课的获奖情况，制定本单元获奖目标。

（3）自己画喜欢的头饰，并用句型This is ……介绍，并把此句型抄写下来。第二课时教学设计教学目标：

1、能听说、认读 blue, green, yellow, red, 这些表示颜色的单词。

2、能听懂所接触的指示语，并能按照指示语做出相应的动作。

教学重点：学习表示颜色的单词 blue, green, yellow, red, 教学难点："green"一词的 gr 发音较难，教师要多带读。

教学过程：

1、热身/复习Warm-up/Revision （1）师生之间相互问候： T: Good morning/ Good afternoon/ Hello , boys and girls.S: Good morning/ Good afternoon/ Hello , teacher.

（2）游戏 T: Do a game, OK? S: OK.【课件】"猜一猜" 的游戏，从而复习学过的文具词。

（3）游戏 Simon says 教师或学生发指令，其他学生按指令做动作。指令内容如下： Show me your pencil / ruler /eraser /crayon /pen . 2、新课呈现 Presentation

（1）课件出示上一个环节"猜一猜"游戏中复习过的文具用品：书包（红色），铅笔盒（黄色），书本（绿色），钢笔（蓝色）（教师出示红色书包）This is a bag.It’s red.It’s a red bag.(教师出示红色卡纸，贴在黑板上) It’s red too.板书：red，带读单词，学生跟读。

（2）同步骤教学单词：yellow, green, blue.

（3）用 blue, green, yellow, red, 的单词卡片和颜色卡片再次讲授单词。学生适当跟读。注意："green"一词的发音较难，教师要多带读，引导学生感悟发音，从而了解英语的语音语调的知识。

（4）让学生听录音，跟读 Let's learn 部分的词汇，边听边读，边认读边指图，做到眼、手、口、耳、心的结合。

（5）出示课件 I see。。。

（6）巩固新知识：用 Powerpoint 文件复习巩固所学表示颜色的单词。（7）听录音，做 Let's do 部分的游戏。

（8）教师用 Let's do 部分的有关动作的图片让学生跟读句子。如：教师举 Show me your blue crayon.的图片带读此句，学生跟读。其它各个句子的方法同上。

3、操练 Practice

（1）教师说一个颜色，让学生找一找教室中含有此颜色的物品。包括物品和学生的服装。

（2）游戏：猜颜色让一个学生手中藏一种颜色的图片，上前主持游戏，请其他同学猜颜色。学生们众说纷纭，将颜色词练习。猜对的学生给与奖励并由他负责主持下一轮游戏。（3）教师为学生准备一张白纸，让学生按教师的指令涂色、画画。如：教师说 Draw an apple.Color it red.

（4）让学生把蜡笔准备好，分小组练习指令语。Show me your blue/… crayon.4、板书设计 red yellow green blue

5、家庭作业

第三课时教学设计方案

一、教学内容：

A Letters and sounds、Find and say

二、教学目标：

1、知识与技能目标：

a、能够听和认读字母Aa Bb Cc Dd .b、能够在四线三格中正确书写字母。

2、让学生了解单词是由字母组成的。

三、教学重点、难点：

1、重点：能听和认读字母Aa Bb Cc Dd .

2、难点：能够在四线三格中正确书写字母。

四、课前准备教具：字母卡，多媒体设备，

把学生分为A，B，C，D四组。

五、教学过程： Step 1: Warm up

1、Free talk.用所学的句子与学生对话。

2、Sing the边唱边拍手。 Step 2: Presentation T:Boys and girls,you are very clever,can sing the ABC song,but,can you read and writ the ABC.now,we are going to learn how to read and write the ABC.（唱完ABC song，重新开始，在A字母的位置停留并出示A字母卡，how to read）

1、学习并练习认读字母Aa, a、多媒体出示Aa,跟着录音升降调读，并带上手势(金字塔形)。

b、出示字母卡，分组比赛认读字母Aa 并带上手势。好的小组给予奖励。 c、教学生区分字母的大小写。 d、让学生观察书上的书写笔顺。 e、教师在黑板上范写，学生书空。 f、学生在练习本上练习，师巡视。 g、学生展示。

h、哪些单词离不开Aa。如：

AAA aaa字母发音 apple apple apple AAA aaa字母发音 ant ant ant 2、用同样的方法学习Bb、Cc、Dd 。

3、抽读字母卡片。学生快速读出老师出示的字母卡。

4、大小写对号入座（大写小写分开的字母卡，让每位学生都拿一张，去找自己的好朋友）

5、Listen and circle.教师用英语描述图片，再让学生听，最后核对答案，并让学生读出正确的字母。

6、多媒体出示Find and say的内容，学生用I see…句型说出看到的字母。 Step3:小结：

1、学生按顺序读出今天所教的字母。

2、let’s chant.(带读，再齐读) AAA，say OK BBB,touch your knee CCC, look and see DDD,make a D

3、总结哪个小组获胜。Step4:Homework .a、书写今天所教的字母。

b、让学生回去后用硬纸做成字母卡片。

第四课时教学设计

一、教学目标、内容及分析 1．能听懂会说新单词“mum”

2．能听懂会说Good afternoon，Nice to meet you (too)以及它们正确的使用背景。 3．句型THIS IS…前面课时已经教授，在这一时要强化记忆。

二、教学重、难点

1．mum和afternoon的发音 2．Good afternoon的恰当使用

3．Nice to meet you的发音及too的意思。

三、课前准备

1．Zoom/Zip的头像（让学生表演Let’s play部分对话时用）

2．一个钟表，显示下午时段的时间16:00（英语上课时间一般为上午） 3．围裙（老师假扮妈妈用） 4．录音机/录音带

四、教学过程

1、热身（WARM-UP）

⑴ 播放第一单元歌曲“Hello”，让学生跟唱，重温第一次见面的打招呼用语” Hello” “Hi”。接着老师跟同学们打招呼：Good morning,studens,学生接着Good morning Mi/Mr… ⑵ 让部分学生（两个一组）起来表演，互相向老师介绍彼此的同伴，引导学生用：HI MISS/MR.…,This is ….

2、新课呈现（Presentation）

(1) 老师将调试好时间的钟表贴在黑板上问学生，What time is it ?”(用中文重复问)，学生回答。接着老师直接引出：SO, Good afternoon studens,引导学生说出Good afternoon, Mi/Mr….（老师带学生读几遍Good afternoon,让学生熟悉并能流利自然地说出）

⑵ 跟学生说Nice to meet you, 引导学生说Nice to meet you,too.然后跟学生说明此短语该如何使用。（教学生读几遍）

(3) 创设一个情景，跟学生介绍有一天他们第一次带新同学回家的情景。老师带上围裙做出炒菜的动作，让学生猜是什么角色。引导学生回答是“妈妈”，引出新词“mum”(带学生读几遍)。接着抽出部分学生，两人一组，表演第一次带同学回家应该如何向妈妈介绍自己的同学。引导学生用学过得内容Hi , mum ！ This is ...../Good afternoon Nice to meet you,先预先感知Let’s talk部分的内容。（根据各位学生的表现给予小熊贴贴）接着播放Let’s talk的录音，让学生跟读几遍。让学生起立，表演Let’s talk 部分的对话。

3、趣味操练 (Practice)

(1) 先抽几位学生轮流跟老师表演，老师带上ZOOM的头像，让学生带上ZIP的头像。T: Good afternoon/This is Zoom.让学生跟Zoom打招呼,然后介绍自己：Hello/Hi, Zoom.This is ZIP老师说：Nice to meet you！引导学生说：Nice to meet you too .⑵ 让学生自己表演，尽量让每位同学都能有机会表演。老师给予适当的引导及评价。

4、Homework 要求学生下午上课时，见到同学要用学过的Good afternoon打招呼。平时在校园遇到同学或老师，要有礼貌,用学过的词句：Hello/Hi Good morning/Good afternoon/ Nice to meet you .打招呼。

5、板书设计

Unit 2 Colours （将“清晨，两个小朋友在校门口相遇”的图贴在黑板上）Hello! / Hi!

（将见面打招呼图片贴在黑板上）

Hello/Hi Good morning/Good afternoon/ Nice to meet you /

Nice to meet you too

本周好习惯我养成：勤于动笔的习惯 Unit 3 Look at me 第一课时教学设计方案

教学目标：

1、能听懂、会说 How are you? I'm fine./Fine, thank you.等问候语。

2、通过创设实际情景，让学生能在相应的情景中准确运用以上句型。

3、培养学生正确、自然的模仿语音、语调的能力。教学重点：How are you? I’m fine, thank you.等问候语的学习。

教学难点：

1、How are you? 的得体运用。

2、Fine, thank you.中 fine 一词字母 i 的发音不容易到位。

教学过程：

1、Warm-up/Revision

（1）师生共同唱歌曲 Sing an English together."Head, shoulders, knees and toes" ，复习人体部位的单词，并集中学生注意力，调动学生学习兴趣。

（2）游戏 Do a game."SIMON SAYS" 指令可以是一二单元 Let's do (A/B) 的内容。

（3）师生同唱歌曲 "Hello"。教师可以边唱边用手势示意学生，将歌曲中的人名改为同班同学的名字。

2、Presentation

（1）师生观看教学课件。课件内容为 Let's talk/A 的内容。教师利用与教材内容相同的教学课件，使学生一目了然，既了解了句型的含义，又了解句型运用的情景。

（2）再次观看课件，教师提问： T: What are they doing? 他们在干什么？ S: 在打招呼。

（3）教师演示 Let's talk/A 的内容，使学生进一步理解对话。方法为：教师左手举起 Chen Jie 的头饰，右手举起小鸟的头时，用不同声调引出对话内容。在此次演示活动中，教师强调 Good morning.（4）教师提问：Chen Jie 和 WU Yifan 是怎样用英语打招呼的。能力强的学生或学过英语的学生尝试性的说 How are you? Fine, thank you.（5）听本课时 Let's talk/A 教学配套的录音带，学生跟读并模仿发音。教师注意带读不易掌握的读音，如：I’m fine, thank you.一句中 fine 中的元音字 "i" 的读音是[ai] ，提示学生口型要略大些。而 thank 一词中的 th 在发音时，要让舍尖处于上下齿之间，教师可以夸大口型，让学生了解发音方法。教师要适当纠正，切不可一味的纠正发音，打击孩子学习的积极性。

（6）第三次观看 Let's talk/A 部分的教学课件。使学生进一步了解对话内容和含义。在此基础上告诉学生， How are you? 与以前所学 Hello./Hi .等问候语不同点在于： How are you? 是用于熟人之间有一段时间未见面，或是对方身体欠佳，或是较正式的向别人打招呼等场合。因此，同学们不必每次见面都问 How are you? ，每天见面时，只要说 Hello.和 Hi .就可以了。

（7）趣味操练游戏----传口令教师分别在每组第一个学生的耳边轻轻的说：How are you? Fine, thank you.学生依次传递。以传递准确，速度又快的为胜。

3、Practice

（1）游戏六至七人一组，做开火车的游戏。教师在每组选出一名"质量监督员"，监督每个同学提问的完整性和正确率。从第一个学生开始 Hi/Hello/Good morning, A .How are you? 第二个学生回答 I'm fine./Fine, thank you.并提问 How are you? 以此类推。（A 代表学生姓名）。

（2）学生戴上角色的头饰，分角色练习、表演对话。

（3）游戏做 Let's play 部分的活动，教师让学生按教材的方法两人一小组的活动，两人相互击掌问好，如： S1: Hi/Hello/Good morning, A .How are you? S2: I'm fine./Fine, thank you.（A 代表学生姓名）。在同桌练习之后，在进行前、后两人一组练习。目的是再次强调练习Let's talk 部分的内容。练习时训练学生彼此倾听发音，纠正发音，从而感悟英语的语音、语调的知识。

4、Aement 教师让学生根据自己两个单元的获奖情况，制定本单元获奖目标。

5、Add-activities 可将趣味操练中的游戏 2 扩展为，”找朋友”游戏。让学生在教室自由走动，击掌向她想打招呼的同学问好，教师可放音乐来规定时间，音乐停的时候，击掌最多的学生为胜利者。教师可给前五名发小奖品。教学反思：第二课时教学设计方案教学目标与要求：

1、进一步巩固 How are you? I'm fine./Fine, thank you.等问候语，能在情景中准确运用。

2.能够听说、认读 eye, face, ear, nose, mouth,这些关于身体部位的单词，并能用英语介绍自己身体的部位。

教学重点：关于头部的单词 eye, face , ear, nose, mouth 的学习。

教学难点：eye, face 两个单词的元音因素容易发音不到位，教师可鼓励学生张大口型，相互检查。mouth 一词的尾音发音较难，教师可适当提醒学生，注意口型。课前准备：教师准备一个五官可以拆卸的人物或小动物的头像。

教学过程：

1、热身、复习(Warm-up/Revision) （1）师生共同复习所学歌曲字母歌。

（2）师生共同复习第二单元 Let’s do 部分的内容。

（3）邀请几组学生表演本课 A 部分 Let’s talk 的对话。

2、呈现新课、操练 (Presentation/ Practice)

（1）出示五官可卸下来的小动物的头像，教师介绍这个小动物。

（2）教师取下小动物的鼻子说：This is his nose.由此引出本课单词的教学 eye, face , ear, nose, mouth ，让学生先初步了解单词。

（3）认读 eye, face , ear, nose, mouth 的单词卡片和图片。

（4）教师指着自己说：Good morning.I’m Mi/Mr „ Look at me .指着自己的头说：This is my head.并鼓励学生指着自己的头说：This is my head.用同样的方法依次介绍：eye, face , ear, nose, mouth 。

（5）让学生听录音，跟读 Let’s learn 部分的单词。

（6）游戏：贴五官

（7）游戏：Simon says 在此次活动中，教师教 touch 一词，并让学生理解 touch、my、your 三个词的含义。

3、活动、操练 (Activities/ Practice)

（1）教师摸头部的不同部位，要求学生说单词。

（2）小组活动：Listen and point （3）学生听录音，边说边做 Let’s do 部分中的活动。

（4）游戏：传口令

4、课堂评价

将所学的头部部位的名称用英语说给同桌听

5、课外活动(Add-activities) 听录音，仿读句子。

教学反思：

第三课时教学设计方案

教学目标：能听、说、读、写字母 Ee, Ff ,Gg, Hh 和 Ii，并能听懂、会说以这些字母为首字母的单词。

教学重点: 正确认读和书写字母 Ee-----Ii; 教学难点: 字母印刷体与手写体的区别。教学过程：一．热身／复习（Warm-up/Revision） 1 Let’s chant 学生一起说唱 A 部分的字母歌谣，边说边演 2 抢答字母教师出示字母的大小写，孩子快速抢答 3 找朋友教师出示大写字母，孩子迅速找出小写，大声读出。孩子在小组中做游戏

二．呈现新课（Presentation）

1 教师出示 26 个字母的字母表让孩子说说都学过了那些字母，读一读。找一找，今天我们该掌握哪些字母了。

2 让孩子先试着说出字母“Ee-----Ii”.教师注意指导孩子 5 个字母的发音。教师针对学生的错误，示范口形。孩子模仿，小组说一说，查口形小组开火车认读大小写字母 Ee-----Ii

3 教师分别出示大小写 Ee-----Ii，让孩子想想大小写的字母分别想什么，用语言描述或是用动作表示。

4.教师播放 A Letters and sounds 录音问孩子“What can you listen?”鼓励认识单词的孩子自己说出词教师出示单词或图片，学生跟读单词，开火车练读。

5.字母和单词，体会字母在单词中的读音小组读字母和相应的词三．趣味操练（Practice）

1.读一读，分一分孩子自己读新授的单词，根据读音分成两组。找出共同的首字母。

2.Gueing game教师将字母卡片背过来让孩子猜一猜孩子小组猜字母

3.部分学生说指令，其余学生做动作。

4 .学生上台表演，教师对表演好的给予奖励。

四．扩展性活动（Add-activities）纸牌游戏两个孩子分别有一套学过的字母卡，按顺序逐张出卡片（边出边读），谁出的和前一张一样，就收走中间的牌。

五家庭作业（Homework）

1.听录音，跟读字母和单词。

2.书写 Ee-----Ii 各一行，每行八个。教学反思：

第四课时教学设计方案

本周好习惯我养成：勤于动笔的习惯教学目标：

1、能听懂、会说表示赞成别人提议的感叹语 Great！并能在实际情景中恰当的运用。

2、复习巩固所学问候语、打招呼用语及自我介绍用语，并在 A 部分 Let's talk 会话学习的基础上，增加 I'm fine.Thank you./ Very well, thanks.等对问候的多种回答语。

3、在不同情景中，准确运用所学用语，语音语调自然。

教学重点：学习Let's talk 部分对话。

教学难点：

1、表示赞成别人提议的感叹语 Great！和 How are you?的答语 Very well, thanks.的发音不易到位，教师要适当提示。

2、在不同情景中准确运用各种打招呼用语及问候语，语音语调自然。

教学过程：

1、Warm-up/Revision

（1）复习所学问候语、打招呼及介绍用语。 Hello.Hi.Good morning.Good afternoon.Good evening.What's your name? My name's „ I'm „ How are you?

（2）师生问答： T: Hello,/Hi,/Good morning,/Good afternoon, boys and girls.S: Hello,/Hi,/Good morning,/Good afternoon, teacher.T: How are you? S: Fine, thank you. 2、Presentation

（1）教师告诉学生 How are you? 有多种回答用语。其中一些答语是： Fine, thank you.（此时板书以下各句） I'm fine.Thank you.Very well, thanks.（教师强调，以上各句可以相互调换。）

（2）学生跟读 Fine, thank you./ I'm fine.Thank you./ Very well, thanks.教师用单词卡，让学生跟读 How, are, you, I'm, fine, very, well, thank, thanks。

（3）游戏：请你的回答与我不同教师拿出准备好的小球，建议道：Let's play a game.引导学生说出表示赞成别人提议的感叹语 Great！教师将球抛给一名学生说：How are you? 接球的学生回答：Fine, thank you.。之后，由第一个学生抛球并问： How are you? 第二个接球的学生回答内容与第一个学生不能相同，如：Very well, thanks.。以此类推，直到不同的答语说完为止，再进行一轮。

（4）教师再次建议 Let's sing a song.引导学生说出表示赞成别人提议的感叹语 Great！并带读 Great！一词。播放 Who is wearing yellow today? 录音带，师生共唱歌曲。边唱边拍手打节拍，穿不同颜色服装的学生可起立做展示。

（5）教师播放 B 部分 Let's talk 的情景课件，让学生了解对话内容。（6）学生听 B 部分 Let's talk 的录音，跟读对话。

（7）学生戴上人物头饰，给对话人物配音。

（8）让学生分小组，要求学生按课件内容自编对话。

（9）表演学生自编的对话。

3、Practice （1）让学生看 Let's play 部分的活动，小组练习几分钟。

（2）教师准备 Sarah, Wu Yifan, John, Bai Ling 的头饰。全体学生进行 Let's play 部分的活动，通过 "Chain game"让学生大量的练习与运用 talk 部分的会话。

（3）让学生用自己的真实姓名或英文名字做 Let's play 部分的活动。（4）游戏：MUSIC BOX 将本单元所学的内容（词或短语）的卡片或图片，放在一个小盒子里，教改前排的某位同学，同时放一段轻松悦耳的歌曲或学生学过的歌曲，音乐停止，盒子停在哪位学生手中，该生就要抽出一幅画，并用英语说出图上内容。

4、Aement 做活动手册本单元第 4 部分的练习。

5、Add-activities

（1）利用教科书第三单元开始的双面彩图页进行说一说的练习。说的内容可以是学生学过的句子，也可以是学生会说的单词。

（2）化妆聚会将学生带到室外，让学生各自戴上头饰和面具，按头饰和面具上的人物彼此打招呼、问候，还可以彼此介绍、自物介绍等，让学生充分利用所学知识进行交流。

教学反思：

第五课时教学设计方案教学目标与要求：能够听说、认读 head, hand, body, leg, arm, foot 这些关于身体部位的单词，并能用英语介绍自己身体的部位。

教学重点：进一步学习身体各部位的名词 head，body, leg, arm, hand, foot。

教学难点：

1Let’s do 部分是关于身体活动的多个指令，学生不必认读或准确说出，能根据指令正确理解并做出快速的反应。

2、head 和 hand 发音易混淆。

2教学过程：

1、热身、复习(Warm-up/Revision) （1）教师播放 “Head , shoulders , knees and toes” 歌曲的录音带。并提问学生能听到哪些表示身体部位的单词。

（2）学生试唱此歌曲。

（3）智力画谜看特别头像说单词。

（4）学生表演上节课所练的对话。

2、呈现新课、操练 (Presentation/ Practice) （1）由游戏：Simon says 导入

推荐第2篇：PEP三年上册英语教案

love animals

教学目标：1．能听说认读“四会”单词cat, dog, duck, monkey, panda。2．能听懂指令，并根据指令做相应的动作。What is this? it is a ..

3能在实际生活中运用英语表达熟悉和喜爱的动物。

4培养学生根据情景正确运用语言的能力

5．培养学生爱护和保护动物的情感。

6．学生能充满自信，敢于开口，乐于模仿，乐于表演。

重难点：1“四会”单词的正确发音与在实际生活中的运用。

2准确描述事物。

教学准备：小黑板，实物，卡片，工作纸教学过程：

Step 1：Warming-up 1，教师自我介绍

2，Free talk：Hello, I’m… \\What’s your name? \\ Nice to meet you.\\How are you? Fine, thank you.\\Good morning.\\Good afternoon.\\Good bye. 3，听指令做动作：（出示实物）ruler,pen,pencil,face,nose….T:show me your yuler….Touch your face… Step 2：Presentation 1．T: Boys and girls, today we have some animal friends. Do you want to know them? Ss: Yes.2,讨论，你们认识哪些动物，会用英语说吗？板书：animals 3指名回答。及时鼓励

4,look at the pictures:(鸭子，猫，熊，猪，狗) 5，学生听声音学动物单词dog 6，引出：what is this? It is a duck.并练习读

7教授单词，指导书写

8，逐步展示动物让学生猜，进行其他单词教学。 9，操练。 Step 3: Practice

1． T: Boys and girls, our new friends are all here.Can you remember their names? 让学生回忆动物朋友的名字。

2．出示实物袋子，猜袋中物体。师生互动操练：what is this? It is a …..

3． 4． 5．游戏，传话。（讲清游戏规则，及时鼓励）出示工作纸：单词归类。找学生板演。

小结：爱护动物，保护动物要从我做起。（补全板书：we love animals）领读

Step 5: Sum-up and Homework T: Today, we have learned some words about animals.When you get home, tell the words about animals to your Daddy and Mummy. Now let’s see which group is the best? (表扬好的组，并给予奖励) T: Now, boys and girls.Times up.Our friends must go home now.Let’s say goodbye to them.

板书设计：

Unit 4

We Love Animals.

What is this ?

It is a ……

dog

cat

duck

pig

bear

教学反思：本节课所学的内容是Part A Let’s learn.和Let’s do.本节课的教学过程有一条清晰的主线索，即与动物交朋友，让学生在情景中进行语言交流，为学生创造温馨、愉悦的学习氛围。我在本节课的教学中以话题为核心，以活动为主线，真正做到了快节奏出现、高密度复现。从复习到新课导入，从新单词的自然呈现到故事表演，各环节之间步步递进、环环相扣。

单词的巩固掌握通常需要大量的操练，这些操练活动往往机械枯燥，但如果将教学内容用故事的形式体现出来，效果就大为不同了。在游戏过程中，我看到学生在游戏中牢固地掌握动物单词及句子，并使学生的视听能力得到训练和提高，启发了学生的英语思维能力。本课的教学也有一些遗憾之处。如在巩固提升这一教学环节存在欠缺。个别学生在运用所学语言向同伴发指令时，准备不够充分，要求不够明确。

推荐第3篇：PEP四年级下册英语教案

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Unit 1 my school教学计划

一、单元教学内容分析

1、单元教学内容：本单元重点学习学校科室及功能室的名称、分布和不同的功能。要求学生能够听说认读这些课室的单词，说出每个科室的不同功用，并简单介绍学校校舍的分布情况。重点学习的句型是：This is ……..That is ……….Is this …….? .Is that …….? Yes，it is ./No, it isn’t.同时渗透了序数词的运用以及字母组合er在单词中的最基本的发音。

2、单元教学重点：掌握学校中的一些功能室。例如：playground, garden, teacher’s office, library, canteen, art room, computer room, washroom, music room, gym, and TV room.掌握句型This /That is the… 及 Is this /that the…? Yes，it is./No, it isn’t.在实际情境中的运用。

3、单元教学难点：字母组合er在单词中的发音；序数词和基数词的区分及如何正确使用序数词。

二、单元教学目标：认读PartA and Part B 中的单词；实际情景中灵活运用 Let’s talk 中的重要句型This/That is the(a)… Is this/that the(a)…? Yes, it is.No, it isn’t.

三、单元教学准备：

1、教师准备教学过程中所需要的图片、声音、课件，以及本单元的单词卡。

2、准备一些教师的照片或图片。

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3、教师准备录音机及录音带。

四、单元教学措施：

1、在教学过程中，对于学习困难的学生，可通过请学生复述老师的话或是复述同学的回答，让学生对老师和同学的发言引起注意，让学生意识到要仔细听别人的说话。

2、对于学习还不错，但是不愿或害怕发言的学生，课堂中教师主动请他们表达其意见，培养他们良好的学习英语的习惯。

3、充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，给予小学生语言感染的机会。还可开展各种活动，鼓励学生交际。

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第一课时

教学目标：

1、能听懂、会说：“Where is the teachers’ office? Is this the teachers\' office? The teachers\' office is next to the library.”并能在实际情景中进行运用。

2、了解英美国家关于楼层的不同表达方式。教具准备：教学光盘、单词卡片。

教学重点：本课对话及其在实际情景中的运用。教学难点：认读对话。教学过程：

一、复习引题

1、教师播放本单元歌曲“Our school”，先让学生听然后鼓励学生跟唱。

2、教师慢慢出示teachers’ office等词的图卡，让学生猜出该单词。

二、教学新课

1、教师和学生进行free talk，话题是Why do you like our school? 鼓励学生用简单的句子做出回答，即使只能说出只言片语，教师也要给予表扬。

2、播放本课课件Let’s talk 部分。教师可以就对话内容提一些问题，如：How many American friends are there? What do you do in the playground? 在提问与回答的过程中，将难点各个击破。

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3、进行模仿或跟读练习，注意提醒学生this和that中“th”的发音要咬舌头。

4、first和second的操练可以在排列卡片、复习单词的过程中渗透，如：T: What’s in the first/second picture? Ss: It’s a library/ a teacher’s office.也可以让学生听指令排列卡片，如：T: The first card, playground; the second card, … 然后引导学生仔细观察挂图，正确理解和运用短语on the first floor 和on the second floor。

5、分角色朗读与表演：教师先与一些学习程度较好的学生进行示范性表演，以降低完全由学生自己表演的难度。然后请学生小组练习和表演。

三、巩固练习

1、一学生手举起图片背对其他学生面向黑板站立，另一学生依照图的提示做出动作，其余的学生猜测图上表示的是什么课室或学校场馆，用句型“Is this...? Yes, it is./No, it isn\'t.”作答。

2、做本单元A Let’s talk 部分的作业本练习。

四、布置作业

1、听Let’s talk 部分的录音，读给同伴、朋友或家长听。

五、板书设计

六、教学反思

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第二课时

教学目标：

1、能够听、说、认读本课时的主要单词。

2、听懂指示语，并按要求做出相应的动作，如：Go to the garden .Water the flowers.教具准备：

1、与教材内容相关的课件、声音、图片等媒体素材。

2、教师准备一幅本单元的校园分布图。

3、教师准备本课时的单词卡。

教学重点：掌握有关学校设施的四个单词，并了解它们的功能。教学难点：单词library中辅音连缀的发音。教学过程：

一、复习引题

1、教师播放本单元歌曲“Our school”，先让学生听然后鼓励学生跟唱。

2、播放第三册第一单元课件Let’s learn A ，回顾句型：“What’s in the claroom? A board, two lights, many desks and chairs.”自然过度到学习学校各课室的名称。

二、教学新课

1、教师指着教室问学生：This is our new claroom.Do you like our claroom? What’s in the claroom? 学生做出相应的回答。教师接着问：How many clarooms are there in our school?

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Do you like our school? What else can you see in the school? Look! This is a map of our school.

2、播放本课的声音Let’s learn A, 教读生词。教师可引入句型“It’s on the first floor.，为下一课时进一步学习序数词做铺垫。通过教师领读和听音跟读，让学生掌握本课时五个生词的正确读音。在练习library的发音时，可复习已学过的含辅音连缀的单词，如ice-cream, brother, friend, hungry。

三、巩固练习

1、小组比赛。教师出示一张词卡，如garden，组内学生依次说出与该词有关的其它单词，如：flowers，red，colour，trees等，这样既复习了学过的单词，也为继续学习Let’s do打下基础。

2、看Let’s do的图片（没有文字），让学生仔细看动作，然后跟着声音做动作。播放声音，教师指导学生做出正确的动作。然后分组进行练习，采用组与组竞赛的方式，可以是做动作猜句子并说出单词，也可以是听声音，做动作。让其他的组的学生进行评价。评价包括动作是否准确、到位、优雅等。

四、布置作业

1、读课文第5页并背诵 Let\'s do。

五、板书设计

六、教学反思

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第三课时

教学目标：

1、让学生掌握含有字母组合er的单词发音和认读书写。

2、能听、说、读、写 water, tiger, sister, dinner, computer五个词语。

教具准备：教学光盘、单词卡片。

教学重点：能听、说、读、写 water, tiger, sister, dinner, computer五个词语。

教学难点：正确书写water, tiger, sister, dinner, computer五个词语。教学过程：

一、复习引题

1、师生做日常口语练习:

A: Where is the teachers\' office?

B: It\'s ...

A: Is this ...?

B: Yes, it is./No, it isn\'t.

2、请学生表演A部分Let’s talk的对话。

二、教学新课

1、播放Read, listen and chant的录音，让学生听歌谣。

2、让学生跟着动画学说歌谣，同时可用手打节奏。

3、播放Read, underline and say 的录音,让学生划出字母组

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合er。

4、听音后反复读五个单词，在此基础上进行描红，达到书写格式正确的目的。

三、巩固练习

1、完成Look, listen and write部分的练习。

四、布置作业

1、抄本课单词4+1模式

五、板书设计

六、教学反思

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第四课时

教学目标：能够识别句型“Is this the …?和Is that the…”的不同用法并在真实情景中正确使用。教具准备：教学光盘、单词卡片。

教学重点：“Is this…?/ Is that…?”的用法。建议教师在真实的情景中对this和that在距离上的区别进行比较以加深学生的印象。教学难点：“Is this…?/ Is that…?”的用法。建议教师在真实的情景中对this和that在距离上的区别进行比较以加深学生的印象。教学过程：

一、复习引题

1、学生表演A部分Let’s do的内容。

2、教师和学生进行主题讨论：What’s in our school? 鼓励学生用新学的单词来交谈。

二、教学新课

1、教师和学生进行free talk，话题是Why do you like our school? 鼓励学生用简单的句子做出回答，即使只能说出只言片语，教师也要给予表扬。顺着这一话题。教师说：“Yes, our school is really very nice.Today a friend from America is coming to see our school.Chen Jie is showing them around school.Let’s watch.由此导入新课。

2、学生观看课件后，回答教师提出的理解性问题。在问答的过程中重点理解与操练句型：Is this the…?和Is that the …?

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3、学生听录音跟读对话。

4、学生分角色朗读对话。

三、巩固练习：做本单元B部分作业本上Let’s talk的练习。

四、布置作业：听Let’s talk 部分的录音，读给同伴、朋友或家长听。

五、板书设计

六、教学反思

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第五课时

教学目标：

1、能够听、说、认读本课时的主要单词：gym , art room , computer room ,playground , music room .

2、能够完成Look, ask and answer 部分中的活动。

3、能够理解Story time 中故事的大意并跟录音朗读。教具准备：教学光盘、单词卡片。

教学重点：五个生词的正确发音以及序数first, second的用法。教学难点：理解Story time 中的故事大意。教学过程：

一、复习引题

1、师生齐唱本单元的Let’t chant B部分的歌谣。

2、学生起立边跳边唱歌曲《Our school》。

3、教师说一个句子，如：I can see many flowers in it.Where is it? 让学生判断是什么单词，然后做出正确的回答。

4、请学生模仿教师说句子，其他学生判断说单词，说一说校园里还有些什么设施和课室等。

二、教学新课

1、教师播放A部分Let’s do的声音，学生表演 “听听做做”活动。

2、教师提问：Where do we water the flowers? 学生回答：In the garden.教师再问：Where do we read storybooks? 学生回答：

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In the library.然后教师继续提问：Where do we have computer claes? 引导学生说出：In the computer room。

3、教师出示本单元的图片，说，This is the computer room.教授其余五个生词。

4、听录音，跟读、模仿。

三、巩固练习

教师把贴在黑板上的五张图卡分别翻过来并打乱顺序，用手盖住单词，然后向学生提问：Where is the music room? 或者指着某张图卡问学生：Is this the music room? 让学生回答，借此铺垫新句型：Is this/ that the …?

四、布置作业：读课文第8页

五、板书设计

六、教学反思

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第六课时

教学目标：

1、能让学生运用This/That is …写句子。

2、能听懂录音。

3、会唱Let’s sing 的歌曲。

4、能听懂 Story time 的内容。教具准备：教学光盘、单词卡片。

教学重点：掌握两个重点句子：“This is the library.That is the playground.”的正确书写。

教学难点：在四线格中的正确书写This is the library.That is the playground.。教学过程：

一、复习引题

1、日常口语交流。

2、Review：A、B两部分的词语及对话。

二、教学新课

1、让学生练习运用This/That is…练习说句子。

2、在学生能说的基础上在让学生书写这样的句子。

三、巩固练习

1、读一读并填空。

2、听录音并排序。

3、看一看并画圈。

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4、唱Let’s sing 的歌曲。

5、听录音看动画理解Story time 的内容。

四、布置作业

1、唱第10页的歌曲给家长听；

2、听录音并跟读Story time。

五、板书设计

六、教学反思

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Unit 2 What time is it？

教学计划

一、单元教学内容分析

1、单元教学内容：本单元重点学习时间的表达以及描述不同时间进行的日常活动。主要句型是：What time is it? It\'s ...It\'s time for ..../ It\'s time to ...A、B部分的Let\'s talk 渗透了这几个新的句型，应作为本单元的教学难点；学生们日常生活丰富多采，同时也是很有规律的。建议教师在教授新知识时紧密结合学生的生活实际，引导他们用英文表述自己的日常活动。

2、单元教学重点：能够询问时间并做出正确的回答，如：What time is it? It\'s nine o\'clock．能够结合学过的语言描述自己的日常活动，如：It\'s time for English cla．It\'s time to go to school．

3、单元教学难点：字母组合ur在单词中的发音。

二、单元教学目标：认读Part A and Part B 中的单词；实际情景中灵活运用 Let’s talk 中的重要句型。

三、单元教学准备：

1、教师准备教学过程中所需要的图片、声音、课件，以及本单元的单词卡。

2、准备一些教师的照片或图片。

3、教师准备录音机及录音带。

四、单元教学措施：

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2、对于学习还不错，但是不愿或害怕发言的学生，课堂中教师主动请他们表达其意见，培养他们良好的学习英语的习惯。

3、充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，给予小学生语言感染的机会。还可开展各种活动，鼓励学生交际。

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第一课时

教学目标：

1、能听懂、会说“What time is it ?It’s time for …”并能在情景中进行运用。

2、能理解并运用“Time to go home, kids”“Let\'s go!”两个短语的句子。

3、教育学生要严格遵守学校规章制度，按时作息。教具准备：教学光盘、单词卡片。

教学重点：让学生熟练掌握问句“What time is it?”和相应的回答以及句型“It’s time for…”的用法。

教学难点：对话中一些习惯表达法的理解，如：School is over.教学过程：

一、复习引题

1、师生日常口语训练。

2、学生演唱第二册学生用书第64页的歌曲“One Two Three Four Five ”。

3、教师和学生一起做“听句子、拔时针”的游戏。教师说：It’s time for breakfast./ It’s time for English cla.学生根据实际情况将时针拨到合理的位置。

二、教学新课

1、教师在做“拨时针”的游戏时对学生发出指令：School is over.如果学生不理解可联系“Cla is over.”来帮助学生理解。待学生

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将时针拨到5点或其它实际放学时间后，教师问：School is over.What do you do ? 学生回答Go home.教师说：But Wu Yifan and John don’t go home.What are they doing? Let’s Watch TV.由此导入新课。

2、看与听

学生看Let’s talk部分的课件或录像，教师可以就对话内容提一些问题。在提问与回答的过程中，借助画面帮助学生理解难点，可要求学生用句型“It’s time for…”造句。

3、模仿跟说，注意语音语调。

4、分角色朗读与表演。

建议教师扮演John的角色与部分学习程度较好的学生进行示范性表演，以降低学生表演的难度。学生可自由挑选表演伙伴。

三、巩固练习

1、Let’s play：操练句型“What time is it ?It’s …”

2、做本单元A Let’s talk部分的作业本上的配套练习。

四、布置作业

1、听Let’s talk部分的录音，读给同伴、朋友或家长听。

2、四人小组一起动手做一个英语课程表并用所学语言进行表述。

五、板书设计

六、教学反思

2018年

月

日

第周

星期

第二课时

教学目标：

1、能够听、说、认读本课时的主要单词和词组。

2、能认读句型：What time is it ?并做出相应的回答：It’s …It’s time for …

3、能够听懂指示语，并按要求做出相应的动作。教具准备：

1、与教材内容相关的课件、声音、图片等媒体素材。

2、教师准备一个教具钟。

教学重点：本课时的主要单词和词组: music cla , P.E.cla , English cla , lunch , dinner 。

教学难点：对新句型“What time is it? It’s nine o’clock.It’s time for…”的理解和运用。教学过程：

一、复习引题

1、教师播放第一单元Story time 的录音或者请一组学生表演Story time 中的故事。

2、教师在听录音或学生表演之后想学生提问：Where is Zoom ?学生回答：He is in the canteen .教师又问：Why ? 学生答：He is hungry .教师再问： Why in he hungry ?What time is it ? 引导学生答出：It’s time for lunch .接下来，教师可鼓励学生说出哪些东西可以告诉我们时间，如： the sun , the moon , the tree .2018年

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等等，学生如果不能用英文说，也可用中文说。

二、教学新课

1、Let’s learn 教师先在黑板上把一天的课程安排写下来。接着出现一口钟（课前准备）。

一边表演一边引导学生表演：get up , have breakfast , have lunch , have dinner。

课程名称的教授可借助于chant . math cla , math cla , 1 and 1 , 1 and 1 Chinese cla , Chinese cla , read and write , read and write . P.E.cla , P.E cla , jump and run , jump and run .. 11, 11, 11, It’s time for lunch music cla ,music cla , sing and dance , sing and dance art cla ,art cla ,draw a picture ,draw a picture . English cla, English cla , read and chant ,read and chant .

2、Let’s do 先听录音，再跟做。采用组与组或男女竞赛的方式。

三、巩固练习

1、自制一面钟并进行时间问答对话。

四、布置作业

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1、读课文第15页并背诵 Let\'s do。

五、板书设计

六、教学反思

2018年

月

日

第周

星期

第三课时

教学目标：

1、让学生掌握含有字母组合ir, ur的单词发音和认读书写。

2、能听、说、读、写 girl, bird, nurse, hamburger四个词语。

教具准备：教学光盘、单词卡片。

教学重点：能听、说、读、写 girl, bird, nurse, hamburger四个词语。

教学难点：正确书写girl, bird, nurse, hamburger四个词语。教学过程：

一、复习引题

1、师生做日常口语练习:

A: What time is it?

B: It\'s ...

2、请学生表演A部分Let’s talk的对话。

二、教学新课

1、播放Read, listen and chant的录音，让学生听歌谣。

2、让学生跟着动画学说歌谣，同时可用手打节奏。

3、播放Read, listen and circle 的录音,让学生圈出单词。

4、听音后反复读五个单词，在此基础上进行描红，达到书写格式正确的目的。

三、巩固练习

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1、完成Look, listen and write部分的练习。

四、布置作业

1、抄本课单词

五、板书设计

六、教学反思

2018年

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日

第周

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第四课时

教学目标：

1、能够听、说、认读本课时主要句型：It’s …o’clock .It’s time for …/It’s time to…;能理解Hurry! Oops , I’m ready .等单词和短句。

2、能够在教师的帮助和录音带的带读下朗读对话。教具准备：教学光盘、单词卡片。

教学重点：听、说、认读本课时主要句型：It’s …o’clock .It’s time for …/It’s time to… 教学难点：

1、It’s time for…和It’s time to…的用法区别。

2、Breakfast is ready!和I’m ready!的发音。教学过程：

一、复习引题

教师和学生谈谈他们的作息时间，如：T: What time do you get up ? S: Five forty.也可让学生猜猜教师的活动时间，如：T: What do I do at 6:30? S: You get up .以次导入课文。

二、教学新课

1、教师拿出Mike的图片，问学生Who is he ?What time does he get up ?学生可能会给出各种答案，让他们从录像中找出正确答案。

2、看挂图或，回答理解性问题，并通过情景、动作等帮助学生

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理解hurry，ready和oops的意义，可适当进行造句联系加以巩固，并注意对两个句型：It’s time for…和It’s time to…加以比较。

3、听录音，然后跟读、模仿。

4、分角色朗读和分角色表演。

三、巩固练习

1、调查：设计一个调查表，然后调查五名学生或教师的作息时间，在四人小组中进行交流。鼓励学生用新句型It’s time to….来表述。

四、布置作业

1、熟读并背诵第17页的Let’s talk。

五、板书设计

六、教学反思：

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第五课时

教学目标：

1、能够听、说、认读本课时的四个动词词组。

2、能够理解并在情景中正确使用句型：It’s time to … 教具准备：教学光盘、单词卡片。

教学重点：听、说、认读本课时的四个动词词组。教学难点：在情景中正确使用句型：It’s time to … 教学过程：

一、复习引题

1、数学游戏：教师给学生出一些数学算式，可以是加减混合运算，也可是连加连减，学生算出来后用手指头表示答案。

二、教学新课

1、玩时钟游戏。教师用手臂做时针和分针，问：What time is it ?学生快速回答It’s …o’clock .It’s time for……

2、教师做出4：35的手形，问：What time is it ? 引导学生说出：It’s 4:

35、school is over .教师接着问：School is over .Where do you go ? 学生回答：We go home .教师由此导入句型It’s time to go home .

3、教师借助图片和听听做做活动教授其它几个动词词组，如：教师发指令：It’s time to get up .请学生做起床、穿衣服的动作；教师说It’s time to go to school 。请学生做背书包、走路的动作，以次类推。要注意多让学生说句型：It’s time to……为下一

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课时重点学习句型做铺垫。

4、听音跟读，注意强调语音语调。

5、教师可采用A部分Let’s do的形式操练新的句型。

三、巩固练习

1、画画说说：学生模仿B Let’s learn部分的插图画出自己的活动时间，然后在四人小组中交流，比如学生A六点起床，他就指着自己的画说：It’s 6 o’clock .It’s time to get up .

2、完成Let\'s play。

四、布置作业

1、熟读并背诵所学内容。

2、设计学习时间表并用英语描述。

五、板书设计

六、教学反思

2018年

月

日

第周

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第六课时

教学目标：

1、能让学生运用What time is it? It\'s...写句子。

2、能听懂录音。

3、会唱Let’s sing 的歌曲。

4、能听懂 Story time 的内容。教具准备：教学光盘、单词卡片。

教学重点：掌握两个重点句子：“What time is it? It\'s...”的正确书写。

教学难点：在四线格中的正确书写T What time is it? It\'s...教学过程：

一、复习引题

1、日常口语交流。

2、Review：A、B两部分的词语及对话。

二、教学新课

1、让学生练习运用What time is it? It\'s...练习说句子。

2、在学生能说的基础上在让学生书写这样的句子。

三、巩固练习

1、读一读并排序。

2、听录音并排序。

3、看一看并连线。

4、唱Let’s sing 的歌曲。

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5、听录音看动画理解Story time 的内容。

四、布置作业

1、唱第20页的歌曲给家长听；

2、听录音并跟读Story time。

五、板书设计

六、教学反思

2018年

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Unit3 weather教学计划

一、单元教学内容分析

1、单元教学内容：本单元主要学习有关天气的单词与句型及相关的法。要求学生能用本单元所学句型与单词进行有关天气的熟练对话。

2、单元教学重点：能听懂会说Let’s talk 部分的内容，并能在适当的情境中运用。如：能正确的用It’s warm in Beijing.What’s the weather like in Beijing? How about in New York? 等句子描述和谈论天气情况及Can I put on ….? You can wear ….等句型，根据天气情况选着合适的着装与活动项目。能用英语熟练地对衣着不合时令的同学提出建设性的意见。

3、单元教学难点：字母组合ar, al在单词中的发音。

二、单元教学目标：认读Part A and Part B 中的单词；实际情景中灵活运用 Let’s talk 中的重要句型。

三、单元教学准备：

1、教师准备教学过程中所需要的图片、声音、课件，以及本单元的单词卡。

2、准备一些教师的照片或图片。

3、教师准备录音机及录音带。

四、单元教学措施：

1、在教学过程中，对于学习困难的学生，可通过请学生复述老师的话或是复述同学的回答，让学生对老师和同学的发言引起注意，

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让学生意识到要仔细听别人的说话。

2、对于学习还不错，但是不愿或害怕发言的学生，课堂中教师主动请他们表达其意见，培养他们良好的学习英语的习惯。

3、充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，给予小学生语言感染的机会。还可开展各种活动，鼓励学生交际。

2018年

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日

第周

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第一课时

教学目标：

1、能听懂、会说“Can I ...?”并能在适当情景中应用。

2、在对话中巩固描述天气的词cold，warm，cool，hot。教具准备：教学光盘、单词卡片。

教学重点：句型：Can I wear my…? Yes，you can./No, you can’t. 词汇：wear can can’t 教学难点：“Can I …?” 问答中的人称转换。教学过程：

一、复习引题

1、教师播放图像资料，引导学生根据人物服装来猜一猜天气情况，复习单词：warm、hot、cool、cold。

二、教学新课

1、教师根据当时情况说：It’s hot/warm.Can I wear my shirt(sweater, skirt, dre…)? 并引导学生回答：Yes，you can.或 No, you can’t.并进行板书。

2、学生分小组练习：A：Can I wear my…? B：Yes，you can./No, you can’t.

3、播放Let’s talk部分教学录像，学生观看。

4、学生看配套动画, 模仿跟读。教师对学生的语音、语调进行必要的指导。

5、学生分角色朗读，表演对话。教师可以先与一个学生进行示范性表演，以降低本项活动的难度。

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三、巩固练习

1、创新练习：根据所给情境两人一组编对话。今天你要和同学去公园，和妈妈商量：A：It’s … Can I …? B：Yes， you can./ No, you can’t.

2、学生分组汇报表演，教师进行适当评价。

四、布置作业

1、熟读并背诵第24页的Let’s talk。

五、板书设计

六、教学反思

2018年

月

日

第周

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第二课时

教学目标：

1、能听懂会说本课的会话。

2、能听说认读本课主要单词：warm，cool，hot，cold，weather。

3、学会运用“It\'s cold/hot/cool/warm in...”, 要求表达准确，语调自然。

4、初步了解我国几个城市的气候特点。教具准备：教学光盘、单词卡片。

教学重点：句型：It’s warm/hot/cold/cool in…;词汇：cold、cool、hot、warm、weather 教学难点：单词weather的发音。教学过程：

一、复习引题

1、学生一起说儿歌（Let’s chant P25）。

二、教学新课

1、教师说：It’s warm today.（指指外面） So we wear shirts or T-shirts.Today we are going to learn about the weather.Now let’s watch a weather report.教师播放一段英文解说的天气预报实录。待学生看完后，教师说：This is a weather report.同时呈现单词卡片，领读weather report（把卡片贴到黑板上）。教师要注意提醒学生读weather时，th咬舌尖。

2、教师播放Unit 4 Let’s learn A部分的课件。学生观看。

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3、教师提问：Is it a weather report?

学生回答：Yes, it’s a weather report.

教师再问：Is it warm in Lhasa？点击句子It’s cool in Lhasa.引导学生答出：No.It’s cool in Lhasa.让更多的学生重复回答。

4、告诉学生拉萨位于我国西藏自治区，那里的天气很凉快，cool是形容天气凉快；而warm一词是形容天气暖和，北京的春天就是很温暖的。教师说：It’s warm in Beijing.并引导学生跟读。

5、教师将单词卡warm、cool贴黑板，请部分学生朗读单词。然后提问：Where is cool？ Where is warm？启发学生回答：It’s cool in Lhasa.It’s warm in Beijing.

6、鼓励学生用warm和cool描述我国其他城市的天气状况：It’s warm / cool in .…, 如果有不符合实际的叙述，教师可以用 It isn’t warm/cool in……进行简单纠正，从而为学生进一步的学习留下悬念。

7、请学生观察书中插图：Which city can you find？学生答出：Harbin、Hong Kong教师说：It’s cold in Harbin.It’s hot in Hong Kong.

8、用体态语言解释hot和cold的意思。领读单词（把卡片贴到黑板上）。

9、教师说：It’s cool in Lhasa.It’s warm in Beijing.What’s the weather like in Harbin?引导学生说出：It’s cold in Harbin.

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提问：What’s the weather like in Hong Kong? 引导学生说出：It’s hot in Hong Kong.

10、教师出示中国地图，边指边说：Here is Beijing.What is the weather like in Beijing?

学生回答：It’s warm in Beijing.

教师问：What’s the weather like in Harbin/Hong Kong/Lhasa?

学生分别回答：It’s cold in Harbin.

It’s hot in Hong Kong.

It’s cool in Lhasa.

11、引导学生用What the weather like in……?提问关于我国其他城市的天气状况。

三、巩固练习

1、两人一组，仿照课文表演一个城市天气预报。Good morning.This is a weather report.(一起说)，然后每人预报两个城市的天气。练习好以后，教师找几个组来在班里表演，教师要及时做出评价。

2、完成Let\'s chant。

四、布置作业

1、读课文第25页并背诵 Let\'s chant。

五、板书设计

六、教学反思

2018年

月

日

第周

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第三课时

教学目标：

1、让学生掌握含有字母组合ar, al的单词发音和认读书写。

2、能听、说、读、写 arm, car, card, ball, tall, wall五个词语。

教具准备：教学光盘、单词卡片。

教学重点：能听、说、读、写arm, car, card, ball, tall, wall五个词语。

教学难点：正确书写arm, car, card, ball, tall, wall五个词语。教学过程：

一、复习引题

1、师生做日常口语练习:

A: Can I go outside now?

B: ... A: Can I have some soup? B: ...

2、请学生表演A部分Let’s talk的对话。

二、教学新课

1、播放Read, listen and chant的录音，让学生听歌谣。

2、让学生跟着动画学说歌谣，同时可用手打节奏。

3、播放Read, listen and number 的录音,让学生给单词排序。

4、听音后反复读五个单词，在此基础上进行描红，达到书写格

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式正确的目的。

三、巩固练习

1、完成Look, listen and write部分的练习。

四、布置作业

1、抄本课单词4+1模式

五、板书设计

六、教学反思

2018年

月

日

第周

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第四课时

教学目标：

1、能听、说、认读本课时的主要句型：What\'s the weather like in New York? How about Beijing?

2、能够分角色朗读对话。教具准备：教学光盘、单词卡片。

教学重点：句型：What\'s the weather like in New York? How about Beijing? 教学难点：It\'s ...degrees.的表达。教学过程：

一、复习引题

1、学生唱歌曲“Thunder”；说唱第25页的Let’s chant部分歌谣。

2、启发学生将歌谣中的warm、hot、cool、cold根据后一句话的内容替换为：sunny、windy、snowy、cloudy。改编儿歌。

3、教师播放世界城市天气预报的录像，然后提问：What’s the weather like in …?学生根据实际内容回答It is…(学生既可以从气温的角度回答,也可从气候特征的角度回答，此项活动主要是巩固What’s the weather like in …?的功能结构。)

二、教学新课

1、教师提问：What’s the weather like in New York?(同时将录像内容定在New York的界面)，学生根据实际来回答。

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2、教师领读：New York，注意学生的发音不要受汉语纽约的干扰，适时纠正。

3、教师继续将录像界面定在某一城市，问：How about…? 引导学生根据实际来回答。反复利用3-5个城市操练How about，让学生在问答中理解How about…?的功能。

4、请学生观看课件，初步理解对话的意思。

5、教师提问：What\'s the weather like in New York? How about Beijing?

6、教师领读；解释意思。

三、巩固练习

1、学生跟录音读对话，注意课文中首次出现语言的语音语调，注意准确模仿。

2、学生两人一组分角色读对话，教师及时进行评价。

3、完成Let\'s play部分。操练句型： A：What’s the weather like in …? B：It’s … How about…? A：It’s …

四、布置作业

1、给同学、朋友打电话用What’s the weather like？询问当地天气情况。

五、板书设计

六、教学反思

2018年

月

日

第周

星期

第五课时

教学目标：

1、能够听、说、认读本课的重点单词：windy，sunny，rainy，snowy、cloudy。

2、能够看懂/听懂天气预报中关于气候特点语句的报导，并会用所学知识简单表达天气情况。

3、学会将所学句子运用到实际生活中。教具准备：教学光盘、单词卡片、世界地图一张。

教学重点：词汇：windy，sunny，rainy，snowy，cloudy。

句型：It’s … in…

教学难点：所学句子在情境中的应用；几个重要城市的名称和地理位置。教学过程：

一、复习引题

1、学生跟录音唱歌曲“Thunder”。

2、教师提问：What’s the weather like in Beijing(Harbin/ Hong Kong/ Lhasa)?学生回答：It’s warm(cold / hot / cool)

二、教学新课

1、播放第25页的Let’s chant部分的动画，学生观看完一遍后，教师将图中五个画面同时展现在屏幕上，教师播放录音，请学生选出相应的画面。学生指出图后，教师适时出示单词卡：rainy、windy、sunny、snowy、cloudy，学生认读。

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2、教师出示世界地图：This is Beijing，the capital of China.This is Moscow, the capital of Ruia.This is London, the capital of Britain.Here is Sydney, a city in Australia.Here is Singapore, the city is a small country.教师指图领读城市的名称：Moscow、London、Sydney、Singapore。

3、请学生打开书，教师说城市名称的单词，学生在地图上指出城市的位置。

4、一个学生说城市名称的单词，其他学生在地图上指出城市的位置。

5、同桌两个同学一组，一人说单词，一人在图中指位置。

6、教师播放Let’s learn的课件，学生观看。

7、教师提问，学生看插图回答。

教师问：Is it cloudy in Sydney？Is it windy in Beijing? Is it rainy in Moscow? Is it snowy in Singapore?

6、学生两人一组问答：A：Is it… in …?

B：Yes./No.It’s … in…

７、学生用It’s … in…报导地图上五个城市的天气情况。

三、巩固练习

1、完成Let\'s play部分的练习，操练句型：It’s … in…。

2、看看谁的反应快：将全班分为若干小组，每次比赛各组出一名代表。教师说城市（In …）,学生说出相应的天气形容词(It’s …)。哪个学生先说出来可为本组赢得一分，若干轮比赛后，评出先进组，

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教师应进行适当奖励。

四、布置作业

1、读课文第28页。

五、板书设计

六、教学反思

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第六课时

教学目标：

1、能让学生运用Is it...? Yes, it is./No, it isn\'t.写句子。

2、能听懂录音。

3、会唱Let’s sing 的歌曲。

4、能听懂 Story time 的内容。教具准备：教学光盘、单词卡片。

教学重点：掌握两个重点句子：“Is it...? Yes, it is./No, it isn\'t.”的正确书写。

教学难点：在四线格中的正确书写Is it...? Yes, it is./No, it isn\'t.教学过程：

一、复习引题

1、日常口语交流。

2、Review：A、B两部分的词语及对话。

二、教学新课

1、让学生练习运用Is it...? Yes, it is./No, it isn\'t.练习说句子。

2、在学生能说的基础上在让学生书写这样的句子。

三、巩固练习

1、读短文并回答问题。（这种题型第一次出现，教师可以先让学

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生口头回答，再让学生动笔写。）

2、听录音并打勾。

3、看一看并连线。

4、唱Let’s sing 的歌曲。

5、听录音看动画理解Story time 的内容。

四、布置作业

1、唱第30页的歌曲给家长听；

2、听录音并跟读Story time。

五、板书设计

六、教学反思

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Recycle 1 教学计划

一、单元教学内容分析

1、单元教学内容：Read aloud.Listen, circle and match.Look, ask and answer.Listen, tick and say.Read and write.Read and circle.

2、单元教学重点：1—3单元的重点内容。

3、单元教学难点：1—3单元的重点内容。

二、单元教学目标：

1、复习1—3单元的目标语言与词汇，要求学生做到能听、会认，并在实际情景中准确表达。

2、复习1—3单元Let\'s spell部分的单词和Read and write部分的句子，要求学生能熟练地听、说、认读并在四线格中正确书写。

三、单元教学准备：

1、教师准备教学过程中所需要的图片、声音、课件，以及1—3单元的单词卡。

2、准备一些教师的照片或图片。

3、教师准备录音机及录音带。

四、单元教学措施：

2、对于学习还不错，但是不愿或害怕发言的学生，课堂中教师

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主动请他们表达其意见，培养他们良好的学习英语的习惯。

3、充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，给予小学生语言感染的机会。还可开展各种活动，鼓励学生交际。

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第一课时

教学目标：

1、能听懂、会说单词: \"show, jacket\" 以及句子：\"We have a show in the library.Do you have a jacket?\"等。

2、能够熟练、流利朗读的课文并表演。教具准备：教学光盘、单词卡片。

教学重点：认读对话中出现的生词和新语言; 熟练朗读并表演课文内容。

教学难点：句子\"We have a show in the library.Do you have a jacket? \"的理解。教学过程：

一、复习引题

1、师生演唱第三单元的歌曲 “Thunder”

2、1－3单元的口语交际。

二、教学新课

1、教师可参照第四册第二单元部分Let’s learn的图表，让学生做问答练习，最后引出这节课的show。

2 教师在黑板上出示教学挂图或放VCD, 让学生了解故事大意。在听，看之前，教师提出问题让学生去听。（What time does it begin? Where?）

3、教师放录音或看投影片的同时，出示本部分的生词和新句子的卡片。

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4、学生跟读录音，并分角色朗读。

三、巩固练习

1、出示对话中的5幅图，打乱顺序地听对话，请同学把对话与图配对。

2、请同学把5幅图按照顺序排列好。（在排图的过程中，可以展开竞赛的方式，找到第一幅图后，请本组的两个同学把这个图的内容说出来，依此类推。）

四、布置作业

1、同桌演一演第32页的对话。

五、板书设计

六、教学反思

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第二课时

教学目标：

1、能听懂Listen, circle and match并完成相应的练习，复习1－3单元的语音知识。

2、能看懂Look, ask and answer并回答三个问题。

3、能听懂Listen, tick and say 并完成表格填空。教具准备：教学光盘、单词卡片。教学重点：1－3单元的重点。教学难点：1－3单元的语音知识。教学过程：

一、复习引题

1、教师播放第三单元的歌曲，学生进一步熟悉所学过的有关天气的单词，为下一步的学习做好铺垫。

二、教学新课

1、教师播放Listen, circle and match部分的录音。第一遍整体听，让学生圈出字母组合，锻炼学生的听力能力；第二遍让学生听录音并连线，；第三遍听音并核对答案。

2、完成Look, ask and answer：先让学生以同桌为单位口头回答三个问题，然后全班展示，教师给出及时的评价，最后让学生把答句写下来。

3、教师播放Listen, tick and say部分的录音。第一遍整体听，锻炼学生的听力能力；第二遍让学生听录音并打勾；第三遍听音并核

推荐第4篇：初中英语教案

TEACHINGAIDS:Multiplemediaandtaperecorder

TEACHINGPURPOSE:Countnumbersfrom1to50

Learnsomepluralformsofnou(重点)

Practisedrillslikethis:(重点,难点)

Howmany......arethere......

Thereisonlyone./Thereare......

TEACHINGSTE:

STEP1:Countnumbersfrom1to50

STEP2:Playagame:

T:What\'sinthebag(Letstudentsgue)

S:Thereisa/an...

...init./Thereare.....init.

(引出本节课的重点,难点:名词的复数及Therebe句型)

STEP3:Revision:

Revisethesingularandpluralformsofnou(showpictures)

e.g.bird-birdsbus-busesbaby-babiesgoose-geeseect.

STEP4:Presentatio:

Showthepicturesofmen,womenandchildren.Teachthepluralformsof

men,womenandchildren.

STEP5:Listentothetape(Part1)andthenaskandawerlikethis:(Showpictures)

Howmany......arethere

Thereisonlyone./Thereare......

Wherearethey

They\'reatschool/home/work.

(Thenpractisedialogueslikethisaccordingtothefact)

STEP6:Listentothetape(Part3)andawerquestio:

Howmanykitesarethereinthesky

Howmanybirdsarethereinthesky

(Thenreadthedialogueandactit.)

STEP7:Summary:

Thepluralformsofnou

Howmany......arethere

Thereisa/an....../Thereare......

STEP8:Talkaboutthepicture(幻灯片显示,巩固本节课所学重点内容)

STEP9:Homework:

DoEx1andEx2ofyourworkbook.

推荐第5篇：初中英语教案

Teaching Plan

Unit ThreeMy Friends

Part A Let’s learn & Let’s find out

( Designed by 梁境燕)

Total time: 40 minutes

Age of pupils : 10～12 years old

Level : learning English for 4 years

Cla size : 55 pupils

Text book used : PartALet’s learn & Let’sfind out , Unit 3 ,

PEPBook Ⅲ

Teaching objectives:

Ss can understand and describe a person’s characteristics and instincts.

Teaching contents :

friends , long hair , short hair , thin , strong , quiet .

My friend is strong .She has short hair… .Who is she ?

Teaching approaches:

Songs teaching technique, Storytelling teaching technique, acting technique, language situation teaching technique and game teaching technique etc.

Language skills :

To develop children’s listening and speaking ability.

I .Teaching aids :

CAIof the story, a tape , pictures , word cards, masks ( or puppets )of the prince , Cinderella and her 3 sisters etc .

Ⅱ.Teaching procedures

A.Preparation

1.Warm – up :

Sing a song the T has adapted : She is nice .…( Written

on the board beforehand.)(Time: 2 minutes )

Song:

She is nice.She is quiet.She is very thin but beautiful.She has long hair but not short hair.We are friends after all.

2.Introduce themain characters , using pictures and asking questions .(Time: 2 minute )

( Purpose: To warm up and revise and present “ She is … She has …” Set up a language context for the new leon.)

B.Telling the story (T: teacher; Ss: students)

1.CAI shows the story of Cinderella and the prince.T asks

questions.(Time:7～8minutes)

T: This is a story about a prince and 4 sisters.Want to know

who they are? Who is he? ( T shows a picture of the prince.)

Ss: The prince.

T: Yes.The prince is tall.He’s very smart.And she’s …? ( T shows Cinderella’s picture on the left hand.)

Ss:灰姑娘！

T: “That’s right.She’s Cinderella.She is beautiful.She is thin and quiet.She has long hair.And

Below is the story showed in the CAI:

One day, Cinderella and her 3 sisters Kate, Amy and Mary played in the woods.( CAI shows the woods.) The smart prince came to the woods.He wanted to find his friend.He saw the 3 sisters.Kate ran to him quickly and said: “ I’m beautiful.I’m beautiful.I’m your friend, my dear.” The prince said: “No.My friend is quiet.”

Amy is strong-very very strong.She said: “I’m strong.I’m strong.I’m your friend, my dear.”The prince said: “ No.She is not strong.She is thin.”

Mary has short hair- very very short hair.She said: “ I have short hair.I’ m your friend, my dear.”The prince said: “No.she has long hair.”

“ Who is she ?” The 3 sisters asked.

The prince sang: “ She is nice.She is quiet.She is very thin but beautiful.She has long hair but not short hair.We are friends after all.”

“ Sisters…” ( T pauses the video and asks: “ Boys and girls, gue who came here.” Ss: “ Cinderella.” T: “ That’s right.Let’s see what happened next.”) Cinderella came back.“ Oh, here you are, my friend.” The prince was very happy to find his friend.“ Oh, no…” The sisters cried.( CAI shows the actions : 3 sisters cried and were very angry.They ran away.)

2.Telling the story with gestures and different voices by teacher .( Time: 5 minutes.)

( Purpose for the 2 steps: Adapt the words and phrases into a story with a song .Set up a meaning context and make story interesting.Then the Ss will be eager to learn it, as well as be easier to pick up the new words , sentences and the chunks.)

3.Role- play the story.

(Purpose: Let Sts learn by doing .It’s connected to the children’s

learning characteristics.In that case, Ss can learn new things

easily.)

4.Asking and answering questions about the story.( Time: 2 minutes.)

T: Who is the prince’s friend? Is she strong? Is she quiet? …

C.Follow-up

1.Play a cla game: Who is he/ she? (Time: 3 minutes)

Use the CAI to present a part of a photo.Then the teacher describes the person on the photo.For example: “ She is a teacher.She is tall….Who is she?”Who guees right, who wins one sticker.

2.Pair work: ( Time: 3 minutes)

One try to gue the partner’s best friend in the cla.For example: I have a friend.She is a friend.She has long hair.She is tall.She is quiet.Who is she?

(Purpose for Step 1 and 2 : Offer the opportunities to let all the

Ss practice and participate in cla.)

3.Play a gueing game: Who is my best friend? ( Time: 4 minutes.)

( Purpose: Adapt the game and make a competition.)

4.Adapt the story and act it out by group work.( Time: 5 minutes)

Children work in small groups to adapt the story and act it out.T walks around and help the Ss.At last Ss show their stories in the cla.

( Purpose: Increase Ss’ creativity, imagination, imitation, curiosity, cooperation ability and competition ability.)

5.Homework ( Time: 1 minute)

(1) Spell the words or phrases on Page 28.

(2) Retell the story for your parents.

(3) Try to describe your family members to your clamates or friends.

(4) Do the drills of the Activity Book A.1, 2.

( Notes on the blackboard written by the teacher.)

Unit Three My FriendsA Let’s learn & Let’s find out

↗ strong.( word card and picture)

↗

My friend is→thin.( word card and picture)

↘

↘quiet.( word card and picture)

↗long hair.( word card and picture)

He has

↘short hair.( word card and picture)

Who is he?

Shortshort hairbig eyes

My friend is{ strong ,he/she has{,{.

talllong hairsmall eyes

thin

五、Progre

推荐第6篇：初中英语教案

初中英语教案(八下 unit 2) Teaching goals: 1.Words &phrases: keep out , loud, argue, What’s wrong? Football, either, except, themselves, include,

2.情态动词could/should的用法.3.Why don’t you …? 结构表建议的应用。 4.如何谈论问题及提出建议。

5.在处理问题中学会自省与人际交往。

Important and difficult points: 1.should/could 情态动词的用法。 2.如何提出建议。

Teaching aids: a tape recorder ,cards.Period 1 Teaching procedures: Step 1 Leading in

1.Greetings and free talk 2.Check the homework Step 2 Pre-task T: I want to buy a new guitar but I don’t have enough money.What should I do? Ss think it over , and try to give his/her advice.Write their advice on the Bb.1.Borrow one.2.Buy a second-hand guitar.3.Get a part-time job.4.Don’t buy a guitar.5.Wait until next year.Practice reading the advice by the Ss.导入：In this unit we are going to talk about problems people have and learn how to give these people advice – to tell people what we think they should do.Step 3 While – task SB Page 10, 1a 1.Read the instructions to the Ss.2.Read the problems by the Ss.3.Ask Ss to write the problems in the “serious” or “Not serious” columns.4.Explain.5.Talk about the answers with the cla.Practice reading.SB Page 10, 1b

Make sure the Ss understand what should they do.Play the tape twice.Ss circle the problems they hear.Play the tape a third time.Check the answers.Step 4 Post-task SB Page 10, 1c Look at the problems in activity 1a and make conversations.Step 5 While-task SB Page 11, 2a.1.Read the instructions.Make sure the Ss understand what should they do.2.Point to the sentences below.3.Play the tape the first time.Ss only listen.Pay attention to Peter’s friend’s advice.4.Play the tape again.Ss circle “could ” or “should”.5.Correct the answers.SB Page 11, 2b.Read the instructions.Pay attention to Peter’s answers.Play the tape again.Check the answers.Step 7 Post –task Make conversations with peter and his friend with the help of 2a & 2b.Step 8 Grammar Focus Review the grammar box.Ss say the questions and the responses.Explain the differences between could/should.Homework: 1.Go over the words.2.My clothes are out of style , what should I do ? Please give the advice.

推荐第7篇：初中英语教案

Uint 5 If you go to the party, you’ll have a great time!

SectionB

教师寄语：practice makes perfect

知识：

against,chance,tonight,charity,injured,sincerely,lawyer,tonight,mobile,

go to college, travel around the world, make a lot of money, get an education, a profeional althlete,seem like, make a living, all over the world, all the time, play sports, get injured, in fact, tonight

能力:Describe dream jobs

情感：通过了解运动员的工作情况，明白付出才有回报

[Important points] If you become a profeional athlete, you will be able to make a living

doing something you love.

学习过程

STEP1 预习导学及自测

be happy________be famous___________ get an education__________

周游全世界赚很多钱去上大学

STEP2TASK

In each group, one student as a reporter, the others as interviewers“怎样活得更幸福？”（talk in English using if…）

________________________________________________________________ STEP3听力(2b)

Complete the sentences

1.If you join the Lion, ________2.If you become a Lion, ___________

5.but if I do not do this now,_______

A.you will be famous.B.I will never do it .

C.you will become a great soccer player.D.you will never go to college.

E.you will travel around the world.

STEP4小组活动

Read the article about 3a

(1)T or F

()1.It is easy for many young people to become a profeional athlete

()2.Few athletes give money to schools and charities

()3.Sometimes, being a profeional athlete is very dangerous

(2)Answer the questions

What will happen if a profeional athlete is famous?

Are the profeional athletes happy?

Step 5 Writing (3c)

Write about your own plans using sentences with “if” and “will”

STEP6 QUIZ

1.There will be a football match _____(今晚)

2.I will speak ________(反对)anything I know to be wrong.

3.It is a good c________to go America with your aunt this summer.

4.- What are you going to do tomorrow?

-We will go fishing if it______rain tomorrow.

A.willB.won’tC.isn’tD.doesn’t

5.--When is the good time ____the party?--On Friday evening, I think.

A.hasB.haveC.havingD.to have

【当堂达标】

一．选择题

1.We’ll ____ learn English well soon.

A.canB.be ableC.be able to

2.Maybe I _____my bag in the car.

A.leftB.forgotC.leave

3．My life will be ______ than it is now.

A.more betterB.much goodC.a lot better

4.Hurry up! There is _____ time left.

A.littleB.a littleC.few

5.The child is too young to ____ himself.

A.wearB.put onC.dre

二．完成句子

1.上课不要玩手机，否则你老师会把它拿走。

Don’t play with your mobile phone in cla, or your teacher

will2.周游世界是我的梦想。

It’s my dream to 3.他靠洗车谋生.

Heby cleaning cars.

三．完形填空

For students, school is not just a place to study in.It is 1 a place where you learn to get along with people.2 this is not always easy.What can you do if you don’t 3 one of your clamates? The most important thing is tolerance(宽容).Tolerance means that you 4 be able to understand and respect(尊重) other people’s differences.We can’t change other 5 , so it is important to learn to live happily 6 them.Tolerance will make 7 get along better with each other.Getting to know someone may help 8 understand why they do things differently.Something 9 doesn’t always mean that it is bad.Tolerance teaches us to keep an open mind.If you tolerate something, it doesn’t mean that you have to like it.No one is asking you to change 10 .Tolerance just means that you should understand the differences in others and not try to make them change.

( ) 1.A.often B.also C.usually D.always

( ) 2.A.Because B.And C.So D.But

( ) 3.A.know B.like C.understand D.believe

( ) 4.A.can B.may C.should D.must

( ) 5.A.people B.students C.things D.ideas

( ) 6.A.in B.between C.with D.without

( ) 7.A.someone B.everyone C.no one D.anyone

( ) 8.A.him B.her C.you D.them

( ) 9.A.different B.difficult C.important D.neceary

( )10.A.themselves B.yourselves C.ourselves D.yourself

四．阅读理解(A)

On morning Mrs Peter said to her husband, “Jack, there is a meeting of our ladies club (俱乐部) at Mrs.Green’s house at lunch time today, and I want to go to it.I’ll have you some food for your lunch.Is that all right?”

“Oh, yes,” her husband answered, “that’s quite all right.What are you going to leave for my lunch?”

“This tin (罐头) of fish,” Mrs.Peter said.“And there are some cold, boiled potatoes (土豆) and some beans (豆子) here, too.”

“Good” Then Mrs Peter went to her meeting.All the ladies had lunch at Mrs Green’s, and at three o’clock Mrs Peter came home.

“Was your fish nice?” She asked.

“Yes, but my feet are hurting,” he answered.

“Why are they hurting?” Mrs Peter asked.

“Well, on the tin it was written: Open the tin and stand in hot water for five minutes.”

1.Mrs Peter wanted to _______________.

A.meet her husband B.meet Mr.JackC.go to Mrs Green’s house D.see Mrs Green

2.Mr Peter had to _________.

A.have lunch outsideB.have lunch at home by himself

C.cook dinner by himselfD.ask his wife to buy some food for him

3.Mrs Peter asked her husband to eat ________ for his lunch.

A.some cold, boiled potatoes, some beans and a tin of fish.

B.some beans, some cold potatoes.C.a tin of fish, some beans and tomatoes.

D.some cold potatoes and a tin of fish.

4.Mrs Peter had her lunch ___________.

A.at homeB.at Mrs Jack’s houseC.at a restaurant D.at Mrs.Green’s house

5.Mrs Peter’s husband’s feet were burting because ______________.

A.the tin of fish hurt his feetB.he fell down and hurt his feet.

C.he stood in hot water for five minutesD.his wife hurt him with that tin of fish

(B)

Mr Grant moved to another town.One day he went to see a doctor.He sat down in the waiting room and looked round.The doctor’s degrees (学位证书) were on the

wall.Suddenly Mr Grant remembered there had been a clamate with the same name in his cla at school, and he had become a doctor.

As he went in to see the doctor, he remembered a young, handsome student and he was sad to see how old this man looked.He said to him, “Good morning, Doctor.Did you go to King High School?”

The doctor answered, “Yes, I did.”

“Were you there from 1942 to 1946?” Mr Grant asked.

“Yes, I was.” the doctor answered.“How did you know?”

Mr Grant laughed and said, “You were in my cla!”

“Oh?” the doctor said and looked at him carefully for a few minutes.“What were you teaching?” he asked.

6.Mr Grant went to see the doctor because _________.

A.he had nothing to do that dayB.he was ill that day

C.he knew the doctor very wellD.he was very busy that day

7.Mr Grant suddenly found the doctor’s name was the same as one of his ________.

A.teachersB.studentsC.clamatesD.friends

8.When Mr Grant found the doctor was old, he __________.

A.became worried B.got angry at onceC.felt very happy D.was very sorry

9.Who was in King High school from 1942 to 1946?

A.Both Mr Grant and the doctor were in King High School.B.Only the doctor was there.

C.Neither of them was in King High School.D.Only Mr Grant was there.

10.Mr Grant thought the doctor was old, but the doctor thought Mr Grant _________.

A.was as young as heB.was even olderC.was much youngerD.was as old as he

教后记

留白处

推荐第8篇：初中英语教案

初中英语教案

初中英语教案：让活动更好的发挥效能

一教学背景:

本课为九年级英语教材Unit 14中内容。把这节课的重点定为五种时态的变形。由于在八年级中学生已接触了直接引语变间接引语时态不发生变化的情况，学生对人称的变化已经掌握，因而本节课只需提及，不必列为重点。

二教学思路:

本节课由呈现简笔画引入，让学生猜测图中人物的语言。再列出图中人物的原话，让学生引述。教师在学生使用间接引语中提醒他们对时态的关注。呈现完五种时态的变化形式，再附之以练习。让学生在机械操练中掌握间接引语的时态变化。为了让学生对本节课的重点内容达到熟练的程度及增强学习的趣味性，笔者又设计了“传话”和“我是小记者”两项活动。“传话”这一活动旨在口头的操练间接引语;“我是小记者”则是进行听和写的练习来巩固此语法知识。最后，由学生再次归纳直接引语变间接引语时的时态的变化。

三教学片段:(“传话”活动的开展)

T: Boys and girls.Let’s play a game.OK?

Ss: OK.

T: The game is called “Tell me what he/she said.”

A student says a sentence to someone; the listener tells us what he/she said.

Model:

A: I am sad.

B: he said he was sad.

(在B同学回答完，教师将句子投影到屏幕上，让其他同学判断B同学转述的是否正确)

T: You can write down your sentences first.(Wait 2 minutes for writing)

S1: I am writing.

S2: He said that he is writing.

T: Is she right?

Ss: No.

T: who can help her? (教师温和的询问)

Ss: He said that he was writing.

(教师发现虽然在前面操练的效果不错，但在进行口头练习时，错误的频率还是很高，部分较差的学生似乎跟不上.于是笔者先让学生把句子投影到屏幕上，在把句子读给大家听，让所有的学生有思考的时间)

S3: (show the sentence on the screen) I will visit Beijing.

S4: she said that she would visit Beijing.

S5 (show the sentence) I went to Xuanwu Lake last week.

S6: She said that she had gone to Xuanwu Lake last week.

(时间状语的变形并不是笔者今天所教内容，指出错误是必然的，但该如何解释，这是笔者设计时未考虑的,因而笔者只是把正确的表述教给学生)

T:Pay attention to the adverbials of time ‘last week’.We should change it into “the week before”.

“Tomorrow I will tell you the reason..”

(在八对学生做完此练习后，笔者让全班同学集体把这五个间接引语的句子大声朗读一遍，再次巩固直接引语改间接引语的时态变化。)

T: let’s say these sentences together.

T and Ss: He said that he was sad.

He said that he was writing.

„„

She said that she would visit Beijing.

She said that she had gone to Xuanwu Lake the week before. 初中英语教案：Teaching Plan

TITLE: Unit 12(Leon45) TEACHING AIDS: Multiple media and tape recorder TEACHING PURPOSE: 1.Count numbers from 1to 50 2.Learn some plural forms of nouns(重点) 3.Practise drills like this:(重点、难点) How many......are there......? There is only one./There are...... TEACHING STEPS: STEP 1:Count numbers from 1to 50 STEP 2: Play a game: T: What’s in the bag?(Let students gue)

S: There is a/an......in it./There are.....in it. (引出本节课的重点、难点:名词的复数及There be句型) STEP 3:Revision: Revise the singular and plural forms of nouns(show pictures) e.g.bird-birds bus-buses baby-babies goose-geese ect. STEP 4:Presentations: Show the pictures of men, women and children.Teach the plural forms of men, women and children.

STEP 5: Listen to the tape(Part 1)and then ask and answer like this:(Show pictures)

How many......are there?

There is only one./There are......

Where are they?

They’re at school/home/work.

(Then practise dialogues like this according to the fact)

STEP 6: Listen to the tape(Part 3) and answer questions:

How many kites are there in the sky?

How many birds are there in the sky?

(Then read the dialogue and act it.)

STEP 7: Summary:

1.The plural forms of nouns

2.How many......are there?

There is a/an....../There are......

STEP 8: Talk about the picture(幻灯片显示，巩固本节课所学重点内容)

STEP 9: Homework:

Do Ex 1 and Ex 2 of your workbook.

Oxford English 7A, Module 4 Unit 2 (Our animal friends)

Teaching Plan

Language focus:

1.Learn new word & expreions

2.Text-learning

3.Using the simple present tense to expre preferences

Materials:

Students’ Book 7A page 67

A caette player, a slide projector

Different kinds of things

Teaching procedure:

I.Warming-up

Let’s sing a song to relax.

II.Greeting

III.Students’ report

Today our topic is “Our animal friends”.

First, let’s watch a short play by students .

IV.Presentation

Thank you.

In their short play , we know animals are very lovely.They are our good friends.So I think most of people like animals, especially you, children .Do you have good animal friends? You bring them here .Would you please show us your animal friends? Please take out and try to introduce your pets.Like this:

1.Do you have a pet at home?

2.What’s it?

3.What’s his/her name?

4.What colour is he/she?

5.How/Where did you get him/her?

Now discu with your deskmates, I’ll ask some of you to try O.K.?

(Then ask 6 students to introduce.)

All of your pets are nice.But I prefer puppies.

To S1: Which animal do you like ?

S1: I like„

Oh, he/ she prefers„ And how about you ? ( To S2 )

S2: I like/ prefer„

Oh, he prefers„ Now look at this expreion:

----Which one do you like ?

---- I prefer„

Read after me.( practise )

---- Which food do you like?

---- Which fruit do you like ?

---- Which city do you like ?

Practise this expreion in pairs.

Now,do you know which pet Kitty and Ben prefer.Let’s learn Sam’s story.Look at some new words first.( Show a brochure.)

This is a travel brochure/ a computer brochure.We can also say a travel booklet.( Show slide )

Read after me .( Show a picture.)

Who is he ? He’s an inspector.A person whose job is to exam or check something.

(Show word: inspector.Read) / ( Show another picture.)

What can you see in the picture? It’s a home for dogs.It’ s a kennel.( Show word: kennel.Read)

I’ll tell you Sam is at the SPCA kennels.What is SPCA.

( Show slide: SPCA: Society for the prevention of cruelty to animals.)

Read after me.It means an organization which protects animals from danger .

Let’s read all new words.

V.Text-learning

Then let’s come to our text.First, listen to the text, don’t look at your books.Then try to answer some questions about the text .So listen carefully.

(1) Is dog’s name Simon?

(2) Did Ben and Kitty first meet Sam in the pet shop?

(3) Does Kitty prefer the black and white one best ?

(4) Do they want the light brown one ?

(5) What’s the dog’s name ?

(6) Where did they first meet Sam ?

(7) Which pet does Ben prefer?

(8) Which one do they choose finally?

(9) What must Ben and Kitty do if Sam is sick?

All right.Open your books to page 67.Read after the tape sentence by sentence.Pay attention to pronunciation and intonation.

Then you practise the text by groups in roles.Try to imitate as poible as you can.

VI.Consolidation

From the text , we know Kitty and Ben love Sam very much.They take good care of him.They are so kind to animals.But nowadays, a lot of people are cruel to animals.A large number of animals are killed by people.Even some rare animals have disappeared from the earth.It is a sad story.So we must protect animals and protect environment .

Do you agree ? ( Yes.)

According to this situation.I ask you to discu in groups and give us your stories about this topic.

Please prepare for a while.I’ll play the music.The music stops, you stop.

VII.Summary and aignment

In this cla, we learn Sam’s story and we know animals are our good friends.We should be kind to them.We also learn some new words and expreion.

Today’s homework:

1.Copy the new words.2.Recite the text.3.Complete the report on page 67 .

Comments after cla

English is a useful language.It’s a useful tool.We would like our students to use this language flexibly rather than only remembering some phrases.

According to this aim,in this leon, my design is firstly moving from old knowledge to new knowledge,from previous leon to the next one.

My topic is “Our animal friends”, and children like animals.So at the beginning of the leon, I invite students to introduce their favourite animals.They could take their pets to the cla and they showed great interest.Next I transferred to the sentence pattern:

“ Which one do you like?”

“ I prefer„.”

By asking “ Which animals do you like?”

I let students use all kinds of things they have learned to practise this sentence pattern.

Then I came to the text-learning.I taught them new words by showing them pictures.After that, I asked students to listen and understand the general meaning of the text, read and imitate the pronunciation and intonation of the tape of the text .

At last, I have the students imagine different kinds of stories, concerned the situation nowadays that a lot of rare animals have been destroyed by some unkind people.Let the students know we should protect animals and natural environment .

All above is my outline of the whole cla.I think students can learn something not only inside cla but also outside cla.Maybe I should continue to improve the situational teaching method .

推荐第9篇：初中英语教案

初中英语教案：新目标英语七年级unit6 Do you like bananas？

2007-05-22 01:38

（2）在与同学合作完成任务的活动中主动探究和学习语言；并运用知识内在规律帮助记忆、巩固知识。

三、课时结构

为了能较好地实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。

Period 1 Section A 1a /1b /1c /2a /2b.Period 2 Section A 2c /3 /4 .Period 3 Section B 1a /1b /2a /2b /2c /3a /3b /3c /4a/4b.Period 4 Summing up SectionsAand Band the grammar.

四、教学过程设计 Period One (第一课时)

一、教学目标 1.知识目标： 1）单

词

：

do,

don’t,

does, doesn’t,strawberries,like,have,bamburgers,orange,tomatoes,icecream,broccoli,salad,French fries, bananas.2）句型：Do you like bananas? Yes, I do.\\ No, I don’t.2.能力目标：通过学习本课，学生能够用英语互相讨论喜欢与不喜欢的食品。 3.情感目标：讨论美食，享受生活美味，提倡健康合理膳食。

二、教学重点：掌握关于食物的词汇。

三、教学难点：学会使用交际用语Do you like bananas? Yes,I do.\\ No, Idon’t.

四、教学设计：

Step1.通过让学生猜冰箱里有哪些食物的形式，导出新的单词。同时让全体学生拼读每个单词、让个别学生将单词写到黑板上。本环节课堂节录如下：

T: Today we are going to learn Unit 6.Look,what’s this? Ss: It’s a fridge.T: Right!There are many kinds of delicious food in it.Can you gue? S1: Apple.T: Yes, there are some apples in it.Are there any oranges in it? S2: Yes.T: OK,Maybe you are right.Now let’s open the fridge and check them out.Look,what are they? Ss: They are bananas.T: How do you spell it? Ss: B-A-N-A-N-A,banana.T: Anything else ? S: French fries.T: Maybe you are right.Let’s see.Look!What are they? Ss: They are French fries.T: Can you spell it,please? Ss: F-R-E-N-C-H, French, F-R-I-E-S, fries.T: Yes,very good!Who can write it on the blackboard? S: Me.T: You please.

Step2.布置一项任务:老师手持一个盒子, 让同学猜猜老师最喜欢的食物.规则为学生只能问老师问题而老师只用 “Yes” 或 “No” 回答。

本环节课堂节录如下：

T: You see, there are so many things in the fridge.I know each of you has your favourite food.Right? I have my favourite food, too.Now I want you to gue it.You can ask me questions to find it out.Think over, what question can you ask ? S: What’s your favourite food ? T: Yes, you can ask me in this way, but I want you to gue it.I can only answer “ Yes” or “ No”.How can you ask me ? S: Do you like bananas ? T: Yes, I do.Yes, good question! So all of you can ask me like this, clear? Ss: Yes! S: Do you like hamburgers? T: No, I don’t.I don’t like hamburgers.S: Do you like oranges? T: Yes, I do.They’re sweet.S: Do you like ice cream? T: Yes, I do.It’s my favourite food in summer.OK, I think one of you has got the right answer.Now my favourite food is in this box! Ss: Chocolate! T: No, I don’t like chocolate.let’s open and see ! Look ! What’s this? Ss: Orange ! T: Who got the right answer? S: Me! T: OK, congratulations! And this orange is for you! 完成Section A, 1a, 1b.

Step 3.布置拓展性任务：要求同桌学生合作编一个小型对话，主题为询问别人喜欢或不喜欢的食物。要求使用刚学过的食物类单词以及句型，同时也可以适当地加入课外单词(老师请一程度较好的学生先进行示范)。本环节课堂节录：

T: Now let’s do the pair work.Make a dialogue with your partners.Ask your partners like this to find out their favourite food.I will ask some pairs to act it out.Two minutes.( Two minutes later ) T: OK, stop here.Who’d like to be the first pair? You two,please! A: Hello.B: Hi.A: Let’s go to eat breakfast.Look, do you like hamburgers? B: Yes, I do.A: Oh, I like it, too.Do you like French fries? B: No, I don’t.They aren’t healthy food.A: OK, let’s eat hamburgers.B: Great! Thank you.

Step4.完成课文32页Section A听力练习activity 2a, 2b.

Setp5.当堂听写：听写单词与句型，进一步巩固本课学习内容，并将本课应掌握的单词和句型落实到“写”上，使学生不但会说同时会写。 Homework 1.Copy the new words and try to learn them by heart.2.Make up a new dialogue about likes and dislikes then write it down in your exercise book.

五、课后反思：本单元的主题为食物，贴近学生生活，因此学生很喜欢该主题，上课气氛比较热烈。课堂布置的任务使学生在完成的过程中不知不觉地掌握了单词与句型，从而达到教学目标。

Period Two (第二课时)

一、教学目标 1．知识目标：

1）能将所学单词进行归类。

2）熟练地掌握主语为第三人称单数和非第三人称的否定句、一般疑问句及其回答。

如：Do you /they like salad? Yes, I /they do.No, I /they don’t Does he like French fries? Yes, he does.No, he doesn’t. I (They) like oranges.I (They) don’t like bananas. She likes bananas.She doesn’t like ice cream.2.能力目标：能用英语熟练地交流喜欢与不喜欢的食品，并在班上提问同学展开调查。 3.情感目标：通过谈论美食，进一步引导学生享受美味生活，同时培养学生的合作学习精神。

二、教学重点：掌握主语为三单和非三单时的陈述句、否定句、一般疑问句及其回答的形式。

三、教学难点：主语是第三人称单数时的否定句和疑问句中的动词变化形式。

四、教学设计: Step 1.复习前课所学单词与句型：通过看图片说单词的方式复习单词，并通过询问学生“Do you like bananas/ oranges…?”的形式，复习前一课的句型。

本环节课堂节录如下：

T: Yesterday, we learned many words about food, right? Do you still remember? Now please look at the screen.T: What’s this? Ss: Apple.T: Do you like apples? Ss: Yes, I do.T: And what’s this? Ss: Banana.T: Yes, What about this one? Ss: Broccoli.T: Do you like broccoli? Ss: No, I don’t. ….T: Yes, good job! You have good memory! Step 2.导入新课：分别请一男孩和女孩回答老师的问题，说出他们喜欢与不喜欢的食物，然后就这两位学生的情况向全班提问，以此介绍主语为三单和非三单时的各种句型。本环节课堂节录如下：

T: Now I’ll ask a boy and a girl to answer my questions.First I’d like to ask a boy. ( To a boy ) Do you like pears? B: Yes,I do.T: Do you like French fries? B: No, I don’t.T: (To the cla) Cla, Does he like pears? Ss: Yes, he does.T: Does he like French fries? Ss: No, he doesn’t.(Then ask a girl to answer the teacher’s question.) T: (To a girl) Do you like pears? G: Yes,I do.T: Do you like French fries? G: No, I don’t.T: (To the cla) Now cla,Does she like pears? Ss: Yes, she does.T: Does she like French fries? Ss: No, she doesn’t.T: (Pointing to the boy and the girl) Cla,Do they like pears? Ss: Yes, they do.T: Right.They like pears.Do they like French fries? Ss: No, they don’t.T: Yeah, they don’t like French fries.Good job! (边说边板书重点句型.) Step 3 布置任务：四人小组活动。其中两位互相询问对方喜欢与不喜欢的食物，另两位转述他们所说的情况。

eg.A: I like chicken.Do you like chicken? B: Yes, I do./ No, I don’t C:He /She likes chicken.Does she /he like chicken? D:Yes, he /she does./No, He /she doesn’t.Step 4完成课本33页Part 3中的Pairwork..Find out what Bob and Bill like and don’t like.Then draw in the chart.Step 5简单总结一下语法。然后布置拓展性的任务：假如明天是你的生日，你打算邀请一些同学来你家做客,你事先已了解他们所喜欢的食物。你和妈妈讨论准备去买一些他们喜欢吃的东西。要求和同伴合作编对话，然后上台表演。(教师事先与一学生做示范.) eg.A: Mum, tomorrow is my birthday.Jim, Kate, Lucy and Lily are coming to my party.B: Good.Let’s give them something nice to eat.Does Jim like oranges? A: Yes, he likes them very much.B: Does Kate like oranges ,too.? A: No, she doesn’t.She likes pears.B: What about Lucy and Lily? Do they like ice cream? A: Yes, they like it very much.B: Ok.Let’s go and get some oranges, pears,ice cream and some other things.A: OK.Let’s go.T: Good job! Next Sunday I want to invite some students to my house, please help me to make a survey in our cla and tell me what they like and don’t like.Step 6接着完成课本33页 Part 4中的Food survey。要求学生就表格中的食物向同伴提问：Do you like…?找出他们喜欢与不喜欢的食物，填好表格，然后向全班汇报。

eg.Liu Li likes tomatoes, but Zhao Jun doesn’t like tomatoes.He likes potatoes.Liu Mei and Chen Yan like bananas, but Li Lei and Bill don’t like bananas.They like oranges.…

Homework 1.Write a report about your food survey in your cla.2.Finish off the exercises in the exercise book.Period Three (第三课时)

一、教学目标

2．知识目标： 1）单词：have, has, eat, eats, like, likes, oh, for, carrot, runner, lots of, deert, egg, apple, chichen, fruit, vegetable, breakfast, lunch, dinner, eat, run, star, healthy, food, list.2）句型：What do you have for breakfast/ lunch/ dinner? For breakfast, I have…

What does he/ she have for breakfast/ lunch/ dinner? For breakfast, he/ she has….2.能力目标：学完本课，学生能够用英语描述一日三餐的食谱。 3.情感目标：懂得一日三餐应合理搭配饮食，才会健康，快乐。

二、教学重点：掌握本课新单词。

三、教学难点：掌握描述一日三餐的方法。

四、教学设计：

Step1.Memory challenge Show some words about the food in groups of two, four or six on the screen quickly, let the students say out the words as many as they can to revise the words.完成Section B, 2a,2b,2c.Step2.导入新课：在大屏幕上出现三个盘子，分别代表一日三餐，并将刚复习的食物放入盘中，引导学生表述三餐的食谱。本节课堂实录如下：

T: How many meals do we have every day? Ss: Three.T: Yes, and what are they? T: Right.So I have three plates for you.The first one is for breakfast, the second one is for lunch and the third one is for dinner.Now I put the food into each plate.According to it.What do you have for breakfast? S: For breakfast, I have hamburgers, tomatoes and salad.T: Yes, great! Then what about lunch? What do you have for lunch? S: For lunch, I have eggs, broccoli and carrots.T: Right! How about dinner? What do you have for dinner? S: For dinner, I have chicken, salad and ice cream.T: OK.Well done!

Step3.布置任务：要求同桌学生合作编对话，主题为询问别人一日三餐喜欢吃的食物。学生上台展示时，可使用电脑将自己选择的食物直观地放入每餐的盘中。本节课堂实录如下：

T: Do you like the food I chose for you? Ss: Yes/ No.T: It’s your turn now! choose food for yourself and make a dialogue with your partners.Ask your partners what they have for three meals.Two minutes, and I will ask some pairs to come here to act it out and you can put the food into the plate by yourself.Two minutes , start! ( Two minutes later ) T: Time is up.Who’d like to be the first one? Ss: Me/ Let me have a try.T: OK, you two first.Let’s welcome! A: Good morning.B: Goodmorning.A: What do you like for breakfast? B: I like hamburgers and bananas.A: What do you eat for lunch? B: For lunch, I eat chicken, broccoli and ice cream.What do you have for dinner? A: For dinner, I have rice, fish, vegetable soup and cucumbers.B: I think your dinner is very delicious.A: Thank you.Let’s go to KFC.B: Really/ OK.Let’s go! A: Not bad! 与学生讨论哪些是健康食品,哪些是不健康食品。

T: You have eaten healthy food.Let’s look at Sandra.What kind of food does she eat? Now let me tell you.Listen carefully and answer my questions. Step 4.完成34页Section B的听力练习activity 2a, 2b以及Pairwork 2c.Step 5.巩固描述一日三餐食谱的方法：同步阅读“ Runner eats well!” 然后完成SectionB activity 3b.

Step 6.完成Section B Activity 3c:Write about what you like for breakfast, lunch and dinner.Step 7 Groupwork: You are going for a picnic with a group of friends.1.Make a list of food to buy.2.Read your list of food to the cla. Homework 1.Eating healthily is very important.It can make you healthy and happy.Please write about what you like for breakfast, lunch and dinner.

五、课后反思：学生在前一课的基础上进一步学会了如何表达一日三餐的食谱，也明白了合理搭配饮食，才会健康，快乐。Period Four (第四课时)

一、教学目标：

1．知识目标

1)、将本单元所学内容编成一个对话。

2）、巩固单元语言知识点，即可教名词与不可数名词。

3．能力目标：学会综合运用英语交谈喜欢与不喜欢的事物以及一日三餐的食谱。 4．情感目标：懂得饮食合理、健康。

二、教学重点：复习单词、句型以及一日三餐表达方法。

三、教学难点：可数名词、不可数名词以及有时可数名词有时不可数名词的分类。

四、教学设计：

Setp1.复习本单元内容：要求学生编一个关于讨论喜欢的食物以及一日三餐食谱的对话。本环节课堂实录如下：

T: Look at the screen.Who are they? Ss: 蜡笔小新和樱桃小丸子.T: Yes, they meet each other on Sunday.What do they talk about? Ss: Hamburgers,French fries…… (Show the conversation.) T: OK.Let’s read it together.Boys: Good afternoon.Girls: Good afternoon.Boys: Let’s go to the KFC together.Girls: great!I’d like to go.Boys: What do you have for lunch? Girls: I have hamburgers and salad.What about you? Boys: I have rice, fish and broccoli.Girls: What do you like for dinner in KFC? Boys: I like hamburgers,chicken and rce cream.And you? Girls: Me, too.Boys: OK.Let’s go! T: Now please make a conversation like this with your partners.Two minutes.(Two minutes later.) T: Now, I’d like to ask some pairs to act it out.You please.A: Nice to meet you.B: Nice to meet you.A: Oh,it’s seven o’clock now.Let’s go to school.B: OK.A: Do you like apples? B: Yes, I do.A: Do you like strawberries? B: No,I don’t.It’s too sour.Do you like French fries ? A: No,I don’t.It’s isn’t healthy food.B: What do you have for breakfast? A: For breakfast,I have hamburgers, eggs and orange juice.What about you ? B: I have hamburgers, French fries and coca cola.A: Let’s have lunch together, OK ? B: OK.Bye-bye.A: Bye.(A is a girl,B is a boy.) Step2.归纳本单元语言点：可数与不可数名词。（注：由于初一学生对于语法讲解不太熟悉，为便于学生们理解及掌握，本环节以中文讲解为主。）本环节课堂实录：

T: Next let’s review the grammar together.Please take out your notebooks.T: 英语名词可以大致分为两类，是哪两类？ Ss: 可数名词和不可数名词。

T: 对，可数名词又可以分为两类：单数和复数名词。

1．可数名词。举例：apple,orange,desk,chair,book等。

2．不可数名词。比如：water, milk, bread, news等。不可数名词一般没有复数形式。表示其数量时要用计量名词。比如a gla of water，一杯水，a piece of news一则新闻。

3．有时既可当可数名词又可当不可数名词。如：ice cream, salad,chicken.T: 好的，接下来我们来看可数名词的复数形式。

可数名词由单数变为复数有五种情况：

1．词尾加s，如apples,oranges.2．以s, x, ch, sh, o结尾的加es, 如bus--buses, box--boxes, watch--watches, brush--brushes,

tomato--tomatoes.但有些例外。如：radios,

photos, zoos.3．以y结尾的，去y加ies.如story--stories.4．以f或fe结尾的，去f或fe加ves.如knife--knives.5．不规则变化：如child--children, man--men, tooth--teeth. T: 关于名词的复数形式，清楚了吗？ Ss: 清楚。 T: 好，接着我们再看看动词变化。

1．陈述句中，主语如果是第三人称单数，谓语动词加S 如：He likes hamburgers. He has chicken for dinner.(have-has) 2．否定句中，主语如果是第三人称单数，用doesn’t.主语如果是非第三人称单数，用don’t.doesn’t和don’t后面动词变原形。

如：I don’t like hamburgers He dosen’t like ice cream.3．一般疑问句中，主语如果是第三人称单数，用doesn’t开头提问，主语如果是非第三人称单数，用don’t开头提问，后面动词变原形。

如：Does he like pears? Do they like Salad? T: OK.These are the main grammar points of unit six.Do you have any questions? Ss: No.Finish off Self-Check.Do a short test about the grammer above.Homework 1.Make a survey and write a report.(抽样调查现在中学生的早餐状况并提出合理化的建议)

Unit 6 Do you like bananas?

SectionB教案

单元教材分析

本单元主要学习动词like的肯定句、否定句的用法；动词like的一般疑问句的用法以及肯定与否定的回答。本单元以介绍食物，谈论喜欢与厌恶为主题，设计了三个任务：先是搜集、利用图片来介绍有关的食物，学习一些食物名词；然后是学习询问对方喜欢与不喜欢的食物，掌握动词like的一般疑问句的构成以及它的肯定、否定的回答；最后是用所学过的食物名词制定一次野炊活动的采购单。本单元的重点内容仍然是行为动词在一般现在时句子中的使用，应该是上一个单元内容的延伸，通过本单元的教学，学生应初步掌握行为动词一般现在时的肯定句、否定句、一般疑问句的构成以及简单的回答。单元知识系统(树)

Do you／they like salad? Yes，I／they do．／No，I／they don’t． Does he／she like salad? Yes，he／she does．／No，he／she doesn’t.I/They like oranges．I／They don’t like oranges．

He／She likes ice cream．He／She doesn’t like bananas．单元总体目标

学会使用动词like询问对方喜欢与不喜欢的食物；学会谈论自己与他人早、中、晚餐喜欢吃的食物；学会营养配餐并能够制作购物单和调查表。单元学情分析

本单元的主题是使用动词like询问对方对食物的喜好；谈论自己与他人喜欢吃的食物，学习并掌握行为动词的一般现在时的使用。通过前一单元的学习，学生已经初步了解了行为动词一般现在时的构成及其使用，再通过本单元学生比较感兴趣的话题的操练，一定会使学生有更深刻的印象；同时教师要善于总结、比较以帮助学生了解构成规律，正确把握所学内容。

一、语言知识

1.词汇：breakfast,lunch,dinner,runner,eat,run,star,lot, lots of,healthy,food,deert

2.基本句型：For breakfast，she likes eggs，bananas，and apples.What do you like for breakfast？

3.教学重点：（1）食物的分类

(2)一般现在时第三人称单数做主语时，动词的变化

4．教学难点：

（1）

一日三餐营养搭配（2）

小短文理解

一、语言技能

1．能自由讨论自己喜欢或不喜欢的食物 2．能用英语进行一日三餐的营养搭配

3．能用英语做简单的报告或归纳并复述交谈内容

4．培养表演能力，概括能力，想象能力，创新能力以及合作探究的能力

二、学习策略

在课前，我布置了两个任务：

1、每组带一两种水果到课堂来，课中制作一个水果沙拉。

2、回家向父母了解一日三餐的营养搭配，并能自己设计出一份合理的菜谱。这两项任务所要求的语言知识，在前面两课中已经有所介绍、学习，所以难度不会很大。自己动手做调查、做实验，培养了学生的动手能力、思考能力，扩大了学生的知识面；同时学生自主学习有关的语言知识，充分利用了课余时间，也提高了课堂效率，提高了学生在实践中运用语言的能力。

三、情感态度

培养学生浓厚的学习兴趣，培养学生的学习自信心，使其具有成功的体验。

四、文化意识

了解中西方不同的一日三餐营养搭配 Teaching procedures

Task 1:A salad-made competition Step 1:Warming up 1.A duty report 2.Sing a song Step 2:Revision

1.Show the pictures of all the food learnt these days.Ask: Do you like…?

2.Groupwork: What is your favourite food?

Report to the cla.3.Do 2b in P35.Step 3:A competition

1.In groups of four: Every group make a fruit salad in five minutes (Materials are ready beforehand.)

2.One of group members introduce their salad to the cla.Choose the best group and tell them why.Task2: A healthy recipe Step 1:Ask &answer

T: I like porridge,milk,bread for breakfast.I like vegetables,rice and fish for lunch.I like meat,vegetables,rice and eggs for dinner.What does your mother make for your three meals?

Ask a few students.

T: I think most of your meals are delicious ,but can you make a healthy recipe yourself?

Step 2:Groupwork: Make a recipe in two minutes.Report it to the cla .Learn 3a in P34.

Step 3:Write

Do the exercise of 3b in P35.Task 3: Go to a restaurant Step 1: Preparation

1.A video watch :Ordering food in a restaurant

2.Groupwork: One will act as a waiter/waitre,the others will act as customers.Ready for a few minutes.Step 2: A competition

1.The students’group show 2.Choose the best group Writing exercise:

Like likes don’t doesn’t good delicious Waiter: What do you like to eat ,Tom?

Tom:Well,I like salad,It’s____for our health,but I_____like broccoli.Waiter:And your friends? What does he like to eat?

Tom: He _____oranges and bananas.He ______like hamburgers.Bobby: And I____ice cream.It’s_______.Homework:

cook a meal for their parents.

Search the Internet: What is the difference between Chinese meals and western meals? 本课总结

本课主要是学习一些食物名词并复习行为动词like一般现在时的肯定句、否定句和一般疑问句的用法以及肯定与否定的回答；复习名词的复数形式；总结行为动词一般现在时的肯定句、否定句和一般疑问句的结构，尤其是三单形式的变化。并通过各种活动方式学会营养配餐。板书设计

Unit 6 Do you like bananas? Section B

Words: breakfast, lunch, dinner, egg, apple.Chicken, fruit, vegetables, run, runner, eat, star, lot, healthy, food, deert, list

Sentences: She like eggs, bananas and apples for breakfast /lunch / dinner.Grammars:

I like bananas.I don’t like bananas.Do you like bananas?

She likes apples.She doesn’t like apples.Does she like apples? 教学反思

通过本部分的学习，学生应基本掌握行为动词一般现在时各种句型结构，特别是能意识到动词“单三”形式的使用场合以及掌握动词“单三”形式的变化规律，因此在本部分的教学中教师可对所学的语法规则进行适当的总结和归类，以帮助学生记忆和巩固。在总结中一定要注意一个术语“第三人称单数”，对于这一术语，学生以前的理解就是指“他／她／它”，这时要让学生知道“第三人称单数”是指“he, she, it,不是you，不是I的其它任何一个单数形式”，在这种情况下，谓语动词都要做出变化。当然，从理论上给学生以指导，其目的还是指导实践，要让学生真正掌握这一语法结构，进行大量的句型变化练习是必不可少的

推荐第10篇：初中英语教案

初中英语教学案例

Unit7 how does he look like

第一课时

学情分析

七年级的学生，由于年龄小，生性活泼好动，喜欢直观形象思维，对游戏、竞赛、画画特别感兴趣。由于七年级学生刚学习句型，有的学生可能说的不好，有的还不敢说，老师针对学生现状，在课堂上尽量以鼓励表扬为主，注重培养学习英语的兴趣，营造英语氛围，鼓励学生开口说英语、特别是给差生创造机会，让他们尝试成功的喜悦。同时，七年级的学生还存在着学习方法和学习策略经验不足等问题，但他们却有着极强的求知欲强和表现欲。根据学生的心理特点我在课上多以表扬为主，注重对学生英语学习兴趣的培养，鼓励他们大胆说、积极做、努力唱！让学生们在玩玩、做做、说说、唱唱中学习英语。

一． Teaching Aims:

1) 掌握四会单词：short, curly, long, tall, straight hair, a medium build, height, thin, heavy, bald, brown, blonde.

2）练习运用句型： What does he look like? —He’s tall.

Do you know David? —No, what does he look like? （1）Most students can read the article by themselves．（2）Train students’ reading skills.

（3）80% of the students can write something using the target language．

重点：What does he look like? He’s short and he has straight hair.难点：wear 的一般现在时的用法

二、Teaching Proce:

第一课时

Step 1(5~7min): Pre – task : Warming-up : 通过对几个人的描述，创设好情景，为后面的学习做好铺垫。让学生自然进入本课的学习内容与氛围当中。

Look at this picture:

T: Is she tall ? S: No, She isn’t.

T: What does she look like? S:She e is short.He has short hair.

Step 2（10min）: While – task: 做好了铺垫，创设好情景后，让学生分组讨论事先准备好的图片，描（述各种人物，如班上同学、朋友、父母以及他们喜爱认识的演员、歌星、影星、作家等人物的外貌，还可带图片、VCD等东西，还可用道具当堂扮演各种外貌不同的人物。让学生充分训练口语，然后检查他们的活动。检查学生练习，教师可深入各个小组，认真倾听他们的口语练习。帮助他们纠正语音和语法错误。

Task 1: Play the gueing game: What does she/he look like? She has ...hair and ...eyes Is she ...?

Task 2: Listen to the teacher’description.And then draw a picture according to what you heard iust now.A girl has short curly blond sair and beautiful blue eyes.she is medium height and medium build.She is in white .Step3（10min）:Review testbook回顾课文

Step4（2min ）: Post-task : 当堂检测

1.What does he look like? He is of medium h__________.2.I am very h_______________.I want to buy some food to eat.3.How was the w____________ today? It’s sunny.

4.Mum often tells us to w___________ hands before each meal.5.Shanghai is a __________________(繁忙的) city.

6.English is very________________________ (重要的) and many people enjoy learning it.

7.The people in the ______________ (乡村) are richer than before.

Step5（10~13min）.画一幅自画像让大家猜猜那是谁。

第二课时

教学反思

在教学过程得最初阶段我做了细致得准备工作，从教材分析到教具配合，从习题设计到当堂练习，以及学生的课堂反应都比预料得结果要好，课上我运用了新颖得教学方法，让长发、短发、卷发、直发教具以及丰富多彩的图片深深吸引学生得注意力，让学生自己感到学习英语得魅力，激发学生得兴趣。课堂表现令人满意。师生互动得效果出奇精彩。特别是个别同学想描述一个戴眼镜得同学时，不知道该选用is还是has。此时抓住时机迅速补充并新授wear glaes课后反映效果特别好，对这种学生自己提出得问题，学生印象特别深刻，记忆特别牢固。学生得主导性非常强，回答踊跃，思路新颖，在回答问题得过程中，学生能基本掌握要点，而又不失灵活与个体得发挥。但总体来说，学生自主学习能力和书写能力还是有待提高，我会在今后得教学过程中加大这方面得教学力度。

第二课时

一、教学目标：

1.知识目标：

1).单词： hair, curly，straight, height, tall, medium, thin，heavy， brown 2).句型： -- What does he/she look like? --He/She is tall and has long hair.

--What do you look like? --I’m thin． He/She wears glaes/…

2.能力目标：

1）学完本课，学会描述人物外貌。

2）能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。

3.情感态度目标：让学生学会友好地描述别人的形象。让学生在给自己或别人画像时提高绘画水平和审美意识；让学生了解不同外貌作用的背景知识，实现跨学科交流的目的。

二、教学重点: 掌握本课新单词和句型和怎样描述一个人的外貌。

三、教学难点：掌握描述人物外貌的方法。

四、教学设计：任务前：

游戏 ----新课程的导入

找出两名外貌差异较大的学生来做游戏，一个胖而高大的男生（a fat and tall boy），另一个瘦而较矮的男生（a thin and short boy）。

游戏内容：（1）拔河（tug-of-war）（2）跳远（long jump）

目的：引起学生的学习兴趣，了解人物的外貌特征，通过游戏的最后结果（即不管外貌如何在不同的游戏中都能获胜）的对比培养学生的情感和态度：不要以貌取人（Don’t judge by appearance）。

然后用这两名学生为例教heavy ,tall, thin, short及两个句型：

1.what do you look like? 2.What does Tom/he look like?

任务环;

引导学生熟悉有关描述人的外貌特征的词和句

Step1(5min)教师以自己的身体的各部位为例，教授身体的各部位。（ear, face, hair, eye, nose, mouth，hair… .）

Step2(5min).游戏：Touch your nose 小组合作完成

设计意图：指鼻子游戏，小时候都做过，现在用英语说，学生会感到更有趣，对单词的记忆也会有帮助

Step3(3min).通过多媒体向学生展示三个漫画人物并教有关height 和 figure 的单词。然后三个人一组操练“What does he look like?”注意be 动词的用法。

接着操练“What does she look like?”注意has的用法。

Step4(3min).找一男同学到前面，学生两人一组，发起会话，每组限说一句，然后再找一女同学，

设计意图：让每一位同学都有机会展示自己，并得到应有的奖励，会活跃课堂气氛，激发学生课堂参与度

Step5(20min)书上练习1.听力2.语法

画像，画一幅自己的图像，不要求有很高的绘画技巧，小组长收起来，并从中抽取一张，通过一名同学对他的描述，其他同学才他是谁？

设计意图：巩固知识，加强合作，增添兴趣，学生的误区会在其他同学的指正下，改正

任务后：

1 学生拿出自己搜集的著名音乐家或演员等的图片说句子。

（先在小组内，然后推人汇报，让全班同学听，评价）

课后总结：

最佳小组最佳学员最佳口才奖最佳合作奖

第11篇：初中英语教案

Teaching Plan Unit Three My Friends Part A Let’s learn & Let’s find out ( Designed by 梁境燕) Total time: 40 minutes Age of pupils : 10～12 years old Level : learning English for 4 years Cla size : 55 pupils Text book used : Part A Let’s learn & Let’s find out , Unit 3 , PEP Book Ⅲ Teaching objectives: Ss can understand and describe a person’s characteristics and instincts.Teaching contents : friends , long hair , short hair , thin , strong , quiet .My friend is strong .She has short hair… .Who is she ? Teaching approaches:

Songs teaching technique, Storytelling teaching technique, acting technique, language situation teaching technique and game teaching technique etc.Language skills : To develop children’s listening and speaking ability. I .Teaching aids : CAI of the story, a tape , pictures , word cards, masks ( or puppets )of the prince , Cinderella and her 3 sisters etc . Ⅱ.Teaching procedures A.Preparation 1.Warm – up : Sing a song the T has adapted : She is nice .…( Written on the board beforehand.)(Time: 2 minutes ) Song: She is nice.She is quiet.She is very thin but beautiful.She has long hair but not short hair.We are friends after all.2.Introduce the main characters , using pictures and asking questions .(Time: 2 minute ) ( Purpose: To warm up and revise and present “ She is … She has …” Set up a language context for the new leon.) B.Telling the story (T: teacher; Ss: students) 1.CAI shows the story of Cinderella and the prince.T asks questions.(Time:7～8minutes) T: This is a story about a prince and 4 sisters.Want to know who they are? Who is he? ( T shows a picture of the prince.) Ss: The prince.T: Yes.The prince is tall.He’s very smart.And she’s …? ( T shows Cinderella’s picture on the left hand.) Ss:灰姑娘！

T: “That’s right.She’s Cinderella.She is beautiful.She is thin and quiet.She has long hair.And

they’re the 3 sisters of Cinderella.Kate is not quiet.Amy is very strong.Mary has short hair.( T shows the puppets and describes them.) So the princes, Cinderella and her 3 sisters are in the story.Now, watch the video of the story.” ( The story was made as a movie in the CAI.) Below is the story showed in the CAI: One day, Cinderella and her 3 sisters Kate, Amy and Mary played in the woods.( CAI shows the woods.) The smart prince came to the woods.He wanted to find his friend.He saw the 3 sisters. Kate ran to him quickly and said: “ I’m beautiful.I’m beautiful.I’m your friend, my dear.” The prince said: “No.My friend is quiet.”

Amy is strong-very very strong.She said: “I’m strong.I’m strong.I’m your friend, my dear.”

The prince said: “ No.She is not strong.She is thin.”

Mary has short hair- very very short hair.She said: “ I have short hair.I’ m your friend, my dear.” The prince said: “No.she has long hair.” “ Who is she ?” The 3 sisters asked.

The prince sang: “ She is nice.She is quiet.She is very thin but beautiful.She has long hair but not short hair.We are friends after all.”

“ Sisters…” ( T pauses the video and asks: “ Boys and girls, gue who came here.” Ss: “ Cinderella.” T: “ That’s right.Let’s see what happened next.”) Cinderella came back.“ Oh, here you are, my friend.” The prince was very happy to find his friend.“ Oh, no…” The sisters cried. ( CAI shows the actions : 3 sisters cried and were very angry.They ran away.)

2.Telling the story with gestures and different voices by teacher .( Time: 5 minutes.) ( Purpose for the 2 steps: Adapt the words and phrases into a story with a song .Set up a meaning context and make story interesting.Then the Ss will be eager to learn it, as well as be easier to pick up the new words , sentences and the chunks.) 3.Role- play the story.

Divide the cla into 5 groups.Each group representatives one role, Cinderella, prince , and Cinderella’s 3 sisters: Kate, Amy and Mary.The teacher tells the story again and encourage children to join in telling the story.(Time: 5 minutes.) (Purpose: Let Sts learn by doing .It’s connected to the children’s learning characteristics.In that case, Ss can learn new things easily.) 4.Asking and answering questions about the story.( Time: 2 minutes.)

T: Who is the prince’s friend? Is she strong? Is she quiet? … C.Follow-up

1.Play a cla game: Who is he/ she? (Time: 3 minutes)

Use the CAI to present a part of a photo.Then the teacher describes the person on the photo.For example: “ She is a teacher.She is tall….Who is she?” Who guees right, who wins one sticker.2.Pair work: ( Time: 3 minutes)

One try to gue the partner’s best friend in the cla.For example: I have a friend.She is a friend.She has long hair.She is tall.She is quiet.Who is she? (Purpose for Step 1 and 2 : Offer the opportunities to let all the Ss practice and participate in cla.)

3.Play a gueing game: Who is my best friend? ( Time: 4 minutes.)

Invite some students to stand in the cla.The other Ss try to ask and find out who he or she is.For example: Is he a boy? / Is he strong? / Is he quiet? / Is he…? Then Ss describe the friend together with the help of the key words that T writes on the board.( Purpose: Adapt the game and make a competition.) 4.Adapt the story and act it out by group work.( Time: 5 minutes)

Children work in small groups to adapt the story and act it out.T walks around and help the Ss.At last Ss show their stories in the cla.( Purpose: Increase Ss’ creativity, imagination, imitation, curiosity, cooperation ability and competition ability.) 5.Homework ( Time: 1 minute)

(1) Spell the words or phrases on Page 28.

(2) Retell the story for your parents.

(3) Try to describe your family members to your clamates or friends.

(4) Do the drills of the Activity Book A.1, 2.( Notes on the blackboard written by the teacher.) Unit Three My Friends A Let’s learn & Let’s find out ↗ strong.( word card and picture) ↗

My friend is

→

thin. ( word card and picture)

↘

quiet.( word card and picture)

↗

long hair.

( word card and picture) He has

↘

short hair. ( word card and picture) Who is he?

Short

short hair

big eyes My friend is{ strong ,he/she has{

tall

long hair

small eyes

thin

五、Progre

第12篇：初中英语教案

Unit 1 Good Friends

Ｉ．单元教学目标

技能目标Goals Talk about friends and friendship Practise talking about likes and dislikes Learn to make apologies Use Direct Speech and Indirect Speech Write an e-mail

ＩＩ．目标语言

功能句式

Talking about likes and dislikes: He / She likes / loves ... He / She is fond of ...

He / She is quite interested in ... I take interest in ... My interests / hobbies are ... I like ...most.

I care for ... I’d prefer ...to ...

He / She doesn’t enjoy ...I hate ...

I’m not into ...I think ... terrible / boring.

Making apologies: I’m very sorry.I didn’t mean to.

That’s all right.It won’t happen again.No problem.Please forgive me.Forget it.I apologize for ...It’s no big deal.It’s my fault.It’s Ok.

词汇

1.四会词汇

honest, brave, loyal, wise, handsome, smart, argue, claical, fond, match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt, share, sorrow, feeling, airplane, lie, speech, adventure, notebook 2.认读词汇solution, Steve, Sarah, Joe, compa, Tom Hanks, Chuck Noland, survive, Wilson, parachute, scared, e-pal, South Carolina, formal

3.词组hunt for, in order to, care about, such as, drop sb a line, even though, treat...as, keep...in mind 4.重点词汇share, honest, argue, fond, deserted, hunt, adventure, in order to, care about, such as

语法

Direct Speech and Indirect Speech 1.Statements “A friend in need is a friend indeed.” Mother said to me.→ Mother told me that a friend in need is a friend indeed. 2.Questions “Are you sure you didn’t do anything to this?” He asked me.→ He asked me if I was sure I didn’t do anything to that.“What differences does it make?” Peter asked Jim.→ Peter asked Jim what differences it made.

重点句子

1.I don’t enjoy singing, nor do I like computers. 2.I hate hiking and I’m not into claical music. 3.I surf the Internet all the time and I like playing computer games .4.Chuck survives the crash and landed on a deserted island. 5.He realizes that he hasn’t been a very good friend because he has always been thinking about himself. 6.Even though Wilson is just a volleyball, chuck becomes fond of him. 7.He talks to him and treats him as a friend. 8.Chuck learns that we need friends to share happine and sorrow, and it is important to have someone to care about.

III.教材分析与教材重组

1.教材分析

本单元的中心话题是“朋友”，所谈论的话题涉及好朋友的涵义，对朋友的描述以及如何交友等。旨在通过单元教学，让学生学会使用有关描述朋友和友谊的词汇，就朋友和友谊这一话题表达自己的观点，并能就所谈论的话题写出合符规范的电子邮件。

1.1 WARMING UP 通过三个问题引导学生讨论自己心目中的好朋友应该具备什么样的品质，并就其中的一位进行描述。这一部分呈现了本单元的中心话题，学生可以学习有关朋友的词汇和句型。

1.2 LISTENING是有关朋友之间矛盾的三段对话。要求学生听完录音后能够弄清“发生的问题”并找出解决的办法。本部分有助于引导学生客观认识友情：好朋友之间建立友谊的同时也可能产生矛盾。

1.3 SPEAKING部分是几个朋友在谈论各自的喜好。要求学生掌握有关兴趣、爱好的表达方法，并能在较为真实的情景中练习使用这些句型。这一部分既有助于学生进一步提高对“朋友”的认识，又训练其口头表达能力。

1.4 PRE-READING部分假设了一个情景，即“You are alone on an island.”让学生讨论在特定环境条件下如何生存的问题，培养学生的想象力和创造力，为阅读部分的学习做好准备。

1.5 READING部分是有关美国电影《荒岛余生》的一段简介。在这一部分当中，学生除了要学习新的词汇、句型和训练阅读技巧外，也要对“如何对待朋友和他人”有更加深刻的认识。

1.6 POST-READING设计了四个问题。其中前两个是对READING部分文章内容的理解，后两个是开放式问题，学生可以各抒己见。

1.7 LANGUAGE STUDY 分词汇和语法两部分。其中，Word study 是根据语境在运用中掌握词汇。Grammar 是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。

1.8 INTEGRATING SKILLS结合本单元话题，引导学生通过写e-mail 来进行交友实践。TIPS部分给出了e-mail写作的注意事项，指导学生如何写e-mail。

2.教材重组

2.1 听力： Warming up 与Listening及Workbook中的Listening三部分话题较为接近，都是在谈论朋友或如何解决朋友之间存在的矛盾，可以放在一节课中处理。

2.2 口语： Speaking和Workbook中的Talking涉及到本单元的两种功能句式，即Talking about likes and dislikes和Making apologies，可以整合在一起上一堂口语课。

2.3 精读：可将PRE-READING, READING和POST-READING三部分整合在一起上一节阅读课。

2.4 泛读：处理Workbook中的Reading Many-Flavoured Friends。

2.5 语言学习：包括Word study和Grammar以及Workbook中的Practising。

2.6 综合技能：包括第6页的Reading and Writing以及第90页的Writing。

3.课型设计与课时分配

1st period: Warming up and Listening

2nd period: Speaking

3rd period: Reading (I)

4th period: Reading (II)

5th period: Language study

6th period: Integrating skills

Ⅳ.分课时教案 The First Period Warming up && Listening Teaching goals 教学目标

1.Target language 目标语言

a.词汇和短语: honest, loyal, smart, funny, in my opinion, calculator, upset

b.重点句子: I’m not happy about this.What’s the big deal? What difference does it make? I didn’t know you were so upset about it.A common problem between friends is that they don’t know how to talk to each other about difficult things.A simple apology is often enough and is a good starting point.The best way to make sure that a secret doesn’t become a rumor is simply to keep it to yourself. 2.Ability goals 能力目标

a.Describing your friends in English.b.Figuring out the problems between friends through listening, and then find different ways to solve the problems.

3.Learning ability goals 学能目标

a.To encourage students to think and talk about friends and friendship by using relevant vocabulary.

b.To learn how to solve problems that may occur between friends. Teaching important points 教学重点

Using the given adjectives and sentence structures to describe one of your friends.b.Listening to the material about three different situations and complete the sentences. Teaching difficult points 教学难点

a.Working together with partners and describe one of the good friends. b.Discuing with partners and find out ways to solve the problems.

Teaching methods 教学方法 1.Discuion; 2.Listening; 3.Cooperative learning. Teaching aids 教具准备 A recorder.

Teaching procedures && ways 教学过程与方式

Step I Warming up

As a first leon, a teacher can arouse students’ interests by telling a story at the beginning of the cla.T: Good morning, everybody.At the beginning of our leon I’m going to tell you a story.A young deer and a wise old crow lived together in the wood.Pam, the deer had little experience of the world.but Rob, the crow, knew all the ways of the other animals.One day, Pam saw Puk, a fox, come out from a tree towards her.“I need a friend,” said Puk hungrily.“I’ll be your friend,” replied Pam.They went for a walk together in the field where Puk knew there was a trap.Pam was caught in it and could not move.Puk watched the farmer arrive with his knife to finish off Pam.Rob flew down to the field and said to Pam, “Lie down, and pretend you are dead.” Seeing Pam motionle, the farmer undid the trap.“Run!” shouted Rob and away Pam went.Back at home, Rob said to Pam, “You know a true friend by his acts not his words.” After telling the story, the teacher encourage students to talk about their understanding about the story, and then tell their own stories about friendship.T: That’s my story.Now I have a few questions for you.What does the story tell us? Do you know other stories about friendship? Ss: The story tells us that a friend in need is a friend indeed.(Tell the story about the bear and the hunter or other stories.) When students finish their stories, teacher can let them talk about their attitudes towards friendship and their standards of a good friend.T: Just now...gave us a very good story about friends.Do you think that friendship is important in our life? Why? Ss: I think friendship is very important in our life.When we feel bored we can talk to our friends; when we are in trouble, we can turn to our friends for help.T: That’s right.It’s important to have friends.What do you think a good friend should be like? Or what qualities do you think a good friend should have? For example, should he / she be kind, honest, smart, funny or anything else? Some adjectives to describe friends are listed in the textbook.Students should be given some time to get familiar with these words.Then they are encouraged to think about more adjectives and should be able to describe their friends using these words.T: Now look at page 1.There are some words that can be used to describe a friend.Look through them quickly and think about which words you would like to choose to describe a 5-star friend.What other words can you think of to describe a person? Ss: Positive: patient, careful, modest, reliable, open, talkative, energetic, tolerant, generous, humorous, well-educated, self-respected, easy-going Negative: selfish, rigid, dull, carele, proud, tricky, simple-minded T: OK.We have talked a lot about words to describe friends.Now let’s do some pair work.Tell your partner your standards of good friends by using the following sentence patterns: I think a good friend should (not) be ...In my opinion, a good friend is someone who ...Ss: I think a good friend should be patient, reliable and tolerant.In my opinion, a good friend is someone who is open, humorous and easy-going.In my opinion, a good friend should not be selfish, dull or proud.In this part, the teacher uses a game to consolidate what students have learnt in the previous step.Through the game, students learn to organize a short paragraph instead of just using some words or sentences.T: Just now you talked about 5-star friends in your eyes.Now let’s play a game, “Looking for good friends”.Please take out a piece of paper and think out three words that you think can best describe your personality and three more words to depict what kind of person you want to make friends with.Write down your names and turn it in.Each of you will get a piece of paper with your clamate’s information on it.Decide whether you two can be good friends or not and why.Tell the cla your decision, using the following patterns: I’m __________, __________ and _________.He / She is _________, __________ and ___________.I think we can (not) be good friends, because __________.Ss: I’m talkative, energetic and easy-going.She is tolerant, generous and humorous.I think we can be good friends, because we can spend a lot time talking, telling each other jokes.If I make mistakes, she will forgive me.Step II Listening A teacher may tell students that sometimes problems might occur between friends and it is very important to know how to solve these problems.Students are encouraged to think about some common problems between their friends and themselves and provide some poible solutions.T: You know, sometimes there are problems even between very good friends.It is important to know how to solve the problems in order to keep your friendship going.Can you tell me some of the common problems among teenagers? What do you usually do to solve them? Ss: Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.Maybe we can have a heart-to-heart talk with our friends to ask for forgivene.The students will hear three arguments between friends and are asked to write down the problems and suggest poible solutions.The task can be divided into two parts.After the first listening, they just write down the problems.Then they can discu with their partners to find out poible solutions.T: Yes, that’s a good idea to solve problems between friends.Look at page 2.We are going to listen to three arguments between friends.For the first time, just focus on the problem in each situation.Write down some key words as quickly as poible.Listen again and check the answers with the whole cla.(Listen for the third time if neceary.) T: OK, we have already known the problems in these three situations.Next, please discu with your partners and try to find out the solutions to each problem.Share your ideas on how to solve the problem with the whole cla.Ss: Situation One: I think Peter should try to get there on time next time.

Situation Two: I think Ann should ask for permiion first if she wants to borrow something from others and she should return things in time.

Situation Three: I think Adam can ask his uncle to mend it and he should be more careful with borrowed things.Step III Listening (Workbook P85) The students will hear about problems between friends and what can be done to solve them.They are asked to write down the solutions mentioned on the tape.T: In the following part, we are going to listen to more problems friends may have and what can be done to solve them.This time, the problems are given.Look through them quickly to get a general idea about the paage.Listen for the first time.Take some notes about the solutions mentioned in the paage.T： Listen again.Try writing down the solutions in whole sentences.And check your answers with your partners.Listen for the third time.Check the answers with the whole cla.Step IV Aignment T: Today we have learnt how to describe a friend and how to solve problems between friends.For the homework, you have two options: 1.Write a short introduction about one of your best friends.2.Describe one of the problems between you and one of your friends and how it is solved。

第13篇：初中英语教案

说课 Unit1 Good morning, Ladies and gentlemen : I’m Zhang Qing.My topic is Unit 1 How often do you exercise? Section A from Junior English For China Students’ Book (Grade 8).I hope you can enjoy my presentation.First, the language goal in this unit is to make students talk about how often do you do things.Through this unit, students must master some new words and phrase and the grammar point--Adverbs of frequency.There are some structures are also important , like : What do you usually do on weekends? How often do you read English books? What does she /he do on weekends? And so on.I may use some cards, pictures and a tape recorder to help my teaching.In my teaching plan, I mainly divide my teaching proce into 3 periods.The first Period(1a-1c) The first Period is from 1a to 1c in page 1.Teaching aims are name of activities in the pictures and Adverbs of frequency.Through this cla, I hope the writing skill, Listening skill, Communicative competence of students\' will be developed.OK.Let\'s get in the teaching procedure: Step1.Greet the cla I will introduce myself briefly and talk about something the students did in summer vacation .

T : First I’ll introduce myself .I’ll be your English teacher this term.I hope we’ll get along very well.I’m not only your teacher, but I can be your friends.We’ll be happy together. OK , I want to know what did you do in the summer vacation ,did you have some interesting stories? Did you have travelling ? Did you have shopping ? Did you have eating many delicious food ? Did you have doing homework or reading books? Did you have doing some exercise? Let\'s share together.After the students answering ... Now let’s begin our cla.This cla we’ll learn Unit1.How often do you exercise? Please open books at page 1.Step 2 .Teaching the Section A 1a in Page1 First look at the picture.I will ask a few students to say what they see in in the pictures.Like -- T: What are they doing ? (Each picture shows what a person does on weekends.Help the students to answer) Then let students name each activity.Ask them to repeat each one.a.The girl is shopping.b.Another girl is reading.c.This boy isexercising d.The boy is watching TV.e.These girls are skateboarding.Then ask students to list all the activities in the pictures.Then ask the students who finishes first to write the answers on the board.

At last , check the answers on the board and ask students to correct their own activities.(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 blackboard .Correct their own activities .5.Practise reading .) Step 3 .Teaching the Section A 1c in Page 1 First I will ask two students to read the dialogue in the picture.What do you do on weekends? ——I often go to the movies.Now work with a partner.Make your own conversations about the people in the picture.For example. What does she/he do on weedends ? ——She /He is often watching TV.1.First ,Focus on the conversation in the box 2.Let students practise reading .3.Then go into the Pairwork : Use the activities in pictures to make new conversations.Step4.Teaching the Section A 1b in Page 1 1.First read these adverbs and explain: always, usually, often, sometimes, hardly ever, never, explain them.

How often多久一次 Hardly adv.几乎不；几乎没有 Ever adv.曾；曾经

2.Play the tape twice.Let students write the letters on the line.3.Then check the answer Step5. Make summary of this cla. Watching TV, skateboarding, reading, shopping, exercising Always, usually, often, never, hardly ever, sometimes This cla we’ve learnt some names of activities: watching TV, reading, skate boarding, exercising, shopping.And we also leant some adverbs of frequency: always, usually, often, sometimes, hardly, ever, never.Step6.Give homework to students Today\'s homework is : keep a weekend dairy showing what you do on weekend.(You can write down what you have do from the time you get up until you go to sleep.) Next cla,we will learn 2a to 2c , please preview it .Ok , cla is over , see you The second Period(2a-2c) The second Period is from 2a to 2c and the grammar focus in page 2.Teaching aims are name of activities in the pictures and Adverbs of frequency .This part is also useful to students\' Writing skill , Listening skill, Communicative competence and also Reading skill.

OK, Let\'s get in the teaching procedure: Step1.Greet the cla Step 2.Learn some new words Now please look at the list of activities and read after me.Watch TV Exercise …

1.Let students read the activities and the answers of “how often …sentences”

2.Let students practise reading .Step3.Teaching the Section A 2a in Page 2 In 2a students should know the activities they hear .First ,Play the tape , students only listen . Play the tape for the second time, let the students number the activities. After they heard from the tape, Let one student read his/her answer.Play the tape the third time .Check the answers.Step4.Teaching the Section A 2b in Page 2 In 2b students should know the answers of how often Cheng does the activities.First,Play the tape , let the students match Cheng\'s activities with the number of times he does them .Let one student read his/her answer.Play the tape again .Check the answers Notice : In this part ,we should pay attention to \"how often\"引起的特殊疑问句及回答.

Now please look at the chart in Activity 2a again: The heading—How often? Ever day Once a week Twice a week Three times a week Once a month Twice a month Match them with correct activity according the tape Step5.Teaching the Section A 2c in Page 2 First ask a student to read the list of activities to the cla: Watch TV , Surf the Internet , Read English books, Go to the movies , Exercise Let them practice reading .Then tell me how often do these activities: You can write your answers under the list of How often.After filling the chart,check the answer and let them do pairwork to make conversations .1.Focus on the conversation.2.Read the activities in the left box.3.Fill in the chart.4.check the answer 5.Pair work: Make conversations.Step 6.Teaching the Section A Grammar Focus in Page 2 Explain \"how often\"引起的特殊疑问句及回答.Let them Practise reading : Let students read the questions and answers .Step 7 .Make summary of this cla.This cla we’ve leant some adverbs of frequency: every day, once a week, once a month, twice a month.And we leant to talk about how often people do things.Step 8.Give homework to students Today \'s homework is : 1.Copy the new words.

2.Review Section A 1a-2c Next cla ,we will learn 3a to 4 in page 3 , please preview it .Ok , cla is over , see you The third Period(3-4) The third Period is from 3a to 4 in page 3.Teaching aims are Adverbs of frequency and how often sentence and the answer.Reading and writing skills is important in this leon.OK , Let\'s get in the teaching procedure: Step 1.Greet the cla and check the homework Step 2.Teach some new words of this period Show the new words on the screen and teach students how to read , explain them and ask them to repeat.Step 3.Teach the Part 3 of section A in page 3 Now please open your books at page 3.Look at 3 first.1.First Call students\' attention to the survey Make sure the Students understand the chart .T: What activity do ninety-five percent of Green High students do every day ? ——Students answer .（If neceary , give them help .）

2.Then look at the information in the green box with Students .3.Let the students read the article .4.Then let them look at the survey and fill in the blanks in the article .5.Next I read it to the cla and explain s (I’ll read each line of the survey to you.)

：

6.Check the answers .7.Let them practise reading .Step 4 .Begin the Group work in page 3 1.Put a question : What can you do improve your English? 2.Let students think of more things they can do to improve your English and write them here .3.Ask several Students each question .——Read English books Sing English songs watch English movies How often do you do the things? (Collect the answers on the blackboard.) 4.See: Who is the best English students in the cla Step 5 .Make a free discuion ( if time is enough ) Ask students to talk about how often their family members do things.For example, My mother cooks dinner every day.We eat in a restaurant once a week.My father goes to the United States once a year.… Step 6 .Make summary of this cla.This cla we’ve read a magazine article and done an exercise.I hope you can study hard and to be good students.Step 7.Give homework to students Today \'s homework is : 1.Revise and copy the new words . 2.Prepare for Section B.(If time isn’t enough, leave the exercises of workbook as homework.) Ne

xt cla ,we will learn section B in page 4 , please preview it .Ok , cla is over , see you That’s all .Thanks for listen my presentation .

第14篇：初中英语教案

初中英语教案,一般过去式,一般过去式免费下载。一般过去时 Ⅰ、一般过去时表示的意思（引例）

He lived here ten years ago.I stayed at her home last night.It was very hot yesterday.动词形式：动词的过去式

用法：表示过去某一时间内发生的动作或存在的状态。 Ⅱ、一般过去时的时间短语

常见的表示过去时间概念的短语： last night, yesterday, last year, … ago, just now, in 过去年份等这些短语的位置：句首、句末

e.g.We cleaned the claroom this morning.This morning we cleaned the claroom.Ⅲ、动词过去式的变化（规则动词）一般在词尾加 ed ask → asked help → helped

e.g.They asked me the time just now.以 e 结尾直接加 d arrive → arrived

e.g.I arrived late this morning.动词过去式的变化（规则动词）以重读闭音节结尾的，则双写 plan → planned

e.g.We planned to go to the party.以辅音字母 y 结尾，去 y 变 i 加 ed。如 try → tried study → studied

e.g.He tried to climb the tree, but he could not.动词过去式的变化（规则动词）

练习：规则动词的过去式的变化方式

(书本) P151 Ⅳ、动词过去式的变化（不规则动词）例： go → went drink → drank eat → ate see → saw

练习：不规则动词的过去式的变化 (书本) p153 动词过去式的变化（不规则动词） e.g.I went to his birthday party last night.I met my teacher in the street today.知识结构一般过去时构成用法常用时间动词的过去式

1、表示过去某个时间发生的动作或存在的状态。

2、表示过去经常或反复发生的动作动作。 yesterday last night in 1990 two days ago 动词过去式的构成规则动词不规则动词构成读音

规则动词过去式的构成构成规则例词

1、一般在动词原形末尾加– ed look looked play played start started

2、结尾是 e 的动词加 -- d live lived hope hoped use used

3、末尾只有一个辅音字母的重读闭音节词，先双写这个辅音字母，再加—ed stop stopped plan planned trip tripped

4、结尾是―辅音字母+y‖的动词，先变―y‖为―i‖再加—ed study studied carry carried 清念 /t/ ,元浊/d/ /t/ /d/ 之后念/id/ 规则动词词-ed的读音说明：

1、清念 /t/ ，即 ed 在清辅音后面念 /t/ ,例：finished helped paed cooked

2、元浊 /d/ ,即 ed 在元音，浊辅音后面念 /d/ , 例：borrowed enjoyed called moved

3、/t/ /d/ 之后念 /id/ , 即 ed 在 /t/ /d/ 音后面念 /id/ 例：wanted shouted needed counted 写出下列动词的过去式 get is live sent drive run ask push say hurry try use work stop jump meet read see travel carry got was lived sent drove ran asked pushed Said hurried tried used worked stopped jumped met read saw travelled carried 不规则动词表 go am/ is are begin meet write build buy can have/has take catch come do swim drink drive eat get see was were began met wrote built bought could caught came did swam drank drove ate got went had took spend spent leave left saw 用法

1、表示过去某个时间发生的动作或存在的状态。He was here yesterday.I got up at six thirty yesterday morning.My father was at work yesterday afternoon.Did you have a good time last summer

2、表示过去经常或反复发生的动作。My father often went to work by bus last year.When I was a child, I often listened to music.常用时间

常与一般过去时态连用的时间有： yesterday yesterday morning (afternoon, evening…) last night (week, month, year…)

two days ago, a week ago, three years ago… in 1990, (in 1998…)

一般过去时态常用的时间状语

一般来说，一般过去时都有明显的时间状语，它们可以是单词，也可以是短语或从句。 1.yesterday或以其构成的短语：yesterday morning(afternoon, evening)等；

2.由―last+一时间名词‖构成的短语：last night, last year (winter, month, week)等； 3.由―时间段+ago‖构成的短语：a moment ago, a short time ago, an hour ago等；

4.由―介词+一时间名词‖构成的短语：on Friday, on Monday morning, on April 15, on the night of Oct.1 5.频度副词：often, always 等；

6.其它：then, just now, once,以及由after或before构成的介词短语等 7.由某些表示过去时态的从句等。 PRACTISE 改写句子：

1、Lucy did her homework at home.（改否定句） Lucy _______ _______ her homework at home.

2、He found some meat in the fridge.（变一般疑问句) ______ he _____ ______ meat in the fridge

3、She stayed there for a week.（对划线部分提问） ______ ______ _____ she _____ there

4、There was some orange in the cup.（变一般疑问句) _____ there _____ orange in the cup didn’t do Did find any

How long did stay Was any That’s great√ 练习

请将下列各句改成过去式

John has a lot of homework everyday． I go to bed at ten-thirty． How is the weather today？答案

John had a lot of homework everyday I went to bed at ten-thirty.How was the weather yesterday Ⅴ、一般过去时的否定句、疑问句否定句：

did not (didnt) …… （后面动词要变回原形）疑问句：

Did you … … （后面动词变原形）一般过去时的否定句、疑问句 e.g.I stayed at her home last night.→ I didnt stay at her home last night.→ Did you stay at her home last night They cleaned the room this morning.→ They didnt clean the room this morning.→ Did they clean the room this morning Yes, I did.No, I didn’t.

一般过去时的否定句、疑问句

另注意以下这几种句子的否定句、疑问句：

1、Be 动词的句子 (过去式was/were）（例句） He was at home yesterday.→ He was not at home yesterday.(wasn’t) → Was he at home yesterday 一般过去时的否定句、疑问句

1、Be 动词的句子 (过去式was/were）（例句） They were at home yesterday.→ They were not at home yesterday.(werent) → Were they at home yesterday

另注意以下这几种句子的否定句、疑问句：一般过去时的否定句、疑问句

另注意以下这几种句子的否定句、疑问句：

2、情态动词can的句子 (can的过去式是could) （例句） She could come to the party → She couldnt come to the party.→ Could she come to the party 一般过去时的否定句、疑问句

另注意以下这几种句子的否定句、疑问句：

3、have 的句子 (过去式had) （例句）表示 ―拥有‖ 时：

He had got a car two years ago.→ He hadn’t got a car two years ago.→ Had he got a car two years ago 一般过去时的否定句、疑问句

另注意以下这几种句子的否定句、疑问句：

3、have 的句子 (过去式had) （例句）

They had a good time last night.→ They didn’t have a good time last night.→ Did they have a good time last night quickly是quick的副词。

形容词和副词可以互相转换。一般在形容词后加ly easy- usual- happy- real- easily usually happily really

第15篇：初中英语教案

T: Today Let’s learn Leon 6 Word Fun First, Let’s say a chant OK? Ss: OK! (Say the chant>) (学生不受任何限制，随着欢快的chant说唱并自由发挥动作) T: Wonderful! Do you like balloons? Ss: Yes T: Now, Look! What are these? Ss: These are balloons (T继续指教室内的门、窗、椅子、铅笔等物品问：What are these?复习复数句型These are„„) T: And what are these? (教师指拿出的四个气球) Ss: These are balloons! T: I have four balloons, I want to make two large, Help me, OK? (教师找学生将其中的一个气球吹大，在吹的过程中T不断的做变大的手势并说：large large„„让学生理解该词的含义) T:拿着那个大气球示意：Now it is large! Follow me“large” (教师出示large的卡片并贴到黑板上，引导学生学习该单词) T: Can you sing? Ss: I can sing! T: la~la~la~la~la~large! (教师通过歌曲的形式引导学生操练该单词) T: Now Let’s make the other one large OK? (T找另外一个学生吹气球，示意学生一起为他加油说：large„„) T: Look! It’s large now.This is large, This is large.These are large (教师先一手举一个气球说单数的句子，再把两个气球合到一起引出复数句型的操练，然后把大气球贴到黑板上，让学生由慢至快的读句子) (教师给说的好的学生奖励奖章，引导学生说出奖章上的物品和物品的特征：Elephants are large animals, so we can say:“These are large”利用奖章的形式将所学单词：large加以巩固和运用) T: Kids tell me how to make the two balloons small? Do you have an idea? (教师找学生通过给气球放气使气球变小，引出学习：small) (利用音标与单词相结合的方式进行chant的操练：/s//s/small„„) T: Let’s do a chant with these four balloons OK? (教师与学生一起做chant,并指着黑板上的四个气球:large large These are large; small small These are small) T:你能说一说你在日常生活中见到哪些东西是large的？哪些又是small的？ Ss:„„（学生举手说出自己生活中常见的大小事物）

T: Can you remember the chant:”Two Balloons”This time let’s change the words（教师把刚才的chant进行了换词，换成了刚刚学过的知识：large和small） Ss: These are large balloons large balloons.~peng! pa! Oh no! These are small balloons small balloons.~peng! pa! Oh no! I have no balloons no balloons~ (教师配合chant中的内容将黑板上的大小气球分别扎碎) T: Don’t cry my kids.I have another balloons, Look!(教师拿出六根长气球) T: But these are not large or small, these are long.(教师用手势让学生理解该单词的意义并引出学习单词“long”，出示板书并学习) T:/l//l/long/l//l/long Ss:„„

T: Say the word as long as you can Ss: long~~~~~~~~~~~ T: Let’s do a chant: Look at me: /l//l/long/l//l/long These are long long, These are long Ss:„„

(教师带领孩子拍手做该chant，并越做越快) T: So clever! But if I want so me short ones, What should I do? Do you want to have a try? (教师用手势让学生理解short这个词的意思并发给每个小组一个气球让学生用自己的智慧将长气球变成短的) Ss:„„

T: OK, Good job! Now these are short, Let’s count how many short balloons here (教师让学生通过一遍遍的读short来数出每组短气球的个数，出版书并操练该单词) T:你能说一说你在日常生活中见到哪些东西是long的？哪些又是short的？ Ss:„„（学生举手说出自己生活中常见的长短事物）

T: Well done! Can you find large or small, long or short thing sin our claroom? Ss:„„

T: Excellent! I have a magic box, What are on the box? Ss:„„(读出盒子四面的单词：large/small/long/short) T: Good! There are some lucky card sin it, you can take out one and you’re your partner with the same picture (教师先和一个学生做示范，并提示学生：large找small, long找short,让学生抽签说说卡片上的内容并找到和自己卡片有相同图案的反义词,找到后一起说一说) T: Well done! You all you’re your partner now, after cla you should observe the things around you and describe them in English, Ok? (教师布置作业，让学生留心观察周围的事物，对比他们的大小长短，并用英语说一说) T: It’s time to say good-bye, see you next time! Ss: Good-bye Suki! 课后反思

我这堂课的内容是Spark2A教材第6课《Word Fun》中的形容词部分，教学重点是让学生通过体验学习四个形容词large、small、long和short，巩固复习复数句型：These are„„..。针对本课的教学目标和重点，我是这样设计的。首先，形容词对于学生来说比较抽象，不能摸到，也不仅仅光靠动作就能感受到。但是在生活中学生对这四个词却都有理解。因此，本堂课重在让学生通过体验和感知实物来理解这四个单词的特征和意义。整堂课以学生生活中喜爱又常见的气球作为教具，贯穿课的始终，学生通过亲自动手把气球变大、变小或者变长、变短来体验和学习新知，通过实践让学生感知英语就在我们身边，加深对所学知识的印象，使英语的学习更具实效性。在操练新知环节上，我采用了变化的形式。不同的操练方式避免了操练过程的枯燥和乏味。同样是说单词，却让学生总有新鲜的感觉。比如简单的单词chant中，我把音标和单词相结合，让学生在掌握音标发音的同时加深了对所学单词读音的记忆，在有韵律的句子chant中，我通过由慢至快的形式来调动学生的学习热情，使他们在此过程中逐步熟练运用语言。为了避免低年级学生“学的快，忘的也快”这一现象的发生，我在课的设计上将评价与课堂的内容有机结合起来，把所授知识和奖章融为一体。在奖章的图案上体现大、小、长、短这四个词，这样的奖章不仅调动了学生的参与热情而且有效的鼓励使他们树立了自信心。课堂中时刻的评价与练习又使所学知识反复的重现，给学生以深刻的印象。语言只有在体验中才能知道它的存在，在应用中才能知道它的价值。为了让学生成为语言的掌握者，避免学习和生活脱离的问题，我在操练新知识后设计了应用的环节，将知识还原于生活，让学生在自己的周围找找大、小、长、短的物品说一说，让他们感受到英语和我们的生活是息息相关的，它不仅仅是一种语言。在这堂课的设计上我也有考虑不全的地方，比如，英语的学习很注重听原音模仿这一环节，尤其是对低年级儿童来说，他们的模仿能力非常强，在课堂上我应该设计这样一个环节，留给他们一定的时间进行听原音的模仿练习，这样有助于学生对所学单词的发音更加准确，逐步模仿形成地道、流利的口语。其次，我在全班活动找反义词朋友这一环节的处理上没有关注到全体同学，也使其他同学的注意力只放在了他们自己身上，在以后的全班活动中我应该借鉴奋斗校的好方法，逐步培养学生在集体活动中学会聆听他人的回答或建议，在聆听的过程中使自己要表达的语言逐步完善，逐步促进课堂活动有序且具实效性。

第16篇：初中英语教案

一、重点词汇词组 god

神,上帝 sweetie

可爱的人 leader

领导者 immigrant

移民

settler

殖民者,移居者 myth

神话

belief

相信,信念 religion

宗教

celebration

庆祝,祝贺 succeful

成功的 feast

盛宴 prayer

祈祷

二、重点词组

1.have sb over招待邀请某人

2.give thanks to sb for sth因某事向某人致谢

3.It’s（a）time for sb to do sth .是某人做某事的时间了 4.get together聚集到一起 5.a bit of 一点儿

6.be thankful to sb for sth因某事而感激某人 7.in one way or another以各种方式 8.search for寻找

9.more than a little bit不止一点儿 10.describe „ as „ 把„„描述为„„ 11.soon after在„„之后不久

12.have problems with与„„有矛盾；在„„方面有问题 13.break out突然发生，爆发 14.in fact事实上

15.be surprised to do 对做某事感到吃惊 16.take place 发生

17.be similar to 与„„相似

18.offer prayers to sb向某人祈祷 19.in the beginning在开始，在起端 20.provide sb with sth 向某人提供某物

21.be grateful to sb for sth因某事而感激某人 22.bring pleasure to sb给某人带来欢乐

23.teach sb a leon给某人一个教训 24.share sth with sb与某人分享某物 25.agree on sth在某事上达成共识

三、重点难点分析

1.My mom’s having some of our friends over for Thanksgiving .我妈妈将邀请一些朋友来家里过感恩节。

have „ over的意思是“招待（某人）来家里、邀请（某人）的意思。”这个句子还可以用have „up表示同样的含义。试比较：

My mother is having some of our friends up for Thanksgiving 2.We give thanks to God for all that we have got .我们因所得到的东西而向上帝感恩。 give（one’s）thanks to sb for sth的意思为“因为某事而向某人致谢”，表示同样意思的类似词组还有: thank sb for（doing） sth be thankful to sb for sth 例如: We must thank my teacher for helping me a lot .我必须感谢老师给我那么多的帮助。

We are thankful to the young boy for giving as the meage .我们感谢这个小孩子给我们这个信息。

3.The Great Spirit decided to teach her a leon , she would have no face , nor could she talk to the people , the birds , or the animals of the forest .大神决定给她一个教训：她没有脸，也不能和人、鸟或森林中的动物讲话。

teach sb a leon的意思是“给某人一个教训”例如: The accident which was caused by carelene taught him a leon forever .由粗心引发的事故给他一个永久的教训。

I’ll teach you a good leon. 我要好好教训你一顿.nor +助动词/情态动词/系动词+主语是倒装句，表示“也不”，肯定句用so。例如: I haven’t been there , nor has he .我没出去过那里，他也没有。四.语法分析

Americans have been celebrating Thanksgiving in one way or another since the 1600 s .美国人自17世纪以来一直以这种或那种方式庆祝感恩节。

have been celebrating为动词celebrate的现在完成进行时。所谓现在完成进行时就是指

“一个动作从过去某时开始，一直持续到说话时刻还在进行”。由have / has been + v- ing 构成.试比较: 五.习题检测与解析 I.Change sentences 1.The woman thanked the man for saving her son .（同义句） The woman

the man who

her son .2.The old man seemed to believe in the God strongly .（同义句） the old man

a strong

the God.3.She didn’t want a little bread to eat .（同义句） She

bread to eat .4.The owner had the dog look after his house .（被动语态） The dog

look after his house .5.I would’ t like to destroy the quiet environment .（倒装句、并列句）

He wouldn’t like to destroy the quiet environment .I wouldn’t like to destroy the quiet environment , I

he like to destroy the quiet environment .II.Close Test.Even if you are a good high-jumper, you can jump only about seven 1 off the ground.You cannot jump any higher because the earth 2 you hard.The pull of the earth is 3 gravity.You can easily 4 out the pull of the earth.If you weigh 5 , you will know how 6 gravity is pulling you.Since there is gravity, water runs downhill.When you 7 a ball into the air, it falls back down.Because of gravity you do not fall off the earth 8 it turns around.Then, can you get 9 from the earth and go far out into space? Now you can do it, because spaceships have been invented.The spaceship will go so fast that it can get rid of the earth’s gravity and 10 you into space.1. A.foots B.foot C.feet

D.feets 2. A.pulls B.push C.make

D.hits 3. A.calling B.called C.told

D.spoke 4. A.find

B.found C.looked D.way 5. A.you

B.your C.yours D.yourself 6. A.much

B.many C.heavy D.long 7. A.are thrown B.throw C.throwing D.threw 8. A.as

B.and C.because D.or 9. A.off

B.away C.lost

D.left 10. A.move

B.bring C.carry D.throw III..Read the following paage and fill in the blanks The, Chinese New Year is now known as the Spring Festival because it starts from the beginning of spring.Though there are some sayings about its origin ,( 起源)，all agree that the word Nian, which in modern Chinese means “year”, was originally the name of a beast (野兽) that started to eat people the night before the beginning of a new year.One story goes that the beast Nian had a very big mouth that would take in a great many people at one time.People were very afraid.One day, an old man came to their help and said he would stop all this.To Nian he said, “I hear say that you are very strong, but can you eat up all the beasts on earth instead of people who are too weak to be your enemy (敌人)?” “Yes,” Nian agreed with him and went to kill many of the beasts on earth.People were very happy because those beasts also did bad things to people and killed their farm animals from time to time.After that, the old man, who was a god (神), rode on the beast Nian and left.Nian was gone, and other beasts also went into forests; people began to enjoy their happy life.Before the old man left, he had told people to put up red paper-cuts on their windows and doors at each year’s end to drive Nian away, because red is the colour the beast felt most afraid of.From then on ,every year at the beginning of spring, people “Guo Nian”.The word “Guo Nian” means “Go through the Nian safely”.Putting up red paper-cuts to drive Nian away and making dumplings for a better new year are still an every-year doing by the Chinese people.However (但是), people today have long forgotten why they are doing all this, they just feel the colour and the food make the New year very enjoyable.1).The Chinese New Year is also called__________.A.The Beginning of Spring

B.The Spring Festival C.The New Spring

D.The Beast Nian 2) .How did the old man stop Nian from eating people? A. By putting red paper-cuts on windows.

B.By eating up beasts.C.By talking to him.

D.By riding on him.3)..Why did people put up red paper-cuts instead of those of any other colour? A.Because Nian liked the colour red.B.Because the colour red could kill Nian.C.Because the old man liked the colour red.D.Because Nian was afraid of the colour red.4) .The best title of this paage is______.A. The Origin Of The Chinese New Year B. The Old Man And The Beast Nian C. How To Go Through The Nian Safely D. What Nian Was Like 5).Which of the sentences is true? A. Nian can eat up all the beasts on earth at one time.B. Nian is a tall beast that likes to eat farm animals.C. Nian is afraid of paper-cuts.D. Nian doesn’t like to use his own mind 答案及解析: I.1.gave , thanks , to , had saved

2.It , seemed , that , had, belief , in 3.wanted , much 4.was had to 5.nor, would , he , Neither , nor , would II.1-5 CABAD 6-10 ABABC 第1题，foot的复数形式是feet。

第2题，pull\"拉\"，push\"推\"，你不能跳得很高，那是由于地球在\"拉\"你。第4题，该句的意思是，\"你很容易会发现地球的拉力\"。Find out是固定搭配\"发现、找出\"的意思。

第7题，这是讲的一种普遍状态，所以应该用动词的一般现在时。第9题，从空格后面的from我们知道应该用get away\"远离\"。 III.1).根据常识可知B为“春节”

2).从第二自然段的

3、4行可知，是通过谈话告知Nian这种怪兽的。3).从文中第三自然段最后一句话可知是D。 4).全文讲的是中国“年”的由来，所以选A。

5).该是根据全文采用排除法，A，并非一次吃尽所有动物；B，讲话中并未提到farm an animals; C, Nian怕的是红纸。

第17篇：初中英语教案

Unit 3 Troubles Hello, everyone.I am Xiao Jin Ju.Today I’m very happy to be here to talk about some of my teaching ideas.My topic is Troubles, Unit 3.Since the text is a reading paage, so I have designed the following steps to train the students’ ability of reading.There are six steps.Greetings and Leading-in; Pre-reading; While-reading; Post-task; Summary and Homework.Now I want to talk about them in details.Step 1.Greetings and Leading-in First of all, I will greet the whole cla as usual.And then, Leading-in, I will show the picture on the screen and ask the students to look at it.Ask them whether they can understand the meaning of the picture.So I can bring in the new subject: Troubles.（ I will write down troubles on the blackboard） Step2.Pre-reading \\ I will show some new words and expreions on the computer and learn them with the students together.For example:

a).对付，处理

deal with b).伸出，取出

hold out ect.（ I will write down troubles on the blackboard）

Step3.While-reading

1.Ask the students to observe the pictures beside the story and ask the following questions: a) Who were arguing in the first picture? b) What was the man doing in the second picture? (I will give the students five minutes to gue the answers to the questions)

2.Ask the students to read the text as quickly as they can and try to answer part A1 questions on page 34.a) What is the man doing with the bag in the first picture? b) Which people are arguing? c) Which person is Liu Wei? d) What is Liu Wei’s farther doing in the second picture? (I will give the students five minutes to find the answers and deal with the questions with them) 3.Ask the students to read the whole text carefully again and answer the part A3 questions on page 35.a) b) c) d) e) Why did the man hold out a bag? Who do you think had the purse? Why did Liu Wei’s farther not get on the ferry? Did the man run away in the end? How can you tell? Why did Liu Wei say “You are so great” to his father? (I will ask the students to discu freely and then we answer the questions together) Step4.Post-task

I will show the important sentences on the computer and ask the students

to pay attention to them and underline them on the text.I will also explain those sentences to the students.b) The man held out a bag and showed it to the women.（拿出···） c) Everyone stared at the three people.（盯着看）（ I will write down troubles on the blackboard）

1.If time is permitted, I will show some synonymy sentences to them as well on the computer.For example: do with means deal with.3.I have designed some exercises to develop the ability of students.Ask the students to read reading part A carefully again and finish the following exercises: (I will use the multimedia to show the exercises on the screen.) Task 1 is to tell whether “ it is true or false ”

Task 2 is to choose the right phrase and fill in the blanks in the right form Step5.Summary 1.Ask the students what they have learned today.2.Check some key words and phrases again.Step6.Homework 1.Read the story after tape and try to use some key words to retell the story.2.Ask the students to do the exercise A4 on page 35.That is all.Thank you for your attention 3

第18篇：初中英语教案

Leon 42

Target language 目标语言

1.Words and phrases生词和短语：

language，exciting，main，meaning，welcome，Mexico，Spanish，million，official，French，united，nation，each other, all over the world, official language

2.Key sentences重点句子：

Learning English helps the people all over the world talk to each other.

What do you mean by “United States”?

More than 450 million people in the world can speak English.

Ability goals 能力目标

Enable the students to talk about the importance of learning English.

Learning ability goals 学能目标

Help the students learn to talk about the importance of learning English.

Teaching important & difficult points 教学重难点

Get the students to learn about the importance of learning English.

Teaching aids 教具准备

A tape-recorder, some slides, a multiple-media computer and a projector.

Teaching procedures & ways 教学过程与方式

Step I Homework checking and lead in

Check the students their homework to have a review of what they have learned during last period.T: Hello, everyone! Have you finished your homework?

S: Yes!

T: Well! Which pair would like to read it to us?

Ask some pairs to act out the dialogues.

T: Quite good! Let’s give a big hand to them.…

T: I am very glad you can make phone calls in English.But can you tell me why people all over the world are learning English?

S: English has become an international language.Wherever you go, English is always commonly used.

T: Yes, English is widely used in the world.It is also the official language of many countries.Today, we are going to learn Leon 42 Welcome to the World of English!

Step II Listening

Ask the students to listen to the conversation and answer the questions given to have a basic idea of this text.

T: Please listen to the tape carefully and answer the following questions.

1.How many people can speak English?

2.What are the main languages used at the United Nations?

Play the tape-recorder, ask the students to listen carefully and take some notes if neceary.After that, ask some students to answer the questions above.

S1: More than 450 million people in the world can speak English.

S2: English, Chinese and French are the main languages used at the United Nations.

T: That’s it! Please read after the tape.While reading, please underline the difficult language points.

If neceary, explain the following language points in cla and then give the students a few minutes to practice.

1.help sb.(to) do

E.g.I help my mother (to) do some housework.

2.talk to = talk with

E.g.Don’t talk to a stranger.

3.more than = over

E.g.There are more than 50 students in our cla.

4.What do you mean by…?

E.g.What do you mean by saying you are stupid?

Step III Readingspeaking

Ask the students to read the text and talk about why it is important to learn English according to the text and their own opinions.

T: Read the paage again and tell me why it is important to learn English.

Get the students to read the text and give them enough time to discu in groups.After that, ask some of them to expre their opinions.

S1: Learning English helps the people all over the world talk to each other.

S2: More than 450 million people in the world can speak English.

S3: It is the official language of more than forty-five countries.

T: Correct! Any other ideas?

S1: English has become a bridge between China and other countries.

S2: I will have a bright future, if I learn English well.

S3: The English language is used as the world language today.

T: Great! So, you see, learning English is very important.Speaking is especially important in learning English.But how can we speak English well?

S1: We should read and speak English every day.

S2: And we also have to use it as much as poible.

T: Yes, I agree with you.Rome wasn\'t built in a day.Learning English takes time,

S2: When we read, read as loudly as poible, as clearly as poible and as quickly as poible.T: Wonderful! If you want to speak good English, please don\'t care how poorly or how well you speak, only care about catching the chances to speak.You must enjoy losing face; just forget about your face.The more you speak, the better your English will become.The more mistakes you make, the more progre you will make.You must enjoy speaking poor English, because speaking is the only thing that will lead you towards succe.Don\'t give up.Just try your best.Every time you move your mouth, your memory will deepen, your muscles will strengthen.You can make itStep IV Homework

1.Read the first reading in Reader.

2.Preview Leon 43 Write a Letter in English!

3.Do exercises in the activity book.

Leon 45

Target language 目标语言

1.Words and phrases生词和短语：

ago, pronounce, story, keep / stop doing, look it up in a dictionary

2.Key sentences重点句子：

She speaks English, but her grandmother taught her some Chinese.

When I don’t understand a word, I look it up in the dictionary.

I like reading, but my favorite way to learn English is watching TV and movies.

Ability goals 能力目标

Enable students to talk about how to learn English well.

Learning ability goals 学能目标

Help the students learn how to learn English well.

Teaching important & difficult points 教学重难点

Get the students to learn about the method of learning English well.

Teaching aids 教具准备

A tape-recorder, a multiple-media computer, some slides and a projector

Teaching procedures & ways 教学过程与方式

Step I Lead in

Lead the students to the new leon.

T: It is fine day today! Why not sing a song to begin our cla? Now let’s sing the song Say the Word together.

T: Quite well! Say the Word is useful to read the difficult English words.As long as you keep trying, you will learn English better and better.

Step II Warming up

Ask the students to talk about the questions in THINK ABOUT IT in groups of four.

T: Look at the questions on the top of page 56 and have a discuion about it.

Give the students enough time to discu the questions and then ask some of them to give their opinions.

T: Time is up.The first one, if you move to Canada, what difficulties will you meet? What will you do?

S: If I move to Canada, I may not understand what they are saying.I have to spend a lot of time speaking with them and listening to the radio and watching TV more often.

T: Good idea! How does Teresa learn English?

S: Maybe she gets some help from her Canadian friends and she reads and speaks English a lot and listens to English as often as poible.

T: Good answer! Well, would you like to get the answers about how Teresa learns English? The text Keep Trying will give you the answer.

Step III Listening

Ask the students to listen to the text and answer some questions to get familiar with the text.T: Listen to the tape and answer the questions on the slide.

1.Where does Teresa live now?

2.Where does Teresa come from?

3.When Teresa doesn’t understand a word, what does she do?

4.What about Teresa’s favorite way to learn English?

The teacher can divide the cla into two groups and have a competition to see which group can correctly answer more questions, and this group wins.

第19篇：初中英语教案

Lead in:

T: Good morning , my boys and girls!

Ss: Good morning ,teacher!

T: Before our cla, I want to ask you a question about you.OK?

Ss: OK!

T: What’s your ideal jobs in the future? Ideal the Chinese meaning is 理想的.Is it a teacher ?Doctor ?or something else? And tell me why

Ss1: My ideal job is driver.Because it’s very coll!

Ss2: My ideal job is .....

(提问两个或三个同学）

T: Good! Your ideal jobs are very great! I hope your dream jobs can come true! If you r ideal job is a doctor or something else .What should we do now? How make it come true? If you don;’t know.It doesn’t matter.Let us to our new leon “Unit 6I’m going to study computer science’.(写板书标题写上）

T: Just now, we said some jobs about ourselves, now look at the PPT.There are some pictures about our new words.Then find our dream jobs in it.

(呈现职业的图片并配有英语单词）

T: Look at the picture, Who is he?

Ss: Doctor /医生

T:You are right! Read follow me :doctor

Ss: doctor...

T：And this one ?

Ss:钢琴家........(单词的学习）

III.

T: Look at [1a] There are 12 jobs in it .Match them 1--12.1 is the most interesting .12 is the least interesting( 汉语翻一下）Do you understand me ? I Give you 2 minutes to finish it .

T: times up.Volunteer! Who want to share your choice?(提问两名同学）

T：Do you find something in common in these 12 jobs ?(老师引导）

S: 有的职业加er 有的加or 有的加ist....

T:Excellent! You did the good job !(中文讲解）

N/v + or( visitor, ..)doctor 不是这样变化

Er ( driver , worker, singer...)

Ist （ pianist， scientist...)

还有许多特殊变化的需要我们特殊记忆。

当我们在以后的学习和考试时看见er or ist 时我们就可以猜测它是什么意思。

IV.

Look at [1b] Listen to the tape.Fill in the blanks and match them .

T: Check the answers.(提问四个同学一个人一句话）

T: Read it together.

Just now , our students said their dream jobs in the future.I had a dream job when I was a little girl .I want to be a dancer.But I am very fat now .It just a dream for me ! What a pity! Because I

didn’t do anything for it .If you want to make our dreams come true .What should we do ? Look at [1c] First read it with you desk mates .Latter I will check you .

（提问同学读对话三组同学）

（找同学翻译讲知识点） A: How are you going to do that?

B: I’m going to practice basketball every day

T: want to be +职业表示想要成为什么样的人

举例：I want to be a singer .(提问同学造句）

T： grow up长大生长

T：一般将来时表示将来发生的动作或存在的状态其中的一个构成 be going to +V原表示计划打算去做某事，常与表示将来的时间状语连用比如说： tomorrow, next week ...还与when 引导的时间状语联用

T：我打算明天和我妈妈去购物

I’m going to go shopping with my mom.

(提问多练）

T：How are you going to do that ?

I ‘m going to ...

问怎么做要给出自己的具体做法

VII.

Make a conversation like 【1c】

VIII.

Summary： today we learned some new words and new structures .Now look at the PPT .Read follow me.

Homework : remember the new words

Make a dialogue like[1c]

第20篇：初中英语教案

初中英语人教版unit10 Can you play the guitar? Section

教材分析

以学生熟悉的日常娱乐和生活活动为话题，学习掌握本单元词汇和情态动词can的用法这个话题与学校课程有关，贴近学生实际生活，而且问和答的句子都不长，容易上口。本单元教材特点是话题集中，句型不多，但生词量大。

学情分析

新课程标准强调课程应从学生的学习兴趣，生活经验和认知水平出发，倡导体验，实践，参与，合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用的能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和自主学习能力的过程。我们可以清楚地看出，新课程标准要求以“学生为主体”的课堂教学模式，教师的角色应该从“演员”转变为“节目主持人”，把舞台还给学生，由学生当演员，唱主角，充分体现学生的主体地位，让学生充分发挥主体作用，提高课堂效率。学生对情态动词后接行为动词原形的认识要正确。

教学目标

1.知识目标：掌握本课的大纲词汇和情态动词can的用法。

2.能力目标：1）能听懂课文有关话题的有关的简单会话。

2）能用can或can‘t表述会不会那些活动。

3.学习策略：培养学生在大信息量（许许多多的活动中）的语言活动中搜索处理语言信息，发现，归纳学习重点，从而掌握本单元重点学习内容。

教学重点和难点

用情态动词can表示会不会那些日常活动的句子

教学过程

教学第一个环节：创设情景，导入新课.

1.将有关话题的图片连接起来，向学生们展播，从而引出本课词汇。

2.要求学生以brainstorm的方式说出what ability they know

3.把学生已知和未知的有关话题的图片和单词卡片给学生（4人一组）把词与图联系起来。

4.学习新单词

5.检查单词

1）个人或集体朗读单词。

2）做游戏（根据老师所给的图片一人比划另一人猜出这个单词或一人用英语说出图片的意思另一人猜出这个单词。（3组练习）

第二个环节：师生互动，学习探究

1.看海报，回答问题

2.听录音完成1b练习（巩固所学单词）

3.让学生朗读课文的句子。学生通过观察，讨论，总结，归纳can的用法。

第三个环节：合作交流，巩固提高

1．看图说话（I can / can’t„He can / can’t„ They„ We„

2．做链接游戏4人一组。

3.采访同学看谁能做：要求用句型Can you do„提问，用 I can„

4.让学生用What can you do? 及本节课所学的句型编一个对话，内容是学生会体育部和文艺部招聘人员。（两人一组）

板书设计

New Words:Sentences:

dance跳舞.Can you play the guitar?

sing唱歌.Yes, I can./No, I can’t.

play玩，弹奏.What club do you want to join?

guitar 小提琴.I want to join the music club.

join参加，加入.What can you do?

club俱乐部.I can play the piano.

学生学习活动评价设计

课堂教学层层递进，环环相扣。由于形式新颖多样，非常吸引学生，全体学生积极参与，打破了沉闷的教学气氛，给课堂带来了勃勃生气，这样赋教学内容于演，玩，游戏之中，既增强了学生学习活动的动力，发挥了学生的学习自主性，又能在这种贴近生活的教学情境中唤起他们对学英语的欲望，激发他们的兴趣。

贴近学生生活的教学活动，将所学知识运用到实际中去，有助于培养学生的实际应用能力，有利于开发学生的创新能力和求异思维能力及口语表达能力，这样的活动增加了趣味性，使学生的思维一直处于积极的状态，有利于提高课堂教学质量。

教学反思

新课标注重学生的情感因素，着力培养学生的学习兴趣，激发学生的学习动机和培养他们热爱生活的品质。在英语教学中适当运用游戏教学可使学生在玩中学，变无意注意为有意注意，使学生在游戏之中实实在在地进行语言信息交流，避免了枯燥的死记硬背，激发了学生的学习兴趣，曾强了学生学好英语的信心和决心，使良好的英语学习心理素质在游戏之中逐渐培养起来。新课程标准从某种意义上说对老师提出了更高的要求，作为英语老师，我们要及时转换自己的角色和观念，做一名出色的节目主持人，组织好每一项课堂活动，把表演的机会给学生，让学生成为真正的“主角”，让学生时刻处在体验，实践，参与，合作与交流的活动中，使他们的语言技能，语言知识，情感态度，学习策略和文化意识等素养得到整体发展

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