作为一名专为他人授业解惑的人民教师,常常需要准备教案,教案是教学活动的总的组织纲领和行动方案。那要怎么写好教案呢?下面是小编整理的初中英语万能教案,供大家参考借鉴,希望可以帮助到有需要的朋友。
初中英语万能教案 1
一、知识与技能
1、掌握重点句型:How was your vacation?Where did you go? Did you go out with anyone?
2、理解并掌握几个不定代词:anyone, everyone, something, anything, everything, nothing的用法。
3、熟练运用句型:Did you …?
二、过程与方法
学生通过上一节课的学习,对where引导的过去时态的特殊疑问句已经掌握,能自然地与本课知识相衔接。让学生回忆他们的假期情况,引出一般过去时态的`句型,并且进行大量练习。采用学生提出问题,学生解决问题,借助多媒体来提高学生的主动性。
三、情感、态度与价值观
教育学生渗透合作精神和社会公德意识。
教学重点
掌握句型:Where did you go on vacation? Did you go out with anyone? Did you buy anything? Did you visit anyone?
教学难点
能用句型Did you …?提出尽可能多的有关过去假期的问题。
教法导航
创设情境,让学生自己总结规律,思考,讨论,最后得出结论。创设英语语言氛围,使学生能较快地融入到英语语言学习的情景中来。
学法导航
自主学习,独立思考,小组讨论,同桌合作,完成学习任务。
教学准备
视频,图片,多媒体。
教学过程
Step 1 Greetings
Greet the class as usual、
Step 2 Revision
Ask the students to look at the picture on Page 1 and make conversations, using the sentence pattern: —Where did you go on vacation? —I went to the mountains、 —Did you go with anyone? —Yes, I did、 / No, I didn’t、
Step 3 Role play
The teacher acts as Rick and ask a student to act as Helen and practice the dialogue of 2d on Page 2、 Then ask the students to practice in pairs and finally ask two or three pairs to act it out、
Step 4 Grammar Focus
Review the grammar box、 Ask students to say the questions and answers、
Review the difference between regular –ed past tense verbs (stay –stayed, visit-visited) and irregular past tense verbs (go –went, buy-bought)、 Then get the students to ask and answer the questions and answers in pairs、
Step 5 Game
Ask one student to act as the teacher and ask some individual students questions、 Get as many students as possible to be the teacher、
Then ask the students to pay attention to the words: no one, anyone, everyone, something, nothing, anything、
Step 6 Practice
3a Fill in the blanks with the words in the box and practice the conversation、
3b Fill in the blanks in the e-mail mestudentsage with the words in the box、
After checking the answers, get the students to read them aloud、
Step 7 Group work
Make a survey、 Ask the students to make a survey by asking the questions about their last vacation: Did you eat anything at a reastaurant? Did you read anything interesting? …、Make sure the students practice the dialogues again and again and write down the results in the form、 Then ask some students to report their results、
Step 8 Homework
Ask your classmates as many questions about their last vacation as possible
初中英语万能教案 2
教学内容分析
饮食话题是学生们最感兴趣的话题之一。他与人们的日常生活息息相关。只要老师引导得好,可设计许多的内容。同时“饮食”话题也是初中阶段必会的以及各类考试中经常涉及的重要话题之一。
本单元主要让学生练习“吃”和“喝”的话题。结合时间的表达和“饿了”“渴了”的表达引出“想吃什么”,“想喝什么”的话题,练习常用的表达。并介绍两种单词,food words and drink words,所涉及的语法现象为不可数名词量的表达。食品有:bread, rice等,饮料有:tea, milk, water, juice等,引出 a cup of, a bag of, a glass of, a bottle of, a piece of,学生基础较好的班可给出a bowl of, a box of等。与此同时运用所学过的 how many句型,进一步学会不可数名词量的提问和应答。
73课复习时间的表达,引出“饿了”“渴了”的表示方法。并学习一些表示中外食品的单词。本课作为74课的预备课。
74课学习功能句 “想要??吗?”“??怎么样?”的'表达。为74课的第二部分 “购买食品”做好铺垫。
75课在73、74的基础上,运用所学过的句型做调查。
进行第二轮语音复习。定位在最基本的/i/,/e/和/i:/三个单元音上。语音及词汇教学建议
准确、熟练的运用最基本的/i:/, /e/ 和 /i/三个单元音。
教师在教每一个单词时都要注意它是属于可数名词还是不可数名词。要特别关注“量的表达”。
教单词要用多种方法,如:利用拼读规律,利用学过的单词迁移,联想法等。
掌握以下词汇:
food, drink, hungry, thirsty, water, eat, rice, bread, meat, tea, milk, glass, a glass of,
would like, I’d like=I would like sth, porridge, fish, dumpling, fruitpiece, a piece of
理解以下词汇:
hamburger, needle, potato, chips, coke, coffee, madam, dear, ice, cream, ice cream, USA, different, vegetable, sometimes
听力训练建议
本单元第76课的听力训练材料是根据本单元的重点内容安排的,训练学生首先抓住重点,听出对话发生的地点,每人所要的东西。听力材料可以听两遍,学生听懂后完成练习册。
语法教学建议
本单元的语法教学是:
(1)some,a/an的用法,some与可数、不可数名词连用,以及不可数名词的量的表达。
(2)How many + 可数名词复数+ can you see?及回答。
How man +可数名词复数 + are there?及回答。
重点难点:
可数名词和不可数名词的分类以及不可数名词量的表达应是本单元的重点。这些词如何分类?没有太多的语法规律可循。主要是中英文表达习惯上的不同。要靠记忆和运用来区分它们。如:cake可数,但bread就不可数。
教学中注意以下几项:
1.记住并能灵活运用可数名词和不可数名词。如:some cakes, some bread, some rice等。
2.树立不可数名词的概念,如:一般的液体不可数。并学会量(单复数)的表达,如:a bottle of juice, a cup of tea, a glass of milk 等。
3.学习关于询问“多少”的提问和应答(主要是带有量词的不可数名词)。并注意 some, many, any, a, and an 的用法。
4. 注意要设计情景,多练习使用以下句型: Would you like ?? What would you like?? I’d like?
口语交际用语教学建议
本单元的口语训练包括三个项目:(l)人物与想要的东西;(2)在实际情景中(如商店,餐馆,家里)谈论饮食;(3)How many句型的口语练习。
关于食品的话题是最常用的情景对话之一。如此重要的话题老师应在课堂设计上多下功夫。可多联系实际,模仿真实的场景。根据本单元的内容可以创设一定的情景(安排实物,讲桌当柜台),让学生按实际的爱好和意愿购买“柜台”上的饮食,进行口语训练。
除了利用课文对学生们进行口头训练外,还可利用workbook中第74课练习3,以购物为话题训练学生。如有可能,可用一些实物让学生表演。
注意以下功能句:
表示该干什么了: It’s time for (supper).
表示“渴了”“饿了”: I’m thirsty. I’m hungry.
表示多少: How many bottles of water can you see in the picture?I can see three.
表示早餐/中餐/晚餐吃什么: What do you have for breakfast/ lunch/ supper?
What would you like for supper?
What does your friend have for breakfast?
What would your friend like for supper?
表示想要什么:What would you like? I’d like a bottle of apple juice.Would you like something to drink? Oh, yes.
表示怎么样: What about something to drink / eat?
表示提供帮助和建议:Can I help you, madam? Yes, I want some rice.Do you have any ice cream?
写作训练建议
多利用workbook。其中,在73课练习3完成对话后,可让学生用第一人称将自己饮食习惯写下来。
另外,76课练习8,写回信也是很好的写作训练。可将学生分成四人的小组。让学生们在小组内部仔细阅读Robert的来信,分析它所提出的问题都包含几方面。回信该如何回答?还可写些什么?四人可适当分工:两人收集课文中的句子,两人起草回信。然后认真阅读课文,从本单元中找出回信可用的句子并整理出来,备用。小组集体完成一份回信,作为作业 交给老师。最后,教师可设一定的奖励。
参考答案
Dear Robert,
I’m glad to receive your letter and I know you want to come to China. You talk about Chinese food in your letter. Do you know Chinese food tastes the most delicious in the world? We cook something in many different ways. We can stir-fry, fry, steam, boil, smoke and so on.
We have eggs and milk for breakfast, have rice with vegetables, meat and fish for lunch, noodles and dumplings for supper. Chinese food not only tastes
good but also has good nutrition. Sometimes we go to McDonald and Kentucky Fried Chicken. But I don’t like them very much.
For drink, we
often drink vegetable and fruit juice, mineral water, and all kinds of milk. Coke and sprite are children’s favourite drink. But I like Chinese tea best.
We have a lot of traditional food and home cooking dishes here, for example: Beijing roasted duck, instant boiled mutton, sweet and sour fish, home-style bean-curd and so on. Now we like home cooked food better than take-away food. Beijingers like bean curd, very much, too. If you come to China, I’ll show you around the city and you can taste these foods one by one if you aren’t afraid to get fat.
Best wishes
Yours
Zhang Fan
初中英语万能教案 3
一、教学目标
在本节课结束时,学生将能够:用正确的语言谈论如何学习;用by+ doing的结构描述自己的学习方式;能够就英语学习与他人进行简单的口语交流。
知识与能力:
通过本课学习,用目标语言谈论如何学习英语,就英语问题进行简单的`沟通,同时在与他人的合作与交流中帮助他人,树立自己学习的信心。
过程与方法:
采用小组合作探究、听力练习、对话练习、猜测问题和角色互换的学习策略,利用视频、PPT和制作课件等来展开课堂教学环节等,进行 “询问和谈论学习方法、解决困惑” 的课堂教学和练习。本单元的教学法建议:短语教学——采取情景引入展开启发式的教学方式,让学生在思考中输出自己的语言,并在句型中学会运用;语音教学——让学生进行听对话并跟读听力材料;口语教学——采取对话练习和角色互换对学生进行教学;听力教学——采取听音配对、听音打钩和听音对应等的方式进行听力教学和听力技巧指导;口语教学——通过创设情境让学生进行对话练习和角色互换活动,来进行语言的输出。
情感态度与价值观:
通过参与课题教学活动,增进同学之间的了解和友情,并在交流中了解英语学习的方法,建立学习英语的自信。
二、教学重难点
教学重点:
学习并掌握How do you study...? I study...by ....等相关句型和词汇。
学习并掌握用by + doing 结构表达方式方法。
教学难点:
学习并用丰富的语言描述英语学习的方式和方法。
三、教学策略
短语教学——采取视频引入话题然后进行启发式教学,并在对话中运用;语音教学——让学生跟读听力材料进行模仿式操练;口语教学——采取 pair work 和Role- play问答式的口语交际活动或小组活动互相操练;听力教学——采取采取听音配对、听音打钩和听音对应等方式语法教学——通过模仿听力材料进行对话练习,在教师的纠正中培养正确的by + doing 的结构意识。
四、教学过程
初中英语万能教案 4
一、教学目标
在本节课结束时,学生将能够学会表述家庭成员的称谓,学会用特殊疑问句来询问家人的称谓和介绍家人。
知识与能力
能听懂有关介绍家庭成员的对话,并能根据提供的信息介绍家人。
过程与方法
采用role-play、pairwork的学习方式,利用图片、听力材料等来展开课堂教学。
词汇教学
采取头脑风暴及图片匹配的方式进行教学,让学生唤醒已有知识,在情境中操练、理解含义,并学会运用;
听力教学
采取听,圈出所听到的单词的方式;
教学
采取pairwork问答式的口语交际活动及role-play角色扮演的形式进行操练;
语法教学
总结规律、抓住特征、模仿操练。
情感态度与价值观
通过谈论家庭生活这一话题,引导学生正确理解家庭的真正意义,教育学生体贴父母,关爱家人。
二、教学重难点
教学重点
(1)掌握家庭成员的.称谓。
(2)能够简单介绍人物关系。
(3)能够指认人物关系。
教学难点
(1)介绍家庭成员时对名词单复数与谓语一致性的正确使用。
(2)Is this / that…?肯定否定回答时代词的使用。
三、教学过程
1.整体情况良好。项目全,内容完整。所有老师都按照学校的要求完成了备课量。教案撰写环节清楚,目标明确,重难点突出,反思仔细、认真。
2.作业形式丰富,有实效,作业量适中。
3.课前准备充分。注重运用课件、图片、单词卡等多媒体技术,激发学生学习兴趣,充分调动学生的学习积极性。
存在的问题:
1.个别老师的教案略显简单,对于重点知识的呈现、如何帮助学生感知、体验、理解语言并运用、内化语言缺乏具体活动安排。
2.板书设计相对简单。可以更合理地设计板书,明确各节课的重点、难点,这样也有利于学生对各节课重点知识的整体把握,便于学生形成知识系统。
3.个别教师没有附上复习教案和试卷。
英语作业优点:
1.作业次数充足,全批全改。
2.大部分学生书写认真,教师批阅规范,且细致、及时。
3.中、低段学生以单词、句子书写为主,作业上有教师对学生书写的示范和指导。教师批改规范,学生书写习惯较好。
4.高段学生以习题练习为主,学生有纠错、有教师讲解的批注,大部分高段学生的作业干净,书写美观。
英语作业存在问题:
1.中、低段部分学生作业不够平整和整洁。
2.部分学生的书写习惯有待提高,需要教师更加严格的要求。
初中英语万能教案 5
知识目标
通过本单元的学习,学生能够谈论有关交通工具情况,围绕how do you come to school? by bike/by car/ by bus...等句型。
交际用语学习
how do you come to school? by bike/by car/ by bus...
语法学习
一般现在时用来表示经常的或者习惯性的动作,常与often,usually,sometimes等副词连用。
语音
掌握连读。
掌握句子重音和语调的训练。
能力目标
1.要求学生能熟练的运用表达使用不同的交通工具的句型、掌握与之相关的短语。
2. 复习巩固以How开头的特殊疑问句的用法。进一步理解,熟悉,运用一般现在时。
情感目标
本单元的核心教学项目是“交通工具”,即用英语询问某个人物上学或上班或其他活动的时候所采用的交通工具的语言。教育学生询问他人的时候用句型how do you come to school要求学生掌握好助动词do在不同人称特别是第三人称单数后的变化。通过学习本单元内容使学生了解人乘坐不同的交通工具的表达方式。
教学内容分析
本单元的核心内容是“运用某种交通工具去某地的表达法”。在口语训练方面,主要是练by bike/bus/car/train/ship/plane及其问答。如:How do you usually go there/…? I usually go there on foot/by bike/…How many students go there on foot/by bus/…?等。对于第 110课第1部分两位老师的对话,我们可带着Is it a nice day?How does Mr. Wu usually come to school?What is wrong with his bike?这样的问题,先听后读再说,去学习对话。语法方面主
要是进一步复习、巩固一般现在时态和走冠词的某些用法。
听说训练
本单元带情景的对话始于第110课第一部分,尽管只有三段简单对答,其中却包含本单元的`教学要点。如果第109课的词汇和句型练习进行得顺利的话,可将这部分移至第一节课中操练。教师可先借助课本中的六幅图,将by的用法教给学生。做法是:先造单句,然后再导入对话。教师设立几个典型场景,请学生回答,如:在一般城镇中Students usually come to school by bike/by bus/on foot.其中有些学生可能是by car/taxi; 在水乡生活的学生多半是by boat;而山区的孩子们可能是on foot;而牧区的学生也许是on horse,那么什么情况是by train可让学生自己思考;他们也许还有许多其它选择,如motorcycle(摩托车),minibus(小公共),electric bike(电动自行车),subway(地铁),coach(长途公共汽车),steamer(汽船)等。
综合前两课对话和听力内容,提供典型场景下的对话。
LI LEI: Hi, Yang Lan. Look at the sun. Its a fine day for a walk, isnt it?
YANG LAN: Yes. Thats right. You came by bike today. Dont you usually come to school on foot?
LI LEI: Yes, I do. I like walking. But not today.
YANG LAN: Why not?
LI LEI: I got up late today. I didnt want to be late for school so I came by bike today.
YANG LAN: Oh, I see.
本单元对话训练的结果应使学生就‘“交通工具”这一话题,联系生活实际,自编对话,表演出来。本单元课文的听力练习安排在第 110课第三部分;练习册第 110课练习 2也是个听力练习。它们应与对话训练密切配合,达到听说相结合的目的。
语法教学建议
本单元语法要点是在学过一般现在时的其它用法前提下,教学其表示经常或习惯性动作的用法。经过数次多种形式的训练,学生不难掌握这个用法。因为这个语法点已巧妙地融入课文的多项内容中。教师只要适时帮助学生归纳其用法,如通过问答练习,让学生相互问答有关自己及家人的日常作息活动,就可进一步理解和掌握其用法。
Some ideas for extra practice or enrichment
1 Use the picture that you have brought several times to your lessons. Give a picture to each pair. They should discuss the picture in as much detail as possible. By using pictures, students can become more comfortable with just speaking. As the students are describing the pictures, make sure they dont write down the description. Some students feel they need to write what they are going to say before they say it. However, this is a bad habit, and will actually hinder their language learning. Encourage the students just to speak. As they are talking wander around the room and give help as necessary.
运用你上课时用过的图片,给每组学生一张,让学生尽可能详细地讨论图片。学生描述图片时,一定不要写下描述的内容。一些学生觉得在用英语说前需要把他们想说的先写下来,这是说英语的坏习惯,不利于你的语言学习。要鼓励学生只说英语,必要时教师可以给予提示。
2 Have the students design their own kind of transportation and name it. They should give the purpose of their vehicle. Maybe they want to design something that takes them to the moon, the sun, or just around the block. Encourage them to be as creative as possible. You may need tohelp them with some of the names of parts of vehicles like tyres, windshield, etc.
让学生自已设计他们自己的交通工具,并给它取名,学生必须说明这种交通工具的用途。或许他们想设计一些能把他们带上月球、太阳或只是街道四周。鼓励学生尽可能有创造性,教师可以帮助学生给他们的交通工具取名,像轮胎、挡风玻璃等。
阅读教学建议
本单元第112课第三部分是一篇供选用的短文。练习册第111、112课中也有两三段短文。在阅读训练中,教师可利用课文后的问题让学生进行锻炼。如能以课文线索为背景,画简笔连环画,帮助学生理解和复述课文,效果会更好。练习册第112课练习 6就是这种教法的一个示例。
词语辨析
1.over the river和on the rive
over the river指“在河的上空(或上方)”,on the river指“在河面上”。over和on都是介词,over是“在……上方”的意思,on是“在……上面”的意思,前者指两物体不接触,后者指两物体相接触。如:
There’s a light over the table.
桌子上方有一个灯。(light与table不接触)
There’s a bridge over the river.
河上有座桥。(bridge和river不接触)
How many boats are there on the river?
河面上有多少只船?(boats和river接触)
The kite flies over the house.
风筝飞在屋子上空。(kite和house不接触)
There’s a tall building on the mountain.
山上有座高楼。(building和mountain接触)
over可表示从一边到另一边越过某一物体,两者可以接触,也可以不接触,on可指在某一物体上面移动。试比较:
The plane flies over the mountain.
飞机飞过那座山。(飞机和山不接触)
The red car runs over the bridge.
那辆红色汽车驶过大桥。(汽车与桥接触)
The car runs fast on the road.汽车在路上飞驰。
2.too much 和 too many
too much和too many都作“太多”解,too much修饰不可数名词。而too man修饰可数名词。这里副词too是“太”,“过分”的意思,加强 much或many的程度。如:
You can’t have too much food at a time, or you II feel bad.
你一次不能吃太多的东西,要不然你会感到不舒服的。
There are too many people in that room. I can’t get in.
那个房间里的人太多,我简直进不去。
【注意】有时too much可单独使用,与介词短语for sb.连用,意思是“某人经受不住……”,而too many则不能这样用。如:
This problem is too much for a boy like him.
这一问题对于一个像他这样的孩子太难了。
The trip is too much for my grandfather.
我爷爷经受不住这次旅行。
【注意】too much还可以作宾语或状语用,而too many只能作宾语,不能作状语。如:
You cant eat too much at a time.你一次不能吃得太多。
He talks too much.他说得太多。
usually,often和sometimes的用法
这三个副词是表示行为或动作的频率的。在使用这些词时,要注意它们在句中的位置,请看下面的几个句子:
My mother usually goes shopping on Sundays.
(usually放在行为动词go之前)
I’m often late for school.(often放在 be动词之后)
Sometimes I go to the park with my parents.
(sometimes放在句首)
Se sometimes goes to school on foot.
(sometimes放在行为动词之前)
But I walk sometimes.(sometimes放在句尾)
重难点分析
本单元教学的重点是通过图画和对人们日常出行方式的描述,教会学生出行方式的英语表达方法。
难点仍是一般现在时的用法。本单元着重强调一般现在时的特殊疑问句及其回答。
(-)词汇与句型教学
运用实物(玩具)、插图、教学挂图、图片、闪视卡(flash-cards,一面为图画、另一面为单词)、简笔画、投影片、计算机辅助教学课件都是教学生词的好办法。用动作教一些动词;用构词法扩展学生的词汇量都被证明是十分有效的教学方法。我们可将第109课和第110课作为一个整体来考虑,教学本单元的重点词汇和句型。教师采用猜谜做游戏配以简笔画的方式导入新课。具体做法如下:
先画一圆形,以此为起点,告诉学生这是某物、或某物一部分、或以之为背景,并设定条件It is something we can see or use,but we can’t eat.What is it?这样引导学生指出与本课内容有关的东西:
教师边画边说What can you see in the picture?What is it?Is it the sun?Can you see a plane in the sky?等句子,并将英语名称写在相应的图画旁,凡是生词要带读几遍,必要时可将音标注在生词旁。教师在此过程中,也可叫几位学生到黑板前画画,让每个学生猜,同时要求每个学生都准备一张纸,在上面仿画或自己画出该事物,边画边大声说出这个事物的英语名称。教师可在图画上加画一匹马(horse)或 Uncle Wang发明的plike,来增加情趣。在绘画结束时,让学生两人一组交换自己的图画,做问答练习,同时教师将重点句型抄在黑板上或用投影仪打在屏幕上。然后全班进行集体的问答练习。经过游戏兼画画的操练,学生已十分熟悉生词的发音与意思。这时要他们打开课本,看书上的图画,加入How many…are there…?句型,再次做两人一组、全班的问答练习,他们已不觉得记忆单词多么困难。在练习过程中,因简笔画与课文图画不同,避免了单调枯燥的感觉,学生们还可将两图进行对比,找出其中的不同点,用英语说出,如:There is a horse in my picture, but there isn’t any horse here. There are two buses here but there is only one bus in my picture当然这组问答练习重点放在How many…?句型上。
第110课与第112课的生词应放在有情景的对话和课文中学习,设计练习时应考虑这些单词的复现率要高,并在不同的场景中出现,增强学生对这些单词的理解和运用
初中英语万能教案 6
教学目标:
掌握过去进行时态表达的意义及其构成
教学设计过程:
Step 1 Leading-in
(学生活动)展示图片,让学生表达图片中的人正在干什么:What are they doing? 引入本课的学习。
Step 2 Ask and answer
展示图片,让学生描述图片中的学生在画什么?
Step 3 Read and act
(录像演示)播放Lesson 93对话的情景演示,Answer What is Li Lei drawing?
教学新词汇painter
Step 4 Presentation
图片展示,告诉学生Now it’s Wednesday. What did the students do on Monday?
展示对话:
A: What was Li Lei drawing when the teacher came in?
B: He was drawing an elephant.
通过现在进行时归纳出过去进行时的构成。
(学生活动)展示第3部分内容的.学习。
Step 5 Practice
(录像演示)情景演示如何描绘图片中的学生在过去某个时刻正在进行的动作,回答:
What was Han Mei drawing when the teacher came in?
What was she drawing on?
(学生活动)展示图片让学生用过去进行时表达图片中的行为。
What was/were Lucy and Lily/the boy/… doing yesterday morning when it rained heavily?
Step 6 Presentation
通过展示Li Lei昨天某些时间段内进行的动作,教学过去进行时的用法。
A: What was Li Lei doing at half past nine yesterday morning?
B: He was reading.
让学生用其它的时间进行练习,并可用其他的人作替换练习,如:Han Mei
Step 7 Ask and answer
(学生活动)Get the students to ask and answer the questions in pairs.
Step 8 Practice
(图片)让学生描述图片中的人物的活动,练习过去进行时的运用。
The man was selling the fruit.
The boys were playing basketball.
Answer these questions:
1. What was the man in the building doing?
2. What were the man by the lake doing?
3. What was the man in the park doing?
4. What were the girls doing? What were the boys doing?
Step 9 Practice
(录像演示)播放过去进行时的情景运用,让学生根据图片进行练习。
Step 10 Exercise
Fill in the blanks with proper tenses:
1. While I_________(peel) potatoes, I_________(cut) my thumb.
2.We just________(go) out when some friends________(call) to see us.
3. When he was a child he_________(live) in the country.
4. While Judy and I ________ (wash) up, she ________ (ask) me to be quiet as our neighbors________(sleep).
看图表达图中的人物正在进行的动作。
Step 11 Homework
1. Finish off the workbook exercises.
2. Do exercises on page 117 in Lesson 95 WB.
3. Do exercises on page 115 in Lesson 93 WB.
4. Talk about what were you doing at a certain time yesterday?
初中英语万能教案 7
单元目标
一、知识与技能
1.词汇:New York City, Central Park, exam, were, rainy, delicious,expensive, inexpensive, crowded, flew, kite, later, felt, little, corner, discuss, etc.
2.句型: Where did you go on vacation? I went to summer camp.Did she go to Central Park?Yes, she did.No, she didn’t.
3.语法:一般过去时的特殊疑问句、一般疑问句及肯、否定回答。
4.能力目标:能用一般过去时熟练谈论假期发生的事。
二、过程与方法
灵活运用教材,从所教学生的实际水平和语言能力出发,调整和取舍教学内容,合理安排本单元的课时数,设计好每课时的教学内容。
三、情感、态度与价值观
1.通过描述假期发生的'事,增进同学间的了解,增进感情。
2.通过图片和视频欣赏优美的风景,培养热爱祖国大好河山的思想感情,提高学生的环保意识。
3.了解自己的能力,培养情操
4.培养学生们对英语的兴趣。
教法导航
1.以任务型教学作为课堂教学理念、利用整体语言教学法、情景教学法、交际教学法等。
2.在教学中创设切实可行的任务型教学活动、突出交际性。
3.教师为主导、学生为主体、任务为基础,注重实用性。
4.引趣激趣策略,创设情景调节气氛,引发激发学生兴趣。
学法导航
多读善思,小组合作、探究、学习、交流。
课时支配
第1课时:Section A 1a-2c
第2课时:Section A 2d-3c
第3课时:Section B 1a-2c
第4课时:Section B 2d-Self Check
初中英语万能教案 8
教学目标
1.会使用可数名词和不可数名词开购物单。为后两课学习购物做准备。
2. 学会讨论吃什么饭,买什么东西。
3.复习一些礼貌用语和习惯表达,如:How about…? What about…? Can you come with me? What do you have for dinner this evening? Let me and have a look.等。
4.新单词:chicken, tofu, fridge, list, shopping list, buy, kilo
句型:What do we have for dinner this evening?
Fish is my favourite.
What else do you want to have?
Don’t we have any eggs?
Let me make a shopping list.
You can help me carry the things.
教学用具
PPT教学演示课件
教学步骤
Step 1 Revision
[课件展示]教师在课堂上提问题,引导学生回答 What do you have for breakfast today? Shall we go and buy something to eat? What’s in the pictures? Let me see. What do we have for lunch today? How about…? What about…? What else do you want to have? Can you go and buy the things? Let’s go.等。老师也可以同样的方式提问全班同学。
教师展示课件中Revision的食物图片,复习一些食品的名称。
Step 2 Presentation
[课件展示]教师在复习食品名称基础上,引出购物的话题。教授有关食品新单词chicken, tofu, fridge, tomato, onion, carrot, pork 教师可以点击 播放单词录音让学生跟读,掌握好单词的标准发音。然后教师教单词list, shopping list, buy, buy things, kilo, one kilo of chicken legs 引导根据所学习的新单词,学生回答句子:What do you have for lunch today? What else do you want to have? What do we have in the fridge? Can you go and buy the things?
Step 3 Read and say
[课件展示]教师点击图片可以播放影片让学生观看,播放课文对话录音 让学生跟读课文对话,尽可能的模仿录音中的语音语调,教师再点击鼠标出现以下有关问题:
What’s in the fridge? Is there any fish in the fridge? Are there any chicken legs in the fridge? Don’t we have any eggs in the fridge? Why do they go shopping?
跟读直至读熟。让个别学生进行对话演示。
Step 4 shopping list
[课件展示] 教师点击图片播放影片让学生观看,教师点击 播放录音让学生跟读。
根据课文的购物单自行设计一个自己的购物单, 教师让个别学生读出自己的'购物单,互相比较看看谁设计的购物单最合适。
Step 5 practice
[课件展示] 在学生之前设计好了购物单的情况下,老师让学生观看课件中的超市图片,假设学生在周末和父母去市场买东西。 然后教师再点击鼠标,课件中就会显现出商店所卖的商品和价目表,让学生根据图片和价目表自编一个对话:一人为售货员,一人为顾客,教师可以引导学生使用这几句话:Can I help you? I’d like ….. Here you are. Here is the money. 对话可长可短,因人而异。
Step 6 Consolidation
[课件展示] 教师总结本课中出现的一些重点词组与句子。让学生熟读。
初中英语万能教案 9
教学目标:
1、知识目标
本课时的四会单词
2、能力目标
1) 培养学生“听”、“说”的.技能
2) 能够在购物时正确使用英语
教学重难点:
1、“听”获取信息
2、能够在购物时正确使用英语
教学步骤:
Part One: Pre-listening
T: Today let’s talk about pocket money、Do you have pocket money? How do you spend your pocket money? How about our friends Daniel, Simon, Sandy and Millie? How do they spend their pocket money? Let’s guess.
Part Two: While-listening
1、Listen and finish Part A.
T: Please listen to the tape and finish Part A on page 84、Let’s check the answers.
2、Listen and fill in the blanks.
T: After listening, please fill in the blanks.
3、Listen and write.
T: Simon often spends money on football cards、What else does he like to buy?
Ss: CDs, sports shoes, stationery and T-shirts.
T: How often does he buy CDs?
Ss: Sometimes.
T: How often does he buy sports shoes, stationery and T-shirts? Please listen and answer.
Ss: …
Do poor children spend pocket money like Simon?
Ss: No.
T: Please look at the table on page 84、How often do poor children buy CDs?
Ss: Never.
T: How often do they buy sports shoes, stationery and T-shirts? Please listen again and write down the answers.
Ss:…
Part Three: Post-listening
T: Please read the advertisement on page 84 and complete the letter on page 85、Let’s read this letter together.
Part Four: Speak up
1、Listen and answer.
T: We know Simon always spends his pocket money on football boots、Today he wants to buy a new pair、How much are the football boots? Please listen and think about this question.
Ss: …
2、Read and answer.
T: Please read after the tape and think about these questions.
Ss: …
1、Read it in groups.
2、Do an activity.
T: Suppose you’d like to buy other things、Please work in groups of three and talk about the things in Part C2 on page 85、Use the dialogue in Part C1 as a model.
家庭作业:
1 Read the dialogue on page 85.
2 Complete the following dialogue according to the Chinese sentences.
王兰打算买一条尺寸为24号的牛仔裤,可试穿后发现有点小。店主给她换了26号的,大小正合适,但价格为90元。王兰嫌贵,询问是否有折扣,店主打了九折卖给她。
(S: shopkeeper W: Wang Lan)
S: Hello! ____________________?
W: Hello! I’d like to _______________.
S: What size do you wear?
W: _____________、I like this pair、Could I _____________, please?
S: Of course.
W: Oh, this one is a little smaller for me.
S: What about this pair? It’s a size 26.
W: Let me try、Well, they _____________、______________?
S: They’re 90 yuan.
W: It’s quite dear、_____________________?
S: The jeans are nice、Well, I’ll give you ten percent discount on the price of the goods.
W: OK, _______________、Here’s the money.
S: Thank you、Goodbye.
初中英语万能教案 10
教学内容:
Section A1a, 1b, 1c
教学目标:
Teaching aims:
1. Teach vocabulary words.
2. Target languages: Is there a bank near here? Yes, there is. It’s on Center Street.
教学重点:
Enable the students to ask for and give directions on the street.
教学难点:
Help the students to ask for and give directions on the street.
教学步骤:
Teaching procedures:
Step 1. Warming up
Show three pictures prepared before class to the students. There is a cat in a box in picture 1. There is a cat on a box in picture 2. There is a cat under the box in picture 3.
Then ask some students to ask and answer these questions.
Step 2.Match work (2a)
Ask the students to read the picture and the words in the numbered list.
Ask the students to match each word or phrase on the list with one of the pictures.
Then check the answers.
Present the new sentence patterns.
Then ask the students to read the dialogue in the picture.
Step 3. Listening (1b)
Ask the students to listen to the conversations and circle the places in 1a.
Change the roles and do the same again.
Then students ask and answer without the help of the recording.
Step 4. Practice
Point to the different locations shown in the picture. Ask different students to name each one.
Then point to more locations and let the students to practice more.
Homework
1. Practice the conversation in the picture on page 7.
2. Learn the new words and phrases in this period by heart.
初中英语万能教案 11
教学目标
知识目标
能正确运用词汇
markt supermart,biscuit,lemon,strawberryMother day ,size,takemay,tryon,certainly,waitaminute,sale,price,look,fresh
元音字母o的发音
能力目标
能听懂谈论购物的对话
情感目标
通过购物话题,培养学生对异国文化、生活习俗的兴趣,了解网上购物便捷。
教学重难点特殊疑问句
What can I do for you?Can I help you?what about …..I’d like to buy….drills about shopping ,what size….Howmuch/many,whatwouldyouliketo…?
文化意识
培养学生购物的'文化意识。
教学过程
Warm-up教师
活动Revise “go shopping”句型ask some questions
学生活动Answertheteacherquestions
目的
以旧引新,激发学生的学习兴趣。
Pre-
listening教师
活动读单词,纠正错误发音,正确领读。
学生活动Say words and expression freely then do activity 1
目的
熟练掌握新单词及短语
While-
listening教师
活动单词闯关短语过关
market supermarket,biscuit,lemon,strawberry Mother’s Day ,size,take may,try on,certainly,wait a minute,sale,price,look,fresh
学生活动Students listen and answer the questions .,complete Part3
目的Finish the drills and practice
Post-
listening
教师活动Read and write new words and expressions
Introduce them to the students
学生活动Students read, find and discuss.,act it out the dialogue
目的Improve the skills of students speaking
Homework Write down words and phrases
Blackboard
arrangement buy /make sth for sb
On Mother’s Day
try it on
wait a minute
a sale on
half price
a kilo of strawberries how much/many…
初中英语万能教案 12
教学目标
1.会使用可数名词和不可数名词开购物单。为后两课学习购物做准备。
2. 学会讨论吃什么饭,买什么东西。
3.复习一些礼貌用语和习惯表达,如:How about…? What about…? Can you come with me? What do you have for dinner this evening? Let me and have a look.等。
4.新单词:chicken, tofu, fridge, list, shopping list, buy, kilo
句型:What do we have for dinner this evening?
Fish is my favourite.
What else do you want to have?
Don’t we have any eggs?
Let me make a shopping list.
You can help me carry the things.
教学用具
:录音机,投影仪,图片或实物等。也可用一盒子,里面放上一些包装和一些图片,如:可乐瓶、雀巢咖啡盒、方便面口袋、巧克力盒以及面包等。
教学步骤
Step 1 Revision
本节课的Duty Report完毕后,可让值日生和同学们讨论今天中午可能吃什么。让值日生临时和一同学编一对话,其内容大致可以是:学校的饭不好吃,要去外面卖东西吃。
也可让值日生事先编一对话,上课时和老师对话,尽量用上这几句话:What do you have for lunch today? Shall we go and buy something to eat? What’s in the fridge? Let me see. What do we have for lunch today? How about…? What about…? What else do you want to have? Can you go and buy the things? Let’s go.等。老师也可以同样的方式提问全班同学。复习一些食品的名称。
Step 2 Presentation
有以上对话的.铺垫,现在引出购物的话题。教单词fridge。然后我们列一购物单,教单词list, shopping list, buy, buy things, kilo, one kilo of chicken legs 练习句子:What do you have for lunch today? What else do you want to have? What do we have in the fridge? Can you go and buy the things?
Step 3 Read and say
听录音或使用媒体资料学习第113课第一部分,最好不看书。可提问学生几个问题:
What’s in the fridge? Is there any fish in the fridge? Are there any chicken legs in the fridge?
Don’t we have any eggs in the fridge? Why do they go shopping?
跟读直至读熟。然后两人读对话。
Step 4 practice1
1. 让同学们也把值日生做Duty report的话题练习一遍。
2.假如你今天邀请几个朋友吃饭,让学生看着盒子(假定为冰箱)里的东西列出一购物单,所买东西不要太多也不要太少,够吃即可。看谁的东西经济实惠。老师画一商店的图,并画出商店所卖的商品和价目表。供顾客们选购。
根据购物单同桌两人便对话。一人为售货员,一人为顾客。可用这几句话:Can I help you? I’d like ….. Here you are. Here is the money. 对话可长可短,因人而异。
Step 5 practice2
老师可再设几个话题,在不同的商店不同的人买东西。(见教参P124)
Step 6 Consolidation
Do workbook
Homework
Blackboard Handwriting
Unit 29 Shopping
Lesson 113
New Words: chicken tofu fridge list (shopping list) buy kilo
Useful expressions
What do we have for dinner this evening? What about…? How about…?
Let me make a shopping list. Fish is my favourite. What do we have in the fridge?
初中英语万能教案 13
教学目标:
(1)能听懂What’s your?并能根据实际情况用He`s/She`s…回答。
(2)能正确使用What’s your?He`s/She`s…,语音语调正确。
(3)进一步掌握四个单词。
重点难点:
(1)能听懂What’s your?并能根据实际情况用He`s/She`s…回答。
(2)能正确使用What’s your?He`s/She`s…,语音语调正确。
教具准备:
图片、挂图
作业设计:
课内:活动手册P6
课外:听录音,熟练朗读A部分对话
板书设计:
Unit 2 What’s your father?
a doctor/a nurse/a worker/a cook,
——What’s your father/your mother?
——He`s/She`s a…
教学过程:
A. Free talk:
1、对照B部分图片,请同桌相互练习。
——Who’s he/ she?
——He’s/ She’s my father/ mother/ brother/ sister.
再以不同形式的分角色练习,如男生问,女生答,左边两组问,右边两组答等,以提高学生的掌握熟练度。
B、Presentation
教师通过复习第一单元的A部分对话,逐步引入话题。
T: (出示本单元的课文图片)Look! Su Hai and Helen are still talking about the photos. What are they talking about?
Let’s listen to the tape.播放课文录音,引出课文内容。
C、Learn to say
1、采用听录音后回答问题的方式,让学生熟悉课文内容,学习句型。
T: (指着第一幅图照片中Helen 的父亲) What’s Helen’s father?
Ss: (引导学生回答)He’s a doctor.
2、教师采用听录音、集体跟读的方式让学生学习对话,要求模仿语音语调。在教对话过程中,教师要引导学生注意what 和 who 在词义上的区别。
3、操练与应用
(1)教师让学生通过多种形式朗读课文。
(2)在学生基本掌握课文对话的基础上,可让学生根据对话,分角色进行表演。
(3)让学生带着家人或朋友的家庭照片,在小组内用Who’s he/she? 和What is he/she ? 相 互询问照片中的人物以及他们各自的职业。在此对话基础上,再让学生用This is …和 He’s/she’s a …向全班同学介绍。
(4)引导学生想象生活中的类似场景,进行拓展表演。
D、Practice 活动手册P6
(1)鼓励学生仔细观察插图内容。
(2)听录音,学生做题。
E、Assign homework
(1)听录音,熟练朗读A部分对话。
(2)鼓励学生结合家庭照片尝试对话交流。
教学反思
本单元的主要教学内容是“询问他人的职业”。介绍自己或者家人的职业是学生在生活中经常涉及的话题。在教学中,我通过复习句型“Who’s he/she?”很自然地过渡到新句型“What’s he /she?”, 并利用猜图、试听、动作表演等形式来呈现4个新单词:doctor, nurse, cook, worker,在单词朗读中我也注重了语音教学渗透,利用单词dog 教授单词doctor, 强调了这两个单词中都有/dD/的读音;由单词nose 教授新单词nurse, 让学生比较两个单词的.发音,从而让学生在朗读时要注意区分;由单词book 教授新单词cook, 学生很快就掌握了该单词的朗读;由nurse中/e:/的发音教授单词worker; 并利用rhyme:Doctor, doctor, he’s a doctor; Nurse, nurse, She’s a nurse; cook, cook, he’s a cook; Worker, worker, He’s a worker来巩固单词的朗读,然后利用多媒体采用问答的形式来操练句型What’s he/she? He’s/She’s a…但是在最后的拓展环节中,让学生利用family photo 询问好朋友家人职业时,出现了一定的困难,因为二年级的学生相关词汇量比较缺乏,不知道该怎么来表述其他的职业。教师在新授本课前,应该查询班内学生家人的职业,把相关的职业整理好,并利用家校通、班级QQ群等手段给学生家长职业类单词的英语表达法,让家长在课前与孩子进行交流,请家长帮助孩子找出家人职业的英语单词,并教会孩子。这不仅达到了家校联系,同时也激发了学生自主探究,在课堂的拓展环节中,学生之间也有了知识的共享。
我们课本上的知识是有限的,生活中还有许多活的语言等待我们一起去学习掌握,教师要做个有心人,善于利用各种渠道帮助学生拓展知识点,积累更多的语言技能。
初中英语万能教案 14
教学目标:
1.学会问价钱。
2.学会最基本的卖东西用语,并会买东西。
3.继续学习可数名词与不可数名词的用法。
教学用具:
录音机,实物投影仪,图片或实物等。
教学步骤:
Step 1 Revision
值日生Duty Report
让值日生Duty Report加上买东西的内容。 如句型:I want to buy a bag of milk, some bread and two eggs for my tomorrow’s breakfast on my way home. My mother want to buy four potatoes, two kilos of fish, tow kilos of apples, 1 kilo of chicken legs.
让值日生随意拿起某同学的物品,问:How much is your pen, please? 答:Maybe it’s … 问:How much are two pencils, please? 答:They’re …
Step 2 Presentation
引出今日新课:How much is …, please? How much are …, please? 教问价钱:how much … 教句型:How much is the…,please? How much are the …., please?
老师可问一些同学们知道价钱的物品。如:方便面,袋牛奶,可乐等。练习回答:It’s …yuan a bag / a bottle / kilo. They are …yuan a kilo.
将书上的.114课第一部分的图用投影仪打出,就图提问。练习课文的第一部分和第二部分。可采取全班回答,小组回答,同桌回答等形式。练熟为止。
Step 3 practice
练习1:
随意取些同学们书桌上的物品放在讲台上,提问同学。
可参考以下对话:
A: This is a shop near our school. What things does the shop sell?
B: Let me see. It sells pens, pencils, pencil-boxes, pencil-sharpeners…
A: Does it sell bread / cakes / bottles milk…in the shop?
B: Yes, it does. / No, it doesn’t.
A: How much is it / are they? Do you know?
教单词:tomato, onion, carrot
练习2:
在投影片上画一商店,列出一张价目表。
可参考以下对话:
A: Which shop sells bread / milk / cakes / tomatoes / onion / carrot?
B: The shop next to our school.
A: Would you like to go with me?
B: Certainly.
教单词:cheap, expensive,
cheap: not expensive expensive: not cheap
练习3:
In the shop
A: Do you have tomatoes here?
B: Yes, we do.
A: How much are they?
B: They are ten yuan a kilo.
A: They are too expensive. What about that shop? Let’s have a look.
A: OK.
In the another shop
A: I want to buy some tomatoes. How much are they?
B: They are five yuan a kilo. How many do you want?
A: They are cheap. I want three.
B: Here you are.
A: Here is the money. Bye!
B: Bye!
Step 4 Read and practice
利用以上的所有道具练习第三部分对话。注意:分别用上:How much is it? How much are they?
Step 5 Consolidation
学生们可自由编对话。但老师要控制。可给帮助学生们设计几个情景。(参看教参P124)
Step 6
Workbook
Homework
Blackboard Handwriting
Unit 29 Shopping
参考词
New Words: how much, cheap, expensive tomato
Useful expressions onion
How much is it? It is …yuan a bag / bottle / kilo? carrot
How much are they? They are …a kilo.
How many / How much do you want?
初中英语万能教案 15
课前准备:
教师:录音机,所学物品的图片。
学生:英语点金教练及相关的学习用具
Teaching contents:
SectionA 3a,3b,4,SectionB 1,2a,2b,2c.
Teaching procedures(教学步骤):
Step 1 Leading in(导入话题,激活背景知识)
Ask some students to make sentences with if .
Step 2 Pre-task(任务前活动)SB Page 36 , 3a .
1.First ,let Ss read the notice from the principal .
2.Read the dialogue to the class saying bland when come to a blank line .
3.Get Ss read the notice again and fill in the blanks .
4.Correct the answers .
Step 3 While-task(任务中活动)SB Page 36 , 3b .
1.Ask some students to read out the sample dialogue and the words in the box .
2.In pairs , let Ss have a conversation about the rules .
3.Get some pairs to say their conversations to the class .
SB Page 36 , Part 4 .
1.Read the instructions and ask Ss to complete the work in pairs .
2.Ask a few students to share their conversations .
Step 4 Post-task(任务后活动)SB Page 37 , Part 1 .
Ask students to complete the work on their own .Then do a quick check to see which things are most important to students in the class .
SB Page 37 , 2a & 2b .
1.Read the instructions and play the recording .
2.Ss listen and write down their answers .
3.Correct the answers .
SB Page 37 , 2c .
In pairs , get Ss to role play a conversation according to the information in activity 2b .
Homework(家庭作业):
Have Ss write their conversations on their exercise books.
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