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初中优秀英语教案
作为一名教职工,常常需要准备教案,通过教案准备可以更好地根据具体情况对教学进程做适当的必要的调整。来参考自己需要的教案吧!下面是小编为大家整理的初中优秀英语教案,欢迎阅读与收藏。
初中优秀英语教案1
教学目标 学习数字1-10和how many接可数名词复数形式的`句型
教学重点 How many desks are there? There are thirty-two. a book ten books
教学难点 how many接可数名词复数形式的句型;数字1-10的拼写
教具 多媒体、录音机 课时 1
教学课程 S1: How many …are there??
S2: There are…
4.Practise1.Greeting.
2.Warming-up
1)Learn the numbers 1-10. Then Listen and match.
2) Students listen and say the numbers.
3) Listen and say:
T: What’re these/those?
S: They’re eyes..
T: How many desks are there?
S: There are 32.
3.Drills
Work in pairs. Ask and say.
S1: What’re these?
S2: They’re….
1) Write the numbers.
2) Look at the pictures and write the phrases.
5.Conclude
6.Homework
Work book.
课后评价: 个人修改
初中优秀英语教案2
课题 Starter Module3 Unit1 课型 listeningandspeaking
教学目标 学习询问颜色句型
教学重点 What colour are …? They are red. How do you spell “red”? R-E-D.
教学难点 颜色词汇的拼写记忆
教具 多媒体、录音机 课时 1
教学课程 1.Greeting.
2.Warming-up
1)Look and learn the word:apple,banana,flower,tree,bird,cat
2) look at the pictures and the colour words.
3) Listen and say:
T: What colour are they?
S: They’re red.
T: How do you spell “red”?
S: R-E-D..
3.Drills
Work in pairs. Ask and say.
S1: What colour are they?
S2: They’re….
S1: How do you spell it?
S2: …
4.Practise
1) Read and match.
2) Look at the pictures and write the sentences.
5.Conclude
6.Homework
Work book.
初中优秀英语教案3
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;
口语教学
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。
初中优秀英语教案4
SectionA 1a-2d
一、教学目标
(一)知识与技能:
1. 学习并掌握1a-2d的单词和短语
(1) rainstorm, alarm, begin ,heavily ,suddenly, strange;
(2)go off, pick up, take a shower, make sure;
2. 掌握并运用句型
(1)What were you doing yesterday at the time of the rainstorm?
(2)When you called, I was having a shower.
(3)So while you were sleeping, I called Jenny and she helped me.
(4)What were you doing when the rainstorm came?
3.掌握过去进行时态的结构和功能,学会使用when和while从句。
(二)过程与方法:
1.通过情景介绍的方式进行词汇或短语教学,让学生在情境中操练、理解并学会运用;
2.采取Pair work或Group work问答式的口语交际活动,让学生运用表达方式和句型互相操练“过去某一时间正在做某事”;
3. 采取与图片配对、圈出正确答案的听力方式帮助学生掌握听力技能;
4. 采用Role-play的学习策略,利用课件引导学生自主学习,展开课堂教学。
(三)情感态度与价值观:
培养学生在交谈中表达过去的动作在某一时刻发生,使学生能够提高自己的语言表达能力,并促使学生养成勤于观察,勤于思考和勤于记录的好习惯。
二、教学重难点
(一)教学重点:
1.过去进行时态的结构和用法;
2.能够用英语谈论过去发生的难忘的事情,能用英语来讲述故事;
(二)教学难点:
1. 能够用英语谈论过去发生的难忘的事情,能用英语来讲述故事;
2. 理解连词when和while的含义与使用。
三、教学策略
语音教学——让学生进行模仿操练;词汇教学——采取情景介绍的方式进行教学,让学生在情境中操练、理解含义,并学会运用;口语教学——采取 Pair work和Group work 问答式的口语交际活动互相操练;听力教学——采取与图片配对、圈出正确答案的听力方式。
四、教学过程
Step 1 Free talk
1. 要求学生试读课本单词表中的单词和短语,帮助学生解决语音问题。
2. 询问某个学生正在干什么并请求回答的句型,在黑板上板书。
3. 展示图片,向学生提问题。
(1) What are you doing?
(2) What is she/he doing?
e.g. reading , writing, listening to the teacher carefully,playing basketball and so on.
【设计意图】首先,读会单词、短语,帮助学生们解决语音问题,可以让接下来的课上得更顺利。其次,本单元的话题涉及谈论过去发生的难忘的事情。通过学生课前的预习,帮助学生回顾现在进行时的句型。既可以检测学生的预习的是否到位,同时可以为这堂课的句型学习做好铺垫。然后,设计的二个问题是关于现在进行时,通过二个问题的提问与回答,鼓励学生勇于开口,讲述自己身边发生的事情,促使学生积极参与,活跃了课堂氛围。
Step2 Warming-up
1.设置场景一:上星期天上午Lucy家发生的事情,如何用英语表达。
--- What was Lucy doing at this time last Sunday?
--- Lucy was doing her homework.
2. 设置场景二:昨天有一场暴风雨,暴风雨来临时,他们在哪儿?正在干什么?
Where was the girl when the rainstorm came? And what was the girl doing at the time of the rainstorm ?
【设计意图】通过对身边发生的事情的描述,引出本单元的中心话题和重点句型,为以后的学习打下基础。
Step3 Listening
1. 引导学生观察单元主题图中的四幅,读1a,学习相关生词及表述,
2. 将1a的地点与图片配对。
3. 学生朗读1b的八组短语;学生听听力,核对答案;讲解句中出现的生词及短语等。
【设计意图】通过课本四幅图片,生动具体地展现出当时的场景,进一步激发学生说的欲望。讲出本单元的关键句型,并在句型中穿插动词短语,用红色笔凸显,加深学生的印象,让学生注意。
Step4 Pair work
1. 要求学生跟读听力材料,模仿语音语调。
2. 让学生结合1a活动中自己写出或摘抄的内容创编对话,对编排优秀或有创意的学生及时肯定、表扬。
【设计意图】由于此前的1a,1b活动中已积累了一些句子,因此操练对话能帮助学生进一步掌握目标语言。同时,通过模仿语音语调,使学生的口语能力有更原汁原味的折射。
Step5 Listening
1. 让学生观察五幅插图,并引导学生尝试用动词短语表述五幅图片的含义,带读短语
2. 听2a,并核对答案。
3. 在2b中,先要求学生浏览句子,了解句子的大意;其次让学生预测这些空可能缺少怎样的单词;最后给出五个短语,让学生听听力填空,核对答案。
4. 让学生将动词短语极其意思进行匹配;要求学生观察短语,并总结他们的共性。
【设计意图】这部分听力要求学生听完男孩的.独白后,根据故事发生的顺序排序,语段较长,语速较快,但根据插图学生还是能较快地排好序听完第二遍后要抓住细节填空,逐步加大难度,希望通过快速听力中捕捉具体的细节,这也是中考目标的要求。
Step6 Group work
1、让学生们以2a为基本话题,以对话的形式复述对话,要求学生分角色扮演男孩和电视记者,练习用目标语言谈论过去的事情,以2人为一小组,模仿2a,2b的内容编写对话,并表演出来。
2、让学生们自己对自己的表现及语言表达能力进行了自我评价,迁出优秀的一组,给予鼓励表扬。
【设计意图】模仿训练、巩固过去进行时态的相关知识,提高学生知识运用能力。通过运用和表演,既复习新知,同时以竞争机制评出“最佳表演组”,促使学生们积极参与,让学生感受成功的愉悦,也活跃课堂。
Step7 Exercises
要求学生将答案填在导学案上,一定时间之后核对答案并讲解。
【设计意图】练习是学生心智技能和动作技能形成的基本途径,课堂练习的目的在于使学生理解、掌握知识,是学生学习活动的一个必不可少的组成部分。
Step8 Role-play
1. 播放听力,让学生跟读磁带,了解对话大意。
2. 让学生齐声朗读对话,纠正读音,解答学生存在的语言障碍。
3.要求学生用所学目标语言谈论Mary和Linda在过去事件所做的事情,以巩固练习目标语言。
4. 学生结对分角色朗读对话,给予适当评价。
5. 讲解语言知识点:
1). My alarm didn’t go off so I woke up late.
alarm n. 闹钟
e.g. What time shall I set the alarm for?
我该把闹钟拨到几点钟响?
2). I was waiting for the bus when it began to rain heavily.
①begin v. (began) 开始
e.g. I’ll begin whenever you’re ready.
你什么时候准备好我就开始。
常用的句型: begin to do与begin doing
一般来说,begin to do和begin doing可以互换,但在以下三种情况下,用to do。
I. 主语不是指人,而是it等。
如:It began to rain.
II. begin后接表示心理活动的词。如:begin to know还有believe, wonder, think
等词。
III. begin本身是ing形式,为避免重复后接to do。即:beginning to do
② heavily adv. 在很大程度上;大量地
e.g. moving heavily 吃力地移动
It was raining heavily. 雨下得很大。
3). So, when the rainstorm suddenly came, …
suddenly adv. 突然;忽然
e.g. I suddenly remembered that I hadn’t locked the door.
我忽然想起没有锁门。
4). That’s strange.
strange adj. 奇特的,奇怪的;不可思议的
e.g. a strange noise 奇怪的声音
He’s always here; it’s strange you’ve never met him.
他经常在这,你却没有见过他,真是不可思议。
5). I called at seven and you didn’t pick up.
pick up(=pick up the phone) 接电话
pick up 还有以下含义:
①拾起;抱起
e.g. The children picked up many sea shells at the seashore.
孩子们在海边捡到许多贝壳。
Pick that book up. 把那本书拣起来。
② 搭载
e.g. The car stopped to pick me up.
汽车停下来接我。
【设计意图】分角色朗读课文,形象生动,如亲临其境,可以把注意力吸引到课文的内容中去,领略其中的含义,更能加深印象,不容易忘记。其次,分角色朗读对话可以调动学生的积极性,提高表达能力。而且,还能增加课堂气氛,营造出积极、活跃的课堂气氛。
Step9 Summary
1、重点词汇: rainstorm, alarm, begin ,heavily ,suddenly, strange, go off, pick up, take a shower, make sure
2、重点句型:
(1) What were you doing yesterday at the time of the rainstorm?
(2)When you called, I was having a shower.
(3)So while you were sleeping, I called Jenny and she helped me.
(4)What were you doing when the rainstorm came?
3、掌握过去进行时态的结构与用法
Step10 Homework
1、复习这课堂的词汇并造句
2、描述你的某一天发生的事情,要求用过去进行时态
初中优秀英语教案5
教学目标:
1、 知识目标:
A、学会一些表示家具的名词以及学习用品的单词;
B、方位介词,如:in , on , under , behind的用法;
C、学会运用方位介词和where句型表述物品所在的位置。
2、 能力目标:
A、学会正确描述物品作在的位置;
B、学会询问自己或他人物品的具体位置;
C、能够合理地描述和设计房间。
3、 情感目标:
培养学生整齐地摆放自己物品的生活习惯。
教学难点、重点:
重点:A、方位介词in , on , under , behind的用法。
B、Where的特殊疑问句和Is this a/an . . . ?一般疑问句的肯定和否定回答。
C、学习名词bed , dresser , bookcase ,backpack . . .
难点:A、能够正确运用方位介词描述物品作在的位置;
B、能够运用Where的问句找到物品位置。
课时安排:
第一课时Section A 1a-1c
第二课时Section A 2a-4
第三课时Section B 1-2b
第四课时Section B 3a-4 Self-check
Period One教师:准备一个带有家具的房间的多媒体课件或挂图,搜集图片、卡片、一些学习用品的实物,以及闹钟、光盘、数学书和其他日常用品。
学生:彩笔
学生用品、大白纸、课本所涉及的单词的实物。
学步骤
Step One: Present the New words.
①Warming up.
(Prepare some school things for the students as presents .)
T:What’s this ?(There is a pencil in the teacher’s hand .)
S1: Yes you a right . Here you are .
(give it to the student as a present .)
T: Is this a ruler ?(hold up a ruler .)
S2: Yes it is.
T: How to spell ruler ?
S2: R-U-L-E-R , ruler .
T: Good , here you are.
(Hold up a pen , an eraser , a notebook and so on . Ask the questions inthe same way . And give the presents to the students .)
T:What’s this ?
S3: It’s a backpack .
T:I have a backpack for you as a present ,(Looking for it in the desk ,under the chair . . . ) but I can’t find it . Where’s it ? Do you know ?
S3: I don’t know .
S4: I think it’s in your desk..
T:(Look into the desk.) No ,it isn’t .Now , let’s look for the backpacktogether , OK ?(Write down the title on the blackboard .)
②Learn the New words.
T:Look at the big picture on the screen .This is a big nice room .I want toown such a room . Because there is some nice furniture in it . Do you know thenames of the furniture ?
(Show a picture of a bed and a dresser .)
T:What’s this ? It’s a bed . “BED” . Read after me .B-E-D , bed.
Ss:B-E-D , bed.
T:What’s this ? It’s a dresser . D-R-E-S-S-R , dresser.
Ss:D-R-E-S-S-R , dresser.
(Teach the other words bookcase /sofa/chair/drawer/plant/ . . . in the sameway .)
通过师生互动,激发学生思维,并用学过的句子导入新课。
利用多媒体课件创设情景,直观地呈现单词,使学生在语境中理解单词。
T:Read the words aloud .
③Present the words in , on , under , behind using the objects .
T:Where is my book ? It’s on the desk .(Put a book on the desk .)
T:Where is my bag ?(Put a bag on the desk and ask this question .)
S1:It’s on the desk .
T:Where is my bag ?(To all the students)
Ss:It’s on the desk .
T:Where is my pen ? It’s in the pencil case .(Put a pen in the pencil caseand ask .)
T:Where is my ruler ?(Put a ruler in the pencil case , too .)
S1:It’s in the pencil case , too .
T:Where is the ruler ?
Ss:It’s in the pencil case .
(Then learn the other two prepositions “under”, “behind” in the same way .)
④Present the words .
T:Now , please look at the screen , where is the ball in Picture 1 ?
S1:I think it’s in the box .
T:Where is the ball in Picture 2 ?
S2:It’s on the box .
T:Where is the ball in Picture 3 ?
S3:It’s behind the box .
T:Where is the ball in Picture 4 ?
S4:It’s under the box .
T:There are some pictures on the screen , please match the sentences andthe pictures .
1: The cat is under the chair .
2: The cat is on the bed .
3: The cat is behind the door .
4: The cat is in the box .
5: The cat is next to the plant .
通过实物所在的位置直观地呈现乏味介词。
利用多媒体课件创设语言情景,准确呈现物品之间的位置关系,让学生在真实的`情景中理解和掌握方位介词。
让学生把句子和图画匹配起来,巩固方位介词的用法。
6: The cat is on the chair .
T:Please open your books and do 1a quickly as you can.
(After doing 1a,check the answer.)
Step Two :drills .
①Practice the drills .
T:This time , use the school things around you to practice the conversation.
T:Where’s the watch? (Hold up a watch in the hand.)
S1:It’s in your hand.
T: Where’s the bag? (Put a bag on the chair.)
S2:It’s on the chair.
(Ask the students to practice the dialogue like this. Then get some pairsto act it out.)
②Introduce a room and listen to the tape.
T: This is Tommy’s room, but he can’t find his books, his pencil case, hisbaseball, his computer game and his keys, please help him find the things.Listen and number [1-5] the things in the picture.
(Play the recording and then check the answer.)
Step Three: Play a game.
T: Now, we will play a game , I have a new ruler, all the students closeyour eyes, and I hide it in our classroom. Please guess, Where is it ? If youranswer is right, it is yours. Please ask like this Is it on the desk? Is it onthe floor? Are you ready?
S1: Is it in the ...?
T: No,it isn’t.
S2: Is it under the…?
T:No, it isn’t.
S3: Is it behind the…?
T: Yes, it is. Please find it out .Here you are.(Give the ruler tohim.)
(Ask three or four students to come to the front to hide three or four newschool things, others look for them.)
T:Who can come here to hide my new pen?
Ss: I can.
(After playing the game, some students who can find the school things willhave them.)
Step Four: Task.
T: Look at the picture on the screen. This is Mary’s room. In groups offour , describe where the things are in the room.(Prepare
让学生用身边的学习用品操练句型,达到熟练运用where提问。
用学过的一般疑问句以游戏的方式操练本节课所学内容以增强趣味性。
利用屏幕上所给图片,描述Mary房间物品的位置,强化句型。
For five minutes.)
S1: Is the book on the desk?
S2:Yes, it is. Is the backpack under the chair?
S3: No, it isn’t. It’s… Where are the keys?
S4:They are…
Homework: Make a play.
There is a man. His name is “forgetful”. He always forgets somethings, andhe always asks Where is / are my …?
Please make a short play and next class we will act it out.
Period Two
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