第1篇：初中英语优秀教案
Unit2 Saving the earth
Section B Pollution causes too mang problems I.Teaching aims and demands:
1.Go on learning and master the usage of direct speech and indirect speech.2.Learn to expre blame and complaint.II.Important points:
1.direct speech and indirect speech
2.some expreions about blame and complaint
III.Teaching procedure:
Step 1 Review
1.Ask students to report their surveys in the previous leon about environmental pollution.2.Summarize the main points in their reports and lead to this section.Step 2 Presentation
1.Show the picture in 1a and talk about it.Learn and master the new words “weak”, “produce” and “chest”.Understand the new word “gas”.2.Let students further discu other influences that the chemical factory brings on people so that they can understand the text better.Lead to the new word “anyway”.Then ask students to learn and master it.3.Listen to 1a, answer the shining questions, and then check the answers.(1)What makes the old lady’s chest hurt?
(2)Why can’t she sleep well at night? Step 3 Consolidation
1.Listen to 1a again, let students read after the tape and imitate the pronunciation and intonation.2.Work in pairs.Read 1a, and then act it out in roles.(optional)
3.read 1a.Find out the sentences that the granny blames and complains about environmental pollution.Ask students to master them.For example:(1)It’s difficult for me to breathe.(2)The chemical factory produces terrible gas.(3)The bad air makes my chest hurt.(4)What’s more, the factory makes too much noise and I can’t sleep well at night.(5)…I can’t stand the environment here.Step 4 Practice
1.Let one student act as the granny in 1a and retell the sentences that uses to blame and complain.Go on learning the usage of direcr speech and indirecr speech.Finish 1a.For example: S1: It’s difficult for me to breathe.T: What did she say? S2: She said that it was difficult for her to breathe.Write down the sentences above on the Bb.Ask students to observe them and lead students to sum up the usage of the tense, the pronouns and the time in the sentences.2.Let students finish 1b by themselves, and do more exercise to deepen their understanding of the usage of direct speech and indirect speech.3.Work in chains.Practice how to change direct speech into indirect speech.4.Let students finish 2 by themselves.Then check the answers.Step 5 Project/work after cla
1.Free work.2.Handwriting： produce terrible gas Section B Kang kang asked the old lady how long she had been like that.The old lady told Kang kang that she had been like that since the week before.The journalist asked Mrs.Zhou whether/if she was feeling better then.… can’t stand(doing)sth.
第2篇：初中英语教师优秀年终工作总结模板
教师是学生学习的促进者，学习能力的培养者，更是学生人生的引路人。今天小编就给大家带来初中英语教师优秀年终工作总结模板范文，希望能帮助到大家!
初中英语教师优秀年终工作总结【一】
岁月如梭，一学期的教育教学工作已经结束，本期担任初168班和162班的英语教学任务，留给我的将是新的思考和更大的努力。在这一学期的教学工作中，我注重自己思想水平的提高，努力把自己塑造好，提高自己的理性认知能力。我在教育教学的各个方面取得了一定的成绩，但也有许多不足之处，现对一学年以来在教育教学工作中的各个方面作一个全面的总结。
1、本人较注意抓常规教学，注意培养学生的听说读写的能力，充分利用早读时间，要求学生大声朗读课文并带读
2、抓词汇和句型学习，经常进行听写训练，提高学生对记忆单词和句型的能力;
3、课堂内外多听多说英语。老师上课时尽量用英语讲课，这样能使学生更多地接触英语。每堂课要用一定的时间让学生用所学过的日常用语和课堂用语进行不同的形式进行对话。也可以结合实物、图片等用英语进行简单的描术，培养学生的语感;
4、抓小测验、单元测试过关;
充分发挥学生的主体作用。上课时千方百计令学生投入，不让其分心，充分发挥他们的主体作用，使他们能在轻松、愉快、合作、交流中学到知识。
教学方面的经验、存在问题及今后的做法：
1、教的方面：
深入了解和分析学生情况，有针对地教学，由于对每单元的单词和词组进行了多次强化训练，所以第二卷的得分率比第一卷高。虽然我们也进行了英语阅读训练，但学生阅读能力的提高不大。单选、完成句子的得分率还过得去，但综合知识未来得及操练其他项目得分率就较低。今后，应该加强完型填空、阅读理解和综合填空的训练。
2、学的方面
只要学生对英语学习有兴趣，坚持常年不断地、自觉得、随时随地接触英语、运用英语知识，英语成绩就会不断提高。
如果只是为了应付考试，临时抱佛脚地补习，即使可以应付一时，但掌握的知识都是不牢固的。新旧知识就会顾此失彼。
总之，在这一学期的教育教学工作中，我爱岗敬业，尽职尽责地完成了自己的本职工作，在教学工作中取得了一定的成绩。但由于经验不足，教学工作还有待于改进，在以后的教学工作，我将不断总结，虚心学习，努力提高自己的思想道德素质和教育教学水平。
初中英语教师优秀年终工作总结【二】
岁月如梭，一学期的教育教学工作即将结束。在这一学年的教学工作中，我注重自己思想水平的提高，努力提高自己的教学工作能力。我在教育教学的各个方面取得了一定的成绩，但也有许多不足之处，现对一学年以来在教育教学工作中的各个方面作一个全面的总结。
学期初，在学校领导的安排下，我担任了七年级两个后进班英语科目的教育教学工作，在这个学年的教学工作中，我感慨万千，这其中有苦有乐，有辛酸也有喜悦。在这一学期里，我觉得我自己是过得紧张又忙碌，愉快又充实的。特从以下几个方面做出本学年的工作总结。
一、教育教学工作方面
教师是学生学习的促进者，学习能力的培养者，更是学生人生的引路人。教师的任务是教书育人，但不能只做一个“教书匠”，更要做个“教育者”，要充分了解每个学生各个时期的心理状态并进行及时适度的处理，让他们的综合素质得到全面发展。现在，我就把我在这一年中所做的工作与体会进行总结，力求在以后的教学工作中取得更大的成绩和进步。
1、课前准备：备好课。每一次备课都很认真，遇到没有把握讲好的课时立即提出，请教其它英语老师，综合考虑各种方案。多发表自己的见解让大家讨论，如有问题立即更正、改进。
2。多听课，学习有经验教师的教学方法，教学水平的提高在于努力学习、积累经验，不在于教学时间的长短。老教师具有丰富的教学经验，积累了许多教学技巧，多向他们学习，尽快提高自身的教学水平，听课的同时，认真做好记录，并进行评课。听完课后写听课心得，哪些地方是自己不具备的，哪些地方可以怎样讲可能有更好的效果等等。务求每听一节课都要有最大的收获，必要时，还可与讲课教师进行讨论，以了解其讲课安排的依据。
3。钻研教材，认真备课。我认真钻研教材，把握住知识点，认真备好每一堂课。教材是教学的依据，同时也是学生学习的主要参考书，我在熟悉教材的基础上讲授本课程的内容，学生学习才会有依据，学生在课堂上跟不上老师时可以参考教材重新整理思路，跟上老师的思路，所以应该重视教材的钻研。在备课过程中，在不离开教材的原则下，可以参考其他教科书，对比它们的不同之处，寻求让学生更容易接受的教法，有了这些教法后，上课之前应与有经验的老师多交流讨论是否行得通。
4。组织好课堂教学，关注全体学生，注意信息反馈，调动学生的积极性。同时，激发学生的情感，使他们产生愉悦的心境，创造良好的课堂气氛，课堂语言生动明了，克服了以前重复的毛病。课堂提问面向全体学生，注意引发学生学英语的兴趣，课堂上说练结合，布置好课外作业，作业少而精，减轻学生的负担。
二、工作出勤方面
我热爱自己的事业，从不因为个人的私事耽误工作的时间。并积极运用有效的工作时间做好自己份内的工作。在教育工作中，我积极参加教研组的教研活动和学校组织的例会，积极参加工会活动、升降旗仪式。在我工作的这一学期中，没有缺席、迟到、早退和病事假的发生，严格遵守了学校的各项规章制度。
三、取得的成绩
在本学期的工作中，我取得了一定的成绩，从本学年的考试成绩来看，我所教班无论从平均分、及格率和优分率都在同年级中表现不错。
四、存在的不足
“金无足赤，人无完人”，在教学工作中难免有缺陷。例如：对学生还不够了解;教学方法还不够成熟等，而这些问题，只能在以后的教学工作中不断地解决。
初中英语教师优秀年终工作总结【三】
回顾这学期的工作，使我感到既繁忙又充实，特别是在区教研员和校领导的指导下，我的教学思想和教学水平都得到了很大的提高，并取得了一些成绩。但也存在不足，为了使我在今后的教育教学工作中取得更大的进步。下面我将这一学期的工作总结如下：
一、思想政治方面
在这学期的教学工作中，我自始至终以认真、严谨的工作态度，勤恳、坚持不懈的工作精神从事英语教学。我积极响应学校的各项号召，积极参加政治学习，认真领会学习内容，以教师职业道德规范为准绳，严格要自己。在教学中，能够做到为人师表，关爱学生，帮助学生对英语学习充满学习热情和信心。初中英语教学工作总结
二、业务素质方面
为了适应课改的需要，我不断地钻研新的教学理念，探索新的教学方法，不断将自己的所学运用到课堂教学之中，并积极与我校的其他英语教师研究教材、教法。
三、教育教学工作方面
认真搞好备课，特别是集体备课。教学中，备课是一个必不可少，十分重要的环节，既要备教材、备学生，又要备教法。备课充分，能调动学生的积极性，上课效果就好。因此，了解和分析学生情况，有针对地教对教学成功与否至关重要至关重要。这个班在小学的英语学习基础差，远远不足，而且本班中等生占较大多数，尖子生相对较少。因此，讲得太深，就照顾不到整体，时间长了，学生的学习积极性就会欠佳。因此教学时针对不同情况，在授课时采取了不同的方法。效果就比较理想。
因为英语的特殊情况，学生在不断学习中，会出现好差分化现象，差生面扩大，会严重影响班内的学习风气。因此，绝对不能忽视。为此，我制定了具体的计划和目标。对这部分同学进行有计划的辅导。我把这批同学分为三个组。第一组是有能力提高，但平时懒动脑筋不学的同学，对这些同学，我采取集体辅导，给他们分配固定任务，不让他们有偷懒的机会，让他们发挥应有水平;第二组是肯学，但由于能力不强的同学。对这部分同学要适当引导，耐心教导，慢慢提高他们的成绩，不能操之过急，且要多鼓励。只要他们肯努力，成绩有望搞提高;第三组是纪律松散，学习不认真，基础又不好的同学。对这部分人要进行课余时间个别辅导。因为这部分同学需要一个安静而又不受干扰的环境，才会立下心来学习。只要坚持辅导，这些同学基础重新建立起来，以后授课的效果就会更好。
学生在学习中会不可避免的出现两极分化现象，差生面扩大，会严重影响班内的学习风气。在日常的教学中我没有忽视这一现象。为此，我制定了具体的计划和目标，利用业余时间对这部分同学进行有计划的辅导。
在早读时，我坚持下班了解早读情况，发现问题及时纠正，课后发现学生作业问题也及时解决，及时讲清楚，让学生即时消化。另外，对部分不自觉的同学还采取背诵等方式，提高他们的语言表达能力。
期中考和期末考是考察每位同学在本学期的学习成果，因此应该予以重视。考试前我带领学生进行系统的复习，考试后进行成绩的总结和分析。另外，还发现学生的语言运用能力不够强，所以以后的教学中我要加强对学生`在这方面的训练，力争让学生轻松学习，熟练掌握。而考试结果证明，适当辅导差生对班的整体发展有很大帮助。
备课充分，能调动学生的积极性，上课效果就好。但同时又要有驾驭课堂的能力，因为学生在课堂上的一举一动都会直接影响课堂教学。因此上课一定要设法令学生投入，不让其分心，这就很讲究方法了。上课内容丰富，现实。教态自然，讲课生动，难易适中照顾全部，就自然能够吸引住学生。所以，老师每天都要有充足的精神，让学生感受到一种自然气氛。这样，授课就事半功倍。回看自己的授课，我感到有点愧疚，因为有时我并不能很好地做到这点。当学生在课堂上无心向学，违反纪律时，我的情绪就受到影响，并且把这带到教学中，让原本正常的讲课受到冲击，发挥不到应有的水平，以致影响教学效果。我以后必须努力克服，研究方法，采取有利方法解决当中困难。初中英语教学工作总结
我明白到这学期我所取得的教学成果并不是最重要的，重要的是在本学期后如何自我提高，如何提高两班学生的英语运用能力。因此，无论怎样辛苦，我都会继续努力，多问、多想，多与其他教师交流工作经验。
初中英语教师优秀年终工作总结【四】
教学就是教与学，两者是相互联系，不可分割的，有教者就必然有学者。学生是被教的主体。因此，了解和分析学生情况，有针对性地教对教学成功与否至关重要。最初接触广州学生的时候，我一点都不了解他们，只是专心研究书本，教材，想方设法令课堂生动，一厢情愿的认为学生这样就易接受。但一开始我就碰了钉子。在讲授第一课的时候，我按照自己的教学设计，上了一堂自认为明白易懂而又不死板的课，认为教学效果如期理想，结果后来下课一调查，一听同学们反应，才知道我讲的口语大部分同学反应跟不上，而教学的部分内容同学们有的以前从来未学过。于是，我在课后更多的主动走近学生，与他们聊天谈心，增进彼此的了解，从而更进一步了解了学生的状况：
一方面，学生英语听，说的能力相对较弱，授课采用较深的全英教学，同学们还不能适应。另一方面，三、四班的同学虽然比较活跃，上课气氛积极，但中差生占较大多数，尖子生相对较少。因此，讲得太深，没有照顾到整体。由此可以看出，了解及分析学生实际情况，实事求是，具体问题具体分析，做到因材施教，对授课效果有直接影响。这就是教育学中提到的“备教法的同时要备学生”。这一理论在我的教学实践中得到了验证。
教学中，备课是一个必不可少，十分重要的环节，备学生，又要备教法。备课不充分或者备得不好，会严重影响课堂气氛和积极性，记得一位优秀的老师曾说过：“备课备不好，倒不如不上课，否则就是白费心机。”我明白到备课的重要性，因此，每天我都花费大量的时间在备课之上，认认真真钻研教材和教法，不满意就不收工。虽然辛苦，但事实证明是值得的。
一堂准备充分的课，会令学生和老师都获益不浅。例如我在教授《on9》的时候，这课的主题是“如何询问和回答时间”，教学难度比较大。如果照本宣科地讲授，学生会感到困难和沉闷。为了上好这堂课，我认真研究了课文，找出了重点，难点，准备有针对性地讲。当讲到“half”和“quarter”时的时候，我通过画图，用数学上的“圆”来加以充分形象的讲解和说明。这样学生就形象地明白了这两个单词，学生听懂了，也就显得颇有积极性。因此在练习”What’sthetime?It’s……”的句型时，学生特别用功，教学效果也十分理想。可见，认真备课对教学十分重要。特别是对英语这门学生不甚熟悉并感到困难的外语来说至关重要。
听课也是提高自身教学能力的一个好方法，新老师只有多听课才能够逐渐积累经验。所以对每一次听课的机会我都十分珍惜。听课的主要对象是我们组的优秀老师的课，同时也听其他老师的课。本学期，我听了二十多节课，我的收获很大，逐步掌握了一些驾驭课堂的技巧。听完课之后，把教师们上课时讲到的记在听课记录上，然后对我自己的备课教案进行修改，将他们很多优点和长处应用到我的课堂教学当中去，取得了较好的效果。
因为英语的特殊情况，学生在不断学习中，会出现优差分化现象，差生面扩大，会严重影响班内的学习风气。为此，我制定了具体的计划和目标，对同学进行有计划的辅导。在三班和四班，我把同学分为三个组。第一组是有能力提高，但平时懒动脑筋不学的同学，对这些同学，我采取集体辅导，给他们分配固定任务，不让他们有偷懒的机会，让他们发挥应有水平;第二组是肯学，但由于能力不强的同学。对这部分同学我采取适当引导，耐心教导，慢慢提高他们的成绩方法，当然不能操之过急，并且多鼓励，只要他们肯努力，成绩有望提高;第三组是纪律松散，学习不认真，基础又不好的同学。对这部分人我进行课余时间个别辅导。因为这部分同学需要一个安静而又不受干扰的环境，才会静下心来学习。我想只要坚持辅导，这些同学基础重新建立起来，以后授课的效果就会更好。
英语是语言。困此，除了课堂效果之外，还需要让学生多读，多讲，多练。为此，在早读时，口语操练时，我充分利用有效时间，发现问题及时纠正。课后发现学生作业问题也及时解决，及时讲清楚，让学生即时消化。另外，对部分不自觉的同学还采取强硬背诵等方式，提高他们的能力。
精讲多练是我采取的另一个巩固学生所学知识的方法。在课堂上，我少讲精讲，让每位同学做好笔记，掌握知识重点难点，然后给予他们更多的时间练习加以巩固，课后留有适当不同层次的作业让不同层次的学生去练习，这样通过精讲，多练，让学生在听的过程中掌握知识，在练的过程中巩固知识。同时，我又让每位同学准备一个错题本，在我每次评讲习题的过程中，把他们易错的习题和知识点重点记在错题本上，以便于平时有重点地去记忆和理解。事实证明，这一方法切实可行，也行之有效。
总之，经过一个学期的努力，期末考试就是一种考验。无论成绩高低，都在一定程度上体现了我在这学期的教学效果，也是我和学生共同努力的见证，更会促使我继续努力，多问，多想，多向优秀教师学习，争取更大进步。
以上就是我在本学期的教学工作总结。由于经验颇浅，许多地方存在不足，希望在未来的日子里，能有机会在各位领导老师的指导下，取得更好成绩。
初中英语教师优秀年终工作总结【五】
本学期，我能够爱岗敬业，勤勤恳恳地工作，但由于教学经验颇浅，我对教学工作不敢怠慢，认真学习，深入研究教法，虚心学习。经过一个学期的努力，获取了很多宝贵的教学经验。以下是我在本学期的教学情况。
一、抓好学生的学习思想，提高学生的学习质量
1、以教书育人为本，对学生进行品德的学习教育，特别是后进生，关心他们的纪律和学习情况，鼓励他们的学习。
2、贯彻学校班风、学风评比的要求，全面促进学生的学态发展。重视学生的思想工作、学习风气的培养、学习方法的指导以及学习习惯的养成。
二、激发学生学习兴趣
英语是一门外语，对学生而言，既生疏又困难，在这样一种大环境之下，要教好英语，就要让学生喜爱英语，让他们对英语产生兴趣。否则学生对这门学科产生畏难情绪，不愿学，也无法学下去。为此，我采取了一些方法，就是尽量多讲一些关于英美国家的文化，生活故事，让他们更了解英语，更喜欢学习英语。
三、按照教学常规五个环节开展教学工作
备课：课前认真地备好每一节课，写好教案。既备教材，又备学生，针对学生分析、概括、表达能力差的特点，设计好教学方法。譬如：(3)班的同学比较活跃，上课气氛积极，相对(4)班有一定的中等生数量，但因班级的调整也出现了为数不少的差生。而(4)班的同学比较沉静，虽然中上生有一部分，但差生比例较大，尤其偏向男生。因此，讲得太深，就照顾不到整体。我在备课时就比较注意这种情况，每天都花费大量的时间在备课上，认认真真钻研教材和教法。虽然辛苦，但事实证明是值得的。一堂准备充分的课，会令学生和老师都获益不浅。
上课：每天都保持饱满的精神，让学生感受到一种自然气氛，认真做好组织教学，尽可能保证上课内容丰富，现实，教态自然，讲课生动，难易适中照顾全部，并且充分调动学生的学习积极性，让学生多动手，多动口、，多动脑，让课堂气氛活跃起来，充分调动学生的主观能动性，力图让学生学有所得，学有所乐。
作业和辅导：作业的布置适量，有针对性，重点放在遣词造句、阅读理解等;批改作业时多用赞美式、鼓励性的语言予以评价。对学生的辅导方面，做到有耐心，有方法，因材施教，个别无心向学的学生，经过一个学期的耐心教育，学习兴趣明显提高，成绩也有较大的进步。
考试：本学期根据学校的要求进行了多次阶段性的考试，考试的成绩基本处于同级同科的中上水平。每次的考试，都能做到考试前进行有系统的复习，考试后进行学科总结，及时查漏补缺，从中改正教学方法，也让学生调整学习方法，争取更大的进步。
四、模块式教学
在教学过程中，将英语分成听、说、读、写几方面进行教学。
1、听：平时放录音，让学生跟录音读，训练学生的听力，并且指导学生运用正确的听力技巧进行训练，还找一些专题训练，进一步提高学生的听力。
2、说：充分利用早读，按课程进度及课堂的需要，认真安排每天早读负责带读的学生及指导带读内容，坚持下班了解早读情况，发现问题及时纠正。鼓励学生大胆且大声读书，多说英语;课堂上，训练学生的口语能力提高学生的学习兴趣;课后，分层次布置一定量的口语作业，使其进行更有效的口语操练。
3、读：读方面主要是提高学生的阅读能力，先教会学生怎样做这些题目，即教授阅读技巧。平时每周以每个话题为内容发一份试题，作为专门训练。并建议及指导基础较好的学生进行定时定量的阅读训练。
4、写：作文教学主要传授写作方法，要求学生应写真情实感的东西，强调字数和书写这些硬件要求。平时提倡学生利用时间用英语写一些简短的日记，以此夯实自己正确拼写单词，准确使用词组、短语来造句表文的基本功，从而提高其综合运用知识的能力。
五、其他方面
1、把握教学进度，合理安排时间，与各科任老师互相配合，统一教学法进度，顺利完成了本期的教学任务。积极配合学校及年段的工作，与各科教师多联系，沟通，互相促进学生英语等各科的学习。
2、为加强自身的业务水平，本人积极对各种教育理论进行学习，给自己充电，以便在工作中以坚实的理论作为指导，更好地进行教育教学;努力提高英语专业水平，以适应当前教育的形式，为更好地进行素质教育夯实基础，为撰写出较有质量的教育教学论文做好准备。此外，我还利用业余时间认真学习电脑知识，上网查找资料，为教学服务等等
第3篇：少 儿 英 语 教 案 模 板
少 儿 英 语 教 案 模 板
一、Teaching Demands and Aims(教学目标）
二、Teaching important and difficult point(教学重点）
1、words
2、sentences
3、grammars
三、Teaching Aids(教具)
四、Teaching procedures(教学过程）Greeting(问候）warm up(热身）Review(复习）New Leon(新课）Step One: Step Two: Step Three: Follow up(叮咛）
五、Homework(作业布置）
作 业 的 布 置
一、书面作业
1、每节课后教师可适当选择课后习题(书本或课外参考书）及字母作业。
2、低年纪的孩子适合听磁带读课文、画图、连线、写字母等简单作业；每学期两次测试：半期考和期末考试。
3、高年纪的孩子要求抄单词、背单词、背课文等书面作业；每节课前可做适当的听写练习；每个月可做适当的单元测试；期间两次大考：半期考和期末考。
二、磁带作业
1、适时布置(条件允许可每周一次）：将本周学习的内容录进磁带，下周上交。
2、录制要求：首先让学生和老师打招呼，接着报朗诵单元，然后录作业内容，最后与老师说再见。(如：Hello!Amanda.I am Go go.This is Unit 11„„„ Goodbye!Amanda!)
3、听音修正：
(1)书面记录：边听边把学生的错音登记在学生手册上。(2)修正过程：
A：打招呼，先表扬肯定，后提出错误，注意错音的跟读 B：说悄悄话，增进师生感情交流 C：提出问题。
D：结束Say:“ Good bye!”
三、电话教学
1、时间安排：每月两次的电话教学，每生教学时间不超过8分钟。
2、教学内容：
(1)本周学习单词及课文的朗诵。(2)词句的翻译。(3)疑难解答。(4)家长的经验交流。
第4篇：初中英语教研组工作计划素材模板
英语教研组在工作开展要做到使学生掌握一定的语言基本知识和技能，有较好的语感，获得初步运用英语的能力，为实际应运打下扎实的基础。那么具体的工作计划怎么制定呢?下面就是小编给大家带来的初中英语教研组工作计划，希望能帮助到大家!
初中英语教研组工作计划范文(一)
一、指导思想
本学期我将重点投入到以素质教育为指挥棒的教学宗旨，激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们建立初步的学习英语的自信心;培养学生一定的语感和良好的语音、语调基础，使他们形成初步运用英语进行简单日常交流和书写，为进一步学习打下基础。
二、学生情况
我校五年级的学生已学习了三年的英语，有一定的基础。他们思维活跃，模仿能力和记忆力较强，所以应针对不同的学生进行分层次教学，会达到预期的效果;四年级学生基本掌握一定的英语日常用语，具备一定的英语基础，因此对他们而言，英语基础知识需要继续深入的渗透，把重点放到听、说、读、写的要求上。扩大学生对西方国家了解的知识领域，充分发展学生在生活中使用英语的能力和习惯。
三、教学目的、任务
1、提升学生学习英语的兴趣，养成良好的朗读书写的习惯;
2、发音准确、朗读流利，准确掌握书中的重点内容;
3、能够进行简单的日常用语的交流;
4、能够用简单的句子进行写作;
5、熟练掌握所学歌曲、chant等
6、了解西方文化，初步知道课文的文化背景。
7、强调语言运用。本教材体现交际教学思想，注重学生语言应用能力的培养。在起始阶段采用全身动作反应法，让学生在做中学，在唱中学，在玩中学。
8、注重能力培养。整套教材贯穿学会学习的主题，培养学生自主学习和独立运用所学语言去做事情的能力。如Let’sfindout/Let’scheck/Pairwork/Tasktime。在活动手册中还特别设计了学习评价的栏目。引导学生在学习中反思，在反思中学习。
9、突出兴趣激发。教学形式多样化，其中包括对话、歌谣、小诗、歌曲、游戏、任务、绘画等
10、重视双向交流和中西文化的介绍。
四、教学重点难点
1、重点：
(1)提高课堂效率。
(2)养成良好的听英语、读英语、说英语的习惯。
(3)发音清楚，语调正确，书写工整。
2、难点：使英语基础差的学生提高听、说、读、写的能力，全面提高英语成绩。
五、方法措施
1、认真备课，钻研教材，进行课堂的有效教学，提高课堂效率，做到当堂内容当堂掌握。
2、创新运用各种不同英语教学法来辅助教学，如：情景教学法、直接教学法和TPR全身反应法，并开展一些有趣的活动、游戏让学生在轻松的氛围中学习英语。
3、创设英语情景和环境，使学生们在一定的英语语言环境里习得“第二语言”。做到“生活中有英语，英语中有生活”。
4、鼓励学生大胆说英语，肯定他们的进步(尤其是英语基础不好的学生)，树立学生的信心，培养学生朗读和书写的习惯。
5、注重教材的灵活性和可操作性，以满足不同层次的学生的需求。帮助英语基础不好的学生，提升英语基础好的学生。
6、多教授chant和歌谣或小故事等促进学生多单词和句型的记忆。充分利用教科书中的课文创设栩栩如生的情景，如打电话、购物、生日聚会、野餐、旅游、问路、看病等，为学生提供使用英语进行交流的机会。
7、课堂尽量全英化，打好每名同学的英语基础，重点提高差生的英语功底，同时适当地补充些课外内容，强化口语和应试能力，对每一单元的内容力争人人过关。
8、练习形式多种多样，手、脑、眼、肢体并用，静态、动态结合，基本功操练与自由练习结合，单项和综合练习结合。通过大量地实践，使学生具有良好地语音、语调、书写和拼读地基础，并能用英语表情达意，开展简单的交流活动。
初中英语教研组20-20学年工作计划范文(二)
一、指导思想
本学期我们英语组以英语新课程理念为指导，在学校及县教研室的领导下，加大教研、科研力度，扎实有效地开展各项教研活动，努力营造英语教育教学的良好氛围，积极进行校本教研，组织教师参加课改理论学习和培训，并组织教师进行听课学习，以促进教师转变教学观念，促进教师整体素质和学科教学质量的提高，从而促进教师专业成长，进一步提升我组教师的英语教学理念、教学水平和教学质量，以提高我们初中英语教学的整体水平。在学校的领导下，团结奋斗，协调好各教研组之间的关系。认真学习新课标和教学大纲，结合实践科学发展观，巩固发展我组的进取精神。在去年英语中考取得成绩的基础上，为把我组的教学教研水平提高到一个新的台阶而努力奋斗。
二、工作重点
(一)教研组
本学期初中英语学科教研工作，要以课堂教学为中心，围绕规范和深化学科教学常规，通过组织教师进行课程和课改理论学习、安排公开课、建立资源库等一系列活动来促进初中英语学科教学质量的提高。
(二)各年级
1、初一要抓好小学与初中的衔接教学。
初一学生在小学阶段学了小学英语教材，基本上达到了小学英语教学的要求，但也出现了一定的分化现象，初一教师要及早摸清情况，根据我校的实际，采取切实有效的措施，抓好中小学衔接教学。在这个基础上进一步培养兴趣，强化基础，抓好起始年级的英语学习习惯。
2、初二要培优补差，强化后进生的转化工作。
课任教师对本班的后进生，要了解其思想动态、寻找致差原因，有的放矢，区别对待，耐心辅导，力求稳住和缩小两极分化程度。
3、初三教学要以本为本、以纲为纲。
在扎实认真教好课本基础知识的同时，还要挖掘潜力，查缺补漏，着力加强学法指导和能力培养。特别是要认真学习《考纲》和近几年平凉中考英语真题，注意对考试动向的信息收集和试题研究，提高毕业班教学效率。
三、工作措施
1、加强教育理论学习
本学期教研组各位老师要通过网上下载、分散学习和教研组会讨论交流等方式来学习《基础教育课程改革纲要》、《英语课程标准》、《英语课程标准解读》和《课程改革与课程评价》等有关课程改革的材料，明确英语课程在基础教育阶段的四个基本任务，特别是要认真学习和理解课程标准中的"六个基本理念"，并用这些理念来指导平时的课堂教学，以提高课堂教学效率。
2、做好"教学常规"的学习和实施工作。
在开学初的教研组活动中全组教师要认真学习本校的教学管理制度及常规要求，明确上课、备课、编写教案、布置作业及作业批阅中的一些具体要求，使大家从思想上重视起来。在以后的备课、上课、作业布置和批阅、辅导等各个环节中，以制度为准则，对照检查，严格执行。
3、建立初中英语教育教学资源库。
本学期教研组将通过公开课、示范课、说课、评课、优秀教案、精品试题、个人总结、年级汇总和网上收集等各种形式来汇总建立初中英语教育教学资源库。以后还要不断地向资源库添入新的内容，使资源库不断优化、不断更新，真正为我校初中英语教育教学发挥一定的作用。
4、加快信息技术学习进程。
教研组全体教师要学好电脑技术和网络技术，能熟练运用基本信息技术，从而推动学科教学与信息技术的整合，为以后条件成熟后教师运用现代教学理论设计多媒体教学辅助课件打下基础。
5、撰写教育教学论文。
全组老师要通过理论学习，不断反思、探索，并联系实际积极撰写外语教育教学论文。每学期至少一篇，期末时输入资源库备案。
6、努力鞭策青年教师的成长。
青年教师是英语组的一支生力军，教研组将通过听课、评课、说课、讨论等方式促其不断成长外，还要求青年教师拜经验丰富的老教师为师，经常取经，不断提高。7、搞好教研组建设。
(1)本组共9人，初三4人，初二3人，初一2人
(2)每周四进行集体备课。
(3)教案按学校要求要环节齐全、内容充实、书写工整、有教后记。
(4)听完公开课后要在教研组会上认真进行评课，即至少提两个优点和两个缺点。要逐人逐个发言，并进行记录，形成书面材料备案。
(5)组内教师要多听课，同一年级、不同年级的教师之间通过听课可以相互借鉴、扬长避短，从而达到共同提高的目的。
(6)按照学校组织的安排，搞好新课程改革，上好课改示范课。
(7)将各种教研活动上形成的教师发言、教学观点、书面材料、试题资料等及时输入资源库。
燃气安全工作计划(三)
为进一步加强我镇燃气安全生产管理，加快建立燃气安全隐患排查治理工作长效机制，全面提升燃气从业单位的安全生产水平，严厉打击非法经营等违法违规行为，坚决消除事故隐患，杜绝燃气安全事故发生，根据《中华人民共和国安全生产法》、《中华人民共和国消防法》、国务院《城镇燃气管理条例》、《特种设备安全监察条例》、《省燃气管理条例》等法律法规和市《关于进一步加强燃气安全监管工作的实施意见》结合我镇实际，制订燃气安全监管工作实施方案。
一、指导思想
以“科学发展观”为指导，以国家有关安全生产法律、法规为依据，树立安全发展理念，坚持“安全第一、预防为主、综合治理”的方针，进一步整顿和规范燃气市场经营秩序，依法履行安全监管职能，消除安全隐患，确保村居供气、用气安全。
二、目标任务
深化专项治理整顿，严厉打击非法违法行为;建立健全由政府统一领导、各部门齐抓共管、全社会共同参与的长效管理机制，实现我镇燃气安全监管工作常态化、制度化、规范化。
三、整治重点
(一)推进隐患排查治理工作长效机制的建立。落实各相关单位安全隐患排查治理的主体责任，建立和完善隐患排查治理工作制度;定期进行隐患排查，建立隐患排查治理工作台账，形成隐患排查治理长效机制。
(二)依法查处燃气企业经营中的违法违规行为。查处充装不合格钢瓶、缺斤少两、掺杂二甲醚等违规行为;查处为未取得燃气经营许可证的单位和个人提供经营性气源的行为;查处销售不合格钢瓶等违法行为。
(三)依法查取小液化气供应网点经营中的违法违规行为。取缔不符合规划、无证照小液化气供应网点;查处价格欺诈、强买强卖、违章倒灌、倒残等损害消费者利益的违规行为;查处超范围经营、擅自在未经核准场所经营、非法改装液化石油气钢瓶、超量存放实瓶等违法行为。
(四)规范宾馆、饭店、小餐饮、企事业单位等用户的燃气采购、储存和使用安全管理。查处使用不合格燃气和不合格燃烧器具、不符合安全规范的瓶库使用行为;查处不规范瓶组、擅自改装燃烧器具、液相直烧、管道瓶装气混用等违法使用燃气行为。
四、职责分工
各相关职能部门根据法律法规规定的职责，认真组织、有效开展燃气行业违法违规行为的查处。对各村居，机关各办、服务区、镇属各单位工作职责明确如下：
新河派出所、新河交警中队：负责依法查处禁行区域内未按“危险化学品道路运输车辆进入禁行区域时间、路线规定”的运输危险化学品行为;查处液化气运输超载行为;查处未取得危险化学品运输资质、擅自从事液化气运输的行为;负责危化品运输车辆的清理整治工作;规范“三车”(三轮车、电瓶三轮车、三轮摩托车)运送及其运输工具的安全管理;协助质监、行政执法中队做好对运输途中的气瓶检查工作。
村镇建设办公室：负责村居燃气行业的监督管理，做好日常检查管理工作，确保站内设备设施安全运行;加强应急救援管理，提高应对突发事件的能力。
安监中队：依法行使安全生产监督管理职权，指导、协调、监督、检查全镇燃气行业的安全生产工作，并将燃气安全纳入全镇安全生产监管工作内容。
行政执法中队：负责依法查处未取得燃气经营许可证或不按照燃气经营许可证的规定从事燃气经营活动的违法行为;依法查处经营单位和个人、燃气用户(重点宾馆、饭店、小餐饮、企事业单位)及有关单位和个人的违法行为。
消防中队：负责对宾馆、饭店、小餐饮、企事业单位等场所消防安全的监督检查，对不符合消防安全技术标准、存在消防安全隐患的提出整改意见，对严重危害公共安全的单位和经营者，报发证机关依法吊销经营许可证和工商营业执照。
工商分局：负责依法查处未取得营业执照或不按照营业执照的规定从事燃气经营活动的违法行为;在营业执照有效期内被依法吊销、撤销燃气经营许可证或者燃气经营许可证有效期届满的。
各办、服务区：将燃气安全作为安全生产工作的重要内容，负责本服务区的燃气安全监管工作，配备专兼职燃气安全管理员;开展燃气安全隐患排查，每月配合执法中队开展燃气安全隐患专项整治，重点整治宾馆、饭店、小餐饮、小液化气供应站等经营场所;负责重点单位隐患整改跟踪和督查，对治理不落实，整改不到位的，通知相关职能部门依法查处。
五、工作要求
(一)提高认识，加强领导。机关各办、服务区，镇属各单位要认真分析燃气安全生产形势和存在的问题，充分认识燃气经营违规、违法行为的危害性和安全监管工作的重要性和紧迫性，牢固树立责任意识。为加强对燃气安全监管工作的领导，镇政府成立燃气安全监管工作领导小组(组成人员名单详见附件)，各办、服务区、镇属有关单位要抽调精干人员成立监管工作机构，切实加强对安全监管工作的领导。
初中英语教研组20-20学年工作计划范文(四)
一、指导思想
按照本学期英语教研计划和学校教科处工作计划，以全面、协调、可持续的科学发展观为指导，结合英语学科特点，制定本学期教研工作计划，旨在树立科学的质量观,加强有效教学研究，提高课堂学习的有效性，促进教学质量的提高;以基础教育新课程改革实验工作为中心,推动教育教学改革继续深入，组织教师围绕新课程实验中的重点、难点问题开展教研活动，加强和改进我校初中英语学科教育教学工作，推进初中英语新课程的实施，深入研究教学中存在的问题，精心营造有利于学生健康成长的学习环境，进一步加强组内教师的交流，努力探索和创造各种平台与合作交流机制，开展形式多样、注重实效的教研活动;创设宽松和谐的研究氛围，激励广大教师在教学中研究，在研究中教学，提高专业水平和教学能力。
二、工作目标和思路
1、工作目标：提高课堂教学效益，促进教师专业化发展。
2、工作思路：以“三段式”课堂教学模式为中心，开展教研教改，提高学生学习能力。
三、工作重点
1、推进“三段式”课堂教学模式。
2、开展集体备课和专题研究。
3、上好研讨课，形成教学反思。
四、具体工作措施和要求要求
1、以新教材的使用为重点开展校本教研，重点做好集体备课工作，提高效果，进一步发挥备课组的作用。
2、积极开展教学常规管理工作。特别是备课和作业批改等方面的检查工作。
3、结合新教材，树立新课程的基本理念和现代教育思想，提高教师的专业素养，以教研促课改，在课改中提高广大教师的教科研能力。适时开展优秀教学论文研讨学习活动。
4、做好教育科研课题的研究工作。结合新教材实验和教改实践，积极开展课题研究工作，以科研带教研，促进教学改革，提高教学质量。
5、抓好初中毕业班的教学及复习研讨工作。组织初中毕业班教师学习有关中考文件，开展好初中毕业班教学及中考复习研讨活动。
6、组织教师和学生参加中学英语方面的各项评选活动。
7、倡导读书活动,促进教师专业内涵发展。全体教师都应保持持续学习的愿望，形成浓郁的学习氛围。
8、每位教师必须开放课堂，领导、教师随时推门听课。每位教师每期听课不少于20节。
具体措施：
1、集体备课：一方面，先由执教教师作好初备设计，再由本组成员讨论，大家纷纷发表自己的看法，对初备内容进行适当增添或删减，最后形成一个合理的教案。并且在集体备课的过程中要作好研讨记录。另一方面，还要备“教学问题”。大家分别提出自己在教学中存在和遇到的问题及困惑，共同讨论，并谈谈自己的见解，以形成切实可行的解决方案。
2、研讨课：执教教师必须按照新课程的要求认真备课，采用“三段式”课堂教学模式，在上课的过程中充分调动学生学习的积极主动性，营造良好的课堂氛围。课后结合自己所上的课进行反思，总结课堂教学中存在的优点和不足，以便在今后的工作中得到进一步改进和提高。同时，本组的教师要针对所听的课进行评析，讨论，完善听课者反思。
3、专业化培训：为了提高教师的专业水平和业务素质，必须坚持终身学习。主要包括新课程样本教研的指导、远程教育资源的使用、课堂教学模式研究、小专题研究等等。每次培训，每位教师必须作好记录。
4、专题研究：本期本组仍然进行“三段式”的课堂教学模式，并以其中的第二个阶段“互动冲浪”作为研究对象。
第5篇：英语教案 英文,中文
英语教学教案优秀模板
众里寻她千百度，蓦然回首她就在这里！
最完整的内容，最清晰的结构，最翔实的细节！就她了！
一、教学目标
Teaching aims
1，认知目标cognitive objective 2，能力目标 ability objective 3，情感态度目标Affect and attitude objective 二，教学内容
Teching contents
三、教学重点
Important points
四、教学难点
Difficult points
五、教学方法
Teaching methods
六、教具
Teaching aids
七、教学过程
Teaching procedures Step1 lead-in Step2 Presentation Step3 Practice
Step4 Revision step5 Conclude
Step6 Homework aignment
八，教学反思
teaching resonsideration
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.
第7篇：初中英语教案
I
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）
II
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.V.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8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9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10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11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12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:
1.
cook a meal for their parents.2.
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
第13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14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15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.
第16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17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18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
第19篇：初中英语教案
初中英语教案模板
篇1：初中英语教学设计模板教案设计
初中英语教学设计模板教案设计Food and drink 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 gla 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7
3、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, gla, a gla 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 gla 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 篇2：初中英语教案模板 Teaching Plan Student: The students of Grade 7学生：七年级
Teaching Content: Go for it ,students’ book of grade 7.Unit 5, the title is Why do you like pandas? 教学内容：人教版 七年级 第五单元，标题：你为什么喜欢熊猫？ Teaching hour: 20-30mins上课时间：20-30分钟 Teaching plan: 教学计划 I.Teaching Aims:教学目标
1.Learn and master new words, sentence patterns.1.学习并掌握新单词，重点句型.2.Enable the students to talk in English about describing the character of animals and the reason of love.学生会英语描述动物的特点及喜爱的原因。3.Develop the students speaking ability.锻炼学生的口语。II.Teaching Main Points: 1.Improve the students’ speaking ability.提高学生的口语。
2.Master some difficult words and some sentence patterns.掌握一些难点单词和重点句型。III.Teaching Difficult Points: 1.adjective: first of all, later on, laugh at, take notes 2.Sentence Patterns: Sb.be afraid to do sth.Sb.realize that –clause IV.Teaching Methods: 1.Fast reading to find out the general information about the paage.2.Question-and-answer activities to help the students to go through the whole paage.3.Individual, pair and group work to make every student work in cla.V.Teaching Aids: The blackboard VI.Teaching Procedures: The Blackboard Design: 篇3：初中英语教案模板
教学设计
学生：七年级学生
教学内容: Unit7 SectionB.教学时间: 40分钟
教学设计: I.教学目标: 1.学习并掌握新单词、短语和句型.2.使学生学会用比较级表达两人之间的差异；提高学生阅读能力.3.培养学生与不同性格特点的人和谐共处的能力.II.教学重点: 1.提高学生的阅读能力.2.掌握本课中出现的重点单词、词组和句型.III.教学难点: 1.Phrases: first of all, later on, laugh at, take notes 2.Sentence Patterns: Sb.be afraid to do sth.Sb.realize that –clause IV.教学方法: 1.任务型阅读.2.自主学习.3.小组合作探究学习.V.教具:多媒体 VI.教学过程: The Blackboard Design:
