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初中英语教案12篇

时间：2023-09-26 18:45:02 来源：网友投稿

初中英语教案1．司机正开车去天津。Thedriver_________________________Tianjin.2．他们厌倦了这项工作。They___下面是小编为大家整理的初中英语教案12篇,供大家参考。

初中英语教案12篇

初中英语教案篇1

1．司机正开车去天津。

The driver______ ______ _______ ______Tianjin.

2．他们厌倦了这项工作。

They______ _______ ______ ______the work.

3．他决定礼貌地拒绝他。

He ______ ______ ______ him politely.

4．我需要一把花园剪刀。

I need ______ _______ ______ ______ _______.

5．我们整天将在花园工作。

We"ll______ _______all day in the garden.

答案：1.was driving a truck to 2.were fed up with 3.decided to refuse 4.a pair of garden scissors 5.be working

Step 10 Homework

1、 Write about what David was doing at different times yesterday. Begin like this “David had a busy day yesterday. He was having an English class at eight o’clock in the morning. 。。。”

2、 Finish off the workbook exercises.

3、 Write a short passage about what you were doing at different times yesterday.

初中英语教案篇2

Unit 2 Is this your pencil?

教学内容

本单元围绕着“Is this your pencil?”这一主题开展听、说、读、写等多种教学活动，其教学核心内容是“确认物主”。通过本单元的教学，使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及英语中对应的表达法，学会写寻物启事和失物招领。教师应着力培养学生能在日常交际交往中有效地使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础。

教学目标

1)知识目标：

A.学习并掌握指示代词： this、that;

B.学习What引导的特殊疑问句；

C.学会Yes/No问句及其简单回答；

D.学会句型：---How do you spell pen? P-E-N.

2)能力目标：

A.能辨认物品的所有者；

B.根据不同场景，能用英语对物品的所属进行提问和回答；

C.能识别不同句式的语调(陈述句，疑问句);

D.培养学生听、说、读、写的能力及创新思维能力。

3)情感目标：

A.通过寻找主人的游戏和失物招领等活动，培养学生拾金不昧的良好的品德及健康向上的人格；

B.通过开展小组活动，指导学生积极与他人合作，相互学习、相互帮助，共同完成学习任务。

教学重点、难点

重点：A.掌握批示代词this、that用法；

B.掌握特殊疑问句和Yes/No问句及其简单回答。

难点：学会写寻物启事和失物招领。

课时安排

第一课时Section A 1a-1c

第二课时Section A 2a-4b

第三课时Section B 1a-2c

第四课时Section B 3a-4 Self-check 1-3

Period One

课前准备

教师：录音机，图片，物品实物。

学生：实物(学习用品).

教学设计

Step One: Warming up.(通过复习形容词性物主代词，把学生引入学习英语的

情境中。)

Learn the chant.

T:Let’s sing the chant together.

my 是我的，your是你的，男他的是his,女她的是her; 名词前面常站岗，限定所属有功劳。

Step Two: New words.(利用实物教学，使得教学过程自然、形象。)

1. Present the new words.

T: Boys and girls, look at this please. What’s this in English?

(Teacher holds a pen in the English.)

S1:A pen.(Ss may say it in English.)

T: Yeah. It’s a pen. And what’s this?

(The teacher holds an eraser in the hand.)

S2:It’s an eraser.

(Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.)

2. Practice the new words.

T: Now, please look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.)

T: OK,let’s check the answers. Who can tell us the answers?

S2:…

Step Three: Present the drills.

1. Present the drill “Is this…?Yes/ No,it is/isn’t.”(利用实物引入句型，使用不同人的物品来引入形容词性物主代词和名词的搭配的用法。)

(Hold the teacher’s pen.)

T:This is my pen.Is this your pen?

S1:No,it isn’t.It’s your pen.

T:(Hold the student’s pen.) This is your pen. Is this your pen?

S1:Yes,it is. It’s my pen.

T:(Hold a girl’s pen.) This is her pen. Is this your pen?

S1:No,it isn’t. It’s her pen.

T:(Hold a boy’s pen.) This is his pen. Is this your pen?

S1:No,it isn’t. It’s his pen.

T: Thank you.

2. Practice the drill “Is this your…?” in pairs with your own school things.Pay attention to the use of my, your, his or her.(利用学习用品操练句型，并加深对物主代词的理解。)

S3:Is this your…?

S4:…It’s my…

S3:Is this…?

S4:…It’s his/her…

(The teacher asks a few pairs to practice.)

3. Present the drill “Is that …? Yes/ No, it is/isn’t.”(利用教师所站位置的不同来引入批示代词that的用法，并从位置关系上让学生准确理解this ，that的区别。)

T:That is my book. Is that my book?

(Put a book on the teacher’s table so that the Ss can see it clearly, and the teacher stands a little far from the table.)

S5:Yes, it is .It’s your book.

T:That is his book.Is that your book?

(Put a boy’s book on the table and the teacher in the same place.)

S5:No, it isn’t.It’s his book.

T:That is her book.Is that your book?

(Put a girl’s book on the table and the teacher in the same place.)

S5:No,it isn’t.It’s her book.

(Teach and practice the drill “Is that …?” and its answer.)

4. Practice the drill “Is that your…?” in pairs with your own school things.(通过练习，区别两个批示代词的用法。)

S6:Is that your…?

S7:… It’s my ….

S6:Is that your…?

S7: …It’s his/her…

(The teacher asks some pairs to practice.)

5. Listening.(进行听力练习，巩固所学的句型。)

T: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.

(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)

T: Let’s check the answers, OK?

S8:(from left to right)

T: Thank you.

6. Practice the drills according to the pictures using“his or her”。(设置情景，使学生在情景中准确运用物主代词his或her。)

(Show students four pictures like the followings.见课件。)

Step Four: Task “Have a contest”。(把两个学生的文具混在一起，然后请他们分别挑出自己和同伴的物品，用的时间少者为胜者。挑选物品的同时，要求学生用英语说出：This is my…That is her/his…)

T:I’ll put your things and your friends’ things together. I want to see if you can identify which is yours and which is hers or his.

(Put the same number of the things together, and first ask them to pick out their own things and their partners’ things. Then ask them to give a report, using the key words and target language. One student picks up the things while the other counts the time as well.)

Languages used for the task:

1. This is my…

2. That is her/his…

Step Five: Summary.(编一个Chant ，便于学生进一步识记本节课所学的重点词汇和语言项目。注意应强调Chant 的节奏和一般疑问句的语调。)

Chant.

T: In this class, we’ve learned the names of some common personal possessions and how to identify ownership. Let’s learn to say this chant.

Is this my book? Yes, it is.

Is that your ruler? No,it isn’t.

Is this her pencil? Yes, it is.

Is that his erase r? No,it isn’t.

Homework.

Read the new words and the target languages presented in this class and say the chant to improve your spoken English.

Period Two

课前准备

教师：录音机，所学物品的图片，一个书包(里面装着事先收集的学习文具)，表格若干张。

学生：一张硬纸写上自己的姓名和电话号码，学习的物品。

教学设计

Step One: Revision.

1. Review the drills.(用学生的姓名和电话号码来复习句型：Is this (that) your (his/her)…?及简短回答：Yes, it is./No, it isn’t.注意教师提问的同时，用手势来帮助学生给出你预想的答案。)

(Put some paper with the names and telephone numbers on the blackboard.)

T: Please look at the blackboard. And answer my questions , please . Is this your first name?

S1: No , it isn’t.

T: Is that her last name?

S2: Yes, it is.

T: Is this his telephone number?

S3: Yes, it is.

T: Good. This time, who would like to come to the blackboard and ask questions like me?

(Students in turn come to the blackboard, point to the paper and ask questions, then ask other students to answer.)

2. Review the vocabulary.(在黑板的名字旁边贴上学习物品的图片，来复习所学的单词和句型。)

(Put some pictures of things students have learned in class next to the names of the students.)

T: Is this your ruler? (Point to Picture 1.)

S4: No,it isn’t.

T: Is this her ruler? (Point to Jenny Chen.)

S4: Yes, it is.

T: Is that your pencil case? (Point to Picture 2.)

S5: No, it isn’t.

T: Is that his pencil case ? ( Point to Jim Wang.)

S5: Yes, it is.

(Get the students to ask the questions in turn, make sure they use the items they like.)

Step Two: Listining.

1. Listening (2a). (练习听力前，先让学生再一次说出图片中物品的英文，进一步强化重点单词。)

T: Please look at the pictures in 2a. Can you say their English name? (Teacher asks the students to name each one individually.)

S6: This is…

S7: This is …

……

T: Now please take out the objects in 2a and put them on the desk. You will listen a dialogue and please pick up the things you hear. Let’s see who will do fastest and best.

( Play the recording for the students to listen.) (让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。)

T: Now let’s check the answers. Please hold the things you hear and say their English names,OK?

(Make sure students hold the things to show them to the other students.)

S8: Pencil.

S9: ……

2. Listening (2b). (进一步强化重点词汇后，进行听力练习，要求完成单词的拼写。)

T: Now please read the words. One holds the things, the others read them aloud one by one.

(One student holds the things, and the other students say the words aloud.)

T: This time you will listen to the recording again, and you will write one of the words from the box on each blank line.

(Play the recording. Students listen and complete the conversation.)

T: Let’s check the answers. I’d like to ask three students to read the conversation in role.

(Three students read the conversation, filling the missing words. The rest of the students check their answers.)

Step Three: New drills.

1. Present the new drills. (用实物引入新句型，帮助学生用正确的句子来回答。)

(The teacher shows students a pencil.)

T: What’s this in English?

S: It’s a pencil.

T: How do you spell it ?

S: P-E-N-C-I-L.

(Change an eraser. Ask and answer in the same way.)

2. Practice the drills. (学生分组练习新句型。)

T: Now please practice the conversation with your partner. Use the words shown in 3a.

SA: What’s this in English?

SB: It’s a ruler.

SA: How do you spell it ?

SB: R-U-L-E-R.

(As students practice, the teacher moves around the classroom checking progress and offering pronunciation and intonation support as needed.)

T: I’ll ask some pairs of students to practice the conversations.

SA: …

SB: …

3. Play the game : A spelling game. (进行一个拼写游戏比赛，进一步操练新句型。)

T: Now let’s play a spelling game. We divide our class into two groups. Each team will take turns asking the other group to the spell we learned in class. The team who is the first to get ten points is the winner. Let’s start.

SA: How do you spell backpack?

SB: B-A-C-K-P-A-C-K.

T: Group B, one point. It’s your turn to ask, please.

Step Four: Task 2: Find the owner.

初中英语教案篇3

Unit1 Where did you go on vacation

Section A集中识词

【学习目标】：1，掌握重点单词的用法

2，掌握重点句型：Where did you go on vacation?

Did you go anywhere interesting?

【学习重点】：一般过去时的复习

【课前预习】：看P7,8，完成下列单词：（一个两遍）

1、任何人______________________2. 任何地方____________________3.精彩的__________________

4、很少____________________ 5.大多数_____________________6. 某物；某事__________________

7、没有什么____________________8.每人___________________9.我自己__________________________

10、你自己____________________11. 母鸡_________________12.猪_____________________________

13、好像______________________14.厌烦的___________________15.某人_________________________

16、日记______________________

二。完成下列短语：（一个一遍）

1、相当多____________________2. 去度假___________________3.为考试而学_________________

4、照相____________________5.购物_____________________6.记日记__________________________

7、当然__________________8.夏令营_________________9.出去___________________________

10、第一次______________________11.在农村_________________________

【合作探究】请预习1单元 Section A 的内容，掌握并完成下列知识。

一。 anyone 意为____________. 是指人不定代词。某人________, 每个人_________, 没有人__________. 当形容词修饰不定代词时，要后置。

Eg: 1. Is there ________at home? 有人在家吗？

2、 Is there _________ _________ in school today? 今天学校有重要的人吗？

【扩展】:不定代词还有指物不定代词：某件事（东西）___________, 任何事（东西）_________, 所有事（东西）_____________，没有事（东西）______________.

还有一些副词：任何地方_________, 某个地方____________, 每个地方____________,无处__________.

归类：当形容词修饰这些不定代词和副词时，要______________.

Eg: 1. You can go ________ _________, if you like. 如果你喜欢，你可以去任何有趣的地方。

2、 I want to tell you _________ ________ about my vacation.我想告诉你有关我假期的一些特殊的事情。

二。 few 意为__________, 修饰___________名词，倾向于否定。

固定搭配：_____________.修饰_________________名词。倾向于肯定。

little 意为_____________,修饰___________名词，倾向于否定。

固定搭配：_____________.修饰_________________名词。倾向于肯定。

quite a few 表示相当多，修饰___________名词。quite a little表示相当多，修饰__________名词。

Eg: 1. Tom is happy be cause he has _______ _______ friends here. 汤姆很开心因为他在这有一些朋友。

2、 ______people like talking with the bad boy. 很少人愿意和那个坏孩子说话。

3、 There is _______ ______milk left in the bottle. 瓶子里还剩一点牛奶。

4、 There is _______ food in the fridge and you should buy some. 冰箱里几乎没食物了，你应该买一些。

5、 There are ______ _____ ______people at the us stop waiting for the bus.公共汽车站有很多人在等车。

6、 There’s still _______ ___ ______ milk in the cup. 杯子里仍然有不少牛奶。

三。most adj. _________. most 修饰名词，most of+名词，意为：大部分…，作主语时谓语动词的单复数取决于名词的单复数。

Eg: 1. _______ ________ are studying English hard now. 现在大多数学生都在努力学习英语。

2、 I think most of the food ________ (be) delicious.

四。myself 意为：___________. 是反身代词，在句中作同位语或宾语。其它反身代词，我自己:_______,你自己：_______, 他自己_________，她自己________，它自己________，我们自己________，你们自己___________他们自己___________.

固定短语：teach myself 我自学 enjoy oneself 过得愉快 by myself 我亲自…

【跟踪训练】

I. 单项选择。

( )1. ---Kate, I’m going on business. Please look after _______well. ---Don’t worry, Mom. I will.

A. herself B. myself C. yourself D. himself

( )2. I’d like to go _____________ on vacation.

A. nowhere interesting B. interesting anywhere C. somewhere interesting D. interesting somewhere

( )3. ----How was your weekend? ----Very good! I ______the Science Museum with my classmates.

A. visit B. visited C. am visiting D. will visit

( )4. She is new here, so we know ______ about her.

A. nothing B. something C. anything D. everything

( )5. I can’t find my watch, but it must be ______in this room.

A. everywhere B. nowhere C. anywhere D. somewhere

（ )6. Everyone ______I come form Sichuan. Actually(事实上）， I come from S handong.

A. find B. think C. finds D. thinks

( )7. ---Did you have a good weekend? ---______. We enjoyed ourselves in the park 。

A. I’m afraid not B. I don’t think so C. Of course D. I hope not

（ )8. ----Where is my notebook? ---I don’t know. It isn’t here. Maybe _____took it away by mistake.(错误）

A. everybody B. nobody C. anybody D. somebody

( )9. ----How was your trip? ----______. I hope I can go there again.

A. Just so-so B. Not very good C. Nothing special D. Wonderful

（ )10. He is a famous(的） cook. This dish tastes ______.

A. very well B. good C. well D. bad

II. 用词的正确形式填空。

1、 More and more __________(visit) come to visit China these years.

2、 I’m going to go _______(shop) for clothes at the Fashion Parade Store today.

3、 The farmer keeps 50 p_______ on the farm every year.

4、 It was raining hard. But I left my u__________ at school.

5、 Health depends on good food and e_________sleep.

III. 用方框中词的适当形式填空。feed, anything, of course, buy, work

6、 Do you have___________ important to say?

7、 My father _________me an interesting storybook yesterday.

8、 They picked leaves from the tree, and ______them to some little white worms.（虫子）

9、 However cold it was, we still went on ________.

10、 ---Do you feel like going to see a movie? ----___________.

Unit1 Where did you go on vacation第2课时

Section A

【学习目标】：1，掌握重点词组及复习一般过去时

2，掌握重点句型：Where did you go on vacation?

Did you go anywhere interesting?Did you go out with anyone?

【学习重点】：一般过去时的复习

【课前预习】预习Section A, 提炼以下词组。

1、待在家里 ________________ 2. 去纽约_________________3. 去参加夏令营___________________

4、去山区___________________ 5. 去动物园 ________________6. 和其他人一起去________________

7、买一些特别的东西_____________________8. 遇到一些有趣的人______________________________

9、好久不见__________________10. 好多照片________________11. 大部分时间__________________

12、黄果树瀑布__________________13. 喂鸡__________________14. 一些小猪仔_________________

15、现在再见吧！_________________16. 记日记________________17. 没有人____________________

【合作探究】

I.No one was here. 译：_______________________.

no one意思：________.与no body同义，做主语时，谓语动词用__________形式。且不能与of连用。

none意为没有，既指人又指物，可与of连用。谓语单，复形式皆可。none可做答语，表示一个没有。

Eg: (1) No one ___________（知道） the answer to the question.

（2） _________went swimming last weekend because of the bad weather.

A. Someone B. No one C. Everyone D. Nothing

（3） ---How many books do you have? ----_______.A. No one B. No a C. No body D. None

（4） _____of the students knows what Mr Brown likes. A. No one B. None C. Someone D. Anyone

2、 Still no one seemed to be bored. 译:_______________________________.

seem是系动词。意为：____________. seem后接名词，形容词作表语。Seem like…似乎像…

Eg: (1)。 It ________(seem) a lovely cat. 它看来是只可爱的猫。

（2） You _________very _________. 你好像很生气。

（ 3） It _________ a _______ ______.这好像是个好主意。

(4)That funny actor ______ ________ a clown（小丑）。那个滑稽的演员似乎像个小丑。

【知识链接】seem to do sth 似乎要、好像要做某事 It seems that…似乎、看起来…

Eg: (1)。 He seems ________ ______ ______./ It _______ ______ he is sad. 他似乎很伤心。

（2） The girl seems ____ ______ her homework on time./ It ______ _____ she finishes her homework on time.

3 I just stayed at home most of the time to read and relax. 译：_________________________________.

此句中，to read and relax 做___________成分。及动词不定式在句中做状语。

Eg: (1)。 Many visitors come to China __________(visit) the Great Wall.

（2）。 My sister often goes to the Children’s Palace __________(learn) the piano.

（3.） My family want to the countryside _________(see) my grandma last weekend.

4、 Why didn’t you buy anything for yourself? 译：_____________________________________.

Why don’t/doesn’t/didn’t+人称+do…？ = Why not do…？表示某人为什么不做某事呢，是一种建议。

Eg: (1) _______ _______ _______go home with me?= ________ ______go home with me?

（2） Why not _______ for a walk after dinner? A. go B. goes C. to go D. going

【拓展】表示建议的句型：What about …。？ How about…？ Let’s do…。

翻译：你为什么不读书呢？Why don’t you________ ________? Why not _______ _______?

Let’s _______ _______. What about _________ __________? How about _______ _______?

【跟踪练习】

I. 单项选择。

( )1. ----How many birds can you see in the tree? ----_____. All the birds have flown away.

A. None B. No one C. Nothing D. A few

( )2. The pizza ______good. I’d like some more. A. turns B. sounds C. feels D. tastes

( )3. ---Hi, Betty. Your skirt looks beautiful.---______.

A. Oh, really? B. Oh, no C. Don’t say that D. Thanks a lot.

( )4.---- Jack, is there _______in today’s newspaper? ---No, nothing.

A. anything important B. something important C. important anything D. important something

( )5. After a long walk in the sun, they wanted to drink _______.

A. cold something B. something cold C. nothing cold D. cold anything

( )6. ---Bob,it’s getting cold outside. _____take a jacket? ---Ok, mom.

A. Why do you B. Why not C. Why did you D. Why not do you

( )7. ---I feel tired and sleepy. ----Why not stop______for a while?A. rest B. to rest C. resting D. rested

( )8. She is ____ busy, and she has not finished her work______.

A. still; still B. yet; still C. still; yet D. yet; yet

( )9. ____that they didn’t know the news.A. It seems B. It seemed C. They seem D.They seemed

( )10. Everything for her ______not important. A. are B. is C. am D. be

( )11. ____of them like playing chess because it’s too difficult.

A. None B. No one C. Someone D. Anyone

II. 阅读理解

Thousands of years ago. There was a very clever king with the name of Soloman. There are many stories about him. Here is one of them which shows how clever he was. Once there were two women. They lived in the same house, and each had a baby. One night, one of the babies died, and its mother took the other woman"s child, and put it in her own bed instead （代替）。 The next morning they had a quarrel（吵架）。 “No, this is my child, the dead one is yours, ” said the other. Each one wanted the living baby, but no one could tell whom it belonged to（属于） So they went to see King Solomon. When King Solomon heard their story, he said, “Bring me a knife, cut the child in two, and give each woman one half. ” “That"s very fair（公平）， oh, bright King!” said the dead baby"s mother. “Give her my child, let it be hers, but don"t kill the child. Oh, King!” cried the other woman in tears（流泪）。 Then King Solomon pointed to the woman in tears and said, “Give the child to her, for she is its mother. ”

根据短文内容，判断正（T)误(F)(10分）

1、 The two women in the same house each had a child. ( )

2、 One night the two babies died. ( )

3、 The two women quarreled（吵架） because Solomon killed their babies. ( )

4、 Solomon came to see the mothers after their babies died. ( )

5、 King Solomon cut the living child in two and gave each woman one half. ( )

Unit I Where did you go on vacation? 第三课时

Section B 集中诗词

【学习目标】：1，掌握重点单词的使用及拓展。

2，回顾一般过去时的使用，并能用一般过去时交际和写作。

【学习重点】：一般过去时的写作。

【课前预习】预习Section B，写出下列单词，每个写2遍。

1、活动________________ 2. 决定_________________ 3. 尝试____________________

4、鸟_________________ 5. 自行车 ________________6. 商人_____________________

7、想知道_________________8. 差别___________________9. 顶部______________________

10、等候___________________11. 雨伞__________________12. 湿的_____________________

13、在…下面_________________14. 足够的_________________15. 饥饿的_________________

16、鸭子_____________ 17. 不喜欢_________________

重点词组：（每个一遍）。

1、感受到_______________2. 到达___________________3. 喜欢做某事____________________

4、乘火车_______________5. 第二天__________________6. …顶部________________________

7、因为_________________8. 决定做某事_______________9. 过去________________________

10、走上去___________________11. 太多______________12. 步行________________________

13、忘记做某事______________________14. 发现_____________15. 上升__________________

16、过得愉快________________17. 继续做某事_________________18.到处__________________

【合作探究】

1.decide 意为：__________, 决定做某事 decide to do sth 决定不做某事 decide ______ _____ do sth

Eg: (1)They decide _________(go) on vacation on Sunday. 他们决定在周日度假。

(2)The girl decided _____ ____ ________to his friends last month.女孩上个月决定不给他的朋友写信。

decide 名词为decision, 决心，决定。 Make a decision to do sth 决心/决定做某事

2、 try 意为：___________. try to do sth：努力做某事 try doing sth：尝试着做某事 have a try：试一试

Eg: (1) To keep healthy, I try _______ ______(eat) a lot of vegetables and fruits.

为了保持健康，我努力吃很多的蔬菜和水果。

（2） Why don’t you try _________(ride) a bike to go to school? 你为什么不试图骑自行车去学校呢？

拓展：try one’s best to do sth 尽某人的努力做某事，相当于do one’s best to do sth

Eg: You must _______ ____ _____ ______ ______(pass) the exam.你必须尽努力通过这次考试。

3、 building 意为：___________. 是由v._______+_______构成。因此，building既是动词build的动名词，也是名词建筑物。

Eg: (1) Look! The workers ____________ some beautiful houses.看，工人们正在建造一些漂亮的房子。

（2）这座建造物是多么的漂亮啊！_______ ________ _______ _________ ______!

同类词：write---__________,作品 feel --__________, 感情，感觉

4、 wait v&n意为：_________. 观察下列句子，总结规律。

（1） It’s important to wait for him before the meeting. 会议前等他很重要。

（2） He had a long wait for the bus. 他等公交车等了很长时间。

（3） The students should wait in line in the dinning hall. 学生们在餐厅应该排队等候。

（4）—Where is Tom? ---He is waiting at the train station. 汤姆在哪？他正在车站等火车。

(5)The little boy can’t wait to meet his mother. 小男孩迫不及待的见到他的妈妈。

【总结规律】从句1中得知，等待某人或某物 _____________________.句2中wait是_______词。句3中词组排队等待：___________________。句4中，在某地等…________________。句5中，固定词组，迫不及待做某事：___________________________.

【跟踪练习】

I. 用词的正确形式填空。

1、 They tried ___________(finish) the work on time. 2. I’ll try _______________ (not read) in bed.

3、 I can’t decide what _____________(do)。 4. What is he __________(wait) for?

5、 This town is famous for its beautiful ________(build)。 6 Do you enjoy _______(camp) with your friends?

7、 They made me _____ _____ （感觉像）one of the family. 8. There are many _____（商人） on the busy street.

9、 We ________ these movies because they are boring. （ like） 11. I decided _______(travel) to Hangzhou.

12、 ______________, （第二天）The boy got to school on time.

13、 Mark Twin has many famous ___________(write)。

14、 The boy _______his mother for an hour in the park.(wait) 15. He ______ ______he was a bird.（感觉像）

II. 句型转换。

1、 Alice did her homework at home yesterday. （改为否定句）

Alice _________ _______ her homework at home yesterday

2、 There are some tea in the cup. （变成一般疑问句） ________ there ______tea in the cup?

3、 They went to the beach on vacation.（自己就某一部分划线提问）________________________________?

4、 She stayed there for a month.（对画线部分提问） ______ _______ ________she ______ there?

5、 Miss Smith writes a l etter to her boyfriend in her bedroom. （用yesterday evening改写）。

Miss Smith _______ ______ ________ to her boyfriend in her bedroom yesterday evening.

III.请根据提示完成下列短文。

Last summer, I went to climb the m________ with my family in Shandong. We usually go traveling by car, but this time we d________ to try_______（go ） there by train. It was an _________(excite) train trip. After 7 hours, we a_________ there in _________(excite)。 I felt really thirsty. I bought some _________（特殊的） water----spring water. Then we h________ lunch there.

What a __________(different) a day makes!

We wanted to walk up to the t________, but then it________（开始） raining a little so we made a d__________ to take the train. We waited over an hour for the train, because there were__________（太多） people. When we were ____________（在…顶部） of the mountain, it was raining h_________. We couldn’t see things clearly. And my father was hungry, so we bought a bowl of rice. It _______（尝起来） really great. We didn’t have an u__________ so we were wet and cold. It was t__________! Luckily, we took _________（不少） phot os. ____________（每件事）is unforgettable（难以忘记的）。

IV. 书面表达。根据表格内容，写一篇日记，介绍你一天的活动情况，可以适当发挥，90词左右。

一天的行程及感受

October 2, Sunny

Get up at six

Go to Mountain Tai

Go there by bus

Tired, keep climbing

Get to the top of the mountain

Jump up and down

Beautiful scenery（风景）

Have a picnic

Have a fun time

Unit I Where did you go on vacation? 第四课时

Section B

【学习目标】：1，学习Section B 的日记内容，并能熟练运用其知识。

2，学习运用一般过去时写日记。

【学习重点】：一般过去时日记。

【课前预习】预习Section B，找出下列词组。

1、一些特别的事情________________ 2. 为某人买某物 ______________3. 趣味公园______________

4、到达槟城___________________ 5. 在我们旅馆附近_________________6. 100年前_______________

7、中国商人的房子_____________________8. 在城镇附近散步________________________________

9、走到山顶________________10. 一个多小时________________

11、下小雨（大雨）________________/___________ 12 糟糕的天气_______________________

13、一个多小时________________ 14. 足够的钱______________15. 一碗鱼肉饭___________________

初中英语教案篇4

Unit 1 Playing Sports

Topic 1 Are you going to play basketball?

Section A

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ。Teaching aims and demands 教学目标

1、 Learn some new words and phrases:

almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis

2、 Learn some useful sentences:

(1)I saw you play basketball almost every day during the summer holidays.

(2)Would you like to come and cheer us on?

3、 Learn the future tense with be going to:

(1)We are going to have a basketball game against Class Three on Sunday.

(2)Are you going to join the school rowing club?

4、 Talk about preferences:

—Which sport do you prefer, cycling or rowing?

—I prefer rowing.

5、 Talk about sports and games.

Ⅱ。 Teaching aids 教具

图片/海报/教学挂图/录音机/小黑板

Ⅲ。 Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习（时间:7分钟【】）

复习学过的运动项目名称，引出生词。

1、（展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。）

T: Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Did you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays?

Ss: …

（板书并要求学生掌握。）

term

T: We all know doing sports is good for our health. Now let’s review some sports and learn some new ones.

（展示学生在打篮球的图片。）

T: Look at the picture. Do you know what they are doing? S1, please.

S1: They are playing basketball.

T: Do you like playing basketball?

S1: Yes, I do. / No, I don’t.

T: How many players are there in the basketball team?

（板书并要求学生掌握。）

team

S1: There are five players.

（展示学生在打排球的图片。）

T: What are they doing? S2, do you know?

S2: They are playing volleyball. （教师帮助该生回答。）

（板书并要求学生掌握。）

volleyball

（用同样的方式引出生词cycle, row, skate, tennis, table tennis, ski。）

（板书，并让学生跟读，要求学生理解cycle, ski;掌握row, skate, tennis, table tennis。）

cycle, row, skate, tennis, table tennis, ski

2、（用黑板上有关运动的生词操练，导出prefer的用法。）

T: Which sport do you like better, cycling or rowing?

S3: Rowing.

T: Good! The phrase “like … better” means “prefer”。

（板书并要求学生理解。）

prefer

T: S4, which sport do you prefer, basketball or soccer?

S4: I prefer basketball.

…

Step 2 Presentation 第二步呈现（时间:10分钟）

通过师生对话，呈现1a中部分生词及功能句，并使学生初步掌握be going to句型。

1、（利用plan to do sth.，导入“be going to+do”结构。）

T: I’m very glad you all like doing sports and know a lot about them. Do you want to play volleyball tomorrow afternoon? S1, please.

S?1: Yes, I do.

T: So you plan to play volleyball tomorrow afternoon, right?

S1: Yes.

T: OK. When we plan to do something, we can say we are going to do something.

（板书，学习新语法。）

be going to do sth.

T: When I tell you my plan, you retell it with be going to. OK, boys and girls?

Ss: OK.

T: I plan to go out for dinner tonight. S2, please.

S2: You are going to go out for dinner tonight.

T: I plan to climb mountains tomorrow. S3, please.

S3: You are going to climb mountains tomorrow.

T: Good! When we express something that is going to happen or we plan to do something, we can use be going to.

2、（教师让几个学生说说明天户外活动的打算，并引出be going to结构的一般疑问句式，过渡到1a。）

T: OK, S4, please tell me what you plan to do tomorrow afternoon.

S4: I’m going to swim with my brother tomorrow afternoon.

T: Are you going to swim?

S4: Yes, I am.

（板书，学习新句型。）

—Are you going to swim?

—Yes, I am.

（教师视学生掌握的情况来决定是否要进行更多的操练。）

3、（展示一幅即将进行篮球赛的海报，引出单词against, cheer和短语cheer … on。）

T: Now look at the poster. Here is the news. Our class is going to have a basketball game against Class 3 at 5:00 this afternoon. Would you like to cheer them on?

Ss:Yes, we’d love to./I’d love to.

（板书，让学生猜词义，并要求掌握。）

against, cheer, cheer 。.。 on

（出示教学挂图，让学生看图片猜测对话内容，导入1a。）

T: Look at this picture. They are Kangkang and Michael. What are they talking about? Can you guess? Please listen to 1a and then answer the following questions.

（出示小黑板。）

（1） Which class is Michael’s class going to play against?

（2） Is Kangkang going to cheer them on?

（听后核对答案。）

4、（学生朗读1a，画出疑难点和关键词，然后教师解释疑难点。）

（出示小黑板，领读关键词；解释并要求学生掌握almost和win。）

basketball—saw—play—almost—every day—against—Sunday—game—term—come— cheer … on—I’d love to—hope—win

Step 3 Consolidation 第三步巩固（时间:10分钟）

创设情景，编对话，在真实的语境中培养学生口头交流能力。

1、（根据小黑板上的关键词，分角色表演对话。）

T: OK. Now you can use the key words above to act out the dialog in roles.

2、（教师引导学生，通过讨论新学期的计划来操练be going to+do句型。）

（教师先做示范，然后让学生两人一组练习。）

T: S1, what are you going to do this term?

S1: I’m going to learn English better.

T: What about you, S2?

S2: I’m going to study math hard.

T: Oh, it’s a good plan. S3, do you know what your partner is going to do?

S3: Yes. He is going to learn rowing.

T: Discuss with your partner what you are going to do this term.

3、（创设情景，依据1a编对话，巩固1a及be going to+do句型，完成1b。）

T: Just now you talked about your plans for this term. Now suppose you meet your classmate on the playground and you want to talk about your plans for this week. Please make a similar conversation with your partner according to 1a. You can use the key words on the blackboard.

（板书）

be going to, play, I’m afraid, homework, summer, play against, I hope

（学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。）

Example:

S4: Hi, S5.

S5: Hi, S4. I am going to play … Are you going to play with us?

S4: I’m afraid I can’t. I have to do my homework first. By the way, I saw you play … almost every day during the summer holidays.

S5: Yes. You know I am going to play in the … game against Class 2 this Saturday. Would you like to come and cheer us on?

S4: Of course. I’d love to. And I hope you will win.

（让几组学生到教室前面表演类似的对话，评出表演组及演员等。）

（教师出示2中运动项目的图片，引导学生巩固be going to + do句型，使他们熟练掌握其用法，并自然过渡到2。）

Step 4 Practice 第四步练习（时间:10分钟）

完成2和3，培养学生听说能力，并通过大量操练，使他们熟练运用含有be going to的一般疑问句及掌握prefer的用法。

1、（通过看图片，练习be going to的用法，导入2。）

T: Look at the pictures, what are they going to do?

Ss: (Picture 1) They are going to go skating.

(Picture 2) They are going to go skiing.

…

T: Which sport do you prefer, … or …？

S1: I prefer …

T: What about you, S2?

S2: I prefer …

T: S3, do you often go swimming?

S3: Yes, very often.

T: Good. You can also say “quite a lot/a bit”。 “Do you often go swimming?” means “Do you go swimming much?”

（板书，并领读，要求学生掌握quite, bit和quite a lot/a bit。）

quite, bit

very often = quite a lot/a bit

I go swimming very often.= I go swimming much.

T: S4, do you go rowing much?

S4: Yes, quite a lot/a bit.

T: S5, do you go skiing much?

S5: Yes, quite a lot / a bit.(肯)

S6: No, seldom.(否)

T: Oh, you don’t like sports. It isn’t good. I think you should join a sports club, and maybe you will like sports there.

（板书，教学生词，并要求学生掌握。）

join, club

T: Discuss with your partner which sports club you would like to join.

S7: I am going to join the school rowing club.

S8: …

（学生两人一组完成2，除了可以用书上所给的运动名称，也可用他们所知道的其他运动名称进行对话。）

2、（让学生听3录音，并完成3。）

T: Michael and Kangkang like doing sports a lot. Do you want to know what sports they often do on weekends? Listen to the tape, then fill in the chart in 3.

（再放录音3，核对答案。）

3、（做一个运用“be going to+do”句型的游戏。）

（挑选若干学生上台，做关于运动的动作，该动作要能使同学们明白并成功猜出运动名称。猜到的同学要用be going to+do询问做动作的同学，以证实自己的猜测是否正确。）

T: Please do an action about your favorite sport.

（S10表演一个动作。）

S9: Are you going to play basketball?

S10: No, I’m not.

S9: Are you going to play volleyball?

S10: Yes, I am.

…

（让学生尽量多表演动作。）

Step 5 Project 第五步综合探究活动（时间:8分钟）

通过作报告和写句子，培养学生综合运用本课所学语法及重要句型的能力。

1、（小组活动，在小组中做采访并向全班同学作报告。）

T: Work in groups. Ask your partner the following questions, then give a report to your classmates.

(1)Which sport do you prefer, … or …？

(2)Do you … much?

(3)Are you going to … next week?

2、 Homework:

用be going to造五个句子，要求用不同的人称、句式。

板书设计：

Are you going to play basketball?

Section A

prefer be going to + do sth.

cheer … on We are going to have a basketball game against Class Three on Sunday.

quite a bit / a lot Which sport do you prefer, cycling or rowing?

I prefer rowing.

Are you going to join the school rowing club?

Yes, I am./No, I’m not. I’m going to …

Section B

The main activities are 1a and 2a. 本课重点活动是1a和2a。

Ⅰ。 Teaching aims and demands 教学目标

1、 Learn some new words and phrases:

dream, grow, grow up, future, in the future, job, active, break, record, gold, give up, shame, single

2、 Go on learning the future tense with be going to:

—What are you going to be when you grow up?

—I’m going to be a dancer.

3、 Talk about the favorite sports and players:

（1）—What’s your favorite sport, Maria?

—Basketball, of course.

（2）—Who’s your favorite player?

—LeBron James. / I like Yao Ming best.

Ⅱ。 Teaching aids 教具

图片/小黑板/录音机

Ⅲ。 Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习（时间:8分钟）

通过谈论喜爱的运动项目及新学期的计划，导入新课。

1、（学生在小组内进行链式对话，讨论他们所喜爱的运动项目，注意使用prefer。）

T: I know many students like sports. Please discuss in groups which sport your partners prefer. You can begin like this: S1, which sport do you prefer, skiing or rowing?

S1: I prefer rowing. S2, which sport do you prefer, cycling or skating?

S2: I prefer … What about you, S3?

S3: I prefer … S4, which sport do you prefer, volleyball or soccer?

S4: I prefer …

2、（教师询问学生新学期计划，复习“be going to+do”。）

T: At the beginning of the term, everyone has some plans. You are going to do a lot of things to make more progress and make your school life more interesting. Now, please tell me your plans. What are you going to do?

S5: I’m going to join an English club.

S6: I’m going to learn to play basketball. I want to be a good player.

S7: …

3、（教师通过展示图片导入本课新单词。）

T: Look at the girl in the picture. What is she doing now?（教师指着图片问。）

S8: She is sleeping.

T: You’re right. And she is dreaming. She is having a class in her dream. And her dream job is to be a teacher in the future. She wants to be a teacher when she grows up.

（板书，让学生猜词义，并要求掌握。）

dream, job, future, in the future, grow, grow up

T: We know her dream job is to be a teacher in the future. What about you?

S9: My dream job is to be a teacher in the future.

S10: My dream job is to be a basketball player in the future.

（教师通过询问学生长大后的职业引出一般将来时的特殊疑问句。）

T: S11, are you going to be a dancer when you grow up?（教师出示舞蹈演员的图片，帮助学生理解。）

S11: No, I’m not.

T: What are you going to be when you grow up?

S11: I’m going to be a teacher.

（板书，教学生词和新句型。要求学生理解dancer;掌握新句型。）

dancer

What are you going to be when you grow up?

I’m going to be a teacher.

（让学生两人一组做类似操练。）

Step 2 Presentation 第二步呈现（时间:10分钟）

呈现1a，继续学习be going to的特殊疑问句式。

1、（教师展示一些运动员的图片，如刘翔、姚明、迈克尔？菲尔普斯等，导入1a对话。）

T: Look at the pictures. Can you tell me their names?

Ss: They are Liu Xiang, …

T: Who’s your favorite player, S1?

S1: My favorite player is …

T: What about Michael’s favorite player? Listen to the dialog in 1a and then answer the following questions:

（出示小黑板上的问题，听1a录音。）

(1)Who’s Michael’s favorite player?

(2)What is Michael going to be when he grows up?

(3)What’s Maria’s dream job?

（核对答案。）

2、（出示小黑板，依据1a完成表格。）

T: Read 1a and complete the information about Yao Ming in the table.

Player Yao Ming

Height

Play for

T: Now let’s check the answers. Yao Ming is a basketball player. He is 2.26 meters tall. He plays for the Houston Rockets in the NBA.

（板书并要求学生理解player, Houston Rockets;了解NBA。）

player

Houston Rockets

NBA

3、（再放1a录音，让学生跟读，并注意语音语调。）

T: Listen to the tape again and repeat. Pay attention to the pronunciation and intonation. Go!

Step 3 Consolidation 第三步巩固（时间:10分钟）

分角色表演并做调查报告，完成1b，使学生学会运用目标语言谈论自己喜爱的运动、运动员及梦想。

1、（让学生根据小黑板上的听力问题和表格中的信息，两人一组进行对话。）

T: Work in pairs and act out the dialog according to the questions on the small blackboard and information in the table. Then I’ll ask two pairs to act it out in the front.

2、（让学生四人一组讨论他们所喜欢的运动、运动明星以及未来的梦想，并完成表格。然后汇报讨论结果，完成1b。）

T: Discuss in groups of four about your favorite sports, favorite players and your dream jobs in the future, and fill in the table in 1b. Then make a report according to 1b. In a few minutes I will ask someone to give me your report about your classmates.

Example:

T: S1, are you ready? Please report.

S1: Yes. She is going to be a teacher in the future. It’s her dream job. She likes sports very much because it is important to her. Her favorite sport is swimming and her favorite player is Phelps.

Step 4 Practice 第四步练习（时间:12分钟）

完成2a，2b和3，培养学生通过自主阅读获取相关信息的能力。

1、（教师出示张怡宁、菲尔普斯、刘翔的图片，通过师生对话，谈论这些运动明星。）

T: I have some photos of famous sports stars, who are they? Can you say something about them?

S1: Zhang Yining is a table tennis player. She won the first in the Athens and Beijing Olympic Games.

（板书并要求学生理解Olympic。）

Olympic

S2: Phelps is an athlete. And he is the first athlete to win so many medals at a single Olympics. （教师帮助学生回答。）

T: Do you know an active runner named Liu Xiang?

S3: Yes.

（板书，教学生词，并要求学生掌握single和active;理解runner和athlete。）

athlete, single, active, runner

T: Do you like him?

S3: Of course, I do.

T: OK. Do you know anything about him?

S3: …

（教师根据学生所说的情况，对刘翔做简短介绍，并呈现生词及词组。）

T: As we know, Liu Xiang is one of the best runners in the world. He broke the Olympic record in the 2004 Athens Olympics and won a gold medal. But in the 2008 Beijing Olympics, he had to give up the race. Do you know why? Please read the following passage in 2a, find out the answer and pay attention to the new words.

（板书，教学生词，并要求学生掌握break（broke）， record, gold, give up;理解medal。）

break(broke)， record, gold, give up, medal

（让学生回答问题，核对答案。）

2、（播放2a录音，让学生跟读，完成2b，并核对答案。）

T: Listen and read after the tape. Then finish 2b and check the answers.

3、（让学生再读2a，找出生词和疑难点，教师解释并板书生词和关键词，要求学生掌握shame，为复述短文做准备。）

T: Please read 2a again and find out the key words.

Liu Xiang — active — broke … record — won — give up — shame;

Phelps — eight — in swimming — first athlete — single;

Zhang Yining — table tennis players — twice

4、（教师让学生根据上面板书的关键词复述短文。练习、巩固2a。）

T: Please retell the passage according to the key words.

5、（播放3录音，完成短文。）

T: Now listen to the tape of 3. Complete the passage by yourselves.

（播放录音，核对答案。）

T: Listen to the tape again and check your answers. Are you right? Good.

Step 5 Project 第五步综合探究活动（时间:5分钟）

通过制作自己喜欢的运动员的名片，学会描述一些运动员。

1、（小组讨论并制作自己喜欢的运动员的名片。）

T: Please make a card about your favorite sports player.

（教师出示小黑板上的表格。）

Name Card

Name

Gender

Age

Birthday

Country

Job

2、 Homework:

用英语描述自己喜欢的运动、运动员及梦想。

板书设计：

Are you going to play basketball?

Section B

grow up What are you going to be when you grow up?

in the future I’m going to be a dancer.

play for What a shame!

give up

Section C

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ。 Teaching aims and demands 教学目标

1.Learn some new words and phrases:

mountain, spend, spend … (in) doing, hour, exercise, do exercise, baseball, pretty, pretty well, jump, weekend, take part in, popular, all over, be good for, heart, the day after tomorrow, healthy, fit, keep fit, relax

2.Go on learning the future tense with be going to + do:

(1)There is going to be a school sports meet next weekend.

(2)She is going to take part in the high jump and the long jump.

（3）—What are you going to do tomorrow morning?

—I’m going to play soccer. I like it very much.

3.Go on talking about the favorite sports and reasons:

I like playing soccer very much. Because it makes me strong and it is popular all over the world.

4.Talk about plans and intentions.

5.Improve the students’ ability of reading.

Ⅱ。 Teaching aids 教具

图片/录音机

Ⅲ。 Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习（时间:8分钟）

运用体育活动的图片，复习运动项目的名称，并导入部分生词。

1、（复习上节课所学的运动项目的名称。教师展示一些体育活动的图片。学生使用图片，三人一组，到讲台前进行问答表演，说出自己喜欢的体育活动。）

T: Please come to the blackboard to talk about your favorite sports with your partners. You can begin like this: S1, what’s your favorite sport?

S1: S2, what’s your favorite sport?

S2: Skating. And you, S3?

S3: I prefer…

…

2、（快速问答，导入新课，找一名平时喜欢运动的同学。）

T: S4, do you like sports?

S4: Yes, I do.

T: Do you often go mountain climbing?（出示登山的图片。）

S4: Yes, I do.

T: When do you often go mountain climbing?

S4: On Sundays.

T: S5, please talk about S4 according to what he/she said.

S5: He/She likes sports very much. He/She often goes mountain climbing on Sundays.

（再找一名喜欢运动的同学。）

T: S6, do you like doing exercise?

S6: Yes, I do.

T: How often do you do exercise?

S6: Every day.

T: How long do you spend doing exercise every day?（必要时可译成汉语。）

S6: About thirty minutes.

T: S6 spends about thirty minutes in doing exercise every day.

（板书并要求掌握。）

mountain, exercise, do exercise, spend, spend …(in) doing sth.

T: Thirty minutes is half an hour, so we can also say “S6 often spends half an hour (in) doing exercise every day.”

（板书，让学生猜hour词义，并要求掌握。）

hour

T: S7, please talk about S6 according to what he/she said.

S7: He/She likes doing exercise. He/She often spends thirty minutes/half an hour (in) doing exercise every day.

T: Well done. You are very clever.

Step 2 Presentation 第二步呈现（时间:10分钟）

学习1a，使学生区分一般现在时和一般将来时的用法。

1、（教师展示一幅一小女孩打棒球的图片。）

T: Boys and girls, let’s look at the picture. This girl is Ann. What’s she doing? Do you know?

Ss: She is playing baseball and she plays it pretty well. （教师可帮同学回答。）

（板书领读并要求掌握生词。）

baseball, pretty, pretty well

（教师展示一幅学校运动会的图片，特别指出跳高和跳远两个项目。）

T: （教师手指图画）There is going to be a school sports meet next weekend. Do you want to take part in it? S1, please.

S1: Yes, I do.

（板书，解释生词和短语，并要求掌握。）

weekend, take part in

T: Which sport are you good at?

S1: Running /…

T: Are you good at the long jump or the high jump?（教师边说边指着图片中的跳远和跳高项目。）

S1: I’m good at the long jump/the high jump.

（板书，让学生猜词义，并要求掌握jump，理解the long jump和the high jump。）

jump, the long jump, the high jump

2、（听1a录音，回答下列问题。）

T: Do you want to know which sport Ann is good at? Listen to 1a and answer the following questions:

（板书）

(1)Which sport is Ann good at?

(2)How long does she spend in the gym every day?

（核对答案。）

3、（让学生再听1a录音，跟读并注意语音语调。）

T: Listen to the tape again and follow it. Pay attention to the pronunciation and intonation.

Step 3 Consolidation 第三步巩固（时间:8分钟）

完成1b和1c，培养学生从简单的文章中找出关键信息的能力。

1、（让学生再读一遍1a，完成1b。）

T: According to 1a, we know Ann likes doing sports a lot. She does sports every day. Please read 1a again and complete the timetable in 1b.

（核对答案。）

2、（根据1b，完成1c。）

T: According to the timetable in 1b, ask and answer in pairs to finish 1c, then write down the answers.

（核对答案。）

3、（根据Ann的活动时间表，描述Ann一周的运动情况。）

T: Well done! Please discuss with your partner and describe Ann’s activities in a week according to her sports timetable.

Example:

Ann does exercise in the gym from 6:30 a.m. to 7:00 a.m. every day. She goes cycling from 5 p.m. to 6 p.m. on Wednesdays and Fridays. …

T: Each group can choose one student to report. Let’s begin.

（对表现好的小组，进行表扬和鼓励。）

Step 4 Practice 第四步练习（时间:12分钟）

完成2。巩固be going to的特殊疑问句的用法。

1、（讨论运动对人体的益处，引出生词，必要时用图片或体态语帮助学生理解生词，导入2。）

T: Boys and girls, we have talked about many kinds of sports. How do you feel after doing sports?

S1: I feel better.

S2: I am strong.

…

T: Yes, we all know doing sports is good for our health. It’s a good way to keep fit/healthy.

（板书，解释并要求掌握词组。）

be good for

keep fit / healthy

T: S3, do you often do sports?

S3: Yes, quite a lot.

T: Why?

S3: Because it can keep me fit / healthy.（可帮助学生回答。）

T: Good. Doing sports is good for our health in many ways. S4, do you often run in the morning?

S4: Yes, I do.

T: Why?

S4: Because it’s good for my legs, heart and lungs.（可帮助学生回答。）

（板书，领读，并解释画线生词，要求学生掌握heart;理解lung。）

heart, lung

T: I like doing sports very much. I often walk. Do you know why? Because it can help me to relax, and it’s a good way to keep healthy.

（板书，领读生词，并要求掌握。）

relax

2、（教师展示一幅NBA球赛的图片，上面有很多人在观看比赛，教师指着图片问。）

T: What are they doing?

Ss: They are having a basketball game.

T: Yes, basketball games are popular all over the world.

（板书，解释生词和词组，并要求学生掌握。）

popular

all over

T: Do you know other popular games all over the world?

初中英语教案篇5

一、教材分析

（一）教材的地位及作用

本课是新目标英语八年级上册第8单元，教材以 How was your school trip ？为中心话题，围绕着描述“过去发生的事情”展开，学习和运用一般过去时态的一般疑问句Did you go/see /buy…？ Were there any…？询问过去的事件，让学生学会谈论和分享过去发生的事件。本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生通过交换对过去发生的事情的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。Section A的主要学习内容是：复习一般过去时态和动词的规则与不规则变化，学习一般过去时态的两种一般疑问句: Did you…？ Were there any …？教材安排了许多听，说，读，写的任务活动，我将灵活运用这些活动，将其中的一些活动进行变化或整合，如：1c,2c和3c的Pairwork活动内容相似，我将把2c和3c整合成一个Interview（采访）的任务活动。

（二）教学目标

根据《英语课程标准》关于总目标的具体描述，结合第八单元的教材内容，我按语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：

1、知识目标：单词：学习掌握词汇aquarium,， gift shop, seal, shark, hang out等。

功能：描述过去发生的事情

语言结构：规则动词和不规则动词的一般过去式

一般过去时的一般疑问句

句型：Did you go to the zoo? Yes, I did. No, I didn’t. I went to the aquarium. Were there any seals? Yes, there were. No, there weren’t any sharks.I saw some sharps/ I went to the aquarium.

2、语言技能：听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化；能听懂本课学习活动中的问题，做出较得体的回答。

说：能在本课的任务型活动如：游戏、调查、故事接龙等中进行简单有交流。

读：能正确朗读本单元对话和句型；能查阅工具书为完成任务做准备。

写：能写出本节课学习的单词和句型，能运用简单的句子写出过去的活动和感受。

3、学习策略：抓住用英语交际的机会，在交际中把注意力集中在意思的表达上，必要时借

助手势和表情。

主动参与学习活动，善于和他人合作。

4、情感目标：通过描述过去所做的事，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的喜好，增进情谊。

5、文化意识：用恰当的方式表达赞扬或自己的观点；了解英、美国家中小学生的业余生活，培养世界意识。

（三）教学重点及难点

重点

难点

复习句型:How was your weekend? It was great.

Where did you go on your vacation? I went to the beach.

2、学习词汇aquarium, gift shop, seal, shark, hang

out ？souvenir

3、学习句型Did you go to the zoo? Yes, I did. No, I didn’t

Were there any seals? Yes, there were. No, there weren’t

I saw some sharps/ I went to the aquarium.

What else did you do?

1、一般过去时的规则动词和不规则动词。

2、一般过去时的肯定句和否定句。

3、Did you, were there 引导的一般疑问句。

二、学情分析

1、初二上期的学生经过一年多的学习，有了一定的英语基础知识和听说能力，正逐渐向读、写过渡，同时，学生们对英语学习还保持着较浓厚的兴趣。经过一年的新课程理念的熏陶及实践，有了初步的自主、合作、探究、实验的能力。

2、本单元学情剖析：本单元的主题是谈论过去的事情，可以采用活动教学法和Role playing的学习策略，学习新词汇，掌握重点句型，同时能比较好地运用到实践中，解决类似问题。做到既能巩固所学知识，又能提高解决问题的能力以及综合运用语言能力。

三、教法渗透

1、教学设计思路与教材处理：

《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的；学生需要运用具体而特定的行动来完成一定的交际任务。整个教学过程中，各种语言结构与语言功能与不同的学习任务有机的结合。任务活动所谋求的效果不是一种机械的语言训练，而是侧重在执行任务中学生自我完成任务的能力和策略的培养；重视形式在完成任务过程中的参与和在交流活动中所获得的经验。因此本节课我将始终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用(Learning by using, learning for using)。

2、教学原则

l 活动性原则提倡学生主动参与，体验，交流，合作，探究等多种学习。

l 合作性原则以学生为主体，师生合作，生生合作，体现教与学的互动，交往。

l 任务型原则任务驱动—激发动机；任务完成—激励学习积极性；执行任务—培养责任心和合作精神。

l 情感性原则激发学生学习英语的兴趣和始终保持良好的学习情绪。

3、教法运用：

本课主要运用“任务型教学法”，并辅助于TPR 全身反应教学法、情景交际教学法和游戏活动。

4、教学手段

l 多媒体辅助：用flash 软件将本课所需要的动画、录音、图片、文字、图表和音乐制成CAI软件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。

l 非测试性评价：传统的评价观念的出发点是学科本位，只重学科，不重学生发展。要体现新课程标准的实施效果，评价体系应该“正确反映外语学习的本质和过程，满足学生发展的需要”。为了达到这一目标，唯有重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。因此，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。

四、学法指导

新制定的《英语课程标准》把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。依据课改的精神，我从以下几个方面对学生进行学法指导。

1、学习方法的指导

培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。

2、学习积极性的调动

我在教学过程中创造一种开放的，和谐的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。

3、学习能力的培养

通过连贯的听说读写，游戏，竞赛等，培养学生的交际能力，发展他们的思维能力。

4、学习策略的指导

本节课将在课堂活动中把学生分成四人小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。创建开放式，探究式的课堂，有意识渗透学习策略的训练。我让学生观察课件画面，回答问题，让学生学会使用认知策略；让学生表演对话，实现交际策略；引导学生交际，主动练习和实践，是调控策略的体现。充分利用多媒体，录音，卡片等是资源策略。

五、教学程序：（一课时45分钟）

教学步骤

活动内容

设计思路

Warmingup

1、 Listening to a song （2”）

Listen to an English song Let’s take ？a ？trip let the students do the action while they are listening.

歌曲欣赏，以学生喜闻乐见的形式导入新课，为学生创造轻松愉快的学习气氛，激发学生的好奇心，为学习新课打下伏笔。

Pre-task

任务前活动

1．？？Brainstorm（2”）

Show what I did in my vacation by using the multimedia, ask the students:

Where did I go on my vacation?

What did I do?

How was my vacation? Etc.

Then get Ss to talk something they did over the weekends or on their last school trip so that they can revise uses of the Past Tense learnt before.

多媒体展示了同学们熟悉的活动，激发了学生表达过去活动的欲望。生活就是知识，对于他们熟悉的话题，学生总能大侃特侃，信心倍增。采用Brainstorm的教学方法并进行小竞赛，能使学生更积极地参与到课堂活动中。

2、？？？Presentation（5”）

Let Ss list 3 things at least they did in their last vacation or school trip. Ask them questions:

Did you go to the beach/museum/zoo?

Were there any dolphins/pandas/ lions? Etc.

Meanwhile lead in the new words concerned with this period by using the multimedia.

由上一环节自然过渡到新课的学习，学生在不知不觉中感知新知识；多媒体采用形象生动的卡通图片，保持学习新知识的兴趣。

3、 Listening（2”）

Play the tape of 1b twice for Ss to listen and follow. Then get them to circle What Tina did in last school trip.

本环节是教材安排的任务型听力活动，目的是让学生在听音时抓住关键词，培养学生边听边做笔记的学习策略。

4、 Pair work（3”）

Ask Ss to make dialogues in pairs about the picture on the top of Page 57 according to the sentence patterns in 1c. Get several pairs to act out their dialogues.

任务前活动用于扫除学生的语言障碍，因此在教学上以激发学生的学习兴趣为主，通过不同的活动让学生感知、操练语言，为下一步活动做好铺垫。

l ？？？？Task 4：School trip survey(10)

1、 Get Ss to make a survey about what they did in their school trip and fill in the form below:

NameHowWhereActivities

When surveying, they can use the following sentence patterns:

How was your school trip?

Where did you go?

Did you see any…？

Were there any…？

What else did you do?

2、 Get each group to send a representative to make a report after they finish the survey.

homework

假如你上周去了动物园，请，以 “My Unforgettable school trip”为题，写一篇短文。

Unit 4 How do you get to school? （Period 3) 说课材料 —— Unit 4 How do you get to school? (Period 3) 作为一节英语教学竞赛用课，我主要从对这节课的定位、任务目标、教学环节设计、独特的创意和对突发事件的应对等几个方面来说一下这一节课。一、对本节课的定位作为一名从事初中英语教育有近八年的教学实践的青年教师，我认为在“新课程标准”和“新基础教育”的理念的指导下，这节课应该既能够让学生的学习有意义，也能够让教师在扎实、充实、平实、真实的授课过程中真正享受到，“教学作为一个创造过程的全部欢乐和智慧的体验”。同时，本单元是以话“交通”题材为教学主要内容的新目标(Go for it)教材典型设计，借助本单元可以给学生在学习方法上以很好的指导，并可以在小空间内进行大规模的扎实、有效的训练。二、任务目标的确定本单元的教学任务是在“交通(transportation)”这一话题下，让学生学会谈论“交通”（包括不同的交通方式，到某地的距离以及以某种交通方式到某地所花费的时间等），学习一些文化常识，掌握一定的学习方法，并在大量的、有效的训练中提高学生的听说读写等基本能力。三、教学环节的设计思路本着整体划一，循序渐进，高效有序，并在教学中能不断地深化教学的设计思路来安排本节的每一个环节。（一）整体划一在本节课中，对于“整齐划一”可以从两点来说明: 首先，本人一直认为作为语言教学，听说读写等能力的训练应该是一个整体，不可分割开来的，因此在教学设计中可以说一个话题，一个训练都蕴含着各种能力的培养；其次，在教学中每一节课都是独立的，但在我的教学设计中每一节课不仅可以独立，更重视它在单元教学整体中的地位与作用。与每一节课内衔接一样，单元教学的整体衔接也很重要。 (二）循序渐进，高效有序本节课从简单的对“How do you get to school in the morning?”的询问入手，引入对重要课文Section A 3a 的复习。通过学生复述这段文字，重点巩固由“How, How long, How far”引导的谈论交通话题的重要句型，并提炼相关的信息形成新的对话，为下一环节作铺垫。即课文Section A 3b 的训练，通过第一、二人称来谈论交通话题的训练，拓展到以第三人称来谈论他人的交通话题，进而让课文Section B 2a, 2b, 2c 的学习水到渠成。然后完成对本节课学习的测试，进行归纳总结本节课的要点。最后，作业一中让学生来完成交通方式的图片收集，是对本节内容的进一步深化；作业二中要求学生做一个调查，并形成调查报告，实际上和测试二一起构成了对Section B 3a 的有效预习。总之，本课从课本入手，用课本内容引出一系列的活动，最终又导向课本，环节紧扣，层次清晰。四、独特的创意本节课的设计中，具有独特创意的地方，可以从以下几个方面来说：第一、独特的环节设计首先面向全体学生进行简单的复习，目的在于巩固几个基本句型。然后把课本中阅读的短文用复述和听力的方式引入，别出心裁。其主要目的在于营造较轻松的语言环境，缓解部分学生对于说写等输出环节的畏惧心理。接下来，从大量的听说引入读写，给学生铺垫知识的过程。既练习口头表达，又巩固了读的成效。教学步骤中每一步都将成为下一教学步骤的铺垫，在每一步骤中，教师设计具体任务，让学生参与到课堂互动中，并完成具体的任务。整个课堂设计由浅入深，循序渐进，难度过渡非常自然。第二、独特的课程深化全面展开训练，重点集中突破，中考真题帮辅，课结影响未尽。首先，在常规的训练之后，又用中考真题来重点训练和巩固所学，不但给学生对本节课的理解有更深一步的认识机会，更为学生的长远学习打下了坚实的伏笔。其次，在对交通的表达方式上的深化，采用了系统归纳，并用同意表达的形式进行训练，有层次，有实效。第三、独特的思维能力训练着重思维能力的训练，围绕话题进行多方面的扩展性的练习，并充分地利用 Listening 和Speaking，引发学生积极思维，以Groupwork和Pairwork等多种形式讨论和操练。最终达到让学生熟练谈论“交通”这一说话能力的目标。并在作业中以预习形式对这一目标进行了延伸。五、掌控好借来的学生由于是借班上课，学生又是活动的主体，课堂上大部分的时间交给学生，教师的引导是关键。如何导入课程，并一步步地由易至难地引入任务，如何帮助学生学习都是关键所在。同时要非常注意的是，学生活动之前的范例一定要明确清晰，要每个孩子都知道做什么和怎么做，活动才会顺利地开展，学生才能在活动中有所得。六、对突发性事件的预案在准备中，充分预料到课堂中可能出现的各种问题，做出相对的预案设计，以便作出灵活的应对，这很重要。对本节课我做了如下的准备：第一，关于课程的衔接问题。英语授课于其他科目不同，尤其是新授课，如果所授内容严重超进度，上课效果一定会大打折扣的！所以，根据竞赛所给的教学进度，我准备了两套教学方案。第二，教学任务量也很关键，少则课程易空，多则不易完成。本节的训练任务在课件的设计中充分地给予了关注。在设计训练题的时候，题增加了很多，并在几个主要的课件页上的背景中都设计了动作，一旦训练任务过多就可以通过动作越过，不会影响教学效果。第三，关于学生的问题。学生不是我的，但由于这是讲课，不是作课，我除了和他们的老师了解了一下这个班学生的英语水平，其他就不再多说了，但也作了一定的预计。其他方面的内容我也准备了一些，但可能不会用到。总而言之，作为一堂教学竞赛课，我的准备应该说较为充分，对课的认识也可以说很深入，但讲好一堂课，所需要的不仅仅是这些，这是我知道的…

Unit 1 How often do you exercise ？

第一课时一、教学目标： 1、目标语言重点词汇：1,want somebody to do 2. be good for 3.pretty healthy 4.my eating habit 4.try to do 5.two or three times a week 6. help somebody do 7.look after my health 8.get good grades 9.study better 10.the same as 11. kind of unhealthy 重点句型：-含有以上词组的11句子。综合能力：能阅读介绍饮食习惯方面的文章 2、情感渗透学会养成良好的生活习惯和饮食习惯，从而合理安排自己的各项工作，享受丰富多彩的校园生活。二、教学准备：教师准备：1，设计课后巩固练习的幻灯片，2部分有关事务的幻灯片3录音机和磁带。学生准备收集自己和他人生活习惯的信息：查找更多食物的英语名称。预习导航:： 1、听单词录音，熟记Section A的新单词，并制作单图片。 2、完成1a，列出图中物品的英语单词，并识记新单词。 3、读1a、1c中的对话，区别My name’s Jenny.和I’m Jenny. 4、找出并区别I you my your his her。三、教学过程： 1. 预习导学或自测 1) 很少/几乎不曾_______________ 2) surf the lnternet _______________ 3) 大部分学生__________________ 4) as for ________________________ 5) 一周两次_______________________ 6) be good for ________________________ 7) 照顾___________________________ 8) eating habits ______________________ 9) 六到八次_______________________ 10) try to do sth ___________________ Step1. Revision. Ask and answer in pairs like this. What do you do on weekends/、、、/I often exercise How often do you exercise ？。 I exercise five times a week. （设计说明）先有老师示范对话，询问学生周末日常活动，然后两人一组自由对话，利用图片进行。为新课学习作好铺垫。 Step2.Leading in. 1，要求学生将单词和字母对应，完成1a任务，2，引导学生进行1B的pair work 活动，自编对话完成1b中的学习内容。（设计说明）这里可巩固练习词组，want somebody to do.与 be good for并造句子。 Step3： 3.播放录音，要求学生完成2a的听力内容。 4.再播放录音，要求学生完成2b的听力内容，并将此词填在合适的位置。（设计说明）通过听力训练，使学生学会听关键词和推测词意的能力，并理解目标语言。 5.引导学生进行2c的Pair work活动，自编对话，完成2c中的学习内容。 6.引导学生阅读3a的短文，要求学生回答设计的问题，完成3a的内容引导学。合作探究课文解析。 3a 1) pretty表示“十分”作副词用，我们以前学过quite和very也有这种意思。其中它们的程度由浅入深为quite→pretty→very. 相当健康： 2)I exercise every day, usually when I come home from School.我每天锻炼身体， 3) eating habits： 4) try to do sth意为 eg：他尽力通过考试： 5) Of course.： 6) So you see, I look after my health. 所以你看，我很在意我的健康。 look after 意为 eg：Can you when I leave? 能帮我照顾一下孩子吗？ look还可以和许多词搭配，但意思不一样。（1) look at eg：Please look at the blackboard. (2) look for eg：我在找我的笔 (3) look like eg::你爸爸长什么样？ 4) Good food and exercise 好的饮食和锻炼帮助我学得更好。 5)帮助某人做某事 6) be good for 7)be good at =do well in 8)be good to sb. 9) 和…相同与……不同不同: (n.）difference eg.There are many （不同点）between the two pictures. 10) although虽然，尽管，引导让步状语从句，与同义，但不能与同时出现在一个复合句中，可与still, yet同用。 11) 保持健康： = be in good health =keep/ be healthy 4.拓展创新注意sometimes与几个形似的词的区别。 A. sometime是副词，意为“在某个时候”，“某时” B. sometimes:有时候是副词。 C. some time是名词词组，意为“一段时间”，做时间状语用 D.some times是名词词组，意为“几次，几倍”。 eg：(1)I met him in the street last month. (2) Will you come again next week? (3) I will stay here for 5.引导学生阅读3b的短文，填单词，完成3b的内容。 1要求学生写一篇短文，谈一谈自己的生活和饮食习惯。 2.要求学生口头谈一谈父亲或母亲的生活和饮食习惯。 3，引导学生做调查，完成下列任务。 Activities frequency a. go to the movies b. watch TV c. shop d. exercise e.read F,listen to music （设计说明）循序渐进学习目标语言Step10. Do some exercises. 综合能力训练P9自主学习Step11. Summing-up Stress the important phrases and sentences in this class. Step12. Homework 介绍你自己：四、教学反思：学后反思：今天我学会了________________________________________________________ 我还不明白的是：______________________________________________________ 教后反思：____________________________ _____

初中英语教案篇6