第一篇：初一英語教案1

龍文環球教育

教師1對1 中小學課外輔導

Long Wen Huan Qiu Education

Unit 1 短語 ：

1．at the top-right comer 在右上角 2．play chess 下棋

3，live with sb.和某人住在一起 4．work as...擔任??工作 5．at school 在學校 6．in the middle 在中間 7．best wishes 最美好的祝愿 8．in glasses 戴著眼鏡 9．on the right 在右邊 10.on the left 在左邊

11.on the school team 在校隊 12.in the world 世界上 13.next to...在??的旁邊

14．be friendly to...?對??¨友好 pay attention to 注意 2 write down 寫下，記錄下 from the left / right 從左邊/右邊 4 hear from sb.收到某人的來信 5 be kind to 對?友善的 6 do exercise 鍛煉身體 7 last for 持續一段時間 8 in the street 在街上 at the beginning of 在?的開始 10 at the end of 在?的末尾 11 go swimming 去游泳 12 go to the sea 去海邊 13 go skiing 去滑雪

語法

1.They are from Beijing.他們來自北京。

解讀：be from + 地點 二come from + 地點，意為‘“來自某地”。課文的這個句子也可以這樣表達：They come from Beijing.2.I enjoy playing rugby and badminton in winter and tennis in summer.龍文環球教育

教師1對1 中小學課外輔導

Long Wen Huan Qiu Education

解讀：enjoy后常跟動詞ing形式，即“enjoy doing sth.”，表示“喜歡做某事”。類以用法的還有：finish doing sth.“完成做某事”，practise doing sth“練習做某事”，等。

3.I’m keen on sports.我熱衷于體育運動。

解讀：be keen on+名詞f動詞ing形式，意為“熱衷于，渴望，對??著迷” Eg: My brother is keen on playing football.我哥哥熱衷于踢足球。4.He is good at tennis.他擅長打網球。

解讀：be good at相當于do well in，意為“擅長做某事，在某方面做得好”，反義詞組是be bad at。需要注意的是at和in是介詞，后面要跟名詞或動詞ing形式，例如：Jane is good at /does well in swimming, but she is bad at running.Jane擅長游泳，但不擅長跑步。

5.I would like to be your penfriend.我想成為你的筆友。

would like to do表示“愿意做??；想”也可用love代替like，后接名詞或不定式作賓語

Eg: I'd like / love beef noodles.我想要牛肉面。

He’d like / love to go climbing.他想去爬山。

其疑問式為：Would...like / love..？常用于很有禮貌地征求對方的意見。Would you like/love...? “你想要??嗎？”回答是：Yes，please.“要。”或 I'd like love to.“我很想。”把不定式省略了，只保留to。否定回答是： No，thanks.或委婉地說: I，d like/love to，but? Eg：I don 't know what to do this weekend.我不知道這個周末做什么。

-為什么（你）不不去爬白云山呢？

★ What about doing?？意思是“做?怎么樣”也是提出建議的常用句型，可與 How about doing?？

Eg: What / How about going shopping this Sunday? 這個星期天去購物怎么樣？

注意： Why not do? ／ Why don't you do?，和What about doing?？也可以互相轉換。如前面的例句：

Why not climb the Baiyun Hills? = Why don’t you climb the Baiyun Hills?

What about climbing the Baiyun Hills?

【語法梳理】

★ 一 特殊疑問句

特殊疑問句由what，where，when, how old, how many等疑問詞接一般疑問句構成。它們用來詢問具體的人或事，所以，不能簡單地用yes或no來回答，必須根據問題作具體的回答。下面我們來看看本單元學到的幾個疑問詞所構成的特殊疑問句：

◆ what意思是“什么”；可以問“什么職業、什么東西、什么事情”等。Eg：-What do you do? 你是做什么的？

-I 'm a teacher.我是一名教師。◆ where意思是“在哪里”，詢問地點，回答多用介詞短語。Eg：After supper.晚飯后。◆ how old意思是“多大”，問年齡。Eg：How many subjects do 'you study? 你學多少門課程？What is Tony doing?-He is making _________ program for __________ game next month.3.Yangcheng Evening News is __________ very popular newspaper in __________ Guangzhou, and __________ newspaper has a large number of readers.4．Cooking is _______________ easy job for Joyce.5.Welcome to ____________ Air Show!Look at _______ sky, you can see the newest planes in ___________ world.龍文環球教育

教師1對1 中小學課外輔導

Long Wen Huan Qiu Education

第二篇：初一升初二英語教案1

初一升初二英語教案（第一周）

第1天

1.跟學生打招呼大家都知道我姓謝，我簡單地自我介紹一下，把同學們的情況分析一下，告訴他們我上課的原則是“上課老師，下課朋友”。每人準備一個筆記本一個糾錯本。每天一位同學輪流值日。初中階段學習不像小學生還競賽做游戲等，更多的是對知識的系統掌握。

2.把入學考試的試卷拿出來評講，針對同學們薄弱的地方進行詳細的講解，以及閱讀理解時的做題技巧，再講一下作文的寫法。

3.下課的時候和學生聊聊。

4.講不定冠詞a/an的用法，是根據讀音來用比如hour前要用an，a European country/an English book/an umbrella用在有形容詞修飾的名詞前的用法，比如：a pencil(一支鉛筆)，a book(一本書)；an用在元音音素開頭的名詞前，如an eraser(一塊橡皮)。如果名詞前有修飾語，用a還是用an，則以該修飾語的第一音素決定用a還是用an。a clock一座鐘an old clock一座舊鐘a book一本書an English book一本英語書a nice apple一個可愛的蘋果an apple一個蘋果。以及一日三餐前比如have breakfast和have a big breakfast.5.講定冠詞the的用法。a.用在世界上獨一無二的事物或方位名詞的前面。The world/the sun/the earth/the east/west/north/south/left/right等b.用在專有名詞前面。the Great Wall/the People’s Republic of China.c.用在姓氏的復數形式前，表示全家人或這一姓氏的夫婦二人。the Smiths/Zhangs.d.用在樂器名詞前。Play the guitar/violin/piano.6.零冠詞的用法。a.國名人名地名節日月份前不加冠詞。Tian’anmen Square/Tom/China/New Year’s Day/May.以下略。

a.乘飛機去北京花了史密斯一家人一個小時。

[誤] It takes Smiths a hour to go to Beijing by a plane.[正] It takes the Smiths an hour to go to Beijing by plane.[析] 1．表示“??一家人”用結構“the + 姓氏復數”；

2． hour 一詞的第一個字母不發音，它是以元音音素開頭的，所以“一小時”要用 an hour；

3．用介詞by表示“乘坐”某種交通工具時，交通工具名詞前不加任何冠詞。

7.家庭作業：背初一下冊第一、二單元的單詞，把入學考試卷錯了的單項選擇改在糾錯本上，做一張我發的關于冠詞部分的練習題。

第2天

1.2.3.4.5.檢查糾錯本，批改冠詞部分的題。跟學生打完招呼后開始上課。聽寫初一下冊第一、二單元的單詞。評講冠詞部分的題。講可數名詞不可數名詞，a piece of paper等不可數名詞。復習單數名詞變復數的簡單規則。以及一些特殊的名詞既可做可數又可做不可數名詞，比如family, class等。還有man和woman的特殊性。比如：

a.這些女老師們在干什么？

[誤] What are the woman teachers doing？

[正] What are the women teachers doing？

[析] 在英語中，當一名詞作定語修飾另一名詞（單或復數形式）時，作定語的名詞一般 1

要用其單數形式；但當man，woman作定語修飾可數名詞復數形式時，要用其復數形式men，women.b.房間里有多少人？

[誤] How many peoples are there in the room？

[正] How many people are there in the room？

[析] people作“人、人們”解時，是個集合名詞，其單復數同形。

c.我想為我兒子買兩瓶牛奶。

[誤] I want to buy two bottle of milk for my son.[正] I want to buy two bottles of milk for my son.[析] 表示不可數名詞的數量時，常用“a / an或數詞 +表量的可數名詞 + of + 不可數名詞”這一結構，其中當數詞大于1時，表量的可數名詞要用其復數形式。

6.下課批改學生的聽寫本。80分以下的同學把錯誤單詞一個抄5遍。

7.名詞的所有格

名詞＋’s所有格，單數名詞后直接加 “ ’s ”，比如：Jim’s coat 吉姆的外套 Jeff’s mother杰夫的媽媽。以s結尾的復數名詞，只加“’”，比如：Teachers’ Day教師節 the twins’ books雙胞胎的書，不以s結尾的不規則的名詞復數，加“ ’s ”比如：Children’s Day 兒童節 men’s shoes男式鞋，表示兩者共同擁有時，只在最后一個名詞后加’s，表示兩者各自擁有時，要在每個名詞后加’s比如：Lucy and Lily’s mother 露茜和莉莉的媽媽(共同的媽媽，一個媽媽)Lucy’s and Kate’s rooms 露茜和凱特的房間（各自的房間，兩間房子）

8.家庭作業：對冠詞部分進行糾錯，背誦第三、四單元的單詞，做我發的一張關于名詞部分的練習題。

第3天

1.2.3.4.5.檢查糾錯本，批改名詞部分的題。跟學生打完招呼開始聽寫第三、四單元的單詞。評講名詞部分的題。下課批改單詞。復習一般現在時和一般過去時的肯定句否定句和疑問句。以及be動詞和do和主語是第三人稱時動詞的變化情況。著重強調一般現在時表自然規律的用法。比如：The earth goes around the sun.1．一般過去時

6.表示過去發生的動作或存在的狀態,通常與

7.過去的時間狀語連用:

8.yesterday ,last week(month,year)

9.（1）系動詞be的過去時: am(is)→was, are →were

10.陳述句：He was at home yesterday.11.否定句：He wasn’t at home yesterday.12.疑問句：Was he at home yesterday?

13.Yes ,he was./No ,he wasn’t.14.（2）行為動詞的一般過去時:

15.陳述句：主語+動詞過去式+其它

16.I go to the movie.→I went to the movie.17.否定句：主語+助動詞didn’t+動詞原形+其它

18.I don’t go to school today.→I didn’t go to school.19.一般疑問句：Did +主語+動詞原形+其它

20.Do you have breakfast? →Did you have breakfast?

21.Yes,I do./No,I don’t.Yes,I did./No,I didn’t.22.（3）規則動詞的過去式變化規則

23.變化規則 例詞

24.一般在詞尾加—ed.play→played

25.以不發音的e結尾的，只加--d.like →liked

26.love →loved

27.以輔音字母+y 結尾的，變y為i ,再加—ed.study →studied

28.carry →carried

29.以一個輔音字母結尾的重讀閉音節，先雙寫這個輔音字母，再加-ed stop →stopped

30.plan →planned

31.動詞不規則變化：

32.do →did have →had go →went

33.see →saw read →read get →got

34.give →gave sleep →slept eat →ate

35.write →wrote find_---found

36.板書幾道易錯題。比如：

a.你妹妹通常什么時候去上學？

[誤] What time does your sister usually goes to school？

[正] What time does your sister usually go to school？

[析] 借助助動詞do（或does）構成疑問句或否定句時，句中的謂語動詞用其原形。b.琳達晚上經常做作業，但今晚她在看電視。

[誤] Linda often do her homework in the evening，but this evening she watching TV.[正] Linda often does her homework in the evening，but this evening she is watching TV.[析] 在初一英語學習階段，我們接觸到了兩種主要時態：一般現在時和現在進行時。一般現在時表示經常的或習慣性的動作，常和often，usually，sometimes 等時間狀語連用。在一般現在時的句子中，若主語是第三人稱單數，謂語動詞要用其第三人稱單數形式。現在進行時表示現階段正在進行或發生的動作，現在進行時由be（am / is / are）+ ving形式構成。c.這雙鞋是紅色的。

[誤] This pair of shoes are red.[正] This pair of shoes is red.[析] 在shoes，trousers，gloves，glasses等表示成雙成對的衣物或工具名詞前用pair（表計量）修飾時，謂語動詞的形式由pair的單復數形式來決定。

7.家庭作業：對名詞部分的題進行糾錯，背第四、五單元的單詞，做我發的關于一般現在時和一般過去時的練習題。

第3天

1.檢查糾錯本，批改一般現在時和一般過去時部分的題。

2.跟學生打招呼后開始上課。

3.聽寫第四、五單元的單詞。80分以下的把錯誤單詞一個抄5遍。

4.評講一般現在時和一般過去時部分的題。

5.復習一般將來時和現在進行時的用法和肯定否定疑問形式。現在進行時

6.Ⅰ現在進行時的用法

7.表示現在（說話瞬間）正在進行或發生的動作

8.Ⅱ現在進行時時間狀語及標志性詞

9.① now 現在10.② at this time 在這時

11.③ at the moment 現在12.④ look 看（后面有明顯的“！”）

13.⑤ listen 聽（后面有明顯的“！”）

14.Ⅲ 現在分詞的構成15.① 一般在動詞結尾處加ing Eg: go—going look--looking

16.② 以不發音字母e結尾的動詞，去e加ing。Eg: write—writing close--closing

17.③ 以重讀閉音節結尾的動詞，如果末尾只有一個輔音字母，應先雙寫這個字母，再加

ing.18.Eg: get—getting run—running(swim, run, put,get,sit,begin)

19.Ⅳ 現在進行時的構成20.肯定句: 主語+ am/is/are+ doing +其他+時狀.Eg: He is doing his homework now.21.否定句：主語+am/is/are +not+ doing+其他+時狀.Eg: He is not doing his homework now.22.一般疑問句： Am/Is/Are +主語+ doing+其他+時狀？Eg: Is he doing his homework now?

23.肯定回答：Yes,主語 +am/is/are Eg Yes, he is.24.否定回答：No, 主語+am not/isn’t/aren’t Eg: No, he isn’t.25.家庭作業：對一般將來時和一般過去時部分糾錯，背第六、七單元的單詞，做一張我發的關于一般將來時和現在進行時的練習題。

第4天

1.2.3.4.5.6.檢查糾錯本，批改一般將來時和現在進行時的練習題。跟學生打招呼后開始上課。聽寫第六、七單元的單詞。評講一般現在時和現在進行時的練習題。下課批改單詞。復習介詞at/in/on以及其他的to/for放在It’s adj.for sb.to do sth.和It takes sb.Time/money

to do sth.這個句型中的用法。順便復習表示時間的past/to的用法。

7.在黑板上板書易錯題比如：

a.你能找到這個問題的答案嗎？

[誤] Can you find the answer of this question？

[正] Can you find the answer to this question？

[析] 英語中用“the answer to ?”表示“??的答案”。類似結構還有the key to the door，the way to the zoo等。

b.格林先生星期六上午來這里。

[誤] Mr.Green will come here in Sunday evening.[正] Mr.Green will come here on Sunday evening.[析] 表示在上午、下午等時，介詞要用in；而表示在具體的某天上午、下午時，介詞要用on.c.那個穿著紅裙子的小女孩是我們老師的女兒。

[誤] That little girl on a red skirt is our teacher’s daughter.[正] That little girl in a red skirt is our teacher’s daughter.[析] 用介詞表示“穿戴衣物”時，只能用in，其他介詞沒有此用法

8.家庭作業：糾正一般將來時和現在進行時的錯題，背第七、八單元的單詞，做一張我發的關于介詞部分的題。

第5天

1.2.3.4.5.6.檢查糾錯本，批改介詞部分的題。跟學生打招呼后開始上課。聽寫第七、八單元的單詞。評講介詞部分的練習題。下課批改單詞。復習情態動詞can/must/have to的用法，以及must和have to的區別。1.情態動詞have to的用法，意思是“必須、不得不”，它側重于客觀上的必要和外界的權威。（1）結構：主語＋have to＋動詞原形＋其他

7.（一般現在時，主語是第三人稱單數時，用has to；句子是過去時，用had to.）如： We

have to wear sneakers for gym class.在體育課上，我們必須穿運動鞋。Tom has to practice the guitar every day.湯姆每天必須練習彈吉它。I had to get up at 5:00 am last Monday.上周一，我不得不早上5點起床。

8.（2）否定形式：主語＋don't have to＋動詞原形＋其他

9.（一般現在時，主語是第三人稱單數時，用doesn't have to.句子是過去時，用didn't have

to）

10.如：Nick doesn't have to wear a uniform.尼克不必穿制服。We didn't have to do our

homework at once.我們不必馬上完成作業。

11.（3）疑問句：Do（Does或Did）＋主語＋have to ＋動詞原形＋其他

12.如：Do you have to stay at home on weekends? 周末你必須呆在家里嗎？Yes, I do./ No, I

don't.13.是的，我必須。不，我不必。Did he have to go to bed by 11:00 last night? 昨晚，他不得

不11點前上床睡覺嗎？

14.2.情態動詞can的用法

15.（1）表示能力，“會”“能”（在第一冊中已經學習這種用法）

16.Can you play the guitar? 你會彈吉它嗎？Judy can speak a little Chinese.朱蒂會說一點中

文。I can dance and sing.我能唱歌又能跳舞。

17.（2）表示允許、許可，“可以”、“能”（在這一課中新學的詞義）

18.Can the students run in the hallways? 學生們可以在走廊上跑嗎？We can eat outside.我們

可以在外面吃東西。Can I come in? 我能進來嗎？

19.注意 同樣是情態動詞，can 和have to 的用法是有區別的，和大部分情態動詞一樣，can

在否定句中，直接在can后加上not，在疑問句中，把can放到主語前面，并且沒有人稱和數的變化。

20.3.hear，listen和sound都有“聽”的意思，但三者是有區別的。

21.（1）hear“聽說”，側重于“聽”的內容

22.I'm sorry to hear that you are ill.聽說你生病了，我很難過。

23.I never heard such an interesting story.我從來沒聽過這么有趣的一個故事。

24.（2）listen“聽”側重于“聽”這一動作。Listen to me carefully.認真聽我說。

25.The children like to listen to music.孩子們喜歡聽音樂。

26.（3）sound“聽起來”，它是系動詞，后面接形容詞等。That sounds great.那聽起來真不

錯。

27.It sounds like fun.聽起來挺有趣。

28.４.be in bed “在床上、臥床”in 和bed之間不能用冠詞，bed也不用復數。

29.He is in bed for 10 years.他臥床10年了。Dave has to be in bed early every night.大衛每晚

必須很早睡覺。

30.５.arrive late for 與be late for 意思相近，“遲到”Don't arrive（be）late for school.上學

別遲到。I arrived（was）late for the meeting yesterday.我昨天開會遲到了。

31.６.No talking!“禁止交談！”no后面加上名詞或動名詞（doing）也表示不要做某事。與

don't +do的用法相似。No wet umbrellas!/ Don't put wet umbrellas here!禁止放濕雨傘！

32.No food!Don't eat food here!禁止吃食物！No smoking!Don't smoke here!禁止吸煙

33.家庭作業：對介詞部分的錯題進行糾錯，背誦九、十單元的單詞，做一張我發的關于情

態動詞部分的練習題。

第三篇：初一英語教案_2

新泰實驗中學11-12學年七年級英語上冊Unit 7學案

Unit 7 How much are these pants?

Section A

一、教師寄語：

Believe yourselves, your world is more beautiful.二、教學目標：

1、知識目標：

詞匯（1）表示衣服的：pants, sock,shirt,shorts,sweater,shoe, skirt（2）表示顏色的：color, black, white, red, green, blue, yellow（3）表示形狀的：big, small, short, long 交際用語：

（1）—How much is this T-shirt? —It's seven dollars.（2）—How much are these socks? —They're two dollars.2、能力目標：學會詢問價格及購物用語．.3、情感目標：通過購物的禮貌用語培養學生的良好品質。

三、教學重、難點：

學會使用詢問價格的句型，并能正確回答

四、教學過程：

Step1 預習并嘗試性探究：

根據漢語寫出下列英語詞語并展示．

美元____________(價錢)多少_______________ 紅色的毛衣______________ 黑色的襯衫_____________ 白色的裙子____________黃色的短褲褲_____________ 長的褲子_____________ 短的襪子________________大的鞋子________________

小帽子______________ Step2: 自主學習：

1.自讀1a單詞, 然后將單詞與圖中物品相搭配..2.小組核對答案.3.自讀1c對話、理解意思，并兩人一組練習對話.4.兩人一組展示對話,小組競爭.5.活學活用，利用身邊的實物，兩人一組練習對話.Step3: 合作探究： 1.師生合作完成聽力練習1)聽錄音，完成1b, 2a 以及2b.2)練習聽力對話.如:－How much is the red sweater ?

－It's 30 $.－How much are these notebooks ?

－They' re 10$.2.生生合作：

1)小組討論is 和 are 在談論價格時的用法

— How much _______the red skirt?

— It ________ 6 $.— How much _______these black pants? —They _______10 $..2)補全３a 對話，并小組討論，相互檢查．

3)分角色朗讀對話． 并嘗試復述對話． 4)模仿３a 對話利用３b 中的圖畫進行自由練 Step4 梳理歸納：

1.how much 用于詢問價格，當詢問不可數名詞或單數可數名詞時，后用_____；當詢問可數名詞復數的價格時，后用______ 2.總結一下購物的常用語：

________________________________________________________________________ Step5 拓展創新：

句子I want a sweater.中want 的用法： 1.某人想要什么“want sth” 2.某人想要做某事 “ want to do sth ” 3.想讓某人干某事 “ want sb to do sth”

4.want = would like want 有人稱和數的變化，would like 沒有人稱和數的變化 例：I want you to buy a skirt.He wants to go to the movies.She would like a T—shirt.五、典型例題：

1.--_______twenty dollars.A.is, They’re

B.are, They’re

C.are, It’s

D.are, They’re 解析：英語中pants, clothes, socks, shorts, shoes等，往往是以復數的形式出現，這類詞作主語時動詞用復數形式，回答也應用復數。故選D 2.---Can I help you?--Yes, I ________ a sweater.A.like

B.want

C.do

D.look 解析：當營業員詢問顧客要買什么時，顧客回答是I want……..故選B.六、中考鏈接：

（）1.---The blue skirt looks nice on you._____ is it?

---It’s 50 dollars.A.How many

B.How much

C.How often

D.How old（）2.Lucy wants ______ a new pen.A.to buy

B.buy

C.buying

D.buys

七、達標檢測:

（一）根據句意和首字母完成單詞.1.The blue hat is seven d__________.2.How much are the ______(短襪)? 3.My _________(毛衣)is red.4.—What c_________is your hat? — Blue.5.—Can I h_______you?

—Yes, please.6.You are w ___________.（二）單選題

（）1.How much _______ these pants?

A.is

B.am C.are

D.do（）2.—How much are the black socks?

—__________________.A.It's 10 yuan.B.It's 10 yuans.C.They're 10 yuan.D.They're 10 yuans.（）3.Where ______ your new pants?________ on the bed.A.is, It's

B.are, They're

C.is, They're

D.are,I t's

（）4.—____________ are the shoes? —They are green.A.What

B.Where

C.How

D.What color

（）5.— How much is this bag?—_____________.A.It's three dollars

B.It's three yuans

C.It's good

D.Thank you（）6.—Can I help you? —___________.A.Yes, please

B.No, I can't

C.Sorry

D.You're welcome（）7.I think your socks _________nice.—Thank you..A.be

B.is

C.are

D.am（）8.—The socks are very cheap.—I 'll _________them.A.give

B.bring

C.like

(三)翻譯下列句子.1.—這個黑包多少錢? —8 美元。

—How much ________the ________bag? —It________2________.2.—這紅短褲多少錢?---9美元.—_______ much _________the red _______? — They're 9 dollars.3.—Please give me some hamburgers.—_____________.(給你)4.我想要那件紅色T恤衫 I _______________________.5.Those tomatoes ____________.（那些西紅柿2美元）6.The apples are cheap.I'll________.（我買了）

八、課后反思：

當我們詢問物品的價格時,回答的時候需要注意什么? ______________________________________________________.感到自己有待加強的是________________________________________

D.take

第四篇：初一英語教案

Keypoints:

AaBbCcDdEeFfGg

Thesentences:Goodmorning/afternoon.What'syourname

MynameisI'm

Nicetomeetyou.Difficultpoints:

AaBbCcDdEeFfGg

Thephoneticsoftheletters

MynameisI'm

Teachingmethods:

Usingsomelettercardstoteachandpractisetheletters.AccordingtosomesituatiototeacheverydayEnglish.Teachingaid

s:

Somecards,someflashcardsandarecorder.Teachingprocedures

Step1.Presentation

Firsttheteachershouldteachtheclatoobeytheitruction“Standup”and“Sitdown”.T:I'myourEnglishteacherthisterm.You'remydearstudents.Nowclapleasestandup(usingagesture).Good,next.Sitdown,please(usingagestureormakingamodel).Thenthelistentotheteachersanddotheactio.Step2.Presentation

Showtheaflashcard.Teach“Goodmorning.”Andhelpthemawer“Goodmorning.”.Lettheguethemeaningofthesentenceaccordingtothepicture.Thenletthemrepeatandaweritinchorusandrows,teamsandindividuals.Nextintroduceyourselvestotheusingthesentences:

MynameisorI'm

Writethemontheandexplain“Myname's”istheshortformfor“Mynameis”and“I'm”istheshortformfor“Iam”.Thenask:Excuseme.What'syourname

Helpthemawer:Mynameis

Step3.Drill

Lettherepeat“What'syourname”,“Mynameis”andhaveachaindrill.T:What'syourname

S1:Mynameis.Hello.What'syourname

S2:Mynameis.Hello.What'syourname

S3:Mynameis.Hello.What'syourname

Step4.Practice

Showsomeflashcards.Letthemtocompletethedialoguesusingthestructure“What'syournameMynameis”.“Nicetomeetyou”,“Nicetomeetyou,too.”

Thenwalkaroundtheclaandpractisethemonebyone.Andthenletthemdoitinpairs.Step5.Look,listenandsay

1.Teachthenumbers1,2and3inEnglishasrecognitionitemsonly.Writethenumbersnotthewordsonthe.Pointto1andsay:Thisis1.Repeatwith2and3.2.Page1.Pictures1-2andeechCaetteLeon1.Askthetopointtothewordswhentheyreadafterthetape.Step6.Readandsay

Page1.Part2:LettersA-G.FirstshowacardofAa,andreadit.Thenwriteitonthe,andtellthemtopayattentiontotheorderofthestrikes.Thenletthemrepeatit.Firstinchorustheninindividuals.Teachtheotherletterslikethisandwritethephoneticsonthe.TellthemthatBCDEGallcontainthephonetic[].Notethatweusuallyuseafallingtonewhenpronouncingasingleletterbutwhenreadingalistwedoitlikethis.↗

A↗B↗C↗D↗E↗FG↘

TelltheAandEarevowelsandBCDFGarecoonants.IfthereisnotimetheshouldlearnPart3bythemselvesaftercla.Step7.WorkbookExx

WBLeon1Exx1—4.Step8.Homework

1.LetthemwritethelettersA—

Gpayingattentiontotheorderofthestrokesandtheformandcorrectpositionoftheletters.2.DoWB.Ex.4.3.MadeupadialogueaccordingtoPart1andPart2.Helpthemtomaketheirnamecards.初一

房鎮中學

張翠蕾

2004年12月3日

第五篇：英語教案1

Unit 1 Making a difference

Class3.4 Grade2

Sept.1 Teaching Goals:

1.Talk about science and Scientists 2.Learn more about the Infinitive 3.Practise describing people and debating

The First Period Teaching Aims: 1.Learn and master the following words: Inspiration, perspiration, undertake, analysis, obvious, within, quote 2.Talk about science and scientists.3.Listen to the description of some scientists.4.Do some speaking, describing people and debating.Teaching Important Points: 1.Train the students’ listening ability by listening practice.2.Train the students’ speaking ability by talking about science and scientists, describing people and debating.Teaching Difficult Points: 1.How to improve the students’ listening ability.2.How to help students finish the task of speaking.Teaching Methods: 1.Warming up to arouse the students’ interest in science.2.Listening-and-answering activity to help the students go through the listening material.3.Individual, pair or group work to make every student work in class.Teaching Aids:1.a multimedia 2.a tape recorder 3.the blackboard Teaching Procedures: Step I Warming up(10mins)1.T: There are many outstanding scientists in the world, who made great contributions to society and science.Now look at the pictures on page 1, tell me what are these scientists famous for?(Bb)Scientists Contributions Maria Curie Radium /Polonium Albert Einstein The Theory of Relativity 2.T: Well done.I think you are all interested in science and scientists.What do you think makes a successful scientist? Have a discussion in pairs or groups of four.Then report the results of your discussion.(It is the way he uses his tools that makes a successful scientist.A successful scientist must have much imagination and intelligence and he must be creative and hard-working.A successful scientist must be confident, curious and careful.But what I like to know is what made him/her interested in science…)

T: Now look at the quotes on page 1.do you know what they mean? And do you agree? 天才就是百分之九十九的汗水加上百分之一的靈感。想象力比知識更重要。生活中沒有什么可怕的東西，只有需要理解的東西。分析明顯存在的事物需要非凡的頭腦。

你不可能把一切教給一個人，你只能幫助他在他自己的認知范圍內去發現和了解事物。T: Do you know any other quotes about science and thinking? Wisdom is only found in truth.--Johann Wolfgang von Goethe.Knowledge is power.–Francis Bacon.Step II Listening(10mins)T: OK.Now lets do some listening practice on P2.We are going to listen to the descriptions of some famous scientists.Read the requirements by yourselves quickly.Listen to the tape for the first time to get a general idea, and then try to finish the exx.Step III Speaking(12mins)T: Now let’s look at the speaking part on P2.Work in groups of five.Each group member represents a branch of science, eg biology, maths, chemistry, physics, computer science.You are going to debate each other to see which branch of science is the most important and useful for society.First you should decide who will represent each branch and then prepare your role card to debate.You can use the expressions.Step IV Language points(15mins)1．It takes a very unusual mind to undertake the analysis of the obvious． 分析明顯存在的事物需要非凡的頭腦。(1)undertake(undertook，undertaken)vt．承擔(工作，責任等)，承辦+名詞

例：He undertook the difficult task willingly． 他欣然承擔那項困難的工作。will undertake the responsibility for you． 我會為你負起責任。vt.著手，進行，企圖+名詞

例：He undertook a new experiment． 他著手一項新的實驗。

(2)analysis復數形式andyses．analyse vt． A chemical analysis化學分析

We made a careful analysis of the problem． 我們仔細分析了那個問題。

(3)obvious adj.(more obvious，most obvious)明顯的，明白的，顯而易見的 obviously adv．

例：He told her an obvious lie． 他對她扯了一個明顯的謊言。It is obvious that…．…是顯然的。

例：It is quite obvious that he didn't do it himself． 顯然他沒有親自去做。

It seemed obvious that he suffered from a bad cold． 顯然他得了重感冒。

2．There is no doubt that． 毫無疑問 ．． 例：There is no doubt that our team will win． 我隊獲勝是毫無疑問的。

I don't doubt that we will win the game．(否定句用that)我不懷疑我們將會贏得這場比賽。

Do you doubt that he has passed the final examination ?(疑問句用that)你懷疑他已通過期末考試了嗎? I doubt whether he is the best man for the job．(肯定句用whether)我懷疑他是否是擔任那項工作的最適當人選。

Homework Preview the reading material.Review the words and expressions in this period.Unit 1 Making a difference

The Second &Third Period Teaching Aims: 1.Learn and master the useful words and phrases.2.Train the students’ reading ability.3.Let the students learn from Stephen Hawking.Teaching Important Points: 1.Master the following phrases and sentence pattern: work on, go by, be engaged to, go on with sth, dream of, turn out There is no point(in)doing sth.2.Enable the students to understand the text better.3.Improve the students’ reading ability.Teaching Difficult Points: 1.How to make the students understand the reading text better.2.How to make the students understand the following sentence.There didn’t seem much point in working on the PhD.Teaching Methods: 1.Scanning the text to get some information about Hawking.2.Careful reading to answer some detailed questions.3.Discussion after reading the passage to make the students learn how to use the scientific method to solve the problem.4.Individural, pair or group work to make every student work in class.Teaching Aids:1.a computer 2.a tape recorder 3.the blackboard Teaching Procedures: Step I Lead-in and Pre-reading（15mins）

T: Yesterday we learnt some quotes from some scientists.Now look at the picture.Do you know who the person is?(Stephen Hawking, one of the greatest physicists of our time, A Brief History of Time)Today we are going to learn a passage about Stephen Hawking.It will tell us Hawking’s determination, thoughts and some theories.First let’s learn some new words and phrases.Then turn to P3.Look at the questions in Pre-reading quickly and then scan the text as quickly as possible and find the answers to them.Answers:1 Because he wanted a job.2 Hawking became famous in the early 1970s, when he and American Roger Penrose made new discoveries about the Big Bang and black holes.3 In 2002, Hawking visited China and spoke to university students in Hangzhou and Beijing.Step II Reading(30mins)T: Well done.Now read the passage once as carefully as possible.Then answer some detailed questions on the screen.You may discuss them in pairs if necessary.What did Stephen Hawking do when he was told that he had an incurable disease? 1.How would most people feel when they were told that they had incurable disease? 2.What did Hawking write in 1988? 3.What did Hawking explain in the book ? 4.According to Hawking, how do people misunderstand science? 5.What are the basic steps of the scientific method? 6.What is it that Hawking doesn’t like about his speech computer? Step III language points There didn't seem much point in working on my PhD—I didn't expec to survive that long? 取得博士學位對我來說沒有什么意義，我沒有期望活那么久。PhD(Doctor of Philosophy)指―博士學位‖

There is no point in doing sth．表示―做某事沒有作用或沒有意義‖。例：There is no point in arguing further． 繼續爭執下去沒有意義了。

There is no point in protesting．It won’t help much． 抗議沒有什么用處，于事無補。

that在此處為副詞，意為―那么‖，可以修飾形容詞。this也有此用法。例：I didn't expect he was that rude． 我沒料到他會那么粗魯。

I have never been out this late before． 我從未在外面呆到這么晚過。

Please cut my hair about this much． 請把我的頭發剪掉這么長。

4．Yet two years had gone by and I was not that much worse． 但兩年過去了，我的情況卻沒那么糟糕。Go by意思是―(時間)過去‖。

例：Time went by so quickly．We are already at the end of our summer holiday． 時間過得真快，轉眼我們已經要結束暑假了。

Thirty years went by and her hair was beginning to turn gray． 三十年過去了，她的頭發開始變白了。

5．In fact，things were going rather well for me and I had gotten engaged to a very nice girl，Jan Wilde．

事實上，事情發展得還挺順利。我和一位非常好的女孩簡?懷爾得訂婚了。get／be engaged to sb．―與某人訂婚‖

例：Did you hear they have got engaged last month? 你有沒有聽說他們上個月訂婚的消息? Tom got engaged to Mary，whom he had met on the train． 湯姆和瑪麗訂婚了，他們在火車上認識的。

Be engaged in(on)+n．／doing sth．從事(工作)的，忙于……的 例：She was engaged in protecting wild birds． 她從事保護野生鳥類的工作。Right now I’m engaged． 我現在正忙著。

be engaged(電話等)通話中的，占線中的，相當于美國英語的busy． 例：The line／number is engaged。線路被占用。engagement n．訂婚(to)例：announce one's engagement to…宣布與…訂婚 break off one's engagement解除婚約，解約 engagement ring訂婚戒指(戴在左手無名指上)6．Scientists，on the other hand，Hawking writes，know that their job is never finished and that even the best theory can turn out to be wrong．

霍金寫到，從另一個方面說，科學家知道他們的工作是永無止境的，即使是最完美的理論，也可能是錯誤的。

Turn out to be―結果是‖―最后的情況是‖+副／+形／+to do／+that．．

例：The weatherman said it was going to rain this afternoon but it turned out to be very lovely．

天氣預報說今天下午有雨，其實今天天氣非常好。The lecture turned out to be very dull． 講座結果很無聊。

Everything turned out well．一切順遂。

The rumor turned out(to be)true．那謠言后來證明是真的。It turned out(that)two travelers had been killed 后來證實(查明)有兩位旅客喪生。turn out vi.(為集會等)外出，去。

turn out vt.．(可分開用)關(熄滅)(煤氣，電燈油燈等)turn out vt.(可分開用)生產(產品)，出產 例：The factory can turn out l000cars a day． 這家工廠一天能生產1000輛汽車。

7．Everyone has his or her special skills and interests，and only by discovering what we do best can we hope to reach our goals and truly make a difference．

每個人都有自己的專長和興趣，只有發現自己的專長，我們才能期望達到自己的目標，真正與眾不同。only修飾介詞短語或從句時，要求倒裝。

例：Only at that time did I realize its importance． 直到那時我才意識到它的重要性。

Only in this way can you make progress in your English study． 只有這樣你才能在英語學習上取得進步。

Only when you finish your homework can you go out to play football． 只有當你完成作業你才能出去踢球。only修飾主語時，通常置于主語之前。

例：Only you understand me．只有你了解我。

only修飾主語以外時，通常置于動詞之前(有be動詞、助動詞時，則置于其后)例：She only eats vegetables．她只吃蔬菜。

I only lent you the money．那筆錢我只是借給你(不是給你)。He only works when he's got homework． 他只在有家庭作業時才做功課。I've only seen him once． 我只見過他一次。

8．Imagine this：you are twenty-one years old and a promising graduate student at one of the top universities in the world．

想象一下這種情況：你二十一歲是世界最有名大學里的一個有希望的畢業生。imagine+名詞

例：Can you imagine life with out electricity? 你能想像沒有電的生活嗎? The gir1 tried to imagine the gentleman as her father． 這女孩試著把這位紳土想像成自己的父親。imagine+doing想像做?‖

例：I didn't imagine becoming a writer in my childhood． 在孩提時代，我并未想像成為一名作家。imagine+名(人)+doing想像(某人)做… 例：I can't imagine her marrying him． 我無法想像她和他結婚。

imagine+(that)…／wh—想像…；想…，推測(不可用進行時)例：Imagine you are a bird． 想像你是一只鳥。

Can you imagine how much 1 was surprised to see it ? 你能想像我看見它后感到多么驚訝嗎? Iimagine(that)I have met you somewhere before． 我想以前曾在哪里見過你。

Can you imagine what he is doing? 你能猜測他在做什么嗎?(Just)imagine(it)!想想看!Imagination(名)imaginative(形)promising(形)有希望的，有前途的，前途光明的 例：a promising actress有前途的女演員

9．Since then，Hawking has continued to seek answers to questions about the nature of the universe．

從那時起，霍金就繼續尋求關于宇宙特征的問題的答案。seek+(for after)+名詞 搜尋，尋找；尋求，探求；追求

例：They sought shelter from the rain．他們找尋避雨的地方。He found it worthless to seek fame． 他發現追求名聲是不值得的。

We must seek(for)a solution to the problem 我們必須尋求解決問題的方法。seek+名 征求，請求，He sought his doctor's advice． 他向醫生請教(征求醫生的意見)。Step IV Listening and Consolidation T: Now I’ll play the tape.You can follow it in a low voice.Pay attention to your pronunciation and intonation.Then do exx in Post-reading.Homework T: Learn the words and phrases by heart and try to use them freely and correctly.Read the text fluently and recite some important sentences.Unit 1 Making a difference

The Fourth Period Teaching Aims: Review the words learnt in the last two periods.Learn how to explain the words in English.Learn and master the usages of the Infinitive.Teaching Important Points:Master the usages of the Infinitive.Teaching Difficult Points: 1.How to help the students learn to explain words in English.2.How to help the students master the usages of the Infinitive.Teaching Methods: 1.Review method to help the students remember what they have learnt beore.2.Explanation and inductive methods to make the students master the usages of Infinitive.3.Individual work or pair work to make every student work in class.Teaching Aids:the blackboard Teaching Procedures: Step I Revision(5mins)

Have a dictation of some words and expressions..Step II Word Study(10mins)T: Now let’s do an ex to see how to explain some words in English, according to the meanings of the sentences.Please turn to P5.Let’s do the ex in Word Study.Choose the closest meaning to the underlined word in each sentence.First we’ll learn a new phrase: use up.Do it by yourself and you can discuss in pairs.Step III Grammar(15mins)

Bb:1.He hoped to visit China again.2.It took a lot of time to finish the report.3.Please give the boy sth to play with.4.He went home to see his sick mother.5.Her wish is to become a pop singer.T: Tell me the function of the underlined part in each sentence.S: No.1 is used as the object.S: No.2 is used as the subject.It is more usual to use formal subject ―it‖ and the infinitive phrase is usually placed at the end of the sentence, that is ―it is…to do sth.‖.S: No.3 is used as the attribute.S: No.4 is used as the adverbial for purpose.S: No.5 is used as the predicative.T: Now let’s do an ex on the screen.Group the infinitives according to how they are used.1.Some things need(1)to be believed(2)to be seen.2.The doctor told him that he may not have more than twelve months(3)to live.3.(4)In order to get married ,I needed a job, and(5)in order to get a job , I needed a PhD.4.Readers were pleased and surprised(6)to find that a scientist could write about his work in a way that ordinary people could understand..He traveled around the world(7)to give lectures.6.What does it mean(8)to be a scientist? 7.People who listen to Hawking’s lectures sometimes find it difficult(9)to understand him.8.(10)To explain what they have seen , they build a theory about how things happen and the causes and effects.S: Subject:(8)Attribute(2)(3)Object(1)(9)Adverbial(4)(5)(6)(7)(10)Step IV Practice(15mins)T: Now let’s do some exercises on P6, Ex2 and Ex3.Rewrite the sentences with ―to be done‖ or ―to have been done‖.He wanted the nurses to take care of the patient.—He wanted the patient to be taken care of.Because ―the patient‖ is the logical object of ―take care of‖, the passive infinitive should be used in the second sentence.The car was reported to have been stolen.But when the action expressed by the Infinitive happens before the predicate, the perfect infinitive should be used.Homework Finish all the exercise in Grammar.Preview the content in Integrating skills.Unit 1 Making a difference

The Fifth Period Teaching Aims: 1.Revise the language points and grammar—the Infinitive.2.Learn and master the following phrases: take a look at, what if, the other way around 3.Do some reading and writing practice to improve the students’ integrating skills.4.Learn how to write a descriptive paragraph.Teaching Important Points:

1.Improve the students’ integrating skills.2.Help the students write a descriptive paragraph.Teaching Difficult Points: 1.How to help the students understand the passage better.2.How to help the students learn to write a descriptive paragraph.Teaching Methods: 1.Doing exercise to revise what we’ve learnt before.2.Asking-and-answering activity to go through the reading material.3.Discussion to help the students understand the passage better.4.Individual, pair or group work to make every student work.Teaching Aids:1.a computer 2.a tape recorder 3.the blackboard Teaching Procedures: Step I Revision(10mins)T: We know that the infinitive can be used as the subject, object, adverbial and so on.Now let’s do some exerciseto see if you have mastered them well enough.Look at the screen.1.(1)To learn about the universe , you need(2)to have a telescope(3)to observe the stars with.2.It takes time(4)to know a man.3.Please remember(5)to bring me a book.4.I’ve got a lot of work(6)to do.5.(7)In order to catch the first bus ,she got up early.6.It is important for us(8)to learn English.Subject:(4)(8)Object:(2)(5)Attribute:(3)(6)Adverbial:(1)(7)T: Let’s do another ex.Fill in the blanks, using the Infinitive.1.The goal of Stephen Hawking’s research is to and to is his biggest dream.2.The doctor thought he only had three more years to , which turned out.3.We took a taxi to.We hurried there, only to.We were unhappy to.4.He studied hard to.5.Lunch is ready.Let’s stop to.T: Now let’s revise the useful expressions.Do an ex to see whether you have mastered them well.1.He one day becoming a famous violinist.2.Tom Ann.3.Two weeks slowly.4.His suggestion to be a good one.5.He his ink.6.If we don’t finish painting the room today, we can it tomorrow.7.He a novel.Step II Reading(15mins)T: There were many scientists in the world in the past, whose discoveries and inventions can help us understand the world better.Can you say out the names of some scientists and their discoveries? T: Do you know why and how they made these important discoveries or inventions? The passage tells us what makes the scientists made their discoveries.Turn to P7.Read the passage quickly and then answer some questions on the screen.1.What’s the characteristic of Galileo Galilei?

2.Why could Stephen Hawking make contributions to science work? 3.What can be described as the ability to use knowledge? 4.What’s the most important thing if we want to make a difference? 5.How can we hope to reach our goals and truly make a difference? T: I’ll explain some expressions and sentence structures.1.take a look at 2.what if 3.the other way round 4.…it was only later that the world recognized his greatness.5.…only by discovering what we do best can we hope to reach our goals and truly make a difference.Step III Listening and Discussion(15mins)T: Listen to the tape twice.Then discuss the questions in pairs or groups.1.Of all the characteristics mentioned in the passage, which do you think is the most important? Why? 2.What do great scientists like Stephen Hawking , Galileo Galilei and Zhang Heng have in common? Find out more about them and how they work and think: What is the scientific spirit? How do scientists solve problems? How do scientists make a difference? What can we learn from great scientists?

Use the questions below to get started.What is the scientific spirit? How do scientists solve problems? How do scientists make a difference? What can we learn from great scientists? Step IV Writing(10mins)T: Who is your favourite scientists? Write a paragraph.Before writing, think about what you want to write and what the readers need to know.How can you best describe him or her? What is the most important or interesting fact about the scientist? Why do you like him or her? List an outline of the passage.Then write some useful sentences to help them.Step V Homework Go over all the important points learnt in this unit and finish your writing.