第一篇：初中英語(yǔ)教案

初中英語(yǔ)教案,一般過(guò)去式,一般過(guò)去式免費(fèi)下載。一般過(guò)去時(shí) Ⅰ、一般過(guò)去時(shí)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.動(dòng)詞形式：動(dòng)詞的過(guò)去式

用法： 表示過(guò)去某一時(shí)間內(nèi)發(fā)生的動(dòng)作或存在的狀態(tài)。Ⅱ、一般過(guò)去時(shí)的時(shí)間短語(yǔ)

常見(jiàn)的表示過(guò)去時(shí)間概念的短語(yǔ)： last night, yesterday, last year, … ago, just now, in 過(guò)去年份 等 這些短語(yǔ)的位置：句首、句末

e.g.We cleaned the classroom this morning.This morning we cleaned the classroom.Ⅲ、動(dòng)詞過(guò)去式的變化（規(guī)則動(dòng)詞）一般在詞尾加 ed ask → asked help → helped

e.g.They asked me the time just now.以 e 結(jié)尾直接加 d arrive → arrived

e.g.I arrived late this morning.動(dòng)詞過(guò)去式的變化（規(guī)則動(dòng)詞）以重讀閉音節(jié)結(jié)尾的，則雙寫(xiě) plan → planned

e.g.We planned to go to the party.以輔音字母 y 結(jié)尾，去 y 變 i 加 ed。如 try → tried study → studied

e.g.He tried to climb the tree, but he could not.動(dòng)詞過(guò)去式的變化（規(guī)則動(dòng)詞）

練習(xí)： 規(guī)則動(dòng)詞的過(guò)去式的變化方式

(書(shū)本)P151 Ⅳ、動(dòng)詞過(guò)去式的變化（不規(guī)則動(dòng)詞）例： go → went drink → drank eat → ate see → saw

練習(xí)： 不規(guī)則動(dòng)詞的過(guò)去式的變化(書(shū)本)p153 動(dòng)詞過(guò)去式的變化（不規(guī)則動(dòng)詞）e.g.I went to his birthday party last night.I met my teacher in the street today.知識(shí)結(jié)構(gòu) 一般過(guò)去時(shí) 構(gòu)成 用法 常用時(shí)間 動(dòng)詞的過(guò)去式

1、表示過(guò)去某個(gè)時(shí) 間發(fā)生的動(dòng)作或 存在的狀態(tài)。

2、表示過(guò)去經(jīng)常或 反復(fù)發(fā)生的動(dòng)作動(dòng)作。yesterday last night in 1990 two days ago 動(dòng)詞過(guò)去式 的構(gòu)成 規(guī)則動(dòng)詞 不規(guī)則動(dòng)詞 構(gòu)成 讀音

規(guī)則動(dòng)詞過(guò)去式的構(gòu)成 構(gòu)成規(guī)則 例詞

1、一般在動(dòng)詞原形末尾加– ed look looked play played start started

2、結(jié)尾是 e 的動(dòng)詞加--d live lived hope hoped use used

3、末尾只有一個(gè)輔音字母的 重讀閉音節(jié)詞，先雙寫(xiě)這 個(gè)輔音字母，再加—ed stop stopped plan planned trip tripped

4、結(jié)尾是―輔音字母+y‖的動(dòng)詞，先變―y‖為―i‖再加—ed study studied carry carried 清念 /t/ ,元濁/d/ /t/ /d/ 之后念/id/ 規(guī)則動(dòng)詞詞-ed的讀音 說(shuō)明：

1、清念 /t/，即 ed 在清輔音后面念 /t/ ,例：finished helped passed cooked

2、元濁 /d/ ,即 ed 在元音，濁輔音后面念 /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 寫(xiě)出下列動(dòng)詞的過(guò)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 不規(guī)則動(dòng)詞表 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、表示過(guò)去某個(gè)時(shí)間發(fā)生的動(dòng)作或存在的狀態(tài)。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、表示過(guò)去經(jīng)常或反復(fù)發(fā)生的動(dòng)作。My father often went to work by bus last year.When I was a child, I often listened to music.常用時(shí)間

常與一般過(guò)去時(shí)態(tài)連用的時(shí)間有： yesterday yesterday morning(afternoon, evening…)last night(week, month, year…)

two days ago, a week ago, three years ago… in 1990,(in 1998…)

一般過(guò)去時(shí)態(tài)常用的時(shí)間狀語(yǔ)

一般來(lái)說(shuō)，一般過(guò)去時(shí)都有明顯的時(shí)間狀語(yǔ)，它們可以是單詞，也可以是短語(yǔ)或從句。1.yesterday或以其構(gòu)成的短語(yǔ)：yesterday morning(afternoon, evening)等；

2.由―last+一時(shí)間名詞‖構(gòu)成的短語(yǔ)：last night, last year(winter, month, week)等； 3.由―時(shí)間段+ago‖構(gòu)成的短語(yǔ)：a moment ago, a short time ago, an hour ago等；

4.由―介詞+一時(shí)間名詞‖構(gòu)成的短語(yǔ)：on Friday, on Monday morning, on April 15, on the night of Oct.1 5.頻度副詞：often, always 等；

6.其它：then, just now, once,以及由after或before構(gòu)成的介詞短語(yǔ)等 7.由某些表示過(guò)去時(shí)態(tài)的從句等。PRACTISE 改寫(xiě)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.（變一般疑問(wèn)句)______ he _____ ______ meat in the fridge

3、She stayed there for a week.（對(duì)劃線部分提問(wèn)）______ ______ _____ she _____ there

4、There was some orange in the cup.（變一般疑問(wèn)句)_____ there _____ orange in the cup didn’t do Did find any

How long did stay Was any That’s great√ 練習(xí)

請(qǐng)將下列各句改成過(guò)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、一般過(guò)去時(shí)的否定句、疑問(wèn)句 否定句：

did not(didnt)……（后面動(dòng)詞要變回原形）疑問(wèn)句：

Did you … …（后面動(dòng)詞變?cè)危┮话氵^(guò)去時(shí)的否定句、疑問(wèn)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.一般過(guò)去時(shí)的否定句、疑問(wèn)句

另注意以下這幾種句子的否定句、疑問(wèn)句：

1、Be 動(dòng)詞的句子(過(guò)去式was/were）（例句）He was at home yesterday.→ He was not at home yesterday.(wasn’t)→ Was he at home yesterday 一般過(guò)去時(shí)的否定句、疑問(wèn)句

1、Be 動(dòng)詞的句子(過(guò)去式was/were）（例句）They were at home yesterday.→ They were not at home yesterday.(werent)→ Were they at home yesterday

另注意以下這幾種句子的否定句、疑問(wèn)句： 一般過(guò)去時(shí)的否定句、疑問(wèn)句

另注意以下這幾種句子的否定句、疑問(wèn)句：

2、情態(tài)動(dòng)詞can的句子(can的過(guò)去式是could)（例句）She could come to the party → She couldnt come to the party.→ Could she come to the party 一般過(guò)去時(shí)的否定句、疑問(wèn)句

另注意以下這幾種句子的否定句、疑問(wèn)句：

3、have 的句子(過(guò)去式had)（例句）表示 ―擁有‖ 時(shí)：

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 一般過(guò)去時(shí)的否定句、疑問(wèn)句

另注意以下這幾種句子的否定句、疑問(wèn)句：

3、have 的句子(過(guò)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的副詞。

形容詞和副詞可以互相轉(zhuǎn)換。一般在形容詞后加ly easy-usual-happy-real-easily usually happily really

第二篇：初中英語(yǔ)教案

說(shuō)課 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 process 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 class, 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 class 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 class.This class 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（學(xué)

生

識(shí)圖).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.幾乎不；幾乎沒(méi)有 Ever adv.曾；曾經(jīng)

2.Play the tape twice.Let students write the letters on the line.3.Then check the answer Step5.Make summary of this class.Watching TV, skateboarding, reading, shopping, exercising Always, usually, often, never, hardly ever, sometimes This class 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 class,we will learn 2a to 2c , please preview it.Ok , class 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 class 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”引起的特殊疑問(wèn)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 class: 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”引起的特殊疑問(wèn)句及回答.Let them Practise reading : Let students read the questions and answers.Step 7.Make summary of this class.This class 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 class ,we will learn 3a to 4 in page 3 , please preview it.Ok , class 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 lesson.OK , Let's get in the teaching procedure: Step 1.Greet the class 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 necessary , 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 class 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 class Step 5.Make a free discussion(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 class.This class 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 class ,we will learn section B in page 4 , please preview it.Ok , class is over , see you That’s all.Thanks for listen my presentation.

第三篇：初中英語(yǔ)教案

初中英語(yǔ)教案：新目標(biāo)英語(yǔ)七年級(jí)unit6 Do you like bananas？

2007-05-22 01:38

（2）在與同學(xué)合作完成任務(wù)的活動(dòng)中主動(dòng)探究和學(xué)習(xí)語(yǔ)言；并運(yùn)用知識(shí)內(nèi)在規(guī)律幫助記憶、鞏固知識(shí)。

三、課時(shí)結(jié)構(gòu)

為了能較好地 實(shí)現(xiàn)既定的教學(xué)目標(biāo)，結(jié)合本單元教學(xué)內(nèi)容和學(xué)生的學(xué)習(xí)規(guī)律，將本單元授課時(shí)定為四課時(shí)。

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、教學(xué)過(guò)程設(shè)計(jì) Period One(第一課時(shí))

一、教學(xué)目標(biāo) 1.知識(shí)目標(biāo)： 1）單

詞

：

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.能力目標(biāo)：通過(guò)學(xué)習(xí)本課，學(xué)生能夠用英語(yǔ)互相討論喜歡與不喜歡的食品。3.情感目標(biāo)：討論美食，享受生活美味，提倡健康合理膳食。

二、教學(xué)重點(diǎn)：掌握關(guān)于食物的詞匯。

三、教學(xué)難點(diǎn)：學(xué)會(huì)使用交際用語(yǔ)Do you like bananas? Yes,I do.No, Idon’t.四、教學(xué)設(shè)計(jì)：

Step1.通過(guò)讓學(xué)生猜冰箱里有哪些食物的形式，導(dǎo)出新的單詞。同時(shí)讓全體學(xué)生拼讀每個(gè)單詞、讓個(gè)別學(xué)生將單詞寫(xiě)到黑板上。本環(huán)節(jié)課堂節(jié)錄如下：

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 guess? 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.布置一項(xiàng)任務(wù):老師手持一個(gè)盒子, 讓同學(xué)猜猜老師最喜歡的食物.規(guī)則為學(xué)生只能問(wèn)老師問(wèn)題而老師只用 “Yes” 或 “No” 回答。

本環(huán)節(jié)課堂節(jié)錄如下：

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 guess 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 guess 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.布置拓展性任務(wù)：要求同桌學(xué)生合作編一個(gè)小型對(duì)話，主題為詢問(wèn)別人喜歡或不喜歡的食物。要求使用剛學(xué)過(guò)的食物類單詞以及句型，同時(shí)也可以適當(dāng)?shù)丶尤胝n外單詞(老師請(qǐng)一程度較好的學(xué)生先進(jìn)行示范)。本環(huán)節(jié)課堂節(jié)錄：

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.完成課文32頁(yè)Section A聽(tīng)力練習(xí)activity 2a, 2b.Setp5.當(dāng)堂聽(tīng)寫(xiě)：聽(tīng)寫(xiě)單詞與句型，進(jìn)一步鞏固本課學(xué)習(xí)內(nèi)容，并將本課應(yīng)掌握的單詞和句型落實(shí)到“寫(xiě)”上，使學(xué)生不但會(huì)說(shuō)同時(shí)會(huì)寫(xiě)。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、課后反思：本單元的主題為食物，貼近學(xué)生生活，因此學(xué)生很喜歡該主題，上課氣氛比較熱烈。課堂布置的任務(wù)使學(xué)生在完成的過(guò)程中不知不覺(jué)地掌握了單詞與句型，從而達(dá)到教學(xué)目標(biāo)。

Period Two(第二課時(shí))

一、教學(xué)目標(biāo) 1． 知識(shí)目標(biāo)：

1）能將所學(xué)單詞進(jìn)行歸類。

2）熟練地掌握主語(yǔ)為第三人稱單數(shù)和非第三人稱的否定句、一般疑問(wèn)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.能力目標(biāo)：能用英語(yǔ)熟練地交流喜歡與不喜歡的食品，并在班上提問(wèn)同學(xué)展開(kāi)調(diào)查。3.情感目標(biāo)：通過(guò)談?wù)撁朗常M(jìn)一步引導(dǎo)學(xué)生享受美味生活，同時(shí)培養(yǎng)學(xué)生的合作學(xué)習(xí)精神。

二、教學(xué)重點(diǎn)：掌握主語(yǔ)為三單和非三單時(shí)的陳述句、否定句、一般疑問(wèn)句及其回答的形式。

三、教學(xué)難點(diǎn)：主語(yǔ)是第三人稱單數(shù)時(shí)的否定句和疑問(wèn)句中的動(dòng)詞變化形式。

四、教學(xué)設(shè)計(jì): Step 1.復(fù)習(xí)前課所學(xué)單詞與句型：通過(guò)看圖片說(shuō)單詞的方式復(fù)習(xí)單詞，并通過(guò)詢問(wèn)學(xué)生“Do you like bananas/ oranges…?”的形式，復(fù)習(xí)前一課的句型。

本環(huán)節(jié)課堂節(jié)錄如下：

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.導(dǎo)入新課：分別請(qǐng)一男孩和女孩回答老師的問(wèn)題，說(shuō)出他們喜歡與不喜歡的食物，然后就這兩位學(xué)生的情況向全班提問(wèn)，以此介紹主語(yǔ)為三單和非三單時(shí)的各種句型。本環(huán)節(jié)課堂節(jié)錄如下：

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 class)Class, 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 class)Now class,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)Class,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!(邊說(shuō)邊板書(shū)重點(diǎn)句型.)Step 3 布置任務(wù)：四人小組活動(dòng)。其中兩位互相詢問(wèn)對(duì)方喜歡與不喜歡的食物，另兩位轉(zhuǎn)述他們所說(shuō)的情況。

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完成課本33頁(yè)P(yáng)art 3中的Pairwork..Find out what Bob and Bill like and don’t like.Then draw in the chart.Step 5簡(jiǎn)單總結(jié)一下語(yǔ)法。然后布置拓展性的任務(wù)：假如明天是你的生日，你打算邀請(qǐng)一些同學(xué)來(lái)你家做客,你事先已了解他們所喜歡的食物。你和媽媽討論準(zhǔn)備去買(mǎi)一些他們喜歡吃的東西。要求和同伴合作編對(duì)話，然后上臺(tái)表演。(教師事先與一學(xué)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 class and tell me what they like and don’t like.Step 6接著完成課本33頁(yè) Part 4中的Food survey。要求學(xué)生就表格中的食物向同伴提問(wèn)：Do you like…?找出他們喜歡與不喜歡的食物，填好表格，然后向全班匯報(bào)。

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 class.2.Finish off the exercises in the exercise book.Period Three(第三課時(shí))

一、教學(xué)目標(biāo)

2． 知識(shí)目標(biāo)： 1）單詞：have, has, eat, eats, like, likes, oh, for, carrot, runner, lots of, dessert, 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.能力目標(biāo)：學(xué)完本課，學(xué)生能夠用英語(yǔ)描述一日三餐的食譜。3.情感目標(biāo)：懂得一日三餐應(yīng)合理搭配飲食，才會(huì)健康，快樂(lè)。

二、教學(xué)重點(diǎn)：掌握本課新單詞。

三、教學(xué)難點(diǎn)：掌握描述一日三餐的方法。

四、教學(xué)設(shè)計(jì)：

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.導(dǎo)入新課：在大屏幕上出現(xiàn)三個(gè)盤(pán)子，分別代表一日三餐，并將剛復(fù)習(xí)的食物放入盤(pán)中，引導(dǎo)學(xué)生表述三餐的食譜。本節(jié)課堂實(shí)錄如下：

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.布置任務(wù)：要求同桌學(xué)生合作編對(duì)話，主題為詢問(wèn)別人一日三餐喜歡吃的食物。學(xué)生上臺(tái)展示時(shí)，可使用電腦將自己選擇的食物直觀地放入每餐的盤(pán)中。本節(jié)課堂實(shí)錄如下：

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!與學(xué)生討論哪些是健康食品,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頁(yè)Section B的聽(tīng)力練習(xí)activity 2a, 2b以及Pairwork 2c.Step 5.鞏固描述一日三餐食譜的方法：同步閱讀“ 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 class.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、課后反思：學(xué)生在前一課的基礎(chǔ)上進(jìn)一步學(xué)會(huì)了如何表達(dá)一日三餐的食譜，也明白了合理搭配飲食，才會(huì)健康，快樂(lè)。Period Four(第四課時(shí))

一、教學(xué)目標(biāo)：

1．知識(shí)目標(biāo)

1)、將本單元所學(xué)內(nèi)容編成一個(gè)對(duì)話。

2）、鞏固單元語(yǔ)言知識(shí)點(diǎn)，即可教名詞與不可數(shù)名詞。

3． 能力目標(biāo)：學(xué)會(huì)綜合運(yùn)用英語(yǔ)交談喜歡與不喜歡的事物以及一日三餐的食譜。4． 情感目標(biāo)：懂得飲食合理、健康。

二、教學(xué)重點(diǎn)：復(fù)習(xí)單詞、句型以及一日三餐表達(dá)方法。

三、教學(xué)難點(diǎn)：可數(shù)名詞、不可數(shù)名詞以及有時(shí)可數(shù)名詞有時(shí)不可數(shù)名詞的分類。

四、教學(xué)設(shè)計(jì)：

Setp1.復(fù)習(xí)本單元內(nèi)容：要求學(xué)生編一個(gè)關(guān)于討論喜歡的食物以及一日三餐食譜的對(duì)話。本環(huán)節(jié)課堂實(shí)錄如下：

T: Look at the screen.Who are they? Ss: 蠟筆小新和櫻桃小丸子.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.歸納本單元語(yǔ)言點(diǎn)：可數(shù)與不可數(shù)名詞。（注：由于初一學(xué)生對(duì)于語(yǔ)法講解不太熟悉，為便于學(xué)生們理解及掌握，本環(huán)節(jié)以中文講解為主。）本環(huán)節(jié)課堂實(shí)錄：

T: Next let’s review the grammar together.Please take out your notebooks.T: 英語(yǔ)名詞可以大致分為兩類，是哪兩類？ Ss: 可數(shù)名詞和不可數(shù)名詞。

T: 對(duì)，可數(shù)名詞又可以分為兩類：?jiǎn)螖?shù)和復(fù)數(shù)名詞。

1．可數(shù)名詞。舉例：apple,orange,desk,chair,book等。

2．不可數(shù)名詞。比如：water, milk, bread, news等。不可數(shù)名詞一般沒(méi)有復(fù)數(shù)形式。表示其數(shù)量時(shí)要用計(jì)量名詞。比如a glass of water，一杯水，a piece of news一則新聞。

3．有時(shí)既可當(dāng)可數(shù)名詞又可當(dāng)不可數(shù)名詞。如：ice cream, salad,chicken.T: 好的，接下來(lái)我們來(lái)看可數(shù)名詞的復(fù)數(shù)形式。

可數(shù)名詞由單數(shù)變?yōu)閺?fù)數(shù)有五種情況：

1． 詞尾加s，如apples,oranges.2．以s, x, ch, sh, o結(jié)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結(jié)尾的，去y加ies.如story--stories.4．以f或fe結(jié)尾的，去f或fe加ves.如knife--knives.5．不規(guī)則變化：如child--children, man--men, tooth--teeth.T: 關(guān)于名詞的復(fù)數(shù)形式，清楚了嗎？ Ss: 清楚。T: 好，接著我們?cè)倏纯磩?dòng)詞變化。

1． 陳述句中，主語(yǔ)如果是第三人稱單數(shù)，謂語(yǔ)動(dòng)詞加S 如：He likes hamburgers.He has chicken for dinner.(have-has)2． 否定句中，主語(yǔ)如果是第三人稱單數(shù)，用doesn’t.主語(yǔ)如果是非第三人稱單數(shù)，用don’t.doesn’t和don’t后面動(dòng)詞變?cè)巍?/p>

如：I don’t like hamburgers He dosen’t like ice cream.3． 一般疑問(wèn)句中，主語(yǔ)如果是第三人稱單數(shù)，用doesn’t開(kāi)頭提問(wèn)，主語(yǔ)如果是非第三人稱單數(shù)，用don’t開(kāi)頭提問(wèn)，后面動(dòng)詞變?cè)巍?/p>

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.(抽樣調(diào)查現(xiàn)在中學(xué)生的早餐狀況并提出合理化的建議)

Unit 6 Do you like bananas?

SectionB教案

單元教材分析

本單元主要學(xué)習(xí)動(dòng)詞like的肯定句、否定句的用法；動(dòng)詞like的一般疑問(wèn)句的用法以及肯定與否定的回答。本單元以介紹食物，談?wù)撓矚g與厭惡為主題，設(shè)計(jì)了三個(gè)任務(wù)：先是搜集、利用圖片來(lái)介紹有關(guān)的食物，學(xué)習(xí)一些食物名詞；然后是學(xué)習(xí)詢問(wèn)對(duì)方喜歡與不喜歡的食物，掌握動(dòng)詞like的一般疑問(wèn)句的構(gòu)成以及它的肯定、否定的回答；最后是用所學(xué)過(guò)的食物名詞制定一次野炊活動(dòng)的采購(gòu)單。本單元的重點(diǎn)內(nèi)容仍然是行為動(dòng)詞在一般現(xiàn)在時(shí)句子中的使用，應(yīng)該是上一個(gè)單元內(nèi)容的延伸，通過(guò)本單元的教學(xué)，學(xué)生應(yīng)初步掌握行為動(dòng)詞一般現(xiàn)在時(shí)的肯定句、否定句、一般疑問(wèn)句的構(gòu)成以及簡(jiǎn)單的回答。單元知識(shí)系統(tǒng)(樹(shù))

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． 單元總體目標(biāo)

學(xué)會(huì)使用動(dòng)詞like詢問(wèn)對(duì)方喜歡與不喜歡的食物；學(xué)會(huì)談?wù)撟约号c他人早、中、晚餐喜歡吃的食物；學(xué)會(huì)營(yíng)養(yǎng)配餐并能夠制作購(gòu)物單和調(diào)查表。單元學(xué)情分析

本單元的主題是使用動(dòng)詞like詢問(wèn)對(duì)方對(duì)食物的喜好；談?wù)撟约号c他人喜歡吃的食物，學(xué)習(xí)并掌握行為動(dòng)詞的一般現(xiàn)在時(shí)的使用。通過(guò)前一單元的學(xué)習(xí)，學(xué)生已經(jīng)初步了解了行為動(dòng)詞一般現(xiàn)在時(shí)的構(gòu)成及其使用，再通過(guò)本單元學(xué)生比較感興趣的話題的操練，一定會(huì)使學(xué)生有更深刻的印象；同時(shí)教師要善于總結(jié)、比較以幫助學(xué)生了解構(gòu)成規(guī)律，正確把握所學(xué)內(nèi)容。

一、語(yǔ)言知識(shí)

1.詞匯：breakfast,lunch,dinner,runner,eat,run,star,lot, lots of,healthy,food,dessert

2.基本句型：For breakfast，she likes eggs，bananas，and apples.What do you like for breakfast？

3.教學(xué)重點(diǎn)：（1）食物的分類

(2)一般現(xiàn)在時(shí)第三人稱單數(shù)做主語(yǔ)時(shí)，動(dòng)詞的變化

4．教學(xué)難點(diǎn)：

（1）

一日三餐營(yíng)養(yǎng)搭配（2）

小短文理解

一、語(yǔ)言技能

1． 能自由討論自己喜歡或不喜歡的食物 2． 能用英語(yǔ)進(jìn)行一日三餐的營(yíng)養(yǎng)搭配

3． 能用英語(yǔ)做簡(jiǎn)單的報(bào)告或歸納并復(fù)述交談內(nèi)容

4． 培養(yǎng)表演能力，概括能力，想象能力，創(chuàng)新能力以及合作探究的能力

二、學(xué)習(xí)策略

在課前，我布置了兩個(gè)任務(wù)：

1、每組帶一兩種水果到課堂來(lái)，課中制作一個(gè)水果沙拉。

2、回家向父母了解一日三餐的營(yíng)養(yǎng)搭配，并能自己設(shè)計(jì)出一份合理的菜譜。這兩項(xiàng)任務(wù)所要求的語(yǔ)言知識(shí)，在前面兩課中已經(jīng)有所介紹、學(xué)習(xí)，所以難度不會(huì)很大。自己動(dòng)手做調(diào)查、做實(shí)驗(yàn)，培養(yǎng)了學(xué)生的動(dòng)手能力、思考能力，擴(kuò)大了學(xué)生的知識(shí)面；同時(shí)學(xué)生自主學(xué)習(xí)有關(guān)的語(yǔ)言知識(shí)，充分利用了課余時(shí)間，也提高了課堂效率，提高了學(xué)生在實(shí)踐中運(yùn)用語(yǔ)言的能力。

三、情感態(tài)度

培養(yǎng)學(xué)生濃厚的學(xué)習(xí)興趣，培養(yǎng)學(xué)生的學(xué)習(xí)自信心，使其具有成功的體驗(yàn)。

四、文化意識(shí)

了解中西方不同的一日三餐營(yíng)養(yǎng)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 class.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 class.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 class.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/waitress,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? 本課總結(jié)

本課主要是學(xué)習(xí)一些食物名詞并復(fù)習(xí)行為動(dòng)詞like一般現(xiàn)在時(shí)的肯定句、否定句和一般疑問(wèn)句的用法以及肯定與否定的回答；復(fù)習(xí)名詞的復(fù)數(shù)形式；總結(jié)行為動(dòng)詞一般現(xiàn)在時(shí)的肯定句、否定句和一般疑問(wèn)句的結(jié)構(gòu)，尤其是三單形式的變化。并通過(guò)各種活動(dòng)方式學(xué)會(huì)營(yíng)養(yǎng)配餐。板書(shū)設(shè)計(jì)

Unit 6 Do you like bananas? Section B

Words: breakfast, lunch, dinner, egg, apple.Chicken, fruit, vegetables, run, runner, eat, star, lot, healthy, food, dessert, 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? 教學(xué)反思

通過(guò)本部分的學(xué)習(xí)，學(xué)生應(yīng)基本掌握行為動(dòng)詞一般現(xiàn)在時(shí)各種句型結(jié)構(gòu)，特別是能意識(shí)到動(dòng)詞“單三”形式的使用場(chǎng)合以及掌握動(dòng)詞“單三”形式的變化規(guī)律，因此在本部分的教學(xué)中教師可對(duì)所學(xué)的語(yǔ)法規(guī)則進(jìn)行適當(dāng)?shù)目偨Y(jié)和歸類，以幫助學(xué)生記憶和鞏固。在總結(jié)中一定要注意一個(gè)術(shù)語(yǔ)“第三人稱單數(shù)”，對(duì)于這一術(shù)語(yǔ)，學(xué)生以前的理解就是指“他／她／它”，這時(shí)要讓學(xué)生知道“第三人稱單數(shù)”是指“he, she, it,不是you，不是I的其它任何一個(gè)單數(shù)形式”，在這種情況下，謂語(yǔ)動(dòng)詞都要做出變化。當(dāng)然，從理論上給學(xué)生以指導(dǎo)，其目的還是指導(dǎo)實(shí)踐，要讓學(xué)生真正掌握這一語(yǔ)法結(jié)構(gòu)，進(jìn)行大量的句型變化練習(xí)是必不可少的

第四篇：初中英語(yǔ)教案

初中英語(yǔ)教案

初中英語(yǔ)教案：讓活動(dòng)更好的發(fā)揮效能

一 教學(xué)背景:

本課為九年級(jí)英語(yǔ)教材Unit 14中內(nèi)容。把這節(jié)課的重點(diǎn)定為五種時(shí)態(tài)的變形。由于在八年級(jí)中學(xué)生已接觸了直接引語(yǔ)變間接引語(yǔ)時(shí)態(tài)不發(fā)生變化的情況，學(xué)生對(duì)人稱的變化已經(jīng)掌握，因而本節(jié)課只需提及，不必列為重點(diǎn)。

二 教學(xué)思路:

本節(jié)課由呈現(xiàn)簡(jiǎn)筆畫(huà)引入，讓學(xué)生猜測(cè)圖中人物的語(yǔ)言。再列出圖中人物的原話，讓學(xué)生引述。教師在學(xué)生使用間接引語(yǔ)中提醒他們對(duì)時(shí)態(tài)的關(guān)注。呈現(xiàn)完五種時(shí)態(tài)的變化形式，再附之以練習(xí)。讓學(xué)生在機(jī)械操練中掌握間接引語(yǔ)的時(shí)態(tài)變化。為了讓學(xué)生對(duì)本節(jié)課的重點(diǎn)內(nèi)容達(dá)到熟練的程度及增強(qiáng)學(xué)習(xí)的趣味性，筆者又設(shè)計(jì)了“傳話”和“我是小記者”兩項(xiàng)活動(dòng)。“傳話”這一活動(dòng)旨在口頭的操練間接引語(yǔ);“我是小記者”則是進(jìn)行聽(tīng)和寫(xiě)的練習(xí)來(lái)鞏固此語(yǔ)法知識(shí)。最后，由學(xué)生再次歸納直接引語(yǔ)變間接引語(yǔ)時(shí)的時(shí)態(tài)的變化。

三 教學(xué)片段:(“傳話”活動(dòng)的開(kāi)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同學(xué)回答完，教師將句子投影到屏幕上，讓其他同學(xué)判斷B同學(xué)轉(zhuǎn)述的是否正確)

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?(教師溫和的詢問(wèn))

Ss: He said that he was writing.(教師發(fā)現(xiàn)雖然在前面操練的效果不錯(cuò)，但在進(jìn)行口頭練習(xí)時(shí)，錯(cuò)誤的頻率還是很高，部分較差的學(xué)生似乎跟不上.于是筆者先讓學(xué)生把句子投影到屏幕上，在把句子讀給大家聽(tīng)，讓所有的學(xué)生有思考的時(shí)間)

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.(時(shí)間狀語(yǔ)的變形并不是筆者今天所教內(nèi)容，指出錯(cuò)誤是必然的，但該如何解釋，這是筆者設(shè)計(jì)時(shí)未考慮的,因而筆者只是把正確的表述教給學(xué)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..”

(在八對(duì)學(xué)生做完此練習(xí)后，筆者讓全班同學(xué)集體把這五個(gè)間接引語(yǔ)的句子大聲朗讀一遍，再次鞏固直接引語(yǔ)改間接引語(yǔ)的時(shí)態(tài)變化。)

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.初中英語(yǔ)教案：Teaching Plan

TITLE: Unit 12(Lesson45)TEACHING AIDS: Multiple media and tape recorder TEACHING PURPOSE: 1.Count numbers from 1to 50 2.Learn some plural forms of nouns(重點(diǎn))3.Practise drills like this:(重點(diǎn)、難點(diǎn))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 guess)

S: There is a/an......in it./There are.....in it.(引出本節(jié)課的重點(diǎn)、難點(diǎn):名詞的復(fù)數(shù)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(幻燈片顯示，鞏固本節(jié)課所學(xué)重點(diǎn)內(nèi)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 & expressions

2.Text-learning

3.Using the simple present tense to express preferences

Materials:

Students’ Book 7A page 67

A cassette 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 discuss 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 expression:

----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 expression 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 possible 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 discuss 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 assignment

In this class, 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 expression.Today’s homework:

1.Copy the new words.2.Recite the text.3.Complete the report on page 67.Comments after class

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 lesson, my design is firstly moving from old knowledge to new knowledge,from previous lesson to the next one.My topic is “Our animal friends”, and children like animals.So at the beginning of the lesson, I invite students to introduce their favourite animals.They could take their pets to the class 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 class.I think students can learn something not only inside class but also outside class.Maybe I should continue to improve the situational teaching method.

第五篇：初中英語(yǔ)教案（范文模版）

Lesson 42

Target language 目標(biāo)語(yǔ)言

1.Words and phrases生詞和短語(yǔ)：

language，exciting，main，meaning，welcome，Mexico，Spanish，million，official，F(xiàn)rench，united，nation，each other, all over the world, official language

2.Key sentences重點(diǎn)句子：

Learning English helps the people all over the world talk to each other.What do you mean by “United States”?

More than 450 million people in the world can speak English.Ability goals 能力目標(biāo)

Enable the students to talk about the importance of learning English.Learning ability goals 學(xué)能目標(biāo)

Help the students learn to talk about the importance of learning English.Teaching important & difficult points 教學(xué)重難點(diǎn)

Get the students to learn about the importance of learning English.Teaching aids 教具準(zhǔn)備

A tape-recorder, some slides, a multiple-media computer and a projector.Teaching procedures & ways 教學(xué)過(guò)程與方式

Step I Homework checking and lead in

Check the students their homework to have a review of what they have learned during last period.T: Hello, everyone!Have you finished your homework?

S: Yes!

T: Well!Which pair would like to read it to us?

Ask some pairs to act out the dialogues.T: Quite good!Let’s give a big hand to them.…

T: I am very glad you can make phone calls in English.But can you tell me why people all over the world are learning English?

S: English has become an international language.Wherever you go, English is always commonly used.T: Yes, English is widely used in the world.It is also the official language of many countries.Today, we are going to learn Lesson 42 Welcome to the World of English!

Step II Listening

Ask the students to listen to the conversation and answer the questions given to have a basic idea of this text.T: Please listen to the tape carefully and answer the following questions.1.How many people can speak English?

2.What are the main languages used at the United Nations?

Play the tape-recorder, ask the students to listen carefully and take some notes if necessary.After that, ask some students to answer the questions above.S1: More than 450 million people in the world can speak English.S2: English, Chinese and French are the main languages used at the United Nations.T: That’s it!Please read after the tape.While reading, please underline the difficult language points.If necessary, explain the following language points in class and then give the students a few minutes to practice.1.help sb.(to)do

E.g.I help my mother(to)do some housework.2.talk to = talk with

E.g.Don’t talk to a stranger.3.more than = over

E.g.There are more than 50 students in our class.4.What do you mean by…?

E.g.What do you mean by saying you are stupid?

Step III Readingspeaking

Ask the students to read the text and talk about why it is important to learn English according to the text and their own opinions.T: Read the passage again and tell me why it is important to learn English.Get the students to read the text and give them enough time to discuss in groups.After that, ask some of them to express their opinions.S1: Learning English helps the people all over the world talk to each other.S2: More than 450 million people in the world can speak English.S3: It is the official language of more than forty-five countries.T: Correct!Any other ideas?

S1: English has become a bridge between China and other countries.S2: I will have a bright future, if I learn English well.S3: The English language is used as the world language today.T: Great!So, you see, learning English is very important.Speaking is especially important in learning English.But how can we speak English well?

S1: We should read and speak English every day.S2: And we also have to use it as much as possible.T: Yes, I agree with you.Rome wasn't built in a day.Learning English takes time,S2: When we read, read as loudly as possible, as clearly as possible and as quickly as possible.T: Wonderful!If you want to speak good English, please don't care how poorly or how well you speak, only care about catching the chances to speak.You must enjoy losing face;just forget about your face.The more you speak, the better your English will become.The more mistakes you make, the more progress you will make.You must enjoy speaking poor English, because speaking is the only thing that will lead you towards success.Don't give up.Just try your best.Every time you move your mouth, your memory will deepen, your muscles will strengthen.You can make itStep IV Homework

1.Read the first reading in Reader.2.Preview Lesson 43 Write a Letter in English!

3.Do exercises in the activity book.Lesson 45

Target language 目標(biāo)語(yǔ)言

1.Words and phrases生詞和短語(yǔ)：

ago, pronounce, story, keep / stop doing, look it up in a dictionary

2.Key sentences重點(diǎn)句子：

She speaks English, but her grandmother taught her some Chinese.When I don’t understand a word, I look it up in the dictionary.I like reading, but my favorite way to learn English is watching TV and movies.Ability goals 能力目標(biāo)

Enable students to talk about how to learn English well.Learning ability goals 學(xué)能目標(biāo)

Help the students learn how to learn English well.Teaching important & difficult points 教學(xué)重難點(diǎn)

Get the students to learn about the method of learning English well.Teaching aids 教具準(zhǔn)備

A tape-recorder, a multiple-media computer, some slides and a projector

Teaching procedures & ways 教學(xué)過(guò)程與方式

Step I Lead in

Lead the students to the new lesson.T: It is fine day today!Why not sing a song to begin our class? Now let’s sing the song Say the Word together.T: Quite well!Say the Word is useful to read the difficult English words.As long as you keep trying, you will learn English better and better.Step II Warming up

Ask the students to talk about the questions in THINK ABOUT IT in groups of four.T: Look at the questions on the top of page 56 and have a discussion about it.Give the students enough time to discuss the questions and then ask some of them to give their opinions.T: Time is up.The first one, if you move to Canada, what difficulties will you meet? What will you do?

S: If I move to Canada, I may not understand what they are saying.I have to spend a lot of time speaking with them and listening to the radio and watching TV more often.T: Good idea!How does Teresa learn English?

S: Maybe she gets some help from her Canadian friends and she reads and speaks English a lot and listens to English as often as possible.T: Good answer!Well, would you like to get the answers about how Teresa learns English? The text Keep Trying will give you the answer.Step III Listening

Ask the students to listen to the text and answer some questions to get familiar with the text.T: Listen to the tape and answer the questions on the slide.1.Where does Teresa live now?

2.Where does Teresa come from?

3.When Teresa doesn’t understand a word, what does she do?

4.What about Teresa’s favorite way to learn English?

The teacher can divide the class into two groups and have a competition to see which group can correctly answer more questions, and this group wins.Suggested answers:

1.Teresa lives in Canada now.2.Teresa comes from Hong Kong.3.When Teresa doesn’t understand a word, she looks it up in a dictionary.4.Teresa’s favorite way to learn English is watching TV and movies.Step IV Reading

Ask the students to read the text and explain some language points to help them to understand the text better.T: Read the text silently and underline the sentences you don’t understand.Then the teacher explains the language points to the students on the slide.1.teach sb.sth.= teach sth.to sb.E.g.Mary teaches me English.= Mary teaches English to me.teach sb.to do sth.E.g.Mary teaches me to learn English.2.*look up（在字典中）查尋，查找

E.g.I look up the words in the dictionary.= I look them(the words)up in the dictionary.*look up 向上看

E.g.He looked up and saw a plane in the sky.* look up 了解

E.g.I must look up the time of the plane.3.(the)way to do sth.=(the)way of doing sth.E.g.What is the best way to learn English? = What is the best way of learning English?Step V Speaking

Get students to talk about questions in LET’S DO IT in groups of four and help them to have a better idea of learning English well.T: Who can tell me Teresa’s tips of learning English?

S: Teresa has some good tips for learning English, for example, she uses a dictionary more often, reads a lot, speaks everyday and never stops.T: You got it!Let’s come to LET’S DO IT: Can Chinese students learn English like Teresa does? Why or why not? Talk in a small group first, and then share your ideas with the class.S: I think Teresa finds the proper way to learn English.So Chinese students can learn English like Teresa.Reading and speaking are very important to English learners.The spirit of keeping trying is a key to doing every thing well.That is why we should follow Teresa’s way to learn English.T: Your group did a good job!

Step VI Homework

1.Preview Lesson 46 Your Future and English.2.Do exercises in the activity book.