第一篇：初中英語教案教學反思

篇一：初中英語教案教學反思

本學期的教學工作已經接近尾聲，通過一學期的教學，工作中有了許多收獲，但同時也遇到了一些問題現反思如下。

一、詞匯教學

本冊書詞匯量大，其中七年級上冊有詞匯700個左右，下冊約450個，八年級上冊約450個，下冊約400個，九年級全冊約500個，合計2500個。詞匯量大自然也就增加了教學的難度，但我們又必須讓學生掌握，否則難以適應教材的要求。那么我們該采取什么方式來教學單詞？

實踐證明，傳統教學中，靠講解和機械操練掌握詞匯的方法是不行的。尤其在當前中、小學英語脫節，詞匯量大，教學任務重的形勢下，我們更應注重培養學生自學的能力。我認為我們應做好下列幾點：

1.重師范。在教單詞時，要求教師自己示范到位，發音清晰，講解發音要點。同時培養學生認真聽，專心看，積極模仿的好習慣。聽清后再跟說。確定學生大都聽清，模仿正確后，再出示單詞卡片，以免分散學生的注意力。對直觀的單詞配以圖片、體態語幫助學生理解。順利完成音——形——義的逐步過度。

2.重情景。單詞是構成語言的三大要素之一。人類思維活動是借助詞匯進行的。人類思想的交流也是通過由詞構成的句子來實現的。沒有詞匯任何語言都是不可想象的。因此單詞具有語言的意義，應在特定的語境中引出，這樣既便于學生理解，印象也深刻。

3.重遷移。在教學中我們應提倡“新舊貫通”或叫“相互遷移”。其實這也是一個很好的學習方法。如：pen--pencil--pencil-box , day--today--Monday--Tuesday--yesterday, all--tall---ball--small 等等。

4.重運用。學習單詞的目的是為了運用詞匯，并能正確運用到筆頭表達之中。在英語教學中創設一定的語言情景，使學生宛如置于一種真實的語言環境中，就能使學生自然而然使用所學習詞匯來表達他們的思想感情，從而達到學以至用的效果。如：七年級上冊unit3的教學，我們可以讓學生帶全家照來學校，讓學生相互介紹自己的家人，讓學生在運用中掌握單詞與句型。

二、任務設計

本冊書倡導以任務為基礎的教學，也就是引導學生通過完成具體的任務活動來學習語言，讓學生為了特定的學習目的去實施特定的語言行動，通過完成特定的交際任務來獲得和積累相應的學習經驗。任務的設計也就是要給學生提供明確、真實的語言信息，使學生在一種自然、真實或模擬真實的情境中體會語言、掌握語言的應用。那么我們在教學中又應如何設計任務？

1.任務要真實。既要從學生的認知水平和生活實際出發，又要與社會生活緊密相連。如教授八年級上冊 Unit 5 時，我們可以設計這樣的任務：某同學生日要舉行一個晚會，邀請各位同學參加，你是接受還是拒絕，用英語又如何表示？班級要召開新年晚會，你如何邀請科任老師？

2.任務要可完成。如果設計的任務不可完成，將在很大程度上妨礙學生主體水平的發揮。

3.任務要由簡到繁，由易到難，層層深入，構建由初級任務到高級任務并由高級任務涵蓋初級任務的循環，使教學階梯式地層層遞進。

4.要注意任務的合作性。任務的完成必須依賴于學習者之間的共同合作，每一個學習者在執行任務的過程中，都擔當各自不同的角色，都需要提供自己所掌握的信息，在共同完成任務的過程中培養合作精神

三、閱讀教學

現在我們流行這樣一種說法：一節課老師最多講15分鐘，剩下的要么是開展活動，要么就是讓學生自學。《新目標英語》中每單元至少有兩篇閱讀材料，我們現在一般都采用閱讀教學法，通過發現問題、分析問題、解決問題來獲得知識，強調自學與合作學習。那么在課堂教學中教師到底要不要講？究竟應該怎樣講？

葉圣陶先生曾說過：講當然是必要的，問題可能在如何看待講和怎樣講。可見教師并不是不能講，而是要“精要地講”。再說，只讓學生暢抒己見而沒有教師精當的講授和適時的點撥，學生的思維不可能深入；只讓學生想象體驗而沒有教師開啟智慧的引導，學生的創新精神很難得到培養；只讓學生誦讀感悟而沒有教師的品詞析句，學生的學習勢必缺少深度和廣度。因此教師作為學生學習的組織者、引導者、促進者，必須從教育規律和學生實際出發，精心設計好自己的“講解點”。那么，在何時精要地講呢？

1.自讀之前啟發講：即在學生自主閱讀之前，簡明扼要地揭示閱讀要求和重點。

2.重點地方著重講：對材料中的重點、難點和關鍵之處，在學生自讀、自悟的基礎上進行重點講解，該挖掘處必挖掘，該品味，該講深講透的地方必須講深講透。

3.疑難問題明確講：當學生在材料理解上遇到疑難時教師要鮮明地講，從而為學生解難釋疑，讓學生正確理解、領悟材料內容。

4.合作中提示講：當學生在合作學習中不能抓住要點進行有效合作時，教師要進行提示性講解，以使合作有效、深入。

5.總結時補充講：在總結一節課、一篇材料的閱讀情況時，在學生概括、總結的基礎上，教師要及時進行補充，以進一步進行提煉和歸納，從而使總結更加完整、準確。

四、音標教學

本冊書中沒有突出音標教學，但為了幫助學生掌握單詞，改變學生從一開始學英語就處于被動的學習地位的現狀，我們必須進行音標教學。那么，我們如何在新形勢下教學音標？

我認為可采用先集中后分散的教學原則。這里所說的集中，即首先運用3個左右的學時集中識記26個字母，這期間穿插一些日常英語用語和簡短易學的英語歌曲，內容基本上跟教材相符；其次，用2——3周的時間進行字母、音素和音標的教學，教學的重點要放在了解字母、音素、音標三者之間的內在聯系，明確各自在拼讀單詞中的作用，完成48個音素、音標及其相應字母、字母組合的教學，使學生初步過發音、拼讀開口關。同時，結合教材生詞表上的單詞練習拼讀，掌握用音、形、義相結合的正確方法識記單詞（可以是生詞表上部分單詞，特別是一些有讀音規律的單詞），從而使學生初步形成獨立拼讀的能力，使學生的英語學習從一開始就進入積極主動的學習狀態。然后是分散教學，即按照教材所編的教學任務施教。以達到在教學中進一步分散鞏固前面所學的字母、音素和音標，確實形成熟練的拼讀能力，并進一步學習和掌握單音部分的其它學習內容。

五、語法教學

課本倡導和鼓勵任務型語言教學模式。也就是讓學生通過表達、溝通、交涉、解釋、詢問等各種語言活動形式來學習和掌握語言。這套教材圖文并茂、實用性強，交際性強。如八年級（上）中的 Unit 6 重點是講授形容詞的比較級，教材中除了少數的幾個例句，根本沒有提到任何語法規則。但是在教學實踐中到底要不要教學語法？語法教學應受到多大的重視？

我認為應該教學語法，應該重視語法教學。當然，我強調語法教學的重要性并不是要回復到傳統的語法教學模式中去，而是強調培養學習者的語法意識。Widdowson 在一次演講中指出，語言由兩部分內容組成，一部分是綜合的，記憶中的詞塊；另一部分是分析性的語法規則。語法在語言中起的是調節性的作用，但是這一功能必不可少。不學語法是不可能真正學會一種語言的。事實上，在農村大多數學生在離開課堂之后并沒有多少聽說英語的機會，他們十分缺少環境英語的反復刺激。而在課堂中學到的畢竟有限，如果讓他們掌握了規律，那么在任何時候他們都能通過思考，轉化成自己的知識，繼而形成語言能力。一旦有了良好的外語交際環境，學生們自然也就能自如地運用。

第二篇：初中英語教案

說課 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

生

識圖).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；幾乎沒有 Ever adv.曾；曾經

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：初中英語教案

初中英語教案：新目標英語七年級unit6 Do you like bananas？

2007-05-22 01:38

（2）在與同學合作完成任務的活動中主動探究和學習語言；并運用知識內在規律幫助記憶、鞏固知識。

三、課時結構

為了能較好地 實現既定的教學目標，結合本單元教學內容和學生的學習規律，將本單元授課時定為四課時。

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、教學過程設計 Period One(第一課時)

一、教學目標 1.知識目標： 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：通過學習本課，學生能夠用英語互相討論喜歡與不喜歡的食品。3.情感目標：討論美食，享受生活美味，提倡健康合理膳食。

二、教學重點：掌握關于食物的詞匯。

三、教學難點：學會使用交際用語Do you like bananas? Yes,I do.No, Idon’t.四、教學設計：

Step1.通過讓學生猜冰箱里有哪些食物的形式，導出新的單詞。同時讓全體學生拼讀每個單詞、讓個別學生將單詞寫到黑板上。本環節課堂節錄如下：

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.布置一項任務:老師手持一個盒子, 讓同學猜猜老師最喜歡的食物.規則為學生只能問老師問題而老師只用 “Yes” 或 “No” 回答。

本環節課堂節錄如下：

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：要求同桌學生合作編一個小型對話，主題為詢問別人喜歡或不喜歡的食物。要求使用剛學過的食物類單詞以及句型，同時也可以適當地加入課外單詞(老師請一程度較好的學生先進行示范)。本環節課堂節錄：

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Section A聽力練習activity 2a, 2b.Setp5.當堂聽寫：聽寫單詞與句型，進一步鞏固本課學習內容，并將本課應掌握的單詞和句型落實到“寫”上，使學生不但會說同時會寫。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，貼近學生生活，因此學生很喜歡該主題，上課氣氛比較熱烈。課堂布置的任務使學生在完成的過程中不知不覺地掌握了單詞與句型，從而達到教學目標。

Period Two(第二課時)

一、教學目標 1． 知識目標：

1）能將所學單詞進行歸類。

2）熟練地掌握主語為第三人稱單數和非第三人稱的否定句、一般疑問句及其回答。

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：能用英語熟練地交流喜歡與不喜歡的食品，并在班上提問同學展開調查。3.情感目標：通過談論美食，進一步引導學生享受美味生活，同時培養學生的合作學習精神。

二、教學重點：掌握主語為三單和非三單時的陳述句、否定句、一般疑問句及其回答的形式。

三、教學難點：主語是第三人稱單數時的否定句和疑問句中的動詞變化形式。

四、教學設計: Step 1.復習前課所學單詞與句型：通過看圖片說單詞的方式復習單詞，并通過詢問學生“Do you like bananas/ oranges…?”的形式，復習前一課的句型。

本環節課堂節錄如下：

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.導入新課：分別請一男孩和女孩回答老師的問題，說出他們喜歡與不喜歡的食物，然后就這兩位學生的情況向全班提問，以此介紹主語為三單和非三單時的各種句型。本環節課堂節錄如下：

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!(邊說邊板書重點句型.)Step 3 布置任務：四人小組活動。其中兩位互相詢問對方喜歡與不喜歡的食物，另兩位轉述他們所說的情況。

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Part 3中的Pairwork..Find out what Bob and Bill like and don’t like.Then draw in the chart.Step 5簡單總結一下語法。然后布置拓展性的任務：假如明天是你的生日，你打算邀請一些同學來你家做客,你事先已了解他們所喜歡的食物。你和媽媽討論準備去買一些他們喜歡吃的東西。要求和同伴合作編對話，然后上臺表演。(教師事先與一學生做示范.)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 Part 4中的Food survey。要求學生就表格中的食物向同伴提問：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。

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)

一、教學目標

2． 知識目標： 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：學完本課，學生能夠用英語描述一日三餐的食譜。3.情感目標：懂得一日三餐應合理搭配飲食，才會健康，快樂。

二、教學重點：掌握本課新單詞。

三、教學難點：掌握描述一日三餐的方法。

四、教學設計：

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.導入新課：在大屏幕上出現三個盤子，分別代表一日三餐，并將剛復習的食物放入盤中，引導學生表述三餐的食譜。本節課堂實錄如下：

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：要求同桌學生合作編對話，主題為詢問別人一日三餐喜歡吃的食物。學生上臺展示時，可使用電腦將自己選擇的食物直觀地放入每餐的盤中。本節課堂實錄如下：

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Section B的聽力練習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：學生在前一課的基礎上進一步學會了如何表達一日三餐的食譜，也明白了合理搭配飲食，才會健康，快樂。Period Four(第四課時)

一、教學目標：

1．知識目標

1)、將本單元所學內容編成一個對話。

2）、鞏固單元語言知識點，即可教名詞與不可數名詞。

3． 能力目標：學會綜合運用英語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：懂得飲食合理、健康。

二、教學重點：復習單詞、句型以及一日三餐表達方法。

三、教學難點：可數名詞、不可數名詞以及有時可數名詞有時不可數名詞的分類。

四、教學設計：

Setp1.復習本單元內容：要求學生編一個關于討論喜歡的食物以及一日三餐食譜的對話。本環節課堂實錄如下：

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.歸納本單元語言點：可數與不可數名詞。（注：由于初一學生對于語法講解不太熟悉，為便于學生們理解及掌握，本環節以中文講解為主。）本環節課堂實錄：

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

T: 對，可數名詞又可以分為兩類：單數和復數名詞。

1．可數名詞。舉例：apple,orange,desk,chair,book等。

2．不可數名詞。比如：water, milk, bread, news等。不可數名詞一般沒有復數形式。表示其數量時要用計量名詞。比如a glass of water，一杯水，a piece of news一則新聞。

3．有時既可當可數名詞又可當不可數名詞。如：ice cream, salad,chicken.T: 好的，接下來我們來看可數名詞的復數形式。

可數名詞由單數變為復數有五種情況：

1． 詞尾加s，如apples,oranges.2．以s, x, ch, sh, o結尾的加es, 如bus--buses, box--boxes, watch--watches, brush--brushes，tomato--tomatoes.但有些例外。如：radios，photos, zoos.3．以y結尾的，去y加ies.如story--stories.4．以f或fe結尾的，去f或fe加ves.如knife--knives.5．不規則變化：如child--children, man--men, tooth--teeth.T: 關于名詞的復數形式，清楚了嗎？ Ss: 清楚。T: 好，接著我們再看看動詞變化。

1． 陳述句中，主語如果是第三人稱單數，謂語動詞加S 如：He likes hamburgers.He has chicken for dinner.(have-has)2． 否定句中，主語如果是第三人稱單數，用doesn’t.主語如果是非第三人稱單數，用don’t.doesn’t和don’t后面動詞變原形。

如：I don’t like hamburgers He dosen’t like ice cream.3． 一般疑問句中，主語如果是第三人稱單數，用doesn’t開頭提問，主語如果是非第三人稱單數，用don’t開頭提問，后面動詞變原形。

如：Does he like pears? Do they like Salad? T: OK.These are the main grammar points of unit six.Do you have any questions? Ss: No.Finish off Self-Check.Do a short test about the grammer above.Homework 1.Make a survey and write a report.(抽樣調查現在中學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

本單元主要學習動詞like的肯定句、否定句的用法；動詞like的一般疑問句的用法以及肯定與否定的回答。本單元以介紹食物，談論喜歡與厭惡為主題，設計了三個任務：先是搜集、利用圖片來介紹有關的食物，學習一些食物名詞；然后是學習詢問對方喜歡與不喜歡的食物，掌握動詞like的一般疑問句的構成以及它的肯定、否定的回答；最后是用所學過的食物名詞制定一次野炊活動的采購單。本單元的重點內容仍然是行為動詞在一般現在時句子中的使用，應該是上一個單元內容的延伸，通過本單元的教學，學生應初步掌握行為動詞一般現在時的肯定句、否定句、一般疑問句的構成以及簡單的回答。單元知識系統(樹)

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

學會使用動詞like詢問對方喜歡與不喜歡的食物；學會談論自己與他人早、中、晚餐喜歡吃的食物；學會營養配餐并能夠制作購物單和調查表。單元學情分析

本單元的主題是使用動詞like詢問對方對食物的喜好；談論自己與他人喜歡吃的食物，學習并掌握行為動詞的一般現在時的使用。通過前一單元的學習，學生已經初步了解了行為動詞一般現在時的構成及其使用，再通過本單元學生比較感興趣的話題的操練，一定會使學生有更深刻的印象；同時教師要善于總結、比較以幫助學生了解構成規律，正確把握所學內容。

一、語言知識

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.教學重點：（1）食物的分類

(2)一般現在時第三人稱單數做主語時，動詞的變化

4．教學難點：

（1）

一日三餐營養搭配（2）

小短文理解

一、語言技能

1． 能自由討論自己喜歡或不喜歡的食物 2． 能用英語進行一日三餐的營養搭配

3． 能用英語做簡單的報告或歸納并復述交談內容

4． 培養表演能力，概括能力，想象能力，創新能力以及合作探究的能力

二、學習策略

在課前，我布置了兩個任務：

1、每組帶一兩種水果到課堂來，課中制作一個水果沙拉。

2、回家向父母了解一日三餐的營養搭配，并能自己設計出一份合理的菜譜。這兩項任務所要求的語言知識，在前面兩課中已經有所介紹、學習，所以難度不會很大。自己動手做調查、做實驗，培養了學生的動手能力、思考能力，擴大了學生的知識面；同時學生自主學習有關的語言知識，充分利用了課余時間，也提高了課堂效率，提高了學生在實踐中運用語言的能力。

三、情感態度

培養學生濃厚的學習興趣，培養學生的學習自信心，使其具有成功的體驗。

四、文化意識

了解中西方不同的一日三餐營養搭配 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

本課主要是學習一些食物名詞并復習行為動詞like一般現在時的肯定句、否定句和一般疑問句的用法以及肯定與否定的回答；復習名詞的復數形式；總結行為動詞一般現在時的肯定句、否定句和一般疑問句的結構，尤其是三單形式的變化。并通過各種活動方式學會營養配餐。板書設計

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? 教學反思

通過本部分的學習，學生應基本掌握行為動詞一般現在時各種句型結構，特別是能意識到動詞“單三”形式的使用場合以及掌握動詞“單三”形式的變化規律，因此在本部分的教學中教師可對所學的語法規則進行適當的總結和歸類，以幫助學生記憶和鞏固。在總結中一定要注意一個術語“第三人稱單數”，對于這一術語，學生以前的理解就是指“他／她／它”，這時要讓學生知道“第三人稱單數”是指“he, she, it,不是you，不是I的其它任何一個單數形式”，在這種情況下，謂語動詞都要做出變化。當然，從理論上給學生以指導，其目的還是指導實踐，要讓學生真正掌握這一語法結構，進行大量的句型變化練習是必不可少的

第四篇：初中英語教案

初中英語教案

初中英語教案：讓活動更好的發揮效能

一 教學背景:

本課為九年級英語教材Unit 14中內容。把這節課的重點定為五種時態的變形。由于在八年級中學生已接觸了直接引語變間接引語時態不發生變化的情況，學生對人稱的變化已經掌握，因而本節課只需提及，不必列為重點。

二 教學思路:

本節課由呈現簡筆畫引入，讓學生猜測圖中人物的語言。再列出圖中人物的原話，讓學生引述。教師在學生使用間接引語中提醒他們對時態的關注。呈現完五種時態的變化形式，再附之以練習。讓學生在機械操練中掌握間接引語的時態變化。為了讓學生對本節課的重點內容達到熟練的程度及增強學習的趣味性，筆者又設計了“傳話”和“我是小記者”兩項活動。“傳話”這一活動旨在口頭的操練間接引語;“我是小記者”則是進行聽和寫的練習來鞏固此語法知識。最后，由學生再次歸納直接引語變間接引語時的時態的變化。

三 教學片段:(“傳話”活動的開展)

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同學回答完，教師將句子投影到屏幕上，讓其他同學判斷B同學轉述的是否正確)

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)

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

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.(時間狀語的變形并不是筆者今天所教內容，指出錯誤是必然的，但該如何解釋，這是筆者設計時未考慮的,因而筆者只是把正確的表述教給學生)

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..”

(在八對學生做完此練習后，筆者讓全班同學集體把這五個間接引語的句子大聲朗讀一遍，再次鞏固直接引語改間接引語的時態變化。)

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)3.Practise drills like this:(重點、難點)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.(引出本節課的重點、難點:名詞的復數及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，鞏固本節課所學重點內容)

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：初中英語教案

初中英語教案,一般過去式,一般過去式免費下載。一般過去時 Ⅰ、一般過去時表示的意思（引例）

He lived here ten years ago.I stayed at her home last night.It was very hot yesterday.動詞形式：動詞的過去式

用法： 表示過去某一時間內發生的動作或存在的狀態。Ⅱ、一般過去時的時間短語

常見的表示過去時間概念的短語： last night, yesterday, last year, … ago, just now, in 過去年份 等 這些短語的位置：句首、句末

e.g.We cleaned the classroom this morning.This morning we cleaned the classroom.Ⅲ、動詞過去式的變化（規則動詞）一般在詞尾加 ed ask → asked help → helped

e.g.They asked me the time just now.以 e 結尾直接加 d arrive → arrived

e.g.I arrived late this morning.動詞過去式的變化（規則動詞）以重讀閉音節結尾的，則雙寫 plan → planned

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

e.g.He tried to climb the tree, but he could not.動詞過去式的變化（規則動詞）

練習： 規則動詞的過去式的變化方式

(書本)P151 Ⅳ、動詞過去式的變化（不規則動詞）例： go → went drink → drank eat → ate see → saw

練習： 不規則動詞的過去式的變化(書本)p153 動詞過去式的變化（不規則動詞）e.g.I went to his birthday party last night.I met my teacher in the street today.知識結構 一般過去時 構成 用法 常用時間 動詞的過去式

1、表示過去某個時 間發生的動作或 存在的狀態。

2、表示過去經常或 反復發生的動作動作。yesterday last night in 1990 two days ago 動詞過去式 的構成 規則動詞 不規則動詞 構成 讀音

規則動詞過去式的構成 構成規則 例詞

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

2、結尾是 e 的動詞加--d live lived hope hoped use used

3、末尾只有一個輔音字母的 重讀閉音節詞，先雙寫這 個輔音字母，再加—ed stop stopped plan planned trip tripped

4、結尾是―輔音字母+y‖的動詞，先變―y‖為―i‖再加—ed study studied carry carried 清念 /t/ ,元濁/d/ /t/ /d/ 之后念/id/ 規則動詞詞-ed的讀音 說明：

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 寫出下列動詞的過去式 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 不規則動詞表 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、表示過去某個時間發生的動作或存在的狀態。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、表示過去經常或反復發生的動作。My father often went to work by bus last year.When I was a child, I often listened to music.常用時間

常與一般過去時態連用的時間有： yesterday yesterday morning(afternoon, evening…)last night(week, month, year…)

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

一般過去時態常用的時間狀語

一般來說，一般過去時都有明顯的時間狀語，它們可以是單詞，也可以是短語或從句。1.yesterday或以其構成的短語：yesterday morning(afternoon, evening)等；

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

4.由―介詞+一時間名詞‖構成的短語：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構成的介詞短語等 7.由某些表示過去時態的從句等。PRACTISE 改寫句子：

1、Lucy did her homework at home.（改否定句）Lucy _______ _______ her homework at home.2、He found some meat in the fridge.（變一般疑問句)______ he _____ ______ meat in the fridge

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

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

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

請將下列各句改成過去式

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、一般過去時的否定句、疑問句 否定句：

did not(didnt)……（后面動詞要變回原形）疑問句：

Did you … …（后面動詞變原形）一般過去時的否定句、疑問句 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.一般過去時的否定句、疑問句

另注意以下這幾種句子的否定句、疑問句：

1、Be 動詞的句子(過去式was/were）（例句）He was at home yesterday.→ He was not at home yesterday.(wasn’t)→ Was he at home yesterday 一般過去時的否定句、疑問句

1、Be 動詞的句子(過去式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、疑問句： 一般過去時的否定句、疑問句

另注意以下這幾種句子的否定句、疑問句：

2、情態動詞can的句子(can的過去式是could)（例句）She could come to the party → She couldnt come to the party.→ Could she come to the party 一般過去時的否定句、疑問句

另注意以下這幾種句子的否定句、疑問句：

3、have 的句子(過去式had)（例句）表示 ―擁有‖ 時：

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 一般過去時的否定句、疑問句

另注意以下這幾種句子的否定句、疑問句：

3、have 的句子(過去式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換。一般在形容詞后加ly easy-usual-happy-real-easily usually happily really