第一篇：初一英語教案(人教版)Unit17

Unit l7Could you helpme,pIease?

一、教學目標與要求

通過本單元教學，使學生初步掌握表示請求幫助和提供幫助的用語，并且能在課堂上表演、運用。在本單元，學生還要學習元音字母、以及字母組合al,ay的發音;接觸單詞重音； 并初步掌握以上語音知識。

二、教學重點與難點

1、句型:l)Let me help you.Let me carry it.2)Could you help me,please?3)Thisbox is too heavy.2．日常交際用語:請求幫助和提供幫助。

三、課時安排

本單元用4課時，每課書用l課時。

第六十六課Lesson Sixty-six

一、教學內容

1.詞匯(略)。

2.句型:l)Please Let me help you.2)to want to do sth.3)Could you help me,please?

3．日常交際用語:請求幫助和提供幫助。

二、教具

錄音機;一個大紙箱(講課時，可借用學生一些課本、練習本等);上節課使用過的瓶子等。

三、課堂教學設計

1.復習上一課所學詞匯。教師可采用上一課的方法，利用講臺、課桌、瓶子、學生書包(一些裝滿書，另一些不裝東西)等實物與學生進行問答練習;或請同學到前面，用所學英語進行描述。

2.教師拿出大紙箱，象征性地裝上一些書，手指另一教室，對前排某位同學說:

T:I want to take some books to that classroom.Could you help me,please?

幫助這個學生說:Certainly．

教師板書剛才問答，并予以講解，領讀生詞。打開書，指導學生看圖，并教其他生詞及短語。

3．放課文第一段錄音，教師先提一個問題:What is in Mr Hu's box?學生聽一遍，回答問題(The box is empty．)。再放錄音，學生跟讀兩遍。放課文第二段錄音。教師先板書兩個問題:l)What are in the box?2)Can Li Ming carry the box?

其他步驟同上。

4．利用大紙盒做道具，請同學到前面表演。

5．教師解釋這兩課中出現的表示請求幫助和提供幫助的用語。

6．做課文第三部分的聽力，并打開練習冊，學生邊聽錄音，邊做習題1。錄音放3遍。然后核對答案。

7.指導學生做練習冊習題。

8.布置作業

1)抄寫生詞以及表示提供、請求幫助的句型;2)練習朗讀本課對話;3)完成練習冊習題。

四、交際用語

Could you help me,please?你能帶我一下嗎?

這是用來請求幫助的句式。could是can的過去式，用在這里表示語氣的委婉，因為你需要別人幫助，所以說話要客氣些。例如，Excuse me.Could you tell me the way to No.14 Middle School.勞駕，你能告訴我去十四中的路嗎?

本課下一句中Could you take it to the classroom?(你能把它拿到教室去嗎?)中的could也是這個用法。

can是情態動詞，表示主語有“能力”、“會”等。例如:

Dad,this bag is too big．We can't carry it． 爸爸，這個包太重了，我們搬不動。

I can't find my sweater． 我找不到毛衣了。

Can you swim?你會游泳嗎?

Can you spell it,please?你能拼出這個單詞嗎?

第六十七課Lesson Sixty-seven

一、教學內容

l．詞匯(略)。

2。句型:l)復習祈使句;2)This bag is too big/heavy/full．

3．日常交際用語，繼續學習有關請求及提供幫助的用語。

二、教具

錄音機等。

三、課堂教學設計

l．復習前兩課所學的詞匯及句型。教師可為學生設計幾種情景，要求學生給出正確恰當的英語。

T:如果你看到別人需要幫助時，說什么?你需要幫助時，如何請求幫助?如何表示謝意等。也可利用一些書包等實物，讓同學到前面做類似上一課的小表演。

2．打開書，學生看圖。教師介紹本課詞匯(利用圖片或動作演示)。

3.放課文錄音。分段放，學生跟讀兩至三遍。

4.教師在前面布置幾個小場景，分別請學生表演。

場景1)請一位小個子同學搬動大紙箱，讓一個大個子同學從他身邊路過，引出以下對話: S1:This box is too heavy.I can't carry it.could you help me,please?

S2:OK.Let me help you carry it

S1:Thanks.S2:You're welcome.場景2)用一個書包，裝滿了書。讓一個小個子同學再拿一本書往里裝，引出以下對話，S1:This bag is too full.I can't put the book into the bag.S2:OK,put the book over there.5．指導學生做練習冊習題。6．布置作業

1)抄寫生詞、練習朗讀本課對話;2)完成練習冊習題。

四、交際用語

The box is too heavy． 這個箱子太重了。

句中too是副詞，表示:太，……，通常放在形容詞前。例如:

The sweater is too small． 這件毛衣太小了。

需要注意的是，too還表示“也”的意思，經常放在句末，應該加以區別。例如:

A:How are you?你好嗎?

B:Fine,thank you.And you?很好，謝謝。你呢?

A:I'm fine,too.Thank you．我也很好。謝謝。

第六十八課Lesson Sixty-eight

一、教學內容

1.單元復習。

2．學習元音字母a及字母組合al,ay的發音;練習單詞重音。

二、教具

錄音機;在本課出現的音標卡片。

三、課堂教學設計

1.復習本單元主要句型(參照上課教案)。

2.教師出示[ei]，[A]，[B:]，[C:],[C]等音標卡片，學生認讀。講解本課第一部分中元音字

母a及字母組合al,ay的發音。放錄音，學生跟讀兩至三遍。指導學生參閱書后附表中發音和拼法中有關以上發音情況的介紹及例詞。

3．放單詞重音部分錄音。教師扼要解釋重音符號。學生跟錄音讀兩遍。

4．放課文第三部分錄音。教師先提一個問題:Where is the skirt?

放錄音一至兩遍，學生回答問題。教師解釋對話中生詞及短語含義。再放錄音，學生跟讀兩遍。

5．指導學生過一遍復習要點(17)，并提醒學生觀察所給的形容詞，每兩個可互為反義詞。

6．做練習冊習題。(可作為家庭作業布置)

7．小測驗

1)聽寫本單元要求四會的單詞及重點句型;2)教師重復在第67課中布置的小場景，要求學生選其中之一編寫一個小對話。

四、交際用語

1。What about…?……好不好?/怎么樣?

這是一種征求意見或表示詢問的表達法，在口語中使用得十分普遍。使用時，要有相應的上下文或情景。例如:

A:Can you carry the box?你能搬動這箱子嗎?

B:Oh,it's too heavy.I can't carry it．澳，太重了，我搬不動它。

A:What about the one over there?那邊的箱子怎么樣?

B:OK.I think I can． 好，我想能搬動。

在口語中，我們還經常聽到:What about you?你呢?例如:

l)I don't have a watch.What about you?我沒有手表，你呢?(說話人表示詢問。)

2)I'd like some apples.What about you?我想吃點蘋果，你呢?(說話人表示征求方的意見。)

2．本單元出現了一些“請求幫助”和“提供幫助”的用語，現在我們來小結一下。

1)當你請求別人幫助時，可以說:

Could you help me,please?你能帶我的忙嗎?

或者，直接請求對方幫你做某件事。例如:

Could you take the box to the classroom?你能把這個盒子拿到教室去嗎?

2)當別人幫助你時，應該說一些表示感謝的話語。例如:

Thank you very much． 非常感謝。

Thanks a lot． 多謝。

3)當你要向別人提供幫助時，可以說:

Let me help you.讓我來幫你。

第二篇：九年級英語上冊Unit 11英語教案 人教新目標版

億庫教育網 http://www.tmdps.cn

Unit 11 教案

The First Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language

Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Object

Helping each other is very important． It is a good quality．

Ⅱ． Teaching Key Point Target Language

Ⅲ． Teaching Difficult Points

1． How to train students’ listening ability．

2． How to train students’ communicative competence．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office?

T: That’s one way to ask． But there is a more polite way you can ask． You can say, “Can you tell me where the main office is?” Class repeat． Can you tell me where the main office is?

Ss: Can you tell me where the main office is?

T: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?

S2: Can you tell me where Classroom 1 is? T: Good!There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．

Step Ⅱ 1a

Go through the instructions with the class．

Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．

Point to the lettered parts of the picture one by one．

Ask a student: What kind of place is this?

What do they sell there? Do we have one in our community? What is the name of the one in our community?

億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．

While students are working, move around the room offering help as necessary．

Step Ⅲ 1b

Read the instructions to students． Point out the two conversations that are shown in the picture．

As you listen, fill in the blanks with words you hear in the recording．

Play the recording the first time．Students only listen．

Play the recording a second time．This time ask them to fill in the blanks with the words you hear．

Check the answers with the whole class．

Step Ⅳ 1c

Read the instructions to the class．

Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．

As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．

After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．

Step Ⅴ Homework

Review the target language．

The Second Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

escalator, furniture, exchange money, elevator（2）Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second

floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Objects

If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．

億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn

Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money

2． Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor．

3． Structures

Do you know where I can buy shampoo?

Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary?

Ⅲ． Teaching Difficult Points 1． Indirect questions．

2． How to improve students’ listening ability．

Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 2a

Read the instructions and point to the list of directions．

Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．

Play the recording． Students only listen．

Tell them that the picture may help them understand what they are hearing．

Play the recording again． This time ask students to write a number next to four of the directions．

Check the answers with the whole class．

Step Ⅲ 2b

Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．

Play the recording again and ask students to draw the line on their own． Check the answer with the class．

Step Ⅳ 2c

Ask a pair of students to read the sample conversation aloud to the class．

Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．

As students work, move around the classroom checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class． Ask the rest of the 億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn class to look at the picture as they listen．

Step Ⅴ Homework

Ask the students to write three sentences with the starters of the structures．

The Third Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

hang out, fresh, advantage, disadvantage, block（2）Target Language

Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．

（3）Moral Objects

Anything has both advantages and disadvantages． We should treat everything correctly．

Ⅱ． Teaching Key Point

Train students’ listening, speaking, reading and writing ability．

Ⅲ． Teaching Difficult Points

How to improve students’ integrating skills．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: Yesterday we learned the structures．

Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?

Step Ⅱ 3a

Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．

You will write your answers in these blanks．

Read the first two sentences at the top of the article．

Explain that the interviewer will talk to several teenagers．

Get students to read the interview on their own quickly．

When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．

Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．

億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn Step Ⅲ 3b

Read the instructions． Point out the conversation in the box and invite two students to read it to the class．

Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．

Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages．

Ask several groups to act out part of their conversation to the class．

Step Ⅳ 4

Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．

Point out the sample language in the box． Invite a student to read it to the class．

Ask students to say the names of some stores and other places in the community and write them on the board． Say，Each group can choose three of these places to write about, or you can choose another place you know of

Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．

When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．

Step Ⅴ Homework

1． Ask students to choose two places in the community and write careful directions from the school to each place．

2． Finish off the exercises on pages 46～47 of the workbook．

The Fourth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

fascinating, convenient, safe, restroom, inexpensive（2）Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2． Ability Objects

（1）Train students’ writing and speaking ability．

億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn（2）Train students’ ability to understand the target language in spoken conversation．

（3）Train students’ ability to use the target language．

Ⅱ． Teaching Key Points 1． Key Vocabulary

convenient, safe, restroom inexpensive 2． Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points

1． How to improve students’ writing and speaking ability．

2． How to use the target language．

Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 1a

Go through the instructions with the class．

Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．

Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．

Ask students to write words from the box in the blanks on their own． Help students if needed．

Correct the answers by having students read what qualities he or she listed．

Step Ⅲ 1b

Read the instructions to the class．

Point out the example in the box． Invite two students to read it to the class．

Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．

Invite several pairs of students to say their conversations to the class．

Step Ⅳ 2a

Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．

Go through the instructions and point to the chart．

Play the recording． Students only listen the first time．

Play the recording again． Ask students to write the places people ask about．

Check the answers with the whole class．

億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn Step Ⅴ 2b

Read the instructions and point to the chart．

You will hear the same recording again．

This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．

Point out the sample answer．

Play the recording again． Ask students to write their answers in the blanks．

Check the answers．

Step Ⅵ 2c

Point to the sample conversation． Invite two students to read it to the class．

Read the instructions． Role play the conversations you hear on the tape．

Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class．

Step ⅦHomework

Talk about some places using the words in la, then write down the conversations．

The Fifth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

water slide, clown, dress up, have fun（2）Practise reading an article．

（3）Practise writing something using the target language．

2． Ability Objects

（1）Train students’ reading ability．

（2）Train students’ writing ability．

Ⅱ． Teaching Key Point

Practise reading and writing using the target language． Ⅲ． Teaching Difficult Point How to write a guide to a place．

Ⅳ． Teaching Procedures Step I Revision

Review the target language presented in this unit． Check homework．

Step Ⅱ 3a

Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．

Step Ⅲ 3b

Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．

Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．

Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．

Invite a student to read the completed article to the class．

Step Ⅳ 3c

Read the instructions to the class．

Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．

Ask students to work on their own． Tell them that they can use what they wrote

for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．

Step Ⅴ Part 4

Go through the instructions with the class．

Get students to look back at the guides they wrote in Activity 3c．

Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．

Ask one or two groups to say one of their conversations to the class．

Step Ⅵ Homework

1． Read the article in 3a again．

2． Write a guide to our city．

The Sixth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects

（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．

（2）Write some questions using the target language．

2． Ability Objects

億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn Train students’ writing ability．

Ⅱ． Teaching Key Points

1． Fill in blanks and make sentences．

2． Write questions using the target language．

Ⅲ． Teaching Difficult Point

Make sentences using “beautiful, safe, delicious, convenient, fascinating”．

Ⅳ．Teaching Procedures Step Ⅰ Revision

Check homework． Ask a few students to read the article in 3a．

Then ask a few students to read their guides．

Step Ⅱ Part 1

Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．

Ask students to fill in the blanks on their own．

Check the answers．

Step ⅢPart 2

Go through the instructions with the class．

Look at the example with the students．

Ask students what the answer would be．

Ask a student to read the question and answer it．

Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt．

Get students to complete the work in pairs．

Check the answers． Ask a few students to read their questions．

Step Ⅳ Just for Fun!

Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．

There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．

Invite some pairs of students to present this conversation to the rest of the class．

Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．

億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn

The Seventh Period

Ⅰ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text:

Grown-ups like cartoons, too．

2． Ability Objects

（1）Fast-reading to get a general idea of the text．

（2）Careful-reading to get the detailed information in the text．

（3）Learn the words and phrases from the context．

Ⅱ． Teaching Key Points 1． Key vocabulary．

2． Train students’ reading and writing skills．

Ⅲ． Teaching Difficult Point

Train students’ reading and writing skills．

Ⅳ． Teaching Procedures Step I Key Vocabulary

Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．

Step Ⅱ Part 1

Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture．

Ask students to answer the five questions． But don’t look at the reading text．

Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．

When most students finish the task, ask students to answer the questions with a parter．

Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．

Step Ⅲ Part 2

Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．

Ask five students to report their answers．

Draw students’ attention to the instructions．

Ask students to complete the task individually or in pairs．

億庫教育網 http://www.tmdps.cn 億庫教育網 http://www.tmdps.cn As they work, walk around the classroom to make sure students discuss their reasons in English．

Have students report their answers． Encourage students to use complete sentences．

Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．

Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．

Check the answers:

Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．

Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．

Step Ⅴ Part 4

Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．

Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．

Check the answers．

Step Ⅵ Part 5

Read the task with the students．

Ask students to do the activity in small groups． Try to put creative and artistic students in each group．

Check the answers and have students show or act out their cartoons for the class．

Optional activity

As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．

Students can then write their own English stories in the speech bubbles．

Step Ⅶ Homework

1． Read the story in 2 again for further comprehension．

2． Revise the target language in this unit．

億庫教育網 http://www.tmdps.cn

第三篇：三年級下冊英語教案-Unit 2 _人教(PEP)

教學內容：Unit Two My family(1)教學目標和要求：

1、Let’s talk Part A

2、Let’s play Part B

教學重點：The sentences of Part A 教學難點：Who’s that …?Who’s this…? 教學用具：Tape/recorder/pictures/things 教學過程： Step1: Revision

1、Say Hello/Hi

2、Revise the names.Step2:Learn the sentences

1、Look at the pictures

2、Listen to the tape

3、Read the sentences after the recording

4、Read the sentences together

5、Group work

6、Performances Step3: Let’s play

1、Try to introduce someone

1、Step4: Listen and do Step5: Summary and homework 板書設計：

Unit 2

My family

Father mother man woman 作業布置：

1、Listen to the tape

2、Read the sentences 教學后記：

第 1 頁

學生對單詞學習較有興趣，學得較快。

第 2 頁

第四篇：初一英語教案

Keypoints:

AaBbCcDdEeFfGg

Thesentences:Goodmorning/afternoon.What'syourname

MynameisI'm

Nicetomeetyou.Difficultpoints:

AaBbCcDdEeFfGg

Thephoneticsoftheletters

MynameisI'm

Teachingmethods:

Usingsomelettercardstoteachandpractisetheletters.AccordingtosomesituatiototeacheverydayEnglish.Teachingaid

s:

Somecards,someflashcardsandarecorder.Teachingprocedures

Step1.Presentation

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

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

MynameisorI'm

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

Helpthemawer:Mynameis

Step3.Drill

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

S1:Mynameis.Hello.What'syourname

S2:Mynameis.Hello.What'syourname

S3:Mynameis.Hello.What'syourname

Step4.Practice

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

Thenwalkaroundtheclaandpractisethemonebyone.Andthenletthemdoitinpairs.Step5.Look,listenandsay

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

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

A↗B↗C↗D↗E↗FG↘

TelltheAandEarevowelsandBCDFGarecoonants.IfthereisnotimetheshouldlearnPart3bythemselvesaftercla.Step7.WorkbookExx

WBLeon1Exx1—4.Step8.Homework

1.LetthemwritethelettersA—

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

房鎮中學

張翠蕾

2004年12月3日

第五篇：初一英語教案_2

新泰實驗中學11-12學年七年級英語上冊Unit 7學案

Unit 7 How much are these pants?

Section A

一、教師寄語：

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

1、知識目標：

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

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

三、教學重、難點：

學會使用詢問價格的句型，并能正確回答

四、教學過程：

Step1 預習并嘗試性探究：

根據漢語寫出下列英語詞語并展示．

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

小帽子______________ Step2: 自主學習：

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

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

－They' re 10$.2.生生合作：

1)小組討論is 和 are 在談論價格時的用法

— How much _______the red skirt?

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

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

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

________________________________________________________________________ Step5 拓展創新：

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

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

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

B.are, They’re

C.are, It’s

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

B.want

C.do

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

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

---It’s 50 dollars.A.How many

B.How much

C.How often

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

B.buy

C.buying

D.buys

七、達標檢測:

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

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

（）1.How much _______ these pants?

A.is

B.am C.are

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

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

B.are, They're

C.is, They're

D.are,I t's

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

B.Where

C.How

D.What color

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

B.It's three yuans

C.It's good

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

B.No, I can't

C.Sorry

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

B.is

C.are

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

B.bring

C.like

(三)翻譯下列句子.1.—這個黑包多少錢? —8 美元。

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

八、課后反思：

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

D.take