第一篇：初一英語教案(人教版)Unit25

Unit25Where are you from?

一、教學目標與要求

通過本單元教學，使學生初步掌握一般現(xiàn)在時，并能運用這個時態(tài)，就有關(guān)國籍、所講語言、喜好等題目進行有意義的會話、交流。從本單元起，開始培養(yǎng)學生的閱讀理解能力。

二、教學重點與難點

1、句型:l)to be from…．2)to come from…．3)What about…．4)How do you like

5)What do you like about…

2·語法，一般現(xiàn)在時的用法。

3·日常交際用語:有關(guān)詢問國籍、語言 喜好等方面的用語。

三、課時安排

本單元共4課時，每課1課時。

啟發(fā)學生答出:He/she is from England．

教師再板書這兩句話。然后用相同的句型，向某個學生提出問題:Where are you from?啟發(fā)這個同學按實際情況回答。

然后，教師又問他(她)身旁的同學:What about you?

5·放課文第二、三部分的錄音，學生跟讀兩至三遍。

教師在黑板另一側(cè)掛上中國地圖，將全班分為兩人組。一部分使用世界地圖，針對Jim，Kate,Lucy和Lily一家人等提問;另一部分使用中國地圖，相互提問并回答。分別從兩人組中請幾位同學到前面表演。

6·指導學生做練習冊習題。

7.布置作業(yè)

1)抄寫生詞;2)完成練習冊習題。

四、難點講解

to be from 從(某地)來;是(某地)人

使用這個句型時，將表示地點的名詞放在介詞from之后。例如，A,Where is he from?他是哪兒的人?

B:He is from Harbin．他是哈爾濱人。

也可以使用這個句型，來詢問對方是哪國人。例如:

A:Are you from England?你是英國人嗎?

B: No，I'm from America．不，我是美國人。

第九十八課Lesson Ninety-eight

一、教學內(nèi)容

1.詞匯(略)。

2.句型:l)to come from 2)How do you like China?3)What do you like about China;

3．語法:一般現(xiàn)在時。

二、教具

錄音機;世界地圖。

三、課堂教學設(shè)計

l·復習。就上課所學主要句型教師快速向?qū)W生提問:

T:Where are youfrom?

S1:I'm from Wuhan(或其他地方)．

T:(問全班)Where is he/she from?

Ss:He/She is from Wuhan·

其他問題，T:Where is Jim/Kate/Mr Green/Mrs Green from? Where are the twins from? etc.2．掛上世界地圖。教師翻回到彩色插圖i頁，手指the twins一家，提問并介紹:T:Who are they?

Ss:They're Lucy and Lily·

T:Where are they from?

Ss:They're from the USA．

T:Right.They come from America.They speak English．

教師將這句話重復兩遍，借助手勢，看學生是否明白，并板書生詞。用同樣的方法，介紹本課第一部分中其他內(nèi)容。

教師領(lǐng)讀這一部分中的生詞，放課文一、二部分錄音，學生跟讀兩至三遍。教師手指吉姆一家等人圖片，與同學做以下問答練習:

T:Do they speak Chinese/English/Japanese?

然后問學生:Do you speak Chinese/English/Japanese?

啟發(fā)學生依照課文第二部分提供的應(yīng)答用語按實際情況回答。

3·指導學生看圖，利用圖教課文中剩下的詞匯。合上書，教師板書如下問題:

l)How do the twins like China?2)Which food do they like?

放課文錄音一至兩遍。學生回答黑板上問題。打開書，再放錄音，學生跟讀兩至三遍4·指導學生做練習冊習題。

5·布置作業(yè)

1)抄寫生詞、朗讀本課對話;2)完成練習冊習題。

四、難點講解

l.come from 來自;出生于

這個短語和to be from的意思差不多。但come是行為動詞，在使用時，應(yīng)對其否定式,疑問式加以注意。例如:

A:Where do you come from?你是哪兒的人?

B:I come from Australia．我是澳大利亞人。

2.They speak English．他們講英語。

到目前為止，我們已經(jīng)學過幾個與“說話。有關(guān)的動詞，如say,talk,speak等。

])say是”說“的意思。例如:

He says he likes China very much．他說他非常喜歡中國。

2)talk是”談話“的意思。例如:

The teacher is talking to the class．老師正在對全班講話。

3)speak有”說話、講話“的意思。也可表示”講某種語言“。例如:

The headmaster speak at the meeting every Monday.Do they speak Japanese? 他們講日語嗎?

3.How do you like China? 你喜歡中國嗎?

How do you like…?這是用來征求對方看法的一句話。例如

A:How do you like the book? 你喜歡這本書嗎?

B:I like it very much．非常喜歡。

第九十九課Lesson Ninety-nine

一、教學內(nèi)容

1.詞匯(略)。

2·語法:繼續(xù)學習一般現(xiàn)在時。

3·介紹書信格式。

二.教具

錄音機;一張明信片;小黑板(畫有放大的明信片及標有如何寫明信片的格式等)。

三、課堂教學設(shè)計

1.復習。參照上課教案步驟1。加進有關(guān)詢問他人講何種語言，以及對第98課課文第三部分提問的內(nèi)容。

2·教師拿出明信片，通過問答、講解明信片書寫形式、格式等，引出本課生詞;教生詞(參照以前步驟)。

放課文開始一段的錄音(到提出3個問題止)。確信學生明白這一部分內(nèi)容及問題大意后，要求學生自己讀明信片內(nèi)容，并回答課本上的3個問題。如果學生讀一遍還不行，可再給點時間，讓學生讀第二遍。

3·學生回答書上3個問題。放錄音，學生跟讀兩遍。教師亮出小黑板，扼要介紹書寫格式中的一些特點。

4，學生自己做課文第二部分的判斷題。在全班核對答案。

5·指導學生做練習冊習題。如果習題1太難，可由教師再補充兩三個問題，讓學生回答，而不是提問。

6·布置作業(yè)

1)抄寫生詞;2)大聲朗讀本課短文，完成練習冊習題。

四、難點講解

1.The postcard is from Joe to Lily·明信片是喬寄給莉莉的。

from…to...還可以表示從某地到另一地方，或從某一時間持續(xù)到另一時間。例如，l)He is going from Beijing to Shanghai．他要從北京去上海。

2)We go to school from Monday to Friday·我們從周一至周五上學。

2.They are our favourite days．那些是我們喜歡的日子。

favourite是形容詞，表示”喜歡的“，可用來修飾名詞。例如:

Beijing Duck is my favourite food and orange is favourite drink．北京烤鴨是我喜愛吃的食品，橘子汁是他喜愛的飲料。

favourite還可用作名詞，表示”最喜愛的人或事物"。本單元第98課就出現(xiàn)了這樣的句子:Our favourite is Guangdong food．

3·on Sundays在星期日

第十五單元中，我們初步學習了時刻表示法。在表示時間的名詞前面如何使用介詞也是十分重要的。下面簡單介紹以下三個介詞的用法:at，in和on。

1)at 用在某時、某刻之前。例如:

We go to schoo1 at 7:3O every day．我們每天7點半去上學。

另外，在中午是，at noon;在夜里是:at night。

2)in用在the morning，the afternoon，the evening等三個名詞之前。另外，還用在表示一段時間的名詞前面，像周、月份、年份等。例如:in May 在5月;in 1949 在l949年

3)on用在表示某一天的名詞之前。例如:on Monday 在星期一;on May 4th 在5月4日。如果在某一天的早上、下午的前面，或是在早上、下午、晚上等名詞前還有其他的詞修飾，這時使用on。例如:on the morning of May 4th 在5月4目的早上;ona cold winter

afternoon 在一個寒冷的冬天的下午。

第一00課Lesson One Hundred

一、教學內(nèi)容

1.單元復習。

2.練習單詞、句子重音。

3.小結(jié)一般現(xiàn)在時的構(gòu)成和用法(1)。

二、教具

錄音機;小黑板(事先寫好一般現(xiàn)在時的構(gòu)成，不含第三人稱單數(shù)形式)。

三、課堂教學設(shè)計

1。利用提問方式，復習上一課明信片內(nèi)容。考慮到本單元詞匯較多，可要求學生把書翻

到單詞表，將整個單元的單詞復習一遍。

2·先組織學生將本課一、二部分朗讀一下，教師加以講評。然后放錄音，學生模仿兩遍。3·指導學生按課文第三部分的要求，就所給的明信片進行對話練習。提醒學生兩人一組練習時，由于是針對某一張明信片，提問和應(yīng)答用單數(shù)形式。例如，S1:Where is this postcard from?

S2:I think it's from Australia.再將書翻回到彩色插圖第iv頁，繼續(xù)練習。請幾組同學表演自己的對話。

4·做本課聽力練習。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。5·拿出小黑板，小結(jié)一般現(xiàn)在時的構(gòu)成和用法(可暫不包含第三人稱單數(shù)形式).指導學生參閱書后有關(guān)部分。

6.指導學生做練習冊習題。

7.布置作業(yè)

閱讀有關(guān)的語法條目;2)完成練習冊習題。

8·小測驗

1)聽寫本單元要求四會的單詞和主要句型;2)參照彩色插圖第i頁Lucy/Lily一家

(或Jim一家)的照片，用所學句子描寫。要求不少于5句，并包括以下句型：to be from(come from);speak...;How do he like China and Chinese food?

四、難點講解

一般現(xiàn)在時態(tài)

一般現(xiàn)在時態(tài)用來表示：

1)現(xiàn)在的狀態(tài)。例如：

Jim is thirteen.吉姆13歲了。

We're in Class 2,Grade 1.我們在1年級2班。

2)經(jīng)常的或習慣性動作。例如：

We go to school every day.我們每天上學。

They often play basketball.他們經(jīng)常打籃球。

3)表示主語具備的能力，性格等。例如：

They like Chinese food.他們喜歡中國飯菜。

She speaks English.她講英語。

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(wǎng) 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(wǎng) http://www.tmdps.cn 億庫教育網(wǎng) 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(wǎng) http://www.tmdps.cn 億庫教育網(wǎng) 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(wǎng) http://www.tmdps.cn 億庫教育網(wǎng) 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(wǎng) http://www.tmdps.cn 億庫教育網(wǎng) 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(wǎng) http://www.tmdps.cn 億庫教育網(wǎng) 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(wǎng) http://www.tmdps.cn 億庫教育網(wǎng) 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(wǎng) http://www.tmdps.cn 億庫教育網(wǎng) 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(wǎng) http://www.tmdps.cn 億庫教育網(wǎng) 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(wǎng) http://www.tmdps.cn 億庫教育網(wǎng) 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(wǎng) http://www.tmdps.cn 億庫教育網(wǎng) 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(wǎng) http://www.tmdps.cn

第三篇：三年級下冊英語教案-Unit 2 _人教(PEP)

教學內(nèi)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(shè)計：

Unit 2

My family

Father mother man woman 作業(yè)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(zhèn)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(yǎng)學生的良好品質(zhì)。

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(jù)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?wù)搩r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(shù)名詞或單數(shù)可數(shù)名詞時，后用_____；當詢問可數(shù)名詞復數(shù)的價格時，后用______ 2.總結(jié)一下購物的常用語：

________________________________________________________________________ Step5 拓展創(chuàng)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(shù)的變化，would like 沒有人稱和數(shù)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(shù)的形式出現(xiàn)，這類詞作主語時動詞用復數(shù)形式，回答也應(yīng)用復數(shù)。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(yè)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(jù)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