人教版初中英語(yǔ)說(shuō)課教案6篇

教案的成功需要教師的熱情和奉獻(xiàn)精神，我們要鼓勵(lì)創(chuàng)新，不斷探索新的教學(xué)方法和教案設(shè)計(jì)，下面是范文社小編為您分享的人教版初中英語(yǔ)說(shuō)課教案6篇，感謝您的參閱。

人教版初中英語(yǔ)說(shuō)課教案篇1

一、教學(xué)目標(biāo)

在本節(jié)課結(jié)束時(shí)，學(xué)生將能夠了解教室環(huán)境中物品的名稱(chēng)并在口語(yǔ)中正確使用my name is… nice to meet you.等句型簡(jiǎn)單介紹自己，了解他人的姓名信息，進(jìn)一步了解新同學(xué)；學(xué)生將能夠了解單元任務(wù)的具體要求，并完成自己和小組內(nèi)成員的姓名部分。

知識(shí)與能力：

1、學(xué)生將能夠準(zhǔn)確讀出教室日常用品的名稱(chēng)并根據(jù)圖片提示正確拼寫(xiě)。

2、學(xué)生將能夠在口語(yǔ)中使用good morning，hello, hi，nice to meet you 向他人打招呼，正確使用句型my name is gina. what’s your name? 簡(jiǎn)單介紹自己的姓名并詢(xún)問(wèn)同學(xué)的姓名。

3、學(xué)生將能夠初步了解形容詞性物主代詞my your, his, her的用法。

4、學(xué)生將能夠制作班級(jí)同學(xué)中英文名字記錄表中的一部分。

過(guò)程與方法：

采用自主學(xué)習(xí)、小組合作探究學(xué)習(xí)策略，利用教學(xué)圖片、幻燈片等來(lái)展開(kāi)課堂教學(xué)、pair work 問(wèn)答式的口語(yǔ)交際活動(dòng)，進(jìn)行 “打招呼和簡(jiǎn)單自我介紹”的課堂教學(xué)和練習(xí)。本單元的教學(xué)法建議：詞匯教學(xué)——采取情景介紹或演示對(duì)比的方式進(jìn)行教學(xué)，讓學(xué)生在情境中操練、理解含義，并學(xué)會(huì)運(yùn)用；口語(yǔ)教學(xué)——采取pair work 問(wèn)答式的口語(yǔ)交際活動(dòng)或游戲等小組活動(dòng)互相操練；聽(tīng)力教學(xué)——采取圖文配對(duì)和對(duì)話選擇的方式。

情感態(tài)度與價(jià)值觀：

通過(guò)學(xué)生之間的互相認(rèn)識(shí)，培養(yǎng)學(xué)生廣交朋友及友好相處的品質(zhì)。

二、教學(xué)重難點(diǎn)

教學(xué)重點(diǎn)：

1、能夠介紹自己的姓名：my name is …i’m…

2、能夠簡(jiǎn)單問(wèn)候初識(shí)的朋友：hello!/hi! good morning! nice to meet you!

3、能夠正確使用形容詞性物主代詞my your, his, her

三、教學(xué)策略

詞匯教學(xué)——采取情景介紹或演示對(duì)比的方式進(jìn)行教學(xué)，讓學(xué)生在情境中操練、理解含義，并學(xué)會(huì)運(yùn)用；口語(yǔ)教學(xué)——采取 pair work 問(wèn)答式的口語(yǔ)交際活動(dòng)或游戲等小組活動(dòng)互相操練；聽(tīng)力教學(xué)——采取圖文配對(duì)和role-play的方式；

四、教學(xué)過(guò)程

最新人教版初中英語(yǔ)教案2

1、寫(xiě)課題(topic)和課型(lessontype)

課題相當(dāng)于文章的標(biāo)題，講課時(shí)要首先告訴學(xué)生，并寫(xiě)在黑板上。因此要寫(xiě)得準(zhǔn)確。課型是指該節(jié)課的講授類(lèi)型。初中英語(yǔ)的主要課型有：：新授課(newlesson)、鞏固課(reinforcementlesson)、復(fù)習(xí)課(revisionlesson)、語(yǔ)音課(phoneticlesson)、聽(tīng)力課(listeninglesson)、聽(tīng)說(shuō)課(aural—orallesson)、閱讀課(readinglesson)、語(yǔ)法課(grammarlesson)等。不同的課型應(yīng)用不同的授課方式或方法，只有確定了課型，才能選擇有效的素質(zhì)教育教學(xué)方法。

2、寫(xiě)教學(xué)目標(biāo)(teachingobjective)

教學(xué)目標(biāo)是教案的核心內(nèi)容，是教師施教的準(zhǔn)繩。教學(xué)目標(biāo)要符合大綱對(duì)教材的要求。由于教學(xué)目標(biāo)要在課堂上展示給學(xué)生，讓學(xué)生明確，所以寫(xiě)素質(zhì)教育目標(biāo)時(shí)，要力求簡(jiǎn)明扼要，淺顯易懂，便于操作和檢測(cè)，一般3~4個(gè)目標(biāo)為宜。

3、寫(xiě)教學(xué)的重點(diǎn)(main/focalpoints)、難點(diǎn)(difficultpoints)和關(guān)鍵點(diǎn)(keypoints)

教學(xué)重點(diǎn)是課堂教學(xué)的主要任務(wù)；教學(xué)難點(diǎn)是師生順利完成教學(xué)任務(wù)的障礙；素質(zhì)教學(xué)關(guān)鍵是攻克教學(xué)難點(diǎn)的突破口。在教案中寫(xiě)清一節(jié)課的教學(xué)重點(diǎn)、難點(diǎn)和關(guān)鍵點(diǎn)，能提醒教師在講課時(shí)注意突出重點(diǎn)、突破難點(diǎn)、抓住關(guān)鍵。

4、寫(xiě)教具(teachingtools)

課堂上需要什么教具要寫(xiě)清楚，如錄音機(jī)、教材錄音帶、教學(xué)掛圖、卡片、實(shí)物（或模型）、小黑板、刻印好的練習(xí)題、彩色粉筆、幻燈片等。

5、寫(xiě)教學(xué)過(guò)程(teachingprocedure)

教學(xué)過(guò)程是教案的主要部分。寫(xiě)教學(xué)過(guò)程主要寫(xiě)以下幾方面的內(nèi)容：

a、寫(xiě)教學(xué)環(huán)節(jié)。教學(xué)環(huán)節(jié)即教學(xué)任務(wù)是什么要寫(xiě)清楚，做到心中有數(shù)。目前有些教師采用"三階段六環(huán)節(jié)"教學(xué)模式，即：準(zhǔn)備階段（自由交流、復(fù)習(xí)檢查）、講練階段（導(dǎo)入課程、分層操練）和發(fā)展階段（鞏固發(fā)展、布置作業(yè)）。

b、寫(xiě)知識(shí)點(diǎn)和所用時(shí)間。寫(xiě)好知識(shí)點(diǎn)，教師使用教案時(shí)能一目了然，有的放矢。寫(xiě)好所用時(shí)間，能使教師從容掌握教學(xué)速度，合理安排每個(gè)教學(xué)環(huán)節(jié)所需的時(shí)間，充分利用課堂時(shí)間。

c、寫(xiě)教師活動(dòng)。不僅要寫(xiě)教師"教什么"，還要寫(xiě)出教師"怎樣教"，即寫(xiě)清楚教師要教的內(nèi)容，寫(xiě)出講授這些內(nèi)容的方法。寫(xiě)出課堂用語(yǔ)和各環(huán)節(jié)的過(guò)渡語(yǔ)。課堂用語(yǔ)要求簡(jiǎn)練、口語(yǔ)化，用學(xué)生已經(jīng)學(xué)過(guò)的熟悉的、聽(tīng)得懂的英語(yǔ)來(lái)解釋或表達(dá)新的教學(xué)內(nèi)容。各環(huán)節(jié)之間的`過(guò)渡語(yǔ)要自然流暢。寫(xiě)出使用教具的時(shí)機(jī)和方法，寫(xiě)板書(shū)內(nèi)容等。

d、寫(xiě)學(xué)生活動(dòng)。寫(xiě)出學(xué)生學(xué)習(xí)的內(nèi)容和學(xué)習(xí)方法，特別是怎樣學(xué)應(yīng)寫(xiě)清楚。不能簡(jiǎn)單地把學(xué)生活動(dòng)寫(xiě)成聽(tīng)、讀、思考、操練、做題等。

初中英語(yǔ)教案與其他科目的教案寫(xiě)法大致是一樣的，知識(shí)牽涉到英語(yǔ)的表述，對(duì)部分考生來(lái)說(shuō)可能相對(duì)陌生一些，不過(guò)沒(méi)關(guān)系，只要勤加練習(xí)一定能順利通過(guò)教師資格證考試。

最新人教版初中英語(yǔ)教案3

教學(xué)目標(biāo)

1、會(huì)使用可數(shù)名詞和不可數(shù)名詞開(kāi)購(gòu)物單。為后兩課學(xué)習(xí)購(gòu)物做準(zhǔn)備。

2、學(xué)會(huì)討論吃什么飯，買(mǎi)什么東西。

3、復(fù)習(xí)一些禮貌用語(yǔ)和習(xí)慣表達(dá)，如：how about…？ what about…？ can you come with me? what do you have for dinner this evening? let me and have a look.等。

4、新單詞：chicken, tofu, fridge, list, shopping list, buy, kilo

句型：what do we have for dinner this evening?

fish is my favourite.

what else do you want to have?

don’t we have any eggs?

let me make a shopping list.

you can help me carry the things.

教學(xué)用具

ppt教學(xué)演示課件

教學(xué)步驟

step 1 revision

[課件展示]教師在課堂上提問(wèn)題，引導(dǎo)學(xué)生回答

what do you have for breakfast today?

shall we go and buy something to eat?

what’s in the pictures? let me see. what do we have for lunch today?

how about…？ what about…？

what else do you want to have?

can you go and buy the things? let’s go.等。老師也可以同樣的方式提問(wèn)全班同學(xué)。

教師展示課件中revision的食物圖片，復(fù)習(xí)一些食品的名稱(chēng)。

step 2 presentation

[課件展示]教師在復(fù)習(xí)食品名稱(chēng)基礎(chǔ)上，引出購(gòu)物的話題。教授有關(guān)食品新單詞chicken, tofu, fridge, tomato, onion, carrot, pork 教師可以點(diǎn)擊 播放單詞錄音讓學(xué)生跟讀，掌握好單詞的標(biāo)準(zhǔn)發(fā)音。然后教師教單詞list, shopping list, buy, buy things, kilo, one kilo of chicken legs 引導(dǎo)根據(jù)所學(xué)習(xí)的新單詞，學(xué)生回答句子：what do you have for lunch today? what else do you want to have? what do we have in the fridge? can you go and buy the things?

step 3 read and say

[課件展示]教師點(diǎn)擊圖片可以播放影片讓學(xué)生觀看，播放課文對(duì)話錄音 讓學(xué)生跟讀課文對(duì)話，盡可能的模仿錄音中的語(yǔ)音語(yǔ)調(diào)，教師再點(diǎn)擊鼠標(biāo)出現(xiàn)以下有關(guān)問(wèn)題：

what’s in the fridge? is there any fish in the fridge?

are there any chicken legs in the fridge?

[]don’t we have any eggs in the fridge?

why do they go shopping?

跟讀直至讀熟。讓個(gè)別學(xué)生進(jìn)行對(duì)話演示。

step 4 shopping list

[課件展示]教師點(diǎn)擊圖片播放影片讓學(xué)生觀看，教師點(diǎn)擊播放錄音讓學(xué)生跟讀。

根據(jù)課文的購(gòu)物單自行設(shè)計(jì)一個(gè)自己的購(gòu)物單， 教師讓個(gè)別學(xué)生讀出自己的購(gòu)物單，互相比較看看誰(shuí)設(shè)計(jì)的購(gòu)物單最合適。

step 5 practice

[課件展示]在學(xué)生之前設(shè)計(jì)好了購(gòu)物單的情況下，老師讓學(xué)生觀看課件中的超市圖片，假設(shè)學(xué)生在周末和父母去市場(chǎng)買(mǎi)東西。 然后教師再點(diǎn)擊鼠標(biāo)，課件中就會(huì)顯現(xiàn)出商店所賣(mài)的商品和價(jià)目表，讓學(xué)生根據(jù)圖片和價(jià)目表自編一個(gè)對(duì)話：一人為售貨員，一人為顧客，教師可以引導(dǎo)學(xué)生使用這幾句話：can i help you? i’d like …。. here you are. here is the money. 對(duì)話可長(zhǎng)可短，因人而異。

step 6 consolidation

[課件展示]教師總結(jié)本課中出現(xiàn)的一些重點(diǎn)詞組與句子。讓學(xué)生熟讀。

最新人教版初中英語(yǔ)教案4

一、教學(xué)目標(biāo)

在本節(jié)課結(jié)束時(shí)，學(xué)生將能夠：用正確的語(yǔ)言談?wù)撊绾螌W(xué)習(xí)；用by+doing的結(jié)構(gòu)描述自己的學(xué)習(xí)方式；能夠就英語(yǔ)學(xué)習(xí)與他人進(jìn)行簡(jiǎn)單的口語(yǔ)交流。

知識(shí)與能力：

通過(guò)本課學(xué)習(xí)，用目標(biāo)語(yǔ)言談?wù)撊绾螌W(xué)習(xí)英語(yǔ)，就英語(yǔ)問(wèn)題進(jìn)行簡(jiǎn)單的溝通，同時(shí)在與他人的合作與交流中幫助他人，樹(shù)立自己學(xué)習(xí)的信心。

過(guò)程與方法：

采用小組合作探究、聽(tīng)力練習(xí)、對(duì)話練習(xí)、猜測(cè)問(wèn)題和角色互換的學(xué)習(xí)策略，利用視頻、ppt和制作課件等來(lái)展開(kāi)課堂教學(xué)環(huán)節(jié)等，進(jìn)行“詢(xún)問(wèn)和談?wù)搶W(xué)習(xí)方法、解決困惑”的課堂教學(xué)和練習(xí)。本單元的教學(xué)法建議：短語(yǔ)教學(xué)——采取情景引入展開(kāi)啟發(fā)式的教學(xué)方式，讓學(xué)生在思考中輸出自己的語(yǔ)言，并在句型中學(xué)會(huì)運(yùn)用；語(yǔ)音教學(xué)——讓學(xué)生進(jìn)行聽(tīng)對(duì)話并跟讀聽(tīng)力材料；口語(yǔ)教學(xué)——采取對(duì)話練習(xí)和角色互換對(duì)學(xué)生進(jìn)行教學(xué)；聽(tīng)力教學(xué)——采取聽(tīng)音配對(duì)、聽(tīng)音打鉤和聽(tīng)音對(duì)應(yīng)等的方式進(jìn)行聽(tīng)力教學(xué)和聽(tīng)力技巧指導(dǎo)；口語(yǔ)教學(xué)——通過(guò)創(chuàng)設(shè)情境讓學(xué)生進(jìn)行對(duì)話練習(xí)和角色互換活動(dòng)，來(lái)進(jìn)行語(yǔ)言的輸出。

情感態(tài)度與價(jià)值觀：

通過(guò)參與課題教學(xué)活動(dòng)，增進(jìn)同學(xué)之間的了解和友情，并在交流中了解英語(yǔ)學(xué)習(xí)的方法，建立學(xué)習(xí)英語(yǔ)的自信。

二、教學(xué)重難點(diǎn)

教學(xué)重點(diǎn)：

學(xué)習(xí)并掌握how do you study.。.？ i study.。.by 。.。.等相關(guān)句型和詞匯。

學(xué)習(xí)并掌握用by + doing 結(jié)構(gòu)表達(dá)方式方法。

教學(xué)難點(diǎn)：

學(xué)習(xí)并用豐富的語(yǔ)言描述英語(yǔ)學(xué)習(xí)的方式和方法。

三、教學(xué)策略

短語(yǔ)教學(xué)——采取視頻引入話題然后進(jìn)行啟發(fā)式教學(xué)，并在對(duì)話中運(yùn)用；語(yǔ)音教學(xué)——讓學(xué)生跟讀聽(tīng)力材料進(jìn)行模仿式操練；口語(yǔ)教學(xué)——采取pair work 和role- play問(wèn)答式的口語(yǔ)交際活動(dòng)或小組活動(dòng)互相操練；聽(tīng)力教學(xué)——采取采取聽(tīng)音配對(duì)、聽(tīng)音打鉤和聽(tīng)音對(duì)應(yīng)等方式語(yǔ)法教學(xué)——通過(guò)模仿聽(tīng)力材料進(jìn)行對(duì)話練習(xí)，在教師的糾正中培養(yǎng)正確的by+doing的結(jié)構(gòu)意識(shí)。

四、教學(xué)過(guò)程

最新人教版初中英語(yǔ)教案5

教學(xué)目標(biāo)：

1、會(huì)使用可數(shù)名詞和不可數(shù)名詞開(kāi)購(gòu)物單。為后兩課學(xué)習(xí)購(gòu)物做準(zhǔn)備。

2、學(xué)會(huì)討論吃什么飯，買(mǎi)什么東西。

3、復(fù)習(xí)一些禮貌用語(yǔ)和習(xí)慣表達(dá)，如：how about…？ what about…？ can you come with me? what do you have for dinner this evening? let me and have a look.等。

教學(xué)用具：

lesson115 ppt教學(xué)演示

教學(xué)步驟：

step 1 revision

[課件演示]值日生duty report。

教師讓學(xué)生根據(jù)課件中的對(duì)話模式，兩人一組自行演示。

step 2 presentation

[課件演示]引出今日新單詞：pork。也可根據(jù)學(xué)生的水平適當(dāng)補(bǔ)充一些新單詞。如：大酬賓銷(xiāo)售 bargain sales 銷(xiāo)價(jià)20% 20% off 甩賣(mài) reduction sales

step 3 read and act

聽(tīng)錄音一遍后問(wèn)學(xué)生：where are they?

聽(tīng)錄音一遍后問(wèn)學(xué)生: what does tom want to buy? what else? how many? how much are they?

聽(tīng)第三遍，模仿跟讀，直至練熟。

step 4 practice

復(fù)習(xí)第二部分句型，練習(xí)買(mǎi)東西。

模擬幾種商店，并列出價(jià)目表。

把這些價(jià)目表都用投影打出，供學(xué)生們編對(duì)話。

編對(duì)話的話題仍然可使用教參(p.124)提供的幾個(gè)話題。

這里再提供幾個(gè)。

1、教師節(jié)給老師買(mǎi)禮物。

2、六一兒童節(jié)給幼兒園小朋友買(mǎi)禮品。

3、八一建軍節(jié)用班費(fèi)給軍屬買(mǎi)禮物。

4、你班有一位同學(xué)生病住院，買(mǎi)些禮物去看看他/她。

step 5 listen and answer

做workbook p.145

homework

blackboard handwriting

unit 29 shopping

參考詞

new words: pork how much is the meat? it’s 10 yuan a kilo.bargain sales

useful expressions:20% off

how much is it? it is …yuan a bag / bottle / kilo?reduction sales

how much are they? the are …a kilo.

how many / how much do you want?

language goals

in this unit students learn to describe animals and express preferences and give reasons,

new language

why do you like koala bears?。 because they're cute,they're pretty interesting, they're kind of shy, they're very big.

names of animals such as tiger, elephant, koala bear, dolphin

description words such as smart, cute, intelligent

names of countries: australia, south africa,

recycled language

between, across from

he's/she's from 。.。 he's / she's five years old.

name of countries; china, japan, brazil

section a

additional materials to bring to class:

coins or other markers for the bingo game in 4.

ask students to name as many animals as they can in english. write the list on the board,

ask students to describe each animal in some way.they may tell its color or tell if it is big or small.

say, today we are going to learn the names of some more animals. well also leam how to say which ones we like and tell why we like them.

la this activity introduces the key vocabulary.

focus attention on the map of the zoo showing pictures of animals. ask students to point to and name any animals they can.

point to the animals one by one and say the name of each. ask students to repeal.

point out the numbered list of words. say each one and ask students to repeat.

then ask students to match each word with one of the pictures. say, write the letter of each animal in the blank by that animal's name. point out the sample answer.

check the answers.

1 b this activity gives students practice in understanding the target language in spoken conversation.

point to the animals in 1a- ask students to point to and name the animals.

say, i'm going to play recordings of three conversations. listen carefully as you look at the words in la.put a checkmark in front of the name of each animal you hear.

play the recording the first time. students only listen.

play the recording a second time. this time students check each animal name they hear.

correct the answers.

1 c this activity provides guided oral practice using the target language.

call attention to the example conversation in the picture. ask two students to read it to the class. answer any questions they may have.

point out the four description words. ask a student to read them aloud. review the meaning of each word.

say, now you can make conversations about animals.your conversations can be like the example. use these description words.

ask students to work in pairs. have them take turns saying both parts.

if students need help getting started, demonstrate another conversation with a student. for example:

teacher: let's see the elephant.

student: why do you want to see the elephant?

teacher: because it's very smart.

ask some students to present their conversations to the class.

2a this activity provides listening practice using the target language.

call attention to the two blank lines on the left. say,you will hear a recording of a conversation. listen carefully. then write the names of the two animals you hear on these lines.

play the recording the first time. students only listen.

play the recording a second time. this time students write in the names of the animals.

check the answers.

point out the adjectives listed on the right. ask a student to say the words.

say, now i will play the recording again. this time draw a line between each animal and the adjective you hear.

play the recording and have students match each animal with an adjective.

correct the answers.

2b this activity provides listening and writing practice using the target language.

call attention to the conversation and the blank lines in it say, you will hear the recording again. this time please write a word from the box on each blank line. some words can be used more than one time.

ask a student to read the words in the box.

play the recording. check to see that students are writing a word from the box on each line of the conversation.

go over the answers.

2c this activity provides guided oral practice using the target language.

call attention to the conversation in the picture. ask two students to read it to the class.

say, now you can have conversations like this one.use the words in box 1, box 2, and box 3 in your conversations.

demonstrate a conversation with a student. for example:

student: do you like penguins?

teacher: yes, i do.

student: why?

teacher: because they're very cute.

3a this activity provides reading practice using the target language.

point to and say the names of the three countries on the maps and ask students to repeat

point to the three animals and ask a student to name them.

say, now draw a line between each animal and the country it comes from.

correct the answers.

3b this activity provides guided oral practice using the target language.

point to the conversation in the picture. ask a pair of students to read it to the class.

ask students to work in pairs. say, now you can talk about where animals come from. point to the map and animals students matched up in 3a-

say, work with a partner. take turns asking and answering questions about the countries and animals in 3a.

after a few minutes, ask several pairs to say the conversation for the class.

section b

additional materials to bring to class:

pictures of household pets and zoo animals cut out of magazines for follow-up activity 1.

1 this activity introduces more key vocabulary,

call attention to the animals in the picture and ask a student to say the name of each one.

point out the list of eight numbered adjectives at the top.

say, now please match the adjectives at the top with the animals in the picture. write the letter of the animal on the line after the adjective. point out the sample answer.

as students work, move around the room offering to answer questions as needed.

correct the answers-

2a this activity provides listening practice with the target language.

say, now i will play a recording of a conversation between tony and maria. this time circle the adjectives you bear on the list for la.

play the recording again. students circle the adjectives they hear.

correct the answers.

2b this activity provides listening and writing practice using the target language.

call attention to the three headings. animal, maria's words and tony's words, and the write-on lines under each.

say, now i will play the recording again. this time please write the name of the animals each person talks about and the words they say.

play the first four lines of recording and stop the tape. ask, what animal are they talking about? (the elephant) what words does maria use to describe the elephant? (interesting, intelligent)

point out the write-on lines where students can write these words.

play the whole recording and have students write the words they hear on the chart.

check the answers.

3 this activity provides guided oral practice using the target language.

call attention to the dialogue next to the picture. ask two students to read it to the class.

say, work in pairs. use sentences like these to say what you think about different animals.

demonstrate the activity with one or two students. for example, say, i like dolphins. they're intelligent.

ask students to work in pairs. as they work, move around the room checking on progress.

ask some pairs to present their conversations to the class.

3a this activity provides reading practice using the target language.

point out the three descriptions of animals. ask students to take turns reading one aloud.

then draw attention to the pictures of animals below.say, write the letter of the animal in the blank lines above its description. there is one animal that is not described.

check the answers.

3b this activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.

call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. ask a student to explain each word or use it in a sentence to show he or she understands what it means. teach the expression sleeps.

point out the description in 3b with blank lines where some words are missing. read it to the class saying blank each time you come to a blank line.

point out the six words in the box. say, you can write these words in the blanks. use each word only once.

as students work, move around the room checking progress and offering language support as needed.

check the answers.

3c this activity provides reading and writing practice using the target language,

say, now you can write a description like the one in 3b. you can use some of the same words. write about any animal you like.

you may wish to do a sample description with the class. choose an animal's name and write it on the board. then ask students to make statements about the each statement and then write on the board. you can ask leading questions such as. is it big? is it lazy? does it eat grass?

ask students to write their own descriptions. you may wish to have less fluent students work with a more fluent partner,

ask students to share their writing with others in the class.

after you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.

period one

課前準(zhǔn)備

教師：準(zhǔn)備游戲時(shí)所用的圖片（食物、蔬菜、動(dòng)物）。

學(xué)生：準(zhǔn)備表演時(shí)所需道具（服裝、假發(fā)）。

教學(xué)設(shè)計(jì)

step one :present the sentence patterns.

1、 play a game “how many words do you know?”（利用小游戲調(diào)動(dòng)學(xué)生的積極性，同時(shí)通過(guò)對(duì)冠軍的介紹引出本課。）

teacher: after the study of the first three starters, i think most of the students must have known a lot of words. how many words do you know? let’s play a game to see who know? let’s play a game to see who knows the most.

（divide all the students into several groups and show a picture（圖片略）to them with the computer. every group can choose two students to join. they are asked to come to the blackboard and write down the words in 30 seconds.）

（group 2 is the champion group. they can write 11 words.）

2、 introduce the champion group to the class.（引課方式貼近生活，學(xué)生易于接受）

teacher: congratulations, now group 2 is the champion. but i don’t know your names. would you like to introduce yourselves to us?

s1& s2:yes.

s1:hello.my name is li lei. nice to meet you.

ss: hello, li lei. nice to meet you ，too.

ss: hello! what’s your name?

s2:i’m sun ping. how do you do?

ss: how do you do ？

step two: drills.

1、 make introductions.（通過(guò)句型的操練使學(xué)生更加熟練掌握所學(xué)的句式。）

teacher: the new term begins. everyone will meet many new classmates. do you want to make friends with them? if your answer is “yes”， please introduce yourself in your group.

example:

sa: hello! i’m li lei. what’s your name?

sb: my name’s zhang feng. nice to meet you.

sa: nice to meet you, too. and what’s your name, please?

sc: lin li. how do you do?

sa：how do you do?

2、 listen and number the conversations.

teacher: today i have good news for you. three new students will come to our class. they are from other countries. do you want to know them? let’s listen to the recording of 1b in section a.

（students listen to the tape and give the right answers.）

step three: make friends.

1、 make new friends.（用談話的方式完成任務(wù)，生動(dòng)活潑，同時(shí)更容易向?qū)W生進(jìn)行美德教育。）

teacher: now everyone has some new friends. do you want others to know them? do you want more friends? let’s introduce our new friends to others, ok?

ss: ok.

example:

sa: this is my new friend. his name is sun nan.

sb: hello, sun nan. nice to meet you.

sc: nice to meet you, too. look! this is my new friend. her name is he lu.

ss: how do you do?

sd: how do you do?

（students can stand up and introduce their friends to others freely. they can greet each other warmly. everyone in the class can have more friends. they can also know something else about them.）

2、 the new comers.（以表演的形式完成，使課堂氣氛達(dá)到高潮。）

teacher: just now i said three new students from other countries would come to our class. now, look! they are here. let’s give them a warm welcome.

（three “foreign”students come in and all the students clap warmly.）

teacher: it’s their first time to come to china. would you like to listen to their introductions?

ss: yes.

（three students can make introductions and act out the dialogue vividly.）

step three: sum up.

some students are asked to sum up this lesson. it is how to make new friends and how to greet them. it is very important in the daily life.

homework

“how do you meet new visitors at home?

period two

課前準(zhǔn)備

教師：準(zhǔn)備歌曲磁帶（歌詞）、情景圖片及上課所需表格。

學(xué)生：需要向父母了解自已名字的含義。

教學(xué)設(shè)計(jì)

step one: revise the sentence patterns.

1、 sing an english song.（用唱歌的方式既帶動(dòng)了氣氛，又復(fù)習(xí)了所學(xué)內(nèi)容。）

teacher: yesterday we’ve known each other already. do you remember your new friends’names? if you do, let’s sing the song “what’s your name?”。

hello! hello! what’s your name? my name’s gina.

hello! hello! what’s his name? his name’s peter.

hello! hello! what’s her name? her name’s anna.

2、 listen to the conversations and finish the exercises.

teacher: yesterday i made a new friend. her name is jenny. she is very lovely. she introduces many friends of hers to me. do you want to know about them? let’s listen to the tape and find out some useful information.

（students listen to the tape and give the right answers.）

3、 act out the dialogues.（在特定的情景下表演對(duì)話更符合實(shí)際，更貼近生活。）

teacher: now you’ve known something about introductions and greetings. but if you are in other places, how do you introduce yourself and greet others? look at the four pictures and imagine you are in such a situation, how do you get to know new friends?

（students can choose any picture they like and act out the dialogues.）

example:

(at a party)

sa: hello! i’m lucy green. what’s your name?

sb: my name is kate brown, jim’s classmate. nice to meet you.

sa: nice to meet you, too. i’m jim’s sister. welcome to jim’s birthday party. make yourself at home.

sb: thanks, i will.

step two: choose english names.

1、 play a name game.（有效引出“英文名字”這一主題。）

teacher：as we know, everyone has a name. each name has its special meaning and so do english names. do you want to have an english name? if you do, let’s play a name game. the winners of the game will get english names.

rules: every student should introduce himself or herself,but at the same time he （she ） should repeat all the above-mentioned classmates' names.

example:

s1: my name’s tony.

s2: his name’s tony. my name’s linda.

s3: his name’s tony. her name’s linda. my name’s nick.

s4: his name’s tony. her name’s linda. his name's nick. my name's kim.

s5:……。

2、 choose english names.

1)。find out first names and last names.（用小組的方式完成名字的識(shí)別。）

teacher: congratulations to the winners. now you choose english names from the box. but before you choose names, you must know english names have two parts: first name and last name. look at the box, can you classify them according to the demands?

人教版初中英語(yǔ)說(shuō)課教案篇2

教學(xué)目標(biāo)：

1、會(huì)使用可數(shù)名詞和不可數(shù)名詞開(kāi)購(gòu)物單。為后兩課學(xué)習(xí)購(gòu)物做準(zhǔn)備。

2、學(xué)會(huì)討論吃什么飯，買(mǎi)什么東西。

3、復(fù)習(xí)一些禮貌用語(yǔ)和習(xí)慣表達(dá)，如：how about…？ what about…？ can you come with me? what do you have for dinner this evening? let me and have a look.等。

教學(xué)用具：

lesson115 ppt教學(xué)演示

教學(xué)步驟：

step 1 revision

[課件演示]值日生duty report。

教師讓學(xué)生根據(jù)課件中的對(duì)話模式，兩人一組自行演示。

step 2 presentation

[課件演示]引出今日新單詞：pork。也可根據(jù)學(xué)生的水平適當(dāng)補(bǔ)充一些新單詞。如：大酬賓銷(xiāo)售 bargain sales 銷(xiāo)價(jià)20% 20% off 甩賣(mài) reduction sales

step 3 read and act

聽(tīng)錄音一遍后問(wèn)學(xué)生：where are they?

聽(tīng)錄音一遍后問(wèn)學(xué)生: what does tom want to buy? what else? how many? how much are they?

聽(tīng)第三遍，模仿跟讀，直至練熟。

step 4 practice

復(fù)習(xí)第二部分句型，練習(xí)買(mǎi)東西。

模擬幾種商店，并列出價(jià)目表。

把這些價(jià)目表都用投影打出，供學(xué)生們編對(duì)話。

編對(duì)話的話題仍然可使用教參(p.124)提供的幾個(gè)話題。

這里再提供幾個(gè)。

1、教師節(jié)給老師買(mǎi)禮物。

2、六一兒童節(jié)給幼兒園小朋友買(mǎi)禮品。

3、八一建軍節(jié)用班費(fèi)給軍屬買(mǎi)禮物。

4、你班有一位同學(xué)生病住院，買(mǎi)些禮物去看看他/她。

step 5 listen and answer

做workbook p.145

homework

blackboard handwriting

unit 29 shopping

參考詞

new words: pork how much is the meat? it’s 10 yuan a kilo.bargain sales

useful expressions:20% off

how much is it? it is …yuan a bag / bottle / kilo?reduction sales

how much are they? the are …a kilo.

how many / how much do you want?

period one

課前準(zhǔn)備

教師：準(zhǔn)備游戲時(shí)所用的圖片（食物、蔬菜、動(dòng)物）。

學(xué)生：準(zhǔn)備表演時(shí)所需道具（服裝、假發(fā)）。

教學(xué)設(shè)計(jì)

step one :present the sentence patterns.

1、 play a game “how many words do you know?”（利用小游戲調(diào)動(dòng)學(xué)生的積極性，同時(shí)通過(guò)對(duì)冠軍的介紹引出本課。）

teacher: after the study of the first three starters, i think most of the students must have known a lot of words. how many words do you know? let’s play a game to see who know? let’s play a game to see who knows the most.

（divide all the students into several groups and show a picture（圖片略）to them with the computer. every group can choose two students to join. they are asked to come to the blackboard and write down the words in 30 seconds.）

（group 2 is the champion group. they can write 11 words.）

2、 introduce the champion group to the class.（引課方式貼近生活，學(xué)生易于接受）

teacher: congratulations, now group 2 is the champion. but i don’t know your names. would you like to introduce yourselves to us?

s1& s2:yes.

s1:hello.my name is li lei. nice to meet you.

ss: hello, li lei. nice to meet you ，too.

ss: hello! what’s your name?

s2:i’m sun ping. how do you do?

ss: how do you do ？

step two: drills.

1、 make introductions.（通過(guò)句型的操練使學(xué)生更加熟練掌握所學(xué)的句式。）

teacher: the new term begins. everyone will meet many new classmates. do you want to make friends with them? if your answer is “yes”， please introduce yourself in your group.

example:

sa: hello! i’m li lei. what’s your name?

sb: my name’s zhang feng. nice to meet you.

sa: nice to meet you, too. and what’s your name, please?

sc: lin li. how do you do?

sa：how do you do?

2、 listen and number the conversations.

teacher: today i have good news for you. three new students will come to our class. they are from other countries. do you want to know them? let’s listen to the recording of 1b in section a.

（students listen to the tape and give the right answers.）

step three: make friends.

1、 make new friends.（用談話的方式完成任務(wù)，生動(dòng)活潑，同時(shí)更容易向?qū)W生進(jìn)行美德教育。）

teacher: now everyone has some new friends. do you want others to know them? do you want more friends? let’s introduce our new friends to others, ok?

ss: ok.

example:

sa: this is my new friend. his name is sun nan.

sb: hello, sun nan. nice to meet you.

sc: nice to meet you, too. look! this is my new friend. her name is he lu.

ss: how do you do?

sd: how do you do?

（students can stand up and introduce their friends to others freely. they can greet each other warmly. everyone in the class can have more friends. they can also know something else about them.）

2、 the new comers.（以表演的形式完成，使課堂氣氛達(dá)到高潮。）

teacher: just now i said three new students from other countries would come to our class. now, look! they are here. let’s give them a warm welcome.

（three “foreign”students come in and all the students clap warmly.）

teacher: it’s their first time to come to china. would you like to listen to their introductions?

ss: yes.

（three students can make introductions and act out the dialogue vividly.）

step three: sum up.

some students are asked to sum up this lesson. it is how to make new friends and how to greet them. it is very important in the daily life.

homework

“how do you meet new visitors at home?

period two

課前準(zhǔn)備

教師：準(zhǔn)備歌曲磁帶（歌詞）、情景圖片及上課所需表格。

學(xué)生：需要向父母了解自已名字的含義。

教學(xué)設(shè)計(jì)

step one: revise the sentence patterns.

1、 sing an english song.（用唱歌的方式既帶動(dòng)了氣氛，又復(fù)習(xí)了所學(xué)內(nèi)容。）

teacher: yesterday we’ve known each other already. do you remember your new friends’names? if you do, let’s sing the song “what’s your name?”。

hello! hello! what’s your name? my name’s gina.

hello! hello! what’s his name? his name’s peter.

hello! hello! what’s her name? her name’s anna.

2、 listen to the conversations and finish the exercises.

teacher: yesterday i made a new friend. her name is jenny. she is very lovely. she introduces many friends of hers to me. do you want to know about them? let’s listen to the tape and find out some useful information.

（students listen to the tape and give the right answers.）

3、 act out the dialogues.（在特定的情景下表演對(duì)話更符合實(shí)際，更貼近生活。）

teacher: now you’ve known something about introductions and greetings. but if you are in other places, how do you introduce yourself and greet others? look at the four pictures and imagine you are in such a situation, how do you get to know new friends?

（students can choose any picture they like and act out the dialogues.）

example:

(at a party)

sa: hello! i’m lucy green. what’s your name?

sb: my name is kate brown, jim’s classmate. nice to meet you.

sa: nice to meet you, too. i’m jim’s sister. welcome to jim’s birthday party. make yourself at home.

sb: thanks, i will.

step two: choose english names.

1、 play a name game.（有效引出“英文名字”這一主題。）

teacher：as we know, everyone has a name. each name has its special meaning and so do english names. do you want to have an english name? if you do, let’s play a name game. the winners of the game will get english names.

rules: every student should introduce himself or herself,but at the same time he （she ） should repeat all the above-mentioned classmates' names.

example:

s1: my name’s tony.

s2: his name’s tony. my name’s linda.

s3: his name’s tony. her name’s linda. my name’s nick.

s4: his name’s tony. her name’s linda. his name's nick. my name's kim.

s5:……。

2、 choose english names.

1)。find out first names and last names.（用小組的方式完成名字的識(shí)別。）

teacher: congratulations to the winners. now you choose english names from the box. but before you choose names, you must know english names have two parts: first name and last name. look at the box, can you classify them according to the demands?

初中英語(yǔ)教案格式

一、說(shuō)教材（教材分析） analyzing teaching material

1、 說(shuō)課型 lesson type (dialogue/ reading/ listening/ revision)

2、 本課在教材中的地位 status and function

lesson 33 saving the earth is a dialogue. the lesson is focused on the topic of the problems of the earth and the functional items of supposition/ intentions/ conjecture/ prohibition. since it is a dialogue / reading. it’s helpful to improve the ss communicative/ reading ability.

3、 說(shuō)教學(xué)指導(dǎo)思想 teaching guideline

(teaching syllabus: language is for communication, develop their four skills, lay special emphasis on reading; grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; reading is for information, for fun; use top- down model or bottom- up model to activate ss schemata; interactive model)

4、 說(shuō)教學(xué)目標(biāo)和要求 teaching aims and demands （…be intended for ss in key schools）

1)認(rèn)知目標(biāo) knowledge objects

a. enable the ss to remember the following new words & phrases:

damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

b. get the ss to be familiar with this sentence pattern:

if the population keeps growing so quickly, there will only be standing room left…

give the ss a reinforced practice on the functional item supposition.

c. activate ss schemata regarding the topic of pollution and help ss to know more about the problem of pollution.

2)智能目標(biāo) ability objects

a. ask the ss to make up a similar dialogue.

b. help them to understand the dialogue better and improve the four skills.

c. develop their ability of thinking independently.

d. cultivate their ability to discover, analyze and solve problems.

e. train them to collect information from the internet.

f. train them with some effective learning methods to optimize ss’ learning results.

3)德育目標(biāo) moral objects

a. arouse their interest in learning english;

b. help them to understand the background of pollution.

c. enable the students to love our earth and the nature.

d. be aware of the importance of stopping pollution & protecting out environment.

e. encourage the ss to do something to save the earth.

5、 說(shuō)教學(xué)重點(diǎn) teaching important points （生詞、句型；培養(yǎng)閱讀技能）

a. new words and phrases

b. sentence pattern: if- clause

c. improve their reading skills.

d. talking about problems of the earth.

6、 說(shuō)教學(xué)難點(diǎn) teaching difficult points （語(yǔ)法；發(fā)展交際能力）

a. functional item: supposition.

b. develop their communicative ability. act out their own dialogue.

7、 說(shuō)教具 teaching aids (multi-media computer, software, ohp)

the teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. it’s of great help to increase the class density and improve our teaching result. it can also make the ss reach a better understanding of the text by making the classes lively and interesting. at the same time, it arouses the ss’ interest in learning english.

二、說(shuō)教法 teaching methods

five step method; audio-video; communicative approach;

task-based learning: new syllabus design encourages teachers to use this teaching method. tblt can stimulate ss’ initiative in learning and develop their ability in language application. make the ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

三、說(shuō)學(xué)法 study methods

1、 teach ss how to be successful language learners.

2、 teach ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

3、 get the ss to form good learning habits.

四、說(shuō)教學(xué)過(guò)程teaching procedures

i. 復(fù)習(xí) (revision) 5min (daily report; 詞匯diagram; brainstorming; activate schemata)

activity 1: imagination

1)。 suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? （wash it? or throw it away?）

2)。 suppose you catch a bad cold, what’s to be done?

3)。 suppose your bike is broken, what’s to be done?

4)。 and suppose the earth, on which we all live, is damaged, what’s to be done?

_what can you think of when you see “pollution” this word?（waste, environment, air, water, factory, desert, climate.。. try to activate the ss schemata regarding the topic of pollution.）

ii. 呈現(xiàn) (presentation) 5min

activity 2: presentation

play the song “earth song” sung by michael jackson. (create an atmosphere)

a lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

ss’ presentation on pollution. attract their attention, arouse their interest, and create a good atmosphere for communication.

_activate their schemata and cultivate their ability in collecting information from the internet and develop their ability in thinking independently.

iii. 對(duì)話 / 閱讀 (dialogue)18m

1、 pre- reading

activity 3: prediction

1st listening/ fast reading, one guided q to help ss to get the main idea:

what do you think is discussed at the conference?

2、 while- reading

activity 4: read and answer

2nd listening/ careful reading, more qs to get the detailed information. develop their reading skills: skim & scan. pay attention to the pronunciation, stress & intonation.

_閱讀: pre-reading; while-reading; post-reading （fast reading/ careful reading; skim/ scan; 識(shí)別關(guān)鍵詞key words;確定主題句；創(chuàng)設(shè)信息差information gap;t or f; 填表格chart/diagram; predicting; make a timeline; make a story map。達(dá)到對(duì)課文的整體理解和掌握。so that they can have a good understanding of the whole text.）

3、 post- reading

activity 5: language focus

while ss are answering the qs, the teacher deals with some key language points.

a. is being caused b. and so on c. go on doing

d. be fit for e. standing room f. if- clause

iv. 操練 (practice) 10m

activity 6: retell

use your own words to retell the dialogue in the 3rd person.

activity 7: acting out

activity 8: drill – supposition

purpose: practise the functional item of supposition. (p. 33 part 2; p.113, wb ex. 3)

(retell; act out; role play)

v. 鞏固 (consolidation) 6m

(discussion; interview; press conference; debate; quiz)

activity 9: role play

suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

_the ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

activity 10: discussion

think of the question: are we causing damage to the world?

what should we do to save the earth and protect our environment especially in our daily life?

collect their answers and form a report.

vi. 作業(yè) (homework) 1m (writing; continue the story; recite; retell)

write a letter to the mayor, telling him sth. about the pollution around your school.

i. analysis of the teaching material

1、 status and function

the topic of this unit is about food. the students will learn how to order food or

take-away. in this unit, the students will be able to use “would like” to express their need

for food and learn how to ask others? information and provide their personal information

during the process.

2、 teaching aims and demands

1)。 knowledge objects

a. to master how to order food or take-away;

b. to master the modal verb “would” and “what” questions.

c. to master the usage of countable nouns and uncountable nouns.

2)。 ability objects

d. to use “would like” to talk about the need for food.

e. to improve students? ability of communication and social practice.

3)。 sensibility objects:

let the students experience the happiness of learning english, cultivate their ability

to do things and foster the spirit of cooperation in group activities.

3、 teaching difficult points and focus:

1)to learn the names of food and the countable and uncountable nouns.

2)to learn how to order food.

3)to use “would like” to express their need for food and learn how to order food.

ii. target language

1) what would you/he/they like to eat?

i?d /he?d /they?d like some.。.

2) what kind of noodles would you/he/they like?

i?d/he?d /they?d like beef and tomato noodles

iv. vocabulary

noodles, beef, chicken, mutton, potatoes, tomato, cabbage,carrot, dumplings, porridge, soup, green tea, orange juice, would like…

v. teaching time

45 minutes

vi. teaching procedures

step 1. warm up.

1) show some pictures about sports and let the students answer the questions below:

after doing these sports, what?s your feeling?

are you tired ？

are you hungry?

2) let the students thinking the question: if you are hungry, what would you like to eat?

3) show some pictures of food that they have learned.

step 2. lead into.

1)t: “no food left! but don?t worry, let?s go to the restaurant to have a big meal.

look! what can you see in the restaurant?

yes, there are many kinds of food there. you can choose whatever you like”。

2)show the new words.

3)questions:

a: what kind of vegetables/meat/food/drink would you like?

b: i?d like some…

let the students to learn the names of food and the countable and uncountable nouns. let the students make some dialogue.

step 3. let’s chant.

step 4. noodle house.

1) show some pictures about noodle specials.

meat+vegetables → special2…。

（let the students to guess the meaning of the word ?special?）

2) make dialogue

a: what kind of noodles would you like?

b: i?d like…and…noodles.

step 5. pairwork and guessing game

1) pairwork 。 （make dialogues.）

2) game: who is the winner?

ask a boy and a girl come before the blackboard, and then ask two students to make a

dialogues. the boy or the girl who find the right special will win one score…。after

some pairwork, see who is the winner? the boy or the girl.

3) guessing game.

step 6. role play (in the nodle house)

a customer and a waiter. (make a dialogue)

let the students express their need for food and learn how to order food.

step 7. summary

step 8. apothegm

step 9 a flash → “i’m hungry”

learn the song.

step 10. homework

language goals

in this unit students learn to describe animals and express preferences and give reasons,

new language

why do you like koala bears?。 because they're cute,they're pretty interesting, they're kind of shy, they're very big.

names of animals such as tiger, elephant, koala bear, dolphin

description words such as smart, cute, intelligent

names of countries: australia, south africa,

recycled language

between, across from

he's/she's from 。.。 he's / she's five years old.

name of countries; china, japan, brazil

section a

additional materials to bring to class:

coins or other markers for the bingo game in 4.

ask students to name as many animals as they can in english. write the list on the board,

ask students to describe each animal in some way.they may tell its color or tell if it is big or small.

say, today we are going to learn the names of some more animals. well also leam how to say which ones we like and tell why we like them.

la this activity introduces the key vocabulary.

focus attention on the map of the zoo showing pictures of animals. ask students to point to and name any animals they can.

point to the animals one by one and say the name of each. ask students to repeal.

point out the numbered list of words. say each one and ask students to repeat.

then ask students to match each word with one of the pictures. say, write the letter of each animal in the blank by that animal's name. point out the sample answer.

check the answers.

1 b this activity gives students practice in understanding the target language in spoken conversation.

point to the animals in 1a- ask students to point to and name the animals.

say, i'm going to play recordings of three conversations. listen carefully as you look at the words in la.put a checkmark in front of the name of each animal you hear.

play the recording the first time. students only listen.

play the recording a second time. this time students check each animal name they hear.

correct the answers.

1 c this activity provides guided oral practice using the target language.

call attention to the example conversation in the picture. ask two students to read it to the class. answer any questions they may have.

point out the four description words. ask a student to read them aloud. review the meaning of each word.

say, now you can make conversations about animals.your conversations can be like the example. use these description words.

ask students to work in pairs. have them take turns saying both parts.

if students need help getting started, demonstrate another conversation with a student. for example:

teacher: let's see the elephant.

student: why do you want to see the elephant?

teacher: because it's very smart.

ask some students to present their conversations to the class.

2a this activity provides listening practice using the target language.

call attention to the two blank lines on the left. say,you will hear a recording of a conversation. listen carefully. then write the names of the two animals you hear on these lines.

play the recording the first time. students only listen.

play the recording a second time. this time students write in the names of the animals.

check the answers.

point out the adjectives listed on the right. ask a student to say the words.

say, now i will play the recording again. this time draw a line between each animal and the adjective you hear.

play the recording and have students match each animal with an adjective.

correct the answers.

2b this activity provides listening and writing practice using the target language.

call attention to the conversation and the blank lines in it say, you will hear the recording again. this time please write a word from the box on each blank line. some words can be used more than one time.

ask a student to read the words in the box.

play the recording. check to see that students are writing a word from the box on each line of the conversation.

go over the answers.

2c this activity provides guided oral practice using the target language.

call attention to the conversation in the picture. ask two students to read it to the class.

say, now you can have conversations like this one.use the words in box 1, box 2, and box 3 in your conversations.

demonstrate a conversation with a student. for example:

student: do you like penguins?

teacher: yes, i do.

student: why?

teacher: because they're very cute.

3a this activity provides reading practice using the target language.

point to and say the names of the three countries on the maps and ask students to repeat

point to the three animals and ask a student to name them.

say, now draw a line between each animal and the country it comes from.

correct the answers.

3b this activity provides guided oral practice using the target language.

point to the conversation in the picture. ask a pair of students to read it to the class.

ask students to work in pairs. say, now you can talk about where animals come from. point to the map and animals students matched up in 3a-

say, work with a partner. take turns asking and answering questions about the countries and animals in 3a.

after a few minutes, ask several pairs to say the conversation for the class.

section b

additional materials to bring to class:

pictures of household pets and zoo animals cut out of magazines for follow-up activity 1.

1 this activity introduces more key vocabulary,

call attention to the animals in the picture and ask a student to say the name of each one.

point out the list of eight numbered adjectives at the top.

say, now please match the adjectives at the top with the animals in the picture. write the letter of the animal on the line after the adjective. point out the sample answer.

as students work, move around the room offering to answer questions as needed.

correct the answers-

2a this activity provides listening practice with the target language.

say, now i will play a recording of a conversation between tony and maria. this time circle the adjectives you bear on the list for la.

play the recording again. students circle the adjectives they hear.

correct the answers.

2b this activity provides listening and writing practice using the target language.

call attention to the three headings. animal, maria's words and tony's words, and the write-on lines under each.

say, now i will play the recording again. this time please write the name of the animals each person talks about and the words they say.

play the first four lines of recording and stop the tape. ask, what animal are they talking about? (the elephant) what words does maria use to describe the elephant? (interesting, intelligent)

point out the write-on lines where students can write these words.

play the whole recording and have students write the words they hear on the chart.

check the answers.

3 this activity provides guided oral practice using the target language.

call attention to the dialogue next to the picture. ask two students to read it to the class.

say, work in pairs. use sentences like these to say what you think about different animals.

demonstrate the activity with one or two students. for example, say, i like dolphins. they're intelligent.

ask students to work in pairs. as they work, move around the room checking on progress.

ask some pairs to present their conversations to the class.

3a this activity provides reading practice using the target language.

point out the three descriptions of animals. ask students to take turns reading one aloud.

then draw attention to the pictures of animals below.say, write the letter of the animal in the blank lines above its description. there is one animal that is not described.

check the answers.

3b this activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.

call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. ask a student to explain each word or use it in a sentence to show he or she understands what it means. teach the expression sleeps.

point out the description in 3b with blank lines where some words are missing. read it to the class saying blank each time you come to a blank line.

point out the six words in the box. say, you can write these words in the blanks. use each word only once.

as students work, move around the room checking progress and offering language support as needed.

check the answers.

3c this activity provides reading and writing practice using the target language,

say, now you can write a description like the one in 3b. you can use some of the same words. write about any animal you like.

you may wish to do a sample description with the class. choose an animal's name and write it on the board. then ask students to make statements about the each statement and then write on the board. you can ask leading questions such as. is it big? is it lazy? does it eat grass?

ask students to write their own descriptions. you may wish to have less fluent students work with a more fluent partner,

ask students to share their writing with others in the class.

after you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.

英語(yǔ)教案怎么寫(xiě)

1、寫(xiě)課題(topic)和課型(lesson type)

課題相當(dāng)于文章的標(biāo)題，講課時(shí)要首先告訴學(xué)生，并寫(xiě)在黑板上。因此要寫(xiě)得準(zhǔn)確。課型是指該節(jié)課的講授類(lèi)型。初中英語(yǔ)的主要課型有：：新授課(new lesson)、鞏固課(reinforcement lesson)、復(fù)習(xí)課(revision lesson)、語(yǔ)音課(phonetic lesson)、聽(tīng)力課(listening lesson)、聽(tīng)說(shuō)課(aural-oral lesson)、閱讀課(reading lesson)、語(yǔ)法課(grammar lesson)等。不同的課型應(yīng)用不同的授課方式或方法，只有確定了課型，才能選擇有效的素質(zhì)教育教學(xué)方法。

2、寫(xiě)教學(xué)目標(biāo)(teaching objective)

教學(xué)目標(biāo)是教案的核心內(nèi)容，是教師施教的準(zhǔn)繩。教學(xué)目標(biāo)要符合大綱對(duì)教材的要求。由于教學(xué)目標(biāo)要在課堂上展示給學(xué)生，讓學(xué)生明確，所以寫(xiě)素質(zhì)教育目標(biāo)時(shí)，要力求簡(jiǎn)明扼要，淺顯易懂，便于操作和檢測(cè)，一般3~4個(gè)目標(biāo)為宜。

3、寫(xiě)教學(xué)的重點(diǎn)(main/focal points)、難點(diǎn)(difficult points)和關(guān)鍵點(diǎn)(key points)

教學(xué)重點(diǎn)是課堂教學(xué)的主要任務(wù)；教學(xué)難點(diǎn)是師生順利完成教學(xué)任務(wù)的障礙；素質(zhì)教學(xué)關(guān)鍵是攻克教學(xué)難點(diǎn)的突破口。在教案中寫(xiě)清一節(jié)課的教學(xué)重點(diǎn)、難點(diǎn)和關(guān)鍵點(diǎn)，能提醒教師在講課時(shí)注意突出重點(diǎn)、突破難點(diǎn)、抓住關(guān)鍵。

4、寫(xiě)教具(teaching tools)

課堂上需要什么教具要寫(xiě)清楚，如錄音機(jī)、教材錄音帶、教學(xué)掛圖、卡片、實(shí)物（或模型）、小黑板、刻印好的練習(xí)題、彩色粉筆、幻燈片等。

5、寫(xiě)教學(xué)過(guò)程(teaching procedure)

教學(xué)過(guò)程是教案的主要部分。寫(xiě)教學(xué)過(guò)程主要寫(xiě)以下幾方面的內(nèi)容：

a、 寫(xiě)教學(xué)環(huán)節(jié)。教學(xué)環(huán)節(jié)即教學(xué)任務(wù)是什么要寫(xiě)清楚，做到心中有數(shù)。目前有些教師采用"三階段六環(huán)節(jié)"教學(xué)模式，即：準(zhǔn)備階段（自由交流、復(fù)習(xí)檢查）、講練階段（導(dǎo)入課程、分層操練）和發(fā)展階段（鞏固發(fā)展、布置作業(yè)）。

b、 寫(xiě)知識(shí)點(diǎn)和所用時(shí)間。寫(xiě)好知識(shí)點(diǎn)，教師使用教案時(shí)能一目了然，有的放矢。寫(xiě)好所用時(shí)間，能使教師從容掌握教學(xué)速度，合理安排每個(gè)教學(xué)環(huán)節(jié)所需的時(shí)間，充分利用課堂時(shí)間。

c、 寫(xiě)教師活動(dòng)。不僅要寫(xiě)教師"教什么"，還要寫(xiě)出教師"怎樣教"，即寫(xiě)清楚教師要教的內(nèi)容，寫(xiě)出講授這些內(nèi)容的方法。寫(xiě)出課堂用語(yǔ)和各環(huán)節(jié)的過(guò)渡語(yǔ)。課堂用語(yǔ)要求簡(jiǎn)練、口語(yǔ)化，用學(xué)生已經(jīng)學(xué)過(guò)的熟悉的、聽(tīng)得懂的英語(yǔ)來(lái)解釋或表達(dá)新的教學(xué)內(nèi)容。各環(huán)節(jié)之間的過(guò)渡語(yǔ)要自然流暢。寫(xiě)出使用教具的時(shí)機(jī)和方法，寫(xiě)板書(shū)內(nèi)容等。

d、 寫(xiě)學(xué)生活動(dòng)。寫(xiě)出學(xué)生學(xué)習(xí)的內(nèi)容和學(xué)習(xí)方法，特別是怎樣學(xué)應(yīng)寫(xiě)清楚。不能簡(jiǎn)單地把學(xué)生活動(dòng)寫(xiě)成聽(tīng)、讀、思考、操練、做題等。

初中英語(yǔ)教案與其他科目的教案寫(xiě)法大致是一樣的，知識(shí)牽涉到英語(yǔ)的表述，對(duì)部分考生來(lái)說(shuō)可能相對(duì)陌生一些，不過(guò)沒(méi)關(guān)系，只要勤加練習(xí)一定能順利通過(guò)教師資格證考試。

一、教材分析：

1、教學(xué)內(nèi)容：

本單元是——（ 下 ） unit —。主要圍繞""這一主題展開(kāi)各種教學(xué)活動(dòng)，并以這一主題引出_____等語(yǔ)言功能。本單元旨在創(chuàng)造一個(gè)輕松，愉快的學(xué)習(xí)，交流環(huán)境，通過(guò)聽(tīng)，說(shuō)，讀，寫(xiě)來(lái)培養(yǎng)學(xué)生綜合運(yùn)用這些知識(shí)的能力。并讓學(xué)生能在"做中學(xué)"(learning by doing)，通過(guò)有限的課堂實(shí)踐活動(dòng)，拓展以往的經(jīng)歷，能準(zhǔn)確地用英語(yǔ)來(lái)表達(dá)。

2、教材的地位和作用：

——年級(jí)——單元

講述的是——的用法，這是初中非常重要的時(shí)態(tài)之一。學(xué)生們能夠用現(xiàn)在——來(lái)表達(dá)自己的經(jīng)歷，來(lái)體會(huì)別人的感受是很重要的。這個(gè)單元一定要體會(huì)現(xiàn)在——的真正含義和用法。要避免混淆幾個(gè)重點(diǎn)詞組的使用。

我們更要使學(xué)生不僅理解枯燥的語(yǔ)法，還要讓學(xué)生們會(huì)用新學(xué)的語(yǔ)法知識(shí)來(lái)表達(dá)思想。

3、教材的處理：

根據(jù)《英語(yǔ)課程標(biāo)準(zhǔn)》（實(shí)驗(yàn)稿）關(guān)于總目標(biāo)的具體描述，結(jié)合本單元這部分的教學(xué)內(nèi)容及基于對(duì)教材的分析，我對(duì)本單元的內(nèi)容進(jìn)行如下處理，目的是突出重點(diǎn)，使課堂節(jié)奏緊湊，銜貫。本單元分為四課時(shí)，第一課時(shí)是section a，第二課時(shí)是section b， 第三課時(shí)是self check， 第四課時(shí)是——，最后一部分是 做練習(xí)，以學(xué)生的自測(cè)為主，然后予以校對(duì)。

二、學(xué)情分析：

我們教學(xué)的對(duì)象是初二學(xué)生（好，中，差等生都有），他們學(xué)習(xí)英語(yǔ)既感到好奇又擔(dān)憂，希望能得到他人的肯定。因此我在教學(xué)活動(dòng)中盡量讓他們參與到活動(dòng)中來(lái)，有更多的機(jī)會(huì)來(lái)說(shuō)英語(yǔ)，減少他們的恐懼感，通過(guò)學(xué)生間的合作學(xué)習(xí)，降低他們的學(xué)習(xí)難度，使他們體驗(yàn)到成功的喜悅。同時(shí)在閱讀和書(shū)面表達(dá)中加以落實(shí)，提高他們綜合運(yùn)用語(yǔ)言的能力，使各層次的學(xué)生都有所收獲。

三、教學(xué)目標(biāo)：

根據(jù)以上我對(duì)本單元教材內(nèi)容的分析和新課標(biāo)的指導(dǎo)，我確定以下幾個(gè)為本單元的教學(xué)目標(biāo)：語(yǔ)言知識(shí)，語(yǔ)言技能，學(xué)習(xí)策略，情感態(tài)度和文化意識(shí)五個(gè)方面。

1、語(yǔ)言知識(shí)：

本單元要求學(xué)生掌握以下詞匯——

語(yǔ)言功能：學(xué)習(xí)和增加閱讀技巧和閱讀策略。

語(yǔ)言結(jié)構(gòu)：——

2、語(yǔ)言技能：

（1）能用——的各種形式進(jìn)行準(zhǔn)確的描述和表達(dá)——經(jīng)歷。

（2）能掌握——時(shí)態(tài)中幾個(gè)詞組的正確使用。

（3）能在日常生活中恰當(dāng)理解和運(yùn)用本單元的話題范圍內(nèi)的單詞和習(xí)慣用語(yǔ)。

3、學(xué)習(xí)策略：

通過(guò)本單元的教學(xué)，我要求學(xué)生能通過(guò)上下文內(nèi)在的邏輯聯(lián)系和在一定的語(yǔ)境中正確理解并運(yùn)用——（時(shí)態(tài)）來(lái)準(zhǔn)確地表達(dá)所發(fā)生過(guò)去的經(jīng)歷。

4、情感態(tài)度：

通過(guò)對(duì)本單元的任務(wù)性活動(dòng)，我的目的是讓學(xué)生們用英語(yǔ)描述他們過(guò)去的經(jīng)歷，同時(shí)能提高他們的觀察能力和表達(dá)能力，激發(fā)他們對(duì)學(xué)習(xí)英語(yǔ)的興趣和熱情，在接近生活常態(tài)的交際中能樂(lè)于模仿，敢于開(kāi)口，積極參與，主動(dòng)請(qǐng)教。

5、文化意識(shí)：

通過(guò)他們描述過(guò)去的經(jīng)歷，了解一些西方國(guó)家的風(fēng)土人情。

四、教學(xué)的重、難點(diǎn)：

基于上述對(duì)教材的分析，我確定本單元的教學(xué)重點(diǎn)為——的用法。

教學(xué)難點(diǎn)為——含義和用法，能在交際中準(zhǔn)確地運(yùn)用——來(lái)描述或表達(dá)。

五、教學(xué)方法：

教法：情境教學(xué)法、語(yǔ)法翻譯法、直接法、聽(tīng)說(shuō)法、交際法、全身反應(yīng)法

學(xué)法：自主、合作、探究

教法分析：

（1）——是初中非常重要的語(yǔ)法項(xiàng)目，而本單元的話題源自生活，立足這一點(diǎn)，我充分利用學(xué)生已有的知識(shí)和生活經(jīng)驗(yàn)，讓他們講述去過(guò)的國(guó)家或地方，創(chuàng)設(shè)生活化的真實(shí)情境引導(dǎo)學(xué)生在運(yùn)用語(yǔ)言中學(xué)習(xí)語(yǔ)言，然后在學(xué)習(xí)新的語(yǔ)言知識(shí)后創(chuàng)造性地運(yùn)用語(yǔ)言（為用而學(xué)， 在用中學(xué)，學(xué)了就用）。

（2）開(kāi)展多種類(lèi)型的任務(wù)型活動(dòng)，提供給學(xué)生合作交流的空間和時(shí)間，促使學(xué)生為完成任務(wù)和同學(xué)進(jìn)行合作，為完成任務(wù)進(jìn)行探究性學(xué)習(xí)。

六、教學(xué)過(guò)程設(shè)計(jì)

unit 9

the first period (section a)

step 1 warming up

（"良好的開(kāi)端是成功的一半"， 因此，我認(rèn)為能以一種新穎的問(wèn)候方式或復(fù)習(xí)方式進(jìn)入一節(jié)課，就能喚起學(xué)生的興趣，使學(xué)生保持一種積極的學(xué)習(xí)狀態(tài)，或循序漸進(jìn)地導(dǎo)入所學(xué)的內(nèi)容，那么可為這節(jié)課的成功打下基礎(chǔ)，同時(shí)也能給自己適當(dāng)?shù)臏p壓。）

t：i like travelling. i have been to dalian and many big cities. what about you?

接下來(lái)教師讓幾個(gè)學(xué)生講述他們?nèi)ミ^(guò)的城市或國(guó)家，讓其他學(xué)生用英語(yǔ)來(lái)猜測(cè)。（目的是為本節(jié)課的現(xiàn)在完成時(shí)作好鋪墊）

step 2 presentation

教師出示幾張圖片，引出現(xiàn)在完成時(shí)的結(jié)構(gòu)和用法。

t： have you been to an aquarium?

yes,i have.

t： have you been to a water park?

no,i haven't.

這樣設(shè)計(jì)的目的是讓學(xué)生在交際情景中感受出現(xiàn)在完成時(shí)的結(jié)構(gòu)和用法。

然后叫學(xué)生歸納出現(xiàn)在完成時(shí)的結(jié)構(gòu)句型。

language goal

in this unit, students learn to talk about jobs.

new language

what do you do? i'm a reporter

what does he do.' he's a student.

what do you want to be? i want to be an actor 。

what does she want to be? she wants to be a police officer

names of jobs and professions

section a

brainstorm with students a list of jobs that friends or relatives do. （"brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.） write the word jobs on the board and list all the jobs students mention.

point to the jobs one by one and ask students to say what ever they can about these jobs. accept single word answers or simple sentences such as, it's fun. it's a good job.

la this activity introduces the key vocabulary.

focus attention on the art. ask students to tell what they see in each scene. ask students to name as many of the jobs shown as they can. then point to a scene, name the job, and ask students to repeat.

point to the numbered list of words. say each one and ask students to repeat.

then ask students to match each word wllfa one of the scenes. say, write the letter of each scene next to one of the ivords. point to the sample answer.

1 b this activity gives students practice in understanding the target language in spoken conversation.

point to the different people shown in the picture.ask various students to tell what they do as you point to each one,

say, now you will hear three conversations. the conversations are about three of the people in this picture.

play the recording the first time. students only listen.

play the recording a second time. this time ask students to write a number 1 next to the person being talked about in conversation 1. have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.

correct the answers.

1 c this activity provides guided oral practice using the target language-

ask a student to read the example conversation with you. hold up the book and point to the doctor in the picture.

say, now work with your partner. make your own conversations about the picture. you can use sentences like the ones in activity 1b.

say a dialogue with a student. point to a picture of one of the people. guide the student to answer using one of the words in activity 1a.

as students work in pairs, move around the room monitoring their work. oner language or pronunciation support as needed.

2a this activity gives students practice in understanding the target language in spoken conversation.

ask students to look at the three pictures. ask different students to tell you what they sec in each picture. what are the people doing? what jobs do they have?

play the recording the first time. students only listen.say, you will hear conversations about the people in these pictures.

play the recording a second time. say, write the number of each conversation below the picture of the person being talked about.

correct the answers.

2b this activity gives students practice in understanding the target language in spoken conversation.

point to the three headings in the chart and read the headings to the class. ask students, what does "wants to be" mean? （it is not the job the person lias now. it is the job the person wants in the future.）

play the recording the first time. students only listen.say, you wiu hear about the people in these pictures. you will hear the job they haw now and the job they want in the future.

play the recording a second time. this time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. point out the sample

2c this activity provides guided oral practice using the target language.

point out the pictures in activity 2a. ask who each person is. （they are susan's brother. anna's mother, and tony's father.）

say, now work with your partner. ask and answer questions about the pictures. ask, "what does he or she do?" then ask, "what does he or she want to be?"

say a dialogue with a student. point to anna's mother and then to the example in the speech balloons. practice the dialogue with a student.

as students work in pairs, move around the room monitoring their work. offer language support as needed.

3a this activity introduces the names for the places where people work, and gives reading practice using the target language.

call attention to the pictures. ask students to read the name for each place. as they name each place, write the word on the board and-ask the class to repeat it.

point out the list of jobs with the numbers next to each. then call attention to the people in the pictures and the speech bubbles. point out the sample answer and have a student read out the speech bubble.

ask students to work alone. say, write the number of each job in the square next to each workplace.

check the answers.

3b this activity provides guided oral practice using the target language.

point out the pictures in activity 3a. ask students to name the workplace shown in each picture.

then point out the conversation in the speech bubbles. ask two students to read it to the class.

say, wow work with a partner. first practice the conversation in the picture. then make new conversations. use jobs and places from activity 3a.

say a dialogue with a student. point to the word waiter in activity 3a and then to the picture of the restaurant. ask a student. where does he work? guide the student to answer using the correct place: he works in a restaurant.then ask. what does he do? and guide the student to answer, he's a waiter.

as students work in pairs, move around the room monitoring their work. offer language support as needed.

4 this activity provides listening and speaking practice using the target language.

call attention to the pictures in the book showing how to play the game. say, you will draw a picture of someone working. other students will ask questions about the kind of job you are drawing. after two questions someone can try to guess the job.

demonstrate by drawing a picture on the board of a stick figure reporter. add details （microphone, notebook,etc.） until students guess what job it is.

ask a student to go to the board. say, draw a picture of a person working. if necessary, help the student add details that show the job the person is doing. he or she can add a bank interior to show that the person is a bank clerk. a student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.

ask two different students to ask questions about the job, and then ask a third student to guess what job it is.

play the game using drawings by several different students.

alternative: if you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. they will need pieces of paper on which to draw their pictures. they will also need pencils.

section b

new language

words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun

additional materials to bring to class:

help wanted ads from an english-language newspaper

1 a this activity introduces the key vocabulary.

focus attention on the six pictures. ask, what job does the person have? where does the person ivnrk?

point out the numbered list of words. say each one and ask students to repeat. then use simple explanations and short sample sentences to help students understand what each word means. for example, exciting means very interesting and very fast-moving. a police officer has an exciting job. the job is always changing. something is always happening. for dangerous you might say, dangerous means not safe. you might be hurt or killed in a dangerous job.

then ask students to match each word with one of the pictures. say, write the letter of each picture next to one of the words. point out the sample answer.

check the answers.

1 b this activity provides guided oral practice using the target language.

call attention to the picture in this activity and ask a student to read the statement to the class. then point to the picture of the police officer and say. it's an exciting job. ask the class to repeat. then say, what else can you say about being a police officer? someone may answer, it's a dangerous job. ask the class to repeat each correct answer.

then ask students to work in pairs. suggest that they each point to the pictures of the workers and make statements about them. as students practice, move around the classroom monitoring their work.

1 c this activity provides an opportunity for oral practice.

say, name some of the jobs from this unit. write this list of jobs on the board. say, can you name some other jobs? add any new jobs to the list.

ask some students to make statements about jobs on the list using the words in activity la. you may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.

2a this activity provides listening and writing practice with the target language.

call attention to the two headings and ask a student to read die headings to the class.

point out the blank lines where students will write the name of a job (under the words wants to be)。

play ihe recording the first time. students only listen.

say, now i will play the tape again. this time write the name of a job under the words "wants to be."

2b this activity provides listening and writing practice with the target language,

call attention to the second heading and ask a student to read it to the class. say, this time you will unite why each person wants the job.

play the recording again. students only listen.

then say, now i will play the tape again. this time write the reason the person wants the job under the word "why?"

play the recording. students write their answers.

check the answers.

2c this activity provides open-ended oral practice using the target language.

say, what do you want to be? what words describe each job? help the class make up a list of jobs they might like to do. as students suggest possible jobs, ask the class to suggest words to describe them. use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.

then ask students to work in small groups. they tell each other what they want to do and why. encourage students to use dictionaries if necessary. move from group to group offering assistance as needed.

ask individual students to tell the class about what they want to be and why.

3a this activity provides reading and writing practice using the target language.

call attention to the three newspaper ads and read these ads to the class. say blank each time you come to a blank line.

then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. for example, in the first ad, students may not know that working late means "working at night." to work hard means to use a lot of energy to do the job.

ask students to fill in (he blanks in the ads using the words actor, reporter, and waiter.

check the answers.

3b this activity provides reading and writing practice using the target language.

call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.

ask students to fill in the blanks using words from this section. say,look at the pictures next to each blank line. the pictures will help you guess the correct word.suggest that they look at the names of jobs and the words that describe jobs in the first part of section b.

check the answers,

3c this activity provides writing practice using the target

language.

point out the blank strip of newspaper where students can write their own ads.

ask one or two students, what are you going to write about? repeat each of the students' sentences and ask the class to repeat the sentences after you. for example: do ^om want an interesting but dangerous job? do you want to meet new people? we need a police officer.call the smithtown police station at 555-2323.

ask students to read their ads to a partner. ask the pairs to correct each other's work.

4 this activity provides guided oral practice using the

target language.

ask two students to read the conversation in the speech bubbles. answer any questions students may have about it.

then say, new please work in groups. ask efuestions to find out what jobs each person wrote about. you can use sentences like the ones we just read.

as students ask questions, move from group to group. rephrase any incomplete or incorrect questions.also rephrase any inaccurate answers.

以上就是一秘為大家整理的9篇《初中英語(yǔ)教案》，希望可以啟發(fā)您的一些寫(xiě)作思路，更多實(shí)用的范文樣本、模板格式盡在一秘。

人教版初中英語(yǔ)說(shuō)課教案篇3

一、教材分析：

1、教學(xué)內(nèi)容：

本單元是——（ 下 ） unit —。主要圍繞""這一主題展開(kāi)各種教學(xué)活動(dòng)，并以這一主題引出_____等語(yǔ)言功能。本單元旨在創(chuàng)造一個(gè)輕松，愉快的學(xué)習(xí)，交流環(huán)境，通過(guò)聽(tīng)，說(shuō)，讀，寫(xiě)來(lái)培養(yǎng)學(xué)生綜合運(yùn)用這些知識(shí)的能力。并讓學(xué)生能在"做中學(xué)"(learning by doing)，通過(guò)有限的課堂實(shí)踐活動(dòng)，拓展以往的經(jīng)歷，能準(zhǔn)確地用英語(yǔ)來(lái)表達(dá)。

2、教材的地位和作用：

——年級(jí)——單元

講述的是——的用法，這是初中非常重要的時(shí)態(tài)之一。學(xué)生們能夠用現(xiàn)在——來(lái)表達(dá)自己的經(jīng)歷，來(lái)體會(huì)別人的感受是很重要的。這個(gè)單元一定要體會(huì)現(xiàn)在——的真正含義和用法。要避免混淆幾個(gè)重點(diǎn)詞組的使用。

我們更要使學(xué)生不僅理解枯燥的語(yǔ)法，還要讓學(xué)生們會(huì)用新學(xué)的語(yǔ)法知識(shí)來(lái)表達(dá)思想。

3、教材的處理：

根據(jù)《英語(yǔ)課程標(biāo)準(zhǔn)》（實(shí)驗(yàn)稿）關(guān)于總目標(biāo)的具體描述，結(jié)合本單元這部分的教學(xué)內(nèi)容及基于對(duì)教材的分析，我對(duì)本單元的內(nèi)容進(jìn)行如下處理，目的是突出重點(diǎn)，使課堂節(jié)奏緊湊，銜貫。本單元分為四課時(shí)，第一課時(shí)是section a，第二課時(shí)是section b， 第三課時(shí)是self check， 第四課時(shí)是——，最后一部分是 做練習(xí)，以學(xué)生的自測(cè)為主，然后予以校對(duì)。

二、學(xué)情分析：

我們教學(xué)的對(duì)象是初二學(xué)生（好，中，差等生都有），他們學(xué)習(xí)英語(yǔ)既感到好奇又擔(dān)憂，希望能得到他人的肯定。因此我在教學(xué)活動(dòng)中盡量讓他們參與到活動(dòng)中來(lái)，有更多的機(jī)會(huì)來(lái)說(shuō)英語(yǔ)，減少他們的恐懼感，通過(guò)學(xué)生間的合作學(xué)習(xí)，降低他們的學(xué)習(xí)難度，使他們體驗(yàn)到成功的喜悅。同時(shí)在閱讀和書(shū)面表達(dá)中加以落實(shí)，提高他們綜合運(yùn)用語(yǔ)言的能力，使各層次的學(xué)生都有所收獲。

三、教學(xué)目標(biāo)：

根據(jù)以上我對(duì)本單元教材內(nèi)容的分析和新課標(biāo)的指導(dǎo)，我確定以下幾個(gè)為本單元的教學(xué)目標(biāo)：語(yǔ)言知識(shí)，語(yǔ)言技能，學(xué)習(xí)策略，情感態(tài)度和文化意識(shí)五個(gè)方面。

1、語(yǔ)言知識(shí)：

本單元要求學(xué)生掌握以下詞匯——

語(yǔ)言功能：學(xué)習(xí)和增加閱讀技巧和閱讀策略。

語(yǔ)言結(jié)構(gòu)：——

2、語(yǔ)言技能：

（1）能用——的各種形式進(jìn)行準(zhǔn)確的描述和表達(dá)——經(jīng)歷。

（2）能掌握——時(shí)態(tài)中幾個(gè)詞組的正確使用。

（3）能在日常生活中恰當(dāng)理解和運(yùn)用本單元的話題范圍內(nèi)的單詞和習(xí)慣用語(yǔ)。

3、學(xué)習(xí)策略：

通過(guò)本單元的教學(xué)，我要求學(xué)生能通過(guò)上下文內(nèi)在的邏輯聯(lián)系和在一定的語(yǔ)境中正確理解并運(yùn)用——（時(shí)態(tài)）來(lái)準(zhǔn)確地表達(dá)所發(fā)生過(guò)去的經(jīng)歷。

4、情感態(tài)度：

通過(guò)對(duì)本單元的任務(wù)性活動(dòng)，我的目的是讓學(xué)生們用英語(yǔ)描述他們過(guò)去的經(jīng)歷，同時(shí)能提高他們的觀察能力和表達(dá)能力，激發(fā)他們對(duì)學(xué)習(xí)英語(yǔ)的興趣和熱情，在接近生活常態(tài)的交際中能樂(lè)于模仿，敢于開(kāi)口，積極參與，主動(dòng)請(qǐng)教。

5、文化意識(shí)：

通過(guò)他們描述過(guò)去的經(jīng)歷，了解一些西方國(guó)家的風(fēng)土人情。

四、教學(xué)的重、難點(diǎn)：

基于上述對(duì)教材的分析，我確定本單元的教學(xué)重點(diǎn)為——的用法。

教學(xué)難點(diǎn)為——含義和用法，能在交際中準(zhǔn)確地運(yùn)用——來(lái)描述或表達(dá)。

五、教學(xué)方法：

教法：情境教學(xué)法、語(yǔ)法翻譯法、直接法、聽(tīng)說(shuō)法、交際法、全身反應(yīng)法

學(xué)法：自主、合作、探究

教法分析：

（1）——是初中非常重要的語(yǔ)法項(xiàng)目，而本單元的話題源自生活，立足這一點(diǎn)，我充分利用學(xué)生已有的知識(shí)和生活經(jīng)驗(yàn)，讓他們講述去過(guò)的國(guó)家或地方，創(chuàng)設(shè)生活化的真實(shí)情境引導(dǎo)學(xué)生在運(yùn)用語(yǔ)言中學(xué)習(xí)語(yǔ)言，然后在學(xué)習(xí)新的語(yǔ)言知識(shí)后創(chuàng)造性地運(yùn)用語(yǔ)言（為用而學(xué)， 在用中學(xué)，學(xué)了就用）。

（2）開(kāi)展多種類(lèi)型的任務(wù)型活動(dòng)，提供給學(xué)生合作交流的空間和時(shí)間，促使學(xué)生為完成任務(wù)和同學(xué)進(jìn)行合作，為完成任務(wù)進(jìn)行探究性學(xué)習(xí)。

六、教學(xué)過(guò)程設(shè)計(jì)

unit 9

the first period (section a)

step 1 warming up

（"良好的開(kāi)端是成功的一半"， 因此，我認(rèn)為能以一種新穎的問(wèn)候方式或復(fù)習(xí)方式進(jìn)入一節(jié)課，就能喚起學(xué)生的興趣，使學(xué)生保持一種積極的學(xué)習(xí)狀態(tài)，或循序漸進(jìn)地導(dǎo)入所學(xué)的內(nèi)容，那么可為這節(jié)課的成功打下基礎(chǔ)，同時(shí)也能給自己適當(dāng)?shù)臏p壓。）

t：i like travelling. i have been to dalian and many big cities. what about you?

接下來(lái)教師讓幾個(gè)學(xué)生講述他們?nèi)ミ^(guò)的城市或國(guó)家，讓其他學(xué)生用英語(yǔ)來(lái)猜測(cè)。（目的是為本節(jié)課的現(xiàn)在完成時(shí)作好鋪墊）

step 2 presentation

教師出示幾張圖片，引出現(xiàn)在完成時(shí)的結(jié)構(gòu)和用法。

t： have you been to an aquarium?

yes,i have.

t： have you been to a water park?

no,i haven't.

這樣設(shè)計(jì)的目的是讓學(xué)生在交際情景中感受出現(xiàn)在完成時(shí)的結(jié)構(gòu)和用法。

然后叫學(xué)生歸納出現(xiàn)在完成時(shí)的結(jié)構(gòu)句型。

i. analysis of the teaching material

1、 status and function

the topic of this unit is about food. the students will learn how to order food or

take-away. in this unit, the students will be able to use “would like” to express their need

for food and learn how to ask others? information and provide their personal information

during the process.

2、 teaching aims and demands

1)。 knowledge objects

a. to master how to order food or take-away;

b. to master the modal verb “would” and “what” questions.

c. to master the usage of countable nouns and uncountable nouns.

2)。 ability objects

d. to use “would like” to talk about the need for food.

e. to improve students? ability of communication and social practice.

3)。 sensibility objects:

let the students experience the happiness of learning english, cultivate their ability

to do things and foster the spirit of cooperation in group activities.

3、 teaching difficult points and focus:

1)to learn the names of food and the countable and uncountable nouns.

2)to learn how to order food.

3)to use “would like” to express their need for food and learn how to order food.

ii. target language

1) what would you/he/they like to eat?

i?d /he?d /they?d like some.。.

2) what kind of noodles would you/he/they like?

i?d/he?d /they?d like beef and tomato noodles

iv. vocabulary

noodles, beef, chicken, mutton, potatoes, tomato, cabbage,carrot, dumplings, porridge, soup, green tea, orange juice, would like…

v. teaching time

45 minutes

vi. teaching procedures

step 1. warm up.

1) show some pictures about sports and let the students answer the questions below:

after doing these sports, what?s your feeling?

are you tired ？

are you hungry?

2) let the students thinking the question: if you are hungry, what would you like to eat?

3) show some pictures of food that they have learned.

step 2. lead into.

1)t: “no food left! but don?t worry, let?s go to the restaurant to have a big meal.

look! what can you see in the restaurant?

yes, there are many kinds of food there. you can choose whatever you like”。

2)show the new words.

3)questions:

a: what kind of vegetables/meat/food/drink would you like?

b: i?d like some…

let the students to learn the names of food and the countable and uncountable nouns. let the students make some dialogue.

step 3. let’s chant.

step 4. noodle house.

1) show some pictures about noodle specials.

meat+vegetables → special2…。

（let the students to guess the meaning of the word ?special?）

2) make dialogue

a: what kind of noodles would you like?

b: i?d like…and…noodles.

step 5. pairwork and guessing game

1) pairwork 。 （make dialogues.）

2) game: who is the winner?

ask a boy and a girl come before the blackboard, and then ask two students to make a

dialogues. the boy or the girl who find the right special will win one score…。after

some pairwork, see who is the winner? the boy or the girl.

3) guessing game.

step 6. role play (in the nodle house)

a customer and a waiter. (make a dialogue)

let the students express their need for food and learn how to order food.

step 7. summary

step 8. apothegm

step 9 a flash → “i’m hungry”

learn the song.

step 10. homework

以上內(nèi)容就是差異網(wǎng)為您提供的9篇《最新人教版初中英語(yǔ)教案》，希望可以對(duì)您的寫(xiě)作有一定的參考作用。

人教版初中英語(yǔ)說(shuō)課教案篇4

英語(yǔ)教案怎么寫(xiě)

1、寫(xiě)課題(topic)和課型(lesson type)

課題相當(dāng)于文章的標(biāo)題，講課時(shí)要首先告訴學(xué)生，并寫(xiě)在黑板上。因此要寫(xiě)得準(zhǔn)確。課型是指該節(jié)課的講授類(lèi)型。初中英語(yǔ)的主要課型有：：新授課(new lesson)、鞏固課(reinforcement lesson)、復(fù)習(xí)課(revision lesson)、語(yǔ)音課(phonetic lesson)、聽(tīng)力課(listening lesson)、聽(tīng)說(shuō)課(aural-oral lesson)、閱讀課(reading lesson)、語(yǔ)法課(grammar lesson)等。不同的課型應(yīng)用不同的授課方式或方法，只有確定了課型，才能選擇有效的素質(zhì)教育教學(xué)方法。

2、寫(xiě)教學(xué)目標(biāo)(teaching objective)

教學(xué)目標(biāo)是教案的核心內(nèi)容，是教師施教的準(zhǔn)繩。教學(xué)目標(biāo)要符合大綱對(duì)教材的要求。由于教學(xué)目標(biāo)要在課堂上展示給學(xué)生，讓學(xué)生明確，所以寫(xiě)素質(zhì)教育目標(biāo)時(shí)，要力求簡(jiǎn)明扼要，淺顯易懂，便于操作和檢測(cè)，一般3~4個(gè)目標(biāo)為宜。

3、寫(xiě)教學(xué)的重點(diǎn)(main/focal points)、難點(diǎn)(difficult points)和關(guān)鍵點(diǎn)(key points)

教學(xué)重點(diǎn)是課堂教學(xué)的主要任務(wù)；教學(xué)難點(diǎn)是師生順利完成教學(xué)任務(wù)的障礙；素質(zhì)教學(xué)關(guān)鍵是攻克教學(xué)難點(diǎn)的突破口。在教案中寫(xiě)清一節(jié)課的教學(xué)重點(diǎn)、難點(diǎn)和關(guān)鍵點(diǎn)，能提醒教師在講課時(shí)注意突出重點(diǎn)、突破難點(diǎn)、抓住關(guān)鍵。

4、寫(xiě)教具(teaching tools)

課堂上需要什么教具要寫(xiě)清楚，如錄音機(jī)、教材錄音帶、教學(xué)掛圖、卡片、實(shí)物（或模型）、小黑板、刻印好的練習(xí)題、彩色粉筆、幻燈片等。

5、寫(xiě)教學(xué)過(guò)程(teaching procedure)

教學(xué)過(guò)程是教案的主要部分。寫(xiě)教學(xué)過(guò)程主要寫(xiě)以下幾方面的內(nèi)容：

a、 寫(xiě)教學(xué)環(huán)節(jié)。教學(xué)環(huán)節(jié)即教學(xué)任務(wù)是什么要寫(xiě)清楚，做到心中有數(shù)。目前有些教師采用"三階段六環(huán)節(jié)"教學(xué)模式，即：準(zhǔn)備階段（自由交流、復(fù)習(xí)檢查）、講練階段（導(dǎo)入課程、分層操練）和發(fā)展階段（鞏固發(fā)展、布置作業(yè)）。

b、 寫(xiě)知識(shí)點(diǎn)和所用時(shí)間。寫(xiě)好知識(shí)點(diǎn)，教師使用教案時(shí)能一目了然，有的放矢。寫(xiě)好所用時(shí)間，能使教師從容掌握教學(xué)速度，合理安排每個(gè)教學(xué)環(huán)節(jié)所需的時(shí)間，充分利用課堂時(shí)間。

c、 寫(xiě)教師活動(dòng)。不僅要寫(xiě)教師"教什么"，還要寫(xiě)出教師"怎樣教"，即寫(xiě)清楚教師要教的內(nèi)容，寫(xiě)出講授這些內(nèi)容的方法。寫(xiě)出課堂用語(yǔ)和各環(huán)節(jié)的過(guò)渡語(yǔ)。課堂用語(yǔ)要求簡(jiǎn)練、口語(yǔ)化，用學(xué)生已經(jīng)學(xué)過(guò)的熟悉的、聽(tīng)得懂的英語(yǔ)來(lái)解釋或表達(dá)新的教學(xué)內(nèi)容。各環(huán)節(jié)之間的過(guò)渡語(yǔ)要自然流暢。寫(xiě)出使用教具的時(shí)機(jī)和方法，寫(xiě)板書(shū)內(nèi)容等。

d、 寫(xiě)學(xué)生活動(dòng)。寫(xiě)出學(xué)生學(xué)習(xí)的內(nèi)容和學(xué)習(xí)方法，特別是怎樣學(xué)應(yīng)寫(xiě)清楚。不能簡(jiǎn)單地把學(xué)生活動(dòng)寫(xiě)成聽(tīng)、讀、思考、操練、做題等。

初中英語(yǔ)教案與其他科目的教案寫(xiě)法大致是一樣的，知識(shí)牽涉到英語(yǔ)的表述，對(duì)部分考生來(lái)說(shuō)可能相對(duì)陌生一些，不過(guò)沒(méi)關(guān)系，只要勤加練習(xí)一定能順利通過(guò)教師資格證考試。

人教版初中英語(yǔ)說(shuō)課教案篇5

1、寫(xiě)課題(topic)和課型(lessontype)

課題相當(dāng)于文章的標(biāo)題，講課時(shí)要首先告訴學(xué)生，并寫(xiě)在黑板上。因此要寫(xiě)得準(zhǔn)確。課型是指該節(jié)課的講授類(lèi)型。初中英語(yǔ)的主要課型有：：新授課(newlesson)、鞏固課(reinforcementlesson)、復(fù)習(xí)課(revisionlesson)、語(yǔ)音課(phoneticlesson)、聽(tīng)力課(listeninglesson)、聽(tīng)說(shuō)課(aural—orallesson)、閱讀課(readinglesson)、語(yǔ)法課(grammarlesson)等。不同的課型應(yīng)用不同的授課方式或方法，只有確定了課型，才能選擇有效的素質(zhì)教育教學(xué)方法。

2、寫(xiě)教學(xué)目標(biāo)(teachingobjective)

教學(xué)目標(biāo)是教案的核心內(nèi)容，是教師施教的準(zhǔn)繩。教學(xué)目標(biāo)要符合大綱對(duì)教材的要求。由于教學(xué)目標(biāo)要在課堂上展示給學(xué)生，讓學(xué)生明確，所以寫(xiě)素質(zhì)教育目標(biāo)時(shí)，要力求簡(jiǎn)明扼要，淺顯易懂，便于操作和檢測(cè)，一般3~4個(gè)目標(biāo)為宜。

3、寫(xiě)教學(xué)的重點(diǎn)(main/focalpoints)、難點(diǎn)(difficultpoints)和關(guān)鍵點(diǎn)(keypoints)

教學(xué)重點(diǎn)是課堂教學(xué)的主要任務(wù)；教學(xué)難點(diǎn)是師生順利完成教學(xué)任務(wù)的障礙；素質(zhì)教學(xué)關(guān)鍵是攻克教學(xué)難點(diǎn)的突破口。在教案中寫(xiě)清一節(jié)課的教學(xué)重點(diǎn)、難點(diǎn)和關(guān)鍵點(diǎn)，能提醒教師在講課時(shí)注意突出重點(diǎn)、突破難點(diǎn)、抓住關(guān)鍵。

4、寫(xiě)教具(teachingtools)

課堂上需要什么教具要寫(xiě)清楚，如錄音機(jī)、教材錄音帶、教學(xué)掛圖、卡片、實(shí)物（或模型）、小黑板、刻印好的練習(xí)題、彩色粉筆、幻燈片等。

5、寫(xiě)教學(xué)過(guò)程(teachingprocedure)

教學(xué)過(guò)程是教案的主要部分。寫(xiě)教學(xué)過(guò)程主要寫(xiě)以下幾方面的內(nèi)容：

a、寫(xiě)教學(xué)環(huán)節(jié)。教學(xué)環(huán)節(jié)即教學(xué)任務(wù)是什么要寫(xiě)清楚，做到心中有數(shù)。目前有些教師采用"三階段六環(huán)節(jié)"教學(xué)模式，即：準(zhǔn)備階段（自由交流、復(fù)習(xí)檢查）、講練階段（導(dǎo)入課程、分層操練）和發(fā)展階段（鞏固發(fā)展、布置作業(yè)）。

b、寫(xiě)知識(shí)點(diǎn)和所用時(shí)間。寫(xiě)好知識(shí)點(diǎn)，教師使用教案時(shí)能一目了然，有的放矢。寫(xiě)好所用時(shí)間，能使教師從容掌握教學(xué)速度，合理安排每個(gè)教學(xué)環(huán)節(jié)所需的時(shí)間，充分利用課堂時(shí)間。

c、寫(xiě)教師活動(dòng)。不僅要寫(xiě)教師"教什么"，還要寫(xiě)出教師"怎樣教"，即寫(xiě)清楚教師要教的內(nèi)容，寫(xiě)出講授這些內(nèi)容的方法。寫(xiě)出課堂用語(yǔ)和各環(huán)節(jié)的過(guò)渡語(yǔ)。課堂用語(yǔ)要求簡(jiǎn)練、口語(yǔ)化，用學(xué)生已經(jīng)學(xué)過(guò)的熟悉的、聽(tīng)得懂的英語(yǔ)來(lái)解釋或表達(dá)新的教學(xué)內(nèi)容。各環(huán)節(jié)之間的`過(guò)渡語(yǔ)要自然流暢。寫(xiě)出使用教具的時(shí)機(jī)和方法，寫(xiě)板書(shū)內(nèi)容等。

d、寫(xiě)學(xué)生活動(dòng)。寫(xiě)出學(xué)生學(xué)習(xí)的內(nèi)容和學(xué)習(xí)方法，特別是怎樣學(xué)應(yīng)寫(xiě)清楚。不能簡(jiǎn)單地把學(xué)生活動(dòng)寫(xiě)成聽(tīng)、讀、思考、操練、做題等。

初中英語(yǔ)教案與其他科目的教案寫(xiě)法大致是一樣的，知識(shí)牽涉到英語(yǔ)的表述，對(duì)部分考生來(lái)說(shuō)可能相對(duì)陌生一些，不過(guò)沒(méi)關(guān)系，只要勤加練習(xí)一定能順利通過(guò)教師資格證考試。

人教版初中英語(yǔ)說(shuō)課教案篇6

初中英語(yǔ)教案格式

一、說(shuō)教材（教材分析） analyzing teaching material

1、 說(shuō)課型 lesson type (dialogue/ reading/ listening/ revision)

2、 本課在教材中的地位 status and function

lesson 33 saving the earth is a dialogue. the lesson is focused on the topic of the problems of the earth and the functional items of supposition/ intentions/ conjecture/ prohibition. since it is a dialogue / reading. it’s helpful to improve the ss communicative/ reading ability.

3、 說(shuō)教學(xué)指導(dǎo)思想 teaching guideline

(teaching syllabus: language is for communication, develop their four skills, lay special emphasis on reading; grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; reading is for information, for fun; use top- down model or bottom- up model to activate ss schemata; interactive model)

4、 說(shuō)教學(xué)目標(biāo)和要求 teaching aims and demands （…be intended for ss in key schools）

1)認(rèn)知目標(biāo) knowledge objects

a. enable the ss to remember the following new words & phrases:

damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

b. get the ss to be familiar with this sentence pattern:

if the population keeps growing so quickly, there will only be standing room left…

give the ss a reinforced practice on the functional item supposition.

c. activate ss schemata regarding the topic of pollution and help ss to know more about the problem of pollution.

2)智能目標(biāo) ability objects

a. ask the ss to make up a similar dialogue.

b. help them to understand the dialogue better and improve the four skills.

c. develop their ability of thinking independently.

d. cultivate their ability to discover, analyze and solve problems.

e. train them to collect information from the internet.

f. train them with some effective learning methods to optimize ss’ learning results.

3)德育目標(biāo) moral objects

a. arouse their interest in learning english;

b. help them to understand the background of pollution.

c. enable the students to love our earth and the nature.

d. be aware of the importance of stopping pollution & protecting out environment.

e. encourage the ss to do something to save the earth.

5、 說(shuō)教學(xué)重點(diǎn) teaching important points （生詞、句型；培養(yǎng)閱讀技能）

a. new words and phrases

b. sentence pattern: if- clause

c. improve their reading skills.

d. talking about problems of the earth.

6、 說(shuō)教學(xué)難點(diǎn) teaching difficult points （語(yǔ)法；發(fā)展交際能力）

a. functional item: supposition.

b. develop their communicative ability. act out their own dialogue.

7、 說(shuō)教具 teaching aids (multi-media computer, software, ohp)

the teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. it’s of great help to increase the class density and improve our teaching result. it can also make the ss reach a better understanding of the text by making the classes lively and interesting. at the same time, it arouses the ss’ interest in learning english.

二、說(shuō)教法 teaching methods

five step method; audio-video; communicative approach;

task-based learning: new syllabus design encourages teachers to use this teaching method. tblt can stimulate ss’ initiative in learning and develop their ability in language application. make the ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

三、說(shuō)學(xué)法 study methods

1、 teach ss how to be successful language learners.

2、 teach ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

3、 get the ss to form good learning habits.

四、說(shuō)教學(xué)過(guò)程teaching procedures

i. 復(fù)習(xí) (revision) 5min (daily report; 詞匯diagram; brainstorming; activate schemata)

activity 1: imagination

1)。 suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? （wash it? or throw it away?）

2)。 suppose you catch a bad cold, what’s to be done?

3)。 suppose your bike is broken, what’s to be done?

4)。 and suppose the earth, on which we all live, is damaged, what’s to be done?

_what can you think of when you see “pollution” this word?（waste, environment, air, water, factory, desert, climate.。. try to activate the ss schemata regarding the topic of pollution.）

ii. 呈現(xiàn) (presentation) 5min

activity 2: presentation

play the song “earth song” sung by michael jackson. (create an atmosphere)

a lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

ss’ presentation on pollution. attract their attention, arouse their interest, and create a good atmosphere for communication.

_activate their schemata and cultivate their ability in collecting information from the internet and develop their ability in thinking independently.

iii. 對(duì)話 / 閱讀 (dialogue)18m

1、 pre- reading

activity 3: prediction

1st listening/ fast reading, one guided q to help ss to get the main idea:

what do you think is discussed at the conference?

2、 while- reading

activity 4: read and answer

2nd listening/ careful reading, more qs to get the detailed information. develop their reading skills: skim & scan. pay attention to the pronunciation, stress & intonation.

_閱讀: pre-reading; while-reading; post-reading （fast reading/ careful reading; skim/ scan; 識(shí)別關(guān)鍵詞key words;確定主題句；創(chuàng)設(shè)信息差information gap;t or f; 填表格chart/diagram; predicting; make a timeline; make a story map。達(dá)到對(duì)課文的整體理解和掌握。so that they can have a good understanding of the whole text.）

3、 post- reading

activity 5: language focus

while ss are answering the qs, the teacher deals with some key language points.

a. is being caused b. and so on c. go on doing

d. be fit for e. standing room f. if- clause

iv. 操練 (practice) 10m

activity 6: retell

use your own words to retell the dialogue in the 3rd person.

activity 7: acting out

activity 8: drill – supposition

purpose: practise the functional item of supposition. (p. 33 part 2; p.113, wb ex. 3)

(retell; act out; role play)

v. 鞏固 (consolidation) 6m

(discussion; interview; press conference; debate; quiz)

activity 9: role play

suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

_the ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

activity 10: discussion

think of the question: are we causing damage to the world?

what should we do to save the earth and protect our environment especially in our daily life?

collect their answers and form a report.

vi. 作業(yè) (homework) 1m (writing; continue the story; recite; retell)

write a letter to the mayor, telling him sth. about the pollution around your school.