初中英语教案三维目标模板（精选多篇）

推荐第1篇：三维目标

【三维目标】

一、知识与技能

积累文言实词虚词，掌握相关的文言知识，流畅地翻译全文。

二、过程与方法

诵读法；总结归纳法；比较法，通过前后两赋比较理解文章主旨。

三、情感态度与价值观

从写景状物中体会作者的情感变化，并与《赤壁赋》比较，理解作者被贬黄州时复杂的思想感情，培养学生积极向上的人生观。 【教学重点】

归纳积累文言知识；与《赤壁赋》比较讲解，通过抓关键字句加深对作者人生态度的认识。 【教学难点】

苏轼儒、佛、道思想在两赋中的反映 。

【教学时数】三课时 【教学过程】 第一课时

一、导入

时年45岁的苏东坡所写的赤壁二赋在我国文学史上传为美谈。文天祥《读赤壁赋》云：“昔年仙子谪黄州，赤壁矶头河漫游。”王世贞《前赤壁二首》“赋是双珠可夜明。”看来只有两篇赤壁赋合在一起才能完整地把握苏轼当年的所思所想。这节课我们就来感受苏轼在 《赤壁赋》中的未尽之意。

二、走近作者，说说你对苏轼的认识。苏轼:与黄庭坚（诗）合称“苏黄”，与辛弃疾（词）合称“苏辛”，与欧阳修 （散文）合称“欧苏”，与韩愈、柳宗元、欧阳修、王安石、苏洵、苏辙、曾巩合称“唐宋八大家”。 苏轼出身于一个比较清寒的文人家庭，从幼年起就受到良好的文学熏陶，尤其是在父亲苏洵由发奋读书而入仕的影响下，早年便“学通经史，属文日数千言”；宋仁宗嘉祐二年（l057 年）苏轼中进土，年方21岁，嘉祐六年，授大理寺评事签书凤翔府判官厅公事，由此，踏上了一条颠沛坎坷的仕途生涯。宋神宗年间,苏轼因“乌台诗案”被捕入狱，后经苏辙等人营救才免罪释放，被贬为黄州团练副使。从“乌台诗案”到流放黄州是苏轼人生的重要转折，政治上失意彷徨，精神上孤独苦闷。但是生性旷达的诗人在老庄佛禅和山水之乐中求得解脱，自号“东坡居士”，并写了千古传唱的《念奴娇•赤壁怀古》、《赤壁赋》和《后赤壁赋》这样充满哲学意味、凝聚人生思考的名篇佳作。等到宋哲宗即位，新党失势，旧党执政，苏轼被召还朝任翰林学士等职；多年的地方官生涯使他看到新法的某些好处，并在实际中实施，当旧党要废除一切新法时，他又挺身而出主张对新法“参用所长”，因而被诬为“王安石第二”，受到排挤。及至哲宗亲政后，新党再度上台，又以诗人曾依附旧党为名将年近六旬的诗人贬至岭南惠州，再贬至海南儋州。公元1100年，徽宗即位，苏轼终于遇赦北归，次年7月客死常州。去世前两个月，诗人在《自题金山画像》中写到“心似已灰之本，身如不系之舟，问余平生功业，黄州惠州儋州”，颇有几分英雄末路、美人迟暮的空漠之意和苍凉之感。

三、写作背景介绍 元丰三年（1079年），苏轼因 “乌台诗案”，被捕入狱。出狱后，被贬为黄州团练副使。为排遣内心郁闷，他泛舟赤壁，先后写下了《赤壁赋》和《念奴娇•赤壁怀古》。三个月后，重游赤壁，写下了《后赤壁赋》。

四、温故知新，熟悉课文。

1、高一时我们学过苏轼的《赤壁赋》，请同学们回忆一下，文中描绘了怎样的景色，由此又引发了作者怎样的感叹？

1 明确：该文描绘了月夜的美好景色，清风、明月、江水等自然景观，有这些景观联想到曾经在赤壁出现过的曹操、周瑜等英雄人物，由衷感慨“而今安在”，揭示了人生短促而无常之悲，自己与英雄相比更显渺小，从而感叹“哀吾生之须臾，羡长江之无穷”。（文中有“清风徐来，水波不兴”、“白露横江，水光接天 ”、“浩浩乎如凭虚御风，而不知其所止；飘飘乎如遗世独立，羽化而登仙”这些美景。也有“哀吾生之须臾，羡长江之无穷”的感叹。）

2、听录音欣赏课文

五、朗读并分析第一段

1、齐读第一段

2、结合注释串译第一段

重点字词提示：步：出发 既：已经 尽：全部

顾①：环顾 已而：过了一会儿 顾②：可是

诸：之于

3、思考：第一自然段写了什么？

第一自然段：描写夜游黄泥坂的时间及同行者为游赤壁做准备。

4、“霜露既降，木叶尽脱，人影在地，仰见明月。”写出了怎样的氛围，有什么作用？ 寥寥十六字，逼真地写出初冬月夜静谧温馨的气氛，烘托出主客浓厚的游兴，并为下文写登山和见鹤作了很好的铺垫。

六、布置作业

熟读并背诵课文，结合《第二教材》进一步理解课文。 第二课时

一、检查背诵

二、分析课文

（一）研习第二段

1、齐读，口译。

重点字词提示：乃：于是。上：向上爬。履：爬过。巉：险峻。披：拨开。危：高。震动：使震动。反：通“返”。放：放任。听：听任。 句式：复游于赤壁之下。（状语后置句）

2、思考：

（1）第二自然段写了什么？

明确：对复游赤壁时所见景色做了具体的描写。 （2）本段写了哪些场景？

江流有声，断岸千尺。山高月小，水落石出。（冬夜美景）

履巉岩，披蒙茸，踞虎豹，登虬龙。攀栖鹘之危巢，俯冯夷之幽宫。

（3）苏轼独自历险，无人能从。当他登上峰顶后，突然“划然长啸”。你如何理解苏轼的“划然长啸”？

1、表达登上峰顶后的那种壮怀激烈的激昂之情，仿佛自己就是宇宙的精灵，天地的主宰 2 抒泄贬谪黄州以来心中所积压的种种郁闷之情。 （4）如何理解：“曾日月之几何，而江山不可复识矣。” A、由秋入冬，江山的景色发生了很大的变化。

B、历史背景：宋与西夏交战惨败，全军覆没，死者约60万，宋神宗抑郁而死，大宋王朝一蹶不振，美好河山满目凄凉。 对赤壁之景旧颜不再的感叹实际暗含对世事变化无常，年华逝水的无奈盖叹；更有对大自然造物之神奇的惊叹。

（二）研习第三段

1、齐读，口译。

注意字词：适：刚好 东：从东面 （名次作状语） 西：向西飞（名词作动词）

2、第三自然段写了什么？

明确：主要写江中见鹤，后梦见道士化鹤

（三）总结：

本文苏轼情感的变化：由景而乐，得鱼酒更乐，乐而再游赤壁，又因景物而悲，悲而长啸，长啸后的放任漂流，随遇而安的平静心情作为过渡，引出道士化鹤的梦境，最终归之于空。（以儒为主，融合佛老）

三、布置作业

1、背诵课文；

2、完成《第二教材》“课堂反馈”练习。

第三课时

一、检查背诵情况（第

一、二段）。

二、归纳文言知识

（一）找出下列句子中的通假字

1、以待子不时之须

2、反而登舟

3、俛而不答

（二）解释下列古今异义词

1、是岁十月之望。

2、戛然长鸣，掠予舟而西也。

3、曾日月之几何。

4、反而登舟。

5、予乃摄衣而上。

（三）词类活用

1、顾而乐之

2、草木震动

3、掠予舟而西也

4、横江东来

（四）重点虚词

指出下列“而”字的意义及用法

1、归而谋诸妇

2、悄然而悲，肃然而恐

3、摄衣而上

4、青，取之于蓝，而青于蓝

（五）文言特殊句式

选出句式不相同的一句 ( C ) A、盖二客不能从焉。（省略句，“从”后省略了“予”） B、问其姓名，俛而不答。（省略主语“我”、“道士”） C、复游于赤壁之下。（“于赤壁之下”是介宾结构后置）

三、合作探究

（一）试从写景、抒情两方面比较《赤壁赋》与《后赤壁赋》的不同之处。

3 提示：

1、找出两篇文章中写景的句子。

2、体会作者的情感变化，分析景与情是怎样融合起来的。明确：

《赤壁赋》描绘了月夜的美好景色，清风、明月、江水等自然景观，引发了作者和朋友对于历史和人生的感慨；由这些景观联想到曹操、周瑜等英雄人物，由衷感慨“而今安在哉”，揭示了人生短促而无常之悲；自己与英雄相比更显渺小，从而感叹“哀吾生之须臾，羡长江之无穷”；最后以“变”与“不变”的辩证法求得精神上的解脱达到豁达超脱的境界。（乐—悲—乐 ）

《后赤壁赋》苏轼情感的变化：由景而乐，得鱼酒更乐，乐而再游赤壁，又因景物而悲，悲而长啸，长啸后的放任漂流，随遇而安的平静心情作为过渡，引出道士化鹤的梦境，最终归之于空。（乐—悲—空）

（二） 《后赤壁赋》的结尾描写了孤鹤，叙述了梦境，这些内容是否有特殊的含义，请谈谈你的看法。（课后练习二）

提示：结合“鹤”的特性，注重“孤”的意义，言之成理即可。

参考提示：在我国传统意象里，鹤具有高贵、幽雅，超凡脱俗，仙风道骨的特征。结尾借此含蓄地传达出他企图超脱尘世，逍遥物外的心态。

四、拓展延伸（古典诗歌中动物意象的传统意义） 猿猴：它让人感觉到哀伤，凄厉 。如：

“风急天高猿啸哀，渚清沙白鸟飞回。 无边落木萧萧下，不尽长江滚滚来。” —— 杜甫《登高》

朝辞白帝彩云间，千里江陵一日还。 两岸猿声啼不住，轻舟已过万重山。 —— 李白《早发白帝城》

寒蝉：秋后的蝉是活不了多久的，一番秋雨之后，蝉儿便剩下几声若断若续的哀鸣了，命折旦夕。因此，寒蝉就成为悲凉的同义词。如：

“西陆蝉声唱，南冠客思深。” ——骆宾王《咏蝉》

“寒蝉凄切，对长亭晚，骤雨初歇。” ——柳永《雨霖铃》

雁：是一种候鸟，它要随季节迁徙，它又是古人传递消息的一种方式，于是就象征着孤独、思乡、思亲、音信、消息等意义。 “雁字回时，月满西楼”

——李清照《一剪梅》

“雁过也，正伤心，却是旧时相识。” ——李清照《声声慢》

“塞下秋来风景异，衡阳雁去无留意” 。 ——范仲淹《渔家傲》 马（铁马）：马打上铁掌，就意味着要上战场，所以铁马就是战争，英雄气概的代名词了。如：

“想当年，金戈铁马，气吞万里如虎” ——辛弃疾《永遇乐•京口北固亭怀古》

4 “早岁那知世事艰，中原北望气如山。 楼船夜雪瓜洲渡，铁马秋风大散关。” ——陆游《书愤》

(瘦马)：奔腾、追求、漂泊 。如：

枯藤老树昏鸦，小桥流水人家，古道西风瘦马。 夕阳西下，断肠人在天涯。 ——马致远《天净沙•秋思》

杜鹃:俗称布谷，又叫子规、杜宇、望帝。古代神话中，望帝传说是蜀地的君主，名叫杜宇，后来禅位退隐，不幸国亡身死，死后魂化为鸟，暮春苦啼，以致口中流血。后来多用“杜鹃”来渲染哀怨悲凄的气氛或思归的心情。于是古诗中的杜鹃也就成为凄凉、哀伤的象征了。如： “杨花落尽子规啼，闻道龙标过五溪。 我寄愁心与明月，随风直到夜郎西。” ——李白《闻王昌龄左迁龙标遥有此寄》 “锦瑟无端五十弦，一弦一柱思华年。 庄生晓梦迷蝴蝶，望帝春心托杜鹃。” ——李商隐《锦瑟》

“其间旦暮闻何物，杜鹃啼血猿哀鸣”。 ——白居易《琵琶行》 鱼：自由、惬意。

鹰：刚劲、自由、人生的搏击、事业的成功 。如： “看万山红遍，层林尽染；漫江碧透，百舸争流。 鹰击长空，鱼翔浅底，万类霜天竞自由。” ——毛泽东《沁园春•长沙》

狗、鸡：生活气息、田园生活。如：

“暧暧远人村，依依墟里烟，狗吠深巷中， 鸡鸣桑树巅，户庭无尘杂，虚室有余闲。” ——陶渊明《归园田居》

五、布置作业

1、背诵全文。

2、完成《第二教材》“学习效果检测”练习。

3、预习《秋日登洪府滕王阁饯别序》。

六、教学后记

推荐第2篇：三维目标

●三维目标

知识与技能

了解水圈的构成和特点。

理解并能绘制示意图表示水循环的过程，掌握其主要环节。 理解水循环的地理意义。

运用水循环的原理知识，分析常见的人类活动对水资源的影响。 过程与方法 1.谈话法，讨论法。 2.读图分析法。 3.多媒体课件。

情感、态度与价值观

帮助学生确立事物普遍联系的观点。

帮助学生树立正确认识和利用自然规律，实现人类与环境的和谐发展的观念。 ●教学重点

水循环的形成过程和地理意义。 人类活动对水循环的影响。 ●教学难点

水循环的地理意义。

推荐第3篇：课堂教学三维目标

课堂教学三维目标是什么? 知识与技能、过程与方法、情感态度与价值观是国家对基础教育教育质量指标所作的基本规定，是新课程标准为描述学生学习行为变化及其结果所提出的三个功能性的基本要求，简称三维目标。

1956年，美国著名的教育心理学家布卢姆立足于教育目标的完整性，制定了教育目标分类系统。他提出把教育目标分为认知、情感和动作技能三个目标领域。根据布卢姆等的教育目标分类理论，结合我国的教育教学实际，新课程将课程（学教）目标分为知识与技能、过程与方法、情感态度价值观三个维度。

1、知识与技能目标

知识和技能目标，是对学生学习结果的描述，即学生通过学习所要达到的结果，又叫结果性目标。这种目标一般有三个层次的要求：学懂、学会、能应用。

知识和技能目标，强调基础知识和基本技能的获得。基础知识主要包括人类生存所不可或缺的核心知识和学科基本知识；基本能力——获取、收集、处理、运用信息的能力、创新精神和实践能力、终身学习的能力。知识与技能既是课堂教学的出发点，又是课堂教学的归宿。教与学，都要通过知识与技能来体现的。

2、过程与方法目标

过程与方法目标，是学生在教师的指导下，如何获取知识和技能的程序和具体做法，是过程中的目标，又叫程序性目标。这种目标强调三个过程：做中学、学中做、反思。

过程与方法目标，主要包括人类生存所不可或缺的过程与方法。

过程——指应答性学习环境和交往、体验。

方法——包括基本的学习方式（自主学习、合作学习、探究学习）和具体的学习方式（发现式学习、小组式学习、交往式学习„„）。

3、情感态度与价值观目标 情感态度和价值观目标，是学生对过程或结果的体验后的倾向和感受，是对学习过程和结果的主观经验，又叫体验性目标。它的层次有认同、体会、内化三个层次。

情感不仅指学习兴趣、学习责任，更重要的是乐观的生活态度、求实的科学态度、宽容的人生态度。价值观不仅强调个人的价值，更强调个人价值和社会价值的统一；不仅强调科学的价值，更强调科学的价值和人文价值的统一；不仅强调人类价值，更强调人类价值和自然价值的统一，从而使学生内心确立起对真善美的价值追求以及人与自然和谐和可持续发展的理念。

三维的课程目标应是一个整体，知识与技能、过程与方法、情感态度与价值观三个方面互相联系，融为一体。在教学中，既没有离开情感态度与价值观、过程与方法的知识与技能的学习，也没有离开知识与技能的情感态度与价值观、过程与方法的学习。

新课程背景下的课堂教学，要求根据各学科教育的任务和学生的需求，从“知识和能力”“过程和方法”“情感态度和价值观”三个方面出发设计课程目标。具体到教学实践，就是要把原来目标单一(即知识与技能)的课堂转变为目标多维(即知识与能力、过程与方法、情感态度与价值观三个维度)的课堂。

推荐第4篇：三维目标读后感

《三维目标的建构与特征——课改纲要教学目标解读》读后感

陈首贤

全面认识、正确指定并有效实施“三维目标”，是落实“课改纲要”，推进课程与教学改革的一项重要的研究课题。“三维目标”不仅全面体现了以学生发展为本的先进教育理念，而且还直接制约着广大教师的教学行为和众多学生的学习行为。“三维目标”既是更新教育理念，转变教学行为的最佳结合点，又是优化教学设计，提高教学效能的最佳切入点。全面认识、正确制定并实施有效的“三维目标”，关系着课程与教学改革的全局，可谓牵一发而动全身。因此，如何制定一个正确与有效的“三维目标”，是我们现时必须要深入认识并掌握的。由于我们教学经验尚浅，所参考的“教学目标”多数是来自教学参考书的，但通过学习后，让我懂得了在自己的教学中所提出的所谓“教学目标”，其实还是许多人过去习用既久的笼统抽象的“教学目的”。

在听了广州的“新课程教学——小学语文谈”后，特别是在卢咏莉博士的讲解后，它使我意识到正确、有效的教学目标，对于学习的主动学习及训练学生的能力有着重要的决定作用。鉴于这，我对语文课程“三维目标”的制定有以下的体会：

一、更新制定目标的观念，使自己的教学真正立足于学生的学。

传统教学论是教师中心论，学生只是被动接受知识的容器。在这样的教育思想指导下，教师预案所制定的目的都是为了突显教师的中心地位服务的。就如我们平时的目标设计，都是比较笼统的，没有明确学生需要如何去做，以致达到教学目标。这样，“要求”学生，“使”学生，“教育”学生的主体都是教师。是对教师“导教”，而不是直接对学生“导学”；是把教师置于主动地位，中心地位，而把学生置于被动地位，边缘地位。“三维目标”则要求我们每条目标的着眼点，都不是直接指导教师怎样教，而是直接指导学生怎样学，都不是以教师为中心，而是以学生为主体。

二、语文课程必须面向全体学生，使学生获得基本的语文素养。

语文课程应培育学生热爱祖国语文的思想感情，指导学生正确地理解和运用祖国语文，丰富语言的积累，培养语感，发展思维，使他们具有适应实际需要的识字写字能力、阅读能力、写作能力、口语交际能力。语文课程还应重视提高学生的品德修养和审美情趣，使他们逐步形成良好的个性和健全的人格，促进德、智、体、美的和谐发展。从全面提高学生语文素养的理念出发，加强了课程目标中“情感态度与价值观”这一重要维度。也就是说，培养学生高尚的道德情操和健康的审美情趣，形成正确的价值观和积极的人生态度，是语文课程的重要内容，而不是一种外在的附加任务。当然，语文教学中的思想教育，应该符合语文教育的特点，注重熏陶感染，潜移默化，把“情感态度与价值观”的要求渗透于教学过程之中。从语文课程的性质和特点出发，突出课程目标的实践性，将“过程与方法”这一维度也作为目标的组成部分，在目标表述时对学生学习过程和学习策略的选择有所展开，体现出提高语文能力的主要途径是语文实践、学生是语文学习的主体，改变过去重知识传授和被动接受的倾向。从现代社会对未来公民素质的要求出发，对语文的“知识与能力”这一维度也有新的理解。当今已是信息化时代，信息的多样性和信息传播的多渠道性是这一时代的显著特点；人际交往日益显得重要，对人的实践能力和创新能力的要求也越来越高。因此，现代学生所

应具备的语文能力就不仅仅局限于过去所理解的相对狭隘的听说读写能力，而有了新的含义，应该使学生在不同的内容和方法的相互交叉、渗透和整合中开阔视野，获得现代社会所需要的语文实践能力。

三、实行有效教学，落实三维目标。

有效的语文教学，就是经过教学，使学生在知识和能力，情感态度价值观获得进步与发展，使语文素养得到提升，并亲历学习过程和掌握学习方法。实行有效教学，落实三维目标，必须做到以下几点：

(一)主体参与有效化

学生是学习的主体，已成定论。重要的是怎样引导学生有效参与，引导学生自主学习。

1、首先是教师要尊重学生的人格，尊重学生的个性差异，建立民主和谐的课堂气氛，使学生有情绪上的安全感。其次是建立一个温暖的、学生能彼此接纳的和相互欣赏的学习场所，让学生有个安全的心灵港湾。

2、教师要学会赞赏学生，帮助学生树立学习的信心；要乐于给予学生需要或渴望的额外帮助。

3、培养学生的选择能力和履行责任的能力。学生有能力选择学习内容和学习方式，能够胜任独立学习以及合作学习中的自己的任务。

4、教学要与学生的生活世界相联系，激活学生的生活经验，拨动学生的心弦。

(二)教学目标具体化

三维教学目标必须具体，才便于在课堂教学中落实。把三维教学目标具体化，应包括以下内容：

1、教学对象；

2、学生的行为；

3、确定行为的条件。条件是指能影响学习结果所规定的限制；

4、程度。程度由行为的速度、准确性和质量三个方面来确定。

(三)教学内容问题化

问题是思维的开始。在教学中，老师要善于提炼问题给学生，还要善于引导学生提出问题，形成问题，把学习过程变为提出问题和解决问题的过程。阅读教学中培养学生的问题意识，既要引导学生从整体入手，也要引导学生从细节上发现问题。

(四)教学过程实践化

教学过程是引导学生进行语文实践的过程，正如新课程所指出的“语文是实践性很强的课程，应着重培养学生的语文实践能力，而培养这种能力的主要途径也应是语文实践。”

语文实践包括知识的学习、技能的训练，也包括情感的体验，兴趣的培养。如阅读教学，我们可以课文的情感为主线，引导学生披文入情、思考、想象、接受文章的情感熏陶，同时完成了对词句的感悟和阅读方法的学习。习作教学，我们仍然可以情感为线索，引导学生在取材时联系生活世界，激活想象世界，在构思、表现时倾诉情感，表达情感，在评价时对情感的表达进行反思，使情感的表达更加准确，更加具体，更加生动形象。

(五)教学评价多元化

教学目标的多维决定了教学评价也应该是多元的，既要评价学生的知识与能力，又要评价学生的情感、态度、价值观，评价过程与方法。在交流反馈时，老师既要关注学生答案的正确性，又应关注学生得出答案的思考过程，在学生答问后追问：你是怎样想出来的？（或问：你的依据是什么？）既要关注学生对知识

的理解和技能的运用，又要关注学生所表现出来的对知识的兴趣的程度和对学习的专注程度，可用表示赞赏或用委婉的批评给予评价。对学生流露出来的价值倾向，即使是错误的，老师也不要压制，应该耐心地问一问学生为什么这样想，然后给予疏导。实践证明，只有多元的教学评价和促进学生发展的评价方式，才有助于三维教学目标的实现。

看了《三维目标的建构与特征——课改纲要教学目标解读》后，我还有一些问题未弄明白：现有的三维目标体系，是不是蕴涵着这样的逻辑思路：

1、知识与技能的指标是需要的，借此规定学科教学的基本的“目标”意义上的实施内容和程度；

2、过程与方法的指标也是需要的，借此规定教学实施“过程”中的学生学习活动的准则和程度；

3、情感态度价值观的指标同样是需要的，并借此规定教学实施过程中的教师和学生活动的；

三维教学目标在课堂教学中的落实，是语文新课程课堂教学改革的主攻方向。它能否尽快取得成效，取决于广大教师对它的认识的深入程度，取决于对有效教学策略、方法的整合和运用。我正处于开始阶段，仍需要不断的更新、学习、总结，以此对三维目标进行真正的落实。

推荐第5篇：语文三维目标

如何处理语文教学中的三维目标

一节好的语文课的标准，《语文课程标准》提出了“知识与能力、过程与方法、情感态度价值观”的三个维度。在这三个维度中，知识和能力是的奠基性的，是核心，是最重要的维度；“过程与方法”是“知识与能力”和“情感态度价值观”目标得以实现的手段和途径；“情感态度价值观”是实现“知识与能力”和“过程与方法”目标的内在动力和激励力量。三者是相互渗透，融为一体，简称三维一体。我们要真正的依照三维一体的要求来设计一节语文课，才能使这节语文课沿着正确的轨道行进。所以，在开发和设计三维目标时应注意以下几点：

一、

“知识与能力”这一维度是否突出工具性。

《语文课程标准》把“知识与能力”列为三维度之首，这就说明，语文教学首先要突出学科特点，学习汉语言文字的“知识”，形成弩驾汉语言文字的能力。我们语文教学的根本任务就是语文知识的学习和语文能力的培养。识字教学中，设计时就要适当的渗透字理，依据字理进行识字教学，有些文字不便于依据其本来字理析解形义的，对这部分汉字我们可以灵活的析解，或引导按照生活的实用义依据自己的理解灵活地自主识记。此外，我们还可以辅以趣味游戏、猜谜、增减部分等方法。阅读教学是语文教学的主体内容，在教学时首先注意“三品”，“品词、品句、品读”；其次要注意和突出“感悟、积累、运用”；最后语文课就是语文课，要扎扎实实、实实在在的学习语文知识和进行语文能力训练。

二、

看“过程与方法”这一维度是否增强主体性。

“过程与方法”的基本要义是：应十分的重视让学生经历学习的过程，在自主、合作、探究性的学习中发现、总结掌握知识的规律和学习的方法。我们教师不要一味地进行终结性结果评价。要十分的注重形成性评价。所以教学中要面向全体学生，让所有的学生都经历学习过程，在学习过程中让学生“自主、合作、探究，在探究过程中揭示规律，掌握方法。

三、

“情感态度价值观”这一维度是否渗透人文性。

“情感态度价值观”的基本要义是：以学生的发展为本，激发学生正确的学习态度，培养学生高尚的道德情操和健康的审美情趣，形成正确的价值观和积极的人生态度。在教学中我们要以情激情，以心换心。培养学生热爱祖国语言文字的思想感情，引导学生对汉语汉字有正确的价值取向。同时有机的渗透人文教育和具有正确的价值取向。

总之，“三维一体”，要把握好它的要则，设计好每一节课，切实提高学生综合的语文素养。

推荐第6篇：教案三维目标

1.1．1 任意角

教学目标

（一） 知识与技能目标

理解任意角的概念(包括正角、负角、零角) 与区间角的概念.

（二） 过程与能力目标

会建立直角坐标系讨论任意角,能判断象限角,会书写终边相同角的集合；掌握区间角的集合的书写．

（三） 情感与态度目标

1． 提高学生的推理能力；

2．培养学生应用意识． 教学重点

任意角概念的理解；区间角的集合的书写． 教学难点

终边相同角的集合的表示；区间角的集合的书写．

1.1.2弧度制

（一）

教学目标

（四） 知识与技能目标

理解弧度的意义；了解角的集合与实数集R之间的可建立起一一对应的关系；熟记特殊角的弧度数．

（五） 过程与能力目标

能正确地进行弧度与角度之间的换算，能推导弧度制下的弧长公式及扇形的面积公式，并能运用公式解决一些实际问题

（六） 情感与态度目标

通过新的度量角的单位制(弧度制)的引进，培养学生求异创新的精神；通过对弧度制与角度制下弧长公式、扇形面积公式的对比，让学生感受弧长及扇形面积公式在弧度制下的简洁美．

教学重点：弧度的概念．弧长公式及扇形的面积公式的推导与证明． 教学难点：“角度制”与“弧度制”的区别与联系．

4-1.2.1任意角的三角函数

（三）

教学目的：

知识目标：1.复习三角函数的定义、定义域与值域、符号、及诱导公式；

2.利用三角函数线表示正弦、余弦、正切的三角函数值；

3.利用三角函数线比较两个同名三角函数值的大小及表示角的范围。

能力目标：掌握用单位圆中的线段表示三角函数值，从而使学生对三角函数的定义域、值域有更深的理解。

德育目标：学习转化的思想，培养学生严谨治学、一丝不苟的科学精神；

教学重点：正弦、余弦、正切线的概念。 教学难点：正弦、余弦、正切线的利用。

4-1.2.1任意角的三角函数（1）

教学目的：

知识目标：1.掌握任意角的三角函数的定义；

2.已知角α终边上一点，会求角α的各三角函数值；3.记住三角函数的定义域、值域，诱导公式

（一）。

能力目标：（1）理解并掌握任意角的三角函数的定义；

（2）树立映射观点，正确理解三角函数是以实数为自变量的函数； （3）通过对定义域，三角函数值的符号，诱导公式一的推导，提高学生分析、探究、解决问题的能力。

德育目标： （1）使学生认识到事物之间是有联系的，三角函数就是角度（自变量）与比值（函数值）的一种联系方式；

（2）学习转化的思想，培养学生严谨治学、一丝不苟的科学精神；

教学重点：任意角的正弦、余弦、正切的定义（包括这三种三角函数的定义域和函数值在各象限的符号），以及这三种函数的第一组诱导公式。公式一是本小节的另一个重点。

教学难点：利用与单位圆有关的有向线段，将任意角α的正弦、余弦、正切函数值分别用他们的集合形式表示出来.

4-1.2.2同角三角函数的基本关系

教学目的：

知识目标：1.能根据三角函数的定义导出同角三角函数的基本关系式及它们之间的联系；

2.熟练掌握已知一个角的三角函数值求其它三角函数值的方法。

能力目标： 牢固掌握同角三角函数的两个关系式，并能灵活运用于解题，提高学生分析、解决三角的思维能力；

教学重点：同角三角函数的基本关系式

教学难点：三角函数值的符号的确定，同角三角函数的基本关系式的变式应用

1．3诱导公式

（一）

教学目标

（一）知识与技能目标

⑴理解正弦、余弦的诱导公式． ⑵培养学生化归、转化的能力．

（二）过程与能力目标

（1）能运用公式

一、

二、三的推导公式

四、五．

（2）掌握诱导公式并运用之进行三角函数式的求值、化简以及简单三角恒等式的证明．

（三）情感与态度目标

通过公式

四、五的探究，培养学生思维的严密性与科学性等思维品质以及孜孜以求的探索精神等良好的个性品质． 教学重点

掌握诱导公式

四、五的推导，能观察分析公式的特点，明确公式用途，熟练驾驭公式． 教学难点

运用诱导公式对三角函数式的求值、化简以及简单三角恒等式的证明．

1．3诱导公式

（二）

教学目标

（一）知识与技能目标

⑴理解正弦、余弦的诱导公式． ⑵培养学生化归、转化的能力．

（二）过程与能力目标

（1）能运用公式

一、

二、三的推导公式

四、五．

（2）掌握诱导公式并运用之进行三角函数式的求值、化简以及简单三角恒等式的证明．

（三）情感与态度目标

通过公式

四、五的探究，培养学生思维的严密性与科学性等思维品质以及孜孜以求的探索精神等良好的个性品质． 教学重点

掌握诱导公式

四、五的推导，能观察分析公式的特点，明确公式用途，熟练驾驭公式． 教学难点

运用诱导公式对三角函数式的求值、化简以及简单三角恒等式的证明．

1.4.1正弦、余弦函数的图象

教学目的：

知识目标：（1）利用单位圆中的三角函数线作出ysinx,xR的图象，明确图象的形状；

（2）根据关系cosxsin(x2)，作出ycosx,xR的图象；

（3）用“五点法”作出正弦函数、余弦函数的简图，并利用图象解决一些有关问题；

能力目标：（1）理解并掌握用单位圆作正弦函数、余弦函数的图象的方法；

（2）理解并掌握用“五点法”作正弦函数、余弦函数的图象的方法；

德育目标：通过作正弦函数和余弦函数图象，培养学生认真负责，一丝不苟的学习和工作精神；

教学重点：用单位圆中的正弦线作正弦函数的图象；

教学难点：作余弦函数的图象。

1.4.2正弦、余弦函数的性质(一) 教学目的：

知识目标：要求学生能理解周期函数，周期函数的周期和最小正周期的定义；

能力目标：掌握正、余弦函数的周期和最小正周期，并能求出正、余弦函数的最小正周期。

德育目标：让学生自己根据函数图像而导出周期性，领会从特殊推广到一般的数学思想，体会三角函数图像所蕴涵的和谐美，激发学生学数学的兴趣。

教学重点：正、余弦函数的周期性

教学难点：正、余弦函数周期性的理解与应用

1.4.2(2)正弦、余弦函数的性质(二) 教学目的：

知识目标：要求学生能理解三角函数的奇、偶性和单调性；

能力目标：掌握正、余弦函数的奇、偶性的判断，并能求出正、余弦函数的单调区间。

德育目标：激发学生学习数学的兴趣和积极性，陶冶学生的情操，培养学生坚忍不拔的意志，实事求是的科学学习态度和勇于创新的精神。

教学重点：正、余弦函数的奇、偶性和单调性；

教学难点：正、余弦函数奇、偶性和单调性的理解与应用

1.4.3正切函数的性质与图象

教学目的：

知识目标：1.用单位圆中的正切线作正切函数的图象；2.用正切函数图象解决函数有关的性质； 能力目标：1.理解并掌握作正切函数图象的方法；2.理解用函数图象解决有关性质问题的方法；

教学重点：用单位圆中的正切线作正切函数图象；

教学难点：正切函数的性质。

1.5函数y=Asin(ωx+φ)的图象

（二）

教学目标

（七） 知识与技能目标

（1）了解三种变换的有关概念； （2）能进行三种变换综合应用；

（3）掌握y=Asin(ωx+φ)+h的图像信息．

（八） 过程与能力目标

能运用多种变换综合应用时的图象信息解题．

（九） 情感与态度目标

渗透函数应抓住事物的本质的哲学观点． 教学重点

处理三种变换的综合应用时的图象信息． 教学难点

处理三种变换的综合应用时的图象信息．

推荐第7篇：三维教学目标

对“三维教学目标”的理解

三维教学目标是指教育教学过程中应达到的三个目标维度，即知识与技能、过程与方法、情感态度与价值观。三位目标是一个教学目标的三个方面，而不是独立的三个教学目标，它们是统一的不可分割的整体。

一维目标——知识与技能：人类生存不可或缺的核心知识和学科基础知识；基本能力：获取、收集、处理、运用信息的能力、创新精神和实践能力，终身学习的愿望和能力。

二维目标——过程与方法：过程指应答性学习环境和交往、体验；方法指基本的学习方式（自主学习、合作学习、探究学习）和具体的学习方式（发现式学习、小组学习）。

三维目标——情感态度与价值观：情感不仅指学习兴趣、学习责任，更重要的是乐观的生活态度、求实的科学态度、宽容的人生态度。价值观不仅强调个人价值，更强调个人价值和社会价值的统一；不仅强调科学价值，而且强调科学价值和人文价值的统一；不仅强调人类价值，而且强调人类价值与自然价值的统一；从而使学生内心确定其对真善美的价值追求以及人与自然和谐可持续发展的理念。

三维课程目标应是一个整体，知识与技能、过程与方法、情感态度与价值观三个方面互相联系，融为一体。

知识与能力，既是课堂教学的出发点，又是课堂教学的归宿。教与学都是通过知识与能力来体现的，知识与能力是传统教学的内核，是我们从传统教学中应继承的东西。

过程与方法，既是课堂教学的目标之一，又是课堂教学的操作系统，新课程倡导对教与学过程的体验，方法的选择，是在知识与能力目标上对教学目标的进一步开发。

情感态度与价值观，既是课堂教学的目标之一，又是课堂教学的动力系统。新课程倡导对学与教的情感体验、态度形成、价值观的体现，是在知识与能力、过程与方法目标基础上对教学目标深层次的开拓。

在课堂教学中，我们不能故此失彼，而应努力实现多维目标的整合。

推荐第8篇：初中英语教案

TEACHINGAIDS:Multiplemediaandtaperecorder

TEACHINGPURPOSE:Countnumbersfrom1to50

Learnsomepluralformsofnou(重点)

Practisedrillslikethis:(重点,难点)

Howmany......arethere......

Thereisonlyone./Thereare......

TEACHINGSTE:

STEP1:Countnumbersfrom1to50

STEP2:Playagame:

T:What\'sinthebag(Letstudentsgue)

S:Thereisa/an...

...init./Thereare.....init.

(引出本节课的重点,难点:名词的复数及Therebe句型)

STEP3:Revision:

Revisethesingularandpluralformsofnou(showpictures)

e.g.bird-birdsbus-busesbaby-babiesgoose-geeseect.

STEP4:Presentatio:

Showthepicturesofmen,womenandchildren.Teachthepluralformsof

men,womenandchildren.

STEP5:Listentothetape(Part1)andthenaskandawerlikethis:(Showpictures)

Howmany......arethere

Thereisonlyone./Thereare......

Wherearethey

They\'reatschool/home/work.

(Thenpractisedialogueslikethisaccordingtothefact)

STEP6:Listentothetape(Part3)andawerquestio:

Howmanykitesarethereinthesky

Howmanybirdsarethereinthesky

(Thenreadthedialogueandactit.)

STEP7:Summary:

Thepluralformsofnou

Howmany......arethere

Thereisa/an....../Thereare......

STEP8:Talkaboutthepicture(幻灯片显示,巩固本节课所学重点内容)

STEP9:Homework:

DoEx1andEx2ofyourworkbook.

推荐第9篇：初中英语教案

Teaching Plan

Unit ThreeMy Friends

Part A Let’s learn & Let’s find out

( Designed by 梁境燕)

Total time: 40 minutes

Age of pupils : 10～12 years old

Level : learning English for 4 years

Cla size : 55 pupils

Text book used : PartALet’s learn & Let’sfind out , Unit 3 ,

PEPBook Ⅲ

Teaching objectives:

Ss can understand and describe a person’s characteristics and instincts.

Teaching contents :

friends , long hair , short hair , thin , strong , quiet .

My friend is strong .She has short hair… .Who is she ?

Teaching approaches:

Songs teaching technique, Storytelling teaching technique, acting technique, language situation teaching technique and game teaching technique etc.

Language skills :

To develop children’s listening and speaking ability.

I .Teaching aids :

CAIof the story, a tape , pictures , word cards, masks ( or puppets )of the prince , Cinderella and her 3 sisters etc .

Ⅱ.Teaching procedures

A.Preparation

1.Warm – up :

Sing a song the T has adapted : She is nice .…( Written

on the board beforehand.)(Time: 2 minutes )

Song:

She is nice.She is quiet.She is very thin but beautiful.She has long hair but not short hair.We are friends after all.

2.Introduce themain characters , using pictures and asking questions .(Time: 2 minute )

( Purpose: To warm up and revise and present “ She is … She has …” Set up a language context for the new leon.)

B.Telling the story (T: teacher; Ss: students)

1.CAI shows the story of Cinderella and the prince.T asks

questions.(Time:7～8minutes)

T: This is a story about a prince and 4 sisters.Want to know

who they are? Who is he? ( T shows a picture of the prince.)

Ss: The prince.

T: Yes.The prince is tall.He’s very smart.And she’s …? ( T shows Cinderella’s picture on the left hand.)

Ss:灰姑娘！

T: “That’s right.She’s Cinderella.She is beautiful.She is thin and quiet.She has long hair.And

they’re the 3 sisters of Cinderella.Kate is not quiet.Amy is very strong.Mary has short hair.( T shows the puppets and describes them.) So the princes, Cinderella and her 3 sisters are in the story.Now, watch the video of the story.” ( The story was made as a movie in the CAI.)

Below is the story showed in the CAI:

One day, Cinderella and her 3 sisters Kate, Amy and Mary played in the woods.( CAI shows the woods.) The smart prince came to the woods.He wanted to find his friend.He saw the 3 sisters.Kate ran to him quickly and said: “ I’m beautiful.I’m beautiful.I’m your friend, my dear.” The prince said: “No.My friend is quiet.”

Amy is strong-very very strong.She said: “I’m strong.I’m strong.I’m your friend, my dear.”The prince said: “ No.She is not strong.She is thin.”

Mary has short hair- very very short hair.She said: “ I have short hair.I’ m your friend, my dear.”The prince said: “No.she has long hair.”

“ Who is she ?” The 3 sisters asked.

The prince sang: “ She is nice.She is quiet.She is very thin but beautiful.She has long hair but not short hair.We are friends after all.”

“ Sisters…” ( T pauses the video and asks: “ Boys and girls, gue who came here.” Ss: “ Cinderella.” T: “ That’s right.Let’s see what happened next.”) Cinderella came back.“ Oh, here you are, my friend.” The prince was very happy to find his friend.“ Oh, no…” The sisters cried.( CAI shows the actions : 3 sisters cried and were very angry.They ran away.)

2.Telling the story with gestures and different voices by teacher .( Time: 5 minutes.)

( Purpose for the 2 steps: Adapt the words and phrases into a story with a song .Set up a meaning context and make story interesting.Then the Ss will be eager to learn it, as well as be easier to pick up the new words , sentences and the chunks.)

3.Role- play the story.

Divide the cla into 5 groups.Each group representatives one role, Cinderella, prince , andCinderella’s 3 sisters: Kate, Amy and Mary.The teacher tells the story again and encourage children to join in telling the story.(Time: 5 minutes.)

(Purpose: Let Sts learn by doing .It’s connected to the children’s

learning characteristics.In that case, Ss can learn new things

easily.)

4.Asking and answering questions about the story.( Time: 2 minutes.)

T: Who is the prince’s friend? Is she strong? Is she quiet? …

C.Follow-up

1.Play a cla game: Who is he/ she? (Time: 3 minutes)

Use the CAI to present a part of a photo.Then the teacher describes the person on the photo.For example: “ She is a teacher.She is tall….Who is she?”Who guees right, who wins one sticker.

2.Pair work: ( Time: 3 minutes)

One try to gue the partner’s best friend in the cla.For example: I have a friend.She is a friend.She has long hair.She is tall.She is quiet.Who is she?

(Purpose for Step 1 and 2 : Offer the opportunities to let all the

Ss practice and participate in cla.)

3.Play a gueing game: Who is my best friend? ( Time: 4 minutes.)

Invite some students to stand in the cla.The other Ss try to ask and find out who he or she is.For example: Is he a boy?/ Is he strong? / Is he quiet? / Is he…?Then Ss describe the friend together with the help of the key words that T writes on the board.

( Purpose: Adapt the game and make a competition.)

4.Adapt the story and act it out by group work.( Time: 5 minutes)

Children work in small groups to adapt the story and act it out.T walks around and help the Ss.At last Ss show their stories in the cla.

( Purpose: Increase Ss’ creativity, imagination, imitation, curiosity, cooperation ability and competition ability.)

5.Homework ( Time: 1 minute)

(1) Spell the words or phrases on Page 28.

(2) Retell the story for your parents.

(3) Try to describe your family members to your clamates or friends.

(4) Do the drills of the Activity Book A.1, 2.

( Notes on the blackboard written by the teacher.)

Unit Three My FriendsA Let’s learn & Let’s find out

↗ strong.( word card and picture)

↗

My friend is→thin.( word card and picture)

↘

↘quiet.( word card and picture)

↗long hair.( word card and picture)

He has

↘short hair.( word card and picture)

Who is he?

Shortshort hairbig eyes

My friend is{ strong ,he/she has{,{.

talllong hairsmall eyes

thin

五、Progre

推荐第10篇：初中英语教案

初中英语教案(八下 unit 2) Teaching goals: 1.Words &phrases: keep out , loud, argue, What’s wrong? Football, either, except, themselves, include,

2.情态动词could/should的用法.3.Why don’t you …? 结构表建议的应用。 4.如何谈论问题及提出建议。

5.在处理问题中学会自省与人际交往。

Important and difficult points: 1.should/could 情态动词的用法。 2.如何提出建议。

Teaching aids: a tape recorder ,cards.Period 1 Teaching procedures: Step 1 Leading in

1.Greetings and free talk 2.Check the homework Step 2 Pre-task T: I want to buy a new guitar but I don’t have enough money.What should I do? Ss think it over , and try to give his/her advice.Write their advice on the Bb.1.Borrow one.2.Buy a second-hand guitar.3.Get a part-time job.4.Don’t buy a guitar.5.Wait until next year.Practice reading the advice by the Ss.导入：In this unit we are going to talk about problems people have and learn how to give these people advice – to tell people what we think they should do.Step 3 While – task SB Page 10, 1a 1.Read the instructions to the Ss.2.Read the problems by the Ss.3.Ask Ss to write the problems in the “serious” or “Not serious” columns.4.Explain.5.Talk about the answers with the cla.Practice reading.SB Page 10, 1b

Make sure the Ss understand what should they do.Play the tape twice.Ss circle the problems they hear.Play the tape a third time.Check the answers.Step 4 Post-task SB Page 10, 1c Look at the problems in activity 1a and make conversations.Step 5 While-task SB Page 11, 2a.1.Read the instructions.Make sure the Ss understand what should they do.2.Point to the sentences below.3.Play the tape the first time.Ss only listen.Pay attention to Peter’s friend’s advice.4.Play the tape again.Ss circle “could ” or “should”.5.Correct the answers.SB Page 11, 2b.Read the instructions.Pay attention to Peter’s answers.Play the tape again.Check the answers.Step 7 Post –task Make conversations with peter and his friend with the help of 2a & 2b.Step 8 Grammar Focus Review the grammar box.Ss say the questions and the responses.Explain the differences between could/should.Homework: 1.Go over the words.2.My clothes are out of style , what should I do ? Please give the advice.

第11篇：初中英语教案

Uint 5 If you go to the party, you’ll have a great time!

SectionB

教师寄语：practice makes perfect

知识：

against,chance,tonight,charity,injured,sincerely,lawyer,tonight,mobile,

go to college, travel around the world, make a lot of money, get an education, a profeional althlete,seem like, make a living, all over the world, all the time, play sports, get injured, in fact, tonight

能力:Describe dream jobs

情感：通过了解运动员的工作情况，明白付出才有回报

[Important points] If you become a profeional athlete, you will be able to make a living

doing something you love.

学习过程

STEP1 预习导学及自测

be happy________be famous___________ get an education__________

周游全世界赚很多钱去上大学

STEP2TASK

In each group, one student as a reporter, the others as interviewers“怎样活得更幸福？”（talk in English using if…）

________________________________________________________________ STEP3听力(2b)

Complete the sentences

1.If you join the Lion, ________2.If you become a Lion, ___________

5.but if I do not do this now,_______

A.you will be famous.B.I will never do it .

C.you will become a great soccer player.D.you will never go to college.

E.you will travel around the world.

STEP4小组活动

Read the article about 3a

(1)T or F

()1.It is easy for many young people to become a profeional athlete

()2.Few athletes give money to schools and charities

()3.Sometimes, being a profeional athlete is very dangerous

(2)Answer the questions

What will happen if a profeional athlete is famous?

Are the profeional athletes happy?

Step 5 Writing (3c)

Write about your own plans using sentences with “if” and “will”

STEP6 QUIZ

1.There will be a football match _____(今晚)

2.I will speak ________(反对)anything I know to be wrong.

3.It is a good c________to go America with your aunt this summer.

4.- What are you going to do tomorrow?

-We will go fishing if it______rain tomorrow.

A.willB.won’tC.isn’tD.doesn’t

5.--When is the good time ____the party?--On Friday evening, I think.

A.hasB.haveC.havingD.to have

【当堂达标】

一．选择题

1.We’ll ____ learn English well soon.

A.canB.be ableC.be able to

2.Maybe I _____my bag in the car.

A.leftB.forgotC.leave

3．My life will be ______ than it is now.

A.more betterB.much goodC.a lot better

4.Hurry up! There is _____ time left.

A.littleB.a littleC.few

5.The child is too young to ____ himself.

A.wearB.put onC.dre

二．完成句子

1.上课不要玩手机，否则你老师会把它拿走。

Don’t play with your mobile phone in cla, or your teacher

will2.周游世界是我的梦想。

It’s my dream to 3.他靠洗车谋生.

Heby cleaning cars.

三．完形填空

For students, school is not just a place to study in.It is 1 a place where you learn to get along with people.2 this is not always easy.What can you do if you don’t 3 one of your clamates? The most important thing is tolerance(宽容).Tolerance means that you 4 be able to understand and respect(尊重) other people’s differences.We can’t change other 5 , so it is important to learn to live happily 6 them.Tolerance will make 7 get along better with each other.Getting to know someone may help 8 understand why they do things differently.Something 9 doesn’t always mean that it is bad.Tolerance teaches us to keep an open mind.If you tolerate something, it doesn’t mean that you have to like it.No one is asking you to change 10 .Tolerance just means that you should understand the differences in others and not try to make them change.

( ) 1.A.often B.also C.usually D.always

( ) 2.A.Because B.And C.So D.But

( ) 3.A.know B.like C.understand D.believe

( ) 4.A.can B.may C.should D.must

( ) 5.A.people B.students C.things D.ideas

( ) 6.A.in B.between C.with D.without

( ) 7.A.someone B.everyone C.no one D.anyone

( ) 8.A.him B.her C.you D.them

( ) 9.A.different B.difficult C.important D.neceary

( )10.A.themselves B.yourselves C.ourselves D.yourself

四．阅读理解(A)

On morning Mrs Peter said to her husband, “Jack, there is a meeting of our ladies club (俱乐部) at Mrs.Green’s house at lunch time today, and I want to go to it.I’ll have you some food for your lunch.Is that all right?”

“Oh, yes,” her husband answered, “that’s quite all right.What are you going to leave for my lunch?”

“This tin (罐头) of fish,” Mrs.Peter said.“And there are some cold, boiled potatoes (土豆) and some beans (豆子) here, too.”

“Good” Then Mrs Peter went to her meeting.All the ladies had lunch at Mrs Green’s, and at three o’clock Mrs Peter came home.

“Was your fish nice?” She asked.

“Yes, but my feet are hurting,” he answered.

“Why are they hurting?” Mrs Peter asked.

“Well, on the tin it was written: Open the tin and stand in hot water for five minutes.”

1.Mrs Peter wanted to _______________.

A.meet her husband B.meet Mr.JackC.go to Mrs Green’s house D.see Mrs Green

2.Mr Peter had to _________.

A.have lunch outsideB.have lunch at home by himself

C.cook dinner by himselfD.ask his wife to buy some food for him

3.Mrs Peter asked her husband to eat ________ for his lunch.

A.some cold, boiled potatoes, some beans and a tin of fish.

B.some beans, some cold potatoes.C.a tin of fish, some beans and tomatoes.

D.some cold potatoes and a tin of fish.

4.Mrs Peter had her lunch ___________.

A.at homeB.at Mrs Jack’s houseC.at a restaurant D.at Mrs.Green’s house

5.Mrs Peter’s husband’s feet were burting because ______________.

A.the tin of fish hurt his feetB.he fell down and hurt his feet.

C.he stood in hot water for five minutesD.his wife hurt him with that tin of fish

(B)

Mr Grant moved to another town.One day he went to see a doctor.He sat down in the waiting room and looked round.The doctor’s degrees (学位证书) were on the

wall.Suddenly Mr Grant remembered there had been a clamate with the same name in his cla at school, and he had become a doctor.

As he went in to see the doctor, he remembered a young, handsome student and he was sad to see how old this man looked.He said to him, “Good morning, Doctor.Did you go to King High School?”

The doctor answered, “Yes, I did.”

“Were you there from 1942 to 1946?” Mr Grant asked.

“Yes, I was.” the doctor answered.“How did you know?”

Mr Grant laughed and said, “You were in my cla!”

“Oh?” the doctor said and looked at him carefully for a few minutes.“What were you teaching?” he asked.

6.Mr Grant went to see the doctor because _________.

A.he had nothing to do that dayB.he was ill that day

C.he knew the doctor very wellD.he was very busy that day

7.Mr Grant suddenly found the doctor’s name was the same as one of his ________.

A.teachersB.studentsC.clamatesD.friends

8.When Mr Grant found the doctor was old, he __________.

A.became worried B.got angry at onceC.felt very happy D.was very sorry

9.Who was in King High school from 1942 to 1946?

A.Both Mr Grant and the doctor were in King High School.B.Only the doctor was there.

C.Neither of them was in King High School.D.Only Mr Grant was there.

10.Mr Grant thought the doctor was old, but the doctor thought Mr Grant _________.

A.was as young as heB.was even olderC.was much youngerD.was as old as he

教后记

留白处

第12篇：初中英语教案

初中英语教案

初中英语教案：让活动更好的发挥效能

一 教学背景:

本课为九年级英语教材Unit 14中内容。把这节课的重点定为五种时态的变形。由于在八年级中学生已接触了直接引语变间接引语时态不发生变化的情况，学生对人称的变化已经掌握，因而本节课只需提及，不必列为重点。

二 教学思路:

本节课由呈现简笔画引入，让学生猜测图中人物的语言。再列出图中人物的原话，让学生引述。教师在学生使用间接引语中提醒他们对时态的关注。呈现完五种时态的变化形式，再附之以练习。让学生在机械操练中掌握间接引语的时态变化。为了让学生对本节课的重点内容达到熟练的程度及增强学习的趣味性，笔者又设计了“传话”和“我是小记者”两项活动。“传话”这一活动旨在口头的操练间接引语;“我是小记者”则是进行听和写的练习来巩固此语法知识。最后，由学生再次归纳直接引语变间接引语时的时态的变化。

三 教学片段:(“传话”活动的开展)

T: Boys and girls.Let’s play a game.OK?

Ss: OK.

T: The game is called “Tell me what he/she said.”

A student says a sentence to someone; the listener tells us what he/she said.

Model:

A: I am sad.

B: he said he was sad.

(在B同学回答完，教师将句子投影到屏幕上，让其他同学判断B同学转述的是否正确)

T: You can write down your sentences first.(Wait 2 minutes for writing)

S1: I am writing.

S2: He said that he is writing.

T: Is she right?

Ss: No.

T: who can help her? (教师温和的询问)

Ss: He said that he was writing.

(教师发现虽然在前面操练的效果不错，但在进行口头练习时，错误的频率还是很高，部分较差的学生似乎跟不上.于是笔者先让学生把句子投影到屏幕上，在把句子读给大家听，让所有的学生有思考的时间)

S3: (show the sentence on the screen) I will visit Beijing.

S4: she said that she would visit Beijing.

S5 (show the sentence) I went to Xuanwu Lake last week.

S6: She said that she had gone to Xuanwu Lake last week.

(时间状语的变形并不是笔者今天所教内容，指出错误是必然的，但该如何解释，这是笔者设计时未考虑的,因而笔者只是把正确的表述教给学生)

T:Pay attention to the adverbials of time ‘last week’.We should change it into “the week before”.

“Tomorrow I will tell you the reason..”

(在八对学生做完此练习后，笔者让全班同学集体把这五个间接引语的句子大声朗读一遍，再次巩固直接引语改间接引语的时态变化。)

T: let’s say these sentences together.

T and Ss: He said that he was sad.

He said that he was writing.

„„

She said that she would visit Beijing.

She said that she had gone to Xuanwu Lake the week before. 初中英语教案：Teaching Plan

TITLE: Unit 12(Leon45) TEACHING AIDS: Multiple media and tape recorder TEACHING PURPOSE: 1.Count numbers from 1to 50 2.Learn some plural forms of nouns(重点) 3.Practise drills like this:(重点、难点) How many......are there......? There is only one./There are...... TEACHING STEPS: STEP 1:Count numbers from 1to 50 STEP 2: Play a game: T: What’s in the bag?(Let students gue)

S: There is a/an......in it./There are.....in it. (引出本节课的重点、难点:名词的复数及There be句型) STEP 3:Revision: Revise the singular and plural forms of nouns(show pictures) e.g.bird-birds bus-buses baby-babies goose-geese ect. STEP 4:Presentations: Show the pictures of men, women and children.Teach the plural forms of men, women and children.

STEP 5: Listen to the tape(Part 1)and then ask and answer like this:(Show pictures)

How many......are there?

There is only one./There are......

Where are they?

They’re at school/home/work.

(Then practise dialogues like this according to the fact)

STEP 6: Listen to the tape(Part 3) and answer questions:

How many kites are there in the sky?

How many birds are there in the sky?

(Then read the dialogue and act it.)

STEP 7: Summary:

1.The plural forms of nouns

2.How many......are there?

There is a/an....../There are......

STEP 8: Talk about the picture(幻灯片显示，巩固本节课所学重点内容)

STEP 9: Homework:

Do Ex 1 and Ex 2 of your workbook.

Oxford English 7A, Module 4 Unit 2 (Our animal friends)

Teaching Plan

Language focus:

1.Learn new word & expreions

2.Text-learning

3.Using the simple present tense to expre preferences

Materials:

Students’ Book 7A page 67

A caette player, a slide projector

Different kinds of things

Teaching procedure:

I.Warming-up

Let’s sing a song to relax.

II.Greeting

III.Students’ report

Today our topic is “Our animal friends”.

First, let’s watch a short play by students .

IV.Presentation

Thank you.

In their short play , we know animals are very lovely.They are our good friends.So I think most of people like animals, especially you, children .Do you have good animal friends? You bring them here .Would you please show us your animal friends? Please take out and try to introduce your pets.Like this:

1.Do you have a pet at home?

2.What’s it?

3.What’s his/her name?

4.What colour is he/she?

5.How/Where did you get him/her?

Now discu with your deskmates, I’ll ask some of you to try O.K.?

(Then ask 6 students to introduce.)

All of your pets are nice.But I prefer puppies.

To S1: Which animal do you like ?

S1: I like„

Oh, he/ she prefers„ And how about you ? ( To S2 )

S2: I like/ prefer„

Oh, he prefers„ Now look at this expreion:

----Which one do you like ?

---- I prefer„

Read after me.( practise )

---- Which food do you like?

---- Which fruit do you like ?

---- Which city do you like ?

Practise this expreion in pairs.

Now,do you know which pet Kitty and Ben prefer.Let’s learn Sam’s story.Look at some new words first.( Show a brochure.)

This is a travel brochure/ a computer brochure.We can also say a travel booklet.( Show slide )

Read after me .( Show a picture.)

Who is he ? He’s an inspector.A person whose job is to exam or check something.

(Show word: inspector.Read) / ( Show another picture.)

What can you see in the picture? It’s a home for dogs.It’ s a kennel.( Show word: kennel.Read)

I’ll tell you Sam is at the SPCA kennels.What is SPCA.

( Show slide: SPCA: Society for the prevention of cruelty to animals.)

Read after me.It means an organization which protects animals from danger .

Let’s read all new words.

V.Text-learning

Then let’s come to our text.First, listen to the text, don’t look at your books.Then try to answer some questions about the text .So listen carefully.

(1) Is dog’s name Simon?

(2) Did Ben and Kitty first meet Sam in the pet shop?

(3) Does Kitty prefer the black and white one best ?

(4) Do they want the light brown one ?

(5) What’s the dog’s name ?

(6) Where did they first meet Sam ?

(7) Which pet does Ben prefer?

(8) Which one do they choose finally?

(9) What must Ben and Kitty do if Sam is sick?

All right.Open your books to page 67.Read after the tape sentence by sentence.Pay attention to pronunciation and intonation.

Then you practise the text by groups in roles.Try to imitate as poible as you can.

VI.Consolidation

From the text , we know Kitty and Ben love Sam very much.They take good care of him.They are so kind to animals.But nowadays, a lot of people are cruel to animals.A large number of animals are killed by people.Even some rare animals have disappeared from the earth.It is a sad story.So we must protect animals and protect environment .

Do you agree ? ( Yes.)

According to this situation.I ask you to discu in groups and give us your stories about this topic.

Please prepare for a while.I’ll play the music.The music stops, you stop.

VII.Summary and aignment

In this cla, we learn Sam’s story and we know animals are our good friends.We should be kind to them.We also learn some new words and expreion.

Today’s homework:

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

Comments after cla

English is a useful language.It’s a useful tool.We would like our students to use this language flexibly rather than only remembering some phrases.

According to this aim,in this leon, my design is firstly moving from old knowledge to new knowledge,from previous leon to the next one.

My topic is “Our animal friends”, and children like animals.So at the beginning of the leon, I invite students to introduce their favourite animals.They could take their pets to the cla and they showed great interest.Next I transferred to the sentence pattern:

“ Which one do you like?”

“ I prefer„.”

By asking “ Which animals do you like?”

I let students use all kinds of things they have learned to practise this sentence pattern.

Then I came to the text-learning.I taught them new words by showing them pictures.After that, I asked students to listen and understand the general meaning of the text, read and imitate the pronunciation and intonation of the tape of the text .

At last, I have the students imagine different kinds of stories, concerned the situation nowadays that a lot of rare animals have been destroyed by some unkind people.Let the students know we should protect animals and natural environment .

All above is my outline of the whole cla.I think students can learn something not only inside cla but also outside cla.Maybe I should continue to improve the situational teaching method .

第13篇：初中英语教案

初中英语教案：新目标英语七年级unit6 Do you like bananas？

2007-05-22 01:38

（2）在与同学合作完成任务的活动中主动探究和学习语言；并运用知识内在规律帮助记忆、巩固知识。

三、课时结构

为了能较好地 实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。

Period 1 Section A 1a /1b /1c /2a /2b.Period 2 Section A 2c /3 /4 .Period 3 Section B 1a /1b /2a /2b /2c /3a /3b /3c /4a/4b.Period 4 Summing up SectionsAand Band the grammar.

四、教学过程设计 Period One (第一课时)

一、教学目标 1.知识目标： 1）单

词

：

do,

don’t,

does, doesn’t,strawberries,like,have,bamburgers,orange,tomatoes,icecream,broccoli,salad,French fries, bananas.2）句型：Do you like bananas? Yes, I do.\\ No, I don’t.2.能力目标：通过学习本课，学生能够用英语互相讨论喜欢与不喜欢的食品。 3.情感目标：讨论美食，享受生活美味，提倡健康合理膳食。

二、教学重点：掌握关于食物的词汇。

三、教学难点：学会使用交际用语Do you like bananas? Yes,I do.\\ No, Idon’t.

四、教学设计：

Step1.通过让学生猜冰箱里有哪些食物的形式，导出新的单词。同时让全体学生拼读每个单词、让个别学生将单词写到黑板上。 本环节课堂节录如下：

T: Today we are going to learn Unit 6.Look,what’s this? Ss: It’s a fridge.T: Right!There are many kinds of delicious food in it.Can you gue? S1: Apple.T: Yes, there are some apples in it.Are there any oranges in it? S2: Yes.T: OK,Maybe you are right.Now let’s open the fridge and check them out.Look,what are they? Ss: They are bananas.T: How do you spell it? Ss: B-A-N-A-N-A,banana.T: Anything else ? S: French fries.T: Maybe you are right.Let’s see.Look!What are they? Ss: They are French fries.T: Can you spell it,please? Ss: F-R-E-N-C-H, French, F-R-I-E-S, fries.T: Yes,very good!Who can write it on the blackboard? S: Me.T: You please.

Step2.布置一项任务:老师手持一个盒子, 让同学猜猜老师最喜欢的食物.规则为学生只能问老师问题而老师只用 “Yes” 或 “No” 回答。

本环节课堂节录如下：

T: You see, there are so many things in the fridge.I know each of you has your favourite food.Right? I have my favourite food, too.Now I want you to gue it.You can ask me questions to find it out.Think over, what question can you ask ? S: What’s your favourite food ? T: Yes, you can ask me in this way, but I want you to gue it.I can only answer “ Yes” or “ No”.How can you ask me ? S: Do you like bananas ? T: Yes, I do.Yes, good question! So all of you can ask me like this, clear? Ss: Yes! S: Do you like hamburgers? T: No, I don’t.I don’t like hamburgers.S: Do you like oranges? T: Yes, I do.They’re sweet.S: Do you like ice cream? T: Yes, I do.It’s my favourite food in summer.OK, I think one of you has got the right answer.Now my favourite food is in this box! Ss: Chocolate! T: No, I don’t like chocolate.let’s open and see ! Look ! What’s this? Ss: Orange ! T: Who got the right answer? S: Me! T: OK, congratulations! And this orange is for you! 完成Section A, 1a, 1b.

Step 3.布置拓展性任务：要求同桌学生合作编一个小型对话，主题为询问别人喜欢或不喜欢的食物。要求使用刚学过的食物类单词以及句型，同时也可以适当地加入课外单词(老师请一程度较好的学生先进行示范)。 本环节课堂节录：

T: Now let’s do the pair work.Make a dialogue with your partners.Ask your partners like this to find out their favourite food.I will ask some pairs to act it out.Two minutes.( Two minutes later ) T: OK, stop here.Who’d like to be the first pair? You two,please! A: Hello.B: Hi.A: Let’s go to eat breakfast.Look, do you like hamburgers? B: Yes, I do.A: Oh, I like it, too.Do you like French fries? B: No, I don’t.They aren’t healthy food.A: OK, let’s eat hamburgers.B: Great! Thank you.

Step4.完成课文32页Section A听力练习activity 2a, 2b.

Setp5.当堂听写：听写单词与句型，进一步巩固本课学习内容，并将本课应掌握的单词和句型落实到“写”上，使学生不但会说同时会写。 Homework 1.Copy the new words and try to learn them by heart.2.Make up a new dialogue about likes and dislikes then write it down in your exercise book.

五、课后反思：本单元的主题为食物，贴近学生生活，因此学生很喜欢该主题，上课气氛比较热烈。课堂布置的任务使学生在完成的过程中不知不觉地掌握了单词与句型，从而达到教学目标。

Period Two (第二课时)

一、教学目标 1． 知识目标：

1）能将所学单词进行归类。

2）熟练地掌握主语为第三人称单数和非第三人称的否定句、一般疑问句及其回答。

如：Do you /they like salad? Yes, I /they do.No, I /they don’t Does he like French fries? Yes, he does.No, he doesn’t. I (They) like oranges.I (They) don’t like bananas. She likes bananas.She doesn’t like ice cream.2.能力目标：能用英语熟练地交流喜欢与不喜欢的食品，并在班上提问同学展开调查。 3.情感目标：通过谈论美食，进一步引导学生享受美味生活，同时培养学生的合作学习精神。

二、教学重点：掌握主语为三单和非三单时的陈述句、否定句、一般疑问句及其回答的形式。

三、教学难点：主语是第三人称单数时的否定句和疑问句中的动词变化形式。

四、教学设计: Step 1.复习前课所学单词与句型：通过看图片说单词的方式复习单词，并通过询问学生“Do you like bananas/ oranges…?”的形式，复习前一课的句型。

本环节课堂节录如下：

T: Yesterday, we learned many words about food, right? Do you still remember? Now please look at the screen.T: What’s this? Ss: Apple.T: Do you like apples? Ss: Yes, I do.T: And what’s this? Ss: Banana.T: Yes, What about this one? Ss: Broccoli.T: Do you like broccoli? Ss: No, I don’t. ….T: Yes, good job! You have good memory! Step 2.导入新课：分别请一男孩和女孩回答老师的问题，说出他们喜欢与不喜欢的食物，然后就这两位学生的情况向全班提问，以此介绍主语为三单和非三单时的各种句型。 本环节课堂节录如下：

T: Now I’ll ask a boy and a girl to answer my questions.First I’d like to ask a boy. ( To a boy ) Do you like pears? B: Yes,I do.T: Do you like French fries? B: No, I don’t.T: (To the cla) Cla, Does he like pears? Ss: Yes, he does.T: Does he like French fries? Ss: No, he doesn’t.(Then ask a girl to answer the teacher’s question.) T: (To a girl) Do you like pears? G: Yes,I do.T: Do you like French fries? G: No, I don’t.T: (To the cla) Now cla,Does she like pears? Ss: Yes, she does.T: Does she like French fries? Ss: No, she doesn’t.T: (Pointing to the boy and the girl) Cla,Do they like pears? Ss: Yes, they do.T: Right.They like pears.Do they like French fries? Ss: No, they don’t.T: Yeah, they don’t like French fries.Good job! (边说边板书重点句型.) Step 3 布置任务：四人小组活动。其中两位互相询问对方喜欢与不喜欢的食物，另两位转述他们所说的情况。

eg.A: I like chicken.Do you like chicken? B: Yes, I do./ No, I don’t C:He /She likes chicken.Does she /he like chicken? D:Yes, he /she does./No, He /she doesn’t.Step 4完成课本33页Part 3中的Pairwork..Find out what Bob and Bill like and don’t like.Then draw in the chart.Step 5简单总结一下语法。然后布置拓展性的任务：假如明天是你的生日，你打算邀请一些同学来你家做客,你事先已了解他们所喜欢的食物。你和妈妈讨论准备去买一些他们喜欢吃的东西。要求和同伴合作编对话，然后上台表演。(教师事先与一学生做示范.) eg.A: Mum, tomorrow is my birthday.Jim, Kate, Lucy and Lily are coming to my party.B: Good.Let’s give them something nice to eat.Does Jim like oranges? A: Yes, he likes them very much.B: Does Kate like oranges ,too.? A: No, she doesn’t.She likes pears.B: What about Lucy and Lily? Do they like ice cream? A: Yes, they like it very much.B: Ok.Let’s go and get some oranges, pears,ice cream and some other things.A: OK.Let’s go.T: Good job! Next Sunday I want to invite some students to my house, please help me to make a survey in our cla and tell me what they like and don’t like.Step 6接着完成课本33页 Part 4中的Food survey。要求学生就表格中的食物向同伴提问：Do you like…?找出他们喜欢与不喜欢的食物，填好表格，然后向全班汇报。

eg.Liu Li likes tomatoes, but Zhao Jun doesn’t like tomatoes.He likes potatoes.Liu Mei and Chen Yan like bananas, but Li Lei and Bill don’t like bananas.They like oranges.…

Homework 1.Write a report about your food survey in your cla.2.Finish off the exercises in the exercise book.Period Three (第三课时)

一、教学目标

2． 知识目标： 1） 单词：have, has, eat, eats, like, likes, oh, for, carrot, runner, lots of, deert, egg, apple, chichen, fruit, vegetable, breakfast, lunch, dinner, eat, run, star, healthy, food, list.2）句型：What do you have for breakfast/ lunch/ dinner? For breakfast, I have…

What does he/ she have for breakfast/ lunch/ dinner? For breakfast, he/ she has….2.能力目标：学完本课，学生能够用英语描述一日三餐的食谱。 3.情感目标：懂得一日三餐应合理搭配饮食，才会健康，快乐。

二、教学重点：掌握本课新单词。

三、教学难点：掌握描述一日三餐的方法。

四、教学设计：

Step1.Memory challenge Show some words about the food in groups of two, four or six on the screen quickly, let the students say out the words as many as they can to revise the words.完成Section B, 2a,2b,2c.Step2.导入新课：在大屏幕上出现三个盘子，分别代表一日三餐，并将刚复习的食物放入盘中，引导学生表述三餐的食谱。 本节课堂实录如下：

T: How many meals do we have every day? Ss: Three.T: Yes, and what are they? T: Right.So I have three plates for you.The first one is for breakfast, the second one is for lunch and the third one is for dinner.Now I put the food into each plate.According to it.What do you have for breakfast? S: For breakfast, I have hamburgers, tomatoes and salad.T: Yes, great! Then what about lunch? What do you have for lunch? S: For lunch, I have eggs, broccoli and carrots.T: Right! How about dinner? What do you have for dinner? S: For dinner, I have chicken, salad and ice cream.T: OK.Well done!

Step3.布置任务：要求同桌学生合作编对话，主题为询问别人一日三餐喜欢吃的食物。学生上台展示时，可使用电脑将自己选择的食物直观地放入每餐的盘中。 本节课堂实录如下：

T: Do you like the food I chose for you? Ss: Yes/ No.T: It’s your turn now! choose food for yourself and make a dialogue with your partners.Ask your partners what they have for three meals.Two minutes, and I will ask some pairs to come here to act it out and you can put the food into the plate by yourself.Two minutes , start! ( Two minutes later ) T: Time is up.Who’d like to be the first one? Ss: Me/ Let me have a try.T: OK, you two first.Let’s welcome! A: Good morning.B: Goodmorning.A: What do you like for breakfast? B: I like hamburgers and bananas.A: What do you eat for lunch? B: For lunch, I eat chicken, broccoli and ice cream.What do you have for dinner? A: For dinner, I have rice, fish, vegetable soup and cucumbers.B: I think your dinner is very delicious.A: Thank you.Let’s go to KFC.B: Really/ OK.Let’s go! A: Not bad! 与学生讨论哪些是健康食品,哪些是不健康食品。

T: You have eaten healthy food.Let’s look at Sandra.What kind of food does she eat? Now let me tell you.Listen carefully and answer my questions. Step 4.完成34页Section B的听力练习activity 2a, 2b以及Pairwork 2c.Step 5.巩固描述一日三餐食谱的方法：同步阅读“ Runner eats well!” 然后完成SectionB activity 3b.

Step 6.完成Section B Activity 3c:Write about what you like for breakfast, lunch and dinner.Step 7 Groupwork: You are going for a picnic with a group of friends.1.Make a list of food to buy.2.Read your list of food to the cla. Homework 1.Eating healthily is very important.It can make you healthy and happy.Please write about what you like for breakfast, lunch and dinner.

五、课后反思：学生在前一课的基础上进一步学会了如何表达一日三餐的食谱，也明白了合理搭配饮食，才会健康，快乐。Period Four (第四课时)

一、教学目标：

1．知识目标

1)、将本单元所学内容编成一个对话。

2）、巩固单元语言知识点，即可教名词与不可数名词。

3． 能力目标：学会综合运用英语交谈喜欢与不喜欢的事物以及一日三餐的食谱。 4． 情感目标：懂得饮食合理、健康。

二、教学重点：复习单词、句型以及一日三餐表达方法。

三、教学难点：可数名词、不可数名词以及有时可数名词有时不可数名词的分类。

四、教学设计：

Setp1.复习本单元内容：要求学生编一个关于讨论喜欢的食物以及一日三餐食谱的对话。 本环节课堂实录如下：

T: Look at the screen.Who are they? Ss: 蜡笔小新和樱桃小丸子.T: Yes, they meet each other on Sunday.What do they talk about? Ss: Hamburgers,French fries…… (Show the conversation.) T: OK.Let’s read it together.Boys: Good afternoon.Girls: Good afternoon.Boys: Let’s go to the KFC together.Girls: great!I’d like to go.Boys: What do you have for lunch? Girls: I have hamburgers and salad.What about you? Boys: I have rice, fish and broccoli.Girls: What do you like for dinner in KFC? Boys: I like hamburgers,chicken and rce cream.And you? Girls: Me, too.Boys: OK.Let’s go! T: Now please make a conversation like this with your partners.Two minutes.(Two minutes later.) T: Now, I’d like to ask some pairs to act it out.You please.A: Nice to meet you.B: Nice to meet you.A: Oh,it’s seven o’clock now.Let’s go to school.B: OK.A: Do you like apples? B: Yes, I do.A: Do you like strawberries? B: No,I don’t.It’s too sour.Do you like French fries ? A: No,I don’t.It’s isn’t healthy food.B: What do you have for breakfast? A: For breakfast,I have hamburgers, eggs and orange juice.What about you ? B: I have hamburgers, French fries and coca cola.A: Let’s have lunch together, OK ? B: OK.Bye-bye.A: Bye.(A is a girl,B is a boy.) Step2.归纳本单元语言点：可数与不可数名词。（注：由于初一学生对于语法讲解不太熟悉，为便于学生们理解及掌握，本环节以中文讲解为主。） 本环节课堂实录：

T: Next let’s review the grammar together.Please take out your notebooks.T: 英语名词可以大致分为两类，是哪两类？ Ss: 可数名词和不可数名词。

T: 对，可数名词又可以分为两类：单数和复数名词。

1．可数名词。举例：apple,orange,desk,chair,book等。

2．不可数名词。比如：water, milk, bread, news等。不可数名词一般没有复数形式。表示其数量时要用计量名词。比如a gla of water，一杯水，a piece of news一则新闻。

3．有时既可当可数名词又可当不可数名词。如：ice cream, salad,chicken.T: 好的，接下来我们来看可数名词的复数形式。

可数名词由单数变为复数有五种情况：

1． 词尾加s，如apples,oranges.2．以s, x, ch, sh, o结尾的加es, 如bus--buses, box--boxes, watch--watches, brush--brushes,

tomato--tomatoes.但有些例外。如：radios,

photos, zoos.3．以y结尾的，去y加ies.如story--stories.4．以f或fe结尾的，去f或fe加ves.如knife--knives.5．不规则变化：如child--children, man--men, tooth--teeth. T: 关于名词的复数形式，清楚了吗？ Ss: 清楚。 T: 好，接着我们再看看动词变化。

1． 陈述句中，主语如果是第三人称单数，谓语动词加S 如：He likes hamburgers. He has chicken for dinner.(have-has) 2． 否定句中，主语如果是第三人称单数，用doesn’t.主语如果是非第三人称单数，用don’t.doesn’t和don’t后面动词变原形。

如：I don’t like hamburgers He dosen’t like ice cream.3． 一般疑问句中，主语如果是第三人称单数，用doesn’t开头提问，主语如果是非第三人称单数，用don’t开头提问，后面动词变原形。

如：Does he like pears? Do they like Salad? T: OK.These are the main grammar points of unit six.Do you have any questions? Ss: No.Finish off Self-Check.Do a short test about the grammer above.Homework 1.Make a survey and write a report.(抽样调查现在中学生的早餐状况并提出合理化的建议)

Unit 6 Do you like bananas?

SectionB教案

单元教材分析

本单元主要学习动词like的肯定句、否定句的用法；动词like的一般疑问句的用法以及肯定与否定的回答。本单元以介绍食物，谈论喜欢与厌恶为主题，设计了三个任务：先是搜集、利用图片来介绍有关的食物，学习一些食物名词；然后是学习询问对方喜欢与不喜欢的食物，掌握动词like的一般疑问句的构成以及它的肯定、否定的回答；最后是用所学过的食物名词制定一次野炊活动的采购单。本单元的重点内容仍然是行为动词在一般现在时句子中的使用，应该是上一个单元内容的延伸，通过本单元的教学，学生应初步掌握行为动词一般现在时的肯定句、否定句、一般疑问句的构成以及简单的回答。 单元知识系统(树)

Do you／they like salad? Yes，I／they do．／No，I／they don’t． Does he／she like salad? Yes，he／she does．／No，he／she doesn’t.I/They like oranges．I／They don’t like oranges．

He／She likes ice cream．He／She doesn’t like bananas． 单元总体目标

学会使用动词like询问对方喜欢与不喜欢的食物；学会谈论自己与他人早、中、晚餐喜欢吃的食物；学会营养配餐并能够制作购物单和调查表。 单元学情分析

本单元的主题是使用动词like询问对方对食物的喜好；谈论自己与他人喜欢吃的食物，学习并掌握行为动词的一般现在时的使用。通过前一单元的学习，学生已经初步了解了行为动词一般现在时的构成及其使用，再通过本单元学生比较感兴趣的话题的操练，一定会使学生有更深刻的印象；同时教师要善于总结、比较以帮助学生了解构成规律，正确把握所学内容。

一、语言知识

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

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

3.教学重点：（1）食物的分类

(2)一般现在时第三人称单数做主语时，动词的变化

4．教学难点：

（1）

一日三餐营养搭配 （2）

小短文理解

一、语言技能

1． 能自由讨论自己喜欢或不喜欢的食物 2． 能用英语进行一日三餐的营养搭配

3． 能用英语做简单的报告或归纳并复述交谈内容

4． 培养表演能力，概括能力，想象能力，创新能力以及合作探究的能力

二、学习策略

在课前，我布置了两个任务：

1、每组带一两种水果到课堂来，课中制作一个水果沙拉。

2、回家向父母了解一日三餐的营养搭配，并能自己设计出一份合理的菜谱。这两项任务所要求的语言知识，在前面两课中已经有所介绍、学习，所以难度不会很大。自己动手做调查、做实验，培养了学生的动手能力、思考能力，扩大了学生的知识面；同时学生自主学习有关的语言知识，充分利用了课余时间，也提高了课堂效率，提高了学生在实践中运用语言的能力。

三、情感态度

培养学生浓厚的学习兴趣，培养学生的学习自信心，使其具有成功的体验。

四、文化意识

了解中西方不同的一日三餐营养搭配 Teaching procedures

Task 1:A salad-made competition Step 1:Warming up 1.A duty report 2.Sing a song Step 2:Revision

1.Show the pictures of all the food learnt these days.Ask: Do you like…?

2.Groupwork: What is your favourite food?

Report to the cla.3.Do 2b in P35.Step 3:A competition

1.In groups of four: Every group make a fruit salad in five minutes (Materials are ready beforehand.)

2.One of group members introduce their salad to the cla.Choose the best group and tell them why.Task2: A healthy recipe Step 1:Ask &answer

T: I like porridge,milk,bread for breakfast.I like vegetables,rice and fish for lunch.I like meat,vegetables,rice and eggs for dinner.What does your mother make for your three meals?

Ask a few students.

T: I think most of your meals are delicious ,but can you make a healthy recipe yourself?

Step 2:Groupwork: Make a recipe in two minutes.Report it to the cla .Learn 3a in P34.

Step 3:Write

Do the exercise of 3b in P35.Task 3: Go to a restaurant Step 1: Preparation

1.A video watch :Ordering food in a restaurant

2.Groupwork: One will act as a waiter/waitre,the others will act as customers.Ready for a few minutes.Step 2: A competition

1.The students’group show 2.Choose the best group Writing exercise:

Like likes don’t doesn’t good delicious Waiter: What do you like to eat ,Tom?

Tom:Well,I like salad,It’s____for our health,but I_____like broccoli.Waiter:And your friends? What does he like to eat?

Tom: He _____oranges and bananas.He ______like hamburgers.Bobby: And I____ice cream.It’s_______.Homework:

1.

cook a meal for their parents.

2.

Search the Internet: What is the difference between Chinese meals and western meals? 本课总结

本课主要是学习一些食物名词并复习行为动词like一般现在时的肯定句、否定句和一般疑问句的用法以及肯定与否定的回答；复习名词的复数形式；总结行为动词一般现在时的肯定句、否定句和一般疑问句的结构，尤其是三单形式的变化。并通过各种活动方式学会营养配餐。 板书设计

Unit 6 Do you like bananas? Section B

Words: breakfast, lunch, dinner, egg, apple.Chicken, fruit, vegetables, run, runner, eat, star, lot, healthy, food, deert, list

Sentences: She like eggs, bananas and apples for breakfast /lunch / dinner.Grammars:

I like bananas.I don’t like bananas.Do you like bananas?

She likes apples.She doesn’t like apples.Does she like apples? 教学反思

通过本部分的学习，学生应基本掌握行为动词一般现在时各种句型结构，特别是能意识到动词“单三”形式的使用场合以及掌握动词“单三”形式的变化规律，因此在本部分的教学中教师可对所学的语法规则进行适当的总结和归类，以帮助学生记忆和巩固。在总结中一定要注意一个术语“第三人称单数”，对于这一术语，学生以前的理解就是指“他／她／它”，这时要让学生知道“第三人称单数”是指“he, she, it,不是you，不是I的其它任何一个单数形式”，在这种情况下，谓语动词都要做出变化。当然，从理论上给学生以指导，其目的还是指导实践，要让学生真正掌握这一语法结构，进行大量的句型变化练习是必不可少的

第14篇：初中英语教案

初中英语教学案例

Unit7 how does he look like

第一课时

学情分析

七年级的学生，由于年龄小，生性活泼好动，喜欢直观形象思维，对游戏、竞赛、画画特别感兴趣。由于七年级学生刚学习句型，有的学生可能说的不好，有的还不敢说，老师针对学生现状，在课堂上尽量以鼓励表扬为主，注重培养学习英语的兴趣，营造英语氛围，鼓励学生开口说英语、特别是给差生创造机会，让他们尝试成功的喜悦。 同时，七年级的学生还存在着学习方法和学习策略经验不足等问题，但他们却有着极强的求知欲强和表现欲。根据学生的心理特点我在课上多以表扬为主，注重对学生英语学习兴趣的培养，鼓励他们大胆说、积极做、努力唱！让学生们在玩玩、做做、说说、唱唱中学习英语。

一． Teaching Aims:

1) 掌握四会单词：short, curly, long, tall, straight hair, a medium build, height, thin, heavy, bald, brown, blonde.

2）练习运用句型： What does he look like? —He’s tall.

Do you know David? —No, what does he look like? （1）Most students can read the article by themselves． （2）Train students’ reading skills.

（3）80% of the students can write something using the target language．

重点：What does he look like? He’s short and he has straight hair.难点：wear 的一般现在时的用法

二、Teaching Proce:

第一课时

Step 1(5~7min): Pre – task : Warming-up : 通过对几个人的描述，创设好情景，为后面的学习做好铺垫。让学生自然进入本课的学习内容与氛围当中。

Look at this picture:

T: Is she tall ? S: No, She isn’t.

T: What does she look like? S:She e is short.He has short hair.

Step 2（10min）: While – task: 做好了铺垫，创设好情景后，让学生分组讨论事先准备好的图片，描（述各种人物，如班上同学、朋友、父母以及他们喜爱认识的演员、歌星、影星、作家等人物的外貌，还可带图片、VCD等东西，还可用道具当堂扮演各种外貌不同的人物。让学生充分训练口语，然后检查他们的活动。检查学生练习，教师可深入各个小组，认真倾听他们的口语练习。帮助他们纠正语音和语法错误。

Task 1: Play the gueing game: What does she/he look like? She has ...hair and ...eyes Is she ...?

Task 2: Listen to the teacher’description.And then draw a picture according to what you heard iust now.A girl has short curly blond sair and beautiful blue eyes.she is medium height and medium build.She is in white .Step3（10min）:Review testbook回顾课文

Step4（2min ）: Post-task : 当堂检测

1.What does he look like? He is of medium h__________.2.I am very h_______________.I want to buy some food to eat.3.How was the w____________ today? It’s sunny.

4.Mum often tells us to w___________ hands before each meal.5.Shanghai is a __________________(繁忙的) city.

6.English is very________________________ (重要的) and many people enjoy learning it.

7.The people in the ______________ (乡村) are richer than before.

Step5（10~13min）.画一幅自画像让大家猜猜那是谁。

第二课时

教学反思

在教学过程得最初阶段我做了细致得准备工作，从教材分析到教具配合，从习题设计到当堂练习，以及学生的课堂反应都比预料得结果要好， 课上我运用了新颖得教学方法，让长发、短发、卷发、直发教具以及丰富多彩的图片深深吸引学生得注意力，让学生自己感到学习英语得魅力，激发学生得兴趣。课堂表现令人满意。师生互动得效果出奇精彩。特别是个别同学想描述一个戴眼镜得同学时，不知道该选用is还是has。此时抓住时机迅速补充并新授wear glaes课后反映效果特别好，对这种学生自己提出得问题，学生印象特别深刻，记忆特别牢固。学生得主导性非常强，回答踊跃，思路新颖，在回答问题得过程中，学生能基本掌握要点，而又不失灵活与个体得发挥。 但总体来说，学生自主学习能力和书写能力还是有待提高，我会在今后得教学过程中加大这方面得教学力度。

第二课时

一、教学目标：

1.知识目标：

1).单词： hair, curly，straight, height, tall, medium, thin，heavy， brown 2).句型： -- What does he/she look like? --He/She is tall and has long hair.

--What do you look like? --I’m thin． He/She wears glaes/…

2.能力目标：

1）学完本课，学会描述人物外貌。

2）能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。

3.情感态度目标：让学生学会友好地描述别人的形象。让学生在给自己或别人画像时提高绘画水平和审美意识；让学生了解不同外貌作用的背景知识，实现跨学科交流的目的。

二、教学重点: 掌握本课新单词和句型和怎样描述一个人的外貌。

三、教学难点：掌握描述人物外貌的方法。

四、教学设计： 任务前：

游戏 ----新课程的导入

找出两名外貌差异较大的学生来做游戏，一个胖而高大的男生（a fat and tall boy），另一个瘦而较矮的男生（a thin and short boy）。

游戏内容：（1）拔河（tug-of-war） （2）跳远（long jump）

目的：引起学生的学习兴趣，了解人物的外貌特征，通过游戏的最后结果（即不管外貌如何在不同的游戏中都能获胜）的对比培养学生的情感和态度：不要以貌取人（Don’t judge by appearance）。

然后用这两名学生为例教heavy ,tall, thin, short及两个句型：

1.what do you look like? 2.What does Tom/he look like?

任务环;

引导学生熟悉有关描述人的外貌特征的词和句

Step1(5min)教师以自己的身体的各部位为例，教授身体的各部位。（ear, face, hair, eye, nose, mouth，hair… .）

Step2(5min).游戏：Touch your nose 小组合作完成

设计意图：指鼻子游戏，小时候都做过，现在用英语说，学生会感到更有趣，对单词的记忆也会有帮助

Step3(3min).通过多媒体向学生展示三个漫画人物并教有关height 和 figure 的单词。然后三个人一组操练“What does he look like?”注意be 动词的用法。

接着操练“What does she look like?”注意has的用法。

Step4(3min).找一男同学到前面，学生两人一组，发起会话，每组限说一句，然后再找一女同学，

设计意图：让每一位同学都有机会展示自己，并得到应有的奖励，会活跃课堂气氛，激发学生课堂参与度

Step5(20min)书上练习1.听力2.语法

画像，画一幅自己的图像，不要求有很高的绘画技巧，小组长收起来，并从中抽取一张，通过一名同学对他的描述，其他同学才他是谁？

设计意图：巩固知识，加强合作，增添兴趣，学生的误区会在其他同学的指正下，改正

任务后：

1 学生拿出自己搜集的著名音乐家或演员等的图片说句子。

（先在小组内，然后推人汇报，让全班同学听，评价）

课后总结：

最佳小组 最佳学员 最佳口才奖 最佳合作奖

第15篇：初中英语教案

Teaching Plan Unit Three My Friends Part A Let’s learn & Let’s find out ( Designed by 梁境燕) Total time: 40 minutes Age of pupils : 10～12 years old Level : learning English for 4 years Cla size : 55 pupils Text book used : Part A Let’s learn & Let’s find out , Unit 3 , PEP Book Ⅲ Teaching objectives: Ss can understand and describe a person’s characteristics and instincts.Teaching contents : friends , long hair , short hair , thin , strong , quiet .My friend is strong .She has short hair… .Who is she ? Teaching approaches:

Songs teaching technique, Storytelling teaching technique, acting technique, language situation teaching technique and game teaching technique etc.Language skills : To develop children’s listening and speaking ability. I .Teaching aids : CAI of the story, a tape , pictures , word cards, masks ( or puppets )of the prince , Cinderella and her 3 sisters etc . Ⅱ.Teaching procedures A.Preparation 1.Warm – up : Sing a song the T has adapted : She is nice .…( Written on the board beforehand.)(Time: 2 minutes ) Song: She is nice.She is quiet.She is very thin but beautiful.She has long hair but not short hair.We are friends after all.2.Introduce the main characters , using pictures and asking questions .(Time: 2 minute ) ( Purpose: To warm up and revise and present “ She is … She has …” Set up a language context for the new leon.) B.Telling the story (T: teacher; Ss: students) 1.CAI shows the story of Cinderella and the prince.T asks questions.(Time:7～8minutes) T: This is a story about a prince and 4 sisters.Want to know who they are? Who is he? ( T shows a picture of the prince.) Ss: The prince.T: Yes.The prince is tall.He’s very smart.And she’s …? ( T shows Cinderella’s picture on the left hand.) Ss:灰姑娘！

T: “That’s right.She’s Cinderella.She is beautiful.She is thin and quiet.She has long hair.And

they’re the 3 sisters of Cinderella.Kate is not quiet.Amy is very strong.Mary has short hair.( T shows the puppets and describes them.) So the princes, Cinderella and her 3 sisters are in the story.Now, watch the video of the story.” ( The story was made as a movie in the CAI.) Below is the story showed in the CAI: One day, Cinderella and her 3 sisters Kate, Amy and Mary played in the woods.( CAI shows the woods.) The smart prince came to the woods.He wanted to find his friend.He saw the 3 sisters. Kate ran to him quickly and said: “ I’m beautiful.I’m beautiful.I’m your friend, my dear.” The prince said: “No.My friend is quiet.”

Amy is strong-very very strong.She said: “I’m strong.I’m strong.I’m your friend, my dear.”

The prince said: “ No.She is not strong.She is thin.”

Mary has short hair- very very short hair.She said: “ I have short hair.I’ m your friend, my dear.” The prince said: “No.she has long hair.” “ Who is she ?” The 3 sisters asked.

The prince sang: “ She is nice.She is quiet.She is very thin but beautiful.She has long hair but not short hair.We are friends after all.”

“ Sisters…” ( T pauses the video and asks: “ Boys and girls, gue who came here.” Ss: “ Cinderella.” T: “ That’s right.Let’s see what happened next.”) Cinderella came back.“ Oh, here you are, my friend.” The prince was very happy to find his friend.“ Oh, no…” The sisters cried. ( CAI shows the actions : 3 sisters cried and were very angry.They ran away.)

2.Telling the story with gestures and different voices by teacher .( Time: 5 minutes.) ( Purpose for the 2 steps: Adapt the words and phrases into a story with a song .Set up a meaning context and make story interesting.Then the Ss will be eager to learn it, as well as be easier to pick up the new words , sentences and the chunks.) 3.Role- play the story.

Divide the cla into 5 groups.Each group representatives one role, Cinderella, prince , and Cinderella’s 3 sisters: Kate, Amy and Mary.The teacher tells the story again and encourage children to join in telling the story.(Time: 5 minutes.) (Purpose: Let Sts learn by doing .It’s connected to the children’s learning characteristics.In that case, Ss can learn new things easily.) 4.Asking and answering questions about the story.( Time: 2 minutes.)

T: Who is the prince’s friend? Is she strong? Is she quiet? … C.Follow-up

1.Play a cla game: Who is he/ she? (Time: 3 minutes)

Use the CAI to present a part of a photo.Then the teacher describes the person on the photo.For example: “ She is a teacher.She is tall….Who is she?” Who guees right, who wins one sticker.2.Pair work: ( Time: 3 minutes)

One try to gue the partner’s best friend in the cla.For example: I have a friend.She is a friend.She has long hair.She is tall.She is quiet.Who is she? (Purpose for Step 1 and 2 : Offer the opportunities to let all the Ss practice and participate in cla.)

3.Play a gueing game: Who is my best friend? ( Time: 4 minutes.)

Invite some students to stand in the cla.The other Ss try to ask and find out who he or she is.For example: Is he a boy? / Is he strong? / Is he quiet? / Is he…? Then Ss describe the friend together with the help of the key words that T writes on the board.( Purpose: Adapt the game and make a competition.) 4.Adapt the story and act it out by group work.( Time: 5 minutes)

Children work in small groups to adapt the story and act it out.T walks around and help the Ss.At last Ss show their stories in the cla.( Purpose: Increase Ss’ creativity, imagination, imitation, curiosity, cooperation ability and competition ability.) 5.Homework ( Time: 1 minute)

(1) Spell the words or phrases on Page 28.

(2) Retell the story for your parents.

(3) Try to describe your family members to your clamates or friends.

(4) Do the drills of the Activity Book A.1, 2.( Notes on the blackboard written by the teacher.) Unit Three My Friends A Let’s learn & Let’s find out ↗ strong.( word card and picture) ↗

My friend is

→

thin. ( word card and picture)

↘

↘

quiet.( word card and picture)

↗

long hair.

( word card and picture) He has

↘

short hair. ( word card and picture) Who is he?

Short

short hair

big eyes My friend is{ strong ,he/she has{

,{

.

tall

long hair

small eyes

thin

五、Progre

第16篇：初中英语教案

Unit 1 Good Friends

Ｉ． 单元教学目标

技能目标Goals Talk about friends and friendship Practise talking about likes and dislikes Learn to make apologies Use Direct Speech and Indirect Speech Write an e-mail

ＩＩ． 目标语言

功 能 句 式

Talking about likes and dislikes: He / She likes / loves ... He / She is fond of ...

He / She is quite interested in ... I take interest in ... My interests / hobbies are ... I like ...most.

I care for ... I’d prefer ...to ...

He / She doesn’t enjoy ...I hate ...

I’m not into ...I think ... terrible / boring.

Making apologies: I’m very sorry.I didn’t mean to.

That’s all right.It won’t happen again.No problem.Please forgive me.Forget it.I apologize for ...It’s no big deal.It’s my fault.It’s Ok.

词 汇

1.四会词汇

honest, brave, loyal, wise, handsome, smart, argue, claical, fond, match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt, share, sorrow, feeling, airplane, lie, speech, adventure, notebook 2.认读词汇solution, Steve, Sarah, Joe, compa, Tom Hanks, Chuck Noland, survive, Wilson, parachute, scared, e-pal, South Carolina, formal

3.词组hunt for, in order to, care about, such as, drop sb a line, even though, treat...as, keep...in mind 4.重点词汇share, honest, argue, fond, deserted, hunt, adventure, in order to, care about, such as

语法

Direct Speech and Indirect Speech 1.Statements “A friend in need is a friend indeed.” Mother said to me.→ Mother told me that a friend in need is a friend indeed. 2.Questions “Are you sure you didn’t do anything to this?” He asked me.→ He asked me if I was sure I didn’t do anything to that.“What differences does it make?” Peter asked Jim.→ Peter asked Jim what differences it made.

重 点 句 子

1.I don’t enjoy singing, nor do I like computers. 2.I hate hiking and I’m not into claical music. 3.I surf the Internet all the time and I like playing computer games .4.Chuck survives the crash and landed on a deserted island. 5.He realizes that he hasn’t been a very good friend because he has always been thinking about himself. 6.Even though Wilson is just a volleyball, chuck becomes fond of him. 7.He talks to him and treats him as a friend. 8.Chuck learns that we need friends to share happine and sorrow, and it is important to have someone to care about.

III.教材分析与教材重组

1.教材分析

本单元的中心话题是“朋友”，所谈论的话题涉及好朋友的涵义，对朋友的描述以及如何交友等。旨在通过单元教学，让学生学会使用有关描述朋友和友谊的词汇，就朋友和友谊这一话题表达自己的观点，并能就所谈论的话题写出合符规范的电子邮件。

1.1 WARMING UP 通过三个问题引导学生讨论自己心目中的好朋友应该具备什么样的品质，并就其中的一位进行描述。这一部分呈现了本单元的中心话题，学生可以学习有关朋友的词汇和句型。

1.2 LISTENING是有关朋友之间矛盾的三段对话。要求学生听完录音后能够弄清“发生的问题”并找出解决的办法。本部分有助于引导学生客观认识友情：好朋友之间建立友谊的同时也可能产生矛盾。

1.3 SPEAKING部分是几个朋友在谈论各自的喜好。要求学生掌握有关兴趣、爱好的表达方法，并能在较为真实的情景中练习使用这些句型。这一部分既有助于学生进一步提高对“朋友”的认识，又训练其口头表达能力。

1.4 PRE-READING部分假设了一个情景，即“You are alone on an island.”让学生讨论在特定环境条件下如何生存的问题，培养学生的想象力和创造力，为阅读部分的学习做好准备。

1.5 READING部分是有关美国电影《荒岛余生》的一段简介。在这一部分当中，学生除了要学习新的词汇、句型和训练阅读技巧外，也要对“如何对待朋友和他人”有更加深刻的认识。

1.6 POST-READING设计了四个问题。其中前两个是对READING部分文章内容的理解，后两个是开放式问题，学生可以各抒己见。

1.7 LANGUAGE STUDY 分词汇和语法两部分。其中，Word study 是根据语境在运用中掌握词汇。Grammar 是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。

1.8 INTEGRATING SKILLS结合本单元话题，引导学生通过写e-mail 来进行交友实践。TIPS部分给出了e-mail写作的注意事项，指导学生如何写e-mail。

2.教材重组

2.1 听力： Warming up 与Listening及Workbook中的Listening三部分话题较为接近，都是在谈论朋友或如何解决朋友之间存在的矛盾，可以放在一节课中处理。

2.2 口语： Speaking和Workbook中的Talking涉及到本单元的两种功能句式，即Talking about likes and dislikes和Making apologies，可以整合在一起上一堂口语课。

2.3 精读：可将PRE-READING, READING和POST-READING三部分整合在一起上一节阅读课。

2.4 泛读：处理Workbook中的Reading Many-Flavoured Friends。

2.5 语言学习：包括Word study和Grammar以及Workbook中的Practising。

2.6 综合技能： 包括第6页的Reading and Writing以及第90页的Writing。

3.课型设计与课时分配

1st period: Warming up and Listening

2nd period: Speaking

3rd period: Reading (I)

4th period: Reading (II)

5th period: Language study

6th period: Integrating skills

Ⅳ.分课时教案 The First Period Warming up && Listening Teaching goals 教学目标

1.Target language 目标语言

a.词汇和短语: honest, loyal, smart, funny, in my opinion, calculator, upset

b.重点句子: I’m not happy about this.What’s the big deal? What difference does it make? I didn’t know you were so upset about it.A common problem between friends is that they don’t know how to talk to each other about difficult things.A simple apology is often enough and is a good starting point.The best way to make sure that a secret doesn’t become a rumor is simply to keep it to yourself. 2.Ability goals 能力目标

a.Describing your friends in English.b.Figuring out the problems between friends through listening, and then find different ways to solve the problems.

3.Learning ability goals 学能目标

a.To encourage students to think and talk about friends and friendship by using relevant vocabulary.

b.To learn how to solve problems that may occur between friends. Teaching important points 教学重点

Using the given adjectives and sentence structures to describe one of your friends.b.Listening to the material about three different situations and complete the sentences. Teaching difficult points 教学难点

a.Working together with partners and describe one of the good friends. b.Discuing with partners and find out ways to solve the problems.

Teaching methods 教学方法 1.Discuion; 2.Listening; 3.Cooperative learning. Teaching aids 教具准备 A recorder.

Teaching procedures && ways 教学过程与方式

Step I Warming up

As a first leon, a teacher can arouse students’ interests by telling a story at the beginning of the cla.T: Good morning, everybody.At the beginning of our leon I’m going to tell you a story.A young deer and a wise old crow lived together in the wood.Pam, the deer had little experience of the world.but Rob, the crow, knew all the ways of the other animals.One day, Pam saw Puk, a fox, come out from a tree towards her.“I need a friend,” said Puk hungrily.“I’ll be your friend,” replied Pam.They went for a walk together in the field where Puk knew there was a trap.Pam was caught in it and could not move.Puk watched the farmer arrive with his knife to finish off Pam.Rob flew down to the field and said to Pam, “Lie down, and pretend you are dead.” Seeing Pam motionle, the farmer undid the trap.“Run!” shouted Rob and away Pam went.Back at home, Rob said to Pam, “You know a true friend by his acts not his words.” After telling the story, the teacher encourage students to talk about their understanding about the story, and then tell their own stories about friendship.T: That’s my story.Now I have a few questions for you.What does the story tell us? Do you know other stories about friendship? Ss: The story tells us that a friend in need is a friend indeed.(Tell the story about the bear and the hunter or other stories.) When students finish their stories, teacher can let them talk about their attitudes towards friendship and their standards of a good friend.T: Just now...gave us a very good story about friends.Do you think that friendship is important in our life? Why? Ss: I think friendship is very important in our life.When we feel bored we can talk to our friends; when we are in trouble, we can turn to our friends for help.T: That’s right.It’s important to have friends.What do you think a good friend should be like? Or what qualities do you think a good friend should have? For example, should he / she be kind, honest, smart, funny or anything else? Some adjectives to describe friends are listed in the textbook.Students should be given some time to get familiar with these words.Then they are encouraged to think about more adjectives and should be able to describe their friends using these words.T: Now look at page 1.There are some words that can be used to describe a friend.Look through them quickly and think about which words you would like to choose to describe a 5-star friend.What other words can you think of to describe a person? Ss: Positive: patient, careful, modest, reliable, open, talkative, energetic, tolerant, generous, humorous, well-educated, self-respected, easy-going Negative: selfish, rigid, dull, carele, proud, tricky, simple-minded T: OK.We have talked a lot about words to describe friends.Now let’s do some pair work.Tell your partner your standards of good friends by using the following sentence patterns: I think a good friend should (not) be ...In my opinion, a good friend is someone who ...Ss: I think a good friend should be patient, reliable and tolerant.In my opinion, a good friend is someone who is open, humorous and easy-going.In my opinion, a good friend should not be selfish, dull or proud.In this part, the teacher uses a game to consolidate what students have learnt in the previous step.Through the game, students learn to organize a short paragraph instead of just using some words or sentences.T: Just now you talked about 5-star friends in your eyes.Now let’s play a game, “Looking for good friends”.Please take out a piece of paper and think out three words that you think can best describe your personality and three more words to depict what kind of person you want to make friends with.Write down your names and turn it in.Each of you will get a piece of paper with your clamate’s information on it.Decide whether you two can be good friends or not and why.Tell the cla your decision, using the following patterns: I’m __________, __________ and _________.He / She is _________, __________ and ___________.I think we can (not) be good friends, because __________.Ss: I’m talkative, energetic and easy-going.She is tolerant, generous and humorous.I think we can be good friends, because we can spend a lot time talking, telling each other jokes.If I make mistakes, she will forgive me.Step II Listening A teacher may tell students that sometimes problems might occur between friends and it is very important to know how to solve these problems.Students are encouraged to think about some common problems between their friends and themselves and provide some poible solutions.T: You know, sometimes there are problems even between very good friends.It is important to know how to solve the problems in order to keep your friendship going.Can you tell me some of the common problems among teenagers? What do you usually do to solve them? Ss: Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.Maybe we can have a heart-to-heart talk with our friends to ask for forgivene.The students will hear three arguments between friends and are asked to write down the problems and suggest poible solutions.The task can be divided into two parts.After the first listening, they just write down the problems.Then they can discu with their partners to find out poible solutions.T: Yes, that’s a good idea to solve problems between friends.Look at page 2.We are going to listen to three arguments between friends.For the first time, just focus on the problem in each situation.Write down some key words as quickly as poible.Listen again and check the answers with the whole cla.(Listen for the third time if neceary.) T: OK, we have already known the problems in these three situations.Next, please discu with your partners and try to find out the solutions to each problem.Share your ideas on how to solve the problem with the whole cla.Ss: Situation One: I think Peter should try to get there on time next time.

Situation Two: I think Ann should ask for permiion first if she wants to borrow something from others and she should return things in time.

Situation Three: I think Adam can ask his uncle to mend it and he should be more careful with borrowed things.Step III Listening (Workbook P85) The students will hear about problems between friends and what can be done to solve them.They are asked to write down the solutions mentioned on the tape.T: In the following part, we are going to listen to more problems friends may have and what can be done to solve them.This time, the problems are given.Look through them quickly to get a general idea about the paage.Listen for the first time.Take some notes about the solutions mentioned in the paage.T： Listen again.Try writing down the solutions in whole sentences.And check your answers with your partners.Listen for the third time.Check the answers with the whole cla.Step IV Aignment T: Today we have learnt how to describe a friend and how to solve problems between friends.For the homework, you have two options: 1.Write a short introduction about one of your best friends.2.Describe one of the problems between you and one of your friends and how it is solved。

第17篇：初中英语教案

说课 Unit1 Good morning, Ladies and gentlemen : I’m Zhang Qing.My topic is Unit 1 How often do you exercise? Section A from Junior English For China Students’ Book (Grade 8).I hope you can enjoy my presentation.First, the language goal in this unit is to make students talk about how often do you do things.Through this unit, students must master some new words and phrase and the grammar point--Adverbs of frequency.There are some structures are also important , like : What do you usually do on weekends? How often do you read English books? What does she /he do on weekends? And so on.I may use some cards, pictures and a tape recorder to help my teaching.In my teaching plan, I mainly divide my teaching proce into 3 periods.The first Period(1a-1c) The first Period is from 1a to 1c in page 1.Teaching aims are name of activities in the pictures and Adverbs of frequency.Through this cla, I hope the writing skill, Listening skill, Communicative competence of students\' will be developed.OK.Let\'s get in the teaching procedure: Step1.Greet the cla I will introduce myself briefly and talk about something the students did in summer vacation .

T : First I’ll introduce myself .I’ll be your English teacher this term.I hope we’ll get along very well.I’m not only your teacher, but I can be your friends.We’ll be happy together. OK , I want to know what did you do in the summer vacation ,did you have some interesting stories? Did you have travelling ? Did you have shopping ? Did you have eating many delicious food ? Did you have doing homework or reading books? Did you have doing some exercise? Let\'s share together.After the students answering ... Now let’s begin our cla.This cla we’ll learn Unit1.How often do you exercise? Please open books at page 1.Step 2 .Teaching the Section A 1a in Page1 First look at the picture.I will ask a few students to say what they see in in the pictures.Like -- T: What are they doing ? (Each picture shows what a person does on weekends.Help the students to answer) Then let students name each activity.Ask them to repeat each one.a.The girl is shopping.b.Another girl is reading.c.This boy isexercising d.The boy is watching TV.e.These girls are skateboarding.Then ask students to list all the activities in the pictures.Then ask the students who finishes first to write the answers on the board.

At last , check the answers on the board and ask students to correct their own activities.(1.Look at the picture (

学

生

识图).2.Name each activity .T: What are they doing ? —

—They are shopping /reading /exercising /watching TV /skateboarding .(Help the students to answer ) 3.Write the activities on the line 4.Check the answers on the blackboard .Correct their own activities .5.Practise reading .) Step 3 .Teaching the Section A 1c in Page 1 First I will ask two students to read the dialogue in the picture.What do you do on weekends? ——I often go to the movies.Now work with a partner.Make your own conversations about the people in the picture.For example. What does she/he do on weedends ? ——She /He is often watching TV.1.First ,Focus on the conversation in the box 2.Let students practise reading .3.Then go into the Pairwork : Use the activities in pictures to make new conversations.Step4.Teaching the Section A 1b in Page 1 1.First read these adverbs and explain: always, usually, often, sometimes, hardly ever, never, explain them.

How often多久一次 Hardly adv.几乎不；几乎没有 Ever adv.曾；曾经

2.Play the tape twice.Let students write the letters on the line.3.Then check the answer Step5. Make summary of this cla. Watching TV, skateboarding, reading, shopping, exercising Always, usually, often, never, hardly ever, sometimes This cla we’ve learnt some names of activities: watching TV, reading, skate boarding, exercising, shopping.And we also leant some adverbs of frequency: always, usually, often, sometimes, hardly, ever, never.Step6.Give homework to students Today\'s homework is : keep a weekend dairy showing what you do on weekend.(You can write down what you have do from the time you get up until you go to sleep.) Next cla,we will learn 2a to 2c , please preview it .Ok , cla is over , see you The second Period(2a-2c) The second Period is from 2a to 2c and the grammar focus in page 2.Teaching aims are name of activities in the pictures and Adverbs of frequency .This part is also useful to students\' Writing skill , Listening skill, Communicative competence and also Reading skill.

OK, Let\'s get in the teaching procedure: Step1.Greet the cla Step 2.Learn some new words Now please look at the list of activities and read after me.Watch TV Exercise …

1.Let students read the activities and the answers of “how often …sentences”

2.Let students practise reading .Step3.Teaching the Section A 2a in Page 2 In 2a students should know the activities they hear .First ,Play the tape , students only listen . Play the tape for the second time, let the students number the activities. After they heard from the tape, Let one student read his/her answer.Play the tape the third time .Check the answers.Step4.Teaching the Section A 2b in Page 2 In 2b students should know the answers of how often Cheng does the activities.First,Play the tape , let the students match Cheng\'s activities with the number of times he does them .Let one student read his/her answer.Play the tape again .Check the answers Notice : In this part ,we should pay attention to \"how often\"引起的特殊疑问句及回答.

Now please look at the chart in Activity 2a again: The heading—How often? Ever day Once a week Twice a week Three times a week Once a month Twice a month Match them with correct activity according the tape Step5.Teaching the Section A 2c in Page 2 First ask a student to read the list of activities to the cla: Watch TV , Surf the Internet , Read English books, Go to the movies , Exercise Let them practice reading .Then tell me how often do these activities: You can write your answers under the list of How often.After filling the chart,check the answer and let them do pairwork to make conversations .1.Focus on the conversation.2.Read the activities in the left box.3.Fill in the chart.4.check the answer 5.Pair work: Make conversations.Step 6.Teaching the Section A Grammar Focus in Page 2 Explain \"how often\"引起的特殊疑问句及回答.Let them Practise reading : Let students read the questions and answers .Step 7 .Make summary of this cla.This cla we’ve leant some adverbs of frequency: every day, once a week, once a month, twice a month.And we leant to talk about how often people do things.Step 8.Give homework to students Today \'s homework is : 1.Copy the new words.

2.Review Section A 1a-2c Next cla ,we will learn 3a to 4 in page 3 , please preview it .Ok , cla is over , see you The third Period(3-4) The third Period is from 3a to 4 in page 3.Teaching aims are Adverbs of frequency and how often sentence and the answer.Reading and writing skills is important in this leon.OK , Let\'s get in the teaching procedure: Step 1.Greet the cla and check the homework Step 2.Teach some new words of this period Show the new words on the screen and teach students how to read , explain them and ask them to repeat.Step 3.Teach the Part 3 of section A in page 3 Now please open your books at page 3.Look at 3 first.1.First Call students\' attention to the survey Make sure the Students understand the chart .T: What activity do ninety-five percent of Green High students do every day ? ——Students answer .（If neceary , give them help .）

2.Then look at the information in the green box with Students .3.Let the students read the article .4.Then let them look at the survey and fill in the blanks in the article .5.Next I read it to the cla and explain s (I’ll read each line of the survey to you.)

：

6.Check the answers .7.Let them practise reading .Step 4 .Begin the Group work in page 3 1.Put a question : What can you do improve your English? 2.Let students think of more things they can do to improve your English and write them here .3.Ask several Students each question .——Read English books Sing English songs watch English movies How often do you do the things? (Collect the answers on the blackboard.) 4.See: Who is the best English students in the cla Step 5 .Make a free discuion ( if time is enough ) Ask students to talk about how often their family members do things.For example, My mother cooks dinner every day.We eat in a restaurant once a week.My father goes to the United States once a year.… Step 6 .Make summary of this cla.This cla we’ve read a magazine article and done an exercise.I hope you can study hard and to be good students.Step 7.Give homework to students Today \'s homework is : 1.Revise and copy the new words . 2.Prepare for Section B.(If time isn’t enough, leave the exercises of workbook as homework.) Ne

xt cla ,we will learn section B in page 4 , please preview it .Ok , cla is over , see you That’s all .Thanks for listen my presentation .

第18篇：初中英语教案

初中英语教案,一般过去式,一般过去式免费下载。一般过去时 Ⅰ、一般过去时表示的意思 （引例）

He lived here ten years ago.I stayed at her home last night.It was very hot yesterday.动词形式：动词的过去式

用法： 表示过去某一时间内发生的动作或存在的状态。 Ⅱ、一般过去时的时间短语

常见的表示过去时间概念的短语： last night, yesterday, last year, … ago, just now, in 过去年份 等 这些短语的位置：句首、句末

e.g.We cleaned the claroom this morning.This morning we cleaned the claroom.Ⅲ、动词过去式的变化（规则动词） 一般在词尾加 ed ask → asked help → helped

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

e.g.I arrived late this morning.动词过去式的变化（规则动词） 以重读闭音节结尾的，则双写 plan → planned

e.g.We planned to go to the party.以辅音字母 y 结尾，去 y 变 i 加 ed。 如 try → tried study → studied

e.g.He tried to climb the tree, but he could not.动词过去式的变化（规则动词）

练习： 规则动词的过去式的变化方式

(书本) P151 Ⅳ、动词过去式的变化（不规则动词） 例： go → went drink → drank eat → ate see → saw

练习： 不规则动词的过去式的变化 (书本) p153 动词过去式的变化（不规则动词） e.g.I went to his birthday party last night.I met my teacher in the street today.知识结构 一般过去时 构成 用法 常用时间 动词的过去式

1、表示过去某个时 间发生的动作或 存在的状态。

2、表示过去经常或 反复发生的动作动作。 yesterday last night in 1990 two days ago 动词过去式 的构成 规则动词 不规则动词 构成 读音

规则动词过去式的构成 构成规则 例词

1、一般在动词原形末尾加– ed look looked play played start started

2、结尾是 e 的动词加 -- d live lived hope hoped use used

3、末尾只有一个辅音字母的 重读闭音节词，先双写这 个辅音字母，再加—ed stop stopped plan planned trip tripped

4、结尾是―辅音字母+y‖的动词， 先变―y‖为―i‖再加—ed study studied carry carried 清念 /t/ ,元浊/d/ /t/ /d/ 之后念/id/ 规则动词词-ed的读音 说明：

1、清念 /t/ ，即 ed 在清辅音后面念 /t/ ,例：finished helped paed cooked

2、元浊 /d/ ,即 ed 在元音，浊辅音后面念 /d/ , 例：borrowed enjoyed called moved

3、/t/ /d/ 之后念 /id/ , 即 ed 在 /t/ /d/ 音后面念 /id/ 例：wanted shouted needed counted 写出下列动词的过去式 get is live sent drive run ask push say hurry try use work stop jump meet read see travel carry got was lived sent drove ran asked pushed Said hurried tried used worked stopped jumped met read saw travelled carried 不规则动词表 go am/ is are begin meet write build buy can have/has take catch come do swim drink drive eat get see was were began met wrote built bought could caught came did swam drank drove ate got went had took spend spent leave left saw 用 法

1、表示过去某个时间发生的动作或存在的状态。He was here yesterday.I got up at six thirty yesterday morning.My father was at work yesterday afternoon.Did you have a good time last summer

2、表示过去经常或反复发生的动作。My father often went to work by bus last year.When I was a child, I often listened to music.常用时间

常与一般过去时态连用的时间有： yesterday yesterday morning (afternoon, evening…) last night (week, month, year…)

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

一般过去时态常用的时间状语

一般来说，一般过去时都有明显的时间状语，它们可以是单词，也可以是短语或从句。 1.yesterday或以其构成的短语：yesterday morning(afternoon, evening)等；

2.由―last+一时间名词‖构成的短语：last night, last year (winter, month, week)等； 3.由―时间段+ago‖构成的短语：a moment ago, a short time ago, an hour ago等；

4.由―介词+一时间名词‖构成的短语：on Friday, on Monday morning, on April 15, on the night of Oct.1 5.频度副词：often, always 等；

6.其它：then, just now, once,以及由after或before构成的介词短语等 7.由某些表示过去时态的从句等。 PRACTISE 改写句子：

1、Lucy did her homework at home.（改否定句） Lucy _______ _______ her homework at home.

2、He found some meat in the fridge.（变一般疑问句) ______ he _____ ______ meat in the fridge

3、She stayed there for a week.（对划线部分提问） ______ ______ _____ she _____ there

4、There was some orange in the cup.（变一般疑问句) _____ there _____ orange in the cup didn’t do Did find any

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

请将下列各句改成过去式

John has a lot of homework everyday． I go to bed at ten-thirty． How is the weather today？ 答案

John had a lot of homework everyday I went to bed at ten-thirty.How was the weather yesterday Ⅴ、一般过去时的否定句、疑问句 否定句：

did not (didnt) …… （后面动词要变回原形） 疑问句：

Did you … … （后面动词变原形） 一般过去时的否定句、疑问句 e.g.I stayed at her home last night.→ I didnt stay at her home last night.→ Did you stay at her home last night They cleaned the room this morning.→ They didnt clean the room this morning.→ Did they clean the room this morning Yes, I did.No, I didn’t.

一般过去时的否定句、疑问句

另注意以下这几种句子的否定句、疑问句：

1、Be 动词的句子 (过去式was/were） （例句） He was at home yesterday.→ He was not at home yesterday.(wasn’t) → Was he at home yesterday 一般过去时的否定句、疑问句

1、Be 动词的句子 (过去式was/were） （例句） They were at home yesterday.→ They were not at home yesterday.(werent) → Were they at home yesterday

另注意以下这几种句子的否定句、疑问句： 一般过去时的否定句、疑问句

另注意以下这几种句子的否定句、疑问句：

2、情态动词can的句子 (can的过去式是could) （例句） She could come to the party → She couldnt come to the party.→ Could she come to the party 一般过去时的否定句、疑问句

另注意以下这几种句子的否定句、疑问句：

3、have 的句子 (过去式had) （例句） 表示 ―拥有‖ 时：

He had got a car two years ago.→ He hadn’t got a car two years ago.→ Had he got a car two years ago 一般过去时的否定句、疑问句

另注意以下这几种句子的否定句、疑问句：

3、have 的句子 (过去式had) （例句）

They had a good time last night.→ They didn’t have a good time last night.→ Did they have a good time last night quickly是quick的副词。

形容词和副词可以互相转换。一般在形容词后加ly easy- usual- happy- real- easily usually happily really

第19篇：初中英语教案

T: Today Let’s learn Leon 6 Word Fun First, Let’s say a chant OK? Ss: OK! (Say the chant>) (学生不受任何限制，随着欢快的chant说唱并自由发挥动作) T: Wonderful! Do you like balloons? Ss: Yes T: Now, Look! What are these? Ss: These are balloons (T继续指教室内的门、窗、椅子、铅笔等物品问：What are these?复习复数句型These are„„) T: And what are these? (教师指拿出的四个气球) Ss: These are balloons! T: I have four balloons, I want to make two large, Help me, OK? (教师找学生将其中的一个气球吹大，在吹的过程中T不断的做变大的手势并说：large large„„让学生理解该词的含义) T:拿着那个大气球示意：Now it is large! Follow me“large” (教师出示large的卡片并贴到黑板上，引导学生学习该单词) T: Can you sing? Ss: I can sing! T: la~la~la~la~la~large! (教师通过歌曲的形式引导学生操练该单词) T: Now Let’s make the other one large OK? (T找另外一个学生吹气球，示意学生一起为他加油说：large„„) T: Look! It’s large now.This is large, This is large.These are large (教师先一手举一个气球说单数的句子，再把两个气球合到一起引出复数句型的操练，然后把大气球贴到黑板上，让学生由慢至快的读句子) (教师给说的好的学生奖励奖章，引导学生说出奖章上的物品和物品的特征：Elephants are large animals, so we can say:“These are large”利用奖章的形式将所学单词：large加以巩固和运用) T: Kids tell me how to make the two balloons small? Do you have an idea? (教师找学生通过给气球放气使气球变小，引出学习：small) (利用音标与单词相结合的方式进行chant的操练：/s//s/small„„) T: Let’s do a chant with these four balloons OK? (教师与学生一起做chant,并指着黑板上的四个气球:large large These are large; small small These are small) T:你能说一说你在日常生活中见到哪些东西是large的？哪些又是small的？ Ss:„„（学生举手说出自己生活中常见的大小事物）

T: Can you remember the chant:”Two Balloons”This time let’s change the words（教师把刚才的chant进行了换词，换成了刚刚学过的知识：large和small） Ss: These are large balloons large balloons.~peng! pa! Oh no! These are small balloons small balloons.~peng! pa! Oh no! I have no balloons no balloons~ (教师配合chant中的内容将黑板上的大小气球分别扎碎) T: Don’t cry my kids.I have another balloons, Look!(教师拿出六根长气球) T: But these are not large or small, these are long.(教师用手势让学生理解该单词的意义并引出学习单词“long”，出示板书并学习) T:/l//l/long/l//l/long Ss:„„

T: Say the word as long as you can Ss: long~~~~~~~~~~~ T: Let’s do a chant: Look at me: /l//l/long/l//l/long These are long long, These are long Ss:„„

(教师带领孩子拍手做该chant，并越做越快) T: So clever! But if I want so me short ones, What should I do? Do you want to have a try? (教师用手势让学生理解short这个词的意思并发给每个小组一个气球让学生用自己的智慧将长气球变成短的) Ss:„„

T: OK, Good job! Now these are short, Let’s count how many short balloons here (教师让学生通过一遍遍的读short来数出每组短气球的个数，出版书并操练该单词) T:你能说一说你在日常生活中见到哪些东西是long的？哪些又是short的？ Ss:„„（学生举手说出自己生活中常见的长短事物）

T: Well done! Can you find large or small, long or short thing sin our claroom? Ss:„„

T: Excellent! I have a magic box, What are on the box? Ss:„„(读出盒子四面的单词：large/small/long/short) T: Good! There are some lucky card sin it, you can take out one and you’re your partner with the same picture (教师先和一个学生做示范，并提示学生：large找small, long找short,让学生抽签说说卡片上的内容并找到和自己卡片有相同图案的反义词,找到后一起说一说) T: Well done! You all you’re your partner now, after cla you should observe the things around you and describe them in English, Ok? (教师布置作业，让学生留心观察周围的事物，对比他们的大小长短，并用英语说一说) T: It’s time to say good-bye, see you next time! Ss: Good-bye Suki! 课后反思

我这堂课的内容是Spark2A教材第6课《Word Fun》中的形容词部分，教学重点是让学生通过体验学习四个形容词large、small、long和short，巩固复习复数句型：These are„„..。针对本课的教学目标和重点，我是这样设计的。首先，形容词对于学生来说比较抽象，不能摸到，也不仅仅光靠动作就能感受到。但是在生活中学生对这四个词却都有理解。因此，本堂课重在让学生通过体验和感知实物来理解这四个单词的特征和意义。整堂课以学生生活中喜爱又常见的气球作为教具，贯穿课的始终，学生通过亲自动手把气球变大、变小或者变长、变短来体验和学习新知，通过实践让学生感知英语就在我们身边，加深对所学知识的印象，使英语的学习更具实效性。在操练新知环节上，我采用了变化的形式。不同的操练方式避免了操练过程的枯燥和乏味。同样是说单词，却让学生总有新鲜的感觉。比如简单的单词chant中，我把音标和单词相结合，让学生在掌握音标发音的同时加深了对所学单词读音的记忆，在有韵律的句子chant中，我通过由慢至快的形式来调动学生的学习热情，使他们在此过程中逐步熟练运用语言。为了避免低年级学生“学的快，忘的也快”这一现象的发生，我在课的设计上将评价与课堂的内容有机结合起来，把所授知识和奖章融为一体。在奖章的图案上体现大、小、长、短这四个词，这样的奖章不仅调动了学生的参与热情而且有效的鼓励使他们树立了自信心。课堂中时刻的评价与练习又使所学知识反复的重现，给学生以深刻的印象。语言只有在体验中才能知道它的存在，在应用中才能知道它的价值。为了让学生成为语言的掌握者，避免学习和生活脱离的问题，我在操练新知识后设计了应用的环节，将知识还原于生活，让学生在自己的周围找找大、小、长、短的物品说一说，让他们感受到英语和我们的生活是息息相关的，它不仅仅是一种语言。在这堂课的设计上我也有考虑不全的地方，比如，英语的学习很注重听原音模仿这一环节，尤其是对低年级儿童来说，他们的模仿能力非常强，在课堂上我应该设计这样一个环节，留给他们一定的时间进行听原音的模仿练习，这样有助于学生对所学单词的发音更加准确，逐步模仿形成地道、流利的口语。其次，我在全班活动找反义词朋友这一环节的处理上没有关注到全体同学，也使其他同学的注意力只放在了他们自己身上，在以后的全班活动中我应该借鉴奋斗校的好方法，逐步培养学生在集体活动中学会聆听他人的回答或建议，在聆听的过程中使自己要表达的语言逐步完善，逐步促进课堂活动有序且具实效性。

第20篇：初中英语教案

一、重点词汇词组 god

神,上帝 sweetie

可爱的人 leader

领导者 immigrant

移民

settler

殖民者,移居者 myth

神话

belief

相信,信念 religion

宗教

celebration

庆祝,祝贺 succeful

成功的 feast

盛宴 prayer

祈祷

二、重点词组

1.have sb over招待邀请某人

2.give thanks to sb for sth因某事向某人致谢

3.It’s（a）time for sb to do sth .是某人做某事的时间了 4.get together聚集到一起 5.a bit of 一点儿

6.be thankful to sb for sth因某事而感激某人 7.in one way or another以各种方式 8.search for寻找

9.more than a little bit不止一点儿 10.describe „ as „ 把„„描述为„„ 11.soon after在„„之后不久

12.have problems with与„„有矛盾；在„„方面有问题 13.break out突然发生，爆发 14.in fact事实上

15.be surprised to do 对做某事感到吃惊 16.take place 发生

17.be similar to 与„„相似

18.offer prayers to sb向某人祈祷 19.in the beginning在开始，在起端 20.provide sb with sth 向某人提供某物

21.be grateful to sb for sth因某事而感激某人 22.bring pleasure to sb给某人带来欢乐

23.teach sb a leon给某人一个教训 24.share sth with sb与某人分享某物 25.agree on sth在某事上达成共识

三、重点难点分析

1.My mom’s having some of our friends over for Thanksgiving .我妈妈将邀请一些朋友来家里过感恩节。

have „ over的意思是“招待（某人）来家里、邀请（某人）的意思。”这个句子还可以用have „up表示同样的含义。试比较：

My mother is having some of our friends up for Thanksgiving 2.We give thanks to God for all that we have got .我们因所得到的东西而向上帝感恩。 give（one’s）thanks to sb for sth的意思为“因为某事而向某人致谢”，表示同样意思的类似词组还有: thank sb for（doing） sth be thankful to sb for sth 例如: We must thank my teacher for helping me a lot .我必须感谢老师给我那么多的帮助。

We are thankful to the young boy for giving as the meage .我们感谢这个小孩子给我们这个信息。

3.The Great Spirit decided to teach her a leon , she would have no face , nor could she talk to the people , the birds , or the animals of the forest .大神决定给她一个教训：她没有脸，也不能和人、鸟或森林中的动物讲话。

teach sb a leon的意思是“给某人一个教训”例如: The accident which was caused by carelene taught him a leon forever .由粗心引发的事故给他一个永久的教训。

I’ll teach you a good leon. 我要好好教训你一顿.nor +助动词/情态动词/系动词+主语是倒装句，表示“也不”，肯定句用so。 例如: I haven’t been there , nor has he .我没出去过那里，他也没有。 四.语法分析

Americans have been celebrating Thanksgiving in one way or another since the 1600 s .美国人自17世纪以来一直以这种或那种方式庆祝感恩节。

have been celebrating为动词celebrate的现在完成进行时。所谓现在完成进行时就是指

“一个动作从过去某时开始，一直持续到说话时刻还在进行”。 由have / has been + v- ing 构成.试比较: 五.习题检测与解析 I.Change sentences 1.The woman thanked the man for saving her son .（同义句） The woman

the man who

her son .2.The old man seemed to believe in the God strongly .（同义句） the old man

a strong

the God.3.She didn’t want a little bread to eat .（同义句） She

bread to eat .4.The owner had the dog look after his house .（被动语态） The dog

look after his house .5.I would’ t like to destroy the quiet environment .（倒装句、并列句）

He wouldn’t like to destroy the quiet environment .I wouldn’t like to destroy the quiet environment , I

he like to destroy the quiet environment .II.Close Test.Even if you are a good high-jumper, you can jump only about seven 1 off the ground.You cannot jump any higher because the earth 2 you hard.The pull of the earth is 3 gravity.You can easily 4 out the pull of the earth.If you weigh 5 , you will know how 6 gravity is pulling you.Since there is gravity, water runs downhill.When you 7 a ball into the air, it falls back down.Because of gravity you do not fall off the earth 8 it turns around.Then, can you get 9 from the earth and go far out into space? Now you can do it, because spaceships have been invented.The spaceship will go so fast that it can get rid of the earth’s gravity and 10 you into space.1. A.foots B.foot C.feet

D.feets 2. A.pulls B.push C.make

D.hits 3. A.calling B.called C.told

D.spoke 4. A.find

B.found C.looked D.way 5. A.you

B.your C.yours D.yourself 6. A.much

B.many C.heavy D.long 7. A.are thrown B.throw C.throwing D.threw 8. A.as

B.and C.because D.or 9. A.off

B.away C.lost

D.left 10. A.move

B.bring C.carry D.throw III..Read the following paage and fill in the blanks The, Chinese New Year is now known as the Spring Festival because it starts from the beginning of spring.Though there are some sayings about its origin ,( 起源)，all agree that the word Nian, which in modern Chinese means “year”, was originally the name of a beast (野兽) that started to eat people the night before the beginning of a new year.One story goes that the beast Nian had a very big mouth that would take in a great many people at one time.People were very afraid.One day, an old man came to their help and said he would stop all this.To Nian he said, “I hear say that you are very strong, but can you eat up all the beasts on earth instead of people who are too weak to be your enemy (敌人)?” “Yes,” Nian agreed with him and went to kill many of the beasts on earth.People were very happy because those beasts also did bad things to people and killed their farm animals from time to time.After that, the old man, who was a god (神), rode on the beast Nian and left.Nian was gone, and other beasts also went into forests; people began to enjoy their happy life.Before the old man left, he had told people to put up red paper-cuts on their windows and doors at each year’s end to drive Nian away, because red is the colour the beast felt most afraid of.From then on ,every year at the beginning of spring, people “Guo Nian”.The word “Guo Nian” means “Go through the Nian safely”.Putting up red paper-cuts to drive Nian away and making dumplings for a better new year are still an every-year doing by the Chinese people.However (但是), people today have long forgotten why they are doing all this, they just feel the colour and the food make the New year very enjoyable.1).The Chinese New Year is also called__________.A.The Beginning of Spring

B.The Spring Festival C.The New Spring

D.The Beast Nian 2) .How did the old man stop Nian from eating people? A. By putting red paper-cuts on windows.

B.By eating up beasts.C.By talking to him.

D.By riding on him.3)..Why did people put up red paper-cuts instead of those of any other colour? A.Because Nian liked the colour red.B.Because the colour red could kill Nian.C.Because the old man liked the colour red.D.Because Nian was afraid of the colour red.4) .The best title of this paage is______.A. The Origin Of The Chinese New Year B. The Old Man And The Beast Nian C. How To Go Through The Nian Safely D. What Nian Was Like 5).Which of the sentences is true? A. Nian can eat up all the beasts on earth at one time.B. Nian is a tall beast that likes to eat farm animals.C. Nian is afraid of paper-cuts.D. Nian doesn’t like to use his own mind 答案及解析: I.1.gave , thanks , to , had saved

2.It , seemed , that , had, belief , in 3.wanted , much 4.was had to 5.nor, would , he , Neither , nor , would II.1-5 CABAD 6-10 ABABC 第1题，foot的复数形式是feet。

第2题，pull\"拉\"，push\"推\"，你不能跳得很高，那是由于地球在\"拉\"你。 第4题，该句的意思是，\"你很容易会发现地球的拉力\"。Find out是固定搭配\"发现、找出\"的意思。

第7题，这是讲的一种普遍状态，所以应该用动词的一般现在时。 第9题，从空格后面的from我们知道应该用get away\"远离\"。 III.1).根据常识可知B为“春节”

2).从第二自然段的

3、4行可知，是通过谈话告知Nian这种怪兽的。3).从文中第三自然段最后一句话可知是D。 4).全文讲的是中国“年”的由来，所以选A。

5).该是根据全文采用排除法，A，并非一次吃尽所有动物；B，讲话中并未提到farm an animals; C, Nian怕的是红纸。

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