英语初中教案
作为一位不辞辛劳的人民教师，可能需要进行教案编写工作，教案是教学蓝图，可以有效提高教学效率。如何把教案做到重点突出呢？下面是小编精心整理的英语初中教案，欢迎大家借鉴与参考，希望对大家有所帮助。
英语初中教案1
一、教学目标
在本节课结束时，学生将能够了解教室环境中物品的名称并在口语中正确使用My name is… Nice to meet you.等句型简单介绍自己，了解他人的姓名信息，进一步了解新同学；学生将能够了解单元任务的具体要求，并完成自己和小组内成员的姓名部分。
知识与能力：
1.学生将能够准确读出教室日常用品的名称并根据图片提示正确拼写。
2.学生将能够在口语中使用Good morning，hello, hi，nice to meet you向他人打招呼，正确使用句型My name is Gina. What’s your name?简单介绍自己的姓名并询问同学的姓名.
3.学生将能够初步了解形容词性物主代词my your, his, her的用法。
4.学生将能够制作班级同学中英文名字记录表中的一部分。
过程与方法：
采用自主学习、小组合作探究学习策略，利用教学图片、幻灯片等来展开课堂教学、 Pair work问答式的口语交际活动，进行“打招呼和简单自我介绍”的课堂教学和练习。本单元的教学法建议：词汇教学――采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学――采取pair work问答式的口语交际活动或游戏等小组活动互相操练；听力教学――采取图文配对和对话选择的方式。
情感态度与价值观：
通过学生之间的互相认识，培养学生广交朋友及友好相处的品质。
二、教学重难点
教学重点：
1.能够介绍自己的姓名：My name is …I’m…
2.能够简单问候初识的朋友：Hello!/Hi! Good morning! Nice to meet you!
3.能够正确使用形容词性物主代词my your, his, her
三、教学策略
词汇教学――采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学――采取pair work问答式的口语交际活动或游戏等小组活动互相操练；听力教学――采取图文配对和role-play的方式；
四、教学过程
略
英语初中教案2
一、教学设计思路、指导依据说明：
本话题是仁爱英语八年级上册第二单元的第二个话题，主要学习个人卫生和饮食健康等内容，也是中考中一个重要的话题。本话题主要通过谈论如何养成良好习惯，保持健康，学习掌握重要句型和词汇;并通过阅读有关饮食健康的文章，引入更多的词汇，同时学会运用简单的阅读策略获取信息和学会保持良好的习惯。最后以Project探究形式对所学内容进行运用，培养学生的综合语言运用能力。即是能将所学的语言组织起来，写成语句连贯、表意准确的短文。
二、教学目标分析：
1.学会描述良好的生活习惯。
2.根据所学的词或词组, 写出关于如何保持健康的重要性并给出好的建议的文章。
三、重点和难点分析：
描述出保持健康的方法，以及自己的看法。
四、教学过程设计：
Step 1. Lead in: 通过讨论下面的问题，引出本节课的大任务。吸引学生，激发其学习兴趣，提高学生作为学习主体课堂参与意识。
列一个目录在黑板1. How often do you exercise ?
2. How often do you eat vegetables? 3. How often do you eat fruit ? 4. How many hours do you sleep every night ? 5. How often do you drink milk ? 6. How often do you eat junk food ? 7. How often do you drink coffee ?
Step 2.Revision 让学生先以小组的形式复习section A 和section B的内容，使用大脑风暴法(让学生brainstorm)说出一些食物名称和healthy 有关的单词短语和句子，目的是激活学生头脑中和写作话题keep healthy 相关的东西来酝酿写作的思路，以便写作时能选择有意义的东西。
同时通过PPT出示一些good habits or bad habits及一些建议的短语：
Taking a walk after meals. Taking a walk after meals. Drinking enough water every day. Washing hands before meals Eating too much meat. Going to bed late and getting up late.
Throwing litter around.
Going to school without breakfast Problems: unhealthy Advice 1. should eat a lot of vegetables 2. should eat a lot of fruits 3. can drink milk every day 4. don’t drink coffee 5. shouldn’t eat junk food 6.exercise every day 7.should have eight hours’ sleep 8.don’t play computer games or watch TV too much
Step3. 展示作文题目，指导学生如何谋篇布局，规划文章结构,起草文章,组织语言。
请根据课文所给的关于饮食和运动的信息提示, 以 “ How to keep healthy” 为题写一篇70个词左右的短文。
Step4指导学生写作。
1. 通过链接让学生了解如何写好作文，并分析文章的结构：采用“总—分—总|的结构
来写。本篇习作重在how to, 通过阐述好的生活习惯对健康的重要性来提倡健康的生活方式。
2. 让学生了解中考作文评分标准。
Step5. 出示一篇例文，让学生了解文章结构，并动手起草写作文。
Step6. Share the writing.
1.小组成员互评互改：教师简要传授修改策略，同桌互相阅读作品，并做必要的修改,并用红笔划出好词、好句。草稿必须签上批改同学的名字后上交。
2.在班上朗读一篇优秀的作文和中等的作品并一一进行点评。
点评两篇学生习作，选自一位基础较好的同学和一位基础一般的同学的作文。教师根据上述提供的写作标准，详细点评两篇习作的篇章结构和句法的功能。目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，指导学生多模仿好文章的优点。
Step7. Homework.把修改好的作文公整地抄作文本上。
五、教学反思：
本课的设计使学生从学习中学会了如何谈论保持身体健康，提高了学生学习兴趣,增加了学生的知识面，提供了一定的语言实践，锻炼了学生运用语言的能力。不足的是孩子们对写句子还是存在很大的问题，一些学生还是中式思维句式，逻辑思维也较混乱。在以后的英语写作中，讨论部分应该加进去多些句子，这样能更好的拓展学生的思路。还要教给学生如何去修改自己的作文。另外在今后的教学中还要增加其他不同类型的写作训练，以提高学生的写作能力。
英语初中教案3
教学目标学习打招呼的用语，询问姓名和相互间的问候。
教学重点打招呼用语，询问对方姓名的特殊疑问句及回答。
教学难点一天中不同时间的打招呼用语
教具多媒体、录音机课时1
教学课程1.Greeting.
2.Warming-up
T: Good morning.What’s your name?
S: I’m … / My name is…
T: How are you?
S: Fine, thank you. And you?
T: I’m fine. too.
3.Drills
1)练习打招呼的用语Good morning/Good afternoon/Good evening。
2)练习询问姓名和相互间的问候。
What’s your name? I’m …
How are you? I’m fine, thank you.
4.Practise
1)Work in pairs part7
2) Listen and number
3) Write the sentences.
5.Conclude
6.Homework
Complete part3
英语初中教案4
教学目标
Words: tall short nice heavy fat Sentence: Linda is tall.
Linda is taller than Bill. Mary is the tallest of the three.
Grammar: 形容词的比较级和最高级
教具：应准备一些图片或者实物，可以进行比较的。 教学过程 1. Warm up
Tall, tall, I am tall. Short, short, I am short.
Nice, nice, I am nice. Heavy, heavy, I am heavy.
Fat, fat, I am fat.(要求学生站起来跟着教师一起做动作，重复一次即可)
2. Presentation
1）教师做动作，让学生猜形容词，tall short nice heavy fat，写在黑板上（方便讲完语法让学生进行练习）。
2）（导入就用本班同学，本课的重点语言结构是形容词比较级和最高级，可通过真实情景导入。）
导入语言：同学们，老师今天在咱们班发现一个问题，（显得惊讶一些）引导学生的好奇心。（然后老师把现象呈现给大家，就是找三个人，高、中、矮，明显的学生到前面来。让学生发现其现象，老师陈述新句型。）Linda is tall. Bill is taller than Linda. Mary is the tallest of the three.（把这三句话写在黑板上，让学生根据讲台前的三个人猜出并说出汉语意继而给出公式①A is -er than B. ②C is
the -est of/in .... ）
3）然后看一下三个句子，并说一下than是连词，引起比较状语从句，因此从语法角度出发，后面的代词要用主格(即I, he等), 但习惯上却常用宾格(即me, him等)。
4）提醒学生注意，英语中表示“比较……”要在形容词词尾加-er，表示
“最……”要在形容词词尾加-est。然后教师在黑板上写出short nice heavy和fat四个单词后加er、est,学生根据之前的知识积累不难找出规律。然后教师在黑板上写出cold, large, big和heavy等四个单词让学生通过之前找出的规律在词尾加-er和-est（可进行笔头练习） cold colder coldest 直接加-er和-est large larger largest 去e后加-er和-est
big
bigger
biggest 双写词尾辅音字母后加-er和-est
heavy heavier
heaviest y变为i再加-er和-est
5）如果学生对上述规则变化掌握较好，可扩展特殊的。clever和good/well的比较级和最高级形式，并说明双音节单词的比较级和最高级要在后面加-er和-est，但以er和辅音加y结尾的词仍加-er和-est，如cleverer和heavier。另外说明good和well的比较级和最高级是better和best，属于不规则变化，除了good和well还有几个词的变化是不规则的，这些将在以后能学到。
3.Drills
1）Words：tall short nice heavy fat
快速抢答，做动作，在此时教师把chant 教给学生。
步骤：
1、教师示范
2、逐句教
3、加上动作
2）Sentence：Linda is tall.
Linda is taller than Bill. Mary is the tallest of the three.
计时赛：以组为单位，快速朗读三遍，看哪组的时间用的短。就人名进行替换，造句。（教师可用简笔画来帮助教学，例如画三个小人，其三个名字）再画三个球，大小明显，让学生进行替换。
3）操练形容词词尾加-er和-est：教师在附板书中写一些形容词让学生起来说出它们的比较级和最高级形式。（根据学生的程度，可扩展特殊的，clever和good/well的比较级和最高级形式，并说明双音节单词的比较级和最高级要在后面加-er和-est，但以er和辅音加y结尾的词仍加-er和-est，如cleverer和heavier。另外说明good和well的比较级和最高级是better和best，属于不规则变化，除了good和well还有几个词的变化是不规则的，这些将在以后能学到。）
4）用图片和实物操练两个基本句型：准备一些图片，出示其中的一张，上面画三个男孩，一个比一个胖，男孩下面写上人名, Tom、Jim和Sam，操练开始教师指着图片上的人进行示范，Jim is fat. Tom is fatter. Sam is the fattest of the three. 举例之后，教师课出示三个体重不同的动物，让学生表达。以此类推。
5. Practice
（1）找朋友的游戏。以组为单位，分成两组，教师可提前做一些单词卡片，
打乱顺序，让两个小组进行比赛，看那组最先把单词组成句子。
（2）用小小翻译家操练两个基本句型：如教师用汉语说 “马比兔子重。”“大象是最重的。”让学生说出或写出英文。
6. Sum up
1）总结一下什么是形容词的比较级和最高级。
2）怎样在形容词后面加er、est。
英语初中教案5
1.乘坐何种交通工具的表达法，除了by bike/bus/ car/ jeep/ train/ boat/ ship/ plane外，还有by land(陆路)，by river (水路)，by sea (海路)和by air(航空)。这些仅要求理解。
2.名词foot的复数feet是通过元音字母的变化构成的，复习其他名词复数的不规则变化：man—men，woman—women，child—children。
3.本单元学习两个转类词：walk由动词转为名词，clean既是形容词，又是动词。让学生联系第一、二单元举出几个转类词来，例如：
answer, thank, work(v. +n.) home (n.+ adv.)
welcome (adj.+ interj. +vt.) one (num. + pron.)
there (adv. + interj.) so (pron. +conj.)
4.fifth (第五)是将基数词five的后两个字母ve改为f，再加上后缀-th构成的。
eighth(第八)因为基数词eight的最后一个字母是t，加后缀-th时，只加h。
5.parent常用复数parents，意思“双亲”、“父母亲”(father and mother)，用单数要有上下文，如：
To have good children one must be a good parent.要有好孩子，你必须是个好母亲或好父亲。
6. And the air today is nice and clean.而且今天的空气很清新。
在口语中，连词and可放句首，表示说话者要说的另外一件事，起承上启下的作用。nice and在口语中表示“非常……，实在……”的意思。
英语初中教案6
一、学习目标：
1、掌握P53-54单词
2、学会对多长提问(howlong)和对时间提问(when)的用法，When was he/she born? He/She was born …..
How long did he hiccup ? He hiccupped for 69 years.
二、预习目标：自己学会单词，写出下列单词的过去式play start
Do stop hiccup(现在分词)
三、预习检测：
写出词组：
一位很棒的乒乓球运动员 国际体育明星 在1976年
四、导学：停止做某事stop doing sth ， stop to do sth停下来去做某事
五、课堂检测：
I翻译短语
1. 世界纪录___________ 2. 开始打嗝___________ 3. 篮球运动员__________
4. 一位中国运动员_____________ 5. 他哪一年出生?_________________
6.他打嗝打了多长时间? 69年零5个月_____________________________________.
II单项选择：
1. When ______ Deng Yaping born? In 1973.
A. is B. was C.were D.am
2. He started sneezing _____ January 13. 1981.
A. in B. on C. of D. at
3. ___ did Charles hiccup? About 69 years and 5 months.
A. Hong long B. How old C. How many D. How much
4. There_____ many people in the library yesterday. But there _____ not many people today.
A .were; are B. were; were C was; are D. are; are
5. Bill can play _____ basketball. Jim can play _____ violin.
A. the, the B. a, the C. /,the D. the,/
6. She was born____Amrerica____June 2,20xx
A. on, in B. in, on C.in , in D. on , in
7._____did he stop running?—in1978
A. When B. What C. who D. why
III按要求改写句子
1. Jim was born in 1981. (画线提问)____________________
2. He hiccupped for ten years. (画线提问)______________________
3. He stopped sneezing in 1992.(否定句)________________________
4. They visited the museum last year. (画线提问) (一般疑问句)
_______ _______ they ______ last year?
______ they _______ the museum last year?
5. My sister started learning skating in 1993.(画线提问 )
______ _______ your sister _______ learning skating?
6. I was born in Shanghai in 1990(一般疑问句)
_______ _______ ______ in Shanghai in 1990?
教学后记：
Unit 9
Section A 3a-- Section 2c
一、 学习目标：
掌握P55-56单词，学会词组too..to，write music，ten months old
start doing sth = start to do sth开始做某事 learn to do sth 学习做某事
二、 预习目标：
自读单词，试着完成3a的表格。
三、 预习检测：
译成汉语：You are never too young to start doing things .
Mozart started writing music when he was four years old
四、 导学：
1. when he was four years old.=at the age of four
2. too..to 太。。。而不能。。。，多表示否定，可以与so …that转换
He is so young that he can’t go to school= He is too young to go to school
3. spend some time (in) doing sth 花费某些时间做某事
spend some time on sth 花费某些时间在某事上
五、课堂检测
（一）将下列句子译成英语
1. 你从不因为年龄太小而不能做些事._______________________
2. 我四岁时就开始读书了.I ______ _____ _______ ______ ______ ____.
3. 她因为什么出名? What ______ she _____ ________?
（二）用动词的正确形式填空
1. You are too old ________ (swim).
2. Let’s ______ (start) ______ (have) an English party.
3. I learned _______ (ride) a bike When I was eight.
4. She ______ (win) a gold medal when she was 17 ______ (years) old.
5. I know a man ____(call) Jim Smith. 7.He learned ______(ride) a bike, when he was .
6. The twins ____ (be) ten years old when they ________(become) movie star in 1981.
(三) 单项选择
1. _______sixteen, Edison began to sell newspapers on the train.
A. When the age was B. At the age of C. By the age of
2. As we all know, one is never _____ old ______ learn.
A. so, that can’t B. enough, can’t C. too, to
3. When did Mozart ___music ?
A. start write B. start writing C. started to write
4. --_____ did you play basketball? --- More than five years.
A. How long B. How often C. How far
（2）按要求完成句子
1. 他太胖了而不能跳舞。_________________________
2. 当我十岁的时候,我第一次参加了一个晚会.______________________
3. 你们太懒了,没有学好英语._______________________________
4. He can’t do the work because he is too young.(改同义句)
5. When he was 17 years old, she became famous around the country.(同上)
教学后记 ：
Unit 9 Section A 1a--2c
预习目标： played started did stopped hiccupped
预习检测： 1.a great pingpong player , international sports stars , in 1976
五、课堂检测：
I.翻译短语 1.the world report 2.start to hiccup 3.basketball players 4.a Chinese players 5.Which year was he born ?
6.How long did he hiccup? Sixty-nine years and five months.
II.单项选择：BBAABA
III按要求改写句子
1.When was Jim born? 2. How long did he hiccup? 3. He didn′t stop sneezing in 1992? 4.What, did ,do ; Did ,visit 5.When did, start 6.Were you born
Unit 9 Section A 3a--Section 2c
五、课堂检测
（一）将下列句子译成英语
1.You are never too young to start doing things.
2.started read ing when I was 3.was famous for
（二）用动词的正确形式填空
1.to swim 2.start ,having o have 3.to ride 4.won ,years 5.called, 6.were,became 7.to ride
（三） 单项选择 B CBA
（四） 按要求完成句子
1.He is too fat to dance. 2.I went to my first party at the age of 10.
3.You are too lazy to learn English well. 4.He is too young to do the work..
5.At the age of 17, she became famous around the country.
英语初中教案7
I. Aim:
To get specific information from a listening material;
To talk about a friend.
To talk about future plans
II. Teachi ng procedures:
Revision
1. We have learnt a lot about different outdoor activities. What are they? (swimming, hiking, campi ng, diving, cycling, skiing…) What do you like doing? What would you like to do when you grow up?
(Ask t wo pairs to talk about what they have learnt in the last lesson. The other students will listen to them and try to write down their answers in the proper boxes, e.g.)
S1 S2 S3 S4
I like…
I would like to…
If they can’t, teachers can give them an example (I like hiking best because I think it is very interesting and it’s good for our health. I also like swimming and diving. But I am not good at swimming. So I dare not to swim or dive in the water. In the future, I would like to have a swimming lesson and try to dive in the sea. I don’t like cycling at all. But I must ride a bike every day, or I will have to spend too much time on buses. I would like to drive a car in the future if I can.)
2. Ask Ss to share their answers with each other to see if they have got the right ones.
3. Ask Ss some questions about the table, e.g.:
What does … like doing?
What would … like to do in the future?
Task I Millie’s future plans
1. Just now, … talked about their hobbies and their future plans. It’s really interesting. Our friend Millie is also talking to Amy about her future plans. Can you find out what she would like to do in the future? You can list en to their conversation and put a tick in the correct boxes in the table.
2. Listen to the tape again and check their answers.
3. Suppose you are Millie. A reporter f rom NJTV is interviewing you. Please make a dialogue with your partner, talking about your future plan.
4. Now you are quite familiar with Millie’s future plan. Please help her complete a letter.
Sandy’s future p lans
1. So Millie would like to be a social worker when sh e grows up. She is really kind and helpful. What about Sandy? Wh at would Sandy like to do when she grows up? Does she also want to be a social worker? If not, what’s her plan? Please listen to the ta pe and find it out.
2. Listen to the tape again and help Sandy complete her letter.
Speak up, talking about friends
1. Sandy is showing Helen some pictures of her friends. Do you know what they are talking about? Please listen and answer:
Whom are they talking about?
What would Peter like to do in the future?
2. Listen and repeat.
3. Do you have any interesting pictures? I’m sure you do. Would you like to take them out and share them with your partners? (Practice in pairs, talking about their appearance and their own plans, using some pictures of their family or their friends)
III. Homework
Write at least 5 sentences to show what they lik e and what they would like to do in the future.
英语初中教案8
Unit 1My name’s Gina
The 1st period
Target language
1. Word and phrases
My ,you, his, he, name, hello,nice, meet, what
2. Key sentences
What’s your name ?
Nice to meet you.
Ability gaols
Enable students to listen and talk about names.
Learning ability goals
Help students to listen toand talk about their names.
Teaching important/diffcult points
How to listen to and talk about names.
Teaching aids
A tape recorder,some card.
Teaching steps
Step 1 Warm-up
Listen and sing a song: Bingo
Step 2presentation
1.T: ( Use a toy or a picture of a dog.) Hello. My name is Bingo. Nice to meet you.
(help students to say: Hello. Nice to meet you,too.)
2.T: Hello.What’s your name?
S: My name is …
T: Nice to meet you.(shake hands)
S:Nice to meet you,too.
Then students practice with the classmates they don’t know.
3.T: How to greet different people?( boss, teacher, friend…)
Look at the pictures and make up the dialogue.
4.T: We’re going to meet some new friends. Look at these pictures: Who are Jenny, Gina, Mary, Jim, Alan?
5. Listen to the tape and number the conversations (1b)
6. listen again and find the right pictures
Teach: What’s his /her name? His/Her name is…
7. Do 2a listen and number the pictures.
8. 2b. listen again and circle the names .
9. 2c.practice the conversations in pairs.
Step 3 Practise
1．Task: make a survey
2.Give a report:Hello. My name is… His name is… Her name is…
Step 4Grammar focus
1. Students read the grammar focus by themselves.
2. Do some exercises.
英语初中教案9
Unit 2 This is my sister本单元主要内容是学习表示人物的单词以及学习如何介绍他人和辨认人物句型。 1.把上节课的作业收上来，然后听写。
2.打开书本P88页，跟我一起来读单词。操练：做典中点
一、二两题。 3.Section A：
1)学习本单元重点句型-介绍他人的句型
This is my sister.This is…是我们把一个人介绍给另一个人的常用句型。当被介绍人处于近距离时，单数用this is，复数用these are;处于远距离时，单数用that is，复数用those are。 e.g.This is my mother. These are my friends.
That is my little brother.
Those are my parents.
这是介绍别人，自我介绍则用：I am…
Sister既指姐姐也指妹妹，如果要区分，则姐姐用elder sister;妹妹则用yonger sister，同样用于brother.2) it、that和this区别
This近指，that远指。向某人介绍某人的时候用：This is…
不用That is…
在回答this或that做主语的疑问句时，要用it代替this或that回答。E.g.Is this a book?Yes，it is.
指性别不明的婴儿、身份不明的人或是只闻其声未见其人的时候用it。 e.g. The picture looks nice.Who is in it?It’s me.
It常用来代替前文中所提到的事物。
3)family用法：家庭;家
复数变y为i加es e.g.There are three families here.这里有三家人。
Family除了解释为“家庭;家”，还可以做集合名词，意为“家人”，做主语时，谓语动词用复数形式。
My family is a big one.我家是个大家庭。
My family are watching TV。我的家人正在看电视。 4)Those are my parents.
Parent做可数名词，“父亲或母亲”，复数parents，“父母” 5)these：这些
是this的复数形式
指示代词
英语中指示代词有四个：this、that、these、those
This/these指空间上较近的人或物，也可介绍别人;that/those指较远的人或物。
打电话的时候，常用this代替I，用that代替you。 6)who’s he?
Who is…?句型常用来询问人，表示“…是谁?”其中who做疑问代词，意为：谁;什么人
(一般做主语或宾语)
你的爸爸是谁? Who is your father?
注意：who做宾语时要变成whom，eg：Who/whom is your father talking with? 7)he做人称代词，用来指代男性，对应词是she，指代女性;it指代动植物或无生命的事物、数据，自然现象，时间等。
8)oh，I see.意为“我知道了;我明白了”，其中see意为“明白，领会”。Oh，I see what ‘re saying.See的用法：“看见;看到”
Do you see John in claroom today? “与…见面;看望;会见”同义词meet;
Nice to see/meet you.
See you.回头见。常用作告别语。
See you tomorrow.9)Well，have a good day!好吧，祝你们玩得愉快。-Thanks!You，too.Well做感叹词。在本句中表示停顿后继续交谈，意为“噢;嗯”
Well其它意思：
一、表示惊异、怀疑“哟;啊;哎呀”
二、表示同意、让步等，意为“嗯;好吧”。 Well，I didn’t think to see you here!
I want to go to see a movie.Well，I will go with you.10)have a good day祝你愉快!其回答语：Thanks!You，too.谢谢，也祝你开心。同义短语：have a nice day/have a good time/enjoy yourself跟读短文2d，打开典中点P8做几道题。
4.section B 1) Here are two nice pictures of my family.这里有两张我家人的漂亮照片。
Here is/are…的用法,Here is/are… “这是…”
Here引导的句式中，如果句子的主语是代词，则用部分倒装。Here you are.给你。
Here it is.
2) Photo照片，是photograph的缩写。是可数名词，复数形式photos。
常用短语：in the photo在照片上
take photos拍照
A photo of…一幅…的照片
Photo与picture的区别，photo常指用相机拍摄而成的.相片，picture通常指一幅图画，凡是有图的东西都可以成为picture，既可以指照片也可以指画。
2) Of：介词，“…的;属于(某人或者某物)“
A+of+名词B=B的名词所有格“’s或“’ , He is a friend of mine. This is a photo of Lily’s family.
3)net:下一个的;接下来的，在句子中充当定语，修饰名词或代词。
The net one下一个
net week下周
net to是介词短语，意为“紧挨着“
He sits net to his mother.
3)These two girls are my sisiter Cindy and my cousin Helen.A)girl：女孩子
对应的是boy B)cousin：做名词，意为：“堂兄(妹)”既可以指男的，也可以指女的。
总结本单元学习的内容，并且把重点的词组再强调一遍，能划的划出来。
布置作业：
1、抄写课后单词，重点词组和句式;
2、背诵课文
3、做典中点
4、听录音
英语初中教案10
Teaching aims: (教学目标)
1. 学会表述家人的称谓, 区分家人的称谓..
2. 学会介绍家人.
3. 学会用疑问句来询问家人的称谓.
Language points: (语言点)
1. 要求掌握以下句式: (1) ------This is my …
------ These are my …
------ This is his / her …
------ These are his / her …
------Is this your…?
------ Are these your…?
------ Is this his / her …?
------ Are those his / her…?
2. 要求掌握以下词汇: (1) 名词: sister, mother, father, parent, brother, grandmother, grandfather, friend, grandparent
(2) 代词: these those
3. 需要了解的节日：Family Day--- It’s a festival in the USA. A national effort to promote parental engagement as a simple, effective way to reduce youth substance abuse and raise healthier children. It’s always on the last weekend in September.
Difficulties (难点) : 本课的难点是学生要区分和掌握家人的称谓, 而学生在初次接触的时候, 要分清楚各个称谓会有一定难度。 学生学习用一般疑问句来询问并回答家庭成员的关系也有一定的难度。
Teaching steps (教学步骤)
1. Warming-up and revision (课堂热身和复习)
(1) Daily greetings to the students (日常问候)
T: Hello, what is you name?
S: My name is ….
T: Nice to meet you!
S: Nice to meet you, too!
(2) Revision (复习)
T: What’s this in English?2
S: This is / It is a pencil.
T: How do you spell “pencil”?
S: P-E-N-C-I-L, pencil.
T: Thank you.
T: What’s this /that in English?
S: This/That is a pen / book / eraser / ruler / dictionary / backpack /
Baseball / watch / key / computer game / notebook / ring
T: How do you spell ---?
S: ---
2. Presentation (呈现新知识):
T: What’s this in English?
S: It’s a picture /photo.3
T: Yes, this is a picture of my family.
T: Can you see the woman?
This is my mother4. Read after me, mother.
S: Mother.
T: Do you know which one is my father?
This is my father4. Do you think he is handsome? Please
read after me, father.
S: Father.
T: If we want to call our father and mother together, we can
call them parents.
T: Father is my parent,5 Mother is my parent, too. They are
my parents.
T: Now look at these two old people. They are my
Grandparents6. One is my grandfather, the other one is
my grandmother. They are old but they are healthy.[来源:]
T: I’m the only child in my family, so I don’t have any
brother or sister. But I have an uncle and an aunt. They
are my father’s brother and sister. Look, they are here.
3. Work on 1a: (完成P13—1a)
T: Now, please open you books, and turn to page 13. look
at part 1a. You can see a picture of Dave’s family
and some words we have learned just now. Please match
the words with the people in the picture.7
…
Check the answer.
4. Drill (练习)：
T: Now, you are Dave8. Please cover the answer of 1a by
using a piece of paper then listen to me carefully. I will
give you a letter, and you must tell me this letter means
which member in your family. For example, I say “c”.
You should say “This is my mother”.
Understand?
T: OK, let’s begin. The first one is XX, your letter is “d”.
S: These are my grandparents.
T: Good job. Next one ---
S: ---
5. Work on 1b (完成 P13—1b)
T: The next task is very easy for you. I will play the tape.
Please listen carefully, and circle the people the boy talks
about in the picture9.
T: Do you get the answer? Who does the boy talk about?
S: His brothers and sister.
T: You are so amazing.
6. Work on 1c (完成P13—1c )
T: I think everyone has known Dave’s family.
Two students a group, please introduce Dave’s family10
to each other. Please use “ This is his---.” “These are his---.”
S1: This is his father.
S2: These are his parents.
S: ---
7. Work on 2b (完成P14-2b)
T: Today, I would like to introduce an American festival
to you, it is called “Family Day”11. On this day, the whole
family get together, have meals and play games. Now
look at the picture in 2b. These are Dave’s family members.
They are having their “Family Day”. Look, they are so
happy.But I don’t know who are they exactly. Can you tell
me?
I will play the recording once more. And please match
the name with the people in the picture.
T: Can you give me your answer?
S: ---
…
Presentation (呈现新知识)
T: OK, now we have known Dave, Lin Hai, Mary and Jim
But there are still some strangers12.
T: Look at this woman. Is this Dave ’s mother?
S: Yes, she is / No, she isn’t.
T: What about these two old people?
Are those Dave’s grandparents?
S: Yes, they are. / No, they aren’t.
---
8. Work on 2c (完成P14-2c)
T: Two students a group. Ask and answer by using
your own pictures13 Please use these sentences:
“Is this your uncle?”
“Are those your parents?”
S1: Hi, XXX. Is this your grandfather?
S2: Yes, he is.
S1: Are those your parents?
S2: No, they are my uncle and aunt.
---
9. Work on 2d (完成P14-2d)
Guessing Game.
T: Look. What’s in my hands. This is a picture. But you
only can see a part of the picture14. I can tell you this is a
member in Dave’s family. Can you guess “Who is it?”
Please use the questions we have learned today.
S: Is that Dave’s aunt?
Is this his grandmother
Are these his brother?
Are those his friends?
10. Follow up (进一步扩展)
T: We are students now, but one day we will grow up. We
will have our own family. Can you imagine what is your
family like 30 years later?15 Please draw the future family
on a piece of paper about your family on a “Family
Day”. Then show the drawing to your group mate.
Ask each other about the family members.
I will choose the best pairs to make a presentation
for us.
11. Homework
Write down your introduction about your own family and
your friend’s family as detailed as possible.
Unit 3 THIS IS MY SISITER
(The 2nd period Section A 2a, 3a---3c )
Teaching aims(教学目标)
1. 学会说家庭成员的称谓
（继续学习含有be的动词的基本句型的陈述句和一般疑问句。）
2. 学会向别人询问、介绍家庭成员
Language points（语言点）
1． 要求学会以下句式：(1) That’s… …
(2) ---Is he/she… …
---Yes, he/she is.(No, he/she isn’t.)
2． 要求掌握 以下词汇：she, he
3. 要求掌握以下缩写：he’s=he is, she’s=she is
(上述句式、词汇和缩写应在第二课中出现过，在本课中作为重点可渗透到课堂各个活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)
Difficulties（难点）：学习含有be动词的一般疑问句的句式及其回答。
Teaching steps（教学步骤）
1. Warming-up and revision（课堂热身和复习）
(1) Daily greetings to the students（日常问候）
T: How are you today?1
S: I am (fine/great/OK/very good). How about you?
T: I am (fine, too/not bad/pretty good/awful/terrible).
How is your father / mother / grandfather /
grandmother / uncle / aunt / brother / sister?
How are your parents / grandparents ---?
S: He/She is…
T: What’s your name, please?
S: I am (My name is) …
T: (to the whole class) So that’s …. 2
(2) Revision（复习）
Work on 2a (完成P14-2a)
T: Now, please open your books, and turn to page 14.
Look at 1a. I will play a recording. Listen carefully
and circle the words you hear. I will play it twice3. The
first time you just need listen. You can finish this part
at the second time.
T: Now, let’s check the answer.
S: ---
T: You are right. Thank you.
2. Presentation
T: Now, let’s play a guessing Can you guess how old I am? 4
S: Are you twenty-seven? 5
T: NO, I am a little older.
S: Are you twenty-eight?
T: Yes, you are so clever.(学生可能回有不同的回答，
老师根据学生回答给出多种评价。)
T: What about you? How old are you?
S1: I am twelve (this year).
T: Are you twelve, too?
S2: Yes, I am. (No, I am not. I am thirteen.)
T: Oh, I am sorry. I can’t hear you clearly6, (to the whole class)
Is he/she thirteen?7
S: Yes, he/she is.
T: Thanks. You are so clever (good/wonderful/…). She is
younger than me, so she is my sister8.
3. Work on 3a (完成P15 3a)
T: Now let’s look at this picture. There are four people
in the picture, and the boy and the girl playing basketball
are Anna and Paul. Let’s read the words aloud and fill in
the blanks with the words from the box. 9.
T: Let’s check the answers: 10
---Is she your sister?
---Yes, she is.
---And is he your brother?
---No, he isn’t. He is my friend.
4. Work on 3b (完成P15 3b)
T: Well done! Now read the dialogue in 3a with your
partner, then change your roles. 11
Ss read it in different roles.
T: Oh look, there are many people there, old and young .
Can you make a dialogue like 3a? 12
5．Presentation
T: I have a friend. His name is Mike. Do you have a friend? 13
S: Yes.
T: What’s his/her name?
S: His/Her name is Peter.
T: Thanks very much. I think he must be a good boy.
(to another student) Is Peter your friend too?
S: No, he isn’t.
T: Who is your friend?
S: … …
6．Work on 3c (完成P15 3c)
T: I want to know more about your friends or family
members. (to the whole class)Do you want to know
them too?
S: Yes.
T: I’d like a student to write down your mother’s, father’s,
or friend’s name on the board. The other students guess
who the person is. Who’d like to come here? 14
Wei Hua please. (在黑板上写下一个名字。)
S1: Is… your brother?
S2: Is… your friend?
S3: Is… your uncle?
7．Work on 4--- group work (完成P15 4)
T: Please take out your family photos. Put them in your group.
Take turns to ask and answer questions about the photos. 15
S1: Is she your gra ndmother?
S2: Is he your father?
S3: Is she your cousin?
（小组活动后，请几个小组进行表演。老师及时鼓励。）
8．Homework
Oral work:
(1) Listen to 3a, read and recite it.
(2) Go on making up your dialogue with your group
members and polish it.
Written work:
(1) Copy the sentences in 3a.
(2) Write about the pictures on P15 using the sentence structures
in 3 a
Unit 3 THIS IS MY SISITER
(The 3rd period Section B 1---2c )
Teaching aims(教学目标)
1. 学会说家庭成员的称谓（继续学习含有be的动词的基本句型的陈述句）
2. 学会谈论家庭成员
Language points（语言点）
3． 要求熟练运用以下句式：(1) These are…
(2) This/ That is… …
(3) He/She is…
4． 要求掌握以下词汇：son, cousin, daughter, uncle, aunt
(上述句式在前几课中已学过，在本课中要将这些单词和句型渗透到综合性活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)
Difficulties（难点）：在介绍或谈论家庭成员时，注意学生口语中的单复数运用 。
Teaching steps（教学步骤）
1. Warming-up and revision（课堂热身和复习）
a) Daily greetings to the students（日常问候）
T: Good morning/afternoon. Who is on duty today?
S1: I am.
T: Is everyone here today?
S1: Yes, Everyone is here./No, … is not here.
T: Thank you/Well done.. 1
b) Revision（复习）
T: Here is a picture from Lily. Guess who he is?2
S1: Is he …’s father?
S2: Is he …’s brother?
S3: Is he …’s friend?
S4: Is he …’s uncle? 3
T: Yes, you are so clever.
2. Presentation
T: Here is a photo. Do you know who he is? 4[来源:]
S: He is 布什（Bush）.
T: Yes, he is the president of America. Who is his father?
S: …(学生可能会有不同的回答，对能正确回答或接近
正确答案的学生进行表扬和鼓励。)
T: Here are al so many people in his family. Let’s guess
Who they are. Are you ready?
S1: Is he Bush’s father’s father? 5
T: You are so wonderful. He is Bush’s grandfather.
S2: Is he Bush’s brother?
S3: Is he Bush’s uncle?
S4: Is he Bush’s son? 6
T: Thanks. You are so clever (good/wonderful/…).
3. Work on 1 (完成P16 1)
T: In my family my grandfather is the oldest one.
Who is the oldest man in your family? 7
S: My grandfather, too.
T: Every family has a family tree, can you finish
the family tree8
S: Yes!
4. Work on 2a ( 完成P16 2a)
T: Well done! Now let’s play a game. Please look at 2a.
Let’s see who is the best in your group.9
(播放录音，让学生勾出所听到的家庭成员，如果
播放录音一遍后，部分学生不能完成这一听力任务，可
再播放一遍录音。）
5．Presentation
T: This is my family photo. These are my parents. This is my
Grandmother. This is my cousin Tom.
I have another two pictures. One is Dave’s,
One is Lin Hai’s. Can you guess which is Dave’s
and which is Lin Hai’s?10
S: Yes.
T: Who can say something about Picture 111?
S1: There are eight people in the picture.
S2:This is Dave’s grandfather.
S3: I think this is Dave’s uncle.
… ….
(播放录音，让学生勾出所听到的家庭成员称谓，如果
播放录音一遍后，部分学生不能完成这一听力任务，可
再播放一遍录音。）
6．Work on 2c --- group work (完成P16 2c)
T: I am very happy. All of you do a good job. We have known
Dave’s and Lin Hai’s families and friends. I want to know
your family. Now draw a picture of your family and friends.
Tell your partner about your picture12.
（小组活动后，请几个小组进行表演, 老师及时鼓励。）
7．Homework
Oral work:
(3) Listen to 2a, 2c, read and recite it.
(2). Draw a family tree about your family (模仿1 中family
tree，画一个自己家庭的family tree，完善对自己家庭的介绍。)
Written work:
(3) Copy the words in 2a.
(4) Find the person you are interested in, and
write a passage about his/her family. 13
Unit 3 THIS IS MY SISTER
(The 4th period Section B 3a—4b)
Teaching aims(教学目标)
学会介绍家庭成员
Language points (语言点)
1. 要求熟练运用以下句式: This/That is…… Is/this/that…?
These are … Yes, she/he is. No, he/she isn’t.
(以上句式在前几课中已有出现,在本课中要把这些句式运用到照片的介绍中,记加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.)
2. 要求掌握以下句式: Thanks for…
3. 要求掌握以下词汇: thanks for, dear, great, photo, here
4. 要求掌握简单的书信格式
Difficulties (难点): 本课难点是学会简单地写信
Teaching steps (教学步骤)
1. Warming up and revision (课堂热身和复习)
(1) Daily greetings to the students ( 日常问候) 教学设计说明
T: Good morning/afternoon.. Glad to meet you.
S: Glad to meet you, too.
T: How are you today?1
S: I’m fine/OK/very good, thank you .And you?
T: I am great. How is your mother/father/grandmother/…?1.
S: She/He is fine/OK/very good/great.2
T: Thanks for your answer.2.
(2) Revision (复习)
T: Please sh ow me the photo of your family.3
(Let me look at the photo of your family.
May I have a look at your family photo?)
Is this/that your father /mother/…?4
S: Yes, she/he is. No, she/he isn’t.
T: Great! Thanks for your answer.5
2. Presentation (呈现新知识)
T: I have seen your family photos. Do you want to see my
family photo?
Here is my family photo.6
This is my husband, Mr. Zhang. This is my daughter, Weiwei.
These are my parents.
3. Work on 3a
T: This is a letter from Emma to Mary. Let’s read the letter
together. 7
Draw a picture of Emma’s family .Let’s see who is winner?
3. Work on 3b
T: Just now, we drew a picture of Emma’s family.
Now, here is a photo of Mary’s family. Who is
Mary? 8
S: Emma’s friend.
T: Yes, Mary is Emma’s friend. Please Look at
the photo and write about the people in the
picture.9
T: Please read your article to your partners.10
4. Work on 4a
T: Now please write a letter to Emma to introduce
your family photo. 11
5. Work on 4b
Divide all the students into 4 groups. Each group put
their photos and letters on the board. (They must put
the letters and photos in different places) Ask other
groups to match the letters and the photos.12
6. Follow up
T: Now it’s your turn to give a report. Introduce y our
favorite teacher/friend/sports player/ film star/…
to us.
Hello, everyone. Now it’s my turn to report. This
is my …13
7. Homework
Oral work:
(1) Read and recite 3a.
(2) Read and recite the new words in Unit 3.
Written work:
Write a letter to your English teacher to introduce your
favorite person.(You must put the person’s photo on the letter.)
Unit 3 THIS IS MY SISTER
(The 5th period Section B Self--check)
Teaching aims(教学目标)
学会介绍家庭成员
Language points (语言点)
1. 要求熟练运用以下句式: This/That is…… Is/this/that…?
These are … Yes, she/he is. No, he/she isn’t.
He/She is … .
(以上句式在前几课已有出现,在本课中要把这些句式运用各个任务中去,加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.)
2. 要求熟练掌握并运用本单元的单词
Teaching steps (教学步骤) 教学设计说明
1. Warming up and revision (课堂热身和复习)1
(1) Daily greetings to the students ( 日常问候) 教学设计说明
T: Good morning/afternoon.. Glad to meet you.
S: Glad to meet you, too.
T: How are you today?
S: I’m fine/OK/very good, thank you .And you?
T: I am great. How is your mother/father/grandmother/…?
S: She/He is fine/OK/very good/great.
T: I’m glad to hear that. Thanks for your answer..
(2) Revision (复习)
T: Please show me the photo of your family.
(Let me look at the photo of your family.
May I have a look at your family photo?)
Is this/that your father /mother/…?
S: Yes, she/he is. No, she/he isn’t.
T: Great! Thanks for your answer.
T: Can you tell me who is /are your father/parents…?
S: Yes. This is my father…/These are my parents.
2. Self check (自我检测)
(1) Vocabulary2
1. Show a family tree to the students. Ask them to fill in the
blanks with proper words.
2. Spot dictation
3. Write new words in your Vocab-Builder.3
(2)Make a dialogue 4
1.T: These are Mary’s photos of Beijing. Look at the photos and
make a dialogue with your partner.
(Ask some students to act out their dialogues.)
2.Ask students to complete the dialogues.
(3) Guessing game (Just for fun)5
One student (S1)must close his eyes. When S2(the
student pretends his family member)is knocking at
the door, the other students (Ss) ask:
Ss: Who is it?
S1: Is it my father?
Ss: Yes, it is. You are right.
(S2 comes into the classroom )
S2: I am your father, and you are my son.
Ss: Who is it?
S1: Is it my father?
Ss No, it isn’t .
S1: Is it my …? (Give S1 three chances)
Ss: No, it isn’t. You are wrong.
(S2 comes into the classroom)
S2: I’m your grandmother. You are my grandson.
(4) Follow-- up Activities
Role--play A birthday party 6
Actors: Jim (Today is his birthday)
Kate(Jim’s sister)
Mr. and Mrs. Green (Jim’s parents)
Lucy and Lily(Jim’s friends, twins )
Jim invites Lucy and Lily to his family to take part
in his birthday party. He introduces them to his family
members.
Homework:
Oral work:
Review the new words in your Vocab-Bulider.
Written work
Write down the dialogue “A birthday party”.
Additional
Evaluation form:
(课堂表现自我评价表)
all the time most of the time a little none
1. I understand my teacher □ □ □ □
2. I spoke English □ □ □ □
3. I worked with my group/desk mate □ □ □ □
4. I was interested in the class □ □ □ □
(知识掌握自我评价表)
I can Yes Need more practice Need more help
1. introduce the family members. □ □ □
2. read and spell the words:
mother, father, sister, brother,
grandmother, grandfather,
friend, grandparents, uncle, aunt,
cousin, parent. □ □ □
3. ask and answer:
Is this ---? Yes, he is/ No, they aren’t
Are they---? Yes, they are/
No, they aren’t. □ □ □
4. talk about one’s family. □ □ □
5. write a passage to describe one’s family tree. □ □ □
以上评价表可以课后发给学生填写，目的是为了让学生自我检测课堂表现，也帮助老师了解学生对所学知识的掌握程度，以便老师教学时查漏补缺。建议老师根据课堂教学及学生的具体情况，添加或删改评价表的内容，要求越具体越好，能充分反馈出学生该单元的学习情况。
英语初中教案11
Unit 1
Where’s your pen pal from?
Language goal
1.Function:
. In this unit students learn to talk about where people are from.
2.Vocabulary:
Canada ,France, Japan the United States, Australia, Singapore, The United Kingdom, China
3.Target language:
Where is your pen pal from? /she is from Canada.
Where does she live? /She lives in Toronto.
What language does she speak? /She speaks English and French.
4.Structures
Where questions /What questions
Key Points
Where questions /What questions
Difficulties
The names of different countries /The languages of different countries /The differences of “be” and “do” in the sentence.
Section A
1a. This activity provides guided listening and pronunciation practice using the target language.
1.Point to the numbered list of words. Play the recording the first time. Students only listen.
2.Play the recoding a second time. Ask Ss to repeat the names of the countries
3.Let Ss read the new words aloud individually or in pairs.
1b. This activity provides listening practice using the target language.
1.Point out the list of countries in 1a. Let Ss circle the names of the countries the people are talking about.
2.Play the recording the first time.
3.Play the recording a second time. Ss only listen.
4.Check the answers. (Canada, Australia, Japan, Singapore)
1c. This activity provides guided oral practice using the target language.
1. Point out the conversations in the picture and ask a student to read each one with you, then in pairs, in groups.
2. Ask various pairs to present a new one to the class.
2a. This activity provides reading and spelling practice using the target language.
1. Point out the list of countries. Read and ask Ss to repeat.
2. Point out the list of cities. Read and ask Ss to repeat aloud.
3. Ask Ss to work, offer help as needed.
4. Correct the work.
2b. This activity provides listening practice using thee target language.
1. Call attention to the list of cities and countries in 2a. Let Ss circle them when they hear the conversations at the first time.
2. Play the recording a second time.
3. Check the answers.(Japan, Tokyo ,France ,Paris, Australia, Sydney)
2c. This activity provides listening and writing practice using the target language.
1. Call attention to the chart in 2c. Play the first conversation on the tape.
2. Play the recording again and have Ss fill in the chart.
3. Check the answers.
2d. This activity provides guided oral practice using the target language.
1. Call attention to the conversation in the picture.
2. Ask two Ss to read it to the class.
3. Ask Ss to work in small groups. Appoint a leader. Make sure everyone talks about at least one of the people on the chart.
4. Ask pairs of Ss to present their conversations to the class.
Grammar focus
1.Review the grammar box. Ask Ss to say the questions and answers.
1) Where is your pen pal from? He is from Australia.
2.Where does he live? He lives in Sydney.
2. Ask Ss to make more sentences with “where, from. and live
3a. This activity provides reading and spelling practice .
1. Point out the diagram and explain how it works.
2. Read the instructions to the class. Ask Ss to work in pairs.
3. Correct the answers.(1.China 2.The United States ,The United Kingdom, Australia,3.Singapore)
3b. This activity provides guided oral practice.
1. Call attention to the conversation in the picture. Ask two Ss to read it to the class. Answer their questions about the conversation.
2. Ask Ss to work in pairs.
3. Ask several students to perform their conversations for the class.
4. This activity provides listening, speaking, reading and writing practice
1. Explain the procedure.
2. Play the game.
Section B
1.This activity provides reading practice
1. Point out the language textbooks on the desktop.
2. Call attention to the notebook page with the countries listed.
3. Point out the sample answer .
4. Ask Ss to write the letter of the correct country in the box next to the title of each language book., ask Ss to work in pairs.
5. Ask a student to write his or her answers on the board.
2a. This activity provides listening practice.
1. Call attention to the conversation bubbles in the picture.
2. Play the recording, number each question you bear on the tape.
3. Play the recording a second time.
4. Check the answers.(Answers: What’s her name?1 /Where is she from?2 /Does she have any brothers and sister? 3 /Does she speak English?)
2b. This activity provides listening and writing practice.
1. Call attention to the numbered questions in 2a,ask different Ss to read it
2. Point out the answer blanks in 2b and the sample answer.
3. Play the tape and ask Ss to complete the answers individually.
4. Correct the answers.
2c. This activity provides oral practice
1. Ask each student to work with a partner. Ask and answer
2. Practice one or two exchanges with a student. Then work in pairs.
3. Ask a pair of Ss to perform the conversation for the class.
3a. This activity provides reading and writing practice.
1. Call attention to the letter. Read it to the class or a student to read it for you.
2. Point to the four questions beneath the letter.
3. As Ss work, move around .and help them.
4. When they are finished, ask the questions orally and ask Ss to answers.
5. Write the correct answers on the board so that Ss can check the spelling and other details of their answers.(1.Toronto,Canada,2.A pen pal in China 3.English and a little French. 4.He likes going to the movies with his friends and playing sports. )
3b. This activity provides reading and writing practice.
1. Call attention to the letter from Tom King.
2. Point out the blanks in the letter. Ask themto find the information to complete the letter .
3. Read the letter to the class saying “blank”.
4. Ask Ss to write the missing words on the blank lines individually.
5. Correct the answers.
3c. This activity provides open-ended practice.
Ask Ss to make their own information card and then write an email about themselves. Tell them to use 3b as an example.
英语初中教案12
他们外语学习能力薄弱，外语成绩低下，一上英语课就心情烦燥，思维抑制，继而放弃外语学习，两极分化现象由此产生。因此，如何克服和矫正这部分学生外语学习上的困难，使他们充分发挥各自的学习潜能，提高学习积极性和学习成绩，是广大农村中学外语教师不断探索并致力于解决的难题，是全面提高农村中学外语教学质量的关键，也是当前外语教学法研究的重要课题之一。
一、存在的原因
（一）缺乏学习外语的必要的良好心理素质
1、目的不明确，盲目好奇
农村学习由于地域和环境等因素限制，知识面较窄，开始时对学外语感到新鲜，但学习目的不明确。他们带着迷惘、新奇开始了英语学习。学生学习常会出现这样的情况：感兴趣——失去兴趣和信心——厌烦和反感。开始阶段的学习热情高涨，当他们学会几个字母、几个单词和几个简单的句子时，课堂内外都可以听到牙牙学语的感人场面。但曾几何时，这种景象很低快每况愈下，因为，这种热情仅仅凭借好奇心的驱动，他们全不知学英语的艰辛以及保持这股学习热情所需要的毅力。所以，一旦困难接踵而至，日积月累，厌烦和反感便逐渐生成。
2、缺乏动机，学习时热时冷
学习动机是直接推动学生努力学习的内动力，是决定学生学习成效的重要因素。由于初中学生正处于少年向青年和转变时期，他们的情绪很不稳定，时而兴奋快乐，时而沮丧消极，学习态度很大程度上受情绪支配，学习热情忽高忽低。这种学习上的“泠热病”在初中生中普遍存在，严重影响了他们学习的稳步提高。语言学习一定要天天学、日日用，才能越学越好，所以英语学习也贵在坚持。但许多学生的情况往往相反，或一曝十寒，或浅尝辄止。知识、技能和能力得不到合理的发展，一遇到困难只想打退堂鼓。
（二）缺乏持久的学习兴趣和热情
使学生英语学习兴趣下降直至丧失的主要因素有：
1、音标不会拼读，单词记不住，文章前读后忘。
2、成绩始终不理想，学习没有成功感。
3、遇到困难和问题未能得到及时帮助和纠正。
4、作业负担过重，压力过大，学习始终处在紧张状态。5、得到的批评多，关心少，师生关系不融洽。
6、家长对子女学习漠不关心。
7、其它因素。
（三）缺乏良好的学习方法和习惯
相当多的学生由于没有掌握科学和学习方法，没有形成良好的学习习惯，学习效率很低。由于“不会学”而导致“不爱学和不愿学”，成了学习成绩差的一般
规律。因此，学习方法得当、学习习惯良好是提高学习效率、由“厌学“变成”“爱学”的关键所在。存在的主要不良学习方法和习惯有：
1、单词、词组死记硬背
由于没有过好语音关，所以普遍存在着发音不准、句子不会读的现象。记单词时都是用逐个读字母的方法，根本不考虑音、形、义的结合。有的学生为了防止读音遗忘，常在单词上注上汉字读音，令人啼笑皆非。
2、上课注意力难以集中
由于缺乏上好英语课的基本词汇，没有具备语言学习听说的基本技能和能力，上课听不懂，无法理解教师对句子或课文的陈述和讲解。于是，“视而不见、闻而不听、”长此以往，将一无所获。
3、不善于归纳和总结
学校，尤其是农村学校，长期采用陈旧的“搀扶”教学方法，使许多学生养成了在学习上“观望、等待、依赖”的习惯。他们学习不主动，思维不积极，更没有把新旧知识积累和串连起来，而是把原本有系统、有连贯的东西割裂开来。故学会了新内容，忘了旧知识；拿起新课文，丢了旧课文，造成新旧知识脱节。他们的学习只停留在一课书的水平，从而增加了学习难度。
4、缺少预习，未能及时复习
课前不预习，课后不及时复习是他们的“通病”。在学新课时不了解有哪些生词，连课文的标题也不屑一顾，对所要学习的内容、重点、难点和所要达到的目的，心中无数。对教师的提问不是答不上，就是答非所问，拉慢了课堂教学节奏，课内时间利用率低、效率差；课内学。课外忘。
5、回避困难，抄袭作业
抄袭的坏习惯，学习上就不思上进，贪图省力，得过且过，日积月累，积重难返。因此知难而退、抄袭服务业是学习不进步、成绩倒退的主要原因。
6、胆小害羞、不敢开口
大部分的农村学生胆小害羞，在上课有问题不敢说，不敢大声回答、教师的提问和朗读课文，唯恐教师批评，又怕同学取笑。
二、对策及建议
综上所述，造成学生英语学习困难，既有内因，又有外因，归因错综复杂。只有摸清原因，对症下药，才能有成效。
1、采取多种方式，努力提高教师教学水平。
教育行政部门要争取乡镇政府支持，努力提高农村中学的师资水平和教学质量。一是加强教师的冈位培训，分批对教师进行业务培训，特别要过好发音和拼音关。二是加强各年级教师的集体备课，提高教师业务能力和课堂教学水平。
2、综合治理，切实抓好入门教学
英语入门教学是学英语的启蒙阶段，良好的开端是成功的一半。首先，教师要及时摸清新任班级的学生情况，如原就读学校、学力基础、父文化程度、学生个性、学习态度和学习习惯等；对有困难的学
习加强个别交流和思想沟通，帮助他们确立正确的学习动机，树立学好英语的信心；对性格内向的学生更要引导他们多开口、多交往，使学生从一开始就体验到英语教师的特别关爱，建立起融洽、民主的师生关系，增强克服学习困难的自觉性和毅力。
其次，强化语音教学，使学生过好语音关，掌握读音规则，培养起拼读能力，拥有一把打开英语世界大门的钥匙，扫除英语学习的拦路虎。
第三、要重视培养学生的良好学习习惯，克服懒散和不愿开口的旧习。通过教师有意识的引导、督促、和检查，使学生养成在课堂内外仔细观察、大但模仿、全力投入积极参与、及时预习和独立作业等良好习惯。
3、更新教学观念，积极改进课堂教学
人人都有语言能力，有语言能力的人都能学好母语和外语，学好英语决不是一些人的专利。教师要充分信任每一个学生的学习能力，调动每个学生的积极性，强调人人参与，改变学习困难生作为陪衬或局外人的角色，把他们从自我封闭中请出来。在教学中，要承认差异，因材施教，分层要求，让人人有收获，不断增强学生学好英语的信心，消除自卑心理。
语言是学会的而不是教会的，教师是英语学习的指导、促进者。要让学生学会英语，教师必须充分发挥学生的主体作用，改变其“听讲——接受——记忆——习题”的学习模式。通过假设情景，提供机会，让学生在听、说、读、写训练中不断地体验、掌握英语。
英语初中教案13
课前准备
教师：准备游戏时所用的图片（食物、蔬菜、动物）。
学生：准备表演时所需道具（服装、假发）。
教学设计
Step One :Present the sentence patterns.
1. Play a game “How many words do you know?”(利用小游戏调动学生的积极性，同时通过对冠军的介绍引出本课。)
Teacher: After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.
(Divide all the students into several groups and show a picture（图片略）to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.)
(Group 2 is the champion group. They can write 11 words.)
2. Introduce the champion group to the class.（引课方式贴近生活，学生易于接受）
Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us?
S1& S2:Yes.
S1:Hello.My name is Li Lei. Nice to meet you.
Ss: Hello, Li Lei. Nice to meet you ,too.
Ss: Hello! What’s your name?
S2:I’m Sun Ping. How do you do?
Ss: How do you do ?
Step Two: Drills.
1. Make introductions.（通过句型的操练使学生更加熟练掌握所学的句式。）
Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.
Example:
Sa: Hello! I’m Li Lei. What’s your name?
Sb: My name’s Zhang Feng. Nice to meet you.
Sa: Nice to meet you, too. And what’s your name, please?
Sc: Lin Li. How do you do?
Sa：How do you do?
2. Listen and number the conversations.
Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.
(Students listen to the tape and give the right answers.)
Step Three: Make friends.
1. Make new friends.（用谈话的方式完成任务，生动活泼，同时更容易向学生进行美德教育。）
Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?
Ss: OK.
Example:
Sa: This is my new friend. His name is Sun Nan.
Sb: Hello, Sun Nan. Nice to meet you.
Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu.
Ss: How do you do?
Sd: How do you do?
(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)
2. The New comers.（以表演的形式完成，使课堂气氛达到高潮。）
Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.
(Three “foreign”students come in and all the students clap warmly.)
Teacher: It’s their first time to come to China. Would you like to listen to their introductions?
Ss: Yes.
(Three students can make introductions and act out the dialogue vividly.)
Step Three: Sum up.
Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life.
Homework
“How do you meet new visitors at home?
英语初中教案14
一、教材分析
本课是本单元的中心课文，主要以“邀请”这个话题为主线，电话交际为辅线来展开教学活动，讨论距离（befarfrom），请求许可（MayI??Yes，youmay.No,youmaynot.），表明意图（Iwantto?）中展开教学活动。
二、学情分析
学生已学习了打电话用语和MayI?句型，为学习本课做好了铺垫。
三、教学目标
1.帮助学生掌握并灵活运用本课的重点词汇、短语、句型
2.帮助学生掌握语言技能知识，熟练使用电话用语和邀请的日常交际用语，正确表达与本课有关的Distance、Permission、Intentions内容。
3．让学生感受勇敢地开口与同学交流合作的快乐。
四．教学重点难点
１.1.词汇：want，come，hello，with，who，when，do，leave，for，arrive
２.2.短语：leaveforarrivein/attalkto/with３.3.句型：1）.wantsomebodytodosomething
2).invitesomebodytosomewhere
3).Thanksfor?
五、教学方法
创设情境、小组演练、仿编对话
六、教学媒体MultimediaRecorderandTape
七、教学过程
Step1RevisionandLead-in
1.帮助学生创设情境编演一个小对话，让他们四人一组模仿编演：A:MayIplaypingpongnow?
B:No,youmaynot.
A:MayIdomyhomeworknow?
B:Yes,youmay.
2.告诉学生李明想请Jenny和Danny一起去北京，该如何对父母说，让学生试编一个小对话，由此导入新课。
Step2FastReading
八．板书设计.（BlackboardDesign）
Words&phrasesiinvitesomebodytodosomething邀１1.leave离开请某人去做某事
leave?for离开某地去某地invitesomebodytoaplace邀请某leavefor动身去某地人去某地
2.arrivein/at到达大/小地方6.6.CanadaisfarfromChina.Is
3.talkto/with和某人交谈CanadafarfromChina?
4.want想要7.
wanttodosomething想事
wantsomebodytodosomething想要某人去做某事
5.invite邀请
九．教学反思
1.导入环节很顺利，效果较好。
2．创设情境让学生仿编演小对话环节较成功，让学生感觉到说英语并非想象的那么困难。
3．学生小组互助自学环节不太理想，部分学生胆怯，主动性不强，应加强鼓励，设法调动全体学生的学习兴趣，帮助他们增强自信。
4.前面语言训练环节用时间较多，使后面巩固知识的练习时间不足，只能让学生课后完成。今后应尽量控制好各个教学环节的时间分配。
英语初中教案15
教学目标
掌握关于房间和房间中各种物品的名称
学会用使用功能句表述事物的具体位置
教学重点
Furniture: table, bed, dresser, bookcase, sofa, drawer, chair, desk
Proposition: under, on, behind, next to, between
Daily appliance: alarm clock, CD, video cassette, television
1) Where is the baseball?
It’s in the backpack.
2) Where is my computer game?
It’s under the bed.
3) Where are your books?
They’re on the chair.
Step 1 游戏
A）请同学根据老师的指令变换自己的位置。如老师说，You are next to the front door now.所有的学生将跟着老师的思路开始进入本单元的主题。
B）让学生回忆在刚才的游戏中，我们到底使用了哪些关于方位的介词，并再一次明确这些方位介词的具体意思和用法。A.要求学生根据事物的真实位置使用一些方位介词表示出事物的准确位置。B.给学生一些例句，引导他们总结出方位介词通常情况下在句中的位置。
Step 2 描述我们的教室
A） 同学们通过观察，告诉大家教室里分别有哪些事物，如黑板、电视、书、文具、图片等。
B） 分别说出他们在教室中的具体位置。将两人分为一组，或将四人归为一组，相互寻味对方物品的摆放位置。可以给学生规定出一些事物，就教室中事物的位置进行对话，也可进行讨论。以便学生能够熟练掌握基础的方位表述方式。
C） 课堂练习，连词成句。
TV under dresser
Air conditioner behind Table
Books Next to Sofa
Video cassette on chair
Step 3 听录音磁带，并在图中标出他们正确的位置
做P20 2A，2B
Step 4 向你的同学介绍宿舍的情况。
近来我们学校将要接待一批来自盲人学校的同学来我校学习。为了方便他们的生活和学习，我们将要安排一些同学向他们介绍学校的具体情况，特别是宿舍中一些常用物品的摆放位置以方便他们使用。
课前准备：
了解学生公寓中生活用品的位置摆放。
课堂活动：
学生就日常用品的摆放位置进行一一回忆，找到准确位置。
句型：Where is the TV? It’s on the dresser.
Is the TV on the dresser? Yes, it is.
同学们根据自己的生活经验，可将部分生活用品的位置摆放进行一些调整，这样可以让盲人同学使用起来更简便。
Step 5 本课小结
A）单词分类整理Furniture: table, bed, dresser, bookcase, sofa, drawer, chair, desk
Proposition: under, on, behind, next to, between
Daily appliance: alarm clock, CD, video cassette, television
B） 罗列句型 1)Where is the baseball?
It’s in the backpack.
2)Where is my computer game?
It’s under the bed.
3)Where are your books?
They’re on the chair.
课堂设计点评：
作为本单元的第一节内容，重点是通过教学工作使得学生能够尽快了解本单元学习的主题和重要内容以及难点。针对学生英语基础比较弱的情况，在第一课时中加入适当的简单句型操练是很有必要的。所以在整节课的教学过程中，教师设计的任务都是围绕着Where句型展开的。目的是让学生能掌握基本的表达方式和重点单词和短语，为以后三节课中任务的顺利完成做准备。
本节课的第一个任务属于引入部分。教师通过小游戏让学生迅速进入学习状态，并为下一个任务的完成做铺垫。当学生的学习积极性被调动起来后，让他们逐渐平静下来整理刚刚涉及到的内容是十分必要的。对于程度较差一些的同学，可以他们一些例句让他们对于本单元所学的方位介词有一个直观的认识。在第二任务中，我们将学生非常熟悉的教室作为我们参考的对象，运用本单元涉及到的表达方式向他人介绍自己的教室。在必要的时候提醒学生注意名词单、复数的变化对于句子中BE动词的影响。然后，我们为学生设置一个场景，假设某同学的文具丢失了，希望学生能够帮助他找到自己丢失的文具。学生在猜测的过程中很自然地使用了一般疑问句以及能够显示查找结果的肯定回答和否定回答。完成此部分内容之后请同学就语音室的具体位置向盲人同学做介绍，既能让他们进一步熟练所学的内容，又能培养他们乐于助人的精神。最后完成书中的部分练习。
课堂设计的三个任务从简单的句型练习到与实际相联系的任务，现实意义逐渐突显。使学生能够将课堂中所学习的内容自然地与现实生活相结合，帮助学生认识到英语学习的重要作用。本节课主要练习学生的听说能力，任务设计也以听说为主，任务能够贴近学生生活，吸引她们的兴趣，最后进行必要的小结。整个课程设计完整，气氛活跃，同时重视学生对基础知识的掌握。
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