第一篇：如何写好初中英语教案
如何写好初中英语教案
教案可以帮助教师有计划、有步骤地进行素质教育教学,充分利用课堂教学时间,高质量地完成教学任务.教案写得如何将直接影响教学效果的好坏.如何写好初中英语教案
教案(Teaching Plan)是教师施教的课时计划或方案,是帮助教师有效地进行素质教育教学的依据.教案可以帮助教师有计划、有步骤地进行素质教育教学,充分利用课堂教学时间,高质量地完成教学任务.教案写得如何将直接影响教学效果的好坏.因此,在日常教学中,广大教师都非常注重写教案.那么写教案时应写什么呢?
一、写课题(Topic)和课型(Lesson Type)课题相当于文章的标题,讲课时要首先告诉学生,并写在黑板上.因此要写得准确.课型是指该节课的讲授类型.初中英语的主要课型有: 新授课(New lesson)巩固课(Reinforcement Lesson)复习课(Revision Lesson)语音课(Phonetic Lesson)听力课(Listening Lesson)听说课(Aural-Oral Lesson)阅读课(Reading Lesson)语法课(Grammar Lesson)等.不同的课型应用不同的授课方式或方法,只有确定了课型,才能选择有效的素质教育教学方法.二、写任务型教学目标(Teaching Objective)素质教育教学目标是教案的核心内容,是教师施教的准绳.教学目标要符合大纲对教材的要求.由于教学目标要在课堂上展示给学生,让学生明确,所以写素质教育目标时,要力求简明扼要,浅显易懂,便于操作和检测,一般3~4个目标为宜.目前的目标分为知识目标、能力目标和情感目标。
三、写任务型教学的重点(Main Points)、难点(Difficult Points)和关键点(Key Points)素质教育重点是课堂教学的主要任务;教学难点是师生顺利完成教学任务的障碍;素质教学关键是攻克教学难点的突破口.在教案中写清一节课的教学重点、难点和关键点,能提醒教师在讲课时注意突出重点、突破难点、抓住关键.四、写教具(Teaching Tools)课堂上需要什么教具要写清楚,如录音机、教材录音带、教学挂图、卡片、实物(或模型)、小黑板、刻印好的练习题、彩色粉笔、幻灯片等.五、写任务型教学过程(Teaching Procedure)素质教育教学过程是教案的主要部分.写教学过程主要写以下几方面的内容: 1.写教学环节.教学环节即教学任务是什么要写清楚,做到心中有数.目前的教案还采用“五步”教学法：即
revision,presentation,practice,consolidation,conclusion.有些教师采用“三阶段六环节”教学模式,即:准备阶段(自由交流、复习检查)、讲练阶段(导入课程、分层操练)和发展阶段(巩固发展、布置作业).2.写教学资源以及所需的时间。：教学资源包括单词、词汇的讲解，本单元所涉及的知识点，语法知识.。写好知识点,教师使用教案时能一目了然,有的放矢.写好所用时间,能使教师从容掌握教学速度,合理安排每个教学环节所需的时间,充分利用课堂时间.3.写教师活动.不仅要写教师“教什么”,还要写出教师“怎样教”,即写清楚教师要教的内容,写出讲授这些内容的方法.写出课堂用语和各环节的过渡语.课堂用语要求简练、口语化,用学生已经学过的熟悉的、听得懂的英语来解释或表达新的教学内容.各环节之间的过渡语要自然流畅.写出使用教具的时机和方法,写板书内容等.4.写学生活动.写出学生学习的内容和学习方法,特别是怎样学应写清楚.不能简单地把学生活动写成听、读、思考、操练、做题等.5.写设计意图。即此步骤的设计重点在于培养学生的哪些能力，掌握哪些知识点等。
六、写课堂训练题(Exercises)备课时精心设计的有针对性的随堂练习题和达标题要写在教案中.写清出示这些题的办法,如用小黑板、看刻印材料或学生已有材料等.写出这些题的答案和解题方法.七、写课堂小结(Summing-up on Teaching)课堂小结是教师帮助学生回顾和总结本节课的学习内容的重要环节.小结的方式和方法要在教案中写清楚,不论是教师引导学生总结,还是由教师归纳总结,都要注意把本节课的内容纳入知识系统之中,使学生在整体上把握知识.八、写板书设计(Blackboard Designs)板书是有声有色的教学语言,它具有直观性、形象性和启发性.因此,教师在课堂上要有计划地使用黑板,板书什么内容、写在什么位置、用什么颜色的粉笔等要在备课时设计好,并写在教案中.避免课堂上东写一个句子、西写一个短语、一会儿写、一会儿擦、一会儿擦了又写的板书混乱现象.好的板书能使讲课的内容系统化、结构化,有利于学生复习本节课的知识.九．写教学反思
第二篇：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 process 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 class, 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 class 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 class.This class 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 class.Watching TV, skateboarding, reading, shopping, exercising Always, usually, often, never, hardly ever, sometimes This class 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 class,we will learn 2a to 2c , please preview it.Ok , class 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 class 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 class: 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 class.This class 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 class ,we will learn 3a to 4 in page 3 , please preview it.Ok , class 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 lesson.OK , Let's get in the teaching procedure: Step 1.Greet the class 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 necessary , 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 class 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 class Step 5.Make a free discussion(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 class.This class 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 class ,we will learn section B in page 4 , please preview it.Ok , class is over , see you That’s all.Thanks for listen my presentation.
第三篇：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 guess? 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 guess 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 guess 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 class)Class, 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 class)Now class,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)Class,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 class 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 class.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, dessert, 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 class.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 glass 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,dessert
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 class.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 class.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 class.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/waitress,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, dessert, 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
第四篇：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(Lesson45)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 guess)
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 & expressions
2.Text-learning
3.Using the simple present tense to express preferences
Materials:
Students’ Book 7A page 67
A cassette 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 discuss 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 expression:
----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 expression 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 possible 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 discuss 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 assignment
In this class, 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 expression.Today’s homework:
1.Copy the new words.2.Recite the text.3.Complete the report on page 67.Comments after class
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 lesson, my design is firstly moving from old knowledge to new knowledge,from previous lesson to the next one.My topic is “Our animal friends”, and children like animals.So at the beginning of the lesson, I invite students to introduce their favourite animals.They could take their pets to the class 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 class.I think students can learn something not only inside class but also outside class.Maybe I should continue to improve the situational teaching method.
第五篇：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 classroom this morning.This morning we cleaned the classroom.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 passed 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
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