初一英语教案(人教版)Unit28

第一篇：初一英语教案(人教版)Unit28

Unit28What time do you get up?

一、教学目标与要求

通过本单元教学，使学生能够运用一 现在时描写日常生活、习惯等，并能就上述问题，进行有交际意义的问答。在本单元学习中，学生们还将复习现在进行时态和时刻表示法等。

二、教学重点与难点

1。句型:l)What time do you get up.2)What time does he/she get up?3)have 作为

“吃饭”解的用法。

2。语法:1)复习一般现在时的用法;2)复习现在进行时;3)复习时刻表示法。

3·日常交际用语:学习描写习惯的、常的学习和工作用语。

三、课时安排

本单元共4课时，每课l课时。

第一一0课Lesson One Hundred and Ten

一、教学内容

1.词汇(略)。

2·复习现在进行时态。

3·学习have作为“吃饭”解时的用法。

二、教具

录音机。

三、课堂教学设计

1.复习。教师针对第109课对话内容及该课第二部分问答，提出以下问题，要求学生口答，要反应迅速，回答正确。

T:Now Look at the pictures of Lesson lO9.l)What's the time?2)What's Jim doing

3)Where is he going?4)What day is it today?5)Is Jim late or early?6)What timedo youget up/have breakfast/leave home/begin school on weekdays?7)What time do you get up/have breakfast on Sundays?

在问及有关本班学生活动情况时，一人回答之后，教师可立即再问全班:

T:What time does he/she get up/leave home…·on weekdays?(参阅第79课教案作

法)

2·打开课本，学生看图。借助插图，教师讲解、领读本课生词。

3，用以下步骤，指导学生学习课文第一部分中的句子:

T:Now,look at Picture 1.What can you see in the picture?How many people can yousee/are there in the picture?Where are they?What's the time?What are they doing?

What do they do in the morning?

利用每一张画，使学生得到充分练习。

4·放课文第二部分录音，学生跟读两遍。两人一组用书上所给的问题进行问答练习。5·指导学生做练习册习题。

6·布置作业

1)抄写生词32)完成练习册习题。

四、难点讲解

1.We have lunch in the middle of the day·我们每天在正午吃中饭。

in the middle of the day 指中午12点左右这一段时间。这句话也可以说成:

We have lunch at noon every day.2.He is taking off his clothes and going to bed．他正在脱衣服准备睡觉。

take off是“脱下、摘下”的意思，后面常接表示衣物鞋帽的名词。其反义词是put on。例如:

Take off your old clothes and put on the new ones．脱掉你的旧衣服，穿上这些新的。

第一一一课Lesson One Hundred and Eleven

一、教学内容

1.词汇(略)。

2.句型，What time do he/she get up?

3．日常交际用语，学习描写日常活动的用语。

二.教具

录音机。

三课堂教学设计

1.复习。参照上课教案。

2·打开书，学生看图。针对每幅画，教师可以用下面问题提问:

l)What is Han Meimei doing?2)What time does she get up/have breakfast…etc?

在问答过程中，讲解出现的生词和短语。学生两人一组，就书上提供的问题，根据图片进行问答练习。请两组同学在班上表演。

3.指导学生阅读课文“Jim's Day”，在阅读的过程中，如遇到生词，用铅笔划下来。教师板书以下两个问题:

l)What time does Jim get up on weekdays?2)What does Jim do in the evening?

学生阅读一遍课文，回答黑板上的问题。将自己划出的生词提交给老师。教师先鼓励学生根据上下文去猜，如猜不出，可直接告诉学生(参照第107课教案的做法)。领读生词及短语, 反复几遍。放录音，学生跟读两遍。打开练习册，口头做习题1。

4·做课文第三项听力练习。打开练习册，学生准备1分钟。放录音，学生边听边做习题

2。录音放三通，然后核对答案。

5·指导学生参照课文“Jim's Day”，写一篇有关自己一天活动的短文(不少于5句)。如果时间允许，可请一两位同学在班上朗读自己的短文，教师扼要加以讲评。(练习册其他题目可留到下一节课去做。)

6·布置作业

1)抄写生词，练习朗读本课短文;2)仿照Jim's Day，写一篇有关自己一天活动的短文(不少于5句);3)用笔头形式做习题1。

匹、难点讲解

l.What time does he/she get up?他(她)什么时候起床?

如果句中主语不是单数第三人称，则句中助动词改为do。例如:

What time do your parents leave home every day?你父母每天什么时候离家去上班?应答时，在表示时间的名词或短语前面加介词at。例如:

They leave home at about 7:2O every day．他们每天大约7点20离家上班。

2.I get to school at about7:3O every day.I get home at about 4:00．我每天大约7点

半到校，大约4点到家。

get to是“到达”的意思。在第二句中，去掉了介词to，是因为home这个单词在句中用作副词。副词前面一般不能有介词。到目前我们学过的表示地点的副词有:here(这里),there(那里)。请看以下例句:

Uncle Wang works in a factory．He gets there very early every day.王叔叔在一家工厂工作。他每天都去得很早。

home也可用作名词，例如，A:Where is Li Lei,do you know?李磊在哪儿，你知道吗?

B:I think he's at home．我想他在家呢。

第一一二课Lesson One Hundred and Twelve

一、教学内容

1.单元复习。

2·初步学习连读的技巧。

3·运用一般现在时。

二、教具

录音机。

三、课堂教学设计

1.复习。教师根据第111课的内容，与学生进行问答练习，并可直接问及学生一天的日常活动(参阅前几课教案)。

2·打开书，让学生观察第一部分中列出的短语和句子。放录音，学生只听不重复，观察有连读符号的处理方法。教师可扼要介绍连读的技巧。放录音，学生跟读两遍。

3·放课文第三部分录音，学生跟读，模仿句子重音和语调。

4·指导学生做练习册习题1中的反义词练习。

5·指导学生按自己上一次写的短文，把主要活动填入练习册习题2的表格中。然后，通过用英语问答形式，把自己同伴的一天情况，记录在自己的练习册上。例如:

S1::What time do you get up on weekdays?

S2:，I get up at 7:0O on weekdays.S1在自己练习册上记下时间和get up这一短语即可。其他活动情况做法相似。

教师也可采用另一方法，即:让每一组中的一个人先读自己的短文，另一人作记录。6·小结一般现在时表示经常的或习惯性的动作。

7。布置作业

完成练习册其他习题。

8·小测验

1)听写本单元中要求四会的单词或短语及主要句型;2)写一篇自己或同伴一天活动情况的短文(不少于6句。)

第二篇：九年级英语上册Unit 11英语教案 人教新目标版

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Unit 11 教案

The First Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language

Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Object

Helping each other is very important． It is a good quality．

Ⅱ． Teaching Key Point Target Language

Ⅲ． Teaching Difficult Points

1． How to train students’ listening ability．

2． How to train students’ communicative competence．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office?

T: That’s one way to ask． But there is a more polite way you can ask． You can say, “Can you tell me where the main office is?” Class repeat． Can you tell me where the main office is?

Ss: Can you tell me where the main office is?

T: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?

S2: Can you tell me where Classroom 1 is? T: Good!There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．

Step Ⅱ 1a

Go through the instructions with the class．

Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．

Point to the lettered parts of the picture one by one．

Ask a student: What kind of place is this?

What do they sell there? Do we have one in our community? What is the name of the one in our community?

亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．

While students are working, move around the room offering help as necessary．

Step Ⅲ 1b

Read the instructions to students． Point out the two conversations that are shown in the picture．

As you listen, fill in the blanks with words you hear in the recording．

Play the recording the first time．Students only listen．

Play the recording a second time．This time ask them to fill in the blanks with the words you hear．

Check the answers with the whole class．

Step Ⅳ 1c

Read the instructions to the class．

Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．

As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．

After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．

Step Ⅴ Homework

Review the target language．

The Second Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

escalator, furniture, exchange money, elevator（2）Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second

floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Objects

If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．

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Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money

2． Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor．

3． Structures

Do you know where I can buy shampoo?

Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary?

Ⅲ． Teaching Difficult Points 1． Indirect questions．

2． How to improve students’ listening ability．

Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 2a

Read the instructions and point to the list of directions．

Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．

Play the recording． Students only listen．

Tell them that the picture may help them understand what they are hearing．

Play the recording again． This time ask students to write a number next to four of the directions．

Check the answers with the whole class．

Step Ⅲ 2b

Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．

Play the recording again and ask students to draw the line on their own． Check the answer with the class．

Step Ⅳ 2c

Ask a pair of students to read the sample conversation aloud to the class．

Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．

As students work, move around the classroom checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class． Ask the rest of the 亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com class to look at the picture as they listen．

Step Ⅴ Homework

Ask the students to write three sentences with the starters of the structures．

The Third Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

hang out, fresh, advantage, disadvantage, block（2）Target Language

Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．

（3）Moral Objects

Anything has both advantages and disadvantages． We should treat everything correctly．

Ⅱ． Teaching Key Point

Train students’ listening, speaking, reading and writing ability．

Ⅲ． Teaching Difficult Points

How to improve students’ integrating skills．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: Yesterday we learned the structures．

Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?

Step Ⅱ 3a

Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．

You will write your answers in these blanks．

Read the first two sentences at the top of the article．

Explain that the interviewer will talk to several teenagers．

Get students to read the interview on their own quickly．

When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．

Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．

亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com Step Ⅲ 3b

Read the instructions． Point out the conversation in the box and invite two students to read it to the class．

Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．

Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages．

Ask several groups to act out part of their conversation to the class．

Step Ⅳ 4

Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．

Point out the sample language in the box． Invite a student to read it to the class．

Ask students to say the names of some stores and other places in the community and write them on the board． Say，Each group can choose three of these places to write about, or you can choose another place you know of

Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．

When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．

Step Ⅴ Homework

1． Ask students to choose two places in the community and write careful directions from the school to each place．

2． Finish off the exercises on pages 46～47 of the workbook．

The Fourth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

fascinating, convenient, safe, restroom, inexpensive（2）Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2． Ability Objects

（1）Train students’ writing and speaking ability．

亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com（2）Train students’ ability to understand the target language in spoken conversation．

（3）Train students’ ability to use the target language．

Ⅱ． Teaching Key Points 1． Key Vocabulary

convenient, safe, restroom inexpensive 2． Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points

1． How to improve students’ writing and speaking ability．

2． How to use the target language．

Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 1a

Go through the instructions with the class．

Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．

Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．

Ask students to write words from the box in the blanks on their own． Help students if needed．

Correct the answers by having students read what qualities he or she listed．

Step Ⅲ 1b

Read the instructions to the class．

Point out the example in the box． Invite two students to read it to the class．

Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．

Invite several pairs of students to say their conversations to the class．

Step Ⅳ 2a

Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．

Go through the instructions and point to the chart．

Play the recording． Students only listen the first time．

Play the recording again． Ask students to write the places people ask about．

Check the answers with the whole class．

亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com Step Ⅴ 2b

Read the instructions and point to the chart．

You will hear the same recording again．

This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．

Point out the sample answer．

Play the recording again． Ask students to write their answers in the blanks．

Check the answers．

Step Ⅵ 2c

Point to the sample conversation． Invite two students to read it to the class．

Read the instructions． Role play the conversations you hear on the tape．

Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class．

Step ⅦHomework

Talk about some places using the words in la, then write down the conversations．

The Fifth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

water slide, clown, dress up, have fun（2）Practise reading an article．

（3）Practise writing something using the target language．

2． Ability Objects

（1）Train students’ reading ability．

（2）Train students’ writing ability．

Ⅱ． Teaching Key Point

Practise reading and writing using the target language． Ⅲ． Teaching Difficult Point How to write a guide to a place．

Ⅳ． Teaching Procedures Step I Revision

Review the target language presented in this unit． Check homework．

Step Ⅱ 3a

Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．

Step Ⅲ 3b

Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．

Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．

Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．

Invite a student to read the completed article to the class．

Step Ⅳ 3c

Read the instructions to the class．

Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．

Ask students to work on their own． Tell them that they can use what they wrote

for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．

Step Ⅴ Part 4

Go through the instructions with the class．

Get students to look back at the guides they wrote in Activity 3c．

Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．

Ask one or two groups to say one of their conversations to the class．

Step Ⅵ Homework

1． Read the article in 3a again．

2． Write a guide to our city．

The Sixth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects

（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．

（2）Write some questions using the target language．

2． Ability Objects

亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com Train students’ writing ability．

Ⅱ． Teaching Key Points

1． Fill in blanks and make sentences．

2． Write questions using the target language．

Ⅲ． Teaching Difficult Point

Make sentences using “beautiful, safe, delicious, convenient, fascinating”．

Ⅳ．Teaching Procedures Step Ⅰ Revision

Check homework． Ask a few students to read the article in 3a．

Then ask a few students to read their guides．

Step Ⅱ Part 1

Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．

Ask students to fill in the blanks on their own．

Check the answers．

Step ⅢPart 2

Go through the instructions with the class．

Look at the example with the students．

Ask students what the answer would be．

Ask a student to read the question and answer it．

Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt．

Get students to complete the work in pairs．

Check the answers． Ask a few students to read their questions．

Step Ⅳ Just for Fun!

Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．

There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．

Invite some pairs of students to present this conversation to the rest of the class．

Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．

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The Seventh Period

Ⅰ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text:

Grown-ups like cartoons, too．

2． Ability Objects

（1）Fast-reading to get a general idea of the text．

（2）Careful-reading to get the detailed information in the text．

（3）Learn the words and phrases from the context．

Ⅱ． Teaching Key Points 1． Key vocabulary．

2． Train students’ reading and writing skills．

Ⅲ． Teaching Difficult Point

Train students’ reading and writing skills．

Ⅳ． Teaching Procedures Step I Key Vocabulary

Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．

Step Ⅱ Part 1

Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture．

Ask students to answer the five questions． But don’t look at the reading text．

Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．

When most students finish the task, ask students to answer the questions with a parter．

Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．

Step Ⅲ Part 2

Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．

Ask five students to report their answers．

Draw students’ attention to the instructions．

Ask students to complete the task individually or in pairs．

亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com As they work, walk around the classroom to make sure students discuss their reasons in English．

Have students report their answers． Encourage students to use complete sentences．

Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．

Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．

Check the answers:

Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．

Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．

Step Ⅴ Part 4

Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．

Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．

Check the answers．

Step Ⅵ Part 5

Read the task with the students．

Ask students to do the activity in small groups． Try to put creative and artistic students in each group．

Check the answers and have students show or act out their cartoons for the class．

Optional activity

As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．

Students can then write their own English stories in the speech bubbles．

Step Ⅶ Homework

1． Read the story in 2 again for further comprehension．

2． Revise the target language in this unit．

亿库教育网 http://www.xiexiebang.com

第三篇：三年级下册英语教案-Unit 2 _人教(PEP)

教学内容：Unit Two My family(1)教学目标和要求：

1、Let’s talk Part A

2、Let’s play Part B

教学重点：The sentences of Part A 教学难点：Who’s that …?Who’s this…? 教学用具：Tape/recorder/pictures/things 教学过程： Step1: Revision

1、Say Hello/Hi

2、Revise the names.Step2:Learn the sentences

1、Look at the pictures

2、Listen to the tape

3、Read the sentences after the recording

4、Read the sentences together

5、Group work

6、Performances Step3: Let’s play

1、Try to introduce someone

1、Step4: Listen and do Step5: Summary and homework 板书设计：

Unit 2

My family

Father mother man woman 作业布置：

1、Listen to the tape

2、Read the sentences 教学后记：

第 1 页

学生对单词学习较有兴趣，学得较快。

第 2 页

第四篇：初一英语教案

Keypoints:

AaBbCcDdEeFfGg

Thesentences:Goodmorning/afternoon.What'syourname

MynameisI'm

Nicetomeetyou.Difficultpoints:

AaBbCcDdEeFfGg

Thephoneticsoftheletters

MynameisI'm

Teachingmethods:

Usingsomelettercardstoteachandpractisetheletters.AccordingtosomesituatiototeacheverydayEnglish.Teachingaid

s:

Somecards,someflashcardsandarecorder.Teachingprocedures

Step1.Presentation

Firsttheteachershouldteachtheclatoobeytheitruction“Standup”and“Sitdown”.T:I'myourEnglishteacherthisterm.You'remydearstudents.Nowclapleasestandup(usingagesture).Good,next.Sitdown,please(usingagestureormakingamodel).Thenthelistentotheteachersanddotheactio.Step2.Presentation

Showtheaflashcard.Teach“Goodmorning.”Andhelpthemawer“Goodmorning.”.Lettheguethemeaningofthesentenceaccordingtothepicture.Thenletthemrepeatandaweritinchorusandrows,teamsandindividuals.Nextintroduceyourselvestotheusingthesentences:

MynameisorI'm

Writethemontheandexplain“Myname's”istheshortformfor“Mynameis”and“I'm”istheshortformfor“Iam”.Thenask:Excuseme.What'syourname

Helpthemawer:Mynameis

Step3.Drill

Lettherepeat“What'syourname”,“Mynameis”andhaveachaindrill.T:What'syourname

S1:Mynameis.Hello.What'syourname

S2:Mynameis.Hello.What'syourname

S3:Mynameis.Hello.What'syourname

Step4.Practice

Showsomeflashcards.Letthemtocompletethedialoguesusingthestructure“What'syournameMynameis”.“Nicetomeetyou”,“Nicetomeetyou,too.”

Thenwalkaroundtheclaandpractisethemonebyone.Andthenletthemdoitinpairs.Step5.Look,listenandsay

1.Teachthenumbers1,2and3inEnglishasrecognitionitemsonly.Writethenumbersnotthewordsonthe.Pointto1andsay:Thisis1.Repeatwith2and3.2.Page1.Pictures1-2andeechCaetteLeon1.Askthetopointtothewordswhentheyreadafterthetape.Step6.Readandsay

Page1.Part2:LettersA-G.FirstshowacardofAa,andreadit.Thenwriteitonthe,andtellthemtopayattentiontotheorderofthestrikes.Thenletthemrepeatit.Firstinchorustheninindividuals.Teachtheotherletterslikethisandwritethephoneticsonthe.TellthemthatBCDEGallcontainthephonetic[].Notethatweusuallyuseafallingtonewhenpronouncingasingleletterbutwhenreadingalistwedoitlikethis.↗

A↗B↗C↗D↗E↗FG↘

TelltheAandEarevowelsandBCDFGarecoonants.IfthereisnotimetheshouldlearnPart3bythemselvesaftercla.Step7.WorkbookExx

WBLeon1Exx1—4.Step8.Homework

1.LetthemwritethelettersA—

Gpayingattentiontotheorderofthestrokesandtheformandcorrectpositionoftheletters.2.DoWB.Ex.4.3.MadeupadialogueaccordingtoPart1andPart2.Helpthemtomaketheirnamecards.初一

房镇中学

张翠蕾

2004年12月3日

第五篇：初一英语教案_2

新泰实验中学11-12学年七年级英语上册Unit 7学案

Unit 7 How much are these pants?

Section A

一、教师寄语：

Believe yourselves, your world is more beautiful.二、教学目标：

1、知识目标：

词汇（1）表示衣服的：pants, sock,shirt,shorts,sweater,shoe, skirt（2）表示颜色的：color, black, white, red, green, blue, yellow（3）表示形状的：big, small, short, long 交际用语：

（1）—How much is this T-shirt? —It's seven dollars.（2）—How much are these socks? —They're two dollars.2、能力目标：学会询问价格及购物用语．.3、情感目标：通过购物的礼貌用语培养学生的良好品质。

三、教学重、难点：

学会使用询问价格的句型，并能正确回答

四、教学过程：

Step1 预习并尝试性探究：

根据汉语写出下列英语词语并展示．

美元____________(价钱)多少_______________ 红色的毛衣______________ 黑色的衬衫_____________ 白色的裙子____________黄色的短裤裤_____________ 长的裤子_____________ 短的袜子________________大的鞋子________________

小帽子______________ Step2: 自主学习：

1.自读1a单词, 然后将单词与图中物品相搭配..2.小组核对答案.3.自读1c对话、理解意思，并两人一组练习对话.4.两人一组展示对话,小组竞争.5.活学活用，利用身边的实物，两人一组练习对话.Step3: 合作探究： 1.师生合作完成听力练习1)听录音，完成1b, 2a 以及2b.2)练习听力对话.如:－How much is the red sweater ?

－It's 30 $.－How much are these notebooks ?

－They' re 10$.2.生生合作：

1)小组讨论is 和 are 在谈论价格时的用法

— How much _______the red skirt?

— It ________ 6 $.— How much _______these black pants? —They _______10 $..2)补全３a 对话，并小组讨论，相互检查．

3)分角色朗读对话． 并尝试复述对话． 4)模仿３a 对话利用３b 中的图画进行自由练 Step4 梳理归纳：

1.how much 用于询问价格，当询问不可数名词或单数可数名词时，后用_____；当询问可数名词复数的价格时，后用______ 2.总结一下购物的常用语：

________________________________________________________________________ Step5 拓展创新：

句子I want a sweater.中want 的用法： 1.某人想要什么“want sth” 2.某人想要做某事 “ want to do sth ” 3.想让某人干某事 “ want sb to do sth”

4.want = would like want 有人称和数的变化，would like 没有人称和数的变化 例：I want you to buy a skirt.He wants to go to the movies.She would like a T—shirt.五、典型例题：

1.--_______twenty dollars.A.is, They’re

B.are, They’re

C.are, It’s

D.are, They’re 解析：英语中pants, clothes, socks, shorts, shoes等，往往是以复数的形式出现，这类词作主语时动词用复数形式，回答也应用复数。故选D 2.---Can I help you?--Yes, I ________ a sweater.A.like

B.want

C.do

D.look 解析：当营业员询问顾客要买什么时，顾客回答是I want……..故选B.六、中考链接：

（）1.---The blue skirt looks nice on you._____ is it?

---It’s 50 dollars.A.How many

B.How much

C.How often

D.How old（）2.Lucy wants ______ a new pen.A.to buy

B.buy

C.buying

D.buys

七、达标检测:

（一）根据句意和首字母完成单词.1.The blue hat is seven d__________.2.How much are the ______(短袜)? 3.My _________(毛衣)is red.4.—What c_________is your hat? — Blue.5.—Can I h_______you?

—Yes, please.6.You are w ___________.（二）单选题

（）1.How much _______ these pants?

A.is

B.am C.are

D.do（）2.—How much are the black socks?

—__________________.A.It's 10 yuan.B.It's 10 yuans.C.They're 10 yuan.D.They're 10 yuans.（）3.Where ______ your new pants?________ on the bed.A.is, It's

B.are, They're

C.is, They're

D.are,I t's

（）4.—____________ are the shoes? —They are green.A.What

B.Where

C.How

D.What color

（）5.— How much is this bag?—_____________.A.It's three dollars

B.It's three yuans

C.It's good

D.Thank you（）6.—Can I help you? —___________.A.Yes, please

B.No, I can't

C.Sorry

D.You're welcome（）7.I think your socks _________nice.—Thank you..A.be

B.is

C.are

D.am（）8.—The socks are very cheap.—I 'll _________them.A.give

B.bring

C.like

(三)翻译下列句子.1.—这个黑包多少钱? —8 美元。

—How much ________the ________bag? —It________2________.2.—这红短裤多少钱?---9美元.—_______ much _________the red _______? — They're 9 dollars.3.—Please give me some hamburgers.—_____________.(给你)4.我想要那件红色T恤衫 I _______________________.5.Those tomatoes ____________.（那些西红柿2美元）6.The apples are cheap.I'll________.（我买了）

八、课后反思：

当我们询问物品的价格时,回答的时候需要注意什么? ______________________________________________________.感到自己有待加强的是________________________________________

D.take