初一英语教案(人教版)Unit25[合集5篇]

第一篇：初一英语教案(人教版)Unit25

Unit25Where are you from?

一、教学目标与要求

通过本单元教学，使学生初步掌握一般现在时，并能运用这个时态，就有关国籍、所讲语言、喜好等题目进行有意义的会话、交流。从本单元起，开始培养学生的阅读理解能力。

二、教学重点与难点

1、句型:l)to be from…．2)to come from…．3)What about…．4)How do you like

5)What do you like about…

2·语法，一般现在时的用法。

3·日常交际用语:有关询问国籍、语言 喜好等方面的用语。

三、课时安排

本单元共4课时，每课1课时。

启发学生答出:He/she is from England．

教师再板书这两句话。然后用相同的句型，向某个学生提出问题:Where are you from?启发这个同学按实际情况回答。

然后，教师又问他(她)身旁的同学:What about you?

5·放课文第二、三部分的录音，学生跟读两至三遍。

教师在黑板另一侧挂上中国地图，将全班分为两人组。一部分使用世界地图，针对Jim，Kate,Lucy和Lily一家人等提问;另一部分使用中国地图，相互提问并回答。分别从两人组中请几位同学到前面表演。

6·指导学生做练习册习题。

7.布置作业

1)抄写生词;2)完成练习册习题。

四、难点讲解

to be from 从(某地)来;是(某地)人

使用这个句型时，将表示地点的名词放在介词from之后。例如，A,Where is he from?他是哪儿的人?

B:He is from Harbin．他是哈尔滨人。

也可以使用这个句型，来询问对方是哪国人。例如:

A:Are you from England?你是英国人吗?

B: No，I'm from America．不，我是美国人。

第九十八课Lesson Ninety-eight

一、教学内容

1.词汇(略)。

2.句型:l)to come from 2)How do you like China?3)What do you like about China;

3．语法:一般现在时。

二、教具

录音机;世界地图。

三、课堂教学设计

l·复习。就上课所学主要句型教师快速向学生提问:

T:Where are youfrom?

S1:I'm from Wuhan(或其他地方)．

T:(问全班)Where is he/she from?

Ss:He/She is from Wuhan·

其他问题，T:Where is Jim/Kate/Mr Green/Mrs Green from? Where are the twins from? etc.2．挂上世界地图。教师翻回到彩色插图i页，手指the twins一家，提问并介绍:T:Who are they?

Ss:They're Lucy and Lily·

T:Where are they from?

Ss:They're from the USA．

T:Right.They come from America.They speak English．

教师将这句话重复两遍，借助手势，看学生是否明白，并板书生词。用同样的方法，介绍本课第一部分中其他内容。

教师领读这一部分中的生词，放课文一、二部分录音，学生跟读两至三遍。教师手指吉姆一家等人图片，与同学做以下问答练习:

T:Do they speak Chinese/English/Japanese?

然后问学生:Do you speak Chinese/English/Japanese?

启发学生依照课文第二部分提供的应答用语按实际情况回答。

3·指导学生看图，利用图教课文中剩下的词汇。合上书，教师板书如下问题:

l)How do the twins like China?2)Which food do they like?

放课文录音一至两遍。学生回答黑板上问题。打开书，再放录音，学生跟读两至三遍4·指导学生做练习册习题。

5·布置作业

1)抄写生词、朗读本课对话;2)完成练习册习题。

四、难点讲解

l.come from 来自;出生于

这个短语和to be from的意思差不多。但come是行为动词，在使用时，应对其否定式,疑问式加以注意。例如:

A:Where do you come from?你是哪儿的人?

B:I come from Australia．我是澳大利亚人。

2.They speak English．他们讲英语。

到目前为止，我们已经学过几个与“说话。有关的动词，如say,talk,speak等。

])say是”说“的意思。例如:

He says he likes China very much．他说他非常喜欢中国。

2)talk是”谈话“的意思。例如:

The teacher is talking to the class．老师正在对全班讲话。

3)speak有”说话、讲话“的意思。也可表示”讲某种语言“。例如:

The headmaster speak at the meeting every Monday.Do they speak Japanese? 他们讲日语吗?

3.How do you like China? 你喜欢中国吗?

How do you like…?这是用来征求对方看法的一句话。例如

A:How do you like the book? 你喜欢这本书吗?

B:I like it very much．非常喜欢。

第九十九课Lesson Ninety-nine

一、教学内容

1.词汇(略)。

2·语法:继续学习一般现在时。

3·介绍书信格式。

二.教具

录音机;一张明信片;小黑板(画有放大的明信片及标有如何写明信片的格式等)。

三、课堂教学设计

1.复习。参照上课教案步骤1。加进有关询问他人讲何种语言，以及对第98课课文第三部分提问的内容。

2·教师拿出明信片，通过问答、讲解明信片书写形式、格式等，引出本课生词;教生词(参照以前步骤)。

放课文开始一段的录音(到提出3个问题止)。确信学生明白这一部分内容及问题大意后，要求学生自己读明信片内容，并回答课本上的3个问题。如果学生读一遍还不行，可再给点时间，让学生读第二遍。

3·学生回答书上3个问题。放录音，学生跟读两遍。教师亮出小黑板，扼要介绍书写格式中的一些特点。

4，学生自己做课文第二部分的判断题。在全班核对答案。

5·指导学生做练习册习题。如果习题1太难，可由教师再补充两三个问题，让学生回答，而不是提问。

6·布置作业

1)抄写生词;2)大声朗读本课短文，完成练习册习题。

四、难点讲解

1.The postcard is from Joe to Lily·明信片是乔寄给莉莉的。

from…to...还可以表示从某地到另一地方，或从某一时间持续到另一时间。例如，l)He is going from Beijing to Shanghai．他要从北京去上海。

2)We go to school from Monday to Friday·我们从周一至周五上学。

2.They are our favourite days．那些是我们喜欢的日子。

favourite是形容词，表示”喜欢的“，可用来修饰名词。例如:

Beijing Duck is my favourite food and orange is favourite drink．北京烤鸭是我喜爱吃的食品，橘子汁是他喜爱的饮料。

favourite还可用作名词，表示”最喜爱的人或事物"。本单元第98课就出现了这样的句子:Our favourite is Guangdong food．

3·on Sundays在星期日

第十五单元中，我们初步学习了时刻表示法。在表示时间的名词前面如何使用介词也是十分重要的。下面简单介绍以下三个介词的用法:at，in和on。

1)at 用在某时、某刻之前。例如:

We go to schoo1 at 7:3O every day．我们每天7点半去上学。

另外，在中午是，at noon;在夜里是:at night。

2)in用在the morning，the afternoon，the evening等三个名词之前。另外，还用在表示一段时间的名词前面，像周、月份、年份等。例如:in May 在5月;in 1949 在l949年

3)on用在表示某一天的名词之前。例如:on Monday 在星期一;on May 4th 在5月4日。如果在某一天的早上、下午的前面，或是在早上、下午、晚上等名词前还有其他的词修饰，这时使用on。例如:on the morning of May 4th 在5月4目的早上;ona cold winter

afternoon 在一个寒冷的冬天的下午。

第一00课Lesson One Hundred

一、教学内容

1.单元复习。

2.练习单词、句子重音。

3.小结一般现在时的构成和用法(1)。

二、教具

录音机;小黑板(事先写好一般现在时的构成，不含第三人称单数形式)。

三、课堂教学设计

1。利用提问方式，复习上一课明信片内容。考虑到本单元词汇较多，可要求学生把书翻

到单词表，将整个单元的单词复习一遍。

2·先组织学生将本课一、二部分朗读一下，教师加以讲评。然后放录音，学生模仿两遍。3·指导学生按课文第三部分的要求，就所给的明信片进行对话练习。提醒学生两人一组练习时，由于是针对某一张明信片，提问和应答用单数形式。例如，S1:Where is this postcard from?

S2:I think it's from Australia.再将书翻回到彩色插图第iv页，继续练习。请几组同学表演自己的对话。

4·做本课听力练习。打开练习册，学生边听录音边做习题1。录音放3遍。然后核对。5·拿出小黑板，小结一般现在时的构成和用法(可暂不包含第三人称单数形式).指导学生参阅书后有关部分。

6.指导学生做练习册习题。

7.布置作业

阅读有关的语法条目;2)完成练习册习题。

8·小测验

1)听写本单元要求四会的单词和主要句型;2)参照彩色插图第i页Lucy/Lily一家

(或Jim一家)的照片，用所学句子描写。要求不少于5句，并包括以下句型：to be from(come from);speak...;How do he like China and Chinese food?

四、难点讲解

一般现在时态

一般现在时态用来表示：

1)现在的状态。例如：

Jim is thirteen.吉姆13岁了。

We're in Class 2,Grade 1.我们在1年级2班。

2)经常的或习惯性动作。例如：

We go to school every day.我们每天上学。

They often play basketball.他们经常打篮球。

3)表示主语具备的能力，性格等。例如：

They like Chinese food.他们喜欢中国饭菜。

She speaks English.她讲英语。

第二篇：九年级英语上册Unit 11英语教案 人教新目标版

亿库教育网 http://www.xiexiebang.com

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．

亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com

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．

亿库教育网 http://www.xiexiebang.com 亿库教育网 http://www.xiexiebang.com

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