人教版初中英语七年级下册全册英教案(全英文版)
新目标人教版英语七下
全册教案
Unit 1 Where’s your pen pal from?
Language goals:
●In this unit students learn to talk about countries, nationalities and
languages.
●Ask and tell where people live.
New languages:
●Where’s he / she from?
●He / She is from Australia / England / China / France / Singapore /
Australia.
●Where does he / she live? He / She lives in Sydney.
●What language do you speak? I speak English.
●What’s your / his / her favorite subj ect?
●My / His / Her favorite subject is English.
●Does he / she have any brothers and sisters?
Yes, he/ she does. / No, he / she doesn’t.
Difficult points:
1. Listening for the information about countries, nationalities and languages. Write an e-mail about oneself. Describe the new students in class.
2. Where questions with from
Where questions with live
What questions
Teaching aids:
● A tape recorder
Teaching periods:
●Period 1:Section A中1a, 1b, 1c
●Period 2:Section A中2a, 2b, 2c，2d
●Period 3:Section A中3a, 3b, 4
●Period 4:Section B中1,2a, 2b, 2c
●Period 5:Section B中3a, 3b, 3c, 4
●Period 6:Self Check
Period 1
Teaching aims:
1. Teach vocabulary words.
2. Target languages:
Where’s your pen pal from?
He is from Australia.
3. Enable the students to learn to talk about nationalities.
4. Help the students learn how to talk about nationalities.
Teaching procedures:
Step 1. Free talk
2 Say: Do you have any friends? Where is she from?
Help the students make the same sentences and give them more chances to say.
Step 2. Talking about the picture (1a)
Hold up the picture on page 1 and point at the map. Ask students to
read the picture.
Ask some of you to read them aloud to the class. Make the students
talk about where people are from.
Say: Du Chuan, where is your pen pal from?
Ask the students to read the conversations in the picture.
Step 3. Listening (1b)
Point to the numbered list of words and play the recording for a
second time.
Ask the students to listen to the recording and circle the countries in
1a.
Ask students to listen to and repeat after the recording and then
check the answers.
Step 4. Pair work(1c)
1. Now work in pairs and read the conversations in 1a with your
partner. You can talk about your own pen pal.
2. Ask the students to look at their own clothes and the things in their
backpack. Ask and answer questions about where they are from.
Homework
1. Ask the students to practice talking about where people are from and make up real dialogues.
2. Learn the words in this unit (on page 115) by heart.
Period 2
Teaching aims:
1. Learn the vocabulary words and useful expressions.
2. Target languages: Where does he live? He lives in Toronto.
3. Let the students learn to talk about where people live.
4. Help the students learn how to talk about where people live.
Teaching procedures:
Step 1.StepI Revision
Check the homework. And then ask several students to answer questions.
Say: Where are you from? Do you have a pen pal? Where is your pen pal from?
Step 2. Presentation (2a)
Put a map of the world on the blackboard.
Say: What’s the meaning of capital? Can you guess? Help them to
answer.
Write Australia, the United States, Canada, France, and Japan on the
left of the blackboard. And write Sydney, New York, Paris, Toronto,
and Tokyo on the right of the blackboard. And the teacher reads them
aloud and asks students to repeat.
Then ask students to match the cities with the countries.
Step 3. Talk about countries and cities
Ask the students to work in pairs, asking about the cities and the
countries.
Say: Now work in pairs and ask where the city is. For example, the
first student asks “Where is Beijing?” the second student answers “It’s
in China.”
Then tell the students to ask question about Chinese cities.
Step 4. Listening (2b, 2c)
Tell the students to read the list of countries and cities in 2a.
Say: Now let’s look at the list of countries and cities in Activity 2a. I will ask some students to read them aloud to the class.
Call the students’ attention to the chart in 2c.Tell the students to listen to the conversations in Step 4 again to complete the chart.
Step 5. Pair work(2d)
Ask the students to read the conversations in the bubble. Then ask
them to talk about the information in the chart in 2c.
Then ask the students to work in groups and make up new dialogues
with their own information.
Step 6.Grammarfocus
Review the grammar box.
Say: You have to pay attention the word “from”. It always follows verb be, while live comes out alone in where sentences. Now make more sentences with where, from and live.
Write the following on the blackboard.
Say, now work in pairs and make dialogues after the model above.
Homework
1. Ask the students to learn the sentence patterns in Grammar Focus by heart. Try to use them freely.
2. Remember the words in this unit (on page 115).
3. Make a similar dialogue according to the conversation in 2d.
Period 3
Teaching aims:
1. Teach vocabulary words.
2. Target languages: What language does she speak? She speaks English.
3. Enable the students to learn to talk about what language people speak.
4. Help the students to learn how to talk about what language people speak.
Teaching procedures:
Step 1. Free talk
Say, Morning, boys and girls. Nice to see you again. Do you remember we have learned about how to ask where people are from and how to ask where people live? Now I want some of you to answer my questions.
(Turn to a student.)Where are you from?
Give more students chances to speak in class.
Step 2. Presentation (3a)
Say: Do you know the meaning of “language”? Listen: Tim is from England and he speaks English. So English is his language. I’m from China, so Chinese is my language .Now look at activity 3a.on page 3.
Read the instructions to the class. Ask students to work in pairs as they answer the questions.
Show the flowing and ask the students to make conversations after the model.
Step 3. Pair work (3b)
Ask the students to pay attention to the conversation in Activity 3b.
Say, Read the dialogue by yourselves. Then I will ask some pairs to act out the dialogue in class.
Show a map of the world. Ask students to work in pairs.
Step 4. Quiz(4)
Ask the students to look at activity 4 then work in pairs and do the quiz.
Homework
Ask the students to work with their friends and practice the dialogue in activity 3b.
Period 4
Teaching aims
1. Teach vocabulary words.
2. Target languages:
Does she have any brothers and sisters?
Is that your new pen pal?
Yes, it is.
3. Enable the students to learn to talk about their new pen pals.
4. Help the students learn how to talk about their new pen pals.
Teaching procedures:
Step 1. Revision
Ask the students to make conversations talking about their new pen
pal.
Ask some pairs to the front to talk about their pen pals.
Greet each other and have a free talk with classmates.
Talk about the persons they admire.
Step 2.Match work (1)
Ask the students to pay attention to the notebook page with the countries listed.
Ask the students to write the letter of the correct country in the box next to the title of each language textbook on the desktop.
Step 3. Listening (2a, 2b)
First, read the instructions and tell the students to read the conversation bubbles.
Check the answers. Then ask the students to read the questions again.
Ask the students to fill in the chart.
Give students 1 minute to finish the task. Check the answers with the students.
Then play the recording again and ask the students to repeat.
Step 4. Pair work (2c)
Ask two students to work in pairs, practicing the questions in activity 2a.
Then tell the students to practice dialogues similar to the dialogue in
activity 2a in pairs. They can use their own names.
Homework
Ask the students to make up similar dialogues using the following words: Sam, the Unites Sates, New York, a brother and a sister, English and French. Period 5
Teaching aims
1. Teach vocabulary words.
2. Target languages:
I think China is a very interesting country.
I like going to the movies with my friends and playing sports.
My favorite subject in school is P.E.
It’s fun. /It’s too difficult.
3. Enable the students to write a pen pal letter.
4. Help the students learn how to write to a pen pal.
Teaching procedures:
Step 1.Warming up
Say, Do you have a pen pal? What’s his name? Does he have any brothers and sisters? What language does he speak?
Then ask the students to work in pairs to talk about their pen pal.
Step 2. Reading (3a)
Ask the students to read the letter on page 5.
Point the four questions beneath the letter.
When the students finish reading the letter, ask the four questions orally and ask them to answer orally.
Ask the students to retell the letter, using their own words.
Step 3. Reading and writing (3b)
Ask the students to pay attention to the letter from Tom King.
Point out the blanks in the letter and the information card on the right.
Correct the answers. Then draw the information card on the blackboard and then ask the students try to retell the letter.
Step 4. Writing
Ask the students make their own information card.
After they are finished, ask several students to read their e-mails in class.
Homework
Ask the students to choose one of the following tasks as homework.
1. Show a name card to the students and ask them to write something about it.
2. The students change their information card with their partner and write
something about their partner.
Period 6
Teaching aims:
1. Teach vocabulary words.
2. Enable the students to describe the new students in the class.
3. Help the students learn to describe the new students in the class.
Teaching procedures:
Step 1. Revision
Practice talking about one of the students.
Say, Take out your information cards. And change it with your partner.
Read it carefully and make up an oral practice, talking about your
partner.
Step 2.Key word check
Ask the students to read all the words in this part.
Say: In learning to talk about where people are from, you learned many words on the topic. Now read and check the words you know in 1 on page 6. Then say a sentence with each of them.
Step 3.Vocab-Builders
Ask students to write five new words in their Vocabulary-Builder on page 112. After they are finished, ask two students to write their words down on the blackboard. And ask them to read the words and the whole class repeat. And tell the whole class to remember them after class.
Step 4.Writing
Let the students pay attention to the pictures.
Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes? What do you think she dislikes?
The same step goes with Jim and Julie.
After a few minutes, ask some students to read their descriptions to the class.
Step 5.Speaking
Ask the students to do an oral practice about the new classmates.
Say, There are several new students in our class this term. Who do you
like best? Why do you like him or her? Please tell us. First you can tell
your partner.
Ask some students to present their work to the class.
Step 6. Just for Fun!
Ask all students to read the conversation.
Let the students practice in pairs.
Homework
Ask the students to summarize what they have learned in this unit and prepare for the next unit.
Unit 2 Where is the post office?
Language goals:
●In this unit students learn to talk about asking for and give directions on the
street.
New languages:
●Excuse me, is there a bank near here?
●Yes, there is. It’s on Center Street.
●Where is the pay phone?
●It’s across from / next to / in front of / behind the library.
●It’s between the post office and the library.
●Just go straight and turn left.
●Turn left on First Avenue.
●Take a walk through the park on Center Avenue.
●There is a clean / dirty park near my house.
Difficult points:
1. Listening for the information of the names of the neighborhood
Read the tour guide and an e-mail from a friend you’re going to visit.
Write the dialogues about asking the way and giving directions.
2. Where questions.
Affirmative statements
Prepositions of place
Teaching aids:
● A tape recorder
●Some pictures
Teaching periods:
Period 1: Section A1a, 1b, 1c
Period 2: Section A2a, 2b, 2c
Period 3: Section A3a, 3b, 4
Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2c
Period 5: Section B 3a, 3b, 3c, 4
Period 6: Self Check
Teaching aims:
1. Teach vocabulary words.
2. Target languages: Is there a bank near here? Yes, there is. It’s on Center
Street.
3. Enable the students to ask for and give directions on the street.
4. Help the students to ask for and give directions on the street.
Teaching procedures:
Step 1. Warming up
Show three pictures prepared before class to the students. There is a
cat in a box in picture 1. There is a cat on a box in picture 2. There is a
cat under the box in picture 3.
Then ask some students to ask and answer these questions.
Step 2.Match work (2a)
Ask the students to read the picture and the words in the numbered list.
Ask the students to match each word or phrase on the list with one of the pictures.
Then check the answers.
Present the new sentence patterns.
Then ask the students to read the dialogue in the picture.
Step 3. Listening (1b)
Ask the students to listen to the conversations and circle the places in 1a.
Change the roles and do the same again.
Then students ask and answer without the help of the recording.
Step 4. Practice
Point to the different locations shown in the picture. Ask different students to name each one.
Then point to more locations and let the students to practice more.
Homework
1. Practice the conversation in the picture on page 7.
2. Learn the new words and phrases in this period by heart.
Teaching aims:
1. Learn the vocabulary words and useful expressions.
2. Target languages:
The pay phone is across from the library.
The pay phone is next to the library.
The pay phone is between the post office and the library.
The pay phone is on Greet Street.
The pay phone is in front of the library.
The pay phone is behind the library.
3. Enable the students to talk about the position of a place.
4. Help the students to talk about the position of a place.
Teaching procedures:
Step 1. Revision and warming up
Check the homework by talking about the pictures on page 7 with the
students or prepare some other pictures with different buildings in it
and let the students practice asking and answering questions about
the places.
Ask the students to practice more.
Step 2. Presentation (2a)
Introduce the items across from, next to, between, in front of, behind
and on.
Draw the following picture on the blackboard.
Park 3 Centre Street
Encourage or help the students to answer: It’s across from the library.
The same way goes with next to, on and in front of.
Ask the students to match each sentence with one of the pictures.
Then ask the students to read the six sentences and match the
sentences the pictures.
Check the answers.
Step 3. Listening(2b)
Review the buildings and street names in Activity 1a and the six
sentences in 2a.
The read the six sentences in 2b to the class.
Ask the students to listen to the recording and fill in the blanks.
Play the tape. Check the answers.
Step 4. Practice (2c)
Ask the students to repeat the conversations after the recording.
Ask the students to do the Pair work asking and answering questions
about the places in 1a.
Step 5.Grammar Focus
Ask the students to read the sentences in the grammar box aloud. The
ask them to answer the following questions. Explain some language
points if the students can’t understand.
Homework
Ask the students to practice talking about their neighborhood in pairs.
Period 3
Teaching aims:
1. Teach vocabulary words.
2. Target languages:
Just go straight and turn left.
It’s down Bridge Street on the right.
It’s next to a supermarket.
3. Enable the students to talk about the neighborhood.
4. Help the students to talk about the neighborhood.
Teaching procedures:
Step 1. Revision
Let the students look at the picture in activity 1a. And ask some
students to answer some questions in order to check the homework.
Say, Is there a library near here? Where is it? Is there a bank near here?
Where is it?
Put up the picture of activity 2a on the blackboard and ask them to
make conversations.
Step 2. Presentation (3a)
Guide the students to guess the meanings of the three traffic signs.
Show the pictures and ask some questions about the pictures.
Then ask the students to hold up their left hands and then their right
hands to practice “left” and “right”.
Point to the picture and let the students read the conversation.
Ask the students to read the conversations. Then ask them to find Paul
and Nancy in the picture.
Ask the students to role play the conversation then point out the place
that Paul wants to get to.
Step 3. Complete the conversations (3b)
Ask the students to make conversations and answer the questions
below each picture.
The students point out the place in the picture. And write down the
answers on the line in the pictures. Or ask a pair of students to say the
conversation, the others point to the speakers’ place.
Step 4. Game
Ask the students to look at the picture in Activity 1a and name all the buildings.
Ask some students to read the conversation in the picture in Activity 4.
And then explain the instruction to the student.
Then ask some groups to present their work.
Homework
Ask the students to make a similar conversation to that in Activity 3a. Period 4
Teaching aims:
1. Teach vocabulary words.
2. Target languages:
Is there a big supermarket near your house?
Yes, there is.
There is a big supermarket.
No! There is a small supermarket.
3. Enable the students to describe the neighborhood.
4. Help the students to describe the neighborhood.
Teaching procedures:
Step 1. Revision
Check the homework by asking the following questions.
Say, Look at the picture in activity 3a. Suppose you are standing near
the building on the side of New Street. Please answer my questions.
Excuse me. Is there a pay phone in the neighborhood?
Ask another student to answer questions.
Give more students chances to practice this dialogue.
Step 2.Match work (1a)
Bring in some objects or pictures to the students. (Two rulers, one is old,
the other is new. Two boxes, one is big and the other is small. Two bottles, one is clean and the other is dirty. Two pictures of a street, one is busy and the other is quiet.)
Say, Look at the rulers, please. Can you find the difference between them? Yes. This one is old. (Show the old ruler.) And this one is new.
(Show the new ruler.) Do you understand old and new?
Ask the students to talk about the picture.
Point to each half of each picture and ask about the difference between the halves.
Go on with the other pictures to teach the language items.
Ask the students to match the words with the pictures.
Step 3. Pair work
Call attention to the conversation in the picture.
Then ask the students to work in pairs and take turns asking each other questions about the things on the list of phrases in activity 1a on page 7. Step 4. Listening (2a, 2b)
Ask the students to listen to the tape and circle the places in 1a.
Say: Now please listen to the tape again. Listen to it and draw the places in Michael’s neighborhood on the street map. Just listen.
Play the recording.
Play the recording again.
Then have some students show their completed drawing to the class. Step 5. Pair work
Ask the students to work in pairs talking about drawings to the class.
Then ask some pairs to present their dialogues to the class.
Ask the students to work in pairs, draw a map of their own neighborhood and practice asking and answering questions about the places they live in.
Homework
Ask the students to make similar conversations to that in Activity 1b.
Period 5
Teaching aims:
1. Teach vocabulary words.
2. Target languages:
Turn left on First Avenue and enjoy the city’s quiet streets and small parks.
Take a walk through the park on Center Avenue.
This is the beginning of the garden tour.
Bridge is a good place to have fun.
3. Enable the students to write a tour guide and draw the rout to somewhere.
4. How to write a tour guide and draw the rout to somewhere.
Teaching procedures:
Step 1. Revision
Check the homework by asking about the student’s neighborhood.
Ask the students to work in pairs.
Ask the students to work in pairs.
Then ask some pairs to present their conversations to the whole class. Step 2. Reading (3a, 3b)
Ask the students to read the tour guide.
Divide the whole class into four groups to have a quiz.
Tell the students to keep these words down and make at least two sentences with each word after class.
After that ask the students to look at the pictures and fill in the blanks for this tour guide.
Step 3.Writing
Ask the students to write a tour guide with the students.
Names of buildings and locations.
Description words
Words that talk about positions.
Words that talk about directions.
Step 4. Pair work (4b)
Learn to draw a picture of neighborhood. First ask the students to
answer the questions according to the pictures.
Then ask the students to draw a picture according to the following
conversation.
Then ask students to present their drawings to the whole class.
Homework
1. Ask the students to talk about the street and buildings in their own
neighborhood.
2. Ask the students to make sentences with the description words they kept
down in the class.
Period 6
Teaching aims
1. Teach vocabulary words.
2. Target languages:
I know you are arriving next Sunday.
Let me tell you the way to my house.
I hope you have a good trip.
3. Enable the students to write about the neighborhood.
4. Help the students to learn how to write about the neighborhood.
Teaching procedures:
Step 1. Revision
Check the homework by asking and answering some questions.
Give more students chances to practice.
Step 2.Key word check(1)
Ask the students to check the words they know.
Then ask the students to do the some exercises.
Step 3.Vocab-Builders (2)
Expand the students’ vocabulary.
After that ask the students to share their list with other students.
Step 4. Reading
Ask the students to read the letter and draw the rout on the map.
Ask the students to change the letter into a telephone conversation.
Let the students pay attention to the pictures.
Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes?
What do you think she dislikes?
The same step goes with Jim and Julie.
After a few minutes, ask some students to read their descriptions to the class.
Step 5. Just for Fun!
Call attention to the conversation in the cartoons.
Ask the students to read the conversation and then answer the questions.
Homework
Ask the students to do the following:
1. Suppose your friend is going to visit you. He doesn’t know the way to
your house. Write a letter to him to tell him the route from the bus stop to your house.
2. Review the next unit.
Unit 3 Why do you like koalas?
Language goals:
●In this unit students learn to describe animals and express preferences.
New languages:
●Let’s see the pandas first.
●Why do you like want to see the pandas?
●Because they are very cute.
●Because they’re kind of shy.
●Because they’re kind of interesting.
●Because they are fun.
●Because they are smart.
●Do you like giraffes?
●Where are lions from?
●They are from South Africa.
●The animal is ugly / beautiful / friendly / small / shy / clever / cute / scary.
●She likes to play with her friends and eat grass.
●She’s very beautiful, but she’s very shy, so please be quiet.
●He sleeps during the day, but at night he gets up and eats leaves.
Difficult points:
1. Listening for the names of animals. Listen for the description words about animals.
2. Read the description words about animals. Write about the animal you know.
3. why, what, where questions, because, adjectives of quality
Teaching aids:
● A tape recorder
●Some pictures
Teaching periods:
●Period 1: Section A1a, 1b, 1c
●Period 2: Section A2a, 2b, 2c
●Period 3: Section A3a, 3b, 4
●Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2c
●Period 5: Section B 3a, 3b, 3c, 4
Period 6: Self Check
Period 1
Teaching aims:
1. Teach vocabulary words.
2. Target languages:
Let’s see the pandas.
Why do you want to see the lions?
Because they’re cute.
3. Enable the students to talk about animals.
4. Help the students learn how to listen to and talk about animals.
Teaching procedures:
Step 1. Warming up
Talk about animals using pictures.
Teach new words about animals by the pictures.
Step 2.Match work (1a)
Ask the students to read the words and the picture, and then match the names with the pictures a–h.
Encourage or help the students to say something about the picture and do the match work.
Step 3. Listening (1b)
Point to the numbered list of words in activity 1a and play the recording.
Ask the students to listen to the recording and circle the countries in 1a.
Play the tape and then check the answers.
Ask the students to listen to and repeat after the recording and then check the answers.
Further activity: Ask the students to do some pair work in the following way if they can understand the listening material well.
Step 4. Pair work (1c)
Ask the students to make conversations in pairs.
Show the following.
—Let’s see the pandas / giraffes / lions / penguins / dolphins / koalas /
elephants / tigers?
—Why?
—Because they’re cute / interesting / f un / interesting / smart.
Say: Now please make conversations in pairs, using the animals in
activity 1a and the description words in activity 1c.
Homework
1. Ask the students to remember the new words in this period (on page 116) by heart.
2. Ask the students to practice the conversation in activity 1c.
Period 2
Teaching aims:
1. Learn the vocabulary words and useful expressions.
2. Target languages:
I like dolphins.
Why do you like dolphins?
Because they are kind of interesting.
3. Enable the students to talk about animals and tell why they like them.
4. Help the students learn to talk about animals and tell why they like them. Teaching procedures:
Step 1. Free talk and lead-in
Revise the names of the animals.
Say: In last p eriod we learnt the names of some animals. Now let’s do some revision. Please look at the pictures one by one and you have to tell me the name of the animal in the picture. OK?
Show the students the animal pictures one by one.
Revise the conversation learnt in the last period.
Give more chances to more students to practice talking about the animals and expressing why they like the animals.
Step 2. Listening (2a, 2b)
First ask the students to listen and fill in the chart in activity 2a.
Play the recording for the first time. Ask the students to listen carefully and write down the animals.
Play the tape the second time.
Ask the students to pay attention to the words in the box in Activity 2b.
Ask the students to pay attention to the conversation in activity 2b.
After that, check the answers.
Then ask the students to listen to and repeat the dialogue after the recording.
After this, ask the students to practice the conversation without the help of the recording.
初中英语备课教案模板
初中英语备课教案模板 【篇一：初中英语教学设计模板】 初中英语教学设计模板 【篇二：初中英语教案范例】 unit 4 i want to be an actor 教学目标： 1.学会不同工作的英文表达方式。 2.了解同学父母的工作。 3.学会简单的介绍自己将来的理想。教学内容： 重点词汇：teacher, nurse, engineer, manager, airhostess, lawyer, doctor, clerk, reporter, police 重点句型：1. what does your mother do? she is a teacher. what does your father do? he is an engineer. 2. what do you want to be? i want to be a teacher. what does she want to be? she wants to be a singer. 总体思路: 本单元采用任务型的教学模式，设计了三个任务活动，首先以比赛的形式，让学生通过工作的描述，来猜测工作的名称；然 后由学生自己下座位找与自己父母工作相同的同学，练习所学的句型；其后让学生用所学句型谈论自己的理想。所有任务的设计，由 简到难，每一个任务都为下一个任务的完成奠定了一定的语言基础。语法知识一般现在时 （1）一般现在时主要由动词原形表示，但第三人称单数后要加-s， 另外be有特殊的人格形式，见下表: 一般现在时 （2）一般现在时的否定式见下表 一般现在时的否定式 （3）一般现在时的疑问式及简略回答，见下表。一般现在时的疑问式 （4）一般现在时的基本用法如下。①经常性或习惯性的i get up at six every day． ②客观真理，客观存在，科学事实。 the moon moves round the earth．月亮围着地球转。③表示格 言或警句中。 pride goes before a fall. 骄者必败。④现在时刻的状态、能力、 性格、个性。i dont want so much.
全英初中英语教案
Be Careful with Numbers in Listening Class: Class 12, Senior Two Date: May 16,2007 Teacher: Ni Yazhen School: Zhi Yuan Senior High School Teaching Material: P75 S2B Oxford English; Additional material(The new Star Wars movie, Be Careful with Numbers) Teaching Objectives: Knowledge objectives: To enable students to listen and complete some exercises Ability Objectives: To encourage the students to have basic skills of listening. Emotion objectives: To cultivate the cooperation through peer interaction Teaching aids: Multi-media Teaching and learning method: Guiding for learning Teaching Procedures: I. Presentation Today we’ll have a class on listening practice “Be careful with numbers in listening”: First we’ll play a game. Then, we’ll practice. Lead-in A game on number II. Performance: Quick and accurate response to numbers is very important in daily communication. Telephone numbers, addresses, prices, temperatures, time and dates all closely linked with the use of numbers .Besides, numbers also play a very important part in broadcast programmes such as reports Now let’s listen to some advice from experts. Task 1 Be Careful with Numbers (Play the recorder Twice) Individual work→pair work(check the answer with your partner)→Group work(Underline the important sentences. e.g. The differences between million and billion, “-teen’s” and “-ty’s” are …..“Seventeen point five million.”…)Whole class read the key sentences. Well-done! Numbers are all around us. Let us practice with numbers and learn to be good at numbers.(First read out the following numbers… Watch the screen) Task 2 Listen to some statements about the brief history of films and TV. First check the answers in groups. If you have different opinion , please raise your hands. Judgement: (First students give themselves a judge. Then teacher does it) It seems no challenge. Now, We’ll do challenge exercise. So pay special attention to the numbers in the passage and select the correct answer from the choices listed below. First teach the students new words in listening material. Then ask students to read out the numbers in Star Wars. III. Promotion: Challenge exercise Star Wars Listen to the tape twice →Check the answers IV. Conclusion: What we learned today is “Be careful with numbers in numbers.”Remember the following points when you are doing listening tasks:
(完整)初中英语教案(英文版)
Unit 1 How can we become good learners? Section A 1 (1a-2d) 一．Teaching aims: Language goals 1. Talk about how to study. 2. Find out your suitable learning methods. Ability goals 1.Words and phrases：aloud pronunciation work with friends ask the teacher for help, read aloud , look up , practice pronunciation 2.Sentence patterns How do you study English? I learn by working with a group. Do you learn English by reading aloud? Yes, I do. It helps my pronunciation. How can I read faster? You can read faster by reading word groups. 二．Emotion and attidute: Developing students’ ability of learning English 三．Key points and difficulties 1. Key words and phrases 2.Questions intrduced by “how”and the sentence pattern: “by +doing ” 四．Teaching procedures: Step 1 Warming up T: How do you study English? Do you study English by the following ways? (Show some pictures and present the important phrases.) T: How do you study English? S: I study English by ______.
初中英语教案格式
初中英语教案格式 一、说教材(教材分析) Analyzing teaching material 1. 说课型 lesson type (Dialogue/ reading/ listening/ revision) 2. 本课在教材中的地位 status and function Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability. 3. 说教学指导思想 teaching guideline (Teaching syllabus： Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills：develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model) 4. 说教学目标和要求Teaching aims and demands (…be intended for Ss in key schools) 1)认知目标 knowledge objects a. Enable the Ss to remember the following new words & phrases：
初中英语全英教案
A teaching plan By Liu Yi qiu School: Chen Middle School in Chongqing Junior or Senior Section：Junior Class：_one Grade : Seven_ Size: 40 students Time:_40 minutes Materials: _Unit 1 Making New Friends. Topic 1 Welcome to China ! Date: _December 13th_ Type of lesson: __listening and speaking_ Aids: computer-aided instruction power point tape recorder Contents: 1. Vocabulary：China, welcome , meet, thanks, you, I , yes, no, good morning, name, clock, what. 2. Structure: Good morning! I am …….Welcome to china! Good morning! I am …….. Are you Maria? Yes, I am. No, I am not, I am……. Nice to meet you. Nice to meet you, too. Thank you!
3. Dialogue: ①-Hello! -Hello! - I am Kangkang . Are you Maria? - Yes, I am. ②-Hello! Are you Maria? -No, I am not, I am Jane. -Oh ! Nice to meet you, Jane. - Nice to meet you, too. ③-Hi! Maria! - Hi! Kangkang! -Welcome to China! - Thanks! 4. listening: Listen and number the following names. Listen and number the following letters. Then circle the letters with the same sound as Bb. Objectives: 1. Teaching Aims and Demands (1) Instructional Objectives Be able to use the new words: guitar: China, welcome , meet, thanks, you, I , yes, no, good morning, name, clock, what. Be able to use the new and phrases: ①-Hello!
英语教案范文全英文版初中
英语教案范文全英文版初中 【Analysis of the Teaching Material】 (I)STATUS AND FUNCTION 1.This unit is a revision unit, so it covers all communicative language knowledge learned from Unit 7 to Unit 11. 2.This lesson is the first one of Unit 12. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. 3.This lesson is a dialogue about keeping fish. Such topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English. (II)TEACHING AIMS AND DEMANDS Knowledge objects 1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson. 2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions. Ability objects
初中英语备课教案模板
初中英语备课教案模板 “说课”是教学改革中涌现出来的新生事物，是进行教学研究、教学交流和教学探讨的一种新的教学研究形式，也是集体备课的进一步发展，下面就是小编给大家带来的初中英语备课教案模板，希望能帮助到大家！ 一、说教材 1、教材内容及地位 本节课的主要内容是新目标英语八年级上册第2单元第一课时，教材是以What’s the matter ?为中心话题，描述身体不适和提出建议展开，学习和运用“What’s the matter ?”和“What should…do?”让学生学会描述身体的不适和提出建议，本课教材内容与学生的实际生活密切相关,易于引出学生运用简单的英语进行交际和交流，在学习活动中，学生通过交换对身体不适的描述及建议，促进学生之间和师生之间的情感交流，增进情谊。 第一课时主要学习的内容是学习有关身体部位的单词，学习“What’s the matter ?”和“What should …do?”句型。 2、说教学目标 1) 知识目标：学习掌握有关身体的词汇以及有关疾病的词汇，并学会描述身体的不适和提出建议。 2) 能力目标：听懂本课学习活动中的问题及回答，能在本课的任务型活动中进行简单的交流，能正确朗读本的对和句型，能写出本课的单词和句型。 3) 情感目标：通过描述自己的身体的不适提出建议，表达自己的看法，使学生在人际交往中学会关心别人，增进情谊。 4) 文化意识目标：用恰当的方式表达自己的看法，增进人际交往中学会关心别人的能力，了解英美国家询问和表达身体不适的习惯,培养世界意识。 3、说教学重难点 重点：本节课主要学习身体部位的单词和一些疾病的词汇，以及身体不适的表达及建议。 难点：身体不适的表达及建议 二、说学情
初中英语公开课优秀教案范文
初中英语公开课优秀教案范文 双沙中学李育新 011.6.2 课型：专题复习课 教学内容：初三英语书面表达专题复习 教学目标： 1.指导学生掌握书面表达语篇结构的组织技巧。 2.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 3.培养学生在有限的时间内快速构思、罗列提纲的能力。. 指导学生小组合作评改学生习作。 教学重点： 1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力 教学难点：1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力讨论法 教学方法：自主学习，合作学习 教学辅助手段：电脑 学情分析： 1. 书面表达是写的一种途径，是英语交际的重要组成
部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”。它通过提供情景，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。 从中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。 2. 学生分析我校学生生源较差，学生英语学习两级分化严重，因此尽管经过3年的学习与训练，仍有相当一部分学生作文得分在6-7分之间甚至更低。书面表达中式英语较多，连贯性较差。很多学生对书面表达中快速构思和罗列提纲能力较差。本堂课希望通过指导、帮助提高学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性,帮助学生在有限的时间内快速构思、罗列提纲能力。 二、教学流程设计 课后反思： 本节课从提问学生写作中最大的困惑入手，引出本节课的主要教学目标，在写作中学会构思和使用连词。通过比较两篇学生的英语习作，让学生认识到连词在英语写作中的
【免费下载】初中英语教学设计模板教案设计
初中英语教学设计模板教案设计 Food and drink 教学内容分析饮食话题是学生们最感兴趣的话题之一。他与人们的日常生活息息相关。 只要老师引导得好，可设计许多的内容。同时“饮食”话题也是初中阶段必会的以及各类考试中经常涉及的重要话题之一。 本单元主要让学生练习“吃”和“喝”的话题。结合时间的表达和“饿了”“渴了”的表达引出“想吃什么”，“想喝什么”的话题，练习常用的表达。并介绍两种单词，food words and drink words,所涉及的语法现象为不可数名词量的表达。食品有：bread, rice 等，饮料有：tea, milk, water, juice 等,引出 a cup of, a bag of, a glass of, a bottle of, a piece of,学生基础较好的班可给出a bowl of, a box of 等。与此同时运用所学过的 how many 句型，进一步学会不可数名词量的提问和应答。 73课复习时间的表达，引出“饿了”“渴了”的表示方法。并学习一些表示中外食品的单词。本课作为74课的预备课。 74课学习功能句 “想要……吗?”“……怎么样?”的表达。为74课的第二部分 “购买食品”做好铺垫。 75课在73、74的基础上，运用所学过的句型做调查。 进行第二轮语音复习。定位在最基本的/i/，/e/和/i:/三个单元音上。 ●语音及词汇教学建议 准确、熟练的运用最基本的/i ：/, /e/ 和 /i/三个单元音。 教师在教每一个单词时都要注意它是属于可数名词还是不可数名词。要特别关注“量的表达”。 教单词要用多种方法，如：利用拼读规律，利用学过的单词迁移，联想法等。、管路敷设技术通过管线敷设技术，不仅可以解决吊顶层配置不规范问题，而且可保障各类管路习题到位。在管路敷设过程中，要加强看护关于管路高中资料试卷连接管口处理高中资料试卷弯扁度固定盒位置保护层防腐跨接地线弯曲半径标高等，要求技术交底。管线敷设技术中包含线槽、管架等多项方式，为解决高中语文电气课件中管壁薄、接口不严等问题，合理利用管线敷设技术。线缆敷设原则：在分线盒处，当不同电压回路交叉时，应采用金属隔板进行隔开处理；同一线槽内，强电回路须同时切断习题电源，线缆敷设完毕，要进行检查和检测处理。、电气课件中调试对全部高中资料试卷电气设备，在安装过程中以及安装结束后进行高中资料试卷调整试验；通电检查所有设备高中资料试卷相互作用与相互关系，根据生产工艺高中资料试卷要求，对电气设备进行空载与带负荷下高中资料试卷调控试验；对设备进行调整使其在正常工况下与过度工作下都可以正常工作；对于继电保护进行整核对定值，审核与校对图纸，编写复杂设备与装置高中资料试卷调试方案，编写重要设备高中资料试卷试验方案以及系统启动方案；对整套启动过程中高中资料试卷电气设备进行调试工作并且进行过关运行高中资料试卷技术指导。对于调试过程中高中资料试卷技术问题，作为调试人员，需要在事前掌握图纸资料、设备制造厂家出具高中资料试卷试验报告与相关技术资料，并且了解现场设备高中资料试卷布置情况与有关高中资料试卷电气系统接线等情况，然后根据规范与规程规定，制定设备调试高中资料试卷方案。 、电气设备调试高中资料试卷技术电力保护装置调试技术，电力保护高中资料试卷配置技术是指机组在进行继电保护高中资料试卷总体配置时，需要在最大限度内来确保机组高中资料试卷安全，并且尽可能地缩小故障高中资料试卷破坏范围，或者对某些异常高中资料试卷工况进行自动处理，尤其要避免错误高中资料试卷保护装置动作，并且拒绝动作，来避免不必要高中资料试卷突然停机。因此，电力高中资料试卷保护装置调试技术，要求电力保护装置做到准确灵活。对于差动保护装置高中资料试卷调试技术是指发电机一变压器组在发生内部故障时，需要进行外部电源高中资料试卷切除从而采用高中资料试卷主要保护装置。
人教版初中英语七年级下册全册英教案(全英文版)
新目标人教版英语七下 全册教案 Unit 1 Where’s your pen pal from? Language goals: ●In this unit students learn to talk about countries, nationalities and languages. ●Ask and tell where people live. New languages: ●Where’s he / she from? ●He / She is from Australia / England / China / France / Singapore / Australia. ●Where does he / she live? He / She lives in Sydney. ●What language do you speak? I speak English. ●What’s your / his / her favorite subj ect? ●My / His / Her favorite subject is English. ●Does he / she have any brothers and sisters? Yes, he/ she does. / No, he / she doesn’t. Difficult points: 1. Listening for the information about countries, nationalities and languages. Write an e-mail about oneself. Describe the new students in class. 2. Where questions with from Where questions with live What questions Teaching aids: ● A tape recorder Teaching periods: ●Period 1:Section A中1a, 1b, 1c ●Period 2:Section A中2a, 2b, 2c，2d ●Period 3:Section A中3a, 3b, 4
初中英语教案模板
Teaching Plan Student: The students of Grade 9 Teaching Content: Go for it, students’ book of grade 9. Unit 1, the title is How do you study for a test? Section B, 3a, 3b, 3c. Teaching hour: One class hour Teaching plan: I. Teaching Aims: 1. Learn and master new words, phrases and sentence patterns. 2. Enable the students to talk in English about how to study English very well. 3. Develop the students speaking and writing ability. II. Teaching Main Points: 1. Improve the students’ speaking and writing ability. 2. Master some phrases and some sentence patterns. III. Teaching Difficult Points: 1. Phrases: first of all, later on, laugh at, take notes 2. Sentence Patterns: Sb. be afraid to do sth. Sb. realize that –clause IV. Teaching Methods: 1. Fast reading to find out the general information about the passage.
初中英语全英教案25421
Contents: 1. Vocabulary：guitar, join, dance, swim, sing, chess, paint, s peak, play chess, speak English, play the guitar, want to join the music club, art club. 2. Structure: Can you play the guitar/ swim/paint/dance---? Yes, I can. No, I can’t. Bu t I can---. Can he/she play the guitar/ swim/paint/dance---? Yes, he/she can. No, he/she can’t.Bu t he/she can---. I want to join the art club. Objectives: 1. Teaching Aims and Demands (1) Instructional Objectives Be able to use the new words and phrases. Be able to use “can” and can’t. (2) Ability Objectives Be able to use what they learned to describe what they can do and give responses. 2. Teaching Importance To master the key vocabulary To understand and use the target language To master the usage of the different forms of “can” in the target language. 3. Teaching Difficulties To enable the students to understand the sentence patterns to talk about the ability activities. 4. Teaching Aids: Multi-media computer 5. The Teaching Methods: TPR, Conversation
初中英语教案模板范文
初中英语教案模板范文 【篇一：初中英语教案范例】 初中英语教师面试——初中英语教案范例 unit 6 how do you get to school? 一、教材分析 本单元的中心话题是“transportation”，围绕“how do you get to school”，“how long does it take?”，“how far is it?”层层展开，并采用“任务型语言教学途径”，编排了一系列凸现“交际功能（talk about how to get to school）”运用的听说读写综合语言活动，让 学生学会谈论如何到达某个地方，距离有多远，要花多长时间等等。这些活动紧贴学生的生活实际，极具真实性，从而使学生的个人经 历成为课堂学习的有效图式，有助于学生对所获取的声音和文字英 语信息的理解；有助于调动他们用英语表达自己的经验和感受兴趣 和热情；有助于促进他们语言功能的运用；有助于提高他们为应用 而主动学习和掌握语言知识（词汇和语法结构等）的兴趣。 在教材编排上，section a是基础，是底线，是学生必须掌握的目标语言；而section b是section a的扩展和引申，通过任务型听力来 讨论交通工具及方式的最佳组合方式，并通过任务型阅读帮助学生 了解不同国家学生上学的交通工具及方式的异同。 二、教学目标 1．语言目标 词汇：subway, take the subway, train, minute, how far, quick, leave for, half, past, bus station, bus ride, stop, bust stop, north, school bus, by boat, must, car, ill, worry 句式：how do you get to school? i ride my bike. how long does it take? it takes ten minutes. how far is it from your home to school? it’s about 10 kilometers. 2．能力目标 (1) 能够谈论如何到达目的地。 (2) 能够谈论自己的日常生活。 （3）能够有效地获取信息和处理信息。 3．情感目标 (1) 学会关注生命与安全；培养时间观念，学会珍惜时间。
【免费下载】牛津初中英语教案
9A Unit 3 Main task 泰兴市姚王镇中心初中任祥元 一、教学分析（Teaching analyses） 1.教学内容：9A Unit 3 Main task ，该节课的内容是该单元的第九课时。学生学习和了解一些压力形成的原因以及一些基本的解决办法，并就压力问题写一封信。 2.学生情况：已学过本单元的课文和用法内容，基本上掌握了一些重要的表达句型。 二、教学目标（Teaching aims） 1、回答调查中的问题 2、学会在写信之前先写提纲 3、就压力问题写一封信 三、教学重点、难点 blame cause shout at of one’s age keep sth to oneself 四、教学步骤（Teaching procedures） Step1 Lead in (1) Give the students an English song called Sunshine on my shoulders to enjoy. (2) Show two pictures to the students. One is a sunny day and the other is a windy day. The teacher says: Everybody hopes his life is full of sunshine , but sometimes he has grey sky. These days, in my son’s eyes, the sky is grey. What’s the trouble? (3) Listen to my son’s trouble. (My son’s words: I am a little weak in maths. I often make a lot of mistakes in maths. Sometimes I fail in maths tests. I am afraid of maths and I hate maths.) (设计意图：由一曲英文歌导入，即创造出和谐的氛围，同时也自然呈现 bright sky、grey sky, 为后面任务布置做下铺垫。通过教师儿子的问题创设情景，引导学生通过倾听去探究老师儿子的压力所在，任务设计真实，与学生生活联系紧密，能激发学生的兴趣，激活学生知识储备。) Step 2 Assign a small task (1)T: What is the cause of his stress? (Make sure the students understand the
英语试讲教案模板(全)
英语试讲教案模板 模板： Teaching aims （教学目标） 1 Knowledge objects: Make students read the important words and sentences 2 Ability objects: Make students master the grammar in the text________ 3 Moral objects:Improve the interests in studying English and_________ Teaching important points（教学重点） Words：___________ ___________ ___________ Sentences：_______________________________________ ________________________________________ Teaching difficult points（教学难点） Master the grammar Use the words in their lives ____________________ Teaching aids（教具） Cards、projectors _________ __________ ________ Teaching procedure：（教学过程） Step1 leading-in Step 2 __________ ........ Step n homework Blackboard design （板书设计） (一)形式 教案是教学设计的文字体现，有相对的格式与要求。教案的格式主要包括文字叙述式、表格式两种。 1.文字叙述式
初中英语笔试教案模板
初中英语笔试教案模板 少儿英语教案模板 一、Teaching Demands and Aims(教学目标） 二、Teaching important and difficult point (教学重点） 1、words 2、sentences 3、grammars 三、Teaching Aids (教具) 四、Teaching procedures(教学过程）Greeting(问候）warm up(热身）Review(复习）New Leon(新课）Step One: Step Two: Step Three: Follow up(叮咛） 五、Homework(作业布置） 作业的布置 一、书面作业 1、每节课后教师可适当选择课后习题(书本或课外参考书）及字母作业。 2、低年纪的孩子适合听磁带读课文、画图、连线、写字母等简单作业； 每学期两次测试：半期考和期末考试。 3、高年纪的孩子要求抄单词、背单词、背课文等书面作业；每节课前可做适当的听写练习； 每个月可做适当的单元测试；
期间两次大考：半期考和期末考。 二、磁带作业 1、适时布置(条件允许可每周一次）：将本周学习的内容录进磁带，下周上交。 2、录制要求：首先让学生和老师打招呼，接着报朗诵单元，然后录作业内容，最后与老师说再见。(如：Hello! Amanda.I am Go go.This is Unit 11……… Goodbye! Amanda!) 3、听音修正： (1)书面记录：边听边把学生的错音登记在学生手册上。 (2)修正过程： A：打招呼，先表扬肯定，后提出错误，注意错音的跟读B：说悄悄话，增进师生感情交流C：提出问题。 D：结束Say:“ Good bye! ” 三、电话教学 1、时间安排：每月两次的电话教学，每生教学时间不超过8分钟。 2、教学内容： (1)本周学习单词及课文的朗诵。 (2)词句的翻译。 (3)疑难解答。 (4)家长的经验交流。 英语教研组在工作开展要做到使学生掌握一定的语言基本知识
初中英语教案范例
Unit 4 I want to be an actor 教学目标： 1.学会不同工作的英文表达方式。 2.了解同学父母的工作。 3.学会简单的介绍自己将来的理想。 教学内容： 重点词汇：teacher, nurse, engineer, manager, airhostess, lawyer, doctor, clerk, reporter, police 重点句型：1. What does your mother do? She is a teacher. What does your father do? He is an engineer. 2. What do you want to be? I want to be a teacher. What does she want to be? She wants to be a singer. 总体思路:本单元采用任务型的教学模式，设计了三个任务活动，首先以比赛的形式，让学生通过工作的描述，来猜测工作的名称；然后由学生自己下座位找与自己父母工作相同的同学，练习所学的句型；其后让学生用所学句型谈论自己的理想。所有任务的设计，由简到难，每一个任务都为下一个任务的完成奠定了一定的语言基础。 语法知识 一般现在时 （1）一般现在时主要由动词原形表示，但第三人称单数后要加-s，另外be 有特殊的人格形式，见下表: 一般现在时
（2）一般现在时的否定式见下表 一般现在时的否定式 （3）一般现在时的疑问式及简略回答，见下表。 一般现在时的疑问式
（4）一般现在时的基本用法如下。 ①经常性或习惯性的 I get up at six every day． ②客观真理，客观存在，科学事实。 The moon moves round the earth．月亮围着地球转。 ③表示格言或警句中。 Pride goes before a fall.骄者必败。 ④现在时刻的状态、能力、性格、个性。 I don't want so much. 教学板块设计: Task1：Know the names of the different jobs 目的：通过这个环节，教师完成本单元的新单词的导入，通过提供给学生对于不同工作的具体描述，让学生猜出工作的名称，这样为整节课任务的完成奠定最基本的词汇基础。在做猜谜游戏时学生能够做到精神集中，并能激发学生的学习兴趣。