人教版初中英语优秀教案
初中人教版教案英语教案
初中人教版教案英语教案一、教学目标1. 知识目标：（1）能够掌握并运用常用单词和短语，如：computer game, basketball, swim, music, math, science等。
（2）能够理解并运用一般现在时，表达自己的喜好和兴趣。
（3）能够进行简单的自我介绍，介绍自己的学校和班级。
2. 能力目标：（1）能够听懂并准确回答问题，如：“What subject do you like best?”、“Do you like playing computer games?”等。
（2）能够用英语进行简单的对话，如：询问和介绍自己的兴趣爱好、学校和班级。
（3）能够阅读并理解简单的英文文章，如：介绍某个学科的文章。
3. 情感目标：（1）培养学生对英语学习的兴趣和热情。
（2）培养学生积极向上的学习态度，树立自信心。
二、教学重难点1. 单词和短语的学习，如：computer game, basketball, swim, music, math, science等。
2. 一般现在时的运用，如：I like playing computer games. She likes swimming.3. 自我介绍的表达，如：My name is Li Ming. I am in Class 7, Grade 8.三、教学方法1. 任务型教学法：通过完成各种任务，让学生在实践中学习和运用英语。
2. 情境教学法：创设各种情境，让学生在真实的环境中学习和运用英语。
3. 交际法：鼓励学生积极参与课堂交际活动，提高口语表达能力。
四、教学步骤Step 1：热身（5分钟）1. 教师与学生用中文进行简单的自我介绍，如：姓名、年龄、年级、学校等。
2. 学生用中文互相介绍，熟悉彼此。
Step 2：引入（10分钟）1. 教师出示一张自己的照片，让学生猜猜自己的兴趣爱好。
2. 学生用中文回答，如：“你喜欢打篮球吗？”、“你喜欢听音乐吗？”等。
初中英语教案(优秀7篇)
初中英语教案(优秀7篇)初中英语公开课教案篇一一、教学设计思路为学生设置情境，帮助学生在不同情况下做出正确的选择和回答，使学生在应用中掌握知识，人教版八年级英语教案上册Unit 5 教学设计。
二、教学目标(一)知识1.掌握如何礼貌地发出、接受、拒绝邀请：Canyou come to my party? Yes, I’d love to. / Sorry,I can’t. today,tomorrow, the day after tomorrow, next week, lesson,invitation2.掌握如何谈论自己或别人必须做的事情：Ihave to ...(二)能力能够根据日程表中的计划安排自己的活动。
(三)情感礼貌地发出、接受、拒绝邀请，礼貌地与人交流。
三、教学重点礼貌地发出、接受、拒绝邀请。
Can youcome to my party? Yes, I’d love to. / Sorry, I can’t. today,tomorrow, the day after tomorrow, next week, lesson,invitation四、教学难点根据日程表中的计划安排自己的活动并对邀请做出适当回答。
五、教学媒体电脑、投影仪、邀请卡片六、教学过程1.动画导入，激发学生的学习兴趣：教师可先播放一段有关“聚会”的动画，激发学生的学习兴趣并导入新知。
2.完成任务，合作学习：教师可以给学生布置以下任务，让学生在完成任务的过程中掌握所学的知识。
任务一：Planning abirthday party.让学生以小组为单位为某位同学筹备一个集体生日聚会，讨论在生日聚会上大家可以做哪些活动并列出清单。
任务二：Writing aninvitation card.学生以小组为单位展开活动，制作邀请卡向其他组的同学发出邀请，请他们来参加本组的集体生日聚会。
注意邀请卡的用词和基本格式。
任务三：统计聚会人数。
人教版初中英语公开课教案
“人教版初中英语公开课教案”一、教学目标1.知识目标：让学生掌握本节课所学的词汇和句型，提高学生的英语口语表达能力。
2.能力目标：培养学生运用所学知识进行情景交际的能力，提高学生的英语综合素质。
3.情感目标：激发学生学习英语的兴趣，培养学生团结协作的精神。
二、教学重点与难点1.教学重点：掌握本节课所学的词汇和句型，能熟练进行情景交际。
2.教学难点：正确运用所学知识进行情景交际，提高口语表达能力。
三、教学过程1.导入（1）教师与学生进行自由谈话，询问学生最近的学习情况，引导学生进入英语学习状态。
（2）教师出示一张图片，引导学生猜测图片中的内容，为新课的学习做好铺垫。
2.新课呈现（1）教师播放本节课的课文录音，让学生听一听，感知课文内容。
（2）教师带领学生学习本节课的生词，让学生跟读并模仿发音。
（3）教师讲解本节课的句型，让学生在句子中运用所学的生词。
3.情景交际（1）教师创设一个生活场景，让学生运用所学的句型进行情景交际。
（2）学生分组进行情景交际，教师巡回指导，纠正学生的错误。
（3）每组学生进行情景交际展示，其他学生认真倾听，学习他人的优点。
4.练习巩固（1）教师出示一些练习题，让学生独立完成，巩固所学知识。
（2）教师挑选部分学生进行答案展示，其他学生进行评价。
5.小组活动（1）教师提出一个主题，让学生分组进行讨论。
（2）每组学生选派一名代表进行成果展示，其他学生进行评价。
（2）教师出示一些拓展题目，让学生进行思考，激发学生的学习兴趣。
7.课后作业（1）教师布置课后作业，让学生复习巩固所学知识。
（2）学生完成作业，教师批改并及时反馈。
四、教学反思1.加强对学生的个别辅导，提高学生的学习效果。
2.增加课堂互动，让学生更多地进行口语练习。
3.注重培养学生的英语思维能力，提高学生的英语水平。
五、教学评价1.学生评价：通过本节课的学习，学生对英语产生了浓厚的兴趣，提高了自己的英语水平。
2.教师评价：本节课教学效果良好，学生积极参与，教学目标得以实现。
初一英语教案人教版优秀5篇
初一英语教案人教版优秀5篇初一英语教案人教版篇1一.单元分析本单元以家庭为话题，以家庭介绍为任务学习That’s my sister. These are my brothers. Who is she?等句型的使用。
要求学生能够做到：1.运用这些句型向别人介绍某人的能力和与人交际的能力;2.能向别人介绍自己的家庭情况;3.在珍视自己的家庭，珍爱亲情的同时，关心不幸家庭的同学，对他们做力所能及的帮助。
二.学情分析学生在小学中已经学习过一些家庭成员称呼的知识，对于一些简单的称谓表达没有问题，但书写仍然是有问题的。
同时，由于中西方文化的差异，中国家庭中的一些关系可能不好表达，老师需要做必要的补充。
另外，由于政策的施行，同学们的兄弟姐妹少了，这对于brother, sister的概念的表达可能有些不利。
但是，中国是一个注重家庭的国家，本单元的学习会让学生了解不同国家的家庭结构间的不同。
同时由于班级内可能有来自单亲家庭的同学，在授课时要注意保护学生，不要伤及学生的自尊，同时要注意培养学生的移情能力。
三.课时安排四课时四.教学过程Period 1 (A1, 3a, B3)I. Teaching Objectives1. Knowledge Objectives:(1) Expressions: sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family, those, who, oh, these, those, they.(uncle, aunt, cousin, niece, nephew, here, photo )(2) Structure: That’s my family. Those are my parents. Who’s she? She’s my sister. Oh, and these are my brothers.3) Grammar: The plural forms of the demonstrative pronouns.2. Ability Objectives:(1) Learn how to introduce the family.(2) Get Ss to know the names of the various members ofa family.3. Moral Objectives: Father and mother, I love you!II. Teaching Importance(focus)(1) Learn how to introduce the family.(2) Get Ss to know the names of the various members ofa family.(3) Get Ss to know the differences between this/that is and these/those are.(4) Get Ss to know who questionsIII. Teaching Difficulties1. 因为单复数的问题，学生对this与these，that与those 的转换可能会弄错，2. 在拼写时，学生习惯把mother写成monther。
初中英语教案(初中英语教案(建议8篇)
初中英语教案(初中英语教案（优秀8篇）教案是教师课堂教学过程中的重要依据，是教师对于教材的主观理解和感悟，是教学活动正常开展的重要保障。
以下是人见人爱的我分享的8篇《初中英语教案(初中英语教案》，如果能帮助到您，小编将不胜荣幸。
初中优秀英语教案篇一一、教学内容分析本单元是人教版《新目标》七年级下册第四单元。
这本教材的词汇量很大，内容新颖，尤其是生动活泼的卡通化的画面，很符合七年级学生的年龄特点和心理特点，其中还囊括了很丰富多彩的文化知识，以及合作探究的活动，十分贴近学生的`实际生活经验。
因此，本单元对于提升学生的学习兴趣而提高学生的听、说、读、写能力有很大的帮助。
并通过self?check检测，积极地、及时地寻找各自的不足，以便学生树立良好的内在动机，不断获得成就感。
二、教学背景分析？本单元的话题Talk?about?rules.与日常生活密切相关。
作为一名中学生，遵守学校班级、家庭和社会公共场所的规章制度是必须的。
在谈论规则时，一般运用祈使句、情态动词can和have?to等。
这是英语新课程标准中规定所必须掌握的内容，是交际英语中必不可少的项目。
三、教学设计说明本课通过不同种类的规则，谈论学生应该遵循那些规则，主要是应用祈使句、情态动词can和have?to等，可以说，本节新课是对这一语法的具体操练。
本课使用多媒体课件教学，用不同类型的规则和地点图片来吸引学生，激发学生学习的积极性。
四、教学过程Step 1 Warming?up and revision1、教师进入教室后，使用祈使句要求学生们完成一系列动作：Please stand up/sit down.Close the door, please.Look at me and listen to me.Dont open your books.Dont talk.Lets begin our class.（The teacher can also write down these sentences on the blackboard, and then let students find the characters of Imperative Sentences by themselves.）2.Show some pictures and lead in to the new words with the pictures：hallway classroom dinning hall fight arrive listen to…Step 2 Presentation1.Show the picture in 1a, and ask the students：(Point to the running boy)T: Whats the boy doing?S: Hes running.T: Where is he running?S: Hes running in the hallways.T: Can you run in the hallways?S: No, we cant.T: So please dont run in the hallways.（=You cant run in the hallways.）（板书、教读）学生跟读数遍，明白祈使句和“can”表达的含义。
人教版九年级上册英语教案5篇
人教版九年级上册英语教案5篇人教版九年级上册英语教案（篇1）一、指导思想以我区初中英语教学教研工作为指导，立足学校整体教学工作，以提高教研质量为目标，增强学习意识、服务意识、教研意识、质量意识、合作意识，充分发挥专业职能作用，以新课改为契机，以更新教育教学理念为导向，以课堂教学改革为重点，并注重培养学生的创新精神和实践能力，从而不断深化课堂教学改革，全面提升我校英语教研水平。
二、工作要点：1.加强教学常规的精细化管理，全面提高教学质量。
1）.强化教学常规的落实，提高课堂教学效率，组织教师认真学习学校教学常规，指导检查教师的教学工作，进一步加强学科教学五环节的研究与管理，特别抓好“备课”、“上课”、“课后辅导”、“培优辅导”等主要环节，本学期聚焦“上课、作业”环节，注重教学的有效性。
特别在作业上统一标准，统一格式，统一订正，同时根据学生不同情况作业有分层。
2)组织英语课外活动和比赛。
做好期中期末命题的双向分析，跟踪补缺补差学生的成绩，加强月考命题分析的讨论和实施。
及时了解学生学习情况，调整教学和命题。
在教研组内部建立教学评价和质量保证体系，达到自我诊断、自我调节、自主发展的目的。
在英语教学中，我们提倡精选练习，精心编练，因材施教。
进一步做好英语方面的差距和差异的弥补。
加强九年级毕业班工作研究，提高毕业班教学效率。
加强对中考走势的信息收集和测试研究，集中精力，争取在九年级中考中取得一个满意的成绩。
2.?以教科研引领，为教师的专业化成长打造新的平台。
1）.大力开展校本教研，拓宽教师课程视野，逐渐成为学习型、反思型教师。
通过同伴互动。
充分发挥学校骨干教师、优秀教师的作用,通过“共享式的集体备课”、“探究式的课堂实践活动”和“专题式的学习讨论活动”等促进教师之间的互动，营造“集体备课、资源共享、个人加减、教后反思”的教研氛围。
结合优质课堂活动，并且推出一节具有代表性的研讨课。
（陈美红老师开课）2）.根据各年级特点，进行一次主题教研活动。
七年级上册英语教案人教版5篇
七年级上册英语教案人教版5篇最新七年级上册英语教案人教版5篇教案是教师教学过程中必不可少的指导工具，能够提升教学质量和效果。
下面是小编为大家整理的七年级上册英语教案人教版，如果大家喜欢可以分享给身边的朋友。
七年级上册英语教案人教版篇1Language goalIn this unit, students learn to talk about jobs.New languageWhat do you do I m a reporterWhat does he do. He s a student.What do you want to be I want to be an actor .What does she want to be She wants to be a police officernames of jobs and professionsSection ABrainstorm with students a list of jobs that friends or relatives do. ( Brainstorming is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It s fun. It s a good job.la This activity introduces the key vocabulary.Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as theycan. Then point to a scene, name the job, and ask students to repeat. Point to the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point tothe sample answer.1 b This activity gives students practice in understanding thetarget language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,Say, Now you will hear three conversations. The conversations are about three of the people in this picture.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c This activity provides guided oral practice using the target language-Ask a student to read the example conversation with you. Hold upthe book and point to the doctor in the picture.Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words inactivity 1a.As students work in pairs, move around the room monitoring theirwork. Oner language or pronunciation support as needed.2a This activity gives students practice in understanding thetarget language in spoken conversation.Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing What jobs do they havePlay the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.Correct the answers.2b This activity gives students practice in understanding thetarget language in spoken conversation.Point to the three headings in the chart and read the headings to the class. Ask students, What does wants to be mean (It is not the Job the person lias now. It is the job the person wants in the future.)Play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they wantin the future. Point out the sample2c This activity provides guided oral practice using the target language.Point out the pictures in activity 2a. Ask who each person is. (They are Susan s brother. Anna s mother, and Tony s father.)Say, Now work with your partner. Ask and answer questions about thepictures. Ask, What does he or she do Then ask, What does he or she want to beSay a dialogue with a student. Point to Anna s mother and then to the example in the speech balloons. Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work. Offer language support as needed.3a This activity introduces the names for the places where people work, and gives reading practice using the target language.Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble. Ask students to work alone. Say, Write the number of each job in the square next to each workplace.Check the answers.3b This activity provides guided oral practice using the target language.Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.Then point out the conversation in the speech bubbles. Ask two students to read It to the class.Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.Say a dialogue with a student. Point to the word waiter in activity3a and then to the picture of the restaurant. Ask a student. Where does he work Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do and guide the student to answer, He s a waiter.As students work in pairs, move around the room monitoring their work. Offer language support as needed.4 This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor s office and the personis a doctor.Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.Section BNew languageWords that describe jobs, such as exciting, dangerous,boring, difficult, busy, funAdditional materials to bring to class:help wanted ads from an English-language newspaper1 a This activity introduces the key vocabulary.Focus attention on the six pictures. Ask, What job does the person have Where does the person ivnrkPoint out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides guided oral practice using the target language.Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It s an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer Someone may answer, It s a dangerous job. Ask the class to repeat each correct answer.Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.2a This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the class.Point out the blank lines where students will write the name of a job (under the words wants to be).Play Ihe recording the first time. Students only listen.Say, Now I will play the tape again. This time write the name of a job under the words wants to be.2b This activity provides listening and writing practice with the target language,Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.Play the recording again. Students only listen.Then say, Now I will play the tape again. This time write the reason the person wants the job under the word WhyPlay the recording. Students write their answers.Check the answers.2C This activity provides open-ended oral practice using the target language.Say, What do you want to be What words describe each job Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.Then ask students to work in small groups. They tell each otherwhat they want to do and why. Encourage students to use dictionariesif necessary. Move from group to group offering assistance as needed. Ask individual students to tell the class about what they want tobe and why.3a This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.Then read each ad again separately, pausing to allow students toask questions about anything they don t understand. For example, in the first ad, students may not know that working late means workingat night. To work hard means to use a lot of energy to do the job.Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.Check the answers.3b This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it,saying blank for each blank line.Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers,3c This activity provides writing practice using the targetlanguage.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students, What are you going to write about Repeat each of the students sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job Do you want to meet new people We need a police officer.Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner. Ask the pairs to correct each other s work.4 This activity provides guided oral practice using thetarget language.Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.七年级上册英语教案人教版篇2Unit 3 Language in use课型 Revision and application教材分析 Unit 3 对“自我介绍和获取信息”的功能句式进行综合训练：谈论自己或朋友的情况(活动1);根据提示完成介绍图片中人物情况的句子;填表、匹配复习表示国家、民族及人物活动的词汇。
人教版初中英语优秀教案
人教版初中英语优秀教案篇一:2013人教版八年级英语上Unit1优秀教学设计Unit 1 Where did you go on vacation?优秀教学设计篇二:人教版初中英语第一册Unit 10教学设计人教版初中英语第一册Unit 10教学设计一、单元教材分析本单元主要是学习情态动词can的肯定句、否定句、一般疑问句，肯定与否定回答，以及特殊疑问句的构成和用法;复习what弓～导的特殊疑问句。
本单元主要围绕“加人俱乐部，谈论自己的能力”这一话题，设计了三个任务型活动:任务一是:自己的才艺表演，学习情态动词can的用法;任务二是:自己建立俱乐部，运用情态动词can谈论自己在某一方面的能力、喜好和意愿;任务三是:我能成功，主要是复习巩固谈论各自的爱好和特长的方法。
二、单元知识系统(树)Can you/he/she/you dance? 一Yes，I/he/she/we can(,1No，I/he/she/we can’t(Can Bill play the guitar? 一Yes，he can，but he can’t sing(三、单元总体目标通过学习情态动词can的用法，使学生能够表达自己在某一方面所具备的才能;能够谈论自己的喜好与意愿;能够为自己成立的各种俱乐部制作海报;会写招聘广告。
四、单元重难点一览(1)重点难点1(复习词汇:can，play，want2.词汇:guitar, dance, swim，sing, chess, speak, drum，trumpet，violin，play the guitar3(句型:Can you/he/she/you dance?Yes，I/he/she/we can(,No，I/he/she/we can’t(Can Bill play the guitar?Yes，he can，but he can’t sing((2)语法重点:情态动词can的肯定句、否定句、一般疑问句及肯定与否定回答、特殊疑问句的构成五、单元学情分析本单元的主题是运用情态动词Can谈论能力，通过对目2标语言的学习使学生能够表达自己在某一方面所具备的才能;通过谈论彼此的特长与爱好培养一种群体意识。
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人教版初中英语优秀教案篇一:2013人教版八年级英语上Unit1优秀教学设计Unit 1 Where did you go on vacation?优秀教学设计篇二:人教版初中英语第一册Unit 10教学设计人教版初中英语第一册Unit 10教学设计一、单元教材分析本单元主要是学习情态动词can的肯定句、否定句、一般疑问句，肯定与否定回答，以及特殊疑问句的构成和用法;复习what弓～导的特殊疑问句。
本单元主要围绕“加人俱乐部，谈论自己的能力”这一话题，设计了三个任务型活动:任务一是:自己的才艺表演，学习情态动词can的用法;任务二是:自己建立俱乐部，运用情态动词can谈论自己在某一方面的能力、喜好和意愿;任务三是:我能成功，主要是复习巩固谈论各自的爱好和特长的方法。
二、单元知识系统(树)Can you/he/she/you dance? 一Yes，I/he/she/we can(,1No，I/he/she/we can’t(Can Bill play the guitar? 一Yes，he can，but he can’t sing(三、单元总体目标通过学习情态动词can的用法，使学生能够表达自己在某一方面所具备的才能;能够谈论自己的喜好与意愿;能够为自己成立的各种俱乐部制作海报;会写招聘广告。
四、单元重难点一览(1)重点难点1(复习词汇:can，play，want2.词汇:guitar, dance, swim，sing, chess, speak, drum，trumpet，violin，play the guitar3(句型:Can you/he/she/you dance?Yes，I/he/she/we can(,No，I/he/she/we can’t(Can Bill play the guitar?Yes，he can，but he can’t sing((2)语法重点:情态动词can的肯定句、否定句、一般疑问句及肯定与否定回答、特殊疑问句的构成五、单元学情分析本单元的主题是运用情态动词Can谈论能力，通过对目2标语言的学习使学生能够表达自己在某一方面所具备的才能;通过谈论彼此的特长与爱好培养一种群体意识。
在以前的学习中，学生已经学习了一些行为动作的表达法，而教学“谈论能力”只是将情态动词can用于这些表达中;情态动词can在肯定旬、否定句和疑问句中的构成，和学生已经学过的be动词的结构有相同的地方，教师在教学中要善于引导学生比较这两种结构的异同以加强记忆。
六、单元教学建议采用Classifying，Role—playing，Comprehending incontext和Skimming的学习策略，利用教学图片或制作多媒体课件来展开课堂Pairwork问答式的口语交际活动、小组活动和写作练习，谈论各自的能力。
本单元的教学法建议:语音教学:模仿操练;词汇教学:演示讲解、情景操练、反复使用;口语教学:互相操练、对话练习、交际活动;阅读教学:选词填空练习;听力教学:图文配对和对话选择;写作教学:填空造句、模仿写作;语法教学:总结规律、模仿操练。
七、单元课时分配3本单元用3课时教学Section A部分用l课时Section B部分用1课时Self Check及阅读部分用l课时。
第一课时Section A(一)教学内容Section A(教材P59,61)(二)教学目标1、知识与能力Section A的主要内容是运用情态动词can “询问和谈论能力”;通过谈论自己在某一方面所具备的才能，学习情态动词Can的基本用法。
2、过程与方法采用Classifying和Role—playing的学习策略，利用教学图片、幻灯片、实物(各种乐器)或制作课件(演奏各种乐器)等来展开课堂教学、Pairwork问答式的口语交际活动或小组活动，进行“询问和谈论能力”的课堂教学和练习、3、情感态度价值观Section A的学习内容贴近学生的生活，谈论的话题是能力。
通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。
4(三)教学重、难点及教学突破重点:学习询问和谈论彼此的能力和特长;语法难点:情态动词can的构成和使用。
(四)教学突破Section A重在通过使用情态动词can来询问和谈论能力，因此如何使用情态动词can就成了关键。
教师可通过模仿、操练使学生掌握can的肯定句、否定句和疑问句的构成，再进行谈论能力的训练就容易多了。
(五)教学准备1、教师准备准备一些乐器实物或制作能反映各种乐器的图片或幻灯片;制作能反映各种活动的图片、幻灯片或课件;制作演奏各种乐器的课件;设计课后巩固练习的幻灯片。
2、学生准备携带自己拥有的乐器。
(六)教学步骤一、第一教学环节:情景创设，导入新课教师活动学生活动Section A的主要内容是运用情态动词Can“询问和谈论能力”。
在导入新课时，可采取5演绎导人法和视听导入法。
1(出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动: He,She candance,swim,sing,?But I can’t dance,swim,sing,...等，学习表达活动的动词短语。
2.教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一边说(Ican play the guitar(?等;再指着图片说:He,She can playthe violin(But I can’t play it(等;然后询问学生:Can you play the guitar??(并引导学生进行简单的回答。
3.出示1a部分的图片或幻灯片或播放该内容的课件，引导学生将活动与人物进行搭配，完成la部分的教学任务。
1(观看教师出示的反映各种活动的图片、幻灯片或课件，谈论其所反映的活动:He,She candance,swim,sing,?But I can’t dance,swim,sing,(((等，学习表达活动的动词短语。
2(观看教师的演示和谈论，仔细听讲，理解情态动词can的基本用法，回答教师的提问:Yes，I can(,No, I can’t.3.观看1a部分的图片或幻灯片或该内容的课件，将活动与6人物进行搭配(完成la部分的学习任务。
二、第二教学环节:师生互动，学习探究教师活动学生活动1(播放lb部分的录音让学生听，引导学生根据所听到的内容，选出对话的顺序，完成1b部分的教学任务。
2(引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用can询问和表达能力。
3(播放2a部分的录音让学生听，引导学生圈出俱乐部的名称，完成2。
部分的教学任务。
4.引导学生根据对话内容选择合适的单词填空，补全对话，再播放2。
部分的第一个对话录音让学生进行校对。
练习听力和写作能力，完成2b部分的教学任务。
5. 引导学生展开Groupwork活动，完成2c部分口语交际的教学任务。
让学生先练习2b部分的对话，再根据图示改编对话并进行操练，运用What club do you want to join? I want tojoin?club(等目标语言。
6(引导学生将3a部分的对话整理成序，运用What can you7do? I can?等目标语言，完成3a部分口语交际的教学任务。
7(引导学生展开调查活动，互相询问彼此的能力和特长并进行回答，然后向全班进行汇报，要求学生学会运用所学目标句型，完成3b部分的教学任务。
1.听1b部分的录音，根据所听到的内容，选出对话的顺序，完成1b部分的学习任务。
2.展开Pairwork活动，完成1c部分口语交际的学习任务，学会运用can询问和表达能力。
3.听2a部分的录音，然后根据录音内容圈出俱乐部的名称，完成2a部分的学习任务。
4.根据对话内容选择合适的单词填空，补全对话，再听2a部分的第一个对话录音进行校对，练习听力和写作能力，完成2b部分的学习任务。
5(展开Groupwork活动，完成2c部分口语交际的学习任务。
先练习2b部分的对话，再根据图示改编对话并进行操练，运用What club do you wantjoin? I want to join?club(等目标语言。
6(将3a部分的对话整理成序，运用What can you do? Ican?等目标语言，完成3a部分口语交际的学习任务。
87(展开调查活动，互相询问彼此的能力和特长并进行回答，然后向全班进行汇报，要学会运用所学目标句型，完成3b部分的学习任务。
三、第三教学环节:合作交流，巩固提高1教师活动学生活动引导学生进行Job Interview小组活动，让学生在阅读广告之后向全班同学进行调查，询问谁能胜任所招聘的工作，练习运用所学目标语言，完成第4部分的教学任务。
进行Jobinterview小组活动，在阅读告之后向全班同学进行调查，询问谁胜任所招聘的工作，练习运用所学目语言，完成第4部分的学习任务。
四、问题探究与拓展活动情态动词call的用法:情态动词can不能单独使用(简单回答除外)，后须接动词原形才能表达完整含义。
在变成疑问句时，要将其移至句首，在变成否定句时，只需在其后面加not。
Can一般有两种含义:(1)表示能力，意思是“能;会”，如:I Can swim.我会游泳。
I call playthe guitar(我能弹吉他。
(2)用在主语是第一人称的疑问句中，表示征求意见，意思是“可以”，同may的用法，如:Can I help you? 我能帮助你吗? Can9,May I know your name?我可以知道你的名字吗?五、本课总结本课采用了classifying和Role—plying的学习策略，利用教(来自: 小龙文档网:人教版初中英语优秀教案)学图片、幻灯片、(各种乐器)或制作课件(演奏各种乐器)等来展开课堂教学、Pairwork问答式的交际活动或小组活动，进行“询问和谈论能力”的课堂教学和练习;通过谈论自己某一方面所具备的才能，学习情态动词can的基本用法;通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。
六、板书设计Unit 10 Can you play the guitar?Section A生词:guitar, dance, swim, sing, chess, speak, can’t, job, c hildren, kid, summer, camp重点句型:Can you swim/paint/sing? Yes, I can./No, Ican’t.Can you/he/she/you dance?/ Yes, I /he/she/we can. No,I/he/she/we can’t.10What club do you want to join? I want to join?club.语法重点:情态动词can的肯定句、否定句和疑问句的构成。