初中仁愛版英語教案

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初中仁愛版英語教案

　　作為一名專為他人授業解惑的人民教師，就不得不需要編寫教案，教案有助于順利而有效地開展教學活動。那么什么樣的教案才是好的呢？下面是小編為大家整理的初中仁愛版英語教案，供大家參考借鑒，希望可以幫助到有需要的朋友。

初中仁愛版英語教案

初中仁愛版英語教案1

　　一、教學目標：

　　1.語言知識目標：

　　1)能掌握以下單詞：growup,computerprogrammer,cook,doctor,engineer,violinist,driver,pilot,pianist,scientist,besureabout,makesure

　　能掌握以下句型：

　�、侃hatdoyouwanttobewhenyougrowup?

　　─Iwanttobeabasketballplayer.

　　②─Howareyougoingtodothat?

　　─I’mgoingtopracticebasketballeveryday.

　　③Whereareyougoingtowork?

　�、躓henareyougoingtostart?

　�、軮’mnotsureaboutthat.

　　2)能了解以下語法：

　　掌握一般將來時態的構成形式;

　　3)用一般將來時態表達將要做的事情。

　　2.情感態度價值觀目標：

　　每個人都有自己的夢想和對未來的打算，對于將來想要從事的職業也充滿了憧憬。人們以常談論他們的設想，因此，應通過學習這單元的內容來激發學生們的學習主動性和學習興趣，使他們更加有理想，并為實現自己的理想而不斷努力。

　　二、教學重難點

　　1.教學重點：

　　1)學習一般將來時態的構成方式。

　　2)學習本課時出現的重點句型，通過在不同情景下運用來熟練運用一般將來時態。

　　2.教學難點：

　　用一般將來時態表達自己未來的打算。

　　三、教學過程

　�、�.Lead-in

　　1.介紹自己小時候想要從事的職業，由此歸納出以前所學過的一些職業的英語表達方式：

　　teacher,nurse,doctor,basketballplayer,runner,actor,actress…

　　2.詢問學生們想要從事的職業，從而引出句型：

　　─Whatdoyouwanttobewhenyougrowup?

　　─Iwanttobeabasketballplayer.

　　3.學生們看幻燈片，引導學生們進行問答自己將來所喜歡的職業。

　�、�.Presentation

　　1.播放幻燈片，展示一些職業的圖片，來引導學生們學習一些新的職業名詞：

　　computerprogrammer,cook,engineer,violinist,pianist,pilot,scientist,…

　　2.讓學生們看大屏幕來學習記憶這些生詞。

　　3.TellSstorankthem[1-12].1ismostinteresting,12isleastinteresting.

　　2.Trytorememberthenewwords.

　�、�.Game

　　1.Showsomepicturesinthebigscreen.

　　2.LetSsguesswhathe/shedoes.

　　3.LetSstrytheirbesttoguessthejob.Seewhichgroupisthebest.

　　Ⅳ.Listening

　　1.T:TellSstoreadthewordsofjobsinthechart.Makesuretheyknowthemeaningofthewordsandsentences.

　　2.PlaytherecordingfortheSstolistenandfillintheblanks.

　　3.Playtherecordingagain.ChecktheanswerswiththeSs.

　　4.Playtherecordingagain.Sslistenandmatchthejobswithactivities.

　　5.Showtheanswersonthebigscreen.

　�、�.Pairwork

　　1.LetSsreadthemodelwithapartner.

　　2.Usetheinformationinthechartof1b.Askandanswerwithapartner.

　　3.Letsomepairsaskandansweraboutthechart.

　�、�.Listening

　　Workon2a:

　　1.LetSslookatthepicturesbelow.Explaintheactivitiesinthepicturesifnecessary.

　　2.PlaytherecordingfortheSstolistenandcheck(√)thecorrectboxesinthepicture.

　　3.Playtherecordingagaintochecktheanswers.

　　Workon2b:

　　1.LetSsreadthechartbelow.TellSsthatthey’lllistentoChengHan’splanforthefuture.Theyshouldanswerthequestions:

　　“What”means“WhatisChengHanwanttobe?”

　　“Where”means“whereisChengHangoingtowork?”

　　“How”means“Howishegoingtodoit?”

　　“When”means“whenishegoingtostart?”

　　2.PlaytherecordingfortheSstowritethecorrectanswersinthechart.

　　3.Playtherecordingagaintochecktheanswers.

　�、�.Pairwork

　　1.TellSstoaskandansweraboutChengHan’splansusingtheinformationin2b.

　　2.GiveamodeltotheSs.

　　3.Ssworkinpairs.TrytoaskandansweraboutChengHan’splans.

　　4.Asksomepairstoactouttheirconversations.

　�、�.Role-play

　　1.Readtheconversationsandanswerthetwoquestions:

　　①WhatdoesKenwanttobe?XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

　�、贖owishegoingtodothat?XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

　�、踂hatdoesAndywanttobe?XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

　　2.Explainmainpointsintheconversation.

　　TheOldManandtheSeabyHemingway.海明威的《老人與海》。此處介詞by為“由……所著”之意。再如：ashortstorybyLuXun(魯迅的一部短篇小說)，themusicbyMozart(莫扎特寫的音樂)，paintingsbyVanGogh(梵高的繪畫)等。

　　Thenyoucanbeanythingyouwant!那么你就能當上你想做的人了。

　　此句的基本意思是youcanbeanything，不定代詞anything指代未來所從事的某一職業，youwant用來修飾anything。

　　3.LetSsreadtheconversationaftertheteacher.

　　4.Practicetheconversationwiththeirpartner.Thenletsomepairstoactouttheconversation.

　　Homework:

　　1.Recitetheconversationin2dafterschool.

　　2.根據圖片提示或自己的實際想法編寫一個對話。

　　--Whatareyougoingtobewhenyougrowup?

　　--I’mgoingtobea/an…

　　--Howareyougoingtodothat?

　　--I’mgoingto…

初中仁愛版英語教案2

　　單元目標

　　一、知識與技能

　　1.詞匯：New York City, Central Park, exam, were, rainy, delicious，expensive, inexpensive, crowded, flew, kite, later, felt, little, corner, discuss, etc.

　　2.句型: Where did you go on vacation? I went to summer camp.Did she go to Central Park?Yes, she did.No, she didn’t.

　　3.語法：一般過去時的特殊疑問句、一般疑問句及肯、否定回答。

　　4.能力目標：能用一般過去時熟練談論假期發生的事。

　　二、過程與方法

　　靈活運用教材，從所教學生的實際水平和語言能力出發，調整和取舍教學內容，合理安排本單元的課時數，設計好每課時的教學內容。

　　三、情感、態度與價值觀

　　1.通過描述假期發生的事，增進同學間的了解，增進感情。

　　2.通過圖片和視頻欣賞優美的風景，培養熱愛祖國大好河山的思想感情，提高學生的環保意識。

　　3.了解自己的能力，培養情操

　　4.培養學生們對英語的興趣。

　　教法導航

　　1.以任務型教學作為課堂教學理念、利用整體語言教學法、情景教學法、交際教學法等。

　　2.在教學中創設切實可行的任務型教學活動、突出交際性。

　　3.教師為主導、學生為主體、任務為基礎，注重實用性。

　　4.引趣激趣策略，創設情景調節氣氛，引發激發學生興趣。

　　學法導航

　　多讀善思，小組合作、探究、學習、交流。

　　課時支配

　　第1課時：Section A 1a-2c

　　第2課時：Section A 2d-3c

　　第3課時：Section B 1a-2c

　　第4課時：Section B 2d-Self Check

初中仁愛版英語教案3

　　一、教材分析

　　(一)教材的地位及作用

　　本課是新目標英語八年級上冊第8單元，教材以How was your school trip ?為中心話題，圍繞著描述“過去發生的事情”展開，學習和運用一般過去時態的一般疑問句Did you go/see /buy…? Were there any…?詢問過去的事件，讓學生學會談論和分享過去發生的事件。本課教學內容與學生的實際生活密切相關，易于引發學生運用簡單的英語進行交際和交流。在學習活動中，學生通過交換對過去發生的事情的描述及看法，促進學生之間和師生之間的情感交流，增進情誼。Section A的主要學習內容是：復習一般過去時態和動詞的規則與不規則變化，學習一般過去時態的兩種一般疑問句: Did you…? Were there any …?教材安排了許多聽，說，讀，寫的任務活動，我將靈活運用這些活動，將其中的一些活動進行變化或整合，如：1c,2c和3c的Pairwork活動內容相似，我將把2c和3c整合成一個Interview(采訪)的任務活動。

　　(二)教學目標

　　根據《英語課程標準》關于總目標的具體描述，結合第八單元的教材內容，我按語言知識、語言技能、學習策略、情感態度、文化意識五個方面將本單元的教學目標細化：

　　1、知識目標：單詞：學習掌握詞匯aquarium, gift shop, seal, shark, hang out等。

　　功能：描述過去發生的事情

　　語言結構：規則動詞和不規則動詞的一般過去式

　　一般過去時的一般疑問句

　　句型：Did you go to the zoo? Yes, I did. No, I didn’t. I went to the aquarium. Were there any seals? Yes, there were. No, there weren’t any sharks.I saw some sharps/ I went to the aquarium.

　　2、語言技能：聽：能識別不同句式的語調，并能根據語調變化，判斷句子意義的變化;能聽懂本課學習活動中的問題，做出較得體的回答。

　　說：能在本課的任務型活動如：游戲、調查、故事接龍等中進行簡單有交流。

　　讀：能正確朗讀本單元對話和句型;能查閱工具書為完成任務做準備。

　　寫：能寫出本節課學習的單詞和句型，能運用簡單的句子寫出過去的`活動和感受。

　　3、學習策略：抓住用英語交際的機會，在交際中把注意力集中在意思的表達上，必要時借

　　助手勢和表情。

　　主動參與學習活動，善于和他人合作。

　　4、情感目標：通過描述過去所做的事，表達自己的看法，使學生在人際交往中學會尊重和理解別人，學會交換不同的看法，了解他人的喜好，增進情誼。

　　5、文化意識：用恰當的方式表達贊揚或自己的觀點;了解英、美國家中小學生的業余生活，培養世界意識。

初中仁愛版英語教案4

　　一、知識與技能

　　1.掌握重點句型：How was your vacation?Where did you go? Did you go out with anyone?

　　2.理解并掌握幾個不定代詞：anyone, everyone, something, anything, everything, nothing的用法。

　　3.熟練運用句型：Did you …?

　　二、過程與方法

　　學生通過上一節課的學習，對where引導的過去時態的特殊疑問句已經掌握，能自然地與本課知識相銜接。讓學生回憶他們的假期情況，引出一般過去時態的句型，并且進行大量練習。采用學生提出問題，學生解決問題，借助多媒體來提高學生的主動性。

　　三、情感、態度與價值觀

　　教育學生滲透合作精神和社會公德意識。

　　教學重點

　　掌握句型：Where did you go on vacation? Did you go out with anyone? Did you buy anything? Did you visit anyone?

　　教學難點

　　能用句型Did you …?提出盡可能多的有關過去假期的問題。

　　教法導航

　　創設情境，讓學生自己總結規律，思考，討論，最后得出結論。創設英語語言氛圍，使學生能較快地融入到英語語言學習的情景中來。

　　學法導航

　　自主學習，獨立思考，小組討論，同桌合作，完成學習任務。

　　教學準備

　　視頻，圖片，多媒體。

　　教學過程

　　Step 1 Greetings

　　Greet the class as usual.

　　Step 2 Revision

　　Ask the students to look at the picture on Page 1 and make conversations, using the sentence pattern: —Where did you go on vacation? —I went to the mountains. —Did you go with anyone? —Yes, I did. / No, I didn’t.

　　Step 3 Role play

　　The teacher acts as Rick and ask a student to act as Helen and practice the dialogue of 2d on Page 2. Then ask the students to practice in pairs and finally ask two or three pairs to act it out.

　　Step 4 Grammar Focus

　　Review the grammar box. Ask students to say the questions and answers.

　　Review the difference between regular –ed past tense verbs (stay –stayed, visit-visited) and irregular past tense verbs (go –went, buy-bought). Then get the students to ask and answer the questions and answers in pairs.

　　Step 5 Game

　　Ask one student to act as the teacher and ask some individual students questions. Get as many students as possible to be the teacher.

　　Then ask the students to pay attention to the words: no one, anyone, everyone, something, nothing, anything.

　　Step 6 Practice

　　3a Fill in the blanks with the words in the box and practice the conversation.

　　3b Fill in the blanks in the e-mail mestudentsage with the words in the box.

　　After checking the answers, get the students to read them aloud.

　　Step 7 Group work

　　Make a survey. Ask the students to make a survey by asking the questions about their last vacation: Did you eat anything at a reastaurant? Did you read anything interesting? ….Make sure the students practice the dialogues again and again and write down the results in the form. Then ask some students to report their results.

　　Step 8 Homework

　　Ask your classmates as many questions about their last vacation as possible.

　　課堂作業

　　Fill in the blanks.

　　1. Where XXX you XXX (go) on vacation?

　　2. I XXX (go) to New York City.

　　3. —XXX you XXX (go) out with XXXXXX? —No. No one was here. Everyone was on vacation.

　　4. —Did you buy XXXXXXX special? —Yes, I XXXXXXX (buy) something for my father.

　　5. —XXX was the food? –Everything tasted really good!

　　參考答案：1. did, go 2. went 3. Did, go, anyone 4. anything, bought 5. How

　　教學反思

　　為了避免語法學習的枯燥，本課設計了幾個小組活動和小游戲，讓學生在不知不覺中就掌握了知識，學習效果較好。

初中仁愛版英語教案5

　　教學目標

　　一、知識與技能

　　1.掌握句型：—Where did you go on vacation? —I went to the mountains. —Did you go with anyone? —Yes, I did. / No, I didn’t.

　　2.熟練掌握本課短語：stay at home, went to New York City, went to summer camp, went to the mountains, went to the beach, visited museums, visited my uncle.

　　二、過程與方法

　　通過例子Who went to the movies last Saturday?引出動詞go的過去式went，從而引出一般過去時態。大面積操練，采用學生提出間題，學生解決問題，借助多媒體來提高學生的主動性。

　　三、情感、態度與價值觀

　　學會用一般過去時進行信息交流，培養學生的環保意識，熱愛大自然。

　　教學重點

　　掌握句型：—Where did you go on vacation? —I went to the mountains/ New York City/ beach /summer camp. —Did you go with anyone? —Yes，I did. / No, I didn’t.

　　教學難點

　　掌握用過去時談論假期的活動。

　　教法導航

　　通過看圖、看視頻、聽錄音、問答、討論等方法學習談論能力和表達愿望。

　　學法導航

　　通過看、聽、說等各種途徑，以小組合作的形式，主動探求知識，鍛煉自主學習能力。

　　教學準備

　　圖片，多媒體。

　　教學過程

　　Step 1 Greetings

　　Greet the class.

　　Step 2 Lead in

　　Ask questions about what students did last Saturday.

　　(1)Who went to the movies last Saturday? Point to one student who raises his or her hand. Sara went to the movies last Saturday. Repeat.Write this sentence on the board.

　　Underline the word went.

　　(2)Ask：Who visited a friend last Saturday?Point to one student who raises his or her hand.Carlos visited a friend last Saturday.Repeat. Write this sentence on the board. Underline the word “visited”.

　　Point to the words went and visited in the sentences on the board.Say：We use these words to talk about things that happened in the past. Write these pairs of words on the board：go–went, visit –visited. Ask: Can you point out the words that talk about the past?

　　This activity introduces the key vocabulary.

　　Step 3 Practice

　　1. Focus attention on the picture.Ask: What can you see?Say: Each picture shows something a person did in the past.Name each activity and ask students to repeat: went to the mountains, went to New York City, went to summer camp, visited my uncle，stayed at home, went to the beach, visited museums.

　　2.Point to the numbered list of activities.Say each one again and ask the students to repeat.

　　3.Now, please match each phrase with one of the pictures.Say：Write the letter of each picture next to the name of the activity.Point to the sample answer.

　　4.Check the answers.

　　Step 4 Listening

　　1.Point to the picture on the screen. Say: look at Picture A，Where did Tina go on vacation? Yes，she went to the mountains.

　　Ask:What did the person do in each scene? Say: There are three conversations. Play the recording the first time.

　　2. The people talk about what they did on vacation.Listen to the recording and write numbers of the names in the right boxes in the picture. Please write only 5 numbers. Point out the sample answer next to the picture showing went to the mountain. Play the recording a second time.

　　3.Correct the answers.

　　Step 5 Pair work

　　Point out the example conversation. Ask two students to read the dialogue to the class. Say the dialogue in the picture with a student，Do a second example to the class. Then say：Now work with a partner, make conversations about the people in the pictures.As they talk，move around the classroom monitoring their work. Offer language or pronunciation support as needed.

　　Step 6 Listening

　　1.2a. Ask: Where did the people go on vacation? And then ask the students to listen carefully and fill in the chart. Play the recording twice and then check the answers.

　　2. Look at the form carefully, ask: Did the people do the following things? Then ask the

　　students to listen carefully and check the anwers. Play twice and ask the students to check the answers in pairs and then check the answers together.

　　Step 7 Role play

　　Look at the form again carefully and make role-play conversations among Grace, Kevin and Julie. Ask one or two groups to show the conversation first and then get the students to practice in groups.

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