下面是范文网小编收集的江苏初中英语教案模板8篇(初中英语教案范例)，供大家品鉴。
江苏初中英语教案模板1
一、重点词汇词组 god
神,上帝 sweetie
可爱的人 leader
领导者 immigrant
移民
settler
殖民者,移居者 myth
神话
belief
相信,信念 religion
宗教
celebration
庆祝,祝贺 succeful
成功的 feast
盛宴 prayer
祈祷
二、重点词组
sb over招待邀请某人
thanks to sb for sth因某事向某人致谢
’s（a）time for sb to do sth.是某人做某事的时间了 together聚集到一起 bit of 一点儿
thankful to sb for sth因某事而感激某人 one way or another以各种方式 for寻找
than a little bit不止一点儿 ? as ? 把??描述为?? after在??之后不久
problems with与??有矛盾；在??方面有问题 out突然发生，爆发 fact事实上
surprised to do 对做某事感到吃惊 place 发生
similar to 与??相似
prayers to sb向某人祈祷 the beginning在开始，在起端 sb with sth 向某人提供某物
grateful to sb for sth因某事而感激某人 pleasure to sb给某人带来欢乐
sb a leon给某人一个教训 sth with sb与某人分享某物 on sth在某事上达成共识
三、重点难点分析
mom’s having some of our friends over for Thanksgiving.我妈妈将邀请一些朋友来家里过感恩节。
have ? over的意思是“招待（某人）来家里、邀请（某人）的意思。”这个句子还可以用have ?up表示同样的含义。试比较：
My mother is having some of our friends up for Thanksgiving give thanks to God for all that we have got.我们因所得到的东西而向上帝感恩。give（one’s）thanks to sb for sth的意思为“因为某事而向某人致谢”，表示同样意思的类似词组还有: thank sb for（doing）sth be thankful to sb for sth 例如: We must thank my teacher for helping me a lot.我必须感谢老师给我那么多的帮助。
We are thankful to the young boy for giving as the meage.我们感谢这个小孩子给我们这个信息。
Great Spirit decided to teach her a leon , she would have no face , nor could she talk to the people , the birds , or the animals of the forest.大神决定给她一个教训：她没有脸，也不能和人、鸟或森林中的动物讲话。
teach sb a leon的意思是“给某人一个教训”例如: The accident which was caused by carelene taught him a leon forever.由粗心引发的事故给他一个永久的教训。
I’ll teach you a good leon.我要好好教训你一顿.nor +助动词/情态动词/系动词+主语是倒装句，表示“也不”，肯定句用so。例如: I haven’t been there , nor has he.我没出去过那里，他也没有。四.语法分析
Americans have been celebrating Thanksgiving in one way or another since the 1600 s.美国人自17世纪以来一直以这种或那种方式庆祝感恩节。
have been celebrating为动词celebrate的现在完成进行时。所谓现在完成进行时就是指
“一个动作从过去某时开始，一直持续到说话时刻还在进行”。由have / has been + v-ing 构成.试比较: 五.习题检测与解析 sentences woman thanked the man for saving her son.（同义句）The woman
the man who
her old man seemed to believe in the God strongly.（同义句）the old man
A strong
the didn’t want a little bread to eat.（同义句）She
bread to owner had the dog look after his house.（被动语态）The dog
look after his would’ t like to destroy the quiet environment.（倒装句、并列句）
he wouldn’t like to destroy the quiet wouldn’t like to destroy the quiet environment , I
he like to destroy the quiet if you are a good high-jumper, you can jump only about seven 1 off the cannot jump any higher because the earth 2 you pull of the earth is 3 can easily 4 out the pull of the you weigh 5 , you will know how 6 gravity is pulling there is gravity, water runs you 7 a ball into the air, it falls back of gravity you do not fall off the earth 8 it turns , can you get 9 from the earth and go far out into space? Now you can do it, because spaceships have been spaceship will go so fast that it can get rid of the earth’s gravity and 10 you into
thrown
III..Read the following paage and fill in the blanks The, Chinese New Year is now known as the Spring Festival because it starts from the beginning of there are some sayings about its origin ,(起源)，all agree that the word Nian, which in modern Chinese means “year”, was originally the name of a beast(野兽)that started to eat people the night before the beginning of a new story goes that the beast Nian had a very big mouth that would take in a great many people at one were very day, an old man came to their help and said he would stop all Nian he said, “I hear say that you are very strong, but can you eat up all the beasts on earth instead of people who are too weak to be your enemy(敌人)?” “Yes,” Nian agreed with him and went to kill many of the beasts on were very happy because those beasts also did bad things to people and killed their farm animals from time to that, the old man, who was a god(神), rode on the beast Nian and was gone, and other beasts also went into forests;people began to enjoy their happy the old man left, he had told people to put up red paper-cuts on their windows and doors at each year’s end to drive Nian away, because red is the colour the beast felt most afraid then on ,every year at the beginning of spring, people “Guo Nian”.The word “Guo Nian” means “Go through the Nian safely”.Putting up red paper-cuts to drive Nian away and making dumplings for a better new year are still an every-year doing by the Chinese (但是), people today have long forgotten why they are doing all this, they just feel the colour and the food make the New year very ).The Chinese New Year is also called__________. Beginning of Spring
Spring Festival New Spring
Beast Nian 2).How did the old man stop Nian from eating people? putting red paper-cuts on eating up talking to riding on )..Why did people put up red paper-cuts instead of those of any other colour? Nian liked the colour the colour red could kill the old man liked the colour Nian was afraid of the colour ).The best title of this paage is______. Origin Of The Chinese New Year Old Man And The Beast Nian To Go Through The Nian Safely Nian Was Like 5).Which of the sentences is true? can eat up all the beasts on earth at one is a tall beast that likes to eat farm is afraid of doesn’t like to use his own mind 答案及解析: , thanks , to , had saved
, seemed , that , had, belief , in , much had to , would , he , Neither , nor , would CABAD 6-10 ABABC 第1题，foot的复数形式是feet。
第2题，pull"拉"，push"推"，你不能跳得很高，那是由于地球在"拉"你。第4题，该句的意思是，"你很容易会发现地球的拉力"。Find out是固定搭配"发现、找出"的意思。
第7题，这是讲的一种普遍状态，所以应该用动词的一般现在时。第9题，从空格后面的from我们知道应该用get away"远离"。).根据常识可知B为“春节”
2).从第二自然段的3、4行可知，是通过谈话告知Nian这种怪兽的。 3).从文中第三自然段最后一句话可知是D。4).全文讲的是中国“年”的由来，所以选A。
5).该是根据全文采用排除法，A，并非一次吃尽所有动物；B，讲话中并未提到farm an animals;C, Nian怕的是红纸。
江苏初中英语教案模板2
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和技能，有较好的语感，获得初步运用英语的能力，为实际应运打下扎实的基础。那么具体的工作计划怎么制定呢?下面就是小编给大家带来的初中英语教研组工作计划，希望能帮助到大家!
初中英语教研组工作计划范文(一)
一、指导思想
本学期我将重点投入到以素质教育为指挥棒的教学宗旨，激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们建立初步的学习英语的自信心;培养学生一定的语感和良好的语音、语调基础，使他们形成初步运用英语进行简单日常交流和书写，为进一步学习打下基础。
二、学生情况
我校五年级的学生已学习了三年的英语，有一定的基础。他们思维活跃，模仿能力和记忆力较强，所以应针对不同的学生进行分层次教学，会达到预期的效果;四年级学生基本掌握一定的英语日常用语，具备一定的英语基础，因此对他们而言，英语基础知识需要继续深入的渗透，把重点放到听、说、读、写的要求上。扩大学生对西方国家了解的知识领域，充分发展学生在生活中使用英语的能力和习惯。
三、教学目的、任务
1、提升学生学习英语的兴趣，养成良好的朗读书写的习惯;
2、发音准确、朗读流利，准确掌握书中的重点内容;
3、能够进行简单的日常用语的交流;
4、能够用简单的句子进行写作;
5、熟练掌握所学歌曲、chant等
6、了解西方文化，初步知道课文的文化背景。
7、强调语言运用。本教材体现交际教学思想，注重学生语言应用能力的培养。在起始阶段采用全身动作反应法，让学生在做中学，在唱中学，在玩中学。
8、注重能力培养。整套教材贯穿学会学习的主题，培养学生自主学习和独立运用所学语言去做事情的能力。如Let’sfindout/Let’scheck/Pairwork/Tasktime。在活动手册中还特别设计了学习评价的栏目。引导学生在学习中反思，在反思中学习。
9、突出兴趣激发。教学形式多样化，其中包括对话、歌谣、小诗、歌曲、游戏、任务、绘画等
10、重视双向交流和中西文化的介绍。
四、教学重点难点
1、重点：
(1)提高课堂效率。
(2)养成良好的听英语、读英语、说英语的习惯。
(3)发音清楚，语调正确，书写工整。
2、难点：使英语基础差的学生提高听、说、读、写的能力，全面提高英语成绩。
五、方法措施
1、认真备课，钻研教材，进行课堂的有效教学，提高课堂效率，做到当堂内容当堂掌握。
2、创新运用各种不同英语教学法来辅助教学，如：情景教学法、直接教学法和TPR全身反应法，并开展一些有趣的活动、游戏让学生在轻松的氛围中学习英语。
3、创设英语情景和环境，使学生们在一定的英语语言环境里习得“第二语言”。做到“生活中有英语，英语中有生活”。
4、鼓励学生大胆说英语，肯定他们的进步(尤其是英语基础不好的学生)，树立学生的信心，培养学生朗读和书写的习惯。
5、注重教材的灵活性和可操作性，以满足不同层次的学生的需求。帮助英语基础不好的学生，提升英语基础好的学生。
6、多教授chant和歌谣或小故事等促进学生多单词和句型的记忆。充分利用教科书中的课文创设栩栩如生的情景，如打电话、购物、生日聚会、野餐、旅游、问路、看病等，为学生提供使用英语进行交流的机会。
7、课堂尽量全英化，打好每名同学的英语基础，重点提高差生的英语功底，同时适当地补充些课外内容，强化口语和应试能力，对每一单元的内容力争人人过关。
8、练习形式多种多样，手、脑、眼、肢体并用，静态、动态结合，基本功操练与自由练习结合，单项和综合练习结合。通过大量地实践，使学生具有良好地语音、语调、书写和拼读地基础，并能用英语表情达意，开展简单的交流活动。
初中英语教研组20-20学年工作计划范文(二)
一、指导思想
本学期我们英语组以英语新课程理念为指导，在学校及县教研室的领导下，加大教研、科研力度，扎实有效地开展各项教研活动，努力营造英语教育教学的良好氛围，积极进行校本教研，组织教师参加课改理论学习和培训，并组织教师进行听课学习，以促进教师转变教学观念，促进教师整体素质和学科教学质量的提高，从而促进教师专业成长，进一步提升我组教师的英语教学理念、教学水平和教学质量，以提高我们初中英语教学的整体水平。在学校的领导下，团结奋斗，协调好各教研组之间的关系。认真学习新课标和教学大纲，结合实践科学发展观，巩固发展我组的进取精神。在去年英语中考取得成绩的基础上，为把我组的教学教研水平提高到一个新的台阶而努力奋斗。
二、工作重点
(一)教研组
本学期初中英语学科教研工作，要以课堂教学为中心，围绕规范和深化学科教学常规，通过组织教师进行课程和课改理论学习、安排公开课、建立资源库等一系列活动来促进初中英语学科教学质量的提高。
(二)各年级
1、初一要抓好小学与初中的衔接教学。
初一学生在小学阶段学了小学英语教材，基本上达到了小学英语教学的要求，但也出现了一定的分化现象，初一教师要及早摸清情况，根据我校的实际，采取切实有效的措施，抓好中小学衔接教学。在这个基础上进一步培养兴趣，强化基础，抓好起始年级的英语学习习惯。
2、初二要培优补差，强化后进生的转化工作。
课任教师对本班的后进生，要了解其思想动态、寻找致差原因，有的放矢，区别对待，耐心辅导，力求稳住和缩小两极分化程度。
3、初三教学要以本为本、以纲为纲。
在扎实认真教好课本基础知识的同时，还要挖掘潜力，查缺补漏，着力加强学法指导和能力培养。特别是要认真学习《考纲》和近几年平凉中考英语真题，注意对考试动向的信息收集和试题研究，提高毕业班教学效率。
三、工作措施
1、加强教育理论学习
本学期教研组各位老师要通过网上下载、分散学习和教研组会讨论交流等方式来学习《基础教育课程改革纲要》、《英语课程标准》、《英语课程标准解读》和《课程改革与课程评价》等有关课程改革的材料，明确英语课程在基础教育阶段的四个基本任务，特别是要认真学习和理解课程标准中的"六个基本理念"，并用这些理念来指导平时的课堂教学，以提高课堂教学效率。
2、做好"教学常规"的学习和实施工作。
在开学初的教研组活动中全组教师要认真学习本校的教学管理制度及常规要求，明确上课、备课、编写教案、布置作业及作业批阅中的一些具体要求，使大家从思想上重视起来。在以后的备课、上课、作业布置和批阅、辅导等各个环节中，以制度为准则，对照检查，严格执行。
3、建立初中英语教育教学资源库。
本学期教研组将通过公开课、示范课、说课、评课、优秀教案、精品试题、个人总结、年级汇总和网上收集等各种形式来汇总建立初中英语教育教学资源库。以后还要不断地向资源库添入新的内容，使资源库不断优化、不断更新，真正为我校初中英语教育教学发挥一定的作用。
4、加快信息技术学习进程。
教研组全体教师要学好电脑技术和网络技术，能熟练运用基本信息技术，从而推动学科教学与信息技术的整合，为以后条件成熟后教师运用现代教学理论设计多媒体教学辅助课件打下基础。
5、撰写教育教学论文。
全组老师要通过理论学习，不断反思、探索，并联系实际积极撰写外语教育教学论文。每学期至少一篇，期末时输入资源库备案。
6、努力鞭策青年教师的成长。
青年教师是英语组的一支生力军，教研组将通过听课、评课、说课、讨论等方式促其不断成长外，还要求青年教师拜经验丰富的老教师为师，经常取经，不断提高。7、搞好教研组建设。
(1)本组共9人，初三4人，初二3人，初一2人
(2)每周四进行集体备课。
(3)教案按学校要求要环节齐全、内容充实、书写工整、有教后记。
(4)听完公开课后要在教研组会上认真进行评课，即至少提两个优点和两个缺点。要逐人逐个发言，并进行记录，形成书面材料备案。
(5)组内教师要多听课，同一年级、不同年级的教师之间通过听课可以相互借鉴、扬长避短，从而达到共同提高的目的。
(6)按照学校组织的安排，搞好新课程改革，上好课改示范课。
(7)将各种教研活动上形成的教师发言、教学观点、书面材料、试题资料等及时输入资源库。
燃气安全工作计划(三)
为进一步加强我镇燃气安全生产管理，加快建立燃气安全隐患排查治理工作长效机制，全面提升燃气从业单位的安全生产水平，严厉打击非法经营等违法违规行为，坚决消除事故隐患，杜绝燃气安全事故发生，根据《中华人民共和国安全生产法》、《中华人民共和国消防法》、国务院《城镇燃气管理条例》、《特种设备安全监察条例》、《省燃气管理条例》等法律法规和市《关于进一步加强燃气安全监管工作的实施意见》结合我镇实际，制订燃气安全监管工作实施方案。
一、指导思想
以“科学发展观”为指导，以国家有关安全生产法律、法规为依据，树立安全发展理念，坚持“安全第一、预防为主、综合治理”的方针，进一步整顿和规范燃气市场经营秩序，依法履行安全监管职能，消除安全隐患，确保村居供气、用气安全。
二、目标任务
深化专项治理整顿，严厉打击非法违法行为;建立健全由政府统一领导、各部门齐抓共管、全社会共同参与的长效管理机制，实现我镇燃气安全监管工作常态化、制度化、规范化。
三、整治重点
(一)推进隐患排查治理工作长效机制的建立。落实各相关单位安全隐患排查治理的主体责任，建立和完善隐患排查治理工作制度;定期进行隐患排查，建立隐患排查治理工作台账，形成隐患排查治理长效机制。
(二)依法查处燃气企业经营中的违法违规行为。查处充装不合格钢瓶、缺斤少两、掺杂二甲醚等违规行为;查处为未取得燃气经营许可证的单位和个人提供经营性气源的行为;查处销售不合格钢瓶等违法行为。
(三)依法查取小液化气供应网点经营中的违法违规行为。取缔不符合规划、无证照小液化气供应网点;查处价格欺诈、强买强卖、违章倒灌、倒残等损害消费者利益的违规行为;查处超范围经营、擅自在未经核准场所经营、非法改装液化石油气钢瓶、超量存放实瓶等违法行为。
(四)规范宾馆、饭店、小餐饮、企事业单位等用户的燃气采购、储存和使用安全管理。查处使用不合格燃气和不合格燃烧器具、不符合安全规范的瓶库使用行为;查处不规范瓶组、擅自改装燃烧器具、液相直烧、管道瓶装气混用等违法使用燃气行为。
四、职责分工
各相关职能部门根据法律法规规定的职责，认真组织、有效开展燃气行业违法违规行为的查处。对各村居，机关各办、服务区、镇属各单位工作职责明确如下：
新河派出所、新河交警中队：负责依法查处禁行区域内未按“危险化学品道路运输车辆进入禁行区域时间、路线规定”的运输危险化学品行为;查处液化气运输超载行为;查处未取得危险化学品运输资质、擅自从事液化气运输的行为;负责危化品运输车辆的清理整治工作;规范“三车”(三轮车、电瓶三轮车、三轮摩托车)运送及其运输工具的安全管理;协助质监、行政执法中队做好对运输途中的气瓶检查工作。
村镇建设办公室：负责村居燃气行业的监督管理，做好日常检查管理工作，确保站内设备设施安全运行;加强应急救援管理，提高应对突发事件的能力。
安监中队：依法行使安全生产监督管理职权，指导、协调、监督、检查全镇燃气行业的安全生产工作，并将燃气安全纳入全镇安全生产监管工作内容。
行政执法中队：负责依法查处未取得燃气经营许可证或不按照燃气经营许可证的规定从事燃气经营活动的违法行为;依法查处经营单位和个人、燃气用户(重点宾馆、饭店、小餐饮、企事业单位)及有关单位和个人的违法行为。
消防中队：负责对宾馆、饭店、小餐饮、企事业单位等场所消防安全的监督检查，对不符合消防安全技术标准、存在消防安全隐患的提出整改意见，对严重危害公共安全的单位和经营者，报发证机关依法吊销经营许可证和工商营业执照。
工商分局：负责依法查处未取得营业执照或不按照营业执照的规定从事燃气经营活动的违法行为;在营业执照有效期内被依法吊销、撤销燃气经营许可证或者燃气经营许可证有效期届满的。
各办、服务区：将燃气安全作为安全生产工作的重要内容，负责本服务区的燃气安全监管工作，配备专兼职燃气安全管理员;开展燃气安全隐患排查，每月配合执法中队开展燃气安全隐患专项整治，重点整治宾馆、饭店、小餐饮、小液化气供应站等经营场所;负责重点单位隐患整改跟踪和督查，对治理不落实，整改不到位的，通知相关职能部门依法查处。
五、工作要求
(一)提高认识，加强领导。机关各办、服务区，镇属各单位要认真分析燃气安全生产形势和存在的问题，充分认识燃气经营违规、违法行为的危害性和安全监管工作的重要性和紧迫性，牢固树立责任意识。为加强对燃气安全监管工作的领导，镇政府成立燃气安全监管工作领导小组(组成人员名单详见附件)，各办、服务区、镇属有关单位要抽调精干人员成立监管工作机构，切实加强对安全监管工作的领导。
初中英语教研组20-20学年工作计划范文(四)
一、指导思想
按照本学期英语教研计划和学校教科处工作计划，以全面、协调、可持续的科学发展观为指导，结合英语学科特点，制定本学期教研工作计划，旨在树立科学的质量观,加强有效教学研究，提高课堂学习的有效性，促进教学质量的提高;以基础教育新课程改革实验工作为中心,推动教育教学改革继续深入，组织教师围绕新课程实验中的重点、难点问题开展教研活动，加强和改进我校初中英语学科教育教学工作，推进初中英语新课程的实施，深入研究教学中存在的问题，精心营造有利于学生健康成长的学习环境，进一步加强组内教师的交流，努力探索和创造各种平台与合作交流机制，开展形式多样、注重实效的教研活动;创设宽松和谐的研究氛围，激励广大教师在教学中研究，在研究中教学，提高专业水平和教学能力。
二、工作目标和思路
1、工作目标：提高课堂教学效益，促进教师专业化发展。
2、工作思路：以“三段式”课堂教学模式为中心，开展教研教改，提高学生学习能力。
三、工作重点
1、推进“三段式”课堂教学模式。
2、开展集体备课和专题研究。
3、上好研讨课，形成教学反思。
四、具体工作措施和要求要求
1、以新教材的使用为重点开展校本教研，重点做好集体备课工作，提高效果，进一步发挥备课组的作用。
2、积极开展教学常规管理工作。特别是备课和作业批改等方面的检查工作。
3、结合新教材，树立新课程的基本理念和现代教育思想，提高教师的专业素养，以教研促课改，在课改中提高广大教师的教科研能力。适时开展优秀教学论文研讨学习活动。
4、做好教育科研课题的研究工作。结合新教材实验和教改实践，积极开展课题研究工作，以科研带教研，促进教学改革，提高教学质量。
5、抓好初中毕业班的教学及复习研讨工作。组织初中毕业班教师学习有关中考文件，开展好初中毕业班教学及中考复习研讨活动。
6、组织教师和学生参加中学英语方面的各项评选活动。
7、倡导读书活动,促进教师专业内涵发展。全体教师都应保持持续学习的愿望，形成浓郁的学习氛围。
8、每位教师必须开放课堂，领导、教师随时推门听课。每位教师每期听课不少于20节。
具体措施：
1、集体备课：一方面，先由执教教师作好初备设计，再由本组成员讨论，大家纷纷发表自己的看法，对初备内容进行适当增添或删减，最后形成一个合理的教案。并且在集体备课的过程中要作好研讨记录。另一方面，还要备“教学问题”。大家分别提出自己在教学中存在和遇到的问题及困惑，共同讨论，并谈谈自己的见解，以形成切实可行的解决方案。
2、研讨课：执教教师必须按照新课程的要求认真备课，采用“三段式”课堂教学模式，在上课的过程中充分调动学生学习的积极主动性，营造良好的课堂氛围。课后结合自己所上的课进行反思，总结课堂教学中存在的优点和不足，以便在今后的工作中得到进一步改进和提高。同时，本组的教师要针对所听的课进行评析，讨论，完善听课者反思。
3、专业化培训：为了提高教师的专业水平和业务素质，必须坚持终身学习。主要包括新课程样本教研的指导、远程教育资源的使用、课堂教学模式研究、小专题研究等等。每次培训，每位教师必须作好记录。
4、专题研究：本期本组仍然进行“三段式”的课堂教学模式，并以其中的第二个阶段“互动冲浪”作为研究对象。
江苏初中英语教案模板3
初中英语教案：新目标英语七年级unit6 Do you like bananas？
2007-05-22 01:38
（2）在与同学合作完成任务的活动中主动探究和学习语言；并运用知识内在规律帮助记忆、巩固知识。
三、课时结构
为了能较好地 实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。
Period 1 Section A 1a /1b /1c /2a / 2 Section A 2c /3 / 3 Section B 1a /1b /2a /2b /2c /3a /3b /3c /4a/ 4 Summing up SectionsAand Band the grammar.四、教学过程设计 Period One(第一课时)
一、教学目标 1.知识目标： 1）单
词
：
do，don’t，does, doesn’t,strawberries,like,have,bamburgers,orange,tomatoes,icecream,broccoli,salad,French fries, ）句型：Do you like bananas? Yes, I do. No, I don’能力目标：通过学习本课，学生能够用英语互相讨论喜欢与不喜欢的食品。3.情感目标：讨论美食，享受生活美味，提倡健康合理膳食。
二、教学重点：掌握关于食物的词汇。
三、教学难点：学会使用交际用语Do you like bananas? Yes,I do. No, Idon’t.四、教学设计：
step1.通过让学生猜冰箱里有哪些食物的形式，导出新的单词。同时让全体学生拼读每个单词、让个别学生将单词写到黑板上。本环节课堂节录如下：
t: Today we are going to learn Unit ,what’s this? Ss: It’s a : Right!There are many kinds of delicious food in you gue? S1: : Yes, there are some apples in there any oranges in it? S2: : OK,Maybe you are let’s open the fridge and check them ,what are they? Ss: They are : How do you spell it? Ss: B-A-N-A-N-A,: Anything else ? S: French : Maybe you are ’s !What are they? Ss: They are French : Can you spell it,please? Ss: F-R-E-N-C-H, French, F-R-I-E-S, : Yes,very good!Who can write it on the blackboard? S: : You 布置一项任务:老师手持一个盒子, 让同学猜猜老师最喜欢的食物.规则为学生只能问老师问题而老师只用 “Yes” 或 “No” 回答。
本环节课堂节录如下：
t: You see, there are so many things in the know each of you has your favourite ? I have my favourite food, I want you to gue can ask me questions to find it over, what question can you ask ? S: What’s your favourite food ? T: Yes, you can ask me in this way, but I want you to gue can only answer “ Yes” or “ No”.How can you ask me ? S: Do you like bananas ? T: Yes, I , good question!So all of you can ask me like this, clear? Ss: Yes!S: Do you like hamburgers? T: No, I don’ don’t like : Do you like oranges? T: Yes, I ’re : Do you like ice cream? T: Yes, I ’s my favourite food in , I think one of you has got the right my favourite food is in this box!Ss: Chocolate!T: No, I don’t like ’s open and see!Look!What’s this? Ss: Orange!T: Who got the right answer? S: Me!T: OK, congratulations!And this orange is for you!完成Section A, 1a, 3.布置拓展性任务：要求同桌学生合作编一个小型对话，主题为询问别人喜欢或不喜欢的食物。要求使用刚学过的食物类单词以及句型，同时也可以适当地加入课外单词(老师请一程度较好的学生先进行示范)。本环节课堂节录：
t: Now let’s do the pair a dialogue with your your partners like this to find out their favourite will ask some pairs to act it minutes.(Two minutes later)T: OK, stop ’d like to be the first pair? You two,please!A: : : Let’s go to eat , do you like hamburgers? B: Yes, I : Oh, I like it, you like French fries? B: No, I don’ aren’t healthy : OK, let’s eat : Great!Thank 完成课文32页Section A听力练习activity 2a, 当堂听写：听写单词与句型，进一步巩固本课学习内容，并将本课应掌握的单词和句型落实到“写”上，使学生不但会说同时会写。Homework the new words and try to learn them by up a new dialogue about likes and dislikes then write it down in your exercise book.五、课后反思：本单元的主题为食物，贴近学生生活，因此学生很喜欢该主题，上课气氛比较热烈。课堂布置的任务使学生在完成的过程中不知不觉地掌握了单词与句型，从而达到教学目标。
Period Two(第二课时)
一、教学目标 1． 知识目标：
1）能将所学单词进行归类。
2）熟练地掌握主语为第三人称单数和非第三人称的否定句、一般疑问句及其回答。
如：Do you /they like salad? Yes, I /they , I /they don’t Does he like French fries? Yes, he , he doesn’(They)like (They)don’t like likes doesn’t like ice 能力目标：能用英语熟练地交流喜欢与不喜欢的食品，并在班上提问同学展开调查。3.情感目标：通过谈论美食，进一步引导学生享受美味生活，同时培养学生的合作学习精神。
二、教学重点：掌握主语为三单和非三单时的陈述句、否定句、一般疑问句及其回答的形式。
三、教学难点：主语是第三人称单数时的否定句和疑问句中的动词变化形式。
四、教学设计: Step 1.复习前课所学单词与句型：通过看图片说单词的方式复习单词，并通过询问学生“Do you like bananas/ oranges…?”的形式，复习前一课的句型。
本环节课堂节录如下：
t: Yesterday, we learned many words about food, right? Do you still remember? Now please look at the : What’s this? Ss: : Do you like apples? Ss: Yes, I : And what’s this? Ss: : Yes, What about this one? Ss: : Do you like broccoli? Ss: No, I don’t.….T: Yes, good job!You have good memory!Step 2.导入新课：分别请一男孩和女孩回答老师的问题，说出他们喜欢与不喜欢的食物，然后就这两位学生的情况向全班提问，以此介绍主语为三单和非三单时的各种句型。本环节课堂节录如下：
t: Now I’ll ask a boy and a girl to answer my I’d like to ask a boy.(To a boy)Do you like pears? B: Yes,I : Do you like French fries? B: No, I don’:(To the cla)Cla, Does he like pears? Ss: Yes, he : Does he like French fries? Ss: No, he doesn’t.(Then ask a girl to answer the teacher’s question.)T:(To a girl)Do you like pears? G: Yes,I : Do you like French fries? G: No, I don’:(To the cla)Now cla,Does she like pears? Ss: Yes, she : Does she like French fries? Ss: No, she doesn’:(Pointing to the boy and the girl)Cla,Do they like pears? Ss: Yes, they : like they like French fries? Ss: No, they don’: Yeah, they don’t like French job!(边说边板书重点句型.)Step 3 布置任务：四人小组活动。其中两位互相询问对方喜欢与不喜欢的食物，另两位转述他们所说的情况。
: I like you like chicken? B: Yes, I do./ No, I don’t C:He /She likes she /he like chicken? D:Yes, he /she does./No, He /she doesn’ 4完成课本33页Part 3中的Pairwork..Find out what Bob and Bill like and don’t draw in the 5简单总结一下语法。然后布置拓展性的任务：假如明天是你的生日，你打算邀请一些同学来你家做客,你事先已了解他们所喜欢的食物。你和妈妈讨论准备去买一些他们喜欢吃的东西。要求和同伴合作编对话，然后上台表演。(教师事先与一学生做示范.): Mum, tomorrow is my , Kate, Lucy and Lily are coming to my : ’s give them something nice to Jim like oranges? A: Yes, he likes them very : Does Kate like oranges ,too.? A: No, she doesn’ likes : What about Lucy and Lily? Do they like ice cream? A: Yes, they like it very : ’s go and get some oranges, pears,ice cream and some other : ’s : Good job!Next Sunday I want to invite some students to my house, please help me to make a survey in our cla and tell me what they like and don’t 6接着完成课本33页 Part 4中的Food survey。要求学生就表格中的食物向同伴提问：Do you like…?找出他们喜欢与不喜欢的食物，填好表格，然后向全班汇报。
Li likes tomatoes, but Zhao Jun doesn’t like likes Mei and Chen Yan like bananas, but Li Lei and Bill don’t like like oranges.…
homework a report about your food survey in your off the exercises in the exercise Three(第三课时)
一、教学目标
2． 知识目标： 1）单词：have, has, eat, eats, like, likes, oh, for, carrot, runner, lots of, deert, egg, apple, chichen, fruit, vegetable, breakfast, lunch, dinner, eat, run, star, healthy, food, ）句型：What do you have for breakfast/ lunch/ dinner? For breakfast, I have…
What does he/ she have for breakfast/ lunch/ dinner? For breakfast, he/ she has….2.能力目标：学完本课，学生能够用英语描述一日三餐的食谱。3.情感目标：懂得一日三餐应合理搭配饮食，才会健康，快乐。
二、教学重点：掌握本课新单词。
三、教学难点：掌握描述一日三餐的方法。
四、教学设计：
challenge Show some words about the food in groups of two, four or six on the screen quickly, let the students say out the words as many as they can to revise the words.完成Section B, 2a,2b,导入新课：在大屏幕上出现三个盘子，分别代表一日三餐，并将刚复习的食物放入盘中，引导学生表述三餐的食谱。本节课堂实录如下：
t: How many meals do we have every day? Ss: : Yes, and what are they? T: I have three plates for first one is for breakfast, the second one is for lunch and the third one is for I put the food into each to do you have for breakfast? S: For breakfast, I have hamburgers, tomatoes and : Yes, great!Then what about lunch? What do you have for lunch? S: For lunch, I have eggs, broccoli and : Right!How about dinner? What do you have for dinner? S: For dinner, I have chicken, salad and ice : done!
step3.布置任务：要求同桌学生合作编对话，主题为询问别人一日三餐喜欢吃的食物。学生上台展示时，可使用电脑将自己选择的食物直观地放入每餐的盘中。本节课堂实录如下：
t: Do you like the food I chose for you? Ss: Yes/ : It’s your turn now!choose food for yourself and make a dialogue with your your partners what they have for three minutes, and I will ask some pairs to come here to act it out and you can put the food into the plate by minutes , start!(Two minutes later)T: Time is ’d like to be the first one? Ss: Me/ Let me have a : OK, you two ’s welcome!A: Good : : What do you like for breakfast? B: I like hamburgers and : What do you eat for lunch? B: For lunch, I eat chicken, broccoli and ice do you have for dinner? A: For dinner, I have rice, fish, vegetable soup and : I think your dinner is very : Thank ’s go to : Really/ ’s go!A: Not bad!与学生讨论哪些是健康食品,哪些是不健康食品。
t: You have eaten healthy ’s look at kind of food does she eat? Now let me tell carefully and answer my 4.完成34页Section B的听力练习activity 2a, 2b以及Pairwork 5.巩固描述一日三餐食谱的方法：同步阅读“ Runner eats well!” 然后完成SectionB activity 6.完成Section B Activity 3c:Write about what you like for breakfast, lunch and 7 Groupwork: You are going for a picnic with a group of a list of food to your list of food to the healthily is very can make you healthy and write about what you like for breakfast, lunch and dinner.五、课后反思：学生在前一课的基础上进一步学会了如何表达一日三餐的食谱，也明白了合理搭配饮食，才会健康，快乐。 Period Four(第四课时)
一、教学目标：
1．知识目标
1)、将本单元所学内容编成一个对话。
2）、巩固单元语言知识点，即可教名词与不可数名词。
3． 能力目标：学会综合运用英语交谈喜欢与不喜欢的事物以及一日三餐的食谱。4． 情感目标：懂得饮食合理、健康。
二、教学重点：复习单词、句型以及一日三餐表达方法。
三、教学难点：可数名词、不可数名词以及有时可数名词有时不可数名词的分类。
四、教学设计：
setp1.复习本单元内容：要求学生编一个关于讨论喜欢的食物以及一日三餐食谱的对话。本环节课堂实录如下：
t: Look at the are they? Ss: 蜡笔小新和樱桃小丸子.T: Yes, they meet each other on do they talk about? Ss: Hamburgers,French fries……(Show the conversation.)T: ’s read it : Good : Good : Let’s go to the KFC : great!I’d like to : What do you have for lunch? Girls: I have hamburgers and about you? Boys: I have rice, fish and : What do you like for dinner in KFC? Boys: I like hamburgers,chicken and rce you? Girls: Me, : ’s go!T: Now please make a conversation like this with your minutes.(Two minutes later.)T: Now, I’d like to ask some pairs to act it : Nice to meet : Nice to meet : Oh,it’s seven o’clock ’s go to : : Do you like apples? B: Yes, I : Do you like strawberries? B: No,I don’’s too you like French fries ? A: No,I don’’s isn’t healthy : What do you have for breakfast? A: For breakfast,I have hamburgers, eggs and orange about you ? B: I have hamburgers, French fries and coca : Let’s have lunch together, OK ? B: : Bye.(A is a girl,B is a boy.)Step2.归纳本单元语言点：可数与不可数名词。（注：由于初一学生对于语法讲解不太熟悉，为便于学生们理解及掌握，本环节以中文讲解为主。）本环节课堂实录：
t: Next let’s review the grammar take out your : 英语名词可以大致分为两类，是哪两类？ Ss: 可数名词和不可数名词。
t: 对，可数名词又可以分为两类：单数和复数名词。
1．可数名词。举例：apple,orange,desk,chair,book等。
2．不可数名词。比如：water, milk, bread, news等。不可数名词一般没有复数形式。表示其数量时要用计量名词。比如a gla of water，一杯水，a piece of news一则新闻。
3．有时既可当可数名词又可当不可数名词。如：ice cream, salad,: 好的，接下来我们来看可数名词的复数形式。
可数名词由单数变为复数有五种情况：
1． 词尾加s，如apples,．以s, x, ch, sh, o结尾的加es, 如bus--buses, box--boxes, watch--watches, brush--brushes，tomato--tomatoes.但有些例外。如：radios，photos, ．以y结尾的，去y加ies.如．以f或fe结尾的，去f或fe加ves.如．不规则变化：如child--children, man--men, : 关于名词的复数形式，清楚了吗？ Ss: 清楚。T: 好，接着我们再看看动词变化。
1． 陈述句中，主语如果是第三人称单数，谓语动词加S 如：He likes has chicken for dinner.(have-has)2． 否定句中，主语如果是第三人称单数，用doesn’t.主语如果是非第三人称单数，用don’’t和don’t后面动词变原形。
如：I don’t like hamburgers He dosen’t like ice ． 一般疑问句中，主语如果是第三人称单数，用doesn’t开头提问，主语如果是非第三人称单数，用don’t开头提问，后面动词变原形。
如：Does he like pears? Do they like Salad? T: are the main grammar points of unit you have any questions? Ss: off a short test about the grammer a survey and write a report.(抽样调查现在中学生的早餐状况并提出合理化的建议)
Unit 6 Do you like bananas?
sectionB教案
单元教材分析
本单元主要学习动词like的肯定句、否定句的用法；动词like的一般疑问句的用法以及肯定与否定的回答。本单元以介绍食物，谈论喜欢与厌恶为主题，设计了三个任务：先是搜集、利用图片来介绍有关的食物，学习一些食物名词；然后是学习询问对方喜欢与不喜欢的食物，掌握动词like的一般疑问句的构成以及它的肯定、否定的回答；最后是用所学过的食物名词制定一次野炊活动的采购单。本单元的重点内容仍然是行为动词在一般现在时句子中的使用，应该是上一个单元内容的延伸，通过本单元的教学，学生应初步掌握行为动词一般现在时的肯定句、否定句、一般疑问句的构成以及简单的回答。单元知识系统(树)
do you／they like salad? Yes，I／they do．／No，I／they don’t． Does he／she like salad? Yes，he／she does．／No，he／she doesn’/They like oranges．I／They don’t like oranges．
he／She likes ice cream．He／She doesn’t like bananas． 单元总体目标
学会使用动词like询问对方喜欢与不喜欢的食物；学会谈论自己与他人早、中、晚餐喜欢吃的食物；学会营养配餐并能够制作购物单和调查表。单元学情分析
本单元的主题是使用动词like询问对方对食物的喜好；谈论自己与他人喜欢吃的食物，学习并掌握行为动词的一般现在时的使用。通过前一单元的学习，学生已经初步了解了行为动词一般现在时的构成及其使用，再通过本单元学生比较感兴趣的话题的操练，一定会使学生有更深刻的印象；同时教师要善于总结、比较以帮助学生了解构成规律，正确把握所学内容。
一、语言知识
1.词汇：breakfast,lunch,dinner,runner,eat,run,star,lot, lots of,healthy,food,deert
2.基本句型：For breakfast，she likes eggs，bananas，and do you like for breakfast？
3.教学重点：（1）食物的分类
(2)一般现在时第三人称单数做主语时，动词的变化
4．教学难点：
（1）
一日三餐营养搭配（2）
小短文理解
一、语言技能
1． 能自由讨论自己喜欢或不喜欢的食物 2． 能用英语进行一日三餐的营养搭配
3． 能用英语做简单的报告或归纳并复述交谈内容
4． 培养表演能力，概括能力，想象能力，创新能力以及合作探究的能力
二、学习策略
在课前，我布置了两个任务：
1、每组带一两种水果到课堂来，课中制作一个水果沙拉。
2、回家向父母了解一日三餐的营养搭配，并能自己设计出一份合理的菜谱。这两项任务所要求的语言知识，在前面两课中已经有所介绍、学习，所以难度不会很大。自己动手做调查、做实验，培养了学生的动手能力、思考能力，扩大了学生的知识面；同时学生自主学习有关的语言知识，充分利用了课余时间，也提高了课堂效率，提高了学生在实践中运用语言的能力。
三、情感态度
培养学生浓厚的学习兴趣，培养学生的学习自信心，使其具有成功的体验。
四、文化意识
了解中西方不同的一日三餐营养搭配 Teaching procedures
task 1:A salad-made competition Step 1:Warming up duty report a song Step 2:Revision
the pictures of all the food learnt these : Do you like…?
: What is your favourite food?
Report to the 2b in 3:A competition
groups of four: Every group make a fruit salad in five minutes(Materials are ready beforehand.)
of group members introduce their salad to the the best group and tell them : A healthy recipe Step 1:Ask &answer
t: I like porridge,milk,bread for like vegetables,rice and fish for like meat,vegetables,rice and eggs for does your mother make for your three meals?
Ask a few : I think most of your meals are delicious ,but can you make a healthy recipe yourself?
step 2:Groupwork: Make a recipe in two it to the 3a in 3:Write
do the exercise of 3b in 3: Go to a restaurant Step 1: Preparation
video watch :Ordering food in a restaurant
: One will act as a waiter/waitre,the others will act as for a few 2: A competition
students’group show the best group Writing exercise:
like likes don’t doesn’t good delicious Waiter: What do you like to eat ,Tom?
tom:Well,I like salad,It’s____for our health,but I_____like :And your friends? What does he like to eat?
tom: He _____oranges and ______like : And I____ice ’s_______.Homework:
1.
cook a meal for their
search the Internet: What is the difference between Chinese meals and western meals? 本课总结
本课主要是学习一些食物名词并复习行为动词like一般现在时的肯定句、否定句和一般疑问句的用法以及肯定与否定的回答；复习名词的复数形式；总结行为动词一般现在时的肯定句、否定句和一般疑问句的结构，尤其是三单形式的变化。并通过各种活动方式学会营养配餐。板书设计
Unit 6 Do you like bananas? Section B
Words: breakfast, lunch, dinner, egg, , fruit, vegetables, run, runner, eat, star, lot, healthy, food, deert, list
sentences: She like eggs, bananas and apples for breakfast /lunch / :
I like don’t like you like bananas?
she likes doesn’t like she like apples? 教学反思
通过本部分的学习，学生应基本掌握行为动词一般现在时各种句型结构，特别是能意识到动词“单三”形式的使用场合以及掌握动词“单三”形式的变化规律，因此在本部分的教学中教师可对所学的语法规则进行适当的总结和归类，以帮助学生记忆和巩固。在总结中一定要注意一个术语“第三人称单数”，对于这一术语，学生以前的理解就是指“他／她／它”，这时要让学生知道“第三人称单数”是指“he, she, it,不是you，不是I的其它任何一个单数形式”，在这种情况下，谓语动词都要做出变化。当然，从理论上给学生以指导，其目的还是指导实践，要让学生真正掌握这一语法结构，进行大量的句型变化练习是必不可少的
江苏初中英语教案模板4
teaching Plan Unit Three My Friends Part A Let’s learn & Let’s find out(Designed by 梁境燕)Total time: 40 minutes Age of pupils : 10～12 years old Level : learning English for 4 years Cla size : 55 pupils Text book used : Part A Let’s learn & Let’s find out , Unit 3 , PEP Book Ⅲ Teaching objectives: Ss can understand and describe a person’s characteristics and contents : friends , long hair , short hair , thin , strong , friend is has short hair….Who is she ? Teaching approaches:
songs teaching technique, Storytelling teaching technique, acting technique, language situation teaching technique and game teaching technique skills : To develop children’s listening and speaking aids : CAI of the story, a tape , pictures , word cards, masks(or puppets)of the prince , Cinderella and her 3 sisters etc.Ⅱ.Teaching procedures – up : Sing a song the T has adapted : She is nice.…(Written on the board beforehand.)(Time: 2 minutes)Song: She is is is very thin but has long hair but not short are friends after the main characters , using pictures and asking questions.(Time: 2 minute)(Purpose: To warm up and revise and present “ She is … She has …” Set up a language context for the new leon.) the story(T: teacher;Ss: students) shows the story of Cinderella and the asks questions.(Time:7～8minutes)T: This is a story about a prince and 4 to know who they are? Who is he?(T shows a picture of the prince.)Ss: The : prince is ’s very she’s …?(T shows Cinderella’s picture on the left hand.)Ss:灰姑娘！
t: “That’s ’s is is thin and has long
they’re the 3 sisters of is not is very has short hair.(T shows the puppets and describes them.)So the princes, Cinderella and her 3 sisters are in the , watch the video of the story.”(The story was made as a movie in the CAI.)Below is the story showed in the CAI: One day, Cinderella and her 3 sisters Kate, Amy and Mary played in the woods.(CAI shows the woods.)The smart prince came to the wanted to find his saw the 3 ran to him quickly and said: “ I’m ’m ’m your friend, my dear.” The prince said: “ friend is quiet.”
Amy is strong-very very said: “I’m ’m ’m your friend, my dear.”
the prince said: “ is not is thin.”
Mary has short hair-very very short said: “ I have short ’ m your friend, my dear.” The prince said: “ has long hair.” “ Who is she ?” The 3 sisters prince sang: “ She is is is very thin but has long hair but not short are friends after all.”
“ Sisters…”(T pauses the video and asks: “ Boys and girls, gue who came here.” Ss: “ Cinderella.” T: “ That’s ’s see what happened next.”)Cinderella came back.“ Oh, here you are, my friend.” The prince was very happy to find his friend.“ Oh, no…” The sisters cried.(CAI shows the actions : 3 sisters cried and were very ran away.)
the story with gestures and different voices by teacher.(Time: 5 minutes.)(Purpose for the 2 steps: Adapt the words and phrases into a story with a up a meaning context and make story the Ss will be eager to learn it, as well as be easier to pick up the new words , sentences and the chunks.) the the cla into 5 group representatives one role, Cinderella, prince , and Cinderella’s 3 sisters: Kate, Amy and teacher tells the story again and encourage children to join in telling the story.(Time: 5 minutes.)(Purpose: Let Sts learn by ’s connected to the children’s learning that case, Ss can learn new things easily.) and answering questions about the story.(Time: 2 minutes.)
t: Who is the prince’s friend? Is she strong? Is she quiet? …
a cla game: Who is he/ she?(Time: 3 minutes)
Use the CAI to present a part of a the teacher describes the person on the example: “ She is a is tall….Who is she?” Who guees right, who wins one work:(Time: 3 minutes)
One try to gue the partner’s best friend in the example: I have a is a has long is is is she?(Purpose for Step 1 and 2 : Offer the opportunities to let all the Ss practice and participate in cla.)
a gueing game: Who is my best friend?(Time: 4 minutes.)
Invite some students to stand in the other Ss try to ask and find out who he or she example: Is he a boy? / Is he strong? / Is he quiet? / Is he…? Then Ss describe the friend together with the help of the key words that T writes on the board.(Purpose: Adapt the game and make a competition.) the story and act it out by group work.(Time: 5 minutes)
children work in small groups to adapt the story and act it walks around and help the last Ss show their stories in the cla.(Purpose: Increase Ss’ creativity, imagination, imitation, curiosity, cooperation ability and competition ability.)(Time: 1 minute)
(1)Spell the words or phrases on Page 28.(2)Retell the story for your parents.(3)Try to describe your family members to your clamates or friends.(4)Do the drills of the Activity Book , 2.(Notes on the blackboard written by the teacher.)Unit Three My Friends A Let’s learn & Let’s find out ↗ strong.(word card and picture)↗
My friend is
→
thin.(word card and picture)
↘
↘
quiet.(word card and picture)
↗
long hair.(word card and picture)He has
↘
short hair.(word card and picture)Who is he?
short
short hair
big eyes My friend is{ strong ,he/she has{,{
.tall
long hair
small eyes
thin
五、Progre
江苏初中英语教案模板5
初中英语教学案例
Unit7 how does he look like
第一课时
学情分析
七年级的学生，由于年龄小，生性活泼好动，喜欢直观形象思维，对游戏、竞赛、画画特别感兴趣。由于七年级学生刚学习句型，有的学生可能说的不好，有的还不敢说，老师针对学生现状，在课堂上尽量以鼓励表扬为主，注重培养学习英语的兴趣，营造英语氛围，鼓励学生开口说英语、特别是给差生创造机会，让他们尝试成功的喜悦。同时，七年级的学生还存在着学习方法和学习策略经验不足等问题，但他们却有着极强的求知欲强和表现欲。根据学生的心理特点我在课上多以表扬为主，注重对学生英语学习兴趣的培养，鼓励他们大胆说、积极做、努力唱！让学生们在玩玩、做做、说说、唱唱中学习英语。
一． Teaching Aims:
1)掌握四会单词：short, curly, long, tall, straight hair, a medium build, height, thin, heavy, bald, brown, ）练习运用句型： What does he look like?—He’s you know David?—No, what does he look like?（1）Most students can read the article by themselves．（2）Train students’ reading skills.（3）80% of the students can write something using the target language．
重点：What does he look like? He’s short and he has straight hair.难点：wear 的一般现在时的用法
二、Teaching Proce:
第一课时
step 1(5~7min): Pre – task : Warming-up : 通过对几个人的描述，创设好情景，为后面的学习做好铺垫。让学生自然进入本课的学习内容与氛围当中。
look at this picture:
t: Is she tall ? S: No, She isn’: What does she look like? S:She e is has short 2（10min）: While – task: 做好了铺垫，创设好情景后，让学生分组讨论事先准备好的图片，描（述各种人物，如班上同学、朋友、父母以及他们喜爱认识的演员、歌星、影星、作家等人物的外貌，还可带图片、VCD等东西，还可用道具当堂扮演各种外貌不同的人物。让学生充分训练口语，然后检查他们的活动。检查学生练习，教师可深入各个小组，认真倾听他们的口语练习。帮助他们纠正语音和语法错误。
task 1: Play the gueing game: What does she/he look like? She has...hair and...eyes Is she...?
task 2: Listen to the teacher’ then draw a picture according to what you heard iust girl has short curly blond sair and beautiful blue is medium height and medium is in （10min）:Review testbook回顾课文
step4（2min）: Post-task : 当堂检测
does he look like? He is of medium h__________. am very h_______________.I want to buy some food to was the w____________ today? It’s often tells us to w___________ hands before each is a __________________(繁忙的) is very________________________(重要的)and many people enjoy learning people in the ______________(乡村)are richer than （10~13min）.画一幅自画像让大家猜猜那是谁。
第二课时
教学反思
在教学过程得最初阶段我做了细致得准备工作，从教材分析到教具配合，从习题设计到当堂练习，以及学生的课堂反应都比预料得结果要好，课上我运用了新颖得教学方法，让长发、短发、卷发、直发教具以及丰富多彩的图片深深吸引学生得注意力，让学生自己感到学习英语得魅力，激发学生得兴趣。课堂表现令人满意。师生互动得效果出奇精彩。特别是个别同学想描述一个戴眼镜得同学时，不知道该选用is还是has。此时抓住时机迅速补充并新授wear glaes课后反映效果特别好，对这种学生自己提出得问题，学生印象特别深刻，记忆特别牢固。学生得主导性非常强，回答踊跃，思路新颖，在回答问题得过程中，学生能基本掌握要点，而又不失灵活与个体得发挥。但总体来说，学生自主学习能力和书写能力还是有待提高，我会在今后得教学过程中加大这方面得教学力度。
第二课时
一、教学目标：
1.知识目标：
1).单词： hair, curly，straight, height, tall, medium, thin，heavy，brown 2).句型：--What does he/she look like?--He/She is tall and has long hair.--What do you look like?--I’m thin． He/She wears glaes/…
2.能力目标：
1）学完本课，学会描述人物外貌。
2）能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。
3.情感态度目标：让学生学会友好地描述别人的形象。让学生在给自己或别人画像时提高绘画水平和审美意识；让学生了解不同外貌作用的背景知识，实现跨学科交流的目的。
二、教学重点: 掌握本课新单词和句型和怎样描述一个人的外貌。
三、教学难点：掌握描述人物外貌的方法。
四、教学设计： 任务前：
游戏----新课程的导入
找出两名外貌差异较大的学生来做游戏，一个胖而高大的男生（a fat and tall boy），另一个瘦而较矮的男生（a thin and short boy）。
游戏内容：（1）拔河（tug-of-war）（2）跳远（long jump）
目的：引起学生的学习兴趣，了解人物的外貌特征，通过游戏的最后结果（即不管外貌如何在不同的游戏中都能获胜）的对比培养学生的情感和态度：不要以貌取人（Don’t judge by appearance）。
然后用这两名学生为例教heavy ,tall, thin, short及两个句型：
do you look like? does Tom/he look like?
任务环;
引导学生熟悉有关描述人的外貌特征的词和句
step1(5min)教师以自己的身体的各部位为例，教授身体的各部位。（ear, face, hair, eye, nose, mouth，hair….）
step2(5min).游戏：Touch your nose 小组合作完成设计意图：指鼻子游戏，小时候都做过，现在用英语说，学生会感到更有趣，对单词的记忆也会有帮助
step3(3min).通过多媒体向学生展示三个漫画人物并教有关height 和 figure 的单词。然后三个人一组操练“What does he look like?”注意be 动词的用法。
接着操练“What does she look like?”注意has的用法。
step4(3min).找一男同学到前面，学生两人一组，发起会话，每组限说一句，然后再找一女同学，设计意图：让每一位同学都有机会展示自己，并得到应有的奖励，会活跃课堂气氛，激发学生课堂参与度
step5(20min)书上练习1.听力2.语法
画像，画一幅自己的图像，不要求有很高的绘画技巧，小组长收起来，并从中抽取一张，通过一名同学对他的描述，其他同学才他是谁？
设计意图：巩固知识，加强合作，增添兴趣，学生的误区会在其他同学的指正下，改正
任务后：
1 学生拿出自己搜集的著名音乐家或演员等的图片说句子。
（先在小组内，然后推人汇报，让全班同学听，评价）
课后总结：
最佳小组 最佳学员 最佳口才奖 最佳合作奖
江苏初中英语教案模板6
I
lead in:
t: Good morning , my boys and girls!
ss: Good morning ,teacher!
t: Before our cla, I want to ask you a question about ?
ss: OK!
t: What’s your ideal jobs in the future? Ideal the Chinese meaning is 理想的.Is it a teacher ?Doctor ?or something else? And tell me why
ss1: My ideal job is it’s very coll!
ss2: My ideal job is.....(提问两个或三个同学）
t: Good!Your ideal jobs are very great!I hope your dream jobs can come true!If you r ideal job is a doctor or something should we do now? How make it come true? If you don;’t doesn’t us to our new leon “Unit 6I’m going to study computer science’.(写板书 标题写上）
II
t: Just now, we said some jobs about ourselves, now look at the are some pictures about our new find our dream jobs in it.(呈现职业的图片 并配有英语单词）
t: Look at the picture, Who is he?
ss: Doctor /医生
t:You are right!Read follow me :doctor
ss: doctor...T：And this one ?
ss:钢琴家........(单词的学习）
: Look at [1a] There are 12 jobs in them is the most is the least interesting(汉语翻一下）Do you understand me ? I Give you 2 minutes to finish : times !Who want to share your choice?(提问两名同学）
t：Do you find something in common in these 12 jobs ?(老师引导）
s: 有的职业加er 有的加or 有的加ist....T:Excellent!You did the good job!(中文讲解）
N/v + or(visitor,..)doctor 不是这样变化
Er(driver , worker, singer...)
Ist（pianist，scientist...)
还有许多特殊变化的 需要我们特殊记忆。
当我们在以后的学习和考试时 看见er or ist 时 我们就可以猜测 它是什么意思。
at [1b] Listen to the in the blanks and match : Check the answers.(提问四个同学 一个人一句话）
t: Read it now , our students said their dream jobs in the had a dream job when I was a little want to be a I am very fat just a dream for me!What a pity!Because I
didn’t do anything for you want to make our dreams come should we do ? Look at [1c] First read it with you desk I will check you.（提问同学读对话三组同学）
（找同学翻译讲知识点）A: How are you going to do that?
b: I’m going to practice basketball every day
t: want to be +职业 表示想要成为什么样的人
举例：I want to be a singer.(提问同学造句）
t： grow up长大 生长
t： 一般将来时 表示将来发生的动作或存在的状态其中的一个构成 be going to +V原 表示计划打算去做某事，常与表示将来的时间状语连用 比如说： tomorrow, next week...还与when 引导的时间状语联用
t：我打算明天和我妈妈去购物
I’m going to go shopping with my mom.(提问 多练）
t：How are you going to do that ?
I ‘m going to...问怎么做 要给出自己的具体做法
a conversation like 【1c】
： today we learned some new words and new look at the follow : remember the new words
Make a dialogue like[1c]
江苏初中英语教案模板7
说课 Unit1 Good morning, Ladies and gentlemen : I’m Zhang topic is Unit 1 How often do you exercise? Section A from Junior English For China Students’ Book(Grade 8).I hope you can enjoy my , the language goal in this unit is to make students talk about how often do you do this unit, students must master some new words and phrase and the grammar point--Adverbs of are some structures are also important , like : What do you usually do on weekends? How often do you read English books? What does she /he do on weekends? And so may use some cards, pictures and a tape recorder to help my my teaching plan, I mainly divide my teaching proce into 3 first Period(1a-1c)The first Period is from 1a to 1c in page aims are name of activities in the pictures and Adverbs of this cla, I hope the writing skill, Listening skill, communicative competence of students' will be 's get in the teaching procedure: the cla I will introduce myself briefly and talk about something the students did in summer : First I’ll introduce ’ll be your English teacher this hope we’ll get along very ’m not only your teacher, but I can be your ’ll be happy , I want to know what did you do in the summer vacation ,did you have some interesting stories? Did you have travelling ? Did you have shopping ? Did you have eating many delicious food ? Did you have doing homework or reading books? Did you have doing some exercise? Let's share the students answering...Now let’s begin our cla we’ll learn often do you exercise? Please open books at page the Section A 1a in Page1 First look at the will ask a few students to say what they see in in the : What are they doing ?(Each picture shows what a person does on the students to answer)Then let students name each them to repeat each girl is girl is boy isexercising boy is watching girls are ask students to list all the activities in the ask the students who finishes first to write the answers on the last , check the answers on the board and ask students to correct their own activities.( at the picture（学
生
识图). each : What are they doing ?—
—They are shopping /reading /exercising /watching TV /skateboarding.(Help the students to answer) the activities on the line the answers on the their own reading.)Step the Section A 1c in Page 1 First I will ask two students to read the dialogue in the do you do on weekends?——I often go to the work with a your own conversations about the people in the does she/he do on weedends ?——She /He is often watching ,Focus on the conversation in the box students practise go into the Pairwork : Use the activities in pictures to make new the Section A 1b in Page 1 read these adverbs and explain: always, usually, often, sometimes, hardly ever, never, explain often多久一次 Hardly adv.几乎不；几乎没有 Ever adv.曾；曾经
the tape students write the letters on the check the answer summary of this TV, skateboarding, reading, shopping, exercising Always, usually, often, never, hardly ever, sometimes This cla we’ve learnt some names of activities: watching TV, reading, skate boarding, exercising, we also leant some adverbs of frequency: always, usually, often, sometimes, hardly, ever, homework to students Today's homework is : keep a weekend dairy showing what you do on weekend.(You can write down what you have do from the time you get up until you go to sleep.)Next cla,we will learn 2a to 2c , please preview , cla is over , see you The second Period(2a-2c)The second Period is from 2a to 2c and the grammar focus in page aims are name of activities in the pictures and Adverbs of part is also useful to students' Writing skill , Listening skill, communicative competence and also Reading , Let's get in the teaching procedure: the cla Step some new words Now please look at the list of activities and read after TV Exercise …
students read the activities and the answers of “how often …sentences”
students practise the Section A 2a in Page 2 In 2a students should know the activities they ,Play the tape , students only the tape for the second time, let the students number the they heard from the tape, Let one student read his/her the tape the third the the Section A 2b in Page 2 In 2b students should know the answers of how often Cheng does the ,Play the tape , let the students match Cheng's activities with the number of times he does one student read his/her the tape the answers Notice : In this part ,we should pay attention to "how often"引起的特殊疑问句及回答.Now please look at the chart in Activity 2a again: The heading—How often? Ever day Once a week Twice a week Three times a week Once a month Twice a month Match them with correct activity according the tape the Section A 2c in Page 2 First ask a student to read the list of activities to the cla: Watch TV , Surf the Internet , Read English books, Go to the movies , Exercise Let them practice tell me how often do these activities: You can write your answers under the list of How filling the chart,check the answer and let them do pairwork to make on the the activities in the left in the the answer work: Make the Section A Grammar Focus in Page 2 Explain "how often"引起的特殊疑问句及回答.Let them Practise reading : Let students read the questions and summary of this cla we’ve leant some adverbs of frequency: every day, once a week, once a month, twice a we leant to talk about how often people do homework to students Today 's homework is : the new Section A 1a-2c Next cla ,we will learn 3a to 4 in page 3 , please preview , cla is over , see you The third Period(3-4)The third Period is from 3a to 4 in page aims are Adverbs of frequency and how often sentence and the and writing skills is important in this , Let's get in the teaching procedure: Step the cla and check the homework Step some new words of this period Show the new words on the screen and teach students how to read , explain them and ask them to the Part 3 of section A in page 3 Now please open your books at page at 3 Call students' attention to the survey Make sure the Students understand the : What activity do ninety-five percent of Green High students do every day ?——Students answer.（If neceary , give them help.）
look at the information in the green box with the students read the let them look at the survey and fill in the blanks in the I read it to the cla and explain s(I’ll read each line of the survey to you.)
：
the them practise the Group work in page 3 a question : What can you do improve your English? students think of more things they can do to improve your English and write them several Students each question.——Read English books Sing English songs watch English movies How often do you do the things?(Collect the answers on the blackboard.): Who is the best English students in the cla Step a free discuion(if time is enough)Ask students to talk about how often their family members do example, My mother cooks dinner every eat in a restaurant once a father goes to the United States once a year.… Step summary of this cla we’ve read a magazine article and done an hope you can study hard and to be good homework to students Today 's homework is : and copy the new for Section B.(If time isn’t enough, leave the exercises of workbook as homework.)Ne
xt cla ,we will learn section B in page 4 , please preview , cla is over , see you That’s for listen my presentation.
江苏初中英语教案模板8
初中英语教案(八下 unit 2)Teaching goals: &phrases: keep out , loud, argue, What’s wrong? Football, either, except, themselves, include，2.情态动词could/should的用法. don’t you …? 结构表建议的应用。4.如何谈论问题及提出建议。
5.在处理问题中学会自省与人际交往。
Important and difficult points: /could 情态动词的用法。2.如何提出建议。
teaching aids: a tape recorder , 1 Teaching procedures: Step 1 Leading in
and free talk the homework Step 2 Pre-task T: I want to buy a new guitar but I don’t have enough should I do? Ss think it over , and try to give his/her their advice on the a second-hand a part-time ’t buy a until next reading the advice by the Ss.导入：In this unit we are going to talk about problems people have and learn how to give these people advice – to tell people what we think they should 3 While – task SB Page 10, 1a the instructions to the the problems by the Ss to write the problems in the “serious” or “Not serious” about the answers with the Page 10, 1b
Make sure the Ss understand what should they the tape circle the problems they the tape a third the 4 Post-task SB Page 10, 1c Look at the problems in activity 1a and make 5 While-task SB Page 11, the sure the Ss understand what should they to the sentences the tape the first only attention to Peter’s friend’s the tape circle “could ” or “should”. the Page 11, the attention to Peter’s the tape the 7 Post –task Make conversations with peter and his friend with the help of 2a & 8 Grammar Focus Review the grammar say the questions and the the differences between could/: over the clothes are out of style , what should I do ? Please give the advice.
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