仁爱版英语教案

由alan 分享时间：2023-09-20 10:13:26 收藏本文

【简介】感谢网友“alan”参与投稿，以下是小编精心整理的仁爱版英语教案（共19篇），希望对大家有所帮助。

篇1：仁爱版英语教案

Unit 1 The Developing World Topic 1 Our country has developed rapidly. Section A The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and useful expressions: cruel, proper, by the way, bell, chairwoman, yet, grandson 2. Learn the present perfect tense: You have just come back from your hometown. Where have you been, Jane? I have been to Mount Huang with my parents. By the way, where’s Maria? She has gone to Cuba to be a volunteer… 3. Learn some functional sentences: I felt sorry for them. There goes the bell. Ⅱ. Teaching aids 教具录音机/童工图片/小黑板/多媒体图片或幻灯片/学生的旅游纪念照 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间:12分钟) (通过教师询问暑期活动，导入话题，呈现现在完成时和部分生词。) T: Listen! The bell is ringing. Let’s begin our class! (老师解释The bell is ringing等于There goes the bell，板书bell，要求学生掌握) bell Nice to see you again. Did you enjoy your summer holidays? Ss: Yes. T: (问其中一学生)Hi, Li Xueqing, where did you go during your summer holiday? S1: I went to my grandparents’ home. T: What did you do there? S1: I went fishing, swimming and so on. T: Wang Xue, where did you go? S2: I went to West Lake with my father. T: Wow! West Lake is a beautiful place. What did you do there? S2: I enjoyed the beautiful scenery, took photos and bought many beautiful cards. T: Li Yang, what about you? S3: I had to stay at home to help my mother with the housework. T: Oh. I feel glad for what you did, and I think you’re a good girl. You’re helpful. S4, did you go to summer classes? S4: Yes. I did. I went to an English training school to improve my English. I think the English training school is a nice place for me to improve my English. T: The English training school is a proper place to improve your English. (板书生词，请学生猜汉语意思并领读，要求掌握。) proper Step 2 Presentation 第二步呈现(时间:12分钟) 1. (创设对话情境。Mr. Smith组织Class 2去野营。在校门口集合时发现Jim没来。对话呈现have/has gone to…，完成2。) Smith: Hello! Everyone. Are we all here? Ss: No, Jim isn’t here. Smith: Do you know where he is?(教师帮助学生用has gone to和volunteer回答。) Ss: Yes. He has gone to Beijing to be a volunteer for the Olympics. (板书volunteer，让学生猜出意思。然后板书have/has gone to，解释并稍加操练。) volunteer have/has gone to … (星期一Jim返回学校，Mr. Smith和Jim展开对话，呈现have/has been to …) Jim: Good morning, Mr. Smith. Smith: Good morning, Jim. You have just come back from Beijing. How was your trip? Jim: Cool! And I have been to many places of interest. (教师可用简笔画呈现have/has been to和have/has gone to，并讲解它们的区别。) He has been to school. He has gone to school. 2. T: Mr. Smith and his class had a good time. By the way, do you know what Rita, Jane and Kangkang did during the holiday? (板书by the way，要求学生掌握) by the way T: Now, listen to 1a. Kangkang and his friends are talking about their different experiences during their holidays. Pay attention to what they have done. (播放1a录音，注意文中主人公在暑假中的活动。) T: From 1a, we know someone has just come back from India. Who is she, Sally or Rita? (教师加重语气读has just come back。) S1:Rita. (学生若有疑问或答错，可再播放一遍录音。) T: Yes. You have the right answer. Rita has been to her hometown in India in her summer holiday. But now she is in China. We can say she has been to India. Where has Jane been? S2: Mount Huang. (教师引导学生用现在完成时表达。) T: Yes. She has been to Mount Huang. Where has Kangkang been? S3: He has been to an English training school. 3. (重放课文1a录音，核对答案，板书并领读生词cruel，要求学生掌握。) T: Listen to the tape again. And then talk about what they have done. (多媒体展示康康、简、丽塔和玛丽亚的图像和has been to。让学生再听一遍对话，教师引导学生用现在完成时说出四人分别在暑假中的活动。) S4: Kangkang has been to… Rita has been to… Jane has been to… … (教师展示印度童工图画。) T: They are as old as you. What were they doing? S4: They were working. They looked so tired and thin. T: Rita saw them working for a cruel boss in her hometown in India. They couldn’t go to school. They lived a poor life. I felt sorry for them. (板书cruel，要求学生掌握) cruel Step 3 Consolidation 第三步巩固(时间:10分钟) 1. T: Now, open your books. Please read 1a. And then fill in the chart in 1b, according to 1a. (学生读对话，也可以三人小组分角色读对话，教师巡视纠正学生发音。) (学生独立完成1b的表格。教师检查学生所填内容，然后学生口头汇报，巩固现在完成时have / has been to 这一基本句型。) 2. T: Kangkang has been to an English training school to improve his English. Rita has been to India. What about you? Where have you been?And what did you do?Please work in groups to talk about your summer holidays. (学生三人一组进行问答。) T: Who will try to act it out in front of class? (挑几组学生进行表演，并对学生进行适时指导和鼓励。) For example: S1: I have been to West Lake. S2: (指S1问S3) Where has he/she been? S3: He/She has been to West Lake. S2: (问S1) What did you do there? S1: I went boating on the lake. S2: (指S1问S3) What did he/she do there? S3: He/She went boating there. (教师引导学生区别一般过去时与现在完成时。) Step 4 Practice 第四步练习(时间:6分钟) 1. (教师让学生两人一组，每人拿出提前准备好的照片或图片，操练现在完成时，并注意区别一般过去时和现在完成时，完成1c。) A: Hi, B. Where have you been? B: I have been to Shanghai. A: When did you go there? B: I went there this summer holiday. … C: Hi, D. Where has Lucy gone? D: She has gone to Mount Tai. C: Why did she go there? D: Because she wanted to see the sunrise there. … 2. (根据呈现的have/has been to…和have/has gone to…，完成2。小组完成后可讨论答案，然后教师核对。在处理2时，讲解并要学生掌握chairwoman, yet和grandson，板书并领读。) 3. (缤纷小赛场。出示幻灯片或小黑板。) (1)My teacher gave us the p answer.(首字母填空) (2)I also want to be a v for the Olympics.(首字母填空) (3)These (chairwoman) can’t agree with each other.(适当形式填空) (4)—Hi, Michael. How was your holiday? —Wonderful! Because I to many famous mountains.(单项选择) A. went B. have been C. have gone D. has gone (5)—Where’s Jane, Maria? —She her hometown to see her grandparents.(单项选择) A. return to B. has gone to C. has been to D. have gone to Step 5 Project 第五步综合探究活动(时间:5分钟) 1. (教师制作关于暑假活动的表格，让学生相互调查完成表格。) Name Where has he/she been? What did he/she do? … … 2. Homework: Write a survey report. (课后根据本课内容，用过去式和现在完成时写一份暑假调查报告。内容包括：1.去了什么地方?2.做了什么事?) 板书设计： Our country has developed rapidly. Section A proper by the way How was your trip? volunteer see … doing —Where have you been, Jane? There goes the bell. —I have been to … —Where’s Jane? —She has gone to … Section B The main activities are 1a, 1b and 2a. 本课重点活动是1a, 1b和2a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and expressions: social, learn … from …, shut, dig, granny, describe, in detail, education, develop, development 2. Learn the present perfect tense and useful sentences: Have you ever fed the disabled children? Yes, I have./No, I haven’ t. Has Ann ever…? Yes, she has./No, she hasn’t. Though I had no time to travel, … Is that so? 3. Learn about the differences between the Chinese teenagers’ lives in the past and at present. Ⅱ. Teaching aids 教具录音机/幻灯片/残疾儿童的照片/小黑板/《三毛流浪记》和《家有儿女》影片片断 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间:8分钟) 1. (通过师生问答复习现在完成时。) T: Hi, Class. Let’s play the game “Quick Response”. T: Where have you been, S1? S1: I have been to Hong Kong, and I have bought many things. . . . T: Where has S2 gone? S3: He/She has gone to Mr. Lee’s office. 2. (教师出示一张吉姆的旅游照片，介绍他的假期经历，导入并教授生词。) T: Do you want to know where Jim has been during his summer holiday? Ss:Yes. T: It’s a photo of him. Let me describe it for you. (板书) describe T: He has been to Beijing with his parents, granny and little sister. (板书) granny T: His little sister went there for further education. Her dream is to study abroad. I hope her dream will come true. I think some of you want to study abroad. Am I right? (板书) education Ss:Yes, you’re right. T: So you must study hard. With the development of our country, most of you will have a chance to study abroad. (板书，学生跟读熟悉单词，快速记忆。) development, develop Jim also did some social activities.(学习social，引入disabled children’s home。) Step 2 Presentation 第二步呈现(时间:10分钟) 1. (老师拿出一张残疾儿童之家的图片，导入现在完成时的一般疑问句。) T: What’s this? Ss: It’s a disabled children’s home. (理解单词disabled，板书并领读) disabled T: Have you ever been there? Ss: Yes, we have./No, we haven’t.(引导学生去回答) T: Maria has been to a disabled children’s home. Do you want to know what Maria has done there? Ss: Certainly. T: OK. Let’s listen to the tape and answer the following question. What did she do to help them? (听1a录音回答问题，老师核对答案。) T: Did Maria have anytime to travel? Ss: No, she didn’t. But she still felt happy. T: Yes. Though she has no time to travel, she learned a lot from her holiday experiences. (老师解释though引导让步状语从句，不与but连用，然后继续询问。) T: Sally, what did you do to spend your leisure time during the holiday? (板书leisure, learn … from …并要求理解) leisure Sally: I watched many films. T: Oh. Do you want to watch films now, boys and girls? Ss: Great. (用多媒体播放《三毛流浪记》和《家有儿女》影片片断，对比影片所反映的生活。播放2a录音前，把班级分为A和B两大组，分别记录过去和现在生活，完成2b。)

Food Clothes Education … In the past Nowadays T: Today we all have a happy life, but in the past, people’s lives were very hard. Listen to the tape, and answer the following questions. (播放2a录音，并回答下列问题。用幻灯片出示问题，让学生读问题，并放录音。) 1. Did kangkang’s granny have a hard life in the past? 2. How did most children spend their childhood in the past? (板书，理解childhood) childhood 2. (学生打开课本，再听2a，跟读并找出疑难点。) 3. (鼓励学生说出疑难点和含有现在完成时态的句子，引导学生解释疑难点，并板书要点，理解生词support, rapidly，掌握短语in detail。) have/live a hard life Is that so? in detail can’t/couldn’t afford sth. Our country has developed rapidly. give support to sb./give sb. support Step 3 Consolidation 第三步巩固(时间:12分钟) 1. (分角色朗读2a，选择四组进行比赛，激发学生朗读兴趣。) 2. (听录音2c填空。提高学生听力技能，进一步了解过去与现在的生活变化。) T: Listen to the tape and fill in the blanks. (播放录音2c两遍，并核对答案。若有不明白之处，再放一遍。) 3. (学生两人一组，谈论过去的孩子和现在的孩子不同的生活。) T: Work in pairs to talk about children’s different lives in the past and nowadays. For example: S1:In the past, many families were big and poor. S2:Yes. The parents couldn’t afford their children’s education. S1:The children had no chance to go to school. S2:Some of the children had to be child laborers. S1:I feel sorry for them. We are so happy nowadays. S2:Nowadays, our country has developed rapidly. Most children can get a good education. T: Just now, you compared Chinese teenagers’ lives in the past with those nowadays. You can write an article about it after class. Step 4 Practice 第四步练习(时间:10分钟) 1. (出示残疾儿童的图片，指令学生运用现在完成时，针对图片进行问答练习。) (1)—Have you ever told stories to the kids? —Yes, I have. (2)—Have you ever fed the disabled children? —No, I haven’t. (3)I have cleaned their rooms. 2. (引导学生总结现在完成时的句子，结构为：have/has+动词的过去分词。然后板书几组过去分词的构成，同时告诉学生动词的不规则变化可参考书后附表，完成1b过去分词的填空部分。) clean cleaned shut shut dig dug do did (板书并掌握生词shut和dig) shut, dig 3. (用现在完成时的一般疑问句操练1b，完成1b。要注意第三人称单数的练习。例如：) A: Chat on line. B: Have you chatted on line/Has he chatted on line? C: Yes, I have./No, he hasn’t. Step 5 Project 第五步综合探究活动(时间:5分钟) 1. (让学生在课后调查自己的父母亲或爷爷奶奶童年时的生活，写一份调查报告。) T: We know a lot about the differences between teenagers’ lives in the past and nowadays. What are your opinions? Do you care about your parents’ childhood? Do you care about your grandparents’ lives in their childhood? If so, you can ask your parents or your grandparents some questions. Make a simple survey report at last. (调查可以是关于娱乐、运动、学习、饮食、住房、穿着、健康、工作等方面的。) (板书生词teenager和nowadays，并要求理解) teenager, nowadays 2. Homework: According to your survey, please write an article about teenagers nowadays. (此综合探究活动既完成了课本2a部分，又综合了学生对本课内容的理解，让学生感受到世界变得越来越美好，体现了教学目标中对学生的情感教育。) (为出色完成此项作业也可鼓励学生利用多种方式获得信息。) T: It’s possible to read the text of Section B to finish your article and your parents can also help you. What else can you do to get information? Ss:We can search the Internet. T: Excellent! Have a break! Ss:Thank you. See you! 板书设计: Our country has developed rapidly. Section B social —Have you ever fed the disabled children? describe —Yes, I have./No, I haven’t. development —Has Ann ever …? Though I had no time to travel, … —Yes, she has./No, she hasn’t. Is that so? With the development of China, … Section C The main activity is 1a. 本课重点活动是1a。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and useful expressions: communication, quick, keep in touch with, far away, sort, rapid, progress, make progress, already, succeed 2. Go on learning the present perfect tense: (1)My granny has lived in Beijing for more than forty years. (2)Beijing has made rapid progress. 3. Compare the living conditions in the past with those at present. Learn the great changes in China. 4. Tell the students to cherish the life at present and study hard to make China stronger. Ⅱ. Teaching aids 教具录音机/投影仪/旧北京城的图片/新北京城的图片/自己家乡新旧变化的图片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间:10分钟) 1. (检查作业。让学生在小组中交流自己的报告，然后小组推荐出一名学生向全体同学报告。师生互动，谈论父母或爷爷奶奶的童年生活。) For example: T: What do you think of your life at present? Ss: We live a happy life. T: Who can tell us what your grandparents’ life was like in the past? S1: Let me try. My granny had a hard life during her childhood. Her family was very big and poor. Her parents couldn’t afford her education. S2: My grandpa used to be a child laborer… S3: … T: Very good. So you should enjoy today’s life and study hard. 2. (开展全班讨论活动，主题为“我和爷爷奶奶比童年”，复习新社会的幸福生活，感受社会进步。并逐一汇报。) S1: We have a balanced diet. S2: We can wear different kinds of clothes. S3: We can also get a good education. For example, we have chances to draw pictures, play musical instruments and receive some other training. … Step 2 Presentation 第二步呈现(时间:12分钟) 1. (用多媒体或图片展出旧北京城和现代北京城的照片并做比较，从而引出生词。) T: Let’s look at the place which Kangkang’s granny lived in. It was old Beijing. What were Beijing’s roads like? Look at today’s Beijing. What are Beijing’s roads like now? S1: In the past Beijing’s roads were narrow. S2: But Beijing’s roads are wide now. T: You’re right. Do you know how to keep in touch with our friends far away? (板书narrow，要求理解。) narrow (板书，讲解且要求掌握。) far away, keep in touch with S1: We can keep in touch with our friends on the Internet. S3: We can also use fax machines. S4: We can use cellphone to keep in touch with our friends. T: Great. But do you know how people kept in touch with their friends in the past? S1: They used to write letters. T: Yes, good. At that time if we wanted to keep in touch with others, we could also send telegrams. OK, we know, in the past we could write letters, and send telegrams to keep in touch with our friends. But nowadays we can use many sorts of communications methods, such as telephones, cellphones, fax machines, the Internet and so on. (板书telegram, fax，要求理解。板书sort和communication，要求掌握。) fax, telegram, sort, communication T: In the past the communications were slow, but today’s communications are very quick. So we can say, China has made rapid progress. (板书，掌握生词quick, rapid, progress) quick, rapid, progress 2. (学生打开书，快速阅读1a，完成1b，找出每段的中心句。) T: Open your books, read 1a quickly and find out the main ideas of four paragraphs. (1) Kangkang’s granny has seen the changes in Beijing herself. (2) In the 1960s, the living conditions in the city were poor. (3) China has developed rapidly since 1978. (4) It is important to remember the past, live in the present and dream about the future. 3. (仔细阅读1a, 并回答下列问题, 提高阅读理解能力, 用幻灯片出示问题。) (1) How about Beijing’s roads in the past? (2) Could most families get enough food in the past? (3) Why didn’t the children have a chance to go to school? (4) What about people’s lives nowadays in Beijing? (教师核对答案, 并加以纠正。) 4. (学生跟读课文录音, 找出文中的疑难点, 并分组讨论。对大部分学生不能理解的难点，教师给以板书并讲解。) see…oneself narrow(要求理解) so…that… relative far away not only…but also… already China has developed rapidly since 1978. Step 3 Consolidation 第三步巩固(时间:12分钟) (让学生再次阅读。两人一组填表格, 加深对北京今昔变化的了解。) (用投影仪出示表格。) In the past Nowadays Roads Houses Communications Living conditions Step 4 Practice 第四步练习(时间:8分钟) 1. (再次呈现新旧北京城的图片, 参照上一步的表格，师生互动, 完成1c。) T: What were Beijing’s roads like in the past? S: Beijing’s roads were narrow. T: What has happened to Beijing’s roads nowadays? S: Beijing’s roads have changed. They are wider than before. There are more ring roads. T: What will Beijing’s roads be like in the future? S: I think Beijing’s roads will be the widest in the world in the future. 2. (分组活动以采访的形式二人一组, 其中一个扮演记者，另一个扮演居住在北京多年的老人，对北京的变化做一个采访，从而提高同学们的口语表达能力，培养热爱生活热爱社会的情感。R=Reporter，M=Man) R: Hello!How do you do? M: How do you do? R: May I ask you some questions? M: Of course. Go ahead. R: How long have you lived in Beijing? M: I have lived here for more than thirty years. R: Oh. Can you describe the roads, houses and living conditions of Beijing in the past? M: OK. I was born in old Beijing. At that time, Beijing’s roads were narrow and crowded. My house was small and dark and the living conditions were hard. In summer, it was very hot and in winter it was very cold. How hard the life was! But now you can see Beijing’s roads are wider and wider. I live in a tall and bright building and my living conditions are comfortable. How happy the life is! R: Thank you. (找尽可能多的学生做采访，比一比哪个组更好。) Step 5 Project 第五步综合探究活动(时间:3分钟) (让学生们搜集关于所住的城镇的旧照片，并与现在的城镇作比较，写一篇调查报告。教育学生热爱自己的家乡，为家乡拥有更美好的未来而努力。完成2。) Homework: Write a passage on “Changes in my hometown”. Eighty words at least. 板书设计： Our country has developed rapidly. Section C see…oneself keep in touch with far away China has developed rapidly since 1978. happen to sb./sth. Section D The main activities are 1 and 4. 本课重点活动是1和4。 Ⅰ. Teaching aims and demands 教学目标 1. Learn some new words and useful expressions: rope, war, note, composition, consider, draw up, tool, thanks to 2. Review the present perfect tense. 3. Feel and write down the changes of China. Ⅱ. Teaching aids 教具 2中的图片/录音机/小黑板/几张新旧环境对照图 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间:12分钟) 1. (检查上节课综合探究活动成果——描述你家乡的变化，要求学生交换描述，并选几名学生在全班同学面前进行描述。) T: We have known the changes around us. Let’s talk about them together. (教师引导学生一起讲述一些中国生活条件的变化。) (1) The roads in the past were narrow and dirty. Now there are many clean and wide ring roads in the cities. (2) We have big houses to live in. They are very comfortable. (3) We have different kinds of food to eat and fashionable clothes to wear. (4) We can use computers, telephones, and fax machines to make our communications faster and easier. (教师可用提示性的单词如road, house, food 等让学生一起来讲述。) 2. (教师拿出课本2中的图片，复习现在完成时一般疑问句，学习部分生词，完成2。) T: Thanks to the government’s efforts, people’s living conditions have changed a lot, especially the leisure activities. Can you say some leisure activities which they often had in the past? Ss: Watching a movie in the open air/Jumping rope/Playing tug of war/Playing hide and seek. (板书生词，要求掌握rope, war。) thanks to, rope, playing tug of war, hide and seek T: Have you ever played any of them? Ss: Yes, we have. T: Have you ever watched a movie in the open air? Ss: No, we haven’t. … Step 2 Presentation 第二步呈现(时间:8分钟) 1. (老师继续利用2中图片对话，引出1听力内容。) T: I think these leisure activities make your lives interesting. What else have you done except these leisure activities? Ss: We have joined an organization to help the old in the Community Services. (板书单词organization，要求理解。) organization T: You are so helpful. Our main character in 1 also joined the same organization. Let’s listen to the tape. 2. (播放1录音。班级学生分为四人一组，推选一人代表本组参加抢写赛。听完录音3分钟内首先把答案写在黑板上的组为听力组，奖幸运星一枚。) T: Before we listen to the tape, listen to the rules carefully. Each group make one student write your answers on the blackboard. The fastest one is the winner, and your group will win a lucky star. Clear? Ss: Yes. ☆ Group 1 Group 2 Group 3 … T: Group 2 is the winner. Congratulations! Ss: (Claps…) Step 3 Consolidation 第三步巩固(时间:7分钟) 1. (再次播放1录音，重复所听的句子。特别注意要填入的重要信息。) T: Listen again and pay attention to the impo

篇2：仁爱版初中英语教案

教学目标

一、知识与技能

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. 熟练掌握本课短语：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、过程与方法

通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过去时态。大面积操练，采用学生提出间题，学生解决问题，借助多媒体来提高学生的主动性。

三、情感、态度与价值观

学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。

教学重点

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.

教学难点

掌握用过去时谈论假期的活动。

教法导航

通过看图、看视频、听录音、问答、讨论等方法学习谈论能力和表达愿望。

学法导航

通过看、听、说等各种途径，以小组合作的形式，主动探求知识，锻炼自主学习能力。

教学准备

图片，多媒体。

教学过程

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.

仁爱版初中英语教案

篇3：初中仁爱版英语教案

一、教学目标：

1.语言知识目标：

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

能掌握以下句型：

①─Whatdoyouwanttobewhenyougrowup?

─Iwanttobeabasketballplayer.

②─Howareyougoingtodothat?

─I’mgoingtopracticebasketballeveryday.

③Whereareyougoingtowork?

④Whenareyougoingtostart?

⑤I’mnotsureaboutthat.

2)能了解以下语法：

掌握一般将来时态的构成形式;

3)用一般将来时态表达将要做的事情。

2.情感态度价值观目标：

每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。

二、教学重难点

1.教学重点：

1)学习一般将来时态的构成方式。

2)学习本课时出现的重点句型，通过在不同情景下运用来熟练运用一般将来时态。

2.教学难点：

用一般将来时态表达自己未来的打算。

三、教学过程

Ⅰ.Lead-in

1.介绍自己小时候想要从事的职业，由此归纳出以前所学过的一些职业的英语表达方式：

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

2.询问学生们想要从事的职业，从而引出句型：

─Whatdoyouwanttobewhenyougrowup?

─Iwanttobeabasketballplayer.

3.学生们看幻灯片，引导学生们进行问答自己将来所喜欢的职业。

Ⅱ.Presentation

1.播放幻灯片，展示一些职业的图片，来引导学生们学习一些新的职业名词：

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

2.让学生们看大屏幕来学习记忆这些生词。

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

2.Trytorememberthenewwords.

Ⅲ.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.

Ⅴ.Pairwork

1.LetSsreadthemodelwithapartner.

2.Usetheinformationinthechartof1b.Askandanswerwithapartner.

3.Letsomepairsaskandansweraboutthechart.

Ⅵ.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.

Ⅶ.Pairwork

1.TellSstoaskandansweraboutChengHan’splansusingtheinformationin2b.

2.GiveamodeltotheSs.

3.Ssworkinpairs.TrytoaskandansweraboutChengHan’splans.

4.Asksomepairstoactouttheirconversations.

Ⅷ.Role-play

1.Readtheconversationsandanswerthetwoquestions:

①WhatdoesKenwanttobe?XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

②Howishegoingtodothat?XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

③WhatdoesAndywanttobe?XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

2.Explainmainpointsintheconversation.

TheOldManandtheSeabyHemingway.海明威的《老人与海》。此处介词by为“由……所著”之意。再如：ashortstorybyLuXun(鲁迅的一部短篇小说)，themusicbyMozart(莫扎特写的音乐)，paintingsbyVanGogh(梵高的绘画)等。

Thenyoucanbeanythingyouwant!那么你就能当上你想做的人了。

此句的基本意思是youcanbeanything，不定代词anything指代未来所从事的某一职业，youwant用来修饰anything。

3.LetSsreadtheconversationaftertheteacher.

4.Practicetheconversationwiththeirpartner.Thenletsomepairstoactouttheconversation.

Homework:

1.Recitetheconversationin2dafterschool.

2.根据图片提示或自己的实际想法编写一个对话。

--Whatareyougoingtobewhenyougrowup?

--I’mgoingtobea/an…

--Howareyougoingtodothat?

--I’mgoingto…

篇4：初中仁爱版英语教案

一、教材分析

(一)教材的地位及作用

本课是新目标英语八年级上册第8单元，教材以How was your school trip ?为中心话题，围绕着描述“过去发生的事情”展开，学习和运用一般过去时态的一般疑问句Did you go/see /buy…? Were there any…?询问过去的事件，让学生学会谈论和分享过去发生的事件。本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生通过交换对过去发生的事情的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。Section A的主要学习内容是：复习一般过去时态和动词的规则与不规则变化，学习一般过去时态的两种一般疑问句: Did you…? Were there any …?教材安排了许多听，说，读，写的任务活动，我将灵活运用这些活动，将其中的一些活动进行变化或整合，如：1c,2c和3c的Pairwork活动内容相似，我将把2c和3c整合成一个Interview(采访)的任务活动。

(二)教学目标

根据《英语课程标准》关于总目标的具体描述，结合第八单元的教材内容，我按语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：

1、知识目标：单词：学习掌握词汇aquarium, gift shop, seal, shark, hang out等。

功能：描述过去发生的事情

语言结构：规则动词和不规则动词的一般过去式

一般过去时的一般疑问句

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、语言技能：听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化;能听懂本课学习活动中的问题，做出较得体的回答。

说：能在本课的`任务型活动如：游戏、调查、故事接龙等中进行简单有交流。

读：能正确朗读本单元对话和句型;能查阅工具书为完成任务做准备。

写：能写出本节课学习的单词和句型，能运用简单的句子写出过去的活动和感受。

3、学习策略：抓住用英语交际的机会，在交际中把注意力集中在意思的表达上，必要时借

助手势和表情。

主动参与学习活动，善于和他人合作。

4、情感目标：通过描述过去所做的事，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的喜好，增进情谊。

5、文化意识：用恰当的方式表达赞扬或自己的观点;了解英、美国家中小学生的业余生活，培养世界意识。

篇5：初中仁爱版英语教案

一、知识与技能

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

2.理解并掌握几个不定代词：anyone, everyone, something, anything, everything, nothing的用法。

3.熟练运用句型：Did you …?

二、过程与方法

学生通过上一节课的学习，对where引导的过去时态的特殊疑问句已经掌握，能自然地与本课知识相衔接。让学生回忆他们的假期情况，引出一般过去时态的句型，并且进行大量练习。采用学生提出问题，学生解决问题，借助多媒体来提高学生的主动性。

三、情感、态度与价值观

教育学生渗透合作精神和社会公德意识。

教学重点

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

教学难点

能用句型Did you …?提出尽可能多的有关过去假期的问题。

教法导航

创设情境，让学生自己总结规律，思考，讨论，最后得出结论。创设英语语言氛围，使学生能较快地融入到英语语言学习的情景中来。

学法导航

自主学习，独立思考，小组讨论，同桌合作，完成学习任务。

教学准备

视频，图片，多媒体。

教学过程

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.

课堂作业

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!

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

教学反思

为了避免语法学习的枯燥，本课设计了几个小组活动和小游戏，让学生在不知不觉中就掌握了知识，学习效果较好。

篇6：初中仁爱版英语教案

教学目标

一、知识与技能

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.熟练掌握本课短语：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、过程与方法

三、情感、态度与价值观

学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。

教学重点

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.

教学难点

掌握用过去时谈论假期的活动。

教法导航

通过看图、看视频、听录音、问答、讨论等方法学习谈论能力和表达愿望。

学法导航

通过看、听、说等各种途径，以小组合作的形式，主动探求知识，锻炼自主学习能力。

教学准备

图片，多媒体。

教学过程

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.

This activity introduces the key vocabulary.

Step 3 Practice

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.

3.Correct the answers.

Step 5 Pair work

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.

篇7：初中仁爱版英语教案

单元目标

一、知识与技能

1.词汇：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.语法：一般过去时的特殊疑问句、一般疑问句及肯、否定回答。

4.能力目标：能用一般过去时熟练谈论假期发生的事。

二、过程与方法

灵活运用教材，从所教学生的实际水平和语言能力出发，调整和取舍教学内容，合理安排本单元的课时数，设计好每课时的教学内容。

三、情感、态度与价值观

1.通过描述假期发生的事，增进同学间的了解，增进感情。

2.通过图片和视频欣赏优美的风景，培养热爱祖国大好河山的思想感情，提高学生的环保意识。

3.了解自己的能力，培养情操

4.培养学生们对英语的兴趣。

教法导航

1.以任务型教学作为课堂教学理念、利用整体语言教学法、情景教学法、交际教学法等。

2.在教学中创设切实可行的任务型教学活动、突出交际性。

3.教师为主导、学生为主体、任务为基础，注重实用性。

4.引趣激趣策略，创设情景调节气氛，引发激发学生兴趣。

学法导航

多读善思，小组合作、探究、学习、交流。

课时支配

第1课时：Section A 1a-2c

第2课时：Section A 2d-3c

第3课时：Section B 1a-2c

第4课时：Section B 2d-Self Check

篇8：仁爱版初一英语教案

一、教学目标

1.语言知识目标

(1) 能掌握以下单词

train, bus, subway, ride, bike, foot,walk.

(2) 能掌握以下句型：

① —How do you get to school? —I ride my bike.

② —How does Mary get to school? —She takes the subway.

2.Talk about how to get to places (谈论出行方式)

take the bus /subway /train /taxi , ride a bike /walk .

3.情感态度价值观目标

让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语课和应付考试而学习,了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。

二、教学重难点

1.教学重点：乘坐交通工具的表示方法.

2.教学难点

—How do you get to school? —I take the …/ride …/ walk…

—How does Mary get to school?—She takes the subway.

三、教学过程

(一)Warming-up and Lead in

学生和老师进行简单的问候并播放英文歌曲Over the mountains

Ss : Good morning , teacher.

T: Good morning , class

T: Listen to the song and answer my questions.

Q1:How many kinds of transportation can you see?

Q2:What are they?

(二)Presentation

1.展示一张含有各种交通工具的图片，呈现有关交通工具的单词。

bike, car, ship, train, taxi, boat, plane, bus.

2. A guessing game.

Listen to sound of the transportation and guess what kind of transportation it is.

(三)Free talk

How do you get to school?

Ss: I take the bus /plane/ boat / ship / car / taxi

I ride a bike / motorbike

T: Do you know any other way?

2. Teacher shows pictures on the big screen .归纳出行方式和常用短语.

Ask some questions about how you get to…?

(让学生积极主动的思考想象总结，多媒体增加趣味性，加强直观性，效果事半功倍)

3. Show a picture about Part 1, on the screen.

Point at girls or boys in the picture.

Ask students to answer and write in the blanks.

S1 : How does he / she go to school?

S2 : He / She … …

(四)Practice

通过图片解释交通方式的不同表达方法。

ride a bike by bike 骑自行车

walks on foot 走路、步行

take the subway by subway 乘坐地铁

take the train by train 乘坐火车

take a car by car 乘坐小车

take the plane by plane 乘坐飞机

take the bus by bus 乘坐公车

take a boat by boat 乘坐船

(五) 1a

T: Look at the picture on your book. Match the words with the picture.

(学生们完成1a的学习任务，然后校对答案)

(六)Listening

1. Make sure the Ss know what to do. Give them an example if possible.

2. Read the names in the box.

3. Play the tape and check the answers.

(七)Pair work

Ask two students to read the dialogue in the speech bubbles to the class. Then ask students to work in pairs. Ask and answer how students get to school in the picture.

Finally ask some pairs of students to present their conversations to the class.

(八)A survey

Make a survery:How do your classmates get to school?

Classmates(同学) How to get to school?

BobBy bus

(九) Consolidation

Let students do some exercise.

(十)Homework

Write an article about how your families(家人)go to work.

篇9：仁爱版初一英语教案

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。

教学重难点

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.

教学工具

多媒体

教学过程

Step One Warming activity

Have some free talks.Ask students these

questions:

How many people are there in your family?

Who are they?

Do you love your family?

Where’s your home?

Step Two Presentation

Show the picture of Pan Changjiang’s family. They are a happy family,learn the word “actor”.Actor is a job,do you know other jobs?

Show the PPT, learn other new words ,policeman,policewoman,doctor,nurse,waiter

Reporter,hospital ,bank clerk and so on.

Do 1a as quickly as you can. Check the answers.

Step Three New drills

T: I’m a teacher. (Ask one student What do you do?) Help the student answer I’m a student. Then ask several students.

T: What do you do?

S1: I’m a student.

(Point to another boy)

T: What does he do?

S1: He is a student.

T: What do you do?(Ask a girl)

S2:I’m a student.

(Point to this girl,ask another student)

T:What does she do?

S3:She is a student.

T:What does your mother do?

S4:She is a farmer.

T:What does your father do?

S4:He is a worker.

Ask some Ss to answer the questions.

Open your books,do 1b.Play the tape.

Step 4 Task 1

Make a survey and report about your group.

Name Mother’s job Father’s job

Step 5 Task 2

Play a guessing game.

Step 6 Exercises

1.I want to be a d_____ like Hua Tuo.

2.My sister is a nurse,she works in a

h_______.

3.Cheng Long is a famous a____,Gong Li is a

famous a_______.

4.The two boys want to be __________(policeman)

when they grow up.

5.--What ___ you ___(do)? --I am a teacher.

6.He is a shop assistant.(划线提问)

____ ____ he ____?

Step 7 Summary and Homework

Make a survey ,ask your parents or three of your friends using the question” What do you want to be?” and fill in the chart.

课后小结

本节课的不足之处，由于本节课的内容较简单，所以在各个任务环节的难度梯度不是很明显。这样没有为能力较强的同学提供战线的机会，而且本单元涉及的单词较多，学生不能完全的熟练掌握。所以在以后的教学中还应不断的探索，寻求更大的突破。

本堂课重点学习了有关职业的词汇和如何询问他人从事的职业，课堂效果较好，学生基本能够掌握并运用，较好的完成了课堂教学任务。

篇10：初中仁爱英语教案

Language Goal:

Talk about what people are doing.

Teaching Aims:

The present Progressive (结构式: Be + V-ing )

Key Points:

---What’s he doing ?

---He’s reading.

Difficult points:

现在进行时的用法和动词V-ing 形式的构成。

Teaching Methods:

由浅入深,设置场景、对话以及表演来教授新句型。

Teaching Aids:

教学图片、教学光盘、VCD机、录音机

Teaching Procedures:

Step1. Warming – up

A. Duty report

Teacher: How are you, boys and girls?

S s : Fine, thank you.

Teacher: OK, who’s on duty today?

(the student who is on duty starts to make a duty report)

B. Ask and answer

(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)

T: Usually, what time do you go to school?

S1: ……

T: When does your father watch TV in the evening?

S2: ……

T: Do you do your homework in the evening?

S3: ……

T: When do you play soccer?

S4: ……

T: what time do you usually eat dinner?

S5: ……

(The teacher should encourage the students after questions.)

The teacher ask the students to read these five verbs for several times.

Step 2. Presentation

A. Match the words and the activities.

Ask the students to turn to page 83, and look at the pictures in 1a.

Then,the teacher ask questions:

----What’s he doing? (Picture 1)

----He’s making a telephone call.

(Help the students answer the question with body language .)

Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)

The Ss read these V-ing words after the teacher.

B. Play the video.

To make the Ss clear what they are learning in this class. Mr. Gong’s words do give the teacher a big hand.

(Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.)

C. Teach the Present Progressive.

1. Introduction

Tell the Ss what the Present Progressive is. (现在进行时表示现在正在进行或发生的动作, 它的表现形式为Be Verbs + V-ing ---- 这也即为它的结构式.)

2. Tell the difference

Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the Ss to read them again.

3. Listen to the tape.

Let the Ss get ready to listen to the tape (paper and ball-point pen).

Check the answer: 2 4 1

4. Activities.

The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”

(The other actions: look at someone, clean the window)

Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined:

n What am I doing?

n I’m opening the door.

n What am I doing?

n I’m looking at him.

n What am I doing?

n I’m cleaning the window.

5. Pairwork.

Ask and answer questions about what people are doing in the picture.

u What’s he doing?

u He’s reading.

The Ss can practice different sentences upon the verbs on the blackboard.

6. Guessing game.

The teacher prepare several pieces of paper and there are different actions on it. Ask a pair of Ss to act it out. (Each pair of Ss choose two pieces of paper and act.)

(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive step by step. They can have fun in the classroom during this class, it’s the most important.)

7. Self-assessment.

The teacher prepare for the Ss some listening exercises, and play the cassette, let them finish these exercises at once. Then, check the answer. The Ss can understand whether they have learned about the Present Progressive.

8. Do the exercises.

The teacher have the Ss some exercises, and ask the Ss to do at once.

<1>--What’s Li Lei doing?

-- He_____________. ( read )

<2>--What’s his mother doing?

--She_____________. ( write )

<3>--What are they doing?

--They_____________. ( play soccer)

<4>--What are David and Mary doing?

--They_____________. (have dinner)

<5>--What’s Jenny doing?

--She______________. ( run )

(In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class.

Step 3. Homework

1. Finish the exercises in the class.

2. Make a conversation and act it out with your partner.

Step 4. The end

T: You are very good today, boys and girls! And thank you for listening. Bye.

篇11：仁爱版七年级unit3 topic3英语教案

仁爱版七年级unit3 topic3英语教案

课题：Unit3,topic 3,What would you like to eat?Section C

教学目标：

掌握邀请朋友在饭店共同就餐时的常用语：

Would you like to have dinner with me? OK,I'd love to .

Help yourself

Any more ……?No,thanks,I'm full.

What would you like to drink? ……,please.

教学重点：句型 Would you like to have dinner with me?及其答语 OK,I'd love to

教学难点：句型 What about the same order as theirs.

教具：课本、放音机、单词卡片

教学步骤：

Step1.Revision

1.Have a dictation.

2.Revise the words about food and drink.

3.Ask and answer (Teacher asks some questions as following)

May I know your name?

What's this?

What would you like to eat/drink for breakfast/lunch/supper?

How do you like…… ?

What do you think of…… ?etc.

Step2.Presentation

1.Teacher makes a dialogue as this.(In a restaurant)

A:May I take your order?

B:Hamburger/……

A:What would you like to drink?

B:A cup of water/……

A:OK,Wait a moment,please.

2.Teacher ask a student as the question“Would you like to have dinner with me?”,and help him to answer“OK,I'd love to”

Explain the difficult sentences:

Let me see.

Help yourself.

Any more ……?No,thanks,I'm full.

What about the same order as thieirs.

Step3.Practice

Students listen the tape and read them loudly in part1.

Step4.Pair Work

1.Let students number the sentences to make a coversation in part 2,then check the answer.

2.Let students write a dialogue how to invite their friends for dinner,and ask some students to act out.

3.Teacher gives a summary of this section

Step5 Homework

Design on blackbord

What would you like to eat? Section C

Would you like to have dinner with me? Let me see.

OK,I'd love to Help yourself.

Any more ……?No,thanks,I'm full.

What about the same order as theirs

篇12：仁爱七年级英语教案Unit 1 Playing Sports(仁爱版英语七年级)

Unit 1 Playing Sports

Topic 1 Are you going to play basketball?

Section A第1-2课时

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ.Teaching aims and demands 教学目标

1. Learn some new words and phrases:

almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis

2. Learn some useful sentences:

(1)I saw you play basketball almost every day during the summer holidays.

(2)Would you like to come and cheer us on?

3. Learn the future tense with be going to:

(1)We are going to have a basketball game against Class Three on Sunday.

(2)Are you going to join the school rowing club?

4. Talk about preferences:

-Which sport do you prefer, cycling or rowing?

-I prefer rowing.

5. Talk about sports and games.

Ⅱ. Teaching aids 教具

录音机/小黑板

Ⅲ. Five-finger Teaching Plan 五步教学方案

Step 1 Review 第一步复习(时间:7分钟)

复习学过的运动项目名称，引出生词。

(展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。)

T: Welcome back to school, boys and girls. The new term begins. This is

(板书并要求学生掌握。)

(展示学生在打篮球的图片。)

T: Look at the picture. Do you know what they are doing? S1, please.

team

S1: There are five players.

(展示学生在打排球的图片。)

T: What are they doing? S2, do you know?

S2: They are playing volleyball. (教师帮助该生回答。)

(板书，并让学生跟读，要求学生理解cycle, ski；掌握row, skate, tennis, table tennis。)

Step 2 Presentation 第二步呈现(时间:10分钟)

通过师生对话，呈现1a中部分生词及功能句，并使学生初步掌握be going to句型。

1. (利用plan to do sth.，导入“be going to+do”结构。)讲解过程（略）

(板书，让学生猜词义，并要求掌握。)

against, cheer, cheer ... on

(出示教学挂图，让学生看图片猜测对话内容，导入1a。)

T: Look at this picture. They are Kangkang and Michael. What are they talking about? Can you guess? Please listen to 1a and then answer the following questions.

(出示小黑板。)

(1) Which class is Michael’s class going to play against?

(2) Is Kangkang going to cheer them on?

2. (学生朗读1a，画出疑难点和关键词，然后教师解释疑难点。)

解释并要求学生掌握almost和win。)

basketball-saw-play-almost-every day-against-Sunday-game-term-come- cheer … on-I’d love to-hope-win

Step 3 Consolidation 第三步巩固(时间:10分钟)

创设情景，编对话，在真实的语境中培养学生口头交流能力。

T: OK. Now you can use the key words above to act out the dialog in roles.

1. (教师引导学生，通过讨论新学期的计划来操练be going to+do句型。)

(教师先做示范，然后让学生两人一组练习。)

T: S1, what are you going to do this term?

S1: I’m going to learn English better.

2 (创设情景，依据1a编对话，巩固1a及be going to+do句型，完成1b。)

be going to, play, I’m afraid, homework, summer, play against, I hope

(学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。)

Hi, I am going to play … Are you going to play with us?

I’m afraid I can’t. I have to do my homework first. By the way, I saw you play … almost every day during the summer holidays.

Step 4 Practice 第四步练习(时间:10分钟)

完成2和3，培养学生听说能力，并通过大量操练，使他们熟练运用含有be going to的一般疑问句及掌握prefer的用法。

1. (通过看图片，练习be going to的用法，导入2。)

T: Look at the pictures, what are they going to do?

Ss: (Picture 1) They are going to go skating.

(Picture 2) They are going to go skiing.

…

T:, do you go rowing much?

S: Yes, quite a lot/a bit.

(板书，教学生词，并要求学生掌握。)

join, club

T: Discuss with your partner which sports club you would like to join.

S: I am going to join the school rowing club.

(学生两人一组完成2，除了可以用书上所给的运动名称，也可用他们所知道的其他运动名称进行对话。)

1. (让学生听3录音，并完成3。)

2. (做一个运用“be going to+do”句型的游戏。)

(挑选若干学生上台，做关于运动的动作，该动作要能使同学们明白并成功猜出运动名称。猜到的同学要用be going to+do询问做动作的同学，以证实自己的猜测是否正确。)

Step 5 Project 第五步综合探究活动(时间:8分钟)

通过作报告和写句子，培养学生综合运用本课所学语法及重要句型的能力。

1. (小组活动，在小组中做采访并向全班同学作报告。)

T: Work in groups. Ask your partner the following questions, then give a report to your classmates.

(1)Which sport do you prefer, … or …?

(2)Do you … much?

(3)Are you going to … next week?

2. Homework:

用be going to造五个句子，要求用不同的人称、句式。

板书设计：

Are you going to play basketball?

Section A

prefer be going to + do sth.

cheer … on We are going to have a basketball game against Class Three on Sunday.

quite a bit / a lot Which sport do you prefer, cycling or rowing?

I prefer rowing.

Are you going to join the school rowing club?

Yes, I am./No, I’m not. I’m going to …

Section B第3-4课时

The main activities are 1a and 2a. 本课重点活动是1a和2a。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases:

dream, grow, grow up, future, in the future, job, active, break, record, gold, give up, shame, single

2. Go on learning the future tense with be going to:

-What are you going to be when you grow up?

-I’m going to be a dancer.

3. Talk about the favorite sports and players:

(1)-What’s your favorite sport, Maria?

-Basketball, of course.

(2)-Who’s your favorite player?

-LeBron James. / I like Yao Ming best.

Ⅱ. Teaching aids 教具录音机

Ⅲ. Five-finger Teaching Plan 五步教学方案

Step 1 Review 第一步复习(时间:8分钟)

通过谈论喜爱的运动项目及新学期的计划，导入新课。

1. (学生在小组内进行链式对话，讨论他们所喜爱的运动项目，注意使用prefer。)

T: I know many students like sports. Please discuss in groups which sport your partners prefer. You can begin like this: S1, which sport do you prefer, skiing or rowing?

S1: I prefer rowing. S2, which sport do you prefer, cycling or skating?

2. (教师询问学生新学期计划，复习“be going to+do”。)

T: At the beginning of the term, everyone has some plans. You are going to do a lot of things to make more progress and make your school life more interesting. Now, please tell me your plans. What are you going to do?

3. (教师通过展示图片导入本课新单词。)

T: Look at the girl in the picture. What is she doing now?(单词和短语)

dream, job, future, in the future, grow, grow up

T: We know her dream job is to be a teacher in the future. What about you?

dancer

What are you going to be when you grow up?

I’m going to be a teacher.

Step 2 Presentation 第二步呈现(时间:10分钟)

呈现1a，继续学习be going to的特殊疑问句式。

1. (教师展示一些著名运动员的图片，如刘翔、姚明、迈克尔菲尔普斯等，导入1a对话。)

T: Look at the pictures. Can you tell me their names?

(出示小黑板上的问题，听1a录音。)

(1)Who’s Michael’s favorite player?

(2)What is Michael going to be when he grows up?

(3)What’s Maria’s dream job?

2. (出示小黑板，依据1a完成表格。)

T: Read 1a and complete the information about Yao Ming in the table.

Player Yao Ming

Height

Play for

(板书并要求学生理解player, Houston Rockets；了解NBA。)

3. (再放1a录音，让学生跟读，并注意语音语调。)

Step 3 Consolidation 第三步巩固(时间:10分钟)

分角色表演并做调查报告，完成1b，使学生学会运用目标语言谈论自己喜爱的运动、运动员及梦想。

1. (让学生根据小黑板上的听力问题和表格中的信息，两人一组进行对话。)

2. (让学生四人一组讨论他们所喜欢的运动、运动明星以及未来的梦想，并完成表格。然后汇报讨论结果，完成1b。)

T: S1, are you ready? Please report.

S1: Yes. She is going to be a teacher in the future. It’s her dream job. She likes sports very much because it is important to her. Her favorite sport is swimming and her favorite player is Phelps.

Step 4 Practice 第四步练习(时间:12分钟)

完成2a，2b和3，培养学生通过自主阅读获取相关信息的能力。

1. (教师出示张怡宁、菲尔普斯、刘翔的图片，通过师生对话，谈论这些运动明星。)

(板书并要求学生理解Olympic。)

S2: Phelps is an athlete. And he is the first athlete to win so many medals at a single Olympics. (教师帮助学生回答。)

T: Do you know an active runner named Liu Xiang?

(板书，教学生词，并要求学生掌握single和active；理解runner和athlete。)

T: Do you like him?

S3: Of course, I do.

T: OK. Do you know anything about him?

(教师根据学生所说的情况，对刘翔做简短介绍，并呈现生词及词组。)

2. (播放2a录音，让学生跟读，完成2b，并核对答案。)

T: Listen and read after the tape. Then finish 2b and check the answers.

3. (让学生再读2a，找出生词和疑难点，教师解释并板书生词和关键词，要求学生掌握shame，为复述短文做准备。)

T: Please read 2a again and find out the key words.

Liu Xiang - active - broke … record - won - give up - shame;

Phelps - eight - in swimming - first athlete - single;

Zhang Yining - table tennis players - twice

4. (教师让学生根据上面板书的关键词复述短文。练习、巩固2a。)

T: Please retell the passage according to the key words.

5. (播放3录音，完成短文。)

T: Now listen to the tape of 3. Complete the passage by yourselves.

(播放录音，核对答案。)

T: Listen to the tape again and check your answers. Are you right? Good.

Step 5 Project 第五步综合探究活动(时间:5分钟)

通过制作自己喜欢的运动员的名片，学会描述一些著名运动员。

1. (小组讨论并制作自己喜欢的运动员的名片。)

T: Please make a card about your favorite sports player.

(教师出示小黑板上的表格。)

Name Card

Name

Gender

Age

Birthday

Country

Job

2. Homework:

用英语描述自己喜欢的运动、运动员及梦想。

板书设计：

Are you going to play basketball?

Section B

grow up What are you going to be when you grow up?

in the future I’m going to be a dancer.

play for What a shame!

give up

Section C第5-6课时

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ. Teaching aims and demands 教学目标

1.Learn some new words and phrases:

mountain, spend, spend … (in) doing, hour, exercise, do exercise, baseball, pretty, pretty well, jump, weekend, take part in, popular, all over, be good for, heart, the day after tomorrow, healthy, fit, keep fit, relax

2.Go on learning the future tense with be going to + do:

(1)There is going to be a school sports meet next weekend.

(2)She is going to take part in the high jump and the long jump.

(3)-What are you going to do tomorrow morning?

-I’m going to play soccer. I like it very much.

3.Go on talking about the favorite sports and reasons:

I like playing soccer very much. Because it makes me strong and it is popular all over the world.

4.Talk about plans and intentions.

5.Improve the students’ ability of reading.

Ⅱ. Teaching aids 教具：图片/录音机

Ⅲ. Five-finger Teaching Plan 五步教学方案

Step 1 Review 第一步复习(时间:8分钟)

运用体育活动的图片，复习运动项目的名称，并导入部分生词。

1. (复习上节课所学的运动项目的名称。教师展示一些体育活动的图片。学生使用图片，三人一组，到讲台前进行问答表演，说出自己喜欢的体育活动。)

T: Please come to the blackboard to talk about your favorite sports with your partners. You can begin like this: S1, what’s your favorite sport?

S1: S2, what’s your favorite sport?…

2. (导入新课，最好找一名平时喜欢运动的同学。)

T: S, do you like sports?

T: S2, do you like doing exercise?

S1: Yes, I do. （板书掌握）

mountain, exercise, do exercise, spend, spend …(in) doing sth.

T: S7, please talk about S6 according to what he/she said.

S7: He/She likes doing exercise. He/She often spends thirty minutes/half an hour (in) doing exercise every day.

T: Well done. You are very clever.

Step 2 Presentation 第二步呈现(时间:10分钟)

学习1a，使学生区分一般现在时和一般将来时的用法。

1. (教师展示一幅一小女孩打棒球的图片。)

T: Boys and girls, let’s look at the picture. This girl is Ann. What’s she doing? Do you know?

Ss: She is playing baseball and she plays it pretty well. (教师可帮同学回答。)

(板书领读并要求掌握生词。)

baseball, pretty, pretty well

(板书，解释生词和短语，并要求掌握。)

weekend, take part in

(板书，让学生猜词义，并要求掌握jump，理解the long jump和the high jump。)

jump, the long jump, the high jump

2. (听1a录音，回答下列问题。)

(1)Which sport is Ann good at?

(2)How long does she spend in the gym every day？

(核对答案。)

3. (让学生再听1a录音，跟读并注意语音语调。)

T: Listen to the tape again and follow it. Pay attention to the pronunciation and intonation.

Step 3 Consolidation 第三步巩固(时间:8分钟)

完成1b和1c，培养学生从简单的文章中找出关键信息的能力。

1. (让学生再读一遍1a，完成1b。)

2. (根据1b，完成1c。)

T: According to the timetable in 1b, ask and answer in pairs to finish 1c, then write down the answers.

3. (根据Ann的活动时间表，描述Ann一周的运动情况。)

Example:

Ann does exercise in the gym from 6:30 a.m. to 7:00 a.m. every day. She goes cycling from 5 p.m. to 6 p.m. on Wednesdays and Fridays. …

(对表现好的小组，进行表扬和鼓励。)

Step 4 Practice 第四步练习(时间:12分钟)

完成2。巩固be going to的特殊疑问句的用法。

1. (讨论运动对人体的益处，引出生词，必要时用图片或体态语帮助学生理解生词，导入2。)

(板书，解释并要求掌握词组。)

be good for

keep fit / healthy

T: S3, do you often do sports?

S1: Yes, quite a lot.

(板书，领读，并解释画线生词，要求学生掌握heart；理解lung。)

T: I like doing sports very much. I often walk. Do you know why? Because it can help me to relax, and it’s a good way to keep healthy.

(板书，领读生词，并要求掌握relax。)

2. (教师展示一幅NBA球赛的图片，上面有很多人在观看比赛，教师步着图片问。)

T: What are they doing?

Ss: They are having a basketball game.

T: Yes, basketball games are popular all over the world.

(板书，解释生词和词组，并要求学生掌握popular all over。)

T: Do you know other popular games all over the world?

Ss: Yes, we do. Soccer, volleyball, baseball and so on.

3. (让学生们根据2中的图片讨论平时所喜爱的体育运动项目，并说出喜爱的原因。)

(板书并要求学生掌握the day after tomorrow。)

Example:

S1: Which sport do you prefer, … or …? / What’s your favorite sport?

S2: …

T: OK, now read 2 in pairs, and then follow the example to make similar conversations with your partner.

Step 5 Project 第五步综合探究活动(时间:7分钟)

让学生介绍自己及父母的运动计划和喜欢运动的原因，培养学生综合运用be going to结构及本课重点句型的能力。

1. (出示表格，让学生完成后，口头汇报自己的运动计划及喜欢运动的原因。)

Time Sport Reason

T: According to the form, please report your exercise plans and tell us why you like this exercise.

Example:

I run from 6:00 to 6:30 in the morning every day. Because I think running is good for my legs, heart and lungs ...

2. Homework:

询问你的父母，了解他们的运动爱好，运动时间及喜欢运动的原因，写成短文，第二天和你的同桌互相交流。

板书设计：

Are you going to play basketball?

Section C

take part in She learns baseball on Saturdays, and now she plays it pretty well.

the high jump There is going to be a school sports meet next weekend.

the long jump She is going to take part in the high jump and the long jump.

be good for Playing soccer makes me strong and it is popular all over the world.

school sports meet Running is good for his legs, heart and lungs.

keep fit/healthy

Section D第7-8课时

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases:

famous, arrive in/at, play against, leave, leave for

2. Review and summarize the future tense with be going to:

(1)It’s too bad that the players aren’t going to stay for long.

(2)They are leaving for Japan the day after tomorrow.

3. Summarize the useful expressions in Topic 1.

4. Go on talking about the favorite sports.

Ⅱ. Teaching aids 教具

小黑板/图片/录音机/幻灯片

Ⅲ. Five-finger Teaching Plan 五步教学方案

Step 1 Review 第一步复习(时间:7分钟)

通过做“故事接龙”游戏，复习be going to的结构，培养学生的合作精神，并促进学生之间的交流。

(通过做故事接龙游戏复习be going to结构，所造句子尽量避免雷同，尽可能让全班学生都参与。)

What are you going to do this weekend?

Where are you going?

How are you going to get there?

Who are you going with?

What are you going to do to prepare for that?

What are you going to be in the future/when you grow up?

Step 2 Presentation 第二步呈现(时间:10分钟)

运用图片教学，呈现1a。

1. (运用贝克汉姆的图片，进行师生对话，导入1a。)

T: All of you did well, and the ×× group did the best. Congratulations to them! Now please look at this picture. Do you know him?

(板书，解释生词，领读并要求学生掌握famous, arrive in；理解excited；了解teammate。)

famous, arrive in, teammate, excited

2. (阅读1a，核对答案，完成1b。)

T: Now let’s check your answers together. I’d like to ask some of you to read the letter. Who wants to try?

3. (播放1录音，让学生跟读，并找出疑难点，教师板书关键词组并讲解，要求学生掌握，

为复述短文做准备。)

T: Listen to the tape and repeat. Then find out the difficulties.

arrive in+big places leave for

arrive at+small places

play against

the day after tomorrow

Step 3 Consolidation 第三步巩固(时间:10分钟)

进一步强化练习be going to及本话题所出现的重点短语及句型。

1. (教师让学生根据上面板书的关键词组复述短文，巩固1a。)

T: Now please retell the passage according to the key words above.

2. (听3a和3b录音并跟读。让学生再次熟悉本话题的重难点。)

T: In this topic, we talk about sports a lot, including sports names, your favorite sports and players. Let’s look at 3a and 3b. Listen to the tape and repeat.

3. (练习3a和3b。)

(1)(用本话题重要的短语造句子或编对话。提示学生最好用一般将来时，鼓励学生尽量使用本话题的语法和短语编对话，培养学生的综合语言运用能力。)

T: Very good! I think now you can say the important sentences in English fluently. Then let’s make sentences and dialogs using the key phrases.

(出示幻灯片/小黑板，讲解并要求学生掌握。)

see sb./sth. do sth. play against

cheer sb. on leave for

quite a bit/a lot pretty well

grow up make/keep sb./sth. + adj.

…

Example:

①T: cheer sb. on.

S1: I am going to cheer them on.

T: play against.

S2: Our team will play against Class Four.

②Zhang Di: Hi, He Ming, what are you doing?

He Ming: I’m leaving for the gym. I’m going to play basketball.

(2)(句型转换。练习一般将来时的一般疑问句及其回答和特殊疑问句。)

T: Nice work! Let’s change the following sentences.

①I am going to join the school rowing club.(改为一般疑问句并作肯定回答。)

you join the school rowing club?

Yes, .

②He goes cycling every day.(用tomorrow morning改写句子。)

He cycle tomorrow morning.

③They are going to play soccer because it makes them strong.(对画线部分提问。)

to play soccer?

Step 4 Practice 第四步练习(时间:10分钟)

完成2，让学生运用本话题的语法及功能句进行写作，培养学生写作能力。

1. (教师将学生分组，让学生讨论喜爱的运动、运动员和喜欢的原因，为后面的写作训练做准备。教师先做示范，然后让学生自由讨论。)

2. (写作训练。讨论结束后，让学生写一篇短文，介绍自己最喜爱的运动、运动员和喜欢的原因。完成2。)

T: OK, well done! Now write a short passage about your favorite sports, sports players and the reasons. You can write it using the questions in 2. Five minutes. Go!

(每组选派代表朗读自己的文章，教师给予点评和鼓励。)

Step 5 Project 第五步综合探究活动(时间:8分钟)

完成4。通过讨论等学习方式，培养学生综合运用本话题所学语法及重要句型的能力。

1. (教师展示图片，完成4。)

(根据上面的插图和4中的问题，分组完成4中的表格。)

T: Please look at the pictures. Work in groups of five. Then fill in the table in 4. You can use the questions and expressions in 4.

2. (根据表格内容作报告。)

T: You can report according to the table like this: My classmate, ××, is going to play soccer with his/her brother this weekend…

(请1~2名学生做汇报，并给予点评和鼓励。)

3. Homework:

以表格形式归纳Topic 1中所学的黑体词、白体词、短语、主要句型及语法。运用本话题知识写一份新学期计划。

板书设计：

Are you going to play basketball?

Section D

famous It’s too bad that the players aren’t going to stay for long.

arrive in+big places They are leaving for Japan the day after tomorrow.

arrive at+small places There is going to be a school sports meet next weekend.

play against What are you going to do this weekend?

the day after tomorrow I’m going to play soccer.

织金三中八年级英语测试（第9-12课时）

题号第一部分第二部分第三部分总分

Ⅰ Ⅱ Ⅲ Ⅳ Ⅰ Ⅱ Ⅲ Ⅳ Ⅰ Ⅱ Ⅲ

得分

第一部分听力 (20分）

Ⅰ. 听句子，选择正确答语。每个句子读一遍。（5分）

( )1.A.Yes, I will. B.Yes, I am. C.Very good.

( )2.A.Thank you. B.Yes, I will. C.I must win.

( )3.A.He is good. B.He is friendly. C.I think so.

( )4.A.You must come. B.What a shame! C.I hope you come.

( )5.A.Twice a week. B.For a long time. C.No, I don’t.

Ⅱ. 听对话，选择正确图片。每组对话读两遍。（5分）

( )6.

( )7.

( )8.

( )9.

( )10.

Ⅲ. 听对话及问题，选择正确答案。每组对话及问题读两遍。（5分）

( )11.A.Class One. B.Class Two. C.Class Three.

( )12.A.A teacher. B.A doctor. C.A nurse.

( )13.A.Tom. B.Maria. C.Tom and Maria.

( )14.A.No, he doesn’t. B.Yes, he does.

C.No, he doesn’t, but Wang Junfeng does.

( )15.A.Honey. B.Candy. C.Chocolate.

Ⅳ. 听短文，选择正确答案。短文读两遍。（5分）

( )16.Amy is from _______.

A.England B.America C.Canada

( )17.She likes _______.

A.music B.dancing C.sports

( )18.She likes playing _______.

A.tennis B.table tennis C.basketball

( )19.Which sports does Amy prefer?

A.Volleyball. B.Skiing. C.Swimming.

( )20.Amy thinks skiing _______.

A.is good for legs B.is a good way to keep her getting up early

C.can make her strong

第二部分基础知识运用（55分）

Ⅰ. 单项选择。（10分）

( )1.-_______ do you prefer, walking or running?

-I like running better.

A.What B.How C.When D.Which

( )2.-Are you going to _______ our English club?

-Yes, I am.

A.take part in B.join C.took part in D.joined

( )3.The foreigners arrived _______ Shanghai _______ night.

A.at; at B.in; at C.in; in D.at; in

( )4. Xu Xia and her teammates are _______ the U.S.A. next week.

A.leaving for B.leave for C.to D.left

( )5.Mr. Xiang is the best teacher in our school. He is good _______ teaching.

A.for B.to C.with D.at

( )6.I want to be a doctor when I _______.

A.grow up B.talk about C.get up D.was born

( )7.I see Wei Han _______ English almost every morning.

A.reads B.reading C.read D.to read

( )8.-Which team are you going to play _______ the day after tomorrow?

-A team from No.7 Middle School. I hope we will win.

A.about B.with C.for D.against

( )9.Sam spends two hours _______ his homework every day.

A.to do B.doing C.do D.does

( )10.There _______ an English Party in our class next week.

A.is going to have B.is going to be C.will have D.have

Ⅱ. 情景交际。（5分）

选择方框中的句子完成对话。

Frank：Which do you prefer, swimming or skating?

Sam： 11

Frank：Me, too. Do you skate much?

Sam： 12

Frank：What’s your favorite sport?

Sam：Football. What about you?

Frank： 13

Sam：Who is your favorite player?

Frank：Yao Ming. 14

Sam：Ronaldo.

Frank： 15 Don’t miss it!

Sam：Oh, I won’t.

A.Yes, quite a lot.

B.And yours?

C.There is going to be a football game on CCTV5 this evening.

D.I prefer skating.

E.I like basketball best.

Ⅲ. 完形填空。（10分）（此题特别对学生加强安全教育）

Swimming is very popular. People like 16 in summer because water makes people feel 17 . If you like swimming but swim in a w踢) the ball, but they also throw(扔) the ball and run with it. They try to take it to the other end of the field; they have four chances to move the ball ten yards(码). They can carry it or throw it. If they move it to the end of the field, they receive six points. This is called a touch-down(持球触地).

It’s difficult to move the ball. Eleven men on the team try to stop the man who has the ball. If

the man does not move the ball ten yards, his team kicks the ball to the other team.

Thousands of people come to watch. They all yell for their favorite t2C has been a star in China for some time, but it is still under question as to whether he can play well in the NBA. Yao Ming said，“When ynjoying B.enjoyed C.helping D.helped

( )21.A.careless B.care C.careful D.carefully

( )22.A.nothing B.anything C.everything D.something

( )23.A.will go B.go C.goes D.went

( )24.A.alone B.lonely C.safe D.danger

( )25.A.is B.be C.will be D.will

Ⅳ.阅读理解。(30分)（此题包含有爱国主义教育）

（A）

In almost every big university in the United States, football is a favorite sport. American football is not like soccer.

Players sometimes kick(踢) the ball, but they also throw(扔) the ball and run with it. They try to take it to the other end of the field; they have four chances to move the ball ten yards(码). They can carry it or throw it. If they move it to the end of the field, they receive six points. This is called a touch-down(持球触地).

It’s difficult to move the ball. Eleven men on the team try to stop the man who has the ball. If

the man does not move the ball ten yards, his team kicks the ball to the other team.

Thousands of people come to watch. They all yell for their favorite team. They dance and jump while they yell. Each team plays ten or eleven games each season. The season begins in September and ends in November. If a team is very good, it may play another game after the season ends. The best teams play again on January the first. Many people go to see these games and many others watch them on TV.

( )26.In America, football players can _______.

A.only kick the ball B.only throw the ball

C.only carry the ball D.kick, throw and carry the ball

( )27.There are _______ on each team.

A.ten players B.eleven players

C.twelve players D.thirteen players

( )28.If the man does not move the ball ten yards, his team has to _______.

A.go home B.carry the ball ten yards

C.run with it D.kick the ball to the other team

( )29.The best teams play again _______.

A.on Christmas B.after the season ends

C.on New Year’s Day D.on Sunday

( )30.The underlined word “yell” in the passage means “_______”.

A.shout(喊) loudly B.jump C.talk loudly D.sing

（B）

2.26-meter-tall Yao Ming made his NBA debut (初次亮相) on October 23， and got 6 points for the Houston Rockets in the game. The next day, he scored 16 points in another game.

Yao Ming, 22, has been a star in China for some time, but it is still under question as to whether he can play well in the NBA. Yao Ming said，“When you watch it on TV, it looks very easy. But when you are playing in the NBA , it is really difficult.”He said that joining the Houston Rockets was a new start and a new challenge.“I hope that through very hard work I can make everyone happy and help the Rockets win more games.”he said.

Yao Ming can speak some English. Both he and his teammates can understand each other. They don’t think there is a language problem. They say that Yao Ming is one of the best players in their team. They all like him.

( )31.On October 23, 2002, Yao Ming played his _______ game in the NBA.

A.first B.second C.third D.fourth

( )32.Yao Ming scored _______ points in the first two games for the Houston Rockets.

A.6 B.13 C.22 D.28

( )33.Yao Ming thinks that _______.

A.it is boring to play basketball B.playing in the NBA is not easy

C.it is difficult to watch NBA games on TV D.he is an NBA star

( )34.From the passage we can learn that _______.

A.Yao Ming often watches TV B.Yao Ming will work hard for his team

C.Yao Ming is a very strong player D.The Rockets has lost several games

( )35.What’s the passage?

A .An ad B . A notice C. An instruction D.A news report

（C）

Ai Fukuhara (福原爱)，the Japanese table tennis star, was born on Nov.11, 1988. She started playing ping-pong when she was three. At that time, she was too small. She couldn’t see over the tabletop (桌面). She had to stand on boxes to play against adults (成人) in exhibition (展览) matches.

Now she is a very famous player. But she still works very hard and she practices for five hours a day during the week after morning school lessons and eight hours a day at the weekend.

In May , Fukuhara made the quarterfinals (四分之一决赛) of the World Championships.

At the age of 15, she was the youngest player for Japan at the Olympic Games. She joined the Liaoning Club in .“I hope I can learn from my Chinese teammates and improve (改善) my preparation for the Olympics.”said Ai Fukuhara.

根据短文内容，完成表格。

Name Ai Fukuhara Birthday Nov.11, 1988

Nationality 36._______ Job ping-pong player

Career joined 37.___________________ in 2003

joined 38.___________________ in 2004

joined 39. ___________________ in 2005

Words or phrases to describe her 40. ___________________

第三部分写作 (25分)

Ⅰ.词汇。(10分)

(A)根据句意及首字母提示补全单词。

1.Let’s c_______ Liu Xiang on.

2.Work hard, and your f_______ is not a dream.

3.Things are looking p_______ good.

4.The Big Big World is a very p_______ song.

5.My grandma is old. There is something wrong with her h_______.

(B)用所给词的适当形式填空。

6.I _______ (grow) up in the countryside.

7.Jane prefers _______ (cycle).

8.Running can help you keep _______ (health).

9.Xiao Ming broke the men 800-meter-race _______ (record) at the school sports meeting.

10.Ann is going to go _______ (skate) with her classmates tomorrow.

Ⅱ.综合填空。（5分）

用所给词或词组的适当形式填空，其中有两项多余。

stay in, play against, with, and, bad, win, cheer up

Receiver： Li Dong @ hotmail.com

Copy：

Subject： Yao Ming arrived in Shanghai

Dear Li Dong,

How is everything these days? I miss you very much.

I’m glad to tell you that Yao Ming arrived in Shanghai 11 his teammates yesterday. The China’s National Team 12 the South Korea Team. I hope they will 13

the match. Their fans are very excited. They sang and danced happily. It’s too 14 that they aren’t going to 15 Shanghai for long. They are leaving for Japan the day after tomorrow.

Please write to me back soon!

Yours，

Wu Ming

11.______ 12.______ 13.______ 14.______ 15.______

Ⅲ.书面表达。（10分）

下面是Ann的锻炼计划，请根据图片和时间提示，写一篇60词左右的短文，注意要有一定的感想。

Time Activity

8: 30-9: 30 Wednesday morning

4: 00-5: 30 Friday afternoon

1: 00-2: 30 Saturday afternoon

tomorrow morning

_______________________________________________________________________________

听力材料

Unit 1 Topic 1

Ⅰ.听句子，选择正确答语。每个句子读一遍。

1. Are you going to join us?

2. I hope you will win the game.

3. Liu Xiang is a great player. Do you think so?

4. My mother is ill. I can’t play basketball with you.

5. How often do you do sports?

Ⅱ.听对话, 选择正确图片。每组对话读两遍。

6. W：What are you going to do this Sunday?

M：I’m going to play basketball.

7. W：Would you like to have dinner with me?

M：Yes, I’d love to.

8. W：Do you skate much?

M：Seldom. And I don’t skate well.

9. W：What are you going to be when you grow up?

M：I’m going to be a singer.

10.W：Does she go cycling every day?

M：Yes, she does.

Ⅲ.听对话及问题，选择正确答案。每组对话和问题读两遍。

11. W：Which team will Class Three play against?

M：Class Two.

Q：Which team will Class Two play against?

12. W1：Hi, Jane, what’s your dream job?

W2：Oh, Mary, it’s difficult to say. It’s good to be a doctor. But I prefer to be a teacher.

Q：What’s Jane’s dream job?

13. W：Tom, what are you going to do this afternoon?

M：I’m going to play volleyball. Would you like to go with me, Maria?

W：I’d love to.

M：Well, Let’s go.

Q：Who is going to play volleyball this afternoon?

14. M1：Wang Junfeng, do you play baseball much?

M2：No, seldom. How about you, Xu Jian?

M1：Quite a lot.

Q： Does Xu Jian like playing baseball?

15. M：I am leaving for Shanghai to see my aunt the day after tomorrow.

W：Oh, please take some chocolate to her.

Q：What is the man going to take to his aunt?

Ⅳ.听短文，选择正确答案。短文读两遍。

I’m Amy. I’m from New York. I’m 15. I’m in Grade Eight. I like sports very much. I like skiing, playing volleyball, playing tennis, going swimming, going cycling and so on. I prefer skiing. Skiing is very interesting. It can bring a lot of fun and make me strong. I joined a skiing club last year. Every Sunday, we go skiing. It’s wonderful.

参考答案及解析

Unit 1 Topic 1

第一部分听力

Ⅰ. 1.B 2.A 3.C 4.B 5.A Ⅱ. 6.B 7.A 8.A 9.B. 10.A

Ⅲ. 11.C 12.A 13.C 14.B 15.C Ⅳ. 16.B 17.C 18.A 19.B 20.C

第二部分基础知识运用

Ⅰ. 1.D 问句中要求在两者之中挑选,故用which。

2.B be going to do表明只能选动词原形。同时要求成为club成员,而不是“参加”某项活动,故不能选A。

3.B arrive in/at “到达”,in后的宾语为大地点,at后的宾语为小地点。在晚上用at night,故选B。

4.A leave for表示“动身去某地”,同时要考虑时态关系。非延续性动词,如go, leave用现

在进行时表示将来。

5.D 词组be good at “善于……”。

6.A grow up 意为“长大,成人”。

7.C 考查see sb. do sth. 注意句末的every morning,故不能选B (see sb. doing sth. )。

8.D play against表示比赛活动的对抗性,而不是共同参与某项活动,故不能选B。

9.B 考查spend some time doing sth. /on sth. 结构,意为“某人花时间做某事”。

10.B 考查there is going to be结构,there be与have不能同时用。

Ⅱ. 11.D 12.A 13. E 14.B 15.C

Ⅲ. 16.C 第一句提到了游泳很流行,本句中又提到在夏天,而且后半句又说到水怎么样,故选

C。

17.B夏天人们游泳的目的就是为了凉爽,所以A、D表示“热”是不能选的,C表示“寒冷”也不能选,只能选B。

18.A 前半句提到一个wrong,表示“错误的,不合适的”,那就不会是安全的,也不会感到高

兴、快乐,故排除B、C,而danger为名词,此处形容词作表语,故选A。

19.B 四个选项中A为分词形式,C为形容词、副词,D为名词,而此处在主语后面缺少一个

谓语动词,故选B。

20.A此处考查enjoy oneself “玩得高兴”,故排除C、D,而本句表达的是“当他们正在水

中……时”,时态应为进行时,故选A。

21.C四个选项中A表示“粗心的”, B为动词“照顾”，D为副词修饰动词,此处表达“在游

泳时一些人不……”，只能选C。

22.A此处表达“他们自认为游泳游得很好,在水中不会有什么事。”

23.B if 引导的句子用一般现在时,由下文可看出。

24.A本句考查alone 和lonely的区别。alone表示“独自”,lonely表示“孤独的” ,此句表示

“你独自一人时,不可下水。” 故选A。

25.C if引导的句子,主句用将来时,从句用一般现在时,故选C。

Ⅳ. (A)

26.D 从第二段第一句可知。

27.B 从第三段第二句可知。

28.D 从第三段第三句可知。

29.C 从最后一段倒数第二句可知。

30.A 成千上万的人来观看比赛,他们为自己喜爱的球队欢呼、呐喊,故答案为A。

(B)

31.A 从文中第一句知道该日姚明第一次亮相NBA。

32.C 姚明最初两场球共得6+16即22分。

33.B 文中已经说明姚明的观点“在电视上观看在NBA打球似乎很容易,实际上很难。”

34.B 文中姚明说他将为火箭队赢更多场比赛,故B答案比C答案更佳。

35.D 由文中内容可知这是一篇有关姚明最初进入NBA打球的新闻报道,而不是广告、通知及产品说明。

(C)

36. Japanese

37. the World Championships

38. the Olympic Games

39. the Liaoning Club

40. small, famous, work hard, youngest

第三部分写作

Ⅰ. (A)1. cheer 2. future 3. pretty 4. popular 5. heart

(B)6. grew 7. cycling 8. healthy 9. record 10. skating

Ⅱ. 11. with 12. will play against 13. win 14. bad 15. stay in

Ⅲ.参考范文:

Ann likes sports. She does exercise/ has sports in the gym for one hour on Wednesday morning. On Friday afternoon, she often goes swimming from 4:00 to 5:30. She goes hiking from 1: 00 to 2: 30 on Saturday afternoon. Tomorrow morning, she is going to fly a kite in the park. She thinks that it’s good for our health to do much exercise.

篇13：仁爱版英语说课稿

一、教材分析

1、教材的地位、作用及处理

1）教材的地位、作用

本单元的核心教学项目是谈论个人兴趣爱好，共三个话题，整个教学内容主要以Hobbies为中心，围绕日常生活中的事情，如兴趣爱好，音乐等而展开的。我说课的内容为第三单元的第二话题，主要介绍了音乐的分类，如classical music，pop music和folk music 并介绍了一些乐器，乐队，歌手等的情况，让学生会使用英语谈一谈每个人自己的爱好，包括以前的和现在的业余生活，与学生喜欢的非常接近，能较大地提高学生的积极性。在这一话题中，语法be going to 的用法贯穿始终，为下一话题学习过去进行时做好铺垫。本课是Topic2的第一课，主要学习一些乐器名称和谈论音乐会，及学习英语海报的制作。作为话题的第一课，首先是为后面的内容提供话题和语境，同时具有为后面的学习扫清语言和文化障碍的作用。因此，本课侧重培养学生的口头表达能力，培养学生熟练运用所学功能用语谈论音乐方面话题的能力及了解各种乐器，用懂得的材料进行语言交际训练，为进一步谈论音乐及表达自己的兴趣爱好打基础。

2）教材处理

本课课型为听说课。Section A分为五个小部份。重点活动是1a，2a和2c部分。本课时的重点是通过谈论音乐会来复习be going to 的结构并着重学习感叹句，同时学习部分乐器名称。课改提倡教师“用教材”而不是“教教材”，因此，我将部份内容做了调整。

首先，1a部分是本课的重点一般将来时和感叹句呈现的部分，因此我先播放《泰坦尼克号》的主题曲My heart will go on ，通过谈论歌手Celion Dion的音乐会来呈现重点，同时还可以培养学生的音乐智能及提高学生学习英语的兴趣。

其次，1b部分是“同一首歌走进大别山”的海报，我把它设计成“同一首歌走进福安”让学生对此充满新鲜感，更易于引发学生运用简单的英语进行交际和交流。让学生真正体会在用中学，在学中用（Learning by using, learning for using）。

最后，2a ,2b主要谈论乐器及个人对乐器的喜好，所以我将他们整合为同一部分。既节省了单独处理的时间，又可以使课程衔接更加自然流畅。

2、教学目标

根据英语课程标准的要求及本话题的任务，结合学生的实际情况，我确定了本课的教学目标。

（1）知识目标 a: 学习和掌握词汇concert pity lend singer violin drum pa

理解词汇：hip hop musical instrument artist folk

短语：at the concert give the concert go to the concert

lend?toplay the piano

b: 句型：How exciting!

It sounds great!

Wonderful!

What a pity!

Who is going to sing at the concert?

Where is she going to give the concert?

c、语法：复习be going to 句型的一般将来时

掌握what/how引导的感叹句的构成方式

（2）能力目标：能使用一般将来时来表达将要发生的事情；能听懂并领会说话者对事物表达的情感；能够正确使用适当的形容词评论事物，学会使用感叹句来表达说话情感；能制作简单的图表和海报等形式传达信息；激发学生学习的积极性和主动性，善于抓住英语表达的机会。

（3）德育目标：学会通过谈论音乐方面的兴趣爱好来打破交际中的僵局；了解他人的喜好，增进情谊；培养学生的兴趣爱好和对未来生活的一种积极态度，增强自信心，提高学习效率。

3、教学重点及难点

（1）重点：复习一般将来时，学习感叹句。这些语言是本单元及今后进一步学习的基础。因为感叹句是新课程标准要求学生掌握的重要语法之一，本课时是对该语法教学的第一课，因此要对学生进行正确的语言输入，为以后的教学打下坚实的基础

（2）难点：①感叹句的两种方式，学生常常将what和 how混淆。

② lend ? to 把?借给、 borrow ? from 向??借（入）

二、学情分析

1．初中学生的抽象思维能力较低，形象思维能力强，但注意力容易分散。本课以多媒体课件展示，并配以丰富的图片及色彩，从而增强学生的兴趣和注意力。根据教育心理学,如果学生对于一件事物有极大的兴趣,他们就会排除主观和客观的种种消极因素,尽量全身心地投入到知识的学习中去。

2．初二的学生经过一年多的学习，有了一定的英语基础知识和听说能力，正逐渐向读、写过渡，同时，学生们对英语学习还有着较浓厚的兴趣。经过一年的新课程理念的熏陶及实践，有了初步的自主、合作、探究、实践的能力。

三、教学方法及教学手段：

本课侧重培养学生的口头表达能力，培养学生熟练运用所学功能用语谈论音乐和表达个人观点的能力。我主要选择了五指教学法(Review、Presentation 、Consolidation、Practice 、Project)作为基本的上课脉络，同时使用交际教学法及任务型教学法，通过交际来完成任务。因为五指教学法符合孩子的认知规律。而通过交际完成学习任务，符合课改要求，让孩子体验所学知识会让他们学得更多更好。

在具体教学中以直观教学及活动教学为主。利用图片、多媒体、录音等直观教具和电化手段创设情景，培养学生直接用英语理解和思维的能力。在具体教学过程中始终将学生置于主体地位，使他们不停的动脑子将零散的语言组织到一起，并积极表达出来，达到培养和强化学生的语言实践能力。

四、学法及学法指导

新制定的《英语课程标准》把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。依据课改的精神，我从以下几个方面对学生进行学法指导。

1、学习方法的指导

培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。

2、学习积极性的调动

我在教学过程中创造一种开放的，和谐的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。如步骤一的谈论个人兴趣爱好；步骤三的表演对话等。

3、学习能力的培养

通过连贯的听说读写，如步骤二的听录音回答问题；步骤三的编写与1a类似对话并表演对话等，有助于培养学生的交际能力，发展他们的思维能力。

4、学习策略的指导

本节课将在课堂活动中把学生分成四人小组的学习小组，如步骤五的动手制作海报，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。创建开放式，探究式的课堂，有意识渗透学习策略的训练。如我让学生观察课件画面，回答问题，让学生学会使用认知策略；让学生表演对话，实现交际策略；引导学生交际，主动练习和实践，是调控策略的体现；充分利用多媒体，录音等是资源策略的体现。

五、教学程序：

主要流程：谈天说地，切入主题→寓乐于学，激趣呈现→回归课本，夯实基础→旧知新用，情景再现→活学活用，综合探究

本节课采用五指教学模式：复习、呈现、巩固、练习、综合探究活动贯穿教学过程。

Step 1 Review （时间：8分钟）

1 、检查上次作业，请2～3名学生口头表述my hobby，其他学生认真听，如有错误，指出并改正。

2、再请一个学生将上次调查结果向全班学生做汇报。

设计意图：回顾如何表达自己及他人的兴趣爱好，达到交际目的，并巩固used to do sth 的句型。

3、教师放一首歌曲My Heart Will Go On让学生听，然后设计一个语言情景，并由此导入新课1a。

设计意图：欣赏歌曲，给学生创造一种轻松愉快的学习氛围，这样能激发学生的学习兴趣，为学习新课打好基础。

Step 2 Presentation（时间：10分钟）

1、通过step1对音乐会的渗透,设置听力任务，呈现屏幕上的问题。

（1）What is Sally going to do this Sunday evening?

（2）Who is going to sing at the concert?

（3）Where is she going to give the concert?

（4）What time is it going to start?

（5）Is Jack going to the concert ? Why?

（学生听完录音，抢答问题。如有困难，可再听一遍。学生回答后呈现答案，为下一步学生不看书表演对话打下基础。）

设计意图：任务性听力训练，然后进行抢答。充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生思想素质、情感素质和英语语言素质。

2、让学生看1a对话，划出感叹句。然后叫几个学生读出感叹句，并翻译成汉语。（教师将感叹句写在黑板上。）

3、让学生观察图片，并根据提示使用what/how 引导的感叹句来表达个人情感。

设计意图：采用图片形式进行语法讲解既达到练习及巩固新语言项目的目的，又保持了学生的学习兴趣。

Step 3 Consolidation （时间：10分钟）

1、教师放录音1a，让学生跟读，注意语音语调的变化。

2、将学生分成两大组，分成男女生，朗读对话。

3、让学生准备三分钟表演对话。学生不能看书，但可以根据屏幕上的问题和回答及感叹句，不局限于原对话。（教师可以采用一些评价手段以激励学生。分别从学生朗读的流利程度、语音、语调等方面进行评价。）

4．通过呈现明星图片，创设情景，让学生为“同一首歌走进福安”大型演唱会制作一张海报。

5、根据海报，编一个与1a类似的对话。（请2～3组同学到讲台前表演）

设计意图：通过跟读，朗读，表演等形式，使学生处于积极思维的状态之中，全方位，多角度培养学生运用英语的能力,发展他们的思维能力。

让学生在小组间展开讨论，使学生在轻松和谐的氛围中练习使用所学语言。通过师生互动、生生互动，鼓励学生大胆开口，勇敢表达，逐渐让学生体会到学习英语的快乐，从而获得成就感。

Step 4 Practice （时间：12分钟）

1、通过呈现图片，认识乐器，学2a部分与乐器有关的单词及短语。

(教师在这个活动中，有意识地加上感叹句，巩固本话题的目标语言。）

设计意图：通过多媒体直观形象的展示乐器图片，使学生更加深刻的记住所学新单词，提高教学效果。

2、听录音，完成2a。

3、创设情景，导入2c。阅读2c中的短文，选择正确答案。

（学生读完短文，核对答案。）

设计意图：培养学生阅读信息，提取信息的能力。

Step 5 Project （时间:5分钟）

假设你是本校文娱部成员，元旦即将到来，班里要办一个文艺晚会，欢迎全体师生来观看。请你设计一个海报（四人一小组），并附上节目单。

设计意图：我设计了制作海报这一目的明确的教学任务，并把完成任务的主动权交给了学生。学生需要用语言来交际完成任务，从而本课需复习、巩固、掌握的有关“打算做某事、感叹句”等交际用语就自然地融入其中。这样就符合了《课标》中 “活动要能够促使学生获取、处理和使用信息，用英语与他人交流、发展用英语解决实际问题的能力”。

Homework:

（1）完成step 5 中海报的制作。

（2）复习本课的内容。

（3）上网查询有关音乐的资料，做好Section B的预习，以便下节课谈论。

六、板书设计：

Topic 2 It sounds great!

Section A

1、 lend ? to ? Can you lend your book to me?

borrow ? from ? May I borrow your book?

2、 play +the +乐器(play the piano/guitar/violin/drums)

3、感叹句的结构：

What +(a, an）+形容词+可数名词(单数)+主语+谓语 What a pity!

What +形容词+可数名词（复数）+主语+谓语 What beautiful stamps!

What +形容词+不可数名词+主语+谓语 What bad weather!

How +形容词或副词+主语+谓语 How exciting!

七．课后反思：

1、在新课程标准和教学设计思想的指导下，我比较成功、顺利地实施了本课的教学。通过本课的学习学生基本掌握感叹句的两种方式，并通过谈论音乐会比较自如运用了be going to 句型来描述将要发生的事情，基本达到了预期目标。

2、备课时，我对教材内容作了适当调整，使教学过程更加流畅，更加贴近学生生活。比如，通过呈现学生喜爱的明星照片导入“同一首歌走进福安”演唱会，极大激发了他们学习英语的兴趣，从而使更多学生积极参与到英语学习中来。

3、通过任务型交际活动培养学生综合运用语言的能力。

本课中，我设计了制作海报这一目的明确的教学任务，有助于培养学生的听说读写能力。此外任务教学不能仅限于课堂内，因此我还要求学生在课后继续完成制订海报的任务，将任务教学延伸到课堂以外的学习和生活之中。

4、充分运用和发挥多媒体辅助教学的作用，使本课教学更加直观生动。如对乐器的展现，更加吸引了学生的注意力，也使语言教学变得趣味化。

5、但本节课还存在一些不足之处

首先，一节课下来，大部分学生都能积极投入到课堂教学中来，并积极举手发言。课堂气氛比较活跃，调动了大部分学生听课的积极性，而另有一些学生却习惯于当听众，被动地接受别人的观点,很少发表自己的个人意见，也就是说在小组合作学习中学生的参与度不均衡，个别学生合作不主动,而这部分学生主要是学习困难生。因此,在今后的教学设计和教学过程中，既要注意到每个合作小组成员的合理编排，又要注意到自己教学内容的设计、话题的趣味性以及如何把学生的积极性真正的调动起来。

其次，本节课我利用了五指教学法，倡导通过交际完成任务，但在整个的教学过程中，还对学生这头放手得不够“松”，还没达到真正去体现了放手，由学生自主学习的效果。如果能够给学生更多参与的机会，让学生有更多的时间操练，课堂效果会好一些。

篇14：仁爱版英语说课稿

一、教学内容分析

本课的教学内容是仁爱版英语七年级下第五单元第二话题的Section C，本课以“谈论学校生活” 为主题，各部分均以此为中心，语言地道，难度适中，结构鲜明，编写思路清晰，符合学生的认知规律。同时也为教师培养学生的文化意识、跨文化交际能力及英语写作技巧提供了丰富的材料。

二、教学对象分析

本课的教学对象是初一年级的学生。这一年龄段的学生大都活泼好动，参与意识强，所以课堂教学设计必须保证教学的趣味儿性，把学习的主动权还给学生，让学生更多地参与教学活动。与此同时，这些学生已经接受了半年的英语学习，具备了一定的学习基础，所以教学设计更不能脱离知识性。

三、教学设计的理念

1、基本理念

《英语课程标准》强调关注学习兴趣，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，培养跨文化交际意识。英语教学要为学生创设良好的语言环境，使学生在愉快和自信的情绪中，充分发挥他们的想像力、创造力、实践力，培养学生的合作意识，使探究式学习和个性发展得到最大体验。

2、整体设计思路

针对教材的特点和学生的实际，我在设计本课时，本着“激发兴趣，创新思路，应用巩固，拓展开放”的原则做了如下尝试：1)根据《英语课程标准》要求和学生的实际情况灵活地处理和使用教材;2)补充教学材料：图片、单词卡、一些实物等;3)充分利用和开发英语课程资源。采用任务型的教学途径，力求通过多样化的操练和竞技活动，创设空间，培养学生的学习英语的兴趣和自主合作学习的能力。

四、教学目标及重、难点

1、教学目标

(一)知识与技能

1)学习新单词和短语：

show sb. around ,sit ,write ,at the back of ,draw 。

2)巩固现在进行时。

3)谈论课外活动。激励学生积极参加各种有益的课外活动。

(二)过程与方法

交流展示-- 合作提升-- 定向反思

(三) 情感态度与价值观

1)能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。

2)情感升华,培养学生积极参加各种有益的课外活动的好习惯。

2、教学重、难点

1)学习新单词和短语。

2)学习和巩固现在进行时。

3)通过学习提高自己听、说技能。

4)灵活运用所学新单词和短语及如何运用现在进行时态谈论课外活动。

3、教具的选择和运用

小黑板、卡片、录音机、学案等

4、教学方法

采用“六步实效教学策略”的教学方法组织教学，操练、比赛贯穿始终，以调动学生学习的积极性和主动性。

五、教学方法设计

本课以任务型教学教学，激励学生在教师的指导下通过体验、实践、参与、探究、合作等方式，发现语言的规律，掌握语言知识和技能，保持积极的情感态度，形成有效的学习策略和自主学习的能力。

六、媒体设计

本课需要呈现动态的画面，所以使用教师事先拍摄一些学生的在校活动，以便更快捷直接、明晰地呈现现在进行时的用法。同时使用了黑板、卡片等传统视觉媒体来呈现新语言。对于课文内容、由于本课是阅读课文，为了帮助学生学生准确的发音，需要采用录音机这样的听觉媒体。

课堂教学过程

Section C

Step 1 Review 第一步复习(时间：11分钟)

1、(听3 ，并跟唱。)

Sing a song to enjoy ourselves .教师以饱满的热情走进教室和学生互相问好，齐唱歌曲，消除疲劳，激发兴趣。

2、(教师、学生1动作表演，复习谈论现在进行时态，并总结。)

通过游戏，学生适时对所学进行巩固，并适当活跃课堂气氛。完成任务所需的语言结构：“be+Ving”。

3、导入新课。

(过渡到下一步，板书课题。)

(设计说明：学生在教师的引导下激活自己的已有知识，准备学习新知识，并激活学习新知识的兴趣，以便完成本节课任务。)

(评价说明：进行表情评价，用高度的热情鼓舞学生。)

Step 2 Show the learning aims

生成学习目标(时间：1分钟)

(设计说明：让学生明确本节课的学习目标及努力方向，更好地完成本节课的学习任务。)

Step 3 Presentation 第二步呈现(时间：5分钟)

1、(出示书中的图片，要求学生看图，使用现在进行时态来描述图中的人物活动，呈现生单词sit ,write , at the back of , show sb. around 。)

2、出示学法指导(一)

(听1a录音，看阅读内容，小组讨论1a重、难点，汇报自学成果。)

3、(将关键句写在黑板上，呈现出1a，为下一步学生不看课本自由表演对话打下基础。)

(设计说明：在常规听力练习中进一步提高学生听的能力;充足的输入，更有利于学生进行目标语言的输出。同时，通过学生的思考和讨论来激活学生的大脑和行为，从而激活学生已有的知识，引出新的知识，激励学生探求知识的欲望，培养学生的合作精神及自主学习能力，促使其形成积极主动的学习态度。)

(评价说明：学生互评，教师点评，优胜小组进行奖励。)

Step 4 Consolidation 第三步巩固(时间：6分钟)

1、(教师放录音1a,学生跟读，注意语音语调。)

T： Read after the tape and pay attention to the pronunciation and intonation.

2、(比赛阅读，提高学生兴趣。).

(请2~3组学生到讲台前表演。)

3、完成1b。

(设计说明：互动是语言学习的基础，以对话的方式互动可以促进学生学习的积极性，让起在实践中了解对方的同时巩固和中掌握所学知识，为下一教学环节作好铺垫。)

(评价说明：全班评价，朗读是否整齐，声音是否洪亮;个体评价，看谁读得最标准。)

Step 5Practice 第四步练习(时间：9分钟)

1、出示学法指导(二)

(设置并明确教学任务。让学生带着任务完成2，可以降低难度。)

(学生完成句子。请几个学生到黑板上写，全班核对答案。)

(教师讲解重难点，呈现生词draw。)

2、师生对话

(学生根据完成内容，看图并进行对话。)

(设计说明：培养学生听说读写能力。从听说过度到读写，由口头输出的流畅性过渡到笔头输出的精确性。)

(评价说明：教师评价和各组完成任务后同学之间互评。)

Step6 Project 第五步综合探究活动(时间：10分钟)

七、教学反思：

本课以任务型教学模式为指导，围绕以“学校生活”这一话题，设计了一系列和学生实际生活紧密相关的任务，让学生在完成作业任务的过程中处主感悟、体验、学习语言，主动运用所学语言进行交际，并在使用语言过程中发展语言能力，真正达到以学生为主体，在做中学，利用适当的教具，图、文、声并茂，多角度，多途径、多方位为学生学习语言提供了大量的信息和模拟情景，为交际教学创造良好的语言环境，扩大了课堂容量，活用了教材。除了完成常规教学内容外，还结合课本内容，巧妙安排了游戏，评选、竟猜、讨论等活动，设计和模拟竞赛场景，寓教于乐。激发了学生学习英语的兴趣和合作意识，有利于对学生情感态度、价值观等行为表现进行形成性评价。体现了当前新课程改革的理念。从实践效果看，学生思维敏锐，课堂气氛活跃，活动面广，教学效果较好，实现了本节课的教学目标。

篇15：仁爱版英语说课稿

一、说教材

教材的地位及作用

本课是第5单元第2话题的A部分

本单元主要是有关学校生活的话题：Our School Life. 在Topic 1中通过一般现在时态学习了各种不同的上学方式，而本话题在Topic 1的基础上，学习学校生活中的各种活动，从而学习现在进行时态的用法。其中，Section A让学生初步了解现在进行时态的用法、含义。

二、教学目标

根据《英语课程标准》以及本单元的话题，我将本课的教学目标分为：知识目标、能力目标和情感目标3个方面。

（1）知识目标：

① 学习有关学校各种建筑物的生词和一些其他生词：

playground,gym,dormitory,lab,computer room,dining hall, classroom building, swimming pool, make, card, soon, dance, sleep, clean, run②学习现在进行时态的含义和用法：

结构：be+v-ing

含义：本课中是表示说话时正在进行的动作或发生的事情。（但我们教师必须心中有数该时态还有另外两种含义：a表示当前一段时间内的活动或现阶段正进行的动作；b表示将来）（2）能力目标

①提高学生听说读写的能力

②培养学生主动参与学习活动、善于和他人合作的能力。

③培养学生学以致用的能力

（3）情感目标：培养学生热爱学习、热爱劳动、热爱运动的意识。

教学重点、难点：

（1）教学重点：理解现在进行时态的含义、用法，学习本课生词，培养学生合作学习的意识；（2）教学难点：现在进行时态的结构（be+v-ing），灵活运用现在进行时态，19个之多生词。

理论依据：（1）根据教学目标，确定本课19个生词和灵活运用现在进行时态为本课的重点难点。现在进行时态是课程标准要求学生掌握的重要时态之一，在其结构中，学生往往只注重v-ing而忽视be的使用，有时甚至遗漏。因此要注意对学生进行正确的、反复的语言输入。（2）《英语课程标准》中指出我们“要倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力”二、说教法

1. 直观教学法。

根据校情，我在本课中尽量使用语言直观（包括肢体语言）、教具直观进行教学。课前安排2位善于绘画的学生把本课的1a、2a、3、4的图片画成4张大型的教学挂图。使用直观教学法是符合七年级学生的年龄特征（认识事物从感性认识上升到理性认识）。

2. 任务型语言教学法

任务型教学活动是让学生通过运用语言来完成各种各样的交际活动，学生通过交际的形式来学习和掌握语言。在教师安排的一个个“任务”中，学生能够不断地获得知识或得出结论，从注重语言本身转变为注重语言习得。在本课中，根据《课标》中“倡导任务型的教学途径”,我为学生精心设计循序渐进的任务，在具体的语境中体会语言、运用语言。

三、说学法

我所采用的教法有助于学生掌握如下学法：

1.养成听的习惯。

2.学中用，用中学。

3.积极操练，重在口头。

四、说学情

本届学生来自“五湖四海”,英语基础两极分化严重，但他们有共性：形象思维能力强而抽象思维能力差。在教学中多采用肢体语言和直观教具，有利于学生学习语言。还有，学生的好奇心强和进取心强，教学中应该充分利用这两点，激发学生的学习兴趣，引导每一位学生参与教学活动，对表现好的学生给予及时的表扬。

五、说教学程序

Step 1 Review（复习）

Ask : How do you usually come to school? Do you often play basketball in the afternoon.?etc. On the Bb,write down:

I usually ride a bike to school.

I often play basketball in the afternoon.

I swim twice a week.

目的：复习旧知识，既复习一般现在时态的含义和用法，同时又为下两步骤作好了铺垫。

Step 2 Presentation （呈现）

Repeat the questions in step 1,and ask: Where do you often play basketball? And where do you usually swim? Help the Ss answer and write down: on the playground, in the swimming pool. Present the other new words in 3 of Page 10 in the same way. Then show a big picture about 3 on the Bb, ask“ What’s this?/what is it? ”to finish 3.

依据：《课标》中有“教师要善于结合实际教学需要，对教材进行适当的调整。”这里首先处理3,是因为Step 1中的活动都是离不开活动场所的，在谈论这些活动时顺势呈现出活动场所，既承上又启下，为后几步教学“埋下了伏笔”.

Step 3 Presentation （呈现）

Repeat Sentence 2 in Step 1 “I often play basketball in the afternoon.” in the same time present and write down the following with gestures: “Now I am playing basketball.” （write “am” “ing”with red chalk） Present “I am riding a bike. I am swimming.”in the same way. And then ask an excellent student to explain the use of “be + v-ing”. At last, present:

—what are you doing?—I am playing basketball/riding a bike/swimming.

—Are you riding a bike? —Yes, I am./No, I’m not. I’m…目的：利用语言直观生动地呈现出现在进行时态，同时充分利用集体教育资源，利用个别学生去影响集体，这往往比教师直接解释传授效果要更好。

Step 4 Drill（操练）

Work in pairs. A: What are you doing? B: I’m riding a bike/playing basketball/swimming. A: Are you swimming? B: Yes, I am./No, I’m not. I’m… （while doing actions）目的'：让学生乐中学，学中乐。训练学生对现在进行时态的感性认识，培养学生的初步语感，培养学生积极参与、合作的能力。

Step 5 Listening and practice（听与练）

Page 9 1a Show a picture and play the tape for the Ss to find the answer Qs: What is the girl doing? What is the boy doing? Then practise the conversation in pairs. Ask several pairs to act it out.

目的：学以致用，使学生在具体的语境中使用主语是I 和you的现在进行时态。

Step 6 Presentation （呈现）

A student do an action, ask him/her: What are you doing? Then ask the others: What is he/she doing? Ask two Ss or more do the same action, ask: What are A and B doing?（ present : dance, sleep, clean, ）目的：进一步认识现在进行时态，尤其是让学生自己感悟主语是复数和三单时be的变化，以及学习一些行为动词生词。

Step 7 Listening and practice（听与练）

Page 9 2a Books closed! Show a picture and play the tape for the Ss to find the answer Qs: What is Maria/Kangkang doing? What are Wang Lin and Li Mei/Wang Wei and Lin Tao doing? Then books open, practise the conversation in pairs. And finish 2b alone.

目的：学以致用，使学生在具体的语境中使用主语是复数和三单的现在进行时态。

Step 8 Consolidation（巩固）

Page 10 4 Books closed! Show a picture, point to the girl and ask: Where is she? Is she singing? What is she doing? All the Ss answer and write down the conversation. Then the Ss work in pairs to make similar conversations about the other persons. Then write down their conversations.

目的：学以致用，使学生在具体的各种不同情况下中使用现在进行时态，培养学生综合运用语言的能力，同时也巩固了学校各种建筑物和设施的名称。

Step 9 Summary（小结）

Ask: What do we learn in this class?

现在进行时态： be+v-ing

含义：表示说话时正在进行的动作或发生的事情。

Pay attention to the form of v-ing

目的：帮助学生梳理当堂课所学知识内容。

Step10 Homework（作业）

Ask the Ss to write down the conversations in 4 in their exercisebooks.

目的：课外巩固现在进行时态的用法。

六、说板书

略

篇16：仁爱版英语说课稿

一、教学内容分析

二、教学对象分析

三、教学设计的理念

1、基本理念

2、整体设计思路

针对教材的特点和学生的实际，我在设计本课时，本着“激发兴趣，创新思路，应用巩固，拓展开放”的原则做了如下尝试:1)根据《英语课程标准》要求和学生的实际情况灵活地处理和使用教材;2)补充教学材料:图片、单词卡、一些实物等;3)充分利用和开发英语课程资源。采用任务型的教学途径，力求通过多样化的操练和竞技活动，创设空间，培养学生的学习英语的兴趣和自主合作学习的能力。

四、教学目标及重、难点:

1、教学目标

(一)知识与技能

1)学习新单词和短语:

show sb. around ,sit ,write ,at the back of ,draw 。

2)巩固现在进行时。

3)谈论课外活动。激励学生积极参加各种有益的课外活动。

(二)过程与方法

交流展示-- 合作提升-- 定向反思

(三) 情感态度与价值观

1)、能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。

2)、情感升华,培养学生积极参加各种有益的课外活动的好习惯。

2、教学重、难点

1).学习新单词和短语。

2).学习和巩固现在进行时。

3).通过学习提高自己听、说技能。

4).灵活运用所学新单词和短语及如何运用现在进行时态谈论课外活动。

3、教具的选择和运用

小黑板、卡片、录音机、学案等

4、教学方法

采用“六步实效教学策略”的教学方法组织教学，操练、比赛贯穿始终，以调动学生学习的积极性和主动性。

五、教学方法设计

六、媒体设计

课堂教学过程

Section C

Step 1 Review 第一步复习(时间:11分钟)

1.(听3 ，并跟唱。)

Sing a song to enjoy ourselves .教师以饱满的热情走进教室和学生互相问好，齐唱歌曲，消除疲劳，激发兴趣。

2.(教师、学生1……动作表演，复习谈论现在进行时态，并总结。)

通过游戏，学生适时对所学进行巩固，并适当活跃课堂气氛。完成任务所需的语言结构:“be+Ving”。

3.导入新课。

(过渡到下一步，板书课题。)

(设计说明:学生在教师的引导下激活自己的已有知识，准备学习新知识，并激活学习新知识的兴趣，以便完成本节课任务。)

(评价说明:进行表情评价，用高度的热情鼓舞学生。)

Step 2 Show the learning aims

生成学习目标(时间:1分钟)

(设计说明:让学生明确本节课的学习目标及努力方向，更好地完成本节课的学习任务。)

Step 3 Presentation 第二步呈现(时间:5分钟)

1.(出示书中的图片，要求学生看图，使用现在进行时态来描述图中的人物活动，呈现生单词sit ,write , at the back of , show sb. around 。)

2. 出示学法指导(一)

(听1a录音，看阅读内容，小组讨论1a重、难点，汇报自学成果。。)

3.(将关键句写在黑板上，呈现出1a，为下一步学生不看课本自由表演对话打下基础。)

(设计说明:在常规听力练习中进一步提高学生听的能力;充足的输入，更有利于学生进行目标语言的输出。同时，通过学生的思考和讨论来激活学生的大脑和行为，从而激活学生已有的知识，引出新的知识，激励学生探求知识的欲望，培养学生的合作精神及自主学习能力，促使其形成积极主动的学习态度。)

(评价说明:学生互评，教师点评，优胜小组进行奖励。)

Step 4 Consolidation 第三步巩固(时间:6分钟)

1.(教师放录音1a,学生跟读，注意语音语调。)

T: Read after the tape and pay attention to the pronunciation and intonation.

2.(比赛阅读，提高学生兴趣。).

(请2~3组学生到讲台前表演。)

3.完成1b。

(设计说明:互动是语言学习的基础，以对话的方式互动可以促进学生学习的积极性，让起在实践中了解对方的同时巩固和中掌握所学知识，为下一教学环节作好铺垫。)

(评价说明:全班评价，朗读是否整齐，声音是否洪亮;个体评价，看谁读得最标准。)

Step 5Practice 第四步练习(时间:9分钟)

1.出示学法指导(二)

(设置并明确教学任务。让学生带着任务完成2，可以降低难度。)

(学生完成句子。请几个学生到黑板上写，全班核对答案。)

(教师讲解重难点，呈现生词draw。)

2.师生对话

(学生根据完成内容，看图并进行对话。)

(设计说明:培养学生听说读写能力。从听说过度到读写，由口头输出的流畅性过渡到笔头输出的精确性。)

(评价说明:教师评价和各组完成任务后同学之间互评。)

Step6 Project 第五步综合探究活动(时间:10分钟)

1.出示讨论(三)

(小组活动，让学生运用照片或图片对话表演。)

(设计说明:话题继续延伸，进一步鼓励学生发挥自己的想象力和主观能动性，并于实际相结合，提出自己的新观点、新思路和新方法。设计活动是一种能无先即或学生思维的积极有效的语言输出方式。)

(评价说明:教师点评，记录并提出自己的看法。)

Step7Summary 第六步总结(时间:2分钟)

Ss sum up the main contents in this class.

(设计说明:认知理论认为，英语学习的过程也就是语言能力从理论知识转化为自动应用的过程。而这种结合和转化都必须通过学生自身活动才能得以实现。)

(评价说明:学生自评，教师记录并提出自己的看法。)

Step8 Practice

完成“学案”中的练习，适时完成练习册。

(设计说明:培养学生实际运用能力。)

(评价说明:学生互评，教师记录并提出自己的看法。)

Step9Homework: 第七步作业(时间:1分钟)

(1)Review the words ,expressions and the dialogs in this section.

(2)pre-study the contents of the next class.

(设计说明:开放性的作业，培养学生学习的自主性、积极参与探究的意识和共同提高的良好学习方法。)

七、教学反思:

篇17：仁爱版英语说课稿

一、教材分析(说教材)

1、教材的地位和作用:

本节课是《仁爱英语》七年级上册Unit 4 Topic 1的Section A。本课是本单元的重要组成部分，也是核心教学部分，以口语练习为主，主要学习购物时的简单交际用语并学会用简单的词汇谈论衣服，同时也学会用1000以内的数字谈论价格。它上承上个单元学习就餐时的表达话题的教学，下接Section B与以后有关英语教学。本部分是前后知识的载体，本课在今后的英语教学中都占有重要的地位。

2、教学目标

《课程标准》中说:英语教学的目的是培养学生运用语言进行交际的能力，为用而学，在用中学，学了就用。因此，我把本课的`教学目标定为以下几个方面:

(1)知识目标

① 掌握单词及词组:

madam ， try， try on， How much， buy， thirty， forty， fifty， sixty， seventy， eighty， ninety， hundred，

②掌握句子(日常交际用语)

1、What can I do for you?

2、May I help you? / Can I help you?

3、I want…

4、I’d like …

5、Can I try it on?

6、You look very nice.

7、How much is it/are they?

8、It’s /They’re ……

9、We will take it.

② 掌握语法:

How much is/are…?

It’s/They’re…

(2)能力目标

在连贯的听、说、读、写活动中，训练学生的逻辑思维、快速反应能力和实践能力，使学生能熟练应用What can I do for you? Can /May I help you? How much is it/are they? It’s/They’re 70 yuan.同时应用1000以内的数字谈论价格。

(3)情感目标

通过形象、生动的教学，使学生掌握如何使用交际用语，向别人提供帮助和寻求别人帮助，利用对话形式，学会简单问衣服的价格等。培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感，并从教用英语问价格的过程中，让学生体会到父母为生活奔波的艰辛，告诉学生应该关心理解父母。

3、重点与难点

重点:学会掌握和熟练运用词汇、日常用语、句型

本课学习了用What can I do for you? May I help you?这类向别人提供帮助的句型，通过用How much is it/are they? It’s/They’re…这些句型的操练，来熟练运用交际用语以及熟记20-999这些基数词。

难点:数词(20-999基数词)的表达。

确定重点与难点的依据:

根据课程标准的要求，和本课所呈现的知识及学生在学习本课时已掌握的语言知识能力

二、学情分析

本人任教于农村中学，教学辅助资源有限，学生的整体英语语言运用能力偏低，发言不踊跃，同时农村学生的学情特点，英语学习对学生有一定难度。由于缺乏必要的语言基础，学生必定在课堂上不敢发言和交流，所以课堂教学中要积极调动学生课堂气氛，在学习语言知识的同时创设生生和师生交流。

三、说教法

本课以交际为核心教学，我主要采取以下几种教法:

1、听力训练法

听录音是学习英语的重要方法，也是课堂教学的重要步骤。在

听中可以感知，可以模仿，通过问题的回答提高听力能力。

2、提问引入法

通过提问，集体、分组回答，或个别学生回答形式开展教学，检查和巩固新旧知识。

3、情境教学法

我充分利用课文对话，创设典型场景，激起学生的学习情绪，把认知活动与情感活动结合，学生一旦进入情境，教材所介绍的购物场景都会一下子推到他们的眼前，引起他们的关注，激起他们应用新学的购物场景句型的热情。与此同时，学生对教材语言的感受也会随之而敏锐起来。

4、任务型教学法:以完成任务为动力，把知识和技能融为一体，提倡学生主动参与，以学生为主体，师生合作，生生合作，体现教与学的互动、交往。

5、竞赛教学法:通过背诵、提问抢答、给学生以真实感，让学生身临其境，唤起他们的形象思维降低学生理解句型的难度，激发学生们的学习兴趣为巩固旧知识，学习新知识打好基础。

四、说学法及学法指导

1、创造条件，发展听力

学生要经常听录音，听教师讲英语，听同学们讲英语，这对学好英语大有好处。

2、储备知识，实践中学

学生必须了解语言规律，掌握丰富的词汇，熟知语法规则，会熟练表达由各个话题而展开的交际内容。要学会在实践中学，在应用中学，这样学来的知识记忆深刻，灵活度大。

3、及时巩固，反复记忆

凡是教师在课堂上所讲到的语言难点，学生应及时整理，再次认识并积极使用。对前面已学过的课文，学生要有安排地经常复习，否则，常常是学了新的，忘了旧的。

4、积极操练，重在口头

在课堂上，学生要积极参与教师设计的每个教学活动，要大胆开口，创造性地说自己想说的话。课后和其他同学及时进行英语交流。只有这样，才能将书本知识变成自己的知识,提高语言能力;也只有这样，才能实现脱口说英语的目的。

五、说教学程序

1、利用短片，激趣导入(约5分钟)

短片中出现的日常购物和母亲的艰辛对学生进行情感教育，并从影片中所呈现的可数名词和不可数名词导入本课教学。

[设计意图]: 引出课题，放松而愉快，缩短了师生之间的距离，抓住学生的注意力，将学生自然引入学习情境之中，而购物问题能够贴近生活，贴近学生。

2、用旧学新，突破难点(约12分钟)

① 复习第3单元所学过的单词:可数名词和不可数名词。

② 复习所学过的数词，让学生背诵1-19的数词。

③ 听录音跟读P78/2a，结合板书设计让学生总结数词的构词规律。

④ 完成2 b听录音注意数词的发音及重音区别，带读、跟读。

⑤ 任务型教学设计，让学生在四人小组中竞赛记忆20-999基数词的表达。小组竞赛后选出优秀选手，教师进行当场提问。

[设计意图] 复习基数词1-19后学习20-999符合学生的认知规律，结合板书让学生能轻松的掌握基数词的写法。任务型的教学模式，让学生在教师的指导下，通过感知、实践、参与和小组合作并竞赛的方式，实现掌握基数词读写的目标，感受成功;让学生用积极的学习态度，促进本课基数词读写难点的突破。

3、创设情境，学习重点(约12分钟)

①看图片学习句型 How much is it/are they? It’s/They’re…

并做大量操练练习。(用图片)

②完成2c听录音并将服装与相同的数字匹配。(请个别同学回

答)

③听录音P77/1a两遍(不看书)，回答黑板上两个简单的问题，然后校对答案再听录音。

④教新单词，学生自己解决读的障碍，学生扮演角色。

⑤让学生找出不明白的语言点。

[设计意图] 把枯燥的任务转换为用图片同桌问答的形式，使学生的学习有的放矢，目标性强，学习有动力，通过反复的语言操练运用，最终达到学以致用的目的。在教学情景对话的过程中，考虑学生实际的听说读写水平，有梯度的让学生学习新知，学生自己解决读的障碍，锻炼学生自主学习的能力，体验学习的快乐，提高语言学习能力。

4、情景交际，主动发展(约10分钟)

教师可以按照交际方式和学生对话(看图片或自编对话)，也

可以让学生与学生自由对话，做到人人都要开口说话。最后推荐优秀组合表演对话。

[设计意图]丹麦语言学家叶斯帕森说过:“外语教学的首要条件是要尽可能地让学生接触外语，使用外语，学外语像游泳一样，学生必须浸在水中，而不是偶尔沾沾水。”在这一环节让学生在学习的新对话后，有机会现学现用，最后推荐优秀组合，适合学生争强好胜的心理特点，激发学生的学习兴趣把书本上的对话变成学生的日常交际用语。

5、读写结合，巩固新知(约5分钟)

完成1b练习(完成对话填充，然后分角色表演对话)。

[设计意图]听说读最终的目的是写，通过写与表演相结合让学生有更多的语言输入，学生可理解的输入越多，语言习得就越多。

6、画龙点睛，引起重视(1分钟)

本节课主要以口语为主，我们学习用 What can I do for you? May I help you?这类向别人提供帮助的句型。我们也学习了用How much…?句型来谈论衣服的价格，通过这些句型的操练，学习运用了20-999的基数词。

[设计意图]课堂总结是对本课所学知识的提炼、概括和升华，是“压台戏”。由于一节课结束前，学生的思维一般比较疲劳，注意力容易分散，用概括、简炼的语言突出重点，不要面面俱到。这样既可使学生注意力集中，又能加深学生对所学语言知识的理解，起到及时强化复习的作用。

7、作业布置，拓展知识(1分钟)

为了巩固课堂上所学知识给学生布置作业。

①复习本节课内容，熟背单词及句型、对话。

②完成《同步训练》P47-48。

③课后每三人一组，准备一个以购物为话题的小对话表演，下

节课表演。

④问问母亲日常食物的价格。

[设计意图]只有记忆语言材料才能应用，因此熟背是必要的。完成练习册拓展学生写的能力。根据课文内容和教学要求，结合学生本课已学知识，布置学生三人一组，准备一个以购物为话题的小对话，培养了小组合作精神，并从中体验成功的喜悦，让学生实现自我价值。最后渗透情感教育，充分体现了现代教育理论中的多元观。

六、教学效果预测及反思

新课标教育理念下，教学中从以下几点可见这堂课的效果。我努力运用现代化教育手段，为学生们创设引人入胜的情境，充分调动他们的学习积极性，激发他们对新知识的探求欲望。多次组织孩子们质疑问难、合作学习、讨论交流，使他们在轻松愉快的学习活动中学会参与、学会求知、学会合作、学会创新，使不同层次的孩子在学习中获得成功的体验。使学生处于自信、放松的良好学习状态下突破难点、掌握本课重点。在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。当然，在设计过程中也存在不足之处，期盼各位领导老师帮忙指点。

篇18：仁爱版英语说课稿

我说课的内容是仁爱版教材八年级英语（上册）第三单元Topic I中的Section A.这一单元描述hobbies,每个话题都是与学生日常生活息息相关的内容。第一话题I love collecting stamps不单是谈论有关集邮方面的爱好，还有听音乐、做运动等。这极大地丰富了同学们的业余生活，通过谈论彼此的兴趣爱好，既学到了知识，又加深了师生之间的感情。

下面，我将从本节课的指导思想，教学目标。重难点的确立与突破，教学过程设计等几方面简单加以阐述：

一、指导思想：从新课标的理念出发，贯彻面向全体学生，以学生的终身发展为本的指导思想。对原教材内容重新加以处理。力求对教学过程精心设计，采用任务型教学途径，全方位调动学生学习英语的积极性，培养他们的综合语言运用能力。

二、教学目标

依据课标要求，根据本课的教学内容，针对八年级学生的特点及认知规律，确定本节的教学目标为：

1、知识与技能目标：①学会关于兴趣、爱好方面的词汇②了解感叹句③能够运用语言谈论自己及他人的兴趣和爱好。

2、情感目标：有兴趣听英语、说英语、唱歌曲、做游戏，乐于模仿，敢于开口，积极参与，团结协作。

3、学习策略目标：能热情地与他人合作。共同完成学习任务；主动向老师和同学请教；注意力集中；积极地运用所学英语进行表达和交际。

三、教学重点及难点

1、教学重点：学生能够运用各种方式谈论兴趣、爱好、并初步认识感叹句2、教学难点：used to的用法

四、教学过程

1、课前热身，师生同唱一首歌：（调动学生的积极性，拉近师生的距离）（热身）The more we get together2、复习love, like, prefer, enjoy+v-ing结构，为新课作准备①教师简介家人的兴趣爱好My sister likes dancing, but she doesn’t love singing, My brother enjoys skating. He also prefers swimming②师生对话谈论喜欢做的事情，反复应用What do you lovelikeenjoyprefer doing?巩固用法，增进师生间了解。

3、导入：根据对话内容，教师表达Swimming is A’s hobby. Singing is B’s hobby. Read is my hobby.

①大标题：

学生猜出“hobby”含义，然后老师口述：I like singing and I also enjoy playing table tennis Singing and playing table tennis are our hobbies （板书 Our hobbies）②小标题

教师拿出部分收集的邮票，边让学生看，边表达，Collecting stamps is my hobby, too. I love collecting stamps. 导入Topic 1 标题。这样创设情境，自然贴切。

4、导入1a（呈现）Do you know? Maria also likes collecting stamps. Why does she like it? What does she learn from it? Let’s listen to the tape.

（接下来）对la进行听、读、说的练习。

a.听前，提出听的任务，让学生听录音后回答问题。如：What’s Michael’s hobby? Does he often listen to rock music now?

b.然后，教师通过以旧带新，对比法呈现新pleased, collect, painting, valuable. 并且推出used to 通过上下文学生会很轻松猜其含义，借助例句知其用法used to do sth. 从而在一定程度上突破了难点，同时也为Section B的学习作了良好的铺垫。

c.学生朗读la,并能运用几个关键词进行角色表演。

d.由What beautiful stamps! 这个句子让学生理解何为感叹句，并通过举例子让学生归纳生what 引导的感叹句的结构（板书结构）e.引导学生运用感叹句描述身边的人或物。

5、组织学生两人一组编对话，谈论彼此的兴趣、爱好，学生可以利用教师为他们准备的实物（故事书、邮票、钱币等）也可随意发挥。教师应适时给予帮助和引导，最后请2~3组同学将所编对话表演出来。

6、呈现2a,2b

①通过同学们编、演对话表现出的浓厚的兴趣，引出格言Interest is the best teacher.然后对学生说：I hope you can be interested in English. 进而呈现新词语，be interested in 由两个例句让学生归纳出它的用法：（板书）be interested in sth

be interested in doing sth

②组织学生运用2a中的图片信息进行看图说话练习，进一步巩固be interested in 的用法。

应用语言，突出重点

③看图片2b,听录音，录音放两遍，第一遍学生进行搭配练习，第二遍学生在横线上写出所听原句子，培养写的技能。

7、综合探究活动

展示8幅图

组织学生以小组为单位，采用比赛形式，在八幅图中任选其一，进行看图说话或对话练习，要求：重点运用本节呈现的语音知识，不少于5句话。准备时间不超过2分钟，表现最好的一组，给予奖励，小组研讨，培养合作精神；对话交流，提高综合语音运用能力。

a.习题巩固语言知识

b.课堂小结，知识梳理。

c.布置梯形任务作业。

总之，本节课我力争采取多种教学方法，从新课改的理念出发，寓教于乐，使学生在轻松愉快地氛围中学会新知识，并能应用到具体的语言环境中。

谢谢大家！

Unit 3 My hobbies

Topic 1 I love collecting stamps Section ALove/like/prefer/enjoy doing sth please→pleasedbe interested in sth/doing sth paint→paintingvalue→valuable

what+a/an+adj+单名！

What+adj+复名/不可数名！

篇19：仁爱版英语说课稿

Good afternoon everyone ! I’m very glad to interpret my lesson here today.The lesson plan I'm going to talk about is from Book I Unit 7 What does he look like ?—the first period. The language goal is: Describe people’s looks . and there are some new description words in it .My understanding of teaching materials include three parts :

(1)the first one from 1a to 1c . In this part ,help students learn the new words and language .try to describe people with them .

(2)the second part from 2a to 3 ,in this part mainly practice their listening and writing .

(3) the last part is Grammar Focus , in this part I’ll ask students to sum what they have learned in class and Explain some important things to them.

In this unit students learn to describe people . and the main content of this lesson are the sentences : What does heshe look like ?What do you hey look like? the answers and some description words.

The ability aim is to describe people’s looks .

As a new lesson I’ll use different kinds of methods to encourage the students to practice . Make them describe various people and be interested in my class .

There are eight steps in the lesson . Here are the steps .

Step I Revision

Show some pictures of people or other things to revise description words they have learned

Like :old young eautiful ugly cute long and so on . Here are the pictures :

Step II presentation

First , I‘ll use some pictures to teach new words : Show some famous star’s photos to teach new words . such as Yao Ming . He is tall . He has short hair . Here I’ll introduce the new language : What does he look like ? He is _______ . He has ________ . and then let students ask and answer with the pictures, Then do 1a match the words with the pictures . finish1b, listen and fill in the blanks . Students read the conversation together .

Step III pair work

1c: In this part point out the sample conversation . and ask students to make a new conversation imitate it . look at the picture on page 41, they describe one of them,and other students find him or her . After this do Exercise 1 on paper .

Step IV listening

In this part we’ll finish 2a and 2b . This activity provides guided listening and writing practice using the target language .first listen and circle the correct word, either is or has, When they hear it in the conversation. and then point at the chart in 2b, listen and complete it . then finish Exercise 2

Step V Game

Describe someone in the class . Ask your classmates to guess who he is describing then do Exercise II.Work in groups . and at last find which group has the most right answers and they are the champion . have a flag .

Step VI Pair work and writing

Describe Lily’s new friend . complete the dialogue with words to describe Nancy’s looks . then write a new conversation imitate it Finish Exercise 3.

Step VII Sum and Test

Review the grammar box . Ask students to read the questions and answers . Point out some important things : I’m , they’re , he’s and she’s with description of height and build .

Step VIII Homework .

Write a short passage about your good friends ,mother , or father .

I think using the target teaching method and the change of pictures and the competition may arise students interest . Each student can attend the teaching steps . and try to describe various people .improve their abilities .

At last is my blackboard designment :

What does he look like ? Words :

He’s tall. Short hair

He has short hair . curly hair medium build hinmedium height

That's all for my presentation. Thank you for your attention.