最新人教版初中英语教案
2024-2024年学年秋季学期人教版pep初中七年级英语上册教案全册
2024-2024年学年秋季学期人教版pep初中七年级英语上册教案全册一、教学目标1.让学生掌握基本的英语语音、词汇和语法知识。
2.培养学生的英语听说读写能力。
3.激发学生对英语学习的兴趣，提高学生的综合素质。
二、教学内容1.语音：字母、音标、语音规则2.词汇：基本词汇、常用短语3.语法：一般现在时、一般过去时、一般将来时4.课文：Unit1-Unit85.听力：与课文相关的听力材料6.口语：日常交流、情景对话7.阅读：课文阅读、课外阅读8.写作：句子、段落、小作文三、教学重点与难点1.教学重点：基本语音、词汇、语法知识的掌握听说读写能力的培养课文的熟练阅读和背诵2.教学难点：音标发音的准确性语法规则的灵活运用课外阅读的理解与分析四、教学进度安排1.第一周：Unit11.1Greetingsandintroductions 1.2Numbersandages1.3Colors2.第二周：Unit22.1Schoolsubjects2.2Classroomobjects2.3Dlyroutines3.第三周：Unit33.1Foodanddrink3.2Describingfood3.3Makingrequests4.第四周：Unit44.1Familymembers4.2Describingpeople4.3Talkingaboutfamily5.第五周：Unit55.1Time5.2Daysoftheweek5.3Activities6.第六周：Unit66.1Weather6.2Clothing6.3Describingtheweather7.第七周：Unit77.1Inthelibrary7.2Intheclassroom7.3Inthesupermarket8.第八周：Unit88.1Sports8.2Describingsports8.3Talkingaboutsports五、教学方法1.采用任务型教学法，让学生在实际语境中学习英语。
初一英语教案人教版优秀5篇
初一英语教案人教版优秀5篇初一英语教案人教版篇1一.单元分析本单元以家庭为话题，以家庭介绍为任务学习That’s my sister. These are my brothers. Who is she?等句型的使用。
要求学生能够做到：1.运用这些句型向别人介绍某人的能力和与人交际的能力;2.能向别人介绍自己的家庭情况;3.在珍视自己的家庭，珍爱亲情的同时，关心不幸家庭的同学，对他们做力所能及的帮助。
二.学情分析学生在小学中已经学习过一些家庭成员称呼的知识，对于一些简单的称谓表达没有问题，但书写仍然是有问题的。
同时，由于中西方文化的差异，中国家庭中的一些关系可能不好表达，老师需要做必要的补充。
另外，由于政策的施行，同学们的兄弟姐妹少了，这对于brother, sister的概念的表达可能有些不利。
但是，中国是一个注重家庭的国家，本单元的学习会让学生了解不同国家的家庭结构间的不同。
同时由于班级内可能有来自单亲家庭的同学，在授课时要注意保护学生，不要伤及学生的自尊，同时要注意培养学生的移情能力。
三.课时安排四课时四.教学过程Period 1 (A1, 3a, B3)I. Teaching Objectives1. Knowledge Objectives:(1) Expressions: sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family, those, who, oh, these, those, they.(uncle, aunt, cousin, niece, nephew, here, photo )(2) Structure: That’s my family. Those are my parents. Who’s she? She’s my sister. Oh, and these are my brothers.3) Grammar: The plural forms of the demonstrative pronouns.2. Ability Objectives:(1) Learn how to introduce the family.(2) Get Ss to know the names of the various members ofa family.3. Moral Objectives: Father and mother, I love you!II. Teaching Importance(focus)(1) Learn how to introduce the family.(2) Get Ss to know the names of the various members ofa family.(3) Get Ss to know the differences between this/that is and these/those are.(4) Get Ss to know who questionsIII. Teaching Difficulties1. 因为单复数的问题，学生对this与these，that与those 的转换可能会弄错，2. 在拼写时，学生习惯把mother写成monther。
人教版2024七年级英语教案
人教版2024七年级英语教案一、教学目标。
1. 语言知识目标。
- 学生能够掌握七年级英语课本中的重点单词、短语和句型结构。
- 理解并正确运用一般现在时、现在进行时等基础语法知识。
2. 语言技能目标。
- 听：能听懂与课本话题相关的简单对话、短文，获取关键信息。
- 说：能够用英语就日常话题（如家庭、学校生活、兴趣爱好等）进行简单的交流，语音、语调基本正确。
- 读：能读懂简单的英语文章，理解文章大意，并掌握一定的阅读技巧（如略读、扫读等）。
- 写：能够写出简单的句子和短文，描述人物、事物或事件，语法正确，书写规范。
3. 情感态度目标。
- 激发学生学习英语的兴趣，培养积极的学习态度。
- 通过英语学习，了解不同文化背景下的生活方式和风俗习惯，拓宽国际视野，增强跨文化交际意识。
4. 文化意识目标。
- 了解英语国家中与课本内容相关的文化知识，如西方的家庭文化、学校文化等。
二、教学重难点。
1. 教学重点。
- 重点单词、短语和句型的学习与运用。
- 基础语法知识的理解与掌握，如一般现在时的第三人称单数形式、现在进行时的构成和用法等。
2. 教学难点。
- 一般现在时和现在进行时在实际语境中的准确运用，尤其是两者的区别。
- 一些英语文化背景知识的理解与运用，如何将文化知识融入到语言学习中。
三、教学方法。
1. 情景教学法。
- 通过创设各种真实的语言情景，如家庭场景、学校场景等，让学生在情景中学习和运用英语，提高语言实际运用能力。
2. 任务驱动法。
- 布置各种学习任务，如小组对话、角色扮演、短文写作等，让学生在完成任务的过程中学习语言知识，培养合作学习能力和自主学习能力。
3. 交际教学法。
- 鼓励学生用英语进行交流互动，在交际中提高口语表达能力和跨文化交际能力。
四、教学过程。
（一）导入（5分钟）1. 播放一段与七年级英语课本主题相关的英语视频，如关于学校生活的动画片段。
2. 提问引导：- What can you see in the video?- Do you have a similar experience in your school?（二）知识讲解（20分钟）1. 单词学习。
Units3-4教案.2023-2024学年人教版英语九年级全册
板书设计
①艺术性：
- 使用不同颜色的粉笔进行板书设计，如用蓝色粉笔书写过去进行时的构成，用红色粉笔标注重点难点。
- 利用图表、图片等元素，将过去进行时的用法以直观的方式呈现，例如用一个正在进行的动作的插图来表示过去进行时。
教学资源拓展
1.拓展资源：
（1）英语绘本：选择一些与过去进行时相关的英语绘本，如《The Cat in the Hat》等，让学生在阅读过程中感受过去进行时的运用，提高他们的语言素养。
（2）英语电影：推荐一些经典的电影片段，如《Back to the Future》、《The Godfather》等，让学生观看并分析其中过去进行时的运用，增强他们的语感。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上，以便全班都能看到。
五、总结回顾（用时5分钟）
今天的学习，我们了解了过去进行时的基本概念、重要性和应用。同时，我们也通过实践活动和小组讨论加深了对过去进行时的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
第一课时
步骤
师生互动设计
二次备课
教学方法与手段
教学方法：
1. 任务驱动法：通过设计具有挑战性和实际意义的任务，激发学生的学习兴趣和主动性，培养他们的语言能力和合作精神。例如，让学生分组讨论和编写关于过去进行时的故事，并在课堂上进行分享。
2. 情境教学法：通过创设真实、生动的情境，帮助学生理解和运用过去进行时。例如，利用图片、视频等材料，展示过去某个时刻正在进行的动作，引导学生用英语进行描述。
七年级上册英语教案人教版5篇
七年级上册英语教案人教版5篇最新七年级上册英语教案人教版5篇教案是教师教学过程中必不可少的指导工具，能够提升教学质量和效果。
下面是小编为大家整理的七年级上册英语教案人教版，如果大家喜欢可以分享给身边的朋友。
七年级上册英语教案人教版篇1Language goalIn this unit, students learn to talk about jobs.New languageWhat do you do I m a reporterWhat does he do. He s a student.What do you want to be I want to be an actor .What does she want to be She wants to be a police officernames of jobs and professionsSection ABrainstorm with students a list of jobs that friends or relatives do. ( Brainstorming is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It s fun. It s a good job.la This activity introduces the key vocabulary.Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as theycan. Then point to a scene, name the job, and ask students to repeat. Point to the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point tothe sample answer.1 b This activity gives students practice in understanding thetarget language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,Say, Now you will hear three conversations. The conversations are about three of the people in this picture.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c This activity provides guided oral practice using the target language-Ask a student to read the example conversation with you. Hold upthe book and point to the doctor in the picture.Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words inactivity 1a.As students work in pairs, move around the room monitoring theirwork. Oner language or pronunciation support as needed.2a This activity gives students practice in understanding thetarget language in spoken conversation.Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing What jobs do they havePlay the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.Correct the answers.2b This activity gives students practice in understanding thetarget language in spoken conversation.Point to the three headings in the chart and read the headings to the class. Ask students, What does wants to be mean (It is not the Job the person lias now. It is the job the person wants in the future.)Play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they wantin the future. Point out the sample2c This activity provides guided oral practice using the target language.Point out the pictures in activity 2a. Ask who each person is. (They are Susan s brother. Anna s mother, and Tony s father.)Say, Now work with your partner. Ask and answer questions about thepictures. Ask, What does he or she do Then ask, What does he or she want to beSay a dialogue with a student. Point to Anna s mother and then to the example in the speech balloons. Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work. Offer language support as needed.3a This activity introduces the names for the places where people work, and gives reading practice using the target language.Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble. Ask students to work alone. Say, Write the number of each job in the square next to each workplace.Check the answers.3b This activity provides guided oral practice using the target language.Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.Then point out the conversation in the speech bubbles. Ask two students to read It to the class.Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.Say a dialogue with a student. Point to the word waiter in activity3a and then to the picture of the restaurant. Ask a student. Where does he work Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do and guide the student to answer, He s a waiter.As students work in pairs, move around the room monitoring their work. Offer language support as needed.4 This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor s office and the personis a doctor.Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.Section BNew languageWords that describe jobs, such as exciting, dangerous,boring, difficult, busy, funAdditional materials to bring to class:help wanted ads from an English-language newspaper1 a This activity introduces the key vocabulary.Focus attention on the six pictures. Ask, What job does the person have Where does the person ivnrkPoint out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides guided oral practice using the target language.Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It s an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer Someone may answer, It s a dangerous job. Ask the class to repeat each correct answer.Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.2a This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the class.Point out the blank lines where students will write the name of a job (under the words wants to be).Play Ihe recording the first time. Students only listen.Say, Now I will play the tape again. This time write the name of a job under the words wants to be.2b This activity provides listening and writing practice with the target language,Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.Play the recording again. Students only listen.Then say, Now I will play the tape again. This time write the reason the person wants the job under the word WhyPlay the recording. Students write their answers.Check the answers.2C This activity provides open-ended oral practice using the target language.Say, What do you want to be What words describe each job Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.Then ask students to work in small groups. They tell each otherwhat they want to do and why. Encourage students to use dictionariesif necessary. Move from group to group offering assistance as needed. Ask individual students to tell the class about what they want tobe and why.3a This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.Then read each ad again separately, pausing to allow students toask questions about anything they don t understand. For example, in the first ad, students may not know that working late means workingat night. To work hard means to use a lot of energy to do the job.Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.Check the answers.3b This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it,saying blank for each blank line.Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers,3c This activity provides writing practice using the targetlanguage.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students, What are you going to write about Repeat each of the students sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job Do you want to meet new people We need a police officer.Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner. Ask the pairs to correct each other s work.4 This activity provides guided oral practice using thetarget language.Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.七年级上册英语教案人教版篇2Unit 3 Language in use课型 Revision and application教材分析 Unit 3 对“自我介绍和获取信息”的功能句式进行综合训练：谈论自己或朋友的情况(活动1);根据提示完成介绍图片中人物情况的句子;填表、匹配复习表示国家、民族及人物活动的词汇。
初中英语教案英文版人教版
初中英语教案英文版（人教版）Unit 1: GreetingsLesson Objectives:•Students will be able to greet others in English.•Students will be able to introduce themselves.•Students will be able to ask and respond to questions about names and countries.Vocabulary:•Hello, hi, good morning, good afternoon, good evening•My name is…•Nice to meet you.•Where are you from? I am from…Warm-up Activity:•Play a video with different greetings from around the world and discuss the importance of greetings in different cultures.Presentation:1.Display flashcards with different greetings and practice pronunciation.2.Introduce the phrases “My name is…” and “Where are you from?” through a role play activity.Practice:•Pair students and let them practice greeting each other using the phrases learned.•Introduce a map activity where students can point out different countries and practice saying where they are from.Production:•Ask students to create a dialogue where they introduce themselves and ask where the other person is from. They can perform these dialogues in front of the class.Homework:•Students are required to write a short paragraph introducing themselves in English.Unit 2: FamilyLesson Objectives:•Students will be able to talk about family members in English.•Students will be able to describe physical appearances.Vocabulary:•Father, mother, sister, brother, grandmother, grandfather•Tall, short, long hair, short hair, curly hair, straight hair Warm-up Activity:•Show a picture of a family and have students describe the family members using the new vocabulary.Presentation:1.Introduce the new family vocabulary and practice pronunciation.2.Display pictures of different people and describe their physicalappearances.Practice:•Pair students and have them describe their family members to each other using the new vocabulary.•Play a game where students guess the physical appearances of different people based on descriptions.Production:•Ask students to create a family tree and describe each family member using the vocabulary learned.Homework:•Students are required to write a short paragraph describing their family members.This lesson plan is designed for beginner English learners in middle school to develop their basic speaking skills and vocabulary. The activities are interactive and engaging to ensure effective learning.。
人教版九年级英语全册教案4篇
人教版九年级英语全册教案4篇人教版九年级英语全册教案篇1一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：France, no matter,local, brand, avoid, product,handbag,mobile, everyday2)阅读短文，能按要求找到相应的信息。
3)通过阅读提高学生们的阅读能力。
4) 了解“中国制造”已在世界各国广泛存在，并被世界人民所认可。
2. 情感态度价值观目标：通过阅读短文，让学生们明白中国在近代的发展状况，认识到我们伟大的中国正在快速崛起，从以前依赖进口国外工业产品，到中国制造，中国已加入工业大国之列。
二、教学重难点1. 教学重点：1) 掌握本部分出现的生词和词组，达到熟练运用的目标。
2) 阅读短文，获得相关的信息。
通过阅读练习，来提高阅读能力。
2. 教学难点：1) 阅读短文，获得相关的信息的能力。
2) 理解并运用所学的词汇及表达方式。
三、教学过程Ⅰ. Revision1. Ask Sstorole-play the conversation in 2d.2. Checkthehomework. Let some Ss tell read their sentences.(1). This ringismade of silver.(2). This kindofpaper is made from wood.(3). What ispaintmade from?(4). Hang Zhouisfamous for tea.(5). As far asIknow, tea plants are grown on the sides of the mountains.Ⅱ. Lead in1. 展示一段伦敦奥运会礼品的视频，让学生了解中国制造已被世界人民所接受。
Then ask Sssomequestions:T: As we know,thereare so many things made in China in England. What about in America andothercountries in the world? Now let’s read the passage of 3a.First, readquickly and find the answer to this question:1) Where did KangJianvisit last year?2) Were theremanythings made in China in the US?3) What twothingsdid Kang Jian want to buy in the US?4) Where weretheymade?Ss read thearticlequickly and try to answer the questions:2. 方法指导：带着问题，然后快速阅读短文，争取在较短的时间内，找到答案。
人教版初中英语新版教案(全册)
人教版初中英语新版教案(全册)简介这份教案是基于人教版初中英语新版教材编写而成，包含全册内容的教学指导和安排。
教案旨在帮助教师有效地组织教学活动，提高学生的英语研究效果。
核心目标- 帮助学生掌握基本的英语语音、词汇、句型和交际能力。
- 培养学生的听、说、读、写能力，培养学生的英语综合运用能力。
- 培养学生的研究策略和自主研究能力，激发学生研究英语的兴趣。
教学内容与安排教案按照教材的章节顺序，分为以下几个部分：1. Lesson 1: 熟悉课文内容，研究生词和重点句型。
2. Lesson 2: 听力训练，练对话交际。
3. Lesson 3: 阅读理解，研究语法知识。
4. Lesson 4: 口语练，角色扮演。
5. Lesson 5: 写作训练，巩固所学内容。
6. Lesson 6: 复与评估，检查学生的研究成果。
教学方法和策略在教学过程中，教师可以采用以下方法和策略：- 多媒体教学：利用多媒体资源，如录音、视频等，帮助学生更好地理解课文内容和研究材料。
- 任务型教学：通过给学生设计任务，激发学生的研究兴趣，培养学生的合作能力和解决问题的能力。
- 情境教学：创设真实的语言环境，让学生在实际场景中运用所学知识，提高语言表达能力。
- 微调教学：根据学生的研究情况和水平，适当调整教学内容和方法，个别辅导学生，帮助他们取得更好的研究效果。
教学评估与反馈针对每一课时的研究目标，教师可以进行以下教学评估与反馈：1. 听力评估：通过听力练和听力测试，检查学生对听力材料的理解程度。
2. 口语评估：通过角色扮演或对话练，评估学生的口语表达能力和交际能力。
3. 阅读评估：通过阅读理解题目，评估学生对课文的理解和运用能力。
4. 写作评估：通过写作练和作文，评估学生的写作能力和语法运用能力。
结语本教案旨在帮助教师在教授人教版初中英语新版教材时有一个系统的教学指导和安排。
教师可根据学生的实际情况进行适当调整，并结合教材提供的教学资源进行教学。
新版人教版初中英语全册教案教学设计
新版人教版初中英语全册教案教学设计第一节：课程介绍本教学设计是针对新版人教版初中英语全册的教案设计。
本教材是按照语言研究的循序渐进原则编写的，分为八个单元，每个单元包括基础知识、语法、听力、口语、阅读、写作等部分。
第二节：教学目标1. 通过本教学设计的实施，学生能够掌握每个单元的核心词汇和基础语法；2. 学生能够听懂和理解与每个单元相关的对话和文章；3. 学生能够流利地运用所学的词汇和语法进行口语表达和书面表达；4. 学生能够在阅读中理解和运用相关的词汇和语法知识。
第三节：教学内容1. 单元一：Greeting and Introduction- 单元课文：学生研究如何问候和自我介绍；- 单元词汇：常用的问候语和人称代词；- 单元语法：一般现在时的用法。
2. 单元二：School Life- 单元课文：学生研究描述学校生活的相关内容；- 单元词汇：与学校生活相关的词汇；- 单元语法：there be句型的用法。
3. 单元三：Hobbies and Interests- 单元课文：学生研究谈论自己的爱好和兴趣；- 单元词汇：与爱好和兴趣相关的词汇；- 单元语法：动词的ing形式的用法。
第四节：教学方法1. 情景教学法：通过创设真实生活场景，让学生在情境中研究语言，增强语言的运用能力；2. 合作研究法：组织学生进行小组合作研究，共同解决问题，培养学生的团队合作精神；3. 多媒体教学法：利用多媒体资源，如图片、音频、视频等，提供丰富的教学素材，激发学生的研究兴趣；4. 情感教育法：注重培养学生的情感态度和价值观，通过课堂活动促进学生的积极情感体验。
第五节：教学评估1. 课堂练：设计与每个单元相关的课堂练，测试学生对课文、词汇和语法的掌握程度；2. 口语表达：安排口语表达任务，评估学生在口头表达方面的能力；3. 书面表达：布置书面表达作业，评估学生的写作能力；4. 听力理解：进行听力理解测试，检验学生对听力材料的理解能力。
新人教版初中英语七年级上册Unit 1 教案
新人教版初中英语七年级上册Unit 1 教案教学目标1. 通过本单元的研究，学生能够掌握以下日常用语：- 询问个人信息，例如姓名、年龄、家庭成员等；- 描述人物特征和外貌，例如身高、发型、眼睛颜色等；- 表达自己的国籍和语言；- 打招呼和介绍自己。
2. 培养学生的听、说、读、写的综合语言能力，并提高他们的听力理解能力。
3. 培养学生良好的合作意识和团队合作能力。
教学重点1. 学会使用正确的问句和回答来询问和描述个人信息。
2. 掌握日常生活中常用的单词和短语，例如名字、年龄、家庭成员等。
3. 提高学生的口语表达和听力理解能力。
教学步骤步骤一：导入（5分钟）- 老师通过展示一张图片或播放一个视频片段引入本单元的话题，并激发学生的研究兴趣。
步骤二：课堂活动（20分钟）1. 听力训练- 播放音频材料，让学生听录音并回答与个人信息相关的问题。
- 练：学生之间进行问答练，互相询问和回答个人信息。
2. 词汇研究- 引导学生研究与个人信息相关的常用词汇和短语，并进行帮助记忆的练。
3. 口语练- 学生分组进行角色扮演，模拟真实情境中的对话，练描述自己和他人的个人信息。
步骤三：小结（10分钟）- 教师复本节课所学的重点内容，并进行一些问答互动，巩固学生的研究成果。
步骤四：拓展练（15分钟）- 为学生提供一些拓展练，例如写一篇短文介绍自己或调查班级同学的个人信息，并与同学分享。
步骤五：作业布置（5分钟）- 布置适当的作业，例如完成课本上相关练或设计一个问卷调查。
教学资源- 教材：新人教版初中英语七年级上册- 多媒体设备：投影仪、音响设备- 图片或视频片段教学评价根据学生在课堂上的表现和作业的完成情况，进行综合评价，包括口语表达能力、听力理解能力、合作意识等方面。
参考资料- 《新人教版初中英语七年级上册》教材其他相关资源。
人教版九年级英语全册教案4篇
人教版九年级英语全册教案4篇人教版九年级英语全册教案篇1一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：France, no matter,local, brand, avoid, product,handbag,mobile, everyday人教版九年级英语全册教案篇2一、教学目标：1. 语言知识目标：1) 复习一般过去时态被动语态的用法。
2) 能够用英语讲述自己所熟悉的某一发明的简单过程。
3) 能用就本单元所学习的寓言故事等语言材料，进行完型填空。
并用英语介绍某一发明的简要过程。
人教版九年级英语全册教案篇3一、教学目标：1. 语言知识目标：1) 学习掌握下列单词和短语：block, in linewith, worker, stare, disbelief, above,burn, burning, alive, airport, till ,west2) 能掌握以下句型：Life is full oftheunexpected.I was about to goupwhen I decided to get a coffee first.As I was waitinginline with other office workers, I heard a loud sound.Before I coldjointhe others outside to see what was going on, the first plane had alreadyhit myoffice building.3) 进一步熟练掌握过去完成时的用法。
2. 情感态度价值观目标：1) 通过学习使学生认识到生活中充满着许多出乎预料的事件，培养学生正确看待事物的积极心态。
2)能运用所掌握的语法，句型和词汇进行交流。
3)能比较流利地讲述自己曾经有的特别的一天。
二、教学重难点1. 教学重点：1)掌握本课时中出现的生词block, in linewith,worker, stare, disbelief, above, burn, burning, alive, airport, till ,west2) 学会用过去完成时叙述自己曾经有的特别的一天。
人教版初一英语上册教案15篇
人教版初一英语上册教案精选15篇教案可以帮助教师明确教学的目标和要求，指导教师在课堂上进行教学活动。
下面是小编为大家整理的人教版初一英语上册教案，如果大家喜欢可以分享给身边的朋友。
人教版初一英语上册教案【篇1】一、指导思想虽然大部分学生在小学已接触过英语，但学生以前不大重视英语，造成英语两极分化严重，且学习积极性低。
所以，现阶段最重要的是激发学生学习英语的兴趣和积极性，帮助他们增强信心，克服困难。
除了从思想上给予引导之外，在教学上，有针对性、目的性、有系统、有计划地上好课。
二、班级基本情况：本学期我担任七年级的英语课。
绝大多数学生虽然小学阶段都学过英语，但大部分学生的英语基础都比较差。
缺少学习的主动性和热情，自觉性也较差，相应的学习习惯也较差，对学习英语有为难情绪。
针对这些情况，在本学期的英语教学中，本人将致力于：一方面，应加强英语基础知识的讲解和基本技能的训练，让学生掌握词汇、语法、句型的基础知识和听、说、读、写等基本技能，为进一步学习英语打下坚实的基础;另一方面，又要采取多种措施，注意培养学生对英语学习的兴趣;让学生掌握记忆语音、单词、阅读和写作等英语学习技巧，培养良好的学习习惯和自主探索、合作探究能力，充分调动学生的学习积极性和主动性。
教学上采取任务型教学方式，运用灵活多变的方法，实现学生语言运用能力的迁移和拓展。
尊重并理解学生，与学生一起分享学习中的苦与乐，使每一位学生的英语成绩有所提高，有所进步。
三、七年级上册英语教学重、难点：(一)、语法知识点.1.一般疑问句及回答;2.指示代词、人称代词、物主代词3.名词复数的变化;4.方位介词;5.特殊疑问句的构成、回答和对划线部分提问6.实义动词的第三人称单数及变化;7、名词所有格;8、一般现在时9、时间表达法;(二)、交际用语。
四、七年级上册英语教学措施初一年级是英语学习的基础阶段,也是养成好习惯的关键时期。
基础打不好、习惯不良，直接影响学生整个初中阶段，乃至高中、大学的英语学习。
人教版英语七年级教案5篇
人教版英语七年级教案5篇人教版英语七年级教案1教学目标Teaching aims (教学目标)1. 学习祈使句的否定形式。
2. 学会使用祈使句表示规则。
3. 能够熟练使用can和can’t表示许可。
4. 能和同学谈论校规。
教学重难点Language points (语言点)1. 词汇：1)名词n. rule, hallway, hall, fight2) 动词v. arrive, listen, fight, wear3) 形容词 adj. sorry, outside4) 词组 be on time, dining hall, listen to…2. 句型：What are the rules? We can’t …./Don’t …/We have to …Can we … ? Yes, we can./No, we can’t.What do you have to do? We have to …Difficulties (教学难点)1.祈使句的否定形式。
2. 如何谈论规则。
教学过程Teaching steps (教学步骤)1. Warm-up and revision(课堂热身和复习)(1)Greet the class.(2) Listen to a song.T: Do you like this beautiful song?Can we listen to it in class?T: Can we listen to music in the classroom?What can we do in the classroom?What can’t we do in the classroom?【教学设计说明】通过听歌曲来导入本单元的主要话题——规则。
让学生自由谈论在教室里可以做的事情和不可以做的事情，帮助学生培养秩序感。
2. Presentation (呈现新知识)(1) Present the new words: classroom, hallway, dining room, fight, arriv e late for class.Show some pictures of the new words on the screen. Have Ss read these words.classroom, hallway, dining room, fight, arrive late for class(2) Flash some pictures quickly on the screen. Have Ss say the words according the pictures as quickly as they can.(3) Show some pictures of different activities that are happening in the school.Help Ss understand the school rules.T: Can you run in the hallways? Don’t run in the hall ways.T: Can you fight? Don’t fight.T: Can you listen to music in class? Don’t listen to music in class.T: Can you eat in the classroom? Don’t eat in the classroom.You can only eat in the dining hall.T: Can you arrive late for class? Don’t arrive late for class.You must be on time.【教学设计说明】图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，能更价值观的理解新单词的含义。
最新人教版七年级英语下册全英文教案(全册全英文)
最新人教新目标七年级英语下册全英文教案（全册全英文）Unit 1 Can you play the guitar?教学过程♦ Step 4 Role-play1.Ask the students to read the conversation in 2d.try to find: What can Jane/ Bob do?What club do they want to join?2.Ask the students to fill in the forni.（见课件）3.Ask students to practice the conversation according to the for m・4.Ask students to perform the conversation.♦Step 5 Explain several important words and phrases.（见课件）♦Step 6 HomeworkMake a survey about what your friends can do and what club your friends want to join. 板书设计Unit 1 Can you play the guitar教学过程Example:In my group,Li Lin can do kung fii.Liu Kun can tell stories....Fm sure we will give you a good show and make you have a good time・♦ Step 6 HomeworkWrite an ad—Students Wanted for Our Learning Group・板书设计Unit 1 Can you play the guitar4.Ask students to read the passages in 2b.And then match the titles with the ads・5.Check the answers・6.Who fits the job? Match each person in 2a with an ad in 2b.Write A.B and C.（见・课件）7.Check the answers・♦Step 5 Explain important points.♦Step 6 HomeworkWrite a letter to your. teacher.Tell him/lier what you can do for school concert・板书设计课堂练习I •根据汉语意思完成句子1.你能帮我学英语吗？____ you help me ________ English?2.你善于和老人相处吗？____ you ______________ old people?Unit 1 Can you play the guitar(3)hclp⑷be good at/witli/for的用法与区分Work on Self Check 3Ask several students to show their works.♦ Step 5 HomeworkWrite a poster:Artist Wanted for Art Festival.板书设计课堂练习I •单项选择1 ・ Peter __ play soccer・A.can alsoB.also canC.can tooD.too can2.___ you good ______ c hildren?A.Are;forB.Is;in.C.Are;atD.Are;with3.Please call Mr.White ____ 589-267.A.inB.atC.onD.with4.― an you sing or swim?A.YesJ can swimB.NoJ can't swimC.YesJ can singD.I can sing5.___________________________ We want two good actors our school show.Unit 2 What time do you go to school?Keys:(l )From 12:00 at night to 6:00 in the morning. (2)At eight thirty at night. (3) At nine. (4) At ten twenty.(5) At elev亡n o'clock.3.Ask students to practice the conversation in 2d in pairs.教学过程板书设计课堂练习I .根据句意及首字母提示完成单词I・一What t _ da you go to school?—At &00.2.1usually get u ____ at 7:00 every day.What about you?3.__________________________________ My mother bought me two red d on my birthday.4.1need a new b _____ and some new pencils to draw the picture・5.1usually take a s ____ before I go to bed・Keys: 1.time 2.up 3.dresses 4.brush 5.showcrII.用所给词的适当形式填空1. A man has twenty-eight ______ (tooth)・2.Mrs.Li _____ (dress) little Tom every morning.3.My father ______ (work) in a shoe factory.4.Mr.Wang tells us a _____ (fun) story in class.5.1do morning ______ (exercise) with my grandparents every day.Unit 2 What time do you go to school♦Step 2 Learning Grammar Focus1.Ask students to read the sentences in Grammar Focus and translate them into Chinese.,2.Explain several important points・3.Ask students to do some exercises.（见课件）♦Step 3 Writing sentences1 .Work on 3a.Ask the students to write answers or e always,usually or never.2.Ask the students to show the answers.3.Let students write something they always/usually/never do on the blackboard・4.Ask students to do an interview with three students.Find out what time they do the activities in 3c.Then give a report. For example:In our group.Li Fei usually gets up late on weekends.She gets up at...♦Step 4 Explain several important words and phrases.（见课件）♦Step 6 HomeworkWrite an article to mtrodnee your classmate's daily activities.板书设计课堂练习I .根据句意及汉语提示写单词1 .This is a big train （火车）（站）・2.Lily ____ （从不）buys green clothes.3.You don't need to go to school ______ （早地）next Monday.4.The _____ （收音M） player is very nice・5.We have lunch at twelve _______ （点钟）.Unit 2 What time do you go to school教学过程♦Step 4 Explain several important points.♦Step 5 HomeworkWrite a passage about your daily life.板书设计课堂练习I .单项选择I.Can you help us do _____ ?A.our homeworksB.our homework homeworks homework2.We go home at half _____ five ______ t he aftemoon.A.to;inB.past;atC.to;atD.past;in3.What time do you eat _____ breakfast? What do you usually have _______ breakfast?A./;/B.for;forC./;forD.for74.1 like to eat __ apples _____ pears.but not grapes・A.either;orB.neither;norC.not only;butD.or;or5.____________ The cake good.I w^nt another one・A.feelsB.tastesC.soundsD.feelsKeys:l—5BDCABII•根据汉语意思完成句子Unit 2 What time do you go to schoolUnit 3 How do you get to school教学过程♦ Step 4 Work on 2dStudent A is Jane and Student B is e the information in 2b to make conversations.A:How do you get to school?B:L・・A:How long does it take...?B:It takes...A:How far is it from...to...?Bit's about...♦Step 5 ReadingAsk students to read the dialogue in 2e and translate it into Chinese.Then ask students to role-play the dialogue. ♦Step 6 HomeworkPractice the conversation in 2c.板书设计课堂练习1.根据句意及汉语提示写单词1 Jim is not happy because he lost his _____ （自行车）.2.There are always lots of people on the _____ （公共汽车）.3.My aunt takes the ____ （地铁）to work every day.4.—How do you get to Beijing?—I take the ____ （火车）.5.1 usually _____ （步行）to school in the morning・Keys: 1.bike 2.bus 3.subway 4.train 5.walkUnit 3 How do you get to school教学过程♦ Step 4 Make a survey 3cl.Show a chart on the screen.(2.Let students ask their classmates questions and write their names in the chart.The firs4 student to fill in all the blanks wins.3.Ask several students to show their results in front of the class・板书设计课堂练习I •单项选择l.____________ How far is from Hangzhou to Wuhan?A.thatB./C.itUnit 3 How do you get to school教学过程4.Check the answers.(见课件)①They go on a ropeway to cross the river to school.②Because they don't have a bridge over die Tiver.③Yes.he does.Because he loves to play with his classmates and he loves his teacher.④The dream is that there .is a bridge over the river.I think their dream can come true.Because all the villagers are working on it.5.Ask the students to read the passage again and complete the sentences in 2c with words from the passage・6.Check the answers・(l)difficult (2)big (3)quickly (4)afraid (5)truc♦ Step 5 HomeworkWrite a short passage about how your classmates go to school.板书设计课堂练习I •根据句意及首字母提示完成单词1.____________ Linda's h is far from her school.2.She t ____ the No.16 bus to school every day.Unit 3 How do you get to school2.F inish Self Check 2.Ask students to write at least five questions with the information in the chart.Then answer thequestions・For example:—How does Tony get to school?—He gets to school by bike・♦ Step 5 HomeworkWrite a passage with t he information in Self Check 2.板书设计课堂练习I•根据汉语意思完成句子1.Mike often _________________ （坐火车）to Beijing.2.Let's go there __________ （乘小汽车）.3.My teacher ____________ （像）a friend to me.4.Mrs.Li has _________________ （—个八岁大的）daughter.5.1 eat fruit and vegetables ___________ （每天）.6. _ ________ （多长时间）does it take Zhao Lei to do his homework?Keys: 1.takes the train 2.by car 3.is like 4.an eight-year old 5.cvcry day 6.How long II•根据句意，用合适的介词填空1 ・一What do you think _____ the travel?―reat.2.It is about two kilometers ____ my home _______ school.3.Thursday is ____ Wednesday and Friday.4.Jane often goes to school _____ t rain.5.___ many studentsat is easy to get to school. Keys: 1 .of 2.from;to 3.between 4.by 5.For教学反思Unit 4 Don't eat in class.教学过程2.Check the answers.(见课件)(1)It’s not to be late for class.We must be on time.(2)No.they can't.(3)No.they have to wear the school uniform.3.Let students role-play the conversation in 2d in pairs ♦ Step 6 HomeworkWrite the rules in your home.板书设计课堂练习I .根据句意及首字母提示完成单词I.It's very i __ for students to learn English well.2.We must be g _____ in the library.3.We can't eat ill the classroom but we can eat o _____ ・4.Doift a ____ late for class next time.5.Lily w _____ a red dress today.Keys: 1 .important 2.quiet 3.outside 4.arrive 5.wearsII.单项选择1.Don't be late ___ school.A.onB.forC.inD.at2.—Doni eat in the classroom.—__ ,Miss Liu.A.TlianksB.ReallyC.SorryD.Why3.We can't Jisten to music in the classroom. _____ we can do it in the hallways.A.andB.butC.soD.or4.― an I wear hats in class?—__ .but you can wear them after class・A.YesJ canB.Yes.you doC.NoJ can'tD.No,yon cant5.Rose _____ to school very early every day.A.arrivesB.getsC.reachesD.arriveKeys: 1—5 BCBDB教学反思Unit 4 Don，t eat inclass教学课题Section A (Grammar Focus-3c)教学目标【知识目标】Important phrases:wear a hat.wear a uniformImportant sentences:1 Don't run in die hallways.2.—What are the rules?—We must be on time for class・3.― an we eat in the classroom?—No,we can5t,but we can eat in the dinmg hall.4.—Docs he have to wear a uniform at school? ―Yes.he does./ No.he doesn't.5.—What do you have to do?—We have to be quiet in the library.教学重难点【能力目标】1.学会使用祈使句。
2024年人教版初中英语优质教案范文
2024年人教版初中英语优质教案范文一、教学目标本节课的教学目标是让学生掌握基本的英语日常用语，提高他们的听说能力，同时培养他们的跨文化交流意识。
具体目标如下：知识目标：学生能掌握本节课所学的重点词汇和句型，并能正确地在情境中运用。
能力目标：通过听说训练和互动活动，提高学生的英语口语表达能力和听力理解能力。
情感目标：培养学生对英语学习的兴趣，增强他们参与课堂活动的积极性，并初步建立跨文化交流的意识。
二、教学重点和难点教学重点：本课的重点是让学生掌握常用的日常用语，包括问候、介绍、感谢、道歉等基本句型。
教学难点：由于英语和中文在语法和表达习惯上存在差异，学生可能会遇到发音不准确、表达不地道等问题，因此需要通过大量的实践来克服这些难点。
三、教学过程导入新课：通过播放一段英语日常对话的音频，吸引学生的注意力，同时引出本课的主题——日常用语。
然后，教师简单介绍本课的学习目标和内容。
词汇学习：展示本课的重点词汇，包括常用日常用语和相关表达。
教师领读，学生跟读，并通过例句和情境图片来帮助学生理解词汇的用法。
接着，组织学生进行词汇游戏或记忆竞赛，以巩固所学词汇。
句型操练：教师首先呈现本课的重点句型，并详细解释每个句型的结构、用法和注意事项。
然后，通过模拟对话、角色扮演等活动，让学生在实践中学习和运用这些句型。
在操练过程中，教师要注意纠正学生的发音和语法错误，帮助他们建立正确的语言习惯。
听说训练：本环节通过听力材料、对话练习等方式，提高学生的英语听力水平和口语表达能力。
教师可以先播放一段听力材料，让学生听后回答问题或进行复述；然后，组织学生进行小组对话练习，让他们在实际情境中运用所学句型和词汇进行交流。
在听说训练过程中，教师要鼓励学生大胆开口，及时给予肯定和鼓励，增强他们的自信心和学习兴趣。
文化交流：为了培养学生的跨文化交流意识，教师可以介绍一些英语国家的礼仪习惯、文化背景等，让学生了解不同文化之间的差异和相似之处。
人教版初中英语七年级上册教案【】
人教版初中英语七年级上册教案【】人教版初中英语七年级上册教案【完整版】教案一：Unit 1 My School Day课时目标通过本课的研究，学生将能够：- 熟悉并正确运用词汇：morning, afternoon, class, library, schoolbag, pencil case；- 学会表达日常活动并能使用句子：I haveEnglish/Math/Chinese/Art class in the morning/afternoon；- 规范使用句型：What do you have in the morning/afternoon? I have...- 了解不同国家的学校日常活动；- 培养学生自主研究和合作研究的能力。
教学重难点- 重点：掌握词汇和句型的正确运用，以及学校日常活动的表达方式；- 难点：个别学生可能难以理解不同国家的学校日常活动。
教学准备课件、图片、黑板、笔记本、学生课本等。
教学过程1. 导入新课：- 利用图片和问题引入话题，激发学生的兴趣。
- 向学生展示不同国家的学校图片，询问学生对这些学校的日常活动有什么了解。
2. 研究新词汇和句型：- 通过图片和示范，教授新词汇和句型。
- 学生跟读并模仿教师正确运用句型进行练。
3. 合作研究：- 将学生分成小组，让他们利用所学的句型进行交流和讨论。
- 教师巡视并指导学生在小组中开展合作研究。
4. 归纳总结：- 教师与学生一起归纳总结本课所学的内容，以加深记忆。
- 学生用自己的话表达今天的收获。
5. 作业布置：- 布置家庭作业，要求学生用英语描述自己在早上和下午的学校日常活动。
教学反思本节课通过情境导入和多种教学方法的使用，激发了学生学习英语的兴趣。
合作学习环节有效地培养了学生的社交能力和语言表达能力。
通过图片和示范引导学生学习新词汇和句型，使学生能够运用所学知识进行交流和描述，达到了教学目标。
新人教版七年级英语全册教案
新人教版七年级英语全册教案Teaching Aims:1. To learn how to greet and respond to greetings in English.2. To introduce oneself and others in English.3. To understand the importance of greetings in different cultures.Teaching Procedures:Step 1: Greetings (5 minutes)- Greet the students as they enter the classroom and encourage them to respond in English.- Introduce the topic of greetings and ask students what greetings they know in English.- Write the greetings on the board and explain the pronunciation and meaning of each one.Step 2: Self-introduction (10 minutes)- Show a simple self-introduction in English and ask students to pay attention to the structure and vocabulary used.- Have students work in pairs to practice introducing themselves to each other in English. Encourage them to use the greetings they learned earlier.Step 3: Group activity (15 minutes)- Divide the class into small groups and ask them to come up with a short dialogue using the greetings and self-introduction they have learned.- Have each group perform their dialogues in front of the class and provide feedback on pronunciation and fluency.Step 4: Cultural discussion (10 minutes)- Show students a video or pictures of different cultures and how they greet each other.- Ask students to discuss the similarities and differences between the greetings in their culture and the English greetings they have learned.Step 5: Wrap-up (5 minutes)- Review the greetings, self-introduction, and cultural discussion with the students.- Assign homework to practice using the greetings andself-introduction with family members or friends.Homework:- Practice the greetings and self-introduction with family members or friends.- Write a short paragraph about the cultural differences in greetings between their own culture and English.。
最新人教版初中英语教案5篇
最新人教版初中英语教案5篇教案是老师为顺利而有效地开展教学活动，根据课程标准，教学大纲和教科书要求及学生的实际情况，下面给大家带来最新人教版初中英语教案，希望大家喜欢!最新人教版初中英语教案1一、教学目标在本节课结束时，学生将能够了解教室环境中物品的名称并在口语中正确使用My name is… Nice to meet you.等句型简单介绍自己，了解他人的姓名信息，进一步了解新同学;学生将能够了解单元任务的具体要求，并完成自己和小组内成员的姓名部分。
知识与能力：1.学生将能够准确读出教室日常用品的名称并根据图片提示正确拼写。
2.学生将能够在口语中使用Good morning，hello, hi，nice to meet you 向他人打招呼，正确使用句型My name is Gina. What’s your name? 简单介绍自己的姓名并询问同学的姓名.3.学生将能够初步了解形容词性物主代词my your, his, her的用法。
4.学生将能够制作班级同学中英文名字记录表中的一部分。
过程与方法：采纳自主学习、小组合作探究学习策略，利用教学图片、幻灯片等来展开课堂教学、Pair work 问答式的口语交际活动，进行“打招呼和简单自我介绍”的课堂教学和练习。
本单元的教学法建议：词汇教学——实行情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用;口语教学——实行pair work 问答式的口语交际活动或游戏等小组活动互相操练;听力教学——实行图文配对和对话选择的方式。
情感态度与价值观：通过学生之间的互相认识，培育学生广交朋友及友好相处的品质。
二、教学重难点教学重点：1.能够介绍自己的姓名：My name is …I’m…2.能够简单问候初识的朋友：Hello!/Hi! Good morning! Nice to meet you!3.能够正确使用形容词性物主代词my your, his, her三、教学策略词汇教学——实行情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用;口语教学——实行pair work 问答式的口语交际活动或游戏等小组活动互相操练;听力教学——实行图文配对和role-play的方式;四、教学过程最新人教版初中英语教案21、写课题(Topic)和课型(LessonType)课题相当于文章的标题，讲课时要首先告诉学生，并写在黑板上。
初中英语第四册教案人教版
初中英语第四册教案人教版课题：Unit 1 Could you please tell us about yourself?课时：2课时教学目标：1. 能够听懂、说出一系列关于个人介绍的句子。
2. 能够运用本课所学的交际用语进行简单的自我介绍和询问他人信息。
3. 能够正确使用情态动词 could 表示请求。
4. 能够掌握表示家庭成员和职业的词汇。
教学重点：1. 能够运用情态动词 could 进行礼貌请求。
2. 能够用英语介绍自己的家庭成员和职业。
教学难点：1. 正确使用情态动词 could 的用法。
2. 家庭成员和职业的词汇。
教学准备：1. 教材：人教版初中英语第四册2. 课件：家庭成员和职业的图片、词汇卡片3. 录音机和磁带教学过程：第一课时：一、导入（5分钟）1. 教师与学生进行简单的自由对话，引导学生复习情态动词 could 的用法。
2. 引导学生谈论自己的家庭成员和职业，引出本课主题。
二、新课呈现（15分钟）1. 教师展示课件，呈现家庭成员和职业的图片，引导学生说出相应的词汇。
2. 教师播放录音，让学生听录音并跟读，模仿语音语调。
三、交际练习（15分钟）1. 教师组织学生进行小组活动，让学生相互介绍自己的家庭成员和职业。
2. 教师选取几个学生进行全班交流，巩固所学内容。
四、课堂小结（5分钟）1. 教师对本课所学内容进行简要回顾，强调情态动词 could 的用法和家庭成员、职业的词汇。
2. 学生进行自我总结，巩固所学知识。
第二课时：一、复习导入（5分钟）1. 教师与学生进行简单的自由对话，复习情态动词 could 的用法。
2. 引导学生谈论自己的家庭成员和职业，引出本课主题。
二、课堂活动（15分钟）1. 教师组织学生进行角色扮演活动，让学生模拟情景，运用所学的交际用语进行自我介绍和询问他人信息。
2. 教师选取几个学生进行表演，给予鼓励和评价。
三、巩固练习（15分钟）1. 教师布置课后作业，让学生结合家庭成员和职业的词汇，写一篇关于自己的介绍短文。
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最新人教版初中英语教案
Teaching goals :
1. Words & phrases : keep out , loud , argue , What’s wrong ? football , either , except , themselves , include ,etc .
2. 情态动词could /should 的用法。
3. Why don’t you …?结构表建议的运用。
4. 如何谈论问题及提出建议。
5. 在处理问题中学会自省与人际交往。
Important and difficult points :
1. should /could 情态动词的用法。
2. 如何提出建议。
Teaching aids : a tape recorder5 , cards .
Period 1
Teaching procedures :
Step 1 Leading in
1. Greetings and free talk .
2. Check the homework .
Step 2 Pre-task
T: I want to buy a new guitar but I don’t have enough money .What
should I do ?
Ss think it over ,and try to give his/her advice .
Write their advice on the Bb .
1. Borrow one .
2. Buy a second-hand guitar .
3. Get a part-time job .
4. Don’t buy a guitar .
5. Wait until next year .
Practice reading the advice by the Ss .
导入: In this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do .
Step 3 While-task
SB Page 10 , 1a .
1. Read the instructions to the Ss .
2. Read the problems by the Ss .
3. Ask Ss to write the problems in the “Serious” or “Not serious” columns .
4. Explain .
5. Talk about the answers with the class .Practice reading .
SB Page 10 , 1b .
Make sure the Ss understand what should they do .Play the tape twice .Ss
circle the problems they hear .Play the tape a third time .Check the answers .
Step 4 Post-task
SB Page 10 , 1c .
Look at the problems in activity 1a and make conversations .
Step 5 While-task
SB Page 11 , 2a .
1. Read the instructions .Make sure the Ss understand what should they do .
2. Point to the sentences below .
3. Play the tape the first time .Ss only listen .Pay attention to Peter’s friend’s advice .
4. Play the tape again .Ss circle “could” or “should” .
5. Correct the answers .
SB Page 11 , 2b .
Read the instructions .Pay attention to Peter’s answers .Play the tape again .Check the answers .
Step 7 Post-task
Make conversations with peter and his friend with the help of 2a & 2b . Step 8 Grammar Focus
Review the grammar box .Ss say the questions and the responses .Explain the differences between could/should .
Homework:
1. Go over the words .
2. My clothes are out of style ,what should I do ? Please give the advice .
教学后记:。