2023年初中英语教案优秀.docx

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1、2023年初中英语教案优秀初中英语教案优秀1SectionA 1a-2d一、教学目标（一）学问与技能：1. 学习并驾驭1a-2d的单词和短语(1) rainstorm, alarm, begin ,heavily ,suddenly, strange；(2)go off, pick up, take a shower, make sure；2. 驾驭并运用句型(1)What were you doing yesterday at the time of the rainstorm?(2)When you called, I was having a shower.(3)So while you

2、 were sleeping, I called Jenny and she helped me.(4)What were you doing when the rainstorm came?3.驾驭过去进行时态的结构和功能，学会运用when和while从句。（二）过程与方法：1.通过情景介绍的方式进行词汇或短语教学，让学生在情境中操练、理解并学会运用；2.实行Pair work或Group work问答式的口语交际活动，让学生运用表达方式和句型相互操练“过去某一时间正在做某事”；3. 实行与图片配对、圈出正确答案的听力方式帮助学生驾驭听力技能；4. 采纳Role-play的学习策略，利用课件

3、引导学生自主学习，绽开课堂教学。（三）情感看法与价值观：培育学生在交谈中表达过去的动作在某一时刻发生，使学生能够提高自己的语言表达实力，并促使学生养成勤于视察，勤于思索和勤于记录的好习惯。二、教学重难点（一）教学重点：1.过去进行时态的结构和用法；2.能够用英语谈论过去发生的难忘的事情，能用英语来讲解并描述故事；（二）教学难点：1. 能够用英语谈论过去发生的难忘的事情，能用英语来讲解并描述故事；2. 理解连词when和while的含义与运用。三、教学策略语音教学让学生进行仿照操练；词汇教学实行情景介绍的方式进行教学，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和G

4、roup work 问答式的口语交际活动相互操练；听力教学实行与图片配对、圈出正确答案的听力方式。四、教学过程Step 1 Free talk1. 要求学生试读课本单词表中的单词和短语，帮助学生解决语音问题。2. 询问某个学生正在干什么并恳求回答的句型，在黑板上板书。3. 展示图片，向学生提问题。(1) What are you doing?(2) What is she/he doing?e.g. reading , writing, listening to the teacher carefully，playing basketball and so on.首先，读会单词、短语，帮助学生

5、们解决语音问题，可以让接下来的课上得更顺当。其次，本单元的话题涉及谈论过去发生的难忘的事情。通过学生课前的预习，帮助学生回顾现在进行时的句型。既可以检测学生的预习的是否到位，同时可以为这堂课的句型学习做好铺垫。然后，设计的二个问题是关于现在进行时，通过二个问题的提问与回答，激励学生勇于开口，讲解并描述自己身边发生的事情，促使学生主动参加，活跃了课堂氛围。Step2 Warming-up1.设置场景一：上星期天上午Lucy家发生的事情，如何用英语表达。- What was Lucy doing at this time last Sunday?- Lucy was doing her homew

6、ork.2. 设置场景二：昨天有一场暴风雨，暴风雨来临时，他们在哪儿？正在干什么？Where was the girl when the rainstorm came？ And what was the girl doing at the time of the rainstorm ?通过对身边发生的事情的描述，引出本单元的中心话题和重点句型，为以后的学习打下基础。Step3 Listening1. 引导学生视察单元主题图中的四幅，读1a，学习相关生词及表述，2. 将1a的地点与图片配对。3. 学生朗读1b的八组短语；学生听听力，核对答案；讲解句中出现的生词及短语等。通过课本四幅图片，生动详细

7、地呈现出当时的场景，进一步激发学生说的欲望。讲出本单元的关键句型，并在句型中穿插动词短语，用红色笔凸显，加深学生的印象，让学生留意。Step4 Pair work1. 要求学生跟读听力材料，仿照语音语调。2. 让学生结合1a活动中自己写出或摘抄的内容创编对话，对编排优秀或有创意的学生刚好确定、表扬。由于此前的1a，1b活动中已积累了一些句子，因此操练对话能帮助学生进一步驾驭目标语言。同时，通过仿照语音语调，使学生的口语实力有更原汁原味的折射。Step5 Listening1. 让学生视察五幅插图，并引导学生尝试用动词短语表述五幅图片的含义，带读短语2. 听2a，并核对答案。3. 在2b中，先要

8、求学生阅读句子，了解句子的大意；其次让学生预料这些空可能缺少怎样的单词；最终给出五个短语，让学生听听力填空，核对答案。4. 让学生将动词短语极其意思进行匹配；要求学生视察短语，并总结他们的共性。这部分听力要求学生听完男孩的独白后，依据故事发生的依次排序，语段较长，语速较快，但依据插图学生还是能较快地排好序听完其次遍后要抓住细微环节填空，逐步加大难度，希望通过快速听力中捕获详细的细微环节，这也是中考目标的要求。Step6 Group work1、让学生们以2a为基本话题，以对话的形式复述对话，要求学生分角色扮演男孩和电视记者，练习用目标语言谈论过去的事情，以2人为一小组，仿照2a,2b的内容编写

9、对话，并表演出来。2、让学生们自己对自己的表现及语言表达实力进行了自我评价，迁出优秀的一组，赐予激励表扬。仿照训练、巩固过去进行时态的相关学问，提高学生学问运用实力。通过运用和表演，既复习新知，同时以竞争机制评出“最佳表演组”，促使学生们主动参加，让学生感受胜利的愉悦，也活跃课堂。Step7 Exercises要求学生将答案填在导学案上，肯定时间之后核对答案并讲解。练习是学生心智技能和动作技能形成的基本途径，课堂练习的目的在于使学生理解、驾驭学问，是学生学习活动的一个必不行少的组成部分。Step8 Role-play1. 播放听力，让学生跟读磁带，了解对话大意。2. 让学生齐声朗读对话，订正读

10、音，解答学生存在的语言障碍。3.要求学生用所学目标语言谈论Mary和Linda在过去事务所做的事情，以巩固练习目标语言。4. 学生结对分角色朗读对话，赐予适当评价。5. 讲解语言学问点：1). My alarm didnt go off so I woke up late.alarm n. 闹钟e.g. What time shall I set the alarm for?我该把闹钟拨到几点钟响？2). I was waiting for the bus when it began to rain heavily.begin v. (began) 起先e.g. Ill begin whene

11、ver youre ready.你什么时候打算好我就起先。常用的句型： begin to do与begin doing一般来说，begin to do和begin doing可以互换，但在以下三种状况下，用to do。I. 主语不是指人，而是it等。如：It began to rain.II. begin后接表示心理活动的词。如：begin to know还有believe, wonder, think等词。III. begin本身是ing形式，为避开重复后接to do。即：beginning to do heavily adv. 在很大程度上；大量地e.g. moving heavily 吃

12、力地移动It was raining heavily. 雨下得很大。3). So, when the rainstorm suddenly came, suddenly adv. 突然；突然e.g. I suddenly remembered that I hadnt locked the door.我突然想起没有锁门。4). Thats strange.strange adj. 奇妙的，惊奇的；不行思议的e.g. a strange noise 惊奇的声音Hes always here; its strange youve never met him.他常常在这，你却没有见过他，真是不行思议

13、。5). I called at seven and you didnt pick up.pick up(=pick up the phone) 接电话pick up 还有以下含义：捡起；抱起e.g. The children picked up many sea shells at the seashore.孩子们在海边捡到很多贝壳。Pick that book up. 把那本书拣起来。 搭载e.g. The car stopped to pick me up.汽车停下来接我。分角色朗读课文，形象生动，如亲临其境，可以把留意力吸引到课文的内容中去，领会其中的含义，更能加深印象，不简单遗忘。其

14、次，分角色朗读对话可以调动学生的主动性，提高表达实力。而且，还能增加课堂气氛，营造出主动、活跃的课堂气氛。Step9 Summary1、重点词汇: rainstorm, alarm, begin ,heavily ,suddenly, strange, go off, pick up, take a shower, make sure2、重点句型:(1) What were you doing yesterday at the time of the rainstorm?(2)When you called, I was having a shower.(3)So while you were

15、 sleeping, I called Jenny and she helped me.(4)What were you doing when the rainstorm came?3、驾驭过去进行时态的结构与用法Step10 Homework1、复习这课堂的词汇并造句2、描述你的某一天发生的事情，要求用过去进行时态初中英语教案优秀2教学目标1、能够听说认读单词：candy，key，toy, notebook.2、能够运用句型Whats in your schoolbag?进行问答并娴熟描述书包中各种物品的名称。教学重难点教学重点：1、句型：Whats in your schoolbag?2、

16、词汇：candy，key，toy，notebook.教学难点：名词复数的运用。教学工具ppt课件教学过程（一)热身/复习(Warm-up/Revision）1.Sing a song.2、复习PA的词汇（快闪）。（二)呈现新课(Presentation）1、复习完PA的词汇，接着出示notebook,老师领读，学生跟读，逐个仿读。下一步出示幻灯片：Whats in your schoolbag?引导学生回答: A notebook.2、出示monkey,引出key,在展示keys.3、幻灯片出示一个男孩手拿魔方，但把魔方遮盖住，让学生来猜。还有用boy引出toy,toys.4、老师呈现糖果盒钥

17、匙的实物教学单词candy和key。5、以上单词要求学生跟读，逐个读。并且出示句子Whats in your schoolbag?。.。 。6、出示与课本同步的视频。第一遍让学生只听，其次遍让学生跟读。7、 Lets chant.Whats in my schoolbag? Key, key. Whats in my schoolbag? Toy, toy. Whats in your schoolbag? Candy, candy. Whats in your schoolbag? Notebook, notebook.（三)趣味操练(Practice）1.Play a game(1)Wha

18、ts missing?(2)Whats in my schoolbag?（四)巩固扩展(consolidation）（1）Look and fill.（2）Make a report先用实物展示，老师问，学生答。Homework1.Copy new words on your exercises books.2.Finish “Draw and say”。 Then ask and answer “Whats in your schoolbag? keys,。.。” with your partner.板书My schoolbagWhats in your schoolbag?notebook

19、keytoycandy初中英语教案优秀3教学目标1、能听懂会说本课的会话。2、听懂会说How many 。.。 do you have? I have.。.并能在实际情景中运用，要求仿照正确，语调自然。3、能听说认读本课主要词汇：Chinese book, English book, notebook, math book, story-book, school bag以及句子How many.。.do you have? I have.。.教学重难点教学重点：1、句型：How many do you have? I have2、词汇：Chinese book, English book, m

20、ath book, notebook, story-book, schoolbag教学难点：1、发音：have, math book, story-book, schoolbag2、区分书写形式：notebook, story-book与Chinese book, English book, math book教学工具多媒体教学过程（一)热身/复习(Warm-up/Revision）1、复习第一单元My classroom所学内容做嬉戏：Simon says老师说simon says: Clean the board。学生依据嬉戏规则做出动作。看图问答：老师出示一幅画有教室的图片，学生之间依据

21、图片内容做问答练习。2、复习与本课内容有关的单词做嬉戏：老师先出示图片pencil, pen, pencil-case, ruler, ersaser, crayon, book, sharpener，请学生说出单词。然后老师出示写有上述单词的卡片让学生读出来，让学生把单词和图片配成一对（二)呈现新课(Presentation）1、让学生熟识句型How many do you have? I have老师手拿两支铅笔，说：I have two pencils.老师提问：How many pencils do you have?学生回答：I have 老师手拿一个书包，提问：How many s

22、choolbags do you have?学生回答：I have老师出示单词卡，教读schoolbag并让学生指一指自己的schoolbag。（把单词卡贴到黑板上）老师提问：How many books do you have?学生回答：I have（老师可让多名学生来回答上述问题，并板书How many do you have? I have）2、老师出示小松鼠和小熊的手偶、面具或头饰，一边说一边表演课文的对话。小熊：I have many books in my schoolbag.小松鼠：How many books do you have?小熊：I have 6. An Englis

23、h book, a Chinese book, a math book, a notebook, two story-book.3、老师提问：How many books does the Teddy Bear have?学生回答：6。老师提问：Do you know what books the Teddy Bear has?你知道小熊的6本书都是什么书吗？在学生回答不出来时，老师说：让我们一起看一看这6本书都是什么书吧。4、让学生观看教学课件。Unit 2 Lets learn/A5、老师分别出示语文书、英语书、数学书、故事书和笔记本，让学生用英文进行识别。学生在老师的帮助下学习这些单词。

24、6、老师出示单词卡，让学生认读单词。（把单词卡贴到黑板上）学习math时，老师要留意提示学生th咬舌尖。指导学生区分带有book这几个单词的不同书写形式。7、学生听录音跟读、仿照。（运用教材相配套的录音带，Unit 2 Lets learn/A）8、看教学课件，让学生分别给小松鼠和小熊配音。9、让学生两人一组，运用所学学问进行扩充和自编对话的练习。如：A: I have a new schoolbag.B: Oh, its nice. Whats in your schoolbag?A: A pencil-case and many books.B: How many books do you

25、 have?A: I have 4.An English book, a Chinese book, a manth book and a notebook.。10、找几组学生汇报成果，共同沟通。老师要刚好做出评价。（三)趣味操练(Practice）嬉戏1 Listen and do学生要依据指令做出相应的动作。由老师或某一个学生发布吩咐，其他学生听懂之后要完成这一动作。看谁做得又对又快。指令为：Put your notebook under your bag.Put your pencil in your desk.Put your pencil-case on your chair.Put

26、 your eraser near your pencil-case.Put your English book on your head.嬉戏2看谁拿得快老师用英文说：Show me your English book. Show me your Chinese book学生听到之后，要用最快的速度找到和举起相应的物品，看谁拿得快。嬉戏3 Listen and draw老师给学生每人发一张纸，纸上印有5个长方形。告知学生每个长方形都代表一本书。做法：如老师说：English book，那么学生在第一个长方形上写几个英文字母即可。Math book可用算式或数字表示等等。主要是考查学生是否能听

27、懂并把这些词进行区分。（四)扩展性活动(Add-activities）启发学生把本课所学句型和单词综合运用，并回答出问题：How many Chinese books do you have?How many English books do you have?How many math books do you have?How many notebooks do you have?How many story-books do you have?初中英语教案优秀4教学目标：1、 学问目标：A、学会一些表示家具的名词以及学习用品的单词;B、方位介词，如：in , on , under , b

28、ehind的用法;C、学会运用方位介词和where句型表述物品所在的位置。2、 实力目标：A、学会正确描述物品作在的位置;B、学会询问自己或他人物品的详细位置;C、能够合理地描述和设计房间。3、 情感目标：培育学生整齐地摆放自己物品的生活习惯。教学难点、重点：重点：A、方位介词in , on , under , behind的用法。B、Where的特别疑问句和Is this a/an . . . ?一般疑问句的确定和否定回答。C、学习名词bed , dresser , bookcase ,backpack . . .难点：A、能够正确运用方位介词描述物品作在的位置;B、能够运用Where的问句

29、找到物品位置。课时支配：第一课时Section A 1a-1c其次课时Section A 2a-4第三课时Section B 1-2b第四课时Section B 3a-4 Self-checkPeriod One老师：打算一个带有家具的房间的多媒体课件或挂图，搜集图片、卡片、一些学习用品的实物，以及闹钟、光盘、数学书和其他日常用品。学生：彩笔学生用品、大白纸、课本所涉及的单词的实物。学步骤Step One: Present the New words.Warming up.(Prepare some school things for the students as presents .)T:

30、Whats this ?(There is a pencil in the teachers hand .)S1: Yes you a right . Here you are .(give it to the student as a present .)T: Is this a ruler ?(hold up a ruler .)S2: Yes it is.T: How to spell ruler ?S2: R-U-L-E-R , ruler .T: Good , here you are.(Hold up a pen , an eraser , a notebook and so on

31、 . Ask the questions inthe same way . And give the presents to the students .)T:Whats this ?S3: Its a backpack .T:I have a backpack for you as a present ,(Looking for it in the desk ,under the chair . . . ) but I cant find it . Wheres it ? Do you know ?S3: I dont know .S4: I think its in your desk.T

32、:(Look into the desk.) No ,it isnt .Now , lets look for the backpacktogether , OK ?(Write down the title on the blackboard .)Learn the New words.T:Look at the big picture on the screen .This is a big nice room .I want toown such a room . Because there is some nice furniture in it . Do you know thena

33、mes of the furniture ?(Show a picture of a bed and a dresser .)T:Whats this ? Its a bed . “BED” . Read after me .B-E-D , bed.Ss:B-E-D , bed.T:Whats this ? Its a dresser . D-R-E-S-S-R , dresser.Ss:D-R-E-S-S-R , dresser.(Teach the other words bookcase /sofa/chair/drawer/plant/ . . . in the sameway .)通

34、过师生互动，激发学生思维，并用学过的句子导入新课。利用多媒体课件创设情景，直观地呈现单词，使学生在语境中理解单词。T:Read the words aloud .Present the words in , on , under , behind using the objects .T:Where is my book ? Its on the desk .(Put a book on the desk .)T:Where is my bag ?(Put a bag on the desk and ask this question .)S1:Its on the desk .T:Where

35、 is my bag ?(To all the students)Ss:Its on the desk .T:Where is my pen ? Its in the pencil case .(Put a pen in the pencil caseand ask .)T:Where is my ruler ?(Put a ruler in the pencil case , too .)S1:Its in the pencil case , too .T:Where is the ruler ?Ss:Its in the pencil case .(Then learn the other

36、 two prepositions “under”, “behind” in the same way .)Present the words .T:Now , please look at the screen , where is the ball in Picture 1 ?S1:I think its in the box .T:Where is the ball in Picture 2 ?S2:Its on the box .T:Where is the ball in Picture 3 ?S3:Its behind the box .T:Where is the ball in

37、 Picture 4 ?S4:Its under the box .T:There are some pictures on the screen , please match the sentences andthe pictures .1: The cat is under the chair .2: The cat is on the bed .3: The cat is behind the door .4: The cat is in the box .5: The cat is next to the plant .通过实物所在的位置直观地呈现乏味介词。利用多媒体课件创设语言情景，

38、精确呈现物品之间的位置关系，让学生在真实的情景中理解和驾驭方位介词。让学生把句子和图画匹配起来，巩固方位介词的用法。6: The cat is on the chair .T：Please open your books and do 1a quickly as you can.(After doing 1a,check the answer.)Step Two :drills .Practice the drills .T:This time , use the school things around you to practice the conversation.T:Wheres th

39、e watch? (Hold up a watch in the hand.)S1:Its in your hand.T: Wheres the bag? (Put a bag on the chair.)S2:Its on the chair.(Ask the students to practice the dialogue like this. Then get some pairsto act it out.)Introduce a room and listen to the tape.T: This is Tommys room, but he cant find his book

40、s, his pencil case, hisbaseball, his computer game and his keys, please help him find the things.Listen and number 1-5 the things in the picture.(Play the recording and then check the answer.)Step Three: Play a game.T: Now, we will play a game , I have a new ruler, all the students closeyour eyes, a

41、nd I hide it in our classroom. Please guess, Where is it ? If youranswer is right, it is yours. Please ask like this Is it on the desk? Is it onthe floor? Are you ready?S1: Is it in the .?T: No,it isnt.S2: Is it under the?T:No, it isnt.S3: Is it behind the?T: Yes, it is. Please find it out .Here you

42、 are.(Give the ruler tohim.)(Ask three or four students to come to the front to hide three or four newschool things, others look for them.)T:Who can come here to hide my new pen?Ss: I can.(After playing the game, some students who can find the school things willhave them.)Step Four: Task.T: Look at

43、the picture on the screen. This is Marys room. In groups offour , describe where the things are in the room.(Prepare让学生用身边的学习用品操练句型，达到娴熟运用where提问。用学过的一般疑问句以嬉戏的方式操练本节课所学内容以增加趣味性。利用屏幕上所给图片，描述Mary房间物品的位置，强化句型。For five minutes.)S1: Is the book on the desk?S2:Yes, it is. Is the backpack under the chair?S

44、3: No, it isnt. Its Where are the keys?S4:They areHomework: Make a play.There is a man. His name is “forgetful”. He always forgets somethings, andhe always asks Where is / are my ?Please make a short play and next class we will act it out.Period Two初中英语教案优秀5课题 Starter Module3 Unit1 课型 listeningandspeaking教学目标 学习询问颜色句型教学重点 What colour are ? They are red. How do you spell “red”? R-E-D.教学难点 颜色词汇的拼法记忆教具 多媒体、录音机 课时 1教学课程 1.Greeting.2.Warming-up1)Look and learn the word:apple,banana,flower,tree,bird,cat2) l