中考复习英语教案七篇.docx

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1、 中考复习英语教案七篇 一、教学设计思路 将课文内容与多媒体严密结合，激发学生兴趣，设计活动，鼓舞学生表达，使学生在轻松的气氛中把握词汇、句型和相关学问。 二、教学目标 (一)学问 1.把握如何谈论自己的爱好和询问他人的爱好：want,and,but,like,Doyouwantto?Yes,Ido./No,Idont.Whatkindofmoviesdoyoulike?Ilike 2.把握相关的电影词汇：actionmovie,romance,thriller,comedy 3.把握一些品质形容词并能用之表达宠爱或厌烦某一事物的理由：fun,great,scary,funny,excitin

2、g,sad,Ithink (二)力量 能了解电影的根本学问。 (三)情感 培育、表达、沟通自己的爱好。 三、教学重点 谈论自己的爱好和询问他人的爱好：want,and,but,like,Doyouwantto?Yes,Ido./No,Idont.Whatkindofmoviesdoyoulike?Ilike 把握一些品质形容词并能用之表达宠爱或厌烦某一事物的理由：fun,great,scary,funny,exciting,sad 四、教学难点 正确应用品质形容词：fun,great,scary,funny,exciting,sad 五、教学媒体 电脑，投影仪，课件(参考“优秀课件”) 六、教

3、学过程 (一)奇妙导入 为学生放一段电影片断，导入话题。(参考“视频资源”) (二)结合生活，互动练习 方法1:让学生观看电影片断，之后推断电影的类型，并表达对这类电影的好恶。(参考“视频资源”) 方法2:让学生观看一些电影的海报及图片，由学生说出电影的名字、种类及对电影的看法。比一比谁是电影方面的专家。 中考复习英语教案精选篇2 一、语言学问与技能 1.依据读音规章和音标拼读单词。 2.理解和领悟词语的根本含义、语法工程以及语言形式的根本构造和常用表意功能; 3.能在日常交际情景中听懂对话，例如，能听懂连续的指令并据此完成任务;能引出话题并进展几个回合的交谈; 4.能听懂接近正常语速、熟识话

4、题的语段和简洁故事，猎取相关信息; 5.能运用.词汇和.语言形式就熟识的话题进展交谈;能运用.词汇和.语言形式及(或)所给提示描述人、物、大事、行为、特征等，表达简洁的观点; 6.能在教师的指导下进展简洁的角色表演; 7.能连贯、流畅地朗读课文;能从简洁的文章中找出有关信息，理解大意;依据上下文猜想生词的意思; 8.每天课外阅读量最少到达100词。 9.能运用.词汇和.语言形式以及参照范例(文章构造)写出简洁的文段等，包括起草和修改。 二、文化意识 10.了解语言和语用的文化因素，体验跨文化交际。 三、学习策略 11-(1)利用读音规章和音标拼读词汇，利用上下文、非语言信息等理解词义，联想学习

5、和记忆词汇，构词法等。 11-(2)利用情境等理解语法构造和表意功能，发觉语言规律并举一反三。 11-(3)复习、整理归纳所学内容。 11-(4)利用猜测、语调、重音、问题等来猎取听力信息。 11-(5)在课内外活动中借助体态语用英语沟通。 11-(6)利用猜测、跳读、寻读、细节读等来猎取文章信息。 11-(7)仿写短文，预备素材、起草短文并修改。 11-(8)明确目标，制定规划， 11-(9)了解并跨文化交际(恰当使用)。 四、情感态度 12.乐于参加英语活动，敢于用英语表达，积极与他人合作，体验自己的学习效果。 备教学 重、难点 内容 课标详细学问、技能、文化目标 学问与技能、文化意识的重

6、、难点内容 课标详细策略目标选择 sectionA sectionB 目标1 在读写过程中，能够依据读音规章和音标拼读单词。 11-(1) 11-(2) 11-(3) 目标2 词汇： name,nice,to,meet,too,your,Ms.,his,and,her,yes,she,he,no,not. 语言形式： 1)whatsyourname?-Alan./ImAlan./MynamesAlan. 2)Nicetomeetyou. 3)Whatshisname?-HesEric./HisnamesEric. 4)Whatshername?-ShesMary./HernamesMary.

7、5)IsheJack?-Yes,heis./No,heisnt.HisnamesMike. 6)AreyouHelen?-Yes,Iam./No,Imnot.ImGina. 词汇： zero,one,two,three,four,five,six,seven,eight,nine,telephone,number,phone,telephone/phonenumber,first,firstname,last,lastname,friend,China,middle,school,middleschool. 语言形式： 1)Whatsyourphonenumber?-Its/Myphonenu

8、mberis 2)Isthisyourphonenumber?-Yes,itis./No,itisnt. 3)Whatsyourfirst/given/last/familyname?-Myfirst/given/last/familynames 中考复习英语教案精选篇3 教材分析 1.本节内容就是为了进一步稳固主句为一般过去时的宾语从句，是对上一节课的稳固，并为以后的学习做了铺垫。这节课学的学问是本册书的重点之一。 学情分析 1，通过练习发觉学生宾语从句并不是很懂，做起题来很蹩脚。 2，由于宾语从句是新学的语法工程，学生在日常学习中也接触，但由于在语文中并不涉及，这为英语中宾语从句的学习设置

9、了障碍。所以学生学起来有肯定的难度。 教学目标 学问与力量目标： 1，学习新单词和主句为一般过去时的宾语从句;2，连续谈论时装表演，了解各民族服装;3，通过本课学习，使学生对中国服装文化能有更深刻的了解。 过程与方法： 让学生在反复练习的根底上，能够很自然的把握宾语从句。 情感态度和价值观： 通过対本课的学习，让学生了解民族服装文化，加强对民族服装文化的了解，增进民族感情。 教学重点和难点 主句为一般过去时的宾语从句 教学过程(本文来自优秀教育资源网斐.斐.课.件.园) Step 1. Review the object clauses of which the main clauses ar

10、e in the past simple tense. Step 2. Lead in the new lesson and learn new words. Step 3.Presention: 1.Listen to the tape and pay attention to the pronunciation. Read 1a in different ways to learn it 2. Let the students answer some questi. And then fill in blanks according to 1a. Step 4. Practice Lead

11、 into Part 2and practice the object clauses of which the main clauses are in the past simple tense. Step 5.Colidation : Step 6.Homework: 教学环节 一，复习 二，导入三，呈现 四，练习五，稳固六，作业 复习宾语从句，然后利用宾语从句引入新课，并展现图片，学习生词，进而学习少数民族服装，处理第三局部。引入1a后，让学生反复练习宾语从句，在深入感知1a后，完成1b。导入其次局部后，进一步稳固宾语从句。 宾语从句的练习会阻力重重，对于少数民族服装的了解不是许多。 利

12、用多媒体进展教学让学生很直观的熟悉民族服装，增加英语学习兴趣。 板书设计(需要始终留在黑板上主板书) Unit 8 Topic 3 Lets go and watch the fashion show -Setion B 生词:catwalk cheongsam traditional minority backstage signature 短语:in the center of ; in the world of ; traditional dress ; high fashion; minority costume; another three models; as for 句型：I g

13、uess its a traditional Russian costume. She said Jane knew a lot about fashion. -What did Jane ask the model? -She asked -What did the model say? -She said 学生学习活动评价设计 在学习的过程中，只要学生积极参加，教师和学生都应赐予积极的学生以积极的评价，增加学生学习英语的兴趣。 中考复习英语教案精选篇4 一、教学目标： 1. 语言学问目标： 1) 能把握以下单词：allow, wrong, guess,deal, work out 能把握以

14、下句型： Whatswrong? Im really tried because I studied until midnight last night. You could give him a ticket to a ball game. I think you should ask your parents forsome money. Why dontyou talk to him about it? 2) 能了解以下语法： (1)能够运用所学学问谈论问题和困难、提出建议并做出选择; (2)能依据对方所提出的问题，给出一些合理的建议。 2.情感态度价值观目标： 培育学生良好的合作意识，

15、鼓舞学生大胆表达自己的想法和意愿。正确熟悉生活中的一些困难，能采纳正确的方式解决生活中的问题。 二、教学重难点 1. 教学重点： 1) Talk about the problems. 2) Learn the new languagepoints. 2. 教学难点： 能依据对方所提出的问题，给出一些合理的建议。 学会表达建议的一些方式。 三、教学过程 Step 1 Warmingup 1. 导入学生们平常在学校和生活中存在的问题。 T: Whats the matter/ Whats wrong? S: He has too much homework to do. T: Do he lik

16、e to do it? S1：No, he doesnt. Because hedoesnt have any free time to do things he likes. Step2 Talking 1. Lookat these problems. Do you think they are serious or not? Ss discuss withtheir partners and give some advice. I have to study too much so I dont getenough sleep. Ihave too much homework so I

17、dont have any free time to do things I like. Myparents dont allow me to hang out with my friends. Ihave too many after-school classes. I got into a fight withmy best friend. Step 3 Listening 1. T: Tell Ss to read the sentences in 1a again. Make sure they know the meaning ofthe sentences. 2. Play the

18、 recording forthe Ss to listen and circle the problems you hear in 1a. 3. Play the recordingagain. Check the answers with the Ss. Step 4 Pair work 1. Let Ss read the conversationin the box. 2. Use the information in 1a to make other conversations. 3. Let some pairs act outtheir conversations. e.g. A

19、: Whatswrong? B: Imreally tied because I studied until midnight last night. A: Why dont you go tosleep earlier this evening? 4. Language points 1) allow v. 允许;准许 allowsb. (not) to do sth. (不)允许某人做某事 e.g. My parents dontallow me to stay up late. 我父母不允许我熬夜。 Mr. Smith allowed Mike to drive there. 史密斯先生

20、允许迈克开车去那里。 2) wrong adj. 错误的;不对的 = notright e.g. Some words on theadvertisement are wrong. 广告上的一些字错了。 Step 5 Listening Work on 2a: T:Peter has some problems. What advicedoes his friend give him? Fill in the blanks with could or should. 1. Let Ss read the sentences in 2a. 2. Play the recording for th

21、e Ss to listen and writethe words in the blank. 3. Play the recording again to check the answers. Work on 2b: 1. Let Ss read the sentences below. Explain somemain sentences for the Ss. Make sure they know the meaning of each sentence. 2. Play the recording forthe Ss to write the letters (a-e) next t

22、o the advice in 2a. 3. Play the recording againto check the answers. Answers: 1. d 2. e 3. a 4. c 5. b Exercise: Listen again. Fill in theblanks. Boy 2 had a _ with his best friend. He could_ him a letter. But he isnt good at writing letters. He _ call him_, but he doesnt want to talk about it on th

23、e _. He _ talk to himso that he can say hes sorry but its not _. He _go to his house buthe doesnt want to _ him. He could take him to the _, but hedoesnt want to wait that long. Step 6 Pair work 1. Tell Ss to make aconversation using the information in 2aand 2b. 2. Let one pair to read outtheir conv

24、ersation first. 3. e.g. A: Whats thematter, Peter? B: Ihad a fight with my best friend. What should I do? A: Well,you should call him so that you can say youre sorry. B: ButI dont want to talk about it on the phone. 4. Ss act the conversationin pairs. Ask some pairs to act out their conversations. S

25、tep 7 Role-play 1. Ss read theconversations and try to understand the meaning. 2. Read the conversationafter the teacher. 3. Practice the conversation with their partner.Then let some pairs to act out the conversation. 4. Explain some new wordsand main points in the conversation. (1) guess e.g. Let

26、us guess the height of the building. 让我们来猜一下这个建筑物的高度。 (2) big deal, deal big deal是英语中的一个固定搭配，表示 “重要的事情或状况”，多用于非正式沟通。作否认用法时，常说Its not a big deal或Its no big deal.表示说话人并不认为某事有什么了不起。 e.g. Theres a soccergame on TV this evening but I dont have to watch it. Its no big deal. 今日晚上电视上有一场足球赛，但我不肯定要看。没什么大不了的。

27、Its a big deal, David, bigger than you know. 这事挺重要的，戴维，比你所知道的要重要。 Whats the big deal? Its only a birthday, not the end of the world. 有什么了不起的?这不过是个生日，又不是世界某日。 (3) work out work out 解决(问题);算出 e.g. Mike worked out thedifficult problem by himself. 迈克自己算出了那道难题。 Isit possible to work out the problem? 有可能解

28、决这个问题吗? Homework: Write three conversationsabout your problems and your friends suggestions. A: I have too manyafter-school classes. What could I do? B: You could 中考复习英语教案精选篇5 教学目标： 学问目标 1、能听懂、会说、会读单词：watch, wallet, calculator, teapot, hairdryer, skateboard。 2、能听懂、会说、会读名词性物主代词mine, yours, his, hers,

29、 ours, theirs并让学生感受其用法。 3、能正确理解并能体验句型 Whose?is it/are they? Its/Theyre?Who is it/are they from? Its/Theyre from?的使用语境。 技能目标 引导学生在学习对话的过程中感受如何谈论物品的归属并能正确理解、把握对话的内容，并能有感情的朗读对话。 情感目标 让学生了解西方国家的重要传统节日“圣诞节”，体验西方国家送礼与受礼的风俗习惯，帮忙学生拓展文化视野，增加跨文化意识。 教学重点： 能听懂、会说、会读本课词汇，初步理解运用本课句型，能正确理解、把握对话的内容并能流利的朗读对话。 教学难点：

30、单词hairdryer, calculator, skateboard的读音;有感情的朗读对话并适当拓展。 教学预备： 多媒体课件，单词、句型和人物卡片，练习纸 教学过程： Step1 、Warming-up. 1、课前播放歌曲：“We wish you merry Christmas”。 2、Free talk. T: Today, here are so many new English teachers in our classroom. Can you introduce yourself to the teachers? T: What date is it today? T: Wh

31、at holiday(节日)is coming?(Ss: Christmas) 引出课题并呈现卡片进展教学。(Unit 7 At Christmas) T: Whens Christmas? (Ss: Its on the 25th of December.) T: What do you know about Christmas? (Ss:自由介绍!) 提示学生可以用中文自由介绍。(T：You can speak in Chinese.) Father Christmas圣诞老人 stockings长筒袜 T: What do people usually do at Christmas?

32、(Ss: They usually eat delicious food.and give presents to each other.互赠礼物) (设计意图：导入简明而直接点题。由于学生对于圣诞节还是有话可说，所以在这一环节还是把更多的话语权交给学生，教师只是帮助性的补充课余学问。) Step2、Presentation and Practice 1、师创设情境导入并教学新授内容：“ T: We know we can get some presents on Christmas day. And last year, on Christmas day, I got a present f

33、rom my friend Jack. Look, its a watch. So we can say the watch is from Jack. Its for me. Its my watch. Its mine. (设计意图：从学生熟识的手表watch开头导入新句型和名词性物主代词，目的在于让学生能够整体感知名词性物主代词的含义及用法) 2、Learning the whole text Listen and answer(序言) T: Now we know I got a Christmas present from my friend at Christmas. And Ji

34、ms family got some presents, too. Now lets look at the preface. What holiday(节日) was it? It was Christmas Day. Who are they? They are Jims family. Where were they? They were in Jims grandparents house. What were they doing? They were opening their presents under the Christmas tree. Watch and circle(

35、完整的看一遍课文卡通片，圈出Jim一家的礼物) 依据学生圈出的礼物，教师进展单词教学：a watch, a teapot and some tea, a wallet, a calculator, a skateboard, a hairdryer. 教师示范朗读，学生跟读单词。重点指导calculator, skateboard，hairdryer的发音。 (设计意图：在教学skateboard, teapot, hairdryer时，我借助单个单词和在一起的做法，帮忙学生了解复合词，提高记忆的效率。) Read and match(快速阅读课文，将对应的人物、礼物进展连线。) 在学生做完连

36、线以后，运用连线后的图引出句型：Whose.is it/are they? Its/Theyre. (设计意图：对于重点句型的导入是放在进入语篇后，让学生整体感知名词性物主代词后再渗透句型，这样学生理解起来更简单。) Read and fill in the form(细读课文，完成表格内礼物来自于谁，然后依据例句造句) 重点让学生操练句型：Who is it/are they from? Its/ Theyre from 如：The wallet is from Grandma. Its for Grandpa. Its his. The teapot and some tea are fr

37、om Grandpa. They are for Grandma. Theyre hers. (留意单复数) Step3、Consolation Read after the T sentence by sentence. Fill in the blanks (Do a summary of the text) On _ Day, Jims family get many presents. The wallet is from Grandma. Its Grandpas. Its _. The teapot and some tea are _ Grandpa. Theyre Grandm

38、as. Theyre _. A calculator and a skateboard are from Mum and Dad. They are _ Jim. Theyre _. The watch is for father. The hairdryer is for mother. Everybody is very excited. Step4、Write a letter We know that I got a watch from my friend Jack last year. This year, on Christmas day, I want to send some

39、 presents to Jacks family, too. Lets look at Jacks family photo. Dear Jack, s for you. Its s for your wife(妻子)。It s for your son. It Merry Christmas! Sincerely yours, Kitty (设计意图：运用本课所学句型能进展简洁的拓展时我们这节课的一个目标。而在课程设计上前后照应是有必要的。前面提到我去年圣诞节收到Jack的礼物，那么今年我要会送礼物，那么我能送什么，请帮我完成这封信，这样水到渠成。在学生自己拓展前给了例子，并且要求学生依据

40、需求为Jack一家选择礼物) Step5、Homework 1. Read and act the dialogue. 2. Make a Christmas present for your parents or your friends. 中考复习英语教案精选篇6 一、教学目标： 1. 语言学问目标： 1) 连续练习运用情态动词can。学会询问和谈论彼此的力量和特长。 Can you play the guitar? Yes, I can./ No, I cant. What can you do? I can dance. What club do you want to join? 2

41、. 情感态度价值观目标： 对自身的熟悉，为将来的自我进展奠定根底。 二、教学重难点 1. 教学重点： 1) 让学生重点总结、发觉情态动词can2) 2. 教学难点： 1) 情态动词can的用法;2) 在实际交际活动中运用来询问与表达自己或他人的力量。 三、教学过程 . Warming- up and revision T: Hi, S1! What can you do? S1: I can sing and dance? 2. Role-play. 1. 2. 中的句子，然后做填空练习。 / 不，我不会。 Yes, _ _. / No, I _. (其余试题见课件局部) 3. 学生们完成填空试题后，可以翻开课本检查答案，对错误的句子，单独进展强化记忆。 . Try to Find 教师将情态动词的can的用法，以学案的方式呈现在大屏幕上，让学生自主学习，并发觉其用法。 1. 可以看出，在Can?句型中，情态动词can没有_和_ 的变化。 2. 用情态动词can来询问他人的力量可以归纳为以下句型： Can + _ + _ + 其他? 确定答复：_ 否认答复： _ What + can + _ + _ ? 学生们合作学习争论上面学案的答案，总结情态动词can的用法。 教师找局部学生对上述