人教版初中英语备课教案五篇人教版初中英语优质教案.docx

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1、 人教版初中英语备课教案五篇_人教版初中英语优质教案 Language goals In this unit students learn to describe animals and express preferences and give reasons, New language Why do you like koala bears?. Because theyre cute,Theyre pretty interesting, Theyre kind of shy, Theyre very big. names of animals such as tiger, elephant,

2、 koala bear, dolphin description words such as smart, cute, intelligent names of countries: Australia, South Africa, Recycled language between, across from Hes/Shes from . Hes / Shes five years old. name of countries; China, Japan, Brazil Section A Additional materials to bring to class: coins or ot

3、her markers for the Bingo game in 4. Ask students to name as many animals as they can in English. Write the list on the board, Ask students to describe each animal in some way.They may tell its color or tell if it is big or small. Say, Today we are going to learn the names of some more animals. Well

4、 also leam how to say which ones we like and tell why we like them. la This activity introduces the key vocabulary. Focus attention on the map of the zoo showing pictures of animals. Ask students to point to and name any animals they can. Point to the animals one by one and say the name of each. Ask

5、 students to repeal. Point out the numbered list of words. Say each one and ask students to repeat. Then ask students to match each word with one of the pictures. Say, Write the letter of each animal in the blank by that animals name. Point out the sample answer. Check the answers. 1 b This activity

6、 gives students practice in understanding the target language in spoken conversation. Point to the animals in 1a- Ask students to point to and name the animals. Say, Im going to play recordings of three conversations. Listen carefully as you look at the words in la.Put a checkmark in front of the na

7、me of each animal you hear. Play the recording the first time. Students only listen. Play the recording a second time. This time students check each animal name they hear. Correct the answers. 1 c This activity provides guided oral practice using the target language. Call attention to the example co

8、nversation in the picture. Ask two students to read it to the class. Answer any questions they may have. Point out the four description words. Ask a student to read them aloud. Review the meaning of each word. Say, Now you can make conversations about animals.Your conversations can be like the examp

9、le. Use these description words. Ask students to work in pairs. Have them take turns saying both parts. If students need help getting started, demonstrate another conversation with a student. For example: Teacher: lets see the elephant. Student: Why do you want to see the elephant? Teacher: Because

10、its very smart. Ask some students to present their conversations to the class. 2a This activity provides listening practice using the target language. Call attention to the two blank lines on the left. Say,You will hear a recording of a conversation. Listen carefully. Then write the names of the two

11、 animals you hear on these lines. Play the recording the first time. Students only listen. Play the recording a second time. This time students write in the names of the animals. Check the answers. Point out the adjectives listed on the right. Ask a student to say the words. Say, Now I will play the

12、 recording again. This time draw a line between each animal and the adjective you hear. Play the recording and have students match each animal with an adjective. Correct the answers. 2b This activity provides listening and writing practice using the target language. Call attention to the conversatio

13、n and the blank lines in it Say, You will hear the recording again. This time please write a word from the box on each blank line. Some words can be used more than one time. Ask a student to read the words in the box. Play the recording. Check to see that students are writing a word from the box on

14、each line of the conversation. Go over the answers. 2c This activity provides guided oral practice using the target language. Call attention to the conversation in the picture. Ask two students to read it to the class. Say, Now you can have conversations like this one.Use the words in Box 1, Box 2,

15、and Box 3 in your conversations. Demonstrate a conversation with a student. For example: Student: Do you like penguins? Teacher: Yes, I do. Student: Why? Teacher: Because theyre very cute. 3a This activity provides reading practice using the target language. Point to and say the names of the three c

16、ountries on the maps and ask students to repeat Point to the three animals and ask a student to name them. Say, Now draw a line between each animal and the country it comes from. Correct the answers. 3b This activity provides guided oral practice using the target language. Point to the conversation

17、in the picture. Ask a pair of students to read it to the class. Ask students to work in pairs. Say, Now you can talk about where animals come from. Point to the map and animals students matched up in 3a- Say, Work with a partner. Take turns asking and answering questions about the countries and anim

18、als in 3a. After a few minutes, ask several pairs to say the conversation for the class. Section B Additional materials to bring to class: Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1. 1 This activity introduces more key vocabulary, Call attention to the a

19、nimals in the picture and ask a student to say the name of each one. Point out the list of eight numbered adjectives at the top. Say, Now please match the adjectives at the top with the animals in the picture. Write the letter of the animal on the line after the adjective. Point out the sample answe

20、r. As students work, move around the room offering to answer questions as needed. Correct the answers- 2a This activity provides listening practice with the target language. Say, Now I will play a recording of a conversation between Tony and Maria. This time circle the adjectives you bear on the lis

21、t for la. Play the recording again. Students circle the adjectives they hear. Correct the answers. 2b This activity provides listening and writing practice using the target language. Call attention to the three headings. Animal, Marias Words and Tonys Words, and the write-on lines under each. Say, N

22、ow I will play the recording again. This time please write the name of the animals each person talks about and the words they say. Play the first four lines of recording and stop the tape. Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (in

23、teresting, intelligent) Point out the write-on lines where students can write these words. Play the whole recording and have students write the words they hear on the chart. Check the answers. 3 This activity provides guided oral practice using the target language. Call attention to the dialogue nex

24、t to the picture. Ask two students to read it to the class. Say, Work in pairs. Use sentences like these to say what you think about different animals. Demonstrate the activity with one or two students. For example, say, I like dolphins. Theyre intelligent. Ask students to work in pairs. As they wor

25、k, move around the room checking on progress. Ask some pairs to present their conversations to the class. 3a This activity provides reading practice using the target language. Point out the three descriptions of animals. Ask students to take turns reading one aloud. Then draw attention to the pictur

26、es of animals below.Say, Write the letter of the animal in the blank lines above its description. There is one animal that is not described. Check the answers. 3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary. Call attention

27、to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. Ask a student to explain each word or use it in a sentence to show he or she understands what it means. Teach the expression sleeps. Point out the description in 3b with blank lines where some words are missing. Rea

28、d it to the class saying blank each time you come to a blank line. Point out the six words in the box. Say, You can write these words in the blanks. Use each word only once. As students work, move around the room checking progress and offering language support as needed. Check the answers. 3c This a

29、ctivity provides reading and writing practice using the target language, Say, Now you can write a description like the one in 3b. You can use some of the same words. Write about any animal you like. You may wish to do a sample description with the class. Choose an animals name and write it on the bo

30、ard. Then ask students to make statements about the animal.Repeat each statement and then write on the board. You can ask leading questions such as. Is it big? Is it lazy? Does it eat grass? Ask students to write their own descriptions. You may wish to have less fluent students work with a more flue

31、nt partner, Ask students to share their writing with others in the class. After you have reviewed the students work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard. 初中初一英语教案英文版：Unit 4 I want to be an actor Language goal In this unit, stud

32、ents learn to talk about jobs. New language What do you do? Im a reporter What does he do. Hes 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 officer names of jobs and professions Section A Brainstorm with students a list of jobs that fr

33、iends 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 ab

34、out these jobs. Accept single word answers or simple sentences such as, Its fun. Its 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 they can. Then point to a s

35、cene, 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 to the sample answer. 1 b This activity giv

36、es students practice in understanding the target 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

37、 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

38、 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 up the 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 sente

39、nces 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 in activity 1a. As students work in pairs, move around the room monitoring their work. Oner language or pronunciation support as needed. 2a Th

40、is activity gives students practice in understanding the target 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 have? Play the recording the first time. Student

41、s 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 the targe

42、t 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

43、, 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 want in the future. Point out the sample 2c Th

44、is activity provides guided oral practice using the target language. Point out the pictures in activity 2a. Ask who each person is. (They are Susans brother. Annas mother, and Tonys father.) Say, Now work with your partner. Ask and answer questions about the pictures. Ask, What does he or she do? Th

45、en ask, What does he or she want to be? Say a dialogue with a student. Point to Annas 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

46、 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