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初中英語公開課教案（精選14篇）
在教學(xué)工作者實際的教學(xué)活動中，常常要根據(jù)教學(xué)需要編寫教案，教案有助于順利而有效地開展教學(xué)活動。那要怎么寫好教案呢？以下是小編收集整理的初中英語公開課教案，希望能夠幫助到大家。
初中英語公開課教案 1
教學(xué)內(nèi)容
本單元圍繞著“Is this your pencil?”這一主題開展聽、說、讀、寫等多種教學(xué)活動，其教學(xué)核心內(nèi)容是“確認(rèn)物主”。通過本單元的教學(xué)，使學(xué)生學(xué)會辨認(rèn)物品的所有者，學(xué)會根據(jù)場景詢問物品的所屬，以及英語中對應(yīng)的表達(dá)法，學(xué)會寫尋物啟事和失物招領(lǐng)。教師應(yīng)著力培養(yǎng)學(xué)生能在日常交際交往中有效地使用語言進(jìn)行表達(dá)，與他人溝通信息，為今后學(xué)習(xí)打下堅實的語言基礎(chǔ).
教學(xué)目標(biāo)
1)知識目標(biāo)：
A.學(xué)習(xí)并掌握指示代詞: this、that;
B.學(xué)習(xí)What引導(dǎo)的特殊疑問句;
C.學(xué)會Yes/No問句及其簡單回答;
D.學(xué)會句型：---How do you spell pen? P-E-N.
2)能力目標(biāo)：
A.能辨認(rèn)物品的所有者;
B.根據(jù)不同場景,能用英語對物品的'所屬進(jìn)行提問和回答;
C.能識別不同句式的語調(diào)(陳述句,疑問句);
D.培養(yǎng)學(xué)生聽、說、讀、寫的能力及創(chuàng)新思維能力.
3)情感目標(biāo)：
A.通過尋找主人的游戲和失物招領(lǐng)等活動,培養(yǎng)學(xué)生拾金不昧的良好的品德及健康向上的人格;
B.通過開展小組活動,指導(dǎo)學(xué)生積極與他人合作,相互學(xué)習(xí)、相互幫助,共同完成學(xué)習(xí)任務(wù).
教學(xué)重點(diǎn)、難點(diǎn)
重點(diǎn)：A.掌握批示代詞this、that用法;
B.掌握特殊疑問句和Yes/No問句及其簡單回答.
難點(diǎn)：學(xué)會寫尋物啟事和失物招領(lǐng).
課時安排
第一課時Section A 1a-1c
第二課時Section A 2a-4b
第三課時Section B 1a-2c
第四課時Section B 3a-4 Self-check 1-3
Period One
課前準(zhǔn)備
教師：錄音機(jī)，圖片，物品實物.
學(xué)生:實物(學(xué)習(xí)用品).
教學(xué)設(shè)計
Step One: Warming up.(通過復(fù)習(xí)形容詞性物主代詞，把學(xué)生引入學(xué)習(xí)英語的情境中。)
Learn the chant.
T:Let’s sing the chant together.
my是我的,your是你的,男他的是his,女她的是her;名詞前面常站崗,限定所屬有功勞.
Step Two: New words.(利用實物教學(xué)，使得教學(xué)過程自然、形象。)
1. Present the new words.
T: Boys and girls, look at this please. What’s this in English?
(Teacher holds a pen in the English.)
S1:A pen.(Ss may say it in English.)
T: Yeah. It’s a pen. And what’s this?
(The teacher holds an eraser in the hand.)
S2:It’s an eraser.
(Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.)
2. Practice the new words.
T: Now, please look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.)
T: OK,let’s check the answers. Who can tell us the answers?
S2:…
Step Three: Present the drills.
1. Present the drill “Is this…?Yes/ No,it is/isn’t.”(利用實物引入句型，使用不同人的物品來引入形容詞性物主代詞和名詞的搭配的用法。)
(Hold the teacher’s pen.)
T:This is my pen.Is this your pen?
S1:No,it isn’t.It’s your pen.
T:(Hold the student’s pen.) This is your pen. Is this your pen?
S1:Yes,it is. It’s my pen.
T:(Hold a girl’s pen.) This is her pen. Is this your pen?
S1:No,it isn’t. It’s her pen.
T:(Hold a boy’s pen.) This is his pen. Is this your pen?
S1:No,it isn’t. It’s his pen.
T: Thank you.
2. Practice the drill “Is this your…?” in pairs with your own school things.Pay attention to the use of my, your, his or her.(利用學(xué)習(xí)用品操練句型，并加深對物主代詞的理解。)
S3:Is this your…?
S4:…It’s my…
S3:Is this…?
S4:…It’s his/her…
(The teacher asks a few pairs to practice.)
3. Present the drill “Is that …? Yes/ No, it is/isn’t.”(利用教師所站位置的不同來引入批示代詞that的用法，并從位置關(guān)系上讓學(xué)生準(zhǔn)確理解this，that的區(qū)別。)
T:That is my book. Is that my book?
(Put a book on the teacher’s table so that the Ss can see it clearly, and the teacher stands a little far from the table.)
S5:Yes, it is .It’s your book.
T:That is his book.Is that your book?
(Put a boy’s book on the table and the teacher in the same place.)
S5:No, it isn’t.It’s his book.
T:That is her book.Is that your book?
(Put a girl’s book on the table and the teacher in the same place.)
S5:No,it isn’t.It’s her book.
(Teach and practice the drill “Is that …?” and its answer.)
4. Practice the drill “Is that your…?” in pairs with your own school things.(通過練習(xí)，區(qū)別兩個批示代詞的用法。)
S6:Is that your…?
S7:… It’s my ….
S6:Is that your…?
S7: …It’s his/her…
(The teacher asks some pairs to practice.)
5. Listening.(進(jìn)行聽力練習(xí)，鞏固所學(xué)的句型。)
T: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.
(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)
T: Let’s check the answers, OK?
S8:(from left to right)
T: Thank you.
6. Practice the drills according to the pictures using“his or her”.(設(shè)置情景，使學(xué)生在情景中準(zhǔn)確運(yùn)用物主代詞his或her。)
(Show students four pictures like the followings.見課件。)
Step Four: Task “Have a contest”.(把兩個學(xué)生的文具混在一起，然后請他們分別挑出自己和同伴的物品，用的時間少者為勝者。挑選物品的同時，要求學(xué)生用英語說出：This is my…That is her/his…)
T:I’ll put your things and your friends’ things together. I want to see if you can identify which is yours and which is hers or his.
(Put the same number of the things together, and first ask them to pick out their own things and their partners’ things. Then ask them to give a report, using the key words and target language. One student picks up the things while the other counts the time as well.)
Languages used for the task:
1. This is my…
2. That is her/his…
Step Five: Summary.(編一個Chant，便于學(xué)生進(jìn)一步識記本節(jié)課所學(xué)的重點(diǎn)詞匯和語言項目。注意應(yīng)強(qiáng)調(diào)Chant的節(jié)奏和一般疑問句的語調(diào)。)
Chant.
T: In this class, we’ve learned the names of some common personal possessions and how to identify ownership. Let’s learn to say this chant.
Is this my book? Yes, it is.
Is that your ruler? No,it isn’t.
Is this her pencil? Yes, it is.
Is that his erase r? No,it isn’t.
Homework.
Read the new words and the target languages presented in this class and say the chant to improve your spoken English.
初中英語公開課教案 2
一.教學(xué)內(nèi)容：
復(fù)習(xí)Unit 7
二.教學(xué)重點(diǎn)：
1.復(fù)習(xí)一般過去時和過去進(jìn)行時及區(qū)別。
2.反身代詞的用法。
3.頻度副詞在一般現(xiàn)在時中的應(yīng)用。
4.重點(diǎn)詞組解析。
三.具體內(nèi)容
(一)一般過去時和過去進(jìn)行時的區(qū)別：
1.一般過去時常表示在過去某時發(fā)生的動作或存在的狀態(tài)(包括過去的習(xí)慣動作)，常與一般過去時連用的時間狀語有：just now, a moment ago, yesterday, last week/month/year, the day before yesterday及表示過去的時間狀語從句。
e.g. I met her in the street the day before yesterday.
Ex. Hangzhou is a nice city. My dad me there when I was about ten years old.
A. pulled B. caught C. took D. brought
2.過去進(jìn)行時常用的'時間狀語有：at that time/moment, at this time yesterday, at +點(diǎn)鐘+yesterday,時間狀語從句。
e.g. What were you doing at seven yesterday?
Ex. I on the computer when Jim came to see me yesterday evening.
A. draw B. drew C. was drawing D. am drawing
3.一般過去時往往表示某一動作已經(jīng)發(fā)生，而過去進(jìn)行時卻表示動作在持續(xù)。
e.g. She wrote a letter to her friend last night.
She was writing a letter to her friend at nine last night.
Ex. –Why didn’t you give me a phone call?
-- I . But nobody answered the phone.
A. do B. did C. will D. have
注意：下面幾種情況不用一般過去時而要用過去時：
1)表示過去某一階段的經(jīng)常性動作。
Tom was studying in Paris last term.
2)與always連用表示贊美，厭煩等感情色彩時。
e.g. John was always coming to school late.
3)用來描寫故事發(fā)生的情景。
It was a dark night. The wind was blowing hard and the rain was falling heavily. A young man suddenly appeared on the riverbank. He wanted to cross the river.
4)when作并列連詞，表示“這時(突然)”之意時，第一個并列分句用過去進(jìn)行時，when引導(dǎo)的并列分句用一般過去時。
I was taking a walk when I met him.
5)go, come, leave, start, arrive等動詞可用過去進(jìn)行時表示過去將來的含義。
I was leaving for Wuhan that day.
Ex. (1)It was warm, so I (take) off my coat.
(2)John (take) a photograph of me while I (read).
(3)Jane (wait) for me when I (arrive).
(4)Sue wasn’t hungry, so she (not eat) anything.
(5)It was hard work to carry the bags. They (be) very heavy.
(6)When I was young, I (want) to be a bus driver.
(二)頻度副詞在一般現(xiàn)在時中的應(yīng)用。
表示動作發(fā)生的頻率程度的副詞叫做頻度副詞，如seldom, always, often, sometimes等。一般常用在一般現(xiàn)在時中，放在be動詞，情態(tài)動詞及第一個助動詞之后，實義動詞之前。
e.g He is seldom ill.
You must always remember this.
Do you usually go to school on foot?
有時為了加強(qiáng)語氣，頻度副詞也可以放在句首。
e.g. Sometimes she goes to school by bus and sometimes she goes to school by bike.
Ex.
1.– Does Liu Hua ever guess the meanings of English words?
– No, he guesses the meanings of new words. He uses his dictionary all the time.
A. usually B. always C. never D. sometimes
2. English people use Mr. Before a man’s first name.
A. never B. usually C. often D. sometimes
3. If you want to learn English well, you must use it as as possible.
A. often B. long C. hard D. soon
4. She always gets up early and so she is late for school.
A. sometimes B. usually C. never D. often
5. I believe what he says.
A. don’t always B. always don’t C. not always D. always not
6. –I hate vegetables. I eat them.
– But they’re good for your health. You should often eat them.
A. seldom B. often C. usually D. always
7. The sun rises in the east and sets in the west.
A. never B. often C. seldom D. always
8. –Does Liu Hui do his homework in the afternoon after supper?
– . He does his homework after supper.
A. Yes, usually B. Yes, always C. Never, always D. No, sometimes
9. The rich are not happy.
A. never B. sometimes C. usually D. always
10. She always finishes her homework on time. She leaves it for tomorrow.
A. never B. sometimes C. usually D. seldom
(三)反身代詞的用法三忌。
1.反身代詞不能表示“某人的(東西)”之意，因為反身代詞沒有所有格形式，不能作定語。表示“某人自己的”，須用one’s own.
e.g. I saw the accident with myself eyes.(F)
I saw the accident with my own eyes.(T)
2.反身代詞不能作主語，但可以作主語的同位語，起強(qiáng)調(diào)作用。
Herself is a teacher.(F)
She herself is a teacher.(T)
3.反身代詞作賓語同位語時，只能放在賓語之后，做主語同位語時既可放在主語之后也可放在句末。當(dāng)主語和賓語在人稱,數(shù)和性別方面相同時，反身代詞只能放在主語之后，否則，強(qiáng)調(diào)的重點(diǎn)將發(fā)生轉(zhuǎn)移。
e.g. He himself went to see the artist.(F)
He went to see the artist himself.(T)
有用的詞組：
teach oneself自學(xué)enjoy oneself玩得高興help oneself隨便吃
say to oneself自言自語hurt oneself傷著自己dress oneself自己穿衣
by oneself獨(dú)自地for oneself為自己Ex.
1. Be careful not to hurt . It’s a new knife.
2. I don’t need any help. I can do it all by .
3. –Did you enjoy ?
– Yes, we enjoyed very much.
4. She thinks more of others than of .
5. He is too young to teach English.
6. Help to some cakes, children.
(四)重點(diǎn)解析。
1. I hope to see you next week.
hope to do sth./that從句
e.g. She hopes to get a job overseas.
I hope you won’t be late.
2. There are many different ways to show respect to older people.
show respect to …
e.g. I have the greatest respect for you.
I respect you for your honesty.
3. All the buildings are supposed to provide special facilities for people in wheelchairs.
be supposed to do
e.g. You’re supposed to pay the bill by Friday.
provide sth. for sb.
Can you provide some drinks for us?
4. Do you give up your seat to an older person on a bus or a subway?
give up sth.
e.g. She didn’t give up her job when she got married.
5. Don’t you say “Please” when asking someone for something?
ask sb. for sth.
e.g. Jim always asks mom for some money.
Ex.
1. He hopes a doctor when he grows up.
A. / B. to being C. to be D. being
2. There are some people who don’t show respect the old in society.
A. to B. in C. at D. of
3. Bill give a lecture on Saturday afternoon.
A. is supposed to B. was supposed to C. be supposed to D. supposed to
4. The government will provide food and drinks the people who suffer poverty.
A. to B. for C. with D. on
5. The doctor asks the old man to smoking for it is bad for his health.
A. give up B. put up C. get off D. put down
6. She always asks her mother something to eat.
A. to B. for C. at D. on
[課堂練習(xí)]
連詞組句，適當(dāng)變換詞形。
1. doesn’t, she, early, get up , mind
_______________________________________
2. likes, by, brother, my, travel, train
_______________________________________________
3. like, take, to, I, a, bus
________________________________________________
4. in, live, they, the, prefer, country
________________________________________________
5. at, home, I, today, stay, to, prefer
_______________________________________________
6. feel, like, I, grandparents, my, visit
_______________________________________________
初中英語公開課教案 3
課前準(zhǔn)備
教師：準(zhǔn)備游戲時所用的圖片(食物、蔬菜、動物)。
學(xué)生：準(zhǔn)備表演時所需道具(服裝、假發(fā))。
教學(xué)設(shè)計
Step One :Present the sentence patterns.
1. Play a game “How many words do you know?”(利用小游戲調(diào)動學(xué)生的積極性，同時通過對冠軍的`介紹引出本課。)
Teacher: After the study of the first three starters, I think most of the students must have known a lot of words. How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.
(Divide all the students into several groups and show a picture(圖片略)to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.)
(Group 2 is the champion group. They can write 11 words.)
2. Introduce the champion group to the class.(引課方式貼近生活，學(xué)生易于接受)
Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us?
S1& S2:Yes.
S1:Hello.My name is Li Lei. Nice to meet you.
Ss: Hello, Li Lei. Nice to meet you ,too.
Ss: Hello! What’s your name?
S2:I’m Sun Ping. How do you do?
Ss: How do you do ?
Step Two: Drills.
1. Make introductions.(通過句型的操練使學(xué)生更加熟練掌握所學(xué)的句式。)
Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.
Example:
Sa: Hello! I’m Li Lei. What’s your name?
Sb: My name’s Zhang Feng. Nice to meet you.
Sa: Nice to meet you, too. And what’s your name, please?
Sc: Lin Li. How do you do?
Sa：How do you do?
2. Listen and number the conversations.
Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.
(Students listen to the tape and give the right answers.)
Step Three: Make friends.
1. Make new friends.(用談話的方式完成任務(wù)，生動活潑，同時更容易向?qū)W生進(jìn)行美德教育。)
Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?
Ss: OK.
Example:
Sa: This is my new friend. His name is Sun Nan.
Sb: Hello, Sun Nan. Nice to meet you.
Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu.
Ss: How do you do?
Sd: How do you do?
(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)
2. The New comers.(以表演的形式完成，使課堂氣氛達(dá)到高潮。)
Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.
(Three “foreign”students come in and all the students clap warmly.)
Teacher: It’s their first time to come to China. Would you like to listen to their introductions?
Ss: Yes.
(Three students can make introductions and act out the dialogue vividly.)
Step Three: Sum up.
Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life.
Homework
“How do you meet new visitors at home?
初中英語公開課教案 4
一，教學(xué)目標(biāo)
1，能夠掌握課標(biāo)要求的“四會”詞匯：resolution，team，foreign。
2，學(xué)會談?wù)摾硐肼殬I(yè)及為此所做出的努力。
3，學(xué)會制定未來計劃，學(xué)會養(yǎng)成良好的習(xí)慣。
二、教學(xué)重，難點(diǎn)
1,掌握以下重點(diǎn)單詞：resolution，team，foreign等。
2,掌握重點(diǎn)句子：
--Sounds interesting.I’m going to learn another foreign language. --GREat! But foreign languages are not for me.
三，教學(xué)過程
�、�. Warming- up and revision
1,Daily greeting.
2,頭腦風(fēng)暴：說出表示的.職業(yè)名詞
basketball player, pilot, waiter, computer programmer, pianist,scientist, violinist…
通過圖片復(fù)習(xí)學(xué)過的職業(yè)單詞，并通過猜單詞游戲的方式激發(fā)學(xué)生興趣鞏固所學(xué)知識。
�、�. Presentation
1, Ask the students to listen to and sing the song 《Happy New Year》and lead to the topic of New Year’s resolutions.
2,Present Tony ’s New Year’s Resolutions on the big screen and finish Part1a.
e.g. learn to play the piano; make the soccer team; get good grades; eat healthier food; get lots of exercise
�、�. Talking
1, Tell your partners about your New Year’s Resolutions.
2.,S1: What are you going to do next year
S2: Well, I’m going to take guitar lessons. I really love music.
S1: Sounds interesting. I’m going to learn another foreign language.
S2: Are you Great! But foreign languages are not for me.
3,Let Ss say as many resolutions as they can.
�、�. Listening
Work on 1c:
1,Tell Ss to read the resolutions in 1a. Tell Ss to listen and circle the resolutions they hear.
2, Play the recording for the Ss to listen and circle.
3, Check the answers:
Work on 1d:
1,T: Now please look at the chart in 1d. Tell Ss Lucy, Kim and Mike are talking about their New Year’s Resolutions. How are they going to do it Listen and try to fill in the blanks.
聽力指導(dǎo)：本題要求同學(xué)們聽清他們打算如何做來實現(xiàn)他們各的理想;因此，同學(xué)們在聽的時候應(yīng)將注意力放在“如何做”上;第一遍僅聽，努力記住要做的事情;第二遍的時候再寫出來。
2,Ss listen to the recording carefully and try to fill in the blanks.
3, Play the recording again and check the answers with the class.
V.Homework.
Make plans using the sentence structure“be going to ”.
初中英語公開課教案 5
一、教材分析：
1、教材的地位及作用：
第二冊第五單元第二節(jié)課，本單元圍繞做“比較”( Makingcomparison)這個題材開展多種教學(xué)活動，它與上一單元聯(lián)系緊密，是它的延續(xù)。本節(jié)課是本單元的重點(diǎn)，表示數(shù)量的some,few的比較。通過學(xué)習(xí)的比較等級，進(jìn)一步加深對比較等級的語法現(xiàn)象的理解和運(yùn)用。同時通過some,few比較等級在陳述句與疑問句中的操練，進(jìn)一步提高學(xué)生聽、說、讀、寫綜合素質(zhì)能力。
2、教學(xué)目標(biāo)：(知識目標(biāo)、能力目標(biāo)、德育目標(biāo))
知識目標(biāo)：
(1)學(xué)習(xí)、掌握some,few的比較等級;
(2)學(xué)習(xí)單詞strong。
能力目標(biāo)：提高學(xué)生聽、說、讀、寫及知識自學(xué)的綜合能力。
德育目標(biāo)：教育學(xué)生熱愛勞動。不勞無獲(No pains,no gains)。
確立教學(xué)目標(biāo)的依據(jù)：
根據(jù)英語教學(xué)大綱規(guī)定，通過聽、說、讀、寫的訓(xùn)練，使學(xué)生獲得英語基礎(chǔ)知識和為交際初步運(yùn)用英語的`能力，激發(fā)學(xué)生的學(xué)習(xí)興趣，為進(jìn)一步學(xué)習(xí)打好初步的基礎(chǔ)。此外，根據(jù)我國國情和外語教學(xué)大綱的要求，現(xiàn)階段外語教學(xué)的素質(zhì)教育主要包括思想素質(zhì)教育、目的語素質(zhì)教育、潛在外語能力的培養(yǎng)、非智力因素的培養(yǎng)等四方面。
3、重點(diǎn)與難點(diǎn)：
重點(diǎn)：學(xué)習(xí)表示數(shù)量some, a few的比較等級。
難點(diǎn)：some, a few的比較等級在實際生活中的應(yīng)用。
確立重點(diǎn)與難點(diǎn)的依據(jù)：
根據(jù)教學(xué)大綱的要求，及本課在教材中所處的地位和作用。
二、教材處理：
根據(jù)以上對教材的分析，同時針對中國學(xué)生學(xué)習(xí)外語存在一定困難的實際情況。首先給學(xué)生創(chuàng)造外語語言氛圍，身臨其境地把學(xué)生帶到農(nóng)場里。同時激發(fā)學(xué)生學(xué)習(xí)興趣，使學(xué)生在參與農(nóng)場的一系列活動中，掌握知識。最后通過做游戲?qū)W(xué)生所學(xué)知識點(diǎn)進(jìn)行訓(xùn)練，從而達(dá)到鞏固知識的目的。
三、教學(xué)方法：
通過五步教學(xué)法，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進(jìn)地深化教學(xué)內(nèi)容。展開以教師為主導(dǎo)，以學(xué)生為主體的師生雙邊活動。
四、教學(xué)手段：
主要以現(xiàn)代化電教手段--多媒體輔助教學(xué)，貫穿整個教學(xué)過程。增加了直觀性和趣味性，加大了課堂密度，提高了教學(xué)效果。
五、教學(xué)程序：
1、新課導(dǎo)入
為了激發(fā)學(xué)生的學(xué)習(xí)興趣，引起注意，拉近師生距離，首先告訴學(xué)生這節(jié)課我將帶他們?nèi)ヒ粋�有趣的地方，并請他們依據(jù)我的提示猜測要去哪里?當(dāng)學(xué)生猜出去農(nóng)場時，我們便“上車”，一路歡歌(PickingApples)去農(nóng)場。隨著“嘎”的剎車聲，電腦打出農(nóng)場全景，給學(xué)生一種身臨其境的感覺，導(dǎo)入正課。
2、新課的講解
本課利用多媒體教學(xué)手段展示了一幅幅色彩逼真、形象生動的畫面，配有汽車聲、動物的叫聲，栩栩如生。以學(xué)生在農(nóng)場里勞動為主線，通過樹上結(jié)多少蘋果，學(xué)生摘多少蘋果，卡車運(yùn)多少蘋果筐，以及勞動后學(xué)生吃多少蘋果的比較，將some,few的比較等級在一系列既關(guān)聯(lián)又相對獨(dú)立的語境中詳細(xì)講解，反復(fù)演練，使學(xué)生全面掌握。其中多媒體展示的動畫部分更具特色，充分地調(diào)動了學(xué)生的積極性，吸引了全體學(xué)生的注意力，達(dá)到了教育教學(xué)目的，培養(yǎng)學(xué)生思想素質(zhì)、情感素質(zhì)和英語語言素質(zhì)。
3、反復(fù)操練和鞏固應(yīng)用
為了調(diào)動學(xué)生的積極性，利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多種不同方式操練鞏固。使學(xué)生處于積極思維的狀態(tài)之中，全方位、多角度培養(yǎng)學(xué)生運(yùn)用英語的能力。
4、反饋練習(xí)
本課的又一次高潮是將游戲與練習(xí)有機(jī)結(jié)合，融為一體。設(shè)計下棋游戲，棋盤為20個格，每格均為在蘋果園里勞動的情景，并配有本課的重點(diǎn)--比較等級的練習(xí)題。棋盤的上一男一女分別代表男生和女生兩大組，值得一提的是決定男女生在棋盤上走幾步的轉(zhuǎn)盤，是用本課重點(diǎn)詞匯fewest,fewer,a few,some,more和most組成，使學(xué)生在玩中進(jìn)一步體會數(shù)量some,a few的比較等級的運(yùn)用。學(xué)生通過轉(zhuǎn)輪，邊做游戲邊做練習(xí)，寓教于樂，極大地激發(fā)學(xué)生學(xué)習(xí)興趣，同時鞏固了學(xué)生所學(xué)的知識。
5、歸納總結(jié)
本課除了板書所呈現(xiàn)的重點(diǎn)內(nèi)容外，又把本課內(nèi)容濃縮成韻律詩形式，巧妙地總結(jié)本課重點(diǎn)、難點(diǎn)，學(xué)生又通過優(yōu)美的旋律、音韻動力聽的節(jié)奏。進(jìn)一步鞏固，加強(qiáng)對本課內(nèi)容的理解和運(yùn)用。
6、展示板書
Unit 5 Lesson 18
Kate some apples.
Jim has more apples than Kate.
Meimei the most of all.
The first truck a few baskets.
The second one is carrying fewer tham the first.
The third one the fewest of all.
本課以素質(zhì)教育為目的，結(jié)合教材重點(diǎn)、難點(diǎn)及英語學(xué)科特點(diǎn)，利用多媒體輔助教學(xué)，從視、聽、說等方面使學(xué)生得到鍛煉，在愉快、輕松的氛圍中溫故而知新，達(dá)到初步運(yùn)用英語交際的能力。
初中英語公開課教案 6
教學(xué)目標(biāo)：
1、 知識目標(biāo)：
A、學(xué)會一些表示家具的名詞以及學(xué)習(xí)用品的單詞;
B、方位介詞，如：in , on , under , behind的用法;
C、學(xué)會運(yùn)用方位介詞和where句型表述物品所在的位置。
2、 能力目標(biāo)：
A、學(xué)會正確描述物品作在的位置;
B、學(xué)會詢問自己或他人物品的具體位置;
C、能夠合理地描述和設(shè)計房間。
3、 情感目標(biāo)：
培養(yǎng)學(xué)生整齊地擺放自己物品的生活習(xí)慣。
教學(xué)難點(diǎn)、重點(diǎn)：
重點(diǎn)：
A、方位介詞in , on , under , behind的用法。
B、Where的特殊疑問句和Is this a/an...... ?一般疑問句的肯定和否定回答。
C、學(xué)習(xí)名詞bed , dresser , bookcase ,backpack......
難點(diǎn)：
A、能夠正確運(yùn)用方位介詞描述物品作在的位置;
B、能夠運(yùn)用Where的問句找到物品位置。
課時安排：
第一課時Section A 1a-1c
第二課時Section A 2a-4
第三課時Section B 1-2b
第四課時Section B 3a-4 Self-check
Period One教師：準(zhǔn)備一個帶有家具的房間的多媒體課件或掛圖，搜集圖片、卡片、一些學(xué)習(xí)用品的實物，以及鬧鐘、光盤、數(shù)學(xué)書和其他日常用品。
學(xué)生：彩筆
學(xué)生用品、大白紙、課本所涉及的`單詞的實物。
學(xué)步驟
Step One: Present the New words.
�、賅arming up.
(Prepare some school things for the students as presents .)
T:What’s this ?(There is a pencil in the teacher’s 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 . Ask the questions inthe same way . And give the presents to the students .)
T:What’s this ?
S3: It’s a backpack .
T:I have a backpack for you as a present ,(Looking for it in the desk ,under the chair...... ) but I can’t find it . Where’s it ? Do you know ?
S3: I don’t know .
S4: I think it’s in your desk..
T:(Look into the desk.) No ,it isn’t .Now , let’s look for the backpacktogether , OK ?(Write down the title on the blackboard .)
②Learn 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 thenames of the furniture ?
(Show a picture of a bed and a dresser .)
T:What’s this ? It’s a bed . “BED” . Read after me .B-E-D , bed.
Ss:B-E-D , bed.
T:What’s this ? It’s 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 .)
通過師生互動，激發(fā)學(xué)生思維，并用學(xué)過的句子導(dǎo)入新課。
利用多媒體課件創(chuàng)設(shè)情景，直觀地呈現(xiàn)單詞，使學(xué)生在語境中理解單詞。
T:Read the words aloud .
�、跴resent the words in , on , under , behind using the objects .
T:Where is my book ? It’s 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:It’s on the desk .
T:Where is my bag ?(To all the students)
Ss:It’s on the desk .
T:Where is my pen ? It’s 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:It’s in the pencil case , too .
T:Where is the ruler ?
Ss:It’s in the pencil case .
(Then learn the other two prepositions “under”, “behind” in the same way .)
④Present the words .
T:Now , please look at the screen , where is the ball in Picture 1 ?
S1:I think it’s in the box .
T:Where is the ball in Picture 2 ?
S2:It’s on the box .
T:Where is the ball in Picture 3 ?
S3:It’s behind the box .
T:Where is the ball in Picture 4 ?
S4:It’s 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 .
通過實物所在的位置直觀地呈現(xiàn)乏味介詞。
利用多媒體課件創(chuàng)設(shè)語言情景，準(zhǔn)確呈現(xiàn)物品之間的位置關(guān)系，讓學(xué)生在真實的情景中理解和掌握方位介詞。
讓學(xué)生把句子和圖畫匹配起來，鞏固方位介詞的用法。
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 .
�、貾ractice the drills .
T:This time , use the school things around you to practice the conversation.
T:Where’s the watch? (Hold up a watch in the hand.)
S1:It’s in your hand.
T: Where’s the bag? (Put a bag on the chair.)
S2:It’s on the chair.
(Ask the students to practice the dialogue like this. Then get some pairsto act it out.)
②Introduce a room and listen to the tape.
T: This is Tommy’s room, but he can’t find his books, 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, and 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 isn’t.
S2: Is it under the…?
T:No, it isn’t.
S3: Is it behind the…?
T: Yes, it is. Please find it out .Here you 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 the picture on the screen. This is Mary’s room. In groups offour , describe where the things are in the room.(Prepare
讓學(xué)生用身邊的學(xué)習(xí)用品操練句型，達(dá)到熟練運(yùn)用where提問。
用學(xué)過的一般疑問句以游戲的方式操練本節(jié)課所學(xué)內(nèi)容以增強(qiáng)趣味性。
利用屏幕上所給圖片，描述Mary房間物品的位置，強(qiáng)化句型。
For five minutes.)
S1: Is the book on the desk?
S2:Yes, it is. Is the backpack under the chair?
S3: No, it isn’t. It’s… Where are the keys?
S4:They are…
Homework: 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
初中英語公開課教案 7
教學(xué)目標(biāo)：
掌握過去進(jìn)行時態(tài)表達(dá)的意義及其構(gòu)成
教學(xué)設(shè)計過程：
Step 1 Leading-in
(學(xué)生活動)展示圖片，讓學(xué)生表達(dá)圖片中的人正在干什么：What are they doing? 引入本課的學(xué)習(xí)。
Step 2 Ask and answer
展示圖片，讓學(xué)生描述圖片中的學(xué)生在畫什么?
Step 3 Read and act
(錄像演示)播放Lesson 93對話的情景演示，Answer What is Li Lei drawing?
教學(xué)新詞匯painter
Step 4 Presentation
圖片展示，告訴學(xué)生Now it’s Wednesday. What did the students do on Monday?
展示對話：
A: What was Li Lei drawing when the teacher came in?
B: He was drawing an elephant.
通過現(xiàn)在進(jìn)行時歸納出過去進(jìn)行時的構(gòu)成。
(學(xué)生活動)展示第3部分內(nèi)容的學(xué)習(xí)。
Step 5 Practice
(錄像演示)情景演示如何描繪圖片中的學(xué)生在過去某個時刻正在進(jìn)行的動作，回答：
What was Han Mei drawing when the teacher came in?
What was she drawing on?
(學(xué)生活動)展示圖片讓學(xué)生用過去進(jìn)行時表達(dá)圖片中的行為。
What was/were Lucy and Lily/the boy/… doing yesterday morning when it rained heavily?
Step 6 Presentation
通過展示Li Lei昨天某些時間段內(nèi)進(jìn)行的動作，教學(xué)過去進(jìn)行時的`用法。
A: What was Li Lei doing at half past nine yesterday morning?
B: He was reading.
讓學(xué)生用其它的時間進(jìn)行練習(xí)，并可用其他的人作替換練習(xí)，如：Han Mei
Step 7 Ask and answer
(學(xué)生活動)Get the students to ask and answer the questions in pairs.
Step 8 Practice
(圖片)讓學(xué)生描述圖片中的人物的活動，練習(xí)過去進(jìn)行時的運(yùn)用。
The man was selling the fruit.
The boys were playing basketball.
Answer these questions:
1. What was the man in the building doing?
2. What were the man by the lake doing?
3. What was the man in the park doing?
4. What were the girls doing? What were the boys doing?
Step 9 Practice
(錄像演示)播放過去進(jìn)行時的情景運(yùn)用，讓學(xué)生根據(jù)圖片進(jìn)行練習(xí)。
Step 10 Exercise
Fill in the blanks with proper tenses:
1. While I_________(peel) potatoes, I_________(cut) my thumb.
2.We just________(go) out when some friends________(call) to see us.
3. When he was a child he_________(live) in the country.
4. While Judy and I ________ (wash) up, she ________ (ask) me to be quiet as our neighbors________(sleep).
看圖表達(dá)圖中的人物正在進(jìn)行的動作。
Step 11 Homework
1. Finish off the workbook exercises.
2. Do exercises on page 117 in Lesson 95 WB.
3. Do exercises on page 115 in Lesson 93 WB.
4. Talk about what were you doing at a certain time yesterday?
初中英語公開課教案 8
教學(xué)目標(biāo)：
1.能聽懂、會說、會讀、會寫詞匯open,the,door,close,window。
2.能聽懂、會說、會讀詞匯inclass,standup,Mr,sitdown,please,
sorry,comein.
3.能聽懂、會說、會讀日常用語與句型Openthedoor/thewindow.Closethedoor/thewindow.Standup.Sitdown.Comein,please.I’msorry.
教學(xué)重點(diǎn)
1.句型：Openthedoor/thewindow.Closethedoor/thewindow.Standup.Sitdown.Comein,please.I’msorry.
2.詞匯：inclass,standup,Mr,sitdown,please,sorry,come in.open,the,door,close,window.
教學(xué)難點(diǎn)：
1.句型：Openthedoor/thewindow.Closethedoor/thewindow.Standup.Sitdown.Comein,please.的正確讀法和在情境下的正確運(yùn)用。
2.詞匯：open,close的用法
教學(xué)準(zhǔn)備：
1.第一單元Storytime部分的掛圖、多媒體、磁帶、錄音機(jī)。
2.人物MrGreen,LiuTao,Mike,WangBing的頭像卡片。
3.句型：書寫Openthedoor/thewindow.Closethedoor/thewindow.Standup.Sitdown.Comein,please.I’msorry.的條形卡。
4.在黑板上畫好四線三格。
教學(xué)過程：
一、Greetings
T:Goodmorning/afteroon,class.
Ss:Goodmorning/afteroon,...
出示人物頭像，
T:Who’she?
S:He’sLiuTao/Mike/WangBing.
T:Who’she?
S:He’sMrGreen.(引導(dǎo)學(xué)生說)
領(lǐng)讀并教學(xué)Mr,區(qū)別Mr與Miss的`用法。
二、Listenandact
1.事先安排一名學(xué)生站在門外，教會遲到了說I’msorry.
教師關(guān)門上課。
門外學(xué)生敲門，
T:S1,pleaseopenthedoor.(做手勢).
S1：Yes,Mr/Miss...
S2(門外學(xué)生)：I’msorry，Mr/Miss...
T:Comein,...
出示句型條形卡，邊做動作邊領(lǐng)讀：
Pleaseopenthedoor.
I’msorry.
Comein.
2.T:(教師指門)What’sthis?
S:It’sadoor.
引導(dǎo)學(xué)生學(xué)習(xí)、拼讀單詞door.
教師做關(guān)門、開門動作，并領(lǐng)學(xué)生說;
Openthedoor.
Closethedoor.
同法教學(xué)window.Openthewindow.Closethewindow.
出示句型條形卡，邊做動作邊領(lǐng)讀。
3.做手勢，讓學(xué)生邊做邊說：
Standup.
Sitdown.
出示句型條形卡，邊做動作邊領(lǐng)讀。
三、Look,readandact.
教師打亂句型條形卡順序，指名學(xué)生認(rèn)讀并做相應(yīng)的動作。
四、Storytime
1.出示本部分圖片，引導(dǎo)學(xué)生看圖說話。
T:Look,MrGreenandhisstudentsareinclass.(教學(xué)inclass.)Whataretheysaying?Let’swatchandlisten.
播放多媒體動畫，引導(dǎo)學(xué)生理解在課堂上的各情境中老師和學(xué)生分別說了些什么。
1)剛上課班長說什么?
2)師生是怎樣問候的。
3)Mike遲到了，他怎么說，老師怎么說。
4)老師請開門、關(guān)窗上怎么說的。
2.學(xué)生看圖、聽錄音跟讀，注意語音、語調(diào)。
五、Doarole-play.
1.請一名學(xué)生上來，做“小老師”用學(xué)過的語句來上課，并請其他同學(xué)做動作。
2.小組活動。一名學(xué)生做老師，用學(xué)習(xí)的句子命令其他同學(xué)做動作。
六、Readandwrite
1.教師在黑板上示范板書open,the,door,close,window。
2.領(lǐng)讀并讓學(xué)生模仿抄寫。
七、Homework
1.抄寫單詞open,the,door,close,window。
2.聽錄音跟讀Storytime。
初中英語公開課教案 9
教學(xué)內(nèi)容：
Section A1a, 1b, 1c
教學(xué)目標(biāo)：
Teaching aims:
1. Teach vocabulary words.
2. Target languages: Is there a bank near here? Yes, there is. It’s on Center Street.
教學(xué)重點(diǎn)：
Enable the students to ask for and give directions on the street.
教學(xué)難點(diǎn)：
Help the students to ask for and give directions on the street.
教學(xué)步驟：
Teaching procedures:
Step 1. Warming up
Show three pictures prepared before class to the students. There is a cat in a box in picture 1. There is a cat on a box in picture 2. There is a cat under the box in picture 3.
Then ask some students to ask and answer these questions.
Step 2.Match work (2a)
Ask the students to read the picture and the words in the numbered list.
Ask the students to match each word or phrase on the list with one of the pictures.
Then check the answers.
Present the new sentence patterns.
Then ask the students to read the dialogue in the picture.
Step 3. Listening (1b)
Ask the students to listen to the conversations and circle the places in 1a.
Change the roles and do the same again.
Then students ask and answer without the help of the recording.
Step 4. Practice
Point to the different locations shown in the picture. Ask different students to name each one.
Then point to more locations and let the students to practice more.
Homework
1. Practice the conversation in the picture on page 7.
2. Learn the new words and phrases in this period by heart.
初中英語公開課教案 10
教學(xué)目標(biāo)：
1、知識目標(biāo)
本課時的四會單詞
2、能力目標(biāo)
1) 培養(yǎng)學(xué)生“聽”、“說”的技能
2) 能夠在購物時正確使用英語
教學(xué)重難點(diǎn)：
1、“聽”獲取信息
2、能夠在購物時正確使用英語
教學(xué)步驟：
Part One: Pre-listening
T: Today let’s talk about pocket money、Do you have pocket money? How do you spend your pocket money? How about our friends Daniel, Simon, Sandy and Millie? How do they spend their pocket money? Let’s guess.
Part Two: While-listening
1、Listen and finish Part A.
T: Please listen to the tape and finish Part A on page 84、Let’s check the answers.
2、Listen and fill in the blanks.
T: After listening, please fill in the blanks.
3、Listen and write.
T: Simon often spends money on football cards、What else does he like to buy?
Ss: CDs, sports shoes, stationery and T-shirts.
T: How often does he buy CDs?
Ss: Sometimes.
T: How often does he buy sports shoes, stationery and T-shirts? Please listen and answer.
Ss: …
Do poor children spend pocket money like Simon?
Ss: No.
T: Please look at the table on page 84、How often do poor children buy CDs?
Ss: Never.
T: How often do they buy sports shoes, stationery and T-shirts? Please listen again and write down the answers.
Ss:…
Part Three: Post-listening
T: Please read the advertisement on page 84 and complete the letter on page 85、Let’s read this letter together.
Part Four: Speak up
1、Listen and answer.
T: We know Simon always spends his pocket money on football boots、Today he wants to buy a new pair、How much are the football boots? Please listen and think about this question.
Ss: …
2、Read and answer.
T: Please read after the tape and think about these questions.
Ss: …
1、Read it in groups.
2、Do an activity.
T: Suppose you’d like to buy other things、Please work in groups of three and talk about the things in Part C2 on page 85、Use the dialogue in Part C1 as a model.
初中英語公開課教案 11
一、教學(xué)設(shè)計思路、指導(dǎo)依據(jù)說明：
本話題是仁愛英語八年級上冊第二單元的第二個話題，主要學(xué)習(xí)個人衛(wèi)生和飲食健康等內(nèi)容，也是中考中一個重要的話題。本話題主要通過談?wù)撊绾勿B(yǎng)成良好習(xí)慣，保持健康，學(xué)習(xí)掌握重要句型和詞匯;并通過閱讀有關(guān)飲食健康的文章，引入更多的詞匯，同時學(xué)會運(yùn)用簡單的閱讀策略獲取信息和學(xué)會保持良好的習(xí)慣。最后以Project探究形式對所學(xué)內(nèi)容進(jìn)行運(yùn)用，培養(yǎng)學(xué)生的綜合語言運(yùn)用能力。即是能將所學(xué)的語言組織起來，寫成語句連貫、表意準(zhǔn)確的短文。
二、教學(xué)目標(biāo)分析：
1.學(xué)會描述良好的生活習(xí)慣。
2.根據(jù)所學(xué)的詞或詞組, 寫出關(guān)于如何保持健康的重要性并給出好的建議的文章。
三、重點(diǎn)和難點(diǎn)分析：
描述出保持健康的方法，以及自己的看法。
四、教學(xué)過程設(shè)計：
Step 1. Lead in: 通過討論下面的問題，引出本節(jié)課的大任務(wù)。吸引學(xué)生，激發(fā)其學(xué)習(xí)興趣，提高學(xué)生作為學(xué)習(xí)主體課堂參與意識。
列一個目錄在黑板1. How often do you exercise ?
2. How often do you eat vegetables? 3. How often do you eat fruit ? 4. How many hours do you sleep every night ? 5. How often do you drink milk ? 6. How often do you eat junk food ? 7. How often do you drink coffee ?
Step 2.Revision 讓學(xué)生先以小組的形式復(fù)習(xí)section A 和section B的內(nèi)容，使用大腦風(fēng)暴法(讓學(xué)生brainstorm)說出一些食物名稱和healthy 有關(guān)的單詞短語和句子，目的是激活學(xué)生頭腦中和寫作話題keep healthy 相關(guān)的東西來醞釀寫作的思路，以便寫作時能選擇有意義的東西。
同時通過PPT出示一些good habits or bad habits及一些建議的短語：
Taking a walk after meals. Taking a walk after meals. Drinking enough water every day. Washing hands before meals Eating too much meat. Going to bed late and getting up late.
Throwing litter around.
Going to school without breakfast Problems: unhealthy Advice 1. should eat a lot of vegetables 2. should eat a lot of fruits 3. can drink milk every day 4. don’t drink coffee 5. shouldn’t eat junk food 6.exercise every day 7.should have eight hours’ sleep 8.don’t play computer games or watch TV too much
Step3. 展示作文題目，指導(dǎo)學(xué)生如何謀篇布局，規(guī)劃文章結(jié)構(gòu),起草文章,組織語言。
請根據(jù)課文所給的關(guān)于飲食和運(yùn)動的信息提示, 以 “ How to keep healthy” 為題寫一篇70個詞左右的短文。
Step4指導(dǎo)學(xué)生寫作。
1. 通過鏈接讓學(xué)生了解如何寫好作文，并分析文章的結(jié)構(gòu)：采用“總—分—總|的結(jié)構(gòu)
來寫。本篇習(xí)作重在how to, 通過闡述好的生活習(xí)慣對健康的重要性來提倡健康的生活方式。
2. 讓學(xué)生了解中考作文評分標(biāo)準(zhǔn)。
Step5. 出示一篇例文，讓學(xué)生了解文章結(jié)構(gòu)，并動手起草寫作文。
Step6. Share the writing.
1.小組成員互評互改：教師簡要傳授修改策略，同桌互相閱讀作品，并做必要的修改,并用紅筆劃出好詞、好句。草稿必須簽上批改同學(xué)的名字后上交。
2.在班上朗讀一篇優(yōu)秀的作文和中等的作品并一一進(jìn)行點(diǎn)評。
點(diǎn)評兩篇學(xué)生習(xí)作，選自一位基礎(chǔ)較好的同學(xué)和一位基礎(chǔ)一般的同學(xué)的.作文。教師根據(jù)上述提供的寫作標(biāo)準(zhǔn)，詳細(xì)點(diǎn)評兩篇習(xí)作的篇章結(jié)構(gòu)和句法的功能。目的是使學(xué)生盡力領(lǐng)會教師對文章的點(diǎn)評，培養(yǎng)學(xué)生選詞和用詞的能力，指導(dǎo)學(xué)生多模仿好文章的優(yōu)點(diǎn)。
Step7. Homework.把修改好的作文公整地抄作文本上。
五、教學(xué)反思：
本課的設(shè)計使學(xué)生從學(xué)習(xí)中學(xué)會了如何談?wù)摫３稚眢w健康，提高了學(xué)生學(xué)習(xí)興趣,增加了學(xué)生的知識面，提供了一定的語言實踐，鍛煉了學(xué)生運(yùn)用語言的能力。不足的是孩子們對寫句子還是存在很大的問題，一些學(xué)生還是中式思維句式，邏輯思維也較混亂。在以后的英語寫作中，討論部分應(yīng)該加進(jìn)去多些句子，這樣能更好的拓展學(xué)生的思路。還要教給學(xué)生如何去修改自己的作文。另外在今后的教學(xué)中還要增加其他不同類型的寫作訓(xùn)練，以提高學(xué)生的寫作能力。
初中英語公開課教案 12
一、教學(xué)目標(biāo)
（一）知識與技能：
1. 學(xué)習(xí)并掌握1a-2d的單詞和短語
(1) rainstorm, alarm, begin ,heavily ,suddenly, strange；
(2)go off, pick up, take a shower, make sure；
2. 掌握并運(yùn)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 were sleeping, I called Jenny and she helped me.
(4)What were you doing when the rainstorm came?
3.掌握過去進(jìn)行時態(tài)的結(jié)構(gòu)和功能，學(xué)會使用when和while從句。
�。ǘ┻^程與方法：
1.通過情景介紹的方式進(jìn)行詞匯或短語教學(xué)，讓學(xué)生在情境中操練、理解并學(xué)會運(yùn)用；
2.采取Pair work或Group work問答式的口語交際活動，讓學(xué)生運(yùn)用表達(dá)方式和句型互相操練“過去某一時間正在做某事”；
3. 采取與圖片配對、圈出正確答案的聽力方式幫助學(xué)生掌握聽力技能；
4. 采用Role-play的學(xué)習(xí)策略，利用課件引導(dǎo)學(xué)生自主學(xué)習(xí)，展開課堂教學(xué)。
�。ㄈ┣楦袘B(tài)度與價值觀：
培養(yǎng)學(xué)生在交談中表達(dá)過去的動作在某一時刻發(fā)生，使學(xué)生能夠提高自己的語言表達(dá)能力，并促使學(xué)生養(yǎng)成勤于觀察，勤于思考和勤于記錄的好習(xí)慣。
二、教學(xué)重難點(diǎn)
�。ㄒ唬┙虒W(xué)重點(diǎn)：
1.過去進(jìn)行時態(tài)的結(jié)構(gòu)和用法；
2.能夠用英語談?wù)撨^去發(fā)生的難忘的事情，能用英語來講述故事；
�。ǘ┙虒W(xué)難點(diǎn)：
1. 能夠用英語談?wù)撨^去發(fā)生的難忘的事情，能用英語來講述故事；
2. 理解連詞when和while的含義與使用。
三、教學(xué)策略
語音教學(xué)——讓學(xué)生進(jìn)行模仿操練；詞匯教學(xué)——采取情景介紹的方式進(jìn)行教學(xué)，讓學(xué)生在情境中操練、理解含義，并學(xué)會運(yùn)用；口語教學(xué)——采取 Pair work和Group work 問答式的口語交際活動互相操練；聽力教學(xué)——采取與圖片配對、圈出正確答案的聽力方式。
四、教學(xué)過程
Step 1 Free talk
1. 要求學(xué)生試讀課本單詞表中的單詞和短語，幫助學(xué)生解決語音問題。
2. 詢問某個學(xué)生正在干什么并請求回答的句型，在黑板上板書。
3. 展示圖片，向?qū)W生提問題。
(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.
【設(shè)計意圖】首先，讀會單詞、短語，幫助學(xué)生們解決語音問題，可以讓接下來的課上得更順利。其次，本單元的話題涉及談?wù)撨^去發(fā)生的難忘的事情。通過學(xué)生課前的預(yù)習(xí)，幫助學(xué)生回顧現(xiàn)在進(jìn)行時的句型。既可以檢測學(xué)生的預(yù)習(xí)的是否到位，同時可以為這堂課的句型學(xué)習(xí)做好鋪墊。然后，設(shè)計的二個問題是關(guān)于現(xiàn)在進(jìn)行時，通過二個問題的提問與回答，鼓勵學(xué)生勇于開口，講述自己身邊發(fā)生的事情，促使學(xué)生積極參與，活躍了課堂氛圍。
Step2 Warming-up
1.設(shè)置場景一：上星期天上午Lucy家發(fā)生的事情，如何用英語表達(dá)。
--- What was Lucy doing at this time last Sunday?
--- Lucy was doing her homework.
2. 設(shè)置場景二：昨天有一場暴風(fēng)雨，暴風(fēng)雨來臨時，他們在哪兒？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 ?
【設(shè)計意圖】通過對身邊發(fā)生的事情的描述，引出本單元的中心話題和重點(diǎn)句型，為以后的學(xué)習(xí)打下基礎(chǔ)。
Step3 Listening
1. 引導(dǎo)學(xué)生觀察單元主題圖中的四幅，讀1a，學(xué)習(xí)相關(guān)生詞及表述，
2. 將1a的地點(diǎn)與圖片配對。
3. 學(xué)生朗讀1b的八組短語；學(xué)生聽聽力，核對答案；講解句中出現(xiàn)的生詞及短語等。
【設(shè)計意圖】通過課本四幅圖片，生動具體地展現(xiàn)出當(dāng)時的.場景，進(jìn)一步激發(fā)學(xué)生說的欲望。講出本單元的關(guān)鍵句型，并在句型中穿插動詞短語，用紅色筆凸顯，加深學(xué)生的印象，讓學(xué)生注意。
Step4 Pair work
1. 要求學(xué)生跟讀聽力材料，模仿語音語調(diào)。
2. 讓學(xué)生結(jié)合1a活動中自己寫出或摘抄的內(nèi)容創(chuàng)編對話，對編排優(yōu)秀或有創(chuàng)意的學(xué)生及時肯定、表揚(yáng)。
【設(shè)計意圖】由于此前的1a，1b活動中已積累了一些句子，因此操練對話能幫助學(xué)生進(jìn)一步掌握目標(biāo)語言。同時，通過模仿語音語調(diào)，使學(xué)生的口語能力有更原汁原味的折射。
Step5 Listening
1. 讓學(xué)生觀察五幅插圖，并引導(dǎo)學(xué)生嘗試用動詞短語表述五幅圖片的含義，帶讀短語
2. 聽2a，并核對答案。
3. 在2b中，先要求學(xué)生瀏覽句子，了解句子的大意；其次讓學(xué)生預(yù)測這些空可能缺少怎樣的單詞；最后給出五個短語，讓學(xué)生聽聽力填空，核對答案。
4. 讓學(xué)生將動詞短語極其意思進(jìn)行匹配；要求學(xué)生觀察短語，并總結(jié)他們的共性。
【設(shè)計意圖】這部分聽力要求學(xué)生聽完男孩的獨(dú)白后，根據(jù)故事發(fā)生的順序排序，語段較長，語速較快，但根據(jù)插圖學(xué)生還是能較快地排好序聽完第二遍后要抓住細(xì)節(jié)填空，逐步加大難度，希望通過快速聽力中捕捉具體的細(xì)節(jié)，這也是中考目標(biāo)的要求。
Step6 Group work
1、讓學(xué)生們以2a為基本話題，以對話的形式復(fù)述對話，要求學(xué)生分角色扮演男孩和電視記者，練習(xí)用目標(biāo)語言談?wù)撨^去的事情，以2人為一小組，模仿2a,2b的內(nèi)容編寫對話，并表演出來。
2、讓學(xué)生們自己對自己的表現(xiàn)及語言表達(dá)能力進(jìn)行了自我評價，遷出優(yōu)秀的一組，給予鼓勵表揚(yáng)。
【設(shè)計意圖】模仿訓(xùn)練、鞏固過去進(jìn)行時態(tài)的相關(guān)知識，提高學(xué)生知識運(yùn)用能力。通過運(yùn)用和表演，既復(fù)習(xí)新知，同時以競爭機(jī)制評出“最佳表演組”，促使學(xué)生們積極參與，讓學(xué)生感受成功的愉悅，也活躍課堂。
Step7 Exercises
要求學(xué)生將答案填在導(dǎo)學(xué)案上，一定時間之后核對答案并講解。
【設(shè)計意圖】練習(xí)是學(xué)生心智技能和動作技能形成的基本途徑，課堂練習(xí)的目的在于使學(xué)生理解、掌握知識，是學(xué)生學(xué)習(xí)活動的一個必不可少的組成部分。
Step8 Role-play
1. 播放聽力，讓學(xué)生跟讀磁帶，了解對話大意。
2. 讓學(xué)生齊聲朗讀對話，糾正讀音，解答學(xué)生存在的語言障礙。
3.要求學(xué)生用所學(xué)目標(biāo)語言談?wù)揗ary和Linda在過去事件所做的事情，以鞏固練習(xí)目標(biāo)語言。
4. 學(xué)生結(jié)對分角色朗讀對話，給予適當(dāng)評價。
5. 講解語言知識點(diǎn)：
1). My alarm didn’t go off so I woke up late.
alarm n. 鬧鐘
e.g. What time shall I set the alarm for?
我該把鬧鐘撥到幾點(diǎn)鐘響？
2). I was waiting for the bus when it began to rain heavily.
�、賐egin v. (began) 開始
e.g. I’ll begin whenever you’re ready.
你什么時候準(zhǔn)備好我就開始。
常用的句型： begin to do與begin doing
一般來說，begin to do和begin doing可以互換，但在以下三種情況下，用to do。
I. 主語不是指人，而是it等。
如：It began to rain.
II. begin后接表示心理活動的詞。如：begin to know還有believe, wonder, think
等詞。
III. begin本身是ing形式，為避免重復(fù)后接to do。即：beginning to do
�、� heavily adv. 在很大程度上；大量地
e.g. moving heavily 吃力地移動
It was raining heavily. 雨下得很大。
3). So, when the rainstorm suddenly came, …
suddenly adv. 突然；忽然
e.g. I suddenly remembered that I hadn’t locked the door.
我忽然想起沒有鎖門。
4). That’s strange.
strange adj. 奇特的，奇怪的；不可思議的
e.g. a strange noise 奇怪的聲音
He’s always here; it’s strange you’ve never met him.
他經(jīng)常在這，你卻沒有見過他，真是不可思議。
5). I called at seven and you didn’t pick up.
pick up(=pick up the phone) 接電話
pick up 還有以下含義：
�、偈捌穑槐�
e.g. The children picked up many sea shells at the seashore.
孩子們在海邊撿到許多貝殼。
Pick that book up. 把那本書揀起來。
�、� 搭載
e.g. The car stopped to pick me up.
汽車停下來接我。
【設(shè)計意圖】分角色朗讀課文，形象生動，如親臨其境，可以把注意力吸引到課文的內(nèi)容中去，領(lǐng)略其中的含義，更能加深印象，不容易忘記。其次，分角色朗讀對話可以調(diào)動學(xué)生的積極性，提高表達(dá)能力。而且，還能增加課堂氣氛，營造出積極、活躍的課堂氣氛。
Step9 Summary
1、重點(diǎn)詞匯: rainstorm, alarm, begin ,heavily ,suddenly, strange, go off, pick up, take a shower, make sure
2、重點(diǎn)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 sleeping, I called Jenny and she helped me.
(4)What were you doing when the rainstorm came?
3、掌握過去進(jìn)行時態(tài)的結(jié)構(gòu)與用法
Step10 Homework
1、復(fù)習(xí)這課堂的詞匯并造句
2、描述你的某一天發(fā)生的事情，要求用過去進(jìn)行時態(tài)
初中英語公開課教案 13
一、教學(xué)目標(biāo)與要求
通過本單元教學(xué)，使學(xué)生初步學(xué)會日常交際中表示“介紹”(Introduction)"的一些簡單用語，并要求學(xué)生盡可能在交際場合中使用。繼續(xù)學(xué)習(xí)打招呼的常用語句。學(xué)習(xí)英語字母O~Z的讀音與書寫形式。學(xué)會字母歌。能背誦、默寫字母表(含大小寫)。
二、教學(xué)重點(diǎn)與難點(diǎn)
1、日常介紹用語(
2、英語字母O~Z。
三、課時安排
本單元共4課時，每課1課時。
S1:Hello! Im Jim Green.S2:Hello! Im Kate Green.叫其他幾個學(xué)生，分別用Im?，進(jìn)行自我介紹。
3、教師叫起一個學(xué)生(他或她的真實姓名，教師要知道)，然后用他(或她)的真實姓名提問：T：Hello! Are you ?讓大家猜一猜這句話的意思。幫助這個同學(xué)回答：
S：Yes,I am.教師可板書Yes,I am.讓大家猜一猜其含義。
再叫另一位同學(xué)，這個學(xué)生的真實姓名教師也要知道。但故意問錯：T:Hello!Are you ?幫助這個學(xué)生回答：
S:No,Im not.重復(fù)剛才的步驟，并對黑板上的答案進(jìn)行講解。其中am在肯定回答中不能縮寫，因為是強(qiáng)調(diào)。在否定回答中可以縮寫。關(guān)于am的縮寫，學(xué)生只是了解一下，能聽懂，能說出就可以了。
4、放錄音，學(xué)生先聽，后跟讀。反復(fù)兩至三遍。然后叫起幾個學(xué)生進(jìn)行單個練習(xí)：
T:Hello!Are you ?(用真實姓名) S1:Yes ,I am.T:Hello!Are you ?(非真實姓名) S2:No,Im not.Im .也可以把學(xué)生分成3人一組，進(jìn)行練習(xí)。
5、復(fù)習(xí)所學(xué)過的字母。教師出示卡片，同時問：Whats this?要求學(xué)生用Its?回答。教字母O~T,方法同前。q這個字母的讀音可能會引起一些麻煩，教師可給予特別注意。 6、拿出事先準(zhǔn)備好的小黑板，輔導(dǎo)這幾個字母的書寫格式。示范、操練步驟同前。 7、布置作業(yè)
1)練習(xí)朗讀所學(xué)日常用語;2)抄寫字母O~T,熟練朗讀A~T，并能背誦下來;3)練習(xí)冊T:Good morning(afternoon) S1:Good morning(afternoon).T:My name is .Whats your name? S2:My name is X_一個學(xué)生：T:Hello! S2:Hello! T:Are you X_S2:Yes, I am .T:How are you ? S2:Im fine,thank you.And you? T:Im fime,too. Thank you.在進(jìn)行以上操練時，注意操練形式的多樣性。既要有集體操練，又要有個人或小組之間的操練。在初級階段，學(xué)生往往容易適應(yīng)進(jìn)行“應(yīng)答”式的操練，即教師先用英語與學(xué)生打招呼，學(xué)生進(jìn)行呼應(yīng)。為使學(xué)生能主動、自覺地運(yùn)用所學(xué)英語去進(jìn)行“交際”，教師可從現(xiàn)在起，開始培養(yǎng)學(xué)生這方面的能力，并激發(fā)學(xué)生用英語進(jìn)行交際的欲望。從本課起，教師可進(jìn)行以下帶有明顯啟發(fā)式的操練：
請兩個學(xué)生到前面來，教師把他們分為A、B角色，然后用漢語介紹一下情景：
T：現(xiàn)在是早上，你們兩個人在路上相遇了，甲(A)先說什么?乙(B)怎么應(yīng)答?這樣，啟發(fā)學(xué)生進(jìn)行以下對話：
S1:Good morning.S2:Good morning.T:同學(xué)們從各個小學(xué)來到這里，有很多新同學(xué)要結(jié)識，如果你想詢問某一個同學(xué)的名字。應(yīng)該怎樣問呢?
啟發(fā)學(xué)生進(jìn)行以下對話：
S1：Hello!My name is .Whats your name? S2:My name is X_目前為止所學(xué)過的對話，教師都可以用這種為學(xué)生設(shè)計一個情景的方式，啟發(fā)學(xué)生主動運(yùn)用所學(xué)英語進(jìn)行交際。這種作法要堅持下去，學(xué)生的交際能力會在這樣的操練中，有效地提高;在很多學(xué)生中存在的`只能被動地去附合、呼應(yīng)教師的現(xiàn)象，也會在很大程度上有所改變。
2、復(fù)習(xí)“1~5”數(shù)詞的說法，教“6~8”這幾個數(shù)詞的讀音(學(xué)生能聽懂、分辨即可)。
3、請兩位同學(xué)到前面，教師用漢語向全班交待，他們中一個扮演Jim,另一人扮演韓美美。教師轉(zhuǎn)向扮演Jim的同學(xué)：
T:Hello, Jim.S1:Hello,Mr(Ms)(教師的Family Name).T:(Pointing to S2)This is Han Meimei.
(Pointing to S1)Han Meimei ,this is Jim.啟發(fā)全班同學(xué)：這時應(yīng)說什么?之后教師給出答案：Nice to meet you.解釋這句話的意思，并說明答語出是
4、放錄音。 S2:Hello,Li Lei.S1:Jim,this is Han Meimei.Han Meimei,this is Jim.S3:Hello,Jim! Nice to meet you .S2:Hello,Han Meimei! Nice to meet you.S3:How are you? S2:Fine,thank you.And you ? S3:Im OK.教師可將全班分為3大組(例如，每兩行為一大組)，每大組分別扮演一個角色，與在前面表演的同學(xué)進(jìn)行同步會話。
如果時間允許，可再叫幾名同學(xué)到前面來表演;或就近將學(xué)生分為三人一組進(jìn)行練習(xí)。教師可到學(xué)生中間聽一聽，對有困難的同學(xué)提供幫助。
6、復(fù)習(xí)A~T，方法同前;教U~Z，具體步驟可參考前面的方法。
7、布置作業(yè)
1)練習(xí)朗讀本課日常用語，并能用This is ?的句型，向別人進(jìn)行介紹;2)抄寫本課中所學(xué)字母，要求會背誦字母表。
四、交際用語
1.This is Wei Hua.Wei Hua,this is Jim.這是衛(wèi)華。衛(wèi)華，這是吉姆。 This is ?是用來進(jìn)行介紹的句式。如果是自我介紹，可以說：
Let me introduce myself.My name is ?我來自我介紹一下，我叫??一般當(dāng)聽完對方的介紹后，要主動說：Nice to see you!很高興見到你!
2、Nice to meet you!見到你很高興!
這是一種問候用語，一般在雙方剛認(rèn)識后講這句話，表示很高興結(jié)識對方。答語是：見到你我也很高興!此外，當(dāng)兩位熟人或朋友見面，也可用Nice to meet/see you .或Nice to seee you again。表示問候。
nice的詞義除表示“令人愉快的”以外，還有“漂亮的，好的”等意思。例如：Thats a
nice boy.那是個好孩子。Its a nice car.那輛汽車真漂亮。
課本核對。
4、翻到彩色插圖a)T:Good morning(afternoon). S:? b)T:Hello!Are you??
S: c)T:Whats your name? S:? d)T:How are you? S:?
e)T:Hello! Nice to meet you.S:? f)T:(手持字母卡片)Whats this? S:?
g)T:(使用課本彩色插圖
初中英語公開課教案 14
教學(xué)目標(biāo)
1.能聽懂、會說、會讀、會寫單詞open,the,book.
2.能聽懂、會說、會讀句子MrRobot,pleaseopen/closethebook..
3.復(fù)習(xí)鞏固語句Standup.Sitdowm.I’msorry.Comein,please.Open/closethedoor/window.并能在具體的情境中正確運(yùn)用這些句子。
教學(xué)準(zhǔn)備：
1.學(xué)生在家長的幫助下根據(jù)教材P8的內(nèi)容制作“聲控機(jī)器人”及遙控器。
2.學(xué)生把第一節(jié)課學(xué)過的'語句分別寫在不同的卡片上并編號。
3.教師準(zhǔn)備多媒體、寫有Standup.Sitdowm.I’msorry.Comein,please.Open/closethedoor/window.的條形卡。
教學(xué)過程：
一、Greetings
教師做手勢，引導(dǎo)學(xué)生說：Standup.
T:Goodmorning/afternoon,class.
Ss:Goodmorning/afternoon,Mr/Miss...
T:Sitdown,please.
Ss:Thankyou.
二、Review
1.T(指門、窗):What’sthis?
S:It’sadoor/window.
T:Yes.Open/closethedoor,...
S:Yes,Mr/Miss...
2.出示語句條形卡，指名學(xué)生認(rèn)讀并做動作。
3.播放Storytime動畫，靜音，讓學(xué)生給畫面配音。
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