仁愛版英語教案范文

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教案是教師根據課程教學大綱或實踐教學大綱和教材內容,針對不同層次,不同專業學生,就每一個知識點或知識群,結合學生實際而進行思考設計,周密地組織,指導學生學習活動而編寫的具體教學方案.那么具體應該如何寫呢?下面是小編給大家整理的仁愛版英語教案范文5篇，希望對大家能有所幫助!

仁愛版英語教案范文1

Unit 1 The Developing World Topic 1 Our country has developed rapidly. Section A The main activities are 1a and 2. 本課重點活動是1a和2。

Ⅰ. Teaching aims and demands 教學目標 1. Learn some new words and useful expressions: cruel, proper, by the way, bell, chairwoman, yet, grandson 2. Learn the present perfect tense: You have just come back from your hometown. Where have you been, Jane? I have been to Mount Huang with my parents. By the way, where’s Maria? She has gone to Cuba to be a volunteer… 3. Learn some functional sentences: I felt sorry for them. There goes the bell. Ⅱ. Teaching aids 教具錄音機/童工圖片/小黑板/多媒體圖片或幻燈片/學生的旅游紀念照 Ⅲ. Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步復習(時間:12分鐘) (通過教師詢問暑期活動，導入話題，呈現現在完成時和部分生詞。) T: Listen! The bell is ringing. Let’s begin our class! (老師解釋The bell is ringing等于There goes the bell，板書bell，要求學生掌握) bell Nice to see you again. Did you enjoy your summer holidays? Ss: Yes. T: (問其中一學生)Hi, Li Xueqing, where did you go during your summer holiday? S1: I went to my grandparents’ home. T: What did you do there? S1: I went fishing, swimming and so on. T: Wang Xue, where did you go? S2: I went to West Lake with my father. T: Wow! West Lake is a beautiful place. What did you do there? S2: I enjoyed the beautiful scenery, took photos and bought many beautiful cards. T: Li Yang, what about you? S3: I had to stay at home to help my mother with the housework. T: Oh. I feel glad for what you did, and I think you’re a good girl. You’re helpful. S4, did you go to summer classes? S4: Yes. I did. I went to an English training school to improve my English. I think the English training school is a nice place for me to improve my English. T: The English training school is a proper place to improve your English. (板書生詞，請學生猜漢語意思并領讀，要求掌握。) proper Step 2 Presentation 第二步呈現(時間:12分鐘) 1. (創設對話情境。Mr. Smith組織Class 2去野營。在校門口集合時發現Jim沒來。對話呈現have/has gone to…，完成2。) Smith: Hello! Everyone. Are we all here? Ss: No, Jim isn’t here. Smith: Do you know where he is?(教師幫助學生用has gone to和volunteer回答。) Ss: Yes. He has gone to Beijing to be a volunteer for the Olympics. (板書volunteer，讓學生猜出意思。然后板書have/has gone to，解釋并稍加操練。) volunteer have/has gone to … (星期一Jim返回學校，Mr. Smith和Jim展開對話，呈現have/has been to …) Jim: Good morning, Mr. Smith. Smith: Good morning, Jim. You have just come back from Beijing. How was your trip? Jim: Cool! And I have been to many places of interest. (教師可用簡筆畫呈現have/has been to和have/has gone to，并講解它們的區別。) He has been to school. He has gone to school. 2. T: Mr. Smith and his class had a good time. By the way, do you know what Rita, Jane and Kangkang did during the holiday? (板書by the way，要求學生掌握) by the way T: Now, listen to 1a. Kangkang and his friends are talking about their different experiences during their holidays. Pay attention to what they have done. (播放1a錄音，注意文中主人公在暑假中的活動。) T: From 1a, we know someone has just come back from India. Who is she, Sally or Rita? (教師加重語氣讀has just come back。) S1:Rita. (學生若有疑問或答錯，可再播放一遍錄音。) T: Yes. You have the right answer. Rita has been to her hometown in India in her summer holiday. But now she is in China. We can say she has been to India. Where has Jane been? S2: Mount Huang. (教師引導學生用現在完成時表達。) T: Yes. She has been to Mount Huang. Where has Kangkang been? S3: He has been to an English training school. 3. (重放課文1a錄音，核對答案，板書并領讀生詞cruel，要求學生掌握。) T: Listen to the tape again. And then talk about what they have done. (多媒體展示康康、簡、麗塔和瑪麗亞的圖像和has been to。讓學生再聽一遍對話，教師引導學生用現在完成時說出四人分別在暑假中的活動。) S4: Kangkang has been to… Rita has been to… Jane has been to… … (教師展示印度童工圖畫。) T: They are as old as you. What were they doing? S4: They were working. They looked so tired and thin. T: Rita saw them working for a cruel boss in her hometown in India. They couldn’t go to school. They lived a poor life. I felt sorry for them. (板書cruel，要求學生掌握) cruel Step 3 Consolidation 第三步鞏固(時間:10分鐘) 1. T: Now, open your books. Please read 1a. And then fill in the chart in 1b, according to 1a. (學生讀對話，也可以三人小組分角色讀對話，教師巡視糾正學生發音。) (學生獨立完成1b的表格。教師檢查學生所填內容，然后學生口頭匯報，鞏固現在完成時have / has been to 這一基本句型。) 2. T: Kangkang has been to an English training school to improve his English. Rita has been to India. What about you? Where have you been?And what did you do?Please work in groups to talk about your summer holidays. (學生三人一組進行問答。) T: Who will try to act it out in front of class? (挑幾組學生進行表演，并對學生進行適時指導和鼓勵。) For example: S1: I have been to West Lake. S2: (指S1問S3) Where has he/she been? S3: He/She has been to West Lake. S2: (問S1) What did you do there? S1: I went boating on the lake. S2: (指S1問S3) What did he/she do there? S3: He/She went boating there. (教師引導學生區別一般過去時與現在完成時。) Step 4 Practice 第四步練習(時間:6分鐘) 1. (教師讓學生兩人一組，每人拿出提前準備好的照片或圖片，操練現在完成時，并注意區別一般過去時和現在完成時，完成1c。) A: Hi, B. Where have you been? B: I have been to Shanghai. A: When did you go there? B: I went there this summer holiday. … C: Hi, D. Where has Lucy gone? D: She has gone to Mount Tai. C: Why did she go there? D: Because she wanted to see the sunrise there. … 2. (根據呈現的have/has been to…和have/has gone to…，完成2。小組完成后可討論答案，然后教師核對。在處理2時，講解并要學生掌握chairwoman, yet和grandson，板書并領讀。) 3. (繽紛小賽場。出示幻燈片或小黑板。) (1)My teacher gave us the p answer.(首字母填空) (2)I also want to be a v for the 2008 Olympics.(首字母填空) (3)These (chairwoman) can’t agree with each other.(適當形式填空) (4)—Hi, Michael. How was your holiday? —Wonderful! Because I to many famous mountains.(單項選擇) A. went B. have been C. have gone D. has gone (5)—Where’s Jane, Maria? —She her hometown to see her grandparents.(單項選擇) A. return to B. has gone to C. has been to D. have gone to Step 5 Project 第五步綜合探究活動(時間:5分鐘) 1. (教師制作關于暑假活動的表格，讓學生相互調查完成表格。) Name Where has he/she been? What did he/she do? … … 2. Homework: Write a survey report. (課后根據本課內容，用過去式和現在完成時寫一份暑假調查報告。內容包括：1.去了什么地方?2.做了什么事?) 板書設計： Our country has developed rapidly. Section A proper by the way How was your trip? volunteer see … doing —Where have you been, Jane? There goes the bell. —I have been to … —Where’s Jane? —She has gone to … Section B The main activities are 1a, 1b and 2a. 本課重點活動是1a, 1b和2a。 Ⅰ. Teaching aims and demands 教學目標 1. Learn some new words and expressions: social, learn … from …, shut, dig, granny, describe, in detail, education, develop, development 2. Learn the present perfect tense and useful sentences: Have you ever fed the disabled children? Yes, I have./No, I haven’ t. Has Ann ever…? Yes, she has./No, she hasn’t. Though I had no time to travel, … Is that so? 3. Learn about the differences between the Chinese teenagers’ lives in the past and at present. Ⅱ. Teaching aids 教具錄音機/幻燈片/殘疾兒童的照片/小黑板/《三毛流浪記》和《家有兒女》影片片斷 Ⅲ. Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步復習(時間:8分鐘) 1. (通過師生問答復習現在完成時。) T: Hi, Class. Let’s play the game “Quick Response”. T: Where have you been, S1? S1: I have been to Hong Kong, and I have bought many things. . . . T: Where has S2 gone? S3: He/She has gone to Mr. Lee’s office. 2. (教師出示一張吉姆的旅游照片，介紹他的假期經歷，導入并教授生詞。) T: Do you want to know where Jim has been during his summer holiday? Ss:Yes. T: It’s a photo of him. Let me describe it for you. (板書) describe T: He has been to Beijing with his parents, granny and little sister. (板書) granny T: His little sister went there for further education. Her dream is to study abroad. I hope her dream will come true. I think some of you want to study abroad. Am I right? (板書) education Ss:Yes, you’re right. T: So you must study hard. With the development of our country, most of you will have a chance to study abroad. (板書，學生跟讀熟悉單詞，快速記憶。) development, develop Jim also did some social activities.(學習social，引入disabled children’s home。) Step 2 Presentation 第二步呈現(時間:10分鐘) 1. (老師拿出一張殘疾兒童之家的圖片，導入現在完成時的一般疑問句。) T: What’s this? Ss: It’s a disabled children’s home. (理解單詞disabled，板書并領讀) disabled T: Have you ever been there? Ss: Yes, we have./No, we haven’t.(引導學生去回答) T: Maria has been to a disabled children’s home. Do you want to know what Maria has done there? Ss: Certainly. T: OK. Let’s listen to the tape and answer the following question. What did she do to help them? (聽1a錄音回答問題，老師核對答案。) T: Did Maria have anytime to travel? Ss: No, she didn’t. But she still felt happy. T: Yes. Though she has no time to travel, she learned a lot from her holiday experiences. (老師解釋though引導讓步狀語從句，不與but連用，然后繼續詢問。) T: Sally, what did you do to spend your leisure time during the holiday? (板書leisure, learn … from …并要求理解) leisure Sally: I watched many films. T: Oh. Do you want to watch films now, boys and girls? Ss: Great. (用多媒體播放《三毛流浪記》和《家有兒女》影片片斷，對比影片所反映的生活。播放2a錄音前，把班級分為A和B兩大組，分別記錄過去和現在生活，完成2b。)

Food Clothes Education … In the past Nowadays T: Today we all have a happy life, but in the past, people’s lives were very hard. Listen to the tape, and answer the following questions. (播放2a錄音，并回答下列問題。用幻燈片出示問題，讓學生讀問題，并放錄音。) 1. Did kangkang’s granny have a hard life in the past? 2. How did most children spend their childhood in the past? (板書，理解childhood) childhood 2. (學生打開課本，再聽2a，跟讀并找出疑難點。) 3. (鼓勵學生說出疑難點和含有現在完成時態的句子，引導學生解釋疑難點，并板書要點，理解生詞support, rapidly，掌握短語in detail。) have/live a hard life Is that so? in detail can’t/couldn’t afford sth. Our country has developed rapidly. give support to sb./give sb. support Step 3 Consolidation 第三步鞏固(時間:12分鐘) 1. (分角色朗讀2a，選擇四組進行比賽，激發學生朗讀興趣。) 2. (聽錄音2c填空。提高學生聽力技能，進一步了解過去與現在的生活變化。) T: Listen to the tape and fill in the blanks. (播放錄音2c兩遍，并核對答案。若有不明白之處，再放一遍。) 3. (學生兩人一組，談論過去的孩子和現在的孩子不同的生活。) T: Work in pairs to talk about children’s different lives in the past and nowadays. For example: S1:In the past, many families were big and poor. S2:Yes. The parents couldn’t afford their children’s education. S1:The children had no chance to go to school. S2:Some of the children had to be child laborers. S1:I feel sorry for them. We are so happy nowadays. S2:Nowadays, our country has developed rapidly. Most children can get a good education. T: Just now, you compared Chinese teenagers’ lives in the past with those nowadays. You can write an article about it after class. Step 4 Practice 第四步練習(時間:10分鐘) 1. (出示殘疾兒童的圖片，指令學生運用現在完成時，針對圖片進行問答練習。) (1)—Have you ever told stories to the kids? —Yes, I have. (2)—Have you ever fed the disabled children? —No, I haven’t. (3)I have cleaned their rooms. 2. (引導學生總結現在完成時的句子，結構為：have/has+動詞的過去分詞。然后板書幾組過去分詞的構成，同時告訴學生動詞的不規則變化可參考書后附表，完成1b過去分詞的填空部分。) clean cleaned shut shut dig dug do did (板書并掌握生詞shut和dig) shut, dig 3. (用現在完成時的一般疑問句操練1b，完成1b。要注意第三人稱單數的練習。例如：) A: Chat on line. B: Have you chatted on line/Has he chatted on line? C: Yes, I have./No, he hasn’t. Step 5 Project 第五步綜合探究活動(時間:5分鐘) 1. (讓學生在課后調查自己的父母親或爺爺奶奶童年時的生活，寫一份調查報告。) T: We know a lot about the differences between teenagers’ lives in the past and nowadays. What are your opinions? Do you care about your parents’ childhood? Do you care about your grandparents’ lives in their childhood? If so, you can ask your parents or your grandparents some questions. Make a simple survey report at last. (調查可以是關于娛樂、運動、學習、飲食、住房、穿著、健康、工作等方面的。) (板書生詞teenager和nowadays，并要求理解) teenager, nowadays 2. Homework: According to your survey, please write an article about teenagers nowadays. (此綜合探究活動既完成了課本2a部分，又綜合了學生對本課內容的理解，讓學生感受到世界變得越來越美好，體現了教學目標中對學生的情感教育。) (為出色完成此項作業也可鼓勵學生利用多種方式獲得信息。) T: It’s possible to read the text of Section B to finish your article and your parents can also help you. What else can you do to get information? Ss:We can search the Internet. T: Excellent! Have a break! Ss:Thank you. See you! 板書設計: Our country has developed rapidly. Section B social —Have you ever fed the disabled children? describe —Yes, I have./No, I haven’t. development —Has Ann ever …? Though I had no time to travel, … —Yes, she has./No, she hasn’t. Is that so? With the development of China, … Section C The main activity is 1a. 本課重點活動是1a。 Ⅰ. Teaching aims and demands 教學目標 1. Learn some new words and useful expressions: communication, quick, keep in touch with, far away, sort, rapid, progress, make progress, already, succeed 2. Go on learning the present perfect tense: (1)My granny has lived in Beijing for more than forty years. (2)Beijing has made rapid progress. 3. Compare the living conditions in the past with those at present. Learn the great changes in China. 4. Tell the students to cherish the life at present and study hard to make China stronger. Ⅱ. Teaching aids 教具錄音機/投影儀/舊北京城的圖片/新北京城的圖片/自己家鄉新舊變化的圖片 Ⅲ. Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步復習(時間:10分鐘) 1. (檢查作業。讓學生在小組中交流自己的報告，然后小組推薦出一名學生向全體同學報告。師生互動，談論父母或爺爺奶奶的童年生活。) For example: T: What do you think of your life at present? Ss: We live a happy life. T: Who can tell us what your grandparents’ life was like in the past? S1: Let me try. My granny had a hard life during her childhood. Her family was very big and poor. Her parents couldn’t afford her education. S2: My grandpa used to be a child laborer… S3: … T: Very good. So you should enjoy today’s life and study hard. 2. (開展全班討論活動，主題為“我和爺爺奶奶比童年”，復習新社會的幸福生活，感受社會進步。并逐一匯報。) S1: We have a balanced diet. S2: We can wear different kinds of clothes. S3: We can also get a good education. For example, we have chances to draw pictures, play musical instruments and receive some other training. … Step 2 Presentation 第二步呈現(時間:12分鐘) 1. (用多媒體或圖片展出舊北京城和現代北京城的照片并做比較，從而引出生詞。) T: Let’s look at the place which Kangkang’s granny lived in. It was old Beijing. What were Beijing’s roads like? Look at today’s Beijing. What are Beijing’s roads like now? S1: In the past Beijing’s roads were narrow. S2: But Beijing’s roads are wide now. T: You’re right. Do you know how to keep in touch with our friends far away? (板書narrow，要求理解。) narrow (板書，講解且要求掌握。) far away, keep in touch with S1: We can keep in touch with our friends on the Internet. S3: We can also use fax machines. S4: We can use cellphone to keep in touch with our friends. T: Great. But do you know how people kept in touch with their friends in the past? S1: They used to write letters. T: Yes, good. At that time if we wanted to keep in touch with others, we could also send telegrams. OK, we know, in the past we could write letters, and send telegrams to keep in touch with our friends. But nowadays we can use many sorts of communications methods, such as telephones, cellphones, fax machines, the Internet and so on. (板書telegram, fax，要求理解。板書sort和communication，要求掌握。) fax, telegram, sort, communication T: In the past the communications were slow, but today’s communications are very quick. So we can say, China has made rapid progress. (板書，掌握生詞quick, rapid, progress) quick, rapid, progress 2. (學生打開書，快速閱讀1a，完成1b，找出每段的中心句。) T: Open your books, read 1a quickly and find out the main ideas of four paragraphs. (1) Kangkang’s granny has seen the changes in Beijing herself. (2) In the 1960s, the living conditions in the city were poor. (3) China has developed rapidly since 1978. (4) It is important to remember the past, live in the present and dream about the future. 3. (仔細閱讀1a, 并回答下列問題, 提高閱讀理解能力, 用幻燈片出示問題。) (1) How about Beijing’s roads in the past? (2) Could most families get enough food in the past? (3) Why didn’t the children have a chance to go to school? (4) What about people’s lives nowadays in Beijing? (教師核對答案, 并加以糾正。) 4. (學生跟讀課文錄音, 找出文中的疑難點, 并分組討論。對大部分學生不能理解的難點，教師給以板書并講解。) see…oneself narrow(要求理解) so…that… relative far away not only…but also… already China has developed rapidly since 1978. Step 3 Consolidation 第三步鞏固(時間:12分鐘) (讓學生再次閱讀。兩人一組填表格, 加深對北京今昔變化的了解。) (用投影儀出示表格。) In the past Nowadays Roads Houses Communications Living conditions Step 4 Practice 第四步練習(時間:8分鐘) 1. (再次呈現新舊北京城的圖片, 參照上一步的表格，師生互動, 完成1c。) T: What were Beijing’s roads like in the past? S: Beijing’s roads were narrow. T: What has happened to Beijing’s roads nowadays? S: Beijing’s roads have changed. They are wider than before. There are more ring roads. T: What will Beijing’s roads be like in the future? S: I think Beijing’s roads will be the widest in the world in the future. 2. (分組活動以采訪的形式二人一組, 其中一個扮演記者，另一個扮演居住在北京多年的老人，對北京的變化做一個采訪，從而提高同學們的口語表達能力，培養熱愛生活熱愛社會的情感。R=Reporter，M=Man) R: Hello!How do you do? M: How do you do? R: May I ask you some questions? M: Of course. Go ahead. R: How long have you lived in Beijing? M: I have lived here for more than thirty years. R: Oh. Can you describe the roads, houses and living conditions of Beijing in the past? M: OK. I was born in old Beijing. At that time, Beijing’s roads were narrow and crowded. My house was small and dark and the living conditions were hard. In summer, it was very hot and in winter it was very cold. How hard the life was! But now you can see Beijing’s roads are wider and wider. I live in a tall and bright building and my living conditions are comfortable. How happy the life is! R: Thank you. (找盡可能多的學生做采訪，比一比哪個組更好。) Step 5 Project 第五步綜合探究活動(時間:3分鐘) (讓學生們搜集關于所住的城鎮的舊照片，并與現在的城鎮作比較，寫一篇調查報告。教育學生熱愛自己的家鄉，為家鄉擁有更美好的未來而努力。完成2。) Homework: Write a passage on “Changes in my hometown”. Eighty words at least. 板書設計： Our country has developed rapidly. Section C see…oneself keep in touch with far away China has developed rapidly since 1978. happen to sb./sth. Section D The main activities are 1 and 4. 本課重點活動是1和4。 Ⅰ. Teaching aims and demands 教學目標 1. Learn some new words and useful expressions: rope, war, note, composition, consider, draw up, tool, thanks to 2. Review the present perfect tense. 3. Feel and write down the changes of China. Ⅱ. Teaching aids 教具 2中的圖片/錄音機/小黑板/幾張新舊環境對照圖 Ⅲ. Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步復習(時間:12分鐘) 1. (檢查上節課綜合探究活動成果——描述你家鄉的變化，要求學生交換描述，并選幾名學生在全班同學面前進行描述。) T: We have known the changes around us. Let’s talk about them together. (教師引導學生一起講述一些中國生活條件的變化。) (1) The roads in the past were narrow and dirty. Now there are many clean and wide ring roads in the cities. (2) We have big houses to live in. They are very comfortable. (3) We have different kinds of food to eat and fashionable clothes to wear. (4) We can use computers, telephones, and fax machines to make our communications faster and easier. (教師可用提示性的單詞如road, house, food 等讓學生一起來講述。) 2. (教師拿出課本2中的圖片，復習現在完成時一般疑問句，學習部分生詞，完成2。) T: Thanks to the government’s efforts, people’s living conditions have changed a lot, especially the leisure activities. Can you say some leisure activities which they often had in the past? Ss: Watching a movie in the open air/Jumping rope/Playing tug of war/Playing hide and seek. (板書生詞，要求掌握rope, war。) thanks to, rope, playing tug of war, hide and seek T: Have you ever played any of them? Ss: Yes, we have. T: Have you ever watched a movie in the open air? Ss: No, we haven’t. … Step 2 Presentation 第二步呈現(時間:8分鐘) 1. (老師繼續利用2中圖片對話，引出1聽力內容。) T: I think these leisure activities make your lives interesting. What else have you done except these leisure activities? Ss: We have joined an organization to help the old in the Community Services. (板書單詞organization，要求理解。) organization T: You are so helpful. Our main character in 1 also joined the same organization. Let’s listen to the tape. 2. (播放1錄音。班級學生分為四人一組，推選一人代表本組參加搶寫賽。聽完錄音3分鐘內首先把答案寫在黑板上的組為聽力組，獎幸運星一枚。) T: Before we listen to the tape, listen to the rules carefully. Each group make one student write your answers on the blackboard. The fastest one is the winner, and your group will win a lucky star. Clear? Ss: Yes. ☆ Group 1 Group 2 Group 3 … T: Group 2 is the winner. Congratulations! Ss: (Claps…) Step 3 Consolidation 第三步鞏固(時間:7分鐘) 1. (再次播放1錄音，重復所聽的句子。特別注意要填入的重要信息。) T: Listen again and pay attention to the impo

仁愛版英語教案范文2

教材分析

1.本節內容就是為了進一步鞏固主句為一般過去時的賓語從句，是對上一節課的鞏固，并為以后的學習做了鋪墊。這節課學的知識是本冊書的重點之一。

學情分析

1，通過練習發現學生賓語從句并不是很懂，做起題來很蹩腳。

2，由于賓語從句是新學的語法項目，學生在日常學習中也接觸，但由于在語文中并不涉及，這為英語中賓語從句的學習設置了障礙。所以學生學起來有一定的難度。

教學目標

知識與能力目標：

1，學習新單詞和主句為一般過去時的賓語從句;2，繼續談論時裝表演，了解各民族服裝;3，通過本課學習，使學生對中國服裝文化能有更深刻的了解。

過程與方法：

讓學生在反復練習的基礎上，能夠很自然的掌握賓語從句。

情感態度和價值觀：

通過対本課的學習，讓學生了解民族服裝文化，加強對民族服裝文化的了解，增進民族感情。

教學重點和難點

主句為一般過去時的賓語從句

教學過程(本文來自優秀教育資源網斐.斐.課.件.園)

Step 1. Review the object clauses of which the main clauses are 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 into Part 2and practice the object clauses of which the main clauses are in the past simple tense.

Step 5.C___olidation :

Step 6.Homework:

教學環節

一，復習

二，導入三，呈現

四，練習五，鞏固六，作業

復習賓語從句，然后利用賓語從句引入新課，并展示圖片，學習生詞，進而學習少數民族服裝，處理第三部分。引入1a后，讓學生反復練習賓語從句，在深入感知1a后，完成1b。導入第二部分后，進一步鞏固賓語從句。

賓語從句的練習會阻力重重，對于少數民族服裝的了解不是很多。

利用多媒體進行教學讓學生很直觀的認識民族服裝，增加英語學習興趣。

板書設計(需要一直留在黑板上主板書)

Unit 8 Topic 3 Let’s go and watch the fashion show

-----Setion B

生詞:catwalk cheongsam traditional minority backstage signature

短語:in the center of ; in the world of ; traditional dress ;

high fashion; minority costume; another three models; as for

句型：I guess it’s 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…

學生學習活動評價設計

在學習的過程中，只要學生積極參與，教師和學生都應給予積極的學生以積極的評價，增加學生學習英語的興趣。

仁愛版英語教案范文3

Unit 4 Why don’t you talk to yourparents?

Section A 1 (1a-2d)

一、教學目標：

1. 語言知識目標：

1) 能掌握以下單詞：allow, wrong, guess,deal, work out

能掌握以下句型：

① —What’swrong?

—I’m really tried because I studied until midnight last night.

② You could give him a ticket to a ball game.

③ I think you should ask your parents forsome money.

④ Why don’tyou talk to him about it?

2) 能了解以下語法：

(1)能夠運用所學知識談論問題和困難、提出建議并做出選擇;

(2)能根據對方所提出的問題，給出一些合理的建議。

2.情感態度價值觀目標：

培養學生良好的合作意識，鼓勵學生大膽表達自己的想法和意愿。正確認識生活中的一些困難，能采用正確的方式解決生活中的問題。

二、教學重難點

1. 教學重點：

1) Talk about the problems.

2) Learn the new languagepoints.

2. 教學難點：

能根據對方所提出的問題，給出一些合理的建議。

學會表達建議的一些方式。

三、教學過程

Step 1 Warmingup

1. 導入學生們平時在學校和生活中存在的問題。

T: What’s the matter/ What’s wrong?

S: He has too much homework to do.

T: Do he like to do it?

S1：No, he doesn’t. Because hedoesn’t 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.

① I have to study too much so I don’t getenough sleep.

② Ihave too much homework so I don’t have any free time to do things I like.

③ Myparents don’t allow me to hang out with my friends.

④ Ihave too many after-school classes.

⑤ 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 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: What’swrong?

B: I’mreally tied because I studied until midnight last night.

A: Why don’t you go tosleep earlier this evening?

4. Language points

1) allow v. 允許;準許

allowsb. (not) to do sth. (不)允許某人做某事

e.g. My parents don’tallow me to stay up late. 我父母不允許我熬夜。

Mr. Smith allowed Mike to drive there. 史密斯先生允許邁克開車去那里。

2) wrong adj. 錯誤的;不對的

= notright

e.g. Some words on theadvertisement are wrong. 廣告上的一些字錯了。

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 the 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 to 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 isn’t good at writing letters. He ______ call him____, but he doesn’t want to talk about it on the ______. He ______ talk to himso that he can say he’s sorry but it’s not ____. He ______go to his house buthe doesn’t want to _______ him. He could take him to the _____________, but hedoesn’t 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 conversation first.

3. e.g. A: What’s 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 you’re sorry.

B: ButI don’t want to talk about it on the phone.

4. Ss act the conversationin pairs. Ask some pairs to act out their conversations.

Step 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 us guess the height of the building.

讓我們來猜一下這個建筑物的高度。

(2) big deal, deal

big deal是英語中的一個固定搭配，表示 “重要的事情或狀況”，多用于非正式交流。作否定用法時，常說It’s not a big deal或It’s no big deal.表示說話人并不認為某事有什么了不起。

e.g. There's a soccergame on TV this evening but I don’t have to watch it. It’s no big deal. 今天晚上電視上有一場足球賽，但我不一定要看。沒什么大不了的。

It’s a big deal, David, bigger than you know.

這事挺重要的，戴維，比你所知道的要重要。

What's the big deal? It’s only a birthday, not the end of the world.

有什么了不起的?這不過是個生日，又不是世界某日。

(3) work out

work out 解決(問題);算出

e.g. Mike worked out thedifficult problem by himself.

邁克自己算出了那道難題。

Isit possible to work out the problem? 有可能解決這個問題嗎?

Homework:

Write three conversationsabout your problems and your friends’ suggestions.

A: I have too manyafter-school classes.

What could I do?

B: You could …

Section A 2 (3a-3c)

一、教學目標：

1. 語言知識目標：

1) 學習掌握下列詞匯：get on with; relation, communication, argue, cloud, elder, instead, whatever, nervous, offer, proper, secondly, communication, explain, clear

2)閱讀短文，能按要求找到相應的信息。

3)通過閱讀提高學生們的閱讀能力。

4) 了解在如果生活中發生了一些不盡如人意的問題，應當如何面對理性地去解決。

2. 情感態度價值觀目標：

人的一生并不都是一帆風順的，難免有一些挫折的困難，如果生活中發生了一些不盡如人意的問題，我們學會冷靜對待，學會合理的辦法去理性地去解決。

二、教學重難點

1. 教學重點：

1) 掌握本部分出現的生詞和詞組，達到熟練運用的目標。

2) 閱讀短文，獲得相關的信息。通過閱讀練習，來提高閱讀能力。

2. 教學難點：

1) 閱讀短文，獲得相關的信息的能力。

2) 理解并運用所學的詞匯及表達方式。

三、教學過程

Step 1 Revision

Some Ss give some problems. Other Ss give advice.

Problems and advice:

1. I have to study too much so I don’t get enough sleep.

Why don’t you go to sleep earlier this evening?

2. I have too much homework so I don’t have any free time to do things I like.

Why don’t you go camping with your friends this weekend?

3. My parents don’t allow me to hang out with my friends.

Why not read some interesting books at home?

4. I have too many after-school classes.

Why don’t you talk about it with your parents?

5. I got into a fight with my best friend.

Why not call him up?

Role-play the conversation of 2d.

Step 2 Presentation the new words

1. relation n. 關系;聯系;交往

e.g. Their relation seemed quite close. 他們的關系看起來很親密。

2. argue v. 爭吵;爭論

e.g. The couple began to argue about the child’s education.

那對夫婦開始就孩子的教育問題爭吵。

3. proper adj. 正確的;恰當的

e.g. It’s not proper to visit a friend too late in the evening.

太晚了，去看朋友不合適。

4. nervous adj. 焦慮的;擔憂的

e.g. Don’t be nervous. It is just a small test. 不要緊張。就是個小測試而已。

5. clear adj. 清楚易懂的;晴朗的

e.g. The sun shone out of a clear sky. 天空晴朗，陽光燦爛。

仁愛版英語教案范文4

英語教案

Unit6 Enjoying Cycling

Topic 1 We’re going on a spring field trip

Section A說課稿

一、說教材

1. 教材分析

仁愛版初中英語教材共六冊,每冊由四個模塊組成,每個模塊由單元----話題----功能---任務構成,編寫思路清晰,符合學生的認識發展規律.八年級英語下冊第六單元Topic1 Section A講述了讓學生學習如何用英語談論旅游，并收集旅游信息。它由3部分組成，用1課時完成。通過學習Section A,學生可以更多的了解旅游知識并提高實際能力;動詞不定式是本節課的重點語法項目。

2.教學目標

(1).知識目標

要求學生牢記Section A所有新學的四會單詞.短語和重點句型;掌握不定式“to do”的用法。

(2).技能目標：

能用英語與他人談論關于旅游的話題。培養學生提高語言交際能力,能在小組中積極與他人協作,從而開闊自己的視野,擴大知識面。

(3).情感目標

培養學生愛護大自然，熱愛旅游.積極參與課堂上各種英語實踐活動的興趣。培養學生分工合作和團體協作精神。

3.教學重點和難點

(1).重點:談論關于旅游的話題。

(2).重點和難點:不定式“to do”的用法。

二.說學情

1.學生對旅游較感興趣,但對旅游知識了解較少。

2.學生的詞匯量掌握不多。

3. 學生平時較少用英語與他人交談并表達信息.。

三.說教法學法

按照課程改革的要求,遵循“老師由主演變導演，學生由配角變主角”的角色轉換,采用把課堂交給學生的教學理論,我運用自由討論.分組工作.結對練習.問答練習等方法,借助多媒體、錄音機,圖片等教學手段,設置特定的語言環境,使學生在輕松愉快的氣氛中理解.運用英語。

四.說教學程序

我設計了以下的步驟來訓練學生的聽.說.讀.寫的能力,尤其是他們“說”的能力。

(一)溫故知新

(1).請兩位學生用上節課重點句型號，分別復述Unit 5 Topic3 Section D 1a

(2).教師與學生之間進行問答對話，讓學生談論關于他們最喜愛的旅游方式。設計意圖：鞏固上節課學過的知識，為學習新課鋪墊。

(二)情景導入

用多媒體展示一些關于旅游和交通的圖片,來引起學生的興趣,并由此教學本節課

的新單詞,如:field ,trip ,cycle ,vehicle ,airline等。

設計意圖：通過用多媒體展示學生熟悉的交通工具圖片，激發學生的學習興趣，輕松掌握新單詞，順利帶入新課。

(三)重點呈現

1、展示多媒體( Flash課件)1a,并回答以下問題:

(1)Where will they go?

(2)What will Kangkang and Michael do?

(3)What will Helen do?

(4)How about Jane?

設計意圖：應用多媒體展示，形象直觀，給學生予視、聽訓練，根據情景對話,通過問答活動,以達到提高學生的“聽.讀”能力。

2、講解重點.難點

(1)動詞不定式“to do"的用法

a)不定式作主語

b)不定式作定語

c)不定式作目的狀語

d)不定式作賓語

(2)It’s too+形容詞+(for sb.)+to do sth.的句型

設計意圖：訓練學生理解和應用語言點的能力。

(四)知識鞏固

1、放錄音，讓學生聽并跟讀

2、找出重要句型

3、給學生一點時間完成1b，然后用多媒展示的畫面，請兩組學生用帶有“to do "的句子表演對話。

設計意圖：我想知道我的學生是否真正了解整個對話的內容，并掌握了這節課我所傳授的知識。此外，我將把學生們找到的重點句型板書在黑板上，以便他們能夠更簡單地記憶。

(五)歸納總結

讓學生交流本節課所學的知識，教師除了板書所呈現的重點.難點內容外，又以“堂堂清”的形式進行當堂操練，進一步鞏固對本課內容的理解和運用。

展示板書(根據本課的重點難點)

Unit 6 Topic 1 Section A

1.I have some exciting news to tell you !

2.It’s too far for cycling 。

3.Do you know the best way to get there?

4.It’s hard to say。

5.We’ll decide on the best way to go on our trip。

2、家庭作業

(1)抄寫新單詞和本節課重點句子。

(2)給學生看四幅名勝古跡的圖片，讓學生回去查找信息，看看哪個地方最值得參觀，并編成對話，內容包括旅游的時間.方式和票價(要求用動詞不定式)。

設計意圖：

五、教學評價：

本課以課改為目的，結合教材重點.難點及英語學科的特點，利用多媒體輔助教學，體現“自主，合作，探究”的學習方式，它較之傳統教學更能使每位學生都能積極參與到課堂學習及課外活動中去。使學生的聽.說 .讀.寫能力得到全面提高，在愉快輕松的氛圍中掌握知識。與此同時，帶來的問題是：每個學生接受知識，獲取知識的方式與快慢存在著差異，這就決定了在學習成效上的差別。為此，老師要對每個學生作深入了解，并制定相應“水平線”以鼓勵學生超越。

仁愛版英語教案范文5

Unit1Myname’sGina.

SectionA

一、教師寄語:

Athousand-lijourneyisstartedbytakingthefirststep.千里之行，始于足下。

二、學習目標：

Knowledgeaims(知識目標)

Keywords：mynamenicemeetyouwhat’shisher

Keyphrases:myname,firstname,lastname,answerthequestion.

Keysentences:What’syourname?

What’shisname?

What’shername?及回答。

Abilityaims(能力目標)

1.掌握簡單的問候語，并能自我介紹，初步培養用英語進行交際的能力。

2.掌握聽的技能，在聽的過程中準確獲取數字信息。

Moralaims(情感目標)

禮貌待人，培養良好的人際關系。

三、教學重難點

介紹自己，問候他人。

四、學習過程

1、預習導學及自測

英漢互譯

1.name_________2.好的，令人愉快的______________

3.too___________4.遇見______5.your____________

6.his_________7.她的名字______

2、自主學習

①.onenum.1,一：Oneandtwomakesthree.一加二等于三。

adj.①一個：Ihaveonebook.我有一本書。②有一(天)：Onedayhewillunderstandyou.有一天他會理解你的。

②meet/mi:t/v.遇到，碰到

【記憶法】-ee-雙寫，與meat為同音詞。

【考點】tomeetsb.(orsth.)遇到某人/某事：Nicetomeetyou.初次見面時的客套話，不是初次見面時則用see。

【引申】meet也可用作名詞，譯為：會，集會：sportsmeet運動會。

③“What’syourname?”“MynameisGina.”“你叫什么名字?”“我叫吉娜。”

兩人初次見面互相詢問姓名時可用這個句型。如想反問時可說：Andyou?或者Andwhat’syourname?如：

A：Hello.What’syourname?

B：MynameisAnnRead.Andyou?/Andwhat’syourname?

A：I’mHanMei.

④Hello!你好!

Hello一般可作為熟人、朋友、青年人之間的招呼用語，語氣較隨便，譯為“您好”;此外打電話或遇熟人時也可用。譯為“喂”。在表示問候或喚起注意時，有時可用Hi來代替Hello，顯得更為隨便。如：

A：Hello/Hi，Jane!你好，簡!

B：Hello/Hi，Jim!你好，吉姆!

3、合作探究

①動詞be的現在時態

動詞be就是我們所學過的am,is,are的動詞原形。如何使用這三種形式主要取決于主語。當主語是第一人稱I(我)時，用am,縮寫為I’m;主語是第二人稱you(你)或復數時，用are,縮寫為you’re，主語是第三人稱it/she/he(它/她/他)或名詞及代詞的單數時，用is,縮寫為it’s/she’s/he’s。如：

Iam(I’m)LiuYing.我是劉英。

Youare(You’re)LinTao.你是林濤。

Itis(It’s)3344278

下面介紹一則口訣，幫你熟記“動詞be的構成”：

我(I)用am,你(you)用are，is連著他(he)，她(she)，它(it)。

單數名詞用is，復數名詞全用are。

變否定，更容易，be后not加上去。

變疑問，往前提，句末問號莫丟棄。

②hello與hi

(1)hello與hi可以互換，都表示“喂，你好”。但hi比hello用得更多，顯得更隨和親近，它尤被美國年輕人所使用。但打電話時常用hello而少用hi。熟人、朋友見面時，彼此問候僅僅說聲Hi!就可以了。用hello時，不能“Hello,hello,hello”這樣反復使用。

(2)要注意hello/hi一般不用于與師長、上級、年長者以及有體面的人打招呼，以免顯得對長輩不夠尊重。

③Do1CPracticetheconversation。

4、拓展創新

Step1

在英語中如何拼寫中國人的姓名，聯合國教科文組織已做規定“一律按漢語拼音的寫法。姓和名分開，姓在前，名在后”。現舉例說明：

(1)如果是單姓，名又是單字，則姓與名的第一個字母要大寫，其余字母用小寫。如：LiLei李雷。

(2)如果是單姓，名是雙字，則姓的第一個字母大寫，名的第一個字母大寫，名的雙字合在一起算一個詞，不得分開。如：HanMeimei韓梅梅。

(3)如果是復姓，則把復姓字母連在一起，只是第一個字母大寫，名字的拼寫方法同上。如：SimaZhao司馬昭，OuyangYunsong歐陽云松。

中英姓名比較──中文姓名是姓在前，名在后;英文姓名是姓在后，名在前。Mr用于姓前，如MrGreen不能說成MrJim.

(4)如果名字里有可能造成音的混淆的拼寫時，要用連字號“-”或隔音號“’”隔開。如：

YangXi-an(Xi’an)楊西安，如寫成YangXian就成了楊仙。

Step23a、3b、4

5、梳理歸納

一、Greetings(打招呼)

1.常見的表達方式

(1)Goodmorning!/Goodafternoon!/Goodevening!分別用于上午、下午、晚上見面問好。

(2)Hello!/Hi!用于朋友或熟悉的人之間相互打招呼。

(3)Nicetomeet/seeyou.該句答語常用Nicetomeet/seeyou,too.

2.文化背景及注意事項

(1)英語口語中多用省略句，如Goodmorning!也可以直接說Morning!

(2)相互熟悉的人見面打招呼用Howareyou?，初次見面一般用Howdoyoudo?

(3)和外國人打招呼時，不要用中國式的問候語，如：你吃飯了嗎?你上哪兒去?

(4)Howareyou?原用于詢問對方身體狀況，現在逐漸失去原來的涵義，成為日常生活中的寒暄用語。

二、Self-introduction(自我介紹)

1.常見表達方式

(1)Iam…我是……

(2)Mynameis…我的名字是……

(3)如果詢問對方名字，可以問：What’syourname?/MayIhaveyourname?

2.文化背景及注意事項

(1)如果見了長輩或年齡比自己大的人，用Mr.,Miss,Mrs.等稱謂詞+familyname(姓氏)。

(2)相互熟悉的同齡人之間可以直呼其名。

6、達標測試

Ⅰ.用所給詞的適當形式補充完整

Bobby是個粗心的孩子，他寫完作業不小心將墨水瓶打翻了。有的地方被墨水弄臟了，看不清了。

1.What's____________name?(you)

2.His____________Boris.(name)

3.Niceto____________you.(meet)

4.____________nameisGina.(I)

5.____________this?It'sabook.(what)

Ⅱ.單項選擇

1.What'syourname?____________nameisJenny.

A.IB.I'mC.My

2.I'mHardy.____________tomeetyou.

A.LikeB.HappyC.Nice

3.Isthisyourbrother?What's____________name?

A.herB.hisC.your

4.MaryKingis____________newteacher.

A.IB.sheC.her

5.Hi!Thisis____________newteacher;____________nameisYangyan.

A.your;myB.his;yourC.your;her

五、典型例題解析

【例1】—yourname,please?—Mynameis.

A.What’s,JimGreenB.Who’s,JimGreen

C.What’s,GreenJimD.Who’s,GreenJim

精析What’syourname,please?詢問對方的姓名，回答時用Mynameis…英語國家人的姓名結構順序為：名+姓，故選A。答案A

【例2】—Hello!—!

A.YesB.HelloC.GoodD.Goodmorning

精析Hello!與Goodmorning!都是問候語，它們的答語就是其本身，故選B。如：

—Goodmorning,Joan.瓊，早上好!

—Goodmorning,WenBo.聞博，早上好!

答案B

【例3】Youateacher.Iastudent.Mysisterastudent,too.

A.am;is;areB.is;are;amC.are;am;isD.are;is;is

精析動詞be在一般現在時中根據不同的人稱有不同的形式，在本題中，You與are連用，I與am連用，Mysister為第三人稱單數，應與is連用。答案C

【例4】情景交際(根據情景，用所給的選項填空。)

(1)Mike：Hi,LiLei：I’mLiLei.

Mike:Nicetomeetyou.LiLei：Nicetomeetyou,too.

A：What’syourname?B：I’mMike.

(2)MissKing：That’sanicedress.Ann：.

A：ThankyouB.No,itisn’t

精析(1)某種情況把邁克和李磊聚到一起，他們意識到雙方必須相互了解，相互做自我介紹。因此氣氛比較隨便，自報姓名往往是為了打聽對方姓名的一種策略。對別人自報姓名所做出的回答一般是自報自己的姓名。

(2)在西方國家，當有人贊美你時，要說謝謝，而不像中國人習慣在別人贊美你時要表示謙虛。

答案(1)B(2)A

【例5】用動詞be的適當形式填空。

(1)IinRow6.

(2)Whatyourname?

(3)youten?

精析本題考查的是系動詞be的用法。系動詞be(是)，隨著主語的人稱和數的不同，又分為am,is,are三種不同的形式。Am用于第一人稱單數;is用于第三人稱單數;are用于第二人稱單、復數和第一、三人稱復數形式。如：Iam…;Itis…;Youare…。下面這則口訣可幫助記憶：我(I)用am，你(You)用are，is跟著他、她、它，一切復數都用are。答案(1)am(2)is(3)Are

六、中考鏈接

1.SheisastudentandnameisKate.

A.sheB.herC.hersD.his

2.ThisisMissGao.Sheyournewteacher.

A.beB.amC.isD.are

七、課后反思：

我的收獲：____________________________________________

_______________________________________________________

我的不足：________________________________________________

我努力的方向是____________________________________________

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