下面是范文網(wǎng)小編收集的江蘇初中英語教案模板8篇(初中英語教案范例)，供大家品鑒。
江蘇初中英語教案模板1
一、重點詞匯詞組 god
神,上帝 sweetie
可愛的人 leader
領導者 immigrant
移民
settler
殖民者,移居者 myth
神話
belief
相信,信念 religion
宗教
celebration
慶祝,祝賀 succeful
成功的 feast
盛宴 prayer
祈禱
二、重點詞組
sb over招待邀請某人
thanks to sb for sth因某事向某人致謝
’s（a）time for sb to do sth.是某人做某事的時間了 together聚集到一起 bit of 一點兒
thankful to sb for sth因某事而感激某人 one way or another以各種方式 for尋找
than a little bit不止一點兒 ? as ? 把??描述為?? after在??之后不久
problems with與??有矛盾；在??方面有問題 out突然發(fā)生，爆發(fā) fact事實上
surprised to do 對做某事感到吃驚 place 發(fā)生
similar to 與??相似
prayers to sb向某人祈禱 the beginning在開始，在起端 sb with sth 向某人提供某物
grateful to sb for sth因某事而感激某人 pleasure to sb給某人帶來歡樂
sb a leon給某人一個教訓 sth with sb與某人分享某物 on sth在某事上達成共識
三、重點難點分析
mom’s having some of our friends over for Thanksgiving.我媽媽將邀請一些朋友來家里過感恩節(jié)。
have ? over的意思是“招待（某人）來家里、邀請（某人）的意思?！边@個句子還可以用have ?up表示同樣的含義。試比較：
My mother is having some of our friends up for Thanksgiving give thanks to God for all that we have got.我們因所得到的東西而向上帝感恩。give（one’s）thanks to sb for sth的意思為“因為某事而向某人致謝”，表示同樣意思的類似詞組還有: thank sb for（doing）sth be thankful to sb for sth 例如: We must thank my teacher for helping me a lot.我必須感謝老師給我那么多的幫助。
We are thankful to the young boy for giving as the meage.我們感謝這個小孩子給我們這個信息。
Great Spirit decided to teach her a leon , she would have no face , nor could she talk to the people , the birds , or the animals of the forest.大神決定給她一個教訓：她沒有臉，也不能和人、鳥或森林中的動物講話。
teach sb a leon的意思是“給某人一個教訓”例如: The accident which was caused by carelene taught him a leon forever.由粗心引發(fā)的事故給他一個永久的教訓。
I’ll teach you a good leon.我要好好教訓你一頓.nor +助動詞/情態(tài)動詞/系動詞+主語是倒裝句，表示“也不”，肯定句用so。例如: I haven’t been there , nor has he.我沒出去過那里，他也沒有。四.語法分析
Americans have been celebrating Thanksgiving in one way or another since the 1600 s.美國人自17世紀以來一直以這種或那種方式慶祝感恩節(jié)。
have been celebrating為動詞celebrate的現(xiàn)在完成進行時。所謂現(xiàn)在完成進行時就是指
“一個動作從過去某時開始，一直持續(xù)到說話時刻還在進行”。由have / has been + v-ing 構成.試比較: 五.習題檢測與解析 sentences woman thanked the man for saving her son.（同義句）The woman
the man who
her old man seemed to believe in the God strongly.（同義句）the old man
A strong
the didn’t want a little bread to eat.（同義句）She
bread to owner had the dog look after his house.（被動語態(tài)）The dog
look after his would’ t like to destroy the quiet environment.（倒裝句、并列句）
he wouldn’t like to destroy the quiet wouldn’t like to destroy the quiet environment , I
he like to destroy the quiet if you are a good high-jumper, you can jump only about seven 1 off the cannot jump any higher because the earth 2 you pull of the earth is 3 can easily 4 out the pull of the you weigh 5 , you will know how 6 gravity is pulling there is gravity, water runs you 7 a ball into the air, it falls back of gravity you do not fall off the earth 8 it turns , can you get 9 from the earth and go far out into space? Now you can do it, because spaceships have been spaceship will go so fast that it can get rid of the earth’s gravity and 10 you into
thrown
III..Read the following paage and fill in the blanks The, Chinese New Year is now known as the Spring Festival because it starts from the beginning of there are some sayings about its origin ,(起源)，all agree that the word Nian, which in modern Chinese means “year”, was originally the name of a beast(野獸)that started to eat people the night before the beginning of a new story goes that the beast Nian had a very big mouth that would take in a great many people at one were very day, an old man came to their help and said he would stop all Nian he said, “I hear say that you are very strong, but can you eat up all the beasts on earth instead of people who are too weak to be your enemy(敵人)?” “Yes,” Nian agreed with him and went to kill many of the beasts on were very happy because those beasts also did bad things to people and killed their farm animals from time to that, the old man, who was a god(神), rode on the beast Nian and was gone, and other beasts also went into forests;people began to enjoy their happy the old man left, he had told people to put up red paper-cuts on their windows and doors at each year’s end to drive Nian away, because red is the colour the beast felt most afraid then on ,every year at the beginning of spring, people “Guo Nian”.The word “Guo Nian” means “Go through the Nian safely”.Putting up red paper-cuts to drive Nian away and making dumplings for a better new year are still an every-year doing by the Chinese (但是), people today have long forgotten why they are doing all this, they just feel the colour and the food make the New year very ).The Chinese New Year is also called__________. Beginning of Spring
Spring Festival New Spring
Beast Nian 2).How did the old man stop Nian from eating people? putting red paper-cuts on eating up talking to riding on )..Why did people put up red paper-cuts instead of those of any other colour? Nian liked the colour the colour red could kill the old man liked the colour Nian was afraid of the colour ).The best title of this paage is______. Origin Of The Chinese New Year Old Man And The Beast Nian To Go Through The Nian Safely Nian Was Like 5).Which of the sentences is true? can eat up all the beasts on earth at one is a tall beast that likes to eat farm is afraid of doesn’t like to use his own mind 答案及解析: , thanks , to , had saved
, seemed , that , had, belief , in , much had to , would , he , Neither , nor , would CABAD 6-10 ABABC 第1題，foot的復數(shù)形式是feet。
第2題，pull"拉"，push"推"，你不能跳得很高，那是由于地球在"拉"你。第4題，該句的意思是，"你很容易會發(fā)現(xiàn)地球的拉力"。Find out是固定搭配"發(fā)現(xiàn)、找出"的意思。
第7題，這是講的一種普遍狀態(tài)，所以應該用動詞的一般現(xiàn)在時。第9題，從空格后面的from我們知道應該用get away"遠離"。).根據(jù)常識可知B為“春節(jié)”
2).從第二自然段的3、4行可知，是通過談話告知Nian這種怪獸的。 3).從文中第三自然段最后一句話可知是D。4).全文講的是中國“年”的由來，所以選A。
5).該是根據(jù)全文采用排除法，A，并非一次吃盡所有動物；B，講話中并未提到farm an animals;C, Nian怕的是紅紙。
江蘇初中英語教案模板2
英語教研組在工作開展要做到使學生掌握一定的語言基本知識和技能，有較好的語感，獲得初步運用英語的能力，為實際應運打下扎實的基礎。那么具體的工作計劃怎么制定呢?下面就是小編給大家?guī)淼某踔杏⒄Z教研組工作計劃，希望能幫助到大家!
初中英語教研組工作計劃范文(一)
一、指導思想
本學期我將重點投入到以素質教育為指揮棒的教學宗旨，激發(fā)學生學習英語的興趣，培養(yǎng)他們學習英語的積極態(tài)度，使他們建立初步的學習英語的自信心;培養(yǎng)學生一定的語感和良好的語音、語調基礎，使他們形成初步運用英語進行簡單日常交流和書寫，為進一步學習打下基礎。
二、學生情況
我校五年級的學生已學習了三年的英語，有一定的基礎。他們思維活躍，模仿能力和記憶力較強，所以應針對不同的學生進行分層次教學，會達到預期的效果;四年級學生基本掌握一定的英語日常用語，具備一定的英語基礎，因此對他們而言，英語基礎知識需要繼續(xù)深入的滲透，把重點放到聽、說、讀、寫的要求上。擴大學生對西方國家了解的知識領域，充分發(fā)展學生在生活中使用英語的能力和習慣。
三、教學目的、任務
1、提升學生學習英語的興趣，養(yǎng)成良好的朗讀書寫的習慣;
2、發(fā)音準確、朗讀流利，準確掌握書中的重點內容;
3、能夠進行簡單的日常用語的交流;
4、能夠用簡單的句子進行寫作;
5、熟練掌握所學歌曲、chant等
6、了解西方文化，初步知道課文的文化背景。
7、強調語言運用。本教材體現(xiàn)交際教學思想，注重學生語言應用能力的培養(yǎng)。在起始階段采用全身動作反應法，讓學生在做中學，在唱中學，在玩中學。
8、注重能力培養(yǎng)。整套教材貫穿學會學習的主題，培養(yǎng)學生自主學習和獨立運用所學語言去做事情的能力。如Let’sfindout/Let’scheck/Pairwork/Tasktime。在活動手冊中還特別設計了學習評價的欄目。引導學生在學習中反思，在反思中學習。
9、突出興趣激發(fā)。教學形式多樣化，其中包括對話、歌謠、小詩、歌曲、游戲、任務、繪畫等
10、重視雙向交流和中西文化的介紹。
四、教學重點難點
1、重點：
(1)提高課堂效率。
(2)養(yǎng)成良好的聽英語、讀英語、說英語的習慣。
(3)發(fā)音清楚，語調正確，書寫工整。
2、難點：使英語基礎差的學生提高聽、說、讀、寫的能力，全面提高英語成績。
五、方法措施
1、認真?zhèn)湔n，鉆研教材，進行課堂的有效教學，提高課堂效率，做到當堂內容當堂掌握。
2、創(chuàng)新運用各種不同英語教學法來輔助教學，如：情景教學法、直接教學法和TPR全身反應法，并開展一些有趣的活動、游戲讓學生在輕松的氛圍中學習英語。
3、創(chuàng)設英語情景和環(huán)境，使學生們在一定的英語語言環(huán)境里習得“第二語言”。做到“生活中有英語，英語中有生活”。
4、鼓勵學生大膽說英語，肯定他們的進步(尤其是英語基礎不好的學生)，樹立學生的信心，培養(yǎng)學生朗讀和書寫的習慣。
5、注重教材的靈活性和可操作性，以滿足不同層次的學生的需求。幫助英語基礎不好的學生，提升英語基礎好的學生。
6、多教授chant和歌謠或小故事等促進學生多單詞和句型的記憶。充分利用教科書中的課文創(chuàng)設栩栩如生的情景，如打電話、購物、生日聚會、野餐、旅游、問路、看病等，為學生提供使用英語進行交流的機會。
7、課堂盡量全英化，打好每名同學的英語基礎，重點提高差生的英語功底，同時適當?shù)匮a充些課外內容，強化口語和應試能力，對每一單元的內容力爭人人過關。
8、練習形式多種多樣，手、腦、眼、肢體并用，靜態(tài)、動態(tài)結合，基本功操練與自由練習結合，單項和綜合練習結合。通過大量地實踐，使學生具有良好地語音、語調、書寫和拼讀地基礎，并能用英語表情達意，開展簡單的交流活動。
初中英語教研組20-20學年工作計劃范文(二)
一、指導思想
本學期我們英語組以英語新課程理念為指導，在學校及縣教研室的領導下，加大教研、科研力度，扎實有效地開展各項教研活動，努力營造英語教育教學的良好氛圍，積極進行校本教研，組織教師參加課改理論學習和培訓，并組織教師進行聽課學習，以促進教師轉變教學觀念，促進教師整體素質和學科教學質量的提高，從而促進教師專業(yè)成長，進一步提升我組教師的英語教學理念、教學水平和教學質量，以提高我們初中英語教學的整體水平。在學校的領導下，團結奮斗，協(xié)調好各教研組之間的關系。認真學習新課標和教學大綱，結合實踐科學發(fā)展觀，鞏固發(fā)展我組的進取精神。在去年英語中考取得成績的基礎上，為把我組的教學教研水平提高到一個新的臺階而努力奮斗。
二、工作重點
(一)教研組
本學期初中英語學科教研工作，要以課堂教學為中心，圍繞規(guī)范和深化學科教學常規(guī)，通過組織教師進行課程和課改理論學習、安排公開課、建立資源庫等一系列活動來促進初中英語學科教學質量的提高。
(二)各年級
1、初一要抓好小學與初中的銜接教學。
初一學生在小學階段學了小學英語教材，基本上達到了小學英語教學的要求，但也出現(xiàn)了一定的分化現(xiàn)象，初一教師要及早摸清情況，根據(jù)我校的實際，采取切實有效的措施，抓好中小學銜接教學。在這個基礎上進一步培養(yǎng)興趣，強化基礎，抓好起始年級的英語學習習慣。
2、初二要培優(yōu)補差，強化后進生的轉化工作。
課任教師對本班的后進生，要了解其思想動態(tài)、尋找致差原因，有的放矢，區(qū)別對待，耐心輔導，力求穩(wěn)住和縮小兩極分化程度。
3、初三教學要以本為本、以綱為綱。
在扎實認真教好課本基礎知識的同時，還要挖掘潛力，查缺補漏，著力加強學法指導和能力培養(yǎng)。特別是要認真學習《考綱》和近幾年平?jīng)鲋锌加⒄Z真題，注意對考試動向的信息收集和試題研究，提高畢業(yè)班教學效率。
三、工作措施
1、加強教育理論學習
本學期教研組各位老師要通過網(wǎng)上下載、分散學習和教研組會討論交流等方式來學習《基礎教育課程改革綱要》、《英語課程標準》、《英語課程標準解讀》和《課程改革與課程評價》等有關課程改革的材料，明確英語課程在基礎教育階段的四個基本任務，特別是要認真學習和理解課程標準中的"六個基本理念"，并用這些理念來指導平時的課堂教學，以提高課堂教學效率。
2、做好"教學常規(guī)"的學習和實施工作。
在開學初的教研組活動中全組教師要認真學習本校的教學管理制度及常規(guī)要求，明確上課、備課、編寫教案、布置作業(yè)及作業(yè)批閱中的一些具體要求，使大家從思想上重視起來。在以后的備課、上課、作業(yè)布置和批閱、輔導等各個環(huán)節(jié)中，以制度為準則，對照檢查，嚴格執(zhí)行。
3、建立初中英語教育教學資源庫。
本學期教研組將通過公開課、示范課、說課、評課、優(yōu)秀教案、精品試題、個人總結、年級匯總和網(wǎng)上收集等各種形式來匯總建立初中英語教育教學資源庫。以后還要不斷地向資源庫添入新的內容，使資源庫不斷優(yōu)化、不斷更新，真正為我校初中英語教育教學發(fā)揮一定的作用。
4、加快信息技術學習進程。
教研組全體教師要學好電腦技術和網(wǎng)絡技術，能熟練運用基本信息技術，從而推動學科教學與信息技術的整合，為以后條件成熟后教師運用現(xiàn)代教學理論設計多媒體教學輔助課件打下基礎。
5、撰寫教育教學論文。
全組老師要通過理論學習，不斷反思、探索，并聯(lián)系實際積極撰寫外語教育教學論文。每學期至少一篇，期末時輸入資源庫備案。
6、努力鞭策青年教師的成長。
青年教師是英語組的一支生力軍，教研組將通過聽課、評課、說課、討論等方式促其不斷成長外，還要求青年教師拜經(jīng)驗豐富的老教師為師，經(jīng)常取經(jīng)，不斷提高。7、搞好教研組建設。
(1)本組共9人，初三4人，初二3人，初一2人
(2)每周四進行集體備課。
(3)教案按學校要求要環(huán)節(jié)齊全、內容充實、書寫工整、有教后記。
(4)聽完公開課后要在教研組會上認真進行評課，即至少提兩個優(yōu)點和兩個缺點。要逐人逐個發(fā)言，并進行記錄，形成書面材料備案。
(5)組內教師要多聽課，同一年級、不同年級的教師之間通過聽課可以相互借鑒、揚長避短，從而達到共同提高的目的。
(6)按照學校組織的安排，搞好新課程改革，上好課改示范課。
(7)將各種教研活動上形成的教師發(fā)言、教學觀點、書面材料、試題資料等及時輸入資源庫。
燃氣安全工作計劃(三)
為進一步加強我鎮(zhèn)燃氣安全生產(chǎn)管理，加快建立燃氣安全隱患排查治理工作長效機制，全面提升燃氣從業(yè)單位的安全生產(chǎn)水平，嚴厲打擊非法經(jīng)營等違法違規(guī)行為，堅決消除事故隱患，杜絕燃氣安全事故發(fā)生，根據(jù)《中華人民共和國安全生產(chǎn)法》、《中華人民共和國消防法》、國務院《城鎮(zhèn)燃氣管理條例》、《特種設備安全監(jiān)察條例》、《省燃氣管理條例》等法律法規(guī)和市《關于進一步加強燃氣安全監(jiān)管工作的實施意見》結合我鎮(zhèn)實際，制訂燃氣安全監(jiān)管工作實施方案。
一、指導思想
以“科學發(fā)展觀”為指導，以國家有關安全生產(chǎn)法律、法規(guī)為依據(jù)，樹立安全發(fā)展理念，堅持“安全第一、預防為主、綜合治理”的方針，進一步整頓和規(guī)范燃氣市場經(jīng)營秩序，依法履行安全監(jiān)管職能，消除安全隱患，確保村居供氣、用氣安全。
二、目標任務
深化專項治理整頓，嚴厲打擊非法違法行為;建立健全由政府統(tǒng)一領導、各部門齊抓共管、全社會共同參與的長效管理機制，實現(xiàn)我鎮(zhèn)燃氣安全監(jiān)管工作常態(tài)化、制度化、規(guī)范化。
三、整治重點
(一)推進隱患排查治理工作長效機制的建立。落實各相關單位安全隱患排查治理的主體責任，建立和完善隱患排查治理工作制度;定期進行隱患排查，建立隱患排查治理工作臺賬，形成隱患排查治理長效機制。
(二)依法查處燃氣企業(yè)經(jīng)營中的違法違規(guī)行為。查處充裝不合格鋼瓶、缺斤少兩、摻雜二甲醚等違規(guī)行為;查處為未取得燃氣經(jīng)營許可證的單位和個人提供經(jīng)營性氣源的行為;查處銷售不合格鋼瓶等違法行為。
(三)依法查取小液化氣供應網(wǎng)點經(jīng)營中的違法違規(guī)行為。取締不符合規(guī)劃、無證照小液化氣供應網(wǎng)點;查處價格欺詐、強買強賣、違章倒灌、倒殘等損害消費者利益的違規(guī)行為;查處超范圍經(jīng)營、擅自在未經(jīng)核準場所經(jīng)營、非法改裝液化石油氣鋼瓶、超量存放實瓶等違法行為。
(四)規(guī)范賓館、飯店、小餐飲、企事業(yè)單位等用戶的燃氣采購、儲存和使用安全管理。查處使用不合格燃氣和不合格燃燒器具、不符合安全規(guī)范的瓶庫使用行為;查處不規(guī)范瓶組、擅自改裝燃燒器具、液相直燒、管道瓶裝氣混用等違法使用燃氣行為。
四、職責分工
各相關職能部門根據(jù)法律法規(guī)規(guī)定的職責，認真組織、有效開展燃氣行業(yè)違法違規(guī)行為的查處。對各村居，機關各辦、服務區(qū)、鎮(zhèn)屬各單位工作職責明確如下：
新河派出所、新河交警中隊：負責依法查處禁行區(qū)域內未按“危險化學品道路運輸車輛進入禁行區(qū)域時間、路線規(guī)定”的運輸危險化學品行為;查處液化氣運輸超載行為;查處未取得危險化學品運輸資質、擅自從事液化氣運輸?shù)男袨?負責?；愤\輸車輛的清理整治工作;規(guī)范“三車”(三輪車、電瓶三輪車、三輪摩托車)運送及其運輸工具的安全管理;協(xié)助質監(jiān)、行政執(zhí)法中隊做好對運輸途中的氣瓶檢查工作。
村鎮(zhèn)建設辦公室：負責村居燃氣行業(yè)的監(jiān)督管理，做好日常檢查管理工作，確保站內設備設施安全運行;加強應急救援管理，提高應對突發(fā)事件的能力。
安監(jiān)中隊：依法行使安全生產(chǎn)監(jiān)督管理職權，指導、協(xié)調、監(jiān)督、檢查全鎮(zhèn)燃氣行業(yè)的安全生產(chǎn)工作，并將燃氣安全納入全鎮(zhèn)安全生產(chǎn)監(jiān)管工作內容。
行政執(zhí)法中隊：負責依法查處未取得燃氣經(jīng)營許可證或不按照燃氣經(jīng)營許可證的規(guī)定從事燃氣經(jīng)營活動的違法行為;依法查處經(jīng)營單位和個人、燃氣用戶(重點賓館、飯店、小餐飲、企事業(yè)單位)及有關單位和個人的違法行為。
消防中隊：負責對賓館、飯店、小餐飲、企事業(yè)單位等場所消防安全的監(jiān)督檢查，對不符合消防安全技術標準、存在消防安全隱患的提出整改意見，對嚴重危害公共安全的單位和經(jīng)營者，報發(fā)證機關依法吊銷經(jīng)營許可證和工商營業(yè)執(zhí)照。
工商分局：負責依法查處未取得營業(yè)執(zhí)照或不按照營業(yè)執(zhí)照的規(guī)定從事燃氣經(jīng)營活動的違法行為;在營業(yè)執(zhí)照有效期內被依法吊銷、撤銷燃氣經(jīng)營許可證或者燃氣經(jīng)營許可證有效期屆滿的。
各辦、服務區(qū)：將燃氣安全作為安全生產(chǎn)工作的重要內容，負責本服務區(qū)的燃氣安全監(jiān)管工作，配備專兼職燃氣安全管理員;開展燃氣安全隱患排查，每月配合執(zhí)法中隊開展燃氣安全隱患專項整治，重點整治賓館、飯店、小餐飲、小液化氣供應站等經(jīng)營場所;負責重點單位隱患整改跟蹤和督查，對治理不落實，整改不到位的，通知相關職能部門依法查處。
五、工作要求
(一)提高認識，加強領導。機關各辦、服務區(qū)，鎮(zhèn)屬各單位要認真分析燃氣安全生產(chǎn)形勢和存在的問題，充分認識燃氣經(jīng)營違規(guī)、違法行為的危害性和安全監(jiān)管工作的重要性和緊迫性，牢固樹立責任意識。為加強對燃氣安全監(jiān)管工作的領導，鎮(zhèn)政府成立燃氣安全監(jiān)管工作領導小組(組成人員名單詳見附件)，各辦、服務區(qū)、鎮(zhèn)屬有關單位要抽調精干人員成立監(jiān)管工作機構，切實加強對安全監(jiān)管工作的領導。
初中英語教研組20-20學年工作計劃范文(四)
一、指導思想
按照本學期英語教研計劃和學校教科處工作計劃，以全面、協(xié)調、可持續(xù)的科學發(fā)展觀為指導，結合英語學科特點，制定本學期教研工作計劃，旨在樹立科學的質量觀,加強有效教學研究，提高課堂學習的有效性，促進教學質量的提高;以基礎教育新課程改革實驗工作為中心,推動教育教學改革繼續(xù)深入，組織教師圍繞新課程實驗中的重點、難點問題開展教研活動，加強和改進我校初中英語學科教育教學工作，推進初中英語新課程的實施，深入研究教學中存在的問題，精心營造有利于學生健康成長的學習環(huán)境，進一步加強組內教師的交流，努力探索和創(chuàng)造各種平臺與合作交流機制，開展形式多樣、注重實效的教研活動;創(chuàng)設寬松和諧的研究氛圍，激勵廣大教師在教學中研究，在研究中教學，提高專業(yè)水平和教學能力。
二、工作目標和思路
1、工作目標：提高課堂教學效益，促進教師專業(yè)化發(fā)展。
2、工作思路：以“三段式”課堂教學模式為中心，開展教研教改，提高學生學習能力。
三、工作重點
1、推進“三段式”課堂教學模式。
2、開展集體備課和專題研究。
3、上好研討課，形成教學反思。
四、具體工作措施和要求要求
1、以新教材的使用為重點開展校本教研，重點做好集體備課工作，提高效果，進一步發(fā)揮備課組的作用。
2、積極開展教學常規(guī)管理工作。特別是備課和作業(yè)批改等方面的檢查工作。
3、結合新教材，樹立新課程的基本理念和現(xiàn)代教育思想，提高教師的專業(yè)素養(yǎng)，以教研促課改，在課改中提高廣大教師的教科研能力。適時開展優(yōu)秀教學論文研討學習活動。
4、做好教育科研課題的研究工作。結合新教材實驗和教改實踐，積極開展課題研究工作，以科研帶教研，促進教學改革，提高教學質量。
5、抓好初中畢業(yè)班的教學及復習研討工作。組織初中畢業(yè)班教師學習有關中考文件，開展好初中畢業(yè)班教學及中考復習研討活動。
6、組織教師和學生參加中學英語方面的各項評選活動。
7、倡導讀書活動,促進教師專業(yè)內涵發(fā)展。全體教師都應保持持續(xù)學習的愿望，形成濃郁的學習氛圍。
8、每位教師必須開放課堂，領導、教師隨時推門聽課。每位教師每期聽課不少于20節(jié)。
具體措施：
1、集體備課：一方面，先由執(zhí)教教師作好初備設計，再由本組成員討論，大家紛紛發(fā)表自己的看法，對初備內容進行適當增添或刪減，最后形成一個合理的教案。并且在集體備課的過程中要作好研討記錄。另一方面，還要備“教學問題”。大家分別提出自己在教學中存在和遇到的問題及困惑，共同討論，并談談自己的見解，以形成切實可行的解決方案。
2、研討課：執(zhí)教教師必須按照新課程的要求認真?zhèn)湔n，采用“三段式”課堂教學模式，在上課的過程中充分調動學生學習的積極主動性，營造良好的課堂氛圍。課后結合自己所上的課進行反思，總結課堂教學中存在的優(yōu)點和不足，以便在今后的工作中得到進一步改進和提高。同時，本組的教師要針對所聽的課進行評析，討論，完善聽課者反思。
3、專業(yè)化培訓：為了提高教師的專業(yè)水平和業(yè)務素質，必須堅持終身學習。主要包括新課程樣本教研的指導、遠程教育資源的使用、課堂教學模式研究、小專題研究等等。每次培訓，每位教師必須作好記錄。
4、專題研究：本期本組仍然進行“三段式”的課堂教學模式，并以其中的第二個階段“互動沖浪”作為研究對象。
江蘇初中英語教案模板3
初中英語教案：新目標英語七年級unit6 Do you like bananas？
2007-05-22 01:38
（2）在與同學合作完成任務的活動中主動探究和學習語言；并運用知識內在規(guī)律幫助記憶、鞏固知識。
三、課時結構
為了能較好地 實現(xiàn)既定的教學目標，結合本單元教學內容和學生的學習規(guī)律，將本單元授課時定為四課時。
Period 1 Section A 1a /1b /1c /2a / 2 Section A 2c /3 / 3 Section B 1a /1b /2a /2b /2c /3a /3b /3c /4a/ 4 Summing up SectionsAand Band the grammar.四、教學過程設計 Period One(第一課時)
一、教學目標 1.知識目標： 1）單
詞
：
do，don’t，does, doesn’t,strawberries,like,have,bamburgers,orange,tomatoes,icecream,broccoli,salad,French fries, ）句型：Do you like bananas? Yes, I do. No, I don’能力目標：通過學習本課，學生能夠用英語互相討論喜歡與不喜歡的食品。3.情感目標：討論美食，享受生活美味，提倡健康合理膳食。
二、教學重點：掌握關于食物的詞匯。
三、教學難點：學會使用交際用語Do you like bananas? Yes,I do. No, Idon’t.四、教學設計：
step1.通過讓學生猜冰箱里有哪些食物的形式，導出新的單詞。同時讓全體學生拼讀每個單詞、讓個別學生將單詞寫到黑板上。本環(huán)節(jié)課堂節(jié)錄如下：
t: Today we are going to learn Unit ,what’s this? Ss: It’s a : Right!There are many kinds of delicious food in you gue? S1: : Yes, there are some apples in there any oranges in it? S2: : OK,Maybe you are let’s open the fridge and check them ,what are they? Ss: They are : How do you spell it? Ss: B-A-N-A-N-A,: Anything else ? S: French : Maybe you are ’s !What are they? Ss: They are French : Can you spell it,please? Ss: F-R-E-N-C-H, French, F-R-I-E-S, : Yes,very good!Who can write it on the blackboard? S: : You 布置一項任務:老師手持一個盒子, 讓同學猜猜老師最喜歡的食物.規(guī)則為學生只能問老師問題而老師只用 “Yes” 或 “No” 回答。
本環(huán)節(jié)課堂節(jié)錄如下：
t: You see, there are so many things in the know each of you has your favourite ? I have my favourite food, I want you to gue can ask me questions to find it over, what question can you ask ? S: What’s your favourite food ? T: Yes, you can ask me in this way, but I want you to gue can only answer “ Yes” or “ No”.How can you ask me ? S: Do you like bananas ? T: Yes, I , good question!So all of you can ask me like this, clear? Ss: Yes!S: Do you like hamburgers? T: No, I don’ don’t like : Do you like oranges? T: Yes, I ’re : Do you like ice cream? T: Yes, I ’s my favourite food in , I think one of you has got the right my favourite food is in this box!Ss: Chocolate!T: No, I don’t like ’s open and see!Look!What’s this? Ss: Orange!T: Who got the right answer? S: Me!T: OK, congratulations!And this orange is for you!完成Section A, 1a, 3.布置拓展性任務：要求同桌學生合作編一個小型對話，主題為詢問別人喜歡或不喜歡的食物。要求使用剛學過的食物類單詞以及句型，同時也可以適當?shù)丶尤胝n外單詞(老師請一程度較好的學生先進行示范)。本環(huán)節(jié)課堂節(jié)錄：
t: Now let’s do the pair a dialogue with your your partners like this to find out their favourite will ask some pairs to act it minutes.(Two minutes later)T: OK, stop ’d like to be the first pair? You two,please!A: : : Let’s go to eat , do you like hamburgers? B: Yes, I : Oh, I like it, you like French fries? B: No, I don’ aren’t healthy : OK, let’s eat : Great!Thank 完成課文32頁Section A聽力練習activity 2a, 當堂聽寫：聽寫單詞與句型，進一步鞏固本課學習內容，并將本課應掌握的單詞和句型落實到“寫”上，使學生不但會說同時會寫。Homework the new words and try to learn them by up a new dialogue about likes and dislikes then write it down in your exercise book.五、課后反思：本單元的主題為食物，貼近學生生活，因此學生很喜歡該主題，上課氣氛比較熱烈。課堂布置的任務使學生在完成的過程中不知不覺地掌握了單詞與句型，從而達到教學目標。
Period Two(第二課時)
一、教學目標 1． 知識目標：
1）能將所學單詞進行歸類。
2）熟練地掌握主語為第三人稱單數(shù)和非第三人稱的否定句、一般疑問句及其回答。
如：Do you /they like salad? Yes, I /they , I /they don’t Does he like French fries? Yes, he , he doesn’(They)like (They)don’t like likes doesn’t like ice 能力目標：能用英語熟練地交流喜歡與不喜歡的食品，并在班上提問同學展開調查。3.情感目標：通過談論美食，進一步引導學生享受美味生活，同時培養(yǎng)學生的合作學習精神。
二、教學重點：掌握主語為三單和非三單時的陳述句、否定句、一般疑問句及其回答的形式。
三、教學難點：主語是第三人稱單數(shù)時的否定句和疑問句中的動詞變化形式。
四、教學設計: Step 1.復習前課所學單詞與句型：通過看圖片說單詞的方式復習單詞，并通過詢問學生“Do you like bananas/ oranges…?”的形式，復習前一課的句型。
本環(huán)節(jié)課堂節(jié)錄如下：
t: Yesterday, we learned many words about food, right? Do you still remember? Now please look at the : What’s this? Ss: : Do you like apples? Ss: Yes, I : And what’s this? Ss: : Yes, What about this one? Ss: : Do you like broccoli? Ss: No, I don’t.….T: Yes, good job!You have good memory!Step 2.導入新課：分別請一男孩和女孩回答老師的問題，說出他們喜歡與不喜歡的食物，然后就這兩位學生的情況向全班提問，以此介紹主語為三單和非三單時的各種句型。本環(huán)節(jié)課堂節(jié)錄如下：
t: Now I’ll ask a boy and a girl to answer my I’d like to ask a boy.(To a boy)Do you like pears? B: Yes,I : Do you like French fries? B: No, I don’:(To the cla)Cla, Does he like pears? Ss: Yes, he : Does he like French fries? Ss: No, he doesn’t.(Then ask a girl to answer the teacher’s question.)T:(To a girl)Do you like pears? G: Yes,I : Do you like French fries? G: No, I don’:(To the cla)Now cla,Does she like pears? Ss: Yes, she : Does she like French fries? Ss: No, she doesn’:(Pointing to the boy and the girl)Cla,Do they like pears? Ss: Yes, they : like they like French fries? Ss: No, they don’: Yeah, they don’t like French job!(邊說邊板書重點句型.)Step 3 布置任務：四人小組活動。其中兩位互相詢問對方喜歡與不喜歡的食物，另兩位轉述他們所說的情況。
: I like you like chicken? B: Yes, I do./ No, I don’t C:He /She likes she /he like chicken? D:Yes, he /she does./No, He /she doesn’ 4完成課本33頁Part 3中的Pairwork..Find out what Bob and Bill like and don’t draw in the 5簡單總結一下語法。然后布置拓展性的任務：假如明天是你的生日，你打算邀請一些同學來你家做客,你事先已了解他們所喜歡的食物。你和媽媽討論準備去買一些他們喜歡吃的東西。要求和同伴合作編對話，然后上臺表演。(教師事先與一學生做示范.): Mum, tomorrow is my , Kate, Lucy and Lily are coming to my : ’s give them something nice to Jim like oranges? A: Yes, he likes them very : Does Kate like oranges ,too.? A: No, she doesn’ likes : What about Lucy and Lily? Do they like ice cream? A: Yes, they like it very : ’s go and get some oranges, pears,ice cream and some other : ’s : Good job!Next Sunday I want to invite some students to my house, please help me to make a survey in our cla and tell me what they like and don’t 6接著完成課本33頁 Part 4中的Food survey。要求學生就表格中的食物向同伴提問：Do you like…?找出他們喜歡與不喜歡的食物，填好表格，然后向全班匯報。
Li likes tomatoes, but Zhao Jun doesn’t like likes Mei and Chen Yan like bananas, but Li Lei and Bill don’t like like oranges.…
homework a report about your food survey in your off the exercises in the exercise Three(第三課時)
一、教學目標
2． 知識目標： 1）單詞：have, has, eat, eats, like, likes, oh, for, carrot, runner, lots of, deert, egg, apple, chichen, fruit, vegetable, breakfast, lunch, dinner, eat, run, star, healthy, food, ）句型：What do you have for breakfast/ lunch/ dinner? For breakfast, I have…
What does he/ she have for breakfast/ lunch/ dinner? For breakfast, he/ she has….2.能力目標：學完本課，學生能夠用英語描述一日三餐的食譜。3.情感目標：懂得一日三餐應合理搭配飲食，才會健康，快樂。
二、教學重點：掌握本課新單詞。
三、教學難點：掌握描述一日三餐的方法。
四、教學設計：
challenge Show some words about the food in groups of two, four or six on the screen quickly, let the students say out the words as many as they can to revise the words.完成Section B, 2a,2b,導入新課：在大屏幕上出現(xiàn)三個盤子，分別代表一日三餐，并將剛復習的食物放入盤中，引導學生表述三餐的食譜。本節(jié)課堂實錄如下：
t: How many meals do we have every day? Ss: : Yes, and what are they? T: I have three plates for first one is for breakfast, the second one is for lunch and the third one is for I put the food into each to do you have for breakfast? S: For breakfast, I have hamburgers, tomatoes and : Yes, great!Then what about lunch? What do you have for lunch? S: For lunch, I have eggs, broccoli and : Right!How about dinner? What do you have for dinner? S: For dinner, I have chicken, salad and ice : done!
step3.布置任務：要求同桌學生合作編對話，主題為詢問別人一日三餐喜歡吃的食物。學生上臺展示時，可使用電腦將自己選擇的食物直觀地放入每餐的盤中。本節(jié)課堂實錄如下：
t: Do you like the food I chose for you? Ss: Yes/ : It’s your turn now!choose food for yourself and make a dialogue with your your partners what they have for three minutes, and I will ask some pairs to come here to act it out and you can put the food into the plate by minutes , start!(Two minutes later)T: Time is ’d like to be the first one? Ss: Me/ Let me have a : OK, you two ’s welcome!A: Good : : What do you like for breakfast? B: I like hamburgers and : What do you eat for lunch? B: For lunch, I eat chicken, broccoli and ice do you have for dinner? A: For dinner, I have rice, fish, vegetable soup and : I think your dinner is very : Thank ’s go to : Really/ ’s go!A: Not bad!與學生討論哪些是健康食品,哪些是不健康食品。
t: You have eaten healthy ’s look at kind of food does she eat? Now let me tell carefully and answer my 4.完成34頁Section B的聽力練習activity 2a, 2b以及Pairwork 5.鞏固描述一日三餐食譜的方法：同步閱讀“ Runner eats well!” 然后完成SectionB activity 6.完成Section B Activity 3c:Write about what you like for breakfast, lunch and 7 Groupwork: You are going for a picnic with a group of a list of food to your list of food to the healthily is very can make you healthy and write about what you like for breakfast, lunch and dinner.五、課后反思：學生在前一課的基礎上進一步學會了如何表達一日三餐的食譜，也明白了合理搭配飲食，才會健康，快樂。 Period Four(第四課時)
一、教學目標：
1．知識目標
1)、將本單元所學內容編成一個對話。
2）、鞏固單元語言知識點，即可教名詞與不可數(shù)名詞。
3． 能力目標：學會綜合運用英語交談喜歡與不喜歡的事物以及一日三餐的食譜。4． 情感目標：懂得飲食合理、健康。
二、教學重點：復習單詞、句型以及一日三餐表達方法。
三、教學難點：可數(shù)名詞、不可數(shù)名詞以及有時可數(shù)名詞有時不可數(shù)名詞的分類。
四、教學設計：
setp1.復習本單元內容：要求學生編一個關于討論喜歡的食物以及一日三餐食譜的對話。本環(huán)節(jié)課堂實錄如下：
t: Look at the are they? Ss: 蠟筆小新和櫻桃小丸子.T: Yes, they meet each other on do they talk about? Ss: Hamburgers,French fries……(Show the conversation.)T: ’s read it : Good : Good : Let’s go to the KFC : great!I’d like to : What do you have for lunch? Girls: I have hamburgers and about you? Boys: I have rice, fish and : What do you like for dinner in KFC? Boys: I like hamburgers,chicken and rce you? Girls: Me, : ’s go!T: Now please make a conversation like this with your minutes.(Two minutes later.)T: Now, I’d like to ask some pairs to act it : Nice to meet : Nice to meet : Oh,it’s seven o’clock ’s go to : : Do you like apples? B: Yes, I : Do you like strawberries? B: No,I don’’s too you like French fries ? A: No,I don’’s isn’t healthy : What do you have for breakfast? A: For breakfast,I have hamburgers, eggs and orange about you ? B: I have hamburgers, French fries and coca : Let’s have lunch together, OK ? B: : Bye.(A is a girl,B is a boy.)Step2.歸納本單元語言點：可數(shù)與不可數(shù)名詞。（注：由于初一學生對于語法講解不太熟悉，為便于學生們理解及掌握，本環(huán)節(jié)以中文講解為主。）本環(huán)節(jié)課堂實錄：
t: Next let’s review the grammar take out your : 英語名詞可以大致分為兩類，是哪兩類？ Ss: 可數(shù)名詞和不可數(shù)名詞。
t: 對，可數(shù)名詞又可以分為兩類：單數(shù)和復數(shù)名詞。
1．可數(shù)名詞。舉例：apple,orange,desk,chair,book等。
2．不可數(shù)名詞。比如：water, milk, bread, news等。不可數(shù)名詞一般沒有復數(shù)形式。表示其數(shù)量時要用計量名詞。比如a gla of water，一杯水，a piece of news一則新聞。
3．有時既可當可數(shù)名詞又可當不可數(shù)名詞。如：ice cream, salad,: 好的，接下來我們來看可數(shù)名詞的復數(shù)形式。
可數(shù)名詞由單數(shù)變?yōu)閺蛿?shù)有五種情況：
1． 詞尾加s，如apples,．以s, x, ch, sh, o結尾的加es, 如bus--buses, box--boxes, watch--watches, brush--brushes，tomato--tomatoes.但有些例外。如：radios，photos, ．以y結尾的，去y加ies.如．以f或fe結尾的，去f或fe加ves.如．不規(guī)則變化：如child--children, man--men, : 關于名詞的復數(shù)形式，清楚了嗎？ Ss: 清楚。T: 好，接著我們再看看動詞變化。
1． 陳述句中，主語如果是第三人稱單數(shù)，謂語動詞加S 如：He likes has chicken for dinner.(have-has)2． 否定句中，主語如果是第三人稱單數(shù)，用doesn’t.主語如果是非第三人稱單數(shù)，用don’’t和don’t后面動詞變原形。
如：I don’t like hamburgers He dosen’t like ice ． 一般疑問句中，主語如果是第三人稱單數(shù)，用doesn’t開頭提問，主語如果是非第三人稱單數(shù)，用don’t開頭提問，后面動詞變原形。
如：Does he like pears? Do they like Salad? T: are the main grammar points of unit you have any questions? Ss: off a short test about the grammer a survey and write a report.(抽樣調查現(xiàn)在中學生的早餐狀況并提出合理化的建議)
Unit 6 Do you like bananas?
sectionB教案
單元教材分析
本單元主要學習動詞like的肯定句、否定句的用法；動詞like的一般疑問句的用法以及肯定與否定的回答。本單元以介紹食物，談論喜歡與厭惡為主題，設計了三個任務：先是搜集、利用圖片來介紹有關的食物，學習一些食物名詞；然后是學習詢問對方喜歡與不喜歡的食物，掌握動詞like的一般疑問句的構成以及它的肯定、否定的回答；最后是用所學過的食物名詞制定一次野炊活動的采購單。本單元的重點內容仍然是行為動詞在一般現(xiàn)在時句子中的使用，應該是上一個單元內容的延伸，通過本單元的教學，學生應初步掌握行為動詞一般現(xiàn)在時的肯定句、否定句、一般疑問句的構成以及簡單的回答。單元知識系統(tǒng)(樹)
do you／they like salad? Yes，I／they do．／No，I／they don’t． Does he／she like salad? Yes，he／she does．／No，he／she doesn’/They like oranges．I／They don’t like oranges．
he／She likes ice cream．He／She doesn’t like bananas． 單元總體目標
學會使用動詞like詢問對方喜歡與不喜歡的食物；學會談論自己與他人早、中、晚餐喜歡吃的食物；學會營養(yǎng)配餐并能夠制作購物單和調查表。單元學情分析
本單元的主題是使用動詞like詢問對方對食物的喜好；談論自己與他人喜歡吃的食物，學習并掌握行為動詞的一般現(xiàn)在時的使用。通過前一單元的學習，學生已經(jīng)初步了解了行為動詞一般現(xiàn)在時的構成及其使用，再通過本單元學生比較感興趣的話題的操練，一定會使學生有更深刻的印象；同時教師要善于總結、比較以幫助學生了解構成規(guī)律，正確把握所學內容。
一、語言知識
1.詞匯：breakfast,lunch,dinner,runner,eat,run,star,lot, lots of,healthy,food,deert
2.基本句型：For breakfast，she likes eggs，bananas，and do you like for breakfast？
3.教學重點：（1）食物的分類
(2)一般現(xiàn)在時第三人稱單數(shù)做主語時，動詞的變化
4．教學難點：
（1）
一日三餐營養(yǎng)搭配（2）
小短文理解
一、語言技能
1． 能自由討論自己喜歡或不喜歡的食物 2． 能用英語進行一日三餐的營養(yǎng)搭配
3． 能用英語做簡單的報告或歸納并復述交談內容
4． 培養(yǎng)表演能力，概括能力，想象能力，創(chuàng)新能力以及合作探究的能力
二、學習策略
在課前，我布置了兩個任務：
1、每組帶一兩種水果到課堂來，課中制作一個水果沙拉。
2、回家向父母了解一日三餐的營養(yǎng)搭配，并能自己設計出一份合理的菜譜。這兩項任務所要求的語言知識，在前面兩課中已經(jīng)有所介紹、學習，所以難度不會很大。自己動手做調查、做實驗，培養(yǎng)了學生的動手能力、思考能力，擴大了學生的知識面；同時學生自主學習有關的語言知識，充分利用了課余時間，也提高了課堂效率，提高了學生在實踐中運用語言的能力。
三、情感態(tài)度
培養(yǎng)學生濃厚的學習興趣，培養(yǎng)學生的學習自信心，使其具有成功的體驗。
四、文化意識
了解中西方不同的一日三餐營養(yǎng)搭配 Teaching procedures
task 1:A salad-made competition Step 1:Warming up duty report a song Step 2:Revision
the pictures of all the food learnt these : Do you like…?
: What is your favourite food?
Report to the 2b in 3:A competition
groups of four: Every group make a fruit salad in five minutes(Materials are ready beforehand.)
of group members introduce their salad to the the best group and tell them : A healthy recipe Step 1:Ask &answer
t: I like porridge,milk,bread for like vegetables,rice and fish for like meat,vegetables,rice and eggs for does your mother make for your three meals?
Ask a few : I think most of your meals are delicious ,but can you make a healthy recipe yourself?
step 2:Groupwork: Make a recipe in two it to the 3a in 3:Write
do the exercise of 3b in 3: Go to a restaurant Step 1: Preparation
video watch :Ordering food in a restaurant
: One will act as a waiter/waitre,the others will act as for a few 2: A competition
students’group show the best group Writing exercise:
like likes don’t doesn’t good delicious Waiter: What do you like to eat ,Tom?
tom:Well,I like salad,It’s____for our health,but I_____like :And your friends? What does he like to eat?
tom: He _____oranges and ______like : And I____ice ’s_______.Homework:
1.
cook a meal for their
search the Internet: What is the difference between Chinese meals and western meals? 本課總結
本課主要是學習一些食物名詞并復習行為動詞like一般現(xiàn)在時的肯定句、否定句和一般疑問句的用法以及肯定與否定的回答；復習名詞的復數(shù)形式；總結行為動詞一般現(xiàn)在時的肯定句、否定句和一般疑問句的結構，尤其是三單形式的變化。并通過各種活動方式學會營養(yǎng)配餐。板書設計
Unit 6 Do you like bananas? Section B
Words: breakfast, lunch, dinner, egg, , fruit, vegetables, run, runner, eat, star, lot, healthy, food, deert, list
sentences: She like eggs, bananas and apples for breakfast /lunch / :
I like don’t like you like bananas?
she likes doesn’t like she like apples? 教學反思
通過本部分的學習，學生應基本掌握行為動詞一般現(xiàn)在時各種句型結構，特別是能意識到動詞“單三”形式的使用場合以及掌握動詞“單三”形式的變化規(guī)律，因此在本部分的教學中教師可對所學的語法規(guī)則進行適當?shù)目偨Y和歸類，以幫助學生記憶和鞏固。在總結中一定要注意一個術語“第三人稱單數(shù)”，對于這一術語，學生以前的理解就是指“他／她／它”，這時要讓學生知道“第三人稱單數(shù)”是指“he, she, it,不是you，不是I的其它任何一個單數(shù)形式”，在這種情況下，謂語動詞都要做出變化。當然，從理論上給學生以指導，其目的還是指導實踐，要讓學生真正掌握這一語法結構，進行大量的句型變化練習是必不可少的
江蘇初中英語教案模板4
teaching Plan Unit Three My Friends Part A Let’s learn & Let’s find out(Designed by 梁境燕)Total time: 40 minutes Age of pupils : 10～12 years old Level : learning English for 4 years Cla size : 55 pupils Text book used : Part A Let’s learn & Let’s find out , Unit 3 , PEP Book Ⅲ Teaching objectives: Ss can understand and describe a person’s characteristics and contents : friends , long hair , short hair , thin , strong , friend is has short hair….Who is she ? Teaching approaches:
songs teaching technique, Storytelling teaching technique, acting technique, language situation teaching technique and game teaching technique skills : To develop children’s listening and speaking aids : CAI of the story, a tape , pictures , word cards, masks(or puppets)of the prince , Cinderella and her 3 sisters etc.Ⅱ.Teaching procedures – up : Sing a song the T has adapted : She is nice.…(Written on the board beforehand.)(Time: 2 minutes)Song: She is is is very thin but has long hair but not short are friends after the main characters , using pictures and asking questions.(Time: 2 minute)(Purpose: To warm up and revise and present “ She is … She has …” Set up a language context for the new leon.) the story(T: teacher;Ss: students) shows the story of Cinderella and the asks questions.(Time:7～8minutes)T: This is a story about a prince and 4 to know who they are? Who is he?(T shows a picture of the prince.)Ss: The : prince is ’s very she’s …?(T shows Cinderella’s picture on the left hand.)Ss:灰姑娘！
t: “That’s ’s is is thin and has long
they’re the 3 sisters of is not is very has short hair.(T shows the puppets and describes them.)So the princes, Cinderella and her 3 sisters are in the , watch the video of the story.”(The story was made as a movie in the CAI.)Below is the story showed in the CAI: One day, Cinderella and her 3 sisters Kate, Amy and Mary played in the woods.(CAI shows the woods.)The smart prince came to the wanted to find his saw the 3 ran to him quickly and said: “ I’m ’m ’m your friend, my dear.” The prince said: “ friend is quiet.”
Amy is strong-very very said: “I’m ’m ’m your friend, my dear.”
the prince said: “ is not is thin.”
Mary has short hair-very very short said: “ I have short ’ m your friend, my dear.” The prince said: “ has long hair.” “ Who is she ?” The 3 sisters prince sang: “ She is is is very thin but has long hair but not short are friends after all.”
“ Sisters…”(T pauses the video and asks: “ Boys and girls, gue who came here.” Ss: “ Cinderella.” T: “ That’s ’s see what happened next.”)Cinderella came back.“ Oh, here you are, my friend.” The prince was very happy to find his friend.“ Oh, no…” The sisters cried.(CAI shows the actions : 3 sisters cried and were very ran away.)
the story with gestures and different voices by teacher.(Time: 5 minutes.)(Purpose for the 2 steps: Adapt the words and phrases into a story with a up a meaning context and make story the Ss will be eager to learn it, as well as be easier to pick up the new words , sentences and the chunks.) the the cla into 5 group representatives one role, Cinderella, prince , and Cinderella’s 3 sisters: Kate, Amy and teacher tells the story again and encourage children to join in telling the story.(Time: 5 minutes.)(Purpose: Let Sts learn by ’s connected to the children’s learning that case, Ss can learn new things easily.) and answering questions about the story.(Time: 2 minutes.)
t: Who is the prince’s friend? Is she strong? Is she quiet? …
a cla game: Who is he/ she?(Time: 3 minutes)
Use the CAI to present a part of a the teacher describes the person on the example: “ She is a is tall….Who is she?” Who guees right, who wins one work:(Time: 3 minutes)
One try to gue the partner’s best friend in the example: I have a is a has long is is is she?(Purpose for Step 1 and 2 : Offer the opportunities to let all the Ss practice and participate in cla.)
a gueing game: Who is my best friend?(Time: 4 minutes.)
Invite some students to stand in the other Ss try to ask and find out who he or she example: Is he a boy? / Is he strong? / Is he quiet? / Is he…? Then Ss describe the friend together with the help of the key words that T writes on the board.(Purpose: Adapt the game and make a competition.) the story and act it out by group work.(Time: 5 minutes)
children work in small groups to adapt the story and act it walks around and help the last Ss show their stories in the cla.(Purpose: Increase Ss’ creativity, imagination, imitation, curiosity, cooperation ability and competition ability.)(Time: 1 minute)
(1)Spell the words or phrases on Page 28.(2)Retell the story for your parents.(3)Try to describe your family members to your clamates or friends.(4)Do the drills of the Activity Book , 2.(Notes on the blackboard written by the teacher.)Unit Three My Friends A Let’s learn & Let’s find out ↗ strong.(word card and picture)↗
My friend is
→
thin.(word card and picture)
↘
↘
quiet.(word card and picture)
↗
long hair.(word card and picture)He has
↘
short hair.(word card and picture)Who is he?
short
short hair
big eyes My friend is{ strong ,he/she has{,{
.tall
long hair
small eyes
thin
五、Progre
江蘇初中英語教案模板5
初中英語教學案例
Unit7 how does he look like
第一課時
學情分析
七年級的學生，由于年齡小，生性活潑好動，喜歡直觀形象思維，對游戲、競賽、畫畫特別感興趣。由于七年級學生剛學習句型，有的學生可能說的不好，有的還不敢說，老師針對學生現(xiàn)狀，在課堂上盡量以鼓勵表揚為主，注重培養(yǎng)學習英語的興趣，營造英語氛圍，鼓勵學生開口說英語、特別是給差生創(chuàng)造機會，讓他們嘗試成功的喜悅。同時，七年級的學生還存在著學習方法和學習策略經(jīng)驗不足等問題，但他們卻有著極強的求知欲強和表現(xiàn)欲。根據(jù)學生的心理特點我在課上多以表揚為主，注重對學生英語學習興趣的培養(yǎng)，鼓勵他們大膽說、積極做、努力唱！讓學生們在玩玩、做做、說說、唱唱中學習英語。
一． Teaching Aims:
1)掌握四會單詞：short, curly, long, tall, straight hair, a medium build, height, thin, heavy, bald, brown, ）練習運用句型： What does he look like?—He’s you know David?—No, what does he look like?（1）Most students can read the article by themselves．（2）Train students’ reading skills.（3）80% of the students can write something using the target language．
重點：What does he look like? He’s short and he has straight hair.難點：wear 的一般現(xiàn)在時的用法
二、Teaching Proce:
第一課時
step 1(5~7min): Pre – task : Warming-up : 通過對幾個人的描述，創(chuàng)設好情景，為后面的學習做好鋪墊。讓學生自然進入本課的學習內容與氛圍當中。
look at this picture:
t: Is she tall ? S: No, She isn’: What does she look like? S:She e is has short 2（10min）: While – task: 做好了鋪墊，創(chuàng)設好情景后，讓學生分組討論事先準備好的圖片，描（述各種人物，如班上同學、朋友、父母以及他們喜愛認識的演員、歌星、影星、作家等人物的外貌，還可帶圖片、VCD等東西，還可用道具當堂扮演各種外貌不同的人物。讓學生充分訓練口語，然后檢查他們的活動。檢查學生練習，教師可深入各個小組，認真傾聽他們的口語練習。幫助他們糾正語音和語法錯誤。
task 1: Play the gueing game: What does she/he look like? She has...hair and...eyes Is she...?
task 2: Listen to the teacher’ then draw a picture according to what you heard iust girl has short curly blond sair and beautiful blue is medium height and medium is in （10min）:Review testbook回顧課文
step4（2min）: Post-task : 當堂檢測
does he look like? He is of medium h__________. am very h_______________.I want to buy some food to was the w____________ today? It’s often tells us to w___________ hands before each is a __________________(繁忙的) is very________________________(重要的)and many people enjoy learning people in the ______________(鄉(xiāng)村)are richer than （10~13min）.畫一幅自畫像讓大家猜猜那是誰。
第二課時
教學反思
在教學過程得最初階段我做了細致得準備工作，從教材分析到教具配合，從習題設計到當堂練習，以及學生的課堂反應都比預料得結果要好，課上我運用了新穎得教學方法，讓長發(fā)、短發(fā)、卷發(fā)、直發(fā)教具以及豐富多彩的圖片深深吸引學生得注意力，讓學生自己感到學習英語得魅力，激發(fā)學生得興趣。課堂表現(xiàn)令人滿意。師生互動得效果出奇精彩。特別是個別同學想描述一個戴眼鏡得同學時，不知道該選用is還是has。此時抓住時機迅速補充并新授wear glaes課后反映效果特別好，對這種學生自己提出得問題，學生印象特別深刻，記憶特別牢固。學生得主導性非常強，回答踴躍，思路新穎，在回答問題得過程中，學生能基本掌握要點，而又不失靈活與個體得發(fā)揮。但總體來說，學生自主學習能力和書寫能力還是有待提高，我會在今后得教學過程中加大這方面得教學力度。
第二課時
一、教學目標：
1.知識目標：
1).單詞： hair, curly，straight, height, tall, medium, thin，heavy，brown 2).句型：--What does he/she look like?--He/She is tall and has long hair.--What do you look like?--I’m thin． He/She wears glaes/…
2.能力目標：
1）學完本課，學會描述人物外貌。
2）能積極思維，運用所學單詞，短語及句型，結合實際生活進行靈活運用。
3.情感態(tài)度目標：讓學生學會友好地描述別人的形象。讓學生在給自己或別人畫像時提高繪畫水平和審美意識；讓學生了解不同外貌作用的背景知識，實現(xiàn)跨學科交流的目的。
二、教學重點: 掌握本課新單詞和句型和怎樣描述一個人的外貌。
三、教學難點：掌握描述人物外貌的方法。
四、教學設計： 任務前：
游戲----新課程的導入
找出兩名外貌差異較大的學生來做游戲，一個胖而高大的男生（a fat and tall boy），另一個瘦而較矮的男生（a thin and short boy）。
游戲內容：（1）拔河（tug-of-war）（2）跳遠（long jump）
目的：引起學生的學習興趣，了解人物的外貌特征，通過游戲的最后結果（即不管外貌如何在不同的游戲中都能獲勝）的對比培養(yǎng)學生的情感和態(tài)度：不要以貌取人（Don’t judge by appearance）。
然后用這兩名學生為例教heavy ,tall, thin, short及兩個句型：
do you look like? does Tom/he look like?
任務環(huán);
引導學生熟悉有關描述人的外貌特征的詞和句
step1(5min)教師以自己的身體的各部位為例，教授身體的各部位。（ear, face, hair, eye, nose, mouth，hair….）
step2(5min).游戲：Touch your nose 小組合作完成設計意圖：指鼻子游戲，小時候都做過，現(xiàn)在用英語說，學生會感到更有趣，對單詞的記憶也會有幫助
step3(3min).通過多媒體向學生展示三個漫畫人物并教有關height 和 figure 的單詞。然后三個人一組操練“What does he look like?”注意be 動詞的用法。
接著操練“What does she look like?”注意has的用法。
step4(3min).找一男同學到前面，學生兩人一組，發(fā)起會話，每組限說一句，然后再找一女同學，設計意圖：讓每一位同學都有機會展示自己，并得到應有的獎勵，會活躍課堂氣氛，激發(fā)學生課堂參與度
step5(20min)書上練習1.聽力2.語法
畫像，畫一幅自己的圖像，不要求有很高的繪畫技巧，小組長收起來，并從中抽取一張，通過一名同學對他的描述，其他同學才他是誰？
設計意圖：鞏固知識，加強合作，增添興趣，學生的誤區(qū)會在其他同學的指正下，改正
任務后：
1 學生拿出自己搜集的著名音樂家或演員等的圖片說句子。
（先在小組內，然后推人匯報，讓全班同學聽，評價）
課后總結：
最佳小組 最佳學員 最佳口才獎 最佳合作獎
江蘇初中英語教案模板6
I
lead in:
t: Good morning , my boys and girls!
ss: Good morning ,teacher!
t: Before our cla, I want to ask you a question about ?
ss: OK!
t: What’s your ideal jobs in the future? Ideal the Chinese meaning is 理想的.Is it a teacher ?Doctor ?or something else? And tell me why
ss1: My ideal job is it’s very coll!
ss2: My ideal job is.....(提問兩個或三個同學）
t: Good!Your ideal jobs are very great!I hope your dream jobs can come true!If you r ideal job is a doctor or something should we do now? How make it come true? If you don;’t doesn’t us to our new leon “Unit 6I’m going to study computer science’.(寫板書 標題寫上）
II
t: Just now, we said some jobs about ourselves, now look at the are some pictures about our new find our dream jobs in it.(呈現(xiàn)職業(yè)的圖片 并配有英語單詞）
t: Look at the picture, Who is he?
ss: Doctor /醫(yī)生
t:You are right!Read follow me :doctor
ss: doctor...T：And this one ?
ss:鋼琴家........(單詞的學習）
: Look at [1a] There are 12 jobs in them is the most is the least interesting(漢語翻一下）Do you understand me ? I Give you 2 minutes to finish : times !Who want to share your choice?(提問兩名同學）
t：Do you find something in common in these 12 jobs ?(老師引導）
s: 有的職業(yè)加er 有的加or 有的加ist....T:Excellent!You did the good job!(中文講解）
N/v + or(visitor,..)doctor 不是這樣變化
Er(driver , worker, singer...)
Ist（pianist，scientist...)
還有許多特殊變化的 需要我們特殊記憶。
當我們在以后的學習和考試時 看見er or ist 時 我們就可以猜測 它是什么意思。
at [1b] Listen to the in the blanks and match : Check the answers.(提問四個同學 一個人一句話）
t: Read it now , our students said their dream jobs in the had a dream job when I was a little want to be a I am very fat just a dream for me!What a pity!Because I
didn’t do anything for you want to make our dreams come should we do ? Look at [1c] First read it with you desk I will check you.（提問同學讀對話三組同學）
（找同學翻譯講知識點）A: How are you going to do that?
b: I’m going to practice basketball every day
t: want to be +職業(yè) 表示想要成為什么樣的人
舉例：I want to be a singer.(提問同學造句）
t： grow up長大 生長
t： 一般將來時 表示將來發(fā)生的動作或存在的狀態(tài)其中的一個構成 be going to +V原 表示計劃打算去做某事，常與表示將來的時間狀語連用 比如說： tomorrow, next week...還與when 引導的時間狀語聯(lián)用
t：我打算明天和我媽媽去購物
I’m going to go shopping with my mom.(提問 多練）
t：How are you going to do that ?
I ‘m going to...問怎么做 要給出自己的具體做法
a conversation like 【1c】
： today we learned some new words and new look at the follow : remember the new words
Make a dialogue like[1c]
江蘇初中英語教案模板7
說課 Unit1 Good morning, Ladies and gentlemen : I’m Zhang topic is Unit 1 How often do you exercise? Section A from Junior English For China Students’ Book(Grade 8).I hope you can enjoy my , the language goal in this unit is to make students talk about how often do you do this unit, students must master some new words and phrase and the grammar point--Adverbs of are some structures are also important , like : What do you usually do on weekends? How often do you read English books? What does she /he do on weekends? And so may use some cards, pictures and a tape recorder to help my my teaching plan, I mainly divide my teaching proce into 3 first Period(1a-1c)The first Period is from 1a to 1c in page aims are name of activities in the pictures and Adverbs of this cla, I hope the writing skill, Listening skill, communicative competence of students' will be 's get in the teaching procedure: the cla I will introduce myself briefly and talk about something the students did in summer : First I’ll introduce ’ll be your English teacher this hope we’ll get along very ’m not only your teacher, but I can be your ’ll be happy , I want to know what did you do in the summer vacation ,did you have some interesting stories? Did you have travelling ? Did you have shopping ? Did you have eating many delicious food ? Did you have doing homework or reading books? Did you have doing some exercise? Let's share the students answering...Now let’s begin our cla we’ll learn often do you exercise? Please open books at page the Section A 1a in Page1 First look at the will ask a few students to say what they see in in the : What are they doing ?(Each picture shows what a person does on the students to answer)Then let students name each them to repeat each girl is girl is boy isexercising boy is watching girls are ask students to list all the activities in the ask the students who finishes first to write the answers on the last , check the answers on the board and ask students to correct their own activities.( at the picture（學
生
識圖). each : What are they doing ?—
—They are shopping /reading /exercising /watching TV /skateboarding.(Help the students to answer) the activities on the line the answers on the their own reading.)Step the Section A 1c in Page 1 First I will ask two students to read the dialogue in the do you do on weekends?——I often go to the work with a your own conversations about the people in the does she/he do on weedends ?——She /He is often watching ,Focus on the conversation in the box students practise go into the Pairwork : Use the activities in pictures to make new the Section A 1b in Page 1 read these adverbs and explain: always, usually, often, sometimes, hardly ever, never, explain often多久一次 Hardly adv.幾乎不；幾乎沒有 Ever adv.曾；曾經(jīng)
the tape students write the letters on the check the answer summary of this TV, skateboarding, reading, shopping, exercising Always, usually, often, never, hardly ever, sometimes This cla we’ve learnt some names of activities: watching TV, reading, skate boarding, exercising, we also leant some adverbs of frequency: always, usually, often, sometimes, hardly, ever, homework to students Today's homework is : keep a weekend dairy showing what you do on weekend.(You can write down what you have do from the time you get up until you go to sleep.)Next cla,we will learn 2a to 2c , please preview , cla is over , see you The second Period(2a-2c)The second Period is from 2a to 2c and the grammar focus in page aims are name of activities in the pictures and Adverbs of part is also useful to students' Writing skill , Listening skill, communicative competence and also Reading , Let's get in the teaching procedure: the cla Step some new words Now please look at the list of activities and read after TV Exercise …
students read the activities and the answers of “how often …sentences”
students practise the Section A 2a in Page 2 In 2a students should know the activities they ,Play the tape , students only the tape for the second time, let the students number the they heard from the tape, Let one student read his/her the tape the third the the Section A 2b in Page 2 In 2b students should know the answers of how often Cheng does the ,Play the tape , let the students match Cheng's activities with the number of times he does one student read his/her the tape the answers Notice : In this part ,we should pay attention to "how often"引起的特殊疑問句及回答.Now please look at the chart in Activity 2a again: The heading—How often? Ever day Once a week Twice a week Three times a week Once a month Twice a month Match them with correct activity according the tape the Section A 2c in Page 2 First ask a student to read the list of activities to the cla: Watch TV , Surf the Internet , Read English books, Go to the movies , Exercise Let them practice tell me how often do these activities: You can write your answers under the list of How filling the chart,check the answer and let them do pairwork to make on the the activities in the left in the the answer work: Make the Section A Grammar Focus in Page 2 Explain "how often"引起的特殊疑問句及回答.Let them Practise reading : Let students read the questions and summary of this cla we’ve leant some adverbs of frequency: every day, once a week, once a month, twice a we leant to talk about how often people do homework to students Today 's homework is : the new Section A 1a-2c Next cla ,we will learn 3a to 4 in page 3 , please preview , cla is over , see you The third Period(3-4)The third Period is from 3a to 4 in page aims are Adverbs of frequency and how often sentence and the and writing skills is important in this , Let's get in the teaching procedure: Step the cla and check the homework Step some new words of this period Show the new words on the screen and teach students how to read , explain them and ask them to the Part 3 of section A in page 3 Now please open your books at page at 3 Call students' attention to the survey Make sure the Students understand the : What activity do ninety-five percent of Green High students do every day ?——Students answer.（If neceary , give them help.）
look at the information in the green box with the students read the let them look at the survey and fill in the blanks in the I read it to the cla and explain s(I’ll read each line of the survey to you.)
：
the them practise the Group work in page 3 a question : What can you do improve your English? students think of more things they can do to improve your English and write them several Students each question.——Read English books Sing English songs watch English movies How often do you do the things?(Collect the answers on the blackboard.): Who is the best English students in the cla Step a free discuion(if time is enough)Ask students to talk about how often their family members do example, My mother cooks dinner every eat in a restaurant once a father goes to the United States once a year.… Step summary of this cla we’ve read a magazine article and done an hope you can study hard and to be good homework to students Today 's homework is : and copy the new for Section B.(If time isn’t enough, leave the exercises of workbook as homework.)Ne
xt cla ,we will learn section B in page 4 , please preview , cla is over , see you That’s for listen my presentation.
江蘇初中英語教案模板8
初中英語教案(八下 unit 2)Teaching goals: &phrases: keep out , loud, argue, What’s wrong? Football, either, except, themselves, include，2.情態(tài)動詞could/should的用法. don’t you …? 結構表建議的應用。4.如何談論問題及提出建議。
5.在處理問題中學會自省與人際交往。
Important and difficult points: /could 情態(tài)動詞的用法。2.如何提出建議。
teaching aids: a tape recorder , 1 Teaching procedures: Step 1 Leading in
and free talk the homework Step 2 Pre-task T: I want to buy a new guitar but I don’t have enough should I do? Ss think it over , and try to give his/her their advice on the a second-hand a part-time ’t buy a until next reading the advice by the Ss.導入：In this unit we are going to talk about problems people have and learn how to give these people advice – to tell people what we think they should 3 While – task SB Page 10, 1a the instructions to the the problems by the Ss to write the problems in the “serious” or “Not serious” about the answers with the Page 10, 1b
Make sure the Ss understand what should they the tape circle the problems they the tape a third the 4 Post-task SB Page 10, 1c Look at the problems in activity 1a and make 5 While-task SB Page 11, the sure the Ss understand what should they to the sentences the tape the first only attention to Peter’s friend’s the tape circle “could ” or “should”. the Page 11, the attention to Peter’s the tape the 7 Post –task Make conversations with peter and his friend with the help of 2a & 8 Grammar Focus Review the grammar say the questions and the the differences between could/: over the clothes are out of style , what should I do ? Please give the advice.
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