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2023版人教版英语教案篇1
教学目标：
1、会使用可数名词和不可数名词开购物单。为后两课学习购物做准备。
2、学会讨论吃什么饭，买什么东西。
3、复习一些礼貌用语和习惯表达，如：how about…？ what about…？ can you come with me? what do you have for dinner this evening? let me and have a look.等。
教学用具：
lesson115 ppt教学演示
教学步骤：
step 1 revision
[课件演示]值日生duty report。
教师让学生根据课件中的对话模式，两人一组自行演示。
step 2 presentation
[课件演示]引出今日新单词：pork。也可根据学生的水平适当补充一些新单词。如：大酬宾销售 bargain sales 销价20% 20% off 甩卖 reduction sales
step 3 read and act
听录音一遍后问学生：where are they?
听录音一遍后问学生: what does tom want to buy? what else? how many? how much are they?
听第三遍，模仿跟读，直至练熟。
step 4 practice
复习第二部分句型，练习买东西。
模拟几种商店，并列出价目表。
把这些价目表都用投影打出，供学生们编对话。
编对话的话题仍然可使用教参(p.124)提供的几个话题。
这里再提供几个。
1、教师节给老师买礼物。
2、六一儿童节给幼儿园小朋友买礼品。
3、八一建军节用班费给军属买礼物。
4、你班有一位同学生病住院，买些礼物去看看他/她。
step 5 listen and answer
做workbook p.145
homework
blackboard handwriting
unit 29 shopping
参考词
new words: pork how much is the meat? it’s 10 yuan a kilo.bargain sales
useful expressions:20% off
how much is it? it is …yuan a bag / bottle / kilo?reduction sales
how much are they? the are …a kilo.
how many / how much do you want?
period one
课前准备
教师：准备游戏时所用的图片（食物、蔬菜、动物）。
学生：准备表演时所需道具（服装、假发）。
教学设计
step one :present the sentence patterns.
1、 play a game “how many words do you know?”（利用小游戏调动学生的积极性，同时通过对冠军的介绍引出本课。）
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（图片略）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.（引课方式贴近生活，学生易于接受）
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.（通过句型的操练使学生更加熟练掌握所学的句式。）
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.（用谈话的方式完成任务，生动活泼，同时更容易向学生进行美德教育。）
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，使课堂气氛达到高潮。）
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?
period two
课前准备
教师：准备歌曲磁带（歌词）、情景图片及上课所需表格。
学生：需要向父母了解自已名字的含义。
教学设计
step one: revise the sentence patterns.
1、 sing an english song.（用唱歌的方式既带动了气氛，又复习了所学内容。）
teacher: yesterday we’ve known each other already. do you remember your new friends’names? if you do, let’s sing the song “what’s your name?”。
hello! hello! what’s your name? my name’s gina.
hello! hello! what’s his name? his name’s peter.
hello! hello! what’s her name? her name’s anna.
2、 listen to the conversations and finish the exercises.
teacher: yesterday i made a new friend. her name is jenny. she is very lovely. she introduces many friends of hers to me. do you want to know about them? let’s listen to the tape and find out some useful information.
（students listen to the tape and give the right answers.）
3、 act out the dialogues.（在特定的情景下表演对话更符合实际，更贴近生活。）
teacher: now you’ve known something about introductions and greetings. but if you are in other places, how do you introduce yourself and greet others? look at the four pictures and imagine you are in such a situation, how do you get to know new friends?
（students can choose any picture they like and act out the dialogues.）
example:
(at a party)
sa: hello! i’m lucy green. what’s your name?
sb: my name is kate brown, jim’s classmate. nice to meet you.
sa: nice to meet you, too. i’m jim’s sister. welcome to jim’s birthday party. make yourself at home.
sb: thanks, i will.
step two: choose english names.
1、 play a name game.（有效引出“英文名字”这一主题。）
teacher：as we know, everyone has a name. each name has its special meaning and so do english names. do you want to have an english name? if you do, let’s play a name game. the winners of the game will get english names.
rules: every student should introduce himself or herself,but at the same time he （she ） should repeat all the above-mentioned classmates' names.
example:
s1: my name’s tony.
s2: his name’s tony. my name’s linda.
s3: his name’s tony. her name’s linda. my name’s nick.
s4: his name’s tony. her name’s linda. his name's nick. my name's kim.
s5:……。
2、 choose english names.
1)。find out first names and last names.（用小组的方式完成名字的识别。）
teacher: congratulations to the winners. now you choose english names from the box. but before you choose names, you must know english names have two parts: first name and last name. look at the box, can you classify them according to the demands?
初中英语教案格式
一、说教材（教材分析） analyzing teaching material
1、 说课型 lesson type (dialogue/ reading/ listening/ revision)
2、 本课在教材中的地位 status and function
lesson 33 saving the earth is a dialogue. the lesson is focused on the topic of the problems of the earth and the functional items of supposition/ intentions/ conjecture/ prohibition. since it is a dialogue / reading. it’s helpful to improve the ss communicative/ reading ability.
3、 说教学指导思想 teaching guideline
(teaching syllabus: language is for communication, develop their four skills, lay special emphasis on reading; grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; reading is for information, for fun; use top- down model or bottom- up model to activate ss schemata; interactive model)
4、 说教学目标和要求 teaching aims and demands （…be intended for ss in key schools）
1)认知目标 knowledge objects
a. enable the ss to remember the following new words & phrases:
damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
b. get the ss to be familiar with this sentence pattern:
if the population keeps growing so quickly, there will only be standing room left…
give the ss a reinforced practice on the functional item supposition.
c. activate ss schemata regarding the topic of pollution and help ss to know more about the problem of pollution.
2)智能目标 ability objects
a. ask the ss to make up a similar dialogue.
b. help them to understand the dialogue better and improve the four skills.
c. develop their ability of thinking independently.
d. cultivate their ability to discover, analyze and solve problems.
e. train them to collect information from the internet.
f. train them with some effective learning methods to optimize ss’ learning results.
3)德育目标 moral objects
a. arouse their interest in learning english;
b. help them to understand the background of pollution.
c. enable the students to love our earth and the nature.
d. be aware of the importance of stopping pollution & protecting out environment.
e. encourage the ss to do something to save the earth.
5、 说教学重点 teaching important points （生词、句型；培养阅读技能）
a. new words and phrases
b. sentence pattern: if- clause
c. improve their reading skills.
d. talking about problems of the earth.
6、 说教学难点 teaching difficult points （语法；发展交际能力）
a. functional item: supposition.
b. develop their communicative ability. act out their own dialogue.
7、 说教具 teaching aids (multi-media computer, software, ohp)
the teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. it’s of great help to increase the class density and improve our teaching result. it can also make the ss reach a better understanding of the text by making the classes lively and interesting. at the same time, it arouses the ss’ interest in learning english.
二、说教法 teaching methods
five step method; audio-video; communicative approach;
task-based learning: new syllabus design encourages teachers to use this teaching method. tblt can stimulate ss’ initiative in learning and develop their ability in language application. make the ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.
三、说学法 study methods
1、 teach ss how to be successful language learners.
2、 teach ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
3、 get the ss to form good learning habits.
四、说教学过程teaching procedures
i. 复习 (revision) 5min (daily report; 词汇diagram; brainstorming; activate schemata)
activity 1: imagination
1)。 suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? （wash it? or throw it away?）
2)。 suppose you catch a bad cold, what’s to be done?
3)。 suppose your bike is broken, what’s to be done?
4)。 and suppose the earth, on which we all live, is damaged, what’s to be done?
_what can you think of when you see “pollution” this word?（waste, environment, air, water, factory, desert, climate.。. try to activate the ss schemata regarding the topic of pollution.）
ii. 呈现 (presentation) 5min
activity 2: presentation
play the song “earth song” sung by michael jackson. (create an atmosphere)
a lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.
ss’ presentation on pollution. attract their attention, arouse their interest, and create a good atmosphere for communication.
_activate their schemata and cultivate their ability in collecting information from the internet and develop their ability in thinking independently.
iii. 对话 / 阅读 (dialogue)18m
1、 pre- reading
activity 3: prediction
1st listening/ fast reading, one guided q to help ss to get the main idea:
what do you think is discussed at the conference?
2、 while- reading
activity 4: read and answer
2nd listening/ careful reading, more qs to get the detailed information. develop their reading skills: skim & scan. pay attention to the pronunciation, stress & intonation.
_阅读: pre-reading; while-reading; post-reading （fast reading/ careful reading; skim/ scan; 识别关键词key words;确定主题句；创设信息差information gap;t or f; 填表格chart/diagram; predicting; make a timeline; make a story map。达到对课文的整体理解和掌握。so that they can have a good understanding of the whole text.）
3、 post- reading
activity 5: language focus
while ss are answering the qs, the teacher deals with some key language points.
a. is being caused b. and so on c. go on doing
d. be fit for e. standing room f. if- clause
iv. 操练 (practice) 10m
activity 6: retell
use your own words to retell the dialogue in the 3rd person.
activity 7: acting out
activity 8: drill – supposition
purpose: practise the functional item of supposition. (p. 33 part 2; p.113, wb ex. 3)
(retell; act out; role play)
v. 巩固 (consolidation) 6m
(discussion; interview; press conference; debate; quiz)
activity 9: role play
suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.
_the ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.
activity 10: discussion
think of the question: are we causing damage to the world?
what should we do to save the earth and protect our environment especially in our daily life?
collect their answers and form a report.
vi. 作业 (homework) 1m (writing; continue the story; recite; retell)
write a letter to the mayor, telling him sth. about the pollution around your school.
i. analysis of the teaching material
1、 status and function
the topic of this unit is about food. the students will learn how to order food or
take-away. in this unit, the students will be able to use “would like” to express their need
for food and learn how to ask others‟ information and provide their personal information
during the process.
2、 teaching aims and demands
1)。 knowledge objects
a. to master how to order food or take-away;
b. to master the modal verb “would” and “what” questions.
c. to master the usage of countable nouns and uncountable nouns.
2)。 ability objects
d. to use “would like” to talk about the need for food.
e. to improve students‟ ability of communication and social practice.
3)。 sensibility objects:
let the students experience the happiness of learning english, cultivate their ability
to do things and foster the spirit of cooperation in group activities.
3、 teaching difficult points and focus:
1)to learn the names of food and the countable and uncountable nouns.
2)to learn how to order food.
3)to use “would like” to express their need for food and learn how to order food.
ii. target language
1) what would you/he/they like to eat?
i‟d /he‟d /they‟d like some.。.
2) what kind of noodles would you/he/they like?
i‟d/he‟d /they‟d like beef and tomato noodles
iv. vocabulary
noodles, beef, chicken, mutton, potatoes, tomato, cabbage,carrot, dumplings, porridge, soup, green tea, orange juice, would like…
v. teaching time
45 minutes
vi. teaching procedures
step 1. warm up.
1) show some pictures about sports and let the students answer the questions below:
after doing these sports, what‟s your feeling?
are you tired ？
are you hungry?
2) let the students thinking the question: if you are hungry, what would you like to eat?
3) show some pictures of food that they have learned.
step 2. lead into.
1)t: “no food left! but don‟t worry, let‟s go to the restaurant to have a big meal.
look! what can you see in the restaurant?
yes, there are many kinds of food there. you can choose whatever you like”。
2)show the new words.
3)questions:
a: what kind of vegetables/meat/food/drink would you like?
b: i‟d like some…
let the students to learn the names of food and the countable and uncountable nouns. let the students make some dialogue.
step 3. let’s chant.
step 4. noodle house.
1) show some pictures about noodle specials.
meat+vegetables → special2…。
（let the students to guess the meaning of the word „special‟）
2) make dialogue
a: what kind of noodles would you like?
b: i‟d like…and…noodles.
step 5. pairwork and guessing game
1) pairwork 。 （make dialogues.）
2) game: who is the winner?
ask a boy and a girl come before the blackboard, and then ask two students to make a
dialogues. the boy or the girl who find the right special will win one score…。after
some pairwork, see who is the winner? the boy or the girl.
3) guessing game.
step 6. role play (in the nodle house)
a customer and a waiter. (make a dialogue)
let the students express their need for food and learn how to order food.
step 7. summary
step 8. apothegm
step 9 a flash → “i’m hungry”
learn the song.
step 10. homework
language goals
in this unit students learn to describe animals and express preferences and give reasons,
new language
why do you like koala bears?。 because they're cute,they're pretty interesting, they're kind of shy, they're very big.
names of animals such as tiger, elephant, koala bear, dolphin
description words such as smart, cute, intelligent
names of countries: australia, south africa,
recycled language
between, across from
he's/she's from 。.。 he's / she's five years old.
name of countries; china, japan, brazil
section a
additional materials to bring to class:
coins or other markers for the bingo game in 4.
ask students to name as many animals as they can in english. write the list on the board,
ask students to describe each animal in some way.they may tell its color or tell if it is big or small.
say, today we are going to learn the names of some more animals. well also leam how to say which ones we like and tell why we like them.
la this activity introduces the key vocabulary.
focus attention on the map of the zoo showing pictures of animals. ask students to point to and name any animals they can.
point to the animals one by one and say the name of each. ask students to repeal.
point out the numbered list of words. say each one and ask students to repeat.
then ask students to match each word with one of the pictures. say, write the letter of each animal in the blank by that animal's name. point out the sample answer.
check the answers.
1 b this activity gives students practice in understanding the target language in spoken conversation.
point to the animals in 1a- ask students to point to and name the animals.
say, i'm going to play recordings of three conversations. listen carefully as you look at the words in la.put a checkmark in front of the name of each animal you hear.
play the recording the first time. students only listen.
play the recording a second time. this time students check each animal name they hear.
correct the answers.
1 c this activity provides guided oral practice using the target language.
call attention to the example conversation in the picture. ask two students to read it to the class. answer any questions they may have.
point out the four description words. ask a student to read them aloud. review the meaning of each word.
say, now you can make conversations about animals.your conversations can be like the example. use these description words.
ask students to work in pairs. have them take turns saying both parts.
if students need help getting started, demonstrate another conversation with a student. for example:
teacher: let's see the elephant.
student: why do you want to see the elephant?
teacher: because it's very smart.
ask some students to present their conversations to the class.
2a this activity provides listening practice using the target language.
call attention to the two blank lines on the left. say,you will hear a recording of a conversation. listen carefully. then write the names of the two animals you hear on these lines.
play the recording the first time. students only listen.
play the recording a second time. this time students write in the names of the animals.
check the answers.
point out the adjectives listed on the right. ask a student to say the words.
say, now i will play the recording again. this time draw a line between each animal and the adjective you hear.
play the recording and have students match each animal with an adjective.
correct the answers.
2b this activity provides listening and writing practice using the target language.
call attention to the conversation and the blank lines in it say, you will hear the recording again. this time please write a word from the box on each blank line. some words can be used more than one time.
ask a student to read the words in the box.
play the recording. check to see that students are writing a word from the box on each line of the conversation.
go over the answers.
2c this activity provides guided oral practice using the target language.
call attention to the conversation in the picture. ask two students to read it to the class.
say, now you can have conversations like this one.use the words in box 1, box 2, and box 3 in your conversations.
demonstrate a conversation with a student. for example:
student: do you like penguins?
teacher: yes, i do.
student: why?
teacher: because they're very cute.
3a this activity provides reading practice using the target language.
point to and say the names of the three countries on the maps and ask students to repeat
point to the three animals and ask a student to name them.
say, now draw a line between each animal and the country it comes from.
correct the answers.
3b this activity provides guided oral practice using the target language.
point to the conversation in the picture. ask a pair of students to read it to the class.
ask students to work in pairs. say, now you can talk about where animals come from. point to the map and animals students matched up in 3a-
say, work with a partner. take turns asking and answering questions about the countries and animals in 3a.
after a few minutes, ask several pairs to say the conversation for the class.
section b
additional materials to bring to class:
pictures of household pets and zoo animals cut out of magazines for follow-up activity 1.
1 this activity introduces more key vocabulary,
call attention to the animals in the picture and ask a student to say the name of each one.
point out the list of eight numbered adjectives at the top.
say, now please match the adjectives at the top with the animals in the picture. write the letter of the animal on the line after the adjective. point out the sample answer.
as students work, move around the room offering to answer questions as needed.
correct the answers-
2a this activity provides listening practice with the target language.
say, now i will play a recording of a conversation between tony and maria. this time circle the adjectives you bear on the list for la.
play the recording again. students circle the adjectives they hear.
correct the answers.
2b this activity provides listening and writing practice using the target language.
call attention to the three headings. animal, maria's words and tony's words, and the write-on lines under each.
say, now i will play the recording again. this time please write the name of the animals each person talks about and the words they say.
play the first four lines of recording and stop the tape. ask, what animal are they talking about? (the elephant) what words does maria use to describe the elephant? (interesting, intelligent)
point out the write-on lines where students can write these words.
play the whole recording and have students write the words they hear on the chart.
check the answers.
3 this activity provides guided oral practice using the target language.
call attention to the dialogue next to the picture. ask two students to read it to the class.
say, work in pairs. use sentences like these to say what you think about different animals.
demonstrate the activity with one or two students. for example, say, i like dolphins. they're intelligent.
ask students to work in pairs. as they work, move around the room checking on progress.
ask some pairs to present their conversations to the class.
3a this activity provides reading practice using the target language.
point out the three descriptions of animals. ask students to take turns reading one aloud.
then draw attention to the pictures of animals below.say, write the letter of the animal in the blank lines above its description. there is one animal that is not described.
check the answers.
3b this activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.
call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. ask a student to explain each word or use it in a sentence to show he or she understands what it means. teach the expression sleeps.
point out the description in 3b with blank lines where some words are missing. read it to the class saying blank each time you come to a blank line.
point out the six words in the box. say, you can write these words in the blanks. use each word only once.
as students work, move around the room checking progress and offering language support as needed.
check the answers.
3c this activity provides reading and writing practice using the target language,
say, now you can write a description like the one in 3b. you can use some of the same words. write about any animal you like.
you may wish to do a sample description with the class. choose an animal's name and write it on the board. then ask students to make statements about the each statement and then write on the board. you can ask leading questions such as. is it big? is it lazy? does it eat grass?
ask students to write their own descriptions. you may wish to have less fluent students work with a more fluent partner,
ask students to share their writing with others in the class.
after you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.
英语教案怎么写
1、写课题(topic)和课型(lesson type)
课题相当于文章的标题，讲课时要首先告诉学生，并写在黑板上。因此要写得准确。课型是指该节课的讲授类型。初中英语的主要课型有：：新授课(new lesson)、巩固课(reinforcement lesson)、复习课(revision lesson)、语音课(phonetic lesson)、听力课(listening lesson)、听说课(aural-oral lesson)、阅读课(reading lesson)、语法课(grammar lesson)等。不同的课型应用不同的授课方式或方法，只有确定了课型，才能选择有效的素质教育教学方法。
2、写教学目标(teaching objective)
教学目标是教案的核心内容，是教师施教的准绳。教学目标要符合大纲对教材的要求。由于教学目标要在课堂上展示给学生，让学生明确，所以写素质教育目标时，要力求简明扼要，浅显易懂，便于操作和检测，一般3~4个目标为宜。
3、写教学的重点(main/focal points)、难点(difficult points)和关键点(key points)
教学重点是课堂教学的主要任务；教学难点是师生顺利完成教学任务的障碍；素质教学关键是攻克教学难点的突破口。在教案中写清一节课的教学重点、难点和关键点，能提醒教师在讲课时注意突出重点、突破难点、抓住关键。
4、写教具(teaching tools)
课堂上需要什么教具要写清楚，如录音机、教材录音带、教学挂图、卡片、实物（或模型）、小黑板、刻印好的练习题、彩色粉笔、幻灯片等。
5、写教学过程(teaching procedure)
教学过程是教案的主要部分。写教学过程主要写以下几方面的内容：
a、 写教学环节。教学环节即教学任务是什么要写清楚，做到心中有数。目前有些教师采用"三阶段六环节"教学模式，即：准备阶段（自由交流、复习检查）、讲练阶段（导入课程、分层操练）和发展阶段（巩固发展、布置作业）。
b、 写知识点和所用时间。写好知识点，教师使用教案时能一目了然，有的放矢。写好所用时间，能使教师从容掌握教学速度，合理安排每个教学环节所需的时间，充分利用课堂时间。
c、 写教师活动。不仅要写教师"教什么"，还要写出教师"怎样教"，即写清楚教师要教的内容，写出讲授这些内容的方法。写出课堂用语和各环节的过渡语。课堂用语要求简练、口语化，用学生已经学过的熟悉的、听得懂的英语来解释或表达新的教学内容。各环节之间的过渡语要自然流畅。写出使用教具的时机和方法，写板书内容等。
d、 写学生活动。写出学生学习的内容和学习方法，特别是怎样学应写清楚。不能简单地把学生活动写成听、读、思考、操练、做题等。
初中英语教案与其他科目的教案写法大致是一样的，知识牵涉到英语的表述，对部分考生来说可能相对陌生一些，不过没关系，只要勤加练习一定能顺利通过教师资格证考试。
一、教材分析：
1、教学内容：
本单元是——（ 下 ） unit —。主要围绕""这一主题展开各种教学活动，并以这一主题引出_____等语言功能。本单元旨在创造一个轻松，愉快的学习，交流环境，通过听，说，读，写来培养学生综合运用这些知识的能力。并让学生能在"做中学"(learning by doing)，通过有限的课堂实践活动，拓展以往的经历，能准确地用英语来表达。
2、教材的地位和作用：
——年级——单元
讲述的是——的用法，这是初中非常重要的时态之一。学生们能够用现在——来表达自己的经历，来体会别人的感受是很重要的。这个单元一定要体会现在——的真正含义和用法。要避免混淆几个重点词组的使用。
我们更要使学生不仅理解枯燥的语法，还要让学生们会用新学的语法知识来表达思想。
3、教材的处理：
根据《英语课程标准》（实验稿）关于总目标的具体描述，结合本单元这部分的教学内容及基于对教材的分析，我对本单元的内容进行如下处理，目的是突出重点，使课堂节奏紧凑，衔贯。本单元分为四课时，第一课时是section a，第二课时是section b， 第三课时是self check， 第四课时是——，最后一部分是 做练习，以学生的自测为主，然后予以校对。
二、学情分析：
我们教学的对象是初二学生（好，中，差等生都有），他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。
三、教学目标：
根据以上我对本单元教材内容的分析和新课标的指导，我确定以下几个为本单元的教学目标：语言知识，语言技能，学习策略，情感态度和文化意识五个方面。
1、语言知识：
本单元要求学生掌握以下词汇——
语言功能：学习和增加阅读技巧和阅读策略。
语言结构：——
2、语言技能：
（1）能用——的各种形式进行准确的描述和表达——经历。
（2）能掌握——时态中几个词组的正确使用。
（3）能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。
3、学习策略：
通过本单元的教学，我要求学生能通过上下文内在的逻辑联系和在一定的语境中正确理解并运用——（时态）来准确地表达所发生过去的经历。
4、情感态度：
通过对本单元的任务性活动，我的目的是让学生们用英语描述他们过去的经历，同时能提高他们的观察能力和表达能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。
5、文化意识：
通过他们描述过去的经历，了解一些西方国家的风土人情。
四、教学的重、难点：
基于上述对教材的分析，我确定本单元的教学重点为——的用法。
教学难点为——含义和用法，能在交际中准确地运用——来描述或表达。
五、教学方法：
教法：情境教学法、语法翻译法、直接法、听说法、交际法、全身反应法
学法：自主、合作、探究
教法分析：
（1）——是初中非常重要的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，让他们讲述去过的国家或地方，创设生活化的真实情境引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学， 在用中学，学了就用）。
（2）开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。
六、教学过程设计
unit 9
the first period (section a)
step 1 warming up
（"良好的开端是成功的一半"， 因此，我认为能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础，同时也能给自己适当的减压。）
t：i like travelling. i have been to dalian and many big cities. what about you?
接下来教师让几个学生讲述他们去过的城市或国家，让其他学生用英语来猜测。（目的是为本节课的现在完成时作好铺垫）
step 2 presentation
教师出示几张图片，引出现在完成时的结构和用法。
t： have you been to an aquarium?
yes,i have.
t： have you been to a water park?
no,i haven't.
这样设计的目的是让学生在交际情景中感受出现在完成时的结构和用法。
然后叫学生归纳出现在完成时的结构句型。
language goal
in this unit, students learn to talk about jobs.
new language
what do you do? i'm a reporter
what does he do.' he's a student.
what do you want to be? i want to be an actor 。
what does she want to be? she wants to be a police officer
names of jobs and professions
section a
brainstorm with students a list of jobs that friends or relatives do. （"brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.） write the word jobs on the board and list all the jobs students mention.
point to the jobs one by one and ask students to say what ever they can about these jobs. accept single word answers or simple sentences such as, it's fun. it's a good job.
la this activity introduces the key vocabulary.
focus attention on the art. ask students to tell what they see in each scene. ask students to name as many of the jobs shown as they can. then point to a scene, name the job, and ask students to repeat.
point to the numbered list of words. say each one and ask students to repeat.
then ask students to match each word wllfa one of the scenes. say, write the letter of each scene next to one of the ivords. point to the sample answer.
1 b this activity gives students practice in understanding the target language in spoken conversation.
point to the different people shown in the picture.ask various students to tell what they do as you point to each one,
say, now you will hear three conversations. the conversations are about three of the people in this picture.
play the recording the first time. students only listen.
play the recording a second time. this time ask students to write a number 1 next to the person being talked about in conversation 1. have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.
correct the answers.
1 c this activity provides guided oral practice using the target language-
ask a student to read the example conversation with you. hold up the book and point to the doctor in the picture.
say, now work with your partner. make your own conversations about the picture. you can use sentences like the ones in activity 1b.
say a dialogue with a student. point to a picture of one of the people. guide the student to answer using one of the words in activity 1a.
as students work in pairs, move around the room monitoring their work. oner language or pronunciation support as needed.
2a this activity gives students practice in understanding the target language in spoken conversation.
ask students to look at the three pictures. ask different students to tell you what they sec in each picture. what are the people doing? what jobs do they have?
play the recording the first time. students only listen.say, you will hear conversations about the people in these pictures.
play the recording a second time. say, write the number of each conversation below the picture of the person being talked about.
correct the answers.
2b this activity gives students practice in understanding the target language in spoken conversation.
point to the three headings in the chart and read the headings to the class. ask students, what does "wants to be" mean? （it is not the job the person lias now. it is the job the person wants in the future.）
play the recording the first time. students only listen.say, you wiu hear about the people in these pictures. you will hear the job they haw now and the job they want in the future.
play the recording a second time. this time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. point out the sample
2c this activity provides guided oral practice using the target language.
point out the pictures in activity 2a. ask who each person is. （they are susan's brother. anna's mother, and tony's father.）
say, now work with your partner. ask and answer questions about the pictures. ask, "what does he or she do?" then ask, "what does he or she want to be?"
say a dialogue with a student. point to anna's mother and then to the example in the speech balloons. practice the dialogue with a student.
as students work in pairs, move around the room monitoring their work. offer language support as needed.
3a this activity introduces the names for the places where people work, and gives reading practice using the target language.
call attention to the pictures. ask students to read the name for each place. as they name each place, write the word on the board and-ask the class to repeat it.
point out the list of jobs with the numbers next to each. then call attention to the people in the pictures and the speech bubbles. point out the sample answer and have a student read out the speech bubble.
ask students to work alone. say, write the number of each job in the square next to each workplace.
check the answers.
3b this activity provides guided oral practice using the target language.
point out the pictures in activity 3a. ask students to name the workplace shown in each picture.
then point out the conversation in the speech bubbles. ask two students to read it to the class.
say, wow work with a partner. first practice the conversation in the picture. then make new conversations. use jobs and places from activity 3a.
say a dialogue with a student. point to the word waiter in activity 3a and then to the picture of the restaurant. ask a student. where does he work? guide the student to answer using the correct place: he works in a restaurant.then ask. what does he do? and guide the student to answer, he's a waiter.
as students work in pairs, move around the room monitoring their work. offer language support as needed.
4 this activity provides listening and speaking practice using the target language.
call attention to the pictures in the book showing how to play the game. say, you will draw a picture of someone working. other students will ask questions about the kind of job you are drawing. after two questions someone can try to guess the job.
demonstrate by drawing a picture on the board of a stick figure reporter. add details （microphone, notebook,etc.） until students guess what job it is.
ask a student to go to the board. say, draw a picture of a person working. if necessary, help the student add details that show the job the person is doing. he or she can add a bank interior to show that the person is a bank clerk. a student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.
ask two different students to ask questions about the job, and then ask a third student to guess what job it is.
play the game using drawings by several different students.
alternative: if you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. they will need pieces of paper on which to draw their pictures. they will also need pencils.
section b
new language
words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun
additional materials to bring to class:
help wanted ads from an english-language newspaper
1 a this activity introduces the key vocabulary.
focus attention on the six pictures. ask, what job does the person have? where does the person ivnrk?
point out the numbered list of words. say each one and ask students to repeat. then use simple explanations and short sample sentences to help students understand what each word means. for example, exciting means very interesting and very fast-moving. a police officer has an exciting job. the job is always changing. something is always happening. for dangerous you might say, dangerous means not safe. you might be hurt or killed in a dangerous job.
then ask students to match each word with one of the pictures. say, write the letter of each picture next to one of the words. point out the sample answer.
check the answers.
1 b this activity provides guided oral practice using the target language.
call attention to the picture in this activity and ask a student to read the statement to the class. then point to the picture of the police officer and say. it's an exciting job. ask the class to repeat. then say, what else can you say about being a police officer? someone may answer, it's a dangerous job. ask the class to repeat each correct answer.
then ask students to work in pairs. suggest that they each point to the pictures of the workers and make statements about them. as students practice, move around the classroom monitoring their work.
1 c this activity provides an opportunity for oral practice.
say, name some of the jobs from this unit. write this list of jobs on the board. say, can you name some other jobs? add any new jobs to the list.
ask some students to make statements about jobs on the list using the words in activity la. you may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.
2a this activity provides listening and writing practice with the target language.
call attention to the two headings and ask a student to read die headings to the class.
point out the blank lines where students will write the name of a job (under the words wants to be)。
play ihe recording the first time. students only listen.
say, now i will play the tape again. this time write the name of a job under the words "wants to be."
2b this activity provides listening and writing practice with the target language,
call attention to the second heading and ask a student to read it to the class. say, this time you will unite why each person wants the job.
play the recording again. students only listen.
then say, now i will play the tape again. this time write the reason the person wants the job under the word "why?"
play the recording. students write their answers.
check the answers.
2c this activity provides open-ended oral practice using the target language.
say, what do you want to be? what words describe each job? help the class make up a list of jobs they might like to do. as students suggest possible jobs, ask the class to suggest words to describe them. use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.
then ask students to work in small groups. they tell each other what they want to do and why. encourage students to use dictionaries if necessary. move from group to group offering assistance as needed.
ask individual students to tell the class about what they want to be and why.
3a this activity provides reading and writing practice using the target language.
call attention to the three newspaper ads and read these ads to the class. say blank each time you come to a blank line.
then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. for example, in the first ad, students may not know that working late means "working at night." to work hard means to use a lot of energy to do the job.
ask students to fill in (he blanks in the ads using the words actor, reporter, and waiter.
check the answers.
3b this activity provides reading and writing practice using the target language.
call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.
ask students to fill in the blanks using words from this section. say,look at the pictures next to each blank line. the pictures will help you guess the correct word.suggest that they look at the names of jobs and the words that describe jobs in the first part of section b.
check the answers,
3c this activity provides writing practice using the target
language.
point out the blank strip of newspaper where students can write their own ads.
ask one or two students, what are you going to write about? repeat each of the students' sentences and ask the class to repeat the sentences after you. for example: do ^om want an interesting but dangerous job? do you want to meet new people? we need a police officer.call the smithtown police station at 555-2323.
ask students to read their ads to a partner. ask the pairs to correct each other's work.
4 this activity provides guided oral practice using the
target language.
ask two students to read the conversation in the speech bubbles. answer any questions students may have about it.
then say, new please work in groups. ask efuestions to find out what jobs each person wrote about. you can use sentences like the ones we just read.
as students ask questions, move from group to group. rephrase any incomplete or incorrect questions.also rephrase any inaccurate answers.
以上就是一秘为大家整理的9篇《初中英语教案》，希望可以启发您的一些写作思路，更多实用的范文样本、模板格式尽在一秘。
2023版人教版英语教案篇2
教学目标：
1.能听、说、读、写本课的核心词汇：air, everywhere , alive, smoke,factory, smoke, dirty, clean, plant
2.能熟练掌握核心句型： it keeps them high in the sky.
3.读懂描述空气污染的对话。
重点难点：
1.能在语境中正确使用本单元的核心词汇。
2.能用句型it keeps them high in the sky.描述空气的作用。
教学用具：
录音机、自制课件、照片等
教学过程：
stepⅠwarm up and revision(热身与复习)
1. greetings.
2. guessing game.
step Ⅱpresentation and practice (自主探究)
1.生词关
t: please write the meanings on your paper
air______ smoke ______ factory ________ dirty________ clean ______
alive _________ everywhere_______ important ______
2. learn the new words.
t: let’s listen and say the new words.
ss: read these words after teacher.
3. work in groups to read the new words. recite the new words, and then recite in groups。
4. watch the screen and learn to say the sentences.
5. ask pupils to talk about the famous cities of the world in groups .
sept Ⅲlearn the story (文本学习)
t: here’s a riddle. it’s very long one. please listen carefully and guess what it is. what is it?
ss: air.
t: yes, what do you think of air?
s1: air has no colour.
s2: air has no smell and taste.
s3: …
t: yes. we can’t see it,but we can feel it. air is important to
all living things.
t: can you talk about air? work in groups .
ss: talk each other.
tasks the pupils to answer the questions on page 69.
step Ⅳconsolidation(拓展延伸)
think and say: 模仿课文，介绍一样。
教学反思：
大部分学生能掌握本课的核心词汇和核心句型，小组讨论，谈一谈对空气的认识，学生积极踊跃，大胆表达，教学效果较好。
2023版人教版英语教案篇3
教学目标：
新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的认识，我制定如下教学目标。
认知目标
学生能听、说、读短语及单词：family，parents，aunt，uncle，babybrother能运用 how many......进行口语交际。
能力目标
能用英语交流在假日中的活动，部分同学能用英语流利介绍节日的有关情况。
情感目标
通过活动、游戏使学生产生学习英语的兴趣;让学生敢于、乐于开口，积极参与交流。并让学生在学习的过程中，培养他们的合作意识和竞争意识。
教学重点：
让学生掌握词组，能运用词组进行交流，初步锻炼学生运用词组描述节日的能力;
教学难点：
让学生认识时态的变化，及意识到词组的不同运用能造就语言的丰富性。
教学方法：
1. 教法设计 根据英语这门课本身的特点及四年级学生的兴趣，我通过设计具体形象的情景，以旧带新，不断滚动知识点，以此来分散教学难点，让学生直观地感知与理解。同时创设数个任务活动，从单词到短语到句子到对话到片断，使学生在师生、生生之间的多向交流中进行有意义的练习与实践，充分发挥他们的学习主体性，培养他们学习致用的能力。
2. 学法指导 引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能，让学生在多层次的练习中体会到学习英语时“运用”的必要性，鼓励学生积极思维，大胆尝试。
3. 教学手段 根据本课的教学内容、教学目标、学生的年龄特征和心理特征，为了更好地激发学生学习兴趣，从而能积极主动参与学习。教学中运用多媒体课件、图片等教学辅助手段，置抽象的句型于一个个生动的情景、游戏之中，不仅使学习过程自然轻松，更能较好地启智开思。
教学过程：
1.热身( warm up)
一中外不同家庭全家福为背景，播放中文歌曲《让爱住我家》开头曲，让学生静静闭上眼睛感受家的氛围。
再此过程中有老师进行话语引导“同学们，家是温馨的港湾，每个人都有一个家，歌曲中唱到，我爱我的家弟弟爸爸妈妈，那么同学们知道这几个词语用英语怎样表达吗?”
2. 单词学习(word learning)
第一步，先由大屏幕学习本科单词，有老师详细解释;
第二步，反复领读与自我练习;
第三，拼写阶段，四线格练习;
第四，memory game的游戏。
[设计意图] 该部分有两处亮点，一是，依然重视四线格的书写，为我的学生打下一个良好的英语基础。
3. 单词游戏(memory game)
[设计意图] 既增添课堂气氛又争取让我的学生限度的当堂掌握新学的单词。记不过不要紧，目的不是必须当堂掌握，而是限度的提升课堂效率，并限度的挖掘学生潜能。
最后谁答对了还会有奖励，即道具“卡片鱼”，这样道具也不会被浪费。
4.课文学习 (te_t learning)
以问题导入“我们知道ammy 的家庭有六位成员，可ammy却说有七位，这是为什么呢?” 接下来利用视频学习课文并找出答案。
[设计意图] 让学生带着问题学课文找答案，增强目的性。本环节有两处特色，第一是，所选视频是实景实人视频而不是动画，增强真实感，限度的再现英语环境。第二是，由老师进一步解释ammy为什么把狗也看作是家庭成员，以此培养跨文化意识。
5.语法学习(grammer learning)
此环节学习方式：小组竞赛。以座位分成四个参赛小组，按每个同学的课堂表现为本组加星，课末评出winner。本节课所教授的`句子是“how many people are there in your family?”
[设计意图] 学习方式的宣布让学生对本节课充满了兴趣，激起了他们的斗志和为本组争星的表现欲。提高他们的表达能力，反复练习语法知识，学以致用。
6. 知识拓展(e_tra tips)
由老师补充搜集课本上没有的知识，如，本课中其实爸爸妈妈在英语国家还有其他的口语化叫法mammy dady等。
[设计意图]一是，让学生开眼界。二是，为我下一步的作业布置铺路子。
7.课后作业(homework today)
(1) “说出你的爱”：回家后用英语称呼你的家人，如“mom，i love you!"
(2) “我学我用”：准备下节课带自己的全家福一张，向你的同学介绍你的家庭成员。
[设计意图] 巩固所学，将课内的学习延伸到生活。
8. 结束(the ending)
最后以i love my family 歌舞表演结束本课。
[设计意图] 第一，号召同学们stand up and move your body! 让同学们站起来一起唱一起跳。因为这首歌曲是精心挑选的，并且会配以动作教学。第二，从另一个侧面向孩子们昭示，只要课堂上认真听课，四十五分钟过后必定会有轻松的一刻。第三，使本节课在一个轻松愉快的氛围中结束，让每个人被这首歌所感染，心中充满浓浓的爱意，体会到英语的魅力，使思想境界得到升华。
2023版人教版英语教案篇4
?how many do i have?》
一.教学目标：
1.复习1-100的数字。
2.掌握规范用语how many ? .
3.能在生活和学习中积极使用how many ? .
二.教学重难点：
1.教学用点：规范用语how many ? .
2.教学难点：how many ? .句型和准确读写100以内的数词。
三.教具、学具：
1.实物：铅笔盒、铅笔、彩笔、书、橡皮等。
2.每个同学椅子下放一张实物图片，后面写有数字。
四.教学过程：
(一)开始上课和复习：
1.问候：
t：hello! boys and girls!(注意使用复数名词).
2.复习复数名词和数字。(结合第4课学过的方位词和where is ?的句型)
①桌子上放着一个铅笔盒，里面有一支铅笔。
t:i can’t find my pencil-case. where is it?
全班：on the desk.
t: thank you .where is my pencil?
全班：it’s in the pencil-case.
t: oh, i have one pencil.(板书)(找一名同学)where is your pencil?
:on the desk.
t: give me, please. now i have two pencils(板书)
you say it, please.
下面依次用其他同学的其它用品进行练习并板书books, erasers, markers……在练习过程中，设一些小圈套，把数字和复数名词错误的进行组合，如one markers,therebook等等，同学们要通过重复正确答案表示同意或纠正错误。(这样既可以集中同学的注意力，又可以练习听力，还有利于和时纠正同学错误)
②练习之后，教师说：i want more and more markers, do you want to count with me ?
做游戏clap注意同学的发音，尤其是十几和几十的读法。
(在1-20的时候，用1-to-1,1-to-2的节奏，20-29用twen – ty -one的节奏，然后数整十到一百，用one-to-twenty的节奏。根据同学人数调整所数的数字，争取让每个同学都数到，可以在数到个别数字时做出不同的变化。)
③t:what else do you have? please find out the cards under your chairs.
教师出示数字卡片，拿着相同数字卡片的同学读出数字再加上后面的图案读出来。如教师出示fifty-four时，拿者54卡片的同学站起来，读fifty-fourcats.
(二)教授重要概念how many ? .
1.引入句型how many ? .
练习几组之后，问一个同学：what do you have?
s:i have 19 monkeys.
t: can you say it, again?(尽量用表情和体态来表示)
how many monkeys?(用手指着19) =/jiaoan/yuwen/xiaoxueyuwenjiaoan/20210925130538_">小学四年级人教版下册语文教案09-25
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2023版人教版英语教案篇5
教学目标：
1、在教师的引导下复习动词过去式的变化规则
2、学习用do的过去式did引起的一般疑问句及其应答。
3、熟读课文，并会进行对话。
教学重点：
学习用do的过去式did引起的一般疑问句及其应答。
教学难点：
熟读句子，并会进行对话。
教学过程：
一、教师带领学生复习动词过去式的变化规则
二、学生自学
1、学生自由读listen and say栏目的句子，了解句子的汉语意思。
2、播放录音，学生看书听录音。
3、再放录音，学生边听边跟读。
4、学生自由朗读课文。
三、合作探究
1、教师示范朗读句子。
2、学生结对练习对话。
3、请个别学生上前表演对话。
4、在小组内讨论do和did的用法有什么不同，教师作必要的指导。
四、学生展示
教师将本节课所学的重点句型出示再黑板上，学生对重点句型进行操练并展示。
板书设计：
unit2 different noises
did you like ... ?
yes. i did.
no. i didn't
2023版人教版英语教案篇6
1、由于这是新学期的第一单元，所以在课前利用课前时间进行了字母的默写检查，以了解学生对上学期这一重点内容掌握情况。通过检查，发现有少数学生出现了遗忘，所以在课堂上的单词教学中更加注重了单词的拼读训练，借以进行字母的复习，但更为主要的是对学生单词记忆方法的一种渗透、指导。结合上学期单词教学一贯如此，学生在课堂反应显得比较得心应手。另外，本单元有几个复合词，教学中有意识地分解到每个部分或单词，既有助于学生理解、记忆，也扩充了学生的单词量。
2、单词教学除了带领学生拼读、书空，还加入了升降调的朗读训练，目的是为一般疑问句的朗读作有效的铺垫。只是在引导学生在单词最后一个元音上升调做得还不够。新学单词给了学生自由认读的时间，同时教师走到学生中间个别辅导，发现有些词学生遗忘过快，如storybook, toy train等，说明自己在教学时间上的分配上尚不够科学。
3、句型教学中发现学生对于what与what’s 区分不仔细，常常将what读成what’s，这在今后的教学中要多加强调、指导。
现对第四单元中出现的问题进行以下分析：
1．本单元教学中，忽视了向学生教授单词的拼读技巧和发音规律。
2．关于单词句子的操练。应该采取多种多样的形式进行操练，力求扎实。不能忽视个别操练，要及时进行纠音。 在句子跟读操练中，要one by one,以更好得进行纠正。
3．尽量采用直观教学法。单词教学时，直接呈现图片，更加直观。
4．评价要贯穿整堂课的教学中。评价机制要尽量和本课的内容相联系。在本节课结束了要及时公布结果。
小学英语三年级下册unit2第二课时教学反思
这是一堂三年级的课，所讲授的内容是同学们每天都要称呼的家庭成员。在教学第三课时时，我根据三年级学生的生理、心理特点设计了这堂生动活泼的英语课，课后总结有以下几个特点：
一、运用多种手段进行情境的创设，如：录机音、各式各样的卡片等辅助教学工具。有效的模拟出情景，使学生注意力集中，兴致高昂。用家庭树的形式，呈现出一个家庭中家庭成员的组合就像一棵树一样，站得最高的年龄最大；反之站得最低的年龄最小。用学生所熟悉的自然景物来比喻，这种比喻浅显易懂从而引起学生极大的兴趣，接着又以头像小瓶的形式来显示，增强了学生的视觉刺激，让他们在笑声中不知不觉就学到了知识。图卡、挂图、头像小瓶的运用让学生感觉就象在家里一样，正面对着自己的亲人，从而引发兴趣极想知道在日常生活家庭成员英语的称呼。
二、歌曲教学方面。学习歌曲是本节课的目标之一。课始颀赏了这首歌，单词掌握之后，让学生学唱此歌，我先领读歌词，之后让学生跟录音唱。这节课所学的这首歌，歌词简单，意思明了，所以学生很容易就学会了。
三、整堂课充满了活力，笑声不断。但不足的地方也有好几处（1）给予孩子展示的空间不够；（2）课堂有时太活跃有静不下来的现象，一动一静相结合才能算是比较完美的一堂课。
unit2 my family教 学 反 思
本课的教学内容是pep版小学三年级英语下册unit 2 my family part b let’s talket’s practise。这节课是学完了Ｂ部分let’s learn的内容，学生在掌握了“wow! sister,brother”及“who’s this...”这个句型后教学的。所以在设计教学时，我把“who’s this boy/girl?”及其回答作为旧知识来巩固，而把目标定为要求学生重点掌握一般疑问句“is she/he your...”及其回答，正确运用感叹词和日常用语“come on!watch tv. really.wow,how funny!”。一般疑问句学生第一次接触，所以在教学中引导学生正确运用“is she/he your...”句型是我这节课教学的难点。
教学伊始，通过唱英语歌曲《father and mother》调动学生学习的情绪。复习说设计为日常问候及认识新朋友后的询问语，学生能流利完成复习说。如果将复习说设计成中part a let’s talk的重点句型“who’s that...”及其回答“she is...”“he is...”，能更好地为新授内容作铺垫，效果会更好，也更切合本课实际。
新授时我先播放let’s talk的教学录像，让学生整体感知对话内容，给学生提供一个真实的情境。然后运用手势、遥控器、肢体表情分别教学“come on!watch tv. wow,how funny!”等短语，使学生很快掌握了这３个短语，这时再教学对话内容。在与学生分角色扮演对话中发觉学生对对话内容掌握较好，能流利地进行对话。
为了突破教学中的难点，在教学一般疑问句“is she/he your...”及其回答时，我从身边的学生入手，由询问身边的同学再过渡到询问相片，学生掌握较好，能正确运用这个句式。 新授说中让学生拿出自己家庭成员的相片操练“who’s this...”及“is she/he your...”这两个句型。综合说中则设计为介绍老朋友认识新朋友而后谈论相片中的情景，句式丰富。从学生操练反馈的情况看，学生借助ppt能完成对话，但仅限于机械模仿，交际性不够突出。 今后的教学中，我应固化“三说两听”的教学模式，多创设与学生生活紧密联系的情境，让学生在掌握新知的同时，能在具体的情境中灵活运用句式进行交际。
2023版人教版英语教案篇7
教学目标：
1、知识目标
a、会认读单词pet,turtle,parrot,goldfish，its
b 、能运用句型what pet do you have ? i have ……/ what’s its name ? its name is……进行实际交流。
2、能力目标
能够运用本课所学内容就宠物的话题用英文与他人进行简单的交流。
3、情感态度与价值观
教育学生热爱小动物。鼓励学生用英语交流，营造和谐的课堂教学氛围。
教学重点：
学习有关宠物的单词和交际用语，能简单的描述自己的宠物。
教学难点：
1、单词：turtle,parrot,goldfish
2、its和it’s的不同含义
3、句型what’s its name ? its name is ……的表达
教学策略：
多媒体辅助法、情境法等多种教学方法。坚持以free talk(围绕本单元句型交谈)为核心，以功能、结构为主线，以任务型活动安排本课教学。
学习方法：
在课堂中运用多种方法促使学生多听、多读、多说，形成自主、探究性学习，学生在互动、交流的活动中建立起自信，享受到学习的快乐，得到相关的知识，培养学生对英语运用的实践能力，让他们成为学习的主人。
评价方法：
以表扬激励为主，鼓励学生大胆表达，保护学生的自尊心，提高学生学习英语的积极性，使每个学生都享受成功的快乐。
课前准备：
多媒体课件、动物卡片
教学流程：
一、启动热身
t:hello ! boys and girls !
t:at first let’s chant ok ?
chant《follow me》
二、复习激活
t：some animal friends come to our class .
who are they ?
游戏：猜动物
cat dog rabbit chicken monkey fish
[设计意图：通过猜动物这个游戏复习以前学过的知识，活跃课堂气氛。]
三、知识新授
1、t：they come from pet shop.[他们来自宠物店]
guess “ pet shop”what’s meaning ?
[设计意图：通过猜测宠物店这一词组学习宠物这个单词，并引出本课课题。]
t：so ,“pet” what’s meaning ?
ss:宠物
t: yes . do you know “my pet”what’s meaning ?
ss:我的宠物
t：板书课题
2、t:there are many pets there . look they are coming .
oh , what’s this ?
t:yes , it’s a turtle .
练习单词turtle的发音
3、学习单词parrot
4、学习单词goldfish
5、游戏巩固单词
[设计意图：猫捉老鼠的游戏帮助学生进一步巩固新学习的三个动物名称单词。]
6、t：this is my pet shop .which one do you like?
[设计意图：教师创设宠物店的情境让学生练习句子what pet do you have ?i have ……]
7、t：this is my pet .it’s brown .how about your pet ?
(学生练习描述宠物的颜色。)
8、what’s its name ? its name is coco . how about your pet ?
(学生练习描述宠物的名字。)
四、巩固应用
1、listen and speak .
2、分角色朗读
五、拓展延伸
1、work in pairs .(合作练习)
2、展示你的宠物。
六、布置作业
p42 c read and write .
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