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初中英语培训教案

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柔和的风0751

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作为一名为他人授业解惑的'教育工作者，时常需要用到教案，教案有助于学生理解并掌握系统的知识。我们该怎么去写教案呢？以下是我为大家整理的版初中英语教案全英文，欢迎阅读与收藏。 　　Unit 8 I’d like some noodles 　　( period 1 1a to grammar focus) 　　一、The analysis of the textbook. 　　Different people have different tasts and habits of the food. 　　Unit 8 focuses on the chinese food and it specialities. 　　The main languge targets are “ What kind of noodles would youhe she like ? I’d He’dShe’d like …… noodles. 　　What size bowl of noodles would you he she like?” I’d He’d She’d like a small mediumlarge bowl of noodles. 　　It is an interesting topic related to the students’ daily lives. 　　So it is easy to arouse the interests of the students. 　　二.The analysis of the students. 　　The students show a lot enthusiams and passions to the lesson . 　　Because the topic is useful and necessary in their daily lives. 　　They show great curiosity and inquiry. 　　Most names of the food are familiar to them. 　　However some students are not familiar with some new words of the food such as beef, mutton, cabbage and so on. 　　Besides the words of bowl , large, special are hard for them to pronouce. 　　 　　Some students have never seen or eaten the food in the lesson. 　　So I will help them to overcome these obstacles. 　　I will help them enjoy the fun of English . 　　三.The analysis of the teaching methods. 　　1.The students are always the masters of the class. 　　The teachers are only the guides and organizers of the class activities. 　　In English teaching, we should make the lessons close to their daily lives ,and complish the teaching goals in the activites. 　　We should make the students master the ways to study in the activities. 　　So the teachers and students can show their initiatives and creativities at their best. 　　2.I adopt the task-based teaching method. 　　I mix the main words and main language targets into the pratical activities. 　　The students complish the goals through the experance of the class activities. 　　3.Groupwork is the main teaching method in the English class. 　　The teacher should give the students more freedom to show and express themselves. 　　We should provide a stage for the students to mix the knowledge , exchange the information and share the resources . 　　The teachers had better give them more praise and affirmation. 　　So the relations between the teachers and students are natural and democratic. 　　四.The teaching goals. 　　1.Knowlege object: 　　words: would, I’d, noodle, beef, mutton, cabbage, potato, special, juice, drink, bowl, he’d, he would, size 　　language goals: 　　What kind of noodles would youhe she like ? I’d He’dShe’d like …… noodles. 　　What size bowl of noodles would you he she like? 　　2.Ability object: 　　The students are able to make the new conversations using the target languages. 　　They foster the ability to speak ,listen, read, and study by themselves. 　　3.Emotion object: 　　Let the students enjoy the English and learn by using , learn by doing. 　　4.learning strategy object: 　　Self study and cooperation in groups. 　　五.Teaching important and difficult points. 　　Important points: 　　1 The words of the food. 　　2 The target language. 　　Difficult points: 　　Teach the students to put the knowledge into use. 　　六.Teaching aids : 　　The pictures of the food; a radio;a computer; a paper; 　　七.Teaching procedure: 　　Before ---task: 　　( Let’s begin the lesson with the English song “ A mouse likes rice”) 　　1 Warm up: 　　Play a game using the target language “ Can you ? Yes, I can. 　　No, I can’t.” 　　T: My boys and girls, do you like games ? (The students may answer “ Yes, I do” ) 　　T: Good ! now please take out a paper ( No matter how large the paper is . 　　Any paper is ok!) and fold it like me ! First fold it into a square and cut the unnecessary part. 　　If you can fold it easily , you can say loudly “ Yes, I can” If you can’t go on to fold it , you can say loudly “ No, I can’t” 　　T: Are you ready? 　　S: Yes! 　　T: Ok! Let’s go ! First fold it “ can you?” 　　S: Yes, I can ! 　　T: Go on! “can you?” 　　S: Yes, I can ! 　　T: Go on ! “ can you?” 　　S: Yes, I can! 　　T:Go on! “ can you?” 　　S: Yes, I can! 　　T: Go on! “can you?” 　　S: Yes, I can ! 　　T: Go on ! “ can you?” 　　S: Yes, I can! 　　T:Go on! “ can you?” 　　S: Yes, I can! 　　T: Go on again! “ can you ?” 　　S: No, I can’t! 　　T: Go on again! “ can you ?” 　　S: No, I can’t! 　　T: Ok! Now unfold the paper and count how many times have you folded? 　　S:Seven ! 　　T: Yes ! it is impossible for us to fold more than that, no matter how large the paper is! If you don’t believe it, you can try after class! Yeah! A very intersting game! 　　(Until now the students are warm. 　　They have prepared themselves for the coming lessons.) 　　2.Check the prevision of the new words. 　　The teacher prepares the cards of the food ahead of time. 　　The teacher presents the pictures to the students and the students say English together. 　　The teacher shows the pictures twice. 　　Then the teacher shows the pictures to the individual students and they are expected to say English according to the given pictures. 　　If they can say them correctly, the teacher will send them the pictures! ( The students are eager to get them, they need the teacher’s encouragement, so they will answer them actively!). 　　3.Presentation. 　　(1)Present the words of the food and the pictures of the food on the screen. 　　( the student have been familiar with them) 　　T: Do you know these food? 　　S: Yes! 　　T: Perfect! Now I will ask a girl and a boy to lead the other students to read them. 　　Then I will present the names of the drinks in the same way. 　　Until now all of the new words of the food have been presented to the students. 　　T: Look at these words please ! My students , can you find the differnces between these words?( The teacher says so while she is pointing to the “s” added to the words. 　　Volunteers! 　　S: A student may stand up and give his answers! 　　Present a collection of pictures of food and ask the students to category . 　　T: Look at these pictures ! Which are uncountable words and which are countable words? Volunteers!!!!???? 　　S: A student may stand up to show him. 　　(2) Lead into the class using “ What kind of vegetables would like ? ---I’d like ……. 　　Present the pictures of the vegetables like : carrots, cabbages, broccoli, potatoes, tomatoes, and so on! 　　T: “ What kind of vegetables would you like?” 　　S: I’d like tomatoes. 　　( They say it together) 　　T: What about you ? (point to a student) 　　S: I’d like …… 　　The teacher leads the students to read the target languages and makes the students to practice the conversations in pairs. 　　The teacher asks several pairs to show them . 　　Then the teacher presents the pictures of the meat like : beef, mutton, chicken, fish …… 　　The teacher asks the students using the target languages “ What kind of meat would you like? I’d like …….” 　　The teacher calls several students to answer and then let them practice in pairs. 　　Later, the teacher names several pairs to show them. 　　The teacher presents the pictures of the noodles. 　　The teacher leads the students to express the kinds of noodles according to the pictures on the screen. 　　Then the teacher asks the students to use the target languages “ What kind of noodles would you like? I’d like ……. 　　noodles.” 　　The teacher gives them minutes to practice and then asks them to present their conversations. 　　Cheer for them at the duly time. 　　3.While --- task. 　　(1)T: Please turn to P47 and match the words with the pictures and let them check with their partners. 　　Then the teacher presents the answers on the screen. 　　(2) Let’s move on to activity 1b on Page47. 　　The students will listen to the radio twice and then check the answers. 　　(3) Present different sizes bowls of noodles. 　　( small, medium, large) 　　T：Boys and girls, do you want to eat noodles? 　　S: Yes! 　　T: What size bowl of noodles would you like ? 　　S: I’d like small mediumlarge bowl of noodles. 　　Teacher asks the students to answer the questions and then let them practice in pairs. 　　Three minutes later, the teacher asks the pairs to show their conversations. 　　(4) Guessing game! 　　The teacher shows the picture of a strong boy on the screen. 　　Let the students guess what size bowl of noodles would he like? He’d like a ________ bowl of noodles. 　　Then the teacher asks several pairs to present their guesses. 　　Then the teacher shows the answer “ small” 　　Let the students who guesses right put up their hands and cheer for them. 　　(5) Let the students turn to p48 . 　　Listen to the tape and do 2a . 　　Then one student gives his answer and the teacher shows the right answers on the screen. 　　Let us go on activity 2b . 　　The students will listen to the tape twice and fill the blanks. 　　Then the seated students check the answers with their partners and the teacher presents the correct answers on the screen. 　　4.Post---task. 　　(1) Role play. 　　T: My boys and girls, do you want to have noodles? 　　S: Yes! 　　T: Good! Let us go to the noodle house to have noodles! 　　One is a waiter, the other is a customer. 　　Just act it out! 　　Three minutes later, the teacher calls three pairs to act it! 　　(2) Make a survey! 　　Make a survey in the groups using the language goals : 　　They may do it like this : 　　A: Hello Peter! What kind of noodles would you like ? 　　B: I’d like beef and cabbage noodles. 　　A: What size bowl of noodles would you like? 　　B: I’d like medium bowl of noodles. 　　A: Hello Sally!. 　　Then the teacher asks the students to report the survey like this : 　　I’d like egg and tomato noodles. 　　I’d like a small bowl of noodles. 　　Peter would like beef and cabbage noodles. 　　Peter would like a mediun bowl of noodles. 　　And Sally. 　　5 Check themselves! 　　Do the exercise on the paper. 　　The exercise includes two parts: check yourselves and challenge yourselves! 　　6 Summary! 　　The teacher asks a student to sum it up , then the teacher help him add 　　7 Let us end the lesson with the english song “ A mouse likes rice”

初中英语培训教案
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耗耗和妞妞

编写教案要依据教学大纲和教科书。从学生实际情况出发，精心设计。下面是我给大家整理的初中英语教学案例范文，供大家参阅! 　　初中英语教学案例范文篇1 　　Language focus: 　　1.Useful expressions 　　on Bondi Beach; great fun; fail; need practice; leave for; by the way; on business; so far; travel to. . .Time flies 　　2. Present Perfect Tense 　　Properties: Recorder; Overhead Projector; Pictures. 　　Teaching Procedures: 　　Ⅰ. Showing aims 　　Get the students to know what they will learn in this lesson and what they will do in this class: 　　1. Master some useful expressions 　　2. Practise the Present perfect Tense 　　3. Practise speaking English 　　Ⅱ. Revision 　　1. Check the homework. 　　2. Revise the passage "surfing". Ask one or two students to retell the story in front of the class. 　　3. Revise the Present Perfect Tense. Get the students to make dialogues in pairs, then have some of them act out their dialogues to share with the class. Pay attention to the use of the Present Perfect Tense. 　　III. Presentation 　　Speech Cassette. Play the tape for the students to listen and repeat. Then in groups, have the students read and act out the dialogue, ask several pairs to perform the dialogue for the class. 　　Note: such great fun; Time flies; on business. They may be explained in Chinese. 　　Explain the difference between "such" and "so" (such + nouns, so + adjectives) 　　IV. Practice 　　Part 2. Go through the dialogue with the students. Then get the students to ask and answer in pairs. Remind the difference between "have / has gone to" and "have / has been to" 　　V. Practice 　　Each student interviews a student or a teacher by asking the following questions: 　　What places have you been to in China? 　　Have you ever been to…? 　　How many times have you been there? 　　When did you go there? 　　How did you go there? 　　What interesting things did you do there? 　　Do you want to go there again? 　　Then ask the students to write a short passage about the interview, get one or two students to read for the class. 　　VI. Practice 　　Have the students give their own answers to the questions in the book. 　　Ask the students to ask and answer in pairs. 　　VII. Workbook 　　Do Exercise I with the class. First have the students do it individually, then check with the whole class. 　　The answers are: have got; Have been; went; gave; Have taken; took; be; has gone 　　Do Exercise 3 with the whole class. And get the students to learn the sentences. 　　VIII. Summary 　　Exercises for class 　　Translate the following sciences into Chinese. 　　1. 他在哪儿?他已经去了北京。 　　2. 他去过北京几次? 　　3. 不管他说什么，我都不会相信。 　　4. 你刚才做家庭作业了吗?还没有。 　　5. 他已经到美国去旅游了。 　　6. 不管你走到哪儿，我都会记得你。 　　IX. Homework 　　Finish off the exercises in the workbook. 　　初中英语教学案例范文篇2 　　Language Focus: 　　Useful expressions: 　　a 12 - year - old schoolboy; try to; cross; channel; fail; set off; slow down; go on swimming, a big crowd of; wait for; be proud of; speak highly to. 　　Properties: 　　Recorder; Overhead Projector; Pictures 　　Teaching procedures: 　　I. showing aims 　　Get the students to know what they will learn in this lesson and what they will do in this class: 　　1. To master some useful expressions. 　　2. To revise all the contents of Unit 2. 　　3. To go through Checkpoint 2. 　　4. To train their listening ability. 　　5. To train their writing ability. 　　II. Revision 　　1. Revise "have / has been to" and "have / has gone to". Ask: Where is he? Get some of the students' answers with: He has gone to. . . 　　S1: He has gone to the office. 　　S2: He has gone to the hospital. . 　　S3: He has gone to Beijing. 　　Then ask: How many times have you been to Beijing? 　　S1: I've never been there. 　　S2: I've been there twice. 　　S3: I've been there three times. 　　Make sure the students can ask and answer correctly. 　　2. Revise the sports words. Divide the class into four groups and have a competition, say out the words as quickly as possible. See which group can say the most quickly and say the most words. 　　III. Listen 　　Listening Casette. Play the tape twice for the students to listen and do Exercise I in the workbook. Then play the tape again, and check the answers with the class. 　　IV. Word Puzzle 　　Ask the students to find the words in groups of the four. Get one student to share his or her answer with the whole class and check with them. The answers are: skiing; swimming; skating; boat-racing; diving. 　　V. Presentation 　　Part 3. Speech Cassette. Play the tape twice for the students to listen and repeat. Then ask the students to read the passage by themselves. Try to find the answers to the following questions: 　　1. Who was the youngest swimmer to cross channel? 　　2. Which channel did he cross first? 　　3. When did he first cross the channel? 　　4. Where was the channel? 　　5. Why did he slow down? 　　6. How many hours did it take him to cross the channel? 　　7. Did he cross the channel alone? 　　8. How did his parents feel when he arrived the beach? 　　Note some useful expressions on the blackboard: a-12-year-old schoolboy; cross the Qiongzhou Channel; fail; his dream came true; step into; slow down; go on swimming; another; a big crowd of people; be proud of; not only … but also … ; Have the students retell the story. 　　VI .Writing 　　Get one student to act as Li Lida and the other students act as journalists. Make an interview, then write down a passage about the interview. The journalists can ask questions like: 　　1. Do you like swimming? 　　2. When did you swim? 　　3. Do you often swim? 　　4. Were you afraid while you were crossing the channel? 　　5. Do your parents like you to swim? 　　6. How do you like when your dream comes true? 　　VII. A poem 　　Speech Cassette. Get the students to read the poem after the tape and help the students understand the poem. Ask them to learn the poem by heart. 　　VIII. Checkpoint 2 　　Go through Checkpoint 2 in the usual way. Explain any problems that the students may have. Get the students to go over the grammar notes. 　　IX. Workbook 　　Do Exercise 3 in class, and check the answers in pairs. The answers are: E; A; D; C; B 　　Do Exercise 4 individually and practise the dialogue in pairs. 　　Work on Exercise 5 as homework. 　　X. Summary 　　Exercise in class 　　Fill in the blanks with "so" and "such" 　　1. He was ________ tired that he can't climb the hill. 　　2. She is __________ a kind girl that everyone likes her. 　　3. The classroom is ___________ beautiful. 　　4. There is ___________ a clever monkey in the tree. 　　5. My mother is - busy, she can't go with you. 　　6. There are __________ many books here, I like them very much. 　　7.I have ___________ an honest daughter. I like her very much. 　　8. The flowers are __________ beautiful, don't pick them. 　　Answers: 1. so 2. such 3. so 4. such 5. so 6. so 7. such 8. so 　　XI. Homework 　　Finish off the exercises in the workbook. 　　初中英语教学案例范文篇3 　　教学目标 　　教学目标与要点 　　1.能够运用过去时态来谈论过去的经历和运用现在完成时来谈论由过去开始，与现在相联系或有影响的经历。 　　2.学习和归纳有关环境和污染方面词汇，且能够正确运用它们来描述所见所闻。 　　3.进一步学习现在完成时态，特别是它的时间状语的表达法：for…或since… 　　4.归纳总结哪些动词是延续性动词，哪些是非延续性动词，以及它们之间的转换。特别是与一段时间连用时只能使用延续性动词。 　　5.培养自己的环境意识，养成良好的行为举止，能运用所学知识来报道周边的环境问题。 　　素质教育目标 　　1. 完成本单元语法现在完成时的学习，注意for与since的用法。 　　2. 熟练掌握本单元相关词组和短语的用法。 　　3. 引导学生了解优美的环境对人类健康的重要性，以养成宣传及保护我们生活、工作、学习环境的良好习惯。 　　4. 通过学习本单元，能使学生理解过去时与完成时，并能灵活运用相关知识。 　　5. 通过各种教学手段，如声音、图片、动画、电视、网络等，让学生在了解环境保护知识的基础上，提高表述、思考、总结相关此类知识的能力。 　　6. 引导学生尝试运用不同的学习工具、学习方法、媒体素材等进行学习和提高。 　　Language Focus: 　　1. some useful expressions: 　　waste water; Greener China; Good idea; be afraid; a member of; a book on the environment 　　2. some useful sentences: 　　How long have you been a member of Greener China? 　　I've been with Greener China for a year. 　　How many English words have you learned since you came here? 　　About one thousand. 　　Properties: Pictures：TV; Overhead Projector; Recorder 　　Teaching Procedures: 　　I. Showing amis 　　Get the students to know what they will learn in this lesson and what they will do in this class: 　　1. To master some useful expressions. 　　2. To learn the grammar: the Present Perfect Tense. 　　3. To make the similar dialogues freely. 　　4. To know that they should protect the environment and make our world more beautiful. 　　II . Revision 　　Revise the grammar; the Present Perfect Tense. Ask: Have you ever been to the Great Wall? How many times have you been there? Get the students to ask and answer in pairs. Then ask several pairs to act out their dialogues. 　　III. Presentation 　　Present this dialogue: 　　A: Where have you been? 　　B: I've been to a paper factory. 　　A: What did you do there? 　　B: I saw the worker making paper there. 　　Present this dialogue with one student as an example, then ask the students to practise this dialogue in pairs, and get some of them to act out the dialogue. 　　IV. Practice 　　Put up a picture of a paper factory on the blackboard, get the students to talk about the factory, for example; " This is a paper factory, it makes paper, but it also makes smoke and waste water. I found the smoke was put into the air and the waste water was put into the river near it. The river has become very dirty. Lots of fish have died." Have the students talk in groups of four and then ask some of them to read out their report to share with the whole class. 　　V. Read and say 　　Part 1. Speech Cassette. Play the tape twice for the students to listen and repeat. Ask the students to read the dialogue in groups of three. Then read for the class. Get the students to read the dialogue individually again and find the answer to the following questions: 　　1. Where has Hu Lan just been to? 　　2. Why has the river near the factory become dirty? 　　3. What has happened to the fish in the river? 　　4. What does Greener China want to do? 　　5. Why are they going to write to the TV station and the newspaper? 　　6. Do you take care of the environment? Why or why not? 　　7. What can you do to improve the environment? 　　VI. Ask and answer 　　Read through the dialogues with the students. Ask and answer in pairs. Then make similar dialogues in pairs using the phrases in the box of the book. 　　VII. Write 　　Get the students to act as journalists, make an interview. Interview one of their friends. Ask him or her some questions about him or her and his or her family members. 　　For example: How long have you been in this school? 　　What subject have you studied? 　　How many friends have you made? 　　What's your fathers job? 　　How long has he been a … ? 　　What has he done since … ? 　　Then get the students write a report, have some students read their reports to share with the whole class. 　　VIII. Workbook 　　Do Exercise 3 orally with the class. Have the students ask and answer in pairs. Write Exercise 2 in the exercise books. 　　IX. Summary 　　Exercises for class 　　Rewrite the following sentences using the Present Perfect Tense: 　　Model: He went to Nanjing two days ago. 　　He has been in Nanjing for two days. 　　1. They began to study English in 2000. 　　2. He became a teacher ten years ago. 　　3. Jim came to China one year ago. 　　4. He joined Greener China one year ago. 　　5. My sister bought this book last week. 　　X. Homework 　　Talk something about the environment.
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