初中英语试卷课教案怎么写

㈠ 教师资格证初中英语面试真题 教案怎么写

教师资格证初中英语面试教案：Don’t eat in class
一、教材分析
本单元是人教版《新目标》的第十二单元。这本教材的词汇量很大，内容新颖，尤其是生动活泼的卡通化的画面，很符合七年级学生的年龄特点和心理特点，其 中还囊括了很丰富多彩的文化知识，以及合作探究的活动，十分贴近学生的实际生活经验。本单元的话题Talk about rules.与日常生活密切相关。作为一名中学生，遵守学校班级、家庭和社会公共场所的规章制度是必须的。在谈论规则时，一般运用祈使句、情态动词can 和have to等。这是英语新课程标准中规定所必须掌握的内容，是交际英语中必不可少的项目。因此，本单元对于提升学生的学习兴趣而提高学生的听、说、读、写能力有 很大的帮助。并通过self check检测，积极地、及时地寻找各自的不足，以便学生树立良好的内在动机，不断获得成就感。
二、教学目标
1、教学目标
⑴知识目标
这一单元主要话题是“Talk about rules谈论规则”，其中主要涉及内容如下：
A、Functions功能：谈论规则，并制定规则。
B、Structures语法结构：祈使句和情态动词Can和have to的用法。
C、Target Language日常交际用语：
Don’t eat in class!
Can we wear hats?No，we can’t.
We don’t have to wear a schooluniform等。
D、Vocabulary词汇：rule、classroom、hallway、fight、have to等。
(2)能力目标
培养学生运用所学句型谈论规则的能力，并培养学生遵守规则的习惯。
(3)情感目标
A、谈论规则有利于学生守秩序，遵纪守法，使学生感受到自觉遵守各项规章制度的好处。
B、有些规则是必要的，但规则太多却使人感厌烦!学生在遵守规则的过程中会体验到不同的情感。
2、教学重点、难点
(1)重点：学习并运用谈论规则的日常交际用语及词汇。
(2)难点：祈使句否定形式以及have to的用法。
3、教具准备：把学校的一些规则制成卡片，投影仪、录音机、图片等。
4、课时安排：根据学生的实际情况，将用4个课完成教学任务。
三、学情分析
我所任教的班级为我校七年级的学生。我校位于农村,因此绝大部分的学生来自周边的农村，再加上周围方言的影响，更是对英语学习造成很大的困难，而学生英语 基础更是参差不齐。课堂上相当一部分学生由于基础或是个性差异原因对学习英语缺乏自信。能够很投入，很积极学习的常常只是很少部分人。学生优差的两极分化 非常严重，男女生的差异也很大，通过上个学期的学习，女生在英语学习的信心上明显劣于男生。因此，教师应采取积极措施及时帮助那些“弱势群体”，帮助他们 树立自信心，激发他们学习的兴趣，让他们体会到英语学习的乐趣。
四、教学设计理念
本单元几个课时教学设计均强调从学生的学习兴趣，生活经验和认知水平出发，结合本校实际，谈论学校班级的各种规章制度以及规则的优点和不足。提倡采用任务 型语言教学途径和方法，鼓励学生在教师的指导下，通过体验、实践、参与、探索和合作等方式，发现语言的规律，逐步掌握语言知识和技能，不断调整情感态度， 形成有效的学习策略和自主学习能力。
五、说教法
1、听说法：以听、说、读、写、练为主，通过对本课重点句型的学习培养学生听力、口语以及书面语的能力。
2、交际法：注意语言的运用能力，培养学以致用的意识，有利于激发学生的学习兴趣和相互作用。
六、学法分析
新课标准强调以学生为中心，学生作为学习的主体，教师的主要任务是帮助学生形成有效的学习策略，发展自主学习的能力。在本单元教学中，教师应引导学生：
1、各校都有自己的规则，谈论规则是常见的事，大家应养成经常使用英语谈论的习惯，提高口语能力。
2、学习英语不是一朝一夕的事，要求学生长期练习，多听、多说、多练，只有坚持不懈才能学习好英语。

㈡ 初中英语全英教案范文

全篇都是英语的初中英语教案，给大家带来了其范文作参考。下面是我给大家整理的初中英语全英教案范文，供大家参阅!

初中英语全英教案范文1

Contents:

1. Vocabulary：guitar, join, dance, swim, sing, chess, paint, s peak, play chess, speak English, play the guitar, want to join the music club, art club.

2. Structure: Can you play the guitar/ swim/paint/dance---?

Yes, I can. No, I can’t. Bu t I can---.

Can he/she play the guitar/ swim/paint/dance---?

Yes, he/she can. No, he/she can’t. Bu t he/she can---.

I want to join the art club.

Objectives:

1. Teaching Aims and Demands

(1) Instructional Objectives

Be able to use the new words and phrases.

Be able to use “can” and can’t.

(2) Ability Objectives

Be able to use what they learned to describe what they can do and give responses.

2. Teaching Importance

To master the key vocabulary

To understand and use the target language

To master the usage of the different forms of “can” in the target language.

3. Teaching Difficulties

To enable the students to understand the sentence patterns to talk about the ability activities.

4. Teaching Aids: Multi-media computer

5. The Teaching Methods: TPR, Conversation

Proceres:

Step1: Warming-up

Before class, get Ss to enjoy an English song for about 2 minutes to warm them up.

Step2: Lead-in

1. Use the PPT to lead in the new lesson.. show some pictures and teach the words and phrases: guitar, join, dance, swim, sing, chess, paint, speak, play chess, speak English, play the guitar, want to join the music club, art club.

2. Ask Ss read the words together.

Step 3: Presentation

1. Show some actions and say I can play the guitar/ swim/paint/dance---. Then ask the students: Can you play the guitar/ swim/paint/dance---? Help the students answer: Yes, I can./ No, I can’t. Bu t I can---.

2. Show some pictures of the actions and ask the students to practice in pairs together in class. Finally invite some groups to act them out in front of the class.

3. Show some actions and say he/she can play the guitar/ swim/paint/dance---. Then ask the students: Can he/she play the guitar/ swim/paint/dance---? Help the students answer: Yes, he/she can./ No, he/she can’t. But he/she can---.

4. Show some pictures of the actions and ask the students to practice in pairs together in class. Finally invite some groups to act them out in front of the class.

2

Step4: Representations

1. Show some pictures of the clubs and let the students tell what clubs they are. E g: A: Do you know the clubs? B: Yes, I do.

A: What kind of club is it? B: It is art/ music---club.

2. Show some pictures of the clubs, ask and answer:

A: What club do you want to join? B: I want to join the art club. A; Can you paint? B: Yes, I can.

3. Pair work

Show some pictures of the actions and ask the students to practice in pairs together in class. Finally invite some groups to act them out in front of the class, using the following sentences:

A: What club do you want to join? B: I want to join the --- club. A; Can you ---? B: Yes, I can. I can---.

Step 5 . Make a survey

Give the students several minutes to prepare the survey using the target language to ask and answer, next fill the form :

A: What club do you want to join? B: I want to join the --- club. A; Can you ---? B: Yes, I can./ No, I can’t.

Step 6. Summary

Summarize the key language points in groups , and show them on the screen to help the Ss take notes.

Step 7. Homework

1. Consolidate and review the expressions of the lesson.

2. Write a short passage about the results of the survey.

㈢ ★初中英语教案怎么写

教案和教学设计复都是事制先设想的教学思路，是对准备实施的教学措施的简要说明；教学案例则是对已经发生的教学过程的反映。一个写在教之前，一个写在教之后；一个是预期，一个是结果。
案例与教学实录的体例比较接近，它们都是对教学情景的描述，但教学实录是有闻必录，而案例则是有所选择的。

㈣ 初中英语优秀教案范文

教案中对教学方法的选择，板书设计，教具或现代化教学手段的应用，各个教学步骤教学环节的时间分配等等，都要经过周密考虑，精心设计而确定下来。下面是我给大家整理的初中英语优秀教案范文，供大家参阅!

初中英语优秀教案范文篇1

ⅠTeaching Materials

1. Language Materials

Words: spoil, as, screen

Phrases: on the computer, find out

Sentences: I guess somebody else has borrowed it.

Could you find out who has taken it?

Grammar: The present perfect tense

ⅡTeaching Objectives

1. Read the whole lesson fluently, and pronunciation and intonation should be right.

2. Learn to read the information on the library cards and the computer screen.

3. Master the following materials

(4 skills) Word: as

phrase: on the computer, find out

(3 skills) Words: spoil, screen

Ⅲ Teaching Points

The main points: (1)&(2) in teaching objectives

The difficult points: learn to read the information on the library cards and the computer screen

Ⅳ Teaching Procere

Organization of the class

Today, we are going to learn Lesson 4. In Lesson 4, we’re going to talk about the information on the library cards and the computer screen.

Revision

Before we go on to learn the new lesson, let’s go over what we learn in Lesson 3.

A. Oral

How could Grandma get all her lost books back?

the use of the adverbs in the present perfect tense.

The teaching of the new lesson

A. Lesson 4

Yesterday, we learned that grandma usually borrowed books from the library. There is a new library today. If you want to read books, how can you find them? Let’s go on to learn Lesson 4.

B. Part1

I’d like you to listen and do Wb. Ex.1

C. Part 2

Ask the students to write down something about the school librarian and report it to the class. Teach: as He works there as a shop assistant.

D. Part 4

Learn to read the information on the cards and the computer screen.

E. Part 3

Listen and answer: What does the boy want to borrow?

What’s its name?

Who has borrowed it?

Read and learn.

has borrowed, has taken, has got( the present perfect tense)

find out

Read and act.

F. Part 5

Read and learn.

G. Checkpoint 1

H. Wb. Ex.2&5

Homework

A. Wb. Ex 3

B. Go over the whole unit.

初中英语优秀教案范文篇2

教学目标与要点

1.能够熟练运用所学知识来谈论"运动"，特别是一些和生活密切相关的运动项目。

2.掌握本单元的有关"water sports"的单词和短语，能听、说、读部分地名，重点掌握 no mater，both…and…，all over等短语或习惯用语的用法。

3.进一步学习现在完成时态，特别注意它与already，just，yet，very等词的连用，同时能够区别它们的用法。

4.能够熟练运用现在完成时态，用它来表达由过去开始，和现在相联系的动作或影响，能够区别一般过去时与现在完成时的不同。

5.运用本单元所学知识来描述某一运动。如：the Olympic Games或surfing或diving等。

素质教育目标

1. 进一步学习现在完成时，灵活运用already, just, ever, never等词语。

2. 引导学生对水上运动和其他运动进行描述，达到阐述自已喜好的目标。

3. 在学习过程中，让学生了解体育运动对每个人的生活和工作的重要性。

4. 通过各种教学手段，如声音、图片、动画、电视、网络等，让学生在了解有关体育知识的基础上，自觉参与各项体育运动，培养积极向上的生活情趣。

5. 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。

教学设计方案

Teaching Objectives:

Students should master the dialogues, useful expressions about the present perfect tense.

Language Focus:

What's the surfing like today? Have you ever been to … How long have you been to …

Properties:

Tape recorder, topic cards, etc.

Teaching Proceres:

I. Revision

Ask student answer the questions of Have you…

T: Have you finish you homework? /Have you got your notebooks?

S: Yes./ No.

T: What have you done for English study?

S: (They may have different answers.)

II. Leading in

After a long vacation, Ss may remember something about their travel, let them think about where they have been. How to speak in English?

III. Presentation

Write the sentences on the blackboard:

Have you ever been ______?

I have already been _______ several times. / I've never been there.

Explain the meaning of sentences and the word ever, already and never.

Open the textbook and turn to page 6, lead the Ss to read the word Bondi Beach, Cape Town, Hawaii, Newquay, surfed, water-skied, canoed, dived in part 2.

Let Ss read part 2 dialogs in pairs.

IV. Practise

Let them close the textbook. Show a topic to Ss: Ted and Bruce's talk beside the beach. Say to Ss: "Please image that you are Ted and Bruce, you are talking about your trip and water sports, you'd better use Have you ever been …, surf, uncle. Five minutes later, go to the front to show your talk with your partner."

Check their talks in pairs, encourage them to speak aloud and practise as the actor.

V. Presentation

Play the tape of Part 1 for the students to listen three times. The first time, let one or two Ss speak the main sentences in the dialog. The second time, volunteers repeat what they hear. The third time, try to rewrite the whole sentences.

Ss open their textbooks, and check what is not remembered.

Ss could find any problem about this dialog, T give them the answer.

eg. have a try, I don't know how to surf, Since last Wednesday, None of us has, etc.

VI. Exercises in class

T read the questions below, and Ss give their answer, to improve and impress what have learned.

1. They are good ___________. Do you like __________? (surf) answer: surfers, surfing

2. We have been to Hawaii __________. (two) answer: twice

3. Mike hasn't done his homework _____.

A. already B. just C. yet D. either answer: C

4. Ted has been a bus driver _____ five months ago.

A. for B. since C. from D. in answer: B

5. - _____ have you been to Cape Town?

- Since last Wednesday.

A. How often B. How many times

C. How long D. How soon answer: C

6. She is very busy. He hasn't had a day _____ for three weeks.

A. busy B. free C. off D. on answer: C

VII. Homework

1. Finish your dialog design after class, try to use what you have learn.

2. Finish the exercises on page 97.

3. To read Surfing in page 7, find the main sentences, and think about what kind of water sport you like best, why?

初中英语优秀教案范文篇3

Teaching Objectives:

Students should understand the meaning of reading, master useful expressions and learn more about the present perfect tense.

Language Focus:

Useful topic: Surfing, beaches; useful expressions: have been, never, ever, no matter how, neither nor, etc; and other reading skills.

Properties:

Tape recorder, topic cards, answer sheet, etc.

Teaching Proceres:

I. Revision

Revise the Present Perfect tense, do the exercise 2 on page 97, ask students answer the questions one by one.

II. Pre-reading

There are many kinds of water sports, such as swimming, paddling, Boogie-boarding, and dragon boat race in China. What water sports have you watch? What kind of water sport you like best, why?

III. While-reading

Before first listening of Surfing, read the questions of exercises 1 on page 98. Prepare their answer sheet. Ask the students bring these questions to listen the tape or video first time. Write their answer if possible.

Then play the tape or video once again, ask the students check their answers. And then let them try to give the main sentence of this reading.

Open the textbook, turn to page 7. Let Ss find the new words and useful expressions in five parts (each part for each paragraph). Ask them give correct explanation. Make sure everyone is on task. While working, teacher go around the classroom and give help where need. Then show the answers of them. Teacher explains the main sentences, such as Now it is enjoyed by people all over the world; It's neither too hot nor too cold all the year round; etc.

IV. After-reading

Discussing in four parts, talk about San Francisco, Honolulu, Hawaii, Hainan island. After discussion Ss should give Where is it, What it famous for, What water sport are there, etc.

V. Homework

1. Finish exercises 2 on page 98.

2. Revise the new words, useful expression and sentences

㈤ 初中英语教案

作为一名老师，就有可能用到教案，通过教案准备可以更好地根据具体情况对教学进程做适当的必要的调整。快来参考教案是怎么写的吧！以下是我整理的人教版初中英语教案，希望能够帮助到大家。

人教版初中英语教案1

一、教材分析

(一)教材的地位及作用

本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生通过交换对过去发生的事情的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。SectionA的主要学习内容是：复习一般过去时态和动词的规则与不规则变化。

(二)教学目标

根据《英语课程标准》关于总目标的具体描述，结合第八单元的教材内容，我按语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：

1、知识目标：

(1)功能：描述过去发生的事情

(2)语言结构：规则动词和不规则动词的一般过去式

(3)一般过去时的一般疑问句句型：Did you go to the zoo？ Yes， I did、 No， I didn’t、 I went to the aquarium、Were there any seals？ Yes， there were、 No， there weren’t any sharks、I saw somesharps/ I went to the aquarium、

2、语言技能：听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化。能听懂本课学习活动中的问题，做出较得体的回答。

(1)说：能在本课的任务型活动如：游戏、调查、故事接龙等中进行简单有交流。

(2)读：能正确朗读本单元对话和句型。能查阅工具书为完成任务做准备。

(3)写：能写出本节课学习的单词和句型，能运用简单的句子写出过去的活动和感受。

3、学习策略：抓住用英语交际的机会，在交际中把注意力集中在意思的表达上，必要时借助手势和表情。主动参与学习活动，善于和他人合作。

4、情感目标：通过描述过去所做的事，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的喜好，增进情谊。

5、文化意识：用恰当的方式表达赞扬或自己的观点。了解英、美国家中小学生的业余生活，培养世界意识。

二、学情分析

1、初二上期的学生经过一年多的学习，有了一定的英语基础知识和听说能力，正逐渐向读、写过渡，同时，学生们对英语学习还保持着较浓厚的兴趣。经过一年的新课程理念的熏陶及实践，有了初步的自主、合作、探究、实验的能力。

2、本单元学情剖析：本单元的主题是谈论过去的事情，可以采用活动教学法和Roleplaying的学习策略，学习新词汇，掌握重点句型，同时能比较好地运用到实践中，解决类似问题。做到既能巩固所学知识，又能提高解决问题的能力以及综合运用语言能力。

三、教法渗透

1、教学设计思路与教材处理：

《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的。学生需要运用具体而特定的行动来完成一定的'交际任务。

(1)活动性原则：提倡学生主动参与，体验，交流，合作，探究等多种学习。

(2)合作性原则：以学生为主体，师生合作，生生合作，体现教与学的互动，交往。

(3)任务型原则：任务驱动―激发动机。任务完成―激励学习积极性。执行任务―培养责任心和合作精神。

(4)情感性原则：激发学生学习英语的兴趣和始终保持良好的学习情绪。

3、教法运用：

本课主要运用“任务型教学法”，并辅助于TPR全身反应教学法、情景交际教学法和游戏活动。

4、教学手段

(1)多媒体辅助：用flash软件将本课所需要的动画、录音、图片、文字、图表和音乐制成CAI软件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。

(2)非测试性评价：传统的评价观念的出发点是学科本位，只重学科，不重学生发展。要体现新课程标准的实施效果，评价体系应该“正确反映外语学习的本质和过程，满足学生发展的需要”。为了达到这一目标，唯有重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。因此，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。

四、学法指导

新制定的《英语课程标准》把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。依据课改的精神，我从以下几个方面对学生进行学法指导。

1、学习方法的指导

培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。

2、学习积极性的调动

我在教学过程中创造一种开放的，和谐的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。

3、学习能力的培养

通过连贯的听说读写，游戏，竞赛等，培养学生的交际能力，发展他们的思维能力。

4、学习策略的指导

本节课将在课堂活动中把学生分成四人小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。创建开放式，探究式的课堂，有意识渗透学习策略的训练。我让学生观察课件画面，回答问题，让学生学会使用认知策略。让学生表演对话，实现交际策略。引导学生交际，主动练习和实践，是调控策略的体现。充分利用多媒体，录音，卡片等是资源策略。

人教版初中英语教案2

1、写课题（Topic）和课型（LessonType）

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（Newlesson）、巩固课（ReinforcementLesson）、复习课（RevisionLesson）、语音课（PhoneticLesson）、听力课（ListeningLesson）、听说课（Aural—OralLesson）、阅读课（ReadingLesson）、语法课（GrammarLesson）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（TeachingObjective）

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/focalPoints）、难点（DifficultPoints）和关键点（KeyPoints）

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（TeachingTools）

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（TeachingProcere）

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。

人教版初中英语教案3

一、教材分析

本课是本单元的中心课文，主要以“邀请”这个话题为主线，电话交际为辅线来展开教学活动，讨论距离（befarfrom），请求许可（MayI??Yes，youmay.No,youmaynot.），表明意图（Iwantto?）中展开教学活动。

二、学情分析

学生已学习了打电话用语和MayI?句型，为学习本课做好了铺垫。

三、教学目标

1.帮助学生掌握并灵活运用本课的重点词汇、短语、句型

2.帮助学生掌握语言技能知识，熟练使用电话用语和邀请的日常交际用语，正确表达与本课有关的Distance、Permission、Intentions内容。

3．让学生感受勇敢地开口与同学交流合作的快乐。

四．教学重点难点

1.1.词汇：want，come，hello，with，who，when，do，leave，for，arrive

2.2.短语：leaveforarrivein/attalkto/with3.3.句型：1）.wantsomebodytodosomething

2).invitesomebodytosomewhere

3).Thanksfor?

五、教学方法

创设情境、小组演练、仿编对话

六、教学媒体MultimediaRecorderandTape

七、教学过程

Step1RevisionandLead-in

1.帮助学生创设情境编演一个小对话，让他们四人一组模仿编演：A:MayIplaypingpongnow?

B:No,youmaynot.

A:MayIdomyhomeworknow?

B:Yes,youmay.

2.告诉学生李明想请Jenny和Danny一起去北京，该如何对父母说，让学生试编一个小对话，由此导入新课。

Step2FastReading

八．板书设计.（BlackboardDesign）

Words&邀11.leave离开请某人去做某事

leave?for离开某地去某地invitesomebodytoaplace邀请某leavefor动身去某地人去某地

2.arrivein/at到达大/小地方6.6.CanadaisfarfromChina.Is

3.talkto/with和某人交谈CanadafarfromChina?

4.want想要7.

wanttodosomething想事

wantsomebodytodosomething想要某人去做某事

5.invite邀请

九．教学反思

1.导入环节很顺利，效果较好。

2．创设情境让学生仿编演小对话环节较成功，让学生感觉到说英语并非想象的那么困难。

3．学生小组互助自学环节不太理想，部分学生胆怯，主动性不强，应加强鼓励，设法调动全体学生的学习兴趣，帮助他们增强自信。

4.前面语言训练环节用时间较多，使后面巩固知识的练习时间不足，只能让学生课后完成。今后应尽量控制好各个教学环节的时间分配。

㈥ 如何制定初中英语教案

导语：如何制定初中英语教案？希望以下我整理的相关内容能够帮助到大家！文章仅供大家的借鉴参考！谢谢大家！

如何制定初中英语教案

一、教学内容：

Unit4 How do you get to school?

二、教学目标：竖游冲

1、知识目标余歼：单词：subway take the subway train ride a bike walk 等。

2、语言目标：how引导的特殊问句;肯定句与否定句。听：能听懂谈话出行的方式。说：能表达自己想到达目的的出行方式。读：能正确朗读本单元的对话和句型。写：能写本单元的单词和句型。

3、学习策略：注意通过语言语调的表达来推测词义，也可借手势动作和表情来完成。(主动参与学习，善于和他人合作交流)。

4、情感目标：学会在交流活动中尊重和理解别人，学会交换不同的看法，了解他人的生活习惯，增进情谊。

5、德育目标：在歌曲和游戏中习他人积极、乐观、努力进取的团队合作精神。

6、多元智能：人际交往逻辑表达个性呈现

7、文化意识：了解英、美国家中小学生上学的方式，培养世界意识。了解中西文化的差异。

三、教学重点、难点：

1. how /how far /howlong 引导的'特殊疑问句.

2. 乘坐交通工具的表示方法.

3. It takes /willtake/took sb. some time to do sth.

四、课前准备：

cards and atape-recorder .

五、教学运用：情景交际法、游戏法等。

六、教学手段：多媒体演示、flash动画、ppt演示、歌曲游戏及肢体语言的应用。

七、教学过程：

八、板书设计：

九、教学反思：

1)基本按照新课标的要求让学生成为磨枣课堂的主体，遵循学习认知规律，通过设疑、提问、启发、诱导、游戏、多媒体动画等方法，调动学生积极性，使整个教学呈现轻松的发展过程。

2)多媒体教学使课堂生动活泼，增加了教学容量，使老师更好的利用和节省时间。

3)随堂的几道习题帮助学生更好的掌握了所学。

4)多设计一些合适的活动吸取他人经验改进自己的教学方法，这节课一定会取得更好的效果。

如何制定初中英语教案

一.课题Whatare you doing?

二.教学目标

1. 知识与技能目标：

(1) 能正确听、说、读、写词汇playing, singing,reading等。

(2)正确听、说、读、写句型 What are you doing ?I’m … . What is he/she doing? He/She is ….

2. 过程与方法目标：

(1)学生能用英文询问别人正在做什么、描述自己在做什么。

(2)运用知识与生活情境相结合的方法，培养学生正确与人沟通的能力。

3. 情感态度与价值观目标：

激发学生的学习兴趣、参与意识及积极性，培养学生的综合运用语言及团结合作的能力。

三.教学重点：

能正确听、说、读、写句型—Whatbe sb. doing? —Sb. be doing…

四.教学难点：

能正确使用现在进行时

五.教学过程：

Step 1 greeting

Step 2 lead in—play a guessing game

Step3 presentation—one shows the action and the others make new sentences.

Step4 practice—Students work in pairs. One student makes action and the other oneguesses.

Step 5 review— analyzethe rule of the sentences and read these sentences.

Step 6 homework—write ashort article to introce the most memorable vacation.

六.板书：

㈦ 初中英文教案范文

平行班用的同一课题的教案设计，根据上课班级学生的实际差异宜有所区别。下面是我给大家整理的，供大家参阅!
篇1
教学目标与要点

1.掌握打电话的一些方法和技巧，能熟练使用英语打电话，并且用语准确，特别注意英汉文化之间的差异。

2.学习归纳有关"travel"方面的词汇。能够制定、描述、总结自己的某一次trip。掌握相关的旅行常识。

3.学习宾语从句，掌握由that引导的宾语从句。注意所有陈述肯定或否定句作宾语时，都应由that引导。

4.能够理解和运用部分动词所带否定的宾语从句的否定前置。如：I don't think they can came on time.

5. 除会叙述旅行之外，我们还要给出We should write a short passage about travelling. What do you think of travelling? Is it good or bad? 等题目进行写的练习。

素质教育目标

1. 学习新的语法知识：The Object Clause。

2. 熟练掌握有关打电话和旅行的词汇、短语及日常用语。

3. 鼓励学生在学习过程中锻炼听说读写的能力，并不断提高相关知识的语言应用能力。

4. 向学生通过对旅行知识的学习，了解祖国的大好河山，教育他们热爱祖国、建设祖国、保卫祖国的理念。

教学设计方案

Language Focus:

1. Useful expressions:

Right now, That’s very kind of you. as soon as possible, except, leave a message, many thanks, between… and…

2. Grammar: The Object Clause.

He says that he wants to speak to the headmaster.

He says that he won't be free until tomorrow.

Properties: Recorder, Overhead Projector, Pictures

Teaching Proceres:

I. Showing aims

Get the students know what they will learn in this lesson and what they will do in this class:

1. Master some useful expressions

2. Learn the new grammar: The Object Clause

3. Learn to make dialogues using the Object Clause

II. Revision

1. Check homework.

2. Revise the Present Perfect Tense. Ask: Have you ever been to mountain Emei?

How long have you been there? See if the students can answer them correctly.

3. Revise how to make a telephone call. Ask the students what they will say in the telephone call, help the students to answer with “Hello.” “Could I speak to…?” “This is…speaking.” “Who’s that, please?” write them on the blackboard.

III. Presentation

Take out two telephone sets, make a telephone call with the students. Ask one best student to answer the telephone:

T: Could I speak to Mrs Yang, Please?

S: I’m sorry. She isn't in. May I help you?

T: That’s very kind of you. I hope to see her on Friday. Could you take a message for me?

S: Certainly.

T: Many thanks. Goodbye.

S: It’s my pleasure.

Have the students practise in pairs, make sure they can make the dialogue freely.

IV. Listen, read and act

Part 1. Speech Casette. Play the tape for the students to listen, then play the tape again for the students to repeat.

Have the students read the dialogue in pairs and ask two or three groups to read.

Ask one group to act out the dialogue.

V. Presentation

Play games with Polly says the teacher says sentence, then asks one student to repeat it, begin with: Polly says…

T: I want to see Miss Yang.

S1: Polly says that she wants to see Miss Yang.

T: I want to go home as soon as possible.

S2: Polly says that she wants to go home as soon as possible.

T: I will go to Beihai soon.

S3: Polly says that she will go to Beihai soon.

Explain the grammar The Object Clause in Chinese, get the students to understand it.

Do Exercise 2 in the workbook to help the students understand the grammar easily.

VI. Practice

The teacher says a word, have the students ask and answer in pairs. For example:

The teacher says: “The girl is reading English.” The students may ask and answer like:

SA: What does the teacher say?

SB: She says that the girl is reading English.

Say sentences as many as possible, make sure the students can ask and answer correctly.

Part 2. Talk about the dialogue of Part 1. Get the students to work in pairs.

VII. Workbook

Do Exercise 1 in pairs, check with the whole class.

For Exercise 2, work on it as homework.

VIII. Summary

Exercise in class

Ask questions in pairs and write them down in the exercise book.

Model: I want to buy a book.

A: What does Polly say?

B: Polly says that she wants to buy a book.

1. He will not e today.

2. I want to speak to Mr Brown.

3. We are going to Mount Emei.

4. I’m free every day except today.

5. I’ll leave a message on the desk.

IX. Homework

Finish off the exercises in the workbook.
篇2
Language Focus:

1. Useful expressions: on a trip; have a football match; What a Pity. How interesting. Have a good time; take photos.

2. The use of “that” in the Object Clause.

Properties: recorder; Overhead Projector; Pictures

Teaching Proceres:

I. Showing aims

Get the students to know what they will learn in this lesson and have the students know what they will do in this class:

1. Master some useful expressions.

2. Go on learning the Grammar: the use of "that in the Object Clause

3. Read and act out the dialogue

II. Revision

1. Check homework.

2. Revise Lesson 14 “Jim’s Train Ride”. First get the students to ask and answer some questions about the passage, see if the students can understand the passage correctly. Get one student to retell the story.

III. Presentation

Present this dialogue:

T: What did you do yesterday?

S: We had a football match. What about you ?

T: We were on a train .We came back from Mount Emei.

S: Really? How exciting. I've never been there. How did you get there?

T: By train. We went there by train.

S: Did you have a good time?

T: Yes, ifs very beautiful.

S: Did you take any photos?

T: Of course.

Show the dialogue on a slide, and ask the students W read it in pairs. Give them a few seconds to practise the dialogue in pairs. Get the students to make their own dialogues. Ask some groups to share their dialogues with the whole class.

IV. Read and act

Part 1. Speech Cassette. Have the students listen to the tape. Then play the tape again for them to repeat. Ask: What did Lin Tao say? Have the students find the answer.

Read the dialogue again, and do Exercise l in the workbook to help them to understand the dialogue and help them to master the grammar: the Object Clause.

V. Practice

Part 2. Have the students ask and answer in pairs. See if the students can use the Object Clause correctly.

VI. Workbook

Do Exercise 3 with the students. Have the students read the passage and guess the meaning of the new words. Encourage the students to improve their reading ability.

Do Exercise 2. Have a dictation. Dictate some sentences. Then make the students ask and answer in pairs.

VII. Summary

Exercises in class

Fill in the blanks with the right verb forms.

1. Our teacher told us that you _________ be going on a trip.

2. Lin Tao said that he ___________ never __________ be there.

3. Jim thought that the train __________ be like a big moving party.

4. She says there __________ be a big party this weekend.

5. Lin Tao feels that his own team __________ be even better.

6. __________ not be late for class, the teacher __________ not be happy.

Answers: 1. were 2. had been 3. was 4. will be 5. is 6. Don't be / won't be

VIII. Homework

Read the dialogue and make similar dialogues.
篇3
Language Focus:

more than two years, practise speaking English, the Greens, none of the them, keep doing something, fall fast asleep /awake, wake up, last long

Properties: Recorder; Overhead Projector; Pictures.

Teaching Proceres:

I. Showing aims

Have the students know what they will learn in this lesson and what they will do in this class:

1. Master some useful expressions.

2. Read the passage “Jim’s Train Ride” carefully to improve their reading ability.

3. Know something about Mount Emei and some other mounts in China.

II. Revision

1. Check homework.

2. Revise the Object Clause. Play games “Kate says…” Have the students do in groups of three.

v K: Nancy is not here yet.

v T: She will be here soon.

v Y: Nancy is not here yet. I hope that she will be here soon.

v K : The weather is cloudy.

v T : It will clear up soon.

v Y: The weather is cloudy. I hope that it will clear up soon.

K: There is a lot of food.

v T: You can eat more.

v Y: There is a lot of food. I hope that you can eat more.

v K: The park is crowded.

v T: There are enough tables and benches.

v Y: The park is crowded. I hope that there are enough tables and benches.

III. Pre-read

Part 1. In *** all groups have the students answer the questions. Then discuss the questions in class.

Put up a map of China on the blackboard and get the students to show Mount Emei and other mounts such as Mount Hua etc, and talk about some mounts if they know them.

IV. Presentation

Have the students discuss in groups. Ask: “What will they do if they will go travelling?” A few minutes for them to discuss, then ask some of them to give their reports to share with the class.

V. Reading

Part 2. Speech Cassette. Let the students read through the passage to find the answer to the question: How did Jim feel on his trip to Mount Emei? Help the students use these words: happy, exciting, … See if the students can guess the meaning of the new words.

Play the tape. Ask the students to listen carefully. The teacher may stop the tape while the students are listening, and ask the students to go on reading. It can test the students' ability to follow the passage as it is read on the tape.

Using Exercise I in the workbook of Lesson 14, check the students' reading. The students ask and answer in pairs.

VI. Acting

Divide the students into *** all groups. Change this passage into a play, ask them to act out this play. One of them plays the part of a narrator, the others play Mr Green, Mrs Green, Jim, the conctor, and fruit shop assistant.

VII. Workbook

Do Exercise 3 in class. Have the students read the sentences and translate them into Chinese, check with the whole class.

For Exercise 2, it can be worked as homework.

Answers for Exercise 2: by, enjoyable, by, took, bus, lively, fortable, watching, scenery, offer, magazines, nearby, practised, trip / journey, tired.

VIII. Summary

Exercises in class

Rewrite the following sentences

1. She will have a train ride to Hangzhou. She says…

2. Class Five will have a football match with Class Six. The teacher says…

3. The station is very crowded. He said…

4. A young man is speaking in English. Jim said…

5. The train is quite fortable. Jim thought…

6. There aren’t too many people in their sleeping car. Jim told me…

IX. Homework

Read the passage after class.

Finish off the exercises in the workbook.

㈧ 初中英语优秀教案范文

这节课应该既能够让学生的学习有意义，也能够让教师在扎实、充实、平实、真实的授课过程中真正享受到，“教学作为一个创造过程的全部欢乐和智慧的体验”。以下是我为您整理的初中英语优秀教案范文，供您参考，更多详细内容请点击教案栏目查看。

篇一：《How do you get to school》

一、对本节课的定位

我认为在“新课程标准”和“新基础教育”的理念的指导下，这节课应该既能够让大键肢学生的学习有意义，也能够让教师在扎实、充实、平实、真实的授课过程中真正享受到，“教学作为一个创造过程的全部欢乐和智慧的体验”。同时，本单元是以话“交通”题材为教学主要内容的新目标(Go for it)教材典型设计，借助本单元可以给学生在学习方法上以很好的指导，并可以在小空间内进行大规模的扎实、有效的训练。

二、任务目标的确定

本单元的教学任务是在“交通(transportation)”这一话题下，让学生学会谈论“交通”(包括不同的交通方式，到某地的距离以及以某种交通方式到某地所花费的时间等)，学习一些文化常识，掌握一定的学习方法，并在大量的、有效的亮芹训练中提高学生的听说读写等基本能力。

三、教学环节的设计思路

本着整体划一，循序渐进，高效有序，并在教学中能不断地深化教学的设计思路来安排本节的每一个环节。

(一)整体划一

在本节课中，对于“整齐划一”可以从两点来说明: 首先，本人一直认为作为语言教学，听说读写等能力的训练应该是一个整体，不可分割开来的，因此在教学设计中可以说一个话题，一个训练都蕴含着各种能力的培养;其次，在教学中每一节课都是独立的，但在我的教学设计中每一节课不仅可以独立，更重视它在单元教学整体中的地位与作用。与每一节课内衔接一样，单元教学的整体衔接也很重要。

(二)循序渐进，高效有序

本节课从简单的对“How do you get to school in the morning?”的询问入手，引入对重要课文Section A 3a 的复习。通过学生复述这段文字，重点巩固由“How, How long, How far”引滚世导的谈论交通话题的重要句型，并提炼相关的信息形成新的对话，为下一环节作铺垫。即课文Section A 3b 的训练，通过第一、二人称来谈论交通话题的训练，拓展到以第三人称来谈论他人的交通话题，进而让课文Section B 2a, 2b, 2c 的学习水到渠成。然后完成对本节课学习的测试，进行归纳总结本节课的要点。最后，作业一中让学生来完成交通方式的图片收集，是对本节内容的进一步深化;作业二中要求学生做一个调查，并形成调查报告，实际上和测试二一起构成了对Section B 3a 的有效预习。

总之，本课从课本入手，用课本内容引出一系列的活动，最终又导向课本，环节紧扣，层次清晰。

四、独特的创意

本节课的设计中，具有独特创意的地方，可以从以下几个方面来说：

第一、独特的环节设计

首先面向全体学生进行简单的复习，目的在于巩固几个基本句型。然后把课本中阅读的短文用复述和听力的方式引入，别出心裁。其主要目的在于营造较轻松的语言环境，缓解部分学生对于说写等输出环节的畏惧心理。接下来，从大量的听说引入读写，给学生铺垫知识的过程。既练习口头表达，又巩固了读的成效。教学步骤中每一步都将成为下一教学步骤的铺垫，在每一步骤中，教师设计具体任务，让学生参与到课堂互动中，并完成具体的任务。整个课堂设计由浅入深，循序渐进，难度过渡非常自然。

第二、独特的课程深化

全面展开训练，重点集中突破，中考真题帮辅，课结影响未尽。首先，在常规的训练之后，又用中考真题来重点训练和巩固所学，不但给学生对本节课的理解有更深一步的认识机会，更为学生的长远学习打下了坚实的伏笔。其次，在对交通的表达方式上的深化，采用了系统归纳，并用同意表达的形式进行训练，有层次，有实效。

第三、独特的思维能力训练

着重思维能力的训练，围绕话题进行多方面的扩展性的练习，并充分地利用 Listening 和Speaking，引发学生积极思维，以Groupwork和Pairwork等多种形式讨论和操练。最终达到让学生熟练谈论“交通”这一说话能力的目标。并在作业中以预习形式对这一目标进行了延伸。

五、掌控好借来的学生

由于是借班上课，学生又是活动的主体，课堂上大部分的时间交给学生，教师的引导是关键。

篇二：《How often do you exercise》

Unit 1 How often do you exercise?

Ⅰ.Analyis of teaching material

1.The topic of this unit is about free time actmties。Suchtopicisrelated to students’daily life. So it is helpful toraise learning interest of students. If students can learn this unit well，it will be helpful to make students learn the the rest of this book.

2 .Teaching Aims and Demands

(1) Knowledge Obj ect

In this unit students learn to talk about how often they do things.

(2)Ability Objects

To improve students’ability of listening，speaking，reading and writing.

(3)Moral Objects

To help students form a good eating habit.

To do exercise every day and keep fit.

3 .Teaching Key Point

To master the key vocabularyand the target language presented in this unit.

4 .Teaching Difficult Point

To train students how to use the key vocabulary and the target language by reading and writing.

5 .Studying Ways

Teach students how to use context.

Teach students how to do a survey.

Ⅱ.Language Function

Talk about how often you do things.

Ⅲ.Target Language

What do you usually do on weekends?

I sometimes go to the beach..

How often do you eat vegetables?

Every day.

Most of the students do homework every day.

Ⅳ.Structure

Wh-questions

What do…?

How often…?

Adverbs of frequency

All/most/some/none

V .Vocabulary

always，usually，often，sometimeshardly，ever，never, exercising，shopping，skateboarding once，twice，three times a week，month, every day, milk，junk，food, drink

Ⅵ.Recycling

reading，watching TV，go to the movies, fruit，vegetables

Ⅶ.Learning strategies

Using context.

Transforming information.

Ⅷ.Teaching times

Six periods

Period One

Teaching Aims:

1. Learn to talk about how often do you do things

2. To learn the words of the adverbs of frequency.

Teaching Difficulties:

1.words: exercise, skateboard, hardly, ever, shop, once, twice, time, surf, internet, program.

2.phrases:how often, on weekends, go to the movies, exercise, go skateboarding, always , usually , often , never , hardly ever , sometimes .

3.Sentence patterns: What does she /he do on weekends ? She often goes to the movies .How often do you shop ? Once a week / Twice a week ••• .

Teaching Aids: Tape recorder;Multi-Media.

Teaching Proceres:

Step 1 ：Greeting.

1. Teacher: Summer vacation is over. I think you had a wonderful vacation, am I right? Did you enjoy your summer vacation? Could you please tell us what you did in your summer vacation?

2. Encourage students to share their holidays with the whole class.

Step 2 ：Leading – in

Teacher: Oh, you had a happy and colorful vacation. Today we will talk about more activities on weekends. First, let’s think about what we can do on weekends. (Ask some questions and let students think it over).

Teacher: I often sing on weekends, what do you usually do on weekends?

S1: I often take piano lessons.

Teacher: What does she usually do on weekends? (Ask another student)

S2: She often takes piano lessons.

Teacher: What about you? (Ask S2)

S2: I often play basketball

Teacher: What does he usually do on weekends? (Ask another student)

S3: He often plays basketball.

(Ask more students in the same way)

Step 3：1a Look at the screen. Make a list of the different weekend activities.

First let students list different activities, then

Teacher: Now work in pairs, ask and answer

---What does he/she do on weekends?

--- She goes shopping. / She reads books. / He exercises. / He watches TV. / She goes skateboarding.

Step 4：1b Listen and write the letters from the picture above on the lines below.

Get students to focus on the six adverbs in activity 1b and help students to understand:

Always-100% usually- 90% often-80% sometimes-50% hardly ever-10% never-0%

Step 5：Lead-in:

Teacher: I always read English books on weekends.

I usually exercise on weekends.

I often go to visit my grandparents.

I sometimes go shopping on weekends.

I hardly ever play computer games on weekends.

I never play cards on weekends.

What does your English teacher do on weekends?

(Help students to say)

Students: Our English teacher always reads English books on weekends. She usually exercises on weekends…..

Teacher: I exercise every day. I go shopping once a week. I watch TV twice a week. I go dancing three times a month…

How often does your English teacher exercise/ go shopping / watch TV / go dancing?

Students: Our English teacher exercises every day….

Step 6： Listening (2a and 2b)

Teacher: My friend Cheng is talking about something about his different activities, let’s listen and number the activities you hear.

Teacher: Listen again. How often does Cheng do the activities above?

(Help students to finish 2a and 2b)

Step 7：.Do a survey:

Activities How often

Take a shower

Wash your hair

Exercise

Clean your room

Ask and answer: How often do you take a shower?

How often does he / she take a shower?

Let Ss ask and answer in pairs, using always, usually, often, sometimes, hardly ever or never.

篇三：《Where’s your pen pal from》

教学目标分析

1、语言目标

a. 重点词汇：

Countries: Canada, China, France, Japan, the United States, Singapore, Australia, The United Kingdom, Paris.

Cities: Sydney, New York, Toronto, Toyo, London

Languages: English, French, Japanese, Chinese.

b. 重点句型： -Where…from? -She’s/He’s from…

-Where does…live? -She/He lives in …

-What language does she /he speak? -She/He speaks ….

2、能力目标

a. 培养学生在文段中寻找信息的能力;

b. 学会用英文给笔友写回信，简单介绍个人情况;

c. 通过有效地小组合作，培养学生合作能力及团队精神。

d. 在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 , 使学生能熟练运用新句型来谈论年龄和日期。

3、交际目标

通过学习本单元的内容，使学生学会用各种方式与世界各国朋友交流。

4、德育目标

了解世界，了解不同地区的人文风俗;学会理解和尊重异国文化。

三、单元重难点分析

重点： 1. 谈论国籍、民族及其语言。

2. 询问并回答人们的住处。

难点： 1. 含from的where引导的特殊疑问句及其回答

2. 含live的where引导的特殊疑问句及其回答

四、课时结构

为了能较好地实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。

Period 1 Section A 1a—2d

Period 2 Section A 3a—Section B2c

Period 3 Section B 3a---3c

Period 4 Summing up Section A and B and the grammar.

五、教学过程设计

The First Period

Teaching aims:

1.Learn to express the main countries and cities.

2.Know something about the countries.

3.Master where- sentence structure.

Key points:

1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore, the United Kingdom, country, Sydney, New York, Paris, Toronto, Tokyo world

2.Sentences: -Where is your pen pal from? -He’s from Australia.

-Where does he live? - He lives in Paris

-Where is John’s pen pal from ?

Teaching aids:

Some cards with cities and countries.

Teaching proceres:

Step 1.Lead—in (1a&2a)

First greet the students. Then teacher begins the topic with the Spring Festival. Do you have a nice Spring Festival? Do you go to many places? I do. Then use the fresh pictures through computer to teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last finish 2a on page2. 通过这个环节，教师完成本单元的新单词的导入，通过提供给学生每个国家的地图，让学生猜出国家名称及相应的城市，学生能有意识的记忆国家及城市的名称，并为整节课任务的完成奠定最基本的词汇基础。在看图片时学生能够做到精神集中，并能激发学生的学习兴趣。

Step2.Practice(1c&2d)

①Teacher says: I goes to many places ring the Spring Festival, so I have many pen pals from different countries. One of my pen pals is Sandy. She is from the UK. She lives in London. Ask the students: Do you have a pen pal? Some say yes, some say no. Then go on with “Where is she/he from?” and “Where does she/he live? Ask some students to stand up and practice with teacher.

②With these sentence structures, ask students to practice them in pairs.

③Make a Survey to understand your classmates better.

上面这些句型的操练都是为了最后一个任务作铺垫。操练的过程中可以及时纠正学生的错误。然后让学生填写调查表，了解全班同学的笔友分别来自哪个国家以及居住在哪个城市，同时让学生认识和了解一些国家和城市相关地理文化知识，拓展学生的视野, 激发他们的兴趣。在完成任务的过程中运用where…from和where…live引导的特殊疑问句, 综合运用目标语言, 询问并回答人们的国籍和住处。

Step3.Listening comprehension(1b,2b&2c)

After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b & 2c on page 2.在口头练习的基础上，在他们熟练掌握本课时句型以后再做这些听力应该是不难了，这样可以增加他们学习英语的信心。并且这些听力材料的设计也是层层递进，由易到难，充分考虑到了学生的层次，起到了很好的巩固作用。

㈨ 要考教师资格证的试讲了.初中英语的教案怎么写

你好，下面举例给你说一下
定语从句在各种考试中所占的分量都是比较重的，考察点主要是连词的选择，而定语从句中的连词主要分为两大类，关系代词和关系副词，下面分别说一下关系代词和关系副词的用法。
定语从句中有六个关系代词，分别是that， which， who，whom，whose 和as，关系代词在句子中主要充当主语、宾语、定语和表语的成分。三个关系副词，分别是when， where，和how，在句子中充当状语的成分。
关系代词：
that: 在句子中充当主语、宾语(做宾语的时候可以省略)和表语(一般只有that可以做表语且经常省略)，既可修饰人又可修饰物;
which：在句子中充当主语、宾语，只能修饰物不能修饰人;
who：在句子中充当主语、宾语，只能修饰人;
whom：在句子中充当宾语，只能修饰人;
whose: 在句子中充当定语，既能修饰人也能修饰物，通常与其后面所跟名词一起充当句子的主语或宾语;
as：在句子中充当主语或宾语，通常在引导限定性定语从句时，前面出现“such, the same”等词时可选择as。
关系副词：
When：表示时间，根据从句与先行词之间的搭配通常可以有“介词+which”进行替换，例：The time is not far away when modern communications will become widespread in China’s vast countryside.(when=at which)
Where: 表示地点，除了表示具体的地点，也可以和抽象地点词搭配，比如situation，point，condition等;
Where：表示原因，相当于“for which”。
如何判断什么时候使用关系代词和关系副词呢?最简单的方法是三步走，首先第一步找出句子的先行词，第二步圈出从句，最后一步就是判断从句和先行词能否成句，如果无需介词直接成句，则选择关系代词;如果需要介词才能成句，则选择关系副词，例如：The time is not far away when modern communications will become widespread in China’s vast countryside.首先第一步判断句子的先行词是time，第二步判断从句是modern communications will become widespread in China’s vast countryside，第三步判断发现从句和time之间缺少介词at,因此判断此处需要关系副词，而且表示时间的，因此选择“when”。