世界核平
范文一：初中英语教案
初中英语教学案例
Unit7 how does he look like
第一课时
学情分析
七年级的学生，由于年龄小，生性活泼好动，喜欢直观形象思维，对游戏、竞赛、画画特别感兴趣。由于七年级学生刚学习句型，有的学生可能说的不好，有的还不敢说，老师针对学生现状，在课堂上尽量以鼓励表扬为主，注重培养学习英语的兴趣，营造英语氛围，鼓励学生开口说英语、特别是给差生创造机会，让他们尝试成功的喜悦。 同时，七年级的学生还存在着学习方法和学习策略经验不足等问题，但他们却有着极强的求知欲强和表现欲。根据学生的心理特点我在课上多以表扬为主，注重对学生英语学习兴趣的培养，鼓励他们大胆说、积极做、努力唱！让学生们在玩玩、做做、说说、 唱唱中学习英语。
一． Teaching Aims:
1) 掌握四会单词：short, curly, long, tall, straight hair, a medium build, height, thin, heavy, bald, brown, blonde.
2）练习运用句型：
What does he look like? —He’s tall.
Do you know David? —No, what does he look like?
（1）Most students can read the article by themselves．
（2）Train students’ reading skills.
（3）80% of the students can write something using the target language ．
重点：What does he look like?
He’s short and he has straight hair.
难点：wear 的一般现在时的用法
二、Teaching Process:
第一课时
Step 1(5~7min): Pre – task : Warming-up : 通过对几个人的描述，创设好情景，为后面的学习做好铺垫。让学生自然进入本课的学习内容与氛围当中。
Look at this picture:
T: Is she tall ? S: No, She isn’t.
T: What does she look like? S:She e is short. He has short hair. Step 2（10min ）: While – task: 做好了铺垫，创设好情景后，让学生分组讨论事先准备好的图片，描（述各种人物，如班上同学、朋友、父母以及他们喜爱认识的演员、歌星、影星、作家等人物的外貌，还可带图片、VCD 等东西，还可用道具当堂扮演各种外貌不同的人物。让学生充分训练口语，然后检查他们的活动。检查学生练习，教师可深入各个小组，认真倾听他们的口语练习。帮助他们纠正语音和语法错误。
Task 1: Play the guessing game:
What does she/he look like?
She has ... hair and ... eyes
Is she ...?
Task 2: Listen to the teacher’description. And then draw a picture according to what you heard iust now.
A girl has short curly blond sair and beautiful blue eyes.
she is medium height and medium build.
She is in white .
Step3（10min ）:Review testbook回顾课文
Step4（2min ）: Post-task : 当堂检测
1. What does he look like? He is of medium h__________.
2. I am very h_______________. I want to buy some food to eat.
3. How was the w____________ today? It’s sunny.
4. Mum often tells us to w___________ hands before each meal.
5. Shanghai is a __________________(繁忙的) city.
6. English is very________________________ (重要的) and many
people enjoy learning it.
7. The people in the ______________ (乡村) are richer than before. Step5（10~13min）. 画一幅自画像让大家猜猜那是谁。
第二课时
教学反思
在教学过程得最初阶段我做了细致得准备工作，从教材分析到教具配合，从习题设计到当堂练习，以及学生的课堂反应都比预料得结果要好， 课上我运用了新颖得教学方法，让长发、短发、卷发、直发教具以及丰富多彩的图片深深吸引学生得注意力，让学生自己感到学习英语得魅力，激发学生得兴趣。课堂表现令人满意。师生互动得效果出奇精彩。特别是个别同学想描述一个戴眼镜得同学时，不知道该选用is 还是has 。此时抓住时机迅速补充并新授wear glasses 课后反映效果特别好，对这种学生自己提出得问题，学生印象特别深刻，记忆特别牢固。学生得主导性非常强，回答踊跃，思路新颖，在回答问题得过程中，学生能基本掌握要点，而又不失灵活与个体得发挥。
但总体来说，学生自主学习能力和书写能力还是有待提高，我会在今后得教学过程中加大这方面得教学力度。
第二课时
一、教学目标：
1. 知识目标：
1). 单词： hair, curly，straight, height, tall, medium, thin，heavy ， brown
2). 句型： -- What does he/she look like? --He/She is tall and has long hair.
--What do you look like? --I’m thin．
He/She wears glasses/…
2. 能力目标：
1）学完本课，学会描述人物外貌。
2）能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。
3. 情感态度目标：让学生学会友好地描述别人的形象。让学生在给自己或别人画像时提高绘画水平和审美意识；让学生了解不同外貌作用的背景知识，实现跨学科交流的目的。
二、教学重点: 掌握本课新单词和句型和怎样描述一个人的外貌。
三、教学难点：掌握描述人物外貌的方法。
四、教学设计：
任务前：
游戏 ----新课程的导入
找出两名外貌差异较大的学生来做游戏，一个胖而高大的男生（a fat and tall boy），另一个瘦而较矮的男生（a thin and short boy）。
游戏内容：（1）拔河（tug-of-war ） （2）跳远（long jump）
目的：引起学生的学习兴趣，了解人物的外貌特征，通过游戏的最后结果（即不管外貌如何在不同的游戏中都能获胜）的对比培养学生的情感和态度：不要以貌取人（Don’t judge by appearance）。
然后用这两名学生为例教heavy ,tall, thin, short及两个句型：
1.what do you look like? 2.What does Tom/he look like?
任务环;
引导学生熟悉有关描述人的外貌特征的词和句
Step1(5min)教师以自己的身体的各部位为例，教授身体的各部位。（ear, face, hair, eye, nose, mouth，hair…
. ）
Step2(5min). 游戏：Touch your nose 小组合作完成
设计意图：指鼻子游戏，小时候都做过，现在用英语说，学生会感到更有趣，对单词的记忆也会有帮助
Step3(3min).通过多媒体向学生展示三个漫画人物并教有关height 和 figure 的单词。然后三个人一组操练“What does he look like?”注意be 动词的用法。
接着操练“What does she look like?”注意has 的用法。
Step4(3min). 找一男同学到前面，学生两人一组，发起会话，每组限说一句，然后再找一女同学，
设计意图：让每一位同学都有机会展示自己，并得到应有的奖励，会活跃课堂气氛，激发学生课堂参与度
Step5(20min)书上练习1. 听力2. 语法
画像，画一幅自己的图像，不要求有很高的绘画技巧，小组长收起来，并从中抽取一张，通过一名同学对他的描述，其他同学才他是谁？
设计意图：巩固知识，加强合作，增添兴趣，学生的误区会在其他同学的指正下，改正
任务后：
1 学生拿出自己搜集的著名音乐家或演员等的图片说句子。
（先在小组内，然后推人汇报，让全班同学听，评价）
课后总结：
最佳小组 最佳学员 最佳口才奖 最佳合作奖
范文二：初中英语教案
Uint 5 If you go to the party, you’ll have a great time!
SectionB
教师寄语:practice makes perfect
知识:
against,chance,tonight,charity,injured,sincerely,lawyer,tonight,mobile,
go to college, travel around the world, make a lot of money, get an education, a professional althlete,seem like, make a living, all over the world, all the time, play sports, get injured, in fact, tonight
能力 : Describe dream jobs
情感:通过了解运动员的工作情况,明白付出才有回报
[Important points] If you become a professional athlete, you will be able to make a living doing something you love.
学习过程
STEP1 预习导学及自测
be happy________ be famous___________ get an education__________
周游全世界 赚很多钱 去上大学
STEP2 TASK
In each group, one student as a reporter, the others as interviewers
“ 怎 样 活 得 更 幸 福 ? ” (talk in English using if… ) ________________________________________________________________ STEP3 听力 (2b)
Complete the sentences
1.If you join the Lion, ________ 2.If you become a Lion, ___________
5.but if I do not do this now,_______
A.you will be famous. B.I will never do it .
C.you will become a great soccer player. D.you will never go to college.
E.you will travel around the world.
STEP4 小组活动
Read the article about 3a
(1)T or F
( )1.It is easy for many young people to become a professional athlete
( )2.Few athletes give money to schools and charities
( )3.Sometimes, being a professional athlete is very dangerous
(2)Answer the questions
What will happen if a professional athlete is famous?
Are the professional athletes happy?
Step 5 Writing (3c)
Write about your own plans using sentences with “ if ” and “ will ”
STEP6 QUIZ
1.There will be a football match _____(今晚 )
2.I will speak ________(反对 )anything I know to be wrong.
3.It is a good c________to go America with your aunt this summer.
4.- What are you going to do tomorrow?
-We will go fishing if it______rain tomorrow.
A.will B. won’t C. isn’t D. doesn’t
5.--When is the good time ____the party? --On Friday evening, I think.
A.has B. have C. having D.to have
【当堂达标】
一.选择题
1.We’ll ____ learn English well soon.
A. can B. be able C. be able to
2.Maybe I _____my bag in the car.
A. left B. forgot C. leave
3. My life will be ______ than it is now.
A. more better B. much good C. a lot better
4.Hurry up! There is _____ time left.
A. little B. a little C. few
5.The child is too young to ____ himself.
A. wear B. put on C. dress
二.完成句子
1. 上课不要玩手机,否则你老师会把它拿走。
Don’t play with your mobile phone in class, or your teacher
will
2. 周游世界是我的梦想。
It’s my dream to
3. 他靠洗车谋生 .
He by cleaning cars.
三.完形填空
For students, school is not just a place to study in. It is 1 a place where you learn to get along with people. 2 this is not always easy. What can you do if you don’t 3 one of your classmates? The most important thing is tolerance(宽容 ). Tolerance means that you 4 be able to understand and respect(尊重 ) other people’ s differences. We can’ t change other 5 , so it is important to learn to live happily 6 them. Tolerance will make 7 get along better with each other. Getting to know someone may help 8 understand why they do things differently. Something 9 doesn ’ t always mean that it is bad. Tolerance teaches us to keep an open mind. If you tolerate something, it doesn’ t mean that you have to like it. No one is asking you to change 10 . Tolerance just means that you should understand the differences in others and not try to make them change. ( ) 1. A. often B. also C. usually D. always
( ) 2. A. Because B. And C. So D. But
( ) 3. A. know B. like C. understand D. believe
( ) 4. A. can B. may C. should D. must
( ) 5. A. people B. students C. things D. ideas
( ) 6. A. in B. between C. with D. without
( ) 7. A. someone B. everyone C. no one D. anyone
( ) 8. A. him B. her C. you D. them
( ) 9. A. different B. difficult C. important D. necessary
( )10. A. themselves B. yourselves C. ourselves D. yourself
四.阅读理解 (A)
On morning Mrs Peter said to her husband, “Jack, there is a meeting of our ladies club (俱乐部 ) at Mrs. Green’s house at lunchtime today, and I want to go to it. I’ll have you some food for your lunch. Is that all right?”
“Oh, yes,” her husband answered, “that’s quite all right. What are you going to leave for my lunch?”
“This tin (罐头 ) of fish,” Mrs. Peter said. “And there are some cold, boiled potatoes (土豆 ) and some beans (豆子 ) here, too.”
“Good” Then Mrs Peter went to her meeting. All the ladies had lunch at Mrs Green’s, and at three o’clock Mrs Peter came home.
“Was your fish nice?” She asked.
“Yes, but my feet are hurting,” he answered.
“Why are they hurting?” Mrs Peter asked.
“Well, on the tin it was written: Open the tin and stand in hot water for five minutes.”
1. Mrs Peter wanted to _______________.
A. meet her husband B. meet Mr. JackC. go to Mrs Green’s house D. see Mrs Green
2. Mr Peter had to _________.
A. have lunch outside B. have lunch at home by himself
C. cook dinner by himself D. ask his wife to buy some food for him 3. Mrs Peter asked her husband to eat ________ for his lunch.
A. some cold, boiled potatoes, some beans and a tin of fish.
B. some beans, some cold potatoes.C. a tin of fish, some beans and tomatoes.
D. some cold potatoes and a tin of fish.
4. Mrs Peter had her lunch ___________.
A. at home B. at Mrs Jack’s houseC. at a restaurantD. at Mrs. Green’s house
5. Mrs Peter’s husband’s feet were burting because ______________.
A. the tin of fish hurt his feetB. he fell down and hurt his feet.
C. he stood in hot water for five minutesD. his wife hurt him with that tin of fish
(B)
Mr Grant moved to another town. One day he went to see a doctor. He sat down in the waiting room and looked round. The doctor’s degrees (学位证书 ) were on the
wall. Suddenly Mr Grant remembered there had been a classmate with the same name in his class at school, and he had become a doctor.
As he went in to see the doctor, he remembered a young, handsome student and he was sad to see how old this man looked. He said to him, “Good morning, Doctor. Did you go to King High School?”
The doctor answered, “Yes, I did.”
“Were you there from 1942 to 1946?” Mr Grant asked.
“Yes, I was.” the doctor answered. “How did you know?”
Mr Grant laughed and said, “You were in my class!”
“Oh?” the doctor said and looked at him carefully for a few minutes. “What were you teaching?” he asked.
6. Mr Grant went to see the doctor because _________.
A. he had nothing to do that dayB. he was ill that day
C. he knew the doctor very wellD. he was very busy that day
7. Mr Grant suddenly found the doctor’s name was the same as one of his
________.
A. teachersB. students C. classmatesD. friends
8. When Mr Grant found the doctor was old, he __________.
A. became worriedB. got angry at onceC. felt very happyD. was very sorry
9. Who was in King High school from 1942 to 1946?
A. Both Mr Grant and the doctor were in King High School.B. Only the doctor was there.
C. Neither of them was in King High School.D. Only Mr Grant was there. 10. Mr Grant thought the doctor was old, but the doctor thought Mr Grant _________.
A. was as young as he B. was even olderC. was much younger D. was as old as he
教后记
留白处
范文三：初中英语教案
:初中英语教材第二册下第26单元的102课Miss Evans
各位评委，老师下午好～
今天我说课的内容是初中英语教材第二册下第26单元的102课。这一课是阅读课文，阅读课教学是英语教学重要一环，如何培养学生良好阅读习惯和阅读方法，提高阅读能力，这正是素质教育中对英语教学的要求。即要求学生尽可能的获取大量信息，开阔视野，提高兴趣，扩大词汇量，在丰富知识的同时提高应用语言的能力。下面我将从以下几个方面阐述说课内容。
对教材的分析和理解:
在即将要讲授枫叶第四单元Titanic一课，恰好在统编教材下找到与此匹配的内容。通过对教材分析，众阅览两篇课文难易度，综合知识与语言点，我认为这一课比较适合学生的水平，同时又符合了新课标要求的语言材料要源于教材又要超出教材，为此我选择这篇课文。此课属于记叙性阅读文章，这一题材部分学生感兴趣，但缺乏阅读方面的技巧，因此需扩展相应知识，教授阅读方面技巧，从而提高阅读能力。
教学目标:
依据初中英语新课标对阅读课的要求，并根据素质教育中面向全体培养学生素质的要求，我为这一课确立三项目标:即知识目标、能力目标和德育目标。
1. 知识目标:帮助学生掌握三会、四会单词，如:set, pleasant, iceberg, sink, join and lose; 同时让学生掌握故事发生的时间、地点、人物，事件发生的起因、高潮与结果。
2. 能力目标:训练学生掌握良好的阅读习惯和阅读方法，即跳读、略读、速读和现时阅读等，同时注意开发学生记忆能力、观察能力、想象、比较和分析等多种能力。
3. 德育目标:渗透在日常生活中乐于助人、舍己为人的思想品质。
教学重点:
因为是一篇阅读课，所以本课的重点在于培养和发展学生阅读能力，在有效时间内提高阅读效率，同时让学生在最短时间找到故事发生的背景和事件经过、高潮与结局，抓住主要内容。
教学难点:
让学生学会用动词过去式准确地表述在过去发生的事情，同时这也是教学大纲规定的初二上半学期教学重点。
教学手段:
多媒体辅助教学，有助于把学生引入到身临其境当中，增强故事真实感，激发学生兴趣，活跃课堂气氛，从而优化英语教学过程。
学法指导:
教会学生“三先三后”的学习方法，即先预习后学习，先看
书后做题，先思考后提问。本课重点在于最后一个方法---先思考后提问。
教学设计过程:
课堂的整体设计我遵循整体教学的思路，运用情景教学法和交际法，分五个主要步骤进行，即:导入, 展示, 巩固操练, 5分钟检测和布置作业。
第一， 导入(pre-reading):(2’--3’)
一直以来，对于学生来说，最困难问题之一是背了单词就忘，即使记住单词，又存在不会应用的现象。形成这种现象的主要原因在于缺少运用语言的环境与场景。为此，如何让学生轻松自觉地回忆、掌握和运用单词呢,于是我想到了多媒体技术。导入部分我设计了3个与教学内容相关的电影片段，在这边大家可以看到，通过投影仪上的生动画面，使学生回忆起当时的情景，并激发他们用尽可能多的词汇来描述事件发生的过程。学生通过迅速联想和回忆，会编出若干个短句，如:“There were many people on board. Titanic hit the
icebergs. Everyone tried to save their lives.
The man was too bad.等”，从而达到新课标要求下的知识目标一部分。我会用2—3分钟时间。
这一部分既是培养学生良好阅读习惯，又是提高英语阅读能力的阶段，因此我将分二部分进行。
1. 扫读 (skimming):
这一过程是让学生快速浏览全文，抓住文章主要内容，同时将为学生获取某种特定信息而阅读，只要求学生从材料中找到特定信息，领会主旨，可忽略大部分内容。此处我根据加方校长Maggie编写的英语教师手册中故事曲线图(story graph)来设计的。大家可以看到此处包括背景(即时间、地点与人物)，高潮和结局。让学生带着这些问题去阅读，认真思考，之后通过提问的方式找出正确答案。从而体现出新课标要求下的对学生进行先思考后提问的学法指导。
2. 细读 (scanning):
在领会了主旨，抓住文章大致内容之后，就应该要求学生再次对课文进行深入细致
阅读---细读。我这样做的目的是为了指导学生理解文章的细节，段落大意，段与段之间的联系，使学生对篇章结构有更深层次的理解，为此设计了几项具体的操练形式。
首先由四人一组，分组讨论，给文章分段并归纳出段落大意，找出topic sentences。这样以来不仅体现了学生之间合作与探索意识，同时又有助于培养学生分析归纳能力与合作解决问题能力。
然后是解释explaining:
这一部分主要是对学生在阅读中遇到的问题进行排疑解难，同时提出文章中的语法点，让学生学习语言知识。设计
步骤:重新回到文章当中，学生自主独立学习，找到并画出自己认为难懂、不会的词、短语与句子，提出问题，让其他学生帮助解决问题，如若有疑义，老师在进一步讲解。这样做的目的是学生能做的让他们去做，让每一个学生都主动投入到课堂活动中来，始终坚持以学生为本，教师起主导作用这一理念。
第三， 巩固操练(post-reading)(15’)
这一步我分两步进行:
a) 设置了竞赛----得苹果，分两组进行，是对动词过去式的理解和应用，让一组同学把另一组同学的句子在规定时间内，用过去式的形式正确表达出来，两组轮流转换。通过这一形式，调动学生积极性，激励学生主动思考与分析。从而化难为易，让学生进行归纳总结，如若不完整，老师再补充。
b) 设置了采访内容。同样，当今英语教学过程已不仅是知识传授，应付考试过程，同时也是渗透思想、文化教育的过程。我采取两位学生相互采访的形式，一位是CCTV—9记者，一位是当时获救的文章主人公Miss Evans, 就其学生之间语言的交流与应用可以进一步了解他们的世界观与人生观。
通过这种形式不单让学生获取某种知识，更是开阔了视野，激发学生兴趣并扩大了词汇量。达到了新课改对阅读课教学的要求------即让学生自主应用英语进行实践。
第四， 5分钟检测:(5’)
其主要考察不规则动词的过去式特殊形式和三个短语的用法，进一步巩固课上所学内容。
第五， 布置作业:(2’)
这一环节既为这一课做好巩固，收尾，又为下节课做好铺垫和准备工作，故非常
重要。其一，针对整个阅读课内容，首先让学生对文章进行缩写或改写，来培训学生组织语言、应用语言的综合能力。其二，将此篇阅读文章改写成一个短剧，由小组合作完成，发挥学生的创造力和想象力，把语言切实应用到生活实际中来。最后，预习下一课内容。
板书设计:
我努力做到板书的清晰有序，安排合理。在主板书处列出语言点，副板书位置列出三会、四会及扩展词汇，这样可以使学生清晰记在心理。
初中英语教师应聘英语说课教案
课题:七年级英语第一单元第三个话题 C部分
各位老师, 下午好～
今天我说课的内容是七年级英语第一单元第三个话题 C部分。这一课可分为两部分，一是阅读课文，阅读课教学是英
语教学重要一环，如何培养学生良好阅读习惯和阅读方法，提高阅读能力，这正是素质教育中对英语教学的要求。即要求学生尽可能的获取大量信息，开阔视野，提高兴趣，扩大词汇量，在丰富知识的同时提高应用语言的能力。二是学习名词的复数形式以及句子的单复数变化。下面我将从以下几个方面阐述说课内容。
一、教材分析:
本教材倡导语言教学的交互性和实用性，为学生提供了自然的、有意义的语言环境。本单元三个话题分别为:1. Nice to
meet you! 2. Where are you from? 3. What class are you
in? 前两个话题主要是学习问候、介绍、感谢和道别等句型，学习介绍自己，了解他人信息，如电话号码、年龄、国籍等，学习十以内的数字。而即将要讲授第三个话题，我们将继续学习如何介绍自己，懂得怎样了解他人的年龄以及所在年级、班级，谈论电话号码等;学习二十以内的数字;初步学习可数名词的单复数及其使用。这个话题是以前两个为基础，从了解姓名到谈论来自哪里，再到谈论年龄、班级、电话号码等，用层层递进的方式逐步扩大和加深，具有很强的逻辑性和整体感。
鉴于以上的分析，为了更好地实施目标导学，进而提高课堂效益，我结合教材特点级学生实际拟定了以下目标: 1、知识目标:帮助学生掌握三会、四会单词，如:year now
school same but friend these egg those bus等; 同时让学生掌握部分可数名词的复数形式以及句子的单复数变化。 2. 能力目标:对学生良好的阅读习惯和阅读方法进行启蒙;同时让学生懂得利用信息提示填写表格，或者利用信息介绍一个人。
3. 德育目标:通过向同学朋友咨询了解个人信息，学会与同学和睦共处、互相关心、得体交流，懂得待人以善以诚的道理。
教学重点:前部分是阅读课，所以本课的重点在于让学生初步懂得从段落文章中查找信息，学会模仿课文介绍自己或他人;后部分重点为可数名词以及句子的单数形式变化。 教学难点:理解汉语和英语在表达复数上的差异。 二、教法分析:
根据教材需要，采取多种教学法交互使用，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。主要以直观教学、交际性教学和任务型教学等，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，激发学生兴趣，活跃课堂气氛，提高了教学效果。
三、学法指导:
我所采用的教法有助于学生掌握如下学法:
1(养成听的习惯。
学生要经常听录音，听教师讲英语，听同学们讲英语，这对学好英语大有好处。
2(科学储备大量知识。
学生不掌握丰富的知识就不可能进行很好的语言交流。所以学生必须了解语言规律，掌握丰富的词汇，熟知语法规则，会熟练表达由各个话题而展开的交际内容。要学会在实践中学，在应用中学，这样学来的知识记忆深刻、灵活度大。 3(及时巩固，反复记忆。
凡教师在课堂上所讲到的语言难点，学生应及时整理，再次认识并积极使用。
4(积极操练，重在口头。
在课堂上，学生要积极参与教师设计的每个教学活动，要大胆开口，创造性地说自己想说的话。课后和其他同学及时进行英语交流。只有这样，才能将书本知识变成自己的知识和语言能力;也只有这样，才能实现脱口说英语的目的。 四、教学过程设计:
课堂的整体设计我遵循整体教学的思路，运用情景教学法和交际法，分五个主要步骤进行，即:复习、呈现、巩固、活动练习和作业。
第一步:复习
1、在一个包里放橡皮、尺子、钢笔、铅笔、书等，找一名学生到讲台前，从包里随意抽取一样东西，向同学提问:
“What’s this/that in English? ”“ How do you spell it?”让同学轮流回答
2、双人活动。复习句型: Is this/that a/an ??每个同
学拿几样东西相互提问:
S1: Is this an apple?
S2: Yes, it is. /No, it isn’t. It’s a/an ?
第二步:呈现
1. 听录音1，回答下面几个问题:
a. What’s her name? b.How old is she?
c.Where is she from? d.What class is she in? e.What grade is she in? f.What’s her phone number?
2. 让学生朗读1，然后完成表格
板书生词并解释其含义:
years
old now school same but friend 3. 双人活动，使用图片学习以下生词:
S1: Are these eggs/ cars/boxes/buses? S2: Yes,they are./No, they aren’t.(Exchange.)
S2: Are these pencils/apples/schoolbags? S1: No, they aren’t.
Then learn the new words:
these those egg bus box cake schoolbag
4. 向学生解释可数名词的复数形式。
a. 一般的可数名词直接加–s ,如:
apple?apples ruler?rulers car?cars teacher?teachers
b. 以 s, x , ch, sh结尾的名词后加-es, 如:
bus?buses box?boxes class?classes watch?watches
第三步:巩固
1. 学生两人一组表演2。
2. 要学生看到的图片，读出这些名词的单数和复数形式，并举例。如:
an orange?eight oranges a bus?four buses a class?twelve classes
向学生解释:当修饰可数名词的数词超过1时，名词就要用复数形式，即在名词后加-s或-es。
第四步:活动练习
1. 双人活动，使用图片或实物进行对话练习。
S1:What are these in English? S2: They are pencils/rulers/buses. S1: Thank you.
2. 分组活动，学生以组为单位，一问一答:
SG1:Are these cakes/books/buses?
SG2:Yes, they are.
SG1:Are those Chinese books? SG2:No, they aren’t. They are English books. 3. 完成4。
第五步:作业布置
1. 根据1介绍自己或他人(可以是同学或老师); 2.列举几个学过的可数名词，并写出他们的单复数变化; 五、板书设计
New words:
years old now school same but friend
these those egg bus schoolbag box cake
--Are these eggs/ cars/boxes/buses?
--Yes,they are./
No,they aren’t.
--Are these pencils/ apples-- No, they aren’t.
名词复数:
1、一般加-S
apple?apples ruler?rulers car?cars 2、以s, x , ch, sh结尾加-s:
bus?buses box?boxes class?classes
六、本节课教学效果的预测
本课设计本着讲练结合的要求，把教学内容目标化，课堂教
学交际化，而且在设计时充分考虑学生的现状，保证所有学生能够积极参与教学，多数学生能流利地表达自己的思想，并通过课下的反馈了解学生对本课的掌握情况;能重视知识传授与能力培养相结合，思维训练与操作训练相结合，循序渐进、因材施教，符合“以教师为主导，以学生为主体，以会学为主旨，以训练为主线”的四主要求。
七、评价手段
课堂教学中主要用的是形成性评价，其主要目的不是为了选拔少数优秀学生，而是为了发现每个学生的学习潜能，促进学生的学习，并为教师提供教学反馈，主要有三种形式，即学生自评、学生互评、教师评价。
我主要用以下表格来对学生进行评价或让学生自评互评:
发言次数 表演次数 学习兴趣 参与程度 合作意识 综合评价
S1
S2
?
Step1 Review
1. Put some objects in the bag, such as an eraser, a
ruler, a pen, a pencil, a book, ets. Ask one student
to the front to take out one of the objects and ask:
What’s this/that in English?
How do you spell it?
Find students to answer them in turn.
2. Pairwork. Review: Is this/that a/an ??
Every student holds an object. Ask and answer in pairs: S1: Is this an apple?
S2: Yes, it is. /No, it isn’t. It’s a/an ?
Step2 Presentation
5. Listen to 1. Answer the following questions: b. What’s her name?
c. How old is she?
d. Where is she from?
e. What class is she in?
f. What grade is she in?
g. What’s her phone number?
6. Read 1, then complete the chart.
Present the new words and explain their meanings. years old now school same but friend 7. Pairwork: Learn the new words with the pictures: S1: Are these eggs/ cars/boxes/buses?
S2: Yes,they are./No, they aren’t.(Exchange.)
S2: Are these pencils/apples/schoolbags?
S1: No, they aren’t.
Then learn the new words:
these those egg bus box cake schoolbag 8. Explain the plural forms of the countable nouns to the students, tell them the changing rules. c. Ordinarily, add –s ,for example:
apple?apples ruler?rulers car?cars tea
cher?teachers
d. Add –s to words ending with s, x , ch, sh, for example:
bus?buses box?boxes class?classes wa
tch?watches
Step3 Consolidation
3. Perform 2 in pairs.
4. Let the Ss look at the pictures in 3 and read the singular and plural forms of the nouns, setting some examples, for example:
an orange?eight oranges a bus?four buses a
class?twelve classes
Explain that when the number of the object is over 1, the noun will become the plural form.
Step4 Practice
4. pair work: Make a dialog with the pictures or the objects.
S1:What are these in English?
S2: They are pencils/rulers/buses.
S1: Thank you.
5. Teamwork: Ask and amswer in groups. SG1:Are these cakes/books/buses?
SG2:Yes, they are.
SG1:Are those Chinese books?
SG2:No, they aren’t. They are English books.
6. Complete 4.
Step5 Projects
1. Introduce yourself or one of your classmates according to Part 1
2.List the countable nouns that you have learned, then write down their singular and plural forms.
范文四：初中英语教案
T: Today Let’s learn Lesson 6 Word Fun
First, Let’s say a chant OK?
Ss: OK!
(Say the chant>)
(学生不受任何限制，随着欢快的chant说唱并自由发挥动作)
T: Wonderful! Do you like balloons?
Ss: Yes
T: Now, Look! What are these?
Ss: These are balloons
(T继续指教室内的门、窗、椅子、铅笔等物品问：What are these?复习复数句型These are??) T: And what are these?
(教师指拿出的四个气球)
Ss: These are balloons!
T: I have four balloons, I want to make two large, Help me, OK?
(教师找学生将其中的一个气球吹大，在吹的过程中T不断的做变大的手势并说：large large??让学生理解该词的含义)
T:拿着那个大气球示意：Now it is large! Follow me“large”
(教师出示large的卡片并贴到黑板上，引导学生学习该单词)
T: Can you sing?
Ss: I can sing!
T: la~la~la~la~la~large!
(教师通过歌曲的形式引导学生操练该单词)
T: Now Let’s make the other one large OK?
(T找另外一个学生吹气球，示意学生一起为他加油说：large??)
T: Look! It’s large now. This is large, This is large. These are large
(教师先一手举一个气球说单数的句子，再把两个气球合到一起引出复数句型的操练，然后把大气球贴到黑板上，让学生由慢至快的读句子)
(教师给说的好的学生奖励奖章，引导学生说出奖章上的物品和物品的特征：Elephants are large animals, so we can say:“These are large”利用奖章的形式将所学单词：large加以巩固和运用)
T: Kids tell me how to make the two balloons small? Do you have an idea?
(教师找学生通过给气球放气使气球变小，引出学习：small)
(利用音标与单词相结合的方式进行chant的操练：/s//s/small??)
T: Let’s do a chant with these four balloons OK?
(教师与学生一起做chant,并指着黑板上的四个气球:large large These are large; small small These are small)
T:你能说一说你在日常生活中见到哪些东西是large的？哪些又是small的？
Ss:??（学生举手说出自己生活中常见的大小事物）
T: Can you remember the chant:”Two Balloons”This time let’s change the words（教师把刚才的chant进行了换词，换成了刚刚学过的知识：large和small）
Ss: These are large balloons large balloons. ~peng! pa! Oh no!
These are small balloons small balloons. ~peng! pa! Oh no!
I have no balloons no balloons~
(教师配合chant中的内容将黑板上的大小气球分别扎碎)
T: Don’t cry my kids.
I have another balloons, Look!(教师拿出六根长气球)
T: But these are not large or small, these are long.
(教师用手势让学生理解该单词的意义并引出学习单词“long”，出示板书并学习)
T:/l//l/long/l//l/long
Ss:??
T: Say the word as long as you can
Ss: long~~~~~~~~~~~
T: Let’s do a chant: Look at me: /l//l/long/l//l/long These are long long, These are long Ss:??
(教师带领孩子拍手做该chant，并越做越快)
T: So clever! But if I want so me short ones, What should I do? Do you want to have a try? (教师用手势让学生理解short这个词的意思并发给每个小组一个气球让学生用自己的智慧将长气球变成短的)
Ss:??
T: OK, Good job! Now these are short, Let’s count how many short balloons here
(教师让学生通过一遍遍的读short来数出每组短气球的个数，出版书并操练该单词)
T:你能说一说你在日常生活中见到哪些东西是long的？哪些又是short的？
Ss:??（学生举手说出自己生活中常见的长短事物）
T: Well done! Can you find large or small, long or short thing sin our classroom?
Ss:??
T: Excellent! I have a magic box, What are on the box?
Ss:??(读出盒子四面的单词：large/small/long/short)
T: Good! There are some lucky card sin it, you can take out one and you’re your partner with the same picture
(教师先和一个学生做示范，并提示学生：large找small, long找short,让学生抽签说说卡片上的内容并找到和自己卡片有相同图案的反义词,找到后一起说一说)
T: Well done! You all you’re your partner now, after class you should observe the things around you and describe them in English, Ok?
(教师布置作业，让学生留心观察周围的事物，对比他们的大小长短，并用英语说一说)
T: It’s time to say good-bye, see you next time!
Ss: Good-bye Suki!
课后反思
我这堂课的内容是Spark2A教材第6课《Word Fun》中的形容词部分，教学重点是让学生通过体验学习四个形容词large、small、long和short，巩固复习复数句型：These are??..。针对本课的教学目标和重点，我是这样设计的。首先，形容词对于学生来说比较抽象，不能摸到，也不仅仅光靠动作就能感受到。但是在生活中学生对这四个词却都有理解。因此，本堂课重在让学生通过体验和感知实物来理解这四个单词的特征和意义。整堂课以学生生活中喜爱又常见的气球作为教具，贯穿课的始终，学生通过亲自动手把气球变大、变小或者变长、变短来体验和学习新知，通过实践让学生感知英语就在我们身边，加深对所学知识的印象，使英语的学习更具实效性。在操练新知环节上，我采用了变化的形式。不同的操练方式避免了操练过程的枯燥和乏味。同样是说单词，却让学生总有新鲜的感觉。比如简单的单词chant中，我把音标和单词相结合，让学生在掌握音标发音的同时加深了对所学单词读音的记忆，在有韵律的句子chant中，我通过由慢至快的形式来调动学生的学习热情，使他们在此过程中逐步熟练运用语言。为了避免低年级学生“学的快，忘的也快”这一现象的发生，我在课的设计上将评价与课堂的内容有机结合起来，把所授知识和奖章融为一体。在奖章的图案上体现大、小、长、短这四个词，这样的奖章不仅调动了学生的参与热情而且有效的鼓励使他们树立了自信心。课堂中时刻的评价与练习又使所学知识反复的重现，给学生以深刻的印象。语言只有在体验中才能知道它的存在，在应用中才能知道它的价值。为了让学生成为语言的掌握者，避免学习和生活脱离的问题，我在操练新知识后设计了应用的环节，将知识还原于生活，让学生在自己的周围找找大、小、长、短的物品说一说，让他们感受到英语和我们的生活是息息相关的，它不仅仅是一种语言。在这堂课的设计上我也有考虑不全的地方，比如，英语的学习很注重听原音模仿这一环节，尤其是对低年级儿童来说，他们的模仿能力非常强，在课堂上我应该设计这样一个环节，留给他们一定的时间进行听原音的模仿练习，这样有助于学生对所学单词的发音更加准确，逐步模仿形成地道、流利的口语。其次，我在全班活动找反义词朋友这一环节的处理上没有关注到全体同学，也使其他同学的注意力只放在了他们自己身上，在以后的全班活动中我应该借鉴奋斗校的好方法，逐步培养学生在集体活动中学会聆听他人的回答或建议，在聆听的过程中使自己要表达的语言逐步完善，逐步促进课堂活动有序且具实效性。
范文五：初中英语教案
Teaching plan
一、教学题目
Our Hobbies Unit 3 Project English 《仁爱教育英语八年级上册》
二、教学对象
Junior high school 8 grades
三、教学主题
What’s your hobby ?
四、教学功能
Expressing students’ likes and dislikes
五、教学结构
used to do sth 过去常常做某事
六、教学词汇
Words to describe hobbies
七、教学策略
1、Collecting expressions
2、Paying attention to students’ pronunciation
八、教学课时
45minutes
九、教学过程
Step 1
Warming up: using 10 minutes ask students about the hobbies,then let two or three groups make
short dialogues.Students need to use the structures
used to have?/I Love/enjoy/like/prefer/am interested in/am fond of.....>
Step 2
First,using 5 minutes ask three students to make up the group,and read Section B 1a.then,using
another 5 minutes listen to 1a.
Michael : Hi,Maria!What are you carrying?
Maria : It’s my stamp collection.Would you like to see it?
Michael : Wow! What beautiful stamps!Are they all from China?
Maria : Not all.I collected some of them from Cuba.But now I also have a lot of beautiful stamps
from China.
Michael : It must be fun.
Maria : It certainly is.We can learn a lot about history and people from stamps.What hobbies did
you used to have?
Michael : I used to collect baseball cards.But now I’m interested in basketball.
Kangkang: Hi,Maria! Hi,Michael!What are you looking at?
Michael : Hi,Kangkang! We are looking at Maria’s stamps collection.Where are you going?
Kangkang: I’m going swimming.It’s my favorite hobby.
Step 3
Show the target language:
1.What’s you hobbies?
2.I used to like/love/enjoy.....but now I hate it/don’t like/enjoy/love it.
3.I am fond of/interested in......
Step4
Listening :listen to 1a and circle true or false
1.Maria only collects Chinese stamps. True
2.Michael’s favorite hobby is playing baseball. False
3.Kangkang is fond of swimming. False
4.We can learn a lot about history and people from stamps. False
Step 5
Vocabulary :teaching students read the new words in 5minutes,and give them 5minutes to try to
recite the new words.
hobby(n.业余爱好，嗜好）poem(n.诗，韵文) maybe(adv.可能，也许) pet(n.宠物，宝贝) collect(v.
收集) hate(v.厌恶，讨厌) funny(adj.滑稽的，好笑的) friendship(n.友谊，友情) stupid(adj.愚笨
的，笨的) ugly(adj.丑陋的，难看的)background(n.背景) paper(n.纸，纸张) scissors(n.剪刀) cut(v.
剪，切) glue(n.胶水) stick(v.粘贴，粘住) lazy(adj.懒惰的) passage(n.章节，段落) introduction(n.
介绍，引进) provide(v.提供，给予) pig(n.猪，贪婪的人) dirty(adj.肮脏的，污秽的)
Step 6
Exercise : read 1a and fill in the blanks
Maria likes them when she was in Cuba.She thinks we can
learn a lot about and from stamps.And now she has many beautiful Chinese
stamps.Michael his hobby.Kangkang is interested in .The three children have different Step 7 Conclusion
After class reflection:
The lesson went on well.Students were quite excited and motivated.But not enough time was
given at the practice.so many students still have not joining the class.some students also have
difficulty making themself understood.and their pronunciation are so poor.It needs improve.More
listening and practice are needed for those students in the next class.
