【www.doubiweb.com--初一下册】
教案是教师为顺利而有效地开展教学活动，根据课程标准，教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。以下是小编收集整理的关于人教初一下册英语教案【十四篇】，仅供参考，希望能够帮助到大家。
【教学过程】
热身：
1） 教师和学生用所学的日常用语打招呼Hello！Hi！Nice to meet you。 What’s your name？
How old are you？ What is it？
2） 学生之间用日常用语打招呼。
导入新知识：
1） 教师呈现小鸭子图的一部分（一只小鸭子的头），问：What’s this？多数学生可以答出：It’s a duck。
2） 呈现图的整体 ：四只鸭子， 教师自问自答： What are they？ They are ducks。教师带读“What are they？” 强调they的发音要咬舌头。
3） 引导学生看图用What are they？提问，教师回答：They are ducks。强调ducks中[s]的音。小组进行问答练习。
4） 教师将几本书卷起来拿在手中引导学生用What are they？提问，然后找学生回答，教师要适时提醒book—books的演变。
5） 教师出示图片：4 ducks、5 desks、3 bikes、3 clocks、7 books。学生两人一组用What are they？ They are…进行问答练习。
6） 请尽可能多的同学到前面作展示，教师要及时纠正学生对话中关于名词复数变化的发音。
3、会话教学
1） 教师出示Learn to say部分的视频课件， 学生观看，了解对话情景。
2） 教师提问：Are they ducks？ Are they geese？ Are they swans？学生回答：Yes，they are。或No， they aren’t。
3） 播放对话跟读课件，学生逐句重复听到的句子。教师适时强调Are they…？读升调。
4） 学生之间进行对话练习：一个人扮演儿子，一个人扮演爸爸。
5） 请几组学生到前面展示。
4、趣味操练：
1）学生将课前准备的Let’s practise部分的图片排列在桌子上，问：What are they？教师说：They are … 学生迅速选出有关内容的图片并举起， 比比看， 谁的反应快。
2）小组进行以上活动。
请一位同学选择任意一张图片到前面，不让其他同学看到图片内容，提问：What are they？班内其他同学用They are…猜猜图片内容。猜对的同学可以到前面来请班里的同学猜自己的卡片。此活动也可以以小组为单位进行。
【板书设计】
Lesson 1
What are they？ They’re （Let’s practise部分的图片，下方标有相应的单词， 复数变化）
duck + s = ducks cake + s = cakes
人教初一下册语文试题
一、积累与运用(共28分)
1．根据拼音在田字格内写出相应的汉字。(4 分)
通向语文diàn堂的路上，美景无数：中西合bì的巍巍中山陵、憨态可jū的国宝——大熊猫、问dǐng 苍穹的“神舟”飞船……它们是一首首凝固的诗，意趣幽远，境界隽永。
2．下列标点符号使用错误的一项是( )(2分)
A．创造，是人类智慧高度发展的结晶；创造，是打开成功大门的钥匙。
B．她的头发多得出奇，密密地盖着两肩，胸脯，两膝，一直垂到地上，乌黑乌黑的，泛着蓝光。
C．李时珍在《本草纲目》中称藕为“灵根”，是寓含深意的。
D．总而言之，昆虫为什么要叫这个问题，还没有搞清楚。
3．下列句子中加点的成语运用错误的一项是( ) (2分)
A．听到我获奖的喜讯后，一向稳重的爸爸也不能自已，欢呼起来。
B．大家对我们公司的新产品有什么意见，请尽管提出，我们一定洗耳恭听。
C．我们写作时要抓住小巧玲珑的生活细节，让文章生动起来。
D．从冰雪融化到燕子翩飞，从佳木繁阴到北雁南飞，大自然年年如此，周而复始。
4．根据提示补写名句或填写课文原句。(8分)
中华资源库 (1) ，可笑不自量。 (2)桃李不言， 。
(3) 待到山花烂漫时，_______________。 (4)须晴日， ，分外妖娆。
(5)王维的《使至塞上》一诗中描写塞外景象，开阔鲜明、气势雄浑的句子是：
， 。
(6)辛弃疾的《破阵子》一词中直抒胸臆，表现作者建功立业的雄心壮志的句子是：
， 。
5．名著阅读。(5分)
(1)那行者倚在树下，往上一看，只见向南的枝上，露出一个人参果，真个象孩儿一般。……
他把金击子敲了一下，那果子扑的落将下来。他也随跳下来跟寻，寂然不见；四下里草中找寻，更无踪影。
选段中师徒一行西行至何处？果子敲落后为何找寻无踪影？行者怒推果树后，又是如何让果树复活的`？(3分)
(2)下列关于文学名著内容及常识的表述，有错误的一项是(2分)( )
A．《孙悟空一调芭蕉扇》中孙悟空先向灵吉菩萨借得定风丹，然后又变作小虫子钻到铁扇公主的肚子里去，逼她交出芭蕉扇，体现了他有勇有谋。
B．孙悟空成为众猴之王的经历启示我们：为了实现某一崇高的目的，人们必须艰苦奋斗，长期坚持，勇敢地战胜一切敌人。
C．孙悟空具有高超的斗争艺术，他善于透过迷人的假象认清妖魔鬼怪的本来面目。比如，白骨夫人多次变化，均被悟空一一识破。
D．《西游记》中，为试探师徒四人的禅心是否坚定，四位菩萨假意要招他们为夫婿。唐僧不为所动，悟空识破真相，沙僧一心跟随师父，八戒却动了凡心。
6．专题与综合实践活动。(7分)
围绕“荷”这个主题，班级开展了“网上读写与交流”系列活动。
(1)【消息撰写】你班小明同学从网上下载了一则消息：
记者从微山县政府获悉，微山县今年将继续举办微山湖荷花节暨经贸洽谈会。此次活动，以微山湖丰富的旅游资源为媒介，以“魅力微山湖，相约在荷都”为主题，集中展示微山经济社会发展成就和良好的投资创业环境。据介绍，微山湖荷花节大约在每年的7月下旬左右举行，迄今已成功举办了十四届，大大促进了经济社会跨越发展。
请你帮小明为这则消息拟一个标题。(20字左右)(2分)
(2)【读写交流】小明把这则消息发布到班级网站论坛上，引起了师生们的关注。
①王老师发现消息中“微山湖荷花节大约在每年的7月下旬左右举行”一句有语病，于是将错误的具体原因和修改方法向小明解说：“。”(3分)
②小明还在论坛上发表了一首与荷有关的古诗，同学们看后，也纷纷跟帖。如果请你也跟帖，你准备引用哪一句古诗? (2分)
， 。
二、阅读理解(32分)
(一) 阅读诗歌，完成第7题。(4分)
定林①所居
[宋]王安石
屋绕湾溪竹绕山，溪山却在白云间。
临溪放杖依山坐，溪鸟山花共我闲。
【注释】①定林：地名，为名胜之地。
7．(1) 诗歌中的“溪”、“山”分别具有： 、的特点。(2分)
(2)结合末句中“闲”字，说说诗歌表达了作者怎样的情感？(2分)
(二)阅读下面的文言语段，完成8—12题。(13分)
宋陈谏议家有劣马，性暴，不可驭，蹄啮伤人多矣。一日，谏议入厩，不见是马，因诘仆：“彼马何以不见？”仆言为陈尧咨售之贾人矣。尧咨者，陈谏议之子也。谏议遽召子，曰：“汝为贵臣，家中左右尚不能制，贾人安能畜之？是移祸于人也！”急命人追贾人取马，而偿其直，戒仆养之终老。时人称陈谏议有古仁人之风。
8．解释下列句子中加点的词语。 (4分)
①蹄啮伤人多矣( ) ②因诘仆 ( )
来源：③谏议遽召子 ( ) ④是移祸于人也 ( )
9．下列各句与例句中“之“的用法相同的一项是( )(2分)
例句： 贾人安能畜之
A．水陆草木之花 B．予独爱莲之出淤泥而不染
C．事列《神仙》之传 D．放之山下
10．用“/”标出下面句子的朗读停顿(停一处)。(1分)
家 中 左 右 尚 不 能 制
11．翻译下列句子。(4分)
(1)急命人追贾人取马，而偿其直。
_______________________________________________________________________________
(2)虎见之，庞然大物也，以为神。
_______________________________________________________________________________
12．用自己的话说说陈谏议具备怎样的“古仁人之风”(2分)
(三)阅读《闪光的戒指》一文，完成第13-17题。(15分)
闪光的戒指
①我的额头长了块灰色的印记，听人说用金子擦擦就能去掉。在我们顾庄，只有在县城当工人的天增家有金戒指，母亲就拉着我的手去求天增的媳妇李婶。
②李婶将戒指从手指上捋下来，母亲小心翼翼地接过，用戒指在我的印记上不停地擦着，嘴里还唱着：金子金子擦擦，印记印记搬家。直到印记处被擦得火烧火燎般地痛，母亲才将戒指放在沙发扶手上，和李婶东一句西一句地闲扯着。
③母亲回到家里还没做好午饭，李婶就风风火火地跑过来说，大嫂，戒指还用不用？不用就还给我。母亲惊愕得瞪圆了双眼，端着面瓢的手也在不停地哆嗦着，颤着声说，我把戒指放在沙发扶手上了，你没有看到？李婶涨红着脸说，沙发上没有戒指。母亲将面瓢放在案板上，向外面跑去，李婶急忙跟了上去。
④母亲和李婶将沙发抬到院子里，将屋子角角落落找遍了，也没有见戒指的影子。母亲一屁股坐在地上，絮絮叨叨地说，我明明将戒指放在了沙发扶手上，它没长翅膀，不会飞走啊。是鸡叼了？是狗衔了？李婶冷冷地说，这戒指是天增在大桥商店买的，60块，我干一年农活也分不到60块。
⑤母亲是一步三挪回到家里的，母亲回到家里就将疲惫不堪的身子放到床上，破天荒地没做晚饭，夜里和父亲絮絮叨叨地说了一夜。
⑥天刚蒙蒙亮，母亲和父亲起了床。在他们的苦苦哀求下，大队支书同意父母在窑厂帮着干活。
⑦放学后，我常常跑到窑厂看父母干活。母亲背着七八块砖或砖坯子，身子弯成一张弓。大冷天，砭骨的北风呼呼地刮着，母亲脸上却狼藉着细密的汗珠。在1976年的冬天，我最不忍看的就是母亲洗手了。母亲粗糙的手背上疤痕累累，皴裂的大口子里凝结着暗红的血痂，母亲洗手时常痛得脸上冒汗。
⑧父母在窑厂忙活了一个冬天，终于凑够了60块钱。当母亲将血汗钱捧给李婶时，李婶双眼湿润了，嫂子，我知道你家困难，这钱留着过年吧。母亲笑着说，大妹子，我不跑到县城给你买戒指了，就麻烦天增兄弟买吧。
⑨还了李婶60块钱后，深受感动的李婶求着母亲和她拜了干姐妹。李婶搬家到县城时，她还将笨重破旧的沙发送给了我们。
⑩弹指间就过去了，我家也像全国一样发生了天翻地覆的变化，家里新置了真皮沙发，李婶送的旧沙发只能当劈柴烧锅做饭了。揭开沙发坐垫，撕掉破破烂烂的绒布，我看到一枚戒指羞涩地畏缩在沙发角落里。
听到我的惊叫声，母亲蹒跚着走过来，双手捧着戒指，禁不住老泪纵横了——她又想起了隔着一段长长岁月的1976年的冬天。
妻子夺过戒指，利索地戴在手上，一脸的兴奋，好大一枚戒指，值一两千块钱，我也戴上戒指了。母亲用双手捧着妻的手说，这戒指样式过时了，我给你买个新的。母亲说着就从妻子手上捋下戒指。家里才盖罢楼房，哪还有钱买戒指？妻的脸阴得能挤出水来。
夜里，我早已经睡下了，母亲将我从床上唤起来，吞吞吐吐地说，李铮，我想和你商量件事。我不满地嘟哝道，什么事不能等到明天商量？母亲小心翼翼地说，是这样的，现在都实行火葬了，一个巴掌大的骨灰盒就能盛骨灰了，再用棺木盛骨灰盒不是浪费吗？我想把棺木卖掉。
在母亲的坚持下，上好的棺木被人买走了。
后来，我的70多岁的老母亲进了趟县城，她将尘封了20年的戒指还给了李婶，并坚持着只要60块钱。
母亲还兑现诺言，给她的儿妻买了枚闪光的戒指。
13. 仔细阅读选文，请将文章的故事情节依次填入下面的方框内。(3分)
借戒指 → ① → ② → 现戒指 → ③
14. 下列对文章的理解不正确的一项是( )(2分)
A．题目“闪光的戒指”表面是指金戒指的光泽闪闪发亮，实际上是指母亲身上具有的可贵的
品质。
B．“当母亲将血汗钱捧给李婶时，李婶双眼湿润了……”这句中“捧”字生动形象地写出了
母亲给李婶钱时动作的虔诚，表明母亲对手里的血汗钱格外珍重。
C．第⑨段中“李婶搬家到县城时，她还将笨重破旧的沙发送给了我们”，为下文发现戒指埋
下了伏笔。
D．第段中“她将尘封了20年的戒指还给了李婶，并坚持着只要60块钱”，是因为母亲始
终不忘当年的痛苦经历，对李婶心怀强烈的不满之情。
15．结合具体语境，说说句子中加点字的妙用。(2分)
听到我的惊叫声，母亲蹒跚着走过来，双手捧着戒指，禁不住老泪纵横了……
16．请结合文章内容，说说母亲身上有哪些可贵的品质。(不少于两点)(4分)
17．阅读下面的链接文字并回答问题。(4分)
【链接】
他从架上扳下一本书来。版式纸张和《毁灭》一模一样，只是厚一点点，封面上印着两个八分体的字：铁流。
他用竹枝似的手指递给我，小袖管紧包在腕子上：
“你买这本书吧——这本比那一本好。”
(摘自阿累《一面》)
链接材料与本文第③段画线句在对主要人物形象的描写方法上有什么相同点？并分别分析作者这样刻画人物形象的意图。
三、作文(40分)
请以“是你，给我力量”为题，写一篇记叙文。
要求：①不少于600字，不出现真实校名、人名。
②书写工整规范。(3分)
参考答案
1．殿 璧 掬 鼎 (4分)
2．B (2分)
3．C (2分)
中华资源库4．略
5．(1)五庄观(或：万寿山。)；这果子遇土而入；借助观音的净瓶水(或：甘露水)。(3)分
(2)B(2分)
6．(1)微山县将继续举办微山湖荷花节暨经贸洽谈会。(2分)
(2) ①称呼1分，错误原因(“大约”和“左右”重复)1分，修改方法(去掉“大约”或者去掉“左右”)1分。(3分)
②示例：接天莲叶无穷碧，映日荷花别样红；小荷才露尖尖角，早有蜻蜓立上头。(2分)
中华资源库7．(1)蜿蜒曲折(弯曲)、高(2分)
(2)表达了诗人闲适自得之情(2分)
8．(1)①用蹄子踢；踢伤 ② 于是
③立刻，马上 ④这(每空1分)
9. D (2分)
10．家中左右/尚不能制(1分)
11．(1)(陈谏议)赶紧命人去追商人牵回马，并把买马的钱退给商人。(2分)
(2)略(2分)
12. 做人诚实 ；己所不欲，勿施于人。意对即可(共2分)
译文：
宋人陈谏议家里有一匹劣马，性情暴躁，不能驾驭，踢伤咬伤了很多人。一天，他走进马棚，没看到这匹马，于是责问仆人：“那匹马怎么不见了？”仆人说是陈尧咨把马卖给商人了。陈尧咨是陈谏议的儿子。陈谏议马上召来儿子，说：“你是朝中重臣，家里的下属都不能制服这匹马，商人又怎么能养它呢？你这是把祸害转嫁给别人啊！”(陈谏议)赶紧命人去追商人牵回马，并把买马的钱退给商人。他告诫仆人把那匹马养到老死。(因此)当时的人们称赞陈谏议有一种古代贤仁之风。
13．丢戒指 赔戒指 还戒指(3分)
14．D(2分)
15．这个“捧”字形象地写出了母亲20年后找到戒指时喜出望外、如获至宝的心情。(2分)
16．自尊要强、勤劳朴实、不贪财。(能够结合文章内容,答出一个要点得2分，说出两点
即可)(4分)
17．刻画人物形象的方法相同点：都运用了动作描写和语言描写来刻画母亲和鲁迅先生。(2分)
意图：本文第③段，生动形象地刻画了母亲在李婶来要戒指时极度意外、震惊和恐慌、冤屈的心理(1分)；链接的材料则勾勒出鲁迅先生对进步青年的关心和爱护的崇高品质(1分)。
教学课题：
译林版《牛津小学英语》6A第五单元PartA(Listen，read and say)
教材分析：
本课是江苏译林版牛津英语6A Unit5的中第一教时的内容，这是学生初次接触过去时，只要求学生能在教学过程中，掌握其时态结构和过去分词的构成，并能对自己在过去做的一些事情进行描述。由于之前已经学过一般现在时，所以在制定教学步骤的过程中，通过和一般现在时进行比照，来掌握一般过去式的结构。
教学方法：
我将采用情景法、游戏教学法、直观演示法、交际法等教学方法，以学生为主体，以过去式话题为核心，以语言功能为主线，以任务型活动为媒介，从学生的学习兴趣、生活经验和认知水平出发，使学生通过感知、体验、实践、参与、合作与交流的方式实现任务目标，使课堂活起来，让学生动起来，从而达成上述的知识与技能目标。
教学目标：
1.能正确的听、说、读、写词汇holiday, last, early, meet, before
能正确的听，说，读词汇fun, National Day, a film, wonderful
2.能正确的听、说、句型What (else) did you do??We/I?
3.能正确地运用对话中的日常交际用语和三会句型Did you like the film?
It was a funny cartoon. We all liked it very much.. Were there any fruit trees on the farm? There were apple trees, orange trees and pear trees.
4.能正确地理解、掌握对话内容，并能朗读、初步表演对话。
5.能运用本课所学语言谈论过去所做的事情。
教学重点：
能正确地理解、掌握对话内容，并能朗读、初步表演对话。
教学难点：
能比较流畅的朗读对话，并能在掌握对话的基础上运用本课所学语言谈论过去所做的事情。
课前准备：
1.教具准备
a.单词，句型卡片。
b.练习题纸。(每人一张)
c.设计并制作多媒体教学课件，准备多媒体教学的设施。
2.板书准备
一、教学设计思路
结合学生生活设计教学活动，帮助学生掌握日期和生日表达法;利用视频歌曲等辅助教学，提起学生兴趣，加深学生印象。
二、教学目标
(一)知识
1.掌握日期表达法(月份、日期、序数词)：monthsoftheyear,ordinalnumber1st-31st
2.掌握生日的相关表达法：Whenisyour/his/herbirthday?My/His/Herbirthdayis…
(二)能力
能够通过网络等手段查找名人生日等相关资料。
(三)情感
学会合理地安排自己的时间，做时间的主人。
三、教学重点
日期表达法：monthsoftheyear,ordinalnumber1st-31st
四、教学难点
日期表达法：monthsoftheyear,ordinalnumber1st-31st
五、教学媒体
日历或挂历，电脑，投影仪
六、教学过程
(一)巧妙导入
拿出日历或挂历展示，引入月份的话题。
(二)结合生活，互动练习
方法1:每次英语课上都与学生谈论一下和日期，这样会使学生不知不觉熟悉相关知识。
方法2:带领学生听一些有关生日和日期的歌曲，使学生通过唱歌熟悉日期表达法。(参考“视频资源”和“优秀课件”)
方法3:提前让学生每人带一本日历。学生两人一组，指着日历上的一天询问对方日期，一人连问对方五个问题，看看谁答上来用的时间最短。
方法4:统计学生生日，并比较谁和谁的生日最近，谁的年龄最小等。
方法5:带领学生设计班级活动的时间表。
课题：Unit 5 On the farm
教学过程：
Step 1 Greeting and warming-up
1. T-Ss greet.(师生问好，活跃课堂，拉近师生距离)
2. T: Look at this man, what’s his job?
Ss: He is a farmer.
T: His name is Macdonald. He has a beautiful farm.
Before class, let’s listen to a song, it’s about Macdonald and his farm.
Step 2 Presentation and practice
1. Teach: National Day ,holiday, last
T: What day/date is it today?
出示CAI指名回答These seven days is this week.(CAI出示this week)
These seven days was last week.( CAI出示last week)
T: What date was it?指名回答
T: Yes. It was the first of October.
And it was the National Day. (CAI出示National Day领读)
When National Day comes ,we usually have a long holiday . I had a wonderful holiday.
2 .T：Do you want to know what I did this National Day holiday?
You can ask me what did you do?
指名几个学生提问，可提醒学生看黑板上早已贴好的句子。再次要求学生一起提问，师回答。
3.活动：washed clothes, played computer games, watched a funny cartoon, went to my father’s farm.
幻灯片呈现，让学生了解老师的活动
T:OK, boys and girls. Do you want to go to the farm?
Ss: Yes. CAI出示农场里人们干活的场景
T：OK，here we are. Now we’re on the farm.
What can we do on the farm?Can you guess?指名回答CAI出示
S1:Milk cows.
T：Great. I can’t milk cows. Can you teach me?示意学生动作。
教师边动作边带领学生朗读milk cows同时出示词组贴到黑板上
T：What can we do?指名学生回答
S2：?
T：Good. Collect eggs. (CAI出示)师带领学生边做动作读词组。同时出示词组贴到黑板上
T：What else can we do?指名回答S3：?
T：Right. Water flowers.带领学生读短语。
T：What else can we water? It’s big and green.
Ss：Water trees.
T: Good.出示词组water trees带领学生朗读，并将词组贴到黑板上。
T：What else can we water? It’s on the ground.指名回答
Ss: Water grass.看CAI, T :What are these? They’re carrots.领读carrot出示单词图片pull up carrots
T: Let’s pull up carrots.师带领学生做动作读词组，并将词组贴到黑板上。
T：What else can we do?
S4:?
T：Boys and girls, let’s pick oranges. Boys ,you’re tall and strong, please stand up and pick oranges.
师带领男学生们做动作读词组，并将词组贴到黑板上。出示一篮子橘子。
T：What are these? Ss：They’re oranges.
T: Do you want to taste my oranges?问几组学生，Do you want to taste my oranges?
给学生分发橘子出示taste oranges单词图片Let’s learn how to read it.带领学生读/ei/，/ei/,taste.
Step 3 Listen, read and say
1 .T: Helen was on the farm last week. What did she do last week? Let’s ask her together, OK? CAI出示问题，引导学生提问，What did you do last week? CAI出示答案。
T: What did she do last week? Ss: She visited a farm?。
T: Yes, Helen visited a farm with her family on Monday and Tuesday.
Do you want to visit a farm?出示词组visit a farm领读数遍，并将词组贴到黑板上。
T：Helen visited a farm. Here ed is pronounced /id/,领读visited，将ed贴到黑板上visit后面。
2. T：What did Helen do on Monday? Who can ask? CAI出示，指名学生提问。
T: What did Helen do on Monday?引导学生一起回答，She watered trees.拿出ed/d/,领读短语数遍。并将后缀贴到黑板原词组后面。
T: What else did Helen do? Let me ask her.师问What else did you do on Monday, Helen?，please listen ! CAI出示答案。
3. T: What else did she do? Together answer.
Ss: She pulled up carrots.师出示ed/d/,领读单词，并将后缀贴到原来单词后面。
T: Helen visited a farm on Monday. She pulled up carrots and watered trees.贴图Mon. How about Tuesday? Can you ask her? Boys have a try.要求男生齐问。CAI出示答案。
4. T: What did she do on Tuesday?
Ss: She milked cows.出示ed/t/领读该词组，并将ed贴到原单词后面。
5. T: What else did she do on Tuesday?
Ss: She collected eggs.
T: Here ed is pronounced /t/,/d/ or/id/?Which one?引导学生一起复述，Helen visited a farm. On Monday she watered trees and pulled up carrots.
T: How about Tuesday?
Ss: he milked cows and collected eggs.
6. T: Helen did a lot of things on a farm.
What else did she do on the farm? Let’s watch the cartoon.出示CAI，
T: What else did Helen do on the farm?再次出示CAI，提醒学生看屏幕。
Ss: She picked oranges.师拿出ed，
T：Who can add ed for us?指名，stick for us.领读picked oranges
T: She picked oranges and tasted them.师做动作表明品尝。Which one?指名回答。
Here ed is pronounced /id/ ,who can add for us?指名加后缀。
7. T：Were there any fruits on the farm?
Ss：Yes.
T: Were there any apple/pear/banana trees on the farm?学生齐答。引导学生齐说
Ss: There were apple trees, orange trees and pear trees.
T: Nancy wants to go to the farm. So I think the farm is wonderful.(出示wonderful一词，领读)
8. T: Helen did a lot of things on the farm.
She had a wonderful holiday.
But her friend Nancy also had a good time, what did she do last week?
Let’s listen, read and choose. CAI出示，学生听。
提供问题，what did Nancy do last week? OK, you can choose. CAI出示选项。师读三条选项。指名学生回答。
出示watch a film.词组领读。 Here ed is pronounced /t/.指名读音素。并将单词卡片贴到黑板上。
9. T: Nancy watched a film with her family.
Did she like the film?
Did her family like the film?
Yes, they all like the film very much.
T: Let’s enjoy the whole cartoon.播放整篇课文录音。
Do you like the cartoon? Ss: Yes.
T: It’s interesting. CAI出示课文前言。
T：Please read the narration and try to answer the questions. Read by yourself.学生自读前言。
T：Attention please. OK, show time. Is the first day of school after the holiday today?指名回答，带领学生读体现该答案的原句。
10. T: Take out your books and turn to P38,let’s read after the tape, please try to imitate it.跟录音读。
跟读过程中教授fun出示单词卡片贴到黑板上出示CAI，Here are five sentences for you. Read and judge, whether they’re true or false.要求学生拿出课前发的判断题，学生自己答题。
T: Let’s check the answer.集体校对。提醒学生看黑板。
11. T：Look at the screen. Here’re five pictures from the dialogue. I’d like to read it. I want to be Helen. Who wants to be Nancy?指名一个学生与师示范朗读。
T：Choose one picture which you like and practise it with your partner.学生选择一幅图操练指名学生朗读。
Step 4 Retell the dialogue
根据黑板上的短语，指名要求学生复述课文。 (通过复述课文，检查并培养了学生的理解能力和口语表达能力，调动了学生的理解，促进课堂学习效率。)
Step 5 Do a report
T: I had a good time this National Day holiday.
Please look at the screen.(CAI)学生看视频表格，师描述自己的国庆节假期。
T: According to the things what I did, complete the passage. Please take out the paper and write down the words.学生自己根据表格完成短文。
校对，指名一个学生朗读短文。
(让学生用自己的语言来叙述自己的故事，给学生提供拉真实的情景去使用语言，以活动促说，以活动促用，充分体现了任务型教学理念，发展了学生的语言技能，提高了学生应运用语言的能力)
Step 6 Assign homework
1. Listen to the tape and read after it.
2. Copy the new words and phrases for three times.
3. Finish the story about your holiday
【难点】
以[p]结尾的名词复数的读音。
【教学过程】
热身、复习：
1）学生两人一组表演对话“In a park”。
2）教师出示第3页Let’s practise中的图片，引导学生用What are they？ They are…进行问答练习。
呈现新课：
教师将图片books， bikes， desks， cakes， clocks贴到墙上离学生远的地方指着蛋糕的图片问：What are those？引导学生回答：They are cakes。
学生两人一组指着墙上的图片用What are those？They are…进行问答练习。
引导学生说出对近处的一些物体提问用What are these？而对远处的一些物体提问用What are those？
会话教学：
1）教师播放教学课件In a fast—food restaurant，学生观看。
2）通过课件引导学生运用What are these/those？ They are…学习有关单词hamburgers/hot dogs。
3）小组问答练习：运用What are these/those？ They are… （看着课件图）教师要关注学生的单词发音，注意及时纠正。
4）利用本课的对话跟读课件，让学生逐句重复对话的句子。
5）打开教材P4，学生三人一组进行书中的对话练习。
6）请几组学生到前面展示， 可用学生自己的姓名， 比如是几个好朋友去逛街买食品。
7）Let’s practise。
教师提示：maps， stamps， caps在近处，cups， ships， jeeps在远处。
学生两人一组看上台表演。
引导学生发现以[p]结尾的名词复数形式发音变化规律仍然读[s]。
趣味操练：Bingo 游戏
将学生分为4人一组，每组一张Bingo 游戏纸；
以组为单位尽快将所学单词：books，cakes，hamburgers，hot dogs，bikes，ducks，swans，geese，maps，stamps，caps，cups，ships，jeeps选任以9个写在Bingo的格中；
每组选一名代表随意说出自己组Bingo格中有的一个词“They are…”
其他组学生画出所听到的单词，看那个组的Bingo多。
一、教学内容：
A Let’s try Let’s talk C Let’s wrap it up
第一课时
二、教学目标：
1、能在图片和教师的帮助下理解对话。
2、能用正确的语音语调朗读课文并进行角色表演。
3、能在情境中运用句型“Where is the ？ ”问路，帮助学生学会运用词组“near， next to， behind”等表述方位。达到简单的交际。
三、教学重难点：
重点：能理解对话，并用正确的语音语调朗读对话。
难点：能在情境中运用句型“Where is the ？ It’s near/next to/behind…”问路，指路，帮助学生学会运用词组“near， next to， behind”等表述方位。达到简单的交际。
四、教学方法：
情境创设法、游戏教学法、合作探究法
五、教学过程：
1、Warm———up （热身及预习展示）师生自由问答：
T：Hello，nice to meet you！
Ss：Nice to meet you，too！
T：What"s the weather like today？
Ss：It"s sunny！
T：Good！What"s this in English？
Ss：A book。
T：Yes，It"s my book。Where can we buy the book？
Ss： The bookstore。
2、Presentation and practice（精讲点拨）
（1）教师在黑板上画一座房子和一个机器人，指着机器人说：Who’s that？学生回答：It’s Robin。
再指着房子说：Where can we find Robin？ 学生回答：In the museum。
教师出示感叹句：What a great museum！
（2）教师出示一张明信片，说：\"It’s a post card。Robin want to sent a post card。Where should he go？” 引出单词post office。
（3）教师出示一张地图，问学生：“Where is the post office？”出示单词：next to， near， behind。 教师利用三个例句结合图片理解next to， near， behind。
（4）在学生理解三个方位介词后，小组活动，利用方位介词描述途中各个场馆的位置。
（5）Let’s try 教师让学生阅读听力题目，然后听录音独立完成内容。
教学内容
教学目标
1Able to use the sentences: What ‘s your hobby? I like collecting stamps. He likes collecting stamps, too. Does he live in the city? Yes, he does he teach English? No, he doesn’t. He teaches art.
2Learn the new words and expressions in A and B
教学重点难点 What ‘s your hobby? I like collecting stamps. He likes collecting stamps, too. Does he live in the city? Yes, he does he teach English? No, he doesn’t. He teaches art.
教学准备 Tape recorder ,word cards
教学过程
1 Warm-up
1 Ask and answer: What’s your hobby? I like…
2 Review
1 Listen and read.
2Call a few Ss to say some sentences: diving---I like diving.
3 Let’s try
4 Presentation
Let’s talk
1 Show the card ,let the Ss say one by one : What’s your hobby? I like…
2 Listen and repeat
3Answer the questions about the talk
No1:What does John like?
No2 :What does John’s friend like?
Pair work : Make new dialogues with the new words kite show/painting show/bike show.
5 Consolidation and extension
1 Story time
2 Exercises of the activity book
一、教学目标
1、复习一般疑问句is this a …? yes, it is.
2、复习四个单词a banana , a pear , a mango和a peach。
3、能使用一般疑问句is this a …?向他人询问和确认某件物品，语音语调正确。
4、学习歌谣mango.
二、教学重点、难点
会说歌谣mango; 复习所学的内容，要求发音正确。
三、课前准备
图片，录音磁带，单词卡片等，预先写好课题unit 5 fruit
四、教学过程
step 1sing a song
组织学生齐唱歌曲goodmorning .
step 2 free talk
利用图片复习一般疑问句is this a …? yes, it is.及文具和水果单词。
t: hello, boys and girls. is this a …?
ss: yes, it is.
step 3 play a game
这是一个“摸摸猜猜”游戏。教师准备好一个不透明的包，放入需要的物品。
1、讲解游戏的做法。
2、带领全班学生做游戏。教师先做示范。
t: boys and girls, let’s play a game.
t: look! this is my bag. there are many fruit in it, but you can’t see it. you can touch and guess. let me try first.(教师将手伸入包里摸一下水果，想一下，然后闭上眼睛推测is this a ..?一边说一边将水果拿出来给学生看，等到学生给予应答后才睁开眼睛看自己说的对不对。)
Language Goal:
Talk about what people are doing.
Teaching Aims:
The present Progressive (结构式: Be + V-ing )
Key Points:
---What’s he doing ?
---He’s reading.
Difficult points:
现在进行时的用法和动词V-ing 形式的构成。
Teaching Methods:
由浅入深,设置场景、对话以及表演来教授新句型。
Teaching Aids:
教学图片、教学光盘、VCD机、录音机
Teaching Procedures:
Step1. Warming – up
A. Duty report
Teacher: How are you, boys and girls?
S s : Fine, thank you.
Teacher: OK, who’s on duty today?
(the student who is on duty starts to make a duty report)
B. Ask and answer
(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)
T: Usually, what time do you go to school?
S1: ……
T: When does your father watch TV in the evening?
S2: ……
T: Do you do your homework in the evening?
S3: ……
T: When do you play soccer?
S4: ……
T: what time do you usually eat dinner?
S5: ……
(The teacher should encourage the students after questions.)
The teacher ask the students to read these five verbs for several times.
Step 2. Presentation
A. Match the words and the activities.
Ask the students to turn to page 83, and look at the pictures in 1a.
Then,the teacher ask questions:
----What’s he doing? (Picture 1)
----He’s making a telephone call.
(Help the students answer the question with body language .)
Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)
The Ss read these V-ing words after the teacher.
B. Play the video.
To make the Ss clear what they are learning in this class. Mr. Gong’s words do give the teacher a big hand.
(Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.)
C. Teach the Present Progressive.
1. Introduction
Tell the Ss what the Present Progressive is. (现在进行时表示现在正在进行或发生的动作, 它的表现形式为Be Verbs + V-ing ---- 这也即为它的结构式.)
2. Tell the difference
Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the Ss to read them again.
3. Listen to the tape.
Let the Ss get ready to listen to the tape (paper and ball-point pen).
Check the answer: 2 4 1
4. Activities.
The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”
(The other actions: look at someone, clean the window)
Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined:
n What am I doing?
n I’m opening the door.
n What am I doing?
n I’m looking at him.
n What am I doing?
n I’m cleaning the window.
5. Pairwork.
Ask and answer questions about what people are doing in the picture.
u What’s he doing?
u He’s reading.
The Ss can practice different sentences upon the verbs on the blackboard.
6. Guessing game.
The teacher prepare several pieces of paper and there are different actions on it. Ask a pair of Ss to act it out. (Each pair of Ss choose two pieces of paper and act.)
(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive step by step. They can have fun in the classroom during this class, it’s the most important.)
7. Self-assessment.
The teacher prepare for the Ss some listening exercises, and play the cassette, let them finish these exercises at once. Then, check the answer. The Ss can understand whether they have learned about the Present Progressive.
8. Do the exercises.
The teacher have the Ss some exercises, and ask the Ss to do at once.
--What’s Li Lei doing?
-- He_____________. ( read )
--What’s his mother doing?
--She_____________. ( write )
--What are they doing?
--They_____________. ( play soccer)
--What are David and Mary doing?
--They_____________. (have dinner)
--What’s Jenny doing?
--She______________. ( run )
(In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class.
Step 3. Homework
1. Finish the exercises in the class.
2. Make a conversation and act it out with your partner.
Step 4. The end
T: You are very good today, boys and girls! And thank you for listening. Bye.
人教初一上册英语教案
Properties: Recorder, Overhead Projector and a map of world.
Teaching Objectives:
1. Practise listening ability.
2. Revise the grammar: the Comparative Degrees of Adjective and Adverbs
The Past Perfect Tense
Language Focus: Checkpoint 18
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Check homework, then ask the students to read the partners" homework to share with each other.
Revise the use of the Infinitive
III. leading in
T: Today we"ll learn something about Coco. Do you know where she is from?
IV. Listening practice
Play the tape or for the students to listen and find the answer, then look at the workbook, Exercise 1, go through the questions with the students and make sure they can understand what they mean. Play the tape again, let the students discuss their answers in pains before the teacher checks the answers with the whole class.
V. Presentation
Show the students a map of the world, and ask: What map is it? Help the students find “China” and “India” on the map. Let the students discuss the two countries: They are developing countries. They have a large population in the world.
Ask: What’s the population of China and what’s the population of India? Let the students read Part 2 and answer the questions. (China"s population is 1 328 000 000 and India"s population is 1 000 000 000). That’s to say India’s population is smaller than China’s .Ask the students to use the words in the box to complete the passage, then read together, finally ask the students to retell the text.
VI. Practice
Revise the Grammar: The Past Perfect Tense, give some examples:
1. He had left before his wife came back.
2. I remembered that Peter had already got a bike.
3. By the end of last month, he had learned new words.
4. When I got to the cinema, the film had begun.
Then ask the students to do Exercise 3. The answers are: 1 C 2 E 3 A 4 B 5 D. Let the students read these sentences together.
VII. Practice
Ask the students to do Exercise 4 first, then check the answers. The answers are: had, in, is, more, the, had, to, in, had, that, to, us, and, to
VIII. Workbook
Give the students five minutes to finish workbook. Do Exercises 1, 3 and 4. Then check the answers.
The answers to Exercise 1 are: took, went, found, was, called, told, had happened, said, would go, came, was found, checked, founded, said, stole, went, enjoyed, came, found, had stolen, had
The answers to Exercise 3 are: I worn out 2 try on 3 slow down 4 made up my mind 5 am pleased with 6 were angry with, deserve to 7 at least 8 as if 9 carried on
IX. Summary
Exercises in class
Fill in the blanks according to the text in this unit.
Lucy and Lily are___1___. They are living together___2___. But sometimes they fight. It doesn"t last too___3___. They___4___very well with each other again.
They look___5__, so it"s hard for people to recognize them: Who is Lucy___6__Lily. We always___7___mistakes. They feel___8__. They like most of the same things, for example: music, food and___9__. But Lily likes to___10__, Lucy likes to___11__, they don’t like the same colour,____12___. So they have some___13____Sometimes they disagree, but they never___14__. They love each other and they are___15___happy that they are twins.
Answers: 1.twins 2.most of the time 3.long 4.get on 5.the same 6.or 7.make 8. the same 9. books 10 .dance 11. sing 12. either 13. differences 14. fight 15.both
X. Homework
教学内容
教学目标
1Able to use the sentences: What ‘s your hobby? I like collecting stamps. He likes collecting stamps, too. Does he live in the city? Yes, he does he teach English? No, he doesn’t. He teaches art.
2Learn the new words and expressions in A and B
教学重点难点
What ‘s your hobby? I like collecting stamps. He likes collecting stamps, too. Does he live in the city? Yes, he does he teach English? No, he doesn’t. He teaches art.
教学准备 Tape recorder ,word cards
教学过程
1 Warm-up
1Everyday English :
2Let’s sing. ‘How Do You Go to School?
3Let’s sing. ‘My Pen Pal’
2 Preview
1 Read the words about Part A Let’s learn
2 Listen and read
3 Presentation
Let’s learn
1 Show the theme sentence: Does your pen pal lice in Shanghai? No, he doesn’t. He lives in Beijing.
2 T says the sentences and write the phrases on the Bb, then read after T . [teaches—teaches English]
3 Teach the other in the same way .
4 Show the pictures and make the sentences: Does your father go to work by bike?...
5 Design a game .
6 Listen and repeat .
Let’s chant
4Consolidation
Let’s practise(P.49)
Tell about Bill’s day.
Eg
John goes to work by subway every morning.
He teaches math at school.
He reads newspapers after lunch.
He goes home at 5:30.
He watches TV in the evening.
He goes to bed at 10.
人教九年级英语教案
人教九年级英语教案
Unit 3 Could you please tell me where the restrooms are?
一、教学目标：
1、语言知识目标
基本词汇：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground
基本句型：Excuse me, do you know where I can buy some medicine?
Sure. There’s a supermarket down the street.
Could you please tell me how to get to the post office?
Sorry, I’m not sure how to get there.
I wonder where we should go next.
Could you tell us when the band starts playing this evening?
You should try that new ride over there.
2、技能目标：
（1）能用宾语从句礼貌的寻求帮助。
（2）能用正确的方法指路。
3、情感目标： 培养学生尊重他人，对人有礼貌，热爱生活。
二、教学重难点：
1、教学重点：
（1）礼貌的向他人寻求帮助。
（2）正确使用宾语从句。
2、教学难点：运用宾语从句礼貌的寻求帮助。
三、教学步骤：
Section A 1 (1a-2d)
Step 1 Warming –up
Greeting
Step 2 Presentation
（1）Guessing game
Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is. For example, one student say： We can save money or exchange money in this place, another one guess it is a bank. Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.
（2）Show some stamps to students and present the new sentences：
Could you tell me where I can buy some stamps?
Could you please tell me where I can get a dictionary?
Do you know where I can get some magazines?
Step 3 Practice
1) Match each thing with a place in the picture in 1a.
2) Read the phrases.
___ get some money
___ get some magazines
___ have dinner
___ get a dictionary
___ get some information about the town
___ buy a newspaper
___ buy some stamps
___ get a pair of shoes
Step 4 Listening
Listen and complete the conversations in the picture in 1a. Then check the answers with the whole class.
Step 5 Practice
Make conversations using the information in 1a. Then talk about your own city. For example：
A： Excuse me, could you please tell me how to get to the bookstore?
B： Sure, just go along Main Street until you pass Center Street. The bookstore is on your right, beside the bank.
A： Thanks. Do you know when the bookstore closes today?
B： It closes at 7：00 p.m. today.
A： Thank you!
B： You’re welcome.
Step 6 Listening
1. Listen and number the directions in the order that you hear them.
2a You will hear some of the directions below. Number the directions in the order you hear them.
___ Go to the bird floor.
___ Turn left.
___ Go to the second floor.
___ Turn right.
___ The supermarket is between the flower store and the bookstore.
___ Go past the bookstore.
2. Listen again. Show how the boy walks to the supermarket. Draw a line in the picture in 2a. Then get one student draw the line on the blackboard.
3. Listen the third time and answer the questions.
1) Excuse me, can you tell me where I can buy some medicine?
2) Do you know how to go there?
3) OK, great. Oh, and one more thing. Do you know when this shopping center closes tonight?
4) OK, thanks a lot.
Step 7 Pairwork
Make conversations about the other places in the picture in 2a.
A： Excuse me. Can you tell me where I can buy some stamps?
B： Yes, there’s a post office in this shopping center.
A： Do you know how to go there?
B： Yes. Go to the third floor and turn right. Then go past the bank. The post office is between museum and library. You should be able to get stamps.
A： OK, great. Oh, and one more thing. Do you know …
B： I’m not sure, but you …
A： OK, thanks a lot.
B： You’re welcome.
Step 8 Reading
1. Read the conversation in 2d and answer the questions.
2. Role – play the conversation.
3. Explain the language pints in 2d.
(1) Go along Main Street until you pass Center Street.
1) until和 till同义为“直到……” ，till多用于口语，until可以放在句首，till则不能放在句首。
2) not...until“直到……才”，表示直到某一时间, 某一行为才发生, 之前该行为并没有发生。
e.g. I did not study English until 9 o"clock last night.
(2) Pardon? Restroom? You already want to rest? But we haven’t even started yet!
1) pardon用作动词，后面既可以跟宾语，也可以跟双宾语；pardon sb. for doing sth.意为“原谅/宽恕某人做某事”
e.g. Can you pardon me for not passing the exam, Mom?
2) 在没有听懂对方的话，请对方重复一 下时也可说 pardon。
e.g. Pardon? I’m sorry I can’t follow you.
(3) I’m excited to try the rides!
excited和 exciting的区别：
1) excited意为“激动的.；兴奋的”，作表语时，主语通常是人；作定语时，常用来修饰人，说明激动的表情。
e.g. All of us were excited when we heard the good news.
The excited child opened his present quickly.
2) exciting意为“激动人心的”，作表语时，主语通常是物；作定语时，常用来修饰物。
e.g. The movie is very exciting.
My father told me an exciting story.
(4) I mean … you know, a washroom or bathroom.
mean作动词有以下含义：
1) 有……的意思，指（多作及物动词），其后可跟名词或代词，也可跟从句。
e.g. What does this word mean?
2）意味（着）（及物动词），常跟名词，有时可跟动词-ing形式或从句。
e.g. Carl really could not do that — it would mean the end of his career.
3）有……意图，打算，想，常跟名词、代词或动词不定式。跟带不定式
的复合结构时，还可用于被动语态。
e.g. I never meant to hurt you.
四、总结
（略）
教学内容
教学目标
1Able to use the sentences: What ‘s your hobby? I like collecting stamps. He likes collecting stamps, too. Does he live in the city? Yes, he does he teach English? No, he doesn’t. He teaches art.
2Learn the new words and expressions in A and B
教学重点难点
What ‘s your hobby? I like collecting stamps. He likes collecting stamps, too. Does he live in the city? Yes, he does he teach English? No, he doesn’t. He teaches art.
教学准备 Tape recorder ,word cards
教学过程
1 Warm-up
1Everyday English : 2Let’s sing. ‘My Pen Pal’
2 Preview
1Play the game
2Act Let’s talk
3Presentation
Read and write
1 Show the pictures ,ask: What does she like ? Let the Ss to answer : She likes….
2 Teach pen pal/look the same/something/I live in Australia.
3 T says : Now let’s learn to know what does Alice like? Listen. T plays the tape and Ss read after it .
4 Explain :
5 Read the dialogue and ask the questions: (P.48)
(1) What is Liu Yun’s hobby?
(2) What is her mother’s hobby?
(3) What is her father’s hobby?
(4) What is Slice’s hobby?
(5) What is her sister’s hobby?
6 Finish writing the questions.
7Teach Ss how to write the four-skill sentences .
Pronunciation
4 Consolidation and extension
Let’s play
Do the Exs of the activity book
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