谁知道标准初中英语教案怎么写
A. 谁能给我一个全英文的初中优秀教案范文 要全英的 规范的教案
Teaching Plan
Be Careful with Numbers in Listening
Class: Class 12, Senior Two
Date: May 16,2007
Teacher: Ni Yazhen
School: Zhi Yuan Senior High School
Teaching Material: P75 S2B Oxford English;
Additional material(The new Star Wars movie, Be Careful with Numbers)
Teaching Objectives:
Knowledge objectives:
To enable students to listen and complete some exercises
Ability Objectives:
To encourage the students to have basic skills of listening.
Emotion objectives:
To cultivate the cooperation through peer interaction
Teaching aids: Multi-media
Teaching and learning method: Guiding for learning
Teaching Proceres:
I. Presentation
Today we’ll have a class on listening practice “Be careful with numbers in listening”: First we’ll play a game. Then, we’ll practice.
Lead-in A game on number
II. Performance:
Quick and accurate response to numbers is very important in daily communication. Telephone numbers, addresses, prices, temperatures, time and dates all closely linked with the use of numbers .Besides, numbers also play a very important part in broadcast programmes such as reports Now let’s listen to some advice from experts.
Task 1 Be Careful with Numbers (Play the recorder Twice)
Indivial work→pair work(check the answer with your partner)→Group work(Underline the important sentences. e.g.
The differences between million and billion, “-teen’s” and “-ty’s” are …..
“Seventeen point five million.”…)Whole class read the key sentences.
Well-done!
Numbers are all around us. Let us practice with numbers and learn to be good at numbers.(First read out the following numbers… Watch the screen)
Task 2 Listen to some statements about the brief history of films and TV.
First check the answers in groups. If you have different opinion , please raise your hands.
Judgement: (First students give themselves a judge. Then teacher does it)
It seems no challenge. Now, We’ll do challenge exercise. So pay special attention to the numbers in the passage and select the correct answer from the choices listed below.
First teach the students new words in listening material.
Then ask students to read out the numbers in Star Wars.
III. Promotion: Challenge exercise Star Wars
Listen to the tape twice →Check the answers
IV. Conclusion: What we learned today is “Be careful with numbers in numbers.”
Remember the following points when you are doing listening tasks:
1. Take great care with the spelling of names and with addresses and phones numbers, prices, time and dates...
2. To find the right answer, you may need to do simple calculations or combine two sets of data.
3. Listen carefully for words and phrases such as these:
half / twice as expensive as…
it’s shorter / cheaper / quicker than…
the lightest / heaviest / newest
not as long / cheap / good as…
Some useful abbreviations and symbols for note taking( See PPt.)
V. Assignment: 1.Review P6-7 –Filling in forms P43– Working with numbers
2.Collect some information on listening skills
Teaching Plan
Be Careful with Numbers in Listening
Class: Class 12, Senior Two
Date: May 16,2007
Teacher: Ni Yazhen
School: Zhi Yuan Senior High School
Teaching Material: P75 S2B Oxford English;
Additional material(The new Star Wars movie, Be Careful with Numbers)
Teaching Objectives:
Knowledge objectives:
To enable students to listen and complete some exercises
Ability Objectives:
To encourage the students to have basic skills of listening.
Emotion objectives:
To cultivate the cooperation through peer interaction
Teaching aids: Multi-media
Teaching and learning method: Guiding for learning
Teaching Proceres:
I. Presentation
Today we’ll have a class on listening practice “Be careful with numbers in listening”: First we’ll play a game. Then, we’ll practice.
Lead-in A game on number
II. Performance:
Quick and accurate response to numbers is very important in daily communication. Telephone numbers, addresses, prices, temperatures, time and dates all closely linked with the use of numbers .Besides, numbers also play a very important part in broadcast programmes such as reports Now let’s listen to some advice from experts.
Task 1 Be Careful with Numbers (Play the recorder Twice)
Indivial work→pair work(check the answer with your partner)→Group work(Underline the important sentences. e.g.
The differences between million and billion, “-teen’s” and “-ty’s” are …..
“Seventeen point five million.”…)Whole class read the key sentences.
Well-done!
Numbers are all around us. Let us practice with numbers and learn to be good at numbers.(First read out the following numbers… Watch the screen)
Task 2 Listen to some statements about the brief history of films and TV.
First check the answers in groups. If you have different opinion , please raise your hands.
Judgement: (First students give themselves a judge. Then teacher does it)
It seems no challenge. Now, We’ll do challenge exercise. So pay special attention to the numbers in the passage and select the correct answer from the choices listed below.
First teach the students new words in listening material.
Then ask students to read out the numbers in Star Wars.
III. Promotion: Challenge exercise Star Wars
Listen to the tape twice →Check the answers
IV. Conclusion: What we learned today is “Be careful with numbers in numbers.”
Remember the following points when you are doing listening tasks:
1. Take great care with the spelling of names and with addresses and phones numbers, prices, time and dates...
2. To find the right answer, you may need to do simple calculations or combine two sets of data.
3. Listen carefully for words and phrases such as these:
half / twice as expensive as…
it’s shorter / cheaper / quicker than…
the lightest / heaviest / newest
not as long / cheap / good as…
Some useful abbreviations and symbols for note taking( See PPt.)
V. Assignment: 1.Review P6-7 –Filling in forms P43– Working with numbers
2.Collect some information on listening skills
Teaching Plan
----Yang Xuefen
Content: Unit 4 He said I was hardworking. <<Go For It>>, Grade 8(Ⅱ)
Time: March 12th, the 1st period,
Place: Class 6, Grade 8
Teaching goals:
11. Knowledge goal:
1. Vocabulary: hard-working, be mad at, not---anymore
2. Patterns: What did Marcia say? She said she was she was having a party for Lanna.
22. Ability goal:
Learn to report what someone said correctly
33. Moral goal:
To teach students not to report wrong message or they may cause trouble.
To be an honest and good kid, report what someone said correctly.
Teaching aids: multi-media
Teaching proceres:
Step 1: Leading in by free talking with the students: Ask several Ss what they are going to do after school .Write their sentences on the Bb.
How are you? How is your mother?
What are you doing? What is your mother doing?
What do you do in the morning? What about your mother?
What are you going to do after school? What is your mother going to do after work?
I’m fine. My mother is fine.
I’m having a class. My mother is working.
I have lessons in the morning? My mother works in the morning.
I am going to play sports after school My mother is going to cook after work.
Step 2: Pre-task
T: Now I’m going to report what xx said to you: xx said he was fine. And he said his mother was fine, too. He said he was having a class and his mother was working. He said he had lessons in the morning and his mother worked in the morning. He said he was going to play sports after school. He said his mother was going to cook after work.
Step 3: While-task
1. Observe the sentences on the blackboard, find out what is different in my report
He/ She said--------.
4. SBp26/1a: Write the words soap opera on the board. Point to the picture and ask students what they think a soap opera is. Point out the TV screens in the picture. Ask one student to read what the person says in the first picture .Then ask another student: What did she/he say? Help to answer: She/He said she/he was having a surprise party for Lana on Friday night.
6. Repeat with the other pictures.
SB Page 26 , 1b . Listen and Number the pictures.
SB Page 27 , 2a & 2b .
1. Ask some indivials to read these sentences.
2. Play the recording .Ss circle their answer.
3. Check the answers.
Step 5: Grammar Focus
1. Review the grammar box. Ask Ss to say the statements.
2. Explain: In each case, the direct speech talks about present situations and the reported speech talks about past situations .
Step 6: Practice:
1. Pass on What MsYang said one to another, then the last one tell the whole class:
I love my students. Ms Yang said she loved her students.
I can speak English. Ms. Yang said she could speak English.
I want to be a writer. Ms. Yang said she wanted to be a writer.
I am playing games with my students. Ms. Yang said she was playing games with her students.
2.
What can you do? What are you going to be when you grow up? How are you going to do that?
----------
Report: xxx said he/she could---. He/She was going to be a/an----. She/ He was going to----
Xxx said ------
I hope -----
Step 7: Homework
Grammar Focus
Section A
Step1 Lead-in
1. Ask students: What year is this year?
2. Show students the picture of twelve animals in Chinese horoscope, and tell them different namesTell them this year is in the year of the Rat.
3. Ask students:
How old are you? When were you born? (What year were you born in?)
What is your animal sign?
What characters do you think it has?
4. Ask students: What month were you born in? (review twelve months in a year)
5. Tell students that everyone in western countries has his or her own star sign.
(T: We know that animal signs are very popular in Chinese culture, we are familiar with them. But people in western countries have their own star signs according to the birth month. It can tell you something about your abilities, talents and special qualities.)
Step 2 Welcome to the unit
1. Show students the picture of star signs. “How much do you know about them?” Let students guess different star signs. (can be in Chinese)
2. In the West, people use some creatures to represent the star signs. Can you tell me their names? Teach students new words.
3. Look at the pictures and read the new words after the teacher.
4. Let students finish Part A on P7 and check the answers by reading the names.
5. Some more exercises to see if students have known the star signs.
(1) Show students 6 pictures and name the star signs.
(2) Play a guessing game: fill in the blanks by using the names of the creatures.
6. Tell students there are 6 more star signs and let them guess what they are represented by using the 6 pictures in Part B on P7.
7. Check the answers to Part B.
Step 3 Oral practice
1. Ask students: When is your birthday? What is your star sign?
2. Show students the twelve star signs and let them point out their own star sign in both English and Chinese. Ask the students to try to remember their own star sign.
3. Pair work: Let students ask and answer in pairs.
Step 4 Comic strips
1. Are you interested in star signs? So are Eddie and Hobo. Listen to their conversation and repeat it after the tape.
2. Ask students some questions to see if they have known the dialogue.
(1) Who brings Eddie the newspaper?
(2) What does Hobo ask Eddie to read? Why?
(3) What do Eddie’s stars say?
(4) What happens to Eddie’s breakfast at the end of the story?
3. Let students read the dialogue by themselves (or practice in pairs)
4. Do some more exercises after reading and check the answers together.
5. What do you think Hobo’s and Eddie’s star signs are?
6. Oral practice:
Try to act out this dialogue in pairs
Ask the students to make a new dialogue by adding their own ideas.
Step 5 Homework
1. Remember the star signs.
2. Make up a new dialogue about star signs.
3. Try to find out how many classmates are under the star sign as you.
Step 1 Revision
1. Finish some exercises.
2. Review the star signs: look at the star signs and name them. Read together after the teacher.
3. Guessing game: (Test who has the best memory) Teacher will say the Chinese name of the star sign; students try to find out the right picture and say the name in English.
Step 2 Lead-in
1. Free talk:
(1) What is your star sign?
(2) Can you tell me something about yourself? ( abilities, special qualities, characteristics)
(3) How many students are under the same star sign as you? (Yesterday’s homework)
(4) What are they like? (clever, kind, generous, hard-working, brave, patient, polite….)
(5) Do you share similar characteristics?
(Let students speak out as many adjectives about characters as possible.)
2. Do you know these words? They are also used to describe people. (Teach the new words, and finish Exercise B on P10.)
3. Read the new words after the teacher. Then let students read the sentences by themselves.
4. Do some more exercises to see if students have known all the words’ meanings.
Step 3 Reading
1. T: It’s said that star signs can represent a person’s characteristics. Let’s check if it is true. Please listen to the tape and learn something about them.
2. Reading task 1: After listening to the tape, do “T” or “F” questions.
3. Reading task 2: Ask students some questions to check if they have known the main idea, with the books open.
(1) Is Aries lazy?
(2) Which star sign likes saving money?
(3) Does Sagittarius like telling jokes?
(4) Which star sign has the best imagination?
(5) If your birthday is on 13th September, what is your star sign?
4. Make students read the article passage by passage and try to find out the adjectives to describe people’s characteristics with the picture of each star sign. (Esp. their own star sign)
T: Whose star sign is Aries?
When is your birthday?
What characteristics do you have/ do this star sign have?
Aries: energetic, active, impatient, selfish
Taurus: stubborn, hard-working, patient
Gemini: curious, clever, outgoing
Cancer: kind
Leo: strong, confident, generous
Virgo: modest, practical
Libra: polite, fair, elegant
Scorpio: powerful, silly
Sagittarius: humorous, lucky
Capricorn: successful, patient
Aquarius: kind, wise, strange
Pisces: generous, kind, gentle, easy-going, creative, imaginative
5. Discussion:
What is your star sign?
Do you have the same characteristics as the star sign says?
Do you think what the star signs say about people are facts?
-- So we can have a conclusion: What the star signs say about people are not facts. We can just learn about star signs for fun.
Step 4 Some More Exercises
1. What are your characteristics?
Write a short description of your own characteristics.
2. Then show your description to your partner.
3. Discuss with your partner whether or not you agree with each other.
Step 5 Homework
1. Read the passage three times.
2. Remember all the adjectives which describe a person’s characteristics.
Step 1 Revision
1. Ask students some questions while showing Picture 1.
(1) How many star signs are there in a year?
(2) How do you know your star sign? What decides your star sign?
(3) Do the people under the same star sign share similar characteristics?
(4) What characteristics do the people under your star sign have?
2. Explain the language points while answering the above questions.
1) A year is divided into 12 different star signs.
2) Your date of birth decides your star sign.
3) People born under the same star sign share similar characteristics.
3. Ask more questions about Reading
1) Which star sign doesn’t give up easily?
2) Which star sign loves peace and doesn’t like to argue with others?
3) Which star sign is suggested to forgive others for their mistakes?
4) Which star sign likes to dream about everything?
4. Teach the language points by answering the above questions.
(1) You are patient and do not give up easily.
(2) You love peace and do not like to argue with others.
(3) Sometimes it is silly of you not to forgive others for their mistakes.
(4) You like to dream about everything.
Step2 Group work
1. Show students some pictures and passages about some famous people. Let students guess what star signs they are?
2. Finish Part C2 on Page11, and then check the answers.
3. Discussion:
What kind of friend do you like to make? (Why?)
What is his/her star sign?
(Let students talk about his or her own characteristics and his or her friend’s.)
4. What star signs are suitable for these jobs? Why?
Step 4 Conclusion
What star signs say about people are not facts.
We should work hard to make our dream come true.
Step 5 Homework
1. Read the passage again and again. 2. Do some exercises.
B. 初中英语教案怎么写
1.教学目的。所谓教学目的是指教师在教学中所要达到的最终效果。教师只有明确专了教学目的，才能使“教属”有的放矢，使“学”有目标可循。教学目的在教案中要明确、具体、简练。一般应选定1～3个教学目的。
2.教学重点和难点。教学重点和难点是整个教学的核心，是完成教学任务的关键所在。重点突出，难点明确，有利于学生掌握教学总体思路，便于学生配合教师完成教学任务。
C. 初中英语教案的模式
在此 提供一范例 unit 7 What does he look like ? Period1 I.教学目标：1.知识目标：
1).单词： hair, curl
y，straight, height, tall, medium, thin，heavy，build ,beard，glasses, blonde, 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。
II.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。
III．教学难点：掌握描述人物外貌的方法。
IV. 教学设计：
Step1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?
Step2 Presentation (SectionA1a/SectionB1a)
引导学生熟悉有关描述人的外貌特征的词
1.三个漫画人物教有关height 和 figure 的单词。然后用三个人操练“What does he look like?”注意be 动词的用法。
2.一个cartoon girl 教身体的各部位。（ear, face, hair, eye, nose, mouth）
3.Touch your body(nose etc), 接着操练“What does she look like?”最后是 hair,注意has的用法。
4.4 pictures 来教有关头发的词汇,注意has的用法。连着教a beard, a moustache, glasses, wear.
5.Drill: Let’s design the new look for George Bush. 操练“What does he look like?”(以一种比较滑稽的手法让学生巩固本课的词汇。)
Step3: Practice (B1a, A1a)
1.Finish P44, B1a.
2.学习课本的第一部分P41,1a先看图片，然后搭配图片和相关的外貌特征的词。
Now please look at P41, Use the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can use some letters more than once. Point out the sample answer. (Keys: c, f, a, a, d, h, e, b, g, e)
Step4: 听力练习Listen 1b．
(Look at their books Listen and fill careful1y).
Listen carefully and fill in the blanks and find Amy’s friend? We will listen twice．The first time, just listen．The second time，listen and fill in the blanks．And say Amy’s friend’s look．( He's really tall．And he has curly hair.)
Step5: Practice (1c and 3b )（因为用的目标语言作用差不多，训练的侧重点在3b）
1. Ask two students to read the sample conversation to the class. Then ask the class to point to the girl in the picture who has long hair and a medium build.
2. Make a dialogue with a student. And ask the student to point out the person you described. Then
Ss practice the dialogue in pairs.
3.(3b) 1).A 同学把名字填在图里的每个人旁，B同学通过问问题找到这个人。
2). Act the dialogue.
3). Finish the form.(任选三个人来完成这个表格。)
is
has
Paul
Cathy
Yujie
(让学生自主发现用is 和has 的区别来突破本单元难点，最后终结陈述他们的用法。)
Step6： make sentences (Section B 1b)
1.(1b) 配四幅图连线 说句子 Hanhong wears glasses. …
2. 学生拿出自己搜集的著名音乐家或演员等的图片说句子。
Step7: describe(shelfcheck3)
1．播放一个如何描述别人的视屏。
2．让学生描述shelfcheck3（先在小组内，然后推人汇报，让全班同学听，评价）。
Step7： a guessing game （SectionB2c）
1.小组内pairwork .Asking and guess who is my favorite musician，actor and athlete．
2.猜李永 潘长江
全班同学分为两组，每组选出一名同学作为组代表到黑板前面来，这两位同学面向其他同学，背向黑板，不许回头。老师将两幅名人图片粘到黑板上或打在屏幕上等，然后分别请这两组同学向本组的组代表描述本组图片上人的外貌、工作（第四单元知识点）或其他相关情况，让本组的组代表最快猜到本组图片上名人是谁的小组获得胜利。在游戏过程中注意：描述的同学每人只能描述一次，并且只能描述一句，并尽可能多的描述人物外貌，在很难猜出时，可以描述工作或其他相关情况。
目的：巩固这节课所学知识，培养和提高学生语言的综合运用能力及其概括与推理能力。在描述的过程中可以谈论“他/她是做什么工作的”，这样还可以复习第四单元的内容。
Step8 homework
1．Describe your family member and draw a picture of him/her.
2．预习P42.P43.P46生词和P43/3a部分。
D. ★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。
E. 初中的英语教案一定要有板书设计吗一份合格的标准教
一. 教材分析
1. 教材的地位与作用:
第一册第七单元第一节.本单元围绕着Animal这一交际题目，从多角度场景进行具体训练。本单元实质是上两个单元的延续和拓展。上两单元是Popular Pets和Animal Care本单元是Big Animal它由近及远循续渐进地展示了有关动物的信息，从而自然地过度到初步认识和运用形容词比较级和最高级。为下后面初步学习比较级和最高级用法做了铺垫。本节是本单元的听说课，也是后三节课的基础。它围绕着询问动物的高矮胖瘦进行各方位的操练，从而突出的本课重点词句的用法。
2. 教学目标：
知识目标：
1.掌握单词：dinosaur whale giraffe weigh
2.掌握句型：The dinosaur is 7 meters high.
Whales can weigh over100 tons.
能力目标：
较熟练的用最简单的英语介绍Big Animals。
德育目标：
教育学生爱护动物与动物和谐相处
确立教学目标的依据：
根据英语教学大纲的规定，通过听、说、读、写的训练，使学生获得英语基础知识和初步运用交际英语的能力。现阶段外语教学只有进行素质教育，才能跟上时代的步伐。因此，外语教学除了目的语素质教育，潜在的外语能力培养外，还要进行智力因素的培养和思想素质的培养。
3.重点与难点：
重点：Listening and speaking
难点：Improve listening and speaking
确立重点难点的依据：
根据英语教学大纲要求及本课在教材中所处的地位和作用
二. 教材处理：
针对中国学生初学外语时，存在一定语言障碍的实际情况，教师首先给学生创造外语语言气氛，引导学生踊跃参与语言实践活动，使学生身临其境，从而既大大激发了学生的学习兴趣，以让学生在不知不觉中运用外语知识，巩固外语知识。
三. 教学方法：
通过“五步”法，精讲巧练，由易到难，以旧导新，循环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的活动。
四. 教学手段：
用挂图、简笔画、录音机等手段教学，增加直观性，趣味性。加大课堂密度，提高教学效果。
五，教学程序：
1.新课导入：
到目前为止，学生已学过询问有关宠物和爱护动物的日常会话。教师结合教授内容与学生进行下列对话：
T: what do you see in the pictures ? S: ……….
T: Where they live? S:………..
T: what do they eat? S:….
T: How do they look like?
然后请男、女生各一位到前面来，教师与这两位同学对话。继而向全班发问，（根据本课所教的内容的特点，教师带领学生不知不觉进入角色进行实际操练 ）导入正课。
2.新课讲解：
通过一幅色彩逼真，形象生动的图画。引起学生强烈的配音问欲望，教师稍加点拨，课文第一部分的两幅画的学习在轻松愉快的气氛中反复演练。然后打开录音机，让学生听听清翠，婉转的鸟鸣及动物的各种叫声，激发出全体学生的兴奋点和好奇心，鼓励学生根据画面的内容通过free talk 进行知识拓展。然后让学生听录音，复述听到的内容，再完成预习卷的听力填空，从而达到训练听说的能力。
英语教学，利用多种手段辅助教学，生动、鲜明，课堂气氛活跃，充分调动了学生参与语言实践的积极性、高度集中了全体学生的注意力。达到了教育教学的目的。培养了学生思想素质，情感素质和英语语言素质。
3．语言实践：
为了让全体学生都积极参与语言实践活动，提高45分钟的学习效率，利用in pairs, act in pairs ,in row, in team, Boys ask Girls answer.等多种方式操练巩固，使学生始终处于积极思维状态，全方位、多角度、培养学生运用英语的能力。
4.反馈练习：
通过巩固卷练习，教师可以了解各层次学生对本节课掌握的程度，以便随时调整教学活动。反馈练习的选择要面对全体学生，由旧知识到新知识，由简单到稍难，使学生在不知不觉中把新学的知识加以巩固。
巩固卷题样：单项选择
( ) 1. The spring is coming. And the days are getting ________ .
A. longer and longer B. long C. shorter
( ) 2. The dinosaur is 7 meters .
A. high B. long C. longth
( ) 3. Don’t be sad. Look up! The sun is ________ in the sky.
A. highly B. tall C. high
( ) 4. Penguins can’t move very fast ________ .
A. on land B. on the land C. in the land
( ) 5. Whales can weigh 100 tons!
A. less B. more C. over
( ) 6. Dinosaurs weigh than elephants.
A. less B. more C. little
( ) 7. do it weigh?
A. How many B. How often C. How much
( ) 8. My pen is the same yours?
A. for B. to C. as
( ) 9. An “Argentina Lizard” is than a T-rex.
A. less dangerous B. as dangerous as C. more dangerous
( ) 10. ________ and animals are living things. Water is very important for them.
A. Plant B. Plants C. Planting
5.归纳总结：
课堂教学中的归纳总结，应尽力引导学生自己完成，先叫一名学生总结本节的重点。然后，让其它同学补充，随后教师点拨。这样既培养学生总结概括的能力。又强化了重点难点的记忆。师生共同整理扳书。使重点一目了然。
6. 扳书展示1.掌握单词：dinosaur whale giraffe weigh
2.掌握句型：
The dinosaur is 7 meters high.
Whales can weigh over100 tons.
六．家庭作业
（1）.Revise the language points of Lesson One.
(2).Preview the new words, expressions and patterns in Lesson 2.
F. 初中英语教案范文有没有全英文的
网上有好多的，例如：初中英语教案范例
Unit 1
Where’s your pen pal from?
Language goal
1.Function: . In this unit students learn to talk about where people are from.
2.Vocabulary: Canada ,France, Japan the United States, Australia, Singapore,
The United Kingdom, China
3.Target language:
Where is your pen pal from? /she is from Canada.
Where does she live? /She lives in Toronto.
What language does she speak? /She speaks English and French.
4.Structures Where questions /What questions
Key Points Where questions /What questions DifficultiesThe names of different countries/The languages of differentcountries/The differences of “be” and “do” in the sentence.
G. 初中英语教案
七年级英语《Unit 3 How do you get to school SectionA（1a-3c）》教案
第一课时Section A (1a-2e)
LearningGoals:
Inthis lesson, the students will talk about how to get to places with suchpatterns as: How do you get to …? I take the …/Iget to …by… Talk about time and distances with Howquestions. Listen for vehicles and numbers.
Teaching and learning steps:
Step I. Pre-listening activities
1. Preview
Askthe Ss to translate the following Chinese into English. First ask the Ss to putthem into English orally。 let them write English downwithout looking at the textbooks.
1.乘火车________ 2.乘公共汽车 _____________
3.乘地铁___________ 4. 骑自行车_________
5.步行____________ 6. 一百零五________
7.某人花费时间做某事__________
Ask the Ss to translate the followingsentences.
（1）--你怎样到学校？
--我骑自行车。
__________________________________________________________________________________________________________________________________________
（2）--玛丽怎样到学校？ 她乘地铁。
__________________________________________________________
（3）--从你家到学校有多远？大约10公里。
__________________________________________________________
（4）--需要花费多长时间？大约15分钟。
__________________________________________________________
（5）--我不确定。
__________________________________________________________
（6）--乘公共汽车大约需要20分钟。
__________________________________________________________
（设计说明：预习体现了以学生为中心的思想，强调学生的参与、体验、感知、实践和交流，以学定教。）
3. Lead in
Whattime do you get to school?
How do you get to school everyday?
How many transportations（交通工具） do you know? What are they?
OK, let’s come to the newwords.
(设计说明：导入联系所学的内容，从真实的语境出发，激发学生兴趣，使学生自然而然地进入新课的学习。）
4. New words
(1)Teacher checks the Ss’ pronunciation.
(2)Can you say?
Words:
phrases:
(设计说明：检测学生对单词的预习情况，纠正发音，便于以学定教。）
(3) 1aMatch the words with the pictures.
4. Sentences
A: How do you get to school?
B: I ________. / I get toschool by _____.
探究：
一、--How do you getto school?
--I ride my bike.
1. 询问去某地的交通方式用疑问副词______,
询问他人身体状况也可以用_____
2. get to school意为____________
get to 意为_____,get to + _____
但是后跟副词时，则省略_______
二、观察句子，总结规律。
I take the bus to school.
I get to school by bus.
take the +交通工具= ____ +交通工具“ 表示乘坐某种交通工具”
骑自行车____________________=___________________
步行______________ =__________________
(设计说明：句子的学习先以口语的输出为主，让学生能熟练的表达。然后让学生自主探究，完成学习任务。教师点拨，再进一步深化。）
StepII. While-listeningactivities
(1) Listenfor the general idea of 1b.
Thegeneral idea of the conversation is about _______
A.where they live
B.how they get to school
C.the distance from their homes to school
(2)Listen for the specific ideas of1b.
1b1 Listen andwrite the numbers to the correct students inthe picture above.
1b2 Complete thedialogue according to the tape.
Boy;How do Bob and Mary _______ to school?
Girl;Bob takes the _________ and Mary takes the subway.
Boy;How ______ John get to school?
Girl;He takes the ___________.
Boy;How _______ Paul and Yang Lan get to school?
Girl;They _______.Look, there they are now!
Boy;Does Jim _________ to school?
Girl;No, he doesn’t. He _______his bike.
(3)Listen forthe general idea of 2a.
The general idea of this part is about__________
A.some numbers
B.some ways to get to school
C.some places
(4)Listen for the specific ideas of 2a.
2aListen and repeat. Then write the correct number next to the word.
2b Listen andcomplete the chart.
(设计说明：本部分的内容重在培养学生们听大意和关键信息的能力。数字听写是难点。)
Step III. Post-listening activities
Pairwork：
A: How do you get to school?
B: I …
A: How long does it take…?
B: It takes …
A: How far is it from … to …?
B: It’s about …
(设计说明：本部分重在培养学生们口头表达的能力，同时引导学生更好地内化语言知识。让学生在用中学，在用中掌握。)
Step IV. 2e
1. Read 2d and answer the questions.
(1)Does Scott have an interesting job? Why do you think so?
(2)When does she get up? Does she get up in the morning or at night?
(3)When does she eat breakfast?
2. 知识点拨
一、 I ride it to school every day.
我每天骑车去学校。
to 意为_______,后跟地点名词。
（1）我开车到学校。
I drive thecar ___ ________.
（2）他们坐火车去北京。
They take thetrain _____ ________.
二、 How long does it take you to get to school?
你到学校要用多少时间？
It takes sb. some time to do sth是固定用法意为___________
How long 意为____________
若对时间段提问要用___________
练一练：
我花了半小时做作业。
It ______me half an hour___ ________homework.
It takes me 15minutes to get home.
______ _______ does it ______ you_____ get home?
3. 听录音跟读，模仿语音语调。
4. Role-play
Role-playthe conversation in pairs. Then go to the front of the classroom and perform itto the whole class.
Step V. Exercises: the end-of- classtest
一、对划线提问
1. He takes the bus to get to school.
_______________________________
2. It＇s about 10 kilometers from home to school.
______ ______ ___it from home to school?
3. It takes 15 minutes to get to school.
______ ______ ______ it _____to get to school?
4. It takes me about 20 minutes to get toschool.
_______ ___________it take you ______ ______ to school?
二、根据要求完成句子。
1. She gets to school on foot. (同义句)
She ________to school．
2. He gets to school by bike. (同上)
He ____his____to school．
3. It takes us 20 minutes _________(walk) home.（用所给单词的适当形式填空。）
4. How long does it take you _____________(watch)TV?（(同上)
5. The bus ride _____ ______ _____ _____( 花费大约20分钟）.
（设计意图：通过检测学生的学习情况，有助于以学定教。）
Step VI. Homework
1.Read 2e after the tape and recite them.
2.Preview section B.
希望能够帮到你，祝你学习进步，生活愉快！
H. 初中英语实习教案怎么写啊，谁知道，就那种学
编写教案来要依据教学大自纲和教科书。从学生实际情况出发，精心设计。一般要符合以下要求：明确地制订教学目的，具体规定传授基础知识、培养基本技能﹑发展能力以及思想政治教育的任务，合理地组织教材，突出重点，解决难点，便于学生理解并掌握系统的知识。恰当地选择和运用教学方法，调动学生学习的积极性，面向大多数学生，同时注意培养优秀生和提高后进生，使全体学生都得到发展。
I. 初中英语教案范文
八年级下英语Unit6 Section A(1a-2c) 第一课时
学习目标；1.掌握本课的单词
2.能用新句型进行对话，了解完成时态的用法。
3.培养学生们的交际能力，以及相互帮助和合作的能力。
学习重点； 1.现在完成时态的构成及用法，标志词.
2.have /has been and have/has gone 的区别.
预习任务；
任务一：自主完成以下词汇
收集___________ 贝壳____________ 一双 __________ 溜冰鞋 ________ 自从____________-
马拉松赛跑 ___________ 一双溜冰鞋 ___________在马拉松赛中_______________
任务二：自主预习1b,2a,2b的听力
1；译一下的句子I’ve been skating for five hours.
I skated for four hours.
2;以上两个句子有什么区别_________________
3;拓展练习
a. 自从八点开始，我就已经滑冰了。____ ______________________
b. 我读过这本书._________________
c. 我收集贝壳已经两年了。_________________________________
4;自主区别for /since用于现在完成进行时的用法__________________________
任务三：how 的相关词组:
How____多少（钱） how ____多少(人)
How_____多远 how ____多久一次
How____多大 how ____ 多久以后
任务四：自主归纳现在完成时态的构成及用法，标志词
构成；______________
标志词;_________________________ （1）
用法; ________________________________ _________________
预习质疑；在预习中那些地方不明白或不理解
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