初三英语总复习教案
一、目标再现
1．学习现在完成时态的构成以及与现在的关系和对时间状语的要求，以及现在完成时的陈述句形式和疑问句形式及其简略答语是本单元的教学重点。要求学生能初步运用现在完成时态谈论一些过去发生的动作对现在造成的影响，掌握过去分词的构成。
2．能够熟练运用本单元有关“借物、寻物”的交际用语，正确运用Have you got…？和Do you have…？及其简略答语。
3．掌握本单元的单词和短语，特别是used to，pay for，think of等用法。
4．利用阅读课文来培养学生的阅读理解能力和根据上下文判断生词词义的能力，并逐步提高对学生阅读速度的要求。
5．要求学生能用自己组织的语言，对课文故事予以简述。
二、重点难点分析
本单元主要教学现在完成时态，围绕“The lost book”开展教学活动。学习了有关“借物和寻物”的交际用语以及到图书馆借阅图书及相关事项，着重使用了“Have you got…”这种句式，通过对话，教学了现在完成时态的用法和构成，重点分析过去某个动作对现在造成的影响或结果。学习了过去分词的构成和动词加ed后的读音，if引导的从句中时态的使用，同时还学习了一些同义词、近义词的用法与区别。
1、语言难点分析
ago 与before ago与before 是两个表示“以前”的概念的单词。在用法上，它们的区别是较大的。
1）ago和一般过去时的动词连用，表现现在以前的过去时间，它不能用于完成时态，例如：
Your friend was here a week ago, wasn't he? Of course he was.
before可以和完成时态连用，也常常与never连用，表示在早先或过去的某时间的“以前”。例如：
I never met him before. He's new to me.
下面以three years ago和three years before为例来进行比较。three years ago用于过去时态，表示从今天算起的“三年以前”；而three year before用于过去完成时态，表示从三年以前算起的过去。试看下面的比较：
A. I met him three years ago. We've been friends for 3 years.
B. I had met him three years before. I met you in 1992.
句A表示：“（从今天算起）三年前我遇见过他。”句B表示：“（从三年前追溯起）三年前我遇见过他一次。”
2) 另外before与ago单纯在形式上的区别是before可以单独使用，ago必须与别的表示时间的词连用。例如：
I have read it before. It is a very good novel.
I read it 3 years ago. But I can't remember everything about it.
例 Have you found the book？ Yes, I _____it five minutes_______．
A. have found, before
B. found, before
C. has found, ago
D. found, ago
解析 ago表示从现在算起的多少时间以前，用于一般过去式的句子中，before则表示从过去看的某时间以前或泛指以前，常见于完成时态。从本句的答语“我5分钟前找到的”中，可以判断是从现在算起的五分钟前，故选D。
full与fill
（1）fill v．把……填满，常与with连用。如：
Please fill the bags with rice. We've got to take them to the poor family in the village.
fill也可以表示状态。相当与 be filled with。如：
Smoke filled the room. = The room was filled with smoke．房间里浓烟弥漫。
（2）fill in填入、填写、塞满，如：
–Please fill in your telephone number and your name．
–OK, But may I borrow your pen?
–What shall I do if I want to find a job here?
–Fill in the application form．
（3）full adj. 满的，充满的。其结构是be full of=be filled with，如：
The basket is full of apples. = The basket is filled with apples．Enough for all of us.
The bag full of books is mine. Please carry it for me, It's too heavy.
lose与 miss
1)两者都表示“丢失”。lose的语气较强，含有丢失后不易找到；miss含有“发现丢失”之意。在很多情况下两者可换用。例如：
You said you have lost your watch. When did you miss it? 你说把手表丢了，你什么时候丢的？
2）lose通常用过去分词(lost)作定语或表语；而miss则用其ing形式(missing)作表语或定语。例如：
Is there anything missing (Is there anything lost) ?
Nothing, so far as I know.
on与about
二者都是介词，意为“关于，论及”等，一般情况下，二者可以互相替换，但二者有点区别：about常用于简单的或浅显的论述等，是一般用语，多用于讲故事，谈话；思考等；on多用于系统论述或专题讲演、论著等，具有学术性，如：
The teacher told us a story about Lei Feng. It's very moving.
He will give us a talk on the history of the Party.他将给我们做个关于党史的报告。come up with
come up with= find or produce (an answer)意为“提出，提供”，它是由动词和介词一起构成的短语动词。它的另一个意思是“赶上”。例如：
I hope you can come up with a better plan than this. 我希望你能提出个更好的计划。
We shall have to work hard to come up with them. 我们要努力工作，赶上他们。
类似的词组有：
catch up with come in for
pay for
pay for意为“给……报酬”，“付款”。常见句型有：(1) pay for+货物，(2) pay+名词／代词+for+物。例如：
How much did you pay for that book？那本书你付了多少钱？
I'll pay you five yuan for it．我将为此给你五元钱。
I'm afraid can't pay you anything for it．我恐怕不能为此给你任何报酬。
She used to be a Chinese teacher. 她以前是一位语文老师。
used to
used to意为“过去经常”，它只有过去式，用于各种人称的单、复数，表示过去存在的，但现在已经停止的情况或习惯，后接动词原形。例如：
They used to come on foot，but they don’t do that again. They often come by bus. 他们过去经常步行来，现在不了。他们经常乘车来。
used to是表示过去经常重复的动作。在表示过去的习惯时，used to是比较规则的习惯，它与would不太一样，would侧重于叙述过去的光景，used to侧重于和现在相对照。
used to的疑问形式和否定形式可以用助词did或自身形成构成。美国人多用助动词 did；英国人多用used to本身。如：
–Did you use to go there?
–Yes, very often./No, only seldom.
I used not to like Beijing opera, but now I’m very fond of it.我过去不喜欢京戏，但现在非常喜欢。
他过去不常抽烟。He didn’t use to smoke.== He used to smoke.
注意区分be used to所表示的意思是“习惯于……”，后跟名词或动名词，used是一个形容词。例如：
I’m not used to drinking．我不习惯喝酒。
She is used to running in the morning．她习惯早上跑步。
have got
I think I've got one．我想我有一个。
英语中表示“所有”用have，口语中常用 have got，其否定形式为haven't got，疑问形式为Have…got…？在美国英语中常使用don't have，Do… have…？例如：I've got a book about chemistry. = I have a book about chemistry．我有一本化学书。
He hasn't got an umbrella. = He doesn't have an umbrella．他没有雨伞。
–Have you got a pencil sharpener? = Do you have a pencil sharpener？
–Yes, here you are.
2、语法：现在完成时
注意与现在完成时态连用的几个副词：already；just，yet， ever，never等。already，just多用于肯定句，yet，ever，never多用于疑问句和否定句中。如：
I have already finished my homework．我已经完成了作业。
He has just had his meal. 他刚吃过饭。
Have you ever heard this song？你曾听过这首歌吗？
They haven’t left yet．他们还没动身。
We have never seen so beautiful flowers．我们从来没有见过这么漂亮的花。
三、习题精选（印发给学生）课堂检查辅导
初三英语单元过关自查练习（UNIT 1）
Ⅰ. 词汇练习
A. 词语释义（从右栏中找出与左栏意思相近的词语）。
( )l. return A. about
( )2. pity B. at the moment
( )3. think of C. in all places
( )4. everywhere D. ready to help others
( )5. ever E. give back
( )6. helpful F. come up with
( )7. now G. feeling sorry for someone
( )8. on H. at any time
B. 根据句意和首字母补全单词。
1. I'll meet s______ foreigners at the airport this evening.
2. Bruce made two s______ and put all of his books on them.
3. Please write your name, address and something about yourself on the f_____.
4. A: Are you often a______?
B: Yes, twice a year.
5. I met Mr. Green in the street in London o______ last year.
C. 用所给词的适当形式填空。
1. They haven't found the ____child yet. (lose)
2. I got up late this morning and what was ______(bad), my bike was broken on the way.
3. I think books can make people ______. (happy)
4. Jane came up with a good idea a few days ______. (late)
5. Mr. Green ______to get-on-line when he was young. (use)
6. John's hobby is ____ basket ball .(play)
Ⅱ. 单项选择
1. Granny looked for her book, but she couldn’t find it ______.
A. somewhere
B. everywhere
C. anywhere
D. nowhere
2.－When did you ______the book to the library?
－Yesterday afternoon.
A. borrow
B. lend
C. give
D. return
3. The man took away the dictionary but did not ______.
A. pay it
B. pay for it
C. cost it
D. spend it
4. English teachers often encourage the students _______ English aloud.
A. read
B. reading
C. to read
D. readed
5.－ ______he ever ______abroad ?
－No, never.
A. Did, go
B. Is, been
C. Has, been
D. Has, gone
6. How long may I ______ the history books?
A. keep
B. lend
C. borrow
D. return
7. She______ an English teacher.
A. uses to
B. used to
C. use to be
D. used to be
8. One day the librarian ______ an idea.
A. came up
B. came with
C. came up with
D. came up to
9. Now her lost books are usually______ the library.
A .returned
B .returned to C. paid D. paid to
10. My hobby is ______all kinds of coins.
A. to collect
B. collecting
C. to pick up
D. picking up
11. Can you ______who has lost the watch?
A. look for
B. look up
C. find
D. find out
12. My postcard is still on the desk. Why ______you ______it ?
A. have n’t, posted
B. didn’t, post
C. wasn’t posting
D. won’t, post
13. The man ____France will give us a talk ____his country.
A. from, on
B. of, in
C. of, about
D. from, of
14. He is too old to ______the name of that book.
A. pick up
B. think of
C. come up
D. fill in
15. Someone is knocking at the door. It ____my mother. It's time for her to be back.
A. can be
B. may not be
C. must be
D. mustn’t be
16. I don’t know where Mr. White has gone. You’d better ask ____.
A. else somebody
B. other somebody
C. somebody else
D. anybody else
17. When he saw a ticket on the ground, he stopped ____.
A. to pick it up
B. pick it up
C. to pick up it
D. pick up it
18. He says that he will ______to me in three days.
A. return the money
B. return back the money
C. get the money back
D. pay back the money
19. Father ______the city of New York three days ago.
A. leave
B. left to
C. left off
D. left for
20. Tom ______ there for 10 months since he ______ back to his hometown.
A. has lived, gets
B. has lived, got
C. lived, go
D. lived, has got
Ⅲ. 同义句转换
1. You can watch the football match after you finish your home-work. (同义句转换)
You______ watch the football match______ you finish your homework.
2.I have never heard such a piece of wonderful music. (同义句转换)
This piece of music is______ ______ wonderful piece I've ever heard.
3. May I borrow your bike?
____you ____your bike ____ ____ ?
4.When he was young, he worked on a farm, but now he doesn't.
He ___ ____ ____a farmer.
5. Her bike was lost, and my bike was lost, too.
Her bike was lost, and ____ ____ ____.
Ⅳ. 短文填空，一空一词。
A library is a collection (收集)of books. It ______ ______quite small or it may be large.
Libraries, both big ______small ones are for us to use. You may go to read books there. You may ______books from it.
There are a lot of story ______and other kinds of books in the library. You can borrow them
if you have a ______card. You must read _______many books as you can. It will be helpful. When you borrow a book, you must ______your card. The assistant writes a date in the book.
Then you can take it ______. But you must give it back to the library _______ the date. Ⅴ.补全对话
根据对话内容，在每个空白处填入一个适当的词，使对话完整，合乎情景。
A: Excuse me.
B: What can I do for you?
A: I want to 1 a book about art. But I can’t 2 the name of it.
B: 3 does it 4 like?
A: It has a lot of 5 pictures.
B: Is it thick or 6 ?
A; It’s not thick. It’s only 7 one hundred 8 .
B: I see. Please 9 a moment. I’ll go and 10 it out for you.
Ⅵ. 完形填空
A good dictionary is a very good tool(工具). It will tell you not only what a word means but also 1 it is used. A dictionary needs to be printed (印刷) again about every ten years. Languages develop and a good dictionary must show these new changes.
A new English dictionary will only tell you 2 most people use the language today. It will not tell you what is right or wrong. It may tell you the right time to use a word. If only many people use a word, a dictionary will either tell this or not list(编列) it. 3 dictionaries will tell you many interesting facts. If you type a word and the word is too long, look it up in your dictionary. All dictionaries show you 4 to break (分拆)a word. And they also 5 you how a word is spoken.
Every dictionary, of course, tells you what a word means. But some words, like “get” or “take”, may have dozens of meani ngs. In some dictionaries, the main meanings are often list first. The other newest meanings are listed last. So before you use your dictionary, you should always 6 the front part. This part explains 7 .
Some dictionaries also show you where a word comes 8 . Do you know that the word “brand (标记)” comes from an old word? This old word means “to burn”. This is because hundreds of years ago people burned their own names on tables or boats to show who 9 them. They also burned their names on their farm animals __10 they would not be stolen.
Your dictionary also has a lot of interesting facts in it. After you have learned to
use a dictionary, it can become your best useful book.
1. A. when B. where C. why D. how
2.A.how B. what C. why D. if
3. A. Every B. Some C. All D. Many
4.A.when B. where C. why D. which
5.A.say B. talk C. show D. write
6.A.see B. look C. watch D. read
7. A. how use it B. to use C. how to use it D. use it
8.A.into B. up C. by D. from
9. A. builds B. makes C. build D. made
10. A. when B. in order C. so that D. before
Ⅶ.阅读理解
A
What is a library for? Most libraries have books and other things to read. Many of them have things to listen to. Some libraries even have computers (电脑). Very few people would think of a library as a place to live in.
One library in New York City turned into a home for 250 people for several days. These were all people near the library. They moved into their library for a very special reason(特殊的原因). They slept on the floor. Why did the people move into the library?
The people moved into the library because the city wanted to close it to save （节省）money. These 250 New Yorkers loved their library. They didn’t want to lose it. So they moved in. They knew that the library couldn’t be closed if they were living
inside it. At last the city agreed to keep the library open, and the people all went home.
根据短文内容判断正（T）误（F）。
1. This story happened in the libraries in Australia.
2. The library almost closed to save the city money.
3. The library had 350 people living there.
4. The people in this story maybe like to read books.
5. A closed library would keep the people quiet.
B
We have a big well-equipped(配备完整的) library in our school. There is a librarian (图书管理员) in charge of(掌管) it. Students of the school may borrow books from the library but they may not lend them to others. Students may borrow three books at a time. They may keep the books for 2 weeks. If they do not return them on time, the librarian mustn’t lend any more books to them.
There are a number of rules for good behaviour(行为举止) in the library. Students should put back the books in their right places on the shelves. They should leave the magazines and newspapers in good order（顺序）. They should take the books carefully and keep them clean and don’t break them. Students may not ta lk or make any noise in the library. They should keep quiet when they are passing along outside the library. 根据短文内容，选择最佳答案。
6. How many librarians are in change of the library in the writer’s school?
A. Only one.
B. Two.
C. Many.
D. Three.
7. What’s the passage mainly about?
A. The duties of the librarian.
B. The rules of the library.
C. How long the students may have the library books.
D. Students can talk loudly in the library.
8. How many books can students borrow at a time?
A. One book.
B. Tow books.
C. Three books.
D. Four books.
9. When the students finish reading the magazines and newspapers, the should _______.
A. put them back in their wrong places
B. put them back in other places
C. put them back in right places
D. put them in any places
10. When the students are passing outside the library, they should ______.
A. keep clean
B. keep the books for two weeks
C. keep making noises
D. keep quiet
参考答案
Ⅰ. A. 1-8 EGFCHDBA
B. 1.several 2.shelves 3.form 4.abroad 5.once
C. 1.lost 2.worse 3.happy https://www.doczj.com/doc/951764714.html,ter https://www.doczj.com/doc/951764714.html,ed 6.to play
Ⅱ. 1. C 2. D 3.B 4. C 5. C 6. A 7. D 8. C 9. B 10. A
11. D 12. A 13. A 14. B 15. C 16. C 17. A 18. D 19. D 20. B
Ⅲ. 1.can't, until 2.the most 3.Can, lend, to, me https://www.doczj.com/doc/951764714.html,ed, to, be 5.so, was, mine
Ⅳ. may, be, and, borrow, books, library, as, show, away, before
Ⅴ. 1.borrow 2.remember 3.What 4.look 5.colour 6.thin 7.about 8.pages 9.wait 10.find Ⅵ. 1. D 2. A 3. D 4. B 5. C 6. D 7. C 8. D 9. D 10. C
Ⅶ. 1. F 2. T 3. F 4. T 5. F 6-10 A B C C D
四、布置作业
1、预习UNIT 2
2、完成初三英语单元过关自查练习（UNIT 2）
3、疑难摘要出来。
五、课后反思
初中英语教学案例（一） 嵩山中学乔东梅 Unit 10 I’m going to be a basketball player 一、背景 新目标初中英语教材采用任务型语言教学（TASK-BASED LANGUAGE TEACHING）模式，融汇话题、交际功能和语言结构，形成一套循序渐进的生活化的学习程序。具有很多优点，但由于学生认知水平的发展具有规律性和局限性，教师只有充分认识和掌握这种规律，并结合教学实际合理设计教学程序，充分发挥学生的主体作用，教学相长，才能使教学效果最优化。 二、教材分析 1．话题。 本课选取的是新目标（八年级上册）UNIT10 I AM GOING TO BE A BASKETBALL PLAYER 展开讨论的。 2．语言点。 “What are you going to be when you grow up? / I’m going to be …” “How are you going to do that? I’m going to …” 3．目标。 引导学生根据图片领会所要谈论的职业话题，启发学生的思维。 掌握谈论此类话题的基本句式、词汇。 使学生了解关于一些职业的名称如何用英文表达。 Step 1 Lead-in vocabulary teaching Show some pictures of famous persons. 设计思路：以讨论日常生活中学生比较感兴趣的明星，名人为话题，可以活跃课堂气氛，激发学生的好奇心，引出本单元的新单词。 Step2 Talk about “How are you going to do if you want to be …?” For example, “I want to be an English teacher, and I’m going to study English very hard.” Listen to the tape and match the items below. 教学思路：先引导学生学会谈论新的句型结构，为下一步的话题深入做铺垫。让一个学生到黑板前根据听到的录音材料内容连线，锻炼和检查学生根据所听内容完成任务的能力。 Step 3 Ask students to work in pairs. Then, get some pairs to act their conversations out. 教学思路：在生活中运用语言进行交际。激发学生们学习英语的好奇心、表现欲以培养语言学习的信心。暴露容易出错的问题和错误，以培养孩子细心做事的习惯，从而使他们的思维更加缜密。 Step 4 .First, let students listen and finish the listening task. Second, ask a student to make a r eport to check their answers. Finally, listen again and repeat the tape. 教学思路：做听力的训练，不仅培养了听的能力而且让新的语言点在听力材料中再现，从而加以巩固，实质上是变换语言输入的形式。 三、教后记。
1.创设情 境，激发学生探究欲望（Lead-i n） 我先通过实际生 活和学生问答，引出 本课的结构、功能。 几轮对话之后，教师在黑板上 写出两句被动语态的句子，让学生 自由讨论他们在家可以做的事情， 然后列出清单。 通过小 组合作，让 学生发现问 题，纠正问 题 2．布置任务，激励学生学会联系实际去运用被动语态 我在他们的训练 中反复强调主语在被 动句中的位置，引导 他们自己纠正错误， 认识到主动句中的主 语和谓语动词的关 系。 针对校规的一些内容，用 “Teenagers should be allowed to do...because...”or“Teenagers should not be allowed to do...because...”句型 来阐述自己的观点。 被动语 态落实到生 活中，更容 易接受，学 好。 3．操练 组织pairwork 学生通过家里的实际情况互相 沟通 让学生在 训练中熟练掌 握基本的被动 语态和带有情 态动词的被动 语态。 4．拓展针对实际情况进 行比较，开展讨论。学生在讨论中反复运用被动语 态的句型，然后结合实际不断产 出新的很多学生在小组中就校 规的几点规定展开讨论，比如说 “Students should be allowed to wear their own clothes at school.”有很多同学就不赞 成，他们认为“Students shouldn't be allowed to wear their own clothes．They should wear uniforms at scho ol.”句子。 学生在争论 时结合以前的一 些知识来解释原 因，各抒己见使被 动语态的句型得 到充分的练习，并 且能对现实提出 自己的见解。 5．辩论 在课堂的结尾， 我设计一个辩论赛， 辩题是：“Students should be allowed to bring mobile phones to school.” 学生分成两大组，每大组再分几 个小组。先小组讨论，然后将大 家的观点综合起来，由大组中的 小组分别发言，然后就对方的观 点进行反驳。 通过辩论拓展 学生的思维，培 养学生的语言 运用能力。使学 生能创造性地 使用语言，让学 生在说中学，灵 活运用所掌握 的句型拓展内 容
2018年新人教版初中英语九年级英语 全一册全套精品教案 Unit 1 How can we become good learners? 学习目标 认知目标： 1. Talk about how to study. 学会讨论各种学习方法和策略。 2. Find out your suitable learning methods. 找出适合自己的学习方法。 情感目标： 通过对学习方法的学习，培养学生用正确而科学的方法做事的能力，明 白“一份耕耘，一份收获”。 技能目标： （1）熟练掌握下列词汇：aloud pronunciation discover repeat note pronounce increase speed partner create active connect review knowledge wisely born attention （2）熟练掌握下列短语：work with friends ask the teacher for help read aloud look up practice pronunciation connect…with…pay attention to （3）掌握下列句型： How do you study English? I learn by working with a group. Do you learn English by reading aloud? Yes, I do. It helps my pronunciation. How can I read faster? You can read faster by reading word groups. How can I improve my pronunciation? One way is by listening to tapes. But whether or not you can do this well depends on your learning habits.
初中英语教学案例 扶风县召公初中田亚维 一、教学背景 本课是新目标初中英语的内容,它涉及到学生的生活实际和学习需求，培养学生的语言能力和学习能力。倡导“任务型"的教学途径,课本设计了许多具有实际意义的任务和活动,单元教学结构层次分明,落实任务性教学，其最终目的是培养学生听,说,读,写综合运用能力，吸引学生充分参与到课堂活动中来,从而提高学生的英语水平。 二．学情分析： 本节课主要是针对七年级下学期的学生的,要求学生能会使用英语来谈论日常作息习惯。从年龄特点来看，七年级学生好动，好奇,好表现,,希望得到老师的表扬,所以我在教学中抓住学生这一特点发挥学生的主动积极 性去激发学生学习的兴趣。学生在七年级上册里已经学习了一般现在时，也掌握了一些简单的句式,比如肯定句，否定句，一般疑问句和特殊疑问句的结构和用法。由于我们这儿的学生在进校时大部分的学生的基础不太好，所以我在教学时注意因材施教,关注每一位学生的学习过程. 三、教材分析 １.话题;本节课是新目标英语七年级下册Unit 2 What timｅｄo you go to scｈoｏl ？Sｅctｉon A （1a-——1c） 2。语言点: (1)．词汇：get uｐ go to schoｏl getｄressed ｂrush teeth ｅat ｂreakfast ｔaｋe a shｏwｅｒ. (2．).句型:A:Whａt tiｍe do yoｕusuaｌlyｇet ｕp ，Rick？ B:I ｕｓually gｅｔｕp aｔsｉx thiｒty 。 3不同时间段的表达法。 3。目标：（1）能简单谈论日常作息习惯. Ｉusｕａlｌy get uｐat sｉx ｔhirtｙ。
Unit 11 Sad movies make me cry. Language Goal 【语言目标】 Talk about how things affect you Knowledge Goals 【知识目标】 Key Words drive，friendship，king，power，banker，pale，queen， examine，nor，palace，wealth，grey，lemon，uncomfortable， weight，shoulder，goal，coach，kick，courage，pull， nod，agreement，disappoint Key Phrases would rather，drive sb.crazy/mad，the more…the more…， be friends with sb.，leave out，call in，neither…nor…， to start with，let…down，kick sb.off，be hard on sb.，rather than，pull together Key Sentences 1.The loud music makes me nervous. 2．Sad movies don't make John cry. 3．Money and fame don't always make people happy. 4．She said that the sad movie made her feel like crying. Key Grammar Learn to use “make＋sb.＋infinitive without to；make ＋sb.＋adj.” Ability Goals 【能力目标】 1.Develop listening，speaking，reading and writing skills by using the target languages. 2．Learn to talk about how things affect you by using “make sb.do sth.”and “make sb. adj.”. Moral Goals 【情感目标】 With the help of this unit's study，students should know that things affect our feelings.We should treat it correctly and be happy and active in our life. Teaching Time 【课时】 Five periods Period 1 Section A(1a－2d) Period 2 Section A(3a－4b) Period 3 Section B(1a－1e) Period 4 Section B(2a－2e) Period 5 Section B(3a－3b) & Self Check 本单元围绕情感的话题，通过学习让学生能够表达自己的感受。Section A通过谈论不同事物对情绪的影响，要求学生学习与情感有关的词汇，并通过听说读写逐步掌握make作使役动词的语言结构，学习掌握表达情绪和感受的形容词和动词，学习make＋sb.＋do sth.和
人教版英语九年级全一册电子教案设计 目录 Unit 1 How can we become good learners? Unit 2 I think that mooncakes are delicious! Unit 3 Could you please tell me where the restrooms are? Unit 4 I used to be afraid of the dark. Unit 5 What are the shirts made of? Unit 6 When was it invented? Unit 7 Teenagers should be allowed to choose their own clothes. Unit 8 It must belong to Carla. Unit 9 I like music that I can dance to. Unit 10 You 're supposed to shake hands. Unit 11 Sad movies make me cry. Unit 12 Life is full of the unexpected. Unit 13 We're trying to save the earth! Unit 14 I remember meeting all of you in Grade 7. Unit 1 How can we become good learners?
本单元围绕学习的话题，讲述了学习的障碍及对应的解决方法，对学生的学习有重要意义。Section A内容上侧重英语学习的方法，学生要学习、训练相关的语言内容和技能。学生要重点掌握并能熟练、正确地运用与学习主题相关的单词和各种表达学习方法的短语、功能及句型结构How do you study/learn…？I study/learn…by…How can I…？You can…by…；以及学会用“by＋v.－ing形式”结构来表达方式方法。Section B在Section A谈论英语学习的基础上，在话题上，从英语的学习困难及解决方案，拓展到优秀学习者的学习习惯；在语言上，巩固和丰富了与学习相关的话题词汇；在技能上，将听、说能力综合，突出阅读训练，由读促写；在策略上，引导学生关注优秀学生的学习方式，并借鉴运用；在情感上，鼓励学生面 对困难，积极探索解决方案，不断改进学习方法，提高学习效率。
九年级上册英语案例分析 一、教学目标：（1）学会询问别人近来的事情； （2）能从会话中获取交流的信息； （3）学会陈述所干的事； （4）学会为假期作准备； （5）学会有礼貌与他人交往； （6）能够正确的运用现在完成时来陈述。 二、教材分析 Unit.1 该部分有4个模块: 第一模块围绕Have you packed the beach towels yet? 这一话题展开口语(1a,1c);听力(1b)训练; 第二模块围绕 Talking about recent events 进行大量的听力(2a-2b),口语训练(2c); 第三模块继续围绕Talking about different chores这一话题展开口语(3b),和阅读(3a)训练;第四模块围绕the things you have to do this week进行列表并展开小组及个人活动. 三、教学重点和难点： （1）词汇：bathing ; suit ; bathing suit ; towel; water;
guidebook ; clean out ; refrigerator; garage; suitcase ; （2）句型：现在完成时的一般疑问句及其答语：Have you watered the plants? Yes, I have. Yes, have already watered them No , I haven’t. No. I haven’t watered them yet.. Has he packed yet? Yes, he has. Yes. He has already packed./ No, he hasn’t. No. He hasn’t packed yet. （3）语法：现在完成时的一般疑问句；already和 yet在现在完成时中的用法。 四、教具：多媒体和电子白板、录音机 五、教学步骤（teaching steps） Step1 Duty report Step2 1a Read the words and expressions of Unit 14 Step3 1a Play the PowerPoint and show the pictures of some things: the bathing suit; the beach towels ; the guidebook ; the umbrella; the suitcase ;the street map. Then ask students “What are the three most important things to pack when you go on a beach vacation? A city vacation ? ” Finally, check the answers. Step4 1b Listening First, listen and check the
Unit 1 How can we become good learners? Section A Period 1 Section A (1a-2d) 本单元围绕“做一个优秀的学习者”这一话题，首先引入了 “I study by working with a group.”这一重点句型，接下来学习how引导的特殊疑问句及其答语和复习现在完成时态。Section A包含两个教学重点：其一要求学生学习、掌握“I study by working with a group.”这一重点句型，；其二，学习how引导的特殊疑问句及其答语。Section B是在Section A基础上的拓展，主要是语言的学习、运用和巩固阶段。另外，本单元介绍了许多优秀的英语学习习惯与方法，可引导同学们借鉴采用。 【知识与能力目标】 （1）熟练掌握下列词汇： aloud,pronunciation,discover,repeat, note,pronounce, increase,speed, partner, create, active, connect, review, knowledge, wisely, born, attention （2）熟练掌握下列短语： work with friends, ask the teacher for help read aloud, look up, practice pronunciation, connect…with…, pay attention to （3）掌握下列句型： ---How do you study English? --- I learn by working with a group. ----Do you learn English by reading aloud? ----Yes, I do. It helps my pronunciation. ----- How can I read faster? ----You can read faster by reading word groups. ------How can I improve my pronunciation? ----One way is by listening to tapes. ----But whether or not you can do this well depends on your learning habits 【过程与方法目标】 本单元的主题是谈论学习方法与习惯，可引导学生采用Listening for specific information，
初中英语教学案例分析 思考的问题： 1．如何创造有利于学生学习的心理状态，形成积极的学习态度？ 案例片段描述：曾经听过两节课，期间两位老师都谈到一个话题“肥胖”。 片段一，教师在讲到stop sb. from doing sth.这个短语时，让学生来造句，有一位学生站起来，与老师发生了这样一段对话： Student: My mother often stops me from eating meat. Teacher: Why? Student: Because my mother says I’m t oo fat. 全班同学哄堂大笑，这位学生很难为情，但老师下面的一句话马上将气氛缓和了过来。 Teacher: But I don’t think you are too fat. You are strong. 片段二，教师组织学生表演自己创作的“看病”对话，想找一位较胖的学生来担任“患者”，有一位长得胖呼呼的学生自告奋勇站起来，于是发生这样一段对话： Teacher: Ok! Who will act the sick people? Any volunteers? Student: I will. Teacher: Good! I think you are fat. You are the right person! 当时全班同学哄堂大笑，这位学生一脸的尴尬，一个劲地挠头。 教学反思：两位老师在处理一个相同的话题时运用了两种截然不同的方法，毋庸置疑，前者的处理有利于学生的学习，而后者的处理则会对心理比较脆弱的学生产生负面的影响。语言教学在很大程度上依赖于学生与教师之间的团结、合作、相互支持的人际关系，而这种关系时刻都受到彼此情感的影响，恰当、合理地使用语言，有助于沟通情感，增进友谊和相互尊重，改善这种人际关系,同时还可以创建一种和谐的语言活动氛围，努力产生浸润性的效果，让学生愉快地沉浸在英语的氛围中。在课上，教师要善于调控学生的情感态度，建立融洽、民主、团结、相互尊重的氛围，创造有利于学习的心理状态，形成积极的学习态度，让学生学得主动，学得愉快。 案例片段（二） 思考的问题：
（151页）人教版九年级上册（全册）教案汇总 Unit 1How can we become good learners? Section A (1a－2d) 1．重点单词：textbook，conversation，aloud，pronunciation，sentence 2．重点短语：make word cards，work with friends，ask the teacher for help，listen to tapes，speaking skills，word by word，be patient 3．重点句式： How can we become good learners? —How do you study for a test? —I study by working with a group. What about reading aloud to practice pronunciation? It's too hard to understand spoken English. —Have you ever studied with a group? —Yes，I have.I've learned a lot that way. Try to guess a word's meaning by reading the sentences before and after it. You can become better by reading something you enjoy every day. The more you read，the faster you'll be.
Unit 10 When was it invented? The First Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects (1) Key Vocabulary：invent (2) Target Language When was the telephone invented? I think it was invented in 1876. 2．Ability Objects (1) Teach the students to use the new words. (2) Train the students to talk about the history of inventions. (3) Train the students' listening and speaking skills with the target language. 3．Moral Objects Many important inventions have changed the world a lot. Do you know the inventors of them? And when were they invented? Ⅱ．Teaching Key Points 1．Key Vocabulary：invent 2．Target Language Talk about the history of inventions. Ⅲ．Teaching Difficult Points 1．Train the students to talk about the history of inventions. 2．Train the students to understand the target language in spoken conversation. Ⅳ．Teaching Methods 1．Listening. 2．Groupwork. 3．Pairwork. Ⅴ．Teaching Aids
九年级英语教学案例 一、背景分析： 1、教材分析 这部分内容是在学生掌握了一些基本语法知识的基础上，充分利用学生熟悉的生活对话来激发他们的求知欲望，通过直接引语和间接引语的转化，进而复习宾语从句的用法，这部分内容安排了内容丰富、形式多样的小组活动，让学生去总结理解，培养学生的合作与自主学习的水平。 2、以往教法分析 在绝绝大部分教师的学案中，几乎都会出现“学习目标”、“重点”“难点”等环节，学生看后绝绝大部分都感到茫茫然，不知道怎么去掌握。教学中不能没有“学习目标”、“重点”“难点”，我认为这是老师在教学过程中需要重点把握的东西，是应该体现在教案中的东西。 3、学情分析 学生通过前面的学习已初步了解了直接引语，间接引语，宾语从句的基本概念，，也掌握了基本的知识。但是不能灵活使用，知识不系统，综合应用水平差，学生在掌握这部分知识的过程当中总是感到有些地方不好理解、不好把握。 二、教学方案设计： 我针对上述现象，主要从这几方面实行了优化。 ⒈学案设计上，去掉了“学习目标”、“重点”“难点”等环节，取而代之的是“个人难点整理”，要求学生在自己思考、相互讨论交流之后把自己在平时做题当中认为还不是很明白、不理解的地方写在下面，下课后再认真对照一遍，看看是不是又有进步了。我认为学生自己认为不懂，听老师讲后又懂了的东西才是重、难点，才是需要老师重点对待的。 2、为了活跃气氛，我在教学过程中，设计了对话练习，学生小组合作学习的复习方案，这样所有同学都会融入思考中，基础差点的有组长的积极协助，课堂气氛异常活跃，在不知不觉中，把难理解的知识简单化了，同时还增强了解题讲述水平；从而轻松愉快地实现知识复习与水平的提升。 导学案设计： （一）学习目标： 1．复习本单元所学的单词和短语。 2．复习掌握所学的时态。 3．直接引语和间接引语的灵活使用，学会陈述别人所说的话。 （二）知识回顾与检测： Do these exercises by yourself , then discuss into groups . Try to say answers and reasons . 1. I ________ ( live ) in Beijing in 199 2. 2. We _____ ( go ) to Marcia’s house on Friday night . 3. We ______( go ) to the beach every Saturday . 4. lana ______ ( go ) to the beach every Saturday .
(此文档为word格式，下载后您可任意编辑修改！) 015学年上学期九年级英语教学计划 上期学生学习情况分析 通过两年的英语学习，学生已掌握了一千多个单词和短语，懂得了英语的基本句子结构。学习了一般现在时、一般过去时、现在进行时、过去进行时和一般将来时。能读懂一定的英语短文，能听懂语速适当的对话和独白。大多数学生有了一定的英语基础，为今后的学习奠定了基础。 本期教材基本内容分析 本期教材仍然分为四个单元，每个单元有三个话题。每个话题都以一件事为中心学习一个时态语态或一个语法知识点。大致是Section A,B为语法知识点的学习，Section C为阅读知识的训练，Section D为总结提升。 本期教材重点是------各单元的单词和短语的掌握及运用。 本期教材的难点是------阅读能力与写作能力的提升。 本期的教学目的与要求 1.掌握各话题出现的生词、短语及语法现象。 2.培养阅读、分析、理解能力
3.提升日常口语的运用能力。 4.提高听力理解能力。 5.培养书面表达能力。 为达到教学目的采取的具体方法措施 1.备熟教材，掌握重难点 2.先备课后上课 3.创设英语学习环境 4.课堂以学生为主，少讲多练 5.常巩固练习 6.尝试高效课堂 教学进度计划 本教材共四个单元十二个话题，一周一个话题，每学完三个话题复习巩固一周一共需要一十六周时间
课题Unit1The Changing World 学习内容1.词汇：课后三个话题的单词。 2.短语： to, touch with,carry out,be knowen as,as a matter of fact,think of,thanks to,take measures to do sth. ect. 3.语法：现在完成时 4.句型：So doamcan I So It is + adj.+ for + sb.+ to do sth. 学情分析学生刚跨入九年级，每个学生都对这学期充满着信心，学习热情很高，要充分利用这一优势，调动全班学生的学习积极性。不利因素是漫长的一个暑假，学生对英语有点陌生了，大多学过的知识忘掉了，不习惯张口说英语了。 教学知识目标:掌握本单元单词、短语
九年级人教版英语教学案例：Unit 6When was it invented?SectionA 学生是学习活动的主人，教师是学习活动的组织者和引导者。教师要努力创设多种多样的方式和机会让学生通过自主、合作、探究等学习方式进行学习，注重教与学的互动和生生互动。 在英语课程标准中，提出了“知识与技能”“过程与方法”“情感态度与价值观”等多层 面的教学目标，体现了英语教学目标综合化、多样化的趋势。多样化的教学目标必然要求通过多样化的教学方式来实现。因此，英语教学需要与信息技术整合来实现综合化、多样化的目标。 [教材分析] 本节课的教学内容是Go for it九年级Unit 9 When was it invented?SectionA。本教材的编写本着循序渐进的原则，同一语法知识反复出现，逐步加深。被动语态在八年级上Unit 9 When was he born?出现，在本单元主要是通过让学生了解一些发明的历史，并用被动语态的过去时态来谈论这些发明的历史。本单元是在前一个被动语态单元基础上对被动语态的拓展和延伸。 [教学目标] 知识目标：a.Key vocabulary: invent b.Target language:When was the telephone invented? I think it was invented in 1876. 技能目标：训练学生运用网络查找资料；相互交流资料：训练学生对英语的听说能力。情感目标：一些发明改变极大地改变了人们的生活；每个人都应该为社会做出自己的贡献。认识事物的多面性。 [教学重难点] 根据本节课的教学内容和学生对知识的理解程度，结合本课的教学目标与学习目标， 确定本节课的重点是在交际活动的过程中能听懂会说重点句型When was the telephone invented? I think it was invented in 1876.难点为重点句型的实际
Unit 1How can we become good learners?
本单元围绕学习的话题，讲述了学习的障碍及对应的解决方法，对学生的学习有重要意义。Section A内容上侧重英语学习的方法，学生要学习、训练相关的语言内容和技能。学生要重点掌握并能熟练、正确地运用与学习主题相关的单词和各种表达学习方法的短语、功能及句型结构How do you study/learn…？I study/learn…by…How can I…？You can…by…；以及学会用“by＋v.－ing形式”结构来表达方式方法。Section B在Section A谈论英语学习的基础上，在话题上，从英语的学习困难及解决方案，拓展到优秀学习者的学习习惯；在语言上，巩固和丰富了与学习相关的话题词汇；在技能上，将听、说能力综合，突出阅读训练，由读促写；在策略上，引导学生关注优秀学生的学习方式，并借鉴运用；在情感上，鼓励学生面对困难，积极探索解决方案，不断改进学习方法，提高学习效率。
The First Period—Section A(1a－2d) Teaching Important Points【教学重点】 Key words & phrases： textbook，conversation，aloud，pronunciation，sentence，patient；study for，ask the teacher for help，work with a group，be patient Key sentences： 1.—How do you study for a test? —I study by working with a group. 2.—Does anyone learn English by watching videos? —No.It's too hard to understand spoken English. 3.—Have you ever studied with a group? —Yes，I have.I've learned a lot that way. Key structure： verb＋by doing eg：I study by working with a group. Teaching Difficult Points【教学难点】 ★Practice the structure “verb＋by doing” in listening and speaking. Teaching Aids【教学工具】 A tape recorder，CAI or multimedia courseware. Teaching Steps【教学过程】 ★Step 1Leading in【新课导入】(Ⅰ) 1．Greeting Greet the class and briefly talk with the students about their holidays. 2．Discussing Discuss with the students，like this： T：What do you usually do when you study English? S1：I often read English books. T：(To class) Good.He studies English by reading English books.That's a good way.(Then to another student)Now，what do you usually do when you study English? S2：I… 3．Practice with more students. ★Step 1Leading in【新课导入】(Ⅱ) 1．Greeting Greet the class and tell the students the goal of this unit. 2．Preparation
初中英语教学案例（一） Unit 10 I’m going to be a basketball player 一、背景 新目标初中英语教材采用任务型语言教学（TASK-BASED LANGUAGE TEACHING）模式，融汇话题、交际功能和语言结构，形成一套循序渐进的生活化的学习程序。具有很多优点，但由于学生认知水平的发展具有规律性和局限性，教师只有充分认识和掌握这种规律，并结合教学实际合理设计教学程序，充分发挥学生的主体作用，教学相长，才能使教学效果最优化。 二、教材分析 1．话题。 本课选取的是新目标（八年级上册）UNIT10 I AM GOING TO BE A BASKETBALL PLAYER 展开讨论的。 2．语言点。 “What are you going to be when you grow up? / I’m going to be …” “How are you going to do that? I’m going to …” 3．目标。 引导学生根据图片领会所要谈论的职业话题，启发学生的思维。 掌握谈论此类话题的基本句式、词汇。 使学生了解关于一些职业的名称如何用英文表达。 Step 1 Lead-in vocabulary teaching Show some pictures of famous persons. 设计思路：以讨论日常生活中学生比较感兴趣的明星，名人为话题，可以活跃课堂气氛，激发学生的好奇心，引出本单元的新单词。 Step2 Talk about “How are you going to do if you want to be …?” For example, “I want to be an English teacher, and I’m going to study English very hard.” Listen to the tape and match the items below. 教学思路：先引导学生学会谈论新的句型结构，为下一步的话题深入做铺垫。让一个学生到黑板前根据听到的录音材料内容连线，锻炼和检查学生根据所听内容完成任务的能力。 Step 3 Ask students to work in pairs. Then, get some pairs to act their conversations out. 教学思路：在生活中运用语言进行交际。激发学生们学习英语的好奇心、表现欲以培养语言学习的信心。暴露容易出错的问题和错误，以培养孩子细心做事的习惯，从而使他们的思维更加缜密。 Step 4 .First, let students listen and finish the listening task. Second, ask a student to make a r eport to check their answers. Finally, listen again and repeat the tape. 教学思路：做听力的训练，不仅培养了听的能力而且让新的语言点在听力材料中再现，从而加以巩固，实质上是变换语言输入的形式。 三、教后记。 针对上述教学设计和具体的教学活动，笔者事后有以下几点思考：
人教版初三英语教案 初一年级英语教学质量分析报告 杨萨日娜 一,毕业考试命题评价 1、命题总的来说难易适中(难易度0.75)，选材贴近学生实际，体现灵活性与开放性，本试卷在学生自主性答题方面设计得很成功，对学生一学期来所学的知识和所掌握的技能做了一次全面的检测与评价。 2、题目较灵活，考查的知识点较全面;单纯考语法的题较少，各题型中创设了大量的情境，着重学生语言综合运用能力的检测。 二，从学生答题情况分析平时教学中存在的问题 1、年级之间两极分化的现象有待缓解，基础知识欠缺。 2. 对词汇的掌握需进一步加强。学生在词汇运用和书面表达中单词拼写错误较多。 3. 学生听力的训练与应试的方法指导不够 4. 学生对语篇的整体理解与对文章深层次的理解能力还有所欠缺。 5.学生在开放性的阅读答题、任务型阅读答题以及书面表达中语法错误较多，很多学生对基本句子的结构还没掌握;而且学生的书写不规范，字体潦草;大小写、标点符号用法不准确。 三、质量分析: 1、学习兴趣 从形成性评价表反馈的信息来看，绝大多数学生学习兴趣很浓， 2、学习态度七年级寄学生学习态度端正，绝大多数同学在课堂上比较积极，乐于参与课堂活动， 3、学习习惯
从日常教学及评价中我觉得学生学习习惯很差，主要表现为不爱读书，上课管不住自己，没有预习，复习的习惯。作业不完成，上课合作学习意识淡漠，上课随意说话，对学生习惯的培养有待提高。 四、学习方法和策略 1.做好《新标准英语》与《新目标英语》的衔接工作。尽量在开学后的前一个月时间内让学生熟悉新教材的结构，补充训练七年级没有学过的270个词汇与四项语法内容;同时结合语言点的操练，加强学生听、说、读、写等语言技能的训练。在保证足够的听与阅读训练的基础上，进一步突出学生说与写能力的有意义操练。 2.要进一步提高40分钟的课堂效率。切切实实在英语课堂中落实“先学后教、自主学习”的教学策略。除了认真钻研教材、教法、学法等外，还应及时把握学生的学习动态与学习习惯，做到因材施教，把提高每个学生的学习效果作为我们的主要任务。 3.加强词汇、阅读与写作教学。通过听写单词、默写单词以及单词记忆方法的指导，进一步巩固单词的拼读和拼写能力，为语言运用打下必要的基础。在课堂教学中渗透阅读技巧的训练，提高学生对深层次问题的分析和解决能力;课外补充一些阅读材料，扩大学生的知识面。作文的教学一定要落实到位，每周一篇作文不能忽视，作文的批改、面批与讲评工作一定要跟上。