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“I likemusic that I can dance to”教案Section A一、教学目标1.1 学生能够理解和运用目标句型"I like music that I can dance to." 来表达自己喜欢的音乐类型。
1.2 学生能够听懂并唱出本节课所学的歌曲"Music I Like"。
1.3 学生能够通过听力练习和小组讨论，提高英语听说能力。
二、教学内容2.1 词汇：音乐类型（如：pop, rock, hip-hop, jazz）2.2 句型：目标句型"I like music that I can dance to."2.3 歌曲："Music I Like"三、教学步骤3.1 热身活动（5分钟）教师播放一首流行歌曲，让学生跟随音乐跳舞，以此激发学生对音乐的兴趣。
3.2 新课导入（10分钟）教师展示不同类型的音乐图片，引导学生说出相应的音乐类型词汇。
教师教授目标句型"I like music that I can dance to."，让学生进行角色扮演，运用该句型进行对话。
3.3 歌曲学习（10分钟）教师播放歌曲"Music I Like"，让学生听歌并尝试跟着唱。
教师引导学生关注歌曲中的音乐类型词汇和目标句型，并进行解释和翻译。
3.4 听力练习（10分钟）教师播放对话录音，让学生听懂并重复目标句型"I like music that I can dance to."教师分组学生，让他们进行小组讨论，分享自己喜欢的音乐类型和原因。
四、作业布置学生回家后，练习唱歌曲"Music I Like"，并尝试用目标句型"I like music that I can dance to." 与家人或朋友进行对话。
Unit 6 I'm going to study computerscience.第一课时Section A (1a～2d)【学习目标】1．学生能学会关于职业的词汇与询问未来打算的句型。
2．指导学生仔细聆听谈论未来打算的对话；学会用英语谈论未来的打算。
3．引导学生通过开展小组学习活动，培养协作意识；并能认识到要为实现未来的打算而采取的行动。
【学习重点】学会关于职业的词汇与询问未来打算的句型。
【学习难点】通过交流表达和听力训练，引入各种学习方法和策略来学习“be going to” 句型Learning action tips：Lead in the topics in English essay：Everyone has a dream job. So do I. When I was young, I wanted to be a teacher. I worked hard. Now I am an English teacher. What do you want to be when you grow up?Task 1Learning action tips：Preview the words on Page4142 in the word list. Students read the words by phonetic symbols, then underline new words in the text and mark the Chinese meaning. At last finish the task in 1a.【Method coach】▲cook n. 厨师(1)cooker n. 厨具(2)cook sb. sth.＝ cook sth. for sb. 给某人做饭(3)do some cooking 做饭▲keep on doing sth. 继续做某事keep sb./ sth. doing sth. 让某人/物不断做某事【导练】虽然很晚了，他仍然在做家庭作业。
Unit 14 I remember meeting all of you in Grade 7.Section APeriod 1 Section A 1a-2d教学设计教材分析本单元是整个初中英语课本中的最后一个单元，通过回忆过去，畅想未来这一主题展开各种教学活动。
本单元旨在创造一个轻松，愉快的学习、交流环境，通过听，说，读，写来培养学生综合运用这些知识的能力。
并通过有限的课堂实践活动，拓展以往的经历，能准确地用英语来表达。
教学目标【知识与能力目标】1.掌握本课重点词汇及语言点。
2.能谈论过去和未来的生活。
【过程与方法目标】主要以情感教育为主线，激发学生的学习动力，激发他们对学习英语的兴趣和热情，使他们自己想学习。
在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动学习。
【情感态度价值观目标】珍惜初中生活的点滴，培养对高中、未来生活的憧憬。
树立远大人生目标。
教学重难点【教学重点】掌握词汇，词组搭配。
【教学难点】掌握过去时态的用法，能在交际中准确地运用现在完成时及一般过去时来描述或表达过去的经历。
课前准备1.的准备录音机和磁带；2.设计课后巩固练习；3.ppt；教学过程Step 1. Warm- up1. Do you have any special memories of junior high school?2. Which teachers will you miss the most after junior high school?Step 2. Work on 1a.Check the things you remember doing at junior high school. Add more to the list.Practice in pairs using the information in 1a.At junior high school,I remember:______ winning a prize______ being a volunteer______ doing a school survey______ a friend helping me with a problemLearn the new word: surveyStep 3. Listening1. Work on 1b. Listen and match the memory with the person.First, let Ss understand the meaning of these sentences. Then play the record. Check the answer with the Ss.Learn the new word: standard2. Listen again and answer the questions.1) What did Mary lose in Grade 7?2) Who helped her find it?3) What kind of person is Mr. Brown? Is he strict with students?4) What did Peter do to meet Mr. Brown’s standards?3. Work on 1c. List some memories and experiences from junior high school. Share your lists with your partner.Possible answers:I remember...scoring two goals in a row during a soccer competition.winning a basketball competition.putting a plastic snake into a classmate's desk.getting a wish card in Christmas Day.I have...learned to play the keyboard in music class.learned to sing many English songs.learned to play basketball with my friends.Learn some new words.4. Work on 2a. Listen to the conversation. Check (√) the facts you hear.First, let Ss read the sentences. Then play the record and check the answer.______ Someone didn’t like P.E.______ Someone was advised to take a break from running by a teacher.______ Someone had a health problem.______ Someone joined the school band.______ Someone liked Mr. Hunt’s teaching methods.5. Work on 2b. Listen again. Match each question with the name of the person.6. Listen again and fill in the blanks.Lisa remembers they had a great ______ teacher. He gave clear ______ and he was ______, too. Luke remembers when That’s Life ______ at school. They wrote a ______ to the band______ to come.Junior high has been ______, but it has been a lot of ______.Step 4. Practice1. Work on 2c. Role-play a conversation in your group using the information in 2a and 2b.A: Do you remember Mr. Hunt?B: Of course! He is a great teacher. He gave really clear instructions during the P.E. class.C: Yeah, he was kind when I hurt my knee. He told me to take a break from running.Learn the new word: instruction.2. Work on 2d. Role-play the conversation.Let Ss read the text and answer the questions.1) Which teachers will they miss?2) What subjects do the teachers teach?3) Why will they miss them?4) What will they do to thank them?Step 5. Language points1. I remember scoring two goals in a row during a soccer competition.in a row 连续几次地e.g. This is the third Sunday in a row that it's rained. 这是接连着的第三个星期天下雨了。
Unit 8 Is there a post office near here?Section A (1a—2d)一、教学目标1. 能够熟练掌握本课重点词汇：post, office, police, hotel, restaurant, bank, hospital, street, pay, near, across, front, behind, town, around2. 熟练掌握本课重点句型：—Is there a hospital near here?—Yes, there is. It’s on Bridge Street.—Where is the pay phone?—The pay phone is across from the library.3. 能够听懂询问和描述关于建筑物地理位置的内容，并且能够通过不同的活动方式，掌握在听力过程中将获取的路线指引信息转换成视觉图形的能力。
4. 能够熟练运用there be句型与where引导的特殊疑问句进行问路，并运用各种方位介词进行指路。
5. 了解在日常交际中如何得体地运用英语语言向别人问路。
二、教学重点及难点重点：能够运用there be句型和where引导的特殊疑问句询问或描述事物所在位置。
难点：能够运用正确的方位介词及短语来描述各种社区设施的地理位置。
三、教学过程四、板书设计Unit 8 Is there a post office near here?Section A (1a—2d)Key words: post, office, police, hotel, restaurant, bank, hospital, street, pay, near, across, front, behind, town, aroundKey sentences:—Is there a hospital near here?—Yes, there is. It’s on Bridge Street.—Where is the pay phone?—The pay phone is across from the library.。
初中英语人教版八年级下册Unit5《Section A 1a—2d》省级名师优质课教案比赛获奖教案示范课教案公开课教案【省级名师教案】1教学目标一、知识目标:本课时结束时,学生能够1)认读、拼写并能在听说活动中正确运用以下单词:rainstorm能在听说活动中正确运用以下句型:①—Where was he? He was on the street.—What was he doing? He was walking home from the supermarket.②—What were you doing?—I was reading books at the library.2) 能用所学目标语言询问和回答在过去某个时间点某人在某地正在做什么。
3)能理解和掌握过去进行时态的意义和构成,并能正确运用过去进行时描述在过去某个时间点正在发生的动作。
二、技能目标1.听:能听懂谈论过去正在发生的动作的对话;2.说:(1)能使用目标语言准确询问过去某个时间点某人在哪里正在做什么;(2)能正确使用过去进行时表达自己或他人在过去某个时间点正在做的事情;3.读:能正确朗读对话,并读懂对话,掌握主要信息。
4.写:能利用采访到的信息写一篇报道,在报道中正确使用过去进行时。
三. 情感态度价值观目标:通过课文内容学习引导学生学会统筹安排时间,明白自己在过去的某个时间点做了什么,爱惜时间,爱惜生命,了解暴风雨可能会给人类带来的危害,并热爱大自然,热爱生活。
2学情分析教学内容分析:Unit5 What were you doing when the rainstorm came ? SectionA 1a-1c 是人教版英语教材八年级下册第五单元的第一课时,也是本单元的重点内容之一,包含本单元重要的语言知识和重点语法,是一节以听说为主的课型。
本单元的话题是围绕“过去进行时”这一时态展开教学活动,在听说的过程中引入了本单元的主要语法--过去进行时态,并对这一时态进行了口语和听力的反复练习同时为本单元进一步学习打下基础。
初中英语section a教案教案标题：初中英语 Section A 教案教学目标：1. 通过本节课的学习，学生将能够掌握并正确运用新学习的词汇和短语。
2. 学生将能够理解并正确运用本节课所学习的语法规则。
3. 学生将能够通过听说读写等多种方式，提高他们的英语综合能力。
教学重点：1. 学习并掌握本课所涉及的词汇和短语。
2. 理解并正确运用本课所学习的语法规则。
教学难点：1. 学生能够正确运用本课所学习的词汇和短语进行口语表达。
2. 学生能够正确运用本课所学习的语法规则进行句子构建。
教学准备：1. 教师准备：教材、课件、录音机、图片和相关实物等。
2. 学生准备：课本、笔记本和学习工具。
教学过程：Step 1：导入和复习（5分钟）1. 教师通过图片或实物引入本节课的话题，并与学生进行简单的交流。
2. 复习上一节课所学的单词和短语，通过问答或其他方式激发学生的学习兴趣。
Step 2：新课呈现（10分钟）1. 教师通过课件或黑板展示本课所学的新单词和短语，并进行发音和解释。
2. 教师通过例句和实际情境帮助学生理解和记忆新词汇和短语。
Step 3：语法讲解（15分钟）1. 教师通过课件或黑板讲解本节课所学的语法规则，并提供相关例句进行解释。
2. 教师通过练习题和实例引导学生进行语法规则的运用和巩固。
Step 4：听说训练（15分钟）1. 教师播放录音，并要求学生跟读和模仿录音中的对话和句子。
2. 教师组织学生进行小组讨论或角色扮演，运用所学的词汇和语法进行口语练习。
Step 5：阅读训练（15分钟）1. 教师组织学生进行课文阅读，然后提问相关问题，检查学生对课文的理解程度。
2. 教师指导学生进行阅读理解练习，巩固学生的阅读能力。
Step 6：写作训练（15分钟）1. 教师提供写作任务，并给予学生写作指导和范文示范。
2. 学生按照要求进行写作练习，并互相交流和修改作文。
Step 7：作业布置和小结（5分钟）1. 教师布置相关的课后作业，巩固学生对本节课所学内容的掌握。
Unit 7 How much are the socks?Section A (1a—2d)教学设计一、教学目标1. 能够熟练掌握本课重点词汇和短语：much, sock, T-shirt, sweater, trousers, shoe, shirt, dollar, pair, big, small, short, long, how much, a pair of2. 熟练掌握本课重点句型：(1) —How much is this T-shirt?—It’s seven dollars.(2) —How much are these socks?—They’re two dollars.3. 能够听懂谈论衣物价格、颜色和大小的对话内容，并从中获取关键信息。
4. 能够运用How much …? 句型谈论物品的价格。
5. 能够了解常见的货币单位和移动支付模式。
二、教学重点及难点重点：1. 能够听懂有关谈论衣物价格、颜色和大小的对话内容，并从中获取关键信息。
2. 能够运用How much …? 句型谈论物品的价格。
难点：能够运用How much …? 句型谈论物品的价格。
三、教学过程四、板书设计Unit 7 How much are these socks?第1课时Section A (1a—2d)1. Key words: much, sock, T-shirt, sweater, trousers, shoe, shirt, dollar, big, small, short, long, pair, how much, a pair of2. Key sentences:(1) —How much is this T-shirt?—It’s seven dollars.(2) —How much are these socks?—They’re two dollars.。
Unit 3My School第二课时Section A 2a—2fTeaching Content（教学内容）The discourse of this lesson is a presentation of listening，speaking materials.This conversation mainly revolves around the locations of things in Peter's classroom，aiming to help students understand the importance of place arrangement and promote students' love for their classroom.Teaching Objectives（教学目标）◆ Language Proficiency(语言能力)1．Be able to organize and summarize expressions related to the locations，and master the usage of special questions with w here and ho w.2．Use the simple present tense to ask and answer about the locations，and use the target sentence structure to inquire about the locations of the school things.◆ Cultural Awareness(文化意识)By understanding the locations of things in the classroom，students can compare their classroom with Peter's and discover similarities and differences between them.This comparison helps to stimulate students' interest in English speaking cultures and improve their crosscultural communication skills.◆ Thinking Quality(思维品质)1．Learn to apply grammar knowledge in context to accurately understand and express the locations appropriately.2．Students can better arrange their things，cultivate good living habits，and develop a solid foundation for their future English learning.◆ Learning Capability(学习能力)1．Learn to communicate with their classmates with the target languages.2．Apply what is learned，cultivate students' ability to use language and cultural knowledge to solve practical problems in real situations，and promote transfer and innovation.Teaching Focus，Difficulties，and Breakthroughs（教学重难点及突破）◆ Teaching Focus(教学重点)1．Be able to use the target language to inquire about the locations of school things.2．Complete roleplay in the class to understand the importance of location arrangement，lifestyle habits，and study habits.3．Learn to talk about the main facilities of the school and their locations with there be sentencepatterns and prepositions of position.◆ Teaching Difficulties(教学难点)1．Be able to quickly and accurately obtain information such as prepositions of position through listening and reading conversations.2．Illustrate the functions of different facilities by using target language and enhance the awareness of loving the campus.◆ Teaching Breakthroughs(教学突破)1．Teachers encourage students to speak more and express themselves in English according to their real situation.2．Make students have clear goals and apply the sentence patterns learned in this lesson to oral communication to enhance their pragmatic abilities.Teaching Procedures（教学过程）Activity 1 Prediction(感知与注意)T：First，let's look at the picture and then answer three questions：What is the picture about?What can you see in the picture?Are they clean or tidy?Activity 2 Listening(感知与注意)Work on 2a—2dListen to the conversation and fill in the blanks in 2a.Read the conversation and match the questions with the answers in 2b.Read again and try to complete the task in 2c，and then check the answers in pairs.Listen to the conversation again and repeat after it.Pay attention to the stressed words.Try to roleplay the conversation and show yourselves in front of the class.Activity 3 After listening(获取与梳理)Work on 2eLet students imagine things in their classroom and compare with Peter's.Then complete the tasks in 2e individually.Next，let them check their answers with their partners using there be structure.The teacher moves around to make sure students get the right answers.Choose 2 students to speak out the answers.Activity 4 Sharing(概括与整合)Work on 2fLet students work in pairs，and ask them to compare Peter's classroom with theirs.Give them several minutes to prepare it using there be structure.Then let them share it in class.While sharing，the others try to evaluate whose is the best and explain the reasons.Activity 5 Homework(反馈与强化)Read the passage fluently and recite it.Write a short passage to compare your classroom with Peter's.Teaching Reflection（教学反思）During this period of English learning，students can master the usage of there be structure.According to the English learning tasks，students will practice the structure and the prepositions of position more to get familiar with them.At the same time，it can help to cultivate students' logical thinking and language proficiency.。
初中英语公开课教案•相关推荐初中英语公开课教案(8篇)作为一无名无私奉献的教育工作者，时常需要编写教案，教案是保证教学取得成功、提高教学质量的基本条件。
那么问题来了，教案应该怎么写？以下是小编精心整理的初中英语公开课教案，欢迎大家借鉴与参考，希望对大家有所帮助。
初中英语公开课教案1教学目标知识与能力Section A的主要内容是学习“询问和谈论别人或自己喜好的学科并给出理由”;学会合理地安排自己的作息时间。
过程与方法采用Imitating and repeating,Practicing,Comparing和Role playing的学习策略,利用教学图片、幻灯片或制作多媒体课件来展开课堂Pairwork问答式的口语交际活动或调查活动,谈论各自所喜欢的学科或其它的事情并给出理由。
情感态度价值观Section A的学习内容贴近学生的学习生活,谈论的话题是喜欢的学科。
通过互相询问和谈论彼此所喜欢的学科,可以增进同学之间的了解和友情并培养学生热爱学习、热爱科学的思想和良好的学习、生活习惯。
教学重、难点及教学突破重点学习“询问和谈论别人或自己喜好的学科并给出理由”。
语法难点What,Who和Why引导的特殊疑问句的构成和使用。
教学突破Section A重在通过使用what和why引导的特殊疑问句,对彼此所喜欢的学科进行询问和谈论以及对理由进行询问和谈论。
对于what 引导的疑问句学生已经学习过,基本掌握其结构,通过比较异同,学生可容易接受why引导的疑问句结构和用法。
教学准备教师准备准备各学科的教科书或图片或幻灯片;设计课后巩固练习的幻灯片;制作反映各门学科特征的课件,将听力部分的内容插入,通过介绍学科来引入新课。
学生准备准备一份班级的课程表;制作一份英语课程表。
教学步骤(1课时)一、第一教学环节:情景创设。
导入新课教师活动学生活动Section A的主要内容是学习“询问和谈论所喜欢的学科”和“询问并给出理由”的语言结构。
