初中英语教案优秀模板

初中英语 教案 中职数学基础模块教案 下载北师大版¥1.2次方程的根与系数的关系的教案关于坚持的教案初中数学教案下载电子教案下载 优秀模板 导语,在初中英语教学过程中应遵循教学规律,使学生获得基础知识和交际英语的初步运用能力。以下是小编整理的初中英语教案优秀模板,欢迎阅读参考。 初中英语教案优秀模板一 What time do you get up 教学目标 知识目标: 通过本单元的学习,学生能够谈论有关时间的情况,围绕what time do you get up? It's time to get up.等句型,谈论人的日常生活中一天从早到晚的活动。 交际用语学习 What time do you get up?/ go to school..? 语法学习 一般现在时用来表示经常的或者习惯性的动作,常与often,usually,sometimes等副词连用。 语音 掌握字母组合ar,or,er,ir 和ru的拼读规则。 掌握句子重音和语调的训练。 情感目标: 本单元的核心教学项目是“习惯性为”,即用英语询问某个人物的职业在不同时间的活动的语言。教育学生询问他人的时候用句型what time do you get up?要求学生掌握好助动词do在不同人称特别是第三人称单数后的变化。通过学习本单元内容使学生了解人在不同时间所作的事情。 能力目标: 1.要求学生能熟练的运用表达习惯行为的句型、掌握与之相关的短语。 2. 复习巩固以what time开头的一般现在是特殊疑问句的用法。进一步理解,熟悉,运用一般现在时和现在进行时。 教学建议 教学内容 分析 定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析 本单元的核心内容是“习惯行为”(Habitual actions)。围绕What time do you get up? It’s time to get up.等句型,谈论人的日常生活中一天从早到晚的活动。Lesson 105通过讨论一星期中工作日和周末假日生活作息,运用一般现在时,重点掌握up, early, late, weekly, breakfast, leave和begin等单词和 get up,have breakfast词组、以及 What time do you..?句型。Lesson 106第一部分运用现在进行时,描述人物正在进行的动作。Lesson 107第一部分看图根据所提示的词语用 What time does Mr. Morison?或一般疑问句进行问答。第二部分围绕Jim’s day展开回答,变换人称,熟练掌握本单元的新的语言项目。Lesson 108归纳字母组合 ar,or,er,ir和ur在重读 音节中的读者和句子重音与语调。 口语教学建议 为了加强课堂教学的交际性,教师要充分利用教材所提供的典型 情景、图画,可将书中插图放大或利用教学挂图,先让学生熟悉这些 情景,以便使他们学会在日常生活中恰当地运用,利用书中插图或教 学挂图。每幅图都可以练习一般现在时和现在进行时。如第105课 的几幅图,教师可以引导下面的对话, 图1,What'’ Jim doing? He’s sleeping. What time does Jim get up every day / on weekdays? He gets up at seven thirty on weekdays. 图 2,Jim gets up at 7:30 in the morning. He's getting up now because it's 7:30. 图3,Jim's sister is talking to his mother. What's Jim doing? He's putting on his school clothes. What does he often do after he gets up? He washes after he gets up. 图4,Does Jim go to school on weekdays? What's he doing now? Where's he going? He's going to school. What day is today? Today is Sunday. Jim does not go to school today. He is not late. He's early today. 第2项问答练习中,询问平时每天何时起床、吃早饭、离家上学、 上课及周末的一般活动情况。教师可让学生结合自己的实际情况回 答。 第106课和第107课两课中的连环图分别描述了 Wang Hat与 Mrs. Morison一天的生活,这给学生反复练习熟悉句式提供很大方 便。学生既可以练习一般现在时的用途,也可以做两个时态(一般现 在时与现在进行时)的对比练习。 还可以结合班中的实际情况与学生问答,进一步理解、熟悉、应 用两个时态,以下几组对话可供教师参考, 1. T: Do you do your homework every day? S1: Yes, I do. T: Are you doing your homework now? S1: No, I'm not. 转身问另一个学生S2, T: Does S1 do his/ her homework every day? S2: Yes, he / she does. T: Is he/ she doing his / her homework now? 2.问第3个学生(或全班学生)S3 T: Do you read / write every day? S3: Yes, I do. T: Are you reading / writing now? S3: No, I'm not. I'm speaking now. 3.问全班学生Ss, T: Do you clean your classroom every day? Ss: Yes, we do. T: Are you cleaning the classroom now? Ss: No, we aren't. 同样,教师可向第一组(G1)学生提问,然后转问第2组(G2)有关 GI的情况,主语改用they。 4.可问有关其他教师的情况, T: Who teaches you Chinese? Ss: Mr./Miss A does. T: Is he/ she teaching you Chinese now? Ss: No, he/ she isn't. He/ she is teaching Chinese in Class Three now. 5.用What time do you get up / have breakfast /go to school / begin classes / go to bed? 和What time does your mother / father / grandma / get up / have breakfast / go to bed?等两个句式让学生按 实际情况两人一组进行问答。先由教师和一两位学生做示范,然后让 学生两人一组进行问答练习。最后再找两三组学生给全班演示,这个 练习与学生的生活联系密切,学生一定喜欢做。做起来也并不太难。 彼此了解各自每天的生活安排会很有趣味。 语音教学建议 教师要注意帮助学生练习好重音和语调,一般来说,特殊疑问句 要用降调。另外,在引导学生学习拼读规则时,还可让学生根据规则 想出一些以前学过的单词,甚至教师可以在黑板上写一些尚未学过的 单词让学生来拼读,只练习拼读,并不需要学生知道其意思。如, ar harm, mark, barn, park, dark, cart, market, guard, lark, harp or ford, lord, bored, mort north, pork sort, torch, horse, form er serve, mercy, merchant, service, nervous, term ir first, firm, dirty, girl, third, birthday ur hurt, nurse, curse, bum, church, purse 在口语训练上教师要突出一个练字,要在给学生一、二个示范后, 就要让学生分组练习,让更多的学生参与到上课的活动中来,有些老 师喜欢单个叫学生回答问题,其实,单个问答会浪费很多时间,最好 的办法是,教师轮流抽查几个学生,然后让学生继续练习,练习之后 再抽查几个学生,这样一来,大多数学生就有练习发言的机会。其实, 在学完了 What time do you get up?这个句型之后,学生就可以相互 了解一天的生活了。教师可以利用这个机会让学生两人一组练习。 语法教学建议 本单元的语法重点是一般现在时的特殊疑问句,即掌握What time do you…? What time doe she/she…?两个句型。这两个句型首先要在口语训练中多练习,教师可以根据学生掌握的程度决定练习的 增补量。教师若发觉学生仍不太熟练,可以将有关一天的短语逐条写在一张纸条.上让学生先练习短语,然后加上前面的助动词及人称,最后加上后面的时间、地点状语,组成整句。 阅读教学建议 第107课阅读课文Jim’s day用的是第一人称。围绕课文展开的口语活动,可以讨论Jim一天的生活。这样便可以练习一般现在时单数第三人称的句式了。而学习完这篇课文后要引导学生自述一天的生活。第108课的阅读也是以第一人称写的,但这是以钟表的口吻写的,学生可以认真阅读此文,然后再做口头问答。如有必要,教师可以相应地找一、二段描写一天生活的文章,让学生阅读,但生词不应太多。 词语分析 1. have/eat/take/ at table 它们都表示“吃”,区别为, 1) have常和三餐名词连用,不涉及到具体吃的内容,作及物动词。如, She has lunch at 12:30 and has supper at 7:00. 她十二半吃午饭,七点吃晚饭。 2) eat常和具体的食物连用,也可单独使用。如, The girl likes eating apples. 那女孩喜欢苹果。 Don’t eat too much. It’s bad for you. 别吃得太多,对你没好处。 3) take可指吃药,作“吃”解时多用于正式场合。如, Take the medicine before 7:00. 请在七点之前把这药吃了。 They are taking dinner with the guests. 他们正与客人共进晚餐。 4) at table泛指在吃饭这一状态(请注意table前无冠词)。如, Where’s Jim? He’s at table. 杰姆在哪儿?他正在吃饭呢。 2. put on/wear/ be in 1) put on强调“穿”的动作,指穿(衣服、鞋等)的过程。如, —What are you doing? 你在干什么? —I’m putting on my shoes. (I’m putting my shoes on.) 我正在穿鞋子。 这里的on是副词,若是代词则必须置于put与on之间。如,Put them on, please. 2) wear 强调“穿、戴”的状态。如, The boy is wearing a yellow hat. 那男孩正在戴一顶黄色的帽子。 3) put on与wear都可独立作谓语,而in是介词。它必须与be连用构成系表结构。be in也用来指某件衣服穿在身上这一状态。如上述2中例句可改写为,The boy is in a yellow hat. 3. look for / look up/ look like look for 意思为“找,寻找”。e.g ---- What are you doing?你在干什么? 重难点分析 1.熟练运用表达“习惯行为”的特殊句型,四会掌握一些短语(特别是表达一天的一般性活动的短语)。 2.通过自己或他人的一天的生活安排,加强写作训练,加深对一般现在时和现在进行时的理解,同时注意时间介词的用法。 3.学习短语或句子中相邻词语的连读,继续训练句子重音和语调。 4.复习巩固以 What time开头的一般现在时特殊疑问句的用法,进一步理解、熟悉、应用一段现在时和现在进行时。 初中英语教案优秀模板二 Planting trees 教学目标 教学目标与要点 1.掌握本单元的有关栽树的 方法 快递客服问题件处理详细方法山木方法pdf计算方法pdf华与华方法下载八字理论方法下载 、程序以及一些有关植树的日常用语和句式。如,The more, the better. It’s best to do sth 等。 2.掌握本单元的词汇,特别是短语so that, beep… from…, thanks to, more or less等的用法。 3.掌握含有情态动词被动语态的构成形式及其肯定、否定和疑问形式。同时还要学会英语中关于长、宽、高、深等的表达方式。 4.学会写notice,要注意它的格式和组成部分。可参考Lesson 44。 5.认真学习“The Great Green Wall”,理解它的重要性,进一步确 立Work hard to make our world more beautiful!的观念。 教材内容分析 本单元围绕“植树”这个话题,学习和了解植树的重要性及如何栽树。课文“The Great Green Wall”讲述了森林对人类的重大作用。通 过学习课文和对话,进一步复习、归纳了被动语态的用法,重点学习 了含有情态动词的被动语态的构成,讲述了英语中长、宽、高的表示 方法,学习了一些常用词汇和日常交际用语及重点句式,The more, the better;教会了我们如何书写notice。 本单元词组及日常交际用语 (一)本单元词组与短语 1.Tree Planting Day 植树节 2.neither…nor… 既不……也不…… 3.It’s best to do sth. 最好做…… 4.knock…in to… 把……插进……里 5.make sure 确保,查明 6.so that 以便,以致 7.several times 多次 8.tie …to… 把……系到…… 9.keep…straight 使……直立 10.the Great Green Wall 绿色长城 11.hear of 听说 12.keep…from doing… 阻止,防止 13.run away 逃走,流失 14.rain drops 雨点,雨滴 15.wash away 冲走 16.the dead leaves 枯叶 17.stay in one place 留在一处 18.in this way 用这种方法 19.millions off 几百万的 20.blow away 吹走,刮走 21.move towards… 向……移动 22.the rich farmland 富饶的农田 23.all over the world 世界各地,遍及全世界 24.ask sb. about sth. 询问某人关于某事的情况 25.the more, the better. 越多越好 26.in a few years’ time 几年的时间之后 27.this year alone 只就今年一年 28.be covered with 用……覆盖 29.point to 指向 30.thanks to 幸亏;由于 31.far away 遥远 32.at the right time 适时 33.out of class 在课堂以外 34.hand in 交上来 35.more or less 大约 36.fill…with… 用……填满 37.notice to the audience 听众须知 38.Children under 1.2 m in height 身高不足1.2米的孩子 39.keep off 避开,防止 教学建议 本单元重点例句及相关知识的讲解 1. Come to school in your old clothes tomorrow. 明天请穿旧衣服来学校。 英语中表示“穿”的词有wear, put on, have on, dress, be in, etc. 它们的具体用法如下, wear, have on和be in强调状态,wear有时可用进行时态;put on 强调动作;dress既可表示状态,也可表示动作, dress后不直接跟表 示服装、鞋、帽等名词,而其他所列名词后跟服装鞋帽等名词,be in 后可接表示颜色的名词。例如, Lucy is too young to dress herself. Tom was putting on his trousers when Lucy called him. Tom pushed the door and asked, “Do you know Kate?” Lucy answered, “I’ve know the girl in red before. ” Kate was in a red coat when she came in. She helped Lucy to dress. Everything is ready now. Lucy is wearing a new hat. Tom has on a black coat. 露西太小了,不能给自己穿衣服。露西喊汤姆时,他正在穿裤子。 汤姆推门问,“你认识凯特吗?” 露西回答,“我以前就认识那个穿红衣 服的女孩儿”。凯特进来时穿着一件红色的外套。她来帮露西穿衣服。 现在一切就序,露西戴着一顶新帽子。汤姆穿着一件黑外套。 2. The ground must be just right——neither too wet nor too dry. 土壤一定要正好,既不能太湿,也不能太干。 just right 正合适; neither…nor…既不……也不……,它可以连接两个主语、表语、宾语,还可以连接两个状语等,当它连接两个主语 时,谓语动词应根据就近原则,即在人称和数上与后面的一个主语保 持一致。 The driver drives neither slowly nor quickly. 那司机开车既不慢,也不快。(连接状语) The old man can neither see nor hear. 那老人既看不见,也听不见。(连接谓语) Bill has neither brothers nor sisters. 比尔既没兄弟,也没姐妹。(连接宾语) Neither he nor I am a teacher. 或 Neither I nor he is a teacher. 他和我都不是教师。(连接表语) Neither they nor Mary is going to the zoo tomorrow. 或 Neither Mary nor they are going to the zoo tomorrow. 他们和玛丽明天都不去动物园。(连接主语) 注意,neither和of连用,后接物主代词、名词等限定的复数名 词时,其谓语动词用单数形式;另外,neither的意思是“两者中任何一 个都不”,指人或指物,是单数概念,用于没有冠词、物主代词,指 示代词等限定的单数名词前,其谓语动词用单数形式。例如, Neither of the flowers is beautiful. 两朵花都不好看。 Neither of them is teacher. 他们俩都不是老师。 Neither story is interesting. 两个故事都没有趣味。 Neither answer is right. 两个答案没有一个是正确的。 I like neither school – bag. 两个书包我都不喜欢。 3. Dig a hole large enough for the tree. 给树挖一个足够大的坑。 enough“足够的”,修饰形容词或副词时,要放在被修饰词之后; 修饰名词时,可以放在名词前也可以放在名词后。 My brother has enough money /money enough to buy his own car now. 我兄弟有足够的钱可以买一辆自己的小汽车。 He is tall enough to reach the apples on the tree. 他够高的了可以够到树上的苹果了。 Li Ming is studying hard enough to catch up with other students. 李明学习很努力可以追上其他同学了。 4. Knock a long, strong stick into the earth in the hole. 在坑里插入一根长而粗的棍子。 knock sth. into… 把……插进(钉进)……,knock at (on) 敲……; 另外knock into可以表示“碰撞”解。例如, Don’t knock the nail into the chair. 不要把钉子钉进椅子里去。 Listen! Someone is knocking at (on) the door. 听!有人在敲门。 The young man knocked into me yesterday. 昨天那年轻人撞了我。 5. Made sure that it is straight. 确保树是直立的. make sure表示“弄确实;核实;查证”。make sure常用于祈使句, 后面常接that宾语从句或of介词短语。Make sure + that从句意为“弄 明白;确信”。Make sure + of + 代词/名词,意思也是“弄明白;确信”。 例如, — Make sure of his coming before you set off. — I make sure (that) he would come. — 出发之前要确定他是否来。 — 我确信他会来。 另外,be sure + 不定式大多数情况下也用于祈使句,表示“务必; 一定要;不要忘记”。 例如, Be sure to come to our party if you have time. 如果有时间的话请一定来。 Be sure to finish the work as soon as possible. 请务必尽快完成这项工作。 6. Tie the tree to the top of the stick to keep it straight. 把树系在棍子的顶部让他直着。 (1) tie v.“系上”;n.“领带,领结”;tie…to…意为“把……系在……”。 She tied his horse to a tree by the road. 他把马拴在路旁的一棵树上。 She bought a tie for her husband yesterday. 她昨天给她丈夫买了条领带。 (2) to keep it straight 是动词不定式,在句中作状语,表示捆树 的目的。keep it straight 为“动+ 宾 + 宾补”结构,如, You'd better keep your room clean. 你最好使你的房间保 持清洁。 Don't touch the machine. You must keep yourselves away from any danger. 别动机器,你该保证自己的安全。 7. But more “Great Green Walls” are still needed, and not only in China. 但是,更多的绿色长城仍旧需要,这不仅在中国。 not only 能常和but also连用,意思是“不但……而且……”,可 以连接两个主语、谓语、宾语等,当连接两个主语时,谓语动词应和 第二个主语在人称和数上保持一致,also往往可以省略。例如, She is good at not only dancing but (also) singing. She is both a dancer and a singer. 她不但善长跳舞,而且善长唱歌。(连接两个宾语)她是个舞蹈家 和歌唱家。 Not only you but (also) your sister has to get to school on time. Being on time is a must. 不仅你而且你妹妹都得按时到校。守时是必须的。 8. Many thousands of trees must be planted every year. 每年必须种植成千上万棵树。 (1)thousands of这种类型的结构前面已讲述过,它的前面不可用 具体的数字,可用不确定数目的修饰语,如some, many, several等。 Some hundreds of people watched the match. 好几百人观看比赛。 (2)plant / grow 这两个动词都有“种”的意思,区别如下, 1) plant“种植”,及物或不及物均可,常指移植已长成秧苗的植物, 可用于“plant+场地+with”结构。如, They planted trees in the garden. = They planted the garden with trees. 他们在花园里种树。 April is time to plant. 四月是种植季节。 2)grow“栽培;(人或草本等)生长”,及物或不及物均可,常指使某 种植物从种子起在某地生长,不移走。如, They grow roses in the greenhouse. 他们在温室里栽培玫瑰花。 Do all plants grow from seeds? 所有的植物都从种子长成的吗? 3) 指种植花草,用grow或plant均可;指种植树木,一般用plant; 指种植农作物,用grow。如, We have grown / planted a lot of flowers this summer. 我们夏天 栽培了许多花。 People in the south grow rice. 南方人种植水稻。 9. The more, The better. 越多越好。 So the more trees there are, the better harvests we have. 因此树木越多,我们的收成也越好。 the +比较级 + …,the + 比较级 +…。这个句型的意思是 “越……,越……”。例如, The busier the farmers are, the happier they feel. The more students read, the better their English will be. The longer plant grows, the better. 农民们越忙越高兴。学生读得越多,他们的英语会越好。庄稼的 生长期越长,长得越好。 10. In a few years’ time, those mountains will be covered with trees, too. 几年之后,那些山上也将栽满了树。 in a few years’ time意思是“几年时间之后”,类似的用法还有,In two days’ time, in three months’ time等。例如, In two days’ time, the work will be finished. 两天的时间,就能完成此项工作。 11. Was it difficult to work on the Great Green Wall? 从事绿色长城工作难吗? It + is / was + 形容词 + 不定式。这种句型中不定式是真正的主 语,it是形式主语。例如, It’s best to plant trees in spring. 最好在春季植树。 It’s best to read English every day. 最好每天读英语。 It’s interesting to play games with Children. 和孩子们一起做游戏是很有趣的。 12. But thanks to the Great Green Wall, the land produces more crops. 但是幸亏有绿色长城,土地长出了更多的庄稼。 thanks to幸亏,由于。thanks为名词,常用复数。例如, Thanks to your help, we were successful. Thanks to the policeman, the old man was brought home. 由于你的帮助,我们成功了。多亏了警察,老人被送回了家。 13. The Great Green Wall is 7, 000 kilometres long, and between 400 and 1, 700 kilometres wide. 绿色长城有7000公里长,400到1700公里宽。 (1)计量的表达法是, 主语+ be+数词+metres / kilometers + long/ wide/ high/ tall/ deep等形容词。例如, The river is about 100 metres deep. The mountain is nearly 4, 000 kilometres high. 这条河大约有100米深。这座山有近4000米高。 Our classroom is ten metres long and seven metres wide. 我们的教室十米长,七米宽。 (2)分数表达法,分子用基数词计数,分母用序数词计数,同时分 子是1以上的数字,分母用复数形式;分子为1时,分母采用单数形 式。l/2:one second; l/3:a third; 2/5:two fifths等。特殊的表达法有,a half, a quarter, three quarters等。 14. — Is it straight? — More or less! — 它直吗? — 有一点儿直! more or less“差不多;大概”相当于about。 The road is two hundred metres long, more or less. 这条路大概有两百米长。 The exercises are more or less finished. 作业快要做完了。 15. Children under 1.2m in height can not be taken into the concert hall. 1.2米以下的孩子禁止带入会场。 height 为名词,形容词为high. 1.2 m in height 意为 1.2m high。 如, — What is his height? — He is six feet in height (=He is six feet high.) — 他有多高? — 他有六英尺高。 关于含有情态动词的被动语态的讲解 ※含有情态动词的被动语态的构成 前两个单元已学过一般现在时态和一般过去时态的被动语态的构 成,以及被动语态的用法。本单元学习含有情态动词的被动语态。它 的构成形式是,情态动词+ be + 动词的过去分词;否定式是在情态动 词后 + not, 疑问式是将情态动词放于主语之前。情态动词有,can, may, must, school, could, have to等。例如,We must find out the truth . ? The truth must be found out . (1)The trees must be planted in spring. 树必须春天栽。 (2)May the exercises be done tomorrow? 练习可以明天做吗? (3)Books can not be taken out of the reading-room. 书不能带出阅览室。 (4)These young trees should be watered every day. 这些小树应每天浇水。 (5)The sick person need be taken good care of. 那病人需要很好地照顾。 (6)Your bike has to be mended well. 你的自行车需好好修修了。 ※ 被动语态与系表结构的区别 动词 be + 过去分词这个结构并不定都是被动语态结构,有时它可能是 be + 过去分词 ( 作表语 ) 的系表结构。因此, be + 过去分词 ( 被动语态 ) 与 be + 过去分词 ( 作表语 ) 这两种结构的主要差别是, ?被动结构表示一个动作,带表语的结构表示主语的特点或所处的状态。如, The library is now closed . ( 系表结构 ) It is usually closed at 6 . ( 被动结构 ) ?被动结构后面可带 by + 实施动作者,而系表结构一般没有。如, The glass is broken . ( 系表结构 ) It was broken by my sister . ( 被动结构 ) ?“系表结构”中的过去分词可以被 well , very 等副词修饰,而“被动结构”中的过去分词则一般不能如此。如, The book is well written . ( 系表结构 ) The book is written by Li Ming . ( 被动结构 ) ?被动结构可以用于许多时态之是,而系表结构只用于一般现在时和一般过去时这两种时态。如, The work is being done . ( 被动语态 ) The work is done . ( 系表结构 ) ?系表结构有主动意义,而被动结构只有被动意义。被动结构的句子往往有表示动作的时间、地点、方式、目的等状语,而系表结构一般没有这样的状语。如, The photo was taken last month . ( 被动语态 ) The photo was well taken . ( 系表结构 ) 本单元的有关听说读写的教学建议 ?有关听说方面的教学建议 本单元第41课以Read and act的形式来引出本课的教学重点。教师应充分利用这个对话情景,进行对话表演,以提高学生的兴趣,达到自然地呈现新课的目的。 教师在上课时,可穿一件旧衣服或工作服,问学生,“I came to school in/I'm wearing my old clothes today. Tomorrow you will come to school in your old clothes. Do you know why?” 这时,学生 们可以进行多种猜测。在学生情绪高涨时,教师让他们带着问题听课文录音。在听第一遍录音后,利用本课挂图,再让学生听一至两遍录音。为了帮助他们更好地理解对话的内容和句型,教师此时可将一些关键词写在黑板上,如,: in old clothes, What's happening? Tree Planting Day, Really? Wonderful! 在学生了解了对话的基本内 容后,教师可放录音让全班跟读或分角色对话。然后两人一组借助黑 板上的关键词来复述或表演。注意这段对话的主要目的是引出下面的 “instructions”,而且对话中新的语言知识不多,所以不必占用过多的 时间。 在进行了一定的pair work 之后,教师可以要求学生进行表演练 习。出示关于植树过程的一组图,让学生回忆植树的经过和步骤,在 教师的引导之下,用英语将这些步骤表达出来。 如,How to choose the ground? What should we do for the first step? Dig a hole or knock a stick into the earth? What should we do for the second step? Knock a stick into the earth or put the tree into the hole? What should we do next? Put the tree into the hole or put the earth back into the hole? What should we do next then? Push the earth down hard? Tie the tree to the stick or water the tree well. which step comes earlier? 通过上述问题的问答,学生就基本上明白了植树的步骤。然后要 求学生在小组内进行口头的表达,要求学生能够比较流利的表达植树 的过程。 初中英语教案优秀模板三 Lesson 91 教学设计 方案 气瓶 现场处置方案 .pdf气瓶 现场处置方案 .doc见习基地管理方案.doc关于群访事件的化解方案建筑工地扬尘治理专项方案下载 Teaching Objectives: 1.Get more information about Bill Gates. 2.掌握I’m sure that. . .句型的运用。 3. Grasp the using of Articles. Language focus: 1. Object clause I’m sure that. . . 2. Articles: a, an, the 3. Useful expressions l) plan to do sth. 2) 3) millions of, thousands of, hundreds of 4) decide to do sth. 5) give away 6) It’s adj. for sb. to do sth. Properties: Tape-recorder, Overhead projector Teaching procedures: Step 1 Revision 1.To dictate new words learnt. 2. To say something about Bill Gates. 3. Get the students to say something about themselves. Step 2 Leading-in Say “We all love our parents. We have special days for them. Mother’s Day and Father’s Day. Do you know when these days are? Have you spent these special days with your parents? What did you do for them? Are you going to buy something as presents?” Call them to answer. 如果学生感兴趣时间允许的话,教师可讲讲关于父亲节的信息, 使学生增加对父母亲的爱。 Then say: Let’s see what Kate and Jim’s plan is for Father’s Day. Step 3 Read and practice Play the tape for the students to listen carefully and try to find out the answer: Will Kate buy a gift to her father? 或者播放本课对 话的视频文件,Lesson 91情景对话。 Teach the new words: T-shirt, pleased,教师可展示物体和表情 图片教学。 Then get students to repeat after the tape. 教师也可播放此对话的动画文件,Lesson 91 Read and practise 让学生跟着朗读对话,并讲解I’m sure that . . . /I’m sure if . . .句型的 用法,并让学生练习。 教师还可播放视频文件,I'm sure句型,让学生观看此句型 的运用。 Explain: plan to, be pleased, I’m sure Then get the students to read in pairs and act it out in front of the class. (They may add the role of the mother to make some suggestions about the present.) Step 4 Read and complete Students read the passage and fill in the blanks with the proper articles, (the answers: a, a, The, a, the, a, a, the). Explain the using of articles. 教师可运用动画来进行演示讲解。 Learn the new words: disease, TB, decide, etc. Compare lucky with unlucky and million with billion. Explain some words and phrases. 1. millions of, thousands of, hundreds of 1) There are thousands of people in the square. 2) Millions of people die of disease every year. 2. It’s+ adj. + for sb. to do sth. (1) It’s easy for them to climb the trees. (2) It’s good for you to do more sports. Step 5 Listening practice Students listen to the tape and fill in the blanks on Page 111.教 师可运用听力 课件 超市陈列培训课件免费下载搭石ppt课件免费下载公安保密教育课件下载病媒生物防治课件 可下载高中数学必修四课件打包下载 进行教学,可根据学生的不同水平选择方式, Lesson 91课文听力练习。 The answers are: friends, when, grew, different, young, smarter, 9, 10, talked, sometimes, understand, better, science, interested, at, famous, bright. Step 6 Exercises in class 1. Rewrite the sentences. 1) When shall we go to see our teacher? I’ m not sure ______________________. 2) Can they finish the work in time? I’m not sure ______________________. 3) The little girl is waiting for us. I’m sure ______________________. 4) What shall I do to help him? I’m not sure ______________________. 5) How can we solve the problem? I’m not sure _____________________. 2. Fill in the blanks with proper articles. 1) Yesterday I saw________ girl in the street. I don’t know the nationality of________ girl. 2) –There is_________ green apple and _________ red one on the table. Which one would you choose? –Of course. I’ll have ________ red one. 3)_________ earth moves round________ sun. 4) There was_________ strange man asking for you just now. 5) That’s ________easy job. Keys: 1.l) I’m not sure when we shall go to see our teacher. 2) I’m not sure if/whether they can finish the work in time. 3) I’ m sure the little girl is waiting for us. 4) I’m not sure what I shall do to help him./what to do to help him. 5) I’m not sure how we can solve the problem./how to solve the problem. 2. l)a, the 2)a, a, the 3)The, the 4)a 5)an Step 7 Homework 1. Tell the story of Bill Gates to your friends or parents. 2. Do exercises on page 111. 3. Finish off the workbook exercise. Writing on blackboard Lesson 91 Language points Drills 1. millions of I am sure. . . 2. decide to do sth. I am not sure... 3. give away sth. 4. It’s+ adj. +for sb. to do sth. 5. I’m sure that . . ./ I’m sure if . . . [初中英语教案优秀模板]