20xx初三英语人教版教案

1、20 xx初三英语人教版教案 在英语任务型教学课堂中，老师应当乐观引导学生参加课堂任务，通过设计任务场景，使学生在课堂上营造新鲜的情境氛围中乐观参加课堂任务教学，提高学生学习的热情，提高学习英语的爱好。今天在这给大家整理了一些20 xx初三英语人教版教案，我们一起来看看吧! 20 xx初三英语人教版教案1 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词： heel,scoop,electricity, style, project, pleasure,zipper, daily, website, pioneer,list,mention 能掌握以下句型： When was the

2、 telephone invented? Ithinkit was invented in 1876. What are they used for? Theyareused for seeing at night. 2) 能谈论物品被发明的时间、发明者，表达某发明的用途。 2. 情感态度价值观目标： 了解一些近现代发明的时间及用途，激发自己热爱发明的情感。培育想象力，善于观察事物。面对难题，用乐观的态度去解决，发挥想象力，认识世界，改造世界。 二、教学重难点 1. 教学重点： 1) 本课时的单词、词组和句型，学习运用一般过去时态的被动语态。 2) 学会询问发明时间及用途的基本句型： When

3、 was the telephone invented? Ithinkit was invented in 1876. What are they used for? Theyareused for seeing at night. 2. 教学难点： 运用一般过去时态的被动语态来讨论发明的发明时间及用途。 三、教学过程 I. Warming up 1. 展示一些近代发明的图片与近代发明的发明者，让学生们将图片与发明者相连。 T: Do youknowwhatthese inventions are? S1: Itsacar. S2: Itsatelephone. S3: Itsatelevis

4、ion. T: Do youknowwhothese inventors are? S1: Karl Benz S2: Alexander Bell S3: J. L. Baird Let Ssmatchtheinventions and the inventors. . Presentation 引导学生们学习一般过去时态的被动语态结构。 让学生们看大屏幕的如果爱和发明者的图片,并将句子改为被动语态。 如： T: KarlBenzinventedthe first car in 1885. The firstcarwasinvented (by Karl Benz) in 1885. . T

5、alking 1. Lookatthepictures in 1a. Discuss with your group, in what order do you thinktheywereinvented? Try to number them 1-4. 2. Ssdiscusswiththeir partners and number the pictures. 3. Talkingabouttheinventions: A: I think theTVwasinvented before the car. B: Well, IthinktheTV was invented after th

6、e TV. . Listening (1b) 1. T: Tell Sslookatthe pictures and years on the left. 2. Playtherecordingfor the Ss to listen. 3. Ss listentotheconversation and try to match the invention with the proper year. 4. Playtherecordingagain. 5. Checktheanswers. . Pair work (1c) 1. Ss trytorememberthe invention an

7、d the year. 2. StudentB,coverthe dates. Student A, ask Student B when the things in the picture in1bwereinvented. Then change roles and practice again. 3. Let somepairsaskand answer in pairs. e.g. A: Whenwasthetelephone invented? B: I thinkitwasinvented in 1876. . Learning the new words Listening Lo

8、ok atthepicturesthen learn the new words. Work on 2a: T: Tell Sstheywillhear some interesting inventions. 1. Lookatthepictures in 2a. Discuss the things what they are used for. 2. Playtherecordingfor the Ss to listen and number the pictures. 3. Playtherecordingagain to check the answers. Work on 2b:

9、 1. Let Ssreadthechart below. Explain some main sentences for the Ss. Make sure theyknowwhatto do. 2. Playtherecordingfor the Ss to fill in the blanks. 3. Playtherecordingagain to check the answers. 4. Listenagainandfill in the blanks. . Pair work (2c) 1. Tell Sstomakeconversations using the informa

10、tion in 2b. Make a model for the Ss. A: Whatarethe shoes with special heels usedfor? B: Theyareused for changing the style ofthe shoes. 2. Let someSsmakeconversations using the information in 2b. 3. Seewhichgroupdoes the best. . Role-play(2d) 1.Readtheconversations and Let Ss read after the teacher.

11、 2. Explainsomenewwords and main points in the conversation. 3. AskSstorole-play the conversation in groups. X. Language points 1. Well, youdoseemto have a point haveapoint 有道理 e.g. Iadmit(that) you have a point. 我承认你有理。 2. Theyareused for seeing in the dark. be usedfordoingsth.表示“被用来做某事”。相当于be used

12、 to do sth. e.g.Thiscomputer is used to control all themachines. 这台电脑是用来控制所有机器的。 Do youknowwhat this tool is used for? 你知道这工具是用于做什么的? 3. Thinkabouthowoften itsusedin our daily lives. thinkabout 表示“考虑，想起” e.g. Heisthinking about travelling in thesummer holidays. 他正在考虑暑假旅游的事。 Shewasthinking about her

13、childhood days. 她正回想她的童年时期。 【拓展有关think 其它的短语】 thinkof 指“考虑，记忆，记起” 如：You thinkof everything! 你全都提到了。 I cant think ofhis name at the moment. 我一时想不起他的名字。 think sth. over指“仔细想，审慎思考，作进一步考虑” 如：Please think over what I said.请仔细考虑我说的话。 I wanttothink it over. 我想仔细考虑一下这件事。 think sth.out 指“想通，想出，熟思” 如：He thoug

14、ht out a new idea. 他想出了一个新主意。 Thatwantsthinking out. 那件事需要仔细考虑。 Homework Recitetheconversationin 2d. 20 xx初三英语人教版教案2 教学目标(Teaching Aims) 通过本课教学，使学生初步学会说：什么东西或什么人在什么地方，即人或物所在的位置。并要求学生尽可能在交际场合使用。本课只教学生静态位置的表达。(动态位置以后再学)要学习be动词，介词in, on, near, behind, under以及定冠词the和不定冠词a/an的用法。 词汇学习： 掌握： of, classroom,

15、 answer, blackboard, some, schoolbag, flower, find, window 理解： broom, raincoat, cap, Hong Kong, Macao, SAR 语音： /i:/ e /e/ e /k/ k / / g /s/ s /z/ s 教学建议 本课主要学会表达大范围 (Where is Beijing?) 和小范围 (Where is my desk?) 的空间关系。小范围的空间关系，可利用教室里的物品练习句型。老师可不断的变换物品的位置让学生熟悉前面提到的几个介词。 大范围的空间关系，老师可利用地图让学生确认我国主要城市的位置。老

16、师同时要以特殊的表达导入介词“特指the”与“泛指a/an”用法。 以上表达应会听、说、(包括会问回答)读，语调语、音基本正确。 辅音音标的发音不必一步到位。如; /s/, /z/ 教学重难点分析 1.句型 a.主谓全都，即be动词的单复数。 Where is/ Wheres ? It is/ Its on/ in/behind/near/under the Where are/ Wherere ? They are/ Theyre on/ in/behind/near/under the 注意语序： 特殊疑问句： 疑问词 + 是动词 + 主语 + 问号 b. 介词in, on, near,

17、behind, under的用法; 可组成介词短语。 介词 + 定冠词 + 名词 如：in the morning, at night, in the desk, on the table, near the door等。 2. 日常交际用语 Look at the picture. What can you see ? I can / cant see Can you see ? Where is /Wheres? It is / Its in, behind, near, under the Where are /Wherere ? They are / Theyre in, behind

18、, near, under the 单词训练建议 classroom, blackboard, schoolbag, raincoat，football 均为合成词。可让学生利用所学过的单词知识，自学这些单词。 学生能自学的词尽量让学生自学，老师可稍加引导，以下单词可迁移，让学生自己读 behind find room broom 口语训练建议 本课的口语训练应放在空间关系上。并应当贯穿始终。口语训练重要的一环就是正确引入“位置”所谓概念。这与中文有较大的差异。中文说：在 里，(上，后面，附近)的结构，英文只用一个介词，不同的介词比表达了不同的位置，而且一般要与定冠词the连用。向学生们介绍介

19、词时，多用直观展示，适当用中文。 为了使学生能够确切把握介词的特点，我们在训练的最初阶段应当集中展示两个物体之间的变化，不要过早的变换物体，这样学生就能聚精会神的体会位置表达的基本方法。注意以下几点： 1.创设一个合乎生活逻辑的语境。 2.寻找一个非设计空间表达不可的动机。如：寻找一个提问者看不见的东西。 老师上课找不见黑板擦，问一个学生。- Wheres the brush? - Its under the teachers table.老师也可自问自答。尽量从交际出发，减少纯句型练习。 3.确定对话参加者之间的特定关系。 在物体选择上，一大一小，构成一主一从的格局。建议老师使用一个色彩鲜明

20、的大纸盒和一个具有对比色度的小球，然后再换成玩具小动物，如小狗或小猫等，引起学生更大的爱好。 画一只猫和一个盒子，这只猫分别在盒子的四个位置，即在上、在下、在里、在后。 运用型训练建议 老师可设计一个让学生去办公室去拿东西的情景，告诉学生东西的位置。这个练习事先和课代表准备好。课上给全班同学演示。其目的是告诉学生们介词在生活中的运用。 Eg. Teacher: Could you help me? Student: Sure. T: Go to my office and fetch your notebooks. S: Where are our notebooks? T: They are

21、 on my table. S: Where is your table? T: Its near the second window. S: OK. 笔头训练建议 老师可设计一些基本的测试性的笔头练习，但一定是课堂上反复练习过的。多用直观的方式提供物体的位置，适量中文。注意以下几点： 1.清楚的展示物体的位置。 2.严格限定表示条件。 3.迅速反馈改正信息。 语法训练建议 冠词训练 a. 第一次提到用a/an。 b. 定冠词特指后接单述或复数名词。 可指教室里存在的东西，如：地面、时钟、桌椅等， 大家都知道的物品。 c. 位置介词的用法。 in the bag, under the tabl

22、e, on the desk , on the table等。 情感教育建议 通过本课的确定位置，以及寻找物品，告诉学生应养成放好自己的物品，不乱扔乱放东西的习惯，培育学生乐于助人，帮助别人寻找东西，以及拾到东西应交公或交还失主的良好品德。 可利用本课所提供的内容，Taiwan, Hong Kong, Macao, SAR, 进行爱国主义教育。 情景教学 学习方位表达在日常生活中很有用。我们身边有很多可就地取材的东西，建议老师在教、学生在学的时候，都不要忽略了身边的实物。如：书包在哪里，书在哪里，桌椅在哪里等。同学们要尽可能练到脱口而出，这样在交际时才能做到熟练自然，学以致用。看地图讲地名，要

23、求学生有地理知识。老师不妨在课前让学生熟悉一下地图，知道三亚在海南，西安在陕西。此后再学用英语表达难度会小些。如有可能，再让学生看看美国地图、英国地图，谈谈伦敦在哪儿，华盛顿、纽约在哪儿，巩固所学知识，提高学习爱好。 冠词a/an, the的用法 冠词是用在名词前帮助说明所指的人或事物。其分为不定冠词(a, an)和定冠词(the)。 不定冠词a和an的功能 1、 指人或事物的某一种类。例如：He is a student.他是学生。 2、 指人或某事物，但不具体说明何人或何物。例如;A boy is over there. 3、 表示数量“一”的概念。例如：I have a bike, a

24、computer and a small room. 我有一辆自行车、一台电脑和一个小房间。 4、 用于某些固定词组中。例如：have a look, have a seat等。 定冠词the的用法描述 1. 用来特指某些人或某些事物。例如：The books on the desk are our teachers(books被on the desk所限定).桌上的书是我们老师的。 2. 常用在上文提到过的人或事物的名词前。例如：There is a chair in the room. A woman is on the chair. The woman in lilys mother.房

25、间里有一把椅子，一位妇女坐在椅子上，那位妇女是莉莉的妈妈。 3. 用来指说话人双方都知道的人或事物。例如：Where is the teacher?老师在哪儿(双方都知道指的是哪个老师)? 4.在世界上独一无二的事物前。如：the moon 5. 在序数词和形容词级前。如：the youngest boy(最年轻的男孩) the first lesson(第一课) 6. 用在乐器类前。如：play the violin(拉小提琴) 7. 用在“姓”前，且“姓”后面加-s，表示“一家人” 如：The Greens are not here 8. 用在一些习惯用语中。例如：in the morni

26、ng, in the same class等。 何时不用冠词? 1. 在专用名词前。例如： in China; in Grade One等。 2. 名词前已有了做定语用的形容词、某些代词、名词所有格等修饰词语时。例如：this pencil; his knife等。 3. 表示一类人和事物的复数名词前。例如：These are oranges. 4. 在称呼语或头衔的名词前。例如：This is Miss Gao/ Mr. Wang/ Mrs. Liu. 5. 在某些习惯用语中。例如：go home; go to school等。 20 xx初三英语人教版教案3 学习目标 1.重点单词：exp

27、ression，discover，secret，grammar 2重点短语：an English movie called Toy Story，fall in love with，as well，look up 3重点句式： The teacher spoke so quicklythat I did not understand her most of the time. I was afraid to ask questionsbecause of my poor pronunciation. I can find the meaningof new words by looking th

28、em up in a dictionary. 学习重点 1.重点短语和句型2.学习英语的方法 学习难点 学习英语的方法 自主学习 一、预习课本P3新单词并背诵，完成下面的汉译英。 1.表达_2.发现_3.秘诀_ 4.语法_ 二、仔细预习P3找出下列短语和句型。 1.一部叫做Toy Story的电影 2.喜欢上 3.也 4.老师说得如此的快以至于我大多数时间都不明白。 5.因为我的发音很差，我害怕问问题。 6.我通过在字典里查询找到新单词的意思。 课堂导学 Step 1情景导入 Teacher：Wei Fen really likes English and sheis a student wh

29、o is good at English but she didnt use to like English.Do you knowwhat has changed her?Lets read the passageto find the answer. 环节说明：由Wei Fen英语成绩的变化为话题，引起学生的好奇，同时又引出要学的内容。 Step 2完成教材3a-3b的任务 1.阅读3a中的短文，根据短文内容，回答3个问题。(2分钟) 2.仔细阅读短文，根据文章内容用文章中的单词或词组完成3b中的句子填空。完成后让学生展示自己的答案，老师点拨。(3分钟) 3.再次细心阅读短文，理解每一句话

30、的意思，小组合作解决遇到的疑难问题。(3分钟) 4.老师点拨短文中出现的重点和难点。(2分钟) 5.熟读短文，识记并背诵知识要点。(3分钟) 6.小结训练。(5分钟) (C)1.He speaks _quickly _ I cant hear clearly. A.too;toB.enough;toC.so;that D.very;that (D)2.He didnt go to school_ his illness. A.because with B.becauseC.so D.becauseof (B)3.Are you afraid of_ alone? No，Im not. A.be

31、 B.beingC.stay D.tostay (B)4.You mustnt _the bus until it stops. A.get up B.getoffC.get down D.getover (C)5.Have you ever beento the village _ Green Country? A.call B.callingC.called D.tocall (C)6.I think _ isa good way to learn English well. A.listen to tapes B.listeningtapesC.listening to tapes D.

32、listentapes (D)7.He likes English andhis brother likes English _. A.also B.aswell asC.either D.aswell (C)8.Can you help me _the words in a dictionary? A.look like B.lookafterC.look up D.lookat 环节说明：通过阅读分析文章，学生的阅读分析能力在这一环节得到提升，小结训练又及时地巩固强化了重要的知识点。 Step 3问题探究 ()1.She said that memorizing the wordsof p

33、op songs _ also helpful. A.wereB.isC.wasD.are 答案选择C，此句为复合句，是由主句和一个宾语从句构成。宾语从句的主语由动名词短语memorizing the words ofpop songs来充当。动名词做主语，谓语动词用单三形式。又因为主句是一般过去时态，所以从句也应该用一般过去时态，所以答案选择C。 2.as well 的用法 他懂法语，他也懂英语。He_knows_French_and_he_knows_English_as_well. as well相当于also或too，表示“还，也”等意思，常用于肯定语或疑问句句尾。 当堂评价 请学生们

34、做前面课时训练部分。 20 xx初三英语人教版教案4 教学目标 1. Knowledge Objects (1) Key Vocabulary：stay up (2) Target Language 2. Ability Object Train students integrating skills. 3. Moral Object Students may think parents should allow them more freedom. In fact, they are weak in telling the right from wrong. So accept parent

35、s advice. 教材分析 1.Teaching Key Points Talk about what oneself is or isnt allowed to do using the target language. Ask for what someone is or isnt allowed to do using the target language. 2. Teaching Difficult Point Train students integrating skills by task-based activities. 教学过程 Step Revision Play a

36、game to review the structure be or be not allowed to. Divide the class into groups. Each group is asked to make a list of school rules. The group which writes down the most rules within five minutes wins the game. Step 3a This activity provides reading and writing practice using the target language.

37、 Point to the picture and ask students to describe it. Invite a pair of students to read the conversation to the class. Call students attention to the chart. Say, You are to read the conversation again and write Sun Feis and Wu Yus rules in the chart. Ask a student to read the sample answers to the

38、class. Get students to complete the chart individually. Remind them to use Dont and You can. As they are working this, move around the room answering any questions students raise about the conversation and offering language support as needed. Check the answers. Answers Sun Fei: You have to be home b

39、y 10:00 p.m. Wu Yu: You have to stay at home on school nights. You can go to the movies with friends on Friday nights. You can go shopping with friends on Saturday afternoon. You can choose your own clothes. Dont get your ears pierced. Step 3b This activity provides listening and speaking practice u

40、sing the target language. Focus attention on the conversation. Ask a pair of students to read it to the class, completing the last sentence. SA: What rules do you have at home? SB: Well, Im not allowed to go out on school nights. How about you? SA: Im not allowed to go out on school nights, either.

41、But I can study at a friends house. Write the conversation on the blackboard. Say, Please cover the conversation in Activity 3a. Using the information in the chart, make new conversations in pairs. Get students to complete the work in pairs. Move around the room checking progress and offering any he

42、lp students need. Ask several pairs to share their conversations with the class. Step Part 4 This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class. Call students attention to the chart. Set a time limit of one minute. S

43、tudents read the headlines at the top and at the sides. Demonstrate how to fill in the chart with a student. T: Do you have to go home after school, Wei Ming? W: Yes,I do. T: Are you allowed to stay up until 11 : 00 p.m.? W: No, Im not. T: Tell students where to write Wei Ming in the chart. Say, You

44、 are to ask different students in the class and find three people who have to follow each of the rules in the chart. Ask students to complete the chart. Allow them to stand up and move around the room. Walk around the room checking progress and offering help with pronunciation and writing. Ask sever

45、al students to tell the class what they learned. For example, a student might say, Wei Ming has to go home after school. Liu Chang is allowed to stay up until 11:00 p.m. and so forth. Review the task. Ask, who has to go home after school? Count the hands and let students keep a record. Do the same a

46、pproach with the other items. Discuss the results with the class. Optional activity Ask students to create a chart similar to the one in Activity 4. Then make a different list of rules from the ones in the book. Get them to complete the activity by going around the class and filling in the chart. St

47、ep Summary and Homework Say, In this class, weve learned to talk about oneself is or isnt allowed to do and ask for someone is or isnt allowed to do. 20 xx初三英语人教版教案5 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词： chopsticks,coin, fork, blouse, silver, glass,cotton, steel, grass, leaf, produce, widely,be known for,

48、process, pack 能掌握以下句型： This ring looks nice. Is it made of silver? Yes,and it wasmade in Thailand. What is it made of/from? China is famous for tea, right? Where is tea produced in China? 2) 能够用英语描述及询问物品的制作材料，正确理解被动语态的用法及句子结构。 2. 情感态度价值观目标： 了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯;了解一些地方知名产品或传统艺术品的制作过程以及制作材料，

49、培育学生的民族自豪感及爱国主义精神。 二、教学重难点 1. 教学重点： 1) 掌握本课时中出现的生词 2) 能够用英语描述及询问物品的制作材料 3)正确理解被动语态的用法及句子结构。 2. 教学难点： 理解被动语态的用法及句子结构。 三、教学过程 . Lead in 1. 播放动画片造纸过程的视频，让学生们了解这个中国传统发明的情况。 T: Whoinventedpaper first? S1: Can Luninventedit in Han dynasty. T: What waspapermade of then? S2: It wasmainlymade of bamboo. T: w

50、as it easyforpeople to make paper then? S1: No, it wasverydifficult then. T: What ispapermade of now? S3: Itsmainlymade of wood, bamboo, and cotton. . Presentation 1. Presentthesentence structure, using the pictures on the big screen: Whats the goldenmedal made of? Its made ofgold. Isthis tablemade

51、of wood? No, it isnt. Its made of glass. Is Butter made from meat? No. Its made from cream? 让学生们学习掌握be made of/from句型的用法，及be made of与be madefrom的区别。 两词组都是“由制成的”之意。be made of 指从原料到制成品只发生了形状变化，没有发生本质变化(属物理变化) be made from指从原料到制成品发生了质的变化，已无法复原(属化学变化)。 . Learning 1. Showsomepictures on the big screen. T

52、ry to learn the new words using “bemade of”structure. Learn the newwords:chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass,leaf e.g. This pairofchopsticks are made of bamboo. This coin is madeofsilver. Is this blousemadeof cotton? No, it isnt.Itsmade of silk. Whatsthe forkmade of?

53、Itsmade ofsteel. These pigslikegrass very much. a piece of leaf Kolaslikeleaves. 2. Ss discusswiththeir partner and try to learn the new words. 3. Give Ss fivemoreminutes to remember the new words. Work on 1a: Let Ss readthethings and materials in 1a. Discuss with their partners and match them witht

54、hematerials. More than one answer is possible. What arethesethings usually made of? Match them with the materials. More than oneanswer ispossible. 1. chopsticks 2. window 3. coin 4. stamp 5. fork 6. blouse a. wood b. gold c. silver d. paper e. silk f. glass Check theanswerswith the Ss. . Listening 1

55、. T:Tell Ss they will hear a conversationabout some things and material. Listen andmatch the products with what theyare made of and where they were made. Things Made of Madein shirts cotton Korea chopstickssilver Thailand ring steel America 2. Let onestudentread the words in the box, Play the record

56、ing for the Ss tolisten. 3. Ss try tolistenand match the things with the material and here they were made. 4. Playtherecording again. Let Ss check the facts they hear. 5. Check theanswers . Pair work 1. Readtheconversation in the box in 1c. 2. Ss try tomadeconversations using the information in 1b.

57、e.g. A: Yournew shirt looks very nice. Is it madeof cotton? B: No, it isnt.Its made of silk. 3. Let somepairsread out their conversations. . Listening Work on 2a: T: Letslisten toanother conversation between Nick and Marcus. 1. What aretheytalking about? First, lets look at the picturesand the phras

58、es in 1a. (Let onestudents read the phrases in 2a.) Listen andcheck ( ) the maintopic of Nick and Marcus conversation. _ thesciencemuseum _ the artandscience fair _ environmentalprotection _ a model plane _ abeautifulpainting _ grassandleaves 2. Playtherecording for the Ss to listen and check the ph

59、rases. 3. Playtherecording again to check the answers. Work on 2b: 1. Let Ss readthesentences below. Explain some main sentences for the Ss. Make sure theyknowwhat to do. 2. Let Ss readthequestions in 2b. Make sure they understand the meaning of each question. Play therecordingfor the Ss to answer t

60、he questions. (Ifnecessary, using thepause button.) 1) Where is theart andscience fair? _ 2) Do NickandMarcus have to pay to go? _ 3) What is themodelplane made of? _ 4) What isthepainting made from? _ 3. Playtherecording again to check the answers. 4. Playtherecording again. Let Ss fill in the blan