初中英语教案（初中英语教案全英文版）

今天介绍一下初中英语教案的文章，内容如下：

初中英语优秀教案范文

教案中对教学方法的选择，板书设计，教具或现代化教学手段的应用，各个教学步骤教学环节的时间分配等等，都要经过周密考虑，精心设计而确定下来。下面是我给大家整宏嫌理的初中英语优秀教案范文，供大家参阅!

初中英语优秀教案范文篇1

ⅠTeaching Materials

1. Language Materials

Words: spoil, as, screen

Phrases: on the computer, find out

Sentences: I guess somebody else has borrowed it.

Could you find out who has taken it?

Grammar: The present perfect tense

ⅡTeaching Objectives

1. Read the whole lesson fluently, and pronunciation and intonation should be right.

2. Learn to read the information on the library cards and the computer screen.

3. Master the following materials

(4 skills) Word: as

phrase: on the computer, find out

(3 skills) Words: spoil, screen

Ⅲ Teaching Points

The main points: (1)(2) in teaching objectives

The difficult points: learn to read the information on the library cards and the computer screen

Ⅳ Teaching Procedure

Organization of the class

Today, we are going to learn Lesson 4. In Lesson 4, we’re going to talk about the information on the library cards and the computer screen.

Revision

Before we go on to learn the new lesson, let’s go over what we learn in Lesson 3.

A. Oral

　薯派　How could Grandma get all her lost books back?

the use of the adverbs in the present perfect tense.

The teaching of the new lesson

A. Lesson 4

Yesterday, we learned that grandma usually borrowed books from the library. There is a new library today. If you want to read books, how can you find them? Let’s go on to learn Lesson 4.

B. Part1

数绝贺I’d like you to listen and do Wb. Ex.1

C. Part 2

Ask the students to write down something about the school librarian and report it to the class. Teach: as He works there as a shop assistant.

D. Part 4

Learn to read the information on the cards and the computer screen.

E. Part 3

Listen and answer: What does the boy want to borrow?

What’s its name?

Who has borrowed it?

Read and learn.

has borrowed, has taken, has got( the present perfect tense)

find out

Read and act.

F. Part 5

Read and learn.

G. Checkpoint 1

H. Wb. Ex.25

Homework

A. Wb. Ex 3

B. Go over the whole unit.

初中英语优秀教案范文篇2

教学目标与要点

1.能够熟练运用所学知识来谈论"运动"，特别是一些和生活密切相关的运动项目。

2.掌握本单元的有关"water sports"的单词和短语，能听、说、读部分地名，重点掌握 no mater，both…and…，all over等短语或习惯用语的用法。

3.进一步学习现在完成时态，特别注意它与already，just，yet，very等词的连用，同时能够区别它们的用法。

4.能够熟练运用现在完成时态，用它来表达由过去开始，和现在相联系的动作或影响，能够区别一般过去时与现在完成时的不同。

5.运用本单元所学知识来描述某一运动。如：the Olympic Games或surfing或diving等。

素质教育目标

1. 进一步学习现在完成时，灵活运用already, just, ever, never等词语。

2. 引导学生对水上运动和其他运动进行描述，达到阐述自已喜好的目标。

3. 在学习过程中，让学生了解体育运动对每个人的生活和工作的重要性。

4. 通过各种教学手段，如声音、图片、动画、电视、网络等，让学生在了解有关体育知识的基础上，自觉参与各项体育运动，培养积极向上的生活情趣。

5. 引导学生尝试运用不同的学习工具、学习方法、媒体素材等进行学习和提高。

教学设计方案

Teaching Objectives:

Students should master the dialogues, useful expressions about the present perfect tense.

Language Focus:

What's the surfing like today? Have you ever been to … How long have you been to …

Properties:

Tape recorder, topic cards, etc.

Teaching Procedures:

I. Revision

Ask student answer the questions of Have you…

T: Have you finish you homework? /Have you got your notebooks?

S: Yes./ No.

T: What have you done for English study?

S: (They may have different answers.)

II. Leading in

After a long vacation, Ss may remember something about their travel, let them think about where they have been. How to speak in English?

III. Presentation

Write the sentences on the blackboard:

Have you ever been ______?

I have already been _______ several times. / I've never been there.

Explain the meaning of sentences and the word ever, already and never.

Open the textbook and turn to page 6, lead the Ss to read the word Bondi Beach, Cape Town, Hawaii, Newquay, surfed, water-skied, canoed, dived in part 2.

Let Ss read part 2 dialogs in pairs.

IV. Practise

Let them close the textbook. Show a topic to Ss: Ted and Bruce's talk beside the beach. Say to Ss: "Please image that you are Ted and Bruce, you are talking about your trip and water sports, you'd better use Have you ever been …, surf, uncle. Five minutes later, go to the front to show your talk with your partner."

Check their talks in pairs, encourage them to speak aloud and practise as the actor.

V. Presentation

Play the tape of Part 1 for the students to listen three times. The first time, let one or two Ss speak the main sentences in the dialog. The second time, volunteers repeat what they hear. The third time, try to rewrite the whole sentences.

Ss open their textbooks, and check what is not remembered.

Ss could find any problem about this dialog, T give them the answer.

eg. have a try, I don't know how to surf, Since last Wednesday, None of us has, etc.

VI. Exercises in class

T read the questions below, and Ss give their answer, to improve and impress what have learned.

1. They are good ___________. Do you like __________? (surf) answer: surfers, surfing

2. We have been to Hawaii __________. (two) answer: twice

3. Mike hasn't done his homework _____.

A. already B. just C. yet D. either answer: C

4. Ted has been a bus driver _____ five months ago.

A. for B. since C. from D. in answer: B

5. - _____ have you been to Cape Town?

- Since last Wednesday.

A. How often B. How many times

C. How long D. How soon answer: C

6. She is very busy. He hasn't had a day _____ for three weeks.

A. busy B. free C. off D. on answer: C

VII. Homework

1. Finish your dialog design after class, try to use what you have learn.

2. Finish the exercises on page 97.

3. To read Surfing in page 7, find the main sentences, and think about what kind of water sport you like best, why?

初中英语优秀教案范文篇3

Teaching Objectives:

Students should understand the meaning of reading, master useful expressions and learn more about the present perfect tense.

Language Focus:

Useful topic: Surfing, beaches; useful expressions: have been, never, ever, no matter how, neither nor, etc; and other reading skills.

Properties:

Tape recorder, topic cards, answer sheet, etc.

Teaching Procedures:

I. Revision

Revise the Present Perfect tense, do the exercise 2 on page 97, ask students answer the questions one by one.

II. Pre-reading

There are many kinds of water sports, such as swimming, paddling, Boogie-boarding, and dragon boat race in China. What water sports have you watch? What kind of water sport you like best, why?

III. While-reading

Before first listening of Surfing, read the questions of exercises 1 on page 98. Prepare their answer sheet. Ask the students bring these questions to listen the tape or video first time. Write their answer if possible.

Then play the tape or video once again, ask the students check their answers. And then let them try to give the main sentence of this reading.

Open the textbook, turn to page 7. Let Ss find the new words and useful expressions in five parts (each part for each paragraph). Ask them give correct explanation. Make sure everyone is on task. While working, teacher go around the classroom and give help where need. Then show the answers of them. Teacher explains the main sentences, such as Now it is enjoyed by people all over the world; It's neither too hot nor too cold all the year round; etc.

IV. After-reading

Discussing in four parts, talk about San Francisco, Honolulu, Hawaii, Hainan island. After discussion Ss should give Where is it, What it famous for, What water sport are there, etc.

V. Homework

1. Finish exercises 2 on page 98.

2. Revise the new words, useful expression and sentences

初中英语说课教案

作为一名教职工，时常会需要准备好教案，教案有利于教学水平的提高，有助于教研活动的开展。教案应该怎么写呢？下面是我为大家收集的初中英语说课教案，欢迎大家借鉴与参考，希望对大家有所帮助。

初中英语说课教案 篇1

一、教材分析：

1、教学内容：

本单元是——( 下 ) Unit —。主要围绕""这一主题展开各种教学活动，并以这一主题引出_____等语言功能。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。并让学生能在"做中学"(learning by doing)，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。

2、教材的地位和作用：

——年级——单元

讲述的是——的用法，这是初中非常重要的时态之一。学生们能够用现在——来表达自己的经历，来体会别人的感受是很重要的。这个单元一定要体会现在——的真正含义和用法。要避免混淆几个重点词组的使用。

我们更要使学生不仅理解枯燥的语法，还要让学生们会用新学的语法知识来表达思想。

3、教材的处理：

根据《英语课程标准》(实验稿)关于总目标的具体描述，结合本单元这部分的教学内容及基于对教材的分析，我对本单元的内容进行如下处理，目的是突出重点，使课堂节奏紧凑，衔贯。本单元分为四课时，第一课时是Section A，第二课时是Section B， 第三课时是Self Check， 第四课时是——，ZUI后一部分是 做练习，以学生的自测为主，然后予以校对。

二、学情分析：

我们教学的对象是初二学生(好，中，差等芹昌睁生都有)，他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。

三、教学目标：

根据以上我对本单元教材内容的分析和新课标的指导，我确定以下几个为本单元的教学目标：语言知识，语言技能，学习策略，情感态度和文化意识五个方面。

1、语言知识：

本单元要求学生掌握以下词汇——

语言功能：学习和增加阅读技巧和阅读策略。

语言结构：——

2、语言技能：

(1)能用——的各种形式进行准确的描述和表达——经历。

(2)能掌握——时态中几个词组的正确使用。

(3)能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。

3、学习策略：

通过本单元的教学，我要求学生能通过上下文内在的逻辑联系和在一定的语境中正确理解并运用——(时态)来准确地表达所发生过去的经历。

4、情迅嫌感态度：

通过对本单元的任务性活动，我的嫌岁目的是让学生们用英语描述他们过去的经历，同时能提高他们的观察能力和表达能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。

5、文化意识：

通过他们描述过去的经历，了解一些西方国家的风土人情。

四、教学的重、难点：

基于上述对教材的分析，我确定本单元的教学重点为——的用法。

教学难点为——含义和用法，能在交际中准确地运用——来描述或表达。

五、教学方法：

教法：情境教学法、语法翻译法、直接法、听说法、交际法、全身反应法

学法：自主、合作、探究

教法分析：

(1)——是初中非常重要的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，让他们讲述去过的国家或地方，创设生活化的真实情境引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言(为用而学， 在用中学，学了就用)。

(2)开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。

六、教学过程设计

Unit 9

The First Period (Section A)

Step 1 Warming up

("良好的开端是成功的一半"， 因此，我认为能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础，同时也能给自己适当的减压。)

T：I like travelling. I have been to Dalian and many big cities. What about you?

接下来教师让几个学生讲述他们去过的城市或国家，让其他学生用英语来猜测。(目的是为本节课的现在完成时作好铺垫)

Step 2 Presentation

教师出示几张图片，引出现在完成时的结构和用法。

T： Have you been to an aquarium?

Yes,I have.

T： Have you been to a water park?

No,I havent.

这样设计的目的是让学生在交际情景中感受出现在完成时的结构和用法。

然后叫学生归纳出现在完成时的结构句型。

初中英语说课教案 篇2

一、教材分析：

（一）、教材的地位及作用：

对话课是突出语言使用能力的培养，通过听、说、读、写的全面训练，提高学生为交际初步运用英语的能力。初中英语第二册第77课，是一篇对话课，它的材料结合生活实际，体现交际原则，功能意义明确；它的词汇较多，仅教参要求掌握或识记的就有9个生词和词组；本单元是个复习单元，其内容和练习形式都比较丰富多样。从知识层次看，它主要复习前面五个单元的语法及日常交际用语，没有出现新的语法。非智力因素方面，要求学生学会表达高兴和悲伤的用法，告诉他们：笑比哭好，高兴比悲伤好，心情愉快能使人健康…鼓励他们树立积极向上、乐观奋进的积极生活态度。

（二）、教学目标（知识目标、能力目标、德育目标）：

1、知识目标：

（1）、掌握如下生词和短语：

yet,myself,cousin,engineer,cancer,care,takecareof,sad,death

（2）、复习when引导的时间状语从句。

2、能力目标：

培养学生听、说、读、写、综合运用语言的能力。本课要求学生学会表达高兴和悲伤的用法。

3、德育目标：

教育学生积极向上，乐观奋进。

确定教学目标的依据：

根据新课程标准和初中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英语进行交际的'能力，激发学生的学习兴趣，为进一步的学习打好初步基础。此外，根据我国国情、新课程标准和英语教学大纲的要求，现阶段英语教学的素质教育主要包括思想素质教育、潜在英语能力的培养、非智力因素的培养等四个方面。

（三）、重点与难点:

1、重点：

（1）、理解并掌握表达高兴和悲伤的用法。

（2）、复习由when引导的时间状语丛句。掌握如下重点句型：

Whatmakesyouhappysad?

Itmakesmevery…when….

2、难点：

1）让学生用自己的语言来表达高兴和悲伤。

2）让学生对周围的同学、老师进行采访、调查并填写表格。

确立重点与难点的依据：

根据教学大纲的要求，及本课在教材中所处的地位和作用。

二、教材处理：

根据以上对教材的分析，同时针对中国学生学习英语存在一定困难的实际情况。首先给学生创造英语语言氛围，让学生身临其境地去感受高兴和悲伤。同时激发学生学习兴趣，让学生在参与表演、调查等一系列活动中，掌握知识，运用知识。

三、教法概要：

对话课教学的基本环节Revision→Presentation→Readingaloud→Practice→Consolidation也适用于本课的教学。我采用的教法中考虑了以下二点：

1、情景性同语言知识训练的统一；

2、听、说、读、写交际能力的发展同语言知识的运用能力的统一。

在教学中通过“五步教学法”，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。发挥教师的主导作用和培养学生主动参与意识，突出重点和难点，坚持综合四会训练，落实笔头练习。

四、学法指导：

1、指导学生做必要的课前预习。

2、引导学生学会在看、听、读的过程中掌握新词的发音，在语境中了解新词意义，并做与课文相关的阅读理解练习和正误判断。

3、指导学生掌握重点、难点，鼓励学生运用英语。

五、教学手段：

主要以现代化电教手段和多媒体辅助教学，贯穿整个教学过程。增强了直观性和趣味性，加大了课堂容量，提高了教学效果。

六、教学程序：

1、新课导入：

为了激发学生的学习兴趣，引起注意，拉近师生距离，首先让学生观看两个表现高兴和悲伤的片段，问学生“Whataretheydoing?Aretheyhappy?Whatabouther?”引出本课主题Learnsomethingabouthappyandsad.随着“咔喳”一声，电脑打出课题，给学生一种身临其境的感觉，导入正课。

2、新课的讲解：

本课，我按课文的篇章结构，第一部分运用两个对话来表达高兴与悲伤。第二部分是操练句型Whatmakesyouhappysad?Itmakesvery…when….很自然地分成二个部分进行教学。

第一部分：我利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，配上灵活、直观性强的VCD,通过看VCD,听、看对话的内容，让学生了解HanMei得到电脑的喜悦和Paul知道叔叔生病的悲伤。然后让学生回答两个问题“1）WhyisHanMeihappy2)WhyisPaulsad?”，然后让学生反复操练对话，让他们在情景中自由对话。在老师设计的语言环境中，让学生了解韩梅和她的堂姐的有关信息，学习并掌握如下生词（yet,cousin,engineer,cancer,takecareof）,高兴和悲伤本来是人的情感的两个方面，我把它们自然地融合成一个整体进行教学。

第二部分：老师用提问的方式，巧妙地把学生从HanMei的高兴和Paul的悲伤过渡到生活中的喜怒哀乐:“Areyouhappysad?Whyarehappysad?然后再引申到课文第二部分需要掌握的两个句型：Whatmakesyouhappysad?Itmakesmeveryhappysadwhen….利用各种形式：师生互问互答、分组对话、看图说话、游戏操练、调查采访等反复操练句型，尽量让学生脱口而出。

充分调动了学生的积极性，吸引了全体学生的注意力，达到了教育、教学目的，培养了学生的思想素质、情感素质和英语语言素质。

3、反复操练和巩固应用：

为了调动学生的积极性，利用分组表演对话,以及快速抢答、正误判断、回答问题、调查采访等不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度地培养学生运用英语的能力。

4、归纳总结与反馈练习：

本课板书所呈现的重点词汇、句型，复习了由when引导的时间状语从句，巧妙地总结了本课的重点、难点。通过书面练习“Makeasurvey”，突出了“写”的训练，进一步巩固对本课内容的理解和运用。

5、调查、采访

让学生分组进行调查采访：Whatmakesyouhappysad?Itmakesmevery…when….然后，填写在调查表上。

让学生了解人们生活中的喜怒哀乐，鼓励他们积极向上，乐观奋进的积极情感态度。从而体现了寓思想教育于课堂教学之中，对学生进行了思想素质教育。

6、板书设计：

板书的设计体现知识的板块结构，既有对文章理解的问答题、判断正误题、讨论题等，又有重要的语法现象和句型的归纳。

本课以素质教育为目的，结合教材重点、难点及英语学科的特点，利用多媒体辅助教学，使学生听、说、读、写的能力得到全面提高。让学生在愉快、轻松的氛围中温故而知新，达到初步运用英语进行交际的目的。

由于缺少经验，在教学过程中难免会出现不足，敬请各位老师不吝赐教。

初中英语教学案例范文

编写教案要依据教学大纲和教科书。从学生实际情况出发，精心设计。下面是我给大家整败猜缺理的初中英语教学案例范文，供大家参阅!

初中英语教学案例范文篇兆旦1

Language focus:

1.Useful expressions

on Bondi Beach; great fun; fail; need practice; leave for; by the way; on business; so far; travel to. . .Time flies

2. Present Perfect Tense

Properties: Recorder; Overhead Projector; Pictures.

Teaching Procedures:

Ⅰ. Showing aims

Get the students to know what they will learn in this lesson and what they will do in this class:

1. Master some useful expressions

2. Practise the Present perfect Tense

3. Practise speaking English

Ⅱ. Revision

1. Check the homework.

2. Revise the passage "察辩surfing". Ask one or two students to retell the story in front of the class.

3. Revise the Present Perfect Tense. Get the students to make dialogues in pairs, then have some of them act out their dialogues to share with the class. Pay attention to the use of the Present Perfect Tense.

III. Presentation

Speech Cassette. Play the tape for the students to listen and repeat. Then in groups, have the students read and act out the dialogue, ask several pairs to perform the dialogue for the class.

Note: such great fun; Time flies; on business. They may be explained in Chinese.

Explain the difference between "such" and "so" (such + nouns, so + adjectives)

IV. Practice

Part 2. Go through the dialogue with the students. Then get the students to ask and answer in pairs. Remind the difference between "have / has gone to" and "have / has been to"

V. Practice

Each student interviews a student or a teacher by asking the following questions:

What places have you been to in China?

Have you ever been to…?

How many times have you been there?

When did you go there?

How did you go there?

What interesting things did you do there?

Do you want to go there again?

Then ask the students to write a short passage about the interview, get one or two students to read for the class.

VI. Practice

Have the students give their own answers to the questions in the book.

Ask the students to ask and answer in pairs.

VII. Workbook

Do Exercise I with the class. First have the students do it individually, then check with the whole class.

The answers are: have got; Have been; went; gave; Have taken; took; be; has gone

Do Exercise 3 with the whole class. And get the students to learn the sentences.

VIII. Summary

Exercises for class

Translate the following sciences into Chinese.

1. 他在哪儿?他已经去了北京。

2. 他去过北京几次?

3. 不管他说什么，我都不会相信。

4. 你刚才做家庭作业了吗?还没有。

5. 他已经到美国去旅游了。

6. 不管你走到哪儿，我都会记得你。

IX. Homework

Finish off the exercises in the workbook.

初中英语教学案例范文篇2

Language Focus:

Useful expressions:

a 12 - year - old schoolboy; try to; cross; channel; fail; set off; slow down; go on swimming, a big crowd of; wait for; be proud of; speak highly to.

Properties:

Recorder; Overhead Projector; Pictures

Teaching procedures:

I. showing aims

Get the students to know what they will learn in this lesson and what they will do in this class:

1. To master some useful expressions.

2. To revise all the contents of Unit 2.

3. To go through Checkpoint 2.

4. To train their listening ability.

5. To train their writing ability.

II. Revision

1. Revise "have / has been to" and "have / has gone to". Ask: Where is he? Get some of the students' answers with: He has gone to. . .

S1: He has gone to the office.

S2: He has gone to the hospital. .

S3: He has gone to Beijing.

Then ask: How many times have you been to Beijing?

S1: I've never been there.

S2: I've been there twice.

S3: I've been there three times.

Make sure the students can ask and answer correctly.

2. Revise the sports words. Divide the class into four groups and have a competition, say out the words as quickly as possible. See which group can say the most quickly and say the most words.

III. Listen

Listening Casette. Play the tape twice for the students to listen and do Exercise I in the workbook. Then play the tape again, and check the answers with the class.

IV. Word Puzzle

Ask the students to find the words in groups of the four. Get one student to share his or her answer with the whole class and check with them. The answers are: skiing; swimming; skating; boat-racing; diving.

V. Presentation

Part 3. Speech Cassette. Play the tape twice for the students to listen and repeat. Then ask the students to read the passage by themselves. Try to find the answers to the following questions:

1. Who was the youngest swimmer to cross channel?

2. Which channel did he cross first?

3. When did he first cross the channel?

4. Where was the channel?

5. Why did he slow down?

6. How many hours did it take him to cross the channel?

7. Did he cross the channel alone?

8. How did his parents feel when he arrived the beach?

Note some useful expressions on the blackboard: a-12-year-old schoolboy; cross the Qiongzhou Channel; fail; his dream came true; step into; slow down; go on swimming; another; a big crowd of people; be proud of; not only … but also … ; Have the students retell the story.

VI .Writing

Get one student to act as Li Lida and the other students act as journalists. Make an interview, then write down a passage about the interview. The journalists can ask questions like:

1. Do you like swimming?

2. When did you swim?

3. Do you often swim?

4. Were you afraid while you were crossing the channel?

5. Do your parents like you to swim?

6. How do you like when your dream comes true?

VII. A poem

Speech Cassette. Get the students to read the poem after the tape and help the students understand the poem. Ask them to learn the poem by heart.

VIII. Checkpoint 2

Go through Checkpoint 2 in the usual way. Explain any problems that the students may have. Get the students to go over the grammar notes.

IX. Workbook

Do Exercise 3 in class, and check the answers in pairs. The answers are: E; A; D; C; B

Do Exercise 4 individually and practise the dialogue in pairs.

Work on Exercise 5 as homework.

X. Summary

Exercise in class

Fill in the blanks with "so" and "such"

1. He was ________ tired that he can't climb the hill.

2. She is __________ a kind girl that everyone likes her.

3. The classroom is ___________ beautiful.

4. There is ___________ a clever monkey in the tree.

5. My mother is - busy, she can't go with you.

6. There are __________ many books here, I like them very much.

7.I have ___________ an honest daughter. I like her very much.

8. The flowers are __________ beautiful, don't pick them.

Answers: 1. so 2. such 3. so 4. such 5. so 6. so 7. such 8. so

XI. Homework

Finish off the exercises in the workbook.

初中英语教学案例范文篇3

教学目标

教学目标与要点

1.能够运用过去时态来谈论过去的经历和运用现在完成时来谈论由过去开始，与现在相联系或有影响的经历。

2.学习和归纳有关环境和污染方面词汇，且能够正确运用它们来描述所见所闻。

3.进一步学习现在完成时态，特别是它的时间状语的表达法：for…或since…

4.归纳总结哪些动词是延续性动词，哪些是非延续性动词，以及它们之间的转换。特别是与一段时间连用时只能使用延续性动词。

5.培养自己的环境意识，养成良好的行为举止，能运用所学知识来报道周边的环境问题。

素质教育目标

1. 完成本单元语法现在完成时的学习，注意for与since的用法。

2. 熟练掌握本单元相关词组和短语的用法。

3. 引导学生了解优美的环境对人类健康的重要性，以养成宣传及保护我们生活、工作、学习环境的良好习惯。

4. 通过学习本单元，能使学生理解过去时与完成时，并能灵活运用相关知识。

5. 通过各种教学手段，如声音、图片、动画、电视、网络等，让学生在了解环境保护知识的基础上，提高表述、思考、总结相关此类知识的能力。

6. 引导学生尝试运用不同的学习工具、学习方法、媒体素材等进行学习和提高。

Language Focus:

1. some useful expressions:

waste water; Greener China; Good idea; be afraid; a member of; a book on the environment

2. some useful sentences:

How long have you been a member of Greener China?

I've been with Greener China for a year.

How many English words have you learned since you came here?

About one thousand.

Properties: Pictures：TV; Overhead Projector; Recorder

Teaching Procedures:

I. Showing amis

Get the students to know what they will learn in this lesson and what they will do in this class:

1. To master some useful expressions.

2. To learn the grammar: the Present Perfect Tense.

3. To make the similar dialogues freely.

4. To know that they should protect the environment and make our world more beautiful.

II . Revision

Revise the grammar; the Present Perfect Tense. Ask: Have you ever been to the Great Wall? How many times have you been there? Get the students to ask and answer in pairs. Then ask several pairs to act out their dialogues.

III. Presentation

Present this dialogue:

A: Where have you been?

B: I've been to a paper factory.

A: What did you do there?

B: I saw the worker making paper there.

Present this dialogue with one student as an example, then ask the students to practise this dialogue in pairs, and get some of them to act out the dialogue.

IV. Practice

Put up a picture of a paper factory on the blackboard, get the students to talk about the factory, for example; " This is a paper factory, it makes paper, but it also makes smoke and waste water. I found the smoke was put into the air and the waste water was put into the river near it. The river has become very dirty. Lots of fish have died." Have the students talk in groups of four and then ask some of them to read out their report to share with the whole class.

V. Read and say

Part 1. Speech Cassette. Play the tape twice for the students to listen and repeat. Ask the students to read the dialogue in groups of three. Then read for the class. Get the students to read the dialogue individually again and find the answer to the following questions:

1. Where has Hu Lan just been to?

2. Why has the river near the factory become dirty?

3. What has happened to the fish in the river?

4. What does Greener China want to do?

5. Why are they going to write to the TV station and the newspaper?

6. Do you take care of the environment? Why or why not?

7. What can you do to improve the environment?

VI. Ask and answer

Read through the dialogues with the students. Ask and answer in pairs. Then make similar dialogues in pairs using the phrases in the box of the book.

VII. Write

Get the students to act as journalists, make an interview. Interview one of their friends. Ask him or her some questions about him or her and his or her family members.

For example: How long have you been in this school?

What subject have you studied?

How many friends have you made?

What's your fathers job?

How long has he been a … ?

What has he done since … ?

Then get the students write a report, have some students read their reports to share with the whole class.

VIII. Workbook

Do Exercise 3 orally with the class. Have the students ask and answer in pairs. Write Exercise 2 in the exercise books.

IX. Summary

Exercises for class

Rewrite the following sentences using the Present Perfect Tense:

Model: He went to Nanjing two days ago.

He has been in Nanjing for two days.

1. They began to study English in 2000.

2. He became a teacher ten years ago.

3. Jim came to China one year ago.

4. He joined Greener China one year ago.

5. My sister bought this book last week.

X. Homework

Talk something about the environment.

初中英语教案

作为一名老师，就有可能用到教案，通过教案准备可以更仔盯好地根据具体情况对教学进程做适当的必要的调整。快来参考教案是怎么写的吧！以下是我整理的人教版初中英语教案，希望能够帮助到大家。

人教版初中英语教案1

一、教材分析

(一)教材的地位及作用

本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生通过交换对过去发生的事情的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。SectionA的主要学习内容是：复习一般过去时态和动词的规则与不规则变化。

(二)教学目标

根据《英语课程标准》关于总目标的具体描述，结合第八单元的教材内容，我按语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：

1、知识目标：

(1)功能：描述过去发生的事情

(2)语言结构：规则动词和不规则动词的一般过去式

(3)一般过去时的一般疑问句句型：Did you go to the zoo？ Yes， I did、 No， I didn’t、 I went to the aquarium、Were there any seals？ Yes， there were、 No， there weren’t any sharks、I saw somesharps/ I went to the aquarium、

2、语言技能：听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化。能听懂本课学习活动中的问题，做出较得体的回答。

(1)说：能在本课的任务型活动如：游戏、调查、故事接龙等中进行简单有交流。

(2)读：能正确朗读本单元对话和句型。能查阅工具书为完成任务做准备。

(3)写：能写出本节课学习的单词和句型，能运用简单的句子写出过去的活动和感受。

3、学习策略：抓住用英语交际的机会，在交际中把注意力集中在意思的表达上，必要时借助手势和表情。主动参与学习活动，善于和他人合作。

4、情感目标：通过描述过去所做的事，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的喜好，增进情谊。

5、文化意识：用恰当的方式表达赞扬或自己的观点。了解英、美国家中小学生的业余生活，培养世界意识。

二、学情分析

1、初二上期的学生经过一年多的学习，有了一定的英语基础知识和听说能力，正逐渐向读、写过渡，同时，学生们对英语学习还保持着较浓厚的兴趣。经过一年的新课程理念的熏陶及实践，有了初步的自主、合作、探究、实验的能力。

2、本单元学情剖析：本单元的主题是谈论过去的事情，可以采用活动教学法和Roleplaying的学习策略，学习新词汇，掌握重点句型，同时能比较好地运用到实践中，解决类似问题。做到既能巩固所学知识，又能提高解决问题的能力以及综合运用语言能力族戚宴。

三、教法渗透

1、教学设计思路与教材处理：

《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的。学生需要运用具体而特定的行动来完成一定的'交际任务。

(1)活动性原则：提倡学生主动参与，体验，交流，合作，探究等多种学习。

(2)合作性原则：以学生为主体，师生合作，生生合作，体现教与学的互动，交往。

(3)任务型原则：任务驱动―激发动机。任务完成―激励学习积极性。执行任务―培养责任心和合作精神。

(4)情感性原则：激发学生学习英语的兴趣和始终保持良好的学习情绪。

3、教法运用：

本课主要运用“任务型教学法”，并辅助于TPR全身反应教学法、情景交际教学法和游戏活动。

4、教学手段

(1)多媒体辅助：用flash软件将本课所需要的动画、录音、图片、文字、图表和音乐制成CAI软件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。

(2)非测试性评价：传统的评价观念的出发点是学科本位，只重学科，不重学生发展。要体现新课程标准的实施效果，评价体系应该“正确反映外语学习的本兆银质和过程，满足学生发展的需要”。为了达到这一目标，唯有重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。因此，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。

四、学法指导

新制定的《英语课程标准》把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。依据课改的精神，我从以下几个方面对学生进行学法指导。

1、学习方法的指导

培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。

2、学习积极性的调动

我在教学过程中创造一种开放的，和谐的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。

3、学习能力的培养

通过连贯的听说读写，游戏，竞赛等，培养学生的交际能力，发展他们的思维能力。

4、学习策略的指导

本节课将在课堂活动中把学生分成四人小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。创建开放式，探究式的课堂，有意识渗透学习策略的训练。我让学生观察课件画面，回答问题，让学生学会使用认知策略。让学生表演对话，实现交际策略。引导学生交际，主动练习和实践，是调控策略的体现。充分利用多媒体，录音，卡片等是资源策略。

人教版初中英语教案2

1、写课题（Topic）和课型（LessonType）

课题相当于文章的标题，讲课时要首先告诉学生，并写在黑板上。因此要写得准确。课型是指该节课的讲授类型。初中英语的主要课型有：：新授课（Newlesson）、巩固课（ReinforcementLesson）、复习课（RevisionLesson）、语音课（PhoneticLesson）、听力课（ListeningLesson）、听说课（Aural—OralLesson）、阅读课（ReadingLesson）、语法课（GrammarLesson）等。不同的课型应用不同的授课方式或方法，只有确定了课型，才能选择有效的素质教育教学方法。

2、写教学目标（TeachingObjective）

教学目标是教案的核心内容，是教师施教的准绳。教学目标要符合大纲对教材的要求。由于教学目标要在课堂上展示给学生，让学生明确，所以写素质教育目标时，要力求简明扼要，浅显易懂，便于操作和检测，一般3~4个目标为宜。

3、写教学的重点（Main/focalPoints）、难点（DifficultPoints）和关键点（KeyPoints）

教学重点是课堂教学的主要任务；教学难点是师生顺利完成教学任务的障碍；素质教学关键是攻克教学难点的突破口。在教案中写清一节课的教学重点、难点和关键点，能提醒教师在讲课时注意突出重点、突破难点、抓住关键。

4、写教具（TeachingTools）

课堂上需要什么教具要写清楚，如录音机、教材录音带、教学挂图、卡片、实物（或模型）、小黑板、刻印好的练习题、彩色粉笔、幻灯片等。

5、写教学过程（TeachingProcedure）

教学过程是教案的主要部分。写教学过程主要写以下几方面的内容：

a、写教学环节。教学环节即教学任务是什么要写清楚，做到心中有数。目前有些教师采用"三阶段六环节"教学模式，即：准备阶段（自由交流、复习检查）、讲练阶段（导入课程、分层操练）和发展阶段（巩固发展、布置作业）。

b、写知识点和所用时间。写好知识点，教师使用教案时能一目了然，有的放矢。写好所用时间，能使教师从容掌握教学速度，合理安排每个教学环节所需的时间，充分利用课堂时间。

c、写教师活动。不仅要写教师"教什么"，还要写出教师"怎样教"，即写清楚教师要教的内容，写出讲授这些内容的方法。写出课堂用语和各环节的过渡语。课堂用语要求简练、口语化，用学生已经学过的熟悉的、听得懂的英语来解释或表达新的教学内容。各环节之间的过渡语要自然流畅。写出使用教具的时机和方法，写板书内容等。

d、写学生活动。写出学生学习的内容和学习方法，特别是怎样学应写清楚。不能简单地把学生活动写成听、读、思考、操练、做题等。

初中英语教案与其他科目的教案写法大致是一样的，知识牵涉到英语的表述，对部分考生来说可能相对陌生一些，不过没关系，只要勤加练习一定能顺利通过教师资格证考试。

人教版初中英语教案3

一、教材分析

本课是本单元的中心课文，主要以“邀请”这个话题为主线，电话交际为辅线来展开教学活动，讨论距离（befarfrom），请求许可（MayI??Yes，youmay.No,youmaynot.），表明意图（Iwantto?）中展开教学活动。

二、学情分析

学生已学习了打电话用语和MayI?句型，为学习本课做好了铺垫。

三、教学目标

1.帮助学生掌握并灵活运用本课的重点词汇、短语、句型

2.帮助学生掌握语言技能知识，熟练使用电话用语和邀请的日常交际用语，正确表达与本课有关的Distance、Permission、Intentions内容。

3．让学生感受勇敢地开口与同学交流合作的快乐。

四．教学重点难点

1.1.词汇：want，come，hello，with，who，when，do，leave，for，arrive

2.2.短语：leaveforarrivein/attalkto/with3.3.句型：1）.wantsomebodytodosomething

2).invitesomebodytosomewhere

3).Thanksfor?

五、教学方法

创设情境、小组演练、仿编对话

六、教学媒体MultimediaRecorderandTape

七、教学过程

Step1RevisionandLead-in

1.帮助学生创设情境编演一个小对话，让他们四人一组模仿编演：A:MayIplaypingpongnow?

B:No,youmaynot.

A:MayIdomyhomeworknow?

B:Yes,youmay.

2.告诉学生李明想请Jenny和Danny一起去北京，该如何对父母说，让学生试编一个小对话，由此导入新课。

Step2FastReading

八．板书设计.（BlackboardDesign）

Wordsphrasesiinvitesomebodytodosomething邀11.leave离开请某人去做某事

leave?for离开某地去某地invitesomebodytoaplace邀请某leavefor动身去某地人去某地

2.arrivein/at到达大/小地方6.6.CanadaisfarfromChina.Is

3.talkto/with和某人交谈CanadafarfromChina?

4.want想要7.

wanttodosomething想事

wantsomebodytodosomething想要某人去做某事

5.invite邀请

九．教学反思

1.导入环节很顺利，效果较好。

2．创设情境让学生仿编演小对话环节较成功，让学生感觉到说英语并非想象的那么困难。

3．学生小组互助自学环节不太理想，部分学生胆怯，主动性不强，应加强鼓励，设法调动全体学生的学习兴趣，帮助他们增强自信。

4.前面语言训练环节用时间较多，使后面巩固知识的练习时间不足，只能让学生课后完成。今后应尽量控制好各个教学环节的时间分配。

七年级上册英语教案人教版

英语教案是教师 教育 理论、教育规律、自身教学素质、学情研究等各种因素一体的教学构想和设计。以下是我为大家整理的七年级上册英语教案人教版，希望你们喜欢。

七年级上册英语教案人教版 范文

Starter Unit 1 Good morning.

1.Good morning/afternoon/evening.

早上(上午)/下午/晚上好。答语相同。在熟人或家人之间可省略good。熟人之间的问候可加上称呼语，称呼语放在 问候语 之后且用逗号隔开。如：Good morning ,class!同学们，早上好!△Good night!晚安(晚间告别用语)

2.Hello, Frank! 你好，弗兰克。

　答差　3.A: How are you?

你(身体)好吗?

B: (I‘m) fine/Very well/I‘m OK, Thank you./thanks. How are you? / And you? 我很好，谢谢。 你呢?

A: (I‘m)fine/OK, too.我也很好。

4.thanks = thank you 谢谢

5.HB(铅笔芯)硬黑

CD光盘

BBC英国广播公司

Starter Unit 2

What‘s this in English?

1.What‘s this/that? 这/那是什么?

It’s a/an + 单数物品

(△不说This/That is)

1) What‘s this/that? 这/那是什么?

2) What‘s this/that? 这/那是什么?

It’s a ruler. (这/那是)直尺。

It’s an apple. (这/那是)苹果。

2.What‘s this/that in English? 这/那用英语怎么说?

It’s a/an + 单数物品

(△不说This/That is)What‘s this in English? 这用英语怎么说? It’s a jacket. 夹克衫

What‘s that in English? 那用英语怎么说?

It’s an orange. 橘子。

in + 语言：用某种语言

in Chinese/English/Japanese

用汉/英/日语

英语中还可用What‘s the English for….?表达同样的含义。

What‘s the English for直尺?直尺用英语清态皮怎么说?

It‘s a ruler.是ruler

3.a 和an是不定冠词，只用在可数名词单数前面，表示―

a用在以辅音音素开头的单词前;

an用在以元音音素开头的单词前。这里的元音音素和辅音音素是指读音，而不是指字

母。如：a pen /pen/ 一支钢笔

(/p/为辅音音素) an orange 一个桔子(为元音音素)

4.P停车场;停车位

NBA(美国)全国 篮球 协会

kg千克;公斤

5.Spell it, please. = Please spell it. 请拼读它。

K – E - Y.

Spell ―pen‖, please. = Please spell pen. 请拼读―pen‖。

P – E - N.

注：please置于句末时，前闭唤面要加逗号。

七年级英语 口语教学问题探讨

口语指的是讲话人出于自身需要或在外部环境刺激下出现了初始讲话动机和讲话目的，通过 逻辑思维 将以表层结构为根本的语言阶段转化为具有深层句法构形的外部语言。知名英语学家曾说过:“听、说、读、写是相伴相生的，听是说的前提，说是读的基础，读是写的根本。”这句话充分表明“说”是 英语学习 的ZUI重要一环。《英语课程标准》指处对于处于基础教育阶段的学生，其培养重点在于对于英语语言的运用能力。但是由于教育环境和条件的局限性造 成语 言学习和生活环境的脱节，导致学生用英语交际困难，多数学生的英语口水水平提高有限，形成“哑巴”英语的现象。作者结合自身多年教学 经验 ，通过对口语不利因素的分析及学生心理的研究，提出课堂英语角引入到日常教学当中，以此来改善乃至解决“哑巴”英语的现象。

一、影响口语运用的不利因素

1.语言环境因素

语言作为一种交流工具，使人类得以借助此种工具进行思想交流、 文化 传播及社会融合，但由于客观地理环境及文化背景的不同，每类语言都有其存在的特殊地域，这就是所谓的语言环境。丹麦著名语言学家叶斯博森(Jes-person)曾作出比喻，学习语言如同学习 游泳 ，要想学好一门语言，就要将学生置身于语言的海洋里，学习者自然而然的就会掌握这门语言。在我国，英语作为外来语种广泛应用于跨国间的政商、高校间的交流，而初中阶段的英语学习并没有跨国间学术交流的目的和意义，因此英语语言环境仅仅存在与课堂。由于中考升学制度的存在使得英语教学必须服从于升学考试，因此多数老师把教学侧重点放在对语法句型的理解和而忽略了口语教学，这就挤占了 英语口语 教学的时间，致使英语口语教学边缘化、语言环境更加狭窄。

2.学生自身因素

学生作为教学对象，其对英语口语的掌握水平标志着老师教学水平的成败。目前，我国在小学阶段就已开展学生的英语教学工作，但鉴于小学有限的词汇学习和口语训练，学生的英语口语表达能力较为有限，这使多数学生羞于开口、不敢进行口语交流。对于学生们所表现出来的消极现象，Horwitz等学者将其定义为产生于课堂语言学习中的系列焦虑综合体，其主要包括三方面:测试焦虑、负面评价焦虑、交流焦虑。测试焦虑是指表达人担心由于自己的失误致使自身在评价性场合受到不良评价所带来的心里恐慌;负面评价焦虑是指表达人对自身的先期否定、对评价人的评论心存焦虑、回避公开的评价场所;交流焦虑指的是表达人对与他人交流的一种恐惧心理。结合自身多年教学经验，初中学生所表现的焦虑主要为前两者，这揭示了学生自信心的缺乏和对考核成果的恐惧。

二、口语教学的对策

美国著名教育教学哈曼层说过:“如果一种 教学 方法 无法有效的勾起学生的求知欲，就如同捶打一块冰冷的铁块。”因此，为充分激发学生的求知欲望，课堂中就要多给学生开口说话的机会，不能有意无意地禁锢学生交流的权利，学生开口交流的欲望得到充分释放，使学生通过表达激活创新潜能，让英语课堂充满交际活力。为达到以上目标，自一年级上学期期中考试之后开始便开设了课堂英语角。

初中生的心理特点是:兴趣广泛、情绪激烈、思维活跃、好学上进，容易被新鲜事物所吸引，依据这一特点在开课之初为班上的每个学生都起了个英文名字，老师与同学间、同学与同学间在进行对话前都需要称呼对方的英文名，这无形之中激起了学生学英语、说英语的积极性，形成了一个良好的“说”英语的氛围，使学生迈出了开口“说”的第一步，为开设英语角奠定了良好的基础。在不同的学习阶段，英语角的进行方式各有不同。刚开始进行英语角时，是让同学们两人一组，上课后进行两分钟的对话，目的是让每个学生每天都有开口“说”的机会，待学生习惯英语的语言环境后，则改为每天利用上课伊始5分钟的时间，让两名学生到黑板前，面对面的进行会话。

会话的内容是将所学的英语日常用语用到实际生活中，编成对话表达出来，且该对话要十分贴近生活。ZUI初使用这种方式时，多数学生心生抵触，这时需要老师的肯定与鼓励，保护激励学生的尝试与创造欲。经过一学期的学习后，学生的口语表达能力都有不同程度的提高，ZUI主要的是学生原本消极的 学习态度 得以转变，从抵触英语角转变为主动要求进行英语对话。通过一年多的英语角训练，同学们的口语表达能力、会话能力及听的能力都有明显的提高。口语交际能力的提高是个日积月累、循序渐进的过程，不能揠苗助长一味追求对复杂语句的口语应用，对学生造成心理负担。

同时，教师也要注意教学方法的运用，针对不同学生采用不同方法，这就需要教师在教学活动中通过与学生的互动对学生的口语水平进行实时掌握，从而进行因材施教。随着我国经济的高速发展，英语口语在今后社会生活中将会扮演更重要的角色，然而面对升学压力，中学英语应试教育忽视口语的问题也更加突出。在更加注重素质教育的今天，教育相关部门和一线教师要摒弃应试教育的弊端，加大学生口语的培养力度，给学生创造好的英语口语交流环境，为学生将来的学习奠定坚实的基础。

七年级上册英语教案人教版相关 文章 ：

1. 新人教版七年级上册英语教案

2. 七年级英语上册教案人教版

3. 人教版七年级上册英语教案

4. 七年级英语上册全英文教案

5. 初中英语人教版七年级上册教案

初中英语八年级上册教案设计

做老师可不凳慧容易，除了会教人还要会写教案，那么初中英语八年级上册教案设计怎么写呢?下面我为你带来初中英语八年级上册教案设计范本，希望能对你们枣睁答有所帮助!!

初中英语八年级上册教案设计一

Unit 1: How often do you exercise?

【学习目标】

会使用频率副词及短语;

能描述课余时间的活动安排;

会描述基本饮食结构。

【语言目标】

● What do you usually do on weekends?

I sometimes go to the beach.

● How often do you eat vegetables?

Every day.

● Most students do homework every day.

【重点词汇】

● always, usually , often, sometimes , hardly , ever, never.

● how often, once , twice , three times a week , every day.

● milk, junk food, health, unhealthy, habit, exercise, most, result, try, different

maybe, although, arm, foot, tooth, ear, eye, advice, thirsty ,forget, finish, plan .

【应掌握的词组】

1. go to the movies 去看电影

2. look after = take care of 照顾

3. surf the internet 上网

4. healthy lifestyle 健康的生活方式

5. go skate boarding 去划板

6. keep healthy=stay healthy 保持健康

7. exercise=take(much)exercise=do sports锻炼

8. eating habits 饮食习惯

9. take more exercise 做更多的运动

10. the same as 与什么相同

11. be different from 不同

12. once a month一月一次

13. twice a week一周两次

14. make a difference to 对什么有影响

15. how often 多久一次

16. although = though虽然

17. most of the students=most students

18. shop=go shopping=do some shopping 购物

19. as for至于

20. activity survey活动调查

21. do homework做家庭作业

22. do house work做家务事

　早卖　23. eat less meat吃更少的肉

24. junk food垃圾食物

25. be good for 对什么有益

26. be bad for对什么有害

27. want to do sth 想做某事

28. want sb to do sth想某人做某事

29. try to do sth 尽量做某事

30. come home from school放学回家

31. of course = certainly = sure当然

32. get good grades取得好成绩

33. some advice

34. hardly=not nearly / almost not几乎不

35. keep/be in good health保持健康

36.be stressed紧张的，有压力的

37. take a vacation 去度假

48.get back 回来

【应掌握的句子】

1. How often do you exercise? 你(你们)多久锻炼一次身体?

How often + 助动词do(does或did) + 主语 + do sth.? 疑问词how often是问频率(多久一次),(在这里助动词do(does或did) 是起帮助构成疑问的作用)与一般现在时或一般过去时连用，回答一般是用表示频率的副词，

如：once, twice, three times…, sometimes, often, quite, often, never, every day, once a week , twice a month , three times a month , three or four times a month 等。

翻译：“你们多久到工厂去一次?”“每星期两次。”

(“How often do you go to the factory?” “Twice a week. ”)

“他们多长时间举办一次舞会?”“通常每两周举办一次。”

(“How often do they have a dancing party?” “Usually, once every other week.”)

“他多久去购一次物?”“一个月一次。”

(“How often does he go shopping?” “He goes shopping once a month.”)

2. “What do you usually do on weekends?” “ I usually play soccer.”

“周末你通常做什么?”“我通常踢足球。”

第一个do为助动词, 在这起帮助构成疑问的'作用;而第二个do则是实义动词。

翻译： What do you usually do on weekends? I often go to the movies.

What does she usually do on weekends? She sometimes go hiking.

3. “What’s your favorite program?” “It’s Animal World.”

“你ZUI喜欢什么节目?”“动物世界。”

4. As for homework , most students do homework every day .

as for...意思是“至于;关于”，常用于句首作状语，其后跟名词、代词或动词的-ing形式(即动名词)。如： As for him，I never want to see him here. 至于他，我永远不希望在这里见到。

As for the story，you'd better not believe it. 关于那故事，你ZUI好不要相信。

翻译：至于我自己，我现在不想去。 (As for myself, I don’t want to go now. )

至于那个人，我什么都不知道。(As for the man, I know nothing about him.)

5. Mom wants me to get up at 6:00 and play ping-pong with her .

want to do sth. 意思是“想要做某事”;

want sb. to do sth.意思是“想要某人做某事”。如：

Do you want to go to the movies with me?你想和我一起去看电影吗?

The teacher doesn't want us to eat hamburgers.老师不想让我们吃汉堡包。

6. She says it’s good for my health.

be good for...表示“对……有益(有好处)”;其反义为：be bad for...。(这里for 是介词，后跟名词、代词或动名词)

如：It's good for us to do more reading. 多读书对我们有好处。

Reading in bed is bad for your eyes.在床上读书对你的眼睛有害。

7. How many hours do you sleep every night?

8. I exercise every day , usually when I come home from school .

9. My eating habits are pretty good .　这里pretty相当于very 。

10. I try to eat a lot of vegetables , usually ten to eleven times a week .

try to do sth.表示“ 尽力做某事 ” ，不包含是否成功的意思而try doing sth.表示“(用某一办法)试着去做某事”。

如: You’d better try doing the experiment in another way.

你ZUI好试试用另一种方法做这个试验。

11. My healthy lifestyle helps me get good grades.

help sb.(to) do sth.帮助某人做某事

12. Good food and exercise help me to study better.

这里better是well的比较级，而不是good的比较级

13. Is her lifestyle the same as yours or different?

=Is her lifestyle the same as your lifestyle or is her lifestyle different from yours? be the same as … / be different from …

14. What sports do you play ?

15. A lot of vegetables help you to keep in good health .

keep in good health = keep healthy = stay healthy

16. You must try to eat less meat .

try to do sth.表示“ 尽力做某事 ” ,不包含是否成功的意思,less是little的比较级

17. That sounds interesting.

这是“主语+系动词+表语”结构的简单句。sound(听起来)，look(看起来)，smell

(闻起来)，taste(尝起来)，feel(觉得)，seem(好象)，grow(变得),get

(变得)等词在英语中可用作系动词，后跟形容词作表语。如：

It tastes good. 这味道好。

The music sounds very sweet. 这音乐听起来很入耳。

The smoke grew heavier and heavier. 烟雾变得越来越浓了。

【词语辨析】

一、maybe / may be

1. The baby is crying she is hungry.

2. The woman a teacher .

maybe 是副词，意为“大概， 可能，或许”，一般用于句首。May be是情态动词，意为“可能是..，也许是..，大概是..”.

二、a few / few / a little / little

1. people can live to 100,but people can live to 150.

2. There is time left, I don’t catch the first bus.

3. Could you give me milk?

a few (少数的，几个，一些)

a little (一点儿，少量)

表示肯定

few (很少的，几乎没有的)

little (很少的，几乎没有的)

表示否定

修饰可数名词

修饰不可数名词

三、none / no one

1、 of the pens are mine .

2、 is in the classroom.

none指人或物，强调数量，用how many提问，常与of连用。no one 多指人，强调“无人”这种状态，用who提问，不可与of连用，作主语时，其谓语动词用第三人称单数形式。

四、hard / hardly

1. The ground is too to dig

2. I can understand them.

3. It’s raining ,the people can go outside.

hard作形容词，意为“困难的，艰苦的，硬的”;作副词，意为“努力地，猛烈地”。Hardly意为“几乎不”。

　 　初中英语八年级上册教案设计二

Unit 2 What’s the matter?

【学习目标】

● 掌握身体各部位名称的英文表达方式

● 能表述身体的种种不适以及对他人身体的种种不适给予适当的建议

【语言目标】

● What’s the matter? I have a headache.

● You should drink some tea. The sounds like a good idea.

● I have a sore back. That’s too bad . I hope you feel better soon.

【重点词汇】

● head, nose, eye, ear, tooth, neck, stomach, back, leg, arm, foot, throat

● thirsty, stressed out,/ dentist, lie, rest, honey, water, illness, advice.

● cold, fever, headache, toothache, stomachache, sore throat

【应掌握的词组】

1. Have a cold 感冒

2. sore back 背痛

3. neck and neck 并驾齐驱，齐头并进

4. I have a stomachache 我胃痛

= I have got a stomachache

= There is something wrong with my stomach