國中英語教案模板（集錦29篇）

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篇一：國中英語教案

1.整體情況良好。項目全，內容完整。所有老師都按照學校的要求完成了備課量。教案撰寫環節清楚，目標明確，重難點突出，反思仔細、認真。

2.作業形式豐富，有實效，作業量適中。

3.課前準備充分。注重運用課件、圖片、單詞卡等多媒體技術，激發學生學習興趣，充分調動學生的學習積極性。

存在的問題：

1.個別老師的教案略顯簡單，對於重點知識的呈現、如何幫助學生感知、體驗、理解語言並運用、內化語言缺乏具體活動安排。

2.板書設計相對簡單。可以更合理地設計板書，明確各節課的重點、難點，這樣也有利於學生對各節課重點知識的整體把握，便於學生形成知識系統。

3.個別教師沒有附上覆習教案和試卷。

英語作業優點：

1.作業次數充足，全批全改。

2.大部分學生書寫認真，教師批閱規範，且細緻、及時。

3.中、低段學生以單詞、句子書寫爲主，作業上有教師對學生書寫的示範和指導。教師批改規範，學生書寫習慣較好。

4.高段學生以習題練習爲主，學生有糾錯、有教師講解的批註，大部分高段學生的作業乾淨，書寫美觀。

英語作業存在問題：

1.中、低段部分學生作業不夠平整和整潔。

2.部分學生的書寫習慣有待提高，需要教師更加嚴格的要求。

篇二：國中英語教案

：Role play(practice)

利用課外圖片材料，要求學生兩人一組進行角色扮演，然後要求學生盡力去模仿說話人的語氣。

旨在幫助學生鞏固目標句型的構成和用法，進一步熟悉目標語言。並初步掌握如何向同伴介紹家庭成員。

篇三：國中英語教案

：Speaking

依據聽力內容進行目標語言的口頭練習，並對目標語言中的.句型進行簡單總結：介紹人物關係和指認人物關係。

通過口頭交際的練習，幫助學生鞏固目標語言，同時讓學生自主進行目標語言的初步總結。

篇四：國中英語教案

課時：1內容：SectionB（4）課型：寫作課

一．教材分析

SectionB的第四部分爲寫作板塊，主題圍繞假期計劃（vacationdreams）。題目要求學生設想一個理想中的假期並寫下打算做什麼，什麼時候去，打算呆多久等信息。這部分左邊配有一幅插圖，右邊爲示例範文的節選，給出了句型和語法。教材要求學生完成一篇描寫假期安排的小作文。[分析缺乏條理性]

二．學情分析

本節課面向八年級學生，年齡處於13,14歲之間，學生學習熱情高，自信心強。經過七年級的學習，學生已經具備較好的語言基礎，有一定的詞彙量和語法知識，能夠進行簡單的寫作。在上完本課SectionA的內容後，能正確拼寫本課有關的詞彙並掌握了現在進行時表將來的時態。面臨的主要問題是部分學生一見到英語寫作就產生恐慌心理，特別是當看到有些情境難以用英語表達出來時。再次，學生容易輕視謀篇。認爲書面表達構思簡單，只要沒有語言、語法錯誤再加上幾個”漂亮”的句子就能拿高分。其次，一些學生不知道寫作的主旨意圖，以爲寫作就是要完成教師佈置的任務。很多學生基本功很差，學習比較懶散，不願積累。

三．教學目標分析

1．語言知識目標

2.語言技能目標

能運用本課的詞彙與句型寫調查報告，介紹自己以及小組同學的度假安排；

3.情感態度目標

能在描述自己的計劃和打算時，激起學生更加熱愛祖國的美好河山。

4.學習策略目標：

1．在學習中集中注意力；積極思考；善於記要點；

2．學會科學安排自己的假期活動，能和合作夥伴互相交流，充分交換信息。

3．能在小組活動中積極與他人合作，相互幫助，共同完成學習任務；

4．在使用英語中，能意識到錯誤並進行適當的糾正；

5.文化意識目標

瞭解英美國家的人們在工作之餘是如何輕鬆度假的。

四.教學重點和難點

學會科學安排自己的假期活動並能靈活運用於生活中。提高寫作能力。

五、設計思路

本節課開始創設一個與學生生活相關的情境，引起學生的學習興趣和引出本課主題—談論一下過去發生的事情，由此引出一種新的時態：過去完成時。並運用類比的方法，讓學生比較現在完成時、過去式和過去完成時的區別。然後設立各種教學環節，通過聽、說、讀等各個方面的練習，讓學生對這一新的知識加深認識與理解，最終落實在寫的層面上，通過對Gina的故事的講述，讓學生對本節課的知識有個全面的、系統的認識與理解。

篇五：國中英語教案

課前準備：

教師：錄音機，所學物品的圖片。

學生：英語點金教練及相關的學習用具

Teaching contents:

SectionA 3a,3b,4,SectionB 1,2a,2b,2c.

Teaching procedures(教學步驟):

Step 1 Leading in(導入話題，激活背景知識)

Ask some students to make sentences with if .

Step 2 Pre-task(任務前活動)SB Page 36 , 3a .

t ,let Ss read the notice from the principal .

the dialogue to the class saying bland when come to a blank line .

Ss read the notice again and fill in the blanks .

ect the answers .

Step 3 While-task(任務中活動)SB Page 36 , 3b .

some students to read out the sample dialogue and the words in the box .

pairs , let Ss have a conversation about the rules .

some pairs to say their conversations to the class .

SB Page 36 , Part 4 .

the instructions and ask Ss to complete the work in pairs .

a few students to share their conversations .

Step 4 Post-task(任務後活動)SB Page 37 , Part 1 .

Ask students to complete the work on their own do a quick check to see which things are most important to students in the class .

SB Page 37 , 2a & 2b .

the instructions and play the recording .

listen and write down their answers .

ect the answers .

SB Page 37 , 2c .

In pairs , get Ss to role play a conversation according to the information in activity 2b .

Homework(家庭作業):

Have Ss write their conversations on their exercise books.

篇六：國中英語教案

【學習目標】

1.知識目標：學習反義疑問句的用法

2.技能目標：提高學生的聽說以及閒聊在英語表達中的定義和操練。

3.情感目標：瞭解聊天的文化知識。

【重點、難點】

掌握反義疑問句的運用。

【導學指導】

溫故知新 複習短語

go swimming 去游泳 wait in line 排隊 hate doing sth. 討厭做某事

So am / do I 我也是。

It looks like rain 看上去要下雨了。

wait for the bus/ train 等車 be late for/to 遲到

I hope so/not. 我希望如此/我不希望這樣。

自主互助學習

1、學生觀察1a中的圖片相互提問：A:what can you see in picture 1?

B: I can see……. A:What are they doing? B: They are …….(學生通過相互提問熟悉圖畫內容，爲聽力做準備。)

2、教師讓學生歸納1a-2c中所出現的反意疑問句，讓學生觀察、總結反意疑問句的構成。知識剖析: 反意疑問句要點簡述

反意疑問句又叫附加疑問句，是在陳述句後，對陳述句所敘述的事實提出的疑問。

其基本結構有兩種：一是“肯定陳述句+簡略否定問句”;

二是“否定陳述句+簡略肯定問句”。

反意疑問句的前後兩部分在時態、人稱和數上都要保持一致。

如：It looks like rain, doesn’t it?

He doesn’t need to work so late, does he?

幾種特殊情況：

1. 陳述部分是there be 句型，疑問部分也用 there be 句型。

There is a book on the desk, isn’t there?

2. 陳述部分如有 nothing, nobody, never, few, little, hardly 等否定詞時(不包括加否定前綴變來的，如：dislike, unhappy等)，疑問部分用肯定形式。

They have never been to the farm, have they?

There is little water in the glass, is there?

He dislikes history, doesn’t he?

3. 陳述部分爲祈使句時，反義部分用 will you , won’t you 。以Let’s開頭的祈使句，疑問部分用 shall we .

Go to the cinema now, will you?

Let’s have a party, shall we?

4. 陳述部分含賓語從句時，疑問部分一般反問主句，但主句含有 I/We think/believe/suppose … 時， 疑問部分要反問從句(要注意否定轉移情況)。

He knew that the woman was a thief, didn’t he ?

I don’t think he is a good student, is he?

國中英語萬能教案

篇七：國中英語教案

一. 詞組互譯：

1. 允許進入，允許參加_ _ 2. 掙錢，賺錢___

3. 一直，總是_ __ 4. 全世界_ __

5. 謀生_ __ 6. 上大學___ _

7. take away _ 8. get injured_

9. have a good time__ 10. ask sb. to leave__

二. 根據句意，用所給詞的適當形式填空。

1. (watch)TV too much is bad for your eyes.

2. Could you tell us the (different)between these two styles of music?

3. They are much (friend)than I thought.

4. The teacher (take)away my mobile phone because I used it in class.

5. It rained very hard. And it made a few drivers (injure)in the race.

三. 單項選擇。

( )1. We’ll go to the Summer Palace _____ it doesn’t rain this Saturday.

A. when B. if C. until D. because

( )2. Don’t ________ jeans to the party.

A. put on B. wear C. wearing D. dress

( )3. I’m going to ______ time with my grandparents this vacation.

A. take B. have C. spend D. go

( )4. This book isn’t useful. Please _______.

A. take part in B. take it away C. take away it D. take it out

( )5. Jim asked me _______ him with his math.

A. help B. helping C. helped D. to help

( )6. What ____ you ______ at eight yesterday evening?

A. have, done B. did, do C. were, doing D. will, do

( )7. They found ______ they are famous for only a short time.

A. it B. this C. that D. them

( )8. Could you please _________ me the way to the hospital.

A. showing B. showed C. show D. shown

( )9. -I like flying all over the world. -I think being a ________ is just for you.

A. teacher B. tour guide C. policeman D. doctor

( )10. -What are you going to do tomorrow? -______.

A. Nothing much B. Much nothing C. Not anything D. No thing

篇八：國中英語教案

Teaching contents(教學內容)

SectionA 1a,1b,1c,2a,2b,2c,grammar focus .

Teaching procedures(教學步驟) :

Step 1 Leading in(導入話題，激活背景知識)

Draw two pictures on the Bb ,in the first picture a boy is getting up late ,and in the second picture the boy can’t catch the early bus talk about the pictures with Ss and write down the sentence “If you get up late , you will not catch the early bus .”Read the sentences ,Ss repeat .

Repeat with other sets of pictures .

Step 2 Pre-task(任務前活動)SB Page 34 , 1a .

t out the pictures and ask Ss to tell what they see .

some students to read the statements and responses .

Ss match the statements and responses on their own .

Step 3 While-task(任務中活動)SB Page 34 , 1b .

the tape and get Ss to check their answers to activity 1a .

about the answers together .

SB Page 34 , 1c .

two Ss to read the example in the sample in activity 1c.

pairs , get Ss to talk about what happened in the pictures .

some pairs to present their conversations to the class .

SB Page 35 , 2a & 2b .

the instructions sure the students know what to do .

the recording listen and write down their answers .

ect the answers .

Step 4 Post-task(任務後活動)SB Page 35 , 2c .

two students to read the sample dialogue .

pairs ,get the students to role play the conversation between Andrea and her friend .

a few pairs of students to practice their conversations for the class .

Step 5 Grammar Focus SB Page 35 , Grammar Focus .

ew the grammar focus Ss to say the statements and responses .

Ss to work in small groups each group to write down as many sentences like those in the grammar focus as they can.

some groups to share their sentences with the class .

Homework(家庭作業) :

Have Ss write their sentences on their exercise books.

篇九：國中英語教案

：Lead in

通過播放視頻引出本節課話題“學會學習”，接着進行頭腦風暴的活動，學生用by + doing的形式說出他們所知道學習方式。

【設計意圖】

通過播放一段關於學過的課件的視頻，引入新課，幫助學生回憶過往的學習和生活。用Brainstorming的形式啓發學生說出他們知道的學習方式，活躍課堂氣氛，讓儘可能多的學生進行發言，爲下一步的對話練習做準備。

篇十：國中英語教案

：Pair work

讓學生二人一組就聽力2a 和2b的內容進行模仿對話的練習。

【設計意圖】

本部分的內容是讓學生就書上的聽力內容進行對話練習，幫助學生鞏固本節課by + doing 的句型結構，內化聽力材料提供的內容。

篇十一：國中英語教案

：Speaking： My family

利用1a中的圖片進行簡單的口頭作文練習，教師給出例文，讓學生進行模仿。

旨在幫助學生學會口頭完成介紹家庭成員的任務。鞏固目標語言，同時爲下面的口頭交際及寫作練習進行鋪墊。

篇十二：國中英語教案

他們外語學習能力薄弱，外語成績低下，一上英語課就心情煩燥，思維抑制，繼而放棄外語學習，兩極分化現象由此產生。因此，如何克服和矯正這部分學生外語學習上的困難，使他們充分發揮各自的學習潛能，提高學習積極性和學習成績，是廣大農村中學外語教師不斷探索並致力於解決的難題，是全面提高農村中學外語教學質量的關鍵，也是當前外語教學法研究的重要課題之一。

一、存在的原因

（一）缺乏學習外語的必要的良好心理素質

1、目的不明確，盲目好奇

農村學習由於地域和環境等因素限制，知識面較窄，開始時對學外語感到新鮮，但學習目的不明確。他們帶着迷惘、新奇開始了英語學習。學生學習常會出現這樣的情況：感興趣——失去興趣和信心——厭煩和反感。開始階段的學習熱情高漲，當他們學會幾個字母、幾個單詞和幾個簡單的句子時，課堂內外都可以聽到牙牙學語的感人場面。但曾幾何時，這種景象很低快每況愈下，因爲，這種熱情僅僅憑藉好奇心的驅動，他們全不知學英語的艱辛以及保持這股學習熱情所需要的毅力。所以，一旦困難接踵而至，日積月累，厭煩和反感便逐漸生成。

2、缺乏動機，學習時熱時冷

學習動機是直接推動學生努力學習的內動力，是決定學生學習成效的重要因素。由於國中學生正處於少年向青年和轉變時期，他們的情緒很不穩定，時而興奮快樂，時而沮喪消極，學習態度很大程度上受情緒支配，學習熱情忽高忽低。這種學習上的“泠熱病”在國中生中普遍存在，嚴重影響了他們學習的穩步提高。語言學習一定要天天學、日日用，才能越學越好，所以英語學習也貴在堅持。但許多學生的情況往往相反，或一曝十寒，或淺嘗輒止。知識、技能和能力得不到合理的發展，一遇到困難只想打退堂鼓。

（二）缺乏持久的學習興趣和熱情

使學生英語學習興趣下降直至喪失的主要因素有：

1、音標不會拼讀，單詞記不住，文章前讀後忘。

2、成績始終不理想，學習沒有成功感。

3、遇到困難和問題未能得到及時幫助和糾正。

4、作業負擔過重，壓力過大，學習始終處在緊張狀態。5、得到的批評多，關心少，師生關係不融洽。

6、家長對子女學習漠不關心。

7、其它因素。

（三）缺乏良好的學習方法和習慣

相當多的學生由於沒有掌握科學和學習方法，沒有形成良好的學習習慣，學習效率很低。由於“不會學”而導致“不愛學和不願學”，成了學習成績差的一般

規律。因此，學習方法得當、學習習慣良好是提高學習效率、由“厭學“變成”“愛學”的關鍵所在。存在的主要不良學習方法和習慣有：

1、單詞、詞組死記硬背

由於沒有過好語音關，所以普遍存在着發音不準、句子不會讀的現象。記單詞時都是用逐個讀字母的方法，根本不考慮音、形、義的結合。有的學生爲了防止讀音遺忘，常在單詞上註上漢字讀音，令人啼笑皆非。

2、上課注意力難以集中

由於缺乏上好英語課的基本詞彙，沒有具備語言學習聽說的基本技能和能力，上課聽不懂，無法理解教師對句子或課文的陳述和講解。於是，“視而不見、聞而不聽、”長此以往，將一無所獲。

3、不善於歸納和總結

學校，尤其是農村學校，長期採用陳舊的“攙扶”教學方法，使許多學生養成了在學習上“觀望、等待、依賴”的習慣。他們學習不主動，思維不積極，更沒有把新舊知識積累和串連起來，而是把原本有系統、有連貫的東西割裂開來。故學會了新內容，忘了舊知識；拿起新課文，丟了舊課文，造成新舊知識脫節。他們的學習只停留在一課書的水平，從而增加了學習難度。

4、缺少預習，未能及時複習

課前不預習，課後不及時複習是他們的“通病”。在學新課時不瞭解有哪些生詞，連課文的標題也不屑一顧，對所要學習的內容、重點、難點和所要達到的目的，心中無數。對教師的提問不是答不上，就是答非所問，拉慢了課堂教學節奏，課內時間利用率低、效率差；課內學。課外忘。

5、迴避困難，抄襲作業

抄襲的壞習慣，學習上就不思上進，貪圖省力，得過且過，日積月累，積重難返。因此知難而退、抄襲服務業是學習不進步、成績倒退的主要原因。

6、膽小害羞、不敢開口

大部分的農村學生膽小害羞，在上課有問題不敢說，不敢大聲回答、教師的提問和朗讀課文，唯恐教師批評，又怕同學取笑。

二、對策及建議

綜上所述，造成學生英語學習困難，既有內因，又有外因，歸因錯綜複雜。只有摸清原因，對症下藥，纔能有成效。

1、採取多種方式，努力提高教師教學水平。

教育行政部門要爭取鄉鎮政府支持，努力提高農村中學的師資水平和教學質量。一是加強教師的岡位培訓，分批對教師進行業務培訓，特別要過好發音和拼音關。二是加強各年級教師的集體備課，提高教師業務能力和課堂教學水平。

2、綜合治理，切實抓好入門教學

英語入門教學是學英語的啓蒙階段，良好的開端是成功的一半。首先，教師要及時摸清新任班級的學生情況，如原就讀學校、學力基礎、父文化程度、學生個性、學習態度和學習習慣等；對有困難的學

習加強個別交流和思想溝通，幫助他們確立正確的學習動機，樹立學好英語的信心；對性格內向的學生更要引導他們多開口、多交往，使學生從一開始就體驗到英語教師的特別關愛，建立起融洽、民主的師生關係，增強克服學習困難的自覺性和毅力。

其次，強化語音教學，使學生過好語音關，掌握讀音規則，培養起拼讀能力，擁有一把打開英語世界大門的鑰匙，掃除英語學習的攔路虎。

第三、要重視培養學生的良好學習習慣，克服懶散和不願開口的舊習。通過教師有意識的引導、督促、和檢查，使學生養成在課堂內外仔細觀察、大但模仿、全力投入積極參與、及時預習和獨立作業等良好習慣。

3、更新教學觀念，積極改進課堂教學

人人都有語言能力，有語言能力的人都能學好母語和外語，學好英語決不是一些人的專利。教師要充分信任每一個學生的學習能力，調動每個學生的積極性，強調人人蔘與，改變學習困難生作爲陪襯或局外人的角色，把他們從自我封閉中請出來。在教學中，要承認差異，因材施教，分層要求，讓人人有收穫，不斷增強學生學好英語的信心，消除自卑心理。

語言是學會的而不是教會的'，教師是英語學習的指導、促進者。要讓學生學會英語，教師必須充分發揮學生的主體作用，改變其“聽講——接受——記憶——習題”的學習模式。通過假設情景，提供機會，讓學生在聽、說、讀、寫訓練中不斷地體驗、掌握英語。

篇十三：國中英語教案

一、教學目標

在本節課結束時，學生將能夠：用正確的語言談論如何學習；用by+ doing的結構描述自己的學習方式；能夠就英語學習與他人進行簡單的口語交流。

知識與能力：

通過本課學習，用目標語言談論如何學習英語，就英語問題進行簡單的溝通，同時在與他人的合作與交流中幫助他人，樹立自己學習的信心。

過程與方法：

採用小組合作探究、聽力練習、對話練習、猜測問題和角色互換的學習策略，利用視頻、PPT和製作課件等來展開課堂教學環節等，進行 “詢問和談論學習方法、解決困惑” 的課堂教學和練習。本單元的教學法建議：短語教學——採取情景引入展開啓發式的教學方式，讓學生在思考中輸出自己的語言，並在句型中學會運用；語音教學——讓學生進行聽對話並跟讀聽力材料；口語教學——採取對話練習和角色互換對學生進行教學；聽力教學——採取聽音配對、聽音打鉤和聽音對應等的方式進行聽力教學和聽力技巧指導；口語教學——通過創設情境讓學生進行對話練習和角色互換活動，來進行語言的輸出。

情感態度與價值觀：

通過參與課題教學活動，增進同學之間的瞭解和友情，並在交流中瞭解英語學習的方法，建立學習英語的自信。

二、教學重難點

教學重點：

學習並掌握How do you study...? I ....等相關句型和詞彙。

學習並掌握用by + doing 結構表達方式方法。

教學難點：

學習並用豐富的語言描述英語學習的方式和方法。

三、教學策略

短語教學——採取視頻引入話題然後進行啓發式教學，並在對話中運用；語音教學——讓學生跟讀聽力材料進行模仿式操練；口語教學——採取 pair work 和Role- play問答式的口語交際活動或小組活動互相操練；聽力教學——採取採取聽音配對、聽音打鉤和聽音對應等方式語法教學——通過模仿聽力材料進行對話練習，在教師的糾正中培養正確的by + doing 的結構意識。

四、教學過程

篇十四：國中英語教案

一、教學目標

在本節課結束時，學生將能夠學會表述家庭成員的稱謂，學會用特殊疑問句來詢問家人的稱謂和介紹家人。

知識與能力

能聽懂有關介紹家庭成員的對話，並能根據提供的信息介紹家人。

過程與方法

採用role-play、pairwork的學習方式，利用圖片、聽力材料等來展開課堂教學。

詞彙教學

採取頭腦風暴及圖片匹配的方式進行教學，讓學生喚醒已有知識，在情境中操練、理解含義，並學會運用；

聽力教學

採取聽，圈出所聽到的單詞的方式；

口語教學

採取 pairwork 問答式的口語交際活動及role-play角色扮演的形式進行操練；

語法教學

總結規律、抓住特徵、模仿操練。

情感態度與價值觀

通過談論家庭生活這一話題，引導學生正確理解家庭的真正意義，教育學生體貼父母，關愛家人。

二、教學重難點

教學重點

（1）掌握家庭成員的稱謂。

（2）能夠簡單介紹人物關係。

（3）能夠指認人物關係。

教學難點

（1）介紹家庭成員時對名詞單複數與謂語一致性的正確使用。

（2）Is this / that…? 肯定否定回答時代詞的使用。

三、教學過程

篇十五：國中英語教案

一、教材分析

本課是本單元的中心課文，主要以“邀請”這個話題爲主線，電話交際爲輔線來展開教學活動，討論距離（befarfrom），請求許可（MayI??Yes，,youmaynot.），表明意圖（Iwantto?）中展開教學活動。

二、學情分析

學生已學習了打電話用語和MayI?句型，爲學習本課做好了鋪墊。

三、教學目標

1.幫助學生掌握並靈活運用本課的重點詞彙、短語、句型

2.幫助學生掌握語言技能知識，熟練使用電話用語和邀請的日常交際用語，正確表達與本課有關的Distance、Permission、Intentions內容。

3．讓學生感受勇敢地開口與同學交流合作的快樂。

四．教學重點難點

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

２.2.短語：leaveforarrivein/attalkto/with３.3.句型：1）somebodytodosomething

2)tesomebodytosomewhere

3)ksfor?

五、教學方法

創設情境、小組演練、仿編對話

六、教學媒體MultimediaRecorderandTape

七、教學過程

Step1RevisionandLead-in

1.幫助學生創設情境編演一個小對話，讓他們四人一組模仿編演：A:MayIplaypingpongnow?

B:No,youmaynot.

A:MayIdomyhomeworknow?

B:Yes,youmay.

2.告訴學生李明想請Jenny和Danny一起去北京，該如何對父母說，讓學生試編一個小對話，由此導入新課。

Step2FastReading

八．板書設計.（BlackboardDesign）

Words&phrasesiinvitesomebodytodosomething邀１e離開請某人去做某事

leave?for離開某地去某地invitesomebodytoaplace邀請某leavefor動身去某地人去某地

vein/at到達大/小地方

to/with和某人交談CanadafarfromChina?

想要7.

wanttodosomething想事

wantsomebodytodosomething想要某人去做某事

te邀請

九．教學反思

1.導入環節很順利，效果較好。

2．創設情境讓學生仿編演小對話環節較成功，讓學生感覺到說英語並非想象的那麼困難。

3．學生小組互助自學環節不太理想，部分學生膽怯，主動性不強，應加強鼓勵，設法調動全體學生的學習興趣，幫助他們增強自信。

4.前面語言訓練環節用時間較多，使後面鞏固知識的練習時間不足，只能讓學生課後完成。今後應儘量控制好各個教學環節的時間分配。

篇十六：國中英語教案

：Listening

播放聽力材料，要求學生圈出所聽到的單詞，然後再次播放聽力材料，要求學生根據聽力內容回答問題。引領學生捕捉關鍵信息，聚焦目標語言。

旨在幫助學生鞏固家庭成員稱謂這一目標語言，同時爲下一步的目標句型的輸出做鋪墊。

篇十七：國中英語教案

一、教材分析

本課是本單元的中心課文，主要以“邀請”這個話題爲主線，電話交際爲輔線來展開教學活動，討論距離（befarfrom），請求許可（,youmaynot.），表明意圖（Iwantto?）中展開教學活動。

二、學情分析

學生已學習了打電話用語和MayI?句型，爲學習本課做好了鋪墊。

三、教學目標

1.幫助學生掌握並靈活運用本課的重點詞彙、短語、句型

2.幫助學生掌握語言技能知識，熟練使用電話用語和邀請的日常交際用語，正確表達與本課有關的Distance、Permission、Intentions內容。

3．讓學生感受勇敢地開口與同學交流合作的快樂。

四、教學方法

創設情境、小組演練、仿編對話

五、教學媒體

MultimediaRecorderandTape

六．教學反思

1.導入環節很順利，效果較好。

2．創設情境讓學生仿編演小對話環節較成功，讓學生感覺到說英語並非想象的那麼困難。

3．學生小組互助自學環節不太理想，部分學生膽怯，主動性不強，應加強鼓勵，設法調動全體學生的學習興趣，幫助他們增強自信。

4.前面語言訓練環節用時間較多，使後面鞏固知識的練習時間不足，只能讓學生課後完成。今後應儘量控制好各個教學環節的時間分配。

篇十八：國中英語教案

：Role play

利用聽力材料文本，要求學生兩人一組進行角色扮演，然後要求學生模仿聽力對話中句子的用法及說話的語氣。

旨在幫助學生鞏固目標句型的構成和用法，進一步熟悉目標語言。並初步掌握如何向同伴介紹家庭成員。

篇十九：國中英語教案

一、直接引語變間接引語

1. 人稱的變化：一隨主，二隨賓，第三人稱不更新。

1). “一隨主” 指若直接引語中的主語爲第一人稱時, 變間接引語時應與主句的主語人稱一致.

She said “I like playing basketball”.

She said that _____ _____ playing basketball.

2). “二隨賓” 指若直接賓語中的主語爲第二人稱時, 變間接賓語時應與主句的賓語人稱一致.

She asked Tom “Can I have a look at your picture”.

She asked Tom if ______ could have a look at ______ picture.

3). “第三人稱不更新”指若直接賓語中的主語爲第三人稱時, 變間接賓語時人稱保持不變.

She said to me “They want to help me”.

She told me that _____ _____ to help me.

2. 指示代詞，時間、地點狀語的變化

直接引語

間接引語

指示代詞

this

that

that

those

時間狀語

now

then

today

that day

this morning

that morning

three days ago

three days before

Last week

the week before

tomorrow

the next /

following day

next year

the next year

地點

狀語

here

there

動詞

come

go

二. 賓語從句的考查

賓語從句在句中作及物動詞的賓語，或介詞的賓語，或形容詞的賓語。根據引導賓語從句的不同連詞，賓語從句可分爲三類。

1. 考查賓語從句的語序：

賓語從句的語序用陳述句語序。即 “主語+謂語+……

Do you know when __________?

A. does the next train leave B. the next train leaves

C. will the next train leave D. the next train will leave

注：若從句時疑問句，但語序不變的有：

1). who在從句中作主語。

Can you tell me _________? (誰將來這兒)

2). what’s wrong / the matter?

He asked what was the matter with me.

3). what happened

I don’t know what happened yesterday.

4). which is the way to ….?

Can you tell me which is the way to the park ?

2. 考查賓語從句的引導詞

1). 若賓語從句時陳述句時，引導詞用that 且that 可省掉。

She said “I’m gald to see you” = She said _____ _____ ______ gald to see me.

2). 賓語從句時一般疑問句時，引導詞用if 或whether. 一般情況下if /whether 可互換，但後有or not / or 、動詞不定式或介詞的後面時，只能用whether.

He saked me “Are you going to Wuhan ?” = He asked me ______ _____ _____ going to Wuhan.

I’m thinking about ______ to go there.

A. if B. whether C. that

3). 賓語從句時特殊疑問句時，引導詞用特殊疑問詞。

Do you know ________? I’m not sure, Maybe he is a businessman.

A. who he is B. who is he C. what he does D. what does he do

4). 若賓語從句時肯定祈使句時，就改爲ask /tell sb to do sth. 若爲否定祈使句，就改爲ask /tell sb not to sth.

“Don’t open the door” The teacher said. = The teacher told me _____ ____ ___ the door.

3.賓語從句的時態

1. 如果主句的時態是一般現在時，賓語從句該用什麼時態就用什麼時態。

Can you tell me _________? He is a doctor.

A. what is he B. what he was C. what he is D. what was he

2. 如果主句的時態是一般過去時，賓語從句只能用相應的過去時態(一般過去時， 過去進行時， 過去將來時，過去完成時)。

He asked ____________.

A. what time it is B. what time is it C. what time it was D. what time was it

He told me that he ______ for the sports meet.

A. is preparing B. was preparing C. will prepare D. has prepared

注：1) 如果賓語從句所陳述的是客觀真理，其時態常用一般現在時。

Our teacher said that January_____(be) the first month of the year.

Our teacher said that the earth ___(go) around the sun.

2).若主句爲could you …..?表示請求客氣的語氣，從句的時態仍然不變。

Could you tell me _______?

A. what he was doing B. what was he doing

C. what he is doing D. what is he doing

4. if /when 引導狀語從句和賓語從句這兩種從句。從句的時態的確定。

if

When

if/when從句的時態

條件/時間狀語從句

如果、假如

當…的時候

一般現在時

賓語從句

是否

什麼時候

一般將來時

Can you guess if they___ to play football with us?

I think they will come if they ____free.

A. come, are B. will come, will be C. will come, are D. come, will be

Can you tell me when he____here tomorrow?

When he _____ here, please call me.

A. comes, comes B. will come, will come C. will come, comes D. comes, will come

5. 賓語從句的簡化：

1). 賓語從句是陳述句時，且主、從句的主語一致，可簡化爲“動詞+ to do sth”.

I hope I can meet you again.

I hope _____ _____ you again.

2). 賓語從句是疑問句時，且主、從句的主語一致，或從句的主語與主句的賓語一致。可簡化爲“疑問詞+ to do sth”.

I don’t know what I should do next.

I don’t know ____ ____ _____ next.

Could you tell me how I can get there?

Could you tell me ____ ____ _____ there?

John didn’t decide which shirt he would buy.

John didn’t decide _____ ____ _____ _____ .

3). hear / see / find + that + 從句 ，可改爲“hear / see / find + sb (要用賓格) + doing sth”.

I heard that they were singing in the next room.

=I heard _____ _____ in the next room.

We found that she was playing with the cat under the tree.

We found _____ _____ with the cat under the tree.

篇二十：國中英語教案

國中英語教案(國中英語教案模板)

Unit 1

Where’s your pen pal from?

Language goal

tion:

. In this unit students learn to talk about where people are from.

bulary:

Canada ,France, Japan the United States, Australia, Singapore, The United Kingdom, China

et language:

Where is your pen pal from? /she is from Canada.

Where does she live? /She lives in Toronto.

What language does she speak? /She speaks English and French.

ctures

Where questions /What questions

Key Points

Where questions /What questions

Difficulties

The names of different countries /The languages of different countries /The differences of “be” and “do” in the sentence.

Section A

1a. This activity provides guided listening and pronunciation practice using the target language.

t to the numbered list of words. Play the recording the first time. Students only listen.

the recoding a second time. Ask Ss to repeat the names of the countries

Ss read the new words aloud individually or in pairs.

1b. This activity provides listening practice using the target language.

t out the list of countries in 1a. Let Ss circle the names of the countries the people are talking about.

the recording the first time.

the recording a second time. Ss only listen.

k the answers. (Canada, Australia, Japan, Singapore)

1c. This activity provides guided oral practice using the target language.

1. Point out the conversations in the picture and ask a student to read each one with you, then in pairs, in groups.

2. Ask various pairs to present a new one to the class.

2a. This activity provides reading and spelling practice using the target language.

1. Point out the list of countries. Read and ask Ss to repeat.

2. Point out the list of cities. Read and ask Ss to repeat aloud.

3. Ask Ss to work, offer help as needed.

4. Correct the work.

2b. This activity provides listening practice using thee target language.

1. Call attention to the list of cities and countries in 2a. Let Ss circle them when they hear the conversations at the first time.

2. Play the recording a second time.

3. Check the answers.(Japan, Tokyo ,France ,Paris, Australia, Sydney)

2c. This activity provides listening and writing practice using the target language.

1. Call attention to the chart in 2c. Play the first conversation on the tape.

2. Play the recording again and have Ss fill in the chart.

3. Check the answers.

2d. This activity provides guided oral practice using the target language.

1. Call attention to the conversation in the picture.

2. Ask two Ss to read it to the class.

3. Ask Ss to work in small groups. Appoint a leader. Make sure everyone talks about at least one of the people on the chart.

4. Ask pairs of Ss to present their conversations to the class.

Grammar focus

ew the grammar box. Ask Ss to say the questions and answers.

1) Where is your pen pal from? He is from Australia.

e does he live? He lives in Sydney.

2. Ask Ss to make more sentences with “where, from. and live

3a. This activity provides reading and spelling practice .

1. Point out the diagram and explain how it works.

2. Read the instructions to the class. Ask Ss to work in pairs.

3. Correct the answers.(a United States ,The United Kingdom, Australia,apore)

3b. This activity provides guided oral practice.

1. Call attention to the conversation in the picture. Ask two Ss to read it to the class. Answer their questions about the conversation.

2. Ask Ss to work in pairs.

3. Ask several students to perform their conversations for the class.

4. This activity provides listening, speaking, reading and writing practice

1. Explain the procedure.

2. Play the game.

Section B

activity provides reading practice

1. Point out the language textbooks on the desktop.

2. Call attention to the notebook page with the countries listed.

3. Point out the sample answer .

4. Ask Ss to write the letter of the correct country in the box next to the title of each language book., ask Ss to work in pairs.

5. Ask a student to write his or her answers on the board.

2a. This activity provides listening practice.

1. Call attention to the conversation bubbles in the picture.

2. Play the recording, number each question you bear on the tape.

3. Play the recording a second time.

4. Check the answers.(Answers: What’s her name?1 /Where is she from?2 /Does she have any brothers and sister? 3 /Does she speak English?)

2b. This activity provides listening and writing practice.

1. Call attention to the numbered questions in 2a,ask different Ss to read it

2. Point out the answer blanks in 2b and the sample answer.

3. Play the tape and ask Ss to complete the answers individually.

4. Correct the answers.

2c. This activity provides oral practice

1. Ask each student to work with a partner. Ask and answer

2. Practice one or two exchanges with a student. Then work in pairs.

3. Ask a pair of Ss to perform the conversation for the class.

3a. This activity provides reading and writing practice.

1. Call attention to the letter. Read it to the class or a student to read it for you.

2. Point to the four questions beneath the letter.

3. As Ss work, move around help them.

4. When they are finished, ask the questions orally and ask Ss to answers.

5. Write the correct answers on the board so that Ss can check the spelling and other details of their answers.(nto,Canada,2.A pen pal in China ish and a little French. likes going to the movies with his friends and playing sports. )

3b. This activity provides reading and writing practice.

1. Call attention to the letter from Tom King.

2. Point out the blanks in the letter. Ask themto find the information to complete the letter .

3. Read the letter to the class saying “blank”.

4. Ask Ss to write the missing words on the blank lines individually.

5. Correct the answers.

3c. This activity provides open-ended practice.

Ask Ss to make their own information card and then write an email about themselves. Tell them to use 3b as an example.

篇二十一：國中英語教案

國中英語萬能教案

一、知識與技能

1、掌握重點句型：How was your vacation?Where did you go? Did you go out with anyone?

2、理解並掌握幾個不定代詞：anyone, everyone, something, anything, everything, nothing的用法。

3、熟練運用句型：Did you …?

二、過程與方法

學生通過上一節課的學習，對where引導的過去時態的特殊疑問句已經掌握，能自然地與本課知識相銜接。讓學生回憶他們的假期情況，引出一般過去時態的句型，並且進行大量練習。採用學生提出問題，學生解決問題，藉助多媒體來提高學生的'主動性。

三、情感、態度與價值觀

教育學生滲透合作精神和社會公德意識。

教學重點

掌握句型：Where did you go on vacation? Did you go out with anyone? Did you buy anything? Did you visit anyone?

教學難點

能用句型Did you …?提出儘可能多的有關過去假期的問題。

教法導航

創設情境，讓學生自己總結規律，思考，討論，最後得出結論。創設英語語言氛圍，使學生能較快地融入到英語語言學習的情景中來。

學法導航

自主學習，獨立思考，小組討論，同桌合作，完成學習任務。

教學準備

視頻，圖片，多媒體。

教學過程

Step 1 Greetings

Greet the class as usual、

Step 2 Revision

Ask the students to look at the picture on Page 1 and make conversations, using the sentence pattern: —Where did you go on vacation? —I went to the mountains、 —Did you go with anyone? —Yes, I did、 / No, I didn’t、

Step 3 Role play

The teacher acts as Rick and ask a student to act as Helen and practice the dialogue of 2d on Page 2、 Then ask the students to practice in pairs and finally ask two or three pairs to act it out、

Step 4 Grammar Focus

Review the grammar box、 Ask students to say the questions and answers、

Review the difference between regular –ed past tense verbs (stay –stayed, visit-visited) and irregular past tense verbs (go –went, buy-bought)、 Then get the students to ask and answer the questions and answers in pairs、

Step 5 Game

Ask one student to act as the teacher and ask some individual students questions、 Get as many students as possible to be the teacher、

Then ask the students to pay attention to the words: no one, anyone, everyone, something, nothing, anything、

Step 6 Practice

3a Fill in the blanks with the words in the box and practice the conversation、

3b Fill in the blanks in the e-mail mestudentsage with the words in the box、

After checking the answers, get the students to read them aloud、

Step 7 Group work

Make a survey、 Ask the students to make a survey by asking the questions about their last vacation: Did you eat anything at a reastaurant? Did you read anything interesting? …、Make sure the students practice the dialogues again and again and write down the results in the form、 Then ask some students to report their results、

Step 8 Homework

Ask your classmates as many questions about their last vacation as possible

篇二十二：國中英語教案

Lesson 96 教學設計方案Teaching objectives:

Grasp the Past Continuous Tense and some useful expressions.

Language focus:

street seller, in class, walk along, do morning exercises, be fed up with, borrow. . . from, decide to do sth., scissors, tennis rackets

Properties: Tape-recorder, Overhead projector，多媒體視頻，圖片。

Teaching procedures:

Step 1 Revision

First get the students ask what were they doing at a certain time yesterday with each other.

What were you doing at eight o’clock yesterday night?

I was doing my homework.

Show the students some pictures and Get them to answer the question “What were they doing?”

或者讓學生準備一些他們自己的照片，然後談談照片中自己那時在幹什麼?如：

A: What were you doing in the picture?

B: I was reading a story book.

In the picture Li Lei was swimming in the river.

Step 2 Listening

Listen to the tape and make sure the students understand what to do.

Play the tape again. Then finish the Exercise one on page 118. Let them check their answer in pairs.

Step 3 Read and say

Say: I am a policeman. Yesterday morning a man was killed. I want to know what you were doing at ten o’clock yesterday morning.

Then teacher goes around the classroom, asks the questions “What’s your name? What do you do? What were you doing at ten o’clock yesterday morning? Who was with you at that moment?” Students may answer the questions with the sentences given or they may make up their own answers.

First read through the directions. 讓學生選擇不同的職業的人的答語。

Then, students make u dialogues like this:

A: What was the driver doing?

B: He was driving a truck to Tianjin.

Step 4 Practice

播放視頻文件：Lesson 96情景演示，展示過去進行時的運用。

然後讓學生進行模仿練習，可以給出下面的一個情景：

Here is another situation for the students to practise. A very famous drawing was stolen in the art gallery last night. You are trying to find out who did that. You can ask the question “What were you doing at nine o’clock last night?” After everyone has answered the question, the class discuss together, “Who do you think stole the painting from the gallery? Why?”

Step 5 Read and talk

Read the table about what David was doing at different times yesterday, then ask and answer in pairs.

A: What was he doing at three thirty yesterday afternoon?

B: He was playing basketball.

播放視頻：What were you doing?，讓學生進行模仿練習。

Have each student write out their own time table of what they did yesterday. Then they can ask and answer questions according to their own time table.

Step 6 Writing

Get the students to write a paragraph about what they were doing at a certain time/during a period of time yesterday.

教師可讓學生參照Part 3列出昨天的時刻表，然後根據表中的時間提示寫出昨天這些時間正在幹什麼。

Step 7 Reading

Say: We've talked about the relationship among neighbours. Now we re going to read another story about how neighbours get on with each other.

Play the tape for the students to listen.(或播放視頻：A bad neighbour)Ask How do you think the neighbour wasn’t a good neighbour?

Learn new words by showing pictures. (scissors, racket)

Play the tape again for the students to listen and repeat. Then answer these questions:

1. Why were Masha and Sasha tired of Misha?

2. What did Masha borrow today?

3. Did Sasha want to lend him?

4. What did Sasha decide to do?

5. How did Sasha do?

6. What do you think happened at last?

7. What will you do if you were Sasha?

Step 8 Discussion

Students talk about the story and the people in the story and discuss what a person should or should not do in the neighbourhood.

People shouldn't make too much noise after 11:00 at night.

Step 9 Checkpoint

Go through the checkpoint

教師可通過句子簡單歸納過去進行時的構成和用法，可通過視頻：過去進行講解進行分析。

總結本單元的主要短語和句型。

Step 10 Exercise

Fill in the blanks with proper forms of the word “borrow” and “lend”.

1. I’ve left my pen at home. Can you _________ me one?

You can ________ this one. But let me have it back at the end of the lesson.

2. Banks make a profit by _________ money, but they also have to _________ it from time to time.

3. The bank would not _________ him any money. But he managed to _________ what he needed from friends.

4. I don’t trust him. He’s always _________ from friends and forgetting to pay them back. I wouldn’t _________ any money to him if I were you.

5. You can _________ books from the library but they won’t _________ you a book unless you are a member. They don’ t_________ books to non-members.

Keys: 1. lend, borrow 2. lending, borrow 3. lend, borrow 4. borrowing, lend 5. borrow, lend, lend

Step 11 Homework

1. Write about what David was doing at different times yesterday. Begin like this “David had a busy day yesterday. He was having an English class at eight o’clock in the morning. . . .”

2. Finish off the workbook exercises.

3. Write a short passage about what you were doing at different times yesterday.

Writing on blackboard

Lesson 96

A Bad Neighbour

1. Answer the questions according to the question.

(1) What was he doing at three thirty yesterday afternoon?

(2) He was playing basketball.

2. Discussion.

What should/should not a person do in the neighbourhood?

篇二十三：國中英語教案

國中英語教案範例

人教版七年級英語上冊 Unit 2 Is this your pencil Date:12.5? Period:1 Class3 Grade 7 A. Lesson type: New lesson hing materials： Textbook. This unit teaches the Ss to use “Is this your…”,this leads foundmental for the next two units: unit 3 This is my sister and unit 4 Where’s my backpack? hing aims: ?u Knowledge objectives: s :pencil,ruler,?backpack,?eraser,case,dictionary,sharpener,book,eg. ? 2. Key sentences: Is this/ that your pencil? -Yes, it is. It’s my pencil. /-No, it isn’t is his pencil. ? 3. Learn and master the sentences pattern: ? Is this/ that your…? ? -Yes, it is. /-No, it isn’t ?u Ability goals: ? 1. Enable students to know the words and expressions about? somethings that used for study. ? 2. Enable students to know how to ask and answer question adout “Is this/ that your…?”-“Yes,it is/isn’t.” ?u Emotion aims: ? 1. Stimulate students’ interest in learning English by naming the things in their bags in English,thus students actively participate in communicative activities ? points and difficult points: ?Key points: ? 1. Words: pencil, ruler, backpack, eraser, sharpener, diationary, e.g. ? 2. Is this/ that your…? ? -Yes, it is. /-No, it isn’t ?Difficult points: ? Know and master how to question and answer what sth is in English. E. Teaching strategies： ?u Listening , speaking, reading, writing, discussing, explaining and practicing ?u Use of visual teaching and situational approach ?u Using cooperation, mutual asking and answering and other forms of activities to practice hing aids: ? Multimedia PC and blackboard. hing procedures： ?Step 1 Revision Asking Ss’s names and then let students ask partner’s name ?Step 2 Leading-in ? Present some pictures adout pencil, ruler, backpack, eraser, sharpener, diationary, e.g, by Multimedia PC ?Step 3 Presentation 1. Teach the Ss the new words first. 2. Then ask the Ss to?read new words and check them if they can read the new words by themselves correctly there is a mistake, correct. ? 3. Part1: Listen to the tape and do then check the answer. ?Step 4 Practice ? Give students enough time to practice the conversations in 1a and 1b. ?Step 5 Consolidation ?Make conversation with partner and then ask several groups to stand up or stand in front of the class to show their performance. ?Step 6 Grammar focus: ? Is this/ that your…? ? -Yes, it is. /-No, it isn’t ?Step 7 Summary ? 1. Read the new words again and again ? 2. Help students have a revision of what they have learned today, especially the way of?asking and answering “ Is this/ that your…?”? - “Yes, it is. /-No, it isn’t”. ? 3. Read the conversation in 1a again. ?Step8 ?Homework: ? Assign the Ss remember the new words and write a conversation adout what have learnt today by themselvse. H. Blackboard design： Topic: Is this your pencil? Main words: pencil, pen, ruler… Key and difficult points: ?Is this/ that your…? -Yes, it is. /-No, it isn’t. ? ?

篇二十四：國中英語教案

Lesson 68教學設計方案

Properties: Recorder, Overhead Projector.

Teaching Objectives:

1. Practise listening.

2. Revise the grammar: the Attributive Clause.

Language Focus: Checkpoint 17.

Teaching Procedures:

I. Showing the teaching aims

II. Revision

Choose some useful sentences from the students' homework. Read them to class, then do more oral practice using the Attributive Clause

III. Leading in

T: Today we're going to hear about a story, look at your workbook, Lesson 68 Exercise 1. Read all the questions first. Then read the numbers aloud, try to guess the answers before listening.

IV. Listening

Listening Cassette, Play the tape for the students to listen and do Exercise 1 in the workbook, check the answers with the whole students.

V. Presentation

Look at Exercise 2, Discuss it with the students, let them understand the information. Ask the students to answer the question, and check the answer. Then let the students practise in pairs. Pay attention to these sentences: 1. These men look like thieves (who) you saw. 2. The man (who) I saw had black hair. 3. He had a mouth that was quite small.

VI. Practice

Look at Exercise 3, let the students choose the best answers alone, and check with the students, then read the sentences together.

Let the students make up their own sentences.

VII. Play a game

Look at Exercise 4. Student A acts as the victim who was robbed and student B is a policeman / policewoman. First spend five minutes thinking about what you will say, then ask the students to come to the front and play a game.

VIII. Practice

Look at Exercise 5. Use the information from the dialogue above lo complete the police report.

Get the students to do it first, then check the answer with the whole class.

IX. Checkpoint 17

Go through the grammar part and practise the useful expressions.

X. Workbook

For Exercise 4. Read the passage, Guess the new words first, then answer the questions.

For Exercise 6, Look at the pictures and write the story about “Cao Chong weighed an elephant”.

Exercises in class

Join the sentences with that, which or who.

1. I’m reading a book. The book is about a robbery.

2. Have you ever seen the film? The film was directed by Zhang Yimou.

3. Most of the people were American. They travelled to Beijing last week.

4. The girl is taking care of the baby. She is my aunts baby - sitter.

5. The students are visiting the natural museum. They are very interested in the dinosaurs .

XI. Homework

1. Finish off the workbook.

2. Revise the grammar: The Attributive Clause.

篇二十五：國中英語教案

Lesson 81教學設計示例(一)

一、教學內容

語法：現在進行時的肯定式、疑問式。

二、教具

錄音機;教室內一些實物等。

三、課堂教學設計

1.值日生報告。

2.教師拿起一把掃帚，做如下演示：

T：What's this in English?

S：It's a broom.

T：Right. Now, look at me.(做出掃地狀)I am cleaning the classroom (the floor).動作重複幾次，讓學生猜這句話意思。然後，在黑板上按如下格式寫出：

clean I am (I'm) cleaning the classroom.

其中動助詞am ('m) 及動詞的現在分詞詞尾-ing要用彩色粉筆書寫。

拿起一本書，做出讀書狀。

T：I'm reading a book.

同時按剛纔形式，把動詞和句子依次寫在黑板上。通過這種方式，本課生詞可基本教完。

3.教師領讀生詞。重複剛纔的動作，並領讀黑板上的句子。啓發全班思考：黑板上用彩色粉筆寫出：am, -ing等分別表示什麼?教師扼要講解。

4.請一位同學到前面與教師做如下演示：

S：(手持掃帚，做出掃地狀)

T：What are you doing?

反覆問幾次，讓全班猜這句話意思。啓發這位同學答出：I am cleaning the classroom.其他動詞做同樣處理。教師領讀：What are you doing? 等句。

5.放課文第1段錄音。學生跟讀兩遍。兩人一組練習對話。叫幾組同學到前面表演。

組織學生兩人一組，練習本課第2部分問答。提示學生，練習時做出的動作要逼真，另一個才能提問，使問答進行下去;同時，可以觀察其他組同學，以便能夠使下面對話得以進行：

S1：What’s she doing?

S2：She’s drawing a picture, I think.

S1：What’re they doing?

S2：They’re speaking. They’re speaking English, I think.

……

7.指導學生做練習冊習題。

8.佈置作業

1)抄寫生詞;2)完成練習冊習題。

四、難點講解

en to 聽

listen是個不及物動詞，不及物動詞後面一般不能有賓語。但有些不及物動詞，如listen, look等詞，加上相應介詞，構成一個短語動詞，後面就可以接賓語了。例如：

Please listen to the teacher. 請聽老師講。

Look at the blackboard, please. 請看黑板。

one's homework 做作業

one's 是“某人的”意思，在句中，要改爲與主語人稱相一致的物主代詞。例如：

1)He does his homework in the evening. 他晚上做作業。

2) They’re doing their homework now. 他們現在正在寫作業。

篇二十六：國中英語教案

Lesson 81 教學設計示例(二)

● 教學目標：

1.複習名詞複數及句型Do it like this/that.

2. 初步學習動詞ing的結構和用法及現在進行時。

3.簡單談論正在進行的動作。

● 教學用具：

錄音機，投影儀，圖片，微機及相應媒體資料等。適當也可準備一些圖片，如：讀書、踢足球、看電視等。

● 教學步驟：

Step 1 Revision

本節課的Duty Report可讓值日生彙報完必說的內容後，讓同學們自由提問，或值日生向全班同學提問。如：How can I fold(折) the paper in half? Do it like this. How can I get the news? Watch TV.等, 利用值日生的每日工作很自然的引出本節課的話題。

Step 2 Presentation

教師可隨意做一些具體動作，邊做邊說What am I doing? I am eating/opening the door/looking at the picture. 等。經過幾次練習，再找出一名同學讓他表演動作。然後教師問What’re you doing?並幫助該同學回答I am swimming/ singing/dancing…教學生What’re you doing?這一句型。講解What are you doing?是問一個人目前正在幹什麼，回答時應說 I am cleaning the room.等。

Step 3 Read and act

不看書，聽錄音。讓學生認真聽兩遍錄音機的內容然後跟着重複。再齊讀1-2遍。在學生理解了對話內容之後，兩人一組根據方格中所給的詞組進行對話練習。注意I want some help.中的help是名詞。當help作名詞時是不可數名詞，不能加s。

聽錄音，並當堂背誦。

Step 3 Presentation

教師可找一名女同學到黑板前畫簡筆畫，在該同學畫畫的同時，教師問同學：What is the girl doing?並自己回答：She is drawing a picture.讓一名男同學站起做讀書狀，問其他同學：What is the boy doing?鼓勵同學自己答出：He is reading a book.如此反覆練習，讓學生掌握What’s she/he doing? He/She is…句型及本課單詞。

Step 4 Practice

對第一部分進行口語對話練習，在讀懂第二部分的前提下運用現在進行時自由對話。

Step 5 Consolidation

1. They ______ ( play) cards now. Let’s go and join them.

2. Look! The old man ______ ( have) a cup of tea.

3. He often ________ (wear) black jackets and black trousers. We call him “The Man In Black”.

4. Can you ______ ( help) me carry the box?

5. Listen! The girls______(sing) in the next room.

Answers: 1. are playing 2. is having 3. wears 4 5. are singing

Blackboard Handwriting

篇二十七：國中英語教案

一、教學內容分析

本單元以A Trip to Beijing爲話題，學生通過本單元學習，能夠表達請求許可，能夠詢問及表達兩地距離，掌握一百以上數字的讀法與寫法，初步學習比較等級的形式及用法;學會制定計劃以及用英語購買票。

1 、 Lesson 1要求學生通過學習李明與媽媽關於去北京旅行的對話，通過技能訓練掌握表示意願以及請求許可的表達方式。

2、 Lesson 2以打電話的形式，要求學生學習如何邀請別人一起旅行以及一些旅行安排的表達方式。

3、 Lesson 3要求學生通過學習本課能夠詢問及表達兩地的距離，並掌握100以上數字的讀法與寫法。

4、 Lesson 4以唱歌和對話的形式要求學生複習各種交通方式，並通過對比初步學習比較等級的形式及用法。

5、 Lesson 5通過學習本課掌握一週七天的讀法與寫法，重點掌握如何作旅行計劃，學會徵詢別人的意見。

6、 Lesson 6通過學習Jenny和Li Ming做旅行準備的對話，重點複習this, that, these, those的用法，及談論數量，提供幫助的表達方式。

7、 Lesson 7通過本課學習購票的表達方式及勸阻他人不做某事的表達法，同時要求學生學會書面講述令自己興奮的一次經歷。

8、 Lesson 8幫助學生複習運用本單元所學內容。

二、教學目標

句式：1. Talk about distance

—How far is it from … to …?

—It’s … kilometers. / It’s about …

2. Asking for permission

May I …?

Yes, you may. /No, you may not.

3. Showing Intentions

Do you want …?

I want….

Let’s take a …, …is faster/slower than….

4. Others

How many … do you have?

Please (don’t) ...

三、教學過程：

(一)通過談話引出正題：大家暑假去沒去旅遊，誰能說說旅遊情況?注意：用英語會話。

(二)導入課文，學習相關句子。

重點句子1. —May I go on a trip to Beijing? —Yes, you may. / No, you may not.

1. How far is it from China to Canada? It’s about eight thousand five hundred kilometer.

2. A train is slower than a plane, but faster than a bus.

3. What do you think of it?

4. I want to go to the Great Wall.

5. May I help you? Sure.

6. How much for a ticket on the T58 from Shijiazhuang to Beijing, please?

7. Please don’t run or jump.

(三)具體實施

t the students and get them to talk about their holidays.

T: I haven’t seen you for long ages, boys and girls! How is it going?

S: Quite well. How are you?

T: I’m fine, too. Thanks. Did you have a nice holiday?

S: Yes.

T: Would you like to share your experience with me? … What did you do?

S: I read a lot.

T: You must have learnt a lot.

some other students to talk about their holidays. And then show some places of interest and

continue talking with the students to make them understand the phrase go on a trip to.

T: I had a nice holiday too. I went on a trip to Beijing. Look! There are some pictures about this city.

Show the students the following pictures.

T: How about the first picture?

S: It’s Tian’anmen Square.

T: That’s right! The second one?

S: It’s Gugong. (In Chinese)

T: In English It is named the Palace Museum. S: The Palace Museum.

T: How about the last one?

S: It’s Changcheng.

T: It’s the Great Wall in English.

S: The Great Wall.

T: There are so many beautiful places in Beijing. And Beijing is the capital city of our country. Would you like to travel to Beijing? (To one student)

S: Yes.

T: Would you like to go on a trip to Beijing too?

the student to answer. Make sure the students know the meaning of go on a trip to.

S: Yes. I’d like to go on a trip to Beijing. T:…(略)

the students to learn to talk about permission by using the phrase: to go on a trip to. The teacher can show them some pictures of places of interest to help them to discuss.

T: What city would you like to go on a trip to, Beijing or Guilin?

S: I’d like to go on a trip to Guilin.

more students the same question to let them learn the phrase go on a trip to well

T: Gulin is a very beautiful place. May I go on a trip with you?

the student to answer: Yes, you may. Or No, you may not.

Explain the meaning in Chinese if necessary. S: Yes, you may.

T: (To another student) I have no money to go on a trip to Guilin. May I borrow some money?

S: No, you may not.

T: Li Ming wants to go on a trip to Beijing. Listen to the tape carefully. Does Li Ming’s mother go on a trip to Beijing too?

S: (After listening) Yes.

四、課堂練習：

聽Listen to dialogues about distance, intentions, and numerals

說Talk about distance, show intentions, say numbers and make a phone call in English

讀Read dialogues about trips寫Write a plan

五、佈置作業：完成課本1-5題

篇二十八：國中英語教案

一、教學目標：掌握過去進行時態的用法

二、教學過程：

Step 1 Revision

(學生活動)利用圖片或照片複習過去進行時的'用法。 (錄像演示)通過情景複習過去進行時表達一個過去某個時間所發生的動作。

Step 2 Listening

(聲音課件展示)讓學生邊聽邊完成聽力練習Step 3 Read and say

(學生活動)根據不同的職業特點，讓學生選擇最好的答案來回答警察的問話。

(錄像演示)情景演示警察調查案件時詢問每個人的情景，運用過去進行時來表達當時發生的動作。觀看後教師可讓學生寫對話並表演出來。

(學生活動)提供一個案情，讓學生來表演過程。 Here is another situation for the students to practise. A very famous drawing was stolen in the art gallery last night. You are trying to find out who did that. You can ask the question “What were you doing at nine o’clock last night?” After everyone has answered the question, the class discuss together,

“Who do you think stole the painting from the gallery? Why?”

Step 4 Read and talk

(展示)

Read the table about what David was doing at different times yesterday, then ask and answer in pairs.

(錄像演示)情景演示詢問過去某個時間點正在進行的動作，看後讓學生進行模仿練習。

Step 5 Writing

通過圖片展示昨天一天的主要活動，讓學生描述每個不同的時刻正在發生的動作。然後讓學生用過去進行時描述自己昨天的一天的活動。

Step 6 Reading

(錄像演示)情景演示關於鄰里關係的幽默故事，回答：How do you think the neighbour wasn’t a good neighbour? (課件演示)讓學生跟讀此篇幽默故事，回答下列問題：

1. Why were Masha and Sasha tired of Misha?

2. What did Masha borrow today?

3. Did Sasha want to lend him?

4. How did Sasha do?

5. What do you think happened at last?

6. What will you do if you were Sasha?

Step 7 Discussion

Discuss what a person should or should not do in the neighbourhood.

Step 8 Checkpoint

(錄像演示)總結歸納過去進行時的用法、構成及其陳述和疑問句式。

三、課堂練習：

完成下列句子。

1.司機正開車去天津。

The driver______ ______ _______ ______Tianjin.

2.他們厭倦了這項工作。

They______ _______ ______ ______the work.

3.他決定禮貌地拒絕他。

He ______ ______ ______ him politely.

4.我需要一把花園剪刀。

I need ______ _______ ______ ______ _______.

5.我們整天將在花園工作。

We'll______ _______all day in the garden.

答案： driving a truck to fed up with

ded to refuse 4.a pair of garden scissors

working

四、作業(任選一題)

1. Write about what David was doing at different times yesterday. Begin like this “David had a busy day yesterday. He was having an English class at eight o’clock in the morning. . . .”

2. Finish off the workbook exercises.

3. Write a short passage about what you were doing at different times yesterday.

篇二十九：國中英語教案

一、教學題目

Our Hobbies Unit 3 Project English 《仁愛教育英語八年級上冊》

二、教學對象

Junior high school 8 grades

三、教學主題

What’s your hobby ?

四、教學功能

Expressing students’ likes and dislikes

五、教學結構

used to do sth過去常常做某事

六、教學詞彙

Words to describe hobbies

七、教學策略

1、Collecting expressions

2、Paying attention to students’ pronunciation

八、教學課時

45minutes

九、教學過程

Step 1

Warming up: using 10 minutes ask students about the hobbies,then let two or three groups make

short ents need to use the structures

used to have?/I Love/enjoy/like/prefer/am interested in/am fond of.....>

Step 2

First,using 5 minutes ask three students to make up the group,and read Section B ,using

another 5 minutes listen to 1a.

Michael : Hi,Maria!What are you carrying?

Maria : It’s my stamp d you like to see it?

Michael : Wow! What beautiful stamps!Are they all from China?

Maria : Not all.I collected some of them from now I also have a lot of beautiful stamps

from China.

Michael : It must be fun.

Maria : It certainly can learn a lot about history and people from hobbies did

you used to have?

Michael : I used to collect baseball now I’m interested in basketball.

Kangkang: Hi,Maria! Hi,Michael!What are you looking at?

Michael : Hi,Kangkang! We are looking at Maria’s stamps e are you going?

Kangkang: I’m going ’s my favorite hobby.

Step 3

Show the target language:

’s you hobbies?

2.I used to like/love/ now I hate it/don’t like/enjoy/love it.

3.I am fond of/interested in......

Step4

Listening :listen to 1a and circle true or false

a only collects Chinese stamps. True

ael’s favorite hobby is playing baseball. False

kang is fond of swimming. False

can learn a lot about history and people from stamps. False

Step 5

Vocabulary :teaching students read the new words in 5minutes,and give them 5minutes to try to

recite the new words.

hobby(n.業餘愛好，嗜好)poem(n.詩，韻文) maybe(adv.可能，也許) pet(n.寵物，寶貝) collect(v.收集) hate(v.厭惡，討厭) funny(adj.滑稽的，好笑的) friendship(n.友誼，友情) stupid(adj.愚笨的，笨的) ugly(adj.醜陋的，難看的)background(n.背景) paper(n.紙，紙張) scissors(n.剪刀) cut(v.剪，切) glue(n.膠水) stick(v.粘貼，粘住) lazy(adj.懶惰的) passage(n.章節，段落) introduction(n.介紹，引進) provide(v.提供，給予) pig(n.豬，貪婪的人) dirty(adj.骯髒的，污穢的)

Step 6

Exercise : read 1a and fill in the blanks

Maria likes them when she was in thinks we can

learn a lot about and from now she has many beautiful Chinese

ael his kang is interested in three children have different Step 7 Conclusion

After class reflection:

The lesson went on ents were quite excited and not enough time was

given at the many students still have not joining the students also have

difficulty making themself their pronunciation are so needs

listening and practice are needed for those students in the next class.