初二英语unit3教案

作为一名教师，就有可能用到教案，编写教案有利于我们科学、合理地支配课堂时间。那么应当如何写教案呢？以下是我为大家整理的英语 《What color is it》教案，欢迎大家借鉴与参考，希望对大家有所帮助。

Unit3Whatcolorisit教案

学习目标

1.掌握Ss至Zz8个字母：

Ss,Tt,Uu,Vv,Ww,Xx,Yy,Zz

2.掌握6个单词：

S，M，L，UFO，CCTV，UN

快乐自学

1.I can read.(我会读)

我会跟着磁带边听边大声朗读Ss至Zz8个字母并熟记。

2.I can write.(我会写)

我能准确地写出这8个字母的大小写，并完成2b、2d。

3.I can listen.(我会听)

听录音，我能快速地按听到的顺序给字母编号，完成2c。

4.I can understand.(我能理解)

仔细看活动3中的4幅图，我明白了学习目标2中的6个单词的中文意思，并能写出来。

(1)S(2)M

(3)L(4)UFO

(5)CCTV(6)UN

合作探究

小组讨论：

1.字母表中总共有多少个元音字母，多少个辅音字母。

2.到目前为止，我们学了多少个由大写字母组成的缩写词，它们是：

小组背诵：小组背诵26个字母。

课堂小结

I’ve learned in this class(这节课我学会了)：

字母表中的元音字母：

New words(新单词)：

达标检测

一、英汉互译。

1.UFO2.中国中央电视台

3.联合国4.M

二、单项选择。

()5.英语字母表中第16个字母是

A.Qq B.Rr C.Pp

()6.在四线格中，占三格的小写字母是

A.f和j B.i，j和f C.f，j和p

三、根据要求，完成下列各题：

7.写出26个字母中含音素/i:/的字母的大小写。

8.写出26个字母中含音素/e/的字母的大小写。

学习反思

Period Two(SectionA1a-1c)

学习目标

1.掌握6个新单词

New words(新单词)：color,red,yellow,green,

blue,black,white,and

2.掌握2个短语：

Phrases(短语):what color,black and white

3.掌握句型：

-What’s this?

-It’s V.

-What color is it?

-It’s red.

快乐自学

1.I can read.(我会读)

我能大声地朗读学习目标1中的'新单词并记忆。

2.I can match.(我会搭配)

根据学习目标1中的6个表示颜色的单词，完成1b的任务

3.I can listen.(我会听)

听录音，我基本上掌握了la中的句型，并知道下列两个短语的英语写法了。

(1)什么颜色(2)黑白相间

4.I can practice.(我会操练)

根据图中的对话，我能和同伴一起操练下列句型，完成lc。

-What’s this?

-It’s Z.

-What color is it?

-It’s black and white.

5.I can write.(我会写)

我是小作家，我会用一件红色夹克衫编一段对话，不少于四个句子。

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人教版英语(yīnɡyǔ)八年级上册单元课件 Unit3I'mmoreoutgoingthanmysister.第一页，共五十一页。

七年级英语《Unit 3 How do you get to school SectionA（1a-3c）》教案第一课时Section A (1a-2e)LearningGoals:Inthis lesson, the students will talk about how to get to places with suchpatterns as: How do you get to …? I take the …/Iget to …by… Talk about time and distances with Howquestions. Listen for vehicles and numbers.Teaching and learning steps:Step I. Pre-listening activities1. PreviewAskthe Ss to translate the following Chinese into English. First ask the Ss to putthem into English orally。Then let them write English downwithout looking at the textbooks.1.乘火车________ 2.乘公共汽车 _____________3.乘地铁___________ 4. 骑自行车_________5.步行____________ 6. 一百零五________7.某人花费时间做某事__________ Ask the Ss to translate the followingsentences.（1）--你怎样到学校？--我骑自行车。__________________________________________________________________________________________________________________________________________（2）--玛丽怎样到学校？ 她乘地铁。__________________________________________________________（3）--从你家到学校有多远？大约10公里。__________________________________________________________（4）--需要花费多长时间？大约15分钟。__________________________________________________________（5）--我不确定。__________________________________________________________（6）--乘公共汽车大约需要20分钟。__________________________________________________________（设计说明：预习体现了以学生为中心的思想，强调学生的参与、体验、感知、实践和交流，以学定教。）3. Lead inWhattime do you get to school?How do you get to school everyday?How many transportations（交通工具） do you know? What are they?OK, let’s come to the newwords.(设计说明：导入联系所学的内容，从真实的语境出发，激发学生兴趣，使学生自然而然地进入新课的学习。）4. New words(1)Teacher checks the Ss’ pronunciation.(2)Can you say?Words: phrases: (设计说明：检测学生对单词的预习情况，纠正发音，便于以学定教。）(3) 1aMatch the words with the pictures.4. SentencesA: How do you get to school?B: I ________. / I get toschool by _____.探究：一、--How do you getto school?--I ride my bike.1. 询问去某地的交通方式用疑问副词______,询问他人身体状况也可以用_____2. get to school意为____________ get to 意为_____,get to + _____ 但是后跟副词时，则省略_______二、观察句子，总结规律。I take the bus to school.I get to school by bus.take the +交通工具= ____ +交通工具“ 表示乘坐某种交通工具”骑自行车____________________=___________________步行______________ =__________________(设计说明：句子的学习先以口语的输出为主，让学生能熟练的表达。然后让学生自主探究，完成学习任务。教师点拨，再进一步深化。）StepII. While-listeningactivities(1) Listenfor the general idea of 1b.Thegeneral idea of the conversation is about _______A.where they liveB.how they get to schoolC.the distance from their homes to school(2)Listen for the specific ideas of1b.1b1 Listen andwrite the numbers to the correct students inthe picture above.1b2 Complete thedialogue according to the tape.Boy;How do Bob and Mary _______ to school?Girl;Bob takes the _________ and Mary takes the subway.Boy;How ______ John get to school?Girl;He takes the ___________.Boy;How _______ Paul and Yang Lan get to school?Girl;They _______.Look, there they are now!Boy;Does Jim _________ to school?Girl;No, he doesn’t. He _______his bike.(3)Listen forthe general idea of 2a.The general idea of this part is about__________A.some numbersB.some ways to get to schoolC.some places(4)Listen for the specific ideas of 2a.2aListen and repeat. Then write the correct number next to the word.2b Listen andcomplete the chart.(设计说明：本部分的内容重在培养学生们听大意和关键信息的能力。数字听写是难点。)Step III. Post-listening activitiesPairwork：A: How do you get to school? B: I …A: How long does it take…? B: It takes …A: How far is it from … to …?B: It’s about …(设计说明：本部分重在培养学生们口头表达的能力，同时引导学生更好地内化语言知识。让学生在用中学，在用中掌握。)Step IV. 2e1. Read 2d and answer the questions.(1)Does Scott have an interesting job? Why do you think so?(2)When does she get up? Does she get up in the morning or at night?(3)When does she eat breakfast?2. 知识点拨一、 I ride it to school every day. 我每天骑车去学校。 to 意为_______,后跟地点名词。（1）我开车到学校。 I drive thecar ___ ________.（2）他们坐火车去北京。 They take thetrain _____ ________.二、 How long does it take you to get to school? 你到学校要用多少时间？It takes sb. some time to do sth是固定用法意为___________How long 意为____________若对时间段提问要用___________练一练：我花了半小时做作业。It ______me half an hour___ ________homework. It takes me 15minutes to get home.______ _______ does it ______ you_____ get home?3. 听录音跟读，模仿语音语调。4. Role-playRole-playthe conversation in pairs. Then go to the front of the classroom and perform itto the whole class.Step V. Exercises: the end-of- classtest一、对划线提问1. He takes the bus to get to school. _______________________________2. It＇s about 10 kilometers from home to school.______ ______ ___it from home to school?3. It takes 15 minutes to get to school.______ ______ ______ it _____to get to school?4. It takes me about 20 minutes to get toschool. _______ ___________it take you ______ ______ to school?二、根据要求完成句子。1. She gets to school on foot. (同义句)She ________to school．2. He gets to school by bike. (同上) He ____his____to school．3. It takes us 20 minutes _________(walk) home.（用所给单词的适当形式填空。）4. How long does it take you _____________(watch)TV?（(同上)5. The bus ride _____ ______ _____ _____( 花费大约20分钟）.（设计意图：通过检测学生的学习情况，有助于以学定教。）Step VI. Homework1.Read 2e after the tape and recite them. 2.Preview section B. 希望能够帮到你，祝你学习进步，生活愉快！

下面是我整理的 八年级 英语教案设计，希望对大家有帮助。

八年级英语教案设计一：

The First Period

Teaching aims and demands:

Aims of basic knowledge:

1. Key vocabulary: robot, everything, paper, use, tree, building, pollution, fewer, less

2. Key structures:

1) Will there be less / fewer / more…?

No, there won’t. There will be more/less/fewer...

2) Kids won’t go to school.

3) They will study at home on computers.

Aims of abilities:

1. Be able to listen for specific information on what will happen in the future;

2. Be able to talk about what will happen in the future using the target language;

Aims of emotion and evaluation:

Encourage the students to work hard at their lessons preparing for their own future.

Teaching Methods:

1. Listening and speaking.

2. Communicative approach.

3. Task-based approach

Key Points:

1. Master the usage of the indefinite tense.

2. Talk about what will happen in the future.

3. Review the Simple Past Tense and the Simple Present Tense.

Difficulties:

How to use correctly the simple past tense and the present progressive tense.

Teaching procedure:

Step 1 Warm up

1. Greetings;

2. Duty report

Step 2 Presentation

1. Draw a time line on the blackboard and mark the line as the following:

5 years ago now 1 year from now 5 years from now

2. Introduce the indefinite future tense

1) Get the students to read aloud the sentences several times until they can say them correctly.

2) Prompt the students to say what they think the word will is used for.

Step 3 Practice (1a-1c)

1. Get the students to look at the picture and then talk about what they have seen in it. Teach the new word robot at the same time.

2. Ask the students how the world will be different 100 years from now. Check A or D to complete 1a.

3. Listen and circle the predictions you hear in 1a. Complete 1b.

4. Students read the conversation in 1c together.

5. Pair the students to practice making conversations about the predictions in 1a.

Step 4 Listening (2a-2b)

1. Have the students read the sentences in 2a first, teaching the new word pollution using a picture of a factory producing a lot of black smoke and make sure they know what they are asked to listen for.

2. Play the recording for the students to listen and circle the words they hear.

3. Deal with 2b in the same way.

Step 5 Practice (2c-2d)

1. Get one top student to co-operate with the teacher acting out the dialogue in the box in 2c.

2. Have the students work in groups of four.

3. Get some groups to act out the conversations they have made.

4. Role-play the conversation in 2d.

Homework

The Second Period

Teaching Aims and Demands.

Aims of basic knowledge:

1. Key Structures: 1) Five years ago, Sally was …/ played 2) Today Sally is…/plays 3) In five years Sally will be…/ will play…

Aims of abilities:

Be able to use the three different tenses to depict the past, present and future actions or states.

Aims of emotion and evaluation:

Enable the class to get to know that one creates his own and that only by his hard work can he cherish a bright future.

Teaching Methods:

1. Task-based approach 2. Team work

Teaching Procedure:

Step 1 Warm up

1. Greetings2. Revise the formation of the past tense.

3. Revise the useful words.

1) Get the students to brainstorm the words and write on the blackboard.

2) Get the students to brainstorm the names of the animals.

Step 2 Presentation

1. Draw the time table on the blackboard.

5 years ago now 5 years from now

2. Show the pictures depicting the past, today and the future of your own and say:

Five years ago, I was a farmer. Now I am a teacher. In five years, I will be retired.

Five years ago, I played table tennis. Now I play the piano. In five years, I will play the violin.

3. Have the class read aloud the sentences after the teacher.

4. Encourage some to tell what they have found out about the use of the three tenses.

Step 3 Grammar focus

1. Have the class read through the sentences in the table and raise questions if they don’t understand any of the sentences.

2. Review the use of “more, fewer, less”. Make sure the students understand.

Step 4 Practice (3a)

1. Ask some students to complete the sentences. 2. Check the answers and explain.

Step 5 Pair work (3b)

1. Ask some students to complete the sentences. 2. The students practice the conversations again in pairs.

Step 6 Draw (3c)

1. Have the students look at the pictures they have prepared and write about them using the structures in 3c. The teacher walks about and offers a helping hand.

2. Put the students into groups of four, describe the future of the city..

Home assignment

The Third Period

Teaching aims and demands.

Aims of basic knowledge:

1. Key and difficult vocabulary:

space, fly, moon, fall, fell, alone, pet, probably, dress, which, even, took, wrote

2. Key structures: I think I’ll be/do…

Aims of abilities:

1. Learn to talk about one’s life in future using the target language.

2. Be able to read for the information about future.

Aims of emotion and evaluation:

1. Help the students get to know their bright future is created by themselves not someone else.

2. Through the debate on one’s future, develop the friendship and the cooperative spirits among the students.

Teaching procedure:

Step 1 Warm up

1. Greeting. 2. Duty report – My home town in ten years

Step 2 Presentation (1a-1b)

1. Have the class read through the words in 1a and teach the new ones using pictures: astronaut, rocket, space, space station.

2. Get the students to read aloud the words after the teacher until they can say them correctly. 3. Think of other words and write them in the chart in 1a.

Step 3 Listening (1c-1e)

1. Play the recording again for them to listen for the details to fill in the blanks. Complete 1d.

4. After-listening: get some to tell the class what they have done and why. Refer the students to the listening materials and check the answers.

Step 4 Reading (2a-2d)

1. Ask some students to say what they know about robots.

2. Read the article carefully and march each paragraph with the questions it discusses.

3. Check answers in 2b.

4. Read again quickly and complete the sentences in 2c.

5. Check answers and read the article together.

6. Fill in the blanks in 2d and then check the answers.

Step 5 Writing (2e)

1. What kinds of animals might robots look like in the future? Ask some students.

2. What do you think these robots will be able to do?

3. Write your answers and discuss them with your partner.

Home assignment

The Fourth Period

Teaching aims and demands.

Aims of basic knowledge:

1. Key vocabulary: the key words in this unit.2. Key structures: the key structures in this unit.

Aims of abilities:

1. Comprehensive use of what has been learned in this unit.2. Cooperative study

Aims of emotion and evaluation:

1. Cultivate the spirits of cooperation. 2. Encourage the students to work hard for their future.

Teaching Methods:

1. Elicitation method 2. Guided reading

Difficulties:

Make the students understand that everything is possible if we put our heart into it.

Teaching procedure:

Step 1 Warm up

1. Greetings 2. Duty report – My parent’s/friend’s future life in ten years

Step 2 Revision

1. Revise the key words and structures in this unit and the use of the indefinite future tense.

Step 3 Reading (3a)

1. Read the article quick and then fill in the blanks with the words in the box.

2. Check answers and read together.

Step 4 Writing (3b-3c)

1. Complete the chart in 3b and please add more items.

2. Write about your life 20 years from now. Use 3a and 3b to help you.

Step 5 Discuss (4)

1. Discuss how you think a robot will help students with schoolwork in the future.

2. Discuss how you think a robot will help other people in the future.

3. Write down your group’s ideas and then show them to the class.

4. Draw a picture about your robot.

Home assignment

The Fifth Period

Teaching aims and demands.

Aims of basic knowledge:

Key vocabulary and structures: all in this Unit

Aims of abilities:

1. Be able to talk about future.2. Talk about them using the target language.

Aims of emotion and evaluation:

Through reading about the robot, help the students to understand that man can create their own future by their own efforts.

Teaching Methods:

1. Guided reading 2. task-based approach

Teaching procedure:

Step 1 Warm up

1. Greetings 2. Duty report – My parent’s/friend’s life in ten years

Step 2 Presentation

1. The robot in my mind

1) Have the students think about the robots with the following questions in mind:

What does your robot look like? What can it do?

2) Put the students into groups of four and do brainstorming exercise and write a report on the result of the group work..

Step 3 Complete the chart

1. Read the words in the box.2. Put the words in the correct columns in the chart.

Step 4 Fill in the blanks

1.Complete the conversation.2.Read the conversation together.

Home assignment

八年级英语教案设计二：

计划课时：1个课时

一、教学目标与要求:

1.能够简单地描述制作某个东西的过程和步骤.

2.培养学生团结协作和动手能力

二、教学向导:

1.语言目标

How do you make a banana milk shake?

Peel three bananas.

Cut up the bananas.

Put the bananas and ice cream in the blender.

Pour the milk into the blender.

Turn on the blender.

Drink the milk shake.

2.学习策略与思维技巧

通过对话练习和对上下文进行逻辑排序巩固所学知识.

通过合作学习,培养学生的动手能力与合作精神.

3.重点词汇

first , next , then , finally ,shake , milk shake , blender , turn on , cut , cut up ,peel , pour , into , pour into

4.语言结构

a.巩固祈使句的用法 b. 描述做某件事过程的词: first , then , next , finally

5.语言功能 描述制作食物的过程.

6.跨学科学习 社会实践 :制作食物

三. 教学 方法 :

采用多媒体教学, 小组讨论法 ， 实物 操作法

四.Teaching procedures

Step one. Lead in Unit7 How do you make a banana milk shake? Using “ Did you ever eat dumplings? Did you drink ever fruit juice?” Who makes them for you? Now you should learn to make them by yourself.Today we are learning to make a milk shake。 It’s a banana milk shake. Let’s learn Unit Seven How do you make a banana milk shake? Section A 1a-1c can teach you how to make a banana milk shake.

Step two. First, we are learning new words. Work in groups to pronounce new words. After students learn to pronounce new words of Section A 1a-1c. The teacher asks a few students to read these words. The teacher teaches students to read them.

Step three. Next, what ingredients do we need? Please look at the Microsoft PowerPoint4,5,6and7. Read them three times.

Step four. Now we know what we need. Then how to use them. Let’s learn 1a, work in groups to finish the teaching of 1a. Look at the Microsoft PowerPoint10 and check the answers.

Step five . Let’s learn 1b to know the correct instructions of how to make a banana milk shake. There are six instructions in making a banana milk shake. Listen to the tape and put the instructions in the correct order. Students look at Picture 3 on Microsoft PowerPoint and check their own answers.

Step six Let’s go over how to make a banana milk shake.

Look at Microsoft PowerPoint10 ,11,12,13,14and15 and read them three times.

Step seven . Ask two students make a banana milk shake by themselves, other students look at the pictures16,17,18,19,20and21 to give the instructions and watch the process . After the two students make a banana milk shake, ask a few students to taste it and ask “How do you like a banana milk shake? or What do you think of a banana milk shake?”

Step eight Sum up the process of making a banana milk shake.

1. first , next , then , finally

2. ingredients: bananas milk ice cream blender

3. important words: peel cut up put…in/into pour… into turn on drink

4. 总结 祈使句

Step nine. Work in groups to write down the process of how to make a banana milk shake on a paper and report their results, finish the teaching of 1c.

Step ten. Homework:

Our parents are busy working hard every day, they are too tired every day. Make a banana milk shake for your parents this weekend, and write down the process in your exercise book.