初三英语教案范文:Unit13 Rainy days make me sad。
老师职责的一部分是要弄自己的教案课件，所以老师写教案可不能随便对待。只有写好教案课件，才能充分实现教学意图。网络有没有优质的教案课件以资借鉴呢？下面是小编帮大家整理的初三英语教案范文:Unit13 Rainy days make me sad,相信你能找到对自己有用的内容。
Unit 13 Rainy days make me sad.一 . [话题](Topic) Talk about how things affect you.二 .[重点词组](Key phrases)make me sad，keep out，learn from，make sb. do，more than，for instance，help…to do，so that，have sale，less than三 .[交际用语]1. Loud music makes me tense.2. Loud music makes me want to dance.3. That movie made me sad.4. Why don’t we get something to eat?5. So am I. / So do I.6. Waiting for my friends makes me hungry.7. The color red makes people hungry.8. It tastes terrible.四. [重点难点释义](Language points)Section A:1. Rainy days make me sad. 雨天让我感到悲伤。rainy adj. 多雨的例如：the rainy season 雨季rainn. 雨例如：The crops need rain. 庄稼需要雨水。rainv. 下雨例如：It began to rain hard. 开始下大雨了。make的用法(1) make +n.例如：make food 做饭make a plane 做飞机make the bed 铺床make money 赚钱(2). make sb./sth. + adj. 使某人（感到），使……处于某种状态make的宾语之后可跟名词，形容词，分词来充当宾语的补足语1)名词作make的宾语补足语例如：The party made her a good teacher. 党把她培养成为一名好教师.名词作宾补2)形容词作make的宾语补足语例如：Soccer makes me crazy. 足球使我疯狂。The soft music makes Tina sleepy. 轻柔的音乐使Tina快睡着了。Loud music makes me tense. 过大声音的音乐使我紧张Loud music makes her happy.Loud music makes them energetic. 过大声音的音乐使他觉得精力充沛。It made her sad. 这使她感到难过。Waiting for her made me angry. 我很生气一直等着她。可用到的形容词有：happy，pleased，surprised，angry，annoyed，sad，upset，unhappy，worried，anxious，excited，relaxed，stressed out，tense，calm，scared，comfortable，sick …3)分词作make的宾语补足语例如：I made myself understood by all the students.You must make yourself respected.There was so much noise，the speaker couldn’t make himself .(C)A. hearingB. to hearC. heardD. being heard(3). make sb. / sth. + do …使某人做某事（不能带不定式符号to）例如：Wars make the peace go away.战争使和平远离。The color red makes people want to eat faster.红色使人们吃得更快些。注意：当make 用于被动语态时，必须带不定式符号to.例如：We were made to work all night. 我们被迫日夜工作。I was made to repeat the story. 我被迫重述这个故事。people who won’t should be made to work.不愿劳动者应被强制劳动．(4) make it 习惯用语，及时赶到，到达目的地I just made it to my class. （Unit 9）我恰好赶到班级。（arrived in time）I’m sorry I missed your concert，but I was out of town and couldn’t make it.很遗憾错过你的音乐会，但我当时不在而且不能及时赶回来。(5) make of /from./out ofMake of 当原材料制成成品后，原材料未经任何化学变化，仍保持原有性质.例如：The chair is made of wood.At first people believed that air was made of only one gas.Make from 当原材料制成成品后，经过了化学变化，失去了原有性质.(6) make up of 常用于被动结构：be made up of相当于consist of（由……组成）A car is made up of many different parts.make up from 由…..所制造She wore a necklace made up from gold coins. 她戴着一串有金币制成的项链.2. I'd rather go to the Blue Lagoon Restaurant because I like to listen toquiet music while I'm eating. 我宁愿去蓝湖餐厅，因为我吃饭时喜欢听轻柔的音乐。(1)rather 原意为相当，为副词如:It's rather cold today. 今天相当冷。rather常与would连用，宁可，宁愿，还是……好些例:I'd rather play tennis than swim. 我不想游泳，我宁愿去打网球。(2)lagoon n.. 环礁湖，咸水湖。3. They also have to know how to make money. 他们还必须知道如何赚钱。(1)Know how to do 其中的不定式带有疑问词。know what to do 知道做什么。这一句式可以改为复合句，上句也可为：They also have to know how they can make money.又如：please tell me when we should leave. =please tell me when to leave.请告诉我什么时候离开。(2)make money / earn money 挣钱例：His father makes /earns a lot of money as a pilot.他父亲当飞机驾驶员挣钱很多。4. Soft colours like pink and light blue make people relaxed，so they spendmore time eating their meals.柔和的颜色如粉红色和浅蓝色让人们得到放松，因此他们用更多的时间来进餐。(1)like 介词比如像……，诸如……例如：There are several people interested，like Mrs. Jones and Dr.Simpson.有几个人与此事有关，比如像琼斯太太，辛普森医生。同……一样例如：She’s very like her mother. 她很像她的母亲。What’s your new job like? 你的新工作怎么样？(2)light blue 浅蓝色light adj. 浅色的light green curtains 浅绿色的窗帘deep adj. 颜色深的， 浓重的。The sky was deep blue. 天空是深蓝色的。(3)spend time (in) doing sth.. 花时间做某事spend money on sth.. 花钱在……方面。We spent a pleasant hour or two talking with our friends.我们和朋友愉快地交谈了一两个小时。They spend a lot of money on advertising. 他们在广告上花了大量的钱。5. It makes me want to join a clean-up campaign. 这让我想加入一次清扫大运动。(1)join加入军队，政党，组织等，成为其中一员。例如：The next year he joined the union. 第二年他加入了工会。(2)join in加入某人，并一起进行某项活动。例如：She joined her husband in his study.她与她的丈夫一块从事他的研究。(3)take part in “参加……”，take an active part in积极参加。例如：Do you take an active part in sports? 你积极参加体育活动吗？Section B6. pros and cons n. 赞成和反对的理由例如：To consider all the pros and cons of a matter before reaching a decision.作出决定前先好好考虑所有赞成和反对的理由。7. It’s true that some ads can be very useful. 一些广告的确很有用。(1)It’s + adj. +that 其中It 是形式主语，代替that引导的主语从句。例如：It is strange that be had made a mistake. 真怪，他竟做错了。(2)usefuladj. 有用的useless adj. 无用的，无价值的。例如：a useful idea 有用的主意a few useless suggestions 一些无价值的建议8. For instance，they can help you to compare two different products so thatyou can buy the one you really need. 例如，他们能够帮你比较两种不同的产品，以至于你能买到你真正需要的那个。(1)for instance， for example 例如(2)compare 比较，对照compare...with... 把……与……相比例如：If we compare French schools with British schools，we will find many differences.如果我们把法国的学校与英国的学校相比，会发现许多不同之处。compare...to... 把……比作……例如：The poet compares the woman he loves to a rose.这位诗人把他所钟情的女人比作玫瑰花。(3)so that 为了，以便，引导目的状语从句例如：We have to hurry up so that we can catch the last train.我们为了赶上末班车不得不快一点。(4)the one you really need 是定语从句the one 是定语从句中的先行词，that作为引导词在从句中做宾语省略掉了。
9. However，some advertising can be confusing or misleading.然而，一些广告会混淆或误导你。(1)confuse v. 使迷惑例如：Waking up in strange surroundings confused her.她醒来时看到一片陌生的环境，这把她搞糊涂了。confusing a. 令人迷惑的例如：The instructions are very confusing and I can't understand them.这些指示莫名其妙，我没有办法理解confused adj. 迷惑的，糊涂的例如：He gets confused easily. 他很容易被弄糊涂。(2)mislead v. 使某人想错 / 做错，误导misleading adj.例如：a misleading description / advertisement 误导人的描述（广告）10.…but don’t really tell you anything about the quality of the product.但没有真正告诉你有关产品质量的任何问题。tell sb. about sth.“告诉某人有关某事”，tell sb. sth.“告诉某人某事”。例（1）The granny told us about a thief breaking into her house.老奶奶告诉我们她家失窃的事。（2）The old man told us about his sufferings in the old days.老人告诉我们他过去受的苦。（3）He told the happy news to everybody.他把好消息告诉了大家。
（4）Tell me where you live.告诉我你住在哪儿。11．You have to be careful.你得小心。be careful“小心，当心”，后常跟of短语。与它同义的有look out。【例】 （1）Aren’t you a bit too careful of your health?你对个人的健康难道不是有点过于小心了吗？（2）Be careful when crossing the road.过马路要小心。（3）You must look out for the snags.你们必须当心意外困难。（4）Look out! There’s danger ahead.当心！前面有危险。12. At times an ad can lead you to buy something you don't need at all.有时，一个广告能导致你去买你根本不需要的东西。(1)at times，sometimes 有时例如：At times I wonder if it's all worthwhile.有时我怀疑我干这件事是否值得。(2)lead sb. to do 怂勇，引诱例如：She led me to believe that she had a lot of influence.她诱使我相信她很有权势。(3)not ...at all 无论如何（都不），一点（都不）例如：I don’t agree with you at all.我完全不同意你的话。It was late， but they were not tired at all.已经夜深了，但是他们一点都不觉得累。13. Mon and Dad hadn't left me a note. 妈妈和爸爸也没有给我留个便条。hadn't left，这是过去完成时，过去完成时的动作必须是在过去时间以前完成，基本结构为had + 动词的过去分词。例如：I had finished my homework before supper. 我在晚饭前把作业做完了。supper 是过去某一时间，had finished 这一过去完成时就是在supper之前完成的。例：When we got there，the basketball match had already started.我们到那里时，篮球赛已经开始了。14．In class, the teacher asked me for my homework.在课上，老师问我要家诞作业。ask sb. for sth.“向某人要某物”，而ask for则表示“请求，通过询问寻找”。【例】 （1）How much did they ask for this book?这本书他们要多少钱？（2）The stranger asked the old man for his address.那陌生人问老人要家庭住址。（3）He came to ask for help.他来求助。（4）Did anyone ask for me?有人找过我吗？15．but as I was so tense when I left home，I had forgotten to bring it with me.但是由于我离开家时太紧张了，我已忘记了带着来。（1）as 连词，因为例如：As she has no car，she can't get there easily.因为她没有汽车，去那里很不容易。As；连词，当……的时候As he grew older he lost interest in everything except gardening.他年纪越来越大，除了喜欢园艺外，对一切都失去了兴趣。（2）forget to do 忘记做……例如：Yesterday when I left home，I forgot to lock the door.昨天我离开家时，忘记锁门了。forget doing 忘记了已经做过的事情。例如：I'll never forget finding that rare old coin in my garden.我永远不会忘记在我花园里找到的那枚稀罕的古币。（3）bring 把某物带给说话人例如：Bring that book to me. 把那本书拿来。take 把某物带到另一地方去例如：Take your umbrella when you go out. 你出去时把伞带上。fetch 去取某物并带来例如：please fetch the scissors from the kitchen. 请到厨房把剪刀拿来。carry 不含任何方向，是指用手或身体的某个部位携带。例如：She carried the bag on her back. 她把包背在背上。16. You keep the sweater and pretend to like it， … 你收下了毛衣，并假装喜欢它。pretend v. 假装pretend that / to do例如：She pretended she didn't know me/pretended not to know me when we met in thestreet.我在街上见到她时她装作不认识我。17. If you think flowers are too feminine a gift for a man to receive，you canconsider giving a plant instead. 如果你认为鲜花对一位男士来说太女性化而不好接受，你可以考虑送一种植物。（1）feminine adj. 女子气的，属于女子的（2）too ... to ... 太……而不能……例如：It was too good an opportunity to miss.那是一个不应该错过的极好机会。（3）consider doing 考虑……例如：I'm considering changing my job. 我正在考虑换工作。consider that 考虑到例如：If you consider that she's only been studying English for six months，shespeaks it well. 如果考虑到她学英语才六个月，那么她讲英语讲得的确不错了。consider sb. + n / adj. 认为， 把……看作例如：Do you consider her suitable for the job? 你认为她做这工作合适吗?18. Be sure to follow your host's suggestions. 务必要遵从主人的暗示或提议。(1)be sure to 别忘了，记住例如：Be sure to turn everything off before you go to bed.别忘了睡觉之前关上各样东西。(2)be sure to do 一定会……的， 必定会发生的。例如：It’s sure to rain. 必定会下雨。(3)be sure of 对……有把握.例如：He's sure of living to ninety. 他对活到90岁很有信心。19．The problem is you don’t like wearing orange.问题是你不喜欢穿橘黄色衣服。that（已省略）引导的是表语从句；like后可跟不定式也可跟动名词作宾语，如表示一般倾向，多用动名词作宾语，但如指特定或具体某次行动，则更多使用不定式。【例】 （1）The trouble is (that) we are short of money.困难是我们缺少钱。（2）The problem seemed how we could make him understand it.问题似乎是我们如何能使他理解这点。（3）I like reading books of this kind.我喜欢看这类书。（4）I’d like to read that book.我想看那本书。（5）She likes reading newspapers at night.她喜欢晚上看报。（6）I should like to be present at the meeting.我希望出席这次会议。20．The gift-giver is too lazy to go out and find the right gift.送礼的人太懒了，不愿出去找一份合适的礼物。too…to…“太……结果不……”，too后跟形容词或副词原形，to引导不定式。【例】 （1）She is too young to marry.她还没到结婚年龄。（2）The box is too heavy for me to carry.这个箱子太重，我搬不动。（3）He is too careful not to have noticed it.他那么细心，不会不注意到这一点的。五.语法知识1．宾语补足语宾语补足语和宾语一起称为复合宾语，可作宾语补足语的有：名词，代词，形容词，副词，分词，不定式，介词短语，名词从句。【例】 （1）We call him Jim.我们叫他吉姆。（2）Whom do you think of me?你以为我是谁？（3）please keep the room clean.请保持室内清洁。（4）He found her out.他发现她出去了。（5）She found the book interesting.她认为这本书很有意思。（6）You’d better have your shoes mended.你还是请人把鞋补一补吧。（7）Make yourselves at home.不要受拘束。（8）We made him what he is.是我们使他成为现在这样。2．宾语补足语的注意事项1）作补语的形容词应放在宾语后，若放在前则变成了定语。【例】 （1）We found the man honest.我们发现此人很诚实。（宾补）（2）We found the honest man.我们发现了这个诚实的人。（定语）2）在动词elect, choose, make之后用作补语的名词，若是表示“身份，职位”则不带冠词。【例】 They elected Li Lei monitor last week.上周他们选李雷当班长。3）有些动词后通常跟“to be＋名词或形容词短语”作补语，但to be常省去。这些动词有：think, consider, believe, imagine, suppose, see, find, feel, etc.。【例】 He thinks himself (to be) a clever man.他认为自己很聪明。4）复合宾语可变为宾语从句。【例】 We think her a nice woman.→ We think that she is a nice woman.我们认为她是个很好的人。5）动词let, make, have及感官动词后用不带to的不定式作补语，若变为被动语态，应将to加上。【例】 I saw tears come into her eyes.→ Tears were seen to come into her eyes.我看到她眼里含着泪。6）感官动词后跟不带to的不定式或现在分词作补语，其区别在于不定式强调事实经过或动作已完成，而现在分词则强调当时情景或动作正在进行。请比较。【例】 （1）I like to hear her sing.我喜欢听她唱歌。I heard her singing last night.昨晚我听到她在唱歌。（2）I saw him cross the road and go into the hospital.我看见他走过了马路，进了医院。I saw him crossing the road when I looked out of the window.当我向窗外看时，看见他在过马路。
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初三英语教案设计：Unit11 Could you please tell me
The First period
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
restroom,shampoo,stamp
（2）TargetLanguage
Excuseme．CanyoupleasetellmewhereIcangetadictionary?
Sure．There’sabookstoreonRiverRoad．
2．AbilityObjects
（1）Trainstudents’listeningability．
（2）Trainstudents’communicativecompetence．
3．MoralObject
Helpingeachotherisveryimportant．Itisagoodquality．
Ⅱ．TeachingKeypoint
TargetLanguage
Ⅲ．TeachingDifficultpoints
1．Howtotrainstudents’listeningability．
2．Howtotrainstudents’communicativecompetence．
Ⅳ．Teachingprocedures
StepⅠRevision
T:You’renewtothisschool．Youneedtoknowwherethemainofficeis．Howcanyouaskwherethemainofficeis?
S1:Where’sthemainoffice?
T:That’sonewaytoask．Butthereisamorepolitewayyoucanask．Youcansay,"Canyoutellmewherethemainofficeis?"Classrepeat．Canyoutellmewherethemainofficeis?
Ss:Canyoutellmewherethemainofficeis?
T:That’scorrect．Nowlet’ssayyouwanttoknowwhereClassroom1is．Howcanyouask?
S2:CanyoutellmewhereClassroom1is?
T:Good!There’sanotherpolitewayyoucanask:CouldyoutellmehowtogettoClassroom1?Classrepeat．CouldyoutellmehowtogettoClassroom1?
Ss:CouldyoutellmehowtogettoClassroom1?
T:That’sright．Verygood．
StepⅡ1a
Gothroughtheinstructionswiththeclass．
Readthelistofthingstotheclass．Toreviewthemeaningofeachitemonthelist,invitedifferentstudentstosayeachphraseintheirownwords．
pointtotheletteredpartsofthepictureonebyone．
Askastudent:Whatkindofplaceisthis?
Whatdotheysellthere?Dowehaveoneinourcommunity?Whatisthenameoftheoneinourcommunity?
pointoutthesampleanswer．Say,Thelettercisinfrontofthewordsbuyshampoobecauseyoucouldbuyshampooinadepartmentstore．Theremaybemorethanonecorrectanswerforsomeblanks．
Whilestudentsareworking,movearoundtheroomofferinghelpasnecessary．
StepⅢ1b
Readtheinstructionstostudents．pointoutthetwoconversationsthatareshowninthepicture．
Asyoulisten,fillintheblankswithwordsyouhearintherecording．
playtherecordingthefirsttime．Studentsonlylisten．
playtherecordingasecondtime．Thistimeaskthemtofillintheblankswiththewordsyouhear．
Checktheanswerswiththewholeclass．
StepⅣ1c
Readtheinstructionstotheclass．
pointoutthelistofthingspeopleneedandthepicturesoftheplacesinactivity1a．Say．Lookatactivityla．Haveaconversationwithapartner．Askyourparterpolitelywhereyoucandothesethingandthenansweryourpartner’squestions．
Asstudentswork,listentosomepairsinordertochecktheprogressandhelpwithpronunciationasneeded．
Afterstudentshavehadachancetopractiseseveralexchanges,asksomepairstocometothefrontoftheclassroomandactouttheirconversations．
StepⅤHomework
Reviewthetargetlanguage．
TheSecondperiod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
escalator,furniture,exchangemoney,elevator
（2）TargetLanguage
Excuseme．DoyouknowwhereIcanexchangemoney?
Sure．There’sabankonthesecond
floor．Taketheescalatortothesecondfloorandturnright．Thebankisnexttothebookstore．
2．AbilityObjects
（1）Trainstudents’listeningability．
（2）Trainstudents’communicativecompetence．
3．MoralObjects
Ifsomeoneasksyouhowtogettotheplacehewantstogoto,youshouldtellhimthewaycorrectly．
Ⅱ．TeachingKeypoints
1．KeyVocabulary
exchangemoney
2．TargetLanguage
Excuseme．DoyouknowwhereIcanexchangemoney?
Sure．There’sabankonthesecondfloor．
3．Structures
DoyouknowwhereIcanbuyshampoo?
Couldyoutellmehowtogettothepostoffice?
CanyoupleasetellmewhereIcangetadictionary?
Ⅲ．TeachingDifficultpoints
1．Indirectquestions．
2．Howtoimprovestudents’listeningability．
Ⅳ．Teachingprocedures
StepⅠRevision
Checkhomework．
StepⅡ2a
Readtheinstructionsandpointtothelistofdirections．
Getstudentstonametheitemsinthepicturesuchasescalator,elevator,shoestore,andsoon．
playtherecording．Studentsonlylisten．
Tellthemthatthepicturemayhelpthemunderstandwhattheyarehearing．
playtherecordingagain．Thistimeaskstudentstowriteanumbernexttofourofthedirections．
Checktheanswerswiththewholeclass．
StepⅢ2b
pointtothepicture．Say,nowyouwillheartherecordingagain．Thistimeshowwheretheboywentashefollowedthedirectionstothedrugstore．Drawalineonthepictureinyourbook．
playtherecordingagainandaskstudentstodrawthelineontheirown．Checktheanswerwiththeclass．
StepⅣ2c
Askapairofstudentstoreadthesampleconversationaloudtotheclass．
Readtheinstructionsaloud．Say．Makeconversationsusinginformationabouttheplacesinthepicturewithyourpartners．
Asstudentswork,movearoundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded．
Askoneortwopairstosaytheirconversationstotheclass．Asktherestoftheclasstolookatthepictureastheylisten．
StepⅤHomework
Askthestudentstowritethreesentenceswiththestartersofthestructures．
高中英语说课稿：Unit13 healthy eating
Unit13 healthy eating
学生情况分析
本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
单元话题
本单元的材料编排以健康饮食为核心话题，围绕这一话题主要谈论了4个次话题。各个话题之间衔接十分符合认知规律。如图所示：首先定性什么是健康食品，什么是垃圾食品，接着谈论不当的饮食对身体的影响，身体不佳就得看医生，那么看病的时候如何用英语与医生交流。大家都不想因为不良饮食而生病，于是接着从多个角度探讨我们平时的食物偏爱与营养结构，让我们进一步明白健康饮食的重要性。同时也谈论了我们实际饮食文化中不可忽视的一项---小吃以及如何写食谱，自己动手制作来解谗。
语言技能分布 当我们沉浸在第一单元五颜六色的美味佳中的时候，我们除了流口水之外，英语语言的各项技能----听说读写也不知不觉的被品味被消化。
教学理念
本单元在授课模式上尝试采用TBL任务型教学模式，其实用step 1.2..也没什么两样，问题是无论是那种形式，都要围绕所要达成的既定目标而设置任务或步骤，在实质上力争达到形散而神不散。
在课堂教学中倡导多层次多形式的对话，根据教育心理学家Kolb的体验式学习理论，高中学生的逻辑思维能力日益增强，同时具有了一定的社会阅历和知识基础。体验式学习更能达成有效的知识迁移。
在课堂教学中尝试进行对话的时候，尝试着关注以下三方面：师生对话中关注班级中最薄弱的那个学生。生生对话中关注团队协作互助的精神。通过这两点，试图促进知识的落实。
书本与生活的对话关注激发学生的学习兴趣，实现知识和技能的提升。
注重学习的绩效分享，以增强学生的自信心和社会责任感，分享形式可以是多角度的。如学生之间，师生之间，学生与家庭之间，朋友之间等。
以上所涉及的教学理念并非非用不可，或是最先进的。本人觉得在这个话题下可以尝试着渗透一些。
操作理念
在具体操作过程中重视学生个性和创新意识，给予学生充分表达的机会。例如在warming-up部分，让学生界定healthy food and junk food的概念，完全允许他们有不同的界定标准，我们英语课的主要目的还是想着招数，骗学生开口说话。我们是英语教师，毕竟不是营养学家。
类似情况如在阅读模块中的问题讨论部分。
大部分学校外语教学，不，英语教学是大班教学，学生层次不齐，因此任务的设置要有层次性，难问题碰到薄弱生，老师学生一起生气，容易题碰到好学生，老师学生都不过瘾。最后只好说，这书没法教了，不过想想一家老少。当然更要给不同的学生搭建达成目标的平台。
每一个任务的展开都设法先给予足够但不过量的输入，力争环环相扣，用我们在座的一位学长的话说：打假，不自己骗自己。
第三方面：在资料搜集时，不让可怜的英语老师一人都挑，学生老师一起动手，开学初，将各个单元的资料搜集分配到各个学习小组，在相应单元开工前上交。开展一些评比活动以激励学生的积极性。
教学任务 教学任务请大家自己看，20秒。教材上没有课外学习任务，但我觉得这个内容可以尝试。
Warming-up
由于昨天有些老师没有教材，特提一下教材内容：
1） 教材给出了一些食物图片，要求界定垃圾食品还是健康食品
2）给出一个空白饮食调查表
教学建议：
1。由于学生刚过完春节回校，添一下嘴唇，还很能回味到过年时的美味佳肴，因此何不充分利用这一事实。实现学生从压迫学习向主动学习的转变。激发他们交谈的兴趣，不仅实现了良好的过渡，而且借机呈现大量有关食物和饮料的词汇,实现知识的有效迁移。Brainstorm 是方法之一。
2。在回味美食的同时，引出话题healthy food,junk food，由学生给出不同的定义。允许众说纷纭，但尽量让英语作为课堂工作语言。
3。课堂上的学生饮食调查可作为更广泛的家庭饮食情况调查的铺垫 ，拟增加健康状况一览，使学生能直观的发现饮食对健康的影响，为后来的健康食谱的制定提供依据。
Listening
1.教材分析：
听力材料分为两部分：
1）母亲与Mike关于Mike胃痛与他一天饮食情况的对话
2）Mike前去就医与医生的对话
2。教学建议：
1。建议在听力开始前做pre-listening.
针对第一部分对话，可让学生以小组的形式互相询问一日三餐以及点心等。因为听力一是母亲与儿子有关一天饮食的询问式对话。
2。针对第二部分对话，由于就医问诊是大家共有的体验，让学生进行pair-work，根据以有的就医经历和听力一所获得的信息，假象Mike与医生的对话和医生可能给出的建议.比一比猜中率。
3。1&2的目的是为了训练学生听力中集中注意力的能力，同时进行文化背景知识的铺垫，从而能在听的过程中准确定位，捕捉到问题所需的信息点。
4。听力任务完成后建议复听，尝试再现听力中的情景（多种形式，如表演，单句复述，take notes然后完整复述或spot dictation等），为下一步的speaking做好务实而有效的准备。
Speaking
1.教材分析：
教材给出三种就医情景，和一个范例。目的是使学生能在常见的就医场景中运用英语进行交流。尤其是常用的表达方式。
2。教学建议：
1． 前面听力模块中通过听力训练得到了相关表达方式的输入，同时在最后的巩固性复述中对就医情
景作了充分的铺垫，在这里speaking模块开始前让学生精彩回放Mike的就医情景。为接下来的情景会话热身。2。然后分别罗列病人和医生的常用的表达方式。 3。在有了热身对话和常用表达方式的支持，可以鼓励小组活动，创设更多的情景进行会话表演，让学生接触更多有关疾病的词汇（无意识的在情景中接受了词汇扩充）。 4。对基础薄弱的学生可以尝试：A.: 听力再现。B:范例复述或表演 5。时间允许，还可将对话落实到笔头。（供选择）
Reading
阅读部分
1.教材分析：
教材在读前给出了4个有关饮食习惯的常识性调查问题，阅读材料是有关饮食习惯的议
论文体的文章，读后给出了5个拓展性的问题。
2。教学建议：
1。建议阅读部分的教学侧重学生对文章的整体性结构把握，培养他们的阅读技能。利用本文可突出学生3个方面的能力：
A：文章中心把握能力：设及高考题中作者意图推测，标题选择，段落大意确定。
B：信息归类，寻找规律：Eg.不同食物----不同的营养，给出未提及的食物作营养成分推测
C: 生词猜测。Eg.organic,eco-foods,supplement
为了更有效地进行以上3方面的技能训练，我个人不主张让学生对本文进行课前的预习。
2. 也在进行读前问答的时候，不仅关注他们的回答内容还可引出课文中或相关的新词，尤其是营养成分类的词汇以扫清文化背景障碍和语言障碍。
3。读后的发散性问题，如果时间紧迫，建议学生以小组任选一话题讨论，由小组发言人做汇报。建议敢于大胆取舍，调整教材，那出一点大家风范来，毕竟我们至少读了4年大学，在一线拼了那么多年。再说有新大纲明文规定，支持我们。
4。其它的语言难点可随机处理，若时间来不及，也可放到language study 模块中处理。
Language study
Language study
1.教材分析：
这一部分包括单词释意，had better,should and ought to表示给出建议的用法。教材给出单句补全，和根据2个情景给建议两种训练方式。这是本单元主要语法点。
2。教学建议：
1。在学生掌握情况比较好的情况下，可将word study大胆修改成：听教师读解释，学生写单词，而不是进行简单的搭配，事实上，在实际教学中，不少同学提前完成了，因此就需要根据学情及时调整内容或变换检测角度。
2。如果前面阅读模块中仍有部分语言问题未解决，可在这里弥补。毕竟语法和句型仍是测试的重要内容之一。说实在的，考试分数就是我们饭碗中的大米饭的颗粒数，领导可知道，我的碗中饭，粒粒皆辛苦。
3。澄清这些Modal Verbs 的否定形式。可以将SEFC II中first aid一课中提及的各种急救场景做为情景，训练学生运用这些Modal Verbs给建议。（供程度较好学生）分成dos and don’ts 呈现给学生，要求学生用本单元所学的情态动词来给出建议。不仅使学生在具体情景中体会了这些语法项目的功能，同时也学会了一些生存技能。
4． 根据所给情景写出可能性的建议这一任务中，可以创造性地尝试让学生以小组的形式编写更多的情景，然后相互交换，针对情景给建议。以便进一步发掘教材的内在价值。
Integrating Skills
1.教材分析：
提出了snacks这个话题，同时给出了两个snacks的recipes,要求学生能模仿写recipe.教材也给出了4条writing tips.
2。教学建议：
1)。建议从常规的三餐或我们实际的饮食习惯导入snacks时，进行头脑风暴，呈现我们国家丰富的小吃文化。通过文章的阅读和前面所学的知识，对所罗列的小吃进行判断（bad---good---better---best）简要说明理由,这个建议的设计其实是针对学生的阅读理解能力，因为小吃一文中提到了几种食物，并且作了优劣判断，那么可以利用这一素材培养学生的归类，推理能力，这也是学生在考试中主要的失分点。
例如：文章信息：orange>bread>chocolate,我们可推出strawberry>dumpling>icecream
2)。建议不同小组写不同的recipe, 在模仿范文写recipe之前，须经过讨论，用丰富的体态语言表演制作过程。通过活动的形式熟悉这些有关烹饪的词汇。因为本文中出现了大量的烹饪有关的词汇。
例如：A学生做一个动作，B学生说出对应的单词。或者表演一种SNACK的制作过程，有另一学生描述。
3)最后的recipe进行展示共享。有实物投影的可书面让学生和老师点评，没有的话，可口头表达点评
课后整理配上图片更佳，全班展示分享。
初三英语教案范文:Unit3 Teenagers should be allowed
教学目标
1. Knowledge Objects
(1) Key Vocabulary：stay up
(2) Target Language
2. Ability Object
Train students’ integrating skills.
3. Moral Object
Students may think parents should allow them more freedom. In fact, they are weak in telling the right from wrong. So accept parents’ advice.
教材分析
1.Teaching Key points
Talk about what oneself is or isn’t allowed to do using the target language.
Ask for what someone is or isn’t allowed to do using the target language.
2. Teaching Difficult point
Train students’ integrating skills by task-based activities.
教学过程
Step Ⅰ Revision
play a game to review the structure be or be not allowed to.
Divide the class into groups. Each group is asked to make a list of school rules.
The group which writes down the most rules within five minutes wins the game.
Step Ⅱ 3a
This activity provides reading and writing practice using the target language.
point to the picture and ask students to describe it.
Invite a pair of students to read the conversation to the class.
Call students’ attention to the chart. Say, You are to read the conversation again and write Sun Fei’s and Wu Yu’s rules in the chart. Ask a student to read the sample answers to the class.
Get students to complete the chart inpidually. Remind them to use "Don’t" and "You can".
As they are working this, move around the room answering any questions students raise about the conversation and offering language support as needed.
Check the answers.
Answers
Sun Fei: You have to be home by 10:00 p.m.
Wu Yu: You have to stay at home on school nights.
You can go to the movies with friends on Friday nights.
You can go shopping with friends on Saturday afternoon.
You can choose your own clothes.
Don’t get your ears pierced.
Step Ⅲ 3b
This activity provides listening and speaking practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class, completing the last sentence.
SA: What rules do you have at home?
SB: Well, I’m not allowed to go out on school nights. How about you?
SA: I’m not allowed to go out on school nights, either. But I can study at a friend’s house.
Write the conversation on the blackboard.
Say, please cover the conversation in Activity 3a. Using the information in the chart, make new conversations in pairs.
Get students to complete the work in pairs. Move around the room checking progress and offering any help students need.
Ask several pairs to share their conversations with the class.
Step Ⅳ part 4
This activity provides reading, writing, listening and speaking practice using the target language.
Read the instructions to the class.
Call students’ attention to the chart. Set a time limit of one minute.
Students read the headlines at the top and at the sides.
Demonstrate how to fill in the chart with a student.
T: Do you have to go home after school, Wei Ming?
W: Yes,I do.
T: Are you allowed to stay up until 11 : 00 p.m.?
W: No, I’m not.
T: …
Tell students where to write Wei Ming in the chart.
Say, You are to ask different students in the class and find three people who have to follow
each of the rules in the chart.
Ask students to complete the chart. Allow them to stand up and move around the room. Walk around the room checking progress and offering help with pronunciation and writing.
Ask several students to tell the class what they learned. For example, a student might say, Wei Ming has to go home after school. Liu Chang is allowed to stay up until 11:00 p.m. and so forth.
Review the task. Ask, who has to go home after school? Count the hands and let students keep a record. Do the same approach with the other items. Discuss the results with the class.
Optional activity
Ask students to create a chart similar to the one in Activity 4. Then make a different list of rules from the ones in the book. Get them to complete the activity by going around the class and filling in the chart.
Step Ⅴ Summary and Homework
Say, In this class, we’ve learned to talk about oneself is or isn’t allowed to do and ask for someone is or isn’t allowed to do.
冀教版初三英语教案：Unit_1同步练习
初三英语教案：冀教版(Book_5)Unit_1同步练习
根据句意和所给的中文提示写出单词
1. I haven't what to write about.(决定)
2. The poem gives a good of the beauties of nature.(描写)
3. It's two O'clock.(刚刚)
4. You idea like a good one.(听起来)
5. This tea sweet.(闻起来)
6. I will be to lend you the book.(高兴的，愉快的)
7. Have you finished your poen ?(已经)
8. Her face great joy when she heard about her son's successin business.(表示)
9. I was about to fall asleep when I a loud noise.(听见)
10. We were all that Wang Nan lost the game.(感到惊讶的
单项选择
1. He taught me to write an English letter.
A. what B. whether C. which D. how
2. THe teacher told Bill a cat on the blackboard.
A. draw B. to draw C. drew D. drawing
3. Would you like some fruit?No, thanks. I don't feel like anything now.
A. to have, to eat B. having, to eat C. having, eating D. to have, eating
4. He felt very tired, so he stopped under a big tree.
A. to rest B. resting C. to going D. going
5. Don't forget the door when you leave.
A. closing B. close C. closed D. to close
6. Did you see him out?
A. to go B. go C. went D. gone
7. You'd better . I think the plane is going to take off in a moment.
A. sitting down B. sit down C. to sit down D. sat down
8. Would you like me with you?
A. to run B. running C. run D. runs
9. He stopped with me, beacuse there was a call for him.
A.talk B. talks C. talking D. to talk
10. I'm too busy to my family often.Why not call them instead.
A. writing B. to write C. written D. write
选择适当的词填空
1. The ice is as (clear, clearly ) as glass.
2. The sun (soft, slftly) kisses the earth.
3. I like to walk (slow, slowly)in the warm sunshine.
4. Use your (imagine , imagination) and have fun.
5. I sat in the garden and the (warm, warmth) of the sun made me feel sleepy.
6. The classroom is usually very (noise, noisy)after class.
7. Lucy has (gold, golden) hair.
8. That (listens , sounds) a good idea.
9. They were greatly (surprising, surprised) at the news that he didn't pass the exam.
10. The water running (swift, swiftly) uncler ice
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