初三英语教案unit1,2024初三英语教案unit1

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

这篇《初三英语说课稿：unit 9 section b》是小编为大家整理的，希望对大家有所帮助。以下信息仅供参考！！！

一.教材分析1.教材的地位和作用本说课是人教版《go for it》九年级unit 9 when was it invented?的第三课时部分。本单元主要为被动语态的教学和练习，通过前两年知识的累积，学生已经掌握了足够的词汇;培养了良好的语感;对语句的结构有了较明确的认识和划分，为本单元的被动语态的学习提供了扎实的基础。被动语态的学习是初中阶段的教学重点和难点，教材选取了inventions的话题，帮助学生建立了被动结构的认知平台，将英语学习生活化，课堂教学情境化，丰富了学生的阅历，也为下面几个单元的教学做好了坚实的语法铺垫。同时，通过对inventions发明的历史的探究，发明过程的学习以及利弊的探讨，激发学生的求知欲，是学生养成勤于思考，善于总结的好习惯。2.教学目标1)知识目标：在section a的学习之中，学生已经能对被动语态有了初步的了解，能运用被动语态表述inventions的发明时间、功用等。于是，在section b本节课的教学中，学生主要对食品的口味加以表述，学会crispy, sour, sweet, salty四个形容词，并就potato chips的起源问题加以探讨、学习，使学生掌握the history of potato chips，理解和良好运用被动语态。2)技能目标：能谈论食物的口味，表达自己的喜好。向他人介绍薯片的起源及制作过程，并就改话题展开相应的对话。通过本节课的学习，使学生学会探究事物的起源，撰写相应的短文。3)情感目标：一方面在学生通过食品口味的探讨过程中使学生认识到均衡饮食的重要性，改变喜好性的偏食习惯;另一方面，使学生懂得人类的科学发明创造了丰富的物质文明。培养学生的创造发明的能力和愿望。3.教学重点：了解、认知薯片的起源，开展相应的对话。4.教学难点：使用被动语态对食物的发明史进行问答。二.学情分析1)初三年级的孩子有良好的生活体验和语言基础，在食品口味的学习和归类总结中有较强的优势，不难达到预期的教学目标。另外，由于年龄的特点，她们有较强的求知欲，喜欢探究事物，具备思考和分析的能力，进而，教师很容易激发学生对薯片起源、历史的学习，有效地掌握本节课的教学重点和难点。2)于此同时，由于对话相对较长，

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

unit 12 you’re supposed to shake handsi.teaching aims and demands1.knowledge objects1)key vocabularybow, kiss, be supposed to, shake hands, custom, table manners, elbow, fork2)target language--what are people in korea supposed to do when they meet for the first time?--they’re supposed to bow.2.ability objectstrain students’ reading, listening and writing ability3.moral objectsbefore you meet foreigners, you should know some customs. in this way, you can act politely and properly. table manners play an important role in the customs.ii.teaching key points and teaching difficult points1.practice reading and writing using target language2.how to write an e-mail message3.get some information about different customs in different countriesiii.teaching aidsblackboard, a tape recorderiv.teaching proceduresstep 1: revision1.in unit 11, we learned some ways of asking for information politely. now, if you want to go to a restroom, how can you ask?1)do you know where i can find a restroom?2)could y

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:couldyoutel

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 cla

unit 1 will people have robots ? teaching goals: 1. words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc . 2. will 构成的一般将来时态的陈述句、否定句、疑问句及回答。 3. there be 句型的一般将来时。 4. more , less , fewer 的用法。 5. 学习一般将来时态的相关知识，学会对未来进行预测。 6. 对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣。 7. 通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时。 important and difficult points : 1. will构成一般将来时态的句式。 2. there be 句型的一般将来时态。 3. more , fewer , less 的用法。 4. how to make predictions . period 1 teaching procedures: step 1 leading in 1. greetings: welcome to school . what's the date today ? who's on duty today ? do you enjoy your winter holiday ? do you finish your homework ? do you want to live on the moon ? can you guess what will happen in ten years ? collect the ss' answers and say something about their predictions . step 2 pre-task sb page 2 ,1a . 1. look at the picture :how will the world be different in the future ,100 years from now

unit1 my new teachers第一课时 教学重点 本课时的教学重点是let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。逐步学会听、说、读、写单词：old，short，thin，tall，strong。 二、教学难点 本课时的教学难点是如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。let’s start部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。 三、课前准备 1．教师准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。 2．准备一些教师的照片或图片。 3．教师准备录音机及录音带。 四、教学过程 1．warm－up（热身） （l） 教师播放let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。还可以使用四年级上册第三单元学过的句型：“i have a new friend. he’s tall. he’s strong, too.”并结合相关人物的图片，引导学生复习 strong， tall， short，thin等词，为本课时听、说、读、写这些单词做好准备。 （2）日常口语练习，内容可参考如下： t：hello, everyone！ welcome back to school! nice to see you! ss: nice to meet you! (3) 问学生几个问题，引出本课重点内容。具体会话可参考如下： t：hi，everyone！nice to see you again．what grade are you in now？ ss：we’re in grade 5． t：do you like your new english books(new classroom, new teacher)？ ss：yes！ t： what are we going to talk about in unit 1？guess！what’s the topic of unit 1？ 2． presentation（新

unit1 my new teachers第一课时 教学重点 本课时的教学重点是let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。逐步学会听、说、读、写单词：old，short，thin，tall，strong。 二、教学难点 本课时的教学难点是如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。let’s start部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。 三、课前准备 1．教师准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。 2．准备一些教师的照片或图片。 3．教师准备录音机及录音带。 四、教学过程 1．warm－up（热身） （l） 教师播放let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。还可以使用四年级上册第三单元学过的句型：“i have a new friend. he’s tall. he’s strong, too.”并结合相关人物的图片，引导学生复习 strong， tall， short，thin等词，为本课时听、说、读、写这些单词做好准备。 （2）日常口语练习，内容可参考如下： t：hello, everyone！ welcome back to school! nice to see you! ss: nice to meet you! (3) 问学生几个问题，引出本课重点内容。具体会话可参考如下： t：hi，everyone！nice to see you again．what grade are you in now？ ss：we’re in grade 5． t：do you like your new english books(new classroom, new teacher)？ ss：yes！ t： what are we going to talk about in unit 1？guess！what’s the topic of unit 1？ 2． presentation（新

unit 1 the great wall 学习任务：these postcards are great! it’s a picture of the great wall . 功 能： 讲述关于某个地方或某件事物的情况。 教学过程： 一、 热身复习： 1、老师热情的问候学生们，欢迎他们在暑假过后回到学校。 （how are you ,boys and girls?welcome back to school） 2、老师可以询问学生们在假期里都去了哪些地方，做了哪些事情，有没有特别有趣的经历。 （where did you go in summer holiday? what did you do in summer holiday ?have you got interesting things to tell me ?） 3、建议他们通过展示图片和照片介绍相关的情况，可以使用句型“it’s a picture of ,it’s very .”等。 二、 任务呈现与课文导入： 1、老师从学生的图片或照片中选取比较典型的并提问：“do you know this place?”引导全班学生自由回答。 2、回答完毕后，老师总结：these photos are great . 出示长城的明信片，复习单词postcard . 老师问：do you know this place ? 引导学生回答：yes ,it’s the great wall . it’s a picture of the great wall .老师再问：is it long or short ? it’s long . 3、告诉学生：在这个暑假里，daming 去了美国旅游，并在那里经历了很多有趣的事情。刚到表哥simon家，行李还没有收拾好，daming 和simon就迫不及待的聊开了。 三、课文教学： 1、将本课的挂图贴在黑板上，播放录音，呈现sb活动1，让学生看书，听听daming 和simon 的对话，听完之后，让学生说一说：who is simon ? where is daming ? what are they doing ? 2、让学生打开书，放录音，学生边听边看书，勾画出课文中的生词。 教师讲解单词： postcard more thousand kilometre