初二英语教案_试讲初中英语，麻烦给提供三份教案，初一，初二，... _生活经验

2013年新人教版八年级英语上册教案2013年秋新目标八年级英语上册全册全套教案，共103页
Go for it!
Unit 1Howoftendo you exercise ?
第一课时
一、教学目标：
1、目标语言
重点词汇：1,want somebodyto do 2. be good for 3.pretty healthy 4.my eating habit 4.try to do 5.two or three times a week 6. help somebody < to> do 7.look after my health 8.get good grades 9.study better 10.the same as 11. kind ofunhealthy
重点句型：-含有以上词组的11句子。
综合能力：能阅读介绍饮食习惯方面的文章
2、情感渗透
学会养成良好的生活习惯和饮食习惯，从而合理安排自己的各项工作，享受丰富多彩的校园生活。
二、教学准备：
教师准备：1 ，设计课后巩固练习的幻灯片,2部分有关事务的幻灯片3录音机和磁带。
学生准备收集自己和他人生活习惯的信息：查找更多食物的英语名称。
预习导航:：
1、听单词录音，熟记Section A的新单词，并制作单图片。
2、完成1a ，列出图中物品的英语单词，并识记新单词。
3、读1a、1c中的对话，区别My name’s Jenny.和I’m Jenny.
4、找出并区别I you my your his her 。
三、教学过程：
1. 预习导学或自测
1) 很少/几乎不曾_______________
2) surf the lnternet _______________
3) 大部分学生__________________
4) as for ________________________
5) 一周两次_______________________
6) be good for ________________________
7) 照顾___________________________
8) eating habits ______________________
9) 六到八次_______________________
10) try to do sth ___________________
Step1. Revision.
Ask and answer in pairs like this.
What do you do on weekends/、、、/Ioften exerciseHowoftendo you exercise ?.Iexercise five times a week.
(设计说明)先有老师示范对话，询问学生周末日常活动，然后两人一组自由对话，利用图片进行。为新课学习作好铺垫。
Step2.Leading in.
1，要求学生将单词和字母对应，完成1a任务,2，引导学生进行1B的pair work 活动，自编对话完成1b中的学习内容。
(设计说明)这里可巩固练习词组,want somebodyto do.与 be good for并造句子。
Step3：
3．播放录音，要求学生完成2a的听力内容。
4．再播放录音，要求学生完成2b的听力内容，并将此词填在合适的位置。(设计说明)通过听力训练，使学生学会听关键词和推测词意的能力,并理解目标语言。
5．引导学生进行2c的Pairwork活动，自编对话，完成2c中的学习内容。
6．引导学生阅读3a的短文，要求学生回答设计的问题，完成3a的内容引导学。合作探究课文解析. 3a
1) pretty表示“十分”作副词用，我们以前学过quite和very也有这种意思。其中它们的程度由浅入深为quite→pretty→very.
相当健康：
2)I exercise every day,usually when I come home from
School.我每天锻炼身体，
3) eating habits：
4) try to do sth意为
eg：他尽力通过考试：
5) Of course.：
6) So you see, I look after my health. 所以你看，我很在意我的健康。
look after 意为
eg：Can youwhen I leave?
能帮我照顾一下孩子吗？
look还可以和许多词搭配，但意思不一样。
（1） look at
eg：Please look at the blackboard.
（2） look for
eg：我在找我的笔
（3） look like
eg::你爸爸长什么样？
4） Good food and exercise
好的饮食和锻炼帮助我学得更好。
5）帮助某人做某事
6) be good for
7）be good at =do well in
8）be good to sb.
9) 和…相同
与……不同
不同: (n.)difference
eg.There are many(不同点)between the two pictures.
10) although虽然，尽管,引导让步状语从句，与同义，但不能与同时出现在一个复合句中，可与still, yet同用。
11) 保持健康：= be in good health =keep/ be healthy
4．拓展创新
注意sometimes与几个形似的词的区别。
A. sometime是副词，意为“在某个时候”，“某时”
B. sometimes:有时候是副词。
C. some time是名词词组，意为“一段时间”，做时间状语用
D.some times是名词词组，意为“几次，几倍” 。
eg：（1）I met himin the street last month.
(2) Will you come againnext week?
(3) I will stay here for
5．引导学生阅读3b的短文，填单词，完成3b的内容。
1要求学生写一篇短文，谈一谈自己的生活和饮食习惯。
2．要求学生口头谈一谈父亲或母亲的生活和饮食习惯。
3 ，引导学生做调查，完成下列任务。
Activities
frequency
a. go to the movies
b. watch TV
c. shop
d. exercise
e.read
F,listen to music
(设计说明)循序渐进学习目标语言Step10. Do some exercises.
综合能力训练P9自主学习
Step11. Summing-up
Stress the important phrases and sentences in this class.
Step12. Homework
介绍你自己：
四、教学反思：
学后反思：今天我学会了＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
我还不明白的是：＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
教后反思：＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿
Unit 1How often do you exercise？
第二课时Section B
一、教师寄语
A bold attempt is half success.（勇敢的尝试是成功的一半）
二、学习目标
知识目标：
Words:
milk, junk food, health, unhealthy, habit, exercise, most,result, try, different maybe, although,
Phrases:
junk food,as for,on weekends, no students,try to do,look after,kind of
Sentences:
1.But my mother wants me to drink it.
2.She says it’s good for my health
3.I try to eat a lot of vegetables.
4.Is her lifestyle the same as yours or different?
能力目标:
学会谈论饮食习惯。
能了解哪些饮食习惯是健康的。
能阅读介绍饮食习惯方面的文章。学会养成良好的生活习惯和饮食习惯。
情感目标:
培养学生的逻辑表述能力，激发学生的积极思维，并使学生互相了解，增进友谊，
加强人际交往，以形成良好的人际关系。
三、教学重、难点
区分How many /how much,health/healthy, different/difference
四、学习过程
Step1. Free talk
同桌练习How often do you ……?及其回答
Step 2．1.Talk about the pictures. Practice the key words.完成1a
2. PairworkAsk the Ss to show their works and perform it.
Step 3．Listening 完成2a,2b Check the answers
Step 4.合作探究
课文解析. 3a 3b
1.Warm up and Lead in: Say something about your eating habits
Talk about their eating habits.
2. Play the recorder. Listen and read 3a
3. Answer the questions .Try to answer these questions
4. Ask the Ss to sum up the language points Sum up the language points Textbook
5. Read and finish 3b Complete the article
讲解：
1.pretty:adj. 漂亮的，美丽的 adv.很，相当
2. when:conj. 当…的时候. 引导时间状语从句
3. eating habits饮食习惯
4. try to do sth.尽力做/努力做…. Try doing sth.试图做….
5. look after 照顾=take care of ，关注，注重
6. get good grades:得到好的成绩
7. help sb. (to) do sth.
8. the same as和…相同
9. different (adj.)- (n.)difference good –better-best
10. although虽然，尽管,引导让步状语从句，与though同义，但不能与but 同
时出现在一个复合句中，可与still, yet同用。
11. maybe:或许，大概,常放在句首
Step 5. 梳理归纳 Section B 词组归纳：
1) be good for 对什么有益2) be bad for对什么有害
3) want to do sth 想做某事4) want sb to do sth想某人做某事
4) 5)try to do sth 尽量做某事
6) come home from school放学回家
7) of course = certainly = sure当然
8）get good grades取得好成绩
9) some advice
10）hardly=not nearly / almost not几乎不
11) keep/be in good health保持健康
12）pretty healthy 相当健康
13) my eating habits 我的饮食习惯
14）drink milk 喝牛奶
15)so you see 正如你所看到的
16）look after 照顾
17)my healthy lifestyle 我的健康饮食习惯
18）help sb.do sth 帮助某人做某事
19)the same as 和….一样
20）be different from 与….不同
Step 6．达标检测根据汉语意思完成下列各句，每空一词。
1. 做眼保健操对你的眼睛有好处。
Doing eye exercises _______ _______ _______ your eyes.
2. 我们尽量准时到达那里。
We _______ _______ get there on time.
3. 散步有助于保持健康。
Walking helps to keep ______ _______ ________.
4. —你多长时间看一次电影？—我一个星期看两次。
— ______ _______ do you watch TV?
— I watch TV twice a week.
5. 每天运动对我们的健康有好处。
It’s good for our health ______ _______ every day.
Step7. 完成综训section B
Step8. 课后反思
我的收获：
我的不足：
我的疑问：
Unit 1How often do you exercise？
第三课时
一、学习目标
知识目标：
本单元重点词组句型
1.语言结构 What do you usually do on weekends? I usually play soccer.
How often do you shop? I shop once a month.
2.掌握表示时间频度的词汇:always usually often sometimes hardly never
能力目标: 学会谈论饮食习惯。学会养成良好的生活习惯和饮食习惯。
情感目标: 培养学生的逻辑表述能力，写作能力
二、语言功能 Talk about how often you do things.
三、教学重、难点
教学重点掌握What do …? 和How often…?的句型。
教学难点辨析：always usually often sometimes hardly never
四、学习过程
Step1. 同桌互查本单元重点单词短语
Step2.完成Part1
1.Fill in the blanks on their own . check the answers
2.Make your own sentences with the words .
Step3. Write about your own habits
1 .Write about your own habits Listen and write
2. Move around the room and give support as needed .Write the article
3 .Ask Ss to discuss in groups
4 .Choose a leader to make a report Give report
Step4 完成part2
Think of a famous person.Imange what his or her lifestyle is like.write about him or her.Try to use some of the words in the box.
Ofteneverydayusuallythree times a weeksometimesonce a weekalwaysonce a weekhardly evernever
Step5．达标检测根据句意填词.
1.How o_________ do you come to school late?Never.
2. Farmers milk some m _________from cows.
3. J________ food isn’t good for your health.
4. Do you have a healthy lifestyle if you e_____every day?
5. I eat fruit three t_________ a week.
6. Does he drink juice every morning? No, hardly e____.
7. Here is a program, you may find out the r_________.
8. We are in Class 1, G_________ 2.
9. My father is very busy. He only plays basketball o____a week.
10. I can’t do it by myself. Can you h_________ me?
单选
1.I didn’t go to the park with my classmates, because my mother asked me to ____ my little sister at home.（吉林?。?br />A. look afterB. look atC. look forD. look like
2.Can you speak a little louder?I can _____ hear you.
A. hardB. reallyC. hardlyD. clearly
3．.—______do you have an English party?
—Once a month.（北京）
A. How old B. How far C. How often D. How long
4.An apple a day is good ______ your health.（南通）
A. atB. forC. inD. with
Step6课后反思
我的收获：
我的不足：
我的疑问：
教案学情分析怎么写八年级英语教案如何填写学情分析
1、学生年龄特点分析
包括所在年龄阶段的学生长于形象思维还是抽象思维；乐于发言还是开始羞涩保守；喜欢跟老师合作还是开始抵触老师；不同年龄学生注意的深度、广度和持久性也不同。这些特点可以通过学习一些发展心理学的简单知识来分析，也可以凭借经验和观察来灵活把握。
还有不同年龄学生的感兴趣特的话题不同，教师一方面要尽量结合学生兴趣开展教学，又要适当引导不能一味屈尊或者迁就学生的不良兴趣。
2、学生已有知识经验分析
针对本节课或本单元的教学内容，确定学生需要掌握哪些知识、具备哪些生活经验，然后分析学生是否具备这些知识经验。可以通过单元测验、摸底考察、问卷等较为正式的方式，也可以采取抽查或提问等非正式的方式。
如果发现学生知识经验不足，一方面可以采取必要的补救措施，另一方面可以适当调整教学难度和教学方法。
3、学生学习能力和学习风格分析
分析不同班级学生理解掌握新知识的能力如何、学习新的操作技能的能力如何。据此设计教学任务的深度、难度和广度。经验丰富、能力较强的老师还可以进一步分析本班学生中学习能力突出的尖子生和学习能力较弱的学习困难学生，并因材施教、采取变通灵活的教学策略。
4、学生学习风格分析
班级整体学习风格：一个班级的孩子在一起时间长了会形成“班级性格” ，有些班级思维活跃、反应迅速，但往往思维深度不够、准确性稍微欠缺；有些班级则较为沉闷，但可能具有一定的思维深度。不同的学生个体也是如此，教师应该结合教学经验和课堂观察，敏锐捕捉相关信息，通过提出挑战性的问题、合作等方式尽量取学生之长、补其之短。
当然，切忌单纯为了学情分析而去分析学生或者将学情分析孤立于教学设计之外，学情分析是系统教学设计的有机组成部分，并与教学设计的其他部分存在极为紧密的互动关系。
学情分析是教-学目标设定的基?。挥醒榉治龅慕萄勘晖强罩新ジ螅灰蛭挥姓嬲私庋囊延兄毒楹托睦砣现氐? ，才能确定其在不同领域、不同学科和不同学习活动中的最近发展区，而从知识技能能力等方面来阐述最近发展区就是教-学目标。
学情分析是教-学内容分析（包括教材分析）的依据，没有学情分析的内容分析往往是一盘散沙或无的放矢；因为只有针对具体学生才能界定内容的重点、难点和关键点。
学情分析是教-学策略选择和教-学活动设计的落脚点，没有学情分析的教学策略往往是教师一厢情愿的自我表演；因为没有学生的知识经验基础，任何讲解、操作、练习、合作都很可能难以落实。
总之，学情分析是对以学生为中心的教学理念的具体落实。
反思：在我进行学情分析时很是笼统，感觉是闭着眼睛走路，撞到哪里算哪里，从不知道原来分析学情也是有知识结构的。有根据，有方向，思考出来的东西才会有分量，知识系统性的建立无疑就是确立方向，以后我的学情分析要从这几点入手，不过我认为在分析学情时除了前辈所认为的那些以外分析学生的未知知识经验也是必要的，这关系到本节课的教学目标的设计。
一篇规范的八年级英语教案Unit 2 I’ll help to clean up the city park. （我给你的是unit 2，第一课时）
Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词： clean up, city, cheer, cheer up, give out, volunteer, notice, used to, lonely,
能掌握以下句型：
① You could help to clean up the city parks.
② We should listen to them and care for them.
2) 能了解以下语法：
情态动词could, should的用法；用should或could提出建议并对别人的建议作出评价。如何表达主动提供帮助。
二、教学重难点
1. 教学重点：
1) 掌握这些短语动词的构成和用法：clean up, city, cheer, cheer up, give out, volunteer, notice, used to, lonely
2) 学会提供帮助的基本句型：
I’d like to work outside.
I’ll help clean the city park.
You could give out food at a food bank.
2. 教学难点：
学会提供帮助的基本句型
三、教学过程
Step 1Warming up
1. 播放学生志愿者进行义务帮助别人的活动视频，通过询问他们以下问题来引导学生们了解社会上一些的志愿们进行的活动。
T: Who are they?
S：They’re volunteers. They usually volunteer to help others.
T: How could we help people?
S1: We could clean up the parks
S2: We could help sick people in the hospital.
S3: We could help plant trees.
…
Step 2New words
1. cityn. 城市
e.g. The library is in the north of the city. 图书馆在城市的北部。
2. noticen. 公告牌；通告；布告
e.g. Please read the list on the notice board. 请读公告板上的名单。
3. signn. 标志；信号
e.g. Look around, we could see no sign of life.
环顾四围，我们看不出一点生命的迹象。
4. volunteerv. 义务劳动，自愿做volunteer to do sth. 义务自愿做某事
e.g. Many people volunteer to work on the farm. 很多人志愿到农场去工作。
5. clean up打扫；清除
e.g. The students take turns to clean up their classroom.学生们轮流打扫教室。
6. give out分发；散发
e.g. Please help me give out these test papers. 请帮我将这些试卷发下去。
7. cheerv. 欢呼; 喝彩
e.g. Cheer up. The news isn’t too bad. 振作起来，消息还不算太坏。
8. lonelyadj. 孤独的；寂寞的
e.g. I don’t feel lonely because I made new friends here.
我不觉得孤独因为我交了新朋友。
9. used to 曾经，过去
e.g. Jack used to be short, but now he’s tall. 杰克过去很矮，但现在高了。
Step 3Discussion
1. 1a. Look at the ways you could help others. Then list other ways.
2. Ss discuss with their partners and write the ways one could help others:
① Help plant trees by the river.
② Help clean up the city park.
③ Visit the old people in the old people’s home.
④ Help young kids to learn English.
Step 4Listening
1. T: Tell Ss to read the sentences in the chart. Make sure they know the meaning of the sentences.
2. 1b. Play the recording for the Ss to listen and number the ways the boy and girl could help others.
___ The girl could visit the sick kids in the hospital to cheer them up.
___ The boy could give out food at the food bank.
___ The girl could volunteer in an after-school study program to teach kids.
___ The boy could help to clean up the city parks.
(Key: 3, 2, 4, 1)
Step 5Pair work
1. Let Ss read the conversation in the picture.
2. 1c. Use the information in the chart of 1b to make other conversations.
A: I hope to work outside.
B: You could help to clean up the city parks.
……
3. Let some pairs act out their conversations.
Step 6Listening
1. 2a:
T: A group of students are planning a City Park Clean-up Day. Listen and check (√) the things they are going to do to tell people about it.
1. Look at the pictures in 2a. Discuss the things they are going to do.
2. Play the recording for the Ss to listen and check the pictures.
3. Play the recording again to check the answers.
Answers: b, c, e
2. 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss.Make sure they know what to do.
2. Play the recording for the Ss to write the correct words in the blanks.
1. We need to _____ ___ ____ a plan to tell people about the city park clean- up.
2. Clean-up Day is only two weeksfrom now. We can’t ___ ___ making a plan.
3. We could ___ ___ signs.
4. Let’s make some notices, too. Then I’ll ____ them ____ after school.
5. We could each ____ ___ 10 students and ask them to come.
3. Play the recording again to check the answers.
Answers:1. come up with 2. put off3. put up4. hand, out5. call up
Step 7Pair work
1. 2c. Tell Ss to make a conversation using the information in 2a and 2b.
2. Let one pair to read out thei r conversation first.
e.g.
A: We need to come up with a plan for the City Park Clean-Up Day.
B: Let’s have lunch first.
A: No, we need to start now. Clean-Up Day is only two weeks from now.
B: You’re right. We can’t put off making a plan.As we talk, I’ll write down all our ideas. Then we can decide which ideas are best.
A: Let’s make some notices, too. Then I’ll hand them out after school.
B: And we could each call up ten students and ask them to come.
3. Ss act the conversation in pairs. Ask some pairs to act out their conversations.
Step 8Reading and Role-play
1. Read the conversations and answer the two questions:
① Where’s Helen going to work this summer?
__________________________________
② What did Tom do to help the old people?
____________________________________
Answers:She’s going to work in an old people’s home.
Reading the newspaper or just talking to the old people.
2. Read the conversation after the teacher.
3. Practice the conversation with their partner. Then let some pairs to act out the conversation.
Step 9 Language points
1. They told me stories about the past and how things used to be.
used to do sth.过去常常做某事；表示过去习惯性、经常性的动作或状态，暗指现在已经不存在。used无人称和时态的变化。
e.g. I used to go to the Youth Center. But I have no time now.
我过去经常去青少年中心，但现在我没有时间了。
Grandparents used to tell us stories when we were very young.
在我们小时候祖父母常给我们讲故事听。
2. Yeah, a lot of old people are lonely.
lonelyadj. 孤独的；寂寞的指精神上感觉孤独、寂寞。
e.g. The old man feels lonely, so he raises a dog.
那名老人觉得很孤独，因此他养了一只狗。
3. We need to come up with a plan for the City Park Clean-up Day.
need 用作实义动词，有“必要”、“必需”之意，有人称、数和时态的变化，可以接名词、代词、动名词或带 to 的动词不定式作宾语。
e.g. The man needs an English dictionary when he works.
这个人在工作时需要一本英语词典。
Do you need to see him yourself?
你必需亲自见他吗？
4. clean up意为“打扫；清理” 。但如果在clean 和up间加个连字符号, 它就是名词了, 意为“扫除” 。
e.g. You must give your classroom a good clean-up.你必须对教室进行彻底地打扫。
come up with提出（观点，看法）。
e.g. He’s come up with a great idea.他想出了一个绝好的办法。
I came up with a better plan than that.我提供了一个比那还好的计划。
Step 10Exercises
Ⅰ. Fill in the blanks.
1. He helps ____ the classroom.
A. cleans upB. cleaning upC. clean up
2. I took her to the concert to ____.
A. cheer up herB. cheer her upC. cheer she up
3. Let’s help ___ food at the food bank.
A. to give outB. give upC. giving out
Ⅱ. Complete the sentences.
1. You’d better _____ ___ ____(想出) a better plan.
2. Who will ________ ___ ______ (自愿回答) this question?
3. You could put up a ______ (布告) here.
4. With no one to talk to. He _____ very ______ ( 感觉很孤独).
5. The life _____ ___ ___ (曾经是) very interesting in my school days.
Answers: C, B, A
come up with, volunteer to answer, notice, felt lonely, used to be
Homework:
Write three conversations about your discussions with your classmates.
A: I’d like to help the old.What could I do?
B: You could give them medical service.
仁爱版八年级英语上册Unit1Topic2 教案
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Unit1Topic2SectionA参考教案Ⅰ.Materialanalysis本节课主要活动为SectionA的1a和2 。通过Kangkang对Michael的邀请，引出对话的主题：合作参加足球比赛。对话呈现了本课所要学的语法重点：subject+vt.+indirectobject+directobject 。结合本单元的话题Weshouldlearnteamwork.呈现了重点短语：kicktheballtoyou,passmetheball,practicedoingsth,givemeahand等,同时在对话中呈现了交际功能用语：Willyou…?Wouldyoumind(not)doingsth.?和Doyoumind(not)doingsth.?帮助学生学会请求，提建议的表达法。通过和他人的沟通、合作，将团队合作精神融于对话中。要求学生在学会课本语言知识的同时，培养他们的团队合作精神。督促学生结合学过的句型用begoingtodo进一步谈论有关自己最喜欢的运动的话题，并能将团队合作精神体现在书面表达中。Ⅱ.TeachingaimsKnowledgeaims：1.能正确拼读并运用单词表中的单词:ill,mind,kick,pass,certainly,somewhere,throw.2.能正确运用以下短语造句：fallill,givesbahand,dowellin.3.能自如地运用以下功能句进行交流，表达请求与允许:Wouldyoumind(not)doingsth?Doyoumind(not)doingsth?Willyou…?4.能初步感知本话题语法：subject+vt+indirectobject+directobject.Skillaims：1.能听懂有关体育活动中团队合作的简单对话和陈述。2.能正确地运用本课的交际功能语言提建议或征求意见。3.能正确朗读课本的文本材料及难度相当的材料。4.能写出自己最喜欢的运动，并能正确地
八年级上册新目标英语Unit 3的教案【初二英语教案_试讲初中英语，麻烦给提供三份教案，初一，初二，...】新目标英语八年级上册Unit 8 Section A3a-4 教学设计与教案 [教学设计] 1．教学思路本单元是新目标英语八年级上册第8单元，教材以 How was your school trip ? 为中心话题，围绕着描述“过去发生的事情”展开，学习和运用一般过去时态的一般疑问句。Section A的主要学习内容是：复习一般过去时态和动词的规则与不规则变化，学习一般过去时态的两种一般疑问句: Did you…? Were there any …?让学生学会谈论和分享过去发生的事件。本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生通过交换对过去发生的事情的描述及看法，促进学生之间和师生之间的情感交流。2. 设计理念面向全体学生，在教师的引导下，采用任务型教法、情景教学法、听说法，通过竞赛、小组编故事、师生对话、生生对话、做报告等形式，激发学生用英语进行交流的热情，使学生加深对所学语言的理解，注重过程评价，促进学生能力发展，帮助学生形成一定的综合语言应用能力。[教学目标] 1. 知识目标 A）Words and expressions: visitor,outdoor,octopus,end,monitor,Chicago,California， Gift Shop,Outdoor Pool,Visitors’Center,class monitor… B)功能：描述过去发生的事情 C）语言结构：规则动词和不规则动词的一般过去式一般过去时的一般疑问句 D)Sentence: Did you go/see…? Yes, I did. No, I didn’t. I went to the aquarium/saw… Were there any…? Yes, there were. No, there weren’t any… 2、语言技能：听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化；能听懂本课学习活动中的问题，做出较得体的回答。说：能在本课的任务型活动如：对话、调查、故事接龙等单有交流。读：能正确朗读本单元对话、句型和短文；能查阅工具书为完成任务做准备。写：能写出本节课学习的单词和句型，能运用简单的句子写出过去的活动和感受。3、学习策略：抓住用英语交际的机会，主动参与学习活动，善于和他人合作。4、情感目标：通过描述过去所做的事，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的喜好，增进情谊 [教学重点] 1. 理解并复述课文 2.句型：Did you go/see…? Yes, I did. No, I didn’t. I went to the aquarium/saw… Were there any…? Yes, there were. No, there weren’t any… 3. 编故事 [教学难点] 运用正确的动词形式和句型描述过去的事情 [教学方法] 任务型教学法，情景教学法，听说法。[教学用具] 旅游照片、多媒体课件 [教学流程] 1. Warming up 2. Lead in the text. 3. Practice the text. 4. Memory challenge 5. Make conversations in 3b 6. Practise the conversations in pairs. 7. Make a survey,then make a report. 8. Circle a story 9. Sum up. 10. Homework. [教学过程] Step 1: Greeting Step 2: Warming up Enjoy a song. Ste查看原帖>>