初二英语教学设计教案五篇
英语教师上课必须要充分备课,写好英语教案。优秀的英语教案是教师上好一堂课的保障。下面就是小编整理的初二英语教学设计教案，希望大家喜欢。
初二英语教学设计教案1
Topic 1 Are you going to play basketball?
Section A
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ.Teaching aims and demands 教学目标
1. Learn some new words and phrases:
almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis
2. Learn some useful sentences:
(1)I saw you play basketball almost every day during the summer holidays.
(2)Would you like to come and cheer us on?
3. Learn the future tense with be going to:
(1)We are going to have a basketball game against Class Three on Sunday.
(2)Are you going to join the school rowing club?
4. Talk about preferences:
—Which sport do you prefer, cycling or rowing?
—I prefer rowing.
5. Talk about sports and games.
Ⅱ. Teaching aids 教具
图片/海报/教学挂图/录音机/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
复习学过的运动项目名称，引出生词。
1. (展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。)
T: Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Did you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays?
Ss: …
(板书并要求学生掌握。)
term
T: We all know doing sports is good for our health. Now let’s review some sports and learn some new ones.
(展示学生在打篮球的图片。)
T: Look at the picture. Do you know what they are doing? S1, please.
S1: They are playing basketball.
T: Do you like playing basketball?
S1: Yes, I do. / No, I don’t.
T: How many players are there in the basketball team?
(板书并要求学生掌握。)
team
S1: There are five players.
(展示学生在打排球的图片。)
T: What are they doing? S2, do you know?
S2: They are playing volleyball. (教师帮助该生回答。)
(板书并要求学生掌握。)
volleyball
(用同样的方式引出生词cycle, row, skate, tennis, table tennis, ski。)
(板书，并让学生跟读，要求学生理解cycle, ski;掌握row, skate, tennis, table tennis。)
cycle, row, skate, tennis, table tennis, ski
2. (用黑板上有关运动的生词操练，导出prefer的用法。)
T: Which sport do you like better, cycling or rowing?
S3: Rowing.
T: Good! The phrase “like … better” means “prefer”.
(板书并要求学生理解。)
prefer
T: S4, which sport do you prefer, basketball or soccer?
S4: I prefer basketball.
…
Step 2 Presentation 第二步 呈现(时间:10分钟)
通过师生对话，呈现1a中部分生词及功能句，并使学生初步掌握be going to句型。
1. (利用plan to do sth.，导入“be going to+do”结构。)
T: I’m very glad you all like doing sports and know a lot about them. Do you want to play volleyball tomorrow afternoon? S1, please.
S¬1: Yes, I do.
T: So you plan to play volleyball tomorrow afternoon, right?
S1: Yes.
T: OK. When we plan to do something, we can say we are going to do something.
(板书，学习新语法。)
be going to do sth.
T: When I tell you my plan, you retell it with be going to. OK, boys and girls?
Ss: OK.
T: I plan to go out for dinner tonight. S2, please.
S2: You are going to go out for dinner tonight.
T: I plan to climb mountains tomorrow. S3, please.
S3: You are going to climb mountains tomorrow.
T: Good! When we express something that is going to happen or we plan to do something, we can use be going to.
2. (教师让几个学生说说明天户外活动的打算，并引出be going to结构的一般疑问句式，过渡到1a。)
T: OK, S4, please tell me what you plan to do tomorrow afternoon.
S4: I’m going to swim with my brother tomorrow afternoon.
T: Are you going to swim?
S4: Yes, I am.
(板书，学习新句型。)
—Are you going to swim?
—Yes, I am.
(教师视学生掌握的情况来决定是否要进行更多的操练。)
3. (展示一幅即将进行篮球赛的海报，引出单词against, cheer和短语cheer … on。)
T: Now look at the poster. Here is the news. Our class is going to have a basketball game against Class 3 at 5:00 this afternoon. Would you like to cheer them on?
Ss:Yes, we’d love to./I’d love to.
(板书，让学生猜词义，并要求掌握。)
against, cheer, cheer ... on
(出示教学挂图，让学生看图片猜测对话内容，导入1a。)
T: Look at this picture. They are Kangkang and Michael. What are they talking about? Can you guess? Please listen to 1a and then answer the following questions.
(出示小黑板。)
(1) Which class is Michael’s class going to play against?
(2) Is Kangkang going to cheer them on?
(听后核对答案。)
4. (学生朗读1a，画出疑难点和关键词，然后教师解释疑难点。)
(出示小黑板，领读关键词;解释并要求学生掌握almost和win。)
basketball—saw—play—almost—every day—against—Sunday—game—term—come— cheer … on—I’d love to—hope—win
Step 3 Consolidation 第三步 巩固(时间:10分钟)
创设情景，编对话，在真实的语境中培养学生口头交流能力。
1. (根据小黑板上的关键词，分角色表演对话。)
T: OK. Now you can use the key words above to act out the dialog in roles.
2. (教师引导学生，通过讨论新学期的计划来操练be going to+do句型。)
(教师先做示范，然后让学生两人一组练习。)
T: S1, what are you going to do this term?
S1: I’m going to learn English better.
T: What about you, S2?
S2: I’m going to study math hard.
T: Oh, it’s a good plan. S3, do you know what your partner is going to do?
S3: Yes. He is going to learn rowing.
T: Discuss with your partner what you are going to do this term.
3. (创设情景，依据1a编对话，巩固1a及be going to+do句型，完成1b。)
T: Just now you talked about your plans for this term. Now suppose you meet your classmate on the playground and you want to talk about your plans for this week. Please make a similar conversation with your partner according to 1a. You can use the key words on the blackboard.
(板书)
be going to, play, I’m afraid, homework, summer, play against, I hope
(学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。)
Example:
S4: Hi, S5.
S5: Hi, S4. I am going to play … Are you going to play with us?
S4: I’m afraid I can’t. I have to do my homework first. By the way, I saw you play … almost every day during the summer holidays.
S5: Yes. You know I am going to play in the … game against Class 2 this Saturday. Would you like to come and cheer us on?
S4: Of course. I’d love to. And I hope you will win.
(让几组学生到教室前面表演类似的对话，评出表演组及演员等。)
(教师出示2中运动项目的图片，引导学生巩固be going to + do句型，使他们熟练掌握其用法，并自然过渡到2。)
Step 4 Practice 第四步 练习(时间:10分钟)
完成2和3，培养学生听说能力，并通过大量操练，使他们熟练运用含有be going to的一般疑问句及掌握prefer的用法。
1. (通过看图片，练习be going to的用法，导入2。)
T: Look at the pictures, what are they going to do?
Ss: (Picture 1) They are going to go skating.
(Picture 2) They are going to go skiing.
…
T: Which sport do you prefer, … or …?
S1: I prefer …
T: What about you, S2?
S2: I prefer …
T: S3, do you often go swimming?
S3: Yes, very often.
T: Good. You can also say “quite a lot/a bit”. “Do you often go swimming?” means “Do you go swimming much?”
(板书，并领读，要求学生掌握quite, bit和quite a lot/a bit。)
quite, bit
very often = quite a lot/a bit
I go swimming very often.= I go swimming much.
T: S4, do you go rowing much?
S4: Yes, quite a lot/a bit.
T: S5, do you go skiing much?
S5: Yes, quite a lot / a bit.(肯)
S6: No, seldom.(否)
T: Oh, you don’t like sports. It isn’t good. I think you should join a sports club, and maybe you will like sports there.
(板书，教学生词，并要求学生掌握。)
join, club
T: Discuss with your partner which sports club you would like to join.
S7: I am going to join the school rowing club.
S8: …
(学生两人一组完成2，除了可以用书上所给的运动名称，也可用他们所知道的其他运动名称进行对话。)
2. (让学生听3录音，并完成3。)
T: Michael and Kangkang like doing sports a lot. Do you want to know what sports they often do on weekends? Listen to the tape, then fill in the chart in 3.
(再放录音3，核对答案。)
3. (做一个运用“be going to+do”句型的游戏。)
(挑选若干学生上台，做关于运动的动作，该动作要能使同学们明白并成功猜出运动名称。猜到的同学要用be going to+do询问做动作的同学，以证实自己的猜测是否正确。)
T: Please do an action about your favorite sport.
(S10表演一个动作。)
S9: Are you going to play basketball?
S10: No, I’m not.
S9: Are you going to play volleyball?
S10: Yes, I am.
…
(让学生尽量多表演动作。)
Step 5 Project 第五步 综合探究活动(时间:8分钟)
通过作报告和写句子，培养学生综合运用本课所学语法及重要句型的能力。
1. (小组活动，在小组中做采访并向全班同学作报告。)
T: Work in groups. Ask your partner the following questions, then give a report to your classmates.
(1)Which sport do you prefer, … or …?
(2)Do you … much?
(3)Are you going to … next week?
2. Homework:
用be going to造五个句子，要求用不同的人称、句式。
板书设计：
Are you going to play basketball?
Section A
prefer be going to + do sth.
cheer … on We are going to have a basketball game against Class Three on Sunday.
quite a bit / a lot Which sport do you prefer, cycling or rowing?
I prefer rowing.
Are you going to join the school rowing club?
Yes, I am./No, I’m not. I’m going to …
Section B
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phrases:
dream, grow, grow up, future, in the future, job, active, break, record, gold, give up, shame, single
2. Go on learning the future tense with be going to:
—What are you going to be when you grow up?
—I’m going to be a dancer.
3. Talk about the favorite sports and players:
(1)—What’s your favorite sport, Maria?
—Basketball, of course.
(2)—Who’s your favorite player?
—LeBron James. / I like Yao Ming best.
Ⅱ. Teaching aids 教具
图片/小黑板/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:8分钟)
通过谈论喜爱的运动项目及新学期的计划，导入新课。
1. (学生在小组内进行链式对话，讨论他们所喜爱的运动项目，注意使用prefer。)
T: I know many students like sports. Please discuss in groups which sport your partners prefer. You can begin like this: S1, which sport do you prefer, skiing or rowing?
S1: I prefer rowing. S2, which sport do you prefer, cycling or skating?
S2: I prefer … What about you, S3?
S3: I prefer … S4, which sport do you prefer, volleyball or soccer?
S4: I prefer …
2. (教师询问学生新学期计划，复习“be going to+do”。)
T: At the beginning of the term, everyone has some plans. You are going to do a lot of things to make more progress and make your school life more interesting. Now, please tell me your plans. What are you going to do?
S5: I’m going to join an English club.
S6: I’m going to learn to play basketball. I want to be a good player.
S7: …
3. (教师通过展示图片导入本课新单词。)
T: Look at the girl in the picture. What is she doing now?(教师指着图片问。)
S8: She is sleeping.
T: You’re right. And she is dreaming. She is having a class in her dream. And her dream job is to be a teacher in the future. She wants to be a teacher when she grows up.
(板书，让学生猜词义，并要求掌握。)
dream, job, future, in the future, grow, grow up
T: We know her dream job is to be a teacher in the future. What about you?
S9: My dream job is to be a teacher in the future.
S10: My dream job is to be a basketball player in the future.
(教师通过询问学生长大后的职业引出一般将来时的特殊疑问句。)
T: S11, are you going to be a dancer when you grow up?(教师出示舞蹈演员的图片，帮助学生理解。)
S11: No, I’m not.
T: What are you going to be when you grow up?
S11: I’m going to be a teacher.
(板书，教学生词和新句型。要求学生理解dancer;掌握新句型。)
dancer
What are you going to be when you grow up?
I’m going to be a teacher.
(让学生两人一组做类似操练。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1a，继续学习be going to的特殊疑问句式。
1. (教师展示一些运动员的图片，如刘翔、姚明、迈克尔•菲尔普斯等，导入1a对话。)
T: Look at the pictures. Can you tell me their names?
Ss: They are Liu Xiang, …
T: Who’s your favorite player, S1?
S1: My favorite player is …
T: What about Michael’s favorite player? Listen to the dialog in 1a and then answer the following questions:
(出示小黑板上的问题，听1a录音。)
(1)Who’s Michael’s favorite player?
(2)What is Michael going to be when he grows up?
(3)What’s Maria’s dream job?
(核对答案。)
2. (出示小黑板，依据1a完成表格。)
T: Read 1a and complete the information about Yao Ming in the table.
Player Yao Ming
Height
Play for
T: Now let’s check the answers. Yao Ming is a basketball player. He is 2.26 meters tall. He plays for the Houston Rockets in the NBA.
(板书并要求学生理解player, Houston Rockets;了解NBA。)
player
Houston Rockets
NBA
3. (再放1a录音，让学生跟读，并注意语音语调。)
T: Listen to the tape again and repeat. Pay attention to the pronunciation and intonation. Go!
Step 3 Consolidation 第三步 巩固(时间:10分钟)
分角色表演并做调查报告，完成1b，使学生学会运用目标语言谈论自己喜爱的运动、运动员及梦想。
1. (让学生根据小黑板上的听力问题和表格中的信息，两人一组进行对话。)
T: Work in pairs and act out the dialog according to the questions on the small blackboard and information in the table. Then I’ll ask two pairs to act it out in the front.
2. (让学生四人一组讨论他们所喜欢的运动、运动明星以及未来的梦想，并完成表格。然后汇报讨论结果，完成1b。)
T: Discuss in groups of four about your favorite sports, favorite players and your dream jobs in the future, and fill in the table in 1b. Then make a report according to 1b. In a few minutes I will ask someone to give me your report about your classmates.
Example:
T: S1, are you ready? Please report.
S1: Yes. She is going to be a teacher in the future. It’s her dream job. She likes sports very much because it is important to her. Her favorite sport is swimming and her favorite player is Phelps.
Step 4 Practice 第四步 练习(时间:12分钟)
完成2a，2b和3，培养学生通过自主阅读获取相关信息的能力。
1. (教师出示张怡宁、菲尔普斯、刘翔的图片，通过师生对话，谈论这些运动明星。)
T: I have some photos of famous sports stars, who are they? Can you say something about them?
S1: Zhang Yining is a table tennis player. She won the first in the Athens and Beijing Olympic Games.
(板书并要求学生理解Olympic。)
Olympic
S2: Phelps is an athlete. And he is the first athlete to win so many medals at a single Olympics. (教师帮助学生回答。)
T: Do you know an active runner named Liu Xiang?
S3: Yes.
(板书，教学生词，并要求学生掌握single和active;理解runner和athlete。)
athlete, single, active, runner
T: Do you like him?
S3: Of course, I do.
T: OK. Do you know anything about him?
S3: …
(教师根据学生所说的情况，对刘翔做简短介绍，并呈现生词及词组。)
T: As we know, Liu Xiang is one of the best runners in the world. He broke the Olympic record in the 2004 Athens Olympics and won a gold medal. But in the 2008 Beijing Olympics, he had to give up the race. Do you know why? Please read the following passage in 2a, find out the answer and pay attention to the new words.
(板书，教学生词，并要求学生掌握break(broke), record, gold, give up;理解medal。)
break(broke), record, gold, give up, medal
(让学生回答问题，核对答案。)
2. (播放2a录音，让学生跟读，完成2b，并核对答案。)
T: Listen and read after the tape. Then finish 2b and check the answers.
3. (让学生再读2a，找出生词和疑难点，教师解释并板书生词和关键词，要求学生掌握shame，为复述短文做准备。)
T: Please read 2a again and find out the key words.
Liu Xiang — active — broke … record — won — give up — shame;
Phelps — eight — in swimming — first athlete — single;
Zhang Yining — table tennis players — twice
4. (教师让学生根据上面板书的关键词复述短文。练习、巩固2a。)
T: Please retell the passage according to the key words.
5. (播放3录音，完成短文。)
T: Now listen to the tape of 3. Complete the passage by yourselves.
(播放录音，核对答案。)
T: Listen to the tape again and check your answers. Are you right? Good.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
通过制作自己喜欢的运动员的名片，学会描述一些运动员。
1. (小组讨论并制作自己喜欢的运动员的名片。)
T: Please make a card about your favorite sports player.
(教师出示小黑板上的表格。)
Name Card
Name
Gender
Age
Birthday
Country
Job
2. Homework:
用英语描述自己喜欢的运动、运动员及梦想。
板书设计：
Are you going to play basketball?
Section B
grow up What are you going to be when you grow up?
in the future I’m going to be a dancer.
play for What a shame!
give up
Section C
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Teaching aims and demands 教学目标
1.Learn some new words and phrases:
mountain, spend, spend … (in) doing, hour, exercise, do exercise, baseball, pretty, pretty well, jump, weekend, take part in, popular, all over, be good for, heart, the day after tomorrow, healthy, fit, keep fit, relax
2.Go on learning the future tense with be going to + do:
(1)There is going to be a school sports meet next weekend.
(2)She is going to take part in the high jump and the long jump.
(3)—What are you going to do tomorrow morning?
—I’m going to play soccer. I like it very much.
3.Go on talking about the favorite sports and reasons:
I like playing soccer very much. Because it makes me strong and it is popular all over the world.
4.Talk about plans and intentions.
5.Improve the students’ ability of reading.
Ⅱ. Teaching aids 教具
图片/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:8分钟)
运用体育活动的图片，复习运动项目的名称，并导入部分生词。
1. (复习上节课所学的运动项目的名称。教师展示一些体育活动的图片。学生使用图片，三人一组，到讲台前进行问答表演，说出自己喜欢的体育活动。)
T: Please come to the blackboard to talk about your favorite sports with your partners. You can begin like this: S1, what’s your favorite sport?
S1: S2, what’s your favorite sport?
S2: Skating. And you, S3?
S3: I prefer…
…
2. (快速问答，导入新课，找一名平时喜欢运动的同学。)
T: S4, do you like sports?
S4: Yes, I do.
T: Do you often go mountain climbing?(出示登山的图片。)
S4: Yes, I do.
T: When do you often go mountain climbing?
S4: On Sundays.
T: S5, please talk about S4 according to what he/she said.
S5: He/She likes sports very much. He/She often goes mountain climbing on Sundays.
(再找一名喜欢运动的同学。)
T: S6, do you like doing exercise?
S6: Yes, I do.
T: How often do you do exercise?
S6: Every day.
T: How long do you spend doing exercise every day?(必要时可译成汉语。)
S6: About thirty minutes.
T: S6 spends about thirty minutes in doing exercise every day.
(板书并要求掌握。)
mountain, exercise, do exercise, spend, spend …(in) doing sth.
T: Thirty minutes is half an hour, so we can also say “S6 often spends half an hour (in) doing exercise every day.”
(板书，让学生猜hour词义，并要求掌握。)
hour
T: S7, please talk about S6 according to what he/she said.
S7: He/She likes doing exercise. He/She often spends thirty minutes/half an hour (in) doing exercise every day.
T: Well done. You are very clever.
Step 2 Presentation 第二步 呈现(时间:10分钟)
学习1a，使学生区分一般现在时和一般将来时的用法。
1. (教师展示一幅一小女孩打棒球的图片。)
T: Boys and girls, let’s look at the picture. This girl is Ann. What’s she doing? Do you know?
Ss: She is playing baseball and she plays it pretty well. (教师可帮同学回答。)
(板书领读并要求掌握生词。)
baseball, pretty, pretty well
(教师展示一幅学校运动会的图片，特别指出跳高和跳远两个项目。)
T: (教师手指图画)There is going to be a school sports meet next weekend. Do you want to take part in it? S1, please.
S1: Yes, I do.
(板书，解释生词和短语，并要求掌握。)
weekend, take part in
T: Which sport are you good at?
S1: Running /…
T: Are you good at the long jump or the high jump?(教师边说边指着图片中的跳远和跳高项目。)
S1: I’m good at the long jump/the high jump.
(板书，让学生猜词义，并要求掌握jump，理解the long jump和the high jump。)
jump, the long jump, the high jump
2. (听1a录音，回答下列问题。)
T: Do you want to know which sport Ann is good at? Listen to 1a and answer the following questions:
(板书)
(1)Which sport is Ann good at?
(2)How long does she spend in the gym every day?
(核对答案。)
3. (让学生再听1a录音，跟读并注意语音语调。)
T: Listen to the tape again and follow it. Pay attention to the pronunciation and intonation.
Step 3 Consolidation 第三步 巩固(时间:8分钟)
完成1b和1c，培养学生从简单的文章中找出关键信息的能力。
1. (让学生再读一遍1a，完成1b。)
T: According to 1a, we know Ann likes doing sports a lot. She does sports every day. Please read 1a again and complete the timetable in 1b.
(核对答案。)
2. (根据1b，完成1c。)
T: According to the timetable in 1b, ask and answer in pairs to finish 1c, then write down the answers.
(核对答案。)
3. (根据Ann的活动时间表，描述Ann一周的运动情况。)
T: Well done! Please discuss with your partner and describe Ann’s activities in a week according to her sports timetable.
Example:
Ann does exercise in the gym from 6:30 a.m. to 7:00 a.m. every day. She goes cycling from 5 p.m. to 6 p.m. on Wednesdays and Fridays. …
T: Each group can choose one student to report. Let’s begin.
(对表现好的小组，进行表扬和鼓励。)
Step 4 Practice 第四步 练习(时间:12分钟)
完成2。巩固be going to的特殊疑问句的用法。
1. (讨论运动对人体的益处，引出生词，必要时用图片或体态语帮助学生理解生词，导入2。)
T: Boys and girls, we have talked about many kinds of sports. How do you feel after doing sports?
S1: I feel better.
S2: I am strong.
…
T: Yes, we all know doing sports is good for our health. It’s a good way to keep fit/healthy.
(板书，解释并要求掌握词组。)
be good for
keep fit / healthy
T: S3, do you often do sports?
S3: Yes, quite a lot.
T: Why?
S3: Because it can keep me fit / healthy.(可帮助学生回答。)
T: Good. Doing sports is good for our health in many ways. S4, do you often run in the morning?
S4: Yes, I do.
T: Why?
S4: Because it’s good for my legs, heart and lungs.(可帮助学生回答。)
(板书，领读，并解释画线生词，要求学生掌握heart;理解lung。)
heart, lung
T: I like doing sports very much. I often walk. Do you know why? Because it can help me to relax, and it’s a good way to keep healthy.
(板书，领读生词，并要求掌握。)
relax
2. (教师展示一幅NBA球赛的图片，上面有很多人在观看比赛，教师指着图片问。)
T: What are they doing?
Ss: They are having a basketball game.
T: Yes, basketball games are popular all over the world.
(板书，解释生词和词组，并要求学生掌握。)
popular
all over
T: Do you know other popular games all over the world?
Ss: Yes, we do. Soccer, volleyball, baseball and so on.
初二英语教学设计教案2
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching contents:
Reading :Do you think you will have your own robot ?
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题，激活背景知识)
1. Greetings and free talk .
2. If possible,draw a robot on the Bb or put up a picture of a robot.
Tell :What does it look like ? What can it do ?
3. Tell your partner what you know about robots .
Step 2 Pre-task(任务前活动)
SB Page 8 , 1b .
1. Read the title of the passage .
2. Look at the picture together .Ask a few Ss to describe What they see .
3. Read the words and phrases in the box .Practice reading the words .
4. Circle the words you think you will read in the passage .
Step 3 While-task(任务中活动)
SB Page 8 .
1. First let Ss scan the passage for the main idea .
2. Explain something .
(1)help sb with sth /do sth (2)do the same as …
(3)make sb do sth (4)It takes /took /will take …
3. Ask a few comprehension questions around the class .
4. Read the passage by the Ss .
Step 4 Post-task(任务后活动)
1.Go through the reading again .
How many words in 1b did you correctly predict ?
2. Go over the structures in SB Page 9 , 3b .
Make their own sentences .
Homework(家庭作业):
1. To make sure the Ss understand the passage .and I want to know whether they’re careful in the class ,let Ss translate the passage into Chinese .
2. Go over this unit .
3. Make their own sentences .
4. What ways do you think a robot will help you and your family in the future .Write your ideas .
初二英语教学设计教案3
Teaching goals (教学目标)
1.Words & phrases : keep out , loud , argue , What’s wrong ? football , either , except , themselves , include ,etc .
2.情态动词could /should 的用法。
3.Why don’t you … ?结构表建议的运用。
4.如何谈论问题及提出建议。
5.在处理问题中学会自省与人际交往。
Important and difficult points (教学重难点)
1.should /could 情态动词的用法。
2.如何提出建议。
教具： a tape recorder5 , cards .
第一课时
课前准备：
教师：录音机，所学物品的图片、教学挂图。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤) (教学过程)
Step 1 Leading in(导入话题，激活背景知识)
1. Greetings and free talk .
2. Check the Homework(家庭作业) .
Step 2 Pre-task(任务前活动)
T: I want to buy a new guitar but I don’t have enough money .What should I do ?
Ss think it over ,and try to give his/her advice .
Write their advice on the Bb .
1. Borrow one . 2. Buy a second-hand guitar .
3. Get a part-time job . 4. Don’t buy a guitar .
5. Wait until next year .
Practice reading the advice by the Ss .
导入: In this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do .
Step 3 While-task(任务中活动)SB Page 10 , 1a .
1. Read the instructions to the Ss . 2. Read the problems by the Ss .
3. Ask Ss to write the problems in the “Serious” or “Not serious” columns .
4.Explain . 5. Talk about the answers with the class .Practice reading .
SB Page 10 , 1b .
Make sure the Ss understand what should they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers .
Step 4 Post-task(任务后活动)SB Page 10 , 1c .
Look at the problems in activity 1a and make conversations .
Step 5 While-task(任务中活动)SB Page 11 , 2a .
1. Read the instructions .Make sure the Ss understand what should they do .
2. Point to the sentences below .
3. Play the tape the first time .Ss only listen .Pay attention to Peter’s friend’s advice .
4. Play the tape again .Ss circle “could” or “should” .
5. Correct the answers .
SB Page 11 , 2b .
Read the instructions .Pay attention to Peter’s answers .Play the tape again .Check the answers .
Step 7 Post-task(任务后活动)
Make conversations with peter and his friend with the help of 2a & 2b .
Step 8 Grammar Focus
Review the grammar box .Ss say the questions and the responses .Explain the differences between could/should .
Homework(家庭作业):
1. Go over the words .
2. My clothes are out of style ,what should I do ? Please give the advice .
初二英语教学设计教案4
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题，激活背景知识)
1. Greeting and free talk .
2. Check the Homework(家庭作业) .Collect the students’ advice .Write it down on the Bb .
Step 2 Pre-task(任务前活动)
1.Review the differences between “could /should” .
2. Learn the new words in Page 12 .
Step 3 While-task(任务中活动)SB Page 12 , 3a .
1. Read the instructions .
2. Read the conversations by Ss or listen to the tape .Then write “good idea” “okay idea” or “bad idea” .
3. Talk about the students’ answers .
4. Make sure the students understand the dialogue.Practice reading
Step 4 Post-task(任务后活动)SB Page 12 , 3b .
1. Read the instructions .Point out the example conversation and ask two students to read it to the class .
2. Use your head .Find some other ways to get money that aren’t in the book .
3. Ask Ss to work with partner as they ask for and give advice .
4.Pairwork .
5. Act out the conversations to the class .
Step 5 While-task(任务中活动)SB Page 12 , Part 4 .
1. Read the instructions .Make sure the Ss understand what they should do .
2. To students read the dialogue .
3. Practice reading .
4. Ask another pair to give their advice on another topic .
5. Pairwork .(互助活动)
Homework(家庭作业) :
将下列短语或句型译为汉语
1. keep out 2. out of style 3. What’s wrong ?
4. call sb up 5. pay for 6. ask for something
7. summer camp 8. stay at home
初二英语教学设计教案5
Teaching procedures(教学步骤):
Step 1 Leading in(导入话题，激活背景知识)
1. Greetings and free talk . 2. Check the Homework .
Step 2 Pre-task(任务前活动)SB Page 13 , 1a .
1. Read the instructions to the students .
2. Read the sentences and ask a student to read the sentences to the class .
3. Write NI , I , VI for each statement .
4. What is important to you when you choose clothes ?”Write one or more of their statements to the class .
Talk about the answers with the class .
Step 3 While-task(任务中活动)SB Page 13 , 2a .
1. Read the instructions .Make sure the Ss understand what they should do .
2.Read the three sentences in the box .You will be listening to a radio advice program .They will be talking about one of these problems .
3. Play the tape twice .Ss check the problem they hear .
4. Play the tape again ,Ss correct the answers .
SB Page 13 , 2b .
1.Read the instructions .Make sure Ss understand what they should pay attention to .
2. Look at the chart .There are three persons ,Kim , Nicole , Emilio .Who will give Erin some advice ?What are they ? Read each name for the class .
3. Play the recording again .Ss write their answers .
4. Play the recording again ,one sentence by one sentence .Check the answers .
Step 4 Post-task(任务后活动)SB Page 13 , 2c .
1.Point out the example in the sample dialogue .Ss practice reading .
2. Pairwork: What do you think Erin should do ?
3. Share their conversations with whole class .
Homework(家庭作业) :
You left your Homework(家庭作业) at home ,what should you do ? Please give your advice .