英语中考复习资料教案
英语中考复习资料教案都有哪些？英语教材常被中国的台湾省多所大学专业课使用。由于英语是台湾所有中小学生的必修课，也是重要的国际交流语言，也是中学和大学的考试科目之一。下面是小编为大家带来的英语中考复习资料教案七篇，希望大家能够喜欢！
英语中考复习资料教案（篇1）
课时总安排
总共100课时：授课 课时 复习 课时
测试 课时 机动 课时
三.教材总体目标、单元要求及重难点
The goal:
The goal of Go for it is to make language a step-by-step progression that builds confidence and leads to open-ended activities where students can actively relate learning to their personal lives.
Go For It! 是以《英语课程标准》为依据，以学生的英语语言综合运用能力为目标。不仅以语言知识、语言技能为重点，而且更注重学生的学习策略、情感态度和文化意识。教学内容的处理和取舍灵活开放， 只要教师从学生的实际水平和语言能力出发，任何教学内容的调整或取舍，任何教学步骤的安排都是可行的。“I sometimes go to the last to do the group work first…It depends on the teachers’ knowledge of the students actual language ability…”(David Nunan);提倡教师结合学生实际，充分利用学生、教师本身和环境中一切可以利用的资源，丰富教学内容，创造运用英语的机会，注意多渠道开发教学资源。 “Don’t use just the textbook. Anything in real life that connect and appropriate to the lesson can be used as teaching resources.”(David Nunan);提倡任务型语言教学，教学进度整体把握，教学形式不拘一格;课堂以学生为主体，以任务为主线，重视体验参与，课后访谈调查，读写扎记，重视语言运用;正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。
The key points of each unit:
Topic Functions Structures
U 1 Making new friends Introduce yourself
Greet people
Ask for and give telephone numbers Present tense to be
What questions
Prossessive adjectives:my,your,his,her
U2 Things in the classroom
Identify ownerships Demonstratives:this,that
What questions and Yes/No questions
How do you spell pen?
U3 The family Introduce people
Identify people Demonstratives:these,those
Subject pronouns:I,he,she
Yes/No questions
Plural nouns
U4 Things around the house Talk about where things are Where questions and Yes/No questions
Prepositions: on,in,under
Subject pronouns: they
U5 Spending time with friends Ask and answer questions about ownership
Make suggestions Present tense to have
Yes/No questions and short answers: let’s
Adjectives of quality
U6
Food Talk about likes and dislikes Present tense to like
Yes/No questions and short answers
Affirmative and negative statements
U7
Shopping Ask about prices
Talk about clothing
Thank someone Demonstratives:this,that,these,those
How much questions
U8
Dates Talk about dates When questions
Prossessive “s”
How old are you?
U9
Movies Talk about preferences
Make plans Present tense to want
Yes/No questions and short answers:
Adjectives of quality
U10 Joining a club Talk about abilities Modal verb can
Yes/No questions and short answers:
Affirmative and negative statements
What questions
U11 Daily routines Talk about daily routines
Ask about and say times When questions
What time is it?
Adverbs of frequency
U 12 School subjects Talk about preferences
Give reasons What questions
Why questions
Who questions
Adjectives of quality
英语中考复习资料教案（篇2）
一、语言知识与技能
1.根据读音规则和音标拼读单词。
2.理解和领悟词语的基本含义、语法项目以及语言形式的基本结构和常用表意功能;
3.能在日常交际情景中听懂对话，例如，能听懂连续的指令并据此完成任务;能引出话题并进行几个回合的交谈;
4.能听懂接近正常语速、熟悉话题的语段和简单故事，获取相关信息;
5.能运用…..词汇和…..语言形式就熟悉的话题进行交谈;能运用…..词汇和…..语言形式及(或)所给提示描述人、物、事件、行为、特征等，表达简单的观点;
6.能在教师的指导下进行简单的角色表演;
7.能连贯、流畅地朗读课文;能从简单的文章中找出有关信息，理解大意;根据上下文猜测生词的意思;
8.每天课外阅读量最少达到100词。
9.能运用…..词汇和…..语言形式以及参照范例(文章结构)写出简单的文段等，包括起草和修改。
二、文化意识
10.了解语言和语用的文化因素，体验跨文化交际。
三、学习策略
11-(1)利用读音规则和音标拼读词汇，利用上下文、非语言信息等理解词义，联想学习和记忆词汇，构词法等。
11-(2)利用情境等理解语法结构和表意功能，发现语言规律并举一反三。
11-(3)复习、整理归纳所学内容。
11-(4)利用预测、语调、重音、问题等来获取听力信息。
11-(5)在课内外活动中借助体态语用英语交流。
11-(6)利用预测、跳读、寻读、细节读等来获取文章信息。
11-(7)仿写短文，准备素材、起草短文并修改。
11-(8)明确目标，制定计划，
11-(9)了解并跨文化交际(恰当使用)。
四、情感态度
12.乐于参与英语活动，敢于用英语表达，积极与他人合作，体验自己的学习效果。
备教学
重、难点
内容
课标具体知识、技能、文化目标
知识与技能、文化意识的重、难点内容
课标具体策略目标选择
sectionA
sectionB
目标1
在读写过程中，能够根据读音规则和音标拼读单词。
11-(1)
11-(2)
11-(3)
目标2
词汇：
name,nice,to,meet,too,your,Ms.,his,and,her,yes,she,he,no,not.
语言形式：
1)what’syourname?---Alan./I’mAlan./Myname’sAlan.
2)Nicetomeetyou.
3)What’shisname?---He’sEric./Hisname’sEric.
4)What’shername?---She’sMary./Hername’sMary.
5)IsheJack?---Yes,heis./No,heisn’t.Hisname’sMike.
6)AreyouHelen?---Yes,Iam./No,I’mnot.I’mGina.
词汇：
zero,one,two,three,four,five,six,seven,eight,nine,telephone,number,phone,telephone/phonenumber,first,firstname,last,lastname,friend,China,middle,school,middleschool.
语言形式：
1)What’syourphonenumber?---It’s…/Myphonenumberis…
2)Isthisyourphonenumber?---Yes,itis./No,itisn’t.
3)What’syourfirst/given/last/familyname?---Myfirst/given/last/familyname’s…
英语中考复习资料教案（篇3）
一、总体目标
1、加强课堂教学改革，真正转变课堂教学方式，提高学生的学习能力，争取把课堂变成学生学习的乐园。
2、做好中考总复习工作，抓好尖子生，提高临界生，盯住所有学生，不让一个学生漏掉，鼓励学生向目标迈进，中考争取稳中有升。
二、遵循原则
以纲为纲，以本为本的原则，着重把握中考要求及考试范围，对《课标》和《考纲》要反复研究。关注学生的全面发展，整体提高;注重双基，夯实基础，强化学生能力。练习过程中注重精讲精练，精雕细刻，决不漏掉一个知识点。同时培养学生将所学的词汇、短语、句型、句法应用到实际中，提高日常交际能力，解决实际问题。
三、具体工作措施
加强学习，认真学习新课程标准，专研七、八、九年级五本教材，形成固定的知识体系，研究2013和2014年的考试说明，精选13和14年的中考题。
继续大练基本功，提高自己的教学能力。实行课堂教学改革，创建新型教学模式。走进学生家庭，走进学生的内心世界，挖掘学生的心理资源，建立新型的师生关系，既是教师，又是家长和朋友。指导学生如何预习、听课、记笔记、复习、做作业、小结和讨论，帮助学生养成良好的学习习惯。
四、总体复习思路
1、按单元复习。通览初中教材，进行单元知识点扫描。目的是对基础知识和基本技能进行系统的复习，把好“基础关”;任务是掌握各单元知识结构，全面地复习知识点，完成理解记忆;重点是重视课标要求与教材的基础作用，强化基础知识和基本技能的训练;面向全体，面向基础。
2、语法专项复习。钻研考试标准和考试说明，进行语法、词法、句子、时态和话题专项复习。统揽初中教材中的重点语法项目，使学生从整体上把握初中教材内容。
3、题型专练，模拟演练。按照中考题型(单项选择、补全对话、句子翻译、完型填空、阅读理解和书面表达)进行题型专练，了解学生对基础知识和基本技能的掌握情况，抓住中考题型变化，确定训练方式，进行查缺补漏。最后进行几次中考模拟演练，演练之后教师要精讲精炼，在讲题上下功夫。
五、具体复习内容
第一轮：
时间安排：3月1日----4月24日
主要内容：初中教材课文中出现的单词、短语、常用句型;熟记对话和课文，理解所学语法内容。
阶段目标：完成理解性记忆内容，熟记课文中出现的单词、短语、常用句型;熟练掌握对话和课文内容，所学语法能达到一定的应用程度。
具体思路：第一轮复习应以大纲为依据，教材内容为根本，按教材的编排顺序进行单元复习。每复习一单元之前，教师布置学生认真记忆书后单词和短语;课上检验，然后让大家找出本单元的知识点，总结用法，教师再做以适当的补充;这一阶段的复习，应充分发挥学生的主观能动性，以教师总结为辅，学生复习为主。注重学生归纳，教师总结指导应注意事项。对学生已掌握的内容少讲或不讲，对学生不够熟练的要重点讲。同时教师要根据每单元的重点内容有针对性地设计一些练习题，巩固所复习的知识点。最后，再将本单元的知识点赋予下一单元书后的单词和短语中，进行再一次检测。
六、各种题型具体解题方法：
第一、单选题一定要把握好所学的短语和句型，结合语境将所学的语法应用到合适的语境中。在做题时可以采用多种方法解题。教育学生注意即使一看就能看出答案，甚至不看选项就能胸有成竹地填上答案时，也不要过分自信而放弃审题，重要的是要给每个选项的题目找到它不符合题意的原因，若找不出错误，则应回过头来把原选项与找不出错的选项进行对比，找出他们之间的区别，看哪个更符合题干的要求;可以采用排除法、比较法、逻辑推理法、固定搭配法及关键词法等进行解题应用。
第二、阅读理解，解答这类题目，一般采用三个步骤;
首先通读全文，迅速抓住文章内容，在不影响理解的前提下，尽可能快速阅读，并重抓住主要信息。
阅读短文后的选择题，包括题干和选择项，明确问题的要求后，再细读全文或有关段落，最后选定答案。
(3)答完一篇短文的全部题目后，再把短文读一遍，逐一核对答案。
指导他们采用“五要”、“要”的阅读解题技巧。“五要”是：①要特别注意文章的标题;②要快速浏览全文，掌握主旨和大意;③要抓住文中的重点段、段中的重点句型和句中的关键词;④要尽快浏览课文后的思考题，尽量带着问题读;⑤要把有关WHO，WHAT，WHERE，HOW和WHY等方面的内容用笔圈画出来。“要”是：①不要在默读时发出声音;②不要逐字逐句分析;③不要常回视已读部分;④不要用手或笔指着一个个单词阅读;⑤平时训练时不要一遇到生词就查词典。学生只有掌握好阅读技巧，才能大大提高解题的速度和效率。
第三、完形填空，做此题型要从以下几个方面入手。
(1)重视首句的开篇启示作用。
(2)通读全文，弄懂大意。
(3)符合短文内容，遵循语法规则。
(4)复读全文，核定答案。
第四、完成对话，要求学生在一定的情景语境中选择或填上所缺的选项，而且这个选项用在对话中必须符合英美人的情景交流习惯。对于这种题目，一般所给选项都是完整的句子，并且句子本身是正确的;有时从汉语习惯上看，意思也正确，所以教育学生在做这类题时既不要考虑句子的语法结构，更不能一中国的常理判断意思，而是要根据对话的情景和上下句的句意关系，再根据英语的习惯表达来完成选项。初中涉及到的重点对话有：
(1)Makingtelephones
(2)Seeingthedoctor
(3)Askingtheway
(4)Shopping
(5)goingonvacation
(6)Givingagift
(7)Talkingabouttheweather
(8)Talkingaboutthethings等等。
第五、汉译英题则一定要学生把握好所学的短语和句型，尤其是动词词组，应告诉学生要认真、仔细的分析句子应用的时态和语态，避免麻痹大意，马虎出错;保证抓住基础不放松，能会的不丢分。
第六书面表达题，一定要认真审题，端正书写。平时让学生写作文，互相修改，进行点评，从自己和别人的作文中发现错误，改正错误，总结错误，同时还要对学生讲清日记、书信、通知、电话留言等小作文的写作方法。
总之，我会尽自己的努力地完成本学期的教学工作,争取让学生在中考中取得好成绩，让有升学希望的学生都能升入理想的高中。
英语中考复习资料教案（篇4）
Properties: Recorder, Overhead Projector and a map of world.
Teaching Objectives:
1. Practise listening ability.
2. Revise the grammar: the Comparative Degrees of Adjective and Adverbs
The Past Perfect Tense
Language Focus: Checkpoint 18
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Check homework, then ask the students to read the partners' homework to share with each other.
Revise the use of the Infinitive
III. leading in
T: Today we'll learn something about Coco. Do you know where she is from?
IV. Listening practice
Play the tape or for the students to listen and find the answer, then look at the workbook, Exercise 1, go through the questions with the students and make sure they can understand what they mean. Play the tape again, let the students discuss their answers in pains before the teacher checks the answers with the whole class.
V. Presentation
Show the students a map of the world, and ask: What map is it? Help the students find “China” and “India” on the map. Let the students discuss the two countries: They are developing countries. They have a large population in the world.
Ask: What’s the population of China and what’s the population of India? Let the students read Part 2 and answer the questions. (China's population is 1 328 000 000 and India's population is 1 000 000 000). That’s to say India’s population is smaller than China’s .Ask the students to use the words in the box to complete the passage, then read together, finally ask the students to retell the text.
VI. Practice
Revise the Grammar: The Past Perfect Tense, give some examples:
1. He had left before his wife came back.
2. I remembered that Peter had already got a bike.
3. By the end of last month, he had learned 2000 new words.
4. When I got to the cinema, the film had begun.
Then ask the students to do Exercise 3. The answers are: 1 C 2 E 3 A 4 B 5 D. Let the students read these sentences together.
VII. Practice
Ask the students to do Exercise 4 first, then check the answers. The answers are: had, in, is, more, the, had, to, in, had, that, to, us, and, to
VIII. Workbook
Give the students five minutes to finish workbook. Do Exercises 1, 3 and 4. Then check the answers.
The answers to Exercise 1 are: took, went, found, was, called, told, had happened, said, would go, came, was found, checked, founded, said, stole, went, enjoyed, came, found, had stolen, had
The answers to Exercise 3 are: I worn out 2 try on 3 slow down 4 made up my mind 5 am pleased with 6 were angry with, deserve to 7 at least 8 as if 9 carried on
IX. Summary
Exercises in class
Fill in the blanks according to the text in this unit.
Lucy and Lily are___1___. They are living together___2___. But sometimes they fight. It doesn't last too___3___. They___4___very well with each other again.
They look___5__, so it's hard for people to recognize them: Who is Lucy___6__Lily. We always___7___mistakes. They feel___8__. They like most of the same things, for example: music, food and___9__. But Lily likes to___10__, Lucy likes to___11__, they don’t like the same colour,____12___. So they have some___13____Sometimes they disagree, but they never___14__. They love each other and they are___15___happy that they are twins.
Answers: 1.twins 2.most of the time 3.long 4.get on 5.the same 6.or 7.make 8. the same 9. books 10 .dance 11. sing 12. either 13. differences 14. fight 15.both
X. Homework
英语中考复习资料教案（篇5）
教学目标：
1、语言目标(Language skills)
巩固和强化上节课的知识： can I have ? Yes, you can./ No, you can't.
能在图片的提示下听懂、认读、说出新单词：computer game、jipsaw puzzel、careful、fix,并懂得其意。
学会表达某人拥有某物的功能句型“I’ve got 。 He’s got。 She’s got。 It’s got。”来进行交流。
2、 技能目标(Objectives of skills)
学会运用have got 表述拥有某物
3、情感目标(Objectives of emotion and attitude)
让学生通过自由对话交流自己拥有的东西，达到让其开口说英语的目的，从而激发他们学习英语的兴趣及运用英语交流的热情。
重点难点：
能正确拼读新单词：computer game、jipsaw puzzel、careful、fix; 理解本课句型：I have got。 并能够运用此句型和别人交流自己拥有的东西。
教学过程：
Step1、Warming up:
Greeting. T: Hello, boys and girls!
S: Hello, teacher!
T: How are you, today?
S: Fine, thank you.
T:What’s the weather like today?
S:It’s sunny day.
设计意图：以简单轻松的问候进入一个比较愉悦的课堂教学。
Step 2、Lead-in:
老师指自己的物品，如课本、衣服等问。
T：what’s this ? S:This is a book;This is a coat.
T：This is my book. I’ve got a book. This is my coat. I’ve got a coat. (板书并做动作让学生理解意思I’ve got )
让学生运用
I’ve got——像老师一样描述自己拥有的东西。
T：Now,I want you do the action like me.
设计意图：通过老师演示，学生模仿操练，从而让学生更深刻的理解句型的意思，以此达到巩固句型的目的。
Step 3、Presentation:
1、(PPT出示课文图)T：Now Daming and Sam are playing together, 想不想知道：What have they got? What does Daming got? What does Sam got? (放第一遍录音)
S:Sam says: I’ve got a kite. Daming says: I’ve got a computer game.
2、老师拿出一个游戏机：I’ve got a computer game。
T：Computer game,computer game.I have got a camputer game. Ss：Computer game,computer game.I have got a camputer game.
(出示单词卡片，让学生跟读：computer, 分三个音节教发音，再连到一起。并由此而让学生练习拼读。接着指导学生拼读game，让学习学会主动学习。)
3、T：Do you want to play with my computer game? If you want, you can say: Can I play with your computer game? (之后，让学生运用此句型在小组里交流，以让学生能更深刻理解computer game 的意思。)
4、T：Daming has got a computer game. Can Sam play with his computer game? Sam has got a kite. Can Daming play with his kite? What happens to the kite?
(PPT出示问题：What does the kite look like at the end? 最后，风筝看起来像什么?播放第二遍录音，引导学生回答出：jigsaw puzzle接着教师出示单词卡片并教授。)
5、T：当Daming 弄坏Sam的风筝时，Sam说的是：Don’t worry!
Let’s fix it.(同时出示单词卡片，fix fix Let’s fix it. 老师用动作去帮助学生理解fix 的意思)
T：可见，Sam是一名非常有宽容心的孩子。如果你是Sam,What would you say? Who want to try?让学生模仿说出，并从中受到教育。
6、老师播放第三遍录音，请学生跟读模仿。听到“I’ve got”句子时，要站起大
声朗读出来。并指导careful发音及释义。
设计意图：通过提出问题，然后引导学生带者问题去寻找答案，从而引出课文单词，此采用的任务型教学激发他们学习的兴趣。
Step 4、Practice:
1、分角色朗读。(个人，小组)
2、课后练习题。
3、游戏：看谁说得多。让每组在food,toys,animals,clothes中选择一类词，请学生先准备，然后在所给单词范围内全组尽量多的用I’ve got
说句子，限定时间内说出句子最多的为胜。
设计意图：通过朗读文本和做游戏，让学生在巩固环节中体验句子的作用，激发学生的兴趣。
英语中考复习资料教案（篇6）
Unit 1 Playing Sports
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。)
英语中考复习资料教案（篇7）
一、知识与技能
1. 掌握重点句型：How was your vacation?Where did you go? Did you go out with anyone?
2. 理解并掌握几个不定代词：anyone, everyone, something, anything, everything, nothing的用法。
3. 熟练运用句型：Did you …?
二、过程与方法
学生通过上一节课的学习，对where引导的过去时态的特殊疑问句已经掌握，能自然地与本课知识相衔接。让学生回忆他们的假期情况，引出一般过去时态的句型，并且进行大量练习。采用学生提出问题，学生解决问题，借助多媒体来提高学生的主动性。
三、情感、态度与价值观
教育学生渗透合作精神和社会公德意识。
教学重点
掌握句型：Where did you go on vacation? Did you go out with anyone? Did you buy anything? Did you visit anyone?
教学难点
能用句型Did you …?提出尽可能多的有关过去假期的问题。
教法导航
创设情境，让学生自己总结规律，思考，讨论，最后得出结论。创设英语语言氛围，使学生能较快地融入到英语语言学习的情景中来。
学法导航
自主学习，独立思考，小组讨论，同桌合作，完成学习任务。
教学准备
视频，图片，多媒体。
教学过程
Step 1 Greetings
Greet the class as usual.
Step 2 Revision
Ask the students to look at the picture on Page 1 and make conversations, using the sentence pattern: —Where did you go on vacation? —I went to the mountains. —Did you go with anyone? —Yes, I did. / No, I didn’t.
Step 3 Role play
The teacher acts as Rick and ask a student to act as Helen and practice the dialogue of 2d on Page 2. Then ask the students to practice in pairs and finally ask two or three pairs to act it out.
Step 4 Grammar Focus
Review the grammar box. Ask students to say the questions and answers.
Review the difference between regular –ed past tense verbs (stay –stayed, visit-visited) and irregular past tense verbs (go –went, buy-bought). Then get the students to ask and answer the questions and answers in pairs.
Step 5 Game
Ask one student to act as the teacher and ask some individual students questions. Get as many students as possible to be the teacher.
Then ask the students to pay attention to the words: no one, anyone, everyone, something, nothing, anything.
Step 6 Practice
3a Fill in the blanks with the words in the box and practice the conversation.
3b Fill in the blanks in the e-mail mestudentsage with the words in the box.
After checking the answers, get the students to read them aloud.
Step 7 Group work
Make a survey. Ask the students to make a survey by asking the questions about their last vacation: Did you eat anything at a reastaurant? Did you read anything interesting? ….Make sure the students practice the dialogues again and again and write down the results in the form. Then ask some students to report their results.
Step 8 Homework
Ask your classmates as many questions about their last vacation as possible.