初中英语教案(精简3篇)

初中英语教案 篇一

Title: Teaching Plan for Introducing Family Members

Objective: By the end of the lesson, students will be able to introduce their family members using proper English vocabulary and sentence structures.

Level: Beginner

Time: 45 minutes

Materials: Pictures of family members, flashcards with vocabulary words, whiteboard, markers

Procedure:

1. Warm-up (5 minutes)

- Greet the students and ask them how they are doing.

- Show pictures of family members and elicit the English vocabulary words from the students. Write the words on the whiteboard.

2. Presentation (15 minutes)

- Use flashcards to present the vocabulary words for family members (e.g. father, mother, brother, sister, etc.). Repeat the words several times and have the students repeat after you.

- Use the pictures of family members to introduce the concept of sentences. For example, show a picture of a father and say "This is my father." Repeat this with other family members.

- Model the pronunciation and stress of the sentences. Have the students repeat after you.

3. Practice (15 minutes)

- Divide the students into pairs.

- Give each pair a set of flashcards with different family members.

- Have the students take turns showing a flashcard to their partner and saying the corresponding sentence (e.g. "This is my mother.").

- Monitor the students and provide assistance as needed.

4. Production (5 minutes)

- Ask a few pairs of students to come to the front of the class and introduce their family members using the sentences they practiced.

- Provide feedback and praise for their efforts.

5. Wrap-up (5 minutes)

- Review the vocabulary words and sentences as a whole class.

- Assign a task for homework, such as writing a short paragraph about their family members using the sentences they learned in class.

Evaluation:

- Observe the students during the practice and production stages to assess their understanding and ability to use the vocabulary and sentence structures correctly.

Extension:

- For advanced students, introduce additional vocabulary words for extended family members (e.g. grandparents, aunts, uncles, etc.).

- Have the students create a family tree diagram, labeling each family member with the appropriate English vocabulary word.

初中英语教案 篇二

Title: Teaching Plan for Present Continuous Tense

Objective: By the end of the lesson, students will be able to form and use sentences in the present continuous tense correctly.

Level: Intermediate

Time: 45 minutes

Materials: Flashcards with action verbs, whiteboard, markers

Procedure:

1. Warm-up (5 minutes)

- Greet the students and ask them how they are doing.

- Review the present simple tense by asking the students questions about their daily routines using the appropriate vocabulary and sentence structures.

2. Presentation (15 minutes)

- Introduce the present continuous tense by explaining that it is used to talk about actions happening at the moment of speaking.

- Use flashcards with action verbs to demonstrate how to form sentences in the present continuous tense. For example, show a flashcard with the word "eat" and say "I am eating." Repeat this with other verbs.

- Write the sentence structures on the whiteboard and explain the usage of the present continuous tense.

3. Practice (15 minutes)

- Divide the students into pairs.

- Give each pair a set of flashcards with different action verbs.

- Have the students take turns showing a flashcard to their partner and forming a sentence in the present continuous tense using the verb on the flashcard. For example, if the flashcard shows the word "play," the student should say "He is playing."

- Monitor the students and provide assistance as needed.

4. Production (5 minutes)

- Ask a few pairs of students to come to the front of the class and demonstrate how to use the present continuous tense correctly by forming sentences with the action verbs.

5. Wrap-up (5 minutes)

- Review the sentence structures for the present continuous tense as a whole class.

- Assign a task for homework, such as writing a short paragraph about their current activities using the present continuous tense.

Evaluation:

- Observe the students during the practice and production stages to assess their understanding and ability to form sentences in the present continuous tense correctly.

Extension:

- Introduce negative and interrogative sentence structures in the present continuous tense for more advanced students.

- Have the students create a dialogue using the present continuous tense, practicing both question and answer forms.

初中英语教案 篇三

Properties: Recorder, Overhead Projector.
Teaching Objectives:
1. Revise the grammar: the Adverbial Clause and the Infinitive.
2. Revise the use of “who, that, which”.
Language Focus: so that
The Infinitive: to + Verb(原形)
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Check homework, ask some students to retell the story.
III. Presentation
Give the students some sentences for example to help them understand the structure:
so + adj. /adv. + that(结果)
1. I am so angry that I can't say a word.
2. The teacher spoke so fast that we couldn't catch up with him.
3. The classroom is so dirty that we must clean it.
Ask the students to make up some sentences with “so… that”, then give same more sentences.
1. He got up late so that he was late for school.
2. He ran very fast so that he hit the electric pole.
Ask the students to do some practice.
IV. Practice
Look at Exercise 1, ask the students to answer the questions with so that…. The answers are:
1. I stayed at home so that I could go swimming when I had finished it.
2. Lucy saved her money so that she could buy her mother a birthday present.
3. Ling Feng was going to Changsha the next week so that he could visit his sick grandmother.
4. I was doing my homework so that I could ask him to help me with my physics.
5. I was looking for Lin Tao so that he could visit sick grandmother.
V. Presentation
Get the students to make up some sentences like:
1. I don't know how to get to the station.
2. She doesn't know which sweater to choose.
Ask the students to pay attrition to the Infinitive. Give them more examples to understand better, e. g.
1. I don't know what to do next.
2. They don't know where to go.
3. We didn't know when to start.
Focus on the use of the Infinitive, then give another example:
It’s very important to learn English well:
To learn English well is very important.
Let the students make more sentences, pay attention to the use of the Infinitive.
VI. Practice
Look at Exercise 2, make sentences with partners. The answers are:
1. It’s hard / easy to work out these maths problem.
2. It’s exciting to watch football matches.
3. It’s interesting to read history books.
4. It’s hard / easy to learn foreign languages.
VII. Leaning and practice
Do Exercise 3, complete the sentences using who/ that/ which. The answers are:
1.which 2.who 3.who 4.which 5.who 6.which 7.which 8.who
VIII. Workbook
Do Exercise 1, let the students translate the sentences alone then check the answers with the students.
Answers: 1. We arc hungry. We need to buy something to eat. 2. She is very busy today. She has a lot of work to do. 3. Please be quiet! I have something important to tell you. 4. Will you please tell him to turn down the TV a little? 5. nobody knows what to do next? 6. I’m going to the post office to buy a few stamps this afternoon.
For Exercise 2. Join the two parts and make the students read together.

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.

　　Properties: Computer, Projector, PPT document provided.

　　Teaching Objectives:

　　1. Let the students understand the dialogue and learn new words.

　　2. Go over the Past Perfect Tense.

　　Language Focus:

　　New words: British, fail, summit, misty, mist

　　Useful expressions: disappear into, the first men to do tins, try to reach the top of

　　Teaching Procedures:

　　I. Showing the teaching aims

　　II. Revision

　　Ask the students to act out the dialogue is provided in Lesson 69-1.asf

　　III. Lead in

　　Give the students some information and pictures about Mount Qomolangma, and check their homework. Let them speak something about the history of climbing the Mount Qomolangma.

　　For example:

　　It was formed 60million years ago and ascends to the height of 8850. Surveyor General Andrew Waugh proposed to name the mountain Everest after his predecessor, George Everest. This name prevailed until today, although the mountain has two local names - Qomolangma in Tibetan, Sagarmatha in Nepali.

　IV. Watch and listen

　　Ask the students to watch the flash Because it is there.swf which is provided. Listen the text carefully, and finish the questions:

　　True or False

　　1. Mount Qomolangma is the tallest mountain in the world. (　　)

　　2. George Mallory is a professional (职业的) mountain climber. (　　)

　　3. Mallory had tried four times to reach the top of the mountain. (　　)

　　4. In 1921 he tried to climb the mountain for the first time. (　　)

　　5. Edmund Hillary and Tenzing Norgay were thought to be the first men to reach the top of the mountain. (　　)

　　6. Edmund Hillary found Mallory’s body in 1999. (　　)

　　Answers：

　　1. √ 2. × 3. × 4. √ 5. √ 6. ×

　　V. Read the text

　　Let the students read the text carefully and grasp the main idea of this article. And find out what happened in different years (1921, 1922, 1924, 1953, 1999).

　　Main idea:

　　A story about George Mallory’s climb of Mount Qomolangma.

　　VI. Explanation

　　mist [mist] n. 雾，a thin fog made by very small drops of water in the air. 其形容词为misty，比较级为mistier，级为mistiest。

　　wonder v. = question是“想要知道”的意思，它常跟宾语从句。同时它还有“感到惊奇”之意。

　　alive［E5laiv］adj．活着的，come alive表示“活跃起来”，stay alive表示“继续活着；幸存”的意思。

　　be busy dong sth 是“忙于做某事”的意思。

　　VII. Practise

　　Show the film of Lesson 70-2.asf which is provided. Finish the exercises 2 on Page 88, and practise the sentences one by one.

　　VIII. Homework

　　Why Because it’s there is used as the topic of this article? What spirit do this sentence show us? Write something about it.