【正文】 ecause it is very beautiful…NO．Thereal produce isn39。然后，引出3a．(2)快速閱讀課文，找出一個問題的答案。(4)老師講解課文中的難點，并畫出文中的重要詞組和句子。要求學(xué)生根據(jù)自己所用過的商品及看過的這個商品的廣告，運用所學(xué)內(nèi)容，對這個商品和它的廣告進行評價。例如：Last week，I bought ShiLi Shampoo．The ad says it is for the shiniest hair．But I don?t think so．I used it，and it didn?t work very well．It made me sad． ★★ 作業(yè)布置(homework)：1)完成練習(xí)冊中的相應(yīng)練習(xí)。3)仿照P105 2c，根據(jù)實際情況寫一段對話。2● 教學(xué)方式任務(wù)型教學(xué)法，多媒體輔助教學(xué)等等。首先，老師利用多媒體課件呈現(xiàn)幾幅圖畫(污染問題，堵塞的交通，將要滅種的動物等等)。S：It makes me sad／happy／tense…It makes me want to dance．It makes me want to study hard．也可以讓學(xué)生一個問一個答。同時，還可以教育學(xué)生要保護生態(tài)環(huán)境。(通過多媒體課件展示出的幾幅有教育意義的圖畫，刺激學(xué)生的視覺和聽覺感官，避免了枯燥乏味的復(fù)習(xí)，在輕松好奇的氛圍中，既幫助學(xué)生復(fù)習(xí)了本單元的重要的目標(biāo)語言同 時也教育了學(xué)生要保護生態(tài)環(huán)境。針對本單元課文里的內(nèi)容，老師提出一些相應(yīng)的問題，來幫助 學(xué)生復(fù)習(xí)本單元的內(nèi)容和語法點。(學(xué)生通過回答老師提出的問題，既復(fù)習(xí)了本單元的內(nèi)容，擴大了學(xué)生的知識面，同時，也復(fù)習(xí)了本單元的重要的句子和詞組?！铩?引入新課(Presentation)：老師利用多媒體實物投影呈現(xiàn)Section B的la中的幾幅圖畫，幫助學(xué)生回憶昨天聽力里的內(nèi)容，讓學(xué)生們借助2a中的句子，來談?wù)撊藗儗@幾個產(chǎn)品廣告的看法。例如，n Do the people think Easy Care Shampoo worked well?．．．(這個環(huán)節(jié)既幫助學(xué)生復(fù)習(xí)了昨天所學(xué)了內(nèi)容，也為下一步的寫作打下了基礎(chǔ)。(2)按照要求，根據(jù)昨天的聽力內(nèi)容和剛才討論的內(nèi)容完成3b部分的寫作。(3)在大部分學(xué)生完成后，老師將抽出幾篇作文，借助多媒體投影，在全班同學(xué)面前，當(dāng)場進行展示和點評。最后，老師進行小結(jié)，明確地指出這篇作文應(yīng)該怎么寫，從哪幾個方面寫，在寫作過程中應(yīng)該注意哪幾點(時態(tài)，人稱，重要句型以及重要的詞組等)。必須強調(diào)的是老師在點評 作文時，一定要以鼓勵為主。要求幾位學(xué)生在老師的幫助 下，把它們翻譯成英文。方法和過程可以參考3b．★★ 鞏固和拓展(Consolidation and Extension)：Pair work(1)要求學(xué)生讀懂指示語。(3)讓學(xué)生讀方框的對話，強調(diào)本單元的目標(biāo)語言。(5)抽查幾對學(xué)生，在全班展示他們的對話。(2)讓學(xué)生按要求填寫單詞和詞組。(3)核對答案。(4)讓學(xué)生根據(jù)要求，用所選的單詞和詞組造句。(5)用同樣的方法來核對答案。從而引出本部分的話題。(3)學(xué)生兩人一組進行討論，完成下面的表格。(5)核對答案。如有時間，要求學(xué)生聯(lián)系自己的親身經(jīng)歷，運用本單元的目標(biāo)語言，來仿寫文章。2．仿照P107的文章，聯(lián)系自己的實際情況寫一篇題為An unusual day的文章。請你分別以正方和反方一辯的身份闡明本方的觀點。第二篇：初一英語教案(人教版)Unit1Unit 1Hello!What39。學(xué)生要初步掌握英語字母表中A～N的讀音（包括升降兩種語調(diào)）、書寫格式（包括大、小寫），并準(zhǔn)確認(rèn)讀這些字母。s your name? 2)My name is ?英語字母A～N。重復(fù)幾遍后，請學(xué)生猜一猜是什么意思。s your name? 教師在講這兩句英語時，兩個句子中的name均要重讀，以給學(xué)生更深的印象。s your name? 這樣依次再叫幾個學(xué)生，每次都重復(fù)這一步驟，直到確信學(xué)生已能聽懂這兩句，并能模仿教師語調(diào)，用漢語拼音回答出自己的姓名。先讓學(xué)生看一下Lesson One中的3張圖，教師可對圖中人物及對話做些解釋，也可請學(xué)生描述在圖中能看到什么人，這些人在干什么。syourname? S:Mynameis :Howareyou,xxx? S:Finethankyou/ 重復(fù)幾次。教師可視情況解釋圖中情景以及講話的先后順序，并解釋學(xué)生稱呼高教師為：Miss。在最后一組表演完后，教師留住他們，補充新的內(nèi)容。m fine,，讓學(xué)生看圖，教師解釋圖中情景。將學(xué)生分為兩組，一組扮演Jim,另一組扮演Li Lei。之后，分別找出幾個同學(xué)，進行單獨表演。教師介紹圖中情景。高老師可以說什么呢？王老師又怎樣應(yīng)答呢？通過提問，引導(dǎo)學(xué)生積極思考，并運用所學(xué)過的英語，來回答教師的提問。復(fù)習(xí)字母A~N的讀音。s this? 如果學(xué)生不懂，可向?qū)W生解釋，并要求學(xué)生用It is(It39。教師可板書It is(It39。s是It is 的縮寫形式。s?來回答。復(fù)習(xí)第三篇：九年級英語教案Unit 15I’ll help clean up the city parks．The 1st periodⅠ． Teaching Aims and Demands1． Knowledge Objects（1）Key Vocabularyclean up, hunger, homeless, cheer up, give out, volunteer, food, bank（2）Target Language I’d like to work outside．You could give out food at a food bank． 2． Ability Objects（1）Train the students to express offering to help with the target language．（2）Train the students’ listening skill． 3． Moral ObjectOffer help to the others as much as possible． Ⅱ． Teaching Key Points 1． Key Vocabularyclean up, hunger, homeless, cheer up, give up2． Target LanguageHow to express offering to help with target language． Ⅲ． Teaching Difficult Points1． Teach the students how to use the new phrasal verbs．2． Teach the students to express offering to help with target language． Ⅳ． Teaching Methods1． Teaching by giving sample sentences and making up sentences． 2． Teaching by showing pictures． Ⅴ． Teaching Aids 1． A tape recorder2． Some pictures on volunteer’s offering help Ⅵ． Teaching Procedures Step Ⅰ Revision1． Revise the language points in Unit 7．Ask some questions like this: Where would you like to go on vacation?（I’d like to/I’d love to/l hope to?）Why?（Because?）2． Revise the contents in Unit 7． Say to the class like this: Who can say something about Singapore?What things do you like there and what things don’t you like about it? Ask them to give the answers without looking at the books．3． Check homework by asking some students to read their sentences they’ve made with the verbs． Let them hand in their homework． 4． Dictate ten words in Unit 7． Step Ⅱ laThis activity introduces the key vocabulary and provides some writing practice． In this unit we learn to offer to help．We’ll use some phrasal verbs． Each phrasal verbs has two or three words, such as clean up, cheer up, give out．Here is an example on how to use clean up． Look at the title of Unit 8． I’ll help clean up the city parks． Repeat it twice, please． Ask the children to read the title twice．Then go on saying, “clean up means make a place clean and tidy, put things there in order”． Let’s see another example, We should always clean up after a piic． Who can explain this sentence in your own, words? Ask one student to explain the sentence．He or she may say like this． This sentences means we should burn wastepaper, collect litter and empty bottles, etc．Then ask the class． Who can make more sentences with clean up? Ask several students to share their sentences to the class． Do the same with the other phrasal verbs． Some sample sentences1． clean up—make a place clean and tidy, put things in order We should always clean up the dirty parts of the sea． 2． cheer up—make someone feel happy The good news cheers everyone up． 3． give out—hand out, distributeLin Tao helped the teacher give out the new textbooks to the class． Read the instructions to the students．Please look at the picture now． We can see a bulletin board and two children in it． What is the bulletin board about?Help students to answer: Volunteer Today!Then continue saying, “Who can tell me the meaning of volunteer?”Ask one student to try to explain it． Then tell them the meaning of it． Volunteer means a person who offers to do something unpleasant or dangerous． It means a person who offers to help the others sometimes． Volunteer is used as a verb in this lesson． Draw the students’ attention to the three posters on the board． We can see one sentence in each poster．And we can see some people in each poster, too． What are the volunteers doing in each poster? Please work in pairs and talk about the posters．Give the students a few minutes to talk about what they will say． Let them talk about all the three items． Move around and help the pairs as need