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1、 人教版初中英语教案设计模板【3篇】 Language goal In this unit, students learn to talk about jobs. New language What do you do? Im a reporter What does he do. Hes a student. What do you want to be? I want to be an actor 。 What does she want to be? She wants to be a police officer names of jobs and professions Sectio
2、n A Brainstorm with students a list of jobs that friends or relatives do. （Brainstorming is an activity in which you set a topic and students say whatever words they can think of relating to that topic.） Write the word jobs on the board and list all the jobs students mention. Point to the jobs one b
3、y one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, Its fun. Its a good job. la This activity introduces the key vocabulary. Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as ma
4、ny of the jobs shown as they can. Then point to a scene, name the job, and ask students to repeat. Point to the numbered list of words. Say each one and ask students to repeat. Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords
5、. Point to the sample answer. 1 b This activity gives students practice in understanding the target language in spoken conversation. Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one, Say, Now you will hear three conversations. The
6、conversations are about three of the people in this picture. Play the recording the first time. Students only listen. Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people b
7、eing talked about in conversations 2 and 3. Correct the answers. 1 c This activity provides guided oral practice using the target language- Ask a student to read the example conversation with you. Hold up the book and point to the doctor in the picture. Say, Now work with your partner. Make your own
8、 conversations about the picture. You can use sentences like the ones in activity 1b. Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words in activity 1a. As students work in pairs, move around the room monitoring their work. Oner
9、 language or pronunciation support as needed. 2a This activity gives students practice in understanding the target language in spoken conversation. Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing? What jobs do th
10、ey have? Play the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures. Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about. Correct the answers. 2b This activity
11、 gives students practice in understanding the target language in spoken conversation. Point to the three headings in the chart and read the headings to the class. Ask students, What does wants to be mean? （It is not the Job the person lias now. It is the job the person wants in the future.） Play the
12、 recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future. Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones
13、they want in the future. Point out the sample 2c This activity provides guided oral practice using the target language. Point out the pictures in activity 2a. Ask who each person is. （They are Susans brother. Annas mother, and Tonys father.） Say, Now work with your partner. Ask and answer questions
14、about the pictures. Ask, What does he or she do? Then ask, What does he or she want to be? Say a dialogue with a student. Point to Annas mother and then to the example in the speech balloons. Practice the dialogue with a student. As students work In pairs, move around the room monitoring their work.
15、 Offer language support as needed. 3a This activity introduces the names for the places where people work, and gives reading practice using the target language. Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask
16、the class to repeat it. Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble. Ask students to work alone. Say, Write the number of each job in the
17、square next to each workplace. Check the answers. 3b This activity provides guided oral practice using the target language. Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture. Then point out the conversation in the speech bubbles. Ask two students to read
18、 It to the class. Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a. Say a dialogue with a student. Point to the word waiter in activity 3a and then to the picture of the restaurant. Ask a student. Where do
19、es he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do? and guide the student to answer, Hes a waiter. As students work in pairs, move around the room monitoring their work. Offer language support as needed. 4 This activity provides listen
20、ing and speaking practice using the target language. Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job
21、. Demonstrate by drawing a picture on the board of a stick figure reporter. Add details （microphone, notebook,etc.） until students guess what job it is. Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person
22、is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctors office and the person is a doctor. Ask two different students to ask questions about the Job, and then ask a third student to gue
23、ss what job it is. Play the game using drawings by several different students. Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also n
24、eed pencils. Section B New language Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun Additional materials to bring to class: help wanted ads from an English-language newspaper 1 a This activity introduces the key vocabulary. Focus attention on the six pictures. Ask,
25、 What job does the person have? Where does the person ivnrk? Point out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very
26、fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job. Then ask students to match each word with one of the pictures. Say, Write the letter of
27、 each picture next to one of the words. Point out the sample answer. Check the answers. 1 b This activity provides guided oral practice using the target language. Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the pol
28、ice officer and say. Its an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, Its a dangerous job. Ask the class to repeat each correct answer. Then ask students to work in pairs. Suggest that they each point to the pictures of t
29、he workers and make statements about them. As students practice, move around the classroom monitoring their work. 1 c This activity provides an opportunity for oral practice. Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs? Add any n
30、ew jobs to the list. Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks. 2a This activity provides listening and writing practice with the ta
31、rget language. Call attention to the two headings and ask a student to read die headings to the class. Point out the blank lines where students will write the name of a job (under the words wants to be)。 Play Ihe recording the first time. Students only listen. Say, Now I will play the tape again. Th
32、is time write the name of a job under the words wants to be. 2b This activity provides listening and writing practice with the target language, Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job. Play the record
33、ing again. Students only listen. Then say, Now I will play the tape again. This time write the reason the person wants the job under the word Why? Play the recording. Students write their answers. Check the answers. 2C This activity provides open-ended oral practice using the target language. Say, W
34、hat do you want to be? What words describe each job? Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one. Th
35、en ask students to work in small groups. They tell each other what they want to do and why. Encourage students to use dictionaries if necessary. Move from group to group offering assistance as needed. Ask individual students to tell the class about what they want to be and why. 3a This activity prov
36、ides reading and writing practice using the target language. Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line. Then read each ad again separately, pausing to allow students to ask questions about anything they dont understand. Fo
37、r example, in the first ad, students may not know that working late means working at night. To work hard means to use a lot of energy to do the job. Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter. Check the answers. 3b This activity provides reading and wri
38、ting practice using the target language. Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line. Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct
39、 word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B. Check the answers, 3c This activity provides writing practice using the target language. Point out the blank strip of newspaper where students can write their own ads. Ask one or two st
40、udents, What are you going to write about? Repeat each of the students sentences and ask the class to repeat the sentences after you. For example: Do OM want an interesting but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown Police Station at 555-2323. Ask
41、students to read their ads to a partner. Ask the pairs to correct each others work. 4 This activity provides guided oral practice using the target language. Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it. Then say, New please work in
42、groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read. As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers. 人教版初中英语教案 篇二 一、教材分析： 1、教学内容： 本单元是（下）Unit。主
43、要围绕“这一主题绽开各种教学活动，并以这一主题引出xx等语言功能。本单元旨在制造一个轻松，开心的学习，沟通环境，通过听，说，读，写来培育学生综合运用这些学问的力量。并让学生能在“做中学“（learningbydoing），通过有限的课堂实践活动，拓展以往的经受，能精确地用英语来表达。 2、教材的地位和作用： 年级单元 叙述的是的用法，这是初中特别重要的时态之一。学生们能够用现在来表达自己的经受，来体会别人的感受是很重要的。这个单元肯定要体会现在的真正含义和用法。要避开混淆几个重点词组的使用。 我们更要使学生不仅理解枯燥的语法，还要让学生们会用新学的语法学问来表达思想。 3、教材的处理： 依据英
44、语课程标准（试验稿）关于总目标的详细描述，结合本单元这局部的教学内容及基于对教材的分析，我对本单元的内容进展如下处理，目的是突出重点，使课堂节奏紧凑，衔贯。本单元分为四课时，第一课时是SectionA，其次课时是SectionB，第三课时是SelfCheck，第四课时是，最终一局部是做练习，以学生的自测为主，然后予以校对。 二、学情分析： 我们教学的对象是初二学生（好，中，差等生都有），他们学习英语既感到奇怪又担忧，盼望能得到他人的确定。因此我在教学活动中尽量让他们参加到活动中来，有更多的时机来说英语，削减他们的恐惊感，通过学生间的合作学习，降低他们的学习难度，使他们体验到胜利的喜悦。同时在阅
45、读和书面表达中加以落实，提高他们综合运用语言的力量，使各层次的学生都有所收获。 三、教学目标： 依据以上我对本单元教材内容的分析和新课标的指导，我确定以下几个为本单元的教学目标：语言学问，语言技能，学习策略，情感态度和文化意识五个方面。 1、语言学问： 本单元要求学生把握以下词汇 语言功能：学习和增加阅读技巧和阅读策略。 语言构造： 2、语言技能： （1）能用的各种形式进展精确的描述和表达经受。 （2）能把握时态中几个词组的正确使用。 （3）能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。 3、学习策略： 通过本单元的教学，我要求学生能通过上下文内在的规律联系和在肯定的语境中正
46、确理解并运用（时态）来精确地表达所发生过去的经受。 4、情感态度： 通过对本单元的任务性活动，我的目的是让学生们用英语描述他们过去的经受，同时能提高他们的观看力量和表达力量，激发他们对学习英语的兴趣和热忱，在接近生活常态的交际中能乐于仿照，敢于开口，积极参加，主动请教。 5、文化意识： 通过他们描述过去的经受，了解一些西方国家的风土人情。 四、教学的重、难点： 基于上述对教材的分析，我确定本单元的教学重点为的用法。 教学难点为含义和用法，能在交际中精确地运用来描述或表达。 五、教学方法： 教法：情境教学法、语法翻译法、直接法、听说法、交际法、全身反响法 学法：自主、合作、探究 教法分析： （1）是初中特别重要的语法工程，而本单元的话题源自生活，立足这一点，我充分利用学生已有的学问和生活阅历，让他们叙述去过的国家或地方，创设生活化的真实情境引导学生在运用语言中学习语言，然后在学习新的语言学问后制造性地运用语言（为用而学，在用中学，学了就用）。 （2）开展多种类型的任务型活动，供应给学生合作沟通的空间和时间，促使学生为完成任务和同学进展合作，为完成任务进展探究性学习。 六、教学过程设计 Unit9 TheFirst