2022初三英语人教版教案.docx

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1、2022初三英语人教版教案 在英语任务型教学课堂中，老师应当主动引导学生参加课堂任务，通过设计任务场景，使学生在课堂上营造簇新的情境氛围中主动参加课堂任务教学，提高学生学习的热忱，提高学习英语的爱好。今日我在这给大家整理了一些2022初三英语人教版教案，我们一起来看看吧! 2022初三英语人教版教案1 一、教学目标： 1. 语言学问目标： 1) 能驾驭以下单词： heel,scoop,electricity, style, project, pleasure,zipper, daily, website, pioneer,list,mention 能驾驭以下句型： When was the t

2、elephone invented? Ithinkit was invented in 1876. What are they used for? Theyareused for seeing at night. 2) 能谈论物品被独创的时间、独创者，表达某独创的用途。 2. 情感看法价值观目标： 了解一些近现代独创的时间及用途，激发自己酷爱独创的情感。培育想象力，擅长视察事物。面对难题，用主动的看法去解决，发挥想象力，相识世界，改造世界。 二、教学重难点 1. 教学重点： 1) 本课时的单词、词组和句型，学习运用一般过去时态的被动语态。 2) 学会询问独创时间及用途的基本句型： When w

3、as the telephone invented? Ithinkit was invented in 1876. What are they used for? Theyareused for seeing at night. 2. 教学难点： 运用一般过去时态的被动语态来探讨独创的独创时间及用途。 三、教学过程 I. Warming up 1. 展示一些近代独创的图片与近代独创的独创者，让学生们将图片与独创者相连。 T: Do youknowwhatthese inventions are? S1: Itsacar. S2: Itsatelephone. S3: Itsatelevisio

4、n. T: Do youknowwhothese inventors are? S1: Karl Benz S2: Alexander Bell S3: J. L. Baird Let Ssmatchtheinventions and the inventors. . Presentation 引导学生们学习一般过去时态的被动语态结构。 让学生们看大屏幕的假如爱和独创者的图片,并将句子改为被动语态。 如： T: KarlBenzinventedthe first car in 1885. The firstcarwasinvented (by Karl Benz) in 1885. . Tal

5、king 1. Lookatthepictures in 1a. Discuss with your group, in what order do you thinktheywereinvented? Try to number them 1-4. 2. Ssdiscusswiththeir partners and number the pictures. 3. Talkingabouttheinventions: A: I think theTVwasinvented before the car. B: Well, IthinktheTV was invented after the

6、TV. . Listening (1b) 1. T: Tell Sslookatthe pictures and years on the left. 2. Playtherecordingfor the Ss to listen. 3. Ss listentotheconversation and try to match the invention with the proper year. 4. Playtherecordingagain. 5. Checktheanswers. . Pair work (1c) 1. Ss trytorememberthe invention and

7、the year. 2. StudentB,coverthe dates. Student A, ask Student B when the things in the picture in1bwereinvented. Then change roles and practice again. 3. Let somepairsaskand answer in pairs. e.g. A: Whenwasthetelephone invented? B: I thinkitwasinvented in 1876. . Learning the new words & Listenin

8、g Look atthepicturesthen learn the new words. Work on 2a: T: Tell Sstheywillhear some interesting inventions. 1. Lookatthepictures in 2a. Discuss the things what they are used for. 2. Playtherecordingfor the Ss to listen and number the pictures. 3. Playtherecordingagain to check the answers. Work on

9、 2b: 1. Let Ssreadthechart below. Explain some main sentences for the Ss. Make sure theyknowwhatto do. 2. Playtherecordingfor the Ss to fill in the blanks. 3. Playtherecordingagain to check the answers. 4. Listenagainandfill in the blanks. . Pair work (2c) 1. Tell Sstomakeconversations using the inf

10、ormation in 2b. Make a model for the Ss. A: Whatarethe shoes with special heels usedfor? B: Theyareused for changing the style ofthe shoes. 2. Let someSsmakeconversations using the information in 2b. 3. Seewhichgroupdoes the best. . Role-play(2d) 1.Readtheconversations and Let Ss read after the teac

11、her. 2. Explainsomenewwords and main points in the conversation. 3. AskSstorole-play the conversation in groups. X. Language points 1. Well, youdoseemto have a point haveapoint 有道理 e.g. Iadmit(that) you have a point. 我承认你有理。 2. Theyareused for seeing in the dark. be usedfordoingsth.表示“被用来做某事”。相当于be

12、used to do sth. e.g.Thiscomputer is used to control all themachines. 这台电脑是用来限制全部机器的。 Do youknowwhat this tool is used for? 你知道这工具是用于做什么的? 3. Thinkabouthowoften itsusedin our daily lives. thinkabout 表示“考虑，想起” e.g. Heisthinking about travelling in thesummer holidays. 他正在考虑暑假旅游的事。 Shewasthinking about

13、her childhood days. 她正回想她的童年时期。 【拓展有关think 其它的短语】 thinkof 指“考虑，记忆，记起” 如：You thinkof everything! 你全都提到了。 I cant think ofhis name at the moment. 我一时想不起他的名字。 think sth. over指“细致想，审慎思索，作进一步考虑” 如：Please think over what I said.请细致考虑我说的话。 I wanttothink it over. 我想细致考虑一下这件事。 think sth.out 指“想通，想出，熟思” 如：He t

14、hought out a new idea. 他想出了一个新办法。 Thatwantsthinking out. 那件事须要细致考虑。 Homework Recitetheconversationin 2d. 2022初三英语人教版教案2 教学目标(Teaching Aims) 通过本课教学，使学生初步学会说：什么东西或什么人在什么地方，即人或物所在的位置。并要求学生尽可能在交际场合运用。本课只教学生静态位置的表达。(动态位置以后再学)要学习be动词，介词in, on, near, behind, under以及定冠词the和不定冠词a/an的用法。 词汇学习： 驾驭： of, classro

15、om, answer, blackboard, some, schoolbag, flower, find, window 理解： broom, raincoat, cap, Hong Kong, Macao, SAR 语音： /i:/ e /e/ e /k/ k / / g /s/ s /z/ s 教学建议 本课主要学会表达大范围 (Where is Beijing?) 和小范围 (Where is my desk?) 的空间关系。小范围的空间关系，可利用教室里的物品练习句型。老师可不断的变换物品的位置让学生熟识前面提到的几个介词。 大范围的空间关系，老师可利用地图让学生确认我国主要城市的位

16、置。老师同时要以特别的表达导入介词“特指the”与“泛指a/an”用法。 以上表达应会听、说、(包括会问回答)读，语调语、音基本正确。 辅音音标的发音不必一步到位。如; /s/, /z/ 教学重难点分析 1.句型 a.主谓一样，即be动词的单复数。 Where is/ Wheres ? It is/ Its on/ in/behind/near/under the Where are/ Wherere ? They are/ Theyre on/ in/behind/near/under the 留意语序： 特别疑问句： 疑问词 + 是动词 + 主语 + 问号 b. 介词in, on, nea

17、r, behind, under的用法; 可组成介词短语。 介词 + 定冠词 + 名词 如：in the morning, at night, in the desk, on the table, near the door等。 2. 日常交际用语 Look at the picture. What can you see ? I can / cant see Can you see ? Where is /Wheres? It is / Its in, behind, near, under the Where are /Wherere ? They are / Theyre in, beh

18、ind, near, under the 单词训练建议 classroom, blackboard, schoolbag, raincoat，football 均为合成词。可让学生利用所学过的单词学问，自学这些单词。 学生能自学的词尽量让学生自学，老师可稍加引导，以下单词可迁移，让学生自己读 behind find room broom 口语训练建议 本课的口语训练应放在空间关系上。并应当贯穿始终。口语训练重要的一环就是正确引入“位置”所谓概念。这与中文有较大的差异。中文说：在 里，(上，后面，旁边)的结构，英文只用一个介词，不同的介词比表达了不同的位置，而且一般要与定冠词the连用。向学生们

19、介绍介词时，多用直观展示，适当用中文。 为了使学生能够准确把握介词的特点，我们在训练的最初阶段应当集中展示两个物体之间的改变，不要过早的变换物体，这样学生就能全神贯注的体会位置表达的基本方法。留意以下几点： 1.创设一个合乎生活逻辑的语境。 2.找寻一个非设计空间表达不行的动机。如：找寻一个提问者看不见的东西。 老师上课找不见黑板擦，问一个学生。- Wheres the brush? - Its under the teachers table.老师也可自问自答。尽量从交际动身，削减纯句型练习。 3.确定对话参加者之间的特定关系。 在物体选择上，一大一小，构成一主一从的格局。建议老师运用一个色

20、调显明的大纸盒和一个具有对比色度的小球，然后再换成玩具小动物，如小狗或小猫等，引起学生更大的爱好。 画一只猫和一个盒子，这只猫分别在盒子的四个位置，即在上、在下、在里、在后。 运用型训练建议 老师可设计一个让学生去办公室去拿东西的情景，告知学生东西的位置。这个练习事先和课代表打算好。课上给全班同学演示。其目的是告知学生们介词在生活中的运用。 Eg. Teacher: Could you help me? Student: Sure. T: Go to my office and fetch your notebooks. S: Where are our notebooks? T: They

21、are on my table. S: Where is your table? T: Its near the second window. S: OK. 笔头训练建议 老师可设计一些基本的测试性的笔头练习，但肯定是课堂上反复练习过的。多用直观的方式供应物体的位置，适量中文。留意以下几点： 1.清晰的展示物体的位置。 2.严格限定表示条件。 3.快速反馈改正信息。 语法训练建议 冠词训练 a. 第一次提到用a/an。 b. 定冠词特指后接单述或复数名词。 可指教室里存在的东西，如：地面、时钟、桌椅等， 大家都知道的物品。 c. 位置介词的用法。 in the bag, under the t

22、able, on the desk , on the table等。 情感教化建议 通过本课的确定位置，以及找寻物品，告知学生应养成放好自己的物品，不乱扔乱放东西的习惯，培育学生乐于助人，帮助别人找寻东西，以及拾到东西应交公或交还失主的良好品德。 可利用本课所供应的内容，Taiwan, Hong Kong, Macao, SAR, 进行爱国主义教化。 情景教学 学习方位表达在日常生活中很有用。我们身边有许多可就地取材的东西，建议老师在教、学生在学的时候，都不要忽视了身边的实物。如：书包在哪里，书在哪里，桌椅在哪里等。同学们要尽可能练到脱口而出，这样在交际时才能做到娴熟自然，学以致用。看地图讲地

23、名，要求学生有地理学问。老师不妨在课前让学生熟识一下地图，知道三亚在海南，西安在陕西。此后再学用英语表达难度会小些。如有可能，再让学生看看美国地图、英国地图，谈谈伦敦在哪儿，华盛顿、纽约在哪儿，巩固所学学问，提高学习爱好。 冠词a/an, the的用法 冠词是用在名词前帮助说明所指的人或事物。其分为不定冠词(a, an)和定冠词(the)。 不定冠词a和an的功能 1、 指人或事物的某一种类。例如：He is a student.他是学生。 2、 指人或某事物，但不详细说明何人或何物。例如;A boy is over there. 3、 表示数量“一”的概念。例如：I have a bike,

24、 a computer and a small room. 我有一辆自行车、一台电脑和一个小房间。 4、 用于某些固定词组中。例如：have a look, have a seat等。 定冠词the的用法描述 1. 用来特指某些人或某些事物。例如：The books on the desk are our teachers(books被on the desk所限定).桌上的书是我们老师的。 2. 常用在上文提到过的人或事物的名词前。例如：There is a chair in the room. A woman is on the chair. The woman in lilys mothe

25、r.房间里有一把椅子，一位妇女坐在椅子上，那位妇女是莉莉的妈妈。 3. 用来指说话人双方都知道的人或事物。例如：Where is the teacher?老师在哪儿(双方都知道指的是哪个老师)? 4.在世界上独一无二的事物前。如：the moon 5. 在序数词和形容词级前。如：the youngest boy(最年轻的男孩) the first lesson(第一课) 6. 用在乐器类前。如：play the violin(拉小提琴) 7. 用在“姓”前，且“姓”后面加-s，表示“一家人” 如：The Greens are not here 8. 用在一些习惯用语中。例如：in the mo

26、rning, in the same class等。 何时不用冠词? 1. 在专用名词前。例如： in China; in Grade One等。 2. 名词前已有了做定语用的形容词、某些代词、名词全部格等修饰词语时。例如：this pencil; his knife等。 3. 表示一类人和事物的复数名词前。例如：These are oranges. 4. 在称呼语或头衔的名词前。例如：This is Miss Gao/ Mr. Wang/ Mrs. Liu. 5. 在某些习惯用语中。例如：go home; go to school等。 2022初三英语人教版教案3 学习目标 1.重点单词：e

27、xpression，discover，secret，grammar 2重点短语：an English movie called Toy Story，fall in love with，as well，look up 3重点句式： The teacher spoke so quicklythat I did not understand her most of the time. I was afraid to ask questionsbecause of my poor pronunciation. I can find the meaningof new words by looking

28、them up in a dictionary. 学习重点 1.重点短语和句型2.学习英语的方法 学习难点 学习英语的方法 自主学习 一、预习课本P3新单词并背诵，完成下面的汉译英。 1.表达_2.发觉_3.秘诀_ 4.语法_ 二、仔细预习P3找出下列短语和句型。 1.一部叫做Toy Story的电影 2.喜爱上 3.也 4.老师说得如此的快以至于我大多数时间都不明白。 5.因为我的发音很差，我胆怯问问题。 6.我通过在字典里查询找到新单词的意思。 课堂导学 Step 1情景导入 Teacher：Wei Fen really likes English and sheis a student

29、who is good at English but she didn't use to like English.Do you knowwhat has changed her?Let's read the passageto find the answer. 环节说明：由Wei Fen英语成果的改变为话题，引起学生的新奇，同时又引出要学的内容。 Step 2完成教材3a-3b的任务 1.阅读3a中的短文，依据短文内容，回答3个问题。(2分钟) 2.仔细阅读短文，依据文章内容用文章中的单词或词组完成3b中的句子填空。完成后让学生展示自己的答案，老师点拨。(3分钟) 3.再次细

30、心阅读短文，理解每一句话的意思，小组合作解决遇到的疑难问题。(3分钟) 4.老师点拨短文中出现的重点和难点。(2分钟) 5.熟读短文，识记并背诵学问要点。(3分钟) 6.小结训练。(5分钟) (C)1.He speaks _quickly _ I can't hear clearly. A.too;toB.enough;toC.so;that D.very;that (D)2.He didn't go to school_ his illness. A.because with B.becauseC.so D.becauseof (B)3.Are you afraid of_

31、alone? No，I'm not. A.be B.beingC.stay D.tostay (B)4.You mustn't _the bus until it stops. A.get up B.getoffC.get down D.getover (C)5.Have you ever beento the village _ Green Country? A.call B.callingC.called D.tocall (C)6.I think _ isa good way to learn English well. A.listen to tapes B.liste

32、ningtapesC.listening to tapes D.listentapes (D)7.He likes English andhis brother likes English _. A.also B.aswell asC.either D.aswell (C)8.Can you help me _the words in a dictionary? A.look like B.lookafterC.look up D.lookat 环节说明：通过阅读分析文章，学生的阅读分析实力在这一环节得到提升，小结训练又刚好地巩固强化了重要的学问点。 Step 3问题探究 ()1.She sa

33、id that memorizing the wordsof pop songs _ also helpful. A.wereB.isC.wasD.are 答案选择C，此句为复合句，是由主句和一个宾语从句构成。宾语从句的主语由动名词短语memorizing the words ofpop songs来充当。动名词做主语，谓语动词用单三形式。又因为主句是一般过去时态，所以从句也应当用一般过去时态，所以答案选择C。 2.as well 的用法 他懂法语，他也懂英语。He_knows_French_and_he_knows_English_as_well. as well相当于also或too，表示

34、“还，也”等意思，常用于确定语或疑问句句尾。 当堂评价 请学生们做前面课时训练部分。 2022初三英语人教版教案4 教学目标 1. Knowledge Objects (1) Key Vocabulary：stay up (2) Target Language 2. Ability Object Train students integrating skills. 3. Moral Object Students may think parents should allow them more freedom. In fact, they are weak in telling the rig

35、ht from wrong. So accept parents advice. 教材分析 1.Teaching Key Points Talk about what oneself is or isnt allowed to do using the target language. Ask for what someone is or isnt allowed to do using the target language. 2. Teaching Difficult Point Train students integrating skills by task-based activit

36、ies. 教学过程 Step Revision Play a game to review the structure be or be not allowed to. Divide the class into groups. Each group is asked to make a list of school rules. The group which writes down the most rules within five minutes wins the game. Step 3a This activity provides reading and writing prac

37、tice using the target language. Point to the picture and ask students to describe it. Invite a pair of students to read the conversation to the class. Call students attention to the chart. Say, You are to read the conversation again and write Sun Feis and Wu Yus rules in the chart. Ask a student to

38、read the sample answers to the class. Get students to complete the chart individually. Remind them to use "Dont" and "You can". As they are working this, move around the room answering any questions students raise about the conversation and offering language support as needed. Ch

39、eck the answers. Answers Sun Fei: You have to be home by 10:00 p.m. Wu Yu: You have to stay at home on school nights. You can go to the movies with friends on Friday nights. You can go shopping with friends on Saturday afternoon. You can choose your own clothes. Dont get your ears pierced. Step 3b T

40、his activity provides listening and speaking practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class, completing the last sentence. SA: What rules do you have at home? SB: Well, Im not allowed to go out on school nights. How about you?

41、SA: Im not allowed to go out on school nights, either. But I can study at a friends house. Write the conversation on the blackboard. Say, Please cover the conversation in Activity 3a. Using the information in the chart, make new conversations in pairs. Get students to complete the work in pairs. Mov

42、e around the room checking progress and offering any help students need. Ask several pairs to share their conversations with the class. Step Part 4 This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class. Call students attention to the chart. Set a time limit of one minute. Students read the headlines at the top and at the sides. Demonstrate how to fill in the chart with a student. T: Do you have to go home after school, Wei Ming? W: Yes,I do. T: Are you allowed to stay up until 11 : 00 p.m.? W: No, Im not. T: Tel