仁愛版初中英語教案
教案是教師為順利而有效地開展教學活動，根據教學大綱和教科書要求及學生的實際情況，以課時或課題為單位，對教學內容、教學步驟、教學方法等進行的具體設計和安排的一種實用性教學文書。小編整理的初中英語教案，供參考！
Unit 1 The Changing World
Topic 1 Our country has developed rapidly
Section A
Ⅰ. Material analysis
本課是九年級第一單元第一話題的第一課時。本課內容豐富，主活動為1a和3。 1a部分通過“談論假期經歷”初步感知現在完成時 “have/has been to 和 have/has gone to” 的用法。 1b引導學生運用抓關鍵字詞完成表格的方法，培養學生的聽力技能。1c 則是培養學生運用關鍵詞復述課文的能力。 2a通過創設新的語境，在聽的過程中進一步體會“have /has been to 和 have/has gone to”。然后在2b中讓學生通過小組合作的方式總結它們的區別。通過前幾個步驟的學習，學生完全可以口頭運用“have/has been to 和 have /has gone to”來進行 3的對話操練。這樣，在聽、說、讀、寫各個方面都對新語法進行了全方位地復現和操練，有利于鞏固新知識。通過談論假期生活，既可以相互增長見識又可以增進同學間的友誼。
Ⅱ.Teaching aims
1.Knowledge aims：
掌握本課的重點詞匯和短語，初步學習現在完成時。
2.Skill aims:
培養學生的聽力能力。
培養學生的口語表達能力。
能通過整合對話內容，提升綜合語言運用能力，為語言輸出做好準備。
3.Emotional aims: (optional)
引導學生了解不同的假期生活，熱愛生活，增進友誼。
4.Culture awareness: (optional)
通過了解不同的假期生活，引導學生關注不同的生活方式有不同的人生意義，培養他們熱愛生活的品質。
Ⅲ. The key points and difficult points
1. Key points:
Words and phrases: bell, take place, volunteer, have/has been to…, have/has gone to…, so…that…, by the way, be happy to do…
Sentences: There goes the bell. /It must be fun.
Grammar: Present Perfect (have/has been to和have/has gone to的用法)
2. Difficult points：
能通過聽、說和讀的方式感知并掌握have/has done的.用法。
能區別并會恰當使用have/has been to和have/has gone to。
Ⅳ. Learning strategies
培養學生通過圖表信息重組語言的綜合能力。
教會學生如何在聽的過程中提取關鍵詞。
培養學生通過圖片表達相應信息的能力。
Ⅴ. Teaching aids
單詞卡片或者幻燈片；家鄉或所去城市的風景照片等。
Ⅵ. Teaching procedures
Stage
(time period) Interaction
patterns Teacher activity Student activity Remarks
1 Getting students ready for learning
(4-6 mins) Class activity Brainstorming: Show some pictures of some famous places. Get the Ss to speak out their names as quickly as possible to arouse the Ss’ interest.
T: Boys and girls, the bell is ringing. Let’s begin our class.
T: Here are lots of pictures. Now please speak out their names as quickly as you can. Are you ready?
Ss: Yes!
T: Here we go! Speak out the names of the countries.
Ss…
Ss: Yes! 讓學生更加熟悉各國名稱，為1a學習做好準備。
建議一：也可使用自己旅游時的照片或當地比較有特色的風景圖片，讓學生猜地名，提升學習興趣。
建議二：可使用free talk的方式，用一般過去時自由談論假期生活。
2 Pre-listening
(15 mins) Class activity
Round robin
Pair work
Group work
Pair work Step 1: Present the last picture of Wenchuan, get the Ss to guess the meaning of the new words and then teach the new words.
T: What happened there in 2008?
Ss:（地震）
T: Yes. An earthquake has taken place there. Many volunteers went there to help them.
Step2: Present the new sentence structures and then ask and answer one by one in each group.
T: I have been to Wenchuan, too.
Where have you been?
Ss: I have been to…
T: Now, let’s ask and answer one by one in each group.
S1…S2...S3…S4…S5…S6…S1
Step3: Present the new sentence structures and then ask and answer with partners.
T: Where is S5?
Ss: He went to the wash room?
T: Yes, he has gone to the wash room. And we think he will be back soon. Where is Miss Zhu (a teacher of your class)?
Ss: She has gone to …
T: Now ask and answer with your partners.
…
Step 4: Get the Ss to discuss the differences between have/has been to and have/has gone to. Choose one group to state the points and others can add their ideas. Finish 2b.
T: OK, now please share your answers with us. Others listen carefully and can add your ideas.
Step 5: Let the Ss make conversations in pairs and act them out. Finish 3.
T: Now look at the example, let’s read it together.
Please make new dialogs according to the
pictures?
…
T: Let’s invite some of you to act out your dialog.
Ss… Guess the meaning of the words according to the teacher’ s descriptions.
Ss:（地震）
Ask and answer one by one in each group.
Ss: I have been to…
S1…S2...S3…S4…S5…S6…S1
Practice the dialog in pairs.
Ss: He went to the wash room?
Ss: She has gone to …
Discuss the difference between have/has been to and have/has gone to and then make a presentation. Finish 2b.
Make conversations in pairs and finish 3.
讓學生在具體的語言環境中感知新單詞，有助于更快更好的記住它們。
給學生創設良好的語言環境，有助于學生更好的體會和掌握該句式。
在環境中感知語言，才能更好地用語言做事情。
教會學生及時歸納和總結所學知識是學好語言的策略之一。
建議：教師應根據實際給予不同程度的肯定與獎勵。
及時的鞏固訓練是內化語言的有效途徑。
建議一：教師可以根據需要在第三部分適當增加有地方特色的圖片，用來練習，可以更好的貼近實際生活。
建議二：教師可以用簡筆畫，在黑板上展示兩個短語的不同之處，更加清晰明了。
建議三：展示環節，建議讓學生互動評價，指出優缺點，更好地使全體學生參與課堂。
3 While-listening
(8 mins) Individual work
Class activity
Individual work Step1: Get the Ss try to fill in the blanks in 1b before listening. Then listen and check the answers. Finish 1b.
T: First，try to fill in the blanks before listening. Then listen and check the answers by yourselves.
…
T：Do you know where Kangkang, Jane, Rita and Maria have been? Now let’s listen and complete the chart in 1b.
Step2: Listen to 1a and pay attention to the pronunciation and intonation and then read 1a.
…
Step 3: Listen to the conversation in 2a and fill in the blanks. Pay attention to the present perfect tense. Fill in the blanks in 1b before listening. Then listen and check the answers. Finish 1b.
Listen to 1a and pay attention to the pronunciation and intonation and then read 1a.
Finish 2a and 2b. 聽力訓練之前，試著填空，能更好地預測聽力內容。
語言學習，讀的過程很重要，教師可以根據班級情況，分配朗讀的方式和時間。
4 After-listening
(15 mins) Individual work
Group work
Individual work Step 1: Read the 1a again and guide the Ss to underline the structures like“have/has done”.
T: Listen to the 1a again and please underline the structures like“have/has done” and the key points.
Step 2: Let the Ss discuss the key points and solve the problems by themselves.
T: Now please deal with the difficult points by yourselves and you can ask your group members for help.
Step 3: Retell 1a according to 1b, finish 1c.
T: Try to retell 1a according to 1b.
…
T: Now let’s retell 1a.
S1: Rita has been to many places near her home in India. Her hometown has become more and more beautiful. Jane has been to Mount Huang with her parents. It’s beautiful, but there were too many people… Read the conversation thoroughly and underline the points they do not understand.
Discuss the key points and solve the problems by themselves.
Retell 1a according to 1b.
S1: Rita has been to many places near her home in India. Her hometown has become more and more beautiful. Jane has been to Mount Huang with her parents. It’s beautiful, but there were too many people… 該環節教師應提供參考資料和方法指導，以提升學生的自學能力和培養克服難關的意識。
小組內不能解決的問題，組間可以互相幫助解決。學生水平有限的話，老師可以直接講解知識點。
該環節教師可以根據實際情況，采用不同的互動模式，可以是班級活動，結對活動，也可以是個人活動。
5 Summarizing and asigning homework (5mins) Class activity Step 1: Sum up the main content of this class and repeat the key points.
Step2: HMK: Make new conversations like 3. Go through what you have learned with your teacher. If there is still something you do not understand, do not hesitate to ask for help.
Make new conversations like 3.
Ⅶ. Blackboard design
Our country has developed rapidly.
Section A
Language points:
bell, take place, volunteer
so …that…,
by the way,
be happy to do…
There goes the bell. /It must be fun.
HMK: Make new conversations. Grammar:
have/has been to…, have/has gone to…,
A：Where have you been?
B: I have been to …
A: Where is …? / Where has … gone?
B: … has gone to …
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