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1，初三年级英语老师教案

我告诉你一个英语网站，不要花钱，初三英语教案应有尽有: http://www.ewteacher.com/r1c6t768.html,

初三年级英语老师教案

2，初中英语全英教案范文

　　全篇都是英语的初中英语教案，给大家带来了其范文作参考。下面是我给大家整理的初中英语全英教案范文，供大家参阅! 　　初中英语全英教案范文1 　　Contents: 　　1. Vocabulary：guitar, join, dance, swim, sing, chess, paint, s peak, play chess, speak English, play the guitar, want to join the music club, art club. 　　2. Structure: Can you play the guitar/ swim/paint/dance---? 　　Yes, I can. No, I cant. Bu t I can---. 　　Can he/she play the guitar/ swim/paint/dance---? 　　Yes, he/she can. No, he/she cant. Bu t he/she can---. 　　I want to join the art club. 　　Objectives: 　　1. Teaching Aims and Demands 　　(1) Instructional Objectives 　　Be able to use the new words and phrases. 　　Be able to use “can” and cant. 　　(2) Ability Objectives 　　Be able to use what they learned to describe what they can do and give responses. 　　2. Teaching Importance 　　To master the key vocabulary 　　To understand and use the target language 　　To master the usage of the different forms of “can” in the target language. 　　3. Teaching Difficulties 　　To enable the students to understand the sentence patterns to talk about the ability activities. 　　4. Teaching Aids: Multi-media computer 　　5. The Teaching Methods: TPR, Conversation 　　Procedures: 　　Step1: Warming-up 　　Before class, get Ss to enjoy an English song for about 2 minutes to warm them up. 　　Step2: Lead-in 　　1. Use the PPT to lead in the new lesson.. show some pictures and teach the words and phrases: guitar, join, dance, swim, sing, chess, paint, speak, play chess, speak English, play the guitar, want to join the music club, art club. 　　2. Ask Ss read the words together. 　　Step 3: Presentation 　　1. Show some actions and say I can play the guitar/ swim/paint/dance---. Then ask the students: Can you play the guitar/ swim/paint/dance---? Help the students answer: Yes, I can./ No, I cant. Bu t I can---. 　　2. Show some pictures of the actions and ask the students to practice in pairs together in class. Finally invite some groups to act them out in front of the class. 　　3. Show some actions and say he/she can play the guitar/ swim/paint/dance---. Then ask the students: Can he/she play the guitar/ swim/paint/dance---? Help the students answer: Yes, he/she can./ No, he/she cant. But he/she can---. 　　4. Show some pictures of the actions and ask the students to practice in pairs together in class. Finally invite some groups to act them out in front of the class. 　　2 　　Step4: Representations 　　1. Show some pictures of the clubs and let the students tell what clubs they are. E g: A: Do you know the clubs? B: Yes, I do. 　　A: What kind of club is it? B: It is art/ music---club. 　　2. Show some pictures of the clubs, ask and answer: 　　A: What club do you want to join? B: I want to join the art club. A; Can you paint? B: Yes, I can. 　　3. Pair work 　　Show some pictures of the actions and ask the students to practice in pairs together in class. Finally invite some groups to act them out in front of the class, using the following sentences: 　　A: What club do you want to join? B: I want to join the --- club. A; Can you ---? B: Yes, I can. I can---. 　　Step 5 . Make a survey 　　Give the students several minutes to prepare the survey using the target language to ask and answer, next fill the form : 　　A: What club do you want to join? B: I want to join the --- club. A; Can you ---? B: Yes, I can./ No, I cant. 　　Step 6. Summary 　　Summarize the key language points in groups , and show them on the screen to help the Ss take notes. 　　Step 7. Homework 　　1. Consolidate and review the expressions of the lesson. 　　2. Write a short passage about the results of the survey.

初中英语全英教案范文

3，翻译初三学案英语

我将去北京出差，为期2个星期. l will be on business to Beijing for ____the period of_ _____ _____ two weeks. 电视里报道说空气污染已经超标了。 The TV reported the air polluton ___has__ been_____ above an acceptable __standard___ .

翻译初三学案英语

4，初三英语教案范文

　　教案包括教材简析和学生分析、教学目的、重难点、教学准备、教学过程及练习设计等。下面是我给大家整理的，供大家参阅! 　　 　　初中英语教学设计模板教案设计 Food and drink 　　教学内容分析 　　饮食话题是学生们最感兴趣的话题之一。他与人们的日常生活息息相关。 只要老师引导得好，可设计许多的内容。同时“饮食”话题也是初中阶段必会的以及各类考试中经常涉及的重要话题之一。 　　本单元主要让学生练习“吃”和“喝”的话题。结合时间的表达和“饿了”“渴了”的表达引出“想吃什么”，“想喝什么”的话题，练习常用的表达。并介绍两种单词，food words and drink words,所涉及的语法现象为不可数名词量的表达。食品有：bread, rice等，饮料有：tea, milk, water, juice等,引出 a cup of, a bag of, a glass of, a bottle of, a piece of,学生基础较好的班可给出a bowl of, a box of等。与此同时运用所学过的 how many句型，进一步学会不可数名词量的提问和应答。 　　73课复习时间的表达，引出“饿了”“渴了”的表示方法。并学习一些表示中外食品的单词。本课作为74课的预备课。 　　74课学习功能句 “想要??吗?”“??怎么样?”的表达。为74课的第二部分 “购买食品”做好铺垫。 　　75课在73、74的基础上，运用所学过的句型做调查。 　　进行第二轮语音复习。定位在最基本的/i/，/e/和/i:/三个单母音上。 ●语音及词汇教学建议 　　准确、熟练的运用最基本的/i：/, /e/ 和 /i/三个单母音。 　　教师在教每一个单词时都要注意它是属于可数名词还是不可数名词。要特别关注“量的表达”。 　　教单词要用多种方法，如：利用拼读规律，利用学过的单词迁移，联想法等。 　　掌握以下词汇： 　　food, drink, hungry, thirsty, water, eat, rice, bread, meat, tea, milk, glass, a glass of, 　　would like, Id like=I would like sth, porridge, fish, dumpling, fruit piece, a piece of 　　理解以下词汇： 　　hamburger, needle, potato, chips, coke, coffee, madam, dear, ice, cream, ice cream, USA, different, vegetable, sometimes 　　 　　一、教材分析 　　本单元的中心话题是“Transportation”，围绕“How do you get to school”，“How long does it take?”，“How far is it?”层层展开，并采用“任务型语言教学途径”，编排了一系列凸现“交际功能Talk about how to get to school”运用的听说读写综合语言活动，让学生学会谈论如何到达某个地方，距离有多远，要花多长时间等等。这些活动紧贴学生的生活实际，极具真实性，从而使学生的个人经历成为课堂学习的有效图式，有助于学生对所获取的声音和文字英语资讯的理解;有助于调动他们用英语表达自己的经验和感受兴趣和热情;有助于促进他们语言功能的运用;有助于提高他们为应用而主动学习和掌握语言知识词汇和语法结构等的兴趣。 　　在教材编排上，Section A是基础，是底线，是学生必须掌握的目标语言;而Section B是Section A的扩充套件和引申，通过任务型听力来讨论交通工具及方式的最佳组合方式，并通过任务型阅读帮助学生了解不同国家学生上学的交通工具及方式的异同。 　　二、教学目标 　　1.语言目标 　　词汇：subway, take the subway, train, minute, how far, quick, leave for, half, past, bus station, bus ride, 　　stop, bust stop, north, school bus, by boat, must, car, ill, worry 　　句式：How do you get to school? I ride my bike. 　　How long does it take? It takes ten minutes. 　　How far is it from your home to school? Its about 10 kilometers. 　　2.能力目标 　　1 能够谈论如何到达目的地。 　　2 能够谈论自己的日常生活。 　　3能够有效地获取资讯和处理资讯。 　　3.情感目标 　　1 学会关注生命与安全;培养时间观念，学会珍惜时间。 　　2 了解朋友及家人的生活。 　　4.跨学科学习 　　1 社会实践：学习距离、交通方式的表达。 　　2 个性培养：学会合理安排自己的生活，培养时间观念，学会珍惜时间。 　　3 跨文化研究：了解不同国家、不同地区学生上学的交通工具及方式的异同。 　　三、教学重、难点 　　通过语言目标的学习，学会谈论如何到达目的地，如何表达距离的远近，如何表达到某地花多长时间，并在生活实际中正确运用所学语言。 　　四、教法与学法 　　1. 采用情境法、交际法和“任务型”教学途径，使“英语学习任务化，学习活动生活化”，通过设定多样化的任务，巧妙注意任务的序列性，让学生在教学活动中参与和完成真实的生活任务，从而培养学生运用英语的能力，用英语做事的能力。在教学过程中，坚持“以人为本”，关注学生的情感，关注学生的发展，把说的机会留给学生，把思考的时间还给学生，把做的权利交给学生。 　　2. 充分发挥多媒体辅助教学的优势，集图片、声音、动画于一体，使课堂教学更为形象，更为直观，更为生动，学生更有兴趣，印象也会更深。 　　3. 采用小组合作的学习方式，让学生学会交流，学会分享，学会合作，并有效地避免班额过大、不同学生之间知识水平和智力发展参差不齐，同时师生之间、学生之间的交际得不到充分发挥等问题。 　　：教学建议 　　●听力训练建议 　　本单元第76课的听力训练材料是根据本单元的重点内容安排的，训练学生首先抓住重点，听出对话发生的地点，每人所要的东西。听力材料可以听两遍，学生听懂后完成练习册。 　　●语法教学建议 　　本单元的语法教学是： 　　1some，a/an的用法，some与可数、不可数名词连用，以及不可数名词的量的表达。 　　2How many + 可数名词复数+ can you see?及回答。 　　How man +可数名词复数 + are there?及回答。 　　重点难点： 　　可数名词和不可数名词的分类以及不可数名词量的表达应是本单元的重点。这些词如何分类?没有太多的语法规律可循。主要是中英文表达习惯上的不同。要靠记忆和运用来区分它们。如：cake可数，但bread就不可数。 　　教学中注意以下几项： 　　1.记住并能灵活运用可数名词和不可数名词。如：some cakes, some bread, some rice等。 　　2.树立不可数名词的概念，如：一般的液体不可数。并学会量单复数的表达，如：a bottle of juice, a cup of tea, a glass of milk 等。 　　3.学习关于询问“多少”的提问和应答主要是带有量词的不可数名词。并注意 some, many, any, a, and an 的用法。 　　4. 注意要设计情景，多练习使用以下句型： Would you like ?? What would you like?? Id like? 　　●口语交际用语教学建议 　　本单元的口语训练包括三个专案：l人物与想要的东西;2在实际情景中如商店，餐馆，家里谈论饮食;3How many句型的口语练习。 　　关于食品的话题是最常用的情景对话之一。如此重要的话题老师应在课堂设计上多下功夫。可多联络实际，模模拟实的场景。根据本单元的内容可以创设一定的情景安排实物，讲桌当柜台，让学生按实际的爱好和意愿购买“柜台”上的饮食，进行口语训练。 　　除了利用课文对学生们进行口头训练外，还可利用workbook中第74课练习3，以购物为话题训练学生。如有可能，可用一些实物让学生表演。 　　注意以下功能句： 　　表示该干什么了: Its time for supper. 　　表示“渴了”“饿了”: Im thirsty. Im hungry. 　　表示多少: How many bottles of water can you see in the picture?I can see three. 　　表示早餐/中餐/晚餐吃什么: What do you have for breakfast/ lunch/ supper? 　　What would you like for supper? 　　What does your friend have for breakfast? 　　What would your friend like for supper? 　　表示想要什么：What would you like? Id like a bottle of apple juice. Would you like something to drink? Oh, yes. 　　表示怎么样： What about something to drink / eat? 　　表示提供帮助和建议：Can I help you, madam? Yes, I want some rice. Do you have any ice cream? 　　●写作训练建议 　　多利用workbook。其中，在73课练习3完成对话后，可让学生用第一人称将自己饮食习惯写下来。 　　另外，76课练习8，写回信也是很好的写作训练。可将学生分成四人的小组。让学生们在小组内部仔细阅读Robert的来信，分析它所提出的问题都包含几方面。回信该如何回答?还可写些什么?四人可适当分工：两人收集课文中的句子，两人起草回信。然后认真阅读课文，从本单元中找出回信可用的句子并整理出来，备用。小组集体完成一份回信，作为作业 交给老师。最后，教师可设一定的奖励。 　　参考答案 　　Dear Robert, 　　Im glad to receive your letter and I know you want to e to China. You talk about Chinese food in your letter. Do you know Chinese food tastes the most delicious in the world? We cook something in many different ways. We can stir-fry, fry, steam, boil, *** oke and so on. 　　We have eggs and milk for breakfast, have rice with vegetables, meat and fish for lunch, noodles and dumplings for supper. Chinese food not only tastes 　　good but also has good nutrition. Sometimes we go to McDonald and Kentucky Fried Chicken. But I dont like them very much. 　　For drink, we often drink vegetable and fruit juice, mineral water, and all kinds of milk. Coke and sprite are childrens favourite drink. But I like Chinese tea best. 　　We have a lot of traditional food and home cooking dishes here, for example: Beijing roasted duck, instant boiled mutton, sweet and sour fish, home-style bean-curd and so on. Now we like home cooked food better than take-away food. Beijingers like bean curd, very much, too. If you e to China, Ill show you around the city and you can taste these foods one by one if you arent afraid to get fat. 　　Best wishes 　　Yours 　　Zhang Fan

5，试讲初中英语麻烦给提供三份教案初一初二初三各一份十

也就是8种时态：一般现在--一般过去时，现在进行时---过去进行时 一般将来时--过去将来时，现在完成时----过去完成时语法项目 构 成 用 法 象 征 词 规则变化 不规则变化 例 句一般现在时 动词用原形三人称单数-s / es 表示经常性的动作或状态 Every often always on 天 in月、季、节、年。 一般-s –es 辅音＋y---ies have----has He goes to school every day.I often have lunch at home.一般过去时 动词用过去时Be—was/ were 表过去某个、段时间内动作及状态 ago/just now /In1998 last/yesterday 等 一般/去e 双写/辅＋y结尾－ied go-went come-camedo-did leave-left等 He wrote a letter yesterday.I studied hard last year.一般将来时 be going to＋V原will / shall + V原 在将来某个时间或某段时要做的事 tomorrow / afternext / tonight in 2010 Go come leave stayfly等用进行表将来 Are you going to read ?He is coming tomorrow .现在进行时 be＋doing 表此时此刻正进行的动作或状态 listen look nowall the time Dont… 一般去e 双写+ing tie die lie –变ie为y加ing Tom is writing now .They are lying on the bed .现在完成时现在完成进行 have / has +PPhave/has been+doing 发生在过去影响在现在的动作或状态等 含糊的频率副词 already just never ever 分词规则的同过去式是一样的 不规则的动词的过去分词需逐个记忆 I have been teaching for 8 years. He has slept for two days. .过去进行时 was / were +doing多用于复合句中 表在过去某时间正在进行的动作 at this time yesterdaylast Sunday evening 一般去e 双写+ing tie die lie –变ie为y加ing He was reading at that time last Friday过去完成时 had+动过去分词多用于复合句中 该动作发生在过去的过去 by the time＋过去时when after before 规则的分词构成与过去时一样的 需要逐个记忆详见不规则动词表 We had learnt 2000 wordsby the end of last year.过去将来时 would + V 原形多用宾语从句中 过去看来将要发生的动作或状态 He said that he… the next day . He said that he would come here the next day .比较级形式形容副词名词 后--er 前加more名词比较用more 表示两个人、物之间进行比较时 than /much/ a little far / in the two 等 一般/去e 双写/辅＋y结尾－ier good/well —better much/many—more She is the tall in the two.He runs faster than Tom .最高级形式形容副词名词 后-est 前加most名词比较用most 大于等于三个人、物之间进行比较 in the ＋比较范围of the 具体的数字 一般/去e 双写/辅＋y结尾－iest bad/ill/badly-worstfar-farther-farthest She is the most beautifulin her class.(最高级加the)动词不定式to do没有人称和数的变化 作主语To read is helpful for anybody now . 作宾语He wants to buy a dictionary. 作宾补I hear him sing yesterday Tom told me to open it. 作表语His job is to take care of children . 作状语Hell go to see a doctor tomorrow . 作定语He has much homework to do every day .主从复合句 状语从句句子作状语 （时间地点原因条件让步比较）He was writing a letter when I came in。 宾语从句句子作宾语（语序、时态、引导词、客观事实）He asked me if I had been to Beijing before. 定语从句句子作定语（修饰名词或代词的句子、注意先行词）I saw the man who was stealing my bike yesterday主动结构与被动结构 主动语态：主语（人、物）+ 谓语 + 宾语动作执行者 + 及物动词 + 动作承受者被动语态：主语（人、物）+be PP + by宾语动作承受者 + be PP + by动作执行者在被动语态中没有可以省to 的不定式 We speak English .主语 谓语 宾语English is spoken by us宾改主 谓语动词 be PP 主by 宾 主动变被动，先找主、谓、宾，宾改主、主by宾，代词变格要细心，谓语动词be pp,时态随主、数随被 PP 是及物动词的过去分词加ed 或不规则详见表被动句的时态（be）随主动句的时态（do）人称和数应随被动句的主语(am、is、are、was、were等 )
jhyingyufudao.cn 初中英语说课教案,初中英语作文教案 直接去这里下载即可~

6，初三英语教学案例范文

　　教案中对每个课题或每个课时的教学内容，教学步骤的安排各个教学步骤教学环节的时间分配等等，都要经过周密考虑，精心设计而确定下来，体现着很强的计划性。下面是我给大家整理的初三英语教学案例范文，供大家参阅! 　　初三英语教学案例范文篇1 　　教学目标 　　1.学习现在完成时态的构成以及与现在的关系和对时间状语的要求，以及现在完成时 的陈述句形式和疑问句形式及其简略答语是本单元的教学重点。要求学生能初步运用现在完 成时态谈论一些过去发生的动作对现在造成的影响，掌握过去分词的构成。 　　2.能够熟练运用本单元有关“借物、寻物”的交际用语，正确运用Have you got…? 和Do you have…?及其简略答语。 　　3.掌握本单元的单词和短语，特别是used to，pay for，think of等用法。 　　4.利用阅读课文来培养学生的阅读理解能力和根据上下文判断生词词义的能力，并逐 步提高对学生阅读速度的要求。 　　5.要求学生能用自己组织的语言，对课文故事予以简述。 　　教学设计方案 　　一、教学内容 　　1.词汇(略)。 　　2.句型：1)Have you got…? 2) Have you found…yet? 3) Im so glad. 　　3.语法：初步学习现在完成时态。 　　二、教具 　　录音机;一些学习、日常用具，如笔、字典、手表等。 　　三、课堂教学设计 　　1.复习 值日生报告。 　　2.教师可采用以下方法导出现在完成时态： 　　教师走到教室门前，做开门动作。边开门边问学生： 　　T：What am I doing? 　　Ss：You are opening the door. 　　打开门后，教师走回讲台，手指开着的门，反复说： 　　T：I have opened the door. Please look at the door. It is open now. 　　板书这个句子，用彩色粉笔写出助动词have和动词opened。 　　Teacher asks a students to clean the blackboard. 　　该同学在擦拭擦黑板时，教师向全班说： 　　She is cleaning the blackboard. 　　当该同学擦完黑板，走回座位，教师让全班看着擦干净的黑板，启发大家说出： 　　Ss：She has cleaned the blackboard. 　　3.板书刚才的主要句式。向学生介绍现在完成时态这个术语，要求学生观察其构成，扼要说明这个时态表示过去的行为对现在造成的影响和结果这一用法。 　　4.利用黑板上的句式，扼要介绍现在完成时态的构成和动词过去分词的构成方法。 　　5.打开书，学生阅读课文第 3部分，教师布置两个读前提问(Pre-reading questions)： 　　l)Where is the history book? 2)Where is the dictionary? 　　两分钟后，请学生回答。听录音，学生跟读两遍。 　　6.请一位同学到教室外站一会儿。让别的同学将他/她的英语书或尺子等物藏起来。请回这位同学。待他/她刚进教室，尚未走到座位之前时，教师提问： 　　T：Have you got an English book (or: a ruler)? 　　：Yes, I have. 　　T：Can I borrow it, please? 　　：Certainly.(走回自己座位，才发现东西不见了。教师要求该同学用刚刚学过的语言知识来表达) 　　Oh, Ive lost my English book (Or; ruler).(问旁边的同学)Have you seen it anywhere? 如效果较好，可请几位同学反复表演。 　　7.指导学生做练习册习题。 　　8.布置作业 　　1)练习朗读本课对话，抄写生词;2)完成练习册习题。 　　四、难点讲解 　　Have you got a pencil? 你有铅笔吗? 　　在口语和非正式文体中，have got可以用来代替have。 　　在美国英语中，经常使用have或has;而在英国英语中则用have got或has got表示“有”。例如： 　　She has blue eyes.(美国英语;=Shes got blue eyes.)她长着蓝眼睛。 　　Do you have a brother?(美国英语;=Have you got a brother?)你有兄弟吗? 　　初三英语教学案例范文篇2 　　教学目的： 　　1.进一步掌握现在完成时的运用。 　　2.学习课文The lost Books. 养成爱学习，爱惜书的好习惯。 　　3.掌握重点短语和句型。 　　used to pay for come up with the borrowed book 　　Her hobby is to read. 　　教具 录音机，小黑板(写有不规则动词若干)。 　　教学过程 　　Step 1 Revision 　　1. Revise Have got …? 　　T: Have you got a ruler? 　　S: Yes. I have. 　　T: Can I borrow it. 　　S: Certainly. Here you are. 　　T: Thanks. 　　2. Revise the Present Perfect Tense 　　教师先说出几个句子，然后让学生接着再说一句，表明上句的结果。如： 　　T: I have returned the book to the library. S: Now I can borrow a new one. 　　T: She has finished her homework. S: She can have a rest (go out and 　　play). 　　T: He has bought a new car. S: He can drive a new car now. 　　T: We have seen the new film. S: Its about a small white cat. Its very interesting. 　　T: They have lost the dog. S: They have put the dogs photo in the newspaper. They want to find it. 　　让学生来总结出其构成：have + v. ed 　　出示小黑板，要求学生将上面列出的不规则动词的过去分词形式写出。 　　Step 2 Presentation 　　1.利用已学过的对话引出有关借书的话题。 　　T: Have you got the book……? 　　S: Yes. I have. 　　T: Can I borrow it? 　　S: Certainly. Here you are. 　　然后教师问学生：Do you often borrow books? Where can we borrow books from? 引出Library话题。 　　2.让学生谈谈自己借书的经历，丢失了书该怎么办。 　　3.让学生默读一遍课文(五分钟左右)，并用铅笔划出课文中的生词，鼓励学生根据上下文来判断这些词的意思。然后回答下列几个问题： 　　1. What did my grandma do when she was young? 　　2. What does she like? 　　3. Do you like reading? Do you often borrow books from the school library? 　　4. Did my grandma lose the library books last week? What book? 　　5. What idea did the library think of? 　　6. What other good idea do you have to get the lost books back? 　　教师对学生标出的新单词进行讲解，并对文章中新出现的重点词汇和短语。 　　1)used to 　　意为“过去经常”，它只有过去式，用于各种人称的单、复数，表示过去存在的， 　　但现在已经停止的情况或习惯，后接动词原形。例如： 　　They used to come on foot，but they dont do that again. They often come by bus. 他们过去经常步行来，现在不了。他们经常乘车来。 　　used to的疑问形式和否定形式可以用助词did或自身形成构成。美国人多用助动词 did;英国人多用used to本身。 　　注意区分be used to所表示的意思是“习惯于……”，后跟名词或动名词，used是一个形容词。例如： 　　Im not used to drinking. 我不习惯喝酒。 　　She is used to running in the morning. She is a very fast runner. 　　2)Her hobby is to read. 她的业余爱好是读书。 　　to read 是一个动词不定式，在句中用作表语。如： 　　Her wish is to be a singer. 她的愿望是成为一个歌手。She sings a lot every day. 　　3)pay for意为“给……报酬”，“付款”。常见句型有：(1) pay for+货物(2) pay+名词/代词+for+物。例如： 　　How much did you pay for that book?20 yuan 　　Ill pay you five yuan for it.我将为此给你五元钱。 　　Im afraid I cant pay you anything for it.我恐怕不能为此给你任何报酬。 　　4)come up with= find or produce (an answer)意为“提出，提供”，它是由动词和介词一起构成的短语动词。它的另一个意思是“赶上”。例如： 　　I hope you can come up with a better plan than this. 我希望你能提出个更好的计划。 　　5)the lost books lost=missing丢失的。英语中单个分词(包括现在分词和过去分词)也能作定语用，它们一般放在名词的前面。又如：a stolen car一辆失窃的汽车;a broken wind。一扇破的窗。 　　4.放录音，让学生先听，然后跟读。 　　5.学生熟悉课文后，学生回答练习册 Ex 1.的问题。 　　Step 3 Practice 　　1.Do Workbook Lesson 2, Ex 1. in class. 　　2.让学生根据课文内容改编成一短剧。并分角色表演。(见教学建议：表演：The Lost Book) 　　Step 4 Summary 　　1.总结本课的重点短语的用法：used to put down pay for come up with think of 　　2.简要叙述课文内容。 　　Step 5 Homework 　　1.Retell the story: the lost book. 　　2. Do Workbook Lesson 2, Ex 2、3 　　初三英语教学案例范文篇3 　　Ⅰteaching materials 　　1. functional and notional items 　　ask questions about something has done 　　2. language materials 　　words: encourage, once, abroad, copy 　　phrases: think of, encourage sb. to do sth., get sth. back, pick up 　　sentences: have you ever been abroad? yes, just once. 　　ive just cleaned the kitchen. 　　really? i did that hours ago. 　　grammar: the difference between the present perfect tense and the past indefinite tense 　　Ⅱteaching objectives 　　1. learn to ask questions about something has done 　　2. read the whole lesson fluently, and pronunciation and intonation should be right. 　　3. master the following materials 　　(4 skills) words: once, copy 　　phrases: think of, pick up 　　sentences: have you been abroad? yes, only once. 　　(3 skills) words: encourage, abroad 　　phrases: get sth. back, be abroad 　　Ⅲ teaching points 　　the main points: (1)&(2) in teaching objectives 　　the difficult points: 　　a. “ever, just, already”, they should be put in the middle of “ have done” 　　b. the difference between the present perfect tense and the past indefinite tense 　　Ⅳ teaching procedure 　　organization of the class 　　today, were going to learn lesson 3. well learn how to use the present perfect tense in it. 　　revision 　　before we go on to learn the new lesson, lets go over what we learn in lesson 2. 　　a. oral 　　grandma lost library books. if she really lose them, what should she do? 　　did the librarian have any ideas? what is it? 　　what did they do 　　b. workbook ex2 　　the teaching of the new lesson 　　a. lesson 3 　　can grandma get all her lost books back? lets go on to learn lesson 3. 　　b. read part 1 and answer the following questions: 　　did grandma get all her lost books back? 　　how did she get them back? 　　c. read and learn 　　*think of:认为、 想起、想出 　　eg: what do you think of it? 　　i often think of my friends in beijing. 　　can you think of any ideas to solve this problem. 　　*encourage sb. to do sth. 　　eg. the teacher thought a lot about how to encourage his students to study hard. 　　*pick up: pick itthem up 　　*return sth. to sb. 　　*get sth. from sb. 　　d. reading practice 　　e. retell the story 　　f. ask and answer 　　have you ever picked up a library book? yes, i have no, i havent. 　　ask the students to ask and answer in pairs by using part 2 and ask some to do it in class. 　　teach: abroad, once 　　do wb. ex1 　　g. part 3 　　play and english song 　　t: have you ever listened to foreign music? 　　ss: yes, we have. 　　t: and we have just listened to it. 　　make sentences by using “ i have just…” 　　read and learn 　　teach: copy 　　point out the difference between the present perfect tense and the past indefinite tense. 　　the present perfect tense shouldnt be used together with the past time. 　　h. conclusion 　　l the use of “ever, just, already” in the present perfect tense 　　l the difference between the present perfect tense and the past indefinite tense 　　homework 　　a. wb. ex2&3 　　b. go over the language points

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