初二英语教案
教学目标：
1. 掌握本课的四会生词
2. 学习使用“be going to”结构进行一般将来时态的简单表达
3. 通过短剧表演，培养学生英语学习的兴趣和合作学习的精神
教学重点：
1. “be going to”结构的运用
2. 运用日常交际用语“What are you going to do? I’m…/ When are you going to…? I’m going to…”进行实际交际
教学难点：
1. “be going to”的理解和使用
2. 正确地运用句型进行实际交际
教学准备：
1. 多媒体课件
2. 学生准备短剧内容，教师批改并选择合适的短剧进行表演
教学过程：
Revision（复习）
I. 听录音，复习祈使句的肯定句和否定句的构成及用法。
教师说句子，学生回答。如：Don’t play with your food. Eat up your vegetables.等。
II. 小组对话练习：What are you going to do? I’m…或When are you going to…? I’m going to…教师巡回指导。
III. 小组表演练习，教师选择表演较好的小组进行全班表演，并给予鼓励。
Presentation and practice（新课呈现与操练）
I. 呈现新句型“be going to”结构的一般将来时态的简单表达。
1. 教师讲解例句：We’re going to plant trees next Sunday.（板书）
2. 教师讲解“be going to”的含义和用法。
3. 教师引导学生进行替换练习。如：I’m going to watch TV tonight. We’re going to have a party next Saturday night.等。
4. 学生分小组练习并进行表演，教师巡回指导，并选择较好的小组进行表演。
II. 运用句型进行实际交际。教师引导学生看图，并运用所学句型进行实际交际。如：A: What are you going to do? B: I’m going to…/ A: When are you going to…? B: I’m going to…等。学生两人一组练习，并互相提问。
III. 做游戏。教师说句子，学生猜去哪里玩，使用本课所学句型。如：We’re going to the beach tomorrow morning.等。学生猜对后，可到教师处用英语说出自己想去的地方。
IV. 做对话题，巩固所学知识。教师发给学生短剧内容，学生两人一组进行对话练习，然后请几组到前面表演。教师给予评价。
Assessment（自我评价）
做本课的自我评价练习，巩固本课所学的四会生词和句型。
Homework（作业）
1. 听录音并模仿语音语调。
2. 预习下一课的内容。
以下是初二英语教案相关信息：
课题：Unit 2 What's the matter? Section B (1a-2d)
教学目标：
1. 知识目标：能够正确拼读单词and tooth，了解词组have a cough，have a fever，have a sore throat的意义及用法。
2. 能力目标：能够灵活运用祈使句表达自己的意愿，并做出相应的动作。
3. 情感目标：通过学习如何表达身体状况，使学生了解健康的重要性，并树立关心他人，助人为乐的美好品德。
教学重点：祈使句的用法。
教学难点：祈使句的用法。
教学方法：情景交际法、活动教学法、多媒体辅助教学法。
教学过程：
Step 1. lead-in (5 minutes)
1. Free talk with students.
T: Hello, everyone! How are you today? (Ask each student individually.)
2. Play a short audio. (Ask students to guess what the problem is.)
T: Today we will learn Section B (1a-2d). Let's listen to the tape and find out what the problem is.
(设计意图：通过与学生进行简单的会话，了解学生的状况，为下一步教学做好铺垫。播放一段短音频，让学生进行猜测，激发学生的学习兴趣。)
Step 2. Pre-reading (5 minutes)
1. Watch a short video and find out the problems of the students. (Ask students to finish Activity 1 on Page 38.)
(设计意图：通过观看一段短视频，让学生找出视频中学生的状况，为下一步教学做准备。)
Step 3. While-reading (6 minutes)
1. Fast reading (ask students to complete 2b by choosing the best action sentences.)
(设计意图：快速阅读，让学生选择正确的祈使句完成2b的填写，锻炼学生的阅读理解能力。)
2. Careful reading (Ask students to find out the differences between 2b and 2a and fill in the blanks according to the differences.)
(设计意图：仔细阅读，让学生找出2b与2a的不同之处并填写空格，锻炼学生的阅读理解能力和写作能力。)
Step 4. Post-reading (7 minutes)
1. Pair work (Ask students to retell each other what they have learned in 2b in their own words.) (Pair work is a good way to consolidate the knowledge of students.)
(设计意图：Pair work是一种很好的知识巩固方式。)
2. Group work (Ask students to work in groups of four and make a survey about what’s the matter with each other’s classmates or friends.)
(设计意图：Group work是培养学生实际运用语言能力的有效方式。)
3. Report (Ask one group to report their findings.) (Make sure to give them enough time.)
(设计意图：让一组学生代表其他组进行汇报，锻炼学生的口语表达能力。)
4. Homework (Write a letter to your pen pal’s teacher or the head teacher, telling them what you have learned in this unit and what you want to do in the future.) (Writing is also an important way for students to consolidate their knowledge and skills.)
(设计意图：书面作业既可以锻炼学生的写作能力，又能培养学生的自我表达能力。)
初二英语教案应由本人根据自身实际情况书写，以下仅供参考，请您根据自身实际情况撰写。
初二英语教案
教学目标：
1. 学习有关时间表达法，能够正确回答关于过去时间的问题，能在具体语境中正确使用表达过去的活动和动作的句型。
2. 培养学生的观察、思维、记忆、模仿能力。
3. 培养学生用英语交际的能力。
教学重点：
1. 过去时间表达法。
2. 过去的活动和动作的句型。
教学难点：
正确使用过去时间表达法。
教学步骤：
Step 1： lead-in (3’)
1. Play a video about the students’ activities on Monday.
2. Ask and answer questions about the video. What did we do on Monday? What did we eat for lunch? What did we do after class? etc.
3. Invite some students to repeat what they have said with “on Monday we…”
4. Ask the whole class to repeat after the teacher or the video.
Step 2： presentation (10’)
1. Present new content (time expressions) and new structures: on Monday, at the weekend, go to the cinema, go shopping, go for a walk, watch TV, do one’s homework, play sports, eat…for lunch, after class, on Tuesday we…etc.
2. Ask and answer questions in pairs or in groups. e.g.: A: What did you do last Sunday? B: I went to the cinema. A: On Sunday we usually play sports. B: Oh, I see. On Sunday we usually play football.
3. Practice in different ways of speaking out the time expressions and structures: TPR, Role Play, Interview, Speaking Games etc.
Step 3： practice (15’)
1. Pair work: Ask and answer questions about each other’s activities in groups. e.g.: A: What did you do last night? B: I watched TV last night. C: Who did you watch TV with? D: I watched TV alone. E: What did you eat for lunch? F: I had hamburgers for lunch. G: What did you do after class? H: I went for a walk after class.
2. Interview some students in front of the class and ask the whole class to guess what they did based on the questions given by the interviewer and the answers given by the interviewee. e.g.: A: What did you do last Saturday? B: I went shopping with my friends in the park. C: Did you meet any new people? D: Yes, I met many new people there. E: Oh, I see. You had a good time!
3. Play a game called “guessing game” to consolidate the knowledge of time expressions and structures and to make the class more interesting and lively.
Step 4： homework (2’)
1. Finish page 57 of your textbook.
2. Prepare for next class by watching some videos about activities or interviews about activities on the Internet or TV programs to improve your listening and speaking ability. |
