2022初三英语人教版教案模板

20222022 初三英语人教版教案模板初三英语人教版教案模板在英语任务型教学课堂中，教师应当积极引导学生参与课堂任务，通过设计任务场景，使学生在课堂上营造新鲜的情境氛围中积极参与课堂任务教学，提高学生学习的热情，提高学习英语的兴趣。今天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.语言知识目标：1)能掌握以下单词：heel,scoop,electricity,style,project,pleasure,zipper,daily,website,pioneer,list,mention能掌握以下句型：When was the telephone invented?Ithinkit was invented in 1876.What are they used for?Theyareused for seeing at night.2)能谈论物品被发明的时间、发明者，表达某发明的用途。2.情感态度价值观目标：了解一些近现代发明的时间及用途，激发自己热爱发明的情感。培养想象力，善于观察事物。面对难题，用积极的态度去解决，发挥想象力，认识世界，改造世界。第 1 页 共 32 页二、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)学会询问发明时间及用途的基本句型：When was 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讨论发明的发明时间及用途。三、教学过程I.Warming up1.展示一些近代发明的图片与近代发明的发明者，让学生们将图片与发明者相连。T:Do youknowwhatthese inventions are?S1:Itsacar.S2:Itsatelephone.S3:Itsatelevision.T:Do youknowwhothese inventors are?S1:Karl BenzS2:Alexander Bell第 2 页 共 32 页S3:J.L.BairdLet 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如果爱和发明者的图片,并将句子改为被动语态。如：T:KarlBenzinventedthe first car in 1885.The firstcarwasinvented(by Karl Benz)in 1885.Talking1.Lookatthepictures in 1a.Discuss with your group,inwhat order do you thinktheywereinvented?Try to numberthem 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 TV.Listening(1b)1.T:Tell Sslookatthe pictures and years on the left.2.Playtherecordingfor the Ss to listen.3.Sslistentotheconversation andtrytomatchtheinvention with the proper year.第 3 页 共 32 页4.Playtherecordingagain.5.Checktheanswers.Pair work(1c)1.Ss trytorememberthe invention and the year.2.StudentB,coverthe dates.Student A,ask Student B whenthe things in the picture in1bwereinvented.Then change rolesand practice again.3.Let somepairsaskand answer in pairs.e.g.A:Whenwasthetelephone invented?B:I thinkitwasinvented in 1876.Learning the new wordsListeningLook atthepicturesthen learn the new words.Work on 2a:T:Tell Sstheywillhear some interesting inventions.1.Lookatthepictures in 2a.Discuss the things what theyare used for.2.Playtherecordingfor the Ss to listen and number thepictures.3.Playtherecordingagain to check the answers.Work on 2b:1.Let Ssreadthechart below.Explain some main sentences第 4 页 共 32 页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 information 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 in2b.3.Seewhichgroupdoes the best.Role-play(2d)1.Readtheconversations and Let Ss read after the teacher.2.Explainsomenewwordsandmainpointsintheconversation.3.AskSstorole-play the conversation in groups.X.Language points1.Well,youdoseemto have a pointhaveapoint 有道理e.g.Iadmit(that)you have a point.我承认你有理。2.Theyareused for seeing in the dark.第 5 页 共 32 页be usedfordoingsth.表示“被用来做某事”。相当于be usedto do sth.e.g.Thiscomputer is used to control all themachines.这台电脑是用来控制所有机器的。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 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“仔细想，审慎思考，作进一步考虑”如：Please think over what I said.请仔细考虑我说的话。I wanttothink it over.我想仔细考虑一下这件事。think sth.out 指“想通，想出，熟思”如：He thought out a new idea.他想出了一个新主意。第 6 页 共 32 页Thatwantsthinking out.那件事需要仔细考虑。HomeworkRecitetheconversationin 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使用。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,is Beijing?)和小范围(Where is mydesk?)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悉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置。老师同时要以特殊的表达导入介词“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.主谓一致，即 be 动词的单复数。Where is/Wheres?It is/Its on/in/behind/near/under theWhere are/Wherere?第 7 页 共 32 页They are/Theyre on/in/behind/near/under the注意语序：特殊疑问句：疑问词+是动词+主语+问号b.介词 in,on,near,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,nearthe door 等。2.日常交际用语Look at the picture.What can you see?I can/can tsee Can you see?Where is/Wheres?It is/It s in,behind,near,undertheWhere are/Wherere?They are/They re in,behind,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知识，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。第 8 页 共 32 页中文说：在 里，(上，后面，附近)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。向学生们介绍介词时，多用直观展示，适当用中文。为了使学生能