英語是印歐語系-日耳曼語族下的語言，由26個(gè)字母組合而成，英文字母淵源于拉丁字母，拉丁字母淵源于希臘字母，而希臘字母則是由腓尼基字母演變而來的。一起看看初二英語備課教案!歡迎查閱!

初二英語備課教案1

課堂作業(yè)

I. Match the sentences

( )1. Could I speak to Sam，please?

( )2. Would you like to come to my birthday party tonight?

( )3. May I come in?

( )4. What about going out for a walk?

( )5. Shall I open the door?

( )6. Will you (please) lend your pen to me?

a. Good idea!

b. Yes，please.

c. Certainly. Hold on，please.

d. I’d love to.

e. Sorry，I’m afraid not.

f. Come in，please.

II. Translate the sentences into English.

1. 你能接一下電話嗎?

______________________________________

2. 你能把書帶到教室里去嗎?

______________________________________

3. 你能幫我打掃房間嗎?

______________________________________

4. 我能打開窗戶嗎?

______________________________________

5. 我可以借你的車嗎?

______________________________________

參考答案：I. c d f a b e II. 1. Could you answer the phone? 2. Could you take the book to the classroom? 3. Could you help me clean the room? 4. Could I open the window? 5. Could I borrow your car?

教學(xué)反思

教師在開展教學(xué)活動(dòng)時(shí)，個(gè)別小組出現(xiàn)“冷清”的場面，這些學(xué)生只顧自己獨(dú)立思考，停留在獨(dú)立學(xué)習(xí)的層次上，沒有發(fā)揮合作學(xué)習(xí)的優(yōu)勢，使合作流于形式。出現(xiàn)上述情況，從合作學(xué)習(xí)的參與者——教師的角度分析主要是教師的設(shè)計(jì)和引導(dǎo)不恰當(dāng)、或小組的編排不夠合理等。從合作學(xué)習(xí)的參與者——學(xué)生的角度分析，主要是學(xué)生還沒有掌握基本的合作技能，或者合作意識(shí)淡薄，角色的落實(shí)不到位，或合作能力不強(qiáng)，合作精神不夠。因此作為教師既要注意到每個(gè)合作小組成員的合理編排，又要注意到自己教學(xué)內(nèi)容的設(shè)計(jì)、話題的趣味性以及如何把學(xué)生的積極性真正調(diào)動(dòng)起來。

初二英語備課教案2

教學(xué)目標(biāo)

一、知識(shí)與技能

1. 掌握新單詞和短語。

2. 在不同的情境中正確、熟練地使用表示委婉請(qǐng)求的句型。

3. 培養(yǎng)聽、說、讀、寫四項(xiàng)基本技能。

二、過程與方法

觀看，感受，模仿，實(shí)踐。

三、情感態(tài)度與價(jià)值觀

認(rèn)識(shí)到不僅在家庭中，在生活中的其他情況我們也要積極參加，勇于實(shí)踐。

教學(xué)重點(diǎn)

在不同的情境中正確、熟練地使用表示委婉請(qǐng)求的句型。

教學(xué)難點(diǎn)

培養(yǎng)聽、說、讀、寫四項(xiàng)基本技能。

教法導(dǎo)航

創(chuàng)設(shè)情境，實(shí)踐演練。

學(xué)法導(dǎo)航

通過聽說讀寫，獨(dú)立思考，小組合作完成學(xué)習(xí)任務(wù)，提高各項(xiàng)能力。

教學(xué)準(zhǔn)備

圖片，多媒體。

【篇三】

教學(xué)過程

Step 1 Greetings

Greet the students as usual.

Step 2 Preparation

T：When I was a teenager，my parents often asked me to clean my room. Sometimes they asked me to buy some things. Now I often ask my daughter to take out the trash. What chores do your parents usually ask you to do?

S1：My mother usually asks me to buy some food.

S2：My mother often asks me to make my bed.

S3：My father always asks me to clean my bike.

S4：They ask me to clean my bedroom.

T： Do you ask your parents to do anything? What do you ask them to do?

S1：I ask my mother to make bed for me.

S2：I ask my father to buy some books for me.

...

Step 3 Practice

T：Look at the items in 1a，Section B. What can teenagers ask their parents to do? What

do parents ask their teenagers to do? Write “parents” or “teenagers” next to each phrase.

Ask students to go through the phrases first. Give some explanations about the key words.

teenager：someone who is between 13 and 19 years old

snack：something eaten between meals

borrow：borrow sth from sb

lend：lend sth to sb/lend sb sth

invite：invite sb to sth (a wedding， party， meal， etc.) ; invite sb to do sth

Then check their answers.

Step 4 Pair work

Let students use the phrases in activity 1a to make conversations between parents and teenagers. First，get a pair of students to read the sample conversations. Then students make their own conversations.

Step 5 Listening

1c, T：Now listen to the conversation between Sandy and her mom. Please check each item in activity 1a they talk about. Put a check mark in front of each phrase you hear.

Play the recording，students only listen.

Play the recording a second time. Students listen and check the items.

Check the answers with the whole class.

1d, T：From the conversation，we know Sandy will hold a party. She will invite some friends to the party. But she needs to do some preparation. She asks her mom to help her. And Dave is one of Sandy’s friends. He will also help Sandy do the preparation. So what is Sandy’s mom going to do? What is Sandy going to do? What are Sandy and Dave going to do? Let’s listen again and fill in the chart in activity 1b.

Play the recording a third time. Ask students to write down the things the three people are going to do. Pause the tape where necessary. Then check the answers.

Step 6 Pair work

1e T：Suppose you are having a party. Make a list of things you need to do. Some things are already given. Write more things you need to do. Get students work in pairs and add more things to the list. For example：buy some CDs，decorate the walls，make some gifts ...

T： Now make conversations and ask your partner to do some of the things for you. Then ask some pairs to demonstrate their conversations.

Step 7 Discussion

Say：Doing chores has advantages and disadvantages. What’s your opinion? Ask some students to report their opinion. Then say：Suppose you are Ms. Miller or Mr. Smith，after reading the two letters，work in groups and discuss the advantages and disadvantages of doing chores. After a few minutes，ask some groups to report their opinions.

Step 8 Reading

Say：Read the letters again and try to find out the phrases in 2d. Ask some students totranslate the phrases first and then ask them to work in pairs to write one sentence with each phrase from the letters. Then ask some students to report their sentences.

Step 9 Homework

1. Finish the chart in 2c according to Ms. Miller and Mr. Smith.

2. Discuss the questions in 2e with a partner.

初二英語備課教案3

Good morning, everyone. My name is...., I come from.... I`m very happy and excited to stand here, it is my great honor to be here to present my lesson. My teaching topic is.... I`ll talk about it by 8 parts.

The analysis of teaching material.

The analysis of students.

The analysis of teaching aims and demands.

The analysis of teaching importances and difficulties.

The analysis of teaching methods.

The analysis of teaching procedures.

Blackboard design.

Teaching reflection.

Well, firstly, I`ll talk about Part 1 the analysis of teaching material. My teaching topic is... from Unit...Go For It Junior English Book 1A, which published by People Education Press. In this period, the main language function is to practice listening and speaking skills around....as well as the communicative skills of.....

Then I`ll talk about next part the analysis of the students. It is known to us that most of students had learned English for about....years. They are curious about new things and have a strong desire to learn better. However, their Engish tearning level are different from each other. They need teachers` help and encouragement in their further study.

Next I`ll talk about teaching aims and demands. There are knowledge aims, ability aims and emotional aims. The knowledge aims are to enable the students to master the new words.....the phrases....and the sentenses.....The ability aims are to obtain the abilities of listening, speaking, reading and writing around.....to train the students` abilities of using language, to guide the students to talk about....using the expressions of....and to develop the students` ability of creative thinking and cooperative study. The emotional aims are to enable.....

Let`s move on to another part: the analysis of teaching importances and difficulties. The teaching importances are....The teaching difficulties are.....

Next is teaching methods. I use...methods in my lesson. There are multimedia computer assisted instruction, task-based activities, situational approach, total physical response or the audio-lingual method.

Now I`ll talk about teaching procedures. According to five steps teaching method, I design my lesson into five steps.

Step 1 is warm-up. Here I`ll....By this, the students can be interested in it and pay their attention to our class easily and....

Step 2 is lead-in. Here I`ll....By this, the students.....

Step 3 is presentation. Here I`ll.....By this, the students......

Step 4 is practice. Here I`ll....By this, the students......

Step 5 is homework. Here I`ll......By this ,the students.....

Next is my blackboard design. I`ll design it like this.....

At last, I want to say, to be a good teacher is my dream. I think a teacher is not only a guide for sudents, but also a friend of them. If I were a teacher, I would build a close relation with my students, helping them not only on their study but also on their lives. I`ll try my best, and I have confident that I can do it.

Ok, that`s all. Thanks for your listening. Good-bye.