英語中考學習教案都有哪些？在中國的臺灣省，英語是所有中小學生的必修課外語，大學也經常要求學生達到一定程度的英語。下面是小編為大家帶來的英語中考學習教案七篇，希望大家能夠喜歡！

英語中考學習教案（篇1）

教學目標：

1. 會說Hi和 Hello，能使用 He、Hello互相問好。

2. 會用I’m介紹自己。

3. 激發學生學習英語的興趣，并能在相應的場景中自如地表演運用。

教學準備：

Recorder and tape

教學過程：

Step 1 Introduction

1.師生問候;(師說英語，用手勢示意，上課，起立，坐下。)

2.簡介英語的重要性，激發學生學習熱情，鼓勵學生學好英語。

Step 2 Presentation

Teaching ‘Hi’ and ‘Hello’

1. 師用Hi、 Hello與學生問好，鼓勵學生大膽回答，適當糾正學生的讀音。對學生及時給予表揚。

2. 讓學生用Hi、 Hello自由問好。

Step 3 Presentation

Teaching ‘ I’m…?！?/p>

1. 師先用中文介紹自己，再用英文說I’m Miss Jiang， 放慢語速反復多次。

2. 鼓勵學生用I’m…。介紹自己。(每個學生說完，全班給予掌聲鼓勵)

Step 4 Practice

1. 師用Hi/Hello, I’m Miss Jiang. 與學生問好，引導學生用 Hi/Hello, I’m …作答。

2. 學生分組用Hi/Hello, I’m 互相自我介紹。

3. 唱《找朋友》，讓學生下位用“Hi/Hello, I’m”找朋友。

4. 指名上臺表演。

5. 引導學生展開想象，讓他們在類似的生活場景中運用所學語言。

T: Hello ,I am Miss Jiang .

S: Hello ,I am Mike .

Step 5 Act

用Hi/Hello，I’m…。 Goodbye /Bye向全班同學介紹自己。

Step 7 Homework

回家用所學的句型與父母問好、道別。

Some thoughts after the lesson:

教學反思：

整堂課上下來，還是覺得有的環節之間過渡的不是很自然，教學形式還可以豐富一些，使課堂氣氛更加活躍，同時在課堂紀律方面也要加強管理。今后我會繼續向經驗豐富的教師取經，彌補自己的不足，讓自己的英語教學達到更好的效果。

英語中考學習教案（篇2）

教學目標：

1.能初步會聽、說、讀并拼寫單詞：a doll, a ball, a CD, a car, a robot

2.能初步聽懂、會讀、會運用句型：What’s this/that?，并會用It’s a 來回答。

3.能初步聽懂、會讀、會說、會運用句型This is for you./It’s for you.來相互贈與禮物。

4.學會新年節日祝福，禮貌用語。會表達謝意：Thank you.

5.明白中西方新年文化差異。

教學重點：

1.能初步會聽、說、讀并拼寫單詞： a robot

2.能初步聽懂、會讀、會運用句型：What’s this/that?，并會用It’s a 來回答。

3.能初步聽懂、會讀、會說、會運用句型This is for you./It’s for you.來相互贈與禮物。

教學難點：

1.能初步聽懂、會讀、會運用句型：What’s this/that?，并會用It’s a 來回答。

能初步聽懂、會讀、會說、會運用句型This is for you./It’s for you.來相互贈與禮物。

教學準備：

掛圖，卡片，PPT

教學過程：

Step 1 Greeting.

1.課前準備：Sing songs and say rhymes

Are you Mike? Nice clothes …

Row, row, row your boat…

讓學生自己說說學過小詩和歌曲，讓學生逐漸進入學習英語的氣氛中提示學生說小詩Let’s learn。

T: Do you like English?

Ss: Yes, I do.

T: Let’s learn English Now.

2.Greeting

Step 2 Presentation

1.Brain storm(腦筋急轉彎)

a. What letter is an animal(動物)? B(bee)

b. What letter is a question? Y(why為什么)

c. Why are the letter G and letter S in“gloves”close(親密) to each other(互相，彼此)? Because there is love between them !

2.繞口令

a. I scream, you scream, we all scream for ice-cream!

我叫喊，你叫喊，我們都喊著要冰淇淋!

b. Can you can a can as a canner can can a can?

你能夠像罐頭工人一樣裝罐頭嗎?

3.引入課題

T：Let’s have are rest, enjoy a song, please. Guess the name.

Happy New Year!

讓學生通過猜歌名直接引出課題。

T：We know Chinese New year is coming soon.

Let’s learn ‘Unit 8 Happy New Year!’。

教師出示課題：Unit 8 Happy New Year!

全班讀課題。

4.教授單詞a doll ,a CD, a car，a ball

T: On New Year Day, what can we get from our relatives?(教師解釋)

Ss: Red packet(學生一年級學過)，gifts(提醒學生復數)。

T:Yes. We can get red packets and gifts.

I have some gifts here. Can you read them?

PPT出示：a flower,a chocolate,a red packet

a doll ,a CD, a car(有學生會說toy car)，a ball.

說到ball的時候，T(教師出示足球)：Boys and girls, look.I have a ball. It’s a …

Ss:It’s a football.(一年級學過)

T：Can you play football?

S: Yes, I can./No, I can’t.

出示書本四個單詞和圖片：a doll ,a CD, a car，a ball，學生拼讀。

T：What’s this?

S: It’s a …

5.教授句型：This is for you.

當學生說得好的時候，教師給與貼紙獎勵。當教師給獎勵的時候，說Here you are.,提示學生回答Thank you.

PPT: Here you are.

Thank you.

讓學生先復習學過的內容，再引出下面的教學內容

T:I also can say ‘ This is for you.’

出示句子：This is for you.

教讀句子：教師領讀，學生跟讀。

T：You can answer me ‘Thank you!’。

示范練習：

This is for you

Thank you.

6.Story time 教學

a.Story time 理解

T：We know Chinese New Year is coming soon.

Helen and Mike are ready for new year.

Who gives Helen and Mike gifts? Let’s enjoy the story now.

看卡通片

教學：Uncle John

這兩個單詞都學過，所以學生比較好掌握。

Helen’s gift: a doll

Mike’s gift: a ball

Tim’s gift: a robot

教授單詞：robot

分圖理解：

Task 1 :How to greet on New Year’s Day?

Happy New Year!

If someone says it to you,you should be polite.You can say ‘Happy New year’to him.

Task 2 :When you give the gifts ,you should say:

This is for you./It’s for you.

Task 3: When you don’t know the things’ name,you can ask:

What’s this/that?

Answer:It’s a …

講解this和that的區別：

this 說話內容離說話人近

that說話內容離說話人遠

示范：This is . That is .

b. Read Story time

(1)注意語音語調，播放錄音，學生跟讀

(2)角色扮演

Step 3 Consolidation

1.Fun time

復習What’s this/that?

It’s a …

This is for you./It’s for you.

Thank you.

a.活動：教師出示布袋：裝有上述的一些東西和其他學過的可以作為禮物的物品。全班問，讓一個同學摸，答對的可以得到獎勵。

b.Take out a paper,try to draw pictures on the paper.Guess ‘What’s this/that?’。

2.課外知識拓展

中西方新年差異

Western countries’New Year’Day : the first of January.The children can get gifts.

Chinese New Year: Spring Festival. It always comes in February. The children can get red packet.

Open the gifts:

Western countries:You should open the gifts at once.And you should praise .

China:It’s not polite to open the gifts at once.

The same: You should say ‘Thank you.’。

Step 4 Homework

Copy the new words 4 times.

Recite Story time after class.

3. Try to make a gift as a New Year present,give it to your father and mother.

板書設計：

Unit 8 Happy New Year!

What’s this? It’s a … a doll a ball a car

What’s that? a CD a robot

This is for you. Thank you.

It’s for you.

英語中考學習教案（篇3）

一、教學目標

1、能聽懂一般疑問句is this a …?,并能根據情況給予肯定答案yes, it is.

2、能聽懂、會說banana, pear, mango和 peach的單數形式，發音準確。

3、能使用學過的英語與他人作簡單的交流與介紹。

二、教學重點、難點

能正確朗讀四個新學的單詞，發音準確;能正確地理解，掌握對話，比較流暢地運用對話。

三、課前準備

實物、圖片、掛圖等，預先寫好課題unit 5 fruit

四、教學過程

step 1singasong

組織學生齊唱歌曲apencil

step 2freetalk

t: hello ,boysandgirls .

ss: yes ?

t:(出示一個包)look , what’sthis ?

ss:(在教師的幫助下回答)thisisabag .

學生出示各自的文具，運用句型thisisa…介紹自己文具.

step 3presentation

1、引入話題

t: boys and girls, do you like riddles? here’s a riddle. can you have a try?

t: it’s a kind of fruit.

教師出示課題unit 5 fruit 教fruit

t: (出示謎語)又高又瘦，黃衣白肉;又香又甜，營養全面。

在教師引導和提示下

ss: banana!

t: well done! look! this is a banana.

教banana

2、學習單詞

1)用水果圖片，引導學生逐一學習單詞。(注意：mango的發音和音譯“芒果”很相似，學生很容易讀成漢語的音，教師要特別強調，及時糾錯。)

2)playagame：what’smissing ?

3、學習對話

出示課文掛圖，引導學生觀察圖片

t: look! this is sunshine supermarket. who’s this?

ss: this is helen.

t: is this helen’s dad?

ss: yes.

t: what’s in helen’s hand?

ss: a banana.

t: is this a banana? it’s green. let’s listen to the tape! (聽兩遍)

t: is this a banana?

ss: yes, it is.

t: you are right. now, let’s read after the tape.

step 4practice

1)聽錄音，朗讀課文。

2)出示實物或圖片，引導學生看圖或實物說句子。

step 5assign homework

1聽錄音，朗讀對話和單詞。

2鼓勵學生平時用本單元所學的日常交際用語相互打招呼。

五、板書設計

unit 5 fruit

is this a …? yes, it is.

banana pear

mango peach

英語中考學習教案（篇4）

一、教學課型： 閱讀課

二、教材分析：

本節課課型是閱讀課，內容是一名學生在網頁上找到一篇關于圣經中的英語文章。通過這節課的學習，給學生提供一個了解英語中習語的機會，從而使學生更好的了解不同的信念，宗教以及中西方的文化差異。

三、學情分析：

該年級段的學生有一定的英語基礎，對根據具體語境猜測習語意思有濃厚的興趣，因此教師要給學生表現的機會，指導他們積極主動地閱讀。

四、教學目標：

1、知識目標

(1)、重點詞匯：in other words ,among other things ,by and by ,have a vague or loose connection to/with ,kill the fatted calf, develop a high level of competence in communication skills……

(2)、重點句子：It comes from a story in the Bible, where a son returned to his family after …, …among other things, and unless you recognize when an idiom is being used，you can easily misunderstand……

2、能力目標：培養學生的閱讀能力和知識運用能力。

3、情感目標：通過本文的學習，幫助學生更好地提高閱讀理解能力，了解這些習語能培養學生更高水平的交流技巧。

五、教學重難點：

1、培養學生的閱讀能力，如略讀、精讀等能力。

2、提升學生綜合運用語言的能力，如交際能力等。

六、教學過程：

Step1: Lead in

Ask the students to read the following sentence and guess what the idiom means: I took my mother’s car without asking for permission. She is angry at me. I ’m in hot water now! (in trouble )

【設計說明】以有據可依的語境導入，活躍了課堂氣氛又恰當的引入了本節課的主題“Biblical idioms in English ”

Step2: Fast reading

Read the article quickly and answer the following questions:

1、What is an idiom?

2、Which language was the Bible first written in?

3、Which idiom is often used to describe children?

【設計說明】簡要的問題使學生對文章內容有大概的了解，為下一步的careful reading 奠定基礎。

Step3: Careful reading

Part1: Answer questions

1 Why does the Bible have a lot of idioms?

2 What did ‘by and by’ originally mean in the Bible?

3 What does ‘by and by’ mean today?

4 How many years ago was the Bible translated into English?

5 What does “feet of clay” mean?

6 Which animals are featured in the idioms in the article?

7 Which foods are included in the idioms in the article?

8 How is studying idioms useful in language learning?

【設計說明】這是對文章的細節理解，同時也使學生學習了這部分的知識點。

Part2: Choose the best idiom from the text to fill in the blanks

1 Sarah’s grandmother adores her; Sarah is_________________________________.

2 Wilson was disappointed when he learnt that the coach had ____________________.

3 She knew it might take a long time for her teammates to change their minds, but she believed that the new plan would work_________________________________.

4 The people in my village are very honest and hard-working; they are______________________.

5 When my brother came back home from his trip to Europe, we _________________for him.

6 She would not say who told her about the surprise party. She just said ___________________.

【設計說明】換一種語境讓學生更好體會文中出現的習語的用法。

Step3: Careful reading

Read a short passage about idioms from the Bible and full in the blanks with the words blow.

Hidden underline weaknesses translated idioms group Greek

Soon concept bird

An idiom is a _______of words that has a special meaning which is not usually apparent. If you already have a good understanding of English and want to polish up and sharpen your language skills, studying_______ can be a good way to do so.

Many of the idioms used in English are from the Bible was ________ from Hebrew into _______ and later into English. Take ‘by and by’ as an example. It originally meant ‘immediately’, but now it means ‘________’.

Idioms can be used to ______ the moral of a story. One idiom about ‘feet of clay’ stresses the ________ that things or people that seem perfect, like a person we admire or respect, can have hidden _________. Another idiom, ‘a little________ told me’, is used to say that you know something but you do not want to tell others how you know it. Some Bible idioms use things related to food such as salt or apples to make a point more clear.

From now on, whenever I read an idiom, I will remember that there could be a ________ meaning in it.

【設計說明】這個環節可以從另一個側面檢驗學生對文章線索的掌握。既是對文章內容的延伸，又是對文章的綜合概括，并可以借此提高學生的詞匯運用能力。

Step4: Appreciation: Enjoy some idioms

1 A little learning is a dangerous thing.

2 Life is made up of little things.

3 A high building, a low foundation.

4 Many a little makes a miracle.

5 Many hands make light work..

6 Actions speak louder than words.

7 Better to arrive late in this world than early in the next.

8 When in Rome, do as the Romans do.

……

Step5: Homework

(1) Shorten the passage using your own words.

(2) Try to collect some idioms.

(3) Find useful and .difficult language points from the passage.

英語中考學習教案（篇5）

一、說教材(教材分析) Analyzing teaching material

1. 說課型 lesson type (Dialogue/ reading/ listening/ revision)

2. 本課在教材中的地位 status and function

Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.

3. 說教學指導思想 teaching guideline

(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)

4. 說教學目標和要求 Teaching aims and demands (…be intended for Ss in key schools)

1)認知目標 knowledge objects

a. Enable the Ss to remember the following new words & phrases:

Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

b. Get the Ss to be familiar with this sentence pattern:

If the population keeps growing so quickly, there will only be standing room left…

Give the Ss a reinforced practice on the functional item Supposition.

c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.

2)智能目標 ability objects

a. Ask the Ss to make up a similar dialogue.

b. Help them to understand the dialogue better and improve the four skills.

c. Develop their ability of thinking independently.

d. Cultivate their ability to discover, analyze and solve problems.

e. Train them to collect information from the Internet.

f. Train them with some effective learning methods to optimize Ss’ learning results.

3)德育目標 moral objects

a. Arouse their interest in learning English;

b. Help them to understand the background of pollution.

c. Enable the students to love our earth and the nature.

d. Be aware of the importance of stopping pollution & protecting out environment.

e. Encourage the Ss to do something to save the earth.

5. 說教學重點 teaching important points (生詞、句型;培養閱讀技能)

a. New words and phrases

b. Sentence pattern: If- clause

c. improve their reading skills.

d. Talking about problems of the Earth.

6. 說教學難點 teaching difficult points (語法;發展交際能力)

a. functional item: Supposition.

b. Develop their communicative ability. Act out their own dialogue.

7. 說教具 teaching aids (multi-media computer, software, OHP)

The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.

二、說教法 Teaching methods

Five step method; audio-video; communicative approach;

Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

三、說學法 Study methods

1. Teach Ss how to be successful language learners.

2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

3. Get the Ss to form good learning habits.

四、說教學過程Teaching procedures

I. 復習 (Revision) 5min (Daily report; 詞匯diagram; brainstorming; activate schemata)

Activity 1: Imagination

1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)

2). Suppose you catch a bad cold, what’s to be done?

3). Suppose your bike is broken, what’s to be done?

4). And suppose the earth, on which we all live, is damaged, what’s to be done?

What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of pollution.)

II. 呈現 (Presentation) 5min

Activity 2: Presentation

Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)

A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.

Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.

III. 對話 / 閱讀 (Dialogue)18m

1. Pre- reading

Activity 3: Prediction

1st listening/ fast reading, one guided Q to help Ss to get the main idea:

What do you think is discussed at the conference?

2. While- reading

Activity 4: Read and answer

2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.

閱讀: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 識別關鍵詞key words;確定主題句;創設信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。達到對課文的整體理解和掌握。So that they can have a good understanding of the whole text.)

3. Post- reading

Activity 5: Language focus

While Ss are answering the Qs, the teacher deals with some key language points.

a. is being caused b. and so on c. go on doing

d. be fit for e. standing room f. if- clause

IV. 操練 (Practice) 10m

Activity 6: Retell

Use your own words to retell the dialogue in the 3rd person.

Activity 7: Acting out

Activity 8: Drill – Supposition

Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)

(Retell; act out; role play)

V. 鞏固 (Consolidation) 6m

(Discussion; interview; press conference; debate; quiz)

Activity 9: role play

Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

Activity 10: Discussion

Think of the question: Are we causing damage to the world?

What should we do to save the earth and protect our environment especially in our daily life?

Collect their answers and form a report.

VI. 作業 (Homework) 1m (Writing; continue the story; recite; retell)

Write a letter to the mayor, telling him sth. about the pollution around your school.

英語中考學習教案（篇6）

教學目標：

知識目標

1、能聽懂、會說、會讀單詞：watch, wallet, calculator, teapot, hairdryer, skateboard。

2、能聽懂、會說、會讀名詞性物主代詞mine, yours, his, hers, ours, theirs并讓學生感受其用法。

3、能正確理解并能體驗句型 ①Whose?is it/are they? It’s/They’re?②Who is it/are they from? It’s/They’re from?的使用語境。

技能目標

引導學生在學習對話的過程中感受如何談論物品的歸屬并能正確理解、掌握對話的內容，并能有感情的朗讀對話。

情感目標

讓學生了解西方國家的重要傳統節日“圣誕節”，體驗西方國家送禮與受禮的風俗習慣，幫助學生拓展文化視野，增強跨文化意識。

教學重點：

能聽懂、會說、會讀本課詞匯，初步理解運用本課句型，能正確理解、掌握對話的內容并能流利的朗讀對話。

教學難點：

單詞hairdryer, calculator, skateboard的讀音;有感情的朗讀對話并適當拓展。

教學準備：

多媒體課件，單詞、句型和人物卡片，練習紙

教學過程：

Step1 、Warming-up.

1、課前播放歌曲：“We wish you merry Christmas”。

2、Free talk.

①T: Today, here are so many new English teachers in our classroom. Can you introduce yourself to the teachers?

T: What date is it today?

T: What holiday(節日)is coming?(Ss: Christmas)

引出課題并呈現卡片進行教學。(Unit 7 At Christmas)

T: When’s Christmas? (Ss: It’s on the 25th of December.)

②T: What do you know about Christmas? (Ss:自由介紹!)

提示學生可以用中文自由介紹。(T：You can speak in Chinese.)

Father Christmas圣誕老人 stockings長筒襪

③T: What do people usually do at Christmas? (Ss: They usually eat delicious food.and give presents to each other.互贈禮物)

(設計意圖：導入簡明而直接點題。由于學生對于圣誕節還是有話可說，所以在這一環節還是把更多的話語權交給學生，老師只是輔助性的補充課余知識。)

Step2、Presentation and Practice

1、師創設情境導入并教學新授內容：“

T: We know we can get some presents on Christmas day. And last year, on

Christmas day, I got a present from my friend Jack. Look, it’s a watch.

So we can say the watch is from Jack. It’s for me. It’s my watch. It’s mine.

(設計意圖：從學生熟悉的手表watch開始導入新句型和名詞性物主代詞，目的在于讓學生能夠整體感知名詞性物主代詞的含義及用法)

2、Learning the whole text

Listen and answer(序言)

T: Now we know I got a Christmas present from my friend at Christmas. And Jim’s family got some presents, too. Now let’s look at the preface.

What holiday(節日) was it?

It was Christmas Day.

Who are they?

They are Jim’s family.

Where were they?

They were in Jim’s grandparents’ house.

What were they doing?

They were opening their presents under the Christmas tree.

Watch and circle(完整的看一遍課文卡通片，圈出Jim一家的禮物)

根據學生圈出的禮物，教師進行單詞教學：a watch, a teapot and some tea, a wallet, a calculator, a skateboard, a hairdryer.

教師示范朗讀，學生跟讀單詞。重點指導calculator, skateboard，hairdryer的發音。

(設計意圖：在教學skateboard, teapot, hairdryer時，我借助單個單詞和在一起的做法，幫助學生了解復合詞，提高記憶的效率。)

Read and match(快速閱讀課文，將對應的人物、禮物進行連線。)

在學生做完連線以后，運用連線后的圖引出句型：Whose...is it/are they? It’s/They’re...

(設計意圖：對于重點句型的導入是放在進入語篇后，讓學生整體感知名詞性物主代詞后再滲透句型，這樣學生理解起來更容易。)

Read and fill in the form(細讀課文，完成表格內禮物來自于誰，然后根據例句造句)

重點讓學生操練句型：Who is it/are they from? It’s/ They’re from…

如：The wallet is from Grandma. It’s for Grandpa. It’s his.

The teapot and some tea are from Grandpa. They are for Grandma. They’re hers. (注意單復數)

Step3、Consolation

Read after the T sentence by sentence.

Fill in the blanks (Do a summary of the text)

On __________ Day, Jim’s family get many presents. The wallet is from Grandma. It’s Grandpa’s. It’s ____. The teapot and some tea are _____ Grandpa. They’re Grandma’s. They’re _____. A calculator and a skateboard are from Mum and Dad. They are _____ Jim. They’re _____. The watch is for father. The hairdryer is for mother. Everybody is very excited.

Step4、Write a letter

We know that I got a watch from my friend Jack last year. This year, on Christmas day, I want to send some presents to Jack’s family, too. Let’s look at Jack’s family photo.

Dear Jack, ’s for you. It’s ’

’s for your wife(妻子)。It’’ ’s for your son. It’’

Merry Christmas!

Sincerely yours,

Kitty

(設計意圖：運用本課所學句型能進行簡單的拓展時我們這節課的一個目標。而在課程設計上前后呼應是有必要的。前面提到我去年圣誕節收到Jack的禮物，那么今年我要會送禮物，那么我能送什么，請幫我完成這封信，這樣水到渠成。在學生自己拓展前給了例子，并且要求學生根據需求為Jack一家選擇禮物)

Step5、Homework

1. Read and act the dialogue.

2. Make a Christmas present for your parents or your friends.

英語中考學習教案（篇7）

一、教學目標：

1. 語言知識目標：

1) 繼續練習運用情態動詞can。學會詢問和談論彼此的能力和特長。 ① —Can you play the guitar? —Yes, I can./ No, I can't.

② —What can you do? —I can dance.

③ —What club do you want to join? —2. 情感態度價值觀目標：

對自身的認識，為將來的自我發展奠定基礎。

二、教學重難點

1. 教學重點：

1) 讓學生重點總結、發現情態動詞can2)

2. 教學難點：

1) 情態動詞can的用法;2) 在實際交際活動中運用來詢問與表達自己或他人的能力。

三、教學過程

Ⅰ. Warming- up and revision

T: Hi, S1! What can you do?

S1: I can sing and dance?

2. Role-play.

Ⅱ

1. 2. 中的句子，然后做填空練習。

①

② / 不，我不會。

Yes, ____ _______. / No, I _______.

… (其余試題見課件部分)

3. 學生們完成填空試題后，可以打開課本檢查答案，對錯誤的句子，單獨進行強化記憶。

Ⅲ. Try to Find

老師將情態動詞的can的用法，以學案的方式呈現在大屏幕上，讓學生自主學習，并發現其用法。

1. 可以看出，在Can…?句型中，情態動詞can沒有________和_______ 的變化。

2. 用情態動詞can來詢問他人的能力可以歸納為以下句型：

Can + _______ + _________ + 其他?

肯定回答：_________________

否定回答： _________________

What + can + _______ + ________ ?

學生們合作學習討論上面學案的答案，總結情態動詞can的用法。

老師找部分學生對上述問題作答，并一起討論總結情態動詞can的用法。

Ⅳ. Practice

1. Look at 3a. 告訴學生們用所給的詞匯來造句子。首先，用情態動詞can及所給的第一個動詞詞組來造一個一般疑問句，并作出一個否定的回答。然后，用轉折連詞but及第二個詞組造一個肯定句。

Teacher makes the first one as a model:

Can Wu Jun speak English? No, he can't, but he can speak Chinese.

Ss try to make sentences using the phrases in 2~5. They can discuss with their partners.

Then let some Ss tell their answers to the class.

Check the answers with the class.

ou can show and try to complete the poster with the words in the box.

第三空格后有guitar一詞，可知些空格應填play一詞。其他類似。

分析能力及綜合運用能力。

最后，教師與同學們一起校對答案，并對學生們有疑問的地方進行解釋。

Ⅴ. Group work

2. First, work in group ask and answer about what you can do? e.g.

S1: What can you do, S2?

S2: I can do kong fu.

S1: Great! What about you S3?

S3: I can sing very well.

…

3. Then make a list together.

…

(最后，可以經學生們評議來推舉最有能力的小組)Ⅵ. Exercises

1. If time is enough, do some more exercises on big screen.

Homework

1. Write a report about what your family members can do.