初二下册英语教案：Unit 2 What should I do

老师都需要为每堂课准备教案课件，要是还没写的话就要注意了。做好教案课件的前期设计，才能按质按量地达到预期教学目标。那老师在写教案课件的时候要注意什么？以下由小编为大家精心整理的“初二下册英语教案：Unit 2 What should I do”，欢迎阅读，希望对你有帮助。

Unit 2 What should I do ?

Teaching goals (教学目标)

1.Words 落伍的______________________6.与某人争吵__________________

7.为...付款;付钱____________________8.向某人借某物_________________

9.给某人提建义________________________10.找出_____________________

11.enough money_________________ 12.leave my homework at home_______

13..have a fight with… _________________ 14.get a part-time job_______________.

15.get on well with sb____________________.

二、词形变化：

1.argue (名词)　______________ 2.wrong(反义词)___________

3. we (反身代词)_______________

三、选择

( )1.My parents want me _____at home every night

A. stay B. staying C. to stay D. staies

( )2.I argue ______ my best friend . A .with B. about C. at D. and

( )3.He doesn’t have any money , ______. A. either B. too C. also D. but

( )4. My friend _____the same clothes . A. wear B. wears C. put on D. puts on

( )5.Could you give me _____ advice A. some B. any C. many D. a lot

( )6.My friend is angry with me . What should I _____to him ?

A . say B. speak C. argue D. talk

( )7.He could do nothing except_____ TV.

A. watch B. watches C. watching D. will watch

( )8.please ______ who broke the window .

A. find out B. find C. look for D. look out

( )9.He _____ the pen on the ground just now .

A. droped B. dropped C. falls D. fell

( )!0. He’s used to _____ in the afternoon . A. play B. plays C. playing D. played

( )11. Maybe he put it in his pocket , ______ he ?

A. does B. doesn’t C. did D. didn’t

( )12. The boy is ______to go to school .

A. enough old B. enough young C. old enough D. young enough

( )13.please show me the ticket ______the concert A. of B. for C. to D .on

( )14.I need to get some money to _____the summer camp .

A . pay on B. pay in C. pay with D. pay for

( )15.When I arrived home , I remembered that I ______ my key in the classroom .

A. forget B. forgot C. leave D. left

( )16. They are ____ the summer holiday .

A. planning B. planing C. planned D. plans

( )17. I ______ it everywhere , but I didn’t _____ it .

A . looked for , looked for B. looked for , find C. found , looked for D. find , look for

( )18.Our teacher often tells us _____ to the old politely .

A. speak B .speaking C. to speak D. speak in

( )19.I really don’t know _________.

A. what should I do B. what to do C. what does D. what doing

( )20. They are good friends , but sometimes they ______each other .

A. argue of B. argue C. argue to D. argue with

四、句型转换

1.You should write him a letter. (就划线部分提问)

__________ _________ _________do?

2. I think you should finish your homework first(改为否定句)

3. You are not as popular as your best friend.(同义句)

Your best friend is________ _________than you.

4. The bike is his.(就画线部分提问 ) ________ is the bike?

5. He has some money ,too.(改为否定句)

He ________ ________ ________money, ________.

五、 用所给动词的正确形式填空

1. You should _(go) to see a doctor. 2. Mother asked me _(get) up early.

3. They are ______(plan) how to spend the summer holiday.

4. Let’s _______(try) our best to make our world more beautiful.

5. He ________(leave) his bag at school yesterday.

六、根据汉语提示完成下列句子

1.这种款式的女装，现在正流行。This style of dress ________ _______ _________ now.

2.我不喜欢这部电脑，已经过时了。

I don’t like this computer, it’s _______ _________ _________.

3.同学之间不能相互吵架。

The students shouldn’t __________ _________ __________ ___________.

4.如果你有什么需要问我的，请给我打电话。

If you have something to ask me, please ________ ________ _________.

5.也许你可以给他一张球票。

Maybe you could _________ him _______ ________ ______ a ball game.

6. 我不想在电话上谈这事。 I don’t want to talk about it _________ ________ __________.

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初二八年级英语教案范文:Unit2 What should I do

Unit 2 What should I do ?I. Teaching aims and teaching demands:In this unit students learn to talk about problems and give advice.II. Teaching key and difficult points:A. Vocabularyargue, loud, original ,out of style, tutor, upset, adult,Recycling: problem, sorry, part-time, important, friend, money, home, new, easy, letter, ticket, ball game, surprise, colorful, borrow, write, call someone up, go to someone’s house, every nightB. Target languageMy brother plays his CD too loud.What should I do ?Why don’t you talk to him about it?C. StructuresModals could, shouldWhy don’t you …?(formulaic)III. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. This unit is pided into seven periods.

Lesson 1 Speak and listenSection A 1a---1cI. Teaching aims and demands:Students learn to talk about problems and give advice.II. Teaching key and difficult points:A. Vocabularykeep out , play, loud, argue, wrong, What’s wrong ? out of style , could, should,B. Target languageMy brother plays his CDs too loud.Maybe you should buy some new clothes.III. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. Teaching procedureActivity 1. RevisionTask 1. DictationTask 2. Ask and answer.Questions about future with will.Activity 2. presentationThis activity introduces some new vocabulary.Task 1 . Make a two-column chart on the board with the heading problem at the top of column 1 and the heading Advice at the top of column 2 .Then ask the students to tell you what you could do about it.problemI want to buy a new guitar but I don’t have enough money. Advice1. Wait until next year.2. Don’t buy a guitar.3. Borrow one.4. Buy a used guitar.5. Get a part-time job.Task 2. Then read the problem to the class again. Then write the words could ,should ,and shouldn’t on the board next to the chart. Read the problem to the class again and help the class give advice using the words could, should ,and shouldn’t.Task 3. Ask the students to finish the task in 1a.Teach : Serious problem is a very bad problem, a very big problem. Out of style means not in fashion.enough money : I don’t have enough money to buy a bike.Ask the students to write the problems in the serious or Not serious column.Task 4. Talk about the answers.Ask ,Who put “My parents want me to stay at home every night?” the serious column? Ask the same questions about the other items. Discuss which problems students thought were the most serious.Activity3. Listen and circle the problems you hear in activity 1a.Task 1.point to the pictures in activity 1a. Ask different students to say what they see in each picture. Read the instructions to students.Task 2. play the recording the first time. Students only listen.Task 3. play the recording a second time. Students circle the problems they hear. Then check the answers.Step4. pairworkAsk the students to look at the problems in activity 1a and make conversations.Homework1. Make up your own conversations.2. Make ten sentences with could, should and shouldn’t.Lesson 2 Listen and speakSection A 2a---Grammar FocusI. Teaching aims and demands :Students learn to talk about problems and give advice.II. Teaching key and difficult points:A. Vocabularycall sb. up, ticket, surprise, on the phone, What’s the matter?B. Target languageYou could go to his house.You could give him a ticket to a ball game.What should I /he/they do ?III. Teaching methods: Audio-lingual methods and pppIV. Teaching aids: a tape recorderV.Teaching procedureActivity 1. RevisionTask1. Check the homework. Ask and answer.Task2. Revise the vocabulary.Activity 2. Listening and circling .Task1.Read the instructions. Learn the key vocabulary.Read and repeat the phrases.Task2.You will hear a conversation between Nari and a friend.play the recording twice and students circle the word ,Nari’s friend uses to give advice.Then check the answers.Activity 3.ListeningTask 1. Read the instructions. Show students the example match.Task 2. play the recording again and check the answers.Activity 4. GroupworkTask 1.Read the instructions for the activity.Task 2. point to the example in the sample dialogue. Ask two students to read the conversation to class.Task 3. Ask students to role play a conversation between Nari and his friend using these two sets of sentences.Then have the students work in pairs.Task 4. Check the answers by calling on different pairs to say a conversation to the class.Activity 5. Grammar FocusReview the grammar box.ask the students to say the questions and the responses. Explain that the word should is always used to ask for advice, but the words could, should, and shouldn’t are used to give advice. Could is a less serious word than should.pay attention to the questions and answers, ask and answer loudly.Homework1. Review the conversation and the vocabulary.2. Write your own conversations on giving advice.Lesson 3 Reading and writingI. Teaching aims and demands :Students learn to talk about problems and give advice.II. Teaching key and difficult points:A. Vocabularypay for, part-time job, okay, either, bake, Teen Talk, tutor, need, maybe, good idea, bad idea, okay ideaB. Target languageWhat should I do ?Then I think you should get a part- time job.III. Teaching methods: Audio-lingual methods and Control-reading and writing.IV. Teaching aids: a pictureV.Teaching procedureActivity 1. RevisionTask 1.Revise the vocabulary and the key structures.Task 2.Dictation.Activity 2. Reading and writingTask 1 .Read the instructions. Write the possible responses on the Bb and ask a student to read the responses to the class. Discuss the three responses and be sure students understand how the responses are used.Task 2. Ask four students to read the conversation to the class.Ask the students to fill in the blank.Then ask and answer in groups.Activity 3. pairworkTask 1. Read the instructions.And then ask two students to read the sample conversation.Task2.Ask the students to say some ways to get money that aren’t in the book.Task 3. ask the students to work with partners as they ask for and give advice.Then ask two or three pairs of the students to say their conversations to the class.Activity 4. pairworkThis activity provides an opportunity for students to use the language of the unit to give advice.Task 1. Read the instructions. Then ask two students to read the dialogue.Task 2. Ask another pair of students to give their advice on another topic. pick a topic of current interest in the news.Homework1.Review the vocabulary and target language.2.Write your own conversations about problems and advice.Lesson 4 Section BI. Teaching aims and demands :Students practice using the target language.II. Teaching key and difficult points:A. Vocabularyoriginal , the same as, in style, nicer, haircut, inexpensive, comfortableB. Target languageI think Erin should tell her friend to get different clothes.Friends shouldn’t wear the same clothes.They are the same as my friend’s clothes.III. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. Teaching procedureActivity 1. RevisionThis activity introduces the key vocabulary.Task 1.Read the instructions in 1a. Ask a student to read the sentences to the class.Read each sentence again and ask the Ss to repeat it. Then explain in their own words that each sentence means.For example: T: What does original mean?S1: Different from others. Not the same.T: Correct. When something is original, it is not like all the others. Can you give an example?S1:My watch doesn’t have numbers on it. It has pictures of faces instead of numbers. My watch is original.T: Correct. It’s not like all the others.Task 2.point out the write-in line in front of each sentence. write VI if the statement is very important to you, write I if the statement is somewhat important to you, and write NI if it is not important.Task 3. Talk about the answers with the class.Activity 2. ListeningTask 1. Read the instructions.point to the three items students will be listening for:Say you will be listening to a radio advice program. people call in for help with a problem and other people call up with advice. They will be talking about one of these problems. please check the problem they talk about.Task 2. play the recording the first time. Students only listen.Task 3. play the recording a second time.Ask the students to put a check in front of these problems. Then check the answer.Activity 3.Listening and writingA. Listen carefully and fill in the chart with the advice that you hear .Then check the answers .B. Listen again and fill in the chart. Then check the answers.Activity 4. pairworkTask 1.Read the instructions.Task 2.Ask two students to read the conversation to the class.Task 3. Work with the partners and say what do you think Erin should do.Ask some pairs of students to say part of their conversation to the class.Homework1.Review the vocabulary .2.Write your own conversations about advice.Lesson 5 Reading and writingI.Teaching aims and demands :Students practice the target language by reading and writing.II. Teaching key and difficult points:A.Vocabularyexcept, upset, find out, do wrong, what to do, lonely, argueB.Target languageWhat should I do ?You could be more friendly.You should try to be funny.Everyone else in my class was invited except me.I’m very upset and don’t know what to do.I just found out that my friends were planning a birthday party for my best friend,…III. Teaching methods: Audio-lingual methods and Control-writing.IV. Teaching aids: a tape recorderV.Teaching procedureStep 1. RevisionTask1. Check the homework. Ask and answer.Task2.Revise the vocabulary.Step 2. Reading and writingTask 1.Teach these words:except: Everyone has a bike except Jim.Everyone has a bike besides Jim.find out: learn, please find out where they live.I can’t think what I did wrong.I don’t know what to do.Task 2. Ask the students to read the instructions.Task 3. Ask the students to read the letter and underline the problem on their own.Correct the answers.Step 3. WritingTask 1. Read the instructions.Ask a student to say some of the advice they might give. Write the key words on the board.Task 2. Ask the students to write the letters on their own.Task 3. Ask some students to read their letters to the class.Step 4. Writing on your own.1. read the instructions.2. ask the students to say some problems they might write about.3. ask some students to read their letters.Step 5. Groupwork1. Ask the students to read the instructions.2. Ask two students to read the dialogue.3. Ask another pair of students to give their advice for one of the problems.4. Ask students to complete the work in groups.5. Ask a few students to share the sample conversations.Step 6.Self Check1. Ask the students to do the exercises on their own .Then check the answers.2. Read the letter and then write some advice.3. Ask a few students to read their letters of advice.4. Just for fun. Ask two students to read the conversation to the class.Homework1.Review the vocabulary .2.Finish off the writing exercises.

Lesson 6 Reading and writing

I. Teaching aims and demands :Students learn to master the reading skills.II.Teaching key and difficult points:A. Vocabularyuntil, fit, as much as possible, pressure, complain, include, pushy, send, all kinds of, compare, crazy, adult, on the one hand, …organized, on the other hand,…B. Target languageWhat should you do to relax?parents should learn to give their kids a bit more time to themselves.III. Teaching methods: Audio-lingual methods and Control-reading and writing.IV. Teaching aids: a tape-playerV.Teaching procedureActivity 1. RevisionTask 1.Revise the vocabulary and the key structures.Task 2.Dictation.Activity 2. Before You ReadTask 1 .Read the instructions.1. Encourage the students to think about life outside school hours. List them on the Bb.2. Ask the students to use the list on the Bb to complete the two boxes labeled ‘I do’, and ‘I don’t do-‘. They are free to add any ore activities they do, or don’t currently.3. Ask a few students to share what they have written.Task 2.Teach the students about using a dictionary.1. Explain that a dictionary can help students learn independently.They can learn new words, how to pronounce them, and how to use them correctly.2. Let the students to look up the words in the box.3. Have a brief memory quiz on all the words.4. Discuss the points made in the Reading Strategy about using a bilingual ,learner’s and electronic dictionary.Activity 3. While You ReadingTask 1. Ask the students to read and notice the words they have just looked up in their dictionaries. Read the sentences to the class.Task2.Ask the students to read the passage loudly .Homework1.Review the vocabulary and target language.2.Write your own conversations about problems and advice.

Lesson 7 Reading and write

I. Teaching aims and demands :Students learn to master the reading skills.II.Teaching key and difficult points:A. Vocabularyuntil, fit, as much as possible, pressure, complain, include, pushy, send, all kinds of, compare, crazy, adult, on the one hand, …organized, on the other hand,…B. Target languageWhat should you do to relax?parents should learn to give their kids a bit more time to themselves.III. Teaching methods: Audio-lingual methods and Control-reading and writing.IV. Teaching aids: a tape-playerV. Teaching procedureActivity 1. RevisionTask 1. Dictation.Task 2. Read the passage to the class.Activity 2. After You ReadTask 1. Read the statements.Task 2. Discuss with your partners.Task 3. Ask each group to report their ideas to the class.Activity 3. writingAsk the students to write a sentence of their own using the words from the box in Section1b.Activity 4. WritingTask 1.Read the instructions.Task 2.Review language used for advice.Then imagine you are Dr Alice Green.Write a letter to Cathy Taylor. Give advice about what she should do with her children.Activity 5. Go for it !1. Write pressure on the Bb.Make a survey with two questions:When do you feel under pressure?What should you do to relax?2.If there is someone in your class who has a big problem, make a plan to help them.Homework1.Review the vocabulary .2.Finish writing the letter.

初二下册英语教案：Unit 3 What were you doing

Unit 3 What were you doing when the UFO arrived ?

Teaching goals (教学目标)

1.Words : barber shop , well , bathroom , accident , earth , silence , playground , around , strange , kitchen , modern , follow , shirt .

2.when , while 引导的时间状语从句。

3.学习过去进行时态。

4.利用知识谈论过去发生的事情。

5.复习过去式，学会讲故事。

6.了解一些自然科学知识和社会科学知识。

Important and difficult points：(教学重难点)

1.when , while 引导的时间状语从句。 2.学习过去进行时态。

Teaching aids : a tape-recorder , cards .

第一课时

Teaching procedures(教学步骤) :

Step 1 Leading in(导入话题，激活背景知识)

1.Greetings and free-talk . 2.Check the Homework(家庭作业) .

3.Dictate the words in Unit 2 .

Step 2 pre-task(任务前活动)SB page 18 , 1a .

1.point to the sentences .Read the sentences .Explain what each one means .

2.Look at the picture .point out the six people .Match the statements with the people in the picture .

3.Check the answers .

4.practice reading .

Step 3 While-task(任务中活动)SB page 18 , 1b .

1.Read the instructions .Make sure the Ss understand what they should do .

2.Look at the dialogue in the picture .

语法：

过去进行时态的构成: was / were + doing .

用法:表示过去某一时刻或某一段时间正在进行的动作，一般用时间状语来表示。

I was standing in front of the library when the UFO arrived .

3.play the tape twice . Circle the correct responses . 4.Check the answers .

Step 4 post-task(任务后活动)

Talk about what people were doing when the UFO arrived .

Step 5 While-task(任务中活动)SB page 19 , 2a .

1.Read the sentences .Make sure the Ss understand what they mean .

2.play the tape twice .Order these statements .

3.play the tape again ,correct the answers .

SB page 19 , 2b .

1.Read the instructions . 2.play the recording .Write “when” or “while” on each line .

3.play the recording again ,correct their answers .

Notice: when / while

※ When comes before a quick action that happens only once .The word “while” comes from an action that continues for some time .

Step 6 post-task(任务后活动)SB page 19 , 2c .

1.point ort the picture .Ask what each person is doing .

2.Groupwork : Ask “What was …doing when the UFO arrived ?”

3.Ask a group to say its conversation to the class .

Step 7 Grammar Focus

Review the grammar box by asking some students to read the sentences .

Homework(家庭作业) :

1.Go over the words in this unit

2.用介词或介词短语填空。

① They were talking the phone .

② I was he barber’s chair .

③ The boy was walking the street when a UFO landed .

④ I had a very unusual experience Sunday .

⑤ The alien visited the Museum Flight .

教学后记:

第二课时

课前准备：

教师：录音机，所学物品的图片。

学生：英语点金教练及相关的学习用具

Teaching procedures(教学步骤) :

Step 1 Leading in(导入话题，激活背景知识)

1.Greetings and free-talk .

2.Check the Homework(家庭作业) .

Step 2 While-task(任务中活动)SB page 20 , 3a .

1.Read the instructions .

2.Read the e-mail by the Ss first .Number the pictures in the correct order .

3.Explain something .

4.practice reading and listen to the tape .

SB page 20 , 3b .

Cover the story .Look at the pictures and take turns to tell the story . I think this activity is hard to most of the students .

If necessary , do it as Homework(家庭作业) .

SB page 20 , part 4 .

What were you doing at these times last Sunday ?

1.Read the sample dialogue in the box .

2.Look at the table .Read the times for the Ss .

3.pairwork : Talk about what they were doing at different times .

4.Write down your answers .

5.practice reading .

Step 3 post-task(任务后活动)

Make an interview .

Interview two classmates in your class and write down their answers .Begin like this :

-----What were you doing at … ? ------I was … .

Homework(家庭作业) :

Cover the story in 3a .Try to retell the story .

教学后记:

第三课时

课前准备：

教师：录音机，所学物品的图片。

学生：英语点金教练及相关的学习用具

Teaching procedures(教学步骤) :

Step 1 Leading in(导入话题，激活背景知识)

1.Greetings and free-talk .

2.Check the Homework(家庭作业) .

Step 2 pre-task(任务前活动)SB page 21 , 1c .

1.Look at the pictures .please say something about the picture .

2.Read the sentences and explain the new words .

3.Match the sentences with the pictures .

4.Check the answers .

Step 3 While-task(任务中活动)SB page 21 , 2a & 2b .

1.Read the things in the chart below .They will help Ss to guess what you will heard .Hear six things in the chart .

2.play the recording the first time .Ss only listen .

3.play the recording a second time .Check the phrases they hear on the recording .

4.Listen again .pay attention to the persons who did each thing in the chart above .Match the phrases with the persons .

5.play the tape again and correct the answers .

Step 4 post-task(任务后活动)SB page 21 , 2c .

pairwork : Read the sample dialogue in the box .Talk about the people in activity 2a .S1 begins a sentence with the word “while” ,S2 complete the sentence .

① While John was walking to school , he saw a cat in a tree .

② While John was climbing the tree , a man saw him .

③ While the man was calling the police , a woman called the newspaper .

④ While the newspaper reporter was taking photos ,the cat went up the tree again .

Ss can say them out by themselves .

Homework(家庭作业) :

SB page 23 , Selfcheck , parts 1and 2 .

教学后记:

第四课时

课前准备：

教师：录音机，所学物品的图片。

学生：英语点金教练及相关的学习用具

Teaching procedures(教学步骤):

Step 1 Leading in(导入话题，激活背景知识)

1.Greetings and free-talk .

2.Check the Homework(家庭作业) : Correct the answers .

Step 2 pre-task(任务前活动)SB page 22 , part 3 .

1.Read the instructions ,pointing to the article and the list of questions .

2.Scan the passage for the main idea .

T: Who found Linda’s dog ? (the police officer’s dog )

3.Read the questions by the Ss .Make sure they understand them .

4.play the recording .Ss listen carefully . 5.Write answers to the questions .

6.practice reading .7. Correct the answers .

Step 3 While-task(任务中活动)SB page 22 , 4a .

1.Read the instructions .

2.Look at the pictures .Discuss in groups .

3.Ask students to explain what is happening in each picture .

4.Complete the work on their own .Remind them to use times in their stories .

5.Share their stories .(If someone can’t finish it in class ,do it as Homework(家庭作业) .)

Step 4 post-task(任务后活动)SB page 22 , 4b .

1.Read the instructions . 2.Read the times .

3.pairwork : One is the police officer ,the other is the bicycle thief .Begin like this :

A: Where were you at … ? B: I was in the park .

A: What were you doing there ? B : … .

4.Show the role-plays to the class .

Homework(家庭作业) :

1.Finish Selfcheck , part 3 .

2.运用过去进行时态when / while 来描述上个星期日两人不同的动作，写出五个正确的句子 。

Time Action

Linda Me

8:00 am read English play football

12:00 am have lunch read newspaper

2:00 pm have a rest play computer games

4:00 pm play basketball sleep

6:00 pm do Homework(家庭作业) watch TV

教学后记:

第五课时

课前准备：

教师：录音机，所学物品的图片。

学生：英语点金教练及相关的学习用具

Teaching procedures(教学步骤):

Step 1 Leading in(导入话题，激活背景知识)

1.Greetings and free-talk .

2.Check the Homework(家庭作业) .

Step 2 pre-task(任务前活动)SB page 24 , Groupwork .

1.Arrange the Ss in small groups .Ask them to look at the pictures and talk about the events .Encourage students to say how historical events affected their lives .

2.Tell the Ss to help each other with vocabulary they might need and don’t know .

Step 3 While-task(任务中活动)

1.Reading strategy :The title can be helpful for you to understand a text .It is also a good idea to read the first sentence of each paragraph before reading .

2.Read the title ,which gives an indication of the content of the reading .Think of one question they think might be answered in the reading .

3.play the recording , Ss listen . 4.Ask Ss to read the story out to the class .

5.Ask Ss to comment on whether their questions in the previewing stage were answered .

Step 4 post-task(任务后活动)SB page 25 , 3a .

Read the four events and match them to the correct dates .When finished ,ask Ss to swap their book with a partner for correction .

Homework(家庭作业) :

Write about an event that you remember well .Give dates and say why you remember it ,and what you were doing at the time when you heard the news .

教学后记:

第六课时：测试课

一、单项选择。

( )1. What ____ you ____ when she came in?

A. did, do B. are, doing C. do, do D. were, doing

( )2. The girl is ill. She’s ______.

A. in hospital B. in the hospital C. at hospital D. at the hospital

( )3. The patients (病人)are waiting ___.

A. at the doctor B. at the doctor’s C. in the doctor D. in doctor’s

( )4. Where was Davy ______ Linda was looking for him?

A. that B. whileC. at D. where

( )5. They are thinking about _______ the poor children.

A. help B. to helpC. helping D. helps

( )6. The woman couldn’t see her son ________. She’s very worried.

A. anywhere B. somewhere C. nowhere D. where

( )7. They are talking about something ______ the telephone. A. in B. on C. at D. for

( )8. We were very ____ that Jim didn’t pass the exam.

A. surprise B. surprising C. surprised D. surprises

( )9. Just now she saw the man ________ into the room.

A. go B. went C. goes D. to go

( )10. There’s a big tree _____ the building.

A. in front of B. in the front of C. in front D. at the front of

二、根据对话内容填入单词，使对话通顺、完整(每空一词)。

Father: What 1 you doing 2 noon today?

Li Lei: I 3 making my kite in the garden.

Father: What 4 Li Hong doing 5 that time?

Li Lei: She was 6 some horses for the art lesson. It was 7 a nice picture.

Father: Can you ask her to show me the picture?

Li Lei: Of 8 . Li Hong, bring your picture here, please. Dad wants to have a look.

Li Hong: OK! But it’s upstairs. Let me go and 9 it. Wait a 10 , please.

三、 用所给动词的正确形式填空：

1. Father _____ still ______(sleep)when I ______(get)up yesterday morning.

2. Grandma ______(cook)breakfast while I ______(wash)my face this morning.

3. Mother ______(sweep)the floor when I ______(leave)home.

4. The students ______(have)a biology class when the visitors ______(come).

5. The driver ______(drive)home when it ______(rain)last night.

6. Some students from Class Four ______(play)basketball when I ______(see)

them on the playground.

7. Doctor Liu was on duty last night. He ______still ______(work)in the hospital at 10 p.m.

8. The street seller ______(sell)clothes when he ______(find)a purse on the ground.

9. Mr Wang spends a lot of time writing his novel every day. He ______still ______(work)

at midnight last night.

10. I ______(read)a history book when someone ______(knock)at the door.

11. Masha ______(cook)when the doorbell______(ring).

五. 翻译下列句子：

1. 老师走进教室时，吉姆正在黑板上画画。 __________________________

2. 我回家时爷爷正在看报。__________________________

3. 昨天上午下雨时，我们正在家看电视。__________________________

4. 她妈妈正在做饭时，电话铃响了。 __________________________

5. 你昨天晚上八点钟在干什么? __________________________

教学后记:

初二下册英语教案：Unit 4 He said I was hard

Teaching goals(教学目标)

1.Vocabulary: hard-working ,report card ,can do better ,speaking ,listening ,average ,surprise .

2.patterns: What did your math teacher say ? He said he could speak three languages .

3.直接引语和间接引语的转换。

4.写成绩报告单，并能将自己的成绩报告给他人。

Important and difficult points (教学重难点)

1.个人Report card 的写作。

2.直接引语转换间接引语中，注意一些关键动词的变化和人称代词的变化。(宾语从句)

Teaching aids(教具)：teaching cards , pictures and a tape recorder .

第一课时

Teaching contents(教学内容)

SectionA 1a,1b,1c,2a,2b,2c,Grammar focus .

Teaching procedures(教学步骤) :

Step 1 Leading in(导入话题，激活背景知识)

Ask several Ss what they are going to do after school .Write their sentences on the Bb .

Step 2 pre-task(任务前活动)

Say, These Ss talk about what they are going to do after school ,if you want to tell a friend what they said ,how would you tell him ?

Write the words “He said” and “She said” on the Bb .Say,We can use the words “He said” and “She said” to tell your friend like this :He/She said he/she was going to play basketball after school .Get the Ss to repeat .

Repeat this process with the other sentences on the Bb .

Step 3 While-task(任务中活动)SB page 26 , 1a .

1.Ask a student to read the four questions .

2.point out the TV screens in the picture .Ask one student to read what the person says in the first picture .Then ask another student :What did she/he say ? Help to answer :She/He said she/he was having a surprise party for Lana on Friday night .

3.Repeat with the other pictures .

SB page 26 , 1c .pairwork.First Ss work in pairs ,then ask some pairs to present their dialogues to the class .

SB page 26 , 1b .play the recording and correct the answers .

Step 4 post-task(任务后活动)SB page 27 , 2a won’t B. don’t think; will C. don’t think; is D. think; isn’t going to

( )2. The teacher told us the moon ________ around the earth.

A. went B. goes C. going D. move

( )3. DO you think _________ an English film tomorrow night?

A. is there B. there is going to be C. there is going to have D. will there be

( )4. Mary _______ my umbrella and she didn’t ________ it yet.

A. borrow; return B. borrowed; return C. borrow; return back D. borrowed; return back

( )5. I don’t know if she _______ tomorrow. If she ________ tomorrow, I’ll call you.

A. comes; comes B. comes; will come C. will come; comes D. will come; is coming

( )6. Do you think it is difficult _________?

A. study English well B. studies English well

C. studying English well D. to study English well

( )7. She told us things there were ________ better than before.

A. more B. much C. very D. nice and

( )8. ______ a librarian, what do you have to do every day?

A. Like B. As C. Because D. Since

( )9. Could you ________ me how to ________ it in Chinese?

A. say; speak B. speak; say C. tell; say D. say; tell

( )10. What happened ________ “Young Lives” last night?

A. on B. in C. to D. of

( )11. I finished my ________ exam last week.

A. end of year B. end of year’s C. end-of year’s D. end-of-year

( )12. I’m at Mary’s house ________ a homework project.

A. work on B. working on C. work D. working

二、用所给单词的适当形式填空。

1. The ___________ (disappoint) result made him very sad.

2. You got the best. How __________ (luckily) you are!

3. Which do you like _________ (well), this one or that one?

4. He told us that there ________ (be) a wonderful party tomorrow afternoon.

5. What _______ you _______ (do) when your father came back home?

6. She said that the sun ________ (rise) in the east.

7. He often ________ (stand) in front of the library.

8. My mother _________ (come) to see me next week.

9. My grandpa is in hospital. He is __________(health).

10. He was born in ________ and he can speak _________. (Spain)

三、介词填空。

1. He told Judy that he would bring some books ________ her house _______ Wednesday night.

2. What are some things that happen _______ soap operas?

3. I’m better ________ listening than writing.

4. please pass _______ this message ______ Ben, and then give his answer _______ me.

5. _______ ten years, he will be a doctor.

6. He said he would live _______ a space station.

7. I don’t want to talk _______ it ______ the phone.

8. What was the girl doing when the UFO took ________?

9. What will teenagers do _______ fun 10 years _______ now?

10. Teaching high school students in a poor mountain village may not sound _____ fun ___you.

四、用所给动词的适当形式填空：

1. Thank you for ______(help)me carry the basket.

2. Look! One of them ______(swim)in the lake.

3. ______(watch)TV too much is bad for your health.

4. ______(close)your eyes and listen to me.

5. Mother told her little son ______(not go)out the next day, because it would be windy.

6. Don’t sleep very late, you will be as ______(health)as I.

7. “Why are you late today? ”my father said ______(angry).

8. The room is ______(noise). I can’t hear anything.

9. As soon as I lay down, I fell ______(sleep)last night.

10. They come from Canada. They are ______(Canada).

五、 句型转换。

1. Mary is good at music. (同义句) Mary _____ _______ _______ music.

2. He is very healthy. (同义句) He is ____ ______ _______.

3. I think it is a good idea. (否定句) I _____ _______ it’s a good idea.

4. He said I was hard-working. (划线提问) What _____ _____ ______?

5. My teacher was very angry with me. (同义句) My teacher was very ____ ______ me.

6. My sister said to me “I’m going to help you. ”(同义句)

My sister _____ me that _______ _____ going to help ________.

人教版新目标八年级下册英语教案：Unit 2 What should I do ?

Unit 2 What should I do ?
Teaching goals （教学目标）
1.Words & phrases : keep out , loud , argue , What’s wrong ? football , either , except , themselves , include ,etc .
2.情态动词could /should 的用法。
3.Why don’t you … ?结构表建议的运用。
4.如何谈论问题及提出建议。
5.在处理问题中学会自省与人际交往。
Important and difficult points （教学重难点）
1.should /could 情态动词的用法。
2.如何提出建议。
教具： a tape recorder5 , cards .
第一课时
课前准备：
教师：录音机，所学物品的图片、教学挂图。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤） （教学过程）
Step 1 Leading in（导入话题，激活背景知识）
1. Greetings and free talk .
2. Check the Homework（家庭作业） .
Step 2 pre-task（任务前活动）
T: I want to buy a new guitar but I don’t have enough money .What should I do ?
Ss think it over ,and try to give his/her advice .
Write their advice on the Bb .
1. Borrow one . 2. Buy a second-hand guitar .
3. Get a part-time job . 4. Don’t buy a guitar .
5. Wait until next year .
practice reading the advice by the Ss .
导入: In this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do .
Step 3 While-task（任务中活动）SB page 10 , 1a .
1. Read the instructions to the Ss . 2. Read the problems by the Ss .
3. Ask Ss to write the problems in the “Serious” or “Not serious” columns .
4.Explain . 5. Talk about the answers with the class .practice reading .
SB page 10 , 1b .
Make sure the Ss understand what should they do .play the tape twice .Ss circle the problems they hear .play the tape a third time .Check the answers .
Step 4 post-task（任务后活动）SB page 10 , 1c .
Look at the problems in activity 1a and make conversations .
Step 5 While-task（任务中活动）SB page 11 , 2a .
1. Read the instructions .Make sure the Ss understand what should they do .
2. point to the sentences below .
3. play the tape the first time .Ss only listen .pay attention to peter’s friend’s advice .
4. play the tape again .Ss circle “could” or “should” .
5. Correct the answers .
SB page 11 , 2b .
Read the instructions .pay attention to peter’s answers .play the tape again .Check the answers .
Step 7 post-task（任务后活动）
Make conversations with peter and his friend with the help of 2a & 2b .
Step 8 Grammar Focus
Review the grammar box .Ss say the questions and the responses .Explain the differences between could/should .
Homework（家庭作业）:
1. Go over the words .
2. My clothes are out of style ,what should I do ? please give the advice .
教学后记:



第二课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤） :
Step 1 Leading in（导入话题，激活背景知识）
1. Greeting and free talk .
2. Check the Homework（家庭作业） .Collect the students’ advice .Write it down on the Bb .
Step 2 pre-task（任务前活动）
1.Review the differences between “could /should” .
2. Learn the new words in page 12 .
Step 3 While-task（任务中活动）SB page 12 , 3a .
1. Read the instructions .
2. Read the conversations by Ss or listen to the tape .Then write “good idea” “okay idea” or “bad idea” .
3. Talk about the students’ answers .
4. Make sure the students understand the dialogue.practice reading
Step 4 post-task（任务后活动）SB page 12 , 3b .
1. Read the instructions .point out the example conversation and ask two students to read it to the class .
2. Use your head .Find some other ways to get money that aren’t in the book .
3. Ask Ss to work with partner as they ask for and give advice .
4.pairwork .
5. Act out the conversations to the class .
Step 5 While-task（任务中活动）SB page 12 , part 4 .
1. Read the instructions .Make sure the Ss understand what they should do .
2. To students read the dialogue .
3. practice reading .
4. Ask another pair to give their advice on another topic .
5. pairwork .（互助活动）
Homework（家庭作业） :
将下列短语或句型译为汉语
1. keep out 2. out of style 3. What’s wrong ?
4. call sb up 5. pay for 6. ask for something
7. summer camp 8. stay at home
教学后记:


第三课时
Teaching procedures（教学步骤）:
Step 1 Leading in（导入话题，激活背景知识）
1. Greetings and free talk . 2. Check the Homework .
Step 2 pre-task（任务前活动）SB page 13 , 1a .
1. Read the instructions to the students .
2. Read the sentences and ask a student to read the sentences to the class .
3. Write NI , I , VI for each statement .
4. What is important to you when you choose clothes ?”Write one or more of their statements to the class .
Talk about the answers with the class .
Step 3 While-task（任务中活动）SB page 13 , 2a .
1. Read the instructions .Make sure the Ss understand what they should do .
2.Read the three sentences in the box .You will be listening to a radio advice program .They will be talking about one of these problems .
3. play the tape twice .Ss check the problem they hear .
4. play the tape again ,Ss correct the answers .
SB page 13 , 2b .
1.Read the instructions .Make sure Ss understand what they should pay attention to .
2. Look at the chart .There are three persons ,Kim , Nicole , Emilio .Who will give Erin some advice ?What are they ? Read each name for the class .
3. play the recording again .Ss write their answers .
4. play the recording again ,one sentence by one sentence .Check the answers .
Step 4 post-task（任务后活动）SB page 13 , 2c .
1.point out the example in the sample dialogue .Ss practice reading .
2. pairwork: What do you think Erin should do ?
3. Share their conversations with whole class .
Homework（家庭作业） :
You left your Homework（家庭作业） at home ,what should you do ? please give your advice .
教学后记:



第四课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤） :
Step 1 Leading in（导入话题，激活背景知识）
1. Greetings & free talk .
2. Check the Homework（家庭作业） :I left my Homework（家庭作业） at home ,what should I do ? Share some students’ advice .
Step 2 While-task（任务中活动）SB page 14 , 3a .
1. Scan this letter ,underline the problem .
2. Read the letter again , tick out the new words . 3. Explain something :
（1）except=but 除…之外（不包括在内）
（2）besides 除…之外（包括在内）
Eg.All the students went to the park except him .
Lucy and Lily will come to the party besides me .
（3）find out = learned 了解到 find 找到
Eg.I just find out there is a dance tomorrow .
4. Listen to the recording .Ss practice reading . SB page 14 , 3b .
5. pairwork: Give some advice to the lonely kid in 3a .
6. Suppose you’re Mary .Write the letters on your own .
7. Read the letters to the class .
SB page 14 , part 4 .
1. Read the problem in the box .
2. Two students read the dialogue .
3. pairwork : Think them over and give your advice .
4. Groupwork: See which classmate has the best advice .
Step 3 post-task（任务后活动）SB page 15 , Selfcheck .
1. Fill in the blanks with the words given .Try to make your own sentences with the words .
2. Read the letter to Aunt Chen’s advice column and then write some advice .
Homework（家庭作业） :
What’s your problem ? please write your own letter to an advice column .
教学后记:



第五课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures（教学步骤） :
Step 1 Leading in（导入话题，激活背景知识）
1. Greetings and free-talk .
2. Check the Homework:Read the letter out in the class ,the other Ss give their advice .
Step 2 pre-task（任务前活动）
1.What after-school activities can you think of .Write what you do and what you don’t do .
2. SB page 16 , 1b .Read the words and guess the meaning .if there are some new words in the box , look up in the dictionary .
Step 3 While-task（任务中活动）SB page 16 .
1. Read the passage quickly and get the main idea .
2. Listen to the recording .Circle the words in the box in 1b .
3. Explain something :
（1）busy enough （2） It’s time for sth . （3）the + 姓s : 夫妇/一家
SB page 17 , 3a .
1. Read these statements .
2.pairwork: Number each pair 1-5 around the class .Ask each pair to discuss only the question with their number .
3.After a while .All pairs with the same number from a group and compare ideas .
4.After five minutes .Each group report their ideas to the class .
Homework（家庭作业） :
1.Write four sentences using one of the words from 1b in each sentence .
2.Are you or your friends under pressure ? Do a survey to find out .
教学后记:



第六课时：测试课
一、 翻译下列短语：
１.留在外面，不进人_________________　２.打电话给某人_________________
３.与．．．．．．相同______________________４.为．．．．．做好准备_____________
5.过时的；落伍的______________________６.与某人争吵__________________
7.为．．．付款；付钱____________________８.向某人借某物_________________
9.给某人提建义________________________10.找出_____________________
11.enough money_________________ 12.leave my homework at home_______
13..have a fight with… _________________ 14.get a part-time job_______________.
15.get on well with sb____________________.
二、词形变化：
1.argue (名词)　______________ 2.wrong（反义词）___________
3. we （反身代词）_______________
三、选择
( )1.My parents want me _____at home every night
A. stay B. staying C. to stay D. staies
( )2.I argue ______ my best friend . A .with B. about C. at D. and
( )3.He doesn’t have any money , ______. A. either B. too C. also D. but
( )4. My friend _____the same clothes . A. wear B. wears C. put on D. puts on
( )5.Could you give me _____ advice A. some B. any C. many D. a lot
( )6.My friend is angry with me . What should I _____to him ?
A . say B. speak C. argue D. talk
( )7.He could do nothing except_____ TV.
A. watch B. watches C. watching D. will watch
( )8.please ______ who broke the window .
A. find out B. find C. look for D. look out
( )9.He _____ the pen on the ground just now .
A. droped B. dropped C. falls D. fell
( )!0. He’s used to _____ in the afternoon . A. play B. plays C. playing D. played
( )11. Maybe he put it in his pocket , ______ he ?
A. does B. doesn’t C. did D. didn’t
( )12. The boy is ______to go to school .
A. enough old B. enough young C. old enough D. young enough
( )13.please show me the ticket ______the concert A. of B. for C. to D .on
( )14.I need to get some money to _____the summer camp .
A . pay on B. pay in C. pay with D. pay for
( )15.When I arrived home , I remembered that I ______ my key in the classroom .
A. forget B. forgot C. leave D. left
( )16. They are ____ the summer holiday .
A. planning B. planing C. planned D. plans
( )17. I ______ it everywhere , but I didn’t _____ it .
A . looked for , looked for B. looked for , find C. found , looked for D. find , look for
( )18.Our teacher often tells us _____ to the old politely .
A. speak B .speaking C. to speak D. speak in
( )19.I really don’t know _________.
A. what should I do B. what to do C. what does D. what doing
( )20. They are good friends , but sometimes they ______each other .
A. argue of B. argue C. argue to D. argue with
四、句型转换
1.You should write him a letter. （就划线部分提问)
__________ _________ _________do?
2. I think you should finish your homework first（改为否定句）

3. You are not as popular as your best friend.（同义句）
Your best friend is________ _________than you.
4. The bike is his.（就画线部分提问 ） ________ is the bike?
5. He has some money ,too.（改为否定句）
He ________ ________ ________money, ________.
五、 用所给动词的正确形式填空
1. You should _(go) to see a doctor. 2. Mother asked me _(get) up early.
3. They are ______(plan) how to spend the summer holiday.
4. Let’s _______(try) our best to make our world more beautiful.
5. He ________(leave) his bag at school yesterday.
六、根据汉语提示完成下列句子
1．这种款式的女装，现在正流行。This style of dress ________ _______ _________ now.
2．我不喜欢这部电脑，已经过时了。
I don’t like this computer, it’s _______ _________ _________.
3．同学之间不能相互吵架。
The students shouldn’t __________ _________ __________ ___________.
4．如果你有什么需要问我的，请给我打电话。
If you have something to ask me, please ________ ________ _________.
5．也许你可以给他一张球票。
Maybe you could _________ him _______ ________ ______ a ball game.
6. 我不想在电话上谈这事。 I don’t want to talk about it _________ ________ __________.
教学后记:

初中英语说课稿：What should I do?

A Brief Instruction to the topic of “What should I do?”

Shangyuan Middle School Li Yi Cai

Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in Nanjing.Today I’m going to talk about the topic” What should I do?”I will pide the instruction into seven parts：　they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.

part 1 Teaching material analysis

This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned Star sings in Unit 1 and Colours and moods in Unit 2.We have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two units.Today we are going to learn two letters to a famous youth worker about Millie’s and Simon’s problems.So this unit links with a special meaning of Unit 1 and Unit 2.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.

part 2 Teaching aims

1．Aims of the knowledge:

（1）To know the spelling of some words and usage of some phrases.

（2）To learn something about Millie’s and Simon’s problems.

（3）To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.

2．Aims of the ablilities:

（1）To improve the ability of getting information by reading.

（2）To improve the ability of retelling the story.

3．Aims of the emotion:

（1）To understand how to write about problems and to express feelings.

（2）To ask for advice to solve the problems.

part 3 Teaching emphasis

1．To master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.

2．To get the ability of general reading and getting information.

part 4 Teaching difficulties

1．To recognize and understand vocabulary about problems.

2．To ask for advice

part 5 Teaching methods

In this topic,I will use five-step Teaching Method and Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is “Learning by doing,learning by using”.Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.

part 6 Teaching aids

projector，slide show，tape recorder and blackboard

part 7 Teaching procedure

Step Ⅰ.Lead-in

The purpose is to arouse the students’interest of study.

Let’s have a free talk.

T：Have you got problems?

S：Yes.

T：What is it?

S：Eating too much makes me unhealthy.

T：What about you?

S：……

Step Ⅱ．presentation

The purpose is to develop the skills of skimming and how to gain the main idea of the articles.

1．Ask students to read two letters and answer the following questions:

①What is Millie’s favorite hobby?(painting)

②What is Millie’s problem?(She doesn’t have enough time for hobbies and home work.)

③When does Simon play football?(After school until late)

④How do his parents feel about it?

(They don’t like this and ask him to go home before 6 p.m.)

2．Ask students if there are words that they do not know.

Explain some new words briefly.

deal；choice；complete；refuse；accept；spare；doubt；whether；

Step Ⅲ．practice

The purpose is to develop the skills of scanning and how to gain the details from the articles.

1．Listen to the tape and answer some question about “True”or“False”.

2．Ask students to read the articles again and explain some important phrases.

How to solve the problems；hand in；on time；at the moment；

can’t find any time for my hobbies；feel bad；give up；

achieve a balance between the two；hear form；make unhappy

Step Ⅳ．Retelling

The purpose is to develop the skills of retelling with the key words

1．Ask students to make sentences with phrases that we have learned.

2．Try to retell the outline of the articles.

3．Encourage students to say something about themselves.

Step Ⅴ．Summary and homework

The purpose is to give the students a clear idea of how to express their problems and revise the articles.

1．Ask students to revise the words and phrases

2．Ask students to write a letter about himself after class.

During my teaching，I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.

Thank you!

初二下册语文《背影》教案

《背影》教案
教学目标
1、训练用普通话正确朗读的能力学习圈点批注的读书方法。
2、理解关键语句的含义。
3、体会中心与段落层次的关系。
4、通过学习课文引导学生观察父母的生活与情感，主动为父母分忧解难。
教学重点
1、理解关键语句的含义。
2、体会中心与段落层次的关系。
教学难点
课文2、3两段对于表达中心的作用是本文的难点
课时安排：2课时
第一课时
教学目标：
1、导入新课，介绍相关文学常识。
2、检查预习情况，初步感知全文。
教学内容和步骤：
一、导入
〖课前准备〗在上课前，在大屏幕里放事先用FLASH做好的《父亲》这首歌，营造良好的课堂氛围。
【师】（激发情感，创设氛围）在我的记忆中有这样几首歌词："在我心中有一座山，险峰万里它最伟岸，爸爸，亲爱的爸爸，你就是我心中的山"；"父亲是儿那登天的梯，父亲是那拉车的牛，想儿是一封家书，千里写叮嘱，盼儿归，一袋闷烟，满天数星斗"。这些饱含深情的话语充满了对父亲的爱戴之情，同时也是父亲最真的写照，
今天，我们就来学一篇文质兼美的纪实散文，其中也刻画了一位疼爱儿子的父亲，这篇散文就是朱自清的《背影》。〖板书课题〗
二、解题
1、《背影》是一篇的纪实性散文，也可以说是回忆性散文，本文写于1925年，至今已六七十年，一直被广大读者所传诵，多少年来也一直被选入教材，哺育了几代人。对于这样的名篇，我们应认真阅读、学习。
2、作者简介（看投影片）
朱自清，字佩弦，号秋实。江苏省扬州市人,的散文家、诗人、学者、民主战士。创作成就的是散文，细腻清丽、意境隽永、于朴素中见真情、洋溢着一股清新气息。
三、朗读训练
1、听录音朗读（选一段节奏舒缓情调感伤的音乐）
要求：将那些自己读不准的字标出记号；将自己不能理解的词语框出来
2、检查课前预习情况
给加点的字注音（出示课件）
奔丧 差使 狼藉 簌簌 妥贴 踌躇 迂 蹒跚 箸 拭 琐屑 晶莹
3、朗读
可以分为四个部分：1-3段、4-5段，6段，7段分别找不同的小组读。6段齐读。
第二课时
教学目标：
在教师指导下学生自学，圈点批注与整体阅读训练。
教学内容和步骤：
圈点批注与整体阅读训练
1、阅读全文，用规定符号进行圈点批注
【师】批注要点
1）、词语：不能理解的用横线，认为用得好的用框框
2）、关键语句（或写得好的语句）用波浪线
3）、有疑问的地方，用括号再加问号
4）、用双竖线和单竖线划分文章层次
（这一环节主要用于学习读书方法，形成不动笔不读书的习惯，既是对课文内容的进一步熟悉，又是个种发现式的学习过程，当然毕竟是初中的学生，不能做太高的要求，能够有所批注，不论对错都是可贵的）。
2、（稍停）找几位同学简要说说批注的地方并理由（找成绩好的同学，旨在给其它的同学做出示范，教师可在学生阅读时巡视，找那些批得较好的同学发言。教师可根据此收集反聩信息）
第三课时
教学目标：
1、讨论讲解全文。
2、理解关键语句的含义。
3、体会中心与段落层次的关系。
4、通过学习课文引导学生观察父母的生活与情感，主动为父母分忧解难。
教学内容和步骤：
一、论讨讲解
【讨论】1、"我"与父亲最后一次相见是在什么时候？什么地点？
〖分析〗
（理解记叙的要素）
【讨论】2、我与父亲是在一种怎样的背景下见面的？从文中找出写见面的背景的句子。写出了怎样的一个背景。
〖分析〗
①祖母死了
②父亲的差使也交卸了(祸不单行,家境惨淡)。
设置惨淡环境，渲染悲凉气氛，与父亲在此困境下仍不辞劳苦，为儿子奔波，与父亲对儿子满腔温情形成对照，更显父爱崇高。
【讨论】3、文中一共几次提到了背影？分别给每一次的背影起一个名字。
〖分析〗
①第一段："我与父亲不相见已二年余了，我最不能忘记的是他的背影"。
情念旧事，思念父亲。
〖板书〗惦记背影
②第六段："他肥胖的身子向左微倾，显出努力的样子，这时，我看见他的背影"。
亲子之爱，情真意切。（为了儿子在旅途中不受苦，仍然买着老迈的步子去儿子买橘子）
〖板书〗刻画背影，（望父买橘）
③第六段："等他的背影混入来来往往的人群里，我找不着了……我的眼泪又来了"。
离情别绪，摧人泪下。（"黯然销魂者，惟别离也"，可以举两个古人的例子：古人荆克刺王前，燕子丹给他送行"风萧萧兮易水寒，壮士一去不复还"，这是送英雄的别离；再有"桃花潭水深千尽，不及汪伦送我情"，这是挚之这间的别离。而我们这些课文则是亲人之别离，更是感人）
〖板书〗惜别背影（父子分手）
④第七段"在晶莹的泪光中，又看见那肥胖的、青布棉袍黑布马褂的背影。
别后怀念，追思往事，寄托思念。
〖板书〗再现背影（别后怀念）
【讨论】4、面对着父亲苍老的背影，作者也不禁簌簌流下了眼泪，文中一共写了作者几次流泪，找出这些语句？
〖分析〗
①课文第二段，"到徐州见着父亲，看见满院狼藉的东西，又想起了祖母，不禁簌簌地流下眼泪。"
这是"悲哀之泪"，见父亲，睹家境，想祖母。
〖板书〗悲哀之泪
②第六段，"这时我看见他的背影，我的泪很快的流下来"。
这是"感动之泪"，望父买橘。
〖板书〗感动之泪
③第六段，"我便进来坐下，我的眼泪又来了"。
这是"不舍之泪"，父子即将离别。
〖板书〗不舍之泪
④第七段，"我读到此处，在晶莹的泪光，……"，
读到父亲的来信，触目伤怀，又想起了往昔父亲的背影，这是"伤心之泪"。
〖板书〗伤心之泪
【讨论】4、这篇文章的重心在6、7两段，那么2、3、4、5段写的是什么？不写不可以吗？
〖分析〗2、3段介绍惨淡的家境，为了营造一种悲凉的气氛。
4、5段介绍父亲对我无微无致的照顾，为了铺垫我对父亲的感情，也就是铺垫"背影"。
二、小结
（以讨论的方式进行）
【讨论】对本文的中心有以下几种看法，你认为正确的是，简要说明理由。
A、表现父亲疼爱儿子
B、表现父亲的生活艰难和老境颓唐
C、表现儿子体谅父亲
D、表现父亲怜爱儿子，儿子体谅父亲，父子之间的美好亲情
〖板书〗父子情深
三、布置作业
1、将预习提示中的词语的注音和解释抄写在作业本上。
2、思考课后第一题。
课后心得：

初二下册美术教案：树木画法

树木画法
课 型：综合课
教学方法：欣赏、讲解、示范与练习相结合。
教学目的
通过树木画法的教学，增加学生对中国画山水的了解，提高学生对中国画山水树木画法的技法与欣赏水平。为以后学习山水画打下基础。
教学重点与难点
重点：树木的结构和中国画画树的特有的表现手法。
难点：树木的穿枝插叶。
教具与学具准备
教具：
中国画山水画二至三幅。
树木结构图一幅。
树枝、树叶分类挂图各一幅。
学具：国画工具——笔、墨、纸、砚。
教学步骤
课前，在教室前面挂出写意山水画二至三幅。
1导言：
先欣赏挂在墙上的几幅山水画，由此引入新课，并介绍树木是山水画中的重要组成部分，作为祖国的传统艺术，我们要十分珍爱并发扬光大。
2树木的结构：
树木的种类繁多，形状也千差万别，但每株树都是由枝、干、根、叶构成，
它们的生长规律是：主干粗、枝干细，枝干越分越细。
3树干、树枝的画法：
画树的顺序是：先立干，后分枝，最后点叶。
古人有“树分四枝”之说。意思是指画树要四面出枝，才能表现出一棵树的立体感。再则，画树枝要注意取舍、概括，以达到简化，同时在画面的树干时，多用浓墨，画后面的枝干时，多用淡墨来表现，使其具有远近关系和层次。古人经过长期的观察、提炼，把各种树木的种类和各种树枝的生长规律和形态概括为两种基本形态。
即：“鹿角法”和“蟹爪法”。
鹿角法：
枝条上挺如鹿角状，两枝交接处的内角多为锐角，也有成钝角的，但不宜取直角，因直角太呆板。
蟹爪法：
枝条下屈，如蟹爪。(枣、柿等树，大体属于这一类。)
4树叶的画法：
树叶的表现法虽很多，但基本上可分为两大类。即：点染法和双勾法。
点染法：
(1)胡椒法：为密集的圆形小点。用微秃的毛笔画，落笔时笔锋直擢纸面，有节奏地点下去。注意墨色的浓淡变化。
梅花点与鼠足点：由五点聚成一个小单位，其形状如梅花和鼠足，然后由许多小单位交错排列而成。梅花点下笔重;收笔轻;鼠足点下笔轻，收笔重。
松叶点：松叶又叫松针，由八、九笔或更多的笔画组成上仰的扇形，一般由中间一笔画起，先左后右，每个小单位参差交叠构成一大片树叶。
介字点与个字点：叶形下垂，每个小单位形如“介”字或“个”字。要注意参差交叠与浓淡变化。
双勾法：
双勾法，就是用勾线的方法画树叶。其组织排列规律也与点染法相似。根据树叶的形状特征，可采用象征形的。如：三角形、圆形、菱形等。也可采用写实形的，如实的勾勒描绘树叶的形状。如梧桐叶、槐叶、棕叶等。
采用双勾法，可以使丛林有变化，防止画面的单调和沉闷感。(介绍树叶画法时，除挂图外，还可采用边讲解，边示范的办法，以加深学生的理解。)
作画步骤：
以一棵树为例，边画边讲解。
画主干。
由上起笔向下用中锋画主干，运笔要加强顿挫转折，用墨宜稍淡，画成之后，用浓墨在背阴处略加破醒，树的精神就出来了。
(2)画枝干。
画枝干，一要注意穿插关系，树枝交叉的最小单位是三根枝条，这三条枝构成的状态以不等边三角形最美。落笔时，从主枝上生出小枝，小枝上又生出小枝，层层生发开去自可收到“齐而不齐，乱而不乱”的效果。二要掌握疏密关系，有收有放，才有风致。
用墨要前枝浓，后枝淡，适当地把空间距离拉开。
点叶。
点叶从树端点起，注意疏密、浓淡及树冠的造型。
画完后，还可在后面添加丛树和远树。
作业要求
临摹一棵树或多棵树。
要求线条流畅，墨色有浓淡变化，以体现前后关系。

初二下册语文《滑铁卢之战》教案

《滑铁卢之战》教案
一、教学目标
1、培养科学的思辨能力；
2、学习本文工笔细描和大笔勾勒相结合的写作方法；
3、继续体会报告文学兼有新闻和文学两重特征的特点。
二、教学重点、难点
1、本文工笔细描和大笔勾勒相结合的写作方法；
2、报告文学兼有新闻和文学双重特征的特点
三、教学方法手段：问题研读法、多媒体手段辅助
四、课时安排：2课时
五、教学过程：
第一课时
一、导入新课
课前播放影片《辽沈战役》中“锦州之战”片断，上课后便即关闭，由此导入新课：（课前要求学生上网或到图书馆查找资料，完成“思考与练习二”。）
同学们，刚才大家看了《辽沈战役》的片断，影片中展示的战争场面之惨烈，规模之宏伟是在以前的国内战争影片中少见的。我们知道，锦州之战的胜利，对于辽沈战役的胜利，进而对于三大战役的胜利是非常关键的。一场战争的胜负直接影响到一个阶级或者一个朝代的兴衰，这在古今中外的战争是不胜枚举的，滑铁卢之战即是一例。
滑铁卢之战是世界军事一场的战役。这一战役彻底结束了拿破仑的政治生命，也从战术、战略的角度给后人留下了许多值得借鉴的经验教训。阅读茨威格的这篇文章，你会发现自己在不由自主地跟随作者的笔，用历史回望者的眼光审视这个影响整个欧洲历史进程的伟大战役。今天我们来阅读这篇精彩的报告文学，看看茨威格是如何再现战争的惨烈之景的，看看茨威格是如何评判这场战争的。
二、整体感知
1、学生交流自己查找资料的结果：
（1）关于拿破仑的事迹；
（2）滑铁卢之战的背景；
（3）滑铁卢之战对法国、对欧洲甚至对世界历史发展的影响。
2、通过听写检查学生生字词掌握的情况（要求写出拼音、汉字），并口头说出相关词语的意义：
仓皇 拘泥 怯懦（qiè nùo）扣人心弦 疲惫（pí bèi）惟命是从 优柔寡断 孤注一掷
3、请几名学生分别归纳各个章节的主要内容。
教师加以引导、补充，明确：略（见《教师用书》第200—201页）
4、讨论问题：作者认为滑铁卢之战，拿破仑失败的主要原因是什么，你是怎样认为的？
学生结合课文，分小组讨论，推选代表发言，注意引导学生从课文中找出依据。
明确：作者认为“格鲁希考虑的这一秒钟却决定了他自己的命运、拿破仑的命运和世界的命运。”这种认为偶然性决定战争胜负的看法不尽全面，滑铁卢一仗固然对拿破仑的失败起着关键性的作用，但绝不是原因的全部。*同志曾经指出：“拿破仑的政治生命终结于滑铁卢，而其决定点，则是在莫斯科的失败。”根据历史唯物主义观点分析，我们可以看出作者的看法带有一定的局限性，即过分夸大偶然性的作用。
同时，我们也应看到“偶然性”在人物和事件发展中起到的作用。格鲁希考虑的一秒钟及其做出的错误决策，显然加速了拿破仑的败局，一定程度上也起到了改变世界历史走向的作用。
5、理清作者的写作思路，整体感知作品的特点：
引导学生从线索、构思组材、剪裁技巧等三方面了解作品谋篇布局的特点。
（1）叙事线索明晰：时间和人物两条线索交织；
（2）构思组材上，关键人物（格鲁希）突出，双方首领急切盼望援军，侧面烘托，引出格鲁希，格鲁希错误决策以及坚持错误直接导致战争的失败的直接描写，充分表达了主题。
（3）剪裁技巧上切入点准确：以决定性的一秒钟为突破口，大处着眼，小处落笔，宏大的战争场面跃然纸上。
三、课堂小结
评点学生在课堂上表现出的多方面能力。
四、布置作业
精读本文，体会文章工笔细描和大笔勾勒相结合的写作特点。
板书设计
滑铁卢之战（报告文学）
[奥地利] 茨威格
叙事线索 时间 人物
构思组材 关键人物突出
剪裁技巧 切入点准确（决定性的一秒钟）
第二课时
一、回顾前课导入新课
略
二、具体感知
结合练习一分析本文全场景的勾勒与关键细部的刻画相结合的特点。
1、问：全场景勾勒的部分有哪些，关键细部的刻画的部分有哪些？
明确：“滑铁卢的上午”和“滑铁卢的下午”两个部分属于全场景式的勾勒，“格鲁希的错误”、“决定世界历史的一瞬间”、属于关键细部的特写镜头，“决战”、“尾声”则属于这两种写法的交替使用。
2、分析全场景式的勾勒部分。
明确：“滑铁卢的上午”中大场景描写较多，其中对拿破仑检阅的大场景描写尤为出色，在“滑铁卢的下午”中拿破仑军队向威灵顿的高地发起冲锋的场景描写也较为出色。
教师引导学生分析这两部分。
3、分析关键细部的特写镜头。
明确：“尾声”部分“上午试点中，总参谋部的一个军官……………用军刀支撑着自己的身体。”军官需要“扶”才能下马，格鲁希用刀支撑颤抖的身体，刻画败军败将入木三分。
4、请学生谈谈自己最欣赏哪一部分的描写，结合文字谈谈理由。
明确：没有标准答案，只要学生言之成理就应该给予鼓励。
三、课堂小结
1、经过刚才的讲述，我们对报告文学兼有新闻与文学的双重特征的特点有了直接的认识。新闻讲究真实性，这篇报告文学依据史料，真实再现滑铁卢战役的过程，充分展示重大历史事件的丰富内涵及深远意义。同时报告文学不仅要事实确凿，还要富有文学性的特征，即通过适当的联想、剪裁、描写，使之生动形象，具有感染力。这篇报告文学的文学性极强，作者以生动的文笔，高超的剪裁技巧，细腻的心理描摹，将读者带入那硝烟弥漫的战场；再加以恰当的评论，深刻地揭示作者对战争胜负原因的分析，颇有见地，对读者也有启发。
2、本文的写作特点
（1）渲染气氛恰当
（2）工笔描写细腻
（3）场面勾勒宏大
（4）心里描摹准确
（5）穿插评论深刻
3、简介作者（打出作者图片及介绍投影）
四、拓展阅读
请学生自读《语文读本》中的报告文学《火刑》，运用所学知识自由赏析。
五、布置作业
1、课后通过各种途径搜索有关滑铁卢战役的文字和影视资料，并将课文与查询到的有关史料、影像资料作比较阅读。
2、阅读斯蒂芬茨威格的小说或长篇名人传记。
板书设计
滑铁卢之战（报告文学）
[奥地利] 茨威格

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