初中英语作文人教版（合集15篇）由网友“橙子”投稿提供，以下是小编帮大家整理后的初中英语作文人教版，仅供参考，希望能够帮助到大家。
篇1：人教版初中英语知识点
人称代词
人称代词代替人和事物的名称,分为主格和宾格两种形式。
1、主格用来作句子的主语、表语。如： I often go shopping on Sundays.(星期天我常去购物) / Are they from Brazil?(他们是巴西人吗?) / Where have they gone?(他们上哪儿去了?) / That’s it.(就那么回事) / It’s he!(是他!)
2、宾格用来作及物动词或者介词的宾语。如：Who teaches you English this year?(今年谁教你们的英语?) / Help me!(救救我!) / We often write letters to her.(我们常给他写信)
3、人称代词作表语或者放在比较状语从句连词than或as之后时,可以用主格形式,也可以用宾格形式,口语中大多用宾格。如：--Who is it?(是谁?) –It’s I/me.(是我。)
4、三个不同人称同时出现,或者主语中包含“我”时,按照“you→he→I”的顺序表达。如：
Both he and I are working at that computer company.(我和他都在那家电脑公司上班) –Who will go there?(谁要去那儿?) –You and me.(你和我)
5、人称代词it除了可以指人指物之外,还可以表示“时间、天气、温度、距离、情况”等含义,此外还可以作“非人称代词”使用,替代作主语或者宾语的不定式、动名词或者名词性从句。如：--What’s the weather like today?(今天天气怎样?)—It’s fine.(天气晴好) / --What’s the time?(几点啦?) –It’s 12：00.(12点) / It’s a long way to go.(那可要走好长的路) / It took him three days to clean his house.(打扫屋子花了他三天的时间) / It is very clear that the public want to know when these men can go into space.(很显然,公众想知道这些人什么时候能进入太空) / We found it very difficult to learn a foreign language well.(我们发觉要学好一门外语是非常困难的)
篇2：人教版初中英语知识点
一些容易混淆的介词
1.表示时间的at、on、in的用法区别 at主要表示：
(1)在某具体时刻之前，如at seven o’ clock，at 7：30。
(2)在固定短语中，如：at noon，at night，at that time，at the age of at the weekend，at Christmas。
On用来表示“在??天”，如：On Monday，On May lst，On Children’s Day。 in用来表示：
(1)在某年、某月、某季节。
(2)在—段时间之后，如：in two hours，in a few days。
注意：在纯粹地表示在上午/下午/晚上时，用in the morning/afternoon/evening，但在某一天的上午、下午、晚上前要用介词on。如：on Monday morning，on the morning of Children’ s Day。
2. 表示地点的at，in，on的用法区别 (1) at通常指小地方，in一般指大地方。 (2) at 所指范围不太明确，in指“在??里”。 (3) in指在内部，on指“在??之上”。
3.表示“一段时间”的for与since的用法区别 for后面接时间段，since之后接时间点。
4.表示时间的before与by的用法区别 before与by都可表示“在??之前”，但by含有“不迟于??”、“到??为止”
的意思。如果by后是将来的时间，则与将来时连用，若by后是过去的时间，则与过去完成时连用。
5.over与above(under与below) over，above都表示“在??的上面”，over表示“正上方”，而above只表示“在上方”但不一定在“正上方”。above还可表示温度、水位等“高于”，over还可表示“越过??”。over的反义词是under，above的反义词是below.例如： There is a bridge over the river Our plane flew above the clouds.
篇3：人教版初中英语知识点
冠词一般位于所限定的名词前，用来署名名词所指的人或事物。冠词有不定冠词和定冠词两种。不定冠词有两个形式，即a和an。a用在以辅音音素开头的词前，如a book; an用在以元音音素开头的字母前，如an apple.
a或an与可数名词单数连用，泛指某类人或某物中的一个。
Eg：This is a cat.
It's an English book.
His father is a worker.
the既可以用在可数名词前，也可以用在不可数名词前，表示某个或某些特定的人或事物，也可以指上文提到过的人或事物。
Who's the boy in the hat?
二.some和any
①在肯定句中用some.例如：
There are some books on the desk.
Lucy has some good books
②在疑问句和否定句中用any。例如：
Is there any ink in your pen?
Do you have any brothers and sisters?
There isn't any water in the glass.
?记住它们的特殊用法。
①some亦可用于表示盼望得到对方肯定的答复或表示建议、委婉请求的疑问句中，这一点我们不久就会学到。例如：
Would you like to have some apples?
②any也可用于肯定句中，表示
Any one of us can do this.
some 和any的用法是经常出现的考点，希望大家能准确地掌握它们的用法。
篇4：人教版初中英语复习题
人教版初中英语复习题第二部分
一. 完形填空(本题有15 小题，每小题1分，共15分)
“What’s the matter, mum?”
As soon as I enter the door, I find that my mother is 31 . It’s unusual –she usually 32 the door and welcomes me with a smile!
“She’s dying,” mum says sadly. I 33 what she says. The tulip (郁金香)，mother’s 34 is dying.
A month ago, we moved 35 our new house and mum bought a very beautiful tulip. Mum liked it very much. 36 she was free, she would sit 37 her armchair beside the tulip and enjoys its beautiful color 38 inviting smell.
She treated it like a baby and looked after it 39 . She put the tulip by window and moved it from one place to 40 to give the tulip enough sunshine. The first thing she did when she 41 every morning was 42 the tulip. Mum also fertilized(施肥)it many times.
She hoped that with great care, the tulip would become more and more beautiful and 43 . But the tulip was dying 44 too much sunshine, water and fertilizer.
It’s true that mother loved the tulip. But this kind of love 45 be harmful(有害的). Love can sometimes kill what you love.
31.A.happy B.unhappy C.pleased D.pleasure
32.A.closes B.opens C.keeps D.takes
33.A.know B.love C.think D.find
34.A.favourite B.hate C.unlike D.like
35.A.into B.around C.across D.with
36.A.Though B.Because C.After D.Whenever
37.A.at B.in C.on D.under
38.A.but B.and C.for D.or
39.A.happily B.brightly C.carefully D.usually
40.A.other B.place C.two places D.another
41.A.got up B.made the bed
C.played piano D.washed her face
42.A.to take B.to cut C.to water D.to pull
43.A.dry B.strong C.wet D.old
44.A.because B.for C.since D.because of
45.A.must B.should C.can D.need
篇5：人教版初中英语复习题
人教版初中英语复习题第一部分
一. 听力(共25分)(略)
二. 单项填空(本题有15小题，每小题1分，共15分)
16.——How do you study a test?
—— I study working a group.
A. for, in, with B. for, by, at
C. for, by, with D. of, in, by
17.——Hey! Don’t you remember me?
——Wow! Paula? You used to ________ curly hair.
A. be B. are C. have D. has
18. Sixteen-years-olds shouldn’t ______ to go to an Internet bar.
A. be allowed B. be allow
C. allow D. are allowed
19. ——Do you feel tired?
——No, I don’t. If I were tired, I ______a rest.
A had B would have
C will have D have
20. ——Tom, where is your father?
——I’m not sure. He_______ in his office.
A. is B. may be C. maybe D. may
21. I don’t like people ______ talk much but do little.
A. who B. whom C. which D. whose
22. ——Where would you like to go ?
——I’d like to go ________.
A. warm somewhere B. place warm
C. somewhere warm D. warm place
23. ——You look so , don't you?
——Yes, I've got a birthday present.
A. sad B. happy C. tired D. worried
24. ——Mom, ________ is my MP4?
——I put it in your backpack.
A. what B. how C. whose D. where
25. ——I’m not hungry but thirsty.
——________.
A. I’m hungry, too.
B. What about some cakes?
C. I’m happy to hear that.
D. How about a glass of water?
26. ——________are you talking about?
——The Olympic Games in Beijing.
A. What B. Whom C. How D. Where
27. ——Why not come and join us in the game?
——_______. But I must meet Mr Smith at his office now.
A. I’d like to B. Let’s go
C. Yes， please D. No, problem.
28. ——My clock doesn’t .
——Let me have a look. Maybe I can help you.
A. work B. stop C. open D. answer
29. ——We can use QQ to talk with each other online.
——Really? Could you please show me _______ it?
A. what to do B. how to do
C. when to do D. why to do
篇6：人教版初中英语总复习资料
一、
1. on time 准时，按时
2. listen to… 听……
3. in class 在课上
4. be late for 做……迟到
5. have to 不得不
6. be quiet 安静
7. go out 外出
8. do the dishes 清洗餐具
9. make breakfast 做早饭
10. make (one’s) bed 铺床
11. be noisy 吵闹
12. keep one’s hair short 留短发
13. play with sb. 和某人一起玩
14. play the piano 弹钢琴
15. have fun 玩得高兴
16. make rules 制订规则
二、
1. kind of 有几分，有点儿
2. be from/come from 来自于
3. South Africa 南非
4. all day 整天
5. for a long time 很长时间
6. get lost 迷路
7. places with food and water 有食物和水的地方
8. cut down 砍倒
9. in (great) danger 处于(极大)危险之中
10. twelve years old 十二岁
11. things made of ivory 由象牙制成的东西
篇7：人教版初中英语总复习资料
一、
1. Don’t arrive late for class. 上课不要迟到。
2. Can we bring music players to school? 我们可以带音乐播放器到学校吗?
3. And we always have to wear the school uniform. 并且我们总是不得不穿校服。
4. There are too many rules! 有太多的规则!
5. Don’t leave the dirty dishes in the kitchen! 不要把脏盘子留在厨房里!
6. I have to keep my hair short. 我不得不留短发。
二、
1. —Why do you like pandas? 你为什么喜欢熊猫?
—Because they’re kind of interesting. 因为它们有点儿有趣。
2. —Why does John like koalas? 约翰为什么喜欢树袋熊?
—Because they’re very cute. 因为它们非常可爱。
3. —Why don’t you like tigers? 你为什么不喜欢老虎?
—Because they’re really scary. 因为它们真的吓人。
4. —Where are lions from? 狮子来自哪里?
—They’re from South Africa. 它们来自南非。
5. Elephants can walk for a long time and never get lost. 大象能走很长时间并且从不迷路。
6. They can also remember places with food and water. 它们也能记住有食物和水的地方。
7. But elephants are in great danger. 但是，大象处于极大危险之中。
8. People cut down many trees so elephants are losing their homes.
人们砍倒了许多树，因此，大象渐渐失去它们的家园。
9. Today there are only about 3,000 elephants (over 100,000 before)
现在仅有大约3000头大象(之前超过10万头大象)。
10.Isn’t she beautiful? 她难道不美丽吗?
篇8：人教版初中英语优质教案
初中英语教案格式
一、说教材(教材分析) Analyzing teaching material
1. 说课型 lesson type (Dialogue/ reading/ listening/ revision)
2. 本课在教材中的地位 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. 说教学指导思想 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. 说教学目标和要求 Teaching aims and demands (…be intended for Ss in key schools)
1)认知目标 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)智能目标 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)德育目标 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. 说教学重点 teaching important points (生词、句型;培养阅读技能)
a. New words and phrases
b. Sentence pattern: If- clause
c. improve their reading skills.
d. Talking about problems of the Earth.
6. 说教学难点 teaching difficult points (语法;发展交际能力)
a. functional item: Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7. 说教具 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、说教法 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、说学法 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、说教学过程Teaching procedures
I. 复习(Revision) 5min (Daily report; 词汇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. 呈现 (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. 对话 / 阅读 (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.
_阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words;确定主题句;创设信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。达到对课文的整体理解和掌握。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. 操练 (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. 巩固 (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. 作业 (Homework) 1m (Writing; continue the story; recite; retell)
Write a letter to the mayor, telling him sth. about the pollution around your school.
篇9：人教版初中英语试卷及答案
人教版初中英语试卷
一、单项填空(15分)
1. There are about five ______ students in our school.
A. hundred B. hundreds C. hundred of D. hundreds of
2. Saturday is the ______ day of the week.
A. first B. second C. last D. third
3. Get up early,______ you'll catch the early bus.
A. so B. and C. but D. or
4. Hurry up,______ you'll be late for class.
A. so B. and C. but D. or
5. The PRC was founded ______ October 1st,1949.
A. in B. on C. with D. for
6. They are all interested ______ English.
A. in B. on C. to D. at
7. My sister _____ a letter when I got home last night.
A. is writing B. was writing
C. wrote D. is reading
8. He asked me if I ______ the play.
A. saw B. had seen C. have seen D. see
9. _____ is raining now. You'd better stay at home.
A. It B. Weather C. This D. That
10. He will write to you as soon as he ______ there.
A. will get B. to gets C. gets D. getting
11. The bus stop ______ in .
A. was built B. will be built
C. built D. will build
12. The work must ______ in time.
A. be done B. did C. is doing D. do
13. The policeman told us ______ in the street.
A. don't play B. not to play
C. to not play D. to play
14. Tom told me that he _____ to England the next week.
A. would go B. will go C. is going D. goes
15. The Blacks ______ in this factory since .
A. has worked B. has come
C. have been D. have arrived
二、情景交际(10分)
1. “Are you hungry now? ” “______. ”
A. All right B. No, a lot
C. Yes, a little D. I’m hungry, too
2. “______? ” “They’re going to get there by bus. ”
A. When are they going to get there
B. How are they going to get there
C. What are they going to do
D. Where are they going to get
3. “Would you like to have another cup of tea?” “Yes, ______. ”
A. I would like to B. I would like
C. I would love D. I would want
4. “When shall we meet?”
“______ a quarter past two? ”
A. What about B. Which about
C. Who about D. Where about
5. —Excuse me, where’s the post office, please? —Sorry, I don’t know.
—______.
A. Bye-bye B. That’s all the same
C. Thank you all the same D. Thank goodness
6. —Which sweater do you like better?
—______.
A. Good idea B. I can’t decide
C. Yes, it’s nice D. Yes, please
7. —How do you like the new film?
—______.
A. Very kind B. Very delicious
C. Very lucky D. Very interesting
8. —Could you come, please? I want some help. —______.
A. Yes, I could B. You’re welcome
C. Sure. I’m coming now D. That’s right
9. —Don’t pick flowers in the school garden next time, Lili. —______
A. I have no idea B. Sorry, I won’t.
C. Is that so? D. Don’t worry.
10. —Sorry, mummy. I can’t tie my shoe.
—Don’t worry, dear. ______.
A. I want to help you B. I’ll help you
C. I’d like to help you D. I wish to help you
三、排序(5') 以下两种题型，供选择：
(一)
1. Sorry, I have to do my homework first.
2. Yes, I must . But I may come later.
3. Oh! Do you have to do it now?
4. Hi, Mingming. Can you come and play games?
5. OK.
A. 4-5-1-3-2 B. 4-1-2-3-5
C. 4-1-3-2-5 D. 4-2-3-5-1
(二)
—Oh, hi there! Li Ping! ___1___ What a pleasant surprise to meet you here. —Hi, it's you. First of all I must congratulate you. ___2___
—Oh yes, thank you. I was lucky. ___3___
—He is very well. He asked me to say hello to you when I meet you.
—___4___ I'm missing him very much. I'll call on him some day. Would you say “Hi” to him for me when you see him and tell him that I'm going to see him?
—___5___.
—Thanks.
A. Thanks for passing on his greeting.
B. OK, I will.
C. It's nice of you to say so.
D. Haven't seen you for ages.
E. Wang Lin told me that you got a very good job.
F. You are welcome.
G. How is Wang Lin now?
四、完形填空(15分)
Nearly everybody enjoys chicken, and the most famous name in chicken is Kentucky Fried Chicken. Mr Sanders, the man who started this ___1___ was not always very rich. At one time, he ___2___ a small gas station next to a highway (公路). Many truck drivers ___3___ there to get gas and take a rest. Mr Sanders realized they were often ___4___, so he began serving sandwiches and coffee. ___5___ the sandwiches he made tasted good, and didn’t ___6___ too much, more and more ___7___ came to eat at his place. ___8___ Mr Sanders began to serve fried chicken. People ___9___ it very much, and his new business grew rapidly. Not long after, however, another highway was ___10___, and many drivers no longer went ___11___ Mr Sanders’ restaurant. So he had to ___12___ it. Then he traveled around the country ___13___ to sell his idea of opening fried chicken restaurants. He ___14___. By 1967, there were almost 5000 Kentucky Fried Chicken restaurants. And now, ___15___ you go in the United States, you will see one. If you like chicken, I’m sure, you’ll enjoy eating Kentucky Fried Chicken.
1. A. business B. shop C. life D. search .
2. A. found B. worked C. saw D. owned
3. A. passed B. got to C. stopped D. left
4. A. late B. hungry C. tired D. sick
5. A. Although B. If C. As D. Once
6. A. need B. pay C. spend D. cost
7. A. passengers B. drivers C. students D. doctors
8. A. Then B. So C. But D. For
9. A. ate B. liked C. tried D. drank
10. A. appeared B. found C. built D. broken
11. A. out B. to C. over D. on
12. A. close B. run C. return D. take
13. A. trying B. believing C. thinking D. suggesting
14. A. failed B. fails C. succeeds D. succeeded
15. A. whenever B. wherever C. where D. when
五、阅读理解(30分)
(A)
Mr Smith made many tests (作试验) with different animals and the monkey was the cleverest of all the animals.
One day Mr Smith put a monkey in a room. He also put some small boxes in it. In one of the boxes there was some food. “ How long will it take the monkey to find the food? ” Mr Smith said to himself. “ Let me wait and see. ” He left the room and waited outside. Three minutes later, he put his eye to the keyhole (钥匙眼). What did he see? He saw the eye of the monkey. The monkey was on the other side of the door and looked at Mr Smith through the keyhole.
1. Mr Smith made tests with __________.
A. different animals
B. the monkey only
C. all the monkeys
D. all of the cleverest animals
2. There was some food in _______ of the small boxes.
A. some B. none C. one D. each
3. Mr Smith put a monkey and some boxes in a room because he wanted to
know___________.
A. how much food monkey could find
B. how many boxes the monkey could carry
C. how long it would take the monkey to put its eye to the keyhole
D. how long it would take the monkey to find the food
4. What was the monkey doing when Mr Smith was putting his eye to the keyhole?
A. The monkey was eating food.
B. The monkey was looking for food.
C. The monkey was eating on the other side of the door.
D. The monkey was looking at Mr Smith through the keyhole.
5. Mr Smith is a ________.
A. teacher B. scientist (科学家)
C. doctor D. farm worker
(B)
Do you need friends? I'm sure your answer is “Yes,of course. Everybody does! ” You need friends when you play and when you work. If you have friends, you will feel happy. If you have no friends. you will feel lonely (寂寞的).
Do you know how to make friends? There is only one good way—You make friends by being friendly.
A friendly person is interested in other people. He is always helpful If you want to make friends with a new classmate, you can talk with him, tell him about the other classmates in your class and try your best to be helpful to him.
6. We need friends __________.
A. because we must play with them
B. Because we must work with them
C. when we play and when we work
D. when we talk with them
7. If we want to make friends, we should __________.
A. be politely to them B. be friendly to them.
C. be afraid of them D. when we talk with them.
8. A friendly person is _________ other people.
A. interested in B. worried about
C. surprised at D. like them
9. If we want to make friends with a new classmate, ___________.
A. we can talk with them
B. we must try to help him
C. we can tell him about the other classmates in our class
D. A、B and C
10. Which of the following is true?
A. No one needs friends.
B. Everyone needs friends.
C. Only classmates need friends.
D. Someone needs friends.
(C)
Billy and Bobby were small boys. They were brothers, and they often fought.
Last Saturday their mother said to them, “I'm going to cook our lunch now. Go out and play in the garden and be good. ”
“Yes, Mum,” the two boys answered, and they went out.
They played in the garden for half an hour, and then Billy ran in.
“Mum,” he said, “Bobby's broken a window in Mr Allen's house. ” Mrs Allen was one of their neighbours(邻居).
“He's a bad boy, ” his mother said. “How did he break it?”
“I threw a stone (石头) at him,” Billy ansered, “and he quickly moved down. ”
11. Billy and Bobby were _______.
A. sisters B. classmates
C. not often kind to each other
D. always kind to each other
12. Last Saturday their mother asked them ________.
A. not to play in the garden
B. to cook their lunch
C. not to go out
D. to be good
13. Half an hour later, Billy told his mother_________.
A. that Bobby broke the window
B. how he himself broke the window
C. how he cooked their lunch
D. how they played in the garden
14. Mrs Allen was________.
A. Billy's mother B. their neighbour
C. their mother D. Bobby's aunt
15. ________ broken the window.
A. Mrs Allen B. Bobby
C. Billy D. The mother
(E)
Bill, with his father,went to see his grandfater. In the train Bill often put his head out of thewindow. His father said,“Don't do that. Bill! It'sdangerous. ” But Bill went on putting his head out ofthe window.
So his father took Bill's hat quietly, hide(藏) itbehind his back and said, “Now you see your hat is away,” So Bill was afraid.
Then his father said, “Well, whistle(吹口哨) once. Your hat may come back. ” Bill whistled. His father put quietly the hat on Bill's head again.
Bill laughed. He took his father's hat and threw it out of the window. “ Now it's your turn to whistle,Dad!” The boy said happily.
16. How did Bill and his father go to see Grandpa?
A. On food. B. By train C. On a bus D. In ship
17. What did the boy often do in the train?
A. He often spoke to his father
B. He often played with his hat.
C. He often whistled.
D. He often put his head out of the window.
18. Why did his father hide Bill's hat?
A. To make Bill worried
B. So Bill won't put his head out of the window
C. His fater just played a joke with him.
D. Because he was afraid Bill's hat would lost
19. Which of the following statements is right?
A. Bill didn't want to have his hat back.
B. The father took his son's hat and threw it out of the window.
C. The father's hat wasn't thrown away.
D. The father's hat was away.
20. From the story, we know _________.
A. Bill wasn't happy on the way.
B. Bill didn't know what his father had done with his hat.
C. the father would whistle to get back his hat.
D. the father would be very happy at last.
六、词汇(20分)
A.用括号中所给单词的适当形式填空：
1. Take the medicine ______ a day after meals. (two)
2. Do you know the ______ between the two words? (different)
3. We hope you children grow happily and ______. (health)
4. Of all the subjects, which do you think is ______. (difficult)
5. Tim will come back on the of next month. (twelve)
6. Several came to visit our school last Friday. (foreign)
7. At the ______ of the class, Mr Tang told us a funny story. (begin)
8. You should brush your ______ twice a day to keep them healthy. (tooth)
9. It’s very ______to cross a busy street. (danger)
10. Jane’s mother looked tired and ______. (worry)
B.根据句意和括号中的汉语提示，在每一横线上填上一个恰当的英语单词：
1. His favorite subject is art, but ______(我的) is music.
2. I found a good job in a big company after I ______(毕业) from university.
3. My little sister’s hobby is collecting ______. (邮票)
4. ______(安全) is the most important while we are traveling.
5. Look! Tina is dancing ______(在……当中) those children over there.
6. This year Olympics are ______(特殊) because the games are coming back to the country where they started.
7. Mother often______(鼓励) me to solve problem by myself.
8. Her father has just had his ______(四十) birthday.
9. 1 haven’t heard from him since last ______. (一月)
10. He felt so ______ (饥饿) that he ate three bowls of noodles.
七、英汉互译(10分)
根据中文意思完成句子，每空限填一词。
1. 来吧，孩子们!该吃晚饭了。
Come on, children. ______ ______ to have lunch,
2. 这些新汽车是中国制造的。
These new cars are ______ ______ ______.
3. 每天多喝水对你有好处。
To drink more water every day is ______ ______ ______.
4. 昨天因为交通拥堵，他们上学迟到了。
They ______ ______ ______ school because of the heavy traffic yesterday.
5. 稍微休息一下后，他又继续看英文报纸。
After a short rest, he went ______ ______English newspapers.
6. 昨天晚上我在忙于为考试做准备。
Yesterday evening I ______ ______ ______ ready ______ the examination.
7. 他们遇到了很大的麻烦，让我们来帮助他们吧，
They are now in great trouble. ______ ______ ______.
8. 你一到长沙就给我打个电话好吗?
Will you please call me______ ______ ______ you ______Changsha?
9. 我父亲过去常常抽烟，但最近已经戒了。
My father used ______ ______, but he has______ it ______ recently.
10. 这幅画很美，让我看看吧。
The picture is beautiful. Let’s ______ ______ ______ at it.
八、句型转换(10分)
按要求改写下列句子，每空填一个英语单词。
1. Paul did his homework yesterday evening. (改为否定句)
Paul ______ ______ his homework yesterday evening.
2. It’s raining very heavily. (改为感叹句)
______ ______ it is raining!
3. Lucy asked him to turn down the radio. (对划线部分提问)
______ ______ Lucy ask him to do?
4. They will be back in two weeks. (就划线部分提问)
______ ______ will they be back?
5. The box is too heavy for him to carry. (改为同义句)
The box isn’t ______ ______ for him to carry.
九、看图写句子(10分)
看图写话，根据图示和提示的词汇写出5个完整的句子，组成意思连贯的一段话。 提示：上星期天上午，张华和他的同学到公园游玩，遇见一位外国友人，一起进公园玩游戏，并玩得很愉快。
十、短文填空(10分)
根据短文内容填入适当的单词，使短文的意思完整，每格限填写一个英语单词，要求开头第一个字母与所给的字母相同。
All around the world, people drink tea. But tea does not m________(1) the same thing to e________(2). In different countries people have very different i________(3) about drinking tea.
In China people always have tea t________(4) with their friends. They may drink tea at any time of the day. They only put tea leaves in their cups. They p________(5) the tea with n________(6) else in it.
Tea is also i________(7) in Japan. It is very p________(8) there. People drink tea every day. But they have it in a way different from that in China.
In the USA people drink tea at breakfast or after m________(9). They usually use tea bags to make their tea. Making tea with bags is faster and e________(10) than making it with tea leaves in teapots.
十一、作文(15分)
根据图画内容和所给词语完成下列短文。
所给词语：few people, late, walk forward (往前走), run up, fall into, save, follow, get hold of (抓住), push, grateful, thank
要求：1. 词数在80个左右。 2. 把图中所示内容表达完整，用上所给词语，条理清晰，意思连贯，语句通顺，标点正确。3. 短文第一句已给出，不计入总词数。 Yesterday afternoon I was walking home by the river from work.
篇10：人教版初中英语试卷及答案
人教版初中英语试卷答案
一、单项填空
1—5 ACBDB 6—10 ABBAC 11—15 BABAC
二、情景交际
1—5 CBAAC 6—10 BDCBB
三、排序题
(一) C (二) DEGAB
四、完形填空
1—5 ADCBC 6—10 DBABC 11—15 BAADB
五、阅读理解
1—5 ACDDB 6—10 CBADB 11—15 CDABC 16—20 BDCDB
六、词汇(20分)
A.1. twice 2. difference / differences 3. healthily 4. the most difficult 5. twelfth 6. foreigners 7. beginning 8. teeth 9. dangerous 10. worried
B.1. mine 2. graduated 3. stamps 4. Safety 5. among 6. special / unusual 7. encourages 8. fortieth 9. January 10. hungry
七、英汉互译(10分)
1. It’s time 2. made in China 3. good for you
4. were late for 5. on, reading 6. was, busy, getting, for
7. Let’s help them 8. as soon as, reach 9. to smoke, given, up
10. Let me have a look (at it). 或Let me look at it
八、句型转换(10分)
1. didn’t do 2. How heavily 3. What did 4. How soon 5. light enough
九、看图写句子(10分)
1. Last Sunday morning, Zhang Hua got up very early.
2. After breakfast, he went to Haibin Park with his classmates.
3. At the gate of the park, they met a foreign friend and entered the park together.
4. They showed the foreign friend around the park.
5. Then they played games together.
十、短文填空(10分)
(1) mean (2)everyone (3)ideas (4)together (5)prefer (6)nothing (7)important (8) popular
(9)meals (10)easier
十一、作文(15分)
Yesterday afternoon I was walking home by the river from work. There were few people by the river because it was late now. While I was walking forward, I saw a woman running up to me and told me that her son had fallen into the river. She asked me to go and save her son. I immediately followed her to the river before I threw off my clothes. Soon I got hold of the boy’s hands and pushed him to the bank. The boy was saved. Both the woman and her son were very grateful that they thanked me a lot.
篇11：人教版初中英语总复习重点
1. 定语从句的概念
在复合句中，修饰某一名词或代词的从句叫定语从句。被修饰的名词或代词叫先行词，引导定语从句的词叫关系词，定语从句一般放在先行词的后面。
2. 定语从句的关系词
引导定语从句的关系词有关系代词和关系副词，常见的关系代词包括that， which， who(宾格whom，所有格whose)等，关系副词包括where， when， why等。关系代词和关系副词放在先行词及定语从句之间起连接作用，同时又作定语从句的重要成分。
3. 定语从句的分类
根据定语从句与先行词的关系，定语从句可分为限制性定语从句及非限制性定语从句。限制性定语从句紧跟先行词，主句与从句不用逗号分开，从句不可省去。非限制性定语从句与主句之间有逗号分开，起补充说明作用，如省去，意思仍完整。
4. 关系代词的用法
(1)that 既可以用于指人，也可以用于指物。在从句中作主语、宾语或表语。作主语时不可省略，作宾语可省略。例如：
Mary likes music that is quiet and gentle.
玛丽喜欢轻柔的音乐。(that作主语)
The coat (that) I put on the desk is blue.
我放在桌子上的那件外套是蓝色的。(that作宾语)
(2)which用于指物，在句中作主语、宾语或表语。作主语不可省略，作宾语可省略。例如：
The building which stands near the train station is a supermarket.
位于火车站附近的那座大楼是一家超市。(作主语)
The film (which) we saw last night was wonderful.
我们昨天晚上看的那部电影很好看。(作宾语)
(3)who， whom用于指人，who 用作主语，whom用作宾语。在口语中，有时可用who代替whom。who和whom作宾语时也可省略。例如：
The girl who often helps me with my English is from England.
经常在英语方面帮助我的那个女孩是英国人。(作主语)
Who is the teacher (whom) Li Ming is talking to?
正在与李明谈话的老师是谁?(作宾语)
篇12：初中英语有效教学之我见 (人教版英语)
有效教学指教师遵循教学活动的客观规律，以尽少的时间、精力和物力投入，实现教学目标和学生的个性培养与全面发展，取得尽可能多的教学效果。如何在英语教学中进行有效教学，我认为可以从以下几方面着手
一、构建和谐的师生关系
在教育教学过程中，如果师生关系处于一种平等、信任、理解的状态，那么它所营造的和谐、愉悦的教育氛围必然会产生良好的教育效果 。从教师来说，和谐的师生关系能使学生尊敬、信赖并且喜爱教师，这对教师是一种鼓励和鞭策。教师为了继续保持自己在学生心目中的形象和地位，对教育、教学就会更加负责，千方百计的想把学生教好。每节课精益求精，并针对学生特点组织和增补内容，择其最适宜的手段和方法，合理安排时间，尽量使教学最优化、最有效。而从学生来说，和谐的师生关系使学生把教师当做最信赖和仰慕的人，他们喜欢这位老师进而喜欢他的课，并把它当成一种享受，从而可以提高学生的学习效率。同时，他们懂得尊重教师就是要尊重他们的劳动，所以他们总会积极配合，专心听讲，勤于思考，努力学习，对教师所传递的知识信息，会尽量吸收，这又提高了学习效果。反之，在师生人际关系紧张、甚至对立的情况下是不可能有好的教学和教育效果的。因此，作为教师，我们应该热爱学生，尊重学生，鼓励学生，努力构建和谐的师生关系，为在课堂实施有效教学打下坚实的基础。
二、要明确教学目标
教学目标是一节课教学的灵魂，是课堂教学的出发点和回归点。教学目标的制订是否明确，不仅影响着教学过程的展开，很大程度上影响着最终的学习效果。而检验一堂课是有效还是无效，最终要看是否实现了教学目标。为了让教学更有效，在明确教学目标时，我们应该注意以下几点：1）.教学目标的制订要紧紧扣住新课程标准。2）要了解教学.内容的特点。因为只有把教学内容研究深透了，才会制定出切合文本特点的教学目标。3）.要确立学生的在教学过程中的主体性地位。教学目标的完成者是学生，教师不能凭自己主观臆断设定教学目标。在教学目标设计前，教师要全面了解、分析学生，包括他们的认知结构、认知特点、个性特征、社会背景、语言水平、语用能力等。在教学目标设计时，教师应该站在学生的角度，确保设计的教学目标是学生想实现的的、能够实现的、应该实现的。 4）.在确定目标时，既要关注知识能力目标，又要考虑过程方法目标和态度情感与价值观目标。
三、教学方法要灵活多样
单一的教学方法是乏味的。既使是一个好的方法，经常用也就失去了它的魅力。如果教师总是采用某一种教学方法进行教学，学生就会产生厌烦情绪，甚至会出现注意力分散现象，这样往往会挫伤学生学习的积极性。所谓“教学有法，但无定法”，为了激发学生的兴趣，调动学生的积极性，增强教学效果，教师要认真钻研教材，根据教学内容的不同，运用灵活多样的的教学方法。英语教学的方法很多，例如在教学单词时，我们可采用实物教学法（如aaple orange bana-na等 ）、图片教学法（如river sun moon moutain building等）、动作教学法（如sing dance run jump等）、语境教学法、单词归类法等；在教学句型时，我们可以先用动作、表情、游戏、多媒体等方不同方式呈现句型，然后再灵活采用角色扮演、比赛、表演、唱歌、讲故事等多种方法操练句型；在进行语法教学时，可运用对比法、归纳法、情景法、图表法等不同方法。但是，一种教法也不一定单独使用，可以灵活地把他们结合起来，多种方法一起运用，效果会更理想 。“教无定法，重在得法”，只要能激发学生的学习兴趣，提高学生的学习积极性，有利于所学知识的掌握和运用，达到课堂教学的效果，都是好的教学方法。
四、教学活动要有趣味性和实效性
爱因斯坦曾说：“符合兴趣的学习能使学生达到最优化的效果。保持对所学知识的浓厚兴趣，是提高学习效率的根本秘诀 ”。只有让学生有兴趣，他们才能积极主动地参与到你的课堂教学活动中去。因此教师在设计教学活动时一定要符合孩子的心理特点，比如通过表演、唱歌、游戏、竞赛、猜谜语、画画等活动，来激发学生学习英语的兴趣，培养学生初步用英语进行听说读写的能力。当然，教学活动的开展不能只注重形式，而不重视结果。课堂活动内容的设计不仅要有趣味性，更应有利于学生获得语言知识和发展语言的技能，如果教学活动脱离了语言内核，偏离了教学目标，那么再有趣的教学活动也难以收到理想的教学效果。例如我在上八年级上册Unit 5 Can you come to my party? Section A时，就精心设计了一个”have a party”的教学活动。首先在上课前，我对教室做了一些简单的装饰，以此来激发学生的学习兴趣。上课后，我对学生说：”Today is my birthday,so I will have a party,Can you come to my party?”引导学生回答Sure, I’d love to,或者I’m sorry, I can’t,I have to study for a test.，然后对学生说：Now,Today is your birthday,please invite your classmates to your party。此时教师把课堂交给学生，让学生三、四人一组，练习发出邀请、接受邀请、委婉地拒绝邀请并说出理由的一些句子。这时候，学生的积极性已经充分调动起来了，但是为了达到设计教学活动的目的，增强活动的实效性，教师一定要在学生周边适时地加以指导和帮助，直到学生能够熟练运用所学句型。
五、注重课后反思
一堂课的结束并不意味着教学的结束。为了提高教学效果，教师在课后应当进行认真的反思，总结经验教训。在反思中，我们应分析整堂课甚至某个具体环节成功或失败的原因；教法上有哪些突破和创新；引导是否得当；教学机智是否敏捷；知识点上有无缺漏；训练是否到位；组织教学方面有何妙招等等，尤其是将一些成功的经验，如有效的课堂提问方式、有趣的活动形式等进行总结。这样，教师不仅更深刻地认识了自身的教学特点，同时能够更全面地了解学生的情况。经过不断的反思和总结，教师可以逐步调整教学策略，改进教学方法，最终实现有效教学的目标。
篇13：人教版初中英语第二册16单元说课稿
教材分析： 16单元是第二册的第二个单元，也就是说是这个新学期的第二单元。16单元的主题是围绕“问路和指路”展开的，同时教学生，如何用情态动词“Can”和“May”来表达许可和可能。在第二册上学期的课本中，学生已经学到了一些关于“问路和指路”的知识，而且他们也知道一部分关于许可的表达，比如“May I come in？”“Can I borrow your pen？”“May I speak to Ann，please？”等等。所以在这个时候对学生在这方面的知识进行扩展和巩固就显得水到渠成。而且在学生们的现实生活中，培养他们了解地图和区别方向的能力尤其重要。61课就是关于这个知识的扩展。62课是一篇与这个主题紧紧相扣的阅读材料。63课则是关于“May”和“Can”的语法点。64课则是对于整个单元的巩固，它包括听、说、读、写四个方面的落实和一篇阅读短文。我认为这个单元的教学目标应该是： 认知： 1、学生能够使用下列单词：kind，lady，library，cross，reach，corner，church，café，fix，lab，suddenly，history，key 2、学生能够使用下列表达： Turn left日right at the …crossing. Go on unit you reach… You can’t miss it. On one’s way to, first of all, be /get lost , wait for 能力和技能： 1、学生能够根据所给地图或街道说明一些地点的具体位置。 2、学生可以用不同的方式问路。 3、学生可以用“Can”和“May”表达许可和可能。 情感和态度 1、让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语课和应付考试而学习。 2、让学生感受到他们是英语学习活动中的主体和中心，以此来激励他们在英语课上积极参与，追求创新。 学习策略： 1、学生应学会用不同的方式表达同一件事，学会用英语去思考问题，即用想象力表达自己的观点。 2、学生应该在英语学习中学会使用brainstorming 文化知识： 1、教学生真诚待人，助人为乐。 2、教学生如何设身处地为他人看想。 关于这个单元有两处难点： 1、如何准确自如地用这么多表达方式来问路和说明。 2、如何用Can和根据教材和学生因素的特点，我将采用下列教学方法和手段： 1、交际法和情景法教学 为了激励学生在课堂上积极交谈，我将一些设计真实的情景来激发学生的兴趣，这些师生和学习互相之间的交流重心就放在了语言的意义上，与此同时将英语学习与他们的真实生活联系起来以培养他们用英语进行创造性思维的能力。 2、以学生为中心和任务型教学。 需要注意的是学生作为独立的学习者，老师作为一个引路者，组织者，领导者，有时候会是一个团体，其中一员决定了我们学习任务类型的选择。关于这个单元我将在我的课堂活动中设计信息差任务、问题的互动解决以及采访和调查。在我们教案设计中，我想提一下任务关联性。也就是说将所有的教学活动组成一个链式的因果关系，在此过程中，前一个活动的成功成为后一个活动顺利进行的前提。 教学步骤： 在61课中，首先我用节奏游戏来复习一些公共场所的名称。学生一边拍手一边就工作和工作地点展开问和答，例如：hospital，police station，school，past office，bus station等等。然后我会把写有这些地点名称的厚卡纸放在学生的课桌上，让学生就此谈论每个公共场所的位置：in front of，next to，beside，on the night / left，between… and…，outside 等等。 我将以这种方式呈现新单词和表达方式：我告诉学生这个星期天我有很多事情要做。下面是清单： 1)send some postcards 2) borrow some books 3) drink coffee with my friends 4) buy some VCDs 5) go to my friend’s wedding 让学生回答我要做以上事情将要去的场所。在适当的时候，我会向学生出示咖啡馆，碟屋和教堂的照片。然后将61课的地图出示在屏幕上，问他们如何到这些地方去，教他们使用下列表达“Go across the bridge”，“Go up this road to the end”，“Go on until you reach the end”，“Turn right at the second crossing”。 让学生参考表格里写出的表达方式练习如何到达以上地点之后，让学生四至六个人一组，讨论出一次性做完以上事情的最佳路径。 接着便是学生将学到的新知识运用到他们的真实生活中去。我会把我们本地的地图挂出来，让学生说明去一些地方（汽车站，图书馆，长城，宾馆和银行）的路径，其他人则猜他/ 她将到哪儿去。 在这一课时，我会设计一个信息差的任务。每对学生中的两个人将会得到两张不同的地图（同学A的是完整的，而同学B则不完整）。让他们通过彼此问答来完成B同学手中的地图。当然前提是不许看对方的地图。 最后一个任务是创造性的。我让学生想象以后他们居住的地方，并在纸上绘出一张地图。根据这个地图，其他人就如何去他/她家展开问答。 62课是一个短剧，所以我会让学生看影碟模仿而不是单纯听磁带。 在常规阅读步骤之后，为了让学生对于整编文章有一个大致的了解，我会让学生填写下列表格。What did Liu Mei do to help the woman?
篇14：浅议初中英语课堂教学的改革 (人教版英语)
摘 要：创新作为一个民族进步的灵魂,是新课改实施以来极力要求的教学理念之一。新课改背景下如何做好初中英语学科的教学工作,如何在教学过程中,突破以往旧的、传统的教学模式,按照新课改的教学理念,探索新的教学模式是每一个初中英语教师都应该认真思考的问题。本文从初中英语教学的目的出发，然后分析了现行初中英语课堂教学中存在的弊端，最后从课堂教学方面来探讨优化初中英语课堂教学方法的问题，提出了实质性的解决方法。
关键词：英语课堂 教学改革 教学模式 策略
随着我国教育由应试教育向素质教育的转变，外语教学的目的也越来越突出培养学生的外语交际能力。我们看到外语教师在课堂上希望学生能够在理解的基础上多说多用外语；希望通过课堂教学激励学生初步运用外语进行交流思想，创造性地使用外语。
可是，我们从教学实践中也看到，并不是所有有此心愿的教师都能达到目的。学生虽然在教师的帮助下掌握了一定的外语知识。但在真正要应用外语交际或创造性运用外语的阶段学生往往不如人意地表现了无话可说或不知道该怎么做；即使能说一点也只停留在简单的句型操作阶段，远远达不到预期的教学目标，最根本的原因是课堂教学方法的问题。本文从优化初中英语课堂教学方法方面探讨的问题。
一、初级中学英语教学的目的及课堂教学中存在的弊端
1、初级中学英语教学的目的
《九年义务教育全日制初级中学英语教学大纲》指出： “初中学英语的教学目的是：通过听、说、读写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，养成良好的学习习惯，为进一步学习打好初步的基础，使学生受到思想品德爱国主义和社会主义等方面的教育；发展学生的思维能力。”①这为初中英语教学中学生应实现哪些素质教育目标作了比较具体的说明，更为英语教学从片面追求升学率转变为素质教育指明了方向。
2、现行初中英语课堂教学中存在的弊端。
当前，传统应试教育下的课堂教育模式仍在某种程度上稳固地占据着课堂，依然普遍存在片面追求升学率的倾向，严重干扰着人才的培养，主要表现在：重教师的知识传授，轻学生的全面培养；重教师的主导作用，轻学生的主体作用；重苦学苦练，轻课堂教学的不断提高。因此，实施素质教育，提高教师课堂教学水平与质量，必须优化课堂教学方法，提高课堂教育的效率，要做到这一点首先必须明白初中英语课堂教学的特点。
二、培养良好的师生感情，创造愉快的课堂气氛
传统的教学模式和方法，总是教师“一言堂”，课堂上教师总是向学生灌输，学生处于消极被动的地位，没有什么轻松、愉快而言，因而也就无兴趣可谈。兴趣是学习的开始，兴趣是最好的老师。学生只有在浓厚的学习兴趣的激发下，才能产生强烈的学习愿望，唤起求知欲。在教学中教师应根据内容多渠道地变换思想，用科学的新颖的，适合学生年龄特点的教学方法，多为学生提供新鲜感，提高学生的学习兴趣。因此，如何促进互动，选择科学的教学方法和手段，充分发挥好教师的主导性和学生的主体性作用就成了英语教学中不可忽视的问题。
教学是师生的双边活动，通过师生合作，把整个教学过程建立在师生双边活动的基础上，把教与学的活动有机统一起来，在教师充分
发挥主导作用的同时，让学生做学习的主人，激起他们的学习热情，营造一种生动活泼的教学气氛使学生由被动接受知识变为主动学习知识，师生在和谐愉快的气氛中共同完成课堂教学任务。在师生合作教学中，教师作为教学的主导，学生作为教学的主体，通过一定的教学方法，采用恰当的教学手段，引导学生主动参与学习、掌握应学知识、积极思维、提高能力。学生则通过启发、思考、讨论、对话与交流，完全以积极主动的心态参与学习，对所学知识主动探索，认真思考，深刻钻研，相互讨论，主动提问，质疑解疑，变过去的被动听讲为主动学习，充分发挥学生在学习过程中的主动性、灵活性，真正成为学习的主人。
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三、创建培养学生实际能力的教学模式。
（一）树立学生开口说英语的信心。
学生只有在愉快、生动、友好、和谐的课堂气氛中，才敢开口，想开口。在充满教师热情、爱护和期待的课堂上，学生才会对自己更自信。教师的言行要亲切，有感染力，使每个学生在轻松愉快的环境中敢说英语。教学实践表明,有时在学生“卡壳”,即发生表达障碍时,如果马上救助,常常会使学生产生依赖心理,导致注意力不集中,难以独立地、完整地表达。教师要培养学生自我完整表达,首先应了解学生,熟悉学生的知识水平,轻易不要开口相救。可以多检查、提问,随时引导他们集中注意力,渐渐养成独立完整表达的习惯。对于学生所犯的语言错误，只要不影响正常交际的顺利进行，教师应采取宽容的态度，这样才能减轻学生运用英语时犯错误的心理压力，增强他们的自信心。教师的作用不是“满堂灌”，而是启发、诱导、点播，打开思路，千方百计地启发学生的求知欲和学习热情，消除被动学习的心理负担，使之轻松自如地迈向成功。
（二）精心组织课堂。
组织好课堂，使学生养成良好的学习习惯，能有效地促进课堂教学质量的提高。课堂组织好了，学生的注意力集中了，兴趣和积极性调动起来了，就会学得轻松而愉快，效果也一定不错。教师在课堂教学时，应根据所教授的不同内容需要，并充分发挥自身优势，选择最合适的教学方法，如交际法、情景设置法、讨论法等方法，使复杂问题简单化，粗略知识精细化，让学生自觉地、快乐地进行学习。这就要求教师应从实际出发，实施有差异的分组、分层教学。
一是备课。备好课是上好课的前提，是提高教学质量的关键。教师应按不同层次学生实际情况，分层次备课，使教学与学生的实际相适应。认真钻研大纲、教材、确定具体可行的教学目标，分清哪些属于共同的目标，哪些不属于共同的目标。要在把握教学目标的同时，根据不同层次学生的认知水平，确定各层次学生的不同要求，对学有余力的学生要求他们跳一跳，摘果子，对学习有困难的学生则要求掌握教学要求中最基础的内容。在七年级英语教学中，要求这样的教案设计，既能保证课程标准要求的落实，教学任务的完成，也做到了“提优”和为“后进生”提供辅助性的学习。重点是分层施教和分层练习。在课堂教学中，对优生以“放”为主，“放”中有“扶”，重在指导学生自学；对中等生和后进生以“扶”为主，“扶”中有“放”，重在带领学生学习。这样引导不同层次的学生在各不相同的“最近发展区”前进，后进生基本上达到课程标准的要求，优生尽其所能拔尖提高。尽量满足不同层次学生的学习需要，激发他们的学习兴趣，调动全体学生非智力心理因素的积极作用。如：在教课本上的课文时，就可以分层教学，对优生可以直接通过自学，自我发现问题，解决问题。对中等生可根据学习提纲进行自学或采取分组讨论，以找到解决问题的方法。对后进生可在教师的直接指导下，学会思考，掌握学习方法，完成学习任务。
二是充分利用电教手段 。电教化教学能激发学生学英语的兴趣，有效地提高教学效果先进的教育媒体和手段是推动教育改革的重要因素，教育的现代化不仅表现在教育内容上，而且还应当运用现代教育媒体、改革教育教学的方式方法。通过多媒体创设情境，进行情境教学可以引起学生愉快的效应，激发学生的求知欲望，启发学生的思维，有利于培养学生的探索和创新精神。
三是重视能力培养，设计教法。教学方法，既要根据教材内容而定，也要根据培养能力的教学目标而定。采用启发式教学法，即“回答、阅读、演示与讲解相结合”，在教师的启发下，学生探求未知，逐步启迪自己的思维，就能使学生产生自学的积极性和自觉性。在启发式教法中应注意创造性地处理教材，把读、讲、练、议有机地结合起来，使“读”成为吸收知识的依据；“讲”成为突破关键的环节；“练”成为掌握和运用知识的手段；课堂上下的“议论”成为打开思维的途径，从而提高学生的观察、注意、记忆、思维和想象等能力。
总之，教学的根本，不仅是把外在的知识传授给学生，更重要的是提高学生的内在素质把学习的主动权和生命发展的自主权还给学生，为学生创造更多自主学习的空间，以积极的姿态期盼他们、赏识他们，“让每个学生都抬头走路”。
参考文献：
[01] 肖满涛，论初中英语教学中的素质教育《课程、教材、教法》 第3期，P35，人民教育出版社。
[02]文 华 《论新课程背景下农村初中英语课堂教学改革》 中学英语之友 08期
[03]刘雪梅 《新课程理念下的英语课堂教学改革》 赤峰学院学报 05期
[04]周淑清 《初中英语教学模式研究》 北京语言大学 20版
[05]姜丽萍 彭丽敏 《谈教师在新课改中的角色转换》 黑河教育 年03期
[06] 施家孔，如何保持学生学英语的积极性，《曲靖教育研究》 ，第5期，P23
篇15：人教版初中英语第二册18单元说课稿
人教版初中英语第二册18单元说课稿
一、教材分析
本单元的核心教学项目是“看病就医”（Seeing the doctor ），各课围绕这核心项目设计安排了听、说、读、写活动。对话，课文及练习内容均取自于学生的日常生活，实用性强。学生们会因为此话题的趣味性及实用性而感兴趣, 故能在学中用，用中学，印象深刻。
1． 在 Lesson69 课中，第一部分设计了Jill 生病的一幅情景图，并配有一个短对话，引出Seeing the doctor 的动机。第二部分利用Puzzle dialogue形式把本单元重点话题自然地，以日常生活的活动形式呈现给学生。第三部分采用Look, say and write活动，自然地引出情态动词 have to的用法。
2． 在 Lesson 70 课中，阅读文章Dreams 是前一课对话内容的继续。男孩Roy老做梦，造成睡眠不佳，故前去看病就医。阅读前有两个问题供学生讨论，以便让学生思考在先，或带着问题去阅读。
3． Lesson 71 课是语言训练课。第一部分是一段有关饮食与健康关系的短对话，同时也为学生提供了语言训练的样板。第二部分是以操练Link verb为宗旨的句型范例。第三部分是所学语言知识的自然延伸，向学生介绍二位世界著名医学界人士Nightingale和Bethune。
4． Lesson72课是综合练习课，它包括了围绕着Seeing the doctor的功能话题 的听力练习、句型操练、对话复习及写作示范，以巩固学生对本单元的核心话题Seeing the doctor的记忆与理解。
通过对本单元教材内容的分析，不难看出 Seeing the doctor 这一话题取自于生活，实用性强，学生容易接受，并对此兴致盎然，教师也较容易激活与其相关的语言知识，所以就该话题本身而言，并不是很难，真正的重点和难点在于：
掌握有关Seeing the doctor 的习惯用语。
能灵活运用have to 重点句型，并清楚其运用的场合和与must 的区别。
掌握link verb的用法特点
二、二、教学目标
1.知识目标
The words and expressions used in the talking “Seeing the doctor”.
The pattern : have to
Grammar: link verb
2．能力目标
To develop students’ ability of listening and talking about “Seeing the doctor”.
To develop students’ ability of reading comprehension by reading the text Dreams .
To develop students’ ability of observation 、imagination and creation.
3. 情意目标
To encourage students to be brave enough to speak English more in class.
To encourage students to keep health in order to serve the people and their country in the future.
三、教学设想
通过诊断性评价，可了解到学生在以前的教材中，已学过了与Seeing the doctor 话题 相关的单词和句子，如head 、eyes 、hands,、foot 、legs 等身体部位单词及句型 What’s wrong with you ? I don’t feel well . My head hurts. etc.这为学生循序漸进地自然习得Seeing the doctor的语言知识，铺垫了良好的语言学习基础。 因此，笔者根据Seeing the doctor 这个话题的交际性能强，实际运用广等特点，将本单元的教学策略重点定位在三个教学环节上，即，Presentation, Practice 和 Production上，将“激发兴趣，激活思维，轻松导入；读后仿说，逐层训练，强化能力；创设情景，迁移知识，实现交际”作为本单元设计的导向。
1． Presentation-------激发兴趣 ，激活思维，轻松导入。
一节课的良好开始，对于整节课教学顺利进行起着重要作用。教师别出心裁，精心设计Presentation环节，能够使学生感到新奇独特，引起求知欲望，促进其积极主动地投入到语言学习和探究活动中去，愉快地进入学习状态。
1) Lesson 69 的导入方法
Take exercise做运动. 跟着“健康歌”的乐曲，让学生跟着老师做健康操。
Play games 做游戏 . 让学生相互之间做“Touch your nose”的游戏。
Chant 读节奏诗. 老师可根据课文要求，编写与教学内容相符的小诗，歌曲等。
以上几个活动，均与学生的原有知识the parts of the body 有关，采用这种手法进行热身，不仅复习了相关的学习内容，更主要的是让学生在“做做、唱唱、笑笑”中进入了学习状态，从而引出对话
--Can you take exercise like me ?
--No, I can’t. I have a headache today.
--Can you play the game with me ?
--No, I can’t. I have a cold today. etc.
or:
--Xiao Li can’t play games with us .Do you know why?
--I know he has a cold today。
.(然后帮助学生认知have a headache / a cold /a cough 等习语)
On duty 值日生汇报. 让值日生创设情景，与Partner就前一单元课文 内容“Mr. Smile在家中举行Party”，进行自由问答，然后切入主题
--Did Kate go to the party ?
--No, she didn’t.
--Why did she not go there ?
--Because she was ill.
--What was wrong?
--She had a cold . She had a cough and a headache.
--Oh ,I’m sorry to hear that .Is she better now?
--Yes.---.
（老师进入了“引导学习”的环节。）
2) Lesson 70 的导入方法
Story-telling 老师或学生进行story介绍，如
Oh, boys and girls, there is something wrong with me ,too. I didn’t sleep well last night. Do you know why?
这时，学生会由于问题的提出而活跃起来，会七嘴八舌地进行猜测，然后老师向学生描述梦境，引出生词和词组 dream, fall asleep, wake up 等，为引出Roy的unhappy dream，激活了思维，扫清了语言障碍。
Picture-talking 利用多媒体，向学生展开画面，引导学生对dreams 进行讨论和评说。
-----What is he/she doing? -----He/She is sleeping.
-----What is he/she doing while he/she is asleep? -----He/She is dreaming.
-----Did he have a good dream or a terrible one? ---.
在引出生字dream 后，帮助学生就做梦与身体健康之间的关系，进行讨论，在热烈的气氛中，自然地过渡到课文Dreams的学习上。
3) Lesson 71 导入方法
Have a quiz 做讨论题。包括饮食，休息，锻炼，健康等一些常识性问题，来吸引学生的兴趣与注意，激发他们敢于质疑，大胆解疑，以引导学生通过积极投入语言实践，逐步向新材料逼近，为Lesson 71 的第一部分有关饮食与健康的对话学习，做了必要的铺垫。
4）Lesson72的导入方法
Stick figures 采用简笔画手法，来引出新语言点link verb 的用法。如
教师可利用这些简笔画，引导学生对图画进行讨论
-----What is he/she like today?
-----Is he/she happy or unhappy?
-----Do you know why he/she looks happy/unhappy? etc.
采用这种方法，不仅仅是方便，直观，能引起学生的兴趣和注意力，更因为它们的恰到好处的运用，激活了学生的思维，为引出听力材料 Mr. Brown’s trouble 做好了准备。如通过对简笔画的讨论，把话题转入听力材料的内容中。
-----Is Mr. Brown happy or unhappy today, Do you want to know?
-----What’s his trouble, do you know?
2. Practice------- 读后仿说，逐层训练，强化能力.
学生在教师的引导下学习了新句型，新单词以后，还必须对所学的知识进行巩固。在没有对新句型，新单词等达到一定的熟练程度之前，学生很难将所学的知识应用到实际生活中去。因此，采用师生合作，生生合作，结合话题，围绕新知识点进行对话，交流和讨论等活动，让学生获得基本的语言能力。如在训练句型have to 时，我设计了三个训练程序。
师生问答 就Lesson 69的第三部分进行师问生答，并完成笔头作业。
生生问答 就句型If you---,what do you have to do ? 进行pairwork 。
小组讨论 提供情景，加大信息量，引导学生进行groupwork. 如，
1.If your mother is ill and she can’t cook supper for you when you come back from school one day. What do you have to do ?
2.One day when you were on your way to school, You saw an accident happen. An old man was lying on the ground. He couldn’t move .What did you have to do ?
然后，以小组为单位，选派代表一人，作小组总结。通过点评，分析，比较等方法，使个人的思维在集体知识中得到发挥，使一些困难在相互启发，相互争论，相互补充中得到弥补。同时，也注重挖掘了教材中的情意因素，激发了学生的社责任感和爱心。
当然，根据不同的教学内容，有不同的强化训练手段。如，对Lesson70 的阅读文章的Practice方法是：
表层分析--复述应答： 要求学生机械重复课文中的内容，使课文信息再现。（是非题，课后问答题，图表填空题，竞赛等）
深层剖析--推断应答： 要求学生利用信息，凭借经验理解读物的“弦外之意”。（指导性问题和细节性问题）
整体评价--自由交际： 要求学生用所学知识，对新情景进行交际。（教师选择恰当的，与课文相关和有关社会热点的Topics。）
(其中一，二两层的练习目的是为了“记忆-分析”所认知的语言信息，巩固语言知识，提高把握语篇能力，为获得交际能力，即为第三层“自由交际”，打下扎实基础。)
3． Production-------创设新景，迁移知识，实现交际。
在基本技能形成之后，教师鼓励学生用所学知识就新的情景进行突出主题的迁移操练，实现语言技能向语言交际能力的转化，达到学以致用的目的。例如，我对本单元中的Production环节设计了如下方法：
Lesson 69 1)表演（perform）: 创设新的情景，如：护送运动会上受伤的学生去医院就症；帮助交通事故中受轻伤的老大爷回家等。
2）采访(interview): 询问同学身体健康状况。
Lesson 70 1）话题(topic): “_________dream”。（留有空白，让学生自由发挥想象）
2） 表演(perform): 采访“老寿星”（a long-lived man/woman）活动。
Lesson 71 1)评论(comment):“Why so many fat children in our country now?”
“ Why so many students who have poor eye-sight today?
2)采访(interview): “What do you like to eat?”
Lesson 72 1)话题（topic）:“How to correctly arrange your three meals a day?”
2)活动（activity）: “A school doctor is wanted”
采用以上方法，并不是说教学可以离开教材随意创设发挥，也不是主张搞华而不实的“花架子”。恰恰相反，我们需要的创意，应是紧扣教材，围绕目标，为讲清重点，突破难点服务，为教得生动，学得主动服务。使英语教学有新意，有激情，使教育教学功能得到充分发展。
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