成功不是将来才有的，而是从决定去做的那一刻起，持续累积而成。小编给大家准备了初二Lesson 93英语教案，欢迎参考!

教学内容

1.词汇：try to do

2.句型：It’s quite a nice picture.

3.语法：初步学习过去进行时态的用法。

教具

录音机;多媒体视频;一组图片，画有人物和动作，如：打篮球、跑步、唱歌、写作业等，并标有具体的过去时间。如：8:30 yesterday morning等。

课堂教学设计

Step 1 Leading-in

请三位同学到前面来，分别做出扫地、读书、写字等动作。教师依次提问：

T：What are you doing?

S1：I’m sweeping the floor.

S2：I’m reading a book.

S：I’m writing.

教师手指这三位同学，依次问大家：

T：What is he/she doing?

学生按照实际情景，依次答出：

S2: He is sweeping the floor. She is reading a book. He is writing.

教师要求全班将三个人的动作分别记清楚。

Step 2 Presentation

就刚才三位同学的动作，向全班提问：What was ×××doing when I came in?

重复两至三遍，板书这个句式，用彩色粉笔标出was，启发大家猜测句子的含义，并引导全班回答：

He was sweeping the floor.

She was reading a book.

He was writing.

板书上述三个答句，启发学生观察谓语部分的变化，并简要介绍一下过去进行时态所表示的含义。

Step 3 Ask and answer

借助课文插图或出示图片，让学生练习表达图中人物的活动。

T: It’s Monday. The students are drawing some pictures on the blackboard. Now let’s look at the picture. What are they doing?

让学生表达图中的各个学生正在进行的活动，并让他们表演出来。

A: What is Li Lei drawing?

B: He is drawing an elephant.

Han Mei is drawing a cat.

Step 4 Read and act

播放视频：Lesson93情景对话，问：What is Li Lei drawing?

或放对话录音。教师给出听前提问(Pre-reading questions):

What is Li Lei doing?

放录音一遍，学生回答问题。

然后让学生就图中其他的学生进行对话练习并表演。

Step 5 Read and learn

告诉学生Now it’s Wednesday. 指着图片问：What did the students do on Monday?

出示对话：

A: What was Li Lei drawing when the teacher came in?

B: He was drawing an elephant.

试着让学生就其他几位同学进行替换练习。

然后引导学生从上面的句子中理解过去进行时的用法，并总结出其构成形式：was/were +v -ing

并引导学生对过去进行时和前面的现在进行时进行比较：

is/am/are +v-ing

was/were +v –ing

Then let the students read the sentences given and answer questions in pairs.

或者播放视频：Lesson 93 Read and learn，然后让学生进行模仿练习。

Step 6 Practice

指导学生两人一组做课文第3部分练习。教师先与一位程度较好的学生表演以下对话：

T: What was Li Lei doing when the teacher came in?

S: He was drawing a picture.

T: What was he drawing?

S: He was drawing an elephant.

T: What was he drawing on?

S: He was drawing on the blackboard.

全班两人一组，就Meimei及the twins进行内容相似的问答练习，请几组同学表演。

教师出示事先准备好的图片，就上面的人物及活动与学生进行问答练习。

希望各位教师能够认真阅读初二Lesson 93英语教案，努力提高自己的教学水平。

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