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初一英語教案【薦】
作為一位不辭辛勞的人民教師，就有可能用到教案，編寫教案助于積累教學(xué)經(jīng)驗(yàn)，不斷提高教學(xué)質(zhì)量。我們應(yīng)該怎么寫教案呢？以下是小編幫大家整理的初一英語教案，歡迎閱讀，希望大家能夠喜歡。
初一英語教案1
一、教學(xué)內(nèi)容
1、語音：
1）復(fù)習(xí)音標(biāo)及字母組合[u：] u，oo；[u] u，oo，oul；
2）學(xué)習(xí)音標(biāo)及字母組合[（+] ure，ua
2、語法：
1）小結(jié)本單元所學(xué)to be going to+動(dòng)詞原形的用法；
2）小結(jié)本單元出現(xiàn)的形容詞比較等級(jí)的規(guī)則變化和不規(guī)則變化。
二、教具
錄音機(jī)；音標(biāo)卡片、小黑板等。
三、課堂教學(xué)設(shè)計(jì)
1、復(fù)習(xí)值日生報(bào)告。
教師出示事先準(zhǔn)備好的寫有形容詞原級(jí)的小黑板，要求學(xué)生迅速寫出其比較級(jí)、級(jí)形式。
2、教師出示音標(biāo)卡片，復(fù)習(xí)[u：] [u]兩個(gè)元音的讀音，啟發(fā)學(xué)生分別給出含有這兩個(gè)元音的單詞。教師可將這些單詞書寫在黑板上，并用彩色粉筆寫出讀這些音的字母或字母組合。
教[（+]這個(gè)雙元音的讀音。學(xué)生初步掌握其讀音后，重復(fù)上一步驟。
3、放課文第1、2部分錄音，學(xué)生打開書跟讀，反復(fù)三遍。指導(dǎo)學(xué)生做練習(xí)冊(cè)習(xí)題1。
4、指導(dǎo)學(xué)生閱讀復(fù)習(xí)要點(diǎn)中例詞、例句。教師小結(jié)該要點(diǎn)中所列兩項(xiàng)語法內(nèi)容。
5、指導(dǎo)學(xué)生做練習(xí)冊(cè)習(xí)題。
6、布置作業(yè)
1）練習(xí)朗讀本課第1、2部分中的.音標(biāo)、單詞、短語和句子；
2）結(jié)合書后有關(guān)語法講解，溫習(xí)本單元語法項(xiàng)目；
3）抄寫復(fù)習(xí)要點(diǎn)中例句及詞語；
4）完成練習(xí)冊(cè)習(xí)題。
四、難點(diǎn)講解
形容詞比較等級(jí)（Ⅰ）形容詞比較等級(jí)的規(guī)則變化和不規(guī)則變化。本單元只介紹單音節(jié)形容詞和少數(shù)雙音節(jié)形容詞的變化：
1）一般在詞尾加—er或—est，分別構(gòu)成比較級(jí)和級(jí)。例如：small——smaller——smallest。
2）以字母e結(jié)尾的形容詞，加—r或—st，例如：nice——nicer——nicest。
3）重讀閉音節(jié)詞尾只有一個(gè)輔音字母時(shí)，雙寫這個(gè)輔音字母，再加—er或—est。例如：big——bigger——biggest。
4）以輔音字母+y結(jié)尾的雙音節(jié)形容詞。改y為i，再加—er或—est。例如：easy——easier——easiest。
此外，少數(shù)形容詞還有不規(guī)則變化，需要認(rèn)真記憶。例如：
good——better——best；many——more——most等。
初一英語教案2
UNIT 2 Why do you like koala bears?
Text analysis:
Topic: animals in the zoo
Functions (Teaching aims): 1. Describe animals 2. Express preferences and give reasons
Structures:1. Why, What, Where questions 2.Because 3. Adjectives of quality
Target language: Why do they like koala bears? Because they’re cute. They’re kind of shy. They’re very big.
Vocabulary: 1. zoo, animals, tiger, elephant, koala bears, dolphin, panda, lion, penguin, giraffe 2. smart, cute, fun, ugly, intelligent, friendly, shy, kind of 3. South Africa
Recycling: beautiful, small, quiet, scary, interesting, Australia, Japan, Brazil, China.
He is from-- She’s five years old.
Learning strategies: 1. Using what you know 2. Inferring content
Multi-intelligence: 1. Know the nature 2. Knowledge of places 3. logical expressions
Periods: six
Period 1 section A 1a 1b 1c
Period 2 section A 2a 2b 2c Grammar focus
Period 3 section A 3a 3b 4
Period 4 section B 1 2a 2b 3
Period 5 section B 3a 3b 3c 4
Period 6 self check
Period 1
Teaching aims:
Learn new words: animals—tiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description words—cute, fun, smart
Listen and check(√) the animals.
Practice the conversation: describe animals
Teaching methods: listen and say, read and write
Teaching procedures:
Step 1 Presentation(1a)
We are going to learn the names of some more animals.
Show the animals on the map of the zoo → point to the animals and say the names →let students read the words → match the words with the animals in the picture → practice the words(read and write)
Step 2 Listening practice(1b)
Point to the animals in 1a and ask students to say the names→ play the recording of the conversation twice → check(√) the names of animals
Step 3 Pair work(1c)
Practice the conversations using the description words.
A: Let’s see the lions.
B: Why do you want to see the lions?
A: Because they’re cute.
Step 4 Consolidation: Free talk
Ask students to present their conversations to the class.
Step 5 Summary: words and conversations
Step 6 Homework: remember the words and conversations.
初一英語教案3
一、教學(xué)設(shè)計(jì)理念
英語是一門實(shí)踐性很強(qiáng)的學(xué)科，必須通過大量的活動(dòng)和練習(xí)，才能掌握和運(yùn)用。它的特點(diǎn)也決定了它課堂教學(xué)活動(dòng)形式靈活多樣。在設(shè)計(jì)活動(dòng)時(shí)要有計(jì)劃和要由易到難，使聽說讀寫得到更全面發(fā)展。
二、學(xué)情分析
七年級(jí)學(xué)生對(duì)英語普遍感興趣但有很大的不穩(wěn)定性，遇到困難容易退宿，因此要采用情景交際法，激發(fā)學(xué)生學(xué)習(xí)興趣，讓學(xué)生易于接受。
三、教學(xué)內(nèi)容分析
Unit5 Topic2的中心內(nèi)容是現(xiàn)在進(jìn)行時(shí)的理解與運(yùn)用，而Section D則是通過聽力、填空、唱歌等形式對(duì)現(xiàn)在進(jìn)行時(shí)進(jìn)行復(fù)習(xí)和總結(jié)。
四、教學(xué)目標(biāo)
現(xiàn)在進(jìn)行時(shí)的理解與運(yùn)用。
五、教學(xué)重難點(diǎn)
現(xiàn)在進(jìn)行時(shí)的結(jié)構(gòu)及動(dòng)詞的現(xiàn)在分詞的構(gòu)成。
六、教學(xué)策略
1、運(yùn)用多媒體技術(shù)，優(yōu)化課堂教學(xué)。
2、引導(dǎo)學(xué)生自主學(xué)習(xí)。
3、合理開發(fā)和利用網(wǎng)絡(luò)資源。
七、教學(xué)過程
Step 1.Warm up and leading
Show a song “What are you doing”
設(shè)計(jì)意圖：抓住學(xué)生注意力，導(dǎo)入新課。
Step 2.Presentation
一、Present Continuous
What’s he doing?He is running.
What are they doing?They redancing.
What___(be) her mother? She is______(cook).
設(shè)計(jì)意圖：展示多媒體人物活動(dòng)圖片，小組活動(dòng)訓(xùn)練句型。
二、Fuction
1..Excuse me, _____some English workbooks?Sure.
2.—— can I keep them?Two weeks.
3.You must return them on time.Sure.______.Thank you.
設(shè)計(jì)意圖：讓學(xué)生總結(jié)本話題的討論內(nèi)容與語法點(diǎn)。
Step 3.Practice
1.Listening.complete the table.
設(shè)計(jì)意圖：讓學(xué)生聽錄音填空，提高學(xué)生聽力。
Step 4.Conversation
Read the paage, then number the picture.設(shè)計(jì)意圖：學(xué)生認(rèn)真讀課文，以讀來解決問題，培養(yǎng)學(xué)生語感，提高學(xué)生解決實(shí)際問題的`能力。
Step 5.Homework
一、Fill in the blanks.
(1) Look.Mi Wang_______(talk) to Maria on the Great Wall.
(2) Tom often______(do) his homework after school.But now he______(write)
aletter.
(3) He looks happy because he loves______in the _____pool .(swim) .
(4)He comes from______.He is an ______.(America)
二、Write a paage: Describing “What are they doing”.
設(shè)計(jì)意圖：檢查學(xué)生對(duì)現(xiàn)在進(jìn)行時(shí)的掌握程度，通過寫作提高學(xué)生的寫作水平。
教學(xué)反思：
本次教學(xué)設(shè)計(jì)既達(dá)到了教學(xué)容量飽滿，又沒有采用增加學(xué)生負(fù)擔(dān)，造成學(xué)生心理壓力。本次教學(xué)設(shè)計(jì)采用多媒體教學(xué)，抓住了本節(jié)課的中心點(diǎn)、關(guān)鍵點(diǎn)學(xué)習(xí)。在課堂上，師生互動(dòng)，生生互動(dòng)，人人參與，學(xué)生成了課堂的主人。但在時(shí)間的安排上有待于
完善。今后在課前備課和課件制作上要更加努力。
初一英語教案4
一、說教材
Go for it!學(xué)生用書的每個(gè)單元有6頁，其中包括Section A、Section B和Self Check。Section A為目標(biāo)句型提供分步示例和指導(dǎo)性練習(xí);Section B使學(xué)生能夠?qū)σ呀?jīng)學(xué)過的目標(biāo)句型運(yùn)用自如;Self Check使學(xué)生對(duì)自己現(xiàn)階段的英語水平，即對(duì)本單元的語音目標(biāo)的掌握程度有較為明確的認(rèn)識(shí)。
Starter Unit 2是Go for it!預(yù)備篇3個(gè)單元中的第二單元。預(yù)備篇是為了使沒有英語學(xué)習(xí)基礎(chǔ)的學(xué)生更好地使用本套教材而編寫的。它的主要內(nèi)容為26個(gè)英文字母和最基本的英語日常用語。
本單元的教學(xué)內(nèi)容為：
★學(xué)習(xí)letters(Ii——Rr)10個(gè)字母;
★學(xué)習(xí)words(ruler、map、quilt、jacket、key、pen、orange)7個(gè)單詞; ★學(xué)習(xí)如何identify things確認(rèn)物體What’s this in English?及其回答。
二、教學(xué)設(shè)計(jì)思路
Go for it!是以《英語課程標(biāo)準(zhǔn)》為依據(jù)，以培養(yǎng)學(xué)生的英語語言綜合運(yùn)用能力為目標(biāo)。每個(gè)單元的教學(xué)內(nèi)容都圍繞一個(gè)相對(duì)集中的主題，讓學(xué)生在完成各項(xiàng)任務(wù)的過程中學(xué)會(huì)語言，真正體現(xiàn)“Learn by doing.Learn through doing.”的教學(xué)原則。但是在Go for it!的教材上，每個(gè)單元只有一個(gè)總體的教學(xué)內(nèi)容安排，既沒有具體的課時(shí)數(shù)安排，也沒有分課時(shí)的教學(xué)內(nèi)容安排。所以，對(duì)教師來說，這是個(gè)機(jī)會(huì)——是靈活運(yùn)用教材的機(jī)會(huì)。對(duì)Go for it!，任何教學(xué)內(nèi)容的調(diào)整或取舍，都是合理的。但這也是挑戰(zhàn)——教師必須從所教學(xué)生的實(shí)際水平和語言能力出發(fā)，合理安排每單元的課時(shí)數(shù)，設(shè)計(jì)好每課時(shí)的教學(xué)內(nèi)容。
所以我想，教師在教學(xué)設(shè)計(jì)時(shí)，首先因根據(jù)自己學(xué)生的實(shí)際水平和語言能力，排出整個(gè)單元的總課時(shí)數(shù)，然后安排好每個(gè)課時(shí)的教學(xué)內(nèi)容，設(shè)計(jì)好相應(yīng)的教學(xué)步驟，以及運(yùn)用相應(yīng)的教學(xué)策略。
Starter Unit 2教學(xué)重點(diǎn)：letters(Ii——Rr)的字母教學(xué);
What’s this in English? It’s a/an…句型
教學(xué)難點(diǎn)：a/an的正確使用
整個(gè)單元的內(nèi)容，我把它分配在三個(gè)課時(shí)中完成。
第一課時(shí)：完成Section A——1a，1b，1c。
課時(shí)目標(biāo)：★學(xué)習(xí)key等詞匯
★學(xué)習(xí)確認(rèn)物體(Identify things)
★學(xué)習(xí)a/an的初步用法
第二課時(shí)：完成Section A——2a，2b，2c，2d，3;Section B——1a，1b，2a，2b課時(shí)目標(biāo)：★學(xué)習(xí)字母Ii——Rr ★學(xué)習(xí)拼寫單詞
★了解一些英語縮略詞的意思。
第三課時(shí)：完成Section A——4a，4b，4c，5;
Section B——3a，3b，4;Self Check 1，2，3，4。
課時(shí)目標(biāo)：★學(xué)習(xí)將相同元音音素的字母和單詞歸類
★鞏固本單元的字母、單詞和句型
★培養(yǎng)自我檢測的`能力以及學(xué)習(xí)卡片的建立。
三、教學(xué)目標(biāo)
A、語言知識(shí)目標(biāo)
1、詞匯：Letters Ii——Rr
map，ruler，pen，orange，key，jacket，quilt
2、句型：What is this in English? It is a/an map/orange… Spell it, please.
P- E- N, pen.B、語言技能目標(biāo)
通過游戲等活動(dòng)，培養(yǎng)學(xué)生靈活運(yùn)用語言知識(shí)和勇于創(chuàng)新的能力。 C、情感目標(biāo)
1、激發(fā)學(xué)生學(xué)習(xí)英語的興趣，發(fā)揮學(xué)生學(xué)習(xí)英語的主動(dòng)性;
2、通過小組活動(dòng)、組間競賽，培養(yǎng)學(xué)生的合作意識(shí)和團(tuán)隊(duì)精神;
3、在活動(dòng)中培養(yǎng)學(xué)生的想象力和創(chuàng)造力。
四、教學(xué)策略
1、興趣活動(dòng)教學(xué)策略：多采用做游戲和猜謎等形式。
2、開放性教學(xué)策略：新課標(biāo)的理念之一是“開發(fā)課程資源，拓展學(xué)用渠道”。這要求我們學(xué)會(huì)開放性地處理教材。在教學(xué)過程中，我們要適當(dāng)借鑒其他教材的內(nèi)容，插入大量學(xué)生感興趣的圖片和活動(dòng)，拓寬學(xué)生的視野，實(shí)現(xiàn)知識(shí)的整合。
3、任務(wù)型教學(xué)策略：任務(wù)型教學(xué)途徑是以應(yīng)用為動(dòng)力，以應(yīng)用為目的，以應(yīng)用為核心的教學(xué)途徑。所以教師在教學(xué)中應(yīng)突出語言的應(yīng)用性原則，把聽說、討論、表演、游戲貫穿于教學(xué)，使課堂形式多樣化，充分發(fā)揮學(xué)生的主動(dòng)性。
五、學(xué)習(xí)策略
1、通過閃現(xiàn)等活動(dòng)，鍛煉學(xué)生反應(yīng)能力和注意力集中程度。
2、通過猜物體等活動(dòng)，培養(yǎng)學(xué)生的邏輯推理能力。
3、通過組內(nèi)合作和組間比賽等活動(dòng)，提高學(xué)生的合作能力和競爭能力，促使學(xué)生學(xué)會(huì)體驗(yàn)實(shí)踐、參與合作與交流的學(xué)習(xí)方式。這種學(xué)法將更有利于發(fā)展學(xué)生的綜合語言運(yùn)用能力，使語言學(xué)習(xí)的過程成為學(xué)生形成積極的情感態(tài)度、主動(dòng)思維和大膽實(shí)踐的過程。
六、教學(xué)過程The first period Step 1
Warming up
Good morning/afternoon/evening!
How are you?
I’m fine, thanks.
How are you? I’m OK.(S-T，S-S)
Step 2
A Gueing game
Teachers show a part of a letter and
ask,“What’s this?”Get the students
to answer the questions like this“I
think it’s A/B.”Then show the whole
of the letter to let the students check
whether they’re right or wrong.
Step 3 Presentation
Show the picture of a girl and her room,then present the new words and the
sentences：What’s this in English? It’s
從猜謎游戲到新知識(shí)呈現(xiàn)，學(xué)生在懸而未決的心理狀態(tài)下學(xué)習(xí)新知識(shí)，因注意力相對(duì)集中和興趣被有效激活，對(duì)讓學(xué)生從不完整的畫面中通過想象力，猜出其中是什么字母。既復(fù)習(xí)學(xué)過的字母，又豐富學(xué)生的想象力�！癢hat’s this? It’s…”是本單元的重點(diǎn)句型。通過這個(gè)游戲，讓學(xué)生在聽說中首先建立一定的感性認(rèn)識(shí)，體現(xiàn)聽說領(lǐng)先的原則/這一步,旨在引導(dǎo)學(xué)生在真實(shí)的交際中運(yùn)用Starter Unit1中學(xué)到的日常用語,讓學(xué)生體會(huì)學(xué)英語的樂趣和成功的快樂。所學(xué)的東西印象深刻。
Step 4 Listen, look and say a.Section A—1a b.Section A—1b Step 5 Word challenge
Show the things as quickly as poible,活動(dòng)有效訓(xùn)練學(xué)生的有意注意力和
have a competition between boys and girls.
瞬間記憶力，同時(shí)在真實(shí)的語境中
Get them to name the things they see.
使所學(xué)的語言知識(shí)得到強(qiáng)化。 Step 6 Pair work Get the Ss to practice the conversation in the picture.Then make their own conversations.Step 7 Group work Students work in groups, draw a picture
Of their room and talk about the picture
Using “What’s this in English? It’s a/an”
Teacher is ready to offer his/her help to
those students who are in need of it.Step 8 Report Ask some demonstration groups to show
their pictures before the whole cla.They
may do like this: This is my room.What’s
this in English? It’s a/an
Homework
1、Read and recite the new words and
The conversation in this period.
2、Get the students to finish the pictures of
their rooms and write down the English
names of the things in their rooms.
學(xué)生的基礎(chǔ)和能力存在差異，應(yīng)該允許學(xué)生將課內(nèi)未完成的內(nèi)容在課后完成。面向全體學(xué)生，讓所有學(xué)生學(xué)有所得是教學(xué)的唯一目標(biāo)。
學(xué)生分享合作的成果，感受成功的快感。在展示自我的過程中，學(xué)生體驗(yàn)到勇敢、積極、大膽所帶來的愉快的心情體驗(yàn)，激勵(lì)他們更努力地學(xué)好英語。學(xué)生嘗試著用英語進(jìn)行交際，使語言知識(shí)在完成任務(wù)的過程中得到運(yùn)用并鞏固。教師應(yīng)該鼓勵(lì)學(xué)生提問、獲得幫助。這是培養(yǎng)學(xué)生主動(dòng)汲取知識(shí)的好時(shí)機(jī)。
a.Greetings.
b.A Gueing game.
Teacher prepare 8 pieces of paper with the words in Section A on them.Put them in a box.Get one of the students to pick a word out of the box.
The other students ask:What’s this in English?
The student answers: It’s a/an c.Letters challenge(Unit 1).
Step 2 Presentation Teacher presents the new letters.
Step 3 Listen, number and write Section A—2a, 2b, 2c, 2d.Step 4 Letter BINGO Get Ss to draw a form of 16 squares in their exercise books and play the BINGO game.
Teacher may get one of the students to call out the letters.Step 5 Look and learn a.Section A-3
b.Teacher shows more special letters.
c.Ss try to think of other special letters.
Step 6 Gueing game: What’s the word?
a.Teacher thinks of a word that the Ss know.Draw a dash on the Bb for each letter.Get the Ss to suggest in turn a letter.If that letter is in the word, the
猜詞游戲豐富了學(xué)生的想象力，有效激活學(xué)生的探究欲望，符合學(xué)生的心理特點(diǎn)，很容易地把學(xué)生卷入到字母、單詞的記憶補(bǔ)充生活中常見的縮略詞，引起學(xué)生的興趣和注意，激發(fā)他們?nèi)ビ^察生活，使知識(shí)的學(xué)習(xí)為生活服務(wù)。游戲要求學(xué)生必須全神貫注地聽，并快速認(rèn)讀字母，訓(xùn)練了學(xué)生的聽力以及敏捷的判斷力和反應(yīng)能力。教師還可以通過此游戲來檢查學(xué)生的字母發(fā)音。通過游戲來檢查學(xué)生對(duì)已學(xué)知識(shí)的掌握情況，在輕松愉快的課堂氛圍里，學(xué)生的積極性容易被調(diào)動(dòng)，思維容易被激活。如果學(xué)生層次較好，教師事先準(zhǔn)備的紙上可以只畫物品的圖案，不寫英文名稱。
teacher writes it on the appropriate dash. The first student or team to gue the
word and shout it out is the winner.
b.Show the picture which matches the
word and ask: What’s this in English?
Ss answer:“It’s a/ an”
Teacher: Spell it, please.
Ss spell the word.c.Get individuals to give their own words.Step 7 Listen and practice
a.Section B—1a, 1b, 2a
b.Pair work: Section B—2b Homework a.Color and write the letters.
b.Find more special letters like NBA
and their meanings.
和運(yùn)用中，充分體現(xiàn)“學(xué)以致用”的原則。同時(shí)在活動(dòng)中自然呈現(xiàn)新知識(shí)，不知不覺把學(xué)生導(dǎo)入到新知識(shí)的學(xué)習(xí)和運(yùn)用中，從而真正貫徹了“做中學(xué)”原則。
開放型的作業(yè)代替機(jī)械、枯燥的抄寫，培養(yǎng)學(xué)生的動(dòng)手能力，同時(shí)使他們有機(jī)會(huì)展示自己的個(gè)性。
The third period Step 1 Warming up
a.Greetings.b.A game
Letters line up
c.Self check—3
d.Get the students to call out the letters.
Step 2 Listen, draw and write a.Section A—5
b .Section B—3a, 3b
Step 3 Listen and repeat a.Section B—4 Find out how to pronounce
在這一步中，學(xué)生對(duì)英語的語通過游戲、聽說、畫線、排序等多種形式，學(xué)生從聽說讀寫等方面運(yùn)用學(xué)過的18個(gè)字母。在游戲中教師檢查學(xué)生對(duì)已學(xué)知識(shí)的掌握情況。游戲帶來的愉快的感受能讓學(xué)生積極投入到接下去的學(xué)習(xí)中。
the letters AEIO in the words.
b.Self check—4
Step 4 A gueing game a.Teacher shows a part of a thing, get the students to gue out the name,using: What’s this in English?
I think it’s a/an
Spell it, please.
音知識(shí)有一個(gè)初步的認(rèn)識(shí)。
在游戲中，學(xué)生運(yùn)用語言知識(shí)解決實(shí)際問題，活躍了課堂氣氛，漸趨疲勞的注意力得到松弛。在Self check中，可以讓學(xué)生既tick已經(jīng)掌握的單詞，并且
b.Section A—4a, 4b, 4c
circle尚未掌握的單詞，然后與c.Self check—1, 2
Step 5 A Game Find the friend
a.Find the other student who has the
sentence that can match his own.
此游戲旨在復(fù)習(xí)Starter Unit1—2中出現(xiàn)的日常用語。在學(xué)生積極、同伴交流，達(dá)到合作、互助的目的。
b.Report in pairs.
c.Make conversations with the sentences.
Homework
1.Vocab-builder
Get the students to line up thewords they know in U2.
2.Get the students to make up their own word gueing games.Get ready to share with the cla in the ne_t period.
讓學(xué)生會(huì)自我小結(jié)與評(píng)估，形成性評(píng)價(jià)豐富了終結(jié)性評(píng)價(jià)的不足，增強(qiáng)學(xué)生學(xué)習(xí)的信心。發(fā)散性的課外作業(yè)，培養(yǎng)學(xué)生創(chuàng)造性思維。同時(shí)，讓語言知識(shí)的學(xué)習(xí)與鞏固以積極的方式從課內(nèi)延伸到課外。
七、教學(xué)反思
Go for it! Starter是整個(gè)教材的預(yù)備篇，教學(xué)內(nèi)容雖不復(fù)雜，但是教師的責(zé)任卻不小。除了處理好本單元的教學(xué)重難點(diǎn)之外，教師要下功夫設(shè)計(jì)添近學(xué)生生活、符合學(xué)生認(rèn)知水平和心理特點(diǎn)的教學(xué)形式和方法，讓那些初涉英語學(xué)習(xí)的學(xué)生從一開始打心眼里喜歡英語。教無定法，學(xué)無止境。新教材對(duì)我們英語教師提出了更新、更高、更全的要求。
例如，在Group work Draw the picture of your name and talk about it，學(xué)生有可能會(huì)問教師許多有關(guān)房間設(shè)施的名詞，這是學(xué)生主動(dòng)學(xué)習(xí)的表現(xiàn)，教師應(yīng)給予極大的鼓勵(lì)。但是，也對(duì)教師提出了很高的要求。教師要有一定的前瞻意識(shí)，事先做好充分的準(zhǔn)備，就能相對(duì)從容地面對(duì)突如其來的問題，也就是在課前準(zhǔn)備上下功夫。
做一個(gè)會(huì)動(dòng)腦筋的教師，就能培養(yǎng)出一個(gè)愛動(dòng)腦筋的學(xué)生;做一個(gè)有創(chuàng)造意識(shí)的教師，就能培養(yǎng)出有創(chuàng)造力的學(xué)生。同時(shí)，教師還要有整體把握教材的意識(shí)。
例如，我在本單元第二課時(shí)中布置了一項(xiàng)家庭作業(yè)：Color and write the letters。既復(fù)習(xí)了字母，又為Starter Unit 3的教學(xué)作好準(zhǔn)備。在Starter Unit 3中，教學(xué)重點(diǎn)之一是What color is it?如果到那時(shí)，教師在教學(xué)中拿出的教具來源于學(xué)生自己，既拓展了學(xué)用渠道，同時(shí)又會(huì)讓學(xué)生萌發(fā)出強(qiáng)烈的自豪感和成就感。而擁有成就感和自豪感的學(xué)生，肯定會(huì)以更積極的態(tài)度投入到英語學(xué)習(xí)中去。就這樣，教師一步一步把學(xué)生引入積極的英語學(xué)習(xí)中，最后達(dá)到事半功倍的效果。
此外，在布置回家作業(yè)時(shí)，教師也可以各盡所能，設(shè)計(jì)學(xué)生愛做、搶著做的家庭作業(yè)，既達(dá)到復(fù)習(xí)知識(shí)的目的，更追求在完成作業(yè)的過程中運(yùn)用知識(shí)的目的，使家庭作業(yè)項(xiàng)目化。同時(shí)教師可以為學(xué)生建立成長袋，每一次出色的、有創(chuàng)意的作業(yè)都是收錄進(jìn)成長袋的好作品。例如，本單元中我布置的A picture of my room、Colorful letters、Word game等都可以被收藏在成長袋里。成長袋記載學(xué)生進(jìn)步的過程，也是他們未來學(xué)習(xí)的動(dòng)力。
做一個(gè)愛教、善教的教師，培養(yǎng)一批愛學(xué)、善學(xué)的學(xué)生。
初一英語教案5
教學(xué)目標(biāo)：學(xué)習(xí)稱呼語和問候語
教學(xué)重點(diǎn)：打招呼用語
教學(xué)難點(diǎn)：如何正確運(yùn)用打招呼用語
教具多：媒體、錄音機(jī)
教學(xué)課程：
1. Greeting.
2. Warming-up
T: Class,Please stand up. Hello, class.
S: Hello, Ms…
T: Sit down please.
S: Thank you.
3. Drills
(1)練習(xí)打招呼問好。
(2)練習(xí)感謝他人。
(3)練習(xí)告別語Goodbye。
4. Practise
1)Work in pairs part7 and part8
2) Complete the sentences.
Daming, ______ ______, please(請(qǐng)坐)
_____,______ (同學(xué)們好)
______(你好).Jack.
_______,_______ (謝謝), Miss Li.
_______(再見), Lucy.
5. Conclude
6. Homework
Complete part5 and part 6
初一英語教案6
教學(xué)目標(biāo)：
(1)There are lots of bicycles in China.
(2)There is a famous river
教材分析：
這一模塊分為兩個(gè)單元，第一單元主要教學(xué)生怎樣談?wù)撘粋�(gè)地方，例如一個(gè)景點(diǎn)，一個(gè)城市等等。學(xué)會(huì)用數(shù)字表達(dá)長度和人口數(shù)量等。
教學(xué)重點(diǎn)：
(1)There are lots of bicycles in China.
(2)There is a famous river.
教學(xué)難點(diǎn)：
用“There is/ There are”介紹事物
學(xué)情分析：
學(xué)生對(duì)本模塊較熟悉，經(jīng)過本節(jié)課，讓學(xué)生通過卡片、圖片的提示來進(jìn)行口筆頭操練
教學(xué)準(zhǔn)備：
課件、錄音機(jī)、磁帶
教學(xué)過程：
一、游戲熱身
隨音樂傳遞物品，音樂停該同學(xué)用there be句型說句子
二、導(dǎo)入
讓學(xué)生先觀察圖片，猜猜都是中國的什么地
三、課文教學(xué)
1、播放錄音，讓學(xué)生給所聽到的錄音圖片排序。
2、接著讓學(xué)生跟讀
3、試著讓學(xué)生用自己的語言描述圖片上的內(nèi)容。
4、現(xiàn)在可以變換練習(xí)方式。請(qǐng)學(xué)生兩人一組.向?qū)Ψ浇榻B六張明信片中自己最喜歡的一張。如果有必要，可以再放一遍錄音，請(qǐng)學(xué)生逐句跟讀，并試著抓住每張明信片最主要的特征.然后再向同伴講述。鼓勵(lì)學(xué)生根據(jù)圖片進(jìn)行更多描述，或是把自己對(duì)該事物的了解添加到描述中去。
5、重音的學(xué)習(xí)：請(qǐng)學(xué)生聽SB unit 2活動(dòng)3的'錄音，之后讓學(xué)生試著跟讀一遍。要求他們注意重讀的地方。請(qǐng)學(xué)生把書翻到SB unit 2活動(dòng)3，仔細(xì)看書上的句子以及每句話中用黑體標(biāo)出的地方，比較一下自己剛才跟讀時(shí)重讀的位置與書上的標(biāo)注是否一致。老師再放錄音，學(xué)生邊聽邊看書，認(rèn)真體會(huì)。
四、應(yīng)用
現(xiàn)在學(xué)生衣服上的圖案很豐富。教師可讓一個(gè)學(xué)生站在黑板前，讓其他學(xué)生用“There胡屯鎮(zhèn)聯(lián)合校集備活頁
五、學(xué)習(xí)歌曲
完成SB unit 2活動(dòng)4，請(qǐng)學(xué)生欣賞并學(xué)習(xí)一首歌曲。放錄音前，請(qǐng)學(xué)生們先試著通過文字和圖片猜測歌曲的內(nèi)容。
播放錄音，請(qǐng)學(xué)生積極模仿錄音中的語音語調(diào)。如果他們感到學(xué)習(xí)歌詞有困難，老師可以先把領(lǐng)讀帶中歌曲前慢速朗讀的歌詞放一遍給學(xué)生聽
六、課后作業(yè)
挑選一張風(fēng)景的明信片，用英文進(jìn)行簡單的描寫和介紹
初一英語教案7
一、教材分析
本模塊題材為童話故事，主要是關(guān)于Goldilocks的故事，另外增加了精衛(wèi)填海的故事。內(nèi)容和情節(jié)很容易引發(fā)學(xué)生的興趣，語言簡單易懂，描寫細(xì)致生動(dòng)，非常有利于開展聽、說、讀、寫方面的語言實(shí)踐活動(dòng)，讓學(xué)生在使用語言的過程中學(xué)習(xí)語言，促使學(xué)生更有意識(shí)地自覺學(xué)習(xí)英語。
講故事須使用一般過去時(shí)，所以本模塊繼續(xù)以一般過去時(shí)作為語法學(xué)習(xí)重點(diǎn)。通過操練、使學(xué)生在掌握語言結(jié)構(gòu)的同時(shí)、既學(xué)習(xí)語言知識(shí)、感悟語言功能、又能欣賞到美麗的童話故事，并能學(xué)會(huì)描述一個(gè)完整的故事或一件事情
二、教學(xué)目標(biāo)
1.知識(shí)目標(biāo):
語音：規(guī)則動(dòng)詞的一般過去時(shí)的發(fā)音
詞匯：once、hear、begin、decide、ride、golden、little、pick、notice、hurry、knock、nobody、push、open、enter、count、bowl、all、hungry、rush、try、destroy、unhappy、asleep、return、cry、point、without、die、emperor、onceuponatime、goforaride、pickup、lookaround、changeinto
語法：規(guī)則動(dòng)詞的一般過去式。
功能：按時(shí)間順序描述事情。
話題：以“童話故事”(fairytales)為話題。
2.能力目標(biāo)：
聽：能聽懂簡單故事中的主要人和事。
說：運(yùn)用一般過去時(shí)表述事件，講簡單的故事。
讀：能讀懂簡單的故事，明白主要的人物、事件以及情節(jié)。進(jìn)行簡單的技能訓(xùn)練。
寫：運(yùn)用一般過去時(shí)寫簡單的事情。
3.情感目標(biāo)：通過閱讀童話故事提高對(duì)英語的學(xué)習(xí)興趣、感受學(xué)習(xí)的樂趣。
三、學(xué)習(xí)策略、文化意識(shí)
1.學(xué)習(xí)策略：形成自主學(xué)習(xí)、有效交際、信息處理、英語思維能力。
認(rèn)知:聯(lián)系，歸納，推測等技能。觀察并歸納規(guī)則動(dòng)詞的一般過去式、提高自學(xué)能力。
調(diào)控：從同伴處得到反饋，對(duì)自己在敘述及作文中的'錯(cuò)誤進(jìn)行修改
交際：學(xué)習(xí)運(yùn)用恰當(dāng)詞語講解童話故事。
資源：通過其他資源獲取更多簡單英語的“童話故事”
自學(xué)策略：能夠嘗試閱讀一些簡寫的英文童話故事。能注意發(fā)現(xiàn)語言現(xiàn)象背后的規(guī)律、并能運(yùn)用規(guī)律舉一反三。
合作學(xué)習(xí)策略：互相學(xué)習(xí)，取長補(bǔ)短，注意從他人的演示中汲取經(jīng)驗(yàn)、注意學(xué)習(xí)策略共享。
2.文化意識(shí)：比較中國童話與外國童話的異同、通過外國童話了解世界不同地方的風(fēng)俗習(xí)慣、從而拓展視野、激發(fā)學(xué)習(xí)英語的興趣。
四、教學(xué)重點(diǎn)與難點(diǎn)
重點(diǎn)：通過童話故事訓(xùn)練學(xué)生的聽、說、讀、寫能力，掌握規(guī)則動(dòng)詞的一般過去式。
難點(diǎn)：掌握規(guī)則動(dòng)詞的一般過去式的形式和逐步形成正確使用一般過去時(shí)的意識(shí)。
五、模塊任務(wù)(ModuleTask)
能夠運(yùn)用規(guī)則動(dòng)詞的一般過去式講述簡單的故事。
六、教材處理及教學(xué)設(shè)計(jì)
我們把本模塊劃分為3課時(shí)：
Period1:Vocabulary and Listening、Pronunciation and Speaking
Period2:Reading and Vocabulary
Period3:Writing、Aroundtheworld、ModuleTask
初一英語教案8
【課題】
Unit1 My name’s Gina.
【學(xué)習(xí)目標(biāo)】
知識(shí)與能力：
1、掌握并規(guī)范字母Ii-Rr.
2、識(shí)記本單元詞匯：what, this, in, English, a, an, map, orange, jacket, key, quilt, pen, ruler, spell, please, etc.
過程與方法：學(xué)會(huì)從對(duì)話中獲取對(duì)方的相關(guān)信息。
情感態(tài)度與價(jià)值觀：使學(xué)生學(xué)會(huì)如何禮貌的與他人交往。
【學(xué)習(xí)重難點(diǎn)】：
熟練掌握本單元詞匯及語言結(jié)構(gòu)。
一、自主預(yù)習(xí)
【預(yù)習(xí)任務(wù)】：
任務(wù)一：寫出下列漢語的英語形式。
名字xx遇見xx問題，難題xx 回答，答案 xx
第一的x 最后的xx
任務(wù)二：寫出下列單詞的漢語意思。
1、my
2、clock
3、nice
4、what
5、 your
6、hello
7、I
8、you
9、his
10、her
11、name
12、are
13、is
【預(yù)習(xí)診斷】：
1、選擇題：
(1)Kate has lost(丟失) _________key、 _________asked _________for help、
A、her ,he, I B、 his, he ,me C、 his, she, I D、 her, she, me
(2)_________plus(加) seven is thirteen？
A、 Five B、 Six C、 Eight D、 Nine
(3)_________is her name？
A、 who B、 what C where D、 How
2、寫出下列英語形式。
(1):電話號(hào)碼？_________
(2):早晨好_________
(3):下午好_________
3、寫出下列詞的英語意思：
1)、早晨_________
2)、下午_________
3)、晚上_________
4)、謝謝_________
5)、名字_________
6)、好的_________or_________
【預(yù)習(xí)反思】：
你還有什么問題嗎？(Do you have any problems？)
二、課中實(shí)施
Step1 交流展示
Step2 精講點(diǎn)撥：
What’s your name？ 你叫什么名字？
句中的.your可根據(jù)問對(duì)象換成his、her等物主代詞。What’s his name？(翻譯) _________
Step3 Pairwork
1: Student A: What’s your name？
Student B: My name is Mary.
Pairwork2:
Student A: Hello! I’m Mary.
Student B: Hi, Mary! I’m Jim.
Step4 Summary :
1)向別人作自我介紹是通常用 My name is +自己的名字/ I’m +自己的名字
2)將下列單詞分類 I , he, my, his, her, she, it, its
人稱代詞: _________
物主代詞:_________
三、作業(yè)：
滿分：10分 得分率：xx
(一)、單項(xiàng)選擇;
1、 What’s xxxxxx name？
A、 he B、 I C、 her D、 you
2、_________she Lucy？
A、 Am B、 Is C、 are D、 be
3、 _________is Li Lei、_________English is good
A、 He’s ; His B、 His; He C、 He; His D、You; Your
4、下列有一個(gè)發(fā)音與其他發(fā)音不同的是xx
A、 Cc B、Bb C、 Ff D、 Gg
5、 ——What’ your name？——xx
A、 Yes B、 Thanks C、 Tom D、 Fine, thank you
(二)、補(bǔ)全對(duì)話。
1、
A：How do you do？
B：_________
2、 A: _________？
B：Fine, thank you、
3、
A: Good evening, Frank!
B:_________, Eric!
4、
A: _________, Dale!
B: Good afternoon, Alice!
5、
A: _________？
B: His name is Tom、
初一英語教案9
一、教學(xué)目標(biāo)
知識(shí)目標(biāo)：1、辨認(rèn)物品的所有者
2、根據(jù)場景詢問英語中對(duì)應(yīng)的表達(dá)法
語言目標(biāo)：1、Is this/that your pencil?
Yes.it is. It’s my pencil.
No.it is n’t. It’s her/his pencil.
2 . What’s this in English?
It’s a pencil.
3. How do you spell it?/pencil? P-E-N-C-I-L
能力目標(biāo)：通過情景操練，培養(yǎng)學(xué)生靈活運(yùn)用語言知識(shí)和發(fā)散思維能力
情感目標(biāo)：發(fā)揮學(xué)生學(xué)習(xí)英語的主動(dòng)性，培養(yǎng)學(xué)生合作意識(shí)和協(xié)作精神
二、設(shè)計(jì)思路：
本單元的主題是：“確認(rèn)物品的所有權(quán)”，物品主要圍繞著教室內(nèi)學(xué)生身邊的.常用物品，在教學(xué)時(shí)使用實(shí)物進(jìn)行教學(xué)，增強(qiáng)學(xué)生的學(xué)習(xí)效果。(將真實(shí)的語言材料引入學(xué)習(xí)環(huán)境，結(jié)合所授內(nèi)容，努力為學(xué)生創(chuàng)造真實(shí)的、貼近生活的情境。采用直觀教學(xué)、情景教學(xué)、“任務(wù)型”教學(xué)方法，從學(xué)生的實(shí)際生活經(jīng)驗(yàn)出發(fā)，通過情景操練，掌握單詞和達(dá)到練習(xí)重點(diǎn)句型的目的。
三、教學(xué)重點(diǎn)與難點(diǎn)：
1.詞匯：pencil, pen,book, eraser, ruler, notebook, ring, key, pencil -case, backpack, ID card, baseball, watch, computer game
2.指示代詞：this , that(Is this/that your/her/his…?)
3.What引導(dǎo)的問句
4.Yes/No簡單回答
5.學(xué)習(xí)物主代詞：your my her his
四、教學(xué)步驟
課前準(zhǔn)備：收集學(xué)生的一些學(xué)習(xí)用品
StepⅠ. 講授新單詞
1.show and learn our school things. 出示圖片，學(xué)習(xí)新單詞(What’s this in English? It’s a/an…)
2.1a 讓學(xué)生完成match的任務(wù)，然后訂正答案
3.朗讀P7-1a中的新單詞。(先是全班，然后分小組檢查、補(bǔ)漏)
4.聽錄音，完成P8-2a的聽力練習(xí)，訂正答案
StepⅡ.Presentation(介紹)
1.看P7-1a圖，聽對(duì)話(讓學(xué)生看一張大圖片，抓住學(xué)生的注意力，加強(qiáng)對(duì)所聽對(duì)話的理解)
2.再聽對(duì)話，完成書上要求標(biāo)號(hào)的任務(wù)，訂正答案
3.跟讀對(duì)話，以小組為單位朗讀對(duì)話(互相檢查、幫助)
4.進(jìn)行小組對(duì)話練習(xí)，可以更改有關(guān)的詞，編寫自己的對(duì)話。
5.給學(xué)生3分鐘的時(shí)間自由讀
StepⅢ.Listening
1.聽對(duì)話，要求學(xué)生不看方框中所給的單詞，填入橫線上。糾正答案
2.再聽錄音，跟讀1-2遍后，分角色對(duì)話
StepⅣ.Games
1.做游戲(P8-2b)
規(guī)則：將學(xué)生的一些物品收集上來，放在一個(gè)箱子里，請(qǐng)一個(gè)學(xué)生上前來，蒙上眼睛，從箱子里取出一樣物品，全班學(xué)生一同發(fā)問，“What’s this in English?”這名學(xué)生猜，使用句型”Is is a/an…”猜到之后，可以回座位，每位學(xué)生有兩次機(jī)會(huì)猜，否則就視為失敗。
StepⅤ.Grammar Focus
1. Is this your pencil? Yes,it is.
2. Is this my pen? No,it isn’t.
3.Is that his book? Yes, it is.
4.Is that her eraser? No, it isn’t.
StepⅥ.Homework
Read the text. Collect the names of school things.Write them on the exercise books.The more the best.
初一英語教案10
Shops and markets
Asking ‘Wh-’ questions to find out various kinds of specific information about an event
e.g. What do you need to buy at the shops?
Using quantifiers to refer to quantity
e.g. Yes, I need a new pair of jeans.
Using the simple present tense to express needs
e.g. I need to buy a new watch for your brother.
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements ( including approval and disapproval), commands, and respond appropriately
Listen for specific information
Speaking
Maintain an interaction by replying
Reading
Read written language in meaningful chunks
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Re-read to establish and confirm meaning kinds
Materials:
Student’s Book 7B page 43
Cassette 7B and a cassette player
Photographs of different kinds of shops
Preparation:
Cue the cassette. Bring some photographs of different kinds of shops to class.
Pre-task preparation
1. Ask a few students: Did your family go shopping last weekend? What did you buy? To elicit: Yes, we went shopping last weekend. We bought … Write a list of things students have mentioned on the board.
2. Bring some photographs of different kinds of shops to class. Write: bookshop, video shop, furniture shop, toy shop, watch shop / seller, supermarket, shoe shop and clothes shop on the board. Invite a few of the more able students to tell class what we can buy in each of the shops.
3. Point at the list which you have written down on the board. Ask: Where can we buy a/an/some …? To elicit: We can buy a/an/some … in a ____ shop?
4. Play the recording: Read. Students listen and follow in their books.
5. Play the recording again. Students listen and repeat.
2
Language focus:
Asking ‘Wh-’ questions to find out place
e.g. Where will we go to buy the jeans?
Using the simple present tense to express needs
e.g. I need to buy a pair of shoes.
Using connectives to link similar ideas
e.g. We’ll go to ______ , _____ and _______.
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements ( including approval and disapproval), commands, and respond appropriately
Listen for specific information
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings
Open an interaction by eliciting a response by asking questions
Maintain an interaction by replying
Reading
Predict the likely development of a topic by recognizing key words and making use of context and knowledge of the world
Re-read to establish and confirm meaning
Writing
Develop written texts by presenting main and supporting ideas
Materials:
Student’s Book 7B page 44
Cassette 7B and a cassette player
Workbook 7B page 23
Photocopiable pages 34 and 35
Preparation:
Cue the cassette. Make a copy of Photocopiable pages 34 and 35 for each student. Remind students to bring back their shopping lists for Mrs Wang.
Pre-task preparation
1. Draw a large information board like the one in Look and read on the board. Give students some time to look at it and ask: You need to buy (a thing). Which shop will you go to? To elicit: I will go to (a shop) to buy (a thing). You may ask about a few different kinds of things so that students can talk about different kinds of shops
2. Play the recording: Look and read. Students listen and follow in their books.
3. Invite a pair to come out and role-play Mrs Wang and Alice and read their dialogue aloud.
Post-task activity
Workbook page 23
Consolidation
Grammar Practice Book 7B page 33
3
Language focus:
Using connectives to express alternatives
e.g. Mum, do you prefer the jeans with the yellow belt or the ones with the blue belt?
Using the simple presents tense to express preferences
e.g. I prefer the ones with the belt.
Using prepositional phrases to describe objects
e.g. I prefer the one with the white collar.
Using adjectives to describe objects
e.g. sweater/short sleeves, T-shirt/v-neck
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately
Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expression
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.
Use gestures and facial expression to convey meaning and intention
Open an interaction by eliciting a reponse
Maintain an interaction by agreeing or disagreeing
Reading
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Materials:
Student’s Book 7B page 45
Cassette 7B and a cassette player
Workbook 7B page 24
Different kinds of clothes
Some toy RMB notes
Preparation:
Bring some clothes to class. Also remind students to bring different kinds of clothes to class. Prepare some toy bank notes. Cue the cassette.
Pre-task preparation
1. Bring the following clothes to class: a pair of jeans with black belt, a shirt with a white collar, a sweater with short sleeves, a T-shirt with a round neck, etc. Hold the clothes in your hands and talk about them one by one, e.g. This is a pair of jeans with a black belt/a shirt with a white collar/ a sweater with short sleeves/ a T- shirt with a round neck, etc.
2. When students are familiar with the language structure ‘a(chǎn) ____ with _____’, invite a few of the more able students to talk about their ideal school uniforms, e.g. I prefer a shirt with a blue collar/a dress with a pink belt/a pair of trousers with checks, etc.
3. Play the recording: Look and read. Students listen and follow in their books.
4. Play the recording again. Students listen and repeat.
Post-task activity
Workbook page 24
Consolidation
Grammar Practice Book 7B page 34
4
Language focus:
Using the simple present tense to express feelings
e.g. I like the jeans with the blue belt.
Using prepositional phrases to describe objects
e.g. I also like the blue T-shirt with the round neck.
Using adjectives to describe objects
e.g. It’s size small.medium/large.
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately
Listen for specific information
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.
Use gestures and facial expression to convey meaning and intention
Open an interaction by greeting someone in an appropriate manner
Maintain an interaction by replying
Writing
Gather and share information, ideas and language by using strategies such as listing
Develop written texts by expressing own ideas and feelings
Write out a piece of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessary
Materials:
Student’s Book 7B page 46
Cassette 7B and a cassette player
Photocopiable pages 36 and 83.
Three T-shirts of different sizes.
Some pieces of paper
Preparation:
Cue the cassette. Make a copy of Photocopiable pages 36 and 83 for each student. Bring three T-shirts of different sizes to class.
Pre-task preparation
1. Show the class the T-shirts of different size. Say: This is size small/medium. Hold any one T-shirt in your hands and say: This T-shirt suits me. It’s size ______ .
2. Ask the class: Which size of clothes do you usually wear? To elicit: Size small/medium/large.
3. Play the recording: Look and read. Students listen and follow in their books.
4. Students work in pairs and read the dialogue in Look, ask and answer. Tell them to look at the clothes on page 45 of the Student’s Book again. Then pairs take turns to be the customer and the shop assistant. Walk around, offering help and guidance to the less able students.
5. Invite a few pairs to role-play the customer and the shop assistant in front of the class.
Consolidation
Grammar Practice Book 7B pages 35 and 37
Photocopiable pages 37 to 43
初一英語教案11
● Teaching aims
“四會(huì)”掌握：
talk, talk with, open, close, take photos
I’m talking. You’re not talking.
You’re listening tome. Is he reading?
● Key points
I’m talking.
You’re not talking.
Lily isnt writing.
● Difficult points
現(xiàn)在進(jìn)行時(shí)各句型之間的轉(zhuǎn)換。
● Teaching methods
以聽說為主，反復(fù)練習(xí)。
● Teaching aids
錄音機(jī)、投影儀、圖片、微機(jī)、課件等。
● Teaching procedures
Step 1 Revision
1．值日生做Morning report，教師通過提問檢驗(yàn)學(xué)生聽的情況。
2．對(duì)話練習(xí)。
Whats he/she doing?
Is he/she reading? Yes, he/she is.
No, he/she isnt.
3．檢查作業(yè)情況。
Step 2 Presentation
利用媒體資料引出第一部分Find the right picture。[見媒體資料Is he doing.swf 中的Pictures]
聽過兩遍之后，找學(xué)生根據(jù)圖片句子對(duì)號(hào)入座。
在檢查完學(xué)生的答案之后，再根據(jù)圖片提出一些問題，如：Lily writing? Is Jim closing the window等。
跟讀句子，并糾正發(fā)音。
Step 3 Words about talk
利用所示圖片內(nèi)容，講解關(guān)于”說”的不同詞語，再用它們進(jìn)行造句練習(xí)。
say/ speak/ talk/ tell
say強(qiáng)調(diào)說內(nèi)容，speak強(qiáng)調(diào)動(dòng)作，speak后還可接某語言作賓語，talk著重指“交談、談心”，常與with, about, to等介詞連用。如：
They are talking about the car. 他們?cè)谡務(wù)撃禽v車。
Don’t speak/ talk to him. 別和他講話。
動(dòng)詞tell指“告訴，講述”。如：He tells me everything. 他把所有的情況都告訴給我。
用法口訣：
talk“談心”，say“內(nèi)容”， speak“語言”可以用。“告訴”別人某件事，使用tell記心中。
Step 4 Practice
讓學(xué)生看彩圖三，兩人一組進(jìn)行對(duì)話練習(xí)，如：What can you see in the picture? What are the women doing? Is the girl reading a book or drawing a picture？之后讓學(xué)生把書合上進(jìn)行問答練習(xí)。
Step 5 Watching
展示媒體素材What are they wearing.swf中的A good teacher。然后讓學(xué)生復(fù)述動(dòng)畫中的`場景。
Step 6 Exercises
下面是一些有關(guān)運(yùn)動(dòng)的圖畫，請(qǐng)你根據(jù)圖畫分別用現(xiàn)在進(jìn)行時(shí)來完成下列對(duì)話，每空一詞。
Answers:
playing
2. playing, we, are
3. are
4. is, running
5. isn’t, boating
6. is jumping
7. snowing, skiing
8. playing, volleyball
Step 7 Homework
將練習(xí)Ex. 2寫到作業(yè)本上。
Answers2: 1. Liu Ying is not talking. She is singing.
2. Liu Hai is not jumping. He is running.
3. They are not working.
They are playing computer games.
4. The students are not standing. They are sitting.
5. Li Ming is not fishing. He is swimming.
初一英語教案12
一、教學(xué)內(nèi)容
繼續(xù)學(xué)習(xí)現(xiàn)在進(jìn)行時(shí)的'用法。
二、教具
錄音機(jī)。
三、教學(xué)內(nèi)容設(shè)計(jì)
1．復(fù)習(xí)。重復(fù)上一課步驟1。然后，叫兩位同學(xué)到前面，一個(gè)表演動(dòng)作，另一個(gè)則問全班同學(xué)：
What is he/she doing? (表演內(nèi)容參考第85、86兩課插圖)
2．打開書，學(xué)生看圖。利用圖片教本課生詞。放課文第一部分錄音，學(xué)生跟讀兩遍。
3．看本書彩圖插圖第iii頁。教師先向?qū)W生提出以下問題：
T：What can you see in the picture? Can you see some women in the picture? How many women can you see in the picture? Where are they? Are there any children in the picture? How many children are there in the picture? How many cats/birds are there in the picture?
通過以上提問，復(fù)習(xí)已學(xué)過的句型。
4．兩人一組，用課本上提供的問題與答案，進(jìn)行問答練習(xí)。
5．指導(dǎo)學(xué)生做練習(xí)冊(cè)習(xí)題。
6．布置作業(yè)
1) 抄寫生詞；
2)完成練習(xí)冊(cè)習(xí)題。
初一英語教案13
一、教學(xué)目標(biāo)：
1.知識(shí)目標(biāo)
(1)學(xué)會(huì)單詞dictionary,back,tomorrow以及詞組alot(of)。
(2)繼續(xù)學(xué)習(xí)動(dòng)詞have的用法。
2.能力目標(biāo)
能夠用動(dòng)詞have展開情景聯(lián)想，造句，表演對(duì)話。
3.情感目標(biāo)
培養(yǎng)學(xué)生互相幫助的好習(xí)慣。
二、教學(xué)過程：
Step1 Revision
1Revisethedaysoftheweekandtheirspellings.Holdaquiz.
2ReviseborrowbysayingtheactionchainfromLesson85,Step4.
Step2 Presentation
Playthisgame,Findtheruler.Asktwostudentstoleavetheroom.Aftertheyleavetheroom,havetheclassgivearulertoonestudent.Thestudentsmustnottellthetwostudentswholefttheroomwheretheruleris.Saytothetwostudents,Comein,please.ExplaininChinese,thatthestudentsmustfindtheruler,byaskingthem,MayIborrowaruler,please?Thestudentsintheclasscanreply,Imsorry,Idonthaveone,ask…Ithinkhe/shehasone.Theyshouldtrytomakethestudentswholefttheclassgotoasmanypeopleaspossiblebeforefindingtheruler.However,thetwostudentswholefttheroomtrytofindtherulerasquicklyaspossible.Thefirststudentwhofindstherulerwins.
Step3 Readandsay
SBPage27,Part1,SpeechCassetteLesson86.Booksclosed!Askafewquestions,e.g.DoesJimhaveadictionary?Whohasone?Playthetapeagain.Booksopen!Studentslistenandrepeat,thenpractiseinpairs.
Step4 Presentation
PractiseDoyouhaveany(pluraloruncountablenoun)…?Yes,Ido.TeachandpractiseSorry,Idonthaveany.AskLiLei.Ithinkhehassome.(Teachonesentenceatatime.)
Step5 Askandanswer
SBPage27,Part2.Askthreestudentstocometothefrontoftheclassanddemonstratethedialogue.Showboththedialogueontheright-sideandtheleft-sideofthebox.SayThanksverymuch.Sitdown,please.Dividetheclassintogroupsofthreeandhavethempractisethesedialoguessubstitutingwiththewordsgivenatthetopofthebox.Walkaroundandgivehelpasneeded.Chooseseveralgroupstogivetheirdialoguefortheclass.
Step6 Practice
DoWbLesson86,Ex.2inpairs.Getstudentstopractiseandactoutthedialogues.Thengetthestudentstomakeupnewdialoguesinpairs,borrowingthingsfromeachother.
Step7 Listenandanswer
SBPage27,Part3,ListeningCassetteLesson86.GooverthequestionsinEx.1ofWbLesson86beforeplayingthetape.
ListeningText
(Classroomnoises)
A:Hi,Jim!
B:Hi,LiLei!
A:Doyouhavearedpen,please?
B:Aredpen?No,Idont.Ionlyhavearedpencil.
A:CanIborrowit,please?
B:Sure.
A:Thanksalot.Icangiveitbacktomorrow.
B:Tomorrow?TomorrowsSaturday!
A:Oh,Imsorry!LetmegiveitbackonMonday.
B:OK.
A:Thanksverymuch.
B:Yourewelcome.
Theanswersare:1C;2B;3C.
Step8 Workbook
SBPage102,WbLesson86,Exx.3and4.GooverthephrasesinEx.3andmakesurethemeaningisclearbeforethestudentsstartmakingsentences.Collectthesentencesfromtheclass.Makecommentsandcorrections.
Ex.4helpsthestudentswiththeirspelling.Theyshouldlearnwordsinclusters,e.g.swimming,skating,skiing,drawing,singing,etc.
Homework
Practisethe“Borrowingsomething”dialogueinpairs.WritedownExx.3and4intheexercisebook.
初一英語教案14
教材分析
This is the first lesson in this module. The main topic is self-introduction, so improving the students’ abilities of listening and speaking on self-introductions is very important.
知識(shí)目標(biāo)
Key vocabulary: Chinese, from, where, year, about, what about…? Ms, America, not, England, hi, American, our, grade, he, China
Key structures: Hello / Hi
What's your name? My name is ...
How old are you? I'm ...years old.
Where are you from? I'm from ...
Nice to meet you. Nice to meet you , too.
能力目標(biāo)
1. To understand conversations involving self-introduction.
2. To give a brief self-introduction concerning name, age and hometown.
情感態(tài)度
Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教學(xué)方法Interactive approach
教具Tape recorder, Multimedia
教學(xué)過程Step 1: Warming up
1. The teacher show the PPT and play a short flash, the students enjoy the song .
2. Play a guessing game "Brainstorm" by asking the students "What's it?"
Then show the useful sentences by introducing myself.
I am Li Fang. I am from Wuhan. I am Chinese.
I am 25 years old. I am your new teacher.
3. Ask the students to introduce themselves in groups by using these sentences:
What's your name? Where are you from?
How old are you? Which class are you in?
Nice to meet you.
Step 2: Listening
1. Play the recording in activity 1 and ask the students to listen and check how many people speak.
2. Play it again and ask the students to check the words their hear.
3. Check the answers with the whole students.
Step 3: Listen and read
1. Play the recording in activity 3 and ask the students to listen
and answer the questions. Then check the answers.
(1) How many people speak in the conversation?
(2) Who are they?
(3) Are they in the same class?
2. Play it again and check the true sentences in act 3. Ask some
students to correct the wrong ones.
3. Put the students into groups of four to practise the dialogue.
The students repeat it several times, changing roles each time.
4. Talk about the pictures in the PPT and show their performances.
5. Ask the students to sum up the useful sentences in the dialogue and introduce “Everyday English.”
6. Finish act 4 and 5 in groups. Teacher checks the answers.
Step 4: Pronunciation
1. Explain that this activity focuses on some English phonemes which are difficult to pronounce for speakers of Chinese.
2. Play the recording once without stopping.
3. Play it again and ask the students to repeat.
4. Practise the sounds in pairs, then finish the exercises on the PPT.
Step 5: Speaking
1. Talk about the pictures by asking and answer in paris like this:
A: What’s his name?
B: His name is….
A: Where is he from?
B: He's from….
A: How old is he?
B: He's ...years old.
Step 6: Module task
Task 1: Who has the most friends?
運(yùn)用本課句型，在規(guī)定的八分鐘時(shí)間內(nèi)，以小組為單位，看誰結(jié)交的朋友最多，她將獲得一份豐厚的獎(jiǎng)品。
Task 2: Introduce yourself by using today's useful sentences.
Step 7: Language points
1. I’m from Wuhan.我來自武漢。(我是武漢人。)
Be from表示“來自哪里”、“從哪里來”或“是哪里人”。如：
He’s from Beijing.他來自北京。(他是北京人。)
They’re from England.他們來自英國。(他們是英國人。)
如果不強(qiáng)調(diào)從哪里來，只是要說明身份，也可以說：
He’s a Beijinger.他是北京人。
They’re English.他們是英國人。
2. Where+is/are+主語+from?
英語中，通常用特殊疑問句"Where + is / are +主語+ from?"來詢問某人"來自哪里","是哪里人",其答語通常用"主語+ am / is / are from +地點(diǎn)"。如：
—Where is Sam from?
薩姆從哪里來？
—He is from England.
他來自英國。
拓展：be from = come from,如：
Where do you come from?
Where does he come from?
3. What’s your name?
英語中，當(dāng)想知道對(duì)方叫什么名字時(shí)，可用句型"What’s your name?"進(jìn)行詢問，其答語一般用"My name is +姓名。"。如：
—What’s your name?
你叫什么名字？
—My name’s Gao Jing.
我叫高晶。
拓展：當(dāng)你想很有禮貌地問別人的名字時(shí)，你可以這樣問：
What’s your name, please?
May I have your name, please?
4. I’m twelve years old.我12歲。
…years old,表示“……歲”。有時(shí)候years old可以省略，只用數(shù)字來表達(dá)年齡即可。如：Her dog is three.她的小狗3歲。
拓展：對(duì)該句型提問可用：How old ...?它是英語中一個(gè)較重要的句型，主要用來詢問某人的年齡，其答語通常用"主語+ am / is / are +年齡。"。如：
—How old are you?你多大了？
—I am thirteen (years old).我十三歲。
5. Nice to meet you .很高興見到你！
這是兩位初次見面相識(shí)后的用語，意思是“見到你很高興�！币娒嫦嘧R(shí)可由自我介紹，第三者介紹或者詢問相識(shí)。例如：
—Hello!I'm Xiao Hua.
—Hello!I'm Xiao Li.
—Nice to meet you, Xiao Li.
—Nice to meet you, too, Xiao Hua.
6. What about you?你呢？
英語中“What about...?”是一句常用的客套話，它后面可接名詞、代詞或動(dòng)名詞(ing)形式，它的功能可不少呢！
(1)詢問或打聽消息。如：
I'd like a cup of tea. What about you?
我想喝杯茶，你呢？
(2)向?qū)Ψ教岢鼋ㄗh或請(qǐng)求。如：
What about playing football now?
現(xiàn)在踢足球怎么樣？
(3)寒暄時(shí)的問候語，有承上啟下的轉(zhuǎn)折作用，如：
I'm a student from China. What about you?
我是一名來自中國的學(xué)生，你呢？
7. Welcome to Class 4, Grade 7.歡迎來到七年級(jí)四班。
welcome to ...歡迎來到。，這是一句歡迎用語，在英語中使用比較廣泛，如：
Welcome to Beijing!歡迎來北京。
Welcome, come in，please.歡迎，歡迎，請(qǐng)進(jìn)來。
Step 8: Consolidation
Do some exercises and check with the whole class.
Step 9: Homework
板書設(shè)計(jì)Module 1 Unit 1
What’s your name? My name is…
Where are you from? I’m from…
Nice to meet you, … Nice to meet you, too.
作業(yè)布置1. Finish off the workbook exercises.
2. Make your favourite "English name card".
教學(xué)反思The students can talk in English.
Unit 2 I'm Wang Lingling and I'm thirteen years old.
課型Reading and writing
教材
分析This is the second lesson in this module. The reading material is information about Daming, Wang Hui and Lingling. It’s a good text to help the studetns improve their reading strategies, such as getting information from the reading material about personal information.
知識(shí)
目標(biāo)Key vocabulary: everyone, capital, but, very, big, city, small, first, last, all, first name, last name
Key structures: His / Her name is ...
He / She is from ...
He / She is ... years old.
He / She is in Class 1, Grade Seven.
能力
目標(biāo)To get information from the reading material about personal information.
情感
態(tài)度Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教學(xué)方法Interactive approach
教具Tape recorder, Multimedia
教學(xué)過程
Step 1: Warming up
Say hello to the students and tell them we are going to play a game. You can say like this: I will divide you into 6 groups and each group will have a picture of a famous person. You work in groups and introduce the person. Let's see which team is the best. Are you clear? Ready?
The teacher plays the PPT and shows the pictures to them.
Step 2: Revision
Show some exercises and ask the students to complete them. Then teach and explain the new words in the sentences.
Step 3: Reading
1. Do act 1 and check the answers. ( B D A E C )
2. Ask the students to read the passage and check the true sentences in act 2.
3. After reading, the students check the false sentences in act 2.
4. The students read the passage again and underline the correct words in act 3.
5. Finish act 4 and check the answers with the whole class.
Step4: Language points
The teacher shows today's useful sentences and explain them.
1. This is Lingling and her English name is Lucy.
這位是玲玲，她的英文名叫露西。
This is ...向別人介紹某人時(shí)說"This is ..."不用
"That is ..."。如：This is Tom. Tom, this is Jack.
這是湯姆。湯姆，這是杰克。
注意：this is不能縮寫，而that is可以縮寫成that's。
打電話時(shí)，介紹自己用this,詢問對(duì)方用that。如：
This is Lucy speaking.
Is that Lucy speaking?
2. Good to see you.很高興見到你！
此句為熟人之間見面常用的問候語，還可以
說：Nice to see you. / Glad to see you. /
Pleased to see you.
It's nice to see you all.
很高興見到你們所有人！
句中all為代詞，意思“每個(gè)，全體”;作主語時(shí)，be動(dòng)詞用are。如：
All the students are here today.
所有的學(xué)生都到齊了。
3. I'm Wang Lingling and I'm thirteen years old.
我叫王玲玲，我今年十三歲了。
介紹自己名字的時(shí)候可以用“I'm”、“I am”
或“My name is ...”，此句還可以說：
My name is Wang Lingling.
另外，這里的“...years old”，表示。幾歲，這里的
數(shù)字可以省略，直接說成：I am thirteen.
對(duì)它提問用：How old...?如：
How old is Lingling?
She is thirteen years old.
4. Tony is my first name and Smith is my last
family name姓= last name教名 與中國習(xí)慣不同，大多數(shù)英語姓名有三個(gè)名字：教名，中間名和姓。他們的姓放在最后。(中間名一般很少用)如果你要稱呼別人為……先生，夫人，小姐時(shí)，只能在family name也就是last name前加上Mr, Mrs, Miss，如上面的這個(gè)名字，你只能稱他為Mr. Green，而不能稱他為Mr. James。 Step 5: Writing 1. The students look at the pictures and write sentences. Finally, ask three or four students to show their answers. 2. The teacher makes a model for the students and ask the students to write sentences for themselves with and. Model: My name is Li Ping and I'm from China. I'm Chinese and I'm fifteen years old. I'm in Class One, Grade Seven. Step 6: Module task Let the students to ask their partners about personal information and make cards for them. The more, the better. Name: __________ Age: __________ School: __________ Date of birth: ___________ Birth place: __________ Telephone number: ___________ Hobbies:___________ Favorite color:____________ Ask several students to show their performances and praise the better ones. Step 7: Consolidation Show the students some exercises and ask them to finish in class, then check the answers with the whole students. Step 8: Homework 采訪兩個(gè)你的新同學(xué)，分別問他們以下幾個(gè)問題： What's your name? Where are you from? How old are you? What's your favourite subject? 將你的采訪記錄整理成一篇為My new classmates的短文。(可適當(dāng)增加采訪問題，全文不少于50單詞。) 板書設(shè)計(jì)Module 1 Unit 2 What’s your name? My name is… Where are you from? I’m from… Nice to meet you, … Nice to meet you, too. 作業(yè)布置1. Finish off the workbook exercises. 2. Interview two of your classmates and write a short passage. 教學(xué)反思The students can get information from the reading material about personal information. Unit 3 Language in use 課型Revision and application 教材分析Unit 3對(duì)“自我介紹和獲取信息”的功能句式進(jìn)行綜合訓(xùn)練：談?wù)撟约夯蚺笥训那闆r(活動(dòng)1);根據(jù)提示完成介紹圖片中人物情況的句子；填表、匹配復(fù)習(xí)表示國家、民族及人物活動(dòng)的詞匯。Around the world了解中西人名的不同；Module task要求通過問答形式介紹自己和他人。 知識(shí)目標(biāo)Key structures: 1) What’s his/her name? 2) Where is he/she from? 3) What's his/her English name? 4) How old is he / she? 5) What class is he / she in? 能力目標(biāo)Enable students to talk about themselves and their friends. 情感態(tài)度Learn to respect others when we talk with others. Learn to introduce yourself to your friends in the right way. 教學(xué)方法Formal and interactive practice 教具Tape recorder, PPT, handout 教學(xué)過程Step 1: Revision 1. Ask some students to introduce themselves to the other students. 2. Ask them to talk about the pictures in the PPT. Step 2: Teaching grammar 動(dòng)詞Be的一般現(xiàn)在時(shí)： 1.肯定句：主語+ be(am,is,are) +其它。 2.否定句：主語+be+not+其它。 3.一般疑問句：Be+主語+其它？ 4.特殊疑問句：疑問詞+一般疑問句？ 動(dòng)詞Be的常用句式： 1. be +形容詞 I am very happy.我很幸福。 He is very kind.他人非常好。 2. be +名詞 Mr Wang is our English teacher. 王先生是我們的英語老師。 They are our good friends. 他們是我們的好朋友。 3. be +介詞短語 She is at home.我在家里。 Are you from America?你來自美國嗎？ The book is on the desk.書在桌子上。 4. be +副詞Class is over.下課了。 Step 3: Speaking Ask the students to introduce the three people in act 1. You can do it like this: This is Sam. He is twelve. He's from England. He's in Class 1. Step 4: Practise Do act 2-4 by themselves and check the answers in groups. Ask one group the report their answers. Step 5: Around the word 1. Tell students the difference between Chinese names and English names. T: Most English people have three names: a first name, a middle name and the family name. The first name and the middle name are given names. Their family name comes last. For example, Jim Allan Green. Green is family name. Chinese names are different. Now read and find the difference in Around the world. Step 5: Module task Look at the screen. Introduce yourself. Ask and answer with a partner. Then report their result in front of the whole class. Step 6: Do exercises Do the exercises in the PPT. The teacher checks the answers. Step 7: Sum up Ask the students to talk about “What have you learned in this lesson?”。 Sum up the different ways of “Be” and report it. Step 8: Homework 板書設(shè)計(jì)Module 1 Unit 3 What’s your name? My name is… Where are you from? I’m from… How old are you? I’m ….years old 作業(yè)布置查找資料名人資料，向全班同學(xué)介紹你心目中最喜愛的英明星或最 尊敬的人。 教學(xué)反思Speaking more is necessary for the students. 以下是精品學(xué)習(xí)網(wǎng)為您推薦的 Unit1 Can you play the guitar，希望本篇文章對(duì)您學(xué)習(xí)有所幫助。 Unit1 Can you play the guitar 目標(biāo)： 1.Can use the verbs of activity such as sing, dance, swim ... and verb phrases expressing abilities. 2. Can express personal abilities 3. Can master the usage of the modal verb "can" indicating ability 重難點(diǎn)及突破方法： 1、 要求掌握以下句式： (1)---Can you dance? ---Yes, I can. (2)---What club do you want to join? ---I want to join the music club. 2、 要求掌握以下詞匯： (1) 情態(tài)動(dòng)詞can, can’t (2) 動(dòng)詞dance, swim, sing, paint, join (3) 名詞art, music, guitar (4) 動(dòng)詞詞組play chess, speak English, play the piano 3、 難點(diǎn) 如何呈現(xiàn)can, can’t 教材處理(增減、添加、改編、刪除)： 教學(xué)思路(一條線索、一個(gè)主題串聯(lián)多種活動(dòng))： 在呈現(xiàn)了新詞匯后，以游戲，競猜等學(xué)生喜歡的活動(dòng)不斷鞏固單詞與句子，以最后的report:What club do you want to join ? 為語言輸出 Task 1 :Guessing game:What can I do ? Task 2 : Memory game : What can he do ? Task 3 : What club do you want to join ? 步驟：(活動(dòng)) 環(huán)節(jié)1 ：warming up activity 1:English song of “ If you are happy “ activity 2 : do the activities of “ clap stomp and shout hurray “ 在英語歌曲播放后，可直接引出本次課的目標(biāo)語句“Can you sing ?” “Can you do it ?”等引導(dǎo)學(xué)生作好課前互動(dòng)。 環(huán)節(jié)2： presentation 使用“Do you like the song ? ”and “ Can you sing the song ?”呈現(xiàn)出目標(biāo)語句“Can you ...?” 同時(shí)通過一系列的圖片，呈現(xiàn)出新單詞“sing,dance , play the piano, play the guitar , play chess .”等。 新 課標(biāo)第一網(wǎng) 環(huán)節(jié)3：exerice Task 1 : What can they do ? Match and listen Task 2 :Memory game : What can he do ? 在落實(shí)新單詞的同時(shí)，呈現(xiàn)出Can 用于第三人稱時(shí)的使用規(guī)則，將目標(biāo)語言呈現(xiàn)完整。 Task 3 : 采用競猜來猜老師的喜好，不僅可以落實(shí)好新單詞，同時(shí)有利于調(diào)動(dòng)學(xué)生積極性，拉近和學(xué)生的距離。 Task 4 : Show time : 在做了相應(yīng)的單詞以及句子操練后，學(xué)生已具備足夠的信心展示自己，將目標(biāo)語言做次簡單的輸出。 環(huán)節(jié)4：presentation 在熟悉了各類活動(dòng)的叫法之后，緊接著呈現(xiàn)的便是各個(gè)俱樂部的名稱，用“I can swim ,so I want to join the swimming club . And also I find there are a lot of different clubs here , Can you name them ?從而呈現(xiàn)出各類俱樂部的名稱。 環(huán)節(jié)5：exercise Task 1 : Listen : T : some clubs are popular , what clubs can you hear ? Task 2 : Pairwork :What club do you want to join ? To make conversations about yourself and your partners . 環(huán)節(jié)6：Groupwork What is the most popular club ? Homework Make a survey with the drill” Can you…?” Can Sing Dance Swim Paint Play the chess Play basketball Speak English Father Mother 第__二_ 課時(shí) _________ 話題： Your ability 目標(biāo)： 1. Can use “can” to describe one’s ability 2.Can communicate with classmate to improve the ability of talking . 3.To be the manage of one club 重難點(diǎn)及突破方法： 1、要求掌握以下句式 (1)---Can he /she paint /speak English? ---Yes, he/she can. /No, he/she can’t. (2) ---What can you do? ---I can play the guitar. (3) ---Can you play it well? ---No, I can’t. 2、要求掌握以下詞匯： 名詞：kid 形容詞性物主代詞：our 教材處理(增減、添加、改編、刪除)： 教學(xué)思路(一條線索、一個(gè)主題串聯(lián)多種活動(dòng))： If you were the owner of the clubs , choose the right people to join the club . Task 1 : Make a ad for the club Task 2 : Make the questions about the interview Task 3 : Interview the people 步驟：(活動(dòng)) 環(huán)節(jié)1 ：warming up activity 1:(1) Daily greetings to the students(日常問候) Activity 2(2) Revision(復(fù)習(xí)) . T: (從復(fù)習(xí)中來)What can you do?/ Can you sing? S: I can play the guitar. T: What club do you want to join? S: I want to join the music club. T: What about you?(to the other students) Ask individual students. 環(huán)節(jié)2：Presatation(呈現(xiàn)新知識(shí)) T: Today we are going to be the manager of the club . We have to inlarge our member of our club . 1.To tell what we can do in different clubs 2.Interview 3.good hearing 環(huán)節(jié)4：Group work. (Work on 3b)(完成P61,3b的對(duì)話部分) T: Work on groups of four. Make up similar conversations. Please write down the answers in the form. (First do a sample with a student) Name can well not well Li Lei swim √ Mary sing √ 環(huán)節(jié)5：Groupwork T: Now you are middle school students. You can swim You can sing. You can do many things. But they can’t. They are only kids.(show a picture of a group of kids to the students) They are going to Beidaihe. But there aren’t enough teachers. Are you good with kids? Do you want to join them? Can you help them? Please look at the ad on page 61 part 4. Suppose one of you are the headmaster of the kindergarten Please make an interview with your partner. Then take turns. (Give them five minutes) Then ask some pairs or groups to act out their interviews. Ask other students to listen to the interviews carefully and ask some questions about the interviews. Such as: Have they found someone for the job? Why? What can they do? What can’t they do? 環(huán)節(jié)6：總結(jié) 10. Grammar Focus(語法總結(jié)) Use the sentences on the blackboard to do the grammar focus. T:這兩天我們學(xué)習(xí)了談?wù)撊说哪芰�。我們學(xué)習(xí)了情態(tài)動(dòng)詞(要求學(xué)生講出) S:can T:如果要表達(dá)會(huì)做什么，用什么詞?不會(huì)什么，用什么什么詞? S:can, can’t T:請(qǐng)大家看這些動(dòng)詞，有沒有變化? S;沒有，是原形。 T:對(duì)，動(dòng)詞放在情態(tài)動(dòng)詞的后面，不管主語是第一、二還是第三人稱，動(dòng)詞都用原形。請(qǐng)大家一定要記住這一規(guī)則。 : Homework: Make a survey after class according to 4 on page 61 第_3_ 課時(shí) 話題：談?wù)撃芰?/p> 目標(biāo)： 能詢問別人在樂器方面具備的才能 談?wù)搫e人在音樂方面所具備和不具備的才能 能為學(xué)校活動(dòng)寫篇海報(bào) 重難點(diǎn)及突破方法： 要求熟練運(yùn)用以下句式： --Can you …? --Yes, I can./No, I can’t. –Can sb. do sth.? – Yes, he/she can, but he/she can’t…./ No, he/she can’t, but he/she can…. 要求掌握以下詞匯：drums piano trumpet violin musician, rock band, Chinese Kungfu, festival 難點(diǎn)：區(qū)分play the 樂器 和play 球類 為某個(gè)活動(dòng)寫海報(bào) 教材處理(增減、添加、改編、刪除)： SectionB-1a Match 減掉 教學(xué)思路(一條線索、一個(gè)主題串聯(lián)多種活動(dòng))： 學(xué)校要召開音樂節(jié)，在全校范圍招聘表演同學(xué)。針對(duì)候選人Bill Jennifer Victo展開單詞學(xué)習(xí)，聽力以及對(duì)話，最后找出適合人選。同時(shí)學(xué)習(xí)如何閱讀招聘廣告，提取有效信息以及如何寫招聘海報(bào)。 步驟：(活動(dòng)) 環(huán)節(jié)1 Revision 通過Memory Game ，復(fù)習(xí)學(xué)過的單詞，檢驗(yàn)學(xué)生記憶情況。教師可以通過過渡句：OK，different students can do different things. So in your opinion, what club can they join.過渡到對(duì)上節(jié)課CLUBS的復(fù)習(xí)。 環(huán)節(jié)2：Presentation 讓學(xué)生聽樂器聲音，猜測是哪種樂器，進(jìn)入到對(duì)新單詞的學(xué)習(xí)。 環(huán)節(jié)3：Pairwork. (Work on 1b on P.62.) T: OK, you know the names of the these instruments, I want to know if you can play the instruments. T: Can you play the piano? S: Yes, I can./No, I can’t. Can you play the drums? S: … (Don’t forget the before the intruments.) Pairwork: Students ask and answer questions about the instruments. 環(huán)節(jié)4： Listen and finish 2a-2b on P 62. 2) 2b: T: Now look at 2b on page 62, listen again and fill in the chart with the words in the box. Let’s see what Bill, Jennifer and Victor can do, and what they can’t do. www.Xkb1.coM Answers can can’t Bill play the guitar sing Jennifer sing, play the drums play the piano Victor play the piano dance, sing 環(huán)節(jié)5. Work on 2c on P 62. Task one: Pairwork. T: Now, you look at the chart and I don’t, please ask me questions about Bill, Jennifer or Victor. S: Can Bill play the guitar? (possible question) T: Yes ,he can, but he can’t sing. (possible answer) T: It’s your turn now, first your ask and answer in pairs with books open, then I will ask some pairs to ask and answer with the books closed. Task two: Answer the questions 環(huán)節(jié)6： Task one Read and underline. (Work on 3a on P63) T：We have learned what Bill Jennifer and Victor can do and can’t do. Who can be in school music festival?首先讓學(xué)生自由討論下，并說明自己的'理由，然后進(jìn)入對(duì)對(duì)3的學(xué)習(xí)：設(shè)計(jì)問題1.What things do they want people to do for the school music festival? Task. two. Finish the poster. (Work on 3b on p63.) 環(huán)節(jié)7：Writing 根據(jù)前面學(xué)習(xí)的兩篇海報(bào)，再通過集體討論學(xué)習(xí)活動(dòng)4中的公演海報(bào)，最后自己寫一篇運(yùn)動(dòng)會(huì)的海報(bào)。(如果時(shí)間不夠，作為家庭作業(yè)回家完成。) 環(huán)節(jié)8：Homework 1.Finish writing the poster for a sports day. 2.Get ready for the diction for the whole unit. 第__4_ 課時(shí) 話題： Revision of Unit10 目標(biāo)： 1. 檢查并評(píng)比昨天設(shè)計(jì)的海報(bào)。 2. 如何加入一個(gè)俱樂部：詢問個(gè)人信息;填寫登記表。 3. 通過小測驗(yàn)來復(fù)習(xí)本單元所學(xué)過的重點(diǎn)內(nèi)容。 www.Xkb1.coM 重難點(diǎn)及突破方法： Review the key words presented in this unit and add five new words to the vocab-Builder. 教學(xué)思路(一條線索、一個(gè)主題串聯(lián)多種活動(dòng))： 檢查評(píng)比海報(bào)，互相學(xué)習(xí)及自我糾正，學(xué)會(huì)填寫登記表。通過練習(xí)落實(shí)單元知識(shí)并且做個(gè)單元小總結(jié)，明確重難點(diǎn)。 步驟：(活動(dòng)) 環(huán)節(jié)1 1) Daily greetings: T: Good morning/afternoon! 2) Have some students read and show their posters and have more students say the names of their clubs. T: First I want to have a look at the posters of your clubs. Then we will choose some clubs to join. (name), what is the name of your club? What do you say in your poster? (more possible questions) Why do you want to set up …club? Can you…? Oh, sounds good! What can you do? 環(huán)節(jié)2. Group work. (Work on 3 on p64) (完成p64 3) T: How to join a club? What questions do they ask? T: Now look at Part 3 on page 64. Read the conversation and fill in the card. (about 2 minutes) Let’s check the answers. Task Two: To put in for the activities on P63. T: Do you remember the posters on Page 63? What are they about? Ss: They’re about shool music festival, a rock band, a sports day, and the schoo show. T: Now you go to join one of them.You have to answer some questions and fill in a card. 2 to 4 students form a group, and make 環(huán)節(jié)3. Key words check. (Work on 1&2 on P64.) T: Let’s do key words check of Part 1. If you know the meaning, pronunciation and spelling of the word, please tick it. Try to remember the words you don’t know. And you can ask questions if you have any. T：After you have checked the words on Part 1, please add five new words to your Vocab-Buider on Page 95. (New words for reference) draw, musician, rock band, festival, Chinese Kung fu, harmonica, cornet,etc. 環(huán)節(jié)4. Dictation: (聽寫下列單詞和詞組，時(shí)間為5分鐘) T: Well, let’s have a dictation and a quiz for this unit. I hope you can do a good job. 1. music 2. swim 3. play the piano 4. the art club 5. speak Jananese 6. join 7. dance 8. paint 9. play the guitar 10. drums 環(huán)節(jié)5.Exercises 環(huán)節(jié)6.總結(jié) 環(huán)節(jié)7. Read the chant T: Now let’s read a chant to review what we learned in this unit. What club do you want to join? The music clubJ, the `music club.K I can play the guitarJ, the guitar. Kwww.Xkb1.coM What club does he want to join? The art clubJ, the `art club. K He can paintJ, paint, `paint. K What club does she want to join? The English clubJ, the `English club. K She can speak English, `English. K What club do they want to join? The swimming clubJ, the `swimming club. K They can swimJ, swim, swim. K 環(huán)節(jié)8. Homework: 【初一英語教案】相關(guān)文章： 初一英語教案11-03 初一英語教案05-20 初中初一英語教案12-17 (推薦)初一英語教案05-21 【實(shí)用】初一英語教案05-21 初一英語教案(3篇)11-05 初一英語教案4篇11-12 初一英語教案3篇11-04 初一英語教案5篇07-22 初一英語教案(4篇)11-13初一英語教案15