(推薦)初一英語教案
在教學工作者實際的教學活動中，時常會需要準備好教案，教案是實施教學的主要依據(jù)，有著至關重要的作用。那么問題來了，教案應該怎么寫？下面是小編精心整理的初一英語教案，僅供參考，歡迎大家閱讀。
初一英語教案1
一、教學設計理念
英語是一門實踐性很強的學科，必須通過大量的活動和練習，才能掌握和運用。它的特點也決定了它課堂教學活動形式靈活多樣。在設計活動時要有計劃和要由易到難，使聽說讀寫得到更全面發(fā)展。
二、學情分析
七年級學生對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)學生學習興趣，讓學生易于接受。
三、教學內(nèi)容分析
Unit5 Topic2的中心內(nèi)容是現(xiàn)在進行時的理解與運用，而Section D則是通過聽力、填空、唱歌等形式對現(xiàn)在進行時進行復習和總結。
四、教學目標
現(xiàn)在進行時的理解與運用。
五、教學重難點
現(xiàn)在進行時的結構及動詞的現(xiàn)在分詞的'構成。
六、教學策略
1、運用多媒體技術，優(yōu)化課堂教學。
2、引導學生自主學習。
3、合理開發(fā)和利用網(wǎng)絡資源。
七、教學過程
Step 1.Warm up and leading
Show a song “What are you doing”
設計意圖：抓住學生注意力，導入新課。
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).
設計意圖：展示多媒體人物活動圖片，小組活動訓練句型。
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.
設計意圖：讓學生總結本話題的討論內(nèi)容與語法點。
Step 3.Practice
1.Listening.complete the table.
設計意圖：讓學生聽錄音填空，提高學生聽力。
Step 4.Conversation
Read the paage, then number the picture.設計意圖：學生認真讀課文，以讀來解決問題，培養(yǎng)學生語感，提高學生解決實際問題的能力。
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”.
設計意圖：檢查學生對現(xiàn)在進行時的掌握程度，通過寫作提高學生的寫作水平。
教學反思：
本次教學設計既達到了教學容量飽滿，又沒有采用增加學生負擔，造成學生心理壓力。本次教學設計采用多媒體教學，抓住了本節(jié)課的中心點、關鍵點學習。在課堂上，師生互動，生生互動，人人參與，學生成了課堂的主人。但在時間的安排上有待于
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2
一、學生情況分析
本班學生共有xx人，上學期英語考試成績?nèi)缦拢?/p>
及格人數(shù)xx人，及格率xx%，優(yōu)秀人數(shù)xx人，優(yōu)秀率xx%，平均分xx
這次英語考試成績不甚理想，其主要原因是：對新教材還沒有很好的適應。作為新課程改革的第一個學期，我們摸著石頭過河，走了許多的彎路。
二、教材分析
這套教材采用任務型語言教學模式，融匯話題、交際功能和語言結構，形成了一套循序漸進的生活化的學習程序。與原教材相比還增加了文化背景和學習策略等部分，并增加了任務型學習成份和語篇的輸入。本書每個單元都列出明確的語言目標、主要的功能項目與語法結構、需要掌握的基本詞匯，并分為A和B兩部分。
A部分是基本的語言內(nèi)容，B部分是知識的擴展和綜合的語言運用。這套教材是基于城市學生的狀況編寫的，對于我們農(nóng)村學生來說，由于小學基礎不好，到初中以后學起來的確有些吃力，光是一千多個單詞就嚇退了不少學生學習英語的興趣。但我們還必須知難而上，為了提高農(nóng)村的英語教學成績而努力。
三、教學重難點
1、Modal verb can，must，have to，would like;
Yes/No questions and short
answers
2、What time questions，when questions，Adverbs of frequency;
Prepositions of
Time
3、How questions，How long questions，How far questions;
Prepositions of
Place
4、Imperatives(Don"t)，Can for permission
5、Why，What，Where questions;
Adjectives of quality
6、Present progressive tense;
How，What questions;
Yes/No questions and
short answers
7、There be structure，Where questions，prepositions of place
8、Adjectives of description;
Affirmative statements;
9、Simple past of regular and irregular verbs;
How was your weekend?
10、Past tense of regular and irregular verbs ;
was/were;
四、教學目標(參見新課程標準)
�。ㄒ唬┯⒄Z三級綜合語言運用能力目標
對英語學習表現(xiàn)出積極性和初步的自信心。能聽懂有關熟悉話題的語段和簡短的故事。能與教師或同學就熟悉的話題(如學校、家庭生活)交換信息。能讀懂小故事及其他文體的`簡單書面材料。能參照范例或借助圖片寫出簡單的句子。能參與簡單的角色扮演等活動。能嘗試使用適當?shù)膶W習方法，克服學習中的困難。能意識到語言交際中存在文化差異。
（二）語言技能三級目標
五、教學方法
這學期仍然采用任務型教學模式。任務型教學(Task-Basedlearning；簡稱TBL)是20世紀80年代外語教學研究者經(jīng)過大量研究和實踐提出的一個具有重要影響的語言教學模式，該模式是20xx年來交際教學思想的一種發(fā)展形態(tài)，它把語言運用的基本理念轉化為具有實踐意義的課堂教學方式。
任務型教學模式是培養(yǎng)學生運用語言進行交際的有效途徑之一，近年來，國際上廣泛采用任務型語言教學方法，教育部制訂的《國家英語課程標準》(實驗稿)明確指出：此次英語課程改革的重點就是要改變英語課程過分重視語法和詞匯知識的講解與傳授、忽視對學生實際語言運用能力的培養(yǎng)的傾向，強調(diào)課程從學生的學習興趣。
生活經(jīng)驗和認知水平出發(fā)，倡導體驗、實踐、參與、合作與交流的學習方式和任務型的教學途徑，發(fā)展學生的綜合語言運用能力，使語言學習的過程成為學生形成積極的情感態(tài)度、主動思維和大膽實踐、提高跨文化意識和形成自主學習能力的過程。人民教育出版社新修訂的九年義務教育初中第一冊均強調(diào)了以任務為基礎的語言學習。
這學期主要通過任務型教學來訓練學生的語言應用能力。任務型教學是從活動中獲取知識。任務完成的過程，就是一個知識轉化的過程；
運用已有的知識，通過小組活動，學到新的知識，即完成從陳述性知識到程序性知識的轉變。教師備課時重點考慮；
如何設置一個合適的語言環(huán)境。這個大語言環(huán)境又是由各個小語言環(huán)境組成，其中一部分是陳述性知識，另一部分則是程序性知識。教師的作用是指導學生通過活動把它們有機地聯(lián)系起來，從而完成了知識遷移過程。常用的訓練活動有以下幾項：
(1)Daily report：值日生介紹自己、家庭成員或朋友的情況，其它學生可互相提問題，詢問個人職業(yè)。
(2)Play a guessing game：用問題“what does hedo?”引入任務，讓學生猜測多媒體課件中人物的職業(yè)，以此激發(fā)學生的學習興趣，并訓練學生的發(fā)散思維能力。
(3)Ask the way：創(chuàng)設問路情景，根據(jù)實際情況telling the way，eg，I want to go thehospital完成對話活動。
(4)See the doctor、go shopping等：學生可扮演角色，進行對話。
(5)Have a discussion：學生分小組討論
(6)What do you want to be when you growup?通過訓練把課內(nèi)的語言學習與課外的語言活動結合起來，改變了過去老師一言堂的模式，變學生為主體，課堂主要是提供了一個學生獲取知識的平臺。學生在活動中主動地獲取知識。
六、主要措施
1、加強詞匯教學。
包括單詞拼寫，詞義記憶，語用功能的訓練，在平常的教學中一定要常抓不懈。詞匯是文章、句子的基本單位，詞匯量的大小，將直接關系到學生能否流利地運用英語進行交際;
能否熟練地用英語讀和寫;
能否順利地用英語思考。從去冬期末考試所反映的問題看，在今后的教學中，在加強拼讀與拼寫的同時，應幫助學生進行有意識記，應加強對詞的用法及內(nèi)在含義的理解，要培養(yǎng)學生用英語解釋單詞的能力，逐步啟發(fā)引導學生用英語思考。單詞教學一定要做到詞不離句，這樣，學生在學會了單詞的同時，也學會了詞的一些基本用法。
2、基本的語法教學一定要與語境相結合。
進行語法操練時，要堅持“四位一體”，即話題、語境、結構、功能相結合。抓住話題，聯(lián)系語境，確定語法結構，明確語法功能(交際功能)。要重視語法知識對于培養(yǎng)語言運用功能的基礎作用，又要注重改革教法。課堂上一定要有生動活潑的教學活動�？菰锏念}海戰(zhàn)術已不能適應現(xiàn)今的英語教學。
3、加強交際用語教學。
用英語進行交際是英語教學的根本目標。在教學語言功能項目時，要盡量避免格式化，不能限制學生的思維能力，要培養(yǎng)學生靈活運用語言的應變能力。
4、進一步培養(yǎng)閱讀能力。
閱讀能力的培養(yǎng)是英語教學的又一重點。閱讀能力的培養(yǎng)在于平時。教師在平時講解閱讀理解題時，應著力幫助學生分析語言材料，而不是核對答案。
5、大力加強對新課程、新標準的學習和研究。
我們在學習的過程中，必須抓住重點，理解英語課程的性質(zhì)，把握課程設計的基本理念。我們必須明白：英語課程的學習，既是通過英語學習和實踐活動，逐步掌握英語知識和技能，提高語言實際運用能力的過程;
又是他們磨礪意志、陶冶情操、拓展視野、豐富生活經(jīng)歷、開發(fā)思維能力、發(fā)展個性和提高人文素養(yǎng)的過程。
初一英語教案3
一、教學內(nèi)容
繼續(xù)學習現(xiàn)在進行時的'用法。
二、教具
錄音機。
三、教學內(nèi)容設計
1．復習。重復上一課步驟1。然后，叫兩位同學到前面，一個表演動作，另一個則問全班同學：
What is he/she doing? (表演內(nèi)容參考第85、86兩課插圖)
2．打開書，學生看圖。利用圖片教本課生詞。放課文第一部分錄音，學生跟讀兩遍。
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，復習已學過的句型。
4．兩人一組，用課本上提供的問題與答案，進行問答練習。
5．指導學生做練習冊習題。
6．布置作業(yè)
1) 抄寫生詞；
2)完成練習冊習題。
初一英語教案4
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5
一、教學目標
知識目標：1、辨認物品的所有者
2、根據(jù)場景詢問英語中對應的表達法
語言目標：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：通過情景操練，培養(yǎng)學生靈活運用語言知識和發(fā)散思維能力
情感目標：發(fā)揮學生學習英語的主動性，培養(yǎng)學生合作意識和協(xié)作精神
二、設計思路：
本單元的主題是：“確認物品的所有權”，物品主要圍繞著教室內(nèi)學生身邊的常用物品，在教學時使用實物進行教學，增強學生的學習效果。(將真實的語言材料引入學習環(huán)境，結合所授內(nèi)容，努力為學生創(chuàng)造真實的、貼近生活的情境。采用直觀教學、情景教學、“任務型”教學方法，從學生的實際生活經(jīng)驗出發(fā)，通過情景操練，掌握單詞和達到練習重點句型的目的'。
三、教學重點與難點：
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引導的問句
4.Yes/No簡單回答
5.學習物主代詞：your my her his
四、教學步驟
課前準備：收集學生的一些學習用品
StepⅠ. 講授新單詞
1.show and learn our school things. 出示圖片，學習新單詞(What’s this in English? It’s a/an…)
2.1a 讓學生完成match的任務，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、補漏)
4.聽錄音，完成P8-2a的聽力練習，訂正答案
StepⅡ.Presentation(介紹)
1.看P7-1a圖，聽對話(讓學生看一張大圖片，抓住學生的注意力，加強對所聽對話的理解)
2.再聽對話，完成書上要求標號的任務，訂正答案
3.跟讀對話，以小組為單位朗讀對話(互相檢查、幫助)
4.進行小組對話練習，可以更改有關的詞，編寫自己的對話。
5.給學生3分鐘的時間自由讀
StepⅢ.Listening
1.聽對話，要求學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，分角色對話
StepⅣ.Games
1.做游戲(P8-2b)
規(guī)則：將學生的一些物品收集上來，放在一個箱子里，請一個學生上前來，蒙上眼睛，從箱子里取出一樣物品，全班學生一同發(fā)問，“What’s this in English?”這名學生猜，使用句型”Is is a/an…”猜到之后，可以回座位，每位學生有兩次機會猜，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6
● Teaching aims
“四會”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)在進行時各句型之間的轉換。
● Teaching methods
以聽說為主，反復練習。
● Teaching aids
錄音機、投影儀、圖片、微機、課件等。
● Teaching procedures
Step 1 Revision
1．值日生做Morning report，教師通過提問檢驗學生聽的`情況。
2．對話練習。
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，找學生根據(jù)圖片句子對號入座。
在檢查完學生的答案之后，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，講解關于”說”的不同詞語，再用它們進行造句練習。
say/ speak/ talk/ tell
say強調(diào)說內(nèi)容，speak強調(diào)動作，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. 他們在談論那輛車。
Don’t speak/ talk to him. 別和他講話。
動詞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�！案嬖V”別人某件事，使用tell記心中。
Step 4 Practice
讓學生看彩圖三，兩人一組進行對話練習，如：What can you see in the picture? What are the women doing? Is the girl reading a book or drawing a picture？之后讓學生把書合上進行問答練習。
Step 5 Watching
展示媒體素材What are they wearing.swf中的A good teacher。然后讓學生復述動畫中的場景。
Step 6 Exercises
下面是一些有關運動的圖畫，請你根據(jù)圖畫分別用現(xiàn)在進行時來完成下列對話，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7
【課題】
Unit1 My name’s Gina.
【學習目標】
知識與能力：
1、掌握并規(guī)范字母Ii-Rr.
2、識記本單元詞匯：what, this, in, English, a, an, map, orange, jacket, key, quilt, pen, ruler, spell, please, etc.
過程與方法：學會從對話中獲取對方的相關信息。
情感態(tài)度與價值觀：使學生學會如何禮貌的與他人交往。
【學習重難點】：
熟練掌握本單元詞匯及語言結構。
一、自主預習
【預習任務】：
任務一：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
【預習診斷】：
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_________
【預習反思】：
你還有什么問題嗎？(Do you have any problems？)
二、課中實施
Step1 交流展示
Step2 精講點撥：
What’s your name？ 你叫什么名字？
句中的your可根據(jù)問對象換成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)、補全對話。
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8
【課題】Unit1 My name’s Gina.
【學習目標】
知識與能力：1. 掌握并規(guī)范字母Ii-Rr.
2. 識記本單元詞匯：what, this, in, English, a, an, map, orange, jacket, key, quilt, pen, ruler, spell, please, etc.
過程與方法：學會從對話中獲取對方的相關信息。
情感態(tài)度與價值觀：使學生學會如何禮貌的與他人交往。
【學習重難點】：熟練掌握本單元詞匯及語言結構。
一、自主預習
【預習任務】：
任務一：寫出下列漢語的英語形式。
名字xxxxxx遇見xxxxxx問題，難題xxxxxx 回答，答案 xxxxxx
第一的xxxxxxxx 最后的xxxxxxxx
任務二：寫出下列單詞的漢語意思。
1.myxxxxxxxxx2.clock xxxxxxxxx3.nice xxxxxxxx 4.what xxxxxxxx
5. yourxxxxxxxxx 6.hello xxxxxxx7.Ixxxxxxxx 8.you xxxxxxxx9.his xxxxxxxx
10.her xxxxxxxxxxx11.namexxxxxxxxxx12.arexxxxxxxx13.isxxxxxxxxxxxx
【預習診斷】：
1. 選擇題：
(1.)Kate has lost(丟失) xxxxxxxkey. xxxxxxxxxasked xxxxxxxxxfor help.
A.her ,he, I B. his, he ,me C. his, she, I D. her, she, me
(2)xxxxx plus(加) seven is thirteen?
A. Five B. Six C. Eight D. Nine
(3)xxxxxx is her name ?
A. who B. what C where D. How
2. 寫出下列英語形式。
(1):電話號碼??????xxxxxxxxxxxxxxx(2):早晨好xxxxxxxxxxxxxxxx(3):下午好xxxxxxxxxxxx
3. 寫出下列詞的.英語意思：
1). 早晨xxxxxxxxxx2).下午xxxxxxxxx3).晚上xxxxxxxxxxx4).謝謝xxxxxxxxx
5).名字xxxxxxxx6).好的xxxxxxxx orxxxxxxxxx
【預習反思】：你還有什么問題嗎?(Do you have any problems?)
二、課中實施
Step1 交流展示
Step2 精講點撥： What’s your name ? 你叫什么名字?句中的your可根據(jù)問對象換成his、her等物主代詞。What’s his name ? (翻譯) xxxxxxxxxxxxxxxxxxx.
Step3 Pairwork 1: Student A: What’s your name ?
Student B: My name is Mary.
Pairwork 2: 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: xxxxxxxxxxxxxxxxxxxxxxxxxxx
物主代詞: xxxxxxxxxxxxxxxxxxxxxxxxxxxx
三、作業(yè)：
滿分：10分 得分率：xxxxxx
(一)、單項選擇;
1. What’s xxxxxx name? A. he B. I C. her D. you
2. xxxxxxxxshe Lucy? A. Am B. Is C. are D. be
3. xxxxxxxxis Li Lei.xxxxxxxxEnglish is good
A. He’s ; His B. His; He C. He; His D.You; Your
4.下列有一個發(fā)音與其他發(fā)音不同的是xxxxxx.
A. Cc B.Bb C. Ff D. Gg
5. ------What’ your name ? ----------xxxxxxxxxx
A. Yes B. Thanks C. Tom D. Fine, thank you
(二)、補全對話。
1. A：How do you do? B：xxxxxxxxxxxxxxxxx
2. A: xxxxxxxxxxxxxxxxx?
B：Fine, thank you.
3. A: Good evening, Frank!
B:xxxxxxxxxxxxxxxx, Eric!
4. A: xxxxxxxxxxxxxxxx, Dale!
B: Good afternoon, Alice!
5. A: xxxxxxxxxxxxxxxxxxxxxxxxxxxxx?
B: His name is Tom.
初一英語教案9
一、教學內(nèi)容
1．詞匯（略）。
2．語音：復習音標及字母組合[+:] er, ir,ur,or;[% :] a,ar;[ a(::] ou, ow
3．句型：復習There +be的句型。
二、教具
錄音機；音標卡片；模仿課文第2部分的表格繪制一張大表（表上的內(nèi)容可視自己學生的情況照抄或改動）。
三、課堂教學設計
1．復習值日生報告。
2．教師出示音標卡片，復習[+:][%:][ a(::]這三個元音的讀音，啟發(fā)學生分別給出含有這三個元音的單詞。教師可將這些單詞書寫在黑板上，用彩色粉筆寫出讀這些音的字母或字母組合。
3．放錄音，學生打開書，反復跟讀兩至三遍（注）。指導學生做練習冊習題1，當堂核對答案。
4．教師用英語向全班提問：
T：How many students are there in your class?
Ss：There are…
T：How many boys are there?
Ss：There are…
T：How many girls are there?
Ss：There are…
教師掛出事先準備好的大表，引導學生按課文第2部分要求進行問答練習。先請一位英語程度較好的同學到前面來，在教師的幫助下，與全班進行以下對話：
S1：Who is the teacher of Class 1?
Ss：Miss Liu is.
S1：How many girls are there in Class 1?
Ss： There are twenty-three.
5．全班兩人一組，就這份表格進行問答練習�？陬^練習后，要求學生從自己練習過的四組對話中，任選一組至兩組書寫在作業(yè)本上。
6．要學生小結出課文第2部分所復習的.重點句型(There+be)的構成及用法。
7．布置作業(yè)
1）練習朗讀本課音標及單詞；2）抄寫復習要點中所列重點詞組及句型；3）完成練習冊習題。
注：關于各單元最后一課語音部分的處理，教師可根據(jù)所教學生情況靈活掌握。如果學生情況稍好，可以把這部分當作聽寫練習：放錄音，學生邊聽邊寫下音標和單詞，然后核對。
初一英語教案10
●教學目標
1．熟練運用現(xiàn)在進行時進行語言交流
2．通過看圖對話，學會描述進行中的動作。
●教學用具
錄音機、投影儀、圖片等。
●教學步驟
Step 1 Revision
復習Whats he/she doing? He/She’s making a cake．叫三名學生到講臺上。A表演動作，B問Is he reading/playing. ..？ C答Yes, he is./No, he isnt．讓學生三人一組做類似的`練習。
Step 2 Presentation
教師通過具體的動作教一些單詞，如 talk, talk with, open, close, take photos等。然后用這些單詞或詞組造句子，反復練習。也可以讓幾個學生到講臺上表演，然后問同學Whats he/she doing? Is he/she opening the door? What’s he/she doing? He/She is closing the window. What are they doing? They are taking photos．
Step 3 Practice
�。� 打開書23頁第一部分， 讓學生邊聽錄音邊找正確的圖片。
�。� 第二部分，讓學生看彩圖三，兩人一組進行對話練習
Step 4 Consolidation
句型轉換：
1. We clean our classroom in the afternoon. But we don’t do it now. It’s still early in the morning. (畫線部分改為現(xiàn)在進行時)
We______ ______our classroom now. It’s dirty. It needs cleaning.
2. They are playing football at school. (畫線部分改為否定句)
They ______ ______football at school. They’re playing football somewhere else.
3. Im doing my homework now. (畫線部分改為一般疑問句并作否定回答)
______ ______doing ______homework now? ______, ____________.
4. Speak in English. (畫線部分改為否定句)
______ ______in English now. These old men don’t understand English.
5. The twins are singing in the room. (對畫線部分提問)
______are the twins ______in the room?
Answers: 1. are cleaning 2.aren’t playing 3. Are you, your. No, I’m not 4. Don’t speak 5. What, doing
Blackboard Handwriting
Blackboard Handwriting
Lesson 83
You arent talking.
He/She isn’t writing.
Is he/she opening the door?
Yes, he/she is.
No, he/she isn’t.
初一英語教案11
一、教材分析
本模塊題材為童話故事，主要是關于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)學生的興趣，語言簡單易懂，描寫細致生動，非常有利于開展聽、說、讀、寫方面的語言實踐活動，讓學生在使用語言的過程中學習語言，促使學生更有意識地自覺學習英語。
講故事須使用一般過去時，所以本模塊繼續(xù)以一般過去時作為語法學習重點。通過操練、使學生在掌握語言結構的同時、既學習語言知識、感悟語言功能、又能欣賞到美麗的童話故事，并能學會描述一個完整的故事或一件事情
二、教學目標
1.知識目標:
語音：規(guī)則動詞的一般過去時的發(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)則動詞的一般過去式。
功能：按時間順序描述事情。
話題：以“童話故事”(fairytales)為話題。
2.能力目標：
聽：能聽懂簡單故事中的主要人和事。
說：運用一般過去時表述事件，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)。進行簡單的技能訓練。
寫：運用一般過去時寫簡單的事情。
3.情感目標：通過閱讀童話故事提高對英語的學習興趣、感受學習的樂趣。
三、學習策略、文化意識
1.學習策略：形成自主學習、有效交際、信息處理、英語思維能力。
認知:聯(lián)系，歸納，推測等技能。觀察并歸納規(guī)則動詞的一般過去式、提高自學能力。
調(diào)控：從同伴處得到反饋，對自己在敘述及作文中的錯誤進行修改
交際：學習運用恰當詞語講解童話故事。
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、并能運用規(guī)律舉一反三。
合作學習策略：互相學習，取長補短，注意從他人的演示中汲取經(jīng)驗、注意學習策略共享。
2.文化意識：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俗習慣、從而拓展視野、激發(fā)學習英語的興趣。
四、教學重點與難點
重點：通過童話故事訓練學生的聽、說、讀、寫能力，掌握規(guī)則動詞的一般過去式。
難點：掌握規(guī)則動詞的一般過去式的形式和逐步形成正確使用一般過去時的意識。
五、模塊任務(ModuleTask)
能夠運用規(guī)則動詞的一般過去式講述簡單的故事。
六、教材處理及教學設計
我們把本模塊劃分為3課時：
Period1:Vocabulary and Listening、Pronunciation and Speaking
Period2:Reading and Vocabulary
Period3:Writing、Aroundtheworld、ModuleTask
初一英語教案12
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.
知識目標
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
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.
教學方法Interactive approach
教具Tape recorder, Multimedia
教學過程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?
運用本課句型，在規(guī)定的八分鐘時間內(nèi)，以小組為單位，看誰結交的朋友最多，她將獲得一份豐厚的獎品。
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"。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，當想知道對方叫什么名字時，可用句型"What’s your name?"進行詢問，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：當你想很有禮貌地問別人的名字時，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”。有時候years old可以省略，只用數(shù)字來表達年齡即可。如：Her dog is three.她的小狗3歲。
拓展：對該句型提問可用：How old ...?它是英語中一個較重要的句型，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后的用語，意思是“見到你很高興�！币娒嫦嘧R可由自我介紹，第三者介紹或者詢問相識。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或請求。如：
What about playing football now?
現(xiàn)在踢足球怎么樣？
(3)寒暄時的問候語，有承上啟下的轉折作用，如：
I'm a student from China. What about you?
我是一名來自中國的學生，你呢？
7. Welcome to Class 4, Grade 7.歡迎來到七年級四班。
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，請進來。
Step 8: Consolidation
Do some exercises and check with the whole class.
Step 9: Homework
板書設計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
目標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.
教學方法Interactive approach
教具Tape recorder, Multimedia
教學過程
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，介紹自己用this,詢問對方用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，全體”;作主語時，be動詞用are。如：
All the students are here today.
所有的學生都到齊了。
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 與中國習慣不同，大多數(shù)英語姓名有三個名字：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，只能在family name也就是last name前加上Mr, Mrs, Miss，如上面的這個名字，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 采訪兩個你的`新同學，分別問他們以下幾個問題： 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。(可適當增加采訪問題，全文不少于50單詞。) 板書設計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“自我介紹和獲取信息”的功能句式進行綜合訓練：談論自己或朋友的情況(活動1);根據(jù)提示完成介紹圖片中人物情況的句子；填表、匹配復習表示國家、民族及人物活動的詞匯。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。 知識目標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. 教學方法Formal and interactive practice 教具Tape recorder, PPT, handout 教學過程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 動詞Be的一般現(xiàn)在時： 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 板書設計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，向全班同學介紹你心目中最喜愛的英明星或最 尊敬的人。 教學反思Speaking more is necessary for the students. 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 一、說教材 Go for it!學生用書的每個單元有6頁，其中包括Section A、Section B和Self Check。Section A為目標句型提供分步示例和指導性練習;Section B使學生能夠?qū)σ呀?jīng)學過的目標句型運用自如;Self Check使學生對自己現(xiàn)階段的英語水平，即對本單元的語音目標的掌握程度有較為明確的認識。 Starter Unit 2是Go for it!預備篇3個單元中的第二單元。預備篇是為了使沒有英語學習基礎的學生更好地使用本套教材而編寫的。它的主要內(nèi)容為26個英文字母和最基本的英語日常用語。 本單元的教學內(nèi)容為： ★學習letters(Ii——Rr)10個字母; ★學習words(ruler、map、quilt、jacket、key、pen、orange)7個單詞; ★學習如何identify things確認物體What’s this in English?及其回答。 二、教學設計思路 Go for it!是以《英語課程標準》為依據(jù)，以培養(yǎng)學生的英語語言綜合運用能力為目標。每個單元的教學內(nèi)容都圍繞一個相對集中的主題，讓學生在完成各項任務的過程中學會語言，真正體現(xiàn)“Learn by doing.Learn through doing.”的教學原則。但是在Go for it!的教材上，每個單元只有一個總體的教學內(nèi)容安排，既沒有具體的課時數(shù)安排，也沒有分課時的教學內(nèi)容安排。所以，對教師來說，這是個機會——是靈活運用教材的機會。對Go for it!，任何教學內(nèi)容的調(diào)整或取舍，都是合理的。但這也是挑戰(zhàn)——教師必須從所教學生的實際水平和語言能力出發(fā)，合理安排每單元的課時數(shù)，設計好每課時的教學內(nèi)容。 所以我想，教師在教學設計時，首先因根據(jù)自己學生的實際水平和語言能力，排出整個單元的總課時數(shù)，然后安排好每個課時的教學內(nèi)容，設計好相應的教學步驟，以及運用相應的教學策略。 Starter Unit 2教學重點：letters(Ii——Rr)的字母教學; What’s this in English? It’s a/an…句型 教學難點：a/an的正確使用 整個單元的內(nèi)容，我把它分配在三個課時中完成。 第一課時：完成Section A——1a，1b，1c。 課時目標：★學習key等詞匯 ★學習確認物體(Identify things) ★學習a/an的初步用法 第二課時：完成Section A——2a，2b，2c，2d，3;Section B——1a，1b，2a，2b課時目標：★學習字母Ii——Rr ★學習拼寫單詞 ★了解一些英語縮略詞的意思。 第三課時：完成Section A——4a，4b，4c，5; Section B——3a，3b，4;Self Check 1，2，3，4。 課時目標：★學習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習卡片的建立。 三、教學目標 A、語言知識目標 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 通過游戲等活動，培養(yǎng)學生靈活運用語言知識和勇于創(chuàng)新的能力。 C、情感目標 1、激發(fā)學生學習英語的興趣，發(fā)揮學生學習英語的主動性; 2、通過小組活動、組間競賽，培養(yǎng)學生的合作意識和團隊精神; 3、在活動中培養(yǎng)學生的想象力和創(chuàng)造力。 四、教學策略 1、興趣活動教學策略：多采用做游戲和猜謎等形式。 2、開放性教學策略：新課標的理念之一是“開發(fā)課程資源，拓展學用渠道”。這要求我們學會開放性地處理教材。在教學過程中，我們要適當借鑒其他教材的內(nèi)容，插入大量學生感興趣的圖片和活動，拓寬學生的視野，實現(xiàn)知識的整合。 3、任務型教學策略：任務型教學途徑是以應用為動力，以應用為目的，以應用為核心的教學途徑。所以教師在教學中應突出語言的應用性原則，把聽說、討論、表演、游戲貫穿于教學，使課堂形式多樣化，充分發(fā)揮學生的主動性。 五、學習策略 1、通過閃現(xiàn)等活動，鍛煉學生反應能力和注意力集中程度。 2、通過猜物體等活動，培養(yǎng)學生的邏輯推理能力。 3、通過組內(nèi)合作和組間比賽等活動，提高學生的合作能力和競爭能力，促使學生學會體驗實踐、參與合作與交流的學習方式。這種學法將更有利于發(fā)展學生的綜合語言運用能力，使語言學習的過程成為學生形成積極的情感態(tài)度、主動思維和大膽實踐的過程。 六、教學過程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呈現(xiàn)，學生在懸而未決的心理狀態(tài)下學習新知識，因注意力相對集中和興趣被有效激活，對讓學生從不完整的畫面中通過想象力，猜出其中是什么字母。既復習學過的字母，又豐富學生的想象力�！癢hat’s this? It’s…”是本單元的重點句型。通過這個游戲，讓學生在聽說中首先建立一定的感性認識，體現(xiàn)聽說領先的原則/這一步,旨在引導學生在真實的交際中運用Starter Unit1中學到的日常用語,讓學生體會學英語的樂趣和成功的快樂。所學的東西印象深刻。 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,活動有效訓練學生的有意注意力和 have a competition between boys and girls. 瞬間記憶力，同時在真實的語境中 Get them to name the things they see. 使所學的語言知識得到強化。 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. 學生的基礎和能力存在差異，應該允許學生將課內(nèi)未完成的內(nèi)容在課后完成。面向全體學生，讓所有學生學有所得是教學的唯一目標。 學生分享合作的成果，感受成功的快感。在展示自我的過程中，學生體驗到勇敢、積極、大膽所帶來的愉快的心情體驗，激勵他們更努力地學好英語。學生嘗試著用英語進行交際，使語言知識在完成任務的過程中得到運用并鞏固。教師應該鼓勵學生提問、獲得幫助。這是培養(yǎng)學生主動汲取知識的好時機。 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 猜詞游戲豐富了學生的想象力，有效激活學生的探究欲望，符合學生的心理特點，很容易地把學生卷入到字母、單詞的記憶補充生活中常見的縮略詞，引起學生的興趣和注意，激發(fā)他們?nèi)ビ^察生活，使知識的學習為生活服務。游戲要求學生必須全神貫注地聽，并快速認讀字母，訓練了學生的聽力以及敏捷的判斷力和反應能力。教師還可以通過此游戲來檢查學生的字母發(fā)音。通過游戲來檢查學生對已學知識的掌握情況，在輕松愉快的課堂氛圍里，學生的積極性容易被調(diào)動，思維容易被激活。如果學生層次較好，教師事先準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. 和運用中，充分體現(xiàn)“學以致用”的原則。同時在活動中自然呈現(xiàn)新知識，不知不覺把學生導入到新知識的學習和運用中，從而真正貫徹了“做中學”原則。 開放型的作業(yè)代替機械、枯燥的抄寫，培養(yǎng)學生的動手能力，同時使他們有機會展示自己的個性。 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，學生對英語的語通過游戲、聽說、畫線、排序等多種形式，學生從聽說讀寫等方面運用學過的18個字母。在游戲中教師檢查學生對已學知識的掌握情況。游戲帶來的愉快的感受能讓學生積極投入到接下去的學習中。 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. 音知識有一個初步的認識。 在游戲中，學生運用語言知識解決實際問題，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. 此游戲旨在復習Starter Unit1—2中出現(xiàn)的日常用語。在學生積極、同伴交流，達到合作、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. 讓學生會自我小結與評估，形成性評價豐富了終結性評價的不足，增強學生學習的信心。發(fā)散性的課外作業(yè)，培養(yǎng)學生創(chuàng)造性思維。同時，讓語言知識的學習與鞏固以積極的`方式從課內(nèi)延伸到課外。 七、教學反思 Go for it! Starter是整個教材的預備篇，教學內(nèi)容雖不復雜，但是教師的責任卻不小。除了處理好本單元的教學重難點之外，教師要下功夫設計添近學生生活、符合學生認知水平和心理特點的教學形式和方法，讓那些初涉英語學習的學生從一開始打心眼里喜歡英語。教無定法，學無止境。新教材對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，學生有可能會問教師許多有關房間設施的名詞，這是學生主動學習的表現(xiàn)，教師應給予極大的鼓勵。但是，也對教師提出了很高的要求。教師要有一定的前瞻意識，事先做好充分的準備，就能相對從容地面對突如其來的問題，也就是在課前準備上下功夫。 做一個會動腦筋的教師，就能培養(yǎng)出一個愛動腦筋的學生;做一個有創(chuàng)造意識的教師，就能培養(yǎng)出有創(chuàng)造力的學生。同時，教師還要有整體把握教材的意識。 例如，我在本單元第二課時中布置了一項家庭作業(yè)：Color and write the letters。既復習了字母，又為Starter Unit 3的教學作好準備。在Starter Unit 3中，教學重點之一是What color is it?如果到那時，教師在教學中拿出的教具來源于學生自己，既拓展了學用渠道，同時又會讓學生萌發(fā)出強烈的自豪感和成就感。而擁有成就感和自豪感的學生，肯定會以更積極的態(tài)度投入到英語學習中去。就這樣，教師一步一步把學生引入積極的英語學習中，最后達到事半功倍的效果。 此外，在布置回家作業(yè)時，教師也可以各盡所能，設計學生愛做、搶著做的家庭作業(yè)，既達到復習知識的目的，更追求在完成作業(yè)的過程中運用知識的目的，使家庭作業(yè)項目化。同時教師可以為學生建立成長袋，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。成長袋記載學生進步的過程，也是他們未來學習的動力。 做一個愛教、善教的教師，培養(yǎng)一批愛學、善學的學生。 一、Teachers words: Where there is a will, there is a way. 二、Teaching aims: 1、知識目標： 詞匯: clean, read, sure, wait, toy, west, camera, activity, shop, bird. 短語：talk about, a photo of, thanks for, play soccer, wait for, some of, in the first photo, … 交際用語： �。�1）What are you doing？ --Im watching TV. �。�2）Is Nancy doing homework？ --No,she isnt、 Shes writing a letter. �。�3 ) Do you want to go to the movies？ --Yes,I do. �。�4）When do you want to go？ --Lets go at 7：00. 語法： 1、現(xiàn)在進行時的用法。 2、英語能力目標：學會談論人們正在做什么，學會寫英文信，能就現(xiàn)場發(fā)生的事作現(xiàn)場報道。 3 、情感目標：通過合作學習談論正在發(fā)生的事，啟發(fā)學生思維，培養(yǎng)學生的合作精神。 三、教學重點："教學目標"中的"知識目標"和"能力目標"。 教學難點："現(xiàn)在進行時"的應用。 四、Teaching course: Step 1、預習導學自測： 根據(jù)句意補全已給出首字母的`單詞： 1、My little brother is w_____ a letter. 2、The students are c_____ the classroom. 3、The boy is taking a photo with a c______. 4、Are they w_____ for a bus over there？ 5、Hes r_____ a newspaper. 小小翻譯家： 1、talk about________ 2、a photo of________ 3、wait for________ 4、in the first photo________ 5、電話交談________ 6、踢足球________ 7、因…而感謝________ 8、許多圖書館_______ Step2情境導入 Look at the pictures in P25 1a and write sentences. Now its 6:00 pm、 What are they doing？ In picture A、 She is talking on the phone. In picture B、 ________________________ In picture C、 ________________________ In picture D、 ________________________ In picture E、 ________________________ In picture F、 ________________________ Step3自主探究 1、以上練習的句子是什么時態(tài)？_______________________________。 2、該時態(tài)的結構是_________________________________________。 3、現(xiàn)在分詞的構成規(guī)則 A、一般直接在動詞后加______，如reading,watch_____, talk____ 。 B、以字母不發(fā)音的e結尾的____________，如writing,come_______, make ____ 。 C、一個元音字母加一個輔音字母結尾且末尾只有一個輔音字母的重讀閉音節(jié)詞要_____________________ 。如swimming , run ____ ,begin ____。 Step4合作交流 1、Make dialogues in pairs ---What are you doing？ ---I am reading、 MORE DIALOGUES: 【初一英語教案】相關文章： 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 【實用】初一英語教案05-21 初一英語教案(4篇)11-13 初一英語教案5篇07-22 初一英語教案4篇11-12 初一英語教案(3篇)11-05 初一英語教案3篇11-04 初一英語教案全英范文09-10初一英語教案13
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