初一英語(yǔ)教案
作為一名為他人授業(yè)解惑的教育工作者，總不可避免地需要編寫(xiě)教案，編寫(xiě)教案助于積累教學(xué)經(jīng)驗，不斷提高教學(xué)質(zhì)量。那么大家知道正規的教案是怎么寫(xiě)的嗎？以下是小編整理的初一英語(yǔ)教案，歡迎大家借鑒與參考，希望對大家有所幫助。
初一英語(yǔ)教案1
以下是精品學(xué)習網(wǎng)為您推薦的 Unit1 Can you play the guitar，希望本篇文章對您學(xué)習有所幫助。
Unit1 Can you play the guitar
目標：
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can, can’t
教材處理(增減、添加、改編、刪除)：
教學(xué)思路(一條線(xiàn)索、一個(gè)主題串聯(lián)多種活動(dòng))：
在呈現了新詞匯后，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(yǔ)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(yǔ)歌曲播放后，可直接引出本次課的目標語(yǔ)句“Can you sing ?”
“Can you do it ?”等引導學(xué)生作好課前互動(dòng)。
環(huán)節2： presentation
使用“Do you like the song ? ”and “ Can you sing the song ?”呈現出目標語(yǔ)句“Can you ...?” 同時(shí)通過(guò)一系列的圖片，呈現出新單詞“sing,dance , play the piano, play the guitar , play chess .”等。
新 課標第一網(wǎng)
環(huán)節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)，呈現出Can 用于第三人稱(chēng)時(shí)的使用規則，將目標語(yǔ)言呈現完整。
Task 3 : 采用競猜來(lái)猜老師的'喜好，不僅可以落實(shí)好新單詞，同時(shí)有利于調動(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，將目標語(yǔ)言做次簡(jiǎn)單的輸出。
環(huán)節4：presentation
在熟悉了各類(lèi)活動(dòng)的叫法之后，緊接著(zhù)呈現的便是各個(gè)俱樂(lè )部的名稱(chēng)，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 ?從而呈現出各類(lèi)俱樂(lè )部的名稱(chēng)。
環(huán)節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(huà)題：
Your ability
目標：
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(xiàn)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1 ：warming up
activity 1:(1) Daily greetings to the students(日常問(wèn)候)
Activity 2(2) Revision(復習)
. T: (從復習中來(lái))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2：Presatation(呈現新知識)
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4：Group work. (Work on 3b)(完成P61,3b的對話(huà)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6：總結
10. Grammar Focus(語(yǔ)法總結)
Use the sentences on the blackboard to do the grammar focus.
T:這兩天我們學(xué)習了談?wù)撊说哪芰�。我們學(xué)習了情態(tài)動(dòng)詞(要求學(xué)生講出)
S:can
T:如果要表達會(huì )做什么，用什么詞?不會(huì )什么，用什么什么詞?
S:can, can’t
T:請大家看這些動(dòng)詞，有沒(méi)有變化?
S;沒(méi)有，是原形。
T:對，動(dòng)詞放在情態(tài)動(dòng)詞的后面，不管主語(yǔ)是第一、二還是第三人稱(chēng)，動(dòng)詞都用原形。請大家一定要記住這一規則。
:
Homework:
Make a survey after class according to 4 on page 61
第_3_ 課時(shí)
話(huà)題：談?wù)撃芰?/p>
目標：
能詢(xún)問(wèn)別人在樂(lè )器方面具備的才能
談?wù)搫e人在音樂(lè )方面所具備和不具備的才能
能為學(xué)�；顒�(dòng)寫(xiě)篇海報
重難點(diǎn)及突破方法：
要求熟練運用以下句式：
--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)：區分play the 樂(lè )器 和play 球類(lèi)
為某個(gè)活動(dòng)寫(xiě)海報
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(xiàn)索、一個(gè)主題串聯(lián)多種活動(dòng))：
學(xué)校要召開(kāi)音樂(lè )節，在全校范圍招聘表演同學(xué)。針對候選人Bill Jennifer Victo展開(kāi)單詞學(xué)習，聽(tīng)力以及對話(huà)，最后找出適合人選。同時(shí)學(xué)習如何閱讀招聘廣告，提取有效信息以及如何寫(xiě)招聘海報。
步驟：(活動(dòng))
環(huán)節1 Revision
通過(guò)Memory Game ，復習學(xué)過(guò)的單詞，檢驗學(xué)生記憶情況。教師可以通過(guò)過(guò)渡句：OK，different students can do different things. So in your opinion, what club can they join.過(guò)渡到對上節課CLUBS的復習。
環(huán)節2：Presentation
讓學(xué)生聽(tīng)樂(lè )器聲音，猜測是哪種樂(lè )器，進(jìn)入到對新單詞的學(xué)習。
環(huán)節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(shuō)明自己的理由，然后進(jìn)入對對3的學(xué)習：設計問(wèn)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7：Writing
根據前面學(xué)習的兩篇海報，再通過(guò)集體討論學(xué)習活動(dòng)4中的公演海報，最后自己寫(xiě)一篇運動(dòng)會(huì )的海報。(如果時(shí)間不夠，作為家庭作業(yè)回家完成。)
環(huán)節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(huà)題：
Revision of Unit10
目標：
1. 檢查并評比昨天設計的海報。
2. 如何加入一個(gè)俱樂(lè )部：詢(xún)問(wèn)個(gè)人信息;填寫(xiě)登記表。
3. 通過(guò)小測驗來(lái)復習本單元所學(xué)過(guò)的重點(diǎn)內容。
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(xiàn)索、一個(gè)主題串聯(lián)多種活動(dòng))：
檢查評比海報，互相學(xué)習及自我糾正，學(xué)會(huì )填寫(xiě)登記表。通過(guò)練習落實(shí)單元知識并且做個(gè)單元小總結，明確重難點(diǎn)。
步驟：(活動(dòng))
環(huán)節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4. Dictation: (聽(tīng)寫(xiě)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5.Exercises
環(huán)節6.總結
環(huán)節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8. Homework:
初一英語(yǔ)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(yǔ)教案3
【課題】
Unit1 My name’s Gina.
【學(xué)習目標】
知識與能力：
1、掌握并規范字母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(guò)程與方法：學(xué)會(huì )從對話(huà)中獲取對方的相關(guān)信息。
情感態(tài)度與價(jià)值觀(guān)：使學(xué)生學(xué)會(huì )如何禮貌的與他人交往。
【學(xué)習重難點(diǎn)】：
熟練掌握本單元詞匯及語(yǔ)言結構。
一、自主預習
【預習任務(wù)】：
任務(wù)一：寫(xiě)出下列漢語(yǔ)的英語(yǔ)形式。
名字xx遇見(jiàn)xx問(wèn)題，難題xx 回答，答案 xx
第一的x 最后的xx
任務(wù)二：寫(xiě)出下列單詞的漢語(yǔ)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(xiě)出下列英語(yǔ)形式。
(1):電話(huà)號碼？_________
(2):早晨好_________
(3):下午好_________
3、寫(xiě)出下列詞的英語(yǔ)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(wèn)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可根據問(wèn)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(lèi) I , he, my, his, her, she, it, its
人稱(chēng)代詞: _________
物主代詞:_________
三、作業(yè)：
滿(mǎn)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(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)、補全對話(huà)。
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(yǔ)教案4
一、教學(xué)內容
1．詞匯（略）。
2．語(yǔ)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（表上的內容可視自己學(xué)生的情況照抄或改動(dòng)）。
三、課堂教學(xué)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(gè)元音的讀音，啟發(fā)學(xué)生分別給出含有這三個(gè)元音的`單詞。教師可將這些單詞書(shū)寫(xiě)在黑板上，用彩色粉筆寫(xiě)出讀這些音的字母或字母組合。
3．放錄音，學(xué)生打開(kāi)書(shū)，反復跟讀兩至三遍（注）。指導學(xué)生做練習冊習題1，當堂核對答案。
4．教師用英語(yǔ)向全班提問(wèn)：
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(xué)生按課文第2部分要求進(jìn)行問(wèn)答練習。先請一位英語(yǔ)程度較好的同學(xué)到前面來(lái)，在教師的幫助下，與全班進(jìn)行以下對話(huà)：
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(jìn)行問(wèn)答練習�？陬^練習后，要求學(xué)生從自己練習過(guò)的四組對話(huà)中，任選一組至兩組書(shū)寫(xiě)在作業(yè)本上。
6．要學(xué)生小結出課文第2部分所復習的重點(diǎn)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(xiě)復習要點(diǎn)中所列重點(diǎn)詞組及句型；3）完成練習冊習題。
注：關(guān)于各單元最后一課語(yǔ)音部分的處理，教師可根據所教學(xué)生情況靈活掌握。如果學(xué)生情況稍好，可以把這部分當作聽(tīng)寫(xiě)練習：放錄音，學(xué)生邊聽(tīng)邊寫(xiě)下音標和單詞，然后核對。
初一英語(yǔ)教案5
●教學(xué)目標
1．熟練運用現在進(jìn)行時(shí)進(jìn)行語(yǔ)言交流
2．通過(guò)看圖對話(huà)，學(xué)會(huì )描述進(jìn)行中的動(dòng)作。
●教學(xué)用具
錄音機、投影儀、圖片等。
●教學(xué)步驟
Step 1 Revision
復習Whats he/she doing? He/She’s making a cake．叫三名學(xué)生到講臺上。A表演動(dòng)作，B問(wèn)Is he reading/playing. ..？ C答Yes, he is./No, he isnt．讓學(xué)生三人一組做類(lèi)似的`練習。
Step 2 Presentation
教師通過(guò)具體的動(dòng)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(gè)學(xué)生到講臺上表演，然后問(wèn)同學(xué)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(kāi)書(shū)23頁(yè)第一部分， 讓學(xué)生邊聽(tīng)錄音邊找正確的圖片。
�。� 第二部分，讓學(xué)生看彩圖三，兩人一組進(jìn)行對話(huà)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(huà)線(xiàn)部分改為現在進(jìn)行時(shí))
We______ ______our classroom now. It’s dirty. It needs cleaning.
2. They are playing football at school. (畫(huà)線(xiàn)部分改為否定句)
They ______ ______football at school. They’re playing football somewhere else.
3. Im doing my homework now. (畫(huà)線(xiàn)部分改為一般疑問(wèn)句并作否定回答)
______ ______doing ______homework now? ______, ____________.
4. Speak in English. (畫(huà)線(xiàn)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(huà)線(xiàn)部分提問(wèn))
______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(yǔ)教案6
一、教學(xué)目標
知識目標：1、辨認物品的所有者
2、根據場(chǎng)景詢(xún)問(wèn)英語(yǔ)中對應的表達法
語(yǔ)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(guò)情景操練，培養學(xué)生靈活運用語(yǔ)言知識和發(fā)散思維能力
情感目標：發(fā)揮學(xué)生學(xué)習英語(yǔ)的主動(dòng)性，培養學(xué)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(zhù)教室內學(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)，增強學(xué)生的學(xué)習效果。(將真實(shí)的語(yǔ)言材料引入學(xué)習環(huán)境，結合所授內容，努力為學(xué)生創(chuàng )造真實(shí)的、貼近生活的.情境。采用直觀(guān)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)驗出發(fā)，通過(guò)情景操練，掌握單詞和達到練習重點(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引導的問(wèn)句
4.Yes/No簡(jiǎn)單回答
5.學(xué)習物主代詞：your my her his
四、教學(xué)步驟
課前準備：收集學(xué)生的一些學(xué)習用品
StepⅠ. 講授新單詞
1.show and learn our school things. 出示圖片，學(xué)習新單詞(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、補漏)
4.聽(tīng)錄音，完成P8-2a的聽(tīng)力練習，訂正答案
StepⅡ.Presentation(介紹)
1.看P7-1a圖，聽(tīng)對話(huà)(讓學(xué)生看一張大圖片，抓住學(xué)生的注意力，加強對所聽(tīng)對話(huà)的理解)
2.再聽(tīng)對話(huà)，完成書(shū)上要求標號的任務(wù)，訂正答案
3.跟讀對話(huà)，以小組為單位朗讀對話(huà)(互相檢查、幫助)
4.進(jìn)行小組對話(huà)練習，可以更改有關(guān)的詞，編寫(xiě)自已的對話(huà)。
5.給學(xué)生3分鐘的時(shí)間自由讀
StepⅢ.Listening
1.聽(tīng)對話(huà)，要求學(xué)生不看方框中所給的單詞，填入橫線(xiàn)上。糾正答案
2.再聽(tīng)錄音，跟讀1-2遍后，分角色對話(huà)
StepⅣ.Games
1.做游戲(P8-2b)
規則：將學(xué)生的一些物品收集上來(lái)，放在一個(gè)箱子里，請一個(gè)學(xué)生上前來(lái)，蒙上眼睛，從箱子里取出一樣物品，全班學(xué)生一同發(fā)問(wèn)，“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(yǔ)教案7
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(yǔ)：talk about, a photo of, thanks for, play soccer, wait for, some of, in the first photo, …
交際用語(yǔ)：
�。�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(yǔ)法：
1、現在進(jìn)行時(shí)的用法。
2、英語(yǔ)能力目標：學(xué)會(huì )談?wù)撊藗冋谧鍪裁�，學(xué)會(huì )寫(xiě)英文信，能就現場(chǎng)發(fā)生的事作現場(chǎng)報道。
3 、情感目標：通過(guò)合作學(xué)習談?wù)撜诎l(fā)生的事，啟發(fā)學(xué)生思維，培養學(xué)生的合作精神。
三、教學(xué)重點(diǎn)："教學(xué)目標"中的"知識目標"和"能力目標"。
教學(xué)難點(diǎn)："現在進(jìn)行時(shí)"的應用。
四、Teaching course:
Step 1、預習導學(xué)自測：
根據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(huà)交談________
6、踢足球________
7、因…而感謝________
8、許多圖書(shū)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(shí)態(tài)？_______________________________。
2、該時(shí)態(tài)的結構是_________________________________________。
3、現在分詞的構成規則
A、一般直接在動(dòng)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(gè)元音字母加一個(gè)輔音字母結尾且末尾只有一個(gè)輔音字母的重讀閉音節詞要_____________________ 。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(yǔ)教案8
一、教學(xué)內容
繼續學(xué)習現在進(jìn)行時(shí)的用法。
二、教具
錄音機。
三、教學(xué)內容設計
1．復習。重復上一課步驟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(wèn)全班同學(xué)：
What is he/she doing? (表演內容參考第85、86兩課插圖)
2．打開(kāi)書(shū)，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(shū)彩圖插圖第iii頁(yè)。教師先向學(xué)生提出以下問(wèn)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(guò)以上提問(wèn)，復習已學(xué)過(guò)的.句型。
4．兩人一組，用課本上提供的問(wèn)題與答案，進(jìn)行問(wèn)答練習。
5．指導學(xué)生做練習冊習題。
6．布置作業(yè)
1) 抄寫(xiě)生詞；
2)完成練習冊習題。
初一英語(yǔ)教案9
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(yǔ)教案10
一、教學(xué)內容
1、語(yǔ)音：
1）復習音標及字母組合[u：] u，oo；[u] u，oo，oul；
2）學(xué)習音標及字母組合[（+] ure，ua
2、語(yǔ)法：
1）小結本單元所學(xué)to be going to+動(dòng)詞原形的用法；
2）小結本單元出現的形容詞比較等級的規則變化和不規則變化。
二、教具
錄音機；音標卡片、小黑板等。
三、課堂教學(xué)設計
1、復習值日生報告。
教師出示事先準備好的。寫(xiě)有形容詞原級的小黑板，要求學(xué)生迅速寫(xiě)出其比較級、級形式。
2、教師出示音標卡片，復習[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(shū)寫(xiě)在黑板上，并用彩色粉筆寫(xiě)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，重復上一步驟。
3、放課文第1、2部分錄音，學(xué)生打開(kāi)書(shū)跟讀，反復三遍。指導學(xué)生做練習冊習題1。
4、指導學(xué)生閱讀復習要點(diǎn)中例詞、例句。教師小結該要點(diǎn)中所列兩項語(yǔ)法內容。
5、指導學(xué)生做練習冊習題。
6、布置作業(yè)
1）練習朗讀本課第1、2部分中的.音標、單詞、短語(yǔ)和句子；
2）結合書(shū)后有關(guān)語(yǔ)法講解，溫習本單元語(yǔ)法項目；
3）抄寫(xiě)復習要點(diǎn)中例句及詞語(yǔ)；
4）完成練習冊習題。
四、難點(diǎn)講解
形容詞比較等級（Ⅰ）形容詞比較等級的規則變化和不規則變化。本單元只介紹單音節形容詞和少數雙音節形容詞的變化：
1）一般在詞尾加—er或—est，分別構成比較級和級。例如：small——smaller——smallest。
2）以字母e結尾的形容詞，加—r或—st，例如：nice——nicer——nicest。
3）重讀閉音節詞尾只有一個(gè)輔音字母時(shí)，雙寫(xiě)這個(gè)輔音字母，再加—er或—est。例如：big——bigger——biggest。
4）以輔音字母+y結尾的雙音節形容詞。改y為i，再加—er或—est。例如：easy——easier——easiest。
此外，少數形容詞還有不規則變化，需要認真記憶。例如：
good——better——best；many——more——most等。
初一英語(yǔ)教案11
【課題】Unit1 My name’s Gina.
【學(xué)習目標】
知識與能力：1. 掌握并規范字母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(guò)程與方法：學(xué)會(huì )從對話(huà)中獲取對方的相關(guān)信息。
情感態(tài)度與價(jià)值觀(guān)：使學(xué)生學(xué)會(huì )如何禮貌的與他人交往。
【學(xué)習重難點(diǎn)】：熟練掌握本單元詞匯及語(yǔ)言結構。
一、自主預習
【預習任務(wù)】：
任務(wù)一：寫(xiě)出下列漢語(yǔ)的英語(yǔ)形式。
名字xxxxxx遇見(jiàn)xxxxxx問(wèn)題，難題xxxxxx 回答，答案 xxxxxx
第一的xxxxxxxx 最后的'xxxxxxxx
任務(wù)二：寫(xiě)出下列單詞的漢語(yǔ)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(xiě)出下列英語(yǔ)形式。
(1):電話(huà)號碼??????xxxxxxxxxxxxxxx(2):早晨好xxxxxxxxxxxxxxxx(3):下午好xxxxxxxxxxxx
3. 寫(xiě)出下列詞的英語(yǔ)意思：
1). 早晨xxxxxxxxxx2).下午xxxxxxxxx3).晚上x(chóng)xxxxxxxxxx4).謝謝xxxxxxxxx
5).名字xxxxxxxx6).好的xxxxxxxx orxxxxxxxxx
【預習反思】：你還有什么問(wèn)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可根據問(wèn)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(lèi) I , he, my, his, her, she, it, its
人稱(chēng)代詞: xxxxxxxxxxxxxxxxxxxxxxxxxxx
物主代詞: xxxxxxxxxxxxxxxxxxxxxxxxxxxx
三、作業(yè)：
滿(mǎn)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(gè)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(huà)。
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(yǔ)教案12
一、教材分析
本模塊題材為童話(huà)故事，主要是關(guān)于Goldilocks的故事，另外增加了精衛填海的故事。內容和情節很容易引發(fā)學(xué)生的興趣，語(yǔ)言簡(jiǎn)單易懂，描寫(xiě)細致生動(dòng)，非常有利于開(kāi)展聽(tīng)、說(shuō)、讀、寫(xiě)方面的語(yǔ)言實(shí)踐活動(dòng)，讓學(xué)生在使用語(yǔ)言的過(guò)程中學(xué)習語(yǔ)言，促使學(xué)生更有意識地自覺(jué)學(xué)習英語(yǔ)。
講故事須使用一般過(guò)去時(shí)，所以本模塊繼續以一般過(guò)去時(shí)作為語(yǔ)法學(xué)習重點(diǎn)。通過(guò)操練、使學(xué)生在掌握語(yǔ)言結構的同時(shí)、既學(xué)習語(yǔ)言知識、感悟語(yǔ)言功能、又能欣賞到美麗的童話(huà)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
1.知識目標:
語(yǔ)音：規則動(dòng)詞的一般過(guò)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(yǔ)法：規則動(dòng)詞的一般過(guò)去式。
功能：按時(shí)間順序描述事情。
話(huà)題：以“童話(huà)故事”(fairytales)為話(huà)題。
2.能力目標：
聽(tīng)：能聽(tīng)懂簡(jiǎn)單故事中的主要人和事。
說(shuō)：運用一般過(guò)去時(shí)表述事件，講簡(jiǎn)單的故事。
讀：能讀懂簡(jiǎn)單的故事，明白主要的人物、事件以及情節。進(jìn)行簡(jiǎn)單的技能訓練。
寫(xiě)：運用一般過(guò)去時(shí)寫(xiě)簡(jiǎn)單的事情。
3.情感目標：通過(guò)閱讀童話(huà)故事提高對英語(yǔ)的學(xué)習興趣、感受學(xué)習的樂(lè )趣。
三、學(xué)習策略、文化意識
1.學(xué)習策略：形成自主學(xué)習、有效交際、信息處理、英語(yǔ)思維能力。
認知:聯(lián)系，歸納，推測等技能。觀(guān)察并歸納規則動(dòng)詞的一般過(guò)去式、提高自學(xué)能力。
調控：從同伴處得到反饋，對自己在敘述及作文中的錯誤進(jìn)行修改
交際：學(xué)習運用恰當詞語(yǔ)講解童話(huà)故事。
資源：通過(guò)其他資源獲取更多簡(jiǎn)單英語(yǔ)的“童話(huà)故事”
自學(xué)策略：能夠嘗試閱讀一些簡(jiǎn)寫(xiě)的英文童話(huà)故事。能注意發(fā)現語(yǔ)言現象背后的`規律、并能運用規律舉一反三。
合作學(xué)習策略：互相學(xué)習，取長(cháng)補短，注意從他人的演示中汲取經(jīng)驗、注意學(xué)習策略共享。
2.文化意識：比較中國童話(huà)與外國童話(huà)的異同、通過(guò)外國童話(huà)了解世界不同地方的風(fēng)俗習慣、從而拓展視野、激發(fā)學(xué)習英語(yǔ)的興趣。
四、教學(xué)重點(diǎn)與難點(diǎn)
重點(diǎn)：通過(guò)童話(huà)故事訓練學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)能力，掌握規則動(dòng)詞的一般過(guò)去式。
難點(diǎn)：掌握規則動(dòng)詞的一般過(guò)去式的形式和逐步形成正確使用一般過(guò)去時(shí)的意識。
五、模塊任務(wù)(ModuleTask)
能夠運用規則動(dòng)詞的一般過(guò)去式講述簡(jiǎn)單的故事。
六、教材處理及教學(xué)設計
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(yǔ)教案13
一、教學(xué)目標：
1.知識目標
(1)學(xué)會(huì )單詞dictionary,back,tomorrow以及詞組alot(of)。
(2)繼續學(xué)習動(dòng)詞have的用法。
2.能力目標
能夠用動(dòng)詞have展開(kāi)情景聯(lián)想，造句，表演對話(huà)。
3.情感目標
培養學(xué)生互相幫助的好習慣。
二、教學(xué)過(guò)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(yǔ)教案14
● 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
現在進(jìn)行時(shí)各句型之間的轉換。
● Teaching methods
以聽(tīng)說(shuō)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(guò)提問(wèn)檢驗學(xué)生聽(tīng)的情況。
2．對話(huà)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(jiàn)媒體資料Is he doing.swf 中的Pictures]
聽(tīng)過(guò)兩遍之后，找學(xué)生根據圖片句子對號入座。
在檢查完學(xué)生的答案之后，再根據圖片提出一些問(wèn)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
利用所示圖片內容，講解關(guān)于”說(shuō)”的不同詞語(yǔ)，再用它們進(jìn)行造句練習。
say/ speak/ talk/ tell
say強調說(shuō)內容，speak強調動(dòng)作，speak后還可接某語(yǔ)言作賓語(yǔ)，talk著(zhù)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?wù)撃禽v車(chē)。
Don’t speak/ talk to him. 別和他講話(huà)。
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“內容”， speak“語(yǔ)言”可以用�！案嬖V”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)行對話(huà)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(xué)生把書(shū)合上進(jìn)行問(wèn)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(xué)生復述動(dòng)畫(huà)中的.場(chǎng)景。
Step 6 Exercises
下面是一些有關(guān)運動(dòng)的圖畫(huà)，請你根據圖畫(huà)分別用現在進(jìn)行時(shí)來(lái)完成下列對話(huà)，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(xiě)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(yǔ)教案15
Module6Aninvitationtothecinema
(一)學(xué)習目標：
Languagegoals語(yǔ)言目標
1.Keyvocabulary重要詞匯
cinema,would,film,match,star,team,evening,Friday,Monday,Saturday,Sunday,Thursday,Tuesday,Wednesday,with,great,idea,let,let’s,when,invite
2.Keystructures主要句式
Wouldyouliketogotothecinema?
Let’sgointheevening.
Abilitygoals能力目標
Enablestudentstolistentoandtalkaboutinvitations.
(二)學(xué)習重點(diǎn)、難點(diǎn)：
掌握邀請看電影、球賽的詞匯：
invitationcinemastarmatchwouldstadium
掌握表達邀請的常見(jiàn)句型：
Wouldyouliketogotothecinema?
Let’sgointheevening
(三)問(wèn)題導學(xué)：
Answerthequestions:
Whatdayisittoday?
Howmanydaysarethereinaweek?
Whatarethey?
(四)課堂操練：
Activity3
按一周內的先后順序給下列單詞標號
Activity2
按一天內的先后順序給下列短語(yǔ)標號
Activity1
將下列單詞和圖片配對
Activity4
看上面的.圖片回答問(wèn)題
Whoisthis?
Whatishisjob?Isheafilmstar?
Isheyourfavouritefilmstar?
Activity5
讀對話(huà)然后回答問(wèn)題：
Whowouldliketogotothecinema?
Whenwouldtheyliketogo?
Activity6
根據上面對話(huà)內容判斷正(√)誤(×)
(五)隨堂檢測：
I.根據句子的意思完成單詞。
1.Thereares_____daysinaweek.
2.S_______isthefirstdayoftheweek.
3.Let’sseeaf______thisFriday.
4.Damingisgoingtoi_____Tonytothecinematonight.
5.WegotoschoolfromM_______toFriday.
II.完成句子
1.讓我們去公園吧。
____________tothepark.
2.約翰邀請我去美國。
John______me______America.
3.你愿意和我們一起踢足球嗎?
______you__________________footballwithus?
4.休斯敦火箭隊是我最喜歡的籃球隊。
HoustonRocketsismy__________________.
5.足球賽在星期三的下午進(jìn)行。
Thefootballmatchis__________________.
(六)歸納小結：
自學(xué)課本第123頁(yè)內容(Module6情態(tài)動(dòng)詞would)，自己嘗試著(zhù)歸納一下“wouldlike”的用法。
(七)語(yǔ)言拓展：
補全對話(huà)，每空一詞
A:John,areyoufreetomorrow?
B:Yes,why?
A:Wouldyou1togotothecinemawithme?
B:That’sagood2.
A:It’sJackieChan.Doyoulikehim?
B:Yes,heismyfavouritefilm3.
4isthefilm?
A:It’sintheevening.
B:Let’sgo5Betty,too.
A:Allright.
1.______2.______3.______4.______5.______
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