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初一英語教案
作為一名教職工，就難以避免地要準備教案，教案有助于順利而有效地開展教學活動。那么優(yōu)秀的教案是什么樣的呢？下面是小編整理的初一英語教案，僅供參考，大家一起來看看吧。
初一英語教案1
以下是精品學習網為您推薦的 Unit1 Can you play the guitar，希望本篇文章對您學習有所幫助。
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)動詞can, can’t
(2) 動詞dance, swim, sing, paint, join
(3) 名詞art, music, guitar
(4) 動詞詞組play chess, speak English, play the piano
3、 難點
如何呈現can, can’t
教材處理(增減、添加、改編、刪除)：
教學思路(一條線索、一個主題串聯多種活動)：
在呈現了新詞匯后，以游戲，競猜等學生喜歡的活動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)
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語句“Can you sing ?”
“Can you do it ?”等引導學生作好課前互動。
環(huán)節(jié)2： presentation
使用“Do you like the song ? ”and “ Can you sing the song ?”呈現出目標語句“Can you ...?” 同時通過一系列的圖片，呈現出新單詞“sing,dance , play the piano, play the guitar , play chess .”等。
新 課標第一網
環(huán)節(jié)3：exerice
Task 1 : What can they do ? Match and listen
Task 2 :Memory game : What can he do ? 在落實新單詞的同時，呈現出Can 用于第三人稱時的使用規(guī)則，將目標語言呈現完整。
Task 3 : 采用競猜來猜老師的喜好，不僅可以落實好新單詞，同時有利于調動學生積極性，拉近和學生的距離。
Task 4 : Show time : 在做了相應的單詞以及句子操練后，學生已具備足夠的信心展示自己，將目標語言做次簡單的輸出。
環(huán)節(jié)4：presentation
在熟悉了各類活動的叫法之后，緊接著呈現的便是各個俱樂部的名稱，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
_________
話題：
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)：
教學思路(一條線索、一個主題串聯多種活動)：
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)
環(huán)節(jié)1 ：warming up
activity 1:(1) Daily greetings to the students(日常問候)
Activity 2(2) Revision(復習)
. T: (從復習中來)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(jié)4：Group work. (Work on 3b)(完成P61,3b的對話部分)
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
10. Grammar Focus(語法總結)
Use the sentences on the blackboard to do the grammar focus.
T:這兩天我們學習了談論人的能力。我們學習了情態(tài)動詞(要求學生講出)
S:can
T:如果要表達會做什么，用什么詞?不會什么，用什么什么詞?
S:can, can’t
T:請大家看這些動詞，有沒有變化?
S;沒有，是原形。
T:對，動詞放在情態(tài)動詞的后面，不管主語是第一、二還是第三人稱，動詞都用原形。請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
話題：談論能力
目標：
能詢問別人在樂器方面具備的'才能
談論別人在音樂方面所具備和不具備的才能
能為學�；顒訉懫�
重難點及突破方法：
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：區(qū)分play the 樂器 和play 球類
為某個活動寫海報
教材處理(增減、添加、改編、刪除)：
SectionB-1a Match 減掉
教學思路(一條線索、一個主題串聯多種活動)：
學校要召開音樂節(jié)，在全校范圍招聘表演同學。針對候選人Bill Jennifer Victo展開單詞學習，聽力以及對話，最后找出適合人選。同時學習如何閱讀招聘廣告，提取有效信息以及如何寫招聘海報。
步驟：(活動)
環(huán)節(jié)1 Revision
通過Memory Game ，復習學過的單詞，檢驗學生記憶情況。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.過渡到對上節(jié)課CLUBS的復習。
環(huán)節(jié)2：Presentation
讓學生聽樂器聲音，猜測是哪種樂器，進入到對新單詞的學習。
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?首先讓學生自由討論下，并說明自己的理由，然后進入對對3的學習：設計問題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
根據前面學習的兩篇海報，再通過集體討論學習活動4中的公演海報，最后自己寫一篇運動會的海報。(如果時間不夠，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
話題：
Revision of Unit10
目標：
1. 檢查并評比昨天設計的海報。
2. 如何加入一個俱樂部：詢問個人信息;填寫登記表。
3. 通過小測驗來復習本單元所學過的重點內容。
www.Xkb1.coM
重難點及突破方法：
Review the key words presented in this unit and add five new words to the vocab-Builder.
教學思路(一條線索、一個主題串聯多種活動)：
檢查評比海報，互相學習及自我糾正，學會填寫登記表。通過練習落實單元知識并且做個單元小總結，明確重難點。
步驟：(活動)
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
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2
Module6Aninvitationtothecinema
(一)學習目標：
Languagegoals語言目標
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)學習重點、難點：
掌握邀請看電影、球賽的詞匯：
invitationcinemastarmatchwouldstadium
掌握表達邀請的常見句型：
Wouldyouliketogotothecinema?
Let’sgointheevening
(三)問題導學：
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標號
Activity1
將下列單詞和圖片配對
Activity4
看上面的圖片回答問題
Whoisthis?
Whatishisjob?Isheafilmstar?
Isheyourfavouritefilmstar?
Activity5
讀對話然后回答問題：
Whowouldliketogotothecinema?
Whenwouldtheyliketogo?
Activity6
根據上面對話內容判斷正(√)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行。
Thefootballmatchis__________________.
(六)歸納小結：
自學課本第123頁內容(Module6情態(tài)動詞would)，自己嘗試著歸納一下“wouldlike”的用法。
(七)語言拓展：
補全對話，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.______
初一英語教案3
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4
【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5
一、教學內容
1、語音：
1）復習音標及字母組合[u：] u，oo；[u] u，oo，oul；
2）學習音標及字母組合[（+] ure，ua
2、語法：
1）小結本單元所學to be going to+動詞原形的用法；
2）小結本單元出現的形容詞比較等級的規(guī)則變化和不規(guī)則變化。
二、教具
錄音機；音標卡片、小黑板等。
三、課堂教學設計
1、復習值日生報告。
教師出示事先準備好的寫有形容詞原級的小黑板，要求學生迅速寫出其比較級、級形式。
2、教師出示音標卡片，復習[u：] [u]兩個元音的讀音，啟發(fā)學生分別給出含有這兩個元音的單詞。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[（+]這個雙元音的.讀音。學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，學生打開書跟讀，反復三遍。指導學生做練習冊習題1。
4、指導學生閱讀復習要點中例詞、例句。教師小結該要點中所列兩項語法內容。
5、指導學生做練習冊習題。
6、布置作業(yè)
1）練習朗讀本課第1、2部分中的音標、單詞、短語和句子；
2）結合書后有關語法講解，溫習本單元語法項目；
3）抄寫復習要點中例句及詞語；
4）完成練習冊習題。
四、難點講解
形容詞比較等級（Ⅰ）形容詞比較等級的規(guī)則變化和不規(guī)則變化。本單元只介紹單音節(jié)形容詞和少數雙音節(jié)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(jié)詞尾只有一個輔音字母時，雙寫這個輔音字母，再加—er或—est。例如：big——bigger——biggest。
4）以輔音字母+y結尾的雙音節(jié)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(guī)則變化，需要認真記憶。例如：
good——better——best；many——more——most等。
初一英語教案6
教學目標：
(1)There are lots of bicycles in China.
(2)There is a famous river
教材分析：
這一模塊分為兩個單元，第一單元主要教學生怎樣談論一個地方，例如一個景點，一個城市等等。學會用數字表達長度和人口數量等。
教學重點：
(1)There are lots of bicycles in China.
(2)There is a famous river.
教學難點：
用“There is/ There are”介紹事物
學情分析：
學生對本模塊較熟悉，經過本節(jié)課，讓學生通過卡片、圖片的提示來進行口筆頭操練
教學準備：
課件、錄音機、磁帶
教學過程：
一、游戲熱身
隨音樂傳遞物品，音樂停該同學用there be句型說句子
二、導入
讓學生先觀察圖片，猜猜都是中國的什么地
三、課文教學
1、播放錄音，讓學生給所聽到的錄音圖片排序。
2、接著讓學生跟讀
3、試著讓學生用自己的語言描述圖片上的內容。
4、現在可以變換練習方式。請學生兩人一組.向對方介紹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，請學生逐句跟讀，并試著抓住每張明信片最主要的特征.然后再向同伴講述。鼓勵學生根據圖片進行更多描述，或是把自己對該事物的'了解添加到描述中去。
5、重音的學習：請學生聽SB unit 2活動3的錄音，之后讓學生試著跟讀一遍。要求他們注意重讀的地方。請學生把書翻到SB unit 2活動3，仔細看書上的句子以及每句話中用黑體標出的地方，比較一下自己剛才跟讀時重讀的位置與書上的標注是否一致。老師再放錄音，學生邊聽邊看書，認真體會。
四、應用
現在學生衣服上的圖案很豐富。教師可讓一個學生站在黑板前，讓其他學生用“There胡屯鎮(zhèn)聯合校集備活頁
五、學習歌曲
完成SB unit 2活動4，請學生欣賞并學習一首歌曲。放錄音前，請學生們先試著通過文字和圖片猜測歌曲的內容。
播放錄音，請學生積極模仿錄音中的語音語調。如果他們感到學習歌詞有困難，老師可以先把領讀帶中歌曲前慢速朗讀的歌詞放一遍給學生聽
六、課后作業(yè)
挑選一張風景的明信片，用英文進行簡單的描寫和介紹
初一英語教案7
Unit 2
Nice to meet you!
一、教學目標與要求
通過本單元教學，使學生初步學會日常交際中表示“介紹”(Introduction)"的一些簡單用語，并要求學生盡可能在交際場合中使用。繼續(xù)學習打招呼的常用語句。學習英語字母O~Z的讀音與書寫形式。學會字母歌。能背誦、默寫字母表（含大小寫）。
二、教學重點與難點
1、日常介紹用語
2、英語字母O~Z。
三、課時安排
本單元共4課時，每課1課時。
S1:Hello! I'm Jim Green.S2:Hello! I'm Kate Green.叫其他幾個學生，分別用I'm，進行自我介紹。
3、教師叫起一個學生（他或她的真實姓名，教師要知道），然后用他（或她）的真實姓名提問：T：Hello! Are you？讓大家猜一猜這句話的意思。幫助這個同學回答：
S：Yes,I am.教師可板書Yes,I am.讓大家猜一猜其含義。
再叫另一位同學，這個學生的真實姓名教師也要知道。但故意問錯：T:Hello!Are you？幫助這個學生回答：
S:No,I'm not.重復剛才的步驟，并對黑板上的答案進行講解。其中am在肯定回答中不能縮寫，因為是強調。在否定回答中可以縮寫。關于am的縮寫，學生只是了解一下，能聽懂，能說出就可以了。
4、放錄音，學生先聽，后跟讀。反復兩至三遍。然后叫起幾個學生進行單個練習：
T:Hello!Are you？（用真實姓名）S1:Yes，I am.T:Hello!Are you？（非真實姓名）S2:No,I'm not.I'm 。也可以把學生分成3人一組，進行練習。
5、復習所學過的字母。教師出示卡片，同時問：What's this?要求學生用It's回答。教字母O~T,方法同前。q這個字母的讀音可能會引起一些麻煩，教師可給予特別注意。 6、拿出事先準備好的小黑板，輔導這幾個字母的書寫格式。示范、操練步驟同前。 7、布置作業(yè)
1、練習朗讀所學日常用語；2、抄寫字母O~T,熟練朗讀A~T，并能背誦下來；3、練習冊T:Good morning(afternoon) S1:Good morning(afternoon)。T:My name is 。What's your name? S2:My name is X_一個學生：T:Hello! S2:Hello! T:Are you X_S2:Yes, I am 。T:How are you？S2:I'm fine,thank you.And you? T:I'm fime,too. Thank you.在進行以上操練時，注意操練形式的多樣性。既要有集體操練，又要有個人或小組之間的操練。在初級階段，學生往往容易適應進行“應答”式的操練，即教師先用英語與學生打招呼，學生進行呼應。為使學生能主動、自覺地運用所學英語去進行“交際”，教師可從現在起，開始培養(yǎng)學生這方面的能力，并激發(fā)學生用英語進行交際的欲望。從本課起，教師可進行以下帶有明顯啟發(fā)式的操練：
請兩個學生到前面來，教師把他們分為A、B角色，然后用漢語介紹一下情景：
T：現在是早上，你們兩個人在路上相遇了，甲(A)先說什么？乙(B)怎么應答？這樣，啟發(fā)學生進行以下對話：
S1:Good morning.S2:Good morning.T:同學們從各個小學來到這里，有很多新同學要結識，如果你想詢問某一個同學的名字。應該怎樣問呢？
啟發(fā)學生進行以下對話：
S1：Hello!My name is 。What's your name? S2:My name is X_目前為止所學過的對話，教師都可以用這種為學生設計一個情景的方式，啟發(fā)學生主動運用所學英語進行交際。這種作法要堅持下去，學生的交際能力會在這樣的`操練中，有效地提高；在很多學生中存在的只能被動地去附合、呼應教師的現象，也會在很大程度上有所改變。
2、復習“1~5”數詞的說法，教“6~8”這幾個數詞的讀音（學生能聽懂、分辨即可）。
3、請兩位同學到前面，教師用漢語向全班交待，他們中一個扮演Jim,另一人扮演韓美美。教師轉向扮演Jim的同學：
T:Hello, Jim.S1:Hello,Mr(Ms)（教師的Family Name）。T:(Pointing to S2)This is Han Meimei.
(Pointing to S1)Han Meimei，this is Jim.啟發(fā)全班同學：這時應說什么？之后教師給出答案：Nice to meet you.解釋這句話的意思，并說明答語出是
4、放錄音。 S2:Hello,Li Lei.S1:Jim,this is Han Meimei.Han Meimei,this is Jim.S3:Hello,Jim! Nice to meet you 。S2:Hello,Han Meimei! Nice to meet you.S3:How are you? S2:Fine,thank you.And you？S3:I'm OK.教師可將全班分為3大組（例如，每兩行為一大組），每大組分別扮演一個角色，與在前面表演的同學進行同步會話。
如果時間允許，可再叫幾名同學到前面來表演；或就近將學生分為三人一組進行練習。教師可到學生中間聽一聽，對有困難的同學提供幫助。
6、復習A~T，方法同前；教U~Z，具體步驟可參考前面的方法。
7、布置作業(yè)
1、練習朗讀本課日常用語，并能用This is的句型，向別人進行介紹；2、抄寫本課中所學字母，要求會背誦字母表。
四、交際用語
1.This is Wei Hua.Wei Hua,this is Jim.這是衛(wèi)華。衛(wèi)華，這是吉姆。 This is是用來進行介紹的句式。如果是自我介紹，可以說：
Let me introduce myself.My name is我來自我介紹一下，我叫一般當聽完對方的介紹后，要主動說：Nice to see you!很高興見到你！
2、Nice to meet you!見到你很高興！
這是一種問候用語，一般在雙方剛認識后講這句話，表示很高興結識對方。答語是：見到你我也很高興！此外，當兩位熟人或朋友見面，也可用Nice to meet/see you �；騈ice to seee you again。表示問候。
nice的詞義除表示“令人愉快的”以外，還有“漂亮的，好的”等意思。例如：That's a
nice boy.那是個好孩子。It's a nice car.那輛汽車真漂亮。
課本核對。
4、翻到彩色插圖a)T:Good morning(afternoon)。 S: b)T:Hello!Are you？
S: c)T:What's your name? S: d)T:How are you? S:
e)T:Hello! Nice to meet you.S: f)T:（手持字母卡片）What's this? S:
g)T:(使用課本彩色插圖
初一英語教案8
教學目標：學習稱呼語和問候語
教學重點：打招呼用語
教學難點：如何正確運用打招呼用語
教具多：媒體、錄音機
教學課程：
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)練習打招呼問好。
(2)練習感謝他人。
(3)練習告別語Goodbye。
4. Practise
1)Work in pairs part7 and part8
2) Complete the sentences.
Daming, ______ ______, please(請坐)
_____,______ (同學們好)
______(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9
一、教學目標：
1.知識目標
(1)學會單詞dictionary,back,tomorrow以及詞組alot(of)。
(2)繼續(xù)學習動詞have的用法。
2.能力目標
能夠用動詞have展開情景聯想，造句，表演對話。
3.情感目標
培養(yǎng)學生互相幫助的好習慣。
二、教學過程：
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 ____ 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
【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12
●教學目標
1．熟練運用現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13
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，能就現場發(fā)生的事作現場報道。
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："現在進行時"的'應用。
四、Teaching course:
Step 1、預習導學自測：
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14
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)現語言現象背后的'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15
一、教學內容
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。
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