初一英語教學(xué)教案

初一英語教學(xué)教案都有哪些？從人才培養(yǎng)活動(dòng)的整個(gè)過程出發(fā)：由人才培養(yǎng)目標(biāo)、培養(yǎng)內(nèi)容、培養(yǎng)過程、培養(yǎng)規(guī)格等要素構(gòu)成的一個(gè)綜合體。下面是小編為大家?guī)淼某跻挥⒄Z教學(xué)教案七篇，希望大家能夠喜歡！

初一英語教學(xué)教案篇1

Good morning, everyone,

Today, it’s a pleasure for me to stand here and I’m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is Guo _inzhi, and I am working as an English teacher in Yong’an Middle School, Congtai District of Handan.

My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is “Go With Transportation”, and the topic of Lesson 37 is “Flying Donuts”. I have decided to say the lesson from si_ parts:

Part One —— Analysis of the Teaching Material

One: Status and Function

1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and e_pressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.

2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some e_ercise about the te_t.

3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For e_ample, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.

4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.

Two: Teaching Aims and Demands

The teaching aim's basis is established according to Junior School English syllabus' provision.

1. Knowledge objects

(1) To study the new words “fuel”, “oil” and “coal”.

(2) To learn and master the phrases “think of, on the way to …, have fun”, etc.

2. Ability objects

(1) To develop the students’ abilities of listening, speaking, reading and writing.

(2) To train the students’ ability of working in pairs.

(3) To develop the students’ abilities of communication by learning the useful structures.

3. Moral objects

(1) Through different teaching methods to make students be interested in study.

(2) Love to know more knowledge about transportation and dare to e_press their opinions in English.

(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.

Three: Teaching Keys and Difficult Points

The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching material's position and function.

1. Key points:

(1).Be able to e_press words, phrases and sentences in English.

(2). Know about the improvement of transportation and Danny’s invention.

2. Difficult points:

Be able to talk about their imaginary future transportation in oral English.

Part Two —— The Teaching Methods

1. Communicative teaching method; 2. Audio-visual teaching method;

3. Task-based teaching method; 4. Classified teaching method.

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method and “Classified” teaching method. That is to say, I’ll let the students get a better understanding of the key structures. I’ll give the students some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles.

In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.

Part Three —— Studying ways

1. Teach the students how to be successful language learners.

2. Make situation and provide meaningful duty, encourage the students to study the te_t by themselves.

Part Four —— Teaching steps

As this lesson plays an important part in the English teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.

The entire steps are:

Step1 Warm-up and Lead-in

Show the students some pictures of common transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us?

Purpose of my designing: In this part, have the students say more about what they see or what they don’t see. In this way, they will know today’s lesson has something to do with their discussion.

Step2 Presentation

1. Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.

Purpose of my designing: After seeing the pictures, the students will know what they are and they can learn them quickly and easily.

2. Play the tape recorder. Let the students listen and imitate the te_t. Pay attention to their pronunciation and intonation. Then finish the e_ercises on the computer.

Purpose of my designing: This step is employed to make the students get the general idea of the te_t. At the same time let the students have a chance to practise their listening and speaking ability.

3. Te_t Learning and a Quiz

I’ll use CAI to present the whole te_t. I’ll write the key points on the blackboard while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.

After teaching them the whole te_t, including the meanings of new words, the use of similar e_pressions and so on. Get the students to try and say out some phrases on the screen, like I don’t think so, have fun, a new kind of, on the way to school, and so on.

Purpose of my designing: To present the te_t by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the students better.

4. Key Structures and Difficult Points Learning

First, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole te_t, know what the difficult points are, and so on. At last, I will help them to master them all.

For e_ample, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some e_ercise about these phrases.

Purpose of my designing: By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.

5. Read and Say

Give the students two or three minutes to prepare, and then get them read the te_t together in three groups. Tell them to read aloud.

Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more.

Purpose of my designing: By reading the te_t and saying such things, get the students to practise their reading and speaking ability again.

Part Five —— Summarize and Homework

Ask the students such questions:

What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these e_ercises? Now, let’s try!

Then show them some e_ercises and help them to finish them.

At last, tell the students what today’s homework is. While doing this, the teacher can have the boys and girls have a competition to see who are better.

Part Si_ —— Blackboard Designing

Lesson 37 Flying Donuts

Language points:

1.think of認(rèn)為,想起; think over仔細(xì)考慮; think out想出

2.at/in the front of在……前面(部)/ in front of在……前面

3.on the way to school在上學(xué)的路上/ on one’s way home在回家路上

4. With用……

Purpose of my designing: Presents the te_t key content clearly on the blackboard, favors the students to knowledge grasping.

OK. That’s all. Thanks for listening to me and helping me.

初一英語教學(xué)教案篇2

《Where did you go on vacatio》

Unit 10 Where did you go on vacation?

Good morning, everyone. I am __ from the ___. I have taught English for over ten years and I like my students. Today, I will talk about Unit 10 where did you go on vacation? Go for it Junior English Book .There are 6 periods to finish this unit. I will talk about the first period with the following parts..

I. Analysis of the Teaching Materials.

The topic of this unit is the continuation of unit 9 as well as about the past events.

By using the Simple PasT Tense,which is essential in junior English,students will

talk about their past.This topic is about their e_periences and places they have

visited on their vacations.So it helps bring back their memories and learning

motivations.

II. Students’ characteristic

Although the Junior 1 has been learning English for almost a year and are having

some basic knowledge. Because of living in China and surrounding environment, students are learning English impassively and irregularly. But The junior 1 has showned themselves very creative,capable and of plasticity as they’re doing so well in what they’re interested in such as games and CAI.

III.Teaching Aims and Demands

1.Knowledge objectives

a. To enable the students to read, to spell , to understand the vocabulary correctly.

b. To help the students ask and answer the new sentence pattern: Where did you go on vacation?

2.Ability objectives.

a. To improve the students’ skills of listening ,speaking,reading and writing..

b. To encourage the students to communicate with others uning the new sentence pattern .

3.Emotion objectives

a. To train the Ss to cooperate well in groups and in pairs.

b. To be interested in communicating in English.

IV. Teaching Key Points

1. Key vocabulary

New York City camp summer camp museum

2. Key structures

Where did you go on vacation?

I went to…

V. Teaching Difficulty

Learn the key structures

VI. Teaching Methods

1. Task-based method

That’s to say I’ll let the students finish 1 listening task and make short dialogues along with the actions to help the students get a better understanding of the key

structures.

2. Communication method

I’ll set up a dream and ask students to pretent themselves as reporters. This way, the students can say freely and needn’t to worry about making mistakes.

VII. Learning Methods

1. Listening—speaking method

2. Communicative strategy

We all know that the best ways to learn English well are to imitate,to practice,to listen,to speak and to communicate more constantly.

VIII. Teaching Aids

In this lesson, the CAI, cassette, a tape recorder will be used.

_. Teaching Procedure

I’ll mainly talk about this part. It consists of 5 steps.

Step 1 Warm – up and review

1. Make a free talk between T-S. What did you do yesterday? And what did your best friend do yesterday?

2. Write down the past tenses of the verbs that I show in CAI.

Purpose: this step is in order to review what the students have learnt in Unit 9.That way, I can lead them into the new lesson smoothly. I think It’s usual but pratical.

Step 2 Presentation

1. Learn the new words and e_pressions

a. lead—in: ask students some questions: Did you dream last night? What did you dream? Where did I go on vacation in my dream?

b. CAI shows many pictures of my dream,which are also the activities in 1a .

c. Ask students to read and spell the new phrases.

d. Do 1a. Match the activities with the pictures (a—g).

e. Play a guessing game: I will show some jigsaws of each picture and have the students to guess. I will praise the student who answers more quickly.

Purpose: I put the vocabulary learning into a dream in order to prompt them to find it very interesting to learn English.. By CAI, students can match the vocabulary with the real things directly and master them easily.

Step 3 Listening practice

a. Tell the students to listen to the tape and number the people (1—5) in the picture.

b. Play the recorder for the first time, and then check the answers.

c. Play the recorder again, students imitate the conversations and fill in the blanks. Pay attention to their pronunciation and intonation.

Purpose: this is a basic and necessary step, which develops the students’ skills of listening, reading and writing.

Step 4 Pairwork

a. T—S: where did Tina go on vacation?

She went to the mountains.

b. Ask the students to practice in pairs as we 1c. Then they will come to the platform and click on the number to choose a picture and act it out randomly

Purpose: “Task-based”teaching method is used here to develop the students’ability of

communication and their ability of co-operation will be well trained. This step provides guided oral practice using the target language to consolidate the key structure and It can develop students’ skill of speaking and sense of language.

Step5 Production

Have students pretent to be reporters to interview anyone they want to ask about their vacation.

Purpose: After learning 1a—1c, it’s time to e_tend what they learnt just now and give the students a free space to show their abilities. With the real situations, students will feel easy and successful during this part. By way of communication, the students will understand how to use the key structure better and consolidate the knowledge firmly.

Part _I Homework

Do a survey and write a report about the classmates’ vocation.

Purpose: I think homework is so important that the students can speak english as much as they can in class or after class.I set this step in order to practice students’ skills of listening, speaking and writing.

Blackboard Design

初一英語教學(xué)教案篇3

Unit 2

Nice to meet you!

一、教學(xué)目標(biāo)與要求

通過本單元教學(xué)，使學(xué)生初步學(xué)會(huì)日常交際中表示“介紹”(Introduction)"的一些簡(jiǎn)單用語，并要求學(xué)生盡可能在交際場(chǎng)合中使用。繼續(xù)學(xué)習(xí)打招呼的常用語句。學(xué)習(xí)英語字母O~Z的讀音與書寫形式。學(xué)會(huì)字母歌。能背誦、默寫字母表(含大小寫)。

二、教學(xué)重點(diǎn)與難點(diǎn)

1、日常介紹用語(

2、英語字母O~Z。

三、課時(shí)安排

本單元共4課時(shí)，每課1課時(shí)。

S1:Hello! I'm Jim Green.S2:Hello! I'm Kate Green.叫其他幾個(gè)學(xué)生，分別用I'm?，進(jìn)行自我介紹。

3、教師叫起一個(gè)學(xué)生(他或她的真實(shí)姓名，教師要知道)，然后用他(或她)的真實(shí)姓名提問：T：Hello! Are you ? 讓大家猜一猜這句話的意思。 幫助這個(gè)同學(xué)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(xué)，這個(gè)學(xué)生的真實(shí)姓名教師也要知道。但故意問錯(cuò)： T:Hello!Are you ? 幫助這個(gè)學(xué)生回答：

S:No,I'm not.重復(fù)剛才的步驟，并對(duì)黑板上的答案進(jìn)行講解。其中am在肯定回答中不能縮寫，因?yàn)槭菑?qiáng)調(diào)。在否定回答中可以縮寫。關(guān)于 am的縮寫，學(xué)生只是了解一下，能聽懂，能說出就可以了。

4、放錄音，學(xué)生先聽，后跟讀。反復(fù)兩至三遍。然后叫起幾個(gè)學(xué)生進(jìn)行單個(gè)練習(xí)：

T:Hello!Are you ?(用真實(shí)姓名) S1:Yes ,I am.T:Hello!Are you ?(非真實(shí)姓名) S2:No,I'm not.I'm .也可以把學(xué)生分成3人一組，進(jìn)行練習(xí)。

5、復(fù)習(xí)所學(xué)過的字母。教師出示卡片，同時(shí)問：What's this? 要求學(xué)生用It's?回答。教字母O~T,方法同前。q這個(gè)字母的讀音可能會(huì)引起一些麻煩，教師可給予特別注意。 6、拿出事先準(zhǔn)備好的小黑板，輔導(dǎo)這幾個(gè)字母的書寫格式。示范、操練步驟同前。 7、布置作業(yè)

1)練習(xí)朗讀所學(xué)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(xí)冊(cè) T:Good morning(afternoon) S1:Good morning(afternoon).T:My name is .What's your name? S2:My name is X_一個(gè)學(xué)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(jìn)行以上操練時(shí)，注意操練形式的多樣性。既要有集體操練，又要有個(gè)人或小組之間的操練。在初級(jí)階段，學(xué)生往往容易適應(yīng)進(jìn)行“應(yīng)答”式的操練，即教師先用英語與學(xué)生打招呼，學(xué)生進(jìn)行呼應(yīng)。為使學(xué)生能主動(dòng)、自覺地運(yùn)用所學(xué)英語去進(jìn)行“交際”，教師可從現(xiàn)在起，開始培養(yǎng)學(xué)生這方面的能力，并激發(fā)學(xué)生用英語進(jìn)行交際的欲望。從本課起，教師可進(jìn)行以下帶有明顯啟發(fā)式的操練：

請(qǐng)兩個(gè)學(xué)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(xiàn)在是早上，你們兩個(gè)人在路上相遇了，甲(A)先說什么?乙(B)怎么應(yīng)答?這樣，啟發(fā)學(xué)生進(jìn)行以下對(duì)話：

S1:Good morning.S2:Good morning.T:同學(xué)們從各個(gè)小學(xué)來到這里，有很多新同學(xué)要結(jié)識(shí)，如果你想詢問某一個(gè)同學(xué)的名字。應(yīng)該怎樣問呢?

啟發(fā)學(xué)生進(jìn)行以下對(duì)話：

S1：Hello!My name is .What's your name? S2:My name is X_目前為止所學(xué)過的對(duì)話，教師都可以用這種為學(xué)生設(shè)計(jì)一個(gè)情景的方式，啟發(fā)學(xué)生主動(dòng)運(yùn)用所學(xué)英語進(jìn)行交際。這種作法要堅(jiān)持下去，學(xué)生的交際能力會(huì)在這樣的操練中，有效地提高;在很多學(xué)生中存在的只能被動(dòng)地去附合、呼應(yīng)教師的現(xiàn)象，也會(huì)在很大程度上有所改變。

2、復(fù)習(xí)“1~5”數(shù)詞的說法，教“6~8”這幾個(gè)數(shù)詞的讀音(學(xué)生能聽懂、分辨即可)。

3、請(qǐng)兩位同學(xué)到前面，教師用漢語向全班交待，他們中一個(gè)扮演Jim,另一人扮演韓美美。教師轉(zhuǎn)向扮演Jim的同學(xué)：

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(xué)：這時(shí)應(yīng)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?jī)尚袨橐淮蠼M)，每大組分別扮演一個(gè)角色，與在前面表演的同學(xué)進(jìn)行同步會(huì)話。

如果時(shí)間允許，可再叫幾名同學(xué)到前面來表演;或就近將學(xué)生分為三人一組進(jìn)行練習(xí)。教師可到學(xué)生中間聽一聽，對(duì)有困難的同學(xué)提供幫助。

6、復(fù)習(xí)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(xí)朗讀本課日常用語，并能用This is ?的句型，向別人進(jìn)行介紹;2)抄寫本課中所學(xué)字母，要求會(huì)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(jìn)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(dāng)聽完對(duì)方的介紹后，要主動(dòng)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(rèn)識(shí)后講這句話，表示很高興結(jié)識(shí)對(duì)方。答語是：見到你我也很高興!此外，當(dāng)兩位熟人或朋友見面，也可用Nice to meet/see you .或Nice 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(gè)好孩子。It's a nice car.那輛汽車真漂亮。

課本核對(duì)。

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

初一英語教學(xué)教案篇4

Unit 2 This is my sister 本單元主要內(nèi)容是學(xué)習(xí)表示人物的單詞以及學(xué)習(xí)如何介紹他人和辨認(rèn)人物句型。 1.把上節(jié)課的作業(yè)收上來，然后聽寫。

2.打開書本P88頁(yè)，跟我一起來讀單詞。操練：做典中點(diǎn)

一、二兩題。 3.Section A：

1) 學(xué)習(xí)本單元重點(diǎn)句型-介紹他人的句型

This is my sister.This is…是我們把一個(gè)人介紹給另一個(gè)人的常用句型。當(dāng)被介紹人處于近距離時(shí)，單數(shù)用this is，復(fù)數(shù)用these are;處于遠(yuǎn)距離時(shí)，單數(shù)用that is ，復(fù)數(shù)用those are。 e.g.This is my mother. These are my friends.

That is my little brother.

Those are my parents.

這是介紹別人，自我介紹則用：I am…

Sister 既指姐姐也指妹妹，如果要區(qū)分，則姐姐用elder sister;妹妹則用yonger sister，同樣用于brother.2) it、that和this區(qū)別

This近指，that遠(yuǎn)指。向某人介紹某人的時(shí)候用：This is…

不用That is…

在回答this或that做主語的疑問句時(shí)，要用it代替this或that回答。E.g.Is this a book?Yes，it is.

指性別不明的嬰兒、身份不明的人或是只聞其聲未見其人的時(shí)候用it。 e.g. The picture looks nice.Who is in it?It’s me.

It 常用來代替前文中所提到的事物。

3)family用法：家庭;家

復(fù)數(shù)變y為i加es e.g.There are three families here.這里有三家人。

Family除了解釋為“家庭;家”，還可以做集合名詞，意為“家人”，做主語時(shí)，謂語動(dòng)詞用復(fù)數(shù)形式。

My family is a big one.我家是個(gè)大家庭。

My family are watching TV。我的家人正在看電視。 4)Those are my parents.

Parent做可數(shù)名詞，“父親或母親”，復(fù)數(shù)parents，“父母” 5)these：這些

是this的復(fù)數(shù)形式

指示代詞

英語中指示代詞有四個(gè)：this、that、these、those

This/these指空間上較近的人或物，也可介紹別人;that/those指較遠(yuǎn)的人或物。

打電話的時(shí)候，常用this代替I，用that代替you。 6)who’s he?

Who is…?句型常用來詢問人，表示“…是誰?”其中who做疑問代詞，意為：誰;什么人

(一般做主語或賓語)

你的爸爸是誰? Who is your father?

注意：who做賓語時(shí)要變成whom，eg：Who/whom is your father talking with? 7)he做人稱代詞，用來指代男性，對(duì)應(yīng)詞是she，指代 女性;it指代動(dòng)植物或無生命的事物、數(shù)據(jù)，自然現(xiàn)象，時(shí)間等。

8)oh，I see.意為“我知道了;我明白了”，其中see意為“明白，領(lǐng)會(huì)”。Oh，I see what ‘re saying.See的用法：“看見;看到”

Do you see John in claroom today? “與…見面;看望;會(huì)見”同義詞meet;

Nice to see/meet you.

See you.回頭見。常用作告別語。

See you tomorrow.9)Well，have a good day!好吧，祝你們玩得愉快。-Thanks!You，too.Well 做感嘆詞。在本句中表示停頓后繼續(xù)交談，意為“噢;嗯”

Well其它意思：

一、表示驚異、懷疑“喲;啊;哎呀”

二、表示同意、讓步等，意為“嗯;好吧”。 Well，I didn’t think to see you here!

I want to go to see a movie.Well，I will go with you.10)have a good day 祝你愉快!其回答語：Thanks!You，too.謝謝，也祝你開心。 同義短語：have a nice day/have a good time/enjoy yourself 跟讀短文2d，打開典中點(diǎn)P8做幾道題。

4.section B 1) Here are two nice pictures of my family.這里有兩張我家人的漂亮照片。

Here is/are…的用法,Here is/are… “這是…”

Here引導(dǎo)的句式中，如果句子的主語是代詞，則用部分倒裝。Here you are.給你。

Here it is.

2) Photo 照片，是photograph的縮寫。是可數(shù)名詞，復(fù)數(shù)形式photos。

常用短語： in the photo在照片上

take photos 拍照

A photo of…一幅…的照片

Photo與picture的區(qū)別，photo常指用相機(jī)拍攝而成的相片，picture通常指一幅圖畫，凡是有圖的東西都可以成為picture，既可以指照片也可以指畫。

2) Of：介詞，“…的;屬于(某人或者某物)“

A+of+名詞B=B的名詞所有格“’s或“’ , He is a friend of mine. This is a photo of Lily’s family.

3)net:下一個(gè)的;接下來的，在句子中充當(dāng)定語，修飾名詞或代詞。

The net one下一個(gè)

net week 下周

net to 是介詞短語，意為“緊挨著“

He sits net to his mother.

3)These two girls are my sisiter Cindy and my cousin Helen.A)girl：女孩子

對(duì)應(yīng)的是boy B)cousin：做名詞，意為：“堂兄(妹)”既可以指男的，也可以指女的。

總結(jié)本單元學(xué)習(xí)的內(nèi)容，并且把重點(diǎn)的詞組再?gòu)?qiáng)調(diào)一遍，能劃的劃出來。

布置作業(yè)：

1、抄寫課后單詞，重點(diǎn)詞組和句式;

2、背誦課文

3、做典中點(diǎn)

4、聽錄音

初一英語教學(xué)教案篇5

一、教學(xué)目標(biāo)：

1. 語言知識(shí)目標(biāo)：

1) 能掌握以下單詞：

guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club

能掌握以下句型：

① —Can you play the guitar? —Yes, I can./ No, I can't.

② —What can you do? —I can dance.

③ —What club do you want to join? —I want to join the chess club.

2) 能了解以下語法：情態(tài)動(dòng)詞can的用法

want to do sth.的用法

2. 情感態(tài)度價(jià)值觀目標(biāo)：

以培養(yǎng)學(xué)生的一種群體意識(shí)。

二、教學(xué)重難點(diǎn)

1. 教學(xué)重點(diǎn)：

1) 學(xué)習(xí)詢問和談?wù)摫舜说哪芰吞亻L(zhǎng);2)

2. 教學(xué)難點(diǎn)：

情態(tài)動(dòng)詞can的構(gòu)成和使用。

三、教學(xué)過程

Ⅰ. Lead in

1. : I can play the

guitar.…等;再指著圖片說：He/She can play the violin.Can you play the guitar?….并引導(dǎo)學(xué)生進(jìn)行簡(jiǎn)單的回答。

Then Check the answers with the class together.

Ⅱ. Presentation

He/She can dance/swim/sing//...等，學(xué)習(xí)表達(dá)活動(dòng)的動(dòng)詞短語。

Ⅲ. Game (What can I do?)

T: Tell your partners what you can do. For eample:

I can play the guitar. I can sing and dance.

Ⅳ. Listening

1. T: Now let’

(播放lb1b部分的教學(xué)任

務(wù)。)

Ⅴ. Pair work

(lc部分口語交際的教學(xué)任務(wù)，學(xué)會(huì)運(yùn)用can詢問和表達(dá)能力。) Ⅵ. Listening

力和寫作能力，完成2b部分的教學(xué)任務(wù)。

Check the answers with the Ss.

Ⅶ. Pair work

1. Look at 2b and talk about what the people can do and the clubs they want to join.

老師可以和一名優(yōu)秀的學(xué)生做一個(gè)對(duì)話的例子，讓學(xué)生們明白如何去問答，例如：

T: What club does Lisa want to join?

S1: She wants to join the chess club.

T: Can she play chess?

S1: No, she can't.

2. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary.

3. Ask some pairs to act out their conversations.

Ⅷ. Role-play

1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to find out the answers to

these questions.

① What club does Bob join?

② What club does Jane join?

Ss read the conversation by themselves and find the answers to the questions. Then check the answers:

① Bob joins the soccer club. ② Jane joins the English and art club.

2. Eplain something that Ss can't understand.

3. Let Ss read after the teacher or play the recording and let Ss read after the recording.

4. Ss work in pairs to act out the conversation.

best.

Homework:

1. Remember the new words and epressions after class.

2. Write English names as many as possible in the eercises book.

初一英語教學(xué)教案篇6

一、教學(xué)目標(biāo)：

1. 語言知識(shí)目標(biāo)：

1)

2)

① — No, I can't. / Yes, I can.

② …

③ help2.

可以培養(yǎng)學(xué)生的社會(huì)責(zé)任意識(shí)，為他人做自己力所

二、

1. 教學(xué)重點(diǎn)：

1) 能過聽力訓(xùn)練來提高學(xué)生們聽說能力。

2) 進(jìn)行閱讀訓(xùn)練，通過閱讀簡(jiǎn)短的文章來學(xué)習(xí)語言知識(shí)，提高綜合運(yùn)用能力。

2. 教學(xué)難點(diǎn)

1. 聽力訓(xùn)練

2. 閱讀2b部分的短文并完成相關(guān)要求。

三、教學(xué)過程

Ⅰ. Warming- up and revision

1. Daily greeting.

2. Check the homework. Let some Ss report what his/her family members can do.

Ⅱ. Presentation

1. T: Show some really instruments like violin, drums. Then play some of them. Tell Ss I can play the drums, I can

play the violin, I can play the violin…

Ss: Do after the teacher, Act as he/she are playing an instrument. The say: I can play the piano, I can play the piano,

I can play the drums…

Ⅲ. Game (Talent show)

1. Act and show your classmates your talent.

T: Please stand in front of your classmate. Act and say what you can. e.g.

S1: (sing and dance) I can sing and dance.

S2: (play the drum) I can play the drum.

S3: …

2. Ask as many students as possible to say their abilities.

Ⅳ. Listening

the sounds you hear in 1a.

2. Play the recording again and check the answers.

3. T: Now let's work on 1c. First, let one student read the words and phrases aloud.

Then listen to the tape and circle the words and phrase you hear.

4. Ss listen to the tape and circle the words and phrases they hear.

5. Check the answers:

tape again. Then try to fill in the blanks.

動(dòng)作這兩個(gè)方面的聽清，其他作為非重點(diǎn)內(nèi)容。

7. Ss listen to the recording carefully and try to fill in the blanks.

8. Check the answers with the class.

Ⅴ. Group work

S1: Bill can play the guitar, but he can't sing.

S3: Frank can play the piano, but he can't sing or dance. S4: …

Ⅵ. Reading

1. T: Let's meet three new friends, Peter, Aland and Ma Huan. What can they do?

S2: What can Alan do?

Ⅶ. Reading

What's each ad's title? Now let's read the three

2. 綜合廣告內(nèi)容與三個(gè)題目，看每個(gè)題目與廣告的內(nèi)容是否最為貼切。

4. Check the answers with the class.

Ⅷ. Reading

1. T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right him/her? Now

2. 方法指導(dǎo)：首先，再次明確每個(gè)能做的事情，以及他/她喜歡做的事情;然后，看每則廣告中要求應(yīng)聘者去

做什么事情;最后，綜合考慮三個(gè)人的情況，做出一個(gè)選擇。

初一英語教學(xué)教案篇7

補(bǔ)充注釋(Additional notes)

1.乘坐何種交通工具的表達(dá)法，除了 by bike/bus/ car/ jeep/ train/ boat/ ship/ plane外，還有 by land(陸路)， by river (水路)， by sea (海路)和 by air(航空)。這些僅要求理解。

2.名詞foot的復(fù)數(shù)feet是通過元音字母的變化構(gòu)成的，復(fù)習(xí)其他名詞復(fù)數(shù)的不規(guī)則變化：man—men，woman—women，child—children。

3.本單元學(xué)習(xí)兩個(gè)轉(zhuǎn)類詞：walk由動(dòng)詞轉(zhuǎn)為名詞，clean既是形容詞，又是動(dòng)詞。讓學(xué)生聯(lián)系第一、二單元舉出幾個(gè)轉(zhuǎn)類詞來，例如：

answer, thank, work(v. +n.) home (n.+ adv.)

welcome (adj.+ interj. +vt.) one (num. + pron.)

there (adv. + interj.) so (pron. +conj.)

4.fifth (第五)是將基數(shù)詞five的后兩個(gè)字母ve改為f，再加上后綴-th構(gòu)成的。

eighth(第八)因?yàn)榛鶖?shù)詞 eight的最后一個(gè)字母是 t，加后綴-th時(shí)，只加 h。

5.parent常用復(fù)數(shù) parents，意思“雙親”、“父母親”(father and mother)，用單數(shù)要有上下文，如：

To have good children one must be a good parent.要有好孩子，你必須是個(gè)好母親或好父親。

6. And the air today is nice and clean.而且今天的空氣很清新。

在口語中，連詞and可放句首，表示說話者要說的另外一件事，起承上啟下的作用。nice and在口語中表示“非常……，實(shí)在……”的意思。