初一英語學生教案
初一英語學生教案如何寫？1800年后，隨著英國殖民地的擴張，殖民地語言也極大地影響了英語的發展，從而形成了現代的英語。下面是小編為大家帶來的初一英語學生教案七篇，希望大家能夠喜歡！
初一英語學生教案【篇1】
Unit 1 Playing Sports
Topic 1 Are you going to play basketball?
Section A
The main activities are 1a and 2. 本課重點活動是1a和2。
Ⅰ.Teaching aims and demands教學目標
1. Learn some new words and phrases:
almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis
2. Learn some useful sentences:
(1)I saw you play basketball almost every day during the summer holidays.
(2)Would you like to come and cheer us on?
3. Learn the future tense with be going to:
(1)We are going to have a basketball game against Class Three on Sunday.
(2)Are you going to join the school rowing club?
4. Talk about preferences:
—Which sport do you prefer, cycling or rowing?
—I prefer rowing.
5. Talk about sports and games.
Ⅱ. Teaching aids 教具
圖片/海報/教學掛圖/錄音機/小黑板
Ⅲ. Five-finger Teaching Plan 五指教學方案
Step 1 Review 第一步 復習(時間:7分鐘)
復習學過的運動項目名稱，引出生詞。
1. (展示一些有關運動的圖片，并通過師生對話，引出新的運動項目名稱。)
T:Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Did you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays?
Ss:…
(板書并要求學生掌握。)
term
T: We all know doing sports is good for our health. Now let’s review some sports and learn some new ones.
(展示學生在打籃球的圖片。)
T:Look at the picture. Do you know what they are doing? S1, please.
S1:They are playing basketball.
T:Do you like playing basketball?
S1:Yes, I do. / No, I don’t.
T:How many players are there in the basketball team?
(板書并要求學生掌握。)
team
S1:There are five players.
(展示學生在打排球的圖片。)
T:What are they doing? S2, do you know?
S2: They are playing volleyball. (教師幫助該生回答。)
(板書并要求學生掌握。)
volleyball
(用同樣的方式引出生詞cycle, row, skate, tennis, table tennis, ski。)
(板書，并讓學生跟讀，要求學生理解cycle, ski;掌握row, skate, tennis, table tennis。)
cycle, row, skate, tennis, table tennis, ski
2. (用黑板上有關運動的生詞操練，導出prefer的用法。)
T:Which sport do you like better, cycling or rowing?
S3: Rowing.
T:Good! The phrase “like … better” means “prefer”.
(板書并要求學生理解。)
初一英語學生教案【篇2】
一、說教材
Go for it! 學生用書的每個單元有6頁，其中包括Section A、Section B和Self Check。Section A為目標句型提供分步示例和指導性練習;Section B使學生能夠對已經學過的目標句型運用自如;Self Check使學生對自己現階段的英語水平，即對本單元的語音目標的掌握程度有較為明確的認識。
Starter Unit 2是Go for it! 預備篇3個單元中的第二單元。預備篇是為了使沒有英語學習基礎的學生更好地使用本套教材而編寫的。它的主要內容為26個英文字母和最基本的英語日常用語。
本單元的教學內容為：
★ 學習letters(Ii——Rr)10個字母;
★ 學習words(ruler、map、quilt、jacket、key、pen、orange)7個單詞; ★ 學習如何identify things 確認物體What’s this in English? 及其回答。
二、教學設計思路
Go for it! 是以《英語課程標準》為依據，以培養學生的英語語言綜合運用能力為目標。每個單元的教學內容都圍繞一個相對集中的主題，讓學生在完成各項任務的過程中學會語言，真正體現“Learn by doing.Learn through doing.”的教學原則。但是在Go for it! 的教材上，每個單元只有一個總體的教學內容安排，既沒有具體的課時數安排，也沒有分課時的教學內容安排。所以，對教師來說，這是個機會——是靈活運用教材的機會。對Go for it!，任何教學內容的調整或取舍，都是合理的。但這也是挑戰——教師必須從所教學生的實際水平和語言能力出發，合理安排每單元的課時數，設計好每課時的教學內容。
所以我想，教師在教學設計時，首先因根據自己學生的實際水平和語言能力，排出整個單元的總課時數，然后安排好每個課時的教學內容，設計好相應的教學步驟，以及運用相應的教學策略。
Starter Unit 2 教學重點：letters(Ii——Rr)的字母教學;
What’s this in English? It’s a/an…句型
教學難點：a/an 的正確使用
整個單元的內容，我把它分配在三個課時中完成。
第一課時：完成Section A——1a，1b，1c。
課時目標：★ 學習key等詞匯
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★ 學習確認物體(Identify things)
★ 學習a/an 的初步用法
第二課時：完成Section A——2a，2b，2c，2d，3;Section B——1a，1b，2a，2b 課時目標：★ 學習字母 Ii——Rr ★ 學習拼寫單詞
★ 了解一些英語縮略詞的意思。
第三課時：完成Section A——4a，4b，4c，5;
Section B——3a，3b，4;Self Check 1，2，3，4。
課時目標：★ 學習將相同元音音素的字母和單詞歸類
★ 鞏固本單元的字母、單詞和句型
★ 培養自我檢測的能力以及學習卡片的建立。
三、教學目標
A、語言知識目標
1、詞匯：Letters Ii——Rr
map，ruler，pen，orange，key，jacket，quilt
2、句型：What is this in English? It is a/an map/orange… Spell it, please.
P- E- N, pen.B、語言技能目標
通過游戲等活動，培養學生靈活運用語言知識和勇于創新的能力。 C、情感目標
1、激發學生學習英語的興趣，發揮學生學習英語的主動性;
2、通過小組活動、組間競賽，培養學生的合作意識和團隊精神;
3、在活動中培養學生的想象力和創造力。
四、教學策略
1、興趣活動教學策略：多采用做游戲和猜謎等形式。
2、開放性教學策略：新課標的理念之一是“開發課程資源，拓展學用渠道”。這要求我們學會開放性地處理教材。在教學過程中，我們要適當借鑒其他教材的內容，插入大量學生感興趣的圖片和活動，拓寬學生的視野，實現知識的整合。
3、任務型教學策略：任務型教學途徑是以應用為動力，以應用為目的，以應用為核心的教學途徑。所以教師在教學中應突出語言的應用性原則，把聽說、討論、表演、游戲貫穿于教學，使課堂形式多樣化，充分發揮學生的主動性。
五、學習策略
1、通過閃現等活動，鍛煉學生反應能力和注意力集中程度。
2、通過猜物體等活動，培養學生的邏輯推理能力。
3、通過組內合作和組間比賽等活動，提高學生的合作能力和競爭能力，促使學生學會體驗實踐、參與合作與交流的學習方式。這種學法將更有利于發展學生的綜合語言運用能力，使語言學習的過程成為學生形成積極的情感態度、主動思維和大膽實踐的過程。
六、教學過程 The first period Step 1
Warming up
Good morning/afternoon/evening!
How are you?
I’m fine, thanks.
How are you? I’m OK.(S-T，S-S)
Step 2
A Gueing game
Teachers show a part of a letter and
ask,“What’s this?”Get the students
to answer the questions like this“I
think it’s A/B.”Then show the whole
of the letter to let the students check
whether they’re right or wrong.
Step 3 Presentation
Show the picture of a girl and her room,
then present the new words and the
sentences：What’s this in English? It’s?
從猜謎游戲到新知識呈現，學生在懸而 未決的心理狀態下學習新知識，因注 意力相對集中和興趣被有效激活，對 讓學生從不完整的畫面中通過想象力， 猜出其中是什么字母。既復習學過的字 母，又豐富學生的想象力。“What’s this? It’s…”是本單元的重點句型。通過這個 游戲，讓學生在聽說中首先建立一定的 感性認識，體現聽說領先的原則/ 這一步,旨在引導學生在真實的交際 中運用Starter Unit1中學到的日常用 語,讓學生體會學英語的樂趣和成功 的快樂。所學的東西印象深刻。
Step 4 Listen, look and say a.Section A—1a b.Section A—1b Step 5 Word challenge
Show the things as quickly as poible,
活動有效訓練學生的有意注意力和
have a competition between boys and girls.
瞬間記憶力，同時在真實的語境中
Get them to name the things they see.
使所學的語言知識得到強化。 Step 6 Pair work Get the Ss to practice the conversation in the picture.Then make their own conversations.Step 7 Group work Students work in groups, draw a picture
Of their room and talk about the picture
Using “What’s this in English? It’s a/an?”
Teacher is ready to offer his/her help to
those students who are in need of it.Step 8 Report Ask some demonstration groups to show
their pictures before the whole cla.They
may do like this: This is my room.What’s
this in English? It’s a/an?
Homework
1、Read and recite the new words and
The conversation in this period.
2、Get the students to finish the pictures of
their rooms and write down the English
names of the things in their rooms.
學生的基礎和能力存在差異，應該允許 學生將課內未完成的內容在課后完成。 面向全體學生，讓所有學生學有所得 是教學的唯一目標。
學生分享合作的成果，感受成功的快感。 在展示自我的過程中，學生體驗到勇敢、積極、大膽所帶來的愉快的心情體驗，
激勵他們更努力地學好英語。 學生嘗試著用英語進行交際，使語言 知識在完成任務的過程中得到運用并 鞏固。教師應該鼓勵學生提問、獲得幫 助。這是培養學生主動汲取知識的好時機。
a.Greetings.b.A Gueing game.
Teacher prepare 8 pieces of paper
with the words in Section A on them.
Put them in a bo_.Get one of the
students to pick a word out of the bo_.
The other students ask:
What’s this in English?
The student answers: It’s a/an ? c.Letters challenge(Unit 1).Step 2 Presentation Teacher presents the new letters.
Step 3 Listen, number and write Section A—2a, 2b, 2c, 2d.Step 4 Letter BINGO Get Ss to draw a form of 16 squares
in their e_ercise books and play the
BINGO game.
Teacher may get one of the students
to call out the letters.Step 5 Look and learn
a.Section A-3
b.Teacher shows more special letters.
c.Ss try to think of other special letters.
Step 6 Gueing game: What’s the word? a.Teacher thinks of a word that the Ss know.Draw a dash on the Bb for each
letter.Get the Ss to suggest in turn a
letter.If that letter is in the word, the
猜詞游戲豐富了學生的想象力，有效激活 學生的探究欲望，符合學生的心理特點， 很容易地把學生卷入到字母、單詞的記憶 補充生活中常見的縮略詞，引起學生 的興趣和注意，激發他們去觀察生活，
使知識的學習為生活服務。 游戲要求學生必須全神貫注地聽，并 快速認讀字母，訓練了學生的聽力以及 敏捷的判斷力和反應能力。教師還可 以通過此游戲來檢查學生的字母發音。 通過游戲來檢查學生對已學知識的掌 握情況，在輕松愉快的課堂氛圍里，
學生的積極性容易被調動，思維容易 被激活。如果學生層次較好，教師事 先準備的紙上可以只畫物品的圖案，
不寫英文名稱。
teacher writes it on the appropriate dash. The first student or team to gue the
word and shout it out is the winner.
b.Show the picture which matches the
word and ask: What’s this in English?
Ss answer:“It’s a/ an?”
Teacher: Spell it, please.
Ss spell the word.c.Get individuals to give their own words.Step 7 Listen and practice
a.Section B—1a, 1b, 2a
b.Pair work: Section B—2b Homework a.Color and write the letters.
b.Find more special letters like NBA
and their meanings.
和運用中，充分體現“學以致用”的原則。 同時在活動中自然呈現新知識，不知不覺 把學生導入到新知識的學習和運用中， 從而真正貫徹了“做中學”原則。
開放型的作業代替機械、枯燥的抄寫，
培養學生的動手能力，同時使他們有 機會展示自己的個性。
The third period Step 1 Warming up
a.Greetings.b.A game
Letters line up
c.Self check—3
d.Get the students to call out the letters.
Step 2 Listen, draw and write a.Section A—5
b .Section B—3a, 3b
Step 3 Listen and repeat a.Section B—4 Find out how to pronounce
在這一步中， 學生對英語的語 通過游戲、聽說、畫線、排序等 多種形式，學生從聽說讀寫等方 面運用學過的18個字母。 在游戲中教師檢查學生對已學知 識的掌握情況。游戲帶來的愉快 的感受能讓學生積極投入到接下 去的學習中。
the letters AEIO in the words.
b.Self check—4 Step 4 A gueing game a.Teacher shows a part of a thing, get
the students to gue out the name,
using: What’s this in English?
I think it’s a/an?
Spell it, please.
音知識有一個初步的認識。
在游戲中，學生運用語言知識 解決實際問題，活躍了課堂氣氛，
漸趨疲勞的注意力得到松弛。 在Self check中，可以讓學生 既tick已經掌握的單詞，并且
b.Section A—4a, 4b, 4c
circle尚未掌握的單詞，然后與 c.Self check—1, 2
Step 5 A Game Find the friend
a.Find the other student who has the
sentence that can match his own.
此游戲旨在復習Starter Unit1—2 中出現的日常用語。在學生積極、同伴交流，達到合作、互助的目的。
b.Report in pairs.
主動尋求答案的過程中將整節課 c.Make conversations with the sentences.
推向高潮。
Homework 1.Vocab-builder
Get the students to line up the
words they know in U2.
2.Get the students to make up their
own word gueing games.Get ready
to share with the cla in the ne_t period.
讓學生會自我小結與評估，形成性評價 豐富了終結性評價的不足，增強學生 學習的信心。發散性的課外作業，培 養學生創造性思維。同時，讓語言知識 的學習與鞏固以積極的方式從課內延 伸到課外。
七、教學反思
Go for it! Starter 是整個教材的預備篇，教學內容雖不復雜，但是教師的責任卻不小。除了處理好本單元的教學重難點之外，教師要下功夫設計添近學生生活、符合學生認知水平和心理特點的教學形式和方法，讓那些初涉英語學習的學生從一開始打心眼里喜歡英語。教無定法，學無止境。新教材對我們英語教師提出了更新、更高、更全的要求。
例如，在Group work Draw the picture of your name and talk about it，學生有可能會問教師許多有關房間設施的名詞，這是學生主動學習的表現，教師應給予極大的鼓勵。但是，也對教師提出了很高的要求。 教師要有一定的前瞻意識，事先做好充分的準備，就能相對從容地面對突如其來的問題，也就是在課前準備上下功夫。
做一個會動腦筋的教師，就能 培養出一個愛動腦筋的學生;做一個有創造意識的教師，就能培養出有創造力的學生。同時，教師還要有整體把握教材的意識。
例如，我在本單元第二課時中布置了一項家庭作業：Color and write the letters。既復習了字母，又為Starter Unit 3的教學作好準備。在Starter Unit 3中，教學重點之一是What color is it?如果到那時，教師在教學中拿出的教具來源于學生自己，既拓展了學用渠道，同時又會讓學生萌發出強烈的自豪感和成就感。而擁有成就感和自豪感的學生，肯定會以更積極的態度投入到英語學習中去。就這樣，教師一步一步把學生引入積極的英語學習中，最后達到事半功倍的效果。
此外，在布置回家作業時，教師也可以各盡所能，設計學生愛做、搶著做的家庭作業，既達到復習知識的目的，更追求在完成作業的過程中運用知識的目的，使家庭作業項目化。同時教師可以為學生建立成長袋，每一次出色的、有創意的作業都是收錄進成長袋的好作品。例如，本單元中我布置的A picture of my room、Colorful letters、Word game等都可以被收藏在成長袋里。成長袋記載學生進步的過程，也是他們未來學習的動力。
做一個愛教、善教的教師，培養一批愛學、善學的學生。
初一英語學生教案【篇3】
Teaching aims:
1. Students can master the key words, spring, summer, winter and summer;
2. Students can master the sentence structure ”Which season do you like best?”.
3. Students can use the words and sentence structures in their daily life.
4. Students can have more interest in learning English.
Teaching key points and difficult points:
Teaching key points:
Words: spring summer autumn winter
sentence structure: Which season do you like best?
Teaching difficult points:
Students can use the words and sentence structures in daily life.
Teaching procedures:
Step1 Warming up
1.greet with the students.2. play and enjoy the "Four seasons" song and ask students what they hear and then lead in our topic "season".
Step 2 Presentation and practice
1.the learning of the wordsDraw the picture of "spring summer autumn winter” on the blackboard to help students understand the meaning of the words.
2.the learning of the sentence structureShow the videos of the four seasons and tell students my favorite season is summer and I like ice cream and then ask “which season do you like best”? to present the sentence structure.
3.the practice of the sentence structureWork in pairs to ask and answer.
4.Understanding the dialogue
1)show pictures of Mr. Jones, Mike and Wuyifan and ask students to guess what they are talking about and then listen to the tape for the first time to check the answer.
2)listen to the tape for the second time and answer the following questions:What's the music?Which season does Mike like best and why?Which season does Wuyifan like best and why?
3) Listen to the tape for the third time and read after it and ask students to pay attention to their prounciation and innonation.
5.Practice the dialogueStep 3 Production
Four students in a group and ask students to do a survey using the sentence structure about what season their group members like and why. Then ask some representatives to report their survey.
Blackboard Design
略
初一英語學生教案【篇4】
一、教學目標
在本節課結束時，學生將能夠：完全讀懂文章“The Spirit of Christmas”;掌握閱讀理解中的推測(inferring)技能。
知識與能力：
通過多種閱讀任務，提高細節理解、歸納大意和推測等能力。
過程與方法：
采用自主學習、小組合作探究的學習策略，利用幻燈片等來展開課堂閱讀教學。本單元的教學法建議：
閱讀教學
通過指導學生閱讀策略的方式;
口語教學
采取 pairwork 問答式的口語交際活動互相操練。
情感態度與價值觀：
通過學習圣誕節精神，理解分享和向他人傳遞愛和快樂的重要意義。
二、教學重難點
教學重點：
(1)閱讀文章，完成各項任務。
(2)學習推測“inferring”技能。
(3)進行2e角色扮演活動。
教學難點：
(1)總結文章各段大意。
(2)學習推測“inferring”技能。
三、教學策略
閱讀教學
通過指導學生分別完成pre-reading, while-reading, post-reading中的任務，讓學生充分理解閱讀材料;
口語教學
采取 pairwork 問答式的口語交際活動互相操練。
四、教學過程
Step 1： Pre-reading
Activity 談論圣誕節，設計思維導圖。
【設計意圖】
通過小組討論和設計思維導圖，對節日文化內容進行歸納，并為閱讀文章做好鋪墊。
Step 2： While-reading
Activity 1. 閱讀文章，回答問題。
【設計意圖】
通過第一遍閱讀，理解文章大意，回答比較簡單的細節問題。
Activity 2. 閱讀文章，完成2c 填表的任務。
【設計意圖】
通過第二遍閱讀，完成關于“What does Scrooge see when he was…”的表格，此任務也屬于細節理解，但需要學生進行簡單概括。
Activity 3. 閱讀文章，總結各段大意。
【設計意圖】
通過指導學生進行段落大意歸納，提升學生的整體理解及段意歸納能力。
Activity 4. 學習及練習“inferring”技能。
【設計意圖】
通過回答2d中的問題，訓練“inferring”方法，增強學生閱讀能力。
Step 3： Post-reading
Activity 小組活動，分角色表演。
【設計意圖】
讀后小組分角色表演活動，既能夠檢驗學生對文章的理解程度，也能鍛煉學生口語表達能力。
初一英語學生教案【篇5】
Good morning, everyone. My name is...., I come from.... I`m very happy and excited to stand here, it is my great honor to be here to present my lesson. My teaching topic is.... I`ll talk about it by 8 parts.
The analysis of teaching material.
The analysis of students.
The analysis of teaching aims and demands.
The analysis of teaching importances and difficulties.
The analysis of teaching methods.
The analysis of teaching procedures.
Blackboard design.
Teaching reflection.
Well, firstly, I`ll talk about Part 1 the analysis of teaching material. My teaching topic is... from Unit...Go For It Junior English Book 1A, which published by People Education Press. In this period, the main language function is to practice listening and speaking skills around....as well as the communicative skills of.....
Then I`ll talk about next part the analysis of the students. It is known to us that most of students had learned English for about....years. They are curious about new things and have a strong desire to learn better. However, their Engish tearning level are different from each other. They need teachers` help and encouragement in their further study.
Next I`ll talk about teaching aims and demands. There are knowledge aims, ability aims and emotional aims. The knowledge aims are to enable the students to master the new words.....the phrases....and the sentenses.....The ability aims are to obtain the abilities of listening, speaking, reading and writing around.....to train the students` abilities of using language, to guide the students to talk about....using the expressions of....and to develop the students` ability of creative thinking and cooperative study. The emotional aims are to enable.....
Let`s move on to another part: the analysis of teaching importances and difficulties. The teaching importances are....The teaching difficulties are.....
Next is teaching methods. I use...methods in my lesson. There are multimedia computer assisted instruction, task-based activities, situational approach, total physical response or the audio-lingual method.
Now I`ll talk about teaching procedures. According to five steps teaching method, I design my lesson into five steps.
Step 1 is warm-up. Here I`ll....By this, the students can be interested in it and pay their attention to our class easily and....
Step 2 is lead-in. Here I`ll....By this, the students.....
Step 3 is presentation. Here I`ll.....By this, the students......
Step 4 is practice. Here I`ll....By this, the students......
Step 5 is homework. Here I`ll......By this ,the students.....
Next is my blackboard design. I`ll design it like this.....
At last, I want to say, to be a good teacher is my dream. I think a teacher is not only a guide for sudents, but also a friend of them. If I were a teacher, I would build a close relation with my students, helping them not only on their study but also on their lives. I`ll try my best, and I have confident that I can do it.
Ok, that`s all. Thanks for your listening. Good-bye.
初一英語學生教案【篇6】
《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 experiences 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.
X. 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 expressions
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 extend 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 XI 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
初一英語學生教案【篇7】
《Don’t eat in class》
一、教材分析
本單元是人教版《新目標》的第十二單元。這本教材的詞匯量很大，內容新穎，尤其是生動活潑的卡通化的畫面，很符合七年級學生的年齡特點和心理特點，其中還囊括了很豐富多彩的文化知識，以及合作探究的活動，十分貼近學生的實際生活經驗。本單元的話題Talk about rules.與日常生活密切相關。作為一名中學生，遵守學校班級、家庭和社會公共場所的規章制度是必須的。在談論規則時，一般運用祈使句、情態動詞can和have to等。這是英語新課程標準中規定所必須掌握的內容，是交際英語中必不可少的項目。因此，本單元對于提升學生的學習興趣而提高學生的聽、說、讀、寫能力有很大的幫助。并通過self check檢測，積極地、及時地尋找各自的不足，以便學生樹立良好的內在動機，不斷獲得成就感。
二、教學目標
1、教學目標
⑴知識目標
這一單元主要話題是“Talk about rules談論規則”，其中主要涉及內容如下：
A、Functions功能：談論規則，并制定規則。
B、Structures語法結構：祈使句和情態動詞Can和have to的用法。
C、Target Language日常交際用語：
Don’t eat in class!
Can we wear hats?No，we can’t.
We don’t have to wear a school uniform等。
D、Vocabulary詞匯：rule、classroom、hallway、fight、have to等。
(2)能力目標
培養學生運用所學句型談論規則的能力，并培養學生遵守規則的習慣。
(3)情感目標
A、談論規則有利于學生守秩序，遵紀守法，使學生感受到自覺遵守各項規章制度的好處。
B、有些規則是必要的，但規則太多卻使人感厭煩!學生在遵守規則的過程中會體驗到不同的情感。
2、教學重點、難點
(1)重點：學習并運用談論規則的日常交際用語及詞匯。
(2)難點：祈使句否定形式以及have to的用法。
3、教具準備：把學校的一些規則制成卡片，投影儀、錄音機、圖片等。
4、課時安排：根據學生的實際情況，將用4個課完成教學任務。
三、學情分析
我所任教的班級為我校七年級的學生。我校位于農村,因此絕大部分的學生來自周邊的農村，再加上周圍方言的影響，更是對英語學習造成很大的困難，而學生英語基礎更是參差不齊。課堂上相當一部分學生由于基礎或是個性差異原因對學習英語缺乏自信。能夠很投入，很積極學習的常常只是很少部分人。學生優差的兩極分化非常嚴重，男女生的差異也很大，通過上個學期的學習，女生在英語學習的信心上明顯劣于男生。因此，教師應采取積極措施及時幫助那些“弱勢群體”，幫助他們樹立自信心，激發他們學習的興趣，讓他們體會到英語學習的樂趣。
四、教學設計理念
本單元幾個課時教學設計均強調從學生的學習興趣，生活經驗和認知水平出發，結合本校實際，談論學校班級的各種規章制度以及規則的優點和不足。提倡采用任務型語言教學途徑和方法，鼓勵學生在教師的指導下，通過體驗、實踐、參與、探索和合作等方式，發現語言的規律，逐步掌握語言知識和技能，不斷調整情感態度，形成有效的學習策略和自主學習能力。
五、說教法
1、聽說法：以聽、說、讀、寫、練為主，通過對本課重點句型的學習培養學生聽力、口語以及書面語的能力。
2、交際法：注意語言的運用能力，培養學以致用的意識，有利于激發學生的學習興趣和相互作用。
六、學法分析
新課標準強調以學生為中心，學生作為學習的主體，教師的主要任務是幫助學生形成有效的學習策略，發展自主學習的能力。在本單元教學中，教師應引導學生：
1、各校都有自己的規則，談論規則是常見的事，大家應養成經常使用英語談論的習慣，提高口語能力。
2、學習英語不是一朝一夕的事，要求學生長期練習，多聽、多說、多練，只有堅持不懈才能學習好英語。
七、說教學程序。
第一課時
一、教學目的
本課主要學習句型What are the rulers at your school?Don’t run in the hallways. Don’t listen to music in the classroom or hallways.Don’t fight.運用這些句型談論規則。
二、教學過程
1、導入設計：教師事先安排學生聽一首英文歌曲，問他們： “What do you think of this song?”復習上一節課的內容。再問：“Can we listen to it in class?”這樣便引出學校規則討論。
2、整體感知：
(1)充分利用圖片以及實物進行直觀教學，引出本課的主題—“Rules”—school rules.
(2)呈現大量圖片，并引導學生談論圖上的人物以及規則，學生有不理解的，教師要講解。
(3)檢測討論學習結果，完成la里的內容。
(4)聽力檢測：聽錄音完成lb里的內容(Peter2,Selina3,Nick4).
3、投影—鞏固練習：根據下邊的規則，用情態動詞can來表達，意思不變。
Rules
(1)Don’t run in thehallways.→We can’t run in the hallways.(例子)
(2)Don’t arrive late for school.
(3)Don’t eat in classroom.
(4)Don’t listen to music in the classroom or hallways.
(5)Don’t fight.
4、Pair work 角色扮演。
場景一：In the hallways.場景二：In the classroom.
A: What are the rules at your school?
B: Well，we can’t run in the hallways.
5、合作探究：
在教師指導下，用幻燈片把學校班級的規則，或是《中學生日常行為規范》投影出來，供學生充分運用句型談論規則。