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初一英語教案
作為一名教職工，時(shí)常需要用到教案，編寫教案有利于我們弄通教材內(nèi)容，進(jìn)而選擇科學(xué)、恰當(dāng)?shù)慕虒W(xué)方法。那么問題來了，教案應(yīng)該怎么寫？下面是小編為大家整理的初一英語教案，歡迎閱讀與收藏。
初一英語教案1
教學(xué)目標(biāo)
1、學(xué)會(huì)不同工作的英文表達(dá)方式。
2、了解同學(xué)父母的工作。
3、學(xué)會(huì)簡單的介紹自己將來的理想。
教學(xué)重難點(diǎn)
重點(diǎn)詞匯：
teacher，nurse，engineer，manager，airhostess，lawyer，doctor，clerk，reporter，police
重點(diǎn)句型：
1、What does your mother do？She is a teacher。
What does your father do？He is an engineer。
2、 What do you want to be？I want to be a teacher。
What does she want to be？She wants to be a singer。
教學(xué)工具
多媒體
教學(xué)過程
課后小結(jié)
本節(jié)課的不足之處，由于本節(jié)課的內(nèi)容較簡單，所以在各個(gè)任務(wù)環(huán)節(jié)的難度梯度不是很明顯。這樣沒有為能力較強(qiáng)的同學(xué)提供戰(zhàn)線的機(jī)會(huì)，而且本單元涉及的'單詞較多，學(xué)生不能完全的熟練掌握。所以在以后的教學(xué)中還應(yīng)不斷的探索，尋求更大的突破。
本堂課重點(diǎn)學(xué)了有關(guān)職業(yè)的詞匯和如何詢問他人從事的職業(yè)，課堂效果較好，學(xué)生基本能夠掌握并運(yùn)用，較好的完成了課堂教學(xué)任務(wù)。
初一英語教案2
一、教學(xué)目標(biāo)：
1.知識目標(biāo)
(1)學(xué)會(huì)單詞dictionary,back,tomorrow以及詞組alot(of)。
(2)繼續(xù)學(xué)習(xí)動(dòng)詞have的用法。
2.能力目標(biāo)
能夠用動(dòng)詞have展開情景聯(lián)想，造句，表演對話。
3.情感目標(biāo)
培養(yǎng)學(xué)生互相幫助的好習(xí)慣。
二、教學(xué)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3
一、教學(xué)內(nèi)容
1、語音：
1）復(fù)習(xí)音標(biāo)及字母組合[u：] u，oo；[u] u，oo，oul；
2）學(xué)習(xí)音標(biāo)及字母組合[（+] ure，ua
2、語法：
1）小結(jié)本單元所學(xué)to be going to+動(dòng)詞原形的用法；
2）小結(jié)本單元出現(xiàn)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(jī)；音標(biāo)卡片、小黑板等。
三、課堂教學(xué)設(shè)計(jì)
1、復(fù)習(xí)值日生報(bào)告。
教師出示事先準(zhǔn)備好的寫有形容詞原級的小黑板，要求學(xué)生迅速寫出其比較級、級形式。
2、教師出示音標(biāo)卡片，復(fù)習(xí)[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(gè)雙元音的讀音。學(xué)生初步掌握其讀音后，重復(fù)上一步驟。
3、放課文第1、2部分錄音，學(xué)生打開書跟讀，反復(fù)三遍。指導(dǎo)學(xué)生做練習(xí)冊習(xí)題1。
4、指導(dǎo)學(xué)生閱讀復(fù)習(xí)要點(diǎn)中例詞、例句。教師小結(jié)該要點(diǎn)中所列兩項(xiàng)語法內(nèi)容。
5、指導(dǎo)學(xué)生做練習(xí)冊習(xí)題。
6、布置作業(yè)
1）練習(xí)朗讀本課第1、2部分中的音標(biāo)、單詞、短語和句子；
2）結(jié)合書后有關(guān)語法講解，溫習(xí)本單元語法項(xiàng)目；
3）抄寫復(fù)習(xí)要點(diǎn)中例句及詞語；
4）完成練習(xí)冊習(xí)題。
四、難點(diǎn)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(shù)雙音節(jié)形容詞的變化：
1）一般在詞尾加—er或—est，分別構(gòu)成比較級和級。例如：small——smaller——smallest。
2）以字母e結(jié)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(gè)輔音字母時(shí)，雙寫這個(gè)輔音字母，再加—er或—est。例如：big——bigger——biggest。
4）以輔音字母+y結(jié)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(shù)形容詞還有不規(guī)則變化，需要認(rèn)真記憶。例如：
good——better——best；many——more——most等。
初一英語教案4
Module6Aninvitationtothecinema
(一)學(xué)習(xí)目標(biāo)：
Languagegoals語言目標(biāo)
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(biāo)
Enablestudentstolistentoandtalkaboutinvitations.
(二)學(xué)習(xí)重點(diǎn)、難點(diǎn)：
掌握邀請看電影、球賽的詞匯：
invitationcinemastarmatchwouldstadium
掌握表達(dá)邀請的常見句型：
Wouldyouliketogotothecinema?
Let’sgointheevening
(三)問題導(dǎo)學(xué)：
Answerthequestions:
Whatdayisittoday?
Howmanydaysarethereinaweek?
Whatarethey?
(四)課堂操練：
Activity3
按一周內(nèi)的先后順序給下列單詞標(biāo)號
Activity2
按一天內(nèi)的先后順序給下列短語標(biāo)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(jù)上面對話內(nèi)容判斷正(√)誤(×)
(五)隨堂檢測：
I.根據(jù)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?nèi)ス珗@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(duì)是我最喜歡的籃球隊(duì)。
HoustonRocketsismy__________________.
5.足球賽在星期三的下午進(jìn)行。
Thefootballmatchis__________________.
(六)歸納小結(jié)：
自學(xué)課本第123頁內(nèi)容(Module6情態(tài)動(dòng)詞would)，自己嘗試著歸納一下“wouldlike”的用法。
(七)語言拓展：
補(bǔ)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5
以下是精品學(xué)習(xí)網(wǎng)為您推薦的 Unit1 Can you play the guitar，希望本篇文章對您學(xué)習(xí)有所幫助。
Unit1 Can you play the guitar
目標(biāo)：
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(xiàn)can, can’t
教材處理(增減、添加、改編、刪除)：
教學(xué)思路(一條線索、一個(gè)主題串聯(lián)多種活動(dòng))：
在呈現(xiàn)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(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(biāo)語句“Can you sing ?”
“Can you do it ?”等引導(dǎo)學(xué)生作好課前互動(dòng)。
環(huán)節(jié)2： presentation
使用“Do you like the song ? ”and “ Can you sing the song ?”呈現(xiàn)出目標(biāo)語句“Can you ...?” 同時(shí)通過一系列的圖片，呈現(xiàn)出新單詞“sing,dance , play the piano, play the guitar , play chess .”等。
新 課標(biāo)第一網(wǎng)
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(shí)新單詞的同時(shí)，呈現(xiàn)出Can 用于第三人稱時(shí)的使用規(guī)則，將目標(biāo)語言呈現(xiàn)完整。
Task 3 : 采用競猜來猜老師的喜好，不僅可以落實(shí)好新單詞，同時(shí)有利于調(diào)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(yīng)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(biāo)語言做次簡單的輸出。
環(huán)節(jié)4：presentation
在熟悉了各類活動(dòng)的叫法之后，緊接著呈現(xiàn)的便是各個(gè)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(xiàn)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(shí)
_________
話題：
Your ability
目標(biāo)：
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(jié)1 ：warming up
activity 1:(1) Daily greetings to the students(日常問候)
Activity 2(2) Revision(復(fù)習(xí))
. T: (從復(fù)習(xí)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(xiàn)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(jié)
10. Grammar Focus(語法總結(jié))
Use the sentences on the blackboard to do the grammar focus.
T:這兩天我們學(xué)習(xí)了談?wù)撊说哪芰�。我們學(xué)習(xí)了情態(tài)動(dòng)詞(要求學(xué)生講出)
S:can
T:如果要表達(dá)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，有沒有變化?
S;沒有，是原形。
T:對，動(dòng)詞放在情態(tài)動(dòng)詞的后面，不管主語是第一、二還是第三人稱，動(dòng)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(shí)
話題：談?wù)撃芰?/p>
目標(biāo)：
能詢問別人在樂器方面具備的才能
談?wù)搫e人在音樂方面所具備和不具備的才能
能為學(xué)校活動(dòng)寫篇海報(bào)
重難點(diǎn)及突破方法：
要求熟練運(yùn)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(qū)分play the 樂器 和play 球類
為某個(gè)活動(dòng)寫海報(bào)
教材處理(增減、添加、改編、刪除)：
SectionB-1a Match 減掉
教學(xué)思路(一條線索、一個(gè)主題串聯(lián)多種活動(dòng))：
學(xué)校要召開音樂節(jié)，在全校范圍招聘表演同學(xué)。針對候選人Bill Jennifer Victo展開單詞學(xué)習(xí)，聽力以及對話，最后找出適合人選。同時(shí)學(xué)習(xí)如何閱讀招聘廣告，提取有效信息以及如何寫招聘海報(bào)。
步驟：(活動(dòng))
環(huán)節(jié)1 Revision
通過Memory Game ，復(fù)習(xí)學(xué)過的單詞，檢驗(yàn)學(xué)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(fù)習(xí)。
環(huán)節(jié)2：Presentation
讓學(xué)生聽樂器聲音，猜測是哪種樂器，進(jìn)入到對新單詞的學(xué)習(xí)。
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.
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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(xué)生自由討論下，并說明自己的理由，然后進(jìn)入對對3的學(xué)習(xí)：設(shè)計(jì)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(jù)前面學(xué)習(xí)的兩篇海報(bào)，再通過集體討論學(xué)習(xí)活動(dòng)4中的公演海報(bào)，最后自己寫一篇運(yùn)動(dòng)會(huì)的海報(bào)。(如果時(shí)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(shí)
話題：
Revision of Unit10
目標(biāo)：
1. 檢查并評比昨天設(shè)計(jì)的海報(bào)。
2. 如何加入一個(gè)俱樂部：詢問個(gè)人信息;填寫登記表。
3. 通過小測驗(yàn)來復(fù)習(xí)本單元所學(xué)過的重點(diǎn)內(nèi)容。
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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(一條線索、一個(gè)主題串聯(lián)多種活動(dòng))：
檢查評比海報(bào)，互相學(xué)習(xí)及自我糾正，學(xué)會(huì)填寫登記表。通過練習(xí)落實(shí)單元知識并且做個(gè)單元小總結(jié)，明確重難點(diǎn)。
步驟：(活動(dòng))
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(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(jié)5.Exercises
環(huán)節(jié)6.總結(jié)
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6
教材分析
This is the first lesson in this module. The main topic is self-introduction, so improving the students’ abilities of listening and speaking on self-introductions is very important.
知識目標(biāo)
Key vocabulary: Chinese, from, where, year, about, what about…? Ms, America, not, England, hi, American, our, grade, he, China
Key structures: Hello / Hi
What's your name? My name is ...
How old are you? I'm ...years old.
Where are you from? I'm from ...
Nice to meet you. Nice to meet you , too.
能力目標(biāo)
1. To understand conversations involving self-introduction.
2. To give a brief self-introduction concerning name, age and hometown.
情感態(tài)度
Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教學(xué)方法Interactive approach
教具Tape recorder, Multimedia
教學(xué)過程Step 1: Warming up
1. The teacher show the PPT and play a short flash, the students enjoy the song .
2. Play a guessing game "Brainstorm" by asking the students "What's it?"
Then show the useful sentences by introducing myself.
I am Li Fang. I am from Wuhan. I am Chinese.
I am 25 years old. I am your new teacher.
3. Ask the students to introduce themselves in groups by using these sentences:
What's your name? Where are you from?
How old are you? Which class are you in?
Nice to meet you.
Step 2: Listening
1. Play the recording in activity 1 and ask the students to listen and check how many people speak.
2. Play it again and ask the students to check the words their hear.
3. Check the answers with the whole students.
Step 3: Listen and read
1. Play the recording in activity 3 and ask the students to listen
and answer the questions. Then check the answers.
(1) How many people speak in the conversation?
(2) Who are they?
(3) Are they in the same class?
2. Play it again and check the true sentences in act 3. Ask some
students to correct the wrong ones.
3. Put the students into groups of four to practise the dialogue.
The students repeat it several times, changing roles each time.
4. Talk about the pictures in the PPT and show their performances.
5. Ask the students to sum up the useful sentences in the dialogue and introduce “Everyday English.”
6. Finish act 4 and 5 in groups. Teacher checks the answers.
Step 4: Pronunciation
1. Explain that this activity focuses on some English phonemes which are difficult to pronounce for speakers of Chinese.
2. Play the recording once without stopping.
3. Play it again and ask the students to repeat.
4. Practise the sounds in pairs, then finish the exercises on the PPT.
Step 5: Speaking
1. Talk about the pictures by asking and answer in paris like this:
A: What’s his name?
B: His name is….
A: Where is he from?
B: He's from….
A: How old is he?
B: He's ...years old.
Step 6: Module task
Task 1: Who has the most friends?
運(yùn)用本課句型，在規(guī)定的八分鐘時(shí)間內(nèi)，以小組為單位，看誰結(jié)交的朋友最多，她將獲得一份豐厚的獎(jiǎng)品。
Task 2: Introduce yourself by using today's useful sentences.
Step 7: Language points
1. I’m from Wuhan.我來自武漢。(我是武漢人。)
Be from表示“來自哪里”、“從哪里來”或“是哪里人”。如：
He’s from Beijing.他來自北京。(他是北京人。)
They’re from England.他們來自英國。(他們是英國人。)
如果不強(qiáng)調(diào)從哪里來，只是要說明身份，也可以說：
He’s a Beijinger.他是北京人。
They’re English.他們是英國人。
2. Where+is/are+主語+from?
英語中，通常用特殊疑問句"Where + is / are +主語+ from?"來詢問某人"來自哪里","是哪里人",其答語通常用"主語+ am / is / are from +地點(diǎn)"。如：
—Where is Sam from?
薩姆從哪里來？
—He is from England.
他來自英國。
拓展：be from = come from,如：
Where do you come from?
Where does he come from?
3. What’s your name?
英語中，當(dāng)想知道對方叫什么名字時(shí)，可用句型"What’s your name?"進(jìn)行詢問，其答語一般用"My name is +姓名。"。如：
—What’s your name?
你叫什么名字？
—My name’s Gao Jing.
我叫高晶。
拓展：當(dāng)你想很有禮貌地問別人的名字時(shí)，你可以這樣問：
What’s your name, please?
May I have your name, please?
4. I’m twelve years old.我12歲。
…years old,表示“……歲”。有時(shí)候years old可以省略，只用數(shù)字來表達(dá)年齡即可。如：Her dog is three.她的小狗3歲。
拓展：對該句型提問可用：How old ...?它是英語中一個(gè)較重要的句型，主要用來詢問某人的年齡，其答語通常用"主語+ am / is / are +年齡。"。如：
—How old are you?你多大了？
—I am thirteen (years old).我十三歲。
5. Nice to meet you .很高興見到你！
這是兩位初次見面相識后的用語，意思是“見到你很高興�！币娒嫦嘧R可由自我介紹，第三者介紹或者詢問相識。例如：
—Hello!I'm Xiao Hua.
—Hello!I'm Xiao Li.
—Nice to meet you, Xiao Li.
—Nice to meet you, too, Xiao Hua.
6. What about you?你呢？
英語中“What about...?”是一句常用的客套話，它后面可接名詞、代詞或動(dòng)名詞(ing)形式，它的功能可不少呢！
(1)詢問或打聽消息。如：
I'd like a cup of tea. What about you?
我想喝杯茶，你呢？
(2)向?qū)Ψ教岢鼋ㄗh或請求。如：
What about playing football now?
現(xiàn)在踢足球怎么樣？
(3)寒暄時(shí)的問候語，有承上啟下的轉(zhuǎn)折作用，如：
I'm a student from China. What about you?
我是一名來自中國的學(xué)生，你呢？
7. Welcome to Class 4, Grade 7.歡迎來到七年級四班。
welcome to ...歡迎來到。，這是一句歡迎用語，在英語中使用比較廣泛，如：
Welcome to Beijing!歡迎來北京。
Welcome, come in，please.歡迎，歡迎，請進(jìn)來。
Step 8: Consolidation
Do some exercises and check with the whole class.
Step 9: Homework
板書設(shè)計(jì)Module 1 Unit 1
What’s your name? My name is…
Where are you from? I’m from…
Nice to meet you, … Nice to meet you, too.
作業(yè)布置1. Finish off the workbook exercises.
2. Make your favourite "English name card".
教學(xué)反思The students can talk in English.
Unit 2 I'm Wang Lingling and I'm thirteen years old.
課型Reading and writing
教材
分析This is the second lesson in this module. The reading material is information about Daming, Wang Hui and Lingling. It’s a good text to help the studetns improve their reading strategies, such as getting information from the reading material about personal information.
知識
目標(biāo)Key vocabulary: everyone, capital, but, very, big, city, small, first, last, all, first name, last name
Key structures: His / Her name is ...
He / She is from ...
He / She is ... years old.
He / She is in Class 1, Grade Seven.
能力
目標(biāo)To get information from the reading material about personal information.
情感
態(tài)度Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教學(xué)方法Interactive approach
教具Tape recorder, Multimedia
教學(xué)過程
Step 1: Warming up
Say hello to the students and tell them we are going to play a game. You can say like this: I will divide you into 6 groups and each group will have a picture of a famous person. You work in groups and introduce the person. Let's see which team is the best. Are you clear? Ready?
The teacher plays the PPT and shows the pictures to them.
Step 2: Revision
Show some exercises and ask the students to complete them. Then teach and explain the new words in the sentences.
Step 3: Reading
1. Do act 1 and check the answers. ( B D A E C )
2. Ask the students to read the passage and check the true sentences in act 2.
3. After reading, the students check the false sentences in act 2.
4. The students read the passage again and underline the correct words in act 3.
5. Finish act 4 and check the answers with the whole class.
Step4: Language points
The teacher shows today's useful sentences and explain them.
1. This is Lingling and her English name is Lucy.
這位是玲玲，她的英文名叫露西。
This is ...向別人介紹某人時(shí)說"This is ..."不用
"That is ..."。如：This is Tom. Tom, this is Jack.
這是湯姆。湯姆，這是杰克。
注意：this is不能縮寫，而that is可以縮寫成that's。
打電話時(shí)，介紹自己用this,詢問對方用that。如：
This is Lucy speaking.
Is that Lucy speaking?
2. Good to see you.很高興見到你！
此句為熟人之間見面常用的問候語，還可以
說：Nice to see you. / Glad to see you. /
Pleased to see you.
It's nice to see you all.
很高興見到你們所有人！
句中all為代詞，意思“每個(gè)，全體”;作主語時(shí)，be動(dòng)詞用are。如：
All the students are here today.
所有的學(xué)生都到齊了。
3. I'm Wang Lingling and I'm thirteen years old.
我叫王玲玲，我今年十三歲了。
介紹自己名字的時(shí)候可以用“I'm”、“I am”
或“My name is ...”，此句還可以說：
My name is Wang Lingling.
另外，這里的“...years old”，表示。幾歲，這里的
數(shù)字可以省略，直接說成：I am thirteen.
對它提問用：How old...?如：
How old is Lingling?
She is thirteen years old.
4. Tony is my first name and Smith is my last
family name姓= last name教名 與中國習(xí)慣不同，大多數(shù)英語姓名有三個(gè)名字：教名，中間名和姓。他們的姓放在最后。(中間名一般很少用)如果你要稱呼別人為……先生，夫人，小姐時(shí)，只能在family name也就是last name前加上Mr, Mrs, Miss，如上面的這個(gè)名字，你只能稱他為Mr. Green，而不能稱他為Mr. James。 Step 5: Writing 1. The students look at the pictures and write sentences. Finally, ask three or four students to show their answers. 2. The teacher makes a model for the students and ask the students to write sentences for themselves with and. Model: My name is Li Ping and I'm from China. I'm Chinese and I'm fifteen years old. I'm in Class One, Grade Seven. Step 6: Module task Let the students to ask their partners about personal information and make cards for them. The more, the better. Name: __________ Age: __________ School: __________ Date of birth: ___________ Birth place: __________ Telephone number: ___________ Hobbies:___________ Favorite color:____________ Ask several students to show their performances and praise the better ones. Step 7: Consolidation Show the students some exercises and ask them to finish in class, then check the answers with the whole students. Step 8: Homework 采訪兩個(gè)你的新同學(xué)，分別問他們以下幾個(gè)問題： What's your name? Where are you from? How old are you? What's your favourite subject? 將你的采訪記錄整理成一篇為My new classmates的短文。(可適當(dāng)增加采訪問題，全文不少于50單詞。) 板書設(shè)計(jì)Module 1 Unit 2 What’s your name? My name is… Where are you from? I’m from… Nice to meet you, … Nice to meet you, too. 作業(yè)布置1. Finish off the workbook exercises. 2. Interview two of your classmates and write a short passage. 教學(xué)反思The students can get information from the reading material about personal information. Unit 3 Language in use 課型Revision and application 教材分析Unit 3對“自我介紹和獲取信息”的功能句式進(jìn)行綜合訓(xùn)練：談?wù)撟约夯蚺笥训那闆r(活動(dòng)1);根據(jù)提示完成介紹圖片中人物情況的句子；填表、匹配復(fù)習(xí)表示國家、民族及人物活動(dòng)的詞匯。Around the world了解中西人名的不同；Module task要求通過問答形式介紹自己和他人。 知識目標(biāo)Key structures: 1) What’s his/her name? 2) Where is he/she from? 3) What's his/her English name? 4) How old is he / she? 5) What class is he / she in? 能力目標(biāo)Enable students to talk about themselves and their friends. 情感態(tài)度Learn to respect others when we talk with others. Learn to introduce yourself to your friends in the right way. 教學(xué)方法Formal and interactive practice 教具Tape recorder, PPT, handout 教學(xué)過程Step 1: Revision 1. Ask some students to introduce themselves to the other students. 2. Ask them to talk about the pictures in the PPT. Step 2: Teaching grammar 動(dòng)詞Be的一般現(xiàn)在時(shí)： 1.肯定句：主語+ be(am,is,are) +其它。 2.否定句：主語+be+not+其它。 3.一般疑問句：Be+主語+其它？ 4.特殊疑問句：疑問詞+一般疑問句？ 動(dòng)詞Be的常用句式： 1. be +形容詞 I am very happy.我很幸福。 He is very kind.他人非常好。 2. be +名詞 Mr Wang is our English teacher. 王先生是我們的英語老師。 They are our good friends. 他們是我們的好朋友。 3. be +介詞短語 She is at home.我在家里。 Are you from America?你來自美國嗎？ The book is on the desk.書在桌子上。 4. be +副詞Class is over.下課了。 Step 3: Speaking Ask the students to introduce the three people in act 1. You can do it like this: This is Sam. He is twelve. He's from England. He's in Class 1. Step 4: Practise Do act 2-4 by themselves and check the answers in groups. Ask one group the report their answers. Step 5: Around the word 1. Tell students the difference between Chinese names and English names. T: Most English people have three names: a first name, a middle name and the family name. The first name and the middle name are given names. Their family name comes last. For example, Jim Allan Green. Green is family name. Chinese names are different. Now read and find the difference in Around the world. Step 5: Module task Look at the screen. Introduce yourself. Ask and answer with a partner. Then report their result in front of the whole class. Step 6: Do exercises Do the exercises in the PPT. The teacher checks the answers. Step 7: Sum up Ask the students to talk about “What have you learned in this lesson?”。 Sum up the different ways of “Be” and report it. Step 8: Homework 板書設(shè)計(jì)Module 1 Unit 3 What’s your name? My name is… Where are you from? I’m from… How old are you? I’m ….years old 作業(yè)布置查找資料名人資料，向全班同學(xué)介紹你心目中最喜愛的英明星或最 尊敬的人。 教學(xué)反思Speaking more is necessary for the students. 一、教學(xué)內(nèi)容 1．詞匯（略）。 2．語音：復(fù)習(xí)音標(biāo)及字母組合[+:] er, ir,ur,or;[% :] a,ar;[ a(::] ou, ow 3．句型：復(fù)習(xí)There +be的句型。 二、教具 錄音機(jī)；音標(biāo)卡片；模仿課文第2部分的表格繪制一張大表（表上的內(nèi)容可視自己學(xué)生的情況照抄或改動(dòng)）。 三、課堂教學(xué)設(shè)計(jì) 1．復(fù)習(xí)值日生報(bào)告。 2．教師出示音標(biāo)卡片，復(fù)習(xí)[+:][%:][ 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(xué)生打開書，反復(fù)跟讀兩至三遍（注）。指導(dǎo)學(xué)生做練習(xí)冊習(xí)題1，當(dāng)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(zhǔn)備好的大表，引導(dǎo)學(xué)生按課文第2部分要求進(jìn)行問答練習(xí)。先請一位英語程度較好的同學(xué)到前面來，在教師的幫助下，與全班進(jìn)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(jìn)行問答練習(xí)�？陬^練習(xí)后，要求學(xué)生從自己練習(xí)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(xué)生小結(jié)出課文第2部分所復(fù)習(xí)的重點(diǎn)句型(There+be)的構(gòu)成及用法。 7．布置作業(yè) 1）練習(xí)朗讀本課音標(biāo)及單詞；2）抄寫復(fù)習(xí)要點(diǎn)中所列重點(diǎn)詞組及句型；3）完成練習(xí)冊習(xí)題。 注：關(guān)于各單元最后一課語音部分的處理，教師可根據(jù)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(dāng)作聽寫練習(xí)：放錄音，學(xué)生邊聽邊寫下音標(biāo)和單詞，然后核對。 一、教學(xué)內(nèi)容 繼續(xù)學(xué)習(xí)現(xiàn)在進(jìn)行時(shí)的用法。 二、教具 錄音機(jī)。 三、教學(xué)內(nèi)容設(shè)計(jì) 1．復(fù)習(xí)。重復(fù)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)則問全班同學(xué)： What is he/she doing? (表演內(nèi)容參考第85、86兩課插圖) 2．打開書，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．看本書彩圖插圖第iii頁。教師先向?qū)W生提出以下問題： T：What can you see in the picture? Can you see some women in the picture? How many women can you see in the picture? Where are they? Are there any children in the picture? How many children are there in the picture? How many cats/birds are there in the picture? 通過以上提問，復(fù)習(xí)已學(xué)過的`句型。 4．兩人一組，用課本上提供的問題與答案，進(jìn)行問答練習(xí)。 5．指導(dǎo)學(xué)生做練習(xí)冊習(xí)題。 6．布置作業(yè) 1) 抄寫生詞； 2)完成練習(xí)冊習(xí)題。 一、Teachers words: Where there is a will, there is a way. 二、Teaching aims: 1、知識目標(biāo)： 詞匯: clean, read, sure, wait, toy, west, camera, activity, shop, bird. 短語：talk about, a photo of, thanks for, play soccer, wait for, some of, in the first photo, … 交際用語： �。�1）What are you doing？ --Im watching TV. （2）Is Nancy doing homework？ --No,she isnt、 Shes writing a letter. �。�3 ) Do you want to go to the movies？ --Yes,I do. （4）When do you want to go？ --Lets go at 7：00. 語法： 1、現(xiàn)在進(jìn)行時(shí)的用法。 2、英語能力目標(biāo)：學(xué)會(huì)談?wù)撊藗冋谧鍪裁�，學(xué)會(huì)寫英文信，能就現(xiàn)場發(fā)生的事作現(xiàn)場報(bào)道。 3 、情感目標(biāo)：通過合作學(xué)習(xí)談?wù)撜诎l(fā)生的事，啟發(fā)學(xué)生思維，培養(yǎng)學(xué)生的合作精神。 三、教學(xué)重點(diǎn)："教學(xué)目標(biāo)"中的"知識目標(biāo)"和"能力目標(biāo)"。 教學(xué)難點(diǎn)："現(xiàn)在進(jìn)行時(shí)"的應(yīng)用。 四、Teaching course: Step 1、預(yù)習(xí)導(dǎo)學(xué)自測： 根據(jù)句意補(bǔ)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(dǎo)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(xí)的句子是什么時(shí)態(tài)？_______________________________。 2、該時(shí)態(tài)的結(jié)構(gòu)是_________________________________________。 3、現(xiàn)在分詞的構(gòu)成規(guī)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(jié)尾的____________，如writing,come_______, make ____ 。 C、一個(gè)元音字母加一個(gè)輔音字母結(jié)尾且末尾只有一個(gè)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: 【課題】Unit1 My name’s Gina. 【學(xué)習(xí)目標(biāo)】 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(xué)會(huì)從對話中獲取對方的相關(guān)信息。 情感態(tài)度與價(jià)值觀：使學(xué)生學(xué)會(huì)如何禮貌的與他人交往。 【學(xué)習(xí)重難點(diǎn)】：熟練掌握本單元詞匯及語言結(jié)構(gòu)。 一、自主預(yù)習(xí) 【預(yù)習(xí)任務(wù)】： 任務(wù)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(wù)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(yù)習(xí)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(yù)習(xí)反思】：你還有什么問題嗎?(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(jù)問對象換成his、her等物主代詞。What’s his name ? (翻譯) xxxxxxxxxxxxxxxxxxx. Step3 Pairwork 1: Student A: What’s your name ? Student B: My name is Mary. Pairwork 2: Student A: Hello! I’m Mary. Student B: Hi, Mary! I’m Jim. Step4 Summary : 1)向別人作自我介紹是通常用My name is + 自己的'名字/ I’m +自己的名字 2)將下列單詞分類 I , he, my, his, her, she, it, its 人稱代詞: xxxxxxxxxxxxxxxxxxxxxxxxxxx 物主代詞: xxxxxxxxxxxxxxxxxxxxxxxxxxxx 三、作業(yè)： 滿分：10分 得分率：xxxxxx (一)、單項(xiàng)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(bǔ)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. 教學(xué)目標(biāo)：學(xué)習(xí)稱呼語和問候語 教學(xué)重點(diǎn)：打招呼用語 教學(xué)難點(diǎn)：如何正確運(yùn)用打招呼用語 教具多：媒體、錄音機(jī) 教學(xué)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(xí)打招呼問好。 (2)練習(xí)感謝他人。 (3)練習(xí)告別語Goodbye。 4. Practise 1)Work in pairs part7 and part8 2) Complete the sentences. Daming, ______ ______, please(請坐) _____,______ (同學(xué)們好) ______(你好).Jack. _______,_______ (謝謝), Miss Li. _______(再見), Lucy. 5. Conclude 6. Homework Complete part5 and part 6 一、說教材 Go for it!學(xué)生用書的每個(gè)單元有6頁，其中包括Section A、Section B和Self Check。Section A為目標(biāo)句型提供分步示例和指導(dǎo)性練習(xí);Section B使學(xué)生能夠?qū)σ呀?jīng)學(xué)過的目標(biāo)句型運(yùn)用自如;Self Check使學(xué)生對自己現(xiàn)階段的英語水平，即對本單元的語音目標(biāo)的掌握程度有較為明確的認(rèn)識。 Starter Unit 2是Go for it!預(yù)備篇3個(gè)單元中的第二單元。預(yù)備篇是為了使沒有英語學(xué)習(xí)基礎(chǔ)的學(xué)生更好地使用本套教材而編寫的。它的主要內(nèi)容為26個(gè)英文字母和最基本的英語日常用語。 本單元的教學(xué)內(nèi)容為： ★學(xué)習(xí)letters(Ii——Rr)10個(gè)字母; ★學(xué)習(xí)words(ruler、map、quilt、jacket、key、pen、orange)7個(gè)單詞; ★學(xué)習(xí)如何identify things確認(rèn)物體What’s this in English?及其回答。 二、教學(xué)設(shè)計(jì)思路 Go for it!是以《英語課程標(biāo)準(zhǔn)》為依據(jù)，以培養(yǎng)學(xué)生的英語語言綜合運(yùn)用能力為目標(biāo)。每個(gè)單元的教學(xué)內(nèi)容都圍繞一個(gè)相對集中的主題，讓學(xué)生在完成各項(xiàng)任務(wù)的過程中學(xué)會(huì)語言，真正體現(xiàn)“Learn by doing.Learn through doing.”的教學(xué)原則。但是在Go for it!的教材上，每個(gè)單元只有一個(gè)總體的教學(xué)內(nèi)容安排，既沒有具體的課時(shí)數(shù)安排，也沒有分課時(shí)的教學(xué)內(nèi)容安排。所以，對教師來說，這是個(gè)機(jī)會(huì)——是靈活運(yùn)用教材的機(jī)會(huì)。對Go for it!，任何教學(xué)內(nèi)容的調(diào)整或取舍，都是合理的。但這也是挑戰(zhàn)——教師必須從所教學(xué)生的實(shí)際水平和語言能力出發(fā)，合理安排每單元的課時(shí)數(shù)，設(shè)計(jì)好每課時(shí)的教學(xué)內(nèi)容。 所以我想，教師在教學(xué)設(shè)計(jì)時(shí)，首先因根據(jù)自己學(xué)生的實(shí)際水平和語言能力，排出整個(gè)單元的總課時(shí)數(shù)，然后安排好每個(gè)課時(shí)的教學(xué)內(nèi)容，設(shè)計(jì)好相應(yīng)的教學(xué)步驟，以及運(yùn)用相應(yīng)的教學(xué)策略。 Starter Unit 2教學(xué)重點(diǎn)：letters(Ii——Rr)的.字母教學(xué); What’s this in English? It’s a/an…句型 教學(xué)難點(diǎn)：a/an的正確使用 整個(gè)單元的內(nèi)容，我把它分配在三個(gè)課時(shí)中完成。 第一課時(shí)：完成Section A——1a，1b，1c。 課時(shí)目標(biāo)：★學(xué)習(xí)key等詞匯 ★學(xué)習(xí)確認(rèn)物體(Identify things) ★學(xué)習(xí)a/an的初步用法 第二課時(shí)：完成Section A——2a，2b，2c，2d，3;Section B——1a，1b，2a，2b課時(shí)目標(biāo)：★學(xué)習(xí)字母Ii——Rr ★學(xué)習(xí)拼寫單詞 ★了解一些英語縮略詞的意思。 第三課時(shí)：完成Section A——4a，4b，4c，5; Section B——3a，3b，4;Self Check 1，2，3，4。 課時(shí)目標(biāo)：★學(xué)習(xí)將相同元音音素的字母和單詞歸類 ★鞏固本單元的字母、單詞和句型 ★培養(yǎng)自我檢測的能力以及學(xué)習(xí)卡片的建立。 三、教學(xué)目標(biāo) A、語言知識目標(biāo) 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(biāo) 通過游戲等活動(dòng)，培養(yǎng)學(xué)生靈活運(yùn)用語言知識和勇于創(chuàng)新的能力。 C、情感目標(biāo) 1、激發(fā)學(xué)生學(xué)習(xí)英語的興趣，發(fā)揮學(xué)生學(xué)習(xí)英語的主動(dòng)性; 2、通過小組活動(dòng)、組間競賽，培養(yǎng)學(xué)生的合作意識和團(tuán)隊(duì)精神; 3、在活動(dòng)中培養(yǎng)學(xué)生的想象力和創(chuàng)造力。 四、教學(xué)策略 1、興趣活動(dòng)教學(xué)策略：多采用做游戲和猜謎等形式。 2、開放性教學(xué)策略：新課標(biāo)的理念之一是“開發(fā)課程資源，拓展學(xué)用渠道”。這要求我們學(xué)會(huì)開放性地處理教材。在教學(xué)過程中，我們要適當(dāng)借鑒其他教材的內(nèi)容，插入大量學(xué)生感興趣的圖片和活動(dòng)，拓寬學(xué)生的視野，實(shí)現(xiàn)知識的整合。 3、任務(wù)型教學(xué)策略：任務(wù)型教學(xué)途徑是以應(yīng)用為動(dòng)力，以應(yīng)用為目的，以應(yīng)用為核心的教學(xué)途徑。所以教師在教學(xué)中應(yīng)突出語言的應(yīng)用性原則，把聽說、討論、表演、游戲貫穿于教學(xué)，使課堂形式多樣化，充分發(fā)揮學(xué)生的主動(dòng)性。 五、學(xué)習(xí)策略 1、通過閃現(xiàn)等活動(dòng)，鍛煉學(xué)生反應(yīng)能力和注意力集中程度。 2、通過猜物體等活動(dòng)，培養(yǎng)學(xué)生的邏輯推理能力。 3、通過組內(nèi)合作和組間比賽等活動(dòng)，提高學(xué)生的合作能力和競爭能力，促使學(xué)生學(xué)會(huì)體驗(yàn)實(shí)踐、參與合作與交流的學(xué)習(xí)方式。這種學(xué)法將更有利于發(fā)展學(xué)生的綜合語言運(yùn)用能力，使語言學(xué)習(xí)的過程成為學(xué)生形成積極的情感態(tài)度、主動(dòng)思維和大膽實(shí)踐的過程。 六、教學(xué)過程The first period Step 1 Warming up Good morning/afternoon/evening! How are you? I’m fine, thanks. How are you? I’m OK.(S-T，S-S) Step 2 A Gueing game Teachers show a part of a letter and ask,“What’s this?”Get the students to answer the questions like this“I think it’s A/B.”Then show the whole of the letter to let the students check whether they’re right or wrong. Step 3 Presentation Show the picture of a girl and her room,then present the new words and the sentences：What’s this in English? It’s 從猜謎游戲到新知識呈現(xiàn)，學(xué)生在懸而未決的心理狀態(tài)下學(xué)習(xí)新知識，因注意力相對集中和興趣被有效激活，對讓學(xué)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(fù)習(xí)學(xué)過的字母，又豐富學(xué)生的想象力�！癢hat’s this? It’s…”是本單元的重點(diǎn)句型。通過這個(gè)游戲，讓學(xué)生在聽說中首先建立一定的感性認(rèn)識，體現(xiàn)聽說領(lǐng)先的原則/這一步,旨在引導(dǎo)學(xué)生在真實(shí)的交際中運(yùn)用Starter Unit1中學(xué)到的日常用語,讓學(xué)生體會(huì)學(xué)英語的樂趣和成功的快樂。所學(xué)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(dòng)有效訓(xùn)練學(xué)生的有意注意力和 have a competition between boys and girls. 瞬間記憶力，同時(shí)在真實(shí)的語境中 Get them to name the things they see. 使所學(xué)的語言知識得到強(qiáng)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(xué)生的基礎(chǔ)和能力存在差異，應(yīng)該允許學(xué)生將課內(nèi)未完成的內(nèi)容在課后完成。面向全體學(xué)生，讓所有學(xué)生學(xué)有所得是教學(xué)的唯一目標(biāo)。 學(xué)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(xué)生體驗(yàn)到勇敢、積極、大膽所帶來的愉快的心情體驗(yàn)，激勵(lì)他們更努力地學(xué)好英語。學(xué)生嘗試著用英語進(jìn)行交際，使語言知識在完成任務(wù)的過程中得到運(yùn)用并鞏固。教師應(yīng)該鼓勵(lì)學(xué)生提問、獲得幫助。這是培養(yǎng)學(xué)生主動(dòng)汲取知識的好時(shí)機(jī)。 a.Greetings. b.A Gueing game. Teacher prepare 8 pieces of paper with the words in Section A on them.Put them in a box.Get one of the students to pick a word out of the box. The other students ask:What’s this in English? The student answers: It’s a/an c.Letters challenge(Unit 1). Step 2 Presentation Teacher presents the new letters. Step 3 Listen, number and write Section A—2a, 2b, 2c, 2d.Step 4 Letter BINGO Get Ss to draw a form of 16 squares in their exercise books and play the BINGO game. Teacher may get one of the students to call out the letters.Step 5 Look and learn a.Section A-3 b.Teacher shows more special letters. c.Ss try to think of other special letters. Step 6 Gueing game: What’s the word? a.Teacher thinks of a word that the Ss know.Draw a dash on the Bb for each letter.Get the Ss to suggest in turn a letter.If that letter is in the word, the 猜詞游戲豐富了學(xué)生的想象力，有效激活學(xué)生的探究欲望，符合學(xué)生的心理特點(diǎn)，很容易地把學(xué)生卷入到字母、單詞的記憶補(bǔ)充生活中常見的縮略詞，引起學(xué)生的興趣和注意，激發(fā)他們?nèi)ビ^察生活，使知識的學(xué)習(xí)為生活服務(wù)。游戲要求學(xué)生必須全神貫注地聽，并快速認(rèn)讀字母，訓(xùn)練了學(xué)生的聽力以及敏捷的判斷力和反應(yīng)能力。教師還可以通過此游戲來檢查學(xué)生的字母發(fā)音。通過游戲來檢查學(xué)生對已學(xué)知識的掌握情況，在輕松愉快的課堂氛圍里，學(xué)生的積極性容易被調(diào)動(dòng)，思維容易被激活。如果學(xué)生層次較好，教師事先準(zhǔn)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(yùn)用中，充分體現(xiàn)“學(xué)以致用”的原則。同時(shí)在活動(dòng)中自然呈現(xiàn)新知識，不知不覺把學(xué)生導(dǎo)入到新知識的學(xué)習(xí)和運(yùn)用中，從而真正貫徹了“做中學(xué)”原則。 開放型的作業(yè)代替機(jī)械、枯燥的抄寫，培養(yǎng)學(xué)生的動(dòng)手能力，同時(shí)使他們有機(jī)會(huì)展示自己的個(gè)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(xué)生對英語的語通過游戲、聽說、畫線、排序等多種形式，學(xué)生從聽說讀寫等方面運(yùn)用學(xué)過的18個(gè)字母。在游戲中教師檢查學(xué)生對已學(xué)知識的掌握情況。游戲帶來的愉快的感受能讓學(xué)生積極投入到接下去的學(xué)習(xí)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(gè)初步的認(rèn)識。 在游戲中，學(xué)生運(yùn)用語言知識解決實(shí)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(xué)生既tick已經(jīng)掌握的單詞，并且 b.Section A—4a, 4b, 4c circle尚未掌握的單詞，然后與c.Self check—1, 2 Step 5 A Game Find the friend a.Find the other student who has the sentence that can match his own. 此游戲旨在復(fù)習(xí)Starter Unit1—2中出現(xiàn)的日常用語。在學(xué)生積極、同伴交流，達(dá)到合作、互助的目的。 b.Report in pairs. c.Make conversations with the sentences. Homework 1.Vocab-builder Get the students to line up thewords they know in U2. 2.Get the students to make up their own word gueing games.Get ready to share with the cla in the ne_t period. 讓學(xué)生會(huì)自我小結(jié)與評估，形成性評價(jià)豐富了終結(jié)性評價(jià)的不足，增強(qiáng)學(xué)生學(xué)習(xí)的信心。發(fā)散性的課外作業(yè)，培養(yǎng)學(xué)生創(chuàng)造性思維。同時(shí)，讓語言知識的學(xué)習(xí)與鞏固以積極的方式從課內(nèi)延伸到課外。 七、教學(xué)反思 Go for it! Starter是整個(gè)教材的預(yù)備篇，教學(xué)內(nèi)容雖不復(fù)雜，但是教師的責(zé)任卻不小。除了處理好本單元的教學(xué)重難點(diǎn)之外，教師要下功夫設(shè)計(jì)添近學(xué)生生活、符合學(xué)生認(rèn)知水平和心理特點(diǎn)的教學(xué)形式和方法，讓那些初涉英語學(xué)習(xí)的學(xué)生從一開始打心眼里喜歡英語。教無定法，學(xué)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(xué)生有可能會(huì)問教師許多有關(guān)房間設(shè)施的名詞，這是學(xué)生主動(dòng)學(xué)習(xí)的表現(xiàn)，教師應(yīng)給予極大的鼓勵(lì)。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(zhǔn)備，就能相對從容地面對突如其來的問題，也就是在課前準(zhǔn)備上下功夫。 做一個(gè)會(huì)動(dòng)腦筋的教師，就能培養(yǎng)出一個(gè)愛動(dòng)腦筋的學(xué)生;做一個(gè)有創(chuàng)造意識的教師，就能培養(yǎng)出有創(chuàng)造力的學(xué)生。同時(shí)，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(shí)中布置了一項(xiàng)家庭作業(yè)：Color and write the letters。既復(fù)習(xí)了字母，又為Starter Unit 3的教學(xué)作好準(zhǔn)備。在Starter Unit 3中，教學(xué)重點(diǎn)之一是What color is it?如果到那時(shí)，教師在教學(xué)中拿出的教具來源于學(xué)生自己，既拓展了學(xué)用渠道，同時(shí)又會(huì)讓學(xué)生萌發(fā)出強(qiáng)烈的自豪感和成就感。而擁有成就感和自豪感的學(xué)生，肯定會(huì)以更積極的態(tài)度投入到英語學(xué)習(xí)中去。就這樣，教師一步一步把學(xué)生引入積極的英語學(xué)習(xí)中，最后達(dá)到事半功倍的效果。 此外，在布置回家作業(yè)時(shí)，教師也可以各盡所能，設(shè)計(jì)學(xué)生愛做、搶著做的家庭作業(yè)，既達(dá)到復(fù)習(xí)知識的目的，更追求在完成作業(yè)的過程中運(yùn)用知識的目的，使家庭作業(yè)項(xiàng)目化。同時(shí)教師可以為學(xué)生建立成長袋，每一次出色的、有創(chuàng)意的作業(yè)都是收錄進(jìn)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(xué)生進(jìn)步的過程，也是他們未來學(xué)習(xí)的動(dòng)力。 做一個(gè)愛教、善教的教師，培養(yǎng)一批愛學(xué)、善學(xué)的學(xué)生。 教學(xué)目標(biāo)： (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(gè)單元，第一單元主要教學(xué)生怎樣談?wù)撘粋�(gè)地方，例如一個(gè)景點(diǎn)，一個(gè)城市等等。學(xué)會(huì)用數(shù)字表達(dá)長度和人口數(shù)量等。 教學(xué)重點(diǎn)： (1)There are lots of bicycles in China. (2)There is a famous river. 教學(xué)難點(diǎn)： 用“There is/ There are”介紹事物 學(xué)情分析： 學(xué)生對本模塊較熟悉，經(jīng)過本節(jié)課，讓學(xué)生通過卡片、圖片的提示來進(jìn)行口筆頭操練 教學(xué)準(zhǔn)備： 課件、錄音機(jī)、磁帶 教學(xué)過程： 一、游戲熱身 隨音樂傳遞物品，音樂停該同學(xué)用there be句型說句子 二、導(dǎo)入 讓學(xué)生先觀察圖片，猜猜都是中國的什么地 三、課文教學(xué) 1、播放錄音，讓學(xué)生給所聽到的錄音圖片排序。 2、接著讓學(xué)生跟讀 3、試著讓學(xué)生用自己的語言描述圖片上的內(nèi)容。 4、現(xiàn)在可以變換練習(xí)方式。請學(xué)生兩人一組.向?qū)Ψ浇榻B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(xué)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(lì)學(xué)生根據(jù)圖片進(jìn)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(xué)習(xí)：請學(xué)生聽SB unit 2活動(dòng)3的錄音，之后讓學(xué)生試著跟讀一遍。要求他們注意重讀的地方。請學(xué)生把書翻到SB unit 2活動(dòng)3，仔細(xì)看書上的句子以及每句話中用黑體標(biāo)出的地方，比較一下自己剛才跟讀時(shí)重讀的.位置與書上的標(biāo)注是否一致。老師再放錄音，學(xué)生邊聽邊看書，認(rèn)真體會(huì)。 四、應(yīng)用 現(xiàn)在學(xué)生衣服上的圖案很豐富。教師可讓一個(gè)學(xué)生站在黑板前，讓其他學(xué)生用“There胡屯鎮(zhèn)聯(lián)合校集備活頁 五、學(xué)習(xí)歌曲 完成SB unit 2活動(dòng)4，請學(xué)生欣賞并學(xué)習(xí)一首歌曲。放錄音前，請學(xué)生們先試著通過文字和圖片猜測歌曲的內(nèi)容。 播放錄音，請學(xué)生積極模仿錄音中的語音語調(diào)。如果他們感到學(xué)習(xí)歌詞有困難，老師可以先把領(lǐng)讀帶中歌曲前慢速朗讀的歌詞放一遍給學(xué)生聽 六、課后作業(yè) 挑選一張風(fēng)景的明信片，用英文進(jìn)行簡單的描寫和介紹 Shops and markets Asking ‘Wh-’ questions to find out various kinds of specific information about an event e.g. What do you need to buy at the shops? Using quantifiers to refer to quantity e.g. Yes, I need a new pair of jeans. Using the simple present tense to express needs e.g. I need to buy a new watch for your brother. Language skills: Listening Recognize differences in the use of intonation in questions, statements ( including approval and disapproval), commands, and respond appropriately Listen for specific information Speaking Maintain an interaction by replying Reading Read written language in meaningful chunks Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression Re-read to establish and confirm meaning kinds Materials: Student’s Book 7B page 43 Cassette 7B and a cassette player Photographs of different kinds of shops Preparation: Cue the cassette. Bring some photographs of different kinds of shops to class. Pre-task preparation 1. Ask a few students: Did your family go shopping last weekend? What did you buy? To elicit: Yes, we went shopping last weekend. We bought … Write a list of things students have mentioned on the board. 2. Bring some photographs of different kinds of shops to class. Write: bookshop, video shop, furniture shop, toy shop, watch shop / seller, supermarket, shoe shop and clothes shop on the board. Invite a few of the more able students to tell class what we can buy in each of the shops. 3. Point at the list which you have written down on the board. Ask: Where can we buy a/an/some …? To elicit: We can buy a/an/some … in a ____ shop? 4. Play the recording: Read. Students listen and follow in their books. 5. Play the recording again. Students listen and repeat. 2 Language focus: Asking ‘Wh-’ questions to find out place e.g. Where will we go to buy the jeans? Using the simple present tense to express needs e.g. I need to buy a pair of shoes. Using connectives to link similar ideas e.g. We’ll go to ______ , _____ and _______. Language skills: Listening Recognize differences in the use of intonation in questions, statements ( including approval and disapproval), commands, and respond appropriately Listen for specific information Speaking Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings Open an interaction by eliciting a response by asking questions Maintain an interaction by replying Reading Predict the likely development of a topic by recognizing key words and making use of context and knowledge of the world Re-read to establish and confirm meaning Writing Develop written texts by presenting main and supporting ideas Materials: Student’s Book 7B page 44 Cassette 7B and a cassette player Workbook 7B page 23 Photocopiable pages 34 and 35 Preparation: Cue the cassette. Make a copy of Photocopiable pages 34 and 35 for each student. Remind students to bring back their shopping lists for Mrs Wang. Pre-task preparation 1. Draw a large information board like the one in Look and read on the board. Give students some time to look at it and ask: You need to buy (a thing). Which shop will you go to? To elicit: I will go to (a shop) to buy (a thing). You may ask about a few different kinds of things so that students can talk about different kinds of shops 2. Play the recording: Look and read. Students listen and follow in their books. 3. Invite a pair to come out and role-play Mrs Wang and Alice and read their dialogue aloud. Post-task activity Workbook page 23 Consolidation Grammar Practice Book 7B page 33 3 Language focus: Using connectives to express alternatives e.g. Mum, do you prefer the jeans with the yellow belt or the ones with the blue belt? Using the simple presents tense to express preferences e.g. I prefer the ones with the belt. Using prepositional phrases to describe objects e.g. I prefer the one with the white collar. Using adjectives to describe objects e.g. sweater/short sleeves, T-shirt/v-neck Language skills: Listening Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expression Speaking Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings. Use gestures and facial expression to convey meaning and intention Open an interaction by eliciting a reponse Maintain an interaction by agreeing or disagreeing Reading Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression Materials: Student’s Book 7B page 45 Cassette 7B and a cassette player Workbook 7B page 24 Different kinds of clothes Some toy RMB notes Preparation: Bring some clothes to class. Also remind students to bring different kinds of clothes to class. Prepare some toy bank notes. Cue the cassette. Pre-task preparation 1. Bring the following clothes to class: a pair of jeans with black belt, a shirt with a white collar, a sweater with short sleeves, a T-shirt with a round neck, etc. Hold the clothes in your hands and talk about them one by one, e.g. This is a pair of jeans with a black belt/a shirt with a white collar/ a sweater with short sleeves/ a T- shirt with a round neck, etc. 2. When students are familiar with the language structure ‘a(chǎn) ____ with _____’, invite a few of the more able students to talk about their ideal school uniforms, e.g. I prefer a shirt with a blue collar/a dress with a pink belt/a pair of trousers with checks, etc. 3. Play the recording: Look and read. Students listen and follow in their books. 4. Play the recording again. Students listen and repeat. Post-task activity Workbook page 24 Consolidation Grammar Practice Book 7B page 34 4 Language focus: Using the simple present tense to express feelings e.g. I like the jeans with the blue belt. Using prepositional phrases to describe objects e.g. I also like the blue T-shirt with the round neck. Using adjectives to describe objects e.g. It’s size small.medium/large. Language skills: Listening Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately Listen for specific information Speaking Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings. Use gestures and facial expression to convey meaning and intention Open an interaction by greeting someone in an appropriate manner Maintain an interaction by replying Writing Gather and share information, ideas and language by using strategies such as listing Develop written texts by expressing own ideas and feelings Write out a piece of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessary Materials: Student’s Book 7B page 46 Cassette 7B and a cassette player Photocopiable pages 36 and 83. Three T-shirts of different sizes. Some pieces of paper Preparation: Cue the cassette. Make a copy of Photocopiable pages 36 and 83 for each student. Bring three T-shirts of different sizes to class. Pre-task preparation 1. Show the class the T-shirts of different size. Say: This is size small/medium. Hold any one T-shirt in your hands and say: This T-shirt suits me. It’s size ______ . 2. Ask the class: Which size of clothes do you usually wear? To elicit: Size small/medium/large. 3. Play the recording: Look and read. Students listen and follow in their books. 4. Students work in pairs and read the dialogue in Look, ask and answer. Tell them to look at the clothes on page 45 of the Student’s Book again. Then pairs take turns to be the customer and the shop assistant. Walk around, offering help and guidance to the less able students. 5. Invite a few pairs to role-play the customer and the shop assistant in front of the class. Consolidation Grammar Practice Book 7B pages 35 and 37 Photocopiable pages 37 to 43 一、教學(xué)設(shè)計(jì)理念 英語是一門實(shí)踐性很強(qiáng)的學(xué)科，必須通過大量的活動(dòng)和練習(xí)，才能掌握和運(yùn)用。它的特點(diǎn)也決定了它課堂教學(xué)活動(dòng)形式靈活多樣。在設(shè)計(jì)活動(dòng)時(shí)要有計(jì)劃和要由易到難，使聽說讀寫得到更全面發(fā)展。 二、學(xué)情分析 七年級學(xué)生對英語普遍感興趣但有很大的不穩(wěn)定性，遇到困難容易退宿，因此要采用情景交際法，激發(fā)學(xué)生學(xué)習(xí)興趣，讓學(xué)生易于接受。 三、教學(xué)內(nèi)容分析 Unit5 Topic2的中心內(nèi)容是現(xiàn)在進(jìn)行時(shí)的理解與運(yùn)用，而Section D則是通過聽力、填空、唱歌等形式對現(xiàn)在進(jìn)行時(shí)進(jìn)行復(fù)習(xí)和總結(jié)。 四、教學(xué)目標(biāo) 現(xiàn)在進(jìn)行時(shí)的理解與運(yùn)用。 五、教學(xué)重難點(diǎn) 現(xiàn)在進(jìn)行時(shí)的'結(jié)構(gòu)及動(dòng)詞的現(xiàn)在分詞的構(gòu)成。 六、教學(xué)策略 1、運(yùn)用多媒體技術(shù)，優(yōu)化課堂教學(xué)。 2、引導(dǎo)學(xué)生自主學(xué)習(xí)。 3、合理開發(fā)和利用網(wǎng)絡(luò)資源。 七、教學(xué)過程 Step 1.Warm up and leading Show a song “What are you doing” 設(shè)計(jì)意圖：抓住學(xué)生注意力，導(dǎo)入新課。 Step 2.Presentation 一、Present Continuous What’s he doing?He is running. What are they doing?They redancing. What___(be) her mother? She is______(cook). 設(shè)計(jì)意圖：展示多媒體人物活動(dòng)圖片，小組活動(dòng)訓(xùn)練句型。 二、Fuction 1..Excuse me, _____some English workbooks?Sure. 2.—— can I keep them?Two weeks. 3.You must return them on time.Sure.______.Thank you. 設(shè)計(jì)意圖：讓學(xué)生總結(jié)本話題的討論內(nèi)容與語法點(diǎn)。 Step 3.Practice 1.Listening.complete the table. 設(shè)計(jì)意圖：讓學(xué)生聽錄音填空，提高學(xué)生聽力。 Step 4.Conversation Read the paage, then number the picture.設(shè)計(jì)意圖：學(xué)生認(rèn)真讀課文，以讀來解決問題，培養(yǎng)學(xué)生語感，提高學(xué)生解決實(shí)際問題的能力。 Step 5.Homework 一、Fill in the blanks. (1) Look.Mi Wang_______(talk) to Maria on the Great Wall. (2) Tom often______(do) his homework after school.But now he______(write) aletter. (3) He looks happy because he loves______in the _____pool .(swim) . (4)He comes from______.He is an ______.(America) 二、Write a paage: Describing “What are they doing”. 設(shè)計(jì)意圖：檢查學(xué)生對現(xiàn)在進(jìn)行時(shí)的掌握程度，通過寫作提高學(xué)生的寫作水平。 教學(xué)反思： 本次教學(xué)設(shè)計(jì)既達(dá)到了教學(xué)容量飽滿，又沒有采用增加學(xué)生負(fù)擔(dān)，造成學(xué)生心理壓力。本次教學(xué)設(shè)計(jì)采用多媒體教學(xué)，抓住了本節(jié)課的中心點(diǎn)、關(guān)鍵點(diǎn)學(xué)習(xí)。在課堂上，師生互動(dòng)，生生互動(dòng)，人人參與，學(xué)生成了課堂的主人。但在時(shí)間的安排上有待于 完善。今后在課前備課和課件制作上要更加努力。 【初一英語教案】相關(guān)文章： 初一英語教案11-03 初中初一英語教案12-17 初一英語教案(3篇)11-05 初一英語教案4篇11-12 初一英語教案3篇11-04 初一英語教案5篇07-22 初一英語教案(4篇)11-13 初一英語教案通用3篇11-09 初一英語教案匯編3篇11-10初一英語教案7
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