初一英语教案
作为一名教职工，时常需要用到教案，编写教案有利于我们弄通教材内容，进而选择科学、恰当的教学方法。那么问题来了，教案应该怎么写？下面是小编为大家整理的初一英语教案，欢迎阅读与收藏。
初一英语教案1
教学目标
1、学会不同工作的英文表达方式。
2、了解同学父母的工作。
3、学会简单的介绍自己将来的理想。
教学重难点
重点词汇：
teacher，nurse，engineer，manager，airhostess，lawyer，doctor，clerk，reporter，police
重点句型：
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。
教学工具
多媒体
教学过程
课后小结
本节课的不足之处，由于本节课的内容较简单，所以在各个任务环节的难度梯度不是很明显。这样没有为能力较强的同学提供战线的机会，而且本单元涉及的'单词较多，学生不能完全的熟练掌握。所以在以后的教学中还应不断的探索，寻求更大的突破。
本堂课重点学了有关职业的词汇和如何询问他人从事的职业，课堂效果较好，学生基本能够掌握并运用，较好的完成了课堂教学任务。
初一英语教案2
一、教学目标：
1.知识目标
(1)学会单词dictionary,back,tomorrow以及词组alot(of)。
(2)继续学习动词have的用法。
2.能力目标
能够用动词have展开情景联想，造句，表演对话。
3.情感目标
培养学生互相帮助的好习惯。
二、教学过程：
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.
初一英语教案3
一、教学内容
1、语音：
1）复习音标及字母组合[u：] u，oo；[u] u，oo，oul；
2）学习音标及字母组合[（+] ure，ua
2、语法：
1）小结本单元所学to be going to+动词原形的用法；
2）小结本单元出现的形容词比较等级的规则变化和不规则变化。
二、教具
录音机；音标卡片、小黑板等。
三、课堂教学设计
1、复习值日生报告。
教师出示事先准备好的写有形容词原级的小黑板，要求学生迅速写出其比较级、级形式。
2、教师出示音标卡片，复习[u：] [u]两个元音的读音，启发学生分别给出含有这两个元音的'单词。教师可将这些单词书写在黑板上，并用彩色粉笔写出读这些音的字母或字母组合。
教[（+]这个双元音的读音。学生初步掌握其读音后，重复上一步骤。
3、放课文第1、2部分录音，学生打开书跟读，反复三遍。指导学生做练习册习题1。
4、指导学生阅读复习要点中例词、例句。教师小结该要点中所列两项语法内容。
5、指导学生做练习册习题。
6、布置作业
1）练习朗读本课第1、2部分中的音标、单词、短语和句子；
2）结合书后有关语法讲解，温习本单元语法项目；
3）抄写复习要点中例句及词语；
4）完成练习册习题。
四、难点讲解
形容词比较等级（Ⅰ）形容词比较等级的规则变化和不规则变化。本单元只介绍单音节形容词和少数双音节形容词的变化：
1）一般在词尾加—er或—est，分别构成比较级和级。例如：small——smaller——smallest。
2）以字母e结尾的形容词，加—r或—st，例如：nice——nicer——nicest。
3）重读闭音节词尾只有一个辅音字母时，双写这个辅音字母，再加—er或—est。例如：big——bigger——biggest。
4）以辅音字母+y结尾的双音节形容词。改y为i，再加—er或—est。例如：easy——easier——easiest。
此外，少数形容词还有不规则变化，需要认真记忆。例如：
good——better——best；many——more——most等。
初一英语教案4
Module6Aninvitationtothecinema
(一)学习目标：
Languagegoals语言目标
1.Keyvocabulary重要词汇
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能力目标
Enablestudentstolistentoandtalkaboutinvitations.
(二)学习重点、难点：
掌握邀请看电影、球赛的词汇：
invitationcinemastarmatchwouldstadium
掌握表达邀请的常见句型：
Wouldyouliketogotothecinema?
Let’sgointheevening
(三)问题导学：
Answerthequestions:
Whatdayisittoday?
Howmanydaysarethereinaweek?
Whatarethey?
(四)课堂操练：
Activity3
按一周内的先后顺序给下列单词标号
Activity2
按一天内的先后顺序给下列短语标号
Activity1
将下列单词和图片配对
Activity4
看上面的图片回答问题
Whoisthis?
Whatishisjob?Isheafilmstar?
Isheyourfavouritefilmstar?
Activity5
读对话然后回答问题：
Whowouldliketogotothecinema?
Whenwouldtheyliketogo?
Activity6
根据上面对话内容判断正(√)误(×)
(五)随堂检测：
I.根据句子的'意思完成单词。
1.Thereares_____daysinaweek.
2.S_______isthefirstdayoftheweek.
3.Let’sseeaf______thisFriday.
4.Damingisgoingtoi_____Tonytothecinematonight.
5.WegotoschoolfromM_______toFriday.
II.完成句子
1.让我们去公园吧。
____________tothepark.
2.约翰邀请我去美国。
John______me______America.
3.你愿意和我们一起踢足球吗?
______you__________________footballwithus?
4.休斯敦火箭队是我最喜欢的篮球队。
HoustonRocketsismy__________________.
5.足球赛在星期三的下午进行。
Thefootballmatchis__________________.
(六)归纳小结：
自学课本第123页内容(Module6情态动词would)，自己尝试着归纳一下“wouldlike”的用法。
(七)语言拓展：
补全对话，每空一词
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.______
初一英语教案5
以下是精品学习网为您推荐的 Unit1 Can you play the guitar，希望本篇文章对您学习有所帮助。
Unit1 Can you play the guitar
目标：
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
重难点及突破方法：
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、 要求掌握以下词汇：
(1) 情态动词can, can’t
(2) 动词dance, swim, sing, paint, join
(3) 名词art, music, guitar
(4) 动词词组play chess, speak English, play the piano
3、 难点
如何呈现can, can’t
教材处理(增减、添加、改编、删除)：
教学思路(一条线索、一个主题串联多种活动)：
在呈现了新词汇后，以游戏，竞猜等学生喜欢的活动不断巩固单词与句子，以最后的report:What club do you want to join ? 为语言输出
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 ?
步骤：(活动)
环节1 ：warming up
activity 1:English song of “ If you are happy “
activity 2 : do the activities of “ clap stomp and shout hurray “
在英语歌曲播放后，可直接引出本次课的目标语句“Can you sing ?”
“Can you do it ?”等引导学生作好课前互动。
环节2： presentation
使用“Do you like the song ? ”and “ Can you sing the song ?”呈现出目标语句“Can you ...?” 同时通过一系列的图片，呈现出新单词“sing,dance , play the piano, play the guitar , play chess .”等。
新 课标第一网
环节3：exerice
Task 1 : What can they do ? Match and listen
Task 2 :Memory game : What can he do ? 在落实新单词的同时，呈现出Can 用于第三人称时的使用规则，将目标语言呈现完整。
Task 3 : 采用竞猜来猜老师的喜好，不仅可以落实好新单词，同时有利于调动学生积极性，拉近和学生的距离。
Task 4 : Show time : 在做了相应的单词以及句子操练后，学生已具备足够的信心展示自己，将目标语言做次简单的输出。
环节4：presentation
在熟悉了各类活动的叫法之后，紧接着呈现的便是各个俱乐部的名称，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 ?从而呈现出各类俱乐部的名称。
环节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 .
环节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_ 课时
_________
话题：
Your ability
目标：
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
重难点及突破方法：
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、要求掌握以下词汇：
名词：kid
形容词性物主代词：our
教材处理(增减、添加、改编、删除)：
教学思路(一条线索、一个主题串联多种活动)：
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
步骤：(活动)
环节1 ：warming up
activity 1:(1) Daily greetings to the students(日常问候)
Activity 2(2) Revision(复习)
. T: (从复习中来)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.
环节2：Presatation(呈现新知识)
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
环节4：Group work. (Work on 3b)(完成P61,3b的对话部分)
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 √
环节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?
环节6：总结
10. Grammar Focus(语法总结)
Use the sentences on the blackboard to do the grammar focus.
T:这两天我们学习了谈论人的能力。我们学习了情态动词(要求学生讲出)
S:can
T:如果要表达会做什么，用什么词?不会什么，用什么什么词?
S:can, can’t
T:请大家看这些动词，有没有变化?
S;没有，是原形。
T:对，动词放在情态动词的后面，不管主语是第一、二还是第三人称，动词都用原形。请大家一定要记住这一规则。
:
Homework:
Make a survey after class according to 4 on page 61
第_3_ 课时
话题：谈论能力
目标：
能询问别人在乐器方面具备的才能
谈论别人在音乐方面所具备和不具备的才能
能为学校活动写篇海报
重难点及突破方法：
要求熟练运用以下句式：
--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….
要求掌握以下词汇：drums piano trumpet violin musician, rock band, Chinese Kungfu, festival
难点：区分play the 乐器 和play 球类
为某个活动写海报
教材处理(增减、添加、改编、删除)：
SectionB-1a Match 减掉
教学思路(一条线索、一个主题串联多种活动)：
学校要召开音乐节，在全校范围招聘表演同学。针对候选人Bill Jennifer Victo展开单词学习，听力以及对话，最后找出适合人选。同时学习如何阅读招聘广告，提取有效信息以及如何写招聘海报。
步骤：(活动)
环节1 Revision
通过Memory Game ，复习学过的单词，检验学生记忆情况。教师可以通过过渡句：OK，different students can do different things. So in your opinion, what club can they join.过渡到对上节课CLUBS的`复习。
环节2：Presentation
让学生听乐器声音，猜测是哪种乐器，进入到对新单词的学习。
环节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.
环节4： Listen and finish 2a-2b on P 62.
2) 2b: T: Now look at 2b on page 62, listen again and fill in the chart with the words in the box. Let’s see what Bill, Jennifer and Victor can do, and what they can’t do.
www.Xkb1.coM
Answers
can can’t
Bill play the guitar sing
Jennifer sing, play the drums play the piano
Victor play the piano dance, sing
环节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
环节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?首先让学生自由讨论下，并说明自己的理由，然后进入对对3的学习：设计问题1.What things do they want people to do for the school music festival?
Task. two. Finish the poster. (Work on 3b on p63.)
环节7：Writing
根据前面学习的两篇海报，再通过集体讨论学习活动4中的公演海报，最后自己写一篇运动会的海报。(如果时间不够，作为家庭作业回家完成。)
环节8：Homework
1.Finish writing the poster for a sports day.
2.Get ready for the diction for the whole unit.
第__4_ 课时
话题：
Revision of Unit10
目标：
1. 检查并评比昨天设计的海报。
2. 如何加入一个俱乐部：询问个人信息;填写登记表。
3. 通过小测验来复习本单元所学过的重点内容。
www.Xkb1.coM
重难点及突破方法：
Review the key words presented in this unit and add five new words to the vocab-Builder.
教学思路(一条线索、一个主题串联多种活动)：
检查评比海报，互相学习及自我纠正，学会填写登记表。通过练习落实单元知识并且做个单元小总结，明确重难点。
步骤：(活动)
环节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?
环节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
环节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.
环节4. Dictation: (听写下列单词和词组，时间为5分钟)
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
环节5.Exercises
环节6.总结
环节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
环节8. Homework:
初一英语教案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.
知识目标
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.
能力目标
1. To understand conversations involving self-introduction.
2. To give a brief self-introduction concerning name, age and hometown.
情感态度
Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教学方法Interactive approach
教具Tape recorder, Multimedia
教学过程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?
运用本课句型，在规定的八分钟时间内，以小组为单位，看谁结交的朋友最多，她将获得一份丰厚的奖品。
Task 2: Introduce yourself by using today's useful sentences.
Step 7: Language points
1. I’m from Wuhan.我来自武汉。(我是武汉人。)
Be from表示“来自哪里”、“从哪里来”或“是哪里人”。如：
He’s from Beijing.他来自北京。(他是北京人。)
They’re from England.他们来自英国。(他们是英国人。)
如果不强调从哪里来，只是要说明身份，也可以说：
He’s a Beijinger.他是北京人。
They’re English.他们是英国人。
2. Where+is/are+主语+from?
英语中，通常用特殊疑问句"Where + is / are +主语+ from?"来询问某人"来自哪里","是哪里人",其答语通常用"主语+ am / is / are from +地点"。如：
—Where is Sam from?
萨姆从哪里来？
—He is from England.
他来自英国。
拓展：be from = come from,如：
Where do you come from?
Where does he come from?
3. What’s your name?
英语中，当想知道对方叫什么名字时，可用句型"What’s your name?"进行询问，其答语一般用"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：当你想很有礼貌地问别人的名字时，你可以这样问：
What’s your name, please?
May I have your name, please?
4. I’m twelve years old.我12岁。
…years old,表示“……岁”。有时候years old可以省略，只用数字来表达年龄即可。如：Her dog is three.她的小狗3岁。
拓展：对该句型提问可用：How old ...?它是英语中一个较重要的句型，主要用来询问某人的年龄，其答语通常用"主语+ am / is / are +年龄。"。如：
—How old are you?你多大了？
—I am thirteen (years old).我十三岁。
5. Nice to meet you .很高兴见到你！
这是两位初次见面相识后的用语，意思是“见到你很高兴。”见面相识可由自我介绍，第三者介绍或者询问相识。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？
英语中“What about...?”是一句常用的客套话，它后面可接名词、代词或动名词(ing)形式，它的功能可不少呢！
(1)询问或打听消息。如：
I'd like a cup of tea. What about you?
我想喝杯茶，你呢？
(2)向对方提出建议或请求。如：
What about playing football now?
现在踢足球怎么样？
(3)寒暄时的问候语，有承上启下的转折作用，如：
I'm a student from China. What about you?
我是一名来自中国的学生，你呢？
7. Welcome to Class 4, Grade 7.欢迎来到七年级四班。
welcome to ...欢迎来到。，这是一句欢迎用语，在英语中使用比较广泛，如：
Welcome to Beijing!欢迎来北京。
Welcome, come in，please.欢迎，欢迎，请进来。
Step 8: Consolidation
Do some exercises and check with the whole class.
Step 9: Homework
板书设计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.
作业布置1. Finish off the workbook exercises.
2. Make your favourite "English name card".
教学反思The students can talk in English.
Unit 2 I'm Wang Lingling and I'm thirteen years old.
课型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.
知识
目标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
目标To get information from the reading material about personal information.
情感
态度Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教学方法Interactive approach
教具Tape recorder, Multimedia
教学过程
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.
这位是玲玲，她的英文名叫露西。
This is ...向别人介绍某人时说"This is ..."不用
"That is ..."。如：This is Tom. Tom, this is Jack.
这是汤姆。汤姆，这是杰克。
注意：this is不能缩写，而that is可以缩写成that's。
打电话时，介绍自己用this,询问对方用that。如：
This is Lucy speaking.
Is that Lucy speaking?
2. Good to see you.很高兴见到你！
此句为熟人之间见面常用的问候语，还可以
说：Nice to see you. / Glad to see you. /
Pleased to see you.
It's nice to see you all.
很高兴见到你们所有人！
句中all为代词，意思“每个，全体”;作主语时，be动词用are。如：
All the students are here today.
所有的学生都到齐了。
3. I'm Wang Lingling and I'm thirteen years old.
我叫王玲玲，我今年十三岁了。
介绍自己名字的时候可以用“I'm”、“I am”
或“My name is ...”，此句还可以说：
My name is Wang Lingling.
另外，这里的“...years old”，表示。几岁，这里的
数字可以省略，直接说成：I am thirteen.
对它提问用：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 与中国习惯不同，大多数英语姓名有三个名字：教名，中间名和姓。他们的姓放在最后。(中间名一般很少用)如果你要称呼别人为……先生，夫人，小姐时，只能在family name也就是last name前加上Mr, Mrs, Miss，如上面的这个名字，你只能称他为Mr. Green，而不能称他为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 采访两个你的新同学，分别问他们以下几个问题： What's your name? Where are you from? How old are you? What's your favourite subject? 将你的采访记录整理成一篇为My new classmates的短文。(可适当增加采访问题，全文不少于50单词。) 板书设计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. 作业布置1. Finish off the workbook exercises. 2. Interview two of your classmates and write a short passage. 教学反思The students can get information from the reading material about personal information. Unit 3 Language in use 课型Revision and application 教材分析Unit 3对“自我介绍和获取信息”的功能句式进行综合训练：谈论自己或朋友的情况(活动1);根据提示完成介绍图片中人物情况的句子；填表、匹配复习表示国家、民族及人物活动的词汇。Around the world了解中西人名的不同；Module task要求通过问答形式介绍自己和他人。 知识目标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? 能力目标Enable students to talk about themselves and their friends. 情感态度Learn to respect others when we talk with others. Learn to introduce yourself to your friends in the right way. 教学方法Formal and interactive practice 教具Tape recorder, PPT, handout 教学过程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 动词Be的一般现在时： 1.肯定句：主语+ be(am,is,are) +其它。 2.否定句：主语+be+not+其它。 3.一般疑问句：Be+主语+其它？ 4.特殊疑问句：疑问词+一般疑问句？ 动词Be的常用句式： 1. be +形容词 I am very happy.我很幸福。 He is very kind.他人非常好。 2. be +名词 Mr Wang is our English teacher. 王先生是我们的英语老师。 They are our good friends. 他们是我们的好朋友。 3. be +介词短语 She is at home.我在家里。 Are you from America?你来自美国吗？ The book is on the desk.书在桌子上。 4. be +副词Class is over.下课了。 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 板书设计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 作业布置查找资料名人资料，向全班同学介绍你心目中最喜爱的英明星或最 尊敬的人。 教学反思Speaking more is necessary for the students. 一、教学内容 1．词汇（略）。 2．语音：复习音标及字母组合[+:] er, ir,ur,or;[% :] a,ar;[ a(::] ou, ow 3．句型：复习There +be的句型。 二、教具 录音机；音标卡片；模仿课文第2部分的表格绘制一张大表（表上的内容可视自己学生的情况照抄或改动）。 三、课堂教学设计 1．复习值日生报告。 2．教师出示音标卡片，复习[+:][%:][ a(::]这三个元音的读音，启发学生分别给出含有这三个元音的单词。教师可将这些单词书写在黑板上，用彩色粉笔写出读这些音的.字母或字母组合。 3．放录音，学生打开书，反复跟读两至三遍（注）。指导学生做练习册习题1，当堂核对答案。 4．教师用英语向全班提问： 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… 教师挂出事先准备好的大表，引导学生按课文第2部分要求进行问答练习。先请一位英语程度较好的同学到前面来，在教师的帮助下，与全班进行以下对话： 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．全班两人一组，就这份表格进行问答练习。口头练习后，要求学生从自己练习过的四组对话中，任选一组至两组书写在作业本上。 6．要学生小结出课文第2部分所复习的重点句型(There+be)的构成及用法。 7．布置作业 1）练习朗读本课音标及单词；2）抄写复习要点中所列重点词组及句型；3）完成练习册习题。 注：关于各单元最后一课语音部分的处理，教师可根据所教学生情况灵活掌握。如果学生情况稍好，可以把这部分当作听写练习：放录音，学生边听边写下音标和单词，然后核对。 一、教学内容 继续学习现在进行时的用法。 二、教具 录音机。 三、教学内容设计 1．复习。重复上一课步骤1。然后，叫两位同学到前面，一个表演动作，另一个则问全班同学： What is he/she doing? (表演内容参考第85、86两课插图) 2．打开书，学生看图。利用图片教本课生词。放课文第一部分录音，学生跟读两遍。 3．看本书彩图插图第iii页。教师先向学生提出以下问题： 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? 通过以上提问，复习已学过的`句型。 4．两人一组，用课本上提供的问题与答案，进行问答练习。 5．指导学生做练习册习题。 6．布置作业 1) 抄写生词； 2)完成练习册习题。 一、Teachers words: Where there is a will, there is a way. 二、Teaching aims: 1、知识目标： 词汇: clean, read, sure, wait, toy, west, camera, activity, shop, bird. 短语：talk about, a photo of, thanks for, play soccer, wait for, some of, in the first photo, … 交际用语： （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. 语法： 1、现在进行时的用法。 2、英语能力目标：学会谈论人们正在做什么，学会写英文信，能就现场发生的事作现场报道。 3 、情感目标：通过合作学习谈论正在发生的事，启发学生思维，培养学生的合作精神。 三、教学重点："教学目标"中的"知识目标"和"能力目标"。 教学难点："现在进行时"的应用。 四、Teaching course: Step 1、预习导学自测： 根据句意补全已给出首字母的单词： 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. 小小翻译家： 1、talk about________ 2、a photo of________ 3、wait for________ 4、in the first photo________ 5、电话交谈________ 6、踢足球________ 7、因…而感谢________ 8、许多图书馆_______ Step2情境导入 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、以上练习的句子是什么时态？_______________________________。 2、该时态的结构是_________________________________________。 3、现在分词的构成规则 A、一般直接在动词后加______，如reading,watch_____, talk____ 。 B、以字母不发音的`e结尾的____________，如writing,come_______, make ____ 。 C、一个元音字母加一个辅音字母结尾且末尾只有一个辅音字母的重读闭音节词要_____________________ 。如swimming , run ____ ,begin ____。 Step4合作交流 1、Make dialogues in pairs ---What are you doing？ ---I am reading、 MORE DIALOGUES: 【课题】Unit1 My name’s Gina. 【学习目标】 知识与能力：1. 掌握并规范字母Ii-Rr. 2. 识记本单元词汇：what, this, in, English, a, an, map, orange, jacket, key, quilt, pen, ruler, spell, please, etc. 过程与方法：学会从对话中获取对方的相关信息。 情感态度与价值观：使学生学会如何礼貌的与他人交往。 【学习重难点】：熟练掌握本单元词汇及语言结构。 一、自主预习 【预习任务】： 任务一：写出下列汉语的英语形式。 名字xxxxxx遇见xxxxxx问题，难题xxxxxx 回答，答案 xxxxxx 第一的xxxxxxxx 最后的xxxxxxxx 任务二：写出下列单词的汉语意思。 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 【预习诊断】： 1. 选择题： (1.)Kate has lost(丢失) 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. 写出下列英语形式。 (1):电话号码??????xxxxxxxxxxxxxxx(2):早晨好xxxxxxxxxxxxxxxx(3):下午好xxxxxxxxxxxx 3. 写出下列词的英语意思： 1). 早晨xxxxxxxxxx2).下午xxxxxxxxx3).晚上xxxxxxxxxxx4).谢谢xxxxxxxxx 5).名字xxxxxxxx6).好的xxxxxxxx orxxxxxxxxx 【预习反思】：你还有什么问题吗?(Do you have any problems?) 二、课中实施 Step1 交流展示 Step2 精讲点拨： What’s your name ? 你叫什么名字?句中的your可根据问对象换成his、her等物主代词。What’s his name ? (翻译) 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)向别人作自我介绍是通常用My name is + 自己的'名字/ I’m +自己的名字 2)将下列单词分类 I , he, my, his, her, she, it, its 人称代词: xxxxxxxxxxxxxxxxxxxxxxxxxxx 物主代词: xxxxxxxxxxxxxxxxxxxxxxxxxxxx 三、作业： 满分：10分 得分率：xxxxxx (一)、单项选择; 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.下列有一个发音与其他发音不同的是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)、补全对话。 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. 教学目标：学习称呼语和问候语 教学重点：打招呼用语 教学难点：如何正确运用打招呼用语 教具多：媒体、录音机 教学课程： 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)练习打招呼问好。 (2)练习感谢他人。 (3)练习告别语Goodbye。 4. Practise 1)Work in pairs part7 and part8 2) Complete the sentences. Daming, ______ ______, please(请坐) _____,______ (同学们好) ______(你好).Jack. _______,_______ (谢谢), Miss Li. _______(再见), Lucy. 5. Conclude 6. Homework Complete part5 and part 6 一、说教材 Go for it!学生用书的每个单元有6页，其中包括Section A、Section B和Self Check。Section A为目标句型提供分步示例和指导性练习;Section B使学生能够对已经学过的目标句型运用自如;Self Check使学生对自己现阶段的英语水平，即对本单元的语音目标的掌握程度有较为明确的认识。 Starter Unit 2是Go for it!预备篇3个单元中的第二单元。预备篇是为了使没有英语学习基础的学生更好地使用本套教材而编写的。它的主要内容为26个英文字母和最基本的英语日常用语。 本单元的教学内容为： ★学习letters(Ii——Rr)10个字母; ★学习words(ruler、map、quilt、jacket、key、pen、orange)7个单词; ★学习如何identify things确认物体What’s this in English?及其回答。 二、教学设计思路 Go for it!是以《英语课程标准》为依据，以培养学生的英语语言综合运用能力为目标。每个单元的教学内容都围绕一个相对集中的主题，让学生在完成各项任务的过程中学会语言，真正体现“Learn by doing.Learn through doing.”的教学原则。但是在Go for it!的教材上，每个单元只有一个总体的教学内容安排，既没有具体的课时数安排，也没有分课时的教学内容安排。所以，对教师来说，这是个机会——是灵活运用教材的机会。对Go for it!，任何教学内容的调整或取舍，都是合理的。但这也是挑战——教师必须从所教学生的实际水平和语言能力出发，合理安排每单元的课时数，设计好每课时的教学内容。 所以我想，教师在教学设计时，首先因根据自己学生的实际水平和语言能力，排出整个单元的总课时数，然后安排好每个课时的教学内容，设计好相应的教学步骤，以及运用相应的教学策略。 Starter Unit 2教学重点：letters(Ii——Rr)的.字母教学; What’s this in English? It’s a/an…句型 教学难点：a/an的正确使用 整个单元的内容，我把它分配在三个课时中完成。 第一课时：完成Section A——1a，1b，1c。 课时目标：★学习key等词汇 ★学习确认物体(Identify things) ★学习a/an的初步用法 第二课时：完成Section A——2a，2b，2c，2d，3;Section B——1a，1b，2a，2b课时目标：★学习字母Ii——Rr ★学习拼写单词 ★了解一些英语缩略词的意思。 第三课时：完成Section A——4a，4b，4c，5; Section B——3a，3b，4;Self Check 1，2，3，4。 课时目标：★学习将相同元音音素的字母和单词归类 ★巩固本单元的字母、单词和句型 ★培养自我检测的能力以及学习卡片的建立。 三、教学目标 A、语言知识目标 1、词汇：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、语言技能目标 通过游戏等活动，培养学生灵活运用语言知识和勇于创新的能力。 C、情感目标 1、激发学生学习英语的兴趣，发挥学生学习英语的主动性; 2、通过小组活动、组间竞赛，培养学生的合作意识和团队精神; 3、在活动中培养学生的想象力和创造力。 四、教学策略 1、兴趣活动教学策略：多采用做游戏和猜谜等形式。 2、开放性教学策略：新课标的理念之一是“开发课程资源，拓展学用渠道”。这要求我们学会开放性地处理教材。在教学过程中，我们要适当借鉴其他教材的内容，插入大量学生感兴趣的图片和活动，拓宽学生的视野，实现知识的整合。 3、任务型教学策略：任务型教学途径是以应用为动力，以应用为目的，以应用为核心的教学途径。所以教师在教学中应突出语言的应用性原则，把听说、讨论、表演、游戏贯穿于教学，使课堂形式多样化，充分发挥学生的主动性。 五、学习策略 1、通过闪现等活动，锻炼学生反应能力和注意力集中程度。 2、通过猜物体等活动，培养学生的逻辑推理能力。 3、通过组内合作和组间比赛等活动，提高学生的合作能力和竞争能力，促使学生学会体验实践、参与合作与交流的学习方式。这种学法将更有利于发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践的过程。 六、教学过程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 从猜谜游戏到新知识呈现，学生在悬而未决的心理状态下学习新知识，因注意力相对集中和兴趣被有效激活，对让学生从不完整的画面中通过想象力，猜出其中是什么字母。既复习学过的字母，又丰富学生的想象力。“What’s this? It’s…”是本单元的重点句型。通过这个游戏，让学生在听说中首先建立一定的感性认识，体现听说领先的原则/这一步,旨在引导学生在真实的交际中运用Starter Unit1中学到的日常用语,让学生体会学英语的乐趣和成功的快乐。所学的东西印象深刻。 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,活动有效训练学生的有意注意力和 have a competition between boys and girls. 瞬间记忆力，同时在真实的语境中 Get them to name the things they see. 使所学的语言知识得到强化。 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. 学生的基础和能力存在差异，应该允许学生将课内未完成的内容在课后完成。面向全体学生，让所有学生学有所得是教学的唯一目标。 学生分享合作的成果，感受成功的快感。在展示自我的过程中，学生体验到勇敢、积极、大胆所带来的愉快的心情体验，激励他们更努力地学好英语。学生尝试着用英语进行交际，使语言知识在完成任务的过程中得到运用并巩固。教师应该鼓励学生提问、获得帮助。这是培养学生主动汲取知识的好时机。 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 猜词游戏丰富了学生的想象力，有效激活学生的探究欲望，符合学生的心理特点，很容易地把学生卷入到字母、单词的记忆补充生活中常见的缩略词，引起学生的兴趣和注意，激发他们去观察生活，使知识的学习为生活服务。游戏要求学生必须全神贯注地听，并快速认读字母，训练了学生的听力以及敏捷的判断力和反应能力。教师还可以通过此游戏来检查学生的字母发音。通过游戏来检查学生对已学知识的掌握情况，在轻松愉快的课堂氛围里，学生的积极性容易被调动，思维容易被激活。如果学生层次较好，教师事先准备的纸上可以只画物品的图案，不写英文名称。 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. 和运用中，充分体现“学以致用”的原则。同时在活动中自然呈现新知识，不知不觉把学生导入到新知识的学习和运用中，从而真正贯彻了“做中学”原则。 开放型的作业代替机械、枯燥的抄写，培养学生的动手能力，同时使他们有机会展示自己的个性。 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 在这一步中，学生对英语的语通过游戏、听说、画线、排序等多种形式，学生从听说读写等方面运用学过的18个字母。在游戏中教师检查学生对已学知识的掌握情况。游戏带来的愉快的感受能让学生积极投入到接下去的学习中。 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. 音知识有一个初步的认识。 在游戏中，学生运用语言知识解决实际问题，活跃了课堂气氛，渐趋疲劳的注意力得到松弛。在Self check中，可以让学生既tick已经掌握的单词，并且 b.Section A—4a, 4b, 4c circle尚未掌握的单词，然后与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. 此游戏旨在复习Starter Unit1—2中出现的日常用语。在学生积极、同伴交流，达到合作、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. 让学生会自我小结与评估，形成性评价丰富了终结性评价的不足，增强学生学习的信心。发散性的课外作业，培养学生创造性思维。同时，让语言知识的学习与巩固以积极的方式从课内延伸到课外。 七、教学反思 Go for it! Starter是整个教材的预备篇，教学内容虽不复杂，但是教师的责任却不小。除了处理好本单元的教学重难点之外，教师要下功夫设计添近学生生活、符合学生认知水平和心理特点的教学形式和方法，让那些初涉英语学习的学生从一开始打心眼里喜欢英语。教无定法，学无止境。新教材对我们英语教师提出了更新、更高、更全的要求。 例如，在Group work Draw the picture of your name and talk about it，学生有可能会问教师许多有关房间设施的名词，这是学生主动学习的表现，教师应给予极大的鼓励。但是，也对教师提出了很高的要求。教师要有一定的前瞻意识，事先做好充分的准备，就能相对从容地面对突如其来的问题，也就是在课前准备上下功夫。 做一个会动脑筋的教师，就能培养出一个爱动脑筋的学生;做一个有创造意识的教师，就能培养出有创造力的学生。同时，教师还要有整体把握教材的意识。 例如，我在本单元第二课时中布置了一项家庭作业：Color and write the letters。既复习了字母，又为Starter Unit 3的教学作好准备。在Starter Unit 3中，教学重点之一是What color is it?如果到那时，教师在教学中拿出的教具来源于学生自己，既拓展了学用渠道，同时又会让学生萌发出强烈的自豪感和成就感。而拥有成就感和自豪感的学生，肯定会以更积极的态度投入到英语学习中去。就这样，教师一步一步把学生引入积极的英语学习中，最后达到事半功倍的效果。 此外，在布置回家作业时，教师也可以各尽所能，设计学生爱做、抢着做的家庭作业，既达到复习知识的目的，更追求在完成作业的过程中运用知识的目的，使家庭作业项目化。同时教师可以为学生建立成长袋，每一次出色的、有创意的作业都是收录进成长袋的好作品。例如，本单元中我布置的A picture of my room、Colorful letters、Word game等都可以被收藏在成长袋里。成长袋记载学生进步的过程，也是他们未来学习的动力。 做一个爱教、善教的教师，培养一批爱学、善学的学生。 教学目标： (1)There are lots of bicycles in China. (2)There is a famous river 教材分析： 这一模块分为两个单元，第一单元主要教学生怎样谈论一个地方，例如一个景点，一个城市等等。学会用数字表达长度和人口数量等。 教学重点： (1)There are lots of bicycles in China. (2)There is a famous river. 教学难点： 用“There is/ There are”介绍事物 学情分析： 学生对本模块较熟悉，经过本节课，让学生通过卡片、图片的提示来进行口笔头操练 教学准备： 课件、录音机、磁带 教学过程： 一、游戏热身 随音乐传递物品，音乐停该同学用there be句型说句子 二、导入 让学生先观察图片，猜猜都是中国的什么地 三、课文教学 1、播放录音，让学生给所听到的录音图片排序。 2、接着让学生跟读 3、试着让学生用自己的语言描述图片上的内容。 4、现在可以变换练习方式。请学生两人一组.向对方介绍六张明信片中自己最喜欢的一张。如果有必要，可以再放一遍录音，请学生逐句跟读，并试着抓住每张明信片最主要的特征.然后再向同伴讲述。鼓励学生根据图片进行更多描述，或是把自己对该事物的了解添加到描述中去。 5、重音的学习：请学生听SB unit 2活动3的录音，之后让学生试着跟读一遍。要求他们注意重读的地方。请学生把书翻到SB unit 2活动3，仔细看书上的句子以及每句话中用黑体标出的地方，比较一下自己刚才跟读时重读的.位置与书上的标注是否一致。老师再放录音，学生边听边看书，认真体会。 四、应用 现在学生衣服上的图案很丰富。教师可让一个学生站在黑板前，让其他学生用“There胡屯镇联合校集备活页 五、学习歌曲 完成SB unit 2活动4，请学生欣赏并学习一首歌曲。放录音前，请学生们先试着通过文字和图片猜测歌曲的内容。 播放录音，请学生积极模仿录音中的语音语调。如果他们感到学习歌词有困难，老师可以先把领读带中歌曲前慢速朗读的歌词放一遍给学生听 六、课后作业 挑选一张风景的明信片，用英文进行简单的描写和介绍 Shops and markets Asking ‘Wh-’ questions to find out various kinds of specific information about an event e.g. What do you need to buy at the shops? Using quantifiers to refer to quantity e.g. Yes, I need a new pair of jeans. Using the simple present tense to express needs e.g. I need to buy a new watch for your brother. Language skills: Listening Recognize differences in the use of intonation in questions, statements ( including approval and disapproval), commands, and respond appropriately Listen for specific information Speaking Maintain an interaction by replying Reading Read written language in meaningful chunks Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression Re-read to establish and confirm meaning kinds Materials: Student’s Book 7B page 43 Cassette 7B and a cassette player Photographs of different kinds of shops Preparation: Cue the cassette. Bring some photographs of different kinds of shops to class. Pre-task preparation 1. Ask a few students: Did your family go shopping last weekend? What did you buy? To elicit: Yes, we went shopping last weekend. We bought … Write a list of things students have mentioned on the board. 2. Bring some photographs of different kinds of shops to class. Write: bookshop, video shop, furniture shop, toy shop, watch shop / seller, supermarket, shoe shop and clothes shop on the board. Invite a few of the more able students to tell class what we can buy in each of the shops. 3. Point at the list which you have written down on the board. Ask: Where can we buy a/an/some …? To elicit: We can buy a/an/some … in a ____ shop? 4. Play the recording: Read. Students listen and follow in their books. 5. Play the recording again. Students listen and repeat. 2 Language focus: Asking ‘Wh-’ questions to find out place e.g. Where will we go to buy the jeans? Using the simple present tense to express needs e.g. I need to buy a pair of shoes. Using connectives to link similar ideas e.g. We’ll go to ______ , _____ and _______. Language skills: Listening Recognize differences in the use of intonation in questions, statements ( including approval and disapproval), commands, and respond appropriately Listen for specific information Speaking Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings Open an interaction by eliciting a response by asking questions Maintain an interaction by replying Reading Predict the likely development of a topic by recognizing key words and making use of context and knowledge of the world Re-read to establish and confirm meaning Writing Develop written texts by presenting main and supporting ideas Materials: Student’s Book 7B page 44 Cassette 7B and a cassette player Workbook 7B page 23 Photocopiable pages 34 and 35 Preparation: Cue the cassette. Make a copy of Photocopiable pages 34 and 35 for each student. Remind students to bring back their shopping lists for Mrs Wang. Pre-task preparation 1. Draw a large information board like the one in Look and read on the board. Give students some time to look at it and ask: You need to buy (a thing). Which shop will you go to? To elicit: I will go to (a shop) to buy (a thing). You may ask about a few different kinds of things so that students can talk about different kinds of shops 2. Play the recording: Look and read. Students listen and follow in their books. 3. Invite a pair to come out and role-play Mrs Wang and Alice and read their dialogue aloud. Post-task activity Workbook page 23 Consolidation Grammar Practice Book 7B page 33 3 Language focus: Using connectives to express alternatives e.g. Mum, do you prefer the jeans with the yellow belt or the ones with the blue belt? Using the simple presents tense to express preferences e.g. I prefer the ones with the belt. Using prepositional phrases to describe objects e.g. I prefer the one with the white collar. Using adjectives to describe objects e.g. sweater/short sleeves, T-shirt/v-neck Language skills: Listening Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expression Speaking Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings. Use gestures and facial expression to convey meaning and intention Open an interaction by eliciting a reponse Maintain an interaction by agreeing or disagreeing Reading Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression Materials: Student’s Book 7B page 45 Cassette 7B and a cassette player Workbook 7B page 24 Different kinds of clothes Some toy RMB notes Preparation: Bring some clothes to class. Also remind students to bring different kinds of clothes to class. Prepare some toy bank notes. Cue the cassette. Pre-task preparation 1. Bring the following clothes to class: a pair of jeans with black belt, a shirt with a white collar, a sweater with short sleeves, a T-shirt with a round neck, etc. Hold the clothes in your hands and talk about them one by one, e.g. This is a pair of jeans with a black belt/a shirt with a white collar/ a sweater with short sleeves/ a T- shirt with a round neck, etc. 2. When students are familiar with the language structure ‘a ____ with _____’, invite a few of the more able students to talk about their ideal school uniforms, e.g. I prefer a shirt with a blue collar/a dress with a pink belt/a pair of trousers with checks, etc. 3. Play the recording: Look and read. Students listen and follow in their books. 4. Play the recording again. Students listen and repeat. Post-task activity Workbook page 24 Consolidation Grammar Practice Book 7B page 34 4 Language focus: Using the simple present tense to express feelings e.g. I like the jeans with the blue belt. Using prepositional phrases to describe objects e.g. I also like the blue T-shirt with the round neck. Using adjectives to describe objects e.g. It’s size small.medium/large. Language skills: Listening Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately Listen for specific information Speaking Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings. Use gestures and facial expression to convey meaning and intention Open an interaction by greeting someone in an appropriate manner Maintain an interaction by replying Writing Gather and share information, ideas and language by using strategies such as listing Develop written texts by expressing own ideas and feelings Write out a piece of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessary Materials: Student’s Book 7B page 46 Cassette 7B and a cassette player Photocopiable pages 36 and 83. Three T-shirts of different sizes. Some pieces of paper Preparation: Cue the cassette. Make a copy of Photocopiable pages 36 and 83 for each student. Bring three T-shirts of different sizes to class. Pre-task preparation 1. Show the class the T-shirts of different size. Say: This is size small/medium. Hold any one T-shirt in your hands and say: This T-shirt suits me. It’s size ______ . 2. Ask the class: Which size of clothes do you usually wear? To elicit: Size small/medium/large. 3. Play the recording: Look and read. Students listen and follow in their books. 4. Students work in pairs and read the dialogue in Look, ask and answer. Tell them to look at the clothes on page 45 of the Student’s Book again. Then pairs take turns to be the customer and the shop assistant. Walk around, offering help and guidance to the less able students. 5. Invite a few pairs to role-play the customer and the shop assistant in front of the class. Consolidation Grammar Practice Book 7B pages 35 and 37 Photocopiable pages 37 to 43 一、教学设计理念 英语是一门实践性很强的学科，必须通过大量的活动和练习，才能掌握和运用。它的特点也决定了它课堂教学活动形式灵活多样。在设计活动时要有计划和要由易到难，使听说读写得到更全面发展。 二、学情分析 七年级学生对英语普遍感兴趣但有很大的不稳定性，遇到困难容易退宿，因此要采用情景交际法，激发学生学习兴趣，让学生易于接受。 三、教学内容分析 Unit5 Topic2的中心内容是现在进行时的理解与运用，而Section D则是通过听力、填空、唱歌等形式对现在进行时进行复习和总结。 四、教学目标 现在进行时的理解与运用。 五、教学重难点 现在进行时的'结构及动词的现在分词的构成。 六、教学策略 1、运用多媒体技术，优化课堂教学。 2、引导学生自主学习。 3、合理开发和利用网络资源。 七、教学过程 Step 1.Warm up and leading Show a song “What are you doing” 设计意图：抓住学生注意力，导入新课。 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). 设计意图：展示多媒体人物活动图片，小组活动训练句型。 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. 设计意图：让学生总结本话题的讨论内容与语法点。 Step 3.Practice 1.Listening.complete the table. 设计意图：让学生听录音填空，提高学生听力。 Step 4.Conversation Read the paage, then number the picture.设计意图：学生认真读课文，以读来解决问题，培养学生语感，提高学生解决实际问题的能力。 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”. 设计意图：检查学生对现在进行时的掌握程度，通过写作提高学生的写作水平。 教学反思： 本次教学设计既达到了教学容量饱满，又没有采用增加学生负担，造成学生心理压力。本次教学设计采用多媒体教学，抓住了本节课的中心点、关键点学习。在课堂上，师生互动，生生互动，人人参与，学生成了课堂的主人。但在时间的安排上有待于 完善。今后在课前备课和课件制作上要更加努力。 【初一英语教案】相关文章： 初一英语教案11-03 初中初一英语教案12-17 初一英语教案(3篇)11-05 初一英语教案4篇11-12 初一英语教案3篇11-04 初一英语教案5篇07-22 初一英语教案(4篇)11-13 初一英语教案通用3篇11-09 初一英语教案汇编3篇11-10初一英语教案7
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