初一英语教案精选十二篇

英语教案 2023-11-06 19:01:12 英语教案

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[摘要]教案是教师为顺利而有效地开展教学活动，根据课程标准，教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。下面是小编精心整理的初一英语教案精选十二篇，仅供参考，大家一起来看看吧。

【www.shanpow.com--英语教案】

教案是教师为顺利而有效地开展教学活动，根据课程标准，教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。下面是小编精心整理的初一英语教案精选十二篇，仅供参考，大家一起来看看吧。

第1篇: 初一英语教案

Where are you from?

教学建议

教学内容分析

本单元的核心教学项目是“语言”(Language)，涉及到国家、国籍、所使用的语言和姓名使用习惯等项内容。从某种意义上讲，本单元的内容也可以看成是对第一学期关于交流个人基本信息 (如年龄，姓名，电话号码等)方面学习的扩展。关于交流个人基本信息的技能和知识是初一阶段必须掌握的一项重要的语言应用内容。

第93课的第一部分是在彩图第一页的地图上找寻重要的国家和城市。本课所涉及的国家和城市与语言有关。本课提供了四个具体情景，涉及到来自澳大利亚、加拿大、中国、美国和日本的不同人物，而谈话的内容则都与国籍和语言有关。

第94课的主体部分是由一段在问路的具体情景中的对话构成的，由于对话发生在北京，发生在一个中国男青年和一个澳大利亚男青年之间，所以，在问路的过程中就不可避免地要涉及到国籍和语言。本课第二部分吟咏供选用，其中复现国家、国籍、语言的名称。

第95课提供了一张由在中国的Lily写给她在美国的朋友的明信片，信的内容涉及到学语言和说语言。

第96课的第一、二部分是语音和语调的常规训练，主要涉及元音字母i和u及字母组合的拼读规则、句子重音和语调。本课的听力材料是来自不同国家的朋友聚集一堂彼此介绍的对话。本课的第五部分提供一段阅读材料，是Jack Wilson谈论学校中不同国籍的学生和他们所用语言的电子邮件(e―mail)。供选用的第六部分是另一份电子邮件，学生将要在这份电子邮件的基础上做完形填空的练习。第七部分要求学生给Jack写信，讲述自已学校和同学的情况。

教学方法建议

本单元的一个主要学习任务是相互传递个人的基本信息，教师的指导和训练项目设计不应当仅仅是机械的问答操练。因为学生如仅有这样的操练便无法体会语言知识的实际应用。

那么，在十分简单的语言知识基础上，学生能不能进行语言应用的实际训练呢? 回答是肯定的。下面，我们就为教师提供几个语言应用的教学设计案例：

1.介绍笔友

1) 教师提出语言任务：向同伴介绍自己在国外的笔友。

2) 学生在心中默想一位自己感兴趣的某国的同龄友伴。

3) 教师提供样本：(如果可能的话，本任务可以包括对人的外貌的描述。)

4)学生按照样本自行设计自己的笔友。(如果教师的任课确实在国外有友好班级，如果多数学生确实有自己的笔友，那么，本项任务就更有实际意义，也更易得到实际效果。)

5)学生以两人一组或几人小组的形式进行交谈，交流有关笔友的信息。

6) 学生以小组的形式制做表格，填写自己笔友的基本信息。

7)小组之间进行信息交流。

8)教师与学生对完成以上任务的情况作出评价(可以采取录音或录像的办法为评价提供第一手材料)。

2.表达态度

教师可以结合本单元的话题 (Language)引导学生谈论对于英语学习的态度，这是一种真实的谈论，因为，不同的学生对待英语学习的态度将是不同的，由此就可以形成学生之间的信息沟通。

1)在黑板上(或用投影仪)画出下面的四个套圆：

2)教师帮助学生解决个别词汇问题 (如interesting)。

3)学生根据教师介绍的上面的图表实际确定自己对于英语的真实态度，并提供理(可以个人形式，也可以两人-组或小组活动形式。)

4)学生谈论自己的态度;并询问别人的态度。

5)教师和学生共同评价完成此任务的表现。

3.信息沟

教师可以向不同的学生或学生小组提供有关人物的不同信息，以此在学生之间或学生小组之间构成信息差距，从而能够常设进行自然交流的条件。下面就是信息差距的一一种设计形式：

A (for some of the students in the class)

B (for the other students in the class)

以上这些任务型的活动(Task-based activities) 具有明显的交际性。这类活动较之机械性练习的优越之处在于：学生可以知道交际的真实动因，可以在语言活动中找到真实的感觉，了解自己在交谈中究竟与谈话的对方是一种什么关系，可以关注交谈的过程变化以及自己在这种变化中所起的作用，他们会自觉谋求交谈所应获得的结果。

词汇教学建议：

本单元出现了大量的国家、城市的名称，在教学时可以首先让学生把这些词根据读音知道所在的位置(如：亚洲、欧洲等)及所属的国家，使用的语言等。再通过情景教学时的听、说、读、写等语言实践活动，使学生掌握。从而，改变那种死记硬背单词拼法的不当做法。在单词教学中，应以学生自学为主，教师引导为辅的教学原则，充分体现学生的主体性。

口语教学建议：

要想使学生对句型能够熟练、灵活的掌握和运用，就要在实际操作中尽量避免“明知故问”的倾向，要创设一个合乎逻辑、现实生活中常出现的语境，从实际出发，减少纯句型的练习。这样更能突出应用性原则。在以Where are you from? I’m from England/America/China.及 Where do you come from? I come from England/ America/ China. Do you come from…? Are you come from? What do you like about China? How do you like Chinese food? 为主的功能性会话的训练上，要让学生在口语训练的过程中记忆本单元所出现的句型及语法，逐步加深对句型的理解和运用。为了使口语训练更加有趣、贴近生活，教师不妨让学生先进行以下一些活动：

1)利用多媒体及世界地图，让学生扮演成不同国家的学生进行对话练习。如：Where are you from? I am from … Where do you come from? I come from…Are you from…? Yes, I am. No, I am not. Do you come from…? Yes, I do. No, I do not.

2)让学生把自己的喜好以表格的形式表达出来，并利用不同的表格，让学生表达喜好、厌恶如：I like… I don’t like…并进行问答练习如：Do you like…? Yes, I do./No, I don’t. How do you like Chinese food? /What do you like about…?

3)让学生自己设计名片或明信片，并进行两个学生之间或小组之间的问答如：Do you speak Japanese/English? Do you live…? Where do you live? What do you like? 等句型的操练。从而为语法的教学作乐很好的铺垫。

语音教学建议

本单元语音教学的主要内容是元音之母i和u的发音，字母i在开音节中读/ai/,在闭音节中读/i/。字母u在开音节中读/u:/ /u/ /∧/。练习单词重音、句子重音和语调时候，让学生跟随录音练习,模仿句子重音和语调，体会英语语流的节奏感

语法教学建议

本单元的语法重点是一般现在时，其中它的一般问句、否定句是教学的重点。尤其是一般问句的构成与汉语的结构是不同的，我们汉语的问句是在句末加个“吗”，而英语需要把助动词do提前至句首，后面用动词的原形。这些需要理解、记忆的地方，一定要让学生在第一次接触这个句型时，就彻底明白，并会进行句型转换。切忌将这些内容在本单元讲授完毕时，才对学生讲解，那样做不利于学生的学习。

在每讲一个时态，都应从这个时态的概念、时间搭配、时态的构成三方面进行教学。

一般现在时的概念：表示经常性或习惯性的动作，或表示现在的特征或状态。

一般现在时的时间搭配: every day/week/year, on Monday, on Sunday morning; usually, often, always, in the morning/afternoon/evening

一般现在时的构成是比较难于理解、掌握的，因为它分为：当主语是非第三人称单数及主语是第三人称单数，关于主语是第三人称单数的概念必须向学生讲清楚、讲透彻。可以采取对比的形式如：I---- my mother; he ----- his friends; the teacher---- the teachers; you--- your brother; she ---- her classmates Tom ----- Tom and Kate; he ----- they;

当主语是非第三人称单数时, 行为动词的一般现在时的句型变化如下：

(1)肯定句：用行为动词原形来表示，如：We know a little English. Li Hai and Liu Hua come from China. They learn Chinese.

(2)否定句：用助动词don’t + 动词原形表示。如：They don’t go to school on Sundays. The students don’t speak French. I don’t read the books in the evening.

(3)一般疑问句是把助动词do 提前至句首，后面动词用原形。回答时，肯定用“Yes, 主语 + do ”; 否定用“No, 主语 + don’t ” 如：Do you like apples? Yes, I do. Do the teachers speak English? No, they don’t. Do they stay at home every day? Yes, they do.

当主语是第三人称单数时, 行为动词的一般现在时的句型变化如下：

(1) 肯定句：用行为动词原形后加--s来表示，如：He knows a little English. Li Hai comes from China. My father learns Chinese.

(2) 否定句：用助动词doesn’t + 动词原形表示。如：Your sister doesn’t go to school on Sundays. The student doesn’t speak French. Tom doesn’t read the books in the evening.

(3) 一般疑问句是把助动词does提前至句首，后面动词用原形。回答时，肯定用“Yes, 主语 + does ”; 否定用“No, 主语 + doesn’t ” 如：Does your friend like apples? Yes, he does. Does the teacher speak English? No, she doesn’t. Does Tom stay at home every day? No, he doesn’t.

在学生理解的基础上，再配以适量的汉译英的练习，加以巩固提高。需要说明的是：在本单元的知识范围内，主要是以：当主语是非第三人称单数时的变化为主，它是本单元的重点。而当主语是第三人称单数时, 行为动词的一般现在时的句型变化只作为一般性的了解，但应告知学生，他们之间的差异和联系，为今后的教学(第二十五、二十六单元)作好铺垫工作。

阅读教学建议

本单元第95课第一部分是一篇短文，介绍lily通过书信形式向Jo介绍她在学校里的学习和生活情况，在学生单独阅读文章后，可让他们完成练习册第95课练习1的对话。这些补全对话练习主要是检查学生理解文章细节的能力。

词汇分析

1.本单元重点学习speak,from,come,much,little,people,teach,love,great.

2. speak表示“说，讲”的意思，她可作及物动词也可作不及物动词。

(1)当它作“讲某种语言”时用作及物动词。如speak,English/ Chinese / Japanese等。

(2)在下列情况下作为不及物动词：a. 与某人打招呼 b. 打电话用语 c.在会上发言。例如：He often speak to the old man./ Can I speak to Mr Wang? / Our English teacher is speaking at the meeting.

3.little 用作形容词，表示“几乎没有，很少的”，常用来修饰不可数名词，而a little则表示有一些，相当于some，例如：there is little water in the bottle.(几乎没有) / there is a little water in the bottle.(有一些)

重难点分析

1.熟练运用询问国籍和所使用语言的日常交际用语。

2.熟悉实义动词一般现在时的陈述句、疑问句及其答语，以及介词短语to her, from Lily, on Sundays 等状语的运用。

3.继续进行单词重音、句子重音和语调的训练，体会英语语流的节奏感。

学法指路

本单元主要学习一般现在时的肯定句、否定句、一般疑问句及其答语。

英语和汉语在语言结构方面差异较大，学生在实际应用中较难把握，常常出错。建议教师在教学时，能通过实例和反复的操练，帮助学生理解、判断和归纳连系动词be、助动词do及实义动词come等在句中的用法。

Where’s he from? 他从哪儿来?

be from =come from意为“从……来”或“是……人”，常用来询问某人来自哪个地方或籍贯(包括国籍)。be from =come from. be from 强调状态;come from强调动作。如：

―Where are you from? (=Where do you come from?) 你是哪儿的人?你来自哪儿?

―I’m from Changsha.(=I come from Changsha.) 我是长沙人。/我从长沙来。

2. How do you like…?

此句型动词like后可接某人或物的词作宾语，意为“你觉得某人或某物怎么样?”表示询问对某人或某物的印象、看法。相当于What do you think of…? 如：

―How do you like Tom? 你觉得汤姆这人怎么样?

―I think he"s a good student.我认为他是一个好学生。

3. What do you like about China? 你们都喜欢中国的哪些方面?

―The people―and the food! 这里的人们一还有吃的。

people常泛指“人”“人们”，作主语时，谓语动词常用复数形式;people还有“(多少)人”之意，受two以上基数词的修饰，本身就是复数形式：the people是“人民”之意;表示“民族”时，people有单、复数之分。

People work in the day.人们白天工作。

“What do you like about…?”(你喜欢……哪些方面?)用来询问对方喜欢某人、某物的哪些方面。如：

―What do you like about your school?你喜欢学校哪些方面?

―The teachers and the students. 老师和同学。

How do you like…?侧重于询问对某人或某物喜欢的程度，答语常用a little或very much。What do you like about……?侧重于询问对方所喜欢的内容，答语要用具体说明所喜欢的人或物的陈述句。如：

(1)―How do you like Beijing?

―Very much.

(2)―What do you like about the school?

―I like teachers in this school.

4. We teach them English and they teach us Chinese. 我们教他们英语，他们教我们中文。

teach可作不及物动词，也可作及物动词，作及物动词时，可用teach sb., teach sth., teach sb. sth., 如果宾语是人称代词，要用宾格。如：

Mr. Wang teaches Chinese. 王老师教语文。

Miss Gao teaches us. 高老师教我们。

Miss Gao teaches us English. 高老师教我们英语。

5. Chinese put our family name first. 我们中国人把姓放在前面。

在西方，人们的全名往住由三部分组成：given name (名)+ middle name (中间名)+ family name (姓)。中间名又叫教名，往往可以省略。注意：名在前，姓在后， Mr.、Mrs.和Miss要和姓连用，而不能和名(given name)连用。而中国人的全名由两部分组成：family name (姓)+given name(名)。姓在前，名在后。学习时要注意英汉两种文化的差异。

称呼某人时，要说Mr./ Mrs. / Miss + family name，如：Mr. Wang王先生。

6. Our friends ask us to go to their homes for dinner. 我们的朋友请我们到他们家吃饭。

此句中的词组是“ask sb. to do sth.”(叫/请某人做某事)，此词组的否定式是“ask sb. not to do sth.”(叫/请某人不要做某事)。注意词组中的sb.如是代词，要用宾格。如：

Mr. Brown asks us to clean the room. 布朗先生请我们打扫房间。

My parents ask me not to talk in class. 我父母叫我在上课时不要讲话。

7. 给某人写信，要说write (a letter) to sb., 而收到某人的来信，要说get a letter from sb. 或hear from sb.。

8. I want to make friends in China. 我想在中国交朋友。

make friends意思是“交朋友”。表示“和某人交朋友”时，要用make friends with sb.。如：

Can you make friends with me?你能和我交个朋友吗?

9. 说汉语，用speak Chinese;学汉语，用learn Chinese;教日语;用teach Japanese;教某人汉语，用teach sb Chinese。语言名词Chinese，English等都是不可数名词，可以用(a) little，much, a lot of修饰。

10.所学国家、国籍、语言一览表。

国家

国籍

语言

England

Englishman

English

France

Frenchman

French

Australia

Australian

English

Canada

Canadian

English and French

America

American

English

China

Chinese

Japan

Japanese

注：1) American、Australian、Canadian的复数形式分别是：Americans, Australians, Canadians.

2)表示一个英国人时用an Englishman,一个英国妇女用an Englishwoman.

它们的复数形式是：Englishmen. Englishwomen。类似的还有：

一个法国人an Frenchman 一个法国妇女 an Frenchwoman

它们的复数形式是：Frenchmen, Frenchwomen

3)Chinese, Japanese的单复数同形。

Lesson 93教学设计示例(一)

一、教学内容

1.语音和词汇(略)。

2.句型：1)where are you from?

2)they are from….

3) what’s about you/he/her ?

3.日常交际用语：

1)一where are you from?

-I am from…..

2)are you/ they from….?

3)do you / they come from..?

4)what about you /he/her…?

二、教具

录音机;磁带;一张世界地图;几件学习用具。

三、课堂教学设计

1.值日生报告。

2.教师让学生齐读第23单元的对话。

3.教师拿出中国地图世界，并提出问题：where is Taiyuan? 学生回答。然后让学生相互之间根据地图中各个城市的地理位置进行句型操练。

4.教师拿出世界地图，指着地图上的国家和城市说：This is Paris.并问学生：Where is Pair? 同时教师板书France该词，学生反复跟读。教师继续教授新单词USA, Australia, Canada, UK, Japan, America。当确信大家已初步掌握之后，教师再次拿起地图与学生进行如下问答练习：

T：where is …?

Ss：It’s….

T： How do you spell it?

Ss：(拼写这个单词)。

5. 教师拿出课文图片，放课文第一部分对话录音，教师给出听前提问(Pre-listerning question) Where is he (David) from?

Where are Tom and Ann from?

放一至两遍录音，学生回答问题。打开书，再放录音，学生跟读两至三遍。两人一组进

行练习，数分钟后，请两组学生到前面表演。

6.教师问A学生Where are you from? 要求学生用新学习的英语国家名字来回答问题并反复操练。然后教师又问B学生：Where is he/ she from? What about him/ her? 这种问答要，使学生通过不断重复的手段，达到记住、记牢的目的。

7.教师引导并帮助学生相互之间使用新学习的句型Where are you from? What about you?来介绍自己的家乡地理位置。

8.教师放课文第二部分对话录音。学生跟读两至三遍，之后学生四人一小组的形式再进行对话操练，目的是使学生在对话操练过程中掌握好英文对话的语音语调

6.指导学生用笔头形式做练习册习题。

7.布置作业

1)抄写生词;练习朗读本课对话;2)完成练习册习题。

四、日常交际用语

1)Where are you from?

Be from = come from 意思是“从……来”，常用来询问某人来自何地方或籍贯。如：

I am from Shanghai and he is from Beijing.

They are from Australia.

2) Are you from the USA? No, I come from England.

Come from 是“从……来”，come是行为动词，在否定局，疑问句和肯定句中，其随主语的变化而变化。如

He comes from Nanjing.

Lesson 93教学设计示例(二)

Teaching Objectives

The expressions of place.

Main Points

1. New words: USA, Australia, Canada, UK, Japan, America, a little

2. Sentence Patterns:

(1)Where are you from?

(2)Where do you com from

Difficult Points

How to use the Simple Present Tense correctly.

Teaching Aids

a tape-recorder, the slide-showing, tapes, pictures, map

Teaching Procedure

Step 1 Revision

1. A duty report.

2. Revise the days of the week and their spellings with the help of cards.

3. Revise the dialogues in SB lesson92,Exx.3

Step 2 Presentation

1.Teach Where’s Taiyuan? It’s in Shanxi.etc Divide the class into two halves and have a competition. Get the students to ask each other where the places are.

2.SB Page 36, Part 1. Point to the countries and cities on the map of the world and say: This is Pairs. Then ask Where is Pairs? The students may answer in Chinese. Teach France and get the students to repeat after you . This part aims at giving students exposure to more English names of countries and cities in the world.

Step 3 Ask and answer

1.Book closed! Teacher ask: Where’s David from? Where are Tom and Ann from? And play the tape. Check the answers .(David, USA; Tom and Ann, UK)

2.Practise saying the names of countries by asking some students Where are you from? Tell them to use the name of a foreign country in their answer. Then ask the class Where’s he/ she from? What about him / her ?

Step 4 Presentation

Tell the students about yourself. Say I’m from Beijing.(etc.) Ask students Where are you from? What about you ? Help them to answer, using the name of their own hometown.

Step 5 Listen, read and say

Teacher play the tape, and students listen and repeat. Then students practise the dialogue in pairs. They talk about themselves in groups.

Step 6 workbook

1. Do Ex. 1 with a student to demonstrate how to make the dialogue. Then get the students to work in pairs. Encourage them to use their own imagination and create different dialogues.

2. For Ex.2, let the students read through the three short passages before they fulfill the task.

Homework

1. Copy the new words.

2. Finish off the Workbook exercises.

Lesson 94教学设计示例(一)

一、教学内容：

使学生熟练掌握一般现在时，当主语是非第三人称单数，行为动词的肯定句、疑问句、否定句的表达;

二、教具：多媒体、录音机、投影仪、地图

三、课堂教学设计

1.教师向学生展示地图，复习第93课的对话。让学生相互之间问问题：Where are you from? I am from…. Where do you come from? I come from….etc. 问答的方式教师可以自便，可采取多种形式如：教师---- 一个学生; 教师----- 部分学生; 教师---- 全体学生;一个学生---- 一个学生; 部分学生-----部分学生等形式来进行操练。

2.教师指着地图上的国家的名称如：Canada. 说: Canadians come from Canada. They speak English and French. 然后又指着另一个国家如：Japan.说： Japanese come from Japan. They speak Japanese.教师反复地说出不同的国家的名称，让学生反复操练句型。帮助学生提问和回答有关国家的相关语言。如问Do you speak French?等等.教学生回答: Yes, I do./ No, I don’t.又如Do they learn maths? Yes, they do./ No, they don’t.Does Kate study Chinese? Yes, she does./ No, she doesn’t.同时，教师在黑板上写出这些句子并比较这些句子的结构，用彩色粉笔强调句中出现的do/ does

3.打开课本37页，第一部分，1让学生练习句型 Do Americans speak Japanese? No, they don’t. What do they speak? They speak English. Do you like eggs? Yes, I do. I like it very much./ a little. No, I don’t. I don’t like it at all.

4.让学生听第94课的录音。听录音的时候，教师要求学生不看课文只听录音，然后让学生跟读。之后学生打开课本对照课文内容进行问答练习。最后学生以小组形式进行操练。在学生听完对话录音后，教师提问： Is Bob from the USA? Does Bob speak Chinese? 教师放录音两遍并让学生跟读。教师指出中国姓名与西方国家的姓名的不同之处：在西方国家，人们习惯将姓放在名之后如Jim Green, Green 就是姓Jim是名,而中国人的姓名和西方国家的习惯正好相反，比如Zhou Jian. Zhou是姓 Jian 就是名。然后让学生操练课文对话并请学生上讲台作演示。

5.让学生完成练习册中的练习一

6.学生听课文第三部分的录音并且跟读，注意录音中的英文发音，语调和节奏。

7.教师总结这一节课的教学内容，要求学生掌握句型：Where are you from? Where do you come from? Do you speak French? I like …..very much / a little etc.课文板书如下

Unit 24 Where are you from ?

Lesson 94

the Great Wall Where are you from? Do you speak French?

hotel, building I am from…. Yes, I do./ No, I don’t.

follow, call Where do you come from? I like milk very much./ a little.

FirstI come from….I don’t like it at all.

四.课堂交际用语

掌握交际用语：Do you speak English?肯定回答： Yes, I / we / they do

否定回答： No, I / we / they don’t..

Lesson 94教学设计示例(二)

Teaching Objectives

The expressions of place.

Main Points

1.New words: great, hotel, building, follow, call, first

2.Sentence Patterns:

(1) (1)Do you speak Chinese?

(2) (2)Yes, I do / No, I don’t

Difficult Points

How to use the question form of the Simple Present Tense correctly.

Teaching Aids

a tape-recorder, the slide-showing, tapes, map

Teaching Procedure

Step 1 Revision

1. A duty report.

2. Look at the map, revise Where are you from? What about you ? Where is he / she from?

Step 2 Presentation

1. Show a card with the name of a country : e.g. China. Say Chinese come from China. They speak Chinese. Let students repeat with other cards with different country names on them.

2. Teach the students with cards I speak Chinese / English / French. Ask Where are you from? What do you speak? Help the students to answer with the appropriate language for the appropriate country. Ask What does he / she speak? Do you speak English / French.etc. Help the students to answer Yes, I do / No, I don’t.

3.Write down They speak English. What do they speak? Do they speak English? on the Bb and compare the sentence structures. Highlight do with coloured chalk.

Step 3 Ask and answer

Book closed! Students listen and repeat. Play the tape again, students open the books and listen and repeat, then ask and answer in pairs.

Step 4 Presentation

Ask Do Australians speak Chinese? What do they speak? etc. students answer No, they don’t Then ask what do they speak? the students answer They speak English..

Step 5 Read and act

1.Teacher play the tape, ask Is Bob Scott from the USA? Does Bob speak Chinese? Play the tape again and get the students to repeat.

2.Teacher point out that in western countries, a person’s family name. This is the opposite order than in China, where the family name comes first, such as in Hu Dong.

3.Get the students read and act out the dialogue in pairs.

4.Do Ex.1. of Wb Lesson 94 .

Step 6 listen and chant

1. play the tape and have the students repeat, as they repeat, pay attention to their pronunciation, intonation and rhythm.

2. let some students read out in class if time permits.

Step7 Workbook

Do Ex.3 in class

Homework

1.Finish off the Workbook exercises.

2.Learn the dialogue in SB Lesson 94 by heart.

Lesson 95教学设计示例(一)

一、教学内容：

使学生熟练掌握一般现在时，以及英文书信的书写格式。

二、教具：录音机、明信片

三、课堂教学设计

1.学生作值日报告。

2.教师复习Where are you from? What do you speak? Do you speak French? 等等。或者教师复习课文第94课第2部分的对话，并让学生演示对话内容。

3.教师拿出一张明信片，在黑板上把明信片的基本格式画下来，同时教学新单词postcard。教学Dear….和Love from…并向学生解释love from 仅限于家庭成员及好朋友之间使用。教师向学生讲明用英语书写地址的方法。并提醒学生，写地址的时候，要把单位或地区小的信在前面，大的写在后面。然后举例并写在黑板上。

4.教师放课文录音，并提出问题。学生回答完问题之后再放一遍录音，让学生听读同步进行。请学生把课文的英文信件翻译成中文，并向学生解释Linclon Drive 是指林肯大街。

5.让学生独立完成课文第二部分练习，然后两人一组核对答案。让学生把错误的答案改正过来。

6.教师指导和帮助学生完成课文第三部分练习，要求学生想象一个情景为自己是Jo,正在和Lily打电话。然后让学生就这个想象的情景编一个对话，并把它写下来。最后学生相互之间演练自编的对话。

7.教师总结明信片的书写格式以及日常的词组和短语。

8.教师指导学生共同完成课后练习。

9.教师布置家庭作业：让学生用学过的明信片的格式，给自己的好朋友写一张明信片，然后再送给朋友的面前，让朋友改正自己的语法错误。

四.课堂交际用语

Lesson 95教学设计示例(二)

Teaching Objectives

The expressions of place.

Main Points

New words: teach, postcard, dinner, soon, stay.

Difficult Points

How to use the Simple Present Tense correctly.

Teaching Aids

a tape-recorder, tapes, pictures.

Teaching Procedure

Step 1 Revision

1. A duty report.

2. Revise Where are you from? What do you speak? Do you speak French? etc.

Step 2 Presentation

1. Draw the “writing” side of a postcard on the Bb. And teacher show the real card to Ss, teach the word postcard. And Explain that Love from…is only used between family members and good friends.

2. Point out the way to write an address in English. Note that the name of the person comes first. Write the school address on the Bb, e.g. :

Miss Li Manhua

No. 27 Middle School

Donghuamen Street

Beijing, 100009

People’s Republic of China

3. Get the students to write their own address, and check their work each other.

Step 3 Read

1.Before playing the tape, let the students read the questions.

2.Then give them several minutes to scan the postcard for the answers. At last play the tape, students listen and repeat.

3.have the students translate Lily’s letter into Chinese.

Step 4 Practise

1.Students work alone and then check the answers in pairs.

2.Get the students to correct “Wrong” answers.

Step 5 Talk and write

1.revise some telephone greetings.

2.have the students work in pairs and write their telephone conversation.

3.choose several pairs to act out their dialogue for the class.

4.as they practise, remind the students to pay attention to their intonation.

5.tell the students in Chinese that even though it is a phone conversation, people do different things when they speak on the phone, e.g. some people pace back and forth, others twist the telephone cord around their finger, etc.

Step 6 Workbook.

Do Ex. 3.in Wb Lesson 95 in the class.

Homework

1.Finish off the Workbook exercises after class.

2 Go over the language items listed in Checkpoint 24.

Lesson 95教学设计示例(三)

Teaching aims

掌握“四会”单词和短语。

Key points

学习明信片的书写格式。

Difficult points

Five days a week, teach sb. Sth., on Sundays, ask sb. To do sth,, write to sb.

Teaching methods

通过作练习，使学生掌握明信片的书写格式。

Teaching aids

明信片、录音机、多媒体课件

Teaching procedures

Step 1 Revision

1.复习Where are you from? What do you speak? Do you speak French?等等。

2.复习课本地94课第2部分的对话，并表演对话。

Step 2 Presentation

1.教学新单词postcard，教师打开ppt多媒体课件《unit 24 lesson 95》，向学生展示英文明信片的基本格式。并向学生说明Love from….仅限于家庭成员及好朋友之间使用。

2.向学生讲明用英文书写地址的方法。并提醒学生，在写地址时候要把单位或地区小的写在前面，大的写在后面。让学生注意动画中的明信片的格式。

3.教师向学生介绍完明信片的基本格式以后，问学生：人们在日常生活中除了用明信片形式可以传递信息之外，还有什么其他方式也可以传递信息来引导学生多思考，从而引出下一个重点：英文信件。

4.教师打开ppt多媒体课件《unit 24 lesson 95》，让学生熟悉了解英文信件的格式。然后让学生对两种不同的格式进行比较，总结出其中的不同之处，加深学生对英文明信片和英文书信格式的印象。

step 3 read

1.教师放第一部分录音之前让学生把问题读一遍。学生回答完问题之后再放一遍录音，让学生听并跟读。

2.请学生把lily 的信件翻译成中文，并向学生讲Lincoln Drive 是林肯大街/道。

Step 4 practice

让学生独立做第二部分的练习，然后让他们两人一组核对答案，让他们把错误的答案更正过来。

Step 5 reading

教师打开多媒体课件《unit 24 lesson 95》让学生掌握信件的格式。同时让学生比较一下postcard, letter and mail 的区别。教师让学生作练习。

Step 6 summary

教师总结明信片的书写格式以及常用的词组和短语。

Homework

教师布置家庭作业，让学生用学过的明信片的格式，给自己的好朋友写一张明信片，然后再送到朋友的面前，并让朋友更正自己的语法错误。

Exercises:

完成课后练习

Lesson 96教学设计示例(一)

一、教学内容：

通过大量的练习是学生巩固所学过的知识，熟练掌握一般现在时，以及英文书信的书写格式。

二、教具：

录音机、磁带。

三、课堂教学设计

1. 学生作值日报告。

2. 教师写出单词：ride, write, Friday让学生找出他们含有的共同的音素 /ai/。

3. 教师总结板书/ai/ : ride, write, Friday. 再以同样的方式总结出：/i/, /ju:/, /u:/..

4. 教师领读这些音标，使学生更好的掌握单词的正确发音。

5. 学生听录音并跟读这些音标。

6. 学生听第二部分录音并跟读。让他们用手势表示出重音和语调。

7. 教师提出问题：Where is this postcard from? 并帮助学生回答I think it’s from…等等。然后再请学生以小组的形式对课本上的明信片进行问答练习。

8. 教师播放第四部分录音，让学生做练习册第116页第3题。教师指导学生共同完成课后练习。

9. 教师播放第五部分录音，学生合上书本听录音，然后跟读，教学词组make friends，然后让学生以自己的身份写一封回信，写在课本第七部分，同时复习明信片和信件的格式。

10. 教师放第六部分录音，让学生听录音，反复跟读并完成书上的短文。然后以两人为一小组互相检查答案。

11. 最后教师复习课本“复习要点24”中的内容，学生讨论并教师帮助学生解决可能出现的问题。向学生解释清楚一般现在时态的用法.

12.教师布置课堂作业：(教师课根据具体情况而定)

1.USA(完整形式)______________ 2.come from(近义词组)______________

3.French(国家)______________ 4.Englishman(复数)______________

5.has(原形)______________ 6.people(复数)______________

7.teacher(动词)______________ 8.Canada(国家的人)______________

Answers: 1. the United States of America 2. be from 3. France 4. Englishmen 5. have 6. people 7. teach 8. Canadian

13.再学生作完课堂练习后，教师总结元音字母i和u的发音：字母i在开音节中读/ai/，在闭音节中读/i/。字母u在开音节中读/ju：/，在闭音节中读/u：//Q//u/.

14.教师布置家庭作业：

1.完成练习册里的所有习题.

2.预习下一个单元.

(此练习可根据学生的具体情况而定)

Writhe on blackboard

Lesson 96

i/ai/ ride, writeu/ju:/ student, Tuesday

/i/ milk, swim /u:/ blue, ruler

igh/ai/ high, light/Q/ run, jump

/u/ put, full

Exercises

选择填空：

( ) 1. I learn English ______ my American friends.

A. from B. and C. to D. for

( ) 2. Tom, Jack and I ______ students.

A. are all B. all are C. am all D. all am

( )3. I know only _______Chinese.

A. a few B. few C. little D. a little

( )4.Are they ______ in the river?

A. swim B. swimming C. swimming D. are swimming

( )5. Lily and I ______at home.

A. am staying B. are staying C. is staying D. be staying

( ) 6. They often watch TV ______ Sundays.

A. on B. in C. at D. of

( )7.______are you doing? I"m doing my homework.

A. Where B. What C. How D. Who

( )8.______books do you have?

A. How much B. How many C. How D. What many

( ) 9. She ______ any friends.

A. don’t have B. has C. doesn"t have D. not have

( ) 10. ______there ______water here?

A. Is, some B. Are, any C. Are, a lot of D. Is, much

( ) 11. Do you want ______shopping with me?

A. go B. going C. to go D. goes

( ) 12. I would like ______ .

A. two pieces of breads B. two piece of bread

C. two pieces of bread D. pieces of two bread

( ) 13. They often teach ______ Chinese.

A. I B. me C. mine D. my

( )14.______she have a ruler? No, she______.

A. Does, does B. Do, don"t C. Does, doesn"t D. Is, isn"t

( ) 15. Whose books are these? They are ______.

A. we B. us C. our D. ours

( ) 16. Do they have ______friends? Yes, they ______.

A. a lot, have B. much, do C. many, are D. many, do

( ) 17. ______do you like China? ______.

A. How, I like it very much B. What, I like it a little

C. How, The foodD. What, It"s great

Answers: 1.A 2.A 3.D 4.C 5.B 6.A 7.B 8.B 9.C 10.D 11.C 12.C 13.B 14.C 15.D 16.D 17.A

Lesson 96教学设计示例(二)

Teaching Objectives

The expressions of place.

Main Points

New words: city, foreigner, city , word , well, why, English-speaking, letter

Difficult Points

How to use the Simple Present Tense correctly. And how to writer an English postcard correctly.

Teaching Aids

a tape-recorder, tapes,

Teaching Procedure

Step 1 Revision

1. A duty report.

2. Revise the words, expressions and the postcard from Lesson 95.

Step 2 Word families

let students read out these words, and pay more attention to the English pronunciation, or let students listen to the radio and repeat.

Step 3 Stress and intonation

1. Students listen and repeat.

2. Get them to show the stress and intonation with gestures.

Step 4 Guess and game

1.have the students look at the postcard in the SB. Teacher ask: Where is this postcard from? Help the students to answer I think it’s from Sydney/ Paris/ Toronto. Now get the students to talk about the postcards.

2.in pairs, have the students make their own postcards. Each pair should choose a place in China to draw their postcards of the same place. They do need to be from the same place..

Step 5 Listen and answer

1.have the students look at the table in Wb Lesson 96, Ex. 3 before playing the tape.

2.help the students with the spelling of place names.

Step 6 Prsentation

1.teacher explain to students that E-mail is a way to talk to people from around the world. And ask Does anyone have e-mail? Do you e-mail people from other countries?

2.have the students make up their own e-mail addresses. Encourage them to be creative.

Step 7 Read

1.give the students 3 minutes to skim. Then ask some students to give the main idea.

2.have the students read the passage. Ask comprehension questions such as, How old is Jack? Where does Jack like? How many students are in his class? etc.

3.have students read the text aloud together. Pay attention to pronunciation and intonationl.

Step 8 Read and complete

1.before playing the tape have the students fill in the blanks with the words they think. Then paly the tape and have them listen and change the words in the blanks if they guessed something.

2.have the students discuss their first answers with the answers on the tape in groups.

3.have the groups make a list of the words they think could be put in the blanks.

4.at last teacher check the answer with the students.

Step 9 Write

Have the students write this letter as homework. And the next day teacher give the students a chance to read each other’s letters.

Step 10 Checkpoint 24

Go through Checkpoint 24 on the book and discuss any problems. Explain that the Present Indefinite Tense is used to give general information. And give some examples to students on the Bb.

Step 11 Workbook

Revise the map on the SB and do Ex.2., Ex 4.

Homework

Finish off the Workbook exercises.

探究活动

1、活动猜图游戏

任务：猜猜“我”在哪?

目标：通过这个任务，激发学生主动参与学习的热情，提高学生的记忆能力和听说能力，并让学生熟悉常见的英语国家的地理位置，促进学生之间的交流，培养他们的分析判断能力和自信心。

语言技能： listening, speaking, reading and writing，

材料: 彩色世界地图分别四至六张(不表明国家和城市名称)，几张标有各个国家和城市名称的小卡片

活动形式：一班分成4--6组(根据班级具体情况而定)

操作过程：

1.老师布置任务，要求每组同学先听录音，依次写下录音中读出的国家或城市的名称(国家或城市名称的个数由老师根据班级情况自定)。

2. 老师给出一分钟的时间准备，然后请第一组第一位同学，第二组第一位同学，第三组第一位同学等等以此类推到地图前粘贴好所听到的第一个国家或城市的名称。

3. 接下来，老师又请出第一组第二位同学，第二组第二位同学等等粘贴好第二个国家或城市的名称。

4. 以此类推，等学生都粘贴完国家或城市的名称了以后，和全班同学一起检查哪一组的同学最快最好的完成任务。

5. 戏结果出来后，教师可根据情况给予一定奖励和鼓励

2、制作名片：

本单元的一个主要学习任务是互相传递个人的基本信息。教师可事先自己设计一个本人的名片展示给学生，让学生模仿设计出自己的名片。其中包括国家、籍贯、职业、姓名、性别、年龄、学校地址、家庭地址、电话、传真、E-mail等。

3、制作明信片

假设新年到了，让学生之间互送明信片，但不写出姓名、年龄、性别、电话，只写出自己的爱好、日常生活习惯、自己的外貌特征，让收信对方猜一猜发信人的姓名。(有条件的学生可以用E-mail的形式发送给收件人)

[初一英语教案精选]

第2篇: 初一英语教案

一、教学目标

1、复习一般疑问句is this a …? yes, it is.

2、复习四个单词a banana , a pear , a mango和a peach。

3、能使用一般疑问句is this a …?向他人询问和确认某件物品，语音语调正确。

4、学习歌谣mango.

二、教学重点、难点

会说歌谣mango; 复习所学的内容，要求发音正确。

三、课前准备

图片，录音磁带，单词卡片等，预先写好课题unit 5 fruit

四、教学过程

step 1sing a song

组织学生齐唱歌曲goodmorning .

step 2 free talk

利用图片复习一般疑问句is this a …? yes, it is.及文具和水果单词。

t: hello, boys and girls. is this a …?

ss: yes, it is.

step 3 play a game

这是一个“摸摸猜猜”游戏。教师准备好一个不透明的包，放入需要的物品。

1、讲解游戏的做法。

2、带领全班学生做游戏。教师先做示范。

t: boys and girls, let’s play a game.

t: look! this is my bag. there are many fruit in it, but you can’t see it. you can touch and guess. let me try first.(教师将手伸入包里摸一下水果，想一下，然后闭上眼睛推测is this a ..?一边说一边将水果拿出来给学生看，等到学生给予应答后才睁开眼睛看自己说的对不对。)

第3篇: 初一英语教案

(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.______

第4篇: 初一英语教案

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

第5篇: 初一英语教案

Properties: Recorder, Overhead Projector and a map of world.

Teaching Objectives:

1. Practise listening ability.

2. Revise the grammar: the Comparative Degrees of Adjective and Adverbs

The Past Perfect Tense

Language Focus: Checkpoint 18

Teaching Procedures:

I. Showing the teaching aims

II. Revision

Check homework, then ask the students to read the partners" homework to share with each other.

Revise the use of the Infinitive

III. leading in

T: Today we"ll learn something about Coco. Do you know where she is from?

IV. Listening practice

Play the tape or for the students to listen and find the answer, then look at the workbook, Exercise 1, go through the questions with the students and make sure they can understand what they mean. Play the tape again, let the students discuss their answers in pains before the teacher checks the answers with the whole class.

V. Presentation

Show the students a map of the world, and ask: What map is it? Help the students find “China” and “India” on the map. Let the students discuss the two countries: They are developing countries. They have a large population in the world.

Ask: What’s the population of China and what’s the population of India? Let the students read Part 2 and answer the questions. (China"s population is 1 328 000 000 and India"s population is 1 000 000 000). That’s to say India’s population is smaller than China’s .Ask the students to use the words in the box to complete the passage, then read together, finally ask the students to retell the text.

VI. Practice

Revise the Grammar: The Past Perfect Tense, give some examples:

1. He had left before his wife came back.

2. I remembered that Peter had already got a bike.

3. By the end of last month, he had learned new words.

4. When I got to the cinema, the film had begun.

Then ask the students to do Exercise 3. The answers are: 1 C 2 E 3 A 4 B 5 D. Let the students read these sentences together.

VII. Practice

Ask the students to do Exercise 4 first, then check the answers. The answers are: had, in, is, more, the, had, to, in, had, that, to, us, and, to

VIII. Workbook

Give the students five minutes to finish workbook. Do Exercises 1, 3 and 4. Then check the answers.

The answers to Exercise 1 are: took, went, found, was, called, told, had happened, said, would go, came, was found, checked, founded, said, stole, went, enjoyed, came, found, had stolen, had

The answers to Exercise 3 are: I worn out 2 try on 3 slow down 4 made up my mind 5 am pleased with 6 were angry with, deserve to 7 at least 8 as if 9 carried on

IX. Summary

Exercises in class

Fill in the blanks according to the text in this unit.

Lucy and Lily are___1___. They are living together___2___. But sometimes they fight. It doesn"t last too___3___. They___4___very well with each other again.

They look___5__, so it"s hard for people to recognize them: Who is Lucy___6__Lily. We always___7___mistakes. They feel___8__. They like most of the same things, for example: music, food and___9__. But Lily likes to___10__, Lucy likes to___11__, they don’t like the same colour,____12___. So they have some___13____Sometimes they disagree, but they never___14__. They love each other and they are___15___happy that they are twins.

Answers: 1.twins 2.most of the time 3.long 4.get on 5.the same 6.or 7.make 8. the same 9. books 10 .dance 11. sing 12. either 13. differences 14. fight 15.both

X. Homework

第6篇: 初一英语教案

●教学目标

1．熟练运用现在进行时进行语言交流

2．通过看图对话，学会描述进行中的`动作。

●教学用具

录音机、投影仪、图片等。

●教学步骤

Step 1 Revision

复习Whats he/she doing? He/She’s making a cake．叫三名学生到讲台上。A表演动作，B问Is he reading/playing. ..？ C答Yes, he is./No, he isnt．让学生三人一组做类似的练习。

Step 2 Presentation

教师通过具体的动作教一些单词，如 talk, talk with, open, close, take photos等。然后用这些单词或词组造句子，反复练习。也可以让几个学生到讲台上表演，然后问同学Whats he/she doing? Is he/she opening the door? What’s he/she doing? He/She is closing the window. What are they doing? They are taking photos．

Step 3 Practice

＊打开书23页第一部分，让学生边听录音边找正确的图片。

＊第二部分，让学生看彩图三，两人一组进行对话练习

Step 4 Consolidation

句型转换：

1. We clean our classroom in the afternoon. But we don’t do it now. It’s still early in the morning. (画线部分改为现在进行时)

We______ ______our classroom now. It’s dirty. It needs cleaning.

2. They are playing football at school. (画线部分改为否定句)

They ______ ______football at school. They’re playing football somewhere else.

3. Im doing my homework now. (画线部分改为一般疑问句并作否定回答)

______ ______doing ______homework now? ______, ____________.

4. Speak in English. (画线部分改为否定句)

______ ______in English now. These old men don’t understand English.

5. The twins are singing in the room. (对画线部分提问)

______are the twins ______in the room?

Answers: 1. are cleaning 2.aren’t playing 3. Are you, your. No, I’m not 4. Don’t speak 5. What, doing

Blackboard Handwriting

Lesson 83

You arent talking.

He/She isn’t writing.

Is he/she opening the door?

Yes, he/she is.

No, he/she isn’t.

第7篇: 初一英语教案

一、教材分析

本模块题材为童话故事，主要是关于Goldilocks的故事，另外增加了精卫填海的故事。内容和情节很容易引发学生的兴趣，语言简单易懂，描写细致生动，非常有利于开展听、说、读、写方面的语言实践活动，让学生在使用语言的过程中学习语言，促使学生更有意识地自觉学习英语。

讲故事须使用一般过去时，所以本模块继续以一般过去时作为语法学习重点。通过操练、使学生在掌握语言结构的同时、既学习语言知识、感悟语言功能、又能欣赏到美丽的童话故事，并能学会描述一个完整的故事或一件事情

二、教学目标

1.知识目标:

语音：规则动词的一般过去时的发音

词汇：once、hear、begin、decide、ride、golden、little、pick、notice、hurry、knock、nobody、push、open、enter、count、bowl、all、hungry、rush、try、destroy、unhappy、asleep、return、cry、point、without、die、emperor、onceuponatime、goforaride、pickup、lookaround、changeinto

语法：规则动词的一般过去式。

功能：按时间顺序描述事情。

话题：以“童话故事”(fairytales)为话题。

2.能力目标：

听：能听懂简单故事中的主要人和事。

说：运用一般过去时表述事件，讲简单的故事。

读：能读懂简单的故事，明白主要的人物、事件以及情节。进行简单的技能训练。

写：运用一般过去时写简单的事情。

3.情感目标：通过阅读童话故事提高对英语的学习兴趣、感受学习的乐趣。

三、学习策略、文化意识

1.学习策略：形成自主学习、有效交际、信息处理、英语思维能力。

认知:联系，归纳，推测等技能。观察并归纳规则动词的一般过去式、提高自学能力。

调控：从同伴处得到反馈，对自己在叙述及作文中的错误进行修改

交际：学习运用恰当词语讲解童话故事。

资源：通过其他资源获取更多简单英语的“童话故事”

自学策略：能够尝试阅读一些简写的英文童话故事。能注意发现语言现象背后的规律、并能运用规律举一反三。

合作学习策略：互相学习，取长补短，注意从他人的演示中汲取经验、注意学习策略共享。

2.文化意识：比较中国童话与外国童话的异同、通过外国童话了解世界不同地方的风俗习惯、从而拓展视野、激发学习英语的兴趣。

四、教学重点与难点

重点：通过童话故事训练学生的听、说、读、写能力，掌握规则动词的一般过去式。

难点：掌握规则动词的一般过去式的形式和逐步形成正确使用一般过去时的意识。

五、模块任务(ModuleTask)

能够运用规则动词的一般过去式讲述简单的故事。

六、教材处理及教学设计

我们把本模块划分为3课时：

Period1:Vocabulary and Listening、Pronunciation and Speaking

Period2:Reading and Vocabulary

Period3:Writing、Aroundtheworld、ModuleTask

第8篇: 初一英语教案

课题：Starter Module1 Unit3

课型：listeningandspeaking

教学目标：学习向别人介绍某人的用语

教学重点：This is my… She/He is …

教学难点：Be的变化运用

教具：多媒体、录音机

课时1

教学课程：

1.Greeting.

2.Warming-up

T: This is my friend…

S: Hello, … This is my father…

T: Nice to meet you.

S: Nice to meet you, too.

3.Drills

1)复习打招呼的用语Good morning/Good afternoon/Good evening。

2)练习询问姓名和相互间的问候。

What’s your name? I’m …

How are you? I’m fine, thank you.

3)练习向别人介绍某人This is …

4.Practise

1)Work in pairs part7

2) Listen and number

3) Write the sentences.

5.Conclude

6.Homework

Complete part3

第9篇: 初一英语教案

教学目标

1. 谈论规则

2. 祈使语气

3. 表示允许

4. 能够用口头或书面描述规则

教学重难点

教学重点和难点：

重点掌握祈使语气的用法，包括表示允许的Can及其当情态动词用的 have to do;以及各种可以用在表述规章制度的动词和句型。难点在于情态动词的用法，以及祈使句与它的应答。

教学工具

课件

教学过程

Task One:

Talk about school rules to “feel” Imperatives

Goal：Get to know about the structure to express rules

Step 1: Talk about the school rules they know / remember

Step 2: Look at the picture and read the rules in Section A – 1a, telling the difference between yours

Step 3: Add more rules to your school, which you think necessary

Task Two:

Listen and find out what Ss can do and what they cannot

Goal: Try to understand the rules by listening

Step 1: Listen to conversations about the activities and find out what students can do and what they cannot do

Step 2: Listen to conversations about the activities and find out what Alex and Christina can do and what they cannot do→Section A (2a / b)

Step 3: Listen to conversations about the activities and find out what rules students break

→Section A (1b)

Step 4: Listen to the different rules that different people have to follow→Section B (2a / b)

Task Three:

Learn to read the signs for rules

Goal: Learn about the rules by reading the signs

Step 1: Learn about the rules by reading the pictures→Section B1

Step 2: Learn about the rules by reading the signs→Section B (3 b)

Step 3: Talk about the similarities or the differences about the signs between China and abroad

Task Four:

Write rules for libraries, labs, computer-rooms, and swimming pools etc.

Goal: Learn to take care of public things

Step 1:

Read the letter →Section B (3 a)

Find the rules in the letter

Write them down

Step 2:

Talk in pairs about the rules for public places, such as libraries, labs, computer-rooms, swimming pools, etc.

Discuss in groups about the rules for these public places

Write down what have been talked about / discussed

课后小结

学了这节课，你有什么收获?

课后习题

完成课后练习题。

板书

Unit 12 Don’t eat in class

第10篇: 初一英语教案

一、教学目标

1.语言知识目标

(1) 能掌握以下单词

train, bus, subway, ride, bike, foot,walk.

(2) 能掌握以下句型：

① —How do you get to school? —I ride my bike.

② —How does Mary get to school? —She takes the subway.

2.Talk about how to get to places (谈论出行方式)

take the bus /subway /train /taxi , ride a bike /walk .

3.情感态度价值观目标

让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语课和应付考试而学习,了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。

二、教学重难点

1.教学重点：乘坐交通工具的表示方法.

2.教学难点

—How do you get to school? —I take the …/ride …/ walk…

—How does Mary get to school?—She takes the subway.

三、教学过程

(一)Warming-up and Lead in

学生和老师进行简单的问候并播放英文歌曲Over the mountains

Ss : Good morning , teacher.

T: Good morning , class

T: Listen to the song and answer my questions.

Q1:How many kinds of transportation can you see?

Q2:What are they?

(二)Presentation

1.展示一张含有各种交通工具的图片，呈现有关交通工具的单词。

bike, car, ship, train, taxi, boat, plane, bus.

2. A guessing game.

Listen to sound of the transportation and guess what kind of transportation it is.

(三)Free talk

How do you get to school?

Ss: I take the bus /plane/ boat / ship / car / taxi

I ride a bike / motorbike

T: Do you know any other way?

2. Teacher shows pictures on the big screen .归纳出行方式和常用短语.

Ask some questions about how you get to…?

(让学生积极主动的思考想象总结，多媒体增加趣味性，加强直观性，效果事半功倍)

3. Show a picture about Part 1, on the screen.

Point at girls or boys in the picture.

Ask students to answer and write in the blanks.

S1 : How does he / she go to school?

S2 : He / She … …

(四)Practice

通过图片解释交通方式的不同表达方法。

ride a bike by bike 骑自行车

walks on foot 走路、步行

take the subway by subway 乘坐地铁

take the train by train 乘坐火车

take a car by car 乘坐小车

take the plane by plane 乘坐飞机

take the bus by bus 乘坐公车

take a boat by boat 乘坐船

(五) 1a

T: Look at the picture on your book. Match the words with the picture.

(学生们完成1a的学习任务，然后校对答案)

(六)Listening

1. Make sure the Ss know what to do. Give them an example if possible.

2. Read the names in the box.

3. Play the tape and check the answers.

(七)Pair work

Ask two students to read the dialogue in the speech bubbles to the class. Then ask students to work in pairs. Ask and answer how students get to school in the picture.

Finally ask some pairs of students to present their conversations to the class.

(八)A survey

Make a survery:How do your classmates get to school?

Classmates(同学) How to get to school?

BobBy bus

(九) Consolidation

Let students do some exercise.

(十)Homework

Write an article about how your families(家人)go to work.