初一英语教案设计

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初一英语教案设计【篇1】

Unit 1 Can you play the guitar?

Section A (1a-2d)

一、教学目标:

1. 语言知识目标:

1) 能掌握以下单词:

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

能掌握以下句型:

① —Can you play the guitar? —Yes, I can./ No, I cant.

② —What can you do? —I can dance.

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

2) 能了解以下语法:情态动词can的用法

want to do sth.的用法

2. 情感态度价值观目标:

该部分内容贴近学生的生活,谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力,可以培养学生的一种群体意识。

二、教学重难点

1. 教学重点:

1) 学习询问和谈论彼此的能力和特长;

2) 掌握一些弹奏乐器的表达方式。

2. 教学难点:

情态动词can的构成和使用。

三、教学过程

Ⅰ. Lead in

1. 教师可携带一些易于演奏的乐器,也可带一些演奏乐器的图片,一边演示乐器,一

边说: I can play the guitar.…等;再指着图片说:He/She can play the violin.But I can’t play it.等;然后询问学生:Can you play the guitar?….并引导学生进行简单的回答。

2. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities

with the people.

Then Check the answers with the class together.

Ⅱ. Presentation

出示一些反映各种活动的图片、幻灯片或播放课件,引导学生谈论活动:

He/She can dance/swim/sing/"··But I can’t dance/swim/sing/...等,学习表达活动的动词短语。

Ⅲ. Game (What can I do?)

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

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

Ss work in groups. The let some Ss talk to their classmates in front of the class. Ⅳ. Listening

1. T: Now let’s listen to the tape, find out the right conversation, and number them 1-3. (播放lb部分的录音让学生听,引导学生根据所听到的内容,选出对话的顺序,

完成1b部分的教学任务。)

2. Check the answers:(3, 2, 1 )

Ⅴ. Pair work

1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own conversations.

(引导学生展开Pairwork活动,完成lc部分口语交际的教学任务,学会运用can询问和表达能力。)

Ⅵ. Listening

1. Work on 2a;

T: Now, look at the pictures on P2, listen to the four conversations. Just listen.

(Play the recording for the first time, students only listen carefully.)

Then, listen to the recording again, and circle the clubs you hear.

Check the answers with the class.

2.

Work on 2b;

引导学生根据对话内容用正确的单词填空,补全对话,再播放听力材料一遍。让学生进行校对,练习听力和写作能力,完成2b部分的教学任务。

Check the answers with the Ss.

Ⅶ. Pair work

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

老师可以和一名优秀的学生做一个对话的例子,让学生们明白如何去问答,例如: T: What club does Lisa want to join?

S1: She wants to join the chess club.

T: Can she play chess?

S1: No, she cant.

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

3. Ask some pairs to act out their conversations.

Ⅷ. Role-play

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

find out the answers to these questions.

① What club does Bob join?

② What club does Jane join?

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

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

2. Explain something that Ss cant understand.

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

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

5. Ask some pairs come to the front of the classroom. They try to act out the conversation. See which group is the best.

Homework:

1. Remember the new words and expressions after class.

2. Recite the conversation after class.

3. Write English names as many as possible in the exercises book.

Section A (Grammar Focus-3c)

一、教学目标:

1. 语言知识目标:

1) 继续练习运用情态动词can。学会询问和谈论彼此的能力和特长。 能掌握以下句型:

① —Can you play the guitar? —Yes, I can./ No, I cant.

② —What can you do?—I can dance.

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

2. 情感态度价值观目标:

该部分学习询问或谈论自己或对方在某一方面的能力和特长,可以培养学生的一种群体意识,促进同学们对自身的认识,为将来的自我发展奠定基础。

二、教学重难点

1. 教学重点:

1) 让学生重点总结、发现情态动词can的用法。

2) 通过一些与学生们实际生活相贴近的教学活动,来达到熟练运用的目的。

2. 教学难点:

1) 情态动词can的用法;

2) 在实际交际活动中运用can来询问与表达自己或他人的能力。

三、教学过程

Ⅰ. Warming- up and revision

1. Ask some Ss about their abilities.

T: Hi, S1! What can you do?

S1: I can sing and dance?

T: Can you play the guitar?

S1: Sorry, I cant. But I can play chess.

T: What club do you want to join?

S1: I want to join the chess club.

2. Role-play.

Let some pairs role play the conversation in 2c.

Ⅱ. Grammar Focus.

1. 阅读指导:

2. 学生阅读Grammar Focus中的句子,然后做填空练习。

① 你会游泳吗?

______ you ______?

② 是的,我会。/ 不,我不会。

Yes, ____ _______. / No, I _______.

… (其余试题见课件部分)

3. 学生们完成填空试题后,可以打开课本检查答案,对错误的句子,单独进行强化记忆。 Ⅲ. Try to Find

老师将情态动词的`can的用法,以学案的方式呈现在大屏幕上,让学生自主学习,并发现其用法。

1. 可以看出,在Can…?句型中,情态动词can没有________和_______ 的变化。

2. 用情态动词can来询问他人的能力可以归纳为以下句型:

Can + _______+ _________ + 其他?

肯定回答:_________________

否定回答: _________________

What + can + _______ + ________ ?

学生们合作学习讨论上面学案的答案,总结情态动词can的用法。

老师找部分学生对上述问题作答,并一起讨论总结情态动词can的用法。

Ⅳ. Practice

1. Look at 3a. 告诉学生们用所给的词汇来造句子。首先,用情态动词can及所给的第一个动词词组来造一个一般疑问句,并作出一个否定的回答。然后,用转折连词but及第二个词组造一个肯定句。

Teacher makes the first one as a model:

Can Wu Jun speak English? No, he cant, but he can speak Chinese.

Ss try to make sentences using the phrases in 2~5. They can discuss with their partners. Then let some Ss tell their answers to the class.

Check the answers with the class.

2. Look at 3b. Tell Ss that your school is going to have a School Show next week. What can you do? You can show your talent in it. In order to let all the students know about it. We have to write a poster. Now, read the poster below and try to complete the poster with the

words in the box.

方法指导:应通读全文,掌握短文大意;然后,仔细阅读每个句子,根据空格前后的词语进行推敲。比如,第三空格后有guitar一词,可知些空格应填play一词。其他类似。

学生们,按老师指导的方法进行阅读,并逐句推敲每空应填什么词,在实际的运用提高自己的阅读能力、分析能力及综合运用能力。

最后,教师与同学们一起校对答案,并对学生们有疑问的地方进行解释。

Ⅴ. Group work

1. What can your group do in the school show? Make a list, then report to your classmates.

2. First, work in group ask and answer about what you can do? e.g.

S1: What can you do, S2?

S2: I can do kong fu.

S1: Great! What about you S3?

S3: I can sing very well.

3. Then make a list together.

4. Everyone in your group must write a report. Then select one student to report what your group can do. e.g.

In my group, Li Ming can do kong fu. Zhang Li can sing very well. Ma Shuang can dance well…

(最后,可以经学生们评议来推举最有能力的小组)

Ⅵ. Exercises

1. If time is enough, do some more exercises on big screen.Homework

1. Read the sentences in Grammar Focus.

2. Write a report about what your family members can do.

初一英语教案设计【篇2】

教学内容:

本课以故事型教学为基础,在踢足球这种课余活动的话题中学习对他人能力的提问。能听懂并询问单复数物品。

教学目标:

1. 在踢足球这个课余活动的话题中,掌握单词soccer ball, soccer shoes的准确读音,及框架句型Can you…?Yes, I can. No, I can’t 的用法。

2. 通过图片提示和动作辅助,学生能听懂并理解故事内容;通过师生互动,小组合作,能用正确使用的主体句式向他人询问能否做某事;通过听音模仿和情景表演等形式,能够准确表达课文中主体句式的情感。

3. 能过学习踢足球这一语境,提高学生运动的意识。

教学重点:

1.词汇:soccer ball,soccer shoes,play soccer

2.句型:Can you play soccer? Yes, I can.

教学难点:

1. 单词soccer:soc-cer

2. 单复数句型的区分与应用

教学准备:

课件、图片、人物头像

教学过程:

一、热身导入

1. 歌曲热身:I can skate and I can jump. 师生共同唱歌。

2. 利用歌曲,询问学生能做的事情,过渡复习旧知。利用闪烁、遮挡和局部呈现的方式,让学生猜球。

二、新知呈现

初听课文:由“猜球”游戏,过渡到本课课文,带着问题“What do they want to do?”初听课文,同时,教师配相应的动作,帮助学生理解课文大意。

三、新知学练

1. 根据初听课文的任务,再利用动作,让学生明确play soccer的含义,并利用不同的图片进行短语读音的操练。

2. 精听学说:带着问题“Does Robo know them?”精听课文。

(1)学说soccer ball:利用角色转变,练习读音,以及单数问句和回答。

(2)学说soccer shoes:利用词卡,开火车练习读音,以及复数问句和回答。

(3)通过Yes!和Sure!的回答对比,让学生充分理解Sure!的强烈语气和情感,同时进行角色转变练习。

3. 学练新单词:soccer

(1)唤醒旧知:dog-hot-box-soc

(2)拼读规律:soc _ _ _,学生猜测后三个字母。利用课件,从前一个音节中的c,再分出一个字母c后,再增加字母组合er。

4. chant小结

四、新知巩固

1. 听音跟读,强化语音要点。

2. 分角色朗读课文。

3. 分小组表演课文,并展示。

五、新知应用

1. 巩固游戏:学生在标有数字1-6的足球中,选择一个数字完成任务,任务以巩固新知为主。

2. 延续最后一个任务:根据短片内容创编对话,并进行角色扮演。

六、总结作业

1. 总结:在众多运动图片中,学生自由选择,并表达能做的运动。

2. 作业:

听:听一听第六课P44录音,每天5-10分钟。

读:读一读第六课P44课文,要注意课文中人物的情感。

写:写一写,写1-3个问题,下节课向同学和老师提问:Can you…?

初一英语教案设计【篇3】

Unit 7 It’s raining.

Section A (1a-2d)

一、教学目标:

1. 语言知识目标:

1) 能掌握以下单词: rain, windy, cloudy, sunny, snow, weather, cook, bad, park,

message, take a message, could, back, problem

能掌握以下句型:

① —Hows the weather in Beijing?

—Its sunny.

② —Can I take a message for him?

—Yes. Could you just tell him to call me back?

—Sure, no problem.

2) 能用所学的知识描述天气情况。

3)描述正在发生的动作。

2. 情感态度价值观目标:

教育学生善于观察天气,善于调整自己的情绪;了解世界各地的天气情况,增加世界观念。知道大自然的力量是神奇而伟大的,我们应当好好学习,立志学好科学知识,为长大后探索神奇的大自然,打好基础。

二、教学重难点

1. 教学重点:

1) The vocabulary and useful expressions.

2) —How’s the weather?

—Its raining/ windy.

3) —What are you doing?

—Im playing basketball.

2. 教学难点:

运用目标语言来对天气进行问答,并且会问答其他人正在进行的活动。

三、教学过程

Ⅰ. Warming-up and Lead in

1. Greet the Ss and check the homework.

2. Watch a video program about the weather.

Ⅱ. Presentation

1. (Show some pictures of the weather)

Let Ss look at the pictures and ask them how the weather is.

Ss learn the new words and expressions with the help of the pictures.

2. Look at the pictures in 1a. Then read the new words on the right. Ask the Ss to match the words with pictures.

3. Check the answers.

Ⅲ. Game (Hows the weather?)

1. (Showing some pictures on the big screen.) Ask Ss "Hows the weather?"

2. Ss guess and answer the question.

Ⅳ. Listening

1. Now lets look at the city names in the box in 1b. Please read after me.

Ss read the cities after the teacher.

2. Now, We’ll hear four conversations. Listen carefully, point out each city in the picture as it comes upon the tape. Play the recording a second time. Ask Ss to write the name of the city in the picture of its weather.

3. Check the answers.

Ⅴ. Pair work

1. Tell the Ss: If you are in one of the places in the picture above. Talk about the weather

with your friends in another city on the phone.

2. Make a model with a student like this:

T: Hi! Hows the weather in Beijing?

S1: Its sunny.

3. Ss work in pairs. Ask and answer about the weather in the cities.

Ⅵ. Listening

1. Work on 2a.

Lets see what Joes families are doing. Point to the 4 pictures.

2. Ask Ss tell each person is doing in each picture. More attentions should be paid

to the correct use of the Present Progressive Tense.

3. Play the recording for the Ss to listen and number the pictures [1-4].

4. Play the tape for Ss to check the answers.

5. With the whole picture, get some Ss to tell the story of it.

6. Brainstorming

Play the tape for another time. Then do a memory test.

Ask Ss: Whats Uncle Joe/Jeff/Mary/Aunt Sarah doing?

Whatre Scott and Lucy doing?

Is Jeff watching TV? etc.

7. Let Ss match the names with the activities in 2b.

Play the recording for the Ss to check the answers.

Ⅶ. Pair work

1. Look at the pictures and talk about the people in 2a with a partner.

2. Ask a student the questions as a model:

T: Whats Uncle Joe doing?

S1: Hes playing basketball.

3. Ss work in pairs. Ask and answer about the pictures.

Ⅷ. Role-play

1. Ask Ss to read the conversation and answer the questions:

① Whats Steve doing?

② Whats Ricks brother doing?

Ss read the conversations and answer the questions. Then check the answers together.

2. Let Ss role-play the conversation in pairs.

IX. Language points.

X. Exercises

Homework:

一、总结有关天气的词汇。

二、编写三个有关天气问答的对话。

初一英语教案设计【篇4】

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

初一英语教案设计【篇5】

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

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