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初一英语教案
作为一名教职工，就难以避免地要准备教案，教案有助于顺利而有效地开展教学活动。那么优秀的教案是什么样的呢？下面是小编整理的初一英语教案，仅供参考，大家一起来看看吧。
初一英语教案1
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2
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3
UNIT 2 Why do you like koala bears?
Text analysis:
Topic: animals in the zoo
Functions (Teaching aims): 1. Describe animals 2. Express preferences and give reasons
Structures:1. Why, What, Where questions 2.Because 3. Adjectives of quality
Target language: Why do they like koala bears? Because they’re cute. They’re kind of shy. They’re very big.
Vocabulary: 1. zoo, animals, tiger, elephant, koala bears, dolphin, panda, lion, penguin, giraffe 2. smart, cute, fun, ugly, intelligent, friendly, shy, kind of 3. South Africa
Recycling: beautiful, small, quiet, scary, interesting, Australia, Japan, Brazil, China.
He is from-- She’s five years old.
Learning strategies: 1. Using what you know 2. Inferring content
Multi-intelligence: 1. Know the nature 2. Knowledge of places 3. logical expressions
Periods: six
Period 1 section A 1a 1b 1c
Period 2 section A 2a 2b 2c Grammar focus
Period 3 section A 3a 3b 4
Period 4 section B 1 2a 2b 3
Period 5 section B 3a 3b 3c 4
Period 6 self check
Period 1
Teaching aims:
Learn new words: animals—tiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description words—cute, fun, smart
Listen and check(√) the animals.
Practice the conversation: describe animals
Teaching methods: listen and say, read and write
Teaching procedures:
Step 1 Presentation(1a)
We are going to learn the names of some more animals.
Show the animals on the map of the zoo → point to the animals and say the names →let students read the words → match the words with the animals in the picture → practice the words(read and write)
Step 2 Listening practice(1b)
Point to the animals in 1a and ask students to say the names→ play the recording of the conversation twice → check(√) the names of animals
Step 3 Pair work(1c)
Practice the conversations using the description words.
A: Let’s see the lions.
B: Why do you want to see the lions?
A: Because they’re cute.
Step 4 Consolidation: Free talk
Ask students to present their conversations to the class.
Step 5 Summary: words and conversations
Step 6 Homework: remember the words and conversations.
初一英语教案4
【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xx遇见xx问题，难题xx 回答，答案 xx
第一的`x 最后的xx
任务二：写出下列单词的汉语意思。
1、my
2、clock
3、nice
4、what
5、 your
6、hello
7、I
8、you
9、his
10、her
11、name
12、are
13、is
【预习诊断】：
1、选择题：
(1)Kate has lost(丢失) _________key、 _________asked _________for help、
A、her ,he, I B、 his, he ,me C、 his, she, I D、 her, she, me
(2)_________plus(加) seven is thirteen？
A、 Five B、 Six C、 Eight D、 Nine
(3)_________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？_________
(2):早晨好_________
(3):下午好_________
3、写出下列词的英语意思：
1)、早晨_________
2)、下午_________
3)、晚上_________
4)、谢谢_________
5)、名字_________
6)、好的_________or_________
【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) _________
Step3 Pairwork
1: Student A: What’s your name？
Student B: My name is Mary.
Pairwork2:
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: _________
物主代词:_________
三、作业：
满分：10分 得分率：xx
(一)、单项选择;
1、 What’s xxxxxx name？
A、 he B、 I C、 her D、 you
2、_________she Lucy？
A、 Am B、 Is C、 are D、 be
3、 _________is Li Lei、_________English 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xx
A、 Cc B、Bb C、 Ff D、 Gg
5、 ——What’ your name？——xx
A、 Yes B、 Thanks C、 Tom D、 Fine, thank you
(二)、补全对话。
1、
A：How do you do？
B：_________
2、 A: _________？
B：Fine, thank you、
3、
A: Good evening, Frank!
B:_________, Eric!
4、
A: _________, Dale!
B: Good afternoon, Alice!
5、
A: _________？
B: His name is Tom、
初一英语教案5
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6
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
初一英语教案7
Unit 2
Nice to meet you!
一、教学目标与要求
通过本单元教学，使学生初步学会日常交际中表示“介绍”(Introduction)"的一些简单用语，并要求学生尽可能在交际场合中使用。继续学习打招呼的常用语句。学习英语字母O~Z的读音与书写形式。学会字母歌。能背诵、默写字母表（含大小写）。
二、教学重点与难点
1、日常介绍用语
2、英语字母O~Z。
三、课时安排
本单元共4课时，每课1课时。
S1:Hello! I'm Jim Green.S2:Hello! I'm Kate Green.叫其他几个学生，分别用I'm，进行自我介绍。
3、教师叫起一个学生（他或她的真实姓名，教师要知道），然后用他（或她）的真实姓名提问：T：Hello! Are you？让大家猜一猜这句话的意思。帮助这个同学回答：
S：Yes,I am.教师可板书Yes,I am.让大家猜一猜其含义。
再叫另一位同学，这个学生的真实姓名教师也要知道。但故意问错：T:Hello!Are you？帮助这个学生回答：
S:No,I'm not.重复刚才的步骤，并对黑板上的答案进行讲解。其中am在肯定回答中不能缩写，因为是强调。在否定回答中可以缩写。关于am的缩写，学生只是了解一下，能听懂，能说出就可以了。
4、放录音，学生先听，后跟读。反复两至三遍。然后叫起几个学生进行单个练习：
T:Hello!Are you？（用真实姓名）S1:Yes，I am.T:Hello!Are you？（非真实姓名）S2:No,I'm not.I'm 。也可以把学生分成3人一组，进行练习。
5、复习所学过的字母。教师出示卡片，同时问：What's this?要求学生用It's回答。教字母O~T,方法同前。q这个字母的读音可能会引起一些麻烦，教师可给予特别注意。 6、拿出事先准备好的小黑板，辅导这几个字母的书写格式。示范、操练步骤同前。 7、布置作业
1、练习朗读所学日常用语；2、抄写字母O~T,熟练朗读A~T，并能背诵下来；3、练习册T:Good morning(afternoon) S1:Good morning(afternoon)。T:My name is 。What's your name? S2:My name is X_一个学生：T:Hello! S2:Hello! T:Are you X_S2:Yes, I am 。T:How are you？S2:I'm fine,thank you.And you? T:I'm fime,too. Thank you.在进行以上操练时，注意操练形式的多样性。既要有集体操练，又要有个人或小组之间的操练。在初级阶段，学生往往容易适应进行“应答”式的操练，即教师先用英语与学生打招呼，学生进行呼应。为使学生能主动、自觉地运用所学英语去进行“交际”，教师可从现在起，开始培养学生这方面的能力，并激发学生用英语进行交际的欲望。从本课起，教师可进行以下带有明显启发式的操练：
请两个学生到前面来，教师把他们分为A、B角色，然后用汉语介绍一下情景：
T：现在是早上，你们两个人在路上相遇了，甲(A)先说什么？乙(B)怎么应答？这样，启发学生进行以下对话：
S1:Good morning.S2:Good morning.T:同学们从各个小学来到这里，有很多新同学要结识，如果你想询问某一个同学的名字。应该怎样问呢？
启发学生进行以下对话：
S1：Hello!My name is 。What's your name? S2:My name is X_目前为止所学过的对话，教师都可以用这种为学生设计一个情景的方式，启发学生主动运用所学英语进行交际。这种作法要坚持下去，学生的交际能力会在这样的`操练中，有效地提高；在很多学生中存在的只能被动地去附合、呼应教师的现象，也会在很大程度上有所改变。
2、复习“1~5”数词的说法，教“6~8”这几个数词的读音（学生能听懂、分辨即可）。
3、请两位同学到前面，教师用汉语向全班交待，他们中一个扮演Jim,另一人扮演韩美美。教师转向扮演Jim的同学：
T:Hello, Jim.S1:Hello,Mr(Ms)（教师的Family Name）。T:(Pointing to S2)This is Han Meimei.
(Pointing to S1)Han Meimei，this is Jim.启发全班同学：这时应说什么？之后教师给出答案：Nice to meet you.解释这句话的意思，并说明答语出是
4、放录音。 S2:Hello,Li Lei.S1:Jim,this is Han Meimei.Han Meimei,this is Jim.S3:Hello,Jim! Nice to meet you 。S2:Hello,Han Meimei! Nice to meet you.S3:How are you? S2:Fine,thank you.And you？S3:I'm OK.教师可将全班分为3大组（例如，每两行为一大组），每大组分别扮演一个角色，与在前面表演的同学进行同步会话。
如果时间允许，可再叫几名同学到前面来表演；或就近将学生分为三人一组进行练习。教师可到学生中间听一听，对有困难的同学提供帮助。
6、复习A~T，方法同前；教U~Z，具体步骤可参考前面的方法。
7、布置作业
1、练习朗读本课日常用语，并能用This is的句型，向别人进行介绍；2、抄写本课中所学字母，要求会背诵字母表。
四、交际用语
1.This is Wei Hua.Wei Hua,this is Jim.这是卫华。卫华，这是吉姆。 This is是用来进行介绍的句式。如果是自我介绍，可以说：
Let me introduce myself.My name is我来自我介绍一下，我叫一般当听完对方的介绍后，要主动说：Nice to see you!很高兴见到你！
2、Nice to meet you!见到你很高兴！
这是一种问候用语，一般在双方刚认识后讲这句话，表示很高兴结识对方。答语是：见到你我也很高兴！此外，当两位熟人或朋友见面，也可用Nice to meet/see you 。或Nice to seee you again。表示问候。
nice的词义除表示“令人愉快的”以外，还有“漂亮的，好的”等意思。例如：That's a
nice boy.那是个好孩子。It's a nice car.那辆汽车真漂亮。
课本核对。
4、翻到彩色插图a)T:Good morning(afternoon)。 S: b)T:Hello!Are you？
S: c)T:What's your name? S: d)T:How are you? S:
e)T:Hello! Nice to meet you.S: f)T:（手持字母卡片）What's this? S:
g)T:(使用课本彩色插图
初一英语教案8
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
初一英语教案9
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10
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
初一英语教案11
【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.
初一英语教案12
●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
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.
初一英语教案13
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:
初一英语教案14
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15
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。
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