初一英语教案15篇

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初一英语教案15篇

　　在教学工作者开展教学活动前，总归要编写教案，教案是教学活动的总的组织纲领和行动方案。教案应该怎么写呢？下面是小编为大家整理的初一英语教案，希望能够帮助到大家。

初一英语教案15篇

初一英语教案1

　　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.

　　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

　　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

　　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2

　　● Teaching aims

　　“四会”掌握：

　　talk, talk with, open, close, take photos

　　I’m talking. You’re not talking.

　　You’re listening tome. Is he reading?

　　● Key points

　　I’m talking.

　　You’re not talking.

　　Lily isnt writing.

　　● Difficult points

　　现在进行时各句型之间的转换。

　　● Teaching methods

　　以听说为主，反复练习。

　　● Teaching aids

　　录音机、投影仪、图片、微机、课件等。

　　● Teaching procedures

　　Step 1 Revision

　　1．值日生做Morning report，教师通过提问检验学生听的情况。

　　2．对话练习。

　　Whats he/she doing?

　　Is he/she reading? Yes, he/she is.

　　No, he/she isnt.

　　3．检查作业情况。

　　Step 2 Presentation

　　利用媒体资料引出第一部分Find the right picture。[见媒体资料Is he doing.swf 中的Pictures]

　　听过两遍之后，找学生根据图片句子对号入座。

　　在检查完学生的答案之后，再根据图片提出一些问题，如：Lily writing? Is Jim closing the window等。

　　跟读句子，并纠正发音。

　　Step 3 Words about talk

　　利用所示图片内容，讲解关于”说”的.不同词语，再用它们进行造句练习。

　　say/ speak/ talk/ tell

　　say强调说内容，speak强调动作，speak后还可接某语言作宾语，talk着重指“交谈、谈心”，常与with, about, to等介词连用。如：

　　They are talking about the car. 他们在谈论那辆车。

　　Don’t speak/ talk to him. 别和他讲话。

　　动词tell指“告诉，讲述”。如：He tells me everything. 他把所有的情况都告诉给我。

　　用法口诀：

　　talk“谈心”，say“内容”， speak“语言”可以用。“告诉”别人某件事，使用tell记心中。

　　Step 4 Practice

　　让学生看彩图三，两人一组进行对话练习，如：What can you see in the picture? What are the women doing? Is the girl reading a book or drawing a picture？之后让学生把书合上进行问答练习。

　　Step 5 Watching

　　展示媒体素材What are they wearing.swf中的A good teacher。然后让学生复述动画中的场景。

　　Step 6 Exercises

　　下面是一些有关运动的图画，请你根据图画分别用现在进行时来完成下列对话，每空一词。

　　Answers:

　　playing

　　2. playing, we, are

　　3. are

　　4. is, running

　　5. isn’t, boating

　　6. is jumping

　　7. snowing, skiing

　　8. playing, volleyball

　　Step 7 Homework

　　将练习Ex. 2写到作业本上。

　　Answers2: 1. Liu Ying is not talking. She is singing.

　　2. Liu Hai is not jumping. He is running.

　　3. They are not working.

　　They are playing computer games.

　　4. The students are not standing. They are sitting.

　　5. Li Ming is not fishing. He is swimming.

初一英语教案3

　　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4

　　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5

　　【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6

　　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7

　　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8

　　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9

　　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10

　　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11

　　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。

初一英语教案12

　　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13

　　一、教学内容

　　继续学习现在进行时的用法。

　　二、教具

　　录音机。

　　三、教学内容设计

　　1．复习。重复上一课步骤1。然后，叫两位同学到前面，一个表演动作，另一个则问全班同学：

　　What is he/she doing? (表演内容参考第85、86两课插图)

　　2．打开书，学生看图。利用图片教本课生词。放课文第一部分录音，学生跟读两遍。

　　3．看本书彩图插图第iii页。教师先向学生提出以下问题：

　　T：What can you see in the picture? Can you see some women in the picture? How many women can you see in the picture? Where are they? Are there any children in the picture? How many children are there in the picture? How many cats/birds are there in the picture?

　　通过以上提问，复习已学过的句型。

　　4．两人一组，用课本上提供的'问题与答案，进行问答练习。

　　5．指导学生做练习册习题。

　　6．布置作业

　　1) 抄写生词；

　　2)完成练习册习题。

初一英语教案14

　　●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15

　　一、教学目标

　　知识目标：1、辨认物品的所有者

　　2、根据场景询问英语中对应的表达法

　　语言目标：1、Is this/that your pencil?

　　Yes.it is. It’s my pencil.

　　No.it is n’t. It’s her/his pencil.

　　2 . What’s this in English?

　　It’s a pencil.

　　3. How do you spell it?/pencil? P-E-N-C-I-L

　　能力目标：通过情景操练，培养学生灵活运用语言知识和发散思维能力

　　情感目标：发挥学生学习英语的主动性，培养学生合作意识和协作精神

　　二、设计思路：

　　本单元的主题是：“确认物品的所有权”，物品主要围绕着教室内学生身边的常用物品，在教学时使用实物进行教学，增强学生的学习效果。(将真实的语言材料引入学习环境，结合所授内容，努力为学生创造真实的、贴近生活的情境。采用直观教学、情景教学、“任务型”教学方法，从学生的实际生活经验出发，通过情景操练，掌握单词和达到练习重点句型的目的.。

　　三、教学重点与难点：

　　1.词汇：pencil, pen,book, eraser, ruler, notebook, ring, key, pencil -case, backpack, ID card, baseball, watch, computer game

　　2.指示代词：this , that(Is this/that your/her/his…?)

　　3.What引导的问句

　　4.Yes/No简单回答

　　5.学习物主代词：your my her his

　　四、教学步骤

　　课前准备：收集学生的一些学习用品

　　StepⅠ. 讲授新单词

　　1.show and learn our school things. 出示图片，学习新单词(What’s this in English? It’s a/an…)

　　2.1a 让学生完成match的任务，然后订正答案

　　3.朗读P7-1a中的新单词。(先是全班，然后分小组检查、补漏)