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初一上册英语教案设计
你知道怎么写初一上册
英语教案吗
?
能在图片的提示下听懂、
认读、
说出新单词:
computer
game
、
jipsaw puzzel
、
careful
、
fix,
并懂得其意。一起看看初一上
册英语教案
!<
/p>
欢迎查阅
!
初一上册英语教案
1
教学目标:
1
、语言目标
(Language skills)
巩固和强化上节课的知识:
can I have ? Yes, you can./ No, you can t.
能在图片的提示下听懂、
认读、
说出新单词:
computer
game
、
jipsaw
puzzel
、
careful
< br>、
fix,
并懂得其意。
学会表达某人拥有某物的功能句型“I’
ve
got
。
He
’
s
got
。
She
’
s
got
。
It
’
s
got
。”来进行交流。
2
、
技能目标
(Objectives of skills)
学会运用
have got
表述拥有某物
3
、情感目标
(Objectives of emotion
and attitude)
让学生通过自由对话交流
自己拥有的东西,达到让其开口说英语的目的,从
而激发他们学习英语的兴趣及运用英语
交流的热情。
重点难点:
能正确拼读新单词:
computer
game
、
jipsaw puzzel
、
careful
、
fix;
理解
本课句型:
I have
got
。
并能够运用此句型和别人交流自己拥有的东西。
教学过程:
Step1
、
Warming
up:
Greeting. T: Hello, boys and
girls!
S: Hello, teacher!
T: How are you, today?
S: Fine, thank you.
T:What
’
s the weather like
today?
S:It
’
s
sunny day.
设计意图:以简单轻松的问候进入一个比较愉悦的课堂教学。
1
Step
2
、
Lead-in:
老师指自己的物品,如课本、衣服等问。
T
:
what
< br>’
s this ? S:This is a book;This is a
coat.
T
:
This
is
my
book.
I
’
ve
got
a
book.
This
is
my
coat.
I
’
ve
got
a
coat.
(
板书并做动作让学生理解意思
I
’
ve got )
让学生运用
I
’
ve
got
——像老师一样描述自己拥有的东西。
T
:
Now,I want
you do the action like me.
设计意图:通过老师演示,学生模仿操练,从而让学生更深刻的理解句型的
意思,以
此达到巩固句型的目的。
Step
3
、
Presentation:
1
、
(PPT
出示课文图
)T
:
Now Daming and Sam
are playing together,
想不
想知道:
What
have they got?
What
does Daming got?
What does
Sam got? (
放
第一遍录音
)
S:Sam says:
I
’
ve got a
kite. Daming
says:
I
’
ve
got a
computer game.
2
、老师拿出一个游戏
机:
I
’
ve got a
computer game
。
T
:
Computer
game,computer
game.I
have
got
a
camputer
game.
Ss
:
Computer
game,computer game.I have got a
camputer game.
(
出示单词卡片,让学生跟读:
computer,
分三个音节教发音,再连到一起。
并由此而让学生练习拼读。接着指导学
生拼读
game
,让学习学会主动学习。
)
3
、
T
:
Do
you want to play with my computer game? If you
want, you can
say: Can I play with your
computer game? (
之后,让学生运用此句型在小组
里交流,以让学生能更深刻理解
computer game
的意思。
)
4
、
T
:
Daming has
got a computer game. Can Sam play with his
computer
game? Sam has got a kite. Can
Daming play with his kite? What happens to
the kite?
(PPT
出示问题:
What does the kite
look like at the end?
最后,风筝
看
起来像什么
?
播放第二遍录音,引导学生回答出:
jigsaw puzzle
接着教师出
示单词卡片
并教授。
)
2
5
、
T
:当
Daming
弄坏
Sam
的风筝时,
Sam
说的是:
< br>Don
’
t worry!
Let
’
s fix
it.(
同时出示单词卡片,
fix fix
Let
’
s fix it.
老师用动作
去帮助学生理解
fix
的意思
)
T
< br>:
可见,
Sam
是一名非常有宽
容心的孩子。
如果你是
Sam,What
would
you
say?
Who want to
try?
让学生模仿说出,并从中受到教育。
6
、老师播放第三遍录音,请学生跟读模仿。听到“I’ve
got”句子时,要
站起大
<
/p>
声朗读出来。并指导
careful
发音
及释义。
设计意图:通过提出
问题,然后引导学生带者问题去寻找答案,从而引出课
文单词,此采用的任务型教学激发
他们学习的兴趣。
Step
4
、
Practice:
1<
/p>
、分角色朗读。
(
个人,小组
)
2
、课后练习题。
3
、
游戏:
看谁说得多。
让每组在
food,toys,animals,clothes
中选择一类词,
请学生先准备,然后在所给单词范围内全组尽量多的用
I
’
ve got
说句子,限定时间内说出句子最多的为胜。
设计意图:通过朗读文本和做游戏,让学生在巩固环节中
体验句子的作用,
激发学生的兴趣。
初一上册英语教案
2
Unit
1 Playing Sports
Topic 1 Are you
going to play basketball?
Section A
The main activities are 1a and 2.
p>
本课重点活动是
1a
和
2
。
Ⅰ.Teaching a
ims and
demands
教学目标
1.
Learn some new words and phrases:
almost,
against,
term,
cheer,
cheer
…
on,
team
,
win,
row,
quite,
bit,
quite a bit / a lot, join, club, skate,
volleyball, tennis, table tennis
2. Learn some useful sentences:
(1)I
saw
you
play
basketball
almost
every
day
during
the
summer
3
holidays.
(2)Would you like to come and cheer
us on?
3. Learn the future tense
with be going to:
(1)We
are
going
to
have
a
basketball
game
against
Class
Three
on
Sunday.
(2)Are you going
to join the school rowing club?
4.
Talk about preferences:
—
Which sport do you prefer,
cycling or rowing?
—
I prefer rowing.
5. Talk about sports and games.
Ⅱ. Teaching aids
教具
图片
/
海报
/
教学挂图
/
录音机
/
小黑板
Ⅲ.
Five
-finger Teaching Plan
五指教学方案
Step 1
Review
第一步
复习
(
时间
:7
分钟
)
复习学过的运动项目名称,引出生词。
1.
(
展示一些有关运动的图
片,并通过师生对话,引出新的运动项目名称。
)
T:Welcome back to school, boys and girls. The new
term begins. This
is our first English
lesson this term. Did you enjoy yourselves during
your summer holidays? What did you do
during your holidays? Did you do
sports
during your summer holidays?
Ss:…
(
板书并要求学生掌握。
)
term
T: We all know doing sports is
good for our health. Now
let
’
s review
some
sports and learn some new ones.
(
展示学生在打篮球的图片。
)
T:Look at the picture. Do you know what they are
doing? S1, please.
S1:They are
playing basketball.
T:Do you like
playing basketball?
S1:Yes, I do. /
No, I don
’
t.
4
T:How many players are
there in the basketball team?
(
板书并要求学生掌握。
)
team
S1:There are five players.
(
展示学生在打排球的图片。
)
T:What are they doing? S2, do you
know?
S2: They are playing
volleyball. (
教师帮助该生回答。
)
(
板书并要求学生掌握。
)
volleyball
(
用同样的方式引出生词
cycle,
row,
skate,
tennis,
table
tennis,
ski
。
)
(
板书,并让学生跟读,要求学生理解
cycle,
ski;
掌握
row,
skate,
tennis,
table tennis
。
)
cycle, row, skate, tennis, table
tennis, ski
2. (
用黑板上有关运动的
生词操练,导出
prefer
的用法。
)
T:Which sport do you like better,
cycling or rowing?
S3: Rowing.
T:Good! The phrase “like
… better” means “prefer”.
(
板书并要求学生理解。
)
初一上册英语教案
3
一、教学内容:
Unit4
How do you get to school?
二、教学目标:
1
、知识目标:单词:
subway take the
subway train ride a bike walk
等。
2
、语言目标:
how
引导的特殊问句
;
肯定句与否定句。听:能听懂谈话出行
的方式。说:能表达自
己想到达目的的出行方式。读:能正确朗读本单元的对话
和句型。写:能写本单元的单词
和句型。
3
、
学习策略:
注意通过语言语调的表达来推测词义,
也可
借手势动作和表情
来完成。
(
主动参与
学习,善于和他人合作交流
)
。
4
、情感目标:学会在交流活动中尊重和理解别人,学会
交换不同的看法,了
5
解他人的生活习惯,增进情谊。
5
、
德育目标:
在歌曲和游戏中习他人
积极、
乐观、
努力进取的团队合作精神。
6
、多元智能:人际交往逻辑表达个性呈现
7
、文化意识:了解英、美国家中小学生上学的方式,培
养世界意识。了解中
西文化的差异。
三、教学重点、难点:
1.
how /how far /howlong
引导的特殊疑问句
.
2.
乘坐交通工具的表示方法
.
3. It takes /willtake/took sb. some time to do
sth.
四、课前准备:
cards and atape-recorder .
五、教学运用:情景交际法、游戏法等。
六、教学手段:多媒体演示、
f
lash
动画、
ppt
演示、歌曲游戏
及肢体语言的
应用。
七、教学过程:
Step g
up.
Greatthe class as usual.
Talkabout the weather .
T:How
’
s the weather today?
T
:How was the weatherlike
yesterday? ……
pointstudent A say
“
Hello!
Listen
to
me
ok
?.I
willsing
a
song
to
you .But
you
must …”.(用手指作安静动作
)
Listening to a song
歌曲欣赏,创造轻松愉快的学习气氛
,
激发学生的好奇心,为学习新课打下
伏笔。
Step 2
、
Games
用肢体语言表达让学生猜测意思,完成交通工具词汇的预知。
Step 3
、
Play
6
多媒体技术呈现以上预知的词汇导入新句型
how
do
you
get
to ….?的学习。
Askstudents
to
try
to
read
these
words:bike
train
subway
car
boat
.and
correct
the
wrong
pronunciation
of
these
do
a
words game <
/p>
.(
比
记忆力
)
。
Step
4
、
Listening.
过渡到
Section A 1a 1b
的学习,并逐步完成课文
1b
的填空。
Usingthe
picture
on
the
screen.
Ask
students
some
questions
about
the
picture.
T: What can you see in the picture?
T: How many people are there in the picture?
T: What are they doing?
Afterthis, play the recording for two times, ask
students to finish
Activity 1b andwrite
down the phrases of the transports.
takesthe train, takes the subway, takes the bus
Thenask students to repeat the
conversation and check the answers
together.
Theteacher give
the correct answers on the screen.
(
通过听说使学生领悟如何表达使用交通工具
)
< br>。
Step 5
、
p>
Structures(
操练词汇及句型
)
a
、
Show
the
pictures
tostudents
and
read
these
phrases
,
ask
students
to repeat.
b
、
show
the
pictures
tothem
and
ask
them
to
say
each
phrase
one
by
one.
c
、
Then show thepictures to
students and ask students to answer the
que
stion “How do you go to
school?” one by one.
d
、
Then do anotherexercise.
Thefirst
student
say
“I
go
to
school
by
……or
I
take……to
school.”.
Thenthe second student say “He/She goes
to school by……or He/She
takes……
to
school.
”
(
完成第三人称的转换,
目的是从“句子接龙”中让学生达到听与说的结合
。
)
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