初一年級英語下冊教案

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初一年級英語下冊教案

　　作為一名專為他人授業(yè)解惑的人民教師，時常會需要準備好教案，教案有助于順利而有效地開展教學活動。那么寫教案需要注意哪些問題呢？以下是小編精心整理的初一年級英語下冊教案，僅供參考，希望能夠幫助到大家。

初一年級英語下冊教案

初一年級英語下冊教案1

　　Teaching aims:

　　1. Students can master the key words, spring, summer, winter and summer;

　　2. Students can master the sentence structure ”Which season do you like best?”.

　　3. Students can use the words and sentence structures in their daily life.

　　4. Students can have more interest in learning English.

　　Teaching key points and difficult points:

　　Teaching key points:

　　Words: spring summer autumn winter

　　sentence structure: Which season do you like best?

　　Teaching difficult points:

　　Students can use the words and sentence structures in daily life.

　　Teaching procedures:

　　Step1 Warming up

　　1.greet with the students.2. play and enjoy the "Four seasons" song and ask students what they hear and then lead in our topic "season".

　　Step 2 Presentation and practice

　　1.the learning of the wordsDraw the picture of "spring summer autumn winter” on the blackboard to help students understand the meaning of the words.

　　2.the learning of the sentence structureShow the videos of the four seasons and tell students my favorite season is summer and I like ice cream and then ask “which season do you like best”? to present the sentence structure.

　　3.the practice of the sentence structureWork in pairs to ask and answer.

　　4.Understanding the dialogue

　　1)show pictures of Mr. Jones, Mike and Wuyifan and ask students to guess what they are talking about and then listen to the tape for the first time to check the answer.

　　2)listen to the tape for the second time and answer the following questions:What's the music?Which season does Mike like best and why?Which season does Wuyifan like best and why?

　　3) Listen to the tape for the third time and read after it and ask students to pay attention to their prounciation and innonation.

　　5.Practice the dialogueStep 3 Production

　　Four students in a group and ask students to do a survey using the sentence structure about what season their group members like and why. Then ask some representatives to report their survey.

　　Blackboard Design

初一年級英語下冊教案2

　　教學目標

　　(1)知識與技能目標：

　　Students can master some works and expressions, such as : sprained ankle, choking, bleeding, broken bones, snake bites, nose bleed.

　　(2)過程與方法目標：

　　①Cultivate students′ ability of listening for general idea and specific information.

　　②Develop students′ ability of talking about first aid.

　　(3)情感態(tài)度與價值觀目標：

　　①Motivate students′ interest in listening, and raise their enthusiasm to learn more about first aid.

　　②Stimulate student′ awareness of participation, comprehensively applying knowledge and cooperation with each other.

　　3.教學重難點：

　　(1)教學重點：Develop students′ listening skills — listening for general idea and for specific idea.

　　(2)教學難點：Teach students how to listen to some long sentences.

　　4.教學過程：

　　Step 1 greeting

　　Step 2 leading in — Ask students to look at the pictures and answer some questions.

　　Step 3 presentation — Listen to the passage three times, First listen to get the general idea, and then listen to find the answers on the book and the last time listen to check the answers.

　　Step 4 practice — Make conversations in pairs about the first aid instructions.

　　Step 5 summary — Ask the students to summarize what they have learnt.

　　Step 6 homework — Write a short article to introduce a first aid instruction.

　　5.板書：First aid

　　A nosebleed

　　Sprained ankle

　　Clothes on fire

　　Choking

初一年級英語下冊教案3

　　一、教學目標

　　1.語言知識目標

　　(1)能掌握以下單詞

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

　　(2)能掌握以下句型：

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

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

　　2.Talk about how to get to places (談論出行方式)

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

　　3.情感態(tài)度價值觀目標

　　讓學生感受到他們學習英語是為了在現(xiàn)實生活中進行交流，而不單純是為了英語課和應付考試而學習,了解東西方國家出行方式的不同，以及不同的交通規(guī)則,教育學生注意交通安全,加深對交通知識的了解。倡導自覺遵守交通法規(guī)及禮貌,構建和諧的人際關系。了解交通的發(fā)展，培養(yǎng)創(chuàng)新精神。

　　二、教學重難點

　　1.教學重點：乘坐交通工具的表示方法.

　　2.教學難點

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

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

　　三、教學過程

　　(一)Warming-up and Lead in

　　學生和老師進行簡單的問候并播放英文歌曲Over the mountains

　　Ss : Good morning , teacher.

　　T: Good morning , class

　　T: Listen to the song and answer my questions.

　　Q1:How many kinds of transportation can you see?

　　Q2:What are they?

　　(二)Presentation

　　1.展示一張含有各種交通工具的圖片，呈現(xiàn)有關交通工具的單詞。

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

　　2. A guessing game.

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

　　(三)Free talk

　　How do you get to school?

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

　　I ride a bike / motorbike

　　T: Do you know any other way?

　　2. Teacher shows pictures on the big screen .歸納出行方式和常用短語.

　　Ask some questions about how you get to…?

　　(讓學生積極主動的思考想象總結，多媒體增加趣味性，加強直觀性，效果事半功倍)

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

　　Point at girls or boys in the picture.

　　Ask students to answer and write in the blanks.

　　S1 : How does he / she go to school?

　　S2 : He / She … …

　　(四)Practice

　　通過圖片解釋交通方式的不同表達方法。

　　ride a bike by bike騎自行車

　　walks on foot走路、步行

　　take the subway by subway乘坐地鐵

　　take the train by train乘坐火車

　　take a car by car乘坐小車

　　take the plane by plane乘坐飛機

　　take the bus by bus乘坐公車

　　take a boat by boat乘坐船

　　(五) 1a

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

　　(學生們完成1a的學習任務，然后校對答案)

　　(六)Listening

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

　　2. Read the names in the box.

　　3. Play the tape and check the answers.

　　(七)Pair work

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

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

　　(八)A survey

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

　　Classmates(同學) How to get to school?

　　BobBy bus

　　(九) Consolidation

　　Let students do some exercise.

　　(十)Homework

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

初一年級英語下冊教案4

　　一、說教材

　　1、教學內容：義務教育課程標準實驗教科書《英語》七年級上冊第二單元《Is this your pencil》第一課時，P7，P8。

　　2、在教材中的地位：本課在教材中不可忽視，起到承上啟下的作用。預備單元已學過What’s this in English?及其回答，現(xiàn)在進一步用What’s that in English?及其回答，接著用這個句型介紹出本課中的大量詞匯。通過詞匯進而學習Is this /that your pencil?及其肯定、否定回答。在這個過程中充分復習并運用my, your, his, her,等形容詞性物主代詞。指示代詞this, that及這一句型為第三單元及以后學習一般疑問句打下基礎。并且這一課時的教材在原來的基礎上使學生更明白英語的學習是在相互交流中有趣地進行，聽、說、讀、寫、用就是學習的過程。為學生學習以后的內容打下堅實的心理、方法和知識的基礎。

　　3、教學目標

　　⑴知識目標：

　　通過演示及情景教學法，使用句型What’s this /that in English? It’s a book.使學生掌握重點詞匯：pen, pencil, pencil case, pencil sharpener, book, eraser,ruler, backpack, dictionary等，并且學會對物品的`所屬進行提問、回答，在問答中會熟練運用my, your, his, her等形容詞性物主代詞，即：Is this/that my/your/his/her pen? Yes, it is. / No, it isn’t.

　　⑵能力目標：

　　a:通過情景對話、游戲及題目的訓練，使學生學會根據(jù)場景就學習用品詢問物主，并正確運用對應的英語表達方式。

　　b:通過聽力及上下文來培養(yǎng)學生基本的邏輯思維能力及聽音辨詞的基本功。

　　⑶情感目標：

　　a:教學的過程是老師與學生及學生與學生的交往、互動、共同發(fā)展的過程，在參與、表演、運用的過程中，培養(yǎng)學生學習英語的興趣。

　　b:結合物體學習單詞和句型的同時，培養(yǎng)學生的視覺美感。

　　c:通過詢問、辨認物主，倡導學生要保管好自己的學習用品。

　　4、教學重點、難點

　　重點詞匯和句型：

　　a:重點詞匯：pen, pencil, pencil case, pencil sharpener, book, eraser, ruler, backpack, dictionary, that等。

　　b:重點句型：

　　What’s this /that in English?

　　It’s a pencil. / It’s an eraser.

　　Is this/that my/your/his/her pen?

　　Yes, it is. / No, it isn’t.

　　難點：進一步運用my, your, his, her等形容詞性物主代詞，明確this/that這兩個指示代詞的用法。

　　二、說教法

　　在教學中，倡導學生主動參與、勇于開口、大膽表演，培養(yǎng)學生獲得新知識及口語、聽力，分析和解決問題，以及交流與合作的能力。為此，主要采用情景演示、師生互動、生生互動、分組合作、多媒體輔助教學等方法，充分體現(xiàn)出學生是學習的主體，教師是教學的組織者、引導者與合作者。

　　三、說學法

　　指導學生轉變學習方式，既要主動地富有個性地學習，鍛煉口語、聽力，又提倡合作與交流來共同運用新知識進行語言表達，即自主探究式，促進學生創(chuàng)新意識的形成與聽、說、讀、寫、用能力的培養(yǎng)。

　　四、說教學過程

　　課前準備：這節(jié)課為了方便、實用起見，課前準備好26個字母的卡片及鋼筆、鉛筆、鉛筆盒、卷筆刀、書、橡皮擦、尺子、詞典、背包(掛在墻上)等物體，使學生覺得自然有趣。

　　1、復習

　　為了突出本課的重點，突破難點，激發(fā)和培養(yǎng)學生學習英語的興趣，豐富教學內容和形式,提高課堂教學效果,復習分作兩項：

　　a:姓名每個人都很熟悉，每個同學又都會說，所以首先通過問答姓名，讓學生在復習中運用my, your, his, her等形容詞性物主代詞。首先對個別同學進行提問：What’s your English name, please?

　　該同學回答：My name’s Gina.

　　轉而問另一名同學：What’s her English name?

　　該同學回答：Her name is Gina.

　　然后用同樣的方法引出：His name is Tom.

　　接著把這些問答進行于教師與小組之間，小組與小組之間，教師與全體同學之間，這樣每個同學都敢于開口，都有機會開口，而且能自然地運用my, your, his, her等詞了。

　　b:通過幾個單元的學習，學生對26個字母是再熟悉不過了。所以復習的第二項就是運用字母卡為新內容作準備，具體是：

　　舉起一個字母卡放在胸前，問某同學：What’s this in English?

　　同學回答：It’s “A”.

　　接著用這個動作再問幾個字母，然后手遠遠地舉起一個字母卡，問：

　　What’s that in English?

　　同學回答：It’s “B”.

　　然后用舉在胸前和舉在遠處這兩個動作繼續(xù)向個別、小組或全體同學問：“What’s this/that in English?”學生們初步理解了“this”與“that”的區(qū)別了。問完之后，順勢向同學們提議為老師唱“ABC Song”，這樣不單復習了舊知，還活躍了課堂氣氛。

　　設計意圖:基于學生生理和心理特點，遵循語言學習的規(guī)律，創(chuàng)造條件讓學生對他們感興趣的問題用英語進行表達，使他們有學好英語的信心。

　　2、學習新詞：

　　舉起課前準備好的物品，向同學們提問或自問自答：

　　What’s this / that in English? It’s a book.

　　注意用“this”時，把物體舉在胸前，用“that”時，物體舉在遠處或放在遠處，背包體積大，干脆掛在墻上，那么用手指著背包使用“What’s that in English?”時，學生們是再明白不過的了。

　　用這樣的方法一直教授完重點詞匯，并注意和不定冠詞連用，邊教邊讀(a) pen, (a) pencil, (a) pencil case, (a) pencil sharpener, (a) book, (a) ruler, (an) eraser, (a) backpack, (a) dictionary。然后把這些單詞投影出來，重點教讀、練習。