初一年級(jí)英語(yǔ)下冊(cè)教案（精選5篇）
初一年級(jí)英語(yǔ)下冊(cè)教案 篇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(jí)英語(yǔ)下冊(cè)教案 篇2
一、說教材
1、教學(xué)內(nèi)容：義務(wù)教育課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書《英語(yǔ)》七年級(jí)上冊(cè)第二單元《Is this your pencil》第一課時(shí)，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(yù)備單元已學(xué)過What’s this in English?及其回答，現(xiàn)在進(jìn)一步用What’s that in English?及其回答，接著用這個(gè)句型介紹出本課中的大量詞匯。通過詞匯進(jìn)而學(xué)習(xí)Is this /that your pencil?及其肯定、否定回答。在這個(gè)過程中充分復(fù)習(xí)并運(yùn)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(xué)習(xí)一般疑問句打下基礎(chǔ)。并且這一課時(shí)的教材在原來的基礎(chǔ)上使學(xué)生更明白英語(yǔ)的學(xué)習(xí)是在相互交流中有趣地進(jìn)行，聽、說、讀、寫、用就是學(xué)習(xí)的過程。為學(xué)生學(xué)習(xí)以后的內(nèi)容打下堅(jiān)實(shí)的心理、方法和知識(shí)的基礎(chǔ)。
3、教學(xué)目標(biāo)
⑴知識(shí)目標(biāo)：
通過演示及情景教學(xué)法，使用句型What’s this /that in English? It’s a book.使學(xué)生掌握重點(diǎn)詞匯：pen, pencil, pencil case, pencil sharpener, book, eraser,ruler, backpack, dictionary等，并且學(xué)會(huì)對(duì)物品的所屬進(jìn)行提問、回答，在問答中會(huì)熟練運(yùn)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(biāo)：
a:通過情景對(duì)話、游戲及題目的訓(xùn)練，使學(xué)生學(xué)會(huì)根據(jù)場(chǎng)景就學(xué)習(xí)用品詢問物主，并正確運(yùn)用對(duì)應(yīng)的英語(yǔ)表達(dá)方式。
b:通過聽力及上下文來培養(yǎng)學(xué)生基本的邏輯思維能力及聽音辨詞的基本功。
⑶情感目標(biāo)：
a:教學(xué)的過程是老師與學(xué)生及學(xué)生與學(xué)生的交往、互動(dòng)、共同發(fā)展的過程，在參與、表演、運(yùn)用的過程中，培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。
b:結(jié)合物體學(xué)習(xí)單詞和句型的同時(shí)，培養(yǎng)學(xué)生的視覺美感。
c:通過詢問、辨認(rèn)物主，倡導(dǎo)學(xué)生要保管好自己的學(xué)習(xí)用品。
4、教學(xué)重點(diǎn)、難點(diǎn)
重點(diǎn)詞匯和句型：
a:重點(diǎn)詞匯：pen, pencil, pencil case, pencil sharpener, book, eraser, ruler, backpack, dictionary, that等。
b:重點(diǎn)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(diǎn)：進(jìn)一步運(yùn)用my, your, his, her等形容詞性物主代詞，明確this/that這兩個(gè)指示代詞的用法。
二、說教法
在教學(xué)中，倡導(dǎo)學(xué)生主動(dòng)參與、勇于開口、大膽表演，培養(yǎng)學(xué)生獲得新知識(shí)及口語(yǔ)、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(dòng)、生生互動(dòng)、分組合作、多媒體輔助教學(xué)等方法，充分體現(xiàn)出學(xué)生是學(xué)習(xí)的主體，教師是教學(xué)的組織者、引導(dǎo)者與合作者。
三、說學(xué)法
指導(dǎo)學(xué)生轉(zhuǎn)變學(xué)習(xí)方式，既要主動(dòng)地富有個(gè)性地學(xué)習(xí)，鍛煉口語(yǔ)、聽力，又提倡合作與交流來共同運(yùn)用新知識(shí)進(jìn)行語(yǔ)言表達(dá)，即自主探究式，促進(jìn)學(xué)生創(chuàng)新意識(shí)的.形成與聽、說、讀、寫、用能力的培養(yǎng)。
四、說教學(xué)過程
課前準(zhǔn)備：這節(jié)課為了方便、實(shí)用起見，課前準(zhǔn)備好26個(gè)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(xué)生覺得自然有趣。
1、復(fù)習(xí)
為了突出本課的重點(diǎn)，突破難點(diǎn)，激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，豐富教學(xué)內(nèi)容和形式,提高課堂教學(xué)效果,復(fù)習(xí)分作兩項(xiàng)：
a:姓名每個(gè)人都很熟悉，每個(gè)同學(xué)又都會(huì)說，所以首先通過問答姓名，讓學(xué)生在復(fù)習(xí)中運(yùn)用my, your, his, her等形容詞性物主代詞。首先對(duì)個(gè)別同學(xué)進(jìn)行提問：What’s your English name, please?
該同學(xué)回答：My name’s Gina.
轉(zhuǎn)而問另一名同學(xué)：What’s her English name?
該同學(xué)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(jìn)行于教師與小組之間，小組與小組之間，教師與全體同學(xué)之間，這樣每個(gè)同學(xué)都敢于開口，都有機(jī)會(huì)開口，而且能自然地運(yùn)用my, your, his, her等詞了。
b:通過幾個(gè)單元的學(xué)習(xí)，學(xué)生對(duì)26個(gè)字母是再熟悉不過了。所以復(fù)習(xí)的第二項(xiàng)就是運(yùn)用字母卡為新內(nèi)容作準(zhǔn)備，具體是：
舉起一個(gè)字母卡放在胸前，問某同學(xué)：What’s this in English?
同學(xué)回答：It’s “A”.
接著用這個(gè)動(dòng)作再問幾個(gè)字母，然后手遠(yuǎn)遠(yuǎn)地舉起一個(gè)字母卡，問：
What’s that in English?
同學(xué)回答：It’s “B”.
然后用舉在胸前和舉在遠(yuǎn)處這兩個(gè)動(dòng)作繼續(xù)向個(gè)別、小組或全體同學(xué)問：“What’s this/that in English?”學(xué)生們初步理解了“this”與“that”的區(qū)別了。問完之后，順勢(shì)向同學(xué)們提議為老師唱“ABC Song”，這樣不單復(fù)習(xí)了舊知，還活躍了課堂氣氛。
設(shè)計(jì)意圖:基于學(xué)生生理和心理特點(diǎn)，遵循語(yǔ)言學(xué)習(xí)的規(guī)律，創(chuàng)造條件讓學(xué)生對(duì)他們感興趣的問題用英語(yǔ)進(jìn)行表達(dá)，使他們有學(xué)好英語(yǔ)的信心。
2、學(xué)習(xí)新詞：
舉起課前準(zhǔn)備好的物品，向同學(xué)們提問或自問自答：
What’s this / that in English? It’s a book.
注意用“this”時(shí)，把物體舉在胸前，用“that”時(shí)，物體舉在遠(yuǎn)處或放在遠(yuǎn)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(shí)，學(xué)生們是再明白不過的了。
用這樣的方法一直教授完重點(diǎn)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(diǎn)教讀、練習(xí)。
初一年級(jí)英語(yǔ)下冊(cè)教案 篇3
一、教學(xué)目標(biāo)
1.語(yǔ)言知識(shí)目標(biāo)
(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?wù)摮鲂蟹绞?
take the bus /subway /train /taxi , ride a bike /walk .
3.情感態(tài)度價(jià)值觀目標(biāo)
讓學(xué)生感受到他們學(xué)習(xí)英語(yǔ)是為了在現(xiàn)實(shí)生活中進(jìn)行交流，而不單純是為了英語(yǔ)課和應(yīng)付考試而學(xué)習(xí),了解東西方國(guó)家出行方式的不同，以及不同的交通規(guī)則,教育學(xué)生注意交通安全,加深對(duì)交通知識(shí)的了解。倡導(dǎo)自覺遵守交通法規(guī)及禮貌,構(gòu)建和諧的人際關(guān)系。了解交通的發(fā)展，培養(yǎng)創(chuàng)新精神。
二、教學(xué)重難點(diǎn)
1.教學(xué)重點(diǎn)：乘坐交通工具的表示方法.
2.教學(xué)難點(diǎn)
—How do you get to school? —I take the …/ride …/ walk…
—How does Mary get to school?—She takes the subway.
三、教學(xué)過程
(一)Warming-up and Lead in
學(xué)生和老師進(jìn)行簡(jiǎn)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(guān)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(yǔ).
Ask some questions about how you get to…?
(讓學(xué)生積極主動(dòng)的思考想象總結(jié)，多媒體增加趣味性，加強(qiáng)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(dá)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(jī)
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(xué)生們完成1a的學(xué)習(xí)任務(wù)，然后校對(duì)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(xué)) 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(jí)英語(yǔ)下冊(cè)教案 篇4
1.課題Where did you go on vacation?
2.教學(xué)目標(biāo)
(1)知識(shí)與技能目標(biāo)：
①能正確聽、說、讀、寫詞匯stayed,went,visited等。
②正確聽、說、讀、寫句型Where did you/she/he go on vacation? I/She/He went to......
(2)過程與方法目標(biāo)：
①能用英語(yǔ)詢問別人在假期做了什么，描述自己在假期做了什么。
②運(yùn)用知識(shí)與生活情境相結(jié)合的方法，培養(yǎng)學(xué)生正確與人溝通的能力。
(3)情感態(tài)度與價(jià)值觀目標(biāo)：
激發(fā)學(xué)生的學(xué)習(xí)興趣，提高學(xué)習(xí)的積極性、參與意識(shí)、綜合運(yùn)用語(yǔ)言知識(shí)的意識(shí)、團(tuán)結(jié)合作的意識(shí)。
3.教學(xué)重難點(diǎn)：
(1)教學(xué)重點(diǎn)：能正確聽、說、讀、寫句型——Where did sb. go on vacation? —Sb. went to sp.
(2)教學(xué)難點(diǎn)：能正確使用一般過去時(shí)
4.教學(xué)過程：
Step 1 greeting
Step 2 leading in — An investigation about students′ vacations.
Step 3 presentation — Shows some pictures to students, and ask them some questions about them.
Step 4 practice — Students make up dialogues.
Step 5 review — Analyze the rule of the sentences and read these sentences.
Step 6 homework — Write a short article to introduce your vacation.
5.板書：Where did you go on vacation?
初一年級(jí)英語(yǔ)下冊(cè)教案 篇5
教學(xué)目標(biāo)
(1)知識(shí)與技能目標(biāo)：
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(biāo)：
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(jià)值觀目標(biāo)：
①M(fèi)otivate 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(xué)重難點(diǎn)：
(1)教學(xué)重點(diǎn)：Develop students′ listening skills — listening for general idea and for specific idea.
(2)教學(xué)難點(diǎn)：Teach students how to listen to some long sentences.
4.教學(xué)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