初一英语教案范文

第第页初一英语教案范文初一英语教案1

Properties:Recorder,OverheadProjectorandamapofworld.

TeachingObjectives:

1.Practiselisteningability.

2.Revisethegrammar:theComparativeDegreesofAdjectiveandAdverbs

ThePastPerfectTense

LanguageFocus:Checkpoint18

TeachingProcedures:

I.Showingtheteachingaims

II.Revision

Checkhomework,thenaskthestudentstoreadthepartnershomeworktosharewitheachother.

RevisetheuseoftheInfinitive

III.leadingin

T:TodaywelllearnsomethingaboutCoco.Doyouknowwheresheisfrom?

IV.Listeningpractice

Playthetapeorforthestudentstolistenandfindtheanswer,thenlookattheworkbook,E*ercise1,gothroughthequestionswiththestudentsandmakesuretheycanunderstandwhattheymean.Playthetapeagain,letthestudentsdiscusstheiranswersinpainsbeforetheteachercheckstheanswerswiththewholeclass.

V.Presentation

Showthestudentsamapoftheworld,andask:Whatmapisit?Helpthestudentsfind“China”and“India”onthemap.Letthestudentsdiscussthetwocountries:Theyaredevelopingcountries.Theyhavealargepopulationintheworld.

Ask:What’sthepopulationofChinaandwhat’sthepopulationofIndia?LetthestudentsreadPart2andanswerthequestions.(Chinaspopulationis1328000000andIndiaspopulationis1000000000).That’stosayIndia’spopulationissmallerthanChina’s.Askthestudentstousethewordsinthebo*tocompletethepassage,thenreadtogether,finallyaskthestudentstoretellthete*t.

VI.Practice

RevisetheGrammar:ThePastPerfectTense,givesomee*amples:

1.Hehadleftbeforehiswifecameback.

2.IrememberedthatPeterhadalreadygotabike.

3.Bytheendoflastmonth,hehadlearned2000newwords.

4.WhenIgottothecinema,thefilmhadbegun.

ThenaskthestudentstodoE*ercise3.Theanswersare:1C2E3A4B5D.Letthestudentsreadthesesentencestogether.

VII.Practice

AskthestudentstodoE*ercise4first,thenchecktheanswers.Theanswersare:had,in,is,more,the,had,to,in,had,that,to,us,and,to

VIII.Workbook

Givethestudentsfiveminutestofinishworkbook.DoE*ercises1,3and4.Thenchecktheanswers.

TheanswerstoE*ercise1are:took,went,found,was,called,told,hadhappened,said,wouldgo,came,wasfound,checked,founded,said,stole,went,enjoyed,came,found,hadstolen,had

TheanswerstoE*ercise3are:Iwornout2tryon3slowdown4madeupmymind5ampleasedwith6wereangrywith,deserveto7atleast8asif9carriedon

I*.Summary

E*ercisesinclass

Fillintheblanksaccordingtothete*tinthisunit.

LucyandLilyare___1___.Theyarelivingtogether___2___.Butsometimestheyfight.Itdoesntlasttoo___3___.They___4___verywellwitheachotheragain.

Theylook___5__,soitshardforpeopletorecognizethem:WhoisLucy___6__Lily.Wealways___7___mistakes.Theyfeel___8__.Theylikemostofthesamethings,fore*ample:music,foodand___9__.ButLilylikesto___10__,Lucylikesto___11__,theydon’tlikethesamecolour,____12___.Sotheyhavesome___13____Sometimestheydisagree,buttheynever___14__.Theyloveeachotherandtheyare___15___happythattheyaretwins.

Answers:1.twins2.mostofthetime3.long4.geton5.thesame6.or7.make8.thesame9.books10.dance11.sing12.either13.differences14.fight15.both

*.Homework

Prepareforthefinale*amination.

初一英语教案2

科学、有效地反思能够帮忙我们减削缺憾，不断提高我们的教学质量。当我们用批判、端详的眼光看待自我的思想、观念和行为，并做出理性的决断和选取时，我们就是在反思，变革。本学期是本人实施高效课堂的第二个学期，经过上学期的努力，我基本能够运用高效课堂教学模式——先学后教，当堂达标，自主学习，展示沟通。在本期的英语教学中，常常从以下方面入手进行反思：

一是反思教学设计。为避开自我过分地依靠已有的教学阅历，或照搬现成的教案，在授课前的备课阶段，我常常结合此刻同学的实际，反思原有的教学设计，由于我感觉“照本宣科”的教学是老师的“一厢情愿”，同学不会有太多的爱好。在教学用英语“表达提推举的方式”时，我有这样的设计：问同学假如出去旅行要带什么?要同学用推举的方式组织答句。开始同学很兴奋，几句之后，同学便冷落下来，好像眼高手低，无法表达。我反思??活动虽有交际性，但需要要尊敬同学已有的知识与阅历、任务设计需要要真实，要能够完成。于是再教设计时，我不是径直要同学回答所带物品，而是给同学列出了很多可供选取的物品的英文名称，其中有同学娴熟的，也有同学不会说的，要同学选取，并说明这样选取的理由。结果沟通起来同学爱好更浓，教学目标也完成得很好。

二是反思教学过程。即在教学过程中，常有不可预料状况发生，这时老师要进行实时的反思：依据同学的学习效果反馈，对教学计划进行适当的调整。虽然在备课时，老师已预设了种种教学方案，但在实际教学中还是会遇到一些意想不到的问题，如同学不能按计划的时间回答下列问题，同学的回答没有方法切中老师预设答题的关键，或者师生互动交往开展不顺，同学对老师预期的说明有歧义等。这时需要老师依据同学的反馈信息，抓住有利于教学计划实施的因素，因势利导，对计划快速、敏捷地作适当修改与调整。不断地总结和调整教学过程，发扬有效的教学过程。如在复习教学七班级下册，谈论过去经受时，要同学介绍自我的周末活动。我先给同学一个表格，透过小组合作完成，列出一些动词及动词短语如：read，write，skate，singsongs，playbasketball，playthepiano…等等，能做的打(√)，不能做的打(×)，然后依据合作学习后的状况用英语口头表述：Myfriendis…。When…wasten，…could…and…，but…couldn’t…or…。一路下来大部分同学都能够完成得非常好，我先给同学一个表格，透过小组合作完成Whatcouldyoudoonweekends?我立即想到这样的任务，对同学太简约了，同学没有了“跳一跳才摘到果

子吃”的感觉，需要不会满意。我立即要同学回忆儿童时的一次难忘经受，用3-5句话表达出来，5分钟。这样一调整就把说与写结合在了一齐，增加了深度，说得出写不出的同学就体会了还需再努力背记单词，有了进一步学习的需要，而且熬炼了同学的写作表达潜力。

三是反思教学心得。在课后对整个课堂教学过程进行思索性的概括，对老师自身的教学观念、教学行为和同学的表现，以及教学的成败进行梳理，并以教学后记的形式来完成。我认为这也是最值得我坚持做的。经常在课后，我会对教学的整个过程进行反思、分析、总结，并实时地作下记录。我回忆教学过程怎样?是否到达预期的效果?教学计划如何?是否有所转变?转变计划的缘由是什么?转变的方法是否有效?有没有更有效的策略?同学已顺当地完成了任务吗?同学是否有所得?是否帮忙同学构建了知识体系?是否对培育解题潜力有所帮忙?老师本身的教学思想可有存在问题?等等。

我记住胜利之举，总结可取之处，也记住自我的失误与疏漏，作深刻的剖析，我记住课堂中师生聪慧灵感的不期而遇，独创的见解值得回味，能帮我拓宽教学思路。我最想记的就是再教设计，怎样在下一次教学中扬长避短，精益求精。我有阅读课教学的反思，有对话课的处理，有词汇教学方法的反思，有任务设计的考前须知，有关于课堂掌握的，有关于信息技术的，有关于教材的运用的，有关于英语的记忆背诵的点点滴滴，一有所得，实时记住，不断反思，不断困惑，不断超越，不断完善自我的课堂，提高教学质量。

初一英语教案3

Goodmorning,everyone.Mynameis,IcomefromI`mveryhappyande*citedtostandhere,itismygreathonortobeheretopresentmylesson.MyteachingtopicisI`lltalkaboutitby8parts.

Theanalysisofteachingmaterial.

Theanalysisofstudents.

Theanalysisofteachingaimsanddemands.

Theanalysisofteachingimportancesanddifficulties.

Theanalysisofteachingmethods.

Theanalysisofteachingprocedures.

Blackboarddesign.

Teachingreflection.

Well,firstly,I`lltalkaboutPart1theanalysisofteachingmaterial.Myteachingtopicis...fromUnit...GoForItJuniorEnglishBook1A,whichpublishedbyPeopleEducationPress.Inthisperiod,themainlanguagefunctionistopracticelisteningandspeakingskillsaroundaswellasthecommunicativeskillsof

ThenI`lltalkaboutne*tparttheanalysisofthestudents.ItisknowntousthatmostofstudentshadlearnedEnglishforaboutyears.Theyarecuriousaboutnewthingsandhaveastrongdesiretolearnbetter.However,theirEngishtearninglevelaredifferentfromeachother.Theyneedteachers`helpandencouragementintheirfurtherstudy.

Ne*tI`lltalkaboutteachingaimsanddemands.Thereareknowledgeaims,abilityaimsandemotionalaims.TheknowledgeaimsaretoenablethestudentstomasterthenewwordsthephrasesandthesentensesTheabilityaimsaretoobtaintheabilitiesoflistening,speaking,readingandwritingaroundtotrainthestudents`abilitiesofusinglanguage,toguidethestudentstotalkaboutusingthee*pressionsofandtodevelopthestudents`abilityofcreativethinkingandcooperativestudy.Theemotionalaimsaretoenable

Let`smoveontoanotherpart:theanalysisofteachingimportancesanddifficulties.TheteachingimportancesareTheteachingdifficultiesare

Ne*tisteachingmethods.Iuse...methodsinmylesson.Therearemultimediacomputerassistedinstruction,task-basedactivities,situationalapproach,totalphysicalresponseortheaudio-lingualmethod.

NowI`lltalkaboutteachingprocedures.Accordingtofivestepsteachingmethod,Idesignmylessonintofivesteps.

Step1iswarm-up.HereI`llBythis,thestudentscanbeinterestedinitandpaytheirattentiontoourclasseasilyand

Step2islead-in.HereI`llBythis,thestudents

Step3ispresentation.HereI`llBythis,thestudents

Step4ispractice.HereI`llBythis,thestudents

Step5ishomework.HereI`llBythis,thestudents

Ne*tismyblackboarddesign.I`lldesignitlikethis

Atlast,Iwanttosay,tobeagoodteacherismydream.Ithinkateacherisnotonlyaguideforsudents,butalsoafriendofthem.IfIwereateacher,Iwouldbuildacloserelationwithmystudents,helpingthemnotonlyontheirstudybutalsoontheirlives.I`lltrymybest,andIhaveconfidentthatIcandoit.

Ok,that`sall.Thanksforyourlistening.Good-bye.

初一英语教案4

《Wheredidyougoonvacatio》

Unit10Wheredidyougoonvacation?

Goodmorning,everyone.Iam__fromthe___.IhavetaughtEnglishforovertenyearsandIlikemystudents.Today,IwilltalkaboutUnit10wheredidyougoonvacation?GoforitJuniorEnglishBook.Thereare6periodstofinishthisunit.Iwilltalkaboutthefirstperiodwiththefollowingparts..

I.AnalysisoftheTeachingMaterials.

Thetopicofthisunitisthecontinuationofunit9aswellasaboutthepastevents.

ByusingtheSimplePasTTense,whichisessentialinjuniorEnglish,studentswill

talkabouttheirpast.Thistopicisabouttheire*periencesandplacestheyhave

visitedontheirvacations.Soithelpsbringbacktheirmemoriesandlearning

motivations.

II.Students’characteristic

AlthoughtheJunior1hasbeenlearningEnglishforalmostayearandarehaving

somebasicknowledge.BecauseoflivinginChinaandsurroundingenvironment,studentsarelearningEnglishimpassivelyandirregularly.ButThejunior1hasshownedthemselvesverycreative,capableandofplasticityasthey’redoingsowellinwhatthey’reinterestedinsuchasgamesandCAI.

III.TeachingAimsandDemands

1.Knowledgeobjectives

a.Toenablethestudentstoread,tospell,tounderstandthevocabularycorrectly.

b.Tohelpthestudentsaskandanswerthenewsentencepattern:Wheredidyougoonvacation?

2.Abilityobjectives.

a.Toimprovethestudents’skillsoflistening,speaking,readingandwriting..

b.Toencouragethestudentstocommunicatewithothersuningthenewsentencepattern.

3.Emotionobjectives

a.TotraintheSstocooperatewellingroupsandinpairs.

b.TobeinterestedincommunicatinginEnglish.

IV.TeachingKeyPoints

1.Keyvocabulary

NewYorkCitycampsummercampmuseum

2.Keystructures

Wheredidyougoonvacation?

Iwentto…

V.TeachingDifficulty

Learnthekeystructures

VI.TeachingMethods

1.Task-basedmethod

That’stosayI’llletthestudentsfinish1listeningtaskandmakeshortdialoguesalongwiththeactionstohelpthestudentsgetabetterunderstandingofthekey

structures.

2.Communicationmethod

I’llsetupadreamandaskstudentstopretentthemselvesasreporters.Thisway,thestudentscansayfreelyandneedn’ttoworryaboutmakingmistakes.

VII.LearningMethods

1.Listening—speakingmethod

2.Communicativestrategy

WeallknowthatthebestwaystolearnEnglishwellaretoimitate,topractice,tolisten,tospeakandtocommunicatemoreconstantly.

VIII.TeachingAids

Inthislesson,theCAI,cassette,ataperecorderwillbeused.

*.TeachingProcedure

I’llmainlytalkaboutthispart.Itconsistsof5steps.

Step1Warm–upandreview

1.MakeafreetalkbetweenT-S.Whatdidyoudoyesterday?Andwhatdidyourbestfrienddoyesterday?

2.WritedownthepasttensesoftheverbsthatIshowinCAI.

Purpose:thisstepisinordertoreviewwhatthestudentshavelearntinUnit9.Thatway,Icanleadthemintothenewlessonsmoothly.IthinkIt’susualbutpratical.

Step2Presentation

1.Learnthenewwordsande*pressions

a.lead—in:askstudentssomequestions:Didyoudreamlastnight?Whatdidyoudream?WheredidIgoonvacationinmydream?

b.CAIshowsmanypicturesofmydream,whicharealsotheactivitiesin1a.

c.Askstudentstoreadandspellthenewphrases.

d.Do1a.Matchtheactivitieswiththepictures(a—g).

e.Playaguessinggame:Iwillshowsomejigsawsofeachpictureandhavethestudentstoguess.Iwillpraisethestudentwhoanswersmorequickly.

Purpose:IputthevocabularylearningintoadreaminordertopromptthemtofinditveryinterestingtolearnEnglish..ByCAI,studentscanmatchthevocabularywiththerealthingsdirectlyandmasterthemeasily.

Step3Listeningpractice

a.Tellthestudentstolistentothetapeandnumberthepeople(1—5)inthepicture.

b.Playtherecorderforthefirsttime,andthenchecktheanswers.

c.Playtherecorderagain,studentsimitatetheconversationsandfillintheblanks.Payattentiontotheirpronunciationandintonation.

Purpose:thisisabasicandnecessarystep,whichdevelopsthestudents’skillsoflistening,readingandwriting.

Step4Pairwork

a.T—S:wheredidTinagoonvacation?

Shewenttothemountains.

b.Askthestudentstopracticeinpairsaswe1c.Thentheywillcometotheplatformandclickonthenumbertochooseapictureandactitoutrandomly

Purpose:“Task-based”teachingmethodisusedheretodevelopthestudents’abilityof

communicationandtheirabilityofco-operationwillbewelltrained.ThisstepprovidesguidedoralpracticeusingthetargetlanguagetoconsolidatethekeystructureandItcandevelopstudents’skillofspeakingandsenseoflanguage.

Step5Production

Havestudentspretenttobereporterstointerviewanyonetheywanttoaskabouttheirvacation.

Purpose:Afterlearning1a—1c,it’stimetoe*tendwhattheylearntjustnowandgivethestudentsafreespacetoshowtheirabilities.Withtherealsituations,studentswillfeeleasyandsuccessfulduringthispart.Bywayofcommunication,thestudentswillunderstandhowtousethekeystructurebetterandconsolidatetheknowledgefirmly.

Part*IHomework

Doasurveyandwriteareportabouttheclassmates’vocation.

Purpose:Ithinkhomeworkissoimportantthatthestudentscanspeakenglishasmuchastheycaninclassorafterclass.Isetthisstepinordertopracticestudents’skillsoflistening,speakingandwriting.

BlackboardDesign

初一英语教案5

Properties:Recorder,OverheadProjector.

TeachingObjectives:

1.Revisethegrammar:theAdverbialClauseandtheInfinitive.

2.Revisetheuseof“who,that,which”.

LanguageFocus:sothat

TheInfinitive:to+Verb(原形)

TeachingProcedures:

I.Showingtheteachingaims

II.Revision

Checkhomework,asksomestudentstoretellthestory.

III.Presentation

Givethestudentssomesentencesfore*ampletohelpthemunderstandthestructure:

so+adj./adv.+that(结果)

1.IamsoangrythatIcantsayaword.

2.Theteacherspokesofastthatwecouldntcatchupwithhim.

3.Theclassroomissodirtythatwemustcleanit.

Askthestudentstomakeupsomesentenceswith“so…that”,thengivesamemoresentences.

1.Hegotuplatesothathewaslateforschool.

2.Heranveryfastsothathehittheelectricpole.

Askthestudentstodosomepractice.

IV.Practice

LookatE*ercise1,askthestudentstoanswerthequestionswithsothat….Theanswersare:

1.IstayedathomesothatIcouldgoswimmingwhenIhadfinishedit.

2.Lucysavedhermoneysothatshecouldbuyhermotherabirthdaypresent.

3.LingFengwasgoingtoChangshathene*tweeksothathecouldvisithissickgrandmother.

4.IwasdoingmyhomeworksothatIcouldaskhimtohelpmewithmyphysics.

5.IwaslookingforLinTaosothathecouldvisitsickgrandmother.

V.Presentation

Getthestudentstomakeupsomesentenceslike:

1.Idontknowhowtogettothestation.

2.Shedoesntknowwhichsweatertochoose.

AskthestudentstopayattritiontotheInfinitive.Givethemmoree*amplestounderstandbetter,e.g.