综合：初一年级上学期课件英语教案

初一年级上学期课件英语教案

---本文精选内容均为WORD文档，下载后可直接编辑使用---

资料内容如下：

初一年级上学期课件英语教案

教学目标

1）知识目标：

A.学习并掌握指示代词:this、that；

B.学习What引导的特殊疑问句；

C.学会Yes/N。问句及其简单回答；

D.学会句型:一Howdoyouspellpen?P-E-N.

2）能力目标：

A.能辨认物品的所有者；

B.根据不同场景，能用英语对物品的所属进行提问和回答；

C.能识别不同句式的语调（陈述句，疑问句）；

D.培养学生听、说、读、写的能力及创新思维能力.

3）情感目标:

A.通过寻找主人的游戏和失物招领等活动，培养学生拾金不昧的良好

的品德及健康向上的人格；

B.通过开展小组活动，指导学生积极与他人合作，相互学习、相互帮助,

共同完成学习任务.

教学重点、难点

重点：A.掌握批示代词this、that用法；

B.掌握特殊疑问句和Yes/No问句及其简单回答.

难点：学会写寻物启事和失物招领.

课时安排

第一课时SectionAla-lc

第二课时SectionA2a-4b

第三课时SectionBla-2c

第四课时SectionB3a-4Self-check1-3

PeriodOne

课前准备

教师：录音机，图片，物品实物.

学生:实物（学习用品）.

教学设计

StepOne:Warmingup.（通过复习形容词性物主代词，把学生引入学

习英语的

情境中。）

Learnthechant.

T:Let'ssingthechanttogether.

my是我的,your是你的，男他的是his,女她的是her;名词前面常站岗,

限定所属有功劳.

StepTwo:Newwords.(利用实物教学，使得教学过程自然、形象。)

1.Presentthenewwords.

T:Boysandgirls,lookatthisplease.What'sthisinEnglish?

(TeacherholdsapenintheEnglish.)

S1:Apen.(SsmaysayitinEnglish.)

T:Yeah.It'sapen.Andwhat'sthis?

(Theteacherholdsaneraserinthehand.)

S2:lt'saneraser.

(Teachtheotherwordssuchas“pencil,book,eraser,ruler,pencilcase,

backpack,pencilsharpener,anddictionary"inthesameway.)

2.Practicethenewwords.

T:Now,pleaselookatthepicturesinyourbooks.Canyouputthewords

withtheobjectsintherightpictures?Writethelettersnexttothewords,

please.(GiveSsabouttwominutestofinishla.)

T:OK,let/schecktheanswers.Whocantellustheanswers?

S2:...

StepThree:Presentthedrills.

1.Presentthedrill"\sthis...?Yes/No,itis/isn't."(利|用实物弓［入句型，使

用不同人的物品来引入形容词性物主代词和名词的搭配的用法。)

(Holdtheteacher'spen.)

T:Thisismypen.Isthisyourpen?

Sl:No,itisn't.It/syourpen.

T:(Holdthestudent/spen.)Thisisyourpen.Isthisyourpen?

Sl:Yes,itis.It/smypen.

T:(Holdagirl'spen.)Thisisherpen.Isthisyourpen?

Sl:No,itisn't.It'sherpen.

T:(Holdaboy'spen.)Thisishispen.Isthisyourpen?

Sl:No,itisn't.It'shispen.

T:Thankyou.

2.Practicethedrill“Isthisyour...?”inpairswithyourownschool

things.Payattentiontotheuseofmy,your,hisorher.(禾U用学习用品操

练句型，并加深对物主代词的理解。)

S3:lsthisyour...?

S4:...lfsmy...

S3:lsthis...?

S4:...lt/shis/her...

(Theteacherasksafewpairstopractice.)

3.Presentthedrill"Isthat...?Yes/No,itis/isnt”(利用教师所站位置的

不同来引入批示代词that的用法，并从位置关系上让学生准确理解

this,that的区别。)

T:Thatismybook.Isthatmybook?

(Putabookontheteacher/stablesothattheSscanseeitclearly,and

theteacherstandsalittlefarfromthetable.)

S5:Yes,itis.It/syourbook.

T:Thatishisbook.lsthatyourbook?

(Putaboy'sbookonthetableandtheteacherinthesameplace.)

S5:No,itisn't.It'shisbook.

T:Thatisherbook.lsthatyourbook?

(Putagirl/sbookonthetableandtheteacherinthesameplace.)

S5:No,itisn't.It'sherbook.

(Teachandpracticethedrill"\sthat…？”anditsanswer.)

4.Practicethedrill“Isthatyour...?”inpairswithyourownschoolthings.

(通过练习，区别两个批示代词的用法。)

S6:lsthatyour...?

S7:...It'smy....

S6:lsthatyour...?

S7:...It/shis/her...

(Theteacheraskssomepairstopractice.)

5.Listening.(进行听力练习,巩固所学的句型。)

T:Nowpleaselistentothethreeconversations,thefirsttimeyouonly

listen.ThenIplayagain.Andthistimeyoulistenandnumberthe

conversations.

(Pointtotheboxestoshowwherestudentswritethenumbersforthe

conversations.Teacherplaysthetapeandstudentslistentoitandfinish

lb.)

T:Let/schecktheanswers,OK?

S8:(fromlefttoright)

T:Thankyou.

6.Practicethedrillsaccordingtothepicturesusing“hisorher".(设置情

景，使学生在情景中准确运用物主代词his或hero)

(Showstudentsfourpictureslikethefollowings.见课件。)

StepFour:Task"Haveacontests(把两个学生的文具混在一起,然后

请他们分别挑出自己和同伴的物品，用的时间少者为胜者。挑选物

品的同时，要求学生用英语说出：Thisismy...Thatisher/his...)

T:TIIputyourthingsandyourfriends'thingstogether.Iwanttoseeifyou

canidentifywhichisyoursandwhichishersorhis.

(Putthesamenumberofthethingstogether,andfirstaskthemtopick

outtheirownthingsandtheirpartners/things.Thenaskthemtogivea

report,usingthekeywordsandtargetlanguage.Onestudentpicksup

thethingswhiletheothercountsthetimeaswell.)

Languagesusedforthetask:

1.Thisismy...

2.Thatisher/his...

StepFive:Summary.(编一个Chant,便于学生进一步识记本节课所

学的重点词汇和语言项目。注意应强调Chant的节奏和一般疑问句的

语调。）

Chant.

T:Inthisclass,we'velearnedthenamesofsomecommonpersonal

possessionsandhowtoidentifyownership.Let'slearntosaythischant.

Isthismybook?Yes,itis.

Isthatyourruler?No,itisn/t.

Isthisherpencil?Yes,itis.

Isthathiseraser?No,itisn/t.

Homework.

Readthenewwordsandthetargetlanguagespresentedinthisclassand

saythechanttoimproveyourspokenEnglish.

PeriodTwo

课前准备

教师：录音机，所学物品的图片，一个书包(里面装着事先收集的学

习文具)，表格若干张。

学生：一张硬纸写上自己的姓名和电话号码，学习的物品。

教学设计

StepOne:Revision.

1.Reviewthedrills.(用学生的姓名和电话号码来复习句型：Isthis(that)

your(his/her)...?及简短回答:Yes,itis./No,itisnt注意教师提问的同时,

用手势来帮助学生给出你预想的答案。)

(Putsomepaperwiththenamesandtelephonenumbersonthe

blackboard.)

T:Pleaselookattheblackboard.Andanswermyquestions,please.Is

thisyourfirstname?

SI:No,itisn't.

T:Isthatherlastname?

S2:Yes,itis.

T:Isthishistelephonenumber?

S3:Yes,itis.

T:Good.Thistime,whowouldliketocometotheblackboardandask

questionslikeme?

(Studentsinturncometotheblackboard,pointtothepaperandask

questions,thenaskotherstudentstoanswer.)

2.Reviewthevocabulary］在黑板的名字旁边贴上学习物品的图片，来

复习所学的单词和句型。)

(Putsomepicturesofthingsstudentshavelearnedinclassnexttothe

namesofthestudents.)

T:Isthisyourruler?(PointtoPicture1.)

S4:No,itisn't.

T:Isthisherruler?(PointtoJennyChen.)

S4:Yes,itis.

T:Isthatyourpencilcase?(PointtoPicture2.)

S5:No,itisn't.

T:Isthathispencilcase?(PointtoJimWang.)

S5:Yes,itis.

(Getthestudentstoaskthequestionsinturn,makesuretheyusethe

itemstheylike.)

StepTwo:Listining.

1.Listening(2a).(练习听力前，先让学生再一次说出图片中物品的英

文，进一步强化重点单词。)

T:Pleaselookatthepicturesin2a.CanyousaytheirEnglishname?

(Teacherasksthestudentstonameeachoneindividually.)

S6:Thisis...

S7:Thisis...

T:Nowpleasetakeouttheobjectsin2aandputthemonthedesk.You

willlistenadialogueandpleasepickupthethingsyouhear.Let'ssee

whowilldofastestandbest.

(Playtherecordingforthestudentstolisten.)(让学生把听到的物品选

出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易

引起学生学习的兴趣。)

T:Nowlet'schecktheanswers.Pleaseholdthethingsyouhearandsay

theirEnglishnames,OK?

(Makesurestudentsholdthethingstoshowthemtotheotherstudents.)

S8:Pencil.

S9:……

2.Listening(2b).(进一步强化重点词汇后，进行听力练习，要求完

成单词的拼写。)

T:Nowpleasereadthewords.Oneholdsthethings,theothersread

themaloudonebyone.

(Onestudentholdsthethings,andtheotherstudentssaythewords

aloud.)

T:Thistimeyouwilllistentotherecordingagain,andyouwillwriteone

ofthewordsfromtheboxoneachblankline.

(Playtherecording.Studentslistenandcompletetheconversation.)

T:Let/schecktheanswers.I'dliketoaskthreestudentstoreadthe

conversationinrole.

(Threestudentsreadtheconversation,fillingthemissingwords.Therest

ofthestudentschecktheiranswers.)

StepThree:Newdrills.

1.Presentthenewdrills.(用实物引入新句型，帮助学生用正确的句

子来回答。)

(Theteachershowsstudentsapencil.)

T:What'sthisinEnglish?

S:It'sapencil.

T:Howdoyouspellit?

S:P-E-N-C-l-L.

(Changeaneraser.Askandanswerinthesameway.)

2.Practicethedrills.（学生分组练习新句型。）

T:Nowpleasepracticetheconversationwithyourpartner.Usethe

wordsshownin3a.

SA:What'sthisinEnglish?

SB:It'saruler.

SA:Howdoyouspellit?

SB:R-U-L-E-R.

（Asstudentspractice,theteachermovesaroundtheclassroomchecking

progressandofferingpronunciationandintonationsupportasneeded.）

T:THasksomepairsofstudentstopracticetheconversations.

SA:...

SB:...

3.Playthegame:Aspellinggame.（进行一个拼写游戏比赛,进一步

操练新句型。）

T:Nowlet'splayaspellinggame.Wedivideourclassintotwogroups.

Eachteamwilltaketurnsaskingtheothergrouptothespellwelearned

inclass.Theteamwhoisthefirsttogettenpointsisthewinner.Let's

start.

SA:Howdoyouspellbackpack?

SB:B-A-C-K-P-A-C-K.

T:GroupB,onepoin