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初一英语教案全英范文
作为一名辛苦耕耘的教育工作者，就不得不需要编写教案，借助教案可以有效提升自己的教学能力。优秀的教案都具备一些什么特点呢？以下是小编整理的初一英语教案全英范文，欢迎阅读与收藏。
初一英语教案全英范文1
一、教学目标
1、语言知识目标
（1）能掌握以下单词
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（谈论出行方式）
take the bus /subway /train /taxi，ride a bike /walk 。
3、情感态度价值观目标
让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语课和应付考试而学习知识，了解东西方国家出行方式的不同，以及不同的交通规则，教育学生注意交通安全，加深对交通知识的了解。倡导自觉遵守交通法规及礼貌，构建和谐的`人际关系。了解交通的发展，培养创新精神。
二、教学重难点
1、教学重点：乘坐交通工具的表示方法。
2、教学难点
—How do you get to school? —I take the …/ride …/ walk…
—How does Mary get to school?—She takes the subway.
三、教学过程
(一)Warming-up and Lead in
学生和老师进行简单的问候并播放英文歌曲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、展示一张含有各种交通工具的图片，呈现有关交通工具的单词。
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 。归纳出行方式和常用短语。
Ask some questions about how you get to…？
（让学生积极主动的思考想象总结，多媒体增加趣味性，加强直观性，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
通过图片解释交通方式的不同表达方法。
ride a bike by bike骑自行车
walks on foot走路、步行
take the subway by subway乘坐地铁
take the train by train乘坐火车
take a car by car乘坐小车
take the plane by plane乘坐飞机
take the bus by bus乘坐公车
take a boat by boat乘坐船
（五）1a
T: Look at the picture on your book. Match the words with the picture.
（学生们完成1a的学习任务，然后校对答案）
(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（同学）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.
初一英语教案全英范文2
一、教师寄语:
Athousand-lijourneyisstartedbytakingthefirststep.千里之行，始于足下。
二、学习目标：
Knowledgeaims（知识目标）
Keywords：mynamenicemeetyouwhat’shisher
Keyphrases:myname,firstname,lastname,answerthequestion.
Keysentences:What’syourname?
What’shisname?
What’shername?及回答。
Abilityaims（能力目标）
1、掌握简单的问候语，并能自我介绍，初步培养用英语进行交际的能力。
2、掌握听的技能，在听的过程中准确获取数字信息。
Moralaims（情感目标）
礼貌待人，培养良好的人际关系。
三、教学重难点
介绍自己，问候他人。
四、学习过程
1、预习导学及自测
英汉互译
1、name_________2、好的，令人愉快的______________
3.too___________4.遇见______5.your____________
6.his_________7.她的名字______
2、自主
①。onenum.1,一：Oneandtwomakesthree.一加二等于三。
adj.①一个：Ihaveonebook.我有一本书。②有一(天)：Onedayhewillunderstandyou.有一天他会理解你的。
②meet/mi:t/v.遇到，碰到
【记忆法】-ee-双写，与meat为同音词。
【考点】tomeetsb.（orsth.）遇到某人/某事：Nicetomeetyou.初次见面时的客套话，不是初次见面时则用see。
【引申】meet也可用作名词，译为：会，集会：sportsmeet运动会。
③“What’syourname?”“MynameisGina.”“你叫什么名字？”“我叫吉娜。”
两人初次见面互相询问姓名时可用这个句型。如想反问时可说：Andyou?或者Andwhat’syourname?如：
A：Hello.What’syourname?
B：MynameisAnnRead.Andyou?/Andwhat’syourname?
A：I’mHanMei.
④Hello!你好！
Hello一般可作为熟人、朋友、青年人之间的招呼用语，语气较随便，译为“您好”；此外打电话或遇熟人时也可用。译为“喂”。在表示问候或唤起注意时，有时可用Hi来代替Hello，显得更为随便。如：
A：Hello/Hi，Jane!你好，简！
B：Hello/Hi，Jim!你好，吉姆！
3、合作探究
①动词be的现在时态
动词be就是我们所学过的am,is,are的动词原形。如何使用这三种形式主要取决于主语。当主语是第一人称I（我)时，用am,缩写为I’m;主语是第二人称you(你）或复数时，用are,缩写为you’re，主语是第三人称it/she/he（它/她/他）或名词及代词的单数时，用is,缩写为it’s/she’s/he’s。如：
Iam(I’m)LiuYing.我是刘英。
Youare(You’re)LinTao.你是林涛。
Itis(It’s)3344278
下面介绍一则口诀，帮你熟记“动词be的构成”：
我(I)用am,你(you)用are，is连着他(he)，她(she)，它(it)。
单数名词用is，复数名词全用are。
变否定，更容易，be后not加上去。
变疑问，往前提，句末问号莫丢弃。
②hello与hi
(1)hello与hi可以互换，都表示“喂，你好”。但hi比hello用得更多，显得更随和亲近，它尤被美国年轻人所使用。但打电话时常用hello而少用hi。熟人、朋友见面时，彼此问候仅仅说声Hi!就可以了。用hello时，不能“Hello,hello,hello”这样反复使用。
（2）要注意hello/hi一般不用于与师长、上级、年长者以及有体面的人打招呼，以免显得对长辈不够尊重。
③Do1CPracticetheconversation。
4、拓展创新
Step1
在英语中如何拼写中国人的.姓名，联合国教科文组织已做规定“一律按汉语拼音的写法。姓和名分开，姓在前，名在后”。现举例说明：
（1）如果是单姓，名又是单字，则姓与名的第一个字母要大写，其余字母用小写。如：LiLei李雷。
（2）如果是单姓，名是双字，则姓的第一个字母大写，名的第一个字母大写，名的双字合在一起算一个词，不得分开。如：HanMeimei韩梅梅。
（3）如果是复姓，则把复姓字母连在一起，只是第一个字母大写，名字的拼写方法同上。如：SimaZhao司马昭，OuyangYunsong欧阳云松。
中英姓名比较──中文姓名是姓在前，名在后；英文姓名是姓在后，名在前。Mr用于姓前，如MrGreen不能说成MrJim.
（4）如果名字里有可能造成音的混淆的拼写时，要用连字号“-”或隔音号“’”隔开。如：
YangXi-an(Xi’an)杨西安，如写成YangXian就成了杨仙。
5、梳理归纳
初一英语教案全英范文3
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.
初一英语教案全英范文4
一、Greetings（打招呼）
1、常见的表达方式
(1)Goodmorning!/Goodafternoon!/Goodevening!分别用于上午、下午、晚上见面问好。
(2)Hello!/Hi!用于朋友或熟悉的人之间相互打招呼。
(3)Nicetomeet/seeyou.该句答语常用Nicetomeet/seeyou,too.
2、文化背景及注意事项
（1）英语口语中多用省略句，如Goodmorning!也可以直接说Morning!
（2）相互熟悉的人见面打招呼用Howareyou?，初次见面一般用Howdoyoudo?
（3）和外国人打招呼时，不要用中国式的问候语，如：你吃饭了吗？你上哪儿去？
(4)Howareyou?原用于询问对方身体状况，现在逐渐失去原来的涵义，成为日常生活中的寒暄用语。
二、Self-introduction（自我介绍）
1、常见表达方式
(1)Iam…我是……
(2)Mynameis…我的名字是……
（3）如果询问对方名字，可以问：What’syourname?/MayIhaveyourname?
2、文化背景及注意事项
（1）如果见了长辈或年龄比自己大的人，用Mr.，Miss,Mrs.等称谓词+familyname（姓氏）。
（2）相互熟悉的同龄人之间可以直呼其名。
6、达标测试
Ⅰ。用所给词的适当形式补充完整
Bobby是个粗心的孩子，他写完作业不小心将墨水瓶打翻了。有的地方被墨水弄脏了，看不清了。
1、What's____________name?(you)
2、His____________Boris.(name)
3.Niceto____________you.(meet)
4.____________nameisGina.(I)
5.____________this?It'sabook.(what)
Ⅱ。单项选择
1、What'syourname?____________nameisJenny.
A.IB.I'mC.My
2、I'mHardy.____________tomeetyou.
A.LikeB.HappyC.Nice
3.Isthisyourbrother?What's____________name?
A.herB.hisC.your
4.MaryKingis____________newteacher.
A.IB.sheC.her
5.Hi!Thisis____________newteacher;____________nameisYangyan.
A.your;myB.his;yourC.your;her
五、典型例题解析
【例1】—yourname,please?—Mynameis.
A.What’s,JimGreenB.Who’s,JimGreen
C.What’s,GreenJimD.Who’s,GreenJim
精析What’syourname,please?询问对方的姓名，回答时用Mynameis…英语国家人的姓名结构顺序为：名+姓，故选A。答案A
【例2】—Hello!—！
A.
精析Hello!与Goodmorning!都是问候语，它们的答语就是其本身，故选B。如：
—Goodmorning,Joan.琼，早上好！
—Goodmorning,WenBo.闻博，早上好！
答案B
【例3】Youateacher.Iastudent.Mysisterastudent,too.
A.am;is;areB.is;are;amC.are;am;isD.are;is;is
精析动词be在一般现在时中根据不同的人称有不同的形式，在本题中，You与are连用，I与am连用，Mysister为第三人称单数，应与is连用。答案C
【例4】情景交际（根据情景，用所给的'选项填空。）
(1)Mike：Hi,LiLei：I’mLiLei.
Mike:Nicetomeetyou.LiLei：Nicetomeetyou,too.
A：What’syourname?B：I’mMike.
(2)MissKing：That’sanicedress.Ann：。
A,itisn’t
精析(1)某种情况把迈克和李磊聚到一起，他们意识到双方必须相互了解，相互做自我介绍。因此气氛比较随便，自报姓名往往是为了打听对方姓名的一种策略。对别人自报姓名所做出的回答一般是自报自己的姓名。
（2）在西方国家，当有人赞美你时，要说谢谢，而不像中国人习惯在别人赞美你时要表示谦虚。
答案(1)B(2)A
【例5】用动词be的适当形式填空。
(1)IinRow6.
(2)Whatyourname?
(3)youten?
精析本题考查的是系动词be的用法。系动词be（是)，随着主语的人称和数的不同，又分为am,is,are三种不同的形式。Am用于第一人称单数；is用于第三人称单数；are用于第二人称单、复数和第一、三人称复数形式。如：Iam…；Itis…；Youare…。下面这则口诀可帮助记忆：我(I）用am，你(You)用are，is跟着他、她、它，一切复数都用are。答案(1)am(2)is(3)Are
六、中考链接
1、SheisastudentandnameisKate.
A.sheB.herC.hersD.his
2、ThisisMissGao.Sheyournewteacher.
A.beB.amC.isD.are
七、课后反思：
我的收获：____________________________________________
_______________________________________________________
我的不足：________________________________________________
我努力的方向是____________________________________________
初一英语教案全英范文5
教材分析
This is the first lesson in this module. The main topic is self-introduction, so improving the students’ abilities of listening and speaking on self-introductions is very important.
知识目标
Key vocabulary: Chinese, from, where, year, about, what about…? Ms, America, not, England, hi, American, our, grade, he, China
Key structures: Hello / Hi
What's your name? My name is ...
How old are you? I'm ...years old.
Where are you from? I'm from ...
Nice to meet you. Nice to meet you , too.
能力目标
1. To understand conversations involving self-introduction.
2. To give a brief self-introduction concerning name, age and hometown.
情感态度
Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教学方法Interactive approach
教具Tape recorder, Multimedia
教学过程Step 1: Warming up
1. The teacher show the PPT and play a short flash, the students enjoy the song .
2. Play a guessing game "Brainstorm" by asking the students "What's it?"
Then show the useful sentences by introducing myself.
I am Li Fang. I am from Wuhan. I am Chinese.
I am 25 years old. I am your new teacher.
3. Ask the students to introduce themselves in groups by using these sentences:
What's your name? Where are you from?
How old are you? Which class are you in?
Nice to meet you.
Step 2: Listening
1. Play the recording in activity 1 and ask the students to listen and check how many people speak.
2. Play it again and ask the students to check the words their hear.
3. Check the answers with the whole students.
Step 3: Listen and read
1. Play the recording in activity 3 and ask the students to listen
and answer the questions. Then check the answers.
(1) How many people speak in the conversation?
(2) Who are they?
(3) Are they in the same class?
2. Play it again and check the true sentences in act 3. Ask some
students to correct the wrong ones.
3. Put the students into groups of four to practise the dialogue.
The students repeat it several times, changing roles each time.
4. Talk about the pictures in the PPT and show their performances.
5. Ask the students to sum up the useful sentences in the dialogue and introduce “Everyday English.”
6. Finish act 4 and 5 in groups. Teacher checks the answers.
Step 4: Pronunciation
1. Explain that this activity focuses on some English phonemes which are difficult to pronounce for speakers of Chinese.
2. Play the recording once without stopping.
3. Play it again and ask the students to repeat.
4. Practise the sounds in pairs, then finish the exercises on the PPT.
Step 5: Speaking
1. Talk about the pictures by asking and answer in paris like this:
A: What’s his name?
B: His name is….
A: Where is he from?
B: He's from….
A: How old is he?
B: He's ...years old.
Step 6: Module task
Task 1: Who has the most friends?
运用本课句型，在规定的八分钟时间内，以小组为单位，看谁结交的朋友最多，她将获得一份丰厚的奖品。
Task 2: Introduce yourself by using today's useful sentences.
Step 7: Language points
1. I’m from Wuhan.我来自武汉。(我是武汉人。)
Be from表示“来自哪里”、“从哪里来”或“是哪里人”。如：
He’s from Beijing.他来自北京。(他是北京人。)
They’re from England.他们来自英国。(他们是英国人。)
如果不强调从哪里来，只是要说明身份，也可以说：
He’s a Beijinger.他是北京人。
They’re English.他们是英国人。
2. Where+is/are+主语+from?
英语中，通常用特殊疑问句"Where + is / are +主语+ from?"来询问某人"来自哪里","是哪里人",其答语通常用"主语+ am / is / are from +地点"。如：
—Where is Sam from?
萨姆从哪里来？
—He is from England.
他来自英国。
拓展：be from = come from,如：
Where do you come from?
Where does he come from?
3. What’s your name?
英语中，当想知道对方叫什么名字时，可用句型"What’s your name?"进行询问，其答语一般用"My name is +姓名。"。如：
—What’s your name?
你叫什么名字？
—My name’s Gao Jing.
我叫高晶。
拓展：当你想很有礼貌地问别人的名字时，你可以这样问：
What’s your name, please?
May I have your name, please?
4. I’m twelve years old.我12岁。
…years old,表示“……岁”。有时候years old可以省略，只用数字来表达年龄即可。如：Her dog is three.她的小狗3岁。
拓展：对该句型提问可用：How old ...?它是英语中一个较重要的句型，主要用来询问某人的年龄，其答语通常用"主语+ am / is / are +年龄。"。如：
—How old are you?你多大了？
—I am thirteen (years old).我十三岁。
5. Nice to meet you .很高兴见到你！
这是两位初次见面相识后的用语，意思是“见到你很高兴。”见面相识可由自我介绍，第三者介绍或者询问相识。例如：
—Hello!I'm Xiao Hua.
—Hello!I'm Xiao Li.
—Nice to meet you, Xiao Li.
—Nice to meet you, too, Xiao Hua.
6. What about you?你呢？
英语中“What about...?”是一句常用的客套话，它后面可接名词、代词或动名词(ing)形式，它的功能可不少呢！
(1)询问或打听消息。如：
I'd like a cup of tea. What about you?
我想喝杯茶，你呢？
(2)向对方提出建议或请求。如：
What about playing football now?
现在踢足球怎么样？
(3)寒暄时的问候语，有承上启下的转折作用，如：
I'm a student from China. What about you?
我是一名来自中国的学生，你呢？
7. Welcome to Class 4, Grade 7.欢迎来到七年级四班。
welcome to ...欢迎来到。，这是一句欢迎用语，在英语中使用比较广泛，如：
Welcome to Beijing!欢迎来北京。
Welcome, come in，please.欢迎，欢迎，请进来。
Step 8: Consolidation
Do some exercises and check with the whole class.
Step 9: Homework
板书设计Module 1 Unit 1
What’s your name? My name is…
Where are you from? I’m from…
Nice to meet you, … Nice to meet you, too.
作业布置1. Finish off the workbook exercises.
2. Make your favourite "English name card".
教学反思The students can talk in English.
Unit 2 I'm Wang Lingling and I'm thirteen years old.
课型Reading and writing
教材
分析This is the second lesson in this module. The reading material is information about Daming, Wang Hui and Lingling. It’s a good text to help the studetns improve their reading strategies, such as getting information from the reading material about personal information.
知识
目标Key vocabulary: everyone, capital, but, very, big, city, small, first, last, all, first name, last name
Key structures: His / Her name is ...
He / She is from ...
He / She is ... years old.
He / She is in Class 1, Grade Seven.
能力
目标To get information from the reading material about personal information.
情感
态度Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教学方法Interactive approach
教具Tape recorder, Multimedia
教学过程
Step 1: Warming up
Say hello to the students and tell them we are going to play a game. You can say like this: I will divide you into 6 groups and each group will have a picture of a famous person. You work in groups and introduce the person. Let's see which team is the best. Are you clear? Ready?
The teacher plays the PPT and shows the pictures to them.
Step 2: Revision
Show some exercises and ask the students to complete them. Then teach and explain the new words in the sentences.
Step 3: Reading
1. Do act 1 and check the answers. ( B D A E C )
2. Ask the students to read the passage and check the true sentences in act 2.
3. After reading, the students check the false sentences in act 2.
4. The students read the passage again and underline the correct words in act 3.
5. Finish act 4 and check the answers with the whole class.
Step4: Language points
The teacher shows today's useful sentences and explain them.
1. This is Lingling and her English name is Lucy.
这位是玲玲，她的英文名叫露西。
This is ...向别人介绍某人时说"This is ..."不用
"That is ..."。如：This is Tom. Tom, this is Jack.
这是汤姆。汤姆，这是杰克。
注意：this is不能缩写，而that is可以缩写成that's。
打电话时，介绍自己用this,询问对方用that。如：
This is Lucy speaking.
Is that Lucy speaking?
2. Good to see you.很高兴见到你！
此句为熟人之间见面常用的问候语，还可以
说：Nice to see you. / Glad to see you. /
Pleased to see you.
It's nice to see you all.
很高兴见到你们所有人！
句中all为代词，意思“每个，全体”;作主语时，be动词用are。如：
All the students are here today.
所有的学生都到齐了。
3. I'm Wang Lingling and I'm thirteen years old.
我叫王玲玲，我今年十三岁了。
介绍自己名字的时候可以用“I'm”、“I am”
或“My name is ...”，此句还可以说：
My name is Wang Lingling.
另外，这里的“...years old”，表示。几岁，这里的
数字可以省略，直接说成：I am thirteen.
对它提问用：How old...?如：
How old is Lingling?
She is thirteen years old.
4. Tony is my first name and Smith is my last
family name姓= last name教名 与中国习惯不同，大多数英语姓名有三个名字：教名，中间名和姓。他们的姓放在最后。(中间名一般很少用)如果你要称呼别人为……先生，夫人，小姐时，只能在family name也就是last name前加上Mr, Mrs, Miss，如上面的这个名字，你只能称他为Mr. Green，而不能称他为Mr. James。 Step 5: Writing 1. The students look at the pictures and write sentences. Finally, ask three or four students to show their answers. 2. The teacher makes a model for the students and ask the students to write sentences for themselves with and. Model: My name is Li Ping and I'm from China. I'm Chinese and I'm fifteen years old. I'm in Class One, Grade Seven. Step 6: Module task Let the students to ask their partners about personal information and make cards for them. The more, the better. Name: __________ Age: __________ School: __________ Date of birth: ___________ Birth place: __________ Telephone number: ___________ Hobbies:___________ Favorite color:____________ Ask several students to show their performances and praise the better ones. Step 7: Consolidation Show the students some exercises and ask them to finish in class, then check the answers with the whole students. Step 8: Homework 采访两个你的.新同学，分别问他们以下几个问题： What's your name? Where are you from? How old are you? What's your favourite subject? 将你的采访记录整理成一篇为My new classmates的短文。(可适当增加采访问题，全文不少于50单词。) 板书设计Module 1 Unit 2 What’s your name? My name is… Where are you from? I’m from… Nice to meet you, … Nice to meet you, too. 作业布置1. Finish off the workbook exercises. 2. Interview two of your classmates and write a short passage. 教学反思The students can get information from the reading material about personal information. Unit 3 Language in use 课型Revision and application 教材分析Unit 3对“自我介绍和获取信息”的功能句式进行综合训练：谈论自己或朋友的情况(活动1);根据提示完成介绍图片中人物情况的句子；填表、匹配复习表示国家、民族及人物活动的词汇。Around the world了解中西人名的不同；Module task要求通过问答形式介绍自己和他人。 知识目标Key structures: 1) What’s his/her name? 2) Where is he/she from? 3) What's his/her English name? 4) How old is he / she? 5) What class is he / she in? 能力目标Enable students to talk about themselves and their friends. 情感态度Learn to respect others when we talk with others. Learn to introduce yourself to your friends in the right way. 教学方法Formal and interactive practice 教具Tape recorder, PPT, handout 教学过程Step 1: Revision 1. Ask some students to introduce themselves to the other students. 2. Ask them to talk about the pictures in the PPT. Step 2: Teaching grammar 动词Be的一般现在时： 1.肯定句：主语+ be(am,is,are) +其它。 2.否定句：主语+be+not+其它。 3.一般疑问句：Be+主语+其它？ 4.特殊疑问句：疑问词+一般疑问句？ 动词Be的常用句式： 1. be +形容词 I am very happy.我很幸福。 He is very kind.他人非常好。 2. be +名词 Mr Wang is our English teacher. 王先生是我们的英语老师。 They are our good friends. 他们是我们的好朋友。 3. be +介词短语 She is at home.我在家里。 Are you from America?你来自美国吗？ The book is on the desk.书在桌子上。 4. be +副词Class is over.下课了。 Step 3: Speaking Ask the students to introduce the three people in act 1. You can do it like this: This is Sam. He is twelve. He's from England. He's in Class 1. Step 4: Practise Do act 2-4 by themselves and check the answers in groups. Ask one group the report their answers. Step 5: Around the word 1. Tell students the difference between Chinese names and English names. T: Most English people have three names: a first name, a middle name and the family name. The first name and the middle name are given names. Their family name comes last. For example, Jim Allan Green. Green is family name. Chinese names are different. Now read and find the difference in Around the world. Step 5: Module task Look at the screen. Introduce yourself. Ask and answer with a partner. Then report their result in front of the whole class. Step 6: Do exercises Do the exercises in the PPT. The teacher checks the answers. Step 7: Sum up Ask the students to talk about “What have you learned in this lesson?”。 Sum up the different ways of “Be” and report it. Step 8: Homework 板书设计Module 1 Unit 3 What’s your name? My name is… Where are you from? I’m from… How old are you? I’m ….years old 作业布置查找资料名人资料，向全班同学介绍你心目中最喜爱的英明星或最 尊敬的人。 教学反思Speaking more is necessary for the students. 第1课时 Unit3 This is my sister. SectionA1a—2d 教师寄语：Onecannotputbacktheclock.时钟不能倒转 学习目标：1、掌握本节课的13个单词。 2、初步介绍一下复数的概念。 3、学会运用介绍人的句型:This/thatis.。.以及these/thoseare 和询问人的句型Isthis/that.。. 学习重难点：掌握指示代词this/these,that/those的用法。 学习过程： 一、自主 学习任务一：熟练掌握本节课的词汇。 1、个人试读，组内相互纠正发音。 2、老师领读，学生自己纠正自己的发音。 3、自己读并记住汉语意思，组内检查。 4、小组竞赛，看谁记的多而快。 5、认真观察1a的图片，将单词与图中的人物搭配，小组讨论并核对答案。 6、听录音，完成1b,小组核对答案。 学习任务二：1、听录音，完成2a.2b,小组核对答案。 2、介绍家人，引入复数的概念。 Thisismyf________,andthisismym________.Theyaremyp_________. 把下列单词变为复数形式。 mother—__________father—_________brother—_________sister—________ friend—___________grandfather—____________grandmother—____________ 总结名词变复数的.规则:______________________________________ 不规则变化this—__________that—_________is—__________ 学习任务三：熟练运用介绍人的句型:This/thatis以及These/thoseare和询问人的句型Isthis/that┅ 1、看图片1a,引入:ThisisDave.Thisishissister. 2、用Thisis┅Theseare┅句型依次介绍Dave的其他家人。 3、小组竞赛看谁介绍的最多。 二、合作共建 小组讨论:远处的人应如何介绍？ 三、系统总结 总结如何介绍自己的家人 四、诊断评价 （一）英汉互译 hisfriends___________theseboys___________hergrandmother____________ 你的父母亲___________他的妹妹们____________那些女孩们____________ （二）选择 1、Thesearemy_______________.AfatherBmotherCparentsDparent 2、This______ZhaoLin,MissBrown. AisBareCamCyour 3.Thisis_______apple.Thoseare___________. Aa,bananaBan,bananaCan,bananaDa,bananas （三）用单词的适当形式填空。 1、Look,thisis_________(I)mother. 2、Thesearehis________(parent)。 3.Hisfather_____(be)ateacher. 4.Myfriends_____(be)students. 【中考连接】(四)据句意和汉语填空。 1、Myfatherandmymotheraremy_________. 2、Thisismysister.______nameisMary. 3.Whatarethese?Theyare________.（苹果） 4.Thosearemy_________（弟弟们）。 5.Yourmother'smotherisyour__________. （五）汉译英 1、这些是你的朋友吗？ Are________________________________? 2、那些是他们的尺子吗？不，不是。 __________________their__________? No,_______________. 五、课后反思 通过本节课的学习后，我的收获是_________________________________. 感到自己有待加强的_____________________________________________. 教学内容： 本课以故事型教学为基础，在踢足球这种课余活动的话题中学习对他人能力的提问。能听懂并询问单复数物品。 教学目标： 1.在踢足球这个课余活动的话题中，掌握单词soccer ball, soccer shoes的准确读音，及框架句型Can you…?Yes, I can. No, I can’t的用法。 2.通过图片提示和动作辅助，学生能听懂并理解故事内容；通过师生互动，小组合作，能用正确使用的主体句式向他人询问能否做某事；通过听音模仿和情景表演等形式，能够准确表达课文中主体句式的.情感。 3.能过学习踢足球这一语境，提高学生运动的意识。 教学重点： 1.词汇：soccer ball，soccer shoes，play soccer 2.句型：Can you play soccer? Yes, I can. 教学难点： 1.单词soccer：soc-cer 2.单复数句型的区分与应用 教学准备： 课件、图片、人物头像 教学过程： 一、热身导入 1.歌曲热身：I can skate and I can jump.师生共同唱歌。 2.利用歌曲，询问学生能做的事情，过渡复习旧知。利用闪烁、遮挡和局部呈现的方式，让学生猜球。 二、新知呈现 初听课文：由“猜球”游戏，过渡到本课课文，带着问题“What do they want to do?”初听课文，同时，教师配相应的动作，帮助学生理解课文大意。 三、新知学练 1.根据初听课文的任务，再利用动作，让学生明确play soccer的含义，并利用不同的图片进行短语读音的操练。 2.精听学说：带着问题“Does Robo know them?”精听课文。 （1）学说soccer ball：利用角色转变，练习读音，以及单数问句和回答。 （2）学说soccer shoes：利用词卡，开火车练习读音，以及复数问句和回答。 （3）通过Yes！和Sure!的回答对比，让学生充分理解Sure!的强烈语气和情感，同时进行角色转变练习。 3.学练新单词：soccer （1）唤醒旧知：dog-hot-box-soc （2）拼读规律：soc _ _ _，学生猜测后三个字母。利用课件，从前一个音节中的c，再分出一个字母c后，再增加字母组合er。 4. chant小结 四、新知巩固 1.听音跟读，强化语音要点。 2.分角色朗读课文。 3.分小组表演课文，并展示。 五、新知应用 1.巩固游戏：学生在标有数字1-6的足球中，选择一个数字完成任务，任务以巩固新知为主。 2.延续最后一个任务：根据短片内容创编对话，并进行角色扮演。 六、总结作业 1. 总结：在众多运动图片中，学生自由选择，并表达能做的运动。 2.作业： 听：听一听第六课P44录音，每天5-10分钟。 读：读一读第六课P44课文，要注意课文中人物的情感。 写：写一写，写1-3个问题，下节课向同学和老师提问：Can you…? 教材 分析This is the first lesson in this module. The main topic is self-introduction, so improving the students’ abilities of listening and speaking on self-introductions is very important. 知识 目标Key vocabulary: Chinese, from, where, year, about, what about…? Ms, America, not, England, hi, American, our, grade, he, China Key structures: Hello / Hi What's your name? My name is ... How old are you? I'm ...years old. Where are you from? I'm from ... Nice to meet you. Nice to meet you , too. 能力 目标1. To understand conversations involving self-introduction. 2. To give a brief self-introduction concerning name, age and hometown. 情感 态度Learn to respect others when we talk with others. Learn to introduce yourself to your friends in the right way. 教学方法Interactive approach 教具Tape recorder, Multimedia 教学过程Step 1: Warming up 1. The teacher show the PPT and play a short flash, the students enjoy the song . 2. Play a guessing game "Brainstorm" by asking the students "What's it?" Then show the useful sentences by introducing myself. I am Li Fang. I am from Wuhan. I am Chinese. I am 25 years old. I am your new teacher. 3. Ask the students to introduce themselves in groups by using these sentences: What's your name? Where are you from? How old are you? Which class are you in? Nice to meet you. Step 2: Listening 1. Play the recording in activity 1 and ask the students to listen and check how many people speak. 2. Play it again and ask the students to check the words their hear. 3. Check the answers with the whole students. Step 3: Listen and read 1. Play the recording in activity 3 and ask the students to listen and answer the questions. Then check the answers. (1) How many people speak in the conversation? (2) Who are they? (3) Are they in the same class? 2. Play it again and check the true sentences in act 3. Ask some students to correct the wrong ones. 3. Put the students into groups of four to practise the dialogue. The students repeat it several times, changing roles each time. 4. Talk about the pictures in the PPT and show their performances. 5. Ask the students to sum up the useful sentences in the dialogue and introduce “Everyday English.” 6. Finish act 4 and 5 in groups. Teacher checks the answers. Step 4: Pronunciation 1. Explain that this activity focuses on some English phonemes which are difficult to pronounce for speakers of Chinese. 2. Play the recording once without stopping. 3. Play it again and ask the students to repeat. 4. Practise the sounds in pairs, then finish the exercises on the PPT. Step 5: Speaking 1. Talk about the pictures by asking and answer in paris like this: A: What’s his name? B: His name is…. A: Where is he from? B: He's from…. A: How old is he? B: He's ...years old. Step 6: Module task Task 1: Who has the most friends? 运用本课句型，在规定的八分钟时间内，以小组为单位，看谁结交的朋友最多，她将获得一份丰厚的奖品。 Task 2: Introduce yourself by using today's useful sentences. Step 7: Language points 1. I’m from Wuhan.我来自武汉。(我是武汉人。) Be from表示“来自哪里”、“从哪里来”或“是哪里人”。如： He’s from Beijing.他来自北京。(他是北京人。) They’re from England.他们来自英国。(他们是英国人。) 如果不强调从哪里来，只是要说明身份，也可以说： He’s a Beijinger.他是北京人。 They’re English.他们是英国人。 2. Where+is/are+主语+from? 英语中，通常用特殊疑问句"Where + is / are +主语+ from?"来询问某人"来自哪里","是哪里人",其答语通常用"主语+ am / is / are from +地点"。如： —Where is Sam from? 萨姆从哪里来？ —He is from England. 他来自英国。 拓展：be from = come from,如： Where do you come from? Where does he come from? 3. What’s your name? 英语中，当想知道对方叫什么名字时，可用句型"What’s your name?"进行询问，其答语一般用"My name is +姓名。"。如： —What’s your name? 你叫什么名字？ —My name’s Gao Jing. 我叫高晶。 拓展：当你想很有礼貌地问别人的名字时，你可以这样问： What’s your name, please? May I have your name, please? 4. I’m twelve years old.我12岁。 …years old,表示“……岁”。有时候years old可以省略，只用数字来表达年龄即可。如：Her dog is three.她的`小狗3岁。 拓展：对该句型提问可用：How old ...?它是英语中一个较重要的句型，主要用来询问某人的年龄，其答语通常用"主语+ am / is / are +年龄。"。如： —How old are you?你多大了？ —I am thirteen (years old).我十三岁。 5. Nice to meet you .很高兴见到你！ 这是两位初次见面相识后的用语，意思是“见到你很高兴。”见面相识可由自我介绍，第三者介绍或者询问相识。例如： —Hello!I'm Xiao Hua. —Hello!I'm Xiao Li. —Nice to meet you, Xiao Li. —Nice to meet you, too, Xiao Hua. 6. What about you?你呢？ 英语中“What about...?”是一句常用的客套话，它后面可接名词、代词或动名词(ing)形式，它的功能可不少呢！ (1)询问或打听消息。如： I'd like a cup of tea. What about you? 我想喝杯茶，你呢？ (2)向对方提出建议或请求。如： What about playing football now? 现在踢足球怎么样？ (3)寒暄时的问候语，有承上启下的转折作用，如： I'm a student from China. What about you? 我是一名来自中国的学生，你呢？ 7. Welcome to Class 4, Grade 7.欢迎来到七年级四班。 welcome to ...欢迎来到。，这是一句欢迎用语，在英语中使用比较广泛，如： Welcome to Beijing!欢迎来北京。 Welcome, come in，please.欢迎，欢迎，请进来。 Step 8: Consolidation Do some exercises and check with the whole class. Step 9: Homework 板书设计Module 1 Unit 1 What’s your name? My name is… Where are you from? I’m from… Nice to meet you, … Nice to meet you, too. 作业布置1. Finish off the workbook exercises. 2. Make your favourite "English name card". 教学反思The students can talk in English. 一、教学内容 1、语音： 1）复习音标及字母组合[u：] u，oo；[u] u，oo，oul； 2）学习音标及字母组合[（+] ure，ua 2、语法： 1）小结本单元所学to be going to+动词原形的用法； 2）小结本单元出现的形容词比较等级的规则变化和不规则变化。 二、教具 录音机；音标卡片、小黑板等。 三、课堂教学设计 1、复习值日生报告。 教师出示事先准备好的。写有形容词原级的小黑板，要求学生迅速写出其比较级、级形式。 2、教师出示音标卡片，复习[u：] [u]两个元音的读音，启发学生分别给出含有这两个元音的单词。教师可将这些单词书写在黑板上，并用彩色粉笔写出读这些音的'字母或字母组合。 教[（+]这个双元音的读音。学生初步掌握其读音后，重复上一步骤。 3、放课文第1.2部分录音，学生打开书跟读，反复三遍。指导学生做练习册习题1。 4、指导学生阅读复习要点中例词、例句。教师小结该要点中所列两项语法内容。 5、指导学生做练习册习题。 6、布置作业 1）练习朗读本课第1.2部分中的音标、单词、短语和句子； 2）结合书后有关语法讲解，温习本单元语法项目； 3）抄写复习要点中例句及词语； 4）完成练习册习题。 四、难点讲解 形容词比较等级（Ⅰ）形容词比较等级的规则变化和不规则变化。本单元只介绍单音节形容词和少数双音节形容词的变化： 1）一般在词尾加—er或—est，分别构成比较级和级。例如：small——smaller——smallest。 2）以字母e结尾的形容词，加—r或—st，例如：nice——nicer——nicest。 3）重读闭音节词尾只有一个辅音字母时，双写这个辅音字母，再加—er或—est。例如：big——bigger——biggest。 4）以辅音字母+y结尾的双音节形容词。改y为i，再加—er或—est。例如：easy——easier——easiest。 此外，少数形容词还有不规则变化，需要认真记忆。例如： good——better——best；many——more——most等。初一英语教案全英范文6
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