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初一英語教案
作為一名教職工，編寫教案是必不可少的，借助教案可以讓教學(xué)工作更科學(xué)化。教案要怎么寫呢？以下是小編收集整理的初一英語教案，僅供參考，歡迎大家閱讀。
初一英語教案1
Unit 2
Nice to meet you!
一、教學(xué)目標(biāo)與要求
通過本單元教學(xué)，使學(xué)生初步學(xué)會(huì)日常交際中表示“介紹”(Introduction)"的一些簡單用語，并要求學(xué)生盡可能在交際場合中使用。繼續(xù)學(xué)習(xí)打招呼的常用語句。學(xué)習(xí)英語字母O~Z的讀音與書寫形式。學(xué)會(huì)字母歌。能背誦、默寫字母表（含大小寫）。
二、教學(xué)重點(diǎn)與難點(diǎn)
1、日常介紹用語
2、英語字母O~Z。
三、課時(shí)安排
本單元共4課時(shí)，每課1課時(shí)。
S1:Hello! I'm Jim Green.S2:Hello! I'm Kate Green.叫其他幾個(gè)學(xué)生，分別用I'm，進(jìn)行自我介紹。
3、教師叫起一個(gè)學(xué)生（他或她的真實(shí)姓名，教師要知道），然后用他（或她）的真實(shí)姓名提問：T：Hello! Are you？讓大家猜一猜這句話的意思。幫助這個(gè)同學(xué)回答：
S：Yes,I am.教師可板書Yes,I am.讓大家猜一猜其含義。
再叫另一位同學(xué)，這個(gè)學(xué)生的真實(shí)姓名教師也要知道。但故意問錯(cuò)：T:Hello!Are you？幫助這個(gè)學(xué)生回答：
S:No,I'm not.重復(fù)剛才的步驟，并對黑板上的答案進(jìn)行講解。其中am在肯定回答中不能縮寫，因?yàn)槭菑?qiáng)調(diào)。在否定回答中可以縮寫。關(guān)于am的縮寫，學(xué)生只是了解一下，能聽懂，能說出就可以了。
4、放錄音，學(xué)生先聽，后跟讀。反復(fù)兩至三遍。然后叫起幾個(gè)學(xué)生進(jìn)行單個(gè)練習(xí)：
T:Hello!Are you？（用真實(shí)姓名）S1:Yes，I am.T:Hello!Are you？（非真實(shí)姓名）S2:No,I'm not.I'm 。也可以把學(xué)生分成3人一組，進(jìn)行練習(xí)。
5、復(fù)習(xí)所學(xué)過的字母。教師出示卡片，同時(shí)問：What's this?要求學(xué)生用It's回答。教字母O~T,方法同前。q這個(gè)字母的讀音可能會(huì)引起一些麻煩，教師可給予特別注意。 6、拿出事先準(zhǔn)備好的小黑板，輔導(dǎo)這幾個(gè)字母的書寫格式。示范、操練步驟同前。 7、布置作業(yè)
1、練習(xí)朗讀所學(xué)日常用語；2、抄寫字母O~T,熟練朗讀A~T，并能背誦下來；3、練習(xí)冊T:Good morning(afternoon) S1:Good morning(afternoon)。T:My name is 。What's your name? S2:My name is X_一個(gè)學(xué)生：T:Hello! S2:Hello! T:Are you X_S2:Yes, I am 。T:How are you？S2:I'm fine,thank you.And you? T:I'm fime,too. Thank you.在進(jìn)行以上操練時(shí)，注意操練形式的多樣性。既要有集體操練，又要有個(gè)人或小組之間的操練。在初級階段，學(xué)生往往容易適應(yīng)進(jìn)行“應(yīng)答”式的操練，即教師先用英語與學(xué)生打招呼，學(xué)生進(jìn)行呼應(yīng)。為使學(xué)生能主動(dòng)、自覺地運(yùn)用所學(xué)英語去進(jìn)行“交際”，教師可從現(xiàn)在起，開始培養(yǎng)學(xué)生這方面的能力，并激發(fā)學(xué)生用英語進(jìn)行交際的.欲望。從本課起，教師可進(jìn)行以下帶有明顯啟發(fā)式的操練：
請兩個(gè)學(xué)生到前面來，教師把他們分為A、B角色，然后用漢語介紹一下情景：
T：現(xiàn)在是早上，你們兩個(gè)人在路上相遇了，甲(A)先說什么？乙(B)怎么應(yīng)答？這樣，啟發(fā)學(xué)生進(jìn)行以下對話：
S1:Good morning.S2:Good morning.T:同學(xué)們從各個(gè)小學(xué)來到這里，有很多新同學(xué)要結(jié)識，如果你想詢問某一個(gè)同學(xué)的名字。應(yīng)該怎樣問呢？
啟發(fā)學(xué)生進(jìn)行以下對話：
S1：Hello!My name is 。What's your name? S2:My name is X_目前為止所學(xué)過的對話，教師都可以用這種為學(xué)生設(shè)計(jì)一個(gè)情景的方式，啟發(fā)學(xué)生主動(dòng)運(yùn)用所學(xué)英語進(jìn)行交際。這種作法要堅(jiān)持下去，學(xué)生的交際能力會(huì)在這樣的操練中，有效地提高；在很多學(xué)生中存在的只能被動(dòng)地去附合、呼應(yīng)教師的現(xiàn)象，也會(huì)在很大程度上有所改變。
2、復(fù)習(xí)“1~5”數(shù)詞的說法，教“6~8”這幾個(gè)數(shù)詞的讀音（學(xué)生能聽懂、分辨即可）。
3、請兩位同學(xué)到前面，教師用漢語向全班交待，他們中一個(gè)扮演Jim,另一人扮演韓美美。教師轉(zhuǎn)向扮演Jim的同學(xué)：
T:Hello, Jim.S1:Hello,Mr(Ms)（教師的Family Name）。T:(Pointing to S2)This is Han Meimei.
(Pointing to S1)Han Meimei，this is Jim.啟發(fā)全班同學(xué)：這時(shí)應(yīng)說什么？之后教師給出答案：Nice to meet you.解釋這句話的意思，并說明答語出是
4、放錄音。 S2:Hello,Li Lei.S1:Jim,this is Han Meimei.Han Meimei,this is Jim.S3:Hello,Jim! Nice to meet you 。S2:Hello,Han Meimei! Nice to meet you.S3:How are you? S2:Fine,thank you.And you？S3:I'm OK.教師可將全班分為3大組（例如，每兩行為一大組），每大組分別扮演一個(gè)角色，與在前面表演的同學(xué)進(jìn)行同步會(huì)話。
如果時(shí)間允許，可再叫幾名同學(xué)到前面來表演；或就近將學(xué)生分為三人一組進(jìn)行練習(xí)。教師可到學(xué)生中間聽一聽，對有困難的同學(xué)提供幫助。
6、復(fù)習(xí)A~T，方法同前；教U~Z，具體步驟可參考前面的方法。
7、布置作業(yè)
1、練習(xí)朗讀本課日常用語，并能用This is的句型，向別人進(jìn)行介紹；2、抄寫本課中所學(xué)字母，要求會(huì)背誦字母表。
四、交際用語
1.This is Wei Hua.Wei Hua,this is Jim.這是衛(wèi)華。衛(wèi)華，這是吉姆。 This is是用來進(jìn)行介紹的句式。如果是自我介紹，可以說：
Let me introduce myself.My name is我來自我介紹一下，我叫一般當(dāng)聽完對方的介紹后，要主動(dòng)說：Nice to see you!很高興見到你！
2、Nice to meet you!見到你很高興！
這是一種問候用語，一般在雙方剛認(rèn)識后講這句話，表示很高興結(jié)識對方。答語是：見到你我也很高興！此外，當(dāng)兩位熟人或朋友見面，也可用Nice to meet/see you 。或Nice to seee you again。表示問候。
nice的詞義除表示“令人愉快的”以外，還有“漂亮的，好的”等意思。例如：That's a
nice boy.那是個(gè)好孩子。It's a nice car.那輛汽車真漂亮。
課本核對。
4、翻到彩色插圖a)T:Good morning(afternoon)。 S: b)T:Hello!Are you？
S: c)T:What's your name? S: d)T:How are you? S:
e)T:Hello! Nice to meet you.S: f)T:（手持字母卡片）What's this? S:
g)T:(使用課本彩色插圖
初一英語教案2
一、教學(xué)目標(biāo)
1、語言知識目標(biāo)
（1）能掌握以下單詞
train, bus, subway, ride, bike, foot,walk.
�。�2）能掌握以下句型：
�、� —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)摮鲂蟹绞剑?/p>
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課和應(yīng)付考試而學(xué)習(xí)知識，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(xué)生注意交通安全，加深對交通知識的了解。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。
Ask some questions about how you get to…？
�。ㄗ寣W(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
�。ㄎ澹�1a
T: Look at the picture on your book. Match the words with the picture.
�。▽W(xué)生們完成1a的學(xué)習(xí)任務(wù)，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(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.
初一英語教案3
一、教學(xué)內(nèi)容
1．詞匯（略）。
2．語音：復(fù)習(xí)音標(biāo)及字母組合[+:] er, ir,ur,or;[% :] a,ar;[ a(::] ou, ow
3．句型：復(fù)習(xí)There +be的句型。
二、教具
錄音機(jī)；音標(biāo)卡片；模仿課文第2部分的表格繪制一張大表（表上的內(nèi)容可視自己學(xué)生的情況照抄或改動(dòng)）。
三、課堂教學(xué)設(shè)計(jì)
1．復(fù)習(xí)值日生報(bào)告。
2．教師出示音標(biāo)卡片，復(fù)習(xí)[+:][%:][ a(::]這三個(gè)元音的讀音，啟發(fā)學(xué)生分別給出含有這三個(gè)元音的單詞。教師可將這些單詞書寫在黑板上，用彩色粉筆寫出讀這些音的字母或字母組合。
3．放錄音，學(xué)生打開書，反復(fù)跟讀兩至三遍（注）。指導(dǎo)學(xué)生做練習(xí)冊習(xí)題1，當(dāng)堂核對答案。
4．教師用英語向全班提問：
T：How many students are there in your class?
Ss：There are…
T：How many boys are there?
Ss：There are…
T：How many girls are there?
Ss：There are…
教師掛出事先準(zhǔn)備好的'大表，引導(dǎo)學(xué)生按課文第2部分要求進(jìn)行問答練習(xí)。先請一位英語程度較好的同學(xué)到前面來，在教師的幫助下，與全班進(jìn)行以下對話：
S1：Who is the teacher of Class 1?
Ss：Miss Liu is.
S1：How many girls are there in Class 1?
Ss： There are twenty-three.
5．全班兩人一組，就這份表格進(jìn)行問答練習(xí)。口頭練習(xí)后，要求學(xué)生從自己練習(xí)過的四組對話中，任選一組至兩組書寫在作業(yè)本上。
6．要學(xué)生小結(jié)出課文第2部分所復(fù)習(xí)的重點(diǎn)句型(There+be)的構(gòu)成及用法。
7．布置作業(yè)
1）練習(xí)朗讀本課音標(biāo)及單詞；2）抄寫復(fù)習(xí)要點(diǎn)中所列重點(diǎn)詞組及句型；3）完成練習(xí)冊習(xí)題。
注：關(guān)于各單元最后一課語音部分的處理，教師可根據(jù)所教學(xué)生情況靈活掌握。如果學(xué)生情況稍好，可以把這部分當(dāng)作聽寫練習(xí)：放錄音，學(xué)生邊聽邊寫下音標(biāo)和單詞，然后核對。
初一英語教案4
教學(xué)目標(biāo)：學(xué)習(xí)稱呼語和問候語
教學(xué)重點(diǎn)：打招呼用語
教學(xué)難點(diǎn)：如何正確運(yùn)用打招呼用語
教具多：媒體、錄音機(jī)
教學(xué)課程：
1. Greeting.
2. Warming-up
T: Class,Please stand up. Hello, class.
S: Hello, Ms…
T: Sit down please.
S: Thank you.
3. Drills
(1)練習(xí)打招呼問好。
(2)練習(xí)感謝他人。
(3)練習(xí)告別語Goodbye。
4. Practise
1)Work in pairs part7 and part8
2) Complete the sentences.
Daming, ______ ______, please(請坐)
_____,______ (同學(xué)們好)
______(你好).Jack.
_______,_______ (謝謝), Miss Li.
_______(再見), Lucy.
5. Conclude
6. Homework
Complete part5 and part 6
初一英語教案5
UNIT 2 Why do you like koala bears?
Text analysis:
Topic: animals in the zoo
Functions (Teaching aims): 1. Describe animals 2. Express preferences and give reasons
Structures:1. Why, What, Where questions 2.Because 3. Adjectives of quality
Target language: Why do they like koala bears? Because they’re cute. They’re kind of shy. They’re very big.
Vocabulary: 1. zoo, animals, tiger, elephant, koala bears, dolphin, panda, lion, penguin, giraffe 2. smart, cute, fun, ugly, intelligent, friendly, shy, kind of 3. South Africa
Recycling: beautiful, small, quiet, scary, interesting, Australia, Japan, Brazil, China.
He is from-- She’s five years old.
Learning strategies: 1. Using what you know 2. Inferring content
Multi-intelligence: 1. Know the nature 2. Knowledge of places 3. logical expressions
Periods: six
Period 1 section A 1a 1b 1c
Period 2 section A 2a 2b 2c Grammar focus
Period 3 section A 3a 3b 4
Period 4 section B 1 2a 2b 3
Period 5 section B 3a 3b 3c 4
Period 6 self check
Period 1
Teaching aims:
Learn new words: animals—tiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description words—cute, fun, smart
Listen and check(√) the animals.
Practice the conversation: describe animals
Teaching methods: listen and say, read and write
Teaching procedures:
Step 1 Presentation(1a)
We are going to learn the names of some more animals.
Show the animals on the map of the zoo → point to the animals and say the names →let students read the words → match the words with the animals in the picture → practice the words(read and write)
Step 2 Listening practice(1b)
Point to the animals in 1a and ask students to say the names→ play the recording of the conversation twice → check(√) the names of animals
Step 3 Pair work(1c)
Practice the conversations using the description words.
A: Let’s see the lions.
B: Why do you want to see the lions?
A: Because they’re cute.
Step 4 Consolidation: Free talk
Ask students to present their conversations to the class.
Step 5 Summary: words and conversations
Step 6 Homework: remember the words and conversations.
初一英語教案6
教學(xué)內(nèi)容：
本課以故事型教學(xué)為基礎(chǔ)，在踢足球這種課余活動(dòng)的話題中學(xué)習(xí)對他人能力的提問。能聽懂并詢問單復(fù)數(shù)物品。
教學(xué)目標(biāo)：
1.在踢足球這個(gè)課余活動(dòng)的話題中，掌握單詞soccer ball, soccer shoes的準(zhǔn)確讀音，及框架句型Can you…?Yes, I can. No, I can’t的用法。
2.通過圖片提示和動(dòng)作輔助，學(xué)生能聽懂并理解故事內(nèi)容；通過師生互動(dòng)，小組合作，能用正確使用的主體句式向他人詢問能否做某事；通過聽音模仿和情景表演等形式，能夠準(zhǔn)確表達(dá)課文中主體句式的情感。
3.能過學(xué)習(xí)踢足球這一語境，提高學(xué)生運(yùn)動(dòng)的意識。
教學(xué)重點(diǎn)：
1.詞匯：soccer ball，soccer shoes，play soccer
2.句型：Can you play soccer? Yes, I can.
教學(xué)難點(diǎn)：
1.單詞soccer：soc-cer
2.單復(fù)數(shù)句型的區(qū)分與應(yīng)用
教學(xué)準(zhǔn)備：
課件、圖片、人物頭像
教學(xué)過程：
一、熱身導(dǎo)入
1.歌曲熱身：I can skate and I can jump.師生共同唱歌。
2.利用歌曲，詢問學(xué)生能做的事情，過渡復(fù)習(xí)舊知。利用閃爍、遮擋和局部呈現(xiàn)的方式，讓學(xué)生猜球。
二、新知呈現(xiàn)
初聽課文：由“猜球”游戲，過渡到本課課文，帶著問題“What do they want to do?”初聽課文，同時(shí)，教師配相應(yīng)的`動(dòng)作，幫助學(xué)生理解課文大意。
三、新知學(xué)練
1.根據(jù)初聽課文的任務(wù)，再利用動(dòng)作，讓學(xué)生明確play soccer的含義，并利用不同的圖片進(jìn)行短語讀音的操練。
2.精聽學(xué)說：帶著問題“Does Robo know them?”精聽課文。
�。�1）學(xué)說soccer ball：利用角色轉(zhuǎn)變，練習(xí)讀音，以及單數(shù)問句和回答。
�。�2）學(xué)說soccer shoes：利用詞卡，開火車練習(xí)讀音，以及復(fù)數(shù)問句和回答。
�。�3）通過Yes！和Sure!的回答對比，讓學(xué)生充分理解Sure!的強(qiáng)烈語氣和情感，同時(shí)進(jìn)行角色轉(zhuǎn)變練習(xí)。
3.學(xué)練新單詞：soccer
�。�1）喚醒舊知：dog-hot-box-soc
�。�2）拼讀規(guī)律：soc _ _ _，學(xué)生猜測后三個(gè)字母。利用課件，從前一個(gè)音節(jié)中的c，再分出一個(gè)字母c后，再增加字母組合er。
4. chant小結(jié)
四、新知鞏固
1.聽音跟讀，強(qiáng)化語音要點(diǎn)。
2.分角色朗讀課文。
3.分小組表演課文，并展示。
五、新知應(yīng)用
1.鞏固游戲：學(xué)生在標(biāo)有數(shù)字1-6的足球中，選擇一個(gè)數(shù)字完成任務(wù)，任務(wù)以鞏固新知為主。
2.延續(xù)最后一個(gè)任務(wù)：根據(jù)短片內(nèi)容創(chuàng)編對話，并進(jìn)行角色扮演。
六、總結(jié)作業(yè)
1. 總結(jié)：在眾多運(yùn)動(dòng)圖片中，學(xué)生自由選擇，并表達(dá)能做的運(yùn)動(dòng)。
2.作業(yè)：
聽：聽一聽第六課P44錄音，每天5-10分鐘。
讀：讀一讀第六課P44課文，要注意課文中人物的情感。
寫：寫一寫，寫1-3個(gè)問題，下節(jié)課向同學(xué)和老師提問：Can you…?
初一英語教案7
Module6Aninvitationtothecinema
(一)學(xué)習(xí)目標(biāo)：
Languagegoals語言目標(biāo)
1.Keyvocabulary重要詞匯
cinema,would,film,match,star,team,evening,Friday,Monday,Saturday,Sunday,Thursday,Tuesday,Wednesday,with,great,idea,let,let’s,when,invite
2.Keystructures主要句式
Wouldyouliketogotothecinema?
Let’sgointheevening.
Abilitygoals能力目標(biāo)
Enablestudentstolistentoandtalkaboutinvitations.
(二)學(xué)習(xí)重點(diǎn)、難點(diǎn)：
掌握邀請看電影、球賽的詞匯：
invitationcinemastarmatchwouldstadium
掌握表達(dá)邀請的常見句型：
Wouldyouliketogotothecinema?
Let’sgointheevening
(三)問題導(dǎo)學(xué)：
Answerthequestions:
Whatdayisittoday?
Howmanydaysarethereinaweek?
Whatarethey?
(四)課堂操練：
Activity3
按一周內(nèi)的先后順序給下列單詞標(biāo)號
Activity2
按一天內(nèi)的先后順序給下列短語標(biāo)號
Activity1
將下列單詞和圖片配對
Activity4
看上面的圖片回答問題
Whoisthis?
Whatishisjob?Isheafilmstar?
Isheyourfavouritefilmstar?
Activity5
讀對話然后回答問題：
Whowouldliketogotothecinema?
Whenwouldtheyliketogo?
Activity6
根據(jù)上面對話內(nèi)容判斷正(√)誤(×)
(五)隨堂檢測：
I.根據(jù)句子的意思完成單詞。
1.Thereares_____daysinaweek.
2.S_______isthefirstdayoftheweek.
3.Let’sseeaf______thisFriday.
4.Damingisgoingtoi_____Tonytothecinematonight.
5.WegotoschoolfromM_______toFriday.
II.完成句子
1.讓我們?nèi)ス珗@吧。
____________tothepark.
2.約翰邀請我去美國。
John______me______America.
3.你愿意和我們一起踢足球嗎?
______you__________________footballwithus?
4.休斯敦火箭隊(duì)是我最喜歡的`籃球隊(duì)。
HoustonRocketsismy__________________.
5.足球賽在星期三的下午進(jìn)行。
Thefootballmatchis__________________.
(六)歸納小結(jié)：
自學(xué)課本第123頁內(nèi)容(Module6情態(tài)動(dòng)詞would)，自己嘗試著歸納一下“wouldlike”的用法。
(七)語言拓展：
補(bǔ)全對話，每空一詞
A:John,areyoufreetomorrow?
B:Yes,why?
A:Wouldyou1togotothecinemawithme?
B:That’sagood2.
A:It’sJackieChan.Doyoulikehim?
B:Yes,heismyfavouritefilm3.
4isthefilm?
A:It’sintheevening.
B:Let’sgo5Betty,too.
A:Allright.
1.______2.______3.______4.______5.______
初一英語教案8
一、教學(xué)內(nèi)容
繼續(xù)學(xué)習(xí)現(xiàn)在進(jìn)行時(shí)的用法。
二、教具
錄音機(jī)。
三、教學(xué)內(nèi)容設(shè)計(jì)
1．復(fù)習(xí)。重復(fù)上一課步驟1。然后，叫兩位同學(xué)到前面，一個(gè)表演動(dòng)作，另一個(gè)則問全班同學(xué)：
What is he/she doing? (表演內(nèi)容參考第85、86兩課插圖)
2．打開書，學(xué)生看圖。利用圖片教本課生詞。放課文第一部分錄音，學(xué)生跟讀兩遍。
3．看本書彩圖插圖第iii頁。教師先向?qū)W生提出以下問題：
T：What can you see in the picture? Can you see some women in the picture? How many women can you see in the picture? Where are they? Are there any children in the picture? How many children are there in the picture? How many cats/birds are there in the picture?
通過以上提問，復(fù)習(xí)已學(xué)過的句型。
4．兩人一組，用課本上提供的`問題與答案，進(jìn)行問答練習(xí)。
5．指導(dǎo)學(xué)生做練習(xí)冊習(xí)題。
6．布置作業(yè)
1) 抄寫生詞；
2)完成練習(xí)冊習(xí)題。
初一英語教案9
一、教學(xué)目標(biāo)
知識目標(biāo)：1、辨認(rèn)物品的所有者
2、根據(jù)場景詢問英語中對應(yīng)的表達(dá)法
語言目標(biāo)：1、Is this/that your pencil?
Yes.it is. It’s my pencil.
No.it is n’t. It’s her/his pencil.
2 . What’s this in English?
It’s a pencil.
3. How do you spell it?/pencil? P-E-N-C-I-L
能力目標(biāo)：通過情景操練，培養(yǎng)學(xué)生靈活運(yùn)用語言知識和發(fā)散思維能力
情感目標(biāo)：發(fā)揮學(xué)生學(xué)習(xí)英語的主動(dòng)性，培養(yǎng)學(xué)生合作意識和協(xié)作精神
二、設(shè)計(jì)思路：
本單元的主題是：“確認(rèn)物品的所有權(quán)”，物品主要圍繞著教室內(nèi)學(xué)生身邊的常用物品，在教學(xué)時(shí)使用實(shí)物進(jìn)行教學(xué)，增強(qiáng)學(xué)生的'學(xué)習(xí)效果。(將真實(shí)的語言材料引入學(xué)習(xí)環(huán)境，結(jié)合所授內(nèi)容，努力為學(xué)生創(chuàng)造真實(shí)的、貼近生活的情境。采用直觀教學(xué)、情景教學(xué)、“任務(wù)型”教學(xué)方法，從學(xué)生的實(shí)際生活經(jīng)驗(yàn)出發(fā)，通過情景操練，掌握單詞和達(dá)到練習(xí)重點(diǎn)句型的目的。
三、教學(xué)重點(diǎn)與難點(diǎn)：
1.詞匯：pencil, pen,book, eraser, ruler, notebook, ring, key, pencil -case, backpack, ID card, baseball, watch, computer game
2.指示代詞：this , that(Is this/that your/her/his…?)
3.What引導(dǎo)的問句
4.Yes/No簡單回答
5.學(xué)習(xí)物主代詞：your my her his
四、教學(xué)步驟
課前準(zhǔn)備：收集學(xué)生的一些學(xué)習(xí)用品
StepⅠ. 講授新單詞
1.show and learn our school things. 出示圖片，學(xué)習(xí)新單詞(What’s this in English? It’s a/an…)
2.1a 讓學(xué)生完成match的任務(wù)，然后訂正答案
3.朗讀P7-1a中的新單詞。(先是全班，然后分小組檢查、補(bǔ)漏)
4.聽錄音，完成P8-2a的聽力練習(xí)，訂正答案
StepⅡ.Presentation(介紹)
1.看P7-1a圖，聽對話(讓學(xué)生看一張大圖片，抓住學(xué)生的注意力，加強(qiáng)對所聽對話的理解)
2.再聽對話，完成書上要求標(biāo)號的任務(wù)，訂正答案
3.跟讀對話，以小組為單位朗讀對話(互相檢查、幫助)
4.進(jìn)行小組對話練習(xí)，可以更改有關(guān)的詞，編寫自已的對話。
5.給學(xué)生3分鐘的時(shí)間自由讀
StepⅢ.Listening
1.聽對話，要求學(xué)生不看方框中所給的單詞，填入橫線上。糾正答案
2.再聽錄音，跟讀1-2遍后，分角色對話
StepⅣ.Games
1.做游戲(P8-2b)
規(guī)則：將學(xué)生的一些物品收集上來，放在一個(gè)箱子里，請一個(gè)學(xué)生上前來，蒙上眼睛，從箱子里取出一樣物品，全班學(xué)生一同發(fā)問，“What’s this in English?”這名學(xué)生猜，使用句型”Is is a/an…”猜到之后，可以回座位，每位學(xué)生有兩次機(jī)會(huì)猜，否則就視為失敗。
StepⅤ.Grammar Focus
1. Is this your pencil? Yes,it is.
2. Is this my pen? No,it isn’t.
3.Is that his book? Yes, it is.
4.Is that her eraser? No, it isn’t.
StepⅥ.Homework
Read the text. Collect the names of school things.Write them on the exercise books.The more the best.
初一英語教案10
Shops and markets
Asking ‘Wh-’ questions to find out various kinds of specific information about an event
e.g. What do you need to buy at the shops?
Using quantifiers to refer to quantity
e.g. Yes, I need a new pair of jeans.
Using the simple present tense to express needs
e.g. I need to buy a new watch for your brother.
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements ( including approval and disapproval), commands, and respond appropriately
Listen for specific information
Speaking
Maintain an interaction by replying
Reading
Read written language in meaningful chunks
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Re-read to establish and confirm meaning kinds
Materials:
Student’s Book 7B page 43
Cassette 7B and a cassette player
Photographs of different kinds of shops
Preparation:
Cue the cassette. Bring some photographs of different kinds of shops to class.
Pre-task preparation
1. Ask a few students: Did your family go shopping last weekend? What did you buy? To elicit: Yes, we went shopping last weekend. We bought … Write a list of things students have mentioned on the board.
2. Bring some photographs of different kinds of shops to class. Write: bookshop, video shop, furniture shop, toy shop, watch shop / seller, supermarket, shoe shop and clothes shop on the board. Invite a few of the more able students to tell class what we can buy in each of the shops.
3. Point at the list which you have written down on the board. Ask: Where can we buy a/an/some …? To elicit: We can buy a/an/some … in a ____ shop?
4. Play the recording: Read. Students listen and follow in their books.
5. Play the recording again. Students listen and repeat.
2
Language focus:
Asking ‘Wh-’ questions to find out place
e.g. Where will we go to buy the jeans?
Using the simple present tense to express needs
e.g. I need to buy a pair of shoes.
Using connectives to link similar ideas
e.g. We’ll go to ______ , _____ and _______.
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements ( including approval and disapproval), commands, and respond appropriately
Listen for specific information
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings
Open an interaction by eliciting a response by asking questions
Maintain an interaction by replying
Reading
Predict the likely development of a topic by recognizing key words and making use of context and knowledge of the world
Re-read to establish and confirm meaning
Writing
Develop written texts by presenting main and supporting ideas
Materials:
Student’s Book 7B page 44
Cassette 7B and a cassette player
Workbook 7B page 23
Photocopiable pages 34 and 35
Preparation:
Cue the cassette. Make a copy of Photocopiable pages 34 and 35 for each student. Remind students to bring back their shopping lists for Mrs Wang.
Pre-task preparation
1. Draw a large information board like the one in Look and read on the board. Give students some time to look at it and ask: You need to buy (a thing). Which shop will you go to? To elicit: I will go to (a shop) to buy (a thing). You may ask about a few different kinds of things so that students can talk about different kinds of shops
2. Play the recording: Look and read. Students listen and follow in their books.
3. Invite a pair to come out and role-play Mrs Wang and Alice and read their dialogue aloud.
Post-task activity
Workbook page 23
Consolidation
Grammar Practice Book 7B page 33
3
Language focus:
Using connectives to express alternatives
e.g. Mum, do you prefer the jeans with the yellow belt or the ones with the blue belt?
Using the simple presents tense to express preferences
e.g. I prefer the ones with the belt.
Using prepositional phrases to describe objects
e.g. I prefer the one with the white collar.
Using adjectives to describe objects
e.g. sweater/short sleeves, T-shirt/v-neck
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately
Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expression
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.
Use gestures and facial expression to convey meaning and intention
Open an interaction by eliciting a reponse
Maintain an interaction by agreeing or disagreeing
Reading
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Materials:
Student’s Book 7B page 45
Cassette 7B and a cassette player
Workbook 7B page 24
Different kinds of clothes
Some toy RMB notes
Preparation:
Bring some clothes to class. Also remind students to bring different kinds of clothes to class. Prepare some toy bank notes. Cue the cassette.
Pre-task preparation
1. Bring the following clothes to class: a pair of jeans with black belt, a shirt with a white collar, a sweater with short sleeves, a T-shirt with a round neck, etc. Hold the clothes in your hands and talk about them one by one, e.g. This is a pair of jeans with a black belt/a shirt with a white collar/ a sweater with short sleeves/ a T- shirt with a round neck, etc.
2. When students are familiar with the language structure ‘a(chǎn) ____ with _____’, invite a few of the more able students to talk about their ideal school uniforms, e.g. I prefer a shirt with a blue collar/a dress with a pink belt/a pair of trousers with checks, etc.
3. Play the recording: Look and read. Students listen and follow in their books.
4. Play the recording again. Students listen and repeat.
Post-task activity
Workbook page 24
Consolidation
Grammar Practice Book 7B page 34
4
Language focus:
Using the simple present tense to express feelings
e.g. I like the jeans with the blue belt.
Using prepositional phrases to describe objects
e.g. I also like the blue T-shirt with the round neck.
Using adjectives to describe objects
e.g. It’s size small.medium/large.
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately
Listen for specific information
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.
Use gestures and facial expression to convey meaning and intention
Open an interaction by greeting someone in an appropriate manner
Maintain an interaction by replying
Writing
Gather and share information, ideas and language by using strategies such as listing
Develop written texts by expressing own ideas and feelings
Write out a piece of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessary
Materials:
Student’s Book 7B page 46
Cassette 7B and a cassette player
Photocopiable pages 36 and 83.
Three T-shirts of different sizes.
Some pieces of paper
Preparation:
Cue the cassette. Make a copy of Photocopiable pages 36 and 83 for each student. Bring three T-shirts of different sizes to class.
Pre-task preparation
1. Show the class the T-shirts of different size. Say: This is size small/medium. Hold any one T-shirt in your hands and say: This T-shirt suits me. It’s size ______ .
2. Ask the class: Which size of clothes do you usually wear? To elicit: Size small/medium/large.
3. Play the recording: Look and read. Students listen and follow in their books.
4. Students work in pairs and read the dialogue in Look, ask and answer. Tell them to look at the clothes on page 45 of the Student’s Book again. Then pairs take turns to be the customer and the shop assistant. Walk around, offering help and guidance to the less able students.
5. Invite a few pairs to role-play the customer and the shop assistant in front of the class.
Consolidation
Grammar Practice Book 7B pages 35 and 37
Photocopiable pages 37 to 43
初一英語教案11
教學(xué)目標(biāo)：
(1)There are lots of bicycles in China.
(2)There is a famous river
教材分析：
這一模塊分為兩個(gè)單元，第一單元主要教學(xué)生怎樣談?wù)撘粋�(gè)地方，例如一個(gè)景點(diǎn)，一個(gè)城市等等。學(xué)會(huì)用數(shù)字表達(dá)長度和人口數(shù)量等。
教學(xué)重點(diǎn)：
(1)There are lots of bicycles in China.
(2)There is a famous river.
教學(xué)難點(diǎn)：
用“There is/ There are”介紹事物
學(xué)情分析：
學(xué)生對本模塊較熟悉，經(jīng)過本節(jié)課，讓學(xué)生通過卡片、圖片的提示來進(jìn)行口筆頭操練
教學(xué)準(zhǔn)備：
課件、錄音機(jī)、磁帶
教學(xué)過程：
一、游戲熱身
隨音樂傳遞物品，音樂停該同學(xué)用there be句型說句子
二、導(dǎo)入
讓學(xué)生先觀察圖片，猜猜都是中國的什么地
三、課文教學(xué)
1、播放錄音，讓學(xué)生給所聽到的錄音圖片排序。
2、接著讓學(xué)生跟讀
3、試著讓學(xué)生用自己的語言描述圖片上的內(nèi)容。
4、現(xiàn)在可以變換練習(xí)方式。請學(xué)生兩人一組.向?qū)Ψ浇榻B六張明信片中自己最喜歡的一張。如果有必要，可以再放一遍錄音，請學(xué)生逐句跟讀，并試著抓住每張明信片最主要的特征.然后再向同伴講述。鼓勵(lì)學(xué)生根據(jù)圖片進(jìn)行更多描述，或是把自己對該事物的了解添加到描述中去。
5、重音的學(xué)習(xí)：請學(xué)生聽SB unit 2活動(dòng)3的錄音，之后讓學(xué)生試著跟讀一遍。要求他們注意重讀的地方。請學(xué)生把書翻到SB unit 2活動(dòng)3，仔細(xì)看書上的句子以及每句話中用黑體標(biāo)出的地方，比較一下自己剛才跟讀時(shí)重讀的.位置與書上的標(biāo)注是否一致。老師再放錄音，學(xué)生邊聽邊看書，認(rèn)真體會(huì)。
四、應(yīng)用
現(xiàn)在學(xué)生衣服上的圖案很豐富。教師可讓一個(gè)學(xué)生站在黑板前，讓其他學(xué)生用“There胡屯鎮(zhèn)聯(lián)合校集備活頁
五、學(xué)習(xí)歌曲
完成SB unit 2活動(dòng)4，請學(xué)生欣賞并學(xué)習(xí)一首歌曲。放錄音前，請學(xué)生們先試著通過文字和圖片猜測歌曲的內(nèi)容。
播放錄音，請學(xué)生積極模仿錄音中的語音語調(diào)。如果他們感到學(xué)習(xí)歌詞有困難，老師可以先把領(lǐng)讀帶中歌曲前慢速朗讀的歌詞放一遍給學(xué)生聽
六、課后作業(yè)
挑選一張風(fēng)景的明信片，用英文進(jìn)行簡單的描寫和介紹
初一英語教案12
● Teaching aims
“四會(huì)”掌握：
talk, talk with, open, close, take photos
I’m talking. You’re not talking.
You’re listening tome. Is he reading?
● Key points
I’m talking.
You’re not talking.
Lily isnt writing.
● Difficult points
現(xiàn)在進(jìn)行時(shí)各句型之間的轉(zhuǎn)換。
● Teaching methods
以聽說為主，反復(fù)練習(xí)。
● Teaching aids
錄音機(jī)、投影儀、圖片、微機(jī)、課件等。
● Teaching procedures
Step 1 Revision
1．值日生做Morning report，教師通過提問檢驗(yàn)學(xué)生聽的`情況。
2．對話練習(xí)。
Whats he/she doing?
Is he/she reading? Yes, he/she is.
No, he/she isnt.
3．檢查作業(yè)情況。
Step 2 Presentation
利用媒體資料引出第一部分Find the right picture。[見媒體資料Is he doing.swf 中的Pictures]
聽過兩遍之后，找學(xué)生根據(jù)圖片句子對號入座。
在檢查完學(xué)生的答案之后，再根據(jù)圖片提出一些問題，如：Lily writing? Is Jim closing the window等。
跟讀句子，并糾正發(fā)音。
Step 3 Words about talk
利用所示圖片內(nèi)容，講解關(guān)于”說”的不同詞語，再用它們進(jìn)行造句練習(xí)。
say/ speak/ talk/ tell
say強(qiáng)調(diào)說內(nèi)容，speak強(qiáng)調(diào)動(dòng)作，speak后還可接某語言作賓語，talk著重指“交談、談心”，常與with, about, to等介詞連用。如：
They are talking about the car. 他們在談?wù)撃禽v車。
Don’t speak/ talk to him. 別和他講話。
動(dòng)詞tell指“告訴，講述”。如：He tells me everything. 他把所有的情況都告訴給我。
用法口訣：
talk“談心”，say“內(nèi)容”， speak“語言”可以用�！案嬖V”別人某件事，使用tell記心中。
Step 4 Practice
讓學(xué)生看彩圖三，兩人一組進(jìn)行對話練習(xí)，如：What can you see in the picture? What are the women doing? Is the girl reading a book or drawing a picture？之后讓學(xué)生把書合上進(jìn)行問答練習(xí)。
Step 5 Watching
展示媒體素材What are they wearing.swf中的A good teacher。然后讓學(xué)生復(fù)述動(dòng)畫中的場景。
Step 6 Exercises
下面是一些有關(guān)運(yùn)動(dòng)的圖畫，請你根據(jù)圖畫分別用現(xiàn)在進(jìn)行時(shí)來完成下列對話，每空一詞。
Answers:
playing
2. playing, we, are
3. are
4. is, running
5. isn’t, boating
6. is jumping
7. snowing, skiing
8. playing, volleyball
Step 7 Homework
將練習(xí)Ex. 2寫到作業(yè)本上。
Answers2: 1. Liu Ying is not talking. She is singing.
2. Liu Hai is not jumping. He is running.
3. They are not working.
They are playing computer games.
4. The students are not standing. They are sitting.
5. Li Ming is not fishing. He is swimming.
初一英語教案13
●教學(xué)目標(biāo)
1．熟練運(yùn)用現(xiàn)在進(jìn)行時(shí)進(jìn)行語言交流
2．通過看圖對話，學(xué)會(huì)描述進(jìn)行中的動(dòng)作。
●教學(xué)用具
錄音機(jī)、投影儀、圖片等。
●教學(xué)步驟
Step 1 Revision
復(fù)習(xí)Whats he/she doing? He/She’s making a cake．叫三名學(xué)生到講臺上。A表演動(dòng)作，B問Is he reading/playing. ..？ C答Yes, he is./No, he isnt．讓學(xué)生三人一組做類似的練習(xí)。
Step 2 Presentation
教師通過具體的'動(dòng)作教一些單詞，如 talk, talk with, open, close, take photos等。然后用這些單詞或詞組造句子，反復(fù)練習(xí)。也可以讓幾個(gè)學(xué)生到講臺上表演，然后問同學(xué)Whats he/she doing? Is he/she opening the door? What’s he/she doing? He/She is closing the window. What are they doing? They are taking photos．
Step 3 Practice
＊ 打開書23頁第一部分， 讓學(xué)生邊聽錄音邊找正確的圖片。
�。� 第二部分，讓學(xué)生看彩圖三，兩人一組進(jìn)行對話練習(xí)
Step 4 Consolidation
句型轉(zhuǎn)換：
1. We clean our classroom in the afternoon. But we don’t do it now. It’s still early in the morning. (畫線部分改為現(xiàn)在進(jìn)行時(shí))
We______ ______our classroom now. It’s dirty. It needs cleaning.
2. They are playing football at school. (畫線部分改為否定句)
They ______ ______football at school. They’re playing football somewhere else.
3. Im doing my homework now. (畫線部分改為一般疑問句并作否定回答)
______ ______doing ______homework now? ______, ____________.
4. Speak in English. (畫線部分改為否定句)
______ ______in English now. These old men don’t understand English.
5. The twins are singing in the room. (對畫線部分提問)
______are the twins ______in the room?
Answers: 1. are cleaning 2.aren’t playing 3. Are you, your. No, I’m not 4. Don’t speak 5. What, doing
Blackboard Handwriting
Blackboard Handwriting
Lesson 83
You arent talking.
He/She isn’t writing.
Is he/she opening the door?
Yes, he/she is.
No, he/she isn’t.
初一英語教案14
一、Teachers words: Where there is a will, there is a way.
二、Teaching aims:
1、知識目標(biāo)：
詞匯: clean, read, sure, wait, toy, west, camera, activity, shop, bird.
短語：talk about, a photo of, thanks for, play soccer, wait for, some of, in the first photo, …
交際用語：
�。�1）What are you doing？ --Im watching TV.
�。�2）Is Nancy doing homework？ --No,she isnt、 Shes writing a letter.
�。�3 ) Do you want to go to the movies？ --Yes,I do.
�。�4）When do you want to go？ --Lets go at 7：00.
語法：
1、現(xiàn)在進(jìn)行時(shí)的用法。
2、英語能力目標(biāo)：學(xué)會(huì)談?wù)撊藗冋谧鍪裁�，學(xué)會(huì)寫英文信，能就現(xiàn)場發(fā)生的事作現(xiàn)場報(bào)道。
3 、情感目標(biāo)：通過合作學(xué)習(xí)談?wù)撜诎l(fā)生的事，啟發(fā)學(xué)生思維，培養(yǎng)學(xué)生的合作精神。
三、教學(xué)重點(diǎn)："教學(xué)目標(biāo)"中的"知識目標(biāo)"和"能力目標(biāo)"。
教學(xué)難點(diǎn)："現(xiàn)在進(jìn)行時(shí)"的應(yīng)用。
四、Teaching course:
Step 1、預(yù)習(xí)導(dǎo)學(xué)自測：
根據(jù)句意補(bǔ)全已給出首字母的`單詞：
1、My little brother is w_____ a letter.
2、The students are c_____ the classroom.
3、The boy is taking a photo with a c______.
4、Are they w_____ for a bus over there？
5、Hes r_____ a newspaper.
小小翻譯家：
1、talk about________
2、a photo of________
3、wait for________
4、in the first photo________
5、電話交談________
6、踢足球________
7、因…而感謝________
8、許多圖書館_______
Step2情境導(dǎo)入
Look at the pictures in P25 1a and write sentences.
Now its 6:00 pm、 What are they doing？
In picture A、 She is talking on the phone.
In picture B、 ________________________
In picture C、 ________________________
In picture D、 ________________________
In picture E、 ________________________
In picture F、 ________________________
Step3自主探究
1、以上練習(xí)的句子是什么時(shí)態(tài)？_______________________________。
2、該時(shí)態(tài)的結(jié)構(gòu)是_________________________________________。
3、現(xiàn)在分詞的構(gòu)成規(guī)則
A、一般直接在動(dòng)詞后加______，如reading,watch_____, talk____ 。
B、以字母不發(fā)音的e結(jié)尾的____________，如writing,come_______, make ____ 。
C、一個(gè)元音字母加一個(gè)輔音字母結(jié)尾且末尾只有一個(gè)輔音字母的重讀閉音節(jié)詞要_____________________ 。如swimming , run ____ ,begin ____。
Step4合作交流
1、Make dialogues in pairs
---What are you doing？
---I am reading、
MORE DIALOGUES:
初一英語教案15
【課題】Unit1 My name’s Gina.
【學(xué)習(xí)目標(biāo)】
知識與能力：1. 掌握并規(guī)范字母Ii-Rr.
2. 識記本單元詞匯：what, this, in, English, a, an, map, orange, jacket, key, quilt, pen, ruler, spell, please, etc.
過程與方法：學(xué)會(huì)從對話中獲取對方的相關(guān)信息。
情感態(tài)度與價(jià)值觀：使學(xué)生學(xué)會(huì)如何禮貌的與他人交往。
【學(xué)習(xí)重難點(diǎn)】：熟練掌握本單元詞匯及語言結(jié)構(gòu)。
一、自主預(yù)習(xí)
【預(yù)習(xí)任務(wù)】：
任務(wù)一：寫出下列漢語的英語形式。
名字xxxxxx遇見xxxxxx問題，難題xxxxxx 回答，答案 xxxxxx
第一的xxxxxxxx 最后的xxxxxxxx
任務(wù)二：寫出下列單詞的漢語意思。
1.myxxxxxxxxx2.clock xxxxxxxxx3.nice xxxxxxxx 4.what xxxxxxxx
5. yourxxxxxxxxx 6.hello xxxxxxx7.Ixxxxxxxx 8.you xxxxxxxx9.his xxxxxxxx
10.her xxxxxxxxxxx11.namexxxxxxxxxx12.arexxxxxxxx13.isxxxxxxxxxxxx
【預(yù)習(xí)診斷】：
1. 選擇題：
(1.)Kate has lost(丟失) xxxxxxxkey. xxxxxxxxxasked xxxxxxxxxfor help.
A.her ,he, I B. his, he ,me C. his, she, I D. her, she, me
(2)xxxxx plus(加) seven is thirteen?
A. Five B. Six C. Eight D. Nine
(3)xxxxxx is her name ?
A. who B. what C where D. How
2. 寫出下列英語形式。
(1):電話號碼??????xxxxxxxxxxxxxxx(2):早晨好xxxxxxxxxxxxxxxx(3):下午好xxxxxxxxxxxx
3. 寫出下列詞的英語意思：
1). 早晨xxxxxxxxxx2).下午xxxxxxxxx3).晚上xxxxxxxxxxx4).謝謝xxxxxxxxx
5).名字xxxxxxxx6).好的'xxxxxxxx orxxxxxxxxx
【預(yù)習(xí)反思】：你還有什么問題嗎?(Do you have any problems?)
二、課中實(shí)施
Step1 交流展示
Step2 精講點(diǎn)撥： What’s your name ? 你叫什么名字?句中的your可根據(jù)問對象換成his、her等物主代詞。What’s his name ? (翻譯) xxxxxxxxxxxxxxxxxxx.
Step3 Pairwork 1: Student A: What’s your name ?
Student B: My name is Mary.
Pairwork 2: Student A: Hello! I’m Mary.
Student B: Hi, Mary! I’m Jim.
Step4 Summary : 1)向別人作自我介紹是通常用My name is + 自己的名字/ I’m +自己的名字
2)將下列單詞分類 I , he, my, his, her, she, it, its
人稱代詞: xxxxxxxxxxxxxxxxxxxxxxxxxxx
物主代詞: xxxxxxxxxxxxxxxxxxxxxxxxxxxx
三、作業(yè)：
滿分：10分 得分率：xxxxxx
(一)、單項(xiàng)選擇;
1. What’s xxxxxx name? A. he B. I C. her D. you
2. xxxxxxxxshe Lucy? A. Am B. Is C. are D. be
3. xxxxxxxxis Li Lei.xxxxxxxxEnglish is good
A. He’s ; His B. His; He C. He; His D.You; Your
4.下列有一個(gè)發(fā)音與其他發(fā)音不同的是xxxxxx.
A. Cc B.Bb C. Ff D. Gg
5. ------What’ your name ? ----------xxxxxxxxxx
A. Yes B. Thanks C. Tom D. Fine, thank you
(二)、補(bǔ)全對話。
1. A：How do you do? B：xxxxxxxxxxxxxxxxx
2. A: xxxxxxxxxxxxxxxxx?
B：Fine, thank you.
3. A: Good evening, Frank!
B:xxxxxxxxxxxxxxxx, Eric!
4. A: xxxxxxxxxxxxxxxx, Dale!
B: Good afternoon, Alice!
5. A: xxxxxxxxxxxxxxxxxxxxxxxxxxxxx?
B: His name is Tom.
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