初一英语教案人教版教学设计与反思8篇

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初一英语教案人教版教学设计与反思【第一篇】

where are you from?

教学建议

教学内容分析

本单元的核心教学项目是“语言”(language)，涉及到国家、国籍、所使用的语言和姓名使用习惯等项内容。从某种意义上讲，本单元的内容也可以看成是对第一学期关于交流个人基本信息 (如年龄，姓名，电话号码等)方面学习的扩展。关于交流个人基本信息的技能和知识是初一阶段必须掌握的一项重要的语言应用内容。

第93课的第一部分是在彩图第一页的地图上找寻重要的国家和城市。本课所涉及的国家和城市与语言有关。本课提供了四个具体情景，涉及到来自澳大利亚、加拿大、中国、美国和日本的不同人物，而谈话的内容则都与国籍和语言有关。

第94课的主体部分是由一段在问路的具体情景中的对话构成的，由于对话发生在北京，发生在一个中国男青年和一个澳大利亚男青年之间，所以，在问路的过程中就不可避免地要涉及到国籍和语言。本课第二部分吟咏供选用，其中复现国家、国籍、语言的名称。

第95课提供了一张由在中国的lily写给她在美国的朋友的明信片，信的内容涉及到学语言和说语言。

第96课的第一、二部分是语音和语调的常规训练，主要涉及元音字母i和u及字母组合的拼读规则、句子重音和语调。本课的听力材料是来自不同国家的朋友聚集一堂彼此介绍的对话。本课的第五部分提供一段阅读材料，是jack wilson谈论学校中不同国籍的学生和他们所用语言的电子邮件(e―mail)。供选用的第六部分是另一份电子邮件，学生将要在这份电子邮件的基础上做完形填空的练习。第七部分要求学生给jack写信，讲述自已学校和同学的情况。

教学方法建议

本单元的一个主要学习任务是相互传递个人的基本信息，教师的指导和训练项目设计不应当仅仅是机械的问答操练。因为学生如仅有这样的操练便无法体会语言知识的实际应用。

那么，在十分简单的语言知识基础上，学生能不能进行语言应用的实际训练呢? 回答是肯定的。下面，我们就为教师提供几个语言应用的教学设计案例：

1.介绍笔友

1) 教师提出语言任务：向同伴介绍自己在国外的笔友。

2) 学生在心中默想一位自己感兴趣的某国的同龄友伴。

3) 教师提供样本：(如果可能的话，本任务可以包括对人的外貌的描述。)

4)学生按照样本自行设计自己的笔友。(如果教师的任课确实在国外有友好班级，如果多数学生确实有自己的笔友，那么，本项任务就更有实际意义，也更易得到实际效果。)

5)学生以两人一组或几人小组的形式进行交谈，交流有关笔友的信息。

6) 学生以小组的形式制做表格，填写自己笔友的基本信息。

7)小组之间进行信息交流。

8)教师与学生对完成以上任务的情况作出评价(可以采取录音或录像的办法为评价提供第一手材料)。

2.表达态度

教师可以结合本单元的话题 (language)引导学生谈论对于英语学习的态度，这是一种真实的谈论，因为，不同的学生对待英语学习的态度将是不同的，由此就可以形成学生之间的信息沟通。

1)在黑板上(或用投影仪)画出下面的四个套圆：

2)教师帮助学生解决个别词汇问题 (如interesting)。

3)学生根据教师介绍的上面的图表实际确定自己对于英语的真实态度，并提供理(可以个人形式，也可以两人-组或小组活动形式。)

4)学生谈论自己的态度;并询问别人的态度。

5)教师和学生共同评价完成此任务的表现。

3.信息沟

教师可以向不同的学生或学生小组提供有关人物的不同信息，以此在学生之间或学生小组之间构成信息差距，从而能够常设进行自然交流的条件。下面就是信息差距的一一种设计形式：

a (for some of the students in the class)

b (for the other students in the class)

以上这些任务型的活动(task-based activities) 具有明显的交际性。这类活动较之机械性练习的优越之处在于：学生可以知道交际的真实动因，可以在语言活动中找到真实的感觉，了解自己在交谈中究竟与谈话的对方是一种什么关系，可以关注交谈的过程变化以及自己在这种变化中所起的作用，他们会自觉谋求交谈所应获得的结果。

词汇教学建议：

本单元出现了大量的国家、城市的名称，在教学时可以首先让学生把这些词根据读音知道所在的位置(如：亚洲、欧洲等)及所属的国家，使用的语言等。再通过情景教学时的听、说、读、写等语言实践活动，使学生掌握。从而，改变那种死记硬背单词拼法的不当做法。在单词教学中，应以学生自学为主，教师引导为辅的教学原则，充分体现学生的主体性。

口语教学建议：

要想使学生对句型能够熟练、灵活的掌握和运用，就要在实际操作中尽量避免“明知故问”的倾向，要创设一个合乎逻辑、现实生活中常出现的语境，从实际出发，减少纯句型的练习。这样更能突出应用性原则。在以where are you from? i’m from england/america/china.及 where do you come from? i come from england/ america/ china. do you come from…? are you come from? what do you like about china? how do you like chinese food? 为主的功能性会话的训练上，要让学生在口语训练的过程中记忆本单元所出现的句型及语法，逐步加深对句型的理解和运用。为了使口语训练更加有趣、贴近生活，教师不妨让学生先进行以下一些活动：

1)利用多媒体及世界地图，让学生扮演成不同国家的学生进行对话练习。如：where are you from? i am from … where do you come from? i come from…are you from…? yes, i am. no, i am not. do you come from…? yes, i do. no, i do not.

2)让学生把自己的喜好以表格的形式表达出来，并利用不同的表格，让学生表达喜好、厌恶如：i like… i don’t like…并进行问答练习如：do you like…? yes, i do./no, i don’t. how do you like chinese food? /what do you like about…?

3)让学生自己设计名片或明信片，并进行两个学生之间或小组之间的问答如：do you speak japanese/english? do you live…? where do you live? what do you like? 等句型的操练。从而为语法的教学作乐很好的铺垫。

语音教学建议

本单元语音教学的主要内容是元音之母i和u的发音，字母i在开音节中读/ai/,在闭音节中读/i/。字母u在开音节中读/u:/ /u/ /∧/。练习单词重音、句子重音和语调时候，让学生跟随录音练习,模仿句子重音和语调，体会英语语流的节奏感

语法教学建议

本单元的语法重点是一般现在时，其中它的一般问句、否定句是教学的重点。尤其是一般问句的构成与汉语的结构是不同的，我们汉语的问句是在句末加个“吗”，而英语需要把助动词do提前至句首，后面用动词的原形。这些需要理解、记忆的地方，一定要让学生在第一次接触这个句型时，就彻底明白，并会进行句型转换。切忌将这些内容在本单元讲授完毕时，才对学生讲解，那样做不利于学生的学习。

在每讲一个时态，都应从这个时态的概念、时间搭配、时态的构成三方面进行教学。

一般现在时的概念：表示经常性或习惯性的动作，或表示现在的特征或状态。

一般现在时的时间搭配: every day/week/year, on monday, on sunday morning; usually, often, always, in the morning/afternoon/evening

一般现在时的构成是比较难于理解、掌握的，因为它分为：当主语是非第三人称单数及主语是第三人称单数，关于主语是第三人称单数的概念必须向学生讲清楚、讲透彻。可以采取对比的形式如：i---- my mother; he ----- his friends; the teacher---- the teachers; you--- your brother; she ---- her classmates tom ----- tom and kate; he ----- they;

当主语是非第三人称单数时, 行为动词的一般现在时的句型变化如下：

(1)肯定句：用行为动词原形来表示，如：we know a little english. li hai and liu hua come from china. they learn chinese.

(2)否定句：用助动词don’t + 动词原形表示。如：they don’t go to school on sundays. the students don’t speak french. i don’t read the books in the evening.

(3)一般疑问句是把助动词do 提前至句首，后面动词用原形。回答时，肯定用“yes, 主语 + do ”; 否定用“no, 主语 + don’t ” 如：do you like apples? yes, i do. do the teachers speak english? no, they don’t. do they stay at home every day? yes, they do.

当主语是第三人称单数时, 行为动词的一般现在时的句型变化如下：

(1) 肯定句：用行为动词原形后加--s来表示，如：he knows a little english. li hai comes from china. my father learns chinese.

(2) 否定句：用助动词doesn’t + 动词原形表示。如：your sister doesn’t go to school on sundays. the student doesn’t speak french. tom doesn’t read the books in the evening.

(3) 一般疑问句是把助动词does提前至句首，后面动词用原形。回答时，肯定用“yes, 主语 + does ”; 否定用“no, 主语 + doesn’t ” 如：does your friend like apples? yes, he does. does the teacher speak english? no, she doesn’t. does tom stay at home every day? no, he doesn’t.

在学生理解的基础上，再配以适量的汉译英的练习，加以巩固提高。需要说明的是：在本单元的知识范围内，主要是以：当主语是非第三人称单数时的变化为主，它是本单元的重点。而当主语是第三人称单数时, 行为动词的一般现在时的句型变化只作为一般性的了解，但应告知学生，他们之间的差异和联系，为今后的教学(第二十五、二十六单元)作好铺垫工作。

阅读教学建议

本单元第95课第一部分是1篇短文，介绍lily通过书信形式向jo介绍她在学校里的学习和生活情况，在学生单独阅读文章后，可让他们完成练习册第95课练习1的对话。这些补全对话练习主要是检查学生理解文章细节的能力。

词汇分析

1.本单元重点学习speak,from,come,much,little,people,teach,love,great.

2. speak表示“说，讲”的意思，她可作及物动词也可作不及物动词。

(1)当它作“讲某种语言”时用作及物动词。如speak,english/ chinese / japanese等。

(2)在下列情况下作为不及物动词：a. 与某人打招呼 b. 打电话用语 c.在会上发言。例如：he often speak to the old man./ can i speak to mr wang? / our english teacher is speaking at the meeting.

用作形容词，表示“几乎没有，很少的”，常用来修饰不可数名词，而a little则表示有一些，相当于some，例如：there is little water in the bottle.(几乎没有) / there is a little water in the bottle.(有一些)

重难点分析

1.熟练运用询问国籍和所使用语言的日常交际用语。

2.熟悉实义动词一般现在时的陈述句、疑问句及其答语，以及介词短语to her, from lily, on sundays 等状语的运用。

3.继续进行单词重音、句子重音和语调的训练，体会英语语流的节奏感。

学法指路

本单元主要学习一般现在时的肯定句、否定句、一般疑问句及其答语。

英语和汉语在语言结构方面差异较大，学生在实际应用中较难把握，常常出错。建议教师在教学时，能通过实例和反复的操练，帮助学生理解、判断和归纳连系动词be、助动词do及实义动词come等在句中的用法。

where’s he from? 他从哪儿来?

be from =come from意为“从……来”或“是……人”，常用来询问某人来自哪个地方或籍贯(包括国籍)。be from =come from. be from 强调状态;come from强调动作。如：

―where are you from? (=where do you come from?) 你是哪儿的人?你来自哪儿?

―i’m from changsha.(=i come from changsha.) 我是长沙人。/我从长沙来。

2. how do you like…?

此句型动词like后可接某人或物的词作宾语，意为“你觉得某人或某物怎么样?”表示询问对某人或某物的印象、看法。相当于what do you think of…? 如：

―how do you like tom? 你觉得汤姆这人怎么样?

―i think hes a good student.我认为他是一个好学生。

3. what do you like about china? 你们都喜欢中国的哪些方面?

―the people―and the food! 这里的人们一还有吃的。

people常泛指“人”“人们”，作主语时，谓语动词常用复数形式;people还有“(多少)人”之意，受two以上基数词的修饰，本身就是复数形式：the people是“人民”之意;表示“民族”时，people有单、复数之分。

people work in the day.人们白天工作。

“what do you like about…?”(你喜欢……哪些方面?)用来询问对方喜欢某人、某物的哪些方面。如：

―what do you like about your school?你喜欢学校哪些方面?

―the teachers and the students. 老师和同学。

how do you like…?侧重于询问对某人或某物喜欢的程度，答语常用a little或very much。what do you like about……?侧重于询问对方所喜欢的内容，答语要用具体说明所喜欢的人或物的陈述句。如：

(1)―how do you like beijing?

―very much.

(2)―what do you like about the school?

―i like teachers in this school.

4. we teach them english and they teach us chinese. 我们教他们英语，他们教我们中文。

teach可作不及物动词，也可作及物动词，作及物动词时，可用teach sb., teach sth., teach sb. sth., 如果宾语是人称代词，要用宾格。如：

mr. wang teaches chinese. 王老师教语文。

miss gao teaches us. 高老师教我们。

miss gao teaches us english. 高老师教我们英语。

5. chinese put our family name first. 我们中国人把姓放在前面。

在西方，人们的全名往住由三部分组成：given name (名)+ middle name (中间名)+ family name (姓)。中间名又叫教名，往往可以省略。注意：名在前，姓在后， mr.、mrs.和miss要和姓连用，而不能和名(given name)连用。而中国人的全名由两部分组成：family name (姓)+given name(名)。姓在前，名在后。学习时要注意英汉两种文化的差异。

称呼某人时，要说mr./ mrs. / miss + family name，如：mr. wang王先生。

6. our friends ask us to go to their homes for dinner. 我们的朋友请我们到他们家吃饭。

此句中的词组是“ask sb. to do sth.”(叫/请某人做某事)，此词组的否定式是“ask sb. not to do sth.”(叫/请某人不要做某事)。注意词组中的sb.如是代词，要用宾格。如：

mr. brown asks us to clean the room. 布朗先生请我们打扫房间。

my parents ask me not to talk in class. 我父母叫我在上课时不要讲话。

7. 给某人写信，要说write (a letter) to sb., 而收到某人的来信，要说get a letter from sb. 或hear from sb.。

8. i want to make friends in china. 我想在中国交朋友。

make friends意思是“交朋友”。表示“和某人交朋友”时，要用make friends with sb.。如：

can you make friends with me?你能和我交个朋友吗?

9. 说汉语，用speak chinese;学汉语，用learn chinese;教日语;用teach japanese;教某人汉语，用teach sb chinese。语言名词chinese，english等都是不可数名词，可以用(a) little，much, a lot of修饰。

10.所学国家、国籍、语言一览表。

国家

国籍

语言

england

englishman

english

france

frenchman

french

australia

australian

english

canada

canadian

english and french

america

american

english

china

chinese

japan

japanese

注：1) american、australian、canadian的复数形式分别是：americans, australians, canadians.

2)表示一个英国人时用an englishman,一个英国妇女用an englishwoman.

它们的复数形式是：englishmen. englishwomen。类似的还有：

一个法国人an frenchman 一个法国妇女 an frenchwoman

它们的复数形式是：frenchmen, frenchwomen

3)chinese, japanese的单复数同形。

lesson 93教学设计示例(一)

一、教学内容

1.语音和词汇(略)。

2.句型：1)where are you from?

2)they are from….

3) what’s about you/he/her ?

3.日常交际用语：

1)一where are you from?

-i am from…..

2)are you/ they from….?

3)do you / they come from..?

4)what about you /he/her…?

二、教具

录音机;磁带;一张世界地图;几件学习用具。

三、课堂教学设计

1.值日生报告。

2.教师让学生齐读第23单元的对话。

3.教师拿出中国地图世界，并提出问题：where is taiyuan? 学生回答。然后让学生相互之间根据地图中各个城市的地理位置进行句型操练。

4.教师拿出世界地图，指着地图上的国家和城市说：this is paris.并问学生：where is pair? 同时教师板书france该词，学生反复跟读。教师继续教授新单词usa, australia, canada, uk, japan, america。当确信大家已初步掌握之后，教师再次拿起地图与学生进行如下问答练习：

t：where is …?

ss：it’s….

t： how do you spell it?

ss：(拼写这个单词)。

5. 教师拿出课文图片，放课文第一部分对话录音，教师给出听前提问(pre-listerning question) where is he (david) from?

where are tom and ann from?

放一至两遍录音，学生回答问题。打开书，再放录音，学生跟读两至三遍。两人一组进

行练习，数分钟后，请两组学生到前面表演。

6.教师问a学生where are you from? 要求学生用新学习的英语国家名字来回答问题并反复操练。然后教师又问b学生：where is he/ she from? what about him/ her? 这种问答要，使学生通过不断重复的手段，达到记住、记牢的目的。

7.教师引导并帮助学生相互之间使用新学习的句型where are you from? what about you?来介绍自己的家乡地理位置。

8.教师放课文第二部分对话录音。学生跟读两至三遍，之后学生四人一小组的形式再进行对话操练，目的是使学生在对话操练过程中掌握好英文对话的语音语调

6.指导学生用笔头形式做练习册习题。

7.布置作业

1)抄写生词;练习朗读本课对话;2)完成练习册习题。

四、日常交际用语

1)where are you from?

be from = come from 意思是“从……来”，常用来询问某人来自何地方或籍贯。如：

i am from shanghai and he is from beijing.

they are from australia.

2) are you from the usa? no, i come from england.

come from 是“从……来”，come是行为动词，在否定局，疑问句和肯定句中，其随主语的变化而变化。如

he comes from nanjing.

lesson 93教学设计示例(二)

teaching objectives

the expressions of place.

main points

1. new words: usa, australia, canada, uk, japan, america, a little

2. sentence patterns:

(1)where are you from?

(2)where do you com from

difficult points

how to use the simple present tense correctly.

teaching aids

a tape-recorder, the slide-showing, tapes, pictures, map

teaching procedure

step 1 revision

1. a duty report.

2. revise the days of the week and their spellings with the help of cards.

3. revise the dialogues in sb lesson92,

step 2 presentation

where’s taiyuan? it’s in spanide the class into two halves and have a competition. get the students to ask each other where the places are.

page 36, part 1. point to the countries and cities on the map of the world and say: this is pairs. then ask where is pairs? the students may answer in chinese. teach france and get the students to repeat after you . this part aims at giving students exposure to more english names of countries and cities in the world.

step 3 ask and answer

closed! teacher ask: where’s david from? where are tom and ann from? and play the tape. check the answers .(david, usa; tom and ann, uk)

se saying the names of countries by asking some students where are you from? tell them to use the name of a foreign country in their answer. then ask the class where’s he/ she from? what about him / her ?

step 4 presentation

tell the students about yourself. say i’m from beijing.(etc.) ask students where are you from? what about you ? help them to answer, using the name of their own hometown.

step 5 listen, read and say

teacher play the tape, and students listen and repeat. then students practise the dialogue in pairs. they talk about themselves in groups.

step 6 workbook

1. do ex. 1 with a student to demonstrate how to make the dialogue. then get the students to work in pairs. encourage them to use their own imagination and create different dialogues.

2. for , let the students read through the three short passages before they fulfill the task.

homework

1. copy the new words.

2. finish off the workbook exercises.

lesson 94教学设计示例(一)

一、教学内容：

使学生熟练掌握一般现在时，当主语是非第三人称单数，行为动词的肯定句、疑问句、否定句的表达;

二、教具：多媒体、录音机、投影仪、地图

三、课堂教学设计

1.教师向学生展示地图，复习第93课的对话。让学生相互之间问问题：where are you from? i am from…. where do you come from? i come from….etc. 问答的方式教师可以自便，可采取多种形式如：教师---- 一个学生; 教师----- 部分学生; 教师---- 全体学生;一个学生---- 一个学生; 部分学生-----部分学生等形式来进行操练。

2.教师指着地图上的国家的名称如：canada. 说: canadians come from canada. they speak english and french. 然后又指着另一个国家如：japan.说： japanese come from japan. they speak japanese.教师反复地说出不同的国家的名称，让学生反复操练句型。帮助学生提问和回答有关国家的相关语言。如问do you speak french?等等.教学生回答: yes, i do./ no, i don’t.又如do they learn maths? yes, they do./ no, they don’ kate study chinese? yes, she does./ no, she doesn’t.同时，教师在黑板上写出这些句子并比较这些句子的结构，用彩色粉笔强调句中出现的do/ does

3.打开课本37页，第一部分，1让学生练习句型 do americans speak japanese? no, they don’t. what do they speak? they speak english. do you like eggs? yes, i do. i like it very much./ a little. no, i don’t. i don’t like it at all.

4.让学生听第94课的录音。听录音的时候，教师要求学生不看课文只听录音，然后让学生跟读。之后学生打开课本对照课文内容进行问答练习。最后学生以小组形式进行操练。在学生听完对话录音后，教师提问： is bob from the usa? does bob speak chinese? 教师放录音两遍并让学生跟读。教师指出中国姓名与西方国家的姓名的不同之处：在西方国家，人们习惯将姓放在名之后如jim green, green 就是姓jim是名,而中国人的姓名和西方国家的习惯正好相反，比如zhou jian. zhou是姓 jian 就是名。然后让学生操练课文对话并请学生上讲台作演示。

5.让学生完成练习册中的练习一

6.学生听课文第三部分的录音并且跟读，注意录音中的英文发音，语调和节奏。

7.教师总结这一节课的教学内容，要求学生掌握句型：where are you from? where do you come from? do you speak french? i like …..very much / a little etc.课文板书如下

unit 24 where are you from ?

lesson 94

the great wall where are you from? do you speak french?

hotel, building i am from…. yes, i do./ no, i don’t.

follow, call where do you come from? i like milk very much./ a little.

firsti come from….i don’t like it at all.

四.课堂交际用语

掌握交际用语：do you speak english?肯定回答： yes, i / we / they do

否定回答： no, i / we / they don’t..

lesson 94教学设计示例(二)

teaching objectives

the expressions of place.

main points

words: great, hotel, building, follow, call, first

ce patterns:

(1) (1)do you speak chinese?

(2) (2)yes, i do / no, i don’t

difficult points

how to use the question form of the simple present tense correctly.

teaching aids

a tape-recorder, the slide-showing, tapes, map

teaching procedure

step 1 revision

1. a duty report.

2. look at the map, revise where are you from? what about you ? where is he / she from?

step 2 presentation

1. show a card with the name of a country : china. say chinese come from china. they speak chinese. let students repeat with other cards with different country names on them.

2. teach the students with cards i speak chinese / english / french. ask where are you from? what do you speak? help the students to answer with the appropriate language for the appropriate country. ask what does he / she speak? do you speak english / . help the students to answer yes, i do / no, i don’t.

down they speak english. what do they speak? do they speak english? on the bb and compare the sentence structures. highlight do with coloured chalk.

step 3 ask and answer

book closed! students listen and repeat. play the tape again, students open the books and listen and repeat, then ask and answer in pairs.

step 4 presentation

ask do australians speak chinese? what do they speak? etc. students answer no, they don’t then ask what do they speak? the students answer they speak english..

step 5 read and act

r play the tape, ask is bob scott from the usa? does bob speak chinese? play the tape again and get the students to repeat.

r point out that in western countries, a person’s family name. this is the opposite order than in china, where the family name comes first, such as in hu dong.

the students read and act out the dialogue in pairs.

of wb lesson 94 .

step 6 listen and chant

1. play the tape and have the students repeat, as they repeat, pay attention to their pronunciation, intonation and rhythm.

2. let some students read out in class if time permits.

step7 workbook

do in class

homework

off the workbook exercises.

the dialogue in sb lesson 94 by heart.

lesson 95教学设计示例(一)

一、教学内容：

使学生熟练掌握一般现在时，以及英文书信的书写格式。

二、教具：录音机、明信片

三、课堂教学设计

1.学生作值日报告。

2.教师复习where are you from? what do you speak? do you speak french? 等等。或者教师复习课文第94课第2部分的对话，并让学生演示对话内容。

3.教师拿出一张明信片，在黑板上把明信片的基本格式画下来，同时教学新单词postcard。教学dear….和love from…并向学生解释love from 仅限于家庭成员及好朋友之间使用。教师向学生讲明用英语书写地址的方法。并提醒学生，写地址的时候，要把单位或地区小的信在前面，大的写在后面。然后举例并写在黑板上。

4.教师放课文录音，并提出问题。学生回答完问题之后再放一遍录音，让学生听读同步进行。请学生把课文的英文信件翻译成中文，并向学生解释linclon drive 是指林肯大街。

5.让学生独立完成课文第二部分练习，然后两人一组核对答案。让学生把错误的答案改正过来。

6.教师指导和帮助学生完成课文第三部分练习，要求学生想象一个情景为自己是jo,正在和lily打电话。然后让学生就这个想象的情景编一个对话，并把它写下来。最后学生相互之间演练自编的对话。

7.教师总结明信片的书写格式以及日常的词组和短语。

8.教师指导学生共同完成课后练习。

9.教师布置家庭作业：让学生用学过的明信片的格式，给自己的好朋友写一张明信片，然后再送给朋友的面前，让朋友改正自己的语法错误。

四.课堂交际用语

lesson 95教学设计示例(二)

teaching objectives

the expressions of place.

main points

new words: teach, postcard, dinner, soon, stay.

difficult points

how to use the simple present tense correctly.

teaching aids

a tape-recorder, tapes, pictures.

teaching procedure

step 1 revision

1. a duty report.

2. revise where are you from? what do you speak? do you speak french? etc.

step 2 presentation

1. draw the “writing” side of a postcard on the bb. and teacher show the real card to ss, teach the word postcard. and explain that love from…is only used between family members and good friends.

2. point out the way to write an address in english. note that the name of the person comes first. write the school address on the bb, :

miss li manhua

no. 27 middle school

donghuamen street

beijing, 100009

people’s republic of china

3. get the students to write their own address, and check their work each other.

step 3 read

playing the tape, let the students read the questions.

give them several minutes to scan the postcard for the answers. at last play the tape, students listen and repeat.

the students translate lily’s letter into chinese.

step 4 practise

ts work alone and then check the answers in pairs.

the students to correct “wrong” answers.

step 5 talk and write

some telephone greetings.

the students work in pairs and write their telephone conversation.

several pairs to act out their dialogue for the class.

they practise, remind the students to pay attention to their intonation.

the students in chinese that even though it is a phone conversation, people do different things when they speak on the phone, some people pace back and forth, others twist the telephone cord around their finger, etc.

step 6 workbook.

do ex. wb lesson 95 in the class.

homework

off the workbook exercises after class.

2 go over the language items listed in checkpoint 24.

lesson 95教学设计示例(三)

teaching aims

掌握“四会”单词和短语。

key points

学习明信片的书写格式。

difficult points

five days a week, teach sb. sth., on sundays, ask sb. to do sth,, write to sb.

teaching methods

通过作练习，使学生掌握明信片的书写格式。

teaching aids

明信片、录音机、多媒体课件

teaching procedures

step 1 revision

1.复习where are you from? what do you speak? do you speak french?等等。

2.复习课本地94课第2部分的对话，并表演对话。

step 2 presentation

1.教学新单词postcard，教师打开ppt多媒体课件《unit 24 lesson 95》，向学生展示英文明信片的基本格式。并向学生说明love from….仅限于家庭成员及好朋友之间使用。

2.向学生讲明用英文书写地址的方法。并提醒学生，在写地址时候要把单位或地区小的写在前面，大的写在后面。让学生注意动画中的明信片的格式。

3.教师向学生介绍完明信片的基本格式以后，问学生：人们在日常生活中除了用明信片形式可以传递信息之外，还有什么其他方式也可以传递信息来引导学生多思考，从而引出下一个重点：英文信件。

4.教师打开ppt多媒体课件《unit 24 lesson 95》，让学生熟悉了解英文信件的格式。然后让学生对两种不同的格式进行比较，总结出其中的不同之处，加深学生对英文明信片和英文书信格式的印象。

step 3 read

1.教师放第一部分录音之前让学生把问题读一遍。学生回答完问题之后再放一遍录音，让学生听并跟读。

2.请学生把lily 的信件翻译成中文，并向学生讲lincoln drive 是林肯大街/道。

step 4 practice

让学生独立做第二部分的练习，然后让他们两人一组核对答案，让他们把错误的答案更正过来。

step 5 reading

教师打开多媒体课件《unit 24 lesson 95》让学生掌握信件的格式。同时让学生比较一下postcard, letter and mail 的区别。教师让学生作练习。

step 6 summary

教师总结明信片的书写格式以及常用的词组和短语。

homework

教师布置家庭作业，让学生用学过的明信片的格式，给自己的好朋友写一张明信片，然后再送到朋友的面前，并让朋友更正自己的语法错误。

exercises:

完成课后练习

lesson 96教学设计示例(一)

一、教学内容：

通过大量的练习是学生巩固所学过的知识，熟练掌握一般现在时，以及英文书信的书写格式。

二、教具：

录音机、磁带。

三、课堂教学设计

1. 学生作值日报告。

2. 教师写出单词：ride, write, friday让学生找出他们含有的共同的音素 /ai/。

3. 教师总结板书/ai/ : ride, write, friday. 再以同样的方式总结出：/i/, /ju:/, /u:/..

4. 教师领读这些音标，使学生更好的掌握单词的正确发音。

5. 学生听录音并跟读这些音标。

6. 学生听第二部分录音并跟读。让他们用手势表示出重音和语调。

7. 教师提出问题：where is this postcard from? 并帮助学生回答i think it’s from…等等。然后再请学生以小组的形式对课本上的明信片进行问答练习。

8. 教师播放第四部分录音，让学生做练习册第116页第3题。教师指导学生共同完成课后练习。

9. 教师播放第五部分录音，学生合上书本听录音，然后跟读，教学词组make friends，然后让学生以自己的身份写一封回信，写在课本第七部分，同时复习明信片和信件的格式。

10. 教师放第六部分录音，让学生听录音，反复跟读并完成书上的短文。然后以两人为一小组互相检查答案。

11. 最后教师复习课本“复习要点24”中的内容，学生讨论并教师帮助学生解决可能出现的问题。向学生解释清楚一般现在时态的用法.

12.教师布置课堂作业：(教师课根据具体情况而定)

(完整形式)______________ from(近义词组)______________

(国家)______________ hman(复数)______________

(原形)______________ (复数)______________

r(动词)______________ (国家的人)______________

answers: 1. the united states of america 2. be from 3. france 4. englishmen 5. have 6. people 7. teach 8. canadian

13.再学生作完课堂练习后，教师总结元音字母i和u的发音：字母i在开音节中读/ai/，在闭音节中读/i/。字母u在开音节中读/ju：/，在闭音节中读/u：//q//u/.

14.教师布置家庭作业：

1.完成练习册里的所有习题.

2.预习下一个单元.

(此练习可根据学生的具体情况而定)

writhe on blackboard

lesson 96

i/ai/ ride, writeu/ju:/ student, tuesday

/i/ milk, swim /u:/ blue, ruler

igh/ai/ high, light/q/ run, jump

/u/ put, full

exercises

选择填空：

( ) 1. i learn english ______ my american friends.

a. from b. and c. to d. for

( ) 2. tom, jack and i ______ students.

a. are all b. all are c. am all d. all am

( )3. i know only _______chinese.

a. a few b. few c. little d. a little

( ) they ______ in the river?

a. swim b. swimming c. swimming d. are swimming

( )5. lily and i ______at home.

a. am staying b. are staying c. is staying d. be staying

( ) 6. they often watch tv ______ sundays.

a. on b. in c. at d. of

( )7.______are you doing? im doing my homework.

a. where b. what c. how d. who

( )8.______books do you have?

a. how much b. how many c. how d. what many

( ) 9. she ______ any friends.

a. don’t have b. has c. doesnt have d. not have

( ) 10. ______there ______water here?

a. is, some b. are, any c. are, a lot of d. is, much

( ) 11. do you want ______shopping with me?

a. go b. going c. to go d. goes

( ) 12. i would like ______ .

a. two pieces of breads b. two piece of bread

c. two pieces of bread d. pieces of two bread

( ) 13. they often teach ______ chinese.

a. i b. me c. mine d. my

( )14.______she have a ruler? no, she______.

a. does, does b. do, dont c. does, doesnt d. is, isnt

( ) 15. whose books are these? they are ______.

a. we b. us c. our d. ours

( ) 16. do they have ______friends? yes, they ______.

a. a lot, have b. much, do c. many, are d. many, do

( ) 17. ______do you like china? ______.

a. how, i like it very much b. what, i like it a little

c. how, the foodd. what, its great

answers:

lesson 96教学设计示例(二)

teaching objectives

the expressions of place.

main points

new words: city, foreigner, city , word , well, why, english-speaking, letter

difficult points

how to use the simple present tense correctly. and how to writer an english postcard correctly.

teaching aids

a tape-recorder, tapes,

teaching procedure

step 1 revision

1. a duty report.

2. revise the words, expressions and the postcard from lesson 95.

step 2 word families

let students read out these words, and pay more attention to the english pronunciation, or let students listen to the radio and repeat.

step 3 stress and intonation

1. students listen and repeat.

2. get them to show the stress and intonation with gestures.

step 4 guess and game

the students look at the postcard in the sb. teacher ask: where is this postcard from? help the students to answer i think it’s from sydney/ paris/ toronto. now get the students to talk about the postcards.

pairs, have the students make their own postcards. each pair should choose a place in china to draw their postcards of the same place. they do need to be from the same place..

step 5 listen and answer

the students look at the table in wb lesson 96, ex. 3 before playing the tape.

the students with the spelling of place names.

step 6 prsentation

r explain to students that e-mail is a way to talk to people from around the world. and ask does anyone have e-mail? do you e-mail people from other countries?

the students make up their own e-mail addresses. encourage them to be creative.

step 7 read

the students 3 minutes to skim. then ask some students to give the main idea.

the students read the passage. ask comprehension questions such as, how old is jack? where does jack like? how many students are in his class? etc.

students read the text aloud together. pay attention to pronunciation and intonationl.

step 8 read and complete

playing the tape have the students fill in the blanks with the words they think. then paly the tape and have them listen and change the words in the blanks if they guessed something.

the students discuss their first answers with the answers on the tape in groups.

the groups make a list of the words they think could be put in the blanks.

last teacher check the answer with the students.

step 9 write

have the students write this letter as homework. and the next day teacher give the students a chance to read each other’s letters.

step 10 checkpoint 24

go through checkpoint 24 on the book and discuss any problems. explain that the present indefinite tense is used to give general information. and give some examples to students on the bb.

step 11 workbook

revise the map on the sb and do , ex 4.

homework

finish off the workbook exercises.

探究活动

1、活动猜图游戏

任务：猜猜“我”在哪?

目标：通过这个任务，激发学生主动参与学习的热情，提高学生的记忆能力和听说能力，并让学生熟悉常见的英语国家的地理位置，促进学生之间的交流，培养他们的分析判断能力和自信心。

语言技能： listening, speaking, reading and writing，

材料: 彩色世界地图分别四至六张(不表明国家和城市名称)，几张标有各个国家和城市名称的小卡片

活动形式：一班分成4--6组(根据班级具体情况而定)

操作过程：

1.老师布置任务，要求每组同学先听录音，依次写下录音中读出的国家或城市的名称(国家或城市名称的个数由老师根据班级情况自定)。

2. 老师给出一分钟的时间准备，然后请第一组第一位同学，第二组第一位同学，第三组第一位同学等等以此类推到地图前粘贴好所听到的第一个国家或城市的名称。

3. 接下来，老师又请出第一组第二位同学，第二组第二位同学等等粘贴好第二个国家或城市的名称。

4. 以此类推，等学生都粘贴完国家或城市的名称了以后，和全班同学一起检查哪一组的同学最快最好的完成任务。

5. 戏结果出来后，教师可根据情况给予一定奖励和鼓励

2、制作名片：

本单元的一个主要学习任务是互相传递个人的基本信息。教师可事先自己设计一个本人的名片展示给学生，让学生模仿设计出自己的名片。其中包括国家、籍贯、职业、姓名、性别、年龄、学校地址、家庭地址、电话、传真、e-mail等。

3、制作明信片

假设新年到了，让学生之间互送明信片，但不写出姓名、年龄、性别、电话，只写出自己的爱好、日常生活习惯、自己的外貌特征，让收信对方猜一猜发信人的姓名。(有条件的学生可以用e-mail的形式发送给收件人)

[初一英语教案精编]

初一英语教案人教版教学设计与反思【第二篇】

statements based on the unit

the topic of this unit is about the human being’s 1ife in the future．this unit is made up of warming up，listening，speaking，pre-reading，reading，post-reading，language study and integrating skills．these tasks will be finished in five periods．

in the first period，we’ll do warming up，listening and speaking to improve the student’s listening and speaking abilities．at the same time．arouse the students’interest in the topic of this unit．

in the second period，we’ll finish the task 0f pre-reading,reading and post-reading．in post-reading，let the students give free rein to their imagination by discussing some questions．we’11 read a passage about 1ife in the future．it will tell us what the human being’s life will be like in the future．in the meanwhile we’ll learn some useful words and expressions．

the third period consists of two parts：word study and grammar-noun clauses．

through word study we’ll revise some words and phrases，which are related to the topic of this unit．as to the grammar：noun clauses,we can master them by doing more practical practice given in the textbook and workbook．

the main purpose of the fourth period is to train the students’reading and writing abilities by reading and writing a short pas-sage about 1ife in the future．

in the last period,we’ll deal with the grammer in this unit-noun c1auses．

in a word,we can train the students’listening,speaking,reading and writing abilities by doing the exercises the textbook and the workbook provide．

ng goals

1．talk about life in the future．

2．practise making predictions．

3．learn about noun clauses(2)．

4．write a definition paragraph．

ⅲ．teaching time：five periods：

ⅳ．background information

in the future

scientists think that wonderful things may come true in the future．future means a time that not yet come．it can be a short time from now or a long time from now．some of the underwater wonders are almost ready to come true now．others won’t come true,we think，until a long time from now．some,of course．may never come true-but

who knows for sure?they may．what are some of the wonders that may come true in the future?

let’s go back to dry land and take a future journey the other way--up instead of down．

huge rocket liners take you into space to visit the moon camp．you walk around on the moon in s special moon suit．you visit an observatory where a giant telescope looks far into space--farther than anyone has ever been able to see from earth．you go deep down into one of the moon mines．

after you have visited the moon,you visit the mars colony and the venus explo-ration outpost．

let’s go back to earth．

in the far，far future，girls-and boys,too--may be playing with dolls that look like the people of the planets visited by our space-man．

to control or run all kinds of toys,boys and girls may learn to use special ccmputers--machines that answer questions and do arithmetic faster than you can think．

bicycles and perhaps skates may be run by jet power,and a new thing to ride may be a small flying saucer．imagine a race between them!

there may be telepathy helmets that send thought waves from your brain to that

of your friend miles away．you just think a thought and your friend knows it!you can have secrets with each other that nobody else can turn it on!

there will be other surprises in the future．how would you like to have a robot

playmate?

having robot playmates may not be so much fun as it seems．but maybe a boy with a wrench and a screwdriver can fix the robot so that it won’t be too perfect!

what about the food of the future? scientists think that much of it will be artificialmade in factories from such surprising things as coal．1imestone。air and water．

you don’t think that ice-cream or cake or candy or even bread and potatoes made out of these things will taste very good．you may be wrong．these artificial things will be blended so skillfully be food chemists that the food of the future probably wi11 be delicious．it probably will also be healthful be-cause life will be put into it．

scientists of the future will almost certainly find other ways to make life last longer．they probably will find cures for most diseases．hospitals will probably have“body banks”that can give you almost any new part you need to keep on living．people of the future may live to be a lot older than 100 years．

are you wondering whether there’11 be television in the future? there’ll almost certainly be wonderful programs. television screens probably wi11 be large and flat，hanging on the wall or going across the four walls of a room．people on the screen will look real as if they were right in the room with you．what about highways of the future? well, a very small child probably will be able to drive a car．nobody will need to steer．electric signals will hold each car on the right road to get wherever the“driver”wants to go．and it probably will be impossible for cars to smash together。controllers that won’t even have to be touched will make all speeding cars miss each other or will put on the brakes．driving in a car will be as safe as being at home．

but maybe the most wonderful surprise in the future will be weather control，cities may have giant plastic domes over them to keep out snow，rain，or storms．

when you plan a pic in a park。you wont have to worry about rain．it will rain only when the“ weatherman”thinks it is needed to freshen the air inside the city．all other days will be fair and warm．

the future should be a wonderful time in which to live．but the time you are living in now was also“ a wonderful future”to the people who lived 100 years ago．

2。three things that will change your life

today our lives are changing faster than at any time in history．here we report on three important changes that will have a big impact on our everyday lives in the future．

the cashless society cash and bank-notes wi1l disappear almost completely．they will be replaced by smart cards--plastic cards with microchip processors“loaded”

with some money．when we pay for goods．the retailer w1l insert our smart card into a payment terminal and money w．1l be transferred from our card to the retailers card．when all the money is used up，we will be able to“re-load”it by inserting it into a telephone，dialing our bank account and transferring money to the card from the account．1f we want to transfer money from our card to a bank ac-count．we will use the same method．smart cards will be able to hold several different currencies at the same time．so if we go aboard．we will use our smart cards in the same way．

interactive telephones human telephone operators will be sharply replaced by talking computers．these computers will recognize speech．ask us what information we need，access the information from a database，and convert it to speech．if we want to book a flight or pay a bill by phone，we will interact with a talking computer to do so．of course，this wont happen until all the technology is

in place，but when it is we will soon get used to interacting with computers in this way．human telephone operators will be used only for more complex operations

such as dealing with complaints or solving concrete problems．

intelligent cars traffic congestion in cities will be reduced because drivers will use electronic route maps to find the quickest route to their destination and avoid traffic jams．congestion will also decrease when electronic systems start changing motorists for driving in cities．as soon as motorists have to pay to drive in cities，they will stop using their cars and use public transport instead．

speed control systems will be built into cars．these systems will automatically regulate the speed of the car to take account of traffic and weather conditions and prevent accidents．it will be many years before these changes bring results but when they do，there will be a titanic improvement in road safety．

the first period

teaching aims：

rage the students to use their imagination to talk about life in the future．

the students1istening ability．

e the students’ speaking ability by practising making predictions．

teaching important points：

1. train the stuts1istening ability．

2. let the students give free rein to their1 imagination.

teaching difficult points：

1．how do improve the students listening ability．

2．how to finish the task of speaking.

teaching methods:

1．listening-and-answering activity to help the students go through the listening material．

2．inspanidual，pair or group work to make every student work in class．

teaching aids：

1．some pictures

2．a tape recorder

3，a projector

4．the blackboard

teaching procedures：

step i greetings and lead-in

t：good morning／afternoon，everyone.

ss：good morning／afternoon，teacher.

t：sit down，please．now were having a class in a bight and spacious class-room with modern equipment such as radios and computers．and we all live a happy life today．we can get whatever we want．do you know how did people live in the past?

(one student stands up．)

s：when i was a child，my great-grandfather often told me the stories of him in the past. he often got hungry and didn’t have enough money to go to school and had no chance…i think people live a miserable life in the past.

t：yeah．people lived a hard in the past．with the development of science and technology, peoples life has changed a lot．now we all live happily. what do you imagine life will be like in the future? today we are going to study unit 6 life in the future. (bb: unit 6 life in the future)it will tell us what life will be like in the future.

step ⅱ warming up

t：now lets first have a discussion about the future of one of the areas in our books．discuss them in groups of four．after a while，i1l ask one of you to re-

port the results．

t：now please discuss some questions．(show the picture and questions on the screen．)

how will people travel in the future?

where will they go? why?

(give the students another two minutes to discuss．)

t：who’d like to tell me how people will travel in the future and where they will

go and why?

(one student puts up his hand．)

t：oh，li jun，you have a try．

s：i think people will travel by using public transport．electric cars will be

traveling through the streets day and night．anybody will be able to stop one and take it．they can go wherever they want．

s：i think people will travel by car，which doesnt burn gas，but solar energy．in-

stead of wheels，the car needs a cushion of air．thus。it can float in the air．you

can go wherever you want as long as you press a button on the computer in the

car．whats more，it wont cause any pollution．

(and then ask some students to re-port．)

how wi1l people communicate in the future?

s: people will communicate with each other with computers, which are set in the watches.

where will people work in the future?

what kind of jobs will they have?

s：people wil1 work at home．the only thing that people do is to control the robots by pressing the buttons on t11e computer and let them work for us．

how will people do business in the future?

what kind of money will they use?

s：by the year 2l00，shops will no longer exist．computers will have replaced them，and people will order goods from home．instead of paper money，they will use credit cards．

what languages will people speak in the future?

will people still speak chinese and eng1ish?

s：instead of any language，people will use code to talk with each other．if they use a language to communicate，i think t11ey will speak chinese．because our country will be the strongest one．

what will schools be like in the future?

what subjects will people study?

s：schools will be set up on the internet．students can stay at home and use computers to study．we can also down-load some information．well study social sciences，natural sciences and so on．schooling wi11 be much more interesting and effective．

(after discussing all the questions，the teacher says the following．)

t：in spite of all these changes，man in the future will still have a lot in common with us．they wi1l have thoughts and emotions similar to ours．anyhow，they will be human beings．

step ⅲ listening

t：now open your books at page 42．lets do some listening．first part 1．youre going to listen to a letter about mekanikas life．listen carefully and pay

attention to the year when she is living，the place where she 1ives,the things that happened to the people on the earth and the reason why she is writing you this letter．write down what you hear．at last ill check the answers with you．is that clear?

ss：yes．

t：ok．lets begin．

(teacher plays the tape for the first time．then plays for the second time，during which time teacher may pause for the students to write down the in-formation

．finally teacher checks the answers in part l with the whole class．)

t：next listen to part 2 and do the two exercises in them．

(teacher lets the students go through the exx in part 2 and then plays the tape for the students．at last check the answers．)

step ⅳ speaking

t：now look at the picture in speaking part．there are two girls in the picture．one girl is working on the computer．the other is making a phone call．can you find anything different between them?

ss：no．they are the same．maybe they are twins．

t：no，they arent twins．one of them is cloned．with the development of technology，scientists will be able to clone persons as well as animals．suppose the year is 2089 and scientists have discovered how to make“doubles”，ex-act copies of a person that can do everything the original can do．now work in groups of four to discuss the question whether the new techno1ogy should be used．first give your opinion and tell the reason．write it in your textbooks．after that make up a short dialogue,

using the information in your books and the useful expressions on the blackboard.

(bb：it would be wonderful if…

it would be bad for…if…

it’s possible/impossible to predict…

no one can predict what／when…

just imagine if…

we can only guess…)

(teacher gives the students four minutes to prepare in groups of four and then asks some groups to read their dialogues before the class．)

sample dialogue：

sa：with the development of science and techno1ogy，the double would be made in the future．i think it would be a good idea to have a double. because we could use the double to do the things we dont enjoy，for example, we could let the double finish our homework．

sc：i agree with you．i would 1ike to have a double, too，because i dont have time to do all the things id like to do．for example，if i didnt have time to watch an exciting football game, i would let the double watch it.

sb：i dont agree with you．i think having a double might be dangerous because you dont know what the double might do．for example，the double might steal what they what they want or kill the person they hate.

sd：yes，they might do something wrong. whats more，having doubles would make people confused，because no one would know who the double really was or how to treat it．for example, the double wouldn’t have any parents and no one would see to them.

sc：but having a double would be wonderful，because you could let the double do whatever you want them to do．

sa：having a double would also be good because the double could attend an important meeting instead of you if you were ill．

sd：but i think it would be bad for society if people had doubles because they would make trouble for our society.

step v summary and homework

t：today weve done some listening and speaking and known how to make pre- dictions．besides，weve also learnt some useful expressions on the black- board．after class．write down the dialogue you made in your exercise books and preview the reading passage on page 43．

step ⅵ the design of the writing on the blackboard

unit 6 life in the future

the first period

useful expressions:

it would be wonderful if…

it would be bad for…if…

its possible／impossible to predict…

no one can predict what／when…

just imagine if…

we can only guess…

step ⅶ record after teaching

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初一英语教案人教版教学设计与反思【第三篇】

1抢读字母

这是一个训练学生认读字母的游戏，教师将全班分成若干小组，然后逐个出示字母卡片，学生们举手抢答，教师让最先举手的学生读出该字母，读对的给该组记10分，最后得分最多的组为优胜。

2抢答字母组

将全班分成两个小组，并把两套字母卡片分别发给各组学生。游戏开始，教师用中文说：“乐谱的七个调”，“美国”，“圆心和半径”，“中华人民共和国”，持有这些字母卡片的学生应立即站起来并举起字母“abcdefg，”usa“，o，r”，“prc”等，答得既快又准的组获胜。

3看谁快

这是一个训练学生听字母的游戏，将全班分成两组，一组学生持大写字母，另一组学生持小写字母，教师快速念字母，要求持有该字母的学生迅速站起来，最先站起来的人得两分，后站起来的得一分，没站出来的得零分，得分多的组获胜。

4听音辨字母

这是一个训练学生辨别字母的游戏。教师可将读音易混的字母分别写在板上，如gjow，等，共准备2～4套，同时将学生分成2～4个小组，每组抽一名学生到前面向全班站好，教师发给每人一套卡片(2～4张为宜)，游戏开始，教师念其中的一个字母，学生应立即找出并高举起该字母，先找对的得2分，后找对的得1分，没找对的不得分，最后得分多的组为优胜。

5听音摘字母比赛

这是一个训练学生听认字母能力的游戏，教师先把所学过的大小写字母写在卡片上，按大小写把卡片分成两组贴在黑板上，然后把学生分成两组。游戏开始，每组的第一名学生上黑板前等候，教师说出一个字母，这两名学生就立即摘下教师所念的字母，放到讲台上，一人摘大写字母，另一人摘小写字母，摘得对而快的得2分，对而慢的得1分，不对的不得分，在教师念第一个字母时，各组的第二名学生应上前等候，在第一名学生摘完字母后，教师立即说另一个字母，游戏接着进行，最后得分多的组为优胜。

6图形中找字母

教师在黑板上画一些图形，让学生找出其中所含的字母，例如：

cdio bdpq cido efhil

7宾狗(bingo)

这是一个训练学生听写认读字母能力的游戏，每个学生准备一张纸，并在上面画一个井字，将纸分成九格，然后教师随便念九个学过的字母，学生边听边将字母填在格子中，随便填在哪个格里都行。学生填好后，教师再打乱顺序逐个念这九个字母，学生边听边在听到的字母上画圈，当画的圈在横行、竖行或对角线上成一条直线时，学生便可以边喊“宾狗(bingo)”边将纸举起让教师检查，最先喊“宾狗”并写得准确的获胜。这个游戏还可以用于音标，单词或数词等。

8传递字母

每一纵排为一组，全班分成若干组，教师分别发给每一组最后一排的学生一张纸，上面写一个字母或字母组(如：kg-pv)，在教师说“开始”后，最后一排的学生即用耳语把卡片上的内容告诉前面的学生，这位学生再把听到的内容告诉前面的学生…这样依次进行下去，最后第一排的学生把所传的字母或字母组写到黑板上，传得最快，最准确的组获胜。

9跟我走

这是一个训练学生按字母表顺序记忆字母的游戏。开始前，先把字母卡片发给学生。然后说出一个字母(如：m)，持有该字母卡片的学生站出来并说：

i am m follow me ,please.持有字母n的学生应立刻站在持m卡片学生的后面，并说：i am n. follow me. please，依次类推，对的给10分，错的不给分，这个游戏也可以倒着排次序，也可说 i am m. who is before me? 持字母l的学生应立刻站在持m卡片学生的前面。

10字母排次序

这是一个训练学生记忆字母顺序的游戏。教师点名，并出示一张字母卡片。被点名的学生立即读出这个字母，并说出一个包含该字母读音的单词接着由被点名学生的前一位学生说出这个字母的前一个字母，和一个含有该字母读音的单词，然后由被点名学生后面一位学生说出这个字母的下一个字母和含有该字母的单词，如：被点名学生：b-bag，前面的学生：a-apple，后面的学生：c-cat凡说错或接不上的就给该组记负分。

11字母排顺序接力赛

把两组20个字母大小写的卡片打乱次序贴在黑板上，一边一组。然后将全班分成两组(或按男女分组)，游戏开始，各组依次上来一个学生，以接力的方式，一人移动一个字母，按字母表的顺序重新排列，看哪组最快最准确。

12快说字母对抗赛

将全班分成若干小组，对抗赛在两个小组中进行，在教师宣布游戏开始后，第一组的第一名学生立即说出一个字母(如c)，第二组的第一名学生应立即说出下一个字母d。说错或不能迅速说出字母的记负分，最后哪组扣分最少为优胜。

13字母排队

每人发一张字母卡片，教师说一个字母(如c)，则持字母c及其后四个字母(defg)的学生应立即站出来按次序排好队，如班级人数较多，也可以将学生分成两组进行竞赛。

14大写找小写

教师在黑板上贴出一组大写字母，每组找一名学生到讲台上来，教师发给他们打乱次序的小写字母卡片，在教师宣布“开始”后，他们要尽快按大写字母的次序把小写字母贴在黑板上，贴得最快最准确的组获胜。

15 抢凳子

教师将学生分成两组，分别发给26个字母大写和小写的卡片，并在台前摆放五张凳子围成一圈，游戏开始，教师说出三个字母，同时开始播放音乐，两个组中持这三个字母卡片的六个学生应立即上前并围着凳子小跑；音乐一停就抢凳子坐好，组内三个人都抢到凳子的，给该组记10分。

16 字母滚雪球

这是个训练学生记忆字母能力的游戏，把学生分成若干组或男女两组。游戏开始，第一位学生说一个字母(如：b)第二位学生在后任意加上一个字母(如：be)然后依次进行(如b…be…bex…bexg…bexgl…)，说错了就被淘汰，说得多而准确的小组为胜。

17猜字母

全班分成若干组，教师给学生们出示一些字母卡片(如10个字母)，让学生们认读后，教师任意抽出一张卡片放在背后，依次让各组的学生猜，猜对的组得10分，然后教师再出另一张继续让学生们猜，各组第一排的学生都猜过后，第二排的学生接着猜，最后看哪一组得分多。

18 字母书写传递比赛

这是一个训练学生书写字母的游戏，以每一排为一组，将全班分成若干组，教师分别发给每组最后一排的学生一张纸片，上面写有一个字母，只允许这个学生看这个字母，在教师说“开始”后，最后一排的学生即用手指把纸片上的字母写在前面学生的背上…这样依次进行下去，最后第一排的学生把所传的字母写到黑板上，传得最快最准确的组获胜。

19字母书写对抗赛

在黑板上挂一张字母表，参赛的两个组各派四人到前面，面对全班站好队，游戏开始，甲组的第一名学生转过身面向黑板，乙组的第一名学生在字母表上任意指一个字母，甲组的第一名学生看清后，便在该组第二名学生的背上用手指写这个字母，然后让第二名学生把这个字母说出来，说对的记10分，游戏继续进行，由甲组的第一名学生指字母，乙组的第一名学生书写，乙组的第二名学生猜字母，最后得分多的组获胜。

20 找元音

教师给学生们一些既有元音字母，又有辅音字母的卡片，每个学生持一张，教师说“开始”后，持有元音字母卡片的学生应立即举着卡片，到前面来按次序站队，这游戏也可将全班学生分成两组进行竞赛，按正确次序先站好队的组获胜。

21 找伙伴

教师发给学生们字母卡片，每个学生持一张，然后让持有含相同音素的字母的学生站在一起，如教师说音素，则持有f，m，n，s，x等字母的学生应立刻到前面站在一起。

22 摘苹果，学音素

教师先在黑板上挂一张长满苹果的果树挂图，每个苹果上都写有一个字母，再出示几个篮子，每只篮子都贴有一个字母，如s，a(或k)e(或p)，然后找几名学生上前面来，把果树上的苹果摘下来，将含有相同音素的字母放入相应的篮子里，如：将写有f，m，n，x等字母的苹果放在贴有字母s的篮子里，将写有b，c，d，v等字母的苹果放入有字母e(或p)的篮子里，最快最准确的获胜。

33抢读单词

这是训练学生从认读单词能力的游戏，教师将全班分成若干小组，然后逐个出示一些单词卡片或图片，学生们举手抢答，教师让最先举手的学生读出该单词并说出其中的意思，或将图片上的单词读出来拼出来，读对说对拼对的给该组记10分，得分最多的组为优胜。

34看图猜词

以每一纵行为一组进行竞赛，教师先出示一些单词的图片，然后收起来，再从中抽出一张放在身后，由每组的第一名学生轮流猜，可以问：“is it a plane (bus, bike)?”回答：yes it is.或no，it isn’t.等。哪个组猜对了就给记10分，然后接着往下猜，第一排的学生猜过后第二排接着猜，最后得分最多的组为优胜。做这个游戏时，还可以找一位学生来主持，由他让学生们猜。

35看图写单词

这是让学生们复习学过单词的游戏，教师事先把需复习的20个单词用简笔画画在小黑板上或大白纸上，先不要让学生们看见，然后将全班按前后左右四人一组分成若干小组。竞赛开始，教师将小黑板或白纸挂起来，让学生们看一分钟，然后收起来，再给学生们两分钟时间将看到的单词写出来，写得最多最正确的组获胜。

36相同词首单词拼读赛

将全班分成若干小组，教师说一个字母(如：d)，第一组的第一名学生立即站起来，说出并拼出三个(也可以是五个或十个，视学生词汇量的多少而定)以字母d打头的单词，如：desk,dog,door等，念不出或念错要扣分，这位学生说完后，教师念另一个字母，由第二组的第一名学生说。这样依次进行下去，最后看哪组得人最多为胜，做这个游戏时，也可以让两组的学生轮流说字母(如由第一组的第一名学生说字母，由第二组的第一名学生答)这样就成了对抗赛，注意不要说q，x，z等字母。

37拼单词对抗赛

将全班分成若干小组，对抗赛在两个小组中进行，在教师宣布游戏开始后，第一组的第一名学生立即用中文说出一个单词(如：自行车)，第一组的第二名学生应立即将这个单词说出来，说错或不能迅速说出单词的记负分，最后哪组扣分最少为优胜。

39相同元音单词拼读对抗赛

将全z班分成若干小组，对抗赛在两个小组中进行，游戏开始，教师说一个单词(如：bike)，第一组的学生a应立即站起来，说出一个含相同元音(即元音［ai］的单词)，如：five，说出词义并拼出来，说不出，说错词义拼错要扣分，这位学生说完后，教师念另一个单词，由第二组的学生a站起来说，这样依次进行下去，最后看哪组得分最多为优胜。做这个游戏时，也可以让两组学生轮流说单词(如由第一组的学生a说一个单词，由第二组的学生a答)，这样就成了对抗赛。

40拼读单词列队比赛

将全班分成两组，教师发给每个学生一张字母卡片，不常用的字母(如q，z)可以一人多拿几张，游戏开始，教师说一个单词，如ship，或出示一张轮船的图片，两个组持s，h，i，p字母的学生应立即站到讲台前按顺序站好队，先按正确次序排好队的为优胜。

41单词接龙

将全班分成若干组，每组来一个学生在黑板上写出一个以某字母为词首的单词，前一个单词的词尾字母作下一个单词的词首字母。在规定时间内哪一组接的词最多为优胜。如：pen-nice-eight-tea-an-no-or-right-teacher-radio-on-nor等。

42猜袋中物

教师从书包中拿出一件东西放入一只不透明的袋子里，由每组的第一名学生轮流猜，可以问：“is it a banana(an apple, orange)?”猜对了为优胜。

43换宝

教师准备好一些单词卡片(有的写中文，有的写英词)和图画。将卡片和图画放入一只不透明的袋子里。游戏开始教师说，袋子里装的是许多宝物，让学生们上来轮流摸宝，如果摸到的是写有英文的卡片，则要英译汉；如果是中文，则要汉译英并拼读出来；如果是图片，则要看图说英语。

44看图猜词大家答

教师先出示一些单词的图片，然后收起来，请一名学生到前面猜，猜的学生面对全班，再请另一名学生上前站在他身后，抽出一张图片高举在手中。猜的学生可以问全班：“is it a plan(ship,bike)?”等，全班学生答：“yes.”或“ no.”猜对后可以换另一位学生继续猜。

45猜颜色

教师先准备一些单词的图片。如白色的飞机，红色的小汽车，黑色的鞋，绿色的上衣等。游戏开始，请一名学生到前面来猜，猜的学生面对全班站立，再请另一名学生上前站在他身后，抽出一张图片高举在手中并说：“this is a plane(car).what colour is it?please guess.”猜的学生可以问全班：“is it red (black)?”等，全班学生答：“yes.”或“no.”猜对后可以换另一位学生继续猜。

46缺了什么

这是训练学生记忆力的游戏。教师出示一些实物，放在讲台上，让上来猜的学生先看半分钟，然后背向讲台面向学生站立，再让另一位学生上来取走一样东西。然后说：“pease guess what is missing?”猜的学生要在10秒钟内用英语把缺的东西说出来。

47传递单词

每一排为一组，全班分成若干组，教师分别发给每一组最后一排的学生一张纸，上面写个单词。在教师说开始后，最后一排的学生即用耳词把纸上的单词告诉前面的学生，这位学生再把听到的单词告诉前面的学生…这样依次进行下去。最后，第一排的学生把所传的单词写到黑板上，传得最快，最准的组获胜。

48找对子

教师将20个单词的图片贴在黑板上，另外将20张对应的单词卡扣着放在讲台上，然后让参赛的两组学生逐一上来抽卡片，抽出卡片后先要举给学生们看，然后把黑板上相应的图摘下来并将单词读出来，找对读对的得2分，找对读错给1分，找错了的不得分，卡片全部抽完后，得分多的为优胜。

49摸鼻子

这是训练学生听单词并快速作出反应的游戏，在学了单词nose,ear,eye,leg,hand,arm,finger等单词后，教师可快速说出这些单词，学生听到指令便用手触摸这个部位，最快最准的获胜，当学生做得非常熟悉后，还可以增加难度，可要求学生听到哪个单词不许摸哪个部位，如教师说“nose”，学生不可以摸鼻子，但可以摸眼睛，耳朵，嘴等其它部位，这个游戏可以用竞赛的形式进行，每组抽一名学生到前面作动作，做错了就被淘汰，最后剩下的一人或两人为优胜。

50听单词做动作

这个游戏的玩法与“摸鼻子差不多，在学了run, walk, sit, stand, swim, skate, play, football, play, basketboll等动词和动词词组后，教师可快速说出这些动词或词组，学生听到便做动作，最快最准的获胜，这个游戏同样可以用竞赛的形式进行，每组抽一名学生到前面做动作，做错了就被淘汰，最后剩下的一人或两人为优胜。

51宾狗(bingo)

这个游戏的玩法与游戏(7)相同，每个学生准备一张纸，并在上面画一个井字，将纸分成九格，然后教师随便念九个学过的单词，学生边听边将单词写在格子中，随便填在哪格里都好。学生填好后，教师再打扰次序逐个念这九个单词，学生边听边在听到单词上画圈，当画的圈在横行、竖行或对角线上成为一条直线时，学生就可边喊“宾狗(bingo)”边将纸举起让教师检查，最先喊“宾狗”写得准确的获胜。这个游戏还可以用于数词，也就是说，教师可以随意念九个数词来代替九个单词，让学生填入格子中。

52报电话号码对抗赛

以下几个游戏都是训练学生说数词能力的，这个游戏的玩法是：将全班分成若干个小组，对抗赛在两个小组中进行，参赛的每个学生都要准备一张纸，上面写一个六位数的电话号码，在教师宣布游戏开始后，第一组的第一名学生立即出示他手中的号码，第二组的第一名学生应立即用英文将这个号码说出来，然后该学生出示手中的号码，第一组的第二名学生应立即将这个号码说出来，说错或不能迅速说出的记负分，最后哪组扣发最少为优胜。

53猜年龄

教师事先准备好一批人物的图片，如mike,kate等，在图片的反面写上数字，如5，8，11，15等。这个游戏可以每一纵行为一组进行竞赛。由教师或一位学生出示一张图片，由每组的第一名学生轮流猜，可以说：“is he(she)twelve(eleven)?”等。哪个组的学生猜对了就给该组记10分，然后接着往下猜。第一排的学生猜过后第二排接着猜。最后哪个组得分最多为优胜。

54加减运算对抗赛

将全班分成若干个小组，对抗赛在两个小组中进行，在教师宣布游戏开始后，第一组的第一名学生立即出一道加减题，如：three and four.等，第二组的第一名学生应立即用英文将答案说出来，如：seven,three等，然后，该学生出另一道题，由第一组的第二名学生回答，答错或不能迅速答出的记负分，最后哪组扣分最少优胜。

55猜袋中东西数

将全班分成若干小组，每组抽一人到前面，背对着班级。教师拿一个袋子，并向学生们借一些书本，铅笔，钢笔，橡皮等，放入袋中，然后让各组学生轮流猜袋子里东西的数目，猜对的给该组记10分。

56找邻居

教师让全班学生依次报数，然后用汉语说一个数，如“三十六”则三十六号学生应立即起来并用英语报数“thirty-six”，然后前面一号(35号)和后面一号(37号)就要相继站起来，用英语说“thirty-five”和“thirty-seven”。这个游戏也可以分组竞赛，教师可将学生按左右分成两组，一组报单数，另一组报双数，在教师说一个数(如“二十七”)后，某一组中的27号学生应首先站起来用英语说“twenty-seven”另一组中其后面一号(28号)的学生要紧接着站起来，用英语说“twenty-eight”，不能迅速站起来或是说错了的要扣分，最后扣分最少的组为优胜。

57拍七

将全班按纵行分成若干组，每组派一至二人到前面围成一圈，教师任意指定一个学生开始说one，然后依次让第二个two说，第三个说three…说到seven,seventeen…或七的倍数(如fourteen,twenty-one等)时，就不报数而用拍手代替，该拍手时报了数，或者报错了数字，就被罚下去。游戏重新开始，直到剩下最后两个人，给这两个组记10分。做这个游戏，还可以与记单词结合起，可以在该拍手时说一个刚学过的比较难记的单词，如language等，说错了要被罚下去，并换一个单词重新开始游戏，这样不仅可以帮助学生读英语单词，还可以复习单词，这个游戏除了可以分组竞赛外，还可以在全班进行。

58找出不合群的单词

教师说一组单词(如car,bus,jeep,sheep)，比一比谁能最先挑出意义上不合群的词。上述单词中sheep不合群,因为car,bus,jeep,属于交通工具一类的，而sheep属于动物一类的词。

59增减字母变单词

教师说出或出示一个单词，要求学生增加或减少一个字母使其变成另一个单词，如：it-its,read-red.这个游戏也可以进行抢答。

60变换字母次序组成新单词

教师说出或出示一个单词，要求学生变换字母次序使其变成另一个单词，如：east-seat,这个游戏也可以进行抢答。下列单词可供参考，are-ear;read-dear;meat-team;stop-spot;now-won等。

61分拆单词链

教师出示一个单词锭，如there door under，要求学生在一定时间内将单词链拆成最多的单词。如：the, he, her, here, there, red, door, or, run, under.

62词中有词

教师给出一个单词，根据该单词中的字母，组成新单词，看谁组成的单词多，例如：late(5):a, at, ate, let, tea下列单词可供参考，括号中的数字是可组成的最低单词数：team(5),table(10),woman(10)answer(10),strong(10),mountain(20),honest(15),nothing(15),father(20),cart(5).

63反义词(同义词，对应词)拔河赛

首先要做一“拔河绳”，方法是在投影仪或磁性黑板上画一横线，中间位置画一竖线作为“界河”，左右划五个小格最外边的两个小格作为“界河线”。将一只棋子放在中心线上作为绳的中心，若没有磁性黑板，可以在黑板上横挂一绳子，绳子中间挂一红纸环作为绳的中心。然后将学生分成若干队，由其中两队进行拔河，游戏开始，甲队的第一人说出一个词，乙队的第一个人应立即说出其反义词(同义词或对应词)，要是他说对了，棋子(或红纸环)要向甲方移动一格，要是他说不出或说错了，棋子(或红纸环)要向乙方移动一格，然后乙队的第一个人说一个词，由甲队的第二人说出其反义词(同义词或对应词)，当棋子移动了五格，到达乙方界河边时，甲方胜利了。

64s名词复数拔诃赛

这个游戏的玩法和上一个游戏差不多，只是甲队第一个人说一个单词后，乙队的第一个人要说出并拼出这个单词的复数形式，胜负的确定也和上面的游戏一样。

初一英语教案人教版教学设计与反思【第四篇】

教学目标：

(1)there are lots of bicycles in china.

(2)there is a famous river.

教材分析：

这一模块分为两个单元，第一单元主要教学生怎样谈论一个地方，例如一个景点，一个城市等等。学会用数字表达长度和人口数量等。

教学重点：

(1)there are lots of bicycles in china.

(2)there is a famous river.

教学难点：

用“there is/ there are”介绍事物

学情分析：

学生对本模块较熟悉，经过本节课，让学生通过卡片、图片的提示来进行口笔头操练

教学准备：

课件、录音机、磁带

教学过程：

一、游戏热身

随音乐传递物品，音乐停该同学用there be句型说句子

二、导入

让学生先观察图片，猜猜都是中国的什么地

三、课文教学

1、播放录音，让学生给所听到的录音图片排序。

2、接着让学生跟读

3、试着让学生用自己的语言描述图片上的内容。

4、现在可以变换练习方式。请学生两人一组、向对方介绍六张明信片中自己最喜欢的一张。如果有必要，可以再放一遍录音，请学生逐句跟读，并试着抓住每张明信片最主要的特征、然后再向同伴讲述。鼓励学生根据图片进行更多描述，或是把自己对该事物的了解添加到描述中去。

5、重音的学习：请学生听sb unit 2活动3的录音，之后让学生试着跟读一遍。要求他们注意重读的地方。请学生把书翻到sb unit 2活动3，仔细看书上的句子以及每句话中用黑体标出的地方，比较一下自己刚才跟读时重读的位置与书上的标注是否一致。老师再放录音，学生边听边看书，认真体会。

四、应用

现在学生衣服上的图案很丰富。教师可让一个学生站在黑板前，让其他学生用“there胡屯镇联合校集备活页。

五、学习歌曲

完成sb unit 2活动4，请学生欣赏并学习一首歌曲。放录音前，请学生们先试着通过文字和图片猜测歌曲的内容。

播放录音，请学生积极模仿录音中的语音语调。如果他们感到学习歌词有困难，老师可以先把领读带中歌曲前慢速朗读的歌词放一遍给学生听。

六、课后作业

挑选一张风景的明信片，用英文进行简单的描写和介绍

初一英语教案人教版教学设计与反思【第五篇】

●教学目标

1．熟练运用现在进行时进行语言交流

2．通过看图对话，学会描述进行中的`动作。

●教学用具

录音机、投影仪、图片等。

●教学步骤

step 1 revision

复习whats he/she doing? he/she’s making a cake．叫三名学生到讲台上。a表演动作，b问is he reading/playing. ..？ c答yes, he is./no, he isnt．让学生三人一组做类似的练习。

step 2 presentation

教师通过具体的动作教一些单词，如 talk, talk with, open, close, take photos等。然后用这些单词或词组造句子，反复练习。也可以让几个学生到讲台上表演，然后问同学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

＊打开书23页第一部分，让学生边听录音边找正确的图片。

＊第二部分，让学生看彩图三，两人一组进行对话练习

step 4 consolidation

句型转换：

1. we clean our classroom in the afternoon. but we don’t do it now. it’s still early in the morning. (画线部分改为现在进行时)

we______ ______our classroom now. it’s dirty. it needs cleaning.

2. they are playing football at school. (画线部分改为否定句)

they ______ ______football at school. they’re playing football somewhere else.

3. im doing my homework now. (画线部分改为一般疑问句并作否定回答)

______ ______doing ______homework now? ______, ____________.

4. speak in english. (画线部分改为否定句)

______ ______in english now. these old men don’t understand english.

5. the twins are singing in the room. (对画线部分提问)

______are the twins ______in the room?

answers: 1. are cleaning ’t playing 3. are you, your. no, i’m not 4. don’t speak 5. what, doing

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.

初一英语教案人教版教学设计与反思【第六篇】

the fifth period

grammar: the past participle used as adverbial

teaching aims:

1. enable the students to master the usage of the past participle when it is used as adverbial.

2. enable the students to master the transformation between the past participle phrase and the adverbial clause.

teaching important points:

1. how to use the past participle

2. how to tell the difference between the present participle and the past participle.

teaching difficult point:

how to choose the present participle and the past parthciple.

teaching methods:

1. comparision method to get the students to know how to use the participle clearly.

2. discussion method to get the students to master what theyve learned.

3. pair work or group work to make the students active in class.

teaching aids:

1. a computer

2. a projector

teaching procedures:

step ii greetings

greet the whole class as usual.

step ii revision and presentation

t: in the third period of unit 4, we learned the past participle used as attributeand adverbial. now look at these sentences. can you tell me which past participle is used as attribute and which is used as adverbial?

(show the following on the screen.)

1. most of the artists invited to the party were from south africa.

2. given more attention, the trees could have grown better.

3. the professor came into the classroom, followed by his students.

4. the first textbooks written for teaching english as a foreign language

came out in the 16th century.

ss: yes, we can.

t: who can tell us in the first sentence what the past participle is sued as?

s1:i know. it is used as attribute, modifying the noun “artists”.

t: yes. ok. li lu, you try, please.

s2: i think it is used as adverbial in the second sentence.

t：good.

s3: it is used as adverbial in the third sentence, too.

t: (to the rest of the class.) is that right?

ss: yes.

t: good. no problem. now, the last sentence. who knows?

s4: let me have a try. i believe it is used as attribute. it modifies “ the first

textbooks”.

t: (ask another student.) do you agree with him/her?

s5: no, i dont think so. i think it is used as adverbial.

t: yeah, now, we have two different opinions. which one is correct? whose opinion do you agree with?

ss: the first answer is correet. it is used as attribute, not adverbial.

t: why?

ss: because it modifies the word, “textbooks”.

t: good. it is used as attribute. i agree with the first student.

step iii explanation

t: we know that the past participle can be used as adverbial. now look at these sentences on the blackboard.

(teacher writes the following on the blackboard.)

1. dont speak until spoken to.

2. given more time, we could do the work much better.

3. destroyed by the earthquake, the house had to be rebuilt.

t: what are these past participle used us?

ss: they are all used as adverbial.

t: yes, youre right. and we know that the past participle used as adverbial can express different adverbials, such as: time, cause, condition, manner and so on. do you know what the past participle in each sentence expresses? who knows?

sa: the past participle in the first sentence expresses time. the second one expresses condition. and the last one expresses cause.

t: very good. now, ill give you a few minutes to discuss with your partner

about how to replace these past participles by using adverbial clauses.

t: (a few minutes later.) whod like to try the first sentence?

sb: id like to. “dont speak until youre spoken to. ”

t：good. please sit down. what about the second sentence? who knows?

sc: i know. if we were given more time, we could do the work much better.

t: ok. sit down, please. now, the last sentence. who wants to have a try?

s: beeause the house had been destroyed by the earthquake, it had to be rebuilt.

t: good.

(teacher writes the sentences above on the blackboard.)

step vi comparison

t: as we all know, the past participle and the present partieiple can be used as adverbial, for example: (teacher writes the following examples on the

blackboard. )

1. seen from the hill, our school looks more beautiful.

2. seeing from the hill, we can see our beautiful school.

t: look at these two sentences carefully. can you tell us the difference between them?

s: the first sentence uses the past participle as adverbial while the second sentence uses the present participle as adverbial.

t: good. do you know why?

s: because the subject in the first sentence is “our school”, but in the second sentence the subject is “we”.

t: very good. when we are using participles, we should pay attention to the subjects in the sentences, and the participle we use must have the same logical subject as the subject in the sentence. if the subject in the sentence receives the action, we should use the past participle as adverbial; if the subject in the sentence does the action, we should use the present participle as adverbial. do you nderstand?

ss: yes.

step v practice

t: look at the sentences on the screen. join each of the following pairs of

sentences turning one of them into a participle phrase and making other

necessary changes. do it in pairs or groups. example: we were disturbed by the noise and had to finish the meeting early.

→disturbed by the noise, we had to finish the meeting early.

rewrite the sentences, using the past participle.

1. they were surprised at the idea and began to discuss it among themselves.

2. mary was much interested and she agreed to give it a try.

3. i was deeply moved, and thanked them again and again.

4 the two men were delighted and they thought up many other ideas, too.

5. we had been taught by failure and mistakes and have become wiser.

6. i was shocked at the waste of money and decided to leave the company.

7. he was persuaded by his friends to give up smoking and threw his remaining cigarettes away.

初一英语教案人教版教学设计与反思【第七篇】

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…？

初一英语教案人教版教学设计与反思【第八篇】

一、教材分析

本模块题材为童话故事，主要是关于goldilocks的故事，另外增加了精卫填海的故事。内容和情节很容易引发学生的兴趣，语言简单易懂，描写细致生动，非常有利于开展听、说、读、写方面的语言实践活动，让学生在使用语言的过程中学习语言，促使学生更有意识地自觉学习英语。

讲故事须使用一般过去时，所以本模块继续以一般过去时作为语法学习重点。通过操练、使学生在掌握语言结构的同时、既学习语言知识、感悟语言功能、又能欣赏到美丽的童话故事，并能学会描述一个完整的故事或一件事情

二、教学目标

1.知识目标:

语音：规则动词的一般过去时的发音

词汇：once、hear、begin、decide、ride、golden、little、pick、notice、hurry、knock、nobody、push、open、enter、count、bowl、all、hungry、rush、try、destroy、unhappy、asleep、return、cry、point、without、die、emperor、onceuponatime、goforaride、pickup、lookaround、changeinto

语法：规则动词的一般过去式。

功能：按时间顺序描述事情。

话题：以“童话故事”(fairytales)为话题。

2.能力目标：

听：能听懂简单故事中的主要人和事。

说：运用一般过去时表述事件，讲简单的故事。

读：能读懂简单的故事，明白主要的人物、事件以及情节。进行简单的技能训练。

写：运用一般过去时写简单的事情。

3.情感目标：通过阅读童话故事提高对英语的学习兴趣、感受学习的乐趣。

三、学习策略、文化意识

1.学习策略：形成自主学习、有效交际、信息处理、英语思维能力。

认知:联系，归纳，推测等技能。观察并归纳规则动词的一般过去式、提高自学能力。

调控：从同伴处得到反馈，对自己在叙述及作文中的错误进行修改

交际：学习运用恰当词语讲解童话故事。

资源：通过其他资源获取更多简单英语的“童话故事”

自学策略：能够尝试阅读一些简写的英文童话故事。能注意发现语言现象背后的规律、并能运用规律举一反三。

合作学习策略：互相学习，取长补短，注意从他人的演示中汲取经验、注意学习策略共享。

2.文化意识：比较中国童话与外国童话的异同、通过外国童话了解世界不同地方的风俗习惯、从而拓展视野、激发学习英语的兴趣。

四、教学重点与难点

重点：通过童话故事训练学生的听、说、读、写能力，掌握规则动词的一般过去式。

难点：掌握规则动词的一般过去式的形式和逐步形成正确使用一般过去时的意识。

五、模块任务(moduletask)

能够运用规则动词的一般过去式讲述简单的故事。

六、教材处理及教学设计

我们把本模块划分为3课时：

period1:vocabulary and listening、pronunciation and speaking

period2:reading and vocabulary

period3:writing、aroundtheworld、moduletask

初一英语教案人教版教学设计与反思8篇

初一英语教案人教版教学设计与反思【第一篇】

初一英语教案人教版教学设计与反思【第二篇】

初一英语教案人教版教学设计与反思【第三篇】

初一英语教案人教版教学设计与反思【第四篇】

初一英语教案人教版教学设计与反思【第五篇】

初一英语教案人教版教学设计与反思【第六篇】

初一英语教案人教版教学设计与反思【第七篇】

初一英语教案人教版教学设计与反思【第八篇】

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