初一英语教案【精彩4篇】
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七年级英语教案【第一篇】
一、教学目标:
1. 语言知识目标:
1) 能掌握以下单词: rain, windy, cloudy, sunny, snow, weather, cook, bad, park,
message, take a message, could, back, problem
能掌握以下句型:
① —How's the weather in Beijing?
—It's sunny.
② —Can I take a message for him?
—Yes. Could you just tell him to call me back?
—Sure, no problem.
2) 能用所学的知识描述天气情况。
3)描述正在发生的动作。
2. 情感态度价值观目标:
教育学生善于观察天气,善于调整自己的情绪;了解世界各地的天气情况,增加世界观念。知道大自然的力量是神奇而伟大的,我们应当好好学习,立志学好科学知识,为长大后探索神奇的大自然,打好基础。
二、教学重难点
1. 教学重点:
1) The vocabulary and useful expressions.
2) —How’s the weather?
—It's raining/ windy.
3) —What are you doing?
—I'm playing basketball.
2. 教学难点:
运用目标语言来对天气进行问答,并且会问答其他人正在进行的活动。
三、教学过程
Ⅰ. Warming-up and Lead in
1. Greet the Ss and check the homework.
2. Watch a video program about the weather.
Ⅱ. Presentation
1. (Show some pictures of the weather)
Let Ss look at the pictures and ask them how the weather is.
Ss learn the new words and expressions with the help of the pictures.
2. Look at the pictures in 1a. Then read the new words on the right. Ask the Ss to match the words with pictures.
3. Check the answers.
Ⅲ. Game (How's the weather?)
1. (Showing some pictures on the big screen.) Ask Ss "How's the weather?"
2. Ss guess and answer the question.
Ⅳ. Listening
1. Now let's look at the city names in the box in 1b. Please read after me.
Ss read the cities after the teacher.
2. Now, We’ll hear four conversations. Listen carefully, point out each city in the picture as it comes upon the tape. Play the recording a second time. Ask Ss to write the name of the city in the picture of its weather.
3. Check the answers.
Ⅴ. Pair work
1. Tell the Ss: If you are in one of the places in the picture above. Talk about the weather
with your friends in another city on the phone.
2. Make a model with a student like this:
T: Hi! How's the weather in Beijing?
S1: It's sunny.
3. Ss work in pairs. Ask and answer about the weather in the cities.
Ⅵ. Listening
1. Work on 2a.
Let's see what Joe's families are doing. Point to the 4 pictures.
2. Ask Ss tell each person is doing in each picture. More attentions should be paid
to the correct use of the Present Progressive Tense.
3. Play the recording for the Ss to listen and number the pictures [1-4].
4. Play the tape for Ss to check the answers.
5. With the whole picture, get some Ss to tell the story of it.
6. Brainstorming
Play the tape for another time. Then do a memory test.
Ask Ss: What's Uncle Joe/Jeff/Mary/Aunt Sarah doing?
What're Scott and Lucy doing?
Is Jeff watching TV? etc.
7. Let Ss match the names with the activities in 2b.
Play the recording for the Ss to check the answers.
Ⅶ. Pair work
1. Look at the pictures and talk about the people in 2a with a partner.
2. Ask a student the questions as a model:
T: What's Uncle Joe doing?
S1: He's playing basketball.
3. Ss work in pairs. Ask and answer about the pictures.
Ⅷ. Role-play
1. Ask Ss to read the conversation and answer the questions:
① What's Steve doing?
② What's Rick's brother doing?
Ss read the conversations and answer the questions. Then check the answers together.
2. Let Ss role-play the conversation in pairs.
IX. Language points.
X. Exercises
Homework:
一、总结有关天气的词汇。
二、编写三个有关天气问答的对话。
七年级英语教学设计【第二篇】
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…?
教学反思:
四年级学生已经有了一年多的英语学习基础,如何能够让他们在熟悉的旧知识里,学习到新的内容,并且能等到更高程度的提高,成为我这一节课的主要目标。我认为有以下几处亮点:
一、利用歌曲、猜图游戏和TPR教学法让学生理解故事内容。
二、语言操练方法多。力求用不同的形式,达到这一目的,操练之后,从学生课堂上反馈的效果还是很明显的,尤其是本节课学习的两个短语和soccer一词的拼写,班级95%以上的学生都能够正确拼写和使用。
三、设计了有趣的游戏活动,让学生们积极参与其中。比如,我设计了“打地鼠”游戏,在游戏过程中,学生们的注意力非常集中,不但调动了学生参与游戏的积极性,而且还有效地巩固了新知。
四、把情感融入课堂教学中,用TPR教学法告诉学生Sure, I can. 的语气要比Yes,I can.的语气更强烈。
板书设计: Lesson 6
What’s that? It’s soccer ball.
What are they? They are soccer shoes.
Can you play soccer?
Sure, I can.
七年级英语优质课教案【第三篇】
教学目标
Key words: short, curly, long, tall, straight hair, a medium build, thin, heavy, bald;
brown, blonde;
glasses, hair, beard, mustache.
New language:
What do you look like? I’m short. And I have curly hair.
What do they look like? They’re medium height. And they have short hair.
What does he look like? He’s heavy and he wears glasses.
What does she look like? She’s thin and she has long hair.
教学重难点
Importance: Describing people. Such as tall or short… and who has long hair and short hair…
Difficulties: use the sentences correctly to describe the physical appearance.
III. Teaching Steps:
教学工具
课件
教学过程
Step 1 Greetings
Step 2 Ask some students to name some ways of describing people. Start students off with examples such as tall and short. Point out various students in the class and ask students to say if they are tall or short.
Step 3 Some new words about this part
(1a) This activity introduces the key vocabulary. Ask students to read the list of words. Point to the letters next to the people in the picture. Point out the sample answer. At last, check the answers.
(1b) This activity provides guided listening and writing practice the target language.
Play the recording the first time, then , play it again, this time, students fill in the blanks in the speech bubbles.
Correct the answers.
Language points: ’s the tall boy with the curly hair.
(1c)This activity provides guided oral practice using the target language. Ask the students to ask and answer the questions. Then have students work in pairs. As they talk, move around the room monitoring their work.
Language points:
does your friend look like?你的朋友长得什么样?
look like “看起来像,看起来是……的样子”like 作介词,意为“像….”
eg. What’s he like?
Jack is very like his father.
look like 看起来像 The girl look like her mother.
look 看起来 后加形容词作表语 His sister looks happy.
look the same 看起来很像 The twins look the same.
(2a)This activity provides guided listening practice using the target language.
Point to the list of nice phrases and ask a students to read them to the class. Play the recording twice. And complete the answers. Then correct the answers.
(2b)Ask the students to listen to the descriptions and write the words in the correct column after each person’s name.
(3)Writing practice: Have students do the activity individually. Offer help as necessary.
(Grammar focus) Review the grammar box. Ask students to read the questions and answers. Point out: ①does, goes-----you, they do, go--------he, she.
②I’m, they’re, he’s and she’s -----height
(3a)This activity provides reading practice using the target language. Have a student read the first description. Check the answers.
Language points:
has a medium build, and she has long hair. 她体格中等,留着长发。
①medium ,adj.中间的,中等的,普通的 a man of medium height medium size
②build 多用作动词,但在句中是名词,意为体格。
His uncle is a man of strong build.
They are building a new school.
③hair 常用作集合名词,“头发,毛发”
Mr Green has blond hair.
His mother’s hair is turning gray.
如果侧重指(一根一根的)头发,有其复数形式hairs.
My father has quite a few gray hairs.
’s good-looking but she’s a little bit quiet. 她很漂亮,但是有点不大爱说话。
①a little bit 常用于口语中,“稍微,有些,少许”相当于副词。接近于a little.
It’s a little bit cold today.
I feel a little tired now.
This shirt is a little too large for me.
②quiet 是形容词,“寡言的,稳重的,温顺的”
His daughter is a quiet child.
③good-looking, beautiful, pretty与handsome
good-looking 常用于指容貌美,beautiful 表示接近和谐理想的美; pretty并非表示完美无缺的意思,而是着重表示“可爱,令人怜爱”;handsome 指容貌端正英俊的,形容女性时,作“健美的”。他们常用于一些特定的人或事物。
项目-词汇 beautiful pretty good-looking handsome
women(女性) √ √ √ √
man (男性) × × √ √
child(小孩) √ √ √ ×
bird(鸟) √ √ × ×
flower(花) √ √ × ×
village(村庄) √ √ × ×
picture(画) √ √ × ×
dress(服装) √ √ × ×
voice(声音) √ × × ×
Qian loves to tell jokes .俆倩喜欢说笑话。
①love 在本句中为“喜欢, 热爱”常可用于“love+doing/ to do”的结构中。
His brother loves jazz.
Miss Read loves her cat more than anything else.
They all love to dance .
love 作动词还常表示为“爱,疼爱,爱惜”
They both love each other.
②tell jokes 意思为“说笑话”,类似的短语还有 tell a story, tell a lie, tell the truth.
never stops talking.他从来都是喋喋不休的说。
①never 是副词,意思为“决不,永不,从未,一点也不”
never 通常置于一般动词之前,be动词、助动词之后。
I never get up early Sunday morning.
She is never late for school.
有时置于句中特定词(短语)之前,以强调该词的否定意味。
They spoke never a word to each other.
never 可依置于命令动词之前。
Never eat too much.
②stop doing / stop to do
stop 后接动名词,表示停下动名词所指的动作; stop 后接不定式,表示停下其他事情,去做不定时所指的动作。
He stopped drinking water. 他停下(不再)喝水。
He stopped to drink water. 他停下(停下手)来喝水。
likes reading and playing chess. 他喜欢读书下棋。
①read 多指看文字性的东西,“看”实际上就是“读”,作及物动词和不及物动词都可以。
Children usually like reading picture-books.
Don’t read in the sun.
②look 为不及物动词,后面接宾语时,需用介词at,表示看的过程,强调有意识的动作,多用来唤起别人的注意。
Look! Who’s the man under the tree?
③see 能用作及物动词后接宾语,也可用作不及物动词,着重于看的结果,“看到,看见”
但不一定是有意识的。由于see强调的是结果,所以一般不用于进行时态中。
Can you see the kite in the tree?
固定搭配:see a doctor see a film
④watch 为及物动词,用来指非常仔细的、有目的或特意的动作,表示“注视、观看、监视”。
My parents often watch me do my homework..
The teacher often watch them playing games.
注意:看电视,看比赛 习惯上多用watch表示,即:watch TV, watch a game.
⑤play chess 意思为下棋,play常可作“比赛,竞赛”等,但要注意,play 与比赛、游戏用在一起时,比赛游戏前不加冠词。
Let’s play football after school.
Look! They are playing cards under the tree.
(3b)Practice the target language.
Have two students read out the example dialogue in the speech bubbles. And then have several pairs present their dialogues to the class.
(4)Ask some students to describe a person while their classmates guess who it is.
Step 4 Do some exercises to practice.
Step 5 Blackboard design
Step
① Read all the words and remember the key words and can use freely.
②Say some sentences about one person’s appearance.
课后小结
学了这节课,你有什么收获?
课后习题
完成课后练习题。
七年级英语教案【第四篇】
教学目标:
1、 认知目标:初步听懂并说出与公园有关的自然景物的单词,及表达某地有什么的句型。
2、 能力目标:学生能初步运用所学知识进行交流,培养学生的口语交际能力。
3、 情感目标:激发学生对大自然的热爱,增强学生强烈热爱环境,保护环境的意识。
教学重点:
1、 认读与公园有关的单词:parks,hill,lake,bridge,flower,grass,tree
2、 能够初步表达某地有某物:There is.。. in the park.
教学难点:
1、 单词 bridge 的正确发音;
2、 对某地有某物的表达:There is.。. in the park.
教学设计思路:
通过出示各种公园的图片,来引出本课的学习内容。教师出示美丽的公园课件,以调动学生的积极性,让学生说出自己所看到的内容,学习生词;教师让学生做小老师,给学生提供展现自我的机会;教师通过让学生猜、比赛、画画等多种方式来帮助学生复习巩固单词;听录音学歌谣时,教师用吹塑纸模型帮助学生理解听到的内容,便于学生掌握所学内容;通过听录音、小组合作、画画、做动作等多种方式操练重点句型,同时教育学生由热爱公园,引申到热爱美丽的大自然。
教学准备:课件、录音机、磁带、公园图片、吹塑纸做成的公园模型等。
教学过程:
一、Warming Up
1、 Oral practice
教师问:Hello/ Hi. 学生答:Hello/ Hi.
How are you? Fine, thank you.
Whats your name? My name is.。.
Nice to meet you. Nice to meet you, too.
[设计意图]:课前师生的连锁口语练习,既能帮助学生复习巩固所学的单词、句型,又能吸引学生的注意力,激发其学习英语的兴趣,从而给学生创造了开口大声说英语的机会。
2、 Review
(1) 听录音,复习歌曲 We are classmates,we are friends;
(2) 教师运用 TPR 教法,帮助学生复习介词:in/ on/ under/ behind;
(3) 教师出示图片,询问学生:Whats this? 学生回答:Its.。. a table/ a chair/ a boat/。.。
[设计意图]:通过歌曲、TPR 教法、认读图片的方法,帮助学生复习介词和形容词,为学习新的知识做铺垫。这不仅达到了复习的目的,同时又调动了学生全面参与到教师组织的活动当中,成为学习的主人。学生也可在这些活动中放松紧张的心情,以更加自信的状态学习英语。
二、Presentation
1、 教师出示北海公园的照片,问学生:Whats this? 让学生回答,引出公园的单词“park”;
2、 教师继续询问:Have you been to the BeiHai Park? And which parks have you been to? 学生可用中文回答,如:Xiangshan Park;Jingshan Park;
3、 教师接着说:Ok,Lets go to a beautiful park and enjoy it.
4、 教师出示课件,为学生呈现一个美丽的公园。教师说:Oh,What a beautiful park! 并询问学生:What can you see in the park?
5、 教师引导学生说出公园里的景物。学生每说到一个景物,教师就点击该景物,并示范单词的发音,如:hill, flower, grass, tree,lake, bridge;
6、 有的单词学生会说,教师可让学生来做老师,教给其他同学;
7、 “bridge”的发音较难,教师可让学生模仿录音,采取比赛的形式,看谁模仿的最好,教师给予奖励。
[设计意图]:通过出示北海公园的照片,引出本节课的话题;通过设计并呈现美丽的公园的课件,使学生有一种身临其境的感觉;通过让学生做“小老师”、比赛等形式,调动学生的积极性,给学生创设自我表现的空间,使学生有一种成就感。
8、 教师出示图片,带领学生复习生词,让学生快速认读单词;
9、 游戏:猜单词比赛。请一名学生上讲台前来任意抽出一张图片,让其他学生猜猜图片上是什么,猜对有奖品;
10、 教师通过画简笔画的方式,让学生来单词,帮助学生复习巩固单词。
[设计意图]:通过认读图片、游戏猜单词、画简笔画等形式,既帮助学生复习巩固了所学单词,又活跃了课堂气氛,从而激发学生参与的积极性。
三、Practice
1、 听录音,学习歌谣;
2、 第一遍,让学生说出听到的单词;
3、 第二遍,让学生补充听到的单词;
4、 第三遍,让学生根据录音的内容把相关的公园模型贴到黑板上;
5、 第四遍,让学生根据录音的内容把模型标出顺序;
6、 第五遍,全班跟读歌谣;
7、 第六遍,男女生朗读歌谣;
8、 第七遍,请几名学生跟读歌谣。
[设计意图]:通过听录音,让学生从说出个别单词──说出听到的句子──根据录音做事情──听录音标顺序──跟读歌谣,一步一步从易到难,使学生学起来轻松、自如,从而提高学生学习英语的自信心。
9、 四人一组朗读歌谣;
10、 听录音,让学生指读单词;
11、 教师示范某地有某物的句子:There is a 。.。 in the park. 让学生指图;
12、 请好学生模仿老师说句子,其他学生指图,并跟说;
13、 四人一组表达公园里有某物:There is 。.。 in the park.
14、 游戏:教师表达某地有某物,让学生用肢体来表现景物。
15、 听录音,完成“Listen and draw”的练习,请一名学生在投影仪上做示范。
[设计意图]:教师通过示范表达某地有某物的句子,让学生指图,进一步帮助学生复习与公园有关的单词,同时引出新的表达句型:There is 。.。 in the park. 这样使得每一次的学习内容都是在旧知识的基础上扩展来的,这样也便于学生接受。通过游戏、画画等方式,使学生在轻松愉快的氛围中感知语言,习得语言。同时也从另一个角度告诉学生:自然是美好的,我们应该热爱大自然,爱护环境。
四、Summary
教师让学生用英文说出本节课的收获。
[设计意图]:通过让学生说出本节课所学的单词和句型,进行再次的复习和巩固。同时也是对课上学习结果的反馈和了解。
五、Homework
请学生回家后听录音,把歌谣说唱给家长听;请家长利用休息日,带孩子去公园,让孩子把公园里的景物说给家长听。