初一英語學(xué)生教案如何寫？1800年后，隨著英國殖民地的擴(kuò)張，殖民地語言也極大地影響了英語的發(fā)展，從而形成了現(xiàn)代的英語。下面是小編為大家?guī)淼某跻挥⒄Z學(xué)生教案七篇，希望大家能夠喜歡！

初一英語學(xué)生教案【篇1】

Unit 1 Playing Sports

Topic 1 Are you going to play basketball?

Section A

The main activities are 1a and 2. 本課重點活動是1a和2。

Ⅰ.Teaching aims and demands教學(xué)目標(biāo)

1. Learn some new words and phrases:

almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis

2. Learn some useful sentences:

(1)I saw you play basketball almost every day during the summer holidays.

(2)Would you like to come and cheer us on?

3. Learn the future tense with be going to:

(1)We are going to have a basketball game against Class Three on Sunday.

(2)Are you going to join the school rowing club?

4. Talk about preferences:

—Which sport do you prefer, cycling or rowing?

—I prefer rowing.

5. Talk about sports and games.

Ⅱ. Teaching aids 教具

圖片/海報/教學(xué)掛圖/錄音機(jī)/小黑板

Ⅲ. Five-finger Teaching Plan 五指教學(xué)方案

Step 1 Review 第一步 復(fù)習(xí)(時間:7分鐘)

復(fù)習(xí)學(xué)過的運動項目名稱，引出生詞。

1. (展示一些有關(guān)運動的圖片，并通過師生對話，引出新的運動項目名稱。)

T:Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Did you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays?

Ss:…

(板書并要求學(xué)生掌握。)

term

T: We all know doing sports is good for our health. Now let’s review some sports and learn some new ones.

(展示學(xué)生在打籃球的圖片。)

T:Look at the picture. Do you know what they are doing? S1, please.

S1:They are playing basketball.

T:Do you like playing basketball?

S1:Yes, I do. / No, I don’t.

T:How many players are there in the basketball team?

(板書并要求學(xué)生掌握。)

team

S1:There are five players.

(展示學(xué)生在打排球的圖片。)

T:What are they doing? S2, do you know?

S2: They are playing volleyball. (教師幫助該生回答。)

(板書并要求學(xué)生掌握。)

volleyball

(用同樣的方式引出生詞cycle, row, skate, tennis, table tennis, ski。)

(板書，并讓學(xué)生跟讀，要求學(xué)生理解cycle, ski;掌握row, skate, tennis, table tennis。)

cycle, row, skate, tennis, table tennis, ski

2. (用黑板上有關(guān)運動的生詞操練，導(dǎo)出prefer的用法。)

T:Which sport do you like better, cycling or rowing?

S3: Rowing.

T:Good! The phrase “l(fā)ike … better” means “prefer”.

(板書并要求學(xué)生理解。)

初一英語學(xué)生教案【篇2】

一、說教材

Go for it! 學(xué)生用書的每個單元有6頁，其中包括Section A、Section B和Self Check。Section A為目標(biāo)句型提供分步示例和指導(dǎo)性練習(xí);Section B使學(xué)生能夠?qū)σ呀?jīng)學(xué)過的目標(biāo)句型運用自如;Self Check使學(xué)生對自己現(xiàn)階段的英語水平，即對本單元的語音目標(biāo)的掌握程度有較為明確的認(rèn)識。

Starter Unit 2是Go for it! 預(yù)備篇3個單元中的第二單元。預(yù)備篇是為了使沒有英語學(xué)習(xí)基礎(chǔ)的學(xué)生更好地使用本套教材而編寫的。它的主要內(nèi)容為26個英文字母和最基本的英語日常用語。

本單元的教學(xué)內(nèi)容為：

★ 學(xué)習(xí)letters(Ii——Rr)10個字母;

★ 學(xué)習(xí)words(ruler、map、quilt、jacket、key、pen、orange)7個單詞; ★ 學(xué)習(xí)如何identify things 確認(rèn)物體What’s this in English? 及其回答。

二、教學(xué)設(shè)計思路

Go for it! 是以《英語課程標(biāo)準(zhǔn)》為依據(jù)，以培養(yǎng)學(xué)生的英語語言綜合運用能力為目標(biāo)。每個單元的教學(xué)內(nèi)容都圍繞一個相對集中的主題，讓學(xué)生在完成各項任務(wù)的過程中學(xué)會語言，真正體現(xiàn)“Learn by doing.Learn through doing.”的教學(xué)原則。但是在Go for it! 的教材上，每個單元只有一個總體的教學(xué)內(nèi)容安排，既沒有具體的課時數(shù)安排，也沒有分課時的教學(xué)內(nèi)容安排。所以，對教師來說，這是個機(jī)會——是靈活運用教材的機(jī)會。對Go for it!，任何教學(xué)內(nèi)容的調(diào)整或取舍，都是合理的。但這也是挑戰(zhàn)——教師必須從所教學(xué)生的實際水平和語言能力出發(fā)，合理安排每單元的課時數(shù)，設(shè)計好每課時的教學(xué)內(nèi)容。

所以我想，教師在教學(xué)設(shè)計時，首先因根據(jù)自己學(xué)生的實際水平和語言能力，排出整個單元的總課時數(shù)，然后安排好每個課時的教學(xué)內(nèi)容，設(shè)計好相應(yīng)的教學(xué)步驟，以及運用相應(yīng)的教學(xué)策略。

Starter Unit 2 教學(xué)重點：letters(Ii——Rr)的字母教學(xué);

What’s this in English? It’s a/an…句型

教學(xué)難點：a/an 的正確使用

整個單元的內(nèi)容，我把它分配在三個課時中完成。

第一課時：完成Section A——1a，1b，1c。

課時目標(biāo)：★ 學(xué)習(xí)key等詞匯

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★ 學(xué)習(xí)確認(rèn)物體(Identify things)

★ 學(xué)習(xí)a/an 的初步用法

第二課時：完成Section A——2a，2b，2c，2d，3;Section B——1a，1b，2a，2b 課時目標(biāo)：★ 學(xué)習(xí)字母 Ii——Rr ★ 學(xué)習(xí)拼寫單詞

★ 了解一些英語縮略詞的意思。

第三課時：完成Section A——4a，4b，4c，5;

Section B——3a，3b，4;Self Check 1，2，3，4。

課時目標(biāo)：★ 學(xué)習(xí)將相同元音音素的字母和單詞歸類

★ 鞏固本單元的字母、單詞和句型

★ 培養(yǎng)自我檢測的能力以及學(xué)習(xí)卡片的建立。

三、教學(xué)目標(biāo)

A、語言知識目標(biāo)

1、詞匯：Letters Ii——Rr

map，ruler，pen，orange，key，jacket，quilt

2、句型：What is this in English? It is a/an map/orange… Spell it, please.

P- E- N, pen.B、語言技能目標(biāo)

通過游戲等活動，培養(yǎng)學(xué)生靈活運用語言知識和勇于創(chuàng)新的能力。 C、情感目標(biāo)

1、激發(fā)學(xué)生學(xué)習(xí)英語的興趣，發(fā)揮學(xué)生學(xué)習(xí)英語的主動性;

2、通過小組活動、組間競賽，培養(yǎng)學(xué)生的合作意識和團(tuán)隊精神;

3、在活動中培養(yǎng)學(xué)生的想象力和創(chuàng)造力。

四、教學(xué)策略

1、興趣活動教學(xué)策略：多采用做游戲和猜謎等形式。

2、開放性教學(xué)策略：新課標(biāo)的理念之一是“開發(fā)課程資源，拓展學(xué)用渠道”。這要求我們學(xué)會開放性地處理教材。在教學(xué)過程中，我們要適當(dāng)借鑒其他教材的內(nèi)容，插入大量學(xué)生感興趣的圖片和活動，拓寬學(xué)生的視野，實現(xiàn)知識的整合。

3、任務(wù)型教學(xué)策略：任務(wù)型教學(xué)途徑是以應(yīng)用為動力，以應(yīng)用為目的，以應(yīng)用為核心的教學(xué)途徑。所以教師在教學(xué)中應(yīng)突出語言的應(yīng)用性原則，把聽說、討論、表演、游戲貫穿于教學(xué)，使課堂形式多樣化，充分發(fā)揮學(xué)生的主動性。

五、學(xué)習(xí)策略

1、通過閃現(xiàn)等活動，鍛煉學(xué)生反應(yīng)能力和注意力集中程度。

2、通過猜物體等活動，培養(yǎng)學(xué)生的邏輯推理能力。

3、通過組內(nèi)合作和組間比賽等活動，提高學(xué)生的合作能力和競爭能力，促使學(xué)生學(xué)會體驗實踐、參與合作與交流的學(xué)習(xí)方式。這種學(xué)法將更有利于發(fā)展學(xué)生的綜合語言運用能力，使語言學(xué)習(xí)的過程成為學(xué)生形成積極的情感態(tài)度、主動思維和大膽實踐的過程。

六、教學(xué)過程 The first period Step 1

Warming up

Good morning/afternoon/evening!

How are you?

I’m fine, thanks.

How are you? I’m OK.(S-T，S-S)

Step 2

A Gueing game

Teachers show a part of a letter and

ask,“What’s this?”Get the students

to answer the questions like this“I

think it’s A/B.”Then show the whole

of the letter to let the students check

whether they’re right or wrong.

Step 3 Presentation

Show the picture of a girl and her room,

then present the new words and the

sentences：What’s this in English? It’s?

從猜謎游戲到新知識呈現(xiàn)，學(xué)生在懸而 未決的心理狀態(tài)下學(xué)習(xí)新知識，因注 意力相對集中和興趣被有效激活，對 讓學(xué)生從不完整的畫面中通過想象力， 猜出其中是什么字母。既復(fù)習(xí)學(xué)過的字 母，又豐富學(xué)生的想象力。“What’s this? It’s…”是本單元的重點句型。通過這個 游戲，讓學(xué)生在聽說中首先建立一定的 感性認(rèn)識，體現(xiàn)聽說領(lǐng)先的原則/ 這一步,旨在引導(dǎo)學(xué)生在真實的交際 中運用Starter Unit1中學(xué)到的日常用 語,讓學(xué)生體會學(xué)英語的樂趣和成功 的快樂。所學(xué)的東西印象深刻。

Step 4 Listen, look and say a.Section A—1a b.Section A—1b Step 5 Word challenge

Show the things as quickly as poible,

活動有效訓(xùn)練學(xué)生的有意注意力和

have a competition between boys and girls.

瞬間記憶力，同時在真實的語境中

Get them to name the things they see.

使所學(xué)的語言知識得到強(qiáng)化。 Step 6 Pair work Get the Ss to practice the conversation in the picture.Then make their own conversations.Step 7 Group work Students work in groups, draw a picture

Of their room and talk about the picture

Using “What’s this in English? It’s a/an?”

Teacher is ready to offer his/her help to

those students who are in need of it.Step 8 Report Ask some demonstration groups to show

their pictures before the whole cla.They

may do like this: This is my room.What’s

this in English? It’s a/an?

Homework

1、Read and recite the new words and

The conversation in this period.

2、Get the students to finish the pictures of

their rooms and write down the English

names of the things in their rooms.

學(xué)生的基礎(chǔ)和能力存在差異，應(yīng)該允許 學(xué)生將課內(nèi)未完成的內(nèi)容在課后完成。 面向全體學(xué)生，讓所有學(xué)生學(xué)有所得 是教學(xué)的唯一目標(biāo)。

學(xué)生分享合作的成果，感受成功的快感。 在展示自我的過程中，學(xué)生體驗到勇敢、積極、大膽所帶來的愉快的心情體驗，

激勵他們更努力地學(xué)好英語。 學(xué)生嘗試著用英語進(jìn)行交際，使語言 知識在完成任務(wù)的過程中得到運用并 鞏固。教師應(yīng)該鼓勵學(xué)生提問、獲得幫 助。這是培養(yǎng)學(xué)生主動汲取知識的好時機(jī)。

a.Greetings.b.A Gueing game.

Teacher prepare 8 pieces of paper

with the words in Section A on them.

Put them in a bo_.Get one of the

students to pick a word out of the bo_.

The other students ask:

What’s this in English?

The student answers: It’s a/an ? c.Letters challenge(Unit 1).Step 2 Presentation Teacher presents the new letters.

Step 3 Listen, number and write Section A—2a, 2b, 2c, 2d.Step 4 Letter BINGO Get Ss to draw a form of 16 squares

in their e_ercise books and play the

BINGO game.

Teacher may get one of the students

to call out the letters.Step 5 Look and learn

a.Section A-3

b.Teacher shows more special letters.

c.Ss try to think of other special letters.

Step 6 Gueing game: What’s the word? a.Teacher thinks of a word that the Ss know.Draw a dash on the Bb for each

letter.Get the Ss to suggest in turn a

letter.If that letter is in the word, the

猜詞游戲豐富了學(xué)生的想象力，有效激活 學(xué)生的探究欲望，符合學(xué)生的心理特點， 很容易地把學(xué)生卷入到字母、單詞的記憶 補(bǔ)充生活中常見的縮略詞，引起學(xué)生 的興趣和注意，激發(fā)他們?nèi)ビ^察生活，

使知識的學(xué)習(xí)為生活服務(wù)。 游戲要求學(xué)生必須全神貫注地聽，并 快速認(rèn)讀字母，訓(xùn)練了學(xué)生的聽力以及 敏捷的判斷力和反應(yīng)能力。教師還可 以通過此游戲來檢查學(xué)生的字母發(fā)音。 通過游戲來檢查學(xué)生對已學(xué)知識的掌 握情況，在輕松愉快的課堂氛圍里，

學(xué)生的積極性容易被調(diào)動，思維容易 被激活。如果學(xué)生層次較好，教師事 先準(zhǔn)備的紙上可以只畫物品的圖案，

不寫英文名稱。

teacher writes it on the appropriate dash. The first student or team to gue the

word and shout it out is the winner.

b.Show the picture which matches the

word and ask: What’s this in English?

Ss answer:“It’s a/ an?”

Teacher: Spell it, please.

Ss spell the word.c.Get individuals to give their own words.Step 7 Listen and practice

a.Section B—1a, 1b, 2a

b.Pair work: Section B—2b Homework a.Color and write the letters.

b.Find more special letters like NBA

and their meanings.

和運用中，充分體現(xiàn)“學(xué)以致用”的原則。 同時在活動中自然呈現(xiàn)新知識，不知不覺 把學(xué)生導(dǎo)入到新知識的學(xué)習(xí)和運用中， 從而真正貫徹了“做中學(xué)”原則。

開放型的作業(yè)代替機(jī)械、枯燥的抄寫，

培養(yǎng)學(xué)生的動手能力，同時使他們有 機(jī)會展示自己的個性。

The third period Step 1 Warming up

a.Greetings.b.A game

Letters line up

c.Self check—3

d.Get the students to call out the letters.

Step 2 Listen, draw and write a.Section A—5

b .Section B—3a, 3b

Step 3 Listen and repeat a.Section B—4 Find out how to pronounce

在這一步中， 學(xué)生對英語的語 通過游戲、聽說、畫線、排序等 多種形式，學(xué)生從聽說讀寫等方 面運用學(xué)過的18個字母。 在游戲中教師檢查學(xué)生對已學(xué)知 識的掌握情況。游戲帶來的愉快 的感受能讓學(xué)生積極投入到接下 去的學(xué)習(xí)中。

the letters AEIO in the words.

b.Self check—4 Step 4 A gueing game a.Teacher shows a part of a thing, get

the students to gue out the name,

using: What’s this in English?

I think it’s a/an?

Spell it, please.

音知識有一個初步的認(rèn)識。

在游戲中，學(xué)生運用語言知識 解決實際問題，活躍了課堂氣氛，

漸趨疲勞的注意力得到松弛。 在Self check中，可以讓學(xué)生 既tick已經(jīng)掌握的單詞，并且

b.Section A—4a, 4b, 4c

circle尚未掌握的單詞，然后與 c.Self check—1, 2

Step 5 A Game Find the friend

a.Find the other student who has the

sentence that can match his own.

此游戲旨在復(fù)習(xí)Starter Unit1—2 中出現(xiàn)的日常用語。在學(xué)生積極、同伴交流，達(dá)到合作、互助的目的。

b.Report in pairs.

主動尋求答案的過程中將整節(jié)課 c.Make conversations with the sentences.

推向高潮。

Homework 1.Vocab-builder

Get the students to line up the

words they know in U2.

2.Get the students to make up their

own word gueing games.Get ready

to share with the cla in the ne_t period.

讓學(xué)生會自我小結(jié)與評估，形成性評價 豐富了終結(jié)性評價的不足，增強(qiáng)學(xué)生 學(xué)習(xí)的信心。發(fā)散性的課外作業(yè)，培 養(yǎng)學(xué)生創(chuàng)造性思維。同時，讓語言知識 的學(xué)習(xí)與鞏固以積極的方式從課內(nèi)延 伸到課外。

七、教學(xué)反思

Go for it! Starter 是整個教材的預(yù)備篇，教學(xué)內(nèi)容雖不復(fù)雜，但是教師的責(zé)任卻不小。除了處理好本單元的教學(xué)重難點之外，教師要下功夫設(shè)計添近學(xué)生生活、符合學(xué)生認(rèn)知水平和心理特點的教學(xué)形式和方法，讓那些初涉英語學(xué)習(xí)的學(xué)生從一開始打心眼里喜歡英語。教無定法，學(xué)無止境。新教材對我們英語教師提出了更新、更高、更全的要求。

例如，在Group work Draw the picture of your name and talk about it，學(xué)生有可能會問教師許多有關(guān)房間設(shè)施的名詞，這是學(xué)生主動學(xué)習(xí)的表現(xiàn)，教師應(yīng)給予極大的鼓勵。但是，也對教師提出了很高的要求。 教師要有一定的前瞻意識，事先做好充分的準(zhǔn)備，就能相對從容地面對突如其來的問題，也就是在課前準(zhǔn)備上下功夫。

做一個會動腦筋的教師，就能 培養(yǎng)出一個愛動腦筋的學(xué)生;做一個有創(chuàng)造意識的教師，就能培養(yǎng)出有創(chuàng)造力的學(xué)生。同時，教師還要有整體把握教材的意識。

例如，我在本單元第二課時中布置了一項家庭作業(yè)：Color and write the letters。既復(fù)習(xí)了字母，又為Starter Unit 3的教學(xué)作好準(zhǔn)備。在Starter Unit 3中，教學(xué)重點之一是What color is it?如果到那時，教師在教學(xué)中拿出的教具來源于學(xué)生自己，既拓展了學(xué)用渠道，同時又會讓學(xué)生萌發(fā)出強(qiáng)烈的自豪感和成就感。而擁有成就感和自豪感的學(xué)生，肯定會以更積極的態(tài)度投入到英語學(xué)習(xí)中去。就這樣，教師一步一步把學(xué)生引入積極的英語學(xué)習(xí)中，最后達(dá)到事半功倍的效果。

此外，在布置回家作業(yè)時，教師也可以各盡所能，設(shè)計學(xué)生愛做、搶著做的家庭作業(yè)，既達(dá)到復(fù)習(xí)知識的目的，更追求在完成作業(yè)的過程中運用知識的目的，使家庭作業(yè)項目化。同時教師可以為學(xué)生建立成長袋，每一次出色的、有創(chuàng)意的作業(yè)都是收錄進(jìn)成長袋的好作品。例如，本單元中我布置的A picture of my room、Colorful letters、Word game等都可以被收藏在成長袋里。成長袋記載學(xué)生進(jìn)步的過程，也是他們未來學(xué)習(xí)的動力。

做一個愛教、善教的教師，培養(yǎng)一批愛學(xué)、善學(xué)的學(xué)生。

初一英語學(xué)生教案【篇3】

Teaching aims:

1. Students can master the key words, spring, summer, winter and summer;

2. Students can master the sentence structure ”Which season do you like best?”.

3. Students can use the words and sentence structures in their daily life.

4. Students can have more interest in learning English.

Teaching key points and difficult points:

Teaching key points:

Words: spring summer autumn winter

sentence structure: Which season do you like best?

Teaching difficult points:

Students can use the words and sentence structures in daily life.

Teaching procedures:

Step1 Warming up

1.greet with the students.2. play and enjoy the "Four seasons" song and ask students what they hear and then lead in our topic "season".

Step 2 Presentation and practice

1.the learning of the wordsDraw the picture of "spring summer autumn winter” on the blackboard to help students understand the meaning of the words.

2.the learning of the sentence structureShow the videos of the four seasons and tell students my favorite season is summer and I like ice cream and then ask “which season do you like best”? to present the sentence structure.

3.the practice of the sentence structureWork in pairs to ask and answer.

4.Understanding the dialogue

1)show pictures of Mr. Jones, Mike and Wuyifan and ask students to guess what they are talking about and then listen to the tape for the first time to check the answer.

2)listen to the tape for the second time and answer the following questions:What's the music?Which season does Mike like best and why?Which season does Wuyifan like best and why?

3) Listen to the tape for the third time and read after it and ask students to pay attention to their prounciation and innonation.

5.Practice the dialogueStep 3 Production

Four students in a group and ask students to do a survey using the sentence structure about what season their group members like and why. Then ask some representatives to report their survey.

Blackboard Design

略

初一英語學(xué)生教案【篇4】

一、教學(xué)目標(biāo)

在本節(jié)課結(jié)束時，學(xué)生將能夠：完全讀懂文章“The Spirit of Christmas”;掌握閱讀理解中的推測(inferring)技能。

知識與能力：

通過多種閱讀任務(wù)，提高細(xì)節(jié)理解、歸納大意和推測等能力。

過程與方法：

采用自主學(xué)習(xí)、小組合作探究的學(xué)習(xí)策略，利用幻燈片等來展開課堂閱讀教學(xué)。本單元的教學(xué)法建議：

閱讀教學(xué)

通過指導(dǎo)學(xué)生閱讀策略的方式;

口語教學(xué)

采取 pairwork 問答式的口語交際活動互相操練。

情感態(tài)度與價值觀：

通過學(xué)習(xí)圣誕節(jié)精神，理解分享和向他人傳遞愛和快樂的重要意義。

二、教學(xué)重難點

教學(xué)重點：

(1)閱讀文章，完成各項任務(wù)。

(2)學(xué)習(xí)推測“inferring”技能。

(3)進(jìn)行2e角色扮演活動。

教學(xué)難點：

(1)總結(jié)文章各段大意。

(2)學(xué)習(xí)推測“inferring”技能。

三、教學(xué)策略

閱讀教學(xué)

通過指導(dǎo)學(xué)生分別完成pre-reading, while-reading, post-reading中的任務(wù)，讓學(xué)生充分理解閱讀材料;

口語教學(xué)

采取 pairwork 問答式的口語交際活動互相操練。

四、教學(xué)過程

Step 1： Pre-reading

Activity 談?wù)撌フQ節(jié)，設(shè)計思維導(dǎo)圖。

【設(shè)計意圖】

通過小組討論和設(shè)計思維導(dǎo)圖，對節(jié)日文化內(nèi)容進(jìn)行歸納，并為閱讀文章做好鋪墊。

Step 2： While-reading

Activity 1. 閱讀文章，回答問題。

【設(shè)計意圖】

通過第一遍閱讀，理解文章大意，回答比較簡單的細(xì)節(jié)問題。

Activity 2. 閱讀文章，完成2c 填表的任務(wù)。

【設(shè)計意圖】

通過第二遍閱讀，完成關(guān)于“What does Scrooge see when he was…”的表格，此任務(wù)也屬于細(xì)節(jié)理解，但需要學(xué)生進(jìn)行簡單概括。

Activity 3. 閱讀文章，總結(jié)各段大意。

【設(shè)計意圖】

通過指導(dǎo)學(xué)生進(jìn)行段落大意歸納，提升學(xué)生的整體理解及段意歸納能力。

Activity 4. 學(xué)習(xí)及練習(xí)“inferring”技能。

【設(shè)計意圖】

通過回答2d中的問題，訓(xùn)練“inferring”方法，增強(qiáng)學(xué)生閱讀能力。

Step 3： Post-reading

Activity 小組活動，分角色表演。

【設(shè)計意圖】

讀后小組分角色表演活動，既能夠檢驗學(xué)生對文章的理解程度，也能鍛煉學(xué)生口語表達(dá)能力。

初一英語學(xué)生教案【篇5】

Good morning, everyone. My name is...., I come from.... I`m very happy and excited to stand here, it is my great honor to be here to present my lesson. My teaching topic is.... I`ll talk about it by 8 parts.

The analysis of teaching material.

The analysis of students.

The analysis of teaching aims and demands.

The analysis of teaching importances and difficulties.

The analysis of teaching methods.

The analysis of teaching procedures.

Blackboard design.

Teaching reflection.

Well, firstly, I`ll talk about Part 1 the analysis of teaching material. My teaching topic is... from Unit...Go For It Junior English Book 1A, which published by People Education Press. In this period, the main language function is to practice listening and speaking skills around....as well as the communicative skills of.....

Then I`ll talk about next part the analysis of the students. It is known to us that most of students had learned English for about....years. They are curious about new things and have a strong desire to learn better. However, their Engish tearning level are different from each other. They need teachers` help and encouragement in their further study.

Next I`ll talk about teaching aims and demands. There are knowledge aims, ability aims and emotional aims. The knowledge aims are to enable the students to master the new words.....the phrases....and the sentenses.....The ability aims are to obtain the abilities of listening, speaking, reading and writing around.....to train the students` abilities of using language, to guide the students to talk about....using the expressions of....and to develop the students` ability of creative thinking and cooperative study. The emotional aims are to enable.....

Let`s move on to another part: the analysis of teaching importances and difficulties. The teaching importances are....The teaching difficulties are.....

Next is teaching methods. I use...methods in my lesson. There are multimedia computer assisted instruction, task-based activities, situational approach, total physical response or the audio-lingual method.

Now I`ll talk about teaching procedures. According to five steps teaching method, I design my lesson into five steps.

Step 1 is warm-up. Here I`ll....By this, the students can be interested in it and pay their attention to our class easily and....

Step 2 is lead-in. Here I`ll....By this, the students.....

Step 3 is presentation. Here I`ll.....By this, the students......

Step 4 is practice. Here I`ll....By this, the students......

Step 5 is homework. Here I`ll......By this ,the students.....

Next is my blackboard design. I`ll design it like this.....

At last, I want to say, to be a good teacher is my dream. I think a teacher is not only a guide for sudents, but also a friend of them. If I were a teacher, I would build a close relation with my students, helping them not only on their study but also on their lives. I`ll try my best, and I have confident that I can do it.

Ok, that`s all. Thanks for your listening. Good-bye.

初一英語學(xué)生教案【篇6】

《Where did you go on vacatio》

Unit 10 Where did you go on vacation?

Good morning, everyone. I am __ from the ___. I have taught English for over ten years and I like my students. Today, I will talk about Unit 10 where did you go on vacation? Go for it Junior English Book .There are 6 periods to finish this unit. I will talk about the first period with the following parts..

I. Analysis of the Teaching Materials.

The topic of this unit is the continuation of unit 9 as well as about the past events.

By using the Simple PasT Tense,which is essential in junior English,students will

talk about their past.This topic is about their experiences and places they have

visited on their vacations.So it helps bring back their memories and learning

motivations.

II. Students’ characteristic

Although the Junior 1 has been learning English for almost a year and are having

some basic knowledge. Because of living in China and surrounding environment, students are learning English impassively and irregularly. But The junior 1 has showned themselves very creative,capable and of plasticity as they’re doing so well in what they’re interested in such as games and CAI.

III.Teaching Aims and Demands

1.Knowledge objectives

a. To enable the students to read, to spell , to understand the vocabulary correctly.

b. To help the students ask and answer the new sentence pattern: Where did you go on vacation?

2.Ability objectives.

a. To improve the students’ skills of listening ,speaking,reading and writing..

b. To encourage the students to communicate with others uning the new sentence pattern .

3.Emotion objectives

a. To train the Ss to cooperate well in groups and in pairs.

b. To be interested in communicating in English.

IV. Teaching Key Points

1. Key vocabulary

New York City camp summer camp museum

2. Key structures

Where did you go on vacation?

I went to…

V. Teaching Difficulty

Learn the key structures

VI. Teaching Methods

1. Task-based method

That’s to say I’ll let the students finish 1 listening task and make short dialogues along with the actions to help the students get a better understanding of the key

structures.

2. Communication method

I’ll set up a dream and ask students to pretent themselves as reporters. This way, the students can say freely and needn’t to worry about making mistakes.

VII. Learning Methods

1. Listening—speaking method

2. Communicative strategy

We all know that the best ways to learn English well are to imitate,to practice,to listen,to speak and to communicate more constantly.

VIII. Teaching Aids

In this lesson, the CAI, cassette, a tape recorder will be used.

X. Teaching Procedure

I’ll mainly talk about this part. It consists of 5 steps.

Step 1 Warm – up and review

1. Make a free talk between T-S. What did you do yesterday? And what did your best friend do yesterday?

2. Write down the past tenses of the verbs that I show in CAI.

Purpose: this step is in order to review what the students have learnt in Unit 9.That way, I can lead them into the new lesson smoothly. I think It’s usual but pratical.

Step 2 Presentation

1. Learn the new words and expressions

a. lead—in: ask students some questions: Did you dream last night? What did you dream? Where did I go on vacation in my dream?

b. CAI shows many pictures of my dream,which are also the activities in 1a .

c. Ask students to read and spell the new phrases.

d. Do 1a. Match the activities with the pictures (a—g).

e. Play a guessing game: I will show some jigsaws of each picture and have the students to guess. I will praise the student who answers more quickly.

Purpose: I put the vocabulary learning into a dream in order to prompt them to find it very interesting to learn English.. By CAI, students can match the vocabulary with the real things directly and master them easily.

Step 3 Listening practice

a. Tell the students to listen to the tape and number the people (1—5) in the picture.

b. Play the recorder for the first time, and then check the answers.

c. Play the recorder again, students imitate the conversations and fill in the blanks. Pay attention to their pronunciation and intonation.

Purpose: this is a basic and necessary step, which develops the students’ skills of listening, reading and writing.

Step 4 Pairwork

a. T—S: where did Tina go on vacation?

She went to the mountains.

b. Ask the students to practice in pairs as we 1c. Then they will come to the platform and click on the number to choose a picture and act it out randomly

Purpose: “Task-based”teaching method is used here to develop the students’ability of

communication and their ability of co-operation will be well trained. This step provides guided oral practice using the target language to consolidate the key structure and It can develop students’ skill of speaking and sense of language.

Step5 Production

Have students pretent to be reporters to interview anyone they want to ask about their vacation.

Purpose: After learning 1a—1c, it’s time to extend what they learnt just now and give the students a free space to show their abilities. With the real situations, students will feel easy and successful during this part. By way of communication, the students will understand how to use the key structure better and consolidate the knowledge firmly.

Part XI Homework

Do a survey and write a report about the classmates’ vocation.

Purpose: I think homework is so important that the students can speak english as much as they can in class or after class.I set this step in order to practice students’ skills of listening, speaking and writing.

Blackboard Design

初一英語學(xué)生教案【篇7】

《Don’t eat in class》

一、教材分析

本單元是人教版《新目標(biāo)》的第十二單元。這本教材的詞匯量很大，內(nèi)容新穎，尤其是生動活潑的卡通化的畫面，很符合七年級學(xué)生的年齡特點和心理特點，其中還囊括了很豐富多彩的文化知識，以及合作探究的活動，十分貼近學(xué)生的實際生活經(jīng)驗。本單元的話題Talk about rules.與日常生活密切相關(guān)。作為一名中學(xué)生，遵守學(xué)校班級、家庭和社會公共場所的規(guī)章制度是必須的。在談?wù)撘?guī)則時，一般運用祈使句、情態(tài)動詞can和have to等。這是英語新課程標(biāo)準(zhǔn)中規(guī)定所必須掌握的內(nèi)容，是交際英語中必不可少的項目。因此，本單元對于提升學(xué)生的學(xué)習(xí)興趣而提高學(xué)生的聽、說、讀、寫能力有很大的幫助。并通過self check檢測，積極地、及時地尋找各自的不足，以便學(xué)生樹立良好的內(nèi)在動機(jī)，不斷獲得成就感。

二、教學(xué)目標(biāo)

1、教學(xué)目標(biāo)

⑴知識目標(biāo)

這一單元主要話題是“Talk about rules談?wù)撘?guī)則”，其中主要涉及內(nèi)容如下：

A、Functions功能：談?wù)撘?guī)則，并制定規(guī)則。

B、Structures語法結(jié)構(gòu)：祈使句和情態(tài)動詞Can和have to的用法。

C、Target Language日常交際用語：

Don’t eat in class!

Can we wear hats?No，we can’t.

We don’t have to wear a school　uniform等。

D、Vocabulary詞匯：rule、classroom、hallway、fight、have to等。

(2)能力目標(biāo)

培養(yǎng)學(xué)生運用所學(xué)句型談?wù)撘?guī)則的能力，并培養(yǎng)學(xué)生遵守規(guī)則的習(xí)慣。

(3)情感目標(biāo)

A、談?wù)撘?guī)則有利于學(xué)生守秩序，遵紀(jì)守法，使學(xué)生感受到自覺遵守各項規(guī)章制度的好處。

B、有些規(guī)則是必要的，但規(guī)則太多卻使人感厭煩!學(xué)生在遵守規(guī)則的過程中會體驗到不同的情感。

2、教學(xué)重點、難點

(1)重點：學(xué)習(xí)并運用談?wù)撘?guī)則的日常交際用語及詞匯。

(2)難點：祈使句否定形式以及have to的用法。

3、教具準(zhǔn)備：把學(xué)校的一些規(guī)則制成卡片，投影儀、錄音機(jī)、圖片等。

4、課時安排：根據(jù)學(xué)生的實際情況，將用4個課完成教學(xué)任務(wù)。

三、學(xué)情分析

我所任教的班級為我校七年級的學(xué)生。我校位于農(nóng)村,因此絕大部分的學(xué)生來自周邊的農(nóng)村，再加上周圍方言的影響，更是對英語學(xué)習(xí)造成很大的困難，而學(xué)生英語基礎(chǔ)更是參差不齊。課堂上相當(dāng)一部分學(xué)生由于基礎(chǔ)或是個性差異原因?qū)W(xué)習(xí)英語缺乏自信。能夠很投入，很積極學(xué)習(xí)的常常只是很少部分人。學(xué)生優(yōu)差的兩極分化非常嚴(yán)重，男女生的差異也很大，通過上個學(xué)期的學(xué)習(xí)，女生在英語學(xué)習(xí)的信心上明顯劣于男生。因此，教師應(yīng)采取積極措施及時幫助那些“弱勢群體”，幫助他們樹立自信心，激發(fā)他們學(xué)習(xí)的興趣，讓他們體會到英語學(xué)習(xí)的樂趣。

四、教學(xué)設(shè)計理念

本單元幾個課時教學(xué)設(shè)計均強(qiáng)調(diào)從學(xué)生的學(xué)習(xí)興趣，生活經(jīng)驗和認(rèn)知水平出發(fā)，結(jié)合本校實際，談?wù)搶W(xué)校班級的各種規(guī)章制度以及規(guī)則的優(yōu)點和不足。提倡采用任務(wù)型語言教學(xué)途徑和方法，鼓勵學(xué)生在教師的指導(dǎo)下，通過體驗、實踐、參與、探索和合作等方式，發(fā)現(xiàn)語言的規(guī)律，逐步掌握語言知識和技能，不斷調(diào)整情感態(tài)度，形成有效的學(xué)習(xí)策略和自主學(xué)習(xí)能力。

五、說教法

1、聽說法：以聽、說、讀、寫、練為主，通過對本課重點句型的學(xué)習(xí)培養(yǎng)學(xué)生聽力、口語以及書面語的能力。

2、交際法：注意語言的運用能力，培養(yǎng)學(xué)以致用的意識，有利于激發(fā)學(xué)生的學(xué)習(xí)興趣和相互作用。

六、學(xué)法分析

新課標(biāo)準(zhǔn)強(qiáng)調(diào)以學(xué)生為中心，學(xué)生作為學(xué)習(xí)的主體，教師的主要任務(wù)是幫助學(xué)生形成有效的學(xué)習(xí)策略，發(fā)展自主學(xué)習(xí)的能力。在本單元教學(xué)中，教師應(yīng)引導(dǎo)學(xué)生：

1、各校都有自己的規(guī)則，談?wù)撘?guī)則是常見的事，大家應(yīng)養(yǎng)成經(jīng)常使用英語談?wù)摰牧?xí)慣，提高口語能力。

2、學(xué)習(xí)英語不是一朝一夕的事，要求學(xué)生長期練習(xí)，多聽、多說、多練，只有堅持不懈才能學(xué)習(xí)好英語。

七、說教學(xué)程序。

第一課時

一、教學(xué)目的

本課主要學(xué)習(xí)句型What are the rulers at your school?Don’t run in the hallways. Don’t listen to music in the classroom or hallways.Don’t fight.運用這些句型談?wù)撘?guī)則。

二、教學(xué)過程

1、導(dǎo)入設(shè)計：教師事先安排學(xué)生聽一首英文歌曲，問他們： “What do you think of this song?”復(fù)習(xí)上一節(jié)課的內(nèi)容。再問：“Can we listen to it in class?”這樣便引出學(xué)校規(guī)則討論。

2、整體感知：

(1)充分利用圖片以及實物進(jìn)行直觀教學(xué)，引出本課的主題—“Rules”—school rules.

(2)呈現(xiàn)大量圖片，并引導(dǎo)學(xué)生談?wù)搱D上的人物以及規(guī)則，學(xué)生有不理解的，教師要講解。

(3)檢測討論學(xué)習(xí)結(jié)果，完成la里的內(nèi)容。

(4)聽力檢測：聽錄音完成lb里的內(nèi)容(Peter2,Selina3,Nick4).

3、投影—鞏固練習(xí)：根據(jù)下邊的規(guī)則，用情態(tài)動詞can來表達(dá)，意思不變。

Rules

(1)Don’t run in thehallways.→We can’t run in the hallways.(例子)

(2)Don’t arrive late for school.

(3)Don’t eat in classroom.

(4)Don’t listen to music in the classroom or hallways.

(5)Don’t fight.

4、Pair work 角色扮演。

場景一：In the hallways.場景二：In the classroom.

A: What are the rules at your school?

B: Well，we can’t run in the hallways.

5、合作探究：

在教師指導(dǎo)下，用幻燈片把學(xué)校班級的規(guī)則，或是《中學(xué)生日常行為規(guī)范》投影出來，供學(xué)生充分運用句型談?wù)撘?guī)則。