2022最新初一下册英语英文教案范文集锦.doc

2022最新初一下册英语英文教案范文集锦海阔凭你跃，天高任你飞。愿你信心满满，尽展聪明才智;妙笔生花，谱下锦绣第几篇。学习的敌人是自己的知足，要使自己学一点东西，必需从不自满开始。以下是小编带来的初一下册英语英文教案内容，感谢您的阅读，希望能帮助到您！初一下册英语英文教案1Topic:Countries, nationalities, and languagesFunctions:Talk about countries, nationalities and languagesAsk and tell about where people liveStructure:Where's/Where're .from?Where does/do .from?What questions-What language does/do .speak?Target language:Where is she from? She is from.Where does she live? She lives in.What language does she speak? She speaks.Vocabulary:words about countries, languagesTeaching design:The whole unit needs 5 periods, 4 for new lessons and 1 for testPeriod 1 ( 1a-Grammar Focus )Key points:Where is your/John's pen pal from? He/She is from.Where does he/she live? He/She lives in.(Homework for preview)Pre-task:Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak.T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Key points:Where is your/John's pen pal from? He/She is from.Where does he/she live? He/She lives in.(Homework for preview)Pre-task:Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speakT can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Step 1 Leading-inThe information of the teacher's own pen pal's information.;I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?;Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)Step 2 LearningSection A 1a Learn the new words on the Bb. The new words are:pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great Britain/England)Pay attention to the pronuciation of the new words.Step 3 Listening1b Listen and circle the countries in 1a they learnedStep 4 CompetitionTwo groups of students to write the new words to see which group does better. First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.(This step is a memory game. It can help the Ss consolidate the new words they learned)Step 5 Pairwork1c Practise the following conversation:-Do you have a pen pal? -Yes, I do.-Where's your pen pal's from? -He/She is from .(Write it down on the Bb)First T has a conversation with one student as an example then let the Ss practise in pairs. At last let several pairs do it again in class.Step 6 Leading-inRevise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following:Toronto; Paris; Tokyo; New York; Sydney; Singapore; London;Step 7 Learning2a Learn the city names together with the whole class just like Step 22b Listen and circle the cities and countries2c Listen and complete the chartHave a similar competition to consolidate the new words in this part.Step 8 PairworkT has a conversation with one student like the following:-Do you have a pen pal? -Yes, I do.-What's your pen pal's name? -His/Her name is.-Where is your pen pal from? -He/She is from.-Where does he/she live? -He/She lives in.(Write it down on the Bb)Let the Ss practise after the T's example in pairs then several pairs do it in class.Step 9 ExerciseMy pen pal is from Australia.(划线提问)John's pen pal is from Japan. (划线提问)He lives in Paris. (划线提问)Homework:Read and copy the new words .Copy the sentences in Grammar FocusMake up the questions about Jodie in 2c The questions are:Does Jodie have a pen pal? Where is Jodie's pen pal from? Where does he/she live? What's his/her name?(This one can be chosen by themselves)初一下册英语英文教案2Language Goal:Talk about what people are doing.Teaching Aims:The present Progressive (结构式: Be + V-ing )Key Points:-Whats he doing ?-Hes reading.Difficult points:现在进行时的用法和动词V-ing 形式的构成。Teaching Methods:由浅入深,设置场景、对话以及表演来教授新句型。Teaching Aids:教学图片、教学光盘、VCD机、录音机Teaching Procedures:Step1. Warming upA. Duty reportTeacher: How are you, boys and girls?S s : Fine, thank you.Teacher: OK, whos on duty today?(the student who is on duty starts to make a duty report)B. Ask and answer(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)T: Usually, what time do you go to school?S1: T: When does your father watch TV in the evening?S2: T: Do you do your homework in the evening?S3: T: When do you play soccer?S4: T: what time do you usually eat dinner?S5: (The teacher should encourage the students after questions.)The teacher ask the students to read these five verbs for several times.Step 2. PresentationA. Match the words and the activities.Ask the students to turn to page 83, and look at the pictures in 1a.Then,the teacher ask questions:-Whats he doing? (Picture 1)-Hes making a telephone call.(Help the students answer the question with body language .)Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)The Ss read these V-ing words after the teacher.B. Play the video.To make the Ss clear what they are learning in this class. Mr. Gongs words do give the teacher a big hand.(Write down the title of Unit 14 Im watching TV on the blackboard and ask the Ss to read it.)C. Teach the Present Progressive.1. IntroductionTell the Ss what the Present Progressive is. (现在进行时表示现在正在进行或发生的动作, 它的表现形式为Be Verbs + V-ing - 这也即为它的结构式.)2. Tell the differenceWrite down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the Ss to read them again.3. Listen to the tape.Let the Ss get ready to listen to the tape (paper and ball-point pen).Check the answer: 2 4 14. Activities.The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”Im opening the door.”(The other actions: look at someone, clean the window)Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined:n What am I doing?n Im opening the door.n What am I doing?n Im looking at him.n What am I doing?n Im cleaning the window.5. Pairwork.Ask and answer questions about what people are doing in the picture.u Whats he doing?u Hes reading.The Ss can practice different sentences upon the verbs on the blackboard.6. Guessing game.The teacher prepare several pieces of paper and there are different actions on it. Ask a pair of Ss to act it out. (Each pair of Ss choose two pieces of paper and act.)(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive step by step. They can have fun in the classroom during this class, its the most important.)7. Self-assessment.The teacher prepare for the Ss some listening exercises, and play the cassette, let them finish these exercises at once. Then, check the answer. The Ss can understand whether they have learned about the Present Progressive.8. Do the exercises.The teacher have the Ss some exercises, and ask the Ss to do at once.<1>-Whats Li Lei doing?- He_. ( read )<2>-Whats his mother doing?-She_. ( write )<3>-What are they doing?-They_. ( play soccer)<4>-What are David and Mary doing?-They_. (have dinner)<5>-Whats Jenny doing?-She_. ( run )(In fact, the Ss dont have enough time to finish the exercises, so they can go on and finish these exercises after class.Step 3. Homework1. Finish the exercises in the class.2. Make a conversation and act it out with your partner.Step 4. The endT: You are very good today, boys and girls! And thank you for listening. Bye.初一下册英语英文教案3Language goalsIn this unit students learn to describe animals and express preferences and give reasons,New languageWhy do you like koala bears?. Because they're cute,They're pretty interesting, They're kind of shy, They're very big.names of animals such as tiger, elephant, koala bear, dolphindescription words such as smart, cute, intelligentnames of countries: Australia, South Africa,Recycled languagebetween, across fromHe's/She's from . He's / She's five years old.name of countries; China, Japan, BrazilSection AAdditional materials to bring to class:coins or other markers for the Bingo game in 4.Ask students to name as many animals as they can in English. Write the list on the board,Ask students to describe each animal in some way.They may tell its color or tell if it is big or small.Say, Today we are going to learn the names of some more animals. Well also leam how to say which ones we like and tell why we like them.la This activity introduces the key vocabulary.Focus attention on the map of the zoo showing pictures of animals. Ask students to point to and name any animals they can.Point to the animals one by one and say the name of each. Ask students to repeal.Point out the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word with one of the pictures. Say, Write the letter of each animal in the blank by that animal's name. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.Point to the animals in 1a- Ask students to point to and name the animals.Say, I'm going to play recordings of three conversations. Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear.Play the recording the first time. Students only listen.Play the recording a second time. This time students check each animal name they hear.Correct the answers.1 c This activity provides guided oral practice using the target language.Call attention to the example conversation in the picture. Ask two students to read it to the class. Answer any questions they may have.Point out the four description words. Ask a student to read them aloud. Review the meaning of each word.Say, Now you can make conversations about animals.Your conversations can be like the example. Use these description words.Ask students to work in pairs. Have them take turns saying both parts.If students need help getting started, demonstrate another conversation with a student. For example:Teacher: let's see the elephant.Student: Why do you want to see the elephant?Teacher: Because it's very smart.Ask some students to present their conversations to the class.2a This activity provides listening practice using the target language.Call attention to the two blank lines on the left. Say,You will hear a recording of a conversation. Listen carefully. Then write the names of the two animals you hear on these lines.Play the recording the first time. Students only listen.Play the recording a second time. This time students write in the names of the animals.Check the answers.Point out the adjectives listed on the right. Ask a student to say the words.Say, Now I will play the recording again. This time draw a line between each animal and the adjective you hear.Play the recording and have students match each animal with an adjective.Correct the answers.2b This activity provides listening and writing practice using the target language.Call attention to the conversation and the blank lines in it Say, You will hear the recording again. This time please write a word from the box on each blank line. Some words can be used more than one time.Ask a student to read the words in the box.Play the recording. Check to see that students are writing a word from the box on each line of the conversation.Go over the answers.2c This activity provides guided oral practice using the target language.Call attention to the conversation in the picture. Ask two students to read it to the class.Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations.Demonstrate a conversation with a student. For example:Student: Do you like penguins?Teacher: Yes, I do.Student: Why?Teacher: Because they're very cute.3a This activity provides reading practice using the target language.Point to and say the names of the three countries on the maps and ask students to repeatPoint to the three animals and ask a student to name them.Say, Now draw a line between each animal and the country it comes from.Correct the answers.3b This activity provides guided oral practice using the target language.Point to the conversation in the picture. Ask a pair of students to read it to the class.Ask students to work in pairs. Say, Now you can talk about where animals come from. Point to the map and animals students matched up in 3a-Say, Work with a partner. Take turns asking and answering questions about the countries and animals in 3a.After a few minutes, ask several pairs to say the conversation for the class.Section BAdditional materials to bring to class:Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.1 This activity introduces more key vocabulary,Call attention to the animals in the picture and ask a student to say the name of each one.Point out the list of eight numbered adjectives at the top.Say, Now please match the adjectives at the top with the animals in the picture. Write the letter of the animal on the line after the adjective. Point out the sample answer.As students work, move around the room offering to answer questions as needed.Correct the answers-2a This activity provides listening practice with the target language.Say, Now I will play a recording of a conversation between Tony and Maria. This time circle the adjectives you bear on the list for la.Play the recording again. Students circle th