2022最新初一英语第一单元教案5篇2021.doc

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1、2022最新初一英语第一单元教案5篇2021全面贯彻“三个面向”战略指导思想，渗透和灌输可持续发展的战略思想。以素质教育为根本宗旨，以培养创新精神和实践能力为重点，充分发挥学生的潜能，提高学生的全面素质和自学能力。那么在学习英语的过程中有哪些教案会比较好呢?以下是小编带来的初一英语第一单元教案内容，感谢您的阅读，希望能帮助到您！初一英语第一单元教案1Unit 2 I'm Wang Lingling and I'm thirteen years old.课 型 Reading and writing教 材分 析 This is the second lesson in this

2、module. The reading material is information about Daming, Wang Hui and Lingling. Its a good text to help the studetns improve their reading strategies, such as getting information from the reading material about personal information.知 识目 标 Key vocabulary: everyone, capital, but, very, big, city, sma

3、ll, first, last, all,first name, last nameKey structures: His / Her name is .He / She is from .He / She is . years old.He / She is in Class 1, Grade Seven.能 力目 标 To get information from the reading material about personal information.情 感态 度 Learn to respect others when we talk with others.Learn to i

4、ntroduce yourself to your friends in the right way.教学方法 Interactive approach教 具 Tape recorder, Multimedia教学过程Step 1: Warming upSay hello to the students and tell them we are going to play a game. You can say like this: I will divide you into 6 groups and each group will have a picture of a famous pe

5、rson. You work in groups and introduce the person. Let's see which team is the best. Are you clear? Ready?The teacher plays the PPT and shows the pictures to them.Step 2: RevisionShow some exercises and ask the students to complete them. Then teach and explain the new words in the sentences.Step

6、 3: Reading1. Do act 1 and check the answers. ( B D A E C )2. Ask the students to read the passage and check the true sentences in act 2.3. After reading, the students check the false sentences in act 2.4. The students read the passage again and underline the correct words in act 3.5. Finish act 4 a

7、nd check the answers with the whole class.Step4: Language pointsThe teacher shows today's useful sentences and explain them.1. This is Lingling and her English name is Lucy.这位是玲玲，她的英文名叫露西。This is .向别人介绍某人时说 ;This is .; 不用;That is .;。 如：This is Tom. Tom, this is Jack.这是汤姆。汤姆，这是杰克。注意：this is 不能缩写，

8、而 that is 可以缩写成that's。打电话时，介绍自己用this, 询问对方用that。如：This is Lucy speaking.Is that Lucy speaking?2. Good to see you. 很高兴见到你!此句为熟人之间见面常用的问候语，还可以说：Nice to see you. / Glad to see you. /Pleased to see you.It's nice to see you all.很高兴见到你们所有人!句中all为代词，意思“每个，全体”;作主语时，be动词用are。如：All the students are he

9、re today.所有的学生都到齐了。3. I'm Wang Lingling and I'm thirteen years old.我叫王玲玲，我今年十三岁了。介绍自己名字的时候可以用“I'm”、“I am”或“My name is .”，此句还可以说：My name is Wang Lingling.另外，这里的“.years old”，表示.几岁，这里的数字可以省略，直接说成：I am thirteen.对它提问用：How old.? 如：How old is Lingling?She is thirteen years old.4. Tony is my fir

10、st name and Smith is my lastname. 托尼是我的名，史密斯是我的姓。family name 姓 = last name 教名与中国习惯不同，大多数英语姓名有三个名字：教名，中间名和姓。他们的姓放在最后。(中间名一般很少用)如果你要称呼别人为先生，夫人，小姐时，只能在family name也就是last name前加上Mr, Mrs, Miss，如上面的这个名字，你只能称他为Mr. Green，而不能称他为Mr. James。Step 5: Writing1. The students look at the pictures and write sentences

11、.Finally, ask three or four students to show their answers.2. The teacher makes a model for the students and ask the students to write sentences for themselves with and.Model: My name is Li Ping and I'm from China. I'm Chinese and I'm fifteen years old. I'm in Class One, Grade Seven.

12、Step 6: Module taskLet the students to ask their partners about personal information and make cards for them. The more, the better.Name: _Age: _School: _Date of birth: _Birth place: _Telephone number: _Hobbies:_Favorite color:_Ask several students to show their performances and praise the better one

13、s.Step 7: ConsolidationShow the students some exercises and ask them to finish in class, then check the answers with the whole students.Step 8: Homework采访两个你的新同学，分别问他们以下几个问题：What's your name?Where are you from?How old are you?What's your favourite subject?将你的采访记录整理成一篇为My new classmates的短文。(可

14、适当增加采访问题，全文不少于50单词。)板书设计 Module 1 Unit 2Whats your name? My name isWhere are you from? Im fromNice to meet you, Nice to meet you, too.作业布置 1. Finish off the workbook exercises.2. Interview two of your classmates and write a short passage.教学反思 The students can get information from the reading materia

15、l about personal information.初一英语第一单元教案2Properties: Recorder, Overhead Projector.Teaching Objectives:1. Revise the grammar: the Adverbial Clause and the Infinitive.2. Revise the use of “who, that, which”.Language Focus: so thatThe Infinitive: to + Verb(原形)Teaching Procedures:I. Showing the teaching

16、aimsII. RevisionCheck homework, ask some students to retell the story.III. PresentationGive the students some sentences for example to help them understand the structure:so + adj. /adv. + that(结果)1. I am so angry that I can't say a word.2. The teacher spoke so fast that we couldn't catch up

17、with him.3. The classroom is so dirty that we must clean it.Ask the students to make up some sentences with “so that”, then give same more sentences.1. He got up late so that he was late for school.2. He ran very fast so that he hit the electric pole.Ask the students to do some practice.IV. Practice

18、Look at Exercise 1, ask the students to answer the questions with so that. The answers are:1. I stayed at home so that I could go swimming when I had finished it.2. Lucy saved her money so that she could buy her mother a birthday present.3. Ling Feng was going to Changsha the next week so that he co

19、uld visit his sick grandmother.4. I was doing my homework so that I could ask him to help me with my physics.5. I was looking for Lin Tao so that he could visit sick grandmother.V. PresentationGet the students to make up some sentences like:1. I don't know how to get to the station.2. She doesn&

20、#39;t know which sweater to choose.Ask the students to pay attrition to the Infinitive. Give them more examples to understand better, e. g.1. I don't know what to do next.2. They don't know where to go.3. We didn't know when to start.Focus on the use of the Infinitive, then give another

21、example:Its very important to learn English well:To learn English well is very important.Let the students make more sentences, pay attention to the use of the Infinitive.VI. PracticeLook at Exercise 2, make sentences with partners. The answers are:1. Its hard / easy to work out these maths problem.2

22、. Its exciting to watch football matches.3. Its interesting to read history books.4. Its hard / easy to learn foreign languages.VII. Leaning and practiceDo Exercise 3, complete the sentences using who/ that/ which. The answers are:1.which 2.who 3.who 4.which 5.who 6.which 7.which 8.whoVIII. Workbook

23、Do Exercise 1, let the students translate the sentences alone then check the answers with the students.Answers: 1. We arc hungry. We need to buy something to eat. 2. She is very busy today. She has a lot of work to do. 3. Please be quiet! I have something important to tell you. 4. Will you please te

24、ll him to turn down the TV a little? 5. nobody knows what to do next? 6. Im going to the post office to buy a few stamps this afternoon.For Exercise 2. Join the two parts and make the students read together.For Exercise 3. Get the students to read the story, and fill in the blanks. The answers are:

25、which, who, who, who, whoIX. SummaryExercise in classl. 昨天他想借我的收音机.2. 我需要一些喝的东西。3. 他有许多家务要做。4. 她叫我说慢一点。5. 在街上踢足球很危险。6. 学外语不容易。7. 我不知道去哪里。8. 叫他不要迟到。X. Homework1. Revise the use of the grammar.2. Make sentences with the Infinitive.初一英语第一单元教案3Unit 3 Language in use课 型 Revision and application教材分析 Unit

26、3 对“自我介绍和获取信息”的功能句式进行综合训练：谈论自己或朋友的情况(活动1);根据提示完成介绍图片中人物情况的句子;填表、匹配复习表示国家、民族及人物活动的词汇。Around the world了解中西人名的不同;Module task要求通过问答形式介绍自己和他人。知识目标 Key structures:1) Whats his/her name?2) Where is he/she from?3) What's his/her English name?4) How old is he / she?5) What class is he / she in?能力目标 Enabl

27、e students to talk about themselves and their friends.情感态度 Learn to respect others when we talk with others.Learn to introduce yourself to your friends in the right way.教学方法 Formal and interactive practice教 具 Tape recorder, PPT, handout教学过程 Step 1: Revision1. Ask some students to introduce themselve

28、s to the other students.2. Ask them to talk about the pictures in the PPT.Step 2: Teaching grammar动词Be的一般现在时：1. 肯定句：主语+ be(am,is,are) +其它。2. 否定句：主语+be+not+其它。3. 一般疑问句：Be+主语+其它?4. 特殊疑问句：疑问词+一般疑问句?动词Be的常用句式：1. be + 形容词I am very happy. 我很幸福。He is very kind. 他人非常好。2. be + 名词Mr Wang is our English teache

29、r.王先生是我们的英语老师。They are our good friends.他们是我们的好朋友。3. be + 介词短语She is at home. 我在家里。Are you from America? 你来自美国吗?The book is on the desk. 书在桌子上。4. be + 副词 Class is over. 下课了。Step 3: SpeakingAsk the students to introduce the three people in act 1.You can do it like this:This is Sam.He is twelve.He'

30、;s from England.He's in Class 1.Step 4: PractiseDo act 2-4 by themselves and check the answers in groups.Ask one group the report their answers.Step 5: Around the word1. Tell students the difference between Chinese names and English names.T: Most English people have three names: a first name, a

31、middle name and the family name. The first name and the middle name are given names. Their family name comes last. For example, Jim Allan Green. Green is family name. Chinese names are different. Now read and find the difference in Around the world.Step 5: Module taskLook at the screen. Introduce yo

32、urself. Ask and answer with a partner. Then report their result in front of the whole class.Step 6: Do exercisesDo the exercises in the PPT. The teacher checks the answers.Step 7: Sum upAsk the students to talk about “What have you learned in this lesson?”.Sum up the different ways of “Be” and repor

33、t it.Step 8: Homework板书设计 Module 1 Unit 3Whats your name? My name isWhere are you from? Im fromHow old are you? Im .years old作业布置 查找资料名人资料，向全班同学介绍你心目中最喜爱的英明星或最尊敬的人。教学反思 Speaking more is necessary for the students.初一英语第一单元教案4Language goalIn this unit, students learn to talk about jobs.New languageWha

34、t do you do? I'm a reporterWhat does he do.' He's a student.What do you want to be? I want to be an actor .What does she want to be? She wants to be a police officernames of jobs and professionsSection ABrainstorm with students a list of jobs that friends or relatives do. (;Brainstorming

35、; is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word an

36、swers or simple sentences such as, It's fun. It's a good job.la This activity introduces the key vocabulary.Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as they can. Then point to a scene, name the job, and ask s

37、tudents to repeat.Point to the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point to the sample answer.1 b This activity gives students practice in understa

38、nding the target language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,Say, Now you will hear three conversations. The conversations are about three of the people in this picture.Play the recording the fi

39、rst time. Students only listen.Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c This activity provid

40、es guided oral practice using the target language-Ask a student to read the example conversation with you. Hold up the book and point to the doctor in the picture.Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.Say a

41、dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words in activity 1a.As students work in pairs, move around the room monitoring their work. Oner language or pronunciation support as needed.2a This activity gives students practice in unde

42、rstanding the target language in spoken conversation.Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing? What jobs do they have?Play the recording the first time. Students only listen.Say, You will hear conversation

43、s about the people in these pictures.Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.Correct the answers.2b This activity gives students practice in understanding the target language in spoken conversation.Point to the t

44、hree headings in the chart and read the headings to the class. Ask students, What does ;wants to be; mean? (It is not the Job the person lias now. It is the job the person wants in the future.)Play the recording the first time. Students only listen.Say, You wiU hear about the people in these picture

45、s. You will hear the job they haw now and the job they want in the future.Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sample2c This activity provides guided oral practice using th

46、e target language.Point out the pictures in activity 2a. Ask who each person is. (They are Susan's brother. Anna's mother, and Tony's father.)Say, Now work with your partner. Ask and answer questions about the pictures. Ask, ;What does he or she do?; Then ask, ;What does he or she want t

47、o be?;Say a dialogue with a student. Point to Anna's mother and then to the example in the speech balloons. Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work. Offer language support as needed.3a This activity introduces the names for the p

48、laces where people work, and gives reading practice using the target language.Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.Point out the list of jobs with the numbers next to each. Th

49、en call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble.Ask students to work alone. Say, Write the number of each job in the square next to each workplace.Check the answers.3b This activity provides guided oral practice using the target language.Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.Then point out the conversation in the