初一英语下册公开课教案汇编.docx

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1、初一英语下册公开课教案初一英语下册公开课教案1 教学目标 Teaching aims(教学目标) 1.学会谈论自己和他人过去发生的事情和活动。 2. 能够娴熟的运用本节课出现的动词短语。 教学重难点 Language points(语言点) 1.要求驾驭以下句式：Where did you go on vacation? I went to the mountains. 2.要求驾驭以下词汇： 动词词组(过去式形式)：went on vacation, stayed at home, went to the beach, went to the mountains, visited my un

2、cle, went to summer camp, visited museums, went to New York City (本节课短语比较多，过去式改变也不简洁，激励学生说出更多自己知道的描述过去事情的短语。) Difficulties(难点)：用精确的过去式短语描述过去发生的事情 教学过程 Teaching steps(教学步骤) 1. Warm-up and lead in(课堂热身和导入) (1)New term greetings (新学期问候) T: Hello everyone! Good to see all of you again. Did you enjoy you

3、r summer vacation? S: Yes! (师生之间的问好过后，让学生前后位、同桌之间相互问好)1 (2)Lead in(导入) T: Can you tell me about the activities you did during the summer vacation? Try to use verb phrases, for example, “watch TV”. S1: I went shopping. S2: I went to the movies with my friends. S3: I went swimming. (老师可以激励学生给出尽可能多的答案，

4、并引导学生运用过去式) T: Wow. It sounds like you had a good time during the summer vacation! Im sure you enjoyed yourselves very much. Now I want to know where you went on vacation. (老师把“Where did you go on vacation?”和 I went/ 板书在黑板上) 教学设计说明：从贴近学生熟识的话题入口，通过对学生暑假生活的了解及回顾，引出今日的重点内容。 2. Presentation(呈现新学问) T: I

5、went to Hainan on vacation. Lily, where did you go on vacation? S1: I went to Australia. Where did you go on vacation, Henry? S2: I went to Australia. Where did you go on vacation, George? S3: (每个同学说完一件活动后老师特殊强调一下过去式形式并把其原形和过去式形式写在黑板上，用彩色笔标出有改变的地方) 教学设计说明：通过学生自己的真实活动描述，引出重要的动词短语，同时有意识的呈现并操练Where did

6、 you go on vacation? I went 重要句型。虽然是新课，通过这样的形式呈现学生很快会理解并驾驭。 3. Work on 1a T: Look at the picture in 1a on Page 1. Some students are also talking about their vacation, like we were doing earlier. They went to different places and did different things. Some stayed at home Some (引导学生说出图片中出现的其余的活动) Lets

7、 match the activities they did to the picture. (老师可以四处走动，以帮助有须要的同学) Check the answers: 1. stayed at home f 2. went to New York City b 3. visited my uncle g 4. went to summer camp d 5. went to the mountains c 6. went to the beach a 7. visited museums e 教学设计说明：在完成1a 任务前简洁的口头说出图片内容其实是为连线打基础，帮助基础薄弱的同学，同

8、时大家一起再巩固了一遍短语动词的过去式。 4. Work on 1b T: Listen to these three conversations carefully and number the people in the picture using 1-5. (老师放录音，因为对话简洁老师可以在放完一遍录音以后就订正答案) T: Listen again, then read the conversations aloud. T: Can you guess what these words mean? everyone, anyone, anywhere, nothing Have Ss

9、 guess the meanings. Help and correct Ss when necessary.教学设计说明：听并完成1b任务不难，但是好的听力材料应当充分利用，让学生听后仿照并理解重要词汇的意思有利于培育学生听力和口语水平。 5. Work on 1c T: Now we know what Tina, Xiang Hua, Sally, Bob and Tom did during their vacation. Lets work in pairs and talk about the people in the picture. Then Ill choose a fe

10、w pairs to present their conversation to the class. Choose two pairs to present their conversation to the class. A: Where did Tina go on vacation? B: She went to the mountains. (给学生练习的时间,然后抽查5对看对话状况，特殊是过去式运用状况) 教学设计说明：进一步巩固本节课所学内容，让学生对听力对话内容又了更深的理解和更好的驾驭。 课后习题 Homework Oral: Listen, then read the th

11、ree conversations aloud. Written: Make a survey about what three of your friends did during the summer vacation. 初一英语下册公开课教案2 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?

12、Im short. And I have curly hair. What do they look like? Theyre medium height. And they have short hair. What does he look like? Hes heavy and he wears glasses. What does she look like? Shes thin and she has long hair. 教学重难点 Importance: Describing people. Such as tall or short and who has long hair

13、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

14、 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. (

15、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: 1.Hes the tall boy with the curly hair. (1c)This activity

16、 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: 2.What does your friend look like?你的挚友长得什么样? look like “看起来像，看起来是的样子”like 作介词，意为“像.

17、” eg. Whats 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 an

18、d 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 persons name. (3)Writing practice: Have students do the activity individua

19、lly. Offer help as necessary. (Grammar focus) Review the grammar box. Ask students to read the questions and answers. Point out: does, goes-you, they do, go-he, she. Im, theyre, hes and shes -height (3a)This activity provides reading practice using the target language. Have a student read the first

20、description. Check the answers. Language points: 3.She has a medium build, and she has long hair. 她体格中等，留着长发。 medium ,adj.中间的，中等的，一般的 a man of medium height medium size build 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. hair 常用作集合名词，“头发，毛发” Mr Green has blo

21、nd hair. His mothers hair is turning gray. 假如侧重指(一根一根的)头发，有其复数形式hairs. My father has quite a few gray hairs. 4.Shes good-looking but shes a little bit quiet. 她很美丽，但是有点不大爱说话。 a little bit 常用于口语中，“略微，有些，少许”相当于副词。接近于a little. Its a little bit cold today. I feel a little tired now. This shirt is a littl

22、e too large for me. quiet 是形容词，“寡言的，稳重的，和顺的” His daughter is a quiet child. good-looking, beautiful, pretty与handsome good-looking 常用于指容貌美，beautiful 表示接近和谐志向的美; pretty并非表示完备无缺的意思，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“塑身的”。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

23、(男性) child(小孩) bird(鸟) flower(花) village(村庄) picture(画) dress(服装) voice(声音) 5.Xu Qian loves to tell jokes .俆倩喜爱说笑话。 love 在本句中为“喜爱， 酷爱”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，疼惜” They both love e

24、ach other. tell jokes 意思为“说笑话”，类似的短语还有 tell a story, tell a lie, tell the truth. 6.She never stops talking.他从来都是喋喋不休的说。 never 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

25、each other. never 可依置于吩咐动词之前。 Never eat too much. stop 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。 7.He likes reading and playing chess. 他喜爱读书下棋。 read 多指看文字性的东西，“看”事实上就是“读”，作及物动词和不及物动词都可以。 C

26、hildren usually like reading picture-books. Dont read in the sun. look 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，多用来唤起别人的留意。 Look! Whos the man under the tree? see 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，望见” 但不肯定是有意识的。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 watc

27、h 为及物动词，用来指特别细致的、有目的或特意的动作,表示“凝视、观看、监视”。 My parents often watch me do my homework. The teacher often watch them playing games. 留意：看电视，看竞赛 习惯上多用watch表示，即：watch TV, watch a game. play chess 意思为下棋，play常可作“竞赛，竞赛”等，但要留意，play 与竞赛、嬉戏用在一起时，竞赛嬉戏前不加冠词。 Lets play football after school. Look! They are playing c

28、ards 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 t

29、o practice. Step 5 Blackboard design Step 6.Homework. Read all the words and remember the key words and can use freely. Say some sentences about one persons 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。 初一英语下册公开课教案3 教学目标 1. Match the vocabulary: sales assistant. Doctor. Actor. Reporter. Police. Offic

30、er. Waiter. Bank clerk. student 2. Master and use: What do you do? What does he do? Does he work in hospital? 教学重难点 重点 1. The vocabulary 2. language: What does she do? She is a doctor. 难点Use the language to ask for the jobs 教学工具 课件 教学过程 Step 1 Oranization1 Organize students to prepare for the class

31、Step 2 Free talk 2 Oral practice: Games, words that describe jobs, such as exciting, dangerous, boring The students talk about freely Step 3 Presentation 8 1. Let students look at the picture and guess the jobs. The teacher describes the jobs and let students guess what. Ask job does the person have

32、? Where does the person work? 2. Then use explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. 3. Let students practice. Such as: He is a police officer. Its

33、an exciting job. 4. Listen to the conversation. What jobs do Betty, Jenny, and Sam want? Then write the jobs below. 5. Listen again. Why are Betty, Jenny, and Sam interested in these jobs? Complete the chart above. 6. Listen to the tape: Listen and number the picture(1-3) below. Then practise the di

34、alogue. 7. Grammar focus: 1.叫学生口头造句用一些有关职业的句子。争取大部分的同学都有回答的机会，多次重复加大练习。 2. 老师边让学生读句子边说明这些句子的意思。 3. 叫学生口头练习一些有关这方面的句子。 4. 听录音，让学生填写表格，然后再订正答案。 5. 分组练习，让学生大面积的练习。 6. 让学生朗读Gammar Focus Step 4 Practice 6 7. Read the newspaper want ads. And fill in the blanks with the correct jobs. One: Wanted: Do you li

35、ke to work late? Do you like to work hard? Do you like to meet people? If your answer is “Yes”, then we have a job for you as a 给学生肯定的时间，让他们充分练习。学生小组探讨和练习。让大部分的同学都有机会来表演。 Step 5 Summary 2 Words and phrases of this class Language: 本节课主要是听录音来完成各种对话，充分让学生学会职业的文法以及地点的表达法。以提问的形式来进行复习总结，在让学生有一个巩固的机会。 Step

36、 6 test 4 1、Self check(见后面) 让学生做后再讲解答案 Step 7 Consolidation 4 在这节课例我们主要听录音然后回答问题，让学生充分练习听力，达到会听、会说然后在自己编对话来练习。 Step 8 Homework Read the newspaper more and more. 让学生朗读3A部分的内容。 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。 板书 Unit 4 I want to be an actor 初一英语下册公开课教案4 一、教学目标： 1. 语言学问目标： 1) 能驾驭以下单词： guitar, sing, sw

37、im, dance, chess, play chess, draw, speak, speak English, join, club 能驾驭以下句型： Can you play the guitar? Yes, I can./ No, I can't. What can you do? I can dance. What club do you want to join? I want to join the chess club. 2) 能了解以下语法：情态动词can的用法 want to do sth.的用法 2. 情感看法价值观目标： 该部分内容贴近学生的生活，谈论的话题是实

38、力。通过相互询问或谈论自己或对方在某一方面的实力，可以培育学生的一种群体意识。 二、教学重难点 1. 教学重点： 1) 学习询问和谈论彼此的实力和特长; 2) 驾驭一些弹奏乐器的表达方式。 2. 教学难点： 情态动词can的构成和运用。 三、教学过程 . Lead in 1. 老师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一边说:I can play the guitar.等;再指着图片说：He/She can play the violin.But I cant play it.等;然后询问学生：Can you play the guitar?.并引导学生进行简洁的回

39、答。 2. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities with the people. Then Check the answers with the class together. . Presentation 出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动： He/She can dance/swim/sing/But I cant dance/swim/sing/.等，学习表达活动的动词短语。 . Game (What can I d

40、o?) T: Tell your partners what you can do. For example: I can play the guitar. I can sing and dance. Ss work in groups. The let some Ss talk to their classmates in front of the class. . Listening 1. T: Now lets listen to the tape, find out the right conversation, and number them 1-3.(播放lb部分的录音让学生听，引

41、导学生依据所听到的内容，选出对话的依次，完成1b部分的教学任务。) 2. Check the answers: (3, 2, 1 ) . Pair work 1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own conversations. (引导学生绽开Pairwork活动，完成lc部分口语交际的教学任务，学会运用can询问和表达实力。) . Listening 1. Work on 2a; T: Now, look at the pictures on P2, listen

42、 to the four conversations. Just listen. (Play the recording for the first time, students only listen carefully.) Then, listen to the recording again, and circle the clubs you hear. Check the answers with the class. 2. Work on 2b; 引导学生依据对话内容用正确的单词填空，补全对话，再播放听力材料一遍。让学生进行校对，练习听力和写作实力，完成2b部分的教学任务。 Chec

43、k the answers with the Ss. . Pair work 1. Look at 2b and talk about what the people can do and the clubs they want to join. 老师可以和一名优秀的学生做一个对话的例子，让学生们明白如何去问答，例如： T: What club does Lisa want to join S1: She wants to join the chess club. T: Can she play chess? S1: No, she can't. 2. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary. 3. Ask some pairs to act out their conversations. . Role-play 1. Ask Ss to look at the picture in 2d. Then Ss read th