初一下學期仁愛版英語教案范文

初一下學期仁愛版英語教案范文編寫教案的繁簡，一般是有經驗的教師寫得簡單些，而新教師寫得詳盡些。原定教案，在上課進度中可根據詳細情況做適合的必要的調整，課余時間隨時記錄教學效果，進行簡要的自我剖析，有助于積累教學經驗，不斷提高教學質量。以下是帶來的初一下學期版英語教案內容，感謝您的閱讀，希望能幫助到您！初一國外版下學期仁愛版英語教案1一、教材剖析初中英語第一冊(下)主要介紹了平時生活的社交用語以及一些西方國家的文化背景和民俗習慣，教材通俗易懂，旨在使初一級學生基本能用英語需要進行簡單溝通活動的溝通。這套教材采用任務型語言教科書教學模式，融合話題、社交功能和語言構造，形成了一套順序漸進的生活化念書程序。與原教材相比還增加了和學習策略等部分，并了任務型學習成份和語篇的輸入。本書每個單元都列舉明確的語言目標、主要就的功能項目與語法構造、可能需要掌握的基本詞匯，并分為A和B兩部分。A部分是基本的語言內容，B部分是知識知識的擴展和系統(tǒng)剖析的語言運用。這套教材是盡人皆知城市學生的狀況編寫的，關于我們鄉(xiāng)村中學生來說，由于隸屬小學基礎不好，到初中慌亂此后學起來確實有些吃力，光是一千多個單詞就嚇退了不少學生學習英語的興趣。但我們還必須知難而上，為了提高鄉(xiāng)村努力求取的英語教學成績而努力。指導學生經過監(jiān)察活動把它們有機地聯(lián)系出來，進而已經達成了知識遷移過程。常用的訓練活動有以下七項：(1)Dailyreport：值日生介紹自己、家庭成員或街坊的情況，其余學生可互相提環(huán)境問題，詢問個人職業(yè)。(2)Playaguessinggame：用問題“whatdoeshedo?”引入任務，讓學生猜測多媒體課件中人物的職業(yè)，以此激發(fā)學生家長的學習興趣，并訓練學生的發(fā)散思維能力。(3)Asktheway：創(chuàng)設問路情景，根據實際情況tellingthewaygothehospital達成對話活動。(4)Seethe

，eg，

Iwanttodoctor、goshopping等：學生可扮演角色，進行對話。(5)Haveadiscussion：學生疏小組議論。(6)Whatdoyouwanttobewhenyougrowup?經過過來訓練把課內的語言學習與課外的語言活動聯(lián)合起來，改變了過去老師一言堂的模式，變學生為主體，講堂主假如提供了一個學生獲取知識的平臺。學生在活動中主動地獲取知識。一、教學理念1按照教學課標，仔細備教學內容備學生，上好每一節(jié)課，向45分鐘要質量。2、要面向全體學生，關愛每個學生，激發(fā)他們學習英語的好奇心，幫助他們成立努力學習的成就感和自信心,培養(yǎng)自主學習的能力。3、設計教師的整體教學首要目標，目標設計以學生的學習技術，語言知識，情感態(tài)度，學習策略和文化意識的發(fā)展為基礎;同時尊重個體差別，體現(xiàn)每種學生的主體意識，幫助學生擬定小目標;4、采用任務型教學模式，讓學生訓導主任在老師的指導下經過感知、體驗、實踐、參與和展開合作等方式，實現(xiàn)任務的目標，感覺成功，給所有學生帶來喜悅;5、著重過程評論，促使學生能力產業(yè)發(fā)展，成立能激勵學生學習興趣自主和自主學習能力發(fā)展的評論體系。給學生充分的信心和支持，使他們在使用和學習英語的過程中，領會到輕松和成功的快樂，讓家長在快樂中學習，讓英語法語的工具功能給與充分體現(xiàn);6、重視學生的思想品質教育，體現(xiàn)全方位教育培養(yǎng)全面合格人才的目標政策。二，學情剖析我所教的本屆七年級8和9兩班基礎很差，學生在寫的技術方面基本上沒有獲得過訓練，連音標沒講過，甚至掌握有一半的學生的拼讀即便沒有掌握好。開學三周了，經過我和大學生的不懈努力，并對學生思想教育工作，穿鞘也有所好轉。部分學生有了主動學習的動力，可是整體的惰性仍是極好，我要積極主動的幫助他們從頭成立學習興趣。此外，在學生學習策略方面還存在好多需要進一步領會掌握的地方。好多學生不能明確學習英語的目的，沒有真實認識到學習溝通英語的目的在于文化溝通;有些同學在學習中缺乏小組合作意識，借故和其他學生溝通，不能參予學習任務;大部分同學不能做好課前預習和課后復習，學習沒有計劃性，完全在老師的指揮棒之下學習，沒能力做到總結語言規(guī)律和的穩(wěn)固、積累。這些都是我和學生要長久作戰(zhàn)艱辛徹底解決努力才能解決的問題。我會自但是然給自信心學生們信心去達成這些任務的，急是沒有用的。讓學生們樂于接受我的教學指導，并找到自成體系的辦法才是解決問題的重點。三詳細實施方案要求學生每單元一篇與所學內容相仿的作文，并實時批閱讓學生實時發(fā)現(xiàn)不足加以改良;2.每日背誦課文中的文章。要求學生朗誦并默寫，培養(yǎng)語感，掌握語法知識的應用技巧;利用“總負責人檢查及教師重點抽查”的方法實時檢查，并給與實時的表揚。3.堅持周測、月測(可用作業(yè)進行)的形成性評論制度，給學生鼓勵、表揚，不使用消極的增添語言打擊學生;4.對后進生進行特意指導，布置獨自的作業(yè)。擬定合適的學習評論方法，讓他們樹立學習的自信;5.加強對學生學習策略的指導，為他們終身學習確立基礎;6.要充分利用學校先進的重點技術教育技術，所用公共設備計算機和多媒體教學設備，探索新的教學模式，開發(fā)英語教學資源，拓寬學生學習產品服務，提教學效果。四教學進度安排第1周：Unit5Topic1Howdoyouusuallycometoschool?5課時第2周：

Topic2Heisrunningontheplayground.5

課時第3周：

Topic3Myschoollifeisveryinteresting.5

課時第4周：Unit6Topic1Isthereacomputerinyourstudy?5課時第5周：

Topic2Whatkindofhomedoyoulivein?5

課時第6周：

Topic3Whichisthewaytothepostoffice?5

課時第7周：ReviewofUnit5_65課時第8周：自測Unit5_65課時第9周：期中考試第10周：Unit7Topic1Whenisyourbirthday?5課時第11周：Topic2Canyoudanceordraw?5課時第12周：Wehadawonderfulparty.5課時第13周：Unit7復習測試5課時第14周：Unit8Topic1What’stheweatherlikeinspring?5課時第15周：Topic2Thesummerholidaysarecoming.5課時第16周：Topic3Let’scelebrate!5課時第17周：總復習5課時第18周：期末測試，寫教學工作總結初一下學期樂善版英語教案2Unit1Myname’sGina.SectionA一、教師寄語:Athousand-lijourneyisstartedbytakingthefirststep.千里之行，始于足下。二、學習目標：Knowledgeaims(知識目標)Keywords：mynamenicemeetyouwhat’shisherKeyphrases:myname,firstname,lastname,answerthequestion.Keysentences:What’syourname?What’shisname?What’shername?及回答。Abilityaims(能力目標)掌握簡單的問候語，并能自我介紹，初步培養(yǎng)用英語進行社交的本領。掌握聽的技術，在中其聽的投資過程中正確獲取數字信息。Moralaims(情感目標)禮貌待人，培養(yǎng)優(yōu)異的人際關系。三、教學重難點介紹自己，問候他人。四、學習過程、預習導學及自測英漢互譯1.name_________2.好的，令人快樂的______________3.too___________4.遇見______5.your____________6.his_________7.她的名字______、自主學習①.onenum.1,一：Oneandtwomakesthree.一加二等于三。adj.①一個：Ihaveonebook.我有一本書。②有一(天)：Onedayhewillunderstandyou.有一天他會理解你的。meet/mi:t/v.碰到，碰到【記憶法】-ee-雙寫，與meat為同音詞?！究键c】tomeetsb.(orsth.)碰到某人/某事：Nicetomeetyou.初次會面時的客套話，不是初次會面假如用see?！疽辍縨eet也可用作名詞，譯為：會，集合：sportsmeet運動會。③“What’syourname?”“MynameisGina.”“你叫什么名字?”“我叫吉娜?！眱扇讼嗷コ醮螘婊ハ嘣儐栃彰麜r可用這個句型。如想反問時可說：Andyou?或許Andwhat’syourname?如：：Hello.What’syourname?：MynameisAnnRead.Andyou?/Andwhat’syourname?：I’mHanMei.Hello!你好!Hello一般可作為熟人、朋友、青年人之間的招呼用語，語氣較隨便，譯為“您好”;別的打電話或遇熟人時也可用。譯為“喂”。在則表示問候或喚起注意時，有時可用Hi來代替Hello，顯得更加隨便。如：A：Hello/Hi，Jane!你好，簡!B：Hello/Hi，Jim!你好，吉姆!3、合作探究①動詞

be的現(xiàn)在時態(tài)動詞be就是我們所學過的am,is,are的動詞原形。怎樣使用這三種形式主要取決于主語。當主語是第一人稱I(我)時，用am,縮寫為I’m;主語是第二人稱you(你)或復數時，用are,縮寫為you’re，主語是第三人稱it/she/he(它/她/他)或字詞及代詞的單數時，用is,縮寫為it’s/she’s/he’s。如：Iam(I

’m)LiuYing.

我是劉英。Youare(You’re)LinTao.

你是林濤。Itis(It

’s)3344278下面介紹一則口訣，幫你熟記“動詞

be的組成”：我(I)用am,你(you)用are，is連著他(he)，她(she)，它(it)。單數名詞用is，復數名詞全用are。變否認，更容易，be后not加上去。變疑問，往前提，句末問號莫拋棄。hello與hi(1)hello與hi能夠交換，都表示“喂，你好”。但hi比hello用得更多，顯得更平和親近，它尤被美國年青人所使用。但打電話時常用hello而少用hi。熟人、朋友會面時，彼此問候單單說聲Hi!就能夠了。用hello時，不能“Hello,hello,hello”這樣頻頻使用。要注意hello/hi一般不用于與師長、上級、年長者以及有體面的人打招呼，免得顯得對長輩略嫌尊重。③Do1CPracticetheconversation。、拓展創(chuàng)新Step1在英語中怎樣拼寫中國人的姓名，聯(lián)合國教科文組織已做明文規(guī)定“一律按漢語拼音的寫法。姓和名分開，姓在前，名在后”?，F(xiàn)舉例說明：如果是單姓，名又是單字，則氏族與名首個的第一個字母要大寫，其余字母用小寫。如：LiLei李雷。如果是單姓，名是雙字，則姓的第一個字母大寫，名的第一個字母大寫，名的雙字合在一同算一個詞，不得分開。如：HanMeimei韓梅梅。如果是復姓，則把復姓英文字母連在一同，只是第一個字母英文字母，名字的拼寫方法同上以。如：SimaZhao司馬昭，OuyangYunsong歐陽云松。中英姓名比較──韓文姓名是姓在前，名在后;英文姓名是姓在后，名在前。Mr用于姓前，如MrGreen不能說成MrJim.如果之時名字里有可能造成音的混雜的拼寫此時，要用連字號“-”或隔音號“’”分開。如：YangXi-an(Xi’an)楊西安，如寫成YangXian就成了楊仙。Step23a、3b、45、梳理概括一、Greetings(打招呼)常有的表達方式(1)Goodmorning!/Goodafternoon!/Goodevening!分別用于上午、下午、晚上會面問好。(2)Hello!/Hi!用于互不朋友或熟悉的人之間相互打招呼。(3)Nicetomeet/seeyou.該句答語常用Nicetomeet/seeyou,too.文化背景及注意事項英語口語中多用省略句，如Goodmorning!也能夠直接說Morning!相互熟悉的人作別相見打招呼用Howareyou?，初次會面一般用Howdoyoudo?(3)和外國人打招呼時，不要用中國式的問候語，如：你吃飯了嗎?你上哪兒去?(4)Howareyou?原用于詢問對方身體狀況，現(xiàn)在漸漸失去原來的涵義，作為平時生活術語中的寒暄用語。二、Self-introduction(自我介紹)常有表達方式(1)Iam我是(2)Mynameis我的名字是如果詢問對方名字，能夠問：What’syourname?/MayIhaveyourname?文化背景及注意安全如果見了長輩或年紀比自己大的大點人，用Mr.,Miss,Mrs.等稱謂詞+familyname(姓氏)?；ハ嗍煜さ耐g人青年人之間能夠直呼其名。、達標測試.用所給詞的適合形式適度補充完整Bobby是個馬虎的孩子，他寫完作業(yè)不怎么小心將墨水瓶打翻了。有的地方被墨水弄臟了，看不清了。1.What's____________name?(you)2.His____________Boris.(name)3.Niceto____________you.(meet)4.____________nameisGina.(I)5.____________this?It'sabook.(what)Ⅱ.單項選擇1.What'syourname?____________nameisJenny.A.IB.I'mC.My2.I'mHardy.____________tomeetyou.3.Isthisyourbrother?What's____________name?4.MaryKingis____________newteacher.5.Hi!Thisis____________newteacher;____________nameisYangyan.A.your;myB.his;yourC.your;her五、典型例題解析【例1】—yourname,please?—Mynameis.A.What’s,JimGreenB.Who’s,JimGreenC.What’s,GreenJimD.Who’s,GreenJim精析What’syourname,please?詢問對方的姓名，回答時用Mynameis英語人名國家人則的姓名構造次序為：名+姓，應選A。答案A【例2】—Hello!—!精析Hello!與Goodmorning!都是問候語，它們的答語就是其純粹，應選B。如：—Goodmorning,Joan.瓊，清晨好!—Goodmorning,WenBo.聞博，清晨好!答案B【例3】Youateacher.Iastudent.Mysisterastudent,too.A.am;is;areB.is;are;amC.are;am;isD.are;is;is精析動詞be在一般現(xiàn)在時中根據不同的人稱有不同傳有的形式，在此題中，You與are連用，I與am連用，Mysister為第三人稱單數，應與is連用。答案C【例

4】情景社交

(根據情景，用所給的選項填空。

)(1)Mike

：Hi,LiLei

：I

’mLiLei.Mike:Nicetomeetyou.LiLei：Nicetomeetyou,too.A：What’syourname?B：I’mMike.(2)MissKing：That’sanicedress.Ann：.A：ThankyouB.No,itisn’t精析(1)某種情況把邁克和李磊聚到一同，他們意識到雙方應當必須相互認識，相互做自我介紹。因此情緒高漲比較隨便，經常自報姓名往往是為了探詢對方姓名的一種策略。對別人自報姓名所做出的回答一般是自報自己的姓名。在西方國家，當有人贊美你時，要說謝謝，而不像中國人習慣在你贊美你時要表示沒有謙遜。答案(1)B(2)A【例5】用動詞be的適合形式填空。(1)IinRow6.(2)Whatyourname?(3)youten?精析此題考察的是系動詞be的用法。系動詞be(是)，隨著主語的人稱和數不盡相同的不同，又分為am,is,are三種不同的形式。Am用于第一人稱單數;is用于第三人稱單數;are用于第二人稱單、復數和第一、三人稱復數形式。如：Iam;Itis;Youare。下面這則口訣可幫助記憶：我(I)用am，你(You)用are，is隨著他、她、它，一切復數都用are。答案(1)am(2)is(3)Are六、中考鏈接1.SheisastudentandnameisKate.2.ThisisMissGao.Sheyournewteacher.七、課后反?。何业氖斋@：___________________________________________________________________________________________________我的不足：________________________________________________我努力的方向是____________________________________________初一下學期仁愛版英語教案3LanguagegoalInthisunit,studentslearntotalkaboutjobs.NewlanguageWhatdoyoudo?I'mareporterWhatdoeshedo.'He'sastudent.Whatdoyouwanttobe?Iwanttobeanactor.Whatdoesshewanttobe?ShewantstobeapoliceofficernamesofjobsandprofessionsSectionABrainstormwithstudentsalistofjobsthatfriendsorrelativesdo.("Brainstorming"isanactivityinwhichyousetatopicandstudentssaywhateverwordstheycanthinkofrelatingtothattopic.)Writethewordjobsontheboardandlistallthejobsstudentsmention.Pointtothejobsonebyoneandaskstudentstosaywhatevertheycanaboutthesejobs.Acceptsinglewordanswersorsimplesentencessuchas,It'sfun.It'sagoodjob.laThisactivityintroducesthekeyvocabulary.Focusattentionontheart.Askstudentstotellwhattheyseeineachscene.Askstudentstonameasmanyofthejobsshownastheycan.Thenpointtoascene,namethejob,andaskstudentstorepeat.Pointtothenumberedlistofwords.Sayeachoneandaskstudentstorepeat.Thenaskstudentstomatcheachwordwllfaoneofthescenes.Say,Writetheletterofeachscenenexttooneoftheivords.Pointtothesampleanswer.1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.Pointtothedifferentpeopleshowninthepicture.Askvariousstudentstotellwhattheydoasyoupointtoeachone,Say,Nowyouwillhearthreeconversations.Theconversationsareaboutthreeofthepeopleinthispicture.Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Thistimeaskstudentstowriteanumber1nexttothepersonbeingtalkedaboutinconversation1.Havestudentsputa2and3nexttothepeoplebeingtalkedaboutinconversations2and3.Correcttheanswers.1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage-Askastudenttoreadtheexampleconversationwithyou.Holdupthebookandpointtothedoctorinthepicture.Say,Nowworkwithyourpartner.Makeyourownconversationsaboutthepicture.Youcanusesentencesliketheonesinactivity1b.Sayadialoguewithastudent.Pointtoapictureofoneofthepeople.Guidethestudenttoanswerusingoneofthewordsinactivity1a.Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Onerlanguageorpriationsupportasneeded.2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.Askstudentstolookatthethreepictures.Askdifferentstudentstotellyouwhattheysecineachpicture.Whatarethepeopledoing?Whatjobsdotheyhave?Playtherecordingthefirsttime.Studentsonlylisten.Say,Youwillhearconversationsaboutthepeopleinthesepictures.Playtherecordingasecondtime.Say,Writethenumberofeachconversationbelowthepictureofthepersonbeingtalkedabout.Correcttheanswers.2bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.Pointtothethreeheadingsinthechartandreadtheheadingstotheclass.Askstudents,Whatdoes"wantstobe"mean?(ItisnottheJobthepersonliasnow.Itisthejobthepersonwantsinthefuture.)Playtherecordingthefirsttime.Studentsonlylisten.Say,YouwiUhearaboutthepeopleinthesepictures.Youwillhearthejobtheyhawnowandthejobtheywantinthefuture.Playtherecordingasecondtime.Thistimeaskstudentstofillintheblankswiththejobsthepeoplehavenowandtheonestheywantinthefuture.Pointoutthesample2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Pointoutthepicturesinactivity2a.Askwhoeachpersonis.(TheyareSusan'sbrother.Anna'smother,andTony'sfather.)Say,Nowworkwithyourpartner.Askandanswerquestionsaboutthepictures.Ask,"Whatdoesheorshedo?"Thenask,"Whatdoesheorshewanttobe?"Sayadialoguewithastudent.PointtoAnna'smotherandthentotheexampleinthespeechballoons.Practicethedialoguewithastudent.AsstudentsworkInpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.3aThisactivityintroducesthenamesfortheplaceswherepeoplework,andgivesreadingpracticeusingthetargetlanguage.Callattentiontothepictures.Askstudentstoreadthenameforeachplace.Astheynameeachplace,writethewordontheboardand-asktheclasstorepeatit.Pointoutthelistofjobswiththenumbersnexttoeach.Thencallattentiontothepeopleinthepicturesandthespeechbubbles.Pointoutthesampleanswerandhaveastudentreadoutthespeechbubble.Askstudentstoworkalone.Say,Writethenumberofeachjobinthesquarenexttoeachworkplace.Checktheanswers.3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Pointoutthepicturesinactivity3a.AskstudentstonametheworkplaceshownIneachpicture.Thenpointouttheconversationinthespeechbubbles.AsktwostudentstoreadIttotheclass.Say,Wowworkwithapartner.Firstpracticetheconversationinthepicture.Thenmakenewconversations.Usejobsandplacesfromactivity3a.Sayadialoguewithastudent.Pointtothewordwaiterinactivity3aandthentothepictureoftherestaurant.Askastudent.Wheredoeshework?Guidethestudenttoanswerusingthecorrectplace:Heworksinarestaurant.Thenask.Whatdoeshedo?andguidethestudenttoanswer,He'sawaiter.Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.4Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.Callattentiontothepicturesinthebookshowinghowtoplaythegame.Say,Youwilldrawapictureofsomeoneworking.Otherstudentswillaskquestionsaboutthekindofjobyouaredrawing.Aftertwoquestionssomeonecantrytoguessthejob.Demonstratebydrawingapictureontheboardofastickfigurereporter.Adddetails(microphone,notebook,etc.)untilstudentsguesswhatjobitis.Askastudenttogototheboard.Say,Drawapictureofapersonworking.Ifnecessary,helpthestudentadddetailsthatshowthejobthepersonisdoing.Heorshecanaddabankinteriortoshowthatthepersonisabankclerk.Astudentcouldalsouseaneyechartonthewalltoshowthattheplaceisadoctor'sofficeandthepersonisadoctor.AsktwodifferentstudentstoaskquestionsabouttheJob,andthenaskathirdstudenttoguesswhatjobitis.Playthegameusingdrawingsbyseveraldifferentstudents.Alternative:Ifyoudonotwantstudentstomovefromtheirseats,thenyoucanaskthemtodothisactivitysittingdowningroupsoffour.Theywillneedpiecesofpaperonwhichtodrawtheirpictures.Theywillalsoneedpencils.SectionBNewlanguageWordsthatdescribejobs,suchasexciting,dangerous,boring,difficult,busy,funAdditionalmaterialstobringtoclass:helpwantedadsfromanEnglish-languagenewspaper1aThisactivityintroducesthekeyvocabulary.Focusattentiononthesixpictures.Ask,Whatjobdoesthepersonhave?Wheredoesthepersonivnrk?Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.Thenusesimpleexplanationsandshortsamplesentencestohelpstudentsunderstandwhateachwordmeans.Forexample,Excitingmeansveryinterestingandveryfast-moving.Apoliceofficerhasanexcitingjob.Thejobisalwayschanging.Somethingisalwayshappening.Fordangerousyoumightsay,Dangerousmeansnotsafe.Youmightbehurtorkilledinadangerousjob.Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachpicturenexttooneofthewords.Pointoutthesampleanswer.Checktheanswers.1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.CallattentiontothepictureInthisactivityandaskastudenttoreadthestatementtotheclass.Thenpointtothepictureofthepoliceofficerandsay.It'sanexcitingjob.Asktheclasstorepeat.Thensay,Whatelsecanyousayaboutbeingapoliceofficer?Someonemayanswer,It'sadangerousjob.Asktheclasstorepeateachcorrectanswer.Thenaskstudentstoworkinpairs.Suggestthattheyeachpointtothepicturesoftheworkersandmakestatementsaboutthem.Asstudentspractice,movearoundtheclassroommonitoringtheirwork.1cThisactivityprovidesanopportunityfororalpractice.Say,Namesomeofthejobsfromthisunit.Writethislistofjobsontheboard.Say,Canyounamesomeotherjobs?Addanynewjobstothelist.AsksomestudentstomakestatementsaboutJobsonthelistusingthewordsinactivityla.Youmaywishtowritesomeofthesentencesontheboardsothatstudentscancopythesentencesintotheirnotebooks.2aThisactivityprovideslisteningandwritingpracticewiththetargetlanguage.Callattentiontothetwoheadingsandaskastudenttoreaddieheadingstotheclass.Pointouttheblanklineswherestudentswillwritethenameofajob(underthewordswantstobe).PlayIherecordingthefirsttime.Studentsonlylisten.Say,NowIwillplaythetapeagain.Thistimewritethenameofajobunderthewords"wantstobe."2bThisactivityprovideslisteningandwritingpracticewiththetargetlanguage,Callattentiontothesecondheadingandaskastudenttoreadittotheclass.Say,Thistimeyouwillunitewhyeachpersonwantsthejob.Playtherecordingagain.Studentsonlylisten.Thensay,NowIwillplaythetapeagain.Thistimewritethereasonthepersonwantsthejobundertheword"Why?"Playtherecording.Studentswritetheiranswers.Checktheanswers.2CThisactivityprovidesopen-endedoralpracticeusingthetargetlanguage.Say,Whatdoyouwanttobe?Whatwordsdescribeeachjob?Helptheclassmakeupalistofjobstheymightliketodo.Asstudentssuggestpossiblejobs,asktheclasstosuggestwordstodescribethem.Useabilingualdictionary,ifnecessary,tofindthenamesofjobsandwordstodescribeeachone.Thenaskstudentstoworkinsmallgroups.Theytelleachotherwhattheywanttodoandwhy.Encouragestudentstousedictionariesifnecessary.Movefromgrouptogroupofferingassistanceasneeded.Askindividualstudentstotelltheclassaboutwhattheywanttobeandwhy.3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Callattentiontothethreenewspaperadsandreadtheseadstotheclass.Sayblankeachtimeyoucometoablankline.Thenreadeachadagainseparately,pausingtoallowstudentstoaskquestionsaboutanythingtheydon'tunderstand.Forexample,inthefirstad,studentsmaynotknowthatworkinglatemeans"workingatnight."Toworkhardmeanstousealotofenergytodothejob.AskstudentstofillIn(heblanksintheadsusingthewordsactor,reporter,andwaiter.Checktheanswers.3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Callattentiontothenewspaperadandaskastudenttoreadit,sayingblankforeachblankline.AskstudentstofillintheblanksusingwordsfromThissection.Say,Lookatthepicturesnexttoeachblankline.Thepictureswillhelpyouguessthecorrectword.SuggestthattheylookatthenamesofjobsandthewordsthatdescribejobsinthefirstpartofSectionB.Checktheanswers,3cThisactivityprovideswritingpracticeusingthetargetlanguage.Pointouttheblankstripofnewspaperwherestudentscanwritetheirownads.Askoneortwostudents,Whatareyougoingtowriteabout?Repeateachofthestudents'sentencesandasktheclasstorepeatthesentencesafteryou.Forexample:Do^OMwantaninterestingbutdangerousjob?Doyouwanttomeetnewpeople?Weneedapoliceofficer.CalltheSmithtownPoliceStationat555-2323.Askstudentstoreadtheiradstoapartner.Askthepairstocorrecteachother'swork.4Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.Asktwostudentstoreadtheconversationinthespeechbubbles.Answeranyquestionsstudentsmayhaveaboutit.Thensay,Newpleaseworkingroups.Askefuestionstofindoutwhatjobseachpersonwroteabout.Youcanusesentencesliketheoneswejustread.Asstudentsaskquestions,movefromgrouptogroup.Rephraseanyincompleteorincorrectquestions.Alsorephraseanyinaccurateanswers.初一下學期忠孝版英語教案4一、教學目的：語言知識目標：能掌握以下單詞：guitar,sing,swim,dance,chess,playchess,draw,speak,speakEnglish,join,club能掌握以下句型：①—Canyouplaytheguitar?—Yes,Ican./No,Ican't.②—Whatcanyoudo?—Icandance.③—Whatclubdoyouwanttojoin?—Iwanttojointhechessclub.能認識以下語法：情態(tài)動詞can的用法wanttodosth.的用法情感態(tài)度價值觀目標：以勤苦鉆研學生的一種群體勤奮學習意識。二、教學重難點教學重點：學習詢問和談討論彼此的能力和特長;2)教學難點：情態(tài)動詞can的組成和使用。三、教學過程.Leadin:Icanplaytheguitar.等;再指著圖片說：He/Shecanplaytheviolin.Canyouplaytheguitar?.并引導學生進行簡單的回答。ThenChecktheanswerswiththeclasstogether..PresentationHe/Shecandance/swim/sing//...等，學習表達活動的動詞短語。.Game(WhatcanIdo?)Tellyourpartnerswhatyoucando.Forexample:Icanplaytheguitar.Icansinganddance..Listening1.T:Nowlet’(播放lb1b部分的教學任務。).Pairwork(lc部分口語社交的教學任務，學會運用can詢問和表達能力。).Listening力和寫作能力，達成2b部分的教學任務。ChecktheanswerswiththeSs..PairworkLookat2bandtalkaboutwhatthepeoplecandoandtheclubstheywanttojoin.老師能夠和一名優(yōu)異的學生做一個對話的例子，讓教師們理解怎樣去問答，比如：WhatclubdoesLisawanttojoin?S1:Shewantstojointhechessclub.Cansheplaychess?S1:No,shecan't.SsworkinpairstopracticeaskingandansweraboutLisa,BobandMary.Asksomepairstoactouttheirconversations..Role-p