染雾初一英语下册教案 篇一
标题：Unit 1 My School Life
教学目标：
1. 学生能够掌握以下词汇：subject, art, science, math, geography, history, Chinese, English, P.E., music, computer, favorite, like, dislike, teacher.
2. 学生能够简单表达自己对不同学科的喜好和不喜好。
3. 学生能够描述自己的学校生活。
教学重点：
1. 学生能够正确使用表示喜好和不喜好的句型。
2. 学生能够正确使用表示学科的词汇。
教学准备：
课件，教材，单词卡片，图片，录音机。
教学过程：
Step 1: Warm-up
1. Greet the students and ask them how they are doing.
2. Review the vocabulary from the previous unit.
Step 2: Presentation
1. Introduce the new vocabulary: subject, art, science, math, geography, history, Chinese, English, P.E., music, computer, favorite, like, dislike, teacher.
2. Show pictures of different subjects and ask students to identify them.
3. Play the audio recording of the new vocabulary and have students repeat after it.
Step 3: Practice
1. Use the vocabulary to ask students about their favorite subjects. For example, "What is your favorite subject? Why?"
2. Have students work in pairs and ask each other about their favorite subjects.
3. Introduce the sentence structure for expressing likes and dislikes: "I like/dislike ________ because ________."
4. Model the sentence structure and have students practice it with different subjects.
5. Have students write sentences about their favorite and least favorite subjects.
Step 4: Listening and speaking
1. Play a recording of students talking about their favorite subjects.
2. Have students listen and answer questions about the recording.
3. Pair students up and have them interview each other about their favorite subjects.
Step 5: Wrap-up
1. Review the new vocabulary and sentence structure.
2. Assign homework: Write a paragraph about your favorite subject.
初一英语下册教案 篇二
标题：Unit 2 My Family
教学目标：
1. 学生能够掌握以下词汇：family, father, mother, brother, sister, parents, grandfather, grandmother, cousin, aunt, uncle, son, daughter, only child, family tree.
2. 学生能够简单介绍自己的家庭成员。
3. 学生能够描述自己的家庭关系和家庭成员之间的亲密程度。
教学重点：
1. 学生能够正确使用表示家庭成员的词汇。
2. 学生能够正确使用表示家庭关系和亲密程度的词汇。
教学准备：
课件，教材，单词卡片，图片，录音机。
教学过程：
Step 1: Warm-up
1. Greet the students and ask them how their families are doing.
2. Review the vocabulary from the previous unit.
Step 2: Presentation
1. Introduce the new vocabulary: family, father, mother, brother, sister, parents, grandfather, grandmother, cousin, aunt, uncle, son, daughter, only child, family tree.
2. Show pictures of different family members and ask students to identify them.
3. Play the audio recording of the new vocabulary and have students repeat after it.
Step 3: Practice
1. Use the vocabulary to ask students about their family members. For example, "Do you have any brothers or sisters? How many?"
2. Have students work in pairs and ask each other about their family members.
3. Introduce the sentence structure for describing family relationships: "My ________ is my ________."
4. Model the sentence structure and have students practice it with different family members.
5. Have students draw their own family trees and write sentences about their family members.
Step 4: Listening and speaking
1. Play a recording of students talking about their families.
2. Have students listen and answer questions about the recording.
3. Pair students up and have them talk about their own families.
Step 5: Wrap-up
1. Review the new vocabulary and sentence structure.
2. Assign homework: Write a paragraph about your family.
初一英语下册教案 篇三
初一英语下册教案
作为一名无私奉献的老师，总不可避免地需要编写教案，编写教案有利于我们准确把握教材的重点与难点，进而选择恰当的`教学方法。那么写教案需要注意哪些问题呢？下面是小编精心整理的初一英语下册教案，仅供参考，欢迎大家阅读。
Language goal
In this unit students learn to describe people.
New language
What do you look like? 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.
Section A
Ask students to name some ways of describing people. You can start students off with examples such as tall and short. Point out various students in the class and ask students to say if they are tall or short.
Continue with examples of students who have l
Culture note
In some cultures, it is impolite to point at other people or to touch other people, particularly on the head.
la This activity introduces the key vocabulary.
Focus attention on the words. Ask students to read the list of words. Then say each word and ask students to repeat it.
On the board, make a simple drawing to illustrate each of the words. As you complete each drawing, point to it and ask students what it shows. If they dont know, say the word and ask students to repeat it. For example,draw a stick figure with very long legs and a long body,When you point to the figure, students say tall.
Call attention to the picture. Point to the letters next to the people in the picture.
Say, Use the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can use some letters more than once. Point out the sample answer.
Check the answers.
1 b This activity provides guided listening and writing practice using the target language.
Call attention to the speech bubbles in the picture.Read the dialogue, saying blank when you come to a blank line.
Say, You will hear a conversation between Amy and her friend. Fill in the blank lines in their conversation.Then look at the picture and find the boy Amy is talking about.
Play the recording the first time. Students only listen.
Play the recording a second time. This time, students fill in the blanks in the speech bubbles.
Say, Who are they talking about?
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Call attention to the various people in the picture.Say, One of these people is your friend.
Point out the sample conversation. Ask two students to read it to the class. Then ask the class to point to the girl in the picture who has long hair and a medium build.
Say a dialogue with a student. Have the student ask you the question. You then answer it using a description of one of the people in the picture. Ask the student to point out the person you described.
Say, Now work with a partner. Ask and answer the questions.
Then have students work in pairs. As they talk,move around the room monitoring their work.Offer language or pronunciation support as needed.
2a This activity provides guided listening practice using the target language.
Point to the list of nine phrases and ask a student to read them to the class.
Say, Now you will hear three conversations. The people are talking about friends. They are using these words to describe their friends. Some of these words go with "has" and some go with "is".
Point to the circle around the word "circle". Say, Circle the correct word, either is or has, when you hear it in the conversation.
Play the recording the first time. Students only listen.Point out that there are three different conversations about three different people.
Play the recording a second time. This time say, Circle "has" or "is". You may wish to play the recording a third time to allow slower students to complete their work and to let other students check their answers.
Correct the answers.
2b This activity provides listening and writing practice using the target language.
Point at the chart with space for two words used with is and two words used with has after each name
Call attention to the sample answers. As you point to the word is, say a sentence using the sample answer tall:Hes tall. Point to the word has and say a sentence using the sample answer curly hair: He has curly hair.
Play the recording. Ask students to listen to the descriptions and write the words in the correct column after cad persons name.
3 This activity provides guided writing practice using the target language. J
Call attention to the dialogue in the box and the picture. Explain that students have to complete the dialogue with words to describe Nancys appearance.
Have students do the activity inpidually. As they work, move around the classroom offering help as necessary.
3a This activity provides reading practice using the target language.
Draw attention to the pictures and the descriptions.Explain that students have to match the pictures with the correct descriptions.
Point out the example. Have a student read the first description.
Students do the activity inpidually.
3b This activity provides oral practice using the target language
Call attention to the picture and the names in the box. Say, Student A has to write the names in the box next to the people in the picture. Then Student B has to ask questions to find the people. Remind students that they should not look at each others textbooks when they do this activity.
Have two students read out the example dialogue in the speech bubbles. Then ask students to do the activity in pairs. As students talk, walk around the classroom listening and offering assistance as necessary.
After several minutes, stop the activity and have several pairs present their dialogues to the class.
4 This activity provides open-ended oral practice using the target language.
Give a sample description of someone in the class and ask the class to guess who you are describing.Use only words and sentence patterns from this unit.For example, Shes short and thin. She has curly hair.
Ask some students to describe a person while their classmates guess who it is.
