初一初二英語教案5篇

初一初二英語教案5篇初一初二英語教案1一學(xué)生情況分析（學(xué)生62人，其中男生：36人，女生：26人）1.學(xué)習(xí)水平不均有的學(xué)生對小學(xué)英語比較重視，學(xué)得很好;但有的學(xué)生或?qū)W校不重視，學(xué)得很不好，還有幾個甚至完全沒有學(xué)過。有的學(xué)生筆試不錯，但語音、語調(diào)、書寫都有待加強(qiáng)。因此，整個班級的英語水平很不平衡，給日常教學(xué)帶來諸多的不便，提高了難度。2.學(xué)習(xí)習(xí)慣不好學(xué)生剛剛從小學(xué)進(jìn)入初中，處于一個銜接的階段，學(xué)習(xí)任務(wù)加重，學(xué)習(xí)的習(xí)慣不是很好，沒有形成一定的適合自己的方法，都有待改善?？傊?，既要避免好生吃不飽的現(xiàn)象，又要努力把目前英語有欠缺的學(xué)生拉上去，激發(fā)他們的興趣和信心，趕上中上的水平學(xué)生。在今后的教學(xué)中應(yīng)該注重培養(yǎng)、激發(fā)興趣，教給學(xué)生學(xué)習(xí)的方法，從學(xué)生的學(xué)習(xí)興趣、學(xué)習(xí)能力、生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā)，倡導(dǎo)體驗(yàn)、實(shí)踐、參與與交流的學(xué)習(xí)方式和任務(wù)型的教學(xué)途徑，發(fā)展學(xué)生的綜合語言運(yùn)用能力，使語言的學(xué)習(xí)過程成為學(xué)生形成積極的情感態(tài)度、主動思維和大膽實(shí)踐、提高跨文化意識和形成學(xué)生自主學(xué)習(xí)能力的過程，這是新課標(biāo)和新目標(biāo)英語的要求。教學(xué)措施和輔助二課時總安排總共100課時：授課課時復(fù)習(xí)課時測試課時機(jī)動課時三.教材總體目標(biāo)、單元要求及重難點(diǎn)Thegoal:ThegoalofGoforitistomakelanguageastep-by-stepprogressionthatbuildsconfidenceandleadstoopen-endedactivitieswherestudentscanactivelyrelatelearningtotheirpersonallives.GoForIt!是以《英語課程標(biāo)準(zhǔn)》為依據(jù)，以學(xué)生的英語語言綜合運(yùn)用能力為目標(biāo)。不僅以語言知識、語言技能為重點(diǎn)，而且更注重學(xué)生的學(xué)習(xí)策略、情感態(tài)度和文化意識。教學(xué)內(nèi)容的處理和取舍靈活開放，只要教師從學(xué)生的實(shí)際水平和語言能力出發(fā)，任何教學(xué)內(nèi)容的調(diào)整或取舍，任何教學(xué)步驟的安排都是可行的。“IsometimesgotothelasttodothegroupworkfirstItdependsontheteachers’knowledgeofthestudentsactuallanguageability”(DavidNunan);提倡教師結(jié)合學(xué)生實(shí)際，充分利用學(xué)生、教師本身和環(huán)境中一切可以利用的資源，豐富教學(xué)內(nèi)容，創(chuàng)造運(yùn)用英語的機(jī)會，注意多渠道開發(fā)教學(xué)資源?！癉on’tusejustthetextbook.Anythinginreallifethatconnectandappropriatetothelessoncanbeusedasteachingresources.”(DavidNunan);提倡任務(wù)型語言教學(xué)，教學(xué)進(jìn)度整體把握，教學(xué)形式不拘一格;課堂以學(xué)生為主體，以任務(wù)為主線，重視體驗(yàn)參與，課后訪談?wù){(diào)查，讀寫扎記，重視語言運(yùn)用;正視個體差異，倡導(dǎo)過程激勵，以多層次、多角度、多主體的結(jié)果與過程并重的評價(jià)方式激勵進(jìn)步。Thekeypointsofeachunit:TopicFunctionsStructuresU1MakingnewfriendsIntroduceyourselfGreetpeopleAskforandgivetelephonenumbersPresenttensetobeWhatquestionsProssessiveadjectives:my,your,his,herU2ThingsintheclassroomIdentifyownershipsDemonstratives:this,thatWhatquestionsandYes/NoquestionsHowdoyouspellpen?U3ThefamilyIntroducepeopleIdentifypeopleDemonstratives:these,thoseSubjectpronouns:I,he,sheYes/NoquestionsPluralnounsU4ThingsaroundthehouseTalkaboutwherethingsareWherequestionsandYes/NoquestionsPrepositions:on,in,underSubjectpronouns:theyU5SpendingtimewithfriendsAskandanswerquestionsaboutownershipMakesuggestionsPresenttensetohaveYes/Noquestionsandshortanswers:let’sAdjectivesofqualityU6FoodTalkaboutlikesanddislikesPresenttensetolikeYes/NoquestionsandshortanswersAffirmativeandnegativestatementsU7ShoppingAskaboutpricesTalkaboutclothingThanksomeoneDemonstratives:this,that,these,thoseHowmuchquestionsU8DatesTalkaboutdatesWhenquestionsProssessive“s”Howoldareyou?U9MoviesTalkaboutpreferencesMakeplansPresenttensetowantYes/Noquestionsandshortanswers:AdjectivesofqualityU10JoiningaclubTalkaboutabilitiesModalverbcanYes/Noquestionsandshortanswers:AffirmativeandnegativestatementsWhatquestionsU11DailyroutinesTalkaboutdailyroutinesAskaboutandsaytimesWhenquestionsWhattimeisit?AdverbsoffrequencyU12SchoolsubjectsTalkaboutpreferencesGivereasonsWhatquestionsWhyquestionsWhoquestionsAdjectivesofquality四、教材分析新目標(biāo)任務(wù)型教學(xué)的特色理念：《新目標(biāo)英語》是以任務(wù)為基礎(chǔ)的語言教學(xué)，在教材的設(shè)計(jì)上，遵循了自然言語、情境真實(shí)性、語言形式為交流功能性服務(wù)、層層深入階梯型發(fā)展語言能力、在做中學(xué)等最新教學(xué)原則和理念，注重引導(dǎo)學(xué)生體會文化差異，培養(yǎng)學(xué)生自主學(xué)習(xí)能力，完全符合教育部的《義務(wù)教育階段英語課程標(biāo)準(zhǔn)》的要求。本教材的教學(xué)理念：“知識用于行動”，強(qiáng)調(diào)“語言應(yīng)用”，培養(yǎng)“創(chuàng)新、實(shí)踐能力”，發(fā)展“學(xué)習(xí)策略”。人教社《新目標(biāo)英語》教材的幾大特色：A.圖文并茂。一幅副充滿情趣，幽默生動的畫面，令你眼睛一亮。它不僅版面設(shè)計(jì)充滿新意，而且在內(nèi)容和結(jié)構(gòu)方面更富有創(chuàng)意更具時代感，更有現(xiàn)代氣息，更加貼近學(xué)生的生活。學(xué)生一拿到課本后都愛不釋手，迫不及待地翻閱。B.實(shí)用性強(qiáng)。每個單元的選材都來源于學(xué)生的學(xué)習(xí)和生活。緊緊地與學(xué)生的年齡特征、認(rèn)知結(jié)構(gòu)、生活經(jīng)驗(yàn)聯(lián)系在一起。如第一冊的十四個話題：認(rèn)識新朋友、教室里的物品、家庭成員、食品、購物、電影、參加社團(tuán)、生活習(xí)慣、學(xué)習(xí)科目、國家與語言。第二冊的十二個話題：鄰居、動物、足球、職業(yè)、周末活動、音樂、人物性格與外貌、天氣、節(jié)日、度假與休閑、流行文化、規(guī)章制度與日常生活。由于這些都是學(xué)生熟悉的話題，生活中經(jīng)常碰到的事情，所以學(xué)生容易接受，學(xué)習(xí)熱情自然也高。使教學(xué)活動由“要我學(xué)”轉(zhuǎn)變?yōu)椤拔乙獙W(xué)”。二注重交際。針對中國學(xué)生學(xué)英語普遍存在的“聾啞病”，教材設(shè)計(jì)了大量的聽說讀寫材料。每個單元都有語言活動，且內(nèi)容不同，形式多樣，學(xué)生對這些活動充滿興趣，所以大家都能情緒高昂地參加pairwork,groupwork,games等活動。學(xué)生們充滿了自信，開心地練習(xí)說英語，教室里常常充滿了歡歌笑語。同學(xué)們都喜歡上英語課，他們能為學(xué)以致用而感到興奮，同時也體驗(yàn)到了學(xué)習(xí)語言的快樂。D.詞匯量大。第一冊有詞匯700個左右，第二冊約450個，第三冊約450個，第四冊約400個，第五冊約500個，合計(jì)2500個。這一點(diǎn)正好達(dá)到《英語課程標(biāo)準(zhǔn)》5級的要求。大大豐富了學(xué)生的詞匯量，讓學(xué)生能更好地表達(dá)自己的所思所想。同時也要求學(xué)生必須采取有效的記憶單詞的方法，就會事半功倍，否則難以適應(yīng)教材的要求。這時學(xué)生特別需要教師的指導(dǎo).?！缎履繕?biāo)英語》的教材設(shè)計(jì)原則a.言語、情境真實(shí)性原則(Theauthenticityprinciple)任務(wù)的設(shè)計(jì)要提供給學(xué)習(xí)者明確、真實(shí)的語言信息。語言情境、語言形式等要符合交際的功能和規(guī)律。使學(xué)習(xí)者在一種自然、真實(shí)或模擬真實(shí)的情境中體會語言、掌握語言的應(yīng)用。b.形式-功能性原則(Theform-functionprinciple)任務(wù)的設(shè)計(jì)注重語言形式和語言功能的結(jié)合。形式-功能性原則，旨在使學(xué)習(xí)者掌握語言形式的同時，培養(yǎng)其自我把握語言功能的能力;每一階段任務(wù)的設(shè)計(jì)都具有一定的導(dǎo)入性，學(xué)生在學(xué)習(xí)語言形式的基礎(chǔ)上，通過系列任務(wù)的訓(xùn)練，能夠自己進(jìn)行推理和演繹，從而理解語言的功能，并在交際中進(jìn)行真實(shí)運(yùn)用。。.階梯型任務(wù)原則(Thetaskdependencyprinciple)學(xué)習(xí)單元中任務(wù)的設(shè)計(jì)由簡到繁，由易到難，層層深入，并形成由初級任務(wù)到高級任務(wù)并由高級任務(wù)涵蓋初級任務(wù)的循環(huán)。在語言技能方面，遵循先聽、讀，后說、寫的設(shè)計(jì)順序，使教學(xué)階梯式地層層遞進(jìn)。d.在做中學(xué)原則(Learningbydoing)自始至終引導(dǎo)學(xué)生通過完成具體的任務(wù)活動來學(xué)習(xí)語言，讓學(xué)生為了特定的學(xué)習(xí)目的去實(shí)施特定的語言行動，通過完成特定的交際任務(wù)來獲得和積累相應(yīng)的學(xué)習(xí)經(jīng)驗(yàn)。五、教學(xué)具體措施及輔助活動1.利用直觀教具和教學(xué)輔助媒體，激發(fā)興趣，增加容量，整體優(yōu)化課堂教學(xué)。2.每日進(jìn)行單詞競賽。3.學(xué)唱英文歌。4.堅(jiān)持值日生報(bào)告。5.開展多種游戲和競賽活動。六、教學(xué)進(jìn)度表Week1StarterUnit15課時Week2StarterUnit2&StarterUnit35課時Week3Unit16課時Week4Unit26課時Week5Unit36課時Week6Revision6課時Week7Unit46課時Week8Unit56課時Week9Unit66課時Week10Revision6課時Week11Middleexamination6課時Week12Unit76課時Week13Unit86課時Week14Unit96課時Week15Unit106課時Week16Unit116課時Week17Unit126課時Week18Revision6課時Week19Revision6課時Week20Finalexamination初一初二英語教案2一、指導(dǎo)思想雖然大部分學(xué)生在小學(xué)已接觸過英語，但學(xué)生以前不大重視英語，造成英語兩極分化嚴(yán)重，且學(xué)習(xí)積極性低。所以，現(xiàn)階段最重要的是激發(fā)學(xué)生學(xué)習(xí)英語的興趣和積極性，幫助他們增強(qiáng)信心，克服困難。除了從思想上給予引導(dǎo)之外，在教學(xué)上，有針對性、目的性、有系統(tǒng)、有計(jì)劃地上好課。因此制定教學(xué)計(jì)劃如下：二、教材分析本套初一教材共分12個單元，每單元分sectiona和sectionb以及selfcheck三部分。sectiona：1a呈現(xiàn)本單元的重點(diǎn)單詞，語法結(jié)構(gòu)與功能；1b呈現(xiàn)任務(wù)型聽力練習(xí);1c結(jié)對練習(xí)核心對話;2a，2b是多種聽力練習(xí)；2c呈現(xiàn)不同的任務(wù)。grammarfocus呈現(xiàn)語法功能重點(diǎn);3a-4b提供多種課堂活動。sectionb：1a此會擴(kuò)展；1b新舊知識綜合運(yùn)用，同時在原有基礎(chǔ)上有所擴(kuò)展;2a，2b為聽力練習(xí)；3a-3c提供各類練習(xí)形式，隨著所學(xué)內(nèi)容的加深，逐步擴(kuò)展成閱讀和寫作練習(xí)。4a為創(chuàng)造性活用所學(xué)知識提供各類課堂活動。selfcheck：使學(xué)生對自己的英語水平有明確的認(rèn)識。自我評價(jià)，包括詞匯知識的評價(jià)，語言應(yīng)用能力的評價(jià)和幽默。三、教學(xué)措施初一年級是英語學(xué)習(xí)的基礎(chǔ)階段，也是養(yǎng)成好習(xí)慣的關(guān)鍵時期。基礎(chǔ)打不好、習(xí)慣不良，直接影響學(xué)生整個初中階段，乃至高中、大學(xué)的英語學(xué)習(xí)。所以做好初一英語的教學(xué)工作至關(guān)重要。對此我制定以下措施：1、每天背誦課文中的對話。目的：要求學(xué)生背誦并默寫，培養(yǎng)語感。2、每天記5個生詞，2個常用句子或習(xí)語。實(shí)施：利用“互測及教師抽查”及時檢查，保證效果并堅(jiān)持下去。3、認(rèn)真貫徹晨讀制度：規(guī)定晨讀內(nèi)容，加強(qiáng)監(jiān)督，保證晨讀效果。4、堅(jiān)持檢測等形成性評價(jià)制度：對英語學(xué)習(xí)實(shí)行量化制度，每月給學(xué)生檢驗(yàn)自己努力成果的機(jī)會，讓進(jìn)步的同學(xué)體會到成就感，讓落后的同學(xué)找出差距，感受壓力。由此在班里形成濃厚的學(xué)習(xí)氛圍，培養(yǎng)學(xué)生健康向上的人格和競爭意識。5、對后進(jìn)生進(jìn)行專門輔導(dǎo)，布置單獨(dú)的作業(yè)，讓他們在小進(jìn)步、小轉(zhuǎn)變中體味學(xué)習(xí)的快樂，樹立學(xué)習(xí)的自信，盡快成長起來。6、關(guān)注學(xué)生的情感，營造寬松、民主、和諧的教學(xué)氛圍。7、實(shí)施"任務(wù)型"的教學(xué)途徑，培養(yǎng)學(xué)生綜合語言運(yùn)用能力8、在教學(xué)中根據(jù)目標(biāo)并結(jié)合教學(xué)內(nèi)容，創(chuàng)造性地設(shè)計(jì)貼近學(xué)生實(shí)際的教學(xué)活動，吸引和組織他們積極參與。學(xué)生通過思考、調(diào)查、討論、交流和合作等方式，學(xué)習(xí)和使用英語，完成學(xué)習(xí)任務(wù)。9、加強(qiáng)對學(xué)生學(xué)習(xí)策略的指導(dǎo)，為他們終身學(xué)習(xí)奠定基礎(chǔ)。10、要充分利用現(xiàn)代教育技術(shù)，利用計(jì)算機(jī)和多媒體教學(xué)軟件，探索新的教學(xué)模式，開發(fā)英語教學(xué)資源，拓寬學(xué)生學(xué)習(xí)渠道，改進(jìn)學(xué)生學(xué)習(xí)方式，提高教學(xué)效果。四、課程安排及教學(xué)進(jìn)度：第1周-第2周：預(yù)備單元學(xué)習(xí)及檢測第3周一第5周unit1-unit2階段性檢測第6周一第8周：unit3-unit4階段性檢測第9周：unit5階段性檢測及期中考試第10周-第12周:unit6-unit7階段性檢測第13周一第15周：unit7-unit8階段性檢測第16周一第17周：unit9階段性檢測第17周—第18周：復(fù)習(xí)迎接期末考試初一初二英語教案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.1cThisactivityprovidesguidedoralpracticeusingthetargetlanguageAskastudenttoreadtheexampleconversationwithyou.Holdupthebookandpointtothedoctorinthepicture.Say,Nowworkwithyourpartner.Makeyourownconversationsaboutthepicture.Youcanusesentencesliketheonesinactivity1b.Sayadialoguewithastudent.Pointtoapictureofoneofthepeople.Guidethestudenttoanswerusingoneofthewordsinactivity1a.Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Onerlanguageorpronunciationsupportasneeded.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-languagenewspaperaThisactivityintroducesthekeyvocabulary.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.初一初二英語教案4一、教學(xué)內(nèi)容.語音：1）復(fù)習(xí)音標(biāo)及字母組合[u:]u,oo;[u]u,oo,oul;2）學(xué)習(xí)音標(biāo)及字母組合[（+]ure,ua.語法：1）小結(jié)本單元所學(xué)8begoingto+動詞原形的用法;2）小結(jié)本單元出現(xiàn)的形容詞比較等級的規(guī)則變化和不規(guī)則變化。二、教具錄音機(jī);音標(biāo)卡片、小黑板等。三、課堂教學(xué)設(shè)計(jì).復(fù)習(xí)值日生報(bào)告。教師出示事先準(zhǔn)備好的寫有形容詞原級的小黑板，要求學(xué)生迅速寫出其比較級、級形式。.教師出示音標(biāo)卡片，復(fù)習(xí)［u:］［u］兩個元音的讀音，啟發(fā)學(xué)生分別給出含有這兩個元音的單詞。教師可將這些單詞書寫在黑板上，并用彩色粉筆寫出讀這些音的字母或字母組合。教［（+］這個雙元音的讀音。學(xué)生初步掌握其讀音后，重復(fù)上一步驟。.放課文第1、2部分錄音，學(xué)生打開書跟讀，反復(fù)三遍。指導(dǎo)學(xué)生做練習(xí)冊習(xí)題1。.指導(dǎo)學(xué)生閱讀復(fù)習(xí)要點(diǎn)中例詞、例句。教師小結(jié)該要點(diǎn)中所列兩項(xiàng)語法內(nèi)容。.指導(dǎo)學(xué)生做練習(xí)冊習(xí)題。.布置作業(yè)1）練習(xí)朗讀本課第1、2部分中的音標(biāo)、單詞、短語和句子;2）結(jié)合書后有關(guān)語法講解，溫習(xí)本單元語法項(xiàng)目;3）抄寫復(fù)習(xí)要點(diǎn)中例句及詞語;4）完成練習(xí)冊習(xí)題。四、難點(diǎn)講解形容詞比較等級（I）形容詞比較等級的規(guī)則變化和不規(guī)則變化。本單元只介紹單音節(jié)形容詞和少數(shù)雙音節(jié)形容詞的變化：一般在詞尾加-er或-est,分別構(gòu)成比較級和級。例如：small———smaller smallest。2）以字母e結(jié)尾的形容詞，加-r或-st,例如：nice nicer nicest。3）重讀閉音節(jié)詞尾只有一個輔音字母時，雙寫這個輔音字母，再加-er或-est。例如：big bigger biggest。4）以輔音字母+y結(jié)尾的雙音節(jié)形容詞。改y為i,再加-er或-est。例如：easy easier easiest。此外，少數(shù)形容詞還有不規(guī)則變化，需要認(rèn)真記憶。例如：good better best;many more most等。初一初二英語教案5Unit1Myname’sGinaPeriodOne課前準(zhǔn)備教師：準(zhǔn)備游戲時所用的圖片（食物、蔬菜、動物）。學(xué)生：準(zhǔn)備表演時所需道具（服裝、假發(fā)）。教學(xué)設(shè)計(jì)StepOne:Presentthesentencepatterns.Playagame“Howmanywordsdoyouknow?”（利用小游戲調(diào)動學(xué)生的積極性，同時通過對冠軍的介紹引出本課。）Teacher:Afterthestudyofthefirstthreestarters,Ithinkmostofthestudentsmusthaveknownalotofwords.Howmanywordsdoyouknow?Let’splayagametoseewhoknow?Let’splayagametoseewhoknowsthemost.（Divideallthestudentsintoseveralgroupsandshowapicture（圖片略）｛。themwiththecomputer.Everygroupcanchoosetwostudentstojoin.Theyareaskedtocometotheblackboardandwritedownthewordsin30seconds.）（Group2isthechampiongroup.Theycanwrite11words.）Introducethechampiongrouptotheclass.（弓I課方式貼近生活，學(xué)生易于接受）Teacher:Congratulations,nowGroup2isthechampion.ButIdon’tknowyournames.Wouldyouliketointroduceyourselvestous?S1&S2:Yes.S1:Hello.MynameisLiLei.Nicetomeetyou.Ss:Hello,LiLei.Nicetomeetyou,too.Ss:Hello!What’syourname?S2:I’mSunPing.Howdoyoudo?Ss:Howdoyoudo?StepTwo:Drills.Makeintroductions.（通過句型的操練使學(xué)生更加熟練掌握所學(xué)的句式。）Teacher:Thenewtermbegins.Everyonewillmeetmanynewclassmates.Doyouwanttomakefriendswiththem?Ifyouransweris“yes”,pleaseintroduceyourselfinyourgroup.Example:Sa:Hello!I’mLiLei.What’syourname?Sb:Myname’sZhangFeng.Nicetomeetyou.Sa:Nicetomeetyou,too.Andwhat’syourname,please?Sc:LinLi.Howdoyoudo?Sa：Howdoyoudo?Listenandnumbertheconversations.Teacher:TodayIhavegoodnewsforyou.Threenewstudentswillcometoourclass.Theyarefromothercountries.Doyouwanttoknowthem?Let’slistentotherecordingof1binSectionA.（Studentslistentothetapeandgivetherightanswers.）StepThree:Makefriends.Makenewfriends.（用談話的方式完成任務(wù)，生動活潑，同時更容易向?qū)W生進(jìn)行美德教育。）Teacher:Noweveryonehassomenewfriends.Doyouwantotherstoknowthem?Doyouwantmorefriends?Let’sintroduceournewfriendstoothers,OK?Ss:OK.Example:Sa:Thisismynewfriend.HisnameisSunNan.Sb:Hello,SunNan.Nicetomeetyou.Sc:Nicetomeetyou,too.Look!Thisismynewfriend.HernameisHeLu.Ss:Howdoyoudo?Sd:Howdoyoudo?(Studentscanstandupandintroducetheirfriendstoothersfreely.Theycangreeteachotherwarmly.Everyoneintheclasscanhavemorefriends.Theycanalsoknowsomethingelseaboutthem.)TheNewcomers.(以表演的形式完成，使課堂氣氛達(dá)到高潮。)Teacher:JustnowIsaidthreenewstudentsfromothercountrieswouldcometoourclass.Now,look!Theyarehere.Let’sgivethemawarmwelcome.(Three“foreign”studentscomeinandallthestudentsclapwarmly.)Teacher:It’stheirfirsttimetocometoChina.Wouldyouliketolistentotheirintroductions?Ss:Yes.(Threestudentscanmakeintroductionsandactoutthedialoguevividly.)StepThree:Sumup.Somestudentsareaskedtosumupthislesson.Itishowtomakenewfriendsandhowtogreetthem.Itisveryimportantinthedailylife.Homework“Howdoyoumeetnewvisitorsathome?PeriodTwo課前準(zhǔn)備教師：準(zhǔn)備歌曲磁帶（歌詞）、情景圖片及上課所需表格。學(xué)生：需要向父母了解自已名字的含義。教學(xué)設(shè)計(jì)StepOne:Revisethesentencepatterns.SinganEnglishsong.（用唱歌的方式既帶動了氣氛，又復(fù)習(xí)了所學(xué)內(nèi)容。）Teacher:Yesterdaywe’veknowneachotheralready.Doyourememberyournewfriends’names?Ifyoudo,let’ssingthesong“What’syourname?”.Hello!Hello!What’syourname?Myname’sGina.Hello!Hello!What’shisname?Hisname’sPeter.Hello!Hello!What’shername?Hername’sAnna.Listentotheconversationsandfinishtheexercises.Teacher:YesterdayImadeanewfriend.HernameisJenny.Sheisverylovely.Sheintroducesmanyfriendsofherstome.Doyouwanttoknowaboutthem?Let’slistentothetapeandfindoutsomeusefulinformation.（Studentslistentothetapeandgivetherightanswers.）Actoutthedialogues.（在特定的情景下表演對話更符合實(shí)際，更貼近生活。）Teacher:Nowyou’veknownsomethingaboutintroductionsandgreetings.Butifyouareinotherplaces,howdoyouintroduceyourselfandgreetothers?Lookatthefourpicturesandimagineyouareinsuchasituation,howdoyougettoknownewfriends?（Studentscanchooseanypicturetheylikeandactoutthedialogues.）Example:(Ataparty)Sa:Hello!I’mLucyGreen.What’syourname?Sb:MynameisKateBrown,Jim’sclassmate.Nicetomeetyou.Sa:Nicetomeetyou,too.I’mJim’ssister.WelcometoJim’sbirthdayparty.Makeyourselfathome.Sb:Thanks,Iwill.StepTwo:ChooseEnglishnames.Playanamegame.(有效引出“英文名字”這一主題。)Teacher：Asweknow,everyonehasaname.EachnamehasitsspecialmeaningandsodoEnglishnames.DoyouwanttohaveanEnglishname?Ifyoudo,let’splayanamegame.ThewinnersofthegamewillgetEnglishnames.Rules:Everystudentshouldintroducehimselforherself,butatthesametimehe(she)shouldrepeatalltheabove-mentionedclassmates'names.Example:Myname’sTony.Hisname’sTony.Myname’sLinda.Hisname’sTony.Hername’sLinda.Myname’sNick.Hisname’sTony.Hername’sLinda.Hisname'sNick.Myname'sKim..ChooseEnglishnames..Findoutfirstnamesandlastnames.(用小組的方式完成名字的識別。)Teacher:Congratulationstothewinners.NowyouchooseEnglishnamesfromthebox.Butbeforeyouchoosenames,youmustknowEnglishnameshavetwoparts:firstnameandlastname.Lookatthebox,canyouclassifythemaccordingtothedemands?JennyGi