初一年級英語下冊教案

PAGE1頁NUMPAGES14train,bus,subway,ride,bike,①—Howdoyougettoschool?—Iridemy②—HowdoesMarygettoschool?—ShetakestheTalkabouthowtogettoplaces(談?wù)摮鲂蟹绞?takethebus/subway/traintaxirideabike/walk—Howdoyougettoschool?—Itakethe…/ride…/—HowdoesMarygettoschool?—Shetakesthe(一)Warming-upandLeadOverthemountainsSs:Goodmorning,teacher.T:Goodmorning,T:Listentothesongandanswermyquestions.Q1:Howmanykindsoftransportationcanyousee?Q2:Whatarethey?(二bike,car,ship,train,taxi,boat,plane,bus.AguessingListentosoundofthetransportationandguesswhatkindoftransportationitis.(三)FreeHowdoyougettoSs:Itakethebus/plane/boat/ship/car/taxiIrideabike/motorbikeT:DoyouknowanyotherTeachershowspicturesonthebigscreen.歸納出行方式和常用短語.Asksomequestionsabouthowyougetto…?ShowapictureaboutPart1,onthescreen.Pointatgirlsorboysinthepicture.Askstudentstoanswerandwriteintheblanks.S1:Howdoeshe/shegotoschool?S2HeSherideabikebybike騎自行車walksonfoot走路、步行takethesubwaybysubway乘坐地鐵takethetrainbytrain乘坐火車takeacarbycar乘坐小車taketheplanebyplane乘坐飛機(jī)takethebusbybus乘坐公車takeaboatbyboat乘坐船(五)T:Lookatthepictureonyourbook.Matchthewordswiththe1aMakesuretheSsknowwhattodo.GivethemanexampleifReadthenamesinthePlaythetapeandchecktheanswers.(七)PairworkAsktwostudentstoreadthedialogueinthespeechbubblestotheclass.Thenaskstudentstoworkinpairs.Askandanswerhowstudentsgettoschoolinthepicture.Finallyasksomepairsofstudentstopresenttheirconversationstotheclass.(八)AMakeasurvery:Howdoyourclassmatesgettoschool?Classmates(同學(xué))Howtogettoschool?BobBy(九)Letstudentsdosomeexercise.Writeanarticleabouthowyourfamilies(家人)goto2Teachingaims:Studentscanmasterthekeywords,spring,summer,winterandStudentscanmasterthesentencestructure”Whichseasondoyoulikebest?”.Studentscanusethewordsandsentencestructuresintheir

StudentscanhavemoreinterestinlearningEnglish.Teachingkeypointsanddifficultpoints:TeachingkeyWords:springsummerautumnsentencestructure:Whichseasondoyoulikebest?Teachingdifficultpoints:Studentscanusethewordsandsentencestructuresindailylife.Teachingprocedures:Step1Warminggreetwiththestudents.2.playandenjoytheFourseasonsandaskstudentswhattheyhearandthenleadinourtopicStep2PresentationandthelearningofthewordsDrawthepictureofspringsummerautumnwinter”ontheblackboardtohelpstudentsunderstandthemeaningofthewords.thelearningofthesentencestructureShowthevideosoftheseasonsandtellstudentsmyfavoriteseasonissummerandIlikeicecreamandthenask“whichseasondoyoulikebest”?topresentthesentencestructure.thepracticeofthesentencestructureWorkinpairstoaskandUnderstandingtheshowpicturesofMr.Jones,MikeandWuyifanandaskstudentstoguesswhattheyaretalkingaboutandthenlistentothetapeforthefirsttimetochecktheanswer.listentothetapeforthesecondtimeandanswerthefollowingquestions:Whatsthemusic?WhichseasondoesMikelikebestandwhy?WhichseasondoesWuyifanlikebestandwhy?Listentothetapeforthethirdtimeandreadafteritandaskstudentstopayattentiontotheirprounciationandinnonation.PracticethedialogueStep3Fourstudentsinagroupandaskstudentstodoasurveyusingthesentencestructureaboutwhatseasontheirgroupmemberslikeandwhy.Thenasksomerepresentativestoreporttheirsurvey.Blackboardthisyourpencil》第一課時，P7，P8單元已學(xué)過What’sthisinEnglish?及其回答，現(xiàn)在進(jìn)一步用What’sthatinEnglish?Isthis/thatyourpencil?及其確定、否定回答。在這個過程中充分復(fù)習(xí)并my,yourhisher,this,that通過演示及情景教學(xué)法，運(yùn)用句型What’sthis/thatinEnglish?It’sabook.使學(xué)生駕馭重點(diǎn)詞匯：pen,pencil,pencilcase,pencilsharpener,book,eraser,rulerbackpack,dictionary回答，在問答中會嫻熟運(yùn)用my,your,his,her等形容詞性物主代詞，即：Isthis/thatmy/your/his/herpen?Yes,itis./No,itisn’t.a:通過情景對話、嬉戲及題目的訓(xùn)練，使學(xué)生學(xué)會依據(jù)場景就學(xué)習(xí)用品詢b:a:b:結(jié)合物體學(xué)習(xí)單詞和句型的同時，培育學(xué)生的視覺美感。c:通過詢問、分辨物主，提倡學(xué)生要保管好自己的學(xué)習(xí)用品。a:重點(diǎn)詞匯：pen,pencil,pencilcase,pencilsharpener,book,eraser,ruler,backpack,dictionary,that等。b:重點(diǎn)句型：What’sthis/thatinEnglish?It’sapencil./It’saneraser.Isthis/thatmy/your/his/herpen?Yes,itis./No,itisn’t.課前打算：這節(jié)課為了便利、好用起見，課前打算好26個字母的卡片及鋼a:姓名每個人都很熟識，每個同學(xué)又都會說，所以首先通過問答姓名，讓my,yourhisher行提問：What’syourEnglishname,please?該同學(xué)回答：Myname’s轉(zhuǎn)而問另一名同學(xué)：What’sherEnglish該同學(xué)回答：Hernameis然后用同樣的方法引出：Hisnameismy,your,his,her等詞了。b:26舉起一個字母卡放在胸前，問某同學(xué)：What’sthisin同學(xué)回答：It’sPAGE10頁NUMPAGES14What’sthatin同學(xué)回答：It’s“What’sthis/thatinEnglish?”學(xué)生們初步理解了“this”與“that”的區(qū)分了。問完之后，順勢向同學(xué)們提議為老師唱“ABCSong”，這樣不單復(fù)習(xí)What’sthis/thatinEnglish?It’sa遠(yuǎn)處，背包體積大，干脆掛在墻上，那么用手指著背包運(yùn)用“What’sthatin用這樣的方法始終教授完重點(diǎn)詞匯，并留意和不定冠詞連用，邊教邊讀(a)pen,(a)pencil,(a)pencilcase,(a)pencilsharpener,(a)book,(a)ruler,(an)eraser,(a)backpack,(a)dictionary。然后把這些單詞投影出來，重點(diǎn)教Wheredidyougoonstayed,went,visited②正確聽、說、讀、寫句型Wheredidyou/she/hegoonI/She/Hewent教學(xué)重點(diǎn)：能正確聽、說、讀、寫句型——Wheredidsb.goonvacation?—Sb.wenttosp.Step1greetingStep2leadingin—Aninvestigationaboutstudents′Step3presentation—Showssomepicturestostudents,andaskthemsomequestionsaboutthem.Step4practice—StudentsmakeupStep5review—AnalyzetheruleofthesentencesandreadtheseStep6homework—Writeashortarticletointroduceyour板書：WheredidyougoonStudentscanmastersomeworksandexpressions,suchas:sprainedankle,choking,bleeding,brokenbones,snakebites,nose①Cultivatestudents′abilityoflisteningforgeneralideaandspecific②Developstudents′abilityoftalkingaboutfirstaid.①M(fèi)otivatestudents′interestinlistening,andraisetheirenthusiasmtolearnmoreaboutfirstaid.②Stimulatestudent′awarenessofparticipation,comprehensivelyapplyingknowledgeandcooperationwitheachother.教學(xué)重