下面是范文网小编整理的初一下册英语英文教案范文集锦3篇 人教版初一英语下册优秀教案，以供借鉴。
初一下册英语英文教案范文集锦1
教学目标 1. Get the students learn the new words: guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club
2. Get the students learn the sentence patterns: ① —Can you play the guitar? —Yes, I can./ No, I can't. ② —What can you do? —I can dance. ③ —What club do you want to join? —I want to join the chess club.
3. Learn the grammar focus: modal verb “can” and “want to do sth”
4.Raises student's group consciousness
教学重点
难点 1. Learn to talk about the abilities.
2. The usage of modal verb “can”
教学
方法 Task-based, grading method、audio-visual instruction、demonstration、Situational Teaching Method.
教学过程 Ⅰ. Lead in
1. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities with the people.
2. Then Check the answers with the class together.
Ⅱ. Presentation
Show the pictures about the abilities and say:
He/She can dance/swim/sing/"??But I can’t dance/swim/sing/...
Ⅲ. Game (What can I do?)
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.
Ⅳ. Listening
1. T: Now let’s listen to the tape, find out the right conversation, and number them 1-3.
2. Check the answers: (3, 2, 1 )
Ⅴ. Pair work
1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own conversations. Ⅵ. Listening
1. Work on 2a;
T: Now, look at the pictures on P2, listen 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;
3. Check the answers with the Ss.
Ⅶ. Pair work
1. Look at 2b and talk about what the people can do and the clubs they want to join.
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.
Ⅷ.Homework:
1. Remember the new words and expressions after class.
2. Recite the conversation after class.
3. Write English names as many as possible in the exercises book.
Ⅸ.Blackboard design Section A 1 (1a-2d)
Drills：
1. —Can you sing? —Yes, I can./No, I can't.
2. 2b: 1. chess, chess 2. English; English 3. sing, dance, music
4. ① What club does Bob join?
② What club does Jane join?
5. want to do sth
They want to have some rice and vegetables.
初一下册英语英文教案范文集锦2
Language goals
In this unit students learn to describe animals and express preferences and give reasons,
New language
Why do you like koala bears?. Because they're cute,They're pretty interesting, They're kind of shy, They're very big.
Names of animals such as tiger, elephant, koala bear, dolphin
Description words such as smart, cute, intelligent
Names of countries: Australia, South Africa,
Recycled language
between, across from
He's/She's from ... He's / She's five years old.
Name of countries; China, Japan, Brazil
Section A
Additional materials to bring to class:
Coins or other markers for the Bingo game in 4.
Ask students to name as many animals as they can in English. Write the list on the board,
Ask students to describe each animal in some way.They may tell its color or tell if it is big or small.
Say, Today we are going to learn the names of some more animals. Well also leam how to say which ones we like and tell why we like them.
La This activity introduces the key vocabulary.
Focus attention on the map of the zoo showing pictures of animals. Ask students to point to and name any animals they can.
Point to the animals one by one and say the name of each. Ask students to repeal.
Point out the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word with one of the pictures. Say, Write the letter of each animal in the blank by that animal's name. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the animals in 1a- Ask students to point to and name the animals.
Say, I'm going to play recordings of three conversations. Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear.
Play the recording the first time. Students only listen.
Play the recording a second time. This time students check each animal name they hear.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Call attention to the example conversation in the picture. Ask two students to read it to the class. Answer any questions they may have.
Point out the four description words. Ask a student to read them aloud. Review the meaning of each word.
Say, Now you can make conversations about animals.Your conversations can be like the example. Use these description words.
Ask students to work in pairs. Have them take turns saying both parts.
If students need help getting started, demonstrate another conversation with a student. For example:
Teacher: let's see the elephant.
Student: Why do you want to see the elephant?
Teacher: Because it's very smart.
Ask some students to present their conversations to the class.
2a This activity provides listening practice using the target language.
Call attention to the two blank lines on the left. Say,You will hear a recording of a conversation. Listen carefully. Then write the names of the two animals you hear on these lines.
Play the recording the first time. Students only listen.
Play the recording a second time. This time students write in the names of the animals.
Check the answers.
Point out the adjectives listed on the right. Ask a student to say the words.
Say, Now I will play the recording again. This time draw a line between each animal and the adjective you hear.
Play the recording and have students match each animal with an adjective.
Correct the answers.
2b This activity provides listening and writing practice using the target language.
Call attention to the conversation and the blank lines in it Say, You will hear the recording again. This time please write a word from the box on each blank line. Some words can be used more than one time.
Ask a student to read the words in the box.
Play the recording. Check to see that students are writing a word from the box on each line of the conversation.
Go over the answers.
2c This activity provides guided oral practice using the target language.
Call attention to the conversation in the picture. Ask two students to read it to the class.
Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations.
Demonstrate a conversation with a student. For example:
Student: Do you like penguins?
Teacher: Yes, I do.
Student: Why?
Teacher: Because they're very cute.
3a This activity provides reading practice using the target language.
Point to and say the names of the three countries on the maps and ask students to repeat
Point to the three animals and ask a student to name them.
Say, Now draw a line between each animal and the country it comes from.
Correct the answers.
3b This activity provides guided oral practice using the target language.
Point to the conversation in the picture. Ask a pair of students to read it to the class.
Ask students to work in pairs. Say, Now you can talk about where animals come from. Point to the map and animals students matched up in 3a-
Say, Work with a partner. Take turns asking and answering questions about the countries and animals in 3a.
After a few minutes, ask several pairs to say the conversation for the class.
Section B
Additional materials to bring to class:
Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.
1 This activity introduces more key vocabulary,
Call attention to the animals in the picture and ask a student to say the name of each one.
Point out the list of eight numbered adjectives at the top.
Say, Now please match the adjectives at the top with the animals in the picture. Write the letter of the animal on the line after the adjective. Point out the sample answer.
As students work, move around the room offering to answer questions as needed.
Correct the answers-
2a This activity provides listening practice with the target language.
Say, Now I will play a recording of a conversation between Tony and Maria. This time circle the adjectives you bear on the list for la.
Play the recording again. Students circle the adjectives they hear.
Correct the answers.
2b This activity provides listening and writing practice using the target language.
Call attention to the three headings. Animal, Maria's Words and Tony's Words, and the write-on lines under each.
Say, Now I will play the recording again. This time please write the name of the animals each person talks about and the words they say.
Play the first four lines of recording and stop the tape. Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (interesting, intelligent)
Point out the write-on lines where students can write these words.
Play the whole recording and have students write the words they hear on the chart.
Check the answers.
3 This activity provides guided oral practice using the target language.
Call attention to the dialogue next to the picture. Ask two students to read it to the class.
Say, Work in pairs. Use sentences like these to say what you think about different animals.
Demonstrate the activity with one or two students. For example, say, I like dolphins. They're intelligent.
Ask students to work in pairs. As they work, move around the room checking on progress.
Ask some pairs to present their conversations to the class.
3a This activity provides reading practice using the target language.
Point out the three descriptions of animals. Ask students to take turns reading one aloud.
Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description. There is one animal that is not described.
Check the answers.
3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.
Call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. Ask a student to explain each word or use it in a sentence to show he or she understands what it means. Teach the expression sleeps.
Point out the description in 3b with blank lines where some words are missing. Read it to the class saying blank each time you come to a blank line.
Point out the six words in the box. Say, You can write these words in the blanks. Use each word only once.
As students work, move around the room checking progress and offering language support as needed.
Check the answers.
3c This activity provides reading and writing practice using the target language,
Say, Now you can write a description like the one in 3b. You can use some of the same words. Write about any animal you like.
You may wish to do a sample description with the class. Choose an animal's name and write it on the board. Then ask students to make statements about the animal.Repeat each statement and then write on the board. You can ask leading questions such as. Is it big? Is it lazy? Does it eat grass?
Ask students to write their own descriptions. You may wish to have less fluent students work with a more fluent partner,
Ask students to share their writing with others in the class.
After you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.
初一下册英语英文教案范文集锦3
Language Goal:
Talk about what people are doing.
Teaching Aims:
The present Progressive (结构式: Be + V-ing )
Key Points:
---What’s he doing ?
---He’s reading.
Difficult points:
现在进行时的用法和动词V-ing 形式的构成。
Teaching Methods:
由浅入深,设置场景、对话以及表演来教授新句型。
Teaching Aids:
教学图片、教学光盘、VCD机、录音机
Teaching Procedures:
Step1. Warming – up
A. Duty report
Teacher: How are you, boys and girls?
S s : Fine, thank you.
Teacher: OK, who’s on duty today?
(the student who is on duty starts to make a duty report)
b. Ask and answer
(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)
T: Usually, what time do you go to school?
S1: ……
T: When does your father watch TV in the evening?
S2: ……
T: Do you do your homework in the evening?
S3: ……
T: When do you play soccer?
S4: ……
T: what time do you usually eat dinner?
S5: ……
(The teacher should encourage the students after questions.)
The teacher ask the students to read these five verbs for several times.
Step 2. Presentation
A. Match the words and the activities.
Ask the students to turn to page 83, and look at the pictures in 1a.
Then,the teacher ask questions:
----What’s he doing? (Picture 1)
----He’s making a telephone call.
(Help the students answer the question with body language .)
Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)
The Ss read these V-ing words after the teacher.
b. Play the video.
To make the Ss clear what they are learning in this class. Mr. Gong’s words do give the teacher a big hand.
(Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.)
C. Teach the Present Progressive.
1. Introduction
Tell the Ss what the Present Progressive is. (现在进行时表示现在正在进行或发生的动作, 它的表现形式为Be Verbs + V-ing ---- 这也即为它的结构式.)
2. Tell the difference
Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the Ss to read them again.
3. Listen to the tape.
Let the Ss get ready to listen to the tape (paper and ball-point pen).
Check the answer: 2 4 1
4. Activities.
The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”
(The other actions: look at someone, clean the window)
Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined:
N What am I doing?
N I’m opening the door.
N What am I doing?
N I’m looking at him.
N What am I doing?
N I’m cleaning the window.
5. Pairwork.
Ask and answer questions about what people are doing in the picture.
u What’s he doing?
u He’s reading.
The Ss can practice different sentences upon the verbs on the blackboard.
6. Guessing game.
The teacher prepare several pieces of paper and there are different actions on it. Ask a pair of Ss to act it out. (Each pair of Ss choose two pieces of paper and act.)
(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive step by step. They can have fun in the classroom during this class, it’s the most important.)
7. Self-assessment.
The teacher prepare for the Ss some listening exercises, and play the cassette, let them finish these exercises at once. Then, check the answer. The Ss can understand whether they have learned about the Present Progressive.
8. Do the exercises.
The teacher have the Ss some exercises, and ask the Ss to do at once.
<1>--What’s Li Lei doing?
-- He_____________. ( read )
<2>--What’s his mother doing?
--She_____________. ( write )
<3>--What are they doing?
--They_____________. ( play soccer)
<4>--What are David and Mary doing?
--They_____________. (have dinner)
<5>--What’s Jenny doing?
--She______________. ( run )
(In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class.
Step 3. Homework
1. Finish the exercises in the class.
2. Make a conversation and act it out with your partner.
Step 4. The end
T: You are very good today, boys and girls! And thank you for listening. Bye.