初一英语预科教案.docx

1、初一英语预科教案初一英语预科教案 初一英语预科教案1教学目标：1、语言目标(Language skills)巩固和强化上节课的知识： can I have ? Yes, you can./ No, you cant.能在图片的提示下听懂、认读、说出新单词：computer game、jipsaw puzzel、careful、fix,并懂得其意。学会表达某人拥有某物的功能句型“Ive got 。 Hes got。 Shes got。 Its got。”来进行交流。2、 技能目标(Objectives of skills)学会运用have got 表述拥有某物3、情感目标(Objectives

2、of emotion and attitude)让学生通过自由对话交流自己拥有的东西，达到让其开口说英语的目的，从而激发他们学习英语的兴趣及运用英语交流的热情。重点难点：能正确拼读新单词：computer game、jipsaw puzzel、careful、fix; 理解本课句型：I have got。 并能够运用此句型和别人交流自己拥有的东西。教学过程：Step1、Warming up:Greeting. T: Hello, boys and girls!S: Hello, teacher!T: How are you, today?S: Fine, thank you.T:Whats t

3、he weather like today?S:Its sunny day.设计意图：以简单轻松的问候进入一个比较愉悦的课堂教学。Step 2、Lead-in:老师指自己的物品，如课本、衣服等问。T：whats this ? S:This is a book;This is a coat.T：This is my book. Ive got a book. This is my coat. Ive got a coat. (板书并做动作让学生理解意思Ive got )让学生运用Ive got像老师一样描述自己拥有的东西。T：Now,I want you do the action like m

4、e.设计意图：通过老师演示，学生模仿操练，从而让学生更深刻的理解句型的意思，以此达到巩固句型的目的。Step 3、Presentation:1、(PPT出示课文图)T：Now Daming and Sam are playing together, 想不想知道：What have they got? What does Daming got? What does Sam got? (放第一遍录音)S:Sam says: Ive got a kite. Daming says: Ive got a computer game.2、老师拿出一个游戏机：Ive got a computer game

5、。T：Computer game,computer game.I have got a camputer game. Ss：Computer game,computer game.I have got a camputer game.(出示单词卡片，让学生跟读：computer, 分三个音节教发音，再连到一起。并由此而让学生练习拼读。接着指导学生拼读game，让学习学会主动学习。)3、T：Do you want to play with my computer game? If you want, you can say: Can I play with your computer game?

6、 (之后，让学生运用此句型在小组里交流，以让学生能更深刻理解computer game 的意思。)4、T：Daming has got a computer game. Can Sam play with his computer game? Sam has got a kite. Can Daming play with his kite? What happens to the kite?(PPT出示问题：What does the kite look like at the end? 最后，风筝看起来像什么?播放第二遍录音，引导学生回答出：jigsaw puzzle接着教师出示单词卡片并

7、教授。)5、T：当Daming 弄坏Sam的风筝时，Sam说的是：Dont worry!Lets fix it.(同时出示单词卡片，fix fix Lets fix it. 老师用动作去帮助学生理解fix 的意思)T：可见，Sam是一名非常有宽容心的孩子。如果你是Sam,What would you say? Who want to try?让学生模仿说出，并从中受到教育。6、老师播放第三遍录音，请学生跟读模仿。听到“Ive got”句子时，要站起大声朗读出来。并指导careful发音及释义。设计意图：通过提出问题，然后引导学生带者问题去寻找答案，从而引出课文单词，此采用的任务型教学激发他们学

8、习的兴趣。Step 4、Practice:1、分角色朗读。(个人，小组)2、课后练习题。3、游戏：看谁说得多。让每组在food,toys,animals,clothes中选择一类词，请学生先准备，然后在所给单词范围内全组尽量多的用Ive got说句子，限定时间内说出句子最多的为胜。设计意图：通过朗读文本和做游戏，让学生在巩固环节中体验句子的作用，激发学生的兴趣。初一英语预科教案2Unit 1 Playing SportsTopic 1 Are you going to play basketball?Section AThe main activities are 1a and 2. 本课重点

9、活动是1a和2。.Teaching aims and demands教学目标1. Learn some new words and phrases:almost, against, term, cheer, cheer on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis2. Learn some useful sentences:(1)I saw you play basketball almost every day during th

10、e summer holidays.(2)Would you like to come and cheer us on?3. Learn the future tense with be going to:(1)We are going to have a basketball game against Class Three on Sunday.(2)Are you going to join the school rowing club?4. Talk about preferences:Which sport do you prefer, cycling or rowing?I pref

11、er rowing.5. Talk about sports and games. Teaching aids 教具图片/海报/教学挂图/录音机/小黑板. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:7分钟)复习学过的运动项目名称，引出生词。1. (展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。)T:Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Di

12、d you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays?Ss:(板书并要求学生掌握。)termT: We all know doing sports is good for our health. Now lets review some sports and learn some new ones.(展示学生在打篮球的图片。)T:Look at the picture. Do y

13、ou know what they are doing? S1, please.S1:They are playing basketball.T:Do you like playing basketball?S1:Yes, I do. / No, I dont.T:How many players are there in the basketball team?(板书并要求学生掌握。)teamS1:There are five players.(展示学生在打排球的图片。)T:What are they doing? S2, do you know?S2: They are playing v

14、olleyball. (教师帮助该生回答。)(板书并要求学生掌握。)volleyball(用同样的方式引出生词cycle, row, skate, tennis, table tennis, ski。)(板书，并让学生跟读，要求学生理解cycle, ski;掌握row, skate, tennis, table tennis。)cycle, row, skate, tennis, table tennis, ski2. (用黑板上有关运动的生词操练，导出prefer的用法。)T:Which sport do you like better, cycling or rowing?S3: Rowi

15、ng.T:Good! The phrase “like better” means “prefer”.(板书并要求学生理解。)初一英语预科教案3教学目标：1、知识目标：单词：subway take the subway train ride a bike walk 等。2、语言目标：how引导的特殊问句;肯定句与否定句。听：能听懂谈话出行的方式。说：能表达自己想到达目的的出行方式。读：能正确朗读本单元的对话和句型。写：能写本单元的单词和句型。3、学习策略：注意通过语言语调的表达来推测词义，也可借手势动作和表情来完成。(主动参与学习，善于和他人合作交流)。4、情感目标：学会在交流活动中尊重和理解

16、别人，学会交换不同的看法，了解他人的生活习惯，增进情谊。5、德育目标：在歌曲和游戏中习他人积极、乐观、努力进取的团队合作精神。6、多元智能：人际交往逻辑表达个性呈现7、文化意识：了解英、美国家中小学生上学的方式，培养世界意识。了解中西文化的差异。三、教学重点、难点：1. how /how far /howlong 引导的特殊疑问句.2. 乘坐交通工具的表示方法.3. It takes /willtake/took sb. some time to do sth.四、课前准备：cards and atape-recorder .五、教学运用：情景交际法、游戏法等。六、教学手段：多媒体演示、fla

17、sh动画、ppt演示、歌曲游戏及肢体语言的应用。七、教学过程：Step 1.Warming up.Greatthe class as usual.Talkabout the weather .T:Hows the weather today?T：How was the weatherlike yesterday? pointstudent A say“ Hello! Listen to me ok ?.I willsing a song to you .But you must ”.(用手指作安静动作)Listening to a song歌曲欣赏，创造轻松愉快的学习气氛, 激发学生的好奇心，

18、为学习新课打下伏笔。Step 2 、Games用肢体语言表达让学生猜测意思，完成交通工具词汇的预知。Step 3、Play多媒体技术呈现以上预知的词汇导入新句型how do you get to .?的学习。Askstudents to try to read these words:bike train subway car boat .and correct the wrong pronunciation of these words.Then do a words game .(比记忆力)。Step 4、Listening.过渡到Section A 1a 1b的学习，并逐步完成课文1b的

19、填空。Usingthe picture on the screen. Ask students some questions about the picture.T: What can you see in the picture?T: How many people are there in the picture?T: What are they doing?Afterthis, play the recording for two times, ask students to finish Activity 1b andwrite down the phrases of the tran

20、sports.takesthe train, takes the subway, takes the busThenask students to repeat the conversation and check the answers together.Theteacher give the correct answers on the screen.(通过听说使学生领悟如何表达使用交通工具)。Step 5、Structures(操练词汇及句型)a、Show the pictures tostudents and read these phrases , ask students to r

21、epeat.b、show the pictures tothem and ask them to say each phrase one by one.c、Then show thepictures to students and ask students to answer the question “How do you go to school?” one by one.d、Then do anotherexercise.Thefirst student say “I go to school by or I taketo school.”.Thenthe second student

22、say “He/She goes to school byor He/She takesto school.”(完成第三人称的转换，目的是从“句子接龙”中让学生达到听与说的结合。)Step 6、PairworkAsktwo students to read the dialogue about 1a.Thenask students to work in pairs. Ask and answer how students get to school in thepicture.Asthey work, move around the room, offering language or pr

23、onunciation support asneeded.Finallyask some pairs of students to present their conversations to the class.(通过情景对话让学生更好的掌握所学的句型。)Step 7：Exercises1.( ) do you get to school?Itake the bus.A.Why B. How C. When D. Where2.How ( ) Dave ( ) to school yester day?A.does; get B. did; got C. does; got D. did;

24、get3.She goes to the library ( ).A.walk B. on foot C. by foot D. in foot4.How ( ) Tom and Marry ( ) home?A.do; get to B. does; get to C. do; get D. does; get(通过练习巩固所学内容，特别是练习3强调了步行用“on foot”练习4强调了地点副词“home”前不用介词“to”)Step 8 ：Homework:Writedown your own conversations in pairwork.Interviewten students

25、how they get to someplace, make a list.八、板书设计：Unit4How do you go to school?Howdo you go to school?takesthe train takes the bustakesthe subway walkI go to school by.初一英语预科教案4教学目标(Teaching Aims)通过本课教学，使学生初步学会说：什么东西或什么人在什么地方，即人或物所在的位置。并要求学生尽可能在交际场合使用。本课只教学生静态位置的表达。(动态位置以后再学)要学习be动词，介词in, on, near, behi

26、nd, under以及定冠词the和不定冠词a/an的用法。词汇学习： 掌握： of, classroom, answer, blackboard, some, schoolbag, flower, find, window理解： broom, raincoat, cap, Hong Kong, Macao, SAR语音： /i:/ e /e/ e /k/ k / / g /s/ s /z/ s教学建议本课主要学会表达大范围 (Where is Beijing?) 和小范围 (Where is my desk?) 的空间关系。小范围的空间关系，可利用教室里的物品练习句型。老师可不断的变换物品的

27、位置让学生熟悉前面提到的几个介词。大范围的空间关系，老师可利用地图让学生确认我国主要城市的位置。老师同时要以特殊的表达导入介词“特指the”与“泛指a/an”用法。以上表达应会听、说、(包括会问回答)读，语调语、音基本正确。辅音音标的发音不必一步到位。如; /s/, /z/教学重难点分析1.句型a.主谓一致，即be动词的单复数。Where is/ Wheres ?It is/ Its on/ in/behind/near/under theWhere are/ Wherere ?They are/ Theyre on/ in/behind/near/under the注意语序：特殊疑问句： 疑

28、问词 + 是动词 + 主语 + 问号b. 介词in, on, near, behind, under的用法; 可组成介词短语。介词 + 定冠词 + 名词如：in the morning, at night, in the desk, on the table, near the door等。2. 日常交际用语Look at the picture. What can you see ? I can / cant see Can you see ?Where is /Wheres? It is / Its in, behind, near, under theWhere are /Wherere

29、 ? They are / Theyre in, behind, near, under the单词训练建议classroom, blackboard, schoolbag, raincoat，football 均为合成词。可让学生利用所学过的单词知识，自学这些单词。学生能自学的词尽量让学生自学，老师可稍加引导，以下单词可迁移，让学生自己读 behind find room broom口语训练建议本课的口语训练应放在空间关系上。并应当贯穿始终。口语训练重要的一环就是正确引入“位置”所谓概念。这与中文有较大的差异。中文说：在 里，(上，后面，附近)的结构，英文只用一个介词，不同的介词比表达了不同

30、的位置，而且一般要与定冠词the连用。向学生们介绍介词时，多用直观展示，适当用中文。为了使学生能够确切把握介词的特点，我们在训练的最初阶段应当集中展示两个物体之间的变化，不要过早的变换物体，这样学生就能聚精会神的体会位置表达的基本方法。注意以下几点：1.创设一个合乎生活逻辑的语境。2.寻找一个非设计空间表达不可的动机。如：寻找一个提问者看不见的东西。 老师上课找不见黑板擦，问一个学生。- Wheres the brush? - Its under the teachers table.老师也可自问自答。尽量从交际出发，减少纯句型练习。3.确定对话参与者之间的特定关系。在物体选择上，一大一小，构成一主一从的格局。建议教师使用一个色彩鲜明的大纸盒和一个具有对比色度的小球，然后再换成玩具小动物，如小狗或小猫