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初中英語七年級(jí)上冊(cè)教案設(shè)計(jì)
要怎么寫才能寫出一份好的英語教案呢?我們寫的時(shí)候該注意什么?下面是小編整理的初中英語七年級(jí)上冊(cè)教案設(shè)計(jì)，供大家參考!
教材分析
教材內(nèi)容：新目標(biāo)初中英語七上Unit1My name is Gina page 1-2
教材處理：本單元的重點(diǎn)在于如何在一個(gè)新的場(chǎng)合下介紹自己和認(rèn)識(shí)他人。
讓剛?cè)雽W(xué)不久的初中新生用英語搭建起他們友誼的橋梁。
學(xué)會(huì)用“What’s your name? / What’s her name? / What’s his name?”以及復(fù)習(xí)Starter U1-3 所學(xué)過的一些common English Greetings 來結(jié)識(shí)朋友。
本課生詞量不大，重點(diǎn)在于對(duì)學(xué)生的口語操練以及常用人名的熟悉。
學(xué)情分析
本單元的主題是熟識(shí)新伙伴，同時(shí)引導(dǎo)學(xué)生采用Practicing, Listening for specific information和Role playing的學(xué)習(xí)策略，學(xué)習(xí)一些新詞匯，掌握一些重點(diǎn)句型，在小組合作學(xué)習(xí)的過程中，進(jìn)一步促進(jìn)學(xué)生之間的相互了解。
教學(xué)目標(biāo)
知識(shí)與能力
采用Practicing, Listening for specific information和Role playing的學(xué)習(xí)策略，使學(xué)生學(xué)會(huì)打招呼和介紹自己、詢問他人姓名的基本句型What’s your/his/her name?My/His/Her name is…。
”培養(yǎng)學(xué)生[此文轉(zhuǎn)于斐斐課件園 FFKJ.Net]結(jié)交新朋友的能力。
過程與方法
采用Practicing, Listening for specific information和Role playing的學(xué)習(xí)策略，利用教學(xué)圖片或制作多媒體課件展開課堂Pair work; Group work的口語交際活動(dòng)，詢問他人姓名、查詢電話號(hào)碼，了解有關(guān)姓名的文化知識(shí)并制作個(gè)性名片。
情感態(tài)度價(jià)值觀
該部分學(xué)習(xí)內(nèi)容貼近學(xué)生的生活，談?wù)摰闹黝}是結(jié)交新朋友，進(jìn)一步促進(jìn)學(xué)生之間的相互了解，使學(xué)生在輕松、愉快的學(xué)習(xí)氛圍中熟識(shí)新伙伴，增進(jìn)友誼。
教學(xué)重點(diǎn)和難點(diǎn)
本單元的重點(diǎn)在于如何在一個(gè)新的場(chǎng)合下介紹自己和認(rèn)識(shí)他人。
讓剛?cè)雽W(xué)不久的初中新生用英語搭建起他們友誼的橋梁。
學(xué)會(huì)用“What’s your name? / What’s her name? / What’s his name?”以及復(fù)習(xí)Starter U1-3 所學(xué)過的一些common English Greetings 來結(jié)識(shí)朋友。
本課生詞量不大，重點(diǎn)在于對(duì)學(xué)生的口語操練以及常用人名的熟悉。
教學(xué)過程(本文來自優(yōu)秀教育資源網(wǎng)斐.斐.課.件.園)
Step1: 課前熱身：與學(xué)生互相問好，然后問答姓名，自我介紹、介紹他人。
(黑板板書關(guān)鍵句型：What’s your name? / What’s her name? / What’s his name?及其回答。)
(學(xué)生回答狀況不一致，有錯(cuò)誤出現(xiàn)。
但不能急著糾正。
先讓他們大膽互動(dòng)，激發(fā)他們的興趣，在互相的活動(dòng)中，感受句型的使用。
老師對(duì)狀況在心里進(jìn)行把握。)
Step2: 復(fù)習(xí)前面說學(xué)過的名詞及句型;
1. Today, we will learn Unit1. My name is Gina. We know Gina is a girl’s name. First, let’s see something about Gina.(展示圖片)
T: Look, this is Gina’s room, big and nice. What things can you see in her room?
S: I can see a/an clock, jacket, quilt, plant, ruler, lamp, trash bin…
T: Spell it, please.
(通過這一步驟，一是復(fù)習(xí)了前面所學(xué)的名詞，也復(fù)習(xí)了前單元的句型。
二是引入課文的Section A 1a 部分)
2. This is Gina’s classroom.(展示圖片)
What things can you see in Gina’s classroom? Please write down.
Except for the things, we also can see many students in the classroom. They are talking with each other. (讓學(xué)生熟悉第一單元的生詞，并引導(dǎo)進(jìn)入Step 3 )
Step3: 介紹人名以及對(duì)話操練：
1.Gina’s classmates: Jim, Mary, Alan, Jenny. They are making friends with each other.
Now, let’s listen how they are making friends.
2. listening， 讓學(xué)生看課本，并對(duì)所聽到的對(duì)話排序。
3. Pair work: Making friends with your partner.
讓學(xué)生操練(What’s your name? I’m/My name is …)
Step4: Meet some new friends.
(導(dǎo)入“What’s her name? / What’s his name?)
1.Alice, Cindy, Grace, Helen, Eric, Frank, Bob, Dale;
(通過復(fù)習(xí)starter U1 所學(xué)的男名和女名， 向?qū)W生介紹如何詢問第三方的姓名)
What’s her name? / What’s his name?
2. 鞏固 “What’s her name? / What’s his name?“的句型，
呈現(xiàn)一些明星的圖片，詢問他們的姓名。
3. Group work: Know the students’ names in your group and make friends with them.
Step5: Listening: 課本section A, 2a,2b
listening
引導(dǎo)學(xué)生操練對(duì)話
Game: Quickly reaction.
Game2: Let’s guess!通過文字的描述，讓學(xué)生猜“What’s her name? / What’s his name?”猜的過程中，通過激發(fā)學(xué)生的好此文轉(zhuǎn)自斐.斐課件.園 FFKJ.Net奇心，讓學(xué)生不斷地開口說“Her/His name is…?”
然后逐漸的增加信息量，直至學(xué)生猜出真實(shí)得姓名。
Step6: Group work and report
1.教師演示：These famous people we referred are my good friends. His name is … Her name is … So , where are your friends?
2. 學(xué)生操練對(duì)話并做一個(gè)report
3. 讓學(xué)生寫一段自己編寫的互相介紹的對(duì)話。
讀出來，互相學(xué)習(xí)。
Step: Homework:
1、制作名字表格，把男生女生的英文名字進(jìn)行歸類。
2、準(zhǔn)備家人的照片帶來，介紹自己的家人給同學(xué)。
板書設(shè)計(jì)
Unit1 My name is Gina.
What’s your name? her
What’s her name? name
What’s his name? what
學(xué)生學(xué)習(xí)活動(dòng)評(píng)價(jià)設(shè)計(jì)
練習(xí)對(duì)話并模仿對(duì)話，結(jié)識(shí)班級(jí)的其他同學(xué)并學(xué)過的內(nèi)容來做對(duì)話。
掌握好了重點(diǎn)句型和人稱代詞的用法。
初中英語七年級(jí)上冊(cè)教案設(shè)計(jì)【2】
一.單元分析
本單元以家庭為話題，以家庭介紹為任務(wù)學(xué)習(xí)That’s my sister. These are my brothers. Who is she?等句型的使用。
要求學(xué)生能夠做到：
1.運(yùn)用這些句型向別人介紹某人的能力和與人交際的能力;
2.能向別人介紹自己的家庭情況;
3.在珍視自己的家庭，珍愛親情的同時(shí)，關(guān)心不幸家庭的同學(xué)，對(duì)他們做力所能及的幫助。
二.學(xué)情分析
學(xué)生在小學(xué)中已經(jīng)學(xué)習(xí)過一些家庭成員稱呼的知識(shí)，對(duì)于一些簡(jiǎn)單的稱謂表達(dá)沒有問題，但書寫仍然是有問題的。
同時(shí)，由于中西方文化的差異，中國家庭中的一些關(guān)系可能不好表達(dá)，老師需要做必要的補(bǔ)充。
另外，由于計(jì)劃生育政策的施行，同學(xué)們的兄弟姐妹少了，這對(duì)于brother, sister的概念的表達(dá)可能有些不利。
但是，中國是一個(gè)注重家庭的國家，本單元的學(xué)習(xí)會(huì)讓學(xué)生了解不同國家的家庭結(jié)構(gòu)間的不同。
同時(shí)由于班級(jí)內(nèi)可能有來自單親家庭的同學(xué)，在授課時(shí)要注意保護(hù)學(xué)生，不要傷及學(xué)生的自尊，同時(shí)要注意培養(yǎng)學(xué)生的移情能力。
三.課時(shí)安排
四課時(shí)
四.教學(xué)過程
Period 1 (A1, 3a, B3)
I. Teaching Objectives
1. Knowledge Objectives:
(1) Expressions: sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family, those, who, oh, these, those, they.
(uncle, aunt, cousin, niece, nephew, here, photo )
(2) Structure: That’s my family. Those are my parents. Who’s she? She’s my sister. Oh, and these are my brothers.
3) Grammar: The plural forms of the demonstrative pronouns.
2. Ability Objectives:
(1) Learn how to introduce the family.
(2) Get Ss to know the names of the various members of a family.
3. Moral Objectives: Father and mother, I love you!
II. Teaching Importance(focus)
(1) Learn how to introduce the family.
(2) Get Ss to know the names of the various members of a family.
(3) Get Ss to know the differences between this/that is and these/those are.
(4) Get Ss to know who questions
III. Teaching Difficulties
1. 因?yàn)閱螐?fù)數(shù)的問題，學(xué)生對(duì)this與these，that與those的轉(zhuǎn)換可能會(huì)弄錯(cuò)，
2. 在拼寫時(shí)，學(xué)生習(xí)慣把mother寫成monther。
3. grandmother，grandfather中d不發(fā)音。
Ⅳ. Teaching Aids
A recorder, multi-media
Ⅴ. Teaching Procedure:
Step l：Lead in
Enjoy an English song called the Finger Family, do daily greetings as usual.
Step 2: Pre-task
1. T: Today I’ll introduce a new friend.
Then show a picture of a boy to teacher new words about family members.
2. Work on 1a, match the words.
3. Listening practice: Do A 1b, first listen and circle the words, then imitate.
4. Look at the picture on SB P7, ask and answer in pairs.
Step 3：While-task
Photo show. 1.T ask and S answer
2. Ss ask and answer in pairs. Then Do A3a
3. Make a short passage about the photo. Then Do B 2b.
step 4：Post-task
Draw a photo of family and write about it, then share with friends.
Step 4. Sum up
Do exercises in class and check the answers
Homework
1.完成2號(hào)本P14-15 第一課時(shí)
2. 預(yù)習(xí)Unit 2 第二課時(shí)
3. 完成 Self check 2
4. 常規(guī)聽讀，聽寫作業(yè)
Layout of Bb
Unit 2 This is my sister. Period 1
sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family, those, who, oh, these, those, they.
That’s my family.
Those are my parents.
Who’s she?
She’s my sister.
Oh, and these are my brothers.
教學(xué)反思：
Period 2 (A2)
I. Teaching Objectives
1. Knowledge Objectives:
(1) Expressions: well, have, day, bye, goodbye
(2) Structure: Have a good! Thanks! You, too. Bye!
— Nice to meet you. — Nice to meet you, too
(3) Grammar: Yes or No questions.
2. Ability Objectives:
(1) Identifying people and the relationship.
(2) Find out the correct relationship.
3. Moral Objectives: Love family
II. Teaching Importance(focus)
(1) Identifying people and the relationship.
(2) Find out the correct relationship.
(3) Pay attention the stress and intonation
III. Teaching Difficulties
1. goodbye的書寫錯(cuò)誤較多，尤其bye寫成bey的同學(xué)可能會(huì)比較多。
2. 一般疑問句語調(diào)語序?qū)W生會(huì)弄錯(cuò)，多讀多練是最好的辦法。
Ⅳ. Teaching Aids
A recorder, multi-media
Ⅴ. Teaching Procedure:
Step 1：Lead—in
Enjoy family song.
Step 2：Pre-task
1. Listening practice: Work on 2a&2b.
2. Imitation.
Step 3：While-task
1. Do pair work: A 2c
2. Role-play the conversation.(A2d)
3. Show the photo of Liu Xing and ask and answer in pairs.
Step 4. Post-task
Go through the grammar focus.
Step 5 Sum up
Do exercises in class and check the answers
Homework
1. 1號(hào)本P15-16第2課時(shí)完成。
2. 預(yù)習(xí)下一課時(shí)
3.常規(guī)聽讀、聽寫作業(yè)。
Layout of Bb
Unit 2 This is my sister. Period2
Have a good! Thanks! You, too. Bye!
— Nice to meet you. — Nice to meet you, too
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