初一初二英语教案5篇

《初一初二英语教案5篇》由会员分享，可在线阅读，更多相关《初一初二英语教案5篇（33页珍藏版）》请在装配图网上搜索。

1、初一初二英语教案5篇教材是死的，不能随意更改。但教法是活的，课怎么上全凭教师的智慧和才干。新的一学期又开始了，你的开学第一课教案准备好了吗?以下是带来的初一初二英语教案内容，感谢您的阅读，希望能帮助到您!初一初二英语教案1一 学生情况分析(学生62人，其中男生：36人，女生：26 人)1.学习水平不均有的学生对小学英语比较重视，学得很好;但有的学生或学校不重视，学得很不好，还有几个甚至完全没有学过。有的学生笔试不错，但语音、语调、书写都有待加强。因此，整个班级的英语水平很不平衡，给日常教学带来诸多的不便，提高了难度。2.学习习惯不好学生刚刚从小学进入初中，处于一个衔接的阶段，学习任务加重，学习

2、的习惯不是很好，没有形成一定的适合自己的方法，都有待改善。总之，既要避免好生吃不饱的现象，又要努力把目前英语有欠缺的学生拉上去，激发他们的兴趣和信心，赶上中上的水平学生。在今后的教学中应该注重培养、激发兴趣，教给学生学习的方法，从学生的学习兴趣、学习能力、生活经验和认知水平出发，倡导体验、实践、参与与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言的学习过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成学生自主学习能力的过程，这是新课标和新目标英语的要求。教学措施和辅助二 课时总安排总共100课时：授课 课时 复习 课时测试 课时 机动 课时三.教材总

3、体目标、单元要求及重难点The goal:The goal of Go for it is to make language a step-by-step progression thatbuilds confidence and leads to open-ended activities where students can activelyrelate learning to their personal lives.Go For It!是以英语课程标准为依据，以学生的英语语言综合运用能力为目标。不仅以语言知识、语言技能为重点，而且更注重学生的学习策略、情感态度和文化意识。教学内容的处理

4、和取舍灵活开放，只要教师从学生的实际水平和语言能力出发，任何教学内容的调整或取舍，任何教学步骤的安排都是可行的。“I sometimes go to the last todo the group work firstIt depends on the teachers knowledge of the studentsactual language ability”(DavidNunan);提倡教师结合学生实际，充分利用学生、教师本身和环境中一切可以利用的资源，丰富教学内容，创造运用英语的机会，注意多渠道开发教学资源。 “Dontuse just the textbook. Anything

5、 in real life that connect and appropriate to thelesson can be used as teaching resources.”(DavidNunan);提倡任务型语言教学，教学进度整体把握，教学形式不拘一格;课堂以学生为主体，以任务为主线，重视体验参与，课后访谈调查，读写扎记，重视语言运用;正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。The key points of each unit:Topic Functions StructuresU 1 Making new friends Intro

6、duce yourselfGreet peopleAsk for and give telephone numbers Present tense to beWhat questionsProssessive adjectives:my,your,his,herU2 Things in the classroomIdentify ownerships Demonstratives:this,thatWhat questions and Yes/No questionsHow do you spell pen?U3 The family Introduce peopleIdentify peop

7、le Demonstratives:these,thoseSubject pronouns:I,he,sheYes/No questionsPlural nounsU4 Things around the house Talk about where things are Where questions andYes/No questionsPrepositions: on,in,underSubject pronouns: theyU5 Spending time with friends Ask and answer questions about ownershipMake sugges

8、tions Present tense to haveYes/No questions and short answers: letsAdjectives of qualityU6Food Talk about likes and dislikes Present tense to likeYes/No questions and short answersAffirmative and negative statementsU7Shopping Ask about pricesTalk about clothingThank someone Demonstratives:this,that,

9、these,thoseHow much questionsU8Dates Talk about dates When questionsProssessive “s”How old are you?U9Movies Talk about preferencesMake plans Present tense to wantYes/No questions and short answers:Adjectives of qualityU10 Joining a club Talk about abilities Modal verb canYes/No questions and short a

10、nswers:Affirmative and negative statementsWhat questionsU11 Daily routines Talk about daily routinesAsk about and say times When questionsWhat time is it?Adverbs of frequencyU 12 School subjects Talk about preferencesGive reasons What questionsWhy questionsWho questionsAdjectives of quality四、 教材分析新目

11、标任务型教学的特色理念：新目标英语是以任务为基础的语言教学，在教材的设计上，遵循了自然言语、情境真实性、语言形式为交流功能性服务、层层深入阶梯型发展语言能力、在做中学等最新教学原则和理念，注重引导学生体会文化差异，培养学生自主学习能力，完全符合教育部的义务教育阶段英语课程标准的要求。本教材的教学理念：“知识用于行动”，强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。人教社新目标英语教材的几大特色：A.图文并茂。一幅副充满情趣，幽默生动的画面，令你眼睛一亮。它不仅版面设计充满新意，而且在内容和结构方面更富有创意更具时代感，更有现代气息，更加贴近学生的生活。学生一拿到课本后都爱不释手，

12、迫不及待地翻阅。B.实用性强。每个单元的选材都来源于学生的学习和生活。紧紧地与学生的年龄特征、认知结构、生活经验联系在一起。如第一册的十四个话题：认识新朋友、教室里的物品、家庭成员、食品、购物、电影、参加社团、生活习惯、学习科目、国家与语言。第二册的十二个话题：邻居、动物、足球、职业、周末活动、音乐、人物性格与外貌、天气、节日、度假与休闲、流行文化、规章制度与日常生活。由于这些都是学生熟悉的话题，生活中经常碰到的事情，所以学生容易接受，学习热情自然也高。使教学活动由“要我学”转变为“我要学”。C.注重交际。针对中国学生学英语普遍存在的“聋哑病”，教材设计了大量的听说读写材料。每个单元都有语言活

13、动，且内容不同，形式多样，学生对这些活动充满兴趣，所以大家都能情绪高昂地参加pairwork, group work,games等活动。学生们充满了自信，开心地练习说英语，教室里常常充满了欢歌笑语。同学们都喜欢上英语课，他们能为学以致用而感到兴奋，同时也体验到了学习语言的快乐。D.词汇量大。第一册有词汇700个左右，第二册约450个，第三册约450个，第四册约400个，第五册约500个，合计2500个。这一点正好达到英语课程标准5级的要求。大大丰富了学生的词汇量，让学生能更好地表达自己的所思所想。同时也要求学生必须采取有效的记忆单词的方法，就会事半功倍，否则难以适应教材的要求。这时学生特别需要

14、教师的指导.。新目标英语的教材设计原则a.言语、情境真实性原则 (The authenticity principle)任务的设计要提供给学习者明确、真实的语言信息。语言情境、语言形式等要符合交际的功能和规律。使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。b.形式-功能性原则 (The form-function principle)任务的设计注重语言形式和语言功能的结合。形式-功能性原则，旨在使学习者掌握语言形式的同时，培养其自我把握语言功能的能力;每一阶段任务的设计都具有一定的导入性，学生在学习语言形式的基础上，通过系列任务的训练，能够自己进行推理和演绎，从而理解语言

15、的功能，并在交际中进行真实运用。c.阶梯型任务原则 (The task dependency principle)学习单元中任务的设计由简到繁，由易到难，层层深入，并形成由初级任务到高级任务并由高级任务涵盖初级任务的循环。在语言技能方面，遵循先听、读，后说、写的设计顺序，使教学阶梯式地层层递进。d. 在做中学原则 (Learning by doing)自始至终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。五、教学具体措施及辅助活动1.利用直观教具和教学辅助媒体，激发兴趣，增加容量，整体优化课堂教学。2.

16、每日进行单词竞赛。3.学唱英文歌。4.坚持值日生报告。5.开展多种游戏和竞赛活动。六、教学进度表Week 1 Starter Unit 1 5课时Week 2 Starter Unit 2 Starter Unit 3 5课时Week 3 Unit 1 6课时Week 4 Unit 2 6课时Week 5 Unit 3 6课时Week 6 Revision 6课时Week 7 Unit4 6课时Week8 Unit 5 6课时Week 9 Unit 6 6课时Week 10 Revision 6课时Week 11 Middle examination 6课时Week 12 Unit 7 6课时

17、Week 13 Unit 8 6课时Week 14 Unit 9 6课时Week 15 Unit 10 6课时Week 16 Unit 11 6课时Week 17 Unit 12 6课时Week 18 Revision 6课时Week 19 Revision 6课时Week 20 Final examination初一初二英语教案2一、指导思想虽然大部分学生在小学已接触过英语，但学生以前不大重视英语，造成英语两极分化严重，且学习积极性低。所以，现阶段最重要的是激发学生学习英语的兴趣和积极性，帮助他们增强信心，克服困难。除了从思想上给予引导之外，在教学上，有针对性、目的性、有系统、有计划地上好课

18、。因此制定教学计划如下：二、教材分析本套初一教材共分12个单元，每单元分sectiona和sectionb以及selfcheck三部分。sectiona：1a呈现本单元的重点单词，语法结构与功能;1b呈现任务型听力练习;1c结对练习核心对话;2a，2b是多种听力练习;2c呈现不同的任务。grammarfocus呈现语法功能重点;3a-4b提供多种课堂活动。sectionb：1a此会扩展;1b新旧知识综合运用，同时在原有基础上有所扩展;2a，2b为听力练习;3a-3c提供各类练习形式，随着所学内容的加深，逐步扩展成阅读和写作练习。4a为创造性活用所学知识提供各类课堂活动。selfcheck：使学

19、生对自己的英语水平有明确的认识。自我评价，包括词汇知识的评价，语言应用能力的评价和幽默。三、教学措施初一年级是英语学习的基础阶段，也是养成好习惯的关键时期。基础打不好、习惯不良，直接影响学生整个初中阶段，乃至高中、大学的英语学习。所以做好初一英语的教学工作至关重要。对此我制定以下措施：1、每天背诵课文中的对话。目的：要求学生背诵并默写，培养语感。2、每天记5个生词，2个常用句子或习语。实施：利用“互测及教师抽查”及时检查，保证效果并坚持下去。3、认真贯彻晨读制度：规定晨读内容，加强监督，保证晨读效果。4、坚持检测等形成性评价制度：对英语学习实行量化制度，每月给学生检验自己努力成果的机会，让进步

20、的同学体会到成就感，让落后的同学找出差距，感受压力。由此在班里形成浓厚的学习氛围，培养学生健康向上的人格和竞争意识。5、对后进生进行专门辅导，布置单独的作业，让他们在小进步、小转变中体味学习的快乐，树立学习的自信，尽快成长起来。6、关注学生的情感，营造宽松、民主、和谐的教学氛围。7、实施任务型的教学途径，培养学生综合语言运用能力8、在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。9、加强对学生学习策略的指导，为他们终身学习奠定基础。10、要充分利用现代教育技术，利用计算机和多媒

21、体教学软件，探索新的教学模式，开发英语教学资源，拓宽学生学习渠道，改进学生学习方式，提高教学效果。四、课程安排及教学进度：第1周-第2周：预备单元学习及检测第3周第5周unit1-unit2阶段性检测第6周第8周：unit3-unit4阶段性检测第9周：unit5阶段性检测及期中考试第10周-第12周：unit6-unit7阶段性检测第13周第15周：unit7-unit8阶段性检测第16周第17周：unit9阶段性检测第17周第18周：复习迎接期末考试初一初二英语教案3Language goalIn this unit, students learn to talk about jobs.N

22、ew languageWhat do you do? I#39;m a reporterWhat does he do.#39; He#39;s a student.What do you want to be? I want to be an actor .What does she want to be? She wants to be a police officernames of jobs and professionsSection ABrainstorm with students a list of jobs that friends or relatives do.(Brai

23、nstorming is an activity in which you set a topic and students saywhatever words they can think of relating to that topic.) Write the word jobs onthe board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they canabout these jobs. Accept single wo

24、rd answers or simple sentences such as, It#39;sfun. It#39;s a good job.la This activity introduces the key vocabulary.Focus attention on the art. Ask students to tell what they see in eachscene. Ask students to name as many of the jobs shown as they can. Then point toa scene, name the job, and ask s

25、tudents to repeat.Point to the numbered list of words. Say each one and ask students torepeat.Then ask students to match each word wllfa one of the scenes. Say, Writethe letter of each scene next to one of the ivords. Point to the sampleanswer.1 b This activity gives students practice in understandi

26、ng the targetlanguage in spoken conversation.Point to the different people shown in the picture.Ask various students totell what they do as you point to each one,Say, Now you will hear three conversations. The conversations are aboutthree of the people in this picture.Play the recording the first ti

27、me. Students only listen.Play the recording a second time. This time ask students to write a number1 next to the person being talked about in conversation 1. Have students put a 2and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c This activity provides guide

28、d oral practice using the targetlanguage-Ask a student to read the example conversation with you. Hold up the bookand point to the doctor in the picture.Say, Now work with your partner. Make your own conversations about thepicture. You can use sentences like the ones in activity 1b.Say a dialogue wi

29、th a student. Point to a picture of one of the people.Guide the student to answer using one of the words in activity 1a.As students work in pairs, move around the room monitoring their work. Onerlanguage or pronunciation support as needed.2a This activity gives students practice in understanding the

30、 targetlanguage in spoken conversation.Ask students to look at the three pictures. Ask different students to tellyou what they sec in each picture. What are the people doing? What jobs do theyhave?Play the recording the first time. Students only listen.Say, You will hearconversations about the peopl

31、e in these pictures.Play the recording a second time. Say, Write the number of eachconversation below the picture of the person being talked about.Correct the answers.2b This activity gives students practice in understanding the targetlanguage in spoken conversation.Point to the three headings in th

32、e chart and read the headings to theclass. Ask students, What does wants to be mean? (It is not the Job the personlias now. It is the job the person wants in the future.)Play the recording the first time. Students only listen.Say, You wiU hearabout the people in these pictures. You will hear the job

33、 they haw now and thejob they want in the future.Play the recording a second time. This time ask students to fill in theblanks with the jobs the people have now and the ones they want in the future.Point out the sample2c This activity provides guided oral practice using the targetlanguage.Point out

34、the pictures in activity 2a. Ask who each person is. (They areSusan#39;s brother. Anna#39;s mother, and Tony#39;s father.)Say, Now work with your partner. Ask and answer questions about thepictures. Ask, What does he or she do? Then ask, What does he or she want tobe?Say a dialogue with a student. P

35、oint to Anna#39;s mother and then to theexample in the speech balloons. Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work.Offer language support as needed.3a This activity introduces the names for the places where people work, andgives reading

36、 practice using the target language.Call attention to the pictures. Ask students to read the name for eachplace. As they name each place, write the word on the board and-ask the class torepeat it.Point out the list of jobs with the numbers next to each. Then callattention to the people in the pictur

37、es and the speech bubbles. Point out thesample answer and have a student read out the speech bubble.Ask students to work alone. Say, Write the number of each job in the squarenext to each workplace.Check the answers.3b This activity provides guided oral practice using the targetlanguage.Point out th

38、e pictures in activity 3a. Ask students to name the workplaceshown In each picture.Then point out the conversation in the speech bubbles. Ask two students toread It to the class.Say, Wow work with a partner. First practice the conversation in thepicture. Then make new conversations. Use jobs and pla

39、ces from activity 3a.Say a dialogue with a student. Point to the word waiter in activity 3a andthen to the picture of the restaurant. Ask a student. Where does he work? Guidethe student to answer using the correct place: He works in a restaurant.Thenask. What does he do? and guide the student to ans

40、wer, He#39;s a waiter.As students work in pairs, move around the room monitoring their work.Offer language support as needed.4 This activity provides listening and speaking practice using the targetlanguage.Call attention to the pictures in the book showing how to play the game.Say, You will draw a

41、picture of someone working. Other students will askquestions about the kind of job you are drawing. After two questions someone cantry to guess the job.Demonstrate by drawing a picture on the board of a stick figure reporter.Add details (microphone, notebook,etc.) until students guess what job it is

42、.Ask a student to go to the board. Say, Draw a picture of a person working.If necessary, help the student add details that show the job the person isdoing. He or she can add a bank interior to show that the person is a bankclerk. A student could also use an eye chart on the wall to show that the pla

43、ceis a doctor#39;s office and the person is a doctor.Ask two different students to ask questions about the Job, and then ask athird student to guess what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats, then youca

44、n ask them to do this activity sitting down in groups of four. They will needpieces of paper on which to draw their pictures. They will also needpencils.Section BNew languageWords that describe jobs, such as exciting, dangerous,boring, difficult,busy, funAdditional materials to bring to class:help w

45、anted ads from an English-language newspaper1 a This activity introduces the key vocabulary.Focus attention on the six pictures. Ask, What job does the person have?Where does the person ivnrk?Point out the numbered list of words. Say each one and ask students torepeat. Then use simple explanations a

46、nd short sample sentences to help studentsunderstand what each word means. For example, Exciting means very interestingand very fast-moving. A police officer has an exciting job. The job is alwayschanging. Something is always happening. For dangerous you might say, Dangerousmeans not safe. You might

47、 be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures. Say, Writethe letter of each picture next to one of the words. Point out the sampleanswer.Check the answers.1 b This activity provides guided oral practice using the targetlanguage.Call attention to

48、the picture In this activity and ask a student to readthe statement to the class. Then point to the picture of the police officer andsay. It#39;s an exciting job. Ask the class to repeat. Then say, What else can yousay about being a police officer? Someone may answer, It#39;s a dangerous job. Askthe

49、 class to repeat each correct answer.Then ask students to work in pairs. Suggest that they each point to thepictures of the workers and make statements about them. As students practice,move around the classroom monitoring their work.1 c This activity provides an opportunity for oral practice.Say, Na

50、me some of the jobs from this unit. Write this list of jobs on theboard. Say, Can you name some other jobs? Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the wordsin activity la. You may wish to write some of the sentences on the board so thatstudents

51、 can copy the sentences into their notebooks.2a This activity provides listening and writing practice with the targetlanguage.Call attention to the two headings and ask a student to read die headingsto the class.Point out the blank lines where students will write the name of a job(under the words wa

52、nts to be).Play Ihe recording the first time. Students only listen.Say, Now I will play the tape again. This time write the name of a jobunder the words wants to be.2b This activity provides listening and writing practice with the targetlanguage,Call attention to the second heading and ask a student

53、 to read it to theclass. Say, This time you will unite why each person wants the job.Play the recording again. Students only listen.Then say, Now I will play the tape again. This time write the reason theperson wants the job under the word Why?Play the recording. Students write their answers.Check t

54、he answers.2C This activity provides open-ended oral practice using the targetlanguage.Say, What do you want to be? What words describe each job? Help the classmake up a list of jobs they might like to do. As students suggest possible jobs,ask the class to suggest words to describe them. Use a bilin

55、gual dictionary, ifnecessary, to find the names of jobs and words to describe each one.Then ask students to work in small groups. They tell each other what theywant to do and why. Encourage students to use dictionaries if necessary. Movefrom group to group offering assistance as needed.Ask individua

56、l students to tell the class about what they want to be andwhy.3a This activity provides reading and writing practice using the targetlanguage.Call attention to the three newspaper ads and read these ads to the class.Say blank each time you e to a blank line.Then read each ad again separately, pausi

57、ng to allow students to askquestions about anything they don#39;t understand. For example, in the first ad,students may not know that working late means working at night. To work hardmeans to use a lot of energy to do the job.Ask students to fill In (he blanks in the ads using the words actor,report

58、er, and waiter.Check the answers.3b This activity provides reading and writing practice using the targetlanguage.Call attention to the newspaper ad and ask a student to read it, sayingblank for each blank line.Ask students to fill in the blanks using words from This section. Say,Lookat the pictures

59、next to each blank line. The pictures will help you guess thecorrect word.Suggest that they look at the names of jobs and the words thatdescribe jobs in the first part of Section B.Check the answers,3c This activity provides writing practice using the targetlanguage.Point out the blank strip of news

60、paper where students can write their ownads.Ask one or two students, What are you going to write about? Repeat each ofthe students#39; sentences and ask the class to repeat the sentences after you. Forexample: Do OM want an interesting but dangerous job? Do you want to meet newpeople? We need a poli

61、ce officer.Call the Smithtown Police Station at555-2323.Ask students to read their ads to a partner. Ask the pairs to correct eachother#39;s work.4 This activity provides guided oral practice using thetarget language.Ask two students to read the conversation in the speech bubbles. Answer anyquestion

62、s students may have about it.Then say, New please work in groups. Ask efuestions to find out what jobseach person wrote about. You can use sentences like the ones we just read.As students ask questions, move from group to group. Rephrase anyinplete or incorrect questions.Also rephrase any inaccurate

63、 answers.初一初二英语教案4一、教学内容1.语音：1)复习音标及字母组合u: u, oo; u u, oo, oul; 2)学习音标及字母组合(+ ure, ua2.语法：1)小结本单元所学to be going to+动词原形的用法;2)小结本单元出现的形容词比较等级的规则变化和不规则变化。二、教具录音机;音标卡片、小黑板等。三、课堂教学设计1.复习值日生报告。教师出示事先准备好的写有形容词原级的小黑板，要求学生迅速写出其比较级、级形式。2.教师出示音标卡片，复习u:u两个元音的读音，启发学生分别给出含有这两个元音的单词。教师可将这些单词书写在黑板上，并用彩色粉笔写出读这些音的字母或字母组合。教(+这个双元音的读音。学生初步掌握其读音后，重复上一步骤。3.放课文第1、2部分录音，学生打开书跟读，反复三遍。指导学生做练习册习题1。4.指导学生阅读复习要点中例词、例句。教师小结该要点中所列两项语法内容。5.指导学生做练习册习题。6.布置作业1)练习朗读本课第1、2部分中的音标、单词、短语和句子;2)结合书后有关语法讲解，温习本单元语法项目;3)抄写复习要点中例句及词语;4)完成练习册习题。四、难点讲解形容词比较等级()形容词比较等级的规则变化和不规则变化。本单元只介绍单音节形容词和少数双音节形容词的变