初一英語(yǔ)下全冊(cè)教案全冊(cè)（Word）

1、第一模塊: （5課時(shí)） Module 1 Lost and found Unit 1 Whose bag is this?I. 課時(shí) 1課時(shí)II. Type of lesson: Listening and speakingIII. Teaching aims:i. Knowledge aim: 學(xué)習(xí)和掌握名詞性物主代詞ii. Ability aim: 能聽懂有關(guān)失物招領(lǐng)的對(duì)話并表演在失物招領(lǐng)處發(fā)生的事情iii. Emotion aim: 學(xué)會(huì)與他人交流時(shí)言行舉止大方得體，對(duì)他人提供的幫助表示感謝IV. Teaching important and difficult pointsi. Tea

2、ching important points: Make the students understand and use the dialogueii. Teaching difficult points: Make sure the students can use the dialogue V. Teaching Aids: Multi-Media Tape , recorderVI. Teaching ProcedureStep 1 Lead-inUse a pen that was lost last term and ask whose pen is this?Purpose: Ma

3、ke the students interested in the topicStep 2 Learning the dialoguei. Learn the new words2 / 347Activity1 Match the words from the box with the pictures同步練習(xí)：Step 3 Pronunciation Step 4 Sum up and exerciseStep 5: HomeworkVII. Blackboard writingVIII. 反思Unit 2 Are they yours?I. 課時(shí) 2課時(shí) （課文講解&練習(xí)）II.

4、Type of lesson: Reading and writingIII. Teaching aims:iv. Knowledge aim: 學(xué)習(xí)和掌握新單詞 v. Ability aim: 能讀懂有關(guān)失物招領(lǐng)的短文，能寫出一則招領(lǐng)啟事vi. Emotion aim: 學(xué)會(huì)與他人交流時(shí)言行舉止大方得體，對(duì)他人提供的幫助表示感謝IV. Teaching important and difficult pointsi. Teaching important points: Make the students understand the passageii. Teaching difficul

5、t points: Make sure the students can find some useful information from the passage and write a lost and found note.V. Teaching Aids: Multi-Media Tape , recorderVI. Teaching ProcedureStep 1 Pre-readingLearn the new words and show the students a lost and found note, lead in the passage.Step 2 While-re

6、adingActivity 1: Listen and read the passage.Activity 2: Read the passage and answer the questions.Activity3: Translate and explain the language pointsActivity 4: Complete the passage with the correct form of the words and expressions from the box. (Activity3 on P5)Step 3 Post-readingWriting (Activi

7、ty 4 on P5)Step 4 Sum up and exerciseStep 5: HomeworkVII. Blackboard writingVIII. 反思Unit 3 Language in useI. 課時(shí) 2課時(shí) （課本練習(xí)&練習(xí)冊(cè)）II. Type of lesson: GrammarIII. Teaching aims:vii. Knowledge aim: 名詞性物主代詞和形容詞性物主代詞的用法viii. Ability aim: 能利用名詞性物主代詞和形容詞性物主代詞解決一些問(wèn)題ix. Emotion aim: 學(xué)會(huì)與他人交流時(shí)言行舉止大方得體，對(duì)他人提供的幫

8、助表示感謝IV. Teaching important and difficult pointsi. Teaching important points: Make the students solve some questions ii. Teaching difficult points: Make sure the students do the exercisesV. Teaching Aids: Multi-Media Tape , recorderVI. Teaching ProcedureStep 1: Activity 1: Work in pairs. Ask and ans

9、wer questions.The teacher prepare some school things, ask every pair to choose a school thing, show the students a model, like this:-Whose bag is this? Is it yours?-No, its not mine. Its his.Give the students two minutes to make the dialogue, then present in the class.Activity 2: Complete the senten

10、ces with the correct form of the words from the box.Give the students three minutes to finish it themselves, then check the answers together.Step 3: Match the words from Box A with the words from Box B.This activity is very easy, so the students can do it together.Step 4: Around the world-The Intern

11、et lost and foundAsk the students read by themselves, then translate one by one, the teacher explain the language points.Step 5: Activity 4: Work in pairs.The teacher prepares some things such as camera, crayons, football, gloves, mobile phone, wallet, watch and so on.Student A: Think of three or fo

12、ur things he/she has lost or he/she can choose from the box. Describe them.Student B: Think of five or six things you have in your lost and found office or you can choose from the box. Describe them.Then ask and answer questions.Student A: Ask Student B if theyve got the things you have lost. Answer

13、 questions about details.Student B: Answer questions about the things Student A has lost. Ask questions about details.Give the students five minutes to prepare, then act out in the class.Step 6: HomeworkVII. Blackboard writingUnit 3 Language in useVIII. 反思第二模塊（5課時(shí)）Module 2 What can you do?Teaching a

14、ims:1. Knowledge aim: 學(xué)習(xí)和掌握情態(tài)動(dòng)詞“can”.2. Ability aim: 能正確使用情態(tài)動(dòng)詞“can”表示能力的肯定、否定與疑問(wèn)形式。3. Emotion aim: 幫助學(xué)生認(rèn)識(shí)并肯定自己的能力，增強(qiáng)自信心，培養(yǎng)競(jìng)爭(zhēng)意識(shí)和為班級(jí)體服務(wù)的意識(shí)。Unit 1 I can play the piano.Type of lesson: Listening and speaking .Teaching aims: 1.To understand conversations about joining school clubs2.To talk about one'

15、s abilities .Teaching aids: Tape recorder，videos，OHP . 課時(shí)安排：1 課時(shí). Teaching procedureStep 1. Lead-inIn pairs，students say what they like doing and their partners say what they can do. Step 2 Learning the dialogue1.Use pictures to show new vocabulary 2.Ask students to repeat new words and expressions

16、chorally paying attention to pronunciation. 3.Tell students to look at the pictures and match them with the words and expressions from the box on their own，then check in pairs. Step3.Listen and check () the things in Activity I which Tony's dad can do.1.Tell students to look at the pictures agai

17、n and talk about them in pairs. 2.Ask them to listen and check the things Tony's dad can do. 3. Play the recording through while they listen and then answer the question. 4. Play it again for them to check and then check their answer in pairs. Step 4. Listen and read.1. Put Darning，Betty，Linglin

18、g and Tony's name on the board. 2. Ask students to look at the pictures in Activity 1 and talk about what they think the four characters can do in pairs. 3. Play the recording and ask students to listen and read. 4. Ask students to cover the conversation in their books and listen only to what Da

19、rning，Betty，Tony and Lingling can do and check the clubs they want to join. 5 Play the recording again. Then tell students to check in pairs. Answers Music Club Dance Club Table Tennis Club Food and Drink Club Darning Betty Lingling Tony Step 5. Complete the passage with the correct form of the word

20、s from the box. 1. Ask students to read the words in the box aloud. 2. Tell them to complete the passage individually，then check with their partners. 3. Check answers with the whole class. Step 6. Work in pairs. Look at the information. Ask and answer. 1. Look at the information in the table. Elicit

21、 what Darning can and can't do. Then elicit a question about Darning and have another student answer it. 2. Ask other students to make questions about Betty， Lingling and Tony and have others answer them. 3. Ask students to ask and answer in pairs as in the examples.Step 7. Homework 1. Remember

22、the new words and expressions in Unit 1. 2 .Practice acting out the dialogue with partnerVI.Blackboard showingVII Self-reflectionUnit 2 I can run really fast.Type of lesson: reading and writing .Teaching aims: 1.To understand the reading material about running for class monitors 2.To learn to write

23、a speech about running for a class monitor .Teaching aids: Tape recorder，videos，OHP . 課時(shí)安排：2 課時(shí). Teaching procedureStep 1. Lead-in1.Ask students what they can do very well and say， "He/She is good at." 2.Ask the students to model the question "What are you good at?" Ask them to i

24、nterview their partners and make notes. Step 2 . Work in pairs. Ask and answer the questions. 1. Write the three monitor titles on the board. Ask the class what they are. 2. Put students in pairs to ask each other both questions. Tell them to make a list of what they think each monitor does3. Ask th

25、ree students to come up to the board and write one thing under one of the titles. Then give the chalks or pens to someone else. Step 3 .Read the passage and check ( ) the true sentences. 1.Tell students that Lingling, Darning and Tony want to be monitors. Ask students to read quickly to find which m

26、onitors they want to be. 2. Ask students to read again. This time they can use their fingers to skim through and underline the things Lingling，Darning and Tony are good at. 3. Ask students to check in pairs and elicit answers from the whole class. 4. Ask students to read the sentences on page 11， an

27、d talk about them in pairs and guess the answers. 5. Ask students to read the passage again and decide if the sentences are true or false. If false，then say why. 6. Ask students to check with their partners.If their answers are different，tell them to go back to the text，read again and check. 7.Ask s

28、tudents to read out the sentences and say if they are true or not. If not ，ask them to say why. Step 4 Underline the correct words. 1. Ask students to work in pairs. Tell them to read through the passage and choose the correct words. 2. Check answers by reading the passage aloud and pausing to allow

29、 the whole class to complete it with the correct words. Step 5 Complete the sentences with the correct form of the expressions from the box. 1. Ask students to look at the expressions in the box. 2. Ask students complete the sentences on their own and be careful with the language forms. 3. Check in

30、pairs. Elicit answers from the whole class in full sentences. Step 6 Work in pairs. Choose the best people in your class to be the monitors in Activity 1. Say: who they are and what job they can do and why they can do it 1. Write titles of the three monitors across the board. 2. Ask the class for tw

31、o volunteers for each monitor. Write their names underneath. 3. Put volunteers in pairs to talk about what they are good at， can do well and how they can help. 4. Ask the rest of the students to make a table as below with three questions about their abilities to ask the volunteers. Put it on the boa

32、rd. Questions Student 1 Student 2 Student 3 Student 4 Student 5 Student 6Good at? Can do? Can help? 5.Tell students to talk in groups about their notes，and decide who should be their monitors and say why. Step 7 Homework1. Remember the new words and expressions in Unit 2.2 . Write a passage about on

33、e of the monitors in Activity 5. Blackboard showing Self-reflection.Unit 3 Language in use.Type of lesson: revision and application.Teaching aims: 1.To summarise and consolidate the usage of can 2.To revise new words and phrases.Teaching aids: Tape recorder，videos，OHP . 課時(shí)安排：2 課時(shí). Teaching procedure

34、Step 1 Lead-in1.Look at the language in the practice box with the students. 2.Ask for some volunteers to come to the front one at a time.Whisper an activity in their ear and ask them to act it out. The class guess what the volunteer can/can't do Step 2 Work in pairs. Add two or three more activi

35、ties to the list. 1.Ask students to read the list of activities.Tell students to talk about other activities in pairs and add them to their lists. 2. Ask students to practise in pairs by asking about the activities on their lists.3. Tell students to look at the question in the language box and to ma

36、ke a similar question from the list. 4 .Tell students to write one question for each activity on. the list. 5.Ask students to practise in pairs by asking about the activities on their lists. Step 3. Complete the sentences with can or can't. 1. Tell students to read the sentences and think carefu

37、lly about whether to use "can" or "can't". 2. Ask students to complete the sentences on their own and then check in pairs. 3. Ask pairs of students to read the dialogues aloud. Step 4. Complete the passage with the correct form of the words from the box. 1. Tell students to r

38、ead the passage and decide if the student is tidy or untidy. Elicit the answer "Tidy." 2. Then tell them to read again and try to guess the missing word. Then complete the passage with the words in the box individually. 3. Check their answers in pairs. 4. Ask students to read out each sent

39、ence. Step 4 Around the world: Languages 1 Look at the different scripts. Ask students， "How many languages are there? What are they?" 2 Answer any questions students may have.Step 5. Work in groups of three or four. Talk about a new school club. 1 Tell students they are going to set up a

40、new school club. Ask them to look at the advert for the Music Club as an example. 2 Elicit what information is given. Ask how the club is advertised 3. Put students in groups of 3-4. Tell them to choose the type of club they are going to set up， and where and when it is going to be held. They need t

41、o think of ideas to make the club interesting. 4 Go around and help with ideas if necessary. Step 6. HomeworkMake a poster for a club . Blackboard showing Self-reflection.第三模塊：5課時(shí)Module 3 Making PlansI.Teaching aims and requirements:1.Grasping the following new words and expressions:buy, enjoy, revi

42、se, take, lie, stay, picnic, email, test, party, because, look forward to, do some sightseeing, like foreign culture.2.Mastering the Grammar:The use of “be going to do”.3.Learning the following sunds:/bl/ table tennis, /kl/ clothes, /pl/ plans, play.II. Teaching main points and difficult points:1.To

43、 understand conversations about weekend plans.2.To process information of weekend plans in the listening material.3.To talk about weekend plans with given information.4.To get information from the reading material about personal information.5.To summarise and consolidate “be going to” and the new vo

44、cabulary.III.Teaching with tools.Tape recorder, Teaching pictures and cards, Video, OHP and so on.IV.Time allocation: six classes.V.Teaching steps: Unit 1 What are you going to do at the weekend?Listening and vocabulary1.Listen and match the words in Box 1 with the words in Box 2.*Read through the w

45、ords in both boxes while the Ss follow them;then read them through again and have the Ss repeat them.*Check the word stress in the multi-syllable words (revise,piano,lesson,party, picnic,homework, email).*Ask the Ss to cover the dialogue below, and,in pairs,to decide which verbs in Box 1 go with whi

46、ch nouns in Box 2.They can check their answers with another pair.*With the dialogue still covered,play the recording through and ask them to just listen and focus on the words in the boxes.*Then play it again and ask them to check their suggested matching.*Collect answers as phrases.*List the phrase

47、s on the board as you are given them.Check my email, have a piano lesson, have a picnic, get up early, go to a party, revise for my test, stay in bed, do my homework, buy some clothes.2.Write the phrases in Activity 1 under the pictures.*Ask the Ss to look at the pictures and write the correct phras

48、es under them individually.*Then they can check with a partner.*Collect the answers from the class.3.Listen and read.*Ask the Ss to listen to the text while they follow it in their books.4.Choose the correct answers.*Ask the Ss to do this activity individually,then check with a partner.*Collect the

49、answers as a complete question and answer pair from two Ss.*Have the Ss practise asking and answering the questions in pairs.Pronunciation and speaking5.Listen and repeat.*Play through the recording while the Ss follow.*Play the recording again, pausing for them to repeat.They should do this chorall

50、y as a whole class,in groups and individually.*Put them in pairs to practise. Encourage them to be critical and help each other get the pronunciation right.*Circulate and monitor their production.6.Listen and repeat. Pay attention to the pronunciation of /l/.*Play through the recording while the Ss

51、follow.*Play the recording again, pausing for them to repeat.They should do this chorally as a whole class, in groups and individually.*Put them in pairs to practise.7.Work in pairs. Ask and answer to complete the diary.*Read through the examples so that the Ss know what to do.*Pair them to ask and

52、answer,taking it in turns.*Collect the answers from the pairs,having them ask and answer.*Complete the chart on the board if you feel it will help.8.Homework.1.Do exercises in Workbook, from 1 to 2.2.Do exercises in Exercise Book Unit one.3.Get ready for the test of Module two. Unit 2 Were going to

53、walk up the Great WallReading and vocabulary1.Read the passages and match them with the photos.*Ask the Ss to look at the three photos first,and ask them what they can see.*Make sure they understand the meaning of the verb “to look forward to sth.”*Before they read, ask the Ss to follow the Learning

54、 to learn box while you read it out. Ask them to apply this principle to their reading.*Ask them to read the three passages individually and decide which photo goes with which passage.*They can check with a partner.*Collect the answers from the class as full sentences.2.Say what Helen, Li and Lucy a

55、re looking forward to.*Ask the Ss to answer these with a short sentence.*They should do it individually, then check with a partner.*Check the answers in a whole-class setting.3.Match the questions with the answers.*Ask the Ss to match the questions and answers individually, then check with a partner

56、.*Collect the answers from the class, with one student asking the question and another answering.4.Answer the questions. Use the words in the box.*Ask the Ss to do this exercise individually, then check with a partner.*Collect the answers from the class with one student asking and another answering.

57、Writing5.Write full answers. Use because.*Ask the Ss to do this exercise individually, then check with a partner.Collect the answers from the class with one student asking and another answering.6.Work in pairs and answer the questions.*Ask the Ss to decide on an event in the future that will be enjoyable.*You might want them to make some notes in answer to the three questions.*Pair them to ask and answer the questi