初一英语一对一教案
初一英语一对一教案模板
你知道怎么写初一英语一对一教案吗?学会一些表示动物名称的单词，学会运用动词smell, understand, believe, remember等。一起看看初一英语一对一教案!欢迎查阅!
初一英语一对一教案1
一、 说教材
(一)教材的作用和地位
"牛津英语"教材把语言结构、 语言功能和主题内容有机地结合起来, 所以语言的信息输入量大, 选材广泛、 主体有序、 内容集中, 学习内容非常贴近学生的生活实际和思想实际。本节课的内容是：Unit 4 的综合技能训练(Integrated Skills)，是将听说读写糅合在一起进行综合训练，以提高学生综合应用英语的能力。我要求学生直接借助于网络进行查阅相关资料，并在此基础上进行归纳，使学生的信息量有了大大的增加，由学生的被动的接受变成了主动的学习.
(二)教学目标
1.知识目标：学会一些表示动物名称的单词，学会运用动词smell, understand, believe, remember等。能熟练运用所学句式描述、询问奇闻轶事，并对别人的描述作出反应。
2.技能目标：通过真实的语境，重点培养学生听、说及综合运用语言的能力。
3.情感目标：培养学生的参与意识、竞争意识和合作精神，激发学生对我们所处的世界的热爱和不断探索未知世界的兴趣。
二、说教法
(一)教学设计的原则
1 坚持"自主学习,合作学习"的教学原则
教师打破了以教师为中心, 单项灌输的陈旧模式, 在课堂教学中尽可能发挥学生的主动性和合作精神, 营造了良好的学习氛围, 更重要的是在频繁的交流中, 学生的语言表达能力提高了。
2 遵循英语教学的交际性原则
交际性原则是英语教学中的一个指导性原则, 教学最终的目的不仅要使学生掌握知识, 更重要的是使学生在理解的基础上, 在交际性练习中培养交际能力， 而培养这种交际能力, 就是反映在课堂教学中学生以主人翁态度, 积极、 主动、 大胆地参与英语课堂练习活动的主体意识上。
3 追求和谐的课堂活动
学生主体性的发挥, 要在民主, 平等的氛围中体现, 更要在科学, 和谐的教学活动中进行. 课堂教学不仅要处理好老师、学生、教材等关系, 还要尽可能地发挥三者各自的特长, 这就是教学的化。在课堂教学中, 既要有意识的让学生去感知、理解,又要让学生不断地感悟。
4 拓宽学生的视野
现代外语教学理论认为, 一定量的语言输入是语言输出的基础, 即语言的输出有赖于语言的输入。只有在大量吸收的基础上才能提高表达的技能, 也只有在吸收信息和表达自己意愿的过程中才能培养语言交际的能力。因此,教师根据教材做了很大的扩展, 要求学生尽可能用英语向同学展示你学习后的成果, 你的爱好及缘由等, 使教学更趋向真实。
(二)教学手段
1、教法：运用情景、听说、直观、游戏等方法，展开以教师为主导，以学生为主体的师生、生生多边的交互式活动。
2、学法：自主、合作学习。创设教学情景，使学生好学、会学、乐学。
3、主要以现代化电教手段--多媒体辅助教学，贯穿整个教学过程。以此期望增加直观性和趣味性，加大课堂密度，提高教学效果。
三、说教学程序 (Teaching procedures)
第一部分：听
Step 1：听前：(Pre-listening)
1. 热身(warming up): 以游戏"which is missing"让学生迅速根据图片说出动物的名称，将学生的热情调动起来，并了解了本课的主题与动物用关。
2. 呈现生词，为下一步听扫除障碍。
a. 通过free talk, 引出生词bone, smell.
b. 通过英文释义，图片连线的形式呈现表示动物的4个单词，同时链接了giraffe、tortoise和camel相关的信息，扫除听的过程中的障碍。
Step 2 听中。(while-listening)
1. 听整段对话，完成P66的notes。听前要求学生先阅读notes，让学生了解所缺信息，以便学生听时有重点的听。
2. 对话巩固。学生获取所缺信息后，大声朗读完整的句子，并进行一分钟的快读竞赛。然后通过对话形式进行pair work, 再次进行巩固。同时，在对话中自然呈现remember, believe, words等词，并且使他们在情境中得到了操练。
3. 精听。截取整段对话中的一个段落，提供给学生进行精听。听前先设疑：What's the use of camels' eyelids, do you understand?激发学生听的兴趣，培养学生通过听获得细节信息的能力。
Step 3 听后。(post-listening)
1. 运用所听信息完成书上短文，并熟练朗读。
2. 就短文中的细节展开讨论：
If you see ants on your dinner table,
what will you do?
How can you keep ants away?
并留以足够的时间让学生就这个开放型的问题发表自己不同的见解。
第二部分：说
Step 1 Present.
运用书上的对话先设计了一个听的任务：Listen and do T or F。并且在核对答案之后通过图片巧妙生动的呈现对话中的生词weight。
Step 2 Practise.
1. 开书跟读，训练语音语调。
2. 运用对话中的结构：
Is there anything about...?
Yes, it says that....
That's ...
来谈论本课所出现过的amazing things.这样，既复习了本单元前一阶段的所学的奇闻趣事，又在情境中操练了上述新授句式。
Step 3 Produce.
1. 由书内延伸到书外，为学生提供一些useful expressions，并引导学生借助这些习惯表达谈论自己从电视、广播、因特网上所了解到的各种各样的奇闻趣事，这样，就为学生创造了真实的交际环境，并让学生通过自主的交流，享受了合作学习的乐趣。
2. 在学生小组自由交流并在全班汇报之后，让学生用信的形式描述自己了解的奇闻趣事。这时候，学生在前面的学习步骤中大量输入的基础上在进行笔头的输出，就是轻而易举、水到渠成了。
Step 4 Homework.
1.完成信,并展览。
2. 在"讲英语时间"与学习伙伴交流更多的奇闻趣事。通过这样的作业，旨在培养学生的竞争意识、合作精神及探索精神，为学生的终生学习打下基础。
7B Unit 4 Integrated skills
课堂教学评析要点
每一个教学环节的设计都从学生的兴趣出发，符合初中生的心理需求，贴近他们的生活，从而使他们整节课至始至终都兴趣盎然。学生和老师在整节课中都保持了学习的激情。对于学生的回答和表述，老师及时给以后续性的评价，拉近的师生间的距离，学生在获取知识技能的同时，也享受了用英语交流和被老师赏识的快乐。课堂活动丰富，通过生生互动、师生互动，学生合作、探究学习，达到了本课预定的知识、技能和情感目标。提高了学生的人文素养，培养了终身学习的能力。
本堂课采用任务型教学策略，让学生在完成任务的过程中体验、实践、参与、交流与合作，实现任务目标，主要呈现以下亮点：
注重发展学生学习策略，培养和提高学生的创新精神和语言运用能力。让学生走出课堂，从网上、报上寻找相关资料，直接接触地道语言，使他们有足够的空间和自由度，进行自主学习，促使学生个性发展。
2.利用小组讨论交流形式，使学生在活动过程中，互相学习，互相交流，培养他们团结合作精神。
3.这堂课注重学生听、说能力的培养，尤其能通过填表格回答问题形式让学生对自寻资料进行归纳，提高他们的语言理解能力。
4.教师本身教态自然大方，素养较好，整堂课结构合理，各环节目标明确，以学生为主体进行教学，体现了二期课改精神，是一堂较为成功的课。
初一英语一对一教案2
一、教学目标：
1、语言知识目标
基本词汇：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground
基本句型：Excuse me, do you know where I can buy some medicine?
Sure. There’s a supermarket down the street.
Could you please tell me how to get to the post office?
Sorry, I’m not sure how to get there.
I wonder where we should go next.
Could you tell us when the band starts playing this evening?
You should try that new ride over there.
2、 技能目标：
(1)能用宾语从句礼貌的寻求帮助。
(2)能用正确的方法指路。
3、情感目标： 培养学生尊重他人，对人有礼貌，热爱生活。
二、教学重难点：
1、教学重点：
(1)礼貌的向他人寻求帮助。
(2)正确使用宾语从句。
2、 教学难点：运用宾语从句礼貌的寻求帮助。
三、教学步骤：
Section A 1 (1a-2d)
Step 1 Warming –up
Greeting
Step 2 Presentation
(1)Guessing game
Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is. For example, one student say： We can save money or exchange money in this place, another one guess it is a bank. Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.
(2)Show some stamps to students and present the new sentences：
Could you tell me where I can buy some stamps?
Could you please tell me where I can get a dictionary?
Do you know where I can get some magazines?
Step 3 Practice
1) Match each thing with a place in the picture in 1a.
2) Read the phrases.
___ get some money
___ get some magazines
___ have dinner
___ get a dictionary
___ get some information about the town
___ buy a newspaper
___ buy some stamps
___ get a pair of shoes
Step 4 Listening
Listen and complete the conversations in the picture in 1a. Then check the answers with the whole class.
Step 5 Practice
Make conversations using the information in 1a. Then talk about your own city. For example：
A： Excuse me, could you please tell me how to get to the bookstore?
B： Sure, just go along Main Street until you pass Center Street. The bookstore is on your right, beside the bank.
A： Thanks. Do you know when the bookstore closes today?
B： It closes at 7：00 p.m. today.
A： Thank you!
B： You’re welcome.
Step 6 Listening
1. Listen and number the directions in the order that you hear them.
2a You will hear some of the directions below. Number the directions in the order you hear them.
___ Go to the bird floor.
___ Turn left.
___ Go to the second floor.
___ Turn right.
___ The supermarket is between the flower store and the bookstore.
___ Go past the bookstore.
2. Listen again. Show how the boy walks to the supermarket. Draw a line in the picture in 2a. Then get one student draw the line on the blackboard.
3. Listen the third time and answer the questions.
1) Excuse me, can you tell me where I can buy some medicine?
2) Do you know how to go there?
3) OK, great. Oh, and one more thing. Do you know when this shopping center closes tonight?
4) OK, thanks a lot.
Step 7 Pairwork
Make conversations about the other places in the picture in 2a.
A： Excuse me. Can you tell me where I can buy some stamps?
B： Yes, there’s a post office in this shopping center.
A： Do you know how to go there?
B： Yes. Go to the third floor and turn right. Then go past the bank. The post office is between museum and library. You should be able to get stamps.
A： OK, great. Oh, and one more thing. Do you know …
B： I’m not sure, but you …
A： OK, thanks a lot.
B： You’re welcome.
Step 8 Reading
1. Read the conversation in 2d and answer the questions.
2. Role – play the conversation.
3. Explain the language pints in 2d.
(1) Go along Main Street until you pass Center Street.
1) until和 till同义为“直到……” ，till多用于口语，until可以放在句首，till则不能放在句首。
2) not...until“直到……才”，表示直到某一时间, 某一行为才发生, 之前该行为并没有发生。
e.g. I did not study English until 9 o'clock last night.
(2) Pardon? Restroom? You already want to rest? But we haven’t even started yet!
1) pardon用作动词，后面既可以跟宾语，也可以跟双宾语;pardon sb. for doing sth.意为“原谅/宽恕某人做某事”
e.g. Can you pardon me for not passing the exam, Mom?
2) 在没有听懂对方的话，请对方重复一 下时也可说 pardon。
e.g. Pardon? I’m sorry I can’t follow you.
(3) I’m excited to try the rides!
excited和 exciting的区别：
1) excited意为“激动的;兴奋的”，作表语时，主语通常是人;作定语时，常用来修饰人，说明激动的表情。
e.g. All of us were excited when we heard the good news.
The excited child opened his present quickly.
2) exciting意为“激动人心的”，作表语时，主语通常是物;作定语时，常用来修饰物。
e.g. The movie is very exciting.
My father told me an exciting story.
(4) I mean … you know, a washroom or bathroom.
mean作动词有以下含义：
1) 有……的意思，指(多作及物动词)，其后可跟名词或代词，也可跟从句。
e.g. What does this word mean?
2)意味(着)(及物动词)，常跟名词，有时可跟动词-ing形式或从句。
e.g. Carl really could not do that — it would mean the end of his career.
3)有……意图，打算，想，常跟名词、代词或动词不定式。跟带不定式
的复合结构时，还可用于被动语态。
e.g. I never meant to hurt you.
四、总结
(略)
初一英语一对一教案3
Good morning, everyone. My name is...., I come from.... I`m very happy and excited to stand here, it is my great honor to be here to present my lesson. My teaching topic is.... I`ll talk about it by 8 parts.
The analysis of teaching material.
The analysis of students.
The analysis of teaching aims and demands.
The analysis of teaching importances and difficulties.
The analysis of teaching methods.
The analysis of teaching procedures.
Blackboard design.
Teaching reflection.
Well, firstly, I`ll talk about Part 1 the analysis of teaching material. My teaching topic is... from Unit...Go For It Junior English Book 1A, which published by People Education Press. In this period, the main language function is to practice listening and speaking skills around....as well as the communicative skills of.....
Then I`ll talk about next part the analysis of the students. It is known to us that most of students had learned English for about....years. They are curious about new things and have a strong desire to learn better. However, their Engish tearning level are different from each other. They need teachers` help and encouragement in their further study.
Next I`ll talk about teaching aims and demands. There are knowledge aims, ability aims and emotional aims. The knowledge aims are to enable the students to master the new words.....the phrases....and the sentenses.....The ability aims are to obtain the abilities of listening, speaking, reading and writing around.....to train the students` abilities of using language, to guide the students to talk about....using the expressions of....and to develop the students` ability of creative thinking and cooperative study. The emotional aims are to enable.....
Let`s move on to another part: the analysis of teaching importances and difficulties. The teaching importances are....The teaching difficulties are.....
Next is teaching methods. I use...methods in my lesson. There are multimedia computer assisted instruction, task-based activities, situational approach, total physical response or the audio-lingual method.
Now I`ll talk about teaching procedures. According to five steps teaching method, I design my lesson into five steps.
Step 1 is warm-up. Here I`ll....By this, the students can be interested in it and pay their attention to our class easily and....
Step 2 is lead-in. Here I`ll....By this, the students.....
Step 3 is presentation. Here I`ll.....By this, the students......
Step 4 is practice. Here I`ll....By this, the students......
Step 5 is homework. Here I`ll......By this ,the students.....
Next is my blackboard design. I`ll design it like this.....
At last, I want to say, to be a good teacher is my dream. I think a teacher is not only a guide for sudents, but also a friend of them. If I were a teacher, I would build a close relation with my students, helping them not only on their study but also on their lives. I`ll try my best, and I have confident that I can do it.
Ok, that`s all. Thanks for your listening. Good-bye.
初一英语一对一教案4
Unit 10 Where did you go on vacation?
Good morning, everyone. I am from the . I have taught English for over ten years and I like my students. Today, I will talk about Unit 10 where did you go on vacation? Go for it Junior English Book .There are 6 periods to finish this unit. I will talk about the first period with the following parts..
I. Analysis of the Teaching Materials.
The topic of this unit is the continuation of unit 9 as well as about the past events.
By using the Simple PasT Tense,which is essential in junior English,students will
talk about their past.This topic is about their experiences and places they have
visited on their vacations.So it helps bring back their memories and learning
motivations.
II. Students’ characteristic
Although the Junior 1 has been learning English for almost a year and are having
some basic knowledge. Because of living in China and surrounding environment, students are learning English impassively and irregularly. But The junior 1 has showned themselves very creative,capable and of plasticity as they’re doing so well in what they’re interested in such as games and CAI.
III.Teaching Aims and Demands
1.Knowledge objectives
a. To enable the students to read, to spell , to understand the vocabulary correctly.
b. To help the students ask and answer the new sentence pattern: Where did you go on vacation?
2.Ability objectives.
a. To improve the students’ skills of listening ,speaking,reading and writing..
b. To encourage the students to communicate with others uning the new sentence pattern .
3.Emotion objectives
a. To train the Ss to cooperate well in groups and in pairs.
b. To be interested in communicating in English.
IV. Teaching Key Points
1. Key vocabulary
New York City camp summer camp museum
2. Key structures
Where did you go on vacation?
I went to…
V. Teaching Difficulty
Learn the key structures
VI. Teaching Methods
1. Task-based method
That’s to say I’ll let the students finish 1 listening task and make short dialogues along with the actions to help the students get a better understanding of the key
structures.
2. Communication method
I’ll set up a dream and ask students to pretent themselves as reporters. This way, the students can say freely and needn’t to worry about making mistakes.
VII. Learning Methods
1. Listening—speaking method
2. Communicative strategy
We all know that the best ways to learn English well are to imitate,to practice,to listen,to speak and to communicate more constantly.
VIII. Teaching Aids
In this lesson, the CAI, cassette, a tape recorder will be used.
X. Teaching Procedure
I’ll mainly talk about this part. It consists of 5 steps.
Step 1 Warm – up and review
1. Make a free talk between T-S. What did you do yesterday? And what did your best friend do yesterday?
2. Write down the past tenses of the verbs that I show in CAI.
Purpose: this step is in order to review what the students have learnt in Unit 9.That way, I can lead them into the new lesson smoothly. I think It’s usual but pratical.
Step 2 Presentation
1. Learn the new words and expressions
a. lead—in: ask students some questions: Did you dream last night? What did you dream? Where did I go on vacation in my dream?
b. CAI shows many pictures of my dream,which are also the activities in 1a .
c. Ask students to read and spell the new phrases.
d. Do 1a. Match the activities with the pictures (a—g).
e. Play a guessing game: I will show some jigsaws of each picture and have the students to guess. I will praise the student who answers more quickly.
Purpose: I put the vocabulary learning into a dream in order to prompt them to find it very interesting to learn English.. By CAI, students can match the vocabulary with the real things directly and master them easily.
Step 3 Listening practice
a. Tell the students to listen to the tape and number the people (1—5) in the picture.
b. Play the recorder for the first time, and then check the answers.
c. Play the recorder again, students imitate the conversations and fill in the blanks. Pay attention to their pronunciation and intonation.
Purpose: this is a basic and necessary step, which develops the students’ skills of listening, reading and writing.
Step 4 Pairwork
a. T—S: where did Tina go on vacation?
She went to the mountains.
b. Ask the students to practice in pairs as we 1c. Then they will come to the platform and click on the number to choose a picture and act it out randomly
Purpose: “Task-based”teaching method is used here to develop the students’ability of
communication and their ability of co-operation will be well trained. This step provides guided oral practice using the target language to consolidate the key structure and It can develop students’ skill of speaking and sense of language.
Step5 Production
Have students pretent to be reporters to interview anyone they want to ask about their vacation.
Purpose: After learning 1a—1c, it’s time to extend what they learnt just now and give the students a free space to show their abilities. With the real situations, students will feel easy and successful during this part. By way of communication, the students will understand how to use the key structure better and consolidate the knowledge firmly.
Part XI Homework
Do a survey and write a report about the classmates’ vocation.
Purpose: I think homework is so important that the students can speak english as much as they can in class or after class.I set this step in order to practice students’ skills of listening, speaking and writing.
Blackboard Design
初一英语一对一教案5
教学目标
教学目标Aim 记忆 物品pants , socks , T-shirt , shirt , shorts , sweater , shoes
理解 颜色理解：color , black , white , red , green , blue ,
应用 通过布置任务，让学生在合作中进行语言交流。
德育 培养学生的合作精神，以及通过任务完成，学习勤俭节约的品德。
情感 激发学生学习英语的兴趣，使学生获得成就感，增强自信心。
(三)教学重点及难点
重点Importance Learn to ask about prices . 学习询问物品价格。
难点Difficulty Learn to talk about clothing . 学习谈论衣物，例如颜色、大小等。活动中运用的单词、句型。
二、教法渗透
本课主要运用“任务型教学法”，采用多媒体教学，并辅助于TPR(全身反映教学法)、情景交际教学法和游戏活动。
1、任务型语言教学法
任务型语言教学是交际语言教学近年来发展起来的一种教学方法，主张采用任务型语言教学的人认为：人们使用语言的过程就是一个完成各种各样任务的过程。在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，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。
2、全身反应教学法
全身反应教学法(Total Physical Response，缩写为TPR)是加州心理学家James J. Asher(詹姆士J.艾谢，1988)提出来的，注重语言学习中的互动模式，认为学生在一个较放松的环境中学习效果。紧张、焦虑的情绪对学习英语不利。在课堂教学的具体实践中，让学生根据教师发出的指令去模仿，以听力训练为主，待听力和理解能力得到提高后，方进入说话训练，是自然而然的学会语言的方法。
3、情景交际法
课堂教学以情景交际教学法为主，尽量给学生以足够的听、说、读的机会，联系实际，创设情景，引入讨论主题，在交际中学英语。情景的设计注意衔接的自然性，主题的设计强调知识的渐进性和讨论的可行性，并注意情感体验和概括、推理思维的培养。
三、学法指导
1、合作学习：合作学习是指学生通过分工合作共同达成学习目标的一种学习方式。本节课将在课堂活动中把学生分成两人一小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。
2、创设情景和有意义的任务活动，激发学生的学习热情，培养他们的概括和推理能力，发挥他们自己的主观能动性，把被动的学习变为主动学习。
四、教学程序：
Listen to the English song .调动学生学习英语的兴趣。
(一) 复习导入
运用多媒体复习服装名词和数字，为下文做铺垫，复习所学过的对话，通过询问What’s this?引出本课课题How much are these pants?
(二) 新授课
1. 运用实物引出询问价格的方法
2. 学生操练句型
3. 讲解形容词(实物及多媒体)
4. 听力训练
5. 情景对话
6. 总结
7. 作业
(三) 板书设计
板书设计Board Unit 7 How much are these pants?
-How much is the blue shirt?
-It’s eighteen dollars .
-How much are these socks?
-They’re two dollars. big small long short
本课以素质教育为目的，结合教材重点，难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼。在愉快、轻松的氛围中达到初步运用英语交际的能力。由于缺少经验在教学过程中难免会出现不足，敬请各位老师不吝赐教。
The Teaching Plan for Unit Seven
Subject: English
Teacher: Wang Qiumei
School: No.2 Middle School, Jiayin
Topic: Go For It Students’ Book Grade 7
Unit 7 How much are these pants?
Type: Newly taught
1. Teaching aims
(1). Knowledge: Ask for and answer the prices of something
(2). Ability: Use the sentences patterns correctly in the daily life
(3). Moral aims: Teamwork
2. Important points
Learn to ask about the prices
3. Difficult points
Learn to talk about clothing
4. Teaching aids
Computer, materials, recorder, cards
5. Teaching steps
(1). An English song
(2). Revision
(3). Presentation:
a. Explain the new sentence patterns
b. Drill
c. Explain the adjectives
d. Listen
e. Drill
f. Go shopping
(4).Summary
(5). Homework
(6). Blackboard design
板书设计Board Unit 7 How much are these pants?
-How much is the blue shirt?
-It’s eighteen dollars .
-How much are these socks?
-They’re two dollars.