- 初一英語(yǔ)教案 推薦度：
- 初一英語(yǔ)教案 推薦度：
- 初一學(xué)生英語(yǔ)教案 推薦度：
- 相關(guān)推薦
【精】初一英語(yǔ)教案
在教學(xué)工作者實(shí)際的教學(xué)活動(dòng)中，常常要寫(xiě)一份優(yōu)秀的教案，借助教案可以有效提升自己的教學(xué)能力。教案應該怎么寫(xiě)才好呢？以下是小編為大家收集的初一英語(yǔ)教案，僅供參考，歡迎大家閱讀。
初一英語(yǔ)教案1
一、Teachers words: Where there is a will, there is a way.
二、Teaching aims:
1、知識目標：
詞匯: clean, read, sure, wait, toy, west, camera, activity, shop, bird.
短語(yǔ)：talk about, a photo of, thanks for, play soccer, wait for, some of, in the first photo, …
交際用語(yǔ)：
�。�1）What are you doing？ --Im watching TV.
�。�2）Is Nancy doing homework？ --No,she isnt、 Shes writing a letter.
�。�3 ) Do you want to go to the movies？ --Yes,I do.
�。�4）When do you want to go？ --Lets go at 7：00.
語(yǔ)法：
1、現在進(jìn)行時(shí)的用法。
2、英語(yǔ)能力目標：學(xué)會(huì )談?wù)撊藗冋谧鍪裁�，學(xué)會(huì )寫(xiě)英文信，能就現場(chǎng)發(fā)生的事作現場(chǎng)報道。
3 、情感目標：通過(guò)合作學(xué)習談?wù)撜诎l(fā)生的事，啟發(fā)學(xué)生思維，培養學(xué)生的`合作精神。
三、教學(xué)重點(diǎn)："教學(xué)目標"中的"知識目標"和"能力目標"。
教學(xué)難點(diǎn)："現在進(jìn)行時(shí)"的應用。
四、Teaching course:
Step 1、預習導學(xué)自測：
根據句意補全已給出首字母的單詞：
1、My little brother is w_____ a letter.
2、The students are c_____ the classroom.
3、The boy is taking a photo with a c______.
4、Are they w_____ for a bus over there？
5、Hes r_____ a newspaper.
小小翻譯家：
1、talk about________
2、a photo of________
3、wait for________
4、in the first photo________
5、電話(huà)交談________
6、踢足球________
7、因…而感謝________
8、許多圖書(shū)館_______
Step2情境導入
Look at the pictures in P25 1a and write sentences.
Now its 6:00 pm、 What are they doing？
In picture A、 She is talking on the phone.
In picture B、 ________________________
In picture C、 ________________________
In picture D、 ________________________
In picture E、 ________________________
In picture F、 ________________________
Step3自主探究
1、以上練習的句子是什么時(shí)態(tài)？_______________________________。
2、該時(shí)態(tài)的結構是_________________________________________。
3、現在分詞的構成規則
A、一般直接在動(dòng)詞后加______，如reading,watch_____, talk____ 。
B、以字母不發(fā)音的e結尾的____________，如writing,come_______, make ____ 。
C、一個(gè)元音字母加一個(gè)輔音字母結尾且末尾只有一個(gè)輔音字母的重讀閉音節詞要_____________________ 。如swimming , run ____ ,begin ____。
Step4合作交流
1、Make dialogues in pairs
---What are you doing？
---I am reading、
MORE DIALOGUES:
初一英語(yǔ)教案2
教學(xué)目標
1、學(xué)會(huì )不同工作的英文表達方式。
2、了解同學(xué)父母的工作。
3、學(xué)會(huì )簡(jiǎn)單的介紹自己將來(lái)的理想。
教學(xué)重難點(diǎn)
重點(diǎn)詞匯：
teacher，nurse，engineer，manager，airhostess，lawyer，doctor，clerk，reporter，police
重點(diǎn)句型：
1、What does your mother do？She is a teacher。
What does your father do？He is an engineer。
2、 What do you want to be？I want to be a teacher。
What does she want to be？She wants to be a singer。
教學(xué)工具
多媒體
教學(xué)過(guò)程
課后小結
本節課的不足之處，由于本節課的內容較簡(jiǎn)單，所以在各個(gè)任務(wù)環(huán)節的難度梯度不是很明顯。這樣沒(méi)有為能力較強的同學(xué)提供戰線(xiàn)的機會(huì )，而且本單元涉及的`單詞較多，學(xué)生不能完全的熟練掌握。所以在以后的教學(xué)中還應不斷的探索，尋求更大的突破。
本堂課重點(diǎn)學(xué)了有關(guān)職業(yè)的詞匯和如何詢(xún)問(wèn)他人從事的職業(yè)，課堂效果較好，學(xué)生基本能夠掌握并運用，較好的完成了課堂教學(xué)任務(wù)。
初一英語(yǔ)教案3
一、教學(xué)目標
知識目標：1、辨認物品的所有者
2、根據場(chǎng)景詢(xún)問(wèn)英語(yǔ)中對應的表達法
語(yǔ)言目標：1、Is this/that your pencil?
Yes.it is. It’s my pencil.
No.it is n’t. It’s her/his pencil.
2 . What’s this in English?
It’s a pencil.
3. How do you spell it?/pencil? P-E-N-C-I-L
能力目標：通過(guò)情景操練，培養學(xué)生靈活運用語(yǔ)言知識和發(fā)散思維能力
情感目標：發(fā)揮學(xué)生學(xué)習英語(yǔ)的主動(dòng)性，培養學(xué)生合作意識和協(xié)作精神
二、設計思路：
本單元的主題是：“確認物品的所有權”，物品主要圍繞著(zhù)教室內學(xué)生身邊的常用物品，在教學(xué)時(shí)使用實(shí)物進(jìn)行教學(xué)，增強學(xué)生的學(xué)習效果。(將真實(shí)的語(yǔ)言材料引入學(xué)習環(huán)境，結合所授內容，努力為學(xué)生創(chuàng )造真實(shí)的、貼近生活的情境。采用直觀(guān)教學(xué)、情景教學(xué)、“任務(wù)型”教學(xué)方法，從學(xué)生的實(shí)際生活經(jīng)驗出發(fā)，通過(guò)情景操練，掌握單詞和達到練習重點(diǎn)句型的目的。
三、教學(xué)重點(diǎn)與難點(diǎn)：
1.詞匯：pencil, pen,book, eraser, ruler, notebook, ring, key, pencil -case, backpack, ID card, baseball, watch, computer game
2.指示代詞：this , that(Is this/that your/her/his…?)
3.What引導的問(wèn)句
4.Yes/No簡(jiǎn)單回答
5.學(xué)習物主代詞：your my her his
四、教學(xué)步驟
課前準備：收集學(xué)生的.一些學(xué)習用品
StepⅠ. 講授新單詞
1.show and learn our school things. 出示圖片，學(xué)習新單詞(What’s this in English? It’s a/an…)
2.1a 讓學(xué)生完成match的任務(wù)，然后訂正答案
3.朗讀P7-1a中的新單詞。(先是全班，然后分小組檢查、補漏)
4.聽(tīng)錄音，完成P8-2a的聽(tīng)力練習，訂正答案
StepⅡ.Presentation(介紹)
1.看P7-1a圖，聽(tīng)對話(huà)(讓學(xué)生看一張大圖片，抓住學(xué)生的注意力，加強對所聽(tīng)對話(huà)的理解)
2.再聽(tīng)對話(huà)，完成書(shū)上要求標號的任務(wù)，訂正答案
3.跟讀對話(huà)，以小組為單位朗讀對話(huà)(互相檢查、幫助)
4.進(jìn)行小組對話(huà)練習，可以更改有關(guān)的詞，編寫(xiě)自己的對話(huà)。
5.給學(xué)生3分鐘的時(shí)間自由讀
StepⅢ.Listening
1.聽(tīng)對話(huà)，要求學(xué)生不看方框中所給的單詞，填入橫線(xiàn)上。糾正答案
2.再聽(tīng)錄音，跟讀1-2遍后，分角色對話(huà)
StepⅣ.Games
1.做游戲(P8-2b)
規則：將學(xué)生的一些物品收集上來(lái)，放在一個(gè)箱子里，請一個(gè)學(xué)生上前來(lái)，蒙上眼睛，從箱子里取出一樣物品，全班學(xué)生一同發(fā)問(wèn)，“What’s this in English?”這名學(xué)生猜，使用句型”Is is a/an…”猜到之后，可以回座位，每位學(xué)生有兩次機會(huì )猜，否則就視為失敗。
StepⅤ.Grammar Focus
1. Is this your pencil? Yes,it is.
2. Is this my pen? No,it isn’t.
3.Is that his book? Yes, it is.
4.Is that her eraser? No, it isn’t.
StepⅥ.Homework
Read the text. Collect the names of school things.Write them on the exercise books.The more the best.
初一英語(yǔ)教案4
一、教學(xué)設計理念
英語(yǔ)是一門(mén)實(shí)踐性很強的學(xué)科，必須通過(guò)大量的活動(dòng)和練習，才能掌握和運用。它的特點(diǎn)也決定了它課堂教學(xué)活動(dòng)形式靈活多樣。在設計活動(dòng)時(shí)要有計劃和要由易到難，使聽(tīng)說(shuō)讀寫(xiě)得到更全面發(fā)展。
二、學(xué)情分析
七年級學(xué)生對英語(yǔ)普遍感興趣但有很大的不穩定性，遇到困難容易退宿，因此要采用情景交際法，激發(fā)學(xué)生學(xué)習興趣，讓學(xué)生易于接受。
三、教學(xué)內容分析
Unit5 Topic2的中心內容是現在進(jìn)行時(shí)的.理解與運用，而Section D則是通過(guò)聽(tīng)力、填空、唱歌等形式對現在進(jìn)行時(shí)進(jìn)行復習和總結。
四、教學(xué)目標
現在進(jìn)行時(shí)的理解與運用。
五、教學(xué)重難點(diǎn)
現在進(jìn)行時(shí)的結構及動(dòng)詞的現在分詞的構成。
六、教學(xué)策略
1、運用多媒體技術(shù)，優(yōu)化課堂教學(xué)。
2、引導學(xué)生自主學(xué)習。
3、合理開(kāi)發(fā)和利用網(wǎng)絡(luò )資源。
七、教學(xué)過(guò)程
Step 1.Warm up and leading
Show a song “What are you doing”
設計意圖：抓住學(xué)生注意力，導入新課。
Step 2.Presentation
一、Present Continuous
What’s he doing?He is running.
What are they doing?They redancing.
What___(be) her mother? She is______(cook).
設計意圖：展示多媒體人物活動(dòng)圖片，小組活動(dòng)訓練句型。
二、Fuction
1..Excuse me, _____some English workbooks?Sure.
2.—— can I keep them?Two weeks.
3.You must return them on time.Sure.______.Thank you.
設計意圖：讓學(xué)生總結本話(huà)題的討論內容與語(yǔ)法點(diǎn)。
Step 3.Practice
1.Listening.complete the table.
設計意圖：讓學(xué)生聽(tīng)錄音填空，提高學(xué)生聽(tīng)力。
Step 4.Conversation
Read the paage, then number the picture.設計意圖：學(xué)生認真讀課文，以讀來(lái)解決問(wèn)題，培養學(xué)生語(yǔ)感，提高學(xué)生解決實(shí)際問(wèn)題的能力。
Step 5.Homework
一、Fill in the blanks.
(1) Look.Mi Wang_______(talk) to Maria on the Great Wall.
(2) Tom often______(do) his homework after school.But now he______(write)
aletter.
(3) He looks happy because he loves______in the _____pool .(swim) .
(4)He comes from______.He is an ______.(America)
二、Write a paage: Describing “What are they doing”.
設計意圖：檢查學(xué)生對現在進(jìn)行時(shí)的掌握程度，通過(guò)寫(xiě)作提高學(xué)生的寫(xiě)作水平。
教學(xué)反思：
本次教學(xué)設計既達到了教學(xué)容量飽滿(mǎn)，又沒(méi)有采用增加學(xué)生負擔，造成學(xué)生心理壓力。本次教學(xué)設計采用多媒體教學(xué)，抓住了本節課的中心點(diǎn)、關(guān)鍵點(diǎn)學(xué)習。在課堂上，師生互動(dòng)，生生互動(dòng)，人人參與，學(xué)生成了課堂的主人。但在時(shí)間的安排上有待于
完善。今后在課前備課和課件制作上要更加努力。
初一英語(yǔ)教案5
一、說(shuō)教材
Go for it!學(xué)生用書(shū)的每個(gè)單元有6頁(yè)，其中包括Section A、Section B和Self Check。Section A為目標句型提供分步示例和指導性練習;Section B使學(xué)生能夠對已經(jīng)學(xué)過(guò)的目標句型運用自如;Self Check使學(xué)生對自己現階段的英語(yǔ)水平，即對本單元的語(yǔ)音目標的掌握程度有較為明確的認識。
Starter Unit 2是Go for it!預備篇3個(gè)單元中的第二單元。預備篇是為了使沒(méi)有英語(yǔ)學(xué)習基礎的學(xué)生更好地使用本套教材而編寫(xiě)的。它的主要內容為26個(gè)英文字母和最基本的英語(yǔ)日常用語(yǔ)。
本單元的教學(xué)內容為：
★學(xué)習letters(Ii——Rr)10個(gè)字母;
★學(xué)習words(ruler、map、quilt、jacket、key、pen、orange)7個(gè)單詞; ★學(xué)習如何identify things確認物體What’s this in English?及其回答。
二、教學(xué)設計思路
Go for it!是以《英語(yǔ)課程標準》為依據，以培養學(xué)生的英語(yǔ)語(yǔ)言綜合運用能力為目標。每個(gè)單元的教學(xué)內容都圍繞一個(gè)相對集中的主題，讓學(xué)生在完成各項任務(wù)的過(guò)程中學(xué)會(huì )語(yǔ)言，真正體現“Learn by doing.Learn through doing.”的教學(xué)原則。但是在Go for it!的教材上，每個(gè)單元只有一個(gè)總體的教學(xué)內容安排，既沒(méi)有具體的課時(shí)數安排，也沒(méi)有分課時(shí)的教學(xué)內容安排。所以，對教師來(lái)說(shuō)，這是個(gè)機會(huì )——是靈活運用教材的機會(huì )。對Go for it!，任何教學(xué)內容的調整或取舍，都是合理的。但這也是挑戰——教師必須從所教學(xué)生的實(shí)際水平和語(yǔ)言能力出發(fā)，合理安排每單元的課時(shí)數，設計好每課時(shí)的教學(xué)內容。
所以我想，教師在教學(xué)設計時(shí)，首先因根據自己學(xué)生的實(shí)際水平和語(yǔ)言能力，排出整個(gè)單元的總課時(shí)數，然后安排好每個(gè)課時(shí)的教學(xué)內容，設計好相應的教學(xué)步驟，以及運用相應的教學(xué)策略。
Starter Unit 2教學(xué)重點(diǎn)：letters(Ii——Rr)的字母教學(xué);
What’s this in English? It’s a/an…句型
教學(xué)難點(diǎn)：a/an的正確使用
整個(gè)單元的內容，我把它分配在三個(gè)課時(shí)中完成。
第一課時(shí)：完成Section A——1a，1b，1c。
課時(shí)目標：★學(xué)習key等詞匯
★學(xué)習確認物體(Identify things)
★學(xué)習a/an的初步用法
第二課時(shí)：完成Section A——2a，2b，2c，2d，3;Section B——1a，1b，2a，2b課時(shí)目標：★學(xué)習字母Ii——Rr ★學(xué)習拼寫(xiě)單詞
★了解一些英語(yǔ)縮略詞的意思。
第三課時(shí)：完成Section A——4a，4b，4c，5;
Section B——3a，3b，4;Self Check 1，2，3，4。
課時(shí)目標：★學(xué)習將相同元音音素的字母和單詞歸類(lèi)
★鞏固本單元的字母、單詞和句型
★培養自我檢測的能力以及學(xué)習卡片的建立。
三、教學(xué)目標
A、語(yǔ)言知識目標
1、詞匯：Letters Ii——Rr
map，ruler，pen，orange，key，jacket，quilt
2、句型：What is this in English? It is a/an map/orange… Spell it, please.
P- E- N, pen.B、語(yǔ)言技能目標
通過(guò)游戲等活動(dòng)，培養學(xué)生靈活運用語(yǔ)言知識和勇于創(chuàng )新的能力。 C、情感目標
1、激發(fā)學(xué)生學(xué)習英語(yǔ)的興趣，發(fā)揮學(xué)生學(xué)習英語(yǔ)的主動(dòng)性;
2、通過(guò)小組活動(dòng)、組間競賽，培養學(xué)生的合作意識和團隊精神;
3、在活動(dòng)中培養學(xué)生的想象力和創(chuàng )造力。
四、教學(xué)策略
1、興趣活動(dòng)教學(xué)策略：多采用做游戲和猜謎等形式。
2、開(kāi)放性教學(xué)策略：新課標的理念之一是“開(kāi)發(fā)課程資源，拓展學(xué)用渠道”。這要求我們學(xué)會(huì )開(kāi)放性地處理教材。在教學(xué)過(guò)程中，我們要適當借鑒其他教材的內容，插入大量學(xué)生感興趣的圖片和活動(dòng)，拓寬學(xué)生的視野，實(shí)現知識的整合。
3、任務(wù)型教學(xué)策略：任務(wù)型教學(xué)途徑是以應用為動(dòng)力，以應用為目的，以應用為核心的教學(xué)途徑。所以教師在教學(xué)中應突出語(yǔ)言的應用性原則，把聽(tīng)說(shuō)、討論、表演、游戲貫穿于教學(xué)，使課堂形式多樣化，充分發(fā)揮學(xué)生的主動(dòng)性。
五、學(xué)習策略
1、通過(guò)閃現等活動(dòng)，鍛煉學(xué)生反應能力和注意力集中程度。
2、通過(guò)猜物體等活動(dòng)，培養學(xué)生的邏輯推理能力。
3、通過(guò)組內合作和組間比賽等活動(dòng)，提高學(xué)生的合作能力和競爭能力，促使學(xué)生學(xué)會(huì )體驗實(shí)踐、參與合作與交流的學(xué)習方式。這種學(xué)法將更有利于發(fā)展學(xué)生的綜合語(yǔ)言運用能力，使語(yǔ)言學(xué)習的過(guò)程成為學(xué)生形成積極的情感態(tài)度、主動(dòng)思維和大膽實(shí)踐的過(guò)程。
六、教學(xué)過(guò)程The first period Step 1
Warming up
Good morning/afternoon/evening!
How are you?
I’m fine, thanks.
How are you? I’m OK.(S-T，S-S)
Step 2
A Gueing game
Teachers show a part of a letter and
ask,“What’s this?”Get the students
to answer the questions like this“I
think it’s A/B.”Then show the whole
of the letter to let the students check
whether they’re right or wrong.
Step 3 Presentation
Show the picture of a girl and her room,then present the new words and the
sentences：What’s this in English? It’s
從猜謎游戲到新知識呈現，學(xué)生在懸而未決的心理狀態(tài)下學(xué)習新知識，因注意力相對集中和興趣被有效激活，對讓學(xué)生從不完整的畫(huà)面中通過(guò)想象力，猜出其中是什么字母。既復習學(xué)過(guò)的字母，又豐富學(xué)生的想象力�！癢hat’s this? It’s…”是本單元的重點(diǎn)句型。通過(guò)這個(gè)游戲，讓學(xué)生在聽(tīng)說(shuō)中首先建立一定的感性認識，體現聽(tīng)說(shuō)領(lǐng)先的原則/這一步,旨在引導學(xué)生在真實(shí)的交際中運用Starter Unit1中學(xué)到的日常用語(yǔ),讓學(xué)生體會(huì )學(xué)英語(yǔ)的樂(lè )趣和成功的快樂(lè )。所學(xué)的東西印象深刻。
Step 4 Listen, look and say a.Section A—1a b.Section A—1b Step 5 Word challenge
Show the things as quickly as poible,活動(dòng)有效訓練學(xué)生的有意注意力和
have a competition between boys and girls.
瞬間記憶力，同時(shí)在真實(shí)的語(yǔ)境中
Get them to name the things they see.
使所學(xué)的語(yǔ)言知識得到強化。 Step 6 Pair work Get the Ss to practice the conversation in the picture.Then make their own conversations.Step 7 Group work Students work in groups, draw a picture
Of their room and talk about the picture
Using “What’s this in English? It’s a/an”
Teacher is ready to offer his/her help to
those students who are in need of it.Step 8 Report Ask some demonstration groups to show
their pictures before the whole cla.They
may do like this: This is my room.What’s
this in English? It’s a/an
Homework
1、Read and recite the new words and
The conversation in this period.
2、Get the students to finish the pictures of
their rooms and write down the English
names of the things in their rooms.
學(xué)生的基礎和能力存在差異，應該允許學(xué)生將課內未完成的內容在課后完成。面向全體學(xué)生，讓所有學(xué)生學(xué)有所得是教學(xué)的唯一目標。
學(xué)生分享合作的成果，感受成功的快感。在展示自我的過(guò)程中，學(xué)生體驗到勇敢、積極、大膽所帶來(lái)的愉快的心情體驗，激勵他們更努力地學(xué)好英語(yǔ)。學(xué)生嘗試著(zhù)用英語(yǔ)進(jìn)行交際，使語(yǔ)言知識在完成任務(wù)的過(guò)程中得到運用并鞏固。教師應該鼓勵學(xué)生提問(wèn)、獲得幫助。這是培養學(xué)生主動(dòng)汲取知識的好時(shí)機。
a.Greetings.
b.A Gueing game.
Teacher prepare 8 pieces of paper with the words in Section A on them.Put them in a box.Get one of the students to pick a word out of the box.
The other students ask:What’s this in English?
The student answers: It’s a/an c.Letters challenge(Unit 1).
Step 2 Presentation Teacher presents the new letters.
Step 3 Listen, number and write Section A—2a, 2b, 2c, 2d.Step 4 Letter BINGO Get Ss to draw a form of 16 squares in their exercise books and play the BINGO game.
Teacher may get one of the students to call out the letters.Step 5 Look and learn a.Section A-3
b.Teacher shows more special letters.
c.Ss try to think of other special letters.
Step 6 Gueing game: What’s the word?
a.Teacher thinks of a word that the Ss know.Draw a dash on the Bb for each letter.Get the Ss to suggest in turn a letter.If that letter is in the word, the
猜詞游戲豐富了學(xué)生的想象力，有效激活學(xué)生的探究欲望，符合學(xué)生的心理特點(diǎn)，很容易地把學(xué)生卷入到字母、單詞的記憶補充生活中常見(jiàn)的縮略詞，引起學(xué)生的興趣和注意，激發(fā)他們去觀(guān)察生活，使知識的學(xué)習為生活服務(wù)。游戲要求學(xué)生必須全神貫注地聽(tīng)，并快速認讀字母，訓練了學(xué)生的聽(tīng)力以及敏捷的判斷力和反應能力。教師還可以通過(guò)此游戲來(lái)檢查學(xué)生的字母發(fā)音。通過(guò)游戲來(lái)檢查學(xué)生對已學(xué)知識的掌握情況，在輕松愉快的'課堂氛圍里，學(xué)生的積極性容易被調動(dòng)，思維容易被激活。如果學(xué)生層次較好，教師事先準備的紙上可以只畫(huà)物品的圖案，不寫(xiě)英文名稱(chēng)。
teacher writes it on the appropriate dash. The first student or team to gue the
word and shout it out is the winner.
b.Show the picture which matches the
word and ask: What’s this in English?
Ss answer:“It’s a/ an”
Teacher: Spell it, please.
Ss spell the word.c.Get individuals to give their own words.Step 7 Listen and practice
a.Section B—1a, 1b, 2a
b.Pair work: Section B—2b Homework a.Color and write the letters.
b.Find more special letters like NBA
and their meanings.
和運用中，充分體現“學(xué)以致用”的原則。同時(shí)在活動(dòng)中自然呈現新知識，不知不覺(jué)把學(xué)生導入到新知識的學(xué)習和運用中，從而真正貫徹了“做中學(xué)”原則。
開(kāi)放型的作業(yè)代替機械、枯燥的抄寫(xiě)，培養學(xué)生的動(dòng)手能力，同時(shí)使他們有機會(huì )展示自己的個(gè)性。
The third period Step 1 Warming up
a.Greetings.b.A game
Letters line up
c.Self check—3
d.Get the students to call out the letters.
Step 2 Listen, draw and write a.Section A—5
b .Section B—3a, 3b
Step 3 Listen and repeat a.Section B—4 Find out how to pronounce
在這一步中，學(xué)生對英語(yǔ)的語(yǔ)通過(guò)游戲、聽(tīng)說(shuō)、畫(huà)線(xiàn)、排序等多種形式，學(xué)生從聽(tīng)說(shuō)讀寫(xiě)等方面運用學(xué)過(guò)的18個(gè)字母。在游戲中教師檢查學(xué)生對已學(xué)知識的掌握情況。游戲帶來(lái)的愉快的感受能讓學(xué)生積極投入到接下去的學(xué)習中。
the letters AEIO in the words.
b.Self check—4
Step 4 A gueing game a.Teacher shows a part of a thing, get the students to gue out the name,using: What’s this in English?
I think it’s a/an
Spell it, please.
音知識有一個(gè)初步的認識。
在游戲中，學(xué)生運用語(yǔ)言知識解決實(shí)際問(wèn)題，活躍了課堂氣氛，漸趨疲勞的注意力得到松弛。在Self check中，可以讓學(xué)生既tick已經(jīng)掌握的單詞，并且
b.Section A—4a, 4b, 4c
circle尚未掌握的單詞，然后與c.Self check—1, 2
Step 5 A Game Find the friend
a.Find the other student who has the
sentence that can match his own.
此游戲旨在復習Starter Unit1—2中出現的日常用語(yǔ)。在學(xué)生積極、同伴交流，達到合作、互助的目的。
b.Report in pairs.
c.Make conversations with the sentences.
Homework
1.Vocab-builder
Get the students to line up thewords they know in U2.
2.Get the students to make up their own word gueing games.Get ready to share with the cla in the ne_t period.
讓學(xué)生會(huì )自我小結與評估，形成性評價(jià)豐富了終結性評價(jià)的不足，增強學(xué)生學(xué)習的信心。發(fā)散性的課外作業(yè)，培養學(xué)生創(chuàng )造性思維。同時(shí)，讓語(yǔ)言知識的學(xué)習與鞏固以積極的方式從課內延伸到課外。
七、教學(xué)反思
Go for it! Starter是整個(gè)教材的預備篇，教學(xué)內容雖不復雜，但是教師的責任卻不小。除了處理好本單元的教學(xué)重難點(diǎn)之外，教師要下功夫設計添近學(xué)生生活、符合學(xué)生認知水平和心理特點(diǎn)的教學(xué)形式和方法，讓那些初涉英語(yǔ)學(xué)習的學(xué)生從一開(kāi)始打心眼里喜歡英語(yǔ)。教無(wú)定法，學(xué)無(wú)止境。新教材對我們英語(yǔ)教師提出了更新、更高、更全的要求。
例如，在Group work Draw the picture of your name and talk about it，學(xué)生有可能會(huì )問(wèn)教師許多有關(guān)房間設施的名詞，這是學(xué)生主動(dòng)學(xué)習的表現，教師應給予極大的鼓勵。但是，也對教師提出了很高的要求。教師要有一定的前瞻意識，事先做好充分的準備，就能相對從容地面對突如其來(lái)的問(wèn)題，也就是在課前準備上下功夫。
做一個(gè)會(huì )動(dòng)腦筋的教師，就能培養出一個(gè)愛(ài)動(dòng)腦筋的學(xué)生;做一個(gè)有創(chuàng )造意識的教師，就能培養出有創(chuàng )造力的學(xué)生。同時(shí)，教師還要有整體把握教材的意識。
例如，我在本單元第二課時(shí)中布置了一項家庭作業(yè)：Color and write the letters。既復習了字母，又為Starter Unit 3的教學(xué)作好準備。在Starter Unit 3中，教學(xué)重點(diǎn)之一是What color is it?如果到那時(shí)，教師在教學(xué)中拿出的教具來(lái)源于學(xué)生自己，既拓展了學(xué)用渠道，同時(shí)又會(huì )讓學(xué)生萌發(fā)出強烈的自豪感和成就感。而擁有成就感和自豪感的學(xué)生，肯定會(huì )以更積極的態(tài)度投入到英語(yǔ)學(xué)習中去。就這樣，教師一步一步把學(xué)生引入積極的英語(yǔ)學(xué)習中，最后達到事半功倍的效果。
此外，在布置回家作業(yè)時(shí)，教師也可以各盡所能，設計學(xué)生愛(ài)做、搶著(zhù)做的家庭作業(yè)，既達到復習知識的目的，更追求在完成作業(yè)的過(guò)程中運用知識的目的，使家庭作業(yè)項目化。同時(shí)教師可以為學(xué)生建立成長(cháng)袋，每一次出色的、有創(chuàng )意的作業(yè)都是收錄進(jìn)成長(cháng)袋的好作品。例如，本單元中我布置的A picture of my room、Colorful letters、Word game等都可以被收藏在成長(cháng)袋里。成長(cháng)袋記載學(xué)生進(jìn)步的過(guò)程，也是他們未來(lái)學(xué)習的動(dòng)力。
做一個(gè)愛(ài)教、善教的教師，培養一批愛(ài)學(xué)、善學(xué)的學(xué)生。
初一英語(yǔ)教案6
Shops and markets
Asking ‘Wh-’ questions to find out various kinds of specific information about an event
e.g. What do you need to buy at the shops?
Using quantifiers to refer to quantity
e.g. Yes, I need a new pair of jeans.
Using the simple present tense to express needs
e.g. I need to buy a new watch for your brother.
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements ( including approval and disapproval), commands, and respond appropriately
Listen for specific information
Speaking
Maintain an interaction by replying
Reading
Read written language in meaningful chunks
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Re-read to establish and confirm meaning kinds
Materials:
Student’s Book 7B page 43
Cassette 7B and a cassette player
Photographs of different kinds of shops
Preparation:
Cue the cassette. Bring some photographs of different kinds of shops to class.
Pre-task preparation
1. Ask a few students: Did your family go shopping last weekend? What did you buy? To elicit: Yes, we went shopping last weekend. We bought … Write a list of things students have mentioned on the board.
2. Bring some photographs of different kinds of shops to class. Write: bookshop, video shop, furniture shop, toy shop, watch shop / seller, supermarket, shoe shop and clothes shop on the board. Invite a few of the more able students to tell class what we can buy in each of the shops.
3. Point at the list which you have written down on the board. Ask: Where can we buy a/an/some …? To elicit: We can buy a/an/some … in a ____ shop?
4. Play the recording: Read. Students listen and follow in their books.
5. Play the recording again. Students listen and repeat.
2
Language focus:
Asking ‘Wh-’ questions to find out place
e.g. Where will we go to buy the jeans?
Using the simple present tense to express needs
e.g. I need to buy a pair of shoes.
Using connectives to link similar ideas
e.g. We’ll go to ______ , _____ and _______.
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements ( including approval and disapproval), commands, and respond appropriately
Listen for specific information
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings
Open an interaction by eliciting a response by asking questions
Maintain an interaction by replying
Reading
Predict the likely development of a topic by recognizing key words and making use of context and knowledge of the world
Re-read to establish and confirm meaning
Writing
Develop written texts by presenting main and supporting ideas
Materials:
Student’s Book 7B page 44
Cassette 7B and a cassette player
Workbook 7B page 23
Photocopiable pages 34 and 35
Preparation:
Cue the cassette. Make a copy of Photocopiable pages 34 and 35 for each student. Remind students to bring back their shopping lists for Mrs Wang.
Pre-task preparation
1. Draw a large information board like the one in Look and read on the board. Give students some time to look at it and ask: You need to buy (a thing). Which shop will you go to? To elicit: I will go to (a shop) to buy (a thing). You may ask about a few different kinds of things so that students can talk about different kinds of shops
2. Play the recording: Look and read. Students listen and follow in their books.
3. Invite a pair to come out and role-play Mrs Wang and Alice and read their dialogue aloud.
Post-task activity
Workbook page 23
Consolidation
Grammar Practice Book 7B page 33
3
Language focus:
Using connectives to express alternatives
e.g. Mum, do you prefer the jeans with the yellow belt or the ones with the blue belt?
Using the simple presents tense to express preferences
e.g. I prefer the ones with the belt.
Using prepositional phrases to describe objects
e.g. I prefer the one with the white collar.
Using adjectives to describe objects
e.g. sweater/short sleeves, T-shirt/v-neck
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately
Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expression
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.
Use gestures and facial expression to convey meaning and intention
Open an interaction by eliciting a reponse
Maintain an interaction by agreeing or disagreeing
Reading
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Materials:
Student’s Book 7B page 45
Cassette 7B and a cassette player
Workbook 7B page 24
Different kinds of clothes
Some toy RMB notes
Preparation:
Bring some clothes to class. Also remind students to bring different kinds of clothes to class. Prepare some toy bank notes. Cue the cassette.
Pre-task preparation
1. Bring the following clothes to class: a pair of jeans with black belt, a shirt with a white collar, a sweater with short sleeves, a T-shirt with a round neck, etc. Hold the clothes in your hands and talk about them one by one, e.g. This is a pair of jeans with a black belt/a shirt with a white collar/ a sweater with short sleeves/ a T- shirt with a round neck, etc.
2. When students are familiar with the language structure ‘a(chǎn) ____ with _____’, invite a few of the more able students to talk about their ideal school uniforms, e.g. I prefer a shirt with a blue collar/a dress with a pink belt/a pair of trousers with checks, etc.
3. Play the recording: Look and read. Students listen and follow in their books.
4. Play the recording again. Students listen and repeat.
Post-task activity
Workbook page 24
Consolidation
Grammar Practice Book 7B page 34
4
Language focus:
Using the simple present tense to express feelings
e.g. I like the jeans with the blue belt.
Using prepositional phrases to describe objects
e.g. I also like the blue T-shirt with the round neck.
Using adjectives to describe objects
e.g. It’s size small.medium/large.
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately
Listen for specific information
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.
Use gestures and facial expression to convey meaning and intention
Open an interaction by greeting someone in an appropriate manner
Maintain an interaction by replying
Writing
Gather and share information, ideas and language by using strategies such as listing
Develop written texts by expressing own ideas and feelings
Write out a piece of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessary
Materials:
Student’s Book 7B page 46
Cassette 7B and a cassette player
Photocopiable pages 36 and 83.
Three T-shirts of different sizes.
Some pieces of paper
Preparation:
Cue the cassette. Make a copy of Photocopiable pages 36 and 83 for each student. Bring three T-shirts of different sizes to class.
Pre-task preparation
1. Show the class the T-shirts of different size. Say: This is size small/medium. Hold any one T-shirt in your hands and say: This T-shirt suits me. It’s size ______ .
2. Ask the class: Which size of clothes do you usually wear? To elicit: Size small/medium/large.
3. Play the recording: Look and read. Students listen and follow in their books.
4. Students work in pairs and read the dialogue in Look, ask and answer. Tell them to look at the clothes on page 45 of the Student’s Book again. Then pairs take turns to be the customer and the shop assistant. Walk around, offering help and guidance to the less able students.
5. Invite a few pairs to role-play the customer and the shop assistant in front of the class.
Consolidation
Grammar Practice Book 7B pages 35 and 37
Photocopiable pages 37 to 43
初一英語(yǔ)教案7
教學(xué)目標：
(1)There are lots of bicycles in China.
(2)There is a famous river
教材分析：
這一模塊分為兩個(gè)單元，第一單元主要教學(xué)生怎樣談?wù)撘粋�(gè)地方，例如一個(gè)景點(diǎn)，一個(gè)城市等等。學(xué)會(huì )用數字表達長(cháng)度和人口數量等。
教學(xué)重點(diǎn)：
(1)There are lots of bicycles in China.
(2)There is a famous river.
教學(xué)難點(diǎn)：
用“There is/ There are”介紹事物
學(xué)情分析：
學(xué)生對本模塊較熟悉，經(jīng)過(guò)本節課，讓學(xué)生通過(guò)卡片、圖片的提示來(lái)進(jìn)行口筆頭操練
教學(xué)準備：
課件、錄音機、磁帶
教學(xué)過(guò)程：
一、游戲熱身
隨音樂(lè )傳遞物品，音樂(lè )停該同學(xué)用there be句型說(shuō)句子
二、導入
讓學(xué)生先觀(guān)察圖片，猜猜都是中國的什么地
三、課文教學(xué)
1、播放錄音，讓學(xué)生給所聽(tīng)到的錄音圖片排序。
2、接著(zhù)讓學(xué)生跟讀
3、試著(zhù)讓學(xué)生用自己的語(yǔ)言描述圖片上的內容。
4、現在可以變換練習方式。請學(xué)生兩人一組.向對方介紹六張明信片中自己最喜歡的一張。如果有必要，可以再放一遍錄音，請學(xué)生逐句跟讀，并試著(zhù)抓住每張明信片最主要的特征.然后再向同伴講述。鼓勵學(xué)生根據圖片進(jìn)行更多描述，或是把自己對該事物的了解添加到描述中去。
5、重音的'學(xué)習：請學(xué)生聽(tīng)SB unit 2活動(dòng)3的錄音，之后讓學(xué)生試著(zhù)跟讀一遍。要求他們注意重讀的地方。請學(xué)生把書(shū)翻到SB unit 2活動(dòng)3，仔細看書(shū)上的句子以及每句話(huà)中用黑體標出的地方，比較一下自己剛才跟讀時(shí)重讀的位置與書(shū)上的標注是否一致。老師再放錄音，學(xué)生邊聽(tīng)邊看書(shū)，認真體會(huì )。
四、應用
現在學(xué)生衣服上的圖案很豐富。教師可讓一個(gè)學(xué)生站在黑板前，讓其他學(xué)生用“There胡屯鎮聯(lián)合校集備活頁(yè)
五、學(xué)習歌曲
完成SB unit 2活動(dòng)4，請學(xué)生欣賞并學(xué)習一首歌曲。放錄音前，請學(xué)生們先試著(zhù)通過(guò)文字和圖片猜測歌曲的內容。
播放錄音，請學(xué)生積極模仿錄音中的語(yǔ)音語(yǔ)調。如果他們感到學(xué)習歌詞有困難，老師可以先把領(lǐng)讀帶中歌曲前慢速朗讀的歌詞放一遍給學(xué)生聽(tīng)
六、課后作業(yè)
挑選一張風(fēng)景的明信片，用英文進(jìn)行簡(jiǎn)單的描寫(xiě)和介紹
初一英語(yǔ)教案8
教材分析
This is the first lesson in this module. The main topic is self-introduction, so improving the students’ abilities of listening and speaking on self-introductions is very important.
知識目標
Key vocabulary: Chinese, from, where, year, about, what about…? Ms, America, not, England, hi, American, our, grade, he, China
Key structures: Hello / Hi
What's your name? My name is ...
How old are you? I'm ...years old.
Where are you from? I'm from ...
Nice to meet you. Nice to meet you , too.
能力目標
1. To understand conversations involving self-introduction.
2. To give a brief self-introduction concerning name, age and hometown.
情感態(tài)度
Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教學(xué)方法Interactive approach
教具Tape recorder, Multimedia
教學(xué)過(guò)程Step 1: Warming up
1. The teacher show the PPT and play a short flash, the students enjoy the song .
2. Play a guessing game "Brainstorm" by asking the students "What's it?"
Then show the useful sentences by introducing myself.
I am Li Fang. I am from Wuhan. I am Chinese.
I am 25 years old. I am your new teacher.
3. Ask the students to introduce themselves in groups by using these sentences:
What's your name? Where are you from?
How old are you? Which class are you in?
Nice to meet you.
Step 2: Listening
1. Play the recording in activity 1 and ask the students to listen and check how many people speak.
2. Play it again and ask the students to check the words their hear.
3. Check the answers with the whole students.
Step 3: Listen and read
1. Play the recording in activity 3 and ask the students to listen
and answer the questions. Then check the answers.
(1) How many people speak in the conversation?
(2) Who are they?
(3) Are they in the same class?
2. Play it again and check the true sentences in act 3. Ask some
students to correct the wrong ones.
3. Put the students into groups of four to practise the dialogue.
The students repeat it several times, changing roles each time.
4. Talk about the pictures in the PPT and show their performances.
5. Ask the students to sum up the useful sentences in the dialogue and introduce “Everyday English.”
6. Finish act 4 and 5 in groups. Teacher checks the answers.
Step 4: Pronunciation
1. Explain that this activity focuses on some English phonemes which are difficult to pronounce for speakers of Chinese.
2. Play the recording once without stopping.
3. Play it again and ask the students to repeat.
4. Practise the sounds in pairs, then finish the exercises on the PPT.
Step 5: Speaking
1. Talk about the pictures by asking and answer in paris like this:
A: What’s his name?
B: His name is….
A: Where is he from?
B: He's from….
A: How old is he?
B: He's ...years old.
Step 6: Module task
Task 1: Who has the most friends?
運用本課句型，在規定的八分鐘時(shí)間內，以小組為單位，看誰(shuí)結交的朋友最多，她將獲得一份豐厚的獎品。
Task 2: Introduce yourself by using today's useful sentences.
Step 7: Language points
1. I’m from Wuhan.我來(lái)自武漢。(我是武漢人。)
Be from表示“來(lái)自哪里”、“從哪里來(lái)”或“是哪里人”。如：
He’s from Beijing.他來(lái)自北京。(他是北京人。)
They’re from England.他們來(lái)自英國。(他們是英國人。)
如果不強調從哪里來(lái)，只是要說(shuō)明身份，也可以說(shuō)：
He’s a Beijinger.他是北京人。
They’re English.他們是英國人。
2. Where+is/are+主語(yǔ)+from?
英語(yǔ)中，通常用特殊疑問(wèn)句"Where + is / are +主語(yǔ)+ from?"來(lái)詢(xún)問(wèn)某人"來(lái)自哪里","是哪里人",其答語(yǔ)通常用"主語(yǔ)+ am / is / are from +地點(diǎn)"。如：
—Where is Sam from?
薩姆從哪里來(lái)？
—He is from England.
他來(lái)自英國。
拓展：be from = come from,如：
Where do you come from?
Where does he come from?
3. What’s your name?
英語(yǔ)中，當想知道對方叫什么名字時(shí)，可用句型"What’s your name?"進(jìn)行詢(xún)問(wèn)，其答語(yǔ)一般用"My name is +姓名。"。如：
—What’s your name?
你叫什么名字？
—My name’s Gao Jing.
我叫高晶。
拓展：當你想很有禮貌地問(wèn)別人的名字時(shí)，你可以這樣問(wèn)：
What’s your name, please?
May I have your name, please?
4. I’m twelve years old.我12歲。
…years old,表示“……歲”。有時(shí)候years old可以省略，只用數字來(lái)表達年齡即可。如：Her dog is three.她的小狗3歲。
拓展：對該句型提問(wèn)可用：How old ...?它是英語(yǔ)中一個(gè)較重要的句型，主要用來(lái)詢(xún)問(wèn)某人的年齡，其答語(yǔ)通常用"主語(yǔ)+ am / is / are +年齡。"。如：
—How old are you?你多大了？
—I am thirteen (years old).我十三歲。
5. Nice to meet you .很高興見(jiàn)到你！
這是兩位初次見(jiàn)面相識后的用語(yǔ)，意思是“見(jiàn)到你很高興�！币�(jiàn)面相識可由自我介紹，第三者介紹或者詢(xún)問(wèn)相識。例如：
—Hello!I'm Xiao Hua.
—Hello!I'm Xiao Li.
—Nice to meet you, Xiao Li.
—Nice to meet you, too, Xiao Hua.
6. What about you?你呢？
英語(yǔ)中“What about...?”是一句常用的客套話(huà)，它后面可接名詞、代詞或動(dòng)名詞(ing)形式，它的功能可不少呢！
(1)詢(xún)問(wèn)或打聽(tīng)消息。如：
I'd like a cup of tea. What about you?
我想喝杯茶，你呢？
(2)向對方提出建議或請求。如：
What about playing football now?
現在踢足球怎么樣？
(3)寒暄時(shí)的問(wèn)候語(yǔ)，有承上啟下的轉折作用，如：
I'm a student from China. What about you?
我是一名來(lái)自中國的.學(xué)生，你呢？
7. Welcome to Class 4, Grade 7.歡迎來(lái)到七年級四班。
welcome to ...歡迎來(lái)到。，這是一句歡迎用語(yǔ)，在英語(yǔ)中使用比較廣泛，如：
Welcome to Beijing!歡迎來(lái)北京。
Welcome, come in，please.歡迎，歡迎，請進(jìn)來(lái)。
Step 8: Consolidation
Do some exercises and check with the whole class.
Step 9: Homework
板書(shū)設計Module 1 Unit 1
What’s your name? My name is…
Where are you from? I’m from…
Nice to meet you, … Nice to meet you, too.
作業(yè)布置1. Finish off the workbook exercises.
2. Make your favourite "English name card".
教學(xué)反思The students can talk in English.
Unit 2 I'm Wang Lingling and I'm thirteen years old.
課型Reading and writing
教材
分析This is the second lesson in this module. The reading material is information about Daming, Wang Hui and Lingling. It’s a good text to help the studetns improve their reading strategies, such as getting information from the reading material about personal information.
知識
目標Key vocabulary: everyone, capital, but, very, big, city, small, first, last, all, first name, last name
Key structures: His / Her name is ...
He / She is from ...
He / She is ... years old.
He / She is in Class 1, Grade Seven.
能力
目標To get information from the reading material about personal information.
情感
態(tài)度Learn to respect others when we talk with others.
Learn to introduce yourself to your friends in the right way.
教學(xué)方法Interactive approach
教具Tape recorder, Multimedia
教學(xué)過(guò)程
Step 1: Warming up
Say hello to the students and tell them we are going to play a game. You can say like this: I will divide you into 6 groups and each group will have a picture of a famous person. You work in groups and introduce the person. Let's see which team is the best. Are you clear? Ready?
The teacher plays the PPT and shows the pictures to them.
Step 2: Revision
Show some exercises and ask the students to complete them. Then teach and explain the new words in the sentences.
Step 3: Reading
1. Do act 1 and check the answers. ( B D A E C )
2. Ask the students to read the passage and check the true sentences in act 2.
3. After reading, the students check the false sentences in act 2.
4. The students read the passage again and underline the correct words in act 3.
5. Finish act 4 and check the answers with the whole class.
Step4: Language points
The teacher shows today's useful sentences and explain them.
1. This is Lingling and her English name is Lucy.
這位是玲玲，她的英文名叫露西。
This is ...向別人介紹某人時(shí)說(shuō)"This is ..."不用
"That is ..."。如：This is Tom. Tom, this is Jack.
這是湯姆。湯姆，這是杰克。
注意：this is不能縮寫(xiě)，而that is可以縮寫(xiě)成that's。
打電話(huà)時(shí)，介紹自己用this,詢(xún)問(wèn)對方用that。如：
This is Lucy speaking.
Is that Lucy speaking?
2. Good to see you.很高興見(jiàn)到你！
此句為熟人之間見(jiàn)面常用的問(wèn)候語(yǔ)，還可以
說(shuō)：Nice to see you. / Glad to see you. /
Pleased to see you.
It's nice to see you all.
很高興見(jiàn)到你們所有人！
句中all為代詞，意思“每個(gè)，全體”;作主語(yǔ)時(shí)，be動(dòng)詞用are。如：
All the students are here today.
所有的學(xué)生都到齊了。
3. I'm Wang Lingling and I'm thirteen years old.
我叫王玲玲，我今年十三歲了。
介紹自己名字的時(shí)候可以用“I'm”、“I am”
或“My name is ...”，此句還可以說(shuō)：
My name is Wang Lingling.
另外，這里的“...years old”，表示。幾歲，這里的
數字可以省略，直接說(shuō)成：I am thirteen.
對它提問(wèn)用：How old...?如：
How old is Lingling?
She is thirteen years old.
4. Tony is my first name and Smith is my last
family name姓= last name教名 與中國習慣不同，大多數英語(yǔ)姓名有三個(gè)名字：教名，中間名和姓。他們的姓放在最后。(中間名一般很少用)如果你要稱(chēng)呼別人為……先生，夫人，小姐時(shí)，只能在family name也就是last name前加上Mr, Mrs, Miss，如上面的這個(gè)名字，你只能稱(chēng)他為Mr. Green，而不能稱(chēng)他為Mr. James。 Step 5: Writing 1. The students look at the pictures and write sentences. Finally, ask three or four students to show their answers. 2. The teacher makes a model for the students and ask the students to write sentences for themselves with and. Model: My name is Li Ping and I'm from China. I'm Chinese and I'm fifteen years old. I'm in Class One, Grade Seven. Step 6: Module task Let the students to ask their partners about personal information and make cards for them. The more, the better. Name: __________ Age: __________ School: __________ Date of birth: ___________ Birth place: __________ Telephone number: ___________ Hobbies:___________ Favorite color:____________ Ask several students to show their performances and praise the better ones. Step 7: Consolidation Show the students some exercises and ask them to finish in class, then check the answers with the whole students. Step 8: Homework 采訪(fǎng)兩個(gè)你的新同學(xué)，分別問(wèn)他們以下幾個(gè)問(wèn)題： What's your name? Where are you from? How old are you? What's your favourite subject? 將你的采訪(fǎng)記錄整理成一篇為My new classmates的短文。(可適當增加采訪(fǎng)問(wèn)題，全文不少于50單詞。) 板書(shū)設計Module 1 Unit 2 What’s your name? My name is… Where are you from? I’m from… Nice to meet you, … Nice to meet you, too. 作業(yè)布置1. Finish off the workbook exercises. 2. Interview two of your classmates and write a short passage. 教學(xué)反思The students can get information from the reading material about personal information. Unit 3 Language in use 課型Revision and application 教材分析Unit 3對“自我介紹和獲取信息”的功能句式進(jìn)行綜合訓練：談?wù)撟约夯蚺笥训那闆r(活動(dòng)1);根據提示完成介紹圖片中人物情況的句子；填表、匹配復習表示國家、民族及人物活動(dòng)的詞匯。Around the world了解中西人名的不同；Module task要求通過(guò)問(wèn)答形式介紹自己和他人。 知識目標Key structures: 1) What’s his/her name? 2) Where is he/she from? 3) What's his/her English name? 4) How old is he / she? 5) What class is he / she in? 能力目標Enable students to talk about themselves and their friends. 情感態(tài)度Learn to respect others when we talk with others. Learn to introduce yourself to your friends in the right way. 教學(xué)方法Formal and interactive practice 教具Tape recorder, PPT, handout 教學(xué)過(guò)程Step 1: Revision 1. Ask some students to introduce themselves to the other students. 2. Ask them to talk about the pictures in the PPT. Step 2: Teaching grammar 動(dòng)詞Be的一般現在時(shí)： 1.肯定句：主語(yǔ)+ be(am,is,are) +其它。 2.否定句：主語(yǔ)+be+not+其它。 3.一般疑問(wèn)句：Be+主語(yǔ)+其它？ 4.特殊疑問(wèn)句：疑問(wèn)詞+一般疑問(wèn)句？ 動(dòng)詞Be的常用句式： 1. be +形容詞 I am very happy.我很幸福。 He is very kind.他人非常好。 2. be +名詞 Mr Wang is our English teacher. 王先生是我們的英語(yǔ)老師。 They are our good friends. 他們是我們的好朋友。 3. be +介詞短語(yǔ) She is at home.我在家里。 Are you from America?你來(lái)自美國嗎？ The book is on the desk.書(shū)在桌子上。 4. be +副詞Class is over.下課了。 Step 3: Speaking Ask the students to introduce the three people in act 1. You can do it like this: This is Sam. He is twelve. He's from England. He's in Class 1. Step 4: Practise Do act 2-4 by themselves and check the answers in groups. Ask one group the report their answers. Step 5: Around the word 1. Tell students the difference between Chinese names and English names. T: Most English people have three names: a first name, a middle name and the family name. The first name and the middle name are given names. Their family name comes last. For example, Jim Allan Green. Green is family name. Chinese names are different. Now read and find the difference in Around the world. Step 5: Module task Look at the screen. Introduce yourself. Ask and answer with a partner. Then report their result in front of the whole class. Step 6: Do exercises Do the exercises in the PPT. The teacher checks the answers. Step 7: Sum up Ask the students to talk about “What have you learned in this lesson?”。 Sum up the different ways of “Be” and report it. Step 8: Homework 板書(shū)設計Module 1 Unit 3 What’s your name? My name is… Where are you from? I’m from… How old are you? I’m ….years old 作業(yè)布置查找資料名人資料，向全班同學(xué)介紹你心目中最喜愛(ài)的英明星或最 尊敬的人。 教學(xué)反思Speaking more is necessary for the students. 一、教學(xué)內容 1、語(yǔ)音： 1）復習音標及字母組合[u：] u，oo；[u] u，oo，oul； 2）學(xué)習音標及字母組合[（+] ure，ua 2、語(yǔ)法： 1）小結本單元所學(xué)to be going to+動(dòng)詞原形的用法； 2）小結本單元出現的形容詞比較等級的規則變化和不規則變化。 二、教具 錄音機；音標卡片、小黑板等。 三、課堂教學(xué)設計 1、復習值日生報告。 教師出示事先準備好的寫(xiě)有形容詞原級的小黑板，要求學(xué)生迅速寫(xiě)出其比較級、級形式。 2、教師出示音標卡片，復習[u：] [u]兩個(gè)元音的`讀音，啟發(fā)學(xué)生分別給出含有這兩個(gè)元音的單詞。教師可將這些單詞書(shū)寫(xiě)在黑板上，并用彩色粉筆寫(xiě)出讀這些音的字母或字母組合。 教[（+]這個(gè)雙元音的讀音。學(xué)生初步掌握其讀音后，重復上一步驟。 3、放課文第1、2部分錄音，學(xué)生打開(kāi)書(shū)跟讀，反復三遍。指導學(xué)生做練習冊習題1。 4、指導學(xué)生閱讀復習要點(diǎn)中例詞、例句。教師小結該要點(diǎn)中所列兩項語(yǔ)法內容。 5、指導學(xué)生做練習冊習題。 6、布置作業(yè) 1）練習朗讀本課第1、2部分中的音標、單詞、短語(yǔ)和句子； 2）結合書(shū)后有關(guān)語(yǔ)法講解，溫習本單元語(yǔ)法項目； 3）抄寫(xiě)復習要點(diǎn)中例句及詞語(yǔ)； 4）完成練習冊習題。 四、難點(diǎn)講解 形容詞比較等級（Ⅰ）形容詞比較等級的規則變化和不規則變化。本單元只介紹單音節形容詞和少數雙音節形容詞的變化： 1）一般在詞尾加—er或—est，分別構成比較級和級。例如：small——smaller——smallest。 2）以字母e結尾的形容詞，加—r或—st，例如：nice——nicer——nicest。 3）重讀閉音節詞尾只有一個(gè)輔音字母時(shí)，雙寫(xiě)這個(gè)輔音字母，再加—er或—est。例如：big——bigger——biggest。 4）以輔音字母+y結尾的雙音節形容詞。改y為i，再加—er或—est。例如：easy——easier——easiest。 此外，少數形容詞還有不規則變化，需要認真記憶。例如： good——better——best；many——more——most等。 一、教材分析 本模塊題材為童話(huà)故事，主要是關(guān)于Goldilocks的故事，另外增加了精衛填海的故事。內容和情節很容易引發(fā)學(xué)生的興趣，語(yǔ)言簡(jiǎn)單易懂，描寫(xiě)細致生動(dòng)，非常有利于開(kāi)展聽(tīng)、說(shuō)、讀、寫(xiě)方面的語(yǔ)言實(shí)踐活動(dòng)，讓學(xué)生在使用語(yǔ)言的過(guò)程中學(xué)習語(yǔ)言，促使學(xué)生更有意識地自覺(jué)學(xué)習英語(yǔ)。 講故事須使用一般過(guò)去時(shí)，所以本模塊繼續以一般過(guò)去時(shí)作為語(yǔ)法學(xué)習重點(diǎn)。通過(guò)操練、使學(xué)生在掌握語(yǔ)言結構的同時(shí)、既學(xué)習語(yǔ)言知識、感悟語(yǔ)言功能、又能欣賞到美麗的童話(huà)故事，并能學(xué)會(huì )描述一個(gè)完整的故事或一件事情 二、教學(xué)目標 1.知識目標: 語(yǔ)音：規則動(dòng)詞的一般過(guò)去時(shí)的發(fā)音 詞匯：once、hear、begin、decide、ride、golden、little、pick、notice、hurry、knock、nobody、push、open、enter、count、bowl、all、hungry、rush、try、destroy、unhappy、asleep、return、cry、point、without、die、emperor、onceuponatime、goforaride、pickup、lookaround、changeinto 語(yǔ)法：規則動(dòng)詞的'一般過(guò)去式。 功能：按時(shí)間順序描述事情。 話(huà)題：以“童話(huà)故事”(fairytales)為話(huà)題。 2.能力目標： 聽(tīng)：能聽(tīng)懂簡(jiǎn)單故事中的主要人和事。 說(shuō)：運用一般過(guò)去時(shí)表述事件，講簡(jiǎn)單的故事。 讀：能讀懂簡(jiǎn)單的故事，明白主要的人物、事件以及情節。進(jìn)行簡(jiǎn)單的技能訓練。 寫(xiě)：運用一般過(guò)去時(shí)寫(xiě)簡(jiǎn)單的事情。 3.情感目標：通過(guò)閱讀童話(huà)故事提高對英語(yǔ)的學(xué)習興趣、感受學(xué)習的樂(lè )趣。 三、學(xué)習策略、文化意識 1.學(xué)習策略：形成自主學(xué)習、有效交際、信息處理、英語(yǔ)思維能力。 認知:聯(lián)系，歸納，推測等技能。觀(guān)察并歸納規則動(dòng)詞的一般過(guò)去式、提高自學(xué)能力。 調控：從同伴處得到反饋，對自己在敘述及作文中的錯誤進(jìn)行修改 交際：學(xué)習運用恰當詞語(yǔ)講解童話(huà)故事。 資源：通過(guò)其他資源獲取更多簡(jiǎn)單英語(yǔ)的“童話(huà)故事” 自學(xué)策略：能夠嘗試閱讀一些簡(jiǎn)寫(xiě)的英文童話(huà)故事。能注意發(fā)現語(yǔ)言現象背后的規律、并能運用規律舉一反三。 合作學(xué)習策略：互相學(xué)習，取長(cháng)補短，注意從他人的演示中汲取經(jīng)驗、注意學(xué)習策略共享。 2.文化意識：比較中國童話(huà)與外國童話(huà)的異同、通過(guò)外國童話(huà)了解世界不同地方的風(fēng)俗習慣、從而拓展視野、激發(fā)學(xué)習英語(yǔ)的興趣。 四、教學(xué)重點(diǎn)與難點(diǎn) 重點(diǎn)：通過(guò)童話(huà)故事訓練學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)能力，掌握規則動(dòng)詞的一般過(guò)去式。 難點(diǎn)：掌握規則動(dòng)詞的一般過(guò)去式的形式和逐步形成正確使用一般過(guò)去時(shí)的意識。 五、模塊任務(wù)(ModuleTask) 能夠運用規則動(dòng)詞的一般過(guò)去式講述簡(jiǎn)單的故事。 六、教材處理及教學(xué)設計 我們把本模塊劃分為3課時(shí)： Period1:Vocabulary and Listening、Pronunciation and Speaking Period2:Reading and Vocabulary Period3:Writing、Aroundtheworld、ModuleTask 【課題】Unit1 My name’s Gina. 【學(xué)習目標】 知識與能力：1. 掌握并規范字母Ii-Rr. 2. 識記本單元詞匯：what, this, in, English, a, an, map, orange, jacket, key, quilt, pen, ruler, spell, please, etc. 過(guò)程與方法：學(xué)會(huì )從對話(huà)中獲取對方的相關(guān)信息。 情感態(tài)度與價(jià)值觀(guān)：使學(xué)生學(xué)會(huì )如何禮貌的與他人交往。 【學(xué)習重難點(diǎn)】：熟練掌握本單元詞匯及語(yǔ)言結構。 一、自主預習 【預習任務(wù)】： 任務(wù)一：寫(xiě)出下列漢語(yǔ)的英語(yǔ)形式。 名字xxxxxx遇見(jiàn)xxxxxx問(wèn)題，難題xxxxxx 回答，答案 xxxxxx 第一的xxxxxxxx 最后的xxxxxxxx 任務(wù)二：寫(xiě)出下列單詞的漢語(yǔ)意思。 1.myxxxxxxxxx2.clock xxxxxxxxx3.nice xxxxxxxx 4.what xxxxxxxx 5. yourxxxxxxxxx 6.hello xxxxxxx7.Ixxxxxxxx 8.you xxxxxxxx9.his xxxxxxxx 10.her xxxxxxxxxxx11.namexxxxxxxxxx12.arexxxxxxxx13.isxxxxxxxxxxxx 【預習診斷】： 1. 選擇題： (1.)Kate has lost(丟失) xxxxxxxkey. xxxxxxxxxasked xxxxxxxxxfor help. A.her ,he, I B. his, he ,me C. his, she, I D. her, she, me (2)xxxxx plus(加) seven is thirteen? A. Five B. Six C. Eight D. Nine (3)xxxxxx is her name ? A. who B. what C where D. How 2. 寫(xiě)出下列英語(yǔ)形式。 (1):電話(huà)號碼??????xxxxxxxxxxxxxxx(2):早晨好xxxxxxxxxxxxxxxx(3):下午好xxxxxxxxxxxx 3. 寫(xiě)出下列詞的`英語(yǔ)意思： 1). 早晨xxxxxxxxxx2).下午xxxxxxxxx3).晚上x(chóng)xxxxxxxxxx4).謝謝xxxxxxxxx 5).名字xxxxxxxx6).好的xxxxxxxx orxxxxxxxxx 【預習反思】：你還有什么問(wèn)題嗎?(Do you have any problems?) 二、課中實(shí)施 Step1 交流展示 Step2 精講點(diǎn)撥： What’s your name ? 你叫什么名字?句中的your可根據問(wèn)對象換成his、her等物主代詞。What’s his name ? (翻譯) xxxxxxxxxxxxxxxxxxx. Step3 Pairwork 1: Student A: What’s your name ? Student B: My name is Mary. Pairwork 2: Student A: Hello! I’m Mary. Student B: Hi, Mary! I’m Jim. Step4 Summary : 1)向別人作自我介紹是通常用My name is + 自己的名字/ I’m +自己的名字 2)將下列單詞分類(lèi) I , he, my, his, her, she, it, its 人稱(chēng)代詞: xxxxxxxxxxxxxxxxxxxxxxxxxxx 物主代詞: xxxxxxxxxxxxxxxxxxxxxxxxxxxx 三、作業(yè)： 滿(mǎn)分：10分 得分率：xxxxxx (一)、單項選擇; 1. What’s xxxxxx name? A. he B. I C. her D. you 2. xxxxxxxxshe Lucy? A. Am B. Is C. are D. be 3. xxxxxxxxis Li Lei.xxxxxxxxEnglish is good A. He’s ; His B. His; He C. He; His D.You; Your 4.下列有一個(gè)發(fā)音與其他發(fā)音不同的是xxxxxx. A. Cc B.Bb C. Ff D. Gg 5. ------What’ your name ? ----------xxxxxxxxxx A. Yes B. Thanks C. Tom D. Fine, thank you (二)、補全對話(huà)。 1. A：How do you do? B：xxxxxxxxxxxxxxxxx 2. A: xxxxxxxxxxxxxxxxx? B：Fine, thank you. 3. A: Good evening, Frank! B:xxxxxxxxxxxxxxxx, Eric! 4. A: xxxxxxxxxxxxxxxx, Dale! B: Good afternoon, Alice! 5. A: xxxxxxxxxxxxxxxxxxxxxxxxxxxxx? B: His name is Tom. ● Teaching aims “四會(huì )”掌握： talk, talk with, open, close, take photos I’m talking. You’re not talking. You’re listening tome. Is he reading? ● Key points I’m talking. You’re not talking. Lily isnt writing. ● Difficult points 現在進(jìn)行時(shí)各句型之間的轉換。 ● Teaching methods 以聽(tīng)說(shuō)為主，反復練習。 ● Teaching aids 錄音機、投影儀、圖片、微機、課件等。 ● Teaching procedures Step 1 Revision 1．值日生做Morning report，教師通過(guò)提問(wèn)檢驗學(xué)生聽(tīng)的情況。 2．對話(huà)練習。 Whats he/she doing? Is he/she reading? Yes, he/she is. No, he/she isnt. 3．檢查作業(yè)情況。 Step 2 Presentation 利用媒體資料引出第一部分Find the right picture。[見(jiàn)媒體資料Is he doing.swf 中的Pictures] 聽(tīng)過(guò)兩遍之后，找學(xué)生根據圖片句子對號入座。 在檢查完學(xué)生的答案之后，再根據圖片提出一些問(wèn)題，如：Lily writing? Is Jim closing the window等。 跟讀句子，并糾正發(fā)音。 Step 3 Words about talk 利用所示圖片內容，講解關(guān)于”說(shuō)”的'不同詞語(yǔ)，再用它們進(jìn)行造句練習。 say/ speak/ talk/ tell say強調說(shuō)內容，speak強調動(dòng)作，speak后還可接某語(yǔ)言作賓語(yǔ)，talk著(zhù)重指“交談、談心”，常與with, about, to等介詞連用。如： They are talking about the car. 他們在談?wù)撃禽v車(chē)。 Don’t speak/ talk to him. 別和他講話(huà)。 動(dòng)詞tell指“告訴，講述”。如：He tells me everything. 他把所有的情況都告訴給我。 用法口訣： talk“談心”，say“內容”， speak“語(yǔ)言”可以用�！案嬖V”別人某件事，使用tell記心中。 Step 4 Practice 讓學(xué)生看彩圖三，兩人一組進(jìn)行對話(huà)練習，如：What can you see in the picture? What are the women doing? Is the girl reading a book or drawing a picture？之后讓學(xué)生把書(shū)合上進(jìn)行問(wèn)答練習。 Step 5 Watching 展示媒體素材What are they wearing.swf中的A good teacher。然后讓學(xué)生復述動(dòng)畫(huà)中的場(chǎng)景。 Step 6 Exercises 下面是一些有關(guān)運動(dòng)的圖畫(huà)，請你根據圖畫(huà)分別用現在進(jìn)行時(shí)來(lái)完成下列對話(huà)，每空一詞。 Answers: playing 2. playing, we, are 3. are 4. is, running 5. isn’t, boating 6. is jumping 7. snowing, skiing 8. playing, volleyball Step 7 Homework 將練習Ex. 2寫(xiě)到作業(yè)本上。 Answers2: 1. Liu Ying is not talking. She is singing. 2. Liu Hai is not jumping. He is running. 3. They are not working. They are playing computer games. 4. The students are not standing. They are sitting. 5. Li Ming is not fishing. He is swimming. 一、教學(xué)內容 1．詞匯（略）。 2．語(yǔ)音：復習音標及字母組合[+:] er, ir,ur,or;[% :] a,ar;[ a(::] ou, ow 3．句型：復習There +be的句型。 二、教具 錄音機；音標卡片；模仿課文第2部分的表格繪制一張大表（表上的'內容可視自己學(xué)生的情況照抄或改動(dòng)）。 三、課堂教學(xué)設計 1．復習值日生報告。 2．教師出示音標卡片，復習[+:][%:][ a(::]這三個(gè)元音的讀音，啟發(fā)學(xué)生分別給出含有這三個(gè)元音的單詞。教師可將這些單詞書(shū)寫(xiě)在黑板上，用彩色粉筆寫(xiě)出讀這些音的字母或字母組合。 3．放錄音，學(xué)生打開(kāi)書(shū)，反復跟讀兩至三遍（注）。指導學(xué)生做練習冊習題1，當堂核對答案。 4．教師用英語(yǔ)向全班提問(wèn)： T：How many students are there in your class? Ss：There are… T：How many boys are there? Ss：There are… T：How many girls are there? Ss：There are… 教師掛出事先準備好的大表，引導學(xué)生按課文第2部分要求進(jìn)行問(wèn)答練習。先請一位英語(yǔ)程度較好的同學(xué)到前面來(lái)，在教師的幫助下，與全班進(jìn)行以下對話(huà)： S1：Who is the teacher of Class 1? Ss：Miss Liu is. S1：How many girls are there in Class 1? Ss： There are twenty-three. 5．全班兩人一組，就這份表格進(jìn)行問(wèn)答練習�？陬^練習后，要求學(xué)生從自己練習過(guò)的四組對話(huà)中，任選一組至兩組書(shū)寫(xiě)在作業(yè)本上。 6．要學(xué)生小結出課文第2部分所復習的重點(diǎn)句型(There+be)的構成及用法。 7．布置作業(yè) 1）練習朗讀本課音標及單詞；2）抄寫(xiě)復習要點(diǎn)中所列重點(diǎn)詞組及句型；3）完成練習冊習題。 注：關(guān)于各單元最后一課語(yǔ)音部分的處理，教師可根據所教學(xué)生情況靈活掌握。如果學(xué)生情況稍好，可以把這部分當作聽(tīng)寫(xiě)練習：放錄音，學(xué)生邊聽(tīng)邊寫(xiě)下音標和單詞，然后核對。 一、教學(xué)內容 繼續學(xué)習現在進(jìn)行時(shí)的用法。 二、教具 錄音機。 三、教學(xué)內容設計 1．復習。重復上一課步驟1。然后，叫兩位同學(xué)到前面，一個(gè)表演動(dòng)作，另一個(gè)則問(wèn)全班同學(xué)： What is he/she doing? (表演內容參考第85、86兩課插圖) 2．打開(kāi)書(shū)，學(xué)生看圖。利用圖片教本課生詞。放課文第一部分錄音，學(xué)生跟讀兩遍。 3．看本書(shū)彩圖插圖第iii頁(yè)。教師先向學(xué)生提出以下問(wèn)題： T：What can you see in the picture? Can you see some women in the picture? How many women can you see in the picture? Where are they? Are there any children in the picture? How many children are there in the picture? How many cats/birds are there in the picture? 通過(guò)以上提問(wèn)，復習已學(xué)過(guò)的句型。 4．兩人一組，用課本上提供的.問(wèn)題與答案，進(jìn)行問(wèn)答練習。 5．指導學(xué)生做練習冊習題。 6．布置作業(yè) 1) 抄寫(xiě)生詞； 2)完成練習冊習題。 ●教學(xué)目標 1．熟練運用現在進(jìn)行時(shí)進(jìn)行語(yǔ)言交流 2．通過(guò)看圖對話(huà)，學(xué)會(huì )描述進(jìn)行中的動(dòng)作。 ●教學(xué)用具 錄音機、投影儀、圖片等。 ●教學(xué)步驟 Step 1 Revision 復習Whats he/she doing? He/She’s making a cake．叫三名學(xué)生到講臺上。A表演動(dòng)作，B問(wèn)Is he reading/playing. ..？ C答Yes, he is./No, he isnt．讓學(xué)生三人一組做類(lèi)似的練習。 Step 2 Presentation 教師通過(guò)具體的動(dòng)作教一些單詞，如 talk, talk with, open, close, take photos等。然后用這些單詞或詞組造句子，反復練習。也可以讓幾個(gè)學(xué)生到講臺上表演，然后問(wèn)同學(xué)Whats he/she doing? Is he/she opening the door? What’s he/she doing? He/She is closing the window. What are they doing? They are taking photos． Step 3 Practice �。� 打開(kāi)書(shū)23頁(yè)第一部分， 讓學(xué)生邊聽(tīng)錄音邊找正確的.圖片。 �。� 第二部分，讓學(xué)生看彩圖三，兩人一組進(jìn)行對話(huà)練習 Step 4 Consolidation 句型轉換： 1. We clean our classroom in the afternoon. But we don’t do it now. It’s still early in the morning. (畫(huà)線(xiàn)部分改為現在進(jìn)行時(shí)) We______ ______our classroom now. It’s dirty. It needs cleaning. 2. They are playing football at school. (畫(huà)線(xiàn)部分改為否定句) They ______ ______football at school. They’re playing football somewhere else. 3. Im doing my homework now. (畫(huà)線(xiàn)部分改為一般疑問(wèn)句并作否定回答) ______ ______doing ______homework now? ______, ____________. 4. Speak in English. (畫(huà)線(xiàn)部分改為否定句) ______ ______in English now. These old men don’t understand English. 5. The twins are singing in the room. (對畫(huà)線(xiàn)部分提問(wèn)) ______are the twins ______in the room? Answers: 1. are cleaning 2.aren’t playing 3. Are you, your. No, I’m not 4. Don’t speak 5. What, doing Blackboard Handwriting Blackboard Handwriting Lesson 83 You arent talking. He/She isn’t writing. Is he/she opening the door? Yes, he/she is. No, he/she isn’t. 【初一英語(yǔ)教案】相關(guān)文章： 初一英語(yǔ)教案02-18 初一英語(yǔ)教案05-20 初一英語(yǔ)教案優(yōu)秀02-22 初一學(xué)生英語(yǔ)教案03-19 初一英語(yǔ)教案3篇11-08 初一英語(yǔ)教案(5篇)02-18 初一英語(yǔ)教案（通用15篇）04-09 初一年級英語(yǔ)教案10-11 英語(yǔ)教案12-03初一英語(yǔ)教案9
初一英語(yǔ)教案10
初一英語(yǔ)教案11
初一英語(yǔ)教案12
初一英語(yǔ)教案13
初一英語(yǔ)教案14
初一英語(yǔ)教案15