初一英语教学教案内容
初一英语教学教案内容都有哪些？公共基础课一般包括思想政治理论、信息技术、体育与健康、军事理论与训练、创新创业教育、第二外语等课程。下面是小编为大家带来的初一英语教学教案内容七篇，希望大家能够喜欢！
初一英语教学教案内容（篇1）
Language Goal:
Talk about what people are doing.
Teaching Aims:
The present Progressive (结构式: Be + V-ing )
Key Points:
---What’s he doing ?
---He’s reading.
Difficult points:
现在进行时的用法和动词V-ing 形式的构成。
Teaching Methods:
由浅入深,设置场景、对话以及表演来教授新句型。
Teaching Aids:
教学图片、教学光盘、VCD机、录音机
Teaching Procedures:
Step1. Warming – up
A. Duty report
Teacher: How are you, boys and girls?
S s : Fine, thank you.
Teacher: OK, who’s on duty today?
(the student who is on duty starts to make a duty report)
B. Ask and answer
(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)
T: Usually, what time do you go to school?
S1: ……
T: When does your father watch TV in the evening?
S2: ……
T: Do you do your homework in the evening?
S3: ……
T: When do you play soccer?
S4: ……
T: what time do you usually eat dinner?
S5: ……
(The teacher should encourage the students after questions.)
The teacher ask the students to read these five verbs for several times.
Step 2. Presentation
A. Match the words and the activities.
Ask the students to turn to page 83, and look at the pictures in 1a.
Then,the teacher ask questions:
----What’s he doing? (Picture 1)
----He’s making a telephone call.
(Help the students answer the question with body language .)
Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)
The Ss read these V-ing words after the teacher.
B. Play the video.
To make the Ss clear what they are learning in this class. Mr. Gong’s words do give the teacher a big hand.
(Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.)
C. Teach the Present Progressive.
1. Introduction
Tell the Ss what the Present Progressive is. (现在进行时表示现在正在进行或发生的动作, 它的表现形式为Be Verbs + V-ing ---- 这也即为它的结构式.)
2. Tell the difference
Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the Ss to read them again.
3. Listen to the tape.
Let the Ss get ready to listen to the tape (paper and ball-point pen).
Check the answer: 2 4 1
4. Activities.
The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”
(The other actions: look at someone, clean the window)
Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined:
n What am I doing?
n I’m opening the door.
n What am I doing?
n I’m looking at him.
n What am I doing?
n I’m cleaning the window.
5. Pairwork.
Ask and answer questions about what people are doing in the picture.
u What’s he doing?
u He’s reading.
The Ss can practice different sentences upon the verbs on the blackboard.
6. Guessing game.
The teacher prepare several pieces of paper and there are different actions on it. Ask a pair of Ss to act it out. (Each pair of Ss choose two pieces of paper and act.)
(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive step by step. They can have fun in the classroom during this class, it’s the most important.)
7. Self-assessment.
The teacher prepare for the Ss some listening exercises, and play the cassette, let them finish these exercises at once. Then, check the answer. The Ss can understand whether they have learned about the Present Progressive.
8. Do the exercises.
The teacher have the Ss some exercises, and ask the Ss to do at once.
<1>--What’s Li Lei doing?
-- He_____________. ( read )
<2>--What’s his mother doing?
--She_____________. ( write )
<3>--What are they doing?
--They_____________. ( play soccer)
<4>--What are David and Mary doing?
--They_____________. (have dinner)
<5>--What’s Jenny doing?
--She______________. ( run )
(In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class.
Step 3. Homework
1. Finish the exercises in the class.
2. Make a conversation and act it out with your partner.
Step 4. The end
T: You are very good today, boys and girls! And thank you for listening. Bye.
初一英语教学教案内容（篇2）
一、教学目标：
1. 语言知识目标：
1) 继续练习运用情态动词can。学会询问和谈论彼此的能力和特长。 ① —Can you play the guitar? —Yes, I can./ No, I can't.
② —What can you do? —I can dance.
③ —What club do you want to join? —2. 情感态度价值观目标：
对自身的认识，为将来的自我发展奠定基础。
二、教学重难点
1. 教学重点：
1) 让学生重点总结、发现情态动词can2)
2. 教学难点：
1) 情态动词can的用法;2) 在实际交际活动中运用来询问与表达自己或他人的能力。
三、教学过程
Ⅰ. Warming- up and revision
T: Hi, S1! What can you do?
S1: I can sing and dance?
2. Role-play.
Ⅱ
1. 2. 中的句子，然后做填空练习。
①
② / 不，我不会。
Yes, ____ _______. / No, I _______.
… (其余试题见课件部分)
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
Ⅲ. Try to Find
老师将情态动词的can的用法，以学案的方式呈现在大屏幕上，让学生自主学习，并发现其用法。
1. 可以看出，在Can…?句型中，情态动词can没有________和_______ 的变化。
2. 用情态动词can来询问他人的能力可以归纳为以下句型：
Can + _______ + _________ + 其他?
肯定回答：_________________
否定回答： _________________
What + can + _______ + ________ ?
学生们合作学习讨论上面学案的答案，总结情态动词can的用法。
老师找部分学生对上述问题作答，并一起讨论总结情态动词can的用法。
Ⅳ. Practice
1. Look at 3a. 告诉学生们用所给的词汇来造句子。首先，用情态动词can及所给的第一个动词词组来造一个一般疑问句，并作出一个否定的回答。然后，用转折连词but及第二个词组造一个肯定句。
Teacher makes the first one as a model:
Can Wu Jun speak English? No, he can't, but he can speak Chinese.
Ss try to make sentences using the phrases in 2~5. They can discuss with their partners.
Then let some Ss tell their answers to the class.
Check the answers with the class.
ou can show and try to complete the poster with the words in the box.
第三空格后有guitar一词，可知些空格应填play一词。其他类似。
分析能力及综合运用能力。
最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
Ⅴ. Group work
2. First, work in group ask and answer about what you can do? e.g.
S1: What can you do, S2?
S2: I can do kong fu.
S1: Great! What about you S3?
S3: I can sing very well.
…
3. Then make a list together.
…
(最后，可以经学生们评议来推举最有能力的小组)Ⅵ. Exercises
1. If time is enough, do some more exercises on big screen.
Homework
1. Write a report about what your family members can do.
初一英语教学教案内容（篇3）
一、教学设计思路
用真实衣物做道具模拟情境，帮助学生练习谈论物品的颜色和价格;配以图片、视频歌曲等多媒体手段，加深学生印象。
二、教学目标
(一)知识
1.掌握如何谈论物品的颜色和价格：Howmuchis/are…?It's/They're…dollars.black,white,red,green,blue,yellow
2.掌握衣物的名称：socks,T-shirts,pants,shorts,sweater,hat
3.掌握数字10-31
4.掌握购物礼貌用语：CanIhelpyou?I'lltake…Thankyou.You'rewelcome.
(二)能力
能够在生活中买必要的东西。
(三)情感
在生活中要应用礼貌用语。
三、教学重点
谈论价钱
四、教学难点
结合物品的颜色、数量等询问和回答价钱。
五、教学媒体
常见衣物;电脑;投影仪
六、教学过程
(一)巧妙导入
方法1:通过询问学生衣服的颜色复习颜色词汇，进而引出衣物的话题。
方法2:拿出不同种类的衣物引起学生注意，进入话题
初一英语教学教案内容（篇4）
学习目标：
1. 熟练掌握P10-11新单词。
2. 掌握句型：
(1)A: What’s this in English? (2)A: Is this\ that your pen?
B: It’s a watch. B: Yes , it is . No , it isn’t.
A：How do you spell it?
B: W-A-T-C-H.
学习重点：掌握句型：
学习难点：谈论寻物启事公告牌写法
一、自主学习
1. 写出并读出下列单词。
棒球________ 笔记本______ 手表______ 打电话_______ 电脑_____
失物招领_____ 电子游戏______ 一套_____ 学校_____________
2. 翻译短语。
给迈克打电话123 _________________ 在失物招领处 ___________________
一串钥匙 ___________________
二、合作交流
1)Check the answers.
2)Do1a,1b,, pair work.
3)Listen to the tape, do 2a,2b. Some students give the answers.
4)Group work. Practice the dialogs. Finish 2c.
5) Write down the dialogs .
6)Do 3a,3b,3c.
三、达标测评
(一)、根据首字母或汉意填单词。
1.What’s this ?It’s a ___(棒球)
2. How do you s___ it ? W-A-T-C-H, watch (手表).
3. Is that your ___(电脑游戏)in the ______(失物招领处)?
(二)、完成句子。
1. This is my eraser.(变为否定句)
_________________
2. That is my pencil case.(变为一般疑问句并做肯定否定回答)
_____________________________
______________________________
_______________________________
初一英语教学教案内容（篇5）
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry
2) 能掌握以下句型：
① Don't eat in class.
② You must be on time.
③ Eat in the dining hall.
2. 学会用英语表达一些标志的含义。
3. 熟练使用目标语言谈论对某些规章制度(校规、家规等)的看法
二、教学重难点
1. 教学重点：
1) 肯定祈使句是省略掉主语的原形动词开头;
2) 否定祈使句则是在肯定祈使句前加上“don’t”。
3) 情态动词must及have to在用法上的区别。
2. 教学难点：
掌握祈使句的用法，并能听懂、会说一些简单的祈使句。
三、教学过程
Ⅰ. Warming-up and revision
用祈使句请学生们完成一系列动作：
Please stand up/ sit down. Close the door, please. Look at me and listen to me.
Don’t open your books. Don’t talk. Let’s begin our class.
Ⅱ. 1a
T: Now, Look at the picture on your textbook. Each of the students is breaking one of these rules. Please finish 1a.
Ⅳ. Listening
Now let’s listen! What rules are these students breaking? Write the numbers after names?
Ⅴ. Pair work
Read the dialogue in 1cand work in pairs.
Ⅵ. Listening
1. First, let's read the sentences in 2a together. Now, let's listen to the recording. Check the activities Alan and Cindy talk about.
2. Work on 2b: Listen to the recording again. Can Alan and Cindy do these activities? Circle can or can't above.
Ⅶ. Pair work
1. Suppose you are Alan and your partner is Cindy. Talk about the rules in 2a.
2. Let some students come to the front and act out the conversations.
Ⅷ. Role-play
Read the conversation and find some rules in this school. Ss read the conversations and find the answers to this question.
( Don't be late for school. Don't bring music players to school. You always have to wear the school uniform. You have to be quiet in the library. )
Homework:
1. Remember the new words and expressions.
2. 完成下列句型转换试题
1)I can play computer games on weekends.(一般疑问句)
_________________________________? Yes, ____________.
2) He has to wear uniform.(变否定句) He _____ _____ _____ wear uniform.
3) I have to wear sneakers for gym class.(一般疑问句)
_____ you ____ ____ wear sneakers for gym class? Yes, I ____.
4) They have to wash clothes.(提问) ____ do they have ____ ____?
5) You can’t go out on school nights.(换一种表达) _______ go out on school nights.
6) Don’t talk in class.(同上) No _________.
Section A (Grammar Focus-3c)
教学重难点
1. 教学重点：
1) 继续学习使用目标语言谈论对某些规章制度(校规、家规等)的看法
2) 通过不同方式的练习方式来学会用英语表达一些标志的含义。
3) 运用祈使句来表达一些规章和制度。
2. 教学难点：
1) 总结用祈使句、情态动词can、must及have to来表达各种规章制度;
2) 能用所学的知识来制定一些简单的规章制度。
教学过程
Ⅰ. Warming- up and revision
Ⅱ. Grammar Focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
① 不要在楼道里跑。_______________________
② 不要打架。 ____________________
③ 有什么规则? ___________________
④ 我们必须按时上课。 ____________________
⑤ 我们可以在教室里吃东西吗?____________________
⑥ 不能。但我们可以在餐厅里吃东西。___________________
⑦ 我们可以在教室里带帽子吗?____________________
2. Ss finish off the sentences and check the answers by themselves.
Ⅲ. Writing
Look at 3a. Do you know the meaning of these pictures? Can you write the rules for the school library?
Ss discuss the pictures and make some rules. Let some Ss read their rules aloud. Check the answers with the class.
(Don't listen to music in the library. Don't eat or drink in the library. Don't take photos in the library. )
Ⅳ. Practice
Work on 3b: Use the words to make questions about the rules. Then write answers according to your school. For example: Be quiet? (she/have to/ in the library) Does she have to be quiet in the library? Yes, she does.
2. 注意： have to虽是情态动词，但其在句子中与谓语动词共同构成句子时，其一般疑问句应用助动词do或does来帮助构成;而情态动词can则直接提前构成一般疑问句式。
3. Ss work by themselves and try to write the sentences on the workbook.
4. Ss work in pairs. Ask and answer the sentences.
Ⅴ. Game
Ss work in groups and discuss what rules are in their school. Write down their rules on the work. Let some Ss read their rules aloud. See whose school is the coolest?
Ⅵ. Exercises
1. If time is enough, do some more exercises on the screen.
Homework
1. Read the sentences in Grammar Focus.
2. Make some rules at home.
板书设计
Section B 1a-2c
教学重难点
1. 能掌握以下单词：out, go out, dish, do the dishes, night, before, dirty, kitchen, more, noisy, relax, read, terrible, feel, strict, be strict with, remember, follow, follow the rules, luck
2. 能掌握以下句型：
① Don't leave the dirty dishes in the kitchen.
② I can't relax either.
③ I must read a book before I can watch TV.
④ I have to help mom make breakfast.
3. 理解must, have to/ can/can't的用法
三、教学过程
Ⅰ. Warming- up and revision
Check the homework. Let some Ss read their home rules.
Ⅱ. Presentation
1. Show some pictures on the big screen and let Ss learn the new words and expressions.
2. 学生看着1a部分的图片
学生朗读1部分的“rules”，并将图片a~h的序号填写在1b这些规则前的方框中。
Check the answers with the class.
Ⅲ. Listening
1. Tell Ss they'll listen to the recording about Dave's house rules. Listen and put an× for things Dave can't do and a √for things he has to do.
2. Play the recording for the Ss to listen and check.
Ⅳ. Listening
Now let's work on 1c. Now first, let's read the phrases aloud together. Explain the meaning of the phrases if necessary.
Play the recording three times for the Ss to listen and write the phrases in the chart in 1b.
Check the answers:
Ⅴ. Group work
Divide the Ss into groups to talk about Dave's home rules. Make a list of Dave's house rules. Ⅵ. Reading
1. Fast reading: Read the letter and find the answer to this question:
What does Molly feel about the rules?
Ss read the letter and find the answer to this question. (she feels terrible.)
2. Careful reading: Read the letter again and underline the rules for Molly. Check the answers with the class. (Let some Ss read their answers aloud. Let other Ss add some rules. )
3. Careful reading
1) Read Dr. Know's letter and answer this question: What does she think of the school and home rules? Let one student read out his/her answer.
(She thinks parents and schools are sometimes strict, but they make rules to help us. We have to follow them. )
Ⅶ. Reading
1. Read the letter again and complete the sentences with have to/ must, can or can't.
2. 提示： have to与must的用法：
1)must表示一种主观的需要，而have to表示一种客观的需要，意思是“不得不”。如： I have to attend an important meeting this afternoon.
今天下午我不得不参加一个重要的会议。
Mother is out, so I have to look after the shop.
妈妈不在家，因此我不得不照看商店。
2)have to的否定形式是don’t have to, 相当于needn’t。如：
They don’t have to buy a computer at present.
他们目前没有必要买电脑。
Homework
1. Remember the new words and expressions in this period.
2. Ask Ss write down Molly's rules at home and at school.
初一英语教学教案内容（篇6）
教师寄语：Onecannotputbacktheclock.时钟不能倒转
学习目标：1.掌握本节课的13个单词.
2.初步介绍一下复数的概念.
3.学会运用介绍人的句型:This/thatis...以及these/thoseare
和询问人的句型Isthis/that...
学习重难点：掌握指示代词this/these,that/those的用法
学习过程：
一、自主学习
学习任务一：熟练掌握本节课的词汇.
1.个人试读,组内相互纠正发音.
2.老师领读,学生自己纠正自己的发音.
3.自己读并记住汉语意思,组内检查.
4.小组竞赛,看谁记的多而快.
5.认真观察1a的图片,将单词与图中的人物搭配,小组讨论并核对答案.
6.听录音,完成1b,小组核对答案.
学习任务二:1.听录音,完成2a.2b,小组核对答案.
2.介绍家人,引入复数的概念.
Thisismyf________,andthisismym________.Theyaremyp_________.
把下列单词变为复数形式.
mother—__________father—_________brother—_________sister—________
friend—___________grandfather—____________grandmother—____________
总结名词变复数的规则:______________________________________
不规则变化this—__________that—_________is—__________
学习任务三:熟练运用介绍人的句型:This/thatis以及These/thoseare和询问人的句型Isthis/that┅
1、看图片1a,引入:ThisisDave.Thisishissister.
2、用Thisis┅Theseare┅句型依次介绍Dave的其他家人。
3、小组竞赛看谁介绍的最多.
二、合作共建
小组讨论:远处的人应如何介绍?
三、系统总结
总结如何介绍自己的家人.
四、诊断评价
(一)英汉互译
hisfriends___________theseboys___________hergrandmother____________
你的父母亲___________他的妹妹们____________那些女孩们____________
(二)选择
1.Thesearemy_______________.AfatherBmotherCparentsDparent
2.This______ZhaoLin,MissBrown.
AisBareCamCyour
3.Thisis_______apple.Thoseare___________.
Aa,bananaBan,bananaCan,bananaDa,bananas
(三)用单词的适当形式填空.
1.Look,thisis_________(I)mother.
2.Thesearehis________(parent).
3.Hisfather_____(be)ateacher.
4.Myfriends_____(be)students.
【中考连接】(四)据句意和汉语填空.
1.Myfatherandmymotheraremy_________.
2.Thisismysister.______nameisMary.
3.Whatarethese?Theyare________.(苹果)
4.Thosearemy_________(弟弟们).
5.Yourmother'smotherisyour__________.
(五)汉译英
1、这些是你的朋友吗?
Are________________________________?
2、那些是他们的尺子吗?不,不是.
__________________their__________?
No,_______________.
五、课后反思
通过本节课的学习,我的收获是_________________________________.
感到自己有待加强的_____________________________________________.
初一英语教学教案内容（篇7）
一、语言知识与技能
1.根据读音规则和音标拼读单词。
2.能够表述词语的基本含义、语法项目以及语言形式的基本结构和常用表意功能;
3.能在课堂活动中用简短的英语进行交际，例如，能听懂学习活动中连续的指令和问题，并做出适当反应;
4.能听懂有关熟悉话题的语段和简短的故事，获取相关信息。
5.能运用本单元的词汇和语言形式就熟悉的话题进行简单的交流;能运用本单元的词汇和语言形式及所给提示简单描述人、物、事件等;
6.能在教师的指导下进行简单的角色表演;
7.能正确地朗读课文;能从简单的故事和其它文体的短文中找出有关信息，抓住大意;
8.每天课外阅读量最少达到200词。
9.能运用本单元的词汇和语言形式以及参照范例(文章结构)描述系列图片，编写简单的故事等，包括起草和修改。
二、文化意识
10.了解语言的文化因素，体验跨文化交际。
三、学习策略
11-(1)利用读音规则和音标拼读词汇，利用上下文、非语言信息等理解词义，联想学习和记忆词汇，构词法等。
11-(2)利用情境等理解语法结构和表意功能，发现语言规律并举一反三。
11-(3)复习、整理归纳所学内容。
11-(4)利用预测、语调、重音、问题等来获取听力信息。
11-(5)在课内外活动中借助体态语用英语交流。
11-(6)利用预测、跳读、寻读、细节读等来获取文章信息。
11-(7)仿写短文，准备素材、起草短文并修改。
11-(8)明确目标，制定计划，
11-(9)了解并跨文化交际(恰当使用)。
四、情感态度
12.乐于参与英语活动，敢于用英语表达，积极与他人合作，体验自己的学习效果。
备教学
重、难点
内容
课标具体知识、技能、文化目标
知识与技能、文化意识的重、难点内容
课标具体策略目标选择
sectionA
sectionB
目标1
能够根据读音规则和音标拼读在读写过程中，能够根据读音规则和音标拼读单词。
11-(1)
11-(2)
11-(3)
目标2
词汇：
pencil,book,eraser,box,
pencil-box,schoolbag,
dictionary,his,mine,
hers,excuseme,thank,teacher,about,whatabout,yours,for,
thankyouforhelp,welcome,
youarewelcome,
语言形式：
(1)Isthisyourpencil?
Yes,itis./No,itisn’t.
(2)Aretheseyourbooks?
Yea,theyare./No,theyaren’t.
(3)Whataboutthis
dictionary?
(4)Thankyouforyourhelp.
You’rewelcome.
(具体见grammarfocus)
词汇：
baseball,watch,
computer,game,card,
IDcard,hotebook,ring,
bag,in,library,ask,ask..for,find,some,classroom,e-mail,at,call,lost,must,asetof
语言形式：
1.同前面的语言形式。
2.Howdoyouspellit?
3.Asktheteacherforhelp.
4.Callmeat685-6034.