初一学生英语教案
初一学生英语教案都有哪些？以英语演讲为代表的英语语言表达能力的提高开始在各个高校受到重视，就是使英语专业学生成为既有文化知识，同时又有语言技能的通才。下面是小编为大家带来的初一学生英语教案七篇，希望大家能够喜欢！
初一学生英语教案精选篇1
一，加强教学常规管理，强化质量意识
1、提前到教室，因为没有预备铃了。而且组织好学生课前准备：物质准备和精神准备。
2、认真组织好课堂45分钟的教学，因材施教，在传授学生知识的同时，教给学生科学的学习方法，努力改进自己的教学方法，融入到自己的教学中，探索英语教学新模式，打破旧框架，形成自己的教学风格和特色。一定要严格管理课堂。
3、对学生的作业要适量。自身深入题海，然后精选题目，做到少而精，切实减轻学生的负担，提高教学质量。每次作业，教师认真批改，并及时发放，重视讲评。课堂作业要全批全改并且注明日期和等级，一定尽力写上一些激励性评语。家庭作业要每天抽查。
4、充分利用午自修等课余时间，做好学生的拉差补缺工作。做好尖子生的辅导工作，并对差生及时做好扶差工作，争取_完成目标。利用自习课集中讲解同步和配套，在讲解之前要先抽查一部分了解到位，做到心中有数在讲解。我上学期一直坚持这样做，觉得又有效又省劲。
5、对于每次单元检测、月考，期中期末考试，认真进行质量分析，并填写好质量分析表，拉出差距和存在的问题，及时采取相应的措施。我个人认为要是单元检测分a、b两部分就更好了。
6、加强听课，以取长补短，提高教自己的教学水平。听课时作好详实笔记，并在课后反思，以此指导自己的教学工作。
二，加强教学研究，落实课改方案
1、进一步课改方案，加深对课改精神的理解。并通过学生，了解现代的教学思想、教学观念，从而提高教育理论水平。
2、积极参加教学评优活动，读一本教学专著，并写心得体会。
3、作为英语教师坚持带动学生养成听英语新闻，看英语节目，阅读英语报纸和杂志的习惯，以不断提高自己的英语水平，适应新时期对英语教师的要求。我要和学生一起利用好学校下发的听力教程和阅读教程，上学期由于音标教学用了很多时间，所以由于时间紧张只是部分使用了这两种材料，本学期争取用的更全面一些。
利用各种信息丰富学生的头脑，是他们对英语产生兴趣。充分利用各种生活中的资源，来使孩子们的外语得到提高。不要忘了上面说的抓学生，因为到考试的时候，不是自己考，最重要的还是学生会才行，如果老师讲的再好，学生听不进去，记不住那也是白搭，所以教学计划上，我要着重强调，要了解学生，而且，还要抓好学生。我也会把我所计划的落实到日常教学工作中去。
初一学生英语教案精选篇2
在小学我们接触过英语，但是学习英语的时间还比较少，并没有频繁的正式的学习英语，这一过程在初一才正式开始，作为初一的英语老师，教学计划该怎么写呢?这里给大家分享一些关于，供大家参考。
一、学生情况分析
本班学生共有--人，上学期英语考试成绩如下：
及格人数--及格率--优秀人数--优秀率--人均分
这次英语考试成绩不甚理想，其主要原因是：对新教材还没有很好的适应。作为新课程改革的第一个学期，我们摸着石头过河，走了许多的弯路。
二、教材分析
这套教材采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。与原教材相比还增加了文化背景和学习策略等部分，并增加了任务型学习成份和语篇的输入。本书每个单元都列出明确的语言目标、主要的功能项目与语法结构、需要掌握的基本词汇，并分为A和B两部分。
A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。这套教材是基于城市学生的状况编写的，对于我们农村学生来说，由于小学基础不好，到初中以后学起来的确有些吃力，光是一千多个单词就吓退了不少学生学习英语的兴趣。但我们还必须知难而上，为了提高农村的英语教学成绩而努力。
三、教学重难点
1、Modal verb can， must， have to， would like;
Yes/No questions and short
answers
2、What time questions， when questions， Adverbs of frequency;
Prepositions of
Time
3、How questions， How long questions， How far questions;
Prepositions of
Place
4、Imperatives(Don"t)， Can for permission
5、Why， What， Where questions;
Adjectives of quality
6、Present progressive tense;
How， What questions;
Yes/No questions and
short answers
7、There be structure， Where questions， prepositions of place
8、Adjectives of description;
Affirmative statements;
9、Simple past of regular and irregular verbs;
How was your weekend?
10、Past tense of regular and irregular verbs ;
was/were;
四、教学目标(参见新课程标准)
(一)、英语三级综合语言运用能力目标
对英语学习表现出积极性和初步的自信心。能听懂有关熟悉话题的语段和简短的故事。能与教师或同学就熟悉的话题(如学校、家庭生活)交换信息。能读懂小故事及其他文体的简单书面材料。能参照范例或借助图片写出简单的句子。能参与简单的角色扮演等活动。能尝试使用适当的学习方法，克服学习中的困难。能意识到语言交际中存在文化差异。
(二)、语言技能三级目标
五、教学方法
这学期仍然采用任务型教学模式。任务型教学(Task-Basedlearning;
简称TBL)是20世纪80年代外语教学研究者经过大量研究和实践提出的一个具有重要影响的语言教学模式，该模式是20--年来交际教学思想的一种发展形态，它把语言运用的基本理念转化为具有实践意义的课堂教学方式。
任务型教学模式是培养学生运用语言进行交际的有效途径之一，近年来，国际上广泛采用任务型语言教学方法，教育部制订的《国家英语课程标准》(实验稿)明确指出：此次英语课程改革的重点就是要改变英语课程过分重视语法和词汇知识的讲解与传授、忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习兴趣。
生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。人民教育出版社新修订的九年义务教育初中第一册均强调了以任务为基础的语言学习。
这学期主要通过任务型教学来训练学生的语言应用能力。任务型教学是从活动中获取知识。任务完成的过程，就是一个知识转化的过程;
运用已有的知识，通过小组活动，学到新的知识，即完成从陈述性知识到程序性知识的转变。教师备课时重点考虑;
如何设置一个合适的语言环境。这个大语言环境又是由各个小语言环境组成，其中一部分是陈述性知识，另一部分则是程序性知识。教师的作用是指导学生通过活动把它们有机地联系起来，从而完成了知识迁移过程。常用的训练活动有以下几项：
(1)Daily report：值日生介绍自己、家庭成员或朋友的情况，其它学生可互相提问题，询问个人职业。
(2)Play a guessing game：用问题“what does hedo?”引入任务，让学生猜测多媒体课件中人物的职业，以此激发学生的学习兴趣，并训练学生的发散思维能力。
(3)Ask the way ：创设问路情景，根据实际情况 telling the way，eg， I want to go thehospital完成对话活动。
(4)See the doctor、go shopping等：学生可扮演角色，进行对话。
(5)Have a discussion ：学生分小组讨论
(6)What do you want to be when you growup?通过训练把课内的语言学习与课外的语言活动结合起来，改变了过去老师一言堂的模式，变学生为主体，课堂主要是提供了一个学生获取知识的平台。学生在活动中主动地获取知识。
六、主要措施
1、加强词汇教学。
包括单词拼写，词义记忆，语用功能的训练，在平常的教学中一定要常抓不懈。词汇是文章、句子的基本单位，词汇量的大小，将直接关系到学生能否流利地运用英语进行交际;
能否熟练地用英语读和写;
能否顺利地用英语思考。从去冬期末考试所反映的问题看，在今后的教学中，在加强拼读与拼写的同时，应帮助学生进行有意识记，应加强对词的用法及内在含义的理解，要培养学生用英语解释单词的能力，逐步启发引导学生用英语思考。单词教学一定要做到词不离句，这样，学生在学会了单词的同时，也学会了词的一些基本用法。
2、基本的语法教学一定要与语境相结合。
进行语法操练时，要坚持“四位一体”，即话题、语境、结构、功能相结合。抓住话题，联系语境，确定语法结构，明确语法功能(交际功能)。要重视语法知识对于培养语言运用功能的基础作用，又要注重改革教法。课堂上一定要有生动活泼的教学活动。枯燥的题海战术已不能适应现今的英语教学。
3、加强交际用语教学。
用英语进行交际是英语教学的根本目标。在教学语言功能项目时，要尽量避免格式化，不能限制学生的思维能力，要培养学生灵活运用语言的应变能力。
4、进一步培养阅读能力。
阅读能力的培养是英语教学的又一重点。阅读能力的培养在于平时。教师在平时讲解阅读理解题时，应着力帮助学生分析语言材料，而不是核对答案。
5、大力加强对新课程、新标准的学习和研究。
我们在学习的过程中，必须抓住重点，理解英语课程的性质，把握课程设计的基本理念。我们必须明白：英语课程的学习，既是通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程;
又是他们磨砺意志、陶冶情操、拓展视野、丰富生活经历、开发思维能力、发展个性和提高人文素养的过程。
初一学生英语教案精选篇3
Unit5 Topic 2Secton D
一、教学设计理念
英语是一门实践性很强的学科，必须通过大量的活动和练习，才能掌握和运用。它的特点也决定了它课堂教学活动形式灵活多样。在设计活动时要有计划和要由易到难，使听说读写得到更全面发展 。
二、学情分析
七年级学生对英语普遍感兴趣但有很大的不稳定性，遇到困难容易退宿，因此要采用情景交际法，激发学生学习兴趣，让学生易于接受。
三、教学内容分析
Unit5 Topic2的中心内容是现在进行时的理解与运用，而Section D则是通过听力、填空、唱歌等形式对现在进行时进行复习和总结。
四、教学目标
现在进行时的理解与运用。
五、教学重难点
现在进行时的结构及动词的现在分词的构成。
六、教学策略
1、运用多媒体技术，优化课堂教学。
2、引导学生自主学习。
3、合理开发和利用网络资源。
七、教学过程
Step 1.Warm up and leading
Show a song “What are you doing”
设计意图：抓住学生注意力，导入新课。
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).
设计意图：展示多媒体人物活动图片，小组活动训练句型。
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.
设计意图：让学生总结本话题的讨论内容与语法点。
Step 3.Practice
1.Listening.complete the table.
设计意图：让学生听录音填空，提高学生听力。
Step 4.Conversation
Read the paage, then number the picture.设计意图：学生认真读课文，以读来解决问题，培养学生语感，提高学生解决实际问题的能力。
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”.
设计意图：检查学生对现在进行时的掌握程度，通过写作提高学生的写作水平。
教学反思：
本次教学设计既达到了教学容量饱满，又没有采用增加学生负担，造成学生心理 压力。本次教学设计采用多媒体教学，抓住了本节课的中心点、关键点学习。在课堂上，师生互动，生生互动，人人参与，学生成了课堂的主人。但在时间的安排上有待于
完善。今后在课前备课和课件制作上要更加努力。
初一学生英语教案精选篇4
Unit 1 My name’s Gina
Period One 课前准备
教师：准备游戏时所用的图片(食物、蔬菜、动物)。 学生：准备表演时所需道具(服装、假发)。 教学设计
Step One :Warm up 1.Play a game “How many words do you know?”(利用小游戏调动学生的积极性，同时通过对冠军的介绍引出本课。) Teacher:After the study of the first three starters, I think most of the students must have known a lot of words.How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.(Divide all the students into several groups and show a pictur(图片略) to them with the computer.Every group can choose two students to join.They are asked to come to the blackboard and write down the words in 30 seconds.) (Group 2 is the champion group.They can write 11 words.) Introduce the champion group to the cla.(引课方式贴近生活，学生易于接受) Teacher:Congratulations, now Group 2 is the champion.But I don’t know your names.Would you like to introdrce yourselves to us? S1& S2:Yes.S1:Hello.My name is Li Lei.Nice to meet you.Ss:Hello, Li Lei.Nice to meet you ,too.Ss:Hello!What’s your name? S2:I’m Sun Ping.How do you do? Ss:How do you do ?
Step Two:Presentation
1.Make introductions.(通过句型的操练使学生更加熟练掌握所学的句式。)
Teacher:The new term begins.Everyone will meet many new clamates.Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.Example: Sa:Hello! I’m Li Lei.What’s your name? Sb:My name’s Zhang Feng.Nice to meet you.
Sa:Nice to meet you,too.And what’s your name,please? Sc:Lin Li.How do you do? Sa：How do you do? 2.Listen and number the conversations.Teacher: Today I have good news for you.Three new students will come to our cla.They are from other countries.Do you want to know them? Let’s listen to the recording of 1b in Section A.(Students listen to the tape and give the right answers.) Step Three:Make friends.Make new friends.(用谈话的方式完成任务，生动活泼，同时更 容易向学生进行美德教育。)
Teacher:Now everyone has some new friends.Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others,OK? Ss:OK.Example: Sa:This is my new friend.His name is Sun Nan.板书设计：
1) --Hi! -- Hello! 2) --What’s your name? -- My name is …….3) --Nice to meet you. -- Nice to meet you,too.4) --How do you do? --How do you do? 教学反思：
在本节课教学中，我发现学生对单词听、说、读的能力较好，在课堂上反应快，正确率高，但对句子的运用上还存在一定的问题。在学习中我发现学生对单词掌握得很好，但是对句子的运用还不够熟练。我想，要解决这个问题，教师要在教学环节加强学生用英语的能力。也可多设计一些有趣的游戏，激发学生学习英语的积极性，让学生轻松地接受英语知识。
初一学生英语教案精选篇5
一 学生情况分析(学生62人，其中男生：36人，女生：26 人)
1.学习水平不均
有的学生对小学英语比较重视，学得很好;但有的学生或学校不重视，学得很不好，还有几个甚至完全没有学过。有的学生笔试不错，但语音、语调、书写都有待加强。因此，整个班级的英语水平很不平衡，给日常教学带来诸多的不便，提高了难度。
2.学习习惯不好
学生刚刚从小学进入初中，处于一个衔接的阶段，学习任务加重，学习的习惯不是很好，没有形成一定的适合自己的方法，都有待改善。
总之，既要避免好生吃不饱的现象，又要努力把目前英语有欠缺的学生拉上去，激发他们的兴趣和信心，赶上中上的水平学生。在今后的教学中应该注重培养、激发兴趣，教给学生学习的方法，从学生的学习兴趣、学习能力、生活经验和认知水平出发，倡导体验、实践、参与与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言的学习过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成学生自主学习能力的过程，这是新课标和新目标英语的要求。
教学措施和辅助
二 课时总安排
总共100课时：授课 课时 复习 课时
测试 课时 机动 课时
三.教材总体目标、单元要求及重难点
The goal:
The goal of Go for it is to make language a step-by-step progression that builds confidence and leads to open-ended activities where students can actively relate learning to their personal lives.
Go For It! 是以《英语课程标准》为依据，以学生的英语语言综合运用能力为目标。不仅以语言知识、语言技能为重点，而且更注重学生的学习策略、情感态度和文化意识。教学内容的处理和取舍灵活开放， 只要教师从学生的实际水平和语言能力出发，任何教学内容的调整或取舍，任何教学步骤的安排都是可行的。“I sometimes go to the last to do the group work first…It depends on the teachers’ knowledge of the students actual language ability…”(David Nunan);提倡教师结合学生实际，充分利用学生、教师本身和环境中一切可以利用的资源，丰富教学内容，创造运用英语的机会，注意多渠道开发教学资源。 “Don’t use just the textbook. Anything in real life that connect and appropriate to the lesson can be used as teaching resources.”(David Nunan);提倡任务型语言教学，教学进度整体把握，教学形式不拘一格;课堂以学生为主体，以任务为主线，重视体验参与，课后访谈调查，读写扎记，重视语言运用;正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。
The key points of each unit:
Topic Functions Structures
U 1 Making new friends Introduce yourself
Greet people
Ask for and give telephone numbers Present tense to be
What questions
Prossessive adjectives:my,your,his,her
U2 Things in the classroom
Identify ownerships Demonstratives:this,that
What questions and Yes/No questions
How do you spell pen?
U3 The family Introduce people
Identify people Demonstratives:these,those
Subject pronouns:I,he,she
Yes/No questions
Plural nouns
U4 Things around the house Talk about where things are Where questions and Yes/No questions
Prepositions: on,in,under
Subject pronouns: they
U5 Spending time with friends Ask and answer questions about ownership
Make suggestions Present tense to have
Yes/No questions and short answers: let’s
Adjectives of quality
U6
Food Talk about likes and dislikes Present tense to like
Yes/No questions and short answers
Affirmative and negative statements
U7
Shopping Ask about prices
Talk about clothing
Thank someone Demonstratives:this,that,these,those
How much questions
U8
Dates Talk about dates When questions
Prossessive “s”
How old are you?
U9
Movies Talk about preferences
Make plans Present tense to want
Yes/No questions and short answers:
Adjectives of quality
U10 Joining a club Talk about abilities Modal verb can
Yes/No questions and short answers:
Affirmative and negative statements
What questions
U11 Daily routines Talk about daily routines
Ask about and say times When questions
What time is it?
Adverbs of frequency
U 12 School subjects Talk about preferences
Give reasons What questions
Why questions
Who questions
Adjectives of quality
四、 教材分析
新目标任务型教学的特色理念：《新目标英语》是以任务为基础的语言教学，在教材的设计上，遵循了自然言语、情境真实性、语言形式为交流功能性服务、层层深入阶梯型发展语言能力、在做中学等最新教学原则和理念，注重引导学生体会文化差异，培养学生自主学习能力，完全符合教育部的《义务教育阶段英语课程标准》的要求。本教材的教学理念：“知识用于行动”，强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。
人教社《新目标英语》教材的几大特色：A. 图文并茂。一幅副充满情趣，幽默生动的画面，令你眼睛一亮。它不仅版面设计充满新意，而且在内容和结构方面更富有创意 更具时代感，更有现代气息，更加贴近学生的生活。学生一拿到课本后都爱不释手，迫不及待地翻阅。B. 实用性强。每个单元的选材都来源于学生的学习和生活。紧紧地与学生的年龄特征、认知结构、生活经验联系在一起。如第一册的十四个话题：认识新朋友、教室里的物品、家庭成员、食品、购物、电影、参加社团、生活习惯、学习科目、国家与语言。第二册的十二个话题：邻居、动物、足球、职业、周末活动、音乐、人物性格与外貌、天气、节日、度假与休闲、流行文化、规章制度与日常生活。由于这些都是学生熟悉的话题，生活中经常碰到的事情，所以学生容易接受，学习热情自然也高。使教学活动由“要我学”转变为“我要学”。C.注重交际。针对中国学生学英语普遍存在的“聋哑病”，教材设计了大量的听说读写材料。每个单元都有语言活动，且内容不同，形式多样，学生对这些活动充满兴趣，所以大家都能情绪高昂地参加pair work, group work, games等活动。学生们充满了自信，开心地练习说英语，教室里常常充满了欢歌笑语。同学们都喜欢上英语课，他们能为学以致用而感到兴奋，同时也体验到了学习语言的快乐。D.词汇量大。第一册有词汇700个左右，第二册约450个，第三册约450个，第四册约400个， 第五册约500个，合计2500个。这一点正好达到《英语课程标准》5级的要求。大大丰富了学生的词汇量，让学生能更好地表达自己的所思所想。同时也要求学生必须采取有效的记忆单词的方法，就会事半功倍，否则难以适应教材的要求。这时学生特别需要教师的指导 .。
《新目标英语》的教材设计原则
a.言语、情境真实性原则 (The authenticity principle)
任务的设计要提供给学习者明确、真实的语言信息。语言情境、语言形式等要符合交际的功能和规律。使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
b.形式-功能性原则 (The form-function principle)
任务的设计注重语言形式和语言功能的结合。形式-功能性原则，旨在使学习者掌握语言形式的同时，培养其自我把握语言功能的能力;每一阶段任务的设计都具有一定的导入性，学生在学习语言形式的基础上，通过系列任务的训练，能够自己进行推理和演绎，从而理解语言的功能，并在交际中进行真实运用。
c.阶梯型任务原则 (The task dependency principle)
学习单元中任务的设计由简到繁，由易到难，层层深入，并形成由初级任务到高级任务并由高级任务涵盖初级任务的循环。在语言技能方面，遵循先听、读，后说、写的设计顺序，使教学阶梯式地层层递进。
d. 在做中学原则 (Learning by doing)
自始至终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。
五、教学具体措施及辅助活动
1.利用直观教具和教学辅助媒体，激发兴趣，增加容量，整体优化课堂教学。
2.每日进行单词竞赛。
3.学唱英文歌。
4.坚持值日生报告。
5.开展多种游戏和竞赛活动。
六、教学进度表
Week 1 Starter Unit 1 5课时
Week 2 Starter Unit 2& Starter Unit 3 5课时
Week 3 Unit 1 6课时
Week 4 Unit 2 6课时
Week 5 Unit 3 6课时
Week 6 Revision 6课时
Week 7 Unit4 6课时
Week8 Unit 5 6课时
Week 9 Unit 6 6课时
Week 10 Revision 6课时
Week 11 Middle examination 6课时
Week 12 Unit 7 6课时
Week 13 Unit 8 6课时
Week 14 Unit 9 6课时
Week 15 Unit 10 6课时
Week 16 Unit 11 6课时
Week 17 Unit 12 6课时
Week 18 Revision 6课时
Week 19 Revision 6课时
Week 20 Final examination
初一学生英语教案精选篇6
一、指导思想
虽然大部分学生在小学已接触过英语，但学生以前不大重视英语，造成英语两极分化严重，且学习积极性低。所以，现阶段最重要的是激发学生学习英语的兴趣和积极性，帮助他们增强信心，克服困难。除了从思想上给予引导之外，在教学上，有针对性、目的性、有系统、有计划地上好课。因此制定教学计划如下：
二、教材分析
本套初一教材共分12个单元，每单元分sectiona和sectionb以及selfcheck三部分。
sectiona：1a呈现本单元的重点单词，语法结构与功能;1b呈现任务型听力练习;1c结对练习核心对话;2a，2b是多种听力练习;2c呈现不同的任务。grammarfocus呈现语法功能重点;3a-4b提供多种课堂活动。sectionb：1a此会扩展;1b新旧知识综合运用，同时在原有基础上有所扩展;2a，2b为听力练习;3a-3c提供各类练习形式，随着所学内容的加深，逐步扩展成阅读和写作练习。4a为创造性活用所学知识提供各类课堂活动。selfcheck：使学生对自己的英语水平有明确的认识。自我评价，包括词汇知识的评价，语言应用能力的评价和幽默。
三、教学措施
初一年级是英语学习的基础阶段，也是养成好习惯的关键时期。基础打不好、习惯不良，直接影响学生整个初中阶段，乃至高中、大学的英语学习。所以做好初一英语的教学工作至关重要。对此我制定以下措施：
1、每天背诵课文中的对话。目的：要求学生背诵并默写，培养语感。
2、每天记5个生词，2个常用句子或习语。实施：利用“互测及教师抽查”及时检查，保证效果并坚持下去。
3、认真贯彻晨读制度：规定晨读内容，加强监督，保证晨读效果。
4、坚持检测等形成性评价制度：对英语学习实行量化制度，每月给学生检验自己努力成果的机会，让进步的同学体会到成就感，让落后的同学找出差距，感受压力。由此在班里形成浓厚的学习氛围，培养学生健康向上的人格和竞争意识。
5、对后进生进行专门辅导，布置单独的作业，让他们在小进步、小转变中体味学习的快乐，树立学习的自信，尽快成长起来。
6、关注学生的情感，营造宽松、民主、和谐的教学氛围。
7、实施"任务型"的教学途径，培养学生综合语言运用能力
8、在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。
9、加强对学生学习策略的指导，为他们终身学习奠定基础。
10、要充分利用现代教育技术，利用计算机和多媒体教学软件，探索新的教学模式，开发英语教学资源，拓宽学生学习渠道，改进学生学习方式，提高教学效果。
四、课程安排及教学进度：
第1周-第2周：预备单元学习及检测
第3周—第5周unit1-unit2阶段性检测
第6周—第8周：unit3-unit4阶段性检测
第9周：unit5阶段性检测及期中考试
第10周-第12周：unit6-unit7阶段性检测
第13周—第15周：unit7-unit8阶段性检测
第16周—第17周：unit9阶段性检测
第17周—第18周：复习迎接期末考试
初一学生英语教案精选篇7
Language goal
In this unit, students learn to talk about jobs.
New language
What do you do? I'm a reporter
What does he do.' He's a student.
What do you want to be? I want to be an actor .
What does she want to be? She wants to be a police officer
names of jobs and professions
Section A
Brainstorm with students a list of jobs that friends or relatives do. ("Brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.
Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It's fun. It's a good job.
la This activity introduces the key vocabulary.
Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as they can. Then point to a scene, name the job, and ask students to repeat.
Point to the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point to the sample answer.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,
Say, Now you will hear three conversations. The conversations are about three of the people in this picture.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.
Correct the answers.
1 c This activity provides guided oral practice using the target language-
Ask a student to read the example conversation with you. Hold up the book and point to the doctor in the picture.
Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.
Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words in activity 1a.
As students work in pairs, move around the room monitoring their work. Oner language or pronunciation support as needed.
2a This activity gives students practice in understanding the target language in spoken conversation.
Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing? What jobs do they have?
Play the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.
Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.
Correct the answers.
2b This activity gives students practice in understanding the target language in spoken conversation.
Point to the three headings in the chart and read the headings to the class. Ask students, What does "wants to be" mean? (It is not the Job the person lias now. It is the job the person wants in the future.)
Play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.
Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sample
2c This activity provides guided oral practice using the target language.
Point out the pictures in activity 2a. Ask who each person is. (They are Susan's brother. Anna's mother, and Tony's father.)
Say, Now work with your partner. Ask and answer questions about the pictures. Ask, "What does he or she do?" Then ask, "What does he or she want to be?"
Say a dialogue with a student. Point to Anna's mother and then to the example in the speech balloons. Practice the dialogue with a student.
As students work In pairs, move around the room monitoring their work. Offer language support as needed.
3a This activity introduces the names for the places where people work, and gives reading practice using the target language.
Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.
Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble.
Ask students to work alone. Say, Write the number of each job in the square next to each workplace.
Check the answers.
3b This activity provides guided oral practice using the target language.
Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.
Then point out the conversation in the speech bubbles. Ask two students to read It to the class.
Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.
Say a dialogue with a student. Point to the word waiter in activity 3a and then to the picture of the restaurant. Ask a student. Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do? and guide the student to answer, He's a waiter.
As students work in pairs, move around the room monitoring their work. Offer language support as needed.
4 This activity provides listening and speaking practice using the target language.
Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.
Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.
Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.
Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.
Play the game using drawings by several different students.
Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.
Section B
New language
Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun
Additional materials to bring to class:
help wanted ads from an English-language newspaper
1 a This activity introduces the key vocabulary.
Focus attention on the six pictures. Ask, What job does the person have? Where does the person ivnrk?
Point out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.
Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.
Check the answers.
1 b This activity provides guided oral practice using the target language.
Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.
Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.
1 c This activity provides an opportunity for oral practice.
Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs? Add any new jobs to the list.
Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.
2a This activity provides listening and writing practice with the target language.
Call attention to the two headings and ask a student to read die headings to the class.
Point out the blank lines where students will write the name of a job (under the words wants to be).
Play Ihe recording the first time. Students only listen.
Say, Now I will play the tape again. This time write the name of a job under the words "wants to be."
2b This activity provides listening and writing practice with the target language,
Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.
Play the recording again. Students only listen.
Then say, Now I will play the tape again. This time write the reason the person wants the job under the word "Why?"
Play the recording. Students write their answers.
Check the answers.
2C This activity provides open-ended oral practice using the target language.
Say, What do you want to be? What words describe each job? Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.
Then ask students to work in small groups. They tell each other what they want to do and why. Encourage students to use dictionaries if necessary. Move from group to group offering assistance as needed.
Ask individual students to tell the class about what they want to be and why.
3a This activity provides reading and writing practice using the target language.
Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.
Then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. For example, in the first ad, students may not know that working late means "working at night." To work hard means to use a lot of energy to do the job.
Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.
Check the answers.
3b This activity provides reading and writing practice using the target language.
Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.
Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.
Check the answers,
3c This activity provides writing practice using the target
language.
Point out the blank strip of newspaper where students can write their own ads.
Ask one or two students, What are you going to write about? Repeat each of the students' sentences and ask the class to repeat the sentences after you. For example: Do ^OM want an interesting but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown Police Station at 555-2323.
Ask students to read their ads to a partner. Ask the pairs to correct each other's work.
4 This activity provides guided oral practice using the
target language.
Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.
Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.
As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.