today, it’s a pleasure for me to stand here and i’m very pleased to have such an opportunity to share some of my teaching ideas with you. first, let me introduce myself. my name is guo _inzhi, and i am working as an english teacher in yong’an middle school, congtai district of handan.

my topic today is taken from lesson 37 of unit 5 in student book 4. the main content of this unit is “go with transportation”, and the topic of lesson 37 is “flying donuts”. i have decided to say the lesson from si_ parts:

part one —— analysis of the teaching material

one: status and function

1. this unit tells us the improvement of traffic transportation and the related stories. besides learning this, students will also learn some words, phrases and e_pressions of traffic, and so on. in lesson 37, danny will introduce a new type of transportation to us, it is imaginary.

2. to attain “four skills” request of listening, speaking, reading and writing, i will have the students do some e_ercise about the te_t.

3. such a topic is very important in this unit. i will lead the students to use their imagination and encourage them to be creative. for e_ample, helping them use english to describe their imaginary transportation. so i think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.

4. while teaching them, i will also encourage them to say something about what they think the future transportations will be like. in a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.

two: teaching aims and demands

the teaching aim's basis is established according to junior school english syllabus' provision.

1. knowledge objects

(1) to study the new words “fuel”, “oil” and “coal”.

(2) to learn and master the phrases “think of, on the way to …, have fun”, etc.

2. ability objects

(1) to develop the students’ abilities of listening, speaking, reading and writing.

(2) to train the students’ ability of working in pairs.

(3) to develop the students’ abilities of communication by learning the useful structures.

3. moral objects

(1) through different teaching methods to make students be interested in study.

(2) love to know more knowledge about transportation and dare to e_press their opinions in english.

(3) encourage the students to be more creative and try to make contributions to making new inventions in the future.

three: teaching keys and difficult points

the teaching keys and difficult points’ basis is established according to lesson 37 in the teaching material's position and function.

1. key points:

(1).be able to e_press words, phrases and sentences in english.

(2). know about the improvement of transportation and danny’s invention.

2. difficult points:

be able to talk about their imaginary future transportation in oral english.

part two —— the teaching methods

1. communicative teaching method; 2. audio-visual teaching method;

3. task-based teaching method; 4. classified teaching method.

as we all know: the main instructional aims of learning english in the middle school is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the english language. so in this lesson i’ll mainly use “communicative” teaching method, “audio-visual” teaching method and “task-based” teaching method and “classified” teaching method. that is to say, i’ll let the students get a better understanding of the key structures. i’ll give the students some tasks and arrange some kinds of activities, like talking, watching cai, and reading in roles.

in a word, i want to make the students the real masters in class while the teacher himself acts as director. i also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the english language.

part three —— studying ways

1. teach the students how to be successful language learners.

2. make situation and provide meaningful duty, encourage the students to study the te_t by themselves.

part four —— teaching steps

as this lesson plays an important part in the english teaching of this unit, i have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.

the entire steps are:

step1 warm-up and lead-in

show the students some pictures of common transportations, like car, bike, train and so on. ask the students: what can you see from the picture? is there another kind of transportation around us?

purpose of my designing: in this part, have the students say more about what they see or what they don’t see. in this way, they will know today’s lesson has something to do with their discussion.

step2 presentation

1. learn new words in groups. the new word in this lesson are fuel, oil and coal. show them pictures of these things and teach them these new words.

purpose of my designing: after seeing the pictures, the students will know what they are and they can learn them quickly and easily.

2. play the tape recorder. let the students listen and imitate the te_t. pay attention to their pronunciation and intonation. then finish the e_ercises on the computer.

purpose of my designing: this step is employed to make the students get the general idea of the te_t. at the same time let the students have a chance to practise their listening and speaking ability.

3. te_t learning and a quiz

i’ll use cai to present the whole te_t. i’ll write the key points on the blackboard while they are watching. after watching, i’ll teach them to read the words and sentences on the bb. make sure they can read them well.

after teaching them the whole te_t, including the meanings of new words, the use of similar e_pressions and so on. get the students to try and say out some phrases on the screen, like i don’t think so, have fun, a new kind of, on the way to school, and so on.

purpose of my designing: to present the te_t by cai is much easier for the students to learn and grasp the meanings. cai can provide a real situation with its sound and picture and it makes the relationships between the students better.

4. key structures and difficult points learning

first, i will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. then encourage them to try to understand the whole te_t, know what the difficult points are, and so on. at last, i will help them to master them all.

for e_ample, i teach the students know the differences between phrases think of, think about and think over. i will show them some sentences and get them to know the use of these phrases. encourage them to do some e_ercise about these phrases.

purpose of my designing: by practising using these new words and similar phrases, the students will know how to use them in english and master the use of them better.

5. read and say

give the students two or three minutes to prepare, and then get them read the te_t together in three groups. tell them to read aloud.

then help the students say something about the future transportation or their imaginary transportation. encourage them to say more.

purpose of my designing: by reading the te_t and saying such things, get the students to practise their reading and speaking ability again.

part five —— summarize and homework

ask the students such questions:

what have we learned from this lesson? what does danny say about his new kind / type of transportation? do you like his idea? what new phrases have we learned today? do you have enough confidence to finish these e_ercises? now, let’s try!

then show them some e_ercises and help them to finish them.

at last, tell the students what today’s homework is. while doing this, the teacher can have the boys and girls have a competition to see who are better.

part si_ —— blackboard designing

lesson 37 flying donuts

language points:

1.think of认为,想起; think over仔细考虑; think out想出

2.at/in the front of在……前面(部)/ in front of在……前面

3.on the way to school在上学的路上/ on one’s way home在回家路上

4. with用……

purpose of my designing: presents the te_t key content clearly on the blackboard, favors the students to knowledge grasping.

ok. that’s all. thanks for listening to me and helping me.

初一上英语教案篇2

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.

初一上英语教案篇3

今学期的教学任务是初一也就是新课改的冀教版七年级。我们深知今学期是初一的入门教学。如何在这学期让学生顺利地步如正规的学习轨道、并为初二、初三打好学习基础，这是非常值得考虑的问题。为此，特制订教学计划如下：

一、指导思想：

我们必须认真学习最新教育方针，深入贯彻教育教学理念。继续以课程改革为中心，围绕课改完善和深化学科教学常规，进行课改研究和专题研究等活动，增强全体备课组教师的质量意识、课改意识、创新意识和发展意识，以明确的教学态度，积极吸取各地的先进教学经验，努力打好学生的学习基础，要用各种教学方法、创造情景、激发对学生背诵词汇、运用英语的兴趣，充分发挥学生学习英语的积极性，使他们尽快如规，为今后学习英语奠定基础。

二、教材和教学时间分析：

初中英语共六册，我们必须在本学期完成第一册，本册共有八单元，基本上是每两周教学一单元，再加上期中和期末考试占用大约两周的时间，那么总共将近二十周。在教学中对学生的学习方法多给于帮助和指导，及时检测和发现学生学习中存在的问题，及时向学生反馈遗漏、模糊、条理不清的知识，使学生在最短的时间内对学过的知识有一套系统的、完整的体系。

三、教学措施：

1、认真备课，制订好各阶段的授课计划，每单元测试一次，自己命题，年级统一考试与阅卷。

2、组织好集体备课，及时制订好每周的中心说课人。 3、继续进行讲课比武活动，安排好备课组内互相听课人员，继续做好互相听课、互相评课工作，取长补短，努力提高自己的教学业务水平。

4、每位教师至少出两套单元测试题，认真做好试卷分析工作。 5、要求学生多听、多背，多学、多练，教师必须认真检查与批改，逐步提高学生自我学习能力。

6、利用课余时间，加强听力和阅读能力的训练，使学生在这方面的能力得到进一步的提高。

7、教师在教学方面，充分利用多媒体和制作的课件，或着创设有利的教学情境，把多元化的教学模式展现给学生。

8、建立差生帮扶小组，以一强带弱的形式，鼓励差生的学习干劲和勇气，使他们在最短的时间内赶上来、

总之，本学期是非常关键和重要的一学期，抓住机遇、认真实施教学计划，尽一切力量提高学生的学习成绩，为今后的英语学习打下坚实的基础。

四、工作目标：

本学期主要是继续培养学生对英语的学习兴趣，形成有效的学习策略，要求学生在课堂上多使用英语，以提高学生的听、说、读、写的能力，使学生初步获得运用英语的能力，达到语言运用能力的迁移和拓展。同时通过本学期的教学改革，利用小组学习，培养学生良好的学习习惯和自主探索，合作探究能力。

五、教学措施和方法措施：

1.培养学习兴趣，引导学生掌握正确的学习方法和策略，提高学习效率。

2.发挥学生主体和教师主导作用，通过小组学习养成自主探索，合作探究，共同提高的学习能力。

3.通过abc式分组法，培养各阶层学生能力，并让后进生在小进步、小转变中体味学习的快乐，树立学习的自信，尽快成长起来。

4.引导学生实现语言的迁移，加强日常生活中英语口语的运用。 5.加强听力训练，拟晚自习上课进行20分钟听力训练。方法：

教师设计好导学案，小组合作学习探究，学生自学讨论。听说领先，读写跟上。综合训练，扎实双基。抓好英语的常规教学，确保基础知识过关： 1、单词过关;利用课前十分钟，规定内容，由科代表主持领读和背诵;并每天记住学过的单词生词，利用“互测及教师抽查”及时检查，保证效果并坚持下去。

2、词组过关：把学过的词组归纳，方便学生记忆。用词组造句和中译英训练。在各个组之间进行竞赛。

3、句型过关：组织学生在小组内结对子，一有空就你问我答，营造学习氛围，同时加强笔头的练习，使学生能熟能生巧。

4、课文过关：以小组为单位，进行朗读比赛，对学过的课文尽量做到人人会背，有些课文还要求基础好的学生会默写。

六、教学工作及安排第一周：unit1 第二周：unit2 第三周：unit3 第四周：复习月考第五周：unit4 第六周：unit5 第七周：unit6 第八周：复习期中考试第九周：unit7 第十周：unit8 第十一周：unit9 第十二周：复习7、8、9单元第十三周：unit10 第十四周：unit11 第十五周：unit12 第十六周以后：复习考试初一下英语教学计划(三) 一、指导思想

本学期，本人将继续遵循以人为本，关注全体学生，凸现学生个性的教学理念，以学生的认知能力为基础，全面培养学生的英语综合英语素质和应用英语的能力，寓培养学习兴趣、学习乐趣于教学之中。特别关注学生良好行为习惯和学习习惯方面的培养，结合课堂有效教学模式，进行文化意识方面的渗透。同时，遵循学校有效课堂教学改革宗旨，全面实施30+15课堂教学模式，注重精讲精练。教学中，重点以培养学生学习英语的主动性和兴趣，充分调动学生学习英语的积极性，并在小学的基础上，全面提升学生在英语学习方面的听说读写能力，增强学生学习英语的信心，多与学生沟通，及时了解他们学习英语方面的困难，并做到有针对性地帮助学生解决问题。认真备课，备教材，备学生，上好每一堂课;作业全批全改。

七、教材分析

初一英语(上)，共有14个模块，其中起始级有4个模块，主要是复习巩固小学的英语基础知识。初一英语教学正式教学内容有10个模块，每个单元均以“话题”为中心，在真实的情境中呈现基本日常用语和简单对话，注重培养学生实际应用语言的能力，精心设计各种练习，帮助学生均衡发展听说读写的基本能国力，每个模块都有对重点知识的总结，方便学生和和教师查询;又安排了语音练习，帮助学生巩固和掌握英语语音的规律和单词的读音规则。此外，本册书的知识贴近学生的生活实际，有利于培养学生学习的兴趣。

八、教学措施 1、抓语音过关学习英语中，语音是学习的基础。如果语音过关，能有效提高课堂教学效率。此外，学生的语音过关，能帮助学生提高记忆词汇的效率，能帮助学生提高英语自学能力，能帮助学生正确地读出单词，读出英语句子，从而有效地增强学生在英语学习方面的自信心。

2、注重词汇过关

初一许多词汇是在小学阶段已学过的，重现率高，便于学生记忆复习和巩固。在学习单词时，可采用以旧引新的方法，在单词学习继续巩固音标知识，可以注出每一个新词的读音，有利于帮助学生记忆新的词汇，达到温故而知新的目的，做到词不离句，活学活用。做到词汇天天清，周周清，对有学习能力的学生，每个单词的听说读写译五会能力必须过关。

3、重视对课文的理解

用浅显的语言把它们改编成小故事，讲时配以表情、动作来帮助理解课文，这样能使学生更容易掌握新课知，这也是一种有效的教学方法。还可采取多媒体创设情景、或利用实物投影等形式学习新课。

4、注重对学生进行培优扶差

多与后进生沟通，教学上和生活中注意因材施教，做到“一视同仁”，对其循循善诱，耐心教育;并帮助其克服自卑，增强信心，利用课余时间辅导其学习。要及时检查，及时补救。做到所学知识天天清，周周清。

5、多与学生的沟通与合作

平时多与学生进行思想交流，了解其思想动向，关心学生学习和生活中情况。努力构建一个民主、和谐，紧密合作的融洽师生关系。

6、不断地提高自己的业务能力和水平

平时多与同行交流，多向有经验有水平，能力强的教师学习，比如多听课，多看书，以不断地提高自己的能力和水平。

同时，多与备课组成员密切合，共同探讨，共同进步。向科组其他老师请教，做到勤学好问，认真做好日常的英语教学工作。

7、提高课堂教学质量

认真备课、上课，认真实施30+15的文华教学模式，提高每一堂课的教学质量，将有效课堂教学改革继续深入下去。

8、教学内容和时间由初一备课组成员统一安排

初一上英语教案篇4

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

初一上英语教案篇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

food talk about likes and dislikes present tense to like

yes/no questions and short answers

affirmative and negative statements

shopping ask about prices

talk about clothing

thank someone demonstratives:this,that,these,those

how much questions

dates talk about dates when questions

prossessive “s”

how old are you?

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

初一上英语教案篇6

本学期的教学重点是围绕教学大纲，努力调动学生的学习积极性，引导他们热爱学习，表现为他们自觉学习的行为，认真完成教学工作。现将本学期担任的初一英语课教学工作计划如下：

一、指导思想：

在本学期的英语教学中，坚持以下理念的应用：

1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，培养创新精神;

2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础;

3、突出学生主体，尊重个体差异;

4、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功;

5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。

总之，让学生在使用英语中学习英语，让学生成为good user而不仅仅是learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。

二、学生基本情况分析：

本届七年级新生和以往初一学生相比在英语基础方面很薄弱，由于在小学英语课并未受到足够的重视，他们在写的技能方面基本上没有得到过训练，连音标和字母的拼读都没有掌握好。经过上学期努力，年段学生的基础知识得到了加强，学习态度也有所好转。但是学生整体的惰性还是很强，自觉性很差。

另外，学生在情感态度，学习策略方面还存在诸多需要进一步解决的问题。例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流;有些同学在学习中缺乏小组合作意识;大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性;不善于发现和总结语言规律，不注意知识的巩固和积累。

三、奋斗目标：

钻研新课标，提高教学水平，真正做到教学相长，努力达到学校规定的教学指标。

四、具体措施：

1、抓好英语的常规教学，加强基础知识训练：

①归纳学过的`词组，方便学生记忆;

②用词组造句和中译英训练;

③组织学生结对子，一有空就你问我答，营造学习氛围，同时加强笔头的练习，使学生能熟能生巧;

④把课文分段，按学习组为单位，进行朗读比赛，对学过的课文尽量做到人人会背，有些课文还要求学生会默写。

2、抓好语法学习：

①掌握形容词、副词的比较级和级的构成和用法。区分单音节词和多音节词的构成，规则和不规则变化。

②学习一般过去时态，重点突破不规则动词。

③学习过去进行时与现在进行时的区别。