外研版新版初一英语下全册教案 第一模块:(5课时) Module 1 lost and found Unit 1 whose bag is this? Ⅰ.课时1课时 II. Type of lesson: Listening and speaking IIL Teachi i. Knowled ge aim:学习和掌握名词性物主代词 ⅱ. ability aim:能听懂有关失物招领的对话并表演在失物招领处发生的事情 ⅲ Emotion aim:学会与他人交流时言行举止大方得体,对他人提供的帮助表示 感谢 IV. Teaching important and difficult points ii. Teaching difficult points: Make sure the students can use the dialogue suc i. Teaching important points: Make the students understand and use the dialog V. Teaching Aids: Multi-Med ia Tape, recorder Teaching Procedure Step l Lead-in Use a pen that was lost last term and ask whose pen is this? Make the students interested in the to Step 2 Learning the dialogue i. Learn the new words Activity I Match the words from the box with the pictures 同步练习 Step 3 Pronunciation Step 4 Sum up and exercise Step 5: Homework VII. Blackboard writing ⅤIL.反思 Unit 2 Are they yours? Ⅰ.课时2课时(课文讲解&练习) II. Type of lesson: Read ing and writing IIL. Teaching aims ⅳv. Knowled ge aim:学习和掌握新单词 v. abilit!yaim:能读懂有关失物招领的短文,能写出一则招领启事 Ⅴ Emotion aim:学会与他人交流时言行举止大方得体,对他人提供的帮助表示 感谢 IV. Teaching important and difficult points i. Teaching important points: Make the students understand the passage Teaching difficult points: Make sure the students can find some useful information from the passage and write a lost and found note V. Teaching Aids: Multi-Media Tape, recorder VI Teaching Procedure Step l Pre-read ing Learn the new words and show the students a lost and found note, lead in the passage
1 1 外研版新版初一英语下全册教案 第一模块: （5 课时） Module 1 Lost and found Unit 1 Whose bag is this? I. 课时 1 课时 II. Type of lesson: Listening and speaking III. Teaching aims: i. Knowledge aim: 学习和掌握名词性物主代词 ii. Ability aim: 能听懂有关失物招领的对话并表演在失物招领处发生的事情 iii. Emotion aim: 学会与他人交流时言行举止大方得体，对他人提供的帮助表示 感谢 IV. Teaching important and difficult points i. Teaching important points: Make the students understand and use the dialogue ii. Teaching difficult points: Make sure the students can use the dialogue V. Teaching Aids: Multi-Media Tape , recorder VI. Teaching Procedure Step 1 Lead-in Use a pen that was lost last term and ask whose pen is this? Purpose: Make the students interested in the topic Step 2 Learning the dialogue i. Learn the new words Activity1 Match the words from the box with the pictures 同步练习： Step 3 Pronunciation Step 4 Sum up and exercise Step 5: Homework VII. Blackboard writing VIII. 反思 Unit 2 Are they yours? I. 课时 2 课时 （课文讲解&练习） II. Type of lesson: Reading and writing III. Teaching aims: iv. Knowledge aim: 学习和掌握新单词 v. Ability aim: 能读懂有关失物招领的短文，能写出一则招领启事 vi. Emotion aim: 学会与他人交流时言行举止大方得体，对他人提供的帮助表示 感谢 IV. Teaching important and difficult points i. Teaching important points: Make the students understand the passage ii. Teaching difficult points: Make sure the students can find some useful information from the passage and write a lost and found note. V. Teaching Aids: Multi-Media Tape , recorder VI. Teaching Procedure Step 1 Pre-reading Learn the new words and show the students a lost and found note, lead in the passage
Step 2 While-read ing Activity 1: Listen and read the passage Activity 2: Read the passage and answer the questions Activity 3: Translate and explain the language points Activity 4: Complete the passage with the correct form of the words and expressions from the box (Activity 3 on P5) Step 3 Post-read ing Writing(Activity 4 on P5) Step 4 Sum up and exero Step 5: Homework VII. Blackboard writing I.反思 Unit 3 Language in use Ⅰ.课时2课时(课本练习&练习册) II. Type of lesson: Grammar III. Teaching aims: i. Knowledge aim:名词性物主代词和形容词性物主代词的用法 vili. ability aim:能利用名词性物主代词和形容词性物主代词解决一些问题 ⅸ. Emotion aim:学会与他人交流时言行举止大方得体,对他人提供的帮助表示 感谢 IV. Teaching important and difficult point i. Teaching important points: Make the students solve some questions ii. Teaching difficult points: Make sure the students do the exercises V. Teaching Aids: Multi-Media Tape, recorder Teaching Procedure Step 1: Activity 1: Work in pairs. Ask and answer questions The teacher prepare some school things, ask every pair to choose a school thing, show the students a model like this Whose bag is this? Is it yours? -No it's not mine. It's his Give the students two minutes to make the dialogue, then present in the class Activity 2: Complete the sentences with the correct form of the words from the box Give the students three minutes to finish it themselves then check the answers together Step 3: Match the words from Box a with the words from Box B This activity is very easy, so the students can do it together Step 4: Around the world---The Internet lost and found Ask the students read by themselves, then translate one by one, the teacher explain the language points Step 5: Activity 4: Work in pairs The teacher prepares some things such as camera, crayons, football, gloves, mobile phone, wallet, watch and so on Student A: Think of three or four things he/she has lost or he/ she can choose from the box. Describe them Student B: Think of five or six things you have in your lost and found office or you can choose from the box. Describe them Then ask and answer questions 2
2 2 Step 2 While-reading Activity 1: Listen and read the passage. Activity 2: Read the passage and answer the questions. Activity3: Translate and explain the language points Activity 4: Complete the passage with the correct form of the words and expressions from the box. (Activity3 on P5) Step 3 Post-reading Writing (Activity 4 on P5) Step 4 Sum up and exercise Step 5: Homework VII. Blackboard writing VIII. 反思 Unit 3 Language in use I. 课时 2 课时 （课本练习&练习册） II. Type of lesson: Grammar III. Teaching aims: vii. Knowledge aim: 名词性物主代词和形容词性物主代词的用法 viii. Ability aim: 能利用名词性物主代词和形容词性物主代词解决一些问题 ix. Emotion aim: 学会与他人交流时言行举止大方得体，对他人提供的帮助表示 感谢 IV. Teaching important and difficult points i. Teaching important points: Make the students solve some questions ii. Teaching difficult points: Make sure the students do the exercises V. Teaching Aids: Multi-Media Tape , recorder VI. Teaching Procedure Step 1: Activity 1: Work in pairs. Ask and answer questions. The teacher prepare some school things, ask every pair to choose a school thing, show the students a model, like this: --Whose bag is this? Is it yours? --No, it’s not mine. It’s his. Give the students two minutes to make the dialogue, then present in the class. Activity 2: Complete the sentences with the correct form of the words from the box. Give the students three minutes to finish it themselves, then check the answers together. Step 3: Match the words from Box A with the words from Box B. This activity is very easy, so the students can do it together. Step 4: Around the world---The Internet lost and found Ask the students read by themselves, then translate one by one, the teacher explain the language points. Step 5: Activity 4: Work in pairs. The teacher prepares some things such as camera, crayons, football, gloves, mobile phone, wallet, watch and so on. Student A: Think of three or four things he/she has lost or he/she can choose from the box. Describe them. Student B: Think of five or six things you have in your lost and found office or you can choose from the box. Describe them. Then ask and answer questions
Student A: Ask Student B if they've got the things you have lost. Answer questions about detail Student B: Answer questions about the things Student a has lost. Ask questions about details Give the students five minutes to prepare, then act out in the class Step 6: Homework vil. Blackboard writing Unit 3 Language in use 反思 第二模块(5课时) Module 2 What can you do? Teaching aims 1. Knowledge aim:学习和掌握情态动词“can” 2. ability aim:能正确使用情态动词“can”表示能力的肯定、否定与疑问形式。 3. Emotion aim:帮助学生认识并肯定自己的能力,增强自信心,培养竞争意识和 为班级体服务的意识。 Unit 1 I can play the piano I Type of lesson: Listening and speaking II. Teaching aims 1. To understand conversations about joining school clubs 2. To talk about one' s abilities IL Teaching aids: Tape recorder, videos, OHP Ⅳ.课时安排:1课时 V. Teaching procedure Step 1. Lead-in In pairs, students say what they like doing and their partners say what they can do Step 2 Learning the dialogue 1. Use pictures to show new vocabulary 2. Ask students to repeat new words and expressions chorally pay ing attention to pronunciation 3.Tell students to look at the pictures and match them with the words and expressions from the box on their own, then check in pairs Step3. Listen and check(v) the things in activity I which Tony's dad can do ITell students to look at the pictures again and talk about them in pairs 2. Ask them to listen and check the things Tony' s dad can do 3. Play the recording through while they listen and then answer the question 4. Play it again for them to check and then check their answer in pairs Step 4. Listen and read Put Darning, Betty, Lingling and Tony's name on the board 2. Ask students to look at the pictures in activity l and talk about what they think the characters can do in pairs 3. Play the recording and ask students to listen and read
3 3 Student A: Ask Student B if they’ve got the things you have lost. Answer questions about details. Student B: Answer questions about the things Student A has lost. Ask questions about details. Give the students five minutes to prepare, then act out in the class. Step 6: Homework VII. Blackboard writing Unit 3 Language in use VIII. 反思 第二模块（5 课时） Module 2 What can you do? Teaching aims: 1. Knowledge aim: 学习和掌握情态动词“can”. 2. Ability aim: 能正确使用情态动词“can”表示能力的肯定、否定与疑问形式。 3. Emotion aim: 帮助学生认识并肯定自己的能力，增强自信心，培养竞争意识和 为班级体服务的意识。 Unit 1 I can play the piano. Ⅰ.Type of lesson: Listening and speaking Ⅱ.Teaching aims: 1.To understand conversations about joining school clubs 2.To talk about one's abilities Ⅲ.Teaching aids: Tape recorder，videos，OHP Ⅳ. 课时安排：1 课时 Ⅴ. Teaching procedure Step 1. Lead-in In pairs，students say what they like doing and their partners say what they can do. Step 2 Learning the dialogue 1.Use pictures to show new vocabulary 2.Ask students to repeat new words and expressions chorally paying attention to pronunciation. 3.Tell students to look at the pictures and match them with the words and expressions from the box on their own，then check in pairs. Step3.Listen and check (√) the things in Activity I which Tony's dad can do. 1.Tell studentsto look at the pictures again and talk about them in pairs. 2.Ask them to listen and check the things Tony's dad can do. 3. Play the recording through while they listen and then answer the question. 4. Play it again for them to check and then check their answer in pairs. Step 4. Listen and read. 1. Put Darning，Betty，Lingling and Tony's name on the board. 2. Ask students to look at the pictures in Activity 1 and talk about what they think the four characters can do in pairs. 3. Play the recording and ask students to listen and read
4. Ask students to cover the conversation in their books and listen only to what Darning, Betty, Tony and Lingling can do and check the clubs they want to join 5 Play the record ing again. Then tell students to check in pairs rs Musi danc Table Food and Tennis Drink Club Club Club Club Darni Betty Linglin T Step 5. Complete the passage with the correct form of the words from the box L. Ask students to read the words in the box aloud 2. Tell them to complete the passage individually, then check with their partners 3. Check answers with the whole class Step 6. Work in pairs. Look at the information. Ask and answer 1. Look at the information in the table. elicit what darning can and can ' t do Then elicit a question about Darning and have another student answer it. 2. Ask other students to make questions about betty, Lingling and Tony and have others answer them 3. Ask students to ask and answer in pairs as in the examples Step 7. Homework 1. Remember the new words and expressions in Unit 1 2. Practice acting out the dialogue with partner VI Blackboard showing VII Self-reflection Unit 2 i can run really fast I Type of lesson: read ing and writing II. Teaching aims 1.To understand the reading material about running for class monitors 2.To learn to write a speech about running for a class monitor Ill. Teaching aids: Tape recorder, videos, OHP ⅣV.课时安排:2课时 V. Teaching procedure Step 1. Lead-in 1. Ask students what they can do very well and say, "He/She is good at 2.Ask the students to model the question"What are you good at? Ask them to interview their partners and make notes Step 2. Work in pairs. Ask and answer the questions 1. Write the three monitor titles on the board. Ask the class what they are
4 4 4. Ask students to cover the conversation in their books and listen only to what Darning，Betty，Tony and Lingling can do and check the clubs they want to join. 5 Play the recording again. Then tell students to check in pairs. Answers Musi c Club Danc e Club Table Tennis Club Food and Drink Club Darning √ Betty √ Linglin g √ Tony √ Step 5. Complete the passage with the correct form of the words from the box. 1. Ask students to read the words in the box aloud. 2. Tell them to complete the passage individually，then check with their partners. 3. Check answers with the whole class. Step 6. Work in pairs. Look at the information. Ask and answer. 1. Look at the information in the table. Elicit what Darning can and can't do. Then elicit a question about Darning and have another student answer it. 2. Ask other students to make questions about Betty， Lingling and Tony and have others answer them. 3. Ask students to ask and answer in pairs as in the examples. Step 7. Homework 1. Remember the new words and expressions in Unit 1. 2 .Practice acting out the dialogue with partner VI.Blackboard showing VII Self-reflection Unit 2 I can run really fast. Ⅰ.Type of lesson: reading and writing Ⅱ.Teaching aims: 1.To understand the reading material about running for class monitors 2.To learn to write a speech about running for a class monitor Ⅲ.Teaching aids: Tape recorder，videos，OHP Ⅳ. 课时安排：2 课时 Ⅴ. Teaching procedure Step 1. Lead-in 1.Ask students what they can do very well and say， "He/She is good at..." 2.Ask the students to model the question "What are you good at?" Ask them to interview their partners and make notes. Step 2 . Work in pairs. Ask and answer the questions. 1. Write the three monitor titles on the board. Ask the class what they are
2. Put students in pairs to ask each other both questions. Tell them to make a list of what 3. Ask three students to come up to the board and write one thing under one of the titles Then give the chalks or pens to someone else Step 3. Read the passage and check(v)the true sentences 1.Tell students that Lingling, Darn ing and Tony want to be mon itors. Ask students to read quickly to find which monitors they want to be 2. Ask students to read again. This time they can use their fingers to skim through and underline the things Lingling, Darning and Tony are good at 3. Ask students to check in pairs and elicit answers from the whole class 4. Ask students to read the sentences on page 11, and talk about them in pairs and guess the 5. Ask students to read the passage again and decide if the sentences are true or false. If false, then say why 6. Ask students to check with their partners. If their answers are different, tell them to go back to the text, read again and check 7. Ask students to read out the sentences and say if they are true or not. If not, ask them to say why Step 4 Underline the correct words 1. Ask students to work in pairs. Tell them to read through the passage and choose the correct word 2. Check answers by reading the passage aloud and pausing to allow the whole class to complete it with the correct word Step 5 Complete the sentences with the correct form of the expressions from the box 1. Ask students to look at the expressions in the box 2. Ask students complete the sentences on their own and be careful with the language forms 3. Check in pairs. Elicit answers from the whole class in full sentences Step 6 Work in pairs. Choose the best people in your class to be the monitors in Activity 1 Say: who they are and what job they can do and why they can do it 1. Write titles of the three monitors across the board 2. Ask the class for two volunteers for each monitor Write their names underneath 3. Put volunteers in pairs to talk about what they are good at, can do well and how they 4. Ask the rest of the students to make a table as below with three questions about their abilities to ask the volunteers put it on the board Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Good at? 5.Tell students to talk in groups about their notes, and decide who should be their monitors and say Step 7 Homework 1. Remember the new words and expressions in Unit 2
5 5 2. Put students in pairs to ask each other both questions. Tell them to make a list of what they think each monitor does 3. Ask three students to come up to the board and write one thing under one of the titles. Then give the chalks or pens to someone else. Step 3 .Read the passage and check ( √ ) the true sentences. 1.Tell students that Lingling, Darning and Tony want to be monitors. Ask students to read quickly to find which monitors they want to be. 2. Ask students to read again. This time they can use their fingers to skim through and underline the things Lingling，Darning and Tony are good at. 3. Ask students to check in pairs and elicit answers from the whole class. 4. Ask students to read the sentences on page 11， and talk about them in pairs and guess the answers. 5. Ask students to read the passage again and decide if the sentences are true or false. If false，then say why. 6. Ask students to check with their partners.If their answers are different，tell them to go back to the text，read again and check. 7.Ask students to read out the sentences and say if they are true or not. If not ，ask them to say why. Step 4 Underline the correct words. 1. Ask students to work in pairs. Tell them to read through the passage and choose the correct words. 2. Check answers by reading the passage aloud and pausing to allow the whole class to complete it with the correct words. Step 5 Complete the sentences with the correct form of the expressions from the box. 1. Ask students to look at the expressions in the box. 2. Ask students complete the sentences on their own and be careful with the language forms. 3. Check in pairs. Elicit answers from the whole class in full sentences. Step 6 Work in pairs. Choose the best people in your class to be the monitors in Activity 1. Say: who they are and what job they can do and why they can do it 1. Write titles of the three monitors across the board. 2. Ask the class for two volunteers for each monitor. Write their names underneath. 3. Put volunteers in pairs to talk about what they are good at，can do well and how they can help. 4. Ask the rest of the students to make a table as below with three questions about their abilities to ask the volunteers. Put it on the board. Questions Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Good at? Can do? Can help? 5.Tell students to talk in groups about their notes，and decide who should be their monitors and say why. Step 7 Homework 1. Remember the new words and expressions in Unit 2