初一仁爱版下册英语教案

初一仁爱版下册英语教案（精选8篇）

初一仁爱版下册英语教案 第1篇

Section A

Main activities: 1a, 2a and 2b

Teaching periods: .1～2

Teaching aims and demands:

1. Talking about names and surroundings of the houses.

2. Understanding the ads of renting.

3. Further-studying the structure of “there be”.

Teaching procedure:

Step 1 Review

1. The teacher shows photos/pictures to say something about his/her rooms/hours and surroundings.

2. Students show their own pictures or their ideal/dreaming houses to the others. Also tell others the surroundings and rooms. Each student should say five to eight sentences for his/her picture.

3. Ask students which one they prefer, apartment building, townhouse or farmhouse.

Step 2 Presentation

1. Give an introduction of the dialog: Wang Wei and Kangkang are talking bout their houses and their grandparents’ houses. Listen carefully and try to find out where they and their grandparents are living now, in an apartment house, in a townhouse or in a farmhouse.

2. Raise questions and assign the listening tasks.

Where are Wang Wei’s grandparents living?

Where are Kangkang’s grandparents licing?

Could Wang Wei go to play soccer with Kangkang?

3. Complete the chare in 1b.

4. Answer the following questions, and complete 1c.

Who lives in apartment building?

Who lives in townhouses?

Who lives in farmhouses?

Who lives in dormitories?

Step 3 Consolidation

1. Read the ads in 2a and make sure which ones are looking for or which ones are being let.

2. Look at the ads and learn the new words: rent, furniture, quiet, single, per

3. Finish 2b according to the ads.

Step 4 Practice

Students’ activities: Talk about how to write out “WANTED” or “TO LET”. The content of “WANTED” or “TO LET” includes: requirements, introduction and telephone numbers, etc.

Step 5 Project

1. The teacher reads out his/her own ads for renting and try to find out the suitable apartment or house among the students ads. And then write it out.

2. First speak out the ads, and then write them down. Show them out on the wall. Ask each of them to find out his/her own dreaming house.

Section B

Main activities: 1a and 2a

Teaching periods: 1～2

Teaching aims and demands:

1. Learning the names of facilities in the local area, such as a shop.

2. Describing one’s living environment.

3. Making telephones for help.

Teaching procedure:

Step 1 Review

1. Show a map of a community. Describe the facilities of the community and their functions.

2. Get the students to talk about their own areas or villages.

There is a small garden in front of my house.

There are a lot of tall buildings in our area.

Step 2 Presentation

1. Hang the pictures in 1a on the wall. Introduce the pictures first in order to make the listening material easy.

For example:

Mike is Mary’s new neighbor. He is looking for a store. There is a store in front of their building. Also there is a bank on the street corner.

2. Listen and imitate.

3. Read the dialog and do pair work.

4. Finish 1b and 1c.

Step 3 Consolidation

1. Listen to the dialog first, then read it out.

2. Practice in pairs for some time.

Step 4 Practice

1. Finish 2b. Practice the conversation with partners, focusing on fluency.

2. Students practice from mechanical exercise to meaningful exercise. Change the people, places, and things into the other ones.

Step 5 Project

Make a survey.

Section C

Main activities: 1 and 3a

Teaching periods: 1

Teaching aims and demands:

1. Talking about neighbors and surroundings.

2. Further-studying the structure of “there be”.

3. Talk about how to get on well with neighbors.

Teaching procedure:

Step 1 Review

1. Discuss your own area and try to answer the following questions:

Is there a bank around you?

Where can you buy fruits?

Is there a community service centre in your area?

2. Discussion:

If something is broken or doesn’t work in your house, who can help you?

3. Finish 1.

Show posters (teaching pictures) to the students, using “there be” structure to retell the story as many as possible.

Step 2 Presentation

1. Present the dialog 3a with the picture. The teacher retells the story and raises questions according to the text. For example:

Look! Dave is playing the piano. He is beautifully, but it is too loud. Mr. Smith is knocking at the door. Mr. Smith is talking about it to Dave. Dave is really sorry. He will try to play quietly.

2. Listen and answer.

Questions: what is Dave doing?

Who is Dave’s neighbor?

What is happening to them?

3. Read the text. Ask and answer question with each other.

Step 3 Consolidation

Practice 3b in pairs and then act it out.

Step 4 Practice

1. Discuss with your partner “How do you get on well with your neighbors? Are you a good neighbor?”

2. Finish 4.

First practice in pairs and then group work. At last arrange all the answers into an article.

3. Song time: finish 5.

Step 5 Project

Say something about your neighbor’s family, their daily activities, then write it out. Subject: My Neighbor. Use the words in Section B as many as possible.

Section D

Main activities: 1and 4

Teaching periods: 1

Teaching aims and demands:

Review the structure of “there be”.

Teaching procedure:

Step 1 Review

1. Beginning songs Home on the Range.

2. Say something about your house or building, then answer the following questions:

Which type of home do you live?

Where do you want to live?

Do you have a good neighbor?

3. Finish 1. Try to find out more words pronounced with.

Step 2 Presentation

1. Show the pictures and say something about them.

2. Read the text and fill in the form with “suburbs” or “cities”.

3. Answer the questions:

Why do so many people dislike living in the cities?

Why do they like living in the suburbs?

Which one do you prefer, living in the cities or living in the suburbs?

What’s the opinion of your classmates?

4. Finish 4b.

Step 3 Consolidation

1. Further study 3a, 3b. Summarize the uses of the “there be” structure and useful expressions.

2. Listen to the tape. Finish 4b.

Step 4 Practice

1. Answer the question in 5.

2. Write out an article according to the answers.

Step 5 Project

1. Write a passage with about 50 words. The title is “I like living in the cities/suburbs”.

2. Finish 6. Class activities: Let’s chant.

Teaching assessment:

Dictation

初一仁爱版下册英语教案 第2篇

1. outdoor activity 课外活动

2. easy and interesting 容易又有趣

3. difficult and boring 又难又乏味

4. be friendly to sb. =be kind to sb.

对某人友好

5. betweenand 在之间

6. learn()from 向学习/从中学

7. learn about the past了解过去

8. learn about了解

9. learn by oneself自学

7. fromto 从到

8. in the morning / afternoon / evening

在早上/ 下午/ 晚上

9. on Monday 在星期一

10. on Monday morning在星期一的早上

11. tell sb. about sth告诉某人关于某事

重点句型:

1. --What day is it today?

--It’s Sunday. (在英语国家每周的第一天是星期天而不是星期一)

2. --What class are they having?

--They are having a music class.

3. --What time does the class begin?

--At ten o’clock.

4. --What do you think of math? / How do you like math ?

你认为数学怎么样?

--It’s difficult and boring.

5. --Why (为什么)do you like English ?

--Because(因为)it’s easy and interesting.

7. --What subject (学科)do you like best ?

--I like history best.

8. At school, my teachers and classmates are very friendly to me.

9. I study Chinese, English, politics, geography and some other subjects.

(other泛指其他的，别的+ 名词复数. another 泛指又一个、再一个、另一个+名词单数 .the other 两者中的另一个)

10. English is my favorite subject.

11. I also like P.E and music.

I like P.E and music , too. (也)

初一仁爱版下册英语教案 第3篇

1. Knowledge objects

New words: pale, terrible, been, had better

Target language: What’s wrong with you?

I have a.

You should/ shouldn’t/ had better/ had better not.

2. Ability Objects

Reading, writing and speaking skills

Comprehensive competence

3. Moral object

Smile at life. Be happy to be healthy.

Ⅱ. Teaching difficult and key points

The target language.

Ⅲ. Teaching procedures

Step Ⅰ: Warm-up

“That’s me” game. Give the students some sentences. If they are ture for them, they should stand up and say “That’s me”.

Step Ⅱ:Review

A: Brainstorming

Ask students to retell the names of illnesses.

B: Giving advice

Giving the right advice according to all kinds of illnesses.

C: Oral practice

Ask students to make conversations.

Step Ⅲ: Presentation

A: Listen and answer the questions.

⑴What’s wrong with Bruce?

He has a headache and a cough.

⑵How long has he been like this?

He has been like this for two days.

B: Listen again and fill in the blanks.

S: Hey, Bruce. You look pale. What’sthe matter?

B: Well, I am feeling terrible! I have a headache and a cough.

S: I’m sorry to hear that. How long have you been like this?

B: Two days.

S: Maybe you have a cold. You’d better go to see a doctor.

B: I think I will.

S: Shall I take you to the hospital?

B: No, thank you. I’ll go home and rest now, and then see a doctor tomorrow.

C: Fill in the blanks according to the conversation.

There is something wrong with Bruce. He feels terrible. He has a headache and a cough. And he has been like this for two days. Steve suggests ( 建议 ) that he had better go to see a doctor.

Step Ⅳ: Pair work

Make conversations after the exam-ple.

Example:

I have a sore throat. What should I do?

You’d better drink hot tea with hon-ey.

You shouldn’t eat hot food.

Step Ⅴ: Project

How to make ourselves/ our good friends/ teachers/ parents keep away from illness and healthy?

Ask the students to write a letter. Example:

Dear,

I think you are too tired these days.

You should eat/drink and have a good sleep. You’d better not.

It will make you feel better.

I love you forever.

Yours.

Step Ⅵ: Sing a song with the rhythm of The Day You Went Away.

What’s wrong with you?

I have a fever.

You should drink plenty of boiled wa- ter and have a sleep.

What’s wrong with you?

I have a sore throat.

You should drink hot tea with honey and take a rest.

You should do some morning exer- cise.

And change your bad habits.

Hey, smile at your life, and be happy to be healthy,then you will be happy.

Step Ⅶ: Homework

Write a letter to your friends who is ill.

Give him/ her some advice.

Step Ⅷ: Blackboard design

Unit 2 Keeping Healthy

Topic 2 You should go to see a den- tist(Section B)

pale A: What's wrong with you?

terrible B: I have a.

been A: You should/ shouldn't/

had better had better/ had better

had better not not

StepⅨ:教学反思

本节课的教学设计的创新之处在于以多种教学活动巩固完成同一教学任务。如,本节课的对话教学,我设计了以下几个步骤:①学生对话;②听对话,填空;③归纳填空。通过这三个部分的学习,学生对本节课的目标语言有了很好的掌握。

仁爱版初中英语词汇教学策略浅析 第4篇

关键词 英语词汇 教学策略

中图分类号：G633.41 文献标识码：A 文章编号：1002-7661（2016）14-0021-02

有效的教学策略是实现学生对词汇学习产生事半功倍的效果的关键。在词汇教学过程中一定要遵循以下五个原则：（1）情境原则。在单词呈现要讲究科学性，最好利用直观而富有动作的演示而加深学生印象；对于词义、用法、搭配等方面不容易掌握的词汇，教师应结合句子、情景等进行教学，在语境中帮助学生练习和使用已学单词，避免孤立地死记硬背。（2）多样化原则。教师指导学生掌握词汇的方法和技能中要做到灵活多变、生动有趣的教学，能使学生记忆深刻，易于联想。（3）复现原则。通过反复展现所学的词汇能够加深学生对单词的掌握程度。（4）我们在具体的教学过程中就要讲究策略原则。教会学生词汇教学的关键办法，前提是教师要掌握多种词汇策略。（5）反馈原则。单词学习一段时间后，教师要给予及时反馈，感受到词汇学习所带来的英语水平的提高，产生成就感。促进词汇学习的持续性。因此，我们在教学过程中可以采用以下一些教学方法：

一、引导学生积极自主学词汇

在具体的教学过程中教师要让学生像记生字那样巧妙掌握方法，设法培养他们记单词的积极性。例如，在七年级入学阶段，我们指导学生学习“Good morning”时要让学生提高兴趣，我们可以说“早上好”三个字，而英语才两个词，从笔画和字母来说，英语都要简单点，这样可以提高学生学习词汇的兴趣。另外就要让学生学会用小笔记本、手机等随身复习巩固学过的单词，这样他们逐步增加词汇量就会产生积极主动的学习动力。

二、利用故事法

词汇教学一定要结合语境，避免孤立的教单词。我们的仁爱版教材好多都是附有彩色图画的，在教学过程中教师就要善于把句子与图画情景结合起来，再分析句子的词汇结构。特别是应用一些恰当的故事来加深学生对词汇的掌握有很大的作用。当前的“电子白板”在词汇教学中的作用就很大，我们可以利用各种动画来辅助教学而提高学生对词汇的掌握。利用媒体来创建语境非常的合适，特别是词汇的发音是非常有利用价值的。通过语境创设，学生有了兴趣，教师再乘热打铁，使学生真正学会生词的含义和基本用法。另外，充分运用故事情景来提高学生对单词的掌握程度很重要。在教学中还可以利用有效的教具实施情景设置。在教单词home、room、house、building等词时，我就把单词所表达的事物设计出一个课件，当屏幕上出现了形象逼真、色彩鲜艳的画面时，学生的注意力马上集中到了屏幕上，这时，我就趁机教学What's this/that. It's… There is a…反复几次学生不仅掌握了单词拼读，理解了词义，还练会了What's this/that. It's… There is a…的句型。

三、引导学生有效利用法

要想让学生记得住，记得的单词会灵活运用，我们最好是采用反复复习和指导学生用学过的单词造句。比如上课的时候我们要尽量用英语上课，创设说英语、使用英语的氛围；布置任务，创造听、说、读、写的机会让学生使用单词。还有在上课之前都叫学生齐读四遍，第一遍看着读，后边三遍叫记忆。

四、让学生体会成功以提高学习兴趣

学生如果没有体会成功和成就，很难有学习动力坚持下去。这也是学生起初喜欢学英语，但逐渐变为厌学的重要原因。所以教师应实施多种测试和教学活动，使不同层次的学生感受到学习进步带来的快乐，才能使学生的学习保持持续的发展和进步。

五、不可忽视直观教具的作用

直观教具有利于学生理解词汇，加深记忆。特别是在七年级新生词汇教学过程中，我们一点都不能忽视直观教具的作用。

六、英语解释法

按照新课程标准，教师要充分运用英语来跟学生对话交流，从各个方面来提高其英语综合运用能力，其中英语表达是提高词汇这个基础关的动力。英语解释法正符合了听、说向大脑输入大量语言材料的要求。如可以这样解释下列单词：（1）supermarket：a place where you can buy many things；（2）visit：go to see sb or some places ；（3）animals：Dogs and cats are animals .当然用简单英语解释英语单词要求教师在课前做一定的收集工作去查找最简单的词汇，同时可配合一些肢体语言来解释。

七、充分运用阅读来提高学生的词汇

大量的英语短文阅读一方面能够让学生巩固学过的单词。另外也让学生在句子中掌握词汇，这样遗忘率就会降低，因此是词汇教学的有效途径之一。

参考文献：

仁爱版初一英语教案 第5篇

1.语言知识目标

(1) 能掌握以下单词

train, bus, subway, ride, bike, foot,walk.

(2) 能掌握以下句型：

① How do you get to school? I ride my bike.

② How does Mary get to school? She takes the subway.

2.Talk about how to get to places (谈论出行方式)

take the bus /subway /train /taxi , ride a bike /walk .

3.情感态度价值观目标

让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语课和应付考试而学习,了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。

二、教学重难点

1.教学重点：乘坐 交通工具的表示方法.

2.教学难点

How do you get to school? I take the /ride / walk

How does Mary get to school?She takes the subway.

三、教学过程

(一)Warming-up and Lead in

学生和老师进行简单的问候并播放英文歌曲Over the mountains

Ss : Good morning , teacher.

T: Good morning , class

T: Listen to the song and answer my questions.

Q1:How many kinds of transportation can you see?

Q2:What are they?

(二)Presentation

1.展示一张含有各种交通工具的图片，呈现有关交通工具的单词。

bike, car, ship, train, taxi, boat, plane, bus.

2. A guessing game.

Listen to sound of the transportation and guess what kind of transportation it is.

(三)Free talk

How do you get to school?

Ss: I take the bus /plane/ boat / ship / car / taxi

I ride a bike / motorbike

T: Do you know any other way?

2. Teacher shows pictures on the big screen .归纳出行方式和常用短语.

Ask some questions about how you get to?

(让学生积极主动的思考想象总结，多媒体增加趣味性，加强直观性，效果事半功倍)

3. Show a picture about Part 1, on the screen.

Point at girls or boys in the picture.

Ask students to answer and write in the blanks.

S1 : How does he / she go to school?

S2 : He / She

(四)Practice

通过图片解释交通方式的不同表达方法。

ride a bike by bike 骑自行车

walks on foot 走路、步行

take the subway by subway 乘坐地铁

take the train by train 乘坐火车

take a car by car 乘坐小车

take the plane by plane 乘坐飞机

take the bus by bus 乘坐公车

take a boat by boat 乘坐船

(五) 1a

T: Look at the picture on your book. Match the words with the picture.

(学生们完成1a的学习任务，然后校对答案)

(六)Listening

1. Make sure the Ss know what to do. Give them an example if possible.

2. Read the names in the box.

3. Play the tape and check the answers.

(七)Pair work

Ask two students to read the dialogue in the speech bubbles to the class. Then ask students to work in pairs. Ask and answer how students get to school in the picture.

Finally ask some pairs of students to present their conversations to the class.

(八)A survey

Make a survery:How do your classmates get to school?

Classmates(同学) How to get to school?

BobBy bus

(九) Consolidation

Let students do some exercise.

(十)Homework

初一英语仁爱版jobs教案设计 第6篇

1、教学内容，地位和作用

本课所讲的是仁爱版七年级上册 Unit 3 , Topic2, Section A.本课是整个topic 的起始课，是整个topic的重要词汇和句型的呈现课。1a 部分以一个小对话的形式呈现这个topic的重点句型What does your mother do? What do your parents do? She is a teacher.They are office workers.而1c 部分则是与职业有关的系列单词。

2、知识目标：使学生能用英语询问与职业有关的句型，了解与职业有关的词汇。

3、技能目标： 激发和培养学生学习英语的兴趣，发展学生的主观学习能力，使学生掌握一定的英语基础知识和听说读的技能。形成运用英语的语言能力。

4、素质培养： 培养学生自习听、观察、记忆、思维等学习品质。

5、教学重点 ：new words：What does she do? What do they do?5）教学难点：学生容易运用What do your parents do? 但What do his parents do?这个句子用起来，学生会因为his的存在而用到does.另外，cook 要避免学生在使用时用成cooker.所以我认为，这两点是本课的难点。5）课型：听说课

教具： 课件，人物卡片等。二，说教法、学法

1.直观教学法，启发学生参与。

借助多媒体、实物图片让学生直接感受和理解语言，通过视、听、说加深印象，强化记忆，激发学生参与教学的兴趣。

2.兴趣教学法，培养学生学习英语的兴趣。

通过“Happy time”和“choose the star”两个游戏，让学生在游戏中很自然地学习和巩固词组和句型。

3.情景教学法，让学生身临其境学英语。

创造性地利用课堂空间，运用多媒体创设情景，把日常生活中的情景搬进课堂，这样学生容易被营造的气氛吸引到课堂中来，激发学生学习英语的主观能动性。

4.合作学习法。

在充分自探究的基础上，引导学习小组进行讨论。小组内确保人人有事干，积极参与课堂及问题讨论，展现强帮弱，“兵帮兵”的效果。

三、说学法

任务型学习法。我所有的教学活动都围绕本课重难点展开，让学生围绕本课的教学重难点开展学习活动。经过一系列的机械操练和活用操练，以及有目的地安排的游戏活动后，让学生掌握本课内容，以期达到预期的教学效果。

四、说教学程序。

1．Warming up 听歌曲：What does he do? [设计意图：刚上课时，听听跟本节课有关联的歌曲，不仅能吸引学生的注意力，稳定了学生的情绪，也将学生带入到轻松的学习环境中] 2.Greetings and free talk.[设计意图：跟学生打招呼，亲切问好，能适当接近师生之间的距离，这就能较好地展开英语的语言交流，达到运用英语进行交际的目的。] 3.Game: happy time [设计意图：通过对日常活动的辨别和记忆，培养学生的观察能力和记忆能力，刺激他们对先前所学的日常活动的用语的巩固，并让他们掌握本节课的重点句型，对本课的难点有所突破。] 4.新单词教学

通过对学生导学案的检查，及运用形象生动的幻灯片引出元音字母组合的发音，再启发学生根据发音读出新单词，然后对部分单词进行解释，有效地让学生了解了单词的音形意。[设计意图：运用生动活泼富有动画色彩的多媒体展示，让学生与单词进行了亲密接触，并从中获得学习的快乐和学习的效率。音标教学，一直是英语初学者所面临的一个难题，以这种方式，能让学生掌握一些英语单词的发音规律，并有意识地对此规律进行归纳和联系，从而突破语音难关。] 5.句型教学

我运用动画图片引入，并结合游戏操练及巩固句型”hat does your mother do? What do your parents do?”.总的来说，我这节课可以分为三大板块：知识呈现板块，操练板块，游戏板块。三大板块的时间分配上大概如此：知识呈现

用十分钟，游戏占七分钟，操练是重点，故用二十多分钟。在操练的过程中，我遵循了一定的规律：由机械操练到活用操练，由简单句型到复杂句型。让学生循序渐进地掌握本课内容，并能运用本课内容进交际活动。

四、板书设计：

Unit 3 Getting together Topic 2 What does your mother do? Section A

What does your mother do? What do your parents do?

仁爱版七年级下册英语教案设计 第7篇

仁爱版七年级下册英语教案设计

Unit 5 Our School Life

Topic 1 I usually come to school by subwsay

SectionD

Ⅰ. Aims and demands 目标要求

1. Learn the vowels: /(/, /( /

2. Learn some new words and phrases:

begin, have classes, while, go to bed

3. Sum up the useful expressions in this topic.

(1)Happy New year! The same to you!

(2)The early bird catches the worm.

(3)Nice talking to you.

(4)Work must come first!

(5)She goes to bed at about a quarter to ten.

4. Review and sum up the grammars.

(1) Review words and phrases of frequency.

never, seldom, sometimes, often, usually, always, once/twice/three times a week

(2) Sum up the present simple tense.

①Do you often come to school by bike? Yes, I do. / No, I don’t.

②I usually come to school by subway.

③I seldom walk to school.

④I never go to school by subway.

⑤They always take a bus to the zoo.

⑥How does Maria go home? She sometimes takes the subway home.

⑦How often do they have ball games? Four times a year.

⑧He usually plays soccer, but he doesn’t play basketball.

Ⅱ. Teaching aids 教具

录音机/音标卡片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间:7分钟)

复习节日问候语、谚语，复习Section C，完成4b和5。

1. (用生日歌的旋律唱Happy New Year导入本课, 可以活跃课堂气氛, 又为下一步进行4b做准备。)

T: Let’s sing the song Happy New Year together.

T & Ss: Happy New Year to you!

Happy New Year to you!

Happy New Year! The same to you!

Happy New Year to you!

2. (学习4b, 归纳本话题中有用的表达方式。)

(1)(通过上面的歌曲, 巩固下面的表达方式。)

(

(2)(呈现The early bird catches the worm.和Work must come first!并翻译成汉语, 勉励学生勤奋学习。)

T: In this topic, we have learnt two useful expressions. They tell us we must work hard and can’t waste our time. Do you still remember them?

Ss: Yes. One is “The early bird catches the worm.” and the other is “Work must come first!”

T: So you must study hard every day.

(

3. (让学生听4b录音，并大声跟读。)

T: Well, let’s listen to 4b. Follow it loudly.

4. (检查家庭作业，完成5。)

T: Boys and girls, have you finished your homework?

Ss:

T: Good! In the last lesson, we learnt about the school life of American students. Today let’s survey your classmates about the school life. Fill out the form in 5 with

your survey results. Then compare the school life of American students with yours and write a passage. You may begin like this:

The school life of American students is different from ours OK, let’s begin! Step 2 Presentation 第二步 呈现(时间:5分钟)

呈现2

1. (复习一般现在时，引出2。)

(让学生看图片，完成书中的表格。)

T: Boys and girls. Look at the pictures in the passage. What does Jane usually do at 6:20 a.m.?

Ss: She usually gets up at 6:20 a.m.

T: What does she do at half past seven?

Ss: She goes to school.

(教师边问边引导学生完成部分表格。)

2. (让学生听录音完成剩余表格。)

T: Good! Let’s listen to 2 and fill in the rest blanks. Ready?

Ss: Yes.

T: OK, let’s begin.

(播放2的录音。)

3. (核对答案)

T: Now, let’s check the answers. Who wants to share the answers with us? S1: Let me try

T: Very good. Next one?

S2:

4. (让学生仔细阅读2，找到新单词并猜测其词义。)

板书

begin, have classes, while, go

to bed

T: Wonderful! Now let’s read this passage carefully and guess the meaning of the words.

(点评并纠正学生在理解上的错误。)

5. (让学生依据2中的表格复述短文。)

T: Now, let’s look at the table and retell this passage. Any volunteers?

S3: Let me try

T: Great! Anyone else?

Step 3 Consolidation 第三步 巩固(时间:16分钟)

浅析对仁爱版初中英语教材的认识 第8篇

1.仁爱版教材注重知识性与趣味性相结合,往往通过话题布局内容。教材善于从细节着手,特别是对初学者更是帮扶贴切,如在课后附表中安插了对相关语法知识的汉语解释,这样学生在学习时更能得心应手;以话题为主线进行模块化模具,各模块单元间具有一定的逻辑语言功能;所选话题均与学生生活实际挂钩,重视统一性,对各地区学生的实际需要有所考量。

2.仁爱版初中英语教材文本语言地道规范,非优等生可以很轻松自然地进行模仿,达到提升听说读写基本能力的目的。

3.仁爱版初中英语教材优势明显,但也有不足之处。(1)该教材起点较低,与中考升学的梯度教学相悖。七年级教材内容含量较少,26个字母的学习占据大部分,这使得英语教师不得不自己进行适度补充,比如,语音知识、基础单词和句子的书写等,学生只有在将教材知识和教师补充知识相整合的前提下,才有可能达到七年级教学的目标;(2)教材词汇量过大,学生的记忆中枢不堪重负, 且在教材文本中的编排缺乏科学性和合理性,致使学生的词汇积累缺少一定的规律性;(3)语法知识结构尚需优化,系统性不强。教材的话题感较为鲜明,但语法安插有时与教材内容脱节,而进行语法专题教学时,学生对语法的难度意识早已根深蒂固了,对语法的学习较为排斥,教师由易到难的教学梯度模式被彻底打破,不利于学生系统性学习;(4)教材章节知识量过大,不利于教学目标的实现。

二、对仁爱版初中英语教材的使用建议

1.对教材内容进行适当调整。在素质教育不断被提及的当下, 教材不过是教师施以教学活动的道具,教师在使用教材时,应大胆取舍,增加教材使用弹性。

2.不拘泥于教材,大胆涉猎教材外的知识,对教材进行有益补充。教师可借助互联网搜寻一些儿歌、游戏或谚语故事融入教学活动中,增加课堂教学的趣味性,提高学生对英语学习的关注度。

3.调整各单元的“出场”顺序,增强教学的系统性。如,七年级上4单元第3个话题的第2部分,可以把第1页中的Listen, readandsay和Pair work的顺序进行合理调整,将听力训练和前一节的复习有机结合在一起,这样思路就清晰了,学生的学习过程相对就连贯多了,学生学起来也更得心应手了。

摘要：自接触仁爱版初中英语教材以来,对教材内容的设置和改进有着深刻的认识,在素质教育理念不断深化的今天,仁爱版教材内容的动态变化是适应时代发展的,与教育的可持续发展不谋而合。下面,对教材进行粗略剖析,希望大家批评指正。