外研版新版初一英语下(全册)教(学)案

第一模块: （5课时）Module 1 Lost and foundUnit 1 Whose bag is this?I. 课时 1课时II. Type of lesson: Listening and speakingIII. 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 pointsi. Teaching important points: Make the students understand and use the dialogueii. Teaching difficult points: Make sure the students can use the dialogue V. Teaching Aids: Multi-Media Tape , recorderVI. Teaching ProcedureStep 1 Lead-inUse a pen that was lost last term and ask whose pen is this? Purpose: Make the students interested in the topicStep 2 Learning the dialoguei.Learn the new wordsActivity1 Match the words from the box with the pictures同步练习：Step 3 PronunciationStep 4 Sum up and exerciseStep 5: HomeworkVII. Blackboard writingVIII. 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 writingIII. 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 pointsi. 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 , recorderVI. Teaching ProcedureStep 1 Pre-readingLearn the new words and show the students a lost and found note, lead in the passage.Step 2 While-readingActivity 1: Listen and read the passage.Activity 2: Read the passage and answer the questions.Activity3: Translate and explain the language pointsActivity 4: Complete the passage with the correct form of the words and expressions from the box. (Activity3 on P5)Step 3 Post-readingWriting (Activity 4 on P5)Step 4 Sum up and exerciseStep 5: HomeworkVII. Blackboard writingVIII. 反思Unit 3 Language in useI. 课时 2课时（课本练习&练习册）II. Type of lesson: GrammarIII. 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 pointsi. 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 , recorderVI. Teaching ProcedureStep 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 foundAsk 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 canchoose 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 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: HomeworkVII. Blackboard writingUnit 3 Language in useVIII. 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 speakingⅡ.Teaching aims:1.To understand conversations about joining school clubs2.To talk about one's abilitiesⅢ.Teaching aids: Tape recorder.videos.OHPⅣ. 课时安排：1 课时Ⅴ. Teaching procedureStep 1. Lead-inIn pairs.students say what they like doing and their partners say what they can do.Step 2 Learning the dialoguee pictures to show new vocabulary2.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 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 thequestion.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 fourcharacters 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 recording again. Then tell students to check in pairs.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'tdo. Then elicit a question about Darning and have another student answer i t.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. Homework1. Remember the new words and expressions in Unit 1.2 .Practice acting out the dialogue with partnerVI.Blackboard showingVII Self-reflectionUnit 2 I can run really fast.Ⅰ.Type of lesson: reading and writingⅡ.Teaching aims:1.To understand the reading material about running for class monitors2.To learn to write a speech about running for a class monitorⅢ.Teaching aids: Tape recorder.videos.OHPⅣ. 课时安排：2 课时Ⅴ. Teaching procedureStep 1. Lead-in1.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 themto 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 tomake a list of what they think each monitor does3. Ask three students to come up to the board and write one thing under one of the titles. Then give the chalks orpens 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. Askstudents to read quickly to find which monitors they want to be. 2. Ask students to read again. This time they can use their fingers toskim 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 aredifferent.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 thewhole 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 it1. 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 threequestions about their abilities to ask the volunteers. Put it on the board.Questions Student 1 Student 2 Student 3 Student 4 Student 5 Student 6Good 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 Homework1. Remember the new words and expressions in Unit2.2 . Write a passage about one of the monitors in Activity 5.Ⅵ Blackboard showingⅦ Self-reflection.Unit 3 Language in useⅠ.Type of lesson: revision and applicationⅡ.Teaching aims:1.To summarise and consolidate the usage of can2.To revise new words and phrasesⅢ.Teaching aids: Tape recorder.videos.OHPⅣ. 课时安排：2 课时Ⅴ. Teaching procedureStep 1 Lead-in1.Look at the language in the practice box with the students.2.Ask for some volunteers to come to the front one at a time.Whisper an activity in their ear and ask them to act it out. The class guess what the volunteer can/can't doStep 2 Work in pairs. Add two or three more activities to the list. 1.Ask students to read the list of activities.Tell students to talk about other activities in pairs and add them to their lists.2. Ask students to practise in pairs by asking about the activities on their lists.3. Tell students to look at the question in the language box and to makea similar question from the list.4 .Tell students to write one question for each activity on. the list.5.Ask students to practise in pairs by asking about the activities on their lists.Step 3. Complete the sentences with can or can't.1. Tell students to read the sentences and think carefully about whether to use "can" or "can't".2. Ask students to complete the sentences on their own and then check in pairs.3. Ask pairs of students to read the dialogues aloud.Step 4. Complete the passage with the correct form of the words from the box.1. Tell students to read the passage and decide if the student is tidy or untidy. Elicit the answer "Tidy."2. Then tell them to read again and try to guess the missing word. Then complete the passage with the words in the box individually.3. Check their answers in pairs.4. Ask students to read out each sentence.Step 4 Around the world: Languages1 Look at the different scripts. Ask students. "How many languages are there? What are they?"2 Answer any questions students may have.Step 5. Work in groups of three or four. Talk about a new school club.1 Tell students they are going to set up a new school club. Ask them to look at the advert for the Music Club as an example.2 Elicit what information is given. Ask how the club is advertised3. Put students in groups of 3-4. Tell them to choose the type of club they are going to set up. and where and when it is going to be held. They need to think of ideas to make the club interesting.4 Go around and help with ideas if necessary.Step 6. HomeworkMake a poster for a club .Ⅵ Blackboard showingⅦ Self-reflection.第三模块：5课时Module 3 Making PlansI.Teaching aims and requirements:1.Grasping the following new words and expressions:buy, enjoy, revise, take, lie, stay, picnic, email, test, party, because, look forward to, do some sightseeing, like foreign culture.2.Mastering the Grammar:The use of “be going to do”.3.Learning the following sunds:/bl/ ta bl e tennis, /kl/ cl othes, /pl/ pl ans, pl ay.II. Teaching main points and difficult points:1.To understand conversations about weekend plans.2.To process information of weekend plans in the listening material.3.To talk about weekend plans with given information.4.To get information from the reading material about personal information.5.To summarise and consolidate “be going to” and the new vocabulary.III.Teaching with tools.Tape recorder, Teaching pictures and cards, Video, OHP and so on. IV.Time allocation: six classes.V.Teaching steps:Unit 1 What are you going to do at the weekend?Listening and vocabulary1.Listen and match the words in Box 1 with the words in Box2.*Read through the words in both boxes while the Ss follow them;then read them through again and have the Ss repeat them.*Check the word stress in the multi-syllable words (revise,piano,lesson,party, picnic,homework, email).*Ask the Ss to cover the dialogue below, and,in pairs,to decide which verbs in Box 1 go with which nouns in Box 2.They can check their answers with another pair.*With the dialogue still covered,play the recording through and ask them to just listen and focus on the words in the boxes.*Then play it again and ask them to check their suggested matching. *Collect answers as phrases.*List the phrases on the board as you are given them.Check my email, have a piano lesson, have a picnic, get up early, go toa party, revise for my test, stay in bed, do my homework, buy some clothes.2.Write the phrases in Activity 1 under the pictures.*Ask the Ss to look at the pictures and write the correct phrases under them individually.*Then they can check with a partner.*Collect the answers from the class.3.Listen and read.*Ask the Ss to listen to the text while they follow it in their books.4.Choose the correct answers.*Ask the Ss to do this activity individually,then check with a partner. *Collect the answers as a complete question and answer pair from two Ss. *Have the Ss practise asking and answering the questions in pairs. Pronunciation and speaking5.Listen and repeat.*Play through the recording while the Ss follow.*Play the recording again, pausing for them to repeat.They should do this chorally as a whole class,in groups and individually.*Put them in pairs to practise. Encourage them to be critical and help each other get the pronunciation right.*Circulate and monitor their production.6.Listen and repeat. Pay attention to the pronunciation of /l/.*Play through the recording while the Ss follow.*Play the recording again, pausing for them to repeat.They should do this chorally as a whole class, in groups and individually.*Put them in pairs to practise.7.Work in pairs. Ask and answer to complete the diary.*Read through the examples so that the Ss know what to do.*Pair them to ask and answer,taking it in turns.*Collect the answers from the pairs,having them ask and answer.*Complete the chart on the board if you feel it will help.8.Homework.1.Do exercises in Workbook, from 1 to2.2.Do exercises in Exercise Book Unit one.3.Get ready for the test of Module two.Unit 2 We’re going to walk up the Great WallReading and vocabulary1.Read the passages and match them with the photos.*Ask the Ss to look at the three photos first,and ask them what they can see.*Make sure they understand the meaning of the verb “to look forward to sth.”*Before they read, ask the Ss to follow the Learning to learn box while you read it out. Ask them to apply this principle to their reading. *Ask them to read the three passages individually and decide which photo goes with which passage.*They can check with a partner.*Collect the answers from the class as full sentences.2.Say what Helen, Li and Lucy are looking forward to.*Ask the Ss to answer these with a short sentence.*They should do it individually, then check with a partner.*Check the answers in a whole-class setting.3.Match the questions with the answers.*Ask the Ss to match the questions and answers individually, then check with a partner.*Collect the answers from the class, with one student asking the question and another answering.4.Answer the questions. Use the words in the box.*Ask the Ss to do this exercise individually, then check with a partner. *Collect the answers from the class with one student asking and another answering.Writing5.Write full answers. Use because.*Ask the Ss to do this exercise individually, then check with a partner. Collect the answers from the class with one student asking and another answering.6.Work in pairs and answer the questions.*Ask the Ss to decide on an event in the future that will be enjoyable. *You might want them to make some notes in answer to the three questions. *Pair them to ask and answer the questions.7.Write your partner’s answers to Activity 6.*The Ss write this individually.*They should then exchange writing with their partner and peer correct for factual and language accuracy..8.Homework.1.Do exercises in Workbook, from 3 to 5.2.Do exercises in Exercise Book Unit two.3.Get ready for the next lesson.Unit 3 Language in useLanguage practice*Go through the grammar table with the Ss.*Make sure that they understand that we use “be going to” future to talk about plans for the future which are already definite(E.g. I already have the ticket, so I know that I’m going to fly to London next Monday.) or which are what you want/except to do in a future situation.1.Ask and answer questions about Saturday and Sunday.*Read the example and ensure that the Ss know what to do.*Ask them to do the exercise in pairs.*Collect answers from the class.plete the sentences with the words in the box.*Read through the verbs in the box,and have the Ss say them after you. *Ensure that the two two-syllable verbs(enjoy/revise) are stressed correctly,both with the stress on the second syllable.*Ask them to complete the sentences individually, then check with a partner.*Collect the answers from the class as complete sentences.Around the world: What are they going to do?*Ask the Ss to look at the picture and tell you what they can see.*Read the text and answer any questions the Ss have.Module task: Saying what you’re going to do at the weekend.3.Work in groups of three. Each chooses one of the roles below. Discuss what you’d like to do at the weekend and make plans to do things together. *Read through the three pieces of role information with the class, and ensure they understand them.*Put the Ss into threes to take one role each,then ask and answer questions about themselves in that role.*Circulate and monitor production for later remedail work, as necessary.plete your diary for next weekend.*Ask the Ss to complete the diary with what they are really going to do next weekend. If they don’t have any plans, they can add things that they would like to and realistically could do. They should only write notes ,not full sentences.*The Ss can work in pairs and ask and answer to find out what their partner is going to do.5.Homework.1.Do the exercises in Workbook, from 6 to 8.2.Do the exercises in Exercises Book Unit three.3.Get ready for the next lesson.第四模块： 5课时Module 4 Life In the Future一. 教材分析1.本模块以未来的教室及学习为切入点.谈论将来我们生活的各个方面,学生较为有兴趣,便于展开活动。