初一英语教学课件模板

　　初一英语教学课件的制定有利于使英语课堂的效率得到一定的提升。以下是小编为大家精心整理的初一英语教学课件模板，欢迎大家阅读。

　　初一英语教学课件模板【1】

　　一、教学内容：

　　Unit4 How do you get to school?

　　二、教学目标：

　　1、知识目标：单词：subway take the subway train ride a bike walk 等。

　　2、语言目标：how引导的特殊问句;肯定句与否定句。听：能听懂谈话出行的方式。说：能表达自己想到达目的的出行方式。读：能正确朗读本单元的对话和句型。写：能写本单元的单词和句型。

　　3、学习策略：注意通过语言语调的表达来推测词义，也可借手势动作和表情来完成。(主动参与学习，善于和他人合作交流)。

　　4、情感目标：学会在交流活动中尊重和理解别人，学会交换不同的看法，了解他人的生活习惯，增进情谊。

　　5、德育目标：在歌曲和游戏中习他人积极、乐观、努力进取的团队合作精神。

　　6、多元智能：人际交往 逻辑表达 个性呈现

　　7、文化意识：了解英、美国家中小学生上学的方式，培养世界意识。了解中西文化的差异。

　　三、教学重点、难点：

　　1. how /how far /how long 引导的特殊疑问句.

　　2. 乘坐交通工具的表示方法.

　　3. It takes /will take/took sb. some time to do sth.

　　四、课前准备：

　　cards and a tape-recorder .

　　五、教学运用：

　　情景交际法、游戏法等。

　　六、教学手段：

　　多媒体演示、flash动画、ppt演示、歌曲游戏及肢体语言的应用。

　　七、教学过程：

　　Step 1.Warming up.

　　Great the class as usual.

　　Talk about the weather .

　　T: How’s the weather today?

　　T：How was the weather like yesterday?  point student A say

　　“ Hello! Listen to me ok ?.I will sing a song to you .But you

　　must ”.(用手指作安静动作)

　　Listening to a song

　　歌曲欣赏，创造轻松愉快的学习气氛, 激发学生的好奇心，为学习新课打下伏笔。 Step 2 、Games

　　用肢体语言表达让学生猜测意思，完成交通工具词汇的预知。

　　Step 3、Play

　　多媒体技术呈现以上预知的词汇导入新句型how do you get to .?的学习。 Ask students to try to read these words :bike train subway car boat .and correct the wrong pronunciation of these words .Then do a words game .(比记忆力)。

　　Step 4、Listening .

　　过渡到Section A 1a 1b的学习，并逐步完成课文1b的填空。

　　Using the picture on the screen. Ask students some questions about the picture.

　　T: What can you see in the picture?

　　T: How many people are there in the picture?

　　T: What are they doing?

　　After this, play the recording for two times, ask students to finish Activity 1b and write down the phrases of the transports.

　　takes the train, takes the subway, takes the bus

　　Then ask students to repeat the conversation and check the answers together.

　　The teacher give the correct answers on the screen.

　　(通过听说使学生领悟如何表达使用交通工具)。

　　Step 5、Structures(操练词汇及句型 )

　　a、Show the pictures to students and read these phrases , ask students to repeat.

　　b、show the pictures to them and ask them to say each phrase one by one. c、Then show the pictures to students and ask students to answer the question “How do you go to school?” one by one.

　　d、Then do another exercise.

　　The first student say “I go to school by or I taketo school.”. Then the second student say “He/She goes to school byor He/She takesto school.”

　　(完成第三人称的转换，目的是从“句子接龙”中让学生达到听与说的结合。) Step 6、Pairwork

　　Ask two students to read the dialogue about 1a.

　　Then ask students to work in pairs. Ask and answer how students get to school in the picture.

　　As they work, move around the room, offering language or pronunciation support as needed.

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

　　(通过情景对话让学生更好的掌握所学的句型。)

　　Step 7： Exercises

　　1. ( ) do you get to school?

　　I take the bus.

　　A. Why B. How C. When D. Where

　　2. How ( ) Dave ( ) to school yester day?

　　A. does; get B. did; got C. does; got D. did; get

　　3. She goes to the library ( ).

　　A. walk B. on foot C. by foot D. in foot

　　4. How ( ) Tom and Marry ( ) home?

　　A. do; get to B. does; get to C. do; get D. does; get

　　(通过练习巩固所学内容，特别是练习3强调了步行用“on foot”练习4强调了地点副词“home”前不用介词“to”)

　　Step 8 ：Homework:

　　Write down your own conversations in pairwork.

　　Interview ten students how they get to someplace, make a list.

　　八、板书设计：

　　Unit4 How do you go to school?

　　How do you go to school?

　　takes the train takes the bus

　　takes the subway walk

　　I go to school by.

　　九、教学反思：

　　1) 基本按照新课标的要求让学生成为课堂的主体，遵循学习认知规律，通过设疑、提问、启发、诱导、游戏、多媒体动画等方法，调动学生积极性，使整个教学呈现轻松的发展过程。

　　2) 多媒体教学使课堂生动活泼，增加了教学容量，使老师更好的利用和节省时间。

　　3) 随堂的几道习题帮助学生更好的掌握了所学。

　　4)多设计一些合适的活动吸取他人经验改进自己的教学方法，这节课一定会取得更好的效果。