初中英语教案.docx
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初中英语教案.docx
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初中英语教案
初中英语教案(3000字)
LessonPlanBornDying(JuniorEnglishUnit5,ReadingClass,45min.)Objectives:
a.LetthestudentsknowsomethingaboutAIDS.Forexample:
WhatisAIDS?
HowdoesapersongetAIDS?
b.LetthestudentsknowthepsychologicalstateandlearntocareforthoseAIDSpatients.c.Cultivatethestudents’abilitytoanalyzethetopicandtrytogetthesupportingpoints.d.Teachstudentshowtousesubjunctive.ImportantPoints/Grammar:
a.Cultivatethestudents’abilitytoanalyzethetopicandtrytogetthesupportingpoints.b.LetthestudentsknowthoseAIDSpatients’psychologicalstateandlearntocareforthem.c.Teachsubjunctive.d.newwordsandphrases:
immunesystem;beinflectedwith;survive;sufferfrom;cheerup;available;persuade.Teachingaids:
Pictures,slides,piecesofpaperwithdifferenttasksonProcedureWarm-up/Lead-inActivities:
(approx.5min.)HoldageneralknowledgetestinclassbyaskingsomequestionsrelatedtoAIDS,suchaswhat’sthedateofworldAIDSDAY?
What’sAIDS?
HowdopeoplegetAIDS?
What’sthesymbolofit?
Andsoon,tostimulatestudents’enthusiasm.Stage1,Reading:
(approx.15min.)a.Involvestudentsinreadingthetexttogetfamiliarwiththecontent.b.Afterfinishingreading,askstudentsfivequestions:
1.What’sAIDS?
2.HowdopeoplegetAIDS?
3.WhatkindoflifedoesXiaohualive?
4.WhatdotheAIDSpatientssufferfrom?
5.IfyouhavegotADIS,howwouldyouliveyourrestlife?
c.Teachstudentsthetwoimportantreadingmethods:
skimmingandscanning.Then,askthemtoreadthetextonceagainbyusingskimmingtofindthemainideaofthetextandusingscanningtofindmorespecificinformationofthistext.d.Afterreading,letthempresenttheirownanswersofthesefivequestions.Stage2,TextExplaining:
(approx.15min.)Dividethewholeclassinto7groups,everygroupfocusesononeparagraphandfindsouttheimportantinformationwhichsupportsthetext.Atfirst,commenttheanswerofeverygroup.Thenexplainthetextsystematically.Thetextconsistsofsomeinformationasfollows:
Para1:
Xiaohuais?
;sheis?
Para2:
AIDSisadisease\breaksdown\leave\defenselessPara3:
viaunprotectedsex;infectedbloodtransfusionorthroughbirthPara4:
Childreninfect\theyoungsufferPara5:
notdiscouraged\encouragevisit\support\cheerup\Telling\encouraging\creatingPara6:
Disease\fear\ignorance\misunderstandingPara7:
“Mylifemayhavetobeshort,butthereisnoreasonwhyitcan’tbebeautiful”Introducetostudentswhatsubjunctiveis.Thenaskstudentstofindoutthesentenceswhichcontainsubjunctive.Thesentencesare:
1.Iwishmymumwereherewithmeandthatweweren’t’tsick.2.IfIweretolivelongenoughtohaveajob,Iwouldchoosetobeadoctor,helpingtheseAIDSpatients.3.IwishpeoplewouldfindoutthefactsandnotactasifIwereabadordangerousperson.4.IfIwereyou,IwouldgiveanAIDSpatientahug.Stage3,OralEnglishPractice:
(approx.5min)First,Letstudentstalkabouttheirdreamsaboutfutureinsmallgroupsbyusingsubjunctive.Then,everygroupassignsarepresentativetosharehisdreamswiththewholeclass.Stage4,Production:
Guided,MeaningfulProduction(approx.5min.)Writtenwork:
AskstudentstopretendtobeXiaohua’sfriends.Accordingtothecontentofthetext,everyonewritesashortlettertoXiaohuaforgreeting.Studentsaredirectedtouseatleastsomeexamplesofthestructureswithinthetext.Then,pickoutthebestoneandreaditinfrontofthestudents.Homework:
Assignstudentssupplementaryreadingtopracticesubjunctiveinrealcontext.Assessment.初中英语教学设计TeachingAimsandDemands:
1.Languageknowledge:
Keyvocabulary:
dining,hall,gym,science,lab,infrontof,next,behind,any,one,buildingKeystructure:
therebe…2.Readingskill:
(1).Getinformationaboutthelibraryinreading.
(2).Improvethestudents’readingability.TeachingAids:
Multi-Media(orTaperecorder,OHP)TeachingProcedures:
教师事先藏好自己的几样东西,上课时假装找不到(注意这时教师要使用丰富的体态语言和脸部表情,让学生感觉到这是真实的),这样就自然地呈现了新的句型:
Whereis….?
It’son/on/in/infrontof/behind/nextto…Whereare…?
They’reon/in/infrontof/behind/nextto…设计意图:
通过设置让学生帮老师找东西这样一个真实的场景来导入新课,能够立刻调动起学生的参与性,启动学习的发生。
1.Showthestudentsapictureofaroomwithafewthingsinit,andhavethemguesstheplacesoftheothers.(Activity1)呈现几张图,如classroom,sciencelab,dininghall,gym等,让学生小组竞赛猜测物品的名称及位置(同时把新单词sciencelab,dininghall,gym通过图片过掉)T:
Thisisapictureofadininghall.S1:
Arethereanydishesinit?
T:
Yes,thereare.Wherearethey?
设计意图:
学生非常喜欢情景猜测这种游戏。
这可以调动他们各方面的情绪,激活他们已有的知识水平。
设计意图:
在使用好课程的核心资源――教材的同时,充分挖掘学生自身的资源,使课堂教学充满活力。
Watchthevideo.Thestudentswatchaclipofthevideoabouttheclassroomforafewminutes.Haveacompetition.HavethestudentsmakeandanswerquestionseachTeachingPlanBeCarefulwithNumbersinListeningTeachingMaterial:
P75S2BOxfordEnglish;Additionalmaterial(ThenewStarWarsmovie,BeCarefulwithNumbers)TeachingObjectives:
Knowledgeobjectives:
ToenablestudentstolistenandcompletesomeexercisesAbilityObjectives:
Toencouragethestudentstohavebasicskillsoflistening.Emotionobjectives:
TocultivatethecooperationthroughpeerinteractionTeachingaids:
Multi-mediaTeachingandlearningmethod:
GuidingforlearningTeachingProcedures:
Step1Lead-in1.Askstudents:
Whatyearisthisyear?
2.ShowstudentsthepictureoftwelveanimalsinChinesehoroscope,andtellthemdifferentnamesTellthemthisyearisintheyearoftheRat.3.Askstudents:
Howoldareyou?
Whenwereyouborn?
(Whatyearwereyoubornin?
)Whatisyouranimalsign?
Whatcharactersdoyouthinkithas?
4.Askstudents:
Whatmonthwereyoubornin?
(reviewtwelvemonthsinayear)5.Tellstudentsthateveryoneinwesterncountrieshashisorherownstarsign.(T:
WeknowthatanimalsignsareverypopularinChineseculture,wearefamiliarwiththem.Butpeopleinwesterncountrieshavetheirownstarsignsaccordingtothebirthmonth.Itcantellyousomethingaboutyourabilities,talentsandspecialqualities.)Step2Welcometotheunit1.Showstudentsthepictureofstarsigns.Howmuchdoyouknowaboutthem?
Letstudentsguessdifferentstarsigns.(canbeinChinese)2.IntheWest,peopleusesomecreaturestorepresentthestarsigns.Canyoutellmetheirnames?
Teachstudentsnewwords.3.Lookatthepicturesandreadthenewwordsaftertheteacher.4.LetstudentsfinishPartAonP7andchecktheanswersbyreadingthenames.5.Somemoreexercisestoseeifstudentshaveknownthestarsigns.
(1)Showstudents6picturesandnamethestarsigns.
(2)Playaguessinggame:
fillintheblanksbyusingthenamesofthecreatures.6.Tellstudentsthereare6morestarsignsandletthemguesswhattheyarerepresentedbyusingthe6picturesinPartBonP7.7.ChecktheanswerstoPartB.Step3Oralpractice1.Askstudents:
Whenisyourbirthday?
Whatisyourstarsign?
2.ShowstudentsthetwelvestarsignsandletthempointouttheirownstarsigninbothEnglishandChinese.Askthestudentstotrytoremembertheirownstarsign.3.Pairwork:
Letstudentsaskandanswerinpairs.Step4Comicstrips1.Areyouinterestedinstarsigns?
SoareEddieandHobo.Listentotheirconversationandrepeatitafterthetape.2.Askstudentssomequestionstoseeiftheyhaveknownthedialogue.
(1)WhobringsEddiethenewspaper?
(2)WhatdoesHoboaskEddietoread?
Why?
(3)WhatdoEddiesstarssay?
(4)WhathappenstoEddiesbreakfastattheendofthestory?
3.Letstudentsreadthedialoguebythemselves(orpracticeinpairs)4.Dosomemoreexercisesafterreadingandchecktheanswerstogether.5.WhatdoyouthinkHobosandEddiesstarsignsare?
6.Oralpractice:
TrytoactoutthisdialogueinpairsAskthestudentstomakeanewdialoguebyaddingtheirownideas.Step5Homework1.Rememberthestarsigns.2.Makeupanewdialogueaboutstarsigns.3.Trytofindouthowmanyclassmatesareunderthestarsignasyou.荐小学英语教学案例Whatcolourisit(3000字)荐小学全英英语教案(800字)荐英语说课稿范文荐英语教师全英文说课稿(精华版)(精选)荐英语教案
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