初中英語(yǔ)教案

LessonPlanBornDying(JuniorEnglishUnit5,ReadingClass,45min.)Objectives:a.LetthestudentsknowsomethingaboutAIDS.Forexample:WhatisAIDS?HowdoesapersongetAIDS?b.LetthestudentsknowthepsychologicalstateandlearntocareforthoseAIDSpatients.c.Cultivatethestudents’abilitytoanalyzethetopicandtrytogetthesupportingpoints.d.Teachstudentshowtousesubjunctive.ImportantPoints/Grammar:a.Cultivatethestudents’abilitytoanalyzethetopicandtrytogetthesupportingpoints.b.Letthestudentsknow

thoseAIDSpatients’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.初中英語(yǔ)教學(xué)設(shè)計(jì)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:Step1

Warming-up

教師事先藏好自己的幾樣?xùn)|西，上課時(shí)假裝找不到（注意這時(shí)教師要使用豐富的體態(tài)語(yǔ)言和臉部表情，讓學(xué)生感覺到這是真實(shí)的），這樣就自然地呈現(xiàn)了新的句型：Whereis….?

It’son/on/in/infrontof/behind/nextto…Whereare…?

They’reon/in/infrontof/behind/nextto…設(shè)計(jì)意圖：通過(guò)設(shè)置讓學(xué)生幫老師找東西這樣一個(gè)真實(shí)的場(chǎng)景來(lái)導(dǎo)入新課，能夠立刻調(diào)動(dòng)起學(xué)生的參與性，啟動(dòng)學(xué)習(xí)的發(fā)生。1.Showthestudentsapictureofaroomwithafewthingsinit,andhavethemguesstheplacesoftheothers.(Activity1)呈現(xiàn)幾張圖，如classroom,sciencelab,dininghall,gym等，讓學(xué)生小組競(jìng)賽猜測(cè)物品的名稱及位置(同時(shí)把新單詞sciencelab,dininghall,gym通過(guò)圖片過(guò)掉)

T:Thisisapictureofadininghall.

S1:Arethereanydishesinit?

T:Yes,thereare.Wherearethey?

S2:Ithinkthey’reonthetable.2.Pairwork.WorkinpairsandfinishtheexerciseinActivity3.設(shè)計(jì)意圖：學(xué)生非常喜歡情景猜測(cè)這種游戲。這可以調(diào)動(dòng)他們各方面的情緒，激活他們已有的知識(shí)水平。

Step2

Whoiswho?

1.

ReadaboutPictureAinActivity2.2.

AnswerthequestionsaccordingtoPictureB.3.

Have4studentsstandinfrontoftheclass,andgetthemtotalkabouttheirplacesonebyone.4.

Game:Describeoneofthestudentsintheclass,havetheothersguesswhoitis.設(shè)計(jì)意圖：在使用好課程的核心資源――教材的同時(shí)，充分挖掘?qū)W生自身的資源，使課堂教學(xué)充滿活力。Step3

MemoryChallengeWatchthevideo.Thestudentswatchaclipofthevideoabouttheclassroomforafewminutes.Haveacompetition.Havethestudentsmakeandanswerquestionseachother.讓學(xué)生看一段錄像，如房間或教室，記住物品及位置。學(xué)生小組展開問(wèn)答競(jìng)賽。無(wú)論問(wèn)者還是答者只要正確都能得分。

設(shè)計(jì)意圖：通過(guò)觀看錄像來(lái)調(diào)動(dòng)他們視覺、聽覺和記憶力來(lái)參與語(yǔ)言活動(dòng)。同時(shí)，小組之間的競(jìng)賽體現(xiàn)了協(xié)作和團(tuán)隊(duì)精神。Step4

Makeasurvey1.

Finishtheformbythestudentsthemselves.

MyprimaryschoolThingsNumbersPlaces

2.

Interviewoneofyourclassmatesandfillintheform.Istherea/an…inyourprimaryschool?Arethereany…inyourprimaryschool?Whereis/are…?

Myclassmate_______’sprimaryschoolThingsNumbersPlaces

設(shè)計(jì)意圖：從談?wù)摤F(xiàn)在的學(xué)校到談?wù)撍麄冞^(guò)去的學(xué)校,始終圍繞目標(biāo)語(yǔ)開展活動(dòng)，既“鞏固新知”，又體現(xiàn)了“關(guān)注學(xué)生過(guò)去，現(xiàn)在與未來(lái)的生活”的語(yǔ)言活動(dòng)的設(shè)計(jì)原則。Step5

Homework

1.

Writing:Writeareportforthesurvey.2.

Wb.Ex13.設(shè)計(jì)意圖：以Step4中完成的采訪為基礎(chǔ)，在同學(xué)與自己的小學(xué)的對(duì)比中，對(duì)本單元物品、數(shù)詞、方位詞的運(yùn)用進(jìn)行鞏固TeachingPlanBeCarefulwithNumbersinListeningTeachingMaterial: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.Askthestud