初中英语教案(共6页).doc

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1、精选优质文档-倾情为你奉上Lesson PlanBorn Dying (Junior English Unit5, Reading Class ,45min.)Objectives:a. Let the students know something about AIDS. For example: What is AIDS? How does a person get AIDS?b. Let the students know the psychological state and learn to care for those AIDS patients.c. Cultivate the

2、studentsability to analyze the topic and try to get the supporting points.d. Teach students how to use subjunctive.Important Points/Grammar:a. Cultivate the studentsability to analyze the topic and try to get the supporting points.b. Let the students knowthose AIDS patients psychological state and l

3、earn to care for them.c. Teach subjunctive.d. new words and phrases：immune system；be inflected with; survive; suffer from; cheer up; available; persuade.Teaching aids: Pictures, slides, pieces of paper with different tasks onProcedureWarm-up/Lead-in Activities: (approx.5min.)Hold a general knowledge

4、 test in class by asking some questions related to AIDS, such as whats the date of world AIDS DAY? Whats AIDS? How do people get AIDS? Whats the symbol of it? And so on，to stimulate students enthusiasm.Stage1, Reading: (approx.15min.)a. Involve students in reading the text to get familiar with the c

5、ontent.b. After finishing reading, ask students five questions:1. Whats AIDS?2. How do people get AIDS?3. What kind of life does Xiaohua live?4. What do the AIDS patients suffer from?5. If you have got ADIS, how would you live your rest life? c. Teach students the two important reading methods: skim

6、ming and scanning. Then, ask them to read the text once again by using skimming to find the main idea of the text and using scanning to find more specific information of this text. d. After reading, let them present their own answers of these five questions. Stage 2, Text Explaining: (approx.15min.)

7、Divide the whole class into 7 groups, every group focuses on one paragraph and finds out the important information which supports the text.At first, comment the answer of every group. Then explain the text systematically. The text consists of some information as follows:Para1: Xiaohua is; she isPara

8、2: AIDS is a disease breaks down leave defenseless Para3: via unprotected sex; infected blood transfusion or through birthPara4: Children infect the young sufferPara5: not discouraged encourage visit support cheer up Telling encouraging creatingPara6: Disease fear ignorance misunderstandingPara7: “M

9、y life may have to be short, but there is no reason why it cant be beautiful”Introduce to students what subjunctive is. Then ask students to find out the sentences which contain subjunctive. The sentences are:1. I wish my mum were here with me and that we werentt sick.2. If I were to live long enoug

10、h to have a job, I would choose to be a doctor, helping these AIDS patients.3. I wish people would find out the facts and not act as if I were a bad or dangerous person.4. If I were you, I would give an AIDS patient a hug.Stage3, Oral English Practice: (approx.5 min)First, Let students talk about th

11、eir dreams about future in small groups by using subjunctive.Then, every group assigns a representative to share his dreams with the whole class.Stage4, Production: Guided, Meaningful Production (approx.5 min.) Written work: Ask students to pretend to be Xiaohuas friends. According to the content of

12、 the text, everyone writes a short letter to Xiaohua for greeting. Students are directed to use at least some examples of the structures within the text. Then, pick out the best one and read it in front of the students.Homework:Assign students supplementary reading to practice subjunctive in real co

13、ntext.Assessment. 初中英语教学设计Teaching Aims and Demands:1.Language knowledge:Key vocabulary: dining, hall, gym, science, lab, in front of, next, behind, any, one, buildingKey structure: there be2. Reading skill:(1). Get information about the library in reading.(2). Improve the students reading ability.T

14、eaching Aids: Multi-Media (or Tape recorder, OHP)Teaching Procedures:Step 1 Warming-up 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：Where is.? Its on / on / in / in front of / behind / next toWhere are ? Theyre on / in / in front of / behind / next to设计意图：通过设置让学生帮老师找东西这样一个

15、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. Show the students a picture of a room with a few things in it, and have them guess the places of the others. (Activity 1)呈现几张图，如classroom, science lab, dining hall, 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science lab, dining hall, gym通过图片过掉) T: This is a picture of a dining

16、hall. S1: Are there any dishes in it? T: Yes, there are. Where are they? S2: I think theyre on the table. 2. Pair work. Work in pairs and finish the exercise in Activity 3.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。Step 2Who is who? 1. Read about Picture A in Activity 2. 2. Answer the questions a

17、ccording to Picture B.3. Have 4 students stand in front of the class, and get them to talk about their places one by one.4. Game: Describe one of the students in the class, have the others guess who it is.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。Step 3 Memory ChallengeWatch the video. The student

18、s watch a clip of the video about the classroom for a few minutes. Have a competition. Have the students make and answer questions each other. 让学生看一段录像，如房间或教室，记住物品及位置。学生小组展开问答竞赛。无论问者还是答者只要正确都能得分。设计意图：通过观看录像来调动他们视觉、听觉和记忆力来参与语言活动。同时，小组之间的竞赛体现了协作和团队精神。Step 4 Make a survey1. Finish the form by the stude

19、nts themselves. My primary schoolThingsNumbersPlaces2. Interview one of your classmates and fill in the form.Is there a/ an in your primary school?Are there any in your primary school?Where is / are? My classmate _s primary schoolThingsNumbersPlaces设计意图：从谈论现在的学校到谈论他们过去的学校, 始终围绕目标语开展活动，既“巩固新知”，又体现了“关

20、注学生过去，现在与未来的生活”的语言活动的设计原则。Step 5Homework 1. Writing: Write a report for the survey.2. Wb. Ex 13.设计意图：以Step 4中完成的采访为基础，在同学与自己的小学的对比中，对本单元物品、数词、方位词的运用进行巩固Teaching PlanBe Careful with Numbers in ListeningTeaching Material: P75 S2B Oxford English; Additional material(The new Star Wars movie, Be Careful

21、with Numbers)Teaching Objectives:Knowledge objectives:To enable students to listen and complete some exercisesAbility Objectives:To encourage the students to have basic skills of listening.Emotion objectives:To cultivate the cooperation through peer interactionTeaching aids: Multi-mediaTeaching and

22、learning method: Guiding for learningTeaching Procedures:Step1 Lead-in1. Ask students: What year is this year? 2. Show students the picture of twelve animals in Chinese horoscope, and tell them different namesTell them this year is in the year of the Rat.3. Ask students: How old are you? When were y

23、ou born? (What year were you born in?) What is your animal sign? What characters do you think it has?4. Ask students: What month were you born in? (review twelve months in a year)5. Tell students that everyone in western countries has his or her own star sign. (T: We know that animal signs are very

24、popular in Chinese culture, we are familiar with them. But people in western countries have their own star signs according to the birth month. It can tell you something about your abilities, talents and special qualities.)Step 2 Welcome to the unit1. Show students the picture of star signs. How much

25、 do you know about them? Let students guess different star signs. (can be in Chinese)2. In the West, people use some creatures to represent the star signs. Can you tell me their names? Teach students new words.3. Look at the pictures and read the new words after the teacher.4. Let students finish Pa

26、rt A on P7 and check the answers by reading the names.5. Some more exercises to see if students have known the star signs. (1) Show students 6 pictures and name the star signs.(2) Play a guessing game: fill in the blanks by using the names of the creatures.6. Tell students there are 6 more star sign

27、s and let them guess what they are represented by using the 6 pictures in Part B on P7.7. Check the answers to Part B.Step 3 Oral practice1. Ask students: When is your birthday? What is your star sign?2. Show students the twelve star signs and let them point out their own star sign in both English a

28、nd Chinese. Ask the students to try to remember their own star sign.3. Pair work: Let students ask and answer in pairs.Step 4 Comic strips1. Are you interested in star signs? So are Eddie and Hobo. Listen to their conversation and repeat it after the tape.2. Ask students some questions to see if the

29、y have known the dialogue.(1) Who brings Eddie the newspaper?(2) What does Hobo ask Eddie to read? Why?(3) What do Eddies stars say?(4) What happens to Eddies breakfast at the end of the story?3. Let students read the dialogue by themselves (or practice in pairs)4. Do some more exercises after readi

30、ng and check the answers together.5. What do you think Hobos and Eddies star signs are?6. Oral practice:Try to act out this dialogue in pairs Ask the students to make a new dialogue by adding their own ideas.Step 5 Homework1. Remember the star signs.2. Make up a new dialogue about star signs.3. Try to find out how many classmates are under the star sign as you. 专心-专注-专业