初中英语教案 11页

初中英语教案　Lesson　PlanBornDying(JuniorEnglishUnit5,ReadingClass,45min.)Objectives:a.LetthestudentsknowsomethingaboutAIDS.Forexample:WhatisAIDS?HowdoesapersongetAIDS?b.　LetthestudentsknowthepsychologicalstateandlearntocareforthoseAIDSpatients.c.Cultivatethestudentsabilitytoanalyzethetopicandtrytogetthesupportingpoints.d.Teachstudentshowtousesubjunctive.ImportantPoints/Grammar:a.Cultivatethestudentsabilitytoanalyzethetopicandtrytogetthesupportingpoints.b.LetthestudentsknowthoseAIDSpatientspsychologicalstateandlearntocareforthem.c.Teachsubjunctive.d.newwordsandphrases：immunesystem；beinflectedwith;survive;sufferfrom;cheerup;available;persuade.Teachingaids:　Pictures,slides,piecesofpaperwithdifferenttasksonProcedureWarm-up/Lead-inActivities:(approx.5min.)Holdageneralknowledge\ntestinclassbyaskingsomequestionsrelatedtoAIDS,suchaswhatsthedateofworldAIDSDAY?WhatsAIDS?HowdopeoplegetAIDS?Whatsthesymbolofit?Andsoon，tostimulatestudentsenthusiasm.Se1,Reading:(approx.15min.)a.Involvestudentsinreadingthetexttogetfamiliarwiththecontent.b.Afterfinishingreading,askstudentsfivequestions:1.WhatsAIDS?2.HowdopeoplegetAIDS?3.WhatkindoflifedoesXiaohualive?4.WhatdotheAIDSpatientssufferfrom?5.IfyouhavegotADIS,howwouldyouliveyourrestlife?　c.Teachstudentsthetwoimportantreadingmethods:skimmingandscanning.Then,askthemtoreadthetextonceagainbyusingskimmingtofindthemainideaofthetextandusingscanningtofindmorespecificinformationofthistext.　d.Afterreading,letthempresenttheirownanswersofthesefivequestions.　Se2,TextExplaining:(approx.15min.)Dividethewholeclassinto7groups,everygroupfocusesononeparagraphandfindsouttheimportant\ninformationwhichsupportsthetext.Atfirst,commenttheanswerofeverygroup.Thenexplainthetextsystematically.Thetextconsistsofsomeinformationasfollows:Para1:　Xiaohuais;sheisPara2:　AIDSisadisease\breaksdown\leave\defenseless　Para3:　viaunprotectedsex;infectedbloodtransfusionorthroughbirthPara4:　Childreninfect\theyoungsufferPara5:　notdiscouraged\encourage　visit\support\cheerup\Telling\encouraging\creatingPara6:　Disease\fear\ignorance\misunderstandingPara7:"Mylifemayhavetobeshort,butthereisnoreasonwhyit　cantbebeautiful'Introducetostudentswhatsubjunctiveis.Thenaskstudentstofindoutthesentenceswhichcontainsubjunctive.Thesentencesare:1.Iwishmymumwereherewithmeandthatwewerenttsick.2.IfIweretolivelongenoughto\nhaveajob,Iwouldchoosetobeadoctor,helpingtheseAIDSpatients.3.IwishpeoplewouldfindoutthefactsandnotactasifIwereabadordangerousperson.4.IfIwereyou,IwouldgiveanAIDSpatientahug.Se3,OralEnglishPractice:(approx.5min)First,Letstudentstalkabouttheirdreamsaboutfutureinsmallgroupsbyusingsubjunctive.Then,everygroupassignsarepresentativetosharehisdreamswiththewholeclass.Se4,Production:Guided,MeaningfulProduction(approx.5min.)　Writtenwork:AskstudentstopretendtobeXiaohuasfriends.Accordingtothecontentofthetext,everyonewritesashortlettertoXiaohuaforgreeting.Studentsaredirectedtouseatleastsomeexamplesofthestructureswithinthetext.Then,pickoutthebestoneandreaditinfrontofthestudents.Homework:　Assignstudentssupplementaryreadingtopracticesubjunctiveinrealcontext.Assessment.　初中英语教学设计TeachingAimsandDemands:1.Languageknowledge:Keyvocabulary:dining,hall,\ngym,science,lab,infrontof,next,behind,any,one,buildingKeystructure:therebe2.Readingskill:(1).Getinformationaboutthelibraryinreading.(2).Improvethestudentsreadingability.TeachingAids:Multi-Media(orTaperecorder,OHP)TeachingProcedures:Step1　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：　Whereis.?　Itson/on/in/infrontof/behind/nexttoWhereare?　Theyreon/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,dining\nhall,gym通过图片过掉)　T:Thisisapictureofadininghall.　S1:Arethereanydishesinit?　T:Yes,thereare.Wherearethey?　S2:Ithinktheyreonthetable.　2.Pairwork.WorkinpairsandfinishtheexerciseinActivity3.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。　Step2Whoiswho?　1.　ReadaboutPictureAinActivity2.　2.　AnswerthequestionsaccordingtoPictureB.3.　Have4studentsstandinfrontoftheclass,andgetthemtotalkabouttheirplacesonebyone.4.　Game:Describeoneofthestudentsintheclass,havetheothersguesswhoitis.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。　Step3\n　MemoryChallenge　Watchthevideo.Thestudentswatchaclipofthevideoabouttheclassroomforafewminutes.Haveacompetition.Havethestudentsmakeandanswerquestionseach　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。　Step4　Makeasurvey1.　Finishtheformbythestudentsthemselves.　Myprimaryschool　2.　Interviewoneofyourclassmatesandfillintheform.Istherea/aninyourprimaryschool?Arethereanyinyourprimaryschool?Whereis/are?　Myclassmate_______sprimaryschool　设计意图：从谈论现在的学校到谈论他们过去的学校,\n始终围绕目标语开展活动，既"巩固新知'，又体现了"关注学生过去，现在与未来的生活'的语言活动的设计原则。　Step5Homework　1.　Writing:Writeareportforthesurvey.2.　Wb.Ex13.设计意图：以Step4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　ThingsNumbersPlaces　ThingsNumbersPlaces　TeachingPlanBeCarefulwithNumbersinListeningTeachingMaterial:P75S2BOxfordEnglish;　Additionalmaterial(ThenewStarWarsmovie,BeCarefulwithNumbers)TeachingObjectives:Knowledgeobjectives:ToenablestudentstolistenandcompletesomeexercisesAbilityObjectives:Toencouragethestudentstohavebasicskillsoflistening.Emotionobjectives:TocultivatethecooperationthroughpeerinteractionTeachingaids:　Multi-mediaTeachingandlearningmethod:　GuidingforlearningTeachingProcedures:Step1Lead-in1.Askstudents:Whatyearisthisyear?\n　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.Can\nyoutellmetheirnames?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.Askstudentssomequestionstoseeif\ntheyhaveknownthedialogue.(1)WhobringsEddiethenewspaper?(2)WhatdoesHoboaskEddietoread?Why?(3)WhatdoEddiesstarssay?(4)WhathappenstoEddiesbreakfastattheendofthestory?3.Letstudentsreadthedialoguebythemselves(orpracticeinpairs)4.Dosomemoreexercisesafterreadingandchecktheanswerstogether.5.WhatdoyouthinkHobosandEddiesstarsignsare?6.Oralpractice:Trytoactoutthisdialogueinpairs　Askthestudentstomakeanewdialoguebyaddingtheirownideas.Step5Homework1.Rememberthestarsigns.2.Makeupanewdialogueaboutstarsigns.3.Trytofindouthowmanyclassmatesareunderthestarsignasyou.