初中英语教案模板

第49页共49页初中英语教案模板初中英语教案模板。一、教材分析^p：1、教学内容：本单元是——(下)Unit—。主要围绕""这一主题展开各种教学活动，并以这一主题引出_____等语言功能。本单元旨在创造一个轻松，愉快的学习，交流环境，通过听，说，读，写来培养学生综合运用这些知识的才能。并让学生能在"做中学"(learningbydoing)，通过有限的课堂理论活动，拓展以往的经历，能准确地用英语来表达。2、教材的地位和作用：——年级——单元讲述的是——的用法，这是初中非常重要的时态之一。学生们可以用如今——来表达自己的经历，来体会别人的感受是很重要的。这个单元一定要体会如今——的真正含义和用法。要防止混淆几个重点词组的使用。我们更要使学生不仅理解枯燥的语法，还要让学生们会用新学的语法知识来表达思想。3、教材的处理：根据《英语课程标准》(实验稿)关于总目的的详细描绘，结合本单元这局部的教学内容及基于对教材的分析^p，我对本单元的内容进展如下处理，目的是突出重点，使课堂节奏紧凑，衔贯。本单元分为四课时，第一课时是SectionA，第二课时是SectionB，第三课时是SelfCheck，第四课时是——，最后一局部是做练习，以学生的自测为主，然后予以校对。二、学情分析^p：我们教学的对象是初二学生(好，中，差等生都有)，他们学习英语既感到好奇又担忧，希望能得到别人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的时机来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，进步他们综合运用语言的才能，使各层次的学生都有所收获。三、教学目的：根据以上我对本单元教材内容的分析^p和新课标的指导，我确定以下几个为本单元的教学目的：语言知识，语言技能，学习策略，情感态度和文化意识五个方面。1、语言知识：本单元要求学生掌握以下词汇——语言功能：学习和增加阅读技巧和阅读策略。语言构造：——2、语言技能：(1)能用——的各种形式进展准确的描绘和表达——经历。(2)能掌握——时态中几个词组的正确使用。(3)能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。3、学习策略：通过本单元的教学，我要求学生能通过上下文内在的逻辑联络和在一定的语境中正确理解并运用——(时态)来准确地表达所发生过去的经历。4、情感态度：通过对本单元的任务性活动，我的目的是让学生们用英语描绘他们过去的经历，同时能进步他们的观察才能和表达才能，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模拟，敢于开口，积极参与，主动请教。5、文化意识：通过他们描绘过去的经历，理解一些西方国家的风土人情。四、教学的重、难点：基于上述对教材的分析^p，我确定本单元的教学重点为——的用法。教学难点为——含义和用法，能在交际中准确地运用——来描绘或表达。五、教学方法：教法：情境教学法、语法翻译法、直接法、听说法、交际法、全身反响法学法：自主、合作、探究教法分析^p：(1)——是初中非常重要的语法工程，而本单元的话题自生活，立足这一点，我充分利用学生已有的知识和生活经历，让他们讲述去过的国家或地方，创设生活化的真实情境引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言(为用而学，在用中学，学了就用)。(2)开展多种类型的任务型活动，提供应学生合作交流的空间和时间，促使学生为完成任务和同学进展合作，为完成任务进展探究性学习。六、教学过程设计Unit9TheFirstperiod(SectionA)Step1Warmingup("良好的开端是成功的一半"，因此，我认为能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下根底，同时也能给自己适当的减压。)T：Iliketravelling.IhavebeentoDalianandmanybigcities.Whataboutyou?接下来老师让几个学生讲述他们去过的城市或国家，让其他学生用英语来猜想。(目的是为本节课的如今完成时作好铺垫)Step2presentation老师出示几张图片，引出如今完成时的构造和用法。T：Haveyoubeentoanaquarium?Yes,Ihave.T：Haveyoubeentoawaterpark?No,Ihaven't.这样设计的目的是让学生在交际情景中感受出如今完成时的构造和用法。然后叫学生归纳出如今完成时的构造句型。【以下为赠送相关文档】精选教案阅读初中英语教案模板全英文本说课稿为冀教版八年级〔下〕Unit5Lesson37，为市级说课稿比赛获奖作品。Goodmorning,everyone,Today,it’sapleasureformetostandhereandI’mverypleasedtohavesuchanopportunitytosharesomeofmyteachingideaswithyou.First,letmeintroducemyself.MynameisGuoXinzhi,andIamworkingasanEnglishteacherinYong’anMiddleSchool,CongtaiDistrictofHandan.MytopictodayistakenfromLesson37ofUnit5inStudentBook4.Themaincontentofthisunitis“GoWithTransportation”,andthetopicofLesson37is“FlyingDonuts”.Ihavedecidedtosaythelessonfromsixparts:partOne——AnalysisoftheTeachingMaterialOne:StatusandFunction1.Thisunittellsustheimprovementoftraffictransportationandtherelatedstories.Besideslearningthis,studentswillalsolearnsomewords,phrasesandexpressionsoftraffic,andsoon.InLesson37,Dannywillintroduceanewtypeoftransportationtous,itisimaginary.2.Toattain“fourskills”requestoflistening,speaking,readingandwriting,Iwillhavethestudentsdosomeexerciseaboutthetext.3.Suchatopicisveryimportantinthisunit.Iwillleadthestudentstousetheirimaginationandencouragethemtobecreative.Forexle,helpingthemuseEnglishtodescribetheirimaginarytransportation.SoIthinkifthestudentscanlearnthislessonwell,itwillbehelpfultomakethemlearntherestofthisunit.4.Whileteachingthem,Iwillalsoencouragethemtosaysomethingaboutwhattheythinkthefuturetransportationswillbelike.Inaway,frompractisingsuchatopic,itcanbehelpfultoraiselearninginterestsofstudentsanditwillbealsohelpfultoimprovetheirspokenlanguage.Two:TeachingAimsandDemandsTheteachingaim'sbasisisestablishedaccordingtoJuniorSchoolEnglishsyllabus'provision.1.Knowledgeobjects(1)Tostudythenewwords“fuel”,“oil”and“coal”.(2)Tolearnandmasterthephrases“thinkof,onthewayto…,havefun”,etc.2.Abilityobjects(1)Todevelopthestudents’abilitiesoflistening,speaking,readingandwriting.(2)Totrainthestudents’abilityofworkinginpairs.(3)Todevelopthestudents’abilitiesofmunicationbylearningtheusefulstructures.3.Moralobjects(1)Throughdifferentteachingmethodstomakestudentsbeinterestedinstudy.(2)LovetoknowmoreknowledgeabouttransportationanddaretoexpresstheiropinionsinEnglish.(3)Encouragethestudentstobemorecreativeandtrytomakecontributionstomakingnewinventionsinthefuture.Three:TeachingKeysandDifficultpointsTheteachingkeysanddifficultpoints’basisisestablishedaccordingtoLesson37intheteachingmaterial'spositionandfunction.1.Keypoints:(1).Beabletoexpresswords,phrasesandsentencesinEnglish.(2).KnowabouttheimprovementoftransportationandDanny’sinvention.2.Difficultpoints:BeabletotalkabouttheirimaginaryfuturetransportationinoralEnglish.partTwo——TheTeachingMethods1.municativeteachingmethod;2.Audio-visualteachingmethod;3.Task-basedteachingmethod;4.Classifiedteachingmethod.Asweallknow:themaininstructionalaimsoflearningEnglishintheMiddleSchoolistocultivatestudents’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguage.SointhislessonI’llmainlyuse“municative”teachingmethod,“Audio-visual”teachingmethodand“Task-based”teachingmethodand“Classified”teachingmethod.Thatistosay,I’llletthestudentsgetabetterunderstandingofthekeystructures.I’llgivethestudentssometasksandarrangesomekindsofactivities,liketalking,watchingCAI,andreadinginroles.Inaword,Iwanttomakethestudentstherealmastersinclasswhiletheteacherhimselfactsasdirector.IalsohopetobinethelanguagestructureswiththelanguagefunctionsandletthestudentsreceivesomemoraleducationwhiletheyarelearningtheEnglishlanguage.partThree——Studyingways1.Teachthestudentshowtobesuccessfullanguagelearners.2.Makesituationandprovidemeaningfulduty,encouragethestudentstostudythetextbythemselves.partFour——TeachingstepsAsthislessonplaysanimportantpartintheEnglishteachingofthisunit,Ihavedecidedthefollowingstepstotraintheirabilityoflistening,speaking,readingandwriting,especiallyreadingandspeakingability.Theentirestepsare:Step1Warm-upandLead-inShowthestudentssomepicturesofmontransportations,likecar,bike,trainandsoon.Askthestudents:Whatcanyouseefromthepicture?Isthereanotherkindoftransportationaroundus?purposeofmydesigning:Inthispart,havethestudentssaymoreaboutwhattheyseeorwhattheydon’tsee.Inthisway,theywillknowtoday’slessonhassomethingtodowiththeirdiscussion.Step2presentation1.Learnnewwordsingroups.Thenewwordinthislessonarefuel,oilandcoal.Showthempicturesofthesethingsandteachthemthesenewwords.purposeofmydesigning:Afterseeingthepictures,thestudentswillknowwhattheyareandtheycanlearnthemquicklyandeasily.2.playthetaperecorder.Letthestudentslistenandimitatethetext.payattentiontotheirpronunciationandintonation.Thenfinishtheexercisesontheputer.purposeofmydesigning:Thisstepisemployedtomakethestudentsgetthegeneralideaofthetext.Atthesametimeletthestudentshaveachancetopractisetheirlisteningandspeakingability.3.TextLearningandaQuizI’lluseCAItopresentthewholetext.I’llwritethekeypointsontheblackboardwhiletheyarewatching.Afterwatching,I’llteachthemtoreadthewordsandsentencesontheBb.Makesuretheycanreadthemwell.Afterteachingthemthewholetext,includingthemeaningsofnewwords,theuseofsimilarexpressionsandsoon.Getthestudentstotryandsayoutsomephrasesonthescreen,likeIdon’tthinkso,havefun,anewkindof,onthewaytoschool,andsoon.purposeofmydesigning:TopresentthetextbyCAIismucheasierforthestudentstolearnandgraspthemeanings.CAIcanprovidearealsituationwithitssoundandpictureanditmakestherelationshipsbetweenthestudentsbetter.4.KeyStructuresandDifficultpointsLearningFirst,Iwillpidethestudentsintothreegroupsandtellthemtohaveadiscussionaboutwhattheylearninthislesson.Thenencouragethemtotrytounderstandthewholetext,knowwhatthedifficultpointsare,andsoon.Atlast,Iwillhelpthemtomasterthemall.Forexle,Iteachthestudentsknowthedifferencesbetweenphrasesthinkof,thinkaboutandthinkover.Iwillshowthemsomesentencesandgetthemtoknowtheuseofthesephrases.Encouragethemtodosomeexerciseaboutthesephrases.purposeofmydesigning:Bypractisingusingthesenewwordsandsimilarphrases,thestudentswillknowhowtousetheminEnglishandmastertheuseofthembetter.5.ReadandSayGivethestudentstwoorthreeminutestoprepare,andthengetthemreadthetexttogetherinthreegroups.Tellthemtoreadaloud.Thenhelpthestudentssaysomethingaboutthefuturetransportationortheirimaginarytransportation.Encouragethemtosaymore.purposeofmydesigning:Byreadingthetextandsayingsuchthings,getthestudentstopractisetheirreadingandspeakingabilityagain.partFive——SummarizeandHomeworkAskthestudentssuchquestions:Whathavewelearnedfromthislesson?WhatdoesDannysayabouthisnewkind/typeoftransportation?Doyoulikehisidea?Whatnewphraseshavewelearnedtoday?Doyouhaveenoughconfidencetofinishtheseexercises?Now,let’stry!Thenshowthemsomeexercisesandhelpthemtofinishthem.Atlast,tellthestudentswhattoday’shomeworkis.Whiledoingthis,theteachercanhavetheboysandgirlshaveapetitiontoseewhoarebetter.partSix——BlackboardDesigningLesson37FlyingDonutsLanguagepoints:1．thinkof认为,想起;thinkover仔细考虑;thinkout想出2．at/inthefrontof在……前面〔部〕/infrontof在……前面3．onthewaytoschool在上学的路上/onone’swayhome在回家路上4.With用……purposeofmydesigning:presentsthetextkeycontentclearlyontheblackboard,favorsthestudentstoknowledgegrasping.OK.That’sall.Thanksforlisteningtomeandhelpingme.初中英语教案格式一、说教材(教材分析^p)Analyzingteachingmaterial1.说课型lessontype(Dialogue/reading/listening/revision)2.本课在教材中的地位statusandfunctionLesson33SavingtheEarthisadialogue.ThelessonisfocusedonthetopicoftheproblemsoftheearthandthefunctionalitemsofSupposition/Intentions/conjecture/prohibition.Sinceitisadialogue/reading.It’shelpfultoimprovetheSsmunicative/readingability.3.说教学指导思想teachingguideline(Teachingsyllabus:Languageisformunication,developtheirfourskills,layspecialemphasisonreading;Grelletputitwellinhisbookdevelopingreadingskills:developreadingskill/discourseanalysis;getthemtounderstandthewesternculturebetter;improvetheabilitytodiscover,analyzeReadingisforinformation,forfun;UseTop-downmodelorBottom-upmodeltoactivateSsschemata;Interactivemodel)1)认知目的knowledgeobjectsa.EnabletheSstorememberthefollowingnewwordsb.Helpthemtounderstandthebackgroundofpollution.c.Enablethestudentstoloveourearthandthenature.d.Beawareoftheimportanceofstoppingpollution培养阅读技能)a.Newwordsandphrasesb.Sentencepattern:If-clausec.improvetheirreadingskills.d.TalkingaboutproblemsoftheEarth.6.说教学难点teachingdifficultpoints(语法;开展交际才能)a.functionalitem:Supposition.b.Developtheirmunicativeability.Actouttheirowndialogue.7.说教具teachingaids(multi-mediaputer,software,OHp)Theteachingsyllabussaysthatit’snecessaryforteacherstousemodernteachingfacilities.It’sofgreathelptoincreasetheclassdensityandimproveourteachingresult.ItcanalsomaketheSsreachabetterunderstandingofthetextbymakingtheclasseslivelyandinteresting.Atthesametime,itarousestheSs’interestinlearningEnglish.二、说教法TeachingmethodsFivestepmethod;audio-video;municativeapproach;Task-basedlearning:NewSyllabusDesignencouragesteacherstousethisteachingmethod.TBLTcanstimulateSs’initiativeinlearninganddeveloptheirabilityinlanguageapplication.MaketheSstherealmastersinclasswhiletheteacherhimselfactsasthedirectorandbringtheirabilityintofullplay.三、说学法Studymethods1.TeachSshowtobesuccessfullanguagelearners.3.GettheSstoformgoodlearninghabits.四、说教学过程TeachingproceduresI.复习(Revision)5min(Dailyreport;词汇diagram;brainstorming;activateschemata)Activity1:Imagination1).Supposeabottleofinkisturnedoveranddirtiesyourwhiteshirt,whatistobedone?(Washit?Orthrowitaway?)2).Supposeyoucatchabadcold,what’stobedone?3).Supposeyourbikeisbroken,what’stobedone?4).Andsupposetheearth,onwhichwealllive,isdamaged,what’stobedone?*Whatcanyouthinkofwhenyousee“pollution”thisword?(waste,enviro____ent,air,water,factory,desert,climate...TrytoactivatetheSsschemataregardingthetopicofpollution.)II.呈现(presentation)5minActivity2:presentationplaythesong“EarthSong”sungbyMichaelJackson.(Createanatmosphere)Alotofpicturesandvideoclipsaboutthecausesandresultsofthethreeproblemsmentionedinthislessonwillbeshownonthescreenwiththehelpoftheputer.Ss’presentationonpollution.Attracttheirattention,arousetheirinterest,andcreateagoodatmosphereformunication.III.对话/阅读(Dialogue)18m1.pre-readingActivity3:prediction1stlistening/fastreading,oneguidedQtohelpSstogetthemainidea:Whatdoyouthinkisdiscussedattheconference?2.While-readingActivity4:Readandanswer2ndlistening/carefulreading,moreQstogetthedetailedinformation.Developtheirreadingskills:skimwhile-reading;post-reading(fastreading/carefulreading;skim/scan;识别【关键词】：^pkeywords;确定主题句;创设信息差informationgap;TorF;填表格chart/diagram;predicting;Makeatimeline;Makeastorymap。到达对课文的整体理解和掌握。Sothattheycanhaveagoodunderstandingofthewholetext.)3.post-readingActivity5:LanguagefocusWhileSsareansweringtheQs,theteacherdealswithsomekeylanguagepoints.a.isbeingcausedb.andsoonc.goondoingd.befitfore.standingroomf.if-clauseIV.操练(practice)10mActivity6:RetellUseyourownwordstoretellthedialogueinthe3rdperson.Activity7:ActingoutActivity8:Drill–Suppositionpurpose:practisethefunctionalitemofSupposition.(p.33part2;p.113,wbEx.3)(Retell;actout;roleplay)V.稳固(Consolidation)6m(Discussion;interview;pressconference;debate;quiz)Activity9:roleplaySupposeyouwereheadofavillage,scientist,journalistandvillager,makeupaconversationandaskseveralgroupstodemonstrateinfrontoftheclass.*TheSsareencouragedtousethewordsandexpression_r_rslikepollution,damage,befitfor,turninto,theif-clause,etc.Activity10:DiscussionThinkofthequestion:Arewecausingdamagetotheworld?Whatshouldwedotosavetheearthandprotectourenviro____entespeciallyinourdailylife?Collecttheiranswersandformareport.VI.作业(Homework)1m(Writing;continuethestory;recite;retell)Writealettertothemayor,tellinghimsth.aboutthepollutionaroundyourschool.初中英语教案：IsthisyourpencilUnit2Isthisyourpencil?教学内容本单元围绕着“Isthisyourpencil?”这一主题开展听、说、读、写等多种教学活动，其教学核心内容是“确认物主”。通过本单元的教学，使学生学会识别物品的所有者，学会根据场景询问物品的所属，以及英语中对应的表达法，学会写寻物启事和失物招领。老师应着力培养学生能在日常交际交往中有效地使用语言进展表达，与别人沟通信息，为今后学习打下坚实的语言根底.教学目的1)知识目的：A.学习并掌握指示代词:this、that;B.学习What引导的特殊疑问句;C.学会Yes/No问句及其简单答复;D.学会句型：Howdoyouspellpen?p-E-N.2)才能目的：A.能识别物品的所有者;B.根据不同场景,能用英语对物品的所属进展提问和答复;C.能识别不同句式的语调(陈述句,疑问句);D.培养学生听、说、读、写的才能及创新思维才能.3)情感目的：A.通过寻找主人的游戏和失物招领等活动,培养学生拾金不昧的良好的品德及安康向上的人格;B.通过开展小组活动,指导学生积极与别人合作,互相学习、互相帮助,共同完成学习任务.教学重点、难点重点：A.掌握批示代词this、that用法;B.掌握特殊疑问句和Yes/No问句及其简单答复.难点：学会写寻物启事和失物招领.课时安排第一课时SectionA1a-1c第二课时SectionA2a-4b第三课时SectionB1a-2c第四课时SectionB3a-4Self-check1-3periodOne课前准备老师：录音机，图片，物品实物.学生:实物(学惯用品).教学设计StepOne:Warmingup.(通过复习形容词性物主代词，把学生引入学习英语的情境中。)Learnthechant.T:Let’ssingthechanttogether.my是我的,your是你的,男他的是his,女她的是her;名词前面常站岗,限定所属有功绩.StepTwo:Newwords.(利用实物教学，使得教学过程自然、形象。)1.presentthenewwords.T:Boysandgirls,lookatthisplease.What’sthisinEnglish?(TeacherholdsapenintheEnglish.)S1:Apen.(SsmaysayitinEnglish.)T:Yeah.It’sapen.Andwhat’sthis?(Theteacherholdsaneraserinthehand.)S2:It’saneraser.(Teachtheotherwordssuchas“pencil,book,eraser,ruler,pencilcase,backpack,pencilsharpener,anddictionary”inthesameway.)2.practicethenewwords.T:Now,pleaselookatthepicturesinyourbooks.Canyouputthewordswiththeobjectsintherightpictures?Writethelettersnexttothewords,please.(GiveSsabouttwominutestofinish1a.)T:OK,let’schecktheanswers.Whocantellustheanswers?S2:…StepThree:presentthedrills.1.presentthedrill“Isthis…?Yes/No,itis/isn’t.”(利用实物引入句型，使用不同人的物品来引入形容词性物主代词和名词的搭配的用法。)(Holdtheteacher’spen.)T:Thisismypen.Isthisyourpen?S1:No,itisn’t.It’syourpen.T:(Holdthestudent’spen.)Thisisyourpen.Isthisyourpen?S1:Yes,itis.It’smypen.T:(Holdagirl’spen.)Thisisherpen.Isthisyourpen?S1:No,itisn’t.It’sherpen.T:(Holdaboy’spen.)Thisishispen.Isthisyourpen?S1:No,itisn’t.It’shispen.T:Thankyou.2.practicethedrill“Isthisyour…?”inpairswithyourownschoolthings.payattentiontotheuseofmy,your,hisorher.(利用学惯用品操练句型，并加深对物主代词的理解。)S3:Isthisyour…?S4:…It’smy…S3:Isthis…?S4:…It’shis/her…(Theteacherasksafewpairstopractice.)3.presentthedrill“Isthat…?Yes/No,itis/isn’t.”(利用老师所站位置的不同来引入批示代词that的用法，并从位置关系上让学生准确理解this，that的区别。)T:Thatismybook.Isthatmybook?(putabookontheteacher’stablesothattheSscanseeitclearly,andtheteacherstandsalittlefarfromthetable.)S5:Yes,itis.It’syourbook.T:Thatishisbook.Isthatyourbook?(putaboy’sbookonthetableandtheteacherinthesameplace.)S5:No,itisn’t.It’shisbook.T:Thatisherbook.Isthatyourbook?(putagirl’sbookonthetableandtheteacherinthesameplace.)S5:No,itisn’t.It’sherbook.(Teachandpracticethedrill“Isthat…?”anditsanswer.)4.practicethedrill“Isthatyour…?”inpairswithyourownschoolthings.(通过练习，区别两个批示代词的用法。)S6:Isthatyour…?S7:…It’smy….S6:Isthatyour…?S7:…It’shis/her…(Theteacheraskssomepairstopractice.)5.Listening.(进展听力练习，稳固所学的句型。)T:Nowpleaselistentothethreeconversations,thefirsttimeyouonlylisten.ThenIplayagain.Andthistimeyoulistenandnumbertheconversations.(pointtotheboxestoshowwherestudentswritethenumbersfortheconversations.Teacherplaysthetapeandstudentslistentoitandfinish1b.)T:Let’schecktheanswers,OK?S8:(fromlefttoright)T:Thankyou.6.practicethedrillsaccordingtothepicturesusing“hisorher”.(设置情景，使学生在情景中准确运用物主代词his或her。)(Showstudentsfourpictureslikethefollowings.见课件。)StepFour:Task“Haveacontest”.(把两个学生的文具混在一起，然后请他们分别挑出自己和同伴的物品，用的时间少者为胜者。挑选物品的同时，要求学生用英语说出：Thisismy…Thatisher/his…)(putthesamenumberofthethingstogether,andfirstaskthemtopickouttheirownthingsandtheirpartners’things.Thenaskthemtogiveareport,usingthekeywordsandtargetlanguage.Onestudentpicksupthethingswhiletheothercountsthetimeaswell.)Languagesusedforthetask:1.Thisismy…2.Thatisher/his…StepFive:Summary.(编一个Chant，便于学生进一步识记本节课所学的重点词汇和语言工程。注意应强调Chant的节奏和一般疑问句的语调。)Chant.T:Inthisclass,we’velearnedthenamesofsomemonpersonalpossessionsandhowtoidentifyownership.Let’slearntosaythischant.Isthismybook?Yes,itis.Isthatyourruler?No,itisn’t.Isthisherpencil?Yes,itis.Isthathiseraser?No,itisn’t.Homework.ReadthenewwordsandthetargetlanguagespresentedinthisclassandsaythechanttoimproveyourspokenEnglish.periodTwo课前准备老师：录音机，所学物品的图片，一个书包(里面装着事先搜集的学习文具)，表格假设干张。学生：一张硬纸写上自己的姓名和号码，学习的物品。教学设计StepOne:Revision.1.Reviewthedrills.(用学生的姓名和号码来复习句型：Isthis(that)your(his/her)…?及简短答复：Yes,itis./No,itisn’t.注意老师提问的同时，用手势来帮助学生给出你料想的答案。)(putsomepaperwiththenamesandtelephonenumbersontheblackboard.)T:pleaselookattheblackboard.Andanswermyquestions,please.Isthisyourfirstname?S1:No,itisn’t.T:Isthatherlastname?S2:Yes,itis.T:Isthishistelephonenumber?S3:Yes,itis.T:Good.Thistime,whowouldliketoetotheblackboardandaskquestionslikeme?(Studentsinturnetotheblackboard,pointtothepaperandaskquestions,thenaskotherstudentstoanswer.)2.Reviewthevocabulary.(在黑板的名字旁边贴上学习物品的图片，来复习所学的单词和句型。)(putsomepicturesofthingsstudentshavelearnedinclassnexttothenamesofthestudents.)T:Isthisyourruler?(pointtopicture1.)S4:No,itisn’t.T:Isthisherruler?(pointtoJennyChen.)S4:Yes,itis.T:Isthatyourpencilcase?(pointtopicture2.)S5:No,itisn’t.T:Isthathispencilcase?(pointtoJimWang.)S5:Yes,itis.(Getthestudentstoaskthequestionsinturn,makesuretheyusetheitemstheylike.)StepTwo:Listining.1.Listening(2a).(练习听力前，先让学生再一次说出图片中物品的英文，进一步强化重点单词。)T:pleaselookatthepicturesin2a.CanyousaytheirEnglishname?(Teacherasksthestudentstonameeachoneinpidually.)S6:Thisis…S7:Thisis………T:Nowpleasetakeouttheobjectsin2aandputthemonthedesk.Youwilllistenadialogueandpleasepickupthethingsyouhear.Let’sseewhowilldofastestandbest.(playtherecordingforthestudentstolisten.)(让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。)T:Nowlet’schecktheanswers.pleaseholdthethingsyouhearandsaytheirEnglishnames,OK?(Makesurestudentsholdthethingstoshowthemtotheotherstudents.)S8:pencil.S9:……2.Listening(2b).(进一步强化重点词汇后，进展听力练习，要求完成单词的拼写。)T:Nowpleasereadthewords.Oneholdsthethings,theothersreadthemaloudonebyone.(Onestudentholdsthethings,andtheotherstudentssaythewordsaloud.)T:Thistimeyouwilllistentotherecordingagain,andyouwillwriteoneofthewordsfromtheboxoneachblankline.(playtherecording.Studentslistenandpletetheconversation.)T:Let’schecktheanswers.I’dliketoaskthreestudentstoreadtheconversationinrole.(Threestudentsreadtheconversation,fillingthemissingwords.Therestofthestudentschecktheiranswers.)StepThree:Newdrills.1.presentthenewdrills.(用实物引入新句型，帮助学生用正确的句子来答复。)(Theteachershowsstudentsapencil.)T:What’sthisinEnglish?S:It’sapencil.T:Howdoyouspellit?S:p-E-N-C-I-L.(Changeaneraser.Askandanswerinthesameway.)2.practicethedrills.(学生分组练习新句型。)T:Nowpleasepracticetheconversationwithyourpartner.Usethewordsshownin3a.SA:What’sthisinEnglish?SB:It’saruler.SA:Howdoyouspellit?SB:R-U-L-E-R.(Asstudentspractice,theteachermovesaroundtheclassroomcheckingprogressandofferingpronunciationandintonationsupportasneeded.)T:I’llasksomepairsofstudentstopracticetheconversations.SA:…SB:…3.playthegame:Aspellinggame.(进展一个拼写游戏比赛，进一步操练新句型。)T:Nowlet’splayaspellinggame.Wepideourclassintotwogroups.Eachteamwilltaketurnsaskingtheothergrouptothespellwelearnedinclass.Theteamwhoisthefirsttogettenpointsisthewinner.Let’sstart.SA:Howdoyouspellbackpack?SB:B-A-C-K-p-A-C-K.T:GroupB,onepoint.It’syourturntoask,please.StepFour:Task2:Findtheowner.初中英语教案【三篇】Lesson71教学设计方案properties:Recorder,Overheadprojector.TeachingObjectives:1.Revisethegrammar:theAdverbialClauseandtheInfinitive.2.Revisetheuseof“who,that,which”.LanguageFocus:sothatTheInfinitive:to+Verb(原形)Teachingprocedures:I.ShowingtheteachingaimsII.RevisionCheckhomework,asksomestudentstoretellthestory.III.presentationGivethestudentssomesentencesforexletohelpthemunderstandthestructure:so+adj./adv.+that(结果)1.IamsoangrythatIcan'tsayaword.2.Theteacherspokesofastthatwecouldn'tcatchupwithhim.3.Theclassroomissodirtythatwemustcleanit.Askthestudentstomakeupsomesentenceswith“so…that”,thengivesamemoresentences.1.Hegotuplatesothathewaslateforschool.2.Heranveryfastsothathehittheelectricpole.Askthestudentstodosomepractice.IV.practiceLookatExercise1,askthestudentstoanswerthequestionswithsothat….Theanswersare:1.IstayedathomesothatIcouldgoswimmingwhenIhadfinishedit.2.Lucysavedhermoneysothatshecouldbuyhermotherabirthdaypresent.3.LingFengwasgoingtoChangshathenextweeksothathecouldvisithissickgrandmother.4.IwasdoingmyhomeworksothatIcouldaskhimtohelpmewithmyphysics.5.IwaslookingforLinTaosothathecouldvisitsickgrandmother.V.presentationGetthestudentstomakeupsomesentenceslike:1.Idon'tknowhowtogettothestation.2.Shedoesn'tknowwhichsweatertochoose.AskthestudentstopayattritiontotheInfinitive.Givethemmoreexlestounderstandbetter,e.g.1.Idon'tknowwhattodonext.2.Theydon'tknowwheretogo.3.Wedidn'tknowwhentostart.FocusontheuseoftheInfinitive,thengiveanotherexle:It’sveryimportanttolearnEnglishwell:TolearnEnglishwellisveryimportant.Letthestudentsmakemoresentences,payattentiontotheuseoftheInfinitive.VI.practiceLookatExercise2,makesentenceswithpartners.Theanswersare:1.It’shard/easytoworkoutthesemathsproblem.2.It’sexcitingtowatchfootballmatches.3.It’sinterestingtoreadhistorybooks.4.It’shard/easytolearnforeignlanguages.VII.LeaningandpracticeDoExercise3,pletethesentencesusingwho/that/which.Theanswersare:1.which2.who3.who4.which5.who6.which7.which8.whoVIII.WorkbookDoExercise1,letthestudentstranslatethesentencesalonethenchecktheanswerswiththestudents.Answers:1.Wearchungry.Weneedtobuysomethingtoeat.2.Sheisverybusytoday.Shehasalotofworktodo.3.pleasebequiet!Ihavesomethingimportanttotellyou.4.WillyoupleasetellhimtoturndowntheTValittle?5.nobodyknowswhattodonext?6.I’mgoingtothepostofficetobuyafewststhisafternoon.ForExercise2.Jointhetwopartsandmakethestudentsreadtogether.ForExercise3.Getthestudentstoreadthestory,andfillintheblanks.Theanswersare:which,who,who,who,whoIX.SummaryExerciseinclassl.昨天他想借我的收音机.2.我需要一些喝的东西。3.他有许多家务要做。4.她叫我说慢一点。5.在街上踢足球很危险。6.学外语不容易。7.我不知道去哪里。8.叫他不要迟到。X.Homework1.Revisetheuseofthegrammar.2.MakesentenceswiththeInfinitive.Lesson72教学设计方案properties:Recorder,Overheadprojectorandamapofworld.TeachingObjectives:1.practiselisteningability.2.Revisethegrammar:theparativeDeg