初中英语教案设计

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LessonPlan

BornDying(JuniorEnglishUnit5,ReadingClass,45min.)

Objectives:

mple:WhatisAIDS?HowdoesapersongetAID

S?

studentsknowthepsychologicalstateandlearntocareforthoAIDSpatients.

atethestudents’abilitytoanalyzethetopicandtrytogetthesupportingpoints.

tudentshowtousubjunctive.

ImportantPoints/Grammar:

atethestudents’abilitytoanalyzethetopicandtrytogetthesupportingpoints.

studentsknowthoAIDSpatients’psychologicalstateandlearntocareforthem.

ubjunctive.

dsandphras：immunesystem；

beinflectedwith;survive;sufferfrom;cheerup;available;persuade.

Teachingaids:

Pictures,slides,piecesofpaperwithdifferenttaskson

Procedure

Warm-up/Lead-inActivities:(approx.5min.)

HoldageneralknowledgetestinclassbyaskingsomequestionsrelatedtoAIDS,suchaswhat’sthe

dateofworldAIDSDAY?What’sAIDS?HowdopeoplegetAIDS?What’sthesymbolofit?Andsoon，

tostimulatestudents’enthusiasm.

Stage1,Reading:(approx.15min.)

estudentsinreadingthetexttogetfamiliarwiththecontent.

inishingreading,askstudentsfivequestions:

’sAIDS?

eoplegetAIDS?

ndoflifedoesXiaohualive?

theAIDSpatientssufferfrom?

avegotADIS,howwouldyouliveyourrestlife?

tudentsthetwoimportantreadingmethods:,askthemtoreadt

hetextonceagainbyusingskimmingtofindthemainideaofthetextandusingscanningtofindmore

specificinformationofthistext.

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eading,letthemprenttheirownanswersofthefivequestions.

Stage2,TextExplaining:(approx.15min.)

Dividethewholeclassinto7groups,everygroupfocusononeparagraphandfindsouttheimportant

informationwhichsupportsthetext.

Atfirst,plainthetextsystematically.

Thetextconsistsofsomeinformationasfollows:

Para1:Xiaohuais,;sheis,

Para2:AIDSisadiabreaksdownleavedefenless

Para3:viaunprotectedx;infectedbloodtransfusionorthroughbirth

Para4:Childreninfecttheyoungsuffer

Para5:notdiscouragedencouragevisitsupportcheerupTelling

encouragingcreating

Para6:Diafearignorancemisunderstanding

Para7:“Mylifemayhavetobeshort,butthereisnoreasonwhyitcan’tbe

beautiful〞

kstudentstofindoutthentenceswhichcontain

tencesare:

ymumwereherewithmeandthatweweren’tsick.

etolivelongenoughtohaveajob,Iwouldchootobeadoctor,helpingtheAIDSpatien

ts.

eoplewouldfindoutthefactsandnotactasifIwereabadordangerousperson.

eyou,IwouldgiveanAIDSpatientahug.

Stage3,OralEnglishPractice:(approx.5min)

First,Letstudentstalkabouttheirdreamsaboutfutureinsmallgroupsbyusingsubjunctive.

Then,everygroupassignsareprentativetosharehisdreamswiththewholeclass.

Stage4,Production:Guided,MeaningfulProduction(approx.5min.)

Writtenwork:AskstudentstopretendtobeXiaohua’ingtothecontentofthetext,

tsaredirectedtouatleastsomeexa

,pickoutthebestoneandreaditinfrontofthestudents.

Homework:

Assignstudentssupplementaryreadingtopracticesubjunctiveinrealcontext.

Asssment.

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初中英语教学设计

TeachingAimsandDemands:

geknowledge:

Keyvocabulary:dining,hall,gym,science,lab,infrontof,next,behind,any,one,building

Keystructure:therebe⋯

gskill:

(1).Getinformationaboutthelibraryinreading.

(2).Improvethestudents’ngAids:

Multi-Media(orTaperecorder,OHP)TeachingProcedures:

Step1Warming-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⋯.?It’son/on/in/infrontof/behind/nextto

Whereare⋯?They’reon/in/infrontof/behind/nextto

设计意图：通过设置让学生帮教师找东西这样一个真实的场景来导入新课，

立刻调动起学生的参与性，启动学习的发生。

⋯

⋯

能够

estudentsapictureofaroomwithafewthingsinit,andhavethemguesstheplacesoftheoth

ers.(Activity1)

呈现几X图，如classroom,sciencelab,dininghall,gym等，让学生小组竞赛猜想物品的名

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,rethey?

S2:Ithinktheyn’theretableo.

pairsandfinishtheexerciinActivity3.

设计意图：学生非常喜欢情景猜想这种游戏。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?

outPictureAinActivity2.

thequestionsaccordingtoPictureB.

4studentsstandinfrontoftheclass,andgetthemtotalkabouttheirplacesonebyo

ne.

: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。

Step3MemoryChallenge

om

estudentsmakeandanswerquestionach

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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

赛表达了协作和团队精神。

Step4Makeasurvey

aryschool

ThingsNumbersPlaces

iewoneofyourclassmatesandfillintheform.

Istherea/an⋯inyourprimaryschool?Arethereany⋯i

nyourprimaryschool?

Whereis/are⋯?

Myclassmate_______’sprimaryschool

ThingsNumbersPlaces

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“稳固新

知〞，又表达了“关注学生过去，现在与未来的生活〞的语言活动的设计原那么。

Step5Homework

g:Writeareportforthesurvey.

13.

设计意图：以Step4中完成的采访为根底，在同学与自己的小学的比照中，对本单元物品、数

词、方位词的运用进展稳固

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TeachingPlan

BeCarefulwithNumbersinListening

TeachingMaterial:P75S2BOxfordEnglish;

Additionalmaterial(ThenewStarWarsmovie,BeCarefulwithNumbers)

TeachingObjectives:

Knowledgeobjectives:

Toenablestudentstolistenandcompletesomeexercis

AbilityObjectives:

Toencouragethestudentstohavebasicskillsoflistening.

Emotionobjectives:

Tocultivatethecooperationthroughpeerinteraction

Teachingaids:Multi-media

Teachingandlearningmethod:Guidingforlearning

TeachingProcedures:

Step1Lead-in

dents:Whatyearisthisyear?

udentsthepictureoftwelveanimalsinChinehoroscope,andtellthemdifferentname

sTellthemthisyearisintheyearoftheRat.

dents:

Howoldareyou?Whenwereyouborn?(Whatyearwereyoubornin?)

Whatisyouranimalsign?

Whatcharactersdoyouthinkithas?

dents:Whatmonthwereyoubornin?(reviewtwelvemonthsinayear)

udentsthateveryoneinwesterncountrieshashisorherownstarsign.

(T:WeknowthatanimalsignsareverypopularinChineculture,p

leellyousometh

ingaboutyourabilities,talentsandspecialqualities.)

Step2Welcometotheunit

hdoyouknowaboutthem?Letstudentsguessdiff

erentstarsigns.(canbeinChine)

est,tellmetheirnames?Teac

hstudentsnewwords.

thepicturesandreadthenewwordsaftertheteacher.

dentsfinishPartAonP7andchecktheanswersbyreadingthenames.

reexercistoeifstudentshaveknownthestarsigns.

(1)Showstudents6picturesandnamethestarsigns.

(2)Playaguessinggame:fillintheblanksbyusingthenamesofthecreatures.

udentsthereare6morestarsignsandletthemguesswhattheyarereprentedbyusingth

e6picturesinPartBonP7.

heanswerstoPartB.

Step3Oralpractice

dents:Whenisyourbirthday?Whatisyourstarsign?

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udentsthetwelvestarsignsandletthempointouttheirownstarsigninbothEnglishan

studentstotrytoremembertheirownstarsign.

rk:Letstudentsaskandanswerinpairs.

interestedinstarsigns?totheirconversationandrepeat

itafterthetape.

dentssomequestionstoeiftheyhaveknownthedialogue.

(1)WhobringsEddiethenewspaper?

(2)WhatdoesHoboaskEddietoread?Why?

(3)WhatdoEddiesstarssay?

(4)WhathappenstoEddiesbreakfastattheendofthestory?

dentsreadthedialoguebythemlves(orpracticeinpairs)

moreexercisafterreadingandchecktheanswerstogether.

youthinkHobosandEddiesstarsignsare?

actice:

Trytoactoutthisdialogueinpairs

Askthestudentstomakeanewdialoguebyaddingtheirownideas.

Step5Homework

erthestarsigns.

anewdialogueaboutstarsigns.

indouthowmanyclassmatesareunderthestarsignasyou.