初中教案教学内容英语.docx

初中教案教学内容英语初中教案教学内容英语 本节课课型是阅读课，内容是一名学生在网页上找到一篇关于圣经中的英语文章。通过这节课的学习，给学生提供一个了解英语中习语的机会，从而使学生更好的了解不同的信念，宗教以及中西方的文化差异。一起看看初中教案教学内容英语!欢迎查阅! 初中教案教学内容英语1 一、教学课型： 阅读课 二、教材分析： 本节课课型是阅读课，内容是一名学生在网页上找到一篇关于圣经中的英语文章。通过这节课的学习，给学生提供一个了解英语中习语的机会，从而使学生更好的了解不同的信念，宗教以及中西方的文化差异。 三、学情分析： 该年级段的学生有一定的英语基础，对根据具体语境猜测习语意思有浓厚的兴趣，因此教师要给学生表现的机会，指导他们积极主动地阅读。 四、教学目标： 1、知识目标 (1)、重点词汇：in other words ,among other things ,by and by ,have a vague or loose connection to/with ,kill the fatted calf, develop a high level ofcompetence in communication skills (2)、重点句子：It comes from a story in the Bible, where a son returned to his family after , among other things, and unless you recognize when an idiom isbeing used，you can easily misunderstand 2、能力目标：培养学生的阅读能力和知识运用能力。 3、情感目标：通过本文的学习，帮助学生更好地提高阅读理解能力，了解这些习语能培养学生更高水平的交流技巧。 五、教学重难点： 1、培养学生的阅读能力，如略读、精读等能力。 2、提升学生综合运用语言的能力，如交际能力等。 六、教学过程： Step1: Lead in Ask the students to read the following sentence and guess what the idiom means: I took my mothers car without asking for permission. She is angry at me.I m in hot water now! (in trouble ) 【设计说明】以有据可依的语境导入，活跃了课堂气氛又恰当的引入了本节课的主题“Biblical idioms in English ” Step2: Fast reading Read the article quickly and answer the following questions: 1、What is an idiom? 2、Which language was the Bible first written in? 3、Which idiom is often used to describe children? 【设计说明】简要的问题使学生对文章内容有大概的了解，为下一步的careful reading 奠定基础。 Step3: Careful reading Part1: Answer questions 1 Why does the Bible have a lot of idioms? 2 What did by and by originally mean in the Bible? 3 What does by and by mean today? 4 How many years ago was the Bible translated into English? 5 What does “feet of clay” mean? 6 Which animals are featured in the idioms in the article? 7 Which foods are included in the idioms in the article? 8 How is studying idioms useful in language learning? 【设计说明】这是对文章的细节理解，同时也使学生学习了这部分的知识点。 Part2: Choose the best idiom from the text to fill in the blanks 1 Sarahs grandmother adores her; Sarah is_. 2 Wilson was disappointed when he learnt that the coach had _. 3 She knew it might take a long time for her teammates to change their minds, but she believed that the new plan wouldwork_. 4 The people in my village are very honest and hard-working; they are_. 5 When my brother came back home from his trip to Europe, we _for him. 6 She would not say who told her about the surprise party. She just said _. 【设计说明】换一种语境让学生更好体会文中出现的习语的用法。 Step3: Careful reading Read a short passage about idioms from the Bible and full in the blanks with the words blow. Hidden underline weaknesses translated idioms group Greek Soon concept bird An idiom is a _of words that has a special meaning which is not usually apparent. If you already have a good understanding of English and wantto polish up and sharpen your language skills, studying_ can be a good wayto do so. Many of the idioms used in English are from the Bible was _ from Hebrew into _ and later into English. Take by and by as an example. Itoriginally meant immediately, but now it means _. Idioms can be used to _ the moral of a story. One idiom about feet of clay stresses the _ that things or people that seem perfect, like aperson we admire or respect, can have hidden _. Another idiom, alittle_ told me, is used to say that you know something but you do notwant to tell others how you know it. Some Bible idioms use things related tofood such as salt or apples to make a point more clear. From now on, whenever I read an idiom, I will remember that there could be a _ meaning in it. 【设计说明】这个环节可以从另一个侧面检验学生对文章线索的掌握。既是对文章内容的延伸，又是对文章的综合概括，并可以借此提高学生的词汇运用能力。 Step4: Appreciation: Enjoy some idioms 1 A little learning is a dangerous thing. 2 Life is made up of little things. 3 A high building, a low foundation. 4 Many a little makes a miracle. 5 Many hands make light work. 6 Actions speak louder than words. 7 Better to arrive late in this world than early in the next. 8 When in Rome, do as the Romans do. Step5: Homework (1) Shorten the passage using your own words. (2) Try to collect some idioms. (3) Find useful and .difficult language points from the passage. 初中教案教学内容英语2 一、说教材(教材分析) Analyzing teaching material 1. 说课型 lesson type (Dialogue/ reading/ listening/ revision) 2. 本课在教材中的地位 status and function Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. Itshelpful to improve the Ss communicative/ reading ability. 3. 说教学指导思想 teaching guideline (Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his bookdeveloping reading skills: develop reading skill/ discourse analysis; get themto understand the western culture better; improve the ability to discover,analyze & solve the problems; Reading is for information, for fun; Use Top-down model or Bottom- up model to activate Ss schemata; Interactive model) 4. 说教学目标和要求 Teaching aims and demands (be intended for Ss in key schools) 1)认知目标 knowledge objects a. Enable the Ss to remember the following new words & phrases: Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into b. Get the Ss to be familiar with this sentence pattern: If the population keeps growing so quickly, there will only be standing room left Give the Ss a reinforced practice on the functional item Supposition. c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution. 2)智能目标 ability objects a. Ask the Ss to make up a similar dialogue. b. Help them to understand the dialogue better and improve the four skills. c. Develop their ability of thinking independently. d. Cultivate their ability to discover, analyze and solve problems. e. Train them to collect information from the Internet. f. Train them with some effective learning methods to optimize Ss learning results. 3)德育目标 moral objects a. Arouse their interest in learning English; b. Help them to understand the background of pollution. c. Enable the students to love our earth and the nature. d. Be aware of the importance of stopping pollution & protecting out environment. e. Encourage the Ss to do something to save the earth. 5. 说教学重点 teaching important points (生词、句型;培养阅读技能) a. New words and phrases b. Sentence pattern: If- clause c. improve their reading skills. d. Talking about problems of the Earth. 6. 说教学难点 teaching difficult points (语法;发展交际能力) a. functional item: Supposition. b. Develop their communicative ability. Act out their own dialogue. 7. 说教具 teaching aids (multi-media computer, software, OHP) The teaching syllabus says that its necessary for teachers to use modern teaching facilities. Its of great help to increase the class density andimprove our teaching result. It can also make the Ss reach a betterunderstanding of the text by making the classes lively and interesting. At thesame time, it arouses the Ss interest in learning English. 二、说教法 Teaching methods Five step method; audio-video; communicative approach; Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss initiative in learning and develop theirability in language application. Make the Ss the real masters in class while theteacher himself acts as the director and bring their ability into full play. 三、说学法 Study methods 1. Teach Ss how to be successful language learners. 2. Teach Ss how to develop the reading skill skim & scan; how to communicate with others; how to learn new words; how to learn independently; 3. Get the Ss to form good learning habits. 四、说教学过程Teaching procedures I. 复习 (Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata) Activity 1: Imagination 1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?) 2). Suppose you catch a bad cold, whats to be done? 3). Suppose your bike is broken, whats to be done? 4). And suppose the earth, on which we all live, is damaged, whats to be done? What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate. Try to activate the Ssschemata regarding the topic of pollution.) II. 呈现 (Presentation) 5min Activity 2: Presentation Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere) A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help ofthe computer. Ss presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication. Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinkingindependently. III. 对话 / 阅读 (Dialogue)18m 1. Pre- reading Activity 3: Prediction 1st listening/ fast reading, one guided Q to help Ss to get the main idea: What do you think is discussed at the conference? 2. While- reading Activity 4: Read and answer 2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to thepronunciation, stress & intonation. 阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words;确定主题句;创设信息差information gap;T or F;填表格chart/diagram; Predicting; Make a timeline; Make a story map。达到对课文的整体理解和掌握。Sothat they can have a good understanding of the whole text.) 3. Post- reading Activity 5: Language focus While Ss are answering the Qs, the teacher deals with some key language points. a. is being caused b. and so on c. go on doing d. be fit for e. standing room f. if- clause IV. 操练 (Practice) 10m Activity 6: Retell Use your own words to retell the dialogue in the 3rd person. Activity 7: Acting out Activity 8: Drill Supposition Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3) (Retell; act out; role play) V. 巩固 (Consolidation) 6m (Discussion; interview; press conference; debate; quiz) Activity 9: role play Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of theclass. The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc. Activity 10: Discussion Think of the question: Are we causing damage to the world? What should we do to save the earth and protect our environment especially in our daily life? Collect their answers and form a report. VI. 作业 (Homework) 1m (Writing; continue the story; recite; retell) Write a letter to the mayor, telling him sth. about the pollution around your school. 初中教案教学内容英语3 教学目标： 知识目标 1、能听懂、会说、会读单词：watch, wallet, calculator, teapot, hairdryer, skateboard。 2、能听懂、会说、会读名词性物主代词mine, yours, his, hers, ours, theirs并让学生感受其用法。 3、能正确理解并能体验句型 Whose?is it/are they? Its/Theyre?Who is it/are they from? Its/Theyre from?的使用语境。 技能目标 引导学生在学习对话的过程中感受如何谈论物品的归属并能正确理解、掌握对话的内容，并能有感情的朗读对话。 情感目标 让学生了解西方国家的重要传统节日“圣诞节”，体验西方国家送礼与受礼的风俗习惯，帮助学生拓展文化视野，增强跨文化意识。 教学重点： 能听懂、会说、会读本课词汇，初步理解运用本课句型，能正确理解、掌握对话的内容并能流利的朗读对话。 教学难点： 单词hairdryer, calculator, skateboard的读音;有感情的朗读对话并适当拓展。 教学准备： 多媒体课件，单词、句型和人物卡片，练习纸 教学过程： Step1 、Warming-up. 1、课前播放歌曲：“We wish you merry Christmas”。 2、Free talk. T: Today, here are so many new English teachers in our classroom. Can you introduce yourself to the teachers? T: What date is it today? T: What holiday(节日)is coming?(Ss: Christmas) 引出课题并呈现卡片进行教学。(Unit 7 At Christmas) T: Whens Christmas? (Ss: Its on the 25th of December.) T: What do you know about Christmas? (Ss:自由介绍!) 提示学生可以用中文自由介绍。(T：You can speak in Chinese.) Father Christmas圣诞老人 stockings长筒袜 T: What do people usually do at Christmas? (Ss: They usually eat delicious food.and give presents to each other.互赠礼物) (设计意图：导入简明而直接点题。由于学生对于圣诞节还是有话可说，所以在这一环节还是把更多的话语权交给学生，老师只是辅助性的补充课余知识。) Step2、Presentation and Practice 1、师创设情境导入并教学新授内容：“ T: We know we can get some presents on Christmas day. And last year, on Christmas day, I got a present from my friend Jack. Look, its a watch. So we can say the watch is from Jack. Its for me. Its my watch. Its mine. (设计意图：从学生熟悉的手表watch开始导入新句型和名词性物主代词，目的在于让学生能够整体感知名词性物主代词的含义及用法) 2、Learning the whole text Listen and answer(序言) T: Now we know I got a Christmas present from my friend at Christmas. And Jims family got some presents, too. Now lets look at the preface. What holiday(节日) was it? It was Christmas Day. Who are they? They are Jims family. Where were they? They were in Jims grandparents house. What were they doing? They were opening their presents under the Christmas tree. Watch and circle(完整的看一遍课文卡通片，圈出Jim一家的礼物) 根据学生圈出的礼物，教师进行单词教学：a watch, a teapot and some tea, a wallet, a calculator, a skateboard, a hairdryer. 教师示范朗读，学生跟读单词。重点指导calculator, skateboard，hairdryer的发音。 (设计意图：在教学skateboard, teapot, hairdryer时，我借助单个单词和在一起的做法，帮助学生了解复合词，提高记忆的效率。) Read and match(快速阅读课文，将对应的人物、礼物进行连线。) 在学生做完连线以后，运用连线后的图引出句型：Whose.is it/are they? Its/Theyre. (设计意图：对于重点句型的导入是放在进入语篇后，让学生整体感知名词性物主代词后再渗透句型，这样学生理解起来更容易。) Read and fill in the form(细读课文，完成表格内礼物来自于谁，然后根据例句造句) 重点让学生操练句型：Who is it/are they from? Its/ Theyre from 如：The wallet is from G