最新初中英语教案.pdf

初中英语教案初中英语教案LessonLessonPlanPlanBorn Dying(Junior English Unit5,Reading Class,45min.)Born Dying(Junior English Unit5,Reading Class,45min.)Objectives:Objectives:a.a.Let the students know something about AIDS.For example:What is AIDS?Let the students know something about AIDS.For example:What is AIDS?How does a person get AIDS?How does a person get AIDS?b.b.LetLet thethe studentsstudents knowknow thethe psychologicalpsychological statestate andand learnlearn toto carecare forfor thosethoseAIDS patients.AIDS patients.c.Cultivate the studentsc.Cultivate the students ability to analyze the topic and try to get the supportingability to analyze the topic and try to get the supportingpoints.points.d.Teach students how to use subjunctive.d.Teach students how to use subjunctive.Important Points/Grammar:Important Points/Grammar:a.Cultivate the studentsa.Cultivate the students ability to analyze the topic and try to get the supportingability to analyze the topic and try to get the supportingpoints.points.b.Let the students know those AIDS patientsb.Let the students know those AIDS patients psychological state and learn topsychological state and learn tocare for them.care for them.c.Teach subjunctive.c.Teach subjunctive.d.new words and phrasesd.new words and phrases：immune systemimmune system；be inflected with;survive;sufferbe inflected with;survive;sufferfrom;cheer up;available;persuade.from;cheer up;available;persuade.Teaching aids:Teaching aids:Pictures,slides,pieces of paper with different tasks onPictures,slides,pieces of paper with different tasks onProcedureProcedureWarm-up/Lead-in Activities:(approx.5min.)Warm-up/Lead-in Activities:(approx.5min.)Hold a general knowledge test in class by asking some questions related to AIDS,Hold a general knowledge test in class by asking some questions related to AIDS,such assuch as whatswhats the date of world AIDS DAY?What the date of world AIDS DAY?Whats AIDS?How do people gets AIDS?How do people getAIDS?WhatAIDS?What s the symbol of it?And so ons the symbol of it?And so on，to stimulateto stimulate students enthusiasmstudents enthusiasm.Stage1,Reading:(approx.15min.)Stage1,Reading:(approx.15min.)a.Involve students in reading the text to get familiar with the content.a.Involve students in reading the text to get familiar with the content.b.After finishing reading,ask students five questions:b.After finishing reading,ask students five questions:1.What1.Whats AIDS?s AIDS?2.How do people get AIDS?2.How do people get AIDS?3.What kind of life does Xiaohua live?3.What kind of life does Xiaohua live?4.What do the AIDS patients suffer from?4.What do the AIDS patients suffer from?5.If you have got ADIS,how would you live your rest life?5.If you have got ADIS,how would you live your rest life?c.Teach students the two important reading methods:skimming and scanning.c.Teach students the two important reading methods:skimming and scanning.Then,ask them to read the text once again by using skimming to find the mainThen,ask them to read the text once again by using skimming to find the mainideaidea ofof thethe texttext andand usingusing scanningscanning toto findfind moremore specificspecific informationinformation ofof thisthistext.text.d.After reading,let them present their own answers of these five questions.d.After reading,let them present their own answers of these five questions.Stage 2,Text Explaining:(approx.15min.)Stage 2,Text Explaining:(approx.15min.)Divide the whole class into 7 groups,every group focuses on one paragraph andDivide the whole class into 7 groups,every group focuses on one paragraph andfinds out the important information which supports the text.finds out the important information which supports the text.At first,comment the answer of every group.Then explain the text systematically.At first,comment the answer of every group.Then explain the text systematically.The text consists of some information as follows:The text consists of some information as follows:Para1:Para1:Xiaohua isXiaohua is;she is;she isPara2:Para2:AIDS is a disease breaks down leave defenselessAIDS is a disease breaks down leave defenselessPara3:Para3:via unprotected sex;infected blood transfusion or through birthvia unprotected sex;infected blood transfusion or through birthPara4:Para4:Children infect the young sufferChildren infect the young sufferPara5:Para5:notnot discourageddiscouraged encourageencouragevisitvisit supportsupport cheercheer upup TellingTelling encouraging creatingencouraging creatingPara6:Para6:Disease fear ignorance misunderstandingDisease fear ignorance misunderstandingPara7:Para7:“My life may have to be short,but there is no reason why itMy life may have to be short,but there is no reason why itcancant be beautifult be beautifulIntroduceIntroduce toto studentsstudents whatwhat subjunctivesubjunctive is.is.ThenThen askask studentsstudents toto findfind outout thethesentences which contain subjunctive.The sentences are:sentences which contain subjunctive.The sentences are:1.I wish my mum were here with me and that we1.I wish my mum were here with me and that we werentwerentt sick.t sick.2.2.If If I I werewere toto livelive longlong enoughenough toto havehave a a job,job,I I wouldwould choosechoose toto bebe a a doctor,doctor,helping these AIDS patients.helping these AIDS patients.3.3.I I wishwish peoplepeople wouldwould findfind outout thethe factsfacts andand notnot actact asas if if I I werewere a a badbad orordangerous person.dangerous person.4.If I were you,I would give an AIDS patient a hug.4.If I were you,I would give an AIDS patient a hug.Stage3,Oral English Practice:(approx.5 min)Stage3,Oral English Practice:(approx.5 min)First,Let students talk about their dreams about future in small groups by usingFirst,Let students talk about their dreams about future in small groups by usingsubjunctive.subjunctive.Then,every group assigns a representative to share hisThen,every group assigns a representative to share hisdreams with the wholedreams with the wholeclass.class.Stage4,Production:Guided,Meaningful Production(approx.5 min.)Stage4,Production:Guided,Meaningful Production(approx.5 min.)Written work:Ask students to pretend to be XiaohuaWritten work:Ask students to pretend to be Xiaohua s friends.According to thes friends.According to thecontentcontent ofof thethe text,text,everyoneeveryone writeswrites a a shortshort letterletter toto XiaohuaXiaohua forfor greeting.greeting.Students are directed to use at least some examples of the structures within theStudents are directed to use at least some examples of the structures within thetext.Then,pick out the best one and read it in front of the students.text.Then,pick out the best one and read it in front of the students.Homework:Homework:Assign students supplementary reading to practice subjunctive in real context.Assign students supplementary reading to practice subjunctive in real context.AssessmentAssessment.3.3.Have 4 students stand in front of the class,and get them to talk about theirHave 4 students stand in front of the class,and get them to talk about theirplaces one by one.places one by one.4.4.Game:Describe one of the students in the class,have the others guess whoGame:Describe one of the students in the class,have the others guess whoit is.it is.设计意图：在使用好课程的核心资源设计意图：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。源，使课堂教学充满活力。Step 3Step 3 Memory Challenge Memory ChallengeWatch the video.The students watch a clip of the video about the classroom for aWatch the video.The students watch a clip of the video about the classroom for afew minutes.Have a competition.Have the students make and answer questionsfew minutes.Have a competition.Have the students make and answer questionseach other.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。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。时，小组之间的竞赛表达了协作和团队精神。Step 4Step 4 Make a survey Make a survey1.1.Finish the form by the students themselves.Finish the form by the students themselves.My primary schoolMy primary schoolThingsThingsNumbersNumbersPlacesPlaces2.2.Interview one of your classmates and fill in the form.Interview one of your classmates and fill in the form.Is Is there a/an in your primary school?there a/an in your primary school?Are there any in your primary school?Are there any in your primary school?Where iWhere is/are?s/are?My classmate _s primary schoolMy classmate _s primary schoolThingsThingsNumbersNumbersPlacesPlaces设计意图：从谈论现在的学校到谈论他们过去的学校设计意图：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始终围绕目标语开展活动，既动，既“稳固新知，又表达了稳固新知，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。动的设计原那么。Step 5 HomeworkStep 5 Homework1.1.Writing:Write a report for the survey.Writing:Write a report for the survey.2.2.Wb.Ex 13.Wb.Ex 13.设计意图：以设计意图：以 Step 4Step 4 中完成的采访为根底，在同学与自己的小学的比照中，对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、方位词的运用进行稳固本单元物品、数词、方位词的运用进行稳固Teaching PlanTeaching PlanBe Careful with Numbers in ListeningBe Careful with Numbers in ListeningTeaching Material:P75 S2B Oxford English;Teaching Material:P75 S2B Oxford English;Additional material(The new Star Wars movie,Be Careful with Numbers)Additional material(The new Star Wars movie,Be Careful with Numbers)Teaching Objectives:Teaching Objectives:Knowledge objectives:Knowledge objectives:To enable students to listen and complete some exercisesTo enable students to listen and complete some exercisesAbility Objectives:Ability Objectives:To encourage the students to have basic skills of listening.To encourage the students to have basic skills of listening.Emotion objectives:Emotion objectives:To cultivate the cooperation through peer interactionTo cultivate the cooperation through peer interactionTeaching aids:Teaching aids:Multi-mediaMulti-mediaTeaching and learning method:Teaching and learning method:Guiding for learningGuiding for learningTeaching Procedures:Teaching Procedures:Step1 Lead-inStep1 Lead-in1.Ask students:What year is this year?1.Ask students:What year is this year?2.2.ShowShow studentsstudents thethe picturepicture ofof twelvetwelve animalsanimals inin ChineseChinese horoscope,horoscope,andand telltellthem different namesTell them this year is in the year of the Rat.them different namesTell them this year is in the year of the Rat.3.Ask students:3.Ask students:How old are you?When were you born?(What year were you born in?)How old are you?When were you born?(What year were you born in?)What is your animal sign?What is your animal sign?What characters do you think it has?What characters do you think it has?4.Ask students:What month were you born in?(review twelve months in a year)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.5.Tell students that everyone in western countries has his or her own star sign.(T:(T:WeWe knowknow thatthat animalanimal signssigns areare veryvery popularpopular inin ChineseChinese culture,culture,wewe arearefamiliarfamiliar withwith them.them.ButBut peoplepeople inin westernwestern countriescountries havehave theirtheir ownown starstar signssignsaccordingaccording toto thethe birthbirth month.month.It It cancan telltell youyou somethingsomething aboutabout youryour abilities,abilities,talents and special qualities.)talents and special qualities.)Step 2 Welcome to the unitStep 2 Welcome to the unit1.Show students the picture of star signs.How much do you know about them?1.Show students the picture of star signs.How much do you know about them?Let students guess different star signs.(can be in Chinese)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 tell2.In the West,people use some creatures to represent the star signs.Can you tellme their names?Teach students new words.me their names?Teach students new words.3.Look at the pictures and read the new words after the teacher.3.Look at the pictures and read the new words after the teacher.4.Let students finish Part A on P7 and check the answers by reading the names.4.Let students finish Part A on P7 and check the answers by reading the names.5.Some more exercises to see if students have known the star signs.5.Some more exercises to see if students have known the star signs.(1)Show students 6 pictures and name 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.(2)Play a guessing game:fill in the blanks by using the names of the creatures.6.6.TellTell studentsstudents therethere areare 6 6 moremore starstar signssigns andand letlet themthem guessguess whatwhat theythey arearerepresented by using the 6 pictures in Part B on P7.represented by using the 6 pictures in Part B on P7.7.Check the answers to Part B.7.Check the answers to Part B.Step 3 Oral practiceStep 3 Oral practice1.Ask students:When is your birthday?What is your star sign?1.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 sign2.Show students the twelve star signs and let them point out their own star signin both English and Chinese.Ask the students to try to remember their own starin both English and Chinese.Ask the students to try to remember their own starsign.sign.3.Pair work:Let students ask and answer in pairs.3.Pair work:Let students ask and answer in pairs.Step 4 Comic stripsStep 4 Comic strips1.1.AreAre youyou interestedinterested inin starstar signs?signs?SoSo areare EddieEddie andand Hobo.Hobo.ListenListen toto theirtheirconversation and repeat it after the tape.conversation and repeat it after the tape.2.Ask students some questions to see if they have known the dialogue.2.Ask students some questions to see if they have known the dialogue.(1)Who brings Eddie the newspaper?(1)Who brings Eddie the newspaper?(2)What does Hobo ask Eddie to read?Why?(2)What does Hobo ask Eddie to read?Why?(3)What do Eddies stars say?(3)What do Eddies stars say?(4)What happens to Eddies breakfast at the end of the story?(4)What happens to Eddies breakfast at the end of the story?3.Let students read the dialogue by themselves(or practice in pairs)3.Let students read the dialogue by themselves(or practice in pairs)4.Do some more exercises after reading and check the answers together.4.Do some more exercises after reading and check the answers together.5.What do you think Hobos and Eddies star signs are?5.What do you think Hobos and Eddies star signs are?6.Oral practice:6.Oral practice:Try to act out this dialogue in pairsTry to act out this dialogue in pairsAsk the students to make a new dialogue by adding their own ideas.Ask the students to make a new dialogue by adding their own ideas.Step 5 HomeworkStep 5 Homework1.Remember the star signs.1.Remember the star signs.2.Make up a new dialogue about star signs.2.Make up a new dialogue about star signs.3.Try