初中英语教案

LessonPlanBornDying(JuniorEnglishUnit5,ReadingClass,45min.)Objectives:a.LetthestudentsknowsomethingaboutAIDS.Forexample:WhatisAIDS?HowdoesapersongetAIDS?b.LetthestudentsknowthepsychologicalstateandlearntocareforthoseAIDSpatients.c.Cultivatethestudents’abilitytoanalyzethetopicandtrytogetthesupportingpoints.d.Teachstudentshowtousesubjunctive.ImportantPoints/Grammar:a.Cultivatethestudents’abilitytoanalyzethetopicandtrytogetthesupportingpoints.b.LetthestudentsknowthoseAIDSpatients’psychologicalstateandlearntocareforthem.c.Teachsubjunctive.d.newwordsandphrases：immunesystem；beinflectedwith;survive;sufferfrom;cheerup;available;persuade.Teachingaids:Pictures,slides,piecesofpaperwithdifferenttasksonProcedureWarm-up/Lead-inActivities:(approx.5min.)HoldageneralknowledgetestinclassbyaskingsomequestionsrelatedtoAIDS,suchaswhat’sthedateofworldAIDSDAY?What’sAIDS?HowdopeoplegetAIDS?What’sthesymbolofit?Andsoon，tostimulatestudents’enthusiasm.Stage1,Reading:(approx.15min.)a.Involvestudentsinreadingthetexttogetfamiliarwiththecontent.b.Afterfinishingreading,askstudentsfivequestions:1.What’sAIDS?2.HowdopeoplegetAIDS?3.WhatkindoflifedoesXiaohualive?4.WhatdotheAIDSpatientssufferfrom?5.IfyouhavegotADIS,howwouldyouliveyourrestlife?c.Teachstudentsthetwoimportantreadingmethods:skimmingandscanning.Then,askthemtoreadthetextonceagainbyusingskimmingtofindthemainideaofthetextandusingscanningtofindmorespecificinformationofthistext.d.Afterreading,letthempresenttheirownanswersofthesefivequestions.Stage2,TextExplaining:(approx.15min.)Dividethewholeclassinto7groups,everygroupfocusesononeparagraphandfindsouttheimportantinformationwhichsupportsthetext.Atfirst,commenttheanswerofeverygroup.Thenexplainthetextsystematically.Thetextconsistsofsomeinformationasfollows:Para1:Xiaohuais…;sheis…Para2:AIDSisadisease\breaksdown\leave\defenselessPara3:viaunprotectedsex;infectedbloodtransfusionorthroughbirthPara4:Childreninfect\theyoungsufferPara5:notdiscouraged\encouragevisit\support\cheerup\Telling\encouraging\creatingPara6:Disease\fear\ignorance\misunderstandingPara7:“Mylifemayhavetobeshort,butthereisnoreasonwhyitcan’tbebeautiful”Introducetostudentswhatsubjunctiveis.Thenaskstudentstofindoutthesentenceswhichcontainsubjunctive.Thesentencesare:1.Iwishmymumwereherewithmeandthatweweren’t’tsick.2.IfIweretolivelongenoughtohaveajob,Iwouldchoosetobeadoctor,helpingtheseAIDSpatients.3.IwishpeoplewouldfindoutthefactsandnotactasifIwereabadordangerousperson.4.IfIwereyou,IwouldgiveanAIDSpatientahug.Stage3,OralEnglishPractice:(approx.5min)First,Letstudentstalkabouttheirdreamsaboutfutureinsmallgroupsbyusingsubjunctive.Then,everygroupassignsarepresentativetosharehisdreamswiththewholeclass.Stage4,Production:Guided,MeaningfulProduction(approx.5min.)Writtenwork:AskstudentstopretendtobeXiaohua’sfriends.Accordingtothecontentofthetext,everyonewritesashortlettertoXiaohuaforgreeting.Studentsaredirectedtouseatleastsomeexamplesofthestructureswithinthetext.Then,pickoutthebestoneandreaditinfrontofthestudents.Homework:Assignstudentssupplementaryreadingtopracticesubjunctiveinrealcontext.Assessment.初中英语教学设计TeachingAimsandDemands:1.Languageknowledge:Keyvocabulary:dining,hall,gym,science,lab,infrontof,next,behind,any,one,buildingKeystructure:therebe…2.Readingskill:(1).Getinformationaboutthelibraryinreading.(2).Improvethestudents’readingability.TeachingAids: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,dininghall,gym通过图片过掉)T:Thisisapictureofadininghall.S1:Arethereanydishesinit?T:Yes,thereare.Wherearethey?S2:Ithinkthey’reonthetable.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。Step3MemoryChallengeWatchthevideo.Thestudentswatchaclipofthevideoabouttheclassroomforafewminutes.Haveacompetition.Havethestudentsmakeandanswerquestionseachother.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。Step4Makeasurvey1.Finishtheformbythestudentsthemselves.Myprimaryschool2.Interviewoneofyourclassmatesandfillintheform.Istherea/an…inyourprimaryschool?Arethereany…inyourprimaryschool?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,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。Step5Homework1.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ThingsNumber