初中英語(yǔ)教案格式

第46頁(yè)共46頁(yè)初中英語(yǔ)教案格式初中英語(yǔ)教案格式。一、說(shuō)教材(教材分析^p)Analyzingteachingmaterial1.說(shuō)課型lessontype(Dialogue/reading/listening/revision)2.本課在教材中的地位statusandfunctionLesson33SavingtheEarthisadialogue.ThelessonisfocusedonthetopicoftheproblemsoftheearthandthefunctionalitemsofSupposition/Intentions/conjecture/prohibition.Sinceitisadialogue/reading.It’shelpfultoimprovetheSsmunicative/readingability.3.說(shuō)教學(xué)指導(dǎo)思想teachingguideline(Teachingsyllabus:Languageisformunication,developtheirfourskills,layspecialemphasisonreading;Grelletputitwellinhisbookdevelopingreadingskills:developreadingskill/discourseanalysis;getthemtounderstandthewesternculturebetter;improvetheabilitytodiscover,analyzeReadingisforinformation,forfun;UseTop-downmodelorBottom-upmodeltoactivateSsschemata;Interactivemodel)1)認(rèn)知目的knowledgeobjectsa.EnabletheSstorememberthefollowingnewwordsb.Helpthemtounderstandthebackgroundofpollution.c.Enablethestudentstoloveourearthandthenature.d.Beawareoftheimportanceofstoppingpollution培養(yǎng)閱讀技能)a.Newwordsandphrasesb.Sentencepattern:If-clausec.improvetheirreadingskills.d.TalkingaboutproblemsoftheEarth.6.說(shuō)教學(xué)難點(diǎn)teachingdifficultpoints(語(yǔ)法;開展交際才能)a.functionalitem:Supposition.b.Developtheirmunicativeability.Actouttheirowndialogue.7.說(shuō)教具teachingaids(multi-mediaputer,software,OHp)Theteachingsyllabussaysthatit’snecessaryforteacherstousemodernteachingfacilities.It’sofgreathelptoincreasetheclassdensityandimproveourteachingresult.ItcanalsomaketheSsreachabetterunderstandingofthetextbymakingtheclasseslivelyandinteresting.Atthesametime,itarousestheSs’interestinlearningEnglish.二、說(shuō)教法TeachingmethodsFivestepmethod;audio-video;municativeapproach;Task-basedlearning:NewSyllabusDesignencouragesteacherstousethisteachingmethod.TBLTcanstimulateSs’initiativeinlearninganddeveloptheirabilityinlanguageapplication.MaketheSstherealmastersinclasswhiletheteacherhimselfactsasthedirectorandbringtheirabilityintofullplay.三、說(shuō)學(xué)法Studymethods1.TeachSshowtobesuccessfullanguagelearners.3.GettheSstoformgoodlearninghabits.四、說(shuō)教學(xué)過(guò)程TeachingproceduresI.復(fù)習(xí)(Revision)5min(Dailyreport;詞匯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.呈現(xiàn)(presentation)5minActivity2:presentationplaythesong“EarthSong”sungbyMichaelJackson.(Createanatmosphere)Alotofpicturesandvideoclipsaboutthecausesandresultsofthethreeproblemsmentionedinthislessonwillbeshownonthescreenwiththehelpoftheputer.Ss’presentationonpollution.Attracttheirattention,arousetheirinterest,andcreateagoodatmosphereformunication.III.對(duì)話/閱讀(Dialogue)18m1.pre-readingActivity3:prediction1stlistening/fastreading,oneguidedQtohelpSstogetthemainidea:Whatdoyouthinkisdiscussedattheconference?2.While-readingActivity4:Readandanswer2ndlistening/carefulreading,moreQstogetthedetailedinformation.Developtheirreadingskills:skimwhile-reading;post-reading(fastreading/carefulreading;skim/scan;識(shí)別【關(guān)鍵詞】：^pkeywords;確定主題句;創(chuàng)設(shè)信息差informationgap;TorF;填表格chart/diagram;predicting;Makeatimeline;Makeastorymap。到達(dá)對(duì)課文的整體理解和掌握。Sothattheycanhaveagoodunderstandingofthewholetext.)3.post-readingActivity5:LanguagefocusWhileSsareansweringtheQs,theteacherdealswithsomekeylanguagepoints.a.isbeingcausedb.andsoonc.goondoingd.befitfore.standingroomf.if-clauseIV.操練(practice)10mActivity6:RetellUseyourownwordstoretellthedialogueinthe3rdperson.Activity7:ActingoutActivity8:Drill–Suppositionpurpose:practisethefunctionalitemofSupposition.(p.33part2;p.113,wbEx.3)(Retell;actout;roleplay)V.穩(wěn)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.作業(yè)(Homework)1m(Writing;continuethestory;recite;retell)Writealettertothemayor,tellinghimsth.aboutthepollutionaroundyourschool.f132.更多教案延伸閱讀初中英語(yǔ)教案：IsthisyourpencilUnit2Isthisyourpencil?教學(xué)內(nèi)容本單元圍繞著“Isthisyourpencil?”這一主題開展聽、說(shuō)、讀、寫等多種教學(xué)活動(dòng)，其教學(xué)核心內(nèi)容是“確認(rèn)物主”。通過(guò)本單元的教學(xué)，使學(xué)生學(xué)會(huì)識(shí)別物品的所有者，學(xué)會(huì)根據(jù)場(chǎng)景詢問(wèn)物品的所屬，以及英語(yǔ)中對(duì)應(yīng)的表達(dá)法，學(xué)會(huì)寫尋物啟事和失物招領(lǐng)。老師應(yīng)著力培養(yǎng)學(xué)生能在日常交際交往中有效地使用語(yǔ)言進(jìn)展表達(dá)，與別人溝通信息，為今后學(xué)習(xí)打下堅(jiān)實(shí)的語(yǔ)言根底.教學(xué)目的1)知識(shí)目的：A.學(xué)習(xí)并掌握指示代詞:this、that;B.學(xué)習(xí)What引導(dǎo)的特殊疑問(wèn)句;C.學(xué)會(huì)Yes/No問(wèn)句及其簡(jiǎn)單答復(fù);D.學(xué)會(huì)句型：Howdoyouspellpen?p-E-N.2)才能目的：A.能識(shí)別物品的所有者;B.根據(jù)不同場(chǎng)景,能用英語(yǔ)對(duì)物品的所屬進(jìn)展提問(wèn)和答復(fù);C.能識(shí)別不同句式的語(yǔ)調(diào)(陳述句,疑問(wèn)句);D.培養(yǎng)學(xué)生聽、說(shuō)、讀、寫的才能及創(chuàng)新思維才能.3)情感目的：A.通過(guò)尋找主人的游戲和失物招領(lǐng)等活動(dòng),培養(yǎng)學(xué)生拾金不昧的良好的品德及安康向上的人格;B.通過(guò)開展小組活動(dòng),指導(dǎo)學(xué)生積極與別人合作,互相學(xué)習(xí)、互相幫助,共同完成學(xué)習(xí)任務(wù).教學(xué)重點(diǎn)、難點(diǎn)重點(diǎn)：A.掌握批示代詞this、that用法;B.掌握特殊疑問(wèn)句和Yes/No問(wèn)句及其簡(jiǎn)單答復(fù).難點(diǎn)：學(xué)會(huì)寫尋物啟事和失物招領(lǐng).課時(shí)安排第一課時(shí)SectionA1a-1c第二課時(shí)SectionA2a-4b第三課時(shí)SectionB1a-2c第四課時(shí)SectionB3a-4Self-check1-3periodOne課前準(zhǔn)備老師：錄音機(jī)，圖片，物品實(shí)物.學(xué)生:實(shí)物(學(xué)慣用品).教學(xué)設(shè)計(jì)StepOne:Warmingup.(通過(guò)復(fù)習(xí)形容詞性物主代詞，把學(xué)生引入學(xué)習(xí)英語(yǔ)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;名詞前面常站崗,限定所屬有功績(jī).StepTwo:Newwords.(利用實(shí)物教學(xué)，使得教學(xué)過(guò)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.”(利用實(shí)物引入句型，使用不同人的物品來(lái)引入形容詞性物主代詞和名詞的搭配的用法。)(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.(利用學(xué)慣用品操練句型，并加深對(duì)物主代詞的理解。)S3:Isthisyour…?S4:…It’smy…S3:Isthis…?S4:…It’shis/her…(Theteacherasksafewpairstopractice.)3.presentthedrill“Isthat…?Yes/No,itis/isn’t.”(利用老師所站位置的不同來(lái)引入批示代詞that的用法，并從位置關(guān)系上讓學(xué)生準(zhǔn)確理解this，that的區(qū)別。)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.(通過(guò)練習(xí)，區(qū)別兩個(gè)批示代詞的用法。)S6:Isthatyour…?S7:…It’smy….S6:Isthatyour…?S7:…It’shis/her…(Theteacheraskssomepairstopractice.)5.Listening.(進(jìn)展聽力練習(xí)，穩(wěn)固所學(xué)的句型。)T:Nowpleaselistentothethreeconversations,thefirsttimeyouonlylisten.ThenIplayagain.Andthistimeyoulistenandnumbertheconversations.(pointtotheboxestoshowwherestudentswritethenumbersfortheconversations.Teacherplaysthetapeandstudentslistentoitandfinish1b.)T:Let’schecktheanswers,OK?S8:(fromlefttoright)T:Thankyou.6.practicethedrillsaccordingtothepicturesusing“hisorher”.(設(shè)置情景，使學(xué)生在情景中準(zhǔn)確運(yùn)用物主代詞his或her。)(Showstudentsfourpictureslikethefollowings.見課件。)StepFour:Task“Haveacontest”.(把兩個(gè)學(xué)生的文具混在一起，然后請(qǐng)他們分別挑出自己和同伴的物品，用的時(shí)間少者為勝者。挑選物品的同時(shí)，要求學(xué)生用英語(yǔ)說(shuō)出：Thisismy…Thatisher/his…)(putthesamenumberofthethingstogether,andfirstaskthemtopickouttheirownthingsandtheirpartners’things.Thenaskthemtogiveareport,usingthekeywordsandtargetlanguage.Onestudentpicksupthethingswhiletheothercountsthetimeaswell.)Languagesusedforthetask:1.Thisismy…2.Thatisher/his…StepFive:Summary.(編一個(gè)Chant，便于學(xué)生進(jìn)一步識(shí)記本節(jié)課所學(xué)的重點(diǎn)詞匯和語(yǔ)言工程。注意應(yīng)強(qiáng)調(diào)Chant的節(jié)奏和一般疑問(wèn)句的語(yǔ)調(diào)。)Chant.T:Inthisclass,we’velearnedthenamesofsomemonpersonalpossessionsandhowtoidentifyownership.Let’slearntosaythischant.Isthismybook?Yes,itis.Isthatyourruler?No,itisn’t.Isthisherpencil?Yes,itis.Isthathiseraser?No,itisn’t.Homework.ReadthenewwordsandthetargetlanguagespresentedinthisclassandsaythechanttoimproveyourspokenEnglish.periodTwo課前準(zhǔn)備老師：錄音機(jī)，所學(xué)物品的圖片，一個(gè)書包(里面裝著事先搜集的學(xué)習(xí)文具)，表格假設(shè)干張。學(xué)生：一張硬紙寫上自己的姓名和號(hào)碼，學(xué)習(xí)的物品。教學(xué)設(shè)計(jì)StepOne:Revision.1.Reviewthedrills.(用學(xué)生的姓名和號(hào)碼來(lái)復(fù)習(xí)句型：Isthis(that)your(his/her)…?及簡(jiǎn)短答復(fù)：Yes,itis./No,itisn’t.注意老師提問(wèn)的同時(shí)，用手勢(shì)來(lái)幫助學(xué)生給出你料想的答案。)(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.(在黑板的名字旁邊貼上學(xué)習(xí)物品的圖片，來(lái)復(fù)習(xí)所學(xué)的單詞和句型。)(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).(練習(xí)聽力前，先讓學(xué)生再一次說(shuō)出圖片中物品的英文，進(jìn)一步強(qiáng)化重點(diǎn)單詞。)T:pleaselookatthepicturesin2a.CanyousaytheirEnglishname?(Teacherasksthestudentstonameeachoneinpidually.)S6:Thisis…S7:Thisis………T:Nowpleasetakeouttheobjectsin2aandputthemonthedesk.Youwilllistenadialogueandpleasepickupthethingsyouhear.Let’sseewhowilldofastestandbest.(playtherecordingforthestudentstolisten.)(讓學(xué)生把聽到的物品選出來(lái)，放在自己的桌子上，讓學(xué)生動(dòng)手去做，比單純的單詞辨聽更易引起學(xué)生學(xué)習(xí)的興趣。)T:Nowlet’schecktheanswers.pleaseholdthethingsyouhearandsaytheirEnglishnames,OK?(Makesurestudentsholdthethingstoshowthemtotheotherstudents.)S8:pencil.S9:……2.Listening(2b).(進(jìn)一步強(qiáng)化重點(diǎn)詞匯后，進(jìn)展聽力練習(xí)，要求完成單詞的拼寫。)T:Nowpleasereadthewords.Oneholdsthethings,theothersreadthemaloudonebyone.(Onestudentholdsthethings,andtheotherstudentssaythewordsaloud.)T:Thistimeyouwilllistentotherecordingagain,andyouwillwriteoneofthewordsfromtheboxoneachblankline.(playtherecording.Studentslistenandpletetheconversation.)T:Let’schecktheanswers.I’dliketoaskthreestudentstoreadtheconversationinrole.(Threestudentsreadtheconversation,fillingthemissingwords.Therestofthestudentschecktheiranswers.)StepThree:Newdrills.1.presentthenewdrills.(用實(shí)物引入新句型，幫助學(xué)生用正確的句子來(lái)答復(fù)。)(Theteachershowsstudentsapencil.)T:What’sthisinEnglish?S:It’sapencil.T:Howdoyouspellit?S:p-E-N-C-I-L.(Changeaneraser.Askandanswerinthesameway.)2.practicethedrills.(學(xué)生分組練習(xí)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.(進(jìn)展一個(gè)拼寫游戲比賽，進(jìn)一步操練新句型。)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.初中英語(yǔ)教案【三篇】Lesson71教學(xué)設(shè)計(jì)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(結(jié)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機(jī).2.我需要一些喝的東西。3.他有許多家務(wù)要做。4.她叫我說(shuō)慢一點(diǎn)。5.在街上踢足球很危險(xiǎn)。6.學(xué)外語(yǔ)不容易。7.我不知道去哪里。8.叫他不要遲到。X.Homework1.Revisetheuseofthegrammar.2.MakesentenceswiththeInfinitive.Lesson72教學(xué)設(shè)計(jì)方案properties:Recorder,Overheadprojectorandamapofworld.TeachingObjectives:1.practiselisteningability.2.Revisethegrammar:theparativeDegreesofAdjectiveandAdverbsThepastperfectTenseLanguageFocus:Checkpoint18Teachingprocedures:I.ShowingtheteachingaimsII.RevisionCheckhomework,thenaskthestudentstoreadthepartners'homeworktosharewitheachother.RevisetheuseoftheInfinitiveIII.leadinginT:Todaywe'lllearnsomethingaboutCoco.Doyouknowwheresheisfrom?IV.Listeningpracticeplaythetapeorforthestudentstolistenandfindtheanswer,thenlookattheworkbook,Exercise1,gothroughthequestionswiththestudentsandmakesuretheycanunderstandwhattheymean.playthetapeagain,letthestudentsdiscusstheiranswersinpainsbeforetheteachercheckstheanswerswiththewholeclass.V.presentationShowthestudentsamapoftheworld,andask:Whatmapisit?Helpthestudentsfind“China”and“India”onthemap.Letthestudentsdiscussthetwocountries:Theyaredevelopingcountries.Theyhavealargepopulationintheworld.Ask:What’sthepopulationofChinaandwhat’sthepopulationofIndia?Letthestudentsreadpart2andanswerthequestions.(China'spopulationis1328000000andIndia'spopulationis1000000000).That’stosayIndia’spopulationissmallerthanChina’s.Askthestudentstousethewordsintheboxtopletethepassage,thenreadtogether,finallyaskthestudentstoretellthetext.VI.practiceRevisetheGrammar:ThepastperfectTense,givesomeexles:1.Hehadleftbeforehiswifecameback.2.Irememberedthatpeterhadalreadygotabike.4.WhenIgottothecinema,thefilmhadbegun.ThenaskthestudentstodoExercise3.Theanswersare:1C2E3A4B5D.Letthestudentsreadthesesentencestogether.VII.practiceAskthestudentstodoExercise4first,thenchecktheanswers.Theanswersare:had,in,is,more,the,had,to,in,had,that,to,us,and,toVIII.WorkbookGivethestudentsfiveminutestofinishworkbook.DoExercises1,3and4.Thenchecktheanswers.TheanswerstoExercise1are:took,went,found,was,called,told,hadhappened,said,wouldgo,came,wasfound,checked,founded,said,stole,went,enjoyed,came,found,hadstolen,hadTheanswerstoExercise3are:Iwornout2tryon3slowdown4madeupmymind5ampleasedwith6wereangrywith,deserveto7atleast8asif9carriedonIX.SummaryExercisesinclassFillintheblanksaccordingtothetextinthisunit.LucyandLilyare___1___.Theyarelivingtogether___2___.Butsometimestheyfight.Itdoesn'tlasttoo___3___.They___4___verywellwitheachotheragain.Theylook___5__,soit'shardforpeopletorecognizethem:WhoisLucy___6__Lily.Wealways___7___mistakes.Theyfeel___8__.Theylikemostofthesamethings,forexle:music,foodand___9__.ButLilylikesto___10__,Lucylikesto___11__,theydon’tlikethesamecolour,____12___.Sotheyhavesome___13____Sometimestheydisagree,buttheynever___14__.Theyloveeachotherandtheyare___15___happythattheyaretwins.Answers:1.twins2.mostofthetime3.long4.geton5.thesame6.or7.make8.thesame9.books10.dance11.sing12.either13.differences14.fight15.bothX.Homeworkprepareforthefinalexamination.Lesson70教學(xué)設(shè)計(jì)方案properties:puter,projector,ppTdocumentprovided.TeachingObjectives:1.Letthestudentsunderstandthedialogueandlearnnewwords.2.GooverthepastperfectTense.LanguageFocus:Newwords:British,fail,summit,misty,mistUsefulexpressions:disappearinto,thefirstmentodotins,trytoreachthetopofTeachingprocedures:I.ShowingtheteachingaimsII.RevisionAskthestudentstoactoutthedialogueisprovidedinLesson69-1.asfIII.LeadinGivethestudentssomeinformationandpicturesaboutMountQomolangma,andchecktheirhomework.LetthemspeaksomethingaboutthehistoryofclimbingtheMountQomolangma.Forexle:IV.WatchandlistenAskthestudentstowatchtheflashBecauseitisthere.swfwhichisprovided.Listenthetextcarefully,andfinishthequestions:TrueorFalse1.MountQomolangmaisthetallestmountainintheworld.2.GeorgeMalloryisaprofessional(職業(yè)的)mountainclimber.3.Malloryhadtriedfourtimestoreachthetopofthemountain.4.In1921hetriedtoclimbthemountainforthefirsttime.5.EdmundHillaryandTenzingNorgaywerethoughttobethefirstmentoreachthetopofthemountain.6.EdmundHillaryfoundMallory’sbodyin1999.Answers：1.√2.×3.×4.√5.√6.×V.ReadthetextLetthestudentsreadthetextcarefullyandgraspthemainideaofthisarticle.Andfindoutwhathappenedindifferentyears(1921,1922,1924,1953,1999).Mainidea:AstoryaboutGeorgeMallory’sclimbofMountQomolangma.VI.Explanationmist[mist]n.霧，athinfogmadebyverysmalldropsofwaterintheair.其形容詞為misty，比擬級(jí)為mistier，級(jí)為mistiest。wonderv.=question是“想要知道”的意思，它常跟賓語(yǔ)從句。同時(shí)它還有“感到驚奇”之意。alive［E5laiv］adj．活著的，ealive表示“活潑起來(lái)”，stayalive表示“繼續(xù)活著；幸存”的意思。bebusydongsth是“忙于做某事”的意思。VII.practiseShowthefilmofLesson70-2.asfwhichisprovided.Finishtheexercises2onpage88,andpractisethesentencesonebyone.VIII.HomeworkWhyBecauseit’sthereisusedasthetopicofthisarticle?Whatspiritdothissentenceshowus?Writesomethingaboutit.初中英語(yǔ)教案怎么寫一份標(biāo)準(zhǔn)的英文教案要怎么寫ATeachingplanI.Thetitle2.Teachingaims(a.knowledgeaim;b,abilityc,moraleducation)3.Impotantpoints4.Difficultpoints5.Teachingaidsstep1RevisionStep2Takeupnewlessonstep3ConsolidationHomeworkDesignontheblackboard英文教案應(yīng)涉及到的內(nèi)容課題Thetitle授課時(shí)間Time教學(xué)目的TeachingObjectives教學(xué)重點(diǎn)Teachingfocus教學(xué)過(guò)程Teachingprocedures1.問(wèn)候：Greetings2.復(fù)習(xí)：Revision3.新課導(dǎo)入Lead-in4.文章背景介紹TheIntroductionoftheBackgroundInformation5.課文詳細(xì)分析^pTextAnalysis：1〕文章體裁Styleofthetext2〕文章構(gòu)造Structureofthetext3)文章內(nèi)容詳解〔如對(duì)重要語(yǔ)言點(diǎn)、語(yǔ)法點(diǎn)、主旨思想、寫作手法等的分析^p〕Thedetailedanalysisofthetext(theanalysisoftheimportantlanguagepoints,grammaticpoints,themeandwritingdevices)教學(xué)內(nèi)容TeachingContent教學(xué)方法、手段及時(shí)間分配TeachingMethodandTimeArrangement課堂小結(jié)和教學(xué)反應(yīng)ConclusionandtheFeedback作業(yè)Assig____ent板書設(shè)計(jì)BlackboardDesign教學(xué)反思TeachingReflection英語(yǔ)教案怎么寫1、寫課題(Topic)和課型(LessonType)課題相當(dāng)于文章的標(biāo)題，講課時(shí)要首先告訴學(xué)生，并寫在黑板上。因此要寫得準(zhǔn)確。課型是指該節(jié)課的講授類型。初中英語(yǔ)的主要課型有：：新授課(Newlesson)、穩(wěn)固課(ReinforcementLesson)、復(fù)習(xí)課(RevisionLesson)、語(yǔ)音課(phoicLesson)、聽力課(ListeningLesson)、聽說(shuō)課(Aural-OralLesson)、閱讀課(ReadingLesson)、語(yǔ)法課(GrammarLesson)等。不同的課型應(yīng)用不同的授課方式或方法，只有確定了課型，才能選擇有效的素質(zhì)教育教學(xué)方法。2、寫教學(xué)目的(TeachingObjective)教學(xué)目的是教案的核心內(nèi)容，是老師施教的準(zhǔn)繩。教學(xué)目的要符合大綱對(duì)教材的要求。由于教學(xué)目的要在課堂上展示給學(xué)生，讓學(xué)生明確，所以寫素質(zhì)教育目的時(shí)，要力求簡(jiǎn)明扼要，粗淺易懂，便于操作和檢測(cè)，一般3~4個(gè)目的為宜。3、寫教學(xué)的重點(diǎn)(Main/focalpoints)、難點(diǎn)(Difficultpoints)和關(guān)鍵點(diǎn)(Keypoints)教學(xué)重點(diǎn)是課堂教學(xué)的主要任務(wù);教學(xué)難點(diǎn)是師生順利完成教學(xué)任務(wù)的障礙;素質(zhì)教學(xué)關(guān)鍵是攻克教學(xué)難點(diǎn)的打破口。在教案中寫清一節(jié)課的教學(xué)重點(diǎn)、難點(diǎn)和關(guān)鍵點(diǎn)，能提醒老師在講課時(shí)注意突出重點(diǎn)、打破難點(diǎn)、抓住關(guān)鍵。4、寫教具(TeachingTools)課堂上需要什么教具要寫清楚，如錄音機(jī)、教材錄音帶、教學(xué)掛圖、卡片、實(shí)物(或模型)、小黑板、刻印好的練習(xí)題、彩色粉筆、幻燈片等。5、寫教學(xué)過(guò)程(Teachingprocedure)教學(xué)過(guò)程是教案的主要局部。寫教學(xué)過(guò)程主要寫以下幾方面的內(nèi)容：a、寫教學(xué)環(huán)節(jié)。教學(xué)環(huán)節(jié)即教學(xué)任務(wù)是什么要寫清楚，做到心中有數(shù)。目前有些老師采用"三階段六環(huán)節(jié)"教學(xué)形式，即：準(zhǔn)備階段(自由交流、復(fù)習(xí)檢查)、講練階段(導(dǎo)入課程、分層操練)和開展階段(穩(wěn)固開展、布置作業(yè))。b、寫知識(shí)點(diǎn)和所用時(shí)間。寫好知識(shí)點(diǎn)，老師使用教案時(shí)能一目了然，有的放矢。寫好所用時(shí)間，能使老師沉著掌握教學(xué)速度，合理安排每個(gè)教學(xué)環(huán)節(jié)所需的時(shí)間，充分利用課堂時(shí)間。c、寫老師活動(dòng)。不僅要寫老師"教什么"，還要寫出老師"怎樣教"，即寫清楚老師要教的內(nèi)容，寫出講授這些內(nèi)容的方法。寫出課堂用語(yǔ)和各環(huán)節(jié)的過(guò)渡語(yǔ)。課堂用語(yǔ)要求簡(jiǎn)練、口語(yǔ)化，用學(xué)生已經(jīng)學(xué)過(guò)的熟悉的、聽得懂的英語(yǔ)來(lái)解釋或表達(dá)新的教學(xué)內(nèi)容。各環(huán)節(jié)之間的過(guò)渡語(yǔ)要自然流暢。寫出使用教具的時(shí)機(jī)和方法，寫板書內(nèi)容等。d、寫學(xué)生活動(dòng)。寫出學(xué)生學(xué)習(xí)的內(nèi)容和學(xué)習(xí)方法，特別是怎樣學(xué)應(yīng)寫清楚。不能簡(jiǎn)單地把學(xué)生活動(dòng)寫成聽、讀、考慮、操練、做題等。初中英語(yǔ)教案與其他科目的教案寫法大致是一樣的，知識(shí)牽涉到英語(yǔ)的表述，對(duì)局部考生來(lái)說(shuō)可能相對(duì)生疏一些，不過(guò)沒(méi)關(guān)系，只要勤加練習(xí)一定能順利通過(guò)老師資格證考試。初中英語(yǔ)教案模板范例Unit1Where’syourpenpalfrom?Languagegoal1.Function:.Inthisunitstudentslearntotalkaboutwherepeoplearefrom.2.Vocabulary:Canada,France,JapantheUnitedStates,Australia,Singapore,TheUnitedKingdom,China3.Targetlanguage:Whereisyourpenpalfrom?/sheisfromCanada.Wheredoesshelive?/ShelivesinToronto.Whatlanguagedoesshespeak?/ShespeaksEnglishandFrench.4.StructuresWherequestions/WhatquestionsKeypointsWherequestions/WhatquestionsDifficultiesThenamesofdifferentcountries/Thelanguagesofdifferentcountries/Thedifferencesof“be”and“do”inthesentence.SectionA1a.Thisactivityprovidesguidedlisteningandpronunciationpracticeusingthetargetlanguage.1.pointtothenumberedlistofwords.playtherecordingthefirsttime.Studentsonlylisten.2.playtherecodingasecondtime.AskSstorepeatthenamesofthecountries3.LetSsreadthenewwordsaloudinpiduallyorinpairs.1b.Thisactivityprovideslisteningpracticeusingthetargetlanguage.1.pointoutthelistofcountriesin1a.LetSscirclethenamesofthecountriesthepeoplearetalkingabout.2.playtherecordingthefirsttime.3.playtherecordingasecondtime.Ssonlylisten.4.Checktheanswers.(Canada,Australia,Japan,Singapore)1c.Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.1.pointouttheconversationsinthepictureandaskastudenttoreadeachonewithyou,theninpairs,ingroups.2.Askvariouspairstopresentanewonetotheclass.2a.Thisactivityprovidesreadingandspellingpracticeusingthetargetlanguage.1.pointoutthelistofcountries.ReadandaskSstorepeat.2.pointoutthelistofcities.ReadandaskSstorepeataloud.3.AskSstowork,offerhelpasneeded.4.Correctthework.2b.Thisactivityprovideslisteningpracticeusingthetargetlanguage.1.Callattentiontothelistofcitiesandcountriesin2a.LetSscirclethemwhentheyheartheconversationsatthefirsttime.2.playtherecordingasecondtime.3.Checktheanswers.(Japan,Tokyo,France,paris,Australia,Sydney)2c.Thisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.1.Callattentiontothechartin2c.playthefirstconversationonthetape.2.playtherecordingagainandhaveSsfillinthechart.3.Checktheanswers.2d.Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.1.Callattentiontotheconversationinthepicture.2.AsktwoSstoreadittotheclass.3.AskSstoworkinsmallgroups.Appointaleader.Makesureeveryonetalksaboutatleastoneofthepeopleon