初中仁爱英语教案设计

初中仁爱英语教案设计初中仁爱英语教案设计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*。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：inotherwords,amongotherthings,byandby,haveavagueorlooseconnectionto/with,killthefattedcalf,developahighlevelofcompetenceincommunicationskills (2)、重点句子：ItcomesfromastoryintheBible,whereasonreturnedtohisfamilyafter…，…amongotherthings,andunlessyourecognizewhenanidiomisbeingused,youcaneasilymisunderstand 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*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:LeadinAskthestudentstoreadthefollowingsentenceandguesswhattheidiommeans:Itookmymother,scarwithoutaskingforpermission.Sheisangryatme.I,minhotwaternow!(introuble)【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“BiblicalidiomsinEnglish”Readthearticlequicklyandanswerthefollowingquestions:1、Whatisanidiom?2、WhichlanguagewastheBiblefirstwrittenin?3、Whichidiomisoftenusedtodescribechildren?【设计说明】简要的问题使学生对*内容有大概的了解，为下一步的carefulreading奠定基础。Step3:CarefulreadingAnswerquestionsWhydoestheBiblehavealotofidioms?Whatdid'byandby'originallymeanintheBible?Whatdoes'byandby'meantoday?HowmanyyearsagowastheBibletranslatedintoEnglish?Whatdoes“feetofclay”mean?Whichanimalsarefeaturedintheidiomsinthearticle?Whichfoodsareincludedintheidiomsinthearticle?Howisstudyingidiomsusefulinlanguagelearning?【设计说明】这是对*的细节理解，同时也使学生学习了这部分的知识点。ChoosethebestidiomfromthetexttofillintheblanksSarah'sgrandmotheradoresher;Sarahis.Wilsonwasdisappointedwhenhelearntthatthecoachhad.Sheknewitmighttakealongtimeforherteammatestochangetheirminds,butshebelievedthatthenewplanwouldwork.Thepeopleinmyvillageareveryhonestandhard-working;theyare.WhenmybrothercamebackhomefromhistriptoEurope,weforhim.Shewouldnotsaywhotoldheraboutthesurpriseparty.Shejustsaid.【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。ReadashortpassageaboutidiomsfromtheBibleandfullintheblankswiththewordsblow.HiddenunderlineweaknessestranslatedidiomsgroupGreekSoonconceptbirdAnidiomisaofwordsthathasaspecialmeaningwhichisnotusuallyapparent.IfyoualreadyhaveagoodunderstandingofEnglishandwanttopolishupandsharpenyourlanguageskills,studyingcanbeagoodwaytodoso.ManyoftheidiomsusedinEnglisharefromtheBiblewasfromHebrewintoandlaterintoEnglish.Take‘byandby'asanexample.Itoriginallymeant‘immediately’,butnowitmeans,'.Idiomscanbeusedtothemoralofastory.Oneidiomabout‘feetofclay’stressesthethatthingsorpeoplethatseemperfect,likeapersonweadmireorrespect,canhavehidden.Anotheridiom,‘alittletoldme’,isusedtosaythatyouknowsomethingbutyoudonotwanttotellothershowyouknowit.SomeBibleidiomsusethingsrelatedtofoodsuchassaltorapplestomakeapointmoreclear.Fromnowon,wheneverIreadanidiom,Iwillrememberthattherecouldbeameaninginit.【设计说明】这个环节可以从另一个侧面检验学生对*线索的掌握。既是对*内容的延伸，又是对*的综合概括，并可以借此提高学生的词汇运用能力。Step4:Appreciation:EnjoysomeidiomsAlittlelearningisadangerousthing.Lifeismadeupoflittlethings.Ahighbuilding,alowfoundation.Manyalittlemakesamiracle.Manyhandsmakelightwork..Actionsspeaklouderthanwords.Bettertoarrivelateinthisworldthanearlyinthenext.WheninRome,doastheRomansdo.Step5:HomeworkShortenthepassageusingyourownwords.Trytocollectsomeidioms.Findusefuland.difficultlanguagepointsfromthepassage.初中仁爱英语教案设计2一、说教材(教材分析)Analyzingteachingmaterial.说课型lessontype(Dialogue/reading/listening/revision).本课在教材中的地位statusandfunctionLesson33SavingtheEarthisadialogue.ThelessonisfocusedonthetopicoftheproblemsoftheearthandthefunctionalitemsofSupposition/Intentions/conjecture/Prohibition.Sinceitisadialogue/reading.It/shelpfultoimprovetheSscommunicative/readingability..说教学指导思想teachingguideline(Teachingsyllabus:Languageisforcommunication,developtheirfourskills,layspecialemphasisonreading;Grelletputitwellinhisbookdevelopingreadingskills:developreadingskill/discourseanalysis;getthemtounderstandthewesternculturebetter;improvetheabilitytodiscover,analyzesolvetheproblems;Readingisforinformation,forfun;UseTop-downmodelorBottom-upmodeltoactivateSsschemata;Interactivemodel).说教学目标和要求Teachingaimsanddemands(...beintendedforSsinkeyschools)1)认知目标knowledgeobjectsEnabletheSstorememberthefollowingnewwordsphrases:Damage,lecture,pollute,pollution,room,standingroom,befitfor,hearabout,turnintoGettheSstobefamiliarwiththissentencepattern:Ifthepopulationkeepsgrowingsoquickly,therewillonlybestandingroomleft...GivetheSsareinforcedpracticeonthefunctionalitemSupposition.ActivateSsschemataregardingthetopicofpollutionandhelpSstoknowmoreabouttheproblemofpollution.2)智能目标abilityobjectsAsktheSstomakeupasimilardialogue.Helpthemtounderstandthedialoguebetterandimprovethefourskills.Developtheirabilityofthinkingindependently.Cultivatetheirabilitytodiscover,analyzeandsolveproblems.TrainthemtocollectinformationfromtheInternet.TrainthemwithsomeeffectivelearningmethodstooptimizeSs,learningresults.德育目标moralobjectsArousetheirinterestinlearningEnglish;Helpthemtounderstandthebackgroundofpollution.Enablethestudentstoloveourearthandthenature.Beawareoftheimportanceofstoppingpollutionprotectingoutenvironment.EncouragetheSstodosomethingtosavetheearth..说教学重点teachingimportantpoints（生词、句型;培养阅读技能）NewwordsandphrasesSentencepattern:If-clauseimprovetheirreadingskills.TalkingaboutproblemsoftheEarth..说教学难点teachingdifficultpoints(语法;发展交际能力)functionalitem:Supposition.Developtheircommunicativeability.Actouttheirowndialogue..说教具teachingaids(multi-mediacomputer,software,OHP)Theteachingsyllabussaysthatit,snecessaryforteacherstousemodernteachingfacilities.It/sofgreathelptoincreasetheclassdensityandimproveourteachingresult.ItcanalsomaketheSsreachabetterunderstandingofthetextbymakingtheclasseslivelyandinteresting.Atthesametime,itarousestheSs’interestinlearningEnglish.二、说教法TeachingmethodsFivestepmethod;audio-video;communicativeapproach;Task-basedlearning:NewSyllabusDesignencouragesteacherstousethisteachingmethod.TBLTcanstimulateSs’initiativeinlearninganddeveloptheirabilityinlanguageapplication.MaketheSstherealmastersinclasswhiletheteacherhimselfactsasthedirectorandbringtheirabilityintofullplay.三、说学法StudymethodsTeachSshowtobesuccessfullanguagelearners.TeachSshowtodevelopthereadingskill—skimscan;howtocommunicatewithothers;howtolearnnewwords;howtolearnindependently;GettheSstoformgoodlearninghabits.四、说教学过程Teachingprocedures复习(Revision)5min(Dailyreport;词7匚diagram;brainstorming;activateschemata)Activity1:Imagination.Supposeabottleofinkisturnedoveranddirtiesyourwhiteshirt,whatistobedone?(Washit?Orthrowitaway?).Supposeyoucatchabadcold,what,stobedone?.Supposeyourbikeisbroken,what,stobedone?.Andsupposetheearth,onwhichwealllive,isdamaged,what,stobedone?Whatcanyouthinkofwhenyousee“pollution”thisword?(waste,environment,air,water,factory,desert,climate...TrytoactivatetheSsschemataregardingthetopicofpollution.).呈现(Presentation)5minActivity2:PresentationPlaythesong“EarthSong”sungbyMichaelJackson.(Createanatmosphere)Alotofpicturesandvideoclipsaboutthecausesandresultsofthethreeproblemsmentionedinthislessonwillbeshownonthescreenwiththehelpofthecomputer.presentationonpollution.Attracttheirattention,arousetheirinterest,andcreateagoodatmosphereforcommunication.ActivatetheirschemataandcultivatetheirabilityincollectinginformationfromtheInternetanddeveloptheirabilityinthinkingindependently..对话/阅读(Dialogue)18mPre-readingActivity3:Prediction1stlistening/fastreading,oneguidedQtohelpSstogetthemainidea:Whatdoyouthinkisdiscussedattheconference?While-readingActivity4:Readandanswer2ndlistening/carefulreading,moreQstogetthedetailedinformation.Developtheirreadingskills:skimscan.Payattentiontothepronunciation,stressintonation.阅读：Pre-reading;while-reading;post-reading（fastreading/carefulreading;skim/scan;识别关键词keywords;确定主题句;创设信息差informationgap;TorF;填表格chart/diagram;Predicting;Makeatimeline;Makeastorymap。达到对课文的整体理解和掌握。Sothattheycanhaveagoodunderstandingofthewholetext.）Post-readingActivity5:LanguagefocusWhileSsareansweringtheQs,theteacherdealswithsomekeylanguagepoints.a.isbeingcausedb.andsoonc.goondoingd.befitfore.standingroomf.if-clause.操练(Practice)10mActivity6:RetellUseyourownwordstoretellthedialogueinthe3rdperson.Activity7:ActingoutActivity8:Drill-SuppositionPurpose:PractisethefunctionalitemofSupposition.(P.33Part2;P.113,wbEx.3)(Retell;actout;roleplay).巩固(Consolidation)6m(Discussion;interview;pressconference;debate;quiz)Activity9:roleplaySupposeyouwereheadofavillage,scientist,journalistandvillager,makeupaconversationandaskseveralgroupstodemonstrateinfrontoftheclass.TheSsareencouragedtousethewordsandexpression_r_rslikepollution,damage,befitfor,turninto,theif-clause,etc.Activity10:DiscussionThinkofthequestion:Arewecausingdamagetotheworld?Whatshouldwedotosavetheearthandprotectourenvironmentespeciallyinourdailylife?Collecttheiranswersandformareport..作业(Homework)1m(Writing;continuethestory;recite;retell)Writealettertothemayor,tellinghimsth.aboutthepollutionaroundyourschool.初中仁爱英语教案设计3教学目标：知识目标1、能听懂、会说、会读单词：watch,wallet,calculator,teapot,hairdryer,skateboardo2、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①Whose?isit/arethey?It's/They're?②Whoisit/aretheyfrom?It's/They'refrom?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:Stepl、Warming-up.1、课前播放歌曲：“WewishyoumerryChristmas”。2、Freetalk.①T:Today,herearesomanynewEnglishteachersinourclassroom.Canyouintroduceyourselftotheteachers?T:Whatdateisittoday?T:Whatholiday(节日心coming?(Ss:Christmas)引出课题并呈现卡片进行教学。(Unit7AtChristmas)T:When,sChristmas?(Ss:It,sonthe25thofDecember.)②T:WhatdoyouknowaboutChristmas?(Ss:自由介绍!)提示学生可以用中文自由介绍。(T：YoucanspeakinChinese.)FatherChristmas圣诞老人stockings长筒袜③T:WhatdopeopleusuallydoatChristmas?(Ss:Theyusuallyeatdeliciousfood.andgivepresentstoeachother.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、PresentationandPractice1、师创设情境导入并教学新授内容：“T:WeknowwecangetsomepresentsonChristmasday.Andlastyear,onChristmasday,IgotapresentfrommyfriendJack.Look,it/sawatch.SowecansaythewatchisfromJack.It’sforme.It’smywatch.It’smine.（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、LearningthewholetextListenandanswer（序言）T:NowweknowIgotaChristmaspresentfrommyfriendatChristmas.AndJim’sfamilygotsomepresents,too.Nowlet’slookatthepreface.Whatholiday（节日）wasit?ItwasChristmasDay.Whoarethey?TheyareJim'sfamily.Wherewerethey?TheywereinJim'sgrandparents'house.Whatweretheydoing?TheywereopeningtheirpresentsundertheChristmastree.Watchandcircle（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：awatch,ateapotandsometea,awallet,acalculator,askateboard,ahairdryer.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。）Readandmatch（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...isit/arethey?It’s/They’re...（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。）Readandfillintheform（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：Whoisit/aretheyfrom?It's/They'refrom…如：ThewalletisfromGrandma.It’sforGrandpa.It’shis.TheteapotandsometeaarefromGrandpa.TheyareforGrandma.They’rehers.（注意单复数）Step3、ConsolationReadaftertheTsentencebysentence.Fillintheblanks（Doasummaryofthetext）OnDay,Jim’sfamilygetmanypresents.ThewalletisfromGrandma.It’sGrandpa's.It′s.TheteapotandsometeaareGrandpa.They'reGrandma,s.They′re.AcalculatorandaskateboardarefromMumandDad.TheyareJim.They're.Thewatchisforfather.Thehairdryerisformother.Everybodyisveryexcited.Step4、WritealetterWeknowthatIgotawatchfrommyfriendJacklastyear.Thisyear,onChristmasday,IwanttosendsomepresentstoJack'sfamily,too.Let'slookatJack'sfamilyphoto.DearJack,,sforyou.It's''sforyourwife（妻子）。It'''sforyourson.It''MerryChristmas!Sincerelyyours,Kitty（设计意图：运用本课所学句型能进行简单的拓展时我们这节课的一个目标。而在课程设计上前后呼应是有必要的。前面提到我去年圣诞节收到Jack的礼物，那么今年我要会送礼物，那么我能送什么，请帮我完成这封信，这样水到渠成。在学生自己拓展前给了例子，并且要求学生根据需求为Jack一家选择礼物）Step5、HomeworkReadandactthedialogue.MakeaChristmaspresentforyourparentsoryourfriends.初中仁爱英语教案设计4教学目标：.能掌握节日单词Children'sDay、Christmas、Mid-AutumnFestival、DragonBoatFestival和SpringFestivalo.能通过课前的信息搜集，课上的团队合作以及课后的自学，掌握以下节日NewYear,sDay、Halloween、 MayDay、NationalDay。.能掌握四会句型When,s...?It’sin...Whatdopeopleusuallydoat/on…？They....学生能运用本单元的四会句型和日常交际用语谈论节日中人们的活动以及自己曾做过的事。重点难点:.能掌握所学节日的正确读音。.能熟练掌握四会句型，并能灵活进行替换训练，从而进一步来巩固一般过去时的知识。教具准备：多媒体课件实物教学过程：Stepl:Warming-up.Greetings..Freetalk.Whatdayisit?Whatdateisittoday?Whatdoyouusuallydoattheweekends?（设计意图：在上课开始，与学生亲切自然地相互问候，使学生快速进入英语学习的氛围，同时为下一步教学做铺垫。）Step2:Presentation:1.T：（教师手拿日历）Whatdateisit?It'sthefirstofOctober.WhatholidayisonthefirstofOctober.It'sNationalDay.T：你们还记得其他的节日吗？Ss：Children'sDay,Teacher'sday,Christmas,NationalDay,Halloween---揭示主题：HolidaysMagiceyes快速闪现学生知道的单词，学生根据图片说出相应的节日。2.教学SpringFestival(1)。(Lookatthescreen)Thereisaduck,acakeandsomefruit.Oh,theyareverydelicious.(扮演出正在吃美味食物的样子)Here“delicious”means“nice”。(Teach:delicious<-de-li-cious)T:WecaneatdeliciousfoodatSpringFestival.Teach:SpringFestival春节(2)。Let'sreadItisapopularholidayinChina.ItisinJanuaryorFebruary.Peopleeatalotofdeliciousfood.Theyusuallyvisittheirrelativesandfriends.Relativemeansyourparents,uncle,aunt,cousin,grandparentsandsoon.Itmeans…？Ss:(引导学生说出答案)Itmeans亲戚！T：(Teach:relative<-re-la-tive)(3)。教学WhatdopeopleusuallydoatSpringFestival?WhatdopeopleusuallydoatSpringFestival?Read:people人，人们Practice:WhatdopeopleusuallydoatSpringFestival?Theyusually---Didyou---lastSpringFestival?Yes,Idid.No,Ididn,t..教学Mid-AutumnFestivalDragonBoatFestival.AndtherearesomeChinesetraditional(传统的)festivalsinChina,too.WehaveSpringFestival,Mid-AutumnFestivalandDragonBoatFestival.T:(ShowthepictureofMid-AutumnFestival)Canyouguesswhatfesitvalitisfromthispicture?Ss:中秋节。T：Yes,it’sMid-AutumnFestival.（Teach:Mid-AutumnFestival.）When'sSpringFestival?S:It'sonthe15thofAugust.T:No,It’sinSeptemberorOctober.（日历展示）WhatdopeopleusuallydoatMid-AutumnFestival?Ifyoucan'tsayinEnglish,youcansayitinChinese.（在用英语无法表达时，允许学生用中文来补充。）S:吃月饼，赏月。T：Yes.Theyusuallyeatmooncakeandwatchthemoon.T:DidyoueatmooncakeandwatchthemoonlastMid-AutumnFestival?Ss:Yes,Ido.T:Ithinkyoushouldsay:Yes,Idid.（DragonBoatFestival教法同上。）.教学Christmas(1)Guessinggame问：Whatholidayisit?⑵教师让学生说他们所知道的关于圣诞节的知识，如圣诞老人，圣诞礼物，圣诞食品及圣诞活动，不限定学生全部用英语表达。T:Christmasiscoming.DoyouknowanythingaboutChristmas,e.g.presentsandfood?(设计意图：用提问的方式引出即将学习的活动，并通过讨论让学生了解有关圣诞节的文化意识。)(3)教师用课件创设情景：Christmastree,SantaClaus,newclothes,stars,givepresentstoeachother,playwithfriends..TheChristmasiscoming.Pleaselookatthesepicturesandtalkaboutthefollowingquestions.When,sChristmas?DoyoulikeChristmas?Why?WhatdoyouusuallydoatChristmas?(4)学生4人一组看图片，并根据问题讨论圣诞节。⑸小组汇报他们讨论的情况，并通过投影呈现：例如Christmasisonthe25thofDecember.WelikeChristmasbecauseit'sinteresting.TherearemanyChristmastreesandwecanseethemeverywhere.Wecanalsobuynewclothesandgivepresentstoeachother.(设计意图：这个活动对学生来说具有一定的挑战性，但六年级学生已基本能把老师提供的信息组合成一句话，甚至能连成一段话。通过这样的活动可以让学生把所学的知识运用于实际，使不同程度的学生都有成就感，增强自信心。).Theusageof“at”and“on”:Lookatthephrasescarefullyandfi