初中英语教案
Lesson Plan
Born Dying (Junior English Unit5, Reading Class ,45min.) Objectives:
a. Let the students know something about AIDS. For example: What is AIDS?
How does a person get AIDS?
b.Let the students know the psychological state and learn to care for those
AIDS patients.
c. Cultivate the students’ability to analyze the topic and try to get the supporting points.
d. Teach students how to use subjunctiv
e.
Important Points/Grammar:
a. Cultivate the students’ability to analyze the topic and try to get the supporting points.
b. Let the students know those AIDS patients’psychological state and learn to care for them.
c. Teach subjunctive.
d. new words and phrases：immune system；be inflected with; survive; suffer from; cheer up; available; persuad
e.
Teaching aids:
Pictures, slides, pieces of paper with different tasks on
Procedure
Warm-up/Lead-in Activities: (approx.5min.)
Hold a general knowledge test in class by asking some questions related to AIDS, such as what’s the date of world AIDS DAY? What’s AIDS? How do people get AIDS? What’s the symbol of it? And so on，
to stimulate students’ enthusiasm. Stage1, Reading: (approx.15min.)
a. Involve students in reading the text to get familiar with the content.
b. After finishing reading, ask students five questions:
1. What’s AIDS?
2. How do people get AIDS?
3. What kind of life does Xiaohua live?
4. What do the AIDS patients suffer from?
5. If you have got ADIS, how would you live your rest life?
c. Teach students the two important reading methods: skimming and scanning.
初中英语教学设计
Teaching Aims and Demands:
1.Language knowledge:
Key vocabulary: dining, hall, gym, science, lab, in front of, next, behind, any, one, building
Key structure: there be …
2. Reading skill:
(1). Get information about the library in reading.
(2). Imp rove the students’ reading ability.
Teaching Aids: Multi-Media (or Tape recorder, OHP)
Teaching Procedures:
Step 1 Warming-up
教师事先藏好自己的几样东西，上课时假装不到（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：
Where is….?It’s on / on / in / in front of / behind / next to…
Where are …?They’re on / in / in front of / behind / next to…
设计意图：通过设置让学生帮老师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. Show the students a picture of a room with a few things in it, and have them guess the places of the others. (Activity 1)
呈现几张图，如classroom, science lab, dining hall, 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science lab, dining hall, gym通过图片
过掉)
T: This is a picture of a dining hall.
S1: Are there any dishes in it?
T: Yes, there are. Where are they?
S2: I think they’re o n the table.
2. Pair work. Work in pairs and finish the exercise in Activity
3.
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。
Step 2 Who is who?
1. Read about Picture A in Activity
初中英语教学设计2.
2. Answer the questions according to Picture B.
3. Have 4 students stand in front of the class, and get them to talk about their places one by one.
4. Game: Describe one of the students in the class, have the others guess who it is.
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。
Step 3 Memory Challenge
Watch the video. The students watch a clip of the video about the classroom for a few minutes. Have a competition. Have the students make and answer questions 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。
Step 4 Make a survey
1. Finish the form by the students themselves.
My primary school
Things Numbers Places
2. Interview one of your classmates and fill in the form.
Is there a/ an … in your primary school?
Are there any … in your primary school?
Where is / are…?
My classmate _______’s primary school
Things Numbers Places
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。
Step 5 Homework
1. Writing: Write a report for the survey.
2. Wb. Ex 1
3.
设计意图：以Step 4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
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