- 相關(guān)推薦
初中英語(yǔ)公開(kāi)課教案
作為一名優(yōu)秀的教育工作者，編寫(xiě)教案是必不可少的，借助教案可以讓教學(xué)工作更科學(xué)化�？靵�(lái)參考教案是怎么寫(xiě)的吧！下面是小編收集整理的初中英語(yǔ)公開(kāi)課教案，歡迎閱讀，希望大家能夠喜歡。
初中英語(yǔ)公開(kāi)課教案1
【教材分析】
Module 8的主要內容為運用賓語(yǔ)從句和定語(yǔ)從句來(lái)描述畢業(yè)生晚會(huì )上的對話(huà)和寫(xiě)作畢業(yè)晚會(huì )上的發(fā)言。從全書(shū)來(lái)看，本模塊是對以前賓語(yǔ)從句和定語(yǔ)從句的.總結和運用，著(zhù)重引導詞的使用，讓同學(xué)們通過(guò)課堂學(xué)習活動(dòng)來(lái)掌握其用法。
Unit 1 Here’s to our friendship!
【教學(xué)目標】
Knowledge objective
1. Words: handbag, beat, pardon, intend, fetch, pancake
2. Expressions: intend to do sth, for long, even ifAbility objective
能聽(tīng)懂和閱讀關(guān)于介紹畢業(yè)生晚會(huì )的語(yǔ)言材料，能通過(guò)相關(guān)詞匯和圖片描述自己和他人的感受和打算;能編寫(xiě)關(guān)于畢業(yè)晚會(huì )的對話(huà)。
Moral objective
學(xué)會(huì )傾聽(tīng)他人畢業(yè)前的感受;感受同學(xué)之間的深厚友誼;培養對母校的熱愛(ài)之情。
【教學(xué)難點(diǎn)】
The use of “intend to do sth.”
【教學(xué)方法】
PWP method, task-based method and interactive approach
【教學(xué)手段】
A tape recorder, multimedia and some pictures
【教學(xué)過(guò)程】
Teaching Procedures:
Step 1 Lead-in
Ss look at the pictures and answer the questions.
How will you feel at the school-leavers’ party?
What are you going to show for your classmates?
Will you wear beautiful clothes to take part in the party?
What do you want to say at the school-leavers’ party?
Step 2 Consolidate new words
Look and say. The teacher shows the pictures of new words and let the students to say as quickly as possible.
handbag n. 女用小提包
beat n. 節拍，拍子
pardon 請再說(shuō)一遍
intend v. 計劃，打算
fetch v. 取來(lái)，拿來(lái)
pancake n. 薄烤餅，薄煎餅
Step 3 Look and say
Look at the pictures and answer the questions.
1. What is the special event?
2. What is everybody doing?
Step 4 Listening
1. Listen and answer the questions.
Where is Betty going tonight?
What are Betty and Tony going to do?
Why does Betty refuse to eat before she leaves?
2. Listen to Part 3 and answer the questions.
Is Lingling enjoying the party?
Who hang international flags on the wall?
Step 5 Reading
1. Read the dialogue and complete the notes.
Their feelings __________________________
The hall _______________________________
The music _____________________________
Their plans __________________________________________________________________
____________________________________________________________________________
The food and drink _________________________________________________________
2. Read the passage again and answer the questions.
1 Why is Lingling sad?
2 What makes the hall look wonderful?
3 What do they think of the music?
4 What are Tony’s plans?
5 What is on the menu?
6 What do they wish for when they raise their glasses?
Step 6 Complete the questions with the words in the box.
1. Read the questions carefully.
2. Complete the questions with the words in the box.
1 If you say ________, does it mean “Please say that again” or “I’m sorry”?
2 Do you think a(n) _________ is something to eat or something to drink?
3 If you ______ to do something, do you want to do it or not?
4 Do you think the ______ will be better than the past?
3. Ask and answer the questions in pairs.
Step 7 Everyday English
Let Ss say the everyday English that they have learnt in the passage.
? Pardon? 對不起，請原諒(用于禮貌請求別人重復自己沒(méi)聽(tīng)清或不理解的話(huà))
? I hope so. 在簡(jiǎn)略句中，表示希望某事發(fā)生
? Good for you!(稱(chēng)贊某人)真行，真棒
? Here’s to …(祝酒詞)為……的健康(或勝利)干杯
? Cheers! 用作祝酒語(yǔ), 意為“干杯”
Step 8 Language points
Ss should master the main points from the passage in Part 3.If possible, let the students to say at first.
1. That’s a nice handbag.
handbag表示“(女用)小手提包”。
e.g. You’ll be more beautiful if you wear the red handbag.
如果拎上這個(gè)手提包，你會(huì )更漂亮。
2. Yes, I am, but I feel a bit sad.
a bit表示“有點(diǎn)…”。用來(lái)修飾形容詞或副詞。
e.g. It’s a bit cold today, isn’t it? 今天有點(diǎn)冷，不是嗎?
3. It’s got a great beat! 節奏太棒了!
beat指“(音樂(lè )、詩(shī)歌等的)節奏，節拍”。
e.g. Follow the beat, please. 請跟上節拍。
4. Pardon?
pardon表示“對不起，請原諒”。用于禮貌地請求別人重復沒(méi)聽(tīng)清或沒(méi)聽(tīng)懂的話(huà)。
e.g. -Where is the post office?
-Pardon?
5. Do you intend to stay in China for long,Tony? 托尼，你打算在中國待很長(cháng)時(shí)間嗎?
intend to do sth. 表示“打算做某事”。
e.g. Finney intends to go to Australia next year if all goes well.
如果一起順利，芬尼打算明年去澳大利亞。
for long相當于 for a long period of time, 表示“很長(cháng)時(shí)間”。
例如：-Have you been waiting for long?
-No, not for long. Only a few minutes.
6. And even if I go back to the UK, I’ll come back and visit you all.
即使我回到英國，我也會(huì )回來(lái)看你們的。
even if表示“雖然，盡管”, 相當于even though。
e.g. Even if I fail this time, I would try again.
即使我這次失敗了，我還要再試試。
7. Let’s fetch something to eat.
fetch表示“(去)取來(lái)，拿來(lái)”。
e.g. Your schoolbag is not here. Please go downstairs and fetch it.
你的書(shū)包不在這。請到樓下把它拿上來(lái)。
something to eat表示“吃的東西”。
Step 9 Listening
1. Listen and mark the pauses.
I’ll finish my high school education here, but I want to go back to my home
town one day. What are your plans, Daming?
2. Listen again and repeat.
Step 10 Read and listen
1. Read and mark the pauses.
Let’s raise our glasses. Here’s to our friendship, everyone … and to the future!
2. Listen and check.
Step 11 Ask and answer
Ask and answer the questions in Part 8 in pairs.
1 What are your plans and hopes for the future?
2 Are you going to have a school-leavers’ party?
3 What will you do on your holiday?
4 Will you miss your friends and classmates? Why or why not?
Step 12 Exercises
Let students do more exercises to master the language points.
1 -Would you mind lending me your pen?
- _________
A. Pardon? B. Let’s go.
C. I hope so. D. Cheers.
2 I like listening to the song because it has a great ________.
A. look B. pancake C. handbag D. beat
3 Betty intends ______ for America next month.
A. leave B. leaving C. to leave D. left
4 The cake is over there, ____ it for me, please.
A. take B. fetch C. carry D. with
Keys: ADCB
Step 13 Homework
仿照課文中的對話(huà)，用英文介紹一下你畢業(yè)后的打算。60詞左右
初中英語(yǔ)公開(kāi)課教案2
一.教學(xué)內容：
復習Unit 7
二.教學(xué)重點(diǎn)：
1.復習一般過(guò)去時(shí)和過(guò)去進(jìn)行時(shí)及區別。
2.反身代詞的用法。
3.頻度副詞在一般現在時(shí)中的應用。
4.重點(diǎn)詞組解析。
三.具體內容
(一)一般過(guò)去時(shí)和過(guò)去進(jìn)行時(shí)的區別：
1.一般過(guò)去時(shí)常表示在過(guò)去某時(shí)發(fā)生的動(dòng)作或存在的狀態(tài)(包括過(guò)去的習慣動(dòng)作)，常與一般過(guò)去時(shí)連用的時(shí)間狀語(yǔ)有：just now, a moment ago, yesterday, last week/month/year, the day before yesterday及表示過(guò)去的時(shí)間狀語(yǔ)從句。
e.g. I met her in the street the day before yesterday.
Ex. Hangzhou is a nice city. My dad me there when I was about ten years old.
A. pulled B. caught C. took D. brought
2.過(guò)去進(jìn)行時(shí)常用的'時(shí)間狀語(yǔ)有：at that time/moment, at this time yesterday, at +點(diǎn)鐘+yesterday,時(shí)間狀語(yǔ)從句。
e.g. What were you doing at seven yesterday?
Ex. I on the computer when Jim came to see me yesterday evening.
A. draw B. drew C. was drawing D. am drawing
3.一般過(guò)去時(shí)往往表示某一動(dòng)作已經(jīng)發(fā)生，而過(guò)去進(jìn)行時(shí)卻表示動(dòng)作在持續。
e.g. She wrote a letter to her friend last night.
She was writing a letter to her friend at nine last night.
Ex. –Why didn’t you give me a phone call?
-- I . But nobody answered the phone.
A. do B. did C. will D. have
注意：下面幾種情況不用一般過(guò)去時(shí)而要用過(guò)去時(shí)：
1)表示過(guò)去某一階段的經(jīng)常性動(dòng)作。
Tom was studying in Paris last term.
2)與always連用表示贊美，厭煩等感情色彩時(shí)。
e.g. John was always coming to school late.
3)用來(lái)描寫(xiě)故事發(fā)生的情景。
It was a dark night. The wind was blowing hard and the rain was falling heavily. A young man suddenly appeared on the riverbank. He wanted to cross the river.
4)when作并列連詞，表示“這時(shí)(突然)”之意時(shí)，第一個(gè)并列分句用過(guò)去進(jìn)行時(shí)，when引導的并列分句用一般過(guò)去時(shí)。
I was taking a walk when I met him.
5)go, come, leave, start, arrive等動(dòng)詞可用過(guò)去進(jìn)行時(shí)表示過(guò)去將來(lái)的含義。
I was leaving for Wuhan that day.
Ex. (1)It was warm, so I (take) off my coat.
(2)John (take) a photograph of me while I (read).
(3)Jane (wait) for me when I (arrive).
(4)Sue wasn’t hungry, so she (not eat) anything.
(5)It was hard work to carry the bags. They (be) very heavy.
(6)When I was young, I (want) to be a bus driver.
(二)頻度副詞在一般現在時(shí)中的應用。
表示動(dòng)作發(fā)生的頻率程度的副詞叫做頻度副詞，如seldom, always, often, sometimes等。一般常用在一般現在時(shí)中，放在be動(dòng)詞，情態(tài)動(dòng)詞及第一個(gè)助動(dòng)詞之后，實(shí)義動(dòng)詞之前。
e.g He is seldom ill.
You must always remember this.
Do you usually go to school on foot?
有時(shí)為了加強語(yǔ)氣，頻度副詞也可以放在句首。
e.g. Sometimes she goes to school by bus and sometimes she goes to school by bike.
Ex.
1.– Does Liu Hua ever guess the meanings of English words?
– No, he guesses the meanings of new words. He uses his dictionary all the time.
A. usually B. always C. never D. sometimes
2. English people use Mr. Before a man’s first name.
A. never B. usually C. often D. sometimes
3. If you want to learn English well, you must use it as as possible.
A. often B. long C. hard D. soon
4. She always gets up early and so she is late for school.
A. sometimes B. usually C. never D. often
5. I believe what he says.
A. don’t always B. always don’t C. not always D. always not
6. –I hate vegetables. I eat them.
– But they’re good for your health. You should often eat them.
A. seldom B. often C. usually D. always
7. The sun rises in the east and sets in the west.
A. never B. often C. seldom D. always
8. –Does Liu Hui do his homework in the afternoon after supper?
– . He does his homework after supper.
A. Yes, usually B. Yes, always C. Never, always D. No, sometimes
9. The rich are not happy.
A. never B. sometimes C. usually D. always
10. She always finishes her homework on time. She leaves it for tomorrow.
A. never B. sometimes C. usually D. seldom
(三)反身代詞的用法三忌。
1.反身代詞不能表示“某人的(東西)”之意，因為反身代詞沒(méi)有所有格形式，不能作定語(yǔ)。表示“某人自己的”，須用one’s own.
e.g. I saw the accident with myself eyes.(F)
I saw the accident with my own eyes.(T)
2.反身代詞不能作主語(yǔ)，但可以作主語(yǔ)的同位語(yǔ)，起強調作用。
Herself is a teacher.(F)
She herself is a teacher.(T)
3.反身代詞作賓語(yǔ)同位語(yǔ)時(shí)，只能放在賓語(yǔ)之后，做主語(yǔ)同位語(yǔ)時(shí)既可放在主語(yǔ)之后也可放在句末。當主語(yǔ)和賓語(yǔ)在人稱(chēng),數和性別方面相同時(shí)，反身代詞只能放在主語(yǔ)之后，否則，強調的重點(diǎn)將發(fā)生轉移。
e.g. He himself went to see the artist.(F)
He went to see the artist himself.(T)
有用的詞組：
teach oneself自學(xué)enjoy oneself玩得高興help oneself隨便吃
say to oneself自言自語(yǔ)hurt oneself傷著(zhù)自己dress oneself自己穿衣
by oneself獨自地for oneself為自己Ex.
1. Be careful not to hurt . It’s a new knife.
2. I don’t need any help. I can do it all by .
3. –Did you enjoy ?
– Yes, we enjoyed very much.
4. She thinks more of others than of .
5. He is too young to teach English.
6. Help to some cakes, children.
(四)重點(diǎn)解析。
1. I hope to see you next week.
hope to do sth./that從句
e.g. She hopes to get a job overseas.
I hope you won’t be late.
2. There are many different ways to show respect to older people.
show respect to …
e.g. I have the greatest respect for you.
I respect you for your honesty.
3. All the buildings are supposed to provide special facilities for people in wheelchairs.
be supposed to do
e.g. You’re supposed to pay the bill by Friday.
provide sth. for sb.
Can you provide some drinks for us?
4. Do you give up your seat to an older person on a bus or a subway?
give up sth.
e.g. She didn’t give up her job when she got married.
5. Don’t you say “Please” when asking someone for something?
ask sb. for sth.
e.g. Jim always asks mom for some money.
Ex.
1. He hopes a doctor when he grows up.
A. / B. to being C. to be D. being
2. There are some people who don’t show respect the old in society.
A. to B. in C. at D. of
3. Bill give a lecture on Saturday afternoon.
A. is supposed to B. was supposed to C. be supposed to D. supposed to
4. The government will provide food and drinks the people who suffer poverty.
A. to B. for C. with D. on
5. The doctor asks the old man to smoking for it is bad for his health.
A. give up B. put up C. get off D. put down
6. She always asks her mother something to eat.
A. to B. for C. at D. on
[課堂練習]
連詞組句，適當變換詞形。
1. doesn’t, she, early, get up , mind
_______________________________________
2. likes, by, brother, my, travel, train
_______________________________________________
3. like, take, to, I, a, bus
________________________________________________
4. in, live, they, the, prefer, country
________________________________________________
5. at, home, I, today, stay, to, prefer
_______________________________________________
6. feel, like, I, grandparents, my, visit
_______________________________________________
初中英語(yǔ)公開(kāi)課教案3
教學(xué)目標
知識與能力
Section A的主要內容是學(xué)習“詢(xún)問(wèn)和談?wù)搫e人或自己喜好的學(xué)科并給出理由”;學(xué)會(huì )合理地安排自己的作息時(shí)間。
過(guò)程與方法
采用Imitating and repeating,Practicing,Comparing和Role playing的學(xué)習策略,利用教學(xué)圖片、幻燈片或制作多媒體課件來(lái)展開(kāi)課堂Pairwork問(wèn)答式的口語(yǔ)交際活動(dòng)或調查活動(dòng),談?wù)摳髯运矚g的學(xué)科或其它的事情并給出理由。
情感態(tài)度價(jià)值觀(guān)
Section A的學(xué)習內容貼近學(xué)生的學(xué)習生活,談?wù)摰脑?huà)題是喜歡的學(xué)科。通過(guò)互相詢(xún)問(wèn)和談?wù)摫舜怂矚g的學(xué)科,可以增進(jìn)同學(xué)之間的了解和友情并培養學(xué)生熱愛(ài)學(xué)習、熱愛(ài)科學(xué)的思想和良好的學(xué)習、生活習慣。
教學(xué)重、難點(diǎn)及教學(xué)突破
重點(diǎn)
學(xué)習“詢(xún)問(wèn)和談?wù)搫e人或自己喜好的學(xué)科并給出理由”。
語(yǔ)法難點(diǎn)
What,Who和Why引導的特殊疑問(wèn)句的構成和使用。
教學(xué)突破
Section A重在通過(guò)使用what和why引導的特殊疑問(wèn)句,對彼此所喜歡的學(xué)科進(jìn)行詢(xún)問(wèn)和談?wù)撘约皩碛蛇M(jìn)行詢(xún)問(wèn)和談?wù)�。對于what引導的疑問(wèn)句學(xué)生已經(jīng)學(xué)習過(guò),基本掌握其結構,通過(guò)比較異同,學(xué)生可容易接受why引導的疑問(wèn)句結構和用法。
教學(xué)準備
教師準備
準備各學(xué)科的教科書(shū)或圖片或幻燈片;設計課后鞏固練習的幻燈片;制作反映各門(mén)學(xué)科特征的課件,將聽(tīng)力部分的內容插入,通過(guò)介紹學(xué)科來(lái)引入新課。
學(xué)生準備
準備一份班級的課程表;制作一份英語(yǔ)課程表。
教學(xué)步驟
(1課時(shí))
一、第一教學(xué)環(huán)節:情景創(chuàng )設。導入新課
教師活動(dòng)
學(xué)生活動(dòng)
Section A的主要內容是學(xué)習“詢(xún)問(wèn)和談?wù)撍矚g的學(xué)科”和“詢(xún)問(wèn)并給出理由”的語(yǔ)言結構。在導人新課時(shí),可采取視聽(tīng)導入法和提問(wèn)式導人法。
1.出示各門(mén)學(xué)科的教科書(shū)或封面圖畫(huà)或幻燈片或播放課件,教學(xué)或回顧一些學(xué)科名詞:What subject is it? It’s English/…。
2.出示各門(mén)學(xué)科的教科書(shū)或封面圖畫(huà)或幻燈片,然后說(shuō):My favorite subject is English.,再詢(xún)問(wèn)學(xué)生:What’s your favorite subject?,引導學(xué)生作出回答,從而引出本部分的重點(diǎn)目標語(yǔ)言結構。
3.引導學(xué)生將1a部分的學(xué)科名詞與圖畫(huà)中的活動(dòng)場(chǎng)景進(jìn)行搭配,完成1a部分的教學(xué)任務(wù)。
4.一邊仔細觀(guān)看各門(mén)學(xué)科的教科書(shū)或封面圖畫(huà)或幻燈片,一邊聽(tīng)老師的介紹,或一邊觀(guān)看課件,一邊聽(tīng)介紹,回答老師的'問(wèn)題,跟著(zhù)老師讀,學(xué)習一些學(xué)科名詞。
5.一邊觀(guān)看各門(mén)學(xué)科的教科書(shū)或封面圖畫(huà)或幻燈片,一邊認真聽(tīng)老師的陳述,然后回答:My favorite subject is …,開(kāi)始學(xué)習目標語(yǔ)言。
6.將la部分的學(xué)科名詞與圖畫(huà)中的活動(dòng)場(chǎng)景進(jìn)行搭配,完成la部分的學(xué)習任務(wù)。
二、第二教學(xué)環(huán)節:師生互動(dòng),學(xué)習探究
教師活動(dòng)
學(xué)生活動(dòng)
1.播放lb部分的錄音讓學(xué)生聽(tīng),引導學(xué)生根據所聽(tīng)到的內容,圈出所聽(tīng)到的學(xué)科名詞,完成1b部分的教學(xué)任務(wù)。
2.引導學(xué)生展開(kāi)Pairwork活動(dòng),完成lc部分口語(yǔ)交際的教學(xué)任務(wù),學(xué)會(huì )運用What引導的特殊疑問(wèn)句詢(xún)問(wèn)和談?wù)撓矚g的學(xué)科。
3.播放2a部分的錄音,引導學(xué)生根據所聽(tīng)到的內容整理對話(huà),完成2a部分的教學(xué)任務(wù)。
4.播放2b部分的錄音,引導學(xué)生完成對話(huà),將學(xué)科名詞與描述性形容詞進(jìn)行搭配,完成2b部分中的聽(tīng)力訓練任務(wù)。
5.引導學(xué)生根據自己的看法將表格中的學(xué)科名詞與描述性形容詞進(jìn)行搭配,完成2c部分的教學(xué)任務(wù)。
6.引導學(xué)生展開(kāi)Pairwork活動(dòng),完成2d部分口語(yǔ)交際的教學(xué)任務(wù)。讓學(xué)生先閱讀對話(huà),再進(jìn)行問(wèn)答練習,運用What’s your favorite subject? Why do you like…? Because it’s…等目標語(yǔ)言,完成2d部分的教學(xué)任務(wù)。
7.引導學(xué)生閱讀對話(huà),根據提示從方框內選擇適當的詞語(yǔ)完成對話(huà),學(xué)習Who is your science teacher?等目標句型,完成3a部分的教學(xué)任務(wù)。
8.引導學(xué)生展開(kāi)Pairwork活動(dòng),完成3b部分口語(yǔ)交際的教學(xué)任務(wù)。要求學(xué)生先通過(guò)調查,詢(xún)問(wèn)同伴最喜歡的學(xué)科和教師,然后填寫(xiě)表格,復習運用所學(xué)的目標語(yǔ)言。
1.聽(tīng)lb部分的錄音,根據所聽(tīng)到的內容,圈出所聽(tīng)到的學(xué)科名詞,完成lb部分的學(xué)習任務(wù)。
2.展開(kāi)Pairwork活動(dòng),完成1c部分口語(yǔ)交際的學(xué)習任務(wù),學(xué)會(huì )運用What引導的特殊疑問(wèn)句詢(xún)問(wèn)和談?wù)撓矚g的學(xué)科。
3.聽(tīng)2a部分的錄音,根據所聽(tīng)到的內容整理對話(huà),完成2a部分的學(xué)習任務(wù)。
4.聽(tīng)2b部分的錄音,根據所聽(tīng)到的內容完成對話(huà),將學(xué)科名詞與描述性形容詞進(jìn)行搭配,完成2b部分中的聽(tīng)力訓練任務(wù)。
5.根據自己的看法將表格中的學(xué)科名詞與描述性形容詞進(jìn)行搭配,完成2c部分的學(xué)習任務(wù)。
6.展開(kāi)Pmrwo~活動(dòng),完成2d部分口語(yǔ)交際的教學(xué)任務(wù)。先閱讀對話(huà),再進(jìn)行問(wèn)答練習,運用What’s your favorite subject? Why do you like…? Because it’s…等目標語(yǔ)言,完成2d部分的學(xué)習任務(wù)。
7.閱讀對話(huà),根據提示從方框內選擇適當的詞語(yǔ)完成對話(huà),學(xué)習Who is your science teacher?等目標句型,完成3a部分的學(xué)習任務(wù)。
8.展開(kāi)Pairwork活動(dòng),完成3b部分口 語(yǔ)交際的學(xué)習任務(wù)。先通過(guò)調查,詢(xún)問(wèn)同伴最喜歡的學(xué)科和教師,然后填寫(xiě)表格,復習運用所學(xué)的目標語(yǔ)言。
三、第三教學(xué)環(huán)節:合作交流。鞏固提高
教師活動(dòng)
學(xué)生活動(dòng)
引導學(xué)生進(jìn)行調查活動(dòng),讓學(xué)生調查父母最喜歡的一些事情,然后填寫(xiě)表格;再向全班同學(xué)介紹或互相談?wù)�。通過(guò)這種方式,練習運用所學(xué)目標語(yǔ)言,完成4部分的教學(xué)任務(wù)。
進(jìn)行調查活動(dòng),調查父母最喜歡的一些事情,然后填寫(xiě)表格;再向全班同學(xué)介紹或互相談?wù)�。通過(guò)這種方式,練習運用所學(xué)目標語(yǔ)言,完成4部分的學(xué)習任務(wù)。
本課總結
本課采用Imitating and repeating、Practicing、Comparing和Role playing的學(xué)習策, 利用教學(xué)圖片、幻燈片或制作多媒體課件來(lái)展開(kāi)課堂Pairwork問(wèn)答式的口語(yǔ)交兩動(dòng)或調查活動(dòng),談?wù)摳髯运矚g的學(xué)科或其它的事情并給出理由。通過(guò)互相詢(xún)問(wèn)、談?wù)摫舜怂矚g的學(xué)科,可以增進(jìn)同學(xué)之間的了解和友情并培養學(xué)生熱愛(ài)學(xué)習愛(ài)科學(xué)的思想和良好的學(xué)習、生活習慣。
初中英語(yǔ)公開(kāi)課教案4
一、教材分析：
1、教材的地位及作用：
第二冊第五單元第二節課，本單元圍繞做“比較”( Makingcomparison) 這個(gè)題材開(kāi)展多種教學(xué)活動(dòng)，它與上一單元聯(lián)系緊密，是它的延續。本節課是本單元的重點(diǎn)，表示數量的some,few的比較。通過(guò)學(xué)習的比較等級，進(jìn)一步加 深對比較等級的語(yǔ)法現象的理解和運用。同時(shí)通過(guò)some,few比較等級在陳述句與疑問(wèn)句中的操練，進(jìn)一步提高學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)綜合素質(zhì)能力。
2、教學(xué)目標：(知識目標、能力目標、德育目標)
知識目標：
(1)學(xué)習、掌握some,few的比較等級;
(2)學(xué)習單詞strong。
能力目標：提高學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)及知識自學(xué)的綜合能力。
德育目標：教育學(xué)生熱愛(ài)勞動(dòng)。不勞無(wú)獲(No pains,no gains)。
確立教學(xué)目標的依據：
根據英語(yǔ)教學(xué)大綱規定，通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)的訓練，使學(xué)生獲得英語(yǔ)基礎知識和為交際初步運用英語(yǔ)的能力，激發(fā)學(xué)生的學(xué)習興趣，為進(jìn)一步學(xué)習打好初步的基 礎。此外，根據我國國情和外語(yǔ)教學(xué)大綱的`要求，現階段外語(yǔ)教學(xué)的素質(zhì)教育主要包括思想素質(zhì)教育、目的語(yǔ)素質(zhì)教育、潛在外語(yǔ)能力的培養、非智力因素的培養等四方面。
3、重點(diǎn)與難點(diǎn)：
重點(diǎn)：學(xué)習表示數量some, a few的比較等級。
難點(diǎn)：some, a few的比較等級在實(shí)際生活中的應用。
確立重點(diǎn)與難點(diǎn)的依據：
根據教學(xué)大綱的要求，及本課在教材中所處的地位和作用。
二、教材處理：
根據以上對教材的分析，同時(shí)針對中國學(xué)生學(xué)習外語(yǔ)存在一定困難的實(shí)際情況。首先給學(xué)生創(chuàng )造外語(yǔ)語(yǔ)言氛圍，身臨其境地把學(xué)生帶到農場(chǎng)里。同時(shí)激發(fā)學(xué)生學(xué)習興 趣，使學(xué)生在參與農場(chǎng)的一系列活動(dòng)中，掌握知識。最后通過(guò)做游戲對學(xué)生所學(xué)知識點(diǎn)進(jìn)行訓練，從而達到鞏固知識的目的。
三、教學(xué)方法：
通過(guò)五步教學(xué)法，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進(jìn)地深化教學(xué)內容。展開(kāi)以教師為主導，以學(xué)生為主體的師生雙邊活動(dòng)。
四、教學(xué)手段：
主要以現代化電教手段--多媒體輔助教學(xué)，貫穿整個(gè)教學(xué)過(guò)程。增加了直觀(guān)性和趣味性，加大了課堂密度，提高了教學(xué)效果。
五、教學(xué)程序：
1、新課導入
為了激發(fā)學(xué)生的學(xué)習興趣，引起注意，拉近師生距離，首先告訴學(xué)生這節課我將帶他們去一個(gè)有趣的地方，并請他們依據我的提示猜測要去哪里?當學(xué)生猜出去農場(chǎng) 時(shí)， 我們便“上車(chē)”， 一路歡歌(PickingApples)去農場(chǎng)。隨著(zhù)“嘎”的剎車(chē)聲，電腦打出農場(chǎng)全景， 給學(xué)生一種身臨其境的感覺(jué)，導入正課。
2、新課的講解
本課利用多媒體教學(xué)手段展示了一幅幅色彩逼真、形象生動(dòng)的畫(huà)面，配有汽車(chē)聲、動(dòng)物的叫聲，栩栩如生。以學(xué)生在農場(chǎng)里勞動(dòng)為主線(xiàn)，通過(guò)樹(shù)上結多少蘋(píng)果，學(xué)生 摘多少蘋(píng)果，卡車(chē)運多少蘋(píng)果筐，以及勞動(dòng)后學(xué)生吃多少蘋(píng)果的比較，將some,few的比較等級在一系列既關(guān)聯(lián)又相對獨立的語(yǔ)境中詳細講解，反復演練，使 學(xué)生全面掌握。其中多媒體展示的動(dòng)畫(huà)部分更具特色，充分地調動(dòng)了學(xué)生的積極性，吸引了全體學(xué)生的注意力，達到了教育教學(xué)目的，培養學(xué)生思想素質(zhì)、情感素質(zhì) 和英語(yǔ)語(yǔ)言素質(zhì)。
3、反復操練和鞏固應用
為了調動(dòng)學(xué)生的積極性，利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多種不同方式操練鞏固。使學(xué)生處于積極思維的狀態(tài)之中，全方位、多角度培養學(xué)生運用英語(yǔ)的能力。
4、反饋練習
本課的又一次高潮是將游戲與練習有機結合，融為一體。設計下棋游戲，棋盤(pán)為20個(gè)格，每格均為在蘋(píng)果園里勞動(dòng)的情景，并配有本課的重點(diǎn)--比較等級的練習 題。棋盤(pán)的上一男一女分別代表男生和女生兩大組，值得一提的是決定男女生在棋盤(pán)上走幾步的轉盤(pán)，是用本課重點(diǎn)詞匯fewest,fewer,a few,some,more和most組成，使學(xué)生在玩中進(jìn)一步體會(huì )數量some,a few的比較等級的運用。學(xué)生通過(guò)轉輪，邊做游戲邊做練習，寓教于樂(lè )，極大地激發(fā)學(xué)生學(xué)習興趣，同時(shí)鞏固了學(xué)生所學(xué)的知識。
5、歸納總結
本課除了板書(shū)所呈現的重點(diǎn)內容外，又把本課內容濃縮成韻律詩(shī)形式，巧妙地總結本課重點(diǎn)、難點(diǎn)，學(xué)生又通過(guò)優(yōu)美的旋律、音韻動(dòng)力聽(tīng)的節奏。進(jìn)一步鞏固，加強對本課內容的理解和運用。
6、展示板書(shū)
Unit 5 Lesson 18
Kate some apples.
Jim has more apples than Kate.
Meimei the most of all.
The first truck a few baskets.
The second one is carrying fewer tham the first.
The third one the fewest of all.
本課以素質(zhì)教育為目的，結合教材重點(diǎn)、難點(diǎn)及英語(yǔ)學(xué)科特點(diǎn)，利用多媒體輔助教學(xué)，從視、聽(tīng)、說(shuō)等方面使學(xué)生得到鍛煉，在愉快、輕松的氛圍中溫故而知新，達到初步運用英語(yǔ)交際的能力。
初中英語(yǔ)公開(kāi)課教案5
教學(xué)內容
本單元圍繞著(zhù)“Is this your pencil?”這一主題開(kāi)展聽(tīng)、說(shuō)、讀、寫(xiě)等多種教學(xué)活動(dòng)，其教學(xué)核心內容是“確認物主”。通過(guò)本單元的教學(xué)，使學(xué)生學(xué)會(huì )辨認物品的所有者，學(xué)會(huì )根據場(chǎng)景詢(xún)問(wèn)物品的所屬，以及英語(yǔ)中對應的表達法，學(xué)會(huì )寫(xiě)尋物啟事和失物招領(lǐng)。教師應著(zhù)力培養學(xué)生能在日常交際交往中有效地使用語(yǔ)言進(jìn)行表達，與他人溝通信息，為今后學(xué)習打下堅實(shí)的語(yǔ)言基礎.
教學(xué)目標
1)知識目標：
A.學(xué)習并掌握指示代詞: this、that;
B.學(xué)習What引導的特殊疑問(wèn)句;
C.學(xué)會(huì )Yes/No問(wèn)句及其簡(jiǎn)單回答;
D.學(xué)會(huì )句型：---How do you spell pen? P-E-N.
2)能力目標：
A.能辨認物品的所有者;
B.根據不同場(chǎng)景,能用英語(yǔ)對物品的所屬進(jìn)行提問(wèn)和回答;
C.能識別不同句式的語(yǔ)調(陳述句,疑問(wèn)句);
D.培養學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)的能力及創(chuàng )新思維能力.
3)情感目標：
A.通過(guò)尋找主人的游戲和失物招領(lǐng)等活動(dòng),培養學(xué)生拾金不昧的良好的品德及健康向上的人格;
B.通過(guò)開(kāi)展小組活動(dòng),指導學(xué)生積極與他人合作,相互學(xué)習、相互幫助,共同完成學(xué)習任務(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)單回答.
難點(diǎn)：學(xué)會(huì )寫(xiě)尋物啟事和失物招領(lǐng).
課時(shí)安排
第一課時(shí)Section A 1a-1c
第二課時(shí)Section A 2a-4b
第三課時(shí)Section B 1a-2c
第四課時(shí)Section B 3a-4 Self-check 1-3
Period One
課前準備
教師：錄音機，圖片，物品實(shí)物.
學(xué)生:實(shí)物(學(xué)習用品).
教學(xué)設計
Step One: Warming up.(通過(guò)復習形容詞性物主代詞，把學(xué)生引入學(xué)習英語(yǔ)的情境中。)
Learn the chant.
T:Let’s sing the chant together.
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,限定所屬有功勞.
Step Two: New words.(利用實(shí)物教學(xué)，使得教學(xué)過(guò)程自然、形象。)
1. Present the new words.
T: Boys and girls, look at this please. What’s this in English?
(Teacher holds a pen in the English.)
S1:A pen.(Ss may say it in English.)
T: Yeah. It’s a pen. And what’s this?
(The teacher holds an eraser in the hand.)
S2:It’s an eraser.
(Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.)
2. Practice the new words.
T: Now, please look at the pictures in your books. Can you put the words with the objects in the right pictures? Write the letters next to the words, please.(Give Ss about two minutes to finish 1a.)
T: OK,let’s check the answers. Who can tell us the answers?
S2:…
Step Three: Present the drills.
1. Present the drill “Is this…?Yes/ No,it is/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。)
(Hold the teacher’s pen.)
T:This is my pen.Is this your pen?
S1:No,it isn’t.It’s your pen.
T:(Hold the student’s pen.) This is your pen. Is this your pen?
S1:Yes,it is. It’s my pen.
T:(Hold a girl’s pen.) This is her pen. Is this your pen?
S1:No,it isn’t. It’s her pen.
T:(Hold a boy’s pen.) This is his pen. Is this your pen?
S1:No,it isn’t. It’s his pen.
T: Thank you.
2. Practice the drill “Is this your…?” in pairs with your own school things.Pay attention to the use of my, your, his or her.(利用學(xué)習用品操練句型，并加深對物主代詞的理解。)
S3:Is this your…?
S4:…It’s my…
S3:Is this…?
S4:…It’s his/her…
(The teacher asks a few pairs to practice.)
3. Present the drill “Is that …? Yes/ No, it is/isn’t.”(利用教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)生準確理解this ，that的區別。)
T:That is my book. Is that my book?
(Put a book on the teacher’s table so that the Ss can see it clearly, and the teacher stands a little far from the table.)
S5:Yes, it is .It’s your book.
T:That is his book.Is that your book?
(Put a boy’s book on the table and the teacher in the same place.)
S5:No, it isn’t.It’s his book.
T:That is her book.Is that your book?
(Put a girl’s book on the table and the teacher in the same place.)
S5:No,it isn’t.It’s her book.
(Teach and practice the drill “Is that …?” and its answer.)
4. Practice the drill “Is that your…?” in pairs with your own school things.(通過(guò)練習，區別兩個(gè)批示代詞的用法。)
S6:Is that your…?
S7:… It’s my ….
S6:Is that your…?
S7: …It’s his/her…
(The teacher asks some pairs to practice.)
5. Listening.(進(jìn)行聽(tīng)力練習，鞏固所學(xué)的句型。)
T: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.
(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)
T: Let’s check the answers, OK?
S8:(from left to right)
T: Thank you.
6. Practice the drills according to the pictures using“his or her”.(設置情景，使學(xué)生在情景中準確運用物主代詞his或her。)
(Show students four pictures like the followings.見(jiàn)課件。)
Step Four: Task “Have a contest”.(把兩個(gè)學(xué)生的文具混在一起，然后請他們分別 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：This is my…That is her/his…)
T:I’ll put your things and your friends’ things together. I want to see if you can identify which is yours and which is hers or his.
(Put the same number of the things together, and first ask them to pick out their own things and their partners’ things. Then ask them to give a report, using the key words and target language. One student picks up the things while the other counts the time as well.)
Languages used for the task:
1. This is my…
2. That is her/his…
Step Five: Summary.(編一個(gè)Chant ，便于學(xué)生進(jìn)一步識記本節課所學(xué)的重點(diǎn)詞匯和語(yǔ)言項目。注意應強調Chant 的節奏和一般疑問(wèn)句的語(yǔ)調。)
Chant.
T: In this class, we’ve learned the names of some common personal possessions and how to identify ownership. Let’s learn to say this chant.
Is this my book? Yes, it is.
Is that your ruler? No,it isn’t.
Is this her pencil? Yes, it is.
Is that his erase r? No,it isn’t.
Homework.
Read the new words and the target languages presented in this class and say the chant to improve your spoken English.
【初中英語(yǔ)公開(kāi)課教案】相關(guān)文章：
初中英語(yǔ)公開(kāi)課教學(xué)反思03-13
初中英語(yǔ)公開(kāi)課教學(xué)反思11-30
初中英語(yǔ)公開(kāi)課后教學(xué)反思03-13
2022初中英語(yǔ)公開(kāi)課教學(xué)反思10-24
公開(kāi)課教案03-10
蠟燭公開(kāi)課教案03-27
統計公開(kāi)課的教案07-21
《勸學(xué)》公開(kāi)課教案07-07
社戲公開(kāi)課教案08-29