初中仁爱英语教案设计.docx
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初中仁爱英语教案设计
初中仁爱英语教案设计
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文章。
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。
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:
Leadin
Askthestudentstoreadthefollowingsentenceandguesswhattheidiommeans:
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”
Step2:
Fastreading
Readthearticlequicklyandanswerthefollowingquestions:
1、Whatisanidiom?
2、WhichlanguagewastheBiblefirstwrittenin?
3、Whichidiomisoftenusedtodescribechildren?
【设计说明】简要的问题使学生对文章内容有大概的了解，为下一步的carefulreading奠定基础。
Step3:
Carefulreading
Part1:
Answerquestions
1WhydoestheBiblehavealotofidioms?
2Whatdid‘byandby’originallymeanintheBible?
3Whatdoes‘byandby’meantoday?
4HowmanyyearsagowastheBibletranslatedintoEnglish?
5Whatdoes“feetofclay”mean?
6Whichanimalsarefeaturedintheidiomsinthearticle?
7Whichfoodsareincludedintheidiomsinthearticle?
8Howisstudyingidiomsusefulinlanguagelearning?
【设计说明】这是对文章的细节理解，同时也使学生学习了这部分的知识点。
Part2:
Choosethebestidiomfromthetexttofillintheblanks
1Sarah’sgrandmotheradoresher;Sarahis_________________________________.
2Wilsonwasdisappointedwhenhelearntthatthecoachhad____________________.
3Sheknewitmighttakealongtimeforherteammatestochangetheirminds,butshebelievedthatthenewplanwouldwork_________________________________.
4Thepeopleinmyvillageareveryhonestandhard-working;theyare______________________.
5WhenmybrothercamebackhomefromhistriptoEurope,we_________________forhim.
6Shewouldnotsaywhotoldheraboutthesurpriseparty.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。
Step3:
Carefulreading
ReadashortpassageaboutidiomsfromtheBibleandfullintheblankswiththewordsblow.
HiddenunderlineweaknessestranslatedidiomsgroupGreek
Soonconceptbird
Anidiomisa_______ofwordsthathasaspecialmeaningwhichisnotusuallyapparent.IfyoualreadyhaveagoodunderstandingofEnglishandwanttopolishupandsharpenyourlanguageskills,studying_______canbeagoodwaytodoso.
ManyoftheidiomsusedinEnglisharefromtheBiblewas________fromHebrewinto_______andlaterintoEnglish.Take‘byandby’asanexample.Itoriginallymeant‘immediately’,butnowitmeans‘________’.
Idiomscanbeusedto______themoralofastory.Oneidiomabout‘feetofclay’stressesthe________thatthingsorpeoplethatseemperfect,likeapersonweadmireorrespect,canhavehidden_________.Anotheridiom,‘alittle________toldme’,isusedtosaythatyouknowsomethingbutyoudonotwanttotellothershowyouknowit.SomeBibleidiomsusethingsrelatedtofoodsuchassaltorapplestomakeapointmoreclear.
Fromnowon,wheneverIreadanidiom,Iwillrememberthattherecouldbea________meaninginit.
【设计说明】这个环节可以从另一个侧面检验学生对文章线索的掌握。
既是对文章内容的延伸，又是对文章的综合概括，并可以借此提高学生的词汇运用能力。
Step4:
Appreciation:
Enjoysomeidioms
1Alittlelearningisadangerousthing.
2Lifeismadeupoflittlethings.
3Ahighbuilding,alowfoundation.
4Manyalittlemakesamiracle.
5Manyhandsmakelightwork..
6Actionsspeaklouderthanwords.
7Bettertoarrivelateinthisworldthanearlyinthenext.
8WheninRome,doastheRomansdo.
……
Step5:
Homework
（1）Shortenthepassageusingyourownwords.
（2）Trytocollectsomeidioms.
（3）Findusefuland.difficultlanguagepointsfromthepassage.
初中仁爱英语教案设计2
一、说教材（教材分析）Analyzingteachingmaterial
1.说课型lessontype（Dialogue/reading/listening/revision）
2.本课在教材中的地位statusandfunction
Lesson33SavingtheEarthisadialogue.ThelessonisfocusedonthetopicoftheproblemsoftheearthandthefunctionalitemsofSupposition/Intentions/conjecture/Prohibition.Sinceitisadialogue/reading.It’shelpfultoimprovetheSscommunicative/readingability.
3.说教学指导思想teachingguideline
（Teachingsyllabus:
Languageisforcommunication,developtheirfourskills,layspecialemphasisonreading;Grelletputitwellinhisbookdevelopingreadingskills:
developreadingskill/discourseanalysis;getthemtounderstandthewesternculturebetter;improvetheabilitytodiscover,analyze&solvetheproblems;Readingisforinformation,forfun;UseTop-downmodelorBottom-upmodeltoactivateSsschemata;Interactivemodel）
4.说教学目标和要求Teachingaimsanddemands（…beintendedforSsinkeyschools）
1）认知目标knowledgeobjects
a.EnabletheSstorememberthefollowingnewwords&phrases:
Damage,lecture,pollute,pollution,room,standingroom,befitfor,hearabout,turninto
b.GettheSstobefamiliarwiththissentencepattern:
Ifthepopulationkeepsgrowingsoquickly,therewillonlybestandingroomleft…
GivetheSsareinforcedpracticeonthefunctionalitemSupposition.
c.ActivateSsschemataregardingthetopicofpollutionandhelpSstoknowmoreabouttheproblemofpollution.
2）智能目标abilityobjects
a.AsktheSstomakeupasimilardialogue.
b.Helpthemtounderstandthedialoguebetterandimprovethefourskills.
c.Developtheirabilityofthinkingindependently.
d.Cultivatetheirabilitytodiscover,analyzeandsolveproblems.
e.TrainthemtocollectinformationfromtheInternet.
f.TrainthemwithsomeeffectivelearningmethodstooptimizeSs’learningresults.
3）德育目标moralobjects
a.ArousetheirinterestinlearningEnglish;
b.Helpthemtounderstandthebackgroundofpollution.
c.Enablethestudentstoloveourearthandthenature.
d.Beawareoftheimportanceofstoppingpollution&protectingoutenvironment.
e.EncouragetheSstodosomethingtosavetheearth.
5.说教学重点teachingimportantpoints（生词、句型;培养阅读技能）
a.Newwordsandphrases
b.Sentencepattern:
If-clause
c.improvetheirreadingskills.
d.TalkingaboutproblemsoftheEarth.
6.说教学难点teachingdifficultpoints（语法;发展交际能力）
a.functionalitem:
Supposition.
b.Developtheircommunicativeability.Actouttheirowndialogue.
7.说教具teachingaids（multi-mediacomputer,software,OHP）
Theteachingsyllabussaysthatit’snecessaryforteacherstousemodernteachingfacilities.It’sofgreathelptoincreasetheclassdensityandimproveourteachingresult.ItcanalsomaketheSsreachabetterunderstandingofthetextbymakingtheclasseslivelyandinteresting.Atthesametime,itarousestheSs’interestinlearningEnglish.
二、说教法Teachingmethods
Fivestepmethod;audio-video;communicativeapproach;
Task-basedlearning:
NewSyllabusDesignencouragesteacherstousethisteachingmethod.TBLTcanstimulateSs’initiativeinlearninganddeveloptheirabilityinlanguageapplication.MaketheSstherealmastersinclasswhiletheteacherhimselfactsasthedirectorandbringtheirabilityintofullplay.
三、说学法Studymethods
1.TeachSshowtobesuccessfullanguagelearners.
2.TeachSshowtodevelopthereadingskill—skim&scan;howtocommunicatewithothers;howtolearnnewwords;howtolearnindependently;
3.GettheSstoformgoodlearninghabits.
四、说教学过程Teachingprocedures
I.复习（Revision）5min（Dailyreport;词汇diagram;brainstorming;activateschemata）
Activity1:
Imagination
1）.Supposeabottleofinkisturnedoveranddirtiesyourwhiteshirt,whatistobedone?
（Washit?
Orthrowitaway?
）
2）.Supposeyoucatchabadcold,what’stobedone?
3）.Supposeyourbikeisbroken,what’stobedone?
4）.Andsupposetheearth,onwhichwealllive,isdamaged,what’stobedone?
Whatcanyouthinkofwhenyousee“pollution”thisword?
（waste,environment,air,water,factory,desert,climate...TrytoactivatetheSsschemataregardingthetopicofpollution.）
II.呈现（Presentation）5min
Activity2:
Presentation
Playthesong“EarthSong”sungbyMichaelJackson.（Createanatmosphere）
Alotofpicturesandvideoclipsaboutthecausesandresultsofthethreeproblemsmentionedinthislessonwillbeshownonthescreenwiththehelpofthecomputer.
Ss’presentationonpollution.Attracttheirattention,arousetheirinterest,andcreateagoodatmosphereforcommunication.
ActivatetheirschemataandcultivatetheirabilityincollectinginformationfromtheInternetanddeveloptheirabilityinthinkingindependently.
III.对话/阅读（Dialogue）18m
1.Pre-reading
Activity3:
Prediction
1stlistening/fastreading,oneguidedQtohelpSstogetthemainidea:
Whatdoyouthinkisdiscussedattheconference?
2.While-reading
Activity4:
Readandanswer
2ndlistening/carefulreading,moreQstogetthedetailedinformation.Developtheirreadingskills:
skim&scan.Payattentiontothepronunciation,stress&intonation.
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.）
3.Post-reading
Activity5:
Languagefocus
WhileSsareansweringtheQs,theteacherdealswithsomekeylanguagepoints.
a.isbeingcausedb.andsoonc.goondoing
d.befitfore.standingroomf.if-clause
IV.操练（Practice）
升级会员 