英語教學設計

初中英語教學設計

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). Improve the students’ reading ability.

Teaching Aids: Multi-Media (or Tape recorder, OHP)

Teaching Procedures:

Step 1 Warming-up

教師事先藏好自己的幾樣東西，上課時假裝找不到(注意這時教師要使用豐富的體態(tài)語言和臉部表情，讓學生感覺到這是真實的)，這樣就自然地呈現(xiàn)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…

設計意圖：通過設置讓學生幫老師找東西這樣一個真實的場景來導入新課，能夠立刻調動起學生的參與性，啟動學習的發(fā)生。

1. Show the students a picture of a room with a few things in it, and have them guethe places of the others. (Activity 1)

呈現(xiàn)幾張圖，如classroom, science lab, dining hall, gym等，讓學生小組競賽猜測物品的名稱及位置(同時把新單詞science lab, dining hall, gym通過圖片

過掉)

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 on the table.

2. Pair work. Work in pairs and finish the exercise in Activity 3.

設計意圖：學生非常喜歡情景猜測這種游戲。這可以調動他們各方面的情緒，激活他們已有的知識水平。

Step 2 Who is who?

1. Read about Picture A in Activity 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 guewho it is.

設計意圖：在使用好課程的核心資源――教材的同時，充分挖掘學生自身的資源，使課堂教學充滿活力。

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. 讓學生看一段錄像，如房間或教室，記住物品及位置。學生小組展開問答競賽。無論問者還是答者只要正確都能得分。

設計意圖：通過觀看錄像來調動他們視覺、聽覺和記憶力來參與語言活動。同時，小組之間的競賽體現(xiàn)了協(xié)作和團隊精神。

Step 4 Make a survey

1. Finish the form by the students themselves.

My primary school

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