染雾初中英语教案 篇一
Title: Introduction to Present Simple Tense
Objective: By the end of the lesson, students will be able to understand and use the present simple tense in basic sentences.
Warm-up: Start the lesson with a quick review of the present simple tense by asking students to give examples of daily routines using this tense.
Presentation: Introduce the present simple tense by explaining its usage for habitual actions, general truths, and scheduled events. Provide examples and highlight the use of the third person singular form with -s or -es.
Practice: Have students complete exercises where they need to fill in the blanks with the correct form of the verb in the present simple tense. Encourage them to work in pairs or small groups to discuss their answers.
Production: Ask students to write sentences about their own daily routines using the present simple tense. They can then share their sentences with the class or with a partner.
Wrap-up: Review the key points of the lesson by asking students to summarize when to use the present simple tense. Provide feedback and correct any errors that may have arisen during the practice activities.
Homework: Assign homework where students need to write a short paragraph describing a typical day in their life using the present simple tense.
Assessment: Monitor students' participation during the practice and production activities to gauge their understanding of the present simple tense. Review homework assignments to assess their ability to apply this tense in context.
Extension: For advanced students, introduce the negative and question forms of the present simple tense in a follow-up lesson.
This lesson plan provides a structured approach to teaching the present simple tense to middle school students, ensuring that they have a clear understanding of how and when to use this fundamental grammatical structure in English.
初中英语教案 篇二
Title: Introducing Vocabulary for Family Members
Objective: By the end of the lesson, students will be able to identify and use vocabulary related to family members in English.
Warm-up: Begin the lesson by asking students to brainstorm different family members and write them on the board. Encourage them to think of extended family members as well as immediate family.
Presentation: Introduce the vocabulary for family members by showing pictures or flashcards of different relatives and labeling them with their English names. Practice pronunciation by having students repeat the names after you.
Practice: Divide the class into pairs or small groups and have them practice using the new vocabulary in sentences. For example, "My grandmother has two sisters." Monitor and provide feedback as needed.
Production: Ask students to create a family tree using the vocabulary they have learned. They can draw pictures and write sentences to describe their family relationships.
Wrap-up: Review the vocabulary by playing a game such as Family Member Bingo, where students have to match English names to family members on a bingo card. Reward the winners with small prizes or stickers.
Homework: Assign homework where students need to interview a family member and write a short paragraph describing that person using the vocabulary from the lesson.
Assessment: Evaluate students' understanding of the new vocabulary by observing their participation in the practice and production activities. Review their homework assignments to assess their ability to apply the family member vocabulary in context.
Extension: For advanced students, introduce additional vocabulary related to family relationships such as adjectives to describe family members (e.g. kind, funny, generous) in a follow-up lesson.
This lesson plan provides a fun and interactive way for middle school students to learn and practice vocabulary related to family members in English, helping them expand their language skills and cultural knowledge.
初中英语教案 篇三
初中英语教案(初中英语教案模板)
作为一名教师，通常需要用到教案来辅助教学，借助教案可以有效提升自己的教学能力。那么大家知道正规的教案是怎么写的`吗？下面是小编为大家整理的初中英语教案(初中英语教案模板)，欢迎大家借鉴与参考，希望对大家有所帮助。
Unit 1
Where’s your pen pal from?
Language goal
1.Function:
. In this unit students learn to talk about where people are from.
2.Vocabulary:
Canada ,France, Japan the United States, Australia, Singapore, The United Kingdom, China
3.Target language:
Where is your pen pal from? /she is from Canada.
Where does she live? /She lives in Toronto.
What language does she speak? /She speaks English and French.
4.Structures
Where questions /What questions
Key Points
Where questions /What questions
Difficulties
The names of different countries /The languages of different countries /The differences of “be” and “do” in the sentence.
Section A
1a. This activity provides guided listening and pronunciation practice using the target language.
1.Point to the numbered list of words. Play the recording the first time. Students only listen.
2.Play the recoding a second time. Ask Ss to repeat the names of the countries
3.Let Ss read the new words aloud inpidually or in pairs.
1b. This activity provides listening practice using the target language.
1.Point out the list of countries in 1a. Let Ss circle the names of the countries the people are talking about.
2.Play the recording the first time.
3.Play the recording a second time. Ss only listen.
4.Check the answers. (Canada, Australia, Japan, Singapore)
1c. This activity provides guided oral practice using the target language.
1. Point out the conversations in the picture and ask a student to read each one with you, then in pairs, in groups.
2. Ask various pairs to present a new one to the class.
2a. This activity provides reading and spelling practice using the target language.
1. Point out the list of countries. Read and ask Ss to repeat.
2. Point out the list of cities. Read and ask Ss to repeat aloud.
3. Ask Ss to work, offer help as needed.
4. Correct the work.
2b. This activity provides listening practice using thee target language.
1. Call attention to the list of cities and countries in 2a. Let Ss circle them when they hear the conversations at the first time.
2. Play the recording a second time.
3. Check the answers.(Japan, Tokyo ,France ,Paris, Australia, Sydney)
2c. This activity provides listening and writing practice using the target language.
1. Call attention to the chart in 2c. Play the first conversation on the tape.
2. Play the recording again and have Ss fill in the chart.
3. Check the answers.
2d. This activity provides guided oral practice using the target language.
1. Call attention to the conversation in the picture.
2. Ask two Ss to read it to the class.
3. Ask Ss to work in small groups. Appoint a leader. Make sure everyone talks about at least one of the people on the chart.
4. Ask pairs of Ss to present their conversations to the class.
Grammar focus
1.Review the grammar box. Ask Ss to say the questions and answers.
1) Where is your pen pal from? He is from Australia.
2.Where does he live? He lives in Sydney.
2. Ask Ss to make more sentences with “where, from. and live
3a. This activity provides reading and spelling prac
1. Point out the diagram and explain how it works.
2. Read the instructions to the class. Ask Ss to work in pairs.
3. Correct the answers.(1.China 2.The United States ,The United Kingdom, Australia,3.Singapore)
3b. This activity provides guided oral practice.
1. Call attention to the conversation in the picture. Ask two Ss to read it to the class. Answer their questions about the conversation.
2. Ask Ss to work in pairs.
3. Ask several students to perform their conversations for the class.
4. This activity provides listening, speaking, reading and writing practice
1. Explain the procedure.
2. Play the game.
Section B
1.This activity provides reading practice
1. Point out the language textbooks on the desktop.
2. Call attention to the notebook page with the countries listed.
3. Point out the sample answer .
4. Ask Ss to write the letter of the correct country in the box next to the title of each language book., ask Ss to work in pairs.
5. Ask a student to write his or her answers on the board.
2a. This activity provides listening practice.
1. Call attention to the conversation bubbles in the picture.
2. Play the recording, number each question you bear on the tape.
3. Play the recording a second time.
4. Check the answers.(Answers: What’s her name?1 /Where is she from?2 /Does she have any brothers and sister? 3 /Does she speak English?)
2b. This activity provides listening and writing practice.
1. Call attention to the numbered questions in 2a,ask different Ss to read it
2. Point out the answer blanks in 2b and the sample answer.
3. Play the tape and ask Ss to complete the answers inpidually.
4. Correct the answers.
2c. This activity provides oral practice
1. Ask each student to work with a partner. Ask and answer
2. Practice one or two exchanges with a student. Then work in pairs.
3. Ask a pair of Ss to perform the conversation for the class.
3a. This activity provides reading and writing practice.
1. Call attention to the letter. Read it to the class or a student to read it for you.
2. Point to the four questions beneath the letter.
3. As Ss work, move around .and help them.
4. When they are finished, ask the questions orally and ask Ss to answers.
5. Write the correct answers on the board so that Ss can check the spelling and other details of their answers.(1.Toronto,Canada,2.A pen pal in China 3.English and a little French. 4.He likes going to the movies with his friends and playing sports. )
3b. This activity provides reading and writing practice.
1. Call attention to the letter from Tom King.
2. Point out the blanks in the letter. Ask themto find the information to complete the letter .
3. Read the letter to the class saying “blank”.
4. Ask Ss to write the missing words on the blank lines inpidually.
5. Correct the answers.
3c. This activity provides open-ended practice.
Ask Ss to make their own information card and then write an email about themselves. Tell them to use 3b as an example.
