染雾中学英语教案 篇一
Title: Teaching Present Simple Tense to Middle School Students
Objective: By the end of the lesson, students will be able to understand and use the present simple tense correctly in both spoken and written English.
Materials: Whiteboard, markers, handouts with exercises, pictures for examples, audio recordings for listening practice
Warm-up (10 minutes):
- Start the lesson by asking students to write five sentences about their daily routine using the present simple tense.
- Have students share their sentences with a partner and discuss any errors or improvements.
Presentation (15 minutes):
- Introduce the form of the present simple tense to students (subject + verb in base form).
- Use visuals and examples to help students understand the different ways to use the present simple tense (habitual actions, general truths, scheduled events, etc.).
- Play audio recordings of sentences in the present simple tense and have students identify the tense being used.
Practice (20 minutes):
- Hand out worksheets with exercises on the present simple tense for students to complete individually or in pairs.
- Walk around the classroom to monitor students' progress and provide assistance where needed.
- Review the answers as a class and discuss any common mistakes.
Production (15 minutes):
- Divide students into small groups and have them create a short dialogue using the present simple tense.
- Each group will then perform their dialogue in front of the class, focusing on pronunciation and accuracy.
Homework (5 minutes):
- Assign students to write a paragraph about their favorite activities using the present simple tense.
- Remind students to review the rules and examples discussed in class.
Closure (5 minutes):
- Recap the key points of the lesson and answer any questions students may have.
- Encourage students to practice using the present simple tense in their everyday conversations.
Assessment: Students' understanding and use of the present simple tense will be assessed through their participation in class activities, completion of exercises, and performance in the dialogue creation task.
中学英语教案 篇二
Title: Teaching Reading Comprehension Strategies to Middle School Students
Objective: By the end of the lesson, students will be able to effectively use reading comprehension strategies to improve their understanding of English texts.
Materials: Short passages for reading, worksheets with comprehension questions, highlighters, graphic organizers
Warm-up (10 minutes):
- Begin the lesson by asking students to brainstorm different reading comprehension strategies they already use when reading in English.
- Discuss with students the importance of using these strategies to improve their understanding of texts.
Presentation (15 minutes):
- Introduce different reading comprehension strategies to students, such as predicting, summarizing, questioning, and visualizing.
- Provide examples of how each strategy can be used while reading a text and how it can help students better comprehend the material.
Practice (20 minutes):
- Hand out short passages for students to read individually.
- Instruct students to use highlighters to mark key information in the text and graphic organizers to organize their thoughts.
- Have students answer comprehension questions based on the passage to test their understanding and application of the strategies.
Production (15 minutes):
- Divide students into small groups and give each group a different reading passage.
- Instruct students to work together to identify the main idea, key details, and any unfamiliar vocabulary in the passage.
- Each group will then present their findings to the class and discuss how they used reading comprehension strategies to analyze the text.
Homework (5 minutes):
- Assign students to read a short story or article in English and write a summary using the reading comprehension strategies discussed in class.
- Remind students to practice using these strategies whenever they read English texts.
Closure (5 minutes):
- Review the reading comprehension strategies covered in the lesson and discuss their importance in improving English reading skills.
- Encourage students to continue using these strategies in their future reading assignments to enhance their comprehension.
Assessment: Students' understanding and application of reading comprehension strategies will be assessed through their participation in class activities, completion of exercises, and presentation of their group findings.
中学英语教案 篇三
一、教材分析
（一）教材的地位和作用
1、单元背景分析：动物是我们人类的朋友，我们有责任和义务去保护它们，但随着现代工业的发展而导致的环境污染，人类对森林资源的乱砍乱伐，一些野生动物濒临着危及，它们生存的环境遭遇了破坏，有些野生动物甚至到了灭绝的地步。大熊猫是中国的国宝，目前，它们也处于困境中，全世界大概还幸存2000多只大熊猫，所以保护野生动物，保护大熊猫是全世界的呼声，还野生动物一个自然生存的环境，给大熊猫一个安静、舒适的家刻不容缓。
2、教材内容分析
这篇文章主要介绍了大熊猫幼仔的早期生活以及它的成长过程，由于人类对大自然环境的破坏导致了它濒临危及的困境，教育人类要保护自然生态环境，不要捕杀野生动物，并要采取一些保护大熊猫的措施，结合课文，让学生意识到生态环境对动物的重要性，联系实际，就我们这个地方目前生态环境说说自己的看法。我们目前居住的环境其实也很不理想，一些污染影响着我们的生活质量，让学生明白保护我们的生存环境，于已于人都非常重要。
3、教材重点、难点
教材重点：
（1）重点词语：
thebabypanda
growinto
inthefuture
looklikebebornbambooshootindangerattheverybeginningcutdowntaketheactions
（2）重点句型：encouragesb.todosth.
WecalledherXiWang
WhenXiWangwasborn,sheweighedjust100grams.
XiWangdrankhermother’smilkforupto14hoursaday.
Sadly,itisverydifficultforgiantpandastosurviveinthewild.
（3）重点语法：if引导的条件状语从句
教材难点：
（1）讨论如何采取措施保护我们的生态环境？
（2）给有关部门写一封信，呼吁全社会保护自然生态环境，爱护野生动物，全社会一起来抓好。
（二）教学目标：
1、语言知识目标：
1）掌握并能灵活运用本单元出现的重点词汇
2）掌握if引导的条件状语从句的用法
2、语言技能目标：
通过本课的学习，培养学生良好的“听、说、读、写”的技能，使学生能运用所学知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，在此基础上鼓励学生大胆根据自己的语言基础能力，就如何来保护我们的生存环境，保护野生动物提出独特的见解。
3、情感目标：
1）激发并提高学生的学习兴趣，乐于接受新事物，勇于尝试体现课堂教学“主体者”的身份，积极主动参与教学各环节，成为学习的主人。
2）培养学生良好的环保意识，热爱大自然，热爱动物，拯救大熊猫，保护野生动物。
二、教学策略
本单元的主题是谈论大熊猫的成长过程以及保护大熊猫生存环境的措施，教学内容能激起学生的兴趣，通过多媒体课件为学生创设更多的语言环境，激发学生主动参与的欲望。因而在课堂教学中巧妙运用教学艺术，适当安排小组讨论，使学生在轻松愉快的环境中实现更多的信息交流，让学生在做中学，在做中练，在做中巩固，从而有效地提高课堂教学效益，达到事半功倍的效果。
阅读设计思路：快读(FastReading)——精读(IntensiveReading)——操练(Practising)——巩固(Consolidation)。
三、学习策略
1）课前认真预习，利用网络收集生态自然环境对人类和动物生活质量的影响这方面的资料，以及有关生态保护信息，课后能及时巩固复习。
2）上课勤思考、多动脑，掌握所学词汇，热情、积极、主动参与课堂上的各种活动。
四、教学过程：(TeachingProcedures)
StepⅠWarming-up
T:I’veawonderfulsong,wouldyouliketoshareitwithme?
（理念：课前播放一首欢快的英文歌曲，渲染课堂气氛，营造英语学习氛围，使学生很快进入角色）
T:Boysandgirls,shallwebeginourclassnow?Weknoweveryoneofushasmanyfriendsandwealsohavemanyanimalfriends.Ithinkanimalsareusuallyveryfriendlytous,weshouldlovethemandprotectthem.Iftheanimalsliveinthewild,wecancallthemwildanimals.Now,lookatthescreen,canyoutellmewhattheyare?
（理念：用学生熟知的话题导入，能引起学生的共鸣，吸引学生主动参与，积极思索，学生纷纷举手说出了多媒体屏幕上展出的野生动物的名称）
StepⅡ.Pre-reading
T:Canyoutellmewhichisyourfavouritewildanimal?
Andcanyoutellmewhichismyfavouritewildanimal?
（理念：学生说出了自己和老师所喜欢的野生动物名称，以及喜欢的原因，从而达到了人人动脑，积极表演，反复操练，复习以前所学过的动物名称，激起了学生的表现欲，活跃了课堂气氛）
（学生在猜测老师所喜欢的野生动物的过程中，若有人提到了大熊猫，就将大熊猫的图片展示出来）
T:DoyouknowwhyIlikegiantpandasbest?Becausegiantpandasareverylovely.Theylooklikewhitemicewhentheywereborn.Theylooklike
bearswhentheygrowup.Theyarefriendly,too.Theylikeeatingbambooleavesandshoots.Theyseldomeatmeatorhurtotheranimals.Butit’sapitythattherearenotmanygiantpandasintheworld.They’reindanger.Hunterscatchthemandkillthemfortheirfur.Andfarmerscutdowntreesandforests.Sotheyhavenowheretolive.Weshouldtakeactionstoprotectthem.
（理念：教师边讲，边显示出屏幕上的相关图片，并通过图片来进行单词、词组的教学，同时把这些词汇写在黑板上，带领学生朗读这些词汇）
StepⅢ.While-reading
T:HereisastoryofXiWang,averylovelygiantpanda.Wouldyouliketoreaditwithme?Nowopenyourbooks,turntoP.60.Readitquicklyandanswerthefollowingquestions.
1)What’sthestoryabout?
2)Whatwillhappentogiantpandasifwedonothing?
（理念：用快速阅读来培养学生整体获取信息的能力）
T:Now,listentothetapeandreadafteritandthenanswerthesixquestionsonthescre
en.Thenencouragethestudentstofindthemainideasaboutthisstory.
（理念：听录音并跟录音朗读，提高学生的模仿能力，培养学生精读的能力，符合循序渐进的原理，在精读的同时，鼓励学生将文章分成三部分，写出每一段落的主要意思。）
T:NowLet’sfindthemainideastogetherandputthemontheblackboard.
T:Lookatthescreen.Finishthetableof“ThegrowthofXiWang”.CatchmoredetailsaboutXiWang.
StepⅣPost-reading
T:Nowpleasereadthepassagetogether.ThenfinishtheexercisesonP.61PartBAndPartC.
T:Now,We’veknownthegiantpandasverywell,Theyareverylovelyandwelovethemverymuch.Buttherearefewerandfewerpandasinthe
world.They’reindanger.Doyouknowwhy?Now,workingroupsandfindout“Whatproblemscanagiantpandameetinitslife?”
（理念：学生以小组为单位，讨论目前大熊猫濒临危及的原因以及采取的措施，充分体现新课程自主探究、合作交流的学习方式，促使学生互相学习，互相帮助，发展合作精神。）
Thenasksomeablestudentsofeachgrouptotalkinfrontoftheclass.Afterit.finishtheNote-making2onthescreen.
T:Discusswithyourpartners:Whatotherproblemswillthegiantpandashave?Whatactionscanwetake?Andcanyouhaveafacetofaceinterviewaboutpandas?
（理念：通过教师教学方式的转变引导学生学习方式的转变，突出学生主体，让学生主动思维，发展修改，拓展视野，畅所欲言。）
StepV.Summary
Teachermakesasummarythatweshouldtakeactionstoprotectgiantpandas.
StepVI.Homework
Writeanartideabout“what’stherelationshipbetweenwildanimalsandhumanbeings?”
五、板书设计（BlackboardDesign）
