初中英语全英教案汇编.docx
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初中英语全英教案汇编
Ateachingplan
ByLiuYiqiu
School:
ChenMiddleSchoolinChongqing
JuniororSeniorSection：
Junior
Class：
_oneGrade:
Seven_
Size:
40studentsTime:
_40minutes
Materials:
_Unit1MakingNewFriends.
Topic1WelcometoChina!
Date:
_December13th_Typeoflesson:
__listeningandspeaking_
Aids:
computer-aidedinstructionpowerpointtaperecorder
Contents:
1.Vocabulary：
China,welcome,meet,thanks,you,I,yes,no,goodmorning,name,clock,what.
2.Structure:
Goodmorning!
Iam…….Welcometochina!
Goodmorning!
Iam……..
AreyouMaria?
Yes,Iam.No,Iamnot,Iam…….
Nicetomeetyou.
Nicetomeetyou,too.
Thankyou!
3.Dialogue:
-Hello!
-Hello!
-IamKangkang.AreyouMaria?
-Yes,Iam.
-Hello!
AreyouMaria?
-No,Iamnot,IamJane.
-Oh!
Nicetomeetyou,Jane.
-Nicetomeetyou,too.
-Hi!
Maria!
-Hi!
Kangkang!
-WelcometoChina!
-Thanks!
4.listening:
Listenandnumberthefollowingnames.
Listenandnumberthefollowingletters.ThencircletheletterswiththesamesoundasBb.
Objectives:
1.TeachingAimsandDemands
（1）InstructionalObjectives
Beabletousethenewwords:
guitar:
China,welcome,meet,thanks,you,I,yes,no,goodmorning,name,clock,what.
Beabletousethenewandphrases:
-Hello!
-Hello!
-IamKangkang.AreyouMaria?
-Yes,Iam.No,Iamnot,Iam.
-Nicetomeetyou.
-Nicetomeetyou,too.
-Hi!
Maria!
-Hi!
Kangkang!
-WelcometoChina!
-Thanks!
-Hi!
Maria!
-Hi!
Kangkang!
-WelcometoChina!
-Thanks!
（2）AbilityObjectives
Beabletouselisteningskillstocomprehendtheirdialogues,suchaslistenforspecificinformationetc.
Beabletousewhattheylearnedtodescribewhattheirnamesandgiveresponses.
Beabletousethelanguagetheylearnedtofinishadialogueandashortdialogue.
（3）EducationalObjectives
Arousingstudents’interestandhelpingthemlearnbyusingpictures.
Buildingtheirconfidencebystepbystepapproachandcarefulscaffolding.
（4）Personalobjectives
Teachingthenewwordsandphrasesindifferentstagesofthewholeprocess.
2.TeachingImportance
TomasterthekeyvocabularyandEnglishletters
Tounderstandandusethetargetlanguage
Tomastertheintroduceinmynameand“WelcometoChina”inthetargetlanguageeachother.
3.TeachingDifficulties
Toenablethestudentstounderstandthesentencepatternstotalkabouttheabilityactivities.
Toenablethestudentstousethetargetlanguage
Thestudentslearnedthestructure“AreyouMaria?
”“Iam……..”,Soit’sdifficultandimportanttoletthemunderstanditcanalsobeusedtotalkabouttheabilityactivities.
4.TeachingAids
Multi-mediacomputer,Taperecorder,Powerpointandsoon.
5.TheTeachingMethods
（1）Communicativeteachingmethod.
（2）Audio-visualteachingmethod.
（3）Task-basedteachingmethod.
6.StudyingWays
（1）Letthestudentspass"Observation—Imitation—Practice"tostudylanguage.
（2）Letthestudentspayattentiontothekeyinformationinlisteningpractice.
（3）EnablethestudentstostudyEnglishlanguagebyCommunication.
（4）LetthestudentsknowthatconclusionsandbeinggoodatthinkingarenecessarytolearnEnglishwell.
TeachingProcedures:
Task1:
Warming-up
Beforeclass,getstudentstoenjoyanEnglishsong（YouandMe）forabout2minutestowarmthemup.ThenextfollowingletstudentstalkaboutwhyweshouldstudyEnglish.
Thepurposeofthetask-basedactivitiesistointerestthestudents
Task2:
Lead-in
1.UsethePPTtoleadinthenewlesson.Icanshowsomepicturesandteachthewordsandphrases:
China,welcome,meet,thanks,you,I,yes,no,goodmorning,name,clock,what.
-Hello!
-Hello!
-IamKangkang.AreyouMaria?
-Yes,Iam.
-Hello!
AreyouMaria?
-No,Iamnot,IamJane.
-Oh!
Nicetomeetyou,Jane.
-Nicetomeetyou,too.
-Hi!
Maria!
-Hi!
Kangkang!
-WelcometoChina!
-Thanks!
2.askStudentsreadthewordsandphrasestogether.
LetstudentsgetprimaryknowledgeofEnglish,theyfamiliartosayhellotoeachotherinEnglish.thustheycanbeinterestedandcuriousinstudying.
3.Therearefournames.Letthestudentslisteningandrememberthefollowingnames.Forexample:
JaneMariaKangkangandMichael.andaskstudentsreadthenamestogether.
Thepurposeofthetask-basedactivitiesistouserealprogramtoarisethestudents’interestsandstudentscaneasilyunderstandtheEnglishthroughlisteningandreading.
Task3:
Presentation
1.Showthethreedialogues.letthestudentslooking,listeningandunderstanding.
-Hello!
-Hello!
-IamKangkang.AreyouMaria?
-Yes,Iam.
-Hello!
AreyouMaria?
-No,Iamnot,IamJane.
-Oh!
Nicetomeetyou,Jane.
-Nicetomeetyou,too.
-Hi!
Maria!
-Hi!
Kangkang!
-WelcometoChina!
-Thanks!
2.Ineedthestudentspayattentiontothegrammar.Whenotherpeopleaskfor“areyou……?
”.Weshouldgivearesponse“Yes,Iam.No,Iamnot,Iam……”.Wecannotgivearesponse“no,Iamnot.”InEngland,itisimpolitebehaviourtosay“no,Iamnot.”
3.whenthepeoplesay“nicetomeetyou.”tome.weshouldgivearesponse“nicetomeetyou,too.”Therearetwocircumstancesscenestousethegrammar.First,whentwopeoplemeetatthefirsttime.Andafter,introducingbyanotherperson“nicetomeetyou”extendgreetingtoeachother.Second,theacquaintedpersonwhohavelongtime,nosee,andmeeteachotherbyaccident“nicetomeetyou”canexpresstheirglademotiontomeeteachother.
4.Showsomepicturesoftheactionsandaskthestudentstopracticeinpairstogetherinclass.Finallyinvitesomegroupstoactthemoutinfrontoftheclass.
-Areyoulily?
-Yes,Iam.
-Welcometochina!
-Thanks!
-Hello!
-Hello!
-Nicetomeetyou,Yingying.
-Nicetomeetyou,too.Huanhuan.
Thepurposeofthetask-basedactivitiesistoletthestudentslearntocooperatewitheachotherandpracticethelanguagepoints,improvethestudents’abilitiesofspeaking.
5.AskthestudentsreadandlearntheEnglishletterstogether.
AaBbCcDdEeFfGg
Thepurposeofthetask-basedactivitiesistotraintheircommunicationskillsandgrasptheexpressionsinthislesson.
Task4.Listening
1.AskStudentstoopentheirbooksandturntoPage2.Lookatpart3b,lookattheEnglishlettersandmakesurethestudentsunderstandtheEnglishlettersandwhattodo.Thenplaythetapeforthreetimes.ForthefirsttimethestudentsonlylistentothewholegeneralEnglishletters.ForthesecondtimetheStudentspayattentiontotheEnglishletters.AndcircletheletterswiththesamesoundasBb.ForthethirdtimetheStudentspayattentiontothetimethatthepronunciation.AsksomeStudentstochecktheiranswers.
2.Practicetheconversationsin2a.Thenmakeyourownconversations.
Thepurposeofthetask-basedactivitiesistopracticelisteningandimprovethestudents’abilitiesoflistening.
Task5:
Playagame
1.eachstudentwritesoneoftheEnglishletters（bigorsmall）onthepaper.Andsomestudentsgotothefrontoftheclassroomandhanduptheirpaper.Ifyouseethebigletters,butyoursisthesmall.Pleasegototogether.Forexample:
“B”and“b”.
2.thefirststudentinthefirstteamsays“A”quickly.Thesecondstudentfollowswith“B”.andtheotherstudentsfollowwith“CDEFGAB……”onebyone.
Thepurposeofthetask-basedactivitiesistomakeeveryoneparticipateintheclassandoralpracticetoimprovestudents’interest.Italsocantraintheircommunicationskillsandconsolidatevocabulary.
Task6.Summary
Summarizethekeylanguagepointsingroups,andshowthemonthescreentohelptheStudentstakenotes.
Thepurposeistoteachstudentstolearnabsorptioncapacity
Task7.Homework
1.Consolidateandreviewtheexpressionsofthelesson.PleaseimagineandsomeobjectswhichhavethesameshapewiththeEnglishletters.Forexample:
earsarelike“B”.Themoonislike“C”or“D”.
2.GiveyourselfanEnglishnameafterclass.
Blackboarddesign
Unit1makingnewfriends!
众上所述，我们认为：
我们的创意小屋计划或许虽然会有很多的挑战和困难，但我们会吸取和借鉴“漂亮女生”和“碧芝”的成功经验，在产品的质量和创意上多下工夫，使自己的产品能领导潮流，领导时尚。
在它们还没有打入学校这个市场时，我们要巩固我们的学生市场，制作一些吸引学生，又有使学生能接受的价格，勇敢的面对它们的挑战，使自己立于不败之地。
Topic1welcometochina!
1.
2.因此不难看出，自制饰品在校园里也大有市场所在。
对于那些走在流行前端的女生来说，〝捕捉〞新事物便〝捕捉〞到了时尚与个性。
Englishletters:
图1-3大学生偏爱的手工艺品种类分布AaBbCcDdEeFfGg
3.Keyvocabulary:
体现市民生活质量状况的指标---恩格尔系数，上海也从1995年的53.4%下降到了2003年的37.2%，虽然与恩格尔系数多在20%以下的发达国家相比仍有差距，但按照联合国粮农组织的划分，表明上海消费已开始进入富裕状态（联合国粮农组织曾依据恩格尔系数，将恩格尔系数在40%-50%定为小康水平的消费，20%-40%定为富裕状态的消费）。
China,welcome,meet,thanks,you,I,yes,no,goodmorning,name,clock,what.
4.structures:
图1-2大学生购买手工艺品可接受价位分布
-Hello!
-Hello!
-IamKangkang.AreyouMaria?
在调查中我们注意到大多数同学都比较注重工艺品的价格，点面氛围及服务。
-Yes,Iam.
据介绍，经常光顾“碧芝”的都是些希望得到世界上“独一无二”饰品的年轻人，他们在琳琅满目的货架上挑选，然后亲手串连，他们就是偏爱这种ＤＩＹ的方式，完全自助。
-Hello!
AreyouMaria?
如果顾客在消费中受到营业员的热情，主动而周到的服务，那就会有一种受到尊重的感觉，甚至会形成一种惠顾心理，经常会再次光顾，并为你介绍新的顾客群。
而且顾客的购买动机并非全是由需求而引起的，它会随环境心情而转变。
-No,Iamnot,IamJane.
-Oh!
Nicetomeetyou,Jane.
-Nicetomeetyou,too.
-Hi!
Maria!
-Hi!
Kangkang!
据了解，百分之八十的饰品店都推出“DIY饰品”来吸引顾客，一方面顺应了年轻一代喜欢与众不同、标新立异的心理；另一方面，自制饰品价格相对较低，可以随时更新换代，也满足了年轻人“喜新厌旧”的需要，因而很受欢迎。
-WelcometoChina!
（五）DIY手工艺品的“价格弹性化”-Thanks!
Teachingestimatesandself-examinations:
升级会员 