初中英语听力试讲教案Word文档格式.docx

1、ok, class. can you say the vocabulary of _ you know as many as you can. alice? tom? jack? all of you are excellent. but the best one is tom, he spoke out the most vocabulary. so, you can get 1 smile for your group. maybe there are still some words you dont know, please look at the pictures and the w

2、ord cards, read after me please. next, look at the screen, all the words are presented here, read them together. perfect. thirdly, i point you read, follow me, please. now, lets play a small game. you act as translators, when i speak chinese, you speak english, when i speak english, you speak chines

3、e. are you ready? here we go. well done. you are good translators. now, open your books, turn to page_. finish 1a. _ finished? lets check the answers. words are used for sentences. look at the screen, please. lets learn our target language together. read after me. next, read them group by group. thi

4、rdly, read them in roles, the boys ask, the girls answer. now, ill text your memory. read the target language for 5 minutes and try to act them out. the best pair can get one smile for your group. ok, time is up. which pair wants to have a try? amy and your partner? great, you have good memories. 2

5、smiles for your group. now, please open your books and let us do the exercise 1b. _ 2next, please make you own dialogues using what weve learned. 3 minutes for you. now, lets begin. have you finished? any volunteers? ok, jack and your partner, please come to the front and act your own dialogues out.

6、 ok, helen, can you make comments about their dialogues? are there any mistakes? _ _ terrific! all of you can get 2 smiles for your groups. my dear students, do you want to challenge yourselves? its time to show your team spirit. now, give each group some pictures and word cards, please work in grou

7、ps to make situational conversations. the best group can get 3 smiles. 6 minutes for you. ok, lets go. have you finished? yeah, group 6, have a try. perfect! 3 smiles for your group. sit down, please. next, ok, group 3. _ _ give your group 2 smiles. hope youll be better next time. class, weve learne

8、d some key words and sentence patterns. who can summarize what weve learned? andy, you, please. _ 3_do you have some problems? _ _ ok, if anyone of you still have some problems, you can ask your classmates for help. if they cant help you, welcome to my office. everybody, 2 homework for you, the firs

9、t one: listen to the recording after class. the second one : write a small composition using what weve learned. at last, lets look at our points area. which group is the winner? clap your hands for them. i hope the rest groups can learn from them and i believe you can perform better next class. clas

10、s is over, see you next time. id like to end my class. thanks for your attention. （鞠躬） 擦黑板，交稿，离开 4【篇二：英语专业试讲教案初一版】 teaching plan i background information （1） students: 40 junior middle school students; （2） class duration: 45 minutes; （3） time and date: 3rd, october, 2011. teaching material unit 3les

11、son 1 why do you like koalas? book2, junior middle english iii teaching aims: by the end of class, students are able to （1） say the names of several animals in english （2） exchange each others favorite animal and give an explanation （3） describe an animal confidently in simple english （4） know the p

12、laces where the different animals live. iv teaching contents （1） vocabulary: eight animals names （tiger, lion, elephant, panda, koala, penguin etc.） and some adjectives that describe the animals （small, cute, friendly scary shy etc.） （2） structure: a. what animals do you like? b. kind of . ie a litt

13、le/bit（3） grammar: the usage of why and because （to ask reasons and give reasons） v teaching aids blackboard, chalks, pictures vi teaching methods group work, whole class work vii teaching procedures step 1 warming up （10 minutes, whole class work） （1） show students a picture of a dog, a cat and a m

14、onkey in order to introduce the new word “animal”. （2） show pictures of another eight animals, such as tiger, lion, elephant, panda, penguinand list these new words. （3） ask students to read these new words. step 2 learn the text （10 minutes, whole class work） （1） read the dialogues in the textbook

15、and explain them. （2） according to the pictures on the text, list the adjectives which describe these animals on the blackboard. （3） compare the picture of the tiger with the picture of the lion in order to introduce the meaning of the phrase “kind of”. step 3 interaction （10 minutes, whole class wo

16、rk and group work） （1） set an example for the usages of the new structures “what animalsdo you like? why do you like.? because they are kind of what other animals do you like?” （2） ask 3 or 4 students the same questions. （3） divide the class into 8 groups, ask them to exchange their favorite animals

17、, and give a simple description of them. step 4 presentation （10 minutes, whole class work） （1） ask 1 student from each group to give a simple speech of his or her favorite animals. （2） after students finish their speeches, give them comments and encouragement. step 5 culture learning （5 minutes, wh

18、ole class work） according to pictures, tell students different animals are from different countries. for example, pandas-china, koalas-australia, lions-africa, penguins-the south pole viii summary （1） students have learned names of several animals and some adjectives to describe them; （2） students h

19、ave learned to exchange information about each others favorite animals and give reasons; （3） students have understood some cultures that different animals come from different countries. ix optional activitiesteacher lists some other common animals which are not mentioned in the lesson such as wolf,

20、fish, fox etc, and asks several students to describe them. x blackboard design 1. small ; beautiful ugly ; cute=lovely ; clever; very scary kind of scary; friendly; shy 2. kind of+adj. a little/bit +adj. e.g. the tiger is very scary. the lion is kind of scary. 3.- what animals do you like? - i like

21、-why do you like? orwhy dont you like? （whyto ask reasons） -because they are kind of +adj. （becauseto give reasons） -what other animals do you like? -i liketoo.【篇三：初中英语听力教学设计】 初中英语听力教学设计 我们一般把听力教学分为三段，即：听前阶段（pre-listening），听时阶段（while-listening），听后阶段（post-listening）。 1. 听前阶段（pre-listening） 此阶段虽是准备阶段，

22、很重要。学生能否顺利获取信息在一定程度上取决于他们对听力材料背景知识的熟悉程度。因此，在听力活动前应巧妙设计过渡性的任务作铺垫，可根据相关话题提些启发性问题及必要的热身训练激活背景知识，给学生提供必要的语境，引入话题，导出生词，降低难度，使之产生联想，激发其“听”的欲望，让学生想听、会听。所以，听前阶段应该激发学生的“听”欲，使其“想听”。 2. 听时阶段（while-listening） 此阶段是听力训练的实质性阶段，教师应有目的地教给学生一些听力技巧。如：要指导学生“要边听边记，强化记忆，记录时要有重点，有技巧：先填该词的前几个字母，可节省时间来听下一空，稍后再补充完整。培养学生听“主题大

23、意、抓关键信息、合理推理及捕捉具体细节”等方面的能力。因此，听中设计要充分考虑这些要求，使学生能听，听懂。教师要多点引导，少点批评，使其发挥正常的听力水平。听力任务设计要把握好“难”度，使其“能”听。 3. 听后阶段（post-listening） 这是听力训练的巩固阶段。听说读写四项技能既相对独立，又相互联系，要全面发展。即使是单项技能课，教师也要体现语言技能综合性原则。因此，在以提高听力技能为主的听力课上，也要根据实际初中英语听力，将它与说、读、写有机地结合起来，既有侧重，又全面发展。所以在听之后应该充分挖掘资源，使其“延”听。我们平时的课堂上在听力之后还有填空、pairwork等。 听力

24、设计虽没有固定的模式，却有其内在的规律。教师只有树立“以人为本”的思想，精心设计听力教学的各个环节，充分调动学生积极性，有效开展听前、听中、听后活动，才能把学生通过听力材料所获得的语言知识和语用知识有效地转化为听、说、读、写的综合能力。总之， 提高听力理解能力是一个反复实践的、持久的过程，需要我们教师在实际教学中不断探索新的听力教学策略，再掌握一些合理的听力技巧，师生共同努力初中英语听力，课内外结合，才能取得良好的效果。 我们一直在进行听力教学研究，但是很多老师对初中听力教学很是迷惑，因为根本就没有明确的一些指导思想或明确的实施方案，而很多老师又缺乏在课堂实践过程中进行探索，其实这也是有点不切实际的，我们的平时课堂都是听说课型和读写课型及单元复习课型，很少有专门的听力教学课型。今天晚上阅读了浅谈初中英语教学中的听力设计一文，对听力教学设计略有感想。