初中英语教案英文版

初中英语教案英文版（精选8篇）

初中英语教案英文版 篇1

Teaching contents:

Part A: Read and white

Part C: Task time/ Pronunciation/Let’s check.

Teaching Aims:

1. Learn to master the four-skilled words about the colors and clothes.

2. Learn to master the way to write the key words and the sentences.

Try to understand the meaning of the dialogue.

Copy the sentences.

Ability Aims:

To train the students’ creativity.

Emotional Aims:

Cultivate them to co-operate with each other.

Important points and difficult points:

1. Learn to master the right way to write the key words and the sentences.

2. Try to make an own dialogue with the sentences they have learnt.

Teaching Aids:

a tape recorder cards pictures

Teaching Procedures:

Step 1: Warm-up.

Greetings: How are you feeling today?

2.Date & weather: What’s the date? What’s the weather like outside?

Step 2:

Revision 1. Recite a chant:

Mmm!

It’s warm today. Take off your jacket! Phew!

It’s hot today! Put on your T-shirt. Ooooh!

It’s cool today! Put on your sweater! Brrr!

It’s cold today! Put on your coat!

2.Review the free talk by pupils. They can use the drills they have learnt.

What’s the weather like today? What’s the weather in Beijing? What’s the weather in London? One pupil ask and the other answer

Step 3: Presentation Read and white:

1. The teacher shows a chart on the board. Let them talk about the chart such as:

What’s the weather like today? What will they do? Where are Zoom’s shoes?

2. Listen to the tape, read after it.

3. Groups work: Ask the students to read by roles and see which group can do the best.

4. To use the sentence structures to make more different sentences. “It’s today. Let’s ”

5. Copy the key words and sentences on the book.

Step 4: Practice

1.Read the dialogue after the tape.

Read the dialogue and translate it.

Read the dialogue by groups.

Try to make a new dialogue.

Step 5. Task time

1. Listen to a weather report and fill in the form

2. Talk about the weather report with your partner.

3. Do the exercise in “Let’s check”.

4. Pronunciation.

// hole, home, nose, rose // box, fox, orange, lock

The teacher can give them some other words: // hope vole // lop top hop dog

Step 6: Summary

1. We learned the dialogue of page

2. Cultivate them to co-operate with each other.

Step 7: Homework:

1. To copy down the new words one lines each.

2. Copy down the sentences two-line each

Board-writing:

Unit 3

It’s warm today! Let’s play football.

Reflection

本课主要学习五个表示天气状况的单词，这五个单词对学生来说难度较大，学生掌握起来较困难，常常弄混这五个单词，要用一些特殊的方法帮助学生记忆，并且找一些练习带着学生多练。Let’s play部分的练习要求学生能了解各地现在的天气状况。可以带着学生先了解一下，或者预先设定好各地的天气情况，以便于学生开展对话练习。

初中英语教案英文版 篇2

一、英文电影运用于初中英语教学的理论依据及优势分析

(一) 理论依据

建构主义者认为知识不是通过教师传授得到的, 而是学习者在一定的情境即社会文化背景下, 借助其他人 (包括教师和学习伙伴) 的帮助, 利用必要的学习资料, 通过意义建构的方式获得的。因此建构主义学习理论认为“情境”、“协作”、“会话”和“意义建构”是学习的四大要素。

1.“情境”是指教师根据学习内容和学生的认知规律创设的一定的学习情境。

2.“协作”是指学生在教师引导下合作学习的过程, 它充分体现了以学生为主体。

3.“会话”既指学生与学生之间 (小组成员之间) 的讨论与交流, 又指学生与教师之间的展示与反馈。学生通过小组之间的讨论完成教师规定的学习任务, 并在教师的指导下, 使学习活动得到延伸。

4.“意义建构”是指学生在教师指导下, 依靠自主学习并将自己学习中实现的意义建构长期储存在大脑中, 达到学习的目的。

由此可见, 学生获取知识的多少不在于背诵教师提供的信息的多少, 而在于学生自己对知识意义建构能力的高低。通过英文电影学习英语的理念正是立足建构主义理论, 指导学生在教师创设的情景中自主学习建构知识, 达到优化学习的目的。

(二) 优势分析

运用英文电影学习英语具有明显的教学优势。一是有利于调动学生的学习积极性。电影本身的娱乐性是吸引学生观赏的重要因素, 在这一特性的刺激下学生视觉和听觉器官被充分调动起来, 学生会不自觉地模仿电影对话。二是有利于帮助学生摆脱母语干扰。英文电影完全呈现了西方国家的对话语境, 学生如身临其境, 有效地避免了传统课堂上教师夹杂汉语授课和使用汉语思维带来的母语干扰。三是有利于学生了解西方文化习俗。英文电影生动地展现了西方国家的生活场景, 能帮助学生更多地了解西方国家的文化习俗, 全面提高学生的跨文化交际能力。

二、英文电影运用于初中英语教学的实践措施

(一) 英文电影教学与情景创设相结合

建构主义十分重视情景对教学的作用, 运用英文电影教学正是通过情景的创设达到教学目的。英文电影演绎的大多是西方人的生活故事, 这正是给学生提供了一个真实的英语环境。学生在电影中受到声音与画面的双重刺激, 能够在潜移默化中完成英语知识的建构, 有效克服了学生平时学习英语的焦虑情绪和厌烦心理。如让学生观看《罗马假日》电影片段, 公主骑着摩托车, 后面坐着穷记者, 在罗马的大街上尽情地享受优美的风光。这绝不是传统教学方法中靠教师的语言描述或者是简单的图片展示创设情景能够展现的。同时, 电影展现了西方国家的风土人情, 也能使学生深刻理解英语对话, 避免因母语干扰和思维方式的局限导致的学习困扰。多媒体及网络技术的发展为利用英文电影创设教学情境提供了有力的技术支持, 教师可以对英文电影进行适当的剪辑, 选取合适的片段, 使课堂教学更加精炼、紧凑, 避免不加选择地播放电影而迷失教学目标。

(二) 英文电影教学与师生互动相结合

建构主义学习理论认为学习的四大要素中, “会话”部分包含了师生互动的内容, 因此利用英文电影进行英语教学必须重视与师生互动的结合。这一方面可以避免学生单方面长时间学习导致课堂变为电影欣赏的尴尬, 另一方面有利于突出教学重点, 提高学习效率。首先, 放映影片之前教师一定要提出问题并让学生利用自己的知识积累进行回答, 教师适当点评并要求学生去影片中寻找这些问题的答案进行比较学习, 使学生带着明确目的观看影片。其次, 在观看学习过程中要有师生互动, 电影观看的时间不宜太长, 一般不超过30分钟, 而且观看时也不要让学生一次看完, 那既不利于学生记忆, 又容易使学生迷失观看目的。教师要依据教学内容把放映电影的时间和内容分为若干小节, 并要针对该小节内容精心设计问题让学生回答, 或师生共同探讨问题, 这样的师生互动保证了学生注意力集中, 有利于教师及时强调教学重点和难点, 从而提高课堂效率。最后, 电影教学结束时要有师生互动, 教师要根据整个电影片断设计问题, 特别是针对电影中反映的西方国家人们的语言特点、生活习惯、风土人情等进行较宏观的设问, 以提高学生对英语的整体认识。

(三) 英文电影教学与成果展示相结合

成果展示是建构主义理论中“意义建构”的重要环节, 因此电影放映结束后必须有成果展示的环节。与电影教学相适应的成果展示的方法, 常见的有短剧表演和写作练习。这样的成果展示可以有效巩固学生的学习成果, 还能够激发学生参与的兴趣。如选用《小鹿斑比》进行教学时, 教师可以选取幼年斑比在森林中与各种小动物对话的片段让学生表演。在这段对话中小野兔教斑比说话、认识蝴蝶和鸟, 神态丰富, 表演中要侧重学生神态和语调的训练, 这样的成果展示既符合学生喜欢自我展示的心理特点, 又符合学生普遍喜欢小动物的年龄特点, 对学生英语表达能力的提高具有重要作用。另外, 写作展示也是英文电影教学成果展示的重要方式, 课后要求学生将观看电影的感受用英语写下来, 如写小故事、观后感等, 这能极大提高学生的英语写作能力。

三、运用英文电影教学应注意的几个问题

(一) 电影选择要立足学生的知识经验

英文电影所涉及的单词、短语和句型难易程度各异, 初中学生英语基础有限, 对于很多电影的对话根本无法理解, 所以教师对英文电影的选择一定要立足学生的知识基础和生活经验, 选择那些与教材难易度相当的、有助于实现教学目标的电影片段。迪斯尼拍摄的很多动画片很适合作为教学电影使用, 如《小鹿斑比》、《狮子王》等。选择的电影对话过难, 不但对实现教学目标无益, 还会造成学生因听不明白而产生厌烦情绪。

(二) 教学过程要精心设计和有效组织

由于电影自身的娱乐性和学生自我控制力不足, 所以运用英文电影进行教学一旦控制不好, 就会使课堂娱乐化, 变为学生欣赏电影来消遣。教师必须防止此类现象发生, 并在用心选择有益于教学的电影的同时, 注意电影思想内容的健康性。教师在课前要精心设计教学环节, 充分考虑电影的娱乐性会给课堂带来的各种干扰。课上要坚决执行教学设计, 加强教学过程的有效组织, 保证教学目标的有效实现。

(三) 教学目标要兼具即时性和长远性

英文电影本身并没有教学的功能, 所以英文电影的台词设计也不受教学大纲的约束, 无论教师怎样精选内容, 总会出现超出课堂目标的内容。教师在教学过程中, 一般侧重电影中与课堂相关内容的讲解, 完成课堂教学的即时目标, 这无可厚非, 但也应注意对超出课堂教学要求的内容进行适当讲解, 以增加学生课外英语知识的积累, 拓展学生的知识面, 这对学生今后学习英语具有重要意义, 体现了英语教学对长远性目标的追求。

参考文献

[1]黄力宇.英文电影欣赏在初中英语教学中的尝试[J].英语教师, 2010 (4) .

[2]李茹.浅谈英美影视欣赏教学[J].科技信息 (学术版) , 2008 (3) .

原版英文电影与初中英语教学 篇3

一、 创造最佳英语学习环境

原版英文电影融视、听、说于一体，它是西方社会生活的缩影，使学生仿佛身在国外，不仅可以接触地道的英语，还可以了解西方的文化、风土人情等，同时可以对英语的语言使用有全方位的认知，而不是仅仅停留在表面。

好的英语学习环境对学习英语尤为重要。学生通过原版电影不仅可以接触到故事情节、词汇，还可以学到地道的表达方式，扩大知识面，了解西方国家的文化。如电影《乱世佳人》（GONE WITH THE WIND）以女主角的爱情生活为主线，可以让学生了解到美国的南北战争时期的情况。原版英文电影中有纯正的发音、地道的生活用语、丰富的词汇以及真实可观的故事情节，学生可以根据特定的背景、情节揣测电影中对白的大意，摆脱母语的束缚。

二、 选择正确的影片

教学是一门艺术，如果教师没有精心准备，那么教学也许只会流于形式。因此，在运用原版英语电影进行教学前，教师要精心挑选能激发学生兴趣并且适合学生的阅历和理解能力的影片。具体来说，影片要有以下特点：

1.贴近生活、激发兴趣

影片首选校园生活片、喜剧等比较贴近学生生活的类型，故事情节不能太复杂，但要能引发学生的共鸣，激发学生的兴趣。如《阿甘正传》， 学生可以由阿甘联想到自身，还可以由阿甘母亲的话“Life is like a box of chocolates， Forrest. You never know what you’re gonna get.”展开讨论，练习英语口语。

2.语言适量、难度适中

由于初中学生词汇量有限，加上中西方文化存在差异，如果影片中的词汇量太大会让学生失去观看的兴趣，所以影片中语言含量不能太多，语法难度要适中，并有利于培养学生的英语语言能力。如影片《魂断蓝桥》中女主角重复的那句台词：“Roy， you’re alive.”内容简单易懂，更重要的是可以促进学生对英语语音、语调的学习，从而更好地掌握发音规律与技巧。

3.发音纯正、口语表达地道

影片中人物的发音要纯正、清晰，更要有助于学生摆脱母语的束缚，掌握地道的口语表达，使学生学会纠正发音、把握语速。如影片《乱世佳人》中女主角最后说的“Tomorrow is another day”这类日常生活用语不仅有助于训练学生的听力，还有利于加强学生的口语表达能力。

三、 利于写作、听说水平的提升

电影集声音、图像、形象、表演于一体，可以让学生从听觉、视觉、感官等多方面感受英语氛围。精彩的故事情节可以触发学生的灵感，使学生在英语写作时有充足的素材。要看懂影片还得听懂影片中人物的对白，对于精彩片段，教师可以反复播放，借助故事情节让学生揣测，以便提高学生的听力。此外，教师还可以在观看影片前提出问题，让学生带着问题观看；或是让学生在观影后谈谈自己的感受，然后设计讨论，增强学生的口语表达能力；还可以让学生根据自身的条件扮演剧中相应的角色，通过情境再现，加强对表达方式和内容的理解，使得学生在口语表达中的语速、语音都摆脱中式英语的束缚。

原版英文电影没有中文对白提示，需要学生在观看影片时注意力集中，细心听对白，在短时间内根据故事情节抓住影片大意、记住重点，这对提高学生的听力水平很有帮助。此外，学生还可以学习一些新的词汇，理解词汇在特定情境中的意义，对词汇有全方位的理解，不再停留在表面的“就词论词”。

初中英语教案英文版 篇4

(注：本说课稿根据“2007年首届全国中学英语教师教学基本功大赛暨教学观摩研讨会（初中）”)

[Presenting the 1st PPT about the introduction.] Well, good afternoon ladies and gentlemen, I am very happy to meet you all here.Today，I am going to present Unit 12 Writing.Well, please look at the teaching material together.Well, this is a letter in the book.Students are required to read it through, have a look at it, try to write a letter to Zhao Jie, a boy who doesn’t like any subjects at all.[Presenting the 2nd PPT about the given letter.]

Well, I think my teaching aims should include the proper form of English letter, and second, how to write a letter in an idiomatic way.[Presenting the 3rd PPT about the teaching aims.]Well, to achieve these goals, I am going to arrange my teaching step by step [Presenting the 4th PPT about the teaching procedures].Well, these are the steps, since so many, let me make it simple, actually, they are words, sentences and paragraphs.As we know that articles consist of words and sentences.So first, I would like to talk about the words.That is also the first step---revision.Well, you know, students have learned the names of the subjects in the former lessons.So, I am going to review the words by playing games with them.Here comes the first game: who can write more? [Presenting the 5th PPT about the 1st game]I am going to divide the students into two groups, for example boys and girls.They are given two minutes to rush to the blackboard and write down the subjects they know.The group which can write more will be the winner.Imagine how excited the students are, and at the same time, they are also reviewing the words.Well, what’s more, you may have noticed these two subjects, Physics and Chemistry.[Presenting the 6th PPT about the result of the game] Actually, these two subjects are not in this book.So, in this way, we can know that some students are showing us how much they know and all the students can also enlarge their vocabulary at the same time.Well, after words, I would like to turn to sentences.Here comes the second game, who can make it longer? [Presenting the 7th PPT about the 2nd game] I am going to give students a word, for example subject.Which students can make it longer? Well, you please.Favorite subject.Good.A phrase appears.Longer? You please.My favorite subject is English.Well, a sentence appears.Even longer? My favorite subject is English, I like it very much, it is so interesting.[Presenting the 8th PPT about the answers of the game]Well, you can see students are constructing words into sentences step by step.Well, this is the revision part.After that, it is time to read.From now, I am going to show students the given material so soon.Actually, instead, I am going to show them those separated pieces.They should put them into the correct order[Presenting the 9th PPT about the reordering task].You know before the lesson, I divided the whole letter into these four parts, why do I bother to do this? Well, you can see, in this way, students can put more attention to how to begin and how to end a letter.Then, they have a time, can have a chance to read through the whole article[Presenting the 10 th PPT about the reading material].Well, at the same time, they should also pick out those well used words and sentences, and share them with the whole class.Then, they have a discussion “what information can we use? [Presenting the 11th PPT about the discussion task]Why talking about subjects? Of course, it is easy for them to find these information like these three ones(time & day, teacher, reason), because they are in the letter.But what else? Students need to think about that.Well, why? As we know it is easy to copy, but difficult to create.Sometimes, the given material gives us a good example, but sometimes, they may also limit students’ ideas.So they need to go further.As some teachers may prefer to offer the answers directly to the students.But I am not.I think teaching students how to learn is much more important than just teaching knowledge.So students should think about that by themselves.Well, this part is also a brainstorm to them.Till now, they have known so much.Since that, they should be given a chance to put what they’ve known into practice.So I prepare two practices[Presenting the 12th PPT about the 2 practices].Practice number one, students have a Free Talk about their favorite subjects, if they can express themselves fluently and naturally, they won’t have much difficulty in writing them down.Well, second practice will be the real writing.They are given eight minutes to write a letter to Zhao Jie[Presenting the 13th PPT about the beginning of the letter].Well, when they finish writing, six students get into a group, they exchange their letters and try to correct mistakes.Why they should do that? Well, teachers may have noticed that not many students have the habit of rewriting and correcting mistakes when they finish writing, and I want them to realize this is also very important.Ok, after that, each group chooses two representatives, the best one and the one who has made great progress.Which two? I think not only those advanced students but also the less advanced students should be given a chance to show how good they are.Well, for example, yes, after that, some representative come to the front and show their letters to the whole class, but you can think it is a projector like this.This is a student’s letter and when all students finish writing it, they are welcomed to give comments.It is so-so, good or great.So which one? Can you find any beautifull sentences here? They are welcomed to give their ideas.Well, here comes the last part[Presenting the 14th PPT about the homework].Last part will be the homework.They can either write me an email or have a talk with some one or write an article about his or her favorite ********.I think both of these are highly connected with our daily life.So, students must be very interested.Ok, so that is all.Thank you very much!（答辩问答）

Questions：Anyhow, I appreciate your teaching, and allow me to say so.My question is “ how do you check the achievements of the homework you send to your pupils?

初中英语教案英文版 篇5

新目标英语九年级英文教案 Unit 14

新目标九年英语英文教案Unit 14 Have you packed yet? Unit 14 Have you packed yet? Part 1: Teaching design (第一部分：教学设计) Structures: Present perfect with already and yet Target language: Have you watered the plants yet? Yes, I have already watered them? Vocabulary: watered, travel guidebook, suitcase, beach towel, bathing suit, refrigerator, member, cleaned out, turned off Learning strategies: Brainstorming, Role playing Section A Goals ●To learn to use Present perfect with already and yet ●To listen and talk about having a vacation Procedures Warming up by studying grammar Grammar is so important that it should always be learned and made use of in class. Today we shall learn to use “ Present perfect with already and yet” Look at the two sentences: Have you watered the plants yet? Yes, I have already watered them? Do you understand the structure of the two sentences? We shall make more sentences like those. Have you finished your homework yet? Yes, I have already finished it? Have you found your bike yet? Yes, I have already found it? To use the “ Present perfect with already and yet” more in communication, let’s go on to page 110. 1a Thinking and writing Have you been on a beach vacation yet? If you go on a beach vacation, what three things would you pack? Think and write your ideas in the chart on page 110. A beach vacation Sightseeing in a city 1. bathing suit 1. camera 2. umbrella 2. mobile phone 3. drinking water 3. bike 1b Listening and checking A family are packing things for a beach vacation. Now listen to their talk, paying attention to the “ Present perfect with already and yet”. Tapescript Woman: Have you packed the beach towels yet? Boy: No, I haven’t. Can’t Judy pack them? Woman: No, she’s busy. Could you please water the plants? Boy: I’ve already watered them. Woman: Oh, thanks. Man: What about the travel guidebook and the street map? Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet. Man: That’s OK. I’ll get it. Have you packed the camera? Boy: Yup. I’ve already put it in my suitcase. Woman: Well, I guess that’s everything. Boy: Almost everything. We haven’t locked the windows yet. And now check√ the chores listed below the family have already done. √Packed the camera √Watered the plants × Locked the window √Bought a travel guidebook × Bought a street map × Packed the beach towels 1c Doing pairwork Imagine that you are going to the beach for the vacation. Ask your family members if they have already made a good preparation. Paying attention to the “ Present perfect with already and yet” structure. A: Have you watered the plants yet? B: Yes, I have already watered them. A: Have you packed the camera yet? B: Yes, I have already packed the camera. A: Have you bought a street map yet? B: Yes, I have already bought a street map. A: Have you locked the window yet? B: Yes, I have already locked the window. A: Have you packed the beach towels yet? B: Yes, I have already packed the beach towels. A: Have you bought a travel guidebook yet? B: Yes, I have already bought a travel guidebook. 2a Listening and writing Next is another recording of a conversation about chores done or to be done. Listen to the conversation for what Mark did and what Tina did. While listening also pay attention to the “ Present perfect with already and yet” structure. Tapescript Boy: Mom and Dad said they want to leave in ten minutes. Are you ready, Tina? Girl: No. I haven’t cleaned out the refrigerator yet. I have to do that right now. Boy: Tina! You’re unbelievable. What about your bike? Girl:I’ve already put it in the garage. But I haven’t locked the garage yet. That’s your job, Mark. Boy: I know. I’ve already done most of my jobs. I’ve taken out the trash. Girl: Have you fed the cat yet? Boy: Not yet. I’ll do it in a minute. Have you turned off your radio? Girl: Yes, I have. I think we’re almost ready. Now on page 111write before the 6 sentences M for Mark or T for Tina. 1.No. I haven’t cleaned out the refrigerator yet. 2.I’ve already put it in the garage. 3.But I haven’t locked the garage yet. 4.I’ve already done most of my jobs. 5.Not yet. I’ll do it in a minute. 6.Yes, I have. I think we’re almost ready. 2b Listening and matching To match the questions below with the answers above in 2a, you shall listen to the tape again. Have you fed the cat yet? →5 What about your bike? →2 Are you ready, Tina? → 1 Have you turned off your radio? →6 2c Doing pairwork To practice spoken English you are to role play a conversation using the information from 2a and 2b. A: Are you ready, Tina? B: No, I haven’t cleaned out the refrigerator. B: No, I haven’t put the food in the garage yet. B: No, I haven’t locked the garage yet. B: No, I haven’t done my jobs yet. B: No, I haven’t taken out the trash. B: No, I haven’t fed the cat yet? B: No, I haven’t turned off my radio yet. 3a Reading and underlining Here on page 112 is an e-mail message from Crystal. Now read it and underline all the different chores mentioned in it. Subject: So busy！ From: Crystal Hi Jake, Sorry I couldn’t get back to you sooner. I have so many chores to do today. I have to do my homework, of course. I started about an hour ago, but I haven’t finished. Then I have to take the dog for a walk, water my mom’s plants, and do some shopping. I haven’t done any of those things yet because my grandfather came to chat to me. He loves talking, and I love listening to him. He started telling me about all of the chores he had to do when he was a kid. He had to get up at 5 am and chop wood and light the fire for breakfast. Then he had to collect water from the village well. Then he had to feed the animals―he and his family lived on the farm. Anyway, I have to run now. Take care, Crystal Now read the message again to blacken the expression_r_rs and circle the “Present perfect with already and yet” structure. 3b Doing groupwork On page 112 in the middle is a chart with hours and chores done. 9:00 am Do my homework Water the plants Buy a newspaper 10:00 am Buy a newspaper Feed the dog Do my homework 11:00 am Feed the dog Do my homework Clean the room 12:00 noon 1:00 pm Water the plants Clean the room Water the plants 2:00 pm Clean the room Buy a newspaper Feed the dog Now in groups of four, ask your partner what he or she has done, using “Present perfect with already and yet” structure. A: Have you bought a newspaper? B: Yes, I’ve already bought a newspaper. A: Have you done your homework? B: Yes, I’ve already done your homework. A: Have you feed the dog? B: Yes, I’ve already feed the dog. A: Have you watered the plants? B: Yes, I’ve already watered the plants. A: Have you cleaned the room? B: Yes, I’ve already cleaned the room. 4 Doing groupwork What are you going to do this week? Now you are supposed to make a list of the things done and things to be done. You have to ask two of your classmates for their things done and to be done. You Xu Lanfang Li Baoli Things I have done Write a research paper Write a news report Go abroad Things I haven’t done yet Visit my mother Find a friend Read a novel Closing down by singing a song Happy Birthday Happyh birthday to you. Happy birthday to you. Happy birthday, dear. Happy birthday to you. Happyh birthday to you. Happy birthday to you. Happy birthday, dear. Happy birthday to you. SECTION B Goals To learn to use Present perfect with already and yet structures To listen, talk and read about music Procedures Warming up by listening to music by a musical band In music, a band is a group of musicians, or musical ensemble, usually popular or folk, playing parts of or improvising off of a musical arrangement. Now let’s listen to a piece of sad music by a Blind Men Band from Zuoquan， Shanxi Province. The chief blind man musician is Liu Hongquan. He is playing on his ehu. 1 Answering questions On page 113 in the box are 4 questions. Read them and give you

初中英语教案英文版 篇6

式

TeachingPlanDate:6/2

Teacher:miaTextbookFUNwITHENGLISH4BUnit9TitleBreakfastPeriod1Aims1.Topresentstudentsvocabularies,familiarizeandenabletorecognize,andtrytospell.2.Ssenabletoaskthedirectionoftheplace.Inthesamemean,theycantelltheexactlydirection.Theymustclarifythesingleobjectandpluralobjectsinthedifferentsituation.3.Enabletouse:where’sthe/my…?It’s…where’remy…?They’re…4Theexpressionofdailycommunication:what

’sforbreakfast?5.TocultivatetheirinterestoflearningEnglishandtheconsciousnessofcommunicatinginEnglish.mainpointsanddifficultpoints1.Vocabulary:Vocabulary:aknife,aplate,aglass,acup,abottle,atable,anegg,bread,rice.Thestudentscansayandspelltheoldwordsfluently.Andsaythenewwordscorrectly.2.Sentence:where’sthe/my…?It’s…/ wherearemy

…

?They

’

re

…Thestudentscanusethedialoguesinlife.AidsPictures,taperecorder,multimedia,Step1FreetalkT:Goodmorning/afternoon,boysandgirls.Howareyou?/Howareyouthismorning/afternoon/today?whatdayisittoday?It

’

s

…Iseveryoneheretoday?what’stheweatherliketoday?what’sthedatetoday?Thenreviewthemonthsagain.Step2ReviewT:what’sonthetable?Ss:There’s/Thereare…S1:what’sinthefridge?T:There

’

s/Thereare

…Showsomepictures,studentsanswerthequestionsaccordingtothesequestionsStep3:Presentation1.T:Inthemorning,Ihavemilkandbread.Showthepicture:milk,bread.what’sthis?Ss:It’smilk.Spellmilktogether.what

’sforyourbreakfast?S:milk/eggs/noodles/bread/rice…Spellthewords:bread,rice,anegg.T:Thatsaboutmybreakfast.what

’’sforyourbreakfast?Ssanswerthequestiononebyone.4)T:Now,I’llinvitesomeonetoasktheirclassmates.S1:what’sforyourbreakfast?S2:Somenoodles.S3:what’sforyourbreakfast?S4:Somerice.2.Tshowthechopsticksandbowl.T:Usually,ourchinesehavemilebyusingchopsticksandbowl.T:ch-ch-chopsticks.ch-ch-chopsticksT:b-b-bowl.b-b-bowl.Spelltogether.T:weusuallyputthechopsticksinthe….?Ss:cupboard.Spelltogetherandshowthepicture.weputthesethingsinthe

…Ss:cupboard.3.T:whenweeatsomewesternfood,wealwaysusethesethings.Tshowsthethingandmodelthesceneofhavingdinner.Thisisaplate/aknife/afork.SpellthemT:weputtheplate,theknifeandtheforkintothe

…Ss:cupboard.4.T:pleasethinkaboutanythingelseinthecupboard?Ss:cupT:ofcourse.cap?Ss:No,c-u-pcup.T:Anythingelse?Ss:bottle.T:Sure.Andsomebottles.Step4Practice（1）

T:where

’

smyglass?It

’sonthedesk.TeachglassS1:where’stheglass?S2:It’sonthedesk.Ssanswered

（2）TshowsthepictureandSsshouldmakethesentence:“where’sthe…?”（3）T:where’smy/youregg?It’sinthedesk/nearthebook..T:Pleasepracticewithotherswithyourobjects“where’smy/your/his/her…?”Step5:Ashortbreak1.Singasong.2.Playagame.Listentothetapeandwritedownthethingyouhavelistened.Step6:Learntosay1)Ttakesoutapen,andputsitinthedifferentplaces.T:whereismypen?Ss;Itsinthepencilbox.T:whereismypen?Ss:Itsnearthebook.T:whereismypen?Ss:It

’’’sonthecopybooks.2)T:Now,whocanaskme?Ss:whereismypen?T:It’s…Ss:whereisherbookmark?Ss:It’sinthe…3)Pleasepracticewithyourpartner.Step7:Homework1.copythewordsandsentences.2.Readthedrillsafterthetape.Step8:DesignofwritingUnit9Breakfastwheresthe/my…

?It

’

son/in/near

’…ResourcesReferencebookPostscriptAfterthislesson,studentscanclarifythesingleobjectandpluralobjectsinthedifferentsituation.Theycanaskandanswerwherefluentlyindailylife.Date:6/6TextbookFUNwITHENGLISH4BUnit9TitleBreakfastPeriod2Aims1.Toprovidestudentswithbasiclanguagetoaskandanswer.2.Reviewthewhere’s/are…?It’s/they

’

re

…Andteachnewsentence:Havesomejuicethen.3.TocultivatetheirinterestoflearningEnglishandtheconsciousnessofcommunicatinginEnglish.mainpointsanddifficultpoints1.Patterndrillswherearethe/my

…

?They

’reon/in/near….Sentence:SometimeswewatchTVinclass.Therearelotsof

…

Let

’sgoandsee.PartDLook,readandcompleteThestudentscancommunicatewitheachother.AidsPictures,taperecorder,masksStep1:warmup1.DailyReport2.Review Showatableandask:what’sonthetable?There’

’…sabottle/bowl/chopsticksonthetable.whatsinthecupboard?There

’

s

…

Thereareinthecupboard.Thenspellthenewwordsonebyone.Step2:Presentationandpractice.1.what’sthis?It’sabottle.where’sthebottle?It’sonthetable.whatarethey?Theyarechopsticks.wherearethechopsticks?Theyare….T:where’stherice?It’sinthebowl.T:where’sthespoon?S:It’sinthebowl.Twritesdownthesentence:“wherearethechopsticks?

”

3（1）Tshowssomeotherpictures.S1:wherearethe…?S2:They’reon/in/near…T:Look,thisismyfridge.T:wherearemyapples?Ss:They’reinthefridge.T:where

’

remyeggs?Ss:They

’’reinthefridge.T:whereareyourbananas?S:Theyreinthedesk.Pleaseuseyourownthingstoaskandanswer:“wherearemy/your/his/her

…

?

”Sspracticeinpairsandchoosesomeoneworkinpairs4.T:where’smytea?S:It’sinthecup.Tshowstheemptycup.T：There’snoteainthecup.Ssmakesentencebyusing:There’sno…on/in/near

…

S:There

’’snomilkintheglass.T:Havesomejuicethen.Theresacartonofjuiceonthedesk.Practice:Putawaterbottleonthedesk.Studentstrytosay:There

’sawaterbottleonthedesk.Thentakethewaterbottleaway:

T:Isthereawaterbottleonthedesk?

Ss:No.T:There’snowaterbottleonthetable.wrtiethesentencepatternontheBb.There

’sno….Step3:AshortbreakSing“Intheclassroom.”Step4:Learntosay1.T:what’sforlunch?S:Rice.T:where’stherice?S:It’sinthewhitebowl.writedownthewords:whatwherewhichwhiteandconcludethepronunciationof:whwhpronounce:/w/e.g.:wheel,why…whpronounce:/h/e.g.：who,whose…Pleasewritedownmorewordsbeginwith:wh,andwritedowninthedifferentplaces.2.Listenandrepeat.Readafterthetape.3.openthebooks,readUnit9afterthetape.Step5:Homework1.copythewordsandsentences.2.ReadUnit9.Step6Designofwriting Unit9Breakfastwherearethe/my

…

There

…

?They

’…”reon/in/near’sno…in/on/near

“

noResourcesFunwithEnglishVcDPostscriptcanconnectwithcountableanduncountablewords.AfterexerciseIfindthatplateshouldusetheprep.“

on

”becausetheplateisflat.Date:6/8TextbookFUNwITHENGLISH4BUnit9TitleBreakfastPeriod3Aims1.Reviewthepatterndrills:whereis/are…They’re/It’s…

in/on/near

…Trytomakenewdialogueswiththesentencesabovecorrectlyandproperly2.Dailycommunicationsandexpressions:There’sno…in/on…3.ReviewthewordsinthisUnit.mainpointsanddifficultpoints1.Sentenceswhat’sintheclassroom?Thereis/are…whereis/are…They’re/It’

s

…

in/on/near

…Ssenabletomakedialoguewithpartner.Thestudentscanmakethedialoguesfluently.AidsPictures,taperecorder,masksStep1:SingasongSing“Intheclassroom.”Step2:Review1.Freetalk.T:Howareyou?what

’stheweatherliketoday?Nicetomeetyou.Ss:Fine.Ss:Sunny/cloudy/rainySs:Nicetomeetyou.2.whatsforyourbreakfast,everyday?what

’’sforlunch?Studentstrytoanswer,Tteachesthemsomenewwordsaboutthat:poridge,ham,vegetable,meat….Step3:Askandanswer1.T:I’mhungry.Iwanttoeateggs.Butwhere’stheegg?Ssanswerthequestion:It

’sinthebowl.Ssdothechainwork:“where’stheegg?”Taddsaneggintothebowlandask:T:wherearetheeggs?S:They’reinthebowl.2.Tusesthepicture,andask:S1:where’stheknife?S2:Itsonthesofa.Practicethesentence:where

’’s/wherearethe…?3.T:where’smybanana?S:It’sonthedesk.T:whereareherapples?S:They

’reinthefridge.4:RequireSstomakesentencebyusingsentence:where’smy/your/his/her…?and

wherearemy/your/his/her…?5.SayarhymePizzaandbread,theyarewesternfood.Riceandnoodles,theyarechinesefood.colaandjuice,theyaresoftdrinks.Applesandpears,theyarenicefruitsStep4:Lookandsay1.T:Imthirsty.Iwanttodrinksomecoffee.S:Theressomecoffeeinthecup.T:oh,theresnocoffeeinthecup.S:Havesomejuicethen.Practice“There

’

snocoffeeinthecup.”’’’2Showthepicturesandpractice.There’sno…in/on…3.ListentothetapeofPart1,thendotheasksomequestion:1)

what’sforthebreakfast?Ss:milk,breadandeggs.2)

wherearetheeggs?Ss:They’reonthetables.3)

where’smyglass?Ss:It’sinthecupboard.4)

where

’

sthemilk?Ss:It

’sinthefridge.Readthedialogueafterthetapeseveraltimes.4.makeadialogueRequireSstomakedialoguebyusing:where’s/wherearethe…？Andsentence:There’sno…in/on…Thenmakeperformance.Step5:Homework1.copythesentences.2.Actthedialogue.Step6DesignofwritingUnit9Breakfastwhere’stheegg/knife…?It’sontheplate/sofa…wherearemyeggs/apples…?They’reontheplate/sofa…ResourcesFunwithEnglishVcDPostscriptAfterlearningthisunit,studentsgettoknowmoreaboutthepatterndrillTherebe.Theycanusedifferentsentencestoexpressthesamemeaning.Alsotheylearnsomedailyexpressionslikewhatsforbreakfast?canyouusechopsticks?Idliketotry.andsoon.Itseasyforthemtolearnhowtousewhereis/are

’’’…nowthestudentsarefamiliarwiththesingularorthepluralforms.Andtheycanusethemproperlyandcorrectly.Date:6/9TextbookFUNwITHENGLISH4BUnit9TitleBreakfastPeriod4AimsReviewallthewords,andsentences,andgrammar.Sentences:canyouusechopsticks?No,Ican

’

t.ButI

’’dliketotry.watchme.Letmetryagain.Singasong:Itsoneintheafternoon..mainpointsanddifficultpointsPronunciationAidsPictures,taperecorder,multimedia，Step1:Review1.Singasong:westernfoodandchinesefood.2.Actthedialogue.Ssmakesentencebyusingtheirownthings.Step2:Presentationandpractice.1.T:Look,here

’sapairofchopsticks.canyouusechopsticks?S:yes,Ican.Tasksthemseveraltimes“canyouuse…?”（2）Sspracticethesesentenceswiththeirpartners.S:canyouusetheknife?T：No,Ican’t.ButI’dliketotry.Pleaseyoudo.ok.watchme.Isthisright?S:No.T:Letmetryagain.Isitright?S:yes.Texplainsthemeaningof:I

’dliketotry.Andwatchme.2.Listentothetapeandtrytoanswerquestion.Readthecontextasdifferentcharacters.3.Lookandread.Thestudentslookatthepictures.Readthemselves.Thentheytranslatethemeaning.Atlast,theyreadthedialogue.Step3:AshortbreakPlayagameT:closeyoureyes.where

’s/wherearethe…?Step4:1.Sayarhyme.Learntosaytherhyme“It

’

soneintheafternoon.”2.Finishofftheworkbook./EStep5:Homework1.Sayarhyme.2.Recitethedrills.Step6writingofdesign.Unit9Breakfastcanyouusechopsticks?No,Ican

’

t.ButI

’dliketotry.watchme.Letmetryagain.一、词组myglass我的玻璃杯inthecupboard在碗橱里onthetable在桌子上inthefridge在冰箱里havesomejuice喝一些果汁acartonoforangejuice一盒橙汁usechopsticks用筷子apairofchopsticks一双筷子watchme看着我myplate我的盘子myfork我的叉子havedinner吃饭（通常指晚餐）closeyoureyes闭上你的眼睛intheschoolbag在书包里onthedesk在课桌上

inthepencilcase

在笔袋里oneintheafternoon下午一点钟watchthecartoon看卡通片playwithyourballoon

玩

你的气

球eatyourricewiththisspoon用这把勺子吃你的米饭

二、句型what’sforbreakfast?早餐吃什么？where’sthemilk?It’sinthefridge.牛奶在哪？在冰箱里。There’snomilkinthefridge.冰箱里没有牛奶。Havesomejuicethen.那么，喝些果汁吧。ButI’dliketotry.但是我想试试。Here’sapairofchopsticksforyou.这里有一双筷子给你。Isthisright? 这样对吗？Letmetryagain.让我再试一次。comeandhavedinner.过来吃饭。youcanusechopsticks.你会用筷子。Thesearemychopsticks.这些是我的筷子。Icanhavemydinnernow.现在我能吃我的晚饭了。Don’twatchthecartoon.不要看卡通片。Don’tplaywithyourballoon.不要玩你的气球。canyouusechopsticks?No,Ican’t.你会用筷子吗？不，我不会。wherearetheeggs?They’reonthetable.鸡蛋在哪里？它们在桌子上。where’smyglass?It’sinthecupboard.我的玻璃杯在哪里？它在碗橱里。mr.white,what’sforlunch?where’smyplate?whichismyfork? 怀特先生，午餐吃什么？我的盘子在哪里？哪一个是我的叉子？

三、本单元重点句型

where’sthe/my…?It’s…wherearethe/my…?They’re…There’sno…in/on…

四、语法１．掌握where’sthe/my…?和wherearethe/my…?单数和复数的句型，并能相应作出回答It’s…和They’re…２．巩固therebe句型，进而学习There’sno…in/on…的句型，掌握本句型与可数名词单数和不可数名词相关联。

五、语音whwhat

where

which white

注

意

与

who,whose

区

初中英语教案英文版 篇7

一、英语视频的应用优势

1.激发初中生的学习热情, 充分调动学生的积极性。英语视频是一种较为有利的、辅助性的教学手段, 增加了英语教学课堂的活力, 充分满足学生在听觉以及视觉上的需求, 学生的学习兴趣有所提高, 对学习的投入精力就自然增加, 使得对课上的教学内容加深了记忆。在课堂教学中如果想要积极的激发学生的学习兴趣, 就应该牢牢的把握住新课的教学环节, 在课堂的开始就将学生的吸引力以及注意力凝聚起来。采用英文视频的形式将新课导入到实际英语教学当中是英文教师经常采用的教学手段。教学设计的合理导入, 能够有效的带动学生的学习兴趣以及学生学习的积极性, 使得学生在课堂上能够集中注意力进行听讲, 一整节课堂都能够得到有效利用, 进而较好的完成整节课的教学内容。

例如:教师在讲解到牛津初中英语7B Uint1 Dream Homes时, 教师可以在教学时将准备好的关于家中布局的短篇视频放映给学生, 使得学生能够在心中大致有一个对梦想家园的基本概念, 在这过程中充分的调动学生想要建造梦想家园的欲望, 使得学生在后面进行的讨论环节能够积极的畅所欲言, 学生们纷纷发表自己对心中理想家园的幻想以及构建想法, 形成良好的教学氛围。

2.强化学习信息量, 增强教学效率。英文视频本身具有声音与情感相互融合、图片与文章相互融合的特点, 采用双语字幕, 打破传统教学中单纯的运用一支粉笔、教师一张嘴的教学方式, 使得教学信息逐渐加大, 丰富教学内容, 将书本上的死知识进行灵活运用, 逐渐实现化静态教学为动态教学教学形式, 使得学生的思维视野能力得到有效的增强, 增强了学生的听说应用能力与理解能力。在进行教学的过程中, 教师可以将视频中的对话以及字幕消除, 直接为学生提供一个英文情境, 使得学生在这情境之中能够充分发挥自身的想象能力, 运用自己的智慧进行组织语言, 形象生动的模仿教学视频中的情境对白, 学生能够充满学习兴趣的状态下学习, 进而锻炼了学生的敏锐观察能力以及记忆能力, 使得学生的想象力得到有效的丰富, 保持愉快的心情学习, 进而激发学生学习的积极性以及创造性。

二、初中牛津英语教学利用英文视频应注意的问题

现阶段, 对于英文视频在英语教学中的有效应用既具有促进英语教学的作用, 又具有一定的负面影响, 针对于英文视频既不能盲目的过于追求潮流的对其应用, 也不能主观的将其排挤在外。按照初中牛津英语教学的基本特点以及实际的教学内容, 对英文视频进行合理化的应用, 使其逐渐在初中英语教学中发挥辅助性的作用是值得英语教师进行深入探究的, 但是对英语运用的问题也不容小视。

1.对英文视频的选取不得当。在进行英文教学的过程中, 一旦视频的选取不够得当, 则会导致教学效果适得其反。例如某英文教师在进行初中牛津英语课程——“关于人在自然灾害中的生存技能教学”中, 教师采用一段地震后期的感人事件引入课堂教学, 英文视频的时间控制在十分钟到十五分钟左右, 视频播放完以后, 学生与老师都十分感动, 有的同学甚至泣不成声, 在这样的教学氛围中, 学生按照英文视频进行回答问题时, 根本无法从悲痛的情绪中走出来, 使得学生不能够真正的走进课堂教学中。该教师开始对选取的视频内容进行反思, 采用这样的视频虽然很有带入性, 但是不能够充分的实现预想的教学效果。因此, 教师在英文视频的选取上应该充分考虑到视频内容是否恰当。

2.英文视频较长, 不能突出重点。一些英文教师由于工作压力大, 任务繁重, 对于课前因英文视频的选取不注重内容, 随随便便就截取一段教学视频的内容呈现给学生, 有的教学视频通常时间相对较长, 使得学生容易产生厌烦心理, 不能够好好观看视频, 逐渐将教师的主导地位以及学生的主体地位忽略掉, 英语课成为了英文视频欣赏课, 视频的内容只是在眼前一过, 不能够真正的学习到英文知识。

三、结束语

综上所述, 教学是现代教育中的一种基本形式, 也是对学生灵魂进行塑造的良好方式, 教师唯有不断的创新教学规律, 进而才能实现对学生的心灵进行洗涤的效果。英文视频的有效利用在强化学生学习兴趣的情况下, 还能够进一步激发学生的学习欲望, 在长期的英语教学中进一步陶冶学生高尚情操。对于英语视频的利用应该尽可能的避免机械化的使用, 采用正确的方式对其加以利用, 使其逐渐发挥较大的作用, 进而逐渐摆脱乏味的学习方式, 进一步促进牛津初中英语教学。

参考文献

[1]王丽娜.基于“翻转课堂”教学模式的初中英语阅读教学实践与反思[J].西藏教育, 2015 (4) :36-38.

[2]潘金霞.初中英语教学中微视频教学资源浅析[J].英语广场 (下旬刊) , 2015 (11) :158-159.

初中英语教学中英文电影应用探析 篇8

[关键词]初中英语英文电影应用价值

[中图分类号]G633.41[文献标识码]A[文章编号]16746058（2015）180060

电影来源于生活，经过了一定的浓缩和提取，可以将社会生活和人生艺术给形象地展现出来，让人们在观赏的过程中获得一些思考。在初中英语教学中，合理应用英文电影，可以用比较鲜活形象的自然语言来转换呆板静态的语言描述。在这个过程中，学生的听觉和视觉器官能够被充分调动起来，使其产生学习的积极性，从而提升初中英语教学的质量和效率。

一、 初中英语教学中英文电影的应用价值

（一） 学生的词汇和习语能够得到丰富

调查表明，初中生在英语学习中，对英语词汇和习语的记忆存在一定难度，并且词汇的记忆比较枯燥，学生往往容易失去学习的乐趣。而引入英语电影之后，因为其故事情节比较生动，可以帮助学生对词汇和习语大量记忆。在英语电影欣赏的过程中，电影内涵被学生所掌握，词汇和习语又能够深刻记忆，并且还能够了解这些词语的使用范围。这种记忆模式有较强的立体性特点，可以牢固记忆，突然忘记，只要能够回想起故事情节，自然能够联想词汇。

（二） 学生的听力可以得到提高，口语表达得到锻炼

重复和模仿在语言学习中，占据着十分重要的地位，因为初中生往往年龄较小，有较强的语言敏感度和模仿力，在英语电影的观看过程中，能够锻炼学生的口语表达能力，提升其听力水平。在学校的一次小型英语比赛中，一个小女孩口语十分流利，吸引了大家的目光，有教师询问她是通过怎么样学习，才让自己的英语这么流利和纯正的。小女孩回答，I like watching English movies.电影所展现出来的语言知识，都存在于故事情节之中，并且加上声音和画面比较优美动听，在观看电影的过程中，学生仿佛置身于英语语言环境氛围下，大部分都会产生冲动，对影片中的对话进行模仿，对纯正的英语语音语调进行深入体会和琢磨，相对于过去的口语听力练习，这种方式更加有效，充满趣味性。

（三） 可以帮助学生了解英美文化

相对于普通的英语教学方法，英文电影可以更加有效地介绍英美文化，在电影中，学生可以对西方国家的风俗、地理位置、宗教信仰和价值观念等各个方面深入了解。以电影《Forest Gump》为例，将美国发展历史给生动地展现了出来，涵盖了很多需要了解的事情，如美国内战、性解放、黑人运动等等。此外，在本部影片的欣赏过程中，还可以对不同时代下美国人的生活情况进行了解。

二、 初中英语教学中应用英文电影的注意事项

（一） 科学选择英文电影

教师所选择的电影，要有积极向上的内容，学生的学习兴趣才能够被激发出来，并且电影内容不能够过于复杂。笔者对学生进行了简单调查，发现很多学生喜欢的电影都是幽默诙谐的，那么教师在选择影片的过程中，就需要充分结合学生的心理需求，暴力、色情等都是禁止出现的，否则会给学生带来一些不良影响。

（二） 对播放时间合理安排

一部电影往往时间较长，而初中生学习时间紧张，压力较大，就需要合理考虑课堂教学容量。虽然将英文电影引入初中英语教学中，可以有效提升学生的英语水平，但是因为只有较有限的时间，就需要科学安排，一般来讲，可以将课外时间和自习时间给利用起来。可以在晚自习时观看英文电影，白天上课学习比较累，观看电影可以放松一下，全身心投入进来，休息时间内，还可以对影片内容自由讨论，这样对电影的记忆会得到加深。

综上所述，将英文电影应用到初中英语教学中比较有效，可以将学生英语学习的积极性和主动性给激发出来。学生在口语锻炼中，提高了表达能力，同时，通过一系列英语电影的观看，对英美文化也可以更好地掌握。在具体实践中，需要结合学生的需求和爱好，科学选择影片，保证积极向上，并且对时间合理安排，加深记忆。

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[2]徐怀金.略谈英文电影在初中英语教学中的应用[J].文理导航旬刊，2013（10）.

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