初中英语全英语法教案模板（共5篇）

第1篇：初中语法课全英教案

初中语法课全英教案

【篇1：初中英语优质课教案】

初中英语优质课教案 授课日期：2009年10月27日

执教教师：姚乾兴

工作单位：望谟县打易中学

一、教学内容：

unit4 how do you get to school?

二、教学目标：

1、知识目标：单词：subway take the subway train ride a bike walk 等。

2、语言目标：how引导的特殊问句；肯定句与否定句。听：能听懂谈话出行的方式。说：能表达自己想到达目的的出行方式。读：能正确朗读本单元的对话和句型。写：能写本单元的单词和句型。3、学习策略：注意通过语言语调的表达来推测词义，也可借手势动作和表情来完成。（主动参与学习，善于和他人合作交流）。

4、情感目标：学会在交流活动中尊重和理解别人，学会交换不同的看法，了解他人的生活习惯，增进情谊。

5、德育目标：在歌曲和游戏中习他人积极、乐观、努力进取的团队合作精神。

6、多元智能：人际交往 逻辑表达 个性呈现

7、文化意识：了解英、美国家中小学生上学的方式，培养世界意识。了解中西文化的差异。

三、教学重点、难点：

1.how /how far /how long 引导的特殊疑问句.2.乘坐交通工具的表示方法.3.it takes /will take/took sb.some time to do sth.四、课前准备：

cards and a tape-recorder.五、教学运用：情景交际法、游戏法等。

六、教学手段：多媒体演示、flash动画、ppt演示、歌曲游戏及肢体语言的应用。

七、教学过程：

step 1.warming up.great the cla as usual.talk about the weather.t: how’s the weather today?

t：how was the weather like yesterday? ?? point student a say

“ hello!listen to me ok ?.i will sing a song to you.but you must ?”.(用手指作安静动作)listening to a song

歌曲欣赏，创造轻松愉快的学习气氛, 激发学生的好奇心，为学习新课打下伏笔。step 2、games

用肢体语言表达让学生猜测意思，完成交通工具词汇的预知。step 3、play

多媒体技术呈现以上预知的词汇导入新句型how do you get to ?.?的学习。ask students to try to read these words :bike train subway car boat.and correct the wrong pronunciation of these words.then do a words game.(比记忆力)。step 4、listening.过渡到section a 1a 1b的学习，并逐步完成课文1b的填空。

using the picture on the screen.ask students some questions about the picture.t: what can you see in the picture?

t: how many people are there in the picture? t: what are they doing?

after this, play the recording for two times, ask students to finish activity 1b and write down the phrases of the transports.takes the train, takes the subway, takes the bus

then ask students to repeat the conversation and check the answers together.the teacher give the correct answers on the screen.(通过听说使学生领悟如何表达使用交通工具)。step 5、structures（操练词汇及句型）

a、show the pictures to students and read these phrases , ask students to repeat.b、show the pictures to them and ask them to say each phrase one by one.c、then show the pictures to students and ask students to answer the question “how do you go to school?” one by one.d、then do another exercise.the first student say “i go to school by ??or i take??to school.”.then the second student say “he/she goes to school by??or he/she takes??to school.”

（完成第三人称的转换，目的是从“句子接龙”中让学生达到听与说的结合。）step 6、pairwork

ask two students to read the dialogue about 1a.then ask students to work in pairs.ask and answer how students get to school in the picture.as they work, move around the room, offering language or pronunciation support as needed.finally ask some pairs of students to present their conversations to the cla.（通过情景对话让学生更好的掌握所学的句型。）step 7： exercises

1.()do you get to school? i take the bus.a.why b.how c.when d.where

2.how ()dave()to school yester day?

a.does;get b.did;got c.does;got d.did;get 3.she goes to the library().a.walk b.on foot c.by foot d.in foot 4.how()tom and marry()home?

a.do;get to b.does;get to c.do;get d.does;get

（通过练习巩固所学内容，特别是练习3强调了步行用“on foot”练习4强调了地点副词“home”前不用介词“to”）step 8 ：homework:

write down your own conversations in pairwork.interview ten students how they get to someplace, make a list.八、板书设计：

unit4 how do you go to school? how do you go to school?

takes the train takes the bus takes the subway walk i go to school by??.九、教学反思：

1)基本按照新课标的要求让学生成为课堂的主体，遵循学习认知规律，通过设疑、提问、启发、诱导、游戏、多媒体动画等方法，调动学生积极性，使整个教学呈现轻松的发展过程。2)多媒体教学使课堂生动活泼，增加了教学容量，使老师更好的利用和节省时间。

3)随堂的几道习题帮助学生更好的掌握了所学。

4)多设计一些合适的活动吸取他人经验改进自己的教学方法，这节课一定会取得更好的效果。

【篇2：初中英语语法教学教案】

初中英语语法教学教案

教学思路:

本节课我教的是情态动词can和could作“能力”解时的区别。这节课我打算通过复习以前学过的情态动词can的用法，以及通过做游戏，让学生在轻松愉快的氛围中掌握can的用法，以及了解can和could的区别。

一、teaching content:

topic:unit5can you play the guitar?

grammar：using “can”/ “could” to talk about ability

二、teaching aims:

1.use can talk about the ability at present.2.use could talk about ability in the past.三、teaching keyanddifficult points:

how to use “can” and “could” to expre ability in the present and past.四、teaching methods:

task-based language teaching method

五、teaching procedures: step 1：warming up task 1: revision

t: what can you do now? s1: i can sing.s2: i can draw s3: i can dance.t: can you ride a bike / swim / fly a kite / play football / play che? :yes, i can./ no, i can’t.task 2: playing a game

t: now letusplay a game.five students come to the front and perform for the cla according to myinstructions.andgestures.theothers answer my questions.t : what can she do? : she can ride a bike /swim/ fly a kite/ play football / play che.t: can she swim/ fly a kite/play football /play che.: yes ,she can? no, she can’t.t: say the whole sentences: eg: acan ride a bike.he can’t / cannot swim.step2:presentation

t: can you ride a bike now? s1:yes.i can

t:couldyou ride a bike five years ago ?

yes, i could./ no, i couldn’t(help him answer)

s1:yes, i could./ no, i couldn’t.t: we can use “could” t talk about the past

.e.gi can play computer now.but, last year i couldn’t play.t: could you row a boat last year?

s1:yes i could.no, i couldn’t.t: could she he row a boat last year?(ask other students)

: yes she he could.no she he couldn’t

he couldn’t swim five years ago.(teach the students to say the whole sentences): a could ride a bike five years ago.he couldn’t swim five years ago.)

(ask other students in the same ways)step3:practice :work in pairs

t: ask your partner more questions

eg:could he / she …?

(yes, he / she could./ no, he / she couldn’t.)...step 4: production task 3: explanation

t: let’s work out the rule.①肯定句式: cancould

②否定句式: can’tcouldn’t

③疑问句式: can??could??

t:we can use “am(is , are)able to “ instead of “can”,and“was(were)able to “ instead of “could“.eg.①mike can sing more than 20 english songs.mike is able to …

②she could speak english when she was four.she was able to… t: please give moreexamples.topractice them.step5:summary

t:inthis cla,wehavelearnt the use of can and could about talking about abilities.who knows the differences between “can” and “could” step 6:homework

finish off the practice on the workbooks ,fill in the blank with can/could

【篇3：初中英语教学设计案例】

第2篇：小学英语语法全英教案

小学英语语法全英教案

【篇1：全英文英语教案模板】

leon plan

nsefc module2 unit reading in teacher: period：period1 type：reading duration: 45minutes teaching ideology

the current theory view reading as a interactive proce which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types.in the reading proce, these factors interact with each other and compensate for each other.based on the understanding of reading as an interactive proce, teaching reading in the claroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies.the three stages are pre-reading, while-reading and post-reading.teaching material and learning condition the analysis of teaching material

the teaching material is the reading part from nsefc module2 unit.the topic of this unit is.this paage mainly introduces the paage consists of paragraphs.the first paragraph is a general introduction of the.para.2 to para.4 introduces.the last paragraph tells about.the topic is not new to the.but there is some new words and phases in the paage.the analysis of learning condition

the students are from grade1 in senior high school.as high school students, they have achieved certain english level and they have the ability to get the basic idea of the reading.since they are in grade1, they are easily activated and want to air their own opinions on the topic.they are familiar with the topic of and know some.but they may not know before.moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.learning objectives 1.language skills ? at the beginning of the cla, can predict the content of the paage based on the title.? can scan the paage and find out the specific information such as the person related with

? can summarize the paage with the help of the clues of the paage.2.language knowledge

? can master the key words and phrases of the paage as follows,.? can learn , especially 3.affects

? will realize that and they will concern themselves with the iue of

4.cultural awarene

? will broaden their minds by knowing something about 5.learning strategies

? will cultivate their ability individual learning and cooperative learning by doing some

activities independently and some in groups.? will communicate with each other in english while doing the group work.language difficulties

focuses and anticipated language focuses

this is a reading period so the focus is to cultivate the students’ reading skills.the many activities are designed to help to train their reading skills, such as predicting, skimming, scanning and summarizing.it is also important for the to master the new words and phrases.anticipated difficulties

as the have a limited vocabulary, so they may have some difficulties in understanding the paage.so the teacher will help them learn the new words and phrases.may did not heard before, so the teacher will tell them some background knowledge about it.teaching method

three-stage model: based on the understanding of reading as an interactive proce, teaching reading in the claroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies.the three stages are pre-reading, while-reading and post-reading.teaching aids

multimedia devices and ppt documents: in order to help to fully understand the whole paage, i adopt multimedia devices and ppt documents to bring the real-life situation into the claroom.teaching procedures step1.lead-in(6min)

activity1.greetings and free-talking(2min)

t leads into the topic by asking some they know.tell the name of the they know freely.t: hello boys and girls.(say hello to the teacher.)

t: when we say , what appears in your minds?(tell the things appear in their minds freely.)t: what are the ?(tell some names of.)

activity2.picture-talking(4min)

t shows some pictures about the in china and abroad.after seeing the pictures, are expected to tell the similarities of them.t: just now, you talk about some in china.now, let’s see some pictures of some.(t shows the pictures and see them carefully.)

t: what do the have in common？for example, they are very precious.what are your opinions?

(t gives them some hints and tell the characteristics of)[aims]

? in this step, t first leads in the topic by talking with the freely about the which

is familiar to them and then see some pictures and tell the characteristics.these two activities aim to arouse the ’ interests in the topic and activate their old knowledge of.then will be mentally prepared for the reading comprehension.what’s more，when they are talking about the charateristics of, they will realize that theare rare and precious and they will concern themselves with the iue of.step2.pre-reading(3min)

activity1.knowing something about(1min)t gives a brief introduction of the.will know the t: today, we are going to learn.it is.do you know what is?(t shows some pictures ofand get to know the.)activity2.predicting(2min)

t asks to read the title of the paage and then ask them some questions.will predict the content of the paage with the help of the title.t: please look at the title “”, what does “” mean?(if the can not give the answer, then t explain it.)

t: in search means that people are looking for it.why are people looking for it? can you gue? what will the paage talk about?

(predict the content, but t will not give the answer here.)[aims]

in this step, the first know some information of the;the background information will make it easier for the to understand the paage.then t asks to make predictions about the paage.it aims to help develop the reading skills of predicting.step3.while-reading(22min)activity1.skimming(4min)

skim the whole paage and find out and check their predictions.t: why are people still ? here is a multiple choice for you.activity2.scanning(3min)

t presents several true or false statements and asks the to scan the paage and judge the right from the wrong.(keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)

activity3 close-reading(15min)

t designs various kinds of activities and do the activities to fully understand the paage.para.1

t: please read para.1 carefully and then take some note about the.para.2-4

please read para.2-4 carefully and then find out the removal of the room.please read para.2-4 carefully and then find out the person related with the amber room and the things them down with it.para.5 please read para.5 carefully and then find out the the rebuilding of the amber room.【篇2：小学三年级英语教学设计(全英文版)】

say open your books.point to the page“welcome to english”.what’s your known?

listen and learn an english song: teaching aims of unit 1:

1.grasp the new words: pencil-box eraser pencil book ruler bag crayon pen sharpener

2.grasp the main sentences: hello!i’m?./ hi!i’m?.what’s your name? my name is?.goodbye./ bye./see you.and get the students to use these sentences to communicate with each other.3.grasp the tpr activities in the part of “let’s do”.try to say these phrases and respond the actions correctly.5.learn to the part of “let’s chant”.understand the meaning of the chant and try to grasp the patterns “i have?.” and “ me too”.7.enable the students to understand the story in the part of “story time”.try to read and retell the story.leon 1: a: let’s talk let’s play

leon 2: a: let’s learnlet’s do

leon 3: a: let’s makec: culturelet’s sing

leon 4: b: let’s talk let’s play

leon 5: b: let’s learnl et’s do let’s sing

leon 6: b: let’s check let’s chantc: story time leon 1

teaching aims:

1.try to make a self-introduction with the pattern “ i’m?”.2.learn to use hello, hi, goodbye and bye to communicate with others.3.learn to sing a song: hello

preparation: recorder and tape.steps:

(1).warm-up listen to the song: hello.(2).presentation a.teacher shows and introduces a new friend: a bear.“hello.i’m teddy.you

can call me teddy bear.” goes to the pupils seat and greets to them, shake the hands.b.ask pupils to practice this dialogue and later ask some pairs come to the front to act.(3).presentation

a.listen to the song: hello and pa a toy.if a child get the toy when the

song is stopping, he(she)say: hello(hi)!i’m?

b.some children who haven’t got the toy stand up and introduce himself(herself):

hello(hi)!i’m?(4).practice

teacher change the voice and make up like wear a pair of glaes.then teacher goes with teddy bear into the claroom, greets to one pupil with the dialogue above, and at last adds up a sentence: goodbye!practice and act the conversation in groups.then asks some groups to act it.(5).add-activities

a.listen and read after the tape, imitate the tape.b.find a group of friends to make the conversation.leon 2

teaching aims:

1.grasp the new words: pencil, crayon, eraser, ruler, pen and phrases: a pencil, a crayon, an eraser, a ruler, a pen.2.respond the tpr activities “show me your?”quickly and correctly.*try to use this phrase.*3.learn to say“i have a/an?” substitute the pattern with five new words.preparation: a.a teddy bear

b.tape and recorder

c.a pencil-box with a pen, a pencil, a ruler, an eraser, a crayon.steps:

(1).warm-up/review

a.listen to the song: hello.b.greets to pupils with: hello/hi.and hug them or shake hands.c.make a conversation like last leon.(2).presentation a.show a pencil-box.let children gue : what is it in the pencil-box?

(in chinese)then introduces to everybody like: yes!pencil.i have a pencil.b.use this form, let pupils gue and learn the words: pencil, pen, ruler, eraser, crayon.(3).practice a.game:

say what is it in your pencil-box.--i have a pen.b.teddy bear asks: what’s this in english? pupils say: eraser.do as this.(4).let’s do

a.listen to the tape and teacher do it first t show the means.b.asks pupils to follow teacher to do it and say if they can.c.do it after tape like:

--show me your pencil.--my pencil.(5).aement

play a bingo game with those words: crayon, pencil, eraser, ? leon 3

teaching aims:

1.try to make a name card.2.enable the students to know some knowledge about teachers’ day and encourage them to say happy teachers’ day to other teachers.3.learn to sing a song: happy teachers’ day

*4.make a teacher’s card and present the teacher you like.preparation:

a.tape and recorder b.a name card steps:

(1).warm-up/review

a.listen to the song: happy teachers’ day b.do it: show me your?(2).practice

a.shows pupils a name card and asks pupils how can we make the name card.b.told pupils how can they make the name card in english.c.pupils make it by themselves and say how does he(she)make it in english.(3).enable the students to know some knowledge about teachers’ day: when is

teachers’ day and encourage them to say happy teachers’ day to other teachers.*make a teacher’s card and present the teacher you like.(4).let’s sing: happy teachers’ day listen and sing the song.leon 4

teaching aims:

1.get the students to grasp the sentences: what’s your name? my name is?.2.learn to use the phrase see you to expre goodbye and try to use the word: welcome.3.practice and make dialogues about self-introduction.preparation:

tape and recorder steps:

(1).warm-up/ review

a.sing the song: happy teachers’ day b.make a greeting to each other.(2).presentation

a.listen to the tape and then asks them what they heard.b.point to the name in a pupil’s book so that lets pupils know what’s mean

of this sentence.c.asks pupils to practice this dialogue and later ask some pairs come to the front to act.(3).practice

make a conversation, connect the texts in part a.(4).main picture back to the main picture, point and find what they are talking.then hand out the sortition paper to pupils.pupils get it and find what picture it is.and them imitate those visualizes, make a conversation according to the main picture: hello!i’m sarah.what’s your name? my name’s chen jie.goodbye!bye, mi white!(5).add-activities listen and read after tape and make the dialogue.leon 5

teaching aims:

1.grasp the new words: bag, pencil-case, book, sharpener, school and the phrases

abag, a pencil-case, a book, a sharpener.2.respond the tpr activities quickly and correctly.*try to say “open/ close/ carry/ your ?”and “go to school”.*3.substitute the pattern “ i have a?”.learn to say and use the sentence “me

too!”.4.learn to sing a song: hello preparation:

a.tape and recorder

b.a pencil-case, a bag, a book, a sharpener steps:(1).warm-up/review

a.sing a song: happy teachers’ day b.do it(part a – leon 2)(2).presentation

a.let children gue: what is it?

then introduces to everybody like: yes!bag.i have a bag.b.use this form, let pupils gue and learn the words: bag, book, pencil-case, sharpener, school.(3).practice

a.asks: what’s this in english? pupils say: sharpener.do as this.b.game:

say what is it?

--i have a bag.--me too!

(4).let’s do

a.listen to the tape and teacher do it first t show the means.b.asks pupils to follow teacher to do it and say if they can.c.gue and learn the word: school.(5).learn to sing a song: hello(6).aement

play a bingo game with those words: crayon, pencil, eraser, pen, ruler, bag, book, pencil-case, sharpener.leon 6

teaching aims: 1.exercise in the part of “let’s check”.2.learn to say the part of “let’s chant”.perform it and replace it in the

proper place.3.listen and watch a story about zip zoom.try to understand the meaning and

try to retell the story.4.review the new songs in the unit.preparation:

a.tape and recorder

b.some pictures for sortition steps:

(1).warm-up

a.sing a song: hello b.greet to each other.c.do it.(part b – leon 2)(2).practice

a.let’s chant.listen first and understand the means.then chant in pairs and act it.chant it together.b.let’s check.listen the tape and do it.(3).story time

a.do as me: teacher do an action and pupils do the same and say it.b.when pupils finish saying, teddy bear and squirrel go into the claroom and

act that story.those two pupils were teached yesterday by teacher.c.asks everyone to talking like the story showing.d.asks two to practice the dialogue.and then act it.(4).let’s sing: hello

【篇3：小学英语语法教学设计】

? 小学英语语法教学设计 小学低年级英语教学主要培养孩子学习英语的兴趣，注重课堂设计的真实性和实践性，因此在课堂教学中不能就语法而讲语法，对语法的教学应注重课堂活动和情景的创设，主要从以下几个方面来设计。

（1）在情景性活动中感悟语法

直观的教学情境能使抽象的知识变为形象的知识，静态的知识变为动态的知识。语法教学中语法概念和语法规则是抽象乏味的，对小学生来说没有太大的吸引力，如果单用教师的讲解去解释和说明语法现象，或者让学生死记硬背，久而久之学生学习英语的热情就会慢慢地消退。语法教学上，英国专家提倡让孩子在一个有意义的情景中理解所教语法项目的意义；然后，提供足够的机会让孩子在比较真实的语境中进行交际性活动，运用所学的语法项目；例如：教师再教助动词be的人称形式(am, is, are)+动词的ing形式构成时，可请几个男女同学上台和老师一起画画。

t: i’m drawing pictures.what are you doing, tom?

tom: i’m drawing pictures, too.t: what is she doing?(pointing to amy): she is drawing pictures.t: what is he doing?(pointing to ben): he is drawing pictures.t: what are tom, amy and ben doing?(pointing to tom, amy and ben): they are drawing pictures.教师重复之后板书：

what are you doing? i’m… what is he doing? he is…

what is she doing? she is…

what are they doing? they are…

通过情景教学，语法学习变得生动而有趣，学生也学得快，记得牢，用得活。

（2）在游戏型活动中强化语法

游戏活动可以有效激发小学生的课堂参与意识，提高学生的兴趣，使枯燥的语法教学生动有趣。笔者以竞猜活动、唱歌谣和讲故事为例，介绍如何在这些游戏活动中进行语法教学。a.在竞猜中强化语法

小学生活泼好动，富于挑战性。教师可以利用小学生的这一特点，把语法教学融入其中，这样可以有效地激活学生思维、激发其兴趣。如在教学一般疑问句is he/she ?.?时，教师先随意叫一名学生上台描述自己心中的某个人,其他学生纷纷举手猜此人是谁。提出的问也必须是一般疑问句is he/she a boy/girl.is he/she tall/short? is he/she in group1? 等等。回答的人也只能用yes 或no来回答。最后，教师对猜错次数少、很快猜中的学生给予表彰，对部分猜错次数多，但说话流利、语言准确的学生给予鼓励。在这样的竞猜活动中，学生不仅掌握了语法的结构和功能，学会了用所学内容表达意义，同时也增强了学生学好英语的自信心。b.在说唱中强化语法

音乐节奏给人以美的享受。在节奏鲜明，富于韵律感的歌曲童谣中学习语法，能起到事半功倍的效果。如在学习have和has的用法时，教师可提供下面的歌谣table and chair，让学生吟唱，帮助学生学习、理解、掌握。

i have a table in my little bedroom.my little table has a little chair.i have a table in my little bedroom.my little table has a little chair.再要求学生根据自己的实际情况，自己填词，在吟唱这首歌谣的过程中，学生不但轻松地掌握了本课的重点句型、语法结构，还陶冶了情操。

c.在故事中强化语法。

故事可以让枯燥、难懂的语法知识变得活灵活现，生动有趣。如在教学be 动词的时候，可以告诉学生be动词有一个绝活，那就是变脸。当描述现在的事情时，它遇见了i 就变成am,遇见you, we, they就变成are,遇见he, she ,it就变成is.是一个不折不扣的变脸大王。又如在教学助动词的用法时，告诉学生助动词时一个助人为乐的活雷锋。当一个句中没有be动词和情态动词的陈述句变成疑问句时，都会请助动词来帮忙，而助动词也会不遗余力的跑在最前面，因此助动词是最受大家喜爱的。通过这样生动有趣的讲解，非常的便于学生理解和记忆。

（3）在任务型活动中巩固语法

在语法教学中，教师设计贴近学生生活的任务，让学生在任务活动中运用语法知识解决生活中的问题，不仅可以让学生体会和领悟语言形式的表意功能、内化语言规则，而且能有效提高其语用能力。例如，教学how many句型时，教师设计如下任务型调查活动：教师先让学生写下自己感兴趣的问题，如how many people are there in your family? how many pencils do you have? how many storybooks have you read?等，并请学生自制调查统计表，可以是如下格式。mike lisa donna

how many people are there in your family? how many pencils do you have?

学生做好准备后，在班级中任意找采访对象进行提问，并填写统计表，最后汇报调查结果，并请全体学生选出班级之最；又如在教学句型“whose ?is this/are they? it’s/they’re?’s.”时，可设计一个“失物招领”的任务，先将一张桌子放在教室前面的一角，桌上放一块失物招领处的英文牌，然后把课前让学生带来的服装鞋帽一一放在桌子上，让学生在询问、辨认，找失主的过程中自然地引导他们学习口语：whose ?is this/are they? it’s/they’re?’s.在此过程中，不仅帮助学生区分be动词单复数的的使用，还培养了学生综合运用语言的能力。

第3篇：全英初中英语教案

È«Ó¢³õÖÐÓ¢Óï½Ì°¸.txtÎÒºÜÏëÖªµÀ£¬¶àÉÙÈË·Ö¿ªÁË£¬»¹ÊÇÉî°®×Å¡£©f×Ô¼º¿Þ×Ô¼ºÐ¦×Ô¼º¿´×Å×Ô¼ºÄÖ¡£ÄãÓÃÒþÉíÀ´¶ã±ÜÎÒؼÎÒÓÃÒþÉíÀ´³ÉÈ«Ä㣡´ýµ½Ò»ÈÕȨÔÚÊÖ£¬É±¾¡ÌìϸºÎÒ¹·¡£Teaching Plan Be Careful with Numbers in Listening Cla: Cla 12, Senior Two Date: May 16,2007 Teacher: Ni Yazhen School: Zhi Yuan Senior High School Teaching Material: P75 S2B Oxford English;Additional material(The new Star Wars movie, Be Careful with Numbers)Teaching Objectives: Knowledge objectives: To enable students to listen and complete some exercises Ability Objectives: To encourage the students to have basic skills of listening.Emotion objectives: To cultivate the cooperation through peer interaction Teaching aids: Multi-media Teaching and learning method: Guiding for learning Teaching Procedures: I.Presentation Today we¡¯ll have a cla on listening practice ¡°Be careful with numbers in listening¡±: First we¡¯ll play a game.Then, we¡¯ll practice.Lead-in A game on number II.Performance: Quick and accurate response to numbers is very important in daily communication.Telephone numbers, addrees, prices, temperatures, time and dates all closely linked with the use of numbers.Besides, numbers also play a very important part in broadcast programmes such as reports Now let¡¯s listen to some advice from experts.Task 1 Be Careful with Numbers(Play the recorder Twice)Individual work¡úpair work(check the answer with your partner)¡úGroup work(Underline the important sentences.e.g.The differences between million and billion, ¡°-teen¡¯s¡± and ¡°-ty¡¯s¡± are ¡-..¡°Seventeen point five million.¡±¡-)Whole cla read the key sentences.Well-done!Numbers are all around us.Let us practice with numbers and learn to be good at numbers.(First read out the following numbers¡-Watch the screen)Task 2 Listen to some statements about the brief history of films and TV.First check the answers in groups.If you have different opinion , please raise your hands.Judgement:(First students give themselves a judge.Then teacher does it)It seems no challenge.Now, We¡¯ll do challenge exercise.So pay special attention to the numbers in the paage and select the correct answer from the choices listed below.First teach the students new words in listening material.Then ask students to read out the numbers in Star Wars.III.Promotion: Challenge exercise Star Wars Listen to the tape twice ¡úCheck the answers IV.Conclusion: What we learned today is ¡°Be careful with numbers in numbers.¡± Remember the following points when you are doing listening tasks: 1.Take great care with the spelling of names and with addrees and phones numbers, prices, time and dates...2.To find the right answer, you may need to do simple calculations or combine two sets of data.3.Listen carefully for words and phrases such as these: half / twice as expensive as¡-it¡¯s shorter / cheaper / quicker than¡-the lightest / heaviest / newest not as long / cheap / good as¡-Some useful abbreviations and symbols for note taking(See PPt.)V.Aignment: 1.Review P6-7 ¨CFilling in forms P43¨C Working with numbers 2.Collect some information on listening skills

Teaching Plan Be Careful with Numbers in Listening Cla: Cla 12, Senior Two Date: May 16,2007 Teacher: Ni Yazhen School: Zhi Yuan Senior High School Teaching Material: P75 S2B Oxford English;Additional material(The new Star Wars movie, Be Careful with Numbers)Teaching Objectives: Knowledge objectives: To enable students to listen and complete some exercises Ability Objectives: To encourage the students to have basic skills of listening.Emotion objectives: To cultivate the cooperation through peer interaction Teaching aids: Multi-media Teaching and learning method: Guiding for learning Teaching Procedures: I.Presentation Today we¡¯ll have a cla on listening practice ¡°Be careful with numbers in listening¡±: First we¡¯ll play a game.Then, we¡¯ll practice.Lead-in A game on number II.Performance: Quick and accurate response to numbers is very important in daily communication.Telephone numbers, addrees, prices, temperatures, time and dates all closely linked with the use of numbers.Besides, numbers also play a very important part in broadcast programmes such as reports Now let¡¯s listen to some advice from experts.Task 1 Be Careful with Numbers(Play the recorder Twice)Individual work¡úpair work(check the answer with your partner)¡úGroup work(Underline the important sentences.e.g.The differences between million and billion, ¡°-teen¡¯s¡± and ¡°-ty¡¯s¡± are ¡-..¡°Seventeen point five million.¡±¡-)Whole cla read the key sentences.Well-done!Numbers are all around us.Let us practice with numbers and learn to be good at numbers.(First read out the following numbers¡-Watch the screen)Task 2 Listen to some statements about the brief history of films and TV.First check the answers in groups.If you have different opinion , please raise your hands.Judgement:(First students give themselves a judge.Then teacher does it)It seems no challenge.Now, We¡¯ll do challenge exercise.So pay special attention to the numbers in the paage and select the correct answer from the choices listed below.First teach the students new words in listening material.Then ask students to read out the numbers in Star Wars.III.Promotion: Challenge exercise Star Wars Listen to the tape twice ¡úCheck the answers IV.Conclusion: What we learned today is ¡°Be careful with numbers in numbers.¡± Remember the following points when you are doing listening tasks: 1.Take great care with the spelling of names and with addrees and phones numbers, prices, time and dates...2.To find the right answer, you may need to do simple calculations or combine two sets of data.3.Listen carefully for words and phrases such as these: half / twice as expensive as¡-it¡¯s shorter / cheaper / quicker than¡-the lightest / heaviest / newest not as long / cheap / good as¡-Some useful abbreviations and symbols for note taking(See PPt.)V.Aignment: 1.Review P6-7 ¨CFilling in forms P43¨C Working with numbers 2.Collect some information on listening skills

Teaching Plan----Yang Xuefen Content: Unit 4 He said I was hardworking.>, Grade 8(¢ò)Time: March 12th, the 1st period, Place: Cla 6, Grade 8

Teaching goals: 11.Knowledge goal: 1.Vocabulary: hard-working, be mad at, not---anymore 2.Patterns: What did Marcia say? She said she was she was having a party for Lanna.22.Ability goal: Learn to report what someone said correctly 33.Moral goal: To teach students not to report wrong meage or they may cause trouble.To be an honest and good kid, report what someone said correctly.Teaching aids: multi-media

Teaching procedures: Step 1: Leading in by free talking with the students: Ask several Ss what they are going to do after school.Write their sentences on the Bb.How are you? How is your mother? What are you doing? What is your mother doing? What do you do in the morning? What about your mother? What are you going to do after school? What is your mother going to do after work? I¡¯m fine.My mother is fine.I¡¯m having a cla.My mother is working.I have leons in the morning? My mother works in the morning.I am going to play sports after school My mother is going to cook after work.Step 2: Pre-task T: Now I¡¯m going to report what xx said to you: xx said he was fine.And he said his mother was fine, too.He said he was having a cla and his mother was working.He said he had leons in the morning and his mother worked in the morning.He said he was going to play sports after school.He said his mother was going to cook after work.Step 3: While-task 1.Observe the sentences on the blackboard, find out what is different in my report He/ She said--------.4.SBp26/1a: Write the words soap opera on the board.Point to the picture and ask students what they think a soap opera is.Point out the TV screens in the picture.Ask one student to read what the person says in the first picture.Then ask another student: What did she/he say? Help to answer: She/He said she/he was having a surprise party for Lana on Friday night.6.Repeat with the other pictures.SB Page 26 , 1b.Listen and Number the pictures.SB Page 27 , 2a & 2b.1.Ask some individuals to read these sentences.2.Play the recording.Ss circle their answer.3.Check the answers.Step 5: Grammar Focus 1.Review the grammar box.Ask Ss to say the statements.2.Explain: In each case, the direct speech talks about present situations and the reported speech talks about past situations.Step 6: Practice: 1.Pa on What MsYang said one to another, then the last one tell the whole cla: I love my students.Ms Yang said she loved her students.I can speak English.Ms.Yang said she could speak English.I want to be a writer.Ms.Yang said she wanted to be a writer.I am playing games with my students.Ms.Yang said she was playing games with her students.2.What can you do? What are you going to be when you grow up? How are you going to do that?----------Report: xxx said he/she could---.He/She was going to be a/an----.She/ He was going to----Xxx said------I hope-----Step 7: Homework Grammar Focus Section A

Step1 Lead-in 1.Ask students: What year is this year? 2.Show students the picture of twelve animals in Chinese horoscope, and tell them different namesTell them this year is in the year of the Rat.3.Ask students: How old are you? When were you born?(What year were you born in?)What is your animal sign? What characters do you think it has? 4.Ask students: What month were you born in?(review twelve months in a year)5.Tell students that everyone in western countries has his or her own star sign.(T: We know that animal signs are very popular in Chinese culture, we are familiar with them.But people in western countries have their own star signs according to the birth month.It can tell you something about your abilities, talents and special qualities.)Step 2 Welcome to the unit 1.Show students the picture of star signs.¡°How much do you know about them?¡± Let students gue different star signs.(can be in Chinese)2.In the West, people use some creatures to represent the star signs.Can you tell me their names? Teach students new words.3.Look at the pictures and read the new words after the teacher.4.Let students finish Part A on P7 and check the answers by reading the names.5.Some more exercises to see if students have known the star signs.(1)Show students 6 pictures and name the star signs.(2)Play a gueing game: fill in the blanks by using the names of the creatures.6.Tell students there are 6 more star signs and let them gue what they are represented by using the 6 pictures in Part B on P7.7.Check the answers to Part B.Step 3 Oral practice 1.Ask students: When is your birthday? What is your star sign? 2.Show students the twelve star signs and let them point out their own star sign in both English and Chinese.Ask the students to try to remember their own star sign.3.Pair work: Let students ask and answer in pairs.Step 4 Comic strips 1.Are you interested in star signs? So are Eddie and Hobo.Listen to their conversation and repeat it after the tape.2.Ask students some questions to see if they have known the dialogue.(1)Who brings Eddie the newspaper?(2)What does Hobo ask Eddie to read? Why?(3)What do Eddie¡¯s stars say?(4)What happens to Eddie¡¯s breakfast at the end of the story? 3.Let students read the dialogue by themselves(or practice in pairs)4.Do some more exercises after reading and check the answers together.5.What do you think Hobo¡¯s and Eddie¡¯s star signs are? 6.Oral practice: Try to act out this dialogue in pairs Ask the students to make a new dialogue by adding their own ideas.Step 5 Homework 1.Remember the star signs.2.Make up a new dialogue about star signs.3.Try to find out how many clamates are under the star sign as you.Step 1 Revision 1.Finish some exercises.2.Review the star signs: look at the star signs and name them.Read together after the teacher.3.Gueing game:(Test who has the best memory)Teacher will say the Chinese name of the star sign;students try to find out the right picture and say the name in English.Step 2 Lead-in 1.Free talk:(1)What is your star sign?(2)Can you tell me something about yourself?(abilities, special qualities, characteristics)(3)How many students are under the same star sign as you?(Yesterday¡¯s homework)(4)What are they like?(clever, kind, generous, hard-working, brave, patient, polite¡-.)(5)Do you share similar characteristics?(Let students speak out as many adjectives about characters as poible.)2.Do you know these words? They are also used to describe people.(Teach the new words, and finish Exercise B on P10.)3.Read the new words after the teacher.Then let students read the sentences by themselves.4.Do some more exercises to see if students have known all the words¡¯ meanings.Step 3 Reading 1.T: It¡¯s said that star signs can represent a person¡¯s characteristics.Let¡¯s check if it is true.Please listen to the tape and learn something about them.2.Reading task 1: After listening to the tape, do ¡°T¡± or ¡°F¡± questions.3.Reading task 2: Ask students some questions to check if they have known the main idea, with the books open.(1)Is Aries lazy?(2)Which star sign likes saving money?(3)Does Sagittarius like telling jokes?(4)Which star sign has the best imagination?(5)If your birthday is on 13th September, what is your star sign? 4.Make students read the article paage by paage and try to find out the adjectives to describe people¡¯s characteristics with the picture of each star sign.(Esp.their own star sign)T: Whose star sign is Aries? When is your birthday? What characteristics do you have/ do this star sign have?

Aries: energetic, active, impatient, selfish Taurus: stubborn, hard-working, patient Gemini: curious, clever, outgoing Cancer: kind Leo: strong, confident, generous Virgo: modest, practical Libra: polite, fair, elegant Scorpio: powerful, silly Sagittarius: humorous, lucky Capricorn: succeful, patient Aquarius: kind, wise, strange Pisces: generous, kind, gentle, easy-going, creative, imaginative

5.Discuion: What is your star sign? Do you have the same characteristics as the star sign says? Do you think what the star signs say about people are facts?--So we can have a conclusion: What the star signs say about people are not facts.We can just learn about star signs for fun.Step 4 Some More Exercises 1.What are your characteristics? Write a short description of your own characteristics.2.Then show your description to your partner.3.Discu with your partner whether or not you agree with each other.Step 5 Homework 1.Read the paage three times.2.Remember all the adjectives which describe a person¡¯s characteristics.Step 1 Revision 1.Ask students some questions while showing Picture 1.(1)How many star signs are there in a year?(2)How do you know your star sign? What decides your star sign?(3)Do the people under the same star sign share similar characteristics?(4)What characteristics do the people under your star sign have? 2.Explain the language points while answering the above questions.1)A year is divided into 12 different star signs.2)Your date of birth decides your star sign.3)People born under the same star sign share similar characteristics.3.Ask more questions about Reading 1)Which star sign doesn¡¯t give up easily? 2)Which star sign loves peace and doesn¡¯t like to argue with others? 3)Which star sign is suggested to forgive others for their mistakes? 4)Which star sign likes to dream about everything? 4.Teach the language points by answering the above questions.(1)You are patient and do not give up easily.(2)You love peace and do not like to argue with others.(3)Sometimes it is silly of you not to forgive others for their mistakes.(4)You like to dream about everything.Step2 Group work 1.Show students some pictures and paages about some famous people.Let students gue what star signs they are? 2.Finish Part C2 on Page11, and then check the answers.3.Discuion: What kind of friend do you like to make?(Why?)What is his/her star sign?(Let students talk about his or her own characteristics and his or her friend¡¯s.)4.What star signs are suitable for these jobs? Why? Step 4 Conclusion What star signs say about people are not facts.We should work hard to make our dream come true.Step 5 Homework 1.Read the paage again and again.2.Do some exercises.

第4篇：全英初中英语教案

鲁人办发[2008]78号

关于做好2008年省内高校特困家庭毕业生求职补贴发放工作的通知

各高等学校:

按照山东省人民政府办公厅《关于做好特困家庭高校毕业生就业工作的通知》（鲁政办发[2008]21号）要求，现就做好2008年省内高校特困家庭毕业生求职补贴发放工作有关事项通知如下：

一、发放范围

求职补贴发放范围为符合城乡低保、零就业家庭、农村贫困家庭等特殊情况，就业有困难需要帮助的2008年省内高校山东生源应届毕业生（以下简称特困生）。其中，升学、出国、参军、指令性就业、暂无就业意愿的除外。

二、发放标准和原则

求职补贴按500元/人的标准发放，用于补贴特困生求职过程中发生的费用。求职补贴申报和发放严格遵循诚实申请、公正受理、科学管理、公开透明、专款专用的原则。

三、申报办法

符合上述条件的特困生须向所在学校提交本人书面申请、生源所在县（市、区）民政部门核发的低保证或工会出具的《特困职工证》、扶贫办(部门)出具的特困证明及相关证明材料，并详细填写《山东省特困家庭高校毕业生求职补贴申请表》（以下简称《申请表》，见附件）。

特困生由所在学校确定，比例不得超过当年毕业生总数的5%。各学校要按照省教育厅、省财政厅《关于认真做好我省高等学校家庭经济困难学生认定工作的指导意见》（鲁教财字[2007]18号）认真做好初审工作。初审合格的特困生须采取适当方式在一定范围内公示。公示无异议后，以正式文件形式按非师范类和师范类分别报送省人事厅、省教育厅审核。其中2007年底非师范类毕业生生源审核时各学校申报并纳入省数据库的特困生可不再公示，本次审核确定后，只报送特困生名单（加盖学校公章）和《申请表》(从山东高校毕业生就业信息网下载)。

四、申报阶段时间安排

(一)4月28日—5月7日，为申请、填表阶段。符合条件的特困生到所在高校毕业生就业工作部门提出申请，提交相关证明材料，并填写《申请表»(一式二份)。

(二)5月8日—5月16日，为审核、公示阶段。各高校认真核查申请者相关材料，初审后在校内一定范围内公示。公示期为7天。

(三)5月23日前，为上报阶段。各高校务必在规定时间内报送相关材料。在报送时须出具正式文件（附特困生名单，按学号排序）和《申请表》，同时，各高校登陆“山东高校毕业生就业信息网”学校专区，使用“特困生管理”栏目的“求职补贴申报管理”功能，上报特困生数据。特困生的相关证明材料由学校妥善保管。

五、求职补贴的发放

省人事厅、省教育厅将各学校上报的特困生名单和《申请表》汇总后，确定发放求职补贴名单，制定发放方案。由省人事厅、省教育厅将补贴所需资金直接核拨至学校，由学校代发给特困生。

六、监督检查

各高校要高度重视求职补贴的发放工作，要明确专人负责，认真落实发放工作责任制。省人事厅、省教育厅将会同有关部门对各学校特困生相关证明材料和资金申报发放情况进行监督检查。对违反规定擅自扩大发放范围，或采取欺骗手段截留、挪用、挤占资金的，视情节轻重依法处理。

联系部门:山东省人事厅毕业生就业处、山东省教育厅学生处

联系 人:李峰、战斌、张如柏

联系电话:（0531）8859789

5、88943427，81916562

传真:（0531）88544043，86100076

二00八年月二十四日

第5篇：初中英语全英教案

A teaching plan

教材分析 学情分析 Contents: 1.Vocabulary： 2.Structure: 3.Dialogue: 4.listening: Objectives:

1.Teaching Aims and Demands(1)Instructional Objectives

Be able to use the new words and phrases:

(2)Ability Objectives Be able to use listening skills to comprehend their dialogues, such as listen for specific information etc.Be able to use what they learned to describe what they can do and give responses.Be able to use the language they learned to finish a dialogue and a short paage.(3)Educational Objectives

Arousing students’ interest and helping them learn by using pictures.Building their confidence by step by step approach and careful scaffolding.2.Teaching Importance To master the key vocabulary

To understand and use the target language To master the usage of the different forms of “can” in the target language.3.Teaching Difficulties To enable the students to understand the sentence patterns to talk about the ability activities.To enable the students to use the target language

The students learned the structure “can do sth”, So it’s difficult and important to let them understand it can also be used to talk about the ability activities.4.Teaching Aids Multi-media computer, Tape recorder and so on.5.The Teaching Methods(1)Communicative teaching method.(2)Audio-visual teaching method.(3)Task-based teaching method.6.Studying Ways(1)Let the Ss pa "Observation—Imitation—Practice" to study language.(2)Let the Ss pay attention to the key information in listening practice.(3)Enable the Ss to study English language by Communication.(4)Let the Ss know that conclusions and being good at thinking are neceary to learn English well.Procedures and Time Allotment: 2 Task1: Warming-up(2mins)Before cla, get Ss to enjoy an English song for about 2 minutes to warm them up.The purpose of the task-based activities is to Interest the students Task 2:Lead-in(3mins)1.Use the PPT to lead in the new leon..show some pictures and teach the words and phrases: 2.ask Ss read the words together.Task3: Play a game(4mins)Task 4: Presentation(8mins)The purpose of the task-based activities is to let the students learn to cooperate with each other and practice the language points, improve the students’ abilities of speaking.Task5: Representations(5mins)Task 6.Listening(5mins)1.Ask Ss to open their books and turn to Page 59.Look at part 1b, look at the conversations and make sure the students understand the conversations and what to do.Then play the tape for three times.For the first time the students only listen to understand the whole general meaning of the conversations.For the second time the Ss pay attention to the activity in each conversation and write them in the blanks.For the third time the Ss pay attention to the time that the activities in each conversation are done and number the conversations(1-3).Ask some Ss to check their answers.2.Practice the conversations in 1b.Then make your own 3 conversations.The purpose of the task-based activities is to practice listening and improve the students’ abilities of listening.Task 7.Make a survey(7mins)

Give the students several minutes to prepare the survey using the target language to ask and answer, next fill the form : Finally ask two groups of the students to report their results.For example: Task 8.Summary(4 mins)Summarize the key language points in groups , and show them on the screen to help the Ss take notes.Task 9.Homework(2mins)1.Consolidate and review the expreions of the leon.2.Write a short paage about the results of the survey.Blackboard design

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