初中英语全英教案

Grade Level: 7th GradeSubject: English Language ArtsDuration: 1 hourObjectives:- Students will be able to understand and use the present perfect tense correctly in sentences.- Students will be able to identify the present perfect tense in reading materials.- Students will be able to practice forming and using the presentperfect tense in conversations and writing.Materials:- Whiteboard and markers- Projector and laptop for showing multimedia resources- Handouts with exercises and examples- Flashcards with present perfect tense structures- Timer for activitiesWarm-up (10 minutes):1. Icebreaker: Ask students to share something they have done recently that they are proud of. Encourage them to use the present perfect tense in their descriptions.2. Review: Quick review of the past simple tense using a quick quiz. Ask students to write down sentences using the past simple tense and then check with the teacher.Introduction (15 minutes):1. Introduction to the present perfect tense: Explain that the present perfect tense is used to describe actions that started in the past and continue to the present or actions that have a present result.2. Structure: Write the basic structure on the board: Subject + have/has + past participle.3. Examples: Provide examples using simple sentences, such as "I have visited Paris" or "She has eaten pizza."Explanation and Practice (25 minutes):1. Video Explanation: Show a short video clip that explains the present perfect tense. Pause the video at key points to ask questions and reinforce understanding.2. Worksheet: Distribute a handout with exercises focusing on forming and using the present perfect tense. Have students work on their own or in pairs.3. Flashcards: Use flashcards to practice forming sentences. Call out a verb and have students form the present perfect tense sentence.4. Interactive Activity: Use an interactive whiteboard to create a quiz game. Students answer questions about the present perfect tense, and the correct answers are marked on the board.Pair Work (15 minutes):1. Role-Playing: Pair students up and give them a scenario to act out using the present perfect tense. For example, "One student is a doctor, and the other is a patient. The doctor has examined the patient and needs to report the findings."2. Feedback: After each role-play, ask the pairs to share their conversation with the class, and provide constructive feedback.Writing Activity (10 minutes):1. Writing Prompt: Provide a writing prompt that requires students to use the present perfect tense. For example, "Write about the mostinteresting thing you have ever done. Use the present perfect tense to describe it."2. Guidance: Circulate around the room, offering guidance and correcting any mistakes in the present perfect tense.Conclusion (5 minutes):1. Summary: Review the key points of the lesson, emphasizing the structure and use of the present perfect tense.2. Homework Assignment: Assign a writing task that requires students to use the present perfect tense in a paragraph or short story.Assessment:- Participation in class activities- Correct use of the present perfect tense in role-plays and writing- Completion of the worksheet and homework assignmentAdditional Notes:- Be prepared to answer questions and clarify any confusion about the present perfect tense.- Encourage students to use the present perfect tense in their daily conversations and writing.- Provide additional resources, such as online exercises or textbooks, for students who need extra practice.。

初中英语全英教案
这是一份初中英语全英教案：
教案主题：如何正确使用情态动词
教学目标：
1. 熟练掌握情态动词的定义及用法
2. 能够根据具体的语境正确使用情态动词
3. 通过练习提高学生对情态动词的运用能力
教学步骤：
Step 1：导入新课（5分钟）
通过展示一个图片或视频，引起学生关于情态动词的一些想法，并激发他们对该课题的兴趣。

Step 2：学习情态动词的定义及用法（10分钟）
1. 通过介绍情态动词的定义及基本用法，帮助学生了解情态动词的作用和特点。

2. 通过举例子，让学生掌握不同情态动词在不同情景中的用法。

Step 3：练习情态动词的用法（15分钟）
1. 分发练习材料，让学生根据具体语境选择正确的情态动词填入空白处。

2. 学生完成练习后，教师给出答案并讲解。

Step 4：拓展练习（15分钟）
1. 学生分组，进行情景对话练习。

每组学生一人扮演老师或者家长，一人扮演学生。

他们需要用到情态动词来表达自己的想
法或请求。

2. 每组学生轮流表演，并根据表演情境给予评价。

Step 5：总结和评价（5分钟）
1. 教师对本节课的重点知识进行总结，并强调情态动词的运用。

2. 教师提问学生对这节课是否了解情态动词的使用。

3. 教师收集并评估学生的学习情况。

Step 6：课堂作业（5分钟）
布置课后作业：完成相关练习题，并预习下节课的内容。

以上是一份初中英语全英教案，通过引导学生学习情态动词的定义及用法，配合练习和实际运用，帮助学生掌握该知识点，并增强他们的语言运用能力。

Subject: EnglishGrade Level: Junior High SchoolSubject Teacher: [Teacher's Name]Date: [Date]Class Duration: [Duration in minutes]---I. Introduction (5 minutes)1. Objective: To engage students in the lesson and set the context.2. Activities:- Greet students and ask them how they are feeling today.- Briefly review the previous lesson’s main points.- Introduce the topic of today’s lesson with a relevant question or prompt.II. Warm-Up (10 minutes)1. Objective: To activate prior knowledge and prepare students for the new content.2. Activities:- Conduct a quick vocabulary review using flashcards or a related game.- Have students participate in a short group discussion on a topic related to the lesson.III. Presentation (15 minutes)1. Objective: To introduce new vocabulary, grammar, and concepts.2. Activities:- Use visual aids, such as pictures, videos, or realia, to present new vocabulary.- Demonstrate grammar structures through examples and explanations.- Use interactive whiteboard or projectors to display information clearly.IV. Practice (20 minutes)1. Objective: To provide students with opportunities to practice the new language.2. Activities:- Pair work or group activities to practice vocabulary and grammar.- Role-playing exercises to simulate real-life situations.- Use of worksheets or handouts for structured practice.V. Application (15 minutes)1. Objective: To apply the new language in a meaningful context.2. Activities:- Have students create short dialogues or narratives using the new vocabulary and grammar.- Assign a small project or task that requires the application of the new skills.VI. Review and Feedback (10 minutes)1. Objective: To reinforce learning and provide students with feedback.2. Activities:- Go over the main points of the lesson with a quick quiz orquestion-and-answer session.- Collect and review student work to provide constructive feedback.VII. Homework Assignment (5 minutes)1. Objective: To extend learning beyond the classroom.2. Activities:- Assign relevant homework that reinforces the lesson’s content.- Provide specific instructions and due dates.VIII. Closing (5 minutes)1. Objective: To wrap up the lesson and prepare students for the next class.2. Activities:- Summarize the main points of the lesson.- Ask students to share their thoughts or questions about the lesson.- Assign a class task or preparation for the next lesson.---Additional Notes:- Assessment: Include specific criteria for evaluating student performance in each activity.- Differentiation: Adapt activities to meet the needs of diverse learners.- Materials Needed: List all materials required for the lesson,including textbooks, handouts, technology, etc.- Resources: Provide references to additional resources that can be used to support the lesson.---This template is designed to be flexible and adaptable to various teaching styles and lesson objectives. Adjust the activities andduration as needed to fit the specific needs of your students and the curriculum.。

Lesson Title: [Subject of the Lesson]Grade Level: [Grade]Subject: EnglishDuration: [Duration in minutes]Objective: [State the main objective(s) of the lesson]Materials Needed:- Textbook- Workbook- Whiteboard and markers- Projector or multimedia tools (optional)- Handouts or worksheets- Flashcards (optional)- Audio/Video materials (optional)Preparation:1. Familiarize yourself with the lesson content and vocabulary.2. Prepare any necessary handouts or worksheets.3. Set up the classroom environment for active learning.4. Have all materials ready and accessible.Warm-up (5 minutes):1. Greet students in English and ask them how they are doing.2. Conduct a quick review of previously learned vocabulary or grammar concepts using a simple game or activity.3. Engage students in a short discussion about the theme of the lesson.Introduction (5 minutes):1. Introduce the lesson topic using a visual aid, such as a picture or a short video clip.2. Use simple English to explain the purpose of the lesson and any key vocabulary.3. Pose a thought-provoking question related to the topic to stimulate discussion.Presentation (10-15 minutes):1. Use the textbook and any additional materials to present new vocabulary and grammar structures.2. Use a variety of teaching methods, such as:- Demonstrating the correct pronunciation and intonation.- Providing examples in context.- Using interactive whiteboard activities or multimedia tools to illustrate concepts.3. Encourage students to participate by asking questions and involving them in the learning process.Practice (15-20 minutes):1. Divide the class into small groups or pairs.2. Assign a task that requires students to practice the new vocabulary and grammar. Examples include:- Role-playing a dialogue.- Completing a fill-in-the-blanks exercise.- Creating a simple story or script using the new vocabulary.3. Monitor student progress and provide feedback as needed.Activity (15-20 minutes):1. Plan an activity that allows students to apply what they have learned in a real-life context. Examples include:- A group project where students create a poster or presentation.- A game that reinforces vocabulary or grammar.- A debate or discussion on a related topic.2. Ensure that the activity is inclusive and allows for different learning styles.Conclusion (5 minutes):1. Summarize the main points of the lesson using English.2. Review any new vocabulary or grammar structures.3. Assign homework that reinforces the lesson content, such as:- Completing workbook exercises.- Writing a short essay or story.- Watching a video clip or reading an article related to the topic.Assessment:1. Evaluate student understanding through observations during activities and discussions.2. Collect and review homework assignments to assess student progress.3. Provide individual or group feedback on student performance.Reflection:1. Reflect on the effectiveness of the lesson by considering:- Student engagement and participation.- The clarity of the instructions and explanations.- The appropriateness of the activities and resources.2. Make notes for future reference to improve teaching methods and lesson planning.---This template provides a structured outline for a full English lesson in a初中 classroom. It is important to adapt the content and activities to suit the specific needs and abilities of the students, as well as to maintain a dynamic and interactive learning environment.。

初中英语全英万能教案模板Grade Level: 7th GradeSubject: EnglishObjective:At the end of the lesson, students will be able to:1. Understand the importance of effective communication skills.2. Identify and practice different communication skills such as listening, speaking, reading, and writing.3. Develop their ability to express ideas clearly and concisely.4. Collaborate effectively in group discussions.Materials:1. Handouts with communication skills scenarios.2. Flashcards with different communication skills.3. Whiteboard and markers.4. Timer.Procedure:1. Introduction (5 minutes)a. Greet the students and ask them to take out their notebooks.b. Write the topic "Effective Communication Skills" on the whiteboard and ask students to brainstorm what they know about communication skills.c. Record their ideas on the whiteboard.2. Importance of Communication Skills (10 minutes)a. Explain to the students that effective communication skills are essential in both personal and professional life.b. Provide examples of situations where communication skills are important, such as job interviews, presentations, and everyday conversations.c. Discuss the benefits of having good communication skills, such as improved relationships, increased confidence, and better understanding.3. Identifying Communication Skills (10 minutes)a. Hand out the flashcards with different communication skills (e.g., listening, speaking, reading, writing) to the students.b. Ask students to work in pairs and practice identifying the different communication skills mentioned in the scenarios.c. Encourage students to ask questions and clarify their understanding.4. Group Discussions (15 minutes)a. Divide the class into small groups of 3-4 students.b. Hand out the handouts with communication skills scenarios to each group.c. Instruct each group to practice the scenarios and discuss the communication skills required in each situation.d. Encourage students to take turns speaking and listening.5. Role-Plays (10 minutes)a. Ask each group to choose one scenario from their handouts and perform a role-play in front of the class.b. Provide each group with a timer and instruct them to complete the role-play within 2 minutes.c. Encourage students to focus on using clear and concise language, maintaining eye contact, and using appropriate body language.6. Feedback and Reflection (5 minutes)a. Provide feedback to each group, highlighting their strengths and areas for improvement.b. Ask students to reflect on their own communication skills and identify areas they want to work on.c. Encourage students to practice their communication skills both in and outside of the classroom.7. Closure (5 minutes)a. Summarize the importance of effective communication skills.b. Remind students to continue practicing their communication skills in all aspects of their lives.c. Thank the students for their participation and dismiss the class.Assessment:1.观察学生在角色扮演中的表现，评估他们的听说能力以及沟通技巧的运用。

新目标人教版英语七下全册教案（全英文版）Unit 1 Wheres your pen pal from?Language goals:•In this unit students learn to talk about countries, nationalities and Ian guages.•Ask and tell where people live.New languages:•Where's he / she from?•He / She is from Australia / England / China / France / Singapore / Australia. •Where does he / she live? He / She lives in Sydney.•What language do you speak? I speak English.•What's your / his / her favorite subject?•My / His / Her favorite subject is English.•Does he / she have any brothers and sisters? Yes, he/ she does. / No, he / she doesn't.Difficult points:1. Liste ning for the in formation about cou ntries, natio nalities and Ian guages. Write an e-mail about on eself. Describe the new stude nts in class.2. Where questions with fromWhere questions with liveWhat questi onsTeaching aids:• A tape recorderTeaching periods:•Period 1:Section A 中1a, 1b, 1c•Period 2:Section A 中2a, 2b, 2c, 2d•Period 3:Section A 中3a, 3b, 4•Period 4:Section B 中1,2a, 2b, 2c•Period 5:Section B 中3a, 3b, 3c, 4•Period 6:Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target Ianguages:Where's your pen pal from?He is from Australia.3. Enable the students to learn to talk about nationalities.4. Help the students learn how to talk about nationalities.Teaching procedures:Step 1. Free talk2 Say: Do you have any friends? Where is she from?Help the students make the same sentences and give them more chances to say.Step 2. Talking about the picture (1a)Hold up the picture on page 1 and point at the map. Ask students toread the picture.Ask some of you to read them aloud to the class. Make the studentstalk about where people are from.Say: Du Chuan, where is your pen pal from?Ask the students to read the conversations in the picture.Step 3. Listening (1b)Point to the numbered list of words and play the recording for a secondtime.Ask the students to listen to the recording and circle the countries in 1a.Ask students to listen to and repeat after the recording and then checkthe answers.Step 4. Pair work(1c)1. Now work in pairs and read the conversations in 1a with your partner.You can talk about your own pen pal.2. Ask the students to look at their own clothes and the things in theirbackpack. Ask and answer questions about where they are from.Homework1. Ask the students to practice talking about where people are from and make up real dialogues.2. Learn the words in this unit (on page 115) by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages: Where does he live? He lives in Toronto.3. Let the students learn to talk about where people live.4. Help the students learn how to talk about where people live.Teaching procedures:Step I.StepI RevisionCheck the homework. And then ask several students to answer questi ons.Say: Where are you from? Do you have a pen pal? Where is your pen pal from?Step 2. Presentation (2a)Put a map of the world on the blackboard.Say: What's the meaning of capital? Can you guess? Help them to answer.Write Australia, the United States, Canada, France, and Japan on theleft of the blackboard. And write Sydney, New York, Paris, Toronto, andTokyo on the right of the blackboard. And the teacher reads them aloudand asks students to repeat.Then ask students to match the cities with the countries.Step 3. Talk about countries and citiesAsk the students to work in pairs, asking about the cities and the countries.Say: Now work in pairs and ask where the city is. For example, the firststudent asks "Where is Beijing?” the second student answers “It's inChina."Then tell the students to ask question about Chinese cities.Step 4. Listening (2b, 2c)Tell the students to read the list of countries and cities in 2a.Say: Now let's look at the list of countries and cities in Activity 2a. I will ask some students to read them aloud to the class.Call the students' attention to the chart in 2c.Tell the students to listen to the conversations in Step 4 again to complete the chart.Step 5. Pair work(2d)Ask the students to read the conversations in the bubble. Then askthem to talk about the in formation in the chart in 2c.Then ask the students to work in groups and make up new dialogueswith their own information.Step 6.GrammarfocusReview the grammar box.Say: You have to pay attention the word "from". It always follows verb be, while live comes out alone in where sentences. Now make more sentences with where, from and live.Write the following on the blackboard.Say, now work in pairs and make dialogues after the model above.Homework1. Ask the stude nts to learn the sentence patter ns in Grammar Focus by heart. Try to use them freely.2. Remember the words in this unit (on page 115).3. Make a similar dialogue according to the conversation in 2d.Period 3Teaching aims:1. Teach vocabulary words.2. Target Ianguages: What Ianguage does she speak? She speaks English.3. Enable the students to learn to talk about what Ianguage people speak.4. Help the students to learn how to talk about what language people speak.Step 1. Free talkSay, Morning, boys and girls. Nice to see you again. Do you remember we have learned about how to ask where people are from and how to ask where people live? Now I want some of you to answer my questi ons.(Turn to a student.)Where are you from?Give more students chances to speak in class.Step 2. Presentation (3a)Say: Do you know the meaning of "Ianguage"? Listen: Tim is from England and he speaks English. So English is his Ianguage. I'm fromChina, so Chinese is my language .Now look at activity 3a.on page 3.Read the instructions to the class. Ask students to work in pairs as theyanswer the questions.Show the flowing and ask the students to make conversations after themodel.Step 3. Pair work (3b)Ask the students to pay attention to the conversation in Activity 3b.Say, Read the dialogue by yourselves. Then I will ask some pairs to act out the dialogue in class.Show a map of the world. Ask students to work in pairs.Step 4. Quiz(4)Ask the students to look at activity 4 then work in pairs and do the quiz.HomeworkAsk the students to work with their friends and practice the dialogue in activity 3b.Period 4Teaching aims1. Teach vocabulary words.2. Target languages:Does she have any brothers and sisters?Is that your new pen pal?Yes, it is.3. Enable the students to learn to talk about their new pen pals.4. Help the students learn how to talk about their new pen pals.Step 1. RevisionAsk the students to make conversations talking about their new pen pal.Ask some pairs to the front to talk about their pen pals. Greet each otherand have a free talk with classmates.Talk about the persons they admire.Step 2.Match work (1)Ask the students to pay attention to the notebook page with the countries listed.Ask the students to write the letter of the correct country in the box next to the title of each Ianguage textbook on the desktop.Step 3. Listening (2a, 2b)First, read the instructions and tell the students to read the conv ersati on bubbles.Check the answers. Then ask the students to read the questions again.Ask the students to fill in the chart.Give students 1 minute to finish the task. Check the answers with the stude nts.Then play the recording again and ask the students to repeat.Step 4. Pair work (2c)Ask two students to work in pairs, practicing the questions in activity 2a.Then tell the students to practice dialogues similar to the dialogue inactivity 2a in pairs. They can use their own names.HomeworkAsk the students to make up similar dialogues using the following words: Sam, the Unites Sates, New York, a brother and a sister, English and French.Period 5Teaching aims1. Teach vocabulary words.2. Target languages:I think China is a very interesting country.I like going to the movies with my friends and playing sports.My favorite subject in school is P.E.It's fun. / It's too difficult.3. Enable the students to write a pen pal letter.4. Help the students learn how to write to a pen pal.Step 1 .Warming upSay, Do you have a pen pal? Whafs his name? Does he have any brothers and sisters? What Ianguage does he speak?Then ask the students to work in pairs to talk about their pen pal.Step 2. Reading (3a)Ask the students to read the letter on page 5.Point the four questions beneath the letter.When the students finish reading the letter, ask the four questions orally and ask them to answer orally.Ask the students to retell the letter, using their own words.Step 3. Reading and writing (3b)Ask the students to pay attention to the letter from Tom King.Point out the blanks in the letter and the information card on the right.Correct the an swers. Then draw the in formation card on the blackboard and then ask the students try to retell the letter.Step 4. WritingAsk the students make their own information card.After they are finished, ask several students to read their e-mails in class.HomeworkAsk the students to choose one of the following tasks as homework.1. Show a name card to the students and ask them to write something about it.2. The students change their information card with their partner and writesomething about their partner.Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to describe the new students in the class.3. Help the students learn to describe the new students in the class.Teaching procedures:Step 1. RevisionPractice talking about one of the students.Say, Take out your information cards. And change it with your partner.Read it carefully and make up an oral practice, talking about yourpartner.Step 2.Key word checkAsk the students to read all the words in this part.Say: In learning to talk about where people are from, you learned many words on the topic. Now read and check the words you know in 1 on page6. Then say a sentence with each of them.Step 3.Vocab-BuildersAsk students to write five new words in their Vocabulary-Builder on page 112. After they are finished, ask two students to write their words down on the blackboard. And ask them to read the words and the whole class repeat. And tell the whole class to remember them after class.Step 4.WritingLet the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes? What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5.SpeakingAsk the students to do an oral practice about the new classmates.Say, There are several new students in our class this term. Who do youlike best? Why do you like him or her? Please tell us. First you can tellyour partner.Ask some students to present their work to the class.Step 6. Just for Fun!Ask all students to read the conversation.Let the students practice in pairs.HomeworkAsk the students to summarize what they have learned in this unit and prepare for the next unit.Unit 2 Where is the post office?Language goals:•In this unit students learn to talk about asking for and give directions on the street.New languages:•Excuse me, is there a bank near here?•Yes, there is. It's on Center Street.•Where is the pay phone?•lt*s across from / next to / in front of / behind the library.•lt*s between the post office and the library.•Just go straight and tum left.•Turn left on First Avenue.•Take a walk through the park on Center Avenue.•There is a clean / dirty park near my house.Difficult points:1. Listening for the information of the names of the neighborhoodRead the tour guide and an e-mail from a friend you're going to visitWrite the dialogues about asking the way and giving directions.2. Where questions.Affirmative statementsPrepositions of placeTeaching aids:• A tape recorder•Some picturesTeaching periods:Period 1: Section A1a, 1b, 1cPeriod 2: Section A2a, 2b, 2cPeriod 3: Section A3a, 3b, 4Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2cPeriod 5: Section B 3a, 3b, 3c, 4Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target Ianguages: Is there a bank near here? Yes, there is. It's on CenterStreet.3. En able the stude nts to ask for and give di recti ons on the street.4. Help the students to ask for and give directions on the street.Teaching procedures:Step 1. Warming upShow three pictures prepared before class to the students. There is acat in a box in picture 1. There is a cat on a box in picture 2. There is acat under the box in picture 3.Then ask some students to ask and answer these questions.Step 2.Match work (2a)Ask the students to read the picture and the words in the numbered list.Ask the students to match each word or phrase on the list with one of the pictures.Then check the answers.Present the new sentence patterns.Then ask the students to read the dialogue in the picture.Step 3. Listening (1b)Ask the students to listen to the conversations and circle the places in 1a.Change the roles and do the same again.Then students ask and answer without the help of the recording.Step 4. PracticePoint to the different locations shown in the picture. Ask different students to name each one.Then point to more locations and let the students to practice more.Homework1. Practice the conversation in the picture on page 7.2. Learn the new words and phrases in this period by heart.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:The pay phone is across from the library.The pay phone is next to the library.The pay phone is between the post office and the library.The pay phone is on Greet Street.The pay phone is in front of the library.The pay phone is behind the library.3. Enable the students to talk about the position of a place.4. Help the students to talk about the position of a place.Teaching procedures:Step 1. Revision and warming upCheck the homework by talking about the pictures on page 7 with thestudents or prepare some other pictures with different buildings in itand let the students practice asking and answering questions about theplaces.Ask the students to practice more.Step 2. Presentation (2a)Introduce the items across from, next to, between, in front of, behind and on.Draw the following picture on the blackboard.Park 3 Centre StreetEncourage or help the students to answer: It's across from the library.The same way goes with next to, on and in front of.Ask the students to match each sentence with one of the pictures.Then ask the students to read the six sentences and match thesentences the pictures.Check the answers.Step 3. Listening(2b)Review the buildings and street names in Activity 1a and the six sentences in 2a.The read the six sentences in 2b to the class.Ask the students to listen to the recording and fill in the blanks.Play the tape. Check the answers.Step 4. Practice (2c)Ask the students to repeat the conversations after the recording.Ask the students to do the Pair work asking and answering questions about the places in 1a.Step 5.Grammar FocusAsk the students to read the sentences in the grammar box aloud. The ask them to answer the following questions. Explain some Ianguage points if the students can't understand.Homework• Ask the students to practice talking about their neighborhood in pairs.Period 3Teaching aims:1. Teach vocabulary words.2. Target Ianguages:Just go straight and turn left.It*s down Bridge Street on the right.Ifs next to a supermarket.3. Enable the students to talk about the neighborhood.4. Help the students to talk about the neighborhood.Teaching procedures:Step 1. RevisionLet the students look at the picture in activity 1a. And ask some studentsto answer some questions in order to check the homework.Say, Is there a library near here? Where is it? Is there a bank near here?Where is it?Put up the picture of activity 2a on the blackboard and ask them to makeconversations.Step 2. Presentation (3a)Guide the students to guess the meanings of the three traffic signs. Show the pictures and ask some questions about the pictures.Then ask the students to hold up their left hands and then their right hands to practice “left” and "right".Point to the picture and let the students read the conversation.Ask the students to read the conversations. Then ask them to find Paul and Nancy in the picture.Ask the students to role play the conversation then point out the place that Paul wants to get to.Step 3. Complete the conversations (3b)Ask the students to make conversations and answer the questionsbelow each picture.The students point out the place in the picture. And write down theanswers on the line in the pictures. Or ask a pair of students to say theconversation, the others point to the speakers' place.Step 4. GameAsk the students to look at the picture in Activity 1a and name all thebuildi ngs.Ask some students to read the conversation in the picture in Activity 4.And then explain the instruction to the student.Then ask some groups to present their work.Homework• Ask the students to make a similar conversation to that in Activity 3a.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:Is there a big supermarket near your house?Yes, there is.There is a big supermarket.No! There is a small supermarket.3. Enable the students to describe the neighborhood.4. Help the students to describe the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking the following questions.Say, Look at the picture in activity 3a. Suppose you are standing nearthe building on the side of New Street. Please answer my questions.Excuse me. Is there a pay phone in the neighborhood?Ask another student to answer questions.Give more students chances to practice this dialogue.Step 2.Match work (1a)Bring in some objects or pictures to the students. (Two rulers, one is old, the other is new. Two boxes, one is big and the other is small. Two bottles, one is clean and the other is dirty. Two pictures of a street, one is busy and the other is quiet.)Say, Look at the rulers, please. Can you find the differenee between them?Yes. This one is old. (Show the old ruler.) And this one is new. (Show the new ruler.) Do you understand old and new?Ask the students to talk about the picture.Point to each half of each picture and ask about the differenee between the halves.Go on with the other pictures to teach the language items. Ask thestudents to match the words with the pictures.Step 3. Pair workCall attention to the conversation in the picture.Then ask the students to work in pairs and take turns asking each other questions about the things on the list of phrases in activity 1a on page 7.Step 4. Listening (2a, 2b)Ask the students to listen to the tape and circle the places in 1a.Say: Now please listen to the tape again. Listen to it and draw the places in Michael's neighborhood on the street map. Just listen.Play the recording.Play the recording again.Then have some students show their completed drawing to the class. Step 5. Pair workAsk the students to work in pairs talking about drawings to the class. Then ask some pairs to present their dialogues to the class.Ask the students to work in pairs, draw a map of their own neighborhood and practice asking and answering questions about the places they live in.Homework• Ask the students to make similar conversations to that in Activity 1 b.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:Turn left on First Avenue and enjoy the city's quiet streets and small parks.Take a walk through the park on Center Avenue.This is the beginning of the garden tour.Bridge is a good place to have fun.3. Enable the students to write a tour guide and draw the rout to somewhere.4. How to write a tour guide and draw the rout to somewhere.Teaching procedures:Step 1. RevisionCheck the homework by asking about the students neighborhood.Ask the students to work in pairs.Ask the students to work in pairs.Then ask some pairs to present their conversations to the whole class. Step 2. Reading (3a, 3b)Ask the students to read the tour guide.Divide the whole class into four groups to have a quiz.Tell the students to keep these words down and make at least twosentences with each word after class.After that ask the students to look at the pictures and fill in the blanks for this tour guide.Step 3.WritingAsk the students to write a tour guide with the students.Names of buildings and locations.Description wordsWords that talk about positions.Words that talk about di recti ons.Step 4. Pair work (4b)Learn to draw a picture of neighborhood. First ask the students toanswer the questions according to the pictures.Then ask the students to draw a picture according to the following conversati on.Then ask students to present their drawings to the whole class.Homework1. Ask the students to talk about the street and buildings in their own neighborhood.2. Ask the students to make sentences with the description words they keptdown in the class.Period 6Teaching aims1. Teach vocabulary words.2. Target Ianguages:I know you are arrivi ng n ext Sun day.Let me tell you the way to my house.I hope you have a good trip.3. Enable the students to write about the neighborhood.4. Help the students to learn how to write about the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking and answering some questions.Give more students chances to practice.Step 2.Key word check(1)Ask the students to check the words they know.Then ask the students to do the some exercises.Step 3.Vocab-Builders (2)Expand the students' vocabulary.After that ask the students to share their list with other students.Step 4. ReadingAsk the students to read the letter and draw the rout on the map.Ask the students to change the letter into a telephone conversation.Let the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes?What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5. Just for Fun!Call attention to the conversation in the cartoons.Ask the students to read the conversation and then answer the questi ons.Homework• Ask the students to do the following:1. Suppose your frie nd is going to visit you. He does n't know the way toyour house. Write a letter to him to tell him the route from the bus stop to your house.2. Review the next unit.Unit 3 Why do you like koalas?Language goals:•In this unit students learn to describe animals and express preferences.New languages:•Let's see the pandas first.•Why do you like want to see the pan das?•Because they are very cute.•Because they*re kind of shy.•Because they're kind of interesting.•Because they are fun.•Because they are smart.•Do you like giraffes?•Where are lions from?•They are from South Africa.•The animal is ugly / beautiful / friendly / small / shy / clever / cute / scary. •She likes to play with her friends and eat grass.•She's very beautiful, but she's very shy, so please be quiet•He sleeps during the day, but at night he gets up and eats leaves.Difficult points:1. Listening for the names of animals. Listen for the description words about animals.2. Read the description words about animals. Write about the animal you know.3. why, what, where questions, because, adjectives of qualityTeaching aids:• A tape recorder•Some picturesTeaching periods:•Period 1: Section A1a, 1b, 1c•Period 2: Section A2a, 2b, 2c•Period 3: Section A3a, 3b, 4•Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2c•Period 5: Section B 3a, 3b, 3c, 4• Period 6: Self CheckPeriod 1Teaching aims:1. Teach vocabulary words.2. Target languages:Let's see the pan das.Why do you want to see the lions?Because they*re cute.3. Enable the students to talk about animals.4. Help the students learn how to listen to and talk about animals.Teaching procedures:Step 1. Warming upTalk about animals using pictures.Teach new words about animals by the pictures.Step 2.Match work (1a)Ask the students to read the words and the picture, and then match thenames with the pictures a-h.Encourage or help the students to say something about the picture anddo the match work.Step 3. Listening (1b)Point to the numbered list of words in activity 1a and play the recording.Ask the students to listen to the recording and circle the countries in 1a.Play the tape and then check the answers.Ask the students to listen to and repeat after the recording and thencheck the answers.Further activity: Ask the students to do some pair work in the followingway if they can understand the listening material well.Step 4. Pair work (1c)Ask the students to make conversations in pairs.Show the following.—Let's see the pan das / giraffes / lions / penguins / dolphi ns / koalas / elepha nts / tigers?—Why?——Because they're cute / interesting / fun / interesting / smart.Say: Now please make conversations in pairs, using the animals in activity 1a and the description words in activity 1c.Homework1. Ask the students to remember the new words in this period (on page 116) by heart.2. Ask the students to practice the conversation in activity 1 c.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:I like dolphins.Why do you like dolphins?Because they are kind of interesting.3. Enable the students to talk about animals and tell why they like them.4. Help the students learn to talk about animals and tell why they like them. Teachi ng procedures:Step 1. Free talk and lead-inRevise the names of the animals.Say: In last period we learnt the names of some animals. Now let's do some revision. Please look at the pictures one by one and you have to tell me the name of the animal in the picture. OK?Show the students the animal pictures one by one.Revise the conversation learnt in the last period.Give more chances to more students to practice talking about the animals and expressing why they like the animals.Step 2. Listening (2a, 2b)First ask the students to listen and fill in the chart in activity 2a.Play the recording for the first time. Ask the students to listen carefully and write down the animals.Play the tape the second time.Ask the students to pay attention to the words in the box in Activity 2b.Ask the students to pay attention to the conversation in activity 2b. After that, check the answers.Then ask the students to listen to and repeat the dialogue after therecording.After this, ask the students to practice the conversation without the help of the recording.Step 3. Pair work (2c)Ask the students to work in pairs, ask and answer about animals they know.Ask the students to practice: Why? Because they are...Step 4.GrammarfocusAsk the students to read the sentences in the grammar box and sum up the sentence structure.Practice suggest!on: Ask the students to work in groups and write down。

英语初中全英教案Level: Junior High SchoolObjective:At the end of the lesson, students will be able to:1. Listen and understand discussions on climate change.2. Speak confidently about the causes, effects, and solutions to climate change.3. Participate effectively in a group debate on climate change.Materials:1. Handout on climate change facts2. Debate topics and guidelines3. Recording devices4. Whiteboard and markersLesson Plan:Introduction (5 minutes)1. Greet students and ask them to briefly introduce themselves.2. Lead a warm-up discussion on environmental issues, asking students what they know about climate change.3. Hand out the climate change facts handout and explain that they will be using this information to prepare for a group debate.Listening Activity (15 minutes)1. Play a recording of a climate change debate.2. Ask students to take notes on the causes, effects, and solutions mentioned in the debate.3. After the recording, lead a class discussion, asking students to share their notes and ask any questions they may have.Speaking Activity (15 minutes)1. Divide students into groups of three or four.2. Hand out the debate topics and guidelines, explaining that each group will be assigned a topic and will have to prepare a speech supporting their viewpoint.3. Give students 10 minutes to prepare their speeches, encouraging them to use the climate change facts handout as a reference.4. Conduct the group debate, allowing each group to present their speech and engage in a question-and-answer session with the class.Closing (5 minutes)1. Ask students to reflect on what they learned from the debate and share their thoughts on the importance of taking action against climate change.2. Encourage students to continue discussing and learning about environmental issues, both in and outside of the classroom.3. Thank students for their participation and dismiss the class.Note: This lesson plan can be adjusted according to the duration of the class and the level of the students. Additional activities, such as role-playing or writing exercises, can also be incorporated to enhance students' listening and speaking skills.。

初中英语听说课教案范文全英文版全文共3篇示例，供读者参考篇1Middle School English Listening and Speaking Lesson PlanI. Lesson Objectives:1. Students will be able to listen to spoken English and understand the main idea and important details.2. Students will be able to speak English fluently and accurately in a variety of situations.3. Students will be able to communicate effectively in English by using appropriate vocabulary and grammar.II. Materials Needed:1. Audio recordings of native English speakers2. Pictures or cards for vocabulary and discussion activities3. Worksheets for listening and speaking exercises4. Whiteboard or blackboard for writing key points and vocabularyIII. Procedure:1. Warm-up (5 minutes): Play a short audio clip of English conversation and ask students to listen and discuss what they heard in pairs. This will help students get into the listening mode and activate their listening skills.2. Vocabulary Introduction (10 minutes): Introduce new vocabulary related to the audio clip or the theme of the lesson. Use pictures or cards to help students understand and remember the words better.3. Listening Activity (20 minutes): Play an audio recording ofa native English speaker talking about a specific topic. Ask students to listen carefully and take notes on the main points and important details. After the recording, lead a class discussion on what they heard and check their understanding.4. Speaking Practice (20 minutes): Divide students into small groups and give them a speaking task related to the listening activity. For example, ask them to discuss their opinions on the topic, role-play a conversation based on the audio clip, or make a presentation using the information they learned.5. Feedback and Evaluation (10 minutes): Provide feedback on students' language use and communication skills during the speaking practice. Encourage peer evaluation andself-assessment to help students improve their English proficiency.6. Wrap-up (5 minutes): Review the key vocabulary and language structures learned in the lesson. Assign homework or additional speaking activities for students to practice outside of class.IV. Assessment:1. Listening comprehension: Evaluate students' ability to understand spoken English and follow the main ideas and details.2. Speaking fluency: Assess students' ability to speak English confidently and fluently in a variety of situations.3. Vocabulary and grammar: Evaluate students' use of appropriate vocabulary and grammar in their speaking activities.V. Extension Activities:1. Listen to more audio recordings of different accents and speech patterns to expose students to a variety of English language styles.2. Conduct pair or group discussions on different topics to practice speaking and listening skills in a more interactive setting.3. Organize a speaking competition or debate among students to enhance their communication and presentation skills in English.Overall, this lesson plan aims to improve students' listening and speaking skills in English through interactive and engaging activities. By providing opportunities for students to listen to authentic language input and practice speaking in meaningful contexts, they will develop the confidence and proficiency needed to communicate effectively in English.篇2Middle school English Listening and Speaking Lesson PlanLesson Title: Introducing YourselfGrade Level: Middle schoolObjective: Students will be able to introduce themselves and talk about their likes, dislikes, and interests in English.Materials: Whiteboard, markers, flashcards with vocabulary words, pictures of different activitiesWarm-up (10 minutes):- Begin the lesson by asking students to stand up and form a circle.- Lead them in a game of passing a ball around the circle while saying their names.- This will help students get comfortable speaking in English and creating a positive classroom atmosphere.Introduction (5 minutes):- Write the following questions on the board: What is your name? How old are you? Where are you from?- Explain that today's lesson will focus on introducing themselves in English and talking about their likes and dislikes.Presentation (15 minutes):- Use flashcards with vocabulary words related to hobbies, likes, and dislikes.- Give examples of sentences like "I like swimming" or "I don't like playing video games" and ask students to repeat after you.- Show pictures of different activities and ask students to talk about whether they like or dislike them.Practice (20 minutes):- Divide students into pairs and have them take turns introducing themselves to each other.- Encourage them to ask questions and find common interests.- Walk around the classroom and listen to students speaking in English, offering help and corrections as needed.Production (15 minutes):- Have each student stand up and introduce themselves to the class.- Encourage them to use the vocabulary and sentence structures they have learned.- After each student has introduced themselves, ask the class to guess their likes and dislikes based on their presentation.Wrap-up (5 minutes):- Review the vocabulary and sentence structures learned in the lesson.- Encourage students to continue practicing introducing themselves in English outside of the classroom.- Assign homework to write a short paragraph about themselves, including their name, age, hometown, and likes and dislikes.Extension:- For advanced students, have them create a dialogue with a partner where they introduce themselves and have a conversation about their interests.- Play a game where students have to guess each other's likes and dislikes based on clues given by their partner.This lesson plan is designed to help middle school students improve their English listening and speaking skills through interactive activities and practice. By focusing on introducing themselves and talking about their likes and dislikes, students will become more confident in using English in real-life situations.篇3Middle School English Listening and Speaking Lesson PlanI. Lesson Title: My HobbiesII. Objectives:1. Students will be able to introduce themselves and talk about their hobbies.2. Students will practice listening to a conversation about hobbies.3. Students will practice speaking about their own hobbies.III. Materials Needed:1. Whiteboard and markers2. Audio recording of a conversation about hobbies3. Handouts with vocabulary related to hobbiesIV. Procedure:1. Warm-up (10 minutes):- Begin the lesson by asking students to share their favorite hobbies with the class.- Write down some of the hobbies on the board and discuss them briefly.- Introduce the topic of the lesson: My Hobbies.2. Listening (15 minutes):- Play the audio recording of a conversation between two people talking about their hobbies.- After the recording, ask students some comprehension questions to check understanding.- Discuss any new vocabulary that was introduced in the conversation.3. Speaking (20 minutes):- Divide the class into pairs and ask students to talk to their partner about their own hobbies.- Encourage students to ask follow-up questions and engage in a conversation with their partner.- Walk around the class and monitor the students' discussions, offering feedback and assistance where needed.4. Vocabulary Practice (10 minutes):- Hand out the vocabulary handouts to the students.- Have students work in pairs or small groups to match the hobbies with their definitions.- Review the answers as a class and discuss any questions or misunderstandings.5. Role Play (15 minutes):- Divide the class into groups of four.- Assign each group a scenario related to hobbies (e.g. planning a weekend activity, discussing a new hobby).- Have students perform the role play in front of the class.- After each role play, provide feedback on the students' performance and language use.6. Wrap-up (5 minutes):- Review the main points of the lesson and ask students to share one thing they learned or enjoyed.- Assign homework for the next class, such as writing a short paragraph about their favorite hobby.V. Assessment:- Students will be assessed on their ability to participate in the speaking activities, engage in conversations with their peers, and use vocabulary related to hobbies accurately.VI. Extension Activities:- Have students create a poster or presentation about their hobbies to share with the class.- Organize a hobby fair where students can display and talk about their hobbies with their classmates.VII. Reflection:- After the lesson, reflect on what went well and what could be improved for future lessons on the topic of hobbies in English listening and speaking.。

教案标题：初中英语全英课程教学设计一、教学目标1. 知识目标：（1）学生能够掌握常用的英语问候语、介绍自己的基本信息、询问他人信息等基本交际用语。

（2）学生能够理解简单的英语句子，具备基本的阅读理解能力。

（3）学生能够运用所学知识，进行简单的英语写作和口头表达。

2. 能力目标：（1）学生能够听懂、说出一日常生活中的基本交际用语。

（2）学生能够通过阅读简单的英语文章，获取相关信息。

（3）学生能够运用英语进行简单的写作和口头表达。

3. 情感目标：（1）激发学生学习英语的兴趣，培养良好的学习习惯。

（2）提高学生自信心，培养团队合作精神。

二、教学内容1. 教材：《新目标英语》初中第一册。

2. 教学主题：日常生活中的人际交往。

3. 教学重点：问候语、介绍自己、询问他人信息等基本交际用语。

4. 教学难点：一般现在时的运用。

三、教学方法1. 任务型教学法：通过设定各种真实的任务，让学生在完成任务的过程中，运用所学知识，提高语言实际运用能力。

2. 情境教学法：创设各种真实的语境，让学生在语境中自然地学习和使用英语。

3. 分组合作学习：将学生分成小组，进行合作学习，培养学生的团队合作精神和沟通能力。

四、教学步骤1. 热身活动（5分钟）：教师与学生用中文进行简单的问候，然后引导学生用英语进行问候。

引导学生谈论自己的姓名、年龄、年级等基本信息。

2. 课堂导入（10分钟）：教师用英语讲解本节课的主题，然后用中文解释，让学生明白本节课要学习的内容。

3. 新课教学（20分钟）：教师用英语讲解一般现在时的用法，并用中文解释。

让学生通过观察、模仿、实践等方式，掌握一般现在时的构成和用法。

4. 练习与巩固（15分钟）：教师设置各种练习题，让学生运用一般现在时进行回答。

同时，教师可引导学生进行分组练习，相互提问，巩固所学知识。

5. 课堂总结（5分钟）：教师用中文总结本节课所讲内容，让学生明确自己所学知识。

6. 课后作业（课后自主完成）：让学生运用一般现在时，写一篇关于自己家庭成员的短文。

初中英语全英教案初中英语全英教案在初中英语教学中，教案是不可或缺的一部分。

教案的编写直接关系到教学的质量和效果。

全英教案是指以英语为教学语言，完全使用英语进行教学的一种教案形式。

全英教案的使用有助于培养学生的英语思维能力和语言运用能力，提高他们的听说读写能力。

下面将从教案的编写步骤、教案的结构以及全英教案的优势等方面进行论述。

教案的编写步骤教案的编写是教师教学准备的重要环节。

编写一份全英教案，首先需要明确教学目标。

教师应根据教学大纲和学生的实际情况，确定本节课的教学目标，明确学生需要达到的语言技能和语言知识。

其次，教师需要设计教学内容和教学活动。

教学内容应符合教学目标，教学活动要能够激发学生的学习兴趣，培养他们的语言运用能力。

最后，教师需要评估教学效果。

教师可以通过观察学生的表现、听力测试、口语测试等方式，对学生的学习情况进行评估，以便及时调整教学策略和方法。

教案的结构一份完整的教案应包括教学目标、教学重点和难点、教学过程以及教学评价等部分。

教学目标应具体明确，包括语言技能和语言知识两个方面。

教学重点和难点是教师在教学过程中需要重点关注和解决的问题。

教学过程是教师根据学生的实际情况和教学目标，设计的一系列教学活动和教学步骤。

教学评价是对学生学习情况的评估，可以通过听力测试、口语测试、作业评分等方式进行。

全英教案的优势全英教案的使用有助于提高学生的英语思维能力和语言运用能力。

在全英教学中，学生需要通过英语进行听说读写的交流和学习，从而培养他们的英语思维能力。

同时，全英教学也能够提高学生的听说读写能力，让他们更好地掌握英语语言。

此外，全英教学还能够激发学生的兴趣，增加他们对英语学习的积极性。

通过全英教学，学生能够更好地感受到英语的魅力，提高他们对英语学习的热情。

总结全英教案在初中英语教学中具有重要的作用。

教师在编写全英教案时，需要明确教学目标，设计合理的教学内容和教学活动，并对学生的学习情况进行评估。