版初中英语教案全英文【实用3篇】

Version Middle School English Lesson Plan (Article One)

Title: Teaching Vocabulary through Context Clues

Introduction:

In this lesson, students will learn how to use context clues to determine the meaning of unfamiliar words in a text. This skill is essential for improving reading comprehension and expanding vocabulary. The lesson is designed for middle school students who have a basic understanding of English vocabulary and grammar.

Objectives:

1. Students will be able to identify and define unfamiliar words using context clues.

2. Students will be able to apply the strategy of using context clues to improve reading comprehension.

3. Students will be able to use context clues to determine the appropriate meaning of words in different contexts.

Procedure:

1. Warm-up (5 minutes):

- Begin the lesson by asking students to brainstorm different ways they can figure out the meaning of a word they don't know.

2. Introduction (10 minutes):

- Explain to students that context clues are hints or information in a text that can help them understand the meaning of unfamiliar words.

- Give examples of different types of context clues, such as definitions, synonyms, antonyms, and examples.

- Show students how to identify these clues in a passage and use them to determine the meaning of unknown words.

3. Guided Practice (15 minutes):

- Provide students with a short passage that contains unfamiliar words.

- Read the passage aloud and ask students to identify the context clues that can help them understand the meaning of the words.

- Model the process of using the context clues to define the words.

- Discuss the answers as a class.

4. Independent Practice (20 minutes):

- Divide students into pairs or small groups.

- Give each group a different passage with unfamiliar words.

- In their groups, students should identify the context clues and define the words using the clues.

- Circulate the classroom and provide assistance as needed.

5. Wrap-up (10 minutes):

- Bring the class back together and ask each group to share their passage and the words they defined using context clues.

- Discuss any challenges or successes students had during the activity.

- Remind students to continue using context clues when reading independently.

Assessment:

- Observe students' participation and understanding during the guided and independent practice activities.

- Review students' responses in the independent practice to assess their ability to identify and define words using context clues.

Extension:

- Encourage students to practice using context clues when reading books or articles outside of class.

- Provide additional passages with unfamiliar words for students to practice identifying and defining words using context clues.

版初中英语教案全英文 篇三

版初中英语教案全英文

　　作为一名为他人授业解惑的教育工作者，时常需要用到教案，教案有助于学生理解并掌握系统的知识。我们该怎么去写教案呢？以下是小编为大家整理的版初中英语教案全英文，欢迎阅读与收藏。

　　Unit 8 I’d like some noodles

　　( period 1 1a to grammar focus)

　　一、The analysis of the textbook.

　　Different people have different tasts and habits of the food.

　　Unit 8 focuses on the chinese food and it specialities.

　　The main languge targets are “ What kind of noodles would youhe she like ? I’d He’dShe’d like …… noodles.

　　What size bowl of noodles would you he she like?” I’d He’d She’d like a small mediumlarge bowl of noodles.

　　It is an interesting topic related to the students’ daily lives.

　　So it is easy to arouse the interests of the students.

　　二.The analysis of the students.

　　The students show a lot enthusiams and passi

　　Because the topic is useful and necessary in their daily lives.

　　They show great curiosity and inquiry.

　　Most names of the food are familiar to them.

　　However some students are not familiar with some new words of the food such as beef, mutton, cabbage and so on.

　　Besides the words of bowl , large, special are hard for them to pronouce.

　　Some students have never seen or eaten the food in the lesson.

　　So I will help them to overcome these obstacles.

　　I will help them enjoy the fun of English .

　　三.The analysis of the teaching methods.

　　1.The students are always the masters of the class.

　　The teachers are only the guides and organizers of the class activities.

　　In English teaching, we should make the lessons close to their daily lives ,and complish the teaching goals in the activites.

　　We should make the students master the ways to study in the activities.

　　So the teachers and students can show their initiatives and creativities at their best.

　　2.I adopt the task-based teaching method.

　　I mix the main words and main language targets into the pratical activities.

　　The students complish the goals through the experance of the class activities.

　　3.Groupwork is the main teaching method in the English class.

　　The teacher should give the students more freedom to show and express themselves.

　　We should provide a stage for the students to mix the knowledge , exchange the information and share the resources .

　　The teachers had better give them more praise and affirmation.

　　So the relations between the teachers and students are natural and democratic.

　　四.The teaching goals.

　　1.Knowlege object:

　　words: would, I’d, noodle, beef, mutton, cabbage, potato, special, juice, drink, bowl, he’d, he would, size

　　language goals:

　　What kind of noodles would youhe she like ? I’d He’dShe’d like …… noodles.

　　What size bowl of noodles would you he she like?

　　2.Ability object:

　　The students are able to make the new conversations using the target languages.

　　They foster the ability to speak ,listen, read, and study by themselves.

　　3.Emotion object:

　　Let the students enjoy the English and learn by using , learn by doing.

　　4.learning strategy object:

　　Self study and cooperation in groups.

　　五.Teaching important and difficult points.

　　Important points:

　　1 The words of the food.

　　2 The target language.

　　Difficult points:

　　Teach the students to put the knowledge into use.

　　六.Teaching aids :

　　The pictures of the food; a radio;a computer; a paper;

　　七.Teaching procedure:

　　Before ---task:

　　( Let’s begin the lesson with the English song “ A mouse likes rice”)

　　1 Warm up:

　　Play a game using the target language “ Can you ? Yes, I can.

　　No, I can’t.”

　　T: My boys and girls, do you like games ? (The students may answer “ Yes, I do” )

　　T: Good ! now please take out a paper ( No matter how large the paper is .

　　Any paper is ok!) and fold it like me ! First fold it into a square and cut the unnecessary part.

　　If you can fold it easily , you can say loudly “ Yes, I can” If you can’t go on to fold it , you can say loudly “ No, I can’t”

　　T: Are you ready?

　　S: Yes!

　　T: Ok! Let’s go ! First fold it “ can you?”

　　S: Yes, I can !

　　T: Go on! “can you?”

　　S: Yes, I can !

　　T: Go on ! “ can you?”

　　S: Yes, I can!

　　T:Go on! “ can you?”

　　S: Yes, I can!

　　T: Go on! “can you?”

　　S: Yes, I can !

　　T: Go on ! “ can you?”

　　S: Yes, I can!

　　T:Go on! “ can you?”

　　S: Yes, I can!

　　T: Go on again! “ can you ?”

　　S: No, I can’t!

　　T: Go on again! “ can you ?”

　　S: No, I can’t!

　　T: Ok! Now unfold the paper and count how many times have you folded?

　　S:Seven !

　　T: Yes ! it is impossible for us to fold more than that, no matter how large the paper is! If you don’t believe it, you can try after class! Yeah! A very intersting game!

　　(Until now the students are warm.

　　They have prepared themselves for the coming lessons.)

　　2.Check the prevision of the new words.

　　The teacher prepares the cards of the food ahead of time.

　　The teacher presents the pictures to the students and the students say English together.

　　The teacher shows the pictures twice.

　　Then the teacher shows the pictures to the inpidual students and they are expected to say English according to the given pictures.

　　If they can say them correctly, the teacher will send them the pictures! ( The students are eager to get them, they need the teacher’s encouragement, so they will answer them actively!).

　　3.Presentation.

　　(1)Present the words of the food and the pictures of the food on the screen.

　　( the student have been familiar with them)

　　T: Do you know these food?

　　S: Yes!

　　T: Perfect! Now I will ask a girl and a boy to lead the other students to read them.

　　Then I will present the names of the drinks in the same way.

　　Until now all of the new words of the food have been presented to the students.

　　T: Look at these words please ! My students , can you find the differnces between these words?( The teacher says so while she is pointing to the “s” added to the words.

　　Volunteers!

　　S: A student may stand up and give his answers!

　　Present a collection of pictures of food and ask the students to category .

　　T: Look at these pictures ! Which are uncountable words and which are countable words? Volunteers!!!!????

　　S: A student may stand up to show him.

　　(2) Lead into the class using “ What kind of vegetables would like ? ---I’d like …….

　　Present the pictures of the vegetables like : carrots, cabbages, broccoli, potatoes, tomatoes, and so on!

　　T: “ What kind of vegetables would you like?”

　　S: I’d like tomatoes.

　　( They say it together)

　　T: What about you ? (point to a student)

　　S: I’d like ……

　　The teacher leads the students to read the target languages and makes the students to practice the conversations in pairs.

　　The teacher asks several pairs to show them .

　　Then the teacher presents the pictures of the meat like : beef, mutton, chicken, fish ……

　　The teacher asks the students using the target languages “ What kind of meat would you like? I’d like …….”

　　The teacher calls several students to answer and then let them practice in pairs.

　　Later, the teacher names several pairs to show them.

　　The teacher presents the pictures of the noodles.

　　The teacher leads the students to express the kinds of noodles according to the pictures on the screen.

　　Then the teacher asks the students to use the target languages “ What kind of noodles would you like? I’d like …….

　　noodles.”

　　The teacher gives them minutes to practice and then asks them to present their conversations.

　　Cheer for them at the duly time.

　　3.While --- task.

　　(1)T: Please turn to P47 and match the words with the pictures and let them check with their partners.

　　Then the teacher presents the answers on the screen.

　　(2) Let’s move on to activity 1b on Page47.

　　The students will listen to the radio twice and then check the answers.

　　(3) Present different sizes bowls of noodles.

　　( small, medium, large)

　　T：Boys and girls, do you want to eat noodles?

　　S: Yes!

　　T: What size bowl of noodles would you like ?

　　S: I’d like small mediumlarge bowl of noodles.

　　Teacher asks the students to answer the questions and then let them practice in pairs.

　　Three minutes later, the teacher asks the pairs to show their conversations.

　　(4) Guessing game!

　　The teacher shows the picture of a strong boy on the screen.

　　Let the students guess what size bowl of noodles would he like? He’d like a ________ bowl of noodles.

　　Then the teacher asks several pairs to present their guesses.

　　Then the teacher shows the answer “ small”

　　Let the students who guesses right put up their hands and cheer for them.

　　(5) Let the students turn to p48 .

　　Listen to the tape and do 2a .

　　Then one student gives his answer and the teacher shows the right answers on the screen.

　　Let us go on activity 2b .

　　The students will listen to the tape twice and fill the blanks.

　　Then the seated students check the answers with their partners and the teacher presents the correct answers on the screen.

　　4.Post---task.

　　(1) Role play.

　　T: My boys and girls, do you want to have noodles?

　　S: Yes!

　　T: Good! Let us go to the noodle house to have noodles!

　　One is a waiter, the other is a customer.

　　Just act it out!

　　Three minutes later, the teacher calls three pairs to act it!

　　(2) Make a survey!

　　Make a survey in the groups using the language goals :

　　They may do it like this :

　　A: Hello Peter! What kind of noodles would you like ?

　　B: I’d like beef and cabbage noodles.

　　A: What size bowl of noodles would you like?

　　B: I’d like medium bowl of noodles.

　　A: Hello Sally!.

　　Then the teacher asks the students to report the survey like this :

　　I’d like egg and tomato noodles.

　　I’d like a small bowl of noodles.

　　Peter would like beef and cabbage noodles.

　　Peter would like a mediun bowl of noodles.

　　And Sally.

　　5 Check themselves!

　　Do the exercise on the paper.

　　The exercise includes two parts: check yourselves and challenge yourselves!

　　6 Summary!

　　The teacher asks a student to sum it up , then the teacher help him add

　　7 Let us end the lesson with the english song “ A mouse likes rice”