初中英语口语教案

初中口语 篇一:英语口语教案 英语口语课程教案 篇二:初中英语校本口语教案 Welcome to Xikou!——溪口中学旅游英语口语课程教案 发布时间: 2010-11-17 录入: 胡林丹 作者: 胡林丹 点击数: 380 保护视力色:【字体:大 中 小】 The Lesson Plan of “Welcome to Xikou” Teacher: Hu Lindan Date:2010.11.16 Teaching contents: The tourist spots and specialties in Xikou Teaching goals: 1.In this lesson, students will learn six tourist spots and three specialties in Xikou. 2.After this lesson, students will be able to introduce tourist spots and specialties to others in English. Teaching key points: Teach students to introduce tourist spots and specialties in Xikou. Teaching difficulties: Lead students to introduce tourist 1 spots and specialties in Xikou freely. Teaching procedures: Warm up: Before the class, let students enjoy the song of Xikou. The teacher shows up as a tour guide. “Ladies and gentlemen, good morning! My name is … Nice to meet you! Do you enjoy the song we listened just now? What is it about? Yeah, it’s about Xikou. Today, I’m your guide. I will show you around Xikou. But do you know why we call this place Xikou? Step 1 Brainstorming Do you like Xikou? What do you think of Xikou? lEncourage students to think of some words or phrases to describe Xikou. lThen let individual student say something about Xikou. Step 2 Greeting lShow a picture of tourists in Xikou. Introduce the word “tourist”. Then show a picture of a foreign tourist. Teach the new word “foreigner”. Introduce Tom and Lixin to students and let students imagine what they would say. lPresent the conversation between Tom and Linxin to students. Ask them to read it loudly together. 2 lAsk students to make a similar conversation and act it out. If you meet someone for the first time, what would you say? Li Xin: Hello! Welcome to Xikou! Tom: Thank you. I’m Tom. Li Xin : I’m Li Xin. Nice to meet you, Tom. Tom: Nice to meet you, too. It’s my first time to be here. Li Xin : Really? Do you like Xikou? Tom: Yes. It’s beautiful. Li Xin : I think so. I hope you have fun in Xikou. lRole play Suppose you are a foreign tourist. You and your partner meet in Xikou for the first time. Please make a similar conversation and act it out. Step 3 Tourist spots in Xikou lShow pictures of some tourist spots in Xikou and ask students if they know all of them. Then show pictures and introduce each tourist spot to students. lPresent all the pictures of tourist spots and let students try to introduce each tourist spot. 3 e.g This is Wulin Middle school. Chiang kai-shek was the first headteacher. lMemory challenge. Let students choose numbers and introduce tourist spots. Step 4 Specialties in Xikou lFirst ask students for specialties in Xikou. Ask them if they know the three kinds of treasure of Fenghua.(taro, peach and one thousand layer cake) lThe story of one thousand layer cake Tell students the story of one thousand layer cake. Encourage students to retell the story with the help of some key words and phrases. Step 5 Oral practice lShow pictures of tourist spots and specialties in Xikou. The teacher acts as a tour guide and introduce tourist spots and specialties in Xikou to students. lAsk students to work in groups and try to introduce Xikou in English. lInvite some students to act as a tour guide. Step 6 Exploring 1. Find more tourist spots in English. 4 2. Go to Wulin Road on weekends and practice introducing Xikou to others. If you meet some foreigners, try to help them and be their guide. 浙ICP备05008988 技术支持 宁波金网信息产业有限公司 Copyright 2009-2010 All Rights Reserved. Powered by 宁波市教育局教研室 篇三:初中英语口语的培养教案 英语口语的培养(第一课时) 一、教学任务: ? 音标知识的简单介绍; ? 音标知识的重要性; ? 教学音标: a,辅音:能正确识读 28个辅音; b,元音:元音字母在开、闭音节中的发音。。 二、教学重点: ? 开、闭音节的区分及元音字母在开、闭音节中的发音 ? 28个辅音的认读，尤其是6个爆破音的认读。 三、 教学难点: 开、闭音节的区分及元音字母在开、闭音节中的梵音和28个辅音的认读 四、教学步骤: Step One Everyday English(日常用语) 5 ?----Good morning,Hellen!(afternoon/evening) ---- Good morning,Alice!(afternoon/evening) ?---How do you do! ----How do you do! ?----How are you ? ----Fine, thank you,And you?/ I’m OK.thanks. ----I’m fine, too. ?----What’s your name? ---- My name is Mary/Tom. (I am Mary) ?--- Can you spell it,please? ---- Yes, M—A—R—Y,Mary. ?---- Are you clear? ---- Yes.?No. ?Read after me,please. ?Look at the blackboard. Please. ?Exchange, please. (注;第6、7、8、9的项目只要求学生明白指令并作出反 应即可)Step Two ?简单介绍音标的知识，(联系汉语拼音) ? 说明学习音标的重要性。(让学生明白学好音标除了能 自己独立识读英语单词外，更重要的是能轻松记忆后面将要 学到的所有单词，而记忆好单词是学好英语的最基本保证。) 6 ?音标慨况:元音(单双元音);辅音(清浊辅音)。 Step Three ? 开音节与闭音节的认识及开闭音节单词的区别练习;? 元音字母在开、闭音节中的发音及练习 ?让学生反复练习元音字母在开闭音节中的发音。 Step Four ? 元音和辅音的初步认识; ? 辅音的教学及6个爆破音的正确认读 五、课堂作业及训练、测试 ?单项选择 ( ) 1.英语共有____元音字母;国际音标共有___个,其中辅音____个，爆破音____个。 A.5,48,20,10 B.21,48,28, 6 C .26,48,5,10 D.5,48,28,6 () 2.下列单词中为开音节的是______。 A. cake B. borrow C. window D. meat () 3.下列表述错误的是_________。 A..音节通常由一个元音加上一个或者几个辅音构成。 B .以元音字母结尾构成的音节叫绝对开音节。 C .元音和浊辅音在发音时声带要振动。。 D.元音字母在开音节单词中一般读其字母音，其中” u “在开音节中还可读/u::/。 7 ?.找出下列各组划线部分读音不同与其它的一个 。 () ? A. cake B. make C. watch D. name () ? A. heB. desk C. game D. see () ? A.bike B. rice C fineD. sit () ? A. hot B. smoke C. boxD. dog ?默写6个爆破音: 教学后记: 英语口语的培养(第二课时) 一(教学目标 知识与能力 Section A主要通过谈论话Things around the house学习询问“物品的位置”，使学生学会基本句型Where’s my backpack? It’s under the chair(”，进一步体会Where(来自:WWw.xlTkwj.com 小龙文 档网:初中英语口语教案) Yes,No” 疑问旬的用法;学会运用方位介词on,in,under,behind,next to”表达物品的位置。 二(教学重点 学习运用重点句型Where…? Yes,No”疑问句的用法;语法焦点在于学会运用方位介词on,in,under,behind,next to”表达物品的位置。 三(教学步骤 1)、第一教学环节:情景创设，导入新课 8 教师活动 学生活动 Section A主要内容是通过询问“物品的位置”，使学生学会“Where Yes,No”疑问句的用法;学会运用方位介词表达物品的位置。所以在教学中可采取问答式导人法: 1(教师拿出一个篮球或放映幻灯片或出示图片进行演示:I have a basketball。“Where is it?”自己回答:“It is on,in,under— (把篮球放在讲台上、 里、下)，以此教学一些学习、生活用品、家具名词及“on,in,under— “。 2(让学生将单词与图相连，熟悉一些学习、生活用品、家具名词及on,in,under--。 1(看演示:I have a basketball。“Where is it? It is on,in,under---学一些学习、生活用品、家具名词及“on,in,under---。 2(将单词与图相连，熟悉一些学习、生活用品、家具名词及“on,in,under---。 2)、第二教学环节:师生互动，学习探究 教师活动 学生活动 1(播放1b部分的录音让学生听，引导学生写出所听到的单词的号码，完成lb部分的教学任务。 2(引导学生展开Pair Work活动，完成lc部分口语交际的教学任务，学会运用 “Where’s my backpack? It’s under the chair(”，及方 9 位介词“on,in,under,behind,next to”表达物品的位置。 3(播放2a部分的录音，引导学生选出他们所听到的事物并标明顺序，完成2a部分的教学任务。 4(引导学生展开Pair Work活动，完成2c部分口语交际的教学任务。归纳语法Where’s my backpack? It’s on,in,under the chair.” 5(引导学生观察3a部分的图画和对话内容，并根据示例捕捉相关信息，将方框内对话排序。 6(引导学生展开Pair Work活动，完成3b部分口语交际的教学任务。要求学生学会使用Where are…”句型询问“物品的位置”。可采用师生互动带动生生互动的交流方式:“Where are the books? They are in,on,under,behind,next to—(”。 1(听1b部分的录音，写出所听到的单词的号码，完成lb部分的教学任务 2(展开Pair Work活动，完成lc部分口语交际的教学任务，学会运用“Where’s my backpack? It’s under the chair(”，及方位介词“on,in,under,behind,next to”表达物品的位置。 3(听2a部分的录音，选出所听到的事物并标明顺序，完成2a部分的教学任务 4(展开Pair Work活动，完成2c部分口语交际的教学任务。归纳语法 “Where’s my backpack? It’s on,in,under 10 the chair(” 5(观察3a部分的图画和对话内容，并根据示例捕捉相关信息，将方框内对话排序。 6(展开Pair Work活动，完成3b部分口语交际的教学任务。要求学会使用“Where are…”句型询问“物品的位置”。可采用师生互动带动生生互动的交流方式:“Where ale the books? They are in,on,under,behind,next to …(”。 3)、第三教学环节:合作交流，巩固提高 教师活动 学生活动 引导学生展开Pair Work活动，完成4部分口语交际练习的教学任务。要求一个学生看第4部分的图，另外一个学生看19页的图，找出两幅图的差别，操练 “Where is,are---?”句型。 展开Pair Work活动，完成4部分口语交际 相关热词搜索:英语口语 教案 初中 英语口语课教案 小学英语口语教案 11