第一篇：全英初中英語教案

魯人辦發[2008]78號

關于做好2008年省內高校特困家庭畢業生求職補貼發放工作的通知

各高等學校:

按照山東省人民政府辦公廳《關于做好特困家庭高校畢業生就業工作的通知》（魯政辦發[2008]21號）要求，現就做好2008年省內高校特困家庭畢業生求職補貼發放工作有關事項通知如下：

一、發放范圍

求職補貼發放范圍為符合城鄉低保、零就業家庭、農村貧困家庭等特殊情況，就業有困難需要幫助的2008年省內高校山東生源應屆畢業生（以下簡稱特困生）。其中，升學、出國、參軍、指令性就業、暫無就業意愿的除外。

二、發放標準和原則

求職補貼按500元/人的標準發放，用于補貼特困生求職過程中發生的費用。求職補貼申報和發放嚴格遵循誠實申請、公正受理、科學管理、公開透明、專款專用的原則。

三、申報辦法

符合上述條件的特困生須向所在學校提交本人書面申請、生源所在縣（市、區）民政部門核發的低保證或工會出具的《特困職工證》、扶貧辦(部門)出具的特困證明及相關證明材料，并詳細填寫《山東省特困家庭高校畢業生求職補貼申請表》（以下簡稱《申請表》，見附件）。

特困生由所在學校確定，比例不得超過當年畢業生總數的5%。各學校要按照省教育廳、省財政廳《關于認真做好我省高等學校家庭經濟困難學生認定工作的指導意見》（魯教財字[2007]18號）認真做好初審工作。初審合格的特困生須采取適當方式在一定范圍內公示。公示無異議后，以正式文件形式按非師范類和師范類分別報送省人事廳、省教育廳審核。其中2007年底非師范類畢業生生源審核時各學校申報并納入省數據庫的特困生可不再公示，本次審核確定后，只報送特困生名單（加蓋學校公章）和《申請表》(從山東高校畢業生就業信息網下載)。

四、申報階段時間安排

(一)4月28日—5月7日，為申請、填表階段。符合條件的特困生到所在高校畢業生就業工作部門提出申請，提交相關證明材料，并填寫《申請表?(一式二份)。

(二)5月8日—5月16日，為審核、公示階段。各高校認真核查申請者相關材料，初審后在校內一定范圍內公示。公示期為7天。

(三)5月23日前，為上報階段。各高校務必在規定時間內報送相關材料。在報送時須出具正式文件（附特困生名單，按學號排序）和《申請表》，同時，各高校登陸“山東高校畢業生就業信息網”學校專區，使用“特困生管理”欄目的“求職補貼申報管理”功能，上報特困生數據。特困生的相關證明材料由學校妥善保管。

五、求職補貼的發放

省人事廳、省教育廳將各學校上報的特困生名單和《申請表》匯總后，確定發放求職補貼名單，制定發放方案。由省人事廳、省教育廳將補貼所需資金直接核撥至學校，由學校代發給特困生。

六、監督檢查

各高校要高度重視求職補貼的發放工作，要明確專人負責，認真落實發放工作責任制。省人事廳、省教育廳將會同有關部門對各學校特困生相關證明材料和資金申報發放情況進行監督檢查。對違反規定擅自擴大發放范圍，或采取欺騙手段截留、挪用、擠占資金的，視情節輕重依法處理。

聯系部門:山東省人事廳畢業生就業處、山東省教育廳學生處

聯系 人:李峰、戰斌、張如柏

聯系電話:（0531）88597895、88943427，81916562

傳真:（0531）88544043，86100076

二00八年月二十四日

第二篇：全英初中英語教案

è?ó￠3??Dó￠ó??ì°?.txt?òoü???aμà￡??àéùè?·??aá?￡??1ê?é?°?×??￡?f×??o?T×??oD|×??o?′×?×??o???￡??ó?òtéíà′??±ü?ò???òó?òtéíà′3éè???￡?′yμ?ò?è?è¨?úê?￡?é±??ìì???o?ò1·?￡Teaching Plan Be Careful with Numbers in Listening Class: Class 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?ˉll have a class on listening practice ?°Be careful with numbers in listening?±: First we?ˉll play a game.Then, we?ˉll practice.Lead-in A game on number II.Performance: Quick and accurate response to numbers is very important in daily communication.Telephone numbers, addresses, 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?ˉs 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?ˉs?± and ?°-ty?ˉs?± are ?-..?°Seventeen point five million.?±?-)Whole class 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?ˉll do challenge exercise.So pay special attention to the numbers in the passage 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 addresses 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?ˉs 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.Assignment: 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 Class: Class 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?ˉll have a class on listening practice ?°Be careful with numbers in listening?±: First we?ˉll play a game.Then, we?ˉll practice.Lead-in A game on number II.Performance: Quick and accurate response to numbers is very important in daily communication.Telephone numbers, addresses, 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?ˉs 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?ˉs?± and ?°-ty?ˉs?± are ?-..?°Seventeen point five million.?±?-)Whole class 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?ˉll do challenge exercise.So pay special attention to the numbers in the passage 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 addresses 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?ˉs 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.Assignment: 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: Class 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 message 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?ˉm fine.My mother is fine.I?ˉm having a class.My mother is working.I have lessons 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?ˉm 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 class and his mother was working.He said he had lessons 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.Pass on What MsYang said one to another, then the last one tell the whole class: 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 guess 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 guessing game: fill in the blanks by using the names of the creatures.6.Tell students there are 6 more star signs and let them guess 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?ˉs stars say?(4)What happens to Eddie?ˉs 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?ˉs and Eddie?ˉs 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 classmates 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.Guessing 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?ˉs 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 possible.)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?ˉ meanings.Step 3 Reading 1.T: It?ˉs said that star signs can represent a person?ˉs characteristics.Let?ˉs 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 passage by passage and try to find out the adjectives to describe people?ˉs 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: successful, patient Aquarius: kind, wise, strange Pisces: generous, kind, gentle, easy-going, creative, imaginative

5.Discussion: 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.Discuss with your partner whether or not you agree with each other.Step 5 Homework 1.Read the passage three times.2.Remember all the adjectives which describe a person?ˉs 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?ˉt give up easily? 2)Which star sign loves peace and doesn?ˉt 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 passages about some famous people.Let students guess what star signs they are? 2.Finish Part C2 on Page11, and then check the answers.3.Discussion: 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?ˉs.)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 passage again and again.2.Do some exercises.

第三篇：英語教案全英

PEP六年級英語 Unit 1 How do you go there? Period One Teaching contents: Part A let’s learn & let’s play Teaching aims: 1． To enable the students to master the four skills phrases: on foot，by bike，by bus，by train, by plane，by ship，by subway 2． To enable the students to ask about the ways of traffic with the following sentence patterns: How do you go to school? Or How do you go to Canada…?‖And answer with―I go by…‖ Teaching focus: To master the four skills phrases: by train, by plane, by subway, by ship, by bike, on foot Teaching difficulty: To differ ―subway‖ from―train‖ Teaching methods: Communicative Approach Teaching aids: 1.Word cards 2.Tape recorder and tape 3.Multi-media player Teaching procedure: 1.(Warm-up)Greeting: Good morning , class!Glad to meet you again.How are you? What day is it? What ?s the date? What‘s the weather like today? 2.Presentation Show a picture of bus T: What‘s this? S: It‘s a bus.T: I go to school by bus.How do you go to school?(Show a picture of bike and help a student to answer with--I go to school by bike.‖)(In the same ways)Teach ―by subway‖ and ―by train‖ ―by ship‖ ―by plane‖ ―on foot‖）

Subway: It's an underground railway in a city．It travels very fast．We can see subway in Hong Kong, Beijing, Shanghai, Gongzhou… Explain the differences between subway and train Pay attention to the pre.― by‖& ―on‖ 3.Play games Ask one S to the front and stick the word cards next to the phrases written on the Bb when T read the new phrases quickly and the other Ss put up their cards.The one who reflect fastest and correctly is the winner.4.Listen to the tape of Part A Let‘s learn and follow it.Pay attention to the tone and pronunciation 5.Practice: Let‘s play T Offer many places(the USA.England Australia Hong Kong Shanghai Guangzhou the moon…)and traffic ways(by car/ taxi/ bus… on foot)Ss practice with above places and ways in pairs: A: How do you go to school? B: I go to school on foot.Encourage the Ss to make up as many sentences as they can.6.Spelling competition Divide the class into tow groups.Show the pictures of traffic tools and ask Ss to spell the phrases.The first one who puts up hand gets the chance to spell.The group spell out more phrases are the winners.Homework Copy the new words and phrases Finish Page1 of the AB Bb design: Unit One How do you go there? How do you go to school/ Canada? I go to school on foot/ by subway/ bus/ train/ taxi…

第四篇：初中全英說課稿

初中全英說課稿1

Good morning, everyone!

Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid.Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss.This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize.Review the learned language points “Where’s…”and the new language points will be represented in the following units.So this unit forms connecting links with a special meaning in this book.The content of this period is to use “Where’sare…” to determine the place.And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:

The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast?

Have some juice then.The third one: students can listen, read, say and write the following sentence patterns: Where’sWhere are themy…

It’s They’re…

There’s no …in on ear…

I think the most difficult point of this period is to make sure the students can use the patterns “Where’sWhere are…and There is no …inon ear…” in their daily life correctly.And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.The task-based method, communicated method, group cooperate method will be used in this period.To accomplish the aims, I design the following steps:

Step 1 Songs and the game arousers the emotion.In order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”.At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.Step 2 Change class to life, happy to say.The substance of language is communication and the environment of communication is life.So when I present the sentence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast, teach the sentence.Then show my own photo of having breakfast, Ss ask and guess.In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge.Most of the Ss have learnt the sentence pattern: Where’s…？ so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…？ They’re … Meanwhile stick the sentences on the Bb.After some practice by asking and answering, I present the next language points:

There’s no …inon ear…

Have …then.And I will stick these sentence patterns on the Bb.Finally I’ll let the Ss do pair works to consolidate them.Step 3 Listen to the tape and Ss imitate to read and say.As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method.So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.Step 4 Ss be the main body, T makes a guider.In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.Then I show a carton with no voice, ask Ss to make a dialogue in pairs.There are lots of ways to consolidate the new knowledge.Playing game is a good way.So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks.In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.Step 5 Change class to life, learn by themselves.Is this the end of the class? I don’t think so.If there is an end, I think it should be in the life.So I extend this class, encourage Ss to use the learned to communicate with each other in their life.In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging.When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.That’s all.Thanks a lot for your attention.

初中全英說課稿2

Interpretation

Good morning, ladies and gentlemen.It’s my great honor and pleasure to be here sharing my lesson with you.I have been ready to begin this representation with five parts.Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.Part 1 Teaching Material

The content of my lesson is New Senior English for China Book*** Unit********************.This unit is about********************（topics）。By studying of this unit, we’ll enable students to know************************* and develop the interest in*******************.At the same time, let the students learn how to********************（functional items）。From this lesson, it starts***************************（structures）。（As we all know, reading belongs to the input during the process of the language learning.The input has great effect on output, such as speaking and writing.）Therefore, this lesson is in the important position of this unit.If the Ss can master it well, it will be helpful for them to learn the rest of this unit.Part 2 Teaching Aims

According to the new standard curriculum and the syllabus（新課程標準和教學大綱），and after studying the teaching material, the teaching aims are the followings:

1.Knowledge objects（語言目標：語音，詞匯，語法，功能，話題）

（1）The Ss can master the usage of the important words and expressions.（2）The Ss can use the ******************（grammar）in the proper situation.（3）The Ss can understand the content of the lesson, talk about ***********************（information）and get their own idea about *******************************.2.Ability objects（技能目標：聽，說，讀，寫）

（1）To develop the Ss’ abilities of listening, speaking, reading and writing

（2）To guide Ss to set up effective studying strategies.（3）To improve the student’s reading ability, especially their skimming and scanning ability.（4）To train the Ss’ abilities of studying by themselves and cooperating.3.Emotion or moral objects（情感目標：興趣，自信，合作，愛國，國際視野）

（1）By completing the task, the Ss increase their interest in ********************and set up self-confidence in *********************.（2）Teach the Ss*************************, put the moral education in the language study.Part 3 the Important and Difficult Points

Based on the requirement of the syllabus.The important points are************************** such as **************.The difficult points are************************* for example*************.Part 4 Teaching Methods

As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language.For achieving these teaching aims,（after the analysis of the teaching material and teaching aims,）I will use the following methods according to the modern social communication teaching theories（現代社會交際教學理論）.1.Communicative Approach（交際教學法）

2.Whole Language Teaching（整體語言教學法）

3.Task-based Language Teaching（任務教學法）

4.Total Situational Action（情景教學）a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss.At the same time, CAI（電腦輔助教學）can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.Part 5 Teaching Procedure

Step 1.Lead-in.（*****min）

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Purpose of my design:（1）to catch Ss’ attention about the class/topic/passage.（2）To set up suspense/develop interest in ***************.Step 2.Pre-reading

Task 1.（Individual work, pair work, group work, class work;*****min）

Let Ss *************************************************************

Task 2.（Individual work, pair work, group work, class work;*****min）

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Now, let’s see what happened to the***************/ let’s check whether it is right or not.Purpose of my design:（1）to get to know something about the *****************.（2）To have a better understanding about the importance of *******************.Step 3.While-reading

Task 1.（Individual work, pair work, group work, class work;*****min）

Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.Para 1 *******************

Para 2 *******************

Para 3 *******************

…

Task 2.（Individual work, pair work, group work, class work;*****min）

Scanning: Listen to the tape part by part to finish ***************************.Task 3.（Individual work, pair work, group work, class work;*****min）

Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.Task 4.（Individual work, pair work, group work, class work;*****min）

Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.Purpose of my design: Enable students to understand the given material better by using different reading skills.And proper competition can arouse the Ss’ interest in English learning.“Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.Step 4.Post-reading

Task 1.（Individual work, pair work, group work, class work;*****min）

（接task3）Ask Ss to close books and finish the summary according their notes.（接task4）Retell the story /Sum up the passage in Ss’ own words according to the chart.Task 2.（Individual work, pair work, group work, class work;*****min）

Discuss ***********************************************with other group members and then choose a reporter to share their opinions about ************************************ with the whole class.Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English.Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.Step 5.Homework

1.**************************************************

2.**************************************************

Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class.It will check whether the Ss achieve the teaching aims.

第五篇：初中英語教案

說課 Unit1 Good morning, Ladies and gentlemen : I’m Zhang Qing.My topic is Unit 1 How often do you exercise? Section A from Junior English For China Students’ Book(Grade 8).I hope you can enjoy my presentation.First, the language goal in this unit is to make students talk about how often do you do things.Through this unit, students must master some new words and phrase and the grammar point--Adverbs of frequency.There are some structures are also important , like : What do you usually do on weekends? How often do you read English books? What does she /he do on weekends? And so on.I may use some cards, pictures and a tape recorder to help my teaching.In my teaching plan, I mainly divide my teaching process into 3 periods.The first Period(1a-1c)The first Period is from 1a to 1c in page 1.Teaching aims are name of activities in the pictures and Adverbs of frequency.Through this class, I hope the writing skill, Listening skill, Communicative competence of students' will be developed.OK.Let's get in the teaching procedure: Step1.Greet the class I will introduce myself briefly and talk about something the students did in summer vacation.T : First I’ll introduce myself.I’ll be your English teacher this term.I hope we’ll get along very well.I’m not only your teacher, but I can be your friends.We’ll be happy together.OK , I want to know what did you do in the summer vacation ,did you have some interesting stories? Did you have travelling ? Did you have shopping ? Did you have eating many delicious food ? Did you have doing homework or reading books? Did you have doing some exercise? Let's share together.After the students answering...Now let’s begin our class.This class we’ll learn Unit1.How often do you exercise? Please open books at page 1.Step 2.Teaching the Section A 1a in Page1 First look at the picture.I will ask a few students to say what they see in in the pictures.Like--T: What are they doing ?(Each picture shows what a person does on weekends.Help the students to answer)Then let students name each activity.Ask them to repeat each one.a.The girl is shopping.b.Another girl is reading.c.This boy isexercising d.The boy is watching TV.e.These girls are skateboarding.Then ask students to list all the activities in the pictures.Then ask the students who finishes first to write the answers on the board.At last , check the answers on the board and ask students to correct their own activities.(1.Look at the picture（學

生

識圖).2.Name each activity.T: What are they doing ? —

—They are shopping /reading /exercising /watching TV /skateboarding.(Help the students to answer)3.Write the activities on the line 4.Check the answers on the blackboard.Correct their own activities.5.Practise reading.)Step 3.Teaching the Section A 1c in Page 1 First I will ask two students to read the dialogue in the picture.What do you do on weekends? ——I often go to the movies.Now work with a partner.Make your own conversations about the people in the picture.For example.What does she/he do on weedends ? ——She /He is often watching TV.1.First ,Focus on the conversation in the box 2.Let students practise reading.3.Then go into the Pairwork : Use the activities in pictures to make new conversations.Step4.Teaching the Section A 1b in Page 1 1.First read these adverbs and explain: always, usually, often, sometimes, hardly ever, never, explain them.How often多久一次 Hardly adv.幾乎不；幾乎沒有 Ever adv.曾；曾經

2.Play the tape twice.Let students write the letters on the line.3.Then check the answer Step5.Make summary of this class.Watching TV, skateboarding, reading, shopping, exercising Always, usually, often, never, hardly ever, sometimes This class we’ve learnt some names of activities: watching TV, reading, skate boarding, exercising, shopping.And we also leant some adverbs of frequency: always, usually, often, sometimes, hardly, ever, never.Step6.Give homework to students Today's homework is : keep a weekend dairy showing what you do on weekend.(You can write down what you have do from the time you get up until you go to sleep.)Next class,we will learn 2a to 2c , please preview it.Ok , class is over , see you The second Period(2a-2c)The second Period is from 2a to 2c and the grammar focus in page 2.Teaching aims are name of activities in the pictures and Adverbs of frequency.This part is also useful to students' Writing skill , Listening skill, Communicative competence and also Reading skill.OK, Let's get in the teaching procedure: Step1.Greet the class Step 2.Learn some new words Now please look at the list of activities and read after me.Watch TV Exercise …

1.Let students read the activities and the answers of “how often …sentences”

2.Let students practise reading.Step3.Teaching the Section A 2a in Page 2 In 2a students should know the activities they hear.First ,Play the tape , students only listen.Play the tape for the second time, let the students number the activities.After they heard from the tape, Let one student read his/her answer.Play the tape the third time.Check the answers.Step4.Teaching the Section A 2b in Page 2 In 2b students should know the answers of how often Cheng does the activities.First,Play the tape , let the students match Cheng's activities with the number of times he does them.Let one student read his/her answer.Play the tape again.Check the answers Notice : In this part ,we should pay attention to “how often”引起的特殊疑問句及回答.Now please look at the chart in Activity 2a again: The heading—How often? Ever day Once a week Twice a week Three times a week Once a month Twice a month Match them with correct activity according the tape Step5.Teaching the Section A 2c in Page 2 First ask a student to read the list of activities to the class: Watch TV , Surf the Internet , Read English books, Go to the movies , Exercise Let them practice reading.Then tell me how often do these activities: You can write your answers under the list of How often.After filling the chart,check the answer and let them do pairwork to make conversations.1.Focus on the conversation.2.Read the activities in the left box.3.Fill in the chart.4.check the answer 5.Pair work: Make conversations.Step 6.Teaching the Section A Grammar Focus in Page 2 Explain “how often”引起的特殊疑問句及回答.Let them Practise reading : Let students read the questions and answers.Step 7.Make summary of this class.This class we’ve leant some adverbs of frequency: every day, once a week, once a month, twice a month.And we leant to talk about how often people do things.Step 8.Give homework to students Today 's homework is : 1.Copy the new words.2.Review Section A 1a-2c Next class ,we will learn 3a to 4 in page 3 , please preview it.Ok , class is over , see you The third Period(3-4)The third Period is from 3a to 4 in page 3.Teaching aims are Adverbs of frequency and how often sentence and the answer.Reading and writing skills is important in this lesson.OK , Let's get in the teaching procedure: Step 1.Greet the class and check the homework Step 2.Teach some new words of this period Show the new words on the screen and teach students how to read , explain them and ask them to repeat.Step 3.Teach the Part 3 of section A in page 3 Now please open your books at page 3.Look at 3 first.1.First Call students' attention to the survey Make sure the Students understand the chart.T: What activity do ninety-five percent of Green High students do every day ? ——Students answer.（If necessary , give them help.）

2.Then look at the information in the green box with Students.3.Let the students read the article.4.Then let them look at the survey and fill in the blanks in the article.5.Next I read it to the class and explain s(I’ll read each line of the survey to you.)

：

6.Check the answers.7.Let them practise reading.Step 4.Begin the Group work in page 3 1.Put a question : What can you do improve your English? 2.Let students think of more things they can do to improve your English and write them here.3.Ask several Students each question.——Read English books Sing English songs watch English movies How often do you do the things?(Collect the answers on the blackboard.)4.See: Who is the best English students in the class Step 5.Make a free discussion(if time is enough)Ask students to talk about how often their family members do things.For example, My mother cooks dinner every day.We eat in a restaurant once a week.My father goes to the United States once a year.… Step 6.Make summary of this class.This class we’ve read a magazine article and done an exercise.I hope you can study hard and to be good students.Step 7.Give homework to students Today 's homework is : 1.Revise and copy the new words.2.Prepare for Section B.(If time isn’t enough, leave the exercises of workbook as homework.)Ne

xt class ,we will learn section B in page 4 , please preview it.Ok , class is over , see you That’s all.Thanks for listen my presentation.