英语听说课教案
【篇一：英语口语课教案】
口语课：healthy eating （健康饮食）
老师: 李世琰 班级: 英语专业098班
教学辅助: 电脑多媒体
? teaching objectives（教学目标）：
一、知识技能目标：
2. 用英语表达哪些是健康食物，哪些是垃圾食物，以及为什么；
3. 总结平衡膳食的定义，并且能提出一些健康建议。
二、情感态度目标：了解有关营养饮食的基本常识和培养健康的饮食习惯。
三、文化意识目标：了解外国的不同饮食习惯，培养和扩大文化意识。
? 教学重难点：
1. 教学重点:如何区分健康食品以及垃圾食品并且会用英语表达;.初中英语教学设计
2. 教学难点: 教会学生如何自如表达自己的意见和建议并且帮助学生总结出平衡膳食的定义。
? 教学方法：
1. pair work and group work （小组合作，交流式教学）
2. discussion and cooperative learning （自主探究、合作探究）
3. task-based approach （任务式教学）
? 教学步骤：
part 1 导入（warming up）
1. 以一句话：“everybody needs foods, so do i”及麦当劳、肯德基的相关饮食引入话题。
(1-2 分钟)
(for example: “have you had lunch or breakfast in mcdonald’s or kfc? do you like the food there? which one do you prefer?” the purpose of this part is to stimulate ss’ interest and call their attention to the topic. )
part 2 知识展示（presentation）
1、 在电脑屏幕上展示食物的图片，然后把学生分成两组竞赛，看哪组的同学认识的食物单词多，然后教师教导朗读(5-6分钟)
2、老师先展示如何使用句型：“i think that (or the food name) is junk/healthy food because?.”来描述什么是健康食品，什么是垃圾食品。然后把学生按4人分成一组进行讨论练习，老师给出了对话该涉及的内容范围：what is the name of the food? / what nutrition（营养物质）does it mainly contain? （10分钟）
part 3: 活动任务--- 做调查报告(10分钟)
给学生发一张表格，引导学生按照表格询问周围3个左右的同学，了解同学间的饮食习惯，并能提出一些健康建议，提问两个左右的同学课堂展示。 调查的表格如下:
part 4. 了解国外一些饮食习惯（5分钟左右）
通过课间上的文字以及图片了解一些国外，比如英国，美国的饮食习惯。
part5. 定义平衡膳食（5分钟左右）
老师在课件上展示食物金字塔图，让学生了解饮食的营养应如何平衡，然后布置作业：让学生自己给自己制定一份理想的食谱。
part 6: 板报设计
healthy eating
1.junk foodvshealthy food
2. balanced diet
part 6: 教学反思 (made after class)
【篇二：初中英语听说课课堂实录】
初中英语听说课课堂实录
unit 1can you play the guitar? section a (1a—1c) 1.knowledge objects:
(1)function: students learn how to use the modal verb “can”. yes/no questions and short answers. “what” questions.
(2)key vocabulary: guitar, join, swim, sing, chess, draw, speak, can’t, play the guitar/chess, join the art/english club
(3)target language:
---can you sing/speak english?
---yes, i can./no, i can’t.
-
--what club do you want to join?
---i want to join the chess club.
(4)structure: use the modal verb “can”. yes/no questions and short answers. “what” questions.
2.ability objects:
(1)students can develop their abilities of listening, speaking, reading and writing.
(2)students can develop their abilities of working in pairs and communication by learning useful structures.
3.moral objects:
students can be active in class and show themselves to increase their interest in english learning.
1. to train the students to communicate with others.
2. to enable the students to study and finish the task in groups and cooperation. modal verb “can”.
situation teaching method
task-based teaching method
comparing teaching method
listen and oral teaching method
a tape recorder, a guitar and test papers.
step 1: warming-up
greetings
t: good morning, boys and girls!
ss: good morning, miss zhu!
t: how are you?
ss: i’m fine, thank you, and you?
t: i’m fine, too. do you like music?
ss: yes,we do.
t: great! let’s enjoy a beautiful song, ok?
ss: ok.
设计意图：以学生熟悉的英语问候语 “ good morning.” “ how are you?” 等引入课堂,并以歌曲吸引学生的注意力，既复习了以前的内容，又活跃了课堂气氛。 step 2: leading in
1.showing the song “twinkle twinkle little star” on the screen. and let students sing with it.
t:
what is he playing?
ss: guitar.
t: can you play the guitar?
ss: yes, i can./no, i can’t.
2. show a guitar to the class.
t: who can play the guitar? come on , you can have a try in front of your classmates. don’t be shy! just try!
(if no one can play it, the teacher can play it, and then tell the students who have more stars in the class can have the opportunity to learn guitar.)
设计意图：吉他的运用不仅极大提高了学生学习的兴趣积极性，也把本课的主题体现出来，很自然地导入新课题。
step 3: presentation
t: you can learn the new words and expressions all by yourselves, and then help each other, and i will check and help you.
(thenaskone student to read them , the others listen )
s1:(reads the new words and expressions)
t: good job! but there are a few mistakes of pronunciation, let’s have a
(the teacher teaches the new words and expressions, then the ss read them and check each other. )
t: i know you like playing games. let’s play a game together. i say the words and you can act out. ok？
ss: ok.
during the game, teacher can ask: “can you ?”(shake or nod head) ss: yes,
i can./ no, i can’t.
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