LessonPlanBornDying(JuniorEnglishUnit5,ReadingClass,45min.)Objectives:LetthestudentsknowsomethingaboutAIDS.Forexample:WhatisAIDS?HowdoesapersongetAIDS?LetthestudentsknowthepsychologicalstateandlearntocareforthoseAIDSpatients.Cultivatethestudents’abilitytoanalyzethetopicandtrytogetthesupportingpoints.Teachstudentshowtousesubjunctive.ImportantPoints/Grammar:Cultivatethestudents’abilitytoanalyzethetopicandtrytogetthesupportingpoints.LetthestudentsknowthoseAIDSpatients’psychologicalstateandlearntocareforthem.Teachsubjunctive.newwordsandphrases：immunesystem；beinflectedwith;survive;sufferfrom;cheerup;available;persuade.Teachingaids:Pictures,slides,piecesofpaperwithdifferenttasksonProcedureWarm-up/Lead-inActivities:(approx.5min.)HoldageneralknowledgetestinclassbyaskingsomequestionsrelatedtoAIDS,suchaswhat’sthedateofworldAIDSDAY?What’sAIDS?HowdopeoplegetAIDS?What’sthesymbolofit?Andsoon，tostimulatestudents’enthus.iasmStage1,Reading:(approx.15min.)Involvestudentsinreadingthetexttogetfamiliarwiththecontent.Afterfinishingreading,askstudentsfivequestions:What’sAIDS?HowdopeoplegetAIDS?WhatkindoflifedoesXiaohualive?WhatdotheAIDSpatientssufferfrom?IfyouhavegotADIS,howwouldyouliveyourrestlife?Teachstudentsthetwoimportantreadingmethods:skimmingandscanning.Then,askthemtoreadthetextonceagainbyusingskimmingtofindthemainideaofthetextandusingscanningtofindmorespecificinformationofthistext.Afterreading,letthempresenttheirownanswersofthesefivequestions.Stage2,TextExplaining:(approx.15min.)Dividethewholeclassinto7groups,everygroupfocusesononeparagraphandfindsouttheimportantinformationwhichsupportsthetext.Atfirst,commenttheanswerofeverygroup.Thenexplainthetextsystematically.Thetextconsistsofsomeinformationasfollows:Paral:Xiaohuais…；sheis…Para2:AIDSisadisease\breaksdown\leave\defenselessPara3:viaunprotectedsex;infectedbloodtransfusionorthroughbirthPara4:Childreninfect\theyoungsufferPara5:notdiscouraged\encouragevisit\support\cheerup\Telling\encouraging\creatingPara6:Disease\fear\ignorance\misunderstandingPara7:“Mylifemayhavetobeshort,butthereisnoreasonwhyit can’tbebeautiful”Introducetostudentswhatsubjunctiveis.Thenaskstudentstofindoutthesentenceswhichcontainsubjunctive.Thesentencesare:Iwishmymumwereherewithmeandthatweweren’t’tsick.IfIweretolivelongenoughtohaveajob,Iwouldchoosetobeadoctor,helpingtheseAIDSpatients.IwishpeoplewouldfindoutthefactsandnotactasifIwereabadordangerousperson.IfIwereyou,IwouldgiveanAIDSpatientahug.Stage3,OralEnglishPractice:(approx.5min)First,Letstudentstalkabouttheirdreamsaboutfutureinsmallgroupsbyusingsubjunctive.Then,everygroupassignsarepresentativetosharehisdreamswiththewholeclass.Stage4,Production:Guided,MeaningfulProduction(approx.5min.)Writtenwork:AskstudentstopretendtobeXiaohua’sfriends.Accordingtothecontentofthetext,everyonewritesashortlettertoXiaohuaforgreeting.Studentsaredirectedtouseatleastsomeexamplesofthestructureswithinthetext.Then,pickoutthebestoneandreaditinfrontofthestudents.Homework:Assignstudentssupplementaryreadingtopracticesubjunctiveinrealcontext.Assessment.初中英語(yǔ)教學(xué)設(shè)計(jì)TeachingAimsandDemands:.Languageknowledge:Keyvocabulary:dining,hall,gym,science,lab,infrontof,next,behind,any,one,buildingKeystructure:therebe….Readingskill:.Getinformationaboutthelibraryinreading..Improvethestudents'readingability.TeachingAids:Multi-Media(orTaperecorder,OHP)TeachingProcedures:Step1Warming-up教師事先藏好自己的幾樣?xùn)|西，上課時(shí)假裝找不到(注意這時(shí)教師要使用豐富的體態(tài)語(yǔ)言和臉部表情，讓學(xué)生感覺(jué)到這是真實(shí)的)，這樣就自然地呈現(xiàn)了新的句型：Whereis….？It'son/on/in/infrontof/behind/nextto …Whereare…？They'reon/in/infrontof/behind/nextto …設(shè)計(jì)意圖：通過(guò)設(shè)置讓學(xué)生幫老師找東西這樣一個(gè)真實(shí)的場(chǎng)景來(lái)導(dǎo)入新課， 能夠立刻調(diào)動(dòng)起學(xué)生的參與性，啟動(dòng)學(xué)習(xí)的發(fā)生。Showthestudentsapictureofaroomwithafewthingsinit,andhavethemguesstheplacesoftheothers.(Activity1)呈現(xiàn)幾張圖，如classroom,sciencelab,dininghall,gym^r,讓學(xué)生小組競(jìng)賽猜測(cè)物品的名稱(chēng)及位置(同時(shí)把新單詞sciencelab,dininghall,gym通過(guò)圖片過(guò)掉)T:Thisisapictureofadininghall.Arethereanydishesinit?T:Yes,thereare.Wherearethey?Ithinkthey'reonthetable.2.Pairwork.WorkinpairsandfinishtheexerciseinActivity3.設(shè)計(jì)意圖：學(xué)生非常喜歡情景猜測(cè)這種游戲。這可以調(diào)動(dòng)他們各方面的情緒，激活他們已有的知識(shí)水平。Step2Whoiswho?ReadaboutPictureAinActivity2.AnswerthequestionsaccordingtoPictureB.Have4studentsstandinfrontoftheclass,andgetthemtotalkabouttheirplacesonebyone.Game:Describeoneofthestudentsintheclass,havetheothersguesswhoitis.設(shè)計(jì)意圖：在使用好課程的核心資源一一教材的同時(shí)，充分校掘?qū)W牛自身的資源，使課堂教學(xué)充滿活力。Step3MemoryChallengeWatchthevideo.Thestudentswatchaclipofthevideoabouttheclassroomforafewminutes.Haveacompetition.Havethestudentsmakeandanswerquestionseach

other.讓學(xué)生看一段錄像，如房間或教室，記住物品及位置。學(xué)生小組展開(kāi)問(wèn)答競(jìng)賽。無(wú)論問(wèn)者還是答者只要正確都能得分。設(shè)計(jì)意圖：通過(guò)觀看錄像來(lái)調(diào)動(dòng)他們視覺(jué)、聽(tīng)覺(jué)和記憶力來(lái)參與語(yǔ)言活動(dòng)。同時(shí),小組之間的競(jìng)賽體現(xiàn)了協(xié)作和團(tuán)隊(duì)精神。Step4MakeasurveyFinishtheformbythestudentsthemselves.MyprimaryschoolThingsNumbersPlacesInterviewoneofyourclassmatesandfillintheform.Istherea/an???inyourprimaryschool?Arethereany???inyourprimaryschool?Whereis/are?…Myclassmate'sprimaryschoolThingsNumbersPlaces設(shè)計(jì)意圖：從談?wù)摤F(xiàn)在的學(xué)校到談?wù)撍麄冞^(guò)去的學(xué)校 ，始終圍繞目標(biāo)語(yǔ)開(kāi)展活動(dòng)，既鞏固新知”，又體現(xiàn)了關(guān)注學(xué)生過(guò)去，現(xiàn)在與未來(lái)的生活”的語(yǔ)言活動(dòng)的設(shè)計(jì)原則。Step5Homework1.Writing:Writeareportforthesurvey.2.Wb.Ex13.設(shè)計(jì)意圖：以Step4中完成的采訪為基礎(chǔ)，在同學(xué)與自己的小學(xué)的對(duì)比中， 對(duì)本單元物品、數(shù)詞、方位詞的運(yùn)用進(jìn)行鞏固TeachingPlanBeCarefulwithNumbersinListeningTeachingMaterial:P75S2BOxfordEnglish;Additionalmaterial(ThenewStarWarsmovie,BeCarefulwithNumbers)TeachingObjectives:Knowledgeobjectives:ToenablestudentstolistenandcompletesomeexercisesAbilityObjectives:Toencouragethestudentstohavebasicskillsoflistening.Emotionobjectives:TocultivatethecooperationthroughpeerinteractionTeachingaids:Multi-mediaTeachingandlearningmethod:GuidingforlearningTeachingProcedures:Step1Lead-inAskstudents:Whatyearisthisyear?ShowstudentsthepictureoftwelveanimalsinChinesehoroscope,andtellthemdifferentnamesTellthemthisyearisintheyearoftheRat.Askstudents:Howoldareyou?Whenwereyouborn?(Whatyearwereyoubornin?)Whatisyouranimalsign?Whatcharactersdoyouthinkithas?Askstudents:Whatmonthwereyoubornin?(reviewtwelvemonthsinayear)Tellstudentsthateveryoneinwesterncountrieshashisorherownstarsign.(T:WeknowthatanimalsignsareverypopularinChineseculture,wearefamiliarwiththem.Butpeopleinwesterncountrieshavetheirownstarsignsaccordingtothebirthmonth.Itcantellyousomethingaboutyourabilities,talentsandspecialqualities.)Step2WelcometotheunitShowstudentsthepictureofstarsigns.Howmuchdoyouknowaboutthem?Letstudentsguessdifferentstarsigns.(canbeinChinese)IntheWest,peopleusesomecreaturestorepresentthestarsigns.Canyoutellmetheirnames?Teachstudentsnewwords.Lookatthepicturesandreadthenewwordsaftertheteacher.LetstudentsfinishPartAonP7andchecktheanswersbyreadingthenames.Somemoreexercisestoseeifstudentshaveknownthestarsigns.Showstudents6picturesandnamethestarsigns.Playaguessinggame:fillintheblanksbyusingthenamesofthecreatures.Tellstudentsthereare6morestarsignsandletthemguesswhattheyarerepresentedbyusingthe6picturesinPartBonP7.ChecktheanswerstoPartB.Step3OralpracticeAskstudents:Whenisyourbirthday?Whatisyourstarsign?ShowstudentsthetwelvestarsignsandletthempointouttheirownstarsigninbothEnglishandChinese.Askthestud