染雾优秀初中英语微课教案 篇一
标题：Exploring the Animal Kingdom: A Fun and Engaging English Micro-lesson for Middle School Students
教学目标：
1. 通过本课学习，学生将能够扩展他们的英语词汇，学习有关动物的不同名称。
2. 学生将能够理解和使用有关动物的形容词。
3. 学生将能够描述动物的特征和习性。
教学重点：
1. 动物的词汇扩展。
2. 形容词的使用和理解。
3. 描述动物特征和习性的能力。
教学准备：
1. 包含动物图片和名称的PPT。
2. 学生练习用的工作表。
3. 卡片，上面写有不同的动物形容词。
教学过程：
Step 1: 引入
使用PPT向学生展示不同的动物图片，并让他们说出每个动物的名称。鼓励学生分享自己对动物的了解。
Step 2: 动物词汇扩展
在PPT上继续展示更多的动物图片，并介绍新的动物名称。每个动物名称都要与相应的图片配对。让学生跟随PPT，重复每个动物的名称，加强记忆。
Step 3: 形容词学习
给学生分发卡片，上面写有不同的动物形容词，如big, small, fast, slow等。让学生根据卡片上的形容词，用英语描述他们在第一步中看到的动物。鼓励学生使用句子来描述动物的特征。
Step 4: 动物特征描述
学生进行小组活动，每组选择一个动物，使用他们学到的形容词和动物名称来描述该动物的特征和习性。鼓励学生积极合作，互相交流，并帮助他们在描述中使用正确的形容词。
Step 5: 小结与评估
通过提问学生来进行小结，确保他们对学到的动物词汇和形容词有了深入的理解。同时，评估学生对动物特征和习性的描述能力。
Step 6: 总结和延伸
总结课堂上学到的内容，并鼓励学生继续探索动物王国。提供一些额外的学习资源，如图书或网站链接，以便学生可以在家中继续学习和扩展他们的知识。
优秀初中英语微课教案 篇二
标题：Embarking on a Virtual World Tour: An Interactive English Micro-lesson for Middle School Students
教学目标：
1. 通过本课学习，学生将能够扩展他们的英语词汇，学习有关不同国家和地区的名称。
2. 学生将能够理解和使用有关国家和地区的形容词。
3. 学生将能够描述不同国家和地区的文化和风俗习惯。
教学重点：
1. 国家和地区的词汇扩展。
2. 形容词的使用和理解。
3. 描述不同文化和风俗习惯的能力。
教学准备：
1. 包含不同国家和地区图片和名称的PPT。
2. 学生练习用的工作表。
3. 卡片，上面写有不同的国家和地区形容词。
教学过程：
Step 1: 引入
使用PPT向学生展示不同国家和地区的图片，并让他们说出每个国家和地区的名称。鼓励学生分享自己对不同地方的了解。
Step 2: 国家和地区词汇扩展
在PPT上继续展示更多的国家和地区图片，并介绍新的名称。每个国家和地区的名称都要与相应的图片配对。让学生跟随PPT，重复每个名称，加强记忆。
Step 3: 形容词学习
给学生分发卡片，上面写有不同的国家和地区形容词，如beautiful, historic, modern, traditional等。让学生根据卡片上的形容词，用英语描述他们在第一步中看到的国家和地区。鼓励学生使用句子来描述不同地方的特征。
Step 4: 不同文化和风俗习惯描述
学生进行小组活动，每组选择一个国家或地区，使用他们学到的形容词和名称来描述该地方的文化和风俗习惯。鼓励学生积极合作，互相交流，并帮助他们在描述中使用正确的形容词。
Step 5: 小结与评估
通过提问学生来进行小结，确保他们对学到的国家和地区词汇和形容词有了深入的理解。同时，评估学生对不同文化和风俗习惯的描述能力。
Step 6: 总结和延伸
总结课堂上学到的内容，并鼓励学生继续探索不同的国家和地区。提供一些额外的学习资源，如图书或网站链接，以便学生可以在家中继续学习和扩展他们的知识。
优秀初中英语微课教案 篇三
优秀初中英语微课教案
微课，是指运用信息技术按照认知规律，呈现碎片化学习内容、过程及扩展素材的结构化数字资源。下面为大家分享了初中英语微课的教案，一起来看看吧！
一．教材分析
教学内容
本单元的中心话题是“克隆”，克隆这个词学生还是很感兴趣的，所以课前老师可以叫他们通过讨论和阅读有关克隆的内容，了解克隆的含义、克隆的技术发展、克隆对人类带来的好处以及人类对克隆这一问题的争议。阅读部分介绍了植物与动物克隆的区别、多莉羊的诞生与死亡以及由此引发的争论。帮助学生进一步认识克隆的意义在于解决医学上的难题，为人类服务。
教材处理
本科结合教材的实际对教材内容、编排顺序等进行了调整、删除和补充，把阅读前、阅读中和阅读后三部分有机整和起来。
(1) 导入新颖，激发兴趣。“读前阶段”通过图片导入的形式，激活学生大脑中的图式。同时，结合标题预测，使学生对即将阅读的内容有一定的预测，激发阅读兴趣。
(2) 循序渐进、创意安排。“读中阶段”引导学生进行语篇的整体感知，了解课文的概况；培养学生同义转换及归纳概括的能力。
(3) 适度拓展、开发思维。“读后阶段”拓展学生的发散性思维，在训练学生阅读技能的基础上了解克隆这门生物技术以及有关的争议。
二．teaching goals（教学目标）
target language（目标语言）
a．important words and expressions
clone, commercial, producer, undertake, arbitrary, object, forbid, accumulate, cast down, object to, the media, in favour of
b．important sentences
1) but at last the determination and patience of the scientists paid off in1996 with a breakthrough---the cloning of dolly the sheep.
2) altogether dolly lived six and a half years, half the length of the life of the original sheep.
3) the fact that she seemed to develop normally was very encouraging.
4) then came the disturbing news that dolly had become seriously ill.
ability goals （能力目标）
enable the students to describe cloning: what is the advantages of cloning? what is the problems or dangers of cloning? what is your opinion of cloning?
learning ability goals（学能目标）
help the students learn how to describe cloning.
三．teaching important points （教学重点）
how to describe cloning.
四．teaching difficult （教学难点）
help the students analyze the writing techniques of the article.
五．teaching methods（教学方法）
skimming, task-based method and debate method.
六．teaching aids（教具准备）
a recorder, a projector and some slides.
teaching procedures & ways
stepⅰ lead-in
[设计意图]
导入部分由两个步骤组成：
首先让学生观看有关克隆动物和植物的图片。通过图片，学生们立刻领悟了本课的主题，并带着兴趣开始观看。
学生在体验中产生探究的兴趣后，为了启发学生思考，设计了四个问题，以激发学生的思维。
teacher: in pairs, look at these pictures and discuss which ones are natural clones and which ones are man-made. think about how they differ.
student: i think the twins and a strawberry plant are natural clones; the dolly sheep and growing new plants are man-made.
after several minutes, teacher ask some questions and let students answer these questions.
teacher: 1. dolly the sheep. it’s the most famous sheep in the world. do you know how dolly is different from other sheep?
student: she was cloned while the others were born naturally. it is the copy of another sheep.
teacher: 2. what can you see in the picture?
student: i can see a strawberry plant producing runners in a natural form of cloning.
teacher: 3.who cut the stem off the plant?
student: a gardener. and the gardener is going to put it into a pot to produce another plant. he is actually making a copy of the plant.
teacher: 4.what do you know about twins?
student: there are twins of the same sex and those of different sexes. the twins here are identical in sex and appearance and are good examples of natural clones. they carry the same genetic information. the fertilized egg has split into two while inside the mother, and so produced two identical human babies.
step ⅱ pre-reading
[设计意图]
通过阅读文章标题，引导学生对课文内容进行预测，调动学生已有的背景知识，使其产生阅读的兴趣，快速进入阅读状态。然后让学生通过快速阅读来验证自己的预测，使自身处于一种主动认知的状态。
before class, ask the students to search for some information about this topic. now show my questions on the screen, and then let them discuss with each other.
questions about cloning:
1.what is a
2. how is a clone produced?
3. what benefits can humans gain from cloning?
4. what problems may arise when humans are cloned?
suggest answers:
1. a clone is an animal or plant produced naturally or artificially from the cells of another animal or plant and is exactly the same as it.
2. the cloning of plants is simple and relativity easy. it can be done by taking cuttings (man-made cloning) or letting the plant produce its own runners (natural cloning). the cloning of animals is more complicated. it was not achieved until 1996 and is fully explained in the first reading.
3. 1) medical cloning can help cure serious illnesses that ruin one’s quality of life (such as parkinson’s disease帕金森症 or alzheimer’s disease老年痴呆症).
2) it can help infertile people have babies.
4. 1) people may want to clone themselves so they can live forever.
2) people may want to clone dead children.
3) people may want to clone their favorite pets.
step ⅲ while-reading
teacher: now let’s listen to the tape. then i will give you 20 minutes to read this passage again. while reading , you should finish the following three tasks.
task 1 summarize the main idea of each paragraph.
[设计意图]
学生通过略读本文，快速找出每段的主题句，从整体上把握文章内容，不但了解此类型文章的篇章结构，学习此类型文章的写作，而且便于下一步查读。
para 1. cloning is a way of making an exact copy of another animal and plant.
para 2. cloning has two major uses.
para 3. the birth and death of dolly.
para 4. the effect of dolly.
para 5. it is forbidden to clone human beings.
task 2 read the text carefully and fill in the blanks.
[设计意图]
学生个人先通过查读，快速找到特定信息，然后小组组员之间交流各自的答案，有疑义的地方，经过讨论，最终确定答案。这不仅让学生了解文章的具体内容，而且培养学生阅读的能力和互帮互助的团队合作精神。
task 3 choose the best answer.
[设计意图]
在阅读的'过程中，让学生结合文章对这些问题进行思考。一方面，可以培养学生的综合阅读能力，另一方面，加强学生对文章的进一步理解。
1). the main idea of the text is____
a. animal cloning is very valuable and can benefit the world.
b. animal cloning could be misused by bad people so it must be forbidden
c. animal cloning is well developed because dolly the sheep was born.
d. animal cloning raised arguments and scientists are not sure about its future.
2). ________ is used in the procedure for cloning dolly the sheep.
a. the nucleus of sheep a
b. the somatic cell of sheep a
c. the nucleus of sheep b
d. the embryo of sheep c
3). the cloning of dolly the sheep succeeded because____. a. its easier to clone a sheep than other animals b. the scientists were determined and worked hard with patience
c. the scientists were rewarded and got lots of money
d. many other attempts to clone mammals failed
4). the lamb is the clone of the cell from sheep because_____. a. it provides the egg cell b. it gives birth to the lamb c. it provides the nucleus d. it is a female sheep
5). dolly the sheep-----------.
a. looked exactly like the sheep that provides the egg
b. was the exact copy of the sheep that provides the nucleus
c. looked like the sheep that gave birth to it
d. had the characteristics of all three sheep
6). it can be inferred from the passage that a cloned animal ----------.
a. usually lives as long as the original one
b. usually lives longer than the original one
c. usually dies earlier than the original one
d. is usually as healthy as the original one
7). which of the following is wrong?
a. cloned people would live forever.
b. cloned people may be killed at will for medical aid.
c. a woman would have difficulty recognizing her real husband.
d. men will die out because a woman can give birth to a baby without a husband
8). the sheep that donated the somatic cell most probably lived ____ years. a. 3 b. 6 c. 12 d. 13
9). which of the following is not an advantage of cloning?
a. cloning can be used for medical purposes.
b. large quantities of food can be produced by cloning.
c. famous persons who have passed away can be cloned.
d. cloning can help keep animals from becoming extinct.
10). in the second paragraph, the word “straightforward” means ____.
a. uncomplicated b. honest c. frank d. difficult
step ⅳ post-reading
[设计意图]
学生已经通过略读、查读和细读，抓住了文章脉络，理解了文章内容。在此基础上，要求 更深一步理解文章，因此设计了几道习题，进一步培养和考察学生的阅读理解能力。
exercise 1 the following statements are about cloning. read them and decide if they are true or false. write the letter “t” if the statement is true. write “f” if it is false.
1). cloning means making a copy of an animal or a plant. (f)
2). gardeners can make a lot of money by cloning plants. (t)
3). cloning animals is as complicated as cloning plants. (f)
4). dolly the sheep was the first successful clone of a mammal. (t)
5). natural clones happen in animals as well as in plants. (t)
exercise 2 read the passage again and answer these questions.
1). what are the two major uses of cloning?
2). why is it easier to make commercial plant clones than animal clones?
3). what was the first clone from an adult animal? at what age did this clone die?
4). why is cloning controversial in some countries?
step ⅴ language points
[设计意图]
使学生理解和掌握一些重点词汇的用法，进一步培养使用英语语言的能力，并加深对文章的理解。
1. identical adj.
① (常与with连用) 完全相同的
eg. these two designs are almost identical.
my opinion is identical with his.
②还有“同一的，同样的”的意思
eg. we are identical in our views of what should be done.
2. cast down :feeling unhappy and depressed (多用于被动结构或做表语) 沮丧；低沉。
eg. he was much cast down by the failure of the experiment.
anyone would be cast down by news such as that.
3. forbid vt.
[词义] vt. (to command someone not to do something) 禁止,不准
[常用搭配] forbid sth/doing sth 禁止(做)某事 forbid sb to do sth 禁止某人做某事 forbid that … 禁止……
[反义词] allow 允许,准许
allow sth/doing sth 允许(做)某事
allow sb to do sth 允许某人做某事
eg. the law forbids the sale of cigarettes to people under the age of 16.
the law forbids building on this land.
4. accumulate
vt. 收集，堆集
eg. he accumulated fortune by hard work.
the purpose of education is not just accumulating information.
vi.
eg. dust accumulated during my absence.
归纳拓展：
accumulate可作及物动词和不及物动词，表示: 收集, 聚集, 堆积。
另外 accumulation n. 积聚
如: the accumulation of knowledge 知识的积聚
step ⅵ homework
[设计意图]
受课堂时间的限制，学生对课文的理解有限，因此布置学生课后再阅读课文，并且让学生对克隆这一现象进行评价，归纳出克隆的好处以及克隆存在的问题
what are the advantages and disadvantages of cloning?
complete the exercises on page 13
