㈠ 2013人教版初三英語作文教案及練習
一般來說「白化動物」的壽命，通常比正常動物平均壽命短。我們平常看到的白色版動物有兩種權情況：
一是，正常的白色動物，其毛色由白色基因決定。物種在進化中，繼承各種基因，當環境需要時，就凸現出來，以幫助物種延續，與環境相適應；如北方狼多為白色和灰色，熱帶多為黃色和斑點色，因為熱帶幾乎沒有白色環境，白毛動物極難生存；但是白色基因是存在的。
二是，「白化病」動物。這種病存在於各種動物中。白化病是一種常見的皮膚及其附屬器官黑色素缺乏所引起的疾病，由於先天性缺乏酪氨酸酶，或酪氨酸酶功能減退，黑色素合成發生障礙所導致的遺傳性白斑病。白化病為常染色體隱性遺傳，常發生於近親結婚的人群中。這類病人通常怕光，看東西時總是眯著眼睛。
兩種動物的鑒別方法：
1、檢查眼睛。白化病動物的眼睛瞳孔是紅色的，虹膜為粉紅或者淡藍色。如果你的寵物正常物種眼睛是黑色或者棕色，而你的寵物毛為白色，且紅眼睛大概就是白化病了。如實驗用的小白鼠、大白鼠、紅眼睛的大白兔等都是白化動物。
2、檢查皮膚。扒開毛，看膚色，白化病一般膚色為粉紅色或者乳白色，且乾燥；容易得皮膚病。
3、最可靠的辦法是基因鑒定。
㈡ 初三英語教案怎麼寫
Unit 3 Teenagers should be allowed to choose their own clothes.
Section A
Structures :should be allowed to do
Target language :
I think students should be allowed to do homework with friends.
I disagree. They talk instead of doing homework.
Sixteen-year-olds should not be allowed to drive.
I agree. They aren』 serious enough at that age.
Do you think sixteen-year-olds should be allowed to work at night?
No, I don』t.
Vocabulary : 1 sixteen-year-olds 2,part-time job 3 their own clothes
4 serious enough 5 get one』s ears pierced 6 spend tinme with sb 7 so do we
8 on school nights 9 I』m not allowed to go out on school nights
10 allow sb to do / allow doing sth
Important sentences: 1.I think sixteen-year-olds should be allowed to drive.
2.Do you think thirteen-year-olds should be allowed to have part-time jobs?
Goals
1，To train students』 listening, speaking, reading and writing skills.
2，To train students』 communicative competence.
Proceres
Warming up by learning 「be allowed to do 」
Hi, everyone. Today we』re going to study Unit 3. Its title is
Teenagers should be allowed to choose their own clothes.
In the title we find a phrase 「be allowed to」. What does it mean? How is it used in English?
Presentation
Step 1 Show the picture of power point to help students understand 「agree」 and 「disagree」.
to drive a car
Do you agree or disagree teenagers to get their ears pierced
to use mbile phones at school
…
Step 2 Listen. 1b
This activity gives students practice in understanding the target language in spoken conversation.
Read the instructions to the class. Say,
You will hear a conversation between
Anna and her mother. They don』t agree with everything. Get students to read the three sentences in the box silently.
Play the reading for the first time.
Students only listen.
Play the recording a second time. This time students listen and circle T or F.
Check the answers.
Answers
1. T 2, F 3. T
Tapescript
Woman: So, what are you doing this afternoon, Anna?
Girl: I』m going to the mall with John. He just got his driver』s license.
Woman: I』m sorry. You can』t go with John. I don』t think sixteen-year-olds should be allowed to drive.
They aren』t serious enough at that age.
Girl: But I have to go to the mall. Gaby』s getting her ears pierced and I want to watch.
Woman: I don』t think sixteen-year-olds should be allowed to get their ears pierced. They might be sorry later.
Girl: I agree, but it』s fun to watch. Is it OK if we take the bus?
Woman: Well, I guess so.
Girl :Great! I want to buy a new blouse at the mall, too.
Woman: What kind are you going to buy?
Maybe I should go with you.
Girl: Aw, Mom. I』m not a child. I think teenagers should be allowed to choose their own clothes.
Woman: Well, I just want to be sure you get something nice.
Step 3 pairwork Look at the power point and practise in pairs.
Step 4 Listening
Listen to the tape and fill in the blanks with the words you hear
Molly says that Larry is working late tonight,but kathy thinks Larry shouldn』t be ____ to work late.Molly ____ with Kathy,She thinks teenagers never gets ___.Then Kathy thinks Larry shouldn』t work every night.This makes Molly agree.They think he needs time ____ homework,Also they think Larry』s hair should ____ because it doesn』t look ____. Kathy thinks Larry shouldn』t wear that ___ earring,but Molly thinks she ______ like it.
Listen again and check the answer
Tapescript
Molly: Larry is working late again tonight, Katty.
Katty: I know. Molly. I don』t think sixteen-year-olds should be allowed to work at night. Young people need to sleep.
Molly: I disagree with you. Teenager boys never get tired.
Katty: Well, maybe. But Larry shouldn』t work every night.
Molly: Oh, I agree. He needs time to do homework.
Katty: You know, Molly…he should really cut his hair.
Molly: Oh, I don』t know. Do you think it』s too long?
Katty: Yes, I do. It doesn』t look clean, and I think he should stop wearing that silly earring.
Molly: Oh, I disagree. I like it. It looks cool.
Katty: You know what worries me—Larry doesn』t seem to have many friends.
Molly: Really? I didn』t know that.
Katty: Yes, Molly. He needs to spends time with friends.
Molly: Like you and me?
Katty: Maybe.
Step 5 Sum-up
㈢ 初中英語寫作課的講法
初三英語寫作公開課課教學設計
課型：專題復習課
教學內容：初三英語書面表達專題復習
教學目標： 1.指導學生掌握書面表達語篇結構的組織技巧。
2.幫助學生學會使用常用的連接詞、過渡詞和過渡句，提高文章的連貫性。
3.培養學生在有限的時間內快速構思、羅列提綱的能力。
4. 指導學生小組合作評改學生習作。
教學重點： 1.幫助學生學會使用常用的連接詞、過渡詞和過渡句，提高文章的連貫性。
2. 培養學生在有限的時間內快速構思、羅列提綱及擴展成文的能力
教學難點：1.幫助學生學會使用常用的連接詞、過渡詞和過渡句，提高文章的連貫性。
2. 培養學生在有限的時間內快速構思、羅列提綱及擴展成文的能力討論法
教學方法：自主學習，合作學習
教學輔助手段：電腦（或實物投影儀）
學情分析：
1. 書面表達是寫的一種途徑，是英語交際的重要組成部分。初中階段對於英語寫作的要求，實際上是「有指導的寫作」(Guided Writing)。它通過提供情景(文字、圖畫、表格)，讓學生用學過的英語語言來描述事物或事件並表達一定的思想，以此達成和檢驗對所學英語語言知識的實踐應用能力。客觀地說，書面表達一直是我們英語教學的一個難點，也是學生應試的一個難點。
從中考英語試卷的抽樣調查情況來看，英語寫作是得分最為薄弱的一個題項。究其原因，一是學生寫作練習的時間少，二是教師平時缺乏對學生進行系統的寫作知識的指導。（比如，如何用詞、句、組段、謀篇等）。這些原因造成了學生從最初不會寫盲目寫到不願寫。懼怕寫，直至最後拒絕寫的惡性循環。
2. 學生分析 我校學生生源較差，學生英語學習兩級分化嚴重，因此盡管經過3年的學習與訓練，仍有相當一部分學生作文得分在6-7分之間甚至更低。書面表達中式英語較多，連貫性較差。很多學生對書面表達中快速構思和羅列提綱能力較差。本堂課希望通過指導、幫助提高學生學會使用常用的連接詞、過渡詞和過渡句，提高文章的連貫性,幫助學生在有限的時間內快速構思、羅列提綱能力。
二、教學流程設計
步驟 目的 教師活動/方法 學生活動/方法
1. warm-up Attract the Ss attention. Let them focus on the topic
Lead out the importance of using the conj.s properly in English writing. Ask Ss:
1. What do they think of the English writing? Easy or difficult?
2.What troubles them most in their writing? Answer the questions, and tell their feelings about English writing.
2. task 1 Ss compare two Ss』s writing and evaluate it
Let Ss realize the importance of using the conj.s
1. have Ss compare two Ss』s writing and evaluate it
2. tell Ss it』s very important to use the conj.s properly 1. compare the two Ss』 writing in pairs and evaluate it, understand the importance of using the conj.s
3. task 2
Lead Ss to learn how to organize a composition, how to use the conj.s and how to write a good composition 1. have Ss complete the exercises, underline the conjs , topic sentences, supporting sentences and conclusion sentences of a student』s composition
2. Analyze the composition together 1 Ss complete the exercises, underline the conjs , topic sentences, supporting sentences and conclusion sentences of a student』s composition
2..Ss learn how to organize a composition, and how to use conj.s properly.
4. task 3 Lead Ss learn to list the outline of the composition, and complete the writing. And evaluate it together
1. help Ss to learn how to list the outline of a composition.
2.Have Ss write the composition
3. have Ss evaluate their writings 1. Ss learn how to list the outline of a composition.
2. write the composition
3. evaluate their writings in pairs
summary
and homework 1. Summary how to write a good composition.
2. Homework
Rewrite the composition and complete the other exercises
課後反思：
本節課從提問學生寫作中最大的困惑入手，引出本節課的主要教學目標，在寫作中學會構思和使用連詞。通過比較兩篇學生的英語習作，讓學生認識到連詞在英語寫作中的重要性。通過分析一篇學生的範文，讓學生了解怎樣去運用關聯詞，怎樣去組織一篇文章，最後讓學生根據提供的材料完成一篇習作，並互相評價，修改。
我認為本節課在以下幾個方面處理得較好：
1. 課堂教學組織嚴謹，教學各個環節環環相扣，很流暢，由提問引出主題，通過比較學生習作認識到連詞使用的重要，通過分析學生習作教學生學會怎麼運用，最後進行實踐。
2. 學生書信寫作練習的設計比較新穎。從一位學困生的角度，用廣州話說出對老師的感激，及今後的打算，容易引起學生寫作的興趣。
3. 考慮到本校學生生源的實際情況，寫作任務經過了層層分解，從文章結構的構思，到語言的組織，時態的運用等給足了提示，使寫作任務的難度降低了，讓大部分學生都可以完成寫作任務。
不足方面：因時間關系，學生寫作的時間不太夠，還有一小部分學生沒有按時完成寫作任務。習作的點評也不夠時間處理，只點評了一篇習作，如果能找各個層次的學生習作進行點評就更好。