（精選）童年趣事作文650字
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童年趣事作文650字1
一、說(shuō)教材（教材分析） Analyzing teaching material
1. 說(shuō)課型 lesson type （Dialogue/ reading/ listening/ revision）
2. 本課在教材中的地位 status and function
Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.
3. 說(shuō)教學(xué)指導(dǎo)思想 teaching guideline
�。═eaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model）
4. 說(shuō)教學(xué)目標(biāo)和要求 Teaching aims and demands （…be intended for Ss in key schools）
1）認(rèn)知目標(biāo) knowledge objects
a. Enable the Ss to remember the following new words & phrases:
Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
b. Get the Ss to be familiar with this sentence pattern:
If the population keeps growing so quickly, there will only be standing room left…
Give the Ss a reinforced practice on the functional item Supposition.
c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.
2）智能目標(biāo) ability objects
a. Ask the Ss to make up a similar dialogue.
b. Help them to understand the dialogue better and improve the four skills.
c. Develop their ability of thinking independently.
d. Cultivate their ability to discover, analyze and solve problems.
e. Train them to collect information from the Internet.
f. Train them with some effective learning methods to optimize Ss’ learning results.
3）德育目標(biāo) moral objects
a. Arouse their interest in learning English;
b. Help them to understand the background of pollution.
c. Enable the students to love our earth and the nature.
d. Be aware of the importance of stopping pollution & protecting our environment.
e. Encourage the Ss to do something to save the earth.
5. 說(shuō)教學(xué)重點(diǎn) teaching important points （生詞、句型；培養(yǎng)閱讀技能）
a. New words and phrases
b. Sentence pattern: If- clause
c. improve their reading skills.
d. Talking about problems of the Earth.
6. 說(shuō)教學(xué)難點(diǎn) teaching difficult points （語(yǔ)法；發(fā)展交際能力）
a. functional item: Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7. 說(shuō)教具 teaching aids （multi-media computer, software, OHP）
The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.
二、說(shuō)教法 Teaching methods
Five step method; audio-video; communicative approach;
Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.
三、說(shuō)學(xué)法 Study methods
1. Teach Ss how to be successful language learners.
2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
3. Get the Ss to form good learning habits.
四、說(shuō)教學(xué)過(guò)程Teaching procedures
I. 復(fù)習(xí) （Revision） 5min （Daily report; 詞匯diagram; brainstorming; activate schemata）
Activity 1: Imagination
1）。 Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? （Wash it? Or throw it away?）
2）。 Suppose you catch a bad cold, what’s to be done?
3）。 Suppose your bike is broken, what’s to be done?
4）。 And suppose the earth, on which we all live, is damaged, what’s to be done?
* What can you think of when you see "pollution" this word?（waste, environment, air, water, factory, desert, climate… Try to activate the Ss schemata regarding the topic of pollution.）
II. 呈現(xiàn) （Presentation） 5min
Activity 2: Presentation
Play the song "Earth Song" sung by Michael Jackson. （Create an atmosphere）
A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.
Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.
* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.
III. 對(duì)話(huà) / 閱讀 （Dialogue）18m
1. Pre- reading
Activity 3: Prediction
1st listening/ fast reading, one guided Q to help Ss to get the main idea:
What do you think is discussed at the conference?
2. While- reading
Activity 4: Read and answer
2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.
* 閱讀： Pre-reading; while-reading; post-reading （fast reading/ careful reading; skim/ scan; 識(shí)別關(guān)鍵詞key words;確定主題句；創(chuàng)設(shè)信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map.達(dá)到對(duì)課文的整體理解和掌握。So that they can have a good understanding of the whole text.）
3. Post- reading
Activity 5: Language focus
While Ss are answering the Qs, the teacher deals with some key language points.
a. is being caused b. and so on c. go on doing
d. be fit for e. standing room f. if- clause
IV. 操練 （Practice） 10m
Activity 6: Retell
Use your own words to retell the dialogue in the 3rd person.
Activity 7: Acting out
Activity 8: Drill – Supposition
Purpose: Practise the functional item of Supposition. （P. 33 Part 2; P.113, wb Ex. 3）
（Retell; act out; role play）
V. 鞏固 （Consolidation） 6m
�。―iscussion; interview; press conference; debate; quiz）
Activity 9: role play
Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.
* The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.
Activity 10: Discussion
Think of the question: Are we causing damage to the world?
What should we do to save the earth and protect our environment especially in our daily life?
Collect their answers and form a report.
VI. 作業(yè) （Homework） 1m （Writing; continue the story; recite; retell）
Write a letter to the mayor, telling him sth. about the pollution around your school.
A Brief Instruction to the topic of "What should I do?"
Shangyuan Middle School Li Yi Cai
Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in Nanjing.Today I’m going to talk about the topic" What should I do?"I will divide the instruction into seven parts: they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.
Part 1 Teaching material analysis
This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned Star sings in Unit 1 and Colours and moods in Unit 2.We have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two units.Today we are going to learn two letters to a famous youth worker about Millie’s and Simon’s problems.So this unit links with a special meaning of Unit 1 and Unit 2.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.
Part 2 Teaching aims
1.Aims of the knowledge:
（1）To know the spelling of some words and usage of some phrases.
�。�2）To learn something about Millie’s and Simon’s problems.
（3）To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.
2.Aims of the ablilities:
�。�1）To improve the ability of getting information by reading.
（2）To improve the ability of retelling the story.
3.Aims of the emotion:
�。�1）To understand how to write about problems and to express feelings.
�。�2）To ask for advice to solve the problems.
Part 3 Teaching emphasis
1.To master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.
2.To get the ability of general reading and getting information.
Part 4 Teaching difficulties
1.To recognize and understand vocabulary about problems.
2.To ask for advice
Part 5 Teaching methods
In this topic,I will use five-step Teaching Method and Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is "Learning by doing,learning by using".Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.
Part 6 Teaching aids
Projector,slide show,tape recorder and blackboard
Part 7 Teaching procedure
Step Ⅰ。Lead-in
The purpose is to arouse the students’interest of study.
Let’s have a free talk.
T:Have you got problems?
S:Yes.
T:What is it?
S:Eating too much makes me unhealthy.
T:What about you?
S:……
Step Ⅱ。Presentation
The purpose is to develop the skills of skimming and how to gain the main idea of the articles.
1.Ask students to read two letters and answer the following questions:
�、賅hat is Millie’s favorite hobby?（Painting）
�、赪hat is Millie’s problem?（She doesn’t have enough time for hobbies and homework.）
�、踂hen does Simon play football?（After school until late）
�、蹾ow do his parents feel about it?
�。═hey don’t like this and ask him to go home before 6 p.m.）
2.Ask students if there are words that they do not know.
Explain some new words briefly.
deal;choice;complete;refuse;accept;spare;doubt;whether;
Step Ⅲ。Practice
The purpose is to develop the skills of scanning and how to gain the details from the articles.
1.Listen to the tape and answer some question about "True"or"False".
2.Ask students to read the articles again and explain some important phrases.
How to solve the problems;hand in;on time;at the moment;
can’t find any time for my hobbies;feel bad;give up;
achieve a balance between the two;hear form;make unhappy
Step Ⅳ。Retelling
The purpose is to develop the skills of retelling with the key words
1.Ask students to make sentences with phrases that we have learned.
2.Try to retell the outline of the articles.
3.Encourage students to say something about themselves.
Step Ⅴ。Summary and homework
The purpose is to give the students a clear idea of how to express their problems and revise the articles.
1.Ask students to revise the words and phrases
2.Ask students to write a letter about himself after class.
During my teaching,I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.
Thank you!
童年趣事作文650字2
一、教學(xué)目標(biāo)
學(xué)習(xí)反意疑問(wèn)句
二、教學(xué)重點(diǎn)
通過(guò)教學(xué)使學(xué)生掌握反意疑問(wèn)句的基本句型結(jié)構(gòu)和回答。
三、教學(xué)難點(diǎn)
1、主句謂語(yǔ)是think, believe, expect, suppose, imagine等引導(dǎo)的賓語(yǔ)從句，就從句部分提問(wèn)。
2、陳述句部分主語(yǔ)是不定代詞everybody, anyone, somebody, nobody, no one等，疑問(wèn)部分常用復(fù)數(shù)they，有時(shí)也用單數(shù)he。
四、教學(xué)程序如下：
初二下學(xué)期第十單元安排了學(xué)習(xí)反意疑問(wèn)句的教學(xué)內(nèi)容，
�。ㄒ唬�、說(shuō)教學(xué)程序：導(dǎo)入——新知識(shí)的學(xué)習(xí)
說(shuō)設(shè)計(jì)這個(gè)教學(xué)程序的基本思路和根據(jù)。就初二學(xué)生來(lái)說(shuō)他們學(xué)習(xí)了以下語(yǔ)法項(xiàng)目：be動(dòng)詞（包括be 動(dòng)詞的過(guò)去時(shí)）； There be句型 ； 行為動(dòng)詞的一般現(xiàn)在時(shí)；行為動(dòng)詞的一般過(guò)去時(shí)；一般將來(lái)時(shí)；（包括There be句型的一般將來(lái)時(shí)）；現(xiàn)在完成時(shí)；現(xiàn)在完成進(jìn)行時(shí)；情態(tài)動(dòng)詞和祈使句。因此，我在講授反意疑問(wèn)句時(shí)，僅僅圍繞學(xué)生學(xué)過(guò)的以上語(yǔ)法項(xiàng)目進(jìn)行反意疑問(wèn)句的教學(xué)并進(jìn)行反復(fù)練習(xí)。具體練習(xí)作業(yè)本（上、下）、典中點(diǎn)中的練習(xí)都有，另外，再補(bǔ)充一些總結(jié)性的有關(guān)反意疑問(wèn)句的專(zhuān)項(xiàng)練習(xí)加以鞏固。
�。ǘ�、說(shuō)練習(xí)和作業(yè)的設(shè)計(jì)。
檢測(cè)訓(xùn)練——總結(jié)鞏固。通過(guò)做作業(yè)本（上、下）中的`練習(xí)、典中點(diǎn)中的練習(xí)進(jìn)行訓(xùn)練，再補(bǔ)充一些總結(jié)性的有關(guān)反意疑問(wèn)句的專(zhuān)項(xiàng)練習(xí)進(jìn)行檢測(cè)加以鞏固。
�。ㄈ�、說(shuō)板書(shū)設(shè)計(jì)：
通過(guò)課件展示教學(xué)內(nèi)容（以下各項(xiàng)教學(xué)內(nèi)容）
以下分為十一個(gè)部分進(jìn)行講解。
反意疑問(wèn)句
反意疑問(wèn)句是由兩部分組成的，前一部分是對(duì)事物的陳述（即陳述句），后一部分是簡(jiǎn)短的提問(wèn)（即簡(jiǎn)短疑問(wèn)句），中間用逗號(hào)隔開(kāi)。如果前一部分用肯定句，后一部分就用否定疑問(wèn)句；如果前一部分用否定句，后一部分就用肯定疑問(wèn)句。兩部分的人稱(chēng)和時(shí)態(tài)要一致。其回答是用yes或no來(lái)表示。
一、含be(is, are, was, were)動(dòng)詞的反意疑問(wèn)句
其句型是：句型1:主語(yǔ)+ be+其它，isn’t(aren’t, wasn’t, weren’t)+ 主語(yǔ)?
句型2:主語(yǔ)+ be not+其它，is(are, was, were) + 主語(yǔ)?
�、� You are from America, aren’t you? Yes, I am. No, I’m not.
�、� It isn’t very cold today, is it? Yes, it is. No, it isn’t.
③ Tom was away yesterday, wasn’t he? Yes, he was. No, he wasn’t.
�、� The Green weren’t at home last night, were they?
Yes, they were. No, they weren’t.
�、� Mary is reading English now, isn’t she? Yes, she is. No, she isn’t.
�、� Your parents aren’t going to have a party this Sunday, are they?
Yes, they are. No, they aren’t.
⑦ The girls were singing when the teacher came in, weren’t they?
Yes, they were. No, they weren’t.
注意：There be句型
�、� There is an old picture on the wall, isn’t there?
Yes, there is. No, there isn’t.
② There aren’t any children in the room, are there?
Yes, there are. No, there aren’t.
�、� There wasn’t a telephone call for me, was there?
Yes, there was. No, there wasn’t.
④ There were enough people to pick apples, weren’t there?
Yes, there were. No, there weren’t.
二、行為動(dòng)詞的一般現(xiàn)在時(shí)的反意疑問(wèn)句 其句型是：句型1: 主語(yǔ)+動(dòng)詞原形+其它，don’t I(you, we, they)?
句型2: 主語(yǔ)+ don’t+動(dòng)詞原形+其它，do I(you, we, they)?
句型3: 主語(yǔ)+動(dòng)詞第三人稱(chēng)單數(shù)+其它，doesn’t he(she, it)?
句型4: 主語(yǔ)+ doesn’t+動(dòng)詞原形+其它，does he(she, it)?
�、� You often watch TV in the evening, don’t you? Yes, I do. No, I don’t.
�、� The students don’t study hard, do they? Yes, they do. No, they don’t.
�、� Mary studies Chinese hard, doesn’t she? Yes, she does. No, she doesn’t.
④ The boy doesn’t often go to school by bike, does he?
Yes, he does. No, he doesn’t.
�、� The first class begins at eight, doesn’t it? Yes, it does. No, it doesn’t.
三、 行為動(dòng)詞的一般過(guò)去時(shí)的反意疑問(wèn)句 其句型是：句型1: 主語(yǔ)+動(dòng)詞過(guò)去式+其它，didn’t+主語(yǔ)?
句型2: 主語(yǔ)+didn’t+動(dòng)詞原形+其它，did +主語(yǔ)?
�、� You watched TV last night, didn’t you? Yes, I did. No, I didn’t.
② Jim’s parents didn’t go to Hong Kong last month, did they?
Yes, they did. No, they didn’t.
�、� The rain stopped, didn’t it? Yes, it did. No, it didn’t.
�、� Mr. Clarke didn’t buy a car, didn’t he? Yes, he did. No, he didn’t.
四、一般將來(lái)時(shí)的反意疑問(wèn)句
其句型是：句型1: 主語(yǔ)+will+動(dòng)詞原形+其它，won’t+主語(yǔ)?
句型2: 主語(yǔ)+ won’t +動(dòng)詞原形+其它，will +主語(yǔ)?
�、� The boys will play games, won’t they? Yes, they will. No, they won’t.
② It won’t stop raining, will it? Yes, it will. No, it won’t.
�、� Mr. Smith will visit our school next week, won’t he? Yes, he will. No, he won’t.
注意：There be句型的一般將來(lái)時(shí)
�、� There will be a basketball match tomorrow, won’t there?
Yes, there will. No, there won’t.
�、� There won’t be too much pollution in the future, will there?
Yes, there will. No, there won’t.
五、現(xiàn)在完成時(shí)的反意疑問(wèn)句 其句型是：句型1: 主語(yǔ)+have+動(dòng)詞過(guò)去分詞+其它，haven’t+主語(yǔ)?
句型2: 主語(yǔ)+ haven’t +動(dòng)詞過(guò)去分詞+其它，have +主語(yǔ)?
句型3: 主語(yǔ)+has+動(dòng)詞過(guò)去分詞+其它，hasn’t+主語(yǔ)?
句型4: 主語(yǔ)+ hasn’t +動(dòng)詞過(guò)去分詞+其它，has +主語(yǔ)?
① You have been to Shanghai before, haven’t you? Yes I have. No, I haven’t.
�、� You haven’t been to Shanghai before, have you? Yes I have. No, I haven’t.
�、� Jack has done his homework, hasn’t he? Yes, he has. No, he hasn’t.
�、� Jack hasn’t done his homework, has he? Yes, he has. No, he hasn’t.
六、現(xiàn)在完成進(jìn)行時(shí)的反意疑問(wèn)句 其句型是：句型1: 主語(yǔ)+have been+動(dòng)詞現(xiàn)在分詞+其它，haven’t+主語(yǔ)?
句型2: 主語(yǔ)+ haven’t been +動(dòng)詞現(xiàn)在分詞+其它，have +主語(yǔ)?
句型3: 主語(yǔ)+has been +動(dòng)詞現(xiàn)在分詞+其它，hasn’t+主語(yǔ)?
句型4: 主語(yǔ)+ hasn’t been +動(dòng)詞現(xiàn)在分詞+其它，has +主語(yǔ)?
① You have been skating for five hours, haven’t you? Yes, I have. No, I haven’t.
�、� You haven’t been skating for five hours, have you? Yes, I have. No, I haven’t.
�、� Bob has been collecting kites since 1999, hasn’t he? Yes, he has. No, he hasn’t.
�、� Bob hasn’t been collecting kites since 1999, has he? Yes, he has. No, he hasn’t.
七、含有情態(tài)動(dòng)詞的反意疑問(wèn)句
其句型是：句型1: 主語(yǔ)+情態(tài)動(dòng)詞+動(dòng)詞原形+其它，情態(tài)動(dòng)詞否定形式+主語(yǔ)?
句型2: 主語(yǔ)+情態(tài)動(dòng)詞否定形式+動(dòng)詞原形+其它，情態(tài)動(dòng)詞+主語(yǔ)?
�、� You can speak French, can’t you? Yes, I can. No, I can’t.
② They can’t understand me, can they? Yes, they can. No, they can’t.
�、� Ann could swim when she was six, couldn’t she? Yes, she could. No, she couldn’t.
�、� The students must study hard, mustn’t they? Yes, they must. No, they needn’t.
注意：You must go home now, needn’t you? Yes, I must. No, I needn’t.
八、祈使句用于反意疑問(wèn)句中 這種類(lèi)型較特殊，前一部分是祈使句，后一部分是肯定疑問(wèn)形式�；卮鹨草^靈活。
句型1: Let me+動(dòng)詞原形+其它，shall I?
Let me open the door, shall I?
Yes, please. No, thanks.
句型2: Let’s+動(dòng)詞原形+其它，shall we?
Let’s go for a walk, shall we? Good idea! Sorry, I can’t.
Let's go and listen to the music, shall we?
句型3: Let us +動(dòng)詞原形+其它，will you?
Let us have a reat, will you?
Let us wait for you in the reading-room, will you ?
句型4: 其它形式的祈使句，will you?
Come into the classroom, will you? OK.
Please be careful, will you?
九、值得注意的是有時(shí)英語(yǔ)的謂語(yǔ)動(dòng)詞并不用否定式（即沒(méi)加上not），而是用上了“never, little, few, hardly, nothing, nobody”等詞，這時(shí)該陳述句也屬于否定句，因此，反意疑問(wèn)句的后半部分應(yīng)用肯定疑問(wèn)式。① You have never been to Beijing, have you? Yes, I have. No, I haven’t.
�、� Mr. Fat has few friends here, does he? Yes, he does. No, he doesn’t.
�、� There is little milk in the bottle, is there? Yes, there is. No, there isn’t.
�、� He could do nothing, could he? Yes, he could. No, he couldn’t.
十、主句謂語(yǔ)是think, believe, expect, suppose, imagine等引導(dǎo)的賓語(yǔ)從句，就從句部分提問(wèn)。
I don't think he is bright, is he?
We believe she can do it better, can't she?
十一、 陳述部分主語(yǔ)是不定代詞everybody, anyone, somebody, nobody, no one等，疑問(wèn)部分常用復(fù)數(shù)they，有時(shí)也用單數(shù)he。
Everyone knows the answer, don't they? (does he?)
Nobody knows about it, do they? (does he?)
童年趣事作文650字3
一、教材分析
１、教材的地位及作用：
本單元主要是談?wù)撛?huà)題“Things around the house”，其中Section A則圍繞學(xué)習(xí)“詢(xún)問(wèn)物品的位置”這個(gè)本單元的重點(diǎn)而展開(kāi)多種任務(wù)型的教學(xué)活動(dòng)，使學(xué)生學(xué)會(huì)基本句型“Where’s/ Where’re ~~~? It’s/ They’re on／in／under~~~~．”和 “Yes／No”疑問(wèn)句，進(jìn)一步體會(huì)和學(xué)會(huì)運(yùn)用“Where…? Yes／No”疑問(wèn)句的用法；學(xué)會(huì)運(yùn)用方位介詞“on／in／under”來(lái)表達(dá)物品的位置。通過(guò)以上兩個(gè)方面的學(xué)習(xí)，使學(xué)生學(xué)會(huì)運(yùn)用聽(tīng)關(guān)鍵詞、推測(cè)詞意的學(xué)習(xí)策略，識(shí)別不同物品的位置。這樣既能讓學(xué)生了解自己的家居環(huán)境，熱愛(ài)自己的家，又能促使學(xué)生通過(guò)想象來(lái)設(shè)計(jì)自己理想中的房間和對(duì)好的生活習(xí)慣的重新認(rèn)識(shí)。本單元與第五單元銜接緊密：由本單元“Is／Are …?”的學(xué)習(xí)過(guò)渡到第五單元“Do …?”一般疑問(wèn)句的學(xué)習(xí)，最終促進(jìn)學(xué)生綜合運(yùn)用語(yǔ)言能力的提高和形成學(xué)生在實(shí)踐中學(xué)會(huì)學(xué)習(xí)的能力，從而為終身學(xué)習(xí)打下堅(jiān)實(shí)的基礎(chǔ)。
�。病⒔虒W(xué)目標(biāo)：（知識(shí)目標(biāo)、能力目標(biāo)、德育目標(biāo)）
教學(xué)目標(biāo)是教學(xué)活動(dòng)的出發(fā)點(diǎn)和歸宿點(diǎn)，根據(jù)布魯諾關(guān)于認(rèn)識(shí)領(lǐng)域的教學(xué)目標(biāo)理論以及新目標(biāo)教材大綱要求，結(jié)合以上分析，我確定本課的教學(xué)目標(biāo)如下：
語(yǔ)言知識(shí)和語(yǔ)言技能目標(biāo)：
(1)學(xué)習(xí)和掌握有關(guān)詢(xún)問(wèn)物品位置的句型：
Where’s my backpack? It’s on／in／under／behind／next to the chair．
Are my books on the chair? Yes，they are．No，they aren’t．
Is it on／in／under ……? Yes，it is．No，it isn’t．
(2)學(xué)習(xí)和掌握有關(guān)家具類(lèi)的單詞：table, bed, dresser, bookcase ,sofa ,chair ,drawer , plant , bag (3) 學(xué)會(huì)三個(gè)方位介詞的用法：on ,in , under
能力目標(biāo)：培養(yǎng)學(xué)生用英語(yǔ)思維的判辨能力、綜合運(yùn)用語(yǔ)言的能力和自主學(xué)習(xí)的能力。培養(yǎng)學(xué)生的語(yǔ)言交際能力和創(chuàng)新能力。
情感目標(biāo)：提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣和自信心，培養(yǎng)學(xué)生善于與他人合作的精神，使他們積極主動(dòng)參預(yù)課堂活動(dòng)和相關(guān)的課外活動(dòng),并從中體驗(yàn)學(xué)習(xí)的樂(lè)趣，從而培養(yǎng)學(xué)生樂(lè)于探索和勤于動(dòng)手的學(xué)習(xí)態(tài)度。
德育目標(biāo)：促使學(xué)生了解和關(guān)心自己和他人的家居環(huán)境，熱愛(ài)自己的家，養(yǎng)成良好的生活習(xí)慣。從完成任務(wù)的過(guò)程中，學(xué)會(huì)互相合作，互相幫助，互相提高的社會(huì)交際意識(shí)。
學(xué)習(xí)策略：通過(guò)work in pairs and work in groups ，聽(tīng)對(duì)話(huà)貼圖，師生之間和學(xué)生之間的教學(xué)活動(dòng)，培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的認(rèn)知策略、元認(rèn)知策略和交際策略等。
確立各目標(biāo)的依據(jù)：根據(jù)英語(yǔ)新課標(biāo)規(guī)定，通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)的訓(xùn)練，使學(xué)生獲得英語(yǔ)基礎(chǔ)知識(shí)和為交際初步運(yùn)用英語(yǔ)的能力，激發(fā)學(xué)生的學(xué)習(xí)興趣，為進(jìn)一步學(xué)習(xí)打好初步的基礎(chǔ)。
教學(xué)重難點(diǎn)
重點(diǎn)
難點(diǎn)
掌握句型:Where’s my backpack? 學(xué)習(xí)運(yùn)用重點(diǎn)句型"Where…?和 Yes／
It’s on／in／under the chair． No”疑問(wèn)句的用法
Are my books on the chair? 學(xué)會(huì)運(yùn)用方位介詞"on／in／under”表達(dá)
Yes，they are．No，they aren’t．
物品的位置。
Is it on／in／under／……?
Yes，it is．No，it isn’t．
教學(xué)突破：
通過(guò)使用方位介詞“on／in／under”表達(dá)物品的位置及學(xué)習(xí)“Where……”和“Yes／No”疑問(wèn)句的用法，使學(xué)生學(xué)會(huì)區(qū)別特殊疑問(wèn)句和一般疑問(wèn)句。
確立重難點(diǎn)的依據(jù)：
新課程標(biāo)準(zhǔn)對(duì)七年級(jí)學(xué)生的要求，及本課在教材中所處的地位和作用。
二、學(xué)情分析
愛(ài)因斯坦曾說(shuō)過(guò)：“興趣是最好的.老師�！� 興趣是學(xué)習(xí)自覺(jué)性的起點(diǎn)，是智慧靈感的源泉。本課的對(duì)象是剛進(jìn)初中不久的七年級(jí)新生，有部分學(xué)生小學(xué)并沒(méi)有學(xué)過(guò)英語(yǔ)，他們對(duì)英語(yǔ)有著極大的興趣和好奇心。教師應(yīng)該抓住這個(gè)有利因素，注重對(duì)學(xué)生學(xué)習(xí)英語(yǔ)興趣的培養(yǎng)，保持他們強(qiáng)烈的好奇心和旺盛的求知欲。因此，教師在教學(xué)過(guò)程中要精心設(shè)計(jì)各種教學(xué)活動(dòng)，積極采用新穎、豐富多彩的教學(xué)手段來(lái)激發(fā)學(xué)生的學(xué)習(xí)興趣，用興趣來(lái)激活他們的思維能力，喚起他們的學(xué)習(xí)注意力，進(jìn)而充分調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性和主動(dòng)性，讓他們積極參與到教學(xué)中去，真正成為一堂課的主人。俗話(huà)說(shuō)：“良好的開(kāi)端是成功的一半�！逼吣昙�(jí)英語(yǔ)教學(xué)是整個(gè)初中英語(yǔ)教學(xué)的基礎(chǔ)，讓學(xué)生邁好英語(yǔ)學(xué)習(xí)的第一步，對(duì)培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的能力和促進(jìn)學(xué)生的個(gè)性發(fā)展有著很大的幫助。
七年級(jí)學(xué)生的心理和生理特點(diǎn)：心理上，他們好動(dòng)、好奇、好表現(xiàn)。抓住這一心理特點(diǎn)，積極采用形象生動(dòng)、形式多樣的教學(xué)方法和學(xué)生廣泛的、積極主動(dòng)參與的學(xué)習(xí)方式，就一定能激發(fā)學(xué)生的學(xué)習(xí)興趣；生理上，他們好動(dòng)、注意力易分散、愛(ài)表現(xiàn)自己，希望得到老師的表?yè)P(yáng)。抓住這一生理特點(diǎn)，一方面要運(yùn)用直觀生動(dòng)的形象，引發(fā)學(xué)生的興趣，使他們的注意力始終集中在課堂上。另一方面要?jiǎng)?chuàng)造條件和機(jī)會(huì)，讓學(xué)生有機(jī)會(huì)表現(xiàn)自己，享受成功的喜悅，從而增強(qiáng)他們對(duì)英語(yǔ)學(xué)習(xí)的自信心，在學(xué)習(xí)過(guò)程中發(fā)展綜合語(yǔ)言應(yīng)用能力。
三、教法設(shè)計(jì)
要想上好一節(jié)生動(dòng)有趣的英語(yǔ)課，精心設(shè)計(jì)每一個(gè)教學(xué)步驟、教學(xué)環(huán)節(jié)以及采取切實(shí)可行的教學(xué)方法是關(guān)鍵所在。新課程標(biāo)準(zhǔn)也要求：英語(yǔ)課要培養(yǎng)學(xué)生的學(xué)習(xí)興趣，樹(shù)立學(xué)生學(xué)習(xí)的自信心，養(yǎng)成良好的學(xué)習(xí)習(xí)慣，形成學(xué)生綜合運(yùn)用語(yǔ)言進(jìn)行交際的能力。因此，在整個(gè)教學(xué)過(guò)程中我采用情景教學(xué)法、多媒體輔助教學(xué)法、合作學(xué)習(xí)法、小組競(jìng)賽法、交際法和任務(wù)驅(qū)動(dòng)式教學(xué)法等教學(xué)方法進(jìn)行教學(xué)，以興趣吸引人，以情感培育人，以評(píng)價(jià)激勵(lì)人、以活動(dòng)促進(jìn)人。通過(guò)多媒體、實(shí)物、體態(tài)以及圖片等創(chuàng)設(shè)富有生活氣息的語(yǔ)言情境，讓每一個(gè)學(xué)生參與聽(tīng)、說(shuō)、讀、猜、表演等各種豐富多彩的學(xué)習(xí)活動(dòng)，激發(fā)學(xué)生的學(xué)習(xí)興趣。將學(xué)習(xí)與游戲有機(jī)結(jié)合，使學(xué)生陶醉在輕松、活潑、有趣的課堂活動(dòng)中，讓學(xué)生“在玩中學(xué)，在學(xué)中玩”，循序漸進(jìn)地、積極主動(dòng)地去感知、體驗(yàn)和參與合作，形成綜合運(yùn)用語(yǔ)言進(jìn)行交際的能力。通過(guò)聽(tīng)說(shuō)讀寫(xiě)的基本訓(xùn)練，使同學(xué)們?cè)谳p松愉快的學(xué)習(xí)氛圍中掌握和鞏固知識(shí)，真正做到寓教于樂(lè)。
1、情景教學(xué)法
“學(xué)語(yǔ)言的目的是為了運(yùn)用”，而“語(yǔ)言都發(fā)生在一定的情境中”。因此，英語(yǔ)教學(xué)應(yīng)當(dāng)將其置于情景中，從情景教起。情景教學(xué)法強(qiáng)調(diào)語(yǔ)言在情景中的應(yīng)用，使學(xué)生身臨其境，展示具體生動(dòng)的形象給學(xué)生，使教學(xué)在生動(dòng)活潑的情景中進(jìn)行。最終讓學(xué)生通過(guò)感知具體形象，達(dá)到抽象思維的目的，從而激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，變被動(dòng)的跟隨為積極主動(dòng)自覺(jué)學(xué)習(xí)行為。在本課教學(xué)里，我主要打算用情景法來(lái)貫穿。
Unit 12 My favorite subject is science
一、教材分析
本單元主要學(xué)習(xí)掌握各學(xué)科的英語(yǔ)表達(dá)，以及表示程度的形容詞，學(xué)會(huì)使用自己對(duì)東西或者事情喜好的表達(dá)，并簡(jiǎn)單表示喜歡于不喜歡的原因．
Section A 是以talking and listening為主，讓學(xué)生去充分運(yùn)作語(yǔ)言功能，和感受語(yǔ)言 what’s your favorite subject?及其新詞匯。
Section B 以讀寫(xiě)為主，教材設(shè)置要求學(xué)生用所學(xué)的語(yǔ)言去完成任務(wù)，培養(yǎng)學(xué)生的綜合運(yùn)用能力。
二、教學(xué)目標(biāo)
1、知識(shí)目標(biāo)
詞匯：學(xué)習(xí)并掌握學(xué)科名稱(chēng)以及星期名稱(chēng)favorite, subject, math, science, biology, P.E., because, Monday, Tuesday, Wednesday, Thursday, Friday等．
語(yǔ)法：掌握what，why，who引導(dǎo)的特殊疑問(wèn)句及其回答的運(yùn)用；學(xué)會(huì)使用表示品質(zhì)的形容詞：fun，interesting，relaxing，difficult等．
2、功能目標(biāo)：能流利地應(yīng)用本單元所學(xué)的新詞匯、新語(yǔ)法進(jìn)行聽(tīng)、說(shuō)、讀、寫(xiě)，能學(xué)會(huì)安排自己的作息時(shí)間。
3、情感目標(biāo)：學(xué)會(huì)合理安排學(xué)習(xí)，作息時(shí)間；學(xué)唱星期歌song of the week
三、教學(xué)重點(diǎn)和難點(diǎn)
① 掌握重點(diǎn)詞匯及what，why，who引導(dǎo)的疑問(wèn)句、及肯定與否定回答．
�、� 學(xué)會(huì)談?wù)撟约合矚g的科目及東西，并說(shuō)明理由．
�、� 學(xué)會(huì)表達(dá)一周的七天，并學(xué)會(huì)安排自己的作息時(shí)間．
四、教學(xué)安排
本單元共分為4課時(shí):
Section A 2課時(shí)，Section B & Self check 2課時(shí)
五、教學(xué)設(shè)計(jì)
Section A Period 1
Step 1 Warming up and lead in
1．用電影Harry Potter預(yù)告片作為本課熱身，看完之后向?qū)W生提問(wèn)：Do you like the film?
然后老師繼續(xù)表達(dá)自己的看法：I like this film best. It’s my favorite movie. What’s your favorite movie?（教師這個(gè)時(shí)候把這個(gè)句型寫(xiě)在黑板上，引起學(xué)生的注意。）提出這個(gè)問(wèn)題以后，讓學(xué)生說(shuō)說(shuō)自己看過(guò)的影片，操練本課的重點(diǎn)句型：What’s your favorite … ?
操練結(jié)束以后，老師繼續(xù)說(shuō)：I like Harry Potter, because he is a good student. He works very hard and does so well. Let’s see how he works, ok? (用幻燈片展示Harry Potter
上課的情形)
(Harry Potter這個(gè)電影片段主要是考慮到學(xué)生本身對(duì)這個(gè)人物比較感興趣，有利于激發(fā)學(xué)生的興趣，其次是因?yàn)镠arry Potter本身也是一個(gè)學(xué)生，他在一所魔法學(xué)校里讀書(shū)，而且學(xué)習(xí)的課程也很多。這點(diǎn)跟本課比較貼近。使用該片子，教師使用談話(huà)的方式，輕松的把話(huà)題由Do you like the film? ——What’s your favorite movie? 提出這個(gè)問(wèn)題以后，讓學(xué)生說(shuō)說(shuō)自己看過(guò)的影片，有利于擴(kuò)大大家的視野。同時(shí)也是為了引出本課的重點(diǎn)句型：What’s your favorite … ? 并讓學(xué)生在表達(dá)的時(shí)候操練該句型。在闡述喜歡Harry Potter的理由時(shí)，也是德育教育的一個(gè)過(guò)程。)
Step 2 New words learning
T：Do you know what subject it is? 跟學(xué)生介紹Harry Potter在魔法學(xué)校的課程，然后問(wèn)學(xué)生：And what subject do we have? (幻燈片展示學(xué)生平時(shí)的課程)
展示完成以后，進(jìn)行本單元詞匯的拓展，問(wèn)學(xué)生：Do you know any more subjects?進(jìn)行小范圍的提問(wèn)，并要求回答的學(xué)生把詞匯寫(xiě)在黑板上。
(通過(guò)介紹Harry Potter在魔法學(xué)校的課程，牢牢抓住學(xué)生的興趣，從而引出學(xué)生平時(shí)的課程，使話(huà)題貼近生活，也使學(xué)生比較容易接受。在掌握新單詞的前提下，進(jìn)行必要的拓展，有利于擴(kuò)大學(xué)生的視野。) Step 3 New sentence patterns learning
3．T：Ok, what’s your favorite subject? 這里可以先由老師向個(gè)別同學(xué)提問(wèn)，然后問(wèn)：Do you want to know your partners’ favorite subject . Please ask each other. 在個(gè)別提問(wèn)了以后，把范圍擴(kuò)大到全班，同時(shí)也進(jìn)行了操練。
（從問(wèn)subject到favorite subject，難度逐步增加，符合學(xué)生的認(rèn)知接受能力。在操練的時(shí)候，把機(jī)械的提問(wèn)，轉(zhuǎn)化為跟同桌的交流。）
操練結(jié)束以后，請(qǐng)兩位學(xué)生來(lái)臺(tái)上做表演：一個(gè)人做動(dòng)作，一個(gè)人猜：what’s his favorite subject?/ what’s her favorite subject?
(在鞏固了what’s your favorite subject這個(gè)句型之后，通過(guò)游戲表演的方式來(lái)呈現(xiàn)what’s his favorite subject?/ what’s her favorite subject？全體學(xué)生在輕松愉快的課堂中接受。這樣的表演可是依照課堂實(shí)際情況掌握表演組數(shù))
在作完這個(gè)表演的時(shí)候，教師對(duì)最后一個(gè)學(xué)生提問(wèn)：why do you like it ?然后教師再針對(duì)個(gè)別同學(xué)提問(wèn)what’s your favorite subject? why do you like it ?學(xué)生回答了之后，教師可以面向全體學(xué)生問(wèn)：what’s his favorite subject?/ what’s her favorite subject？why does he/she like it ?
(通過(guò)有效的示范提問(wèn)，以及不斷的操練，有利于開(kāi)展下面活動(dòng)的順利開(kāi)展。)
Step 4 Survey
給學(xué)生一個(gè)示例,以Harry Potter做范例: Name : Harry Potter
Favorite subject : broomstick subject
Why : because it’s interesting and exciting
Dislike subject : potion subject
Why :because it’s boring
請(qǐng)學(xué)生做一個(gè)Survey：
Name :
Favorite subject : Why :
Dislike subject :
Why : 完成Survey之后請(qǐng)同學(xué)上臺(tái)做report: His/Her name is….
His/Her favorite subject is ….. Because … He/She don’t like …. Because…
Step 5 Homework
1.根據(jù)調(diào)查寫(xiě)一個(gè)短文,并準(zhǔn)備下堂課做報(bào)告
2. 查找自己最喜歡的明星檔案,愛(ài)好.
童年趣事作文650字4
課題：Lesson12: Danny’s Plant說(shuō)課稿
一、說(shuō)教材：本課是冀教版八年級(jí)下冊(cè)第二單元的最后一課。本單元以植物為主題展開(kāi)。主要學(xué)習(xí)了植物為什么重要，植物的種植步驟和植物在我們?nèi)粘Ｉ钪械淖饔?。而本課則主要學(xué)習(xí)植物體各個(gè)部分的表達(dá)法以及他們?cè)谖覀兩钪械淖饔谩?/p>
二、說(shuō)學(xué)生：現(xiàn)在八年級(jí)的學(xué)生對(duì)于英語(yǔ)學(xué)習(xí)應(yīng)該具有一定的基礎(chǔ)和方法，但我們的學(xué)生對(duì)于英語(yǔ)的`學(xué)習(xí)還沒(méi)有掌握好的方法，學(xué)生在學(xué)習(xí)中還存在許多問(wèn)題。就這一班學(xué)生來(lái)說(shuō)本來(lái)英語(yǔ)學(xué)習(xí)基礎(chǔ)就差，所以把所學(xué)英語(yǔ)知識(shí)是否能靈活運(yùn)用對(duì)它們來(lái)說(shuō)就更難了，因此課堂中老師應(yīng)盡可能多的運(yùn)用多種教學(xué)方法來(lái)引導(dǎo)學(xué)生學(xué)習(xí)。
三、說(shuō)教法和學(xué)法：科學(xué)合理的教學(xué)方法能使教學(xué)達(dá)到事半功倍的效果。達(dá)到教與學(xué)的完美統(tǒng)一�；诖宋覝�(zhǔn)備用的方法是任務(wù)型教學(xué)法、學(xué)生中心教學(xué)法、多媒體教學(xué)。任務(wù)型教學(xué)與學(xué)生中心教學(xué)法可以充分發(fā)揮學(xué)生的主體作用以及老師的主導(dǎo)作用。而多媒體教學(xué)則可快速而直觀的展現(xiàn)教學(xué)過(guò)程與內(nèi)容。通過(guò)這些方法來(lái)完成我為本課所設(shè)立的三維目標(biāo)。
四、說(shuō)教學(xué)過(guò)程：為了完成教學(xué)目標(biāo)，解決教學(xué)重點(diǎn)，突破教學(xué)難點(diǎn)我準(zhǔn)備按以下10個(gè)環(huán)節(jié)展開(kāi)教學(xué)。
Step1.Greeting
Step2.Revision
Teacher ask something about last lesson
Step3.Learn the new words and phrases.
angriculture ,seed , pot , sprout , stem , bud , carefully , yard .
at the top of , a flower bud , look after .
Step4.Think About It .
Step5.Read the lesson and answer the questions .
1.What did Danny and his classmates do to learn more about plants?
2.What happened after Danny watered the seed of his plant?
3.Why will Danny put the pot in the yard?
4.What does Danny want to send to Li Ming?
Step6.learn the text
Step7.Complete part 2 in “Let’s Do It.”
Step8.Practice
Step9.Summary
Step10.Homework
1.Remember the new words and main sentences.
2. Finish off activity book.
3.Preview lesson 13.
童年趣事作文650字5
Good morning, everyone, Today, it‘s a pleasure for me to stand here and I‘m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is Guo Xinzhi, and I am working as an English teacher in Yong‘a(chǎn)n Middle School, Congtai District of Handan. My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is ―Go With Transportation‖, and the topic of Lesson 37 is ―Flying Donuts‖. I have decided to say the lesson from six parts:
Part One —— Analysis of the Teaching Material One:
Status and Function
1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.
2. To attain ―four skills‖ request of listening, speaking, reading and writing, I will have the students do some exercise about the text.
3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.
4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language. Two: Teaching Aims and Demands
The teaching aims basis is established according to Junior School English syllabus provision.
Knowledge objects
(1) To study the new words ―fuel‖, ―oil‖ and ―coal‖.
(2) To learn and master the phrases ―think of, on the way to …, have fun‖, etc.
Ability objects
(1) To develop the students‘ abilities of listening, speaking, reading and writing.
(2) To train the students‘ ability of working in pairs
(3) To develop the students‘ abilities of communication by learning the useful structures.
3. Moral objects
(1) Through different teaching methods to make students be interested in study.
(2) Love to know more knowledge about transportation and dare to express their opinions in English.
(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.
Three: Teaching Keys and Difficult Points The teaching keys and difficult points‘ basis is established according to Lesson 37 in the teaching materials position and function.
1. Key points:
(1).Be able to express words, phrases and sentences in English.
(2). Know about the improvement of transportation and Danny‘s invention. 2. Difficult points: Be able to talk about their imaginary future transportation in oral English. Part Two —— The Teaching Methods 1. Communicative teaching method;
2. Audio-visual teaching method;
3. Task-based teaching method;
4. Classified teaching method. As we all know: the main instructional aims of learning English in the Middle School is to cultivate students‘ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I‘ll mainly use ―Communicative‖ teaching method, ―Audio-visual‖ teaching method and ―Task-based‖ teaching method and ―Classified‖ teaching method. That is to say, I‘ll let the students get a better understanding of the key structures. I‘ll give the students some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles. In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.
Part Three —— Studying ways
1. Teach the students how to be successful language learners.
2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.
Part Four —— Teaching steps As this lesson plays an important part in the English teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability. The entire steps are: Step1 Warm-up and Lead-in Show the students some pictures of common transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us? Purpose of my designing: In this part, have the students say more about what they see or what they don‘t see. In this way, they will know today‘s lesson has something to do with their discussion. Step2 Presentation 1. Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.
Purpose of my designing:
1. After seeing the pictures, the students will know what they are and they can learn them quickly and easily.
2. Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer. Purpose of my designing: This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.
3. Text Learning and a Quiz I‘ll use CAI to present the whole text. I‘ll write the key points on the blackboard while they are watching. After watching, I‘ll teach them to read the words and sentences on the Bb. Make sure they can read them well. After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some phrases on the screen, like I don‘t think so, have fun, a new kind of, on the way to school, and so on. Purpose of my designing: To present the text by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the students better.
4. Key Structures and Difficult Points Learning First, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole text, know what the difficult points are, and so on. At last, I will help them to master them all. For example, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases. Purpose of my designing: By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.
5. Read and Say Give the students two or three minutes to prepare, and then get them read the text together in three groups. Tell them to read aloud. Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more. Purpose of my designing: By reading the text and saying such things, get the students to practise their reading and speaking ability again.
Part Five —— Summarize and Homework Ask the students such questions:
What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises? Now, let‘s try! Then show them some exercises and help them to finish them. At last, tell the students what today‘s homework is. While doing this, the teacher can have the boys and girls have a competition to see who are better.
Part Six —— Blackboard Designing Lesson 37 Flying Donuts Language points:
1.think of認(rèn)為,想起; think over仔細(xì)考慮; think out想出
2.at/in the front of在……前面(部)/ in front of在……前面
3.on the way to school在上學(xué)的路上/ on one‘s way home在回家路上
4. With用…… Purpose of my designing: Presents the text key content clearly on the blackboard, favors the students to knowledge grasping. OK. That’s all.
Thanks for listening to me and helping me.
童年趣事作文650字6
一、教材分析
本單元的核心教學(xué)項(xiàng)目是“看病就醫(yī)”（Seeing the doctor ），各課圍繞這核心項(xiàng)目設(shè)計(jì)安排了聽(tīng)、說(shuō)、讀、寫(xiě)活動(dòng)。對(duì)話(huà)，課文及練習(xí)內(nèi)容均取自于學(xué)生的日常生活，實(shí)用性強(qiáng)。學(xué)生們會(huì)因?yàn)榇嗽?huà)題的趣味性及實(shí)用性而感興趣, 故能在學(xué)中用，用中學(xué)，印象深刻。
1． 在 Lesson69 課中，第一部分設(shè)計(jì)了Jill 生病的一幅情景圖，并配有一個(gè)短對(duì)話(huà)，引出Seeing the doctor 的動(dòng)機(jī)。第二部分利用Puzzle dialogue形式把本單元重點(diǎn)話(huà)題自然地，以日常生活的活動(dòng)形式呈現(xiàn)給學(xué)生。第三部分采用Look, say and write活動(dòng)，自然地引出情態(tài)動(dòng)詞 have to的用法。
2． 在 Lesson 70 課中，閱讀文章Dreams 是前一課對(duì)話(huà)內(nèi)容的繼續(xù)。男孩Roy老做夢(mèng)，造成睡眠不佳，故前去看病就醫(yī)。閱讀前有兩個(gè)問(wèn)題供學(xué)生討論，以便讓學(xué)生思考在先，或帶著問(wèn)題去閱讀。
3． Lesson 71 課是語(yǔ)言訓(xùn)練課。第一部分是一段有關(guān)飲食與健康關(guān)系的短對(duì)話(huà)，同時(shí)也為學(xué)生提供了語(yǔ)言訓(xùn)練的樣板。第二部分是以操練Link verb為宗旨的句型范例。第三部分是所學(xué)語(yǔ)言知識(shí)的自然延伸，向?qū)W生介紹二位世界著名醫(yī)學(xué)界人士Nightingale和Bethune。
4． Lesson72課是綜合練習(xí)課，它包括了圍繞著Seeing the doctor的功能話(huà)題 的聽(tīng)力練習(xí)、句型操練、對(duì)話(huà)復(fù)習(xí)及寫(xiě)作示范，以鞏固學(xué)生對(duì)本單元的核心話(huà)題Seeing the doctor的記憶與理解。
通過(guò)對(duì)本單元教材內(nèi)容的分析，不難看出 Seeing the doctor 這一話(huà)題取自于生活，實(shí)用性強(qiáng)，學(xué)生容易接受，并對(duì)此興致盎然，教師也較容易激活與其相關(guān)的語(yǔ)言知識(shí)，所以就該話(huà)題本身而言，并不是很難，真正的重點(diǎn)和難點(diǎn)在于：
掌握有關(guān)Seeing the doctor 的習(xí)慣用語(yǔ)。l
能靈活運(yùn)用have to 重點(diǎn)句型，并清楚其運(yùn)用的場(chǎng)合和與must 的區(qū)別。l
掌握l(shuí)ink verb的用法特點(diǎn)l
二、教學(xué)目標(biāo)
1.知識(shí)目標(biāo)
The words and expressionsl used in the talking “Seeing the doctor”.
The pattern : have tol
l Grammar: link verb
2．能力目標(biāo)
To develop students’ ability of listeningl and talking about “Seeing the doctor”.
To develop students’ ability ofl reading comprehension by reading the text Dreams .
To develop students’l ability of observation 、 imagination and creation.
3. 情意目標(biāo)
Tol encourage students to be brave enough to speak English more in class.
Tol encourage students to keep health in order to serve the people and their country in the future.
三、 教學(xué)設(shè)想
通過(guò)診斷性評(píng)價(jià)，可了解到學(xué)生在以前的教材中，已學(xué)過(guò)了與Seeing the doctor 話(huà)題 相關(guān)的單詞和句子，如head 、eyes 、hands,、foot 、legs 等身體部位單詞及句型 What’s wrong with you ? I don’t feel well . My head hurts. etc.這為學(xué)生循序漸進(jìn)地自然習(xí)得Seeing the doctor的語(yǔ)言知識(shí)，鋪墊了良好的語(yǔ)言學(xué)習(xí)基礎(chǔ)。 因此，筆者根據(jù)Seeing the doctor 這個(gè)話(huà)題的交際性能強(qiáng)，實(shí)際運(yùn)用廣等特點(diǎn)，將本單元的教學(xué)策略重點(diǎn)定位在三個(gè)教學(xué)環(huán)節(jié)上，即，Presentation, Practice 和 Production上，將“激發(fā)興趣，激活思維，輕松導(dǎo)入；讀后仿說(shuō)，逐層訓(xùn)練，強(qiáng)化能力；創(chuàng)設(shè)情景，遷移知識(shí)，實(shí)現(xiàn)交際”作為本單元設(shè)計(jì)的導(dǎo)向。
1． Presentation-------激發(fā)興趣 ，激活思維，輕松導(dǎo)入。
一節(jié)課的良好開(kāi)始，對(duì)于整節(jié)課教學(xué)順利進(jìn)行起著重要作用。教師別出心裁，精心設(shè)計(jì)Presentation環(huán)節(jié)，能夠使學(xué)生感到新奇獨(dú)特，引起求知欲望，促進(jìn)其積極主動(dòng)地投入到語(yǔ)言學(xué)習(xí)和探究活動(dòng)中去，愉快地進(jìn)入學(xué)習(xí)狀態(tài)。
1) Lesson 69 的導(dǎo)入方法
Take exercise做運(yùn)動(dòng). 跟著“健康歌”的樂(lè)曲，讓學(xué)生跟著老師做健康操。l
l Play games 做游戲 . 讓學(xué)生相互之間做“Touch your nose”的游戲。
Chant 讀節(jié)奏詩(shī).l 老師可根據(jù)課文要求，編寫(xiě)與教學(xué)內(nèi)容相符的小詩(shī)，歌曲等。
以上幾個(gè)活動(dòng)，均與學(xué)生的原有知識(shí)the parts of the body 有關(guān)，采用這種手法進(jìn)行熱身，不僅復(fù)習(xí)了相關(guān)的學(xué)習(xí)內(nèi)容，更主要的是讓學(xué)生在“做做、唱唱、笑笑”中進(jìn)入了學(xué)習(xí)狀態(tài)，從而引出對(duì)話(huà)
——Can you take exercise like me ?
——No, I can’t. I have a headache today.
——Can you play the game with me ?
——No, I can’t. I have a cold today. etc.
or:
——Xiao Li can’t play games with us .Do you know why?
——I know he has a cold today。
.(然后幫助學(xué)生認(rèn)知have a headache / a cold /a cough 等習(xí)語(yǔ))
On dutyl 值日生匯報(bào). 讓值日生創(chuàng)設(shè)情景，與Partner就前一單元課文 內(nèi)容“Mr. Smile在家中舉行Party”，進(jìn)行自由問(wèn)答，然后切入主題
——Did Kate go to the party ?
——No, she didn’t.
——Why did she not go there ?
——Because she was ill.
——What was wrong?
——She had a cold . She had a cough and a headache.
——Oh ,I’m sorry to hear that .Is she better now?
——Yes.---.
（老師進(jìn)入了“引導(dǎo)學(xué)習(xí)”的環(huán)節(jié)。）
2) Lesson 70 的導(dǎo)入方法
Story-tellingl 老師或?qū)W生進(jìn)行story介紹，如
Oh, boys and girls, there is something wrong with me ,too. I didn’t sleep well last night. Do you know why?
這時(shí)，學(xué)生會(huì)由于問(wèn)題的提出而活躍起來(lái)，會(huì)七嘴八舌地進(jìn)行猜測(cè)，然后老師向?qū)W生描述夢(mèng)境，引出生詞和詞組 dream, fall asleep, wake up 等，為引出Roy的unhappy dream，激活了思維，掃清了語(yǔ)言障礙。
Picture-talkingl 利用多媒體，向?qū)W生展開(kāi)畫(huà)面，引導(dǎo)學(xué)生對(duì)dreams 進(jìn)行討論和評(píng)說(shuō)。
-----What is he/she doing? -----He/She is sleeping.
-----What is he/she doing while he/she is asleep? -----He/She is dreaming.
-----Did he have a good dream or a terrible one? ---.
在引出生字dream 后，幫助學(xué)生就做夢(mèng)與身體健康之間的關(guān)系，進(jìn)行討論，在熱烈的氣氛中，自然地過(guò)渡到課文Dreams的學(xué)習(xí)上。
3) Lesson 71 導(dǎo)入方法
Have a quizl 做討論題。包括飲食，休息，鍛煉，健康等一些常識(shí)性問(wèn)題，來(lái)吸引學(xué)生的興趣與注意，激發(fā)他們敢于質(zhì)疑，大膽解疑，以引導(dǎo)學(xué)生通過(guò)積極投入語(yǔ)言實(shí)踐，逐步向新材料逼近，為L(zhǎng)esson 71 的第一部分有關(guān)飲食與健康的對(duì)話(huà)學(xué)習(xí)，做了必要的鋪墊。
4）Lesson72的導(dǎo)入方法
Stick figuresl 采用簡(jiǎn)筆畫(huà)手法，來(lái)引出新語(yǔ)言點(diǎn)link verb 的用法。如
教師可利用這些簡(jiǎn)筆畫(huà)，引導(dǎo)學(xué)生對(duì)圖畫(huà)進(jìn)行討論
-----What is he/she like today?
-----Is he/she happy or unhappy?
-----Do you know why he/she looks happy/unhappy? etc.
采用這種方法，不僅僅是方便，直觀，能引起學(xué)生的興趣和注意力，更因?yàn)樗鼈兊那〉胶锰幍倪\(yùn)用，激活了學(xué)生的思維，為引出聽(tīng)力材料 Mr. Brown’s trouble 做好了準(zhǔn)備。如通過(guò)對(duì)簡(jiǎn)筆畫(huà)的討論，把話(huà)題轉(zhuǎn)入聽(tīng)力材料的內(nèi)容中。
-----Is Mr. Brown happy or unhappy today, Do you want to know?
-----What’s his trouble, do you know?
2. Practice------- 讀后仿說(shuō)，逐層訓(xùn)練，強(qiáng)化能力.
學(xué)生在教師的引導(dǎo)下學(xué)習(xí)了新句型，新單詞以后，還必須對(duì)所學(xué)的知識(shí)進(jìn)行鞏固。在沒(méi)有對(duì)新句型，新單詞等達(dá)到一定的熟練程度之前，學(xué)生很難將所學(xué)的知識(shí)應(yīng)用到實(shí)際生活中去。因此，采用師生合作，生生合作，結(jié)合話(huà)題，圍繞新知識(shí)點(diǎn)進(jìn)行對(duì)話(huà)，交流和討論等活動(dòng)，讓學(xué)生獲得基本的語(yǔ)言能力。如在訓(xùn)練句型have to 時(shí)，我設(shè)計(jì)了三個(gè)訓(xùn)練程序。
師生問(wèn)答 就Lesson 69的第三部分進(jìn)行師問(wèn)生答，并完成筆頭作業(yè)。l
生生問(wèn)答 就句型Ifl you---,what do you have to do ? 進(jìn)行pairwork 。
小組討論l 提供情景，加大信息量，引導(dǎo)學(xué)生進(jìn)行g(shù)roupwork. 如，
1.If your mother is ill and she can’t cook supper for you when you come back from school one day. What do you have to do ?
2.One day when you were on your way to school, You saw an accident happen. An old man was lying on the ground. He couldn’t move .What did you have to do ?
然后，以小組為單位，選派代表一人，作小組總結(jié)。通過(guò)點(diǎn)評(píng)，分析，比較等方法，使個(gè)人的'思維在集體知識(shí)中得到發(fā)揮，使一些困難在相互啟發(fā)，相互爭(zhēng)論，相互補(bǔ)充中得到彌補(bǔ)。同時(shí)，也注重挖掘了教材中的情意因素，激發(fā)了學(xué)生的社責(zé)任感和愛(ài)心。
當(dāng)然，根據(jù)不同的教學(xué)內(nèi)容，有不同的強(qiáng)化訓(xùn)練手段。如，對(duì)Lesson70 的閱讀文章的Practice方法是：
表層分析——復(fù)述應(yīng)答：l 要求學(xué)生機(jī)械重復(fù)課文中的內(nèi)容，使課文信息再現(xiàn)。（是非題，課后問(wèn)答題，圖表填空題，競(jìng)賽等）
深層剖析——推斷應(yīng)答：l 要求學(xué)生利用信息，憑借經(jīng)驗(yàn)理解讀物的“弦外之意”。（指導(dǎo)性問(wèn)題和細(xì)節(jié)性問(wèn)題）
整體評(píng)價(jià)——自由交際：l 要求學(xué)生用所學(xué)知識(shí)，對(duì)新情景進(jìn)行交際。（教師選擇恰當(dāng)?shù)模c課文相關(guān)和有關(guān)社會(huì)熱點(diǎn)的Topics。）
(其中一，二兩層的練習(xí)目的是為了“記憶—分析”所認(rèn)知的語(yǔ)言信息，鞏固語(yǔ)言知識(shí)，提高把握語(yǔ)篇能力，為獲得交際能力，即為第三層“自由交際”，打下扎實(shí)基礎(chǔ)。)
3． Production-------創(chuàng)設(shè)新景，遷移知識(shí)，實(shí)現(xiàn)交際。
在基本技能形成之后，教師鼓勵(lì)學(xué)生用所學(xué)知識(shí)就新的情景進(jìn)行突出主題的遷移操練，實(shí)現(xiàn)語(yǔ)言技能向語(yǔ)言交際能力的轉(zhuǎn)化，達(dá)到學(xué)以致用的目的。例如，我對(duì)本單元中的Production環(huán)節(jié)設(shè)計(jì)了如下方法：
Lesson 69 1)表演（perform）: 創(chuàng)設(shè)新的情景，如：護(hù)送運(yùn)動(dòng)會(huì)上受傷的學(xué)生去醫(yī)院就癥；幫助交通事故中受輕傷的老大爺回家等。
2）采訪(interview): 詢(xún)問(wèn)同學(xué)身體健康狀況。
Lesson 70 1）話(huà)題(topic): “_________dream”。（留有空白，讓學(xué)生自由發(fā)揮想象）
2） 表演(perform): 采訪“老壽星”（a long-lived man/woman）活動(dòng)。
Lesson 71 1)評(píng)論(comment):“Why so many fat children in our country now?”
“ Why so many students who have poor eye-sight today?
2)采訪(interview): “What do you like to eat?”
Lesson 72 1)話(huà)題（topic）:“How to correctly arrange your three meals a day?”
2)活動(dòng)（activity）: “A school doctor is wanted”
采用以上方法，并不是說(shuō)教學(xué)可以離開(kāi)教材隨意創(chuàng)設(shè)發(fā)揮，也不是主張搞華而不實(shí)的“花架子”。恰恰相反，我們需要的創(chuàng)意，應(yīng)是緊扣教材，圍繞目標(biāo)，為講清重點(diǎn)，突破難點(diǎn)服務(wù)，為教得生動(dòng)，學(xué)得主動(dòng)服務(wù)。使英語(yǔ)教學(xué)有新意，有激情，使教育教學(xué)功能得到充分發(fā)展。
童年趣事作文650字7
一、說(shuō)教材
1、教學(xué)內(nèi)容：義務(wù)教育課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書(shū)《英語(yǔ)》七年級(jí)上冊(cè)第二單元《Is this your pencil》第一課時(shí)，P7，P8。
2、在教材中的地位：本課在教材中不可忽視，起到承上啟下的作用。預(yù)備單元已學(xué)過(guò)What’s this in English?及其回答，現(xiàn)在進(jìn)一步用What’s that in English?及其回答，接著用這個(gè)句型介紹出本課中的大量詞匯。通過(guò)詞匯進(jìn)而學(xué)習(xí)Is this /that your pencil?及其肯定、否定回答。在這個(gè)過(guò)程中充分復(fù)習(xí)并運(yùn)用my, your, his, her, 等形容詞性物主代詞。指示代詞this, that及這一句型為第三單元及以后學(xué)習(xí)一般疑問(wèn)句打下基礎(chǔ)。并且這一課時(shí)的教材在原來(lái)的基礎(chǔ)上使學(xué)生更明白英語(yǔ)的學(xué)習(xí)是在相互交流中有趣地進(jìn)行，聽(tīng)、說(shuō)、讀、寫(xiě)、用就是學(xué)習(xí)的過(guò)程。為學(xué)生學(xué)習(xí)以后的內(nèi)容打下堅(jiān)實(shí)的心理、方法和知識(shí)的基礎(chǔ)。
3、教學(xué)目標(biāo)
⑴知識(shí)目標(biāo)：
通過(guò)演示及情景教學(xué)法，使用句型What’s this /that in English? It’s a book. 使學(xué)生掌握重點(diǎn)詞匯：pen, pencil, pencilcase, pencil sharpener, book, eraser,ruler, backpack, dictionary等，并且學(xué)會(huì)對(duì)物品的所屬進(jìn)行提問(wèn)、回答，在問(wèn)答中會(huì)熟練運(yùn)用my, your, his, her等形容詞性物主代詞，即：Is this/thatmy/your/his/her pen? Yes, it is. / No, it isn’t.
�、颇芰δ繕�(biāo)：
a: 通過(guò)情景對(duì)話(huà)、游戲及題目的訓(xùn)練，使學(xué)生學(xué)會(huì)根據(jù)場(chǎng)景就學(xué)習(xí)用品詢(xún)問(wèn)物主，并正確運(yùn)用對(duì)應(yīng)的英語(yǔ)表達(dá)方式。
b: 通過(guò)聽(tīng)力及上下文來(lái)培養(yǎng)學(xué)生基本的邏輯思維能力及聽(tīng)音辨詞的基本功。
�、乔楦心繕�(biāo)：
a: 教學(xué)的過(guò)程是老師與學(xué)生及學(xué)生與學(xué)生的交往、互動(dòng)、共同發(fā)展的過(guò)程，在參與、表演、運(yùn)用的過(guò)程中，培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。
b: 結(jié)合物體學(xué)習(xí)單詞和句型的同時(shí)，培養(yǎng)學(xué)生的視覺(jué)美感。
c: 通過(guò)詢(xún)問(wèn)、辨認(rèn)物主，倡導(dǎo)學(xué)生要保管好自己的學(xué)習(xí)用品。
4、教學(xué)重點(diǎn)、難點(diǎn)
重點(diǎn)詞匯和句型：
a: 重點(diǎn)詞匯：pen, pencil, pencil case, pencil sharpener, book, eraser, ruler,backpack, dictionary, that等。
b: 重點(diǎn)句型：
What’s this /that in English?
It’s a pencil. / It’s an eraser.
Isthis/that my/your/his/her pen?
Yes,it is. / No, it isn’t.
難點(diǎn)：進(jìn)一步運(yùn)用my, your, his, her等形容詞性物主代詞，明確this/that 這兩個(gè)指示代詞的用法。
二、說(shuō)教法
在教學(xué)中，倡導(dǎo)學(xué)生主動(dòng)參與、勇于開(kāi)口、大膽表演，培養(yǎng)學(xué)生獲得新知識(shí)及口語(yǔ)、聽(tīng)力，分析和解決問(wèn)題，以及交流與合作的能力。為此，主要采用情景演示、師生互動(dòng)、生生互動(dòng)、分組合作、多媒體輔助教學(xué)等方法，充分體現(xiàn)出學(xué)生是學(xué)習(xí)的主體，教師是教學(xué)的組織者、引導(dǎo)者與合作者。
三、說(shuō)學(xué)法
指導(dǎo)學(xué)生轉(zhuǎn)變學(xué)習(xí)方式，既要主動(dòng)地富有個(gè)性地學(xué)習(xí)，鍛煉口語(yǔ)、聽(tīng)力，又提倡合作與交流來(lái)共同運(yùn)用新知識(shí)進(jìn)行語(yǔ)言表達(dá)，即自主探究式，促進(jìn)學(xué)生創(chuàng)新意識(shí)的形成與聽(tīng)、說(shuō)、讀、寫(xiě)、用能力的培養(yǎng)。
四、說(shuō)教學(xué)過(guò)程
課前準(zhǔn)備：這節(jié)課為了方便、實(shí)用起見(jiàn)，課前準(zhǔn)備好26個(gè)字母的卡片及鋼筆、鉛筆、鉛筆盒、卷筆刀、書(shū)、橡皮擦、尺子、詞典、背包（掛在墻上）等物體，使學(xué)生覺(jué)得自然有趣。
1、復(fù)習(xí)
為了突出本課的重點(diǎn)，突破難點(diǎn)，激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，豐富教學(xué)內(nèi)容和形式,提高課堂教學(xué)效果,復(fù)習(xí)分作兩項(xiàng)：
a: 姓名每個(gè)人都很熟悉，每個(gè)同學(xué)又都會(huì)說(shuō)，所以首先通過(guò)問(wèn)答姓名，讓學(xué)生在復(fù)習(xí)中運(yùn)用my, your, his, her等形容詞性物主代詞。首先對(duì)個(gè)別同學(xué)進(jìn)行提問(wèn)：What’s your English name, please?
該同學(xué)回答：My name’s Gina.
轉(zhuǎn)而問(wèn)另一名同學(xué)：What’s her English name?
該同學(xué)回答：Her name is Gina.
然后用同樣的方法引出：His name is Tom.
接著把這些問(wèn)答進(jìn)行于教師與小組之間，小組與小組之間，教師與全體同學(xué)之間，這樣每個(gè)同學(xué)都敢于開(kāi)口，都有機(jī)會(huì)開(kāi)口，而且能自然地運(yùn)用my, your, his, her等詞了。
b: 通過(guò)幾個(gè)單元的學(xué)習(xí)，學(xué)生對(duì)26個(gè)字母是再熟悉不過(guò)了。所以復(fù)習(xí)的第二項(xiàng)就是運(yùn)用字母卡為新內(nèi)容作準(zhǔn)備，具體是：
舉起一個(gè)字母卡放在胸前，問(wèn)某同學(xué)：What’s this in English?
同學(xué)回答：It’s “A”.
接著用這個(gè)動(dòng)作再問(wèn)幾個(gè)字母，然后手遠(yuǎn)遠(yuǎn)地舉起一個(gè)字母卡，問(wèn)：
What’s that in English?
同學(xué)回答：It’s “B”.
然后用舉在胸前和舉在遠(yuǎn)處這兩個(gè)動(dòng)作繼續(xù)向個(gè)別、小組或全體同學(xué)問(wèn)：“What’s this/that in English?”學(xué)生們初步理解了“this”與“that”的區(qū)別了。問(wèn)完之后，順勢(shì)向同學(xué)們提議為老師唱“ABC Song”，這樣不單復(fù)習(xí)了舊知，還活躍了課堂氣氛。
設(shè)計(jì)意圖:基于學(xué)生生理和心理特點(diǎn)，遵循語(yǔ)言學(xué)習(xí)的規(guī)律，創(chuàng)造條件讓學(xué)生對(duì)他們感興趣的'問(wèn)題用英語(yǔ)進(jìn)行表達(dá)，使他們有學(xué)好英語(yǔ)的信心。
2、學(xué)習(xí)新詞：
舉起課前準(zhǔn)備好的物品，向同學(xué)們提問(wèn)或自問(wèn)自答：
What’s this / that in English? It’s a book.
注意用“this”時(shí)，把物體舉在胸前，用“that”時(shí)，物體舉在遠(yuǎn)處或放在遠(yuǎn)處，背包體積大，干脆掛在墻上，那么用手指著背包使用“What’s that in English?”時(shí)，學(xué)生們是再明白不過(guò)的了。
用這樣的方法一直教授完重點(diǎn)詞匯，并注意和不定冠詞連用，邊教邊讀 (a) pen, (a) pencil, (a) pencil case, (a) pencil sharpener, (a)book, (a) ruler, (an) eraser, (a) backpack, (a) dictionary。然后把這些單詞投影出來(lái)，重點(diǎn)教讀、練習(xí)。
設(shè)計(jì)意圖：把詞匯融于句型進(jìn)行情景教學(xué)，意在培養(yǎng)學(xué)生在生活中接觸英語(yǔ)時(shí)，樂(lè)于探究其含義并嘗試模仿的能力。
3、學(xué)習(xí)新句型:
手拿物品介紹：This is my book.
然后問(wèn)同學(xué)：Is this my book?
引導(dǎo)學(xué)生回答：Yes, it is.
手指某個(gè)男生接著問(wèn)：Is this his book?
引導(dǎo)學(xué)生回答：No, it isn’t. It’syour book.
然后再介紹幾個(gè)物品：This is his dictionary.
Thatis her pencil.
進(jìn)行如下問(wèn)答：Is this my dictionary?
No,it isn’t . It’s his dictionary.
Isthis his dictionary?
Yes,it is.
Isthat his pencil?
No,it isn’t. It’s her pencil.
Isthat her pencil?
Yes,it is.
再要求學(xué)生兩人合作或者小組與小組合作手拿物品相互進(jìn)行問(wèn)答，練習(xí)過(guò)后進(jìn)行表演。兩人合作到教室前面進(jìn)行表演，小組與小組合作只需兩組的同學(xué)分別站起來(lái)，通過(guò)這些練習(xí)表演，學(xué)生們對(duì)新詞匯、新句型不只是了解，而且會(huì)說(shuō)，會(huì)運(yùn)用了。并且使他們深深體會(huì)到：我也能使用英語(yǔ)進(jìn)行表演交流了。那么一種喜悅與成就感就油然而生，對(duì)“我能學(xué)好英語(yǔ)”也充滿(mǎn)了堅(jiān)定的信心。
設(shè)計(jì)意圖：依據(jù)教學(xué)內(nèi)容創(chuàng)造性地設(shè)計(jì)貼近學(xué)生實(shí)際的教學(xué)活動(dòng)，吸引和組織他們積極參與。學(xué)生通過(guò)思考、討論、交流與合作等方式，學(xué)習(xí)和使用英語(yǔ)，完成學(xué)習(xí)任務(wù)，感受成功的愉快。
4、運(yùn)用、鞏固新知識(shí)
經(jīng)過(guò)詞匯和句型的學(xué)習(xí)，學(xué)生已經(jīng)掌握了本課的重點(diǎn)、難點(diǎn)知識(shí)。現(xiàn)在通過(guò)課本P7，P8的筆試、聽(tīng)力訓(xùn)練，對(duì)新知識(shí)進(jìn)行運(yùn)用、鞏固，并跟著磁帶反復(fù)讀，培養(yǎng)語(yǔ)感。
設(shè)計(jì)意圖：利用教材進(jìn)一步鍛煉學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)的能力。
5、游戲
游戲能促使學(xué)生根據(jù)場(chǎng)景運(yùn)用所學(xué)語(yǔ)言進(jìn)行交流，并能增加趣味性，活躍課堂氣氛，具體方法：
叫幾個(gè)同學(xué)起來(lái)，其余的人把眼睛閉上，這幾個(gè)同學(xué)把自己的幾個(gè)物品放進(jìn)一個(gè)盒子里，然后宣布：睜開(kāi)眼睛，這個(gè)盒子里有這幾個(gè)同學(xué)的東西，當(dāng)你從中拿出一個(gè)時(shí)，就要通過(guò)問(wèn)他們問(wèn)題尋找物體的主人。
問(wèn)題：Isthis / that your / his / her pen?
回答：Yes,it is. / No, it isn’t.
每個(gè)人最多只能問(wèn)三個(gè)問(wèn)題，問(wèn)得好，尋找到了主人要給予獎(jiǎng)勵(lì)。
設(shè)計(jì)意圖：以學(xué)生的生活經(jīng)驗(yàn)和興趣為出發(fā)點(diǎn)，設(shè)置盡量真實(shí)的語(yǔ)言情景，使學(xué)生能夠在活動(dòng)中使用英語(yǔ)，通過(guò)實(shí)踐活動(dòng)來(lái)促進(jìn)學(xué)生語(yǔ)言運(yùn)用能力的發(fā)展。
6、練習(xí)
練習(xí)是緊扣本課的內(nèi)容進(jìn)行選擇或判斷，培養(yǎng)他們運(yùn)用知識(shí)的能力（見(jiàn)投影），并且以?xún)山M競(jìng)賽的方式進(jìn)行，促使他們有競(jìng)爭(zhēng)意識(shí)，積極動(dòng)腦、主動(dòng)參與、敢于表現(xiàn)。
設(shè)計(jì)意圖：引導(dǎo)學(xué)生運(yùn)用觀察、發(fā)現(xiàn)、歸納和實(shí)踐等方法，學(xué)習(xí)語(yǔ)言知識(shí)，感悟語(yǔ)言功能。
7、結(jié)束
讓學(xué)生在愉悅的氣氛中以“Good morning to you！”的歌聲歡送老師，結(jié)束本課。
童年趣事作文650字8
Good afternoon, everyone! Nice to meet you here! I’m XXX, an English teacher from XXX Middle School. Today I’m glad to have a chance to introduce my lesson to you. Now, I’ll say something about my lesson: Lesson 22 Presents from Canada. I’ll say this lesson from six parts.
Part One. Analysis of the Teaching Material:
（一）。Status and function.
This is the sixth lesson in Unit 3, Junior English Book 3 （Learning English）。This unit focuses on the festivals in autumn in Canada and China. It mainly introduces three important festivals: Thanks giving, Mid-autumn Festival and a birthday. It is helpful for the Ss to learn about Western cultures.
This lesson is mainly about posting presents and cards to Li Ming. The Ss will learn what to write in birthday cards, and it’s a chance to show their love to their classmates and parents.
�。ǘ� Teaching aims:
1、Knowledge objects.
A） Master the new words and phrases.
B） Learn what to write in birthday cards and how to post them.
2、Ability objects:
A） To improve the Ss’ listening, speaking, reading and writing abilities.
B） To improve the Ss’ awareness and ability of cross-culture.
3、Moral objects.
A） To cultivate the feelings of loving each other and caring about others. Make the Ss’ love their classmates and parents more deeply.
B） To enable the Ss to take a great interest in learning English and take an active part in the activities in class.
�。ㄈ�。 Teaching Important Points
1） Master the new words and phrases. 2） Train students’ reading ability.
（四）。Teaching Difficult Points
How to improve students’ reading ability.
Part Two Teaching methods
1. Multi-media teaching. It can help the students be interested in the lesson and learn the lesson happily and easily.
2、Encouragement and praise.
3. "Task-based" teaching method.
"Task-based" language teaching has been one of the most important foreign teaching approaches during these years. The New English Curriculum requires teachers to use it .It’s an effective and advanced teaching approach. It’s widely used in many different countries.
Part Three Learning methods:
As an English teacher, your duty is not only to teach the students some English knowledge, but also to raise their skills of learning and using English. Such as:
1. Co-operation and competition----Students cooperate and compete with each other by working in groups.
2. Reading skills----How to read English
Part Four Teaching Aids
multi- media, the blackboard, objects.
Part Five Analysis of the students
The students are in Grade Eight now, and they have some interests of learning and speaking English, they are willing to co-operate and communicate with others in class, especially this lesson is related to their daily life: Giving presents to a friend. I think it’s easy for them to learn the lesson and they will take an active part in the activities in class.
Part Six Teaching procedures
I’ll finish this in four steps. First, I’ll divide the Ss into four groups and bring a competition into the class. In the end, let’s see which group is the best.
Step1. Greeting
Greet and sing the song "Happy birthday to you " with the Ss.
As we know: Well begun, half done. To have a good beginning, and motivate the Ss’ interest, I let the Ss sing the song together. So the Ss feel relaxed and happy in learning English.
Step2. Pre-reading
1. Show some pictures about a birthday and talk about them with the Ss.
2. Think about it : A） Do you give birthday cards to your friends?
B） What do you write in your cards?
My purpose is to show the beautiful pictures with the multi-media to attract the Ss’ attention and make the Ss take an active part in speaking English, so that they have more interests in learning this lesson.
Step3: While-reading
1. Fast reading
Li Ming’s birthday is coming. Danny and Jenny will give birthday cards to him. Let’s see what they write in their cards. Get the Ss to read the text silently and quickly, answer the questions:
�、賅hat are Jenny and Danny doing?
�、赪hat do they write in their cards?
�、踂here are they going at last? Why?
2. Careful reading
1. Get the Ss to read the text silently and carefully, then fill in the blanks.
My purpose is: I use "Fast reading" method to let the Ss get the general ideas of the text and "Careful reading" method to let the Ss get the detailed information of the text. They help develop the Ss’ reading abilities.
While reading, the Ss grasp the meaning of the new words and phrases from the context.
2. The Ss answer the questions. If they do them well, I will praise them and give red stars to them or their groups.
Step4: Post-reading
A） 1.Make up a new dialogue of posting birthday presents and cards according to the text, using the objects you have prepared.
2. Ask several groups to act it out.
B） Show your love
1. Make a birthday card for one of your classmates. Don’t forget to make your cards beautiful.
2、Get several groups to show their cards and read what they write to the class, praise and clap for them.
On the above, I designed two tasks: make up a new dialogue and show your love. I use "Task-based" teaching method here is to develop and train the Ss’ ability of communication and also their ability of co-operation. It’s a good way to use English to do things. It’s helpful for the Ss to develop their ability of using English. Making birthday cards is a good chance to show their love to their classmates, so that they will love each other and have a better friendship.
Step8: Homework
1. Make a birthday card for your parent.
2. Rewrite the story in the text.
My purpose is to cultivate the Ss’ writing ability and it’s a good way to consolidate the knowledge they have learned after class. Making a birthday card is a good chance to show their love to their parent.
Blackboard Design
Lesson 22 Presents From Canada
New words and phrases:
Groups: 1 2 3 4
box----boxes tape address
post=mail wait cardboard
post office send…to… all ready
on the top of…
Thanks for listening! If you have any good advice, please share with me!
童年趣事作文650字9
Lesson Plan Presentation
Hello, Everyone! It’s my honor to present my lesson here. You see (show the material), the material is the Reading part from Go for it! Book 8B Unit1 Will people have robots? The topic of this unit is about opinions on the future. The passage is clearly organized because Ming’s predictions are written one by one from the following 5 parts—job, places, pets, sports and clothes. So it’s not difficult for students to understand the passage and the passage itself can serve as a good writing modal for the Ss to imitate.
As we know, reading is an interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, of the world. Therefore, I will follow the interactive principle and adopt Three-Stage and Seven-Step Reading-Writing Teaching Mode. The three stages are reading, speaking and writing. In order to help my students to fully understand the whole passage, I will use Multimedia devices and PPT documents as my teaching aids.
According to the analysis of the teaching material, the learning condition, and the theory of teaching reading, the following learning objectives are to be achieved in the period：by the end of the lesson, the students will improve their reading skills such as predicting and scanning in the process of reading and will develop their writing skills through writing about their life in 20 years. They will be able to make predictions about their life in 20 years. Besides, they will grasp some key words and sentence patterns such as “fall in love with, probably.” What’s more, by learning the passage, students will become more hopeful about the future and work hard to realize their dream about their future life.
In order to achieve the learning objectives, several activities are designed for the three stages. The teaching procedures are as follows:
In reading stage, I designed three steps. Step 1 is to enjoy the music “Whatever will be” and talk about the future. It aims to arouse the students’ interests in the topic and to activate students’ old knowledge. Step 2 is prediction. Ss circle the words that they think will appear in the passage based on the topic of the passage and the picture. T tells what the passage mainly about and gives out the paper in which there’re the words for Ss to predict before the start of class. By circling the words that they think will appear in the passage, Ss will concentrate more on the text in the fast reading step to check their predictions. Step 3 is to read the passage quickly and try to find out some specific information so as to complete the following chart. Ss can have a clear understanding of Ming’s prediction from the 5 parts—job, pets, sports, places and clothes
In speaking stage, Ss predict their life in 20 years from the following aspects: appearance, job, family, places, clothes and so on. Ss discuss their predictions in pairs and then give an oral report. By discussion, Ss can widen their ideas of making predictions about their life in 20 years. And the oral output can give Ss plenty of inputs for writing the draft, thus getting Ss fully prepared for writing in writing stage, I design 3 Steps. Step 1 is Pre-writing by reporting their predictions. Step 2 is While-writing. Ss write a passage about 60 words to describe their life in 20 years according to the given situation. The situation can stimulate Ss to write about their life in 20 years. And the draft serves as the output of the class. Step 3 is Post-writing, T guides Ss to do peer evaluation of the draft. Ss evaluate the drafts of their partners and have a reflection on their own writings. The evaluation can stimulate Ss to be aware of the mistakes in their writing and learn how to improve their draft.
Finally I’d like to show my blackboard design.
童年趣事作文650字10
a. New wrds and phrases
b. Sentence pattern: If- clause
c. iprve their reading sills.
d. Taling abut prbles f the Earth.
6. 說(shuō)教學(xué)難點(diǎn) teaching difficult pints (語(yǔ)法；發(fā)展交際能力)
a. functinal ite: Suppsitin.
b. Develp their cunicative abilit. Act ut their wn dialgue.
7. 說(shuō)教具 teaching aids (ulti-edia cputer, sftware, OHP)
The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.
二、說(shuō)教法 Teaching ethds
Five step ethd; audi-vide; cunicative apprach;
Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.
三、說(shuō)學(xué)法 Stud ethds
1. Teach Ss hw t be successful language learners.
2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;
3. Get the Ss t fr gd learning habits.
四、說(shuō)教學(xué)過(guò)程Teaching prcedures
I. 復(fù)習(xí) (Revisin) 5in (Dail reprt; 詞匯diagra; brainstring; activate scheata)
Activit 1: Iaginatin
1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)
2). Suppse u catch a bad cld, what’s t be dne?
3). Suppse ur bie is bren, what’s t be dne?
4). And suppse the earth, n which we all live, is daaged, what’s t be dne?
* What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)
II. 呈現(xiàn) (Presentatin) 5in
Activit 2: Presentatin
Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)
A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.
Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.
* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.
III. 對(duì)話(huà) / 閱讀 (Dialgue)18
1. Pre- reading
Activit 3: Predictin
1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:
What d u thin is discussed at the cnference?
2. While- reading
Activit 4: Read and answer
2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.
* 閱讀: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 識(shí)別關(guān)鍵詞e wrds；確定主題句；創(chuàng)設(shè)信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。達(dá)到對(duì)課文的整體理解和掌握。S that the can have a gd understanding f the whle text.)
3. Pst- reading
Activit 5: Language fcus
While Ss are answering the Qs, the teacher deals with se e language pints.
a. is being caused b. and s n c. g n ding
d. be fit fr e. standing r f. if- clause
IV. 操練 (Practice) 10
Activit 6: Retell
Use ur wn wrds t retell the dialgue in the 3rd persn.
Activit 7: Acting ut
Activit 8: Drill – Suppsitin
Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act ut; rle pla)
V. 鞏固 (Cnslidatin) 6
(Discussin; interview; press cnference; debate; quiz)
Activit 9: rle pla
Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.
* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.
Activit 10: Discussin
Thin f the questin: Are we causing daage t the wrld?
What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?
Cllect their answers and fr a reprt.
VI. 作業(yè) (Hewr) 1 (Writing; cntinue the str; recite; retell)
Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.
五、說(shuō)板書(shū)B(niǎo)lacbard design
童年趣事作文650字11
Good afternoon, my dear judges, I am ______, from ______, it is my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of five parts.
Part 1 The analysis of the teaching material
This lesson is a reading passage, which focused on the topic of __________________, such a topic is related to our daily life, so it is easy to arouse the Ss’ learning interests.
My teaching objectives include the following parts.
First, the knowledge objective :By the end of this lesson, Ss can learn the new words and new phrases:______________________________________ 其他參考活動(dòng)：Debate----當(dāng)話(huà)題有矛盾的雙面
Discussion——當(dāng)話(huà)題是討論解決問(wèn)題
Do a survey——調(diào)查
Understand the main idea of the article;
And master the usage of ___________________(某個(gè)語(yǔ)法點(diǎn))
Second, the Ability objective:
skim for the main idea of the article and
scan for the specific information,
predict some information and
understand the whole article, and
enlarge the relative knowledge by reading more materials in library or from internet, write a report of the topic, etc. Third， the emotional objective:
to develop the spirit of cooperation through teamwork and pair-discussion;
arouse Ss’ interest in English learning
Forth, the Cultural awareness
Fifth， the Important points:
to get an overall understanding of the whole text,
and develop their reading skills such as anticipating, skimming, scanning, summarizing language points…..… (具體課型用具體例子闡述)
the usage of the______________________( 語(yǔ)法或句型)
While the Difficult points:
Are enable the Ss to use the new words and phrases to express their ideas in daily life, and develop the ability of skimming and scanning.
master the usage of ____________________________( 語(yǔ)法或句型)
根據(jù)教學(xué)過(guò)程設(shè)計(jì)的內(nèi)容來(lái)決定)
Part 2 The analysis of students
The Ss have learned English for some years. They understand some words and simple sentences. They are curious, active, and fond of game, competition, and various activities. They enjoy learning through cooperation in a relaxing atmosphere.
Part 3 Teaching methods
In this lesson, My teaching methods include
audio-visual teaching method, communicative teaching method, and task-based teaching methods. Besides, a computer, blackboard, a tape recorder, a projector are needed as the teaching aids.
Part 4 Teaching procedures
There are five steps in my teaching procedures. But before teaching, I will divide the whole class into 4 groups to
do competitions while finish different tasks in this lesson.
Step 1 Warming-up and leading in (3mins)
Free talk; talk something related the topic of the article.
參考活動(dòng)：
Brainstorming, setting the scene, show pictures etc.
Purpose: activate the Ss to regard the topic of ___________________(主題) and create a relaxing atmosphere. Step 2 Pre-reading (10mins)
There are 3 tasks for the Ss.
�。�1）Do a guessing game.
（2）Show some funny pictures and sentences on PPT and then ask the Ss to
�。�3）Guess the meaning of the new words.
Practice the new words and phrases:
Match the new words and phrases with the Chinese meanings.
Predicting: based on the title/ pictures on the text. ( 看具體情況而定)
Purpose: through guessing, to arouse Ss learning interest, and help them to learn the new words and phrases which they may come across while reading, pave the way for the following learning and cultivate the ability of anticipating.
{Meanwhile, pronunciation of some letter strings such as “ea” (pea, tea, feast..) and “er” (cucumber…) are highlighted so as to foster students’ phonetic sensitivity.} （如果有語(yǔ)音教學(xué)則可滲透。）
Step 3 While- reading (15mins)
There are two tasks for the Ss.
first reading:
Ss read the article as quickly as they can and try to get the general idea by answer the following questions. Q1: who/ when/ what/ ……….
second reading: pair-discussion
Ss read the article more carefully, and then discuss with their partners to finish the T/F exercises and fill in the table/blanks in the sentences.
A : T/F
B: Fill in blanks.
根據(jù)課文內(nèi)容而定。參考活動(dòng)：
Fill in the table, make an outline of the article, find the topic sentences of each paragraph, etc.
Purpose: the two tasks are aim to develop Ss’ reading ability. Skimming for the main idea of the article, and scanning for the specific information. And then get a deep understanding of the article.
Step 4 Post-reading (10mins)
1）Group discussion: fill in the blanks
Ss discuss the article with their group members, and find out the language points, such as the key words, phrases, and sentence structures in the article.
And then fill in the blanks in a short passage present on the PPT. The short passage is made up from the article, and the answers are the language points in this lesson.
After check the answers, I will help the Ss to summarize the language points.
2）Retell:
Use the key word and phrases presented on the PPT to retell the article.
Make a report——小組合作，反饋
Purpose: Through group work, cultivate the spirit of cooperation, and train the ability of solve problem by
themselves. In class, the teacher is just a guide, while the Ss are the center, where, the teacher just join them, giving suggestions, and offering help when they need. Meanwhile, ask the Ss to retell the article, is an output, and it can evaluates how well the Ss learned in this lesson.
Step 5 Homework (2mins)
go over today’ lesson and preview the next lesson
go to the library or search on the internet to get more extra material about this topic and then write a report. Purpose: consolidate the language points and do prepare for the next lesson, and develop the ability of writing. Part 5 Layout
New words
Title new phrases
初中英語(yǔ)說(shuō)課稿全英【2】
Good morning everyone. Standing here, I’m very happy and excited. It’s my great honor to be here to present my lesson, and the chance is very precious for me. And I’ll try my best. Now i will introduce myself briefly, my name is , born in Yunnan province. I was graduated from ________ my major is________.and i got my bachelor degree after my graduation in the year of 20xx, I spend most of my time on study, I have passed CET4、TEM4. and i have acquired basic knowledge of my major during my school time. I'm capable of more responsibilities.
My character? i cannot describe it well, but i know i am optimistic and confident. I'm a good team player and I'm a person of great honesty to others. Also I am able to work under great pressure, sometimes i prefer to stay alone, reading, listening to music, but i am not lonely, i like to chat with my classmates, almost talk everything, my favorite pastime is volleyball, playing cards or surf online. Through college life,i learn how to balance between study and entertainment. To be an English teacher is my dream, so now I am standing here.
Today I’ll talk about unit 9 , the topic is about saving our earth, my contents consists of 8 parts ，the lesson is focused on the topic of the problems of the earth. I will talk about it from …..
Analysis of the teaching material
Analysis of the students
Teaching methods
Teaching aims and demands
Teaching aids teaching aids
Teaching procedure
Blackboard design
Conclusion
Well, firstly, I’ll tinterest is best teacher for the students. 2. It lays stress on the communication. According to the problem of Chinese students learning English, the book design a lot of material to improve the students’ ability of listening speaking, reading, and writing. So I think the book is very good.
kids are very active and like so during my class, I’ll design some interesting games to activate them to participate and learn something. They will also be interested in the class.
Next I’ll talk about My teaching methods are task-based approach and different methods can make the class active.
Let’s move on to another
There are knowledge aims and ability students to master the words and phrases… And the sentences…
Knowledge Aims
1. Talk about nature, ecology and the environment.
2. Make the Ss know the Earth Summit and the importance of the environment.
3. Further develop students’ reading ability as well as listening and speaking abilities.
4. Make the Ss learn some useful words and expressions.
5. Arouse the Ss to take better care of the earth.
(1) To enable the Ss to understand and speak this topic: “ make sure that Ss can use useful expressions in real situations.
We must make sure that… I am all for…
Sure/ certainly/AbsoluteIt’s clear that…
If nothing is done…, then… it would be better if we…
I believe that we must… I can’t imagine that….
Is there a better way to…
(2) To help Ss to learn Make Ss learn some useful words and expressions as well as inversion.
Ability aims are to improve students’ listening and speaking ability by reading and joining activities.
(1) To develop Ss’ abilities of listening and speaking.
(2) To train the Ss’ ability of working in groups.
(3) To foster Ss’ abilities of communication
Emotional Aims
(1)To build Ss’ senses of good co-operation and care of our earth.
(2) To lead Ss to show their loveliness to the poor.
Now I’m going to talk about next part is
In this class, I’ll use
Now I’ll talk about most important partEnglish learners and real master .So teacher should act as a guider, an organizer and a director who play a role when necessary in teaching procedure. In my English Plan, It consists of 5 steps. Warming up, lead-in, contents key points and difficult points and homework.
Step1 is warming up. Here I’ll use PPT to play an English song Bingo for the students and I’ll ask them try to follow it to sing together. By this, the students can be interested in it and pay their attention to our class easily and improve their ability of speaking.
1. Free talk between T and Ss about problems what we are facing in the classroom.
Step2 is lead-in （導(dǎo)入根據(jù)所授內(nèi)容設(shè)計(jì)，可通過(guò)展示與本課有關(guān)的話(huà)題或者圖片等等引出本課話(huà)題）
1. At the beginning, Begin the class by showing some pictures of serious environmental problems. Now the earth is being seriously polluted
2. Ask the Ss some questions.
What’s the biggest problem facing the earth? Why do you think so?
What causes the problem?
What are the" big three”? Do you know of any other major problems facing the earth?
What can we do solve the problem?
Step 3 is contents(本部分為主要授課內(nèi)容及組織的課堂活動(dòng)�？蓮穆�(tīng)說(shuō)讀寫(xiě)四塊分寫(xiě))
After the reading, students will have some practices. It will be the most interesting part to students. Why? Because I will leave students time to talk together.
1. The students are divided into several groups and there are four in each group with different roles.
Student D will have a summarize.
4. Ask the Ss use these useful expressions:
Step 4 is key points and difficult points(本部分列出本課重難點(diǎn)可為單詞句型或語(yǔ)法知識(shí))
Key-points
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English.
Teaching important points (生詞、句型；培養(yǎng)閱讀技能)
1) New words and phrases
2) Talking about problems of ……
3) Develop their communicative ability. Act out their own
4) Grammar: There are Inversion sentences in this lesson. We can see from the sentences that...
1.
2. 3. Among the speaker need for equality and fairness in the world. have bought one.
4.
Step 5 Blackboard Design
Blackboard design should be thought for a thing that attract the student’s attention and let them to write down the important teaching points. I will divide the blackboard into two parts .The left part will be used to write the important vocabulary and grammar and their usage. It will be reserved for the whole class. The right part will be precious explanation, I will write some sentence of the words, phrases and structures to explain their meaning.
Step 6 is homework. (作業(yè)形式最好新穎，例如課讓學(xué)生根據(jù)本課內(nèi)容做個(gè)小調(diào)查等)
Write a speech paragraph to tell what you think the most serious environment problem is. Explain why you think the problem is serious and what you think should be done to solve it.
Step 7 is conclusion
We human beings should take good care of our planet, because it is the only place we can survive. Love the earth, love ourselves, more importantly; we need action to save the earth.
No matter which steps are taken, the purpose is to provide teacher and students with information and internal demand to improve teaching skill and learning quality. Strategy and approach will help students become more independent and the successful learner.
To be a good teacher is my dream; I think a teacher is not only a guide for the students, but also a friend of them. If I were a teacher, I would build a close relation with my students, helping them not only on their study, but also on their lives. I’ll try my best and I’m confident that I can be a good teacher.
童年趣事作文650字12
一、教材分析
1、教材的地位、作用及處理
1）教材的地位、作用
本單元的核心教學(xué)項(xiàng)目是談?wù)搨�(gè)人興趣愛(ài)好，共三個(gè)話(huà)題，整個(gè)教學(xué)內(nèi)容主要以Hobbies為中心，圍繞日常生活中的事情，如興趣愛(ài)好，音樂(lè)等而展開(kāi)的。我說(shuō)課的內(nèi)容為第三單元的第二話(huà)題，主要介紹了音樂(lè)的分類(lèi)，如classical music，pop music和folk music 并介紹了一些樂(lè)器，樂(lè)隊(duì)，歌手等的情況，讓學(xué)生會(huì)使用英語(yǔ)談一談每個(gè)人自己的愛(ài)好，包括以前的和現(xiàn)在的業(yè)余生活，與學(xué)生喜歡的非常接近，能較大地提高學(xué)生的積極性。在這一話(huà)題中，語(yǔ)法be going to 的用法貫穿始終，為下一話(huà)題學(xué)習(xí)過(guò)去進(jìn)行時(shí)做好鋪墊。本課是Topic2的第一課，主要學(xué)習(xí)一些樂(lè)器名稱(chēng)和談?wù)撘魳?lè)會(huì)，及學(xué)習(xí)英語(yǔ)海報(bào)的制作。作為話(huà)題的第一課，首先是為后面的內(nèi)容提供話(huà)題和語(yǔ)境，同時(shí)具有為后面的學(xué)習(xí)掃清語(yǔ)言和文化障礙的作用。因此，本課側(cè)重培養(yǎng)學(xué)生的口頭表達(dá)能力，培養(yǎng)學(xué)生熟練運(yùn)用所學(xué)功能用語(yǔ)談?wù)撘魳?lè)方面話(huà)題的能力及了解各種樂(lè)器，用懂得的材料進(jìn)行語(yǔ)言交際訓(xùn)練，為進(jìn)一步談?wù)撘魳?lè)及表達(dá)自己的興趣愛(ài)好打基礎(chǔ)。
2）教材處理
本課課型為聽(tīng)說(shuō)課。Section A分為五個(gè)小部份。重點(diǎn)活動(dòng)是1a，2a和2c部分。本課時(shí)的重點(diǎn)是通過(guò)談?wù)撘魳?lè)會(huì)來(lái)復(fù)習(xí)be going to 的結(jié)構(gòu)并著重學(xué)習(xí)感嘆句，同時(shí)學(xué)習(xí)部分樂(lè)器名稱(chēng)。課改提倡教師“用教材”而不是“教教材”，因此，我將部份內(nèi)容做了調(diào)整。
首先，1a部分是本課的重點(diǎn)一般將來(lái)時(shí)和感嘆句呈現(xiàn)的部分，因此我先播放《泰坦尼克號(hào)》的主題曲My heart will go on ，通過(guò)談?wù)摳枋諧elion Dion的音樂(lè)會(huì)來(lái)呈現(xiàn)重點(diǎn)，同時(shí)還可以培養(yǎng)學(xué)生的音樂(lè)智能及提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣。
其次，1b部分是“同一首歌走進(jìn)大別山”的海報(bào)，我把它設(shè)計(jì)成“同一首歌走進(jìn)福安”讓學(xué)生對(duì)此充滿(mǎn)新鮮感，更易于引發(fā)學(xué)生運(yùn)用簡(jiǎn)單的英語(yǔ)進(jìn)行交際和交流。讓學(xué)生真正體會(huì)在用中學(xué)，在學(xué)中用（Learning by using, learning for using）。
最后，2a ,2b主要談?wù)摌?lè)器及個(gè)人對(duì)樂(lè)器的喜好，所以我將他們整合為同一部分。既節(jié)省了單獨(dú)處理的時(shí)間，又可以使課程銜接更加自然流暢。
2、教學(xué)目標(biāo)
根據(jù)英語(yǔ)課程標(biāo)準(zhǔn)的要求及本話(huà)題的任務(wù)，結(jié)合學(xué)生的實(shí)際情況，我確定了本課的教學(xué)目標(biāo)。
�。�1） 知識(shí)目標(biāo) a: 學(xué)習(xí)和掌握詞匯concert pity lend singer violin drum pa
理解詞匯：hip hop musical instrument artist folk
短語(yǔ)：at the concert give the concert go to the concert
lend?toplay the piano
b: 句型：How exciting!
It sounds great!
Wonderful!
What a pity!
Who is going to sing at the concert?
Where is she going to give the concert?
c.語(yǔ)法： 復(fù)習(xí)be going to 句型的一般將來(lái)時(shí)
掌握what/how引導(dǎo)的感嘆句的構(gòu)成方式
�。�2）能力目標(biāo)：能使用一般將來(lái)時(shí)來(lái)表達(dá)將要發(fā)生的事情；能聽(tīng)懂并領(lǐng)會(huì)說(shuō)話(huà)者對(duì)事物表達(dá)的情感；能夠正確使用適當(dāng)?shù)男稳菰~評(píng)論事物，學(xué)會(huì)使用感嘆句來(lái)表達(dá)說(shuō)話(huà)情感；能制作簡(jiǎn)單的圖表和海報(bào)等形式傳達(dá)信息；激發(fā)學(xué)生學(xué)習(xí)的積極性和主動(dòng)性，善于抓住英語(yǔ)表達(dá)的機(jī)會(huì)。
�。�3）德育目標(biāo)：學(xué)會(huì)通過(guò)談?wù)撘魳?lè)方面的興趣愛(ài)好來(lái)打破交際中的僵局；了解他人的喜好，增進(jìn)情誼；培養(yǎng)學(xué)生的興趣愛(ài)好和對(duì)未來(lái)生活的一種積極態(tài)度，增強(qiáng)自信心，提高學(xué)習(xí)效率。
3、教學(xué)重點(diǎn)及難點(diǎn)
�。�1）重點(diǎn)：復(fù)習(xí)一般將來(lái)時(shí)，學(xué)習(xí)感嘆句。 這些語(yǔ)言是本單元及今后進(jìn)一步學(xué)習(xí)的基礎(chǔ)。因?yàn)楦袊@句是新課程標(biāo)準(zhǔn)要求學(xué)生掌握的重要語(yǔ)法之一，本課時(shí)是對(duì)該語(yǔ)法教學(xué)的第一課，因此要對(duì)學(xué)生進(jìn)行正確的語(yǔ)言輸入，為以后的教學(xué)打下堅(jiān)實(shí)的基礎(chǔ)
�。�2）難點(diǎn)：①感嘆句的兩種方式，學(xué)生常常將what和 how混淆。
�、� lend ? to 把??借給
. borrow ? from 向??借（入）
二.學(xué)情分析
1．初中學(xué)生的抽象思維能力較低，形象思維能力強(qiáng)，但注意力容易分散。本課以多媒體課件展示，并配以豐富的圖片及色彩，從而增強(qiáng)學(xué)生的興趣和注意力。根據(jù)教育心理學(xué),如果學(xué)生對(duì)于一件事物有極大的興趣,他們就會(huì)排除主觀和客觀的種種消極因素,盡量全身心地投入到知識(shí)的學(xué)習(xí)中去。
2．初二的學(xué)生經(jīng)過(guò)一年多的學(xué)習(xí)，有了一定的英語(yǔ)基礎(chǔ)知識(shí)和聽(tīng)說(shuō)能力，正逐漸向讀、寫(xiě)過(guò)渡，同時(shí)，學(xué)生們對(duì)英語(yǔ)學(xué)習(xí)還有著較濃厚的興趣。經(jīng)過(guò)一年的新課程理念的熏陶及實(shí)踐，有了初步的自主、合作、探究、實(shí)踐的能力。
三、教學(xué)方法及教學(xué)手段：
本課側(cè)重培養(yǎng)學(xué)生的口頭表達(dá)能力，培養(yǎng)學(xué)生熟練運(yùn)用所學(xué)功能用語(yǔ)談?wù)撘魳?lè)和表達(dá)個(gè)人觀點(diǎn)的能力。我主要選擇了五指教學(xué)法(Review、Presentation 、Consolidation、Practice 、Project)作為基本的上課脈絡(luò)，同時(shí)使用交際教學(xué)法及任務(wù)型教學(xué)法，通過(guò)交際來(lái)完成任務(wù)。因?yàn)槲逯附虒W(xué)法符合孩子的認(rèn)知規(guī)律。而通過(guò)交際完成學(xué)習(xí)任務(wù)，符合課改要求，讓孩子體驗(yàn)所學(xué)知識(shí)會(huì)讓他們學(xué)得更多更好。
在具體教學(xué)中以直觀教學(xué)及活動(dòng)教學(xué)為主。利用圖片、多媒體、錄音等直觀教具和電化手段創(chuàng)設(shè)情景，培養(yǎng)學(xué)生直接用英語(yǔ)理解和思維的能力。在具體教學(xué)過(guò)程中始終將學(xué)生置于主體地位，使他們不停的動(dòng)腦子將零散的語(yǔ)言組織到一起，并積極表達(dá)出來(lái)，達(dá)到培養(yǎng)和強(qiáng)化學(xué)生的語(yǔ)言實(shí)踐能力。
四、學(xué)法及學(xué)法指導(dǎo)
新制定的《英語(yǔ)課程標(biāo)準(zhǔn)》把“培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，樹(shù)立自信心，培養(yǎng)良好學(xué)習(xí)習(xí)慣和形成有效策略，發(fā)展自主學(xué)習(xí)和合作精神”放在了首位。依據(jù)課改的精神，我從以下幾個(gè)方面對(duì)學(xué)生進(jìn)行學(xué)法指導(dǎo)。
1、學(xué)習(xí)方法的指導(dǎo)
培養(yǎng)學(xué)生觀察力，想象力，記憶力以及思維能力。用生動(dòng)的課件調(diào)動(dòng)學(xué)生的感官進(jìn)行聽(tīng)說(shuō)讀寫(xiě)的訓(xùn)練。
2、學(xué)習(xí)積極性的調(diào)動(dòng)
我在教學(xué)過(guò)程中創(chuàng)造一種開(kāi)放的，和諧的，積極互動(dòng)的語(yǔ)言氛圍，把課堂變成有聲有色的舞臺(tái)，讓學(xué)生在樂(lè)中學(xué)。如步驟一的談?wù)搨�(gè)人興趣愛(ài)好；步驟三的表演對(duì)話(huà)等。
3、學(xué)習(xí)能力的培養(yǎng)
通過(guò)連貫的`聽(tīng)說(shuō)讀寫(xiě)，如步驟二的聽(tīng)錄音回答問(wèn)題；步驟三的編寫(xiě)與1a類(lèi)似對(duì)話(huà)并表演對(duì)話(huà)等，有助于培養(yǎng)學(xué)生的交際能力，發(fā)展他們的思維能力。
4、學(xué)習(xí)策略的指導(dǎo)
本節(jié)課將在課堂活動(dòng)中把學(xué)生分成四人小組的學(xué)習(xí)小組，如步驟五的動(dòng)手制作海報(bào)，讓他們圍繞著課堂任務(wù)分工合作，在活動(dòng)中相互探討、相互交流、相互合作，從而獲得知識(shí)、技能和情感體驗(yàn)，發(fā)展他們的能力。創(chuàng)建開(kāi)放式，探究式的課堂，有意識(shí)滲透學(xué)習(xí)策略的訓(xùn)練。如我讓學(xué)生觀察課件畫(huà)面，回答問(wèn)題，讓學(xué)生學(xué)會(huì)使用認(rèn)知策略；讓學(xué)生表演對(duì)話(huà)，實(shí)現(xiàn)交際策略；引導(dǎo)學(xué)生交際，主動(dòng)練習(xí)和實(shí)踐，是調(diào)控策略的體現(xiàn)；充分利用多媒體，錄音等是資源策略的體現(xiàn)。
五、教學(xué)程序：
主要流程：談天說(shuō)地，切入主題→寓樂(lè)于學(xué)，激趣呈現(xiàn)→回歸課本，夯實(shí)基礎(chǔ)→舊知新用，情景再現(xiàn)→活學(xué)活用，綜合探究
本節(jié)課采用五指教學(xué)模式：復(fù)習(xí)、呈現(xiàn)、鞏固、練習(xí)、綜合探究活動(dòng)貫穿教學(xué)過(guò)程。
Step 1 Review （時(shí)間：8分鐘）
1 . 檢查上次作業(yè)，請(qǐng)2～3名學(xué)生口頭表述my hobby，其他學(xué)生認(rèn)真聽(tīng)，如有錯(cuò)誤，指出并改正。
2.再請(qǐng)一個(gè)學(xué)生將上次調(diào)查結(jié)果向全班學(xué)生做匯報(bào)。
設(shè)計(jì)意圖：回顧如何表達(dá)自己及他人的興趣愛(ài)好，達(dá)到交際目的，并鞏固used to do sth 的句型。
3.教師放一首歌曲My Heart Will Go On讓學(xué)生聽(tīng)，然后設(shè)計(jì)一個(gè)語(yǔ)言情景，并由此導(dǎo)入新課1a.
設(shè)計(jì)意圖：欣賞歌曲，給學(xué)生創(chuàng)造一種輕松愉快的學(xué)習(xí)氛圍，這樣能激發(fā)學(xué)生的學(xué)習(xí)興趣，為學(xué)習(xí)新課打好基礎(chǔ)。
Step 2 Presentation（時(shí)間：10分鐘）
1.通過(guò)step1對(duì)音樂(lè)會(huì)的滲透,設(shè)置聽(tīng)力任務(wù)，呈現(xiàn)屏幕上的問(wèn)題。
�。�1）What is Sally going to do this Sunday evening?
（2）Who is going to sing at the concert?
�。�3）Where is she going to give the concert?
（4）What time is it going to start?
�。�5）Is Jack going to the concert ? Why?
（學(xué)生聽(tīng)完錄音，搶答問(wèn)題。如有困難，可再聽(tīng)一遍。學(xué)生回答后呈現(xiàn)答案，為下一步學(xué)生不看書(shū)表演對(duì)話(huà)打下基礎(chǔ)。）
設(shè)計(jì)意圖：任務(wù)性聽(tīng)力訓(xùn)練，然后進(jìn)行搶答。充分地調(diào)動(dòng)了學(xué)生的積極性，吸引了全體學(xué)生的注意力，達(dá)到了教育教學(xué)目的，培養(yǎng)學(xué)生思想素質(zhì)、情感素質(zhì)和英語(yǔ)語(yǔ)言素質(zhì)。
2.讓學(xué)生看1a對(duì)話(huà)，劃出感嘆句。然后叫幾個(gè)學(xué)生讀出感嘆句，并翻譯成漢語(yǔ)。（教師將感嘆句寫(xiě)在黑板上。）
3.讓學(xué)生觀察圖片，并根據(jù)提示使用what/how 引導(dǎo)的感嘆句來(lái)表達(dá)個(gè)人情感。
設(shè)計(jì)意圖：采用圖片形式進(jìn)行語(yǔ)法講解既達(dá)到練習(xí)及鞏固新語(yǔ)言項(xiàng)目的目的，又保持了學(xué)生的學(xué)習(xí)興趣。
Step 3 Consolidation （時(shí)間：10分鐘）
1.教師放錄音1a，讓學(xué)生跟讀，注意語(yǔ)音語(yǔ)調(diào)的變化。
2.將學(xué)生分成兩大組，分成男女生，朗讀對(duì)話(huà)。
3.讓學(xué)生準(zhǔn)備三分鐘表演對(duì)話(huà)。學(xué)生不能看書(shū)，但可以根據(jù)屏幕上的問(wèn)題和回答及感嘆句，不局限于原對(duì)話(huà)。（教師可以采用一些評(píng)價(jià)手段以激勵(lì)學(xué)生。分別從學(xué)生朗讀的流利程度、語(yǔ)音、語(yǔ)調(diào)等方面進(jìn)行評(píng)價(jià)。）
4．通過(guò)呈現(xiàn)明星圖片，創(chuàng)設(shè)情景，讓學(xué)生為“同一首歌走進(jìn)福安”大型演唱會(huì)制作一張海報(bào)。
5. 根據(jù)海報(bào)，編一個(gè)與1a類(lèi)似的對(duì)話(huà)。（請(qǐng)2～3組同學(xué)到講臺(tái)前表演）
設(shè)計(jì)意圖：通過(guò)跟讀，朗讀，表演等形式，使學(xué)生處于積極思維的狀態(tài)之中，全方位，多角
度培養(yǎng)學(xué)生運(yùn)用英語(yǔ)的能力,發(fā)展他們的思維能力。
讓學(xué)生在小組間展開(kāi)討論，使學(xué)生在輕松和諧的氛圍中練習(xí)使用所學(xué)語(yǔ)言。通過(guò)師生互動(dòng)、生生互動(dòng)，鼓勵(lì)學(xué)生大膽開(kāi)口，勇敢表達(dá)，逐漸讓學(xué)生體會(huì)到學(xué)習(xí)英語(yǔ)的快樂(lè)，從而獲得成就感。
Step 4 Practice （時(shí)間：12分鐘）
1.通過(guò)呈現(xiàn)圖片，認(rèn)識(shí)樂(lè)器，學(xué)2a部分與樂(lè)器有關(guān)的單詞及短語(yǔ)。
(教師在這個(gè)活動(dòng)中，有意識(shí)地加上感嘆句，鞏固本話(huà)題的目標(biāo)語(yǔ)言。）
設(shè)計(jì)意圖：通過(guò)多媒體直觀形象的展示樂(lè)器圖片，使學(xué)生更加深刻的記住所學(xué)新單詞，提高教學(xué)效果。
2.聽(tīng)錄音，完成2a。
3.創(chuàng)設(shè)情景，導(dǎo)入2c。閱讀2c中的短文，選擇正確答案。
�。▽W(xué)生讀完短文，核對(duì)答案。）
設(shè)計(jì)意圖：培養(yǎng)學(xué)生閱讀信息，提取信息的能力。
Step 5 Project （時(shí)間:5分鐘）
假設(shè)你是本校文娛部成員，元旦即將到來(lái)，班里要辦一個(gè)文藝晚會(huì)，歡迎全體師生來(lái)觀看。請(qǐng)你設(shè)計(jì)一個(gè)海報(bào)（四人一小組），并附上節(jié)目單。
設(shè)計(jì)意圖：我設(shè)計(jì)了制作海報(bào)這一目的明確的教學(xué)任務(wù)，并把完成任務(wù)的主動(dòng)權(quán)交給了學(xué)生。學(xué)生需要用語(yǔ)言來(lái)交際完成任務(wù)，從而本課需復(fù)習(xí)、鞏固、掌握的有關(guān)“打算做某事、感嘆句”等交際用語(yǔ)就自然地融入其中。這樣就符合了《課標(biāo)》中 “活動(dòng)要能夠促使學(xué)生獲取、處理和使用信息，用英語(yǔ)與他人交流、發(fā)展用英語(yǔ)解決實(shí)際問(wèn)題的能力”。
Homework:
�。�1） 完成step 5 中海報(bào)的制作。
�。�2）復(fù)習(xí)本課的內(nèi)容。
�。�3）上網(wǎng)查詢(xún)有關(guān)音樂(lè)的資料，做好Section B的預(yù)習(xí)，以便下節(jié)課談?wù)摗?/p>
六、板書(shū)設(shè)計(jì)：
Topic 2 It sounds great!
Section A
1. lend ? to ? Can you lend your book to me?
borrow ? from ? May I borrow your book?
2. play +the +樂(lè)器(play the piano/guitar/violin/drums)
3. 感嘆句的結(jié)構(gòu)：
What +(a, an）+形容詞+可數(shù)名詞(單數(shù))+主語(yǔ)+謂語(yǔ) What a pity!
What +形容詞+可數(shù)名詞（復(fù)數(shù)）+主語(yǔ)+謂語(yǔ) What beautiful stamps!
What +形容詞+不可數(shù)名詞+主語(yǔ)+謂語(yǔ) What bad weather!
How +形容詞或副詞+主語(yǔ)+謂語(yǔ) How exciting!
七．課后反思：
1. 在新課程標(biāo)準(zhǔn)和教學(xué)設(shè)計(jì)思想的指導(dǎo)下，我比較成功、順利地實(shí)施了本課的教學(xué)。通過(guò)本課的學(xué)習(xí)學(xué)生基本掌握感嘆句的兩種方式，并通過(guò)談?wù)撘魳?lè)會(huì)比較自如運(yùn)用了be going to 句型來(lái)描述將要發(fā)生的事情，基本達(dá)到了預(yù)期目標(biāo)。
2. 備課時(shí)，我對(duì)教材內(nèi)容作了適當(dāng)調(diào)整，使教學(xué)過(guò)程更加流暢，更加貼近學(xué)生生活。比如，通過(guò)呈現(xiàn)學(xué)生喜愛(ài)的明星照片導(dǎo)入“同一首歌走進(jìn)福安”演唱會(huì)，極大激發(fā)了他們學(xué)習(xí)英語(yǔ)的興趣，從而使更多學(xué)生積極參與到英語(yǔ)學(xué)習(xí)中來(lái)。
3. 通過(guò)任務(wù)型交際活動(dòng)培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言的能力。
本課中，我設(shè)計(jì)了制作海報(bào)這一目的明確的教學(xué)任務(wù)，有助于培養(yǎng)學(xué)生的聽(tīng)說(shuō)讀寫(xiě)能力。此外任務(wù)教學(xué)不能僅限于課堂內(nèi)，因此我還要求學(xué)生在課后繼續(xù)完成制訂海報(bào)的任務(wù)，將任務(wù)教學(xué)延伸到課堂以外的學(xué)習(xí)和生活之中。
4.充分運(yùn)用和發(fā)揮多媒體輔助教學(xué)的作用，使本課教學(xué)更加直觀生動(dòng)。如對(duì)樂(lè)器的展現(xiàn)，更加吸引了學(xué)生的注意力，也使語(yǔ)言教學(xué)變得趣味化。
5. 但本節(jié)課還存在一些不足之處
首先，一節(jié)課下來(lái)，大部分學(xué)生都能積極投入到課堂教學(xué)中來(lái)，并積極舉手發(fā)言。課堂氣氛比較活躍，調(diào)動(dòng)了大部分學(xué)生聽(tīng)課的積極性，而另有一些學(xué)生卻習(xí)慣于當(dāng)聽(tīng)眾，被動(dòng)地接受別人的觀點(diǎn),很少發(fā)表自己的個(gè)人意見(jiàn)，也就是說(shuō)在小組合作學(xué)習(xí)中學(xué)生的參與度不均衡，個(gè)別學(xué)生合作不主動(dòng),而這部分學(xué)生主要是學(xué)習(xí)困難生。因此,在今后的教學(xué)設(shè)計(jì)和教學(xué)過(guò)程中，既要注意到每個(gè)合作小組成員的合理編排，又要注意到自己教學(xué)內(nèi)容的設(shè)計(jì)、話(huà)題的趣味性以及如何把學(xué)生的積極性真正的調(diào)動(dòng)起來(lái)。
其次，本節(jié)課我利用了五指教學(xué)法，倡導(dǎo)通過(guò)交際完成任務(wù)，但在整個(gè)的教學(xué)過(guò)程中，還對(duì)學(xué)生這頭放手得不夠“松”，還沒(méi)達(dá)到真正去體現(xiàn)了放手，由學(xué)生自主學(xué)習(xí)的效果。如果能夠給學(xué)生更多參與的機(jī)會(huì)，讓學(xué)生有更多的時(shí)間操練，課堂效果會(huì)好一些。
童年趣事作文650字13
一、教材分析
（一）教材的地位和作用：
第50課以詳實(shí)準(zhǔn)確的數(shù)據(jù)圍繞本單元的中心話(huà)題----當(dāng)代人類(lèi)最關(guān)注的人口問(wèn)題，對(duì)學(xué)生進(jìn)行深刻的人口教育，不僅在本單元占據(jù)主導(dǎo)地位也是訓(xùn)練學(xué)生口語(yǔ)表達(dá)能力的良好素材。根據(jù)新課標(biāo)對(duì)學(xué)生交際能力的培養(yǎng)尤其對(duì)學(xué)生口語(yǔ)及閱讀能力的要求不斷提高，以及我校要突出英語(yǔ)優(yōu)勢(shì)打造楓葉品牌的實(shí)際情況，我將本課設(shè)計(jì)為一堂口語(yǔ)閱讀課。
（二）教學(xué)目標(biāo)的確立和依據(jù)
為不僅要完成正常的教學(xué)任務(wù)，還要有效地培養(yǎng)學(xué)生的創(chuàng)新精神和實(shí)踐能力，確定如下教學(xué)目標(biāo)：
1、知識(shí)目標(biāo)： 熟練掌握數(shù)詞的表達(dá)法。
2、能力目標(biāo)：
a.有效提高閱讀速度和理解材料的準(zhǔn)確度
b.能自如表達(dá)本課重點(diǎn)話(huà)題人口增長(zhǎng)問(wèn)題。
c.能靈活運(yùn)用所學(xué)知識(shí)并展開(kāi)豐富地想象力流暢地表達(dá)其他相關(guān)內(nèi)容。
3、情感目標(biāo)：
通過(guò)一些有力地事實(shí)、數(shù)據(jù)和圖片使學(xué)生深刻地認(rèn)識(shí)到人口問(wèn)題的嚴(yán)重性，使他們意識(shí)到我們只有一個(gè)地球愛(ài)護(hù)我們的家園人人有責(zé)！
（三）重點(diǎn)和難點(diǎn)
1、重點(diǎn)：根據(jù)新課程標(biāo)準(zhǔn)對(duì)閱讀能力的要求，我確定本課重點(diǎn)為提高學(xué)生快速閱讀的水平。我采用英語(yǔ)趣味i教學(xué)法，采取圖片導(dǎo)入、方法解析和逐步檢驗(yàn)的方法使其掌握快速閱讀的技巧。
2、難點(diǎn)：口語(yǔ)水平的提高。我班的學(xué)生都來(lái)自公立學(xué)校，長(zhǎng)期以來(lái)，傳統(tǒng)的外語(yǔ)教學(xué)注重書(shū)本知識(shí)的講授，忽視交際能力的培養(yǎng)使許多學(xué)生不敢開(kāi)口、羞于在人前表達(dá)因而口語(yǔ)薄弱。我通過(guò)創(chuàng)設(shè)引人入勝的情境和師生共同討論、記者采訪專(zhuān)家等新穎方式，以及不斷鼓勵(lì)的方法突破難點(diǎn)。
二、教學(xué)環(huán)節(jié)的設(shè)計(jì)
學(xué)生具有無(wú)限的潛力，需要教師適時(shí)、適當(dāng)?shù)匾龑?dǎo)。本節(jié)課中我尤其側(cè)重訓(xùn)練學(xué)生通過(guò)合作探索來(lái)獲取知識(shí)的過(guò)程，并注重改變學(xué)生以往的學(xué)習(xí)方式，通過(guò)設(shè)計(jì)有效問(wèn)題激發(fā)學(xué)生的興趣使他們始終處于主動(dòng)尋求知識(shí)去學(xué)習(xí)而不是被動(dòng)地接受知識(shí)的狀態(tài)。我充分放手讓學(xué)生發(fā)揮其主體地位使其真正成為課堂的主人，本節(jié)課我講解的時(shí)間不超過(guò)五分鐘。
國(guó)家新課程標(biāo)準(zhǔn)特別強(qiáng)調(diào)要由過(guò)去只注重知識(shí)的傳授結(jié)果向注重知識(shí)發(fā)展及知識(shí)的傳授過(guò)程而轉(zhuǎn)換。課前我給學(xué)生布置預(yù)習(xí)作業(yè)，讓他們查找相關(guān)的資料，學(xué)生在預(yù)習(xí)中就接觸大量的信息，他們必須具有相應(yīng)的選擇能力和重組知識(shí)，構(gòu)建知識(shí)網(wǎng)絡(luò)的能力，這恰恰正是新課程標(biāo)準(zhǔn)的要求。
三、教學(xué)程序
1、課前對(duì)話(huà)：
師生問(wèn)候之后，讓學(xué)生兩人一組圍繞數(shù)字進(jìn)行自由對(duì)話(huà)。每天3-5分鐘口語(yǔ)練習(xí)時(shí)為提高學(xué)生的交際能力，新課標(biāo)指出口語(yǔ)是在人與人交流時(shí)即興脫口而出的，會(huì)話(huà)雙方都必須對(duì)聽(tīng)到的語(yǔ)言快速做出反應(yīng)，才能使談話(huà)繼續(xù)。同時(shí)由于口語(yǔ)具有很強(qiáng)的交互性，合作學(xué)習(xí)的成效對(duì)口語(yǔ)水平的提高至關(guān)重要。這些都要求為學(xué)生的口語(yǔ)學(xué)習(xí)創(chuàng)造必要的條件，提供良好的訓(xùn)練。
兩人一組是為每個(gè)學(xué)生都有足夠的機(jī)會(huì)去說(shuō)，而數(shù)字的表達(dá)法是本單元的知識(shí)要點(diǎn)，我可以提示學(xué)生討論一些世界之最，如珠穆朗瑪峰的高度、亞馬遜河的長(zhǎng)度、馬里亞納海溝的深度、南極冰川的后度、中國(guó)人口的總數(shù)、伊拉克戰(zhàn)爭(zhēng)的時(shí)間等等，這些既豐富學(xué)生的知識(shí)，又達(dá)到對(duì)數(shù)字表達(dá)法的鞏固。
給學(xué)生展示這樣兩幅圖片：
一個(gè)平衡的杠桿上，一些人在左，我們的地球在右；第二張圖上左邊新增的人使杠桿不再平衡。之后問(wèn)學(xué)生：看這兩幅圖，你會(huì)想到什么？又是什么引發(fā)這個(gè)問(wèn)題？學(xué)生會(huì)表達(dá)一些自己的見(jiàn)解，這時(shí)不論他們的見(jiàn)解是否正確都要給與鼓勵(lì)和表?yè)P(yáng)，然后問(wèn)學(xué)生：是否知道每一天每小時(shí)每分鐘每秒鐘全世界會(huì)新增加多少人口？學(xué)生會(huì)很有探究答案的欲望，這時(shí)很自然地讓學(xué)生打開(kāi)書(shū)去閱讀50課的文章STANGDING ROOM ONLY 并找出我給出的這張表格的答案。由于本課是以大量數(shù)據(jù)為主反映人口問(wèn)題的，因此如果學(xué)生能順利完成此表，那么全文的重點(diǎn)內(nèi)容就迎刃而解。而且我認(rèn)為采用圖片導(dǎo)入法遠(yuǎn)比直接讓學(xué)生翻書(shū)閱讀更能激發(fā)學(xué)生的興趣使其由被動(dòng)學(xué)習(xí)變?yōu)橹鲃?dòng)獲取知識(shí)。
2、拓展與鞏固
通過(guò)講解我指導(dǎo)學(xué)生快速閱讀的方法，如猜詞悟意法、略讀掃讀法、找中心句和關(guān)鍵詞等方法，之后要檢驗(yàn)一下學(xué)生是否掌握此方法，于是我問(wèn)學(xué)生世界人口的持續(xù)增長(zhǎng)會(huì)引發(fā)那些嚴(yán)重問(wèn)題呢？在學(xué)生發(fā)表一些個(gè)人看法后為，我再給學(xué)生一篇文章進(jìn)行快速閱讀，這也是本節(jié)課的課堂檢測(cè)，我會(huì)當(dāng)堂進(jìn)行面批面改。然后對(duì)于這篇關(guān)于人口急速增長(zhǎng)帶來(lái)的一些后果的文章，我讓學(xué)生來(lái)進(jìn)行講解，這樣可以解學(xué)生的閱讀現(xiàn)狀和存在的問(wèn)題。
3.合作與發(fā)展
接下來(lái)我會(huì)通過(guò)多媒體展示給學(xué)生一組關(guān)于由于人口太多而導(dǎo)致資源匱乏、污染嚴(yán)重、食品短缺、空間擁擠等的圖片，看著這些圖片問(wèn)學(xué)生：你們對(duì)哪一方面感觸最深？你還想到其他那些方面？想不想解其他同學(xué)的想法？又想不想知道在座老師們的看法？以這種方式充分把學(xué)生們的積極性調(diào)動(dòng)起來(lái)后將其分成6個(gè)小組，先組內(nèi)討論發(fā)表個(gè)人見(jiàn)解然后鼓勵(lì)他們?nèi)ゲ稍L在場(chǎng)聽(tīng)課的英語(yǔ)老師。這樣設(shè)計(jì)的目的`是
�。�1）先讓學(xué)生自行討論可以避免受教師的想法所局限沒(méi)有自己的見(jiàn)解。
�。�2）采訪老師既可以讓學(xué)生能夠用英語(yǔ)去實(shí)際交流，達(dá)到學(xué)以致用。有可以讓學(xué)生從英語(yǔ)教師那里獲得更多信息和掌握更多的英語(yǔ)表達(dá)方式（事實(shí)上，有些表達(dá)如果讓他們完全國(guó)獨(dú)立進(jìn)行是有些難度的），有由于這樣的學(xué)習(xí)方式平時(shí)機(jī)會(huì)不多，因此會(huì)讓學(xué)生感到很新鮮很有趣味性，在與老師交流時(shí)也會(huì)讓學(xué)生產(chǎn)生成就感。
（3）我認(rèn)為學(xué)生合作精神的培養(yǎng)尤為重要，學(xué)生通過(guò)這一環(huán)節(jié)既能夠有自主學(xué)習(xí)的機(jī)會(huì)有鍛煉與他人的合作，并在探索中有其個(gè)性思維發(fā)散的空間。
4、交流與分享
讓學(xué)生推選各組代表組成專(zhuān)家團(tuán)坐在教室前，選一名同學(xué)以記者的身份采訪"專(zhuān)家們",使其把個(gè)小組的討論結(jié)果與大家交流共享，其小組成員可以作為后援團(tuán)補(bǔ)充些觀點(diǎn)，這樣既可以使口語(yǔ)較好的同學(xué)有更多的機(jī)會(huì)展示起到拔高作用，又可以讓口語(yǔ)較弱的學(xué)生也有參與的機(jī)會(huì)并能向他人學(xué)習(xí)。最后按事實(shí)豐富、語(yǔ)言準(zhǔn)確、表述清晰程度評(píng)出最權(quán)威專(zhuān)家和最積極后援團(tuán)，通過(guò)這種方式可讓學(xué)生有很強(qiáng)的集體榮譽(yù)感。
5、最后一個(gè)環(huán)節(jié)是作業(yè)
當(dāng)學(xué)生慷慨激昂地探討完這些現(xiàn)狀后，我會(huì)問(wèn)他們，面對(duì)這種現(xiàn)狀，我們能做些什么呢？以此為題寫(xiě)一篇作文。我布置這項(xiàng)作業(yè)的依據(jù)是新課標(biāo)的要求。新課標(biāo)指出：寫(xiě)作需有明確的動(dòng)機(jī)和積極的態(tài)度，寫(xiě)作的題目應(yīng)結(jié)合學(xué)生的實(shí)際需要，是他們具有寫(xiě)作的愿望這樣他們才能與寫(xiě)作才能重返自己的思維能力，而不是為應(yīng)付教師而做的作業(yè)。
6、本節(jié)課教學(xué)效果的預(yù)測(cè)
100%的學(xué)生能夠積極參與教學(xué)，90%的學(xué)生能流利的表達(dá)自己的思想，并通過(guò)課下的反饋解學(xué)生對(duì)本課的掌握情況
童年趣事作文650字14
Good morning, dear judges. I’m No.1. I am glad to interpret my lesson here today. The lesson plan I am going to talk about is from unit 7 what does he look like? Now, I will present it from several parts: the analysis of teaching material, teaching objectives, important points and difficult points, teaching procedures, the blackboard design and so on.
I. The analysis of teaching material
This course is the first period of Unit 7, which is chosen from PEP English, Grade. 7. This course mainly talks about people’s appearance, such as people’s height, build and hair. It can help students to judge different looks of different people. And improve their communicate abilities and find people according to him/ her appearance. Therefore, this lesson plays an key role in their further studying.
II. The analysis of students
The students in Grade. 7 can adapt to the junior middle school English learning atmosphere and methods. After the last term, many students have got familiar with the present tense. So I think it’s easy for them to master this course. But they are young, more encouragements are needed. And teacher should try to give more time to students to practice.
III. The analysis of teaching objectives
According to the new Curriculum Standard in English, I set the teaching objectives as follows:
The first one, knowledge aim: By the end of the class, students can read and write these words: hair, tall, height, thin, heavy, build, etc. and can read “curly, straight, medium.” Students can describe one’s appearance, by using these sentence patterns: What do you look like? I’m short. What does he/she look like? He/She has short hair.
The second one, ability aim: Promote students’ listening and speaking skills and communicative competence about describing one’s appearance. Promote students’ competence of analyzing, inducing, and summarizing.
The third one, emotional aim: Promote students’ awareness of helping others.
IV. The analysis of teaching important points and difficult points
Vocabulary: hair, tall, height, thin, heavy, build, curly, straight, medium.
Target languages: -What does he/she look like?
-He/She is tall.
-What do you look like?
-I’m thin. I have short hair.
V. The analysis of teaching methods
As we all know ,the main instruction aims of learning English in middle school is to cultivate students’ basic abilities of listening and speaking and their good sense of the English language . So in this lesson I will mainly use Task -based Language Teaching Method and the Audio-Lingual Method. That is to say, I will let the students learn in real situations to finish a task by making activities such as talking, guessing game, having a competition and so on. About learning strategies: self-learning and cooperative learning.
VI. The analysis of teaching aids
To help students learn better. I will mainly use chalks, multimedia recourse, pictures.
VII. The analysis of teaching procedure
Next, let’s focus on the most important part of this lesson, the analysis of teaching procedures. I’ll finish this lesson in the following steps.
Step 1. Lead-in
I’ll ask students some questions and lead them to describe the QQ show pictures on the screen. Then I will write “l(fā)ong hair, short hair, curly hair, straight hair” on the blackboard. It can arouse students’ interest to speak English and make students have something to say by using interesting QQ pictures.
Step 2. Pre-listening
Then, let’s move to next step, pre-listening. I will show pictures of star stars, which elicits “tall, short, of medium height ,heavy, thin, of medium build”, and at the same time I will write these words on the blackboard. Then game time. I will divide the class into two groups. I will read the words on the blackboard once, students repeat them twice. If I read it aloud, students should read quieter. If someone makes mistakes, another group will get one point. The reason why I design this part is that I believe the competition can arouse students' interest in learning English.
Step 3. While-listening
Now let’s talk about the third period, while-listening. There are 3 activities in this step. The first activity is extensive listening. I’ll ask students to listen to the tape, then find out the main idea of this conversation. The second activity is intensive listening. I will ask students to listen to the tape once again. And try to find the answer. “What does he look like?” I will write the dialogue on the blackboard. The third activity is to read after the tape. Through this section, students could understand the dialogue.
Step 4. Post-listening
Next step is about post-listeing. Students should finish a task: you meet a woman who is looking for his son, and you want to help her to find his child as follows:
---Excuse me. Did you see a little boy?
---Oh. What does he look like?
---He is ... / he has...
During this training, students are able to practice dialogue in a real situation
Step 5.Summary and homework
Now, let’s come to the summary. I’ll make a summary together with students at the end of the class. It can help students review what we have learned today. The homework is to make a new dialogue with the new words and sentences and share it in next class. It can provide more opportunities to practice after class.
VIII. The analysis of blackboard design
The last part is my blackboard design. These are the new words and phrases. These are key sentences. It shows the important points for students.
Finally, I believe that students are able to describe person's appearance, distinguish the difference of the use of “is / has”, and their sense of helpfulness will be promoted at the end of the lesson. That’s all for my presentation. Thank you for your listening.
童年趣事作文650字15
The Introduction of the teaching plan
for section B(1-2c) unit 5 (go for it)
I have the honor to reveal my analysis of English lesson
here. I’d like to say I’ll try my best not to let all of you down. As teachers ,if you want to have an excellent class of English ,especially an open class to many experts like all of you, we should have to dig into the teaching material ,analyze the teaching material. However, I think we should take these parts
into consideration. ①Teaching material and the students ②teaching methods ③learning methods④procedures ⑤blackboard design and assessment .Ok, let me say something about my teaching plan for unit 5 section B. Today the first I’ll talk about is the first part “Analysis of the Teaching Material and students”
Part One: Analysis of the Teaching Material and students
(一) status and function
The topic of this unit is about decision making. Such topic is related to daily life of students, so it is helpful to raise learning interest of students and it will be helpful to improve their spoken English. This unit is divided into two parts: Section A and Section
B. Section B is divided into two periods. This period is the first lesson of Unit5 section B. It introduces new vocabulary while recycling the language presented in Section A. All activities help students integrate the new target language with the language studied in Section A. This recycling reinforces previous language learning while providing additional practice with newly learned language. It also increases the students listening and speaking ability by listening practice and pair work talking
(二) Teaching Aims and Demands
The teaching aims basis is established according to Ju
nior School English syllabus provision. In accordance with the analysis of teaching material and the requirements of “go for it＂ English teaching syllabuses. The focus of teaching should be laid on grasping key vocabulary and structures, and developing the students’ ability of communication. So I’vedesigned the following aims and demands
1. Knowledge objects
Key vocabulary: agent; make money;
travel around the world; get an education
Target language:
I think you should go to college
But if I go to college, I’ll never become a great
soccer player.
2. Ability objects:
To train students’ ability of listening and speaking
To train students’ ability of communication
3. Moral objects:
Money isn’t everything.
To be interested in taking part in activities in English class
(三)Teaching key points and difficult points
1. Key points:
key phrases:
travel around the world; make money; get an education key structures: I think you should …。If I… I’ll never…
2. Difficult points:
how to train and improve students’ listening ability.
(四) Analysis of the students
The Ss has learned English for about two years so far. Although they are all from the rural area, they can understand some words and some simple sentences. The Ss have taken a great interest in English now.
1. The students don’t have large vocabulary.
2. The students seldom communicate in English
in normal times.
3. The students are lacking in listening and speaking skills.
4. The gap of the Ss’ knowledge level in the same class is quite wide
(五) Teaching aids
Multi-media computer, Tape recorder, some money and so on. They will be needed in this lesson.
Part Two The Teaching Methods
1. Communicative teaching method
2. listening and speaking methods
3. Task-based teaching method
As we all know，the main instructional aims of learning English in the Junior Middle School is to train students’ abilities of listening, speaking, reading, writing and their good sense of the English language So in this lesson I’ll mainly use “Communicative teaching method” ,“l(fā)istening and speaking teaching method ” and “Task-based” teaching method. That is to say, I’ll let the Ss get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange some activities: free talking, listening and answering , oral practice, acting out and having a competition. Above all, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the conversation.
Part Three The Learning Method─cooperation
The students will finish some tasks in limited time to improve their listening and speaking skills. The students will take part in some activities like working in pairs, discussing in pairs. Each unit in “Go for it” contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making mistakes.It can arouse students to think and to say what they want to say. Study will become more relaxed and pleased in this kind of environment.
Part Four Teaching Procedure
一Teaching steps
Step 1 Leading in
T: Good morning, boys and girls!
Ss: Good morning, sir!
T: (Take out a piece of bill) Look! What’s this?
Ss: Money.
T: Who likes it? Hands up?
Ss: (Ss all put up their hands)
T: (kiss the money) me, too. (Put the bill in the pocket)
Ss: (Ss all laugh)
T: (Show a man who is holding plenty of money)
Ss: Wow.
T: If I have so much money, I will give some to the poor students in our class, and if they work hard, I will give them more. If you have so much money, what will you do? Work in pairs and talk
about it.
(Students are talking about it in pairs; they have enough words to say)…
(Talk about the question with many students.)
T: S1, If you have so much money, what will you do?
S1: If I have so much money, I will give some money to my
parents.
T: You are so kind. Don’t you want to travel around the world?( translate into Chinese if necessary; Teach: travel around the world)
S1: I think I will.
T: S2, what about you?
S2: If I have so much money, I will buy some new clothes for my parents. They are very hard-working.
T: That’s a good idea. Don’t you want to get an education? (Translate into Chinese if necessary; teach: get an education) S2: Yes, I am sure I will go to college.
T: If you work hard, I think you will go to college.
S2: I think so.
T: S3, if you have so much money, what will you do?
S3: I will open up a company and make more money.
T: That’s great. May you success!
S3: Thank you.
( Ask more students to talk about it )…
T: If we have so much money, we will do a lot of things with the money. So money is very important for us; S4, do you think money is everything? (Translate into Chinese if necessary)
S4: I think money isn’t everything.
T: I agree with you. Money isn’t everything.
Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss and at the same time it is necessary to provide situations to review learned knowledge for the next step and present some new words and phrases.
Step 2 Study the phrases
T shows the phrases in Activity 1 and let Ss read and learn.
Step 3 Circle and survey
1. T: Look at the things in Activity 1, which of the things are the most important to you? Circle three things.
(Ss circle. Wait for a moment)
T: What is the most important thing to you?
S5: To go to college.( help if necessary)
T: What’s the second?
S5: …
T: What’s the third?
S5: …
(Ask more students to say)
2. T: Please work in groups of six, and count up the number of
Show the most students in each item.
_____ think _____ is the most important thing to them, ______ think _____ is the second important thing to them, and _____ think _____ is the third important thing to them.
Purpose of my designing: To provide situations to review learned knowledge for the next step listening and make sure the Ss can grasp the key words and phrases and learn to express their own opinion
Step 4 Listen and write “A” or “P”
T: Look at the pictures in Activity 2a, we can see two pictures, the first picture is about Michael and a soccer agent (teach: agent), and the second picture is about Michael and his parents. And we will hear two conversations, Conversation One is about Michael and the soccer agent, Conversation Two is about Michael and his parents. Listen to the recording and write “A” or “P” in the blanks.
A----- a soccer agent
P----- Michael’s parents
(Make sure they know the letters’ meaning)
(T plays the recording for the first time, Ss listen. T plays the recording for the second time, Ss write “A” or “P”)
Correct the answers with the students.
Purpose of my designing: to give students practice n the target languages in spoken conversation
Step 5 Listen and complete
T: Look at the sentences in Activity 2b, read the sentences first. (Students read loudly)
T: Listen to the recording, Listen to the first sentence as a model. (Play the recording; let them know the first sentence) now.
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