Unit 1 Where did you go on vacation?
New York City; Central Park，exam，were，rainy，delicious，expensive，inexpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc Where did you go on vacation? I went to the mountains．
Did she go to Central Park？Yes，she did．No, she didn’t
语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。
根据初中英语新课程标准和本科教材内容，我确定了以下目标：
1．Master the vocabulary
2．Master the key patterns:
Where did you go on vacation? I went to the mountains ?
Did she go to Central Park？Yes，she did．No, she didn’t
单元教学重难点
1．Vocabulary and Expressions
2. Grammar Focus：Where did you go on
vacation？I went to the mountains. Did she go on Central Park？Yes, she did．
No, she didn’
t Use the past tense to talk about activities that happened in the past in E
nglish with the following sentences：
Where did you go on vacation?
Did you go to…？Yes. …/No，…
Such as; go abroad, go hiking, go climbing, summer camps, and so on接近学生的
生活，They are all interested in talking about it.
Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus
教学目标
知识与能力
1. Match the vocabulary：New York City，Central Park，exam．
2. Master and use：Where did you/ they /he / she go，
vacation? I / They /He /She went to the mountains＼New York City＼beach＼
summer camp．
Did you go to the beach？Yes，I did．No, I didn’t．
过程与方法
通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过
去时态。
教学重、难点及教学突破重点
l. The vocabulary：New York City, Central Pads，exam．
2. Language：
Where did you/they/he/she go on vacation? I/They/He/She went to the mountains/ N
ew York City/ beach /summer camp
Did you go to the beach? Yes，I did. No, I didn’t.
难点
Use the language to talk about past events．
Language: Where did you go on vacation?及答语的学习
step 1 Greetings
Good morning/afternoon, Everybody
Step 2 Free talk
Ask the Students to talk
about what they did last weekends
Step 3 Presentation
1 Finish 1a．
Ask questions about what students
did last Saturday
（1）Who went to the movies last Saturday?
（Point to one student who raises his or her hand.）
Sara went to the movies last Saturday.
（Repeat．Write this sentence on the board. Underline the word went．）
(2) Ask：Who visited a friend last Saturday？
（Point to one student who raises his or her hand．）
Carlos visited a friend last Saturday．
（Repeat．Write this sentence on the board. Underline the word visited．）2．Point to the words went and visited in the sentences on the board．
Say，We use these words to talk about things that happened in the past. （Write these pairs of words on the board：go--went, visit --visited）
Ask: Can you point out the words that talk about the past?
This activity introduces the key vocabulary．Students raise their hands．
And give the right answer: I did.
Students raise their hands to answer.
Read．
强化记忆
Point to went and visited．
Step 4 Practice 1a
1．Focus attention on the picture．Ask:
What at can you see？
Say, Each picture shows something a person did in the past．Name each activity and ask students to repeat；Went to the mountains，
went to New York City, went to summer camp，visited my uncle，stayed at home，went to the beach，visited museums.
2．Point to the numbered list of activities．Say each one again and ask the st udents to repeat．
3．Now, please match each phrase with one of the pictures．Say，
Write the letter of each picture next to the name of the activity．
4．Check the answers.
Answers：
1．e 2．B 3．D 4. c 5．a 6．F 7. g Read after the teacher aloud to learn th e new phrases．
Read after the teacher。
Do it and then discuss
the keys in pairs．
Step 5 Listening1b
1．Point to the picture.
on the screen
say, look at Picture A，Where did Tia go on vacation? Yes，
she went to the mountains．
Ask，What did the person do in each scene?
2．Play the recording the first time.
3．Play the recording a second time.
say，There are three conversations.
The people talk about what they did on vacation．listen to the recording and w rite numbers of the names in the right boxes in the picture.
Please write only 5 numbers. Point out the
sample answer next to the picture showing went to the mountain.
4．Correct the answers．
ANSWERS：
（1) went to the mountains
(2)visited my uncle
(3）stayed at home
(4) went to New York City
(5)went to summer camp Practice the dialogue in pairs．Eg.
---Where did the boy go on vacation?
---He went to New York City．
only listen.
Listen and number the pictures(1-5)．And then discuss in pairs.
At last raise their hands to tell the result
Read it loudly.
Play the tape.
Write play---played, visit ---visited on the board．Say，
We studied the pronunciation of these --- ed endings in Unit 5.
They are both spelled --- ed，
but we pronounce one /d/ and the other /Id/．Ask students to repeat these pair s：play－played，visit一visited．Listen carefully and learn the pronunciation of-ed. Step6 Summary
1.Ask the ss to summarize all the key words and sentences in this period
2.Get the ss to ask any questions they feel puzzled
Step7 Homework
1. Learn the target languages by heart
2. Preview section B
教后反思
Unit 2How often do you exercise?
I. Teaching article: Unit One
II. Teaching aims and demands(教学目的和要求):
What do you usually do on weekends?
I sometimes go to the beach.
How often do you eat vegetables?
Every day.
Most of the students do homework every day.
III. Teaching importance and diffcult(教学重难点):
Talk about how often you do things.
The first period
I. Teaching Aims and Demands
1. Knowledge objects
Name of activities.
Aderbs of frequency.
What do you usually do on weekends?
I often go to the movies.
2. Ability objects
Writing skill.
Listening skill.
Communicative competence
3. Moral object
Keep a diary every day in English.
II. Teaching Key Points
Watching TV, reading, shoping
Skateboarding, exercising
III. Teaching Difficulties
Always, usually, often, sometimes Hardly, ever, never
What does she do on weekends? She often goes to the movies.
IV. Teaching Methods
Discover method. Listening and writing methods；Pairwork.
V. Teaching Aids
A tape recorder. Large monthly calendar showing the days of the week.
A projector
VI. Teaching Procedures
Step 1 Greet the class
T: I’ll introduce myself first. I’ll be your English teacher this term. Do you like English? I hope we’ll get along very well. I’m not only your teacher, but can be your friends. We’ll be happy together. Now let’s begin. This class we’ll learn Unit1. How often do you exercise? Please open books at page1.
Step 2 Section A 1a
First look at the picture. Ask a few students to say what they see in the thought bubbles. Each though bubble shows something a person does on weekends.
Then mae each activity. Ask students to repeat each one.
One girl is shopping.
Another girl is reading.
This boy is watching TV.
These girls are skateboarding.
Point out the sample answer. Then ask students to list all the activities in the thought bubbles If they don’t know to write the activities, use bilingual dictionaries.
Then ask the students who finishes first to write the answers on the board.
Check the answers on the board and ask students to correct their own activities.
Step 3
Display a large calendar that shows the days of the week. Tell students Saturday and Sunday are the weekend. Ask students to repeat Weekend.
Then show three new words.
How often 多久一次Hardly adv. 几乎不；几乎没有Ever adv 曾；曾经
Step 4 1c Pairwork
First ask two students to read the sample in speech bubbles.
What do you usually do on weekends?
I often go to the movies.
Now work with a partner. Make your own conversations about the people in the picture. For example.
Step 5 Summary
This class we’ve learnt some names of activities: watching TV, reading, skateboarding, exerci sing, shopping. And we also leant some adverbs of frequency: always, usually, often, sometimes, hardly, ever, never.
Step 6 Homework
Now homework: keep a weekend dairy showing what you do on weekend. You can write down they do from the time you get up until you go to sleep.
Step 7 Blackboard Design
Unit 1 How often do you exercise?
Watching TV reading Skateboarding exercising Shopping
What does she usually do on weekends?
She often goes shopping.
The second period
I. Teaching Aims and Demands
1. Knowledge Objects
Adverbs of frequency.
Name of activities.
Wh-question and answers.
2. Ability Objects
Listening skill. Reading skill. Writing skill. Communcative competence.
3. Moral objects
Do more exercise and keep healthy.
II. Teaching Key Points
Evey day , once a week, twice a week, three times a week,once a month, twice a month
Watch TV, surf the Internet, read English books, go to the movies
III. Teaching Difficulties
How often do you watch TV? ----Twice a week.
What does he do on weekends? ----He sometimes watched TV.
How often does Chung watch TV? ----He watches TV twice a week.
IV. Teaching Methods
Discover method Listening and reading methods. Communicative qpproach.
V. Teaching Aids
A tape recorder. Some color paper for an activity.
VI. Teaching Procedures
Step 1 Greet the class.
Step 2 Learn some new words
Step 3 2a
Now please look at the list of activities and read after me.
Wacth TV
Exercise -------Read
Step 4 2b
Now please look at the heading. How often? In the chart in Activity 2a.
Ever day Once a week Twice a week Three times a week
Once a month Twice a month
Step 5 2c Pairwork
First ask a student to read the list of activities to the class.
Watch TV Surf the Internet Read English books Go to the movies
Exercise
Now tell me how often do these activities. You can write your answers under the list of How often.
Step 6 An activity: How often
Give students some color paper and ask them to write five statements about how often they do different activities. For example, I play soccer three times a week. I visit the doctor twice a year.
Step 7 Grammar Focus
Step 8 Summary and Homework
This class we’ve leant some adverbs of frequency: every day, once a week, once a mo nth, twice a month. And we leant to talk about how often people do things. And also we has a game.
Step 9 Blackboard Design
Unit 1 How often do you exercise?
Twice twice a week Once once a month three times a week
Time
Surf the Internet
The third period
I. Teaching Aims and Demands
1. Knowledge Objects
New words.
A magazine article.
How often do you read English books?
I like reading. I read English books about twice a week.
2. Ability Objects
Reading and writing skills. Communicative competence.
3. Moral Object
Study hard and to be a good student.
II. Teaching Key points
1. New words
2. How often do you read English books? I read English books about twice a week.
III. Teaching Difficulty
A magazine article.
IV. Teaching Methods
Reading method. Writing method Groupwork. Commnicative approach.
V. Teaching Aid
A projector.
VI. Teaching Procedures
Step 1 Greet the class and check the homework.
Step 2 Show the new words on the screen and teach students how to read. And ask them to repeat.
Step 3
Now please open your books at page 3. Look at 3 first. I’ll read each line of the survey to you.
Step 4 Group work
What can you do improve your English?
Collect the answers on the blackboard. For example
Read English books Sing English songs See English movies
How often do you do the things?
Step 5 An activity
Ask students to talk about how often their family members do things. For example,
My mother cooks dinner every day. We eat in a restaurant once a week.
My father goes to the United States once a year.
Step 6 Summary
This class we’ve read a magazine article and done an exercise. I hope you can study hard and to be good students. Your parents and teachers are proud of you.
Step 7 Homework
If t ime isn’t enough, leave the exercises of workbook as homework.
Step 8 Blackboard Design
Unit2 How often do you exercise?
How often do you …?
Read English books Sing English songs. See English movies
Once a week twice a week once a month
Students’ names Who’s the best English student?
The fourth period
I. Teaching Aims and Demands
1. Knowledge objects
New words. Ask and answer questions.
2. Ability objects
Listening skill. Reading skill. Writing skill. Communicative competence.
3. Moral object Exercise every day and keep healthy.
II. Teaching Key Points
Junk, food, milk, fruit, vegetables, sleep, intervier, healthy
III. Teaching Difficulties
How often do you drink milk? ----I drink milk every day.
How often do you exercise? ----I exercise every day.
How many hours do you sleep every night? ----Nine.
IV. Teaching methods
Listening and speaking methods. Listening and writing methods. Pairwork.
V. Teaching Aids
A tape recorder. A projector.
VI. Teaching Procedures.
Step 1 Greet the class and check the homework.
Step 2 Show the new words on the screen and teach the new words. Ask students to repeat them. And make sure everyone knows the meanings.
Step 3 Section B 1a
Now open your books at page 4. Look at Activity 1a. First I’ll read each word. Junk food Milk Fruit Vegetables Sleep
There are vegetables on the plate.
Step 4 1b Pairwork
Ask some pairs to present some questions and answer to the class.
Step 5 2a
Now you’ll hear a reporter interview two people. Katraina and Bill.
Play the recording the first time. Students only listen. Then play it again. This time ask students to circle Yes, No or I don’t know.
Step 6 2b
First read the questions in the chart to the class.
How often do you exercise? How often do you eat vegetables?
How often do you eat fruit? How many hours do you sleep every night?
How often do you drink? How often do you eat junk food?
Step 7 2c Pairwork
Read the sample in speech bubbles to the class first.
Inteviewer: How often do you exercise?
Katrina: I exercise every day.
Interviewer: And How often do you …?
Step 8 Summary and Homework
Thisclasswe’ve leant some words and leant to interview somebody with the sentence, how often…?After class please give more practice.
Step 9 Blackboard Design
Unit2 How often do you exercise?
How often…?
Healthy Unhealthy
The fifth period
I. Teaching Aims and Demands
1. Knowledge objects
New words
Read a letter from Katrina.
Fill in the blanks in Paul’s letter.
Write about your own habits.
2. Ability Objects
Reading skill. Writing skill. Survey skill.
3. Mora Object
Form a good eating habit.
II. Teaching Key Points
Eating habit, of couse, look after Make a different, healthy, unhealthy Although
Read a letter Fill in a letter
III. Teaching Methods
Reading and writing methods. Survey methods.
IV. Teaching Aid A projector.
V. Teaching Procedures
Step 1 Greet the class and check the homework.
Step 2 Show the new words on the screen and teach them. Read the new words to students and ask them to repeat.
Step 3 3a
Open your books at page 5. Look at Activities 3a. This is the part of Katrina’s letter to a pen pal. I’ll read it to you first.
Step 4 3b
This is Bill’s letter. I’ll read the lette r to you. (say blank each time when coming to a blank line.)
Ask students to work individually.
Step 5 3c
Ask students to finish the writing individually. Then ask some students to read their paragraphs to the class.
Or ask students to say some sample sentences first.
Step 6 Survey Who is the healthiest?
Now please turn to page 90.
There are three questions.
1. How often do you exercise?
2. What sports do you play?
3. How often do you eat vegetables?
Step 7 Summary and Howmwork
This class we’ve read two let ters. We know what healthy things are and unhealthy things are.
Don’t forget to keep your diaries. Next class I’ll ask you to read your diaries.
The sixth period
I. Teaching Aims and Demands1. Knowledge objects
V ocabulary in this unit. Writing practice Just for fun.
2. Ability Objects Reading skill. Writing skill. Drawing skill. Communicative competence.
3. Moral Object To be a successful person.
II. Teaching Key Point Vocabulary in this unit.
III. Teaching Difficulty Writing practice using the target language in this unit.
IV. Teaching Methods Writing method. Reading method. Practice method Communicative Approach.
V. Teaching Aid A picture of a famous people.
V. Teaching Procedures Step 1 Greet the class and check the homework.
Step 2 Shelf Check 1 There are five sentence in the box.
1. Mum me to get up at 6:00 and run with her.
2. Grandpa is pretty healthy because he every day.
3. A lot of vegetables you to keep in good health.
4. You must to eat less meat.
5. Does it a big difference if you eat fruit every day?
Step 3 2
Show the picture of a famous people.Write the name of the famous personality on the board. Ask students to imagine what he or she does every day and write a few examples on the board.
Often every day Usually three times a week Sometimes once a week
Always once a month Hardly ever never
Step 4 Just for fun! Ask students to read the cartoon to themselves. Then expain it.
This activity provides reading practice with the target language.
Step 5 Workbook Section B Unscramble these questions. Then answer them. Use the words in parenthese. Step 6 SummaryThis class we’ve reviewed vocabulary and abverbs of requency in unit 1. And we’ve reviewed the target language in this unit and done some exercises.
Step 7 Homework If time doesn’t permit, leave some exercises of workbook as homework.
Unit 3 I’m more outgoing than my sister
I. Teaching article(课题): Unit 6
II. Teaching aims and demands(教学目的和要求):Talk about personal traits.
Compare people.Is that Sam?No, that’s Tom. He has shorter hair than Sam.
He’s calmer than Sam.
III. Teaching importance and diffculty(教学重难点) Comparative with –er, -ier. More and both.
The first periodI. Teaching Aims and Demands
1. Knowledge Objects Key vocabulary. Target language. Oral Practice.
2. Ability Objects Learning skill. Speaking skill. Communicative competence.
3. Moral Object Learn to play a musical instrument..
II. Teaching Importance and Difficulty Is that Sam?
No, that’s Tom. He has shorter hair than Sam.
And He’s calmer than Sam. Is that Tina?
No, it isn’t. It’s Tina. Tara’s shorter than Tina.
III. Teaching MethodsListening and speaking methods. Communicative approach.
V. Teaching Procudrues Step I Greet the class as usual and check the homework.
Step II Make a simple drawing of a boy and a girl on the blackboard.
Judy is tall. Judy is taller than Bobby.
Then bring out two rules of different length. Say:
This is ruler. It’s Bobby’s ruler.(longer)
This is Judy’s ruler.(long)
Bobby’s ruler is longer than Judy’s.
Step III Show some new words on the blackboard.
Read the new words to students and ask them to repeat.
Step IV 1a Ask students to do this activity individually. Then check and answers.
Tall—short long hair—short hair thin—heavy calm—wild
Step V 1b First tell students what the twins are. Twins are children born at the same time to the same parents, but not always.
Step VI 1c PairworkAsk two students to read the sample conversation to the class.
A: Is that Tara? B: No, it isn’t. It’s Tina. Tara’s shorter than Tina..
Then have students work with a partner.
Make conversation work with a partner.
Step VII Pronunciation Note
Write one of the example sentences from the picture on the board circle the word than say. When we say the word than, we say it quickly. You don’t hear very much of the sound.
Step VIII Summary and Homework
Today we’ve leant the twins are having a concert. We’ve leant how to compare people. After class, give more practice, comparing your school things. Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you!
Step IX Blackboard Design
Unit 3 I’m more outgoing tha n my sister
Draw two people on the blackboard. One is Judy. The other is Bobby.
Judy is taller than Bobby. Bobby is shorter than Judy.
The second period
I. Teaching Aims and Demands1. Knowledge Objects
Key vocabulary. Target language. Oral Practice. Grammar Focus.
2. Ability ObjectsLearning skill. Writing skill. Communicative competence.
3. Moral ObjectHandsome is that handsome does.
II. Teaching Importance and Difficulty Oral practice. Grammar Focus.
III. Teaching Methods Listening and writing methods. Communicative approach. Pairwork.
V. Teaching Procudrues Step I Greet the class as usual and check the homework.
Step II 2a Read the words in the box to students.
Funny 有趣的serious 严肃的Outgoing （性格）外向的quiet 安静的
Tell students smart and athletic are new words. Explain the new words and tell students what they mean.
Step III 2b
Ask students to look at the boxes with the headings. Tina is …, Tara is …
Listen to the recording again. This time write how Tina and Tara are different.Please write words in the boxes. Step IV 2c Pairwork
Let students look at the chart in Activity 2c. Ask two students to read it. Tell students ***means Sam is taller than Tom.
Have students know they will talk about Sam and Tom in this activity.
Student A: Is Tom more intellectual than Sam?
Student B: (Look at the answer chart on page 97) No, Sam is smarter than Tom?
Step VI Grammar Focus
Review the grammar box. Ask a student to read the sentences to the class.
Write the word funny on the board. Circle the letter y and say, when a word ends y, the y changes to an I when you add –er. For example, funny – funnier.
Step VII Show some dialogue on the blackboard
Conversation 1:A: Is that Mary?B: No, it isn’t. It’s Peter. Peter is more carful than Mary.
A: Yes, Mary is more careless than Peter.
Conversation 2:A: Is it Zoe?B: No, it Wendy. Wendy is shorter than Zoe.
Conversation 3:A: Is it Vera?B: No, it’s not. It’s Mary. Mary is thinner than Vera.
Step VIII Summary and Homework
Today we’ve leant some words and learnt how to compare people. I hope you can study harder than ever. You can learn more knowledge and make more progress. After class, read the key vocabulary and learn them by heart. Step IX Blackboard Design
Unit 3 I’m more outgoing than my sister
Funny, funnier More athletic than
More intellectual than More serious than
The third period
I. Teaching Aims and Demands1. Knowledge Objects
Reading material. Target language. Listening, speaking and writing pratice.
2. Ability ObjectsLearning and speaking skills. Reading and writing https://www.doczj.com/doc/7f4702313.html,municative competence.
3. Moral ObjectTo be a brave and hardworking man.
II. Teaching Importance and Difficulty Listening, speaking and writing pratice.
My friend is the same as me. We are both quiet. Do you look the same? No, I’m a little taller than her.
III. Teaching Methods Listening, speaking and writing pratice. Reading and writing methods. Communicative approach.
IV. Teaching Procudrues Step I Greet the class as usual and check the homework.
Step II 3a There’s a letter in this activity. Read this letter to students. Answer any questions students nay ask. Then show the five sentences on the blackboard.
1. Liu Li has more than one sister.
2. There are some similarities between Liu Li and Liu Ying.
3. Liu Ying is not as good at sport as her sister.
4. Liu Ying talks more than Liu Li.
5. Both girls go to lots of parties.
Step III Grammar Note We are both tall.
They are both boys. We both have short hair. They both go to this school.
Circle the word both in the four sentences. Ask students: Does the word both come before or after the word are? Step IV 3b Pairwork First ask two students to read the sample conversation in the speech bubble.
Then tell students to work with a partner. Talk about how you are different from a friend of family member.
Step VI The Same and Different T: Do you find your partner?
T: OK. Now I’ll tell you how to do the game. You can ask and answer the same questions as in Activity 3b. Please remember you have three minutes to write down the things that are the different and same between your partner.
Step VII An Optional Activity
Students can do a similar activity using information about family members. They can list the ways they are the same as and different from various members of their families. Then they can tell the class about these differences and similarities.
Step VIII Summary and Homework
Today we’ve read and article and known the same and difference between the twins—Liu Ying and Liu Li. And we’ve done a game. We’ve learnt to say the sa me and difference between you and your partner.
homework:
(1) Read the letter again. (2) Finish off the exercises of workbook.
Step IX Blackboard Design
Unit3 I’m more outgoing than my sister
We are both tall. They are both boys. We both have short hair.
They both go to the school.
The fourth period
I. Teaching Aims and Demands 1. Knowledge Objects
Key vocabulary. Target language. Oral pratice. Listening and writing pratice.
2. Ability Objects Learning skill. Writing skill. Communicative competence.
3. Moral Object A friend in need is a friend indeed. Wish you to find your real friends.
II. Teaching Importance and Difficulty Oral pratice. Listening and writing pratice.
III. Teaching Methods Listening and writing methods. Communicative approach. Groupwork. Pairwork.
IV. Teaching Procudrues Step I Greet the class as usual and check the homework.
Step II Show the new words on the blackboard. Read the new words to students and ask them to repeat.
Step III Section B 1a
T: All of you have good friends, right? Well, can you tell me the same and difference between you and your friends?
Sa: He is quieter than me. Sb: We are both tall. Sc: Her hair is longer than mine.
T: Great! And what do you think the most important things are to be your friend? Now, please look at the blackboard. I’ll show descriptions on the blackboard.
Step IV 16 Groupwork statements about friends using the phrases 1a.
Step V An activity Who is it?
Ask students to work in small groups. Each and writes down as many sentences as they can to describle him or her.
Step VI 2aIn this activity first ask students to look at the names and the first column of the talbe.
Tell students they will hear an interviewer talking to Holly and Maria. They are talking about what they like about their best friends.
Step VII 2b
Let students look at the rest of the chart. Read the heading at the top of each column.
The same as best friend. Different from best friend.
Tell students we’ll listen again. Ask students to fill in the chart. How are Holly and Ma ria the same as and different from their best friends?
Step VIII Homework and Summary
Today we’ve recycled some key vocabulary and learnt some new words. And we’ve learnt to talk about our best friends.
After class write down five statements about what is important in a best friend. Please remember you can write a false statement among the five statements. Next class we’ll do a game.
Step IX Blackboard Design
Unit 3 I’m more outgoing than my sister
A good friend …Has cool clothes Is popular in school
Likes to do the same things as me Is good at sport
Is good at school work Makes me laugh
The fifth period
I. Teaching Aims and Demands 1. Knowledge Objects
Key vocabulary. Reading passage. Oral pratice. Reading and writing practice.
2. Ability Objects Reading skill. Writing skill. Communicative competence.
3. Moral Object Take an activity part in all kinds of social activities.
Get a chance to train your intergrating skills.
II. Teaching Importance and Difficulty Oral pratice. Writing and speaking pratice
III. Teaching Methods Listening and writing methods. Reading and writing methods.
Communicative approach. Pairwork.
IV. Teaching Procudrues Step I Greet the class as usual and check the homework.
Step II Show the new words on the blackboard.
Read the new words to students and ask them to repeat.
Step III 3a In this activity first read the article to students. Then answer any questions students any ask. For example,
S: What’s view?T: It’s what you think about something. It’s how you feel about something.
Step IV 3b First let students look at the chart in Activity 2a on page 38. Then ask students to write their own sentences about Holly’s friend and some sentences about Maria’s friend.
Step V 3c In this activity first ask students to say some of the words and phrases from this unit they can use. For example,Tall, short, thin, heavy Athletic, intellectual, shy Outgoing, serious
Step VI 2a In this activity first ask students to look at the names and the first column of the talbe.Tell students they will hear an interviewer talking to Holly and Maria. They are talking about what they like about their best friends.
Step VII Pairwork Find Someone for the Job!
Focus students on the job ad. Ask students if they know the word—abacu s. If they don’t know, explain it to them.Abacus—a frame with balls that was used to do arithmetic, long before calculators.
Step VIII Homework and Summary
Today we’ve reviewed the key vocabulary in this unit by reading pratice.. And we’ve learnt to write about our best friends.Now homework, write down the words you underlined in Activity 3a in your exercise book.
Step IX Blackboard Design
Unit 3 I’m more outgoing than my sister
Sentences students write: The name of a student who should get the job
The sixth period
I. Teaching Aims and Demands
1. Knowledge Objects Reviewing the key vocabulary in this unit. Writing pratice. Just for fun.
2. Ability Objects Self check skill. Writing skill.
3. Moral ObjectStudy hard and make great progress.
II. Teaching Importance and Difficulty
Writing pratice. Reviewing the key vocabulary Quiet, funny, outgoing Kind, athletic
III. Teaching Methods Self check method. Writing method. Communicative method.
IV. Teaching Procudrues Step I Greet the class as usual and check the homework.
Step II Self Check 1
After students finish writing their sentences, write a number of student’s answers on the blackboard.
(1) My friend likes sports. She’s very athletic.
(2) Paul is never quiet! He can’t stop talking.
(3) Mr. Wang is a kind man. He always helps others.
(4) Mary is a funny girl. She always makes me laugh.
(5) Jane isn’t very outgoing. She likes to stay at home and rest.
Step III 2First ask different students to read the questions on the left. Students read.
Are you taller now? Are you more intellectual? Are you more popular?
Are you a better student?
Then ask students to think of themselves two years ago. How are they different now?
Step IV Just for Fun!
Ask two students to read the dialogue to the class. Two students read.
A: I think I see the twins. Is that Juva?
B: No, that’s Jala. Jala has curlier hair than Juva.
A: And Juva is taller than Java.
Write the words curly—curlier on the blackboard. Explain the words curly to students or draw a simple picture what curlier hair means.
Step V Workbook
Read this article about Ali and Ahmet. Then answer the questions
Step VI Summary
This class we’ve reviewed the key vocabulary of the unit. And we’ve learnt how to compare ourthemselves between now and two years ago. I hope you can make great progress.
Step VIII Homework
Finish off the exercises of the Workbook
Step IX Blackboard Design
Unit 3 I’m more outgoing than my sister
Curly Curlier Curly hair
U nit 4 What’s the best movie theater?
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：theater, comfortable, seat, screen, close, ticket, worst, cheaply, song, DJ, choose, carefully, reporter, so far, fresh, comfortably, No problem
能掌握以下句型：
① It has the biggest screens.
② It’s the most popular.
③ Which is the best clothes store?
④ You can buy clothes the most cheaply there.
⑤ They play the most boring songs.
2) 能了解以下语法：
掌握形容词及副词的最高级形式；用最高级形式来描述人或物的特殊。
二、教学重难点
1. 教学重点：
1) 形容词及副词最高级形式的构成。
2) 用形容词或副词的最高级形式来描述人或事物。
2. 教学难点：
用形容词或副词的最高级形式来描述人或事物。
三、教学过程
Ⅰ. Lead-in
1. 向学生们介绍一座大家都很熟悉的电影院，谈论自己对这座建筑物的感受。从而引出本课时中的一些重要单词：comfortable seats, big screens, best sound, cheap, new movies, close to home, buy tickets quickly, popular…
2. 学生们听老师的介绍，并学习这些新生词。
3. 学生们看幻灯片，并学习记忆这些生词。
Ⅱ. Presentation
Learn the new words.
Ⅲ. Discussion
1. How do you choose which movie theater to go to? Write the things in the box under ―Important‖ or ―Unimportant‖.
2. Ss discuss with their partners and write the words in the box in the chart.
Ⅳ. Listening
1. T: Tell Ss to read the sentences in the chart. Make sure they know the meaning of the sentences.
2. Play the recording for the Ss to listen and match the statement with the right movie theaters.
3. Play the recording again. Check the answers with the Ss.
Ⅴ. Pair work
1. Let Ss read the model with a partner.
2. Use the information in the chart of 1b. Ask and answer with a partner.
3. Let some pairs ask and answer about the chart.
Ⅵ. Listening
Work on 2a:
1. Read the questions and answers in 2a. Tell Ss to remember the information.
2. Play the recording for the Ss to listen and circle the boy’s answers.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.
2. Play the recording for the Ss to write the correct store or radio station next to each statement.
3. Play the recording again to check the answers.
Ⅶ. Pair work
1. Tell Ss Student A is the reporter. Student B is the boy. Role-play the conversation.
2. Let Ss read conversation after the teacher.
3. Explain some main points for the Ss.
4. Ss act the conversation in pairs. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Read the conversations and answer the two questions:
① What is the newest cinema? __________________________________
② How does Helen like it? ____________________________________
2. Explain some new words and main points in the conversation.
3. Read the conversation after the teacher.
4. Practice the conversation with their partner. Then let some pairs to act out the conversation.
写六个句子来说一下你们班的―最
In my class, Lin Tao is the tallest.
1.In my class, …
板书设计：
一、教学目标：
1. 语言知识目标：
1) 学习掌握下列词汇：worse, service, pretty, menu, act
2）进行一步复习巩固学习Section A 部分所学的生词和词组。
3）对形容词及副词的最高级形式的构成进行总结，掌握其构成规则。
4) 总结用形容词及形容词的最高级形式来描述人物或事物的句型结构。
二、教学重难点
1. 教学重点：
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 掌握和运用形容词和副词的最高级形式来描述人物或事物。
2. 教学难点：
1) 掌握一些特殊形容词或副词的最高级形式。
2) 运用形容词和副词的最高级形式来描述人物或事物。
三、教学过程
Ⅰ. Lead-in
回答下列问题：
In our class, who is the funniest student?In our class, who is the most serious student?
In our class, who is the tallest student?In all the subjects, which is the most interesting subject?
In all the subjects, which is the most difficult subject?
1. Who’s the tallest in your class?
2. Which is the worst clothes store?
3. Which is the best clothes store?
4. Which radio station plays the most boring songs?
5. Which radio station plays the best songs?
6. Which cinema has the most comfortable seats?
Ⅱ. Grammar Focus
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
①哪是可以去的最好的电影院？What is the ____ ______ _____ to go to?
②城镇剧院，它离家最近。Town Cinema. It’s the ______ ___ home.
③并且你能在那里最快地买到票。And you can buy ______ the _______ ________ there.
④哪家是镇上最差的服装店？_______ is the ______ clothes store in town?
⑤梦想服装店。它比蓝月亮差一些。Dream Clothes. It’s ______ ____ Blue Moon。
⑥它的服务最差。It has ______ _______ _________.
⑦你认为970 AM怎么样？What do you _______ _____ 970 AM?
⑧我认为970AM十分差，它放最差的音乐。
I think 970 AM is _______ _______. It has the ______ ________.
2. 学生们根据记忆，看大屏幕来完成填空练习。
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
Ⅲ. Try to Find 一、形容词和副词的最高级形式的构成：
二、用最高级来描述人物或事物的句型小结：
1. A + be + the 形容词最高级+ 表示范围的介词词组
2. A + 动词+ (the) 副词最高级+（表示范围的介词词组）
例句：Dream Clothes is the worst in town.The DJs choose songs the most carefully.
Ⅳ. Practice Work on 3a:
1. Tell Ss to read the sentences in 3a and try to fill in the blanks with correct forms of the words in brackets.
Ⅴ. Group work
Ⅵ. Exercises If time is enough, do some more exercises on big screen.
用所给单词的适当形式填空：
1. Lily is ______ (early) than Lucy.
2. Who goes __________ (slowly), Tom or Jim?
3. This book is _______________ (interesting) than that one.
4. She is ____________ (careful) in her school.
5. Who is _________ (late) Jim, Tom or Jack?
6. I think beef noodles is ________________ (delicious) of all. Homework 谈论一下自己班级的―班级之最‖ Who’s the tallest? (the smartest, the tallest, the heaviest, the
I think … is the tallest.
板书设计
一、教学目标：
1. 语言知识目标：1) 能掌握以下单词：creative, performer, talent, common, all kinds of, beautifully, role, winner, prize, everybody, make up, example, for example, poor, seriously, give
2) 能掌握以下句型：
① Who was the best performer？② All these shoes have one thing in common.
③ That’s up to you to decide. ④ But if you don’t take these shows too seriously, …
⑤ They usually play a role in deciding the winner.
二、教学重难点1. 教学重点：1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
2. 教学难点1). 听力训练2). 阅读2b部分的短文并完成相关要求。
三、教学过程Ⅰ. Warming- up and revision
1. Daily greeting.
2. 复习形容词和副词最高级形式的构成规则，并完成相关任务。
3. Check the homework. Let some Ss report ―Who’s the … in class?‖
Ⅱ. Presentation1. T: Show some movie theater or restaurant in the neighborhood on the big screen. Tell Ss your thoughts about them.
2. Talk about the clothes stores or food stores in your neighborhood. e.g.
Blue Moons has the worst clothes. New Fashion has the best quality. Young House has the cheapest clothes. Jenny’s has the best service.
Ⅲ. Game 1. Work with your partners. You say an adjective and your partner say its opposites in the chart.
2. Ss work in pairs and see who can do better.
3. Work on 1a and write these words and phrases next to their opposites in the chart.
4. Check the answers with the Ss.
Ⅳ. Listening Work on 1c:
1. Tell Ss to look at the pictures and the names in 1c. Tell Ss this school had a talent show last weekend. Some Ss
and some teachers took part in the talent show. Now listen to the conversation and math the pictures with the
performers.
2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and match the pictures
with the performers.
3. Check the answers: 1. T: Now please look at the chart in 1e. What do the people say about the performers?
You'll listen to the tape again. Then try to fill in the blanks.
2. Ss listen to the recording carefully and try to fill in the blanks.
3. Play the recording again and check the answers with the class.
Ⅴ. Group work 1. Work in groups. Look at the information in 1d and make a conversation with your partner.
2. Make a model for the Ss.
3. Tell Ss to make a conversation about all the performers.
4. Teacher can walk around the classroom, and give some help to the Ss.
Ⅵ. Reading 1. T: Do you often watch TV? Do you like China’s Got Talent? Today we’ll learn a passage about talent shows.
2. Let Ss read the passage quickly and find out ―Which three talent shows are mentioned? ‖
3. Ss read the passage quickly and find the answers to the questions.
Ⅶ. Reading 1. T: Now let’s work on 2c. First, let’s read the questions and make sure we know the meanings of all the questions. Then read the passage again and find the answers to the questions.
3. Ss read carefully and try to find the answers to the questions.
4. Check the answers with the class.
Ⅷ. Reading 1. T: Read the passage again. This time you should underline all the superlatives in the passage, then write sentences using at least four of them.
1.
2. 完成2e
板书设计：
Section B 2 3a-Self check
一、教学目标：
1. 语言知识目标：
1) 复习形容词及副词的比较的构成规则。掌握生词crowded。
2) 能够综合运用所掌握的知识来描述周围的地点及事物的特点。
3) 通过描述周围的地点及事物来综合运用所学的形容词及副词的比较的用法。
二、教学重难点
1. 教学重点：1) 能运用所学的形容词或副词的最高级的用法，根据提示来完成选词填空的任务。
2）能运用所学的形容词或副词的最高级的用法来描写自己周围的一些地点和事物等。
2. 教学难点：能运用所学的形容词或副词的最高级的用法来描写自己周围的一些地点和事物等。
三、教学过程Ⅰ. Warming- up and revision
1. Have a dictation of the new words and expressions.
2. Who’s got the talent in your class? Let some Ss give their report. e.g.
1) Li Fei is the best chess player. 2) Xu Li is the most talented dancer.
3) Wu Fan is the most interesting writer. 4) Sun Nan is the faster runner.
5) … is the best basketball player. 6) … is the best English speaker.
7) … is the funniest actor.
3. Review the phrases. And make a sentence with the phrases.
1) 有相同特征_________________2) 各种各样的_________________
3) 由……决定_________________4) 发挥作用___________________
5) 编造________________6) 例如________________
7) 认真对待_____________8) 给某人某物___________
Ⅱ. Lead-in 1. Let Ss talk about ―What’s your favorite place to go on weekends? Why is it?‖e.g.
1) The Children’s Center is the best place to go on weekends. Because I can play
tennis and play ping-pong. I can speak English with friends.
2) The best place to go is Center Park. Because I can swim and climb the hill. I can
fly kites and take a walk in the woods.
Ⅲ. Reading 1. Read the article about Greenwood Park. Fill in the blanks with the correct superlative forms of the adjectives and adverbs in the box.
3. Ss try to read the article and try to fill in the blanks.
4. Check the answers with the Ss.
Ⅳ. Writing 1. Think about some of the best places/things in your town. Why are they the best?
2. Give some examples to the Ss. best middle school: No. 1 Middle School;
Why: Because it is the most beautiful school in my town.
Best super-market: New Century Supermarket
Why: the best quality and the best service
…3. Ss try to think it and think about the reasons.
4. Try to fill in the blanks. 1. Write about your town and the best places/things there.
2. 写作指导：
本文为写自己所居住的城镇上最好的地方或事物，并说明原因。
因此，时态应用一般现在时态；
应先描述最……的是某个地方，然后说明这个地方最好的原因。
应注意正确运用形容词或副词的最高级形式来表达。
3. 学生们根据写作提示，及上面表格中的提示来写作这篇文章。
初中英语优秀教学设计 章节名称八年级下Unit5(SecitonA1a—2c) 学时 1 教材分析 本课是人教版《新目标》英语八年级下Unit5 If you go to the party,you’ll have a great time! 的第一课时。 本单元以Decision making为话题,从学生熟悉的party 出发到对于未来职业选择的探讨，鼓励学生做出自 己的决定，并对这一决定所带来的结果进行讨论。通过“Talk about consequences” 来学习if 引导的条件 状语从句，掌握用be going to 来表示将来的时态，正确使用情态动词should。 SectionA部分以一副在实际生活中的图画为开篇。该图引出了学生在练习新语言时需要用到的重点词 汇，新的表达方式呈现在人物头上的气泡中，从而使学生很容易理解和练习新语言。用”If you do, you will…You should…”句型及对话来谈论学生熟悉的party，接下来是几个循序渐进的练习活动，学生独 立，结对或组成小组完成多种练习。使学生在完成任务的同时学习语言，并培养学生树立正确的人生观。 在SectionA中，涉及到了三个话题：话题一：以不同的方式去参加聚会会出现的各种结果。话题二：在 各种可能的时间举行一次班级聚会会出现的各种结果。话题三：在参加End of Year Party 时如果不遵守 聚会规则会出现的各种结果。本课时是一般将来时态的延续，为正确运用这个时态提供场景，也为条件 状语复合句的学习奠定基础，具有承前启后的作用；就整个单元来说它既是本单元的基本语言内容，又 为本单元的知识扩展和语言综合运用奠定基础。 学习者分析 八年级学生已经学过一般将来时态和一般现在时态，已了解了这两种时态的肯定句、否定句、一般疑问 句等形式。首次接触if引导的条件状语从句，在接受上会有一些难度，这就要求教师在引入的时候要多 从学生的角度思考。在口语运用中判断if条件句的主句、从句也许会存在一定的困难。在运用一般将来 时和一般现在时态也许会产生混淆。 教学目标 Teaching Aims and Demands Teaching aims（教学目标） 1.Words and expressions in this unit . 2.Target language : Are you going to the party ? Yes , I am . I’m going to wear my jeans . If you do , you’ll have a great time . You should wear your cool pants . 3.掌握现在进行时态表示将来(Present progressive as future ). 4.学习条件状语从句: if + will . Language points（语言点） 语言技能目标 （1）能用if 引导的条件状语从句来作出假设，用will 来谈论结果，如：If you do, you’ll be late. （2）能用“I think I’m going to…”来表达作出的决定，如：I think I‘m going to the party with Karen and Ann.
初中英语优质课教案 授课年级：八年级（2）班节次：第1节 教材：新课标（八年级·上册） 课题：Unit 4 How do you get to school? 一、教学内容： Unit4 How do you get to school? 二、教学目标： 1、知识目标：单词：subway take the subway train ride a bike walk 等。 2、语言目标：how引导的特殊问句；肯定句与否定句。听：能听懂谈话出行的方式。说：能表达自己想到达目的的出行方式。读：能正确朗读本单元的对话和句型。写：能写本单元的单词和句型。 3、学习策略：注意通过语言语调的表达来推测词义，也可借手势动作和表情来完成。（主动参与学习，善于和他人合作交流）。 4、情感目标：学会在交流活动中尊重和理解别人，学会交换不同的看法，了解他人的生活习惯，增进情谊。 5、德育目标：在歌曲和游戏中习他人积极、乐观、努力进取的团队合作精神。 6、多元智能：人际交往逻辑表达个性呈现 7、文化意识：了解英、美国家中小学生上学的方式，培养世界意识。了解中西文化的差异。 三、教学重点、难点： 1.how /how far /how long 引导的特殊疑问句. 2.乘坐交通工具的表示方法. 3.It takes /will take/took sb. some time to do sth. 四、课前准备： cards and a tape-recorder . 五、教学运用：情景交际法、游戏法等。 六、教学手段：多媒体演示、flash动画、ppt演示、歌曲游戏及肢体语言的应用。 七、教学过程： Step 1.Warming up. Great the class as usual. Talk about the weather . T: How’s the weather today? T：How was the weather like yesterday? …… point student A say “ Hello! Listen to me ok ?.I will sing a song to you .But you must …”.(用手指作安静动作) Listening to a song 歌曲欣赏，创造轻松愉快的学习气氛, 激发学生的好奇心，为学习新课打下伏笔。Step 2 、Games 用肢体语言表达让学生猜测意思，完成交通工具词汇的预知。
八年级英语写作教学案例及反思 一、学情分析 本学期我加强了对学生英语写作方面的指导，学生们对写作的畏难情绪逐渐减弱，主动参与写作模仿活动来表达自己的一些个人经历和感受，可以仿照课本等材料表达出正确的语句，但中国式英语的现象还是普遍存在。 二、教学内容 八年级上册人教版英语Unit1 Wheredidyougo for your vacation?让学生学习如何用英语以日记形式写一篇旅游经历短文，要求学生掌握基本的写作技巧，做到语句通顺，结构合理，表达自然正确，字数60词左右。 三、教学目标 .学习写旅游日记。 四、教学的重点和难点 日记格式及叙述一天的旅游经历。 五、教具 幻灯片 六、教学过程。 1．Warm-up活动：教师事先上网收集了一些风景图片，在开始上课时展示给学生，目的是活跃气氛，为引出今天的写作做准备。学生马上活跃起来，纷纷说道： Oh,it’ssobeautiful.Iknowit’sJiuzhaigou/Yandanshan /Lijiang… 2．Revision：让学生想出一些和旅游有关的单词、短语和句子，目的是激活学生头脑中和写作话题相关的东西， 3．Pre-writing：通过再现风景图片，这时候学生已经沉浸在旅游所带来的欢乐中。教师趁势问道：
Wheredidyougo for your vacation? Whendidyougothere? Whatwas the weather like？ Whodidyougowith?Howdidyougothere? What did you do during the vacation? How did you feel？（学生根据问题讨论。） 根据讨论的结果来完成表格： DateWhom to goWeatherHow to getPlaces ofFeelingswiththereinterest 4．While-Writing.根据表格开始写作，要求学生正确使用日记格式，可以参考SectionD的范文。提示学生用大凡过去时，按时间顺序来叙述，同时提供一些有用的单词、短语和句子，为学生写作提供素材。 5．Post-writing.提供写作标准，要求学生根据这个标准，修改自己的日记。提醒学生注意名词是否有单复数的变化，动词的形式是否恰当，时态是否正确，标点符号是否适合，主谓是否一致，句子是否连贯等。通过自改，有助于他们提高书面表达中的语言准确性，提高了学生通过自己独立思考，来解决问题的能力。 6.Share the writing. 点评两篇学生习作。选一位基础较好的同学和一位基础大凡的同学的作文，教师根据上述提供的写作标准，详细点评两篇习作的篇章结构和句法功能。目的是培养学生选词和用词的能力，指导学生多模仿好文章的优点之处。鼓励学生多修改自己及他人的文章。 七、反思： 这节课，我注重激发学生的写作热情，提高学生学习写作的兴趣和参与度。 我通过启发式提问并借助于图片、文字材料等设置情景让学生积极开展讨论，可以使学生产生一种表达的欲望，使学生有话可写，有情可抒。让学生拥
初三英语写作公开课课教学设计 双沙中学李育新 2011.6.2 课型：专题复习课 教学内容：初三英语书面表达专题复习 教学目标： 1.指导学生掌握书面表达语篇结构的组织技巧。 2.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 3.培养学生在有限的时间内快速构思、罗列提纲的能力。 4. 指导学生小组合作评改学生习作。 教学重点：1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力 教学难点：1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力讨论法 教学方法：自主学习，合作学习 教学辅助手段：电脑（或实物投影仪） 学情分析： 1. 书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”(Guided Writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。 从中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。（比如，如何用词、句、组段、谋篇等）。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。 2. 学生分析我校学生生源较差，学生英语学习两级分化严重，因此尽管经过3年的学习与训练，仍有相当一部分学生作文得分在6-7分之间甚至更低。书面表达中式英语较多，连贯性较差。很多学生对书面表达中快速构思和罗列提纲能力较差。本堂课希望通过指导、帮助提高学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性,帮助学生在有限的时间内快速构思、罗列提纲能力。 二、教学流程设计
人教版精品英语资料（精校版） Unit 2 Grammar Focus Class Type Grammar Objectives 1.To use these phrasal verbs correctly． 2.To use infinitive forms of verbs correctly． Key structure phrasal verbs infinitive forms of verbs Difficulties To use these phrasal verbs correctly． To use infinitive forms of verbs correctly． Period 1 Procedure Lead-in Show Ss some sentences with phrasal verbs and infinitive forms of verbs. Step 1 Explanation about the phrasal verb. Step 2 Activity 4a. Fill in the blanks with the phrasal verbs in the box. Step 3 Do some exercise. Step 4 Explanation about the infinitive forms of verbs. Step 5 Activity 4b. Fill in the blanks with the correct forms of the verbs in the box. Step 6 Activity 4c Complete the sentences with your own ideas. Use infinitives. Step 7 More exercises.
公开课教学设计： 教材版本外语教学与研究出版社 授课班级八年级课型中考复习写作课 课题Travel 1.整体设计思路、指导依据说明 本节课依据课程标准,注重对学生中考复习课上如何更好地写作，进行有针对性地复习，方法点播，引领提升，查漏补缺，梳理归纳。引导学生对所学话题知识进行理解内化及运用（写作）。从而获得自信心和可持续发展的能力并逐渐形成自主高效率的学习策略。 2.教学背景分析 教学内容分析：教学话题为Travel，课型为中考复习写作课。话题涉及外研版初中英语12个Modules，随着社会发展和人们生活水平提高，旅行逐渐成为人们生活的重要组成部分， 而且假期旅行不仅是中学生感兴趣的话题之一，也是非常有意义的话题：旅行可以使人们视 野开阔，增长见识，认识大自然，了解不同的风俗习惯。本堂课以旅行为话题，试图在学生 面前打开一扇窗户，让他们不仅仅停留在游山玩水式的旅游，而是更要关注旅游还可以有文 化和学习的本质。 2 要注意的是，旅游涉及的子话题很广，若面面俱到，一堂课的容量就 过大，因此需要教师充分分析教材，整合资源，选取角度，作为本堂课的主线。3本堂课选取的角度是旅行经历，侧重旅行经历中的旅行活动与旅行时的感受，因此教师在设计课时， 应该围绕这两方面展开词汇、句型、篇章结构的复习。而旅行活动涉及的词汇主要是一些为
了玩，锻炼和学习而展开的活动的单词或短语；旅行感受主要是积极的感受和消极的感受方 面的词汇，当然，还应注意ing形容词和ed形容词的正确使用。由于主线是过去的旅行经历，因此旅行活动的句子应当尤其注意动词的时态-过去时态；表达感受的句型既可以是be+形容词的结构，也可以是feel+形容词的结构等。4写过去的旅行经历，提升写作立意的是 旅行中有意义的活动，如旅行时为了增长知识、开阔视野的活动，因此，教师应有意识培养 学生在旅行中学的意识。 5 中考复习写作课应教会学生学会复习，因此，总结复习方法和复 习策略很重要，这应该是在师生共同努力下完成的，包括教师关于如何更好地写作进行的方 法点拨，以及学生可以通过写作档案卡的方式总结优势与不足。 学生情况分析：进入初三，写作容易成为学生的学习瓶颈，因此教师应针对这一现象激发学 生的学习兴趣，并通过教学活动的设计实现分层教学，设计出适合各层次学生的活动，并注 重学生的过程性评价。 3.教学目标（含知识目标、技能目标、情感目标） 知识目标：Enable the Ss to review some key vocabulary( excited, fantastic, tired, terrible), phrases(visit museum, go to church, take photos...) and sentence patterns(I felt..., I travelled to...). 技能目标: Enable the Ss to master the strategies and skills of writing revision-how to make our composition better, such as brainstorming, categorizing for vocabulary, self-check, peer-revising and assessment, etc . 情感目标: Enable the Ss not only to enjoy travel and the fun it brings to us, but also realize that travel can help us learn through some activities.
宋老师执教的这一堂课是一堂清晰实在，扎实系统，动静结合的英语课。教师以新的课程理念为指导，充分考虑学生的年龄特点，在本课的教学设计和组织上注重了以下几个方面。 1，英文歌曲和游戏导入，充分调动起学生兴趣。良好的开端对一堂课的成功与否，起着关键的作用。本堂课一开始，教师就用TPR活动导入新课，使学生的注意力在最短的时间里，被激活。接着教师利用游戏引出新词教学，自然有效。 2，关注教学方法，体现了一个活字。教师的教学方法灵活，新单词呈现形式多样。应该说整堂课中，教师在引入新词时，都是比较新颖而又自然，而且具有生活化的。教师还注意利用生动的课件，图片，卡片，身体语言，表情动作等作为教学资源，创设讲解，操练和运用英语的情景。宋老师能贯彻以学生为中心的原则，关注教学过程，尽可能发挥学生的主体作用，让学生真实的去感受知识，体验知识，积极参与，努力实践，在活动中学会用语言表达交流，较好的体现了从不懂到懂，从不会到会，从不熟练到熟练的过程。 3，教学活动的设计丰富多彩，有效，训练方式多样，有全班活动，师生互动，小组活动，双人活动，个人
活动等，在活动中突破难点，在活动中发展能力。教师为了巩固本课的内容，精心设计了多个活动：有歌曲，歌谣，游戏，内容非常丰富不但使单词，句型的操练面广，练习次数多，而且还调动了每一个学生的参与热情。将热闹的形式与有效的语言实践有机结合。 在英语课中，活动的设计和开展还应该有利于学生学习英语知识，发展语言技能，从而提高学生的综合运用语言的能力。英语课堂的活动应该以语言运用为落脚点，本堂课上，宋老师很好的贯彻了：在用中学，学中用，学用结合，学以致用的原则。在这样的一个学习过程中，学习者处于相对自然的态势，不断地在习得和使用语言，学和用每分每秒都和谐的交织在一起。 以上只是我对宋老师这节课的点滴感受，望大家更多地提出自己的见解跟我一起分享！ << Look at the monky>>评课 ———金丹 十一号早晨，市教育局徐局长，市教科院李院长，秦院长冒雨赶赴沔州小学观摩了小学英语优质科大赛。这次大赛在王芬老师的精心策划，老师们认真准备下，
中考英语总复习公开课教案 教学目标：复习名词的用法 教学重点和难点：名词的分类，名词的单复数，不可数名词、专有名词、名词所有格、名词或“数词+名词”作定语的用法、主谓一致。 能力要求：能区分可数名词与不可数名词并识记名词复数的变化规则； 能够正确使用‘’s所有格、of所有格及双重所有格； 能够掌握名词作定语的几种特殊情况； 能够在具体的语境中正确判断、区别、使用课标所规定的名词及名称短语。 教学方法：采用多媒体课件，教师主导，以练为主、讲练结合 教学过程： Step1 Review(归纳复习) 18分钟 1. 先介绍中考考试说明中关于名词所考查的主要方面。即名词的单复数、不可数名词、专有名词、名词所有格、名词或“数词+名词”作定语的用法。 2. 介绍名词的定义。 3. 介绍名词的分类： (1) 按名词性质分：普通名词和专有名词。 (2) 普通名词分为：可数名词和不可数名词 4. 可数名词的单数形式（由学生归纳） 在名词前加a和an， 以辅音音素开头的名词前加 a 如：a book， 以元音音素开头的名词前加an如：an egg 当名词前有形容词修饰时，要看形容词开头字母的发音，而不是看名词，如an interesting book 和a red apple. 注：以下字母虽然是辅音字母，但却是以元音音素开头的， f, h, l, m, n, r, s x. 如：There is an “m”in the word “milk”. 5. 名词的复数形式（抽查提问学生） 规则变化：(1). 一般情况在词尾＋s; 如：book- books (2).以s, x, ch, sh 结尾的词＋es;如：bus- buses box-boxes watch- watches wish-wishes (3).以辅音字母加y 结尾的：把y变为i再加es; 如：story-stories (4).以f或fe结尾的：把f或fe变为v再加es; 如：leaf-leaves knife- knives (5).以o结尾的词，如: hero-heroes；Negro-Negroes；tomato-tomatoes；potato-potatoes 但 photo—photos; zoo—zoos 可数名词的复数不规则变化(学生归纳) man--men; woman--women; 但German--Germans foot--feet; tooth-teeth child--children; mouse--mice; goose-geese(鹅); deer--deer; sheep--sheep Chinese--Chinese; Japanese--Japanese; Frenchman--Frenchmen; Englishman--Englishmen
八年级英语课例分析 一、课本及学生分析： 从初中英语教学实际情况来看，英语写作是得分最为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。（比如，如何用词、句、组段、谋篇等）。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。针对这一现象，我进行了一次如何提高学生写作能力的课堂实践。写作的材料取自于仁爱版英语八年级（上）“Unit 1 ，Topic 1，Section D ，3 Written work”。教师旨在通过与学生谈论他们熟悉的话题“sports”，搜索学生头脑中有关运动的信息，通过阅读本话题，获取有关运动的一些信息，指导学生如何写My Favorite Sport ，从而达到写作的目的。 二、教学课时：1课时 三、教学方法：写作的方式很多，本课运用其中之一的方式：提问的方式来教学写作，并用小组合作、讨论形式来完成写作任务。 四、教学目标：总结一般将来时：be going to + do sth.的用法； 培养学生以提问的方式来写作的能力； 谈论自己所喜欢的体育活动、体育明星及自己梦想的职业； 培养学生热爱生活，热爱运动。 五、教学内容：描述和谈论了一些体育运动项目，介绍了自己最喜欢的体育明星及自己梦想的职业。 六、教学重点：培养学生一种写作能力---提问的方式来写作。 七、教学过程： Step 1．Warm-up活动：通过听一首英语歌：“The more we get together，the happier we’ll be.” Step 2．Revision让学生想出一些和sports 有关的单词短语和句子。根据下列所给提示介绍你最喜爱的运动（四人一小组活动）。 （1）Name ? （2）What sports ? （3）Why ? （4）How often ? （5）Player ? （6）looks（外貌） （7）personality（性格）（8）His / Her dream…… Step 3．Pre-reading 提问的方式来教学写作，先设置几个问题，让学生回答，然后将答语运用相关的连词串起来，再在必要的地方添加一些句子。What sports do you like? What’s your favorite sport? Why? How often do you do it? Who is your favorite player? Why do you like him /her? Step 4．While-reading，读本话题，了解与运动有关的内容，完成表格的要求. Step 5．Post-reading Step 6．While-Writing. 教会学生运用提问的方式来写作的格式，同时提供关于运动、选手和原
仁爱初中英语优秀教案 【篇一：仁爱版英语七年级下册教学设计】 unit 5 our school life topic 1 i usually come to school by subway. section a i. material analysis 本话题是第五单元的第一个话题，主要围绕交通方式、日常活动的频度等展开。将主要复习一般现在时态，学习谈论交通方式和日常活动频度的句型“how do you usually/often…?, “i usually/often … by…”, “how often do you…?”, “three times a week.”等。本课的主要活动是1a和3a。通过人物对话呈现主要内容，结合“图片和句子匹配”、“图片和短语匹配”等活动，复习有关新年问候，学习和操练日常交通方式等的表达法。同时还通过听说活动，帮助学生了解字母e和d以及字母组合ea/ee/ei/dge的发音规则，训练他们进行单词拼读的能力。因为本课是本话题的第一课时，学生对于交通方式的英语表达才刚开始接触，因此可能出现用英语表达交通方式的不流畅，教师应该在教学活动中创造机会，引导学生在活动中反复操练进而巩固关于交通方式的英语表达。 ii. teaching aims 1.knowledge aims 能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以使用： gate, by, subway, underground, always, come on, on foot等； 学生在小组合作活动中，能掌握字母e和d以及字母组合 ea/ee/ei/dge的发音并通过单词拼读进一步熟悉发音规则；
初中英语公开课优秀教案范文 双沙中学李育新 011.6.2 课型：专题复习课 教学内容：初三英语书面表达专题复习 教学目标： 1.指导学生掌握书面表达语篇结构的组织技巧。 2.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 3.培养学生在有限的时间内快速构思、罗列提纲的能力。. 指导学生小组合作评改学生习作。 教学重点： 1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力 教学难点：1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。 2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力讨论法 教学方法：自主学习，合作学习 教学辅助手段：电脑 学情分析： 1. 书面表达是写的一种途径，是英语交际的重要组成
部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”。它通过提供情景，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。 从中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。 2. 学生分析我校学生生源较差，学生英语学习两级分化严重，因此尽管经过3年的学习与训练，仍有相当一部分学生作文得分在6-7分之间甚至更低。书面表达中式英语较多，连贯性较差。很多学生对书面表达中快速构思和罗列提纲能力较差。本堂课希望通过指导、帮助提高学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性,帮助学生在有限的时间内快速构思、罗列提纲能力。 二、教学流程设计 课后反思： 本节课从提问学生写作中最大的困惑入手，引出本节课的主要教学目标，在写作中学会构思和使用连词。通过比较两篇学生的英语习作，让学生认识到连词在英语写作中的
八年级下册Unit 6 An old man tried to move the mountains.写作教学案 （教师使用） 【话题】传说和故事(Legends and stories) 【写作目标】要求学生能灵活使用连词unless, as soon as, 和so…that…等的用法，进一步巩固条件状语从句，另外学生能够从时间、地点、人物以及事件等方面描述英文故事。 【课前任务】 一、写出下列短语。 1、有点 2、变成 3、从前 4、爱上 5、欺骗 6、勇敢的 7、愚蠢的 8、放弃 参考答案：1. a little bit 2. turn…into 3. once upon 4. fall in love 5. cheat 6. brave 7.silly 8. give up 二、根据汉语意思完成下列句子。 1、这幅画让他想起了美丽的故乡。 The picture ____________ him ____________ his beautiful hometown. 2、我梦见自己变成大象。 I had a _________ that I _________ _________ an elephant. 3、为什么愚公要移山呢？ _________ _________ Yu Gong trying to _________ the mountains? 4、他是如此激动以至于说不出话来。 He was _________ excited _________ he couldn’t say a word. 5、他们彼此一见钟情。 They _________ _________ _________ at first sight. 参考答案：1.reminds , of 2.dream , turned into 3. Why was , move 4.so , that 5.fell in love 三、写出与本话题有关的词汇和句型。 常用词汇： get married (to sb.), try to do…, agree with, remind …of …, unless, as soon as, 经典句型：…so…that… ….is a good way to… What do you think about…? I think it’s a little bit… 【课中任务】读写结合 一、A. 信息归纳 阅读下面短文，然后按照项目要求填写所缺信息。 There were two high mountains between Jizhou in the south and Heyang in the north. One was called Taihang Mountain and the other was Wangwu Mountain. Both of the mountains were very high. Just to the north of the mountains lived an old man called Yu Gong who was nearly 90 years old. With the two high mountains just in front of his house, the whole family had to walk a long way around the mountains
初中英语优秀教学设计公司内部编号：（GOOD-TMMT-MMUT-UUPTY-UUYY-DTTI-
章节名称八年级下Unit5(SecitonA1a—2c)学时1 教材分析本课是人教版《新目标》英语八年级下Unit5 If you go to theparty,you’llhave a great time!的第一课时。本单元以Decision making为话题,从学生熟悉的party出发到对于未来职业选择的探讨，鼓励学生做出自己的决定，并对这一决定所带来的结果进行讨论。通过“Talk about consequences” 来学习if引导的条件状语从句，掌握用be going to来表示将来的时态，正确使用情态动词should。 SectionA部分以一副在实际生活中的图画为开篇。该图引出了学生在练习新语言时需要用到的重点词汇，新的表达方式呈现在人物头上的气泡中，从而使学生很容易理解和练习新语言。用”If you do, you will…You should…”句型及对话来谈论学生熟悉的party，接下来是几个循序渐进的练习活动，学生独立，结对或组成小组完成多种练习。使学生在完成任务的同时学习语言，并培养学生树立正确的人生观。在SectionA中，涉及到了三个话题：话题一：以不同的方式去参加聚会会出现的各种结果。话题二：在各种可能的时间举行一次班级聚会会出现的各种结果。话题三：在参加End of Year Party时如果不遵守聚会规则会出现的各种结果。本课时是一般将来时态的延续，为正确运用这个时态提供场景，也为条件状语复合句的学习奠定基础，具有承前启后的作用；就整个单元来说它既是本单元的基本语言内容，又为本单元的知识扩展和语言综合运用奠定基础。 学习者分析八年级学生已经学过一般将来时态和一般现在时态，已了解了这两种时态的肯定句、否定句、一般疑问句等形式。首次接触if引导的条件状语从句，在接受上会有一些难度，这就要求教师在引入的时候要多从学生的角度思考。在口语运用中判断if条件句的主句、从句也许会存在一定的困难。在运用一般将来时和一般现在时态也许会产生混淆。 教学目标Teaching Aims and Demands Teaching aims（教学目标） and expressions in this unit . language : Are you going to the party Yes , I am . I’m going to wear my jeans . If you do , you’ll have a great time . You should wear your cool pants . 3.掌握现在进行时态表示将来(Present progressive as future ). 4.学习条件状语从句: if + will . Language points（语言点） 语言技能目标 （1）能用if引导的条件状语从句来作出假设，用will来谈论结果，如：If you do, you’ll be late. （2）能用“I think I’m going to…”来表达作出的决定，如：I
Unit 3 Our Hobbies Topic 1 What’s your hobby Section A 李廷红 一、学习目标 1、学习表示爱好等新单词。 2、能正确地用英语表达自己的喜好，如: go fishing，reading stories，go to the movies theater, listen to music,recite poems等。 3、能正确地运用不同的方式，如: love/enjoy+doing结构来表达兴趣 二、情感目标 培养学生有益于学习和身体健康的兴趣爱好。 三、知识目标 1、重点词汇、短语（words and expressions） hobby recite poem maybe in one’s free time =in one’s spare time 2、重点句子（key sentences） What’s your hobby I love/enjoy+doing句型 3、教学重点（Teaching important points） 1）对业余爱好的提问及回答 4、教学难点（Teaching difficult points） I love/enjoy+doing句型 why not +动词原形why don’t you +动词原形 四、教学过程（Teaching procedures） Step1:The teacher greet the students each other. Step2:Warming-up 热身小游戏，激发学生的求知欲
Step3:Lead in . 老师背诵一首诗，告诉学生老师的业余爱好是背诗，然后导入新单词和问业余爱好的句型。Step4:教学巩固新单词 教读后学生速记新单词 Step5:听课文1a，完成1b. 学生听完以后学生展示答案，老师检查答案 Step6:师生合作完成1c （小组讨论，看图猜出他们的爱好，用草稿纸写出有关这些爱好的短语，并了解I love/enjoy+doing这一句型的用法。） 教师播放录音，学生听录音写出答案并展示答案 教师检查答案 Step7:巩固 带学生学习1a，师生共同找出关键词并板书在黑板上。 in one’s free time =in one’s spare time why not +动词原形why don’t you +动词原形 I enjoy/love/+V-ing Step8：角色扮演朗读1a Step9:完成练习 小组讨论得出答案 学生展示答案，教师检查答案（小组活动） Step10:总结 Homework 1.完成本部分的课堂练习册。 2.记忆本堂课所学句子和短语 3.背诵1a. 五、板书设计（Board-writing design） Unit 3 Our Hobbies Topic 1 What’s your hobby Section A 单词/ 短语句子 hobby recite poem maybe What’s your hobby in one’s free time =in one’s spare time I love/enjoy +V-ing
新目标英语八年级写作课课堂设计教案 乌市五十六中薛华玲 教学内容Write A Letter of Thanks 教学思路：通过写感谢信，让学生心灵得到启迪，情感得到升华。使 学生懂得感恩。以感恩教育为重点，从字词句篇入手，为最后的写作， 铺路搭桥。 教学重点：以情感教育为主，最终达到写作的目的。 教学难点：如何写感谢信 Write A Letter of Thanks Teaching procedures Step One: Warming up (1)Show m____ _____ ____ ____ ____on the blackboard, ask students to fill a letter in each blank and form an English word. 通过头脑风暴填单词活动，激活学生大脑，引起学生兴趣，激发学生 参与。学生通过此活动，可以在短短的几分钟,通过集体智慧，复习 到下列单词：mother, mobile, modern, modest, moment, museum, mutton, murder, manner, manage, matter, mirror, market,minute,mothod,master. (2)Show m o t h e r on the blackboard, ask students to find the words in a mother. 进一步激活学生大脑，激发参与热情，为写作打下坚实的词汇基础。 学生通过此活动，可以在短短的几分钟,通过集体智慧，复习到下列
单词：me, her, he, or, more, other, them, home, hero, the, met, to, term, oh, hot, Mr. (3) Show m o t h e r on the blackboard, ask students to know the meanings of each letter. M-------Million O--------Old T----------Tears H----------Heart E------Eyes R--------Right “M” is for the Million things she gave me. M代表她赋予我的万千事物 “O” means only that she’s growing Old. O的意思是她正在日渐变老 “T” is for the Tears she shed to save me. T是她为抚育我流下的眼泪 “H” is for her Heart of purest gold. H代表她金子般纯洁的心灵 -light shining. “E” is for Eyes, with the love E就是她的眼睛洋溢着爱的光芒 always be. “R” means Right, and right she’ll R是正确，因为她永远是正确的 Put them all together, they spell “MOTHER”. 将以上字母串在一起组成“妈妈” A word that means the world to me. 这个字对于我而言意味着整个世界
初二英语公开课教案 【篇一：英语公开课教学设计】 【篇二：初中英语公开课教案】 初中英语公开课教案 开课教师：刘莲 时间： 班级： 课题：the lost books 1、teaching aims and demands 教学目标和要求 （1）learn some new words and useful expressions already used to be library librarian hobby borrow knowledge schoolyard step （2）learn “present perfect”（现在完成时） 2、teaching importance 教学重点 （1）learn “present perfect” （2）improve students ability of reading and comprehension 3、teaching difficulties 教学难点 the use of “present perfect” 4、teaching procedures 教学步骤 step1、greeting （1 minute） good morning, everybody! first let me introduce myselfto all of you. my name is liu lian. you can call me lotus. i’m so happy to stand here. today we’ll talk ab out an article named “the lost books”. now let’s get down to the business and begin our class. ok? （中 文复述一遍） step2、explanation（讲解）（35 minutes） （1）write the title on the blackboard “ the lost books”ask one to explain the meaning of the title and then evaluate his or her answer. point out the difference between lost and missing.（2 minutes） （2）give 5 minutes to students to go through the first two paragraphs. write a question on the blackboard “why was my grandma worried? what happened to her?”（2 minutes）