Unit 9 When was he born?
Section B 3a--4
Good morning, ladies and gentlemen! I am Xia Li from No.37 Middle School. Today I’m very happy to be here to share my teaching designs and ideas with you. My topic is Unit9 When was he born? Section B 3a---4.
I’d l ike to analyze this lesson in 6 parts. As you can see, they are Analysis of Teaching Materials, Analysis of Ss; Analysis of teaching methods; Students’learning strategies; Teaching procedures and Blackboard design. Let’s begin with Part 1 Analysis of Teaching Materials.
First of all, Teaching Content Analysis. The main content of this unit is to further study the Simple Past Tense and talk about the famous people using special questions such as “When was he born?” In this lesson, Ss will read an article about the famous pianist Li Yundi to know part of his career, and learn to write about somebody’s career or achievements using the target language: When he was seven, he began to …
Next, please look at the Teaching Aims.
The first one is Knowledge Aims. The Ss should learn some new words and expressions, such as well-known, pianist, take part in, alive, athlete and so on. Meanwhile, they will learn the sentence structures, for example: When he was seven, he began to learn the piano.
The second, Ability Aims. In this lesson, by reading about the famous people’s careers, Ss learn to write about somebody’s career using the past tense and the target language.
For the Aims of emotion,by reading the article about Li Yundi, students can feel the spiritual strength of him, and learn the spirit of being active and struggling for dreams. They can also understand that it’s never too late for a person to do anything.
In this lesson, the important point is to learn the new words and training the ability of reading. The difficult point is to write about somebody’s career and achievements using the target language.
Learners are an important variable(变量) in foreign language teaching. So let’s go on with Part 2 Analysis of Ss. They have already learned the simple past tense in the former units. In Section A, they learned the special questions to talk about the famous people’s birth and when they first did something. In this lesson, maybe many students know a little about Li Yundi, so they will be interested in this topic and have some background knowledge. But for many students, reading and writing are difficult, so their reading and writing skills should be improved.
(Analysis of Teaching methods) In my lesson, I will adopt “5P” teaching mode. Based on “3P”mode, Production and Progress are added. They give students chances to have an output of knowledge and be checked. Task-based Language Teaching will be adopted, too, which focuses on both knowledge and the learning process.
And media helps the teacher to motivate Ss by presenting the audio-visual materials to Ss.
(Learning Strategies) For the Ss’ learning strategies, in this lesson, I prefer to cultivate their strategies of generalizing the main idea, retelling the text and cooperating with others. They can help the Ss form good habits of reading as well.
A good teaching design is half success of the lesson. Now let’s share my teaching procedures. Here are 6 steps for the lesson.
Let’s begin with Step 1 preparation. First of all, I will greet my Ss as usual. Then in order to review some important description words, such as talented, outstanding, famous, creative and unusual, I show some pictures of famous people, and say: What do you think of him? Can you use one word to describe him? If they can’t, the words can help them. Then, ask: When was he / she born? The other pictures will be dealt with in the same way.
This is employed to warm up the Ss and to review the words and sentence structure: When was he born? This step helps Ss to prepare for the new lesson.
(Step 2 Presentation) After the oral review, I will present the new words and the target language by introducing three people. First I play a piano piece for the students to hear. Ask: Who is playing it? Then on the screen appears the picture of Langlang. Say: The is Langlang. He is a well-known pianist. Look! He is taking part in a concert and playing a piano piece. He began to learn the piano when he was three.
Then I’ll present Chopin, Poland, alive, and could by introducing Chopin. Say: He was talented. He could play the piano when he was very young. Chopin is not alive, but his music is alive in our mind and life. Then, present the words: accordion and hum by introducing a young man with a picture.
At last, present the phrase: at the age of by explaining and replacing.
The induction of new language makes study easier and more interesting. All of these are ready for the following reading.
(Step 3 Reading) After the presentation, we will come to the reading part. There are three steps for reading: skimming, scanning and summarizing which are usually used to improve the students’ reading skills.
Skimming: read the article quickly and choose the main idea of the article. It aims at training the ability of generalizing the main idea.
Scanning: read carefully and fill the chart. It trains the students to catch the key information to finish the task and understand the article.
In order to be familiar with the new words and the sentence structures, the students are asked to make a conversation about Li Yundi’s career according to the chart. It makes a good preparation for the following steps.
Summarizing: I will ask the students to retell the story about Li Yundi. The key words and phrases will help them a lot.
Finally, I’ll guide the students to think why the famous people had great success. Say: They are well-known because they succeeded through hard work and they are strong-minded. We should learn from them. Up to now, I can say, we basically finish the task of reading.
(Step 4 Practice) After retelling the story, I will ask the students to fill the blanks to finish the article about Li Yundi. I t’s a preparation for the imitative writing.Next is an imitative writing. It gives the students a chance to practice writing. It is easy because of the given information and the former practice, so they can do it quickly. Then ask two or three to read their articles to the whole class. Imitative writing can improve their writing skill and make them feel it easy to write.
(Step 5 Production)Language Input is for output.
First of all, groupwork: they will work in groups to guess the name of the person somebody admires. They can only ask ten questions, such as: Is he alive? Is he an athlete? Was he born in 1968? And so on. During the procedure, they try to use the target language to get information. It is not only interesting but also an extension of the knowledge and abilities.
Second, after the guessing game, I am giving them a half open-ended activity. Who do you admire in our class? OK! Now, you are a class reporter. You can interview the classmate you admire about his or her career and achievements! What a good chance! Don’t be shy or nervous! Hope my guiding questions can help you to get the secret of his success!
About three minutes later, I will ask some pairs to show their conversations.
This is a creative and stimulating activity, so the students would like to be active in it. And by talking with the classmate they admire, they can also learn their spirit of being active and hard work.
Here is the last step Progress. In order to evaluate the class teaching and learning, each of them should write a passage about the person they admire. As we know, writing is the most difficult for Ss. So I choose a familiar topic for them, they may feel easier and more interesting.
Now on the screen is my blackboard design.
I usually put the sentences on the right and the phrases on the left of the Bb. I will use the red chalk to write the key words and new words. It is quite simple and clear. They may have a clear mind. I t’s helpful for the Ss to focus on what are new or more important.
Reading is life-long both for our students and the teachers. Let’s tell our students to read and teach them how to read. Reading is pleasant and valuable!
OK! That’s all. Thank you very much for your listening!
2010年11月7日
Unit9 I like music that I can dance to Section B Sad and beautiful No.3 Junior High School 郝拾平 Hello, everyone! I am Mr. Hao. It’s my great honor to stand h ere to share my teaching ideas with you. Today I am going to talk about Section B Sad but beautiful.My presentation include s six parts: analysis of the teaching material, analysis of the stu dents, teaching methods, guide of studying ways, teaching proce dures and teaching reflections. I. Analysis of the teaching material i) Status and function Play an input role for intensive reading. Express preferences about t raditional Chinese music. It gives Ss much practice in reading and writing. ii) Teaching aims and demands 1. Knowledge Objects 1) Know more about different traditional musical instruments in China. 2) Learn about the story Abing a nd his famous art pieces. 3) Use curriculum words and useful e xpressions correctly.
Unit 9I like music that I can dance to.说课稿 各位领导老师：大家好！今天我说课的主要内容是新目标九年级英语第九单元Unit 9 I like music that I can dance to. 本课的中心话题是音乐和音乐家。通过谈论音乐使大家感受音乐的美。我将从教材分析、教学方法、教学过程和教学效果几个方面说课。一、教材分析 （一）教材地位 Unit 9的中心话题是音乐，而音乐与我们的生活密切相关，通过本单元的学习，要求学生能够用英语谈论自己喜欢的音乐，和音乐家，并说明为什么。在谈论这个话题的同时，学习并掌握定语从句。定语从句在初中教材中是一个很重要的知识点，学好这一单元对后面的学习很有帮助，起着承上启下的作用。在中招考试中，不但十五个选择题中要涉及这方面的内容，而且在也阅读理解中也有大量的定语从句出现，如果不能够很好地掌握它，势必影响学生今后对阅读文章的理解。因此，本单元不仅是本册书的重点，在整个初中教学中，他都占着非常重要的地位。 （二）教学目标 1、知识目标： 学会恰当的使用引导词that ,which ,who 2、能力目标 1）掌握功能句“What kind of music do you like ? I like music that I can dance to . I love singers who can write their own music.” 2）能够自如地谈论自己所喜欢的音乐和音乐家。 3、情感目标： 通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美。 三）重点和难点： 1、重点 1）本节课的教学重点是学会并掌握先行词为物或者人时，引导词“that ,who ,which”的使用方法。 2）“prefer …to…”的用法 3）掌握有关音乐的词汇和相关的词组，能够比较流利地描述自己喜欢的音乐，运用功能句“What kind of music do you like ? I like music that I can dance to . I love singers who can write their own music.” 2、难点 结合功能句进行听力练习。 确定目标的根据 新课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和初步运用英语进行交际的能力，激发学生的学习兴趣，为进一步的学习打基础。此外，根据新课程标准的要求，现阶段英语教学的素质主要包括思想素质教育，潜在英语能力的培
九年级英语人教版unit 9 说课稿 各位评委老师，大家好！ 今天我说课的题目是初中英语九年级“unit 10 by the time i got outside,the bus had already left”，整个说课我将分五部分进行讲述，即教材分析、教法、学法、教学程序、板书设计。 一、说教材 本单元主要围绕“april fool’s day”为话题，谈论发生在过去的事情，培养学生对发生的事情进行客观评价的能力，并学习自主解决问题的能力;通过讨论“发生在过去的事情”这个话题，学习过去完成时的构成和基本用法以及现在完成时和过去完成时的区别。而本课是本单元的第一课，初步接触过去完成时，并且过去完成时是英语中非常重要的一种时态，占据着相当重要的位置。 根据英语教学大纲的要求，我确定以下教学目标： teaching aims: knowledge objects（:知识目标） 1 new words and phrases:by the time,gotten,oversleep,got outside,start doing.; 2 target language: by the time i got outside,the bus had already left. by the time she got up,her brother had already gone into the bathroom. ability objects:（能力目标） 1 train the students’listening and speaking skills with the target language 2 train the students to narrate the past events with the past perfect tense 3 train the students’writing skills with target language moral objects:（道德目标） it’s a good habit to go to bed early in the evening and get up early in the morning.so you’ll never be in a hurry in the morning.also the whole day’s work depends on the plan in the morning. teaching key points（教学重点） 1 master the words：by the time,oversleep 2 master the target language by the time i got outside,the bus had already left. by the time she got up,her brother had already gone into the bathroom teaching difficult points（教学难点） 1 train the students to understand the listening material. 2 train the students to narrate past events with the past perfect tense 二、说教法 1．英语学习的目的重在更好地运用语言于实际的交流之中，单调地重复课文内容或机械地操练吸引不了我们的学生。为达到交流的目的，我采用情境教学法、直观教学法，
Unit9 Can you come to my party?说课稿 Hello, my dear judgers , nice to meet you here! It’ s my great honor to stand heretoshare my teaching ideas with you. Today I am going to talk about the first period in Section A of Unit 9Can you come to my party? My presentation consists of four parts:Analysis of the Teaching Material, the Teaching Methods ,the studying ways and the Teaching Procedure I. Analysis of the teaching material i)Status and function This unit is aiming at talking about__make, accept and decline invtiations____The materials in talking are mostly from the recent real life and are familiar to students, so they are very interested in it. A series of questions and a big picture areused to attracts students’ Andattentionlistening. and pair-work are also used in this period. ii) Teaching aims and demands 1. Knowledge Objects In this lesson, Ss should master the new words :___prepare, exam another___At the same time, they should know how to use this sentence “Can you come to my paryt ?” and know how to answer it. 2. Ability Objects In this lesson, I ’ ll mainly train the Ss listening and speaking abilities and develop the Ss communication by learning the useful structures. 3. Moral Objects From this lesson, the Ss should learn how to ______ make, accept and decline invtiations ____. 4. Teaching keys and difficulties According to the teaching aims, I think the focus of this lesson is the new expressions and help the Ss to communicate with each other. The difficulty is to help the Ss make conversations freely using the target language. 5．Teaching aids A multimedia computer and a blackboard 6Analysis of the students The Ss have learned English for one and a half years, they can express their thought and communicate with each other with English well. And all the Ss will be interested in the topic about their past experience, which is related to their real life. It’s helpful for our study of this lesson. Ⅱ.Teaching methods
新目标英语八年级上册第九单元复习课说课稿 磐石四中王庆珍 一、教材分析 尊敬的各位领导，大家好！我说课的内容是八年级上册的第九单元本Can you come to my party?单元的话题是能发出，接受或拒绝邀请并能使用have to,must谈论职责和义务。Section A的重点是复习和巩固学生日常生活常见活动内容的动词短语，运Can you come to...?句式问答。学习难点是运用得体的语言对接受或拒绝邀请进行合理的表达并能陈述原因Section B部分的重点是学生要学会用书面的形式提出邀请，接受邀请或拒绝邀请并说明原因。难点是在真实交际中，能真正做到得体出发，接受或拒绝邀请。 我的设计理念是： 1.树立以育人为本的理念，面向全体学生，关注学生的情感，提倡学生体验、参与、亲身实践、独立思考、合作探究，从而激发学生学习英语的兴趣。 2.以学生为主体，以任务为中心面向全体因材施教，在运用语言完成任务的过程中来学习、体会、运用语言。 二、教学目标 根据新课标中提出的初中英语教学的基本任务，在认真分析教材的基础上，结合学情特点，我将本课时的教学目标及重点、难点确定如下： 1、知识目标 1）.能正确使用下列词汇 flu,weekday,invitation,preparation,glue,opening,concert,ev ent,guest,calendar,daytime,repare,hang,catch,invite,accept ,refuse,reply,forword,delete,print,available,sad,surprised ,without,until,goodbye 2.）能正确使用下列日常用语 Prepare for,hang out,look after,look forword to,another time ,not...until ,the day after tomorrow ,turn down,take a trip
A teaching plan speech for unit 9 Can you come to my party? Section B(2a-2e) 辉南八中姚春艳 I Analysis of the teaching material i) Status and function This unit features： This unit is aiming at talking about the Perfect Tense with the patterns of Can youcome to my party ? t he fourth period serves as an invitation and reading part. The materials in reading are mostly from the recent real life and are familiar to students, so they are very interested in it. A series of questions and a big picture are used to attracts students’ attention. And listening and pairwork are also used in this perio This class features：本节是本单元的阅读课，是本单元知识的延伸运用课。本课时作为整个单元的升华部分，对学生提出了高要求，体现了“在用中学，在学中用，学了就用”的新课标理念，在教材中占有重要地位和作用。可以说，本课时是本单元的一个极其重要的课时。 ii) Teaching aims and demands 根据《英语新课程标准》对八年级学生读的能力方面要求学生能连贯、流畅地朗读课文；能从简单的文章中找出有关信息，理解大意；能根据上下文猜测生词的意思；能读懂简单的个人信件；掌握邀请函的有关信息，特制订本教学目标。 iii）Teaching keys a. New words and phrases b. Sentence pattern: If- clause c. improve their reading skills. ⅳ)Teaching difficulties a. Learn to make, accept and turn down an invitation. b. Develop their communicative ability. Act out their own dialogue. II.Analysis of the students 学生是学习的主体，对学生情况的分析是教学工作的关键环节，学情分析也包括了两个方面：
What does he look like
各位老师， 大家好！今天我要说课的题目是七年级下册新人教版 Unit 9 What does he look like ? 第一课时。 首先我将从以下内容，地位和作用两个方面来说下教材：一，教材的内容。课本主要学 习如何描述人的外表，以及相关的描述人的外表的形容词，短语和必须掌握的一种问法： What+do/does+主语+look like?和用来回答的两种句型结构即主语 +have/has+表示身体部 位的名词短语(如五官/脸型/发型)和主语+be+形容词/of+名词,补充上主语+wear/wears+服 饰。二，教材的地位和作用。本课时以谈论人的外貌为话题，是整个单元的第一课时，涵盖 了本单元的基础语言知识点， 也是本单元第二部分描述外貌特征来判断区分人作铺垫。 通过 学习本单元，学生们可以描述生活中的自己和他人的外貌特征。 其次，根据教材我来确定的教学目标如下：一，知识与技能。熟练掌握本单元的用来描 述外貌特征的相关形容词短语和句型，学会询问他人的外貌特征。二，过程与方法。自主学 习本单元第一课时的相关词汇； 合作交流观察到的现象并尝试用英语进行表达， 学会用学过 的语法进行检查。三，情感态度价值观。养成在生活中关心关爱他人的习惯，树立不以貌取 人的价值观。 再次， 关于教学的重难点的确立。 本单元本课时的重点是掌握他人的面貌特征的词汇和 句型，并熟练使用一种问法两种回答。难点是 be of medium build 和 have a medium build 两个短语的转换。 关于教法，我决定采用两种教学方法，一是任务型教学法（ Task-based Teaching Method） 。我将根据教学目标和教学内容来设置相关的任务，比如，看图说话。以图画的形 式 来 展 示 当 下 的 名 人 促 使 同 学 回 忆 自 主 学 习 时 学 到 的 相 关 单 词 词 汇 ， of medium build/height 可以使两组学生来展示。二是创设情景进行教学。创设真实的情景来使学生 积极主动的参与进来。三是语法直接法。在归纳总结本课时内容的时候使用这种方法，使其 清晰化。 关于学法，主要是自主学习和合作探究共同使用。 授课的过程如下： 1.导入 一起来回忆咱们以前学过描述大象的句子(师生问答)，咱们以前还学过描述什么的 内容呢？(天气)。今天咱们一起来学习如何来描述我们自己。 2.展示 1) 多媒体进行图片展示 (tall/short;thin/heavy;long hair/short hair;straight hair/curly hair;be of medium build)可使用 Is he tall or short ?进行提示。 2）Let’s read。一分钟速记以下。 3)俗话说， 说到不如做到。 你能完成讲学稿第一课时的第一题吗？咱们比一比看谁写的 又对又快。 同桌互换互相纠正错误。 4)分发图品教具，大家来描述以下图片上的同学。咱们选出可以用到的词汇。在这些图 片中，又长的漂亮的，有不漂亮的，但是他们都是很乐观坚强的人，活出了精彩的人生，我 们一定不要以貌取人哦~ 先小组讨论，在每组选出一位代表进行描述。 What does he look like? 同学回答：
人教版七年级英语下册Unit9 说课稿 Unit9 What does he look like? 尊敬的各位领导，各位同行，大家好！今天我的说课内容是人民教育出版社七年级英语下册第9单元：What does he look like?的第一课时：Section A 1a~granmmar Focus.接下来，我将从以下几个方面来进行说明。 一、领悟教材本单元是以人的外貌特征为主线，兼顾交际功能的学习，以一种循序渐进的方式引导学生学会用英语介绍自己或他人的外貌。在第一课时中，主要是让学生学会“What ?look like?”这个句型，同时掌握表示发型、身高、身材的形容词和词组。第一课时是我们整个单元基础性学习，这为本单元的其他课时进行深入、拓展性学习奠定了基础。 二、确立教学目标 1）、知识目标A、描述身高、体重、发型的形容词 B、句型：--What ..... look like? 以及相应答语的 学习 C、is/has在描述人物外貌时的用法区别 2）、能力目标---能运用What.....look like?这个句型谈论人物外貌。 3）、情感目标---通过小组合作学习的过程，友好描述自己和他人的外貌，以此加强同学间的相互了解,交新朋友. 三、重难点的确立根据本节课的教学内容和目标，我将教学重
点和难点设计如下： （一）、重点：句型What.....look like? 的掌握和运用。 新词汇：long、curly 、tall、of medium height 、 short、thin 、of medium build, heavy 、straight 等等 （二）、难点：以What.....look like?为主线，来进行人物外貌描述 口语交际活动。 四、教法选择和学法指导 1、教学方法根据教材特点和学生的心里特点，遵循以“教师为主导，学生为主题”的原则，在本堂课的教学中我会采用以下教学方法：全身反应教学法（TPR）---任务型教学法. 2、学法指导对于学生来说，学法的指导和学习习惯的培养尤为重要，这是他们走向主体性学习的最根本途径。为了创造一个轻松愉快的学习、交流环境，培养学生综合运用这些知识的能力。在本课教学中我会指导学生采用合作式学习、发现式学习等多种学习方法。 六、教学流程 (一)、情景创设，激发兴趣 1、让学生观看多媒体播放的课件《名人》，并观察人物外貌特点 2、让学生观看图片的同时，向学生提出以下几个问题：Who are they? Do you like him/her? What does he look like? （设计目的：
课题：Unit 9 My favorite subject is science 第一课时说课稿 大家好！今天我说课的题目是Unit 9 My favorite subject is science，所选用的教材为人教版义务教育课程标准实验教科书。学情分析： 本单元是人教版新目标英语七年级上册第九单元，也是最后一个单元。主要围绕“School subjects”这个话题展开讨论，并懂得询问和回答最喜欢的学科和喜欢的原因，以及星期的表达。学生学过了八个单元的新目标英语，对整个课程的教学模式有了一定的了解，具备一定的听、说、读、写的基础。对于特殊疑问句的句型和相关的形容词及日期的表达已经有所接触，为本单元的学科和星期的表达打下了基础。通过本单元的进一步学习，使学生能够更加熟练地运用目标语言进行交际活动。 教材分析： Unit 9 以“School subject”为话题，选材于学生的日常生活，十分符合学生实际。七年级的学生开始学习各种科目：语文、数学、英语、生物、历史、地理、美术、音乐等。学习生活有了紧凑的安排，每天的课程都排得满满的。他们也一定会有自己喜欢的科目，有自己的学习计划。通过讨论学习，能够提高他们的学习兴趣，进行合理的学习安排。Section A 主要通过听、说和讨论的活动让学生了解怎样用英语询问和回答最喜欢的学科和喜欢的原因，以及这些学科的课任老师。并学会用fun, interesting, boring, difficult, relaxing等形容词来表达自己喜欢某个学科的原因。学会新词汇和用特殊疑问句What’s your favorite subject. Why do you
人教新目标版Unit9 Can you come to my party第一课时全英文说课稿 Good morning, Ladies and gentlemen: I’m honored to have the chance to share my teaching ideas with you. My lesson is taken from unit 9 of book 1 for grade 8 junior high school. The title is “Can you come to my party”My teaching plan will include four parts:Analysis of the Teaching Material, the Teaching Methods ,the studying ways and the Teaching Procedure. I. Analysis of the teaching material i)Status and function This unit is aiming at talking about make, accept and decline invtiations.The materials in talking are mostly from the recent real life and are familiar to students, so they are very interested in it. A series of questions a nd a big picture are used to attracts students’ attention. And listening and pair-work are also used in this period. ii) Teaching aims and demands 1. Knowledge Objects In this lesson, Ss should master the new words :prepare, exam another,At the same time, they should know how to use this sentence “Can you come to my paryt?” and know how to answer it. 2. Ability Objects In this lesson, I’ll mainly train the Ss listening and speaking abilities and develop the Ss’ abilities of communication by learning the useful structures. 3. Moral Objects From this lesson, the Ss should learn how to make, accept and decline invtiations. 4. Teaching keys and difficulties 1
九年级英语unit 9 (section A 1a-1c)说课稿 周河九年制学校刘永刚 一、说教材 (一)、教材的地位及作用 本课是新目标英语九年级上册第九单元的第一课时，本单元主要是围绕着“Inventions”为中心话题，让学生学会用被动语态来谈论身边的发明如电话、电脑、汽车、茶叶、篮球以及对一些当代发明的看法；它是继unit 3之后的再次学习被动语态，unit 3主要学习含有情态动词的被动语态，本单元主要学习一般过去时态的被动语态，让学生根据所学的知识，学会表达由于这些创造和发明对你生活的帮助和对生活质量的提高认识。本课主要通过熟悉我们周围经常使用发明物的历史来开阔眼界，学会谈论发明的历史。 （二）、教学目标 1、知识目标：①学习词汇：invent, calculator ②学习句型：When was the car invented 2、能力目标：弄清主动语态与被动语态的差异，并通过练习和运用加以巩固。 3、情感目标：在学习中，学生懂得人类的科学发明创造了丰富的物质文明，培养学生的创造发明的能力和愿望。 （三）、教学重点和难点 重点：学习本单元词汇和掌握一般过去时的被动语态的用法。 难点：如何把一般过去时态的主动语态改为被动语态。 1111~ 1 ~
（四）、学情分析 由于我校学生多数来自乡村，英语学习起步晚，基础知识薄弱，虽然经过两年多的学习，有了一定的英语基础知识和听说能力，但两极分化较明显，部分学生因为基础差觉得英语越来越难而失去了学习兴趣，也有些同学因为平时读不懂单词也不用心去记单词，上课听不懂而放弃了学习，但不乏存有小部分好奇心、思维能力强、求知欲旺盛者，如果教师能抓住这部分学生的好奇心，采用形式多样的教学方法来增强学生的兴趣和注意力，寓教于乐，那么他们就会排除主观和客观的种种消极因素，尽量全身心地投入到知识的学习中去。（五）、教具准备：多媒体，实物，录音机等 二、说教法 《英语课程标准》强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使运用学习的过程成为学生形成积极的情感态度，主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。 基于上述理论和英语课程标准学生的要求及学生的心理特点和认知发展规律，我主要采用了任务型教学法，多媒体辅助教学、情景教学法和听力训练法。 1、任务型教学法 任务型的教学活动，是让学习者通过运用语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言活 2222~ 2 ~
9．古诗三首【说课稿】 一、说教材： 《古诗三首》是部编本人教版五年级下册第四单元以“家国情怀”为主题的一篇课文，前两首古诗的作者分别是唐代的诗人王昌龄和王维。第三首古诗的作者是宋代诗人陆游。 《从军行·青海长云暗雪山》是唐代诗人王昌龄的组诗《从军行七首》的第四首。诗歌通过描写在阴云密布、满眼黄沙的瀚海“孤城”中担任戍守任务的将士的宽广胸襟，表现了他们立誓破敌、决战决胜的顽强斗志和爱国主义的豪迈气概。 《秋夜将晓出篱门迎凉有感》是宋代著名的爱国诗人陆游的佳作。陆游是南宋爱国诗人，面临祖国分裂的剧变时代，早怀报国大志，中年从军西南，壮阔的现实世界、热烈的战地生活，使他的诗歌境界大为开阔。正如他的《示子遹》所追忆的“中年始少悟，渐欲窥宏大”；《九月一日夜读诗稿有感走笔作歌》所自述的“诗家三昧忽见前，屈贾在眼元历历；天机云锦用在我，剪裁妙处非刀尺”。浩气吐虹霓，壮怀郁云霞，自然不是那些玩弄半吞半吐雕虫小技者能望及了。他晚年退居山阴，而志气不衰，铁马冰河，时时入梦，“老骥伏枥，志在千里”，对中原沦丧的无限愤慨，对广大民众命运的无限关切，对南宋统治集团苟安误国的无限痛恨，在这首七绝四句中尽情地倾吐出来。 《闻官军收河南河北》被称为杜甫“生平第一首快诗”。安史之乱迫使诗人携家带口流连辗转，流落到四川梓州。多年的颠沛流离让诗人饱受战乱之苦，风雨漂泊的生活终于在胜利的喜讯中成为过去，共经患难的老妻少子终于可以过上安定祥和的日子，想起这些，诗人悲喜交加，欣喜若狂，喜极而泣，以轻快活泼、爽朗奔放的语言，写下了这首脍炙人口的诗篇。该诗语句明白易懂如日常谈话，却又蕴含着深厚、强烈的爱国情感。在语言表达上该诗也没有堆砌的华丽词藻，没有生僻难懂的典故，完全是深厚、强烈感情的自然流露。 二、说教学目标及重难点：
Unit 9 What does he look like？ Section A 第一课时说课稿 （双溪中学刘春红） 尊敬的领导、评委、老师们： 大家好！ 今天我说课的内容是新目标英语七年级下第九单元What does he look like?的第一课时。下面我从说教材、说学生、说教法、说学法、说教学程序，说板书设计六大块来阐述我的说课内容。 第一大块：说教材 一、教材分析：“Go for it”教材有一个比较明显的编排特点，那就是每个单元由Section A,Section B 和Self Check三大版块组成，同时每个版块又由a、b、c三小部分构成，内容循序渐进，符合学生的认知规律，教材图文并茂，既能吸引学生的注意力，又能激发学生的学习兴趣。本单元是新目标英语七年级下第九单元，主要谈论的是人的外貌，通过谈论人的外貌学会描述人的头发、身高、体型等。在描述过程中掌握本课要学习的单词、句型和语法等。 二、本课在本单元中的地位和作用：本课是本单元中的第一课时，对本课掌握的好坏直接影响着对整个单元的学习，所以本课在整个单元中起着重要的引领作用。 三、教学目标： 1.知识目标：掌握本课的单词、短语和句型。 词汇：Curly straight tall medium height (be)of medium height thin heavy build (be) of medium build 句型：What does he look like? He is really tall. What does she look like？She has long straight hair. What do they look like? They’re of medium build. Do they have straight or curly hair？They have curly hair. Is she tall or short? He isn’t tall or short.He’s of medium height. 2.能力目标：培养学生用英语进行交际的能力，学会询问并描述人们的外貌，从而提高听、说、读、写及知识自学的综合能力。 3.情感目标：
《Unit9What does he look like?Section A》说课稿 一．教材分析 （一）教材的地位及作用 本课是2013人教版新课标七年级英语下册第9单元的第一课时，教材内容围绕着描述人身体外貌展开，通过听、说等练习让学生学会运用新单词、短语、句型谈论人的身体外貌。 本课的教学内容与学生的实际生活密切相关，易于激发学生的兴趣。通过学生合作学习，师生互动的形式，促进学生之间、师生之间的情感交流，增进情谊。 （二）教学目标 1.知识目标：学习描述人外貌的新单词。 学习描述人外貌的新目标语言。“主语+be+ adj.”和“主语+ have/has + adj. + n.” 2.能力目标：提高学生运用目标语言听说的能力,培养学生的交际能力。 3.情感和德育目标：通过相关活动的设置，培养学生的合作精神，激发学生学习英语的兴趣，增强学生的自信心。引导学生不要通过外貌去对待别人，要善待他人。 （三）教学重点及难点 掌握新单词：tall, short, of medium height, heavy, thin, of medium build, long /short/ curly/ straight hair 能正确运用目标语言“主语+be + adj.”和“主语+ have/has + adj.+ n.”来描述人的外貌。 确立重难点的依据：新课程标准对七年级学生的要求，及本课在教材中所处的地位和作用。
（三）教学方法 本课采用多媒体辅助教学法、合作学习法、和任务驱动式教学法等教学方法进行教学。 通过多种教学方法的运用，让每一个学生参与各种丰富多彩的学习活动，激发学生的学习兴趣。让学生循序渐进地、积极主动地去感知、体验和参与合作，形成综合运用语言进行交际的能力。 （四）教学辅助 ppt.使课堂更生动和丰富。 二．教学设计 Step 1展示学习目标 (目的是让学生清晰本节课学习内容) Step 2学习新单词 2分钟自读之后检测读音，然后2分钟识记之后检测拼写。做书本49页1a 巩固新单词。 （目的在于通过让学生自学老师检测，充分发挥学生主观能动性，体现了以学生自主学习为主体，通过本环节来学习本课时教学重难点之一新单词） Step 3学习新目标语言 根据老师出示图片在老师引导下,学生尝试用目标语言和新单词描述所给图片中人。 (目的是发挥学生自主学习的能力,尝试探索新知识的能力.通过本环节来学习本课时另一教学重难点新目标语言) Step 4:Pair work (对话练习)
人教版初中化学九年级下册第九单元说课稿 大家好！我说课的内容是人教版初中化学九年级下册第九单元，这一单元一共有三个 课题： 课题一是《溶液的形成》。 我将从教材分析、学情分析、教法学法分析、教学设计、四个部分进行说课。首先是 第一部分 一、教材分析 溶液是物质共存的一种状态，是中学化学遇到的一类分散体系。在下一单元里将要学 习常见的酸和碱，有关它们之间的化学反应几乎都是在溶液里进行的，要学好这些内容， 就很有必要要求学生系统地掌握溶液的有关知识，因此本单元的教学也正好为下一单元的 学习提供知识准备。 本课题是有关溶液的初步知识。第一部分主要是使学生在宏观上认识溶液的特征，从 微观上认识溶液是溶质以分子或离子形式，分散到溶剂中形成的均一体系。在此基础上使 学生建立一个有关溶液的较为科学的概念，进而认识溶质、溶剂及辨证关系。最后通过实 验简单介绍了乳化现象，以激起学生学习化学的兴趣。 根据教材特点和新课标的要求，我设置了三维的教学目标： （一）知识与技能目标 1.认识溶解现象。 2.理解溶液、溶质、溶剂的概念。 3.知道一些常见的乳化现象。 4.了解溶液在生产、生活中的重要作用。 （二）过程与方法目标 通过问题讨论和实验探究，观察、记录和分析实验现象学会学习科学探究和科学实验的方法。 （三）情感态度与价值观目标 1.初步了解生活中溶液的重要意义，培养学生关注环境、热爱生活的情感。 2.通过实验和问题的探究，培养学生独立思考、团结合作的科学探究态度。 本节课的重点和难点分别是： 重点：溶液的概念以及溶液、溶质、溶剂三者的关系 难点：从微观角度理解溶液的形成
二、学情分析 思维特征：九年级学生的思维方式要求逐步由形象思维向抽象思维过渡。教学中应注 意积极引导学生应用已掌握的基础知识，通过观察现象、理论分析和推理判断来获得新知，发展抽象思维能力。 心理特征：培养学生对化学的兴趣，充分发挥演示实验的作用，迎合他们好奇、好动、 好强的心理特点，调动他们学习的积极性和主动性。 三、教法与学法 教育学理论认为，选择和采用教学方法时，不仅要根据学科的特点，而且要根据教学 任务和学生的认知特点选用。根据学生的知识结构、心理特点和教学内容的实验要求，为 了凸显重点，突破难点，我将采用情景教学、实验探究教学、启发式教学，引导学生进行 问题探讨、分析推理和比较归纳，并结合多媒体辅助教学，减少板书的时间，提高课堂效 率 说学法 直观生动实验是学生最喜欢、效果最好的学习方法。所以本节课学生以分组实验和探 究式学习为主要方法。 四、教学设计 本节课力图以问题为导向，以实验为基础，以探究为方法，以多媒体辅助，不断创设情景，帮助学生自主建构知识。让学生体验科学探究的过程，在探究中学会科学研究方法， 提高实验能力、学习能力，从而真正改变学习方式。 教学过程分为体验溶液和认识溶液两大部分 首先以展示生活中溶液的图片让学生体验溶液，同时通过图片展示，可以让学生们感 觉到化学贴近生活，引发学生学习兴趣。 认识溶液 (一)探究溶液的形成过程： 学生通过蔗糖溶解的实验，观察溶解这一过程。教师设疑蔗糖固体到哪去了？学生通 过小组讨论提出自己的假设。最后通过微观动画模拟蔗糖溶解的过程。这样的设计既运用 了探究实验教学法，培养了学生动手实践、团结合作的实验能力，又通过设置提问，培养 了学生深入思考的好习惯。最后通过微观粒子的运动模拟动画帮助同学理解溶解的过程， 从而突破本节课的难点。 (二)溶液的定义和特征 根据同学们的生活经验，我设置了一下三个问题：糖水是纯净物还是混合物？糖水的
初中英语八年级下册go for it 说课稿Unit 9 一．设计思想 本节教学主要内容为Unit9 section B部分，教学目的是：在学习了Section A 基础上对“ Have you ever .. .. ..?”句式结构的巩固、扩展及综合运用，并使学 生在活动（完成任务）的过程中能够创造性活用所学语言――谈论过去的经历。 我在设计教学中，从内容安排来说基本按照Section B 的顺序，所不同的是全部 通过任务的形式，并以对话、听力、阅读、写作为载体，把整节内容贯穿始终。第一步，以任务形式复习已学过的Section A部分，导入新课。即在小组内完成调查表格，并做汇报。第二步，以Pair work展开讨论并做汇报的任务形式学习1a 、1b。第三步，以听力练习为基础，完成汇报任务。第四步，采取小组竞赛得分的游戏形式，调动学生阅读积极性，使其积极参与到阅读和回答问题的活动中。同时，在竞赛过程中注意对学生参与意识及遵守课堂纪律的态度、情感方面的培养。第五步，以Group work形式在小组内完成调查表格的任务，进一步巩固、扩展知识，使学生在活动中活用语言。另外，本节在设计上还采取“学案导学”模式，即每个学生手中有一份与教师教案同步，但内容是更好的帮助学生完成任务的学案，以辅助学生学习。 总之，本课的设计宗旨即是采用任务型教学模式，使学生在完成任务的过程中学会用语言，发展学生的综合语言运用能力。 二．教案 Unit 9 Have you ever been to an amusement park? (Section B) Teaching Aims: 1. Learn to talk about past experience and reasons. 2. Learn t o ask the others’ past experience and reasons. Teaching Emphasis: Review and enlarge the using of “Have you ever been to……?” and talk about the past experience Teaching Aids: tape recorder & paper studying Teaching Content: Step 1通过完成task,复习Section A部分的基本句型，为进一步学习Section B做铺垫。 Task: 小组活动。根据所给表格，在各小组范围内了解同学们过去是否有过这些经历，并至少说出一个自己曾经有过的其它经历，完成表格，然后请一名小组成员做report. Names Have you ever.…..Y es N o The other experience been to an aquarium? traveled to another city? helped someone you did not know?