第106頁共106頁一、說教材1.本單元教材的地位和作用。動詞的一般過去時是英語五種根本時態(tài)中最常用的時態(tài)之一，而本單元是goforit!教材中第一次正式接觸一般過去時，通過學習，讓學生在根本掌握動詞如今進展時和一般如今時的根底上，跨入一個新的認知領域，即對過去活動的表達。因此，本單元教材在整個七年級下期乃至整個初中階段，都有著極為重要的地位。2.教學目的確實立及其根據。本單元的整體語言目的，即languagegoal,是“議論最近的過去所發(fā)生的事情(talkaboutrecentpastevents)”。教材的安排也是通過聽說讀寫各種活動，使學生學會如何議論過去(教材中表達為“上個周末)發(fā)生的事情。本課時作為本單元的第一課時，學生對過去時的概念幾乎一無所知，他們即使在表達如今的概念時，對已經學過的一般如今時和如今進展時也常常搞混。因此，本節(jié)課需要對常用動詞的一般如今時作一定的復習，在此根底上引出一般過去時，通過聽、說和寫的訓練逐步領會其用法。本課時教學目的確定為：(1)知識與技能a.初步領會一般過去時的概念及構成;b.根本掌握play,clean,watch等規(guī)那么動詞和do,go,be等不規(guī)那么動詞的過去時的用法;(2)過程與方法要求學生通過歸納和比照一般如今時態(tài)用法的根底上，通過課堂所設置的聽、說、寫的訓練，逐漸領會一般過去時的用法。(3)情感目的通過議論學生所喜歡的周末活動，以及對自己和同伴的周末活動進展評價，引導學生在業(yè)余時間積極參加有益于身心安康和學習的活動。3.重點、難點和關鍵點確實立及其根據。一般過去時態(tài)是課程標準要求學生掌握的重要時態(tài)之一，本課是該項語法教學的第一課，要對學生進展正確的語言輸入，為以后的教學打下堅實的根底。由于英漢兩種語言在動詞表達上的差異，學生往往對一般過去時的構造不太敏感，對動詞各種形式產生混淆，因此，“一般過去時的根本構造和用法”既是本課教學的重點,又是本課教學的難點。因此，正確理解一般過去時的概念是掌握其用法的關鍵，對本課教學的成敗起著決定性作用。二、說教法教法的選擇是課堂教學成敗的關鍵。本堂課重在通過聽、說和寫的訓練使學生逐步領會一般過去時的用法，培養(yǎng)學生的口語表達才能,因此選擇使用交際教學法。在詳細教學中以情景教學為主,活動教學為輔,充分利用直觀教具和電化教學手段創(chuàng)設情景,利用投影儀、錄音機等輔助設備，培養(yǎng)學生直接用英語理解、表達和思維的才能。在詳細教學過程中貫徹交際教學原那么，采用3p教學形式，組織各種課堂活動，培養(yǎng)和強化學生的語言理論才能和自主學習才能。三、說學法及學法指導在本課教學過程中,指導學生學習使用比擬歸納(一般如今時和一般過去時的用法)、分析^p概括規(guī)律(一般過去時構成)、分類記憶(規(guī)那么與不規(guī)那么動詞的過去式的構成)等方法。本課教學中要培養(yǎng)學生觀察力、記憶力、自主學習和合作探究的才能(與同伴合作完成任務)等。合理調動各個層次學生的學習積極性和主動性，把學習方法傳授給學生，從而進步學生的整體學習程度?！疽韵聻橘浰拖嚓P文檔】教案擴展閱讀初中英語教案：IsthisyourpencilUnit2Isthisyourpencil?教學內容本單元圍繞著“Isthisyourpencil?”這一主題開展聽、說、讀、寫等多種教學活動，其教學核心內容是“確認物主”。通過本單元的教學，使學生學會識別物品的所有者，學會根據場景詢問物品的所屬，以及英語中對應的表達法，學會寫尋物啟事和失物招領。老師應著力培養(yǎng)學生能在日常交際交往中有效地使用語言進展表達，與別人溝通信息，為今后學習打下堅實的語言根底.教學目的1)知識目的：A.學習并掌握指示代詞:this、that;B.學習What引導的特殊疑問句;C.學會Yes/No問句及其簡單答復;D.學會句型：Howdoyouspellpen?p-E-N.2)才能目的：A.能識別物品的所有者;B.根據不同場景,能用英語對物品的所屬進展提問和答復;C.能識別不同句式的語調(陳述句,疑問句);D.培養(yǎng)學生聽、說、讀、寫的才能及創(chuàng)新思維才能.3)情感目的：A.通過尋找主人的游戲和失物招領等活動,培養(yǎng)學生拾金不昧的良好的品德及安康向上的人格;B.通過開展小組活動,指導學生積極與別人合作,互相學習、互相幫助,共同完成學習任務.教學重點、難點重點：A.掌握批示代詞this、that用法;B.掌握特殊疑問句和Yes/No問句及其簡單答復.難點：學會寫尋物啟事和失物招領.課時安排第一課時SectionA1a-1c第二課時SectionA2a-4b第三課時SectionB1a-2c第四課時SectionB3a-4Self-check1-3periodOne課前準備老師：錄音機，圖片，物品實物.學生:實物(學慣用品).教學設計StepOne:Warmingup.(通過復習形容詞性物主代詞，把學生引入學習英語的情境中。)Learnthechant.T:Let’ssingthechanttogether.my是我的,your是你的,男他的是his,女她的是her;名詞前面常站崗,限定所屬有功績.StepTwo:Newwords.(利用實物教學，使得教學過程自然、形象。)1.presentthenewwords.T:Boysandgirls,lookatthisplease.What’sthisinEnglish?(TeacherholdsapenintheEnglish.)S1:Apen.(SsmaysayitinEnglish.)T:Yeah.It’sapen.Andwhat’sthis?(Theteacherholdsaneraserinthehand.)S2:It’saneraser.(Teachtheotherwordssuchas“pencil,book,eraser,ruler,pencilcase,backpack,pencilsharpener,anddictionary”inthesameway.)2.practicethenewwords.T:Now,pleaselookatthepicturesinyourbooks.Canyouputthewordswiththeobjectsintherightpictures?Writethelettersnexttothewords,please.(GiveSsabouttwominutestofinish1a.)T:OK,let’schecktheanswers.Whocantellustheanswers?S2:…StepThree:presentthedrills.1.presentthedrill“Isthis…?Yes/No,itis/isn’t.”(利用實物引入句型，使用不同人的物品來引入形容詞性物主代詞和名詞的搭配的用法。)(Holdtheteacher’spen.)T:Thisismypen.Isthisyourpen?S1:No,itisn’t.It’syourpen.T:(Holdthestudent’spen.)Thisisyourpen.Isthisyourpen?S1:Yes,itis.It’smypen.T:(Holdagirl’spen.)Thisisherpen.Isthisyourpen?S1:No,itisn’t.It’sherpen.T:(Holdaboy’spen.)Thisishispen.Isthisyourpen?S1:No,itisn’t.It’shispen.T:Thankyou.2.practicethedrill“Isthisyour…?”inpairswithyourownschoolthings.payattentiontotheuseofmy,your,hisorher.(利用學慣用品操練句型，并加深對物主代詞的理解。)S3:Isthisyour…?S4:…It’smy…S3:Isthis…?S4:…It’shis/her…(Theteacherasksafewpairstopractice.)3.presentthedrill“Isthat…?Yes/No,itis/isn’t.”(利用老師所站位置的不同來引入批示代詞that的用法，并從位置關系上讓學生準確理解this，that的區(qū)別。)T:Thatismybook.Isthatmybook?(putabookontheteacher’stablesothattheSscanseeitclearly,andtheteacherstandsalittlefarfromthetable.)S5:Yes,itis.It’syourbook.T:Thatishisbook.Isthatyourbook?(putaboy’sbookonthetableandtheteacherinthesameplace.)S5:No,itisn’t.It’shisbook.T:Thatisherbook.Isthatyourbook?(putagirl’sbookonthetableandtheteacherinthesameplace.)S5:No,itisn’t.It’sherbook.(Teachandpracticethedrill“Isthat…?”anditsanswer.)4.practicethedrill“Isthatyour…?”inpairswithyourownschoolthings.(通過練習，區(qū)別兩個批示代詞的用法。)S6:Isthatyour…?S7:…It’smy….S6:Isthatyour…?S7:…It’shis/her…(Theteacheraskssomepairstopractice.)5.Listening.(進展聽力練習，穩(wěn)固所學的句型。)T:Nowpleaselistentothethreeconversations,thefirsttimeyouonlylisten.ThenIplayagain.Andthistimeyoulistenandnumbertheconversations.(pointtotheboxestoshowwherestudentswritethenumbersfortheconversations.Teacherplaysthetapeandstudentslistentoitandfinish1b.)T:Let’schecktheanswers,OK?S8:(fromlefttoright)T:Thankyou.6.practicethedrillsaccordingtothepicturesusing“hisorher”.(設置情景，使學生在情景中準確運用物主代詞his或her。)(Showstudentsfourpictureslikethefollowings.見課件。)StepFour:Task“Haveacontest”.(把兩個學生的文具混在一起，然后請他們分別挑出自己和同伴的物品，用的時間少者為勝者。挑選物品的同時，要求學生用英語說出：Thisismy…Thatisher/his…)(putthesamenumberofthethingstogether,andfirstaskthemtopickouttheirownthingsandtheirpartners’things.Thenaskthemtogiveareport,usingthekeywordsandtargetlanguage.Onestudentpicksupthethingswhiletheothercountsthetimeaswell.)Languagesusedforthetask:1.Thisismy…2.Thatisher/his…StepFive:Summary.(編一個Chant，便于學生進一步識記本節(jié)課所學的重點詞匯和語言工程。注意應強調Chant的節(jié)奏和一般疑問句的語調。)Chant.T:Inthisclass,we’velearnedthenamesofsomemonpersonalpossessionsandhowtoidentifyownership.Let’slearntosaythischant.Isthismybook?Yes,itis.Isthatyourruler?No,itisn’t.Isthisherpencil?Yes,itis.Isthathiseraser?No,itisn’t.Homework.ReadthenewwordsandthetargetlanguagespresentedinthisclassandsaythechanttoimproveyourspokenEnglish.periodTwo課前準備老師：錄音機，所學物品的圖片，一個書包(里面裝著事先搜集的學習文具)，表格假設干張。學生：一張硬紙寫上自己的姓名和號碼，學習的物品。教學設計StepOne:Revision.1.Reviewthedrills.(用學生的姓名和號碼來復習句型：Isthis(that)your(his/her)…?及簡短答復：Yes,itis./No,itisn’t.注意老師提問的同時，用手勢來幫助學生給出你料想的答案。)(putsomepaperwiththenamesandtelephonenumbersontheblackboard.)T:pleaselookattheblackboard.Andanswermyquestions,please.Isthisyourfirstname?S1:No,itisn’t.T:Isthatherlastname?S2:Yes,itis.T:Isthishistelephonenumber?S3:Yes,itis.T:Good.Thistime,whowouldliketoetotheblackboardandaskquestionslikeme?(Studentsinturnetotheblackboard,pointtothepaperandaskquestions,thenaskotherstudentstoanswer.)2.Reviewthevocabulary.(在黑板的名字旁邊貼上學習物品的圖片，來復習所學的單詞和句型。)(putsomepicturesofthingsstudentshavelearnedinclassnexttothenamesofthestudents.)T:Isthisyourruler?(pointtopicture1.)S4:No,itisn’t.T:Isthisherruler?(pointtoJennyChen.)S4:Yes,itis.T:Isthatyourpencilcase?(pointtopicture2.)S5:No,itisn’t.T:Isthathispencilcase?(pointtoJimWang.)S5:Yes,itis.(Getthestudentstoaskthequestionsinturn,makesuretheyusetheitemstheylike.)StepTwo:Listining.1.Listening(2a).(練習聽力前，先讓學生再一次說出圖片中物品的英文，進一步強化重點單詞。)T:pleaselookatthepicturesin2a.CanyousaytheirEnglishname?(Teacherasksthestudentstonameeachoneinpidually.)S6:Thisis…S7:Thisis………T:Nowpleasetakeouttheobjectsin2aandputthemonthedesk.Youwilllistenadialogueandpleasepickupthethingsyouhear.Let’sseewhowilldofastestandbest.(playtherecordingforthestudentstolisten.)(讓學生把聽到的物品選出來，放在自己的桌子上，讓學生動手去做，比單純的單詞辨聽更易引起學生學習的興趣。)T:Nowlet’schecktheanswers.pleaseholdthethingsyouhearandsaytheirEnglishnames,OK?(Makesurestudentsholdthethingstoshowthemtotheotherstudents.)S8:pencil.S9:……2.Listening(2b).(進一步強化重點詞匯后，進展聽力練習，要求完成單詞的拼寫。)T:Nowpleasereadthewords.Oneholdsthethings,theothersreadthemaloudonebyone.(Onestudentholdsthethings,andtheotherstudentssaythewordsaloud.)T:Thistimeyouwilllistentotherecordingagain,andyouwillwriteoneofthewordsfromtheboxoneachblankline.(playtherecording.Studentslistenandpletetheconversation.)T:Let’schecktheanswers.I’dliketoaskthreestudentstoreadtheconversationinrole.(Threestudentsreadtheconversation,fillingthemissingwords.Therestofthestudentschecktheiranswers.)StepThree:Newdrills.1.presentthenewdrills.(用實物引入新句型，幫助學生用正確的句子來答復。)(Theteachershowsstudentsapencil.)T:What’sthisinEnglish?S:It’sapencil.T:Howdoyouspellit?S:p-E-N-C-I-L.(Changeaneraser.Askandanswerinthesameway.)2.practicethedrills.(學生分組練習新句型。)T:Nowpleasepracticetheconversationwithyourpartner.Usethewordsshownin3a.SA:What’sthisinEnglish?SB:It’saruler.SA:Howdoyouspellit?SB:R-U-L-E-R.(Asstudentspractice,theteachermovesaroundtheclassroomcheckingprogressandofferingpronunciationandintonationsupportasneeded.)T:I’llasksomepairsofstudentstopracticetheconversations.SA:…SB:…3.playthegame:Aspellinggame.(進展一個拼寫游戲比賽，進一步操練新句型。)T:Nowlet’splayaspellinggame.Wepideourclassintotwogroups.Eachteamwilltaketurnsaskingtheothergrouptothespellwelearnedinclass.Theteamwhoisthefirsttogettenpointsisthewinner.Let’sstart.SA:Howdoyouspellbackpack?SB:B-A-C-K-p-A-C-K.T:GroupB,onepoint.It’syourturntoask,please.StepFour:Task2:Findtheowner.初中英語教案英文版：Where’syourpenpalfrom一、單元教材分析^p本單元的中心話題是penpals。主要語言功能工程是talkaboutcountries,citiesandlanguages。語法構造為Where…from;Where…liveandwhatlanguage…speak。先以Activity1復習語言與國家的配對練習入手，Activity2a,2b一個綜合的聽力訓練來展示學生的聽力才能，并以聽力內容為根底，通過Activity2c中假設的兩人對話操練來培養(yǎng)學生的交流才能，同時也引導學生多溝通與多交流。Activity3a是一篇email形式的閱讀文章，并有相關問題由學生在閱讀后進展答復Activity____是根據提供的信息進展填空的寫作練習，Activity3c是一篇模擬寫作，讓學生給自己的筆友寫一封關于本人信息的email。我在各課時教學中設計各種各樣的小活動，通過Discussion，Classifying，Guessing等不同方式讓學生掌握本單元的知識點，用學會的知識與外國的筆友自如的交談是學習本單元的目的。二、教學目的分析^p1、語言目的a.重點詞匯：Countries:Canada,China,France,Japan,theUnitedStates,Singapore,Australia,TheUnitedKingdom,paris.Cities:Sydney,NewYork,Toronto,Toyo,LondonLanguages:English,French,Japanese,Chinese.b.重點句型：－Where…from?－She’s/He’sfrom…－Wheredoes…live?－She/Helivesin…－Whatlanguagedoesshe/hespeak?－She/Hespeaks….2、才能目的a.培養(yǎng)學生在文段中尋找信息的才能；b.學會用英文給筆友寫回信，簡單介紹個人情況；c.通過有效地小組合作，培養(yǎng)學生合作才能及團隊精神。d.在連慣的聽說讀寫活動中，訓練學生的邏輯思維，快速反響才能和理論才能,使學生能純熟運用新句型來議論年齡和日期。3、交際目的通過學習本單元的內容，使學生學會用各種方式與世界各國朋友交流。4、德育目的理解世界，理解不同地區(qū)的人文風俗；學會理解和尊重異國文化。三、單元重難點分析^p重點：1.議論國籍、民族及其語言。2.詢問并答復人們的住處。難點：1.含from的where引導的特殊疑問句及其答復2.含live的where引導的特殊疑問句及其答復四、課時構造為了能較好地實現(xiàn)既定的教學目的，結合本單元教學內容和學生的學習規(guī)律，將本單元授課時定為四課時。period1SectionA1a—2dperiod2SectionA3a—SectionB2cperiod3SectionB3a3cperiod4SummingupSectionAandBandthegrammar.五、教學過程設計TheFirstperiodTeachingaims:1．Learntoexpressthemaincountriesandcities.2．Knowsomethingaboutthecountries.3．Masterwhere-sentencestructure.Keypoints:1.Words:penpal,Australia,Japan,Canada,France,theUnitedstates,Singapore,theUnitedKingdom,country,Sydney,NewYork,paris,Toronto,Tokyoworld2.Sentences:-Whereisyourpenpalfrom?-He’sfromAustralia.-Wheredoeshelive?-Helivesinparis-WhereisJohn’spenpalfrom?Teachingaids:Somecardswithcitiesandcountries.Teachingprocedures:Step1.Lead—in(1a&2a)Firstgreetthestudents.ThenteacherbeginsthetopicwiththeSpringFestival.DoyouhaveaniceSpringFestival?Doyougotomanyplaces?Ido.Thenusethefreshpicturesthroughputertoteachthestudentsnamesofcountries,cities.Dividethestudentsintogroups,thenshowtheflagsandpictures,letthemguessthenamesofcountriesandcites.Atlastfinish2aonpage2.通過這個環(huán)節(jié)，老師完本錢單元的新單詞的導入，通過提供應學生每個國家的地圖，讓學生猜出國家名稱及相應的城市，學生能有意識的記憶國家及城市的名稱，并為整節(jié)課任務的完成奠定最根本的詞匯根底。在看圖片時學生可以做到精神集中，并能激發(fā)學生的學習興趣。Step2.practice(1c&2d)①Teachersays:IgoestomanyplacesduringtheSpringFestival,soIhavemanypenpalsfromdifferentcountries.OneofmypenpalsisSandy.SheisfromtheUK.ShelivesinLondon.Askthestudents:Doyouhaveapenpal?Somesayyes,somesayno.Thengoonwith“Whereisshe/hefrom?”and“Wheredoesshe/helive?Asksomestudentstostandupandpracticewithteacher.②Withthesesentencestructures,askstudentstopracticetheminpairs.③MakeaSurveytounderstandyourclassmatesbetter.上面這些句型的操練都是為了最后一個任務作鋪墊。操練的過程中可以及時糾正學生的錯誤。然后讓學生填寫調查表，理解全班同學的筆友分別來自哪個國家以及居住在哪個城市，同時讓學生認識和理解一些國家和城市相關地理文化知識，拓展學生的視野,激發(fā)他們的興趣。在完成任務的過程中運用where…from和where…live引導的特殊疑問句,綜合運用目的語言,詢問并答復人們的國籍和住處。Step3.Listeningprehension(1b,2b&2c)Afterpractice,doalotoflisteningexercises.Finish1bonpage1and2b&2conpage2.在口頭練習的根底上，在他們純熟掌握本課時句型以后再做這些聽力應該是不難了，這樣可以增加他們學習英語的信心。并且這些聽力材料的設計也是層層遞進，由易到難，充分考慮到了學生的層次，起到了很好的穩(wěn)固作用。Step4.HomeworkReviseSectionA1a—2dMakeasimilardialogueaboutpenpalsTheSecondperiodTeachingaims:1.Goontolearnthecountriesandcities.2.Masterwhere-sentencestructure.3.Learnthenewsentencestructure:-Whatlanguagedoesshe/hespeak?-He/Shespeaks…Keypoints:1.Words:language,Japanese,French,inEnglish.2.Sentences:-Whatlanguagedotheyspeak?-Whatlanguagedoesshe/hespeak?-She/Hespeaks……Teachingaids:Somecardswithcitiesandcountries.Teachingprocedures:Step1.Revision(BrainStorm)Usefreshmapsofsomecountries,letthestudentssaythenamesofthesecountriesasquicklyaspossible.用這樣一個小小的游戲，既復習了上一課時的單詞又活潑了課堂的氣氛，也為這一節(jié)課新知識的教授作好了銜接。使新課的導入自然又輕松。Step2.Lead—in(3a&SectionB1)Theteachersayswehaveknownthenamesofthesecountries,butdoyouknowwhatlanguagesdopeoplespeakinthesecountries?Let’slookatthemapandguess.Thendoamatchingexercisetoconsolidatetheknowledge.Atlastdo3aandsectionA1.通過一系列的活動，讓學生知道那個國家講什么語言，學會說這些語言的單詞，為下面的任務做準備。Step3.Listeningprehension(SectionB2a&2b)Dosomelisteningexercisetoreviewwhatwelearnedbefore.通過這個聽力練習，穩(wěn)固前面所學的知識，也為下一步的學習舉了一個范例，相當于一小步導入。Step4.practice(____&SectionB2c)Chooseyourfavoritepenpalandsaysomethingabouthimorher.Classroomactivities：1．Teachershowsthepowerpointtostudentsandintroducesthenewstructures.MypenpalisMaria.SheisfromCanada.SheisCanadian.ShelivesinToronto.ShespeaksEnglishandFrench.Shelikesdancing,basketball,Englishandthrillers.Shehasnobrothersandsisters.2．Teachershowstheinformationofpenpalsfromdifferentcountriestostudentsandasksthemtochoosetheirfavoritepenpals,thenSsintroducetheirownpenpals.Thestructures:：Mypenpal'snameis...He/sheisfromHe/Shelivesin...He/Shespeaks….He/Shelikes….3．Discusswithyourdeskmate.4．Makeasurveyabouttheinformationaboutotherstudents'penpals,includingtheirnames,ages,nationalities,countries,cities,languages,likesanddislikes.Step5.Homework1.ReviseSectionA3a—SectionB2cTheThirdperiodTeachingaims:1.Listen2a,2b2.learnaletterandwriteanswerstothequestion3.Makeaninformationcard.4.Writeanemailtoyourpenpal.Keypoints:1.Words:any,dislike,dislike2.Sentences:-Doesshehaveanybrothersandsisters?-Whereisshefrom?-Isthatfromyournewpenpal?-Ilikegoingtothemoviesandplayingsports.-Canyouwritetomesoon?Teachingaids:Somecardswithcitiesandcountries.Teachingprocedures:Step1.RevisionRevisethenamesofthecountries,citiesandlanguagesbyfillinaform.通過這個復習目的在于讓學生牢牢掌握，因為這些詞匯很難，要不停反復地記。Step2.Reading(3a)1.Thestudentsopenthebooks,turntopage5andreadthefirstletter.Afterthat,thestudentsanswersixsimplequestions.2.Thestudentsreadafterthetapeandgoonaskingandansweringsomemorequestionsinpairs.通過這一步的練習，作好熱身運動，為下面的閱讀作好準備。Step3.pairwork(____)1.Thestudentsreadthelettersthattheteachergivesthemandthenchooseonepenpaltheylike.2.Thepartnerasksthestudentsomequestionsaboutthepenpal’sletterandthenhelpthepartnertofillin“IDcardofmypartner’spenpal.”3.Doareport.Mypartner’snameis__________.Hisnewpenpal’snameis__________.Heis_______yearsold.Heisfrom__________.Helivesin___________.Atschool,helikes______________.Hisfavorite___________is__________________…Ithinkhecanbemypartner’spenpal.Doyouthinkso?4.Finish____inpage5.Step4.BigTask(3c)Schoolnewtermjustbegins,wouldyouliketowriteane-mailtoyourpenpal?Writeaboutyourselfandsomethingaboutyourschool.這一步是全單元的重心所在，全面所有的工作都是為了如今所作的努力，學生掌握的如何也可以從這里看出，所以我們可以給予學生充足的時間，讓他們在課堂上漸漸寫，這樣假如在寫作過程中出現(xiàn)錯誤，我們也可以及時給于他們糾正。Ihavereceivedyoure-mail,andIwanttobeyourpenpal.Yours,Step5Homework1.Writetoyourpenpaltotalkaboutyourself.TheFourthperiodTeachingaims:1.Reviewtheallwords.2.Describeclassmates.Keypoints:1.KeywordcheckImagineanddescribethenewstudents2.JustforFun!Teachingaids:Somepictures.Teachingprocedures:Step1.Revision1.Freetalkwiththelearntsentences.2.CheckhomeworkStep2.presentation1.Learnallthesentencesinthisunit.-Whereareyoufrom?-whereisyourpenpalfrom?2.Reviewallthemainstructuresandcountries,citiesandlanguagesbypictures.Step3.practice1.practiceallthemainsentencesinthisunitinclass.2.AskSstoactouttheirowndialogues.3.Correctthemistakes.Step4.Consolidation1.Makesomeexercises.2.GivemorewordsinJustForFun!Mars–火星Martian火星人，語言類Step5.Homework:1.Reviewthewholeunit.2.previewnextunit.高中英語說課稿三篇〔全英文〕篇一Goodafternoon,everyone,It’smygreatpleasuretobeheresharingmylessonwithyou.ThecontentofmylessonisSeniorEnglishforChinaBook1BUnit16Scientistsatwork.I’llbereadytobeginthislessonfromfiveparts.Analysisoftheteachingmaterial,theteachingmethods,thestudyingmethods,theteachingprocedure,andBlackboarddesign.First,letmetalkabouttheteachingmaterial.part1TeachingMaterial:Thisunitisaboutscienceandscientists.Bystudyingofthisunit,we’llEnablethestudentstoknowtheseriousattitudetowardsscienceanddeveloptheinterestinscience.Atthesametime,Letthestudentslearnhowtogiveinstructions.thislessonplaysanimportantpartintheEnglishteachinginthisunit.ThisisanimportantlessoninBookOne.Fromthislesson,itstartsaskingtheSstograspcontentsofeachpassage.Therefore,thislessonisintheimportantpositionoftheteachingmaterial.IftheSscanlearnitwell,itwillbehelpfultomaketheSslearntherestofthisunit.Asweallknow,readingbelongstotheinputduringtheprocessofthelanguagelearning.Theinputhasgreateffectonoutput,suchasspeakingandwriting.Accordingtothenewstandardcurriculumandthesyllabus(新課程標準和教學大綱),afterstudyingtheteachingmaterialandanalyzingtheruleofchildren’sgrowingofmind,Ithinktheteachingaimsarethefollowings:1.Knowledgeobjects:a)TheSscanhear,read,andusethemainsentencepatternsb)TheSscanunderstandthecontentofthelesson.c)TheSscanusethepatternstoexpresstheirthoughtsinthepropersituation.2.Abilityobjects:(1)TodeveloptheSs’abilitiesoflistening,speaking,readingandwriting.(2)TotraintheSs’abilityofworkinginpairs.(3)ToImprovethestudent’sreadingability,especiallytheirskimmingandscanningability.3.Emotionormoralobjects:a)Bypletingthetask,theSsincreasetheirinterestandsetupself-confidenceinscience;b)TeachtheSswhatis“science”,putthemoraleducationinthelanguagestudy.now,let’setotheImportantpointsandtheDifficultpoints.Well,howtoachievetheteachingobjectsbetter,howtostresstheimportantpointsandbreakthroughthedifficultpoints?Asisknowntousall,Themodernteachingdemandstheteachershouldimprovethestudents’ability.Agoodteachingmethodrequiresthattheteachershouldhavetheleadingeffects.Accordingtotheanalysisoftheteachingmaterialandthestudents’learningbackground,Iwillusethefollowingmethods.part2TeachingMethods:Inmyopinion,themaininstructionalaimsoflearningEnglishintheMiddleSchoolistodevelopthestudents’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguage.SointhislessonI’llmainlyuse“municative”Approach(交際教學法),“Wholelanguageteaching”(整體語言教學法)and“Task-based”languageteaching(任務教學法).Thatistosay,I’lllettheSstogetabetterunderstandingofthekeystructureofthedialogue.Accordingtothemodernsocialmunicationteachingtheories(現(xiàn)代社會交際教學理論),IadopttheTSAmethod(情景教學)andTBLTmethod(語言任務教學)inmyteaching,namelyTotalSituationalActionandTask-basedLanguageTeaching.Theformerisa“scene—activity”teachingmethod.ItestablishesarealsceneandtheinteractionbetweentheteacherandtheSs.ThelatterofferstheSsanopportunitytopletethetasksinwhichSsuselanguagetoachieveaspecificoute.Theactivityreflectsreallifeandlearnersfocusonmeaning,theyarefreetouseanylanguagetheywant.Atthesametime,I’llmakeuseofthemodernelectricityteachingequipmentsandallkindsofteachingmeans,itcandeveloptheSscreativityinlearningEnglish.篇二Goodmorning,everyone.TodayI?lltalkaboutUnit6OxfordprimaryEnglishBoook4:Let?sgobytaxi.I?llfinishthisUnitinfourlessons,todayI?lltalkaboutthefirstperiodoftheUnit.ThisUnitisveryimportantofthisbook..TheUnitisthecontinuationofUnit8OxfordprimaryEnglishBook3.Itprovidesthenewwordsofplaces:station,supermarket,library,theatre,hospitalandairport.Thenewphrases:bytrain,byplane,byminibusandonfoot.Whenlearnthenewwordsandnewphrases,theSswilleintocontactwiththenewpattern:Shallwegoto…by…?Asweknowthereisn'talonghistroythattheSshavelearntEnglishintheprimaryschool,sothemaininstructionalaimsofteachingEnglishistocultivatetheSs?abilitiesoflistening,speakingandthesyntheticabilitiesofmunication,co-operationandinvestigation.AndtocultivatetheirgoodsenseofEnglish.(本課是本冊教材中較為重要的依棵，它是牛津小學英語3A第八單元知識的一個延伸。在本單元中提供了六個地點類的單詞及四個交通工具類的單詞和學生在學習單詞的過程中將會遇到的一個新句型Shallwegoto…by…?我們知道小學生學習英語的時間不是很長，所以這一堂課的主要教學目的將一培養(yǎng)學生的聽說讀寫才能及與人交流合作和初步調查研究的才能和較好的英語語感。)ⅠTeachingcontents:1.Thenewwordsoftheplaces:station,supermarket,libraryandsoon.2.Thenewwordsofvehicles:train,plane,minibusandfoot.3.Thenewpattern:Shallwegoto…by…?ⅡTeachingaims:1.Theaimstotheknowledgea.ToenabletheSstoreadandspellthenewwordsandunderstandthemeaningofthenewwords.b.TohelptheSslearnthenewpattern:Shallwegoto…by…?c.ToenabletheSstomunicatewiththeothersusingthenewpattern.2.Theaimstotheabilitiesa.ToimprovetheSsabilityoflisteningandspeaking.b.ToencouragetheSstomunicatewiththeothersactively.3.Theaimstotheemotiona.ToeducatetheSstobepoliteandhelpfultotheothers.ⅢThekeypionts:1.ToenabletheSsmasterthenewwords.2.ToenabletheSsstudyingroupsandco-operatewiththeothers.3.ToarousetheSs?interestinEnglish.ⅣTeachingmethods:TocultivatetheSs?abilitiesoflistening,speaking,readingandwriting,toincreasetheSs?abilityoflearningEnglishbythemselvesandtoarousetheirinterest,inthisperoid,I?llusetheteachingmethodsbelow:〔為培養(yǎng)學生的聽說讀寫和學習英語的自主才能，為激發(fā)他們學習英語的興趣，在這堂課中，我將會采用以下的教學方法：〕1.municationmethod〔交際法〕I?llsetuparealsituation,inthisway,theSscansayinpairsoringroups,theycansayfreelyandneedn?tworringaboutmakingmistakes.2.Task-basedmethod〔任務法〕ThatistosayI?lllettheSsfinishataskbymakingashortdialogueandactingitout.TohelptheSsgetabetterundersangdingofthekeystructure.ⅤTeachingaids:Inthislesson,theCAI,somepictureswillbeused.ⅥTeachingprocedure:Step1Warmup1.Singasong>.2.MakeafreetalkbetweentheT-S,S-S.Areyouhappytoday?Let?sgotothepark,OK?...Thisstepistoformabettersituationforrhestudentsbysingingandspeaking.TheywilleintotherealsurroundingofEnglishlearning,Anditcanalsoreviewthelearntknowledgeforthenextstep.(這一環(huán)節(jié)通過唱歌和自由對話為學生營造了較好的語言環(huán)境，他們會很快地進入英語學習的情境中來，在此同時也復習了舊知，為下一步的學習做好了充分的準備。〕Step2presentationI?llmainlytalkaboutthisperiod.1.Learnthenewwordsofplacesa.CAIshowsabigbeautifulpictureofacity.b.AlittlecatgoaroundthecityandtelltheSswhatplaceitis.c.Writedownthewordsontheblackboard.Askthemtoreadandspell,payattentiontothepronunciation.d.Showsomepicturesoftheplaces,asksbtosayandputthepicturesintherightplacesontheblackboard.e.practisethenewwords:(1)Showsomesignsoftheplacesandaskthemtoguesswhatplaceitis.Forexleshowaredcrosstoguessthatisahospital.(2)Guidethemtomakeashortdialogueandpractisewiththeirpartners.Shallwegoto…?Allright.Thisstepisnottopresentthenewwordsonebyone,justwiththehelpoftheCAIandthepictures,itcanprovidearealsituatiantounderstandthemeaningofthewordsandtoarousetheSs?interestinEnglishlearning.Apetitioncanencouragethemtotrybythemselvesandimprovetheirabilityoflearning.(這一環(huán)節(jié)，并不是簡單地逐個呈現(xiàn)要學的新單詞，而是借助于多媒體和圖片，為學生的學習提供了一個較真實的情境，讓他們在情境中學會新知，對所學新單詞的意思有比擬好的理解，同時也大大激發(fā)了學生學習英語的興趣。設置的競賽的環(huán)節(jié)可以鼓勵學生大膽嘗試，進步他們英語學習的才能。)2.Learnthenewwordsofvehiclesa.CAIprovidesomesoundsofthevehicles,andaskthemtoguessb.Listentothesoundandlearnthenewwords.c.Readandspelllthewords.Haveapetition:Whocanrecitethewordsquickly.d.practisethenewwords:1.Lookatpartofthepictureandguess.2.LearnthenewphrasesActandsay：〔邊表演邊說〕Train,train,gobytrainplane,plane,gobyplaneMinibus,minibus,gobyminibusFoot,foot,goonfootThisstepIusetheCAItoshowthesoundsandletthemtoguess,theywillbehappytotryandbeinterestedintheprocedureofthelearning.Andtheactingwillhelpthemgetamorebetterunderstandingofthephrases.〔這一環(huán)節(jié)，我使用多媒體提供不同交通工具發(fā)出的聲音，讓學生去猜一猜，他們在學的過程中會很快樂地去嘗試并會對學習的過程本身產生濃重的興趣。邊說邊演的環(huán)節(jié)，可以通過調動學生的所有感官，讓他們對所學詞組的意思有更好的理解，同時印象也更深入了〕Step3practise1.AguesssinggameTheCAIshowabigpicture.Therearemanyplacesinthepicture,andtherearedifferentvehiclesinthewaytothedifferentplaces.Askthemtoguessandgivethemasmilingfaceoracryingface.Therecanbeapetitionbetweenthegroups.Usingthestructure:Shallwegoto…by…?2.WorkinpairsAskthemtomakeadialoguewiththeirpartners.Theycanspeaktoseveralclassmateswhotheywanttoco-operatewith,sotheycanwalkfreelyintheclass.Thispartisveryimportantofthelesson.TheSs?abilitiesofspeakingandmunicationwillbewelltrained.UsetheCAItosetarealsurroundingandencouragetheSstomunicatewiththeothers.Theycansayloudlyandfreely.Theywillfeelhappyandsuccessfulduringthispart.Bywayofmunication,theSswillunderstandingthemeaningofthestructurebet