掃描以

：jiaoshi2016，就可實(shí)時(shí)獲取教面試資料和在職教師所需教學(xué)資源。如果感覺資料對您有些幫助，請把我們的公眾微信號(hào)（iaoi21）或者 ，推薦給你的同學(xué)、朋友，我們會(huì)不斷更新發(fā)布教師面試和在職教師所需教學(xué)資源，請持續(xù)關(guān)注！Englisharoundtheworld課的內(nèi)容是高一英語Englisharoundtheworld以下我將從材說學(xué)情法學(xué)法，學(xué)過程，說板書設(shè)計(jì)等五個(gè)階段來完成我今天的說課（一）（1）的地位和作用本課節(jié)選自普通高中課程標(biāo)準(zhǔn)實(shí)驗(yàn)必修一第二單在今后英語學(xué)習(xí)中的一些。所以說本課在書中有著非常重要的作用（2）根據(jù)對的理解和內(nèi)容的分析我將從三個(gè)方面來說明教學(xué)目標(biāo)知識(shí)，就知識(shí)目標(biāo)而言：First,makestudentsmastertheusefulexpressions.Justlikeyarolein,because eup,suchus,yapartSecond,getSsknowthedevelopmentofEnglishorthechangeofEnglish就技能目標(biāo)而言：1.MakeSsknowhowtogetthekeysentenceofaand

TrainSstoreadthetextwithcorrectImprovetheSs’comprehension就情感目標(biāo)而言：MakeSsnoticetheimportanceofEnglishandthepossibilityof Englishpopularityinthefuture.本課重點(diǎn)是：1）提高學(xué)生的閱讀能力2）使學(xué)生掌握一些有用的表達(dá)（二）（三）法學(xué)步驟一致地學(xué)習(xí)，促進(jìn)學(xué)生形成良好慣和學(xué)習(xí)方（四）學(xué)過我將以頭腦風(fēng)暴的方式向?qū)W生提出一系列與本文有關(guān)的問題作為今天課堂的導(dǎo)DoyouknowthecountrieswherepeoplespeakEnglish?Listthemonapieceofpaper.WhatarethetwomaingroupsofDoyouknowthedifferencesbetweenBritishEnglishandAmericanDoyouknowthehistoryofParagraph1:ThespreadoftheEnglishlanguageintheParagraph2:Nativespeakercanunderstandeachotherbuttheymaynotbeabletounderstandeverything.Paragraph3-4:Alllanguageschangewhenculturescommunicatewithoneanother.Paragraph5:EnglishisspokenasaforeignlanguageorsecondlanguageinAfricaandAsia.Intensive生詞如：internationalnative,elevatorflatapartment,問題如：1.GivethethreemajorperiodsofthedevelopmentofEnglish.theendofthe16thcenturythenextcentury-WhopromotedthespreadofPeople.Whentheymoved,theycarriedEnglishtodifferentT:AlthoughtheyspeakEnglish,yetsometimestheycannotunderstandeachotherwell,why? Becausethereexistdifferencesbetweendifferentnotonlyinvocabulary,butalsoinpronunciationandspelling.(hot/mum/honour/honor/neighbour/neighor T:Howdothesedifferencescomeabout?(WhydoesEnglishchangeovertime?) BecauseofculturalAsksstofindoutthecharacteristicsofeachtimeaccordingtothetimeaxis.AD450-1150:1150-1500:lesslikeGerman;morelikeFrenchInthe1600’s:Shakespeare’sEnglishThetimeADELwaswritten:AmericanEnglishLater:AustralianEnglish語言，外語三種主要形式廣泛運(yùn)用。但是文章發(fā)人深省的一句Will eoneoftheworldEnglishes?“OnlytimewillT:Howdoyouunderstandthis ItmeansthatsomethingcanonlybeknownintheT:WhatcanyouinferfromthissentenceaboutthedevelopmentofEnglishin ItindicatesthatitremainstobeseenjusthowmuchtheFindoutsomewordsandsentencesyouthinkarebeautifulandreciteWriteashortpassageaboutthedifferencesbetweenBritishandAmericanEnglish,mainlythereasonandsomeexamplesoftheAmericanEnglish&BritishⅠDifferences b. c.d.初中英語說課稿（英文版一、材（分析）yzingteaching說課型lesson (Dialogue/reading/listening/本課在中的地位statusandLesson33SavingtheEarthisadialogue.ThelessonisfocusedonthetopicoftheproblemsoftheearthandthefunctionalitemsofSupposition/Intentions/conjecture/Prohibition.Sinceitisadialogue/reading.It’shelpfultoimprovetheSscommunicative/readingability.學(xué)指導(dǎo)思想teaching(Teachingsyllabus:Languageisforcommunication,developtheirfourskills,layspecialemphasisonreading;Grelletputitwellinhisbookdeveloreadingskills:developreadingskill/discourseysis;getthemtounderstandthewesternculturebetter;improvetheabilitytodiscover,yze&solvetheproblems;Readingisforinformation,forfun;UseTop-downmodelorBottom-upmodeltoactivateSsschemata;Inctivemodel)學(xué)目標(biāo)和要求Teachingaimsanddemands…beintendedforSskey認(rèn)知目標(biāo)knowledgeEnabletheSstorememberthefollowingnewwords&Damage,lecture,pollute,pollution,room,standingroom,befitfor,hearabout,turnintoGettheSstobefamiliarwiththissentenceIfthepopulationkeepsgrowingsoquickly,therewillonlybestandingroomleft…GivetheSsa dpracticeonthefunctionalitemActivateSsschemataregardingthetopicofpollutionandhelpSstoknowmoreabouttheproblemofpollution.智能目標(biāo)abilityAsktheSstomakeupasimilarHelpthemtounderstandthedialoguebetterandimprovethefourDeveloptheirabilityofthinkingCultivatetheirabilityto yzeandsolveTrainthemtocollectinformationfromtheTrainthemwithsomeeffectivelearningmethodstooptimizeSs’learningresults.德育目標(biāo)moralArousetheirinterestinlearningHelpthemtounderstandthebackgroundofEnablethestudentstoloveourearthandtheBeawareoftheimportanceofstoppollution&protectingEncouragetheSstodosomethingtosavethe學(xué)重點(diǎn)teachingimportantpointsNewwordsandSentencepattern:If-improvetheirreadingTalkingaboutproblemsofthe學(xué)難點(diǎn)teachingdifficultpointsfunctionalitem:Developtheircommunicativeability.Actouttheirown具teachingaids(multi-mediacomputersoftware,Theteachingsyllabussaysthatit’snecessaryforteacherstousemodernteachingfacilities.It’sofgreathelptoincreasetheclassdensityandimproveourteachingresult.ItcanalsomaketheSsreachabetterunderstandingofthetextbymakingtheclasseslivelyandinteresting.Atthesametime,itarousestheSs’interestinlearningEnglish.二、法TeachingFivestepmethod; ;communicativeTask-basedlearning:NewSyllabusDesignencouragesteacherstousethisteachingmethod.TBLTcanstimulateSs’initiativeinlearninganddeveloptheirabilityinlanguageapplication.MaketheSstherealmastersinclasswhiletheteacherhimselfactsasthedirectorandbringtheirabilityintofully.三、說學(xué)法StudyTeachSshowtobesuccessfullanguageTeachSshowtodevelopthereadingskill—skim&scan;howtocommunicatewithothers;howtolearnnewwords;howtolearnGettheSstoformgoodlearning復(fù)習(xí) (Revision)5min(Dailyreport;詞匯diagram;brainstorming;activateschemata)Activity1:Supposeabottleofinkisturnedoveranddirtiesyourwhiteshirt,whatistobedone?(Washit?Orthrowitaway?)Supposeyoucatchabadcold,what’stobeSupposeyourbikeisbroken,what’stobeAndsupposetheearth,onwhichwealllive,isdamaged,what’stobeWhatcanyouthinkofwhenyousee“pollution”thisenvironment,air,water,factory,desert,climate...TrytoactivatetheSsschemataregardingthetopicofpollution.)呈現(xiàn)(Presentation5minActivity2:Presentationythesong“EarthSong”sungbyMichaelJackson.(CreateanAlotofpicturesand clipsaboutthecausesandresultsofthethreeproblemsmentionedinthislessonwillbeshownonthescreenwiththehelpofthecomputer.Ss’presentationonpollution.Attracttheirattention,arousetheirinterest,andcreateagoodatmosphereforcommunication.ActivatetheirschemataandcultivatetheirabilityincollectinginformationfromtheInternetanddeveloptheirabilityinthinking/閱讀(Dialogue)18mPre-Activity3:1stlistening/fastreading,oneguidedQtohelpSstogetthemainidea:Whatdoyouthinkisdiscussedattheconference?While-Activity4:Readand2ndlistening/carefulreading,moreQstogetthedetailedinformation.Developtheirreadingskills:skim&scan.Payattentiontothepronunciation,stress&intonation.*閱讀:Pre-reading;while-reading;post-reading(fastreading/carefulreading;skim/scan;識(shí)別；確定句；創(chuàng)設(shè)信息差informationgapTorF;填表格chart/diagram;Predicting;Makeatimeline;Makeastorymap。達(dá)到對課文的整體理解和掌握。Sothattheycanhaveagoodunderstandingofthewholetext.)Activity5:LanguageWhileSsareansweringtheQs,theteacherdealswithsomekeylanguagea.isbeing b.andso c.go d.befit e.standing f.if-操練(Practice)10mActivity6:Re Useyourownwordstore lthedialogueinthe3rd Activity7:ActingoutActivity8:Drill–Purpose:PractisethefunctionalitemofSupposition.(P.33Part2;P.113,wbEx.3)(Rel;actout;role鞏固(Consolidation)(Discussion;interview;pressconference;debate;quiz)Activity9:roleySupposeyouwereheadofavillage,scientist,journalistandvillager,makeupaconversationandaskseveralgroupstodemonstrateinfrontofthedamage,befitfor,turninto,theif-clause,etc.Activity10:Thinkofthequestion:ArewecausingdamagetotheWhatshouldwedotosavetheearthandprotectourenvironmentespeciallyinourdailylife?Collecttheiranswersandforma作業(yè) )1m(Writing;continuethestory;recite; Writealettertothemayor, linghimsth.aboutthepollutionaroundyourschool.Blackboard2010I’mwatching 2010年8月14日14:13 I’mwatchingTVThisisoneofthelessonsofBookIIInthisclass,theywilllearna ritemcalledthepresentprogressive(結(jié)構(gòu)式:Be+V-ing).Theycanlearnthe ritembylooking,listening,talkingpracticingtoknowhowtouseitinreality.Andmanyactivitieshavebeendesignedforstudentstostudyandpractice.Tryingtoconnectknowledgetointerestingandstimulatingtheirenthusiasmtostudyinclassisaveryimportantthingforteacherstoconsider.TeachinggoalandkeyThelanguageGoalistolearnaboutwhatpeoplearengandthepresentprogressive(結(jié)構(gòu)式:Be+V-ing),andbesidesmasterthestructuresofthepresentprogressive,howtomakegooduseofthepresentprogressiveinreallifeisalsoimportant.Throughmanydifferentteachingstepsandmethods,makestudentsrealizethatthepresentprogressiveisclosetotheirstudiesandlives,theycanusethelanguagetheylearntomeettheneedandwishesbyusingthenewknowledgeeasily.Teachingkeypointsaretrainingtheabilitiesofusingthepresentprogressivetoexpresstheirfeelingsinreallanguagesurroundings.WaysofteachingandDividethewholeclassintosixgroupstotrainthemhowcooperatewithgroupmembers.Oneofthestudentsansweringquestionscorrectlywillwinoneortwopointsfortheirowngroup,usingthiswaytomakethemknowhelothersareequaltohelpthemselves,honorsofcollectivityaretheirhonors.Dialogues,gamesandperformancesaredesignedforstudentstopractice,inadditiontotheseexercises,flashandsongs,ballsandphotosareusedinclassactivitiestobuildakindofstrongstudyatmosphereStep1Warming–A.Singasong<Mylove>Step2LeadinShowsomepicturestostudentsandintroducethepresentprogressive(結(jié)構(gòu)式:Be+V-ing)tothemLookandsayTalkingaboutpicturesFillintheformsafterlistening,tomaketheSsclearwhattheyarelearning.Inviteafewstudentstodosomeactionsinclass,andthenasksomequestionstotheotherstudents,T:Whatishe Ss:Heisjum.Step3PresentationPairwork,flashandToletthestudentsguesswhatthepeople ngintheStep4LeadinthegeneralquestionofthepresentInvitetwostudentstoyfootballintheclassroom,thenasksomequestionstoSs,GuessingthepicturestopracticethegeneralStep5ShowaphotoofMr.Black,letthemlearnhowtotalkaboutthephoto.ShowaphotooftwogirlswiththewordstotheothersasWiththehelpofprojector,letthemlookattheirbabyStep6GroupShowsomesentencepatternsforstudentstoEverybodytalksaboutonepictureoneby(Thestudentshaveperformancesinfrontoftheclassroom)Step7SummaryBe+V-ingStep8AcompositionabouttheTeachingdesignisveryimportantforagoodlesson,yetthemostimportantthingishowtoorganizeteachingandmakethestudentsshowgreatinterestinginclass.Givingstudentsmoreopportunitiesandencouragementtomakethembelievetheyarethebest教師資格初中英語說課：ItmustbelongtoCarla來源：中國教師證考試中心 教版九年級(jí)Unit5ItmustbelongtoCarla.說課稿一、活化的學(xué)習(xí)程序，引導(dǎo)學(xué)生在活動(dòng)中有目的的學(xué)，這樣對提高學(xué)生口語和本單元通過學(xué)習(xí)情態(tài)動(dòng)詞，學(xué)會(huì)正確運(yùn)用must,might,could和can’tbelongto,muchtoo,toomuchcount有目的的讓學(xué)生預(yù)習(xí)，在完成任務(wù)的活動(dòng)中主動(dòng)的學(xué)，養(yǎng)成繼續(xù)學(xué)習(xí)英語和學(xué)好英語的良好習(xí)慣。歸納總結(jié)情態(tài)動(dòng)詞mustmight,could和can’t表示推斷的用法，比較它們的用法區(qū)別，在選擇它們進(jìn)行運(yùn)用時(shí)，要多角度，的推理、判斷能力。同時(shí)要學(xué)會(huì)對某一事物民表自己的看法并申明理由，進(jìn)而must,might,could和can’t進(jìn)行推must,might,could和can’t的用法。第一：SectionA1a,1b,1c第二：SectionA2a,2b,2c第三：SectionA3a,3b,4第四：SectionB1,2a,2b,2c第五：SectionB3a,3b,3c第六：SectionB二、聽must,might,couldcan’t表示推測的含義與用法，后面belongtosomeone和be別:belongto中的tobesomeone’s中有bemuchtootoomuch首先要求學(xué)生根據(jù)示范獨(dú)立，隨后叫幾組分別出來表演學(xué)生要經(jīng)常聽聽教師講英語聽學(xué)生講英語這結(jié)學(xué)好英語大有幫助Unit5Period1說課稿如何用must進(jìn)行推論有一個(gè)簡短的理解。鍛煉學(xué)生的，用目標(biāo)語言訓(xùn)練學(xué)生的交往能力教學(xué)難點(diǎn)：目標(biāo)語言的練習(xí)和口語練習(xí)訓(xùn)練法做練習(xí)是的重要方法圍繞目標(biāo)語言進(jìn)行練習(xí)，更能很好提高學(xué)生的水平。教具準(zhǔn)備：照相機(jī)，多，讓學(xué)生準(zhǔn)備一些實(shí)物四、學(xué)過unit4的重點(diǎn)句型Whatwouldyoudoifyouhadacamera?學(xué)生的回答中有一個(gè)必定是：Iwouldtakesomephotos。這下這利用這個(gè)回答引入到P34的(1a用幻燈片形式把展示在屏幕上，問學(xué)生“Whatarethey 學(xué)生把中所包含的東西列出并加以分類：clothing,funthings,有。再問：Whosepencilcaseisthis?引出表示推測的句子，可能是Itmightbelongto……解析：belongto展示1b中的表格，讓學(xué)生通過推測物主所有者，和推測的原因。(三采用同伴合作法，一問一答式，其中要注意mustbelongtosomeonemustbesomeone’s，ThisisawritingperiodofUnitTwomodule2,book3,publishbyFLTRP.Thismoduleisaboutdevelohislesson,studentswilllearnhowtowritethepassageaboutcomparingtwothings,fromwhatrespectcomparedbetweenthetwocities.Theyalsocanlearnsomerelatedwordsandphrases.Asweknow,weshouldimprovestudentsintegratelanguageusageability.Writingabilityisaimportantpart,itisnecessarytostudents,soweshouldattachimportancetothewritingteaching.Thislesson,IwillachievethefollowingKnowledgegoalisrevisingsomeadjectivesandlinkwordsandthesentencesofmakingcomparisons:AbilitygoalsiswritingadescriptioncomparingtwoMoralgoalismakingcomparisonsbetweendevelocountriesanddevelopedcountriesandarousetheSs’ssenseofresponsibilitiesforsociety,ourcountryandthepeoplelivinginthelessdevelopedTeachingimportantpointiswritingaboutcomparisonsbetweenthetownsorcitiesfromtheaspectsofpopulation,industry,climate,location,transportandtourism.Teachingdifficultpointiswritingadescriptioncomparingtwoces,usingwordsandsentencepatternslearnedinthisunit.Let ysisofAlthoughstudentshavewrittenthesimilararticlesingrade1ofseniorhighschool,buttheylackofthevocabulary,sothesentencestructureisonefold.itisnecessarytohelpstudentsmasterasmuchaspossiblegoodwordsandsentencestointroducestwocountriesorcities.makestudentsimprovetheirwritingability.Iusetaskbasedlanguageteachingmethodtohelpstudentsfinishthewritingtaskinclass,theywillworkinpairsandingroups.andaprojectandacomputerwillbemyteachingaids.ThefollowingismyteachingStep1Beforeclass,Iarrangethetaskforthestudents:prepareashortpresentationaboutTianjinorShenzhenusingthewords:attractive,busy,smart,vast,wealthy.AsktheSstocollectinformationasmuchaspossibleaboutTianjinorShenzhenfromtheaspectsofpopulation,industry,climate,location,transportandtourism.Soatthebeginningofthisclass,IasktheSstopresenttheirworkinclassandmakethenecessaryassessmentsbyworkingtogetherwiththeSs.StepTwoLead-Checkthe andasktheSstotakenotesaboutTianjinorShenzhenfromtheaspectsofpopulation,industry,climate,location,transportandtourism.Step3pre-Task1:Iwillshowapassagethatsomewordsismissing.thenreadthedescriptioncomparingShanghaiwithGuilin..Tryandguessthemissinginformationinpairs.thenchecktheanswersinclass.Task2:Discussion:Howtowriteadescriptioncomparingtwoces.Theywillthinkaboutmoreinformationaboutthecity.Thiscancultivatetheirthinkingability.Step4While-IwillguidethestudentsfinishthewritingstepbyFirst,Askstudentstowriteasentencetostarttheirdescriptionaboutthetwocessayingwhatyouknowaboutthemorwhat’sspecialaboutSecond,askthemtowriteadescriptioncomparingtwocesaswhathasbeendoneinActivity1andActivity2.Third,letthestudentsorganizetheirsentencesintoparagraphs.Eachparagraphshoulddiscussoneparticularfeature.Youmayneedtorewritesomeofyoursentences.,letthemwriteasentencetofinishtheirdescriptionandgivetheiropinionaboutthetwoces.Afterthesesteps,thestudentswillfinishthepassage.Step5post-writing:Askthestudentsinpairstocheckthecompositionformtheaspectsofcontent,gr r,spellingandsoon.Task3.Workingroupsof4andwritesentencesaboutTianjinandShenzhen,usingthenotesthethey’vealreadymade.Task4.RewritethesentencesandcompareTianjinandShenzhen,usingthelinkwords:but,however,although,while,thesentencestructuresaboveintheteachinggoalsandthewaysofmakingcomparisonsmentionedabove.Step WriteadescriptioncomparingTianjinandShenzhenAskoneofyourpartnerstocorrectyourcompositionandrewriteyourcompositionbeforehandingitin..TeachingAimsandDemands1.KnowledgeObjectsKeyextremely,worried,neighbor,garbage,mystery,director,escape,Inmydream,Iwasswimminginanoceanofpaper.Maybeitmeansyou'reafraidoftoomuch AbilityTrainstudents'readingTrainstudents'writingTrainstudents'integratingMoralEveryonehashadadream.Butdon'tdreamawayyourTeachingKeyKeyReadingWritingTeachingDifficultReadingWritingPracticemethodⅤ.TeachingAidAStepⅠRevision .Collectpicturesfromstudentsontheteacher'sdesk.Holduponeatatimeandaskstudentstodescribeitusingthetargetlanguageintroducedintheprecedingclasses.Forexample:T:(Holdingupapicturewithaboyswimminginanoceanofbooks)Whatdoyouthinkishappeningtothe inthepicture?S1:HemustbeaS2:Hecouldbehavingadream.S3:Hemightlikereadingbooks.S4:…StepⅡThisactivityprovidesreadingpracticeusingthetargetShowthekeyvocabularywordsonpage38onthescreenbyaextremelyadv.極其;非常worriedadj.煩惱的;焦慮的neighborn.鄰居;鄰人garbagen.;廢料mysteryndirectorn.決策者;董事;導(dǎo)演escapev.逃跑;逃走oceann.大海;海洋Saythewordsonebyoneandhavestudentsrepeatseveraltimesuntiltheycanpronouncethemfluentlyandaccura y.ReadthetitleofthenewspaperarticlestrangeeventsinBellTowerneighborhoodtotheclass.Andthenpointtothepictureandaskstudents.Howisthefeeling?Helpstudentstoanswer.Heisconfusedandupset.Callstudents'attentiontotheReadittotheclass.Say,NowpleasereadthearticleindividuallyandunderlinewhatpeoplethinkcouldbecausingthestrangethingsthatarehappeninginBellTower.Pointoutthesampleanswer.Getstudentstocompletethetaskindividually.Astheywork,walkaroundtheclassroomansweringanyquestionstheymayhaveandofferinghelpasneeded.Checktheanswersananimal,teenagers,thewind,adogStepⅢ3bThisactivityprovidesreadingandwritingpracticeusingthetargetGetstudentstodiscussanywordsorsentencestheydon'tknowinActivity3awithoneanother.Callstudents'attentiontothethreesetsofnotes.Askdifferentstudentstoreadthemtotheclass.Chufamily-latenightfootstepsinthehallway-mightbetheLaoZheng-someonetryingtogetinthewindow-mightbethewindXiaoNing-findsgarbageinfrontofherhouse-mightbecatsSay,YouaretowriteanotherparagraphaboutBellTownusingthesenotes.YoumayusethearticleinActivity3aasamodel.Askstudentstowritetheirparagraphsontheirownintheexercisebooks.Astheywork,movearoundtheclassroomofferinglanguagesupportasneeded.Getafewstudentstoreadtheirworkstotheclass.Answerswillvary.Writethesampleversionontheblackboard.AsampleversionThesedays,somethingunusualishappeninginmyneighborhood.Mr.Chuoftenhearsfootstepsinthehallwayatlatenight.Hiswifethinksitmightbetheneighbors.LaoZheng,aretiredworker,sawsomeonetryingtogetinthewindowoneevening.Later,hefounditmightbewind.XiaoNing,aJunior2student,oftenfindsgarbageinfrontofherhouse.Hermotherthinksitmightbecats.Butshedoesn'tthinkso.Myneighborhoodusedtobequiet.Butnoweveryoneisworried.Idon'tknowwhattodo.StepⅣThisactivityprovideswritingpracticeusingthetargetReadthetitleNomoremysteryinBellTowerneighborhoodtotheclassandexinthemeaningofthewordmystery.Inviteastudenttoreadtheopeningsentencestotheclass.DividetheclassintogroupsoffourtodiscusswhatshouldbeincludedintheTwoorthreeminuteslater,stoptheactivity.Say,NowpleasefinishthearticleaboutthestrangeeventsinBellTower.Usetheideasyoudiscussedalongwithoriginalideasofyourowntocompletethearticle.Getstudentstocompletethetaskontheirownintheexercisebooks.Astheyarewriting,movearoundtheclassroomofferinghelpasneeded.Asksomestudentstoreadtheirarticlestotheclass.Collectstudents'worksandwriteacommentoneachpaperbeforereturningthem.StepⅤPartusingthetargetlanguage.Readtheinstructionstotheclass.Pointtothepicture.Askstudentstolwhatishappeninginit.Inviteapairofstudentstoreadthesampleconversationintheboxtotheclass.SA:Inmydream,Iwasswimminginanoceanofpaper.SB:Maybeitmeansyou'reafraidoftoo Say,OnceIhadadream.Inmydream,Iwaseatingastatedinner.Whatmightthedreammean?Studentsmayanswer.Maybeitmeansyouaretoohungry.Say.Thinkofadreamyouhadrecentlyandlyourclassmatesaboutit.Yourclassmatesguesswhatthedreammightmean.Pleaseworkwithapartner.Startpracticebyreadingthesampleconversation.Asthepairsworktogether,walkaroundtheroomofferinghelpwithpronunciationandlanguage.Askdifferentpairstoltheclassabouttheirdreamandwhattheymaymean.StepⅥSay,Inthisclass,we'vemainlydonemuchreadingandwritingpracticeusingthetargetlanguage.We'velearnedsomevocabularywordsaswell.StepRereadthenewspaperarticleinActivityReviewtheparagraphinActivity3b.StepⅧBlackboardDesignUnit5 ItmustbelongtoCarla.SectionBTheFifthAsampleversiontoActivityThesedays,somethingunusualishappeninginmyneighborhood.MrChuoftenhearsfootstepsinthehallwayatlatenight.Hiswifethinksitmightbetheneighbors.LaoZheng,aretiredworker,sawsomeonetryingtogetinthewindowoneevening.Later,hefounditmightbethewind.XiaoNing,aJunior2student,oftenfindsgarbageinfrontofherhouse.Hermotherthinksitmightbecats.Butshedoesn'tthinkso.Myneighborhoodusedtobequiet.Butnoweveryoneisworried.Idon'tknowwhattodo.、Unit9Doyoulikebananas?說課教案本單元的中心話題是Food.主要語言功能項(xiàng)目是Talkaboutlikesanddislikes.語法結(jié)構(gòu)為Presenttensetolike,Yes/Noquestionsand，answers,Affirmativeandnegativestatements.本單元SectionA語法重點(diǎn)。最后設(shè)計(jì)的FoodSurvey起到了引導(dǎo)學(xué)生初步綜合運(yùn)用所學(xué)語言的作用，以的形式使學(xué)生在富有性的活動(dòng)中主動(dòng)運(yùn)用所學(xué)語言Section計(jì)了填寫Sandra和Tom喜歡與不喜歡的食物;自然引到了談?wù)撘蝗杖偷拈喿x;之后的寫一段話談?wù)凾om的一日三餐到寫一段關(guān)于自己一日三餐喜歡吃，語言功能項(xiàng)目展開了一系列任務(wù)活動(dòng)內(nèi)容從基本語言知識(shí)到語言綜合運(yùn)用在做事中有目的地學(xué)。教學(xué)難點(diǎn)：1DoyoulikebananasYes,Ido.No,Idon’t.流中，積極主動(dòng)地學(xué)，體會(huì)在做事中學(xué)習(xí)英語的喜悅。Disscussion.通過小組討論、開展等研究，明確在用中學(xué)、交流中Classifying.通過分類法，可簡化學(xué)習(xí)過程，利于Guessing1、教法DisscussingClassifyingandGuessing在與同學(xué)合作完成任務(wù)的活動(dòng)中主動(dòng)探究和學(xué);并運(yùn)用知識(shí)內(nèi)在規(guī)三、結(jié)為了能較好地實(shí)現(xiàn)既定的教學(xué)目標(biāo)，結(jié)合本單元教學(xué)內(nèi)容和學(xué)生的學(xué)習(xí)規(guī)Period1SectionA1a/1b/1c/2a/2b.Period2SectionA2c/3/4.Period3SectionB1a/1b/2a/2b/2c/3a/3b/3c/4a/4b.Period4SummingupSectionsAandBandthegr PeriodOne單詞：do,don’t,does,doesn’alad,Frenchfries,bananas.句型：Doyoulikebananas?Yes,Ido.\No,Idon’t.Doyoulikebananas?Yes,Ido.\No,Idon’t.T:TodaywearegoingtolearnUnit6.Look,what’sthis?Ss:It’safridge.T:Right!Therearemanykindsofdeliciousfoodinit.Canyouguess?S1:Apple.T:Yes,therearesomeapplesinit.Arethereanyorangesinit?S2:Yes.out.Look,whatarethey?Ss:Theyarebananas.T:Howdoyouspellit?Ss:B-A-N-A-N-A,banana.T:Anythingelse?S:FrenchT:Maybeyouareright.Let’ssee.Look!Whatarethey?Ss:TheyareFrenchfries.T:CanyouspellSs:F-R-E-N-C-H,French,F-R-I-E-S,T:Yes,verygood!Whocanwriteitontheblackboard?S:Me.T:YouStep2.布置一項(xiàng)任務(wù):老師手持一個(gè)盒子,讓同學(xué)猜猜老師最喜歡的食物.規(guī)則為學(xué)生只能問老師問題而老師只用“Yes”或“No”回答。T:Yousee,therearesomanythingsinthefridge.Iknoweachofyouhasyourfavouritefood.Right?Ihavemyfavouritefood,too.NowIwantyoutoguessit.Youcanaskmequestionstofinditout.Thinkover,whatquestioncanyouask?S:What’syourfavouritefoodT:Yes,youcanaskmeinthisway,butIwantyoutoguessit.Icanonlyanswer“Yes”or“No”.Howcanyouaskme?S:DoyoulikebananasT:Yes,Ido.Yes,goodquestion!Soallofyoucanaskmelikethis,Ss:S:DoyoulikeT:No,Idon’t.Idon’tlikehamburgers.S:Doyoulikeoranges?T:Yes,Ido.They’resweet.S:Doyoulikeicecream?T:Yes,Ido.It’smyfavouritefoodinsummer.OK,Ithinkoneofhasgottherightanswer.NowmyfavouritefoodisinthisSs:T:No,Idon’tlikechocolate.let’sopenandsee!Look!What’sSs:OrangeT:Whogottherightanswer?S:Me!T:OK,congratulations!Andthisorangeisfor2010：Doyoulike SectionA,1a,Step3.布置拓展性任務(wù)：要求同桌學(xué)生合作編一個(gè)小型，為詢問T:Nowlet’sdothepairwork.Makeadialoguewithyourpartners.Askyourpartnerslikethistofindouttheirfavouritefood.Iwillasksomepairstoactitout.Twominutes.(TwominuteslaterT:OK,stophere.Who’dliketobethefirstpair?Youtwo,please! B:A:Let’sgotoeatbreakfast.Look,doyoulikehamburgers?B:Yes,Ido.A:Oh,Ilikeit,too.DoyoulikeFrenchB:No,Idon’t.Theyaren’thealthyfood.A:OK,let’seathamburgers.B:Great!ThankStep4.完成課文32頁SectionA練習(xí)activity2a,CopythenewwordsandtrytolearnthembyMakeupanewdialogueaboutlikesanddislikesthenwriteitdowninyourexercisebook.OxfordEnglishforChapter3Dealingwithtrouble(Firstperiod)說課稿(一)的作用和地活實(shí)際和思想實(shí)際牛津英語8A以Chapter為學(xué)習(xí)單元與高中體系是Chapter3Dealingwithtrouble的第一，學(xué)生對一篇的學(xué)習(xí)后，初步了解的格式與書信的格式不同點(diǎn)，并且對課文中的robbery有所了解后對學(xué)生的自我保護(hù)意識(shí)有所幫助;并且復(fù)習(xí)與課文有關(guān)的交通工具增大11、學(xué)習(xí)單詞dial,argue(argument),purse,dealwith,crowd,railing,detail,handcuff等。二、在的氛圍中在科學(xué)和和諧的教學(xué)活動(dòng)中從分發(fā)揮學(xué)生的主體性，1、直觀教學(xué)：運(yùn)用多輔助教學(xué)，利用一些色彩鮮艷的，吸引學(xué)生需要，學(xué)生學(xué)習(xí)的積極性。2010教師資格證認(rèn)定初中英語說課 7BUnit2 r一、分析1、的地位及作用7BGrr，本單元圍繞做一般過去時(shí)開展根據(jù)情境正確使用一般過去時(shí)談?wù)撨^去的難點(diǎn)：根據(jù)情境正確使用一般過去時(shí)談?wù)撨^去的二、處理根據(jù)以上對的分析同時(shí)針學(xué)生學(xué)習(xí)外語存在一定的實(shí)納再由老師予以總結(jié)同時(shí)激發(fā)學(xué)生學(xué)習(xí)使學(xué)生在始終處于競賽活動(dòng)中四、教學(xué)告，談?wù)勛约旱膃verydaylife,如getupatsix，ygamesafterschool等TimeatsixatsixfortyatseventhirtyatnoonafterclassActivitiesgetupgotoschoolhaveclasseshavelunchyisittoday?進(jìn)而引出：Whatdaywasityesterday?WhatwasthedateTodayis Yesterdaywas beis變