初三是整個(gè)初中階段的重要一年，也是關(guān)鍵的一年。準(zhǔn)備了初三英語(yǔ)說(shuō)課稿【三篇】，供大家參考。
How much are these pants
Hello! My name is Rao Shengliang. I’m from Dengfang Middle School. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. The topic of this unit is “How much are these pants?” students learn to ask about prices, talk about clothing, and thank someone. First , I will talk about my understanding of this unit. This Unit is talking about shopping. Many students are interested in shopping, but they knowlittle about shopping. This lesson is the first period of Unit 7, It’s very important. Teaching aims: 1. Knowledge aims: the vocabularies of the clothes, describe clothes, using how much to ask and talk about the prices of the clothes. 2. Ability aims: training the ability of talking about the clothes and the prices. To develop students’ ability of communication with other people in English. 3. Emotional aims: To encourage students to be brave to speak English. Training the competition and cooperation. Build up the correct opinion. 4. Strategy aims: pre-reading, listening, writing and speaking 5. Culture aims: The difference between dollars and RMB. Teaching important points: New language: How much are these socks? They are two dollars. How much is the blue T-shirt? It is ten dollars. Items of clothing, colors (black, white, green, red, blue ) numbers10-31. Second , I will talk about my teaching theories, methods and tools.While dealing with this lesson, I will do my best to carry out the following opinion: Make the Ss the real masters in class while the teacher himself acts as a director; Combine the language structures with the language functions; students will receive some moral education while they are learning the English language. Teaching methods: Double activities teaching method Free discussion method Pair work or individual work method(Learning by using, learning for using.) Task-Based Language teaching Teaching tools: 1. a projector 2. a tape recorder 3. the blackboard 4. some clothes Third , I will talk about my teaching steps. Now let me introduce my teaching procedure briefly. As we all know, “Well begun is half done.” A good beginning will not only warm the class up at once, but also give good preparation for presentation. As language is learnt gradually but not immediately, we will do some revision to strengthen students’ memory. As a memory activator, I’ll try to find out the link between the old and the new. We can lead students by things such as songs, games, competitions, simple pictures or other media. In this lesson, I’ll provide an English song. Step 1 Warming up Listen to an English song. Let the students do the action while they are listening.(I’m sure children will love this song and get interested in class.) Step 2 Presentation a. After listening to the song, Show different colors, things. Let students guess. What’s this? It’s a backpack. What color is it? It’s red.(After warming, the students are excited , at the same time, they have learned the names of fruits, and they also know colors, so we can show pictures ,and students can guess, everyone should be active.) b. T: I like fruits and I like shopping
, so I have many nice clothes. Using the CAI, teach T-shirt, sweater, skirt, bag, socks, shorts, pants and so on. We can also teach small/big, long / short. e.g. This is a red T-shirt. These are black pants.(And we use pictures to teach T-shirt, sweater, hat and so on, we can also teach small/big, long/short)
Step3Memory games
With the help of CAI , students will guess what’s this ? What color is it? Revise the items of the clothes.(in this step, in order to train the ability of students’memory)
Step4 Presentation
Show a new T-shirt, students see its label. Ask how much is the T-shirt?1 dollar=7.5 yuan
Talk about students’own prices of the clothes.(in this step, students may know the relation of the dollars and RMB)
Step5 Presentation
Using the language structure , students will take an active part in the game, and master the important sentences :
How much are these socks/shorts/pants/shoes?
They’re ten dollars.
Step6 Listen to the conversation, fill in the price tags.
This activity provides practice in listening for prices.
Tell the students that all the items in each group are the same price. They are going to listen to the six conversations and write down the prices on the price tags.
This step will train the ability of the students’ listening
Step7 Task :Make a survey
We divide the class into many groups .Each group write down their friends’information .Then report.
This activity can improve the ability of communication.
Name
clothes
color
price
Step8 Homework
In order to extend students’ability of using English, it’s necessary to give students good and proper homework.
1. copy new words
2.Make a list for own clothes, then write down in your exercises book. Introduce your clothes.
3.searching information
Give students some websites. Students will find some more information about clothes on the Internet. Then talk about in pairs.(Students can accord to their ability to choose the exercises as their homework, because the students are different.)
At last , let’s have a look at the blackboard design.
The following is the blackboard design of this lesson, we’ll have a look at it on the blackboard.
Unit 9 Section B 一.教材分析 1.教材的地位和作用 本說(shuō)課是人教版《go for it》九年級(jí)Unit 9 When was it invented?的第三課時(shí)部分。本單元主要為被動(dòng)語(yǔ)態(tài)的教學(xué)和練習(xí)，通過(guò)前兩年知識(shí)的累積，學(xué)生已經(jīng)掌握了足夠的詞匯;培養(yǎng)了良好的語(yǔ)感;對(duì)語(yǔ)句的結(jié)構(gòu)有了較明確的認(rèn)識(shí)和劃分，為本單元的被動(dòng)語(yǔ)態(tài)的學(xué)習(xí)提供了扎實(shí)的基礎(chǔ)。被動(dòng)語(yǔ)態(tài)的學(xué)習(xí)是初中階段的教學(xué)重點(diǎn)和難點(diǎn)，教材選取了inventions的話題，幫助學(xué)生建立了被動(dòng)結(jié)構(gòu)的認(rèn)知平臺(tái)，將英語(yǔ)學(xué)習(xí)生活化，課堂教學(xué)情境化，豐富了學(xué)生的閱歷，也為下面幾個(gè)單元的教學(xué)做好了堅(jiān)實(shí)的語(yǔ)法鋪墊。 同時(shí)，通過(guò)對(duì)inventions發(fā)明的歷史的探究，發(fā)明過(guò)程的學(xué)習(xí)以及利弊的探討，激發(fā)學(xué)生的求知欲，是學(xué)生養(yǎng)成勤于思考，善于總結(jié)的好習(xí)慣。 2.教學(xué)目標(biāo) 1)知識(shí)目標(biāo)：在Section A的學(xué)習(xí)之中，學(xué)生已經(jīng)能對(duì)被動(dòng)語(yǔ)態(tài)有了初步的了解，能運(yùn)用被動(dòng)語(yǔ)態(tài)表述inventions的發(fā)明時(shí)間、功用等。于是，在Section B本節(jié)課的教學(xué)中，學(xué)生主要對(duì)食品的口味加以表述，學(xué)會(huì)crispy, sour, sweet, salty四個(gè)形容詞，并就potato chips的起源問(wèn)題加以探討、學(xué)習(xí)，使學(xué)生掌握the history of potato chips，理解和良好運(yùn)用被動(dòng)語(yǔ)態(tài)。 2)技能目標(biāo)：能談?wù)撌澄锏目谖叮磉_(dá)自己的喜好。向他人介紹薯片的起源及制作過(guò)程，并就改話題展開(kāi)相應(yīng)的對(duì)話。通過(guò)本節(jié)課的學(xué)習(xí)，使學(xué)生學(xué)會(huì)探究事物的起源，撰寫相應(yīng)的短文。 3)情感目標(biāo)：一方面在學(xué)生通過(guò)食品口味的探討過(guò)程中使學(xué)生認(rèn)識(shí)到均衡飲食的重要性，改變喜好性的偏食習(xí)慣;另一方面，使學(xué)生懂得人類的科學(xué)發(fā)明創(chuàng)造了豐富的物質(zhì)文明。培養(yǎng)學(xué)生的創(chuàng)造發(fā)明的能力和愿望。 3.教學(xué)重點(diǎn)：了解、認(rèn)知薯片的起源，開(kāi)展相應(yīng)的對(duì)話。 4.教學(xué)難點(diǎn)：使用被動(dòng)語(yǔ)態(tài)對(duì)食物的發(fā)明史進(jìn)行問(wèn)答。 二.學(xué)情分析 1)初三年級(jí)的孩子有良好的生活體驗(yàn)和語(yǔ)言基礎(chǔ)，在食品口味的學(xué)習(xí)和歸類總結(jié)中有較強(qiáng)的優(yōu)勢(shì)，不難達(dá)到預(yù)期的教學(xué)目標(biāo)。另外，由于年齡的特點(diǎn)，她們有較強(qiáng)的求知欲，喜歡探究事物，具備思考和分析的能力，進(jìn)而，教師很容易激發(fā)學(xué)生對(duì)薯片起源、歷史的學(xué)習(xí)，有效地掌握本節(jié)課的教學(xué)重點(diǎn)和難點(diǎn)。 2)于此同時(shí)，由于對(duì)話相對(duì)較長(zhǎng)，學(xué)生的注意力又比較容易分散，因而，在聽(tīng)力材料的處理上教師要做好調(diào)動(dòng)工作，用明確的任務(wù)激勵(lì)、引導(dǎo)學(xué)生完成本堂課的學(xué)習(xí)過(guò)程。 3)由于學(xué)生不善于建立良好的知識(shí)體系，不精于總結(jié)性學(xué)習(xí)，因此，教師更要注重學(xué)生學(xué)習(xí)方法的指導(dǎo)和學(xué)習(xí)技能的培養(yǎng)。 4)課堂上要注意即時(shí)性評(píng)價(jià)的技巧，以不斷激發(fā)、調(diào)動(dòng)學(xué)生參與課堂的主動(dòng)性。 三. 教學(xué)思路和理念 1.教學(xué)思路 << Go for it! >> 新目標(biāo)英語(yǔ)，實(shí)行的是新課程標(biāo)準(zhǔn)，采用的是任務(wù)型語(yǔ)言教學(xué)模式，融會(huì)話題，交際功能和語(yǔ)言結(jié)構(gòu)為一體。因此，教學(xué)設(shè)計(jì)和教學(xué)過(guò)程中應(yīng)充分發(fā)揮學(xué)生的主體地位，教師的主導(dǎo)作用，創(chuàng)造設(shè)計(jì)切實(shí)可行的真實(shí)的語(yǔ)言交際情景和任務(wù)，讓學(xué)生體驗(yàn)、實(shí)踐、使用目標(biāo)語(yǔ)進(jìn)行交際和解決問(wèn)題——完成任務(wù)，體驗(yàn)成就感，增加興趣。通過(guò)第一部分的競(jìng)猜活動(dòng)一方面使學(xué)生掌握淺顯的4個(gè)口味形容詞，大大地調(diào)動(dòng)學(xué)生的參與性，為下面聽(tīng)力部分的學(xué)生打好精神基礎(chǔ)。在2a、2b的聽(tīng)力教學(xué)中，給學(xué)生設(shè)置明確的學(xué)習(xí)任務(wù)，由淺入深的完成各項(xiàng)教學(xué)任務(wù)。后，以2c的對(duì)話練習(xí)為依托，幫助學(xué)生掌握探究事物起源的what, who, where, when, how, shape, 以及taste，教會(huì)學(xué)生學(xué)習(xí)的方法，也為下面3a的語(yǔ)篇教學(xué)做好鋪墊。 2.設(shè)計(jì)理念 根據(jù)英語(yǔ)課程標(biāo)準(zhǔn)規(guī)定，通過(guò)聽(tīng)、說(shuō)、讀、寫的訓(xùn)練，使學(xué)生獲得英語(yǔ)基礎(chǔ)知識(shí)和獲得英語(yǔ)基礎(chǔ)知識(shí)和為交際初步運(yùn)用英語(yǔ)的能力，激發(fā)學(xué)生的學(xué)習(xí)興趣，為進(jìn)一步學(xué)習(xí)打好初步的基礎(chǔ)。通過(guò)多媒體設(shè)計(jì)各種圖片幫助學(xué)生加深對(duì)語(yǔ)言的理解，充分調(diào)動(dòng)學(xué)生的積極性，注重過(guò)程的評(píng)價(jià)，形成一定的綜合語(yǔ)言的應(yīng)用能力。擬采用了以下的教學(xué)方法： 1)Teach English in English: 即新課標(biāo)倡導(dǎo)的“用英語(yǔ)教英語(yǔ)”，用英語(yǔ)教學(xué)，創(chuàng)造英語(yǔ)課堂良好的聽(tīng)的環(huán)境，讓學(xué)生充分感知，積極體驗(yàn)，大膽實(shí)踐，把握用英語(yǔ)交際的機(jī)會(huì)，鼓勵(lì)學(xué)生大膽開(kāi)口說(shuō)英語(yǔ)。 2)突出重點(diǎn)，突破難點(diǎn)：通過(guò)競(jìng)猜活動(dòng)，親身體驗(yàn)、聽(tīng)力訓(xùn)練、魚骨梳理、對(duì)話練習(xí)等多種形式強(qiáng)化知識(shí)的學(xué)習(xí)和被動(dòng)語(yǔ)態(tài)的運(yùn)用，反復(fù)操練重點(diǎn)句型，鞏固所學(xué)知識(shí)，提高靈活運(yùn)用能力。 3)任務(wù)型教學(xué)法：倡導(dǎo)體驗(yàn)參與，培養(yǎng)自主學(xué)習(xí)能力。在課堂教學(xué)中，通過(guò)學(xué)生自己或是合作式的學(xué)習(xí)來(lái)完成老師布置的每一個(gè)任務(wù)。在完成任務(wù)的同不斷獲得完成此任務(wù)所必須的知識(shí)、能力、技能等。 4) 游戲教學(xué)法：新課標(biāo)倡導(dǎo)的“玩中學(xué)，學(xué)中玩”的理念很受學(xué)生歡迎。采用學(xué)生親口品嘗的方式學(xué)習(xí)食物口味的四個(gè)形容詞，再通過(guò)猜食品盒子中的禮物的形式，歸納劃分食物的口味。穿插獎(jiǎng)品的獲得大大調(diào)動(dòng)學(xué)生的參與力。有效地激發(fā)了學(xué)生的學(xué)習(xí)興趣，活躍了課堂氣氛。 5)注重學(xué)生學(xué)習(xí)方法的指導(dǎo)：在通過(guò)2a和2b的學(xué)習(xí)后，教師以魚骨的形式展示事物起源的what, who, when, where, how以及taste等六大方面，幫助學(xué)生掌握探究方法，提高寫作的技巧。 6)借助多媒體輔助教學(xué)，形象、生動(dòng)，使課堂容量相對(duì)增加，實(shí)現(xiàn)了課堂的即使反饋，給學(xué)生提供更多的語(yǔ)言實(shí)踐機(jī)會(huì)，有利于綜合語(yǔ)言運(yùn)用能力的提高。 四 教學(xué)過(guò)程 Step 1 Warming up 1. Play a cartoon video about the invention process of the light bulb. 2. The teacher stops the video at the proper time and asks，what was invented after that? Students answer, and the teacher continues to ask when the light bulb was invented and what it is used for. Then show another picture, guide a student to ask (who, when, be used for), another student tries to answer. At last, show a picture of a refrigerator, ask and answer as above. Then make the students to guess what are in it. Step 2 Tastes 1. Open the refrigerator, and see 4 boxes, ask if they feel a kind of hungry, then take out four boxes the teacher has already prepared. Ask a student to taste a kind of food in the red box，ask the taste of the food, guide to learn the new words: sour. Stick the paper with sour on it onto the box. 2. Make the students guess what else are in the red box. Point out that the same box contains the same taste of food. And the students who guess the very food the box contains can get it as a present.
3. Learn the other 3 new words in the same way.
4. Sum up the foods, and then finish 1a (add the words: bitter, cold and hot if needed) and 1b.
Step 3 Potato chips
1. Show the students some potato chips the teacher has cooked, and ask two or three students to taste. Talk about it--- How do they taste? ( crispy, salty)
Why are they salty? (Sprinkle … on…)
What shape are they? (thinly-sliced)
Then guide the students to guess the cooking process of it.
2. Listen to 2a. Fill in the table below.
Who were the potato chips invented by?
When were the potato chips invented?
Where were the potato chips invented?
3. Listen again, and circle T or F. Check the answers.
4. Guide to understand some phrases in this part: by mistake, in the end, etc.
5. Listen again, and finish 2b.
Step 4 Pairwork
1. Ask the students questions:
What are the inventions?
Who were the potato chips invented by?
When were the potato chips invented?
Where were they invented?
How were they invented?
How do they taste?
Draw a fishbone when the teacher asks and the students answer.
2. Ask the students to work in pairs. Then ask 2 or 3 pairs to talk about. ( activity 2c)
3. Show the history of ice cream and the sandwich, ask the students to make up conversations by looking at the fishbone.
4. Guide to know that when you want to introduce the history of something, you have to answer all the questions above, especially when you are writing an article.
Step 5 Class Closing
1. Guide the students to know that inventions make our life more beautiful, the inventors’ wise make us live better. And we should do as the inventors did, never stop asking why and how.
Step 6 Homework
1. Surf the Internet to find out a history of an invention, make an invention card, and then ask and answer with your partner.
2. Try to write down an article about it.
9B Unit 4 Reading
一、說(shuō)教材： 1、教材所處的地位及作用： 這單元是9B的后一個(gè)單元。以Great people為話題展開(kāi)學(xué)習(xí)，該話題很容易引起學(xué)生的討論興趣。在welcome to the unit 部分，學(xué)生已初步學(xué)習(xí)了一些有關(guān)偉人的知識(shí)。Reading 是一個(gè)單元的核心部分，它承載著眾多的教學(xué)任務(wù)。我將reading部分分作二課時(shí)進(jìn)行教學(xué)，第一課時(shí)為閱讀課，第二課時(shí)為語(yǔ)言知識(shí)學(xué)習(xí)課和練習(xí)鞏固課。根據(jù)教材的安排及新課標(biāo)要求學(xué)生通過(guò)體驗(yàn)，實(shí)踐，參與，合作，交流和探究等方式學(xué)習(xí)和使用英語(yǔ)，真正體現(xiàn)以學(xué)習(xí)者為中心的教學(xué)理念，我詳細(xì)說(shuō)說(shuō)第一課時(shí)的教學(xué)?；诒菊n在教材中所處的地位及作用，特制定以下教學(xué)目標(biāo)。 2、教學(xué)目標(biāo)： 知識(shí)目標(biāo)： 1、To grasp some important language points. 2、To understand English idoms. 能力目標(biāo)： 1、To guess general meaning from keywords and context. 2、To skim text for overall meaning and scan for details. 情感目標(biāo)：To learn spirit from great people. 3、教學(xué)重點(diǎn)與難點(diǎn)： To identify true or false statements based on the reading passage. To extract relevant information from the reading passage. 二、說(shuō)教法： 本節(jié)課我主要采用以下幾種教學(xué)方法： 1、根據(jù)課文特點(diǎn)和學(xué)生實(shí)際情況，以情景教學(xué)法進(jìn)行教學(xué)。 通過(guò)形象生動(dòng)的圖片及相關(guān)資料，調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣, 激起學(xué)生情感上的共鳴，從而引導(dǎo)學(xué)生從整體上理解課文、從細(xì)節(jié)分析課文，促進(jìn)學(xué)生的語(yǔ)言能力及其情感等方面整體發(fā)展。 2、采用小組學(xué)習(xí)法，擴(kuò)大教學(xué)范圍。 把學(xué)生分成四人小組，也可以自由組合，讓他們?cè)诨?dòng)中啟發(fā)思維。同時(shí)注意保證每個(gè)學(xué)生都有機(jī)會(huì)參與到學(xué)習(xí)中來(lái)，培養(yǎng)學(xué)生與伙伴合作的意識(shí)和策略。 3、運(yùn)用操練法，拓寬學(xué)習(xí)渠道。 把大部分課堂時(shí)間留給學(xué)生，使學(xué)生在多信息、高密度、快節(jié)奏的靈活操練過(guò)程中拓寬學(xué)習(xí)渠道。 三、學(xué)法指導(dǎo)： 這一節(jié)是閱讀課，九年級(jí)的學(xué)生已具有一定的英語(yǔ)閱讀能力，聽(tīng)說(shuō)能力在原有的基礎(chǔ)上也得到了進(jìn)一步的提高，但參與課堂的積極性有所下降。針對(duì)以上學(xué)情，所以我先指導(dǎo)學(xué)生進(jìn)行快速閱讀和深層閱讀，幫助學(xué)生運(yùn)用自主學(xué)習(xí)法來(lái)把握課文整體，培養(yǎng)學(xué)生的分析歸納獨(dú)立思考的能力;鼓勵(lì)學(xué)生小組活動(dòng)，讓每個(gè)人，尤其是那些薄弱同學(xué)，都能參與到課堂的學(xué)習(xí)中，能動(dòng)手完成一些基礎(chǔ)的學(xué)習(xí)任務(wù)和學(xué)習(xí)目標(biāo)，重在激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，通過(guò)討論讓他們主動(dòng)去涉取知識(shí)。 四、教學(xué)過(guò)程： 一 Skim the text, answer questions: 1. Why is Neil Armstrong famous? 2. Are there any aliens on the moon? 3. What award did he get? 二 Para 1-3: Before he walked on the moon Name Neil Armstrong Date of birth on________________ Place of birth in_________________ Experiences at 6_____________________ at 15____________________________ at 16 _______________________________ in 1949 _____________________ when he moved to California ___________________ in 1962 ________________________ in 1966 ________________________ 三 Para3:Read and complete the passage: In 1962, he ____ _______ ____become an astronaut. In 1966, he and David R. Scott _________ ___ join two spacecraft together for the first time in space. But when the spacecraft began spinning ____ _____ ________, Mission Control thought it was _____ ____ ____ _____ _____ ______, so they _______ Armstrong ____ cut the flight short, and he succeeded. 四 Para4-5: Walking on the moon Read and answer some questions: 1. When did Armstrong land on the moon? 2. Who did he come to the moon with? 3. What are the famous words? 4. How long did they walk on the moon? 5. What did they collect for further research? 6. What did the whole world do when Apollo 11 returned? 五 Retell the two paragraphs with the help of the six questions above: 六 Para6-7:Reports about aliens on the moon Read and judge T or F: 1. It is said that Armstrong and Aldrin saw alien spacecraft. 2. The alien spacecraft is very small. 3. When Armstrong was on the moon, the aliens were very friendly. 七 Para8:Award for Armstrong 1.What is the Medal of Freedom for a US citizen? 2. What did Armstrong do for people around the world?
八 Read the passage together and fill in the blanks with right words: Neil Armstrong took his first f_______ at six and received his pilot’s ________(執(zhí)照) at 16. In 1949, Neil j_______ the navy and worked as a p_______. He was s_________ to be an astronaut in 1962. Four years later, he m__________ to join two spacecraft together in space. On 20th July 1969, he _______(著陸) Apollo 11 on the moon with Aldrin __________(成功).Neil said ‘one small step for man, one giant leap for m________’. Armstrong got the highest a_____ that a US c________ can receive. He is the pride of the world.
九 Retell the text
Name: Neil Armstrong
Date of birth: 5th August 1930
Place of birth: Ohio, the USA
Major event: at 6: was interested in flying
at 16: got his student pilot’s licence
In 1949: joined the navy
In 1962: became an astronaut
In 1966: joined 2 spacecraft together for the first time in space.
On 20th July 1969: walked on the moon
Famous words: one small step for man, one giant leap for mankind.
Award: Medal of Freedom
What do you think of him: our pride — make us realize...
Homework: 1.Recite the text.
2.Finish some additional exercises.
How much are these pants
Hello! My name is Rao Shengliang. I’m from Dengfang Middle School. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. The topic of this unit is “How much are these pants?” students learn to ask about prices, talk about clothing, and thank someone. First , I will talk about my understanding of this unit. This Unit is talking about shopping. Many students are interested in shopping, but they knowlittle about shopping. This lesson is the first period of Unit 7, It’s very important. Teaching aims: 1. Knowledge aims: the vocabularies of the clothes, describe clothes, using how much to ask and talk about the prices of the clothes. 2. Ability aims: training the ability of talking about the clothes and the prices. To develop students’ ability of communication with other people in English. 3. Emotional aims: To encourage students to be brave to speak English. Training the competition and cooperation. Build up the correct opinion. 4. Strategy aims: pre-reading, listening, writing and speaking 5. Culture aims: The difference between dollars and RMB. Teaching important points: New language: How much are these socks? They are two dollars. How much is the blue T-shirt? It is ten dollars. Items of clothing, colors (black, white, green, red, blue ) numbers10-31. Second , I will talk about my teaching theories, methods and tools.While dealing with this lesson, I will do my best to carry out the following opinion: Make the Ss the real masters in class while the teacher himself acts as a director; Combine the language structures with the language functions; students will receive some moral education while they are learning the English language. Teaching methods: Double activities teaching method Free discussion method Pair work or individual work method(Learning by using, learning for using.) Task-Based Language teaching Teaching tools: 1. a projector 2. a tape recorder 3. the blackboard 4. some clothes Third , I will talk about my teaching steps. Now let me introduce my teaching procedure briefly. As we all know, “Well begun is half done.” A good beginning will not only warm the class up at once, but also give good preparation for presentation. As language is learnt gradually but not immediately, we will do some revision to strengthen students’ memory. As a memory activator, I’ll try to find out the link between the old and the new. We can lead students by things such as songs, games, competitions, simple pictures or other media. In this lesson, I’ll provide an English song. Step 1 Warming up Listen to an English song. Let the students do the action while they are listening.(I’m sure children will love this song and get interested in class.) Step 2 Presentation a. After listening to the song, Show different colors, things. Let students guess. What’s this? It’s a backpack. What color is it? It’s red.(After warming, the students are excited , at the same time, they have learned the names of fruits, and they also know colors, so we can show pictures ,and students can guess, everyone should be active.) b. T: I like fruits and I like shopping
, so I have many nice clothes. Using the CAI, teach T-shirt, sweater, skirt, bag, socks, shorts, pants and so on. We can also teach small/big, long / short. e.g. This is a red T-shirt. These are black pants.(And we use pictures to teach T-shirt, sweater, hat and so on, we can also teach small/big, long/short)
Step3Memory games
With the help of CAI , students will guess what’s this ? What color is it? Revise the items of the clothes.(in this step, in order to train the ability of students’memory)
Step4 Presentation
Show a new T-shirt, students see its label. Ask how much is the T-shirt?1 dollar=7.5 yuan
Talk about students’own prices of the clothes.(in this step, students may know the relation of the dollars and RMB)
Step5 Presentation
Using the language structure , students will take an active part in the game, and master the important sentences :
How much are these socks/shorts/pants/shoes?
They’re ten dollars.
Step6 Listen to the conversation, fill in the price tags.
This activity provides practice in listening for prices.
Tell the students that all the items in each group are the same price. They are going to listen to the six conversations and write down the prices on the price tags.
This step will train the ability of the students’ listening
Step7 Task :Make a survey
We divide the class into many groups .Each group write down their friends’information .Then report.
This activity can improve the ability of communication.
Name
clothes
color
price
Step8 Homework
In order to extend students’ability of using English, it’s necessary to give students good and proper homework.
1. copy new words
2.Make a list for own clothes, then write down in your exercises book. Introduce your clothes.
3.searching information
Give students some websites. Students will find some more information about clothes on the Internet. Then talk about in pairs.(Students can accord to their ability to choose the exercises as their homework, because the students are different.)
At last , let’s have a look at the blackboard design.
The following is the blackboard design of this lesson, we’ll have a look at it on the blackboard.
Unit 9 Section B 一.教材分析 1.教材的地位和作用 本說(shuō)課是人教版《go for it》九年級(jí)Unit 9 When was it invented?的第三課時(shí)部分。本單元主要為被動(dòng)語(yǔ)態(tài)的教學(xué)和練習(xí)，通過(guò)前兩年知識(shí)的累積，學(xué)生已經(jīng)掌握了足夠的詞匯;培養(yǎng)了良好的語(yǔ)感;對(duì)語(yǔ)句的結(jié)構(gòu)有了較明確的認(rèn)識(shí)和劃分，為本單元的被動(dòng)語(yǔ)態(tài)的學(xué)習(xí)提供了扎實(shí)的基礎(chǔ)。被動(dòng)語(yǔ)態(tài)的學(xué)習(xí)是初中階段的教學(xué)重點(diǎn)和難點(diǎn)，教材選取了inventions的話題，幫助學(xué)生建立了被動(dòng)結(jié)構(gòu)的認(rèn)知平臺(tái)，將英語(yǔ)學(xué)習(xí)生活化，課堂教學(xué)情境化，豐富了學(xué)生的閱歷，也為下面幾個(gè)單元的教學(xué)做好了堅(jiān)實(shí)的語(yǔ)法鋪墊。 同時(shí)，通過(guò)對(duì)inventions發(fā)明的歷史的探究，發(fā)明過(guò)程的學(xué)習(xí)以及利弊的探討，激發(fā)學(xué)生的求知欲，是學(xué)生養(yǎng)成勤于思考，善于總結(jié)的好習(xí)慣。 2.教學(xué)目標(biāo) 1)知識(shí)目標(biāo)：在Section A的學(xué)習(xí)之中，學(xué)生已經(jīng)能對(duì)被動(dòng)語(yǔ)態(tài)有了初步的了解，能運(yùn)用被動(dòng)語(yǔ)態(tài)表述inventions的發(fā)明時(shí)間、功用等。于是，在Section B本節(jié)課的教學(xué)中，學(xué)生主要對(duì)食品的口味加以表述，學(xué)會(huì)crispy, sour, sweet, salty四個(gè)形容詞，并就potato chips的起源問(wèn)題加以探討、學(xué)習(xí)，使學(xué)生掌握the history of potato chips，理解和良好運(yùn)用被動(dòng)語(yǔ)態(tài)。 2)技能目標(biāo)：能談?wù)撌澄锏目谖叮磉_(dá)自己的喜好。向他人介紹薯片的起源及制作過(guò)程，并就改話題展開(kāi)相應(yīng)的對(duì)話。通過(guò)本節(jié)課的學(xué)習(xí)，使學(xué)生學(xué)會(huì)探究事物的起源，撰寫相應(yīng)的短文。 3)情感目標(biāo)：一方面在學(xué)生通過(guò)食品口味的探討過(guò)程中使學(xué)生認(rèn)識(shí)到均衡飲食的重要性，改變喜好性的偏食習(xí)慣;另一方面，使學(xué)生懂得人類的科學(xué)發(fā)明創(chuàng)造了豐富的物質(zhì)文明。培養(yǎng)學(xué)生的創(chuàng)造發(fā)明的能力和愿望。 3.教學(xué)重點(diǎn)：了解、認(rèn)知薯片的起源，開(kāi)展相應(yīng)的對(duì)話。 4.教學(xué)難點(diǎn)：使用被動(dòng)語(yǔ)態(tài)對(duì)食物的發(fā)明史進(jìn)行問(wèn)答。 二.學(xué)情分析 1)初三年級(jí)的孩子有良好的生活體驗(yàn)和語(yǔ)言基礎(chǔ)，在食品口味的學(xué)習(xí)和歸類總結(jié)中有較強(qiáng)的優(yōu)勢(shì)，不難達(dá)到預(yù)期的教學(xué)目標(biāo)。另外，由于年齡的特點(diǎn)，她們有較強(qiáng)的求知欲，喜歡探究事物，具備思考和分析的能力，進(jìn)而，教師很容易激發(fā)學(xué)生對(duì)薯片起源、歷史的學(xué)習(xí)，有效地掌握本節(jié)課的教學(xué)重點(diǎn)和難點(diǎn)。 2)于此同時(shí)，由于對(duì)話相對(duì)較長(zhǎng)，學(xué)生的注意力又比較容易分散，因而，在聽(tīng)力材料的處理上教師要做好調(diào)動(dòng)工作，用明確的任務(wù)激勵(lì)、引導(dǎo)學(xué)生完成本堂課的學(xué)習(xí)過(guò)程。 3)由于學(xué)生不善于建立良好的知識(shí)體系，不精于總結(jié)性學(xué)習(xí)，因此，教師更要注重學(xué)生學(xué)習(xí)方法的指導(dǎo)和學(xué)習(xí)技能的培養(yǎng)。 4)課堂上要注意即時(shí)性評(píng)價(jià)的技巧，以不斷激發(fā)、調(diào)動(dòng)學(xué)生參與課堂的主動(dòng)性。 三. 教學(xué)思路和理念 1.教學(xué)思路 << Go for it! >> 新目標(biāo)英語(yǔ)，實(shí)行的是新課程標(biāo)準(zhǔn)，采用的是任務(wù)型語(yǔ)言教學(xué)模式，融會(huì)話題，交際功能和語(yǔ)言結(jié)構(gòu)為一體。因此，教學(xué)設(shè)計(jì)和教學(xué)過(guò)程中應(yīng)充分發(fā)揮學(xué)生的主體地位，教師的主導(dǎo)作用，創(chuàng)造設(shè)計(jì)切實(shí)可行的真實(shí)的語(yǔ)言交際情景和任務(wù)，讓學(xué)生體驗(yàn)、實(shí)踐、使用目標(biāo)語(yǔ)進(jìn)行交際和解決問(wèn)題——完成任務(wù)，體驗(yàn)成就感，增加興趣。通過(guò)第一部分的競(jìng)猜活動(dòng)一方面使學(xué)生掌握淺顯的4個(gè)口味形容詞，大大地調(diào)動(dòng)學(xué)生的參與性，為下面聽(tīng)力部分的學(xué)生打好精神基礎(chǔ)。在2a、2b的聽(tīng)力教學(xué)中，給學(xué)生設(shè)置明確的學(xué)習(xí)任務(wù)，由淺入深的完成各項(xiàng)教學(xué)任務(wù)。后，以2c的對(duì)話練習(xí)為依托，幫助學(xué)生掌握探究事物起源的what, who, where, when, how, shape, 以及taste，教會(huì)學(xué)生學(xué)習(xí)的方法，也為下面3a的語(yǔ)篇教學(xué)做好鋪墊。 2.設(shè)計(jì)理念 根據(jù)英語(yǔ)課程標(biāo)準(zhǔn)規(guī)定，通過(guò)聽(tīng)、說(shuō)、讀、寫的訓(xùn)練，使學(xué)生獲得英語(yǔ)基礎(chǔ)知識(shí)和獲得英語(yǔ)基礎(chǔ)知識(shí)和為交際初步運(yùn)用英語(yǔ)的能力，激發(fā)學(xué)生的學(xué)習(xí)興趣，為進(jìn)一步學(xué)習(xí)打好初步的基礎(chǔ)。通過(guò)多媒體設(shè)計(jì)各種圖片幫助學(xué)生加深對(duì)語(yǔ)言的理解，充分調(diào)動(dòng)學(xué)生的積極性，注重過(guò)程的評(píng)價(jià)，形成一定的綜合語(yǔ)言的應(yīng)用能力。擬采用了以下的教學(xué)方法： 1)Teach English in English: 即新課標(biāo)倡導(dǎo)的“用英語(yǔ)教英語(yǔ)”，用英語(yǔ)教學(xué)，創(chuàng)造英語(yǔ)課堂良好的聽(tīng)的環(huán)境，讓學(xué)生充分感知，積極體驗(yàn)，大膽實(shí)踐，把握用英語(yǔ)交際的機(jī)會(huì)，鼓勵(lì)學(xué)生大膽開(kāi)口說(shuō)英語(yǔ)。 2)突出重點(diǎn)，突破難點(diǎn)：通過(guò)競(jìng)猜活動(dòng)，親身體驗(yàn)、聽(tīng)力訓(xùn)練、魚骨梳理、對(duì)話練習(xí)等多種形式強(qiáng)化知識(shí)的學(xué)習(xí)和被動(dòng)語(yǔ)態(tài)的運(yùn)用，反復(fù)操練重點(diǎn)句型，鞏固所學(xué)知識(shí)，提高靈活運(yùn)用能力。 3)任務(wù)型教學(xué)法：倡導(dǎo)體驗(yàn)參與，培養(yǎng)自主學(xué)習(xí)能力。在課堂教學(xué)中，通過(guò)學(xué)生自己或是合作式的學(xué)習(xí)來(lái)完成老師布置的每一個(gè)任務(wù)。在完成任務(wù)的同不斷獲得完成此任務(wù)所必須的知識(shí)、能力、技能等。 4) 游戲教學(xué)法：新課標(biāo)倡導(dǎo)的“玩中學(xué)，學(xué)中玩”的理念很受學(xué)生歡迎。采用學(xué)生親口品嘗的方式學(xué)習(xí)食物口味的四個(gè)形容詞，再通過(guò)猜食品盒子中的禮物的形式，歸納劃分食物的口味。穿插獎(jiǎng)品的獲得大大調(diào)動(dòng)學(xué)生的參與力。有效地激發(fā)了學(xué)生的學(xué)習(xí)興趣，活躍了課堂氣氛。 5)注重學(xué)生學(xué)習(xí)方法的指導(dǎo)：在通過(guò)2a和2b的學(xué)習(xí)后，教師以魚骨的形式展示事物起源的what, who, when, where, how以及taste等六大方面，幫助學(xué)生掌握探究方法，提高寫作的技巧。 6)借助多媒體輔助教學(xué)，形象、生動(dòng)，使課堂容量相對(duì)增加，實(shí)現(xiàn)了課堂的即使反饋，給學(xué)生提供更多的語(yǔ)言實(shí)踐機(jī)會(huì)，有利于綜合語(yǔ)言運(yùn)用能力的提高。 四 教學(xué)過(guò)程 Step 1 Warming up 1. Play a cartoon video about the invention process of the light bulb. 2. The teacher stops the video at the proper time and asks，what was invented after that? Students answer, and the teacher continues to ask when the light bulb was invented and what it is used for. Then show another picture, guide a student to ask (who, when, be used for), another student tries to answer. At last, show a picture of a refrigerator, ask and answer as above. Then make the students to guess what are in it. Step 2 Tastes 1. Open the refrigerator, and see 4 boxes, ask if they feel a kind of hungry, then take out four boxes the teacher has already prepared. Ask a student to taste a kind of food in the red box，ask the taste of the food, guide to learn the new words: sour. Stick the paper with sour on it onto the box. 2. Make the students guess what else are in the red box. Point out that the same box contains the same taste of food. And the students who guess the very food the box contains can get it as a present.
3. Learn the other 3 new words in the same way.
4. Sum up the foods, and then finish 1a (add the words: bitter, cold and hot if needed) and 1b.
Step 3 Potato chips
1. Show the students some potato chips the teacher has cooked, and ask two or three students to taste. Talk about it--- How do they taste? ( crispy, salty)
Why are they salty? (Sprinkle … on…)
What shape are they? (thinly-sliced)
Then guide the students to guess the cooking process of it.
2. Listen to 2a. Fill in the table below.
Who were the potato chips invented by?
When were the potato chips invented?
Where were the potato chips invented?
3. Listen again, and circle T or F. Check the answers.
4. Guide to understand some phrases in this part: by mistake, in the end, etc.
5. Listen again, and finish 2b.
Step 4 Pairwork
1. Ask the students questions:
What are the inventions?
Who were the potato chips invented by?
When were the potato chips invented?
Where were they invented?
How were they invented?
How do they taste?
Draw a fishbone when the teacher asks and the students answer.
2. Ask the students to work in pairs. Then ask 2 or 3 pairs to talk about. ( activity 2c)
3. Show the history of ice cream and the sandwich, ask the students to make up conversations by looking at the fishbone.
4. Guide to know that when you want to introduce the history of something, you have to answer all the questions above, especially when you are writing an article.
Step 5 Class Closing
1. Guide the students to know that inventions make our life more beautiful, the inventors’ wise make us live better. And we should do as the inventors did, never stop asking why and how.
Step 6 Homework
1. Surf the Internet to find out a history of an invention, make an invention card, and then ask and answer with your partner.
2. Try to write down an article about it.
9B Unit 4 Reading
一、說(shuō)教材： 1、教材所處的地位及作用： 這單元是9B的后一個(gè)單元。以Great people為話題展開(kāi)學(xué)習(xí)，該話題很容易引起學(xué)生的討論興趣。在welcome to the unit 部分，學(xué)生已初步學(xué)習(xí)了一些有關(guān)偉人的知識(shí)。Reading 是一個(gè)單元的核心部分，它承載著眾多的教學(xué)任務(wù)。我將reading部分分作二課時(shí)進(jìn)行教學(xué)，第一課時(shí)為閱讀課，第二課時(shí)為語(yǔ)言知識(shí)學(xué)習(xí)課和練習(xí)鞏固課。根據(jù)教材的安排及新課標(biāo)要求學(xué)生通過(guò)體驗(yàn)，實(shí)踐，參與，合作，交流和探究等方式學(xué)習(xí)和使用英語(yǔ)，真正體現(xiàn)以學(xué)習(xí)者為中心的教學(xué)理念，我詳細(xì)說(shuō)說(shuō)第一課時(shí)的教學(xué)?；诒菊n在教材中所處的地位及作用，特制定以下教學(xué)目標(biāo)。 2、教學(xué)目標(biāo)： 知識(shí)目標(biāo)： 1、To grasp some important language points. 2、To understand English idoms. 能力目標(biāo)： 1、To guess general meaning from keywords and context. 2、To skim text for overall meaning and scan for details. 情感目標(biāo)：To learn spirit from great people. 3、教學(xué)重點(diǎn)與難點(diǎn)： To identify true or false statements based on the reading passage. To extract relevant information from the reading passage. 二、說(shuō)教法： 本節(jié)課我主要采用以下幾種教學(xué)方法： 1、根據(jù)課文特點(diǎn)和學(xué)生實(shí)際情況，以情景教學(xué)法進(jìn)行教學(xué)。 通過(guò)形象生動(dòng)的圖片及相關(guān)資料，調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣, 激起學(xué)生情感上的共鳴，從而引導(dǎo)學(xué)生從整體上理解課文、從細(xì)節(jié)分析課文，促進(jìn)學(xué)生的語(yǔ)言能力及其情感等方面整體發(fā)展。 2、采用小組學(xué)習(xí)法，擴(kuò)大教學(xué)范圍。 把學(xué)生分成四人小組，也可以自由組合，讓他們?cè)诨?dòng)中啟發(fā)思維。同時(shí)注意保證每個(gè)學(xué)生都有機(jī)會(huì)參與到學(xué)習(xí)中來(lái)，培養(yǎng)學(xué)生與伙伴合作的意識(shí)和策略。 3、運(yùn)用操練法，拓寬學(xué)習(xí)渠道。 把大部分課堂時(shí)間留給學(xué)生，使學(xué)生在多信息、高密度、快節(jié)奏的靈活操練過(guò)程中拓寬學(xué)習(xí)渠道。 三、學(xué)法指導(dǎo)： 這一節(jié)是閱讀課，九年級(jí)的學(xué)生已具有一定的英語(yǔ)閱讀能力，聽(tīng)說(shuō)能力在原有的基礎(chǔ)上也得到了進(jìn)一步的提高，但參與課堂的積極性有所下降。針對(duì)以上學(xué)情，所以我先指導(dǎo)學(xué)生進(jìn)行快速閱讀和深層閱讀，幫助學(xué)生運(yùn)用自主學(xué)習(xí)法來(lái)把握課文整體，培養(yǎng)學(xué)生的分析歸納獨(dú)立思考的能力;鼓勵(lì)學(xué)生小組活動(dòng)，讓每個(gè)人，尤其是那些薄弱同學(xué)，都能參與到課堂的學(xué)習(xí)中，能動(dòng)手完成一些基礎(chǔ)的學(xué)習(xí)任務(wù)和學(xué)習(xí)目標(biāo)，重在激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，通過(guò)討論讓他們主動(dòng)去涉取知識(shí)。 四、教學(xué)過(guò)程： 一 Skim the text, answer questions: 1. Why is Neil Armstrong famous? 2. Are there any aliens on the moon? 3. What award did he get? 二 Para 1-3: Before he walked on the moon Name Neil Armstrong Date of birth on________________ Place of birth in_________________ Experiences at 6_____________________ at 15____________________________ at 16 _______________________________ in 1949 _____________________ when he moved to California ___________________ in 1962 ________________________ in 1966 ________________________ 三 Para3:Read and complete the passage: In 1962, he ____ _______ ____become an astronaut. In 1966, he and David R. Scott _________ ___ join two spacecraft together for the first time in space. But when the spacecraft began spinning ____ _____ ________, Mission Control thought it was _____ ____ ____ _____ _____ ______, so they _______ Armstrong ____ cut the flight short, and he succeeded. 四 Para4-5: Walking on the moon Read and answer some questions: 1. When did Armstrong land on the moon? 2. Who did he come to the moon with? 3. What are the famous words? 4. How long did they walk on the moon? 5. What did they collect for further research? 6. What did the whole world do when Apollo 11 returned? 五 Retell the two paragraphs with the help of the six questions above: 六 Para6-7:Reports about aliens on the moon Read and judge T or F: 1. It is said that Armstrong and Aldrin saw alien spacecraft. 2. The alien spacecraft is very small. 3. When Armstrong was on the moon, the aliens were very friendly. 七 Para8:Award for Armstrong 1.What is the Medal of Freedom for a US citizen? 2. What did Armstrong do for people around the world?
八 Read the passage together and fill in the blanks with right words: Neil Armstrong took his first f_______ at six and received his pilot’s ________(執(zhí)照) at 16. In 1949, Neil j_______ the navy and worked as a p_______. He was s_________ to be an astronaut in 1962. Four years later, he m__________ to join two spacecraft together in space. On 20th July 1969, he _______(著陸) Apollo 11 on the moon with Aldrin __________(成功).Neil said ‘one small step for man, one giant leap for m________’. Armstrong got the highest a_____ that a US c________ can receive. He is the pride of the world.
九 Retell the text
Name: Neil Armstrong
Date of birth: 5th August 1930
Place of birth: Ohio, the USA
Major event: at 6: was interested in flying
at 16: got his student pilot’s licence
In 1949: joined the navy
In 1962: became an astronaut
In 1966: joined 2 spacecraft together for the first time in space.
On 20th July 1969: walked on the moon
Famous words: one small step for man, one giant leap for mankind.
Award: Medal of Freedom
What do you think of him: our pride — make us realize...
Homework: 1.Recite the text.
2.Finish some additional exercises.