童年趣事作文650字

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（实用）童年趣事作文650字

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（实用）童年趣事作文650字

童年趣事作文650字1

　　Unit13 Rainy days make sad. SectionA (1a-1c)

　　Hello, everyone,

　　Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is Section A (1a-1c , Grammar Focus) in Unit13 . It is made up of seven parts.

　　1. Analysis textbook(教材分析)

　　2. The teaching methods(教学方法)

　　3. The learning methods(说学法)

　　4. Analysis the students(说学情)

　　5. The procedures of the teaching(教学步骤)

　　6. Blackboard design（板书设计）

　　7. Self evaluation.(自评)

　　Part 1 The analysis of the teaching material:

　　This lesson is about listening and speaking. It plays a very important part in the English teaching of this unit. By studying Section A , The students can improve their speaking ability, learn more about things that affect people. At the same time, we should get the students to understand better. The students should do some listening, speaking and writing, too. Of course, the students should receive some moral education. Let the students have positive attitude to dealing with things around them.

　　1. Teaching objects

　　The teaching aims are established according to Junior School English curriculum standard provision.

　　A.Language goals

　　1). Words & expressions :tense, some adjectives of feeling

　　2). Key sentences Loud music makes me tense. (P103)

　　Loud music makes me want to dance.

　　That movie made me sad.

　　B.Ability goals

　　Enable the students to talk about how things affect them.

　　Emotion & attitude goals

　　Enable the students to understand the effect of things upon them.

　　The teaching key and difficult points are established according to Section A ,Unit13 in the teaching material’s position and function.

　　2. Teaching Key Points

　　the usage of make.

　　3.Teaching Difficulties

　　Train the Ss to use make correctly.

　　To improve students’ listening ability.

　　To train students' communicative competence.

　　Part 2. The teaching methods

　　Task-based teaching; Cooperative learning;

　　Part 3. The learning methods

　　1). Set up six steps. It is presentation– words – pairwork – listening practice–Grammar - practice

　　2). Ask the students to take part in class actively and develop their cooperation in the activities .

　　Part 4. Analysis the students

　　The students have learned some words about feeling and they have know the word make. But they don’t often use English to express themselves and communicate with others. Some Ss are not active in the class because they are afraid of making mistakes.

　　Part 5. The procedures of the teaching

　　I have designed the following steps to train their ability of listening, speaking, reading and writing, writing , especially listening and speaking. Set up six steps. It is greeting –lead-in -presentation– words – pairwork – listening practice–Grammar – practice – homework.

　　Step Ⅰ Lead- in.

　　Show the Ss a picture and then show the teaching material.

　　Purpose: Arouse the students’ interest of study. Bring in new subject: Rainy days make me sad.

　　Step II Presentation.

　　Review some words about feeling , then present the sentence structure.

　　A: What makes him/her sad?

　　B: Rainy days makes him sad.

　　Purpose :Through this part we can consolidate what they studied yesterday, communicate with others about their feelings and prepare for the new lesson.

　　Step III Listening (1a, 1b: P102)

　　Ask the students to listen to Amy and Tina talking about the two restaurants and do the exercises.

　　Purpose :Train the Ss’ listening ability and prepare for later exercises.

　　Step IV Speaking (1c: P102)

　　Ask the students to talk about how music affects them. Let the Ss work in pairs and talk about how the two restaurants would affect them.

　　Purpose :Train the Ss’ speaking ability and prepare for later exercises.

　　Step V Do a survey.

　　After learning 1b , 1c , let the Ss do a survey about other things that affect them.

　　Purpose : This step can open the Ss eyesight and thought . It’s a step from textbook to real life .

　　Step VI Grammar

　　1). Sum the usage of make then help them to say out the sentence structure.

　　2). Do some exercises to consolidate the grammar.

　　Purpose: Train the Ss’ ability of understanding and using language.

　　Step VII Writing practice

　　1.List 4-5 things around you and then describe how the things affect you.

　　2.Composition Exams make me _______。

　　Purpose :I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.

　　Part 6. Blackboard design

　　1. make +sb/sth+adj

　　eg: The news made him sad.

　　He tries his best to make his lessons interesting.

　　make +sb/sth+ do

　　eg: He made me wait for a long hours.

　　He made me do this exercise again.

　　Purpose：In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, I write the usage of make and rather on the blackboard in order to tell the students that this is of the importance in this class. I want to use them correctly and flexibly.

　　Part 7. Self evaluation.

　　In order to make the students the real masters in class while the teacher himself acts as director. I designed some activities to arouse the students’ interest of studying .The students can learn the target language easily .Also ,by these activities , I’ve cultivated the students’ spirit of cooperating , trained the students’ skills of listening ,speaking , reading , writing , improved the students’ ability of collecting information and dealing with the information . Help the students to form a positive attitude towards life .Thanks for listening .

童年趣事作文650字2

　　一、教材分析：

　　1、教学内容：

　　本单元是——( 下 ) Unit —。主要围绕""这一主题展开各种教学活动，并以这一主题引出_____等语言功能。本单元旨在创造一个轻松，愉快的学习，交流环境，通过听，说，读，写来培养学生综合运用这些知识的能力。并让学生能在"做中学"(learning by doing)，通过有限的课堂实践活动，拓展以往的经历，能准确地用英语来表达。

　　2、教材的地位和作用：

　　——年级——单元

　　讲述的是——的用法，这是初中非常重要的时态之一。学生们能够用现在——来表达自己的经历，来体会别人的感受是很重要的。这个单元一定要体会现在——的真正含义和用法。要避免混淆几个重点词组的使用。

　　我们更要使学生不仅理解枯燥的语法，还要让学生们会用新学的语法知识来表达思想。

　　3、教材的处理：

　　根据《英语课程标准》(实验稿)关于总目标的具体描述，结合本单元这部分的教学内容及基于对教材的分析，我对本单元的内容进行如下处理，目的是突出重点，使课堂节奏紧凑，衔贯。本单元分为四课时，第一课时是Section A，第二课时是Section B，第三课时是Self Check，第四课时是——，最后一部分是做练习，以学生的自测为主，然后予以校对。

　　二、学情分析：

　　我们教学的对象是初二学生(好，中，差等生都有)，他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。

　　三、教学目标：

　　根据以上我对本单元教材内容的分析和新课标的指导，我确定以下几个为本单元的教学目标：语言知识，语言技能，学习策略，情感态度和文化意识五个方面。

　　1、语言知识：

　　本单元要求学生掌握以下词汇——

　　语言功能：学习和增加阅读技巧和阅读策略。

　　语言结构：——

　　2、语言技能：

　　(1)能用——的各种形式进行准确的描述和表达——经历。

　　(2)能掌握——时态中几个词组的正确使用。

　　(3)能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。

　　3、学习策略：

　　通过本单元的教学，我要求学生能通过上下文内在的逻辑联系和在一定的语境中正确理解并运用——(时态)来准确地表达所发生过去的`经历。

　　4、情感态度：

　　通过对本单元的任务性活动，我的目的是让学生们用英语描述他们过去的经历，同时能提高他们的观察能力和表达能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。

　　5、文化意识：

　　通过他们描述过去的经历，了解一些西方国家的风土人情。

　　四、教学的重、难点：

　　基于上述对教材的分析，我确定本单元的教学重点为——的用法。

　　教学难点为——含义和用法，能在交际中准确地运用——来描述或表达。

　　五、教学方法：

　　教法：情境教学法、语法翻译法、直接法、听说法、交际法、全身反应法

　　学法：自主、合作、探究

　　教法分析：

　　(1)——是初中非常重要的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，让他们讲述去过的国家或地方，创设生活化的真实情境引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言(为用而学，在用中学，学了就用)。

　　(2)开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。

　　六、教学过程设计

　　Unit 9

　　The First Period (Section A)

　　Step 1 Warming up

　　("良好的开端是成功的一半"，因此，我认为能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础，同时也能给自己适当的减压。)

　　T：I like travelling. I have been to Dalian and many big cities. What about you?

　　接下来教师让几个学生讲述他们去过的城市或国家，让其他学生用英语来猜测。(目的是为本节课的现在完成时作好铺垫)

　　Step 2 Presentation

　　教师出示几张图片，引出现在完成时的结构和用法。

　　T： Have you been to an aquarium?

　　Yes,I have.

　　T： Have you been to a water park?

　　No,I haven't.

　　这样设计的目的是让学生在交际情景中感受出现在完成时的结构和用法。

　　然后叫学生归纳出现在完成时的结构句型。

童年趣事作文650字3

　　一、教学目标

　　学习反意疑问句

　　二、教学重点

　　通过教学使学生掌握反意疑问句的基本句型结构和回答。

　　三、教学难点

　　1、主句谓语是think, believe, expect, suppose, imagine等引导的宾语从句，就从句部分提问。

　　2、陈述句部分主语是不定代词everybody, anyone, somebody, nobody, no one等，疑问部分常用复数they，有时也用单数he。

　　四、教学程序如下：

　　初二下学期第十单元安排了学习反意疑问句的教学内容，

　　（一）、说教学程序：导入——新知识的学习

　　说设计这个教学程序的基本思路和根据。就初二学生来说他们学习了以下语法项目：be动词（包括be 动词的过去时）； There be句型；行为动词的一般现在时；行为动词的一般过去时；一般将来时；（包括There be句型的一般将来时）；现在完成时；现在完成进行时；情态动词和祈使句。因此，我在讲授反意疑问句时，仅仅围绕学生学过的以上语法项目进行反意疑问句的`教学并进行反复练习。具体练习作业本（上、下）、典中点中的练习都有，另外，再补充一些总结性的有关反意疑问句的专项练习加以巩固。

　　（二）、说练习和作业的设计。

　　检测训练——总结巩固。通过做作业本（上、下）中的练习、典中点中的练习进行训练，再补充一些总结性的有关反意疑问句的专项练习进行检测加以巩固。

　　（三）、说板书设计：

　　通过课件展示教学内容（以下各项教学内容）

　　以下分为十一个部分进行讲解。

　　反意疑问句

　　反意疑问句是由两部分组成的，前一部分是对事物的陈述（即陈述句），后一部分是简短的提问（即简短疑问句），中间用逗号隔开。如果前一部分用肯定句，后一部分就用否定疑问句；如果前一部分用否定句，后一部分就用肯定疑问句。两部分的人称和时态要一致。其回答是用yes或no来表示。

　　一、含be(is, are, was, were)动词的反意疑问句

　　其句型是：句型1:主语+ be+其它，isn’t(aren’t, wasn’t, weren’t)+ 主语?

　　句型2:主语+ be not+其它，is(are, was, were) + 主语?

　　① You are from America, aren’t you? Yes, I am. No, I’m not.

　　② It isn’t very cold today, is it? Yes, it is. No, it isn’t.

　　③ Tom was away yesterday, wasn’t he? Yes, he was. No, he wasn’t.

　　④ The Green weren’t at home last night, were they?

　　Yes, they were. No, they weren’t.

　　⑤ Mary is reading English now, isn’t she? Yes, she is. No, she isn’t.

　　⑥ Your parents aren’t going to have a party this Sunday, are they?

　　Yes, they are. No, they aren’t.

　　⑦ The girls were singing when the teacher came in, weren’t they?

　　Yes, they were. No, they weren’t.

　　注意：There be句型

　　① There is an old picture on the wall, isn’t there?

　　Yes, there is. No, there isn’t.

　　② There aren’t any children in the room, are there?

　　Yes, there are. No, there aren’t.

　　③ There wasn’t a telephone call for me, was there?

　　Yes, there was. No, there wasn’t.

　　④ There were enough people to pick apples, weren’t there?

　　Yes, there were. No, there weren’t.

　　二、行为动词的一般现在时的反意疑问句 其句型是：句型1: 主语+动词原形+其它，don’t I(you, we, they)?

　　句型2: 主语+ don’t+动词原形+其它，do I(you, we, they)?

　　句型3: 主语+动词第三人称单数+其它，doesn’t he(she, it)?

　　句型4: 主语+ doesn’t+动词原形+其它，does he(she, it)?

　　① You often watch TV in the evening, don’t you? Yes, I do. No, I don’t.

　　② The students don’t study hard, do they? Yes, they do. No, they don’t.

　　③ Mary studies Chinese hard, doesn’t she? Yes, she does. No, she doesn’t.

　　④ The boy doesn’t often go to school by bike, does he?

　　Yes, he does. No, he doesn’t.

　　⑤ The first class begins at eight, doesn’t it? Yes, it does. No, it doesn’t.

　　三、 行为动词的一般过去时的反意疑问句 其句型是：句型1: 主语+动词过去式+其它，didn’t+主语?

　　句型2: 主语+didn’t+动词原形+其它，did +主语?

　　① You watched TV last night, didn’t you? Yes, I did. No, I didn’t.

　　② Jim’s parents didn’t go to Hong Kong last month, did they?

　　Yes, they did. No, they didn’t.

　　③ The rain stopped, didn’t it? Yes, it did. No, it didn’t.

　　④ Mr. Clarke didn’t buy a car, didn’t he? Yes, he did. No, he didn’t.

　　四、一般将来时的反意疑问句

　　其句型是：句型1: 主语+will+动词原形+其它，won’t+主语?

　　句型2: 主语+ won’t +动词原形+其它，will +主语?

　　① The boys will play games, won’t they? Yes, they will. No, they won’t.

　　② It won’t stop raining, will it? Yes, it will. No, it won’t.

　　③ Mr. Smith will visit our school next week, won’t he? Yes, he will. No, he won’t.

　　注意：There be句型的一般将来时

　　① There will be a basketball match tomorrow, won’t there?

　　Yes, there will. No, there won’t.

　　② There won’t be too much pollution in the future, will there?

　　Yes, there will. No, there won’t.

　　五、现在完成时的反意疑问句 其句型是：句型1: 主语+have+动词过去分词+其它，haven’t+主语?

　　句型2: 主语+ haven’t +动词过去分词+其它，have +主语?

　　句型3: 主语+has+动词过去分词+其它，hasn’t+主语?

　　句型4: 主语+ hasn’t +动词过去分词+其它，has +主语?

　　① You have been to Shanghai before, haven’t you? Yes I have. No, I haven’t.

　　② You haven’t been to Shanghai before, have you? Yes I have. No, I haven’t.

　　③ Jack has done his homework, hasn’t he? Yes, he has. No, he hasn’t.

　　④ Jack hasn’t done his homework, has he? Yes, he has. No, he hasn’t.

　　六、现在完成进行时的反意疑问句 其句型是：句型1: 主语+have been+动词现在分词+其它，haven’t+主语?

　　句型2: 主语+ haven’t been +动词现在分词+其它，have +主语?

　　句型3: 主语+has been +动词现在分词+其它，hasn’t+主语?

　　句型4: 主语+ hasn’t been +动词现在分词+其它，has +主语?

　　① You have been skating for five hours, haven’t you? Yes, I have. No, I haven’t.

　　② You haven’t been skating for five hours, have you? Yes, I have. No, I haven’t.

　　③ Bob has been collecting kites since 1999, hasn’t he? Yes, he has. No, he hasn’t.

　　④ Bob hasn’t been collecting kites since 1999, has he? Yes, he has. No, he hasn’t.

　　七、含有情态动词的反意疑问句

　　其句型是：句型1: 主语+情态动词+动词原形+其它，情态动词否定形式+主语?

　　句型2: 主语+情态动词否定形式+动词原形+其它，情态动词+主语?

　　① You can speak French, can’t you? Yes, I can. No, I can’t.

　　② They can’t understand me, can they? Yes, they can. No, they can’t.

　　③ Ann could swim when she was six, couldn’t she? Yes, she could. No, she couldn’t.

　　④ The students must study hard, mustn’t they? Yes, they must. No, they needn’t.

　　注意：You must go home now, needn’t you? Yes, I must. No, I needn’t.

　　八、祈使句用于反意疑问句中 这种类型较特殊，前一部分是祈使句，后一部分是肯定疑问形式。回答也较灵活。

　　句型1: Let me+动词原形+其它，shall I?

　　Let me open the door, shall I?

　　Yes, please. No, thanks.

　　句型2: Let’s+动词原形+其它，shall we?

　　Let’s go for a walk, shall we? Good idea! Sorry, I can’t.

　　Let's go and listen to the music, shall we?

　　句型3: Let us +动词原形+其它，will you?

　　Let us have a reat, will you?

　　Let us wait for you in the reading-room, will you ?

　　句型4: 其它形式的祈使句，will you?

　　Come into the classroom, will you? OK.

　　Please be careful, will you?

　　九、值得注意的是有时英语的谓语动词并不用否定式（即没加上not），而是用上了“never, little, few, hardly, nothing, nobody”等词，这时该陈述句也属于否定句，因此，反意疑问句的后半部分应用肯定疑问式。① You have never been to Beijing, have you? Yes, I have. No, I haven’t.

　　② Mr. Fat has few friends here, does he? Yes, he does. No, he doesn’t.

　　③ There is little milk in the bottle, is there? Yes, there is. No, there isn’t.

　　④ He could do nothing, could he? Yes, he could. No, he couldn’t.

　　十、主句谓语是think, believe, expect, suppose, imagine等引导的宾语从句，就从句部分提问。

　　I don't think he is bright, is he?

　　We believe she can do it better, can't she?

　　十一、 陈述部分主语是不定代词everybody, anyone, somebody, nobody, no one等，疑问部分常用复数they，有时也用单数he。

　　Everyone knows the answer, don't they? (does he?)

　　Nobody knows about it, do they? (does he?)

童年趣事作文650字4

　　一、说教材

　　本单元以“A picnic”为话题，共设计四大部分的内容。以 It must belong to carla为主线，围绕谈论某东西属于某人等语言功能展开一系列任务活动。通过第一部分的学习要求学会如何进行推测，并了解学会基本句型的应用。教材内容从基本语言知识到语言综合知识的运用，层层递进，以一种循序渐进的生活化的语言程序，引导学生在做事中有目的的学习语言。

　　教学目标：

　　知识目标：能够让学生掌握重点的词汇和语言结构。

　　能力目标：培养学生听、说、读、写能力和观察事物的.能力。

　　情感目标：培养学生在外野营时，不能乱扔。乱丢垃圾的良好习惯，以确保环境的干净和清洁。

　　二、说教法

　　以任务教学策略为主，采用情景教学法、听力训练法、并辅助个人，小组竞赛和图片等兴趣策略教学。如在教授单词时，通过一些图片等进行分析教学，以至于从视角引起他们的注意，从而记注单词。采取任务型教学策略的目的是让学生多练多用，在做中学，学中乐，乐中掌握。

　　三、说学法

　　采用合作式学习方式，有目的的让学生预习，在完成任务的活动中主动的学习语言。养成继续学习英语、学好英语的良好习惯。并让学生学会如何推测，以至于在做推测性的阅读题时有很好的方法。强调学生不仅在课上积极发言、多练，并鼓励他们课后成立英语学习兴趣小组、英语角等，积极参加训练。

　　四、说教学过程

　　1、课前任务设置。在每一节课，我让学生提前预习，课前三分钟，我让学生学唱“Are you sleeping ”的歌曲。目的是激发他们的学习热情。另一方面，铃声响的时候，首先检查学生对第四单元的识记情况。然后让学生看屏幕，用“Who is he ？” 句子问，用

　　“It can?t、may 、must be ”等回答，之后通过“Look and learn”推出新单词“belong、belong to” 和教授的单元。在此期间，让学生感知的重点句型结构。把单词的教学融入句型，培养学生情景中理解单词的能力。

　　1、为了更好的提高学生的观察能力，以任务型教学为理念，让学生有目的的完成Activity 1a的部分。

　　2、完成1a部分后，为了更好的巩固学生对上面方框中单词的理解程度，让他们通过听觉进行训练，培养学生在用中学，学中用的能力。

　　3、为了更好的运用重点句型结构，我让学生在1c部分读完后，用1b里的句子进行组对子活动，进而提高学生的口语表达能力。之后通过单选题来检测他们对本节课重点知识的掌握。

　　4、总结本节课所学的知识，梳理知识结构，并通过家庭作业让他们更好的掌握本节课内容。

　　总之。整节课，我始终遵循任务型教学的理念，以学生为主体，以任务为中心，以交际为目的，以课程标准为理论依据，坚持让学生学会在生活中运用语言，始终遵循一个原则，就是让学生乐学，因为兴趣是最好的老师，整个过程中一直采用激励机制给有所表现的学生以鼓励。

童年趣事作文650字5

　　Good afternoon, everyone. It’s my pleasure to be here to share my lesson with you. Now I want to talk about Junior Oxford English 8A/B Unit ___, ____________________ Reading （I）。 I’ll prepare to begin this lesson from five parts: Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.

　　Part 1 Teaching Material:

　　（一）Status and function

　　This unit is about ___________. The part of the reading aims to introduce ________________

　　________________________________________________________________________________________________________________________. This lesson plays an important part in the English teaching in this unit. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit. As we all know, reading belongs to the input during the process of the language learning. The input has a great effect on output, such as speaking and writing. Therefore this lesson is in the important position of the teaching material.

　　（二）Teaching objectives:

　　Knowledge objectives:

　　a）The Ss can hear, read, and use the main sentence patterns

　　b）The Ss can understand the content of the lesson.

　　c）The Ss can use the patterns to express their ideas in the proper situation.

　　Ability objectives:

　　a）To develop the Ss’ abilities of listening, speaking, reading and writing.

　　b）To train the Ss’ ability of working in pairs.

　　c）To Improve the student’s reading ability, especially their skimming and scanning ability.

　　Emotion objectives:

　　_________________________________________________________________________

　　（三） Key points and Difficult points

　　Key points:

　　a）To help the Ss understand the whole passage

　　b）To master the important phrases and useful sentence structures.

　　Difficult points:

　　a） To get the ability of general reading and acquiring information.

　　b）To retell the text with their own words.

　　Part 2 Teaching Methods:

　　In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use "Communicative" Approach（交际教学法）， "Whole language teaching" （整体语言教学法）and "Task-based" language teaching （任务教学法）。 To use these methods are helpful to develop the students’ abilities.

　　Part 3 Studying Methods:

　　Our students are all from the countryside. They are lack of the cultural background of the foreign countries. Some students are not active in class, and some students don’t like English. therefore, I’ll have Ss study in a relaxed atmosphere and teach the Ss how to be successful language learners. I’ll use different teaching methods to arouse students’ learning emotion. Let Ss get the knowledge actively by probe study and cooperative study.

　　Part 4 Teaching Procedure:

　　Step I Pre-reading

　　1. Lead-in

　　Ask some questions about _________________.

　　2. Presentation

　　Teach some new words in this text, tell the students to try to remember these words as quickly as possible.

　　3. Match some important words with their meanings.

　　Step II While-reading

　　1. Skimming: Let the Ss to read the passage quickly to get general ideas and think about two easy questions:

　　1） ________________________________________________?

　　2） ________________________________________________?

　　2. Scanning: Ask the Ss to read the passage again to find out more details.

　　3. Read the text after the tape.

　　4. Divide the text into three parts, try to get the main idea of each part.

　　Part One: boys read it and complete some T or F exercises and correct them.

　　Part Two: girls read it and then answer some questions in pairs.

　　Part Three: boys and girls read it together and fill in the blanks.

　　5. Read the text together with the tape .

　　Step III Post-reading

　　1. Divide the class into two groups

　　2.Each group read the text carefully, try to remember them.

　　3.Ask one student of each group to come to the front to retell the text according to the key words.

　　4.Discussion:

　　5.Make a summary

　　Step IV Homework

　　1.Do the exercises in the workbook. Check the mastering of knowledge of this lesson.

　　2.Read the text fluently and try to recite it.

　　Part 5 Blackboard Design.

　　As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go. Deal with the language points. Ask the students to pick out the useful expression from the text, give them more examples, and do some exercises to practice the language points. Above is the lecture notes of my lesson.

　　That’s all. Thank you.

童年趣事作文650字6

　　Introduce myself:

　　My name is #. I have worked in # Middle School for 5

　　years. Today I want to talk about Unit 2, School Life Reading, 8A, Oxford

　　English.

　　First, the analysis of the textbook:

　　1. The contents:

　　The part of the reading in the second unit aims to introduce school

　　life in British and American schools and it aims to get the students to

　　learn the differences between foreign culture and native culture.

　　2. The teaching aims:

　　(1)The aims of the knowledge: To learn life in a British school or an

　　American school and to master important language points.

　　(2)The aims of the abilities: To improve the abilities of getting

　　information by scanning and the abilities of listening, speaking, reading

　　and writing.

　　(3)The aims of the emotion: To promote their love for their school and

　　school lives.

　　3. The teaching emphasis:

　　(1) To get the ability of general reading and acquiring information.

　　(2) To master vital phrases and sentence structures.

　　4. The teaching difficulties:

　　(1)We have to tell our English teacher what we are reading.

　　(2)This is great because it takes less time than taking the bus.

　　Next, the teaching methods:

　　Teach the students by the five teaching steps gradually to emphasize

　　the contents. The teacher is to act as a guide and the students as an

　　actor to do the activities.

　　Then, the teaching aids:

　　Projector, Slide show, Tape recorder and Pictures

　　Afterwards, the design of the teaching procedure and the class activities.

　　Step I Lead-in (within 5 minutes)

　　1. Ask and answer about school life.

　　1 )What subjects do you learn at school?

　　2 )What after-school activities do you have?

　　3 ) Have you joined a club?

　　2. Ask two students to talk about his/her school life.

　　Step II Presentation (within 30 minutes)

　　Part A Show two flags with the words ‘Life in a British school’ and ‘life

　　in an American school’ and discuss the question: What do you think British

　　or American school would be like?

　　Part B 1. Listen to the tape about Passage One to get general ideas and

　　think about two easy questions:

　　(1) Who wrote the first passage?

　　(2 )What activities does the school have every year?

　　2. Read and complete the first five T or F exercises in Part C1 and

　　correct them.

　　Part C 1. Listen to the tape about Passage Two to get rough ideas and

　　think about two easy questions:

　　(1) Who wrote the second passage?

　　(2) Who else are mentioned in the passage?

　　2. Read then ask and answer:

　　(1) What did Jim do in school last year?

　　(2) How does Nancy go to school every day?

　　(3) What do the students do in the Buddy Club?

　　(4) What do American students do during lunchtime?

　　(5) What do the students sometimes do after school?

　　3. Complete the left T or F exercises in Part C1 and correct them.

　　4. Read together with the tape .

　　Part D Language points:

　　（It aims to introduce their usage by some examples.）

　　1. how to do something

　　2. taste-tasty

　　3. tell our English teacher what we are reading.

　　4. as well & either

　　5. It takes less time than taking the bus.

　　6. drive me to school

　　7. have a great time doing sth

　　There are some other useful phrases:

　　1. near the end of each class

　　2. have a driving lesson

　　3. spend a lot of time doing

　　4. Buddy Club

　　5. talk to sb about sth

　　6. enjoy this a lot

　　7. help me learn about sth

　　Part E Retell John’s or Nancy’s school life. (Volunteers)

　　Step III Consolidation (within 5 minutes)

　　Do exercises in workbook on Page 44 No. 6 and then check out the answers.

　　Step IV Oral practice (within 5 minutes)

　　1. Make up a dialogue with partner to talk about Nancy’s school life. (one

　　pair)

　　2. Say something about our own school life. (one or two students)

　　If I have some more time, I will ask the students to write down their

　　school lives and read them out.

　　Step V Assignment

　　1. Retell John’s or Nancy’s school life.

　　2. Write a composition about our own school life.

　　Finally, evaluation and reflection:

　　Evaluate the effect of this class and improve it afterwards.

　　In addition, I will attach my design of the blackboard.

　　Design of blackboard：

　　Unit 2 School Life

　　What do you think British or American school would be like?

　　Life in a British school Life in an American school

　　Language points:

　　1. tell our English teacher what we are reading

　　2. as well & either

　　3. It takes less time than taking the bus.

　　4. have a great time doing sth

　　That’s all. Thank you.

童年趣事作文650字7

　　我从教材、教法、学法指导和教学过程四个方面对本课进行说明

　　一、说教材：

　　1、教材所处的地位及作用：

　　这单元是9B的最后一个单元以Great people为话题展开学习，该话题很容易引起学生的讨论兴趣在welcome to the unit 部分，学生已初步学习了一些有关伟人的知识Reading 是一个单元的核心部分，它承载着众多的教学任务我将reading部分分作二课时进行教学，第一课时为阅读课，第二课时为语言知识学习课和练习巩固课根据教材的安排及新课标要求学生通过体验，实践，参与，合作，交流和探究等方式学习和使用英语，真正体现以学习者为中心的教学理念，我详细说说第一课时的教学基于本课在教材中所处的地位及作用，特制定以下教学目标

　　2、教学目标：

　　知识目标： 1、To grasp some important language points.

　　2、To understand English idoms.

　　能力目标： 1、To guess general meaning from keywords and context.

　　2、To skim text for overall meaning and scan for details.

　　情感目标：To learn spirit from great people.

　　3、教学重点与难点：

　　To identify true or false statements based on the reading passage.

　　To extract relevant information from the reading passage.

　　二、说教法：

　　本节课我主要采用以下几种教学方法：

　　1、根据课文特点和学生实际情况，以情景教学法进行教学

　　通过形象生动的'图片及相关资料，调动学生的学习兴趣，激起学生情感上的共鸣，从而引导学生从整体上理解课文、从细节分析课文，促进学生的语言能力及其情感等方面整体发展

　　2、采用小组学习法，扩大教学范围

　　把学生分成四人小组，也可以自由组合，让他们在互动中启发思维同时注意保证每个学生都有机会参与到学习中来，培养学生与伙伴合作的意识和策略

　　3、运用操练法，拓宽学习渠道

　　把大部分课堂时间留给学生，使学生在多信息、高密度、快节奏的灵活操练过程中拓宽学习渠道

　　三、学法指导：

　　四、教学过程：

　　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 moonName

　　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 moonRead 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 ________（执照） 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 _______（着陆） 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 flyingat 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.

童年趣事作文650字8

　　Well, good afternoon ladies and gentlemen, I am very happy to meet you all here. Today，I am going to present Unit 12 Writing. Well, please look at the teaching material together. Well, this is a letter in the book. Students are required to read it through, have a look at it, try to write a letter to Zhao Jie, a boy who doesn’t like any subjects at all. [Presenting the 2nd PPT about the given letter.]

　　Well, I think my teaching aims should include the proper form of English letter, and second, how to write a letter in an idiomatic way. [Presenting the 3rd PPT about the teaching aims.]Well, to achieve these goals, I am going to arrange my teaching step by step [Presenting the 4th PPT about the teaching procedures]. Well, these are the steps, since so many, let me make it simple, actually, they are words, sentences and paragraphs. As we know that articles consist of words and sentences. So first, I would like to talk about the words. That is also the first step---revision. Well, you know, students have learned the names of the subjects in the former lessons. So, I am going to review the words by playing games with them. Here comes the first game: who can write more? [Presenting the 5th PPT about the 1st game]I am going to divide the students into two groups, for example boys and girls. They are given two minutes to rush to the blackboard and write down the subjects they know. The group which can write more will be the winner. Imagine how excited the students are, and at the same time, they are also reviewing the words. Well, what’s more, you may have noticed these two subjects, Physics and Chemistry. [Presenting the 6th PPT about the result of the game] Actually, these two subjects are not in this book. So, in this way, we can know that some students are showing us how much they know and all the students can also enlarge their vocabulary at the same time. Well, after words, I would like to turn to sentences. Here comes the second game, who can make it longer? [Presenting the 7th PPT about the 2nd game] I am going to give students a word, for example subject. Which students can make it longer? Well, you please. Favorite subject. Good. A phrase appears. Longer? You please. My favorite subject is English. Well, a sentence appears. Even longer? My favorite subject is English, I like it very much, it is so interesting. [Presenting the 8th PPT about the answers of the game]Well, you can see students are constructing words into sentences step by step. Well, this is the revision part. After that, it is time to read. From now, I am going to show students the given material so soon. Actually, instead, I am going to show them those separated pieces. They should put them into the correct order[Presenting the 9th PPT about the reordering task]. You know before the lesson, I divided the whole letter into these four parts, why do I bother to do this? Well, you can see, in this way, students can put more attention to how to begin and how to end a letter. Then, they have a time, can have a chance to read through the whole article[Presenting the 10 th PPT about the reading material]. Well, at the same time, they should also pick out those well used words and sentences, and share them with the whole class. Then, they have a discussion “what information can we use? [Presenting the 11th PPT about the discussion task]Why talking about subjects? Of course, it is easy for them to find these information like these three ones ( time & day, teacher, reason ), because they are in the letter. But what else? Students need to think about that. Well, why? As we know it is easy to copy, but difficult to create. Sometimes, the given material gives us a good example, but sometimes, they may also limit students’ ideas. So they need to go further. As some teachers may prefer to offer the answers directly to the students. But I am not. I think teaching students how to learn is much more important than just teaching knowledge. So students should think about that by themselves. Well, this part is also a brainstorm to them. Till now, they have known so much. Since that, they should be given a chance to put what they’ve known into practice. So I prepare two practices[Presenting the 12th PPT about the 2 practices]. Practice number one, students have a Free Talk about their favorite subjects, if they can express themselves fluently and naturally, they won’t have much difficulty in writing them down. Well, second practice will be the real writing. They are given eight minutes to write a letter to Zhao Jie[Presenting the 13th PPT about the beginning of the letter]. Well, when they finish writing, six students get into a group, they exchange their letters and try to correct mistakes. Why they should do that? Well, teachers may have noticed that not many students have the habit of rewriting and correcting mistakes when they finish writing, and I want them to realize this is also very important.

　　Ok, after that, each group chooses two representatives, the best one and the one who has made great progress. Which two? I think not only those advanced students but also the less advanced students should be given a chance to show how good they are. Well, for example, yes, after that, some representative come to the front and show their letters to the whole class, but you can think it is a projector like this. This is a student’s letter and when all students finish writing it, they are welcomed to give comments. It is so-so, good or great. So which one? Can you find any beautifull sentences here? They are welcomed to give their ideas. Well, here comes the last part[Presenting the 14th PPT about the homework]. Last part will be the homework. They can either write me an email or have a talk with some one or write an article about his or her favorite . I think both of these are highly connected with our daily life. So, students must be very interested. Ok, so that is all. Thank you very much!

　　Questions：Anyhow, I appreciate your teaching, and allow me to say so. My question is “ how do you check the achievements of the homework you send to your pupils?

　　Answer：Well, about this question, I think, first, still the group work. They should exchange their letters and each group should also choose two representatives and hand in the letters or the articles they have written to me, and I correct them by myself. And then, put all these representatives’ works on the wall and show them to the whole class. By this way. Thank you!

童年趣事作文650字9

　　Good morning, dear judges. I’m No.1. I am glad to interpret my lesson here today. The lesson plan I am going to talk about is from unit 7 what does he look like? Now, I will present it from several parts: the analysis of teaching material, teaching objectives, important points and difficult points, teaching procedures, the blackboard design and so on.

　　I. The analysis of teaching material

　　This course is the first period of Unit 7, which is chosen from PEP English, Grade. 7. This course mainly talks about people’s appearance, such as people’s height, build and hair. It can help students to judge different looks of different people. And improve their communicate abilities and find people according to him/ her appearance. Therefore, this lesson plays an key role in their further studying.

　　II. The analysis of students

　　The students in Grade. 7 can adapt to the junior middle school English learning atmosphere and methods. After the last term, many students have got familiar with the present tense. So I think it’s easy for them to master this course. But they are young, more encouragements are needed. And teacher should try to give more time to students to practice.

　　III. The analysis of teaching objectives

　　According to the new Curriculum Standard in English, I set the teaching objectives as follows:

　　The first one, knowledge aim: By the end of the class, students can read and write these words: hair, tall, height, thin, heavy, build, etc. and can read “curly, straight, medium.” Students can describe one’s appearance, by using these sentence patterns: What do you look like? I’m short. What does he/she look like? He/She has short hair.

　　The second one, ability aim: Promote students’ listening and speaking skills and communicative competence about describing one’s appearance. Promote students’ competence of analyzing, inducing, and summarizing.

　　The third one, emotional aim: Promote students’ awareness of helping others.

　　IV. The analysis of teaching important points and difficult points

　　Vocabulary: hair, tall, height, thin, heavy, build, curly, straight, medium.

　　Target languages: -What does he/she look like?

　　-He/She is tall.

　　-What do you look like?

　　-I’m thin. I have short hair.

　　V. The analysis of teaching methods

　　As we all know ,the main instruction aims of learning English in middle school is to cultivate students’ basic abilities of listening and speaking and their good sense of the English language . So in this lesson I will mainly use Task -based Language Teaching Method and the Audio-Lingual Method. That is to say, I will let the students learn in real situations to finish a task by making activities such as talking, guessing game, having a competition and so on. About learning strategies: self-learning and cooperative learning.

　　VI. The analysis of teaching aids

　　To help students learn better. I will mainly use chalks, multimedia recourse, pictures.

　　VII. The analysis of teaching procedure

　　Next, let’s focus on the most important part of this lesson, the analysis of teaching procedures. I’ll finish this lesson in the following steps.

　　Step 1. Lead-in

　　I’ll ask students some questions and lead them to describe the QQ show pictures on the screen. Then I will write “long hair, short hair, curly hair, straight hair” on the blackboard. It can arouse students’ interest to speak English and make students have something to say by using interesting QQ pictures.

　　Step 2. Pre-listening

　　Then, let’s move to next step, pre-listening. I will show pictures of star stars, which elicits “tall, short, of medium height ,heavy, thin, of medium build”, and at the same time I will write these words on the blackboard. Then game time. I will divide the class into two groups. I will read the words on the blackboard once, students repeat them twice. If I read it aloud, students should read quieter. If someone makes mistakes, another group will get one point. The reason why I design this part is that I believe the competition can arouse students' interest in learning English.

　　Step 3. While-listening

　　Now let’s talk about the third period, while-listening. There are 3 activities in this step. The first activity is extensive listening. I’ll ask students to listen to the tape, then find out the main idea of this conversation. The second activity is intensive listening. I will ask students to listen to the tape once again. And try to find the answer. “What does he look like?” I will write the dialogue on the blackboard. The third activity is to read after the tape. Through this section, students could understand the dialogue.

　　Step 4. Post-listening

　　Next step is about post-listeing. Students should finish a task: you meet a woman who is looking for his son, and you want to help her to find his child as follows:

　　---Excuse me. Did you see a little boy?

　　---Oh. What does he look like?

　　---He is ... / he has...

　　During this training, students are able to practice dialogue in a real situation

　　Step 5.Summary and homework

　　Now, let’s come to the summary. I’ll make a summary together with students at the end of the class. It can help students review what we have learned today. The homework is to make a new dialogue with the new words and sentences and share it in next class. It can provide more opportunities to practice after class.

　　VIII. The analysis of blackboard design

　　The last part is my blackboard design. These are the new words and phrases. These are key sentences. It shows the important points for students.

　　Finally, I believe that students are able to describe person's appearance, distinguish the difference of the use of “is / has”, and their sense of helpfulness will be promoted at the end of the lesson. That’s all for my presentation. Thank you for your listening.

童年趣事作文650字10

　一、教材分析

　　1、教材的地位、作用及处理

　　1）教材的地位、作用

　　本单元的核心教学项目是谈论个人兴趣爱好，共三个话题，整个教学内容主要以Hobbies为中心，围绕日常生活中的事情，如兴趣爱好，音乐等而展开的。我说课的内容为第三单元的第二话题，主要介绍了音乐的分类，如classical music，pop music和folk music 并介绍了一些乐器，乐队，歌手等的情况，让学生会使用英语谈一谈每个人自己的爱好，包括以前的和现在的业余生活，与学生喜欢的非常接近，能较大地提高学生的积极性。在这一话题中，语法be going to 的用法贯穿始终，为下一话题学习过去进行时做好铺垫。本课是Topic2的第一课，主要学习一些乐器名称和谈论音乐会，及学习英语海报的制作。作为话题的第一课，首先是为后面的内容提供话题和语境，同时具有为后面的学习扫清语言和文化障碍的作用。因此，本课侧重培养学生的口头表达能力，培养学生熟练运用所学功能用语谈论音乐方面话题的能力及了解各种乐器，用懂得的材料进行语言交际训练，为进一步谈论音乐及表达自己的兴趣爱好打基础。

　　2）教材处理

　　本课课型为听说课。Section A分为五个小部份。重点活动是1a，2a和2c部分。本课时的重点是通过谈论音乐会来复习be going to 的结构并着重学习感叹句，同时学习部分乐器名称。课改提倡教师“用教材”而不是“教教材”，因此，我将部份内容做了调整。

　　首先，1a部分是本课的重点一般将来时和感叹句呈现的部分，因此我先播放《泰坦尼克号》的主题曲My heart will go on ，通过谈论歌手Celion Dion的音乐会来呈现重点，同时还可以培养学生的音乐智能及提高学生学习英语的兴趣。

　　其次，1b部分是“同一首歌走进大别山”的海报，我把它设计成“同一首歌走进福安”让学生对此充满新鲜感，更易于引发学生运用简单的英语进行交际和交流。让学生真正体会在用中学，在学中用（Learning by using, learning for using）。

　　最后，2a ,2b主要谈论乐器及个人对乐器的喜好，所以我将他们整合为同一部分。既节省了单独处理的时间，又可以使课程衔接更加自然流畅。

　　2、教学目标

　　根据英语课程标准的要求及本话题的任务，结合学生的实际情况，我确定了本课的教学目标。

　　（1）知识目标 a: 学习和掌握词汇concert pity lend singer violin drum pa

　　理解词汇：hip hop musical instrument artist folk

　　短语：at the concert give the concert go to the concert

　　lend?toplay the piano

　　b: 句型：How exciting!

　　It sounds great!

　　Wonderful!

　　What a pity!

　　Who is going to sing at the concert?

　　Where is she going to give the concert?

　　c.语法：复习be going to 句型的一般将来时

　　掌握what/how引导的感叹句的构成方式

　　（2）能力目标：能使用一般将来时来表达将要发生的事情；能听懂并领会说话者对事物表达的情感；能够正确使用适当的形容词评论事物，学会使用感叹句来表达说话情感；能制作简单的图表和海报等形式传达信息；激发学生学习的积极性和主动性，善于抓住英语表达的机会。

　　（3）德育目标：学会通过谈论音乐方面的兴趣爱好来打破交际中的僵局；了解他人的喜好，增进情谊；培养学生的兴趣爱好和对未来生活的一种积极态度，增强自信心，提高学习效率。

　　3、教学重点及难点

　　（1）重点：复习一般将来时，学习感叹句。这些语言是本单元及今后进一步学习的基础。因为感叹句是新课程标准要求学生掌握的重要语法之一，本课时是对该语法教学的第一课，因此要对学生进行正确的语言输入，为以后的教学打下坚实的基础

　　（2）难点：①感叹句的两种方式，学生常常将what和 how混淆。

　　② lend ? to 把??借给

　　. borrow ? from 向??借（入）

　　二.学情分析

　　1．初中学生的抽象思维能力较低，形象思维能力强，但注意力容易分散。本课以多媒体课件展示，并配以丰富的图片及色彩，从而增强学生的兴趣和注意力。根据教育心理学,如果学生对于一件事物有极大的兴趣,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。

　　2．初二的学生经过一年多的学习，有了一定的英语基础知识和听说能力，正逐渐向读、写过渡，同时，学生们对英语学习还有着较浓厚的兴趣。经过一年的新课程理念的熏陶及实践，有了初步的自主、合作、探究、实践的能力。

　　三、教学方法及教学手段：

　　本课侧重培养学生的口头表达能力，培养学生熟练运用所学功能用语谈论音乐和表达个人观点的能力。我主要选择了五指教学法(Review、Presentation 、Consolidation、Practice 、Project)作为基本的上课脉络，同时使用交际教学法及任务型教学法，通过交际来完成任务。因为五指教学法符合孩子的认知规律。而通过交际完成学习任务，符合课改要求，让孩子体验所学知识会让他们学得更多更好。

　　在具体教学中以直观教学及活动教学为主。利用图片、多媒体、录音等直观教具和电化手段创设情景，培养学生直接用英语理解和思维的能力。在具体教学过程中始终将学生置于主体地位，使他们不停的动脑子将零散的语言组织到一起，并积极表达出来，达到培养和强化学生的语言实践能力。

　　四、学法及学法指导

　　新制定的《英语课程标准》把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。依据课改的精神，我从以下几个方面对学生进行学法指导。

　　1、学习方法的指导

　　培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。

　　2、学习积极性的调动

　　我在教学过程中创造一种开放的，和谐的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。如步骤一的谈论个人兴趣爱好；步骤三的表演对话等。

　　3、学习能力的培养

　　通过连贯的'听说读写，如步骤二的听录音回答问题；步骤三的编写与1a类似对话并表演对话等，有助于培养学生的交际能力，发展他们的思维能力。

　　4、学习策略的指导

　　本节课将在课堂活动中把学生分成四人小组的学习小组，如步骤五的动手制作海报，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。创建开放式，探究式的课堂，有意识渗透学习策略的训练。如我让学生观察课件画面，回答问题，让学生学会使用认知策略；让学生表演对话，实现交际策略；引导学生交际，主动练习和实践，是调控策略的体现；充分利用多媒体，录音等是资源策略的体现。

　　五、教学程序：

　　主要流程：谈天说地，切入主题→寓乐于学，激趣呈现→回归课本，夯实基础→旧知新用，情景再现→活学活用，综合探究

　　本节课采用五指教学模式：复习、呈现、巩固、练习、综合探究活动贯穿教学过程。

　　Step 1 Review （时间：8分钟）

　　1 . 检查上次作业，请2～3名学生口头表述my hobby，其他学生认真听，如有错误，指出并改正。

　　2.再请一个学生将上次调查结果向全班学生做汇报。

　　设计意图：回顾如何表达自己及他人的兴趣爱好，达到交际目的，并巩固used to do sth 的句型。

　　3.教师放一首歌曲My Heart Will Go On让学生听，然后设计一个语言情景，并由此导入新课1a.

　　设计意图：欣赏歌曲，给学生创造一种轻松愉快的学习氛围，这样能激发学生的学习兴趣，为学习新课打好基础。

　　Step 2 Presentation（时间：10分钟）

　　1.通过step1对音乐会的渗透,设置听力任务，呈现屏幕上的问题。

　　（1）What is Sally going to do this Sunday evening?

　　（2）Who is going to sing at the concert?

　　（3）Where is she going to give the concert?

　　（4）What time is it going to start?

　　（5）Is Jack going to the concert ? Why?

　　（学生听完录音，抢答问题。如有困难，可再听一遍。学生回答后呈现答案，为下一步学生不看书表演对话打下基础。）

　　设计意图：任务性听力训练，然后进行抢答。充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生思想素质、情感素质和英语语言素质。

　　2.让学生看1a对话，划出感叹句。然后叫几个学生读出感叹句，并翻译成汉语。（教师将感叹句写在黑板上。）

　　3.让学生观察图片，并根据提示使用what/how 引导的感叹句来表达个人情感。

　　设计意图：采用图片形式进行语法讲解既达到练习及巩固新语言项目的目的，又保持了学生的学习兴趣。

　　Step 3 Consolidation （时间：10分钟）

　　1.教师放录音1a，让学生跟读，注意语音语调的变化。

　　2.将学生分成两大组，分成男女生，朗读对话。

　　3.让学生准备三分钟表演对话。学生不能看书，但可以根据屏幕上的问题和回答及感叹句，不局限于原对话。（教师可以采用一些评价手段以激励学生。分别从学生朗读的流利程度、语音、语调等方面进行评价。）

　　4．通过呈现明星图片，创设情景，让学生为“同一首歌走进福安”大型演唱会制作一张海报。

　　5. 根据海报，编一个与1a类似的对话。（请2～3组同学到讲台前表演）

　　设计意图：通过跟读，朗读，表演等形式，使学生处于积极思维的状态之中，全方位，多角

　　度培养学生运用英语的能力,发展他们的思维能力。

　　让学生在小组间展开讨论，使学生在轻松和谐的氛围中练习使用所学语言。通过师生互动、生生互动，鼓励学生大胆开口，勇敢表达，逐渐让学生体会到学习英语的快乐，从而获得成就感。

　　Step 4 Practice （时间：12分钟）

　　1.通过呈现图片，认识乐器，学2a部分与乐器有关的单词及短语。

　　(教师在这个活动中，有意识地加上感叹句，巩固本话题的目标语言。）

　　设计意图：通过多媒体直观形象的展示乐器图片，使学生更加深刻的记住所学新单词，提高教学效果。

　　2.听录音，完成2a。

　　3.创设情景，导入2c。阅读2c中的短文，选择正确答案。

　　（学生读完短文，核对答案。）

　　设计意图：培养学生阅读信息，提取信息的能力。

　　Step 5 Project （时间:5分钟）

　　假设你是本校文娱部成员，元旦即将到来，班里要办一个文艺晚会，欢迎全体师生来观看。请你设计一个海报（四人一小组），并附上节目单。

　　设计意图：我设计了制作海报这一目的明确的教学任务，并把完成任务的主动权交给了学生。学生需要用语言来交际完成任务，从而本课需复习、巩固、掌握的有关“打算做某事、感叹句”等交际用语就自然地融入其中。这样就符合了《课标》中 “活动要能够促使学生获取、处理和使用信息，用英语与他人交流、发展用英语解决实际问题的能力”。

　　Homework:

　　（1）完成step 5 中海报的制作。

　　（2）复习本课的内容。

　　（3）上网查询有关音乐的资料，做好Section B的预习，以便下节课谈论。

　　六、板书设计：

　　Topic 2 It sounds great!

　　Section A

　　1. lend ? to ? Can you lend your book to me?

　　borrow ? from ? May I borrow your book?

　　2. play +the +乐器(play the piano/guitar/violin/drums)

　　3. 感叹句的结构：

　　What +(a, an）+形容词+可数名词(单数)+主语+谓语 What a pity!

　　What +形容词+可数名词（复数）+主语+谓语 What beautiful stamps!

　　What +形容词+不可数名词+主语+谓语 What bad weather!

　　How +形容词或副词+主语+谓语 How exciting!

　　七．课后反思：

　　1. 在新课程标准和教学设计思想的指导下，我比较成功、顺利地实施了本课的教学。通过本课的学习学生基本掌握感叹句的两种方式，并通过谈论音乐会比较自如运用了be going to 句型来描述将要发生的事情，基本达到了预期目标。

　　2. 备课时，我对教材内容作了适当调整，使教学过程更加流畅，更加贴近学生生活。比如，通过呈现学生喜爱的明星照片导入“同一首歌走进福安”演唱会，极大激发了他们学习英语的兴趣，从而使更多学生积极参与到英语学习中来。

　　3. 通过任务型交际活动培养学生综合运用语言的能力。

　　本课中，我设计了制作海报这一目的明确的教学任务，有助于培养学生的听说读写能力。此外任务教学不能仅限于课堂内，因此我还要求学生在课后继续完成制订海报的任务，将任务教学延伸到课堂以外的学习和生活之中。

　　4.充分运用和发挥多媒体辅助教学的作用，使本课教学更加直观生动。如对乐器的展现，更加吸引了学生的注意力，也使语言教学变得趣味化。

　　5. 但本节课还存在一些不足之处

　　首先，一节课下来，大部分学生都能积极投入到课堂教学中来，并积极举手发言。课堂气氛比较活跃，调动了大部分学生听课的积极性，而另有一些学生却习惯于当听众，被动地接受别人的观点,很少发表自己的个人意见，也就是说在小组合作学习中学生的参与度不均衡，个别学生合作不主动,而这部分学生主要是学习困难生。因此,在今后的教学设计和教学过程中，既要注意到每个合作小组成员的合理编排，又要注意到自己教学内容的设计、话题的趣味性以及如何把学生的积极性真正的调动起来。

　　其次，本节课我利用了五指教学法，倡导通过交际完成任务，但在整个的教学过程中，还对学生这头放手得不够“松”，还没达到真正去体现了放手，由学生自主学习的效果。如果能够给学生更多参与的机会，让学生有更多的时间操练，课堂效果会好一些。

童年趣事作文650字11

　　一、教材分析

　　这是第六单元的第一课时的内容，中心话题围绕Talk about personal traits and compare people这个题材开展多种教学活动，本节课是本单元的重点，通过听、说、读、写来培养学生综合运用知识的能力，通过有限的课堂实践活动，能准确地用英语在交际中运用本单元的话题对自己与他人进行描述，作出比较并进行判断。并让学生能在做中学。通过听、说、读、写来学习比较等级，加深对比较等级的语法现象的理解和运用，培养学生综合运用知识的能力，能初步运用这一语言结构进交谈，为后面 Section B 的学习打下基础，在本单元中起着承上启下的用。通过本课时的学习，能培养同学间的友好相处，规范自己的行为，同时能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。在此之前，学生已掌握部分形容词的用法。所以，这些对学生来说并不难，学生很容易掌握。

　　二、教学目标分析：

　　（1）知识目标：

　　目标词汇：outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin .

　　目标语言：Is that Sam? No, that’s Tom. He has shorter hair than Sam.

　　Is Tom smarter than Tim ? He’s calmer than Sam.

　　（2）语言技能：能对人物的外表进行描绘，个性进行比较，能在日常生活中恰当理解和运用本单元的话题对自己与他人进行描述，作出比较并进行判断

　　（3）情感目标：体会英语学习的乐趣，做到在"用中学，在学中用"

　　（4）能力目标：培养学生自学能力，阅读能力，提高听的能力，锻炼学生交际能力与他人合作的能力提高学生听、说、读、写及知识自学的综合能力。

　　（5）德育目标：教育学生关注自己和身边的人。

　　确立教学目标的依据：根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。

　　三、重点与难点

　　Important points :形容词比较级的用法

　　Is that Sam? No, that’s Tom. He has shorter hair than Sam.

　　He’s calmer than Sam.

　　主语（sb / sth）+ be +形容词比较级 + than +…

　　Difficult points:形容词比较级的构成： the comparatives with –er/ier and more

　　四、学生学情分析

　　我们教学的对象是初二学生（以中等生为主），他们学习英语有较强的记忆力和模仿能力，有待培养知识的扩展运用能力，有较强的求知欲和表现欲，但部分学生不自信，羞于表现，但又希望能得到他人的肯定。因此我尽量设计一些活动让他们广泛参与，有更多的机会来说英语，减少他们的恐惧感，缺少丰富的语言基础，对某些任务的完成有一定的难度，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。

　　五、教学策略

　　1、兴趣活动策略：采用游戏、唱歌、竞赛、合作等多种活动方式采用对话、表演、竞赛的学习策略，利用教学图片、制作课件等来展开课堂教学

　　2、开放性教学策略：开发课程资源，拓展学用渠道

　　3、采用"任务型"教学方法；情景教学法、交际教学法

　　4、注重评价方式和鼓励措施。

　　5、教法分析：启发式教学、任务型教学、情景教学

　　学法分析 :课前预习法、观察发现法、知识迁移法

　　六、教学手段：recorder powerpoint

　　主要以多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。

　　七、教学程序：

　　1、Step1:Greeting and lead-in

　　采用兴趣型的教学策略用简单易学的英语歌曲，调动起全班学生的学习热情。吸引同学们的注意力，提起他们的学习兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，同时也能给自己适当的.减压。

　　2. Step2 :presentation and practice

　　（利用多媒体逐步出现6组图，分别是引导学生说出新单词）设计目的：学生是任务的主体，让学生通过课前任务自主学习新单词，让学生做一个发现者，研究者，探索者。同时单词融入句型来学习，培养学生在语境中理解、识记单词。

　　3.step3 practice

　　task1.运用听力（1a,2a,2b）pairwork （1c,2c）role---playing（3a）等口语练习活动，充分培养学生学习目标英语的语感。

　　1.Tom’s ______than Sam.

　　2.Tina is ______than Tara. She’s also______.

　　3. Pedro’s ______than Paul. And Paul’s _____ than Pedro.

　　设计思路：这部分我们采用了任务型的教学策略，在学生进行了反复的操练后，让他们思考形容词比较级的构成、形容词比较级的用法，并做出了归纳（比较级规则变化口诀）

　　锻炼了学生的思考能力，在接受任务，完成任务的过程中，获得成就感，对句型的掌握更为深入，透彻，从而突破了这个重难点。

　　Task2 Make sentences as more as you can according to the pictures

　　设计思路：

　　反复操练是记忆的一个重要方法，通过练习句型来强化巩固单词，从而能更好地掌握和使用句型。采取比赛的形式，提高学生的学习兴趣和参与意识，适当引入竞争教学，使学生在激烈、快乐的竞争氛围中，巩固了重难点。

　　Task3 Say something about your past and now.

　　（始终围绕主话题开展活动，既"巩固新知",使学生通过活动的方式进一步熟悉新的单词又增进了相互间的了解。任务具有趣味性，拓展性和挑战性，自己的创造力，审美观，艺术和感觉整个学习过程充满了灵感和智慧。把课堂知识与实际生活联系起来，使所学的语言知识更有用武之地。

　　4、归纳总结

　　本课除了板书所呈现的重点内容外，又把比较级构成浓缩成口诀形式，巧妙地总结本课重点、难点，学生又通过动听的节奏，进一步巩固，加强对本课内容的理解和运用。

　　5、sing the song:The more we get together , together, together

　　（歌曲形式引起学生极大的学习兴趣）

　　Homework

　　Write a short passage about things that are the same and different between you and your friend .

童年趣事作文650字12

与母语学习一样，英语学习也应当注意口`笔头相结合。虽然初中学生还处于英语学习的起始阶段，但教学中教师在着重培养学生听、说、读的基础上，还需注意培养他们的英语写作意识和写

　　我说课的题目是 What do you think of game shows? 下面我将按照教材分析、教学目标、重点难点、教学方法和教学过程的步骤进行。

　　一、教材分析

　　本单元选自山东教育出版社义务教育课程标准实验教科书初中英语七年级上册第九单元。本单元围绕谈论个人喜好这一活动展开。主要让学生学会陈述自己的看法和意见，了解一些日常生活用品，描述对其喜好的程度。在实际教学过程中，通过模拟情境对话，分角色表演等活动，让学生把所学知识灵活运用到实践当中，让学生感受学习的愉悦，体会成长的快乐，真正做到学以致用。

　　二、教学目标

　　1.知识目标

　　1)熟练掌握本单元单词

　　2)掌握询问意见、表达喜好的句型

　　3)能够运用句型表达自己的喜好

　　2.能力目标

　　1) 通过任务明确的听说读写等大量的实践活动，让学生能够用英语陈述自己的看法、意见和喜好。

　　2) 培养学生在听力中抓住关键词的技巧

　　3.情感目标

　　通过互相谈论彼此的喜好，让学生在交际中增加了解，增进友谊。让学生之间进行多向交流，互相合作，取长补短，使每个学生都能得到充分发展，培养他们的合作探究精神和竞争意识。

　　三、教学重难点

　　1.love, don't mind, can't stand, don't like 的用法

　　2.句型What do you think of...?

　　What's your favourite...?

　　What kind of... do you like?

　　What /how about...?

　　3.Too, either 的用法

　　四、教学方法

　　本课主要运用"任务型教学法"，并辅助于情景交际教学法等手段。

　　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、询问等各种语言活动形式来学习和掌握语言。

　　在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生生活实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。

　　2.情景交际法

　　课堂教学以情景交际教学法为主，尽量给学生以足够的听、说、读的机会，联系课文实际，创设情景，引入讨论主题，在交际中学英语。

　　3.使用多媒体课件进行辅助教学。

　　用Powerpoint 将本单元所需要的动画、录音、图片、文字、图表和音乐制成CAI软件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。

　　4.使用非测试性评价等教学手段。

　　本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。

　　五、教学过程

　　第一课时

　　步骤一情景导入

　　教师在屏幕上显示出几种食物图片，让学生说出英文名称 pizza, broccoli, icecream, mushrooms. 并且在旁边也显示出句型 what do you think of...?教师问一学生 what do you think of pizza? 帮助学生回答I like pizza or I don't like pizza.依次运用各食物图片练习句型what do you think of...?及回答用语。

　　本环节是通过复习学过的有关食物的单词，引出该课新句型，进而为下步新单词的练习做铺垫。

　　步骤二看图学单词

　　我把本单元有关的单词制成图片显示在屏幕上。目的在于通过直观的画面效果和有意义的情景，便于学生更快地把单词的声、形和意联系起来。使学生轻松地掌握这些单词的音、形、义，且充分调动了学生的学习热情，让学生在思考中理解所学的生词。如 sitcom( situation comedy)

　　1.猜。点击屏幕上一副有关情景喜剧的图片。说This is s kind of funny show. We call it sitcom. The people in sitcoms do or say things that make Tv watchers laugh.让学生根据图片和教师的提示猜出单词的意思。这时再告诉学生们sitcom=situation comedy.一定会有很多同学争先恐后地抢答，我们可以挑三个不同层次的学生起来回答，这样做既发挥了优等生的带头作用，同时为待优生树立起学好英语的信心，又增强了其他同学的竞争意识(他会我也会)，也融入了教师的情感价值观之中。

　　2.读。让学生跟随录音机听读单词。反复练习读音。这样有利于学生形成正确的语音语调。

　　3.写。读熟单词后，让学生根据拼读规则，结合单词读音把单词拼写出来。如situation si-tu-a -tion.

　　步骤三巩固提高

　　在初次掌握了单词的基础上，采用多种形式加以巩固提高。

　　1. 听录音找单词。我把课本中一些单词事先录制好，然后根据录音在所给的'单词中查找。这样既练习了听力，又再次纠正了读音，同时还强化了单词的记忆效果。

　　2. 赛一赛

　　为了激发学生的学习自觉性，我通常采用赛一赛活动。以小组为单位，以出示图片或直译的形式让学生拼写单词。宣布每小组得A的同学免当天的作业，得B的同学把当天记的不熟的单词回家背下来等等。这种竞赛形式充分调动了学生的积极性，从而提高了课堂效率。

　　3. 利用本节课的新句型结合本单元单词加以练习。如 what do you think of soap operas? I like it or I don't like it.这样使本单元句型和单词同时得到了练习。

　　步骤四信息反馈

　　对本节课的句型和单词进行小测，了解学生掌握情况。

　　步骤五课后作业

　　1. 继续巩固本单元单词

　　2. 采访3位同学对talk show, soap opera,sitcom的看法，并以下列形式写出来 what do you think of talk show?

　　I like it. I don't like it.

　　本节课的主要内容是集中识词，并初步引入询问看法的句型，为后几节课的顺利进行奠定基础。

　　第二课时

　　步骤一检查作业

　　让学生把调查情况以小组为单位汇报，并完成1a的搭配。

　　步骤二知识延伸

　　通过上节课的学习，学生对本单元单词及what do you think of...? 以有所掌握。这时转换角色让学生问教师 what do you think of...? 教师趁此机会引入表达其他意见和看法的方式，并做解释If you "don't mind something", you don't either like it or dislike it. "can't stand something" means you dislike it very strongly. Your least favourite food is something you can't stand.If you love something, you like it very much. Your favourite food is something you love.

　　步骤三强化训练

　　1. 看1a的图片，依次说出每一部TV SHOW的名称。

　　2. 教师问一名学生what do you think of soap operas? 让他根据实际选择用语做出回答。I love them./ I like them. /I don't mind them. /I don't like them. /I can't stand them.

　　3. 让学生同桌俩根据实际情况进行对话练习。

　　此步骤把1b听力部分出现的有关难点渗透在了对话中，减轻了1b的难度。

　　步骤四处理听力

　　1)先处理1b。先让学生弄清题目要求，而后播放两遍。第一遍指导学生只听不做题，等到第二遍时再做。并且这时几乎所有的学生都已能熟练运用本课的重点句型，所以这部分较为容易，采取一句一停顿的辐射法，让学生跟读，同时在这一环节中要教给学生在听力中抓住关键词的听力技巧。

　　用录音机的暂停键，每放一句，让那些先听懂的学生起来重复，这样会有更多地同学听懂此句，他们会接着重复，直到全部学生听懂为止，然后录音机再放一遍，让全体学生集体重复。这种做法不仅消除了学生对听力的畏惧心理，还激发了学生起来表现自己的欲望，同时他们还因听有所获，增加了成就感，对听力越来越有兴趣，越来越有信心。

　　2)处理2a,2b 。完成2a之前先可以让学生把1-5读一遍，指导学生学会根据所给内容揣摩听力内容。2a之后接着再播放一遍完成2b。由于学生对2b中出现的重点句型在步骤三中已练习过，所以完成2b 会很容易。

　　3) 在听力做完后，让学生根据手中的听力原文，跟读录音，进行朗读训练，然后再三人或四人小组通过合作讨论，模仿听力材料自编对话，然后到台前表演，这样，既锻炼学生的口语表达能力，又展示学生的个人风采，从而树立起自信心。

　　步骤五 2 c Pairwork

　　首先同桌问答，然后让一对同桌上前进行角色表演。表演完后，教师问第三名学生what does he think of Hilltop High?引导学生用第三人称回答He doesn't like it or....师生一起训练What does he/do they think of..?及答语几遍后，以小组为单位进行下步操练。语言结构如下：

　　A：What do you think of...?

　　B: I don't mind it.

　　C: What does B think of ...?

　　D: He doesn't mind it.

　　学生先在小组内进行充分准备，再上前进行角色表演，就会避免个别学生因不会而引起的尴尬或打击自尊心的情况。这样做既能给每个学生提供一个锻炼的机会，又能创造小组间的竞争氛围，还为优等生提供了展示自我的舞台。

　　步骤六总结收获

　　让学生归纳本节学到的内容，教师再加以强调补充。

　　步骤七课后作业

　　1) 巩固课本Grammar Focus部分，并自编两组对话。

　　2) 让学生调查一些电视节目，并写出其英文名称。

作思维，提高写作能力。

童年趣事作文650字13

　　Geetings and introduction:

　　Good afteroon,everyone. I’m Yuan Xingchen. I’m an English teacher from Sihong No3 Middle School. I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is made of five parts. It includes Teaching material analysis, Teaching methods ,Study methods ,Teaching procedures and blackboard design.

　　一。 Teaching material analysis.

　　I. Status and function

　　Today I’m going to talk about_______________________________________

　　It plays a very important role in the English teaching of this unit. By studying this lesson, Ss can improve their listening ability. The Ss should receive some moral education. At the same time, we should get the Ss to learn some words and some expressions about protecting wild animals.

　　II. Teaching aims

　　1. Aims on the knowledge

　　（1） To enable the Ss to understand and speak: ______________________ Make sure that Ss can use these sentences in real situations.

　　（2） To help Ss to finish _________________________________

　　2. Aims on the abilities

　　（1） To develop Ss’ abilities of listening and speaking.

　　（2） To train the Ss’ ability of working in groups.

　　（3） To foster Ss’ abilities of communication .

　　3. Aims on the emotion

　　（1） To foster Ss’ consciousness of good co-operation and proper competition.

　　（2） To enable Ss to_________________________________

　　4. Key-points of this lesson

　　（1） To help Ss_____________________________________

　　（2） To enable Ss to study in groups and co-operate skillfully.

　　（3） To develop Ss’ interest in English.

　　5. Difficult points

　　（1） To help the Ss _______________________and make sure they can use ______________correctly.

　　（2 ）How to_________________________________________

　　6. Teaching aids

　　In this lesson, the multi-media will be used to make the class lively and

　　improve my teaching result.

　　二 .Teaching methods

　　As we all know: the main instructional aims of learning English is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use "Task-based" teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.

　　三。Study methods

　　① Teach the Ss how to be successful language learners.

　　②Get the Ss to form good learning habits.

　　③Teach the Ss how to communicate with others and take competition methods to develop the Ss interest in English.

　　四。Teaching procedures and purposes of my designing.

　　I’ll finish this lesson in five steps.

　　Step 1. Warm-up and preview

　　___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

　　Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time

　　it provides situations to review learned knowledge for the next step.

　　Step 2. Presentation

　　Now I’ll mainly talk about this step.

　　Purpose: To present the key structures one by one is much easier for the Ss to learn

　　and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.

　　Purpose: CAI can provide a real situation for the Ss to understand the dialogue

　　and the relationships between people better. Tell the Ss we should show

　　our loveliness to the Ss.

　　Step 3. Practice

　　Purpose: Task-based teaching method is used here to develop Ss’ ability of

　　communication and also their ability of co-operation will be well trained.

　　Step 4. Production

　　Purpose: To check the knowledge Ss have learned in this period.

　　Step 5. Homework

　　Purpose: Revision is so important that Ss should speak English as much as they

　　as in class or after class. It is necessary for the Ss to do some extensive exercises

　　after class to consolidate the knowledge they learned.

　　五。Blackboard design

童年趣事作文650字14

　　Good morning, everyone、 I am number_______、Today I am very happy and excited that I can stand here for an interview、And it is also my great honor to share my lesson with all of you here, and this chance is very precious for me、 Hope you can enjoy it、The

　　content of my lesson today is Section A Read and Write of Unit 2 My days of the week of PEP Primary English ,Book5A (Recycle__) 、My lesson consists of 7 parts

　　1、 Analysis of the teaching material

　　2、 Analysis of the students

　　3、 Analysis of Teaching Methods

　　4、 Analysis of Learning Methods

　　5、Teaching procedure

　　6、 Blackboard design

　　7、Reflection

　　Part One Analysis of Teaching Material（说教材）I、 Status and Function

　　1、 This lesson is in the third period of this unit、 It is a dialogue 、It aims to enhance students’ reading skills、 It also provides some new language points for the students to master、

　　2、This lesson is the first part of Unit2、So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit、

　　3、Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English、

　　4、 Reading is very important in English learning 、 It can help the students to master

　　some reading skills through learning this passage、 Moreover, attributive clause also plays an important part in English learning、

　　II、 Teaching Aims and Demands

　　On studying the teaching material and analyzing there gulation of children’s growing of mind, I put forward three kinds of teaching objectives according to English syllabus and new lesson standard、 1、 Knowledge objects (1) To help the students master the new words ,phrases and sentences、(加上具体的单词，句型)

　　(2) To teach the students how to use the adverbial clauses of time、

　　(3)To make sure that students can read, recognize and use these key phrases on foot ,by bike,by bus,by train (4)To enable the students performe the dialogue

　　(5) To finish some exercises、

　　(6)The Ss can use the patterns to express their thoughts in the proper situation、

　　(7)The Ss can understand the content of the lesson、

　　2、Ability objects

　　(1) To develop the Ss’ abilities of listening, speaking, reading and writing by practicing the dialogue、

　　(2) To train the Ss’ ability of working in pairs、

　　(3) To develop the Ss’abilities of communication by learning the useful structures、

　　3、 Emotion objects

　　(1) To arouse the students’ interest in class activities、

　　(2) To train their team spirit by working in groups、

　　(3) To educate the students to follow the public rules、

　　(4)By completing the task,the Ss increase their interest and set up self-confidence in science;

　　(5)Teach the Ss what is“science”, put the moral education in the language study、

　　(6)To enable the Ss to be polite and love life、

　　(7)To enable the Ss to look after their things well、

　　III、 Key Points and Difficult Points and why (教学重难点及依据)The teaching key and difficult points’ basis is established according to Section A Read and Write of Unit 2 in the teaching material's position and function、Moreover students characteristics and new lesson standard should be also taken into account、

　　Key points:

　　(1)To make sure that Ss can use these key phrases correctly and skillfully、

　　(2)、To help the Ss to communicate with each other、

　　(3)、To enable the Ss to study in groups and co-operate skillfully、

　　(4)、To develop the Ss’ interest in English、

　　(5) To help the students to master the new expressions、

　　(6) To enable the students to communicate with each other、 Difficult points:

　　(1)To help the Ss ask and answer the

　　question____________________________________________

　　(2) How to use _____________________________ (4) How to make dialogues and act them out、

　　(5) How to write the right whole sentences、

　　Part Two Analysis of Students (说学情)

　　The students of grade5 are very active and curious、And they are interested in new things、They always like to use imagination and communication as their main studying ways After learning English for 2 years,they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language、 Since they have learnt English for 2 years, they have already known ___________________________________,so it is not difficult for them to understand and use the

　　language_________________________________________________________________ Part Three Analysis of Teaching Methods and why (说教法及依据)

　　As we all know:the main instructional aims of learning English in primary school is to cultivate students’ basic abilities of listening and speaking and their good sense of the English language、Students in primary school are very cruious and they want to know everything、What is more,it is important for the teachers to keep the students interest in English 、So according to these points and the regulation of children’s growing of mind,in this lesson I’ll mainly use

　　Total Physical Response method

　　“Task-based”teaching method ,

　　Communicative teaching method

　　Situational Teaching method(情景教学)

　　group cooperate method

　　Free discussion method

　　I will let the Ss learn in real situations, finish a task by making a survey______________________________” to help Ss to get a better understanding of the new content、 I will arrange these activities: guessing game,__________________________________finishing a survey and having a competition、 Part Four Analysis of Learning Methods and why（说学法及依据）New Lesson Standard advocates to improve students abilities of analysis sing and solving problems、And teachers should change their old-fashioned teaching ways ,give students more opportunities to join class and let the students find the problems by themselves、Our students are almost from the countryside、 As for the learning methods, they are poor in cooperative learning skills、Some students are not active in the class ,and some students don’t like English、therefore, I ’ll have Ss study in a relaxed atmosphere、 Student sunder stand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, thinking etc、、After feeling and understanding the language points, let students get the knowledge actively by probe study and cooperative study、 In a word,we’ll

　　1、Teach the Ss how to be successful language learners、

　　2、 Make the students take an active part in class activities、

　　3、Let the students summarize the language points through their own thinking、

　　4、Let the Ss pass "Observation—Imitation—Practice "（观察—模仿—实践三步教学法）to

童年趣事作文650字15

　　一、Analyzing teaching material

　　1. lesson type

　　2. status and function

　　Lesson 33 Savingthe Earth is a dialogue. The lesson is focused on the topic of the problems ofthe earth and the functional items of Supposition/ Intentions/ conjecture/Prohibition. Since it is a dialogue / reading. It’s helpful toimprove the Ss communicative/ reading ability.

　　3.teaching guideline

　　(Teachingsyllabus: Language is for communication, develop their four skills, lay specialemphasis on reading; Grellet put it well in his book developing reading skills:develop reading skill/ discourse analysis; get them to understand the westernculture better; improve the ability to discover, analyze & solve theproblems; Reading is for information, for fun; Use Top- down model or Bottom-up model to activate Ss schemata; Interactive model)

　　4. Teaching aims and demands

　　1） knowledge objects

　　a. Enable the Ssto remember the following new words & phrases:

　　Damage, lecture,pollute, pollution, room, standing room, be fit for, hear about, turn into

　　b. Get the Ss tobe familiar with this sentence pattern:

　　If the populationkeeps growing so quickly, there will only be standing room left…

　　Give the Ss areinforced practice on the functional item Supposition.

　　c. Activate Ssschemata regarding the topic of pollution and help Ss to know more about theproblem of pollution.

　　2） ability objects

　　a. Ask the Ss tomake up a similar dialogue.

　　b. Help them tounderstand the dialogue better and improve the four skills.

　　c. Develop theirability of thinking independently.

　　d. Cultivate theirability to discover, analyze and solve problems.

　　e. Train them tocollect information from the Internet.

　　f. Train them withsome effective learning methods to optimize Ss’ learning results.

　　3）德育目标 moral objects

　　a. Arouse theirinterest in learning English;

　　b. Help them tounderstand the background of pollution.

　　c. Enable thestudents to love our earth and the nature.

　　d. Be aware of theimportance of stopping pollution & protecting out environment.

　　e. Encourage theSs to do something to save the earth.

　　5. teaching important points

　　a. New words andphrases

　　b. Sentencepattern: If- clause

　　c. improve theirreading skills.

　　d. Talking aboutproblems of the Earth.

　　6. teaching difficult points

　　a. functionalitem: Supposition.

　　b. Develop theircommunicative ability. Act out their own dialogue.

　　7. teaching aids

　　The teachingsyllabus says that it’s necessary for teachers to use modernteaching facilities. It’s of great help to increase theclass density and improve our teaching result. It can also make the Ss reach abetter understanding of the text by making the classes lively and interesting.At the same time, it arouses the Ss’ interest inlearning English.

　　二、Teaching methods

　　Five step method;audio-video; communicative approach;

　　Task-basedlearning: New Syllabus Design encourages teachers to use this teaching method.TBLT can stimulate Ss’ initiative in learning and develop theirability in language application. Make the Ss the real masters in class whilethe teacher himself acts as the director and bring their ability into fullplay.

　　三、Study methods

　　1. Teach Ss how tobe successful language learners.

　　2. Teach Ss how todevelop the reading skill — skim & scan; how to communicate withothers; how to learn new words; how to learn independently;

　　3. Get the Ss toform good learning habits.

　　四、Teaching procedures

　　I. 复习 (Revision) 5min

　　Activity 1:Imagination

　　1). Suppose a bottleof ink is turned over and dirties your white shirt, what is to be done? (Washit? Or throw it away?)

　　2). Suppose youcatch a bad cold, what’s to be done?

　　3). Suppose yourbike is broken, what’s to be done?

　　4). And supposethe earth, on which we all live, is damaged, what’s to be done?

　　* What can youthink of when you see “pollution” thisword?(waste, environment, air, water, factory, desert, climate... Try toactivate the Ss schemata regarding the topic of pollution.)

　　II. 呈现 (Presentation)

　　Activity 2:Presentation

　　Play the song “EarthSong” sung by Michael Jackson. (Create an atmosphere)

　　A lot of picturesand video clips about the causes and results of the three problems mentioned inthis lesson will be shown on the screen with the help of the computer.

　　Ss’presentation on pollution. Attract their attention, arouse their interest, andcreate a good atmosphere for communication.

　　* Activate theirschemata and cultivate their ability in collecting information from theInternet and develop their ability in thinking independently.

　　III. 对话 / 阅读 (Dialogue)

　　1. Pre- reading

　　Activity 3:Prediction

　　1st listening/fast reading, one guided Q to help Ss to get the main idea:

　　What do you thinkis discussed at the conference?

　　2. While- reading

　　Activity 4: Read andanswer

　　2nd listening/careful reading, more Qs to get the detailed information. Develop their readingskills: skim & scan. Pay attention to the pronunciation, stress &intonation.

　　3. Post- reading

　　Activity 5:Language focus

　　While Ss areanswering the Qs, the teacher deals with some key language points.

　　a. is being causedb. and so on c. go on doing

　　d. be fit for e.standing room f. if- clause

　　IV. 操练 (Practice)

　　Activity 6: Retell

　　Use your own wordsto retell the dialogue in the 3rd person.

　　Activity 7: Actingout

　　Activity 8: Drill –Supposition

　　Purpose: Practisethe functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)

　　(Retell; act out;role play)

　　V. 巩固 (Consolidation)

　　(Discussion;interview; press conference; debate; quiz)

　　Activity 9: roleplay

　　Suppose you werehead of a village, scientist, journalist and villager, make up a conversationand ask several groups to demonstrate in front of the class.

　　* The Ss areencouraged to use the words and expression_r_rs like pollution, damage, be fitfor, turn into, the if- clause, etc.

　　Activity 10:Discussion

　　Think of thequestion: Are we causing damage to the world?

　　What should we doto save the earth and protect our environment especially in our daily life?

　　Collect their answersand form a report.

　　VI. Homework

　　Write a letter tothe mayor, telling him sth. about the pollution around your school.

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