初中英语兴趣小组教案

PAGE1页NUMPAGES25smell,understand,believe,remember一、说教材牛津英语教材把语言结构、语言功能和主题内容有机地结合起来,所以语言的信息输入量大,选材广泛、主体有序、内容集中,学习内容特别贴近学生的生活实际和思想实际。本节课的内容是：Unit4的综合技能训练(Integrated学问目标：学会一些表示动物名称的单词，学会运用动词smell,understand,believe,remember等。能娴熟运用所学句式描述、询问奇闻轶老师打破了以老师为中心,单项灌输的陈旧模式,在课堂教学中尽可能发挥学生的主动性和合作精神,营造了良好的学习氛围,更重要的是在常见的沟通中,交际性原则是英语教学中的一个指导性原则,教学最终的目的不仅要使学生驾驭学问,更重要的是使学生在理解的基础上,在交际性练习中培育交际实力，而培育这种交际实力,就是反映在课堂教学中学生以主子翁看法,主动、主动、学生主体性的发挥,要在民主,同等的氛围中体现,更要在科学,和谐的教学活动中进行.课堂教学不仅要处理好老师、学生、教材等关系,还要尽可能地发挥三者各自的特长,这就是教学的化。在课堂教学中,既要有意识的让学生去现代外语教学理论认为,肯定量的语言输入是语言输出的基础,即语言的输出有赖于语言的输入。只有在大量汲取的基础上才能提高表达的技能,也只有教材做了很大的扩展,要求学生尽可能用英语向同学展示你学习后的成果,你的爱好及缘由等,使教学更趋向真实。三、说教学程序(TeachingStep1：听前：(Pre-热身(warmingup):以嬉戏whichismissingfreetalk,引诞生词bone,4giraffe、tortoisecamelStep2听中。(while-listening)P66notesnotes，让学生对话巩固。学生获得所缺信息后，大声朗读完整的句子，并进行一分钟pairork,中自然呈现rememer,believe,ordsWhatstheuseofcamelseyelids,doyouunderstand?Step3听后。(post-Ifyouseeantsonyourdinnertable,whatwillyoudo?HowcanyoukeepantsStep1运用书上的对话先设计了一个听的任务：ListenanddoTorF。并且在核对答案之后通过图片奇妙生动的呈现对话中的生词weight。Step2Isthereanythingabout...?Yes,itsaysthatThatsStep3由书内延长到书外，为学生供应一些usefulexpressionsStep47BUnit4Integrated老师本身教态自然大方，素养较好，整堂课结构合理，各环节目标明确，以学生为主体进行教学，体现了二期课改精神，是一堂较为胜利的课。基本词汇：restroom,stamp,bookstore,postcard,pardon,washroom,bathroom,normal,rush,suggest,staff,grape,central,mail,east,fascinating,convenient,mall,clerk,corner,polite,politely,speaker,request,direction,correct,direct,whom,address,underground基本句型：Excuseme,doyouknowwhereIcanbuysomemedicine?Sure.There’sasupermarketdownthestreet.Couldyoupleasetellmehowtogettothepostoffice?Sorry,I’mnotsurehowtogetthere.IwonderwhereweshouldgoCouldyoutelluswhenthebandstartsplayingthisevening?Youshouldtrythatnewrideoverthere.2、技能目标：3、情感目标：培育学生敬重他人，对人有礼貌，酷爱生活。2、教学难点：运用宾语从句礼貌的寻求帮助。SectionA1(1a-2d)Step1Warming–upStep2Presentation(1)GuessinggameShowpicturestothewholeclass,onestudentexplainstheplacesinEnglishandanotheronewhodoesn’tlookattheblackboardguesseswhatplaceitis.Forexample,onestudentsay：Wecansavemoneyorexchangemoneyinthisplace,anotheroneguessitisabank.Getstudentstoguesstheplaceslikebank,postoffice,bookstore,museum,bathroom,washroom,mallandsoon.(2)ShowsomestampstostudentsandpresentthenewCouldyoutellmewhereIcanbuysomestamps?CouldyoupleasetellmewhereIcangetadictionary?DoyouknowwhereIcangetsomemagazines?Step3MatcheachthingwithaplaceinthepictureinReadthe getsome getsome have geta getsomeinformationaboutthe buya buysome getapairofshoesStep4ListeningListenandcompletetheconversationsinthepicturein1a.Thenchecktheanswerswiththewholeclass.Step5Makeconversationsusingtheinformationin1a.Thentalkaboutyourowncity.Forexample： Excuseme,couldyoupleasetellmehowtogettotheB：Sure,justgoalongMainStreetuntilyoupassCenterStreet.Thebookstoreisonyourright,besidethebank.A：Thanks.Doyouknowwhenthebookstoreclosestoday?B：Itclosesat7：00p.m.today.A：ThankB：You’rewelcome.Step6ListeningListenandnumberthedirectionsintheorderthatyouhearthem.2aYouwillhearsomeofthedirectionsbelow.Numberthedirectionsintheorderyouhear Gotothebird Turn Gotothesecond Turn Thesupermarketisbetweentheflowerstoreandthe GopasttheListenagain.Showhowtheboywalkstothesupermarket.Drawalineinthepicturein2a.ThengetonestudentdrawthelineontheListenthethirdtimeandanswertheExcuseme,canyoutellmewhereIcanbuysomeDoyouknowhowtogoPAGE10页NUMPAGES25OK,great.Oh,andonemorething.Doyouknowwhenthisshoppingcenterclosestonight?OK,thanksalot.Step7PairworkMakeconversationsabouttheotherplacesinthepicturein2a.A：Excuseme.CanyoutellmewhereIcanbuysomestamps?B：Yes,there’sapostofficeinthisshoppingcenter.A：DoyouknowhowtogoB：Yes.Gotothethirdfloorandturnright.Thengopastthebank.Thepostofficeisbetweenmuseumandlibrary.Youshouldbeabletogetstamps.A：OK,great.Oh,andonemorething.Doyouknow…B：I’mnotsure,butyou…A：OK,thanksalot.B：You’rewelcome.Step8ReadingReadtheconversationin2dandanswertheRole–playtheExplainthelanguagepintsinGoalongMainStreetuntilyoupassCenteruntil和till同义为“直到……”，tilluntiltillnot...until“直到……才”，表示直到某一时间,某一行为才发生,之前该e.g.IdidnotstudyEnglishuntil9oclocklastPardon?Restroom?Youalreadywanttorest?Butwehaven’tevenstartedyet!pardon用作动词，后面既可以跟宾语，也可以跟双宾语;pardonsb.fordoingsth.意为“宽恕/宽恕某人做某事”e.g.Canyoupardonmefornotpassingtheexam,在没有听懂对方的话，请对方重复一下时也可说pardone.g.Pardon?I’msorryIcan’tfollowI’mexcitedtotrytherides!excited和exciting的区分：excited意为“激烈的;兴奋的”，作表语时，主语通常是人;作定语时，e.g.Allofuswereexcitedwhenweheardthegoodnews.Theexcitedchildopenedhispresentquickly.excitinge.g.ThemovieisveryMyfathertoldmeanexcitingImeanyouknow,awashroomorbathroom.mean作动词有以下含义：e.g.Whatdoesthisword意味(着)(及物动词)，常跟名词，有时可跟动词-inge.g.Carlreallycouldnotdothat—itwouldmeantheendofhise.g.InevermeanttohurtGoodmorning,everyone.Mynameis,IcomefromI`mveryhappyandexcitedtostandhere,itismygreathonortobeheretopresentmylesson.MyteachingtopicisI`lltalkaboutitby8parts.Theanalysisofteachingmaterial.Theanalysisofstudents.TheanalysisofteachingaimsandTheanalysisofteachingimportancesanddifficulties.Theanalysisofteachingmethods.Theanalysisofteachingprocedures.Blackboarddesign.TeachingWell,firstly,I`lltalkaboutPart1theanalysisofteachingmaterial.Myteachingtopicis...fromUnit...GoForItJuniorEnglishBook1A,whichpublishedbyPeopleEducationPress.Inthisperiod,themainlanguagefunctionistopracticelisteningandspeakingskillsaround.aswellasthecommunicativeskillsThenI`lltalkaboutnextparttheanalysisofthestudents.ItisknowntousthatmostofstudentshadlearnedEnglishforabout.Theyarecuriousaboutnewthingsandhaveastrongdesiretolearnbetter.However,theirEngishtearninglevelaredifferentfromeachother.Theyneedteachers`helpandencouragementintheirfurtherNextI`lltalkaboutteachingaimsanddemands.Thereareknowledgeaims,abilityaimsandemotionalaims.Theknowledgeaimsaretoenablethestudentstomasterthenewwordsthephrases.thesentensesTheabilityaimsaretoobtaintheabilitiesoflistening,speaking,readingandwritingaround.totrainthestudents`abilitiesusinglanguage,toguidethestudentstotalkaboutusingtheexpressionsof.andtodevelopthestudents`abilityofcreativeandcooperativestudy.TheemotionalaimsaretoLet`smoveontoanotherpart:theanalysisofteachingimportancesanddifficulties.TheteachingimportancesareTheteachingdifficultiesNextisteachingmethods.Iuse...methodsinmylesson.Therearemultimediacomputerassistedinstruction,task-basedactivities,situationalapproach,totalphysicalresponseortheaudio-lingualNowI`lltalkaboutteachingprocedures.Accordingtofivestepsteachingmethod,Idesignmylessonintofivesteps.Step1iswarm-up.HereI`llBythis,thestudentscanbeinterestedinitandpaytheirattentiontoourclasseasilyandStep2islead-in.HereI`llBythis,theStep3ispresentation.HereI`llBythis,thestudentsStep4ispractice.HereI`llBythis,thestudentsStep5ishomework.HereI`llBythis,thestudentsNextismyblackboarddesign.I`lldesignitlikethisAtlast,Iwanttosay,tobeagoodteacherismydream.Ithinkateacherisnotonlyaguideforsudents,butalsoafriendofthem.IfIwereateacher,Iwouldbuildacloserelationwithmystudents,helpingthemnotonlyontheirstudybutalsoontheirlives.I`lltrymybest,andIhaveconfidentthatIcandoit.Ok,that`sall.Thanksforyourlistening.Good-Unit10WheredidyougoonGoodmorning,everyone.Iamfromthe.IhavetaughtEnglishovertenyearsandIlikemystudents.Today,IwilltalkaboutUnit10wheredidyougoonvacation?GoforitJuniorEnglishBook.Thereare6periodstofinishthisunit.Iwilltalkaboutthefirstperiodwiththefollowingparts..AnalysisoftheTeachingThetopicofthisunitisthecontinuationofunit9aswellasaboutthepastevents.ByusingtheSimple PasTTense,whichisessentialinjuniorEnglish,studentswilltalkabouttheirpast.Thistopicisabouttheirexperiencesandplacestheyhavevisitedontheirvacations.SoithelpsbringbacktheirmemoriesandStudents’AlthoughtheJunior1hasbeenlearningEnglishforalmostayearandarehavingsomebasicknowledge.BecauseoflivinginChinaandsurroundingenvironment,studentsarelearningEnglishimpassivelyandirregularly.ButThejunior1hasshownedthemselvesverycreative,capableandofplasticityasthey’redoingsowellinwhatthey’reinterestedinsuchasgamesandCAI.TeachingAimsandDemands1.KnowledgeobjectivesToenablethestudentstoread,tospell,tounderstandthevocabularycorrectly.Tohelpthestudentsaskandanswerthenewsentencepattern:Wheredidyougoonvacation?AbilityToimprovethestudents’skillsoflistening,speaking,readingandwriting..Toencouragethestudentstocommunicatewithothersuningthenewsentencepattern.EmotionTotraintheSstocooperatewellingroupsandinTobeinterestedincommunicatinginTeachingKeyKeyNewYorkCitycampsummercampKeyWheredidyougoonvacation?Iwentto…TeachingDifficultyLearnthekeyTeachingTask-basedThat’stosayI’llletthestudentsfinish1listeningtaskandmakeshortdialoguesalongwiththeactionstohelpthestudentsgetabetterunderstandingofthekeyCommunicationI’llsetupadreamandaskstudentstopretentthemselvesasreporters.Thisway,thestudentscansayfreelyandneedn’ttoworryaboutmakingmistakes.LearningListening—speakingCommunicativeWeallknowthatthebestwaystolearnEnglishwellaretoimitate,topractice,tolisten,tospeakandtocommunicatemoreTeachingInthislesson,theCAI,cassette,ataperecorderwillbeX.TeachingI’llmainlytalkaboutthispart.Itconsistsof5steps.Step1Warm–upandreviewMakeafreetalkbetweenT-S.Whatdidyoudoyesterday?whatdidyourbestfrienddoWritedownthepasttensesoftheverbsthatIshowinPurpose:thisstepisinordertoreviewwhatthestudentshavelearntinUnit9.Thatway,Icanleadthemintothenewlessonsmoothly.IthinkIt’susualbutpratical.Step2Learnthenewwordsandlead—in:askstudentssomequestions:Didyoudreamlastnight?Whatdidyoudream?WheredidIgoonvacationinmydream?CAIshowsmanypicturesofmydream,whicharealsotheactivitiesin1a.AskstudentstoreadandspellthenewDo1a.Matchtheactivitieswiththepictures(a—Playaguessinggame:Iwillshowsomejigsawsofeachpictureandhavethestudentstoguess.Iwillpraisethestudentwhoanswersmorequickly.Purpose:IputthevocabularylearningintoadreaminordertopromptthemtofinditveryinterestingtolearnEnglish..ByCAI,studentscanmatchthevocabularywiththerealthingsdirectlyandmasterthemeasily.Step3ListeningTellthestudentstolistentothetapeandnumberthe(1—5)inthePlaytherecorderforthefirsttime,andthencheckthePlaytherecorderagain,studentsimitatetheconversationsandfillintheblanks.Payattentiontotheirpronunciationandintonation.Purpose:thisisabasicandnecessarystep,whichdevelopsthestudents’skillsoflistening,readingandwriting.Step4T—S:wheredidTinagoonvacation?Shewenttothemountains.Askthestudentstopracticeinpairsaswe1c.ThentheywillcometotheplatformandclickonthenumbertochooseapictureandactitoutrandomlyPurpose:“Task-based”teachingmethodisusedheretodevelopthestudents’abilityofcommunicationandtheirabilityofco-operationwillbewelltrained.ThisstepprovidesguidedoralpracticeusingthetargetlanguagetoconsolidatethekeystructureandItcandevelopstudents’skillofspeakingandsenseoflanguage.Step5Havestudentspretenttobereporterstointerviewanyonetheywanttoaskabouttheirvacation.Purpose:Afterlearning1a—1c,it’stimetoextendwhatlearntjustnowandgivethestudentsafreespacetoshowtheirabilities.Withtherealsituations,studentswillfeeleasyandsuccessfulduringthispart.Bywayofcommunication,thestudentswillunderstandhowtousethekeystructurebetterandconsolidatetheknowledgefirmly.PartXIDoasurveyan