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（精选）童年趣事作文650字
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童年趣事作文650字1
一、说教材（教材分析） Analyzing teaching material
1. 说课型 lesson type （Dialogue/ reading/ listening/ revision）
2. 本课在教材中的地位 status and function
Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.
3. 说教学指导思想 teaching guideline
（Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model）
4. 说教学目标和要求 Teaching aims and demands （…be intended for Ss in key schools）
1）认知目标 knowledge objects
a. Enable the Ss to remember the following new words & phrases:
Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
b. Get the Ss to be familiar with this sentence pattern:
If the population keeps growing so quickly, there will only be standing room left…
Give the Ss a reinforced practice on the functional item Supposition.
c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.
2）智能目标 ability objects
a. Ask the Ss to make up a similar dialogue.
b. Help them to understand the dialogue better and improve the four skills.
c. Develop their ability of thinking independently.
d. Cultivate their ability to discover, analyze and solve problems.
e. Train them to collect information from the Internet.
f. Train them with some effective learning methods to optimize Ss’ learning results.
3）德育目标 moral objects
a. Arouse their interest in learning English;
b. Help them to understand the background of pollution.
c. Enable the students to love our earth and the nature.
d. Be aware of the importance of stopping pollution & protecting our environment.
e. Encourage the Ss to do something to save the earth.
5. 说教学重点 teaching important points （生词、句型；培养阅读技能）
a. New words and phrases
b. Sentence pattern: If- clause
c. improve their reading skills.
d. Talking about problems of the Earth.
6. 说教学难点 teaching difficult points （语法；发展交际能力）
a. functional item: Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7. 说教具 teaching aids （multi-media computer, software, OHP）
The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.
二、说教法 Teaching methods
Five step method; audio-video; communicative approach;
Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.
三、说学法 Study methods
1. Teach Ss how to be successful language learners.
2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
3. Get the Ss to form good learning habits.
四、说教学过程Teaching procedures
I. 复习 （Revision） 5min （Daily report; 词汇diagram; brainstorming; activate schemata）
Activity 1: Imagination
1）。 Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? （Wash it? Or throw it away?）
2）。 Suppose you catch a bad cold, what’s to be done?
3）。 Suppose your bike is broken, what’s to be done?
4）。 And suppose the earth, on which we all live, is damaged, what’s to be done?
* What can you think of when you see "pollution" this word?（waste, environment, air, water, factory, desert, climate… Try to activate the Ss schemata regarding the topic of pollution.）
II. 呈现 （Presentation） 5min
Activity 2: Presentation
Play the song "Earth Song" sung by Michael Jackson. （Create an atmosphere）
A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.
Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.
* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.
III. 对话 / 阅读 （Dialogue）18m
1. Pre- reading
Activity 3: Prediction
1st listening/ fast reading, one guided Q to help Ss to get the main idea:
What do you think is discussed at the conference?
2. While- reading
Activity 4: Read and answer
2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.
* 阅读： Pre-reading; while-reading; post-reading （fast reading/ careful reading; skim/ scan; 识别关键词key words;确定主题句；创设信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map.达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.）
3. Post- reading
Activity 5: Language focus
While Ss are answering the Qs, the teacher deals with some key language points.
a. is being caused b. and so on c. go on doing
d. be fit for e. standing room f. if- clause
IV. 操练 （Practice） 10m
Activity 6: Retell
Use your own words to retell the dialogue in the 3rd person.
Activity 7: Acting out
Activity 8: Drill – Supposition
Purpose: Practise the functional item of Supposition. （P. 33 Part 2; P.113, wb Ex. 3）
（Retell; act out; role play）
V. 巩固 （Consolidation） 6m
（Discussion; interview; press conference; debate; quiz）
Activity 9: role play
Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.
* The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.
Activity 10: Discussion
Think of the question: Are we causing damage to the world?
What should we do to save the earth and protect our environment especially in our daily life?
Collect their answers and form a report.
VI. 作业 （Homework） 1m （Writing; continue the story; recite; retell）
Write a letter to the mayor, telling him sth. about the pollution around your school.
A Brief Instruction to the topic of "What should I do?"
Shangyuan Middle School Li Yi Cai
Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in Nanjing.Today I’m going to talk about the topic" What should I do?"I will divide the instruction into seven parts: they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.
Part 1 Teaching material analysis
This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned Star sings in Unit 1 and Colours and moods in Unit 2.We have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two units.Today we are going to learn two letters to a famous youth worker about Millie’s and Simon’s problems.So this unit links with a special meaning of Unit 1 and Unit 2.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.
Part 2 Teaching aims
1.Aims of the knowledge:
（1）To know the spelling of some words and usage of some phrases.
（2）To learn something about Millie’s and Simon’s problems.
（3）To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.
2.Aims of the ablilities:
（1）To improve the ability of getting information by reading.
（2）To improve the ability of retelling the story.
3.Aims of the emotion:
（1）To understand how to write about problems and to express feelings.
（2）To ask for advice to solve the problems.
Part 3 Teaching emphasis
1.To master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.
2.To get the ability of general reading and getting information.
Part 4 Teaching difficulties
1.To recognize and understand vocabulary about problems.
2.To ask for advice
Part 5 Teaching methods
In this topic,I will use five-step Teaching Method and Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is "Learning by doing,learning by using".Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.
Part 6 Teaching aids
Projector,slide show,tape recorder and blackboard
Part 7 Teaching procedure
Step Ⅰ。Lead-in
The purpose is to arouse the students’interest of study.
Let’s have a free talk.
T:Have you got problems?
S:Yes.
T:What is it?
S:Eating too much makes me unhealthy.
T:What about you?
S:……
Step Ⅱ。Presentation
The purpose is to develop the skills of skimming and how to gain the main idea of the articles.
1.Ask students to read two letters and answer the following questions:
①What is Millie’s favorite hobby?（Painting）
②What is Millie’s problem?（She doesn’t have enough time for hobbies and homework.）
③When does Simon play football?（After school until late）
④How do his parents feel about it?
（They don’t like this and ask him to go home before 6 p.m.）
2.Ask students if there are words that they do not know.
Explain some new words briefly.
deal;choice;complete;refuse;accept;spare;doubt;whether;
Step Ⅲ。Practice
The purpose is to develop the skills of scanning and how to gain the details from the articles.
1.Listen to the tape and answer some question about "True"or"False".
2.Ask students to read the articles again and explain some important phrases.
How to solve the problems;hand in;on time;at the moment;
can’t find any time for my hobbies;feel bad;give up;
achieve a balance between the two;hear form;make unhappy
Step Ⅳ。Retelling
The purpose is to develop the skills of retelling with the key words
1.Ask students to make sentences with phrases that we have learned.
2.Try to retell the outline of the articles.
3.Encourage students to say something about themselves.
Step Ⅴ。Summary and homework
The purpose is to give the students a clear idea of how to express their problems and revise the articles.
1.Ask students to revise the words and phrases
2.Ask students to write a letter about himself after class.
During my teaching,I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.
Thank you!
童年趣事作文650字2
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3
一、教材分析
１、教材的地位及作用：
本单元主要是谈论话题“Things around the house”，其中Section A则围绕学习“询问物品的位置”这个本单元的重点而展开多种任务型的教学活动，使学生学会基本句型“Where’s/ Where’re ~~~? It’s/ They’re on／in／under~~~~．”和 “Yes／No”疑问句，进一步体会和学会运用“Where…? Yes／No”疑问句的用法；学会运用方位介词“on／in／under”来表达物品的位置。通过以上两个方面的学习，使学生学会运用听关键词、推测词意的学习策略，识别不同物品的位置。这样既能让学生了解自己的家居环境，热爱自己的家，又能促使学生通过想象来设计自己理想中的房间和对好的生活习惯的重新认识。本单元与第五单元衔接紧密：由本单元“Is／Are …?”的学习过渡到第五单元“Do …?”一般疑问句的学习，最终促进学生综合运用语言能力的提高和形成学生在实践中学会学习的能力，从而为终身学习打下坚实的基础。
２、教学目标：（知识目标、能力目标、德育目标）
教学目标是教学活动的出发点和归宿点，根据布鲁诺关于认识领域的教学目标理论以及新目标教材大纲要求，结合以上分析，我确定本课的教学目标如下：
语言知识和语言技能目标：
(1)学习和掌握有关询问物品位置的句型：
Where’s my backpack? It’s on／in／under／behind／next to the chair．
Are my books on the chair? Yes，they are．No，they aren’t．
Is it on／in／under ……? Yes，it is．No，it isn’t．
(2)学习和掌握有关家具类的单词：table, bed, dresser, bookcase ,sofa ,chair ,drawer , plant , bag (3) 学会三个方位介词的用法：on ,in , under
能力目标：培养学生用英语思维的判辨能力、综合运用语言的能力和自主学习的能力。培养学生的语言交际能力和创新能力。
情感目标：提高学生学习英语的兴趣和自信心，培养学生善于与他人合作的精神，使他们积极主动参预课堂活动和相关的课外活动,并从中体验学习的乐趣，从而培养学生乐于探索和勤于动手的学习态度。
德育目标：促使学生了解和关心自己和他人的家居环境，热爱自己的家，养成良好的生活习惯。从完成任务的过程中，学会互相合作，互相帮助，互相提高的社会交际意识。
学习策略：通过work in pairs and work in groups ，听对话贴图，师生之间和学生之间的教学活动，培养学生学习英语的认知策略、元认知策略和交际策略等。
确立各目标的依据：根据英语新课标规定，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。
教学重难点
重点
难点
掌握句型:Where’s my backpack? 学习运用重点句型"Where…?和 Yes／
It’s on／in／under the chair． No”疑问句的用法
Are my books on the chair? 学会运用方位介词"on／in／under”表达
Yes，they are．No，they aren’t．
物品的位置。
Is it on／in／under／……?
Yes，it is．No，it isn’t．
教学突破：
通过使用方位介词“on／in／under”表达物品的位置及学习“Where……”和“Yes／No”疑问句的用法，使学生学会区别特殊疑问句和一般疑问句。
确立重难点的依据：
新课程标准对七年级学生的要求，及本课在教材中所处的地位和作用。
二、学情分析
爱因斯坦曾说过：“兴趣是最好的老师。” 兴趣是学习自觉性的起点，是智慧灵感的源泉。本课的对象是刚进初中不久的七年级新生，有部分学生小学并没有学过英语，他们对英语有着极大的兴趣和好奇心。教师应该抓住这个有利因素，注重对学生学习英语兴趣的培养，保持他们强烈的好奇心和旺盛的求知欲。因此，教师在教学过程中要精心设计各种教学活动，积极采用新颖、丰富多彩的教学手段来激发学生的学习兴趣，用兴趣来激活他们的思维能力，唤起他们的学习注意力，进而充分调动学生的学习积极性和主动性，让他们积极参与到教学中去，真正成为一堂课的主人。俗话说：“良好的开端是成功的一半。”七年级英语教学是整个初中英语教学的基础，让学生迈好英语学习的第一步，对培养学生学习英语的能力和促进学生的个性发展有着很大的帮助。
七年级学生的心理和生理特点：心理上，他们好动、好奇、好表现。抓住这一心理特点，积极采用形象生动、形式多样的教学方法和学生广泛的、积极主动参与的学习方式，就一定能激发学生的学习兴趣；生理上，他们好动、注意力易分散、爱表现自己，希望得到老师的表扬。抓住这一生理特点，一方面要运用直观生动的形象，引发学生的兴趣，使他们的注意力始终集中在课堂上。另一方面要创造条件和机会，让学生有机会表现自己，享受成功的喜悦，从而增强他们对英语学习的自信心，在学习过程中发展综合语言应用能力。
三、教法设计
要想上好一节生动有趣的英语课，精心设计每一个教学步骤、教学环节以及采取切实可行的教学方法是关键所在。新课程标准也要求：英语课要培养学生的学习兴趣，树立学生学习的自信心，养成良好的学习习惯，形成学生综合运用语言进行交际的能力。因此，在整个教学过程中我采用情景教学法、多媒体辅助教学法、合作学习法、小组竞赛法、交际法和任务驱动式教学法等教学方法进行教学，以兴趣吸引人，以情感培育人，以评价激励人、以活动促进人。通过多媒体、实物、体态以及图片等创设富有生活气息的语言情境，让每一个学生参与听、说、读、猜、表演等各种丰富多彩的学习活动，激发学生的学习兴趣。将学习与游戏有机结合，使学生陶醉在轻松、活泼、有趣的课堂活动中，让学生“在玩中学，在学中玩”，循序渐进地、积极主动地去感知、体验和参与合作，形成综合运用语言进行交际的能力。通过听说读写的基本训练，使同学们在轻松愉快的学习氛围中掌握和巩固知识，真正做到寓教于乐。
1、情景教学法
“学语言的目的是为了运用”，而“语言都发生在一定的情境中”。因此，英语教学应当将其置于情景中，从情景教起。情景教学法强调语言在情景中的应用，使学生身临其境，展示具体生动的形象给学生，使教学在生动活泼的情景中进行。最终让学生通过感知具体形象，达到抽象思维的目的，从而激发学生学习英语的兴趣，变被动的跟随为积极主动自觉学习行为。在本课教学里，我主要打算用情景法来贯穿。
Unit 12 My favorite subject is science
一、教材分析
本单元主要学习掌握各学科的英语表达，以及表示程度的形容词，学会使用自己对东西或者事情喜好的表达，并简单表示喜欢于不喜欢的原因．
Section A 是以talking and listening为主，让学生去充分运作语言功能，和感受语言 what’s your favorite subject?及其新词汇。
Section B 以读写为主，教材设置要求学生用所学的语言去完成任务，培养学生的综合运用能力。
二、教学目标
1、知识目标
词汇：学习并掌握学科名称以及星期名称favorite, subject, math, science, biology, P.E., because, Monday, Tuesday, Wednesday, Thursday, Friday等．
语法：掌握what，why，who引导的特殊疑问句及其回答的运用；学会使用表示品质的形容词：fun，interesting，relaxing，difficult等．
2、功能目标：能流利地应用本单元所学的新词汇、新语法进行听、说、读、写，能学会安排自己的作息时间。
3、情感目标：学会合理安排学习，作息时间；学唱星期歌song of the week
三、教学重点和难点
① 掌握重点词汇及what，why，who引导的疑问句、及肯定与否定回答．
② 学会谈论自己喜欢的.科目及东西，并说明理由．
③ 学会表达一周的七天，并学会安排自己的作息时间．
四、教学安排
本单元共分为4课时:
Section A 2课时，Section B & Self check 2课时
五、教学设计
Section A Period 1
Step 1 Warming up and lead in
1．用电影Harry Potter预告片作为本课热身，看完之后向学生提问：Do you like the film?
然后老师继续表达自己的看法：I like this film best. It’s my favorite movie. What’s your favorite movie?（教师这个时候把这个句型写在黑板上，引起学生的注意。）提出这个问题以后，让学生说说自己看过的影片，操练本课的重点句型：What’s your favorite … ?
操练结束以后，老师继续说：I like Harry Potter, because he is a good student. He works very hard and does so well. Let’s see how he works, ok? (用幻灯片展示Harry Potter
上课的情形)
(Harry Potter这个电影片段主要是考虑到学生本身对这个人物比较感兴趣，有利于激发学生的兴趣，其次是因为Harry Potter本身也是一个学生，他在一所魔法学校里读书，而且学习的课程也很多。这点跟本课比较贴近。使用该片子，教师使用谈话的方式，轻松的把话题由Do you like the film? ——What’s your favorite movie? 提出这个问题以后，让学生说说自己看过的影片，有利于扩大大家的视野。同时也是为了引出本课的重点句型：What’s your favorite … ? 并让学生在表达的时候操练该句型。在阐述喜欢Harry Potter的理由时，也是德育教育的一个过程。)
Step 2 New words learning
T：Do you know what subject it is? 跟学生介绍Harry Potter在魔法学校的课程，然后问学生：And what subject do we have? (幻灯片展示学生平时的课程)
展示完成以后，进行本单元词汇的拓展，问学生：Do you know any more subjects?进行小范围的提问，并要求回答的学生把词汇写在黑板上。
(通过介绍Harry Potter在魔法学校的课程，牢牢抓住学生的兴趣，从而引出学生平时的课程，使话题贴近生活，也使学生比较容易接受。在掌握新单词的前提下，进行必要的拓展，有利于扩大学生的视野。) Step 3 New sentence patterns learning
3．T：Ok, what’s your favorite subject? 这里可以先由老师向个别同学提问，然后问：Do you want to know your partners’ favorite subject . Please ask each other. 在个别提问了以后，把范围扩大到全班，同时也进行了操练。
（从问subject到favorite subject，难度逐步增加，符合学生的认知接受能力。在操练的时候，把机械的提问，转化为跟同桌的交流。）
操练结束以后，请两位学生来台上做表演：一个人做动作，一个人猜：what’s his favorite subject?/ what’s her favorite subject?
(在巩固了what’s your favorite subject这个句型之后，通过游戏表演的方式来呈现what’s his favorite subject?/ what’s her favorite subject？全体学生在轻松愉快的课堂中接受。这样的表演可是依照课堂实际情况掌握表演组数)
在作完这个表演的时候，教师对最后一个学生提问：why do you like it ?然后教师再针对个别同学提问what’s your favorite subject? why do you like it ?学生回答了之后，教师可以面向全体学生问：what’s his favorite subject?/ what’s her favorite subject？why does he/she like it ?
(通过有效的示范提问，以及不断的操练，有利于开展下面活动的顺利开展。)
Step 4 Survey
给学生一个示例,以Harry Potter做范例: Name : Harry Potter
Favorite subject : broomstick subject
Why : because it’s interesting and exciting
Dislike subject : potion subject
Why :because it’s boring
请学生做一个Survey：
Name :
Favorite subject : Why :
Dislike subject :
Why : 完成Survey之后请同学上台做report: His/Her name is….
His/Her favorite subject is ….. Because … He/She don’t like …. Because…
Step 5 Homework
1.根据调查写一个短文,并准备下堂课做报告
2. 查找自己最喜欢的明星档案,爱好.
童年趣事作文650字4
课题：Lesson12: Danny’s Plant说课稿
一、说教材：本课是冀教版八年级下册第二单元的最后一课。本单元以植物为主题展开。主要学习了植物为什么重要，植物的种植步骤和植物在我们日常生活中的作用 。而本课则主要学习植物体各个部分的表达法以及他们在我们生活中的作用。
二、说学生：现在八年级的学生对于英语学习应该具有一定的基础和方法，但我们的学生对于英语的学习还没有掌握好的方法，学生在学习中还存在许多问题。就这一班学生来说本来英语学习基础就差，所以把所学英语知识是否能灵活运用对它们来说就更难了，因此课堂中老师应尽可能多的运用多种教学方法来引导学生学习。
三、说教法和学法：科学合理的教学方法能使教学达到事半功倍的'效果。达到教与学的完美统一。基于此我准备用的方法是任务型教学法、学生中心教学法、多媒体教学。任务型教学与学生中心教学法可以充分发挥学生的主体作用以及老师的主导作用。而多媒体教学则可快速而直观的展现教学过程与内容。通过这些方法来完成我为本课所设立的三维目标。
四、说教学过程：为了完成教学目标，解决教学重点，突破教学难点我准备按以下10个环节展开教学。
Step1.Greeting
Step2.Revision
Teacher ask something about last lesson
Step3.Learn the new words and phrases.
angriculture ,seed , pot , sprout , stem , bud , carefully , yard .
at the top of , a flower bud , look after .
Step4.Think About It .
Step5.Read the lesson and answer the questions .
1.What did Danny and his classmates do to learn more about plants?
2.What happened after Danny watered the seed of his plant?
3.Why will Danny put the pot in the yard?
4.What does Danny want to send to Li Ming?
Step6.learn the text
Step7.Complete part 2 in “Let’s Do It.”
Step8.Practice
Step9.Summary
Step10.Homework
1.Remember the new words and main sentences.
2. Finish off activity book.
3.Preview lesson 13.
童年趣事作文650字5
Good morning, everyone, Today, it‘s a pleasure for me to stand here and I‘m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is Guo Xinzhi, and I am working as an English teacher in Yong‘an Middle School, Congtai District of Handan. My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is ―Go With Transportation‖, and the topic of Lesson 37 is ―Flying Donuts‖. I have decided to say the lesson from six parts:
Part One —— Analysis of the Teaching Material One:
Status and Function
1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.
2. To attain ―four skills‖ request of listening, speaking, reading and writing, I will have the students do some exercise about the text.
3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.
4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language. Two: Teaching Aims and Demands
The teaching aims basis is established according to Junior School English syllabus provision.
Knowledge objects
(1) To study the new words ―fuel‖, ―oil‖ and ―coal‖.
(2) To learn and master the phrases ―think of, on the way to …, have fun‖, etc.
Ability objects
(1) To develop the students‘ abilities of listening, speaking, reading and writing.
(2) To train the students‘ ability of working in pairs
(3) To develop the students‘ abilities of communication by learning the useful structures.
3. Moral objects
(1) Through different teaching methods to make students be interested in study.
(2) Love to know more knowledge about transportation and dare to express their opinions in English.
(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.
Three: Teaching Keys and Difficult Points The teaching keys and difficult points‘ basis is established according to Lesson 37 in the teaching materials position and function.
1. Key points:
(1).Be able to express words, phrases and sentences in English.
(2). Know about the improvement of transportation and Danny‘s invention. 2. Difficult points: Be able to talk about their imaginary future transportation in oral English. Part Two —— The Teaching Methods 1. Communicative teaching method;
2. Audio-visual teaching method;
3. Task-based teaching method;
4. Classified teaching method. As we all know: the main instructional aims of learning English in the Middle School is to cultivate students‘ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I‘ll mainly use ―Communicative‖ teaching method, ―Audio-visual‖ teaching method and ―Task-based‖ teaching method and ―Classified‖ teaching method. That is to say, I‘ll let the students get a better understanding of the key structures. I‘ll give the students some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles. In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.
Part Three —— Studying ways
1. Teach the students how to be successful language learners.
2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.
Part Four —— Teaching steps As this lesson plays an important part in the English teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability. The entire steps are: Step1 Warm-up and Lead-in Show the students some pictures of common transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us? Purpose of my designing: In this part, have the students say more about what they see or what they don‘t see. In this way, they will know today‘s lesson has something to do with their discussion. Step2 Presentation 1. Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.
Purpose of my designing:
1. After seeing the pictures, the students will know what they are and they can learn them quickly and easily.
2. Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer. Purpose of my designing: This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.
3. Text Learning and a Quiz I‘ll use CAI to present the whole text. I‘ll write the key points on the blackboard while they are watching. After watching, I‘ll teach them to read the words and sentences on the Bb. Make sure they can read them well. After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some phrases on the screen, like I don‘t think so, have fun, a new kind of, on the way to school, and so on. Purpose of my designing: To present the text by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the students better.
4. Key Structures and Difficult Points Learning First, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole text, know what the difficult points are, and so on. At last, I will help them to master them all. For example, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases. Purpose of my designing: By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.
5. Read and Say Give the students two or three minutes to prepare, and then get them read the text together in three groups. Tell them to read aloud. Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more. Purpose of my designing: By reading the text and saying such things, get the students to practise their reading and speaking ability again.
Part Five —— Summarize and Homework Ask the students such questions:
What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises? Now, let‘s try! Then show them some exercises and help them to finish them. At last, tell the students what today‘s homework is. While doing this, the teacher can have the boys and girls have a competition to see who are better.
Part Six —— Blackboard Designing Lesson 37 Flying Donuts Language points:
1.think of认为,想起; think over仔细考虑; think out想出
2.at/in the front of在……前面(部)/ in front of在……前面
3.on the way to school在上学的路上/ on one‘s way home在回家路上
4. With用…… Purpose of my designing: Presents the text key content clearly on the blackboard, favors the students to knowledge grasping. OK. That’s all.
Thanks for listening to me and helping me.
童年趣事作文650字6
一、教材分析
本单元的核心教学项目是“看病就医”（Seeing the doctor ），各课围绕这核心项目设计安排了听、说、读、写活动。对话，课文及练习内容均取自于学生的日常生活，实用性强。学生们会因为此话题的趣味性及实用性而感兴趣, 故能在学中用，用中学，印象深刻。
1． 在 Lesson69 课中，第一部分设计了Jill 生病的一幅情景图，并配有一个短对话，引出Seeing the doctor 的动机。第二部分利用Puzzle dialogue形式把本单元重点话题自然地，以日常生活的活动形式呈现给学生。第三部分采用Look, say and write活动，自然地引出情态动词 have to的用法。
2． 在 Lesson 70 课中，阅读文章Dreams 是前一课对话内容的继续。男孩Roy老做梦，造成睡眠不佳，故前去看病就医。阅读前有两个问题供学生讨论，以便让学生思考在先，或带着问题去阅读。
3． Lesson 71 课是语言训练课。第一部分是一段有关饮食与健康关系的短对话，同时也为学生提供了语言训练的样板。第二部分是以操练Link verb为宗旨的句型范例。第三部分是所学语言知识的自然延伸，向学生介绍二位世界著名医学界人士Nightingale和Bethune。
4． Lesson72课是综合练习课，它包括了围绕着Seeing the doctor的功能话题 的听力练习、句型操练、对话复习及写作示范，以巩固学生对本单元的核心话题Seeing the doctor的记忆与理解。
通过对本单元教材内容的分析，不难看出 Seeing the doctor 这一话题取自于生活，实用性强，学生容易接受，并对此兴致盎然，教师也较容易激活与其相关的语言知识，所以就该话题本身而言，并不是很难，真正的重点和难点在于：
掌握有关Seeing the doctor 的习惯用语。l
能灵活运用have to 重点句型，并清楚其运用的场合和与must 的区别。l
掌握link verb的用法特点l
二、教学目标
1.知识目标
The words and expressionsl used in the talking “Seeing the doctor”.
The pattern : have tol
l Grammar: link verb
2．能力目标
To develop students’ ability of listeningl and talking about “Seeing the doctor”.
To develop students’ ability ofl reading comprehension by reading the text Dreams .
To develop students’l ability of observation 、 imagination and creation.
3. 情意目标
Tol encourage students to be brave enough to speak English more in class.
Tol encourage students to keep health in order to serve the people and their country in the future.
三、 教学设想
通过诊断性评价，可了解到学生在以前的教材中，已学过了与Seeing the doctor 话题 相关的单词和句子，如head 、eyes 、hands,、foot 、legs 等身体部位单词及句型 What’s wrong with you ? I don’t feel well . My head hurts. etc.这为学生循序漸进地自然习得Seeing the doctor的语言知识，铺垫了良好的语言学习基础。 因此，笔者根据Seeing the doctor 这个话题的交际性能强，实际运用广等特点，将本单元的教学策略重点定位在三个教学环节上，即，Presentation, Practice 和 Production上，将“激发兴趣，激活思维，轻松导入；读后仿说，逐层训练，强化能力；创设情景，迁移知识，实现交际”作为本单元设计的导向。
1． Presentation-------激发兴趣 ，激活思维，轻松导入。
一节课的良好开始，对于整节课教学顺利进行起着重要作用。教师别出心裁，精心设计Presentation环节，能够使学生感到新奇独特，引起求知欲望，促进其积极主动地投入到语言学习和探究活动中去，愉快地进入学习状态。
1) Lesson 69 的导入方法
Take exercise做运动. 跟着“健康歌”的乐曲，让学生跟着老师做健康操。l
l Play games 做游戏 . 让学生相互之间做“Touch your nose”的游戏。
Chant 读节奏诗.l 老师可根据课文要求，编写与教学内容相符的小诗，歌曲等。
以上几个活动，均与学生的原有知识the parts of the body 有关，采用这种手法进行热身，不仅复习了相关的学习内容，更主要的是让学生在“做做、唱唱、笑笑”中进入了学习状态，从而引出对话
——Can you take exercise like me ?
——No, I can’t. I have a headache today.
——Can you play the game with me ?
——No, I can’t. I have a cold today. etc.
or:
——Xiao Li can’t play games with us .Do you know why?
——I know he has a cold today。
.(然后帮助学生认知have a headache / a cold /a cough 等习语)
On dutyl 值日生汇报. 让值日生创设情景，与Partner就前一单元课文 内容“Mr. Smile在家中举行Party”，进行自由问答，然后切入主题
——Did Kate go to the party ?
——No, she didn’t.
——Why did she not go there ?
——Because she was ill.
——What was wrong?
——She had a cold . She had a cough and a headache.
——Oh ,I’m sorry to hear that .Is she better now?
——Yes.---.
（老师进入了“引导学习”的环节。）
2) Lesson 70 的导入方法
Story-tellingl 老师或学生进行story介绍，如
Oh, boys and girls, there is something wrong with me ,too. I didn’t sleep well last night. Do you know why?
这时，学生会由于问题的提出而活跃起来，会七嘴八舌地进行猜测，然后老师向学生描述梦境，引出生词和词组 dream, fall asleep, wake up 等，为引出Roy的unhappy dream，激活了思维，扫清了语言障碍。
Picture-talkingl 利用多媒体，向学生展开画面，引导学生对dreams 进行讨论和评说。
-----What is he/she doing? -----He/She is sleeping.
-----What is he/she doing while he/she is asleep? -----He/She is dreaming.
-----Did he have a good dream or a terrible one? ---.
在引出生字dream 后，帮助学生就做梦与身体健康之间的关系，进行讨论，在热烈的气氛中，自然地过渡到课文Dreams的学习上。
3) Lesson 71 导入方法
Have a quizl 做讨论题。包括饮食，休息，锻炼，健康等一些常识性问题，来吸引学生的兴趣与注意，激发他们敢于质疑，大胆解疑，以引导学生通过积极投入语言实践，逐步向新材料逼近，为Lesson 71 的第一部分有关饮食与健康的对话学习，做了必要的铺垫。
4）Lesson72的导入方法
Stick figuresl 采用简笔画手法，来引出新语言点link verb 的用法。如
教师可利用这些简笔画，引导学生对图画进行讨论
-----What is he/she like today?
-----Is he/she happy or unhappy?
-----Do you know why he/she looks happy/unhappy? etc.
采用这种方法，不仅仅是方便，直观，能引起学生的兴趣和注意力，更因为它们的恰到好处的'运用，激活了学生的思维，为引出听力材料 Mr. Brown’s trouble 做好了准备。如通过对简笔画的讨论，把话题转入听力材料的内容中。
-----Is Mr. Brown happy or unhappy today, Do you want to know?
-----What’s his trouble, do you know?
2. Practice------- 读后仿说，逐层训练，强化能力.
学生在教师的引导下学习了新句型，新单词以后，还必须对所学的知识进行巩固。在没有对新句型，新单词等达到一定的熟练程度之前，学生很难将所学的知识应用到实际生活中去。因此，采用师生合作，生生合作，结合话题，围绕新知识点进行对话，交流和讨论等活动，让学生获得基本的语言能力。如在训练句型have to 时，我设计了三个训练程序。
师生问答 就Lesson 69的第三部分进行师问生答，并完成笔头作业。l
生生问答 就句型Ifl you---,what do you have to do ? 进行pairwork 。
小组讨论l 提供情景，加大信息量，引导学生进行groupwork. 如，
1.If your mother is ill and she can’t cook supper for you when you come back from school one day. What do you have to do ?
2.One day when you were on your way to school, You saw an accident happen. An old man was lying on the ground. He couldn’t move .What did you have to do ?
然后，以小组为单位，选派代表一人，作小组总结。通过点评，分析，比较等方法，使个人的思维在集体知识中得到发挥，使一些困难在相互启发，相互争论，相互补充中得到弥补。同时，也注重挖掘了教材中的情意因素，激发了学生的社责任感和爱心。
当然，根据不同的教学内容，有不同的强化训练手段。如，对Lesson70 的阅读文章的Practice方法是：
表层分析——复述应答：l 要求学生机械重复课文中的内容，使课文信息再现。（是非题，课后问答题，图表填空题，竞赛等）
深层剖析——推断应答：l 要求学生利用信息，凭借经验理解读物的“弦外之意”。（指导性问题和细节性问题）
整体评价——自由交际：l 要求学生用所学知识，对新情景进行交际。（教师选择恰当的，与课文相关和有关社会热点的Topics。）
(其中一，二两层的练习目的是为了“记忆—分析”所认知的语言信息，巩固语言知识，提高把握语篇能力，为获得交际能力，即为第三层“自由交际”，打下扎实基础。)
3． Production-------创设新景，迁移知识，实现交际。
在基本技能形成之后，教师鼓励学生用所学知识就新的情景进行突出主题的迁移操练，实现语言技能向语言交际能力的转化，达到学以致用的目的。例如，我对本单元中的Production环节设计了如下方法：
Lesson 69 1)表演（perform）: 创设新的情景，如：护送运动会上受伤的学生去医院就症；帮助交通事故中受轻伤的老大爷回家等。
2）采访(interview): 询问同学身体健康状况。
Lesson 70 1）话题(topic): “_________dream”。（留有空白，让学生自由发挥想象）
2） 表演(perform): 采访“老寿星”（a long-lived man/woman）活动。
Lesson 71 1)评论(comment):“Why so many fat children in our country now?”
“ Why so many students who have poor eye-sight today?
2)采访(interview): “What do you like to eat?”
Lesson 72 1)话题（topic）:“How to correctly arrange your three meals a day?”
2)活动（activity）: “A school doctor is wanted”
采用以上方法，并不是说教学可以离开教材随意创设发挥，也不是主张搞华而不实的“花架子”。恰恰相反，我们需要的创意，应是紧扣教材，围绕目标，为讲清重点，突破难点服务，为教得生动，学得主动服务。使英语教学有新意，有激情，使教育教学功能得到充分发展。
童年趣事作文650字7
一、说教材
1、教学内容：义务教育课程标准实验教科书《英语》七年级上册第二单元《Is this your pencil》第一课时，P7，P8。
2、在教材中的地位：本课在教材中不可忽视，起到承上启下的作用。预备单元已学过What’s this in English?及其回答，现在进一步用What’s that in English?及其回答，接着用这个句型介绍出本课中的大量词汇。通过词汇进而学习Is this /that your pencil?及其肯定、否定回答。在这个过程中充分复习并运用my, your, his, her, 等形容词性物主代词。指示代词this, that及这一句型为第三单元及以后学习一般疑问句打下基础。并且这一课时的教材在原来的基础上使学生更明白英语的学习是在相互交流中有趣地进行，听、说、读、写、用就是学习的过程。为学生学习以后的内容打下坚实的心理、方法和知识的基础。
3、教学目标
⑴知识目标：
通过演示及情景教学法，使用句型What’s this /that in English? It’s a book. 使学生掌握重点词汇：pen, pencil, pencilcase, pencil sharpener, book, eraser,ruler, backpack, dictionary等，并且学会对物品的所属进行提问、回答，在问答中会熟练运用my, your, his, her等形容词性物主代词，即：Is this/thatmy/your/his/her pen? Yes, it is. / No, it isn’t.
⑵能力目标：
a: 通过情景对话、游戏及题目的训练，使学生学会根据场景就学习用品询问物主，并正确运用对应的英语表达方式。
b: 通过听力及上下文来培养学生基本的逻辑思维能力及听音辨词的基本功。
⑶情感目标：
a: 教学的过程是老师与学生及学生与学生的交往、互动、共同发展的过程，在参与、表演、运用的过程中，培养学生学习英语的兴趣。
b: 结合物体学习单词和句型的同时，培养学生的视觉美感。
c: 通过询问、辨认物主，倡导学生要保管好自己的学习用品。
4、教学重点、难点
重点词汇和句型：
a: 重点词汇：pen, pencil, pencil case, pencil sharpener, book, eraser, ruler,backpack, dictionary, that等。
b: 重点句型：
What’s this /that in English?
It’s a pencil. / It’s an eraser.
Isthis/that my/your/his/her pen?
Yes,it is. / No, it isn’t.
难点：进一步运用my, your, his, her等形容词性物主代词，明确this/that 这两个指示代词的用法。
二、说教法
在教学中，倡导学生主动参与、勇于开口、大胆表演，培养学生获得新知识及口语、听力，分析和解决问题，以及交流与合作的能力。为此，主要采用情景演示、师生互动、生生互动、分组合作、多媒体辅助教学等方法，充分体现出学生是学习的主体，教师是教学的组织者、引导者与合作者。
三、说学法
指导学生转变学习方式，既要主动地富有个性地学习，锻炼口语、听力，又提倡合作与交流来共同运用新知识进行语言表达，即自主探究式，促进学生创新意识的形成与听、说、读、写、用能力的培养。
四、说教学过程
课前准备：这节课为了方便、实用起见，课前准备好26个字母的卡片及钢笔、铅笔、铅笔盒、卷笔刀、书、橡皮擦、尺子、词典、背包（挂在墙上）等物体，使学生觉得自然有趣。
1、复习
为了突出本课的重点，突破难点，激发和培养学生学习英语的兴趣，丰富教学内容和形式,提高课堂教学效果,复习分作两项：
a: 姓名每个人都很熟悉，每个同学又都会说，所以首先通过问答姓名，让学生在复习中运用my, your, his, her等形容词性物主代词。首先对个别同学进行提问：What’s your English name, please?
该同学回答：My name’s Gina.
转而问另一名同学：What’s her English name?
该同学回答：Her name is Gina.
然后用同样的方法引出：His name is Tom.
接着把这些问答进行于教师与小组之间，小组与小组之间，教师与全体同学之间，这样每个同学都敢于开口，都有机会开口，而且能自然地运用my, your, his, her等词了。
b: 通过几个单元的学习，学生对26个字母是再熟悉不过了。所以复习的第二项就是运用字母卡为新内容作准备，具体是：
举起一个字母卡放在胸前，问某同学：What’s this in English?
同学回答：It’s “A”.
接着用这个动作再问几个字母，然后手远远地举起一个字母卡，问：
What’s that in English?
同学回答：It’s “B”.
然后用举在胸前和举在远处这两个动作继续向个别、小组或全体同学问：“What’s this/that in English?”学生们初步理解了“this”与“that”的区别了。问完之后，顺势向同学们提议为老师唱“ABC Song”，这样不单复习了旧知，还活跃了课堂气氛。
设计意图:基于学生生理和心理特点，遵循语言学习的规律，创造条件让学生对他们感兴趣的问题用英语进行表达，使他们有学好英语的信心。
2、学习新词：
举起课前准备好的物品，向同学们提问或自问自答：
What’s this / that in English? It’s a book.
注意用“this”时，把物体举在胸前，用“that”时，物体举在远处或放在远处，背包体积大，干脆挂在墙上，那么用手指着背包使用“What’s that in English?”时，学生们是再明白不过的`了。
用这样的方法一直教授完重点词汇，并注意和不定冠词连用，边教边读 (a) pen, (a) pencil, (a) pencil case, (a) pencil sharpener, (a)book, (a) ruler, (an) eraser, (a) backpack, (a) dictionary。然后把这些单词投影出来，重点教读、练习。
设计意图：把词汇融于句型进行情景教学，意在培养学生在生活中接触英语时，乐于探究其含义并尝试模仿的能力。
3、学习新句型:
手拿物品介绍：This is my book.
然后问同学：Is this my book?
引导学生回答：Yes, it is.
手指某个男生接着问：Is this his book?
引导学生回答：No, it isn’t. It’syour book.
然后再介绍几个物品：This is his dictionary.
Thatis her pencil.
进行如下问答：Is this my dictionary?
No,it isn’t . It’s his dictionary.
Isthis his dictionary?
Yes,it is.
Isthat his pencil?
No,it isn’t. It’s her pencil.
Isthat her pencil?
Yes,it is.
再要求学生两人合作或者小组与小组合作手拿物品相互进行问答，练习过后进行表演。两人合作到教室前面进行表演，小组与小组合作只需两组的同学分别站起来，通过这些练习表演，学生们对新词汇、新句型不只是了解，而且会说，会运用了。并且使他们深深体会到：我也能使用英语进行表演交流了。那么一种喜悦与成就感就油然而生，对“我能学好英语”也充满了坚定的信心。
设计意图：依据教学内容创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、讨论、交流与合作等方式，学习和使用英语，完成学习任务，感受成功的愉快。
4、运用、巩固新知识
经过词汇和句型的学习，学生已经掌握了本课的重点、难点知识。现在通过课本P7，P8的笔试、听力训练，对新知识进行运用、巩固，并跟着磁带反复读，培养语感。
设计意图：利用教材进一步锻炼学生的听、说、读、写的能力。
5、游戏
游戏能促使学生根据场景运用所学语言进行交流，并能增加趣味性，活跃课堂气氛，具体方法：
叫几个同学起来，其余的人把眼睛闭上，这几个同学把自己的几个物品放进一个盒子里，然后宣布：睁开眼睛，这个盒子里有这几个同学的东西，当你从中拿出一个时，就要通过问他们问题寻找物体的主人。
问题：Isthis / that your / his / her pen?
回答：Yes,it is. / No, it isn’t.
每个人最多只能问三个问题，问得好，寻找到了主人要给予奖励。
设计意图：以学生的生活经验和兴趣为出发点，设置尽量真实的语言情景，使学生能够在活动中使用英语，通过实践活动来促进学生语言运用能力的发展。
6、练习
练习是紧扣本课的内容进行选择或判断，培养他们运用知识的能力（见投影），并且以两组竞赛的方式进行，促使他们有竞争意识，积极动脑、主动参与、敢于表现。
设计意图：引导学生运用观察、发现、归纳和实践等方法，学习语言知识，感悟语言功能。
7、结束
让学生在愉悦的气氛中以“Good morning to you！”的歌声欢送老师，结束本课。
童年趣事作文650字8
Good afternoon, everyone! Nice to meet you here! I’m XXX, an English teacher from XXX Middle School. Today I’m glad to have a chance to introduce my lesson to you. Now, I’ll say something about my lesson: Lesson 22 Presents from Canada. I’ll say this lesson from six parts.
Part One. Analysis of the Teaching Material:
（一）。Status and function.
This is the sixth lesson in Unit 3, Junior English Book 3 （Learning English）。This unit focuses on the festivals in autumn in Canada and China. It mainly introduces three important festivals: Thanks giving, Mid-autumn Festival and a birthday. It is helpful for the Ss to learn about Western cultures.
This lesson is mainly about posting presents and cards to Li Ming. The Ss will learn what to write in birthday cards, and it’s a chance to show their love to their classmates and parents.
（二）。 Teaching aims:
1、Knowledge objects.
A） Master the new words and phrases.
B） Learn what to write in birthday cards and how to post them.
2、Ability objects:
A） To improve the Ss’ listening, speaking, reading and writing abilities.
B） To improve the Ss’ awareness and ability of cross-culture.
3、Moral objects.
A） To cultivate the feelings of loving each other and caring about others. Make the Ss’ love their classmates and parents more deeply.
B） To enable the Ss to take a great interest in learning English and take an active part in the activities in class.
（三）。 Teaching Important Points
1） Master the new words and phrases. 2） Train students’ reading ability.
（四）。Teaching Difficult Points
How to improve students’ reading ability.
Part Two Teaching methods
1. Multi-media teaching. It can help the students be interested in the lesson and learn the lesson happily and easily.
2、Encouragement and praise.
3. "Task-based" teaching method.
"Task-based" language teaching has been one of the most important foreign teaching approaches during these years. The New English Curriculum requires teachers to use it .It’s an effective and advanced teaching approach. It’s widely used in many different countries.
Part Three Learning methods:
As an English teacher, your duty is not only to teach the students some English knowledge, but also to raise their skills of learning and using English. Such as:
1. Co-operation and competition----Students cooperate and compete with each other by working in groups.
2. Reading skills----How to read English
Part Four Teaching Aids
multi- media, the blackboard, objects.
Part Five Analysis of the students
The students are in Grade Eight now, and they have some interests of learning and speaking English, they are willing to co-operate and communicate with others in class, especially this lesson is related to their daily life: Giving presents to a friend. I think it’s easy for them to learn the lesson and they will take an active part in the activities in class.
Part Six Teaching procedures
I’ll finish this in four steps. First, I’ll divide the Ss into four groups and bring a competition into the class. In the end, let’s see which group is the best.
Step1. Greeting
Greet and sing the song "Happy birthday to you " with the Ss.
As we know: Well begun, half done. To have a good beginning, and motivate the Ss’ interest, I let the Ss sing the song together. So the Ss feel relaxed and happy in learning English.
Step2. Pre-reading
1. Show some pictures about a birthday and talk about them with the Ss.
2. Think about it : A） Do you give birthday cards to your friends?
B） What do you write in your cards?
My purpose is to show the beautiful pictures with the multi-media to attract the Ss’ attention and make the Ss take an active part in speaking English, so that they have more interests in learning this lesson.
Step3: While-reading
1. Fast reading
Li Ming’s birthday is coming. Danny and Jenny will give birthday cards to him. Let’s see what they write in their cards. Get the Ss to read the text silently and quickly, answer the questions:
①What are Jenny and Danny doing?
②What do they write in their cards?
③Where are they going at last? Why?
2. Careful reading
1. Get the Ss to read the text silently and carefully, then fill in the blanks.
My purpose is: I use "Fast reading" method to let the Ss get the general ideas of the text and "Careful reading" method to let the Ss get the detailed information of the text. They help develop the Ss’ reading abilities.
While reading, the Ss grasp the meaning of the new words and phrases from the context.
2. The Ss answer the questions. If they do them well, I will praise them and give red stars to them or their groups.
Step4: Post-reading
A） 1.Make up a new dialogue of posting birthday presents and cards according to the text, using the objects you have prepared.
2. Ask several groups to act it out.
B） Show your love
1. Make a birthday card for one of your classmates. Don’t forget to make your cards beautiful.
2、Get several groups to show their cards and read what they write to the class, praise and clap for them.
On the above, I designed two tasks: make up a new dialogue and show your love. I use "Task-based" teaching method here is to develop and train the Ss’ ability of communication and also their ability of co-operation. It’s a good way to use English to do things. It’s helpful for the Ss to develop their ability of using English. Making birthday cards is a good chance to show their love to their classmates, so that they will love each other and have a better friendship.
Step8: Homework
1. Make a birthday card for your parent.
2. Rewrite the story in the text.
My purpose is to cultivate the Ss’ writing ability and it’s a good way to consolidate the knowledge they have learned after class. Making a birthday card is a good chance to show their love to their parent.
Blackboard Design
Lesson 22 Presents From Canada
New words and phrases:
Groups: 1 2 3 4
box----boxes tape address
post=mail wait cardboard
post office send…to… all ready
on the top of…
Thanks for listening! If you have any good advice, please share with me!
童年趣事作文650字9
Lesson Plan Presentation
Hello, Everyone! It’s my honor to present my lesson here. You see (show the material), the material is the Reading part from Go for it! Book 8B Unit1 Will people have robots? The topic of this unit is about opinions on the future. The passage is clearly organized because Ming’s predictions are written one by one from the following 5 parts—job, places, pets, sports and clothes. So it’s not difficult for students to understand the passage and the passage itself can serve as a good writing modal for the Ss to imitate.
As we know, reading is an interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, of the world. Therefore, I will follow the interactive principle and adopt Three-Stage and Seven-Step Reading-Writing Teaching Mode. The three stages are reading, speaking and writing. In order to help my students to fully understand the whole passage, I will use Multimedia devices and PPT documents as my teaching aids.
According to the analysis of the teaching material, the learning condition, and the theory of teaching reading, the following learning objectives are to be achieved in the period：by the end of the lesson, the students will improve their reading skills such as predicting and scanning in the process of reading and will develop their writing skills through writing about their life in 20 years. They will be able to make predictions about their life in 20 years. Besides, they will grasp some key words and sentence patterns such as “fall in love with, probably.” What’s more, by learning the passage, students will become more hopeful about the future and work hard to realize their dream about their future life.
In order to achieve the learning objectives, several activities are designed for the three stages. The teaching procedures are as follows:
In reading stage, I designed three steps. Step 1 is to enjoy the music “Whatever will be” and talk about the future. It aims to arouse the students’ interests in the topic and to activate students’ old knowledge. Step 2 is prediction. Ss circle the words that they think will appear in the passage based on the topic of the passage and the picture. T tells what the passage mainly about and gives out the paper in which there’re the words for Ss to predict before the start of class. By circling the words that they think will appear in the passage, Ss will concentrate more on the text in the fast reading step to check their predictions. Step 3 is to read the passage quickly and try to find out some specific information so as to complete the following chart. Ss can have a clear understanding of Ming’s prediction from the 5 parts—job, pets, sports, places and clothes
In speaking stage, Ss predict their life in 20 years from the following aspects: appearance, job, family, places, clothes and so on. Ss discuss their predictions in pairs and then give an oral report. By discussion, Ss can widen their ideas of making predictions about their life in 20 years. And the oral output can give Ss plenty of inputs for writing the draft, thus getting Ss fully prepared for writing in writing stage, I design 3 Steps. Step 1 is Pre-writing by reporting their predictions. Step 2 is While-writing. Ss write a passage about 60 words to describe their life in 20 years according to the given situation. The situation can stimulate Ss to write about their life in 20 years. And the draft serves as the output of the class. Step 3 is Post-writing, T guides Ss to do peer evaluation of the draft. Ss evaluate the drafts of their partners and have a reflection on their own writings. The evaluation can stimulate Ss to be aware of the mistakes in their writing and learn how to improve their draft.
Finally I’d like to show my blackboard design.
童年趣事作文650字10
a. New wrds and phrases
b. Sentence pattern: If- clause
c. iprve their reading sills.
d. Taling abut prbles f the Earth.
6. 说教学难点 teaching difficult pints (语法；发展交际能力)
a. functinal ite: Suppsitin.
b. Develp their cunicative abilit. Act ut their wn dialgue.
7. 说教具 teaching aids (ulti-edia cputer, sftware, OHP)
The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.
二、说教法 Teaching ethds
Five step ethd; audi-vide; cunicative apprach;
Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.
三、说学法 Stud ethds
1. Teach Ss hw t be successful language learners.
2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;
3. Get the Ss t fr gd learning habits.
四、说教学过程Teaching prcedures
I. 复习 (Revisin) 5in (Dail reprt; 词汇diagra; brainstring; activate scheata)
Activit 1: Iaginatin
1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)
2). Suppse u catch a bad cld, what’s t be dne?
3). Suppse ur bie is bren, what’s t be dne?
4). And suppse the earth, n which we all live, is daaged, what’s t be dne?
* What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)
II. 呈现 (Presentatin) 5in
Activit 2: Presentatin
Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)
A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.
Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.
* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.
III. 对话 / 阅读 (Dialgue)18
1. Pre- reading
Activit 3: Predictin
1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:
What d u thin is discussed at the cnference?
2. While- reading
Activit 4: Read and answer
2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.
* 阅读: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 识别关键词e wrds；确定主题句；创设信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。达到对课文的整体理解和掌握。S that the can have a gd understanding f the whle text.)
3. Pst- reading
Activit 5: Language fcus
While Ss are answering the Qs, the teacher deals with se e language pints.
a. is being caused b. and s n c. g n ding
d. be fit fr e. standing r f. if- clause
IV. 操练 (Practice) 10
Activit 6: Retell
Use ur wn wrds t retell the dialgue in the 3rd persn.
Activit 7: Acting ut
Activit 8: Drill – Suppsitin
Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act ut; rle pla)
V. 巩固 (Cnslidatin) 6
(Discussin; interview; press cnference; debate; quiz)
Activit 9: rle pla
Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.
* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.
Activit 10: Discussin
Thin f the questin: Are we causing daage t the wrld?
What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?
Cllect their answers and fr a reprt.
VI. 作业 (Hewr) 1 (Writing; cntinue the str; recite; retell)
Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.
五、说板书Blacbard design
童年趣事作文650字11
Good afternoon, my dear judges, I am ______, from ______, it is my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of five parts.
Part 1 The analysis of the teaching material
This lesson is a reading passage, which focused on the topic of __________________, such a topic is related to our daily life, so it is easy to arouse the Ss’ learning interests.
My teaching objectives include the following parts.
First, the knowledge objective :By the end of this lesson, Ss can learn the new words and new phrases:______________________________________ 其他参考活动：Debate----当话题有矛盾的双面
Discussion——当话题是讨论解决问题
Do a survey——调查
Understand the main idea of the article;
And master the usage of ___________________(某个语法点)
Second, the Ability objective:
skim for the main idea of the article and
scan for the specific information,
predict some information and
understand the whole article, and
enlarge the relative knowledge by reading more materials in library or from internet, write a report of the topic, etc. Third， the emotional objective:
to develop the spirit of cooperation through teamwork and pair-discussion;
arouse Ss’ interest in English learning
Forth, the Cultural awareness
Fifth， the Important points:
to get an overall understanding of the whole text,
and develop their reading skills such as anticipating, skimming, scanning, summarizing language points…..… (具体课型用具体例子阐述)
the usage of the______________________( 语法或句型)
While the Difficult points:
Are enable the Ss to use the new words and phrases to express their ideas in daily life, and develop the ability of skimming and scanning.
master the usage of ____________________________( 语法或句型)
根据教学过程设计的内容来决定)
Part 2 The analysis of students
The Ss have learned English for some years. They understand some words and simple sentences. They are curious, active, and fond of game, competition, and various activities. They enjoy learning through cooperation in a relaxing atmosphere.
Part 3 Teaching methods
In this lesson, My teaching methods include
audio-visual teaching method, communicative teaching method, and task-based teaching methods. Besides, a computer, blackboard, a tape recorder, a projector are needed as the teaching aids.
Part 4 Teaching procedures
There are five steps in my teaching procedures. But before teaching, I will divide the whole class into 4 groups to
do competitions while finish different tasks in this lesson.
Step 1 Warming-up and leading in (3mins)
Free talk; talk something related the topic of the article.
参考活动：
Brainstorming, setting the scene, show pictures etc.
Purpose: activate the Ss to regard the topic of ___________________(主题) and create a relaxing atmosphere. Step 2 Pre-reading (10mins)
There are 3 tasks for the Ss.
（1）Do a guessing game.
（2）Show some funny pictures and sentences on PPT and then ask the Ss to
（3）Guess the meaning of the new words.
Practice the new words and phrases:
Match the new words and phrases with the Chinese meanings.
Predicting: based on the title/ pictures on the text. ( 看具体情况而定)
Purpose: through guessing, to arouse Ss learning interest, and help them to learn the new words and phrases which they may come across while reading, pave the way for the following learning and cultivate the ability of anticipating.
{Meanwhile, pronunciation of some letter strings such as “ea” (pea, tea, feast..) and “er” (cucumber…) are highlighted so as to foster students’ phonetic sensitivity.} （如果有语音教学则可渗透。）
Step 3 While- reading (15mins)
There are two tasks for the Ss.
first reading:
Ss read the article as quickly as they can and try to get the general idea by answer the following questions. Q1: who/ when/ what/ ……….
second reading: pair-discussion
Ss read the article more carefully, and then discuss with their partners to finish the T/F exercises and fill in the table/blanks in the sentences.
A : T/F
B: Fill in blanks.
根据课文内容而定。参考活动：
Fill in the table, make an outline of the article, find the topic sentences of each paragraph, etc.
Purpose: the two tasks are aim to develop Ss’ reading ability. Skimming for the main idea of the article, and scanning for the specific information. And then get a deep understanding of the article.
Step 4 Post-reading (10mins)
1）Group discussion: fill in the blanks
Ss discuss the article with their group members, and find out the language points, such as the key words, phrases, and sentence structures in the article.
And then fill in the blanks in a short passage present on the PPT. The short passage is made up from the article, and the answers are the language points in this lesson.
After check the answers, I will help the Ss to summarize the language points.
2）Retell:
Use the key word and phrases presented on the PPT to retell the article.
Make a report——小组合作，反馈
Purpose: Through group work, cultivate the spirit of cooperation, and train the ability of solve problem by
themselves. In class, the teacher is just a guide, while the Ss are the center, where, the teacher just join them, giving suggestions, and offering help when they need. Meanwhile, ask the Ss to retell the article, is an output, and it can evaluates how well the Ss learned in this lesson.
Step 5 Homework (2mins)
go over today’ lesson and preview the next lesson
go to the library or search on the internet to get more extra material about this topic and then write a report. Purpose: consolidate the language points and do prepare for the next lesson, and develop the ability of writing. Part 5 Layout
New words
Title new phrases
初中英语说课稿全英【2】
Good morning everyone. Standing here, I’m very happy and excited. It’s my great honor to be here to present my lesson, and the chance is very precious for me. And I’ll try my best. Now i will introduce myself briefly, my name is , born in Yunnan province. I was graduated from ________ my major is________.and i got my bachelor degree after my graduation in the year of 20xx, I spend most of my time on study, I have passed CET4、TEM4. and i have acquired basic knowledge of my major during my school time. I'm capable of more responsibilities.
My character? i cannot describe it well, but i know i am optimistic and confident. I'm a good team player and I'm a person of great honesty to others. Also I am able to work under great pressure, sometimes i prefer to stay alone, reading, listening to music, but i am not lonely, i like to chat with my classmates, almost talk everything, my favorite pastime is volleyball, playing cards or surf online. Through college life,i learn how to balance between study and entertainment. To be an English teacher is my dream, so now I am standing here.
Today I’ll talk about unit 9 , the topic is about saving our earth, my contents consists of 8 parts ，the lesson is focused on the topic of the problems of the earth. I will talk about it from …..
Analysis of the teaching material
Analysis of the students
Teaching methods
Teaching aims and demands
Teaching aids teaching aids
Teaching procedure
Blackboard design
Conclusion
Well, firstly, I’ll tinterest is best teacher for the students. 2. It lays stress on the communication. According to the problem of Chinese students learning English, the book design a lot of material to improve the students’ ability of listening speaking, reading, and writing. So I think the book is very good.
kids are very active and like so during my class, I’ll design some interesting games to activate them to participate and learn something. They will also be interested in the class.
Next I’ll talk about My teaching methods are task-based approach and different methods can make the class active.
Let’s move on to another
There are knowledge aims and ability students to master the words and phrases… And the sentences…
Knowledge Aims
1. Talk about nature, ecology and the environment.
2. Make the Ss know the Earth Summit and the importance of the environment.
3. Further develop students’ reading ability as well as listening and speaking abilities.
4. Make the Ss learn some useful words and expressions.
5. Arouse the Ss to take better care of the earth.
(1) To enable the Ss to understand and speak this topic: “ make sure that Ss can use useful expressions in real situations.
We must make sure that… I am all for…
Sure/ certainly/AbsoluteIt’s clear that…
If nothing is done…, then… it would be better if we…
I believe that we must… I can’t imagine that….
Is there a better way to…
(2) To help Ss to learn Make Ss learn some useful words and expressions as well as inversion.
Ability aims are to improve students’ listening and speaking ability by reading and joining activities.
(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
Emotional Aims
(1)To build Ss’ senses of good co-operation and care of our earth.
(2) To lead Ss to show their loveliness to the poor.
Now I’m going to talk about next part is
In this class, I’ll use
Now I’ll talk about most important partEnglish learners and real master .So teacher should act as a guider, an organizer and a director who play a role when necessary in teaching procedure. In my English Plan, It consists of 5 steps. Warming up, lead-in, contents key points and difficult points and homework.
Step1 is warming up. Here I’ll use PPT to play an English song Bingo for the students and I’ll ask them try to follow it to sing together. By this, the students can be interested in it and pay their attention to our class easily and improve their ability of speaking.
1. Free talk between T and Ss about problems what we are facing in the classroom.
Step2 is lead-in （导入根据所授内容设计，可通过展示与本课有关的话题或者图片等等引出本课话题）
1. At the beginning, Begin the class by showing some pictures of serious environmental problems. Now the earth is being seriously polluted
2. Ask the Ss some questions.
What’s the biggest problem facing the earth? Why do you think so?
What causes the problem?
What are the" big three”? Do you know of any other major problems facing the earth?
What can we do solve the problem?
Step 3 is contents(本部分为主要授课内容及组织的课堂活动。可从听说读写四块分写)
After the reading, students will have some practices. It will be the most interesting part to students. Why? Because I will leave students time to talk together.
1. The students are divided into several groups and there are four in each group with different roles.
Student D will have a summarize.
4. Ask the Ss use these useful expressions:
Step 4 is key points and difficult points(本部分列出本课重难点可为单词句型或语法知识)
Key-points
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English.
Teaching important points (生词、句型；培养阅读技能)
1) New words and phrases
2) Talking about problems of ……
3) Develop their communicative ability. Act out their own
4) Grammar: There are Inversion sentences in this lesson. We can see from the sentences that...
1.
2. 3. Among the speaker need for equality and fairness in the world. have bought one.
4.
Step 5 Blackboard Design
Blackboard design should be thought for a thing that attract the student’s attention and let them to write down the important teaching points. I will divide the blackboard into two parts .The left part will be used to write the important vocabulary and grammar and their usage. It will be reserved for the whole class. The right part will be precious explanation, I will write some sentence of the words, phrases and structures to explain their meaning.
Step 6 is homework. (作业形式最好新颖，例如课让学生根据本课内容做个小调查等)
Write a speech paragraph to tell what you think the most serious environment problem is. Explain why you think the problem is serious and what you think should be done to solve it.
Step 7 is conclusion
We human beings should take good care of our planet, because it is the only place we can survive. Love the earth, love ourselves, more importantly; we need action to save the earth.
No matter which steps are taken, the purpose is to provide teacher and students with information and internal demand to improve teaching skill and learning quality. Strategy and approach will help students become more independent and the successful learner.
To be a good teacher is my dream; I think a teacher is not only a guide for the students, but also a friend of them. If I were a teacher, I would build a close relation with my students, helping them not only on their study, but also on their lives. I’ll try my best and I’m confident that I can be a good teacher.
童年趣事作文650字12
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13
一、教材分析
（一）教材的地位和作用：
第50课以详实准确的数据围绕本单元的中心话题----当代人类最关注的人口问题，对学生进行深刻的人口教育，不仅在本单元占据主导地位也是训练学生口语表达能力的良好素材。根据新课标对学生交际能力的培养尤其对学生口语及阅读能力的要求不断提高，以及我校要突出英语优势打造枫叶品牌的实际情况，我将本课设计为一堂口语阅读课。
（二）教学目标的确立和依据
为不仅要完成正常的教学任务，还要有效地培养学生的创新精神和实践能力，确定如下教学目标：
1、知识目标： 熟练掌握数词的表达法。
2、能力目标：
a.有效提高阅读速度和理解材料的准确度
b.能自如表达本课重点话题人口增长问题。
c.能灵活运用所学知识并展开丰富地想象力流畅地表达其他相关内容。
3、情感目标：
通过一些有力地事实、数据和图片使学生深刻地认识到人口问题的严重性，使他们意识到我们只有一个地球爱护我们的家园人人有责！
（三）重点和难点
1、重点：根据新课程标准对阅读能力的要求，我确定本课重点为提高学生快速阅读的水平。我采用英语趣味i教学法，采取图片导入、方法解析和逐步检验的方法使其掌握快速阅读的技巧。
2、难点：口语水平的提高。我班的学生都来自公立学校，长期以来，传统的外语教学注重书本知识的讲授，忽视交际能力的培养使许多学生不敢开口、羞于在人前表达因而口语薄弱。我通过创设引人入胜的情境和师生共同讨论、记者采访专家等新颖方式，以及不断鼓励的方法突破难点。
二、教学环节的设计
学生具有无限的潜力，需要教师适时、适当地引导。本节课中我尤其侧重训练学生通过合作探索来获取知识的过程，并注重改变学生以往的学习方式，通过设计有效问题激发学生的兴趣使他们始终处于主动寻求知识去学习而不是被动地接受知识的状态。我充分放手让学生发挥其主体地位使其真正成为课堂的主人，本节课我讲解的时间不超过五分钟。
国家新课程标准特别强调要由过去只注重知识的传授结果向注重知识发展及知识的传授过程而转换。课前我给学生布置预习作业，让他们查找相关的资料，学生在预习中就接触大量的信息，他们必须具有相应的选择能力和重组知识，构建知识网络的能力，这恰恰正是新课程标准的要求。
三、教学程序
1、课前对话：
师生问候之后，让学生两人一组围绕数字进行自由对话。每天3-5分钟口语练习时为提高学生的交际能力，新课标指出口语是在人与人交流时即兴脱口而出的，会话双方都必须对听到的语言快速做出反应，才能使谈话继续。同时由于口语具有很强的交互性，合作学习的成效对口语水平的提高至关重要。这些都要求为学生的口语学习创造必要的条件，提供良好的训练。
两人一组是为每个学生都有足够的机会去说，而数字的表达法是本单元的知识要点，我可以提示学生讨论一些世界之最，如珠穆朗玛峰的高度、亚马逊河的长度、马里亚纳海沟的深度、南极冰川的后度、中国人口的总数、伊拉克战争的时间等等，这些既丰富学生的知识，又达到对数字表达法的巩固。
给学生展示这样两幅图片：
一个平衡的杠杆上，一些人在左，我们的地球在右；第二张图上左边新增的人使杠杆不再平衡。之后问学生：看这两幅图，你会想到什么？又是什么引发这个问题？学生会表达一些自己的见解，这时不论他们的见解是否正确都要给与鼓励和表扬，然后问学生：是否知道每一天每小时每分钟每秒钟全世界会新增加多少人口？学生会很有探究答案的欲望，这时很自然地让学生打开书去阅读50课的文章STANGDING ROOM ONLY 并找出我给出的这张表格的答案。由于本课是以大量数据为主反映人口问题的，因此如果学生能顺利完成此表，那么全文的重点内容就迎刃而解。而且我认为采用图片导入法远比直接让学生翻书阅读更能激发学生的兴趣使其由被动学习变为主动获取知识。
2、拓展与巩固
通过讲解我指导学生快速阅读的方法，如猜词悟意法、略读扫读法、找中心句和关键词等方法，之后要检验一下学生是否掌握此方法，于是我问学生世界人口的持续增长会引发那些严重问题呢？在学生发表一些个人看法后为，我再给学生一篇文章进行快速阅读，这也是本节课的课堂检测，我会当堂进行面批面改。然后对于这篇关于人口急速增长带来的一些后果的文章，我让学生来进行讲解，这样可以解学生的阅读现状和存在的问题。
3.合作与发展
接下来我会通过多媒体展示给学生一组关于由于人口太多而导致资源匮乏、污染严重、食品短缺、空间拥挤等的图片，看着这些图片问学生：你们对哪一方面感触最深？你还想到其他那些方面？想不想解其他同学的想法？又想不想知道在座老师们的.看法？以这种方式充分把学生们的积极性调动起来后将其分成6个小组，先组内讨论发表个人见解然后鼓励他们去采访在场听课的英语老师。这样设计的目的是
（1）先让学生自行讨论可以避免受教师的想法所局限没有自己的见解。
（2）采访老师既可以让学生能够用英语去实际交流，达到学以致用。有可以让学生从英语教师那里获得更多信息和掌握更多的英语表达方式（事实上，有些表达如果让他们完全国独立进行是有些难度的），有由于这样的学习方式平时机会不多，因此会让学生感到很新鲜很有趣味性，在与老师交流时也会让学生产生成就感。
（3）我认为学生合作精神的培养尤为重要，学生通过这一环节既能够有自主学习的机会有锻炼与他人的合作，并在探索中有其个性思维发散的空间。
4、交流与分享
让学生推选各组代表组成专家团坐在教室前，选一名同学以记者的身份采访"专家们",使其把个小组的讨论结果与大家交流共享，其小组成员可以作为后援团补充些观点，这样既可以使口语较好的同学有更多的机会展示起到拔高作用，又可以让口语较弱的学生也有参与的机会并能向他人学习。最后按事实丰富、语言准确、表述清晰程度评出最权威专家和最积极后援团，通过这种方式可让学生有很强的集体荣誉感。
5、最后一个环节是作业
当学生慷慨激昂地探讨完这些现状后，我会问他们，面对这种现状，我们能做些什么呢？以此为题写一篇作文。我布置这项作业的依据是新课标的要求。新课标指出：写作需有明确的动机和积极的态度，写作的题目应结合学生的实际需要，是他们具有写作的愿望这样他们才能与写作才能重返自己的思维能力，而不是为应付教师而做的作业。
6、本节课教学效果的预测
100%的学生能够积极参与教学，90%的学生能流利的表达自己的思想，并通过课下的反馈解学生对本课的掌握情况
童年趣事作文650字14
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15
The Introduction of the teaching plan
for section B(1-2c) unit 5 (go for it)
I have the honor to reveal my analysis of English lesson
here. I’d like to say I’ll try my best not to let all of you down. As teachers ,if you want to have an excellent class of English ,especially an open class to many experts like all of you, we should have to dig into the teaching material ,analyze the teaching material. However, I think we should take these parts
into consideration. ①Teaching material and the students ②teaching methods ③learning methods④procedures ⑤blackboard design and assessment .Ok, let me say something about my teaching plan for unit 5 section B. Today the first I’ll talk about is the first part “Analysis of the Teaching Material and students”
Part One: Analysis of the Teaching Material and students
(一) status and function
The topic of this unit is about decision making. Such topic is related to daily life of students, so it is helpful to raise learning interest of students and it will be helpful to improve their spoken English. This unit is divided into two parts: Section A and Section
B. Section B is divided into two periods. This period is the first lesson of Unit5 section B. It introduces new vocabulary while recycling the language presented in Section A. All activities help students integrate the new target language with the language studied in Section A. This recycling reinforces previous language learning while providing additional practice with newly learned language. It also increases the students listening and speaking ability by listening practice and pair work talking
(二) Teaching Aims and Demands
The teaching aims basis is established according to Ju
nior School English syllabus provision. In accordance with the analysis of teaching material and the requirements of “go for it＂ English teaching syllabuses. The focus of teaching should be laid on grasping key vocabulary and structures, and developing the students’ ability of communication. So I’vedesigned the following aims and demands
1. Knowledge objects
Key vocabulary: agent; make money;
travel around the world; get an education
Target language:
I think you should go to college
But if I go to college, I’ll never become a great
soccer player.
2. Ability objects:
To train students’ ability of listening and speaking
To train students’ ability of communication
3. Moral objects:
Money isn’t everything.
To be interested in taking part in activities in English class
(三)Teaching key points and difficult points
1. Key points:
key phrases:
travel around the world; make money; get an education key structures: I think you should …。If I… I’ll never…
2. Difficult points:
how to train and improve students’ listening ability.
(四) Analysis of the students
The Ss has learned English for about two years so far. Although they are all from the rural area, they can understand some words and some simple sentences. The Ss have taken a great interest in English now.
1. The students don’t have large vocabulary.
2. The students seldom communicate in English
in normal times.
3. The students are lacking in listening and speaking skills.
4. The gap of the Ss’ knowledge level in the same class is quite wide
(五) Teaching aids
Multi-media computer, Tape recorder, some money and so on. They will be needed in this lesson.
Part Two The Teaching Methods
1. Communicative teaching method
2. listening and speaking methods
3. Task-based teaching method
As we all know，the main instructional aims of learning English in the Junior Middle School is to train students’ abilities of listening, speaking, reading, writing and their good sense of the English language So in this lesson I’ll mainly use “Communicative teaching method” ,“listening and speaking teaching method ” and “Task-based” teaching method. That is to say, I’ll let the Ss get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange some activities: free talking, listening and answering , oral practice, acting out and having a competition. Above all, 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 conversation.
Part Three The Learning Method─cooperation
The students will finish some tasks in limited time to improve their listening and speaking skills. The students will take part in some activities like working in pairs, discussing in pairs. Each unit in “Go for it” contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making mistakes.It can arouse students to think and to say what they want to say. Study will become more relaxed and pleased in this kind of environment.
Part Four Teaching Procedure
一Teaching steps
Step 1 Leading in
T: Good morning, boys and girls!
Ss: Good morning, sir!
T: (Take out a piece of bill) Look! What’s this?
Ss: Money.
T: Who likes it? Hands up?
Ss: (Ss all put up their hands)
T: (kiss the money) me, too. (Put the bill in the pocket)
Ss: (Ss all laugh)
T: (Show a man who is holding plenty of money)
Ss: Wow.
T: If I have so much money, I will give some to the poor students in our class, and if they work hard, I will give them more. If you have so much money, what will you do? Work in pairs and talk
about it.
(Students are talking about it in pairs; they have enough words to say)…
(Talk about the question with many students.)
T: S1, If you have so much money, what will you do?
S1: If I have so much money, I will give some money to my
parents.
T: You are so kind. Don’t you want to travel around the world?( translate into Chinese if necessary; Teach: travel around the world)
S1: I think I will.
T: S2, what about you?
S2: If I have so much money, I will buy some new clothes for my parents. They are very hard-working.
T: That’s a good idea. Don’t you want to get an education? (Translate into Chinese if necessary; teach: get an education) S2: Yes, I am sure I will go to college.
T: If you work hard, I think you will go to college.
S2: I think so.
T: S3, if you have so much money, what will you do?
S3: I will open up a company and make more money.
T: That’s great. May you success!
S3: Thank you.
( Ask more students to talk about it )…
T: If we have so much money, we will do a lot of things with the money. So money is very important for us; S4, do you think money is everything? (Translate into Chinese if necessary)
S4: I think money isn’t everything.
T: I agree with you. Money isn’t everything.
Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss and at the same time it is necessary to provide situations to review learned knowledge for the next step and present some new words and phrases.
Step 2 Study the phrases
T shows the phrases in Activity 1 and let Ss read and learn.
Step 3 Circle and survey
1. T: Look at the things in Activity 1, which of the things are the most important to you? Circle three things.
(Ss circle. Wait for a moment)
T: What is the most important thing to you?
S5: To go to college.( help if necessary)
T: What’s the second?
S5: …
T: What’s the third?
S5: …
(Ask more students to say)
2. T: Please work in groups of six, and count up the number of
Show the most students in each item.
_____ think _____ is the most important thing to them, ______ think _____ is the second important thing to them, and _____ think _____ is the third important thing to them.
Purpose of my designing: To provide situations to review learned knowledge for the next step listening and make sure the Ss can grasp the key words and phrases and learn to express their own opinion
Step 4 Listen and write “A” or “P”
T: Look at the pictures in Activity 2a, we can see two pictures, the first picture is about Michael and a soccer agent (teach: agent), and the second picture is about Michael and his parents. And we will hear two conversations, Conversation One is about Michael and the soccer agent, Conversation Two is about Michael and his parents. Listen to the recording and write “A” or “P” in the blanks.
A----- a soccer agent
P----- Michael’s parents
(Make sure they know the letters’ meaning)
(T plays the recording for the first time, Ss listen. T plays the recording for the second time, Ss write “A” or “P”)
Correct the answers with the students.
Purpose of my designing: to give students practice n the target languages in spoken conversation
Step 5 Listen and complete
T: Look at the sentences in Activity 2b, read the sentences first. (Students read loudly)
T: Listen to the recording, Listen to the first sentence as a model. (Play the recording; let them know the first sentence) now.
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