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初中英语八年级下册goforit说课稿Unit2文章来源莲山课件www.5YKJ.cOm英语八年级下Unit2WhatshouldIdo单元总结课的教案资料
(一)本单元语言目标
1.谈论在学校和家庭中遇到的种种麻烦和问题
2.为他人找到合理的解决办法,提出相应的建议
3.为自己的问题找到解决办法
(二)重点单词
1.playv.播放
2.loudadj.高声的;大声的
3.arguev.争论,争吵
4.wrongadj.错误的;有毛病的;不适合的
5.couldv.can的过去式
6.ticketn.票,入场券
7.surprisev.使惊奇;使意外
8.otheradj.任一的;(两方中的)每一方的
9.exceptprep.除;把......除外
10.failv.失败
11.footballn.足球
12.untilprep.到......为止
13.fitv.适合,适应
14.includev.包括;包含
15.sendv.发送,寄
16.themselvespron.他们自己(反身代词)
(三)重点词组
1.keepout不让......进入
2.outofstyle不时髦的;过时的
3.callsb.up打电话给......
4.payfor付款
5.askfor要求
6.thesameas与......同样的
7.instyle时髦的;流行的
8.geton相处;进展
9.asmuchaspossible尽可能多
10.allkindsof各种;许多
11.ontheonehand......(在)一方面,......
12.ontheotherhand......另一方面,......
(四)重点句型
1.WhatshouldIdo我应该怎么做?
2.Youcouldwritehimaletter.你可以写信给他
3.Whatshouldhedo他应该怎么做?
4.Maybeheshouldsayhessorry.也许他应该说抱歉
5.Whatshouldtheydo他们应该怎么做?
6.Theyshouldntargue.他们不应该争吵
(五)重点语法情态动词should的用法should是情态动词,它的基本用法是必须和其他动词一起构成谓语情态动词没有人称和数的变化,意为应该......should(应当,应该)用于所有人称,表示劝告或建议eg.Youshouldwaitalittlemore.你应该再多等一会儿---Ihaveaverybadcold.我感冒很厉害---Youshouldliedownandhavearest.你应该躺下,多喝水在这个单元中我们还学到用could表示建议,这时could不是can的过去式而表示比should更加委婉的建议---Ineedsomemoneytopayforthesummercamp.----Youshould/couldborrowsomemoneyfromyourbrother.
(六)知识点讲解
1.Idonthaveenoughmoney.我没有足够的钱enough adj.充足的、充分的,在句子中可作定语修饰名词,也可作表语eg.DoyouhaveenoughtimeSixpiecesofpaperwillbeenough.
2.Iarguedwithmybestfriend.我与我最好的朋友吵架了arguewithsb.意为与......争吵,争论eg.Heoftenarguewithhisclassmates.
3.Myclothesareoutofstyle.我的衣服过时了beoutofstyle/fashion表示过时不合乎时尚反义词是beinfashion表示合乎时尚eg.Heisawaysinfashion.ThesofaisoutofstyleandIdontlikeit.
4.Maybeyoushouldcallhimup.
(1)maybe是副词,用来表示推测,译为也许,或许,大概eg.Maybeyouareright.Maybetheywillgooutforawalk.maybe不同于maybemaybe是一个词,是副词,maybe是情态动词may加上动词原形be,意为或许,后接形容词、名词、代词等eg.Itmaybetrue.Hemaybethemanwearelookingfor.
(2)callsbup.打电话给某人eg.IcalledupZhangHongateightoclock.原句中him为代词,所以放在call和up之间,不能说成calluphimeg.Illcallherupthisafternoon.Couldyouaskhimtocallmeplease.在这个句子中,省略up
5.Idontwanttosurprisehim.我不想使他惊讶在这句话中surprise是个行为动词,可以说成surprisesb.,表示使......惊讶eg.Thenewssurprisesusgreatly.surprisedadj.惊讶的surprisingadj.令人惊讶的eg.Imsurprisedtohearthenews.ItsasurprisinggiftandIloveit.
6.Nohedoesnthaveanymoneyeither.不,他也没有钱either的用法用作副词,用在否定句或否定词组后加强语气,表示也,而且eg.Hedoesntlikesingingandhedoesntlikedancingeither.either用作代词时,常表示两者之中任何一个,常与短语连用或用作宾语eg.Eitherofthemwillagreewithyou.Idontlikeeitherofthebooks.
7.Ineedtogetsomemoneytopayforsummercamp.我需要一些钱支付夏令营
(1)need是个情态动词,也可以是行为动词▲当它是情态动词时,后边直接加行为动词,表示需要,但need作情态动词时一般不用于肯定句它一般用于否定句和疑问句中,例如
①Youneednotmeethim.你不必见他
②NeedIrepeatit我有必要重复它吗?对上一句的简略回答为Yesyouneed.Noyouneednt.▲此外情态动词must提问时,否定回答时为No...neednt例如MusthefinishthehomeworknowYeshemust.Noheneednt.当need作行为动词时,同其他行为动词一样对待,need后加不定式为needtodo例如Ineedtofinishthework.变为疑问句时,不能像它作情态动词时直接提前,而要加助动词do/does/did等,例如Heneedstowritemanywords.改成一般问句Doesheneedtowritemanywords他需要写许多字吗?Yeshedoes.Nohedoesnt.
(2)(sb.)pay(money)forsth.为......而付款(sb.)spend(money)onsth在......上花多少钱(sth.)costsb.(money)什么东西值多少钱这三个短语都是表示付款但payspend指的是人,主语为人,而cost指的是物,主语为物例如说他昨天花10元买了一本书用以上三个短语分别为
①Hepaid10yuanforthebookyesterday.他昨天为这本书付了10元钱
②Hespent10yuanonthebookyesterday.他昨天花了10元钱(买)这本书
③Thebookcosthim10yuanyesterday.这本书花了他10元钱注意以上三个动词的动词过去式为pay---paidspend----spentcost----costUnit2WhatshouldIdoI.Teachingaimsandteachingdemands:Inthisunitstudentslearntotalkaboutproblemsandgiveadvice.II.Teachingkeyanddifficultpoints:A.VocabularyargueloudoriginaloutofstyletutorupsetadultRecycling:problemsorrypart-timeimportantfriendmoneyhomeneweasyletterticketballgamesurprisecolorfulborrowwritecallsomeoneupgotosomeone’shouseeverynightB.TargetlanguageMybrotherplayshisCDtooloud.WhatshouldIdoWhydon’tyoutalktohimaboutitC.StructuresModalscouldshouldWhydon’tyou…formulaicIII.Teachingmethods:Audio-lingualmethodsIV.Teachingaids:ataperecorderV.Thisunitisdividedintosevenperiods.Lesson1SpeakandlistenSectionA1a---1cI.Teachingaimsanddemands:Studentslearntotalkaboutproblemsandgiveadvice.II.Teachingkeyanddifficultpoints:A.VocabularykeepoutplayloudarguewrongWhat’swrongoutofstylecouldshouldB.TargetlanguageMybrotherplayshisCDstooloud.Maybeyoushouldbuysomenewclothes.III.Teachingmethods:Audio-lingualmethodsIV.Teachingaids:ataperecorderV.TeachingprocedureActivity
1.RevisionTask
1.DictationTask
2.Askandanswer.Questionsaboutfuturewithwill.Activity
2.PresentationThisactivityintroducessomenewvocabulary.Task
1.Makeatwo-columnchartontheboardwiththeheadingProblematthetopofcolumn1andtheheadingAdviceatthetopofcolumn
2.Thenaskthestudentstotellyouwhatyoucoulddoaboutit.ProblemIwanttobuyanewguitarbutIdon’thaveenoughmoney.Advice
1.Waituntilnextyear.
2.Don’tbuyaguitar.
3.Borrowone.
4.Buyausedguitar.
5.Getapart-timejob.Task
2.Thenreadtheproblemtotheclassagain.Thenwritethewordscouldshouldandshouldn’tontheboardnexttothechart.Readtheproblemtotheclassagainandhelptheclassgiveadviceusingthewordscouldshouldandshouldn’t.Task
3.Askthestudentstofinishthetaskin1a.Teach:Seriousproblemisaverybadproblemaverybigproblem.Outofstylemeansnotinfashion.enoughmoney:Idon’thaveenoughmoneytobuyabike.AskthestudentstowritetheproblemsintheseriousorNotseriouscolumn.Task
4.Talkabouttheanswers.AskWhoput“Myparentswantmetostayathomeeverynight”theseriouscolumnAskthesamequestionsabouttheotheritems.Discusswhichproblemsstudentsthoughtwerethemostserious.Activity
3.Listenandcircletheproblemsyouhearinactivity1a.Task
1.Pointtothepicturesinactivity1a.Askdifferentstudentstosaywhattheyseeineachpicture.Readtheinstructionstostudents.Task
2.Playtherecordingthefirsttime.Studentsonlylisten.Task
3.Playtherecordingasecondtime.Studentscircletheproblemstheyhear.Thenchecktheanswers.Step
4.PairworkAskthestudentstolookattheproblemsinactivity1aandmakeconversations.HomeworkMakeupyourownconversations.
2.Maketensentenceswithcouldshouldandshouldn’t.Lesson2ListenandspeakSectionA2a---GrammarFocusI.Teachingaimsanddemands:Studentslearntotalkaboutproblemsandgiveadvice.II.Teachingkeyanddifficultpoints:A.Vocabularycallsb.upticketsurpriseonthephoneWhat’sthematterB.TargetlanguageYoucouldgotohishouse.Youcouldgivehimatickettoaballgame.WhatshouldI/he/theydoIII.Teachingmethods:Audio-lingualmethodsandPPPIV.Teachingaids:ataperecorderV.TeachingprocedureActivity
1.RevisionTask
1.Checkthehomework.Askandanswer.Task
2.Revisethevocabulary.Activity
2.Listeningandcircling.Task
1.Readtheinstructions.Learnthekeyvocabulary.Readandrepeatthephrases.Task
2.YouwillhearaconversationbetweenNariandafriend.PlaytherecordingtwiceandstudentscirclethewordNari’sfriendusestogiveadvice.Thenchecktheanswers.Activity
3.ListeningTask
1.Readtheinstructions.Showstudentstheexamplematch.Task
2.Playtherecordingagainandchecktheanswers.Activity
4.GroupworkTask
1.Readtheinstructionsfortheactivity.Task
2.Pointtotheexampleinthesampledialogue.Asktwostudentstoreadtheconversationtoclass.Task
3.AskstudentstoroleplayaconversationbetweenNariandhisfriendusingthesetwosetsofsentences.Thenhavethestudentsworkinpairs.Task
4.Checktheanswersbycallingondifferentpairstosayaconversationtotheclass.Activity
5.GrammarFocusReviewthegrammarbox.askthestudentstosaythequestionsandtheresponses.Explainthatthewordshouldisalwaysusedtoaskforadvicebutthewordscouldshouldandshouldn’tareusedtogiveadvice.Couldisalessseriouswordthanshould.Payattentiontothequestionsandanswersaskandanswerloudly.Homework:Reviewtheconversationandthevocabulary.Writeyourownconversationsongivingadvice.Lesson3ReadingandwritingI.Teachingaimsanddemands:Studentslearntotalkaboutproblemsandgiveadvice.II.Teachingkeyanddifficultpoints:A.Vocabularypayforpart-timejobokayeitherbakeTeenTalktutorneedmaybegoodideabadideaokayideaB.TargetlanguageWhatshouldIdoThenIthinkyoushouldgetapart-timejob.III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.IV.Teachingaids:apictureV.TeachingprocedureActivity
1.RevisionTask
1.Revisethevocabularyandthekeystructures.Task
2.Dictation.Activity
2.ReadingandwritingTask
1.Readtheinstructions.WritethepossibleresponsesontheBbandaskastudenttoreadtheresponsestotheclass.Discussthethreeresponsesandbesurestudentsunderstandhowtheresponsesareused.Task
2.Askfourstudentstoreadtheconversationtotheclass.Askthestudentstofillintheblank.Thenaskandansweringroups.Activity
3.PairworkTask
1.Readtheinstructions.Andthenasktwostudentstoreadthesampleconversationn.Task
2.Askthestudentstosaysomewaystogetmoneythataren’tinthebook.Task
3.askthestudentstoworkwithpartnersastheyaskforandgiveadvice.Thenasktwoorthreepairsofthestudentstosaytheirconversationstotheclass.Activity
4.PairworkThisactivityprovidesanopportunityforstudentstousethelanguageoftheunittogiveadvice.Task
1.Readtheinstructions.Thenasktwostudentstoreadthedialogue.Task
2.Askanotherpairofstudentstogivetheiradviceonanothertopic.Pickatopicofcurrentinterestinthenews.Homework
1.Reviewthevocabularyandtargetlanguage.
2.Writeyourownconversationsaboutproblemsandadvice.Lesson4SectionBI.Teachingaimsanddemands:Studentspracticeusingthetargetlanguage.II.Teachingkeyanddifficultpoints:A.VocabularyoriginalthesameasinstylenicerhaircutinexpensivecomfortableB.TargetlanguageIthinkErinshouldtellherfriendtogetdifferentclothes.Friendsshouldn’twearthesameclothes.Theyarethesameasmyfriend’sclothes.III.Teachingmethods:Audio-lingualmethodsIV.Teachingaids:ataperecorderV.TeachingprocedureActivity
1.RevisionThisactivityintroducesthekeyvocabulary.Task
1.Readtheinstructionsin1a.Askastudenttoreadthesentencestotheclass.ReadeachsentenceagainandasktheSstorepeatit.Thenexplainintheirownwordsthateachsentencemeans.Forexample:T:WhatdoesoriginalmeanS1:Differentfromothers.Notthesame.T:Correct.Whensomethingisoriginalitisnotlikealltheothers.CanyougiveanexampleS1:Mywatchdoesn’thavenumbersonit.Ithaspicturesoffacesinsteadofnumbers.Mywatchisoriginal.T:Correct.It’snotlikealltheothers.Task
2.Pointoutthewrite-inlineinfrontofeachsentence.writeVIifthestatementisveryimportanttoyouwriteIifthestatementissomewhatimportanttoyouandwriteNIifitisnotimportant.Task
3.Talkabouttheanswerswiththeclass.Activity
2.ListeningTask
1.Readtheinstructions.Pointtothethreeitemsstudentswillbelisteningfor:Sayyouwillbelisteningtoaradioadviceprogram.Peoplecallinforhelpwithaproblemandotherpeoplecallupwithadvice.Theywillbetalkingaboutoneoftheseproblems.Pleasechechtheproblemtheytalkabout.Task
2.Playtherecordingthefirsttime.Studentsonlylisten.Task
3.Playtherecordingasecondtime.Askthestudentstoputacheckinfrontoftheseproblems.Thenchecktheanswer.Activity
3.ListeningandwritingA.Listencarefullyandfillinthechartwiththeadvicethatyouhear.Thenchecktheanswers.B.Listenagainandfillinthechart.Thenchecktheanswers.Activity
4.PairworkTask
1.Readtheinstructions.Task
2.Asktwostudentstoreadtheconversationtotheclass.Task
3.WorkwiththepartnersandsaywhatdoyouthinkErinshoulddo.Asksomepairsofstudentstosaypartoftheirconversationtotheclass.Homework
1.Reviewthevocabulary.
2.Writeyourownconversationsaboutadvice.Lesson5ReadingandwritingI.Teachingaimsanddemands:Studentspracticethetargetlanguagebyreadingandwriting.II.Teachingkeyanddifficultpoints:A.VocabularyexceptupsetfindoutdowrongwhattodolonelyargueB.TargetlanguageWhatshouldIdoYoucouldbemorefriendly.Youshouldtrytobefunny.Everyoneelseinmyclasswasinvitedexceptme.I’mveryupsetanddon’tknowwhattodo.Ijustfoundoutthatmyfriendswereplanningabirthdaypartyformybestfriend…III.Teachingmethods:Audio-lingualmethodsandControl-writing.IV.Teachingaids:ataperecorderV.TeachingprocedureStep
1.RevisionTask
1.Checkthehomework.Askandanswer.Task
2.Revisethevocabulary.Step
2.ReadingandwritingTask
1.Teachthesewords:except:EveryonehasabikeexceptJim.EveryonehasabikebesidesJim.findout:learnPleasefindoutwheretheylive.Ican’tthinkwhatIdidwrong.Idon’tknowwhattodo.Task
2.Askthestudentstoreadtheinstructions.Task
3.Askthestudentstoreadtheletterandunderlinetheproblemontheirown.Correcttheanswers.Step
3.WritingTask
1.Readtheinstructions.Askastudenttosaysomeoftheadvicetheymightgive.Writethekeywordsontheboard.Task
2.Askthestudentstowritethelettersontheirown.Task
3.Asksomestudentstoreadtheirletterstotheclass.Step
4.Writingonyourown.
1.readtheinstructions.
2.askthestudentstosaysomeproblemstheymightwriteabout.
3.asksomestudentstoreadtheirletters.Step
5.Groupwork
1.Askthestudentstoreadtheinstructions.
2.Asktwostudentstoreadthedialogue.
3.Askanotherpairofstudentstogivetheiradviceforoneoftheproblems.
4.Askstudentstocompletetheworkingroups.
5.Askafewstudentstosharethesampleconversations.Step
6.SelfCheck
1.Askthestudentstodotheexercisesontheirown.Thenchecktheanswers.
1.Readtheletterandthenwritesomeadvice.
3.Askafewstudentstoreadtheirlettersofadvice.
3.Justforfun.Asktwostudentstoreadtheconversationtotheclass.Homework
1.Reviewthevocabulary.
2.Finishoffthewritingexercises.Lesson6ReadingandwritingI.Teachingaimsanddemands:Studentslearntomasterthereadingskills.II.Teachingkeyanddifficultpoints:A.Vocabularyuntilfitasmuchaspossiblepressurecomplainincludepushysendallkindsofcomparecrazyadultontheonehand…organizedontheotherhand…B.TargetlanguageWhatshouldyoudotorelaxParentsshouldlearntogivetheirkidsabitmoretimetothemselves.III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.IV.Teachingaids:atape-playerV.TeachingprocedureActivity
1.RevisionTask
1.Revisethevocabularyandthekeystructures.Task
2.Dictation.Activity
2.BeforeYouReadTask
1.Readtheinstructions.
1.Encouragethestudentstothinkaboutlifeoutsideschoolhours.ListthemontheBb.
2.AskthestudentstousethelistontheBbtocompletethetwoboxeslabeled‘Ido’and‘Idon’tdo-‘.Theyarefreetoaddanyoreactivitiestheydoordon’tcurrently.
3.Askafewstudentstosharewhattheyhavewritten.Task
2.Teachthestudentsaboutusingadictionary.
1.Explainthatadictionarycanhelpstudentslearnindependently.Theycanlearnnewwordshowtopronouncethemandhowtousethemcorrectly.
2.Letthestudentstolookupthewordsinthebox.
3.Haveabriefmemoryquizonallthewords.
4.DiscussthepointsmadeintheReadingStrategyaboutusingabilinguallearner’sandelectronicdictionary.Activity
3.WhileYouReadingTask
1.Askthestudentstoreadandnoticethewordstheyhavejustlookedupintheirdictionaries.Readthesentencestotheclass.Task
2.Askthestudentstoreadthepassageloudly.Homework
1.Reviewthevocabularyandtargetlanguage.
2.Writeyourownconversationsaboutproblemsandadvice.Lesson7ReadingandwriteI.Teachingaimsanddemands:Studentslearntomasterthereadingskills.II.Teachingkeyanddifficultpoints:A.Vocabularyuntilfitasmuchaspossiblepressurecomplainincludepushysendallkindsofcomparecrazyadultontheonehand…organizedontheotherhand…B.TargetlanguageWhatshouldyoudotorelaxParentsshouldlearntogivetheirkidsabitmoretimetothemselves.III.Teachingmethods:Audio-lingualmethodsandControl-readingandwriting.IV.Teachingaids:atape-playerV.TeachingprocedureActivity
1.RevisionTask
1.Dictation.Task
2.Readthepassagetotheclass.Activity
2.AfterYouReadTask
1.Readthestatements.Task
2.Discusswithyourpartners.Task
3.Askeachgrouptoreporttheirideastotheclass.Activity
3.writingAskthestudentstowriteasentenceoftheirownusingthewordsfromtheboxinSection1b.Activity
4.WritingTask
1.Readtheinstructions.Task
2.Reviewlanguageusedforadvice.ThenimagineyouareDrAliceGreen.WritealettertoCathyTaylor.Giveadviceaboutwhatsheshoulddowithherchildren.Activity
5.Goforit!
1.WritePressureontheBb.Makeasurveywithtwoquestions:WhendoyoufeelunderpressureWhatshouldyoudotorelax
2.Ifthereissomeoneinyourclasswhohasabigproblemmakeaplantohelpthem.Homework
1.Reviewthevocabulary.
2.Finishwritingtheletter.初中英语八年级下册goforit说课稿Unit4文章来源莲山课件www.5YkJ.ComPeriod4Teachingprocedures:Step1Leadingin
1.Greetingsandfree-talk.
2.Checkthehomework:Correcttheanswers.Step2Pre-taskSBPage22Part
3.
1.Readtheinstructionspointingtothearticleandthelistofquestions.
2.Scanthepassageforthemainidea.T:WhofoundLinda’sdogthepoliceofficer’sdog
3.ReadthequestionsbytheSs.Makesuretheyunderstandthem.
4.Playtherecording.Sslistencarefully.
5.Writeanswerstothequestions.
6.Practicereading.
7.Correcttheanswers.Step3While-taskSBPage224a.
1.Readtheinstructions.
2.Lookatthepictures.Discussingroups.
3.Askstudentstoexplainwhatishappeningineachpicture.
4.Completetheworkontheirown.Remindthemtousetimesintheirstories.
5.Sharetheirstories.Ifsomeonecan’tfinishitinclassdoitashomework.Step5Post-taskSBPage224b.
1.Readtheinstructions.
2.Readthetimes.
3.Pairwork:Oneisthepoliceofficertheotheristhebicyclethief.Beginlikethis:A:Wherewereyouat…B:Iwasinthepark.A:WhatwereyoudoingthereB:….
4.Showtherole-playstotheclass.Homework:FinishSelfcheckPart
3.
1.运用过去进行时态when/while来描述上个星期日两人不同的动作,写出五个正确的句子TimeActionLindaMe8:00amreadEnglishplayfootball12:00amhavelunchreadnewspaper2:00pmhavearestplaycomputergames4:00pmplaybasketballsleep6:00pmdohomeworkwatchTVPeriod5Teachingprocedures:Step1Leadingin
1.Greetingsandfree-talk.
2.Checkthehomework.Step2Pre-taskSBPage24Groupwork.
1.ArrangetheSsinsmallgroups.Askthemtolookatthepicturesandtalkabouttheevents.Encouragestudentstosayhowhistoricaleventsaffectedtheirlives.
2.TelltheSstohelpeachotherwithvocabularytheymightneedanddon’tknow.Step3While-task
1.Readingstrategy:Thetitlecanbehelpfulforyoutounderstandatext.Itisalsoagoodideatoreadthefirstsentenceofeachparagraphbeforereading.
2.Readthetitlewhichgivesanindicationofthecontentofthereading.Thinkofonequestiontheythinkmightbeansweredinthereading.
3.PlaytherecordingSslisten.
4.AskSstoreadthestoryouttotheclass.
5.AskSstocommentonwhethertheirquestionsinthepreviewingstagewereanswered.Step4Post-taskSBPage253a.Readthefoureventsandmatchthemtothecorrectdates.WhenfinishedaskSstoswaptheirbookwithapartnerforcorrection.Homework:Writeaboutaneventthatyourememberwell.Givedatesandsaywhyyourememberitandwhatyouweredoingatthetimewhenyouheardthenews.Unit4HesaidIwashard-working.Teachinggoals:
1.Vocabulary:hard-workingreportcardcandobetterspeakinglisteningaveragesurprise.
2.Patterns:WhatdidyourmathteachersayHesaidhecouldspeakthreelanguages.
3.直接引语和间接引语的转换
4.写成绩报告单,并能将自己的成绩报告给他人Importantanddifficultpoints:
1.新的词汇和习语
2.个人Reportcard的写作
3.直接引语转换间接引语中,注意一些关键动词的变化和人称代词的变化Teachingaids:teachingcardspicturesandataperecorder.Period1Teachingcontents:SectionA1a1b1c2a2b2cGrammarfocus.Teachingprocedures:Step1LeadinginAskseveralSswhattheyaregoingtodoafterschool.WritetheirsentencesontheBb.Step2Pre-taskSayTheseSstalkaboutwhattheyaregoingtodoafterschoolifyouwanttotellafriendwhattheysaidhowwouldyoutellhimWritethewords“Hesaid”and“Shesaid”ontheBb.SayWecanusethewords“Hesaid”and“Shesaid”totellyourfriendlikethis:He/Shesaidhe/shewasgoingtoplaybasketballafterschool.GettheSstorepeat.RepeatthisprocesswiththeothersentencesontheBb.Step3While-taskSBPage261a.
1.Askastudenttoreadthefourquestions.
2.pointouttheTVscreensinthepicture.Askonestudenttoreadwhatthepersonsaysinthefirstpicture.Thenaskanotherstudent:Whatdidshe/hesayHelptoanswer:She/Hesaidshe/hewashavingasurprisepartyforLanaonFridaynight.
3.Repeatwiththeotherpictures.SBPage261c.Pairwork.FirstSsworkinpairsthenasksomepairstopresenttheirdialoguestotheclass.SBPage261b.Playtherecordingandcorrecttheanswers.Step4Post-taskSBPage272a2b.
1.AskseveralSstoreadthesesentences.
2.Playtherecording.Sscircletheiranswer.
3.Checktheanswers.Step5GrammarFocus
1.ReviewthegrammarboxbyaskSstosaythestatements.
2.Explain:Ineachcasethedirectspeechtalksaboutpresentsituationsandthereportedspeechtalksaboutpastsituations.Step6Homework用she/hesaid将直接引语改为间接引语
1.Iamaclevergirl.
2.Iamhavinglunchatschool.
3.Icandancewell.
4.Iplayfootballeveryday.
5.Idon’tlikemyyoungerbrother.Period2Teachingcontents:SectionA3a3b4SectionB2a2b2c.Teachingprocedures:Step1LeadinginCheckthehomework.Askseveralstudentstoreadtheirsentencestotheclass.Step2Pre-taskSBPage283a.
1.Readthearticletotheclass.
2.AskSstofillintheblanksontheirown
3.Correcttheanswers.SBPage28Part
4.Ssworkingroupsoffourtocompletetheroleplays.AskafewSstoshowtheirroleplaystotheclass.Step3While-taskSBPage291a.
1.Readthesentencestotheclassandteachnewwords.ThenaskSstocheckthesentencesthataretrueforthemselves.
2.AskonestudenttoreadeachsentencetotheclassandaskSstoraisetheirhandsiftheycheckedthatanswer.SBPage292a2b.
1.ReadtheinstructionstoSs.Makesuretheyknowwhattodo.
2.Playtherecordingtwoorthreetimes.Correcttheanswers.Step4Post-taskSBPage292c.Pairwork.InpairsgetSstochooseareportcardfromactivity2btotalkabout.Thenasksomepairstopresenttheirdialogues.Step5HomeworkSBPage283b.AskSstowriteanythingtheywant.Period3Teachingcontents:SectionB3a3b3c4selfcheck.Teachingprocedures:Step1LeadinginCheckthehomework.Askseveralstudentstoreadtheirepisodestotheclass.Step2Pre-taskSBPage303a.
1.ReadtheinstructionsandaskSstoreadtheletterontheirownandwriteAlan’snameonhisreportinactivity2b.
2.Correcttheanswer.SBPage303b.
1.GetSstousetheinformationfromactivity2btowritealettertoarelativeorafriendabouttheirreportcards.
2.Askastudenttoreadhisorhercompletedlettertotheclass.Orallycorrectanymistakes.Step3While-taskSBPage303c.AskSstowritetheirownreportcards.WhileSsworkwalkaroundandofferassistanceifnecessary.SBPage30Part
4.
1.GetSstomakeuptheirteacherscomments.
2.Pairwork.Inpairstalkabouttheirreportcards.
3.Askseveralpairstosharetheirconversations.Step4Post-taskSBPage31SelfcheckPart
1.
1.AskSstofillintheblanksontheirown.
2.Correcttheanswers.
3.HaveSsmakesentenceswiththewords.SBPage31SelfcheckPart
2.
1.AskSstoreadthestory.
2.InpairshaveSstomakeconversationsaccordingtothestory.
2.AsksomeSstosharetheirconversationswiththeclass.Step5HomeworkAskstudentstowritetheirconversationsontheirexercisebooks.Period4Teachingcontents:Reading:Shesaidhelpingotherschangedherlife.Teachingprocedures:Step1LeadinginAskSstothinkofpeoplewhoneedhelpandwritesomeideas.Thendiscusswiththeirpartner.Step2Pre-taskSBPage32Section
2.
1.HaveSsreadthepassagefirstformeaning.
2.AskSstoreaditagainandfillintheblanks.
3.Checktheanswers.Step3While-taskSBPage33Section33a.
1.AskSstoreadthroughagaintofindtherelevantinformationforYangLei’sstudents.
2.AskSstocompletetheinformationunder“you”sayingwhatistruefortheirownlives.
3.HaveSsdiscusstheiranswerswiththeirpartner.SBPage33Section33b.Inpairsaskandanswerthequestions.SBPage33Section33c.HaveSswriteasummaryofthereadingandsharethesummariesingroupsoffive.Step4Post-taskSBPage33Section
4.
1.Haveaclassdiscussionabouttheworkeachorganizationdoes.
2.AsksomeSstosaywhichorganizationtheywouldliketoworkforandwhy.Step5HomeworkWritethesummaryofthereadingontheirexercisebooks.新目标英语八年级下册unit3第一课时说课稿文章来源莲山课件www.5YKj.CoM新目标英语GoForIt八年级下册第三单元WhatwereyoudoingwhentheUFOarrived说课稿
一、教材分析:
1.位置和内容:这是新目标英语GoForIt八年级下册第三单元第一课时谈论如何使用过去进行时如何使用过去进行时是本单元的重点内容为了让学生更好的认识过去进行时,我重新安排了教学内容:SectionA1a、1b、1cSectionB4b.把这些内容组合在一起同时我也创造了一些便于进行沟通交流的情境,让学生学会使用过去进行时2.教学重点:如何使用过去进行时3.教学难点:如何在由when引导的时间状语使用过去进行时
二、教学目标
1.知识目标要求学生掌握使用过去进行时
2.能力目标让学生做课堂的主人,同时培养他们掌握一些行之有效的学习方法优化学习效果
3.情感目标让学生爱上英语课堂活动鼓励他们在课堂上进行合作交流
4.学习策略目标设法使学生掌握使用英语进行交流,学习积极参与班级活动.
三、教学分析
1.说教法1任务型教学法给学生三项任务,让学生使用过去进行时来完成这些任务使他们在任务中学习英语2情景教学法创造足够的交际环境刺激学生的视听能力使他们能够更好的理解这一时态以培养他们的听和会话能力3交易际教学法学生可以通过俩俩对话或小组对话来掌握过去进行时
2.说学法1学生要善于把握机会用英语进行沟通,大胆实践2积极参加课堂活动,培养合作关系四.学生分析:学生七年级下册就学过现在进行时并掌握如何使用现在进行时来描述日常活动而且掌握了一些日常活动的短语有利于他们学习过去进行时.五.教学过程的分析步骤1---组织1)师生互相打招呼;2)值日生报告;步骤2---复习(目的是复习现在进行时)1)显示三幅画面在屏幕一学生在弹吉它一学生在打蓝球一些人在聚会一人在玩电脑.问他们在做什么
2.引导学生到实际情况中;问一男学生请问你在做什么学生可能回答我在听你说话告诉全班同学他在听我说话和另一个女生重复操练这一个句型,然后尝试用现在进行时和全班一起操练不同的人称
3.学生使用现在进行时进行小组对话步骤3---引入给学生介绍过去进行时
1.让学生A离开课室并在门口等候然后让学生B在黑板上写字学生C在课室内走动接着叫A走进课室
2.问学生B:你在干什么学生B回答:我在黑板上写字.把B的回答写在黑板上重复这一个对话对C进行提问,并把C的回答也写在黑板上接着问B刚才当A走进课室的时候你在做什么?此时老师要帮助学生一起回答并把答句写在黑板上并告诉全班同学当A走进课室的时候B正在黑板上写字并让全班同学重复这句话重复这个对话询问C当A走进课室的时候他在做什么?询问其它学生当A走进课室的时候他们又在做什么?并帮助学生一起回答
3.告诉学生黑板上的句型就是我们今天学习的重点---过去进行时介绍过去进行时B Iamwritingontheblackboard.Iwaswritingontheblackboard.C Iamwalkingintheroom.Iwaswalkingintheroom.4比较:过去进行时与现在进行时作比较可以让学生有深刻的印象时态现在进行时过去进行时用法表示现在正在进行的动作表示过去某个时刻正在进行的动作结构is/am/are+doingwas/were+doing例句IamhavinganEnglishclassIwashavinganEnglishclass.步骤4---教授新课:SectionA1a、1b、1.屏幕上展示照片图18页给学生介绍图片相关的情况2.让学生通过听力了解图片中发生的相关事情这一步骤是为了使学生了解课文,并且帮助学生能轻易完成下面的任务1步骤5---三个任务任务1:谈论当飞碟到达的时候人们在做什么.为了让工作更容易做教师点着图中的剪头发的人问:当飞碟到达的时候他在做什么重复这一指令
2.学生小组操练上述的对话并让一些学生来展示他们的对话过程3.学生尝试把他们所讲的句子在练习本上写出来任务2:记忆比赛(让学生更加集中注意力在课堂上)比赛是这样的:
1.展示十余张动画在屏幕上.动画按一定的时间先后出现
2.把全班同学分成三个小组.如果学生知道答案迅速起来回答,如果答案正确那么他的团队能够取得10分.任务3:用过去进行时描述图中的故事4b;
1.显示照片在屏幕画面是描述一个小偷偷走了一个女孩子的单车故事提示学生在每一个画面都有时钟显示时间.学生要利用时间进行描述.
2.四个学生为一小组合作讨论这个故事的发展情节每人负责一个场景.
3.让一两个小组来描述这个故事.步骤6--总结在学生经过三个任务操练后帮助他们总结过去进行时步骤7---作业:进行课后调查;询问你的两个搭档昨天这个时候他们在做些什么.下一节上课的时候做一个调查报告BlackboardWorkUnit3WhatwereyoudoingwhentheUFOarrivedIamwritingontheblackboard.Iwaswritingontheblackboard.Iamwalkingintheroom.Iwaswalkingintheroom.用法表示过去某个时刻正在进行的动作结构was/were+doing常见的标志词1at9o’clockyesterdayfrom8to9yesterdaymorningatthis/thattimeyesterday2主句(过去进行时)+when+从句(一般过去时)例句1Iwascuttinghairat9o’clockyesterday.2IwassleepinglatewhentheUFOarrived.新目标英语八年级下Unit6SectionB3a3b3cGoforit2A说课稿
一、教材分析 1、教材的地位及作用第二册第六单元第五节课,本单元围绕表述个人特征,对人物进行比较这个题材开展多种教学活动,学会用形容词的比较级来对两个人的外貌及个性进行比较本节课是堂阅读课,它通过前几节课学习的比较等级,进一步加深对比较等级的语法现象的理解和运用同时通过对与朋友间的相同及不同之处的描述,进一步提高学生听、说、读、写的综合素质能力2、教学目标(知识目标、能力目标、情感目标、学习策略目标) 知识目标1学习单词oppositeviewinterestmostofthoughopinionreally2掌握句子ShouldfriendsbedifferentorthesameIliketohavefriendswhoarelikeme.Iliketohavefriendswhoaredifferentfromme.能力目标提高学生听、说、读、写及知识自学的综合能力 情感目标
①通过形象、生动的教学使学生掌握如何去比较两个人,并从中学会欣赏别人中,享受与不同的人交往的乐趣
②培养学生学习英语的强烈兴趣,乐于参加各种活动的积极情感学习策略目标
①善于抓住用英语交际的机会
②积极参于,善于合作 确立教学目标的依据 根据英语课程标准规定,通过听、说、读、写的训练,使学生获得英语基础知识和为交际初步运用英语的能力,激发学生的学习兴趣,为进一步学习打好初步的基础此外,根据我国国情和外语教学大纲的要求,现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面 3、重点与难点 重点学会用形容词的比较级来对两个人的外貌及个性进行比较难点文章中较难句子的理解及应用 确立重点与难点的依据 根据课程标准的要求,及本课在教材中所处的地位和作用
二、说教法 为了更好地突出重点,突破难点,我主要采用了
1.任务型教学法新课标倡导的“玩中学,学中玩”的理念也很受学生欢迎例如,阅读文章时我设计了一张表格,让学生阅读后完成表格并复述培养学生逻辑分类与表述能力
2. 竞赛教学法根据初中生争强好胜的性格特征,我每堂课都进行俩俩对话,激发学生兴趣,给学生创造外语语言氛,培养学生集体荣誉感实践证明这是个复习巩固旧知识的好办法
三、说学法
1.善于抓住用英语交际的机会,充分感知,积极体验,大胆实践例如,在复习环节,学生可以利用很多机会Oneminutedialogue(每组都有一次机会),Revisewordsandphrases(每人至少一次),Actouttheconversation(每组一次)
2.积极参于,善于合作例如,本课设计了几个任务,操作简单,学生一定很感兴趣并且积极地参与其中,从而合作完成任务,培养了团队精神
四、说流程
1.总体设计及依据课前准备和复习(10分钟)-阅读(20分钟)-任务应用(8分钟)-写作交流
(6)-作业布置(1分钟)依据⑴遵循人类认识过程的普遍规律和学生认识活动的特点⑵教师为主导,学生为主体
2.分步设计及依据StepⅠ课前准备和复习(10分钟)
1.一分钟俩俩对话自由选择已学过或未学句型进行一分钟限时比赛创设英语氛围,引进竞争机制,活跃课堂气氛,调动学习积极性同时促进预习的开展,为新课导入做准备
2.用卡片复习本单元重点词汇与短语直观教学,加深印象,促进单词记忆,为新课的活动做准备
3.学生拿出课前准备好的自己小时候与现在的相片,然后进行比较,从而复习巩固本单元的重点形容词的比较级StepⅡ阅读(20分钟)
1.让学生自行阅读课文2分钟,找出难理解的词汇或句子然后教师给与解答为理解课文及3c的写作扫清语言障碍
2.划出文章中描写人物性格特征的词复习巩固形容词的比较级的变化规律,
3.完成表格,加深对文章的理解Whatkindoffriendhe/shelikesThesameasbestfriendDifferentfrombestfriendJamesGreenHuangLeiMarySmithStepⅢ任务应用(8分钟)根据所完成的表格,SaysthaboutJamesHuangLeiMaryandtheirfriends.让学生学会交际使用,训练说的能力StepⅣ写作交流(6分钟)对本堂课所学知识进行了综合运用,培养了学生听说读写能力教师要引导学生从中学会欣赏别人,享受与人交往的乐趣StepⅤ作业布置(1分钟)为了巩固课堂上所学知识,给学生布置课外作业继续完成写作并完成自测部分练习
3.板书设计(根据本课的重难点)Unit6SectionB3a-3c
①Shouldfriendsbedifferentorthesame
②Iliketohavefriendswhoarelikeme/differentfromme.
③I’mquieterthanheis.CarolisreallyfunnyandmoreoutgoingthanIam.本课以素质教育为目的,结合教材重点、难点及英语学科特点,利用任务型教学,从听、说、读、写等方面使学生得到锻炼,在愉快、轻松的氛围中温故而知新,达到初步运用英语交际的能力 新目标英语新目标英语八年级(下)第10课说课稿文章来源莲山课件www.5YkJ.cOM
一、说教材
1、教材的地位和作用在单元第10课是一篇题为“MAKFOURWORLDMOREBEAUTIFUL的阅读教材,通过对环境保护这一话题的叙述增强学生环境保护的意识,懂得如何在日常生活中保护环境,文中主要运用现在完成时态的句子,其中也穿插了一般现在时和过去时,学生在特定的语境中感觉和发现英语时态的变化,从而达到正确运用英语的时态能力
2、教学目的教学大纲指出要从英语的学科的特点出发,激发培养学生的兴趣,帮助学生树立学习英语的信心,克服学习中产生的畏惧心理和困难,建立语感,掌握语言基本知识和技能
(1)知识目标这一课的知识目标很明确,就是围绕“环境保护”这一话题,继续学习和巩固现在完成时态的用法,利用本课所学习的话题,把功能与语法教学紧密结合一起
(2)能力目标本课首先利用课前问题(pre-readingquestions),启发学生利用已有的知识经验,对课文内容进行预测,就有关话题开展讨论,通过阅读验证自己的推测,吸取信息,掌握新的知识,丰富经验,从而达到独立阅读的能力
3、教材的重点、难点、关键
(1)重点本课重点在其运用完成时态的句子谈论环保这一话题
(2)难点对课文内容及时态含义的理解
(3)关键在于是否能突破难关,达到正确运用完成时态表达句意、理解全文的目标
4、对练习的处理全文分为三部分,每一部分安排几个问题供学生回答,让学生边阅读边理解全文从而锻炼了学生听、说、读、写四方面结合的能力
二、说教法为落实大纲的要求,为满足学生个性化的要求,培养学生听、说、读、写各方面的能力,教师应从多层资助、多角度、多侧面进行,具体从教学方法和手段的多样性,本课教学应以以下方面进行
1、阅读教学法通过阅读课文,就有关问题开展讨论,吸取信息,掌握新的知识,丰富经验,通过一两个问题,让学生边读边寻找答案,要求学生在阅读时尽可能多地掌握课文内容,了解课文大意,让学生再细读课文,就课文口头提出问题,对未教过的生词和习惯用语有的直接加以解释,有的鼓励学生推测其意思,养成学生“用脑思考”的习惯,具有独立阅读的能力
2、听、说、教方法通过听录音,对课文内容有最初的了解,从而有能正确回答老师对课文,提出的问题,讲解完后,还可通过录音,让学生的听力得到进一步的锻炼,还可让学生进行模仿练习,要语音和语调,,老师进行朗读指导,并让学生复述课文,达到英语教学中说的目标
3、辅助教学—电化教学化制作一些生动图片,如扔拉圾的、吐痰、画画在公共场所、砍树等破坏环境的场景,对应的保护环境的图片,如拾垃圾到垃圾费纸筒、种花栽树等,通过这些直观图片让学生正确运用完成时态表达句意及环境保护意识有所提高
4、对比教学通过损害环境和改善环境两方面进行对比教学 Unit7Wouldyoumindturningdownthemusic? I.教学目标 1.能使用目标语言礼貌的提出要求
2.能使用目标语言表示歉意
3.能写一张留言条
4..了解其它国家相关的文化背景
5.能比较熟练的使用目标语言写一封complaintletter 可供教师参考的任务型活动 Sample1:Showus 这是一个4-6人小组活动通过这个活动,使学生们进一步了解和感受目标语言的情景 把学生分成4-6人的小组分别预备一个他们在日常生活中碰到的令人生气的情景 操作建议
1.组织学生们一起思考描述这些情景所需要的语言如一组学生表演吸烟的情景,教师 可以提供一个范例WouldyoumindnotsmokingNotatall.I’llstoprightnow.
2.学生们开始在课堂上展示他们设计的情景教师引导其它学生用目标语言来描述这些情景
3.引导学生归纳目标语言 完成任务所需要的语言结构 WouldyoumindnotsmokingNotatall.I’llstoprightnow.Wouldyoumindturningdownthemusic OK.I’lldoitrightaway.Sample2:Opposites这是一个全班同学参与的游戏在完成游戏的过程中,学生们进一步熟练使用目标语言 操作建议 1.把全班同学分成两个大组(TeamATeamB) 2.教师与两个组的四位同学做一个示范Teacher:Wellwearegoingtopresentanexample.Makesurethatyouknowhowtodoit. StudentA1:Wouldyoumindcomingtoclassearly StudentB1:Wouldyoumindnotcomingtoclasslate StudentB2:Wouldyoumindtalkingsoftly StudentA2:WouldyoumindnottalkingloudlyWhenastudentfromTeamAmakesastatementastudentfromTeamBsaysasentencethatmeansalmostthesamethingbutusesoppositelanguage.Ateamgetsapointeachtimeateammembersaysacorrectoppositesentence.
3.确认全班同学都明确游戏规则后,开始活动教师可以自己做记分员,也可请一位同学承担 4.公布比赛的结果 完成任务所需要的语言结构 WouldyoumindnotsmokinghereWouldyoumindturningdownthemusicSample3:FinishthenoteonPage54这是一个两人小组活动通过两个人的合作,完成这张留言条目的在于通过这种指导性的写作练习,学生们能书面使用目标语言礼貌的提出要求操作建议 1.请一位同学读指示语确认每位同学都已清楚任务要求 2.把下面三个结构写在黑板上Wouldyoumind……Couldyou……haveto….. 3.简单说明这几种结构都可以用来提出要求与请求4.指导学生共同来观察五幅图中描述的情景
5.小组活动开始
6.请同学读本组的作品教师和其他同学可一起点评 完成任务所需要的语言结构 feedthedogcookingdinnergotothelibrary/returnthebooktothelibrary doyourhomeworkSample4:Writeapolitelettercomplainingaboutthreethingstoyournewneighbour这是在selfcheck中的一个活动这个任务基本上把本单元的目标语言都包含在内培养学生综合运用语言做事的能力操作建议
1.请一个学生读指示语
2.组织同学观察图片并讨论图片中让人气恼的事情
3.学生们开始自己的写作
4.邀请一些同学宣读自己的作品
5.师生点评 完成任务所需要的语言结构 本单元的目标语言Sample5:WriteaportfoliopagewiththetitleIcanstandit!这个写作任务是在前面几个任务的基础上,与学生的个人经历结合培养学生创造性地使 用目标语言,表达和描述自己内心的感受操作建议 1.布置任务2.学生在课下创作3.课上开展四人小组活动,互相交流作品4.各组推荐一份作品与全班共享5.师生点评 完成任务所需要的语言结构 本单元的目标语言 新目标英语八年级下Unit7课例分析 Unit7WouldyoumindturningdownthemusicSectionA2a~4 一.教学目标
1.学会提出请求
2.学会表示歉意 二.教学向导 语言功能语言目标 *提出请求 *表示歉意*Wouldyoumindmovingyourbike*Notatall.I’lldoitrightaway. *Couldyoupleasetakeoutthetrash*Sorry.I’lldoitrightaway. 语言结构重点词汇 *Wouldyoumind动名词结构 *情态动词could表请求*moveannoycutinlinewrongsize*rightawayinaminute 学习策略与思维技巧跨学科学习 *反思 *练习*人际交往 *社会意识
三、教学过程设计 *新课导入为了激发学生的爱好,引起学生的留意,电脑上放映出跟这个单元有关的单词或短语的图片当中有些是已经学过的,有些是新的,这样新旧穿插,即复习了以前的知识又能引起学生学习新内容的爱好接下来,分别跟不同的学生说CanyougivemethebookPleasegivemeyourbook.WouldyoumindgivingmethebookExplainthatthelastexampleisaverypolitewayofmakingarequest.Tellthewholeclassinthisunitwe’regoingtolearnpolitewaysofaskingpelpletodothings.从这导入正课 *新课的讲解 本课,我是从Unit7SectionA2a上到Exercise4Groupwork.根据课文的篇章结构,第一部分运用五个对话来表达如何提出请求和表示歉意,第二个部分是操练句型Wouldyouminddoingsth和Couldyoupleasedosth很自然的分成两个部分教学 第一部分我先利用多媒体教学手段展现了一幅幅色彩逼真,形象生动的画面,引出conversation中的单词和短语,然后学生听录音完成2a和2b然后让学生反复操练对话,让他们在情景中自由对话在老师设计的语言环境中,让学生了解该如何提出请求和表示歉意学习并把握如下生词dishyardwearjeansputongetoutofinaminute. 第二部分Task
1.通过两人合作,完成3a的留言条目的在于通过这种指导性的写作练习,学生们能通过书面使用目标语言礼貌的提出请求在这个活动中,老师先请学生读指示语,帮助每位同学明确任务要求然后指导学生认真观察五幅图中描述的情景接着在Sample2的基础上,重点练习Wouldyoumind…Couldyou…Haveto…句型最后请几个同学读本组的作品,老师和其他同学一起点评利用各种形式师生互问互答、分组对话、看图说话等反复操练句型,尽量让学生脱口而出通过这个活动学习并把握如下动词词汇washthedishesfeedthedogcookdinnergotothelibrary/returnthebooktothelibrarydoyourhomework. 充分调动了学生的积极性,吸引了全体学生的留意力,达到了教育、教学目的,培养了学生的思想素质、情感素质和英语语言素质 Task
2.反复操练和巩固应用为了调动学生的积极性,老师公布明天是学校开放日,届时会有很多外校教师和家长到校参观和听课集体讨论在学校开放日,需要做哪些工作,并将所需要做的工作的内容列表,为下一步作预备然后以小组为单位落实或分配所列出的工作,最后在全班进行汇报,看那组工作细致利用分组对话以及回答问题、调查采访等不同方式操练巩固使学生处于积极思维的状态之中,全方位、多角度地培养学生运用英语的能力把握和操练如下动词词汇和句型makeposterscleantheclassroomsetupchairsintheclassroomdesigntheblackboardwelcomethepeeopleattheschoolgatehandoutteachingplansorthebookstothepeople.Wouldyoumind…Couldyouplease…Please/Pleasenot…Youhaveto…Canyouplease…
四、板书设计板书的设计体现知识的板块结构,既有重点词汇,又有重要的语法现象和句型的归纳
五、反思本课以素质教育为目的,结合教材重点、难点及英语学科的特点,利用多媒体辅助教学,使学生听、说、读、写的能力得到全面提高让学生在愉快、轻松的氛围中温故而知新,达到初步运用英语进行交际的目的由于缺少经验,在教学过程中难免会出现不足,敬请各位专家和老师不吝赐教。