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Unit 1 How can we become good learners?
Section A（1a-1c）
Teaching Aims | 1.语言能力：学会用“by+v.-ing”表达自己学习的方式。 2.文化意识：懂得学习的意义。 3.思维品质：学习多层次、多角度、多元化地表达自己学习的方式。 4.学习能力：有意识地运用知识迁移策略来介绍自己学习的方式。 |
Teaching Difficulties |
学会用“by+v.-ing”表达自己学习的方式。 |
Teaching Aids |
A tape recorder ; CAI or multimedia courseware |
Teaching Procedures | Tips | |
Step 1 Free Talk | ||
? The T can introduce the topic of this unit and make Ss discuss the following two questions: Do you like English? How do you study English? ? The T can choose several students to share their answers and then the T can make positive comments and give encouragement.
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Step 2 Lead in | ||
? The T can show the pictures in the PPT and elicit the studying method in the picture from Ss. ? Present the target language beside each picture. The T can make Ss read the sentences in chorus. The T may focus Ss’ attention to the function structure by+ v.-ing . I study English ____ by working with friends. by making word cards. by asking the teacher for help. by reading the textbook. by working with a group. by listening to tapes. by going to the English Corner. ? The T can ask Ss the question: Do you study English in the following ways? The T can also personalize the question by asking “Do you have any other ways to learn English?” so that most Ss can be involved in the activity. Encourage Ss to use the target language. ---How do you learn English? ---I learn English by doing ...
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Step 3 Presentation & Practice |
The T can use this opportunity to encourage Ss to approach him/her if they need any help. | |
? 1a The T can make Ss talk about the picture in 1a. The T may use these prompts: Who do you think these three people are? What do you think they are thinking about? What do you think the two boys will say? ? 1a Make the Ss do the exercises in 1a and then the T can present the possible answers: Answer: doing grammar exercises reading aloud watching English movies and other programs using the Internet reading English books writing letters / e-mails in English to a pen pal keeping a diary in English ...
? 1b Listening Play the recording and make the Ss do the exercises in 1b and then the T can present the answers: Answer: 1.b 2.e 3.d
? 1b Listening The T may play the recording a second time and uses these prompts to have a brief discussion: How did the teacher feel when peter approached her for help? (answer : She was happy.) How does Tony’s mother feel when she thinks about he is listening to music instead of studying? (answer : She gets mad.) ? 1b Listening The T can play the video of the 1b and help Ss recognize the target language in natural speech.
? 1c Practice To give Ss guided practice using the structure by+v.-ing in speech, the T can encourage Ss to make conversation like this:
A: How do you study for a test? B: I study by working with a group. A: How do you study for a test? B: I study by… ? 1c Group work: Mime and guess To make it more interactive for Ss, the T can consider asking Ss to do this activity in groups of five to six. S1 can start by asking S2 “How do you study for a test?” S2 will mime his /her answer. The other Ss in the group can offer their guesses as to what S2 is miming. If one of them guesses correctly, S2 will nod and then say aloud his answer, e.g. “I study by reading the textbook.” It will then be S2’s turn to ask S3 “How do you study for a test?”, and so on. | ||
Step 4 Language points learning | ||
? how引导特殊疑问句，常用来提问by引导的方式状语。 ? by表示“通过……方法、手段”等。 by doing sth. 意为“通过……(方法、途径)做某事” ? by的其他用法： (1) 意为“在……旁”、“靠近” ?They are drawing by the lake. 他们在湖边画画 (2) 意为“不迟于”、“到……时为止”。 ?He will be all right by supper time. 他在晚饭前会好的。 (3) 表示方法、手段，可译作“靠”、“用” 、“凭借”等。 ?The monkey was hanging from the tree by his tail. 猴子用尾巴吊在树上。 (4) 用于被动句中，表示行为主体，常译 作“被”、“由”等。 ?English is spoken by many people. 许多人讲英语。 (5) 组成其它短语： by the way ：意为“顺便说”、“顺便问一 下”， 常作插入语。 ? By the way, where’s Lily? 顺便问一下，李丽在哪儿？ by oneself ：意为“单独”、“自己”。 ? I can’t leave her by herself. 我不能把她单独留下。 by and by ：意为“不久以后”、“不一会儿”。 ? By and by, more and more people began to study English. 不久以后，越来越多的人开始学英语了。 | The language points are for reference only. | |
Step 5 Summary & Homework |
The homework can vary with the specific conditions. | |
? Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. ? Homework: Preview the conversation in 2d. Do the exercises in students’ book. | ||
Teaching Reflection | This is the first period of the unit.So it is important to get the students to know what they will learn in this unit and their learning goals. At the beginning the teacher should teach the main structure “by+ doing",and get the students to practice it in listening and speaking. The teacher should encourage students to practice using the target structure more. | |
教 案
教学基本信息 | |||||||
学科 | English | 学段 | 初中 | 年级 | 九年级 | ||
单元 | Unit 1 | 课题 | How can we become good learners? | 总课时数 | 6 | ||
课时 | Section A (3a-3b) | 课型 | 阅读课 | 授课时间 | |||
教学目标及教学重点、难点 | |||||||
教学目标： At the end of the class, the students will be able to: 1. learn new words: expression, discover, grammar, repeat, note, physics... 2. learn to retell how Wei Fen improves her English. 3. overcome the difficulties and make great progress. | |||||||
教学重点： 1. Key vocabulary: expression, discover, secret, grammar... be afraid to do sth, because of, fall in love with..., look up... 2. Key sentences: a. The teacher spoke so quickly that I did not understand her most of the time. b. I also realized I could get the meaning by listening for just the key words. c. I want to learn new words and more grammar so that I can have a better understanding of English movies. 3.Structures: find it + adj.+ to do sth. so...that... ...so that... | |||||||
教学难点： Be able to understand the passage about the ways of learning English by reading. | |||||||
教学过程(表格描述) | |||||||
教学环节 | 主要教学活动 | 设置意图 | |||||
Step 1 Warming-up (PPT 3) | 1.Daily greeting. Check the previewing task. 2.Review the key sentences of last class. How do you study English? I study by ______________. | 对上节课所学的单词和句型进行复习，便于文章的理解，为本课学习做准备。 | |||||
Step 2 Lead-in (PPT 4) | Show Ss one picture about Wei Fen and talk about her. The girl is Wei Fen. What is she doing? Can you guess how she studies English? | 用图片引入本文的主人公，通过对她的讨论激发学生的好奇心，以此引入3a。 | |||||
Step 3 Pre-reading (PPT 5-9) | 1.Ask Ss to read the passage about Wei Fen quickly and answer the questions. 1.Why did Wei Fen find it difficult to learn English? 2.What did she do in English class? 3.What is the secret to language learning? 2.Check answers. | 通读全文，回答三个问题并且找出魏芬对于英语学习的态度。 | |||||
Step 4 While-reading (PPT 10-13) | Fast reading: Read 3a and match every paragraph with Wei Fen's attitude. Careful reading: 1.Read Paragraph 1 and fill in the blanks with proper words. 2. Read Paragraph 2 and complete the mind map. 3. Read the last paragraph and complete the table. | 每读一次都要完成相应的任务，以检测对文章的理解。通过问题设计，让学生带着问题阅读，提高他们的英语阅读能力以及解决问题的能力。 | |||||
Step 5 Post- reading (PPT 14-16) | 1.Rewrite 3a and fill in the blanks with the target languages. 2.Work on 3b. Complete the sentences with what Wei Fen learned from watching movies. Use words and phrases from the passage. | 练习文章的重点单词短语，便于学生记忆。 通过此活动，让学生对本课内容熟练运用。 | |||||
Step 6 Language points (PPT 17-22) | Explain the language points and ask Ss to read them. Point out the usages of the following. 1. find it + adj. + to do sth. 发现做某事很…… 2. be afraid to do sth. 害怕去做某事 3.a piece of cake和serves sb. right是英语中的两个习惯用语。 | 通过学生阅读使学生加深对重难点理解，培养他们的独立思维能力及口语表达能力。 | |||||
Step 7 Summary (PPT 23-35) | 1. Ask Ss to describe how they study English well. 2. Ask them to summarize the ways of listening, reading, writing, speaking, memorizing... | 通过总结，培养学生的归纳概括能力。 | |||||
Step 8 Exercises (PPT 36-40) | Practice the language points by these exercises. | 通过填单词、句型转换、完成句子等形式练习所学的语言点。 | |||||
Step 9 中考链接 (PPT 41-42) | Ask Ss to try to do some exercises from past exam papers. | 针对本课知识点精选中考题，引导学生学习过程中与中考链接。 | |||||
Step 10 Homework (PPT 43) | 1.Remember the words and phrases in this lesson. 2. Retell the passage after class. | 设计该作业主要使学生们对于课文的熟练运用，并从文章中学会如何学好英语。 | |||||
板书设计 | Unit 1 How can we become good learners? Section A (3a-3b) 1.Why did Wei Fen find it difficult to learn English? 2.The teacher spoke so quickly that I did not understand her most of the time. 3.I was afraid to ask questions because of my poor pronuncaition. 4.I want to learn new words and more grammar so that I can have a better understanding of English movies. | ||||||
教学反思 | 1.本节课是一节阅读课，遵循读前、读中和读后的设计思路。 2.通过本节课学习，引导学生学会概括文章大意，从文中学习一些学习方法并用在自己的学习中。 3.从中学习一些重要结构并熟练运用。 | ||||||
教 案
教学基本信息 | |||||||
学科 | English | 学段 | 初中 | 年级 | 九年级 | ||
单元 | Unit 2 | 课题 | I think that mooncakes are delicious! | 总课时数 | 6 | ||
课时 | Section A (1a-2d) | 课型 | 听说课 | 授课时间 | |||
教学目标及教学重点、难点 | |||||||
教学目标： At the end of the class, the students will be able to: 1.learn some Chinese and Western festivals and their celebrations: the Water Festival, the Dragon Boat Festival, the Chinese Spring Festival, the Lantern Festival, watch the races 2. give a personal reaction on the festivals. I love…I think/guess… I really like… 3. learn to use Objective clauses with that, if /whether. | |||||||
教学重点： 1. Key vocabulary: stranger, relative, pound… put on,wash away,in two weeks,sounds like fun,eat out 2. Key sentences: a. What a great day! b. Bill thinks that the races were not that interesting to watch. c. Bill wonders whether they’ll have zongzi again next year. 3. structure: Objective clauses:verb+that/if/whether… | |||||||
教学难点： Objective clauses with that, if /whether | |||||||
教学过程(表格描述) | |||||||
教学环节 | 主要教学活动 | 设置意图 | |||||
Step 1 Warming-up (PPT 3-9) | Lead-in 1. Show the pictures and ask Ss “What festival is it? ” 2. Make Ss read the festivals aloud and answer the questions ,then talk about the holidays. When is the festival? What do people often do on that day ? | 通过图片导入，在轻松的氛围中为本课的学习掀开了序幕,使学生了解本节课的新话题。 | |||||
Step 2 Presentation (PPT 10-11) | Work on 1a. 1. Ask Ss to look at the pictures ,and match them with the descriptions in 1a. 2. Make Ss talk about the festivals. | 通过课件出示的图片， 使学生认识和表达节日名称。 训练学生的口语表达能力，为听力提供素材。 | |||||
Step 3 Listening (PPT 12) | Work on 1b. 1. Ask Ss to read the sentences in 1b aloud. 2. Play the tape for Ss to listen and circle T or F. 3.Check answers in class. | 播放听力一遍后，完成1b。调动学生的积极性，提高学生的听力水平，为2a和2b的听力打好基础。 | |||||
Step 4 Practice (PPT 13-16) | Work on 1c. 1. Make Ss talk about the Dragon Boat Festival in pairs. 2.Ask Ss to say something about the other Chinese festivals with partners. -What do you like best about …? -I love the …. I think/believe that …. 3. Ask two students to practice the sentences and talk about their ideas. 4. Ask the ss to describe the things what they do on the festivals. | 听力之后，用1c的句型练习表达自己对于其他节日的观点，因此吸引学生的兴趣，培养学生的发散思维。 | |||||
Step 5 Listening & Pair work (PPT 17-20) | Work on 2a,2b and 2c. 1.Play the tape for Ss to listen to circle the correct words in the sentences in 2a. 2.Play again for Ss to check answers. 3. Play for the third time for Ss to listen and fill in the chart. 4.Ask Ss to listen again and complete the passage about Wu Ming's trip. 5.Make Ss role-play conversations between Wu Ming and Harry in pairs. | 这是一个听力输入过程，听力过后检查学生听得质量如何。而后将听力转化成一篇短文进行输出。 | |||||
Step 6 Role -play (PPT 21-26) | Work on 2d. 1. Ask Ss to listen to the conversation. 2. Make Ss read the conversation and tell “True” or “False”. 3. Read the conversation again and fill in the blanks. 4. Make Ss role-play the conversation in 2d in pairs. | 这是听力之后口语练习。练习的步骤： T---S S1---S2 … 创造一个的语言环境， 分角色表演对话，训练学生的语言综合运用能力。 | |||||
Step 7 Language points (PPT 27-32) | 1.Explain the other usages of put on, be similar to, throw at. 2. Explain the object clause and exclamatory sentence. | 讲解本单元的语言点，使学生从理解本节课的语法重点：感叹句和宾语从句。 | |||||
Step 8 Summary (PPT 33-34) | Ask Ss to summarize the phrases and the festivals. | 学生自己总结本节课所学知识, 培养学生英语言的归纳总结能力。 | |||||
Step 9 Exercises (PPT 35-37) | Show some exercises to practice the key words, the target language and key sentences. 1. the key phrases 2. the object clause 3. the exclamatory sentence. | 通过句填单词和单选等形式练习所学的重点句型。 设计这些练习题是为了让学生运用所学的语言知识点特别是宾语从句和感叹句。 | |||||
Step 10 Homework (PPT 38) | 1. Make a conversation about the Chinese Festivals. 2. Preview the new words we will use in the next lesson. | 编对话是为了练习对节日以及对节日活动的表达，巩固当堂所学的内容，牢固掌握所学知识。预习作业是为下节课做准备的，同时可以培养学生的自学能力。 | |||||
板书设计 | Unit 2 I think that mooncakes are delicious! Section A (1a-2d) the Water Festival the Dragon Boat Festival the Chinese Spring Festival the Lantern Festival 1.I think that mooncakes are delicious. 2.Bill wonders whether they'll have zongzi again next year. 3.I wonder if it's similar to the Water Festival of the Dai people in Yunnan Province. | ||||||
教学反思 | 1.本节课听说课话题为节日以及节日活动。 2. 本节口语练习内容较难，学生练习时运用课件多参考提示语。 3. 教学过程中要强调表达观点时用宾语从句， 也可以用感叹句。这是本单元的重要语法。 | ||||||
初三上学期英语教学计划
一、教学指导思想
在本学期的英语教学中，坚持以下理念的应用：
1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神；
2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础；
3、突出学生主体，尊重个体差异，让学生在老师的指导下构建知识，提高技能，活跃思维，展现个性。
4、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功；
5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。
总之，以“英语课程标准”为宗旨，适应新课程改革的需要，面向全体学生，提高学生的人文素养，增强实践能力和创新精神。正确把握英语学科特点，积极倡导合作探究的学习方式。培养学生积极地情感态度和正确的人生价值观，提高学生综合素质为学生全面发展和终身发展奠定基础。
二、教学工作目标和任务
1、教材分析
本教材各单元话题灵活，贴近生活实际。本册书将学习的一些语法知识点有：一般将来时、过去进行时、现在完成时、间接引语、时间状语从句、条件状语从句、反意疑问句等。同时每个单元后都提供了一篇阅读文章，用以训练学生的阅读能力，扩大学生的阅读量。
2、教学总目标
能听懂教师对有关熟悉话题的陈述并能参与讨论。能读供学生阅读的简单读物和报纸杂志，克服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。能与他人合作，解决问题并报告结果，共同完成学习任务。能在学习中互相帮助，克服困难。能合理计划和安排学习任务，积极探索适合自己的学习方法。使学生的思想认识有一定的提高，能热爱自己的家，孝敬父母亲，在学校能尊敬老师，团结同学，还着重培养热爱祖国的感情。
具体目标：
1）听力任务：
培养学生“听”的能力的语言材料是从现实生活中提取的。在开展听力训练过程中提高语言运用的能力，使学生能根据语音和语调理解说话人的意图，听懂关于不同话题谈话内容，并能从中提取信息和反馈观点。
2）口语任务：
通过情景对话、用英语表演短剧、做采访、与他人进行讨论的训练，使学生的口语技能达到语音标准、语调自然、恰当 ，并进行得体的交际。
3）阅读任务：
从提供大量简短的段落描述开始，发展到以故事和短文为主的阅读材料，提出明确的阅读目的和要求，通过阅读训练提高诸如推断、理解生词的含义，找出文章的主题，理解段落中各句子之间的逻辑关系，对故事情节的理解，预测故事情节的发展和可能的结局等方面的阅读能力。
4）写作任务：
紧密联系阅读任务，往往由阅读材料导出写作任务，并且提供详细的写作指导步骤。写作训练从模仿范例写句子入手，由简到繁，由易到难，最终使七至九年级毕业生具有可以独立起草短文、短信来描述人物和事件的写作能力。
三、教情和学情分析
1、教情分析
教材采用了交际性话题探究和功能任务型学习的编写模式。通过每个单元的学习，让学生学会就每个话题展开探究学习，并在教学过程中进行听、说、读、写的各种任务型学习。如：英语角活动，与外国朋友通信，写电子邮件，唱英语歌，做英语游戏等。真正把语言学习与现实生活结合起来，让学生用所学语言做事情，在学英语中用英语，学用结合，学以致用，同时加强了学生的合作学习精神。
新课标、新教材、新环境、新要求给教学工作带来新的挑战。我校良好的人际关系，先进的教育理念，爱的氛围为教育教学提供了理想的育人环境。同时，备课组成员和睦相处为教学提供了共同进步的保障。
2、学情分析
九年级共有**个教学班，共有学生人数**人，其中男生**人，女生 人。通过初中两年的英语学习，大多数学生已能听懂有关熟悉话题的语段和简短的故事。能与教师或同学就熟悉的话题交换信息。能读懂短篇故事，能写便条和简单的书信。但由于各种因素的影响，学生发展参差不齐。有少数学生因为基础不够好，学习很吃力而自暴自弃，有的因此扰乱课堂次序，这给教学带来不少困难。另外，有些学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；有些同学在学习中缺乏小组合作意识；大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性；不善于发现和总结语言规律，不注意知识的巩固和积累；
四、完成目标和任务的具体措施
1、教学常规方面
1）搞好集体备课，认真钻研教材教法，把握重点、难点、有的放矢地进行教学。精心备课，认真上好每一堂课。确定每堂课的基础内容，预备内容和拓展内容，满足不同层次学生的不同需求。
2）要充分利用现代教育技术，利用计算机和多媒体教学软件，探索新的教学模式，开发英语教学资源，拓宽学生学习渠道，改进学生学习方式，提高教学效果。
3）多与学生沟通，了解学生学习状况和需求，及时改进教学中存在的问题和不足。
4）让学生在课堂上更多地使用英语，这样可以帮助学生对新语言建立自信。教师可以提问，并要求学生全部用英语回答。
5）注重个别辅导，在面向全体学生的基础上，培优补差。对后进生进行专门辅导，布置单独的作业，让他们在小进步，小转变中体味学习的快乐，树立学习的自信，尽快成长起来。
6）坚持日测、周测、月测的形成性评价制度：对英语学习实行量化制度，每日、每周、每月都要给学生检验自己努力成果的机会，让进步的同学体会到成就感，让落后的同学找出差距，感受压力。由此在班里形成浓厚的学习氛围，培养学生健康向上的人格和竞争意识。关注学生的情感，营造宽松、民主、和谐的教学氛围。
7）实施"任务型"的教学途径，培养学生综合语言运用能力。
8）在教学中根据目标并结合教学内容，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、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。
9）加强英语教学的听力训练，听、说、读、写四种能力是相互依赖、紧密联系的。说的能力很大程度上依赖于听力，大致以五个不同的方式进行：1、课堂用语；2、注意新语言的发音；3、利用好录音带；4、作好听力练习；5、定期进行听写训练。
10）加强英语教学的口语训练，有效地进行操练、对话及交际活动
11）针对学生阅读能力差的问题，本学期进行阅读能力训练，每周阅读三篇英语短文，并准备专门的阅读摘抄本，定期检查。（要求：翻译并摘抄新词汇、优美句子等）
12）提高家庭作业设计的艺术。作业设计不能局限在抄写单词短语课文等项目，要布置有针对性和实用性的任务。如用当天学过的词、短语、句型造句等，并定期或不定期的检查家庭作业，一定要提高家庭作业的质量。
2、自身学习方面
不断学习，加强自身素质和业务能力的提高。钻研新课标，提高自己的教学水平，真正做到教学相长，努力提高教学质量。
坚持每天学习教育教学新理论，做好学习笔记，并及时进行反思，提高自己的理论知识，形成自己的理论体系。
3、课题研究方面
积极参加课题的研究与探索，结合学校 “异质构组、自主互动、专项辅导”的大课题，进行小组合作学习，合作探究共同进步。利用好活动课时间做好课外实践活动，开展课外学习小组。积极开展丰富多彩的英语活动，提高学生兴趣。如英语演讲比赛、单词听写比赛、朗读比赛、英语手抄报比赛、学唱英文歌曲等。
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