八年级英语上册优秀教学设计

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Unit4HesaidIwashard-working.







一、知识点拨

I．Language Goals

·学会间接引语的基本结构与用法

·学会转述他人的语言

·学会进行简单的评价

II．Key Words

1．mad adj．极为愤怒的；十分恼火的

She was mad with me for losing my keys．她为我丢了钥匙而生我的气。

2．anymore adv．再；还（用于否定句）

He doesn't come here anymore．他再也不到这儿来了。

3．however adv．无论如何

He can answer the question however hard it is．不管问题有多难他都能回答。

4．suppose v．假定；认为；料想；期望

What do you suppose you will do after school? 你放学后想干什么?

5．nervous adj．紧张的；神经质的

I felt very nervous when I went into his office．

当我走进他的办公室时，我感到很紧张。

6．semester n．一学期；半年

We will have ten subjects in this semester．这个学期我们将学十门功课。

7．disappointing adj．令人失望的

Maybe this news is disappointing ．也许这是一个令人失望的消息。

8．be supposed to 认为必须；认为应该

You are supposed to be successful．你应该成功。

9．get mad 变疯；变得着迷

She gets mad about going to dance．她对跳舞着了迷。

10．get over 恢复，克服困难

Can we get over this difficulty? 我们能克服这个困难吗?

III. Key Sentence Structures

Direct speech
Reported speech

I am mad at Marcia．
  She said she was mad at Marcia．  
I am having a party for Lana．  She said she was having a party for Lana．
I go to the beach every Saturday．  He said he went to the beach every Saturday．
I will call you tomorrow．  He told me he would call me tomorrow．  
I can speak three languages．  She said she could speak three languages．
  


二、学习自评

1．Listening Comprehension

（A）Listen and number the pictures．



1．　　　　2．　　　　3．　　　　4．　　　　5．　　　　　　　　　

（B）Listen to the conversations, first fill in the chart and then choose the right answers．

Names
Places
Weather
  What did B do this What are they going to do spring?  What are they going to do this weekend?
A
Beijing
Summer
1．     
\
5．           
　           

B
2.   
Summer
3．      
4．        
            






（　　） 6．The first speaker likes        best, but        is the second speaker's favorite season．
A．spring, spring　 B．autumn, spring　C．spring, autumn

（　　） 7．It is often        in summer in London．

A．rainy　          B．windy　         C．cold

（　　） 8．In the dialogue it is        now in Beijing．
A．summer           B．winter　        C．autumn

（　　） 9．This spring the second speaker went to plant trees with       .
A．his classmates　 B．his parents　   C．John

（　　） 10．The first speaker is going to        this weekend．
A．water the trees  B．plant trees　   C．the Great Wall



II．Vocabulary

Choose the words to fill in the blanks with proper forms, according to the sentences．

can,　　fight,　　idea,　　sure,　　be,　　sorry

  


1．I had a 　　　　 with my friend, and he didn't talk to me．


2．I didn't think it was a good 　　　　 for her to copy my homework．

3．Yesterday Jack told me he was 　　　　 he'd got mad．

4．I was 　　　　 it was much better if I did my own work．

5．The good news is that my teacher said I 　　　　 hard-working．

6．My science teacher said I 　　　　 do better．

III．Choose the correct answers．

（　　） 1．I have some        news for you．Mary can't come to see the movie with us．
A．disappointed　  B．disappointing　  C．interested    D．interesting

（　　） 2．I am not good at Chinese so I have a        time when having Chinese classes．
A．hard　          B．good             C．nice          D．easy

（　　） 3．My mom said it was        better than having a meeting．

A．more　          B．some             C．fewer         D．much

（　　） 4．I am happy you are well and in good        .
A．healthy         B．health　         C．balance　     D．place

（　　） 5．What do I have to do        I want to be thinner?
A．if　            B．since            C．while         D．until

（　　） 6．When Bill got home, he said to his mom he        really hungry．
A．is　            B．was              C．will be　     D．be

（　　） 7．─ What did Gina say?

   ─ She said she        a surprise party for her mother．

（　　） 8．The teacher said Lisa        do all her homework．
A．doesn't         B．won't　          C．isn't　       D．didn't

（　　） 9．Please remember to        the lights when you leave．
A．turn up　       B．turn down　      C．turn off　    D．turn on

（　　） 10．Again and again the doctor        the crying girl, but he couldn't find out what was wrong with her．
A．looked for　    B．looked after　   C．looked over　 D．looked out



IV．Choose the right words to fill in the blanks．

Dear Grandma,

How's it going? I hope that Grandpa is  1  now．I was sorry to hear that he had a cold last week．I hope you are in good  2   .

Things are fine here．I finished my end-of-year exams last week, and got my report card today．I always get nervous when I see the envelope  3  school in the mail, but luckily I did OK this time．I  4  a really hard time with science this semester, and I wasn't  5  to find that my worst report was from my science teacher．She said I was lazy,  6  isn't true．It's just that I find science really difficult．Another disappointing result was in history．My history teacher said I could do  7  , The good news is that my math teacher said I  8  hard-working．And my Spanish teacher said my  9  was good．Well,  10  about all the news I have for now．Mom and Dad send their love．

Love,

Alan  

（　　）1．A．good　     B．well　    C．nice　      D．health

（　　）2．A．ways　     B．healthy　 C．health　    D．voice

（　　）3．A．of　       B．to　      C．at　        D．from

（　　）4．A．had　      B．gave　    C．took　      D．made

（　　）5．A．excited　  B．exciting　C．surprising　D．surprised

（　　）6．A．which　    B．what　    C．when　      D．why

（　　）7．A．worse　    B．best　    C．better　    D．worst

（　　）8．A．has been　 B．were      C．was　       D．am

（　　）9．A．listening　B．listens　 C．listen　    D．listened

（　　）10．A．they're　 B．it's　    C．there're　  D．that's

V．Form sentences．

1．said, was, at, Marcia, history, mad, she

                                             

2．last week, cold, Grandpa, had, a

                                             

3．she, would, to, house, Lisa's, on, night, Friday, go, she, said

                                             

4．asked, to, why, her, wanted, that, do, I, she

                                             

5．Linda, she, upset, report, about, card, her, said, was

                                             
VI．Reading comprehension

（A）

Long ago, people in Rome talked to one another in Latin．Pupils in school learned to read and write in Latin．Books were in Latin too．Some Romans went to other parts of the world so they took their language with them．Soon Latin was used in many countries and it became a world language．

People in other countries did not talk in Latin the same way．In each land, they changed the language a little．As time went by, they made more changes．At last they did not talk in Latin any more．New languages had come from the old one．

People do not talk to one another in Latin today．But they still use many Latin words．You do, too．Street, wall, city, and salt are some of the Latin words we use．You are a pupil in school and you know pupil is also a Latin word．It means “little doll”．

（　　）1．Latin was used by people in        .

A．Rome　 B．the United States

C．Greece D．Texas

（　　）2．The word “they” in the second sentence of last paragraph means        .

A．languages　B．Latin words．　C．people　D．countries

（　　）3．Which of the following does this story lead you to believe?

A．It is not good to change a language．

B．Pupils in schools today play with dolls．

C．Not many people can read Latin today．

D．All the Latin words have been changed．

（　　）4．When Latin was taken to other countries,         .

A．in each land, people talked about each other

B．in each land, people changed the language a little

C．in each land, children had to speak some Latin

D．in each land, people liked Latin very much

（　　）5．The main idea of the whole story is that        .

A．Romans did not like to stay home

B．people in old Rome talked a lot to each other

C．Latin is the first language in the world

D．Latin changed as it moved from land to land

（B）

A friend of mine named Paul received an expensive car from his brother as a Christmas present．On Christmas Eve when Paul came out of his office, a street urchin （顽童）was walking around the shining car． “Is this your car, Paul?” he asked．Paul answered, “Yes, my brother gave it to me for Christmas．” The boy was surprised．“You mean your brother gave it to you and it didn't cost you anything? Boy, I wish... ” he hesitated．Of course Paul knew what he was going to wish for．He was going to wish he had a brother like that．But what the boy said surprised Paul greatly．“I wish, ” the boy went on, “that I could be a brother like that．” Paul looked at the boy in surprise, then he said again, “Would you like to take a ride in my car? .... Oh yes, I'd love that．” After a short ride, the boy turned and with his eyes shining said, “Paul, would you mind driving in front of my house?” Paul smiled a little．He thought he knew what the boy wanted．He wanted to show his neighbors that he could ride home in a big car．But Paul was wrong again．“Will you stop where those two steps are?” the boy asked．

He ran up to the steps．Then in a short while, Paul heard him coming back, but he was not coming fast．He was carrying his little crippled （残疾）brother．He sat him down on the step and pointed to the car．“There she is, Buddy, just like I told you upstairs．His brother gave it to him for Christmas and it didn't cost him a cent．And someday I am going to give you one just like it... then you can see for yourself all the nice things in the Christmas windows that I have been trying to tell you about．”

Paul got out and lifted the boy to the front seat of his car．The shining-eyed older brother climbed in beside him and the three of them began an unforgettable holiday ride．

（　　）1．The street urchin was very surprised when        .

A．Paul received an expensive car

B．Paul told him about the car

C．he saw the shining car

D．he was walking around the car

（　　）2．From the story we can see the urchin        .

A．wished to give his brother a car

B．wanted Paul's brother to give him a car

C．wished he could have a brother like Paul's

D．wished Paul could be a brother like that

（　　）3．The urchin asked Paul to stop his car in front of his house        .

A．to show his neighbors the big car

B．to show he had a rich friend

C．to let his brother ride in the car

D．to tell his brother about his wish

（　　）4．We can infer （推断）from the story that        .

A．Paul couldn't understand the urchin

B．the urchin had a deep love for his brother

C．the urchin wished to have a rich brother

D．the urchin's wish came true in the end

（　　）5．The best title of the story is        .

A．A Christmas Present

B．A Street Urchin

C．A Brother Like That

D．An Unforgettable Holiday Ride

VII．Writing

This is your end-of-year report and please write a letter to your aunt in the US and tell her what your teacher says about you．



三、相关信息

Young people can have problems with their minds．Some students become worried because they have to study very hard．Others have trouble getting on well with people like their parents and classmates．

Jiu, a Junior two student from Hefei, could not understand his teacher and was doing badly in class．He became so worried about it that he started to cut his finger with a knife．

Another student, 14-year-old Yan from Guangzhou, was afraid of exams．She got very worried in one, and when she looked at the exam paper, she couldn't think of anything to write．

A recent report says about 18 percent of teens have mental problems．Their troubles include being worried and very unhappy, and having problems in learning and getting on with people．

Many students who have problems won't go for advice or help．Some think they will look stupid if they go to see a doctor．Others don't want to talk about their secret．

An expert on teenagers has the following advice for teens．

·Talk to your parents or teachers often．

·Take part in group activities and play sports．

·Go to see a doctor if you feel unhappy or unwell．

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Unit8Howwasyourschooltrip?教案







I. 课前分析：

本单元主要围绕学校郊游这一话题，让学生大量练习过去式的用法。Section A主要谈论郊游中有趣的事情， Section B 谈论倒霉的或无聊的事情。让学生体会不同的情况下如何表达自己的感受。在教学设计中要注意由易到难，循序渐进的进入，避免操之过急给学生造成学习障碍。

II. 学情分析：

学生在进行活动中很可能会出现没话说，或说不出来的的情况。如在进行自主对话或讨论的时候，不能找到合适的话题。

III. 解决方法：

在讲课的过程中，注意培养学生的发散思维与创新意识，鼓励他们好的想法，注重一些活动的累积。

IV. Teaching Aims:

1. Knowledge Target:

a. Inspire the students to enlarge their visual field about all kinds of activities.

b. Encourage students to talk about events in the past freely and happily.

2. Ability Target:

a. Help the students to improve the abilities of listening, speaking, reading and writing, especially listening and speaking.

b. Make the students have a further impression of simple past form.

Moral Target:

a. Inspire the English--learning beginners to learn the language step by step.

b. Help students to share their sweet and unforgettable memories with others.

V. Important Points:

Sentence pattern: What/ Where/ When did you do...?

                  I did...

VI. Difficult Points:

a. the past form of the verbs.

b. Let students ask and answer the events in the past.

VII. Teaching Strategies:

a. Task-based approach

b. Situational method

c. Audio-lingual method

VIII. Teaching Instrument:

Recorder

Multi-media computer

IX. 课时分配

第一课时：Section A

第二课时：Section A

第三课时：Section B

第四课时：Section B

第五课时：Self Check , 总结

X. Teaching Process

Period One

Step 1: Greeting

Step 2: Grammar

Give students some verbs. Ask them to change these verbs into past form. At last ask them to sum up the rules.

play—played，   visit—visited

study—studied， use—used

go—went，       have—had

is—was，        are—were

do—did，        take—took

see—saw，       eat—ate

buy—bought，    fly—flew

Step 3: 1a

1. Free Talk: If we will have a school trip this weekend, what do you want to do? (Ask students to think out as many activities as they can. Write them on the blackboard. )

2. Change these activities into the past form.

3. Pair work

Ask your partner what he did last school trip using the sentence pattern “Did you do...?”

Step 4: Listening 1b

Listen and circle the activities in the box. Ask students to repeat after the tape.

Step 5: Pair work

Practice the conversation of 1b.

Step 7: Homework

Make sentences with the activities in 1b.

Period Two

Step 1: Sing a song

Step 2: Greeting

Step 3: Guess game (review “Did you do...”)

Did you have a good time last weekend? Do you remember our homework for last Friday? Yes, go to anywhere you like and take some souvenirs with you when you comeback to school. Ok, now take out your souvenirs and let other students guess what you did last weekend. You can use the sentence pattern “Did you do…?” to guess.

Step 4: Listening 2a, 2b

You had a good time last weekend. What about our friend Tina? Where did she go last weekend? What did she do? Let`s listen to the tape. Open your book. Turn to page 48. First Let`s listen and check the questions you hear.(listen for the first time) Now this time try to find out what Tina ,Toby and Laura did.(listen for the second time) Then check the answers. At last, correct the statements of 2b.

Step 5: Practice

Work in pairs. Use the listening form to practice “What did ...do?”

Step 6: Dialogue

Now you know what our friend Tina did last weekend. But I really want to know what you did last weekend. Make a dialogue about your last weekend. Tell us what you did , where you went, who you went with or met. Work in groups.

Step 7: Reading 3a

You had fun last weekend. So did Class 9. Do you want to know what Class 9 did and where they went? Ok, open your books. Let's read the article about Class9`s school trip. First, read together. Find out the sentences you can't understand. Do you have any questions? Ok, now read by yourself. Try to remember what Class 9 did. Pay more attention to “First”, “Then”, “After that” and so on. Later we will retell Class 9`s school trip. Let's see who has a good memory. Ask students to retell it.

Step 8: Circle Story

The students of Class 9 enjoyed themselves on the school trip. If you could do anything you like in the past, what would you do? Let's make up a story according to the clues on the blackboard. Each student adds one or two sentences. You needn`t to prepare. Make a story one by one. At last the teacher makes a conclusion.

Step 9: Homework

Write a composition about your last weekend.

Period Three

Step 1: Greeting

Step 2: 1a

1. Ask students what activities they do not want to do on weekends.

2. Finish 1a. Then talk about the reason.

Step 3: 1b pair work

Work in pairs. Discuss the activities they don’t want to do.

Step 4: 2a, 2b Listening

1. Play the recording the first time. Students only listen.

2. Play the recording a second time. This time ask students to finish 2a.

3. Play the recording a third time. This time ask students to finish 2b.

4. Check the answers.

5. Ask students to read after the tape. If the sentence is important, ask one student to write on the blackboard.

Step 5: 2c Pair work

Work in pairs to talk about your last day off.

Step 6: Homework:

Write a composition about your last day off.

Period Four

Step 1: Leading in

Check homework.

Step 2: Pre-task

SB Page 63, 3a.

Call attention to the magazine article .Ask a student to read it.

Ask Ss to make a list of the New Year's resolutions in this article.

Check the answers.

Step 3: While-task

SB Page 63, 3b.

Have Ss turn back to Page 62 and call on some individuals to say each person's name and what that person's resolution was. Then ask some other Ss to tell how each person was going to make his or her resolution work.

Point to the magazine article in activity 3a .Ask Ss to write an article like this one.

Step 4: Post-task

SB Page 63, 3c.

Ask some Ss to tell the class about their New Year's resolutions.

Then ask Ss to write about their resolutions on their own.

SB Page 63, Part 4.

Divide Ss into small groups to do the activity.

Ask some groups to write their plans on the Bb.

Step 5: Self checks

Ask Ss to finish the self check on their own.

Step 6: Homework

Write the article in activity 3c on the exercise books.

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Unit3教学设计

辽宁省营口市第一中学 王岩

第一课时 【任务设计】 1．秋游。 2．国庆节计划。 3．旅游咨询。 【教学对象分析】 本课的学习任务是谈论未来计划，为了使学生能够顺利地完成这个任务，需要教师引导学生总结回顾上学期所学的有关假期活动的词汇，之后教师再利用这些材料以旧引新，达到熟练之后再进行交流。 【教学目标设计】 1．语言目标：掌握单词：babysitting， plan，at home；句型：What are you doing for vacation? When are you going? 2．语言技能目标：能运用英语自如地谈论未来计划或行动。 3．情感态度目标：通过合作学习，培养学生的集体意识；通过假期旅游，培养学生对本土文化的热爱。 【教学过程设计】 1．导入的设计。 教师可以将事先准备好的挂历向学生展示，用手指向下周六，用 be doing sth．句型向学生介绍学校要组织的秋游活动，将问题 What are you doing on Saturday? 呈现给学生，并且引导和帮助学生做出回答。 2．讨论未来计划的设计。 学生在教师的带领下已初步掌握谈论未来的句型，此时可以利用多媒体，引导学生认知和熟悉有关外出或旅行的词语，之后再让学生做自己的节日计划，说出自己要去的地方和要做的事情。 【教学媒体运用】 利用多媒体在真实的语言环境中，让学生了解词汇、短语和句型。挂历的应用使学生能够更直观地了解过去、现在与将来的区别。 【课堂教学过程设计】 Teaching Procedures Task1: School trip Purpose：Let the students practice the target language in spoken conversation. Steps Teacher's Activity Students' Activity Step 1 Show the students a calendar and ask some questions. Look and answer the teacher's questions. Step 2 Ask several pairs to ask and answer in pairs. Work in pairs and talk about the school trip. Step 3 Tell the students to give their advice and suggestions. Share their opinions with their classmates. Task 2: Plans of National Day Purpose：Let the students learn to talk about their future plans. Steps Teacher's Activity Students' Activity Step 1 Play a video. Introduce the key words. Make a list and add some more. Work in pairs. Step 2 Ask the students to make their own plans of National Day. Talk about their own plans. Step 3 Ask some groups to give reports. The leaders show the surveys. Task 3: Travel services Purpose：Let the students practice the target language. Steps Teacher's Activity Students' Activity Step 1 Have one student present the problems. Other students give some advice. Step 2 Let the students have a role play. Work in groups, and talk about travel services. Step 3 Teach them an English song. Sing the English song together. Assignment：Make a schedule for the weekend.

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Unit5Canyoucometomyparty?第二课时

长春市第八十七中学 张媛

【教学设计说明】 Unit 5 Can you come to my party? 是《义务教育课程标准实验教科书英语(新目标)八年级(上)》的一个单元。本单元学生将要学习礼貌地发出、接受、拒绝邀请，谈论自己必须做的事情，并合理安排自己的活动。在本单元的第一课时，学生已经初步了解了如何向别人发出邀请的“Can you...?”句型，如何接受邀请“Sure，I'd love to.”和拒绝邀请“I'm sorry．I have to ...”的句型。本课时，学生将继续练习如何在真实的语境中运用本课的话题。 我的教学思路是：从生活中的话题入手，设计任务，层层推进，激发学生继续学习的兴趣，培养学生综合运用语言的能力。 【教学目标】 在教师创设的情景下，在与同伴相互交流的过程中，通过发出邀请、拒绝或接受邀请，练习礼貌地使用本课的目标语言。学会将所学的语言运用到真实的交际生活中去。 【本课重难点】 学会礼貌、自如地发出邀请、拒绝邀请或接受邀请。 【教具】 录音机、粉笔、黑板。 【教学过程】 1．从生活中的话题入手，激活课堂，导入新课。 Step 1：Free talk (1) Talk about every day activities． 讨论家人每天的活动，每个学生至少说出一个。教师将这些活动的短语写在黑板上。 例如：visit my friends，babysit his sister，rent the vcds，go to the dentist，have a piano lesson，study for the English test，etc． (2) Make sentences． 用黑板上的词造句，每个学生至少做一个。 For example：I can't visit my friends，because I have to study for the test． 2．设计任务，层层推进，形成能力。 Step 2：Task Pre-task (1) Listening 2a & 2b (2) Pairwork Student A invites his/her partner to do something．Student B declines he／her invitation and give reasons． Task circle：Every student invites at least five classmates to do something． 每个学生至少成功邀请 5 个同学做事情，如邀请不成功，需写被拒绝的理由，最后完成下表。 Name Reason Mary has to help her parents Lucy Sure ... ... ... ... ... ... 完成任务所需要的语言结构： Can you come to ...? Sure，I'd love to． Sorry，I can't．I have to ... That's too bad．Maybe another time． Thanks for asking． Post-task： (1) Tell your neighbor who accepts your invitation and who refuses your invitation．Why? (2) Write a short passage． For example： Mary can't come over to my home，because she has to help her parents．But Lucy can come here．She is free． 3．布置实用型作业，激发学生继续学习的兴趣。 Step 3：Homework Design an invitation card．Invite your friends to have a barbecue on weekend．Tell them the time and place． 【教学反思】 本课的教学比较成功，学生在完成任务的过程中能够将所需要的语言进行熟练的运用。达到了教师预期的教学目标。语言学习具有很强的实践性，学生用外语交际的能力只有通过大量的语言实践活动才能得到培养和提高。新的英语课程标准倡导任务型教学模式，让学生积极地进行体验参与。英语课堂教学应该遵从这一原则，注重语言的实践性特征及学生的体验性和实践性，使学生真正成为教学过程的主体。

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说课材料

—— Unit 4 How do you get to school? (Period 3)

吉林省吉林市龙潭区乌拉街镇卢家中学 姜祥熙





   

作为一节英语教学竞赛用课，我主要从对这节课的定位、任务目标、教学环节设计、独特的创意和对突发事件的应对等几个方面来说一下这一节课。



一、对本节课的定位



作为一名从事初中英语教育有近八年的教学实践的青年教师，我认为在“新课程标准”和“新基础教育”的理念的指导下，这节课应该既能够让学生的学习有意义，也能够让教师在扎实、充实、平实、真实的授课过程中真正享受到，“教学作为一个创造过程的全部欢乐和智慧的体验”。同时，本单元是以话“交通”题材为教学主要内容的新目标（Go for it）教材典型设计，借助本单元可以给学生在学习方法上以很好的指导，并可以在小空间内进行大规模的扎实、有效的训练。



二、任务目标的确定



本单元的教学任务是在“交通(transportation)”这一话题下，让学生学会谈论“交通”（包括不同的交通方式，到某地的距离以及以某种交通方式到某地所花费的时间等），学习一些文化常识，掌握一定的学习方法，并在大量的、有效的训练中提高学生的听说读写等基本能力。



三、教学环节的设计思路



本着整体划一，循序渐进，高效有序，并在教学中能不断地深化教学的设计思路来安排本节的每一个环节。



（一）整体划一



在本节课中，对于“整齐划一”可以从两点来说明: 首先，本人一直认为作为语言教学，听说读写等能力的训练应该是一个整体，不可分割开来的，因此在教学设计中可以说一个话题，一个训练都蕴含着各种能力的培养；其次，在教学中每一节课都是独立的，但在我的教学设计中每一节课不仅可以独立，更重视它在单元教学整体中的地位与作用。与每一节课内衔接一样，单元教学的整体衔接也很重要。



（二）循序渐进，高效有序



本节课从简单的对“How do you get to school in the morning?”的询问入手，引入对重要课文Section A 3a 的复习。通过学生复述这段文字，重点巩固由“How, How long, How far”引导的谈论交通话题的重要句型，并提炼相关的信息形成新的对话，为下一环节作铺垫。即课文Section A 3b 的训练，通过第一、二人称来谈论交通话题的训练，拓展到以第三人称来谈论他人的交通话题，进而让课文Section B 2a, 2b, 2c 的学习水到渠成。然后完成对本节课学习的测试，进行归纳总结本节课的要点。最后，作业一中让学生来完成交通方式的图片收集，是对本节内容的进一步深化；作业二中要求学生做一个调查，并形成调查报告，实际上和测试二一起构成了对Section B 3a 的有效预习。



总之，本课从课本入手，用课本内容引出一系列的活动，最终又导向课本，环节紧扣，层次清晰。



四、独特的创意



本节课的设计中，具有独特创意的地方，可以从以下几个方面来说：



第一、独特的环节设计



首先面向全体学生进行简单的复习，目的在于巩固几个基本句型。然后把课本中阅读的短文用复述和听力的方式引入，别出心裁。其主要目的在于营造较轻松的语言环境，缓解部分学生对于说写等输出环节的畏惧心理。接下来，从大量的听说引入读写，给学生铺垫知识的过程。既练习口头表达，又巩固了读的成效。教学步骤中每一步都将成为下一教学步骤的铺垫，在每一步骤中，教师设计具体任务，让学生参与到课堂互动中，并完成具体的任务。整个课堂设计由浅入深，循序渐进，难度过渡非常自然。



第二、独特的课程深化



全面展开训练，重点集中突破，中考真题帮辅，课结影响未尽。首先，在常规的训练之后，又用中考真题来重点训练和巩固所学，不但给学生对本节课的理解有更深一步的认识机会，更为学生的长远学习打下了坚实的伏笔。其次，在对交通的表达方式上的深化，采用了系统归纳，并用同意表达的形式进行训练，有层次，有实效。



第三、独特的思维能力训练



着重思维能力的训练，围绕话题进行多方面的扩展性的练习，并充分地利用 Listening 和Speaking，引发学生积极思维，以Groupwork和Pairwork等多种形式讨论和操练。最终达到让学生熟练谈论“交通”这一说话能力的目标。并在作业中以预习形式对这一目标进行了延伸。



五、掌控好借来的学生



由于是借班上课，学生又是活动的主体，课堂上大部分的时间交给学生，教师的引导是关键。如何导入课程，并一步步地由易至难地引入任务，如何帮助学生学习都是关键所在。同时要非常注意的是，学生活动之前的范例一定要明确清晰，要每个孩子都知道做什么和怎么做，活动才会顺利地开展，学生才能在活动中有所得。



六、对突发性事件的预案



在准备中，充分预料到课堂中可能出现的各种问题，做出相对的预案设计，以便作出灵活的应对，这很重要。对本节课我做了如下的准备：第一，关于课程的衔接问题。英语授课于其他科目不同，尤其是新授课，如果所授内容严重超进度，上课效果一定会大打折扣的！所以，根据竞赛所给的教学进度，我准备了两套教学方案。第二，教学任务量也很关键，少则课程易空，多则不易完成。本节的训练任务在课件的设计中充分地给予了关注。在设计训练题的时候，题增加了很多，并在几个主要的课件页上的背景中都设计了动作，一旦训练任务过多就可以通过动作越过，不会影响教学效果。第三，关于学生的问题。学生不是我的，但由于这是讲课，不是作课，我除了和他们的老师了解了一下这个班学生的英语水平，其他就不再多说了，但也作了一定的预计。其他方面的内容我也准备了一些，但可能不会用到。



总而言之，作为一堂教学竞赛课，我的准备应该说较为充分，对课的认识也可以说很深入，但讲好一堂课，所需要的不仅仅是这些，这是我知道的……

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Unit6I'mmoreoutgoingthanmysister.学习目标与要点提示



人民教育出版社



1. 学习目标

1）能力目标：谈论人的个性特征；比较身边的人和物并选择最佳方案

2）知识目标：形容人的个性的形容词、副词及其比较级的用法

2. 语言要点

1） — Tina is taller than Tara.

    — Tom has shorter hair than Sam.

    — Tom is more athletic than Sam.

    — Linda is more outgoing than me.

  形容词比较级的构成。

2) 词语: both, interest, interesting, though, be good at, all the time, look the same, twin sister, a little taller, a primary school, in some ways, the same as, be different from, opposite view

3) 个人特征方面的词汇：tall, thin, short, long hair, short hair, funny, serious, outgoing, easygoing, athletic, quiet, intellectual

3. 文化背景知识介绍

American young people make friends in many different ways. Some young people are good at making friends and other young people have to work harder at making friends. Many young people make friends through group activities. In middle school and high school, the members of a sports team or a school club often share an interest in the same activity, they work and play together, and they meet together often.

Some tips for making friends include the following.

· Try to meet other students. (Be around places where other students are.)

· Look for others with similar interests and values and try to spend time with those people.

· Show an interest in others. (Smile, ask questions and give positive comments.)

· Become good at giving compliments (not too much).

· Be kind.

· Have a nice expression on your face.

· Laugh at people's jokes.

· Ask (but not demand) to join in.

· Offer to help others.

· Invite people to do things.

· Become good at thinking of interesting things to do.

· Share.

· Learn to tell jokes.

· Be honest and fair.

· Respect yourself and respect others. (Do not make yourself or others a victim.)

· Be positive. (Don't be negative or complain all the time.)

Parents can also be very important in helping young people to get together. Parents of different young people can contact each other and arrange for transportation, group activities, overnight visits to homes, and so on.

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反思材料

—— Unit 4 How do you get to school? (Period 3)

吉林省吉林市龙潭区乌拉街镇卢家中学 姜祥熙





    这次教学竞赛，可以说考察了我这几年来的教学基本功的训练情况，给了我自己一份比较客观，也比较满意的答卷，这一点我很自信！几天来，对于本节授课情况不断的回顾与思考，可以总结为以下几点。

一、对教学预案的考察：证明分析得当，预见性极强。

根据总校所给的教学进度，我准备的是第四单元的第三节课，在对前两节的充分复习基础上，展开对本单元的知识点的大量和分层次的练习与学习。但是很遗憾的是这个班的英语教学进度并没有达到我的授课要求，造成了衔接上的错位，英语教学之大忌，并一度使准备十分充分的我紧张了起来。

快速的调整，使本节课的进程加快并进入正轨。在对教学第二环节，即复习Section A 3a 的课文时，在对要求“复述课文”的提问没有反映的情况下，证实了我的担心，衔接不到位，因此，不得已动用了我的语音系统，以听力的形式切入正题，虽然耽误了我的宝贵时间至少两分钟，但很快步入了正轨。

在习题处理上，也和我所预见的一样，采用了跳越的办法，在规定的时间内完成了授课。

二、任务型教学：目标在紧凑的教学环节中得以实现。

在本节课堂设计上充分体现了任务型教学的主导思想，并基于本人对所教授内容的理解，在使用教学参考和课本等资料的教学过程中，以明确的任务贯穿了教师教学和学生活动的各个环节。如在Practice more的训练中，学生活动的目的明确，每个步骤都给出了活动所需的语言知识内容，学生亦能准确地使用目标语言，在活动中学习掌握了“交通方式 (transportation)”的相关知识。同时，在活动中也有效地突出了对学生的学法指导，如在Have a test II（测试二）中让学生感受到总结对一个人学习的重要性的同时，也在训练中体验到了成功的快乐，做到了“方法与训练同行”，“润物细无声”的极佳的教学效果。

三、加强了对“教学是一个整体的过程”的理解。

“教学是一个整体的过程”在本节的授课中让我有了更深层次的理解。

首先，在衔接上的强化很重要。教学的衔接问题不仅存在于每一课节的内部，更应该是单元的，学期的乃至于中学阶段的，英语教学尤其如此。因此每讲一节课都不要把它单纯地理解为对哪一个小问题的解决，更要关注这个问题在整个教学中应处于什么位置，应该怎样去接触，学习，整理，总结，训练等。其次，在教学中，教师要有超前意识，帮助学生在你的平日授课中，就完成对中考的准备，对未来学习的准备，这一点很重要。而且只要你下一些功夫，就会让学生在无意间受到恩惠，这多好啊。

四、感受到了对学生学法指导的重要性、迫切性。

在询问“一英里等于多少千米”这一问题时，全班五十余名学生竟无一人能回答上来，可见对文化知识的了解十分贫乏，这一点对学习外语的人十分不利；同时，现在学生手头的教辅资料非常多的情况下，竟不能回答出这个问题说明学生的自主学习能力十分薄弱，很可惜呀！所以引导学生自己学习，给学生做出榜样，如在讲交通方式时给与总结归纳，并通过训练让这些内容和方法在他们的头脑中扎根，是本节课中教学思路对于这个班来说最正确的，而且有效的地方了！

同时，针对课堂上学生一般的英文错误，及时加以纠正，如在句型转换过程中学生没能处理好用动词和介词短语来表达交通方式的不同，造成谓语动词重复的现象等。这对学生形成正确的英语观念也很重要，如果一个学生能够养成在平素的学习中能够自觉地去注意一些细微的地方的好习惯，我们的教学就会更加轻松了！

总而言之，我对本节的教学活动效果应该很满意了，显然本节教学中学生的综合语言运用能力有了很大提高，并在对教材内容的处理和学生的调动等方面亦有突出的表现，同时我在教学思想上也受到了很大的触动，体验到了“功夫在诗外”的意境，收获不小。但在今后的教学中，还要对在本节中表现出的不足之处加以改善和提高，争取做到“豹尾”亦“凤头”。