1、Unit 6Reading Ive been studying history in China,Dong Cuiping,No.7 Middle School,Europe,an,Australia,n,Russia,n,cap,tal,i,thousand,foreign,er,quite,certain,ly,miss,Words and expressions,adj.欧洲的， n.欧洲人,adj.俄国的， n.俄国人,俄语,adj.澳大利亚的 n.澳大利亚人,n.首都，省会,n.千,n.外国人,adv.相当，十分,adj.确实的， 无疑的,v.思念,a European,two Eu
2、ropeans,forty Australians,nine thousand ,eight hundred and seventy-six,miss the early bus,Miss Green,miss my family,thousands of,foreigners,dynasty n.朝代，王朝 character n.人物 Jew n.犹太人，犹太教徒 Jewish adj.犹太人的，犹太教的 emperor n.皇帝 far away 在远处 the Olympic Games奥林匹克运动会,vocabulary,Thousands of foreigners such as
3、 Australians ,Russians from Europe study in the capital ofChina now. The Chinese people are friendly. So Im certain they wont miss their family quite far away.,Im going to work in Australia.,If you do that, youll miss your family.,If she works far away, she will miss her family.,我打算去澳大利亚工作。,如果你那样做，你
4、会想念你的家人。,如果她在远方工作，她会想念她的家人。,Practice the conversation(3b)A: B: C:,Groupwork:(3c) Make your own conversations A: Im going to /Ill. B: If you do that, C: If he , ,Read quickly Then complete the sentences below 1.Leo has been teaching in China for_. 2.Some of the old buildings in Harbin are_. 3. The _
5、welcomed the first Jews toChina. 4. In Australia, students usually study _and _ history. 5. The more Leo Learns about _,the more he enjoys _in China.,two years,in Russian style,Song Emperor,Australian,western,Chinese history,living,(3a),Read carefully ,try to find out the answers to the questions,1.
6、 Is his family Australian or Jewish? 2.Did the first Jews probably came to Kaifeng over a thousand years ago ? 3.Did Leo study Chinese history at school in Australia?4.When did Leo started Chinese history?5.How long has he been teaching in China?6.What did his friends in Australia say to him?,For tw
7、o years.,Jewish.,Yes, they did.,No, he didnt.,When he heard that he was going to work in China.,They said that Chinese history was very hard to understand.,Useful expressions,in Russian Style an interesting city with a very colorful historyenjoy doing sth If you study hard, you will be able to under
8、standany culture.The more I learn about Chinese history, the more I enjoy living in China.,一座有多彩历史的有趣的城市,只要你努力学习，你就可以理解任何文化。,对于中国的历史了解越多，我就越喜欢住在中国。,有俄罗斯的风格,享受做某事的乐趣,Reading strategy,Sometimes we need only to find details in a reading passage. Do this by letting your eyes “scan” the text for key word
9、s. When you find one, read the words around it to find the information you are looking for.,Practice the skill of “scanning”,A,B,Aw,Aw,You can choose the letters A、B、C. A is the easiest, C is the hardest.,C,motto,幻灯片 13,10,1. Mary is an A_ girl. 2. She knows l_ Chinese. She is going to the zoo to se
10、e the birds and m_ on foot. Mary d_ a monkey on one of the pieces of paper The boy s_ and shows Marythe way to the zoo.,merican,ittle,onkeys,raws,miles,A,1.In the second paragraph, “we” means _.A Canadians B Americans C Chinese D students 2. The United States has _ million more people thanCanada. A.
11、 185 B. 218 C. 22 D. 200 3.The people in the United States like Canadiannewspapers .(T or F) 4. Has Canada used all the land ?5.What sports do Americans watch in Canada on Sunday?,B,F,Baseball and hockey,10,No, it hasnt.,B,A,Homework:,Finish the chart of Section 4, share your ideas with your partner
12、s.,Bye,Sum up,New words and some useful expressions,Reading strategy :scanning,Listen and repeat,Thank you!,幻灯片 10,幻灯片 10,不比基础比进步！,Be different from a basis, than progrssing!,ABC,China, Japan, England, France , America, Australia, Canada, Germany , Italy, Singapore, Korea, New Zealand,Chinese, Japan
13、ese Englishman, Frenchman American, Australian, Canadian, German, Italian, Singaporean, Korean New Zealander,countries,country people,Exercise,1.If she works_ _, she _ _ her family.如果她在远方工作，她会思念她家人。 2._ _ you study English, _ _ you will be better at it. 学习英语越努力，你在这方面就越擅长。 3.He has _ (be) teaching in
14、 this school for twenty years. 4.These women wears _(colour) clothes. 5. London is the _ of Britain. 6. My pen pal is _. She comes from Sydney. 7._ she is a child, she knows quite a lot. A When B However C Although D Because,far away,will miss,The harder,the better,been,colourful,capital,Australian,
15、C,（三）操练设计在过程的设计中，我始终坚持让学生参与，在体验中学习。第一部分主要采用谈论图片的形式，复习以学过的知识。第二部分我设计了一个调查表，采用做调查，用一般疑问句和简略回答的形式，汇报则采用陈述句的形式，并且加入了第三人称的运用。第三部分是本课中的一篇文章，我采用了听读练相结合的形式，给学生充分的时间体会和理解。第四部分是把文章转化成对话的形式，让学生和他人谈论自己的看法。第五部分为拓展练习，通过对家乡的谈论，描述 加强交际性阅读,培养创新精神和运用能力 JEFC Book 3 Unit 16, Lesson 61 说课稿 教材分析 选用人教版初中英语教材Unit 16,Lesson
16、 61 The Football Match ，为对话课。 本课在本单元中的地位和作用。 对话课中通过对话表达有关足球运动的的日常用语，并呈现过去完成时的用法。因此，本课使功能与语法结构有机的结合。是完成听说读写综合训练的载体。而足球又是引发师生共鸣的一个时尚话题。深入钻研初中英语教学大纲和新课程标准，再置身于这知识爆炸、信息倍增、国际经济大融合的时代，“侧重培养阅读能力”，在本课本单元以及整个教学过程中都十分重要。据此，我确定如下教学目标： Aim 1: To master: The Past Perfect Tense beat, goal, check-out realize Aim 2
17、: To develop studentsability of reading comprehension by reading the text The Football Match. Aim 3:To improve studentsability of talking about the football match in English. Aim 4: To encourge the students to learn the spirits and study hard for the rise of Chinese nation. 其中第一个目标为语言知识目标，第二个目标重在让学生
18、运用所学材料就单元话题进行交谈，以培养其语言实践能力，第三个目标渗透于整个教学过程中，为情意目标。第一和第二为能力目标，它们既是重点也是难点。 学情分析 体育运动已成为全球的时尚，使得学生们对此兴致盎然，教师也较容易击活其相关背景知识。因此本课教学的真正的困难在于学生词汇有限，缺乏适当的阅读技巧，而且还不习惯用英语思维。 我所任教的两个班的同学热情好动，崇尚时尚，体育发烧友多，此乃有效实施本课教学的有利条件。但有部分学生基础较差，不大积极参与语言实践活动；同时该课的生词又较多，对学生来说学习难度较大，这些又是本课教学的障碍，因此，我运用多种手段创设情景，捕捉文中时代气息，增强趣味性，激发学生主
19、动学习。 教法学法设计 在本课教学中，我鼓励学生以原有的知识经验和给出的话题为基础，并从情景的整体出发，进行大量的输入和输出，激发学生对文中话题作积极探究。 同时，我运用录音、音乐、身体语言、多媒体等手段，为学生营造一个可以理解的富有实践意义的交际情景；并以此为依托，在活动中激发学生对英语的好奇心、对话题的探究兴趣、对发现问题、寻求真知的执著追求，并积极开口交往，以培养创新精神和实践能力。 在整个教学活动中，学生充分调动其感官进行听说读写，在情景中运用讨论、竞赛、等方式，积极主动地学习。 教学过程设计 （一）导入新课 让值日生创设情景，与partner就其所喜爱的sport and sport
20、man 对话，借此以引出对话课中的日常用语，又为引出下一课的Girls Beat Boys 这一话题埋下伏笔。 （二）讲授新课 1为了增强单词的形象性，击活相关知识背景知识，调动学生的学习积极性，我采用多媒体微机教学。用微机调出一体育运动项目的图片，并作介绍，引出beat,goal,check-out,等词语，和What did Jim think of?He thought it was great.等日常用语，然后用螺旋飞入的方式展示单词。教读两遍后，让学生自己练习，达到学习生词的目的。 2用问题引入，让学生就 football作词汇联想。板书课题，再用多媒体展示词汇分类表格，以此训练学生
21、发散思维和分类记忆词汇的能力。 3听录音，模仿对话中的语音和语调，想象自己在真实的情景中。 4跟读录音，以训练学生的语音语调，提高语感，并加深对本对话的理解 5寻找相关信息，回答提问，目的是训练学生理解能力。 6第二部分让学生进行两人一组的问答练习，并请他们准备到讲台上，面向大家做表演。 （三）反馈练习 1教师提问：就课后练习一，进行操练，本段对话不给学生唯一的答案，要允许学生有自己的观点。此时，不妨来点暧昧之举。 （四）小结 现在完成时：时间状语：already, just,yet,ever, never 句子结构：have/has +P.P （五）作业 完成练习册中的作业； 复习常用短语；
22、 背诵课文 板书： Unit 2 Lesson 5 Surf, surfing, surfer, Have you been to ? wave, beach , I have been to have a try twice, none It looks exciting. 说课的题目是：Unit 7,Lesson 26 教材分析： 选用教材为人教版初中英语第7单元，第26课。 1本课在本单元中的地位和作用。 2教学目标、重点、难点的确定。 教学目标 根据英语课程标准中提出的要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综
23、合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。和英语教学大纲要抓好基础知识的教学、重视对学生进行基本技能的训练和能力的培养及加强对学生进行思想教育的要求，以及新课标中对初三年级要达到五级的标准，我把本节课的教学目标确定如下： 教学目标： 掌握：动词不定式； 单词及词汇： 理解： 培养 本阅读课的主题为：爱动脑筋，契而不舍。利用主题对学生进行顽强毅力的教育。 教学重点：动词不定式是本单元的重点，在本课出现了近十处之多，因此，动词不定式无疑就成了本课的重点。 教学难点：动词不定式在句子中的成份，历来是我们中国学生学习英语的难
24、点，因此我又把它作为难点来处理了。 教法的选择： 古人云：事必有法，然后可成，要做好任何一件工作都必须讲究方法，教学也是如此，选择正确的教学方法，可以激发学生的学习兴趣，激活学生的思维，酿造良好的课堂气氛，提高学习效率。所以，我在本课教学中，采用感知、体验、实践、合作等方式，实现任务的目标，感知成功，在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。 在导入新课时，我采用对话法，把前一课的内容利用对话的方式给以检查，同时用Thomas Edison said he liked people who had ideas./We just need to keep
25、working on it,and not give up.引出本课的主题：爱动脑筋，孜孜以求。自然进入新授阶段。在讲授新课时，把听、说、读与写的训练结合起来，达到事倍功半的效果。 教学过程设计： 在教学过程中，我遵循着教师主导和学生主体相结合，理论和实践相结合的教学原则。 1导入新课： 找几组同学就上一课的对话进行操练， 问答练习 用表达意愿的日常交际用语；表达同意或不同意的交际用语来引出主题We just need to keep working on it,and not give up. 2讲授新课： 首先说：中国的历史上，有许多著名的发明家，请同学谈谈我国的四大发明，然后说：同学们想
26、当发明家吗？如何才能成为一个发明家呢？然后板书A man who never gave up?今天我们就学习一位伟大的发明家的故事，从而使学生产生好奇，同时也就产生学习的兴趣。 首先请同学们读问题，并请他们猜测spirit 的意思， 快速略读，要求找出中心。请一个同学回答布置的问题；第二遍，要细读，布置任务：请同学们猜测生词的词义，猜词是英语学习中一个很重要的技能，我们要从初学时就给学生猜词的方法，为他们的可持续发展打好基础。 听录音，并请同学跟读，注意语音语调。 :鼓励他们朗读该段落，尽量使学生能在英语交流中注意并理解他人的情感，因为英语学习是需要有情感态度参与的。然后，就课后练习，进行口头
27、问答训练， 有了大量的“输入”就必须有“输出”跟随，否则，就起不到“学以致用”的目的，完不成学习目标。 三小结； 四板书 课例研究报告 秦皇岛市第七中学 董翠萍 I.教学设计: 1.教学设计理念： 以任务型教学 (Task-based Language Teaching)作为课堂教学设计之理念，辅之以小组合作学习的教学方法，通过表达、沟通、解释、询问等各种形式来学习和掌握语言，培养能力，实现目标，感受成功，从而形成积极的学习态度 2.教学设计创意： 本课尝试运用生动的画面，优美动听的音乐flash，来激发学生的兴趣；用真实的图片激活学生已有的文章背景知识，同时补充新的背景知识，启发学生对有关话
28、题的思考； 运用多媒体容量大、直观形象、灵活、交互性强特点构建文章结构图，设计多层面的阅读理解任务，启发思维，突破难点，引领学生带着任务主动去读、去听、去讨论，从而帮助构建文章宏观结构，清楚把握具体事实细节，深入探究文章深层含义，充分挖掘学生潜能，提高阅读能力；用多种动画组合来展现旅游景点，为学生创造性使用语言提供机会。总之，通过本节课给学生营造一种色彩温馨、图文并茂、动静相融的学习氛围，从而激发兴趣，活跃思维，引导学生深入探究，从而获取知识，获得能力，走向创新，走向成功，真正做到Learn English, Use English and Enjoy English。 3.教学内容分析： 本
29、单元的中心话题是travel spotlight 。本课以阅读为语言载体，讲述的是巴黎的建筑、花费、语言。因此，本课可以通过课件变抽象为具体、化难为简；突破难点，培养各种阅读能力；启发思维，培养合作意识和创新能力；增大课堂容量，新旧结合，拓宽知识，拓展视野；陶冶心情，培养严谨求实的科学精神。 4.学习者的分析： 本课面向的对象是初四学生，他们对英语有浓厚的学习兴趣，有极强的表现欲。能够在一定的语境中进行交流与合作学习，完成老师布置的学习任务。 II. Teaching Plan： Title of the text ： Where would you like to visit ? Teach
30、ing materials：Go for it!Students Book Grade Nine Teaching Aims: 1.Enlarging vocabulary and mastering some important expresses. 2.Improving the students reading ability and their oral English. 3.Learning to describe the travel spotlight . 4.Learning to cooperate with others and developing effective l
31、earning methods. Teaching important and difficult points: 1.Training the students reading ability. 2.Some important words and expresses. 3. Developing the students effective learning methods. Teaching Method: Acting out , group-discussion, listening, reading, retelling and class work. Teaching Aids:
32、 a multi-media computer Teaching Procedures : Lead in : (slide 2-4) Appreciate the video about the travel. Sing the song : “Disney” together . Step 1 . Vocabulary:(slide 5-7) Group Competition: First lets have a word competition to warm up. a. divide class into two groups: one boy group and one girl
33、 group; b. ask one boy and one girl to come to the front to describe the new words in English; c. Have a competition and see which group can guess more new words, then give the song to the winner. d. Students together read the new words after the boy and the girl. Step2: Pre-reading (slide8-10) Act
34、out the dialogue S1: Where would you like to visit ? S2: Id like to visit . I like places where . Step 3:Presentation (slide11-12) a. Ask one student who has been to Paris to introduce ones visit. b. Ask a question : Which buildings have you remembered in Paris ? T: Lets travel around the world this
35、 week. Now, Im a guide . Ill guide you to Paris. Let go . Step 4: Reading (slide13-19) a. Listening Listen to the tape and decide to answer them. 1.Which country of the capital is Paris? 2.What fantastic sights do Paris have ? 3.How do tourists usually travel around Paris ? 4.What is the cheapest th
36、ing in France ? 5.Which language have most people in France learnt ? b. Fast reading 1.Let the students read the text loudly and then some students will read the passage . 2. Retell the text according to the key words c. Talking Describe the pictures using the useful expressions given. Sample conver
37、sation: A: Where would you like to go, Kathy? B: Id like to visit Hong Kong. A: Isnt it supposed to be very crowded? B: Yes, it is. But Hong Kong is also very interesting and it offers us a lot of entertainments. Step 5: Group-Discussion and Imagination (slide20-23) Divide the students into the four
38、 groups to interview four different spotlights and then describe them before the class. Step 6. Creative (slide24-27) watching Watch the real video of the travel spotlight . acting out Let some students guide the tourists to these travel spotlights as a guide. c. ending up Well end up watching the v
39、ideo about “ Qinhuang dao”. The teacher and the students will say: “I love No. Seven Middle School .”“I love Qinhuang dao better.”“I love my motherland best”. Homework: a. Oral work : Search and collect some information about the travel spotlight on the Internet . b. Written homework : Write a passa
40、ge about your travel in English. Then ,we are going to hold a spoken English competition next class. III.教学反思: 本节教学内容为阅读课，本课件画面优美，声音清晰，图文并茂，便于操作，教学环节过渡自然，学生配合融洽，能够顺利并圆满完成教学任务。 教学中的几点反思：学生习惯教师以前的讲授教学方式，认为上课认真听讲记笔记就能学好英语。开始他们对语言活动表现得漠不关心，在合作学习中合作不主动、不充分，存有消极、自私、依赖和缺乏责任感等不良心理，使合作学习可能达不到理想的效果。因此我在教学中善于观
41、察和了解学生的心理状态，及时纠正了学生的不良心理，改变学生学习英语的方式，培养学生合作学习的意识；注意运用了适当的表扬和鼓励，一个亲切和信任的目光、一句热情而激动的话都能激发学生的上进心、自尊心和集体荣誉感。 我在设计活动时注意变换了活动形式和小组合作伙伴。在教学中把“秧田式”的座位编排改为“模块式”、“马蹄型”、“长桌式”，使学生感到新奇；活动前改变小组组合方式，使同学常遇到“新面孔”，而不是每天都看到的“老同桌”，这样交流中产生信息差，使他们有话可说。 在设计任务型活动时，我根据学生自身的条件和基础，以及学生个体差异创造性地使用教材；并且“Dont use just the textboo
42、k. Anything in real life that connect and appropriate to the lesson can be used as teaching resources.” (David Nunan)创造性运用任务型教学模式，设计多姿多彩的切合学生实际的各种任务，让学生通过亲身体验、实践、合作与探究等方式学习英语。我认为只有采取了有效的教与学行为，才能唤醒沉睡的学生。 通过此课创设了一个优化的课堂环境，又从分利用课堂以外的环境，尽可能给学生创造有利的学习氛围。“任务型”的课堂教学真正实现了以学生为中心，以活动为中心，以任务为中心，有助于培养学生的自主性，体现了
43、以人为本的教育观。今后在日常的教学中也应加强网络资源的利用。 课例研究报告 - Where would you like to visit ? 董翠萍 秦皇岛市第七中学 Teaching plan Dong Cuiping Unit 6 Reading: How long have you studying Chinese history ? Teaching procedures : Step 1 Leading in Step 2 Word and expressionsBe used in the old friend taking new way to study a new word
44、 Be used in the old friend taking new way to study a new word being able to give way to a student now that have reviewed old vocabulary, easy to accept new vocabulary The characteristic being based on somes individual words, requires that the place emphasizing that specially gives an example with re
45、gard to Use new individual word to compile and compose the recipient short essay easy to be accomplished , make student heavy identifying a new word, and say by heart Step 3 While reading 1. Ask students to read the passage quickly to complete the sentences of 3a 2. Let students read the passage car
46、efully to answer the questions on screen. 3.Discuss in groups to find out the useful expressions Step 4 After reading 1. In groups of three ,let students practice the sample conversations first ,then make their own conversations . 2. Ask two groups of students to present their own conversations in f
47、ront of the class . Step 4 Go for it 1. Direct the students attention to the box and read the heading on the left and ask students to list other things they would miss . 2. Ask students to share their ideas . 3. In the same way ,do with the right part of the chart . Step 5 Homework 1. Remember the w
48、ords and expressions in this unit . 2. Complete the chart. of Section 4. What probems might you have livig in a freign country ? What problems do you think a foreigner might have in China? Then share the ideas with the partners. I have carried out the teaching material restructuring first , the cont
49、ent training reading not having any significance front with the reading ability has been deleted, skip content in reading and skip detecting in reading being in progress at the same time, can give a student timely feedback, that 3 b3c practise is a condition adverbial subordinate clause, content bei
50、ng unit 5, I am more nice as reviewing the student who is in progress first , can dodge linking up. We use teaching material to come to intersect , do not ought to rigidly adhere to teaching material but Accomplish must have a test in point having a test in from time to time in being in progress at present , be not priority content I do not fix a target in tense therefore,
