2012袁灶初中集体备课教案 31页

袁灶初中集体备课教案年级初三学科英语备课时间12.4主备教师吴冬梅课题Unit6DetectivestoriesReading参与教师吴冬梅、范建钟、童小云教学目标1.      Knowledgeaims:1)Tounderstandkeyvocabularyrelatedtodetectivestories.2)Tolearnsomeknowledgeaboutdetective2.Abilityaims:Toimprovethestudents’skillsaboutobservingandsolvingtheproblems.3.Moralaims:Toimprovingthestudents’interestsaboutreading&speaking教学过程设计：五.Teachingprocedure Step1:RevisionGooverthewordsandhaveadictationofsomeofphrases thebodyofa22-year-oldmaninthedoorwayofaclothesshopacomputerprogrammerbekilledsomewhereelsetopdetectivebeattackedwithaknifebleedtodeathasaresultputupagoodfightcheckthesceneforfingerprintsandothercluesbeguiltyofcomputercrimebechargedwithsofarbreakheavilyHavebloodonhisshirtOfferarewardof5000yuanContactthepoliceOverthelastyear\nStep2:ReadandConsolidation1.ReadandPutthefollowingeventsinorder.Thevictimdied.Thebodywasfoundinthedoorwayofaclothesshop.Thevictim’sparentsofferedarewardforinformation.Thevictimstruggledwiththeattackers.Thevictimwaschargedwithcomputercrimes.Thepolicecheckedthesceneforclues.ThevictimlefthisofficeinNewTown.2.Fillintheblanksaccordingtothetext.Ayoungmanwasm______inValleyTown.Thebodywasf____inthedoorwayofaclothesshop.Thev___wasacomputerprogrammerwhoworkedinNewTown.Whenhel___hisoffice,hesaidhewasg____tovisithisparents.Themurdert___placebetween9pmand1amlastnight.Thevictimwaskilledw___aknifeandtherewasevidenceofastruggle.Wearecheckingthesceneforf_____,whichwillhelpusfindthemurder.AwitnesssawamanrunningdownUpperStreetwithb____onhisshirt.Butthemansaidthathewasnotg____.Step3.RetellReadtheparagraphsonebyone,learnthemainidea,andfindoutthekeywordsandtrytoretellthestoryonebyone.Step4.Exercises教后感学生能模仿侦探和记者进行表演，基本能根据关键词复述文章的第二部分 \n作业设计：（PartA）一、改写同义句。1.It’snecessarythatwereadEnglisheveryday.It’s_______________________________readEnglisheveryday.2.Tolearnthecomputerisuseful.____________________useful_______________thecomputer.3.Theylookdownonthepoor.Theyarenotright.It’s____________________them________lookdownonthepoor.4.Theboydoesn’tshouttotheoldman.Heispolite.It___________________theboy_________________totheoldman.二．改错。1.It’sdifficultofmetofinishhishomeworkinfiveminutes.2.It’ssillyforyounottotakepartintheparty.3.It’seasierofyoutotakeactionifyouwearred.4.It’swiseofhetogotoworkbybusonrainydays三．翻译。1．你们有自己的后援队伍是很重要的。2．做志愿工作是很有意义的3．对我们来说，每天喝牛奶是很有必要的。4．他们帮助残疾人，真是很好。（PartB）改写同义句。1.It’spatientofyoutowaitfortwohourshere.You________________________________waitfortwohourshere.2.Heiskind.HehelpsmewithmyEnglish.It’s________________________helpmewithmyEnglish.He__________________________helpmewithmyEnglish.3.Theboyisverystrong.Hecanliftthebox.Theboyis_______________________thebox4.Thegirlisveryoutgoingandshecanmakemanyfriendseasily.Thegirlis______________________________manyfriendseasily.5.Thegirlisenoughtalltoreachthetoptotheshelf.(改错)6.Thepoorchildrendon’thavefoodenoughtoeat.(改错)（PartC）说出下列划线部分的句子成分。1.Andyisplanningtogoout.2.Amywantstotravelaroundtheworld.3.Playingfootballisinteresting.4.Weweretalkingwhentheteachercamein.5.Thebookonthedeskismine.6.Hegavemeabook.7.Somecoloursmakeusfeelcalm.\n修改建议:PartAadd4.Askapairofstudentstoreadoutwhattheyhavewritten.Checkforincorrectanswersandmispronunciation.PartBadd5.Askstudentstoreadouttheirsentences.Checkformistakesandmispronunciation.PartCadd8.Askstudentstovolunteertoreadouttheiranswers.Askthemtoreadthewholesentence,notjustthewordstheyhavewritten.教后反思：PartA部分应着重考虑of与for的区别；PartB大量训练本课beadj.+enoughtodo与“so…that”、“such…that”、“too…to”的同义句转换。可结合《随堂反馈》。PartC应结合初二学过的五种句型结构进行教学。\n再教设计:partA1.Tellstudentsthatweusethe‘itis’+adjective+‘of’…+‘(not)to’-infinitivestructuretotalkaboutourfeelingstowardspeopleandwhattheydo.2.Askthreestudentstoreadthethreesentencesinthegrammartableatthetopofpage9.Encouragestudentstoaskquestionsiftheyareunsureofthemeaning.3.Askstudentstocompletetheexerciseontheirown.Studentshavetowritethecorrectwordsformtheboxintheblankswithoutmakinganychanges.4.Askapairofstudentstoreadoutwhattheyhavewritten.Checkforincorrectanswersandmispronunciation.PartB1.Tellstudentsthatwecanalsousetheverb‘tobe’+adjective+‘enough’+‘to’-infinitivestructuretotalkaboutaperson’spersonalityandabilities.2.ExplainthedifferencebetweenthestructureinPartAandthestructureinPartB.InpartA,studentslearntoexpresswhattheythinkaboutsomeoneelse’sactions.InPartB,studentslearntoexpresswhattheythinkaboutaperson’spersonalityandabilities.3.Askthreedifferentstudentstoreadthesentencesinthegrammartableatthetopofpage10.Encouragestudentstoaskquestionsiftheyareunsureofthemeaning.4.Forstrongerclasses,tellstudentstocovertheadjectivesontherightandworkontheirowntowritethesentencesforPartB.Remindthemthattheyneedtorearrangetheorderofthewords,andchooseaproperadjectiveforeachsentence.Forweakerclasses,studentscanusetheadjectivesontherighttoformsentences.Encouragemoreablestudentstowritethesentenceswiththeirownadjectives.Acceptanysensibleanswers.5.Askstudentstoreadouttheirsentences.Checkformistakesandmispronunciation.PartC（先复习初二学过的五种句型结构）1.Writeasentenceontheboard.Askstudentstoshortentheabovesentencetogivethemainideaofit.Explaintostudentsthatasentencecanbedividedintodifferentparts.Wecanaddorremovethedifferentpartsofasentencetoclarifythemeaningofit.2.Tellstudentsthateachsentenceparthasitsownname.Asksevenstudentseachtoreadonedefinitionandthesamplesentencesthatfollow.Encouragethemtoaskquestionsiftheyarenotsureofthemeaning.3.Explaintostudentsthatthebasicpartsofasentencearethesubjectandthepredicate.Tomakeasentencericherinmeaning,wecanaddpredicative,objects,attributivesandadverbialstothesentencewithadditionalinformation.4.AskstudentstocompletePartC1onpage12usingthetableonpage11asaguide.5.Askeightstudentstoeachreadoutonesentenceandtheanswertheychoose.Checkformistakesandmispronunciation.6.AskeachstudenttofindasentencefromanyEnglishbook,magazineornewspaper.Thenaskthemtoidentifythedifferentpartsofthesentence.7.AskstudentstocompletethesentencesinPartC2onpage13andchoosethecorrectsentenceelementinbrackets.Forstrongerclasses,askstudentstoaddmoreelementstoeachofthesentences.Forweakerclasses,allowstudentstoworkinpair.8.Askstudentstovolunteertoreadouttheiranswers.Askthemtoreadthewholesentence,notjustthewordstheyhavewritten.\n袁灶初中集体备课教案年级初三学科英语备课时间9.13主备教师张娟课题9AUnitOneMaintask参与教师季燕、范建钟教学目标1.Toorganizeideasandbuildajustificationforthoseideas2.Touseexamplestosupportideas3.Towriteaformalletterwiththecorrectdegreeofformality4.Towriteaboutaperson’scharacteristicsandskills5.Topresentarecommendation教学过程设计：1.Tellstudentsthatcreatingagraphorchartcanbeagoodwaytohelpthemorganizetheirthoughtsandideas.PointouttostudentsthatforeachadjectiveintheflowchartinPartAonpage17,thereshouldbeanexampletobackupthisadjective.Tellmoreablestudentsthatthistypeofchartisoftencalleda‘mindmap’.Inthecentreisthemainidea—inthiscaseaperson’sname.Joinedtothecenterarethemainideas—hereareDavid’scharacteristics.OntheoutsideareconcreteexamplestoshowhowDaviddemonstratesthosecharacteristics.Youcanhaveanynumberofbubblesbranchingoutformeachidea.Thisisausefulwaytoplanapieceofwritingasitallowsthewritertovisualizehis/herideasandhowtheyarerelatedtooneanother.2.AskstudentstoworkinpairstocompletetheflowchartinPartA.Thenaskeachpairtogivetheiranswerforonenumberofthechart.Remindstudentsthatthiskindofwritingisoftenobjective—somepeoplemayvalueonecharacteristicmorehighlythananother.Encouragethemtothinkforthemselvesbytellingthemthattherearenorightorwronganswers,onlythattheymusthaveajustificationfortheirchoiceofgoodcharacteristics.ThismaygivethemsomeextraconfidenceaheadoftheMaintask.3.TellstudentstoworkontheirowntofillintheblanksinpartB.Remindthemtousetheflowchartonpage17asaguide.Checkanswersasaclass.4.Tellstudentstoworkinpairstomakeaflowchartaboutsomeonefromtheclass.forstrongerclasses,encouragestudentstochoosesomeoneforchairpersonaboutwhomtheydonotknowverymuch.Youcouldencouragethemtoaskthisstudentquestionsinaninterviewformatsotheycanfindoutmoreaboutthatstudent.Forweakerclasses,studentsmayfeelmorecomfortablewritingaboutsomeonetheyknowwell.5.Askstudentstostartoffbywritingdownsomeadjectivestodescribethestudenttheyhavechosen.Thentheyneedtowritedownconcrete.Youcanconsultadictionaryandprovidealistof\ndifferentadjectivestodescribecharacteristicsforstudents’reference.Tellthemtopresenttheirflowchartsclearlyandneatly,astheywillbedisplayedonthewalloftheclassroom.6.Askstudentstowriteaformalletteroftheirown.Remindthemtousetheflowcharttheycreatedasaguidefortheletter.AlsoremindthemtheycanuseKittyandMillie’sletterasamodel.Encouragethemtoaddnewandadditionalinformationiftheycan,andremindthemthattheycanusesynonymsoftheadjectivesintheletter.7.Whenstudentshavefinishedtheirletters,remindthemtochecktheirownworkformistakes.Tellstudentstoswaptheirletterswiththeirpartnerstocheckeachother’sworkformistakes.8.Suggestalternativesandimprovementstostudents’work.Trynottotellstudentswhattheyhavedonewrongallthetime.Alsohighlightareaswheretheyhavedonesomethingwell,inordertoboosttheirconfidence.9.Askstudentstowritetheirfinalletteronapieceofplainpaper,orforthosewhoareableto,typeitonacomputer.\n作业设计：一、根据中文填空1.Jack在上学期期末考试中得分最高，但他从不炫耀。Jackscored____________________inthefinalexamlastterm.Buthenever________________.2.我们中国人都以刘翔为骄傲。WeChinese____________________________LiuXiang.3.我认为星座知识对我们无用。星座的描述和我们的性格不符。Ithinktheknowledgeofstarsigns______________________.Thedescriptionsofthem_______________________________.4.他确信自己的能力，所以充满自信。He______________________,soheis___________________________________________.5.LiMei具备创造能力，可以当一名艺术家。LiMeiis____________________________________________________________________.6.您介意我在这抽烟吗？Doyou___________________________________________here?7.不要过于担心，他是一个有经验，做事有条不紊的人。Don’t______________________________________________________________________.8.在上课时我们应该注意老师说的话。Weshould_________________________________________________二、书面表达：请你给班主任写一封推荐信，推荐LiLei当班长。信中要对LiLei进行全面介绍。1990年出生;星座是狮子座(Leo);谦虚,幽默;热爱和平,从不喜欢与人争论;能注意细节;她能把事情组织得很好;随和,外向,能轻易交很多朋友;勤奋,从不轻易放弃;聪明,常在考试中得满分;大家都想推荐她当班长(monitor)._______________________________________________________________________\n修改建议:Givemoreusefulsentencesaboutcharacteristics:Confident：Athinkshecandoanythingifhetrieshisbest.B.notafraidofmakingaspeechinassembly.Hard-working：A.alwaysdoextraworkB.neverforgetstodothethingsheneedstodoClever:A.alwaysgetsgoodmarksintestsB.gotfullmarksonceinanEnglishtest.Helpful:A.helpothersB.showstheGrade7studentshowtousethelibrary.Organized:A.finishedallhissummerhomeworkinthefirstweekB.learningtousethecomputertohelphimselfgetmoreorganized教后反思：在第二单元结束后，把两个单元的作文进行整合。\n再教设计:1.Tellstudentsthatcreatingagraphorchartcanbeagoodwaytohelpthemorganizetheirthoughtsandideas.PointouttostudentsthatforeachadjectiveintheflowchartinPartAonpage17,thereshouldbeanexampletobackupthisadjective.Tellmoreablestudentsthatthistypeofchartisoftencalleda‘mindmap’.Inthecentreisthemainidea—inthiscaseaperson’sname.Joinedtothecenterarethemainideas—hereareDavid’scharacteristics.OntheoutsideareconcreteexamplestoshowhowDaviddemonstratesthosecharacteristics.Youcanhaveanynumberofbubblesbranchingoutformeachidea.Thisisausefulwaytoplanapieceofwritingasitallowsthewritertovisualizehis/herideasandhowtheyarerelatedtooneanother.2.AskstudentstoworkinpairstocompletetheflowchartinPartA.Thenaskeachpairtogivetheiranswerforonenumberofthechart.Remindstudentsthatthiskindofwritingisoftenobjective—somepeoplemayvalueonecharacteristicmorehighlythananother.Encouragethemtothinkforthemselvesbytellingthemthattherearenorightorwronganswers,onlythattheymusthaveajustificationfortheirchoiceofgoodcharacteristics.ThismaygivethemsomeextraconfidenceaheadoftheMaintask.3.TellstudentstoworkontheirowntofillintheblanksinpartB.Remindthemtousetheflowchartonpage17asaguide.Checkanswersasaclass.4.Tellstudentstoworkinpairstomakeaflowchartaboutsomeonefromtheclass.forstrongerclasses,encouragestudentstochoosesomeoneforchairpersonaboutwhomtheydonotknowverymuch.Youcouldencouragethemtoaskthisstudentquestionsinaninterviewformatsotheycanfindoutmoreaboutthatstudent.Forweakerclasses,studentsmayfeelmorecomfortablewritingaboutsomeonetheyknowwell.5.Askstudentstostartoffbywritingdownsomeadjectivestodescribethestudenttheyhavechosen.Thentheyneedtowritedownconcrete.Youcanconsultadictionaryandprovidealistofdifferentadjectivestodescribecharacteristicsforstudents’reference.Tellthemtopresenttheirflowchartsclearlyandneatly,astheywillbedisplayedonthewalloftheclassroom.6.Askstudentstowriteaformalletteroftheirown.Remindthemtousetheflowcharttheycreatedasaguidefortheletter.AlsoremindthemtheycanuseKittyandMillie’sletterasamodel.Encouragethemtoaddnewandadditionalinformationiftheycan,andremindthemthattheycanusesynonymsoftheadjectivesintheletter.7.Whenstudentshavefinishedtheirletters,remindthemtochecktheirownworkformistakes.Tellstudentstoswaptheirletterswiththeirpartnerstocheckeachother’sworkformistakes.8.Suggestalternativesandimprovementstostudents’work.Trynottotellstudentswhattheyhavedonewrongallthetime.Alsohighlightareaswheretheyhavedonesomethingwell,inordertoboosttheirconfidence.9.Askstudentstowritetheirfinalletteronapieceofplainpaper,orforthosewhoareableto,typeitonacomputer.10.Givemoreusefulsentencesaboutcharacteristics:Confident：Athinkshecandoanythingifhetrieshisbest.B.notafraidofmakingaspeechinassembly.Hard-working：A.alwaysdoextraworkB.neverforgetstodothethingsheneedstodoClever:A.alwaysgetsgoodmarksintests\nB.gotfullmarksonceinanEnglishtest.Helpful:A.helpothersB.showstheGrade7studentshowtousethelibrary.Organized:A.finishedallhissummerhomeworkinthefirstweekB.learningtousethecomputertohelphimselfgetmoreorganized\n袁灶初中集体备课教案年级初三学科英语备课时间9.20主备教师季燕课题9AUnitTworeading1参与教师张娟、范建钟教学目标1.Skimandscanthetexttolearnsomethingaboutit.2.Recognizeandunderstandvocabularyaboutemotions.(sleepy,relaxed,sadness,calm,satisfied,heat,difficulty,decision,deep,worried)2.Understandwhatthedifferentcoloursrepresent.教学过程设计：Step1,Revision1.Lookatthepicturesandnamethecolours.2.Practicethespellingofthewords.(violet,pink,indigo,rainbow…)(Reading中的四会及部分三会单词将穿插在阅读过程中完成，每个单词出现都会有单独的链接。)Step2,Lead-in1.Brainstorm:What’syourfavoritecolour?Doyouknowanythinginterestingaboutcolours?2.Playagame.Whatdoyoufeel...whenyouseethefollowingcolours?3.Wecallthesefeelingsourmoods.Soweknowcolourscanaffectourmoods.Doyouthinkso?Step3,Skimming1.Readthetextquicklyandanswerquestions.①Howmanykindsofcoloursaretalkedaboutinthetext?Whatarethey?(Four.Calmcolours,warmcolours,energeticcoloursandstrongcolours.)②Whatcoloursarementionedinthearticle?2.Practice:MatchColumnAwithColumnBStep4,Scanning1.Paragraph2①ReadParagraph2loudlyandtrytocompletethenotesonebyone.②Learnthenewwordsbyreadingthenotes.\n③Givemoreexamplesaboutthenewwordsandencouragestudentstoreadthemagainandagain.1.Paragraph3①Readitloudlyandfinishthetables②Learnthenewwordsbyfinishingthetables.③Encouragestudentstolearnthenewwordsbyreadingmoresentences.2.Paragraph4¶graph5①ReaditloudlyanddoTorFquestions.(encouragestudentstocorrectthemistakes.)②Learnthenewwordsbyreadingthesentences.3.FinishtheexerciseB1(P28)\n作业设计：复习检查：1.coloursoftherainbow_______________2.nothingwrong____________________3.wouldratherwearbluethanpink__________4.liveinaworldfullofcolours______________5.adullplace_________________________________6.天空中的一道彩虹__________________7.穿在你身上看起来很好____________8.做一个有关颜色的课题______________9.当然_____________________10.往窗外看_________________巩固题：一.根据句意和首字母填空。1.Bluecanmakeusfeelc___________andp___________.2.Greencanmakeusfeele____________,becauseitrepresentslife.3.IliketouseyellowstationarywhenIstudyforexam,becauseit’sthecolourofw__________.4.Bobistooweak,heneedstoomuchp________training.二．根据课文内容填空moodscoloursrepresentscalmcoloursBlueisgoodforthe_________andbody.Anditrepresents____________.Whiteisthecolourof__________.Youshouldwearwhitewhenyoufeel____________.warmcoloursThesecoloursgiveyouahappyand___________feeling.Orangerepresents__________.Itcanbringyou_________and_______youup.Yellowcanremindyoua_________,________day.Itisalsothecolourof_________.energeticcoloursGreencangiveyou____________becauseitrepresents______________and________.Itisalsothecolourof_________andthecolourofmoneyand_________.strongcoloursRedrepresents_________anditisthecolourof__________and________feeling.\n修改建议:Add：1.GothroughthereadingorlistentothetapeandfinishexerciseB2(p28)(formoreablestudents:trytofindoutwhatthedifferentcoloursrepresent.)------Finishtheform.6.Readthearticleloudlyafterthetapethenfillintheblanks.教后反思：下节课强化下列短语：createafeelingof…=createa…feelingrepresent…thecolourof…\n再教设计:Step1,Revision1.Lookatthepicturesandnamethecolours.2.Practicethespellingofthewords.(violet,pink,indigo,rainbow…)(Reading中的四会及部分三会单词将穿插在阅读过程中完成，每个单词出现都会有单独的链接。)Step2,Lead-in1.Brainstorm:What’syourfavoritecolour?Doyouknowanythinginterestingaboutcolours?2.Playagame.Whatdoyoufeel...whenyouseethefollowingcolours?3.Wecallthesefeelingsourmoods.Soweknowcolourscanaffectourmoods.Doyouthinkso?Step3,Skimming1.Readthetextquicklyandanswerquestions.①Howmanykindsofcoloursaretalkedaboutinthetext?Whatarethey?(Four.Calmcolours,warmcolours,energeticcoloursandstrongcolours.)②Whatcoloursarementionedinthearticle?2.Practice:MatchColumnAwithColumnBStep4,Scanning1.Paragraph2①ReadParagraph2loudlyandtrytocompletethenotesonebyone.②Learnthenewwordsbyreadingthenotes.③Givemoreexamplesaboutthenewwordsandencouragestudentstoreadthemagainandagain.2.Paragraph3①Readitloudlyandfinishthetables②Learnthenewwordsbyfinishingthetables.③Encouragestudentstolearnthenewwordsbyreadingmoresentences.3.Paragraph4¶graph5①ReaditloudlyanddoTorFquestions.(encouragestudentstocorrectthemistakes.)②Learnthenewwordsbyreadingthesentences.4.FinishtheexerciseB1(P28)5.GothroughthereadingorlistentothetapeandfinishexerciseB2(p28)(formoreablestudents:trytofindoutwhatthedifferentcoloursrepresent.)------Finishtheform.11.Readthearticleloudlyafterthetapethenfillintheblanks.\n袁灶初中集体备课教案年级初三学科英语备课时间10.18主备教师范建钟课题AUnit3TeenageproblemsComicstrip&Welcometotheunit参与教师张娟、季燕教学目标1.Knowthespellingofsomewordsandusageofsomephrases2.Knowthedifferentmeaningsof‘get’3.Talkaboutproblemsandtheircauses.4.Thinkaboutone’sproblemsandhowtodealwiththem5.Expressproblemsandtalkaboutsolutions.教学过程设计：Step1Warm-up1.Explainthatmostteenagershaveproblems.Tellthemthatiftheyeverneedtotalkabouttheirproblems,theyshouldtalktotheirteachers,friendsorfamily.Tellthemthathavingaproblemisnothingtobeashamedof-----everyonehasworriesfromtimetotime.2.Do a survey of the problems that thestudents in the classhave.3.Discusstheproblemsquestionedbythestudents.Step2.Comicstrip1.Askthestudentstolistentothetapewiththebooksclosed.Andthenansweraquestion“WhatproblemhasEddiegot?”.2.TellthemthatEddieisgettingfat.Here“get”means“become”.Whatothermeaningsdoes“get”have?选用所给词组的适当形式填空：getagoodmark,getsomehelpfrom,getenoughsleep,getexcited,getabus,getmarried1).Myuncle______________lastyear.2).DidyouhearSimon__________________intheexam?3).Youdidn’t______________,didyou?4).Theaudience_____________whentheysawHelloKitty.5).Myfather_____________toworkeveryday.6).Shallwe________________fromanadviser?Step3.Welcometotheunit.PartA1.Review “noisy” and “quarrel”.Explainthestudentsthedifferentmeaningsofthetwowords.(thesewordsmean“fullofnoise”and“argue”).2.Ask them to work in pairs to complete Part A on page 39.Onceallstudentshavefinished,askonestudentatatimetoreadoutwhattheyhavewritten.Listenformistakesandmispronunciation.PartB\n1.Makeasurveyoftheproblems.Writethefollowingheadingsontheboard:NotenoughsleepNotenoughtimetodohomeworkToonoisytostudyLonelyArguewithcousin/classmate/parentParentsarealwaysbusy2.Readouteachprobleminturn,andaskstudentstoraisetheirhandsiftheyhavethisproblem.Makeatallyoftheproblemsthatstudentshave.Thiswillreinforceagroupfeeling.Finally,makeanoteofthebiggestproblemtheclasshas.Writethefollowingontheboard:“ThebiggestproblemClass…Grade...hasis…”3.ExplainthatpartBisdifferentfromthepreviousexercise,asstudentshavetorankhowbigtheseproblemsareintheirlives.4.Explaintostudentsthatnumber5meansthatthisisabigproblemforthemwhilenumber1meansitisasmallproblem.5.TellstudentstocompletePartBontheirown.Askvolunteerstogivetheiranswersbutdonotforcestudents.Iftherearenovolunteers,donotgoovertheanswerstothisexercisewiththeclass.Keepthestudents’answersconfidential.Forstrongerclasses,askstudentstoaddwhattheyconsidertobethebiggestproblemsteenagersfacetothelistifthesearedifferenttothoseonthelist.Step4Homework1.Revisethisperiod2.Pre-learnthenextperiodStep5.Notesafterteaching\n作业设计：一、完成单词：(15%)1.Thesixblindmenq_____________(争吵)abouttheelephantallday。2.Shehasjusto_______________(提供)meacupoftea.3.IaskedJimforhelp,buthe____________(sayno)4.Doyouoftenhave_____________withyourmother?（交流）5.Weinvitedhertotheparty,butshecouln't__________(takesthwillingly)6.Tellyouthet_______________,Ihaveseenthefilmtwice.7.Theyhaveno_________________tofacestress.（勇气）8.Myteachersarevery________________(严格)withus.9.Thankyouforyour_________________(宝贵的)advice.10.After_________________(完成)allthework,Iwanttohaveagoodrest.11.Theyare________________(受苦)fromSARS.12.Hehasn't______________(回复)mylastletteryet.13.Ican____________(almostnot)believewhathersays.14.Couldyouteachmehowtoa_____________thebalancebetweenworkandplay?15.Studentsdon'thavemuchtimetor___________fortestsattimes.二、选择填空：(15%)()1._________yourEnglishteacher_________you?A.Do,strictinB.Does,strictwithC.is,strictwithD.isstrictin()2.Myfatherisinterestedinbooks.Heoftenstays____readingnovelstillmid-night.A.upB.awayC.onD.with()3.“Thismademefeelangry.”Isakindof____________structure.(结构)A.S+V+OB.S+V+DOC.S+V+IO+DOD.S+V+DO+OC()4.Doyouhaveanyother_____tomakeonthesubject?A.advicesB.informationsC.suggestionsD.news()5._____ofthetwinshasbeentherebefore.A.BothB.NeitherC.allD.None修改建议:适量讨论学生身边的问题，并积极引导他们对问题的思考\n教后反思：1.homework2.stress3.toomuchcomputergames4.getupearly再教设计:Step1Warm-up1.Explainthatmostteenagershaveproblems.Tellthemthatiftheyeverneedtotalkabouttheirproblems,theyshouldtalktotheirteachers,friendsorfamily.Tellthemthathavingaproblemisnothingtobeashamedof-----everyonehasworriesfromtimetotime.2.Do a survey of the problems that thestudents in the classhave.3.Discusstheproblemsquestionedbythestudents.Step2.Comicstrip1.Askthestudentstolistentothetapewiththebooksclosed.Andthenansweraquestion“WhatproblemhasEddiegot?”.2.TellthemthatEddieisgettingfat.Here“get”means“become”.Whatothermeaningsdoes“get”have?选用所给词组的适当形式填空：getagoodmark,getsomehelpfrom,getenoughsleep,getexcited,getabus,getmarried1).Myuncle______________lastyear.2).DidyouhearSimon__________________intheexam?3).Youdidn’t______________,didyou?4).Theaudience_____________whentheysawHelloKitty.5).Myfather_____________toworkeveryday.6).Shallwe________________fromanadviser?Step3.Welcometotheunit.PartA1.Review “noisy” and “quarrel”.Explainthestudentsthedifferentmeaningsofthetwowords.(thesewordsmean“fullofnoise”and“argue”).2.Ask them to work in pairs to complete Part A on page 39.Onceallstudentshavefinished,askonestudentatatimetoreadoutwhattheyhavewritten.Listenformistakesandmispronunciation.PartB1.Makeasurveyoftheproblems.Writethefollowingheadingsontheboard:NotenoughsleepNotenoughtimetodohomework\nToonoisytostudyLonelyArguewithcousin/classmate/parentParentsarealwaysbusy2.Readouteachprobleminturn,andaskstudentstoraisetheirhandsiftheyhavethisproblem.Makeatallyoftheproblemsthatstudentshave.Thiswillreinforceagroupfeeling.Finally,makeanoteofthebiggestproblemtheclasshas.Writethefollowingontheboard:“ThebiggestproblemClass…Grade...hasis…”3.ExplainthatpartBisdifferentfromthepreviousexercise,asstudentshavetorankhowbigtheseproblemsareintheirlives.4.Explaintostudentsthatnumber5meansthatthisisabigproblemforthemwhilenumber1meansitisasmallproblem.5.TellstudentstocompletePartBontheirown.Askvolunteerstogivetheiranswersbutdonotforcestudents.Iftherearenovolunteers,donotgoovertheanswerstothisexercisewiththeclass.Keepthestudents’answersconfidential.Forstrongerclasses,askstudentstoaddwhattheyconsidertobethebiggestproblemsteenagersfacetothelistifthesearedifferenttothoseonthelist.Step4Homework1.Revisethisperiod2.Pre-learnthenextperiodStep5.Notesafterteaching\n袁灶初中集体备课教案年级初三学科英语备课时间10．25主备教师张娟课题Unit3integratedskills参与教师季燕、范建钟教学目标1.Toextractinformationfromastudentprofile2.Towritenotesaboutastudentprofile3.ToextractinformationfromaconversationTodevelopthestudents’abilitiesoflistening,speaking,readingandwriting.Beahappy,livelyteenagersafterlearningthislesson教学过程设计：Step1.Leadin1.FreetalkWhatareyourproblems?WhatareMillie’sproblems?WhatareSimon’sproblems?WhatsuggestionsdidSigmundFriendgivetoMillie?WhatsuggestionsdidSigmundFriendgivetoSimon?Step2.Presentation1.ShowapictureofSueWang.Shealsohassomeproblems.presentsomequestions.2.AskastudenttoreadSue’sprofilealoud.ExplaintostudentsthatsomeoftheinformationinthestudentprofilewillhelpthemtocompletethenotesaboutSue.(tellstudentsthattheywillnotbeabletofindalltheanswersintheprofile.)Tellstudentstolookcarefullyatwhattheyhavewritten,andpayattentiontothegapstheyhavenotyetbeenabletofill.3.Playtherecordingagain,stoppingsothatstudentscanwritetheiranswers,ifyoufeelthisisnecessary.Tellstudentstolookattheiranswers.Iftheystillhavesomeunfilledgaps,askthemtoreadtheprofileagainatthetopofthepageincasetheyhavemissedsomething.Thenplaytherecordingoncemorewithoutstopping.4.Askstudentstoreadoneanswereach.Checkformistakesandmispronunciation.Playtherecordingagainoncestudentshavecompletedtheexercise.5.Explaintostudentsthattheycanusetheprofileandthenotefrompage50tohelpthemcompletePartA3onpage51.Dividetheclassintopairs.6.Readthepassagetogether.Step3presentation\nAskstudentstolistentothetapeanddotrueorfalsequestions.Helpthestudentssumupsomeusefulexpressionsaboutsharingone’sproblemsandgivingadvice.AskSstoreaditinpairs.Step4PracticeTherearethreecommonproblemsandtheirsolutions(解决办法).Matchtheproblemwiththecorrectsolution.ChooseoneoftheproblemsandmakeaconversationusingMillieandAmy’sasamodel.Step5ExercisesAskthesstodosomeexercises.1.词汇题2.单选题Step6Homework1Rememberthenewwordsandphrases.2Readthereportonpage55.3完成《随堂反馈》p69-70.\n作业设计：一、完成单词1.Thesixblindmenq_____________(争吵)abouttheelephantallday。2.Shehasjusto_______________(提供)meacupoftea.3.IaskedJimforhelp,buthe____________(sayno)4.Doyouoftenhave_____________withyourmother?（交流）5.Weinvitedhertotheparty,butshecouln't__________(takesthwillingly)6.Tellyouthet_______________,Ihaveseenthefilmtwice.7.Theyhaveno_________________tofacestress.（勇气）8.Myteachersarevery________________(严格)withus.9.Thankyouforyour_________________(宝贵的)advice.10.After_________________(完成)allthework,Iwanttohaveagoodrest.11.Theyare________________(受苦)fromSARS.12.Hehasn't______________(回复)mylastletteryet.13.Ican____________(almostnot)believewhathersays.14.Couldyouteachmehowtoa_____________thebalancebetweenworkandplay?15.Studentsdon'thavemuchtimetor___________fortestsattimes.二、选择填空：()1._________yourEnglishteacher_________you?A.Do,strictinB.Does,strictwithC.is,strictwithD.isstrictin()2.Myfatherisinterestedinbooks.Heoftenstays____readingnovelstillmid-night.A.upB.awayC.onD.with()3.“Thismademefeelangry.”Isakindof____________structure.(结构)A.S+V+OB.S+V+DOC.S+V+IO+DOD.S+V+DO+OC()4.Doyouhaveanyother_____tomakeonthesubject?A.advicesB.informationsC.suggestionsD.news()5._____ofthetwinshasbeentherebefore.A.BothB.NeitherC.allD.None()6.Thecoloursofhistrousersaredifferentfrom_____ofyours.A.oneB.onesC.thatD.those()7._____ofthetwinshasbeentherebefore.A.BothB.NeitherC.allD.None()8.“Whatdoyouthinkofhissurfing?”“Oh,noonedoes__.”A.goodB.wellC.betterD.best()9.Youlook_____.Whatdoyou_____?A.worry,worryaboutB.worry;worriedaboutC.worried;worryaboutD.worried;worriedabout()10.Canyoupleasespend_____explainingit_____us?A.sometimes;toB.sometime;toC.sometimes;forD.sometime;for\n修改建议:本课容量较大，而speakup又是操练口语的重要环节，所以要设置好speakup的过度，对于问题已经解决问题的方法适当的进行呈现。从而使学生有话可说。教后反思：本课的教学目标：一，让学生通过快速阅读和听录音完成notes；二，让学生能根据所知信息完成短文归纳；三，根据所给对话，归纳出分担忧愁及给出建议的表达方法；四，能运用所学知识自构对话，帮助同学解决问题。本课我使用了多媒体教学。通过复习reading中Millie和Simom的问题及SigmundFriend给出的建议导入话题。因为profile比较简单，学生在完成问题时正确率比较高。在做听力时，根据本班学生能力水平，我连放两遍，对于基础比较好的学生，就能把要点全部记录下来。所以核对答案时速度比较快。但事实上，如果不是公开课，我让中等学生回答的话，也许需要第三遍了。在进入第二环节——根据partA1完成part3之前，我特意设计了几个问题，让学生更进一步熟悉内容，所以part3让学生分段完成时，效果很不错。其实在课前我最担心的是最后speakup部分的practice.因为我们的学生平时口头表达能力很差，而且回答问题时声音很低。而口头操练是一节成功的英语课必须具备的一个环节。所以为了确保这一环节的顺利进行，我特意让学生根据已学内容自己归纳对别人表示同情、鼓励及给出建议的表达方法。但遗憾的是学生的归纳能力较差，这一环节浪费了较多时间，最后我不得不自己用中文解释、归纳。还好后面的workinpairs两组学生的完成效果还不错。但最后还是影响了当堂反馈练习第二部分的完成。整体来说，本课教学目标已完成，容量较大，在听、说、读、写方面都有很多的操练。但自己觉得在口语表达方面还有很大的提升空间。在最后的练习中出现了单词输入错误（replied-reply）.在以后的教学中我要力争精益求精，让自己有一个长远的进步。\n再教设计:Step1.Leadin1.FreetalkWhatareyourproblems?WhatareMillie’sproblems?WhatareSimon’sproblems?WhatsuggestionsdidSigmundFriendgivetoMillie?WhatsuggestionsdidSigmundFriendgivetoSimon?Step2.Presentation1.ShowapictureofSueWang.Shealsohassomeproblems.presentsomequestions.2.AskastudenttoreadSue’sprofilealoud.ExplaintostudentsthatsomeoftheinformationinthestudentprofilewillhelpthemtocompletethenotesaboutSue.(tellstudentsthattheywillnotbeabletofindalltheanswersintheprofile.)Tellstudentstolookcarefullyatwhattheyhavewritten,andpayattentiontothegapstheyhavenotyetbeenabletofill.3.Playtherecordingagain,stoppingsothatstudentscanwritetheiranswers,ifyoufeelthisisnecessary.Tellstudentstolookattheiranswers.Iftheystillhavesomeunfilledgaps,askthemtoreadtheprofileagainatthetopofthepageincasetheyhavemissedsomething.Thenplaytherecordingoncemorewithoutstopping.4.Askstudentstoreadoneanswereach.Checkformistakesandmispronunciation.Playtherecordingagainoncestudentshavecompletedtheexercise.5.Explaintostudentsthattheycanusetheprofileandthenotefrompage50tohelpthemcompletePartA3onpage51.Dividetheclassintopairs.6.Readthepassagetogether.Step3presentationAskstudentstolistentothetapeanddotrueorfalsequestions.Helpthestudentssumupsomeusefulexpressionsaboutsharingone’sproblemsandgivingadvice.AskSstoreaditinpairs.Step4PracticeTherearethreecommonproblemsandtheirsolutions(解决办法).Matchtheproblemwiththecorrectsolution.例举几个常见的问题以及针对性建议。ChooseoneoftheproblemsandmakeaconversationusingMillieandAmy’sasamodel.Step5ExercisesAskthesstodosomeexercises.1.词汇题2.单选题Step6Homework1Rememberthenewwordsandphrases.2Readthereportonpage55.3完成《随堂反馈》p69-70.\n袁灶初中集体备课教案年级学科备课时间主备教师课题参与教师教学目标教学过程设计：\n作业设计：\n修改建议:教后反思：\n再教设计:\n