《初中英语说课稿》 21页

项目评价标准权重得分教材与教学目标分析1、依据《课标》要求，整体分析教材的地位与作用。2、教学目标明确、具体，符合新课程理念，可操作性强。3、教材重点、难点确定把握准确、恰当。20％教师基本功1、语音、语调正确、自然；语言准确、生动；语流顺畅，表达清晰。2、书写规范；板书布局合理，重点突出；简笔画简洁、生动，表达准确。3、说课姿态自然大方，体态动作恰当得体。25％教学过程设计与展示1、教学结构设计与展示合理，层次分明，有逻辑性。2、教学内容把握准确，教学目标明确，重点突出，难点突破。3、教法灵活、恰当、实用、新颖，体现学法指导，注重知识、能力的培养。4、合理运用课堂教学资源，并能体现为教学服务的意识，且演示准确、熟练。5、各环节安排层次清晰，过渡自然。6、能较客观的预估教学效果。40％ 才艺展示个人才艺展示能紧扣主题，体现才艺为教学服务的目的。形式不限。10％创新设计1、教学设计有新意。2、说课某一方面有独到之处。5% 初中英语说课稿（英文版）2009-09-0514:11初中英语说课稿（英文版）一、说教材（教材分析）Analyzingteachingmaterial1.说课型lessontype(Dialogue/reading/listening/revision)2.本课在教材中的地位statusandfunction\nLesson33SavingtheEarthisadialogue.ThelessonisfocusedonthetopicoftheproblemsoftheearthandthefunctionalitemsofSupposition/Intentions/conjecture/Prohibition.Sinceitisadialogue/reading.It’shelpfultoimprovetheSscommunicative/readingability.3.说教学指导思想teachingguideline(Teachingsyllabus:Languageisforcommunication,developtheirfourskills,layspecialemphasisonreading;Grelletputitwellinhisbookdevelopingreadingskills:developreadingskill/discourseanalysis;getthemtounderstandthewesternculturebetter;improvetheabilitytodiscover,analyze&solvetheproblems;Readingisforinformation,forfun;UseTop-downmodelorBottom-upmodeltoactivateSsschemata;Interactivemodel)4.说教学目标和要求Teachingaimsanddemands(…beintendedforSsinkeyschools)1）认知目标knowledgeobjectsa.EnabletheSstorememberthefollowingnewwords&phrases:Damage,lecture,pollute,pollution,room,standingroom,befitfor,hearabout,turnintob.GettheSstobefamiliarwiththissentencepattern:Ifthepopulationkeepsgrowingsoquickly,therewillonlybestandingroomleft…GivetheSsareinforcedpracticeonthefunctionalitemSupposition.c.ActivateSsschemataregardingthetopicofpollutionandhelpSstoknowmoreabouttheproblemofpollution.2）智能目标abilityobjectsa.AsktheSstomakeupasimilardialogue.b.Helpthemtounderstandthedialoguebetterandimprovethefourskills.\nc.Developtheirabilityofthinkingindependently.d.Cultivatetheirabilitytodiscover,analyzeandsolveproblems.e.TrainthemtocollectinformationfromtheInternet.f.TrainthemwithsomeeffectivelearningmethodstooptimizeSs’learningresults.3）德育目标moralobjectsa.ArousetheirinterestinlearningEnglish;b.Helpthemtounderstandthebackgroundofpollution.c.Enablethestudentstoloveourearthandthenature.d.Beawareoftheimportanceofstoppingpollution&protectingoutenvironment.e.EncouragetheSstodosomethingtosavetheearth.5.说教学重点teachingimportantpoints(生词、句型；培养阅读技能)a.Newwordsandphrasesb.Sentencepattern:If-clausec.improvetheirreadingskills.d.TalkingaboutproblemsoftheEarth.6.说教学难点teachingdifficultpoints(语法；发展交际能力)a.functionalitem:Supposition.b.Developtheircommunicativeability.Actouttheirowndialogue.7.说教具teachingaids(multi-mediacomputer,software,OHP)Theteachingsyllabussaysthatit’snecessaryforteacherstousemodernteachingfacilities.It’sofgreathelptoincreasetheclassdensity\nandimproveourteachingresult.ItcanalsomaketheSsreachabetterunderstandingofthetextbymakingtheclasseslivelyandinteresting.Atthesametime,itarousestheSs’interestinlearningEnglish.二、说教法TeachingmethodsFivestepmethod;audio-video;communicativeapproach;Task-basedlearning:NewSyllabusDesignencouragesteacherstousethisteachingmethod.TBLTcanstimulateSs’initiativeinlearninganddeveloptheirabilityinlanguageapplication.MaketheSstherealmastersinclasswhiletheteacherhimselfactsasthedirectorandbringtheirabilityintofullplay.三、说学法Studymethods1.TeachSshowtobesuccessfullanguagelearners.2.TeachSshowtodevelopthereadingskill—skim&scan;howtocommunicatewithothers;howtolearnnewwords;howtolearnindependently;3.GettheSstoformgoodlearninghabits.四、说教学过程TeachingproceduresI.复习(Revision)5min(Dailyreport;词汇diagram;brainstorming;activateschemata)Activity1:Imagination1).Supposeabottleofinkisturnedoveranddirtiesyourwhiteshirt,whatistobedone?(Washit?Orthrowitaway?)2).Supposeyoucatchabadcold,what’stobedone?3).Supposeyourbikeisbroken,what’stobedone?4).Andsupposetheearth,onwhichwealllive,isdamaged,what’stobedone?*Whatcanyouthinkofwhenyousee“pollution”thisword?(waste,\nenvironment,air,water,factory,desert,climate...TrytoactivatetheSsschemataregardingthetopicofpollution.)II.呈现(Presentation)5minActivity2:PresentationPlaythesong“EarthSong”sungbyMichaelJackson.(Createanatmosphere)Alotofpicturesandvideoclipsaboutthecausesandresultsofthethreeproblemsmentionedinthislessonwillbeshownonthescreenwiththehelpofthecomputer.Ss’presentationonpollution.Attracttheirattention,arousetheirinterest,andcreateagoodatmosphereforcommunication.*ActivatetheirschemataandcultivatetheirabilityincollectinginformationfromtheInternetanddeveloptheirabilityinthinkingindependently.III.对话/阅读(Dialogue)18m1.Pre-readingActivity3:Prediction1stlistening/fastreading,oneguidedQtohelpSstogetthemainidea:Whatdoyouthinkisdiscussedattheconference?2.While-readingActivity4:Readandanswer2ndlistening/carefulreading,moreQstogetthedetailedinformation.Developtheirreadingskills:skim&scan.Payattentiontothepronunciation,stress&intonation.*阅读:Pre-reading;while-reading;post-reading(fastreading/carefulreading;skim/scan;识别关键词keywords；确定主题句；创设信息差informationgap；TorF;填表格chart/diagram;Predicting;Makeatimeline;\nMakeastorymap。达到对课文的整体理解和掌握。Sothattheycanhaveagoodunderstandingofthewholetext.)3.Post-readingActivity5:LanguagefocusWhileSsareansweringtheQs,theteacherdealswithsomekeylanguagepoints.a.isbeingcausedb.andsoonc.goondoingd.befitfore.standingroomf.if-clauseIV.操练(Practice)10mActivity6:RetellUseyourownwordstoretellthedialogueinthe3rdperson.Activity7:ActingoutActivity8:Drill–SuppositionPurpose:PractisethefunctionalitemofSupposition.(P.33Part2;P.113,wbEx.3)(Retell;actout;roleplay)V.巩固(Consolidation)6m(Discussion;interview;pressconference;debate;quiz)Activity9:roleplaySupposeyouwereheadofavillage,scientist,journalistandvillager,makeupaconversationandaskseveralgroupstodemonstrateinfrontoftheclass.*TheSsareencouragedtousethewordsandexpression_r_rslikepollution,damage,befitfor,turninto,theif-clause,etc.\nActivity10:DiscussionThinkofthequestion:Arewecausingdamagetotheworld?Whatshouldwedotosavetheearthandprotectourenvironmentespeciallyinourdailylife?Collecttheiranswersandformareport.VI.作业(Homework)1m(Writing;continuethestory;recite;retell)Writealettertothemayor,tellinghimsth.aboutthepollutionaroundyourschool.五、说板书Blackboarddesign初中英语八年级下册说课稿Unit12009年06月21日星期日16:14Unit1Willpeoplehaverobots?Teachinggoals:1.Words&phrases:robot,paper,less,fewer,simple,unpleasant,factory,seem,etc.2.will构成的一般将来时态的陈述句、否定句、疑问句及回答.3.Therebe句型的一般将来时.4.more,less,fewer的用法.5.学习一般将来时态的相关知识，学会对未来进行预测.6.对fiveyearsago,today,infiveyears简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣.7.通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时.Importantanddifficultpoints:1.will构成一般将来时态的句式。2.Therebe句型的一般将来时态。3.more,fewer,less的用法。4.Howtomakepredictions.Period  1Teachingprocedures:Step1  Leadingin1.Greetings:Welcometoschool.What’sthedatetoday?Who’sondutytoday?Doyouenjoyyourwinterholiday?Doyoufinishyourhomework?Doyouwanttoliveonthemoon\n?Canyouguesswhatwillhappenintenyears?CollecttheSs’answersandsaysomethingabouttheirpredictions.Step2  Pre-task   SBPage2,1a.1.Lookatthepicture:Howwilltheworldbedifferentinthefuture,100yearsfromnow?We’regoingtotalkaboutsthin100years.2.Readeachpredictionstotheclass.Explainthenewvocabulary.3.Readtheinstructions.MakesureSsknowwhattheyshoulddo.4.Doitbythemselves.5.Talkabouttheanswerswiththeclass.Explain:一般将来时态构成:will/begoingto+动词原形Step3  While-taskSBPage2,1b.1.Practisereadingthesixpredictions.2.ReadtheinstructionstoSs.Circlethethingsyouhearontherecording.3.Playthetapetwice.4.Playthetapeathirdtime.Atthesametime,checktheanswers.SBPage2,1c.1.Payattentiontothedialogues.2.Readthedialoguesfluently.3.Pairwork.Workinpairstomakepredictionsaccordingtothesample.4.Askseveralpairstosharetheirconversationstotheclass.SBPage3,2a&2b.1.Readthepredictions.2.Readtheinstructionsandpointoutthesampleanswer.3.Playthetapetwice.Sscirclethewordtheyhearineachsentences:more,less,fewer.4.Checktheanswers.学生探究:less,fewer的区别。Step4  Post-task1.Pointtotheexampleinthesampledialogue.Practicereading.2.Lookatactivity2b.Groupwork:Taketurnstomakeconversationsaboutthepredictions.GrammarFocus:1.Reviewthegrammarbox.Sssaythestatementsandresponses.2.Makesummariesabout“will”,“fewer”and“less”.Homework:1.Makepredictionsaboutyourselfin10years.Writedown5sentences\n.2.Gooverthenewwords.教学后记:Period  2Teachingprocedures:Step1  Leadingin1.Greetingsandfreetalk.2.Checktheirhomework:AsktwoorthreeSstospeakoutwhattheywrotedown.(教师作出适当的评价)Step2  Pre-task1.Gooverwhatwelearntyesterday.2.通过三种时间的对比简略复习一般过去时与一般现在时。Step3  While-task  SBPage4,3a.1.Pointtothethreepictureandsay:ThisisSally.ThefirstpictureisSallyfiveyearsago,thesecondoneisSallynow,andthethirdoneisSallyfiveyearsinthefuture.2.Readtheinstructions.3.Completefillingintheblanksindividually.4.Checktheanswers.5.Practisereading.ThenasksomeSsreadthemout.SBPage4,3b.1.Lookatactivity3a.MakepredictionsaboutSally.2.Pointtotheexampleinthesampledialogue.AsktwoSstoreadthedialoguetotheclass.3.Practisereading.4.Pairwork.MaketheirpredictionsaboutSally.Step4  Post-task1.Writeaboutyourself.WiththehelpofthesampleofSally.Wecanwritesthaboutourselvesfiveyearsago,todayandinfiveyears.2.Completetheworkindividually.  3.Reviewthetask.AskafewmoreSsforanswers.Homework:Drawapictureofthecityin20years.Describeittotheclass.教学后记:Period  3Teachingprocedures:Step1  Leadingin1.Greetings.2.Sayyourselves:fiveyearsago,todayandinfiveyears.3.Checkthe\nhomework.Step2  Pre-task  SBPage5,1a.1.Lookattheformandreadtheheadingstotheclass.MakesuretheSsknowwhattheymean.2.Readthelistofsevenwords.Explainthenewwords.3.Writeeachwordinthecorrectcolumn.Checktheanswers.SBPage5,1b.1.Readthewordsalreadywrittenonthechart.2.Groupwork:Thinkaboutwhatwelearnedbefore.Writesomewordsinthechartabove.Dividetheclassintogroupsoffour,letthemhaveacompetition.Step3  While-task   SBPage5,2a.1.Lookatthepicturescarefully.Canyouguesswhatwe’lllisten?Talkaboutthem.2.Readtheinstructions.We’lllistento3conversations.Numberthepictures1-3.3.Playthetapetwice.Checktheanswers.SBPage5,2b.Thisactivityiseasy,Ithink.ForweknowtheconversationsaretalkingaboutAlexis10yearsago,todayandin10years.   1.Readtheinstructions.2.Payattentiontothesentencesandtheverbsinthebox.3.Playthetapeandcorrecttheanswers.Step4  Post-task1.Readtheinstructions.2.Pairwork.OneisAlexis,oneisJoe.3.Pointouttheexampleinthesampledialogue.ReadittotheSs.4.TalkaboutJoe’slifenow,tenyearsagoandintenyears.5.AsksomepairsofSstosaytheirdialogues.Homework:1.Gooverthewords.2.写一篇50个单词左右的小短文，预测与展望未来我们的学习和生活。教学后记:Period  4Teachingprocedures:Step1  Leadingin1.Greetings.  2.AsktwoSstosaysthaboutJoe.3.Checktheirhomework\n.Step2  While-task   SBPage6,3a.1.Readtheinstructions.2.GiveSs3minutestoreadthepassage,tickoutthenewwords.3.Explainthenewwordsandpracticereading.4.Pointoutthechart.Readthecolumnheadingstotheclass.5.Readthepassageagain.Writewordsfromheranswersinthecorrectcolumnsbelow.6.Checktheanswers.7.Practisereading.    SBPage6,3b.Playingagame:Whowriteit?1.Sswriteabouttheirlifeintenyearsonapieceofpaperbutdon’twritenamesonthepaper.2.PutalltheSs’paperstogether.3.Taketurnsreadingthepaper.TheotherSsguesswhowroteit.Step3  Post-task   SBPage6,Part4.1.Readthequestionsbelow.2.AsktwoSstoreadthedialogue.3.Answerthequestions.4.Pairwork.Getyourpartner’sanswers.5.ShareafewSs’conversations.Homework:1.Finishselfcheckastheirhomework.2.Gooverthewordsinthisunit.教学后记:Period  5Teachingcontents:  Reading:Doyouthinkyouwillhaveyourownrobot?Teachingprocedures:Step1  Leadingin   1.Greetingsandfreetalk.2.Ifpossible,drawarobotontheBborputupapictureofarobot.Tell:Whatdoesitlooklike?Whatcanitdo?3.Tellyourpartnerwhatyouknowaboutrobots.Step2  Pre-task  SBPage8,1b.  1.Readthetitleofthepassage.2.Lookatthepicturetogether.AskafewSstodescribeWhattheysee.3.Readthewordsandphrasesinthebox.Practicereadingthewords.4.Circlethewordsyouthinkyouwillreadinthepassage.Step3  While-taskSBPage8.1.FirstletSsscanthepassageforthemainidea\n.2.Explainsomething.helpsbwithsth/dosth   dothesameas…makesbdosthIttakes/took/willtake…3.Askafewcomprehensionquestionsaroundtheclass.  4.ReadthepassagebytheSs.Step4  Post-task1.Gothroughthereadingagain.    Howmanywordsin1bdidyoucorrectlypredict?2.GooverthestructuresinSBPage9,3b.    Maketheirownsentences.Homework:1.TomakesuretheSsunderstandthepassage.andIwanttoknowwhetherthey’recarefulintheclass,letSstranslatethepassageintoChinese.2.Gooverthisunit.3.Maketheirownsentences.4.Whatwaysdoyouthinkarobotwillhelpyouandyourfamilyinthefuture.Writeyourideas初中英语说课教案：人教新目标英语八年级下册Unit9-SectionA说课稿.doc2007-09-1420:092007-05-2222:09新目标(八下)Unit9-SectionA说课稿一、教材分析：　１、教材的地位及作用：第二册第九单元第二节课，本单元围绕阅读有关迪斯尼乐园的文章开展多种教学活动，学会用Haveyoueverbeento….?这个句型来询问别人的经历。本节课是堂阅读课，它通过前几节课学习的句型，进一步加深对目标语言的理解和运用。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：Disneyland,MickeyMouse,DonaldDuck,character,seen,theme,attraction,rollercoaster,cruise,boat,takearide,board.route,endup,island,especially,travel.(２)掌握句子：Haveyoueverbeento……?Yes,Ihave./No,Ihaven’t.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谈论过去的经历，增强学生对美好事物的追求和向往。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。\n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Haveyoueverdone…..来描述过去的经历难点：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些环节，让学生阅读后完成各种活动。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：dialogues（每组都有一次机会），，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（5分钟）－任务应用（8分钟）-阅读（25分钟）－任务应用（6分钟）－－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Step1课前准备和复习（5分钟）1.个人汇报。自由选择已学过或未学句型进行口语练习。创设英语氛围，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.用卡片学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。Step2任务应用通过表格的应用来学习其它动词的过去分词，进一步加强对目标语言的应用。Step3阅读（25分钟）\n1.让学生自行阅读课文2分钟，找出所猜的词。然后通过阅读寻找答案，增强趣味性。2.划出文章中有趣味或没有趣味的事，进一步理解课文。3.回答问题，加深对文章的理解。Step4任务应用（6分钟）根据所学课文进行绘话练习，让学生学会交际使用，训练说的能力。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：完成写作并完成部分练习。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。　百度空间 | 百度首页 |登录Unit7Wherewouldyouliketovisit?说课稿2009-05-3119:36Unit7Wherewouldyouliketovisit?SectionA3a-4I.AnalysisoftheTeachingMaterial1.StatusandFunctionInthisunit,studentslearntotalkaboutplacestheywouldliketovisit.Thisisatopicthatstudentswillbeveryinterestedin.Thatwillbeveryhelpfultopracticeusingthetargetlanguage.Allthestudentscanmakegreatprogressinexpressingtheplaceswhichtheywouldliketovisit.(1)Thefirstperiodmainlyprovidessomenewvocabularytothestudentstodescribedifferentkindsofvacations.Anditgivesstudentspracticeinlisteningandspeakingonthetargetlanguage"Wherewouldyouliketogoonvacation?I’dlovetovisitMexico."(2)Theactivitiesinthesecondperiodgivestudentsmorelisteningandoralpracticeusingmoretargetlanguage.Theyarehelpfultoimprovestudents’listeningandspeakingskills.(3)Inthethirdperiod,studentslearntogetdetailedinformationfromanarticle.Andtheywilldosomewritingandoralpracticeaswell.Theywillimprovetheirreading,speakingandwritingskillsandknowsomethingaboutSingaporeandsomeotherplacesallovertheworld.(4)Thefourthperiodprovidesmorelisteningpracticetotrainthestudentstounderstandthetargetlanguageinspokenconversationandwritethetargetlanguage.Italsoprovidessomemoreoralpracticeusingthetargetlanguage.(5)Thefifthperiodisdesignedtotrainstudents’readingandwritingskills.(6)Theactivitiesinthelastperiodareusedtotrainstudents’writingskill.Ⅰ.TeachingAimsandDemands（教学目的和要求）1.KnowledgeObjects(1)KeyVocabularyfall,NiagaraFalls\n(2)TargetLanguageWherewouldyouliketovisit?I’dlike/hopetovisit/see…I’dlike/loveplaceswhere…2.AbilityObjects(1)Trainstudents’listeningskill.(2)Trainstudents’communicativecompetence.3.MoralObjectItcanmakeyouknowmoreabouttheworldtotravelmuch.Ⅱ.TeachingKeyPoints（教学重点）1.Newwordsfall,NiagaraFalls2.Listeningpracticewithtargetlanguage3.MakecommunicationswithtargetlanguageⅢ.TeachingDifficultPoint（教学难点）1.Trainstudents’listeningpracticewithtargetlanguage.2.Helpstudentstomakecommunicationswithtargetlanguage.Ⅳ.TeachingMethods（教学方法）1.Listening2.Pairwork3.ExplanationⅤ.TeachingAid（教学手段）1.Ataperecorder2.SomepicturesofHawaii,MexicoandNiagaraFallsⅥ.Teachingprocedures（教学过程）StepⅠRevision(1)Revisethetargetlanguagebyaskingquestion,Wherewouldyouliketogoonvacation?Getseveralstudentstogivedifferentanswers.Thenaskthemtoworkinpairstopractisewith:Wherewouldyouliketogoonvacation?I’dlike/loveto…becauseIlike…vacations.(2)Checkhomeworkbyaskingseveralonestoreadtheirconversations.(3)Checkhomeworkbydictatingthefollowingwords:tiring,educational,fascinating,thrilling,relaxing,dangerous,exotic,trek.jungle,takeiteasy,explore,historicAfterdictating,hovestudentscheckinpairs.Makeasurveybyaskingthemtoputuphandstoseehowmanyhavewrittenoutallthewordscorrectly.StepⅡ2aThisactivityprovideslisteningpracticeusingthetargetlanguage.\nReadtheinstructionstothestudents.Lookatthefoursentencesinthebox.Theyarefromaconversation,buttheyarenotintherightorder.Wewilllistentoaconversationtalkingaboutgoingonavacation.Wecanseethenumberinfromofthefourthsentence.It’sasampleanswerPleasewritetherightnumbersbeforethefirstthreesentencesintheblanks.Thenplaythetape.Studentsonlylistenthistime.Trytocatchthemainideaoftheconversation.Nextplaythetapeagain.Studentslistenandwritethenumbersintheblanks.Checktheanswers.AnswersThesentencesshouldbenumberedinthisorder:3421TapescriptBoy1:Wouldn’titbegreatifwecouldgoonavacationtogether?Girl1:Yeah.Thatwouldbewonderful!Boy1:Wherewouldwego?Girl1:Well,IhopetovisitHawaiioneday.Wouldyoubeinterestedingoingthere?Boy2:Sure!Ilikeplaceswheretheweatherisalwayswarm.Boy1:ButHawaiiistootouristy.MaybewecouldgotoMexico.Iloveplaceswherethepeoplearereallyfriendly.Boy2:Well,Mexicowouldbenice,butwedon’tknowthelanguage.IhopetoseeNiagaraFallssomeday.Whataboutgoingthere?Girl1:NiagaraFallswouldbebeautiful,butthere’snotmuchtodothere.Whydon’tweallgotoSanFranciscotogether?Ithaseverything—beautifulviews,friendlypeople,excitingthingstodo…Boy2:That’snotabadidea…ifyoupayforit.StepⅢ2bThisactivityprovideslisteningpracticeusingthetargetlanguage,too.Readtheinstructionstostudents,andmakesurethattheyknowwhattodo.Lookatthefirstcolumn,"Place".Someonedoesn’tlikegoingtotheseplaces.Why?Choosethereasonforeachplacefromthesecondcolumn.Writethelettersofthereasonsintheblanksbeforetheplaces/Let’sreadthecontentsinthechartfirst.Getthemtoreadtheplacesandreasonsseveraltimes.Thensay,we’lllistentothesamerecordingagain.Listenandmatcheachplacewithareasonfornotgoingthere.Playtherecordingagain.Askstudentstofillintheiranswers.ChecktheanswersAnswers1.b2.a3.cStepⅣ2c\nThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Readtheinstructionstothestudents.TellthemtousetheinformationinActivities2aand2btoroleplayconversations.(HoldingapictureofHawaii).IhopetovisitHawaiisomeday.Getastudenttoanswer,SodoI.Ilikeplaceswheretheweatherisalwayswarm.ShowingapictureofMexico,asktwostudentstomakeupsimilarconversations.NotetousetheinformationinActivities2aand2b.DothesamewiththethirdplaceNiagaraFalls.Say,Nowpleaseroleplaytheconversationsinpairs,usingtheinformationinActivities2aand2b.Eachpairmakesoneatleast.Asthestudentswork,movearoundtheroomcheckingprogressofthepairsandofferinghelpasneeded.Askoneortwomovepairstosaytheirconversationstotheclass.Step5GrammarFocusPresentatetheconversationbelowbysayingtothestudentsandwritingitontheblackboard:Wherewouldyouliketovisit?I’dliketogosomewhererelaxing.Drawalineunderthewordrelaxing.Thenaskthechildrenthesamequestionsandtellthemtoanswerintheirownwords.Forexample,I’dliketogosomewhereinteresting.I’dliketogosomewhereexotic.Afteraskingseveralchildrentogiveanswerswithdifferentadjectives,getthemtopracticeinpairs.Eachpairmakestwoconversations.Nextaskseveralpairstosharetheirconversationswiththeclass.Thensay,theadjectivesusuallycomebeforethenouns,suchas,aneducationalvacation,atiringtrip.Butinthesentenceswhichareusingthewordsomethingorsomewhere,theadjectiveshouldbeputafterthepronouns.Forexample:I’dliketogosomewherefascinating.I’dlovetoeatsomethingdelicious.Afterthat,presentateanotherpairofsentences.Saytothestudentsandwritedownontheblackboard:Wherewouldyouliketovisit?IhopetogotoFrancesomeday.ExplainsentenceswithsomedayinEnglishorally,likethis,IhopetogotoFrancesomeday.ThissentencemeansIhopetogotoFrancesomeday,butI’mnotsureIwill.MaybeIwillgothereinthefutureandmaybeIwon’t.Thesentenceswithsomedayareoftenusedtoexpressthat.Thenhavethechildrenmakeupmoresentences.\nStepⅥSummaryInthisclass,we’vedonesomelisteningpracticewithtargetlanguage.WehavealsopracticedouroralEnglishinpairs.Andwe’vediscussedsomethingongrammar.StepⅦHomework1.Writeouttwopairsofsentenceslikethis:Wherewouldyouliketovisit?I’dliketogosomewhererelaxing.Wherewouldyouliketovisit?IhopetogotoFrancesomeday.2.Practicethetargetlanguageorallywiththeclassmates.StepⅧBlackboardDesign（板书设计）Unit7Wherewouldyouliketovisit?SectionATheSecondPeriodⅠ.AnswerstoActivity2a:3421Ⅱ.AnswerstoActivity2b:1.b2.a3.cⅢ.GrammarFocus:1.Wherewouldyouliketovisit?I’dliketogosomewhererelaxing.2.Wherewouldyouliketovisit?IhopetogotoFrancesomeday.一、说教材1．教材简析。本课共有两部分内容，其中第一部分是以中秋节为话题而展开的一个对话。它主要讲了HanMei和Lucy简单谈论有关中秋节和月饼方面的知识，并邀请Lucy到她家作客的过程。在这个对话中出现了如autumn和festival等十一个新单词以及几个学生难以理解的、需教师解释的词、句型和句子。第二部分内容是两人在商店为朋友买月饼的一个情境，谈话内容是从月饼表面的样子的好坏、大小、轻重和价钱等方面展开的。其中出现了形容词比较级的用法，它们是：nicer,bigger,heavier,cheaper。它要求学生根据图、词和句子提示创造性的对话。2．教学重点。（1）指导学生掌握和熟练运用那些难以理解的词、句型和句子，如cakeswithmeet...(2)指导学生口头熟练表达就中秋节这一话题展开的对话内容，包括第二部分的购物经过。（3）形容词比较级的用法。3．教学难点。\n学生根据实际情境需要真正开口讲英语。4．教学目标。（1）技能目标。学生能听懂本对话录音，能听懂师生之间就本对话内容而展开的、切形式的问答，会和别人展开对话，了解和传递信息；能就本课语言难点造句，而且无语法错误；能就类似话题，创造性地自编对话；掌握形容词比较级的用法。（2）知识目标。学生要牢记所有新学单词，包括重点字母或字母组合的发音，还要记住新学短语、句型、难句及本对话各句的英语表达，为实现自如讲英语奠定基础。（3）情感目标。学生要爱学英语、爱说英语、想说英语，对英语学习投以极大的兴趣和热情。（4）学习策略目标。改变传统的死记硬背，积极主动地投入到语言的实践中去，包括听、说、读、写的实践。在实践中提高语言的综合使用能力，加深对基础知识的掌握和记忆。（5）文化意识目标。使学生进一步了解和会简单向别人介绍中国这个传统节日，从而体会节日的快乐。二、说教法对本课我主要采取了如下几种教法：1．听录音。听音是英语学习的重要方法，也是课堂教学的重要步骤。在听中可以感知，可以模仿。2．重点解释，个别操练。在每一堂教学中，学生总会遇到一些难以理解的词、句型、短语、句子或某一语法现象。如本课出现的形容词比较级的用法等都需要教师个别解释甚至创设语言情境进行操练和举例，以扫除自由交际过程中的“拦路虎”，为语言的进一步学习奠定基础。3．指导学生展开情景对话。教师可以和任何一个学生对话。开始时和学习好的可多说几句，和学习差的可以少说几句，要想办法使人人开口，使人人都有成功感。通过对话逐步达到对教材内容的全部操练。在对话时可不受课文内容和顺序的限制，师生完全可以根据当时的实际思路创造性地交流，这种教法是实现语言知识向语言能力转变的必经之路。师生对话时，其他学生静听。4．学生独立操作。首先要求学生根据师生示范独立对话，随后叫几组分别站起来表演。这是深化课堂教学的重要举措。5．教师可设计填空或翻译练习，以检查学生对本对话的掌握情况。在整个教学活动中，我还采用了投影仪、挂图、卡片、实物等，对顺利开展教学活动起到了很好的辅助作用。三、说学法我所采用的教法有助于学生掌握如下学法：1．养成听的习惯。学生要经常听录音，听教师讲英语，听同学们讲英语，这对学好英语大有好处。2．科学储备大量知识。\n学生不掌握丰富的知识就不可能进行很好的语言交流。所以学生必须了解语言规律，掌握丰富的词汇，熟知语法规则，会熟练表达由各个话题而展开的交际内容。要学会在实践中学，在应用中学，这样学来的知识记忆深刻、灵活度大。3．及时巩固，反复记忆。凡教师在课堂上所讲到的语言难点，学生应及时整理，再次认识并积极使用。对前面已学过的课文，学生要有安排地经常复习，否则常常是学了新的，忘了旧的。4．积极操练，重在口头。在课堂上，学生要积极参与教师设计的每个教学活动，要大胆开口，创造性地说自己想说的话。课后和其他同学及时进行英语交流。只有这样，才能将书本知识变成自己的知识和语言能力；也只有这样，才能实现脱口说英语的目的。四、说教学程序1．复旧引新阶段。教师和学生进行简单的问候，如：Ss:Goodmorning,teacher!T:Goodmorning,class!之后，就上单元的话题和学生展开对话：T:Comrades!Wewon’thaveanylessonsthisafternoon.I’mgoingonafieldtrip.Wouldyouliketogowithme?Ss:Yes,wedo.T:Wherearewegoing?Ss:We’regoingtothemountains/rivers/hills...T:Whatdoyouthinkwe’regoingtodo?Ss:We’regoingtohaveapicnic/discusstheairoutside...教师可根据当时的情况和学生继续多谈几句，交谈的思维要顺着学生的思维展开。之后，老师问道：T:Doyouknowwhatdayistomorrow?Ss:Yes,wedo./No,wedon’t.T:Nowletmetellyou.TomorrowisMid-autumnFestival.We’regoingtohaveabigdinner.Wouldyouliketocometomyhometoeatsomething?Ss:Yes,we’dloveto.到此引出新学课文，教师说：Nowlet’slearnLesson9.之后板书“Lesson9”。2．熟悉语言阶段。（1）学生看着书听一遍录音，初步了解对话内容。（2）教师领读或朗读一遍，同时板书本课新学单词。（3）教师指出每个新学单词重点字母及字母组合的发音。（4）创设情景，攻克语言难点。\n（5）学生可再听一遍录音，此次需合着书进行。（6）分角色表演对话。3．情景交际阶段。（1）教师可按照上面教法中讲到的交际方式和学生对话，要照顾到不同位置的学生，最少可进行五、六次。（2）学生与学生自由对话，人人都要开口说话。4．巩固验收阶段。（1）几组学生分别表演对话，其他同学听。（2）设计如下填空练习：A:Hi,Lily!Areyoufreetomorrowevening?B:TommorrowistheMid-automnFestival.Wouldyou____tocometomyhometoeatthebigdinner_____us?A:We’regoingtoeatmooncakes____meatinthem.B:Doyouhavesomethingsweet____.Ilikesweet.A:Yes,wedo.B:Oh,there’sashop_______there.Let’sgoandseewhat’ssold.A:Oh,mooncakes!B:Great!Iwanttobuysomeformyfather.A:Which_____youlike?B:Iwanttobuythe______ones.BecauseIdon’thavemuchmoney.A:Oh,thisis_____(heavy)thanthatoneandIalsothinkitis____(nice)thanthatone.Ijustbuy____(big)ones.（3）做如下翻译练习:你喜欢吃里面夹肉的月饼吗？这个月饼不如那个月饼好看，但比那个便宜。这就是他们在商店里所买的东西。（4）学生以NewYear’sDay为话题创造性地编一个对话