外研版初中英语说课稿经典案例

初中外语外研版说课稿经典案例汇总

模板

初中英语说课稿（英文版）模板

一、说教材（教材分析） Analyzing teaching material

1. 说课型 lesson type (Dialogue/ reading/ listening/ revision)

2. 本课在教材中的地位 status and function

Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.

3. 说教学指导思想 teaching guideline

(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)

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4. 说教学目标和要求 Teaching aims and demands (…be intended for Ss in key schools)

1）认知目标 knowledge objects

a. Enable the Ss to remember the following new words & phrases:

Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

b. Get the Ss to be familiar with this sentence pattern:

If the population keeps growing so quickly, there will only be standing room left…

Give the Ss a reinforced practice on the functional item Supposition.

c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.

2）智能目标 ability objects

a. Ask the Ss to make up a similar dialogue.

b. Help them to understand the dialogue better and improve the four skills.

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c. Develop their ability of thinking independently.

d. Cultivate their ability to discover, analyze and solve problems.

e. Train them to collect information from the Internet.

f. Train them with some effective learning methods to optimize Ss’ learning results.

3）德育目标 moral objects

a. Arouse their interest in learning English;

b. Help them to understand the background of pollution.

c. Enable the students to love our earth and the nature.

d. Be aware of the importance of stopping pollution & protecting our environment.

e. Encourage the Ss to do something to save the earth.

5. 说教学重点 teaching important points (生词、句型；培养阅读技能)

a. New words and phrases

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b. Sentence pattern: If- clause

c. improve their reading skills.

d. Talking about problems of the Earth.

6. 说教学难点 teaching difficult points (语法；发展交际能力)

a. functional item: Supposition.

b. Develop their communicative ability. Act out their own dialogue.

7. 说教具 teaching aids (multi-media computer, software, OHP)

The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.

二、说教法 Teaching methods

Five step method; audio-video; communicative approach;

Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their

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ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

三、说学法 Study methods

1. Teach Ss how to be successful language learners.

2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

3. Get the Ss to form good learning habits.

四、说教学过程Teaching procedures

I. 复习 (Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata)

Activity 1: Imagination

1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)

2). Suppose you catch a bad cold, what’s to be done?

3). Suppose your bike is broken, what’s to be done?

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4). And suppose the earth, on which we all live, is damaged, what’s to be done?

* What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of pollution.)

II. 呈现 (Presentation) 5min

Activity 2: Presentation

Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)

A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.

* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.

III. 对话 / 阅读 (Dialogue)18m

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1. Pre- reading

Activity 3: Prediction

1st listening/ fast reading, one guided Q to help Ss to get the main idea:

What do you think is discussed at the conference?

2. While- reading

Activity 4: Read and answer

2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.

* 阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words；确定主题句；创设信息差information gap；T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.)

3. Post- reading

Activity 5: Language focus

While Ss are answering the Qs, the teacher deals with some key language

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points.

a. is being caused b. and so on c. go on doing

d. be fit for e. standing room f. if- clause

IV. 操练 (Practice) 10m

Activity 6: Retell

Use your own words to retell the dialogue in the 3rd person.

Activity 7: Acting out

Activity 8: Drill – Supposition

Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)

(Retell; act out; role play)

V. 巩固 (Consolidation) 6m

(Discussion; interview; press conference; debate; quiz)

Activity 9: role play

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Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

* The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

Activity 10: Discussion

Think of the question: Are we causing damage to the world?

What should we do to save the earth and protect our environment especially in our daily life?

Collect their answers and form a report.

VI. 作业 (Homework) 1m (Writing; continue the story; recite; retell)

Write a letter to the mayor, telling him sth. about the pollution around your school.

A Brief Instruction to the topic of “What should I do?”

Shangyuan Middle School Li Yi Cai

Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in Nanjing.Today I’m going to talk about the topic”

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What should I do?”I will divide the instruction into seven parts： they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.

Part 1 Teaching material analysis

This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned Star sings in Unit 1 and Colours and moods in Unit 2.We have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two units.Today we are going to learn two letters to a famous youth worker about Millie’s and Simon’s problems.So this unit links with a special meaning of Unit 1 and Unit 2.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.

Part 2 Teaching aims

1．Aims of the knowledge:

（1）To know the spelling of some words and usage of some phrases.

（2）To learn something about Millie’s and Simon’s problems.

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（3）To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.

2．Aims of the ablilities:

（1）To improve the ability of getting information by reading.

（2）To improve the ability of retelling the story.

3．Aims of the emotion:

（1）To understand how to write about problems and to express feelings.

（2）To ask for advice to solve the problems.

Part 3 Teaching emphasis

1．To master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.

2．To get the ability of general reading and getting information.

Part 4 Teaching difficulties

1．To recognize and understand vocabulary about problems.

2．To ask for advice

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Part 5 Teaching methods

In this topic,I will use five-step Teaching Method and Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is “Learning by doing,learning by using”.Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.

Part 6 Teaching aids

Projector，slide show，tape recorder and blackboard

Part 7 Teaching procedure

Step Ⅰ．Lead-in

The purpose is to arouse the students’interest of study.

Let’s have a free talk.

T：Have you got problems?

S：Yes.

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T：What is it?

S：Eating too much makes me unhealthy.

T：What about you?

S：……

Step Ⅱ．Presentation

The purpose is to develop the skills of skimming and how to gain the main idea of the articles.

1．Ask students to read two letters and answer the following questions:

①What is Millie’s favorite hobby?(Painting)

②What is Millie’s problem?(She doesn’t have enough time for hobbies and homework.)

③When does Simon play football?(After school until late)

④How do his parents feel about it?

(They don’t like this and ask him to go home before 6 p.m.)

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2．Ask students if there are words that they do not know.

Explain some new words briefly.

deal；choice；complete；refuse；accept；spare；doubt；whether；

Step Ⅲ．Practice

The purpose is to develop the skills of scanning and how to gain the details from the articles.

1．Listen to the tape and answer some question about “True”or“False”.

2．Ask students to read the articles again and explain some important phrases.

How to solve the problems；hand in；on time；at the moment；

can’t find any time for my hobbies；feel bad；give up；

achieve a balance between the two；hear form；make unhappy

Step Ⅳ．Retelling

The purpose is to develop the skills of retelling with the key words

1．Ask students to make sentences with phrases that we have learned.

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2．Try to retell the outline of the articles.

3．Encourage students to say something about themselves.

Step Ⅴ．Summary and homework

The purpose is to give the students a clear idea of how to express their problems and revise the articles.

1．Ask students to revise the words and phrases

2．Ask students to write a letter about himself after class.

During my teaching，I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.

Thank you!

1、 Module 4 Life In the Future说课稿

一. 教材分析

1.本模块以未来的教室及学习为切入点，谈论将来我们生活的各个方面,学生较为有兴趣,便于展开活动。在这个过程中学习和掌握一般将来时WILL+动词原形的表达方法及注意

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点。

2.《新标准》英语采用归纳式语法学习法:呈现---提问---发现---总结, 培养学生自主学习的能力。一般将来时作个本学期一个重要的时态在上一个单元中就已涉及Be going to +动词原形,学生已有一定的概念,这只需要老师很好地设计课堂教学活动作一定的延伸就可以了。

二 .学情分析

学生在前一模块中已学习了一般将来时的肯定、否定与一般疑问的表达方式,也掌握了如何表达自己将要做什么,没做什么,也学会了如何问别人将来是否要做某事。本单元则是在前面的基础上引入到谈论将来生活这个话题上，这是学生很熟悉也是较感兴趣的话题。在教师预设的任务中，引导学生在交际中动态生成，学生有话可说，乐于合作分享。这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的.

三. 教学目标

1.语言知识目标

基础核心词汇：life future chalk paper ruler no one farm holiday rain weather wind so cheap expensive short get warm spring autumn heavy rain strong comfortable machine job free technology interesting difficult weak dream

掌握：cable calculator cell satellite fuel rough heat dull climate transport smooth uncomfortable

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语法 一般将来时的肯定,否定及疑问句结构 和形容词的用法.

话题 以谈论将来的生活为中心，说一说将来生活的各个方面. 2.语言技能目标

听：能听懂用一般将来时表述的意义。

说：能运用一般将来时描述将来的生活。

读：能读懂阅读文章，理解语篇主题和细节。

写：能用一般将来时写将来生活等有关的短文。

3．学习策略目标

四．重点难点

1. 教学重点

[1]以谈论将来生活为中心，介绍并询问有关将来生活的信息.

[2]能运用用一般将来时及形容词。

2. 教学难点

[1] 描述将来生活涉及的一些词汇及它们在句中的正确运用。

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[2] 能运用一般将来时进行描述与提问。

五.突破途径

1. 利用多媒体, 让学生在歌声中感受语言，在轻松愉快的video欣赏中 输入语言。在合作学习、游戏、竞赛等活动中巩固语言。

2.整合教材, 对教材的内容进行适当的补充、删减、调序。以话题为核心,设计多种任务活动，把知识点化难为易。将知识不断滚动、内化和外延。

Unit 2 Reading and Vocabulary

Teaching aims:

To get necessary information from the reading material

To talk about life in the future

To learn the Simple Future Tense

Importance and difficulties:

Key vocabulary: farm, holiday, rain, weather, wind, so, cheap, fuel, expensive, short, get, get warm, rough, spring, autumn, heavy, rain, strong, comfortable, heat, light, machine, dull, job, free, climate, technology, transport, easy, interesting, difficult, smooth, uncomfortable, weak

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Key structures: will + V

Step1.Greeting

Step2.Revision

Talk about school in the future

Step2. New words

Show some pictures and introduce the new words.

Step3.Parts(1,2,3,6)

(1)Listen and match the pictures and headings with the paragraphs.

(2) Find some information words for the heading.

(3) Check the true sentences to help understand the material.

(4) Read the passage.

Step4.Reading

(1)Read carefully and find the adjectives and its opposite words in Part2.

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(2) Look at the picture s and try to say something about the passage , using these adjectives.

Step5. Group work

Talk about the questions: Will we have an easy or a difficulty life in the future? why?

Step6.Survey

(1)Talk about your life in 10 or 20 years .

1.What will you be in the future?

2.Will you have an interesting/happy life ? Why ?

2 Will you have a small and nice car ?

3 What will your home be like?

4 Will you do many things on the Internet? What will you do on the Internet?

5 Will you have lots of free time? What will you do in your free time?

6 Will you take a plane to travel around the word ? Where will you go ?

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(2) Write a short passage “My life in the future”

Step6.Homework

1、 Remember the new vocabulary.

2、 Finish the short passage.

2、Module 1 Wonders of the world

Unit 2I was on the edge of the Grand Canyon.说课稿

各位专家、老师：

下午好！

很荣幸能有这个机会上这堂课，同时，也很忐忑。在座的各位都是资深教师了，都有一双火眼金睛，我的破绽，肯定是一览无余的。

首先，我就本节课的载体（即课文）稍作分析。

本文是谈论作者一次去科罗拉多大峡谷的旅游经历和对大峡谷的介绍。词汇量还是较多的。这篇文章是以游记形式的日记，所以，整篇文章的阅读是以时间轴为主线的。

接下来我按照我自己教学的设计稍微作一个解释。

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课前播放的图片是2007年新选出来的7大奇迹，学生通过图片可以对世界奇迹有一些了解。Warming up部分是以长城为载体，讨论为什么长城是世界奇迹之一，随之呈现一些新词汇，（ wonder, ancient, man-made, disappear）为接下来的阅读减轻了负担。也激起了学生的自豪感。

Pre-reading 部分是直接用大峡谷的图片来导入，让学生就大峡谷有一点了解，也解决了一部分新词汇（edge, ottom, canyon, ）。

我为学生每步的阅读预设阅读目的，引导学生使用skimming和scanning等策略来完成阅读任务。本问的阅读设计是总-分-总。首先学生快速阅读后本文呈现的是一则日记的形式，然后根据内容将文章分为三大部分，这样就搭建起了本文的框架，使学生对文本有了明晰的了解，然后再仔细阅读，并引导学生按事情的发展顺序去阅读本文。

第一部分（on the way），主要是信息的提取，其中还有一个猜词 “replay”，这一个题型我在以前不够重视，是上次我们学校校本教研活动时，王老师给我们学校的老师评课时讲到了我们平时阅读课上，可以适当练习一些考试题型，其中猜词就是很好的一个训练，我觉得在课堂上的不知不觉的渗透比讲解考卷时更有效。

第二部分（on the edge），有信息的提取，但是更关注写作中的描写，可以说是细节描写吧。让学生用几个句子自己去体会，并引导学生从事实中去判断作者的观点和情感，也为读后的写作提供一些模仿的依据吧。

第三部分（after the travelling），主要是分析作者对大峡谷的看法，旨在告诉学生在写作过程中也要善于表达情感或观点。

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最后环节的任务是让学生对作者的日记进行改写，在改写中，注意写一篇日记的要点。（时间、地点、人物、事情、还有适当的自己的看法）。

最后输出部分，是设想自己曾经去过一个奇迹之地，先合作讨论，最后写作。

我经验不够，见识浅薄，还望各位多多指教。

3、Module 8 Photos Unit 3 Language in use说课稿

学生年级：初中三年级

教学内容：外研版《新标准》英语 Module 8 unit 3

一 模块教学内容分析

本模块以摄影比赛为话题，介绍了托尼为参加摄影比赛而拍照的经历和上届摄影比赛的结果公示。通过介绍和摄影比赛相关的内容展示了定语从句的用法。

二 单元教学内容分析

本单元是第三单元，由于第一、二单元以听、说、读、写技能培养为主，语法和词汇只是于听说读写中培养感性认识，并不做深入理解，训练与应用训练，因此本单元以展示定语从句的用法为主。教师将通过控制性逐渐降低的一系列活动引导学生最终用定语从句准确地表达自己的思想学会描述人和物。

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二、学情分析

初三学生在第七模块已经了解了定语从句的基本结构和表意功能，并且能够用定语从句写出正确、通顺的句子，因此本模块继续进行定语从句的学习，本模块中要引入which和who引导的从句，只要注意先行词的不同，即可有水到渠成之功，利用丰富多彩的照片展示，给学生以美的享受，从而使学生的多种感官交替使用，达到学习和训练英语基础知识和基本技能的目的。

三、设计思路

Unit3的宗旨在于通过综合训练，掌握并运用新语法，培养学生听、说、读、写的技能。

因此我将以对课文中出现的图片讨论复习为切口，引领学生对所学篇章中含有定语从句的句型和重点词汇进行复习，板书呈现重点，合理设计结构为下一步的写作铺垫。然后在教学中充分利用本单元和workbook中部分练习层层递进帮助学生巩固和运用语法，最后辅以少量阅读，感知从句在整体篇章结构中的运用。最后根据单元写作任务在写作中运用语法。

四、学习策略

1.学生对所学习内容（unit1， unit2）能主动复习并加以整理和归纳

2 在使用英语中，能意识到错误并进行适当的修正。

3积极参与课堂内外英语学习活动，在交际中遇到困难时，有效地寻求帮助。

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五、任务

挑选自己最喜爱的照片，能向班内其他成员简要用英文介绍照片，及喜爱它的原因。

六、教学目标

总体目标：通过综合训练，帮助学生能够复习本模块的词汇，含有定语从句的句子，掌握并运用新语法，提高四项技能。

1、语言知识目标

(1)掌握本模块中的词语（准确发音、拼写、掌握词性、理解词义并能真实运用）

名词： beauty congratulation movement photographer size

动词： expect include

形容词：rich

短语： even though on the left/right pick up thanks to

(2)理解下列单词： category ceremony feature frightened historic kid present shot

(3)掌握which, who引导的定语从句的基本用法

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2、语言技能目标

经过课堂讲授操练之后，学生能够读懂与本模块话题相关的文章，能够用定语从句描写作品。

3、情感目标

通过欣赏摄影作品培养审美意识，培养对他人的欣赏态度。

4、文化意识目标

结合照片内容向学生介绍各种各类照片所承载的文化内涵，使学生了解文化是渗透在生活中的。

六 教学过程

I Experience 感知体验

Step 1

【操作方式】教师由话题导入上节课学习过的图片，学生观察图片，在教师的帮助下回顾所学重点单词和句型，教师引领操练句型。

T：good morning, class.

Ss: good morning teacher.

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T: Today we’ll go on to learn Module 8， Language in Use. What’s the title of Unit 8?

Ss: photos

T：what do we call the person who took photos?

Ss: photographer.

T: …

【设计意图】通过标题和图片引出学生需复习的单词和句型。

Step 2

【操作方式】教师设置情境引领学生巩固重点句型。

T: The photo which I like best is of the city of Beijing ，because it shows the rich culture which makes Beijing so famous. What about you?

Ss: the photo which I like best is of…

【设计意图】操练和巩固含有定语从句的重点句型。

Step 3

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【操作方式】继续引领学生做第二组词汇练习，通过观察和感知句型总结本模块语法--- 定语从句

T：open your books to page 68, finish Activity 1.

T: please read the sentences again and tell me what kind of sentences they are.

Ss: Attributive clause.

T: …

T: can you say them in another way?

Ss: A photographer is a person who takes photographs, especially as a job.

【设计意图】反复操练描述人和物的句子，帮助学生感知定语从句然后启发学生明确目标。

Ex 2 根据句意和首字母填空

1 A person who takes photographs, especially as a job, is a p___________.

2 Some money which is given as a “present” in a competition is a p_____.

3 An area which is open to everybody is called a p____ space.

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4 Someone who shows people around a place of interest is a g____.

5 A building which is new, and not traditional is a m_____ building.

II practice 强化操练

Step 4

【操作方式】完成课本Activity2.进一步对定语从句描述人和物进行较高程度的训练。教师对教材原有活动加以改进，帮助学生最终掌握和运用语法。

T: Now let’s try some difficult ones.

T: A teacher is someone who…

Ss: A teacher is someone who helps us to learn.

T: well done. Any more ideas? …

【设计意图】设计环节紧密相连，设题难度进一步提升。由浅入深帮助学生掌握语法。

Step5

【操作方式】先同伴后小组活动做猜谜游戏，完成课本活动6.

T: She is near a girl who has glasses and long hair. Who is she?

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He sits near a girl who studies best in our class.

He is the boy who sits beside me.

She is the girl who sits near the front door.

【设计意图】将语法教用于情境之中，激发学生兴趣。同时，活动难度上升，由原来的控制性活动开放性活动，体现交际性。

Step 6

【操作方式】结合教学实际，教师选取本模块重点词汇及历届中考试题中和定语从句相关的部分让学生进行实战演习，同时完成和定语从句相关的句子翻译。

Ex2词汇运用

用括号里所给词语的适当形式填空。 congratulation history beautiful move include photograph size category

1. It is said that his uncle is a famous __________.

2. There is a ___________ tower in the centre of the city.

3. The winner in the “Literature” _________ is from Class 8.

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4. He fell off his bike and lay on the ground without any___________.

5. ______________ to our winners and thanks to everyone who entered the competition.

6. His collection of stamps _________ three American stamps.

7 The visitors are all attracted by the __________ of the city.

8. I bought a pair of _________ nine shoes last week.

Ex 3 中考链接

1. ( ) Mr. Green, there is someone at the front desk_____ would like to speak with you.

A. he B. who C. which D. whom

2.( ) Yao Ming is a famous basketball star___ is playing in the NBA. (06吉林)

A. whose B. who C. what D. which

3.( ) He likes music___ he could dance to.(06 福建)

A. who B. that C. whom D. what

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4. -- Is the girl ___ is interviewing the manager of that company your friend?

-- Yes, she is a journalist from CCTV. (06 天津)

A. who B. that C. whom D. what

Ex 4 语法应用

1 我们应该帮助处于困境中的人。We should help people _______________________ .

2 得奖的那个人是一位80岁的老妇人_______________________ is an 80-year-old woman.

3 我要向你们展示一下我在绘画比赛中所得的奖牌。

I will _______________________________ in the painting competition.

4 你喜欢的照片在那边。 ________________________________________.

【设计意图】由听说向读写的过渡。设题简单帮助学生建立学好定语从句的信心。

Step 7

【操作方式】呈现两个与定语从句有关的谚语请同学欣赏，然后翻译两个较常见的句子让同学翻译：。

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T：let’s enjoy some proverbs.

1. A person is known by the company that he keeps. 近朱者赤,近墨者黑。

2 .He who inquires much learns much.问得多,学得多。

3 God help those who help themselves. 天助自助者。

4 He who hesitates is lost. 犹豫不决就会错失良机。

5 All is not gold that glitters. 闪光的不全都是金子。

6 All is well that ends well. 结局好就一切都好。

【设计意图】帮助学生了解在定语从句在精美谚语的运用，有助于培养学生语感，启迪智慧，涵养情操，提高审美情趣。同时可以在大量做题后放松心情，学会欣赏。

Step 8

【操作方式】教师呈现一幅希望工程的图片，向同学介绍自己最喜爱的图片。然后呈现并下发一组图片，请同学小组讨论自己最喜爱的图片。

T：The photo which I like best shows a girl with bright big eyes in the poor areas. It was taken by a journalist called Xie Hailong. It successfully shows the strong wish of going to school which the girl has . Every time I saw the picture, I will think about how poor they are and how we need to help them.

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III 交际运用

Step 9

【操作方式】检查部分学生的介绍，然后要求学生写出自己最喜爱的照片

T：You can discuss in groups and show your favorite photo.

【设计意图】帮助学生将语法最终运用到语言中去。

作业设计：完成写作任务。

4、A Brief Instruction to the topic of “What should I do?”

Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in Nanjing.Today I’m going to talk about the topic” What should I do?”I will divide the instruction into seven parts： they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.

Part 1 Teaching material analysis

This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned Star sings in Unit 1 and Colours and moods in Unit 2.We have also learned how to write a formal recommendation letter and how to write a report on the moods of

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people in last two units.Today we are going to learn two letters to a famous youth worker about Millie’s and Simon’s problems.So this unit links with a special meaning of Unit 1 and Unit 2.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.

Part 2 Teaching aims

1．Aims of the knowledge:

（1）To know the spelling of some words and usage of some phrases.

（2）To learn something about Millie’s and Simon’s problems.

（3）To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.

2．Aims of the ablilities:

（1）To improve the ability of getting information by reading.

（2）To improve the ability of retelling the story.

3．Aims of the emotion:

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（1）To understand how to write about problems and to express feelings.

（2）To ask for advice to solve the problems.

Part 3 Teaching emphasis

1．To master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.

2．To get the ability of general reading and getting information.

Part 4 Teaching difficulties

1．To recognize and understand vocabulary about problems.

2．To ask for advice

Part 5 Teaching methods

In this topic,I will use five-step Teaching Method and Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is “Learning by doing,learning by using”.Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.

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Part 6 Teaching aids

Projector，slide show，tape recorder and blackboard

Part 7 Teaching procedure

Step Ⅰ．Lead-in

The purpose is to arouse the students’interest of study.

Let’s have a free talk.

T：Have you got problems?

S：Yes.

T：What is it?

S：Eating too much makes me unhealthy.

T：What about you?

S：……

Step Ⅱ．Presentation

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The purpose is to develop the skills of skimming and how to gain the main idea of the articles.

1．Ask students to read two letters and answer the following questions:

①What is Millie’s favorite hobby?(Painting)

②What is Millie’s problem?(She doesn’t have enough time for hobbies and home work.)

③When does Simon play football?(After school until late)

④How do his parents feel about it?

(They don’t like this and ask him to go home before 6 p.m.)

2．Ask students if there are words that they do not know.

Explain some new words briefly.

deal；choice；complete；refuse；accept；spare；doubt；whether；

Step Ⅲ．Practice

The purpose is to develop the skills of scanning and how to gain the details from the articles.

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1．Listen to the tape and answer some question about “True”or“False”.

2．Ask students to read the articles again and explain some important phrases.

How to solve the problems；hand in；on time；at the moment；

can’t find any time for my hobbies；feel bad；give up；

achieve a balance between the two；hear form；make unhappy

Step Ⅳ．Retelling

The purpose is to develop the skills of retelling with the key words

1．Ask students to make sentences with phrases that we have learned.

2．Try to retell the outline of the articles.

3．Encourage students to say something about themselves.

Step Ⅴ．Summary and homework

The purpose is to give the students a clear idea of how to express their problems and revise the articles.

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1．Ask students to revise the words and phrases

2．Ask students to write a letter about himself after class.

During my teaching，I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.

Thank you!

5、Sample A of Lesson Six in Book One.

Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.

Part One Analysis of the Teaching Material

(一) STATUS AND FUNCTION

1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.

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2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.

3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.

()ANALYSIS OF THE STUDENTS

The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.

()TEACHING AIMS AND DEMANDS

The teaching aim\\'s basis is established according to Junior School English syllabus\\' provision.

1.Knowledge objects

(1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I\\'m sorry”“That\\'s all right”.

(2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson.

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(3) To finish some exercises.

2.Ability objects

(1) To develop the Ss’ abilities of listening, speaking, reading and writing.

(2) To train the Ss’ ability of working in pairs.

(3) To develop the Ss’ abilities of communication by learning the useful structures.

3.Moral objects

(1) To enable the Ss to be polite and love life.

(2) To enable the Ss to look after their things well.

()TEACHING KEY AND DIFFICULT POINTS

The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material\\'s position and function.

1.Key points:

(1).To help the Ss to communicate with each other.

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(2).To enable the Ss to study in groups and co-operate skillfully.

(3).To develop the Ss’ interest in English.

2.Difficult points:

(1) How to make dialogues and act them out.

(2) How to write the right whole sentences.

(五) TEACHING AIDS

Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson. 四三二

Part Two The Teaching Methods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based” teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use

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“Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.

Teaching special features

To use these methods are helpful to develop the Ss’ thought.

Part Three STUDYING WAYS

1.Teach the Ss how to be successful language learners.

2.Let the Ss pass \\\"Observation—Imitation—Practice \\\" to study language.

3.Teach the Ss how to master dialogues and how to communicate with others.

Teaching special features:

Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.

Part Four Teaching Procedure

I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and

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bring a competition into the class. At last let’s see which group is the winner.

Step1 Warm-up

1. Free talk between T and Ss .

Such as: Hi, I’m . . . . What’s your name?

This is …. How do you do?

Who is he/she? How are you?

Who can count from 1to 5?

What’s this in English? etc.

2.A game: Ask the Ss to give T some school things. For example:

T: Give me your book.(ruler, box, pen, table, knife, etc.)

T: This is your book. This is not my book. It’s your book. etc.

In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.

Purpose of my designing: I think it is important to form a better English

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learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.

Step2. Presentation

This course is very important. I’ll mainly talk about this step.

I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A.

First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.

A: Hi, B. How are you today?

B: I’m fine, thank you. And you?

A: I’m fine, too. Oh, this is my bag.

B: No, this is not your bag. It’s my bag.

A: (Look closely) Oh, I’m sorry.

B: That’s all right.

(At the same time, C is running up and hitting A.)

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C: Oh, I’m sorry.

A: That’s OK.

I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.

Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.

Step3.Practice

First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars.

Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability.

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Step4.Production

In this step I’ll give the Ss a free space to show their abilities.

Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc.

After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.

Purpose of my designing: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.

2.Skill 1 Model 1.

I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.

Then check their handwriting, correct their mistakes. Find out who will write

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well and whose handing is the best.

3.Finish the Ss’ workbook.

Purpose of my designing: To check the knowledge Ss have learned in this lesson.

Step5.Homework:

(1)Recite the words as many as possible after class.

(2)Make a dialogue according to Sample A and write it in the exercise book.

Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.

Blackboard Design

Lesson Six Sample ASix This is my….hey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.

6、8B Chapter 1 Reading.

Good morning, everyone. I’m Wang Li. I’m an English teacher from Xing Long School. I am very glad to be here to talk about my opinion. This is my first

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time to face so many people, I feel a bit nervous. Today I’m going to talk about 8B Chapter 1 Reading. This part is the most important in Chapter 1.I’ll teach it in details.

First I’ll talk about the teaching Objectives

1. Objectives on the knowledge

(1) To enable the students to know some attractions of France.

(2) To help Ss to finish some exercises about the text.

(3) To master some new vocabulary and phrases.

2. Objectives on the abilities

(1) To develop the Ss’ abilities of reading.

(2) To train the Ss’ ability of working in groups

(3) To develop the Ss’ abilities of summary

3. Objectives on the emotion

(1) To foster Ss’ consciousness of good co-operation.

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(2) Let the students know and love France, let the world know and love China

Next I’ll talk about key points of this part.

(1) To master the key words and some facts about France.

(2) To enable Ss to study in groups and co-operate skillfully.

(3) To develop Ss’ interest in English.

After that I’ll say something about difficult points of this part.

(1) It is difficult to read the names of some places in France.

(2) It has more new words than some students can understand.

Then, I’ll talk about Teaching methods.

Everyone knows the main instructional aim of learning English in middle school is to cultivate students’ basic abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson, I’ll mainly use “Task-based” teaching method.

Teaching methods

Task-Based Teaching Methods

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With the help of the teacher, let the students finish the task.

My main teaching property is multimedia.

Here is the analysis about the students.

They’ve just had their own good holiday, so they’ll be glad to know how and where to travel to France. Before reading, they’ve known something about France, so exercise A. What do you know about... won’t be too difficult, they’ll like the text very much. After reading with the teacher’s and With each other’s help, the students can finish the exercises A-D happily.

Finally, I’ll talk about teaching procedures. I’ll finish this part in six steps.

Step 1 Warm up

First, I’ll have a free talk with the students about their summer holidays. Because this is our first lesson this term, we will be very happy to see each other. We will talk about where we have been.

Step 2 Lead in

Then I’ll show them a picture of Eiffel Tower. Ask them “What’s this? Do you know where it is?” Then lead in Paris and France. I’ll more pictures about French landmarks, food and culture and fashion. I’ll tell them Paris is the capital of fashion.

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After that, I’ll ask them what they know about France. We will talk about French flag, French popular sports, French drinks and what happened in France in 17. I’m sure the students will be very interested in these.

Next part, I’ll let them scan the heading, the headlines and photos, then answer the questions in Exercise B Look and think.

Step 3 Presentation

I’ll show them some pictures to teach them new words.

Step 4 Read and comprehension

Read Paragraph 1, with the help of the useful phrases. I’ll explain them for the students. They must discuss the main idea of each paragraph in class. The student who can summarize correctly, we will cheer for him or her and I’ll give a gift to him or her. Each paragraph will do the same thing as above.

Step 5 Have a discussion

What good of learning French when we are traveling to France.

Step 6 Exercise

Do Exercise C1, C2, because both of the exercises are easy, I’ll ask some students who aren’t good at English to answer these questions.

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At last, make a summery of the article in note form.

Homework for today.

1. Match each word with its meaning

(Workbook Page 102)

2. Try to write an article

“China is calling”

Blackboard designs

Useful phrases

1 now that=since

2 think about

3 go abroad

4 this year

5 why not

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6 spread your wings