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教 学 设 计安康市初级中学 郑 丽课题名称Unit 5 What are the shirts made of? Section A 3 (Grammar Focus-4c) 科 目English年 级Grade Three教学时间45 minutes教材分析这是新人教版九年级英语教材第五单元的第四课时的教学内容。本单元主要学习一般现在时被动语态的用法。本课时主要围绕“be made of/in”开展听、说、读的学习活动,小结一般现在时被动语态的结构;学会怎么把主动语态的句子变成被动语态的句子。本节课是语法总结课,着重以总结练习为主。教学 目标1. 语言知识目标:1) 学习掌握下列词汇:boss, Germany, surface, material, traffic, postman, cap, glove 2) 进行一步复习巩固学习Section A 部分所学的生词和词组。3) 对询问物品的制作材料、生产地点、生产制作过程等语句进行归纳总结和探究学习。4) 掌握被动语态的用法,并通过不同方式的练习,来熟练掌握被动语态。2. 情感态度价值观目标:了解一些日常用品的制成材料,增加生活常识,养成良好的生活习惯; 教学重点、难点1. 教学重点:1) 复习巩固Section A 部分所学的生词和词组,达到熟练运用的目标。2) 一般现在时被动语态的用法。2. 教学难点:1) 探究学习询问物品的制作材料、生产地点、生产制作过程等句型。2) 主动语态变被动语态的用法。教学资源Computer,a tape player教 学 环 节教学内容(师生活动)教师活动学生活动I.Revision (2”)Ask Ss to give out the important phrases in 3a.II. Preview check (3”) Step 1. Check four students to see if they have remembered the new words.Let one to teach the others to read the new words loudly.Boss,Germany,surface,material,traffic,postman,cap,glove Step 2.Let the students summarize what we have learned in Section A.Write down “be made of/from/in”on the Bb.III. Pairwork (10”) Step 1.Show the class a chart according to 4c and let them make conversations in pairs.Eg.- Whats your pencil made of? - Its made of wood. - Where was it made? - It was made in Shanghai. Step 2.Ask some pairs to present theirs.IV.Cooperation inquiry (18”) Step 1. Show the class some sentences by using Passive Voice from 2d and 3a. Let them summarize the structure ofPassive Voice of the Present Tense. S+ am/is/are done+. Step 2 Grammar focuslit 1. Let Ss read the Grammar focus aloud.Then read them silently and try to understand the sentnces.sum up the importance.Step 2 CheckingComplete the sentences according to the Grammar focus.3. Sum up Let Ss sum up the importance. S+ am/is/are done+. Am/Is/Are + S + done? S+ am/is/are not done+. Step 3、Pratice .1. Let Ss share their answers to 4a and 4b in props.2. Ask nine students to show their answers. Then check them.3. Read the sentences together.4. V. Brief summary (5”)Talking:How to change the Active Voice into Passive Voice. 主动句与被动句之间的转换Many people speak English.English is spoken by many people. V. Class test (5”)I.Pattern changes.1. Jim has finished the work. (改为被动语态)2. Most of the farm work is done by machine in the USA. ( 改为一般疑问句)3.French and English are spoken in Canada. (对划线部分提问)II.Fill in the blanks with proper forms.1. Usually computers _ (use) to get information on the Internet.2. This watch _ (make) in China.3. Trees _ (plant) in spring.4. The brown desk _ (make) of wood.VI、Homework (2”)请将下列句子变成被动语态。1. We use computers to search information. 2. The teacher often repeats the story. 3. They dont allow fishing here. 4. Bill looks after his cat carefully. 5. We dont often speak English at home. 1. 引导学生复习2.新课导入3.组织学生做对话练习4.引导学生语法小结5.练习评价与总结6.布置作业1. 复习上节课的重点短语。2. 读新单词。3.和同伴做对话练习4.读Grammar Focus句子,找出被动语态,讨论小结一般现在时被动语态的结构。5.完成4a&4b练习,展示答案,然后分小组总结主动变被动的步骤。小结本节课所学语法内容。6.完成当堂练习板书设计Unit 5 Section A 3 (Grammar Focus-4c) 1.be made of/from/in 2.S + am/is/are done+ by sb. S + am/is/are not done+ by sb. Am/Is/Are + S + done+ by sb. 教学反思在新课标指导下,培养学生综合运用语言的能力是英语教学的根本目的。本节课是以语法小结、练习为主的教学。根据我班学生英语水平不一的现状,从提高兴趣,从生活出发,尽可能照顾各层次学生,本人使用了讨论、对话练习、小组合作讨论、练习检测等一系列教学方法,充分发挥学生自身的想象力,表述与表达事实、 自己的观点,同时能够让学生根据相关信息进行交流,并培养学生的观察总结能力,最后加以总结,以进一步突破本节课的知识重点、难点;并设计了让学生小组讨论交流,培养了学生的合作能力。本节课大部分学生能主动参与,但是时间有点前松后紧,以后设计课堂活动时我会重视时间的合理安排。初中英语日记写作教学案例 安康市初级中学 郑 丽一、 教学内容新人教版八年级上册英语Unit1主要复习一般过去时的用法,学习描述假期旅游的过程,使学生能够熟练表述自己旅游的过程和感觉。暑假刚过,学生很乐意和同学分享假期的乐事,因此此话题跟学生的生活实际紧密联系,是学生比较感兴趣的话题。通过本单元的学习,学生能够进一步明确英语日记的格式和时态使用,能熟练运用一些描述旅游的词汇和短语。二、 教学目标1、知识与能力:能够熟记并正确使用新单词:duck,dislike。通过阅读范文和练习写作游记,让学生进一步学习巩固写日记的格式和时态,并掌握关于游记日记的写作方法及策略,2、过程与方法:培养学生的观察和分析能力,提高学生的写作能力。3、情感态度价值观:通过交流假期的旅游见闻,提高他们的综合运用语言的能力,拓展学生的知识面,培养学生学英语的兴趣和对生活的热爱。3、 教学重点和难点重点:掌握英语日记的格式,能正确使用过去式写游记。难点:能熟练运用一些描述旅游的词汇和短语,无语法错误。4、 教学方法1、示范:让学生完成Section B 2e这篇游记日记后,通过观察总结及所给提示词完成3a短文,注意日记的格式和语言的运用。2、讨论:分4人组讨论3b的问题,一人执笔,其他组员一人一句串成短文。3、同学互改:两个学生代表在黑板上展示,其他组交换修改日记,随后学生和教师一起修改黑板上的日记,进行小结。4、实践:要求学生根据假期的经历写一篇旅行日记。通过写作练习, 让学生进一步巩固写日记的格式和时态, 从而培养学生形成正确的写作方法及策略。五、教学环节Step1 Review 1. Ask the students to read Janes diary entries in 2b of Section B. Ask the students to pay attention to the form of the diary. 2. Ask the students to talk about the forms of the diary. 3. Leading: Do you know how to write a diary ? When we write our diaries , what should we pay attention to ? We should pay attention to the forms of the diary , we should use the past tense , except that , we should pay attention to what we mainly write . We usually write the following : what we saw ; what we did ; who we met ; how we felt , and so on . Step 2 Presentation 1. Ask the students to finish the diary in 2e of Section B. Ask the students to talk about the contents of the diry . 2. Ask the students to say some sentences about the pictures in 3a. 3. Ask two students to write their answers to the diary in 3a on the Bb. Then check them and let the class read it loudly.Step 3 Talking and writing1. Ask the Ss to talk about the questions in 3b in groups of four. One tries to write down your diary.2. Ask two students to write their diaries on the Bb. The others change their diaries, find out its mistakes , and then correct them . 3.The teacher and the Ss check the diaries on the Bb together.Step 4 Project Write a travel diary after class . Pay attention to the forms of the diary and the tense.六、教学反思初中英语写作的目的是让学生能够根据所提示的相关信息,充分发挥学生自身的想象力,表述与表达事实和自己的观点,同时能够让学生根据相关信息进行交流,并培养学生良好的写作习惯。所以我在这节课的设计目的是为了让学生进一步学习巩固写日记的格式和时态,并掌握关于日记的写作方法及策略。为了实现这一教学目的,我使用了讨论、示范、练习、同学之间互改、 教师反馈等一系列教学方法,并设计了一些比较实用的教学任务活动,如:让学生针对图片进行讨论图片中的信息,并根据所给词汇加以造句,使学生能够针对所给信息进行交流,从而提高学生的语言表达能力;通过展示范文并让学生讨论一些写日记的格式和时态,最后加以总结,以进一步突破本节课的知识重点、难点;并设计了让学生小组讨论交流,培养了学生的合作能力。在对学生的写作进行反馈时,我适当地运用了一些简单的表扬式和鼓励式的评价策略, 对学生优秀句子充分给予肯定,并加以推广,以提高学生学英语的积极性和主动性。在布置作业时, 我设计了让同学们去改一篇其他同学的日记和写一篇关于自己的日记,以进一步培养学生良好的写-作习惯,进一步学习巩固写日记的格式和时态。 当然,这一节课也出现了一些不足的地方。比如,由于学生英语基础不一样,在互改活动中出现一部分学生没办法完成活动任务;同时在时间的安排上还有一定的欠缺, 显得稍有点前松后紧。
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