Teaching objective: 1, language skills.
Consolidate and strengthen the knowledge of last class: can I have it? Yes, you can. /No, you can't.
Be able to understand, read and say new words: computer games, jipsaw puzzel, be careful, fix, and understand their meanings.
Learn to express the functional sentence "I have" that someone owns something. He has five percent. She has five percent. It has ten percent. "To communicate.
2. Skills objectives.
Learn to use had to mean to have something.
3. The goal of emotion and attitude.
Let students communicate what they have through free dialogue, so that they can speak English, thus stimulating their interest in learning English and their enthusiasm for communicating in English.
Key points and difficulties:
Can spell new words correctly: computer games, jipsaw puzzel, be careful, fix understand the sentence patterns in this lesson: I have. And you can use this sentence pattern to communicate with others what they have.
Teaching process:
Step 1, preheating:
Greetings. Hello, classmates!
Hello, teacher!
T: How are you today?
Fine, thank you.
T: How's the weather today?
Today is sunny.
Design intention: Use simple and relaxed greetings to enter a more enjoyable classroom teaching.
Step 2, import:
The teacher pointed to his belongings, such as textbooks and clothes.
T: what's this? This is a book; This is a coat.
This is my book. I have a book. This is my coat. I have a coat. Write on the blackboard and do actions to make students understand what I mean.
Let students use it.
I have-describe what you have like a teacher.
Now, I want you to do this like me.
Design intention: Through the teacher's demonstration, let the students imitate the exercises, and let the students understand the meaning of sentence patterns more deeply, so as to consolidate the sentence patterns.
The third step, demonstration:
1, (PPT shows text and pictures) T: Now Daming and Sam are playing together. Do you want to know: What did they get? What did Daming get? What's in Sam? (Play the first recording)
Sam said, I have a kite. Daming said: I have a computer game.
2. The teacher took out a game machine: I have a computer game.
Computer games, computer games. I have a computer game. Ss: Computer games, computer games. I have a computer game.
Show the word cards and ask the students to repeat: computer, teach pronunciation with three syllables and connect them together. Let the students practice spelling. Then guide the students to spell games, so that learning can learn to learn actively. )
Do you want to play my computer game? If you like, you can say: Can I play your computer game? After that, let the students communicate in groups with this sentence pattern, so that students can understand the meaning of computer games more deeply. )
Daming has a computer game. Can Sam play his computer games? Sam has a kite. Can Daming play with his kite? What will happen to kites?
(PPT presentation question: What does the kite look like in the end? Finally, what does a kite look like? Play the second tape and guide the students to answer: puzzles. Then the teacher shows the word card and teaches. )
When Daming broke Sam's kite, Sam said, "Don't worry!" " !
Let's fix it. At the same time, show me the word card, fix fix, let's fix it. The teacher uses actions to help students understand the meaning of fix. )
T: It can be seen that Sam is a very tolerant child. If you were Sam, what would you say? Who wants to try? Let the students imitate the speech and get education from it.
6. The teacher plays the recording for the third time and asks the students to imitate it. When you hear the words "I have", stand up.
Read it aloud. And guide careful pronunciation and explanation.
Design intention: Ask questions, and then guide students to find answers with questions, which leads to the words in the text. This task-based teaching method has aroused their interest in learning.
The fourth step, practice:
1, role reading. (individuals, groups)
2. Exercise after class.
3. Game: See who talks a lot. Ask each group to choose a word from food, toys, animals and clothes. Ask the students to prepare first, and then use I've got as much as possible in the given word range.
He who says the most sentences in a limited time wins.
Design intention: By reading the text and playing games, let students experience the role of sentences in the process of consolidation and stimulate students' interest.
Junior high school English open class courseware II
Unit 1 Playing sports topics 1 Are you going to play basketball?
first segment
The main activities are 1a and 2. The main activities of this lesson are 1A and 2.
I. Teaching objectives and requirements
1. Learn some new words and phrases:
Almost, against, tenure, cheers, cheers … Yes, team, win, go, quite, a little, quite a lot/a lot, join, club, skating, volleyball, tennis, table tennis.
2. Learn some useful sentences:
(1) I saw you play basketball almost every day during the summer vacation.
Would you like to come and cheer for us?
3. learn the future tense with be to:
We will have a basketball match with Class Three on Sunday.
Are you going to join the school rowing club?
4. Talk about preferences:
Which sport do you prefer, cycling or boating?
I prefer boating.
5. Talk about sports and games.
ⅱ. Teaching AIDS
Pictures/posters/teaching wall charts/tape recorders/small blackboards
Ⅲ Ⅲ. Five-finger teaching plan
Steps 1 review steps 1 review (time: 7 minutes)
Review the sports names you have learned and introduce new words.
1. (Show some pictures about sports and introduce new sports names through the dialogue between teachers and students. )
Students, welcome back to school. The new semester has begun. This is our first English class this semester. Did you have a good summer vacation? What did you do during your holiday? Did you do any exercise during the summer vacation?
Ss: …
Write it on the blackboard and ask the students to master it. )
school term
T: We all know that doing exercise is good for our health. Now let's review some sports and learn some new ones.
Show pictures of students playing basketball. )
Please look at this picture. Do you know what they are doing? Please give me S 1.
They are playing basketball.
Do you like playing basketball?
Yes, I like it. /No, I don't know.
T: How many players are there in the basketball team?
Write it on the blackboard and ask the students to master it. )
group
S 1: There are five players.
Show pictures of students playing volleyball. )
What are they doing? S2, you know what?
S2: They are playing volleyball. The teacher helps the students answer. )
Write it on the blackboard and ask the students to master it. )
volleyball
Introduce new words like cycling, boating, skating, tennis, table tennis and skiing in the same way. )
Write it on the blackboard and ask the students to read after it. Ask them to understand cycling and skiing. Master rowing, skating, tennis, table tennis. )
Cycling, boating, skating, tennis, table tennis, skiing.
Practice new words about sports on the blackboard and deduce the usage of prefer. )
T: Which sport do you prefer, cycling or boating?
S3: Rowing.
T: great! The phrase "like … better" means "like better".
Write it on the blackboard for students to understand. )
Three courseware for junior high school English open class
First of all, the teaching content: Unit4 How do you go to school?
Second, the teaching objectives:
1, knowledge goal: words: subway, subway, train, bicycle and so on.
2. Language goal: special problems guided by how; Affirmative sentences and negative sentences. Listen: I can understand the way of talking and traveling. I can express the way I want to reach my destination. Reading: You can read the dialogues and sentence patterns in this unit correctly. Write: I can write the words and sentence patterns of this unit.
3. Learning strategies: pay attention to the expression of language intonation, or infer the meaning of words through gestures and expressions. Actively participate in learning and be good at cooperation and communication with others.
4. Emotional goal: learn to respect and understand others in exchange activities, learn to exchange different views, understand the living habits of others, and enhance friendship.
5. Moral education goal: Learn the positive, optimistic and enterprising teamwork spirit of others in songs and games.
6. Multiple intelligences: interpersonal communication logic expresses personality presentation.
7. Cultural awareness: Understand the way primary and secondary school students in Britain and the United States go to school and cultivate world awareness. Understand the differences between Chinese and western cultures.
Third, the teaching emphasis and difficulty:
1 special interrogative sentence. How far/how long.
2. Performance by means of transportation.
Need/will need/spend someone. Time to do sth.
Fourth, preparation before class:
Cards and tape recorders.
5. Teaching application: situational communication method, game method, etc.
Teaching methods: multimedia demonstration, flash animation, ppt demonstration, song games and the application of body language.
Seven, the teaching process:
Step 1. Warm up.
Give lessons to the class as usual.
Talking about the weather
T: How's the weather today?
T: What was the weather like yesterday? ……
The main point is that student a says
"hello! Listen to me, okay? . I will sing you a song. But you must ... ". (making quiet movements with your fingers)
Listen to a song.
Song appreciation creates a relaxed and pleasant learning atmosphere, stimulates students' curiosity and lays the foundation for learning new lessons.
game
Ask students to guess the meaning with body language and complete the prediction of vehicle vocabulary.
play
Multimedia technology presents the above predicted vocabulary and introduces new sentence patterns. How do you get to ...? study
Let the students try to read the words: bike, train, subway, car and boat. And correct the wrong pronunciation of words. Then play a word game. (specific memory).
Step 4: Listen.
Transition to the study of paragraph A 1a 1b, and gradually complete the fill-in of the text 1b.
Use the pictures on the screen. Ask the students some questions about the pictures.
T: What can you see in the picture?
How many people are there in the picture?
What are they doing?
Then, play the recording twice and ask the students to complete the activity 1b and write down the phrases of transportation.
By train, subway and bus.
Then ask the students to repeat the dialogue and check the answers together.
The teacher gives the correct answer on the screen.
Let the students understand how to express the use of transportation by listening and speaking.
Step five, structure (practice vocabulary and sentence patterns)
Show the students the pictures, read these phrases and ask the students to repeat them.
Show them pictures and let them say each phrase one by one.
C then show the students pictures and ask them to answer the question "how do you go to school?" One by one.
Then do another exercise.
The first student said, "I take … to school, or I take … to school." .
Then the second student said, "He/she goes to school by … or he/she takes … to school."
(Complete the third person conversion, the purpose is to let students achieve the combination of listening and speaking from "sentence loneliness". )
Step 6: Match.
Let two students read the dialogue about1a.
Then ask the students to work in pairs. Ask and answer how the students in the picture get to school.
When they are working, they walk around the room and provide language or pronunciation support as needed.
Finally, ask several pairs of students to show their conversations to the class.
Let the students master the sentence patterns better through the situational dialogue. )
Step 7: Practice
1. () Have you arrived at school?
I take a bus.
A. Why B. How C. When D. Where?
How did Dave go to school yesterday?
a . does； Get B. did got C. does got D. did got it.
She went to the library ().
Walk.
4. How did Tom and Mary get home?
A.do arrives at B. does arrives at C. do and D. does gets it.
Consolidate what you have learned through practice, especially in practice 3, which emphasizes "walking", and in practice 4, which emphasizes adverb "home", the preposition "to" is not used.
Step 8: Homework:
Write down your own dialogue in pairs.
Interview ten students and make a list of how they got to a certain place.
Eight, blackboard design:
How do you go to school?
How do you go to school?
Take a train and a bus
Take the subway
I go to school by ….
Nine, teaching reflection:
1) basically in accordance with the requirements of the new curriculum, let students become the main body of the classroom, follow the law of learning and cognition, and mobilize students' enthusiasm by asking questions, questioning, inspiring, inducing, games, multimedia animation and other methods, so that the whole teaching presents a relaxed development process.
2) Multimedia teaching makes the classroom lively, increases the teaching capacity, and enables teachers to make better use of it and save time.
3) Several exercises in class help students to better master what they have learned.
4) Design more suitable activities, learn from others' experience and improve your own teaching methods. This class is bound to achieve better results.