Teaching objectives Through this unit, students can learn some simple expressions used in "greetings" and ask them to use them in communication situations as much as possible. Students should master the pronunciation (including rising and falling tones) and writing format (including uppercase and lowercase letters) of the English alphabet, and make sure to read the combination of these letters and uppercase letters.
Teaching emphases and difficulties
1. Greetings: 1) Good morning! 2) Hello! Nice to meet you! How are you? Fine, thank you. What about you?
Sentence pattern: 1) What's your name? 2) My name is …
3. listen, say, read and write the English letters a ~ n.
Teaching content analysis
1. The key point of this unit is to be able to master the four English letters A to N 14, and to recognize the case of printed and handwritten letters; Writing (case, stroke order, strokes) conforms to the specifications.
2. Be able to read, listen and speak the daily communication terms involved in this unit. Focus on learning to say hello, and the pronunciation and intonation should be correct.
The difficulty of this unit should be the pronunciation of the following letters and words. Remind students not to pronounce C [Si:] as [sei], L[el] as [ailu] and N[en] as B: B. (Its B) This is B.
An explanation of seeking names
What's your name? My name is Wei Hua.
This sentence is used to ask the other person's name. What is short for what. Answer "My name is …"
You can usually say your name directly when you answer. For example:
What's your name? -Ann Reed.
In this case, the complete answer should be "My name is Ann Reed."
China people's names are written in Chinese Pinyin, with surnames separated from first names, surnames first, surnames last and initials capitalized. If the name is two words, put the two words together in Chinese. Such as: Li, Lei,. In English-speaking countries, the names are just the opposite, with the first name and the last name. Jim Green. Jim is a first name and Green is a last name.
A good explanation for you
Hello! Hey!
Used to greet each other, greet each other, etc. This is a common expression in spoken English. Mainly used for acquaintances or informal occasions. You can also use Hi! Say hello to each other. In addition, it can also be used to make phone calls, which is equivalent to "hello" in Chinese. Use "hello!"
Hello and hi.
(1)hello and hi can be used together. They all mean "hello", but hi is used more than hello, more easygoing and closer. Especially used by young people in America. Use hello instead of hi on the phone. When acquaintances and friends meet, they just say hello to each other! Do it. When using hello, you can't "hello, hello, hello!" " Use it again and again like this.
(2) It should be noted that Hello/ Hi is generally not used to greet teachers, superiors, seniors and people with status, which is not respectful enough.
Good explanation for you.
How are you? How are you?
This sentence is a polite expression when acquaintances meet and ask each other about their health. His answer is: "Fine, thank you (thank you). What about you? " Fine, thank you. What about you? This answer is used to express both gratitude and concern for others. At this time, the other party's answer can be: "Im OK. (or) fine "(I'm fine. )
2. Junior high school English courseware
I. teaching material analysis The theme of this module is fairy tales, which mainly tells the story of Goldilocks, and joins the story of Jingwei's reclamation. The content and plot can easily arouse students' interest. The language is simple and easy to understand, and the description is meticulous and vivid, which is very conducive to the language practice activities of listening, speaking, reading and writing, so that students can learn the language in the process of using the language and promote them to learn English more consciously.
Stories must be told in the simple past tense, so this module continues to pay attention to the simple past tense in grammar learning. Through practice, students can not only master language structure, but also learn language knowledge, feel language functions, appreciate beautiful fairy tales and learn to describe a complete story or a thing.
Second, the teaching objectives
1. Knowledge objective:
Pronunciation: Pronunciation of simple past tense of regular verbs
Once, hear, start, decide, ride, gold, small, choose, notice, worry, knock, nobody, push, open, enter, count, bowl, all, hungry, rush, try, destroy, unhappy, sleep, return, cry, point, no, die, emperor, once.
Grammar: the general past tense of regular verbs.
Function: Describe things in chronological order.
Title: Taking "Fairy Tales" as the title.
2. Ability objectives:
Listen: I can understand the main people and things in simple stories.
Say: Use simple past tense to express events and tell simple stories.
Reading: Can read simple stories and understand the main characters, events and plots. Conduct simple skill training.
Write: Write simple things in simple past tense.
3. Emotional goal: improve English learning interest and feel the fun of learning by reading fairy tales.
Third, learning strategies and cultural awareness
1. Learning strategy: cultivate the ability of autonomous learning, effective communication, information processing and English thinking.
Cognition: skills such as connection, induction and speculation. Observe and summarize the general past tense of regular verbs to improve self-learning ability.
Rule: get feedback from peers and correct your mistakes in narration and composition.
Communication: Learn to explain fairy tales with proper words.
Resources: Get more simple English fairy tales through other resources.
Self-study strategy: Try to read some short English fairy tales. Can pay attention to discover the laws behind language phenomena, and can use the laws to draw inferences from others.
Cooperative learning strategies: learn from each other, learn from each other's strengths, learn from others' demonstrations, and enjoy learning strategies.
2. Cultural awareness: Compare the similarities and differences between China's fairy tales and foreign fairy tales, and learn about the local customs around the world through foreign fairy tales, so as to broaden our horizons and stimulate our interest in learning English.
Four, the focus and difficulty of teaching
Focus: train students' listening, speaking, reading and writing skills through fairy tales, and master the general past tense of regular verbs.
Difficulties: master the form of regular verbs in the general past tense, and gradually form the consciousness of using the general past tense correctly.
Verb (abbreviation for verb) module task
Can tell simple stories in the simple past tense of regular verbs.
Six, teaching material processing and teaching design
We divide this module into three categories:
Period 1: vocabulary and listening, pronunciation and oral English
The second stage: reading and vocabulary
The third stage: writing, traveling around the world, and modular tasks
3. Junior high school English courseware
As a young teacher who has been engaged in junior high school English education for nearly eight years, I think that under the guidance of the concepts of "new curriculum standard" and "new basic education", this course should not only make students' learning meaningful, but also let teachers really enjoy all the happiness and wisdom experience of teaching as a creative process in a solid, substantial, practical and true teaching process. At the same time, this unit is a typical Goforit textbook design with "traffic" as the main teaching content. With the help of this unit, students' learning methods can be well guided, and large-scale solid and effective training can be carried out in a small space.
Second, the determination of mission objectives.
The teaching task of this unit is to let students learn to talk about "transportation" (including different transportation, the distance to a certain place and the time spent on a certain transportation, etc. ), learn some cultural knowledge, master certain learning methods, and improve students' basic abilities such as listening, speaking, reading and writing in a lot of effective training.
Third, the design of teaching ideas
In line with the design idea of overall unity, step by step, high efficiency and order, and deepening teaching in teaching, every link of this section is arranged.
(A) overall consistency
In this lesson, "unity" can be explained from two points: first, I always think that as a Chinese teaching, the training of listening, speaking, reading and writing should be a whole and inseparable, so it can be said that a topic in teaching design, each training contains the cultivation of various abilities; Secondly, each class is independent in teaching, but in my teaching design, each class can not only be independent, but also pay attention to its position and role in the whole unit teaching. Like the connection of each class, the overall connection of unit teaching is also very important.
(B) step by step, efficient and orderly
This lesson simply explains "How do you go to school in the morning?" This paper introduces the review of the important text A3a from the perspective of inquiry. Through students retelling this passage, focus on consolidating the important sentence patterns of talking about traffic topics guided by "How, Howlong, Howfar", extract relevant information, form a new dialogue, and pave the way for the next link. That is, the training of text paragraph A3b is extended from the training of talking about traffic topics in the first person and the second person to the training of talking about other people's traffic topics in the third person, so that the learning of text paragraphs B2a, 2B and 2C comes naturally. Then complete the test of this lesson and summarize the main points of this lesson. Finally, in the first assignment, let students complete the picture collection of transportation modes, which is a further deepening of this section; In assignment 2, students are required to make a survey and form a survey report, which in fact constitutes an effective preview of SectionB3a together with Test 2.
In a word, this lesson begins with the textbook, leads to a series of activities with the textbook content, and finally leads to the textbook, with close links and clear levels.
Fourth, unique creativity.
In the design of this lesson, the unique creativity can be described from the following aspects:
First, the unique link design.
First of all, make a simple review for all students, aiming at consolidating several basic sentence patterns. Then introduce the short passage read in the textbook by retelling and listening, which is unique. Its main purpose is to create a relaxed language environment and alleviate some students' fear of speaking and writing. Next, reading and writing are introduced from a large number of listening and speaking, paving the way for students' knowledge. Not only practice oral expression, but also consolidate the effect of reading. Every teaching step will be the basis of the next teaching step. At each step, the teacher designs specific tasks, so that students can participate in classroom interaction and complete specific tasks. The whole classroom design is from shallow to deep, step by step, and the transition of difficulty is very natural.
Second, the unique curriculum deepening.
Comprehensive training, key breakthroughs, help the real questions in the senior high school entrance examination, and the impact in class is endless. First of all, after the regular training, focus on training by using the real questions in the senior high school entrance examination to consolidate the knowledge learned, which not only makes students have a deeper understanding of this lesson, but also lays a solid foundation for their long-term study. Secondly, in the deepening of traffic expression, systematic induction is adopted, and training is carried out in the form of consent expression, which is hierarchical and effective.
Third, the cultivation of unique thinking ability.
Pay attention to the training of thinking ability, carry out extensive exercises around topics, make full use of listening and speaking to stimulate students' positive thinking, and discuss and practice in groups, pairs and other forms. Finally, the goal of making students proficient in talking about "traffic" is achieved. And extended this goal in the form of preview in the homework.
Fifth, control the students who are on loan.
Because classes are borrowed, students are the main body of activities, and most of the time in class is for students, and the guidance of teachers is the key. How to introduce courses and tasks step by step from easy to difficult, and how to help students learn are the key points. At the same time, we should pay great attention to the clear examples before the students' activities, and every child should know what to do and how to do it, so that the activities can go smoothly and students can gain something from the activities.
Sixth, the emergency plan
In preparation, it is very important to fully anticipate all kinds of problems that may occur in the classroom and make relative scheme design so as to deal with them flexibly. I have made the following preparations for this course: first, about the convergence of courses. English teaching is different from other subjects, especially new teaching. If the teaching content is seriously over schedule, the teaching effect will be greatly reduced! So according to the teaching progress given by the competition, I prepared two sets of teaching plans. Second, the amount of teaching tasks is also very important. Less courses are easy to be empty, and more courses are difficult to complete. The design of courseware pays full attention to the training tasks in this section. When designing training questions, the number of questions increases a lot, and the action design is in the background of several courseware pages. Once there are too many training tasks, you can cross the action without affecting the teaching effect. Third, the question about students. The students are not mine, but since this is a lecture, not a class, I won't say much, except to find out the English level of the students in this class with their teachers, but I also made some predictions. I have prepared some other contents, which may not be needed.
In short, as a teaching competition class, I should say that I am well prepared and have a deep understanding of the class, but it takes more than that to teach a class well, I know. ...
4. Junior high school English courseware
Activity content: 1. The word hospital. Post office.
2. where are the sentence patterns going? Go to ...
Activity objectives:
1. Children can initially master the pronunciation of words.
2. Can correctly understand the meaning of sentence patterns.
3. Actively participate in the game and practice reading aloud boldly.
Activity preparation:
1. wall chart [Park Zoo Hospital Post Office]
2. Card [Park Zoo Hospital Post Office]
3.5 long ropes.
Key points and difficulties:
The pronunciation of 1.postoffice.
2. Comprehension of sentence patterns.
Activity flow:
I. Introduction
1. Practice words: Show a wall chart.
T: what's this?
C: The park.
T: what's this?
C: The zoo.
[New words] Show wall charts
A man tells you that he is ill. Should you tell him where to go?
C: Hospital.
T: hospital c: hospital
T: to the hospital. C: to the hospital.
T: Where should I post the letter?
C: post office.
post office
T: to the post office. Go to the post office
Two. Game part
1. Whisper.
Divide into four groups. The first child in each group takes a card and reads it quietly to the next child. Come down in turn, and the last one stands up and reads aloud. See who reads best. {Practice twice. }
Evaluation: Encourage children who study well.
2. Situational performance
Two teachers have a situational dialogue "Where to go?"
"Go ..."
What did you just hear? See what?
Children simply answer.
{Practice sentence patterns}
T: where to? Go to the park.
T: where to? C: to the hospital.
T: where to? Go to the zoo.
T: where to? Go to the post office
3. The train beeps!
Two teachers are pulling a long rope as a train.
"Now let's get on the train and go where we want to go."
Explain the rules of the game: the driver asked: where to go? Answer: Go to ........................................................................................................................................................................... {At the end of the game, please ask the children to be drivers, give priority to dialogue and play freely. }
Three. End the activity
End this activity in a pleasant train journey.
5. Junior high school English courseware
Teaching topic: People's Education Edition English Grade 7 Volume 1 Unit4 Where is my schoolbag? Period 1
Second, the teaching design ideas:
Combine multimedia, use pictures and objects to help students remember the vocabulary of related items; Through listening and speaking exercises, set up situations to help students learn to talk about the location of things.
Third, the teaching objectives:
(A) knowledge objectives
Master the new words in this lesson and learn to talk about the location of things. ... where is it? This is/they are …
(2) Ability goal
Let students learn how to listen and talk about the position of things.
(3) Emotional goals
1. Cultivate students' good sense of cooperation and encourage them to express their ideas and wishes boldly.
2. By talking about the location of things, cultivate students to develop good living habits.
Fourth, teaching material analysis:
Period 1 is the first lesson of Unit4. Through activities, students can learn how to express the position of objects and ask questions about the position of objects.
Five, student analysis:
Grade seven students are lively and active. In teaching, they make full use of multimedia, pictures and objects to make English learning closer to students' real life, stimulate students' interest in learning, and create communicative situations to make each student move in class and actively participate in teaching activities, so as to better achieve teaching objectives and achieve ideal teaching results.
The main points and prominent methods of intransitive verbs;
Make full use of modern educational means, create communicative situations, provide students with image and sound resources, carry out language practice and practice, and strengthen learning effects.
Seven, difficulties and breakthrough methods:
Cultivate good language expression habits. Give full play to teachers' exemplary role and attach importance to teachers' subtle influence on students in classroom teaching.
Eight, teaching resources:
Multimedia; Courseware; textbook
Nine, the teaching process:
Step 1. Organize greetings
Step two. revision
1. Ask and answer questions between teachers and students with a pen and review the key sentences in Unit 3. 2. Ask students to write a lost and found notice and a lost and found notice with a picture of a bag, and review the lost and found notice, and then use the picture to introduce new words (1a:P 19). Hold up the picture and point to the items: table, bed, bookcase, sofa, chair, schoolbag, book, key.
T: How do you say this in English?
This is a table/a bed/ ...
Encourage or help students to read words correctly. Write them on the blackboard.
3. Quick response. Look at the teaching pictures in 1a and complete 1a, then check the students' answers. Step three. take the lead
Show my English book and my two pens, then put them on my desk. Ask the students to answer the question: "Where is my English book?" And "Where is my pen?" .
Try to ask students more similar questions: where is your pencil? ...
Step three. practice
Let the students look at some pictures and things in the classroom and practice talking about where things are.
For example:-Where's my clock?
-On the table.
Let the students talk in pairs.
Step four. Talking about pictures (1a:P 19)
1. Let the students practice in pairs1c.
2. Ask the students to talk in pairs about where the things in the picture are on page 19.
listen attentively to
Listen to the dialogue and number the things.
Check the answers. Then ask the students to read the dialogue after recording.
practise
Ask the students to describe their bedrooms.
My cat is on the chair. My English book is on the sofa. …
summary
1.- Where is the+singular subject?
..... where is it?
-It's below/above/inside ...
It's under/above/in ….
2.+ Where is the plural subject?
..... where is it?
-They're below/above/inside ...
They are under/above/in ….
Step eight. homework
1. Learn the new words in this issue (page 90).
2. Practice the dialogue in the picture on page 19 with your partner.
Talk about where the things in your room are.
X. Evaluation method:
Evaluation of the teaching effect of Unit 4, Period 1 can be achieved through the following points:
1. Can students master the vocabulary about objects and directions? Can students learn to talk about the position of objects in English?
2. Whether students can actively and happily participate in classroom teaching activities.
XI。 Teaching reflection
1. Through the study of this class, I deeply realized that the reform of English classroom teaching in junior middle schools is imperative, especially in our rural middle schools. In the previous teaching, too much attention was paid to the teaching of vocabulary, grammar and other language knowledge, and teachers' teaching and students' learning were the main modes. As long as you work hard, you can learn well. But many students have heard that it is particularly bad. The new curriculum reform focuses on cultivating students' strong interest, and the design of teaching materials is flexible, close to life and practical, which can make students feel the practicality and interest of English. Give full play to students' main role and let them actively participate in teaching activities.
Our school is located in the countryside, and there is no good language atmosphere for English learning. Taking over freshmen every year, students' English foundation is weak and their level is uneven. They must start from scratch and finally catch up with the rhythm through a period of running-in. According to the requirements of curriculum standards, combined with the difficulties in teaching materials, students' listening, speaking, reading and writing skills are trained by teaching English knowledge points closely related to students' lives, so that students can learn step by step from the surface to the inside, from the superficial to the deep, so that students can have a sense of accomplishment and improve their enthusiasm and initiative in learning. Finally, students will change from "learning" to "learning" and "speaking" at the same time, so as to reflect students' autonomy and participation as much as possible and make full use of limited teaching resources, such as multimedia, pictures and objects. Broaden students' knowledge, enhance their attention, pay attention to cultivating students' interest in learning English and improve teaching effect. Third, improve students' enthusiasm and self-confidence in learning English.
In teaching, students who are introverted and timid, lack self-confidence in learning and dare not answer questions are often considerate and encouraged. In class, we should try our best to correct students' language mistakes tactfully, so as to prevent students' self-esteem and self-confidence from being hurt and dampen their enthusiasm for learning foreign languages. We should have confidence in students, encourage them more, create more problem situations and promote the development of students' ability as much as possible.