老师会对课本中的主要教学内容整理到教案课件中，大家开始动笔写自己的教案课件了。是时候对自己教案课件工作做个新的规划了，这样接下来工作才会更上一层楼！你们了解多少教案课件范文呢？下面是小编精心收集整理，为您带来的《Chapter1Makingfriends》，欢迎大家与身边的朋友分享吧！

Chapter1Makingfriends
ListeningandSpeaking
参赛教师：深圳市观澜中学孙春月
2010-1-12
一、教师简介
孙春月,中学二级教师，08年7月毕业于东北师范大学外国语学院英语系，08年9月至今任教于深圳市宝安区观澜中学初中部，现任初二年级英语教师。

二、教材版本
OxfordEnglishShenzhenEdition

三、课题名称
7AC1Makingfriends---Listeningandspeakingthe1stclass

四、授课课时：共一课时40分钟

五、教材分析：
Thecontentcomesfromthefirstunitof7AOxfordEnglish,ShenzhenEdition.ThetitleisMakingfriends.Thisunitischieflyabouthowtointroduceoneselfandhowtowritealettertoapenfiend.Wehavelearntthekeywordsandthesentencepatternsfromthereadingpassage.Sothelisteningpartwon’tbeasdifficultasothers,andIdecidetospendmoretimeonthespeakingpart---Howtodescribeonepersontoprepareforthelisteningpart.Todescribeoneperson,Iplantodoindividualwork,pairworkandgroupwork,sothestudentscanusethekeyworksandsentencepatternsmanytimestomasterthembetter.Andthen,thestudentswilldolisteningandcomparingtomasterhowtodescribeonepersonlogicallyandeffectively.
六、教学目标
1.Knowledgeaims:EnabletheSstolearnandthenmasterthefollowinglanguagepoints:
Importantwords:
wouldliketobe…想要成为…befrom/comefrom来自inFormone在一年级livewith与……住在一起atschool在学校enjoydoingsth.喜欢做Importantsentences:
①Iwouldliketobeyourfriend.
②Myfavouritehobbyisdoingsth.我最大的爱好是…
③Iwasbornin…
④Ilivein…with…
2.Abilityaims:
①EnabletheSstocommunicatebyusingthethingslearntinclassandoutside.
②EnabletheSstounderstandhowtointroduceoneself.
③EnabletheSstowritealettertoapenfriend.
④EnabletheSstocomparetheirletterwiththeletterinthetextbookandfindthedifferences.
⑤Tocultivatestudentsabilitiesofdiscovering,analyzingandsolvingproblems,andofthinkingindependently.
⒊Moralaims:
①EnabletheSstolovetheirfriendsandestablishharmoniousrelationshipbetweeneachother.
②EnabletheSstolearnhowtocooperatewithothersbysolvingwithproblemswithothers.

七、教学重点与难点
1.KeyPoints：Howtofocusontheonetopic:FindonesuitablefriendforSandy;Howtoguidestudentstousethelearntlanguagestocommunicatewithothers.
2.DifficultPoints:Howtocommunicateeffectivelyandexpresstheirownidealogicallyandfrequently.

八、教学方式
1.Communicativeteachingmethod----Takethestudentsasthecenteroflearningandcreaterealcommunicativesituationforstudentstocommunicateandtosharetheiropinionsinordertotraintheirabilitiesofspeaking,communicating,thinkingandcooperatingwithothers.
2.Topic-basedteachingmethod----Createsometopicsaccordingtothemaintopicandguidethestudentstocommunicateandsharetheiropinionswithothers.
3.Task-basedteachingmethod----Askstudentstousewhattheylearntinclassoroutsidetosolvetheproblemsthroughdiscussion.
4.Theteachingmeansarevaried,includinglettercards,pictures,
tape-recorder,flash,andmulti-media,whichcanstimulatethestudentsdifferentsensesandishelpfultothecomprehensionofthematerialandtocalltheSsinitiatives.
九、教学用具
1.Asong:YouandMe
2.Claspsforcountingthemarksthateachgrouphasgot
3.AtoynamedSandy
4.Acallforpresentation
5.Thestudents’self-evaluation

十、教学过程
Preparation:
1.FindoutsomeinterestingpicturesandthesongYouandMe.
2.Buysomebooksasthepresents.
3.Dividethewholeclassinto9groupsaccordingtotheirseats.
4.PrepareatoynamedSandyandacallandclaspsforcounting.
5.Preparethelisteningmaterialandataperecorder.
6.Prepareforthestudents’self-evaluation.
Self-evaluation
1.Didyouraiseyourhandintheclass?YesNo
2.Didyoucooperate(合作)withyourpartnersorgroupmembers?YesNo
3.Wereyousatisfied(满意)withyourrepresentation(表现)intheclass?YesNo
4.Areyougoingtodothehomeworkandpreviewthenextclasscarefully?YesNo

StepsAims
StepⅠGreeting(1′):
(1)Theteacherandthestudentsgreeteachother.
(2)Theteachertellsthestudentstohaveacompetitionandtherules(Girls’groupBoys’group).
Toarousestudentsinterestandtocheerupthestudyingatmosphereinclass.
G
B

StepⅡLeading-in(2′):
(1)ListentothemusicYouandMe
(2)TheteacherintroducesSandytothestudentsandtellSandy’sproblem(Hefeelslonely.Andheneedsafriend.)tothestudents.
(3)TheteacheradvocateshelpingSandyandbeinghisfriend.Toleadinthelesson,toarousestudentsinterestandtocheerupthelearningatmosphereinclass;toprepareforthefollowingtask.

StepⅢIndividualwork(3′):
(1)TheteacheraskswhatthestudentswanttoknowaboutSandy,andmakealistaboutthedifferentaspects.
(2)Thestudentsthinkitoverandlistouttheaspectsbythemselves.
Totrainandevenenhancestudentsabilitiesofthinkingindependentlyandsummarizinglogicallythroughthinkingmakingalist;toencouragethestudentstospeakEnglish;toprepareforthefollowingtask.

StepⅣPairwork(5′):
(1)TheteacherasksthestudentstomakeacalltoSandyaccordingtotheirownlist.
(2)Theteacherpicksouttwoorthreepartnerstodoitafter1minute’preparation.
(3)Theteachergivessomecommendationsfortheirpresentation.

Totrainandevenenhancestudentsabilitiesofspeakingandthinkingandworkingwithothersactivelyandefficientlythroughdoingtheconversation;toencouragethestudentstospeakEnglish;toprepareforthefollowingtask.

StepⅤGroupwork(8′)::
(1)Theteacherdividesthewholeclassinto9groups,sixpeopleonegroup.
(2)TheteacherasksthestudentstointroducethemselvesbybothspokenandwrittenaccordingtothehintsgivenonthePPT.
(3)Theteacherchoosesonememberofeachgrouptodotheirintroductiononebyoneafter2minutes’preparation.
(4)Theteachergivessomecommendationsfortheirpresentation.
G1G2G3
G4G5G6
G7G8G9
Totrainandevenenhancestudentsabilitiesofspeakingandwritingandcooperatingwithothersthroughpreparingtheintroduction;toleadstudentstousetheimportantwordsandphrasesandsentencepatternsactivelyandcorrectly;toencouragethestudentstospeakEnglish;toprepareforthefollowingtask.

StepⅥDiscussion(3′):
(1)TheteacherasksthestudentstodecidewhoisthemostsuitablefriendforSandyaccordingtotheirselfintroduction.
(2)Theteacherpicksouttwoorthreestudentstotellustheiropinionsandreasons.
(3)Theteachergivessomecommendationsfortheirpresentation.
G1G2※G3
G4※G5G6
G7G8※G9※
Totrainandevenenhancestudentsabilitiesofspeakingandcooperatingwithothersthroughpreparingthediscussion;toleadstudentstousetheimportantwordsandphrasesandsentencepatternsactivelyandcorrectly;toencouragethestudentstospeakEnglish;toprepareforthefollowingtask.

StepⅦListening(11′):
(1)Firstly,theteachertellsthestudentstherearealsosixchildrenwhowanttobeSandy’sfriend.Andwehavetheirinformation.
(2)Next,thestudentslistentothetapeoftheshortpassageforthreetimes.Thefirsttimeforfindingoutthekeywords,thesecondtimeforfillingintheblanks,thethirdtimeforcorrectingthemistakes.
(3)Optional---Andthen,thestudentsreadafterthetape.
(4)AskthestudentstochoosethebestonefromthelisteningmaterialtobeSandy’sfriend.
Totrainandevenenhancestudentsabilitiesoffindingoutthekeywordsandlisteningandspeakingthroughimitatingtheintonationandspeedofthereadingmaterialinthetape;toencouragethestudentstospeakEnglish;toprepareforthefollowingtask.

StepⅧComparison(5′):
(1)Theteacherasksthestudentstocomparethebestone’slisteningmaterialinthetextbookwiththeirownwrittenintroduction.
(2)Theteacheraskssomestudentstotellusthesimilaritiesandthedifferencesbetweenthetwoshortarticlesafter2minutes’preparation.
(3)Optional---Ifthebestoneisonestudent,theteacherhadbetteraskhimorhertomakeaspeechabouthis/herfeeling.
(4)Theteachergivessomecommendationsfortheirpresentation.
(5)Concludethewholeclasstofindoutthetwowinners:BoysorGirlsandGroupX,andgivethemsomepresents,andaskthestudentstodoself-evaluation.TotrainandevenenhancestudentsabilitiesofexpressingtheiropinionexpertlyinEnglish;totrainthestudents’abilitiesofanalyzingtwothingsofthesamecategory;toencouragethestudentstospeakEnglish;toprepareforthehomeworkpart.

TestvsStu.

StepⅨHomework(2′):
(1)RewritetheletterfromyoutoSandy,introducingyourselftobehisfriend.
(2)Previewthelanguagepartcarefully.Tohelpthestudentsreviewwhattheyhavelearnedintheclass;totrainthestudents’abilitiesofcorrectingthemselves;totrainthestudents’abilitiesoflisteningandspeakingandreadingandwriting;tohelpthestudentsmasterthemainwordsandphrasesandsentencepatterns;tohelpthestudentsmastertheformofwritingaletter.

十一、板书设计

Aletterfromapenfriend
MakealistComparisonCompetition
1.…similaritiesVSdifferencesG1G2G3BG
2.……VS…G4G5G6
3.……VS…G7G8G9

附1：教学课件---PPT
附2：音乐YouandMe

精选阅读

Unit1Makingfriends

每个老师不可缺少的课件是教案课件，大家在认真写教案课件了。只有写好教案课件计划，未来工作才会更有干劲！你们知道适合教案课件的范文有哪些呢？以下是小编为大家精心整理的“Unit1Makingfriends”，希望能为您提供更多的参考。

Unit1Makingfriends

一、听说输入课（AnInput-basedLesson）语言材料分析：教学内容：本课的类型属于听说课，内容涉及了对人物的特征的描写，以及对人物特征进行提问等常用交际表达语以及进一步学习方位词的表达。语言项目：Isitaboyoragirl?Whatcolorishis/herhair?Howlongishis/herhair?Whereishefrom?Whatisyourfavouritesports?Wheredoyoulive?Thesecond/thirdfromtheleft/right.重新复习这些有关咨询人物特征的表达方式，并进一步学习方位词的表达方法。学生水平分析：这些有关人物特征的句子，小学已经有学过，学生对此有了一定的基础，所以这一部分的内容对学生来说容易吸收，但对新的方位词组的熟悉运用并不容易。教学内容所在页码：牛津版初中教材一年级Unit1MakingfriendsListening里面的PartApage5教学目标：1、通过听录音，完成课中表格，使学生对Wh—Questions进一步理解与运用。2、通过听录音，让学生在听课的过程中，注意掌握关键词和大概内容。3、复习方位词组，进一步学习方位词组。4、训练学生听力学习策略（listenforthemainidea、prediction）5、了解不同国家的中学生的业余爱好。6、能够利用该课所学的内容对身边的人的爱好、特征进行描述和提问。教学环节/活动设计设计理由Step1:Setthescene（3’）●Activity:CatchthecriminalAskthestudentstoclosetheireyes,theteachertouchesonestudenttogivethehinttohimthatheisthecriminal,buthehastohidehisidentity.Therestofthestudentsareallthepolicemen.Thentheteacheraskthestudentstoopentheireyes,justuseWh-questionstoasktheteacherforthecriminal’sinformation.(TheTwon’tgivethenameorexactpositionofthecriminal.Ifthestudentcanspeakoutwhoisthecriminal,hecangetonepointforhisgroup,ifnot,restartthegame)Step2:Pre—listening(2’)●AskthestudentstohavealookatA1andA2,toknowwhattheyneedtodobeforelistening,andpredictwhatkindsofthethingstheywillhearorgetfromthetape.Step3:While—listening(10’)●SslistentothetapeforthefirsttimetogettheinformationrequiredinA1,andfinishthetable.ListenagainforthedetailedinformationtofinishA2.Step4.Post—listening(8’)●Activity1“Thefastestresponse”(combineA1toA2)FirstTdividesthewholeclassinto4groups,thenTdescribesthreecharacteristicofoneofthefourpersoninthetable,thestudentsspeakoutthenumberoftheperson,whichgroupcanresponsefastest,,thisgroupcanget2points.Afterthatthefastestgrouphavetopresentallthecharacteristicofthatpeopleinthetable●Activity2:Whohasbettermemory?AskSsclosethebook,TpresentsthefourfriendsofSimonbyPPT,Tpointstooneofthefourfriend,andasksthestudentstospeakoutthenumberwhichbelongtothatfriend.Whichstudentcangivetherightanswerfastest,thatgroupthatstudentbelongtocanbethewinner,andhave2points.Step5:Languagelearning(15’)●TpresentsapostofthemaincharactersofHarryPotter,anddescribesonecharacterinthepost,asksthestudentstoguessandsayoutthepositionheorshestandsinthepicture.●Presentanotherphotooftheclassagain.Tspeakouttheposition,Ssanswersinacompetitiveway,thatmeansonlythefastestonecananswerthequestion.Forexample:T:Whoisthepersonnexttome?S:It’sChenDan.T:Whoisthesecondpersonfromtheleft?S:…………（Thestudentwhoanswersthequestioncorrectlycangetonepointforhisgroup)●Pair—workAskthestudentstotakeoutthepictures(Thephotorequiredtotakeintheclassroomlastclass),andusethedirectionphrasestoaskandanswerthequestionTheteacherdescribethecharacterofonestudentsinthepicture,andaskthestudentstoguess“Whoisshe/he?”and“Whereishe/shelikeinthepicture.Afteroneortwotimes,theteachercanaskonestudentstodescribeandtherestoftheclassguess.Step:6:Assignment(2’)●FinishPartB●Describeyourfamilymemberinthephoto,includingthepositiontheirpositioninthephotoandtheircharacterandhobby.●ReadthetextfluentlyArosethestudents’interest,reviewthewh-questionsinanunconsciousway.Thestudentsarenotonlyhavingfun,butalsolearningsomething)TotrainthestudentstolistenforthemainideaandpredictthegeneralideabeforelisteningToapplysomesubskillswhilelistening,andtostrengthenthestudents’awarenessandlinguisticsenseinlisteningByusingtheactivitiestochecktheanswers,ItcanprovideachanceforthestudentstopracticetheoralEnglish,alsothestudentswon’tfeeltediousandboring.TheywillbeenthusiasticandactiveinlearningEnglish.Bythissimplegame,topresentthe“thesecond/thirdpersonfromtheleft/right”thisphrase.TopracticeandconsolidatetheneworlearnedphrasesaboutthedirectionphrasesFurtherconsolidatethecontentwelearnedtodayEnablethestudentstoapplywhattheylearnedtodaytotheirhomeworkandimprovetheskillinwritingandlistening二、阅读输入课（AnInput-basedLesson）语言材料分析：教学内容：通过一封学生给笔友的信，让学生巩固自我介绍和向别人介绍自己家人的日常表达，进一步运用方位词。该语言材料具有口语语篇的特点。语言项目：atthetop-rightcorner,atschool,inthemiddle,ontheright/left,nextto.体裁具有书信材料的特点，时态以一般现在时为主。学生水平分析：前面已经学过一些基本的方位表达法，在此基础上，学习新的方位表达法，预测学生有困难。教学内容所在页码：牛津版初中教材一年级Unit1MakingfriendsReading里面的PartA与PartBpage2-3教学目标：1、通过阅读训练，学习新的方法表达。2、培养学生的阅读时学会怎么样找文中的关键句。并能掌握略读、扫读、预测、理解大意信息等阅读策略。3、注意书信语言材料的特点、格式、称呼，时态以现在时为主。4、结合本课的内容，能够掌握书信的格式，给朋友写信。5、比较中外同学之间的友谊表现方式，形成友善的同学关系。教学环节/活动设计设计理由Step1:Warmingupandpresentation（3’）:●PresentoneletterandonepoembythePPT.askthestudentsingrouptofindoutthedifferencesbetweenthetwo.Step2:Settingthescene(1’)●Tellthestudentsthatwearegoingtowritealettertooneclassinanotherschool,tomakefriendswiththem.Butthepremiseisthatwehavetoknowhowtowritealetter.AskthestudentstopaytheirattentionstoSimon’lettertohispenfriend.Step3:Pre—reading(3’)●Askthestudentstocirclethefivepartsinletter,includingtheaddressandthedate,thegreeting,thefirstsentence,thelastsentence,thesignatureStep4:First—reading(8’)●(Beforereadingthetext,askthestudentstotakealookatA3exercise)SsreadandcompletetheA3exerciseStep5.Second—reading(12’)●Readandanswer3easyquestions1)WhatdoesSimon’sbrotherdo?2)WhatisSimonkeenon?3)WhereisSimoninthepicture?●Task:1:Haveainterview,tofindoutwhatdoesyourdeskmate’sfatherdo?Andwhat’shisfatherkeenon.Step6:Post—reading(12’)●Task2:Picturedescription.Presentonephotooftheclasstakenattheschool,askthestudentstodescribethepeoplearoundthemandpick2to3studentstoreport)●Task3:FindandsayTheteacherdescribethecharacterofonestudentsinthepicture,andaskthestudentstoguess“Whoisshe/he?”and“Whereishe/shelikeinthepicture.Afteroneortwotimes,theteachercanaskonestudentstodescribeandtherestoftheclassguess.Step:7:Assignment(1’)●Towritealettertoonestudentofotherschool,tointroducesomepeopleoftheourclassphototohim●FinishB2exercise●BringaphotoofyourfamilyandpreparethebriefintroductionofitAskthestudentstodistinguishaletterfromapoem,havethegeneralideaofthecharacteristicoftheletter.Arisethestudents’Interestbytellingthemtowritealettertooneclassofotherschool,andthenleadthemtothebooknaturallyFurtherstrengthenthestudents’impressiontowardtheformatoftheletter.Teachthestudents’toreadbearingthequestionsinmind,togetthemainideaoftheletter.Haveafurtherunderstandabouttheletterandfindsomeexplicitinformationaccordingtothequestions.Alsothroughtheanswersofthequestions,toPresentthenewphrasesoftheletter,Suchas“bekeenon”、“work…as…“。Bythetask,tohelpthestudentstomakeuseofthesephrasesandtograspit.presentthedirectionphrases,suchas“inthemiddleof“、”ontheleft/right、nexttoTopracticethedirectionphrase,andattractthestudents’attention.Toguardthestudentshowtowritealetterafterthisclass,andknowhowtousethedirectionphrases.三、归纳巩固课（AnIntake-basedLesson）语言材料分析：教学内容：复习巩固本单元学过的语法点：疑问副词（what.Where.When.Howold.Howmany）、定冠词和不定冠词的使用。语言项目：Whatisyourfavouritesport?Wheredoyoulive?Whenisyourbirthday？Howoldareyou?Howmanypeoplearethereinyourfamily?a/an/the学生水平分析：学生在自学英语开始已经对疑问副词有一定的接触与了解，但还不能很好地运用。教学内容所在页码：牛津版初中教材二年级Unit1MakingfriendsLanguage里面的PartA与PartBpage7-8教学目标：1、掌握疑问副词与冠词的使用，能够运用这些知识对身边的事物进行提问并在日常生活中正确使用定冠词与不定冠词。2、培养学生观察思考语言知识现象，归纳总结语言规则以及训练听、说微技能3、运用所学的各个知识点，进行说、写的练习。教学环节/活动设计设计理由Step1:Settingthesceneandpresentation（5’）●TpresentsanuncompletedwrittenpersonalfileofXiaoMingtothestudentsbyPPT,tellsthemtodiscusshowtoaskXiaoMingfortheuncompletedinformation.Theuncompletedinformationincludeshisfamilyaddress,age,thedateofbirthandhisfavoritesport.●Askthestudentstodiscussandfindoutthefunctionsofthefivesentencespresentedbelow.1.What’syourfavoritesport?2.Wheredoyoulive?3.Whenisyourbirthday?4.Howoldareyou?5.Howmanypeoplearethereinyourfamily?Tchoosesoneortwogrouprepresentativestospeakouttheirdiscussionresult,afterthat,theteachergivessomecomplement,andmakethestudentshaveabetterunderstanding..Step2:Practice(15’)●FinishtheexerciseinPartAandcheckinacompetitiveway.Ifthestudentcananswerthequestioncorrectly,hecangetonepointforhisgroup.●DoasurveyandreportHandouteachstudentatableasbelow,askthemtogoaroundtheclasstodothesurveybyusingtheWh-questionwords.NameFavoritesportsHomeaddressBirthdateageNumberoffamilymembersThenchoose2-3studentstoreportouttheirsurveyresult,andaddonepointtothegroupwhichthestudentbelongsto..Step3:SummerizingtheArticles(10’)●First,askthestudentstofindouthowmanyArticlesinthepassageinReadingoftheUnit.●AnalyzethefunctionoftheArticleandcontractehdifferencesamong“a”,“an”and“the”tothestudents.●FinishtheexerciseinPartBinthebookandcheckinacompetitiveway,thestudentwhocangivethecorrectanswercangetonepointforhisgroup.Step4.ConsolidationfortheWh-questionsandtheArticle(6’)●Presenttwoexercise.Oneis“对划线部分提问“，theotheroneis“改错题”。Askthemtofinishinfiveminutesandcheck.Step5:Summary(3’)●TeacherTalkStep:6:Assignment(1’)●DotheexerciseintheExercisebookProvideancontextforthestudentstothinkthathowtoaskformoreinformationaboutothers.Bythisway,Talsocanpresentstoday’smainpointsnaturally..AskthestudentstofindoutthefunctionofeachWh-question,thatcanmakewhatwegoingtoteachimpressesthestudents.Byusingonemechanicalpracticeandonecommunicativepracticetoconsolidatewhatwelearntoday,andarosethestudents’interesttowardEnglish.First,askthestudentstofindtheArticlesinthepassage,makethestudentstohavetheimpressionofthepositionandtheusageabouttheArticle.ThentopractisetheArticle.Throughthesemeaningfulpractice,toconsolidatewhatwelearnedtoday.Becausethetimeislimited,andwhatwelearnedisnotdifficult,justashortteachertalkcansumupallwelearned四、听说活用课（AnOutput-basedLesson）语言材料分析：教学内容：句子的升降调，讲解Wh-question引领的句子在音调方面所注意的问题，进一步巩固Wh-question的使用。语言项目：1.不同句型的Risingvoice/Fallingvoice2.使用Risingvoice来表示疑问和不确定，如：Green?Twelve?学生水平分析：句子的音调对已学英语多年的学生来说，并不困难，学生应该能很快掌握音调的规律教学内容所在页码：牛津版初中教材一年级Unit1MakingfriendsSpeaking里面的PartA与PartBpage9-10教学目标：1、通过一系列的活动，是学生活用Wh-question来进行提问，并能作出相应的回答。2、掌握英语表达的语音、语调。3、促进学生之间进一步相互了解教学环节/活动设计设计理由Step1:Settingthescene（2’）:●Watchashortvideo(It’saboutasimpledialoguebetweenthestrangerswhometintheparty)Step2:Listenandtakenote(2’)●Replaythevideoandaskthestudentstonotedownthesentenceswiththerisingvoiceandthesentenceswiththefallingvoice.Step3:Checkandanalyze(6’)●PresentthesentencewiththerisingvoiceandthesentenceswiththefallingvoiceofthevideobyPPT.●Analyzetherulesofthevideoofrisingvoiceandfallingvoice.Step4:Practice●Mechanicalpractice(5’)ⅠReadafterthetheteacher(presentseveralsentenceswithdifferentvoices)ⅡPlayagameIftheteacherreadthesentencewithrightvoice,thestudentsfollowsuit,ifnot,thestudentsshouldkeepsilent●Meaningfulpractice(8’)Role-playtobedonewiththeformofA2inthebookwithin2minute,andaskthestudentstocometotheplatformtohaveaperformance..Whileperforming,therestofthestudentsneedtopayattentiontotheperformer’svoicewhetheritisrightorwrong.●Communicativepractice(15’)DectectiveGame:Tasksthestudentsclosetheireyes,andchoosesonestudentatrandomtobethecriminalwhohastohidehididentity,therestofthestudentstobethepoliceman.Thenaskthestudentstoopentheireyesandusethequestionwords,sucha“what”,“where”,“when“,“Howmany”,Howold”,toaskfortheinformationofthecriminal.(Twon’tgivethestudent’sexplicitinformation,suchas“his/hername”,“Thepositionheorsheisin”)Afteroneturn,theteachercanchooseonestudenttocometotheplatform,andaskhimtochooseonestudenttobethecriminalandanswerthequestionofthepolicemen.Step5.Assignment(2’)●Makeadialogueinpairandactitoutinnextclass●Dotheexerciseintheexercisebook.●ReadA2inthebookcorrectly通过播放一段小小的录象，集中学生的注意力，激发学生对英语学习的兴趣，为下一步做铺垫。让学生带着问题去看录象，去留意句子的音调，让学生把注意力停留在英语句子的音调上。具体呈现升调与降调的句子，并讲解升调与降凋的规律，使学生对升、降调有了一定的了解通过这一系列的活动，多种方式的练习，对学生英语的语音、语调进行训练，并且对前面的所学的语言点进行加强巩固，让学生在活动中运用所学的知识，从而使学生感受上英语课的兴趣五、读写活用课型（AnOutput-basedLesson）语言材料分析：教学内容：本课的类型属于读写活用课，本课主要学习如何去给朋友写信，如何向别人介绍自己或自己的家人，假如你是李洁，你应如何给Simon回信。语言项目：1、信的开头语Thanksalotforyourletter.I’msogladtohearyou2、介绍自我I’m……Ilike/enjoy……Iwanttobe……inthefuture.3、信的结束语It’sgreattohearfromyou.That’sall.学生水平分析：写作一直都是学生较弱的一项，信的格式的复杂性不容易由学生所掌握，所以这一节课预测有一定的困难，要注意信的每一部分的写作。教学内容所在页码：牛津版初中教材一年级Unit1MakingfriendsWriting里面的PartA与PartB.page10-11教学目标：1、能够正确地使用英文给自己的朋友写信。。2、能够用英文表达自己的年龄、爱好、梦想以及自己家人的情况。3、能够通过写信给外国的笔友，促进对外国学生的爱好与情感的了解。教学环节/活动设计设计理由Step1:Warmingup（2’）●FreetalkT:Doyouhaveapen-friend?Ss:Yes/NoT:HaveyouwrotealettertoyourfriendinEnglish?Ss:Yes/NoT:Today,let’slearnhowtowriteinEnglishStep2:ReadandWrite(17’)●TpresentsaletterofAfromBtotheclassbyPPT,andfillthechartbelow.NameageschoolhobbiesheighthaireyesdreamB●Askthestudentstowriteashortintroductionaboutthemselveswiththehintsgivenbelow1.Yourage,height,hairandeyesI’m12yearsoldI’m155cmIhaveblackhairandblueeyes2.YourhobbiesIenjoy……Ilike……，too.3.YourfamilyandyourhomeIlivewithwithmyparentsinGuangzhouGuangdongProvince4.YourschoolIstudyinamiddleschoolnearmyhome5.YourdreamIwanttobeanexcellentdancerinthefuture.●Findandcontract1.Askthestudentstofindouthowthewriterstartandendhisletter,andpresentsomestartingandendingsentenceoftheletter,andreaditoutloudly.Step3:Practice(20’)●GuessinggameAskthestudentstouseonepiecesofpapertowritedowntheirhomeaddress,folditandputinintothesmallbox.Tchooses2-3out,speaktheaddressout,andthestudentsjudgewhethertheformofaddressisrightorwrong,,thenguessoutwhoseaddress.●RealigntheletterTheteacherpresentsaletterwiththewrongorder,andasksthestudentstodiscussingroupandrealignit.●CompleteareplytoSimon’sletter(PartBinthebook)TellthestudentstousetheinformationfromPartAtocompletethereplytotheSimon’sletter.Afterfinishingit,allthestudentsreaditandcheckit.Step4:Assignment(1’)●Writealettertotheteacherandintroduceyouandyourfamily●FinishtheExerciseinExerciseBook.通过日常的交谈，拉近学生与老师之间的距离，让学生在一种比较轻松的氛围下学习。由于交谈中设计到信这一内容，起到直奔今天主题的作用。通过B给A的信，让学生学习怎么去向别人介绍自己，向学生提供一些介绍自己的基本句型，为下一步写一个自我介绍做铺垫。之后，通过对比中、英两种信格式的不同，加深学生对英文信格式的基本印象，让学生掌握英文信的格式。首先通过一个猜测游戏，去强调英语信中地址的顺序，再通过一个排列顺序题，让学生熟悉信从开头到结尾的每一部分，然后过渡到如何去写一封回信。这一系列意义练习，不仅使学生对所学的内容进行巩固，而且不会使整个课堂枯燥，一举两得。课后布置的写作作业，让学生进一步加强巩固英文信的格式以及如何去用英文向别人介绍自己。六、综合拓展课型（AnIntegratedLesson）语言材料分析：教学内容：两封信，一封来自Sally的信，一封来自Kelly的信，以及PartC部分，对疑问副词的复习。语言项目：bekindto对……友善的doexercise：锻炼身体lastfor:持续（一段时间atthebeginningof在……的开始attheendof在……的末尾goswimming去游泳gotothesea去海边goskiing去滑雪学生水平分析：这一篇的内容设计到想别人介绍自己的老师，由于里面的单词不难，内容简单，学生能够比较轻松去掌握这一篇阅读。相反，另一篇是介绍堪培拉一年四季的特点，学生对此没有一定的背景知识，而且篇幅较长，句子较复杂，不易由学生所了解。第三部分，大略地复习一下，因为前面的课堂中都有复习到疑问副词的使用，所以不需要花太多的时间。教学内容所在页码：牛津版初中教材一年级Unit1MakingfriendsMorePractice里面的PartA与PartB,以及PartC,page12-14.教学目标：1、能够用英语向别人介绍自己各学科的老师2、通过阅读Kelly给Liumei的信，去了解澳大利亚堪培拉的气候特点与外国学生在不同季节的活动。3、培养学生进行细节阅读与听力的语言微技能。4、通过多一次复习，让学生学会运用疑问副词对别人的名字、年龄、地址、学校、爱好、以及喜爱的书进行提问。5、通过设计话剧表演，让学生提高对英语的学习兴趣，让学生主动说英语，参与到英语的活动中去。教学环节/活动设计设计理由Step1:Setthescene(3’)Presentthephotosoftheteacherswhoteachourclassintheflashwayonebyone,askthestudentstoguess,whotheyare,ordescribesomefeaturesofoneteacher,andaskthestudentstoguesswhohe/sheis.Step2:listengingandspeaking.(partA)(12’)●Listenforthefirsttimetofindoutwhatsubjectsforeachsally’sfavouriteteachertoteach.●Listenforthesecondtimetofinishthe6questionsinPartA.●Postlistening:findoutsomedescriptivesentencesoftheteachersinthepassage.●Speaking:eachgroupchooseoneteacherofourclassanddescribetheteachertous.Whileonegroupisdescribingtheteacher,therestofthegroupsguesswhichteachertheymentionabout.Step3:Readingandwriting（PartB）(21’)●PresentsomepictureaboutthesceneryinCanberraandgiveabriefintroductionaboutCanberra.●Presentaguidingquestion:“WhataretheseasonslikeinCanberra?●Firstreading:toanswertheguardingquestion.●Secondreading:tofinishthetableasbelow.SeasonsWeatherTimeAdorableactivities●Postreading:RoleplayTasksthestudentstobeLiumei,andwriteareplytoKellythroughE-mail,inthereplyyouneedtotellKellyaboutGuangzhou’sweather.Butbeforewewritethereply,weshouldmakeaVCR,todemonstratethefeatureofthedifferentweatherindifferentseasonsofGuangzhoubyaction..●Dividethewholeclassintofourgroups,eachgrouprepresentsoneseason,andasksthemtomakeaplayandactitout.(Tshouldpresentsomestructuresorusefulsentencescanbeusedintheplaytothestudents)●Finally,weselectthe“bestactor”,“bestactress”and“thebestgroup”,andgivesomerewardasOscarCeremony.Step4.Review(PartC)(3’)●Byaskingandanswering,toreviewhowtoaskquestionswithquestionwordsStep:6:Assignment（1’）●Surfontheinternet,tofindoneofyourfavouriteplacesintheworld,andwriteapassageabouttheseasonsthere●FinishthereplytoKelly,anddoagoodpreparationforthenextunit.●FinishtheexerciseinthisUnit.Throughpresentingthephotosofourteachers,itcanattractthestudents’attention,alsoforthecontentofthesceneiscoherentwiththecontentwearegoingtoteachtoday..soit’sagoodlead-in.Toteachthestudentsthesub-skillsinlistening,suchas:predicting,listeningforthegeneralidea,andimitating.Throughlistening,enablethestudentstoquotesomesentencesorstructurewhenisinneed.ToknowmoreaboutthethingaboutCanberra,andhonethesub-skillsinreading,suchas:skimming,scanningandcomprehendingthegeneralidea,andgeneratethemainidea.Finally,byusingaroleplay,toinspiretoactoutthefeaturesofeachseason.Duringtheprocedureofacting,NotonlycanitencouragethestudentstospeakEnglishactively,butalsotocultivatetheabilityininstructingtheseasonstoothersinEnglish,andmaketheEnglishclassmorefunny..Becauseintheprecedentclass,wehavedonelotsofexerciseaboutthequestionwords.It’snotdifficultforthestudentstounderstandit,soit’sunnecessarytospendtoomuchtimeonit.Askthestudentstodosomehomeworkcorrespondingtothetopicweteachtoday,andtoconsolidatewhatwelearntoday.

Chapter1Franceiscalling

教案课件是老师不可缺少的课件，大家应该要写教案课件了。在写好了教案课件计划后，这样接下来工作才会更上一层楼！你们到底知道多少优秀的教案课件呢？以下是小编为大家收集的“Chapter1Franceiscalling”希望对您的工作和生活有所帮助。

Chapter1Franceiscalling

课题

Chapter1Franceiscalling

Firstperiod

上课时间

教学需要分析

课程资源分析

1.Student’sBook8Bpage2，3–forreadingmaterials

2.Cassette8Aandacassetteplayer

3.Thecausewaremadebymyself

学生情况分析

Thisisthefirstdayofthenewterm,soit’simportanttowelcomestudentsbaketoschoolandletthemknowtherequirementsoftheEnglishstudyinthenewterm.I’llalsoencouragethemtotakeanactivepartinclassroomactivities.

教学目标定位

知识与技能目标

1.TolearnsomeinformationaboutFrance

2.Knowthemainideaofthispassage.

3.Readthefirstandthesecondparagraphcarefully,learnthenewvocabularyandbeabletoretellthem.

过程与方法目标

1.Tousepowerpointtomaketheclassunderstandeasilyandvividly.

2.AskthestudentstoworkinpairsanddiscusswhattheyknowaboutFrance.

3.Toletthestudentstolistentothetaperecordingoftheletterandgetthemainideaofthepassage.

情感态度与价值观目标

1.ToarousethestudentsinterestsinlearningEnglish.

2.Toopentheirmindandaccepttheculturefromothercountries.

教学关键把握

教学重点

Tolearnthefirstandsecondparagraphofthepassage.

ToknowsomebackgroundinformationofFrance.

教学难点

Understandthenewwordsbyreadingthewordsaroundit.

教学方法

Task-basedteachingapproach

教学实施过程

教学环节

教师活动

学生活动

设计意图

I.Warmingup

Askstudentstotalkabouttheirwinterholidays.

Totalkabouttheirwinterholidaysindividually.

EstablishtheatmosphereoftalkinginEnglish

II.

Pre-taskpreparation.

1.Ask:WhichoneistheFrenchflag?

1.Toanswertheteacher’squestionsindividually.

Toleadinthenewlesson.

2.WhathappenedtotheKingofFrancein1789?

2.Toanswertheteacher’squestionsindividually.

ToknowmoreaboutFrance.

3.WhichtwoofthesesportsarenotpopularinFrance?

3.Toanswertheteacher’squestionsindividually.

ToknowmoreaboutFrance.

4.WhichofthesedrinkscomefromFrance?

4.Toanswertheteacher’squestionsindividually.

ToknowmoreaboutFrance.

III.While-taskactivities

1.Letthestudentslistentothetapeandanswersomequestions.

1.Listentothetapeandanswersomequestions.

LetthestudentsbeFamiliarwiththetext.

2.Playthetaperecordingofp1-2again.Askthestudentstorepeateachsentenceafterthetape.

2Repeateachsentenceafterthetape.

Practisereading.

3.Askthestudentstoguessthemeaningofsomenewwordsbyreadingthewordsaroundit.

3.Readthetwoparagraphagainandunderstandthenewwordsbyreadingthewordsaroundthem.

Developreadingskills

布置作业

1.Readthetwoparagraphsagainandfindmeaningsofthenewwords.

2.Workbookpage1-2

教学反思

Thisisthefirstdayofthenewterm.Thestudentsareexcitedwhentheyweretalkingabouttheirwinterholidays.AndIrequiredthemtotakeanactivepartinclassroomactivities.Mostofthemdidquitewellinclass.Iplantospendmoretimetrainingtheirabilitiesoflisteningreadingandwriting.

Chapter1Thegreenconsumer

Chapter1Thegreenconsumer
一、教学内容：
Chapter1ThegreenconsumerReading2
二、主要内容
（一）课文语言点归纳
（二）重点句型及释义
三、知识总结与归纳
（一）课文语言点归纳
1.beindanger
2.firstofall
3.let…in
4.thesurfaceofthemoon
5.protectivelayer
6.rainforests
7.takein
8.throwaway
9.dowith
10.greenconsumers
11.plasticitems
12.burnup
13.thethreatsto
14.destructionof
15.ourhabitsofdoingsth.
16.damageto
（二）重点句型及释义
重点句型
1.Theatmosphereisessentialtoalllivingthings.
2.Manyofourhabitscausepollution,especiallyourhabitofdoingthingsonceandthenthrowingthemaway.
3.Ouratmosphereischangingbecausewearepollutingitwithchemicals.
4.Withoutitsatmosphere,theearthwouldbeaslifelessasthemoon.
5.MrBlackisthesameageasMrBrown.
6.Carbondioxideisdifferentfromoxygen.
句子释义
1.toimaginetheearthinsideakindofgreenhouse…keepingmuchofthewarmthfromgettingout.
imagine
a.imagine＋n./doing
Sheimaginedherlifewithoutworryingaboutclothesandfood.
b.imaginesb.doing
Sheimaginedherfriendsgivinghersomepresentsforherbirthday.
c.imaginethat/if/who
Canyouimaginewhoisknockingatthedoor?
keepsth.fromdoingsth.
Wemustdosomethingtokeephimfromgoingtosleep.
2.Itisvitalthatwedosomethingtosavetheearth.
it/thatwedosomethingtosavetheearth
Itistruethatfirecanbecontrolled.
Itisharmfulthatpeopleareusingplasticitemssuchasfastfoodboxes.
3.TheburningandcuttingdownoftreesismakingtheGreenhouseEffectworsebecausetreestakeinCO2.
and连接两个名词，如后一名词没有定冠词时，谓语动词用单数形式。
Thedancerandsingerislikedbymanyyoungpeople.
TheheadmasterandPartysecretaryisverystrict.
4.thehabitofdoingsth.做……的习惯
thehabitofgettingupearly早起的习惯
thehabitofgoingtobedlate晚睡的习惯
thehabitofrunninginthemorning晨跑的习惯
5.TheGreenhouseEffectmaycausethe…riseanddrown…evenwholecountries.
rise起床、起立
Herisesatdawneveryday.
rise升起、上升
Thesunrisesintheeast.
raise
Theyareraisingaflag.
6.Thewritertellsusthat…occurs20-50kmabovetheground.
occur发生
Howdidtheaccidentoccur?
occur出现
Thesounddoesn’toccurinhisnativelanguagesoitisdifficultforhimtopronounce.
occur,takeplace,happen
Theunexpectedthingalwayshappens.
Whenwillthefootballmatchtakeplace?
7.Itformsanessentialprotectivelayeraroundtheearth.
protectiveadj.保护性的
protectv.保护
protectionn.保护
8.destructionoftherainforests
destructionn.破坏
destructionof……的破坏
destroyv.破坏
Thecitywasdestroyedduringthewar.

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