How much are these pants
Hello! My name is Rao Shengliang. I’m from Dengfang Middle School. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. The topic of this unit is “How much are these pants?” students learn to ask about prices, talk about clothing, and thank someone. First , I will talk about my understanding of this unit. This Unit is talking about shopping. Many students are interested in shopping, but they knowlittle about shopping. This lesson is the first period of Unit 7, It’s very important. Teaching aims: 1. Knowledge aims: the vocabularies of the clothes, describe clothes, using how much to ask and talk about the prices of the clothes. 2. Ability aims: training the ability of talking about the clothes and the prices. To develop students’ ability of communication with other people in English. 3. Emotional aims: To encourage students to be brave to speak English. Training the competition and cooperation. Build up the correct opinion. 4. Strategy aims: pre-reading, listening, writing and speaking 5. Culture aims: The difference between dollars and RMB. Teaching important points: New language: How much are these socks? They are two dollars. How much is the blue T-shirt? It is ten dollars. Items of clothing, colors (black, white, green, red, blue ) numbers10-31. Second , I will talk about my teaching theories, methods and tools.While dealing with this lesson, I will do my best to carry out the following opinion: Make the Ss the real masters in class while the teacher himself acts as a director; Combine the language structures with the language functions; students will receive some moral education while they are learning the English language. Teaching methods: Double activities teaching method Free discussion method Pair work or individual work method(Learning by using, learning for using.) Task-Based Language teaching Teaching tools: 1. a projector 2. a tape recorder 3. the blackboard 4. some clothes Third , I will talk about my teaching steps. Now let me introduce my teaching procedure briefly. As we all know, “Well begun is half done.” A good beginning will not only warm the class up at once, but also give good preparation for presentation. As language is learnt gradually but not immediately, we will do some revision to strengthen students’ memory. As a memory activator, I’ll try to find out the link between the old and the new. We can lead students by things such as songs, games, competitions, simple pictures or other media. In this lesson, I’ll provide an English song. Step 1 Warming up Listen to an English song. Let the students do the action while they are listening.(I’m sure children will love this song and get interested in class.) Step 2 Presentation a. After listening to the song, Show different colors, things. Let students guess. What’s this? It’s a backpack. What color is it? It’s red.(After warming, the students are excited , at the same time, they have learned the names of fruits, and they also know colors, so we can show pictures ,and students can guess, everyone should be active.) b. T: I like fruits and I like shopping
, so I have many nice clothes. Using the CAI, teach T-shirt, sweater, skirt, bag, socks, shorts, pants and so on. We can also teach small/big, long / short. e.g. This is a red T-shirt. These are black pants.(And we use pictures to teach T-shirt, sweater, hat and so on, we can also teach small/big, long/short)
Step3Memory games
With the help of CAI , students will guess what’s this ? What color is it? Revise the items of the clothes.(in this step, in order to train the ability of students’memory)
Step4 Presentation
Show a new T-shirt, students see its label. Ask how much is the T-shirt?1 dollar=7.5 yuan
Talk about students’own prices of the clothes.(in this step, students may know the relation of the dollars and RMB)
Step5 Presentation
Using the language structure , students will take an active part in the game, and master the important sentences :
How much are these socks/shorts/pants/shoes?
They’re ten dollars.
Step6 Listen to the conversation, fill in the price tags.
This activity provides practice in listening for prices.
Tell the students that all the items in each group are the same price. They are going to listen to the six conversations and write down the prices on the price tags.
This step will train the ability of the students’ listening
Step7 Task :Make a survey
We divide the class into many groups .Each group write down their friends’information .Then report.
This activity can improve the ability of communication.
Name
clothes
color
price
Step8 Homework
In order to extend students’ability of using English, it’s necessary to give students good and proper homework.
1. copy new words
2.Make a list for own clothes, then write down in your exercises book. Introduce your clothes.
3.searching information
Give students some websites. Students will find some more information about clothes on the Internet. Then talk about in pairs.(Students can accord to their ability to choose the exercises as their homework, because the students are different.)
At last , let’s have a look at the blackboard design.
The following is the blackboard design of this lesson, we’ll have a look at it on the blackboard.
Unit 9 Section B 一.教材分析 1.教材的地位和作用 本說課是人教版《go for it》九年級Unit 9 When was it invented?的第三課時部分。本單元主要為被動語態(tài)的教學和練習，通過前兩年知識的累積，學生已經(jīng)掌握了足夠的詞匯;培養(yǎng)了良好的語感;對語句的結(jié)構(gòu)有了較明確的認識和劃分，為本單元的被動語態(tài)的學習提供了扎實的基礎(chǔ)。被動語態(tài)的學習是初中階段的教學重點和難點，教材選取了inventions的話題，幫助學生建立了被動結(jié)構(gòu)的認知平臺，將英語學習生活化，課堂教學情境化，豐富了學生的閱歷，也為下面幾個單元的教學做好了堅實的語法鋪墊。 同時，通過對inventions發(fā)明的歷史的探究，發(fā)明過程的學習以及利弊的探討，激發(fā)學生的求知欲，是學生養(yǎng)成勤于思考，善于總結(jié)的好習慣。 2.教學目標 1)知識目標：在Section A的學習之中，學生已經(jīng)能對被動語態(tài)有了初步的了解，能運用被動語態(tài)表述inventions的發(fā)明時間、功用等。于是，在Section B本節(jié)課的教學中，學生主要對食品的口味加以表述，學會crispy, sour, sweet, salty四個形容詞，并就potato chips的起源問題加以探討、學習，使學生掌握the history of potato chips，理解和良好運用被動語態(tài)。 2)技能目標：能談論食物的口味，表達自己的喜好。向他人介紹薯片的起源及制作過程，并就改話題展開相應的對話。通過本節(jié)課的學習，使學生學會探究事物的起源，撰寫相應的短文。 3)情感目標：一方面在學生通過食品口味的探討過程中使學生認識到均衡飲食的重要性，改變喜好性的偏食習慣;另一方面，使學生懂得人類的科學發(fā)明創(chuàng)造了豐富的物質(zhì)文明。培養(yǎng)學生的創(chuàng)造發(fā)明的能力和愿望。 3.教學重點：了解、認知薯片的起源，開展相應的對話。 4.教學難點：使用被動語態(tài)對食物的發(fā)明史進行問答。 二.學情分析 1)初三年級的孩子有良好的生活體驗和語言基礎(chǔ)，在食品口味的學習和歸類總結(jié)中有較強的優(yōu)勢，不難達到預期的教學目標。另外，由于年齡的特點，她們有較強的求知欲，喜歡探究事物，具備思考和分析的能力，進而，教師很容易激發(fā)學生對薯片起源、歷史的學習，有效地掌握本節(jié)課的教學重點和難點。 2)于此同時，由于對話相對較長，學生的注意力又比較容易分散，因而，在聽力材料的處理上教師要做好調(diào)動工作，用明確的任務激勵、引導學生完成本堂課的學習過程。 3)由于學生不善于建立良好的知識體系，不精于總結(jié)性學習，因此，教師更要注重學生學習方法的指導和學習技能的培養(yǎng)。 4)課堂上要注意即時性評價的技巧，以不斷激發(fā)、調(diào)動學生參與課堂的主動性。 三. 教學思路和理念 1.教學思路 << Go for it! >> 新目標英語，實行的是新課程標準，采用的是任務型語言教學模式，融會話題，交際功能和語言結(jié)構(gòu)為一體。因此，教學設(shè)計和教學過程中應充分發(fā)揮學生的主體地位，教師的主導作用，創(chuàng)造設(shè)計切實可行的真實的語言交際情景和任務，讓學生體驗、實踐、使用目標語進行交際和解決問題——完成任務，體驗成就感，增加興趣。通過第一部分的競猜活動一方面使學生掌握淺顯的4個口味形容詞，大大地調(diào)動學生的參與性，為下面聽力部分的學生打好精神基礎(chǔ)。在2a、2b的聽力教學中，給學生設(shè)置明確的學習任務，由淺入深的完成各項教學任務。后，以2c的對話練習為依托，幫助學生掌握探究事物起源的what, who, where, when, how, shape, 以及taste，教會學生學習的方法，也為下面3a的語篇教學做好鋪墊。 2.設(shè)計理念 根據(jù)英語課程標準規(guī)定，通過聽、說、讀、寫的訓練，使學生獲得英語基礎(chǔ)知識和獲得英語基礎(chǔ)知識和為交際初步運用英語的能力，激發(fā)學生的學習興趣，為進一步學習打好初步的基礎(chǔ)。通過多媒體設(shè)計各種圖片幫助學生加深對語言的理解，充分調(diào)動學生的積極性，注重過程的評價，形成一定的綜合語言的應用能力。擬采用了以下的教學方法： 1)Teach English in English: 即新課標倡導的“用英語教英語”，用英語教學，創(chuàng)造英語課堂良好的聽的環(huán)境，讓學生充分感知，積極體驗，大膽實踐，把握用英語交際的機會，鼓勵學生大膽開口說英語。 2)突出重點，突破難點：通過競猜活動，親身體驗、聽力訓練、魚骨梳理、對話練習等多種形式強化知識的學習和被動語態(tài)的運用，反復操練重點句型，鞏固所學知識，提高靈活運用能力。 3)任務型教學法：倡導體驗參與，培養(yǎng)自主學習能力。在課堂教學中，通過學生自己或是合作式的學習來完成老師布置的每一個任務。在完成任務的同不斷獲得完成此任務所必須的知識、能力、技能等。 4) 游戲教學法：新課標倡導的“玩中學，學中玩”的理念很受學生歡迎。采用學生親口品嘗的方式學習食物口味的四個形容詞，再通過猜食品盒子中的禮物的形式，歸納劃分食物的口味。穿插獎品的獲得大大調(diào)動學生的參與力。有效地激發(fā)了學生的學習興趣，活躍了課堂氣氛。 5)注重學生學習方法的指導：在通過2a和2b的學習后，教師以魚骨的形式展示事物起源的what, who, when, where, how以及taste等六大方面，幫助學生掌握探究方法，提高寫作的技巧。 6)借助多媒體輔助教學，形象、生動，使課堂容量相對增加，實現(xiàn)了課堂的即使反饋，給學生提供更多的語言實踐機會，有利于綜合語言運用能力的提高。 四 教學過程 Step 1 Warming up 1. Play a cartoon video about the invention process of the light bulb. 2. The teacher stops the video at the proper time and asks，what was invented after that? Students answer, and the teacher continues to ask when the light bulb was invented and what it is used for. Then show another picture, guide a student to ask (who, when, be used for), another student tries to answer. At last, show a picture of a refrigerator, ask and answer as above. Then make the students to guess what are in it. Step 2 Tastes 1. Open the refrigerator, and see 4 boxes, ask if they feel a kind of hungry, then take out four boxes the teacher has already prepared. Ask a student to taste a kind of food in the red box，ask the taste of the food, guide to learn the new words: sour. Stick the paper with sour on it onto the box. 2. Make the students guess what else are in the red box. Point out that the same box contains the same taste of food. And the students who guess the very food the box contains can get it as a present.
3. Learn the other 3 new words in the same way.
4. Sum up the foods, and then finish 1a (add the words: bitter, cold and hot if needed) and 1b.
Step 3 Potato chips
1. Show the students some potato chips the teacher has cooked, and ask two or three students to taste. Talk about it--- How do they taste? ( crispy, salty)
Why are they salty? (Sprinkle … on…)
What shape are they? (thinly-sliced)
Then guide the students to guess the cooking process of it.
2. Listen to 2a. Fill in the table below.
Who were the potato chips invented by?
When were the potato chips invented?
Where were the potato chips invented?
3. Listen again, and circle T or F. Check the answers.
4. Guide to understand some phrases in this part: by mistake, in the end, etc.
5. Listen again, and finish 2b.
Step 4 Pairwork
1. Ask the students questions:
What are the inventions?
Who were the potato chips invented by?
When were the potato chips invented?
Where were they invented?
How were they invented?
How do they taste?
Draw a fishbone when the teacher asks and the students answer.
2. Ask the students to work in pairs. Then ask 2 or 3 pairs to talk about. ( activity 2c)
3. Show the history of ice cream and the sandwich, ask the students to make up conversations by looking at the fishbone.
4. Guide to know that when you want to introduce the history of something, you have to answer all the questions above, especially when you are writing an article.
Step 5 Class Closing
1. Guide the students to know that inventions make our life more beautiful, the inventors’ wise make us live better. And we should do as the inventors did, never stop asking why and how.
Step 6 Homework
1. Surf the Internet to find out a history of an invention, make an invention card, and then ask and answer with your partner.
2. Try to write down an article about it.
9B Unit 4 Reading
一、說教材： 1、教材所處的地位及作用： 這單元是9B的后一個單元。以Great people為話題展開學習，該話題很容易引起學生的討論興趣。在welcome to the unit 部分，學生已初步學習了一些有關(guān)偉人的知識。Reading 是一個單元的核心部分，它承載著眾多的教學任務。我將reading部分分作二課時進行教學，第一課時為閱讀課，第二課時為語言知識學習課和練習鞏固課。根據(jù)教材的安排及新課標要求學生通過體驗，實踐，參與，合作，交流和探究等方式學習和使用英語，真正體現(xiàn)以學習者為中心的教學理念，我詳細說說第一課時的教學。基于本課在教材中所處的地位及作用，特制定以下教學目標。 2、教學目標： 知識目標： 1、To grasp some important language points. 2、To understand English idoms. 能力目標： 1、To guess general meaning from keywords and context. 2、To skim text for overall meaning and scan for details. 情感目標：To learn spirit from great people. 3、教學重點與難點： To identify true or false statements based on the reading passage. To extract relevant information from the reading passage. 二、說教法： 本節(jié)課我主要采用以下幾種教學方法： 1、根據(jù)課文特點和學生實際情況，以情景教學法進行教學。 通過形象生動的圖片及相關(guān)資料，調(diào)動學生的學習興趣, 激起學生情感上的共鳴，從而引導學生從整體上理解課文、從細節(jié)分析課文，促進學生的語言能力及其情感等方面整體發(fā)展。 2、采用小組學習法，擴大教學范圍。 把學生分成四人小組，也可以自由組合，讓他們在互動中啟發(fā)思維。同時注意保證每個學生都有機會參與到學習中來，培養(yǎng)學生與伙伴合作的意識和策略。 3、運用操練法，拓寬學習渠道。 把大部分課堂時間留給學生，使學生在多信息、高密度、快節(jié)奏的靈活操練過程中拓寬學習渠道。 三、學法指導： 這一節(jié)是閱讀課，九年級的學生已具有一定的英語閱讀能力，聽說能力在原有的基礎(chǔ)上也得到了進一步的提高，但參與課堂的積極性有所下降。針對以上學情，所以我先指導學生進行快速閱讀和深層閱讀，幫助學生運用自主學習法來把握課文整體，培養(yǎng)學生的分析歸納獨立思考的能力;鼓勵學生小組活動，讓每個人，尤其是那些薄弱同學，都能參與到課堂的學習中，能動手完成一些基礎(chǔ)的學習任務和學習目標，重在激發(fā)學生學習英語的興趣，通過討論讓他們主動去涉取知識。 四、教學過程： 一 Skim the text, answer questions: 1. Why is Neil Armstrong famous? 2. Are there any aliens on the moon? 3. What award did he get? 二 Para 1-3: Before he walked on the moon Name Neil Armstrong Date of birth on________________ Place of birth in_________________ Experiences at 6_____________________ at 15____________________________ at 16 _______________________________ in 1949 _____________________ when he moved to California ___________________ in 1962 ________________________ in 1966 ________________________ 三 Para3:Read and complete the passage: In 1962, he ____ _______ ____become an astronaut. In 1966, he and David R. Scott _________ ___ join two spacecraft together for the first time in space. But when the spacecraft began spinning ____ _____ ________, Mission Control thought it was _____ ____ ____ _____ _____ ______, so they _______ Armstrong ____ cut the flight short, and he succeeded. 四 Para4-5: Walking on the moon Read and answer some questions: 1. When did Armstrong land on the moon? 2. Who did he come to the moon with? 3. What are the famous words? 4. How long did they walk on the moon? 5. What did they collect for further research? 6. What did the whole world do when Apollo 11 returned? 五 Retell the two paragraphs with the help of the six questions above: 六 Para6-7:Reports about aliens on the moon Read and judge T or F: 1. It is said that Armstrong and Aldrin saw alien spacecraft. 2. The alien spacecraft is very small. 3. When Armstrong was on the moon, the aliens were very friendly. 七 Para8:Award for Armstrong 1.What is the Medal of Freedom for a US citizen? 2. What did Armstrong do for people around the world?
八 Read the passage together and fill in the blanks with right words: Neil Armstrong took his first f_______ at six and received his pilot’s ________(執(zhí)照) at 16. In 1949, Neil j_______ the navy and worked as a p_______. He was s_________ to be an astronaut in 1962. Four years later, he m__________ to join two spacecraft together in space. On 20th July 1969, he _______(著陸) Apollo 11 on the moon with Aldrin __________(成功).Neil said ‘one small step for man, one giant leap for m________’. Armstrong got the highest a_____ that a US c________ can receive. He is the pride of the world.
九 Retell the text
Name: Neil Armstrong
Date of birth: 5th August 1930
Place of birth: Ohio, the USA
Major event: at 6: was interested in flying
at 16: got his student pilot’s licence
In 1949: joined the navy
In 1962: became an astronaut
In 1966: joined 2 spacecraft together for the first time in space.
On 20th July 1969: walked on the moon
Famous words: one small step for man, one giant leap for mankind.
Award: Medal of Freedom
What do you think of him: our pride — make us realize...
Homework: 1.Recite the text.
2.Finish some additional exercises.
