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童年趣事作文650字錦集(15篇)
在學習、工作或生活中，大家都有寫作文的經歷，對作文很是熟悉吧，借助作文人們可以實現文化交流的目的。相信寫作文是一個讓許多人都頭痛的問題，以下是小編為大家整理的童年趣事作文650字，歡迎大家借鑒與參考，希望對大家有所幫助。
童年趣事作文650字1
一、教學內容分析
（一）、知識背景及新課程、新教材
本單元圍繞the Silver Screen（影視）
這一主題開展聽、說、讀、寫多種教學活動。影視作為人類文明的一大體現，作為當今社會人們主要休閑、娛樂方式之一，是一個非常貼近生活、具有時代性、可挖掘性的教學主題。
本單元所選的語言素材涉及中外名片、著名演員、著名導演， 具有典型的時代氣息，有利于學生了解外國文化，增強世界意識。正如新課程標準中的教學建議所提：學習中文影視文化有利于“拓展學生的文化視野，發展他們跨文化交際的意識和能力”;在利用現代教育技術觀看影視片斷、影視海報的教學過程中，“拓寬了學生學習和運用英語的渠道”;同時本單元的教學對教師本身的中外文化修養、廣闊的知識面等方面有非常高的要求，體現了師生共同不斷更新知識結構以適應現代社會發展對英語課程的要求的“與時俱進”的理念和思想。
（二）、教學重點難點
1. 語言知識重點與難點
（1）關系副詞引導的定語從句和介詞+關系代詞引導的定語從句
（2）與影視相關的詞匯
（3）有關發表個人觀點的句型、結構
2. 綜合知識重點與難點
（1）、對國外著名影星、導演及他們作品的了解。如教材中涉及的Meryl Streep,Keanu Reeves,Steve Spielberg等，以擴大學生知識面、文化視野。如何填補學生這方面知識缺乏的信息溝。
（2）、對國內著名影視導演及他們代表作品的了解。如何設計任務讓學生從課內知識到課外知識的鏈接。
（3）、對影視界名人及電影的評價（comments）如何寫影評（review）。
二、教學目標
（一）、知識技能
1. 學習、掌握關系副詞when,where.,why 引導的定語從句及介詞+關系代詞引導的定語從句。
2. 學習掌握一些有關影視的詞匯：
如： career, director, script, play a role in ,Oscar, award, studio, scene, follow-ups等。
掌握其他一些課文中涉及的詞匯：
如：graduate, attack, creature, owe…to…， take off等。
3. 學習掌握一些用于討論、評價電影的結構句式：
如：What’s the film about?
What do you think about the story of the film?
How do you feel about the film?
I like / don’t like the film because…
The film is about… I think the ending of the film is …
4. 提高學生語言聽、說、讀、寫的能力及扮演角色、編寫劇本、撰寫影評等的綜合語言運用能力。
（二）。 情感態度
1. 學習幾位著名影星、導演執著于藝術、獻身于藝術的敬業精神和對人類藝術的巨大貢獻。
2. 從Keanu Reeves 艱辛的成功途中（In the begin did many small jobs, then played in many cheap films.）我們可以學習到：要成就事業需付出辛勤勞動，要有持之以恒、堅持不懈的恒心與毅力。
3. 通過學習國外著名影視界人物，培養學生了解、尊重異國文化，體現國際合作精神。
4. 通過開展小組活動，指導學生積極與人合作，相互學習，相互幫助，培養其團隊精神。
（三）。學習策略
1. 認知策略
能總結定語從句的結構規律，并加以應用；在學習中借助電影海報圖畫、圖表等非語言信息進行理解或表達。
2. 調控策略
利用影視資源，主動拓寬英語學習渠道，創造和把握學習英語的機會；積極參與采訪、表演、調查等英語學習活動。
3. 交際策略
充分利用采訪、表演等真實交際活動提高用英語交際的能力，在其過程中能借助手勢、表情等非語言手段提高交際效果，能克服語言障礙，維持交際。
4. 資源策略
通過了解影視知識，獲得更廣泛的英語信息，拓展所學知識。
（四）。文化意識
1. 了解英語國家影視界藝術家的成長經歷、成就和貢獻。
2. 通過學習，了解世界著名影視文化，培養世界意識。
3. 通過中外影視文化對比，加深對中國影視文化的理解。
三、教學步驟
（一） Warming up
這部分的重點是引出本單元的話題---電影，了解學生對電影的熟悉程度并充分發揮學生的'想象力。同時訓練學生說的能力。
活動步驟：
1.師生互動：教師提一些問題如Do you like seeing films? How often? Favorite actor? Actress? Film? 在此過程中教師可展示一些學生熟悉并喜歡的名演員、名片的海報，從視覺上激發學生對本話題的興趣。
2.小組活動：教師選取幾副不同題材的電影畫面（可選取教材外的其它畫面），要求學生進行小組合作，每小組選一幅畫面進行討論What is happening in this scene? What happens before/after the scene? 要求學生不拘泥于已知的電影內容，發揮自己的想象力，給出各種不同的觀點。
3.班級活動：向班級其它同學描述本小組所選圖片，其他同學可給出不同意見。
（二）listening
本單元的聽力是培養學生捕捉特定信息的能力，并讓學生熟悉interview這種形式。Task: To discuss what questions the reporters will ask when interviewing famous directors.
活動形式：
1. 師生互動：教師設置開放性的問題，進一步啟發學生思考，并為過渡到聽力部分做準備。問題可設置為：Of course these films now are very popular and successful, and what does the success of the films bring to the actors? 學生各抒己見，金錢、榮譽、名氣，成為公眾人物后帶來一個問題They received a lot of interviews.
2. 小組活動：教師引出問題What questions will you ask when interviewing an actor?通過小組討論，收集盡可能多的問題，一方面讓學生預測聽力中可能會出現的問題，同時也對interview這種形式有所了解。
3. 班級活動：完成聽力練習
童年趣事作文650字2
尊敬的各位評委：
大家好!
今天我說課的題目是初中英語《Seeing the doctor》，下面我就按說教材、說教法、說學法、說教學程序四個部分向各位評委說課。
一、說教材：
1、教材的地位及作用：
本單元的核心教學項目是“看病就醫”(Seeing the doctor )，各課圍繞這核心項目設計安排了聽、說、讀、寫活動。對話，課文及練習內容均取自于學生的日常生活，實用性強。學生們會因為此話題的趣味性及實用性而感興趣, 故能在學中用，用中學，印象深刻。
Lesson 71 課是語言訓練課。第一部分是一段有關飲食與健康關系的短對話，同時也為學生提供了語言訓練的樣板。第二部分是以操練Link verb為宗旨的句型范例。第三部分是所學語言知識的自然延伸，向學生介紹二位世界著名醫學界人士Nightingale和Bethune。
2、教學目標：根據課程標準的要求和本課教學內容的特點，擬定以下教學目標：
(1)知識目標：
A、掌握本課中出現的四會單詞、詞組和句型，并在口、筆頭中運用。
B、掌握情態動詞have to與must的用法。
C、正確使用系動詞的用法。
(2)能力目標：學會與他人討論“健康”話題，培養他們的交際能力。
(3)情感目標：通過討論“健康”來引起學生對身體健康的關注，引導學生養成良好的飲食習慣，討論“名人”來引導學生樹立遠大抱負，并為之而努力奮斗。
3、確定以上教學目標的.理論依據：⑴課程標準及教學內容的要求。⑵學科滲透、發展能力的原則。⑶寓德育教育于教學活動之中的要求。
4、教材處理：
根據以上對教材的分析，同時針對中國學生學習外語存在一定困難的實際情況。首先給學生樹立榜樣，激發學生學習興趣，使學生在創設對話、參與活動的一系列活動中，掌握知識。最后通過做游戲對學生所學知識點進行訓練，從而達到鞏固知識的目的。
二、學情分析
1、學習現狀：初二學生至此，已學習了一些較為長篇幅的英語閱讀課文，對于英語知識和英語會話及英語活動都有了一定的認識。
2、學習動力：初二學生對英語學習仍有濃厚的好奇心，并保持著較高的學習興趣。
3、學習習慣：學生學習的自覺性和方法欠缺，教師應加強對學生的英語學習興趣的培養和學習方法的指導。
三、說教法：
教學方法具有多樣性、靈活性和發展性，在進行具體的教學過程中，教學方法不是固定不變的，教學理論認為選擇和采用正確的教學方法，不僅要根據學科知識特點，而且要根據教學任務，學生年齡特征及學生實際情況來定。為了更好地突出本課重點、突破難點，根據教情和學情，本課主要采用以下教法：
A、直觀教學法：
根據本課教學內容，我利用實物、掛圖直觀教具，讓學生理會并掌握本課知識。
B、交際法和情景教學法：
根據課程標準要求及本課教學內容。本人在課堂教學過程中設計一些真實情景，將現實生活場景引入課堂，以便使學生面對生活情景組織語言材料，進行語言材料。
C、以學生為中心和任務型教學
新課程標準的總體目標是“培養學生的綜合語言運用能力”。任務型教學旨在培養學生在生活中運用語言的能力，也就是學會用語言做事情。學生在任務型學習中所獲得的經驗，有得利于把語言較順利地應用于真實交際，而采用任務型學習的方式，可以改變目前教學存在的現狀，有利于新課程標準的實施。
任務1：介紹名人，讓學生通過對名人的認識、聽力進而自行編制學生自己的對話。
任務2：設計“社會調查”、“制作菜譜”等任務，讓學生通過小組活動形式，結合以往所學句型及所掌握的知識進行交流。
任務3：讓學生就自己準備的實物及動作表情設計來提出問題，引導全班同學一起猜想、學習知識。
任務4：對于教材第一、三部分我將之作為聽力素材來處理，提出聽力任務。
任務5：Play a game。
四、說學法：
教與學是相輔相成、互相促進的活動。因此，在課堂教學中，教師應最大限度地調動學生學習的主動性和積極性，激發學生的創新思維，使學生參與到課堂教學之中，變被動學習為主動學習。根據本課內容與課程標準要求及學生的語言學習規律，指導學生課前預習，培養學生自主學習的意識;課堂上通過視聽，培養學生快速獲取生詞、對話大意的技能。
為了充分發揮學生的主觀能動性，更好地完成教學任務，在上述教學方法的指導下，引導學生掌握“觀察、模仿、合作”的學習方法，通過觀察、比較，讓學生能自行歸納總結，通過模仿、合作，讓學生自行組織運用所學進行交際。
五、教學流程：
Talk about the famous people→Make a survey→Make a menu→Listen and answer→Practice and act out→Listen and learn→Find out the Link. Verb→Act out→Explanation→Play a game
六、評價手段：
本課的評價手段有二種，即形成性評價和小組評價。
童年趣事作文650字3
一、Analyzing teaching material
1. lesson type
2. status and function
Lesson 33 Savingthe Earth is a dialogue. The lesson is focused on the topic of the problems ofthe earth and the functional items of Supposition/ Intentions/ conjecture/Prohibition. Since it is a dialogue / reading. It’s helpful toimprove the Ss communicative/ reading ability.
3.teaching guideline
(Teachingsyllabus: Language is for communication, develop their four skills, lay specialemphasis on reading; Grellet put it well in his book developing reading skills:develop reading skill/ discourse analysis; get them to understand the westernculture better; improve the ability to discover, analyze & solve theproblems; Reading is for information, for fun; Use Top- down model or Bottom-up model to activate Ss schemata; Interactive model)
4. Teaching aims and demands
1） knowledge objects
a. Enable the Ssto remember the following new words & phrases:
Damage, lecture,pollute, pollution, room, standing room, be fit for, hear about, turn into
b. Get the Ss tobe familiar with this sentence pattern:
If the populationkeeps growing so quickly, there will only be standing room left…
Give the Ss areinforced practice on the functional item Supposition.
c. Activate Ssschemata regarding the topic of pollution and help Ss to know more about theproblem of pollution.
2） ability objects
a. Ask the Ss tomake up a similar dialogue.
b. Help them tounderstand the dialogue better and improve the four skills.
c. Develop theirability of thinking independently.
d. Cultivate theirability to discover, analyze and solve problems.
e. Train them tocollect information from the Internet.
f. Train them withsome effective learning methods to optimize Ss’ learning results.
3）德育目標 moral objects
a. Arouse theirinterest in learning English;
b. Help them tounderstand the background of pollution.
c. Enable thestudents to love our earth and the nature.
d. Be aware of theimportance of stopping pollution & protecting out environment.
e. Encourage theSs to do something to save the earth.
5. teaching important points
a. New words andphrases
b. Sentencepattern: If- clause
c. improve theirreading skills.
d. Talking aboutproblems of the Earth.
6. teaching difficult points
a. functionalitem: Supposition.
b. Develop theircommunicative ability. Act out their own dialogue.
7. teaching aids
The teachingsyllabus says that it’s necessary for teachers to use modernteaching facilities. It’s of great help to increase theclass density and improve our teaching result. It can also make the Ss reach abetter understanding of the text by making the classes lively and interesting.At the same time, it arouses the Ss’ interest inlearning English.
二、Teaching methods
Five step method;audio-video; communicative approach;
Task-basedlearning: New Syllabus Design encourages teachers to use this teaching method.TBLT can stimulate Ss’ initiative in learning and develop theirability in language application. Make the Ss the real masters in class whilethe teacher himself acts as the director and bring their ability into fullplay.
三、Study methods
1. Teach Ss how tobe successful language learners.
2. Teach Ss how todevelop the reading skill — skim & scan; how to communicate withothers; how to learn new words; how to learn independently;
3. Get the Ss toform good learning habits.
四、Teaching procedures
I. 復習 (Revision) 5min
Activity 1:Imagination
1). Suppose a bottleof ink is turned over and dirties your white shirt, what is to be done? (Washit? Or throw it away?)
2). Suppose youcatch a bad cold, what’s to be done?
3). Suppose yourbike is broken, what’s to be done?
4). And supposethe earth, on which we all live, is damaged, what’s to be done?
* What can youthink of when you see “pollution” thisword?(waste, environment, air, water, factory, desert, climate... Try toactivate the Ss schemata regarding the topic of pollution.)
II. 呈現 (Presentation)
Activity 2:Presentation
Play the song “EarthSong” sung by Michael Jackson. (Create an atmosphere)
A lot of picturesand video clips about the causes and results of the three problems mentioned inthis lesson will be shown on the screen with the help of the computer.
Ss’presentation on pollution. Attract their attention, arouse their interest, andcreate a good atmosphere for communication.
* Activate theirschemata and cultivate their ability in collecting information from theInternet and develop their ability in thinking independently.
III. 對話 / 閱讀 (Dialogue)
1. Pre- reading
Activity 3:Prediction
1st listening/fast reading, one guided Q to help Ss to get the main idea:
What do you thinkis discussed at the conference?
2. While- reading
Activity 4: Read andanswer
2nd listening/careful reading, more Qs to get the detailed information. Develop their readingskills: skim & scan. Pay attention to the pronunciation, stress &intonation.
3. Post- reading
Activity 5:Language focus
While Ss areanswering the Qs, the teacher deals with some key language points.
a. is being causedb. and so on c. go on doing
d. be fit for e.standing room f. if- clause
IV. 操練 (Practice)
Activity 6: Retell
Use your own wordsto retell the dialogue in the 3rd person.
Activity 7: Actingout
Activity 8: Drill –Supposition
Purpose: Practisethe functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act out;role play)
V. 鞏固 (Consolidation)
(Discussion;interview; press conference; debate; quiz)
Activity 9: roleplay
Suppose you werehead of a village, scientist, journalist and villager, make up a conversationand ask several groups to demonstrate in front of the class.
* The Ss areencouraged to use the words and expression_r_rs like pollution, damage, be fitfor, turn into, the if- clause, etc.
Activity 10:Discussion
Think of thequestion: Are we causing damage to the world?
What should we doto save the earth and protect our environment especially in our daily life?
Collect their answersand form a report.
VI. Homework
Write a letter tothe mayor, telling him sth. about the pollution around your school.
童年趣事作文650字4
一、說教材
我說課的內容是小學三年級第三單元第17課，在本課中我借助“探究式”教學，采用多樣化教學手段將聽、說、玩、演溶于一體，激發學生學習英語的興趣和愿望，使學生通過探究學習體驗成就感從而樹立自信心，發展自主學習的能力。結合新課程標準和大綱提出的基礎教育階段英語課程的總體目標和具體要求，在認真分析教材的基礎上，我針對學生的實際，確定本課時的教學目標及重難點。
1、知識目標：使學生能聽、說、認讀shirt skirt pants blouse sweater五個單詞。
2、能力目標：培養學生的自主探究能力。
3、情感目標：培養學生自主探究的積極性，培養學生對日常生活知識的了解。
4、教學重點：
能正確認讀五個單詞，能在四線三格中正確書寫，能聽懂句型。
5、教學難點：
（1）幫助學生樹立自信心。
（2）單詞的教學。
二、說學生情況
英語對三年級學生來說是一門新開設的課程，在此之前他們對英語很陌生，針對他們愛唱，愛游戲，愛表現，愛憑興趣做事，教學時必須運用各種教學方法激發學生的學習興趣，調動他們的積極性。同時，由于本課內容是學生每天接觸最多，了解最深的服裝的英語教學，教學時充分運用現有的服裝資源，學生將會產生濃厚的學習興趣。
三、說教法、學法
為了突破這堂課的重難點，根據小學生的特點，作為教師要發揮積極的指導作用，以人為本，主要采用直觀情景教學。采用探究式教學模式為主以游戲教學法、圖片教學法等并用的方式進行教學。讓學生在美妙的歌聲中和輕松愉快的活動中感受語言，讓他們在做中學、玩中學、在表演中學。
四、教學工具
教師準備：相關的單詞卡片；所學單詞相應的服裝，錄音機。
五、說教學步驟
第一步：自由會話，促進語言運用能力的提高
在這個環節我先與學生進行朋友式的會話。Hi! Good morning. Boys and girls. My name is Zhang Xin.What is your name? Nice to meet you.教師就這樣面帶微笑，邊說邊走下講臺與學生握手問候。這不僅復習了舊知識，還渲染了學習英語的良好氣氛。
設計理念：學生在一個平等、尊重的氛圍中，他們的思維是放松的，敢于說敢于參與教學。一個微笑、一個問候、一個簡單的彎腰握手動作，縮短了師生間的距離。在這種寬松的氛圍中，每個學生都敢于和樂于開口說英語，個個搶著與老師握手，學習熱情就特別高漲。提高了“導”的藝術。
第二步：歌曲熱身，創造愉快的氛圍。
在熱身的時候，首先讓學生跟著節奏演唱歌曲：How Are You？播放錄音。學生一邊做動作一邊跟節奏唱，這樣使學生感到很輕松很愉快。然后老師說：It’s time for class. Are you ready? Now, we are going to learn“Unit3 Lesson 17”然后板書課題。
設計理念：讓學生處在愉快的氛圍中，往往會給學生帶來輕松、愉快的感覺，不僅能使學生迅速地興奮起來，而且還會使學生把學習當成一種自我需要，自然地進入學習新知的.情景。
第三步：創設情景，呈現新知
利用服裝來進行教學服裝的英語單詞，并用句型What is it？ What are they？引出對服裝的認識（漢語），利用單詞卡片，然后老師教讀，學生跟讀，書空拼讀，并糾正錯誤的發音，提問“What colour is it？” 引導學生說短語激發了學生展示自我的意識，并為下節課的教學做鋪墊。三年級的學生英語字母的正確書寫尤為重要，激勵學生上臺在四線三格書寫，并給予獎勵。
設計理念：
我以實物的呈現，貼近學生的生活，情景真實，學生理解得很快，并激發了學生的興趣。五個單詞教學時間很長，為了讓學生更好的掌握單詞，在教學時出示單詞卡認讀，開火車讀，走近學生有相應的服裝進行練讀，從而激發了學習興趣，加深所學知識。
第四步：趣味操練，鞏固認知
在操練時，我首先進行了一些機械的操練活動，如“Look and Guess”看口形、猜單詞：老師不出聲說單詞，學生猜是什么單詞，猜對的學生可獲得一個獎品。接著做耳語傳話游戲：老師將單詞傳給每組的第一個學生，由第一個學生小聲往后傳，以次類推，當傳到最后一名學生時，由他大聲說出來，哪個小組最先正確無誤說出來，那個小組獲得一個獎品。
設計理念：游戲是兒童學習的一種重要途徑，也是激發學生學習興趣的最佳方法。正如蘇霍姆林斯基所說：“如果用思考、情感、創造、游戲的光芒來照亮兒童的學習，那么學習對于兒童來說是可以成為一件有趣的事情”。因此，這部分教學在充分激發學生學習興趣的前提下，重視對學生思維，觀察能力的培養，特別是對學生合作學習能力的培養，讓學生們在師生，生生等不同的合作方式中，學會傾聽，學會評價，提高了學生的語言感悟能力和學習英語的積極性，為學生的終身學習奠定基礎。
第五步：學生提問，學生回答，練習新知
在這一階段讓一名自告奮勇的學生上臺用What is it? What are they?提問卡片上的服裝單詞，學生回答。
設計理念：加深對單復數的理解，給學生自我展示的機會。
第六步：課堂總結，總體評價。
這節課你學會了什么？最后布置家庭作業：把今天學習的單詞讀給爸爸媽媽聽。
設計理念：通過對知識的小結，幫助學生將本課的信息進行加工、儲存，從而明確教學目標、重點和難點。
反思：這節課不論是新知識的呈現，還是操練運用，都能通過創設豐富的教學情景，緊緊地抓住學生，吸引學生，讓學生積極參與到課堂中來。但我覺得在課堂操作上，有不少欠妥的地方，氣氛也不夠濃烈，有時沒能和學生融合在一起。每上完一節課，總能找到這樣或那樣的不足，希望通過自己的努力，在教學中能夠掃清迷惑，成為一位不斷鉆研與進步的英語教師。
Step 4 Activity
將學生分成6人小組，以小組為單位，要求他們充分發揮個性和創造性，在life in a British school和life in an American school兩個主題中任選一個，用自己的語言去改編課文，然后每組推選一位同學上臺展現成果。
設計意圖：讓學生在愉快的活動中結束學習，使他們自始至終保持積極的態度，高效率地完成本課的教學任務，同時也培養了學生的表演能力。
Step 5 Homework
（1）要求學生用第三人稱改寫課文內容，向好朋友介紹一下美國和英國的學校生活。
（2）要求學生多渠道地調查一下世界各地的學校生活，可以上網查詢，可以向親朋好友打聽，也可以翻看報紙雜志等。
教學評價：對于學生積極參與的態度效果應及時地給予適度的評價，主要采用激勵法激發學生的學習興趣。在教學過程中，采用小組競爭的形式，對于優勝組則給予一定的物質和精神的獎勵。充分尊重學生在解決問題中所表現出來的不同水平，更注重過程性評價。
綜上所述可以看出，我積極以新課標為指導，以活動為方式，變課堂為生活，運用直觀情景教學法，多媒體輔助法等使學生以生活為課堂，逐步提高綜合語言運用能力，形成自主學習的良好習慣和方法。
以上是我對本課的教學設計和思路，有何不足之處還請各位評委老師不吝賜教。
童年趣事作文650字5
Before ---task:
（Let’s begin the lesson with the English song “ A mouse likes rice”）
1 Warm up:
Play a game using the target language “ Can you？Yes, I can.
No, I can’t.”
T: My boys and girls, do you like games？（The students may answer “ Yes, I do”）
T: Good！now please take out a paper ( No matter how large the paper is .
Any paper is ok!) and fold it like me！First fold it into a square and cut the unnecessary part.
If you can fold it easily，you can say loudly “ Yes, I can” If you can’t go on to fold it，you can say loudly “ No, I can’t”
T: Are you ready?
S: Yes!
T: Ok! Let’s go！First fold it “ can you?”
S: Yes, I can！
T: Go on! “can you?”
S: Yes, I can！
T: Go on！“ can you?”
S: Yes, I can!
T:Go on! “ can you?”
S: Yes, I can!
T: Go on! “can you?”
S: Yes, I can！
T: Go on！“ can you?”
S: Yes, I can!
T:Go on! “ can you?”
S: Yes, I can!
T: Go on again! “ can you？”
S: No, I can’t!
T: Go on again! “ can you？”
S: No, I can’t!
T: Ok! Now unfold the paper and count how many times have you folded?
S:Seven！
T: Yes！it is impossible for us to fold more than that, no matter how large the paper is! If you don’t believe it, you can try after class! Yeah! A very intersting game!
(Until now the students are warm.
They have prepared themselves for the coming lessons.)
2.Check the prevision of the new words.
The teacher prepares the cards of the food ahead of time.
The teacher presents the pictures to the students and the students say English together.
The teacher shows the pictures twice.
Then the teacher shows the pictures to the individual students and they are expected to say English according to the given pictures.
If they can say them correctly, the teacher will send them the pictures!（The students are eager to get them, they need the teacher’s encouragement, so they will answer them actively!）.
3.Presentation.
(1)Present the words of the food and the pictures of the food on the screen.
（the student have been familiar with them）
T: Do you know these food?
S: Yes!
T: Perfect! Now I will ask a girl and a boy to lead the other students to read them.
Then I will present the names of the drinks in the same way.
Until now all of the new words of the food have been presented to the students.
T: Look at these words please！My students，can you find the differnces between these words?( The teacher says so while she is pointing to the “s” added to the words.
Volunteers!
S: A student may stand up and give his answers!
Present a collection of pictures of food and ask the students to category .
T: Look at these pictures！Which are uncountable words and which are countable words? Volunteers!！？?？?
S: A student may stand up to show him.
（2）Lead into the class using “ What kind of vegetables would like？---I’d like …….
Present the pictures of the vegetables like : carrots, cabbages, broccoli, potatoes, tomatoes, and so on!
T: “ What kind of vegetables would you like?”
S: I’d like tomatoes.
（They say it together）
T: What about you？(point to a student)
S: I’d like ……
The teacher leads the students to read the target languages and makes the students to practice the conversations in pairs.
The teacher asks several pairs to show them .
Then the teacher presents the pictures of the meat like : beef, mutton, chicken, fish ……
The teacher asks the students using the target languages “ What kind of meat would you like? I’d like …….”
The teacher calls several students to answer and then let them practice in pairs.
Later, the teacher names several pairs to show them.
The teacher presents the pictures of the noodles.
The teacher leads the students to express the kinds of noodles according to the pictures on the screen.
Then the teacher asks the students to use the target languages “ What kind of noodles would you like? I’d like …….
noodles.”
The teacher gives them minutes to practice and then asks them to present their conversations.
Cheer for them at the duly time.
3.While --- task.
(1)T: Please turn to P47 and match the words with the pictures and let them check with their partners.
Then the teacher presents the answers on the screen.
（2）Let’s move on to activity 1b on Page47.
The students will listen to the radio twice and then check the answers.
（3）Present different sizes bowls of noodles.
（small, medium, large）
T：Boys and girls, do you want to eat noodles?
S: Yes!
T: What size bowl of noodles would you like？
S: I’d like small mediumlarge bowl of noodles.
Teacher asks the students to answer the questions and then let them practice in pairs.
Three minutes later, the teacher asks the pairs to show their conversations.
（4）Guessing game!
The teacher shows the picture of a strong boy on the screen.
Let the students guess what size bowl of noodles would he like? He’d like a ________ bowl of noodles.
Then the teacher asks several pairs to present their guesses.
Then the teacher shows the answer “ small”
Let the students who guesses right put up their hands and cheer for them.
（5）Let the students turn to p48 .
Listen to the tape and do 2a .
Then one student gives his answer and the teacher shows the right answers on the screen.
Let us go on activity 2b .
The students will listen to the tape twice and fill the blanks.
Then the seated students check the answers with their partners and the teacher presents the correct answers on the screen.
4.Post---task.
（1）Role play.
T: My boys and girls, do you want to have noodles?
S: Yes!
T: Good! Let us go to the noodle house to have noodles!
One is a waiter, the other is a customer.
Just act it out!
Three minutes later, the teacher calls three pairs to act it!
（2）Make a survey!
Make a survey in the groups using the language goals :
They may do it like this :
A: Hello Peter! What kind of noodles w ould you like？
B: I’d like beef and cabbage noodles.
A: What size bowl of noodles would you like?
B: I’d like medium bowl of noodles.
A: Hello Sally!.
Then the teacher asks the students to report the survey like this :
I’d like egg and tomato noodles.
I’d like a small bowl of noodles.
Peter would like beef and cabbage noodles.
Peter would like a mediun bowl of noodles.
And Sally.
5 Check themselves!
Do the exercise on the paper.
The exercise includes two parts: check yourselves and challenge yourselves!
6 Summary!
The teacher asks a student to sum it up，then the teacher help him add
7 Let us end the lesson with the english song “ A mouse likes rice”
童年趣事作文650字6
Unit 3 What are you doing for vacation?
I will talk about my teaching idea from 6 aspects
Firstly ,let me talk about the analysis of the Teaching Material
The topic of this unit is about vacation plans. It is from the unit 3 of PEP English < go for it> the first semester of grade 8 .This is an interesting topic for students. So all the activities in this unit are helpful to raise students’ learning interest. This section including two periods. I will finish Part 1, Part 2 and Grammar Focus in this period .students will learn some words and the target language and know how to make vacation plans. Their integrating skills will be improved .The target language is the basic for Ss to learn the other contents of this unit. So it’s very important to learn this lesson well.
The teaching aims are established according to Junior School English syllabus' provision and the teaching material. As follows:
Knowledge Object :In this unit students learn to talk about future plans.and learn some key vocabulary: camping, visiting and so on . Use the Present progressive as future in the daily life .
Ability Object :To train the students’ ability of listening, speaking, reading and writing. and ability of making future plans.
Moral Object:students know the truth "You can’t work efficiently if you don’t have a good rest.""Making a good vacation plan can make your trip happy."
According to the teaching material and the students' characteristic,I think the key points are helping the students master the key vocabulary, understand and use the target language ,master the usage of the different forms of “be” in the target language.
The difficult points are helping the students use the target language to talk about the future activities
Secondly ,I will talk about the the students
The students have learnt English for more than one year. They know some English, but some of them didn’t learn it well. Especially, most of them are afraid to speak English. For this lesson, the students have known the pattern “be doing”. Half of them can use “be” correctly. Half of them can change a verb to “verb+ing” correctly. But they don’t know to use the pattern “be doing” as future. And this is what I teach in this lesson.
Thirdly ,I will talk about the teaching methods and learning methods
As we all know,the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the target language. I’ll give the Ss some tasks and arrange six kinds of activities: watching CAI, writing some activities, listening, make conversations, listening practice and group activities.
At the same time,the students will pass "Observation-Imitation-Practice" to study language,study English language by Communication.
During the teaching process , Multi-media computer, Tape recorder, ppt and school things will be needed.
Fourthly ,the important part is teaching procedure .according the theory of new curriculum standard ,I will present my teaching procedure in 5 steps.
Step 1. Lead in
This step revises the present continue tense. Students Ask and answer some questions ,such as "What are you doing?" "What is she/he doing? "in pairs.
Step 2. presentation
Show five pictures on the screen. These pictures show the students’ activities for the next vacation. I will point at the picture and say"What is she doing for vacation? She is camping." Then write “camping” on the Bb. Ask them guess the meaning of the word according to the picture.then learn and explain the word “babysit”.
Task 1: divide the students into four groups. Ask each group to discuss to write the other three activities on the Bb and add more using the “ing” form of verbs. Have a competition. The group which writes the most correctly and shows the most activities is the winner.This task introduces the key vocabulary and Ss start to touch Present progressive as future. The competition can raise Ss’ learning interest.
Step 3. practice
Task 2:Show three pictures and three activities on the screen. Ask Ss to listen to the tape to match the pictures with the activities. After they do them correctly, give them some praise. This task gives students listening practice in understanding the target language in spoken conversation.
Task 3:ask the students to work in pairs to talk about the five pictures. Ask Ss to use the different forms of verb “be” correctly.then some pairs act them out to check the pronunciation and the forms of verb “be”.This activity provides guided oral practice using the target language.
Task 4:Ask Ss to open their books and turn to Page 14. Look at part 2a, Explain the chart and make sure the students understand the chart and what to do.Then play the tape for three times. For the first time the students only listen to understand the whole general meaning of the conversations. For the second time the Ss pay attention to the activity in each conversation and write them in the chart. For the third time the Ss pay attention to the time that the activities in each conversation are done and write them down in the chart.Ask some Ss to write their answers on the Bb and check them.This task provides guided listening and writing practice using the target language.
Step 4. summary
First ask two students to read Grammar focus to the students. One reads the questions, and the other reads the answers. This can check their pronunciation and trains their reading ability.
By ask and answer some questions ,sum up the grammar point, get the conclusion that the present progressive tense can also be used to talk about the future activities.This task guides the Ss to study English by thinking hard and conclusion. After that they can have a rational knowledge to the target language.
Task 5: Ask the Ss to work in groups of four. Tell the students that if they don’t have a good rest, they can’t study efficiently and making a good vacation plan can make their trip happy. So they must arrange their vacation carefully. Write down their group mates’ answers in the chart in your book.
This task provides the Ss a chance to use English freely. They can say the conversation according to their thought using the target language. Of course, at the same time, it trains the Ss’ speaking ability. Also, it guides the Ss to study English by communication. Another, I change the parts’ order of the text book, because this part can be delayed to the end of the class. After class, they can continue to talk about it.
Step 5. Homework
write a passage talk about what you and your classmates are doing for your next vacation. The homework can help the students to consolidate the target language and train their writing ability.
Finally ,I will write the key words and sentence pattern on the blackboard ,students can know what they learnt in this class clearly.
童年趣事作文650字7
一、單元分析
1、教材的地位及作用：
Unit4Where’smybackpack?本單元的主題為談論物品的位置,使學生在熟悉物品名稱的基礎上用方位介詞熟練地表達物品的位置,并能 where問句及一般疑問句提問并回答,并自然地引出名詞的單復數及人稱代詞they的用法.本單元談論的是學生比較熟悉的內容，學生有認同感,因此在任務的設計上,要貼近學生真實生活，包括學校生活、家庭生活等任務，以引起學生的共鳴和興趣，激發學生的求知欲，充分發揮學生的想象力和能動性，主動自覺地融入到語言學習中去。
2、教學目標
1)Knowledgeobjectives:
(1)Sscanread,writeandmasterthewordsaboutfurnitureandschoolthings.
(2)Sscanusetheprepositions:in,on,under
(3)Sscantalkaboutwherethethingsare.
2)Abilityobjectives:
Sscantalkaboutwherethethingsare.
3)Moralobjectives:
Sswilllearntokeeptheirroomscleanandtidy.
3、重點和難點：
Importantpoints:
1)掌握方位介詞in，on，under，behind的用法;
2)掌握where引導的特殊疑問句。
Difficultpoints:
1)能夠準確運用方位介詞描述物品所在的位置;
2)能夠運用where問句找到物品位置;
3)區別特殊疑問句和一般疑問句。
4、教學突破：
通過使用方位介詞“on/in/under”表達物品的位置及學習“Where……?和Yes/No”疑問句的用法，使學生學會區別特殊疑問句和一般疑問句。
二、說教法和學法
在整個教學過程中，我把SectionA的內容進行變化和整合，將其分解到精心設計的`一系列任務中，通過讓學生自己完成任務來學習知識，掌握技能。這對于培養學生分析、解決問題的能力，激發和維持學生的學習積極性等有著獨特的優勢，我所要求學生掌握的內容都是通過一個個任務來完成，由易到難，由簡到繁，讓學生在積極參與完成任務的過程中學到知識。
在整個教學過程中我采用了情景教學法，多媒體輔助教學法、合作學習法、任務教學法等方法進行教學，以興趣吸引人，以情感培育人，以評價激勵人，以活動促進人。通過實物、多媒體等創設富有生活氣息的語言情境，讓每一個學生參與聽、說、讀、猜等各種豐富多彩的學習活動，激發學生的學習興趣。將學習與游戲有機結合，使學生陶醉在輕松、活潑、有趣的課堂活動中，讓學生“在玩中學，在學中玩”，循序漸進地、積極主動地去感知、體驗和參與合作，形成綜合運用語言進行交際的能力。通過聽說讀寫的基本訓練，使同學們在輕松愉快的學習氛圍中掌握和鞏固知識，真正做到寓教于樂。
三、教學程序設計
根據初一學生身心發展的特點及實際情況，我在教學中采用了五個環節：問候--呈現--任務型活動--小結--布置作業。
(一)、問候
通過互相問候增強彼此的感情。
(二)呈現
創設情境，導入新課。
1、講授單詞。采用多媒體展示家具的圖片，讓學生邊看邊學單詞，這樣做更直觀、形象、印象深刻。
2、采用直觀教學介詞in,on,under。通過不斷的變換實物方位來形象直觀的引出三個介詞。
3、呈現出本課的重點句型。
(三)任務活動
1、Pairwork：
活動目的：熟練掌握所學的重點句型及方位介詞的用法。使學生學會互幫互助，學會合作交流。
活動過程：用幻燈片出示圖片讓同桌之間會話。
2、Havealistening:
活動目的：準確排出單詞的序號，讓學生學會捕捉信息詞和關鍵詞，培養學生聽力能力。
活動過程：創設情境聽對話，運用聽關鍵詞和推測詞意進行小組競賽搶答。
3、Playaguessinggame:
活動目的：通過猜物品的位置所在來鞏固前面所學過的重點句型。采取競賽的形式寓教于樂，不僅讓學生全神貫注，又能調學生的學習熱情。
活動過程：投影出實物讓學生猜它可能在哪里。教師提問：Whereis/are-----?學生以小組為單位進行討論，并選派代表來猜：Isit/Arethey-----?猜對最多的小組獲勝。
(四)小結。讓學生自己談收獲(知道了什么，學會了什么，發現了什么)
(五)作業。
總之，這節課我盡量體現“以人為本，以學生為主體，以教師為主導”的現代教育新理念，主要運用“任務型”的教學模式，采用靈活多樣的教學形式，使學生能愉快地、積極地、高效地對新學語言進行感知、體驗、學習和運用，努力使這節課具有交際性、實用性、趣味性和科學性。
童年趣事作文650字8
Good morning, dear judges. I'm number 2. I am very glad to interpret my teaching design here. The topic of this lesson is “Where did you go on vacation?”. My presentation consists of the following aspects.
At fist, I want to say something about the analysis of teaching material. This lesson is chosen from PEP English book, the first semester of grade8, Unit 1. The main topic of this unit is about holiday. This unit is very interesting because students can talk about a lot interesting things in their vacation. After students learnt this unit, they could express the past things, their speaking and listening abilities can also be improved .
The second part is analysis of students. Overall, the thinking mode of students in junior middle school has become abstract and logical, even the reflective thinking has appeared. However, to some extent, abstract thinking still needs specific image as a foundation. At the same time, the quality of thinking of junior middle school students, especially the independence and criticalness, have had a big development. But the one-sidedness and superficiality are easy to occur.
Based on the idea of New Curriculum Standard in English class, teaching aims consist of three teaching aims, so my teaching aims are made up of following three parts:
First one is knowledge aims:
(1)Students can understand the usage of simple past tense.
(2)Students can master some new sentences: where did you go on vacation? I went to….
The next one is ability aims:
(1)Students can use the simple past tense to describe things happened in the past;
(2) Students can improve their listening and speaking abilities;
(3)Students can use English to talk about the thing they did during their vacation.
The last one is Emotional aims:
(1)Can improve the confidence of learning English, and not afraid of speaking English in class;
(2)Can cooperate with others actively, and complete the tasks together.
Then let me talk about the key points and difficult points.
The key points are:
(1) the usage of simple past tense;
(2) to use the new sentences to communicate with others fluently.
The difficult points are:
(1)Can use the new sentence to communicate with others fluently.
(2)Can improve the confidence of learning English, and not afraid of speaking English;
(3)Can get the main idea of listening material, and get the useful information from material.
童年趣事作文650字9
Introduce myself:
My name is #. I have worked in # Middle School for 5
years. Today I want to talk about Unit 2, School Life Reading, 8A, Oxford
English.
First, the analysis of the textbook:
1. The contents:
The part of the reading in the second unit aims to introduce school
life in British and American schools and it aims to get the students to
learn the differences between foreign culture and native culture.
2. The teaching aims:
(1)The aims of the knowledge: To learn life in a British school or an
American school and to master important language points.
(2)The aims of the abilities: To improve the abilities of getting
information by scanning and the abilities of listening, speaking, reading
and writing.
(3)The aims of the emotion: To promote their love for their school and
school lives.
3. The teaching emphasis:
(1) To get the ability of general reading and acquiring information.
(2) To master vital phrases and sentence structures.
4. The teaching difficulties:
(1)We have to tell our English teacher what we are reading.
(2)This is great because it takes less time than taking the bus.
Next, the teaching methods:
Teach the students by the five teaching steps gradually to emphasize
the contents. The teacher is to act as a guide and the students as an
actor to do the activities.
Then, the teaching aids:
Projector, Slide show, Tape recorder and Pictures
Afterwards, the design of the teaching procedure and the class activities.
Step I Lead-in (within 5 minutes)
1. Ask and answer about school life.
1 )What subjects do you learn at school?
2 )What after-school activities do you have?
3 ) Have you joined a club?
2. Ask two students to talk about his/her school life.
Step II Presentation (within 30 minutes)
Part A Show two flags with the words ‘Life in a British school’ and ‘life
in an American school’ and discuss the question: What do you think British
or American school would be like?
Part B 1. Listen to the tape about Passage One to get general ideas and
think about two easy questions:
(1) Who wrote the first passage?
(2 )What activities does the school have every year?
2. Read and complete the first five T or F exercises in Part C1 and
correct them.
Part C 1. Listen to the tape about Passage Two to get rough ideas and
think about two easy questions:
(1) Who wrote the second passage?
(2) Who else are mentioned in the passage?
2. Read then ask and answer:
(1) What did Jim do in school last year?
(2) How does Nancy go to school every day?
(3) What do the students do in the Buddy Club?
(4) What do American students do during lunchtime?
(5) What do the students sometimes do after school?
3. Complete the left T or F exercises in Part C1 and correct them.
4. Read together with the tape .
Part D Language points:
（It aims to introduce their usage by some examples.）
1. how to do something
2. taste-tasty
3. tell our English teacher what we are reading.
4. as well & either
5. It takes less time than taking the bus.
6. drive me to school
7. have a great time doing sth
There are some other useful phrases:
1. near the end of each class
2. have a driving lesson
3. spend a lot of time doing
4. Buddy Club
5. talk to sb about sth
6. enjoy this a lot
7. help me learn about sth
Part E Retell John’s or Nancy’s school life. (Volunteers)
Step III Consolidation (within 5 minutes)
Do exercises in workbook on Page 44 No. 6 and then check out the answers.
Step IV Oral practice (within 5 minutes)
1. Make up a dialogue with partner to talk about Nancy’s school life. (one
pair)
2. Say something about our own school life. (one or two students)
If I have some more time, I will ask the students to write down their
school lives and read them out.
Step V Assignment
1. Retell John’s or Nancy’s school life.
2. Write a composition about our own school life.
Finally, evaluation and reflection:
Evaluate the effect of this class and improve it afterwards.
In addition, I will attach my design of the blackboard.
Design of blackboard：
Unit 2 School Life
What do you think British or American school would be like?
Life in a British school Life in an American school
Language points:
1. tell our English teacher what we are reading
2. as well & either
3. It takes less time than taking the bus.
4. have a great time doing sth
That’s all. Thank you.
童年趣事作文650字10
一、教材分析
（一）教材的地位和作用
基礎教育階段英語課程的任務是：激發和培養學生學習英語的興趣，使學生樹立自信心，養成良好的學習習慣和形成有效的學習策略，發展自主學習的能力和合作精神，使學生掌握一定的英語基礎知識和聽、說、讀、寫技能，形成一定的綜合運用語言的能力。我選擇的7B Unit4談論的是amazing things，話題圍繞我們身邊各種各樣令人驚訝的現象或事件展開，很容易引起學生的興趣并激發學生去了解更多令人驚訝的事情，并且在了解的前提下提高交流的能力。
1. Comic strip & Welcome to the unit部分通過一部分不尋常的現象和事件，讓學生使用正確的形容詞來表達自己的感受和見解。
2. Reading部分給大家講了個故事，學完故事后要求學生掌握文中的語言點并能清楚的復述。
3. Vocabulary部分要求學生使用be fond of, be crazy about, like, dislike等來表達不同的喜好。
4. Grammar部分講解了一般過時的構成和用法，并要求學生能根據情境正確使用一般過去時談論過去的事件。
5. Integrated skills部分幫助學生了解更多動物的知識，要求學生從聽力材料中獲取相關信息并用自己掌握的信息使相關文章的意思表達完整，要求學生對驚訝、詫異的話作出恰當的反應。
6. Pronunciation部分要求學生掌握?-ed?結尾單詞的三種發音并正確區分和準確讀出。
7. Main task部分要求學生通過調查研究獲得事件信息并根據材料完成相關寫作。
8. Checkout部分設計了練習，讓學生在練習中鞏固詞匯和語法，理清寫作思路。
（二）教學目標
1. 知識目標
(1) To enlarge vocabulary.
(2) To understand the sentences.
2. 能力目標
(1) To understand the dialogue and get useful information.
(2) To use suitable adjectives to express feelings and opinions.
(3) To talk about amazing things according to the pictures.
3. 情感目標
(1) To develop team spirit and the ability of communication.
(2) To arouse students? interest in learning more amazing things.
（三）重點與難點
(1) 重點
a. Vocabulary and phrases: amazing, yesterday, travel, Earth, moon, elephant, plant, strange, bright light, from Earth to the moon, a man in the USA, at the same time, plant life, without lightning.
b. Sentence patterns: It?s just a plane. It?s only the light on the plane. It takes about three days to travel from Earth to the moon by rocket. Fish sleep with their eyes open. You cannot sneeze and keep your eyes open at the same time. There is no plant life without liaghtning.
c. Know some amazing things and events.
(2) 難點
a. Help students improve their listening memory ability.
b. Use adjectives freely to talk about feelings.
c. Master so many new words.
二、教材處理
1. 始終堅持任務型目標→導說領先→活動或討論→反饋或筆頭落實→環環相扣，逐步鋪墊。
2. 將綜合技能的部分提前，充實本課內容。
3. 設計小組討論的合作學習方式提高合作學習意識或能力。
三、教學方法
通過五步教學法，精講巧練，由易到難，由已知到未知，循序漸進深化教學內容。展開以教師為主導，以學生為主的師生雙邊活動。
四、教學手段
黑板，網頁，多媒體，學生上機操作。
五、教學程序
（一）導入新課
運用多媒體課件，播放《長江七號》一段有飛碟有外星生物七仔的視頻，看完后，問學生：Who is it? (It?s 七仔.) What is it? (It?s an alien.) How can it travel here and there? (By UFO.)然后呈現一張UFO的圖，講解Unidentified Flying Object和生詞bright.問學生Is it amazing?用一個表情和兩張對比明顯的圖講解amazing的意思，這樣導入容易引起學生的興趣。
（二）新課講解
我說Yesterday, I was in Eddie and Hobo? home. They were talking about something. But they had different ideas. I recorded their dialogue. Listen carefully, and try to answer the
questions.因為這次上課的'網絡環境，強調老師和學生的互動，所以我將這兩個很簡單的問題設置成選擇題，并且最后可以統計回答對問題的百分比。接下來，要求學生跟錄音朗讀模仿語音語調，為接下來的兩人對話做準備。下面要講Welcome to the unit了。為了自然承接，我說Eddie and Hobo are arguing about if the object is a UFO. Has anyone here seen a UFO before? There are many reports about UFO. You can have a look on your own.我做好了網頁，學生自己點擊。學生看完后告訴他們There are many other amazing, strange and surprising things around us.呈現A部分的六副圖和六句話，要求學生自己連線，將生詞做成超鏈接，分別有圖和直觀。在核對答案時，幫助學生糾正讀音并對學生提出的不懂的單詞稍做解釋。我再帶讀這六句話，為了下面對話的操練做準備。為了更多的小組和學生能夠有表演的機會，我將兩人對話改成四人小組對話，擴大參與面。
（三）反復操練與鞏固
學生可能有些疲憊了，告訴學生我們將有個分組合作競賽。先講比賽規則，自由點擊我為大家找的更多的amazing things，有圖和一句話簡單的概括，并且生詞做了解釋。讓學生試著在理解的基礎上記憶。然后分小組合作，將反過來的圖正過來，說對最多的小組勝出。
（四）反饋練習
漫畫和A部分句子挖空選正確的詞填空，鞏固生詞。
（五）拓展
給一幅Main task部分最高的人的圖和相關的簡介，填空完成文章，并小組合作核對，上傳答案。
（六）歸納總結，布置作業
簡要回顧今天所學知識，布置作業。
以上是我基于對新課程和素質教育的理解設置的一堂課，由于我資力尚淺，一定有許多不到之處，請評委不吝賜教，并懇請評委給我一次上課展示自己風采的機會，我一定不會讓大家失望的。謝謝！
童年趣事作文650字11
一、教材分析
這是第六單元的第一課時的內容，中心話題圍繞Talk about personal traits and compare people這個題材開展多種教學活動，本節課是本單元的重點，通過聽、說、讀、寫來培養學生綜合運用知識的能力，通過有限的課堂實踐活動，能準確地用英語在交際中運用本單元的話題對自己與他人進行描述，作出比較并進行判斷。并讓學生能在做中學。通過聽、說、讀、寫來學習比較等級，加深對比較等級的語法現象的理解和運用，培養學生綜合運用知識的能力，能初步運用這一語言結構進交談，為后面 Section B 的學習打下基礎，在本單元中起著承上啟下的用。 通過本課時的學習，能培養同學間的友好相處，規范自己的行為，同時能提高他們的觀察能力和判斷能力，激發他們對學習英語的興趣和熱情，在接近生活常態的交際中能樂于模仿，敢于開口，積極參與，主動請教。在此之前，學生已掌握部分形容詞的用法。所以，這些對學生來說并不難，學生很容易掌握。
二、教學目標分析：
（1）知識目標：
目標詞匯：outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin .
目標語言：Is that Sam? No, that’s Tom. He has shorter hair than Sam.
Is Tom smarter than Tim ? He’s calmer than Sam.
（2）語言技能：能對人物的外表進行描繪，個性進行比較，能在日常生活中恰當理解和運用本單元的話題對自己與他人進行描述，作出比較并進行判斷
（3）情感目標：體會英語學習的樂趣，做到在"用中學，在學中用"
（4）能力目標：培養學生自學能力，閱讀能力，提高聽的能力，鍛煉學生交際能力與他人合作的能力提高學生聽、說、讀、寫及知識自學的綜合能力。
（5）德育目標：教育學生關注自己和身邊的人。
確立教學目標的依據：根據英語教學大綱規定，通過聽、說、讀、寫的訓練，使學生獲得英語基礎知識和為交際初步運用英語的能力，激發學生的學習興趣，為進一步學習打好初步的基礎。此外，根據我國國情和外語教學大綱的要求，現階段外語教學的素質教育主要包括思想素質教育、目的語素質教育、潛在外語能力的培養、非智力因素的培養等四方面。
三、重點與難點
Important points :形容詞比較級的用法
Is that Sam? No, that’s Tom. He has shorter hair than Sam.
He’s calmer than Sam.
主語（sb / sth）+ be +形容詞比較級 + than +…
Difficult points:形容詞比較級的構成： the comparatives with –er/ier and more
四、學生學情分析
我們教學的對象是初二學生（以中等生為主），他們學習英語有較強的記憶力和模仿能力，有待培養知識的擴展運用能力，有較強的求知欲和表現欲，但部分學生不自信，羞于表現，但又希望能得到他人的肯定。因此我盡量設計一些活動讓他們廣泛參與，有更多的機會來說英語，減少他們的恐懼感，缺少豐富的語言基礎，對某些任務的完成有一定的難度，通過學生間的合作學習，降低他們的學習難度，使他們體驗到成功的喜悅。同時在閱讀和書面表達中加以落實，提高他們綜合運用語言的能力，使各層次的學生都有所收獲。
五、教學策略
1、興趣活動策略：采用游戲、唱歌、競賽、合作等多種活動方式采用對話、表演、競賽的學習策略，利用教學圖片、制作課件等來展開課堂教學
2、開放性教學策略：開發課程資源，拓展學用渠道
3、采用"任務型"教學方法；情景教學法、交際教學法
4、 注重評價方式和鼓勵措施。
5、教法分析：啟發式教學、任務型教學、情景教學
學法分析 :課前預習法、觀察發現法、知識遷移法
六、教學手段：recorder powerpoint
主要以多媒體輔助教學，貫穿整個教學過程。增加了直觀性和趣味性，加大了課堂密度，提高了教學效果。
七、教學程序：
1、Step1:Greeting and lead-in
采用興趣型的教學策略用簡單易學的英語歌曲，調動起全班學生的學習熱情。吸引同學們的注意力，提起他們的學習興趣，使學生保持一種積極的學習狀態，或循序漸進地導入所學的內容，同時也能給自己適當的`減壓。
2. Step2 :presentation and practice
（利用多媒體逐步出現6組圖，分別是引導學生說出新單詞）設計目的：學生是任務的主體，讓學生通過課前任務自主學習新單詞，讓學生做一個發現者，研究者，探索者。同時單詞融入句型來學習，培養學生在語境中理解、識記單詞。
3.step3 practice
task1.運用聽力（1a,2a,2b）pairwork （1c,2c）role---playing（3a）等口語練習活動，充分培養學生學習目標英語的語感。
1.Tom’s ______than Sam.
2.Tina is ______than Tara. She’s also______.
3. Pedro’s ______than Paul. And Paul’s _____ than Pedro.
設計思路：這部分我們采用了任務型的教學策略，在學生進行了反復的操練后，讓他們思考形容詞比較級的構成、形容詞比較級的用法，并做出了歸納（比較級規則變化口訣）
鍛煉了學生的思考能力，在接受任務，完成任務的過程中，獲得成就感，對句型的掌握更為深入，透徹，從而突破了這個重難點。
Task2 Make sentences as more as you can according to the pictures
設計思路：
反復操練是記憶的一個重要方法，通過練習句型來強化鞏固單詞，從而能更好地掌握和使用句型。采取比賽的形式，提高學生的學習興趣和參與意識，適當引入競爭教學，使學生在激烈、快樂的競爭氛圍中，鞏固了重難點。
Task3 Say something about your past and now.
（始終圍繞主話題開展活動， 既"鞏固新知",使學生通過活動的方式進一步熟悉新的單詞又增進了相互間的了解。任務具有趣味性，拓展性和挑戰性，自己的創造力，審美觀，藝術和感覺整個學習過程充滿了靈感和智慧。把課堂知識與實際生活聯系起來，使所學的語言知識更有用武之地。
4、歸納總結
本課除了板書所呈現的重點內容外，又把比較級構成濃縮成口訣形式，巧妙地總結本課重點、難點，學生又通過動聽的節奏，進一步鞏固，加強對本課內容的理解和運用。
5、sing the song:The more we get together , together, together
（歌曲形式引起學生極大的學習興趣）
Homework
Write a short passage about things that are the same and different between you and your friend .
童年趣事作文650字12
Well, good afternoon ladies and gentlemen, I am very happy to meet you all here. Today，I am going to present Unit 12 Writing. Well, please look at the teaching material together. Well, this is a letter in the book. Students are required to read it through, have a look at it, try to write a letter to Zhao Jie, a boy who doesn’t like any subjects at all. [Presenting the 2nd PPT about the given letter.]
Well, I think my teaching aims should include the proper form of English letter, and second, how to write a letter in an idiomatic way. [Presenting the 3rd PPT about the teaching aims.]Well, to achieve these goals, I am going to arrange my teaching step by step [Presenting the 4th PPT about the teaching procedures]. Well, these are the steps, since so many, let me make it simple, actually, they are words, sentences and paragraphs. As we know that articles consist of words and sentences. So first, I would like to talk about the words. That is also the first step---revision. Well, you know, students have learned the names of the subjects in the former lessons. So, I am going to review the words by playing games with them. Here comes the first game: who can write more? [Presenting the 5th PPT about the 1st game]I am going to divide the students into two groups, for example boys and girls. They are given two minutes to rush to the blackboard and write down the subjects they know. The group which can write more will be the winner. Imagine how excited the students are, and at the same time, they are also reviewing the words. Well, what’s more, you may have noticed these two subjects, Physics and Chemistry. [Presenting the 6th PPT about the result of the game] Actually, these two subjects are not in this book. So, in this way, we can know that some students are showing us how much they know and all the students can also enlarge their vocabulary at the same time. Well, after words, I would like to turn to sentences. Here comes the second game, who can make it longer? [Presenting the 7th PPT about the 2nd game] I am going to give students a word, for example subject. Which students can make it longer? Well, you please. Favorite subject. Good. A phrase appears. Longer? You please. My favorite subject is English. Well, a sentence appears. Even longer? My favorite subject is English, I like it very much, it is so interesting. [Presenting the 8th PPT about the answers of the game]Well, you can see students are constructing words into sentences step by step. Well, this is the revision part. After that, it is time to read. From now, I am going to show students the given material so soon. Actually, instead, I am going to show them those separated pieces. They should put them into the correct order[Presenting the 9th PPT about the reordering task]. You know before the lesson, I divided the whole letter into these four parts, why do I bother to do this? Well, you can see, in this way, students can put more attention to how to begin and how to end a letter. Then, they have a time, can have a chance to read through the whole article[Presenting the 10 th PPT about the reading material]. Well, at the same time, they should also pick out those well used words and sentences, and share them with the whole class. Then, they have a discussion “what information can we use? [Presenting the 11th PPT about the discussion task]Why talking about subjects? Of course, it is easy for them to find these information like these three ones ( time & day, teacher, reason ), because they are in the letter. But what else? Students need to think about that. Well, why? As we know it is easy to copy, but difficult to create. Sometimes, the given material gives us a good example, but sometimes, they may also limit students’ ideas. So they need to go further. As some teachers may prefer to offer the answers directly to the students. But I am not. I think teaching students how to learn is much more important than just teaching knowledge. So students should think about that by themselves. Well, this part is also a brainstorm to them. Till now, they have known so much. Since that, they should be given a chance to put what they’ve known into practice. So I prepare two practices[Presenting the 12th PPT about the 2 practices]. Practice number one, students have a Free Talk about their favorite subjects, if they can express themselves fluently and naturally, they won’t have much difficulty in writing them down. Well, second practice will be the real writing. They are given eight minutes to write a letter to Zhao Jie[Presenting the 13th PPT about the beginning of the letter]. Well, when they finish writing, six students get into a group, they exchange their letters and try to correct mistakes. Why they should do that? Well, teachers may have noticed that not many students have the habit of rewriting and correcting mistakes when they finish writing, and I want them to realize this is also very important.
Ok, after that, each group chooses two representatives, the best one and the one who has made great progress. Which two? I think not only those advanced students but also the less advanced students should be given a chance to show how good they are. Well, for example, yes, after that, some representative come to the front and show their letters to the whole class, but you can think it is a projector like this. This is a student’s letter and when all students finish writing it, they are welcomed to give comments. It is so-so, good or great. So which one? Can you find any beautifull sentences here? They are welcomed to give their ideas. Well, here comes the last part[Presenting the 14th PPT about the homework]. Last part will be the homework. They can either write me an email or have a talk with some one or write an article about his or her favorite . I think both of these are highly connected with our daily life. So, students must be very interested. Ok, so that is all. Thank you very much!
Questions：Anyhow, I appreciate your teaching, and allow me to say so. My question is “ how do you check the achievements of the homework you send to your pupils?
Answer：Well, about this question, I think, first, still the group work. They should exchange their letters and each group should also choose two representatives and hand in the letters or the articles they have written to me, and I correct them by myself. And then, put all these representatives’ works on the wall and show them to the whole class. By this way. Thank you!
童年趣事作文650字13
一 、教材分析
1、教材的地位和作用
本課選自人教版新目標英語八年級上冊第四單元的第一課時。本單元圍繞著Transportation這個主題，通過對話和情景，使學生掌握有關交通工具和和描述距離的日常用語，幫助學生積極地使用英語策劃旅游活動。本課是該單元的第一課時，也是該單元的突破點，它以討論如何上學為話題，密切聯系學生的實際生活，突出語言的實踐性。學生急于了解該話題，于是師生之間形成了一個Information gap ,便于調動學生學英語的積極性，培養學生綜合運用英語的能力。
2、教學目標
依據教材大綱的要求，結合學生的實際情況，為了更好地實施目標導學，以提高教學效率，我將本課的教學目標設定如下：
1)語言目標：
A.學習句型：How do you get to school ?
---- I take the bus . / I get to school by bus .
及其第三人稱單數的句型。
B.重點詞匯：a.交通工具： bicycle. subway.car. train. boat.plane .ship等。
b.其它： hey.take .by. get to
2)能力目標：
聽：能聽懂與談論出行方式的相關聽力材料。
說：能跟別人交流自己上學的交通方式。
讀：能閱讀描述如何到達學校的簡短對話。
寫：能簡單描述他人如何到達學校。
3)情感目標：
通過引導學生談論自己的上學方式，來幫助他們根據自己的實際情況選擇最合理的、最經濟的交通方式，從小養成勤儉節約的好習慣，并在交流與合作中體會交際所帶來的快樂和成就感，從而增強他們學好英語的自信。
3.教學重點與難點
教學重點：掌握有關的交通工具名稱及自由地表達如何到達學校。
教學難點 ：區別動詞“take”與介詞”by”在交通方面的用法。
二、 學情分析
在教學過程中，對學情的了解是教師因材施教的`關鍵。初中的學生注意力容易分散，抽象思維能力較低，形象思維能力強，具有強烈的“成人感”及“獨立感”，他們渴望獨立，渴望他人的理解和尊重，極力想向他人證明自己的能力。同時，經過一年多的學習，他們也有了一定的英語基礎知識和聽說能力，并具備了初步的自主、合作、探究、實驗的能力。
因此，為了滿足學生的心理需要，激發他們學習英語的興趣，本課將通過兒歌、課件、對話、采訪等形式展示教學活動，并采用任務型教學法、情景交際法等，通過小組交流合作調動學生的學習積極性，并使學生明白團隊合作精神的重要性。
三、說教法
新課程提倡運用任務型教學途徑，圍繞核心問題，設定小任務，圍繞教材內容，盡可能提供訓練學生技能的機會。開展自主性學習的課堂活動，強調合作探究與獨立思考相結合。
本節課我主要采用任務型教學法和情景交際法，借助多媒體展開教學活動。在引入新課時，我通過播放兒歌《交通工具》，幫助學生熱身，復習回顧已有的交通工具名稱;并借助幻燈片來創設情景，呈現和操練本課知識點，使學生掌握本課的重、難點。這不僅符合學生的心理需求，也符合教材編排的“由淺入深，由易到難”的要求，更重要的是它符合《教學大綱》中關于在教學中要激發學生學習英語的好奇心和求知欲，并能幫助學生更好的形成和發展語言能力，堅持面向全體學生，以教學目標為核心，學生為主教師為輔，以達到較好的教學效果。
四、說學法
我國有句古言道有“授人以魚，不如授人以漁”，因此，在對學生的學法指導方面我主要采用：自主學習法、合作討論法。通過完成各個環節的任務活動，思考質疑、互相討論交流等方式，培養學生的自學能力和合作學習能力;學會用觀察、比較、分析、歸納等方式來探索獲取新知識。并讓學生體會語言美，從而提高學生對英語的學習興趣。
五、教學流程
本課的教學內容，我主要分為以下六個步驟進行：
1、上課熱身，欣賞兒歌
2、創設情景，引入新課
3、任務驅動，自主探究
4、情景交際(現場采訪)
5、個性練習，提高技能
6、鞏固總結，布置作業
童年趣事作文650字14
各位評委你們好：
我說課的內容是初中英語Unit5 Period 2。
一、說教材
這一課時，通過校門前撿的一個書包，讓學生聽錄音練習詞匯并對must, might, could 和can’t有一個準確的理解，同時又有針對性的進行書寫練習。
教學目標：
1、知識方面：掌握重點詞匯和目標語言
2、能力方面：要訓練學生的聽力和書寫能力，并且還要訓練學生的推測能力。
3、情感方面：用自己的思維，正確地進行推理判斷，并要告訴學生要看管好自己的東西，撿到的`別人的東西要及時歸還。
教學重點：目標語言的聽力和書寫練習。
用目標語言進行推測
教學難點：用目標語言進行推測
二、說教法
練習法：聽力練習，讓學生專心聽錄音，填上空上所缺的單詞，書寫練習
根據must, might, could 和can’t寫出百分比，更好理解這些情態動詞。
游戲：尋找失主。
教具準備：錄音機，一些實物等
三、說學法
認真做聽力，有針對性的斬，理解must, might, could 和can’t和準確含義。
根據自己的思維，做出正確的推測。
認真記語法要點中的句子。
四、說教學過程
(一)展示自己
讓學生展示自己所寫的句子和對話。(3-5分鐘)
(二)2a
(這項活動用目標語言進行聽力練習。)
教師展示書包，告訴學生，這是學生Bob and Anna撿到的，讓學生聽聽力列出書包中所有的東西。(教師要提前在書包中要準備好這些東西。)
(三)2b
(這項活動用目標語言進行聽力和書寫練習。)
用做聽力的方式呈現must, might, could 和can’t這些詞，先讓學生自己分析這幾個詞的含義，然后教師講解并用百分比方式呈現，利于學生理解。
must，一定，肯定(100%)
might, could有可能，也許(20%--80%)
can’t 不可能，不會(可能性幾乎為零)
(四)2c 書寫練習
(這項活動鍛煉學生的書寫能力。)
讓學生根據后半句的理由，來填寫空中的詞，算是對這幾個情態動詞的深入理解和靈活運用。講解both ,并辨析both, all.
(五)Grammar Focus和“尋找失主”游戲
先讓學生讀句子，讀對話，并標出must, might, could 和can’t。解析句子，全體學生讀句子。教師拿出所準備的書包，課本，凳子等實物，用目標語言進行交流游戲，先是教師問，學生答，然后是學生問，學生答，最后匯報表演。
(六)總結和布置作業
每位學生用must, might, could 和can’t各寫兩個句子。
童年趣事作文650字15
1.The students are always the masters of the class.
The teachers are only the guides and organizers of the class activities.
In English teaching, we should make the lessons close to their daily lives ，and complish the teaching goals in the activites.
We should make the students master the ways to study in the activities.
So the teachers and students can show their initiatives and creativities at their best.
2.I adopt the task-based teaching method.
I mix the main words and main language targets into the pratical activities.
The students complish the goals through the experance of the class activities.
3.Groupwork is the main teaching method in the English class.
The teacher should give the students more freedom to show and express themselves.
We should provide a stage for the students to mix the knowledge ， exchange the information and share the resources 。
The teachers had better give them more praise and affirmation.
So the relations between the teachers and students are natural and democratic.
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