英语组优秀教案及点评:

 

施晓红 老师教案

Teaching Schedule

                                               Grade Nine, Term One

Week	Teaching Materials
1	Unit One
2	Unit One
3	Unit Two
4	Unit Two
5	Unit Three
6	Unit Three
7	Unit Four
8	Unit Four
9	Revision for Mid-term Examination
10	Mid-term Examination
11	Unit Five
12	Unit Five
13	Unit Six
14	Unit Six
15	Unit Seven
16	Unit Seven
17	Revision for Final Examination
18	Revision for Final Examination
19	Revision for Final Examination
20	Final Examination

 

 

 

 

Unit 1 Ancient Greece

	章目标	课标要求	课时目标
知 识 与 能 力	1．  核心语言点： a)   进一步掌握现在完成时的应用，进而培养学生对其用法进行归纳和总结的能力 b)   ever和never, since和for在现在完成时中的用法 2．  功能与话题 a)   根据信息猜人物 b)   通过学习古希腊故事：特洛伊木马，初步了解西方国家的历史知识 3．  能力目标 a)   通过阅读文章和写作，掌握过去时和现在完成时的区别。锻炼学生结合语境和时间进行准确的造句的能力 b)   结合过去时和现在完成时，描述你心目中的一个历史人物或明星	1．  帮助学生了解西方文化，着重加强文化意识的培养。 2．  培养学生的自主学习意识和学习策略 3．  初三学生应到五级阅读能力，即阅读量达到15，000个单词，平均每天三到四篇短文 4．  口语交际能力达到描述一个人物或故事的能力	词汇	Reading : pyramid, Stonehenge, Egypt, run, tale, send in, two at a time, stair, plain, beyond, Greek, capture, help(n.), have to, order(n.), Trojan, drag, citizen, make jokes about, stupid, securely, include, except for, secret, army, darkness, seize, roughly, unable, far, enjoy oneself, frightened, beat Language: mend, get rid of, junk, fireworks, before(adv.), extra-curricular, join Speaking: arrow, bow, fictional, Europe , century, politician, sportsman, sportswoman, legend
			句 型	Reading : 1. Seconds later/ Moment later, the captain stood on (片刻之后，常用于过去时和一般将来时) 2. Outside the main gates of the city stood a huge horse made of wood. / Outside stood the Greek army. (倒装句) 3. It’s so big that they couldn’t take it with them. (如此 … 以致于 …) 4. they all went to sleep, including the gate guards. (包括 …，用于句中) 5. the square was empty except for the giant horse. (除了 … 之外) 6. For ten years, they couldn’t capture the city by fighting. / by a trick. (by意为“通过做…”) Language: 1.  have/has +表延续性v. … since +点时间/ 过去时态的句子 (自从… 以来就已经 …) 2. have/ has +表延续性v. … for + 段时间 (已经做某事多长时间了)
			语 法	Reading : 一般过去时的应用 Language: 现在完成时的归纳和总结 Writing: 一般过去时的应用
情感态度价值观		通过学习“特洛伊木马”这篇文章，告诉我们做事情时，要善于接受别人的意见，同时还要学会在胜利面前，不骄傲，不盲目自大。

 

 

 

 

Period One

Date: Sept.1st, 2011

Teaching Material: Reading (P2-3)

Teaching aims: To read the famous story of the wooden horse of Troy .

Teaching focus: To know the main idea of the passage by using the proper reading techniques such as skimming and scanning.

Difficult Points: To increase knowledge and develop their reading skills.

Teaching approach:

Communicative Approach, Audio-lingual Approach

Teaching aids:

Cassette 9A and a cassette player

Teaching Design:

I. Daily talk.

Talk about the summer holidays.

II. Pre-task preparation.

1. T: Do you like history? Who can tell us a story from history?

2. T: Imagine how we would get into a city that had very strong walls, was well defended and had plenty of food and water. Of course, you must use modern weapons.

3. T: How much do you know about ancient Greece ?

Athens : the birthplace of democracy,

Apollo: the sun god

Alexander the Great: The great leader

Some letters of the Greek alphabet: Alpha, beta, gamma, delta, etc.

4. Draw an outline map of the Mediterranean Sea and the countries on its coast and ask students to locate Greece .

5. Do A What do you know about...?

  Get the students thinking about historical events. (bca)

The Pyramids-Egypt, Stonehenge-England, Kinkaku-ji-Japan

6. Show the students some pictures from the film " Troy " and tell the students the background of the story they will read.

   It happened hundreds of years ago. Greece and Troy were at war. The Greeks had come in their ships to attack Troy . For ten long years， they besieged Troy but the Trojans would not surrender. There were strong and high walls around the city of Troy . No enemy could enter the city when the gates were closed. The Greeks made several attempts to break down the walls and the gates but failed each time.

　　But now, Greek soldiers had become home - sick. They longed to go back to their homes across the sea to see their near and dear ones. But though they were tired and weary of war， they could not go back to Greece till Troy fell. Their main aim in waging the war with the Trojans was to recover Helen， the beautiful wife of Greek General Menelaus， who had run away with the Trojan Prince Paris. The Trojans had refused to send her back to Greece .

　　One day the Greek generals met in a council to decide their future course of action. Several Greek princes and warriors addressed the council. “We have been here for ten years，” said Ulysses， a veteran Greek leader. “We have been here for ten years，” said Ulysses， a veteran Greek leader. “We have already lost many of our gallant soldiers in our attempt to enter Troy . We have no hopes of taking the city by force. We must conquer it by deceit. Nothing is unfair in war.”

　　Then Ulysses explained to them a clever plan that he had in mind to achieve their objective. All the members of the council were impressed by this plan and decided to put it into action.

III. While-task procedure.

1. Listen to the story and then judge the following statements:

(   T  ) 1) A Trojan soldier announces that the Greek army has left.

(   F  ) 2) The Greeks left with their huge horse made of wood.

(   T  ) 3) The captain ordered the soldiers to move the horse into the city.

(   F  ) 4) The Trojans danced and sang around the horse and never slept that night.

(   T  ) 5) After midnight, Greek soldiers inside the horse open a secret door and climb out.

(   T  ) 6) The Greeks army capturees Troy and won the war at last.

2. Read the story and then do Exercise B Find the facts. (cdbafe)

3. Read after the tape.

IV. Homework:

1. Read the passage after the tape.

2. Spell the new words.

3. Retell the story.

Teaching reflection:

本课讲的是一个历史故事“特洛伊战争”，为了让学生更好地理解课文的历史背景。我先从谈论历史开始，给学生介绍了古希腊，包括Athens，Apollo，Alexander the Great等。然后通过当时的地图和故事插图给学生介绍故事的背景。本课的Reading内容符合学生的兴趣特征，尤其辅以图片或者短片，则更能提高学生对课文的关注度，提高课堂有效性。在此基础上让学生开展阅读，大大地增强了学生对课文的理解力。

Period Two

Date: Sept.2nd, 2011

Teaching Material: Reading (P2-3)

Teaching aims: To master the usages of some key words.

           To increase knowledge and develop the reading skills by doing the intensive reading.

Teaching focus: To learn some reading skills.

Difficult Points: To retell the story and then create a story about playing a trick.

Teaching approach:

Communicative Approach, Audio-lingual Approach

Teaching aids:

Cassette 9A and a cassette player

Teaching Design:

I. Daily talk.

1. Fun English:

light a fire under your butt 在屁股下点一把火（促其行动）

light at the end of the tunnel 隧道末端的光（一线希望）

like shooting fish in a barrel 桶里射鱼（瓮中捉鳖）   ling winded 长舌，碎嘴

II. Pre-task preparation.

1. Ask some questions about the text.

2. New vocabulary:

1) army: a large group of soldiers

2) beyond: past, on the far side of

3) capture: take contol by force

4) celebrated: held festivities, expressed happiness about something

5) disappeared: vanished

6) dragged: pulled something heavy along roughly

7) gates: entrances in a wall or fence

8) including: counting as one of a group

9) main: principal, most important

10) plain: a wide, level area of land

11) securely: safely

12) seized: took hold of roughly

13) square: an open, four-sided area in a city

14) succeeded in: achieved

15) wooden: made of wood

3. Watch part of the film " Troy " online.

III. While-task procedure.

1.  Do Ex. C & D..

2.  Additional activity:

1) How is your family going to _______ National Day? (celebrate)

2) I remember the ________ points of the story, but I have forgotten the details. (main)

3) Where has all the chocolate _________ to? (disappeared)

4) The moving men ________ the boxes away. (dragged)

5) Is that parcel tied up ________ (securely)?

6) The Japanese army ________ a lot of prisoners when they invaded China . (captured)

7) My aunt lives in a small village ________ this mountain. (beyond)

8) It is frightening when two _________ meet in battle. (armies)

9) To _________ in exams is not very easy. (succeed in)

10) The man __________ the woman"s handbag and ran off with it. (seized)

3.  Retell the story.

4. Discuss: What have you learnt from the story?

IV. Homework:

1. Learn the key words and expressions by heart.

2. Exercise book.

Teaching reflection:

在学完课文，对文字理解后，我给学生看了电影“特洛伊”中的片段。讲木马屠城的故事以更直观展现在学生面前。然后让学生针对“War of Troy" 展开讨论，从故事中得到什么启示？学生通过讨论,得出以下结论：Intelligence is more powerful than strength. 好多学生从另一个方面谈到了战争的残酷性，表示：Wars bring people sufferings, so we don"t want wars. We need peace.

Period Three

Date: Sept. 5^th, 2011

Teaching Material: Grammar (P6-8)

Teaching aims: To make the students do some exercises featuring soldiers from the war between the Greeks and the Trojans.

Teaching focus: To learn to usages of the present perfect tenses by showing some examples and doing some exercises.

Difficult Points: The present perfect tense

Teaching approach:

Communicative Approach, Audio-lingual Approach

Teaching aids:

Cassette 9A and a cassette player

Teaching Design:

I. Daily talk.

Fun English.

poker face 扑克面孔（喜怒不形于色）

pot calling the kettle black 锅嫌壶黑（五十步笑百步）

punch your lights out 揍得你两眼发黑

II. Pre-task preparation.

1. Review the structure of the present perfect tense with the students.

1) The tense is used to describe something that has happened in the past but that is still of current relevance. It is , in a way, a bridge between the simple past and the simple present tenses.

2) have/ has +p.p.----"ve/ "s +p.p. (the short forms)

3) Draw a very simple picture of a stickman on the board. Ask: What have I done? /What has happened?

S: You have drawn a man.

  You have given him a hat.

  You have made him taller.

  You have made him fatter.

  The sun has come out.

  He has met a lady.

  He has given her some flower.

2. Tell the students:

By choosing the present perfect tense, the speaker is telling you that the information is important at the moment of speaking. It is helpful to think of this tense as an "announcing" Tense. It is often used to announce news on the radio or television, but then we normally continue in the simple past tense when we are giving further details of the news.

3. Ask the students to write down the present perfect tense for each conjugation.

E.g. I love (I have loved)

You allow, he goes, we are, you sing, they teach, I bring, she sits, we live, he opens

4. Go through Ex. A1 and A2 carefully with the class then do Ex A3.

5. Notes:

1) already, yet

Do pair work:

A: Would you like to have lunch with me?

B: Yes, I would. I haven"t had lunch yet.

 / No, I"m sorry, I wouldn"t. I"ve already had lunch.

Would you like to go to the cinema with me?

Would you like to read this book?

Would you like to have a drink?

Would you like to wash you hands?

2) ever, never

ever: at any time     never: not at any time

3) since, for

Since + a specific time,  for + a period of time

III. While-task procedure.

1. Ask the questions by using the present perfect tense. Each answer must be different from the others.

1) Why do you look so sad? (My cat has died. / I"ve failed in the exam.

2) Why do you look so happy? (I have won the singing contest. /I have won the lottery.)

3) Where"s Mrs Song? (She has left for lunch. /She has gone shopping.)

4) What"s the matter with your hand? (I"ve hurt /burned/ broken it)

5) Why do you look so worried?

2. Do Ex.B

3. Conduct a class survey.

Select eight students and tell each of them to ask his/her classmates one question using the present perfect tense. Ask all the students to collect the results and to write a short paragraph about results and to write a short paragraph about their class.

Questions: Have you ever been to Japan ?

         Have you ever been to American?

         Have you ever had a detention?

         Have you ever seen an opera?

         Have you ever been to Zhongshan Park ?

         Have you ever eaten turkey?

         Have you ever won a competition?

         Have you ever broken any bones?

IV. Homework:

1. Complete the rest exercises on the text book.

2. Additional exercises. (Omitted.)

 

Teaching reflection:

现在完成时态是初中阶段较难学的一个时态，虽说在预备年级就已经学过，但是发现同学们掌握的很不理想，一些同学常和一般过去时态混淆，例如现在完成时态表示过去发生的事情对现在造成的影响这一定义让许多同学烦恼了很长时间，尤其是不规则动词的过去分词的记忆，尤为困难，背起来特枯燥，这给学生学习这个时态又增加了难度。因此，我在教学这一时态的时候，除了课本中的内容外，还补充了课外练习，让学生能举一反三，巩固知识。

Period Four

Date: Sept. 6^th, 2011

Teaching Material: Listening (P10)

Teaching aims: To listen to the story of how the Trojan War started and then label the picture into the right order.

Teaching focus: To know about the events which caused the war between the Greeks and the Trojans.

Difficult Points: To develop students" listening skills.

Teaching approach:

Communicative Approach, Audio-lingual Approach

Teaching aids:

Cassette 9A and a cassette player

Teaching Design:

I. Daily talk.

Fun English.

put all of one"s eggs in one basket 鸡蛋都放在一个篮子里（孤注一掷）

put one"s foot in one"s mouth 把脚丫放进嘴里（说错话了）

rob the cradle 劫摇篮（老牛吃嫩草）

skate on thin ice 在薄冰上滑冰（如履薄冰，身历险境）

II. Pre-task preparation.

1. Dictation: Some key words and expressions.

2. T: We are going to hear the story of how the Trojan War started.

  (Write the names on the board to help students understand the story.)

  Troy            Sparta                Gods and Goddesses

King of Troy        King Menelaus         Zeus, King of the Gods

Paris (son)         Queen Helen          Aphrodite (Goddess of Love)

3. Play the recording of the story twice, while students label the pictures to show the right order.

( dhae bgcf)

4. Notes:

1) god, goddess   waiter, waitress   actor, actress   prince, princess  headmaster, headmistress

2) fall in love with sb.

3) a golden apple    gold, golden

4) be married to sb.

5) return to Troy

6) play the trick with the wooden horse

III. While-task procedure.

1. Retell the story according to the picture.

2. Discuss: Do you know any other tricks which happened in history? Share the story in groups.

3. Ask some students to tell their story to the class.

4. T: What can we learn from the story?

IV. Homework:

Write down the stoty you told in class.

Teaching reflection:

Listening教学中，Pre-listening 在听之前，创设环境，先介绍一些背景知识和相关人物，要求学生明确听力任务，扫清在听力材料中出现的困难词汇，提高听的效果。While-listening诱发兴趣，增强听的动力。同时进行yes/no question的提问，以更好地理解故事背景。Post-listening可以根据学生能力，组织学生小组活动，让学生在理解的基础上进行角色扮演。

 

Period Five

Date: Sept. 7^th , 2011

Teaching Material: Speaking (P11-12)

Teaching aims: To improve students" speaking abilities by playing a game.

Teaching focus: To play a game in which students pretend to be a famous person or character.

Difficult Points: To increase knowledge and develop their reading skills.

Teaching approach:

Communicative Approach, Audio-lingual Approach

Teaching aids:

Cassette 9A and a cassette player

Teaching Design:

I. Daily talk.

Fun English.

Monday morning quarterback 星期一早晨的四分卫（马后炮）my old man 我的老头（我父亲）out of the pan and into the fire 跳出锅里，掉进火里（每况愈下）

plenty of other fish in the sea 海里的鱼多得很（天涯何处无芳草）

II. Pre-task preparation.

A Talk time. Offering, accepting and refusing help

1. Read the conversation in Ex. A1 with the class, discuss the questions with them, and then ask the to practice the conversation in pairs.

2. Notes:

Offering help: Can I give you a hand?  Do you need any help? Need a hand? May I assist you?

Accepting help: Yes, please. Could you …?

             Oh yes, that would be nice /lovely /helpful.

             Well, if you wouldn’t mind…

Refusing help: No, there’s no need. / Thanks, but I’m all right. /No, everything is OK.

            Thanks for asking, but everything’s under control.

III. While-task procedure.

B Speak up

1. This is a familiar game which is sometimes called “Who am I?". In this variation, students must imagine that they are a famous person or a character.

2. The game practises the skill of forming questions in English, which most students find difficult. However, this is an important skill in both life and exams. This game also develops logical thinking.

3. Note: The person who is being questioned is allowed to give one or two clues, if the group has no idea at all. Students must listen carefully, and not just think about their own question.

4. Do Ex. B1. Students do group work.

5. Ask students to play the game themselves. One student should write on a piece of paper the name of the famous character. The group should then ask questins in turn, working quickly. The main students should keep a tally of the number of questions that the others have asked. If they ask 20 questions without guessing the character, the group has lost.

IV. Homework:

Workbook.

Teaching reflection:

游戏是孩子的天性。将游戏的形式融于教学之中能激发孩子学习英语的浓厚兴趣。本课的speak up部分是一个guessing game. 通过猜一个名人，锻炼学生用英语提问的能力和逻辑思维能力。课堂游戏具有很高的趣味性，使学生产生欢快的情绪，积极主动地参与到学习语言知识和掌握语言技能的各项训练活动中，激发了学生的内在学习动机。掌握知识的过程变得生动活泼，小组竞赛的形式在学生也能形成你追我赶积极向上的气氛。

 

Period Six

Date: Sept. 8^th, 2011

Teaching Material: Writing (P13)

Teaching aims: To write the story by using a past tense narrative.

Teaching focus: To revise the story from the main passage.

Difficult Points: To retell the story from a different point of view.

Teaching approach:

Communicative Approach, Audio-lingual Approach

Teaching aids:

Cassette 9A and a cassette player

Teaching Design:

I. Daily talk.

1. Fun English.

skeleton in one"s closet 壁橱里的骷髅（不可告人的事） skin and bones 皮包骨

sleep on it 睡在上面（考虑一晚上） small talk 寒喧，闲聊

2. Newspaper-reading.

II. Pre-task preparation.

1. Ask students to complete Ex. A.

2. Ask students to complete Ex. B on their own and using their imagination.

    We took the captain away from and put him into prison. For days, we went into all the houses and temples and took away everything that we could carry, but we didn"t kill the citizens of Troy . We fould a lot of gold and jewels in the palace. Whe we had taken what we wanted, we set fire to some of the buildings. Then we returned home in our ships.

III. While-task procedure.

1. The present perfect tense is used frequently in letters that give recent news and in news bulletins that stress the present relevance of their stories. Ask the students to write a short letter or postcard telling a friend about their holiday in a resort.

2. Ask the students to write three headlines for an evening TV news bullet

IV. Homework:

1. Write a short letter or postcard telling a friend about their holiday.

2. Write three headlines for an evening TV news bulletin using the present perfect tense.

Teaching reflection:

写作部分是让学生想象自己是六位躲在木马里的希腊士兵，完成一个对“木马计”的故事。在此基础上，我让学生根据课文内容续写故事。下节课全班进行交流，这样的写作不仅培养了学生的写作能力，也发挥了学生的想象力。

 

 

 

 

Period Seven

Date: Sept. 9^th, 2011

Teaching Material: More Practice (P14)

Teaching aims: To review the unit by reading a passage “Archimedes and the crown”.

Teaching focus: To improve students’ all-round abilities by doing extending reading.

I.                   Pre-reading::

A. Read the questions below and circle the correct answers.

1         Which of these ancient countries was in Europe ?
a Ancient Greece .                 b    Ancient Egypt .

2         When was ancient Greek civilization at its strongest in history?
a 2,000 years ago.                 b    1,000 – 1,500 years ago.

3         Which of these people lived in ancient Greece ?
a       Archimedes.                      b    Julius Caesar.

4         What was Archimedes?
a A scientist.                         b    A painter.

5         Archimedes died in 212 BC. How long has he been dead?
a For about 1,800 years.               b    For about 2,200 years.

B. What other information do you know about ancient Greece ? Do you know any stories about Archimedes or other famous ancient Greeks? Discuss with your friends

II.                While-reading:

1. Read silently and find out the new words and sentences in the text

The story is probably related to water.

The story happened in ancient Greece .

The crown-maker made a golden crown for King Hiero.

Archimedes probably helped King Hiero find out that the crown-maker cheated him.

The crown-maker was killed in the end.

2. Students and the teacher activities

a)       Explain the new words and sentences they don’t understand.

b)      Exchange the ideas about which sentence of each paragraph is the key.

3. Ask the students to complete these exercises on page 15.

III.             After-reading:

1. Find words to match these meanings in the story on page 14.

1         the place where a king lives                          __________

2         the place where police keep people who have done something wrong  _________

3         something worn by a king or queen on his or her head  __________

4         a person owned by another person and forced to work  __________

5         a kind of white metal for making coins and other things  ___________

6         think that someone did something wrong, but is not sure _____________

7         completely                                           __________

8         take the place of something or somebody              ____________

2. Work in pairs. Think about what Archimedes and his servant would talk about. Remember that Archimedes owns the servant; the servant is not his friend! Use some or all of the words in the box. Do not copy the sentences from the story. Use your imagination! Then act it out.

 

 

Period Eight

Date: Sept. 12^th, 2011

Revision for Unit One

 

Period Nine

Date: Sept. 13^th, 2011

Test for Unit One

Period Ten

Date: Sept. 14^th, 2011

Comments on the test

 

 

 

 

                                               By Tracy Shi

                                                         Sept, 2011

 

 

施晓红:

有明确的教学进度。有单元目标和课时目标。每课时都有教后感。练习设计合理。教学目的明确、教材重点难点处理适度、教学方法选择恰当合理，体现现代教学理念的创新性和教学方法的多样性，一定程度上反映了学科发展动态。此外，教案的制作设计规范新颖，内容条理清楚，语言准确流畅，充分地体现了较为鲜明的个人授课风格。

王少平：

每课的教学重点、难点突出，讲练结合。

涂威：

有单元目标，重点、难点突出，词汇教学特别详细。

王振贤 老师 和王奕玉 老师的教案都是手写。

 

                                  点评人   俞怡