Unit1Howdoyoustudyforatest?I.ProgramsfortheUnit1.TeachingGoals(1)Inthisunit,studentslearntotalkabouthowtostudy.(2)Inthisunit,studentslearn:V.+by+V.-ing2.Importantwordsandexpressionsflashcard,takenotes,frustrating,memorize,aloud,comma,makemistakes,pronunciation,beafraidto,Whatabout…?Whydon’tyou…?3.TargetLanguageHowdoyoustudyfortests?Well,Istudybyworkingwithmyclassmates.Haveyoueverstudiedwithagroup?Yes,Ihave,I’velearnedalotthatway.Idon’thaveapartnertopracticeEnglishwith.MaybeyoushouldjoinanEnglishclub.DoyoulearnEnglishbystudyingwithagroup?Yes,Ido.II.TeachingTimeFourperiodsPeriod1TeachingAimsandDemands1.KnowledgeandAbilityObjects(1).Keyvocabulary:flashcard,vocabulary,aloud,pronunciation(2).Keystructures:Howdoyoustudyforatest?Istudybylisteningtotapes.HowdoyoulearnEnglish?Ilearnbystudyingwithagroup.DoyoulearnEnglishbyreadingaloud?Yes,Ido.2.TeachingDifficultyTomasterthestructure:V.+by+V.-ing3.TeachingAidsAtaperecorderSomeflashcardswiththenamesofplacesTeachingProceduresStepI.GreetingsandLead-inT:Hello!Boysandgirls.Nicetoseeyouagain.Ss:Hello!MissWu.Nicetoseeyou,too.T:Doyouhaveahappysummervacation?Ss:Yes.Thankyou.(TeachershowsaflashcardwiththewordShanghaiandasksonestudent.)T:DidyougotoShanghaiforvacation?S:Yes,Idid.T:WhatdoyouthinkofShanghai?S:It’sverybeautifulandmodern.Teachershowstheothersandteachestheword“flashcard”tothestudents.StepII.LanguageStudy1.Teachersaystothestudents,I’mateacher.IteachEnglishbymakingflashcards.Ithinkit’sagoodway.Andnow,wouldyouliketotellmehowyoustudyforatest?Teacherwritesthepatternontheblackboard:--HowdoyoustudyforanEnglishtest?--Istudyforatestby+V.-ingStudentscantelltheirwaysfreelywiththepattern.Makealistoftheiranswersontheblackboard.Teachercanteach“vocabulary”and“pronunciation”attherighttime.2.Studentsmakeconversationsbasedonthepattern.StepIII.1a1.T:YouhavesomanygoodwaystostudyfortheEnglishtest.AndIthinktherearesomeotherways.Maybetheycanhelp.SopleaseopenyourbooksandturntoPage2.Let’slookat1a.Firsttrytounderstandthemeaningofeachway,andthencheckthewaysyoustudyforanEnglishtest.Afterchecking,readthewaystothestudentsandaskstudentstoputuptheirhandstoshowwhichthingstheychecked.Countthenumbers.2.AskstudentstowritedownotherwaystheystudyforanEnglishtest.Thenasksometoreadtheirwaystotheclass.StepIV.1b1.T:Therearethreestudentsinthepicturesin1a.TheirnamesareMei,AntonioandPierre.Theyaretalkingabouttheirwaystostudyforatest.Let’slistentotheirconversationandwritelettersfromthepictures.2.Studentslistenandwritethelettersforeachone.3.Checktheanswerswiththestudents.4.Readthesampleanswertotheclassandaskstudentstosaytheothertwo.StepV.1cPairwork1.Readtheinstructionsandtheconversationtotheclass,andthenaskstudentstomakesimilarconversations.2.Asksomepairstopresenttheirconversations.StepVI.2a1.Describethepictureandaskstudentswhatishappening.2.T:We’regoingtolistentoaconversation.Inthisconversation,agirlistalkingaboutlearningEnglish.SheisaskingmembersoftheEnglishclubsomequestions.Listentotheconversationandcheckthequestionsyouhear.3.Listenandcheck.4.Listenagainandchecktheanswerswiththestudents.StepVII.2b1.T:Let’slistentotheconversationagainandmatcheachquestionin1awithananswerbelow.2.Listenandmatch.3.Listenagainandchecktheanswerswiththestudents.StepVIII.2cPairwork1.Readtheinstructionstotheclass.2.Askstudentstoworkinpairs.3.Askseveralpairstopresenttheirconversations.StepIX.SummaryAskoneortwostudentstotellwhattheylearnedinthisclass.StepX.HomeworkMakefivenewconversationsusingV.+by+V.-ing教学反思：1.教师要有课堂效益意识。教学效益首先体现在课堂教学信息量、教学活动的广度和密度以及媒体的使用上。有效的媒体手段有助于课堂容量、密度和速度的提高。尤其是在复习课堂上适当地使用多媒体手段，不但可以活跃课堂，更能提高学生的参与面，短、频、快的大容量课堂节奏能有效的吸引并集中学生的学习注意，从而最终提高学习的听课效益；其次，课堂效益意识还体现在教学的设计中要充分为学而教，以学生如何有效获取知识，提高能力的标准来设计教学。课堂设计要有助于学生在课堂上积极参与，有助于他们有效内化知识与信息，复习过程中要重视学习方法的指导，在教学中恰当地渗透中考的信息，拓宽教学内容。2、英语课堂上教师应及时有效获取学情反馈，有效地进行课前回顾，课堂小结等环节的落实。为有效地提高英语课堂教学效益，教师还可以制定科学的、操作性强的、激励性的英语学习效果评价制度，坚持对学生的听课、作业、笔记等方面进行跟踪，及时了解学生的学习、复习状态与状况，以便在课堂教学过程中做出针对性的调整。
VIP
