初中英语优化教学初探及中考复习计划和思路

初中英语优化教学初探及中考复习计划和思路(（集锦16篇））由网友“阿年年”投稿提供，下面是小编为大家整理后的初中英语优化教学初探及中考复习计划和思路，供大家参考借鉴，希望可以帮助到有需要的朋友。

篇1：初中英语优化教学初探及中考复习计划和思路

初中英语优化教学初探及中考复习计划和思路

传统的英语教学模式是:死背单词,讲授课文,分析句型,讲解语法,即老师教----学生读----老师讲----学生听.这种教法往往是老师教得口干舌噪,学生读得心浮气燥,老师讲得眉飞色舞,学生听得昏昏欲睡,教学效果不佳.究其原因,这都缘于没有把语言生动化、生活化、情感化,没有把课堂结构实行优化.优化课堂结构要根据老师、学生和教材内容的`实际来进行.下面我就谈谈我平时在教学中的一些做法和体会.

作 者：石亚维  作者单位：铁力市八一学校,黑龙江,铁力,152518 刊 名：科技信息（科学・教研） 英文刊名：SCIENCE & TECHNOLOGY INFORMATION 年，卷(期)： “”(9) 分类号：H3 关键词： 

篇2：初中英语毕业班总复习计划及其思路

。我们英语备课组根据近几年中考试题新特点及学生实际情况，采劝三轮复习法”作为毕业班的总复习计划，“三轮复习法”要求先全面学习，后进行重点复习和适应性考试复习。做到着眼全面，突出重点，点面结合，把全面复习和重点复习有机结合起来。这样既系统全面又有所侧面的复习，能使学生较好地掌握所学的知识考出优异成绩。

第一轮复习阶段针对学生对已学基础知识，因时间久，部分已遗忘的共性，本着“依纲靠本”和“温故知新”的原则，要求学生一步一个脚印，扎扎实实搞好基础知识的.复习。这一阶段应按教材顺序归纳语言点，讲透语言点运用，对各单元的知识要点进行梳理，同时应注重基础词汇、词组、句型的过关（从近几年中招试题看，逐渐加强词汇、词组的考查）并通过配套练习、复习检测形成能力。

在复习过程中，还要采取一些必要的措施来巩固和增强复习效果。如做到：（一）根据复习内容，布置适量的难度适中的练习；（二）循环考试，即每学完一部分后，进行阶段性测试，对试卷进行评分登记，以充分调动学生的学习积极性和自觉性。

第二轮复习要求突出重点，牢固掌握。在总揽教材，学生对基础知识掌握得比较扎实基础上，相应地提高要求，进行系统整理消化，抓住重点，加深理解，强化记忆。要求学生对那些在教材中多次出现和辅导教材中一再提及，反复强调部分，应视为重点，格外加以注意，

计划

同时有针对性地指导学生记忆的方法，培养记忆能力。第二轮复习直接关系到中考的效果。知识掌握不系统、内容混淆互相干扰，解题时应会判断失误，做错题目。这要求教师在这一阶段复习过程中防止简单的重复，反对面面俱到，而是遵循精讲多综的原则，做到讲――练――评结合。既要教学生解题要领，帮助学生理解题目与题目之间的联系，同时又针对历年中考题型强化训练，使学生在答题时做到灵活运用，触类旁通，举一反三。从中考题型来看，近年来对听、读、写能力的考查份量逐渐加强。今年听力的考查分数增加到30分，因此在复习的过程中有必要进行适量的听力强化练习，不能光顾着对语言的归纳总结而忽视了听的能力的训练。再有从这几年的试题看逐渐加强了对阅读能力的综合考查。从动词填空，到看图填空，完形填空，阅读理解（增加到四篇）都是从短文的形式出现，这说明了试题不仅要求学生掌握所学的词汇和语法知识，还要求学生结合文章大意对其进行综合运用能力。因此这几类题型有必要进行专门性的操练。值得一提的是书面表达这是一种新型的试题，因此在第一、二轮复习过程中应该多加练习，逐渐培养学生的写作能力，如可以要求学生缩写课文大意，写日记，或适当对一些图表进行写作练习。

第三轮是考前指导与适应性训练，主要目的是适应中考要求，提高应试技巧。本轮侧重培养学生审题解题能力，同时要在教师指导下进行综合练习和模拟测试，知识考查和能力考查并重，从而使复习达到良性的循环：知识――能力――知识。

总之，通过上述三轮复习，使学生从不同角度得到反复的复习和强化练习由浅入深，既有点的知识，又有面的综合，使知识系统化，使能力得到提高、加强。

篇3：初中英语毕业班总复习计划及其思路

初中英语毕业班总复习计划及其思路

近几年来，各省市地区在致力于中考英语试题的改革，尤其是本市从去年的中招试题来看，其试题容量大、覆盖面广，要求也愈来愈高，渐渐与高考试题接轨，不仅加强了对英语基础知识的考查，更突出了对运用知识的能力的考查。我们英语备课组根据近几年中考试题新特点及学生实际情况，采取“三轮复习法”作为毕业班的总复习计划，“三轮复习法”要求先全面学习，后进行重点复习和适应性考试复习。做到着眼全面，突出重点，点面结合，把全面复习和重点复习有机结合起来。这样既系统全面又有所侧面的复习，能使学生较好地掌握所学的知识考出优异成绩。

第一轮复习阶段针对学生对已学基础知识，因时间久，部分已遗忘的共性，本着“依纲靠本”和“温故知新”的原则，要求学生一步一个脚印，扎扎实实搞好基础知识的复习。这一阶段应按教材顺序归纳语言点，讲透语言点运用，对各单元的知识要点进行梳理，同时应注重基础词汇、词组、句型的过关（从近几年中招试题看，逐渐加强词汇、词组的考查）并通过配套练习、复习检测形成能力。

在复习过程中，还要采取一些必要的措施来巩固和增强复习效果。如做到：（一）根据复习内容，布置适量的难度适中的练习；（二）循环考试，即每学完一部分后，进行阶段性测试，对试卷进行评分登记，以充分调动学生的学习积极性和自觉性。

第二轮复习要求突出重点，牢固掌握。在总揽教材，学生对基础知识掌握得比较扎实基础上，相应地提高要求，进行系统整理消化，抓住重点，加深理解，强化记忆。要求学生对那些在教材中多次出现和辅导教材中一再提及，反复强调部分，应视为重点，格外加以注意。同时有针对性地指导学生记忆的方法，培养记忆能力。第二轮复习直接关系到中考的效果。知识掌握不系统、内容混淆互相干扰，解题时应会判断失误，做错题目。这要求教师在这一阶段复习过程中防止简单的重复，反对面面俱到，而是遵循精讲多综的原则，做到讲――练――评结合。既要教学生解题要领，帮助学生理解题目与题目之间的联系，同时又针对历年中考题型强化训练，使学生在答题时做到灵活运用，触类旁通，举一反三。从中考题型来看，近年来对听、读、写能力的考查份量逐渐加强。今年听力的考查分数增加到30分，因此在复习的过程中有必要进行适量的听力强化练习，不能光顾着对语言的`归纳总结而忽视了听的能力的训练。再有从这几年的试题看逐渐加强了对阅读能力的综合考查。从动词填空，到看图填空，完形填空，阅读理解（增加到四篇）都是从短文的形式出现，这说明了试题不仅要求学生掌握所学的词汇和语法知识，还要求学生结合文章大意对其进行综合运用能力。因此这几类题型有必要进行专门性的操练。值得一提的是书面表达这是一种新型的试题，因此在第一、二轮复习过程中应该多加练习，逐渐培养学生的写作能力，如可以要求学生缩写课文大意，写日记，或适当对一些图表进行写作练习。

第三轮是考前指导与适应

[1] [2]

篇4：初中英语毕业班总复习计划及其思路

近几年来，各省市地区在致力于中考英语试题的改革，尤其是本市从去年的中招试题来看，其试题容量大、覆盖面广，要求也愈来愈高，渐渐与高考试题接轨，不仅加强了对英语基础知识的考查，更突出了对运用知识的能力的考查。我们英语备课组根据近几年中考试题新特点及学生实际情况，采取“三轮复习法”作为毕业班的总复习计划，“三轮复习法”要求先全面学习，后进行重点复习和适应性考试复习。做到着眼全面，突出重点，点面结合，把全面复习和重点复习有机结合起来。这样既系统全面又有所侧面的复习，能使学生较好地掌握所学的知识考出优异成绩。

第一轮复习阶段针对学生对已学基础知识，因时间久，部分已遗忘的共性，本着“依纲靠本”和“温故知新”的原则，要求学生一步一个脚印，扎扎实实搞好基础知识的复习。这一阶段应按教材顺序归纳语言点，讲透语言点运用，对各单元的知识要点进行梳理，同时应注重基础词汇、词组、句型的过关（从近几年中招试题看，逐渐加强词汇、词组的考查）并通过配套练习、复习检测形成能力。

在复习过程中，还要采取一些必要的措施来巩固和增强复习效果。如做到：（一）根据复习内容，布置适量的难度适中的练习；（二）循环考试，即每学完一部分后，进行阶段性测试，对试卷进行评分登记，以充分调动学生的学习积极性和自觉性。

第二轮复习要求突出重点，牢固掌握。在总揽教材，学生对基础知识掌握得比较扎实基础上，相应地提高要求，进行系统整理消化，抓住重点，加深理解，强化记忆。要求学生对那些在教材中多次出现和辅导教材中一再提及，反复强调部分，应视为重点，格外加以注意。同时有针对性地指导学生记忆的方法，培养记忆能力。第二轮复习直接关系到中考的效果。知识掌握不系统、内容混淆互相干扰，解题时应会判断失误，做错题目。这要求教师在这一阶段复习过程中防止简单的重复，反对面面俱到，而是遵循精讲多综的原则，做到讲--练--评结合。既要教学生解题要领，帮助学生理解题目与题目之间的联系，同时又针对历年中考题型强化训练，使学生在答题时做到灵活运用，触类旁通，举一反三。从中考题型来看，近年来对听、读、写能力的考查份量逐渐加强。今年听力的考查分数增加到30分，因此在复习的过程中有必要进行适量的听力强化练习，不能光顾着对语言的归纳总结而忽视了听的能力的训练。再有从这几年的试题看逐渐加强了对阅读能力的综合考查。从动词填空，到看图填空，完形填空，阅读理解（增加到四篇）都是从短文的形式出现，这说明了试题不仅要求学生掌握所学的词汇和语法知识，还要求学生结合文章大意对其进行综合运用能力。因此这几类题型有必要进行专门性的操练。值得一提的是书面表达这是一种新型的试题，因此在第一、二轮复习过程中应该多加练习，逐渐培养学生的写作能力，如可以要求学生缩写课文大意，写日记，或适当对一些图表进行写作练习。

第三轮是考前指导与适应性训练，主要目的是适应中考要求，提高应试技巧。本轮侧重培养学生审题解题能力，同时要在教师指导下进行综合练习和模拟测试，知识考查和能力考查并重，从而使复习达到良性的循环：知识--能力--知识。

总之，通过上述三轮复习，使学生从不同角度得到反复的复习和强化练习由浅入深，既有点的知识，又有面的综合，使知识系统化，使能力得到提高、加强。

篇5：新课标下优化初中英语听说教学的思路分析

李桂新

（内蒙古自治区根河市金河中学）

摘 要：伴随着新课程改革的不断深入和发展，面对新的教材，如何采取有效的教学方式成为广大教师思考的重要话题。从初中英语的教学实际出发，根据新课改的要求和标准，使初中英语听说教学的思路得到优化，希望能够对以后的英语听说教学提供有用的教学建议和启发。

篇6：新课标下优化初中英语听说教学的思路分析

在传统的英语听说教学中，教师并没有形成较为规范的教学思路，只是简单地听写单词、朗读课文，虽然在一定程度上锻炼了学生的听说能力，但是教学效率较低。因此，面对新的课程要求，教师要改变自身的教学方式，在教学中形成规范的教学思路，从而指导教学，保证初中英语听说教学的质量。

一、层层深入，形成规范性的教学思路

对一段英语材料的听说教学，一般教师会直接将材料播放给学生听，然后让学生对材料内容进行简单复述。如果材料较难，学生就无法完整复述材料内容，这样的教学方式无法有效锻炼学生的听说能力，所以就不能提高学生的听说能力，那么这种教学方式就会流于形式。因此，英语教师在教学之前，就要对教学内容进行整体把握，挖掘每一节课的重点知识，对学生进行听说训练。下面从笔者自身教学实践出发，以I like playing soccer这篇文章为例进行分析。

（一）听前

教师不宜直接让学生进行听力训练，而是要先用图或者是表格对《I like playing soccer》这篇文章的听力重点进行讲解，让学生能够在听之前明确重点，这样便使学生的.训练更具有针对性。

（二）听中

建议教师将听力重复三次，这样可以防止播放速度快而使训练流于形式。第一次播放时，教师可以让学生听出材料中的人名、时间、地点等基本信息；第二次播放则是听细节，对于词语、句子进行真伪的识别，写出不同人所对应的爱好；第三次播放则是让学生对自己之前听到的内容进行检查。

（三）听后

教师在学生做完听力训练之后，可以让学生使用听力中的语句和句式来进行半开放式的口语训练，然后再进一步进行全开放式的口语训练，让学生一对一地相互介绍自己的爱好。

二、结语

总的来说，初中英语听说教学的教学方法和教学手段有很多，需要教师从实际的教学中总结经验，提高听说教学的有效性。

参考文献：

［1］马利命。初中英语听说教学现状及完善对策［J］。新西部：理论版，（14）。

［2］毛玉芳。谈谈如何设计初中英语听说教学［J］。语数外学习：初中版中旬，.

篇7：初三中考语文教学及复习计划

本学期我担任九年级一班的语文教学工作，到目前为止,初中三年语文新课的教学任务已经基本完成。为了提高我校语文教学质量，让学生在中考中能考出好成绩，我校初三语文备课组全体教师经过仔细磋商，在全面分析课程标准和考试标准的基础上，特制定本复习计划。

一、总体思路

由于语文学习是分阶段、分课时进行的，每个阶段每个课时都要接触一些新知识，而学过的知识则变成了旧知识。新旧知识之间本来是有联系的，但由于语文教学中的阶段性，使知识之间形成了间隔。为了使新旧知识能相互沟通，由点到线，由线到面，从而形成知识网络，达到掌握知识、运用知识的目的，我们采取疏通思路，分阶段分步骤复习的方法。

二、具体做法

(一)课本知识的复习阶段

分册复习梳理整个中学阶段1-6册语文课本的知识，使之系统化，使以前零散杂乱的知识有条有理，便于学生理解。

1. 复习重点：课文的字、词、句，理解记忆

2. 复习难点：①记叙文、说明文、议论文的联系与区别。 ②了解其基本的文学知识，

如，记叙文的要素，说明文的说明顺序，说明文的结构，说明文的说明方法，议论文的三要素，议论文的论证方法，议论文的结构等，以此落实到一至六册课本中的重点篇目中的重点语段的阅读和理解。

3. 复习目标：①掌握其它文学体裁的常识，如散文、小说、童话、寓言、神话、诗歌、戏剧。②掌握一些重要的文学常识，侧重于一些名人大家，如鲁迅、唐宋八大家等。 ③分册复习是对教材的忠实，针对一、二、四、五班的学生来说十分重要和必要，我们一册书一周，约六周(一个半月)，每册复习完成之后，辅之以选择的题精练。

4.注意事项：针对本班的同学,在以上复习的基础上,选择大量的题加强训练,在知识的运用上加深加宽。这个阶段的复习目的是以教材为本，帮助学生过好课本关，掌握好课本上的基础知识和基本技能。同时就这些内容一般怎样考，会出现哪些问题及怎能样应对，让学生掌握一些基本的技能和方法。

(二)知识点归类复习

在课本知识复习的基础上，把初中阶段要求掌握的知识点作如下几大类复习：

1、基础知识及语言运用

这里面的知识点多，但主要是要求学生会运用语文知识解决问题。也就是要求学生能仿句、能对对联、能根据一句话提练观点、能简明、连贯、得体地使用语言等等。

2、阅读训练

(1)现代文阅读

现代文阅读是中考复习的一个很重要的内容，我们将对现代文进行分类，即记叙文(包括散文、小说)、说明文、议论文三类，每一类都对学生进行有针对性的训练。通过对近几年各地中考题研究发现：中考现代文阅读体裁多样，题材丰富，意蕴深刻，强调整体感悟。《课程标准》指出：“阅读评价要综合考察学生阅读过程中的感受、体验、理解和价值取向。”因而我们在复习时必须让学生对每一类型都要涉及，但又不能面面具到。我们准备在复习时做到突出重点，抓住难点，授予方法。具体方法如下：精心选取阅读材料，主要选取意蕴深刻、对学生有情感教育作用的、能对学生人生观、价值观有引导作用的文章;精心设计问题，着重设具有层次性、能考查学生对整篇文章融合贯通的理解和把握能力，着重培养学生探究性阅读和创造性阅读的能力，提倡多角度、有创意的阅读，利用阅读期待、阅读反思和批判等环节，拓展思维空间，提高阅读质量;注重方法指导，在解答阅读题时，我们要求学生不要去关心问题的答案，而要总结有关规律性的知识和解题的思路方法。

(2)文言文阅读

文言文是我国古代文化的重要载体，是现代汉语的源头，学好文言文是继承民族优秀文化的需要，也是学好语文的需要。《课程标准》指出，文言文的学习目标是：“阅读浅易文言文，能借助注释和工具书理解基本内容。背诵优秀诗文80篇。”文言文阅读是中考语文试题的重要组成部分，但在中考命题上除了取材课内的文言文段外，课外阅读文段必须难度适中。在试题设计上“言”“文”并重，即既考查学生文言基础知识，也考查学生对文意的理解和把握。近几年来，对文言文的阅读开始重视对文意的理解、分析、概括、评价能力的考查。因此我们在阅读训练时也要向这一方向发展。

3、作文训练

了解说明文、议论文的常见结构模式，重点放在记叙文的写作指导上面，要求学生能够准确地审题，正确地选材、立意、结构文章，板书正确，为良好写作打下基础。为使绝大部分学生毕业且成绩较好，必须重点落实第一、第二阶段的复习，总耗时约二个半月。

我们在这一阶段主要让学生会学记叙文、说明文和议论文，让学生明确每一类文章的写法。同时让学生限时作文，养成写作文的好习惯。

(三)综合强化复习阶段

这一阶段的复习目的是：通过训练，提高学生综合运用知识、分析解决问题的能力，而阅读理解和写作题就很好的训练了学生的这些能力，因此我们准备重点训练这些内容。

1、阅读训练，前面已讲了复习方法，在这里只是把各种方法进行综合，从而让学生提高。

2、写作训练

在这一阶段，我们准备突出针对学生作文中存在的问题进行训练，指导学生。同时强化限时作文。

3、精选部分中考试题，组成几套专题练习，进行强化训练。

4、精选几套中考模拟试题进行近似实战的强化训练，注意发现问题，及时指导。在这时应让学生适应，但要控制次数，防止学生产生厌考情绪。

四、作文训练侧重于名篇，摹拟其谋篇布局，刻意选材新颖，内容新奇，力争让每位学生写好记叙文，能把人或事件完整地交代清楚。举行写作知识的讲座,让学生做到有写的东西,下笔能心中有数。找一些典型的写人、叙事范文,引导学生分析,从审题立意、选材等入手进行详细评讲，让学生拿到题目不盲目下笔。举出一些作文内容，适用于哪些题目，让学生作文不离题，基本能找准方向，提高学生的写作能力。

五、猜题、押题，打独钉子再次落实一些名篇的阅读理解，辅之以大量试题，针对性更强，目标更明确，一切为了分数，考前对学生进行答题技巧的培训，坚决杜绝白卷现象的发生。

篇8：初三中考语文教学及复习计划

新学期的开始，也意味着初三学年将进入一个最紧张、最繁忙的时期，如何搞好初三的教学和复习工作，如何使学生在初中阶段的最后几个月学有所获，在中考考场上交一份令学生、家长满意的答卷，这是摆在每一位初三教师面前的重要任务和课题。语文是一门基础学科，语文学习的成效如何，往往决定或影响着学生其他学科的学习，因此，对我们每一位语文老师来说，更肩负着光荣而沉重的使命。为此，我们在新学期的开始阶段，认真地回顾和思索一下自己以往的语文教学情况，对照新课标分析一下语文教学的得与失，筹划一下新学期的语文教学及后阶段的语文复习计划，是十分必要的。

(一)背景及现状

了解我们初三语文教学所处的背景，分析我们语文教学的现状，能使我们对自己的语文教学有清醒的认识和准确的估价，能使我们的语文教学更有方向性和针对性，减少盲目性和随意性，能使我们的语文教学向新课程走得更近。

1、背景

(1)新课程实施将近两年，语文课改的方向已经十分明朗，语文课程的性质与地位，语文课程的基本理念以及语文教学的目的，方式等也已经为我们理解和接受。但新课程理念要真正落实到教学实践中去，还有很长的路要走。

(2)黄冈市语文中考的命题思路及语文试卷的格局、题型等已经基本定型，从去年开始，试卷的命题思想和意图已经与新课程基本接轨，且保持连续相对稳定。

(3)我们现在使用的教材属于新大纲向新课标转轨的最后一套过渡教材，它基本上是以新大纲为依据编写的，但也体现了新课程的一些基本思想，在编排体系和教材内容上与新教材相比也许略显不足，因此，我们如何用新课程的理念来观照和使用它，是新学期初三语文教学必须研究的课题。

(4)初三教学时间短，各门功课都将进入总复习阶段，学生用于理科学习的时间明显会超过文科，尤其是语文学科往往会被学生轻视。

(5)家长和社会对教育的期望值不断提高，也给我们的教学带来不小的压力。尤其是语文学习，需要一个逐渐积累的过程，学生语文能力的提高，不是一蹴而就的事，怎样在较短时间内让每一位学生的语文学习成绩取得较大突破，有待我们作出努力。

2、现状

从教师方面看：

实施新课程一年多来，通过一个阶段的理论培训和教学实践，可以说每一位教师基本上都认同或接受了新课程的理论，在教学中也能尽可能体现新课程的特点。但是，由于传统观念的根深蒂固，加上操作层面上存在的一些误区，在实际的教学中，还存在着许多与新课程理念不相符合的教学行为，具体表现为

(1)教师的主导意识太强，仍然不肯放弃自己在课堂教学中的霸主地位，牢牢掌握着课堂教学的话语权，给学生自主学习、思考和活动的空间很小，学生基本上还是忠实的听众。

(2)教师放弃对学生的指导点拨权利，任由学生自由发挥，对学生的所有发言,不辨优劣，不作分析，都给以肯定回答，课堂看似热闹，其实没有任何思维含量。

(3)课内阵地丢失，忽视对文本的深入解读，课文阅读走马观花，课外无效资料和信息充塞，做大量练习，搞大运动量训练，看似重视了实践，其实是舍本逐末，搭花架子，对学生的发展没有实质性的帮助。

篇9：高三备战中考政治教学复习计划

高三备战中考政治教学复习计划

20XX年高考圆满完成了任务，我们感到任务艰巨，为搞好20XX届高三政治的教学和复习工作，提高学生的高考成绩，完成教学任务，经高三备课组成员集体讨论商量，特制定如下详细计划：

一、指导思想

以高三年级组的计划目标为统帅，以高考政治考试大纲为依据，以夯实学生的基础知识和提高知识应用能力为核心，充分发挥教研组和备课组的集体智慧与力量，加强学法指导，坚持有效的训练，使学生在201X年的高考中取得优异成绩。

二、教学任务与总体安排

9月份：结束必修一经济生活的复习10月份：结束必修二政治生活的复习11月份：结束必修三哲学生活的复习12月份：结束必修四文化生活的复习

三、主要措施

1、加强教学研究，把准高考方向!

首先，研究高考。发挥教研组、备课组的作用，集群智，增群力；落实高考要求，研究近几年的政治高考试题，特别是重点研究各市新课程高考模拟试题，准确把握高考方向。

其次，研究学生。依据学生的基本情况;做到因材施教。

再次，研究教法。要优化教学方法和教学设计，提高课堂效率。

2、遵循备考规律，促进教学质量的提高。

课本知识点拨到位。梳理知识，形成条理清晰的知识网络，建立知识间的横向和纵向联系。做到“精细备考，精心设计”， “注重基础，深钻教材”，提供、筛选各种资料，点面都能照顾到。“讲练结合，加强和落实“培优”：作业单独批改，要求他们准备错题集。

四、教学目标与策略(第一轮复习)：

1、明确考点夯实基础，构建知识体系与网络。

复习时间：20XX年9月初——20XX年12月底

复习策略：第一轮复习应按考点从知识要点、重难点、例题讲解、练习巩固。 单元检测、讲评的程序进行。

（1）认真研读考纲，明确考点，把屋考试方向。

（2）以教材为本，夯实基础，构建知识体系与网络。

首先，立足教材，认真梳理知识，狠抓基础知识的.掌握。以本为本，坚决、踏实地抓好学生对课本基础知识的掌握。要求学生首先自行整理每章节的知识体系，每节课利用10分钟来考查学生对课本基础知识的掌握情况

其次，突出重点和主干知识。主干知识是教学和考试的重点。

再次，要构建知识网络。复习时注重知识体系的构建，重视网络化复习，注重学科内经济生活、哲学生活、政治生活和文化生活的联系和综合。

（3）精讲多练，实行考点练习。

通过考试找出学生的薄弱环节和教师教学中的空档，查缺补漏。

（4）加强方法指导，培养良好的思维习惯和学习方法。

良好思维习惯的养成，主要是指学生解题时能遵循这样的思路：

第一、阅读题目和设问。分析题意，确定答题方向。

第二、阅读材料，根据设问要求从材料中提取有效信息。

第三、根据题目所给信息，确定应选用什么样的语言和基本知识原理来表达。

第四、思考基本的答案要点。

第五、规范地组织答案。

2、综合模拟训练

复习时间：20XX年1月中上旬

复习策略：（1）高三政治教师集体备课和共同探讨问题，营造协作氛围，避免各自为政。寻找在重大时政热点问题上的交汇点，增加教学与复习的整体性和知识的系统性，以实现知识的理解

（2）在练习的过程中，要注意答题技巧，答题规律的把握，同时要训练学生答题的格式，书写，答主观题要做到术语化、要点化、段落化、序号化，以增加非智力因素得分。高考答卷中存在的最大问题就是，标准答案与学生的答案悬殊太大，学生的回答普遍不全、不准、不优、不简，层次不清、东拉西扯，卷面不整洁，字迹不清楚。

（3）最后一周，返朴归真，回归教材。熟记核心概念原理。

（4）在综合训练阶段，为使学生将所学到的分析与解决问题的方法、技能充分结合起来，应培养学生良好稳定的心理素质，要求他们注意以下几点：

第一、读题、审题要仔细、慎重。

对“熟题”的审查不要凭印象。应当特别仔细、认真阅读，注意它的细微变化。对新颖的生题的审查要耐心。只要耐心多读几遍，熟能生巧，就能找到解问题的办法。注意分析题目中的关键词、关键语句，寻找解题的突破口。阅读题目时注意区别显现信息与隐蔽信息。对题目进行认真审阅、分析，弄清题目内容是属于教材的哪一部分，然后再根据题意认真作答。

第二、答题要确切、简练，书写规范、工整，尽量采取要点式答题。答题时要准确应用政治术语，防止用原理生搬硬套。避免出现答案写得不少，得分却极少的现象。

第三、建议学生按顺序和“先易后难”的原则作答。当然，考场上合理的分配时间也是应试成功的条件之一。因此，通过加强定时训练，使学生视个人实际把握答题速度。

篇10：关于语文中考复习：备战中考复习思路教学分析

时光荏苒，岁月交替，转瞬间又是一年的中考来临。作为面临中考的一线教师，要想稳操胜券，深入研究近几年的中考试题，体悟把握命题的规律，进行针对性的训练，不失为一种有效的方法。通过对具体命题形式的分析，归纳出中考试题的一些特征并从命题趋势来看命题的走向，研究备战中考的新思路，把握语文命题的新方向，做到胸有成竹而有的放矢。

一、浅议近年中考命题规律与特点

从201x年开始，我省全面进入基础教育课程改革轨道。中考命题以稳为主，稳中有变：

1.结构稳定

、、三年的中考试卷的模式基本上保持“语文积累与综合运用”、“阅读”和“写作”三部分，另有5分“卷面书写”，试卷结构基本稳定。

2.考点差异

近三年的语文试题，着重考查学生的语文基础知识，阅读理解能力，分析问题、解决问题的实践运用能力，以及学生的情感体验和阅读感悟。

（1）.语文积累与综合运用板块

名著阅读题，考查“名著情节”、“名著赏析”，增加了考查实用工具书的试题;综合运用题为“主题班会”、“网络跟帖”等形式，由考查口语交际变为考查书面交流。

（2）。阅读板块

现代文是一篇散文和一篇科技说明文；两篇现代文阅读都是散文；两篇阅读，一篇散文、一篇说明文

文言文阅读近年都是50篇优秀诗文篇目中的选文，考查内容基本稳定。

（3）、写作板块

命题-----半命题-----命题作文，这样既给了学生自由写作的空间，又具有一定的约束力。

3.基础知识性

注重积累，落实基础，是安徽省近年中考试题的一大特色。汉字是语文学科最为基础的单位，对汉字相关知识点的考查成了历年中考试题的必考内容。给汉字注音、根据拼音写汉字，这些都是最基本的能力要求，历年来在中考试题中都有所体现。

古诗文名句的默写，一直是中考的重点分值为10分，是相当高的比例。内容全部出自新课标推荐的50篇必背的优秀古诗文，是试题中来自语文课本中最基础的一部分内容。2008―20除了6道记忆型名句默写试题外，还对整首诗的默写进行了考查。

正是因为中考试题具备基础性的特征，在备考中，就必须加强对基础知识的落实，强化积累。只有这样，我们才能在中考中迈出坚实扎实的一步。

4.试题综合性

随着课改的深化，近几年中考试题中，语文学科的“综合性”有所体现，

其一、命题的综合性

自以来，中考试卷都有一道综合训练题，命题形式为一个材料下设有多个问题，综合考查考生的字音字形、结合语境解释词义、关联词的使用、语序的调整以及句子的仿写等诸多方面的能力，且常与名句默写、名著阅读、名著赏析等内容相结合考查。

其二、语文综合运用

、综合运用专列一个大题进行了考查，2007―2009虽然没有安排综合运用这一大项，而是将其与语文积累合并为一个板块，统称“语文积累与综合运用”，20至今侧重在考查学生的主观表达能力的基础上，加入了对病句修改、句序调整等知识点的考查。

5.阅读的文学性

中考试题中固定不变的记叙文阅读的文学性特征格外突出。注重阅读欣赏，强调整体感知，着眼语言品位，彰显个性化。

从近几年中考现代文阅读所选文章来看，尤其是当代名家的散文，备受青睐，这些文章语言优美、感情真挚、脍炙人口。

6.命题的人文性

近几年的中考试题处处都能体现出鲜明的人文意识，尊重考生的情感，培养学生的人文精神。作文体现以人为本的人文特点，只要从生活中提取素材写出个性化的自我，就是精彩的文章。

7.试题答案的开放性

近几年中考试题都设置了开放型试题，问题设计很合理，答案开放。可灵活选择答题角度，便于学生自主发挥，只要紧扣语段，运用发散思维，从多角度、多方面来思考即可。

二、总结归纳看命题走向

1、突出语文基础，强调积累运用

对语文基础运用的考查是必不可少的，安徽中考试题更是注重了此项的考查。

2、依据课标，淡化教材

近年的中考试题中，除古诗文以外，皆为与生活实际息息相关的课外内容，然稍加分析不难看出，其命题依据在于，用课内获取的技能来解决课外的问题，从而达到立足课标，淡化教材，全面考察学生语文综合应用能力的目的。

3、尊重学生个性，组织答案开放灵活

从近年的试题中分析，主观题所占比重越来越大，其设问的方式也更加灵活，答案也不是唯一的，更多是言之有理即可，充分尊重学生的个性，更有利于创造性的发挥。

4、结构稳定，关注时事热点

试题结构相对稳定，时事热点问题在中考试题中也是会出现的，我们不能忽视。

针对以上问题，我们在积极研究我省中考试题的同时，我们也要时刻关注全国的中考试题，总结其命题规律，把握命题趋势，在全国的中考背景中来关注我省的中考动向，这样我们才能做到从容不迫，运筹帷幄。

三、积极备战201x年中考

俗话说：“他山之石，可以为玉，没有借鉴，就没有鉴别。”中考试题是一个无形的指挥棒，作为毕业班的老师，务必要了解中考考纲说明的范围，细读大纲要求，立足课本兼顾课内外阅读，借鉴各地历年来中考题型，结合本校学生实际，制定好毕业复习迎考计划，做到学习与复习有张有弛，知己知彼。

1、加强基础知识积累和基本技能训练

打好语文基础的关键在于积累运用。备考中注意在生活中学语文，联系生活实际运用语言，注重语言表达的规范训练。

加强对课标的研究，全面落实课标对日常语文教学的要求。立足课本，延伸课外，并对二者进行有效的整合。结合考纲，进行有针对性的训练，特别是古诗文阅读的内容，一定要烂熟于心，做到游刃有余。

2、重视阅读训练和阅读方法的指导

阅读在中考中占比重较大，150分的试卷就占到了55分。现代文阅读复习要加强文体阅读意识，掌握阅读规律，加强词句理解、文意把握、要点概括、探讨研究等方面的训练，加强分析综合能力和语言概括、表述能力的训练，还要注重方法的总结和归纳。文言文阅读在背诵、记准词义的基础上，抓句子的翻译和思想感情的理解，结合练习适当向课外拓展。

科学进行写作训练，树立求新意识

3、加强写作基本功的训练，注重培养学生的求新意识。平时多进行一些片段写作训练，根据中考作文在立意、内容、语言上的要求，进行单项性训练。在抓好写作基本功的基础上，多关心生活、体验生活、感悟生活，善于挖掘、提炼生活的“动情点”，力求达到有创意的表达，只有这样，才能写出具有真情实感的好作文。

4、注重专题、加强全面，查漏补缺

复习备考是一个由点到面、不断完善的强化的过程。我们必须稳扎稳打，逐一突破，系统的复习在中考前尤为重要，这样可以查漏补缺，为中考的最终胜利奠定坚实基础。

总之，“厚积薄发”是语文学习的一个重要特征。提高语文成绩，需要扎实的基础知识，正确的答题思路以及较强的理解表达能力。三者兼顾，必能在中考中取得优异的成绩。

1.语文中考复习：备战中考复习思路之意见

2.关于中考语文的复习方法

3.关于中考语文复习建议

4.中考语文的复习要领

5.中考语文复习的要领

6.中考:中考语文复习奇招

7.中考语文复习指导总结

8.中考语文该怎么复习

9.中考语文仿写题复习

10.中考语文复习指导方法

篇11：优化初中英语应用教学的实践途径与现实意义略述

在实际英语教学过程中，教师要结合学生的学习需求，提升整体教学质量和教学要求，进一步顺应教学改革的实际需求。英语教学的教学目标中最重要的就是要保证英语的应用价值，因此，需要借助有效的教学机制和教学策略确保整体教学应用效果符合教学指标。在教学结构中，要对学生的听说读写进行集中讲解和有效引导，促进学生能树立正确的英语学习意识，从而提高学生的学习兴趣，确保英语教学课程结构的最优化。从理论意义角度分析，研究初中英语应用教学策略，能有效提高学生的综合英语能力，并且在建立有效教学结构的过程中，提升学生的自我认知，也能一定程度上保证学生英语视野的扩展。另外，从社会性教学需求和意义角度分析，只有提升应用教学结构，才能保证学生和教师之间建立有效的互动结构和社会参与度。确保整体教学问题和现状分析结构之间的有效性。

篇12：优化初中英语应用教学的实践途径与现实意义略述

作者/黄武

【摘要】素质教育要求各个学科要结合自身需求，建构更加高效的课堂教学模式，初中英语也要在应用教学质量方面提优教学机制。本文从初中英语应用教学现实意义出发，对实践路径进行了分析，以供参考。

【关键词】初中英语应用 教学路径意义

篇13：优化初中英语应用教学的实践途径与现实意义略述

2.1 积极优化兴趣教学

在实际教学过程中，教师能借助应用教学策略积极的培养学生的.学习能力。教师要结合学生的实际需求，确保管控能力和管理效果的最优化。第一，教师要利用有效的教学机制和教学措施保证学生的学习兴趣，借助多元化教学手段建立初中英语应用教学结构和实际教学模型之间的联系，并且为学生提供最有效的教学资料，确保学生能在学习过程中体会应用教学模型的优势。第二，教师要有效利用教学资源，提高应用教学的教学理念和教学有效性。只有提升学生的知识内化水平，才能一定程度上保证整体学习能力和教学水平之间的契合度，为学生收集学习资源的基础上，提高学生的英语综合水平。

特别要注意的是，在建构有效教学机制和同时，教师要选取有效的教学路径和学习系统，确保学生能接触到更多的英语学习的平台，在提升学生学习兴趣的同时，进一步优化学习效果。

2.2积极拓展学习技巧培养

在实际教学过程中，教师要结合学生的学习需求，并综合分析管控结构和教学管理技巧，从学生的学习诉求出发，集中讲解和拓展学习技巧，保证学生能实现英语能力和应用水平的综合优化。学生只有建立有效的学习技巧和学习策略，才能提高整体教学结果和收效。例如，在英语应用教学中的阅读教学，教师要摆脱传统教学模式的约束，提高单词教学的效率和实际价值，确保教学模式和教学结构更加贴合学生的学习需求，促进学生有效实现教学模型的优化。教师要集中对教学材料和内容进行深度解构，确保其应用价值和应用实效性。

在课程教学结构建立过程中，要提高教学机制和教学模型的有效性，就要从教学思想和教学理念出发，确保知识结构和知识体系的教学价值，也要借助不同的教学情境和教学方法为学生建构学习技巧提供有效的建议，真正达到初中英语应用教学的教学目标。

2.3积极培养良好的英语学习习惯

在初中英语应用教学结构中，教师要结合学生的实际需求，为学生提供有效的教学建议和教学指导，优化学生的学习效果。教师要对学生进行教学模型和教学策略的渗透，并且建构完整的教学框架，有效运行课上互动教学模式和课后延伸，集中优化教学策略。只要将不同的教学阶段和教学效果融合在一起，才能在优化学生学习习惯的过程中，确保学生的学习效果得到优化。

在初中英语应用教学模型建立过程中，教师要和学生建构有效的教学互动和教学交流机制，促进学生能在教学策略和教学指导结构中获得有效的学习体验。英语应用教学最终的目标，就是要保证学习机制和学习结构贴合学生的实际需求，而在这个过程中，教师要助力学生建构完整的学习习惯和学习策略。

2.4增大学生的应用经验

要想提升初中英语应用教学的实际教学效果，教师要给予学生更多的学习机会和应用路径，确保学生能在应用使用过程中体会英语的工具性价值，从而提高整体学习兴趣和学习效果。例如，初中教师可以利用话剧表演的形式确保学生能更好的使用英语，提高学生的活动参与度，并在活动开展过程中给予学生更多的专业化教学指导，真正实现寓教于乐的教学机制和教学策略，从而保证教学结构和教学效果的优化。特别要注意的是，在建构英语应用经验的过程中，教师要结合差异化教学机制和小组合作学习模式，提高学生的综合水平和应用能力，进一步提高学生的学习情况。教师只有从学生的实际学习诉求和能力出发，才能一定程度上保证教学模型和教学框架贴合学生的实际需求。在初中英语应用教学开展过程中，教师也要结合学生的展示成果，给予学生中肯的教学评价，从而保证教学反思的优势得到有效发挥，更好的助力初中学生提高英语学习水平。

总而言之，在初中英语应用教学过程中，教师要结合学生的学习诉求，建构完整的教学机制和教学模型，进一步提高学生的学习兴趣，建构完整且有效的学习习惯，从而实现初中英语应用教学的优化发展。

篇14：初中英语常用动词习惯用法 教学总结(人教版英语中考复习)

1. allow sb. to do sth. 允许某人去做某事(后接动词不定式)

My father allowed me to go out for a walk after finishing my homework.

2. asked sb. (not) to do sth. 叫某人做事某事(叫某人不要去做某事)

My father asked me to study hard. He asked me not to swim alone.

be asked to do sth. 被叫去做某事/被邀请去做某事 I was asked to have a dinner with them yesterday.

3. be afraid to do sth. 害怕做某事 She is afraid to ask me questions.

4. be afraid of doing sth. 害怕做某事 I am afraid of going out at night.

5. be afraid of sth. 害怕某物 He is afraid of snakes.

6. be amazed to do sth. 对做某事感到惊讶 He was amazed to meet the girl there.

be amazed at sth. 对某事感到惊讶 they were amazed at the news

7. be busy doing/with sth. 忙于做某事 (常考)

e.g: I was busy washing my car at that time. 那时候我正忙于清洗我的车子。 I am busy with my work.

8. be coming/going/leaving/fiying/moving/dying(某些位移动词用进行时态时表将来)

the bus is coming/the dog is dying.

9. be excited to do sth. 对做……感到兴奋 Jacky was excited to travel there by plane.

be excited at sth. Lily was excited at his words.

be excited about doing sth. he was excited about passing the exam without going overing books.

10. be frightened to do sth. 害怕去做某事 Sam is frightened to ride a horse.

11. be glad/happy to do sth. 高兴去做某事 she is happy to clean the blackboard with me.

be pleased to do sth. 高兴做某事 she was pleased to help the old man yesterday.

be pleased with sth. 对某事感到高兴/满意 the teacher was pleased with my answer.

12. be interested in sth./doing sth. 对某事感兴趣/对做某事感兴趣

she is interested in swimming in the river. My brother is interested in Chinese.

13. be/get ready for/to do sth. Be ready for sth. 为某事做好了准备 We are ready for the exam.

Be ready to do sth. 为做某事做好了准备 We are ready to have a birthday party for her.

get ready for sth.为某事在做准备 We are getting ready for the exam.

get ready for sth. 为做某事而做准备13. be sorry to do sth. 对做某事感到抱歉

14. be surprised to do sth. 对做某事感到惊奇 be surprised at sth. 对某事感到惊奇

15. be worth doing sth. 值得做某事 (worth 后接动词-ing形式，常考)

16. begin to do sth. begin/start to do/doing sth.

17. can/be able to afford (to buy) sth. 有能力购买(供)……

18. can/may/must do sth. could/would/should/might do sth.

19. can’t wait to do sth. 迫不急待地去做某事

20. decide to do sth. 决定去做某事 make up one’s mind to do sth. 下决心去做某事 (常考)

make a decision to do sth. 对做某事作出决定

21. deserve to do sth. 值得/应该做……

22. encourage sb. to do sth. 鼓励某人去做某事

23. enjoy doing sth. 乐意去做某事

24. expect (sb.) to do sth. 期望去做某事

25. fail to do sth. 做某事失败 succeed doing sth. 成功做了某事

26. finish doing sth. 做完某事(后接动词-ing形式) (常考)

27. follow sb to do sth. 跟随某人去做某事

28. get sb. to do sth. make sb. do sth. let sb. do sth.

29. get/have a chance to do sth. 得到一个做某事的机会

30. give/pass/show/lend/sell sb. sth./ sth. to sb. buy/get/bring sb. sth. / sth. for sb.

31. go on to do sth. 继续做事(常考) go on doing sth. 继续做事(常考)

32. hate to do/doing sth. 讨厌/不喜欢做某事

33. have fun doing sth.

34. have problems doing sth. 做某事遇到困难

35. have sb. do sth. have sth. done have sth. to do 有事要做

36. hear sb. do sth. 听到某人做某事(后接动词原形，常考) hear sb. doing sth. 听到某人正在做某事(常见) 37. help to do sth. 帮忙做某事 help sb. (to) do sth. 帮助某人做某事

38. hope/wish to do sth. 希望做某事 wish sb. to do sth. 希望某人做某事

39. I t seems that 这像是……（后接从句） seem to do sth. seem +adj.

40. It’s + adj.+(for sb.) to do sth. It’s + adj. +(of sb.) to do sth.

e.g: It’s glad for him to hear the news.

41. It takes sb. some time/money to do sth. 花费某人多长时间做某事(常考)

42. pay …for… cost spend…on…..it take …to do sth.

43. It’s best for sb to do sth.. 对某人来说做某事是最好的

had better do sth. 最好做某事 (注意had没有时态和人称的变化，better后接动词原形)

44. It’s time for sb. to do sth. 是某人做某事的时候了

45. keep (on)doing sth. 坚持做某事(常考) keep sb. doing sth. 让某人做某事(常考)

keep sb. from doing sth. 阻止某人做某事(常考) keep sb./ sth. +adj.

keep the book for 2 days 借这本书两天(不要用borrow或lend)

46. learn to do sth. 学做某事learn sth. from sb. 向某人学习

47. like to do/doing sth. 喜欢做某事 like sb. to do sth. 喜欢某人做某事

48. need to do sth.need doing sth./to be doneneed sth . needn’t do sth.

49. prefer to do sth. rather than do sth. 宁愿……而不愿……(常考)

prefer doing sth. to doing sth. 喜欢做……胜过做……

e.g: I prefer reading books to going shopping. 比起购物来，我更爱读书。

prefer to do sth. 喜欢(爱)做某事

50. refuse to do sth. 拒绝做……

51. remember/forget to do sth. 记得/忘记做某事 remember/forget doing sth. 记得/忘记做过某事

52. see sb. do sth. 看见某人做某事 (结果) see sb. doing sth. 看见某人正在做某事(正在进行中)

be seen to do sth. 做某事被看见

53. something to eat/drink 一些吃/喝的东西 (词不定式放在something等后修饰这些词)

e.g: I need something to eat. 我要一些吃的东西。

54. spend some time (in)doing sth. /on sth. 花费时间做某事(注意动词要用ing形式)(常考)

spend some money on sth./ doing sth. 买……花了多少钱

55. Sth. is hard/difficult/easy to do. 做好某事很难/容易

56. stop to do sth. 停下来去某事(两件事) (常考) stop doing sth. 停止做某事(一件事) (常考)

stop sb. (from) doing sth. 阻止某人做某事(常考)

57. take turns to do sth. 轮流做……

58. tell sb. (not) to do sth. 叫某人去(不要)做某事 be told to do sth. 被告知不要做某事

59. There is no need (for sb.) to do sth. 对某人来说没必要做某事

60. There is no time (for sb.) to do sth. have no time to do sth. 没时间做某事

61. too…(for sb.) to …太……以致不能…… so… that… not… enough to do

e.g: The boy is too young to go to school. 那男孩太小了以致不能上学。

62. try/do one’s best to do sth. 尽力去做某事 try to do sth. 试着(图)做某事

63. used to do sth. 过去常做某事( used to be + adj./ a +n)

e.g: Mr. wang used to be a teacher worker. 王先生过去是一位工人。

I used to live in the country. 过去我住在农村。

64. want/would like to do sth. 想做…… want/would like sb. to do sth. 想某人做……

feel like doing sth. 喜爱做某事(注意like后接动词ing形式

65. warn sb. (not) to do sth. 警告某人做某事(或不要做某事)

66. Why don’t you do sth.? Why not do sth ? 表示建议的句型还有：What How about……? (如果是动词，要用ing形式) Shall we……?

67. Would you like (sb.) to do sth.? Yes, I’d love to.

68. Would you mind doing sth.? 你介意做某事吗？

Never mind/Not at all/of course not/certainly not. (从不介意/一点也不介意/当然不会了)

69. Would you please (not) do sth. 你可不可以不做……？

70. finish doing sth. enjoy doing sth. practise doing sth.be good at doing sth.be good at doing sth. thank you for doing sth. stop doing sth. be good at doing sth. give up doing sth mind doing sth stop sb from doing sthgo on doing sth be busy doing sth see/hear/watch sb doing sthfeel like doing sthhate doing sth like doing sth do well in doing sthbe afraid of doing sth be interested in doing sth make a contribution to sth/doing sth

71. 非延续性动词(终止性动词)1) buy---have(has)had 2) borrow---have(has)kept 3) leave---have(has)been away 4) go ---have(has)been away/in… 5) come ---have(has)here/in…6) die ---have(has)been dead

7) join---have(has)been a member of/in… 8) begin---have(has)on 9) stop---have(has)been over 例如: 他的狗死了3天了.: His dog has been dead for three days. It is three days since his dog died.

His dog died three days ago.

72. 感官动词:(主动语态不带to) 1.hear/see/watch sb do sth 或 2. hear/see/watch sb doing sth

1)We often hear him sing the song. 2)I saw him swimming in the river just now.

被动语态带to: He is often heard to sing the song.

役使动词: (主动语态不带to) make/let sb do sth. His father often makes him do this and that.

被动语态带to: He is often made to do this and that by his father.

篇15：初中英语同义句转换 教学总结(人教版英语中考复习)

1、陈述句中肯定句变为否定句，大部分是用not来改变谓语结构，但也有借用否定意义的词，如nothing, nobody, none, neither, little, few, never, hardly等，例如：：

A：Tom does well in maths.B：Tom doesn’t do well in maths.

A：He has much to do. B：He has nothing to do.

A：All of my classmates like art. B：None of my classmates likes art.

2、改为疑问句。根据上下句的结构和词的减少，来判断变为哪一种形式的疑问句。例如：

A：My brother often has breakfast at school.B： Does your brother often have breakfast at school?

A：Tom’s already weak in English. B：Tom’s already weak in English, isn’t he ?

A：The red light changes every two minutes.B：How often does the red light change?

3、改为感叹句。根据所给的句子结构和单词的词性，来确定使用哪一种感叹句的形式，例如：

A：This is an interesting book. B：What an interesting book this is! 或 How interesting this book is!

1、同义词或词组之间的转换。（通常上下句时态保持一致）。 常见的同义词或词组有：

1. “花费”spend-take-cost-take；2. “到达”get to-reach-arrive in/at；3. “收到…来信”hear from-get a letter from

-receive a letter from-have a letter from4. “擅长于…”be good at -do well in5. “有空”be free-have time；6. “入睡”go to sleep-get to sleep-fall asleep；(7) “玩得开心”enjoy oneself-have a good time；(8)“给…打电话”call sb-telephone sb-ring sb. a call-make a telephone to sb.(9)“飞往…”fly to…-go to…by air/plane(10)“自学”teach oneself-learn…by oneself(11)在…方面帮助help…with…-help… (to)do…(12)在…差be weak in…-do badly

in…(13)能/会…can-be able to更喜欢…like…better than…-prefer…to…(15)充满了…be full of…-be filled with…(16)放弃干…give up doing…-stop doing…(17)不再… no longer-not …any longer(18)照顾/保管 take care of…-look after

(19)展览 on show-on display(20)阻止…干…stop…from doing-keep/prevent…from doing…(21)由于 thanks to-because

of…(22)举手hands up-put up one’s hands(23)最后，终于at last-in the end(24)与…不同 be different from…-be not the

same as…(25)从…借入… borrow…from…-lend…to…(26)乘公汽/火车/的 go to…by bus/train/taxi-take a bus /train to

(27)乘自行车去… go to…by bike-ride a bike to…(28)为…感到自豪 be proud of…-be the pride of…(29)步行去… walk to…-go to…on foot (30)独自地by oneself -alone等。

例如： A：The children had a good time in the park. B：The children enjoyed themselves in the park.

2、同义句型之间的转化。常见的同义句型有①It seems that 从句→Somebody seems（to be）+adj/n ②It’s kind of sb. to do…→Somebody is kind to do… ③What does…mean?→What do you mean by…?或What’s

the meaning of…?④There is something wrong with…→Something is wrong with… ⑤not…until…与when/after/before引导的时间状语从句的转换 ⑥What’s wrong with…?→What’s the matte with…? ⑦How is…?→What’s…like…?⑧How do

you like…?→What do you think of?⑧It’s time that…→It’s time for sb. to do…⑨It’s said that…→People say that…⑩Can I help you? →What can I do for you?

例如： A：I went to bed after I finished my homework. B：I didn’t go to bed until I finished my homework.

3、if引导的条件状语从句的转化。例如：

A:If it doesn’t rain tomorrow, they’ll go to the park. B：Unless it rains tomorrow, they’ll go to the park.

A：If you don’t hurry, you’ll be late. B：Hurry up, or you’ll be late.

A：Fish can’t live if there is no water. B：Fish can’t live without water.

4、现在完成时态中的一句多译。在现在完成时态中，结束性动词不能与时间段连用，必须改成相应的延续性动词。常见的动词转换有：buy-have, borrow-keep, die-be dead, open-be open, join-be in+组织/be a +成员, begin-be on, leave-be away from, close-be closed, arrive in/ get to/ come/go to-be in/at, finsh-be over, go to sleep-be asleep，get up-be up.

例如：The old man died five months ago.The old man has been dead since five months ago.

The old man has been dead for five months.

It’s five months since the old man died.Five months has passed since the old man died.

5、简单句与复合句之间的转换。 ①含宾语从句的复合句与简单句的转换。例如：

A I saw they were playing football on the playground. B saw them playing football on the playground.

A：The teacher found that she was very clever. B：The teacher found her very clever.

A：He found that it was hard to learn English well. B：He found it hard to learn English well.

A：We are sure that we will win to first match. B：We are sure to win to first match.

由疑问代词/副词引导的宾语从句可转化为“疑问句+不定式”结构。例如：

A：Could you tell me how I can get to the railway station? B：Could you tell me how to get to the railway station?

A：We don’t know what we should do next. B：We don’t know what to do next.

②由when/after/before/while/since/until引导的时间状语从句可转化为when/after/before/while/sine/until + doing…

例如： A：They went home after they finished their work. B：The went home after finishing their work.

A：Mr Smith has taught English since he came to China. B：Mr Smith has taught English since coming to China.

When sb. +be+数词+years old→at the age of+岁数

A：When he was twelve years old, Edison started writing his own newspaper.

B：At the age of twelve, Edison started writing his own newspaper.

③由so…that…引导的结果状语从句可转化为too…to do或…enough to do……例如：

A：The box is so heavy that I can’t carry it. B：The box is too heavy for me to carry.

或：The box isn’t light enough for me to carry.

A：The child is so old that he can go to school. B：The child is old enough to go to school.

④由so that 引导的目的状语从句可转化为in order to do例如：

A：My father got up early this morning so that he could catch the early bus.

B：My father got up early this morning in order to catch the early bus.

⑤由because 引导的原因状语从句可转化为because of…例如：

A：We didn’t go to the park because it rained. B：We didn’t go to the park because of the rain.

⑥定语从句可以转化为介词短语或分词短语。例如：

A：The man who is on the bike is Jim. B：The man on the bike is Jim.

A：The man who is driving the red car is my boss. B：The man driving the red car is my boss.

A：The girl who is called Mary is my sister. B：The girl called Mary is my sister.

6、用并列连词neither…nor；either…or…；both…and…；not only…but also…连句。例如：

A：I haven’t seen a TV play for long, and Lily hasn’t either. B：Neither I nor Lily has seen a TV play for long.

A：Tom is good at maths, and he is good at French, too. B：Tom is good at both maths and French.

neither…nor…, either…or…和not only…but also…连接两个主语时，谓语动词依靠近它的主语而定，即“就近原则”，但是both…and用来连接两个主语时，谓语复数。

7、主动语与被动语态的互变。 “主动”变“被动”实行“三变二不变”原则。“三变”即是主语，谓语和宾语的变化，“二不变”即时态不变，句式不变。例如：

A：They make watches in the town. B：Watches are made by them in the town.

A：I can finish the work before eight. B：The work can be finished（by me）before eight.

A：Do they grow rice in South China? B：Is rice grown in South China?

注：使役性动词make或感观性动词see/watch/look at/hear/listen to/feel在主动语态中所带省to的不定式宾补变为被动语态时，必须加上to.

A：I saw him take your umbrella. B：He was seen to take your umbrella.

8、形容词、副词二级之间的转化，例如

A：Chinese is the most important subject of all. B：Chinese is more important than any other subject.

A：This exercise is easier than the other two. B：This exercise is the easiest of the three.

篇16：浙江省初中英语优质课教案实录及反思(译林牛津版中考复习英语上册教学反思)

2007浙江省初中英语优质课教案_实录及课后反思选(1)

Unit 6 What’s it like?

温州市第十七中学 王黎黎

教学简案

Objectives:

By the end of this session, students will be better able to talk about location and describe places. This will be achieved by

1.teaching students to make conversations using the patterns as follows:

Where is it? It is….

What is it like? It is….

2.Some language practice exercises and one language task.

Learning and Teaching Focus:

The following two patterns:

Where is it?

What’s it like?

And the answers to these questions.

Anticipated difficulties:

Some students may be unfamiliar with the information (location, population, scenic spots, shopping, weather, food) about the cities abroad. It will obstruct students from talking about cities.

Solutions:

1.provide some pictures with adequate information about the target cities.

2.backup question strategies.

Teaching Aids:

PPT, some picture for discussion.

Learning and Teaching Arrangement

Stages/

Timing Ss’ Teacher’s

Stage I:

Warming up (About 3 min)

1. Listen to the music and watch the pictures. Better sing along with the music.

2. Chat with teacher about places to travel. 1. Play a video ‘Let’s travel’ showing places of interest. Encourage Ss to sing along with it.

2. Chat with Ss about where to visit

Stage II: Presentation: Show my city (About 10 min)

3. Say anything they know about Wenzhou.

4. Answer the teacher’s questions.

5. Pair work: Ask and answer about the location and describe these places. 3. Present pictures of Wenzhou. Ask Ss to say something they know about Wenzhou.

(Remind Ss what they can talk about if they can’t speak.)

4. Present pictures of places of interest in Wenzhou. Ask ‘Where is it?’ and ‘What’s it like?’

5. Present pictures of different places in Wenzhou.

Stage III: Practice: Show me your city

(About 10 min)

6. Say ‘For me, there’s no place like Hangzhou.’

7. Pair work: Talk about famous places in Hangzhou (Tell where they are and what they are like.) 6. Say ‘For me, there’s no place like Wenzhou. What about you?’

(Present the sentence to help Ss speak)

7. Say ‘Please tell me something about Hangzhou.’

(Go around to help Ss if they have questions.)

Stage IV: Reinforcement and assessment: Show cities around the world (About 15 min) 8. Listening: Ss listen to the mp3 and finish the required activities.

9. Task – Group work in fours: Advise a place of interest for teacher’s honey moon

9.1 Listen to the teacher introducing her plan.

9.2 Discuss in groups of four and design the tour guide

9.3 Give a report. 8. Say ‘There are many beautiful cities around the world.’

Listening: Play the mp3

9. Task – Group work in fours: Advise a place of interest for my honey moon

9.1 Introduce what I would like to do during my honey moon.

9.2 Let Ss be the tour guide and design the guidebook

9.3 Ask Ss to give a report.

Homework:

1. Surf the information of the places of interests on the Internet

2. Make a survey about the plan of the May Holiday. (Where and Why)

Blackboard design:

Unit 6 What’s it like?

exciting

interesting

What is it like? It is relaxing

busy

crowded

beautiful

There is / are….

Summary (To summarize my teaching plan in details after class.)

课堂实录

Unit 6 What’s it like? – Part 1

Stage I: Warming up: Video ‘Let’s travel’ (About 3 min)

T: There are many beautiful places in the video. Where would you like to visit?

Ss: I’d like to visit Paris / Singapore / …

T: Why?

Ss: Because it’s very romantic / there are delicious food / …

【设计意图】引起学生兴趣，提出旅行的主题。其中出现的图片都会在稍后的课件内出现，这为下文做了铺垫。

Stage II: Presentation: Show my city (About 10 min)

T: I’m from a beautiful city in Zhejiang Province. There are many places of interest and delicious food. Where is it?

Ss: Wenzhou.

T: There are many famous places of interest in my city. Do you know any of them?

Ss: Yandang Mountain.

T: There are many places of interest. Would you like to see them?

Ss: Yes.

T: Look. Here’s map of Wenzhou. Yangdang Mountain is famous. Let’s have a look at it first. What’s it like?

Ss: It’s beautiful / grand / magnificent / …

T: What are there in Yangdang Mountain？

Ss: There are falls, trees and mountains.

【设计意图】呈现目标语言。

T: There’s a nice river in Wenzhou. Where is it?

Ss: It’s in Nanxi River.

T: Look. What’s it like?

S1: It’s clean.

T: What are there in Nanxi River?

Ss: There are rivers and trees.

Two Ss do pair work.

SA: What’s it like?

SB: It’s … And there are …

【设计意图】通过pair work单纯地操练目标语言。

T: Now let’s look at the place where I live. It’s called Wuma Street. What’s it like?

Ss: It’s busy.

Ss do pair work with one another.

SA: What’s it like?

SB: It’s … And there are … What’s it like?

SC: It’s … And there are …What’s it like?

SD: …

【设计意图】通过接龙式的pair work操练句型，使得学生更熟练地运用目标语言。

T: Look. This is one of the most beautiful islands in Wenzhou. What’s it like?

Ss: It’s …

Ss discuss in groups and group leaders give a report.

Ss: There are the sea, trees, islands, stones, grass, and many people. We think it’s beautiful, fascinating and clean.

【设计意图】通过Group work的小组讨论操练目标语言，使学生能自如运用。

Stage III: Practice: Show me your city (About 10 min)

T: There’s no place like Wenzhou because it’s my hometown. What about you?

S3: For me there’s no places like Hanghou.

T: Why?

S3: Because it’s my hometown.

T: Look. I only got this map of your city. Can you tell me more about your city? Where is it? What’s it like?

Ss: It’s beautiful. There are a lot of funny places and delicious food.

T: Here are some pictures of you cities. Can you work in pairs and tell me something more about your city?

SA: Where is it?

SB: It’s in … Street.

SA: What’s it like?

SB: It’s … and there are …

【设计意图】给予学生充分的时间操练目标语言，使学生能运用目标语言谈论自己身边的事物。

Stage IV: Reinforcement and assessment: Show cities around the world (About 15 min)

T: Wow, it’s a beautiful city. I’m going to visit all the places of interest these days. Anyway, I’m going to get married this May Day and I want to travel to some cities abroad during my honeymoon. Because I have traveled to the most beautiful city in China and three hundred million people take vacations abroad every year.

【设计意图】即完成过渡，又实现了文化的渗透(Culture Zoom In)。

T: So I went to the travel agency. There I saw three posters of Los Angeles, New York and Beijing and two people talking about one of the places. Can you guess which city they are talking about?

Ss listen to the mp3 but they can’t tell which one the people are talking about.

T: Look at the fist group of pictures in your paper. What’s it like?

Ss: There are many buildings, seas and Hollywood.

T: What about New York in picture 2?

Ss: There are …and it’s …

T: What about Beijing?

Ss: There … and it’s …

T: Now let’s listen again and choose the correct picture.

Ss: They are talking about Los Angeles.

【设计意图】通过让学生在先后不观察听力材料与观察听力材料的情况下对比自己的成果，下意识地培养听力策略。

T: Well. Maybe Los Angeles is really a good place for my honeymoon. But there are still some questions for me. What can my future husband and I do in Los Angeles. Can you listen and answer these questions for me?

Task – Group work in fours: Design a guidebook

T: My future husband and I went to the reception desk and the receptionist showed us some pictures of the cities. Look! Here are the pictures. If you are going to introduce these cities, how will you introduce them for us? Can you design the guidebook?

Ss discuss in fours and design the guidebook.

Group leader give a report by reading their introduction.

【设计意图】学生通过合作学习来完成任务，有效地巩固与检测了目标语言的运用。

Stage IV: Assignment

T: Here comes the assignment for today:

1. Surf the information of the places of interests on the Internet

2. Make a survey about the plan of the May Holiday. (Where and Why)

【设计意图】通过作业分层次地把课堂教学的内容有机地向课外延伸。学生不仅在完成作业的同时回顾了目标语言，也实现了跨学科知识的拓展，更解决了生活中的实际问题：通过对他人计划的参考修改自己的假期计划。

课后反思

2007年4月16日到4月19日，我在杭州度过了终身难忘的四天。这四天，我全身心投入了省英语课堂教学评比的备战与参赛过程，虽然没有争得太大的荣耀，也存在着不完美，但是在这个过程中，我学到了很多很多。

首先，我对新课程的理念有了更深一层的理解。在这一次优质课评比的过程中，新课程的理念得以充分体现，特别是对任务型教学与合作学习的设计，比起上一届优质课比赛要到位得多。这次参赛的老师们能够设计合适的任务，使学生通过分工合作完成任务以共同达成学习目标。与以往相比，他们能摆脱流于形式，华而不实的缺点，使任务的落实更有实效，学生也在合作中大有收获。

其次，以学生为主体的教学方式体现得更为到位。与以往所观摩的优质课大有不同的是，我们可以在此次参赛老师的展示课中看到，他们都力求做到让学生作为主体来呈现目标语言，即由学生的嘴里说出今天所要教学的目标语言。这是新课标的一大特色。

第三，让学生在玩中学的教学方法让我对新教材的教学方法有了新的体会。在以往的教学中，我很注重让学生在做中学。而对于“玩中学”，我认为不同的学生有不同的学情，未必所有的学生都适合用游戏的方式学到知识，认为可操作性不强。即使设计“Game”，我也不会设计让学生玩的尽兴的游戏，生怕课堂纪律受影响。但在此次优质课的展示中，我也看到了学生在老师设计的游戏中既玩得尽兴又巩固了目标语言。这样一来，我就颠覆了自己以往的教学理念，对“玩中学”有了全新的理解：我可以以pair work的形式让学生在游戏中操练目标语言，我可以以group work的形式让学生在游戏中巩固目标语言。

第四，情景的创设出乎意料。此次优质课展示中，有一个情境的创设很是让我感到诧异：有两位老师设置了在上课时接电话的情境来呈现目标语言。这样大胆的情境创设是我所不敢采用的。但是事实证明，学生在这样的情境中确实对目标语言有更了深刻的印象和理解。这使我了解到：创设情境一定要以让学生学会目标语言、运用目标语言为目的。

第五，个人素质的提高。作为一名区级学校的英语教师，我平常会接触到很多教学设计相当出色但自身素质不足以近乎完美地表现设计理念的教师。而在这一次优质课评比中，几乎每一为老师的素质都令人称赞。从熟练标准的口语到流利端正的板书，每一位老师都有我值得学习的长处。

无论如何，这一次的优质课评比给我的收获远大于我所谓的不完美。而这一切收获不仅是我难忘的经历，更是我在教学方面终身宝贵的经验财富。

2007浙江省初中英语优质课教案_课堂实录_教学反思选(2)

Teaching Plan for I Can’t Talk Right Now. I’m Taking a Shower.

上虞春晖外国语学校 董建新

课堂实录

Teaching aims:

1. To learn the Present Continuous Tense.

2. To use the Present Continuous Tense in suitable situations.

3. To improve the Ss’ abilities in using the language.

Teaching aids:

Multimedia, blackboard

Teaching procedures:

Step 1: Warming up

Enjoy the song I’m Speaking to You on the Phone.

When the bell rings, ask the question “What is he doing right now?”

Ss: He’s making a telephone right now?

T: Can I make a phone call right now?

Ss: No, you can’t.

T: Why?

Ss: Because you are having class.

T: Yes . I can’t make a phone call right now .I’m having a class(write the sentences on the blackboard and read them ).

Step 2: Leading in

T: I’m your new teacher and I have told you I’m from Shaoxing Shangyu Chunhui Foreign Language School. What else do you know about me?

Let students think for a moment and then ask them to guess.

S1: Do you like watching TV?

T: Yes. And do you like watching TV?

Ss: Yes.

T: But can we watch TV right now?

Ss: No. We can’t watch TV right now.

T: Why can’t?

Ss. We are having class.

T: Well done. (Take out a chocolate and give it a student as a reward.) I also like eating chocolate .Do you like eating chocolate?

Ss. Yes.

T: Can we eat now?

Ss: No. We can’t eat chocolate right now. We are having class.

T: And I also like doing housework.

Show some photos in which the teacher is doing some housework, and ask them what am I doing.

S2: You are doing the dishes

S3: You are feeding your daughter.

S4: You are cooking dinner(Show my wife’s photo to the student as a reward).

Step 3: Drill and Practice

T: Your also have some your family photos .Can you talk about what your family members are doing in your photos? First tell your partner what your family members are doing in your photos.(For about 2 minutes)

T: Now could you tell us what your partner’s family members are doing in the photo. You can begin like this:

This is the Mendoza family. Luis Mendoza is studying…The Mendoza family is very busy today

Ask some students to talk about the photos like that.

The Mendoza family is very busy. What are they doing? Let’s listen and fill in the form.

Names What are they doing now?

Debbie

cleaning the garage

Carol and Susan

Sally

studying

Ask students to look at the chart and read the whole sentences like Debbie is making lunch.

Step 4:Task 1

T: Suppose you are Steve and you want to talk to your friends. But all of them are very busy right now. Use your imagination (想像)to make some phone calls. You can begin like this:

Steve: Hello, Debbie? This is Steve.

Debbie: Hi. How are you doing?

Steve: Pretty good. How about you?

Debbie: Okay. Listen, I can’t…

Steve: …

Step 5:Consalitation

T: You have done a good job. Now let’s have a break and enjoy the video.

When the students are listening, ask them to answer what Coffy is doing.

Ask students to talk about the video while they are watching.

T: You are good at talking about sports and I think you will be a good narrator in the future like Wang Jianxiang .

T: We know Beijing will hold the Olympic Games in 470 days and now CCTV 5 wants a narrator (解说员) for Sports News during 2008 Beijing Olympic Games in our school. If you are interested in it, call 0575-2982386.

Task 1:Watch the video and talk about what is happening in groups. Recommend (推荐) the best one in the group.

Task 2:The students from the different groups give us a live report. See who can be the best narrator in our class.

Step 6: Homework

Watch your classmates or teachers carefully after class and write down what they are doing.

课后反思

失败亦是收获

在刚刚结束的浙江省英语课堂教学评比活动中，本人有幸代表绍兴市参加了这次课堂教学展评。尽管本人在这次比赛中发挥失常，没有取得理想的成绩，但我觉得也是一次历炼。在这里，我只想重点谈谈这节课的不足，希望从反思中进步，在反思中成长。

一、 设计活动的情景性不够强。

我教授内容的话题是“I can’t talk just now . I am taking a shower.”。现在想来，这两句话应该是一个有机的整体。但我在分析教材的时候，可能过多强调了对“I am taking a shower”这句话的研究，认为这句话包含和体现了现在进行时这个语言项目，而忽视了对“I can’t talk just now”所蕴含情景的深入思考。从而导致后面的活动设计比较单一。如果能深层次研究活动的情景性和拓展性（对于这个初一学生便已掌握的语言项目，初二学生完全可以进行进一步的深化和拓展），可能会收到较好地教学效果。

二、 对学生、教材的分析有点粗糙。

在备学生和教材时，本人认为现在进行时这个初一学生早已掌握的教学内容，初二学生对它的理解应该不成问题。因此，在注重掌握知识的同时忽视了学生积极性的激发。在教材处理上，显得过于自信，没有考虑到学生原有语言知识输出需要有一个激发、点燃的过程，而这个过程就是对教材内容的再次呈现（呈现方式可以不像初一那样的细致，但必须有一个知识的再输入过程）。因为没有前面的铺垫与输入，学生对我课堂上突然提出的输出要求感到茫然，甚至无所适从，教学效果可想而知，从而也影响了学生的积极性和课堂气氛。

三、 本人还具较大的提升空间。

尽管在来杭之前，本人也参加了大大小小不少比赛，但如此规模的比赛还是第一次，再加上各方面的压力，导致心理紧张，临场发挥不佳。比如在这节课中，本人一直善长的幽默、激情、开放的教学风格荡然无存；个别语音、语调甚至产生了变形…..绍兴市教研员在回来的路上对我说：“这是我听过的你上的所有课中最差的一节！”

年轻永不言败！失败亦是收获！我相信这只是我教学征途中的又一个新的起点！

2007浙江省初中英语优质课教案_实录_反思选(3)

I Can’t Talk Right Now . I’m Taking a Shower.

周淑云 杭州市安吉路实验学校

课堂教学实录

Teaching aims:

Moral aim: To get students to learn to value time

Language: What is he /she doing? She/ he is …

What are they doing? They are …

Is he / she…? Yes/ No, …

Are they …? Yes / No,

Vocabulary: take a bath, take a shower, cooking dinner, eating lunch, studying, family members

Difficulties: Express himself with fluent Present Continuous Tense

Teaching aids: PPT, overhead projector

Teaching steps:

1. Greetings and warning up

T: Nice to meet you again, boys and girls.

S: Nice to meet you ,too. Miss Zhou.

T: How are you feeling now?

S1: Exciting.

T: Exciting? Exciting or excited?

Ss: Excited.

S2: I feel happy.

T: Why? Why are you feeling happy? It’s strange. I think most of us are feeling nervous.

S2: Because I can meet Miss Zhou again.

T: Really? That’s great! I feel a bit nervous and happy. Do you know why?

Ss…

T: It’s really nice to see you again in such a short time. I feel that we are like superstars , on such a huge stage and with so many teachers watching us . Do you like to be superstars?

Ss: Yes!

T: That’s wonderful! Since most of us are feeling a bit nervous, let’s start our class with guessing games, OK?

Ss: OK

2. Lead-in

Guessing game

T: Here we can see three cartoon characters – Berlioz, Pluto and Snow White. Can you guess what they are doing now?

T: What is Berlioz doing? Is he…?

S1: Is he eating?

T: Sorry, he isn’t.

S2: Is he playing?

T: Um, he is playing. But…

S3: Is he dancing?

T: No, he isn’t dancing. He is playing. He is playing something.

Ss…

T: Is he dancing? No, he is playing the piano.

T: Now let’s guess what Snow White is doing.

S1: Is she washing dishes?

T: No, she isn’t.

S2: I think she is playing the piano.

T: No, she isn’t playing the piano. You are so clever. Look, she is sitting there, near a fireplace, um, a fireplace can keep people warm in winter.

S3: I don’t know.

T: Is she cooking? No, let’s see what she is doing at the moment. Oh, she is telling the stories.

T: Snow White is telling stories, who is listening? Her…

Ss: Her friends.

T: Yes, you are such clever students. Maybe the pictures are too small for you to guess out. Now let’s see what is Pluto doing.

S1: Is he playing football?

T: No, he isn’t.

S2: Is he playing volleyball?

T: Sorry, he isn’t playing anything. He is … Can you see the bubbles around him? Bubbles? They are water circles when you take a shower.

S3: I think he is taking a shower.

T: You are so clever. He is taking a bath. Do you know bath? No, look, when you take a shower, you have something over your head.

Ss: Oh.

T: Now let’s check.

T: Snow White is telling stories. Who is listening?

Ss: Her friends.

T: You are right.

A phone call

T: Oh, there is a phone call for me. Oh, it’s from my mother, you know these days there’s a very special person in my family. She must be in a hurry. Can I answer it?

Ss: Yes.

T: Thanks, really.

T: Hello, mum. How are you doing? Little Dongdong is crying all the time? Why not telephone his parents? Oh, you have? They can’t talk right now? OK, listen, mum, I can’t talk right now. You know I’m having a class right now. It doesn’t matter. Maybe you can send me some pictures of him through QQ to let me know what he is doing right now. Yes, I’ll call back later. Goodbye.

T: Now do you know who is the special person in my home?

S1: I don’t know.

S2: Your mother?

T: No

S3: Little Dongdong.

T: Yes, who is little Dongdong?

S4: He is your son.

T: No, he isn’t my son. Do you want to meet him? You see , little Dongdong is my neighbor’s son. He is only 10 months old. How cute he is! Why is he in my home? Where are his own parents?

Ss: …

T: Let me tell you what his parents are doing.

T: Little Dongdong’s family members are busy now! His grandparents are in Italy now. What are they doing?

Ss: They are playing.

T: Yes, they are visiting some interesting place in Italy. His father is a businessman, he is now in the USA. What is he doing right now?

S1: He is having meetings.

S2: He is talking business.

T: He is talking?

Ss: …

T: He is discussing business.

T: Where is his mother? She is in India. What does she do?

Ss: She is a nurse.

T: What do you think she is doing?

S1: She is helping sick people.

T: Yes, you see. Little Dongdong’s family members are all busy now. Can they talk right now?

Ss: No, they can’t.

3. Practice

Create a situation for the students to practice similar phone call dialogues.

T: You know my mother has telephoned them, but they can’t talk right now. Can you imagine what they say on the telephone? Try to make up a dialogue between my mother and Dongdong’s family members.

Now, work in pairs, please.

S1: What …

T: My mother is talking with them, but they can’t talk right now. What can they say? They call my mum Granny Zhou.

S2: Hello, This is Dongdong’s mum. Is that Granny Zhou?

S3: Yes.

S2: Is Dongdong all right?

S3: Yes, he is. But I can’t talk right now, I’m busy. I …

T: Who can’t talk right now, my mother or Dongdong’s parents?

S4: Hello, is that Dongdong’s father?

S5: Yes, this is Dongdong’s father. Who is that?

S4: This is Granny Zhou.

S5: Sorry, I can’t talk right now. I’m having a meeting. I’ll call back later.

S4: OK, bye.

T: Good! Can my mother telephone Dongdong’s grandparents?

Ss: Yes.

T: Yes? What is the time in Italy now? It’s 3:00 in the morning. Can they talk right now?

Ss: No

T: What are they doing right now? They are sleeping.

T: Do you know what my mother is doing right now?

S1: She is taking care of Dongdong.

T: No, she isn’t. She is sending me some pictures through QQ. Listen.

T: Oops, pictures sending by QQ are not so clear. But I think you clever students can guess out what Dongdong is doing right now.

S1: He is crying.

T: Great.

S2: He is now taking a bath.

S3: He is eating.

T: Good.

S4: I think he is sleeping.

T: You are so smart. The last picture makes me relaxed. I can go on with my lesson now.

4. Listening

Listen to a piece of monologue, and try to answer the questions.

T: What is Steve doing?

S1: He is making a phone call.

T: Yes, you are right. But his friends can’t talk to him right now. Why can’t they talk? Let’s listen and find out.

T: Can you answer these questions? Do you need to listen to it again?

Ss: Yes.

T: OK, let’s listen to is again.

T: What’s Debbie doing?

S1: She’s making lunch.

T: What’s Bill doing?

S2: He’s cleaning his garage.

T: Do you know garage? Garage is a place we park our car.

Ss: I see.

T: What are Carol and Susan doing?

S3: They’re doing their homework.

T: What’s Sally doing?

S4: She’s taking a shower.

T: What are Paul and John doing?

S5: They’re studying.

5. Writing

T: Look at the people in the building. What are they doing?

S1: He is talking on the phone. They are having dinner. She is…

T: Who may be Steve’s friend?

Ss: The man in picture 9.

T: Yes, because he is studying.

T: The Mendoza family is at home now. What are they doing right now? Please fill in the blanks on the material in front of you.

T: Have you finished?

Ss: Yes.

T&S: Luis Mendoza is …

S1: Debbie is cleaning the room.

S2: Carmen is eating lunch.

S3: Alex is taking a shower.

T: Right.

S4: Mr. Mendoza is washing his car.

T: Is he washing his car? No, he is mending/ repairing/ fixing his car.

S5: Mrs. Mendoza is washing the sink.

T: Do you know sink? No? Sink is the place where water leaves us when we are washing something.

S6: She is fixing the sink.

T: Yes, you are right.

6. Group work

Provide three situations and get the students to act them out

T: Now I know you are good at listening and writing, I’m sure you are good actors. Here in the envelops are three situations. Choose one and act it out in big groups. This time group 1 and group 2 should work together as group A, group 3 and 4 as group B, group 5 and 6 as group C. Only two groups can choose the same situation.

Which do you want to choose?

S1: In the park

S2: At home

S3: At home.

T: OK, now you can have only 2 minutes.

Two minutes later

T: Are you ready?

Group 3 come to act out situation at home.

T: Time is flying. This is the last sentence I want to give you. Yesterday is the history. Tomorrow is the mystery(神秘的事). Today is the gift. That's why we call it PRESENT!

You know present? Yes, good.

7. Homework

This is the homework. Find a photo of your family, write a short passage about what you are doing at the time. And bring it to school tomorrow and share it with us.

T: See you. Thank you!

Ss: See you!

教学反思:

1. 没有充分估计到借班上课可能产生的师生信息不畅通问题。

2. 在上课的WARMINGUP环节应该设计一些能很快调动学生积极性的活动，如：简单的歌曲， CHANT，谜语等等。

3. 在呈现环节，当学生对我设计的图片信息很难猜准确时没有及时调整课堂节奏和思路，导致这一环节显得非常拖沓冗长，更糟糕的是影响了后面的教学进度和学生接下来的参与积极性。

4. 电话呈现本节课主要语言内容时，没有考虑到学生可能产生的忽视心情。导致这一步骤的落实不到位，铺垫失败。

5. 中间让学生编“我妈妈”和“东东的家人”之间的对话时，指令不清晰不明确，应该有对话示范给学生。碰到学生无法领会自己的意思时，应该灵活地找一个好学生呈现一则对话做示范，当时由于紧张，没有想到。

6. 中间让学生再回答“大楼”里人们的活动这一环节完全可以去掉。

7. 结束时没注意看时间，导致拖堂，并且没有完成应该完成的任务。

8. 整节课险象横生，没有高潮和语言的产出。

2007浙江省初中英语优质课教案_实录_反思选(4)

Unit 6 What’s it like?

Li Jingyan from Daishan Experimental School

课堂实录

T: Stand up, please. Let’s sing and act together. (Clap your hands)

T & Ss: Clap, clap, clap your hands as slowly as you can

Clap, clap, clap your hands as quickly as you can

Shake, shake, shake your hands as slowly as you can

Shake, shake, shake your hands as quickly as you can

Roll, roll, roll your hands as slowly as you can

Roll, roll, roll your hands as quickly as you can

Wiggle, wiggle, wiggle your fingers as slowly as you can

Wiggle, wiggle, wiggle your fingers as quickly as you can

Pound, pound, pound your fists as slowly as you can

Pound, pound, pound your fists as quickly as you can

T: Great! But can you do this: Cross your fingers. What does it mean? Hope for the best. We’re having an English class together now. Let’s say and do “Cross your fingers”. OK. Follow me, Cross, cross, cross your fingers.

Ss: Cross, cross, cross your fingers.

T: Very good! Is it a very interesting action?

Ss: Yes.

（由歌曲导入，充分调动了学生的积极性，减少了师生见的陌生感，很快拉近了师生的距离，而Cross your fingers.虽是本课新内容，作为Clap your hands这首歌曲的延伸来引出，非常自然。并让学生在了解意思的情况下大声朗读并表演，极大的激发学生了学习的兴趣。）

T: So we are happy, right?

Ss: Yes.

T: But do you still remember where I am from?

S: Zhoushan.

T: That’s right. But do you hear about Zhoushan?

Ss: Yes.

T: Really? What’s Zhoushan like?

S: Sorry. I don’t know.

T: It doesn’t matter. And you are so lucky. My friend Jason , he is an actor. He likes traveling very much. He made a video about Zhoushan. Let’s enjoy it and see what’s Zhoushan like.

T & Ss: Watch the video.

T: What’s Zhoushan like? Is it an island?

Ss: Yes.

T: Any more? What’s Zhoushan like?

Ss: It’s beautiful.

T: Very good. You know Zhoushan is a beautiful city with lots of islands. The sea is around it. You can see mountains everywhere. It’s famous for seafood, especially for fishes. There are not many tall buildings in it, but it’s getting nicer and nicer. It’s small but clean. Do you know the meanings of the new words.

Ss: Yes.

T: Good. Please read them after me.

Ss: Read after the teacher.

T: Is Zhoushan beautiful?

Ss: Yes.

T: Do you like Zhoushan?

Ss: Yes.

（Video的设计非常生动形象的表达出了舟山的特征，效果很好。只是本人在生词的引出方面太快，学生无法接受。可设计如下：在看完录象后呈现与生词有关的图片，教师边问What’s Zhoushan like?边帮助学生回答带有生词的句子。然后再跟读生词，最后让学生以问答形式朗读舟山的句子。）

T: Welcome to Zhoushan! And my friend Jason likes it, too. But he has been to some other cities. Let’s look at the pictures and answer three questions.

1. How many cities can you see?

2. What are they?

3. What are they like?

T: How many cities can you see?

S: I can see Los Angeles, New York and Beijing.

T: Oh, you are so smart. Thank you. Sit down. But what’s Los Angeles like?

S: It’s a big city.

T: It’s a big city, right. Any more?

S: It’s exciting.

T: Great! Now please do pair work talking about the places. I’ll give you two minutes to prepare.

Ss discuss in pairs.

T: Are you ready? Who will try?

Ss1:--What’s Beijing like? --It’s the capital of China.

Ss2:--What’s New York like? --It’s a big city./There are lots of cars.

Ss3:……

Ss4:……

T: Wonderful. So we know Beijing is the capital of China. New York is the biggest city. There are many movie stars in Los Angeles. Jason likes them very much. But which city is his favourite? Please listen and circle the correct answer.

Listen to the tape.

T: Who knows?

S: Los Angeles.

（学生的回答很出乎意料，北京是中国的首都这些都会回答。而且能运用很多形容词来形容这三个城市，只是本人在总结时，没有特意提到Hollywood使学生在做听力时有个别学生就抓不住这个关键词而不能很快找到正确答案。）

T: Clever. But why does he like Los Angeles best? Read the conversation quickly then find the answer.

Ss read the conversation as quickly as possible.

T: Can you find the answer?

S1: Because it’s very big. There are lots of people, tall buildings, cars, and buses everywhere.

T: Maybe that’s right. But think it over.

S2: Hollywood is exciting, too, especially for actors.

T:I think you can find the answer soon. Please go on reading.

S3:He is waiting to hear about a new job.

（安排学生自读，巩固字词，回答文章中心内容。并且给了一定的时间限制，学生在学习时就能更投入，更专注，效率更高。）

T: Really good. That’s the best answer. Because my friend Jason is an actor. Are you clear? Now please listen and imitate.

Ss imitate the conversation.

T: Read in two parts. Boys Jason, Girls the woman.

Ss read the conversation.

（再仿读课文，更加了解内容。书读百遍，其义自见。仿读能加强学生语音语调的培养。对于课文内容的学习，教师基本上未作讲解，而是让学生通过自读、自悟来了解故事内容，并让学生在小组内讨论、交流自己所读懂的内容，并鼓励学生自己提出问题，解决问题，在学生无法解决的情况下，教师再给予点拨。充分让学生朗读，让阅读真正成为学生的个性化行为。）

T: Well done. Los Angeles is Jason’s favourite city. What is your favourite city? Discuss in groups then give us a report.

S: In my group, Li Ming likes Suzhou best. Because it’s a nice city. Chen Hong and Lin Feng like Hollywood best. Because it’s exciting and there’re many….

T: Who will be the reporter.

S1:….

S2:….

S3:….

S4:….

T: Oh, I see. So maybe you are going on vacation during the coming holiday. By the way, what day is coming?

Ss: May Day.

T: Yes. My friend Jason is coming to Hangzhou on May Day. Would you like to be his tour guide?

Ss: Yes.

T: Could you make a travel brochure to introduce Hangzhou for him?

Ss: Yes.

T: Please do group work again, try to finish it. Hangzhou is your hometown. I’m sure you know Hangzhou well. Cross your fingers.

Group work.

T: Are you ready for it? OK, come here and tell us what is your travel brochure about?

Ss1:Hangzhou is a beautiful city. You can see tall buildings everywhere. If you come here, you can visit the West Lake. The food here is also delicious. Hangzhou has many specials, especially for Longjing tea. Welcome to Hangzhou. Wish you a good time! Cross your fingers!

T: Very good. Thank you. Which group wants to try again?

Ss2: Welcome to Hangzhou. Hangzhou is an old but beautiful city. You can see many people, cars and tall buildings everywhere. If you come here, you can visit Duanqiao Canxue. The food here is also delicious. Hangzhou has many specials, especially for Longjing tea.

T: Better. Which group want to try?

Ss3:….

（小组活动的创设，充分注重培养学生自主、合作、探究的学习方式。把学生由机械被动的学提升到意义学习，注重学生在动态生成。注重培养学生口头表达的能力。在教学中，本人充分为学生创设说话的机会，训练学生的口头表达能力。）

T: Excellent. I’m sure. Jason is having a good time in Hangzhou. Thank you very much. But you know next year is 2008, where is Jason going?

Ss: Beijing.

T: Clever. But why?

Ss & T: 2008 Beijing Olympic Games is coming.

T: Jason will have a great time next year. Because 2008 is a special year, especially for us Chinese. You know one world one dream. Let’s enjoy our poem with our best wishes.

The day is coming

Waiting to meet in Beijing

What’s Beijing like?

Let’s go and look.

The city is really exciting.

The people are full of joy.

For the special time

People around the world

Having the same home.

Wherever we are

One world, one dream.

T: Please read it with you own feelings.

Ss & T: Read together.

（教师的范读起到非常好的作用，既帮助学生进入了诗的情境，激发了学生情感，又运用听读法初步扫清了生字障碍。只可惜本人把这一环节跳过直接与学生同时进行进行朗读了，造成学生碰到生词停顿了下来，使诗的感情大打折扣。但这首小诗使整节课进入了最后的高潮，升华了这节这节课的主题，又对学生进行了一次深刻的爱国主义教育及同一个世界同一个梦想的德育渗透。）

T: Thank you. Let’s cross your fingers.

Ss: Cross fingers.

T: Class is over. Thank you boys and girls. Bye-bye!

Ss: Bye-bye.

课后反思

这堂课后教师在以后教学中要注意的地方是：

1、教师太过于紧张，在时间的安排上有些头紧尾松的感觉。

2、教师对学生的评价语相对缺乏，在学生回答后与学生的互动交流太少。

3．教师要加强语音语调的训练，尽量提高口语水平。

2007浙江省初中英语优质课教案_实录_反思选(5)

Making telephone calls

郑永君 宁波市第十九中学 No.3

教学简案

Teaching aims: Students learn how to make telephone calls.

Teaching focus: Students learn to use the target language in an integrated way. Through this lesson, they can make telephone calls in their daily life.

Key sentence structures:

Is sb. there? Just a minute. It’s for you. I’ll check.

I’ll call later. Sorry, I have the wrong number. No problem.

Teaching procedures:

1. Warming-up

a. Let’s chant. (Students practice the pronunciations of the English names that appear in the text.)

b. Self-introduction (The teacher and the students interact)

c. Group competition (Group work in the text on P.28)

2. Vocabulary in context. (P.28)

Teach the three conversations on the phone in the textbook one by one through listening and acting .

3. Listening practice. (P.29)

Let students complete the sentences in the book and put them in the correct order.

4. Listening in context (P.29)

Students listen and circle the names of the caller. Then listen again and write the callers’ names on the line below the correct picture.

5. Interact

Group work: take turns to do the role-play according to the given materials. (e.g. make a telephone call when you want to go to KFC with your friend.)

6. Book tickets for Beijing 2008 Olympic Games

Students make telephone calls to book tickets in the groups.

7. Homework:

a. Try to collect useful numbers in your daily life.

b. If your neighbor is ill, make a telephone call to help him/her.

课堂实录

Before we start our lesson, I will first set a piece of music with lovely rhythm. Ask students to dance with the music. To my surprise, one of them did a good job. It made our lesson a warm atmosphere at the beginning.

Step 1. Pre-task

Let’s chant.

T: I’m very happy to meet you here. Are you happy today?

Ss: Yes.

T: OK. I’m happy too. Because I can have a lesson for you and I’m sure we can be good friends after class. In fact, I have many friends here. Do you want to know them?

Ss: Yes.

T: Good! Now let me tell you their names. Would you please chant their names with me together?

Then chant the names that appear in the text for three times, from slow rhythm to fast rhythm. Make sure they can read them correctly.

Self introduction

T: Now, you know some of my friends. This time I will show you a photo. Can you guess who the person is? If you are right, I will give you a prize.

Ss: Cathy? / Brad? / Jason? /Susan? …

T: Maybe not. / Not exactly. /I’m sorry….

Then show them my photo and give them some information about me.

T: I know you want to ask me many questions, right? Now, if I give you this word Claire, what will you ask me?

S1: How old are you?

T: Can I answer I’m Claire?

S2: What’s your name?

T: Quite good. My name is Claire. Claire!

Then I give them my age, hobby, telephone number, mobile phone number and etc. They can foster their questions in a right way.

Guessing competition:

T: I know you are good at guessing. Now let’s have a guessing game. Write two questions and answers on a piece of paper. One group reads the answer; the other groups guess the questions.

I divide them into six groups. Ss prepare for 1 minute and then choose some groups to give us their answers. Let the other five groups guess the question. If they are right, I will give a star on the paper. At last we will see which group can get the most stars, and then they will be the winner today.

S: Tall and strong.

At first, no one sets the question, so I make an action on me, means that I’m tall and strong. So students get the meaning and give the question quickly, “What do you look like?”

I choose three of them and give each group who can foster the right question a red star on the paper. Then I will say: “Oh, group … gets the most stars now, but you have one more chance. I have an answer for you. Listen carefully.

T: They are making telephone calls. Who can give the right question?

S: What are they doing? / What do they like doing?

T: Good! You are right. They are making telephone calls. So let’s listen what they are talking about.

Step 2 While-task

1. Make telephone calls

Read the conversations. Notice the useful express

Susan: Hello.

Zack: Hello. This is Zack. Is Andy there?

Susan: Just a minute, please. Andy, it’s for you. It’s Zack.

Andy: Hi, Zack. How’s everything?

Zack: Fine.

The underlined red sentences are the key points.

I will add the ringing sound and the dialogue sound. When the phone rings, I say: “The phone is ringing. (This is a telephone vocabulary in the text.) Let’s listen.

After that, I explain the meaning of these key points and make sure students get the meaning. Next, ask the whole class read the dialogue loudly.

Claire: Hello. Is Karen Sanders there?

Mary: Just a minute, please. I’ll check. Sorry. No, she isn’t.

Claire: Thanks. I’ll call her later.

First make a busy sound of the phone. I will say: “The phone is busy now. (This is a telephone vocabulary in the text.) Let’s try again. Oh, the phone is ringing, it’s through.

After listening, ask boys read as Claire and girls as Mary. Then explain the underlined sentences.

Stacey: Hello.

Tom: Is Debbie there, please?

Stacey: There’s no Debbie here.

Tom: Is this 570-1794?

Stacey: No, it isn’t.

Tom: Oh, I’m sorry. I have the wrong number.

Stacey: No problem. Good-bye.

Tom: Good-bye.

The phone is ringing again. Give the students the listening dialogue, and pay attention to the key points. After that ask two students to role play the dialogue. If they act well, I will give both of them a star in their groups.

2. Self-check

Look at the conversations on page 28 and complete the sentences below.

T: OK, we know most of my friends made telephone calls just now. This time can you help Sam finish the talk on the phone?

Finish the task: Look at the conversations on page 28 and complete the sentences below. Make sure students can do it quickly and correctly. Then, ask students to listen to the conversation twice and number the sentences above in the correct order.

In this part students who answer right can get the star for his/her group.

3. Listening part

T: You have done a very good job. I think you are all clever boys and girls. We know people can make telephone calls in order to ask others for help. Now, let’s listen who is calling others for help. There are four dialogues.

Check the students’ answers after listening. Give the star to the group in which student answers right. By then, count the numbers of the stars and encourage other groups.

T: Marvelous! From listening we know Brad, Andy, Stacey and Karen are the callers in the conversations. This time let’s listen again, can you find out where they make telephone calls? OK, let’s see who is good at listening.

Play the tape first. Next, before they answer, I give them some tips about places: outside the school; hospital; classroom; office. Then, ask students to check the answers. Finally praise the student who is right and add the stars in his group.

T: “Let’s see. Oh group … has the most stars right now. But never mind, you have more chances to get them.

Step 3 Pre-task

1. Make your own telephone calls with the telephone vocabulary.

T: In everyday life, people use telephone calls to ask others for help. Today, if you need help, how do you make telephone calls for help? Now, look at the following pictures:

You want to go to KFC with your friend…

You are still at school. It rains heavily but you don’t have an umbrella...

Your father comes back and he wants your mother to pick him up…

You want to buy books after school, but you don’t have enough money…

So how can you solve the problems by making telephone calls? OK, discuss with your partners and make your original dialogues after three minutes. Are you clear?

After students give their “Yes” response, start the talking and preparation. Choose some groups to act out the dialogues. Make sure they can use the telephone vocabulary correctly, using the gestures to make it more vivid. After each performance, give the group one star and praise the actors in the group.

2. Tickets for Beijing 2008

T: I’m sure you can make your own telephone calls when you meet with problems. I am very glad you can do it freely now. We know telephone calls are very important and useful in life. We can ask for help, we can communicate with others and we can book rooms through it. What’s more, we can also books tickets by making telephone calls. Boys and girls, do you know what will happen in 2008?

Ss: The Olympic Games.

T: Excellent! It’s a big event in our country. So lots of people will come to Beijing and watch different kinds of games at that time. If you want to watch a basketball match with your friends or parents, how do you book the tickets through telephone?

Now Ticket Booking Center is open. You can call the hotline to book tickets. Please call the hotline and book the tickets you want. I will give you some minutes and let’s check which group’s acting is the best.

Students begin to prepare for the conversation. I set a piece of music about the Olympic Games at the same time, so students can have less pressure in such atmosphere.

Time is up. Act and evaluate their performance and give stars to every group who plays the dialogue.

Summary

T: It seems that you are good at making calls now. Well done! You can see group…has the most stars, so they are today’s winner. Congratulations and you can get your prize after class. And who acts best today?

Students point to the boy.

T: Oh, you, the lovely boy, you dance well, so you act best today and this is your prize. And who is today’s best spokesman? Maybe that boy because you talk much and also do a good job! So this is the prize for you. Thank you all!

T: I’m sorry, but time is limited. This is today’s homework for you.”

⑴ Try to collect(收集) useful numbers in your daily life.

⑵ If your neighbor is ill, make a telephone call to help him/her.

T: Are you happy today?

Ss: Yes!

T: I’m so happy. I’m sure we will be good friends after class. Thank you for participation. Goodbye, class.

教学反思

在本次浙江省初中英语优质课评比中,我以良好的业务素质、亲切活泼的教学风格和精彩的教学设计博得了专家和大众评审的一致好评，荣获一等奖。纵观整一堂课，我能紧扣教材“Making telephone calls”这一话题展开教学，层层递进，让学生从“学”教材逐步过渡到“用”教材，并能让学生在贴近生活的情境中运用所学的知识解决问题。课堂气氛比较活跃，教学亦算到位，也成功完成了本课的教学目标。下面是我对整堂课教学的反思和总结。

一、 教学设计和教学任务

因为教材的主要内容为“Making telephone calls”，我在教学的每个环节中都注意围绕这一主线，并使任务间的过渡自然流畅。比如在开场的self-introduction中，我有意识地提及了自己的家庭电话和手机号码，并把“打电话”作为兴趣爱好，为课文内容的导入做好铺垫。在自我介绍中，我先给学生关于我的个人信息，再由学生提问，这样的设计是因为紧接着的小组竞赛就是要求学生针对已给信息提出合适的问题,这样起到了较好的示范作用。经过此番warming-up之后，我便直奔主题，导入教材，通过听、读等技能练习呈现打电话时常用的句型和表达方式，这是学生“学”教材的过程。之后，我创设了四个生活情境，要求学生以小组为单位运用已学知识，讨论编对话并予以表演。最后，我结合奥运会这一时下颇为流行的话题让学生通过打电话定票，让学生充分发挥想象力进行对话创作，具有一定的开放性。这是整堂课的高潮部分，此时学生已脱离课本“用”教材了。教学中我对学生应用知识能力的要求不断提高，层层深入，最终达到高潮，实现教学目的。

二、 教态，评价及师生互动

比赛时老师上课，师生之间都比较陌生，再加上台下那么多老师，学生往往比较害怕，迅速拉近与学生之间的关系，使他们配合自己的教学，这是我上课前需要解决的一个问题。所以上课前我播放了一段旋律活泼轻快的英文歌曲，并邀请学生们全体起立，跟着我一起跳舞。刚开始学生还有些放不开，但由于我的鼓励和学生的配合，课堂气氛一下子活跃起来。然后我趁热打铁询问学生的姓名、年龄等，并与他们握手，甚至拥抱，还给学生们展示了自己的生活照，师生关系变得相对融洽。在接下来的教学过程中，学生举手也很踊跃，师生互动比较频繁。其实上课的肢体语言很重要。我们可以通过手势、眼神等方式来传达信息，与学生平等交流，耐心倾听。比如刚开始时，当坐在后排的男生因离我较远而不能握手时，我就伸出手做了个握手的姿势；当要对小组表现进行总结时，我摸摸一个男生的脸以示喜爱之情，并颁发奖品；在小组比赛中，每一次答对问题都可以给每一小组添加五角星，这样做一方面可以是学生积极性提高，另一方面能够使师生关系达到和谐融洽。

三、教学不足及反思

在整堂课的教学过程中，从教学任务的完成到师生互动都取得了成功，但不足之处仍待改进。首先在一开始的导入部分，我担心学生会跟不上思路，所以在给出信息让学生提问环节放慢了速度，导致整堂课的时间在结束时显得很仓促。其次在引入打电话的时候，虽然设计了录音效果，但是如果能添加录像资料会更加直观，可以让学生加深对教学内容的理解。另外对教材的听力材料处理上，个人觉得可以再生活化一些，把听的内容跟生活场景联系起来效果可能会更好。最后，在需要学生自我发挥的场景对话中，我给出的时间还不够充足。作为教材内容的提升部分，我应该让学生有足够的时间来进行对话表演，把课文所学内容进行巩固和拓展。可是由于开始的时间进度比较慢， 所以在最后的表演展示部分，我只能要求一组同学完成了表演。事实上如果能邀请3-4组参与表演，那整个教学可以更加完美。

在新目标的教学理念下，新课程标准已经对我们老师提出了新的要求。尽管我们这次上的内容并非来自新目标英语，但是教学任务和教学目标还是相互衔接和渗透的。上了多堂公开课和展示课，让我对新课程有了如下的认识：

1、要上好一堂课，老师首先要对教材有深入的理解。在此基础上，再把教材内容细化和分类，并用学生容易并乐意接受的方式表达出来，以达到理想的教学目标和效果。老师在对细节的把握上要控制的恰到好。每一个细微之处都能反映学生当时的思想状态和思维活动。如果老师能抓住细节，就能更好的引导学生，让他们能够自信地表达出心里的想法，从而更好的判断学生对教材内容的理解和掌握，以完成课文内容的深化和递进。另外本人认为比较重要的一点就是上课应该突出自己的特色和风格。每个老师上课的方式多种多样，对教材的处理也有自己独到的见解。但是综观老师的上课，还是以传统型教学为主。我觉得既然教是为了学生更好的学和用，就应该采取一些学生乐意接受的方式去教。所以教学应该符合学生的年龄特征，让他们带着愉悦的心情去学，至少不是带着排斥的心情去学。我们可以多穿插一些游戏，猜谜，可爱有趣的表情和手势去激发学生的学习热情，让自己站在与学生相同的年龄起点上，让学生乐意接受你，喜欢你，把教学效果发挥到最佳状态。

2、老师对学生的评价要准确，有效并多样化。我们说及时有效的评价对提高学生上课积极性和表现欲具有至关重要的作用。我们听公开课也会发现老师们两个不足的地方。一个就是评价不及时：学生回答完问题后，老师没有做出适时有效的评价，这会挫伤学生回答下面问题的积极性，有可能导致接下去课堂气氛的淡化甚至冷场。另一个就是评价单一化：老师们在学生回答好以后总是喜欢用good, very good去进行评价，时间一长，自会让学生觉得乏味。这样的评价最终流于形式，失去了它的激励作用和效果了。其实新目标课程标准强调了一个情感目标，有效多样的评价也是实现这一目标的良好途径。如果我们对学生的正确回答给予肯定，并使用多样的评价词汇，如excellent, well-done, gorgeous, marvelous, You are clever, Good boy, Lovely girl等，我们就能够使学生在学的过程实现自我肯定和自我我提升。另外我们也不妨用肢体语言来表现评价方式的多样化。动作，眼神或手势都能传递老师对学生回答后作出的反映。课堂中，学生处于紧张的状态中，老师温柔的手势，优雅的动作，喜爱的眼神都能表达出对学生的情感，学生也能在接收到老师的这一信息后更加努力地去实现下一个回答的目标。这样的课课堂气氛一定是良好的。对于小组等的集体评价也是如此。积极有效的集体评价不仅可以促进个人的发挥，也可以使学生在发挥过程中增加集体观念和群体意识，强调个体之间的合作与帮助，这也是新目标力求实现的一个目标。

3、 师生互动要频繁持久，上课节奏要有慢有快，语音语调要抑扬顿挫。学生的配合在很大程度上决定了上课的质量和效果。如何让学生来配合老师的上课，是一个值得研究的课题了。在第一点中我讲到了上课要符合学生的年龄特征，才能取得成功。所以老师自身一定要充满激情与活力，才能时刻感染学生，让学生保持一种新鲜感。上课的节奏把握上，也要时而跃进，时而缓和，容易的地方一笔带过，困难的地方就要留足空间给学生思考，尽可能少的给他们带来挫败感。老师的语音语调也要恰到好处。语音的准确到位是学生肯定老师的第一步。优美流利的发音可以提高学生的注意力，因为他们愿意去听，愿意去欣赏。其次语调的处理上也可以带来意想不到的效果。语调的缓和可以解除学生思考过程中的焦虑，语调的急促可以增加个人与小组间的竞争。降低声音，可以让学生去想象，去思考，制造一种悬念和神秘感。提高声音，可以让学生集中注意，去分析别人的答案，并做进一步的修正。总之，只有控制了好了这些因素，才能让学生觉得有吸引力，并愿意参与其中。

4、 老师要充分发挥自己的教育机智，适时运用幽默感及亲和力。不管哪位老师上课，即使准备的很充分，在真正上课过程中，总会碰到一些突发问题。有时学生的回答或冷场都会让老师有些不知所措。所以善于运用教学机智去处理突发情况，也是我们要学会的。如果老师的指令学生没有明白，那老师不必紧张，只需用举例形式去解释就行。当然这一过程应该放慢速度了。如果学生不肯表演对话，老师可以事先表扬一些同学，学生在尝到甜头后自然就有了表现的欲望。比如学生给出的答案与老师的期望答案风马牛不相及，老师可以很幽默地跟这个同学开个玩笑，先缓和一下气氛，然后再明确地重复问题，让学生在老师的提示下完成回答。其实教学机智的方式很多，运用的手段也是多种多样的。老师自身的幽默感，亲和力和感染力都可以作为教育机智的载体，只要用的上，我们就应该大胆地去尝试。

总而言之，上课也是另一种形式的表演。如何在自己的教学舞台上发挥出色，展现出最佳的课堂状态，还需要我们不停的去探索和实践。

2007浙江省初中英语优质课教案_实录_教学反思选(6)

Language Focus “some” and “any”(2)

By Zhou Xiaqin (周夏琴)

教学简案

Teaching materials: Language focus ‘some’ and ‘any’ (Part 1, 2, 3)

Analysis of Teaching materials: The teaching materials mainly focus on the usage of some and any. Part 1 can be dealt as warming up. In this part, attention should be paid to collecting Ss’ food vocabularies. By collecting Ss’ food vocabularies may help Ss recall what they have learnt and weaken the difficulty in listening. Part 2 deals with listening. The recoding is a bit fast for Ss to catch, so preparing some additional easy questions may help Ss to get main information in listening and clear up some obstacles in listening and improve their listening skills. Part 3.1 and Part 3.2 can be dealt in Ss’ oral practice in this class, so it’s unnecessary for T and Ss to spend special time on it. Part 3.3 is dealt in encouraging Ss to use the target language some and any.

Teaching aims:

Ss will acquire the following:

1. the usage of some & any

2. the listening skills of understanding

Importance and difficulties:

Teaching Aids: P.P.T. & cassettes

Teaching Methods: Mainly TBL

Teaching Procedures as follow:

Activity 1. Warm up

(Purpose: To smooth Ss’ emotion and lead in)

Activity 2. Brainstorm

(Purpose: To introduce some and any and help Ss to get the initial sense of the use of some and any)

Name the vocabulary of food

Activity 3. Look & differ

(Purpose: To help Ss to use some and any in the language)

Look at the two pictures and tell the differences with “ some” and “any”

Activity 4. Survey

(Purpose: to use some and any in real life situation)

Make a survey about your friends’ favorite dish. Tell the whole class something about the dish, for example: What’s in it? Why does he like it?

Activity 5. Listen

(Purpose: To help Ss to understand the target language in listening)

Listen and choose the things they have got.

Q1: What have they got?

A. Flour B. Butter C. Sugar D. Eggs E. Milk

Answers: ABDE

Q2: What are they making? Pancakes or shortbread biscuits? How do you know it?

Activity 6: Group work

(Purpose: To make Ss further use the target language in real life situation and motivate Ss’ creativities)

1.Illustrate how to make banana milk shake with the Ss first.

2.Discuss with your group which dish to cook and what you need for this dish as well as the reason why you choose it. At last introduce us how to cook it.

Activity 7. Homework

1.Consolidate the usage of “some” and “any”.

2.Collect more information about food in other countries, and introduce them to the class.

3. Make a poster of your dish for the Festival.

课堂实录

Activity 1. Warm up

(Purpose: To smooth Ss’ emotion and lead in)

T: Good afternoon, boys and girls.

Ss: Good afternoon, Miss Zhou.

T: How are you doing? I am very excited today. Because I am in Hangzhou now. It is such a beautiful city. There are some interesting places to see here. What’s more, the food in Hangzhou is so delicious. I had some fish, pork and soup. I didn’t have any fruit for lunch. Oh, by the way, what do you often have for lunch at school or dinner at home?

S1: I often have chicken and soup for lunch.

S2: I often have some eggs, fish and cabbage for dinner.

S3: I usually have rice, pork and eggplants for lunch.

T: Delicious! And I believe you know a lot words about food. Now let’s share some words you know.

Activity 2. Brainstorm

(Purpose: To introduce some and any and help Ss to get the initial sense of the use of some and any)

T: Please tell some words about food.

S1: pork, fish, duck, chicken, dumplings

S2: broccoli, rice, lettuce, shake, tomato

S3: potato, mutton, beef, milk, banana

S4: juice, chip, hamburger, sandwich, orange

T: Wow, you really have a large vocabulary. But have you got a good memory? Now look at the pictures and try to remember what they are. After 10 seconds, I will ask you some questions about them, such as “ Is there any bananas in the picture?”. Ready to go? OK, let’s start.

(10 seconds later)

T: Sorry to interrupt, but time is up. Is there any milk in the picture?

S1: Yes, there is some milk in the picture.

T: Are there any pears in the picture?

S2: No, there aren’t any pears in the picture.

T: Are there some potatoes in this room?

Ss: Yes, there are some.

T: Is there any juice in the room?

Ss: No, there isn’t any juice in the room.

T: Excellent! All of you have a good memory. Great! Then have you got sharp eyes?

Activity 3. Look & differ

(Purpose: To help Ss to use some and any in the language)

T: Now let’s find out if you have got sharp eyes. Look at the two similar pictures and tell us the differences between the two. You may say like this:

There is / are some … in picture 1.

But there isn’t / aren’t any … in Picture 2.

One minute to prepare, please!

S1: There is some a bottle of coke in Picture 2, but there isn’t any bottles of coke in Picture 2.

T: Well done.

S2: there are some tins of wine in Picture 2, but there aren’t any in Picture 1.

T: Good. What else?

S3: There are some pears in Picture 1, but there aren’t any in Picture 2.

T: Quite right.

S4: There are some oranges in Picture 1, but there aren’t any in Picture 2.

T: Terrific!

S5: There is some coffee in Picture 2, but there isn’t any in Picture 1.

T: Good. Are these your favorite?

Activity 4. Survey

(Purpose: to use some and any in real life situation)

T: Excuse me, Tony. What is your favorite food?

S1: My favorite food is hot tofu.

T: What’s in it?

S1: Tofu and pepper.

T: Thank you for telling us. What about you, Lucy?

S2: My favorite food is fried chicken.

T: Why do you like it?

S2: Because it is delicious, I think.

T: Oh, I see. Now ask your group about their favorite food. Try to find out the ingredients in it and the reason why he or she likes it. Then give a report. OK, here we go.

(on the work sheet)

S1: Peter’s favorite food is curry potatoes. He likes it because it is good for health. It has got some potatoes and curry. It hasn’t got any sugar.

T: Well done. I like it too. Any one?

S2: Tony’s favorite food is hot tofu. He likes it because it is easy to cook and cheap. It has got some pepper and tofu. It hasn’t got any meat.

T: Haha, good reasons, easy to cook and cheap. Right. Any other idea?

S3: Susan’s favorite food is vegetable salad. She likes it because it is good for health, and it helps her to become more beautiful. It has got some tomatoes, broccoli, lettuce and salad. It hasn’t got any hot food.

T: Sounds yummy. But can you cook them?

Ss: Some say “yes”, some say “no”.

T: If you can’t, don’t worry. You can learn to cook from your parents or from a cooking book, just like Pat and Anne. They try to make something. Now let’s listen to the tape and find out what they have got.

Activity 5. Listen

(Purpose: To help Ss to understand the target language in listening)

T: First take a look at the two pictures. According to the pictures, you can get some tips about the listening content. Now don’t look at your paper. Listen and choose the things they have got.

Q: What have they got?

A. Flour B. Butter C. Sugar D. Eggs E. Milk

Answers: ABDE

T: What are they making? Pancakes or shortbread biscuits? How do you know it? Now you may discuss with your group, then share the idea with the whole class.

S1: I think they are making pancakes. Because if they want to make shortbread biscuits, they need some sugar, but they don’t have any sugar. So they can not make shortbread biscuits.

T: Excellent! Good job! And I find that you really have some talents in cooking. And there is a food festival in school. Why don’t you help and design a nice dish? Maybe you will be the best cook of the festival.

Activity 6: Group work

(Purpose: To make Ss further use the target language in real life situation and motivate Ss’ creativities)

T: Discuss with your group which dish to cook and what you need for this dish as well as the reason why you choose it. At last introduce us how to cook it. For example, you learnt it from your book about making banana milk shake. What do we need?

Ss: Bananas, milk, sugar…

T: Do we need any salt?

Ss: No, we don’t need any salt.

T: What should we do first?

Ss: Peer the bananas.

T: Then?

Ss: Cut the bananas.

T: I see. Go on teaching me how to make it.

Ss: Put the bananas into the blender and pour some milk. At last, turn on the blender.

T: Ok, maybe after going back home, I will make some. Ok, now I will give some minutes to design a nice dish and make an oral advertisement for it, so people will be interested in your dish. And later we will choose the best dish.

(Several minutes later)

T: Let’s see what you have got. Show yourself, please!

S1: We decide to make Sichuan hot tofu. We have got some tofu and red pepper. We don’t need any fat. Let me tell you how to cook. First wash the pepper and tofu. Put some oil, then put pepper and tofu into it, and stir it. Then put some relish. Why do we cook this dish? Because it is yummy and hot food can make you excited and strong. And it is also very popular. If it is not popular in your school, I will give some for them to eat, then everyone will like it soon.

T: Wonderful! I can even smell it. I believe it will be popular in your school soon. What else?

S2: We decide to make a pizza. We have got some flour, vegetable, relish and chicken. Let me tell you how to cook it. First get the flour ready, then put some vegetables and chicken onto it. Then pour some relish on them. At last put it into an oven to bake it for 13 minutes. Why do we cook it? Because it is nutritious and healthy. And almost every young student likes it. Many people will buy it during the festival. We can make lots of money.

T: Amazing! You are so talented. I am so surprised. You can use what we learnt in real life. But remember to go over the usage of “some” and “any” after class. What’s more, Collect more information about food in other countries, and introduce them to the class or make a poster of your dish for the Festival. Well, I really enjoy having a class with you all. Thank you so much. Class is over. Goodbye and have a nice day!

Activity 7. Homework

1.Consolidate the usage of “some” and “any”.

2.Collect more information about food in other countries, and introduce them to the class.

3. Make a poster of your dish for the Festival.

教学反思

4月17-19日，二○○七年浙江省初中英语课堂教学比赛在杭州崇文实验学校举行，六百多名教师观摩了本次活动。我有幸参加了此次比赛。本次比赛与往年略有不同，比赛组委会根据抽签顺序的先后，在上课24小时前，给出上课话题，要求各参赛选手在短暂的一天一夜时间里，独立进行教材分析，写出教案，完成课件，因为本次比赛时间紧，难度大，任务重，各地市都派出了精兵强将来参赛。他们大多是有了5-10年的教龄，并是各地市“双高’课或优质课的一等奖获得者，而我只是一个才在嘉兴秀洲现代实验学校工作不到两年的年轻教师。但是在市、区两位教研员的鼓励下，努力备课，以饱满的热情、积极引导学生积极参与讨论、主动思考、大胆发言，在学生的积极配合下，整个课程安排基本上完成， 但是毕竟是一个新老师，所以这堂课还有很多不足之处需要改进。

1． 没能充分利用学生已有知识打开话题，为新知识作铺垫。

我拿到的材料是以食物为话题，?

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