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外研版初三英语九年级上册M3学案 (外研版英语九年级)

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篇1：外研版英语说课稿

今天我说课的内容是本节课出自外研版七年级上第2模块第1单元 I can speak English.下面我将从教材和学情分析、教法学法、教学过程、设计意图、板书设计五个方面对本课进行说明。

一、教材和学情分析

（一）教材分析

1.本模块题材内容

本课以朋友和父母为中心，以他们擅长的体育运动和从事的职业为话题，有助于激发学生的学习动机和参与热情。

2.本节课教材内容分析：学生们对班里同学的基本情况，通过第一模块的学习都已基本了解，本模块在此基础上展开，进一步询问和介绍情况，符合循序渐进的原则和交际性原则，也有利于增进同学之间的相互了解。在本模块教材中有关体育运动的图文并茂，一方面提高了趣味性，同时也有助于学生对词汇的理解，有助于培养其联想的学习习惯。

3.本节课贯穿了第2模块以后的整个教学，是学生提高自己听说能力表达的平台，为后面开展阅读课和写作课奠定了基础。

4.教学目标：

（1）知识目标：

重点词汇：

体育音乐： basketball, tennis, table tennis, ride a horse, ride a bike, play the piano

其它：parent, welcome …to, international

重点句型：

I can…，I can’t… / Tony can…Can you…？

Yes, I can./ No, I can’t.

（2）能力目标：

能听懂谈论所擅长的体育项目的简短对话；能用can做自我介绍。

（3）情感态度：

说话时要尊重对方，令对方感觉舒适，以培养良好的合作关系。

5.重点是：有关能力的表达，can的用法。

6.难点是：can的句式把握。

（二）学情分析

七年级的学生在思维上比较活跃，本课所设计的体育运动为学生所熟悉，便于开展讨论。

二、教法学法

教学理念：任务语言教学：以“谈论体育擅长与职业”这一话题为主线，采用任务语言教学途径，兼顾交际功能和有关can 的语言知识结构的学习，以一种循序渐进的交际性的学习程序，引导学生学会运用这个语言知识有目的地做事情。

1.充分利用学生已有知识和经验，创设生活化的真实情境和半真实情境，引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言。

2.开展各种任务教学活动，给学生提供交流合作的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。

三、教学过程：

上课前，我会先放一些英文歌，使学生在课前先达到思维上的转变，为上好一节英语课做好思想准备。

Step 1 Warming up

呈现FLASH动画—FIFA世界杯主题歌（The time of our lives）通过歌曲和精彩的画面进行课前热身，进而导入新课，引出体育运动话题。

What sports do you know?

What’s your favorite sport?

Why ?

通过思考回答问题，锻炼学生的口语表达能力，提高学生学习英语的自信心，同时为后面学习新课做好准备。

Step 2 Look and learn、read 、guess and match

利用图片向学生展示本节课内需要学习的各种运动名称，为Activity1作好铺垫工作。

由同学领读词组，注意使用不同的语调来读。

看动作，说出知道的运动词组名称。意图：让学生在活动中学习，提高兴趣

让学生动手学习这些活动名称，根据图画判断意思，解决对话中的语言障碍，同时通过话题的讨论激活学生的背景知识，为听力理解做知识储备。

意图：提高学生学习自信心，自主性，突出以学生为主体。

Step 3 Listen and answer、choose、fill in the blanks

本活动的目的是训练学生从听力材料中获取有关个人信息的技能

活动方式：学生个体做出判断，教师点名检查。

设计意图：听力环节由易到难的顺序，培养学生听力能力的同时，加深对课文的理解。

Step 4 reading

自己读后，找出存在的问题，小组展开讨论，组内解决问题。开展小组竞争，找知识点。

Step 5 exercise

内容比较丰富，题型多样，便于学生对知识的巩固。

Step 6 summary

再次强调今天学习内容，由学生总结，老师补充。

Step 7 Homework

1.询问四人小组的其它成员有关体育活动能力的问题，制作一张类似Activity7的表格，用于下一节课复习问答练习。

2. Tell the class about yourself.

Example:

Hello. My name’s_______.

I’m from________.

I’m _____years old.

I can __________and…

But I can’t______________.

设计意图：运用所学知识，进行知识迁移。

四、设计意图

1.导入环节：通过观看视频、图片，学习单词，旨在新颖，吸引学生眼球。

2.话题环节：主要是的口语表达能力，培养自信心，为后面学习内容做准备。

3.新课环节：主要从听、写、读、说方面展开，学习方式多样化，旨在学习方式的完整性，和提升对知识吸收的不断刺激能力。

4.总结环节：旨在回归重难点，滤清学习思路，锻炼学生的能力，也可以起到检查学习掌握的作用。

五、板书设计

Module 2 unit 1

I can speak English

Words and Phrases: key points: groups:

篇2：外研版英语说课稿

一、教材分析

本课是七年级上册预备级第三单元，本单元围绕室内物品开展多种教学活动。本课时（第三单元第二课时）主要内容：

1、学习有关物品的单词；

2、学习询问物品在哪以及回答其所在地点的句型Where’s …？ It’s …； Where’re… ? They’re …

3、掌握介词on , in , under的用法。通过学习，加强学生对物品名词、询问物品的句型及方位介词的理解和运用。同时通过一系列的师生之间、学生之间的对话、操练、小组合作等，进一步提高学生的听、说、读、写的综合能力。

二、教学目标

1、知识目标

Vocabulary: bag , bed , cap , chair , coat , desk , shoes , where , on , in , under .

Target language: Where’s my coat ? It’s in the bag on your desk .

Prepositions: in , on , under .

2、能力目标

①To make the similar dialogues freely using the information offered . And so make the students improve their speaking , listening , reading and writing skills .

②Train student’s communicative competence using the vocabulary and the target language .

3、德育目标

Students should take good care of the things . Help the students to know that it’s a good habit to keep a room clean and tidy .

三、教学重点和难点

重点

①The names of items .

②How to ask where things are and how to answer .

难点

①Learn the usage of prepositions of place .

②Make the students improve their listening , speaking , reading and writing skills .

四、教学对象分析

学情分析：学生对单元的活动内容有丰富的感性认识，贴近学生的生活实际，学生便于理解、感兴趣；初一学生活跃、好动，彼此间喜欢交流，因此，让学生观察生动形象的画面，更能激发他们的兴趣，提高学习的积极性。

相应对策：调动学生的积极性，通过对话、游戏、比赛等活动，吸引他们到教学活动中来；创造轻松活跃的英语氛围，让学生寓乐于学，体验成就。从而使学生更好的培养英语学习的兴趣，更易于掌握所学知识，充分尊重学生的个性发展，体现学生的主体地位。

五、教学方法

1、根据学生的个性发展特点，从最贴近学生生活的场景切入教学，引起学生的注意力，激发他们的求知欲望，使学生情绪饱满，主动、自然地投入到学习中来。

2、用多媒体课件画面让学生感受身边的事物，选取与学生生活贴近的情景，采用不同的对话、交际方法，指导学生积极参与课堂语言交际的实践活动，以培养学生运用语言的实践能力，并理解、掌握及运用所学的知识。

3、结合听、说、读的训练，写也是一个检测学生是否掌握所学知识的重要环节。因此涉及相关练习，让学生从动到静，在独立的思索中，强化本课所学的知识，从而达到运用的目的。

六、教学步骤

Step1 相互问候（1分钟）

T: Hello! Everyone . Nice to meet you !

S: Hello ! Mrs Li . Nice to meet you, too .

Step2 猜物游戏（2分钟）

1. Make a powerpoint before class . Show it on the screen .

T: I have got some pictures here . Now please look at the screen . Let’s play a game . Guess a thing , OK ?

S: Yes .

本环节老师把一件物品图（椅子）拆分成三小块，用多媒体课件依次播放，每放一幅图，都让学生竟猜，老师做适当提示，直到猜到为止。

Step3 学习新单词（9分钟）

T: Good . You’re a clever boy / girl . Whole class , together . What can you see ?

S: We can a chair .

T: Chair . Follow me . chair .

S: Chair .

T: Group1 / Group2 . （The students in group1/2 read the word as loudly as they can .）

T: Boys / Girls . （Boys or girls read the word .）

T: The boy / The girl .（A boy or a girl stands up and reads the words .）

Use the same approach to teach and practice bag , bed , cap , desk , coat , shoes.

2、单词游戏

Teacher say it in Chinese and get the students to say it in English . （And then exchange）

Teacher says the new words silently and get the students to guess the words .

Step4 课文Activity3（3分钟）

1. Ask students to match the words with the pictures in the book by themselves.

2. Check the answer

Step5 学习介词on , in , under （5分钟）

1. Using some objects （bag and some books） to learn the prepositions of place .

T: I have a bag . Oh , where’s my bag ? Help the students to answer . （It’s on the desk .）

T: It’s on the desk . On , on , on . （Put right hand on the left hand .）

T: Where’s my bag ?

S: It’s on the desk .

T: On the desk. （Put a hand on the desk .） On the chair . （Put a hand on the chair）

Let students do as the teacher does .

Use the same approach to teach and practice in , under .

2. Play a game . （Teacher makes action and students say it in English . Teacher say it in English and students make action .）

根据学生的实际情况和认知水平，老师利用图片和肢体语言进行教学，通过练习、造句、游戏等学习活动，学生主动参与，勤于思考，乐于探究，学生在脑海里形象的记住了这几个介词的用法，使教学内容从难到易、由抽象到直观、由枯燥到丰富。在课堂教学中，再以此激发学生的学习兴趣，同时也培养了学生交流与合作的能力，培养了学生学习的技能。

Step 6 练习目标语言（5分钟）

1.Show three pictures on the screen one by one . Get the students to guess where it is .

Where is the bag / pencil case … ? Where’re the books ?

It’s on / in / under the… They’re on / in the …

T: What’s this in English ?

S: It’s a bag .

T: Where’s the bag ? Can you guess ?

S: It’s on the desk .

T: Maybe you are right . （Ask another student to guess where it is .）

Use the other things to practise dialogue repeatedly .

Step7 课文 Activity4 Write （3分钟）

① Ask students to complete the blanks according to the picture.

② Check the answers.

③ Whole class read the six sentences together.

Step8 学习课文Activity1 （Listen and point .）（7分钟）

1.Listen to the recording twice . Play the tape for first time . Students listen and point. Play the tape again . Students listen and read.

2.Boys play Daming and girls play Mother to read the dialogue.then exchange .

3.Pairwork.（Let students make their own conversations by dialogue.）

4.Ask 4 paris to act their dialogues out in front of the class.

设计情景，寻找丢失的或藏起来的物品。初一学生好胜心理和集体荣誉感很强，通过竞赛的方式可以促进学生主动参与活动，巩固所学知识。

Step9 巩固练习（4分钟）

1.连词成句练习：

1.boy / in / bed

2. dog / on / chair

3. teacher / in / classroom

4. shoes / under / desk

5. pen / in / bag

2.Check the answers.

课堂练习进一步巩固所学内容，还可以检测学生对本课知识的掌握情况，有利于学生对自己的语言错误和语言方面的不足有更清楚的认识。

Step10 总结（1分钟）

老师帮学生总结重点句型，要注意学习应用所学习的句型：

1 What colour is / are the …？ It’s / They’re …

2 Where is / are the …？ It’s /They’re in / on / under the……

Step11 作业

观察你自己房间里物品的放置情况，练习使用in,on,under 等介词，并用英语写成小短文

七、板书设计

Module 3

Unit2 Where’s my coat ?

in Where is / are the …？

on It’s /They’re in / on / under the……

under

八、教学反思

我认为，英语教学的目的主要是培养学生掌握并运用语言的能力。基础年级英语教学尤为重要。作为一名基础年级的英语老师，首先应该激发学生学习英语的兴趣和调动学生学习英语的积极性，培养他们的主人翁意识，让他们感到“我能行。”因而，在本堂课的设计中，我花了大量的心思来激发他们学英语的兴趣，如游戏，竞赛活动，呈现彩色的图片等。

重视因材施教，尊重学生的个体差异。

在任务型教学过程中，由于学生的个体差异，学生们完成任务的速度与效率不尽相同。本堂课出现了这样一种现象，一部分同学完成任务较快，于是思想开小差，或是讲小话。在此我想在布置任务时，可根据学生的能力大小，给学生布置不同层次的任务。如任务完成得较快的学生可对他们增设附加的任务。如会模仿――会背诵――会默写，层层拔高。每一堂课下来，每个学生根据自己的能力学到不同的知识。

本人在今后的备课过程中，应多从学生的角度考虑，努力调整教学方式，大胆取舍教学内容，力求尊重学生个体差异，因材施教，让每个学生在学习英语的过程中都能感受到成功的喜悦，从而形成学习英语的浓厚兴趣，形成积极的学习态度。

篇3：外研版英语说课稿

一、说教材

1.教学内容分析：本课的教材选自外研版九年级英语上册Module3 Unit2.本单元阅读材料模拟体育年鉴的形式，从介绍刘翔获得奥运110米跨栏冠军后的生活开始，一句“刘翔非一夜成名”将话题转到介绍他的成长和成名经历。这是一篇具有教育意义的文章，因此在教授语言的同时，还要培养学生健康向上的精神和顽强的意志力。

2.重点词组和短语：encourage, medal, record, represent, advertisement, sportsman, sportswoman, coach, ,regularly, skill, race, set up, now that,first of all, be compared with

3.语法知识：一般过去时与一般将来时的被动语态。

4.重点和难点：本课的重点是

（1）培养学生归纳段落大意的能力和记笔记的学习策略（词汇的学习与运用安排在第二课时进行）；

（2）拓宽学生英语阅读面，培养学生的阅读兴趣，提高学生的阅读理解能力。本课的难点是培养学生篇章理解和提取信息的能力。

二、说教学方法与手段

英语阅读课是引导学生综合运用所学语法、词汇和功能等知识，认真阅读文章，达到帮助其学习语言、文化等方面的知识，形成良好的阅读策略、提高阅读理解能力、书面表达能力、拓宽知识面，达到文化渗透的课型，同时在该课型中体现了学以致用的原则、考试中阅读领先的精神、新课程改革的要求。

《外语阅读教学的心理分析》指出：阅读课上，教师的作用不仅在于向学生传授语言知识和阅读技巧，还要指导学生有步骤、有顺序地操练，帮助学生掌握正确的学习方法，帮助学生挖掘潜力，开启智力，培养兴趣，使学生能顺利地完成阅读学习任务，迅速提高阅读能力。阅读能力与阅读兴趣有关，学生阅读兴趣越高，动机愈强，越有利于广泛阅读，提高技能，培养和改善阅读习惯。因此，在本节阅读课的设计上我注意了形式和内容的适当变换或穿插其他活动，使阅读教学保持新鲜感，学生乐于接受。通过制定阅读任务，学生的阅读就有了很强的目的性，注意力也相对集中。

我运用了“先学后教，当堂训练”的教学模式，让学生课前预习了新词汇；在课文引入时的词汇训练，我既呈现了新词汇也检查了学生的自习情况。在课文导入中我努力激发学生内在的学习动力，激活学生的认知欲望，并使其产生阅读课文以了解信息的渴望，为下一步教学铺平了道路；在课文阅读中充分发挥学生的主观能动性、积极性，能深化课文、细化课文；学生掌握新知识之后，活用教材，真正做到“活学活用”,使学生形成知识迁移，将所学知识灵活运用到实际生活中。

三、说教材处理与学法指导

我首先选择了张怡宁和刘翔两位著名的体育明星。学生既熟悉又感兴趣，一下子舒缓了学生的紧张情绪，都积极参与到课堂活动中来。为了体现阅读的连贯性，为了更好地衔接Unit 1的教学，我对教学内容和顺序做了适当的调整。我将Writing部分提前。因为这部分主要复习了一般过去时的主动句变被动句，是对Unit 1的一个复习和巩固。

我们学校参加了国家级重点子课题《基于母语环境的英语自主性阅读和表达能力培养途径探究》。一直以来，我们学校都围绕着《拓宽学生英语阅读的`路子，探究表达能力的培养》这一课题，以Student Times 为载体，着力探究在大量阅读与表达实践活动中培养学生英语阅读与表达能力的有效途径，使我校的英语阅读教学从“简单的阅读—朗读—获取直接信息的阅读—归纳分析应用式的深层阅读”逐步发展。提高学生英语综合运用能力和素质，促进英语教育教学质量的提高。我们让学生设立了英语读书笔记本，学生每阅读完一篇文章要记录下这篇文章的大意、一些有用的表达、好词好句，和统计阅读量。因此，本节课我也是以完成一个读书笔记的表格贯穿整个阅读过程。我设计让学生分三遍阅读文章。在每一次阅读前，我先对学生提出一些有针对性的、可控制的问题。让学生带着任务进行阅读，培养学生的略读能力。学生通过跳读、略读等阅读方式发现答案，做出推理、判断进而完成任务。然后通过细读让学生理解文章的细节，分析文章与段落组织结构，寻找主题句，理解段落大意及段落间的联系，加深对篇章的整体理解。在学法指导上，主要引导学生如何成为成功的语言学习，如何发展阅读技巧，形成良好的阅读习惯。

四、说教学程序

Part I: Revision

Activity 1. Talk about the gold medals China won in Olympics , and Zhang Yining.

Activity 2. Put the active sentences into the passive version, then join the sentences about Zhang Yining’s training to a passage, using and, although and because.

（意图：舒缓学生的紧张状态；复习一般过去时被动语态；培养学生组织篇章结构的能力。）

Part II: Lead in

Activity 3. Look and say-- learn the new words, expressions and deal with the vocabulary problems in the following reading.

（意图：起到热身作用，同时激活学生思维；为下一步阅读课文解决理解上的语言障碍）

Part III: Pre-reading

Activity 4. Enjoy some photos ----- Liu Xiang was at the Athens Olympics

Recall the 2008 Beijing Olympics by watching some photos of Liu Xiang and talk about his dropping out of the competition.

Discussion--Is he an overnight success?

How did Liu Xiang become a sporting hero?

（意图：多媒体创设了真实的情境，且导入的话题联系了实际生活，因而很快地激起了学生的表达欲望和学习热情，激活学生的想像力，同时激发学生的阅读动机。）

PartIV: While-reading

Activity 5. Read and choose the main idea. Ask the Ss to make the English reading notes while reading.（意图：培养学生迅速浏览全文，抓住文章主题的阅读技能；培养学生养成做阅读笔记的习惯）

Activity 6. Read and complete the time line. Then ask a student to retell the passage according to the time line.（意图：根据文章中的时间线索来梳理主要的事件，从而抓住文章的主要内容。）

Activity 7. Read the passage paragraph by paragraph. While reading, they will find out the topic sentences and answer some questions.（意图：分段阅读，根据问题理解文章；培养学生对阅读材料语义方面的理解。）

Activity 8. Show their English Reading Notes to share their favourite sentences.

Part V : Post-reading

Activity 9. Discussion-- Imagine you meet Liu Xiang one day, what will you say to him?

Activity 10. Read another passage chosen from Student Times, in order to let them get more familiar with the reading skills.

（意图：在回顾本课内容的同时进行了适当的拓展。）

Part VI: Homework

1. Finish off the English Reading Notes, find out the useful words and expressions, then retell the story according to them.

2. Make a poster to introduce your favourite sports star.

五、说评价

本节课采用形成性的评价手段：

1. 设立学生英语阅读记录表，作为学生英语学习过程记录档案；

2. 课堂上把全班分成四个组进行比赛，对积极参与课堂活动而且回答正确的同学给予金牌奖励，最后汇总各组金牌数，选出本节课的冠军队。通过这种评价方式，调动了学生学习的积极性，增强了他们学习英语的自信心，提高了学生学习的主动性和自主性，促使学生用英语进行交流和表达；同时发扬了团队合作精神。

篇4：外研版英语说课稿

Ladies and gentlemen, good morning.

It’s a great pleasure for me to be here sharing my lesson with you. My name is .

Firstly, I’ll introduce my teaching material to you. The content of it is Unit 1 of Module 3,Book 1.In this unit we’ll talk about the numerals. By studying this unit, the students will know how to ask and answer the quantities. The way to ask “how many’and the numbers from 1 to 10 are the key and difficult points of this unit.

As we know, our students are pupils, boys and girls are exposed to English for a short time, so it is very important to develop their intreset in English. As for this, I made my teaching aims as follows.

Teaching aims:

1.Aims on knowledge:

1) The students can hear,read and use the sentence “how many?’ to ask questions.

2) The students can hear, read and use the words from 1 to 10 to answer the questions on numerals.

2. Aims on abilities:

1) To develop students’ abilities of listening and speaking.

2) To foster students’ abilities of communicating skills.

3.Aims on the emotion:

1) To set up students’ self-confidence in language study.

2) To form happy English learning situations for the students.

4. Key points:

1) To help students ask and answer the question: How many?

2) To develop students intrest in English.

5.Difficult point:

The right pronunciation of the numerals from 1 to 10.

Secondly,I’ll introduce my teaching methods.

We all know that the main instructional aims of learning English in primary schools to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson,I’ll mainly use “task-based” teaching method. I’ll let Ss learn in real situations,finish some simple tasks to help the students to get a better understanding of the lesson. And I will arrange many kinds of activities for them.

In this class, I’ll use a recorder and some pictures as my teaching assistance.

Teaching process

Ⅰ. Warm-up

1. Greetings

2. say the chant “Bob. Bob. Bob…

3. The teacher can choose some students,to do a simple dialogue such as What’s your name? How are you?and so on.

(for this step, we should practice quickly.This chant can arouse exciting motion. So it is important to form a happy class.The part of the dialogue can make Ss review the knowledge in the last lesson.)

Ⅱ.Leading in

1. After chant,the teacher shows a pencil and ask students :What’s this?lead the students to answer ‘pencil’.Then the teacher says:Yes, it’s one pencil. Then the teacher shows two pencils and says: There are two pencils. The teacher can lead in the numerals by this way (This part to lead the numbers quickly.)

Activities for the children.1 to 4,we should clap our hands; after 4,we should change to stamp our feet;after 8 we should shake our bodies. That is to say, ask students to clap when teaching numbers 1-4, ask the students to stamp when teaching numbers 5-8, ask the students to shake their bodies when teaching numbers 9-10.

(we count the ten numners by different ways, Ss would like to do things like this. We’ll have a happy beginning)

2. The teacher shows the pictures about numerals.Have the students read the pictures and follow the teacher to practise,and put the numerals on the blackboard.(This part is the important part to make students learn the numerals)

3.A game to practice the numerals.

Ask students to do the counting one by one, they should line up first, then count from 1-10.

(For this step, I will correct their pronunciation ).

Ⅲ. New lesson

1. The teacher shows the pictures quickly, and ask them to guess How many?

And students say the answers.

After some time, ask little teachers to do this.

Then the teacher shows and teaches the new sentence ‘How many?’

2. guessing game

In this part, we can play two games. First, guess the pictures; second, guess how many students.

(to drill the questions and answers with the help of the game.)

3. listen to the tape.

T should play the tape three times, first, Ss just listen;second, Ss read the story after the tape; third, Ss listen carefully and find 1 to 10 on the book.

( It is necessary for Ss to listen to the tape in our class, it will form a good habit of listening.)

Ⅳ.Consolidation

A task of memory. The teacher shows a big picture with some boys and girls on it. Have the students look at this picture for 5 seconds. Then the teacher closes this picture and asks: How many boys or girls? The students will try to give the right answers.

( This is a transitional part for unit 2)

Ⅴ.Assessment

Let the students to count all the things arround them after class. Then to tell their friends or to mark on the paper.

(revision is so important that Ss should speak English as much as they can in class)

Above is my lesson,I try my best to make my students happy in class. So I use different kinds of activities and games to deepen my instruction in order to let children acqire new knowledge through arousing their interest.

But, the weakness of this lesson is the students might not grasp the hole story and sentences pattern because of lack of enough training in these two parts, story-teaching and sentence pattern-teaching.

That’s all! Thank you!

It’s my great honor to be here sharing my lesson with you.

The content of my lesson is《New Standard English 》Book4 Module8 Unit1 I was two. Then I’m going to talk about it through the following six aspects: teaching material, students, teaching aims, teaching points, teaching preparation and teaching process.

一、Teaching material

The topic of this module is “Changes”. The language function of this unit is throughing the photos of Lingling’s grandparents and her own to describe the things past with “was/were”. The main patterns “They were young.” and “I was two.” are close to Ss’ daily life. Therefore, they would show their great interests in this lesson and try to use what they have learnt in their real lives. By studying this unit, Ss can discuss the things that occurred in the past to themselves with “was/were”.

二、Students

The Ss in grade four have got some English foundations. They also have higher learning enthusiasm and lively personalities. As a result, the activities full of fun and relaxation are offered in order to let the Ss learn English more freely. Meanwhile, the abilities of observing and self-study , the habits of independent thinking and positive participation are fostered in the class.

三、Teaching aims

（一）Aims on the knowledge

1．The Ss can understand and speak the words: who, grandparents, then, me, hair, so.

2．The Ss can understand and speak the sentence patterns: They were young. I was two.

（二）Aims on the abilities

1．The Ss can read the dialogue fluently.

2．The Ss can communicate with “was/were” according to the photos.

（三）Aims on the emotion

Through the Ss’ comparison the old life with the new one, they will not only cherish the life nowadays, but also improve emotion between the families.

四、Teaching points

（一）Key points

1．The Ss can understand and speak the new words and the sentence patterns.

2．The Ss can describe the things past with “was/were”.

（二）Difficult points

1．The Ss know the usage and relationship between “am/is/are” and “was/ were”.

2．The Ss can discuss the real life with the sentence patterns freely and creatively.

五、Teaching preparation

Tape, recorder, photos, multimedia, cards, stickers.

六、Teaching process

Step 1 .Warming-up

1. Greetings

2. Enjoy the song “The family”.

3. Free talk

T: Here is a family photo. Let’s describe it.

In this photo, Father is … (choose the appropriate adjectives)

S: ….

T: Mother/Brother/Sister/Baby is…

…

[Design intent] The song can adjust the Ss’ thought, arouse their interest in learning English, let them enter the atmosphere of learning English quickly.The free talk can help them review the adjectives which are used to describe the personalities and characters.

Step 2.Presentation

1. Leading- in

T: Here is another family photo. Do you know who the baby is?

S: …

T: It’s me! ( Teach the word “me” at this moment.)

I was two, then. Now I am 30. (Show Ss the current photo.)

T: Our friend Lingling has got some photos, too. Do you want to have a look?

[Design intent] Through the new and old photos show, bring out the topic of the text smoothly and make a good preparation for the text learning.

2. Text

(1)Listen and try to find out the words they don’t know. Study them in groups. Then T consolidates the meaning of “who, grandparents, then, hair, so”.

(2)Listen read and underline the sentences with “was/were”.

T: What’s the difference between “am/is/are” and “was/ were”? （Explain it under the help of the photos.）

[Design intent] Through the listening and underlining, Ss can have the deeper understanding to the text. Explain the past tense appropriately and design the blackboard writing reasonably. Let Ss know the meaning and usage of “was/ were” clearly.

（3）Listen and read the dialogue again.

Step 3.Practice

1．Look, listen and guess.

Show Ss four pairs of pictures, choose the correct one after listening to T’s description.

2．Do Activity 3 on page 31. Discuss the answers in groups.

[Design intent] Through the activities, let Ss practice the sentence patterns step by step. Cultivate Ss' abilities of cooperation and participation by group-working.

Step 4 Consolidation

1.Enjoy the passage of the cartoon “The ugly duckling”. Discuss the changes of the little duckling according to the T’s reminder.

2. Show Ss some photos of new and old Yantai, let them realize the great changes of our life.

[Design intent] The cartoon can make Ss show more interests in learning English. Through the photos show, Ss will love and cherish the new life more.

Step 5 Summary

Ask Ss themselves to summarize what they have learnt today.

Step 6 Assignment

1．Listen and repeat the text.

2．Describe Ss’ own photos with the sentence patterns in groups and prepare to show in next class.

[Design intent] Making lots of listening and speaking exercise is able to train Ss’ comprehensive language abilities and strengthen their confidence. In addition, extending the knowledge in class to the real life effectively can finally achieve the purpose of communication using language.

Design of blackboard writing

Moduel 8 Changes

Unit 1 I was two.

(then) (now)

I was two, then. Now I am 30.

They were young, then. Now they are old.

She/He was…, then. Now she/he is….

篇5：外研版英语说课稿

Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC(2). It is made up of four parts.

Part 1 My understanding of this lesson

The analysis of the teaching material:

This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.

Teaching aims:

1. Knowledge aim: Understand the main idea of the text.

2. Ability aim: Retell the text in their own words.

3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.

Key points / Teaching important points:

How to understand the text better.

Teaching difficult points:

1. Use your own words to retell the text.

2. Discuss the pollution of the sea and how to save the sea.

Something about the Ss:

1. The Ss have known something about the sea and sea life through the Internet and other ways.

2. They are lack of vocabulary.

3. They don’t often use English to express themselves and communicate with others.

4. Some Ss are not active in the class because they are afraid of making mistakes.

Part 2 My teaching theories, methods and aids

Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.

Teaching method:

Double activities teaching method

Question-and-answer activity teaching method

Watch-and-listen activity

Free discussion method

Pair work or individual work method

Teaching aids:

1. a projector

2. a tape recorder

3. multimedia

4. the blackboard

Part 3. Teaching steps / procedures

I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.

The entire steps are:

Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework.

Step 1 Greetings

Greet the whole class as usual.

Step 2. Revision

1. Ask students some questions to revise the last lesson(show them on the screen).

a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. 3.5% by weight)

b. What is coral? Why are corals not found in deep water?

c. Why is the Dead Sea called the Dead Sea?

2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.

Step 3. Lead-in and preparation for reading

Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.

Purpose: Arouse the students’ interest of study.

Bring in new subject: Life in the oceans.

Step 4. Fast reading

Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:

1. Why can living things live in such oceans around the Antarctica?

2. What does the whale feed on?

3. What is the difference between the sperm whale and other whales?

Method: Read the text individually, use question―and―answer activity.

Purpose: Improve the students’ reading ability.

Understand the general idea of each paragraph.

Step 5. Listening(book closed)

1. Listen to the tape then do an exercise(wb page 90, part 1)

2. True or false exercise.(on the screen)

Train the Ss’ listening ability and prepare for later exercises.

篇6：外研版初三英语九年级上册M3学案 (外研版英语九年级)

Module 3 Sporting life

Unit 1 预习导纲

一单词拓展。

1 train

1) 火车（n.）I went to Xi’an by train last year.

2) 训练（v.）He spends two hours a day training for the race.

3) trainer（n.）教练 ,驯兽师 personal trainer私人教练

2 against

1) 违反，反对（prep.）It is against the rule.

2) 靠，依（prep.）The piano is against the wall.

3) (在比赛中) 与 (某人) 对阵（prep.）We will play against a team from No.2 Middle School.

3. defeat/ beat /win的区别

win ：“赢得”赛事、战争、某物，宾语是game，prize 等，不能接人。

beat ：在比赛中“战胜、击败”对手，可与defeat互换。

defeat：在比赛中“战胜、击败”对手。在战争中“战胜、击败”敌人。

He won the race in the end.

I finally beat her in that match.

Our team has defeated our opponents!

4. hold

1）容纳（v.）How many people can the room hold?

2）拿着，握着（v.）He held a umbrella in one hand and a book in the other.

3）举办（v.）He holds a birthday party every year.

5. allow：allow sb to do Please allow me to introduce myself.

be allowed to do To punish the child, he will not be allowed to play outside.

6. lose

1) 失去（v.）His mother was worried about him because he lost his job.

2) 遗失（v.）I have lost my keys. What shall I do?

3) 失败（v.）The team lost the match undoubtedly.

二你知道下列短语吗？能用他们造个句吗？

1 stand for 2 look tired 3 be against 4 be defeated 5 be held 6 a tough match 7 be chosen 8 several times 9 you have got no chance 10 What do you reckon?

三你知道下列句型吗？能用他们造个句吗？

1）so…that 2）be allowed to do

3）ask sb to do 4) let sb do

四、被动语态你掌握的怎么样了？看看语法书吧。

例句： When will the match be held? 比赛将在什么时候举行？

被动语态：主+will be +p.p.

You were defeated last time. 上次你们被打败了。

I wasn’t chosen this time. 我这次没被选上。

被动语态：主+was或者 were +p.p

试一试：

1我们很骄傲奥运会在北京成功地举行。

We were proud the Olympic Games ____________________ in Beijing successfully.

2据说我们学校很快将建一座新泳池。

It is said that a new swimming pool _________________________ in our school soon.

Unit 2 预习导纲

一单词拓展。

1 well known 同义词 famous

Liu Xiang is well known all over the world.

2 success (n) successful (adj) successfully (adv.) succeed(v)

1) My goal is to achieve great success in life.

2) Everyone thinks she is a successful businesswoman.

3) He made his mother accept his suggestion successfully.

4) He succeeded in making his mother accept his suggestion.

3. encourage (v)

1) encourage sb to do Our teacher always encourages us to try harder.

2) encouragement(n) The teacher’s words were a great encouragement to him.

3) encouraging (adj) The words the teacher said to me just now were very encouraging.

4.record (v) 记录录音

1) Liu’s races were recorded by his coach.

To record, press both buttons.

2) record (n) 唱片记录

They played some records of the famous band at the party.

To everyone’s surprise, the girl beat a record.

5.race 速度竞赛

The cars were racing against each other.

1) match: 指在运动项目中两个人，或两个队之间的比赛：a football match

2) game: 指一些具有规则的游戏，运动或比赛（有时与match 通用）：card games

3) competition: 指在活动中的竞争，竞赛，要比出名次的：a photo competition

4) contest: 与competition 类似。To enter a singing contest

二你知道下列短语吗？能用他们造个句吗？

1 first of all

2 all over the world

3 make sure

4 an overnight success

5 be born

6 train as a high jumper

7 set up

8 be compared with

9 find out

10 away from sport

三你知道下列句型吗？能用他们造个句吗？

1）encourage sb to do

2）invite sb to do

3）ask sb to do

4）advise sb on how to…

第一课时：(听说课)Unit 1 When will the match be held?

课堂学案

Step 1课前预习检测。

1 英汉词组互译。

1）代表 ________________________ 2）看起来累 ________________________

3）被打败 ________________________ 4）被举行 ________________________________

5）被选中________________________ 6）几次 ______________________________

7）be against _______________ 8） a touch match ____________________

2请根据句意用方框中的词的正确形式填空。

allow defeat season stand for win

1）I have seen Beijing Duck play several times this ________.

2）NBA ____________ National Basketball Association.

3）Mum only ________ me to watch TV on Friday evening.

4）--Who ________ the 100-meter race?

-- The boy in black shorts did.

5）Nobody can ________ you except yourself.

Step 2 听力训练（Activity 3）

一、听对话，根据对话内容记录关键信息。(Beginning -Betty 4)

School’s __________1_________Competition

Teams: BIG against _______2_

Next match ____________3___________

Last match score: All Stars 4 points to Globetrotters ____5____

二、听对话，根据对话内容，选择最佳选项。(Lingling4- ending)

1）Who wasn’t chosen this time?

A. Tony B. Daming C. Betty

2）What does Betty think of HAS?

A. Interesting B. Tough C. Brilliant

3）Why does Betty make the boys mad?

A. She wants the boys to know they are wrong.

B. She wants the boys to try harder to win.

C. She wants the boys to listen to her opinion.

Step 3 语法讲练（Activity 3）

1 请在对话中找到下列各句。你知道它们的意思吗？

1) You were defeated last time.

2) When will the match be held?

3) I wasn’t chosen this time.

4) You won’t be allowed to watch with our fans.

5) We will be asked to play in the Olympic Games.

2请同学们观察划线部分的共同点

一般过去时的被动语态：

一般将来时的被动语态：

举一反三

1) 去年这个城市建了一条新铁路。

Last year a new railway ________ in this city.

2) 我打赌这间教室很快就会被打扫。

I bet this classroom _____________ soon.

3) 明年这里将建起一座大花园。

A bid garden ___________________ here next year.

4) 这些树都是去年种植的。

These trees ________________________ last year.

Step 4 当堂检测

1单项选择

1).It is said that potato chips _________ by mistake about a hundred years ago.

A．invent B．invented C．are invented D．were invented

2).The Olympic Games ________every four years.

A. are held B were heldC. are holding D. will hold

3) . ---Who’s the little baby in the photo, Susan?（20）

---It’s me. This photo ________ ten years ago.

A. takes B. is taken C. took D. was taken

4).---When can we get the exam results?

---They _______to you next Monday. (2008海淀一模)

A. will be sentB. are sending C. will send D. are sent

5). Bill was sad last night because he_____ to Mary's party. (2008丰台二模)

A. invited B. didn't invite C. was invitedD. wasn't invited

2 完成句子

1) 你们上次被打败了

You __________________________________________ last time.

2) 比赛下周日举行。

The match __________________________________ next Sunny.

3) 你明天将不被允许看电视。

You won’t _____________________to watch TV tomorrow.

4) 老师经常鼓励我们要努力学习。

The teachers often _____________________________________.

5) 妈妈总是要求我多做运动。

My mum always _______________________________________.

第二课时：(阅读课) Unit 2 Liu Xiang was trained for gold.

课堂学案

Step 1课前预习检测 (根据学生情况，可以二选一)

1 英汉词组互译。

1）首先 ________________________ 2）全世界 ________________________

3）务必，确信_____________________ 4）建立 __________________________

5）找出，查明_______________________ 6）出生于 __________________________

7）an overnight success ________________8）train as a high jumper_________________

9）compare…with… ______________ 10）away from sport _____________________

2 用方框中所给的词组的正确形式完成下列各句。

first of all, make sure, set up, find out, be born

1) __________ , I will say Thank You to my parents.

2) I ________________ in a village in 1987.

3) We need to ________________ who broke the window.

4) When you leave the classroom, ____________ all the lights are off.

5)She ________________a new world record time in the 100 meters.

Step 2 阅读训练。

1 主旨阅读：

1) Read the passage and choose the sentence which best expresses the main idea.

Liu Xiang _____________

a) was helped by his sports school to bcome a gold medal winner.

b) will be encouraged to be a star and not a sporting hero

c) has trained for many years,and will continue to win medals

2) Read the passage and match the main ideas with the paragraphs.

P 1/2 Liu Xiang in the future

P 3/4 Liu Xiang at the present

P 5/6 Liu Xiang in the past

2.细节阅读。（完成表格信息）

Complete the time line with the notes .

future plans

1983

1993

阅读课文后，用方框中所给的词汇的正确形式填空。

compare, encourage, help , medal, notice, overnight success , record, set up, symbol, train

Liu Xiang is not an __________________.He started training when he was young and he was ____________ at first to ___________as a high jumper. Then his skill at hurdling was ______________ by his coach Sun Haiping. He was ____________ by a special programme, it was ______________in 2001. His races were ______________ and his performance was ___________with the world’s best sports stars. In 2002 he won his first gold____________. He is a _______________ of China’s international sporting success.

3 阅读提升：（根据学生情况，可以二选一)

阅读还原句子：

Liu Xiang is not an overnight success. ____1___ He started training as a high jumper at a sports school. _______2______ Liu Xiang was helped by a special programme. _______3______ In 2002 Liu won 110m hurdles event in Switzerland and Korea. _______4________Now he’s well known all over the world.

A. In 2004, he won an Olympic gold medal in Athens.

B. He was born in Shanghai in 1983.

C. It was set up to help young sportsmen and sportswomen.

D. Then his skill at hurdling was noticed by his coach Sun Haiping.

微完形填空：

Liu Xiang is well known all over the world. He will also be ____1____ to appear in advertisements and films, and even to record music. But his ___2____ is making sure that he trains ____3_____ . Liu Xiang will be advised by his coach on how to be a great sportsman, and by his manager on how to be a star.

Liu Xiang is not an overnight success. He was born in Shanghai in 1983 and, like many Olympic sports stars, he started training when he was very young . Liu was_____4_____ at first to train as a high jumper. Then ,in 1998,his skill at hurdling was_____5_____ by his coach.

( ) 1 A. told B. asked C. wanted D. hoped

( ) 2 A. teacher B. manager C. coach D. father

( ) 3 A. regularly B. slowlyC. quickly D. safely

( ) 4 A. asked B. told C. encouraged D. wanted

( ) 5 A. seen B. noticedC. found D. looked at

Step 3 巩固加深

1 请在课文中画出下列重要词组。

first of all, now that, well known, make sure, an overnight success, be born,

be encouraged to , train as a high jumper, set up, be compared with, find out, away from sport

2你理解下列句子的含义吗？

1) And now that he’s well known all over the world, Liu Xiang will also be asked to appear in advertisements and films, and even to record music.

2) Liu xiang will advised by his coach on how to be a great sportsman, and by his manager on how to be a star.

3) Liu’s races were recorded, and his performance was compared with the world’s best sports stars.

3 你还记得下列句型吗？在课文中找到它的原句。

1）encourage sb to do / sb be encouraged to do

2）invite sb to do / invite sb to + 名词

3）ask sb to do

4）advise sb on how to…

练练吧！

1）当时我被鼓励再试一次。

At that time I ____________________________ again.

2）我很高兴被邀参加这次聚会。

I am glad that ____________________________ the party.

3）大明刚才邀请我去他最喜欢的运动俱乐部。

Daming ____________________________ his favorite sporting club just now.

4）姐姐要求妈妈允许她去英国学习。

My sister _________________________________her to study in Britain.

5）这个博士在怎样才能成功方面给了学生们建议。

The doctor _________________________________________ be successful.

Step 4 当堂检测（语法和句型）

（一）单项选择

1. Many trees and flowers _____ in our school last year.

A. plantB. plantedC. have planted D. were planted

2. It’s said that 215 more new schools ______ in this city by .

A. are building B. will be built C. have built D. were built

3. It is said that potato chips ______by mistake about a hundred years ago.（中考课标卷）

A. invent B. invented C were invented D. are invented

4. The doctor looked over Peter carefully after he ____ to the hospital. (中考大纲卷)

A. takesB. is takenC. took D. was taken

5. The pizza___ by my mother. Would you like to have some? （2005中考海淀卷）

A. was made B. was making C. madeD. makes

（二）翻译句子3-5个（着重中考句型，或重点词组+时态）

请根据汉语意思完成英语句子，每空一词(含缩写)。

1. 这道数学题太难了，我做不出来。

This maths problem is __________________I can’t work it out.

2. 今晚体育场将有一场篮球比赛。

A basketball match _____________________ in the stadium tonight.

3. 如果你与托尼对阵，你将没有获胜的机会。

You will have _________________________ to win if you play against Tony.

4. 在学校里学生不允许带手机。

Students _______________________________ their cell phone at school.

5. 小丽在学校里经常受到老师的鼓励。

Xiaoli _________________________________ by teachers at school.

第三课时：(写作课) Unit 2 Liu Xiang was trained for gold.

课堂学案

Step 1 课前复习检测

1：英汉词组互译

1）代表 ________________________2）看起来累 ________________________

3）被打败 ______________________4）被举行 _________________________

5）被选中________________________ 6）几次 ___________________________

7）务必，确信_____________________ 8）建立 __________________________

9）找出，查明_______________________ 10）出生于 ________________________

11)an overnight success ________________ 12）train as a high jumper_____________

2：完成句子

1). 林涛在比赛中获得第一名，所以他将被邀请参加聚会。

Lin Tao took the first place in the competition, so ____________________ the party.

2). 那位护士如此兴奋，以致无法入睡。

The nurse ________________________________________she couldn’t fall asleep.

3). 据说运动会将在我校召开。

It is said that the sports meeting____________________________________

4). 这个电视剧太有趣了，林涛欲罢不能。

This TV play _________________________________it.

Step 2 写作训练

活动一：翻译短语：

1) 被选中代表中国参加奥运会________________________________

2) 被全世界熟知________________________________

3）在…方面被教练建议________________________________

4）作为一名跳高运动员被鼓励练习____________________________

5）被与世界一流运动员相比较 _______________________________

活动二：利用短语，完成句子,注意时态和语态。 Have a try, please！

1) 姚明将被选中代表中国参加奥运会。

Yao Ming_____ ___ ______ ____ ________ _______ at the Olympic Games.

2) 乒乓球选手张怡宁被全世界熟知。

Zhang Yining, a table tennis player _____ ____ _____ _____ ____ the world.

3) 他在如何打好篮球方面被教练建议。

He ____ ______ by his coach ____ how to play basketball well.

4) 他从小被鼓励练习打篮球。

He ______ _______ _____ play basketball when he was young.

5) 当他训练时他的表现经常被与其他的球员相比较。

His performance ____ often ______ ______ other players when he trained.

活动三：

Do you like Yao Ming? Try to write a short passage about Yao Ming. The materials have been given to you. Try to use “and ,although and because”等连词.(要求：60-80词)

1980年出生在上海

9岁进入上海市体校训练

14岁进入上海市青年男子篮球队

入选中国篮球明星队

效力于休斯顿火箭队

future 为中国获得更多奖牌

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

第四课时：(复习课) Unit 3 Language in use.

课堂学案

Step 1 课前复习检测

(一)翻译词组：

1. a sporting hero______ 2. first of all,________ 3. be well known _________

4 all over the world__________5.a symbol of _______________

6. an overnight success _________________7.set up ___________

8. be compared with ___________________9.be trained for _______

(二)翻译句子：

1. The teaching building was built six years ago.

译：______________________________________________________

2. This museum will be finished next year.

译：______________________________________________________

3．This book is going to be returned to the library tomorrow.

译：______________________________________________________

Step 2 词汇训练你还记得这些词组吗？

Unit 1 ---- stand for look tired be against be defeated be held a tough match

be chosen several times

Unit 2 ---- first of all all over the world make sure an overnight success

be born train as a high jumper set up be compared with find out

away from sport

Step 3 语法训练

1 梳理语法：

1). 一般过去时的被动语态：was / were + 动词的过去分词

如: The teaching building was built six years ago. 这座教学楼建于六年前。

2). 一般将来时的被动语态：

“will be + 动词的过去分词”或“am / is / are going to be + 动词的过去分词”

如：This museum will / is going to be finished next month. 这座博物馆将于下个月竣工。

2、否定形式和疑问形式对比

1). 否定形式：

一般过去时的被动语态：was / were + not + 动词的过去分词

如： The window was not broken by him. 窗玻璃不是他打碎的。

一般将来时的被动语态：

“will not be + 动词的过去分词”或“am / is / are not going to be + 动词的过去分词”

如：The new film will not / isn’t going to be shown in our city next week.

那部新电影下周不在我们城市放映。

2). 疑问形式：

一般过去时的被动语态：通常把was / were置于主语前。如：

Were the textbooks written in ? 这些课本是写的吗？

Where were those buses made? 那些公共汽车是哪里制造的？

一般将来时的被动语态：将will, (be going to中的) am / is / are置于主语之前。如：

When will the road be opened to traffic? 这条路什么时候通车？

Are we going to be asked to attend the meeting？我们会被邀请参加会议吗？

3试一试：

1). Tina ________in a large class last term. There were nearly 50 students in her class.

A. put B. puts C. is putD. was put(朝阳二模)

2). Several Chinese millionaires ________ for dinner by Bill Gates to discuss the art of giving money away. (2011西城二模)

A. invited B. were invited C. will invite D. invite

3). One of the most popular 3D films --- Avatar Ⅱ________ in . (2011海淀二模)

A. put on B. is put on C. will put on D. will be put on

4). Green products __________by more and more people in their daily life. (海淀一模)

A. use B. usedC. are used D. were used

5). A park here next year. Then people nearby can come for a walk. (2012朝阳一模)

A. will build B. will be built C. has built D. was built

6) . The computer _______ away from his room last night. (2012东城一模)

A. takes B. took C. is taken D. was taken

7). Lots of books ________to the poor students in the countryside every year. (2012朝阳二模)

A. send B. sent C. are sent D. were sent

8). A lot of trees ______ in our school last year. (2012东城二模)

A. plant B. plantedC. are planted D. were planted

Step 4 当堂检测（语法和句型）

1 单项选择。

1）. Today Chinese __________ by more and more people around the world. (中考大纲)

A. was spoken B. is spoken C. spoke D. speak

2）．It is said that potato chips _________ by mistake about a hundred years ago. (2007中考课标)

A．invent B．invented C．are invented D．were invented

3）. - Who’s the little baby in the photo, Susan? (2008中考)

- It’s me. This photo ____ ten years ago.

A. takes B. is taken C. took D. was taken

4）. The sick boy _____to hospital by the police yesterday. (中考)

A. is takenB. was taken C. takesD. took

5）. The road ___________ last year．(中考)

A．builds B．built C．was built D．is built

6）. Many accidents ______ by careless drivers last year. (2011中考)

A. are caused B. were caused C. have caused D. will cause

7）. Today, computers are really helpful. They ____ everywhere. (2012中考)

A. use B. are used C. used D. were used

8）. Some new computers ________ to that village school last month. (2010东城一模)

A. give B. are given C. gave D. were given

9）. This beautiful school ______ two years ago. (2010朝阳一模)

A. built B. builds C. was built D. is built

10）. I think the MP3 is very helpful. It _____ for listening to music. (2010海淀一模)

A. is used B. uses C. was used D. used

11）. These photos _______ by my father on the Great Wall last autumn. (2010西城一模)

A. take B. took C. are taken D. were taken

12）. Now football ______ all over the world. (2010朝阳二模)

A. was played B. is played C. played D. plays

13）. Chinese has become a popular language, and it ____ by people all over the world.

(2010东城二模)

A. learns B. learned C. is learned D. was learned

14）. The whole China __________ to tears by Cairen Danzhou (才仁旦舟), the youngest

volunteer and hero in Yushu, Qinghai Province.(2010西城二模)

A. move B. moves C. is moving D. is moved

15）. He looks worried. His notebook ______ by mistake yesterday. (2010海淀二模)

A. is taken B. was taken C. is taking D. was taking

16）. My e-mail ______ to you last night. Have you received it yet? (2011朝阳一模)

A. sends B. sent C. is sentD. was sent

17）. It is true that knowledge ________ instead of being taught. (2011海淀一模)

A. learns B. learned C. is learned D. was learned

18）. - Why do you like to be a truck driver, John?

- You know. I ______ by my boss to enjoy the beauty of the country. (2011西城一模)

A. pay B. paid C. am paid D. am paying

19）. More green parks ________ in Beijing in the future. (2011东城一模)

A. buildB. will build C. are built D. will be built

20）. - There are many trees in your garden.

- Yes. They __________ by my father ten years ago. (2011东城二模)

A. plant B．plantedC．will be planted D．were planted

2 完成句子

1). 这个演讲非常精彩。我们都听得很认真。(2012中考)

The speech _______________________ we all listened carefully.

2). 这个侦探故事如此有趣，以至于我们看得欲罢不能。(2010东城一模)

The detective story is _______________________.

3). 这里的景色太美了，我们停下来拍了很多照片。(2011海淀一模)

The sights here were _______________________.

4). 两天前我要求爸爸给我买一部新相机。

I _______________________________________ a new camera two days ago.

5). 老师总是要求我们七点到校。

The teacher always___________________________________ at seven .

篇7：小学英语外研版课件

小学英语外研版课件

【学生情况分析】

三年级学生，年龄处在九、十岁左右。这个年龄段的儿童观察能力明显提高，自制性品质发展趋于平稳，是理解能力、有意识记发展的关键时期，思维能力处于从具体形象思维向逻辑思维过渡时期，注意力可以连续集中20分钟左右，具有爱玩、好动、求知欲望强、模仿表演能力强、渴望得到肯定等特点，对英语学习有着浓厚的兴趣。

三年级的学生刚刚开启英语学习，在前面四个单元中，已经学习了表示文具、颜色、身体部位以及动物的词汇及相关句型。对于基本的课堂用语、教师的简单指令学生基本可以掌握，在图片、教师的肢体语言或多媒体课件的辅助下基本能听懂、读准英语单词和句子，并在教师的指导下完成一系列的英语课堂活动。

【教学目标】

教学目标是学生能理解对话，并能用正确的语音语调朗读对话;根据对话的情景进行对话角色表演;能在语境中初步运用I’d like some… Have some…,too.来交流食物信息。

1. 能够在图片和教师的帮助下理解对话大意。

2. 能够听、说、认读三个有关食物的单词juice, egg, bread。

3. 能够在语境中运用I’d like some … Have some… 句型表达自己想吃的食物以及为别人提供食物建议，交流有关食物的信息。

4. 能够按照正确的语音、语调及意群朗读对话，并能根据对话的情景进行对话角色表演。

【教学重难点】

教学重点：

1. 理解对话意义，并能用正确的语音语调朗读对话。

2. 初步运用新句型I’d like some… Have some…, too. 来交流食物信息。

教学难点：

1. 学生能够在教师的带动下，自主地调动关于食物的词汇储备，复习相关词汇运用。

2. 学生能够在语境中理解生词juice, bread的意思，并能够正确发音。

【教学步骤】

1.热身

(1)Let’s sing

Sing a song: Old MacDonald. 教师播放歌曲，与学生齐唱，通过歌曲帮助学生复习已学过的与动物相关的单词。

T: Good morning, boys and girls.

Ss: Good morning, Selena.

T: Before the class, let’s sing a song, Old MacDonald.

(2)情景创设

教师使用课件展示主情景图，师生就情景图进行对话，就图中人物及其对食物的喜好进行提问，引导学生将已有的知识和生活经历结合运用，帮助学生了解本课时将要学习的主要内容。

T: Look! In this picture, I see some people near the farm. Who are they?

Ss: Sarah, Chen Jie, John, Chen Jie’s father and mother.

T: Yes. What are they doing?

Ss: They are having a picnic.

T: Good! They have a picnic. Can you see some food? What are they?

Ss: milk, eggs …

T: Yes, they have milk, eggs. What else? Look at the bottle, what’s in it?

Ss: 果汁、橙汁、juice …

T: Good! It is juice. 果汁。Please, read after me, juice.

Ss: juice

教师可领读2-3遍后，请单个学生或学生集体再领读、朗读。(此方法同样用于对单词bread的教学)

T: Would you like some juice? Would you like some bread? Can you guess what we are going to learn? Please choose from the topic below. 1.颜色 2.动物 3.介绍他人 4.食物

(教师板书：1. 颜色 2. 动物 3. 介绍他人 4. 食物)

(3)Main scene

教师播放主情景动画，引出本课题目Let’s eat!

设计意图：课前通过唱轻松愉快的歌曲，在复习已学单词的基础上激发学生的学习兴趣，提高复习效果。通过主情景图，引出本单元主要句型的语境，让孩子们初步感受语镜、感知句型的意思。

2. 呈现

(1)单词和句型

教师使用课件呈现单词juice，并由juice导出句型：I’d like some juice. 并在板书中明确juice和some juice，提示学生juice的不可数复数形式。

(2)Brainstorm

利用Brainstorm头脑风暴的形式，引导学生说出一些学过或自己知道的关于食物的单词，如egg, ice cream, juice, apple, pear, noodles等，从而引出并学习新单词bread。鼓励学生尝试用I’d like some … 说出自己想吃的食物，进一步练习使用句型：I’d like some … 教师再把相应的食物图片发给学生，在交给学生的时候，教师使用句型Here you are.

(3)对话教学

①看图猜想

教师播放Let’s talk板块的图片，引出Mike和Mum在吃东西的情景，组织学生看图猜想，猜猜图中人物在说什么。

T: Well done! Look! Who are they? Yes, they are Mike and Mike’s Mum. They are eating, too. Can you guess, what are they talking about? Look at the picture, what may Mike say? Will Mike say “What’s your name?” And what may he say? Now discuss in groups. Let’s go!

T: Maybe. / Good try. / It could be …

②教师对学生的回答给予反馈，并展示全文内容。师生再一次重温对话内容。

T: Now let’s check. Mike says, I’d like some juice, please. What may mum answer? Read after the tape.

③Role play

教师播放录音，学生跟读、朗读后，分角色表演对话。

T: Well done! Now let’s act.

设计意图：在正式学习课文前的看图猜想活动，有效地激发学生的思维，让学生发挥想象，对图片进行预测。带着问题去听录音，帮助学生的注意力更加集中，达到有针对性地注意对话内容、理解课文。再通过跟读、朗读、分角色表演，有意识地培养学生按照争取的语音、语调及意群朗读的习惯，并进一步加深巩固本节课的重点句型I’d like …

3. 操练活动

(1)Passing the message

游戏：Passing the message传悄悄话。

按照座位顺序，每一列学生为一组。每组的第一位学生上台抽取一张图片(不得让其他学生看到)，明确图片内容后放下图片回到座位，听到教师说One! Two! Three! Start! 后，以说悄悄话的方式，运用句型I’d like some … Have some …, too. 将图片上的食物信息传递给下一个学生。每组的最后一名学生到讲台处找出对应的`食物图片并说出该句子。速度快又准的小组获胜。

设计意图：此教学步骤的目的是操练句子I’d like some juice/bread, please. 和Have some bread, too. 通过传悄悄话这一游戏，既可以帮助学生加深对单词的音形掌握，又培养学生的良性竞争和团队合作意识。

(2)句子接龙

游戏句子接龙：每个学生说出的句子要多加一个食物单词。如果连续四个学生顺利过关，第五位学生重新说一个新句子起头，开始新一轮句子。教师可先请五名口语较好的学生进行示范，然后组织全班五人为一小组，展开活动。

设计意图：通过句子接龙这个游戏，帮助学生复习、巩固、运用关于食物的单词及句型I’d like some …

4. 拓展

以四人小组为单位，做小演员，运用句型I’d like some … 和Have some … 看图设计Mike和Chen Jie的对话，渗透中西方早餐文化的异同。每组可设计多组对话，每位组员将Mike和Chen Jie的角色各演一次。

T: Good job! Look at the picture, can you act Mike and Chen Jie? Four people a group, try to act it!

T: Well done! Can you find out the differences between Mike and Chen Jie?

T: What do you have for breakfast every day?

设计意图：通过中西方早餐文化异同的比较活动，实现跨文化交际教学，也对学生跨文化意识的树立加以渗透，并对教学资源进行了一定的扩充。

5. 小结与评价

(1)学生先设计自己喜欢的早餐食谱，与同桌交流，再相互评分、展示。

(2)教师针对学生的早餐食谱设计进行反馈，再一次使用I’d like some … Here you are. 加深学生对本课时单词和句型的感知，同时也作为本课的小结。

T: Do you want to be healthy? Can you design a menu for your breakfast? Now design and talk about it with your neighbor.

设计意图：通过设计早餐食谱比赛，运用新句型，为学生留下更多的创作空间，同时也可渗透下一节课要学习的食物，为下一节课做铺垫。

6. 作业

(1)同桌两人一组，表演Let’s talk对话。

(2)制作第二天早餐的食谱。为家人制作一份健康的早餐食谱。

设计意图：设计符合孩子们的性格特点的作业，让学生乐做作业，在玩中学习知识。

篇8：外研版英语指导教案

姓名_________ 班级_________

一.选出每组不同类的一项。(5分)

( ) 1. A. email B. e-book C. library

( ) 2. A. books B. dictionaries C. sandwiches

( ) 3. A. China B. Chinese C. English

( ) 4. A. had B. bought C. send

( ) 5. A. make B. find C. card

二.单项选择。(15分)

( ) 1. Amy is going to ____ Chinese food tonight.

A. eat B. ate C. eating

( ) 2. I watched a programme about China ______.

A. last night B. tonight C. tomorrow

( ) 3. Daming wants to ____ a birthday card for his mother.

A. made B. make C. making

( ) 4. ---- Did you ____ English two years ago?

---- No, but I am _____ English now.

A. learnt; learnt B. learnt; learning; C. learn; learning

( ) 5. There ___ any buses or televisions then.

A. wasn’t B. were C. weren’t

( ) 6. ____ old woman talked about her life many years ago.

A. An B. A C. The

( ) 7. The dag is _____. I can’t carry it.

A. light B. heavy C. hard

( ) 8. Sam didn’t ____ hamburgers yesterday.

A. had B. has C. have

( ) 9. The bag ____ got four wheels.

A. has B. have C. had

( ) 10. ---- Have you got a small one?

----- _________

A. Yes, I have. B. No, I have C. Yes, I haven’t.

( ) 11. The T-shirt has got a panda ___ it.

A. on B. in C. about

( ) 12. We can ____ information from books and CDs.

A. find B. found C. finding

( ) 13. It’s too hard ____ you.

A. from B. for C. of

( ) 14. Let’s ____ football after school.

A. played B. playing C. play

( ) 15. ____ are the books about science?

A. Where B. What C. How

三.选词填空，补全句子。(20分)

1. Yesterday I ____ a book about England. I like ____. (read, reading)

2. He didn’t ______ Chinese before. But he is _____ Chinese now. (learn, learning)

3. Last week I _____ a letter to my friend. But he didn’t ______ me back. (write, wrote)

4. This morning I had three _____, so I didn’t have a ______ for lunch. (sandwiches, sandwich)

5. The bag is _____ for the little girl. She can’t _____it. (heavy, light, carry, to carry)

A. Yes, she does.

B. No, she didn’t.

C. I was in Beijing.

D. They are on Shelf B.

E. I had fish and chips.

四.给下列句子选择合适的答语。(10分)

( ) 1. Where were you three days ago?

( ) 2. Did she make a card yesterday?

( ) 3. What did you have for dinner?

( ) 4. Does Amy like Chinese food?

( ) 5. Where are the books about sports?

五.按要求改写句子。(10分)

1. He had some new books. (改为否定句)

He _____ _____ any new books.

2. She could read and write. (改为否定句)

She ____ read ____ write.

3. I lived in Shanghai ten years ago. (对画线部分提问)

_____ did you ____ ten years ago?

4. They are my parents. (对画线部分提问)

____ ____ they?

5. you, have, a, small, got, one (?) (连词成句)

六.阅读短文，选择正确的答案。(10分)

Ms Smart and Amy went to a department store last week. Ms Smart wanted to buy a coat for Amy. They looked at a blue coat. Blue is Amy’s favorite colour. The coat was nice. But it was too big for Amy. The sales assistant took a small one. But it was white. Amy tried it. That was lovely. Amy liked it very much. So they took it.

( ) 1. Where did Ms Smart and Amy go last week?

A. A department store. B. A supermarket. C. Amy’s school.

( ) 2. Ms Smart wanted to buy a ____ for Amy.

A. coat B. T-shirt C. dress

( ) 3. What is Amy’s favorite colour?

A. Black. B. White. C. Blue.

( ) 4. The blue coat was too ___ for Amy.

A. small B. big C. nice

( ) 5. Ms Smart and Amy took the ____ coat.

A. black B. white C. Blue

七. 仿写。

Name: Lily

Age: 10

Color: green blue

Language: English

Hello, my name is Lily. I’m ten years old. My favorite colors are green and blue. My favorite language is English. I have many friends. I am a happy girl!

Name: Tom

Age: 12

Sports: playing basketball, play computer games

Language: Chinese