科目English年级Grade9班级C1.2时间2012-12-5课题Unit1Howdoyoustudyforatest?Thefirstperiod教学目标1.Newwordsandexpressions:flashcard,vocabulary,aloud,pronunciation,2.Talkabout“Howtostudy.”3.Learntouse“bydoing”教材分析SectionA1a,1b,1c,2a,2b,2cKeypoints:Howdoyoustudyforatest?Istudybyworkingwithfriends.Difficulties:It’stoohardtounderstandthevoices.实施教学过程设计I.GreetingGoodmorning,class.Nicetoseeyou.II.Presentation1.T:Howdoyougo/come/gettoschool?S:Igo/come/gettoschoolbybusbytrainonfoot2.Lookat1aHowdoyoustudyforatest?Istudybyworkingwithfriends.bymakingflashcardsbyreadingthetextbook.4.1b.Listenandwritelettersfromthepicturesabove.Meistudiesbyflashcards.Pierrestudiesbyaskingtheteacherforhelp.Antoniostudiesbylisteningtothetapes.5.1c.PairworkSa:Howdoyoustudyforatest?Sb:Istudybyworkingwithagroup.Askthestudentstopracticeinpairs.Asksomepairstoactout.III.Presentation1.2aListenandcheckthequestionsyouhear.1√2√4√5√2.2b.Listenagainandmatcheachquestionabovewithananswerbelow.1d2b4c5a3.2c.PairworkMakeconversationsA:Haveyoueverstudiedwithagroup?B:Yes,Ihave,I’velearnedalotthatway.Asksomepairstoactout.IV.Explainthekeypointsanddifficulties.1.whatabout①征求或建议Whataboutgoingtothepark?②劝人吃或喝Whataboutsomemoremilk?③询问经过或情况Whataboutthefriendyousawlastyear?2.way①表“道路，路线，路途”Couldyoupleaseshowmethewaytothezoo?Wegothisway,yougothatway.②表“方法，手段”Meatcanbecookedindifferentways.Theyaretryingtofindawayofsolvingtheproblem.3.by①在附近，靠近，同nearThere’sateacherstandingbytheteacher’sdesk.②经过Hewalkedbyhisfriendssayinghellotothem.③不迟于，到…为止Howmanysongshadhelearnedbytheendoflastyear.④被，由Thewriterwaskilledbyayoungman.⑤用，通过（方法，手段）Myfathergoestoworkbybikeeveryday.V.GrammarFocusHowdoyoustudyforatest?Istudybylisteningtotapes.HowdoyoulearnEnglish?Ilearnbystudyingwithagroup.DoyoulearnEnglishbyreadingaloud?Yes,Ido.HomeworkMakesentencesusing“by+doing”教学反思本节课的重点是以使用“by”来阐述或表达做事的方法，在教学设计中我重点强调了如何用“by”说和写，我用“Igotoschoolbybike”导入，之后让学生讨论学习中的策略，对程度较差的学生只要求能用by说一句话，而对程度较好的学生则要求用“by”表达学习方法并能表明理由。这样做就是为听力、阅读作铺垫。而在文章的教学上首先让学生找出明显的方法句（即由“by”引导的）和隐性的方法句（即没有“by”引导，但仍然呈现一种方法）。紧接着就是词汇的训练，将其体现在句子中，由词至到句的训练，帮助学生明白意思并能熟练掌握用法，而整个教学过程的训练体现于pairwork和groupwork之中。本节着重从以下几点入手：1、对羞于开口或放不开的学生采用鼓励的策略，尽管学生回答问题是被动的，但目的是使他们明白学习英语不能只是心明，而更要脑清、嘴顺，善于表达个人意见；2、词汇训练这一关，突破“死记”，在“活用”方面取得进展。3、了解个体差异，对不同程度的学生设计不同水平层次的问题，保证学生在原有基础上逐步提高。经过三个方面的训练，感觉本堂课的效果还不错，大多数学生能当堂达标，达到预期的目标。课下作业布置适当的练习题进行巩固练习。
