Chapter1Franceiscalling-。

为了促进学生掌握上课知识点，老师需要提前准备教案，又到了写教案课件的时候了。只有规划好教案课件计划，就可以在接下来的工作有一个明确目标！你们了解多少教案课件范文呢？以下是小编为大家精心整理的“Chapter1Franceiscalling-”，欢迎您阅读和收藏，并分享给身边的朋友！

Chapter1Franceiscalling

Reading

LearningandTeachingArrangement

I.TheInstructionoftheArrangement

ThislessonisarrangedbytheinstructionoftheNewCurriculum.

Englishcurriculumshouldfacetoallthestudents,focusonthequalityoftheeducation.ThegeneraltargetofEnglishcurriculumistoexpandthecomprehensiveabilityofthelanguageapplicationandthisisbasedonthedevelopmentoflanguageskills,languagefocus,emotionalattitude,learningstrategiesandcultureasawhole.

Allthesewillbeachievedineverystepofthislesson,withtheteacher’sdefiniteguidance,it’llfullyreflectwhatTheNewCurriculumproposes:Teachingisforcommunication,bycommunicationandforcommunication.II.AnalysisoftheTeachingContents

1.Teachingcontents:

OxfordEnglish8BChapter1ReadingP2-5

2.TeachingObjectives:

(1).Knowledgeobjectives:

KnowingabouttheattractionsofFranceasatourist

destination.Jab88.COM

(2).Abilityobjectives:

a.Thestudentswillbeabletoreadtheinformationneeded.

b.Thestudentswillbeabletousethematerialstotalkabout

Franceasmanyaspossible.

c.ThestudentswillbeencouragedtofurthertheadditionalinformationaboutFrance.

(3).Moralobjectives:

MakeadeeperimpressiononculturebetweenChinaand

foreigncountries,furtherdeveloptheopeningattitudeof

culture.

3.Teachingmainanddifficultpoints:

a.TheCultureofdifferentaspectsofFrance,suchaslocation,touristdestinations,foodanddesignernames,artandculture.

b.Somewordsandexpressions.

4.Teachingaids:Multimediasoftwareandcomputer

5.Teachingmethods:Task-basedlanguageteachingmethod;

Situation-basedlanguageteachingmethod;

Student-centeredlanguageteachingmethodIII.TeachingProcedures

1.Lead-in

TrytoleadthestudentsintotheworldofFrancebyusingsomepicturestheyarefamiliarwith,suchasFrenchflag,drinkslikechampagneandmineralwater,popularsportsinFrancelikecycling,skiing,tennisandfootball.2.Warming-upactivity

AskthestudentstotalkaboutanythingtheyknowaboutFrance,justinafewwords.Thendiscussbriefly.

3.Presentation

a.IntroductionaboutFrance：

SupposeIamareporterandsay:“I’mwritinganarticleabouttravellingtoFrance(Showthepageofmymagazine).Nowthatwinterisbehindus,manypeoplearestartingtothinkaboutgoingabroadforthesummerholidays.Thisyear,whynotspreadyourwingsandvisitFrance?”

b.Topresenttheemphasisofthisclass---materialsaboutFranceinsixaspects------Location,scenicareas,thecapitalandthetouristdestinations,food,designernamesandartandculture.Atthesametime,thewordsandtheexpressionsarepresented.

4.Salon

a.Dividethewholeclassintogroups,assignthemtodiscussoneoftheaspectsofFranceindetails,usingtheinformationtheyhavecollectedfromInternet,magazinesandnewspapers.Theteacherencouragestudentsatdifferentlevelstopracticethelanguage.Itisnotnecessaryforthestudentstospeakperfect.Letthemmakemistakes.Buildingconfidenceismuchmoreimportantthangetaccuracyatthislevel.

b.Chooseastudentfromeachgrouptoreporttheirconclusionstotheclasstheyhavediscussed.

c.Appraisetheirabilitiesofcollectinganddealingwithinformationindependentlyandthecooperationbetweenthem.

5．Consolidation

DomorecomprehensivepracticesbydescribingFranceasawholetheyhaveknown,includingmoreinformationaboutFrance.

6．Practice

ExerciseDonpage5,makingasummaryofthearticleinnoteform.Completethesummarywithinformationfromthepassage.

AttractionsofFrance:manybeaches;good(1)________inthemountains;beautifulareasofthecountrysidesuchasthe(2)______old(3)______wherekingsandqueenslived

Capital:(4)______

Famousplaces:(5)______and(6)_______

Specialattractionsforchildren:(7)_______

EasytovisitBritainnow,byusing(8)______

Franceisfamousfor:(9)_______suchasbreadandcheese

(10)______suchasCardinandDior

ExamplesofFrenchcultureorganizedallovertheworldeveryyear:(11)________

7.Emotionalattitude

Sincewehavelearnedsomuchinformationaboutforeigncountries,Ihopeweenjoytouchingtheculture，understandthecultureandrespecttheculture.IV.Appraisal

Usingthefollowingexercises,makesurethestudentsrealizetheirsuccessandinadequacyofthepresenttasks，thejoyofthesuccesswillheightentheirintentionoflearning,theself-analysisoftheinadequacywillimpelthemtogreaterefforts.

TelltrueorfalseorDKiftheinformationisnotinthepassage

1.Franceisasmallcountrybutveryinteresting.

2.ThereareprobablymanyfarmersinFrance.

3.YoucancatchatrainfromLondontoParis.

4.ChanelandDiorarethenamesofpeople.

5.ItiseasytolearnFrenchquickly.V.Introspection

1.Developingthetask-basedteachingcantapthestudents’potentialitieseffectively.

2.Thislessonencouragesthestudentstousethetargetlanguagesindifferentways,givesthestudentsenoughchancestopracticethelanguageandreflectstheirchiefstatuswithinthetask.

3.Considerthedifferentcapabilitiesofthestudentsduringtheteaching,respecttheindividualdifferences,payattentiontoincreasebydegrees,eachstudentatdifferentlevelsshouldberewardedwithsomethingsuccessful

4.Trytoenhancethetheoreticalresearchinthefutureteaching,developthetask-basedteachingdeeply,makeuseoftheteachingmaterialsrationally,explorealleffectivewaysandgivefullplaytotheiradvantagesofindependenceandcooperation.Blackboarddesign

Franceiscalling

Location:theEnglishchannel,theAtlanticOcean,

theMediterraneanSea

Scenicareas:theLoireValley,theoldcastles

Capital:Paris

Touristdestinations:theEiffelTower,theArcdeTriomphe,EuroDisney

Food:champagne,mineralwater,brandyandwine

Designernames:Diorinclothes,ChanelinperfumeandCartierinjewellery

Artandculture:Frenchfilmfestivals,exhibitionsandconcerts.

相关知识

Chapter1Makingfriends

Chapter1Makingfriends
ListeningandSpeaking
参赛教师：深圳市观澜中学孙春月
2010-1-12
一、教师简介
孙春月,中学二级教师，08年7月毕业于东北师范大学外国语学院英语系，08年9月至今任教于深圳市宝安区观澜中学初中部，现任初二年级英语教师。

二、教材版本
OxfordEnglishShenzhenEdition

三、课题名称
7AC1Makingfriends---Listeningandspeakingthe1stclass

四、授课课时：共一课时40分钟

五、教材分析：
Thecontentcomesfromthefirstunitof7AOxfordEnglish,ShenzhenEdition.ThetitleisMakingfriends.Thisunitischieflyabouthowtointroduceoneselfandhowtowritealettertoapenfiend.Wehavelearntthekeywordsandthesentencepatternsfromthereadingpassage.Sothelisteningpartwon’tbeasdifficultasothers,andIdecidetospendmoretimeonthespeakingpart---Howtodescribeonepersontoprepareforthelisteningpart.Todescribeoneperson,Iplantodoindividualwork,pairworkandgroupwork,sothestudentscanusethekeyworksandsentencepatternsmanytimestomasterthembetter.Andthen,thestudentswilldolisteningandcomparingtomasterhowtodescribeonepersonlogicallyandeffectively.
六、教学目标
1.Knowledgeaims:EnabletheSstolearnandthenmasterthefollowinglanguagepoints:
Importantwords:
wouldliketobe…想要成为…befrom/comefrom来自inFormone在一年级livewith与……住在一起atschool在学校enjoydoingsth.喜欢做Importantsentences:
①Iwouldliketobeyourfriend.
②Myfavouritehobbyisdoingsth.我最大的爱好是…
③Iwasbornin…
④Ilivein…with…
2.Abilityaims:
①EnabletheSstocommunicatebyusingthethingslearntinclassandoutside.
②EnabletheSstounderstandhowtointroduceoneself.
③EnabletheSstowritealettertoapenfriend.
④EnabletheSstocomparetheirletterwiththeletterinthetextbookandfindthedifferences.
⑤Tocultivatestudentsabilitiesofdiscovering,analyzingandsolvingproblems,andofthinkingindependently.
⒊Moralaims:
①EnabletheSstolovetheirfriendsandestablishharmoniousrelationshipbetweeneachother.
②EnabletheSstolearnhowtocooperatewithothersbysolvingwithproblemswithothers.

七、教学重点与难点
1.KeyPoints：Howtofocusontheonetopic:FindonesuitablefriendforSandy;Howtoguidestudentstousethelearntlanguagestocommunicatewithothers.
2.DifficultPoints:Howtocommunicateeffectivelyandexpresstheirownidealogicallyandfrequently.

八、教学方式
1.Communicativeteachingmethod----Takethestudentsasthecenteroflearningandcreaterealcommunicativesituationforstudentstocommunicateandtosharetheiropinionsinordertotraintheirabilitiesofspeaking,communicating,thinkingandcooperatingwithothers.
2.Topic-basedteachingmethod----Createsometopicsaccordingtothemaintopicandguidethestudentstocommunicateandsharetheiropinionswithothers.
3.Task-basedteachingmethod----Askstudentstousewhattheylearntinclassoroutsidetosolvetheproblemsthroughdiscussion.
4.Theteachingmeansarevaried,includinglettercards,pictures,
tape-recorder,flash,andmulti-media,whichcanstimulatethestudentsdifferentsensesandishelpfultothecomprehensionofthematerialandtocalltheSsinitiatives.
九、教学用具
1.Asong:YouandMe
2.Claspsforcountingthemarksthateachgrouphasgot
3.AtoynamedSandy
4.Acallforpresentation
5.Thestudents’self-evaluation

十、教学过程
Preparation:
1.FindoutsomeinterestingpicturesandthesongYouandMe.
2.Buysomebooksasthepresents.
3.Dividethewholeclassinto9groupsaccordingtotheirseats.
4.PrepareatoynamedSandyandacallandclaspsforcounting.
5.Preparethelisteningmaterialandataperecorder.
6.Prepareforthestudents’self-evaluation.
Self-evaluation
1.Didyouraiseyourhandintheclass?YesNo
2.Didyoucooperate(合作)withyourpartnersorgroupmembers?YesNo
3.Wereyousatisfied(满意)withyourrepresentation(表现)intheclass?YesNo
4.Areyougoingtodothehomeworkandpreviewthenextclasscarefully?YesNo

StepsAims
StepⅠGreeting(1′):
(1)Theteacherandthestudentsgreeteachother.
(2)Theteachertellsthestudentstohaveacompetitionandtherules(Girls’groupBoys’group).
Toarousestudentsinterestandtocheerupthestudyingatmosphereinclass.
G
B

StepⅡLeading-in(2′):
(1)ListentothemusicYouandMe
(2)TheteacherintroducesSandytothestudentsandtellSandy’sproblem(Hefeelslonely.Andheneedsafriend.)tothestudents.
(3)TheteacheradvocateshelpingSandyandbeinghisfriend.Toleadinthelesson,toarousestudentsinterestandtocheerupthelearningatmosphereinclass;toprepareforthefollowingtask.

StepⅢIndividualwork(3′):
(1)TheteacheraskswhatthestudentswanttoknowaboutSandy,andmakealistaboutthedifferentaspects.
(2)Thestudentsthinkitoverandlistouttheaspectsbythemselves.
Totrainandevenenhancestudentsabilitiesofthinkingindependentlyandsummarizinglogicallythroughthinkingmakingalist;toencouragethestudentstospeakEnglish;toprepareforthefollowingtask.

StepⅣPairwork(5′):
(1)TheteacherasksthestudentstomakeacalltoSandyaccordingtotheirownlist.
(2)Theteacherpicksouttwoorthreepartnerstodoitafter1minute’preparation.
(3)Theteachergivessomecommendationsfortheirpresentation.

Totrainandevenenhancestudentsabilitiesofspeakingandthinkingandworkingwithothersactivelyandefficientlythroughdoingtheconversation;toencouragethestudentstospeakEnglish;toprepareforthefollowingtask.

StepⅤGroupwork(8′)::
(1)Theteacherdividesthewholeclassinto9groups,sixpeopleonegroup.
(2)TheteacherasksthestudentstointroducethemselvesbybothspokenandwrittenaccordingtothehintsgivenonthePPT.
(3)Theteacherchoosesonememberofeachgrouptodotheirintroductiononebyoneafter2minutes’preparation.
(4)Theteachergivessomecommendationsfortheirpresentation.
G1G2G3
G4G5G6
G7G8G9
Totrainandevenenhancestudentsabilitiesofspeakingandwritingandcooperatingwithothersthroughpreparingtheintroduction;toleadstudentstousetheimportantwordsandphrasesandsentencepatternsactivelyandcorrectly;toencouragethestudentstospeakEnglish;toprepareforthefollowingtask.

StepⅥDiscussion(3′):
(1)TheteacherasksthestudentstodecidewhoisthemostsuitablefriendforSandyaccordingtotheirselfintroduction.
(2)Theteacherpicksouttwoorthreestudentstotellustheiropinionsandreasons.
(3)Theteachergivessomecommendationsfortheirpresentation.
G1G2※G3
G4※G5G6
G7G8※G9※
Totrainandevenenhancestudentsabilitiesofspeakingandcooperatingwithothersthroughpreparingthediscussion;toleadstudentstousetheimportantwordsandphrasesandsentencepatternsactivelyandcorrectly;toencouragethestudentstospeakEnglish;toprepareforthefollowingtask.

StepⅦListening(11′):
(1)Firstly,theteachertellsthestudentstherearealsosixchildrenwhowanttobeSandy’sfriend.Andwehavetheirinformation.
(2)Next,thestudentslistentothetapeoftheshortpassageforthreetimes.Thefirsttimeforfindingoutthekeywords,thesecondtimeforfillingintheblanks,thethirdtimeforcorrectingthemistakes.
(3)Optional---Andthen,thestudentsreadafterthetape.
(4)AskthestudentstochoosethebestonefromthelisteningmaterialtobeSandy’sfriend.
Totrainandevenenhancestudentsabilitiesoffindingoutthekeywordsandlisteningandspeakingthroughimitatingtheintonationandspeedofthereadingmaterialinthetape;toencouragethestudentstospeakEnglish;toprepareforthefollowingtask.

StepⅧComparison(5′):
(1)Theteacherasksthestudentstocomparethebestone’slisteningmaterialinthetextbookwiththeirownwrittenintroduction.
(2)Theteacheraskssomestudentstotellusthesimilaritiesandthedifferencesbetweenthetwoshortarticlesafter2minutes’preparation.
(3)Optional---Ifthebestoneisonestudent,theteacherhadbetteraskhimorhertomakeaspeechabouthis/herfeeling.
(4)Theteachergivessomecommendationsfortheirpresentation.
(5)Concludethewholeclasstofindoutthetwowinners:BoysorGirlsandGroupX,andgivethemsomepresents,andaskthestudentstodoself-evaluation.TotrainandevenenhancestudentsabilitiesofexpressingtheiropinionexpertlyinEnglish;totrainthestudents’abilitiesofanalyzingtwothingsofthesamecategory;toencouragethestudentstospeakEnglish;toprepareforthehomeworkpart.

TestvsStu.

StepⅨHomework(2′):
(1)RewritetheletterfromyoutoSandy,introducingyourselftobehisfriend.
(2)Previewthelanguagepartcarefully.Tohelpthestudentsreviewwhattheyhavelearnedintheclass;totrainthestudents’abilitiesofcorrectingthemselves;totrainthestudents’abilitiesoflisteningandspeakingandreadingandwriting;tohelpthestudentsmasterthemainwordsandphrasesandsentencepatterns;tohelpthestudentsmastertheformofwritingaletter.

十一、板书设计

Aletterfromapenfriend
MakealistComparisonCompetition
1.…similaritiesVSdifferencesG1G2G3BG
2.……VS…G4G5G6
3.……VS…G7G8G9

附1：教学课件---PPT
附2：音乐YouandMe

Chapter1Thegreenconsumer

Chapter1Thegreenconsumer
一、教学内容：
Chapter1ThegreenconsumerReading2
二、主要内容
（一）课文语言点归纳
（二）重点句型及释义
三、知识总结与归纳
（一）课文语言点归纳
1.beindanger
2.firstofall
3.let…in
4.thesurfaceofthemoon
5.protectivelayer
6.rainforests
7.takein
8.throwaway
9.dowith
10.greenconsumers
11.plasticitems
12.burnup
13.thethreatsto
14.destructionof
15.ourhabitsofdoingsth.
16.damageto
（二）重点句型及释义
重点句型
1.Theatmosphereisessentialtoalllivingthings.
2.Manyofourhabitscausepollution,especiallyourhabitofdoingthingsonceandthenthrowingthemaway.
3.Ouratmosphereischangingbecausewearepollutingitwithchemicals.
4.Withoutitsatmosphere,theearthwouldbeaslifelessasthemoon.
5.MrBlackisthesameageasMrBrown.
6.Carbondioxideisdifferentfromoxygen.
句子释义
1.toimaginetheearthinsideakindofgreenhouse…keepingmuchofthewarmthfromgettingout.
imagine
a.imagine＋n./doing
Sheimaginedherlifewithoutworryingaboutclothesandfood.
b.imaginesb.doing
Sheimaginedherfriendsgivinghersomepresentsforherbirthday.
c.imaginethat/if/who
Canyouimaginewhoisknockingatthedoor?
keepsth.fromdoingsth.
Wemustdosomethingtokeephimfromgoingtosleep.
2.Itisvitalthatwedosomethingtosavetheearth.
it/thatwedosomethingtosavetheearth
Itistruethatfirecanbecontrolled.
Itisharmfulthatpeopleareusingplasticitemssuchasfastfoodboxes.
3.TheburningandcuttingdownoftreesismakingtheGreenhouseEffectworsebecausetreestakeinCO2.
and连接两个名词，如后一名词没有定冠词时，谓语动词用单数形式。
Thedancerandsingerislikedbymanyyoungpeople.
TheheadmasterandPartysecretaryisverystrict.
4.thehabitofdoingsth.做……的习惯
thehabitofgettingupearly早起的习惯
thehabitofgoingtobedlate晚睡的习惯
thehabitofrunninginthemorning晨跑的习惯
5.TheGreenhouseEffectmaycausethe…riseanddrown…evenwholecountries.
rise起床、起立
Herisesatdawneveryday.
rise升起、上升
Thesunrisesintheeast.
raise
Theyareraisingaflag.
6.Thewritertellsusthat…occurs20-50kmabovetheground.
occur发生
Howdidtheaccidentoccur?
occur出现
Thesounddoesn’toccurinhisnativelanguagesoitisdifficultforhimtopronounce.
occur,takeplace,happen
Theunexpectedthingalwayshappens.
Whenwillthefootballmatchtakeplace?
7.Itformsanessentialprotectivelayeraroundtheearth.
protectiveadj.保护性的
protectv.保护
protectionn.保护
8.destructionoftherainforests
destructionn.破坏
destructionof……的破坏
destroyv.破坏
Thecitywasdestroyedduringthewar.

Chapter1Aletterfromapen-friend

做好教案课件是老师上好课的前提，大家应该在准备教案课件了。教案课件工作计划写好了之后，才能更好的在接下来的工作轻装上阵！哪些范文是适合教案课件？下面是小编精心收集整理，为您带来的《Chapter1Aletterfromapen-friend》，欢迎您阅读和收藏，并分享给身边的朋友！

Chapter1Aletterfromapen-friend

一、章节分析（Readingsection）

（一）综述

本单元的阅读部分是一个生活在英国的学生写给香港笔友的一封英文信。学生对国外同龄孩子的生活比较感兴趣，再加上他们对英文信形式不陌生。所以，教师应充分利用学生的兴趣，通过比较不同的学校生活进行教授。

本课的任务有两个：

1学生通过对课文的学习。掌握一些核心词汇，例如：pen-friend,magazine，inch,form等。

2通过学习课文，了解英文信的结构，为writing部分做准备。

（二）阅读目标

1知识目标

学习课文中重点词、词组、句型和语法。

2能力目标

通过阅读进一步掌握英文信的结构、格式。

3情感目标

帮助学生学会与他人交流。

（三）教学方法

采用任务型教学法组织教学，通过听说训练、讨论等具体活动，达到教学效果。

（四）重点和难点

1词汇学习

核心词汇

magazinepen-friendfootinchhobbyownform

keenkeenonphysicsambitionshutprobably

拓展词汇

rugbyhockeytop-rightsignaturepostalcodepostalcode

chessenclosetraineridleinaudibleactuallygeography

2句型学习

Iwouldliketobeyourpen-friend.

Myambitionistobeanengineer.

教学设计（TeachingDesigns）

教学内容教学实施建议教学资源参考

Pre-reading八、九年级和六、七年级课本结构体系完全不同,建议老师在这个阶段完成以下三个任务:

①介绍八、九年级课本结构特点，课文所涉及的语法及有关阅读技巧

②先通过Brainstorm让学生说出自己最喜欢的运动，然后通过P2练习A检测，并利用学生喜爱的足球明星Beckham照片过渡到鼓励学生谈论对英国的了解，同时教师向学生介绍一些有关英国的学校教育背景知识，最后教师与学生分享阅读一封笔友的来信（即课文）——与学生一起讨论英文信的组成部分，为进入课文学习作好铺垫。

［具体处理这部分内容的建议见二十一世纪英文报网站及英文报

《牛津英语教学参考》

While-reading这是本课的重点部分.

①听课文录音全文，completeEx.E1(P6)

②讲解课文：

A.介绍英文信格式、地址写法及NewcastleuponTyne：

B．讨论文章四段大意，见教参T3,注意自我介绍的描述

C．猜词8训练--根据上下文推测词意

D.重点词汇及句式讲解

E．Consolidationandconclusion指导学生完成课文后的P5ExC2、ExD。

Post-reading同时推荐学生阅读补充材料：