初中英语说课范例-GO FOR IT
七年级英语Go_for_it!_Unit_2_说课稿课件人教版新目标
三、教学目标
1、语言知识 词汇： A、重点掌握表示建筑物种类的名词, 如post office, hotel, bank, supermarket, street, pay phone, avenue, B、掌握如下描绘性形容词及方位副词，如 clean, quiet, dirty, busy, right, left, down, along, C、方位介词,如next to, across from, in front of, near, between, behind D、短语，如 turn right, turn left, go down, go straight on, walk along, go along,
2、教材的地位及其作用 、 本单元的教学主要内容是：学习“问路指路”的 常用表达方式 ，该话题与学生的日常生活紧密 联系在一起，容易唤起学生的学习兴趣，这对 于提高学生的综合能力很有帮助，特别是说的 能力。通过本单元的学习描述某一建筑物的位 置，学会问路，指路，学会利用地图描述某一 社区。 本单元继续使用一般现在时，这是一个生活中离 不开的时态，也是最基本的一个时态。新课程 标准要求学生重点掌握一般现在时，这在英语 中使用频率很高，学好这一时态的用法对以后 其他时态的学习和交际有很大的帮助。
Students listen to teacher’s instruction and draw out the maps:
Map 1: Across from the bank is a supermarket. There is a post office between the library and the supermarket. Across from the supermarket is a park. Next to the park is a restaurant. Map 2: A library is next to the park. Across from the park is a bank. Next to the bank is a post office. Across from the post office is the restaurant, which is across from the supermarket.
九年级英语全一册(人教新目标GoForIt!)Unit12第2课时SectionA(3a3c)说课稿
-通过实例和练习，帮助学生深入理解一般将来时态；
-提供听力技巧培训，增强学生的听力理解能力。
课后，我将通过学生的作业、课堂表现和反馈来评估教学效果。具体的反思和改进措施包括：
-分析学生的作业，了解他们的掌握情况，针对普遍问题进行集中讲解；
-收集学生的反馈，调整教学方法和节奏，满足不同学生的学习需求；
主要知识点包括：
1.词汇：ability, robot, clone, predict, future等；
2.语法：一般将来时态；
3.句型：What do you think will happen in the future? I think that...
4.听力技巧：预测、获取关键信息；
5.交际能力：谈论未来生活。
2.通过简单的例句展示一般将来时态的用法，如“What do you think will happen in the future?”；
3.利用多媒体展示一些真实的预测未来的文章或对话，让学生在语境中学习并理解一般将来时态；
4.进行语法点讲解，解释一般将来时态的构成和用法，并通过例句加深理解；
5.鼓励学生参与课堂活动，如快速问答、小组讨论等，以巩固所学知识点。
（二）学习障碍
在学习本节课之前，学生可能已经具备以下前置知识或技能：掌握基本的英语语法和词汇，具备一定的听力理解和口语表达能力。然而，可能存在的学习障碍包括：
1.对一般将来时态的理解和运用不够熟练，容易与一般现在时混淆；
2.听力技巧和策略有待提高，如预测、获取关键信息等；
3.部分学生对英语学习缺乏自信，害怕开口交流；
4.总结本节课的学习内容，强调重点和难点，为学生提供复习的指导。
goforit初二英语同步说课稿
goforit初二英语同步说课稿本文从网络收集而来，上传到平台为了帮到更多的人，如果您需要使用本文档，请点击下载按钮下载本文档（有偿下载），另外祝您生活愉快，工作顺利，万事如意！初中是人生的十字路口，不是避风的港湾，而是拼搏的战场。
初中的学习更紧张，竞争更激烈，尽快地掌握科学知识，迅速提高学习能力，特此中国（）为大家整理的goforit初二英语同步说课稿，供您学习参考!一.设计思想本节教学主要内容为Unit9sectionB部分，教学目的是：在学习了SectionA基础上对“Haveyouever......?”句式结构的巩固、扩展及综合运用，并使学生在活动的过程中能够创造性活用所学语言——谈论过去的经历。
我在设计教学中，从内容安排来说基本按照SectionB的顺序，所不同的是全部通过任务的形式，并以对话、听力、阅读、写作为载体，把整节内容贯穿始终。
第一步，以任务形式复习已学过的SectionA部分，导入新课。
即在小组内完成调查表格，并做汇报。
第二步，以Pairwork展开讨论并做汇报的任务形式学习1a、1b。
第三步，以听力练习为基础，完成汇报任务。
第四步，采取小组竞赛得分的游戏形式，调动学生阅读积极性，使其积极参与到阅读和回答问题的活动中。
同时，在竞赛过程中注意对学生参与意识及遵守课堂纪律的态度、情感方面的培养。
第五步，以Groupwork形式在小组内完成调查表格的任务，进一步巩固、扩展知识，使学生在活动中活用语言。
另外，本节在设计上还采取“学案导学”模式，即每个学生手中有一份与教师教案同步，但内容是更好的帮助学生完成任务的学案，以辅助学生学习。
总之，本课的设计宗旨即是采用任务型教学模式，使学生在完成任务的过程中学会用语言，发展学生的综合语言运用能力。
二.教案Unit9Haveyoueverbeentoanamusementpark?TeachingAims:’pastexperienceandr由中国（）独家提供goforit初二英语同步说课稿，让我们一起拼搏吧!!亲爱的小伙伴们浏览了：初二英文版英语说课稿初二Unit7英语说课稿本文从网络收集而来，上传到平台为了帮到更多的人，如果您需要使用本文档，请点击下载按钮下载本文档（有偿下载），另外祝您生活愉快，工作顺利，万事如意！。
最新Go-for-it全英文说课稿
The Introduction of the T eaching Plan for Unit 7 Would you mind turning downthe music?Section A (1a-1c) Go for it Good Morning, ladies and gentlemen. It’s my pleasure to give my lesson presentation here today. The lesson plan I am going to present is Section A (1a-1c) from Go for it, Unit7 Would you mind turning down the music? Next, I’d like to explain how to teach and why to do so from the following 5 aspects: the analysis of textbook, the analysis of teaching methods and learning methods，the analysis of learning condition, teaching procedure( blackboard work and myself-reflection).Ⅰ.The analysis of the textbook1.The status and function of the textbookThe educational policy of “Go for it ”is knowledge used in action. It emphasizes learning by doing .”Go for it ”uses the Task-Based Language Teaching pattern, blended together the topic, the communication function and the language structure has formed in an adaptation learning program which proceeded in an orderly way, enhanced the student study the English and actual ability.2.The analysis of the textThis lesson`s topic is “Would you mind doing sth?”. It talks about how to ask sb to do sth in the politest way. From this lesson, students can know how to communicate with others in the politest way and use the sentences correctly. And also, students will be able to give their advice and suggestions politely and gently.3.Teaching goals(教学目标)(1)Knowledge objects：Key vocabularies: mind not at all, turn down, yard, right away(2)Ability objects:to train students` ability of speaking, listening , and cooperative ability.4.Teaching key points(教学重点)(1)Key structures : Would you mind +gerund?Would you mind not +gerund?No, not at all.Sorry, I’ll do it right away.(2)Key vocabulary(3)Listening practice5.Teaching difficulties(教学难点)Compare :(1) Would you mind (not) doing sth?(2) Could you please do sth?(3) Please do sth(4) You have to do sth6.Teaching Aids(教学用具)Multi-media, a song, pictures, recorder, tapeII￡Ⅲ.The teaching methods and learning methodsNext I am going to talk about the teaching methods and learning methods. You know, the students in my class, their English foundation is not so good, so I must choose some methods to activate their desire to speak out. Communicative, speaking and listening, these three methods will be suitable for teacher’s teaching and enhancing students’ interest in English learning. I set up seven Steps. It is a pattern with words – sentences – game – sketch – practical use. In different activities, ask students to take part in class actively and develop their cooperation in the pairwork, groupwork and other extending activities. It is real ‘learning by doing’.Ⅳ. Analysis of learning conditionLearning condition is also very important in a successful reading class. The students in my class are not active. Their language foundation is somewhat poor, especially their speaking ability. But they are cooperative and can be activated. The classroom facilities are modernized, which is a classroom with computer, TV sets even DVDS, which are very important to create the English-learning atmosphere. Other means can also be applied to create the atmosphere.V. Teaching procedureNext let’s come to the most important part, that is, the teaching procedure. It includes seven steps.Step1 Lead-inThe first step is greeting and lead-in. After greeting, I will ask them sing a song ‘we will rock you.’ It is in order to create an English learning atmosphere. Then induce a PK among four groups though the whole class. And they will have a guessing game about ‘What’s wrong with MissLe?’ of course, they will give me different answers in different sentences patterns. At last, I will show them 4 answers, and let them compare which one is the politest. They are:(1) You have to close the window.(2) Could you please close the window?(3) Please close the window.(4) Would you mind closing the window?‘Would you mind +gerund？’is the most politest way to make a request.Step2 ExplainThen, I will give them a further explain about the sentence structure, which is the usage of the structure, what’ more, I’ll show them some vivid examples to give them a deep impression about the practical use.For example:•(1)-Would you mind moving you bike?•- No, not at all.•(2)-Would you mind not singing here?•- Sorry, I will go right away.Step3PairworkNext, 4 pictures are shown on the screen, just for students’ further practical use of the sentence structure. In this period, I’ll ask some groups to make conversations, so they can finish the task under the cooperative and communicative work. It is a good way to have a rational understanding about key structure.A: Would you mind … ing …?B: Sorry. I will do it right away. / No, not at all.1 cleaning the yard2 turning down the music3 (not) playing basketball in the street4 moving your carStep4 Matching and ListeningPoint to the four requests in the box of Section A 1a. ask students to repeat them. Then help Ss to finish 1a.Let students listen to the tape and number the requests. Listen carefully. Write the numbers after the requests.Play the recording again and let Ss imitate the four conversations.Through the listening and imitating, students can be more confident with their spoken English.Step5PracticeNext step I’m going to talk about the practice. First, I’ll let students collect as many as marks in daily life in their mind, then I will show them four familiar marks: Don’t smoke,Please save water, Don’t walk through, Don’t park.(停放), after that encourage them to translate the sentence in the pattern ‘Would you mind +gerund?’.This step can used to Expand their knowledge and make sure that students are able to master the sentence structure.Step5 A great taskA dreaming schoolI call this period as a‘a great task’, because in this extending step, students in 4 groups are asked to write down their suggestions and advice for their teachers and schoolmates about how to form a clean, civilized and homonious school from students’ study, habit, image and ect.. No doubt, students are sure to use the sentence pattern again. Students can display their imagination by using the structure.Step6 HomeworkNow comes the last step, homework. There are three homework for them to finish.◆Please copy the Grammar Focus for 3 times;◆Collect “would you mind+ gerund” as many as possible in class;◆Put the sentences below into English by using “would you mind+ gerund”.1.2.你介意打扫一下教室吗？3.你能否不在课堂上说话？4.你介意把音乐声关小点吗？5.6.你介意开下窗户吗？7.8.你介意移开你的脚吗？9.抱歉，我马上去做.Step7 Blackboard workUnit 7 Would you mind turning down the music?•Would you mind doing…?• Not at all./ Certainly not./ Of course not.• Would you mind not doing…?• I’m sorry, but I do./ You had better not.For example:(1)-Would you mind moving you bike?- Of course not.(2)-Would you mind not singing here?- Sorry, I will go right away.Step8 Self-reflectionThe last aspect is my self-reflection. They are, first, 1.The instruction of the competition is not clear enough. Second, it would be better if the teacher use a small blackboard to check the answer of the competition.Thank you for your attention.。
go for it 八上Unit10 英文说课稿
Lesson Plan Presentation08英教2 章圣雪Good morning，ladies and gentlemen. I’m very glad to have the pleasure of interpreting my lesson here today. The lesson plan I am going to present is from Go for it Grade 8 Unit10 I am going to be a basketball player. I will present my teaching plan from the following 4 aspects: the analysis of teaching material, the teaching methods and studying ways, teaching procedures and blackboard design.Ⅰ. Analysis of teaching materialThe analysis of teaching material comes first. The topic of this unit is about life goals. It is close to students’ lives and can arouse their interests. This lesson I’ll teach section A. All the activities are aimed to help students talk about future intentions. And the target language is basic for Ss to learn the other contents of this unit.As for students, they have learned future tense in unit 3 preliminarily and learned some names of jobs before. But they still need to exercise more to master the new contents.Then，I will talk about some focal points we should pay attention to. Ss have known how to use present progressive as future, but they don’t know how to use be-going to do to express their future plans. So it’s important to let them understand and use it.So in order to fulfill my learning task of this lesson，I make out the following 3 objectives：The first is knowledge aims: Ss can understand and use the words: programmer, engineer, pilot, professional. Ss can use these sentences when they communicate with each other: What are you going to be when you grow up?I’m going to be _________.How are you going to do that?I’m going to_______________.The second is ability aims: Ss can use future tense with going to to talk about their future with each other successfully. Ss can develop their listening skills and communicate in a correct and fluent way.The third is affective aims: Ss can set up the lofty goals and consider their futures. Ss know how to exchange their life goals to their friend.I will use PPT and BB in this lesson.Ⅱ. The teaching methods and studying waysNext，I will talk about the ways of teaching and studying. As we all know: the main instructional aims of learning English in the middle school is to cultivate Ss’s abilities of listening, speaking, reading, writing and their good sense of English language. So I’ll mainly choose the Communicative Approach and TBLT as the main teaching methods. Some students are lack of courage and independent thinking abilities. So I will be the guider. Many tasks require all the students to take part in，they have many chances to exercise their oral English with their classmates. They willdo some pair work and group work such as do a survey to learn how to listen to other’s opinion and exchange their information.Ⅲ. Teaching procedureNow, let’s focus on the teaching procedures which include 7 parts:Step1 greeting and revisionThe first is greeting and revision. It will cost 4 minutes. After greeting, I will ask one student to come to the blackboard and act out what I tell him (her) to do. Then I will let Ss guess what kind of work he (she) does. It can let Ss focus on the class and revise the names of jobs learned before.Step 2 Presentation and practiceHere is the second step：Presentation and practice. It will cost 24 minutes. First, I will show students some pictures of the new jobs and ask what they are going to be in the future. Then I will change “in the future”into “grow up”and let them guess the meaning. I will show them a picture to explain the meaning of “grow up”. It is aimed to introduce new words of engineer, pilot, professional, programmer and learn the new structure.Then I will let students do pair work to introduce their choices of jobs. In this step, they can ask and answer using the phrases “grow up” and “be going to + do”.After that, I will ask them to do a small exercise to fill in the blanks. They need to change the forms of verbs to finish the sentences. Ss can make comparison among present tense, past tense and future tense.Next, I will teach the new structure. I will ask them: If you want to be a professional basketball player, how are you going to do that? Then I will show them how to answer it. Then I will change the names of jobs and let some Ss answer my questions. For example, what are you going to be when you grow up? If you are going to be a professional basketball player/pilot/programmer/engineer…, how are you going to do that? By that way, Ss can practice using the target language.Step 3 Free talkThe third step is free talk. It will cost 3minutes. I will ask them: Do you think these jobs are interesting? And give them the mode: I think to be a / an … is the most interesting, but I think being a / an … is the least interesting. Because…. .Ss will talk about their opinion and develop their minds. They can be familiar with the new jobs and make preparation for next step.Step 4 PracticeThe fourth step is practice. It will cost 7 minutes. First I will let Ss read the model together. Then girls ask and boys answer. Next is group work. One is the reporter, one is the recorder. I will ask Ss to make interviews about their ideal jobs using the mode. At last, I will call some Ss to show their results. It can practice their writing and reading abilities. They can master the new words and structures deeply. Step 5 ListeningNext step is listening. It will cost 3minutes. Ss listen to 1b and then check the answers. Then Ss listen to 1b again and repeat, sometimes I will call some Ss repeat. It can develop their listening skills and consolidate the new contents.Step 6 SummarySummary is the sixth step. It will cost 3minutes. I will let Ss summarize the usage of the structure “be going to +do”. Then Ss should fill in the blanks. It can consol idate the usage of “be going to + do”.Step 7 HomeworkThe last step is to assign the homework. It will cost 1 minute. There are two. The first is let Ss recite the part of listening. The second is to write down a dialogue about their ideal jobs. The purpo se for this homework is to improve Ss’s writing abilit ies and consolidate the expressions.ⅣBlackboard designOk, this is my blackboard design. On the top is the title of this lesson. And I will write some key words on the left and the structures of the expression on the right. It is clear for Ss to know the important points they should remember.That’s all for my presentation. Thanks for your attention.。
go for it Grade8 Unit7说课稿
and fill in blanks, asking them to pay attention to the countable and uncountable expressions and imperative sentences when they do the task.
Pre-reading
How to make a sandwich?
First Next Then Finally
butter tomatoes relish
A slice of bread onion lettuce
another slice of bread
Turkey slices
Teaching procedures
butter
ቤተ መጻሕፍቲ ባይዱ
A: Do you like lettuce in sandwiches? B: Yes ,I do.
A: Do you like tomatoes? B: No , I don’t.
Pair work
A: In my sandwich,I like… Do you like lettuce in sandwich?
using ‘first, second, third, finally’ and imperative sentences .
Blackboard design
Super Chicken Sandwich
key words and phrases: put…on , cut up , add…to; super, recipe; first, second, then, finally
九年级《Go For It》说课稿
教案Teaching plan课题：《Go for it!》九年级Unit 9 When was it invented?I.Teaching objectives.Skill Focus : 1.Talk about the history of inventions.2. Write and read about inventions.Language Focus : Talk about inventions.Grammer : the passive voice.Strategy Focus : Role playingII.Ability goalsEnable the students to understand and use the new words of this unit. III.Emotion and attitude goalsEnable the students to be aware of different inventions around them.IV.Teaching important pointsUnderstand and use the new words and phrases.V．Teaching process and waysStep 1.Lead-inRead the numbersT : Each number stands for each year. The year is used for recording the things happened in history. Every number is different. Every one of you is different too. So I want to know what you are like.Step 2. Oral English practiceT: What are you like?S: I am outgoing ,friendly .T: Do you like yourself? Why or why not?S:………….Step 3. Watch an videoT: What are they like? What kind of people are they? Who can change the world? Who do you know is an inventor? What did he invented? S:………………………..Step 4. Group work 1aLook at the things below. In what order do you think they were invented？Number them.Check the answers.Step 5.Listening ( 1b: P68)Listen and match the inventions with the dates.Play the tapes twice. Then the answers.Step 6 : Oral practiceDialogue :S1: When was …..invented?S2: I think …..was invented in…S3 : I think … was invented before / after…..Dialogue :travel fast / 1885 / Henry Ford / carA: What is it?B: It is a ___________.A: Who was it invented by?B: It was invented by ___________________.A: When was it invited in?B: It was invited in ___________________.A: What is it used for?B: It is used for ___________________.Make up their own dialogue .( students’ activity)fridge1862Harrisonkeep food freshstep 7 : Exercise for consolidationReport:_____ is a great inventor. He invented a ______. It is really great. He invented in _____ on his 14th birthday. It was used for _____.His parents are very proud of him because he invented a lot of small inventions.We wish him to be a great inventor some day.Step 8 Writing .According to the report write a passage about inventions.Step 9 Homework1.Please introduce a thing in your daily life.(use who,when,what …is\are used for…)2.If you invented something before, pleaseshow it for us tomorrow.Step 10. The design of the blackboard. Invent v----inventor n---inventionWhen was it invented?It was invented in 1876.Step 11. Notes.说课稿一．说教材本节课是《Go for it 》九年级的第九单元的第一课时，是听说课。
初中英语说课稿优秀8篇
初中英语说课稿优秀8篇初中英语说课稿篇一一、教材分析：教材概述：《新目标英语》Go for it !每个单元包括section A , section B,跟self check三个，部分其中A 部分是基本的语言内容，B部分是知识的扩展跟综合的语言运用。
Self check 部分是让学生用来自我检测本单元所学的语言知识。
教材突出语言使用能力的培养，它采用任务型语言教学模式，每个单元都设计成一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，进行交流，真正体现了在“在做中学”“在学中用”的教学理念。
单元内容分析：本单元的标题为This is my sister ,教材以family members 为中心话题，围绕着“介绍家人跟朋友”展开，学习跟运用目标语言“介绍人物跟识别人物”本单元的教学内容：1.掌握词汇father ,mother ,grandfather, grandmother , brother ,sister , cousin ,daughter ,son ,uncle ,aunt ,parent（s），grandparent（S）friend. 等2.补充词汇husband wife son-in-law daughter-in-law mother-in -law father-in -law, nephew , niece等3.介绍他人的句型This/That is… , These/Those are…4.询问，辨认人物的疑问句形式Is this/that…？二、教学设计思路《新目标英语》中的具体语言目标是通过各种各样的tasks来实现的，学生需要运用具体而特定的行动来完成一定的交际任务，整个教学过程中就是各种语言结构与语言功能与不同的学习任务有机的结合，因此，本单元我将始终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得跟积累相应的学习经验，让学生在用中学，在学中用。
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3、情感态度目标：通过情景的设置和活动 的开展，引导学生在体验、实践、参与、合 作和交流中积极主动运用语言，体会在做事
背 中学习英语的喜悦。
景 4、学习策略目标：在教学活动中巧设“repeating
分 和memorizing”环节，指导学生学会运用相应认知 析 策略，引导学生发现知识内在规律。
5、文化意识目标：了解美元和人民币的不同 表示法及英语国家中购物的一些常用表达法。
2、句型How much is this sweater?,How much are these pants?中主谓数的一致。
3、较得体地运用语言进行购物
教 学
（三）教学目标
1、语言知识目标：立足语言实践活动，在完 成任务的过程中掌握谈论服装和价格的基本词
背 汇和语言结构。
景 2、语言技能目标：
分
Period 3 SectionB1a,1b,2a,2b,2c,3a
Period 4 SectionB3b,Groupwork, self check
The First Period
教
(一）创设情境，以旧引新
学 （教师创设下列情境引出服装类生词的学习）
过 程
T: I have a new bag ,I buy it from a clothing shop.It’s my
friend’s shop.They sell many clothes .What clothes do they have, do you know?(并运用They sell/have….呈现生
设 词）
计 （二）完成任务，落实新知 （创设另一情境引出第二项活动任务）
Mr Cool has a clothing shop in America.He sells many
（一）教学内容分析
教 学 背 景 分 析
教
学 背 景
本单元以购物话题为主线，围 绕着谈论服装、询问价格和表示感 谢等语言功能项目展开了一系列任 务活动。教材内容从基本语言知识
分
到语言综合运用层层递进，听说读
析
写依次展开，以一种循序渐进的生
活化的学习程序，引导学生在做事
中有目的地学习语言。
教
（二）教学重点和难点
教 （一）教学方法
学 方
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
法 地运用语言（为用而学，在用中学，学了就用）
和 2、开展各种类型任务活动，给学生பைடு நூலகம்供交流合
作的空间和时间，促使学生为完成任务和同学进
学 行合作，为完成任务进行探究学习。
教
A:How much is the black bag? B:It’s nine dollars.
clothes.What clothes does he have ?I have a picture of
the shop,listen and circle the things in the shop.
教 学
(三）再创情境，引入新知
1、H（ow此m环uch节is引出How much is/are …句型的学习）
习 策
（二）学习策略
1、Memorizing and repeating .
2、学会在和同学的合作交流中，在完成任务的活
略 动中主动地学习语言；并通过发现知识的内在规
律提高学习效率。
课 Period 1 SectionA1a,1b,1c 时 结 Period 2 SectionA2a,2b,2c,3a,3b,4 构
（1）开展任务型听力活动，获得理解、识别和处 理与购物相关信息的能力。
析 （2）展开多种形式的任务活动，使学生具备较熟
练的运用语言询问价格等购物的能力。
（3）引导同步阅读，理解与主话题相关语言材料,
增强学生运用语言获取更多信息的能力。
（4）进行循序渐进的写作练习，培养学生初步的
综合运用语言的能力。
教 学
设 T:It’ red ,do you like red?
计 S1:Yes, I like it very much.
(二）提供任务，展开听说
（延伸第一个话题，在听说中初步综合运用语言）
In my friend’s shop,they sell many clothes in many colors, Listen to the conversations and: 1、Circle the things you hear. 2、Listen again and fill in the price tags. 3、Check the answers in pairs like this:
教学重点
学 1、掌握服装和颜色等词汇
背 2、熟练运用数字,准确表达价格
景 分
3、在购物的情境中熟练并准确使用句型： How much is this …? It’s …. How much are these …?They’re .…
析
教学难点
1、指示代词this/that these/those的适时使用
教
The Second Period
(一）借助话题，引入新知
学 过
（借助以下话题，引出颜色等词汇的学习） T:You have a nice sweater.Do you like it?(前面单元主要句型） S1:Yes.
程 T:How much is it?(上节课主要句型） S1:It’s thirty-five yuan.
• 教学背景分析 • 教学方法和学习策略 • 教学过程设计 • 教学预测 • 教学设计说明
教 学 Topic: Shopping
背
景 Functions: 1. Talk about clothing
分
2. Ask about prices.
析
3. Thank someone
Structures: How much questions Demonstratives: this/that these/those
this T-shirt?
过
It’s seven dollars How much are
程
these socks? They’re two
设
dollars
计
(四）设计活动，结对练习
教
活动名称：比记忆力
学
过
程
设
计
作用：1、富有挑战性的任务可以激发学生的学习热情。 2、促使学生学会细心观察 3、在做事中“情不自禁”地运用语言