2012袁灶初中集体备课教案

1、 袁灶初中集体备课教案年 级初三学 科英语备课时间12.4主 备教 师吴冬梅课 题Unit 6 Detective storiesReading参 与教 师吴冬梅、范建钟、童小云教学目标1. Knowledge aims: 1)To understand key vocabulary related to detective stories.2)To learn some knowledge about detective2. Ability aims: To improve the students skills about observing and solving the problem

2、s.3. Moral aims:To improving the students interests about reading& speaking教学过程设计：五. Teaching procedureStep1: RevisionGo over the words and have a dictation of some of phrases the body of a 22-year-old man in the doorway of a clothes shopa computer programmerbe killed somewhere elsetop detectivebe a

3、ttacked with a knifebleed to deathas a resultput up a good fightcheck the scene for fingerprints and other cluesbe guilty of computer crimebe charged withso farbreak heavilyHave blood on his shirtOffer a reward of 5000 yuan Contact the policeOver the last yearStep2: Read and Consolidation1. Read and

4、 Put the following events in order.The victim died.The body was found in the doorway of a clothes shop.The victims parents offered a reward for information.The victim struggled with the attackers.The victim was charged with computer crimes.The police checked the scene for clues.The victim left his o

5、ffice in New Town.2. Fill in the blanks according to the text.A young man was m_ in Valley Town. The body was f_ in the doorway of a clothes shop. The v_ was a computer programmer who worked in New Town. When he l_ his office, he said he was g_ to visit his parents.The murder t_ place between 9 pm a

6、nd 1 am last night. The victim was killed w_ a knife and there was evidence of a struggle. We are checking the scene for f_ , which will help us find the murder.A witness saw a man running down Upper Street with b_ on his shirt. But the man said that he was not g_.Step3.RetellRead the paragraphs one

7、 by one, learn the main idea, and find out the key words and try to retell the story one by one. Step 4. Exercises教后感 学生能模仿侦探和记者进行表演，基本能根据关键词复述文章的第二部分作业设计：（Part A）一、改写同义句。1. Its necessary that we read English every day.Its _ _ _ _ read English every day. 2. To learn the computer is useful._ _ useful

8、 _ _ the computer.3.They look down on the poor. They are not right.Its _ _ _ them _ look down on the poor.4.The boy doesnt shout to the old man. He is polite.It_ _ _ the boy _ _ _ to the old man.二改错。 1. Its difficult of me to finish his homework in five minutes. 2. Its silly for you not to take part

9、 in the party . 3. Its easier of you to take action if you wear red. 4. Its wise of he to go to work by bus on rainy days三翻译。1 你们有自己的后援队伍是很重要的。 2做志愿工作是很有意义的3对我们来说，每天喝牛奶是很有必要的。 4 他们帮助残疾人，真是很好。（Part B）改写同义句。Its patient of you to wait for two hours here.You _ _ _ _ wait for two hours here.He is kind. H

10、e helps me with my English.Its _ _ _ _ help me with my English.He _ _ _ _ help me with my English.The boy is very strong. He can lift the box.The boy is _ _ _ _ the boxThe girl is very outgoing and she can make many friends easily.The girl is _ _ _ _ many friends easily.The girl is enough tall to re

11、ach the top to the shelf. (改错) The poor children dont have food enough to eat. (改错)（Part C）说出下列划线部分的句子成分。 1. Andy is planning to go out. 2. Amy wants to travel around the world. 3. Playing football is interesting. 4. We were talking when the teacher came in. 5. The book on the desk is mine. 6. He ga

12、ve me a book. 7. Some colours make us feel calm.修改建议:Part A add4. Ask a pair of students to read out what they have written. Check for incorrect answers and mispronunciation.Part B add5. Ask students to read out their sentences. Check for mistakes and mispronunciation.Part C add8. Ask students to vo

13、lunteer to read out their answers. Ask them to read the whole sentence, not just the words they have written.教后反思：Part A 部分应着重考虑of与for的区别；Part B 大量训练本课be adj.+ enough to do 与“sothat”、“suchthat”、“tooto”的同义句转换。可结合随堂反馈。Part C 应结合初二学过的五种句型结构进行教学。再教设计:part A1. Tell students that we use the it is+ adjecti

14、ve + of + (not) to-infinitive structure to talk about our feelings towards people and what they do.2. Ask three students to read the three sentences in the grammar table at the top of page 9. Encourage students to ask questions if they are unsure of the meaning.3. Ask students to complete the exerci

15、se on their own. Students have to write the correct words form the box in the blanks without making any changes.4. Ask a pair of students to read out what they have written. Check for incorrect answers and mispronunciation.Part B1. Tell students that we can also use the verb to be + adjective + enou

16、gh + to-infinitive structure to talk about a persons personality and abilities.2. Explain the difference between the structure in Part A and the structure in Part B. In part A, students learn to express what they think about someone elses actions. In Part B, students learn to express what they think

17、 about a persons personality and abilities.3. Ask three different students to read the sentences in the grammar table at the top of page 10. Encourage students to ask questions if they are unsure of the meaning.4. For stronger classes, tell students to cover the adjectives on the right and work on t

18、heir own to write the sentences for Part B. Remind them that they need to rearrange the order of the words, and choose a proper adjective for each sentence. For weaker classes, students can use the adjectives on the right to form sentences. Encourage more able students to write the sentences with th

19、eir own adjectives. Accept any sensible answers.5. Ask students to read out their sentences. Check for mistakes and mispronunciation.Part C （先复习初二学过的五种句型结构）1. Write a sentence on the board. Ask students to shorten the above sentence to give the main idea of it. Explain to students that a sentence ca

20、n be divided into different parts. We can add or remove the different parts of a sentence to clarify the meaning of it.2. Tell students that each sentence part has its own name. Ask seven students each to read one definition and the sample sentences that follow. Encourage them to ask questions if th

21、ey are not sure of the meaning.3. Explain to students that the basic parts of a sentence are the subject and the predicate. To make a sentence richer in meaning, we can add predicative, objects, attributives and adverbials to the sentence with additional information.4. Ask students to complete Part

22、C1 on page 12 using the table on page 11 as a guide.5. Ask eight students to each read out one sentence and the answer they choose. Check for mistakes and mispronunciation.6. Ask each student to find a sentence from any English book, magazine or newspaper. Then ask them to identify the different par

23、ts of the sentence.7. Ask students to complete the sentences in Part C2 on page 13 and choose the correct sentence element in brackets. For stronger classes, ask students to add more elements to each of the sentences. For weaker classes, allow students to work in pair.8. Ask students to volunteer to

24、 read out their answers. Ask them to read the whole sentence, not just the words they have written.袁灶初中集体备课教案年 级初三学 科英语备课时间9.13主 备教 师张娟课 题9A Unit One Main task参 与教 师季燕、范建钟教学目标1. To organize ideas and build a justification for those ideas2. To use examples to support ideas3. To write a formal letter

25、with the correct degree of formality4. To write about a persons characteristics and skills5. To present a recommendation教学过程设计：1. Tell students that creating a graph or chart can be a good way to help them organize their thoughts and ideas. Point out to students that for each adjective in the flow c

26、hart in Part A on page 17, there should be an example to back up this adjective.Tell more able students that this type of chart is often called a mind map. In the centre is the main ideain this case a persons name. Joined to the center are the main ideashere are Davids characteristics. On the outsid

27、e are concrete examples to show how David demonstrates those characteristics. You can have any number of bubbles branching out form each idea. This is a useful way to plan a piece of writing as it allows the writer to visualize his/her ideas and how they are related to one another.2. Ask students to

28、 work in pairs to complete the flow chart in Part A. Then ask each pair to give their answer for one number of the chart.Remind students that this kind of writing is often objectivesome people may value one characteristic more highly than another. Encourage them to think for themselves by telling th

29、em that there are no right or wrong answers, only that they must have a justification for their choice of good characteristics. This may give them some extra confidence ahead of the Main task.3. Tell students to work on their own to fill in the blanks in part B. Remind them to use the flow chart on

30、page 17 as a guide. Check answers as a class.4. Tell students to work in pairs to make a flow chart about someone from the class. for stronger classes, encourage students to choose someone for chairperson about whom they do not know very much. You could encourage them to ask this student questions i

31、n an interview format so they can find out more about that student. For weaker classes, students may feel more comfortable writing about someone they know well.5. Ask students to start off by writing down some adjectives to describe the student they have chosen. Then they need to write down concrete

32、. You can consult a dictionary and provide a list of different adjectives to describe characteristics for students reference.Tell them to present their flow charts clearly and neatly, as they will be displayed on the wall of the classroom.6. Ask students to write a formal letter of their own. Remind

33、 them to use the flow chart they created as a guide for the letter. Also remind them they can use Kitty and Millies letter as a model. Encourage them to add new and additional information if they can, and remind them that they can use synonyms of the adjectives in the letter.7. When students have fi

34、nished their letters, remind them to check their own work for mistakes. Tell students to swap their letters with their partners to check each others work for mistakes.8. Suggest alternatives and improvements to students work. Try not to tell students what they have done wrong all the time. Also high

35、light areas where they have done something well, in order to boost their confidence.9. Ask students to write their final letter on a piece of plain paper, or for those who are able to, type it on a computer.作业设计：一、根据中文填空1. Jack在上学期期末考试中得分最高，但他从不炫耀。Jack scored _in the final exam last term. But he nev

36、er_.2. 我们中国人都以刘翔为骄傲。We Chinese_ Liu Xiang.3. 我认为星座知识对我们无用。星座的描述和我们的性格不符。I think the knowledge of star signs_. The descriptions of them_.4. 他确信自己的能力，所以充满自信。He _, so he is_.5. Li Mei 具备创造能力，可以当一名艺术家。Li Mei is _. 6. 您介意我在这抽烟吗？ Do you_ here?7. 不要过于担心，他是一个有经验，做事有条不紊的人。Dont_.8. 在上课时我们应该注意老师说的话。We should_二

37、、书面表达：请你给班主任写一封推荐信，推荐 Li Lei 当班长。信中要对Li Lei进行全面介绍。1990年出生; 星座是狮子座(Leo); 谦虚,幽默; 热爱和平,从不喜欢与人争论;能注意细节; 她能把事情组织得很好; 随和,外向,能轻易交很多朋友;勤奋,从不轻易放弃;聪明,常在考试中得满分;大家都想推荐她当班长(monitor)._修改建议:Give more useful sentences about characteristics:Confident： A thinks he can do anything if he tries his best. B. not afraid o

38、f making a speech in assembly.Hard-working： A. always do extra workB. never forgets to do the things he needs to doClever: A. always gets good marks in testsB. got full marks once in an English test.Helpful: A. help othersB. shows the Grade 7 students how to use the library.Organized: A. finished al

39、l his summer homework in the first weekB. learning to use the computer to help himself get more organized 教后反思：在第二单元结束后，把两个单元的作文进行整合。再教设计:1. Tell students that creating a graph or chart can be a good way to help them organize their thoughts and ideas. Point out to students that for each adjective in

40、 the flow chart in Part A on page 17, there should be an example to back up this adjective.Tell more able students that this type of chart is often called a mind map. In the centre is the main ideain this case a persons name. Joined to the center are the main ideashere are Davids characteristics. On

41、 the outside are concrete examples to show how David demonstrates those characteristics. You can have any number of bubbles branching out form each idea. This is a useful way to plan a piece of writing as it allows the writer to visualize his/her ideas and how they are related to one another.2. Ask

42、students to work in pairs to complete the flow chart in Part A. Then ask each pair to give their answer for one number of the chart.Remind students that this kind of writing is often objectivesome people may value one characteristic more highly than another. Encourage them to think for themselves by

43、 telling them that there are no right or wrong answers, only that they must have a justification for their choice of good characteristics. This may give them some extra confidence ahead of the Main task.3. Tell students to work on their own to fill in the blanks in part B. Remind them to use the flo

44、w chart on page 17 as a guide. Check answers as a class.4. Tell students to work in pairs to make a flow chart about someone from the class. for stronger classes, encourage students to choose someone for chairperson about whom they do not know very much. You could encourage them to ask this student

45、questions in an interview format so they can find out more about that student. For weaker classes, students may feel more comfortable writing about someone they know well.5. Ask students to start off by writing down some adjectives to describe the student they have chosen. Then they need to write do

46、wn concrete. You can consult a dictionary and provide a list of different adjectives to describe characteristics for students reference.Tell them to present their flow charts clearly and neatly, as they will be displayed on the wall of the classroom.6. Ask students to write a formal letter of their

47、own. Remind them to use the flow chart they created as a guide for the letter. Also remind them they can use Kitty and Millies letter as a model. Encourage them to add new and additional information if they can, and remind them that they can use synonyms of the adjectives in the letter.7. When stude

48、nts have finished their letters, remind them to check their own work for mistakes. Tell students to swap their letters with their partners to check each others work for mistakes.8. Suggest alternatives and improvements to students work. Try not to tell students what they have done wrong all the time

49、. Also highlight areas where they have done something well, in order to boost their confidence.9. Ask students to write their final letter on a piece of plain paper, or for those who are able to, type it on a computer.10. Give more useful sentences about characteristics:Confident： A thinks he can do

50、 anything if he tries his best. B. not afraid of making a speech in assembly.Hard-working： A. always do extra workB. never forgets to do the things he needs to doClever: A. always gets good marks in testsB. got full marks once in an English test.Helpful: A. help othersB. shows the Grade 7 students h

51、ow to use the library.Organized: A. finished all his summer homework in the first weekB. learning to use the computer to help himself get more organized 袁灶初中集体备课教案年 级初三学 科英语备课时间9.20主 备教 师季燕课 题9A Unit Two reading 1参 与教 师张娟、范建钟教学目标1. Skim and scan the text to learn something about it.2.Recognize and u

52、nderstand vocabulary about emotions.(sleepy, relaxed, sadness, calm, satisfied, heat, difficulty, decision, deep, worried)2. Understand what the different colours represent.教学过程设计：Step1, RevisionLook at the pictures and name the colours.Practice the spelling of the words.(violet, pink, indigo, rainb

53、ow) (Reading中的四会及部分三会单词将穿插在阅读过程中完成，每个单词出现都会有单独的链接。)Step2, Lead-inBrainstorm: Whats your favorite colour?Do you know anything interesting about colours? Play a game.What do you feel. when you see the following colours?We call these feelings our moods. So we know colours can affect our moods. Do you t

54、hink so?Step3, SkimmingRead the text quickly and answer questions.How many kinds of colours are talked about in the text? What are they?(Four. Calm colours, warm colours, energetic colours and strong colours.)What colours are mentioned in the article?2. Practice: Match Column A with Column BStep4, S

55、canningParagraph 2Read Paragraph 2 loudly and try to complete the notes one by one.Learn the new words by reading the notes.Give more examples about the new words and encourage students to read them again and again.Paragraph 3Read it loudly and finish the tables Learn the new words by finishing the

56、tables.Encourage students to learn the new words by reading more sentences.Paragraph 4& paragraph 5Read it loudly and do T or F questions.( encourage students to correct the mistakes.) Learn the new words by reading the sentences.Finish the exerciseB1(P28)作业设计：复习检查：1. colours of the rainbow _ 2. not

57、hing wrong _ 3. would rather wear blue than pink _ 4. live in a world full of colours _ 5. a dull place _ 6. 天空中的一道彩虹 _ 7. 穿在你身上看起来很好 _ 8. 做一个有关颜色的课题 _ 9. 当然 _ 10. 往窗外看 _ 巩固题：一. 根据句意和首字母填空。1. Blue can make us feel c_ and p_. 2. Green can make us feel e_, because it represents life.3. I like to use y

58、ellow stationary when I study for exam, because its the colour of w_.4. Bob is too weak, he needs too much p_ training. 二根据课文内容填空 moodscoloursrepresentscalm coloursBlue is good for the _ and body. And it represents _.White is the colour of _.You should wear white when you feel _.warm coloursThese co

59、lours give you a happy and _feeling. Orange represents _. It can bring you _ and _ you up.Yellow can remind you a _, _ day. It is also the colour of _.energetic coloursGreen can give you _ because it represents _ and _. It is also the colour of _ and the colour of money and _.strong coloursRed repre

60、sents _ and it is the colour of _ and _ feeling.修改建议:Add：Go through the reading or listen to the tape and finish exerciseB2(p28) (for more able students: try to find out what the different colours represent.) Finish the form.6. Read the article loudly after the tape then fill in the blanks.教后反思：下节课强