初中英語 詞匯

一、考題回顧

二、考題解析

【教案】

How do you get to school?

Teaching aims

Students will grasp some expressions about the way to school, such as “take the rain”, “take the subway”, “walk to” and so on, and the sentence structure “—How do you get to school? —I…”.

Students can talk about different ways to go to school with others fluently in the daily life.

Students can cooperate with other group mates actively, and complete the tasks together.

Students can improve their confidence in learning English, and not be afraid of speaking English.

Key and difficult points

Key point

To master key expressions and sentence structure.

Difficult point

To talk about their way to get to school fluently and accurately.

Teaching procedures

Step 1: Warming-up

1. Greetings.

2. Listen and guess:

Let students play a game called listen and guess. When the teacher imitates different sounds, students need to tell which transportation it is.

Then have a free talk with students about how they usually get to school and lead in the topic.

Step 2: Presentation

1. Ask students to listen to the tape and try to get more transportation they hear. Encourage students to write them down on the blackboard and try to read these expressions

2. Then explain the meaning as well as usage of some new expressions, such as “walk to”; “take the bus/ train/ subway”, “ride bike...”. For example: “walk to” means “on foot”.

3. Present the sentence structure “—How do you get to school? —I…” by asking and answering. It is used to ask about the ways to school.

Step 3: Practice

1. Match

Show a set of exercise on the screen and ask students to match the phrase with correct meaning and proper preposition.

2. Association

Ask students to work in groups of 4 and 8 minutes will be given to them. Let them to have a brainstorm about more transportation that can bring them to school. At the same time, give students the notice that they need use the proper preposition. When the time is up, collect the answers and show them on the blackboard.

Step 4: Production

Ask students to do a survey on which transportation is more dangerous. And 6 minutes will be given to cooperate with their group members of four. Then they need to design a chart by themselves. At last, invite some groups to share and explain. Positive evaluation will be given.

Step 5: Summary and Homework

Summary: invite a student as an assistance to summarize today’s lesson. And lead them to take care of themselves when they are on the road.

Homework: ask students to design a poster of Taking Care On The Road.

Blackboard design

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Teaching reflection

【答辯題目解析】

1.在課程剛開始就設(shè)計猜詞游戲的目的是什么?

1. What’s the purpose of guessing game at the beginning of the class?

【參考答案】

導入環(huán)節(jié)在整堂課中起到重要作用，是將學生注意力引入課堂，并為接下來的課程打好基礎(chǔ)的一環(huán)。導入環(huán)節(jié)的猜詞游戲，不僅滿足了學生學段特點，將其注意力成功吸引到課堂，做好學習準備的同時，寓教于樂，培養(yǎng)學生學習興趣;另外，猜詞游戲內(nèi)容涉及各式交通工具，正與本堂課知識點緊密相關(guān)，也為接下來的課程安排打好了基礎(chǔ)。

【Suggested version】

Warm-up plays an important role in the whole class. It is a part of drawing students’ attention into the class and also laying a good foundation for the following steps. The guessing game in this part not only meets the characteristics of students, but also successfully attracts their minds, prepares for learning, and at the same time, entertains education and interests in learning. In addition, the content of guessing game involves various ways of transportation, which is closely related to the knowledge points of this class, and also lays a good foundation for the next course arrangement.

2 請簡述下你本節(jié)課的課程亮點。

2. Please give a brief introduction of the high point in your lesson.

【參考答案】

本節(jié)課為詞匯課，我采用了PPP的課程設(shè)計。課程亮點在于導入、操練以及應(yīng)用環(huán)節(jié)的連貫性。首先，導入環(huán)節(jié)采用了猜詞游戲，貼合學生興趣點，并為后續(xù)教學打好了基礎(chǔ);其次，知識操練以及應(yīng)用環(huán)節(jié)，采用了小組活動的形式，讓學生們在學會知識的同時，學會合作;最后，在課程結(jié)尾及課后作業(yè)中進行了情感升華：提醒學生日常要注意交通安全。

以上是我課程設(shè)計的亮點所在，希望通過以上環(huán)節(jié)可以將知識有效傳遞給學生。

【Suggested version】

This class is a vocabulary class, and I have adopted the lesson design of PPP module. The highlight of the class lies in the continuity of Warm-up, Practice and Production. First of all, the guessing game is used in the Warm-up, which fits the students’ interest and lays a good foundation for the teaching progress. Secondly, the practice and production of the words adopt the form of group activities, so that students can learn to cooperate while learning knowledge. Finally, at the end of the course and the homework part, the emotion is sublimated: reminding students to pay attention to traffic safety every day.

These are the highlights of my teaching design. I hope that the knowledge can be effectively transmitted to students through the above links.