9A Unit 2 Vocabulary 教案溧阳市别桥中学 姚志芬

Step 1 Revision1.Do some exercises to review the words which they learnt yesterday.（1）What are your friend’s characteristics?（2） I also have many friends; do you know what kind of person he or she is?（3） What kind of person do you want to make friends best? Why?2. Check the homework: Ask several students to say something about his or her star sign and characteristics.T: I want some of you to say something about yourself to let other students know what kind of person you are, and then you can make more friends. Step 2 Lead-in1. Make other students listen carefully and try to find out the opposites of the adjectives when the students read their articles.2. Give an example.   3. Try to find more opposites: Can you help them find their friends?Step 3 Vocabulary Part A1. Open the books and show students the adjectives and their opposites.2. Check the answers.3. Read the words after the teacher.4. Help students learn the new words with some sentences. (Finish the following sentences)5. Make a conclusion: how to get the opposites (im-, un-, dis-, in-)6. Make students try to remember the words as possible as they can.7. Have a competition “Who has the best memory” to see if students have remembered the words and their opposites. (Positive/ Negative) (Can do it in groups/ in halves / boys VS girls)Step 4 Vocabulary Part B1. Let students finish the exercises B on P12.2. Check the answers.3. Do some more exercises.4. Oral work: Brain storm (let one student choose one of the adjectives to make one sentence, and his or her desk-mate use the opposite to make a sentence. One pair by one pair. Which group can do the best?)Step 5 Homework1. Remember the adjectives and the opposites.2. Write a short passage to talk about one of your classmates. Tell why you like him or her with the adjectives and the opposites.

9B Unit 2 Integrated skills 教案溧阳市别桥中学 姚志芬

  I.       Teaching objectives:      1.       To extra information from a poster.      2.       To complete notes about a robot exhibition      3.       To extract information from a radio program      4.       To complete an e-mail      5.       To talk about what robots can do and give opinions about                different types of robots.      II.      Teaching procedure:                Part A: The robot exhibition      Step 1: Ask students whether they have ever been to an exhibition center                   and what exhibitions they have seen before.      Step 2: Explain to students that they will not be able to find all the                   information they need to complete the notes in Part A1 just from reading                   the poster.. However, they should try to find as much information as they                   can.       Step 3: Tell students they can complete the notes by listening to the                   radio program.       ①     Listen to the tape for the first time to get its main idea. Explain                the words: Japan, South Korea, language, memory.      ②     Listen to it to find the necessary information they need.      ③     Play the recording without stopping      ④     Ask students to give their own answers.      ⑤     Check the answer with the class.      ⑥     Play the recording again, all the way through, without stopping so                that students can check their own answers.      Step 4: Explain the context of part A3. Remind students they can refer to                 the information on page 28 to fill in the blanks.      Step 5: Encourage students to complete this exercise on their own or in                groups.               Part B: Speak up.      Step 6: Ask students to work in pairs. They should read the conversation                 through once, swap roles and then read the conversation again.       Step 7: Encourage students to make up their own conversations about                  robots. Listen to the students’ as you walk around the classroom. Ask some                  pairs to present new ones to the class.

      III.     Homework:      1.       Recite the conversation on page 29 and complete some exercises.      2.       Preview pronunciation.

9A Unit 4 Vocabulary 教案溧阳市别桥中学 姚志芬

Objectives1. To extract information from a student profile2. To write notes about a student profile3. To extract information from a conversation 4. To write a record of a visit Language function and focusI always do well in exams. (be good at )pay no attention to sb./ sth. share problems with my friendsbe proud of reply to my last three e-mailsThanks for listening to my problem and giving me your adviceThat’s what friends are for.Teaching methodsListening / practice / reading / discussingTeaching proceduresPart A1. Read through Sue’s profile on page 50 with students. Ask them to think about what their

student profile would say. Write the following on the board. Name:Class:Grade:Subjects I like:Subjects I do not like:2. Ask the students to think about something they are very good at. It does not need to be a school subject. It could also be a hobby. This will reinforce their confidence. Point out to students that no one can be good at everything. Everyone has different skills and talents.1. Ask a student to read Sue’s profile aloud. Explain to students that some of the information in

the student profile will help them to complete the notes about Sue. However, tell students that they will not be able to find all the answers in the profile.For weaker classes, do the first one together so that students understand what they have to do. If students are really weak, tell them in advance that only answers 1-4 come from Sue’s profile.

2. Tell students to look carefully at what they have written, and pay attention to the gaps they have not yet been able to fill.

3. Play the recording again, stopping so that students can write their answers, if you feel this is necessary.

4. Tell students to look at their answers. If they still have some unfilled gaps, ask them to read the profile again at the top of the page in case they have missed something. Then play the recording once more without stopping.

5. Ask students to read one answer each. Check for mistakes and mispronunciation.6. For weaker classes, it is useful to play the recording again once students have completed the

exercise. This consolidates what students have learnt and gives them a sense of achievement.7. Explain to students that they can use the profile and the note from page 50 to help them

complete Part A3 on page 51. However, they should pay no attention to the syntax and make appropriate change of forms where necessary.

8. Divide the class into pairs. Each pair must work together to come up with the correct answers. The first pair to get all of the answers correct wins.

9. Ask a person from each pair to read one sentence at a time. Encourage students to listen for mistakes and raise their hands when they have a question.

Part B1. Review “worried”, “reply”, “e-card” and “advice”. For stronger classes, ask students to

volunteer some definitions. For weaker classes, you can give the explanations to students.2. Ask students to work in pairs. Tell them to read the conversation aloud, then change roles sn

read the conversation again.3. Check students’ conversation of the passage. Ask them the following questions:

Who has a problem? (Millie)What is her problem? (Her pen friend hasn’t replied to her e-mails.)Does Amy agree that Millie’s pen friend doesn’t want to write to her any more? (No.)Why does Amy think Millie’s pen friend hasn’t written? (She’)What advice does Amy give Millie? (Millie should send an e-card to her pen friend and let her know she misses her very much.)Do you think Millie feels better after discussing her problem with Amy? (Yes.)For weaker classes, students can give on-word answers. For stronger classes, ask students to reply using full sentences.

4. Ask the students to use the conversation as a model to talk about their own problems and give advice. Ask them to practice their new conversations. Allow less able students to write down their conversations before practicing with a partner. Walk around the class and give help where necessary.

5. Ask a few pairs to read their conversations aloud to the whole class.

别桥学区英语片级公开课教案别桥中学：陈伟 2009.3.6

Content : 8b unit 3 main taskTeaching aims: 1. to be able to choose , organize and state information2. to be able to understand the content about computer games.3. to be able to write about educational computer games Difficult points: aim 3Teaching process:Step 1 RevisionTalk about the reading Try to retell some useful information about the educational computer game Step 2 asking and answering Choose information in A to finish BAsk some students to answer the questions in B one by one Boys and girls , ask and answer togetherStep 3 imitate writing Try to finish C orally Read personally first ,then togetherStep 4 preparing for writing Try to recite some important sentences about this writing Step 5 writing Try to write a composition names “my favourite educational computer game”

溧阳市别桥中学公开课教案别桥中学：陈伟

Teacher : Chen Wei

Content : 8a unit 5 grammar(1)

Date : 09.9.25

Teaching aims:

1. to get to know five sentence structures

2. to make sentences with the structures

Step 1 Revision & presentation

Questions :

1.Do you think birdwatching is interesting?

2.What does a swallow’s tail look like?

3.Are more and more birds in danger?

Answers：1.Birdwatching is interesting.

2.Its tail looks forked.

3.More and more birds are in danger.

Sentence structure:

Subject +linking verb +Predicative.

Linking verbs: be, look , sound ,taste. ,smell ,feel seem, keep,

become, get(变得), turn(变得),grow(变得), go(变得)

Step2 Practice

Make similar sentences with linking verbs:

Step 3 Presentation

Ask:

1. Can you swim? Yes, I can swim.

2. What is the swan doing? The swan is swimming.

Sentence structure:

Subject + verb .

In this kind of the sentence , we use intransitive verbs : run

,jump, dance, sing ,fly, speak, go, come, arrive, …

The verbs are in different tenses.

eg. 1.)He’ll arrive. 2.) She’s going to speak. 3.) They danced

and sang.

Step4 Practice

Make similar sentences with intransitive verbs，or find the similar

kind of the sentence.

1. Who can jump?

2. We can’t speak French.

3. They didn’t dance.

4. The bus is coming.

5. Who is going to sing?

Step 5 Presentation

(Ask a student to sing a song.)

Who is going to sing a song?

(After the singing ,the teacher says,)

She did a good job.

Look at the sentences, What kind of the sentence do they belong to?

Subject + verb + Direct Object (sth.)

In this kind of sentence, we use transitive verbs: sing, draw, make,

watch, read, see, say, call ,give,

show, count, find ….

Step 6 Practice

Make up sentences:

1. 他不能画一条直线 2.她要做一餐饭 3. 我能尝一尝这条鱼吗？ 4.他们想要一个旅行 They want a trip

Step 7 Presentation

Just now a student sang us a song. Can you give him some advice?

Show the two sentences

1.A student sang us a song.

2.Can you give him some advice?

What kind of the sentence are they?

Subject + verb +Indirect Object (sb.)+Direct Object (sth.)

Step 8 Practice

Make up sentences with the transitive verbs:

show sb. sth.. , give sb. sth.. , feed sb. sth. , call sb. … ,

draw sb. sth. , sing sb. sth.. , buy sb. sth. , sell sb. sth. ,

teach sb. sth. …

e.g. He fed the dove some food.

Step 9 Presentation

Look at the photo: What’s the dove’s name? Its name is Peace. So we

call the dove Peace.

Show the sentence : We call the dove Peace.

Some more examples: We find it lovely.

We’ll keep it clean.

I want it to sing.

He find it on the ground

We can see the dove flying in the sky.

She makes the doves eating food.

keep sb./sth. +adj. ,find sb./sth. +adj. ,make sb./sth. +adj.

let sb do sth. ,make sb. do sth., help sb. do sth.

find /see/watch/hear/ feel sb. do sth.

find /see/watch/hear/ feel sb. doing sth.

ask/tell/want/ wish sb. to do sth.

Step 10 Exercises

溧阳市初中英语公开课教学教案溧阳市别桥中学：陈伟

Class : Class 7, Grade 8 Contents: Integrated skills , Unit 3, 8A Time : October 16th, 2008

一、Teaching aims :

1.To read a poster , listen to a report and get some information from it . Learn something about the basket match .

2.To master the following words and phrases : final , presentation , medal , receive , support , supporter , take place …

3. To be able to make suggestions

二、key and difficult points

Teaching aims 1 and 3

三、Teaching aids

Tape recorder, pictures

四、Teaching procedures

Step 1 Lead-in Use a song to lead in , talk about the players and matches in Beijing Olympic games Use some pictures to present the new words

Step 2 Presentation Show a picture of a school basketball match T: Beijing sunshine secondary school goes to the final , I want to watch it , but I am not sure of the time . Can you help me ?Step 3 Reading 1. Scan the poster and answer the following questions When does it take place ? 2.Read it again and answer the following questions:

Where does it take place ? When will it start ? 3. Read it again and fill in some parts of the notes, using the poster .Step 4 Listening

1. Pre-listening Read through Kitty’s notes carefully, try to get the key information they may hear. 2. While-listening

Listen twice and finish the rest of kitty’s notes.3. Post-listening 1) Check the answers together2) Read out Kitty’s notes

3) Finish A3 together Step 5 Speak up Present a new situation to talk about invitations. Listen to Daniel and Kitty’s conversation. Answer the question: Where will they go ? Books open and answer more questions Practice reading Step 6 Discussion How to make suggestions ? Shall we …? Why not …? Let’s …? How / What about …? If you agree with somebody That’s a good idea . What a good idea. Sure ! If you don’t agree with somebody I’m afraid that’s not a good idea . Yes , that’s a good idea , but …Step 7 Action Make a similar dialogue and act it out Step 8 Consolidation Do some exercises Step 9 Homework Make a similar dialogue and write it down .

Unit 4 TV programsPeriod Ten Checkout

时间: 20008年 10月 24日 执教: 陶玉仙Teaching Aims:1. To review key vocabulary and grammar items taught in the unit.2. To give students the opportunity to practice the grammar and vocabulary items3. To allow students to check their progress and ask any questions they may still haveTeaching Difficulties:1. Words: competition, website, surprising, ending, perfect2. Phrases: such an exciting day/so exciting a day, win the writing competition,

not…until, on the website, the whole month, work on, think of that surprising ending

3. Sentence patterns: You planned everything better than I did and you could think more carefully than anyone else.

We discussed the story from 5 p.m. to 8 p.m. every evening. You worked much harder than I did. It is you who made our story so

perfect.Teaching Aids: Multi-Media.Teaching Procedures:

Step One ：Leading – in

Revise the story ‘The Twins’ and then ask a few students to read out their programs

Step Two ：Pre – task

Tell students that this is revision and that they have already learnt these words and grammar items. Remind students that this is an opportunity to ask questions about anything they still do not understand.

Step Three ：While – task

Task 1 Explain the context of Part A. Daniel and Simon have won the TV program competition. Daniel is writing to Simon about it.

Ask students to read through Daniel’s letter for overall meaning before they begin filling in the blanks

Ask students to complete the letter by choosing the best words from the blankets. And then read out the paragraph each.Task 2 Tell students that there are five words from the unit hidden in the puzzle in Part B. Ask them to circle the words as they find them.

Ask students who finished the wordsearching first to read out the five words found in the grid.Step Four: Post-taskGame.Step Five: HomeworkReview the whole unit and complete a unit paper.

Unit 5 Birdwatching

Period Two Reading 时间: 2009年 10月 23日 执教:陶玉仙

Teaching goals:

1. To infer general meaning from title and context.2. To check understanding by evaluating sentences

3. To skim text for overall meaning and scan for details

Focuses:

To revise and expand vocabulary in the context of wildlife and conversationDifficulties: To infer the meaning of words from the contextStep 1 Presentation1. T: Do you know where birdwatchers watch birds? Elicit Ss’ answers on he Bb: in the country

parks; special nature reserves.2. Write the title: Zhalong--- A special Place on the Bb. Ask Ss what they know about Zhalong.

Encourage any contributions.3. Conclude this on Bb: birds come to Zhalong are water birds.Step 2 Reading1. Ss skim the text quickly, focusing on the keywords and main points only.2. Pair Ss ask and answer the questions in class and check together.(1)What birds come to Zhalong?(2) Why is zhalong a special space ?(3) Do birds live in Zhalong all year round?(4) What does Chinese government want to do?(5) What do people should do for birds?(6) What do you think about after listening to the tape?Step 3 Reading1. Ask Ss to write a caption for each paragraph. Ask Ss to read out the captions in the correct sequence. (1) Zhalong is an ideal home of a lot of plants, fish and birds.(2) Natural homes for red-crowned cranes.(3) Don't use wetlands as farms and buildings.(4) More and more birds are in danger.(5) Making records of birds in Zhalong.(6) Zhalong needs help.2. Play the tape for Ss to follow twice with books open, the play the tape again for Ss to repeat Step 4 Consolidation1. Ss read the text freely for true or false questions. (page79 Part C1)Step 5 Homework1. Go over Reading part after class.2. Practice the sentences in Step 4 as written work.

牛津初中英语 7A Unit1 sports词汇教学时间: 2009年 3月 27日 执教:陶玉仙

教学目标：（1）学习和掌握关于体育的词汇。（2）扩大学生体育方面的知识。(3)明白体育对于健康的重要性。教学过程：1、  音乐导入。音乐是全人类的营养品。一曲节奏欢快、令人振奋的MTV《Believe in yourself》2、  自由畅谈(Free talk)。我把主题 sports投在屏幕上，让他们自由交谈。为了他们有话可说，我给他们一些提示:Do you like sports? What is your favorite sport? Who is your favorite sports star?..

…在他们自由畅谈中初步接触一些体育词汇。(注意点:教师要指导得当，学生讨论过程中，要求学生说英语，禁用汉语。)

3、图片展示。当教师发现学生无话可说时，进行图片展示。每展示一张图片让学生说出体育名称，并可适当用英语拓展学生视野，锻炼学生用英语思维能力。比如，我展出两人打篮球的照片，学生很容易说出 Basketball，我立即问Do you like basketball? Who plays

basketball best in your class? Who is your favorite basketball star ?经过这一连串的问答学生不仅练习了词汇，而且练习了口语。在图片展示时要注意先易后难。我展示的词汇顺序是 basketball、football、

volleyball、table tennis、badminton、tennis、baseball, skating,

swimming, boxing, shooting. 对于较难的单词我先将单词注上音标，分解音节，让学生根据音标拼读单词，再领读，学生重点强化，学生就感到学得容易，学得快，学得好。

4、帮助学生分析单词的构成方法。如:

basketball、football、volleyball等都有词根-ball， skating, swimming,

boxing, shooting等都有词根-ing。这样学生发现了单词的规律后，比较容易记住。

5、反复操练。俗语说的好:Practice makes perfect。学生刚刚学到的词汇不可能全记住，怎么办? 练。首先把所有单词投在屏幕上，让学生读、背、记;待学生熟练之后，让他们分类，先把刚学过的词汇分为Indoor sports or Outdoor sports然后再把刚学过的词汇分成 Team play

、 Pair play or Single play经过反复操练，学生基本上能理解和记忆这些体育词汇了。

6.实际运用。让学生以“My favorite sports”写一篇自己喜欢的运动的作文，不仅巩固了学生学习的词汇，还培养了学生的写作能力。

Teaching plan 王井贵 2009-11-20

8A Unit5 Integrated Teaching content: Integrated skillsTeaching aims and demands:1. Learn to command and use the words of this period correctly2. Command the sentence of expressing how to invite others,such as: Would you like to… 3. Train Ss’ listening and speaking, at the same time, try to improve their integrated skills.4. Learn how to respond to others’ invitation.5. Learn the language points.Important and difficult points1.       Train Ss’ listening and speaking, at the same time, try to improve their integrated skills.2.       Learn the language points.Teaching Procedures:Activity 1 Lead-in

T: Hello, everyone! We have learnt a lot about Zhalong Nature Reserve. What facts do you remember about Zhalong ? Do you want to know more about Zhalong?Activity 2 Have a discussion about facts about Zhalong guessing are right. Please put a tick in the second box.            1. Check the answers.2. Read the passage quickly and answer the questions:Activity 4 Listen to the tape again and help Sandy finish the report.T：Now Millie is writing a report on Zhalong. Look at Part A3. Let’s listen to the radio programme again. Help her finish the report. Now, let’s check the answers.Activity 5 Read the letter together.Part Three   Post-reading Activity 6 Talk about Zhalong Nature Reserve.Part Four   Speak up Activity 1 listen to the tape and find out the date and the time. Activity 2 Read after the tape and talk about how to invite others and how to reply to other’s invitation.Activity 3 Work in pairs and make up a new conversation.T: Use Daniel and Sandy’s conversation as a model. Suppose your cousin asks you to go birdwatching. Encourage some pairs to act their dialogue in front of the whole class.Activity 4 Make up another conversation about outing.T：If you want to invite your friend Daniel to an outing.Part Five Language points1.       Zhalong is the home of a lot of plants and animals, including different kinds of birds.

Teaching plan 王井贵 2009-5-8

7B unit5 welcome to the unitTeaching aims and demands:New words：ability , Superdog , fly , careful , collect elderlyTeaching methods: task-based approachTeaching task: 1 to revise vocabulary about helping people in the community 2 to generate ideas about ways to care for and help others Teaching aids: tape recorder

Teaching procedures: 一. Warm-up Talk to students about Superman . Guide students to understand the meanings of “can” and “can’t” . 二 Main task 1 Ask for suggestions of some typical ways students help you , the school , the community and others . Write the words ‘ everyday hero’ on the board and then brainstorm situations in which students can be helpful . 2 Ask students to look at the pictures on page73 . Explain the context . Check understanding of the words “ planting , clean up , elderly “ . Then ask students to read descriptions a-f and de the task . 3 Check answers with the class . 4 Ask students to look at the pictures and statements and consider how often they engage in the activities . ask them to respond using the words “ regularly / sometimes / never 5 Do a class survey . then fill in the following form .

Teaching plan 王井贵 2009-11-28

7AUnit4 FoodReading: What we eat and how we liveTeaching Focused:Topic: lifestyleTeaching Objectives:1.      To learn about the relationship between diet and overall health2.      To practise the technique of skimming for overall comprehension and

scanning for detail3.      To learn about lifestyles of Ss’ ownTeaching Aids:PPT; ComputerTeaching Procedures: Ⅰ. Pre-reading

1.      T introduces herself to Ss by showing what she eats and how she lives. In this short introduction, give Ss six new words and meanings on the blackboard. Lead Ss to read the new words. Ask Ss if they want to know any other’s lifestyle.

2.      Show a short video of ballet to give Ss the word “dancer”. Let Ss meet Kitty and tell them something about Kitty, such as her appearance, her likes and dislikes. Then let Ss meet Daniel. Tell them something about Daniel, too.

Ⅱ. While-reading (25’)1.      Ask Ss to turn to page 60. First, skim the passage with the question: Who

has a healthy lifestyle? After reading quickly, Ss give the answer. 2.      Ask Ss to scan Kitty’s lifestyle . Ss should read it silently. In this way, they

can think better. After that, do a blank-filling about details of Kitty’s lifestyle. Suggest Ss that they can underline the answers. Show the blank-filling on PPT.

3.      Ask Ss to scan Daniel’s lifestyle with questions. After reading carefully, do the ask and answer. One student asks a question and he/she can choose another student to answer the question.

4.      Ask Ss to do correction. Tell them the mistakes are not mistakes of grammar. This exercise helps Ss master the reading better. Several more able students can find out all the five mistakes. For weaker students, encourage them and praise them if they can find one.

5.      Ask Ss to read the passage aloud . Girls read as Kitty. Boys read as Daniel.

Ⅲ Post-reading (10’)Ⅳ. Homework1.      Make up a dialogue talking about lifestyle.

英语公开课教案别桥中学 谢秀兰

班级：初一（1）时间：2009 11.27内容：7A Unit 5 vocabulary

Teaching procedures:Step1 : Lead –in1. Sing the song ‘HAPPY BIRTHDAY’2. Review the names of some presents .Ask the students :Do you want to buy a present for

him /her? What presents do you want to buy ?Step 2 Presentation 1. Show the new words in part A by playing guessing game.2. Read the new words and phrases in Part A .Step 3. Practice

1 . Read the dialogue quickly then answer the questions 1)What presents will Daniel buy for Simon?2)Why doesn’t he buy him a football ?2 . Read the dialogue after the teacher ,then practice it in pairs.3 . Make a new dialogue ,then act it out .Step 4 1. Talk something about Eddie 2. Listen and learn Guess :1)Does Eddie want to go shopping with Hobo? 2)Why does Hobo ask Eddie to go with him?3 . Read and act Step 5 Exercises Step 6 Homework

英语公开课教案别桥中学 谢秀兰

班级：初二（3）时间：2009 5 15

内容：8B Unit 6 vocabularyTeaching procedures:

Step1 : Warming up Talk about what do you like doing in you free time ?Step 2 Presentation 1. Present weather words using some sounds and pictures 2. How can we change the words into adjectives?Step 3 Practice 1. Read the words together .2. Fill in the blanks with the weather words .3. Talk about their favorite weather .Make the dialogue ,practice

in pairs .Step 4 Learn and practice 1. Teach some new words about the weather using the pictures .2. Talk about the weather in Liyang and Changzhou.Step 5 Make a weather forecast 1. Teacher makes a model and show some new phrases .2. Act it at the front .Step 6 Consolidation Fill in the blanks .

Step 7 Homework.

英语公开课教案别桥中学 谢秀兰

班级：初三（3）时间：2008 12 5

内容：8B Unit 6 vocabularyTeaching procedures:

Step 1 : Have a free talk .1. Ask and answer some questions .2. Practice the dialogue .Step 2 Presentation 1. Fill in the blanks and check the answers .

1)____you _____(finish)your homework yet ? 2)How long ____you _____(have)the dictionary ?For two years . 3)Zhao Lan _____already _____(study)in the school for 2years .

4) The train ____(leave ) when I got to the stop . 2. Translate some sentences and check the answers .

Step 3 Discussion Have a discussion :Have/has +done Had +done

Step 4 Consolidation Finish some exercisesStep 5 Homework

溧阳市别桥中学英语校级公开课教案吴小娟

Title ： 9A Unit 2 VocabularyTime ：2008.9.19

Class ：Class 1 , Grade 9

Teaching aims ： 1.Understand what synonyms are.

2.Learn more about synonyms.Important Points : 1.Practice the synonyms.

2.How to use the words: influence, require, unhappiness.Step1. Revision(通常在阅读课之后，会对重要词组和句型进行检测。形式可以是口头检查或书面检查/即默写。)

Step2. lead-in1. Antonyms are words that have the opposite(这个单词已经在 8B第一单元中学习过，学生应掌握) meanings of each other.

2. Encourage more able students to give an oral explanation.3. Brainstorm: practice more Antonyms4. Synonyms are words that mean the same or nearly the same thing.

Step3. Practice (P30) Part A1. First, do Part A by the students themselves.2. Ask some students to read and check the answers.3. Read the answers after the teacher.4. Give students more synonyms.

Part B1. Go through Part B together.1. Read the new words after the teacher and practice some of them.2. Language points: influence, require, unhappiness.3. Give students more practice.

Step 4. Extension activity1. Discuss: Which kinds of words have synonyms?2. Play a game: Who can tell the Synonyms? 3. Play a game: Who can tell the Antonyms?

Step 5. Homework1. Remember more Synonyms.2. Finish the exercise.

溧阳市别桥中学英语校级公开课教案吴小娟

教学目标１． 学会用 between…and…和 from…to…来表示一段时间。２． 学会用 before, after, until, while, as来说明事情发生的时间。

教学内容四会内容词汇：right end race词组：right after English news

教学准备多媒体教学步骤Step 1 Lead--in１．教师就 Reading部分的内容向学生提问：When was Tiger Watch filmed in India?２．教师告诉学生我们可以用 between…and…来表示一段时间。３．教师呈现一张中央 9套的电视节目时刻表，根据这张表提以下问题，引导学生用between…and…来回答。When can we watch Around China/ China Today/ Culture Express?４．告诉学生我们也可以用 from…to…来回答刚才的问题。并请几个学生做示范。５．要求学生完成书上的练习，并校对答案。６．指出 between…and…和 from…to…的区别。between…and…表示“在…和…之间”，与之搭配的动词也可以表示只发生一次。比如，I will visit you between this Monday and Friday.而 from…to…是表示“从…到…”，与之搭配的动词表示一直持续发生。Step 2 Presentation１． 教师带领学生复习 Reading部分的内容，从中抽取相关的句子板书。

(1) Some of the most famous stars will be interviewed about their recent work before the awards start.

(2) You will not find out the answer until the end of the film.(3) After you watch this programme, you will realize how much danger these tigers face.

２． 向学生解释，我们可以用 before, after和 until来表示时间，来谈论事情发生的先后顺序。这三个词可以作介词，也可以作连词后面跟时间状语从句。

Step 3 Practice１．教师出示几张关于一个男孩的图片，鼓励学生用包含 before, after, until在内的表示时间先后的一些词来描述这个男孩的一天。２．请几位学生用这些词谈谈有关自己的生活和学习习惯。３．完成书上的练习，并校对答案。Step 4 Presentation１．教师呈现一副图片，向学生提问：What was Millie doing? What was Eddie doing? What

about Andy?２．教师呈现例句，并加以分析。３．教师再呈现另一副图片，鼓励学生试着用所学的连词进行描述。４．鼓励学生总结出while和 as的用法。Step 5 Homework

溧阳市别桥中学英语校级公开课教案吴小娟

Title ：9A Unit2 Reading(I)

Teaching aims ：1. Skim and scan the text to learn something about it.2.Recognize and understand vocabulary about emotions.(sleepy, relaxed,

sadness, calm, satisfied, heat, difficulty, decision, deep, worried)Important Points ： 1. Let students know the main idea of the article by learning the new

expressions and reading it.2. Recognize and understand vocabulary about emotions.

Step1. Revision1. Look at the pictures and name the colours.2. Practice the spelling of the words.(violet, pink, indigo, rainbow…) Step2. Lead-in1. Brainstorm:

What’s your favorite colour?Do you know anything interesting about colours?

2. Play a game.What do you feel... when you see the following colours?

3. We call these feelings our mood s. So we know colours can affect our moods. Do you think so?

Step3. Skimming1. Read the text quickly and answer questions.

①How many kinds of colours are talked about in the text? What are they?(Four. C alm colours, warm colours, energetic colours and strong colours.)②What colours are mentioned in the article?

2. Practice: Match Column A with Column BStep4. Scanning1. Paragraph 2

①Read Paragraph 2 loudly and try to complete the notes one by one.②Learn the new words by reading the notes.③Give more examples about the new words and encourage students to read them again and

again.2. Paragraph 33. Paragraph 4& paragraph 5

①Read it loudly and do T or F questions.(encourage students to correct the mistakes.) ②Learn the new words by reading the sentences.

4. Finish the exerciseB1(P28)5. 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.)6. Read the article loudly after the tape then fill in the blanks.Step5. homework1. Read the article again and again.2. Underline the useful phrases.

公开课教学设计

吕 文 红

教学内容 9A Unit 6 备/授课时间 2008.12.26

总课时 10 本课为第 4 课时 课型 Vocabulary

教学目标 To understand vocabulary relating to crimes and criminal

教学重点

New words and expressions:theft thief thieves shoplifting shoplifter murder murderer kidnapping kidnapper

教学难点 To understand vocabulary relating to crimes and criminal

教学用具 1) a recorder 2) OHD

教学过程Step 1Warm-upRecite the reading part and retell the story.

Step2 Lead-inWhat does Ku Nan(柯南) do?What does a detective do? How many kinds of crimes do you know about?And what are they?

1.Show some pictures to learn some new words:theft n. thief n. thievesshoplifting n. Steal sth from a shop shoplifter n. 入店行窃者murder n. v. murderer n. kidnapping n. kidnapper n. 2.Find out the expressions of the new words

kidnap A. a person who takes another person’s things secretly rob B. steal sb away by force in order to get money murder C. a person who takes things from a shop secretlythief D. unlawfully kill sb.shoplifter E. take things or money from a person or a place by force

Step 3 Practice and exercises Step 4 Homework Do exercises on the workbook.

教后札记

容量较大,大部分学生掌握较好,但有少数后进生词汇掌握不好,需要加强复习训练量,过词汇关.

公开课教学设计

吕 文 红教学内容 9A Unit 5 备/授课时间 2008.12.18

总课时 10 本课为第 10 课时 课型 Checkout

教学目标

1. To read about a famous film star2. To write a fact sheet about a favorite film star3. To complete an article about a film star4. To review the use and structure of the past perfect tense5. To review vocabulary related to the film industry

教学重点

1.Master the use and structure of the perfect past tense.2.How to give some advice. 3.Master some difficult words and phrases.

早读内容

1、复习 unit 5的单词，短语, 句型 。2、熟背 Reading .

教学用具 1) a recorder 2) OHD

教学过程1.       Talk about their favourite films and stars

“Which film have you seen?Who played the lead role of this film?”By discussing, help the students review the present perfect

tense .Then change the present perfect tense into past perfect tense.2.       lead in part A:

There is a film called Roman Holiday showing in the cinema .Eddie and Hobo go to see this film.

3.       Get the Ss to discuss what happened at the cinema. Using the simple past tense, then join two sentences, using the simple past tense into one sentence including the past perfect tense.

4.       Finish Part A5.       Made up a dialogue on Roman Holiday between Eddie and

Hobo to lead in Part B.Finish Part B6.Finish exercise

教后札记 复习的效果很好,唯一缺憾的是书面表达有部分同学错误较多,还需要坚持写。

公开课教学设计

吕 文 红教学题目：9B Unit 2 Vocabulary

教学课时：Period 4

教学部分：Page 28

教学课型：新授课；词汇课教学目标：谈论机器人各部件的功能，写一篇描述理想机器人的文章。教学内容：四会内容：dry, wheel, chest , whatever , wash up, dry the dishes, tell

me a lot of jokes, find out the cause of the problems, look like a real

person, take photos of everything

三会内容：battery

教学准备：多媒体，投影仪教学步骤：Step 1: Review the important phrases in reading

Step 2: Talk about things a robot can do.

Ask: How a robot do so many things?

Learn different parts of a robot and their functions

Fill in the blanks of part B on P 28, check the answers.

Use the words and phrses to talk about a robot.

Step 3: Show some words with the same spelling but differernt parts of speech.

Give more examples, have the students to tell their meanings and parts of speech.

Step 4: Play a guessing game

Step 5: List some language points.

Step 6: Homework:

1. Complete some exercises.

2. Recite the important phrases

3. Preview Grammar1

8B Unit 3 Online TravelBieqiaozhongxue lijuanpan

Contents： VocabularyTime: March 3, 2009Class: Class 4, Grade 8

一、Teaching aims

1. Learn the following words and phrases: keyboard, menu, mouse, printer, mouse pad, monitor, screen, U-disk, hard disk, type, click, icon, print out, etc.

2. Be able to identify different parts of a computer and describe different functions of different parts of a computer;

3. Arouse the students’ interests in learning English by talking about the usage of a computer.

二、Key and difficult teaching points

Teaching Aims 1 and 2

三、Teaching Aids

Multimedia and some cards

四、Teaching procedures

Step 1 Free talkRevise different usage of a computer by asking and answering, then encourage students to

say different parts of a computer.Step 2 Presentation

1. Learn different parts of a computer, by showing some pictures. a. What are they? b. What do you usually use it for?

2. Ask the students to tell us the functions of different parts of a computer.a. What can we use the mouse for?b. What can we use the printer for?c. Where can we see words and pictures?d. Where do people store information?e. What can people use to type information into computer?

3. Learn some more new words about the computer.

monitor (显示器) loudspeaker(音箱) host computer (主机) icon(图标)U-disk(U盘) floppy disk(软盘) hard disk(硬盘)

mouse pad (鼠标垫) modem (调制解调器)

Step 3 Practice 1. Make dialogues, talking about different names and functions of a computer.

A: What’s it?B: It’s a keyboard.A: What can we use it for?B: We can use it for typing.

Step 4 Guessing Game 1. Give students a description about one part of a computer and ask students to guess it.

“I am a part of a computer. I am colourful and beautiful. You can see pictures and words on me. Who am I?”

2. Make it as a sample and divide students into 6 groups. Encourage them to use correct words to describe the different parts of the computer they chose.Step 5 Sum up 1. Sum up what they have learned today. 2. Do some exercises

(1) Do Part A2.(2) Fill in the blanks, using some words they have learned today.a. My new k_______ is very comfortable and I can type very easily.b. A computer has a s_________ like TV and we can see words and pictures on it.c. If you move the m________ with your hand and you can see a c_____ move on it.d. A h_______ disk can store more information than a f_______ disk.e. If you have p________ you can put the words and pictures onto paper.

Step 6 Homework1. Remember the words and phrases about the computer.2. Practise talking about functions of different parts of a computer.

复习非谓语动词及感叹句的运用Bieqiaozhongxue lijuanpan

Contents： 复习非谓语动词及感叹句的运用Time: March 3, 2009Class: Class 5, Grade 9

一、Teaching aims

1. 归纳非谓语动词的几种用法2. 感叹句的结构及解题技巧

二、Key and difficult teaching points

Teaching Aims 1 and 2

三、Teaching Aids

Multimedia and some cards

四、Teaching procedures

一、 复习1.检查口语练习情况2.校对前一天练习中出现的错误二、 运用非谓语动词1. 归纳运用非谓语动词的几种结构A. To do 结构B. doing 结构C. done 结构

2.在练习中运用非谓语动词的几种用法3..总结回归练习三、感叹句的应用1.复习感叹句的结构及解题技巧A. What +adj. + n.!B. How +adj. /adv. +the/pronoun!四、总结一节课所学，布置家作 配套练习

Unit4 integrated skillsTeaching Objectives●     To identify specific characteristics, appearance, abilities, eating habits and danger●     To develop students’ ability to infer meaning from context and key words●     To listen and develop the ability to extract information in order to complete two fact sheets●     To learn more about the endangered animalsTeaching ProceduresSTEP 1 Showing the pictures of tigers and wolvesAs we have learned a lot about animals in the unit, in this part we can directly come to the two animals we are going to talk about. Show the pictures of tigers and wolves one by one and encourage the students to speak out what they know about them.STEP 2 Listening and completingGet the students to listen and complete the fact sheets.Appearance: the largest living cat (look like a cat), big and strong, bright eyes, yellow fur with black stripes.STEP 3 Explaining the bold-faced words and expressionExplain the bold-faced words and expressions above to the students. STEP 4 Talking about the two animalsGet the students to talk about the two animals looking at the two facts sheets. Encourage them students to start like this.Tigers are the largest living cat in the world…..Wolves are dog-like animals. They are not very big…..STEP 5 Completing the letter in Part A2Get the students to complete the letter in Part A2, Page 69.First, let the students complete the passage by themselves.Then, get the students to check the answers in pairs.Afterwards, check the answers in class. The teacher can get two students to read out the facts about tigers and wolves, while the others correcting their answers.Finally, get the students to read the passage aloud.STEP 6 Underlining the important phrasesInvite the students to underline the important phrases by themselves. Explain some of the most important ones, like ’write to sb. about doing sth.’ and ‘made sth from sth.’.

STEP 7 Show the students some pictures of the animals we have leaned. Encourage them to talk about the animals. They can talk about their appearance, ability, character, food and danger.Encourage them to ask more people to help protect the animals.STEP 8 Doing some translation work

STEP 9 Homeworka. Organize the information in the two fact sheets into two

passages about tigers and wolves.b. Find another endangered animal and write about it.