The seventh grade English teaching plan model essay of Ren Edition Unit 5 Our campus life
Topic 1 How do you usually come to school?
first segment
Section A needs 1 period. Section A needs 1 class hour.
The main activities are 1a and 2a. The main activities of this lesson are 1A and 2A.
I. Objectives and requirements Objectives and requirements
1.( 1) Learn some means of transportation:
By bike, by subway, by bus, on foot, by plane, by car, by train, by boat, by boat.
(2) Learn other new words and phrases:
Door, the same, come on, go to school, lady, grandma, group
2. Learn frequency adverbs:
Often, usually, always
3. Review the present simple tense.
? Do you often come to school by bike?
? Yes I know. No, I don't know? t.
4. Talk about how to go to school.
? How do you usually come to school?
? I usually come to school by subway. /I always come to school by bus.
ⅱ. Teaching AIDS
A model/picture of a tape recorder/vehicle
Ⅲ Ⅲ. Five-finger teaching plan
Steps 1 review steps 1 review (time: 5 minutes)
Review everyday expressions and present1a.
1. (Teachers and students exchange greetings and review the greetings they have learned. )
T: Good morning, everyone!
Ss: Good morning, madam/sir!
Students, welcome back to school. Happy New Year!
The teacher helps the students to answer. )
Ss: Happy New Year!
T: We can also say,? You too! ?
(nature introduction? You too! ? And practice strengthening. ) The second demonstration (time: 10 minutes)
Learn 1a and finish1b.
1. (Show bike to students with models, teaching pictures or stick figures prepared in advance, thus introducing the focus of this lesson: transportation mode. As shown below. )
(2) (Use the stick figures and phrases above to show the pictures of 1b and imitate the example:) Example:
T: I come to school by bus.
I come to school by bike.
S2 (complete 1b, go to school on the blackboard. )
go to school
(3) Ask two students the mode of transportation they use to go to school, and use usual, always and often as alternative exercises, and demonstrate the results. T: S3T: S4, do you usually come to school by bus?
S4T:？
T: good. S34 usually goes to school on foot. S5 Take a bus? All right. Do this exercise in groups of three.
((1)) Let the students listen to the recording of1a.
Answer the following questions. )
. Are you ready?
Ss: Yes.
T: OK, let's go. Let's get started.
(Play the recording. )
(2) (Check the answers and extract key sentence patterns. )
Who can answer the first question?
S 1: I can. They meet at the school gate.
T: well done. What about the answer to question 2?
S2T: Good. Next question?
S3: Jane always comes to school by bus.
T: well done.
(Draw a line on the blackboard after Question 2 and do the corresponding explanation exercises. )
(blackboard writing)
Helen usually comes to school by subway.
Step 3 Consolidation Step 3 Consolidation (Time: 5 minutes)
Consolidation 1a, completion1c.
1. (Play the recording of 1a again, and then imitate the pronunciation and intonation. )
Listen to the tape and read after it. Pay attention to your pronunciation and intonation
Man-machine dialogue, that is, students talk to tape recorders to improve students' interest. )
Now, suppose you are Helen and Jane. Listen and make a dialogue with Kangkang. Are you clear?
3. (Complete 1c and let the students practice the dialogue of 1a in groups of three. Ask them to imitate 1a and make a similar dialogue with their partners. )
Students, please practice 1a in pairs now, and make a similar dialogue with your partner. Then I will ask some groups to perform them.
4. (Choose several groups of performance results. )
Which group can perform your dialogue?
G 1: we can. (Act out the dialogue. )
T: great! Is there anyone else?
G2: We can. (Act out the dialogue. )
?
Comment on the students' performances, encourage them appropriately, and correct the mistakes in the students' dialogues when necessary. )
On English writing teaching: First, make full use of the new classroom teaching.
1. In daily English classroom teaching, teachers should pay attention to the training of listening, speaking, reading and writing, and provide students with a large number of oral practice materials, from words to sentences, from sentences to dialogues, from dialogues to articles, so as to cultivate students' sense of language. In particular, we should start with words and strengthen the practice from words to sentences. In the classroom word teaching, students should be consciously asked to form words and sentences for nouns, verbs and adjectives, so as to cultivate students' ability to use language. Of course, sentences should be made from easy to difficult step by step, and most students can make such sentences, so that they have a sense of accomplishment and interest. Due to the limited classroom teaching time, sentence-making is mostly oral practice, and a large number of sentences are translated by using the sentence patterns learned, so that students can really draw inferences from one another. At the same time, students should pay attention to distinguish the differences between English and Chinese word order in oral practice. So students don't write much in class, but only write key phrases and sentences in notebooks or notebooks. Teachers should start from the junior grade, seize the opportunity when students are interested in English, and adopt scientific and effective teaching methods to cultivate students' listening, speaking, reading and writing abilities from the shallow to the deep. For writing, our teacher should lead more demonstrations, give more guidance to students, praise more and criticize less, so as to increase students' confidence in learning English and let them experience the joy of success continuously.
2. The A/B part of every topic in Grade 7 and Grade 8 English is about dialogue. There are many good sentences and common phrases in the dialogue. Teachers will ask students to memorize them, often dictate them and check their mastery. Usually, teachers can also choose some dialogues and ask students to retell the dialogues in their own language, which not only consolidates the dialogues, but also practices writing. SectionC/D of each topic is a short essay, focusing on reading teaching. In daily teaching, teachers will ask students to repeat, imitate or recite, which is conducive to enhancing students' understanding and application of the article. No matter what kind of writing, teachers should show it in class in time and correct it collectively, which is of great help to improve students' writing level. Moreover, the selected students are very happy and more interested in writing; Other students will also see their own shortcomings from the model essays of good students and catch up.
Second, pay attention to evaluation and correct the display in time.
Correcting and displaying students' compositions in time is of great help to improve students' writing level. Teachers can take various forms, such as detailed approval and detailed revision, self-revision and mutual revision, and collective review. Teachers must regularly revise each student's composition in detail, so as to understand the current situation of students' writing and help students solve problems in their composition. Teachers can also arrange for students to correct each other's compositions. Correctors with questions can ask the teacher on the spot, so that students can get satisfactory answers in time and feel successful in their hearts, and their interest in writing will naturally increase. For middle school students' compositions, we adopt the form of face-to-face correction, thus improving the teaching quality in a large area. Teachers should take the common and typical mistakes in composition seriously and give detailed comments as materials for class evaluation. Good students pay attention to self-improvement and mutual improvement, and encourage them to read more representative good articles as model essays, summarize the main points and advantages of the articles, and find good sentence patterns. For students who don't write well, we should praise more and criticize less, and encourage them to read more other students' compositions and imitate them well.
Third, the writing class pays attention to macro and micro guidance.
Teachers should first pay attention to macro-guidance, adopt the opposite method to conventional teaching and emphasize the structure of the article when giving composition guidance in writing class. In junior high school, an article is often a paragraph. According to the thinking mode of English composition, paragraph writing has rules to follow. The typical English paragraph writing structure is: topic sentence, auxiliary verb sentence 1. Auxiliary sentence 2. Auxiliary sentences and concluding sentences. Its structure is like a ... Hamburg? . In this way, students can master the writing methods of typical English paragraphs. After a certain period of training, this structure can become students' own model and can be activated at any time when needed. For the training of article structure, we can try to write a large number of topic sentences and ending sentences according to the topic, and at the same time arouse the enthusiasm of students. When it comes to composition, we should pay attention to micro-guidance. First, ask students to read through the topic, find out the main points of the whole content accurately, and pay attention to the prompt words. Only in this way can we determine the content, tense, person and pronoun of writing. Before writing, you should first determine the tense you use, and the person should be consistent, and the beginning and the end should echo. When writing a composition, don't think about flowery words and complicated sentence patterns, but use certain words to avoid unnecessary points. Secondly, the sentences are organically connected into small paragraphs by using appropriate transitional related words such as progression, concession, turning, cause and effect. Transitional words or phrases are necessary to form a coherent text. Only by properly using cohesive devices can English composition be transitional, natural, clear and fluent. The commonly used transitional words are: first, second, third, last and so on. You can also use advanced words, such as: firstofall, addition, what'smore, more, etc. There are: inaword, inshort, allinall causality is: since, there, therefore, so; Yes: but, however, wait anyway. A truly experienced marking teacher will pay great attention to these conjunctions, because these words reflect the idea of the whole article. Finally, you can also use some advanced words, phrases and sentence patterns to make the essay seamless and distinct, and become the highlight of the article. Of course, neat and beautiful writing will leave a good first impression on the marking teacher.
Four. conclusion