项目名称

教学研讨

项目负责人

周玲艳

活动时间

2011-5-19

活动地点

晓坑乡中心校

活动主题

公开课、评课

主讲人

周豫生，周玲艳

参加对象

英语组全体成员：周玲艳，王芳芳，

方海味，周豫生，王星星

申请学时

每人1学时

活动内容及进程

为了更好的开展校本教研及提高本教研组的活动质量，提高教师的素质，本教研组展开了一系列的教科研研讨会。本次活动由英语组组长周玲艳主持。

首先，本组就七年级的英语进行了集体备课。周玲艳老师提出本节的重点是学说各类电视节目单词，难点是如何评价各类节目，因此，本节课应围绕着重难点展开。王星星老师提出，可以选取生活中的快乐大本营进行探讨，重点体现学生学以致用的能力。方海味老师则帮忙负责设计板书。

然后本节课由七年级的英语教师周玲艳老师实施，周老师上课时，教态自然，条理清晰，也很大程度地调动了学生的积极性，英语组教师对其给予了很高的评价，当然，也提出了部分的修正意见。

http://s7/bmiddle/75a4610ega43d285446f6&690

Unit 11 What do you think of game shows?

晓坑中心校              周玲艳

Part 1: Teaching Design (第一部分：教学设计)

Teaching Aims

●     Learn some names about different kinds of shows

●     Learn to talk about likes and dislikes

Section A

Teaching goals

●     Master the new words: nothing, soap opera, sitcom, situation, stand, mind, king, host, culture, agree

●     Learn to ask and answer: What do you think of ...?

                        I like / love ...

                        I can’t stand ....

                        I don’t love / like / mind ...

Teaching procedures

Step 1: Warming up

1.       Show students some pictures about fruits and ask students:

Do you like apples / bananas?

What fruit do you like?

What abut your parents / friends?

Help students answer using the following sentences.

I like / love them very much/ a little.

          I don’t like / love them.

     2.  Ask students their feelings about different kinds of shows.

         For example: Do you like comedies or action movies?

Step 2: Presenting

1.       ask students to say out different shows they know.

talk show, soap opera, sports news, sports show, sitcom, game show, culture-China, animal world. around the world, thriller, Legal Report, action movie ...

2.       Ask students: What do you think of ...?

Do you like / love ...?

        Help them answer using the words: love, like, don’t mind, can’t stand, don’t love / like

3.       Let students read the drills aloud.

Step 3: Practicing

   Activity 1

1.       Point to the five pictures in 1a. Let students guess what shows they are.

For example: T: There is a man playing baseball in Picture a. I think it’s a sports show.

Let students talk about the other shows in Picture b—e in the same way.

2.       Point to the 5 phrases in 1a. Let students read them aloud.

3.       Ask students to match the TV shows with the pictures.

4.       Check the answers. 1.e  2.d  3.a  4.c  5.b

  Activity 2

1.       Students work in pairs, ask and answer about the shows in 1a.

Model: A: What do you think of sitcoms?

B: I love them. What about you?

A: I don’t mind them.

Step 4: Listening (1b)

1.       Read the instructions to class. Let students listen carefully. Pay attention to what Mary says about TV shows.

2.       Play the recording the first time, students only listen.                  

3.       Play the recording the second time, students listen and write a letter a—e from activity 1a.

4.       Check the answers: 1.b  2. a  3.c  4.d  5.e

Step 6: Listening (2a, 2b)

1.       Call students’ attention to the five phrases in 2a and read them.

2.       Draw students’ attention to the picture and understand the 2 girls are talking about the TV show.

3.       Play the recording the first time, students listen and number the expressions 1—5 as they hear them.     

    4. Check the answers: 1   2   4   5   3

5. Play the recording the second time, students listen and fill in the chart. Before listening, draw their attention to the dialogue in 2b.

6. Check the answers: 1)love  2)like   3)can’t stand  4)don’t mind  5)don’t like

7. Students practice the conversation in 2b in pairs and make their own conversations about TV shows they know.

Model: A: What do you think of the Pink Lady?

B: I love it very much. How about you?

A:I don’t mind it. What do you think of Xiaoping?

B: I like her a lot. What about you?

A: I can’t stand her.

        Check some pairs.

Step 5: Practicing (3a)

   Activity 1

1.       Call students’ attention to the list of TV shows and ask a student to read the names to the class.

2.       Ask students to work in pairs: What do you think of English Today / Sports News ...?

3.       Ask students to work in pairs. Student A looks at this page. Student B looks at Page 85. Ask and answer questions:

What do Yang Lin and Alan think of these CCTV show? Then fill in the blanks.

4.       Check the answers: Yang Lin: loves, likes, doesn’t like, likes, can’t stand, doesn’t                          like

                    Alan: loves, likes, doesn’t like,

likes, can’t stand, doesn’t mind

   Activity 2

1.       Call students attention to the conversation in 3b. Teacher reads it to the class. Ask students to pay attention to the blanks.

2.       Work alone. Ask students to use the information in Activity 3a. Fill in the blanks.

3.       Check the answers.

1)      Yes, I do.  2) I like it.  3) I don’t like it. 4) English Today  5) I like it.

4.       Ask students to practice the conversation in pairs in 3b. Then make their own conversations.

   Activity 3

1.       Students work in groups. Take out a piece of paper and list TV shows as many as possible.

2.       Students write down what they think of the TV shows on the paper.

3.       Ask one of students to do a report for their group. Listen and check.

Homework : finish the sudents’

Unit 11 What do you think of game shows ? Section A

晓坑中心校      周豫生

这一堂课是一堂清晰实在，扎实系统，动静结合的英语课。周教师以新的课程理念为指导，充分考虑了学生这一年龄阶段的特点，在本课的教学设计和组织上注重了以下几个方面。

1、游戏导入，充分调动起学生兴趣。良好的开头对一堂课的成功与否，起着关键的作用。本堂课一开始，教师就用多媒体图片导入新课，图文并茂，使学生的注意力在最短的时间里被激活。

2、关注教学方法，体现了一个活字。教师的教学方法灵活，新单词呈现形式多样。应该说整堂课中，教师在引入新词时，都是比较新颖而又自然，而且具有生活化的。教师还注意利用实物，图片，卡片，身体语言，表情动作等作为教学资源，创设讲解，操练和运用英语的情景。张老师能贯彻以学生为中心的原则，关注教学过程，尽可能发挥学生的主体作用，让学生真实的去感受知识，体验知识，积极参与，努力实践，在活动中学会用语言表达交流，较好的体现了从不懂到懂，从不会到会，从不熟练到熟练的过程。本堂课的主要任务就是让学生通过听力练习，获取新的语言知识，并通过讨论如何做水果沙拉将所学语言应用到对话中。在讨论如何做水果沙拉时，教师让学生根据自己的生活经验，结合同学的意见，最终得到一份菜谱。设计这样的任务能让学生结合真实的生活体验，这样语言运用才能真实自如，也更能激发学生的学习兴趣；同时，这个任务需要学生充分合作，通过小组讨论、建议和教师的评价来给出最终的菜谱，充分体现了“教师为主导，学生为主体”的教学理念；此外，在小组讨论时学生需要用全英文以一问一答的形式逐步制订菜谱，这样可帮助学生练习之前所学的句型和词汇，巩固本课的教学重点，最大限度地突破难点。

3、教学活动的设计丰富多彩，有效。训练方式多样，有全班活动，师生互动，小组活动，双人活动，个人活动等，在活动中突破难点，在活动中发展能力。教师为了巩固本课的内容，精心设计了多个活动，内容非常丰富不但使单词、句型的操练面广，练习次数多，而且还调动了每一个学生的参与热情。将热闹的形式与有效的语言实践有机结合。本课中值得探讨的地方：

1、本堂课中，老师在布置任务前或句型操练前，未能起到很好的示范作用，导致学生操练时场面有些混乱。

2、教师语言不是很丰富。其实这也是我们较多老师的一个毛病。我们说当我们老师有足够多的input（输入）的时候，学生才能有output（输入）。这可能就需要我们老师平时多多进行阅读,丰富自己的课外知识。

活动反思与意见

    此次活动是一次教科研活动，也是一次经验交流和培训，通过集体的备课，公开课，评课，对教师素质有了很大的提升，也促进了本教研组的交流与团结，营造了较好的校本教研氛围。

过程确认

教务处或教科室负责人签字：雷顺名