【导语】“博高”通过精心收集，向本站投稿了8篇“语言实际运用”中考复习课实录，以下是小编整理后的“语言实际运用”中考复习课实录，欢迎阅读分享，希望对您有所帮助。
- 目录
篇1：“语言实际运用”中考复习课实录
“语言实际运用”中考复习课实录
[作者] 黎玉琪，湖北
[内容]
师：给同学们说个故事：云南解放前夕，国民党省主席卢汉准备起义，而军统特务在昆明逮捕了近百名民主人士。卢汉为这些人向蒋介石求情。蒋的回电是“情有可原，罪无可逭”。卢汉等人则命译码员将电文译成“罪无可逭，情有可原”，再交给军统特务小组，从而救下了这近百名民主人士的性命。
故事说明语言在实际生活中的作用很大。同学们想想：卢汉等人是使用什么手段改换电文的？
齐：调换了语序。
师：对！语序是语言实际运用中要注意的问题，它属于“连贯”范畴。回忆一下，语言在实际运用中除了连贯的要求外，还有哪两个要求？
齐：简明，得体。
师：对！那么怎样才能使话说得简明呢？下面做几个练习。（出示练习题）
1.用不干净的抹布擦碗，越擦越不干净，越擦越脏，很容易传染许多疾病。
2.用文字表述下列反应式：
光能
CO[,2]＋H[,2]O────碳水化合物＋O[,2]↑
绿色植物
3.下面的句子表达了几种意思？请用自己的话说出来。
来了两个学校的领导。
讨论归纳：简明的要求是（1）准确不繁；（2）无歧义，易理解。
师：怎样清除歧义现象呢？下面再做几个小练习，试归纳几种消除歧义的方法。
下面的句子有几种不同的理解，请用自己的话重说一遍，明确表达某种意思。
1.刘老师有许多人不认识。
2.他一个早晨就写了三封信。
3.小王没找到。
小结归纳：消除歧义的方法有：（1）换词；（2）变序；（3 ）标点。
师：还有一种方法。先做练习。
“我们要学习文件”是个有歧义的句子，在它后面加上一个句子，能消除歧义的项是
（ ）
A.请做好准备
B.请把电视机关上
C.小说不要带来
D.请你告诉小王
师：这种方法我们给它取个名字，叫――
生1：加句子。
生2：放到语言环境中。
生3：设境。
师：好！表达简明准确。比老师总结得好，请大家掌声鼓励（掌声不绝）。
师：现在我们来归纳一下“简明”这个知识点可能出题测试的角度。
讨论小结：（1）删繁；（2）消歧；（3）写话， 即根据要求写一句简明的话，如拟电文，说明某一图形、公式等。
师：语言实际运用中的第二个要求是连贯，那么怎样才能使表达连贯呢？下面做两个练习：
1.调整语序，使之连贯
①报刊索引用来查找分散发表于各种报刊的篇名出处。②书籍索引用来查找书名、篇名、人名、地名和字词等。③还有一些专题索引，如史学论文索引等。④索引主要有报刊索引和书籍索引。⑤常用的有《全国报刊索引》《全国报刊文学论文索引》等。⑥比如要查找中国历史人物，可以使用《廿五史人名索引》。
2.能使表达连贯的项是
（ ）
沙丘移动虽然缓慢，可是所到之处，森林全被摧毁，______，城郭变成丘墟。
A.埋葬了全部田园
B.田园全被埋葬
C.把全部田园埋葬
D.田园变成荒山
师：在第一题中，第④句为什么要排到这段话的最前边？第③句的`“还有”和第⑦句中的“比如”等词语的作用是什么？
讨论小结：连贯的要求是：统一话题、合理句序和过渡自然。
师：同学们从以上两例中可以看出这一知识点出题的形式有哪两种？
生齐：调整语序，语句归位。
师：下面老师再向大家介绍一种趣味训练。有个书法家，他的住宅附近总有些人为图方便而小便。他就写了牌子插在那儿：不得随处小便。有个人却把这字牌偷回去重新裁剪裱糊挂到书房做座右铭，这个座右铭是――
生12：小处不得随便。
师：再给同学们说个故事：英国元帅蒙哥马利到我国访问，晚上看《穆桂英挂帅》，没看完他就出来了，并对我国陪同人员熊向辉说：“这出戏不好，怎么让女人做元帅！”熊向辉解释说这戏是我国的民间传说，并说红军和解放军里也有不少女将军。蒙说：“我对红军和解放军很钦佩，但不知道里面还有女将军，这有损贵军的声誉。”熊根据英国国家体制特点反驳说：“_______。”
想想，熊能否说：“你妈妈不也是女的吗？”
生（齐笑）：不能。因为不礼貌，不得体。
师：应该怎样回答呢？
生13：英国女王不也是女的吗！
师：用两个“女”字好吗？
生14：英国的国王不也是女的吗！
师：蒙在措词上有何特色？上面的回答可做怎样的修改？
生15：贵国国王不也是女的吗？
师：“国王”可否换个说法？
生16：贵国国王陛下不也是女的吗？
讨论小结：得体的要求有：（1）注意场合；（2）注意对象； （3）文明礼貌。
做练习：
1.下面人物对话是否得体？为什么？
A.甲：我的作业不会做，多亏了你帮助我。乙：哥们嘛，就得够意思。
B.今天，我光临贵校，使贵校蓬荜生辉。
2.菜场上，一位营业员发现有位顾客在买青菜时把菜皮剥掉太多，于是走过去和蔼地说：“_________。”
3.下面的营业招牌书写是否得体？为什么？
城＠①jiā＠②馨温
讨论小结：（1）场合：庄重场合，用语典雅；日常场合，口语；工作场合，术语、行话；娱乐场合，风趣幽默。（2 ）对象：注意敬辞与谦辞的用法。（3）出题角度：A.情境对话；B.应用文体改错。
师（总结）：这节课我们复习了“语言实际运用”这一知识要点及其测试要求和某些解题方法。课后，请同学们做好三件事：一、做好一组巩固练习（内容略）；二、读读《〈陈毅市长〉节选》和《范进中举》的后两段文字，体会人物会话中敬辞、谦辞及典雅书面语运用的技巧。三、今天主要是从“说”（或写）这一角度来复习的，语言实际运用还有一个怎样的领域？有哪些要求？咱们下次讨论。（下课）
附：板书设计
要求 方法 出题角度简明 准确、不繁、无 变序、换词 删繁、写话、
歧义 标点、设境 消歧连贯 话题 找中心句
句序 寻过渡词 变序
过渡得体 场合: 工作、庄重 行话、书面语 情境对话
日常、娱乐 口语、有趣 应用改错
对象 敬辞、谦辞
礼貌
字库未存字注释：
＠①原字为你字左半部加右私
＠②原字为你字左半部加右家
篇2：“语言实际运用”中考复习课实录
“语言实际运用”中考复习课实录
师：给同学们说个故事：云南解放前夕，国民党省主席卢汉准备起义，而军统特务在昆明逮捕了近百名民 主人士。卢汉为这些人向蒋介石求情。蒋的回电是“情有可原，罪无可逭”。卢汉等人则命译码员将电文译成 “罪无可逭，情有可原”，再交给军统特务小组，从而救下了这近百名民主人士的性命。
故事说明语言在实际生活中的作用很大。同学们想想：卢汉等人是使用什么手段改换电文的.？
齐：调换了语序。
师：对！语序是语言实际运用中要注意的问题，它属于“连贯”范畴。回忆一下，语言在实际运用中除了 连贯的要求外，还有哪两个要求？
齐：简明，得体。
师：对！那么怎样才能使话说得简明呢？下面做几个练习。（出示练习题）
1.用不干净的抹布擦碗，越擦越不干净，越擦越脏，很容易传染许多疾病。
2.用文字表述下列反应式：
光能
CO[,2]＋H[,2]O────碳水化合物＋O[,2]↑
绿色植物
3.下面的句子表达了几种意思？请用自己的话说出来。
来了两个学校的领导。
讨论归纳：简明的要求是（1）准确不繁；（2）无歧义，易理解。
师：怎样清除歧义现象呢？下面再做几个小练习，试归纳几种消除歧义的方法。
下面的句子有几种不同的理解，请用自己的话重说一遍，明确表达某种意思。
1.刘老师有许多人不认识。
2.他一个早晨就写了三封信。
3.小王没找到。
小结归纳：消除歧义的方法有：（1）换词；（2）变序；（3 ）标点。
师：还有一种方法。先做练习。
“我们要学习文件”是个有歧义的句子，在它后面加上一个句子，能消除歧义的项是
（ ）
A.请做好准备
B.请把电视机关上
C.小说不要带来
D.请你告诉小王
师：这种方法我们给它取个名字，叫――
生1：加句子。
生2：放到语言环境中。
生3：设境。
师：好！表达简明准确。比老师总结得好，请大家掌声鼓励（掌声不绝）。
师：现在我们来归纳一下“简明”这个知识点可能出题测试的角度。
讨论小结：（1）删繁；（2）消歧；（3）写话， 即根据要求写一句简明的话，如拟电文，说明某一图形 、公式等。
师：语言实际运用中的第二个要求是连贯，那么怎样才能使表达连贯呢？下面做两个练习：
&nbs
[1] [2] [3]
篇3：高考语言运用题的审题训练--高考语言运用复习观摩课课堂实录(网友来稿)
高考语言运用题的审题训练--高考语言运用复习观摩课课堂实录(网友来稿)
河北省平山县教育局教研室 郭素青
授课地点：河北平山中学
授课时间：11月30日上午第一节课
听课教师：平山县全体高三语文教师
授课班级：理补1班
授课教师：高建华
课堂类型：复习课
课题：语运总结之审题
授课过程：
（一） 背上节课默写的诗歌《蜀道难》
（二） 板书课题：语运总结之审题
教学目标：提高审题能力，应变能力，种好高考实验田。（胶片展示）
关键词：看准，看懂
步骤：（1）看准明示，领会暗示。
（2）排除干扰，快速判断。
（3）内容先行，形式紧跟。
（4）调动积累，合理发散。
（三） 找三个同学板书课下留的练习1的答案并评析
【练习1】：(高考语文试题（北京卷）B24题)在下面一段话后续写。
要求：（1）先用一句话拟写出一种你自己不认同的看法。
（2）然后写出自己的看法和充分的理由。
（3）不超过100字。
据报道，某位以独特的“搞笑”风格塑造了众多小人物的著名影星，被某大学聘为教授。对他能否胜任，人们有着不同的看法。 （5分）
三位同学板书的答案：
【甲】 我赞同这位影星被聘为教授。并不是只有高学历的人才有资格被聘为教授。这位影星之所以著名，正是因为他在不断的实践探索中找到了属于自己的风格，对人生的感悟与塑造小人物的过程中对他们性格的把握都是用心体会的思想财富，更具有社会洞察力。一定会给同学们上生动而深刻的一课。
【乙】 不认同看法：文化水平难以胜任。
自己的看法：社会经验丰富可以胜任。既然他用自己独特的搞笑风格塑造了许许多多的小人物形象，说明他既贴近生活，又善于从生活中发掘、体味。而大学生最缺少的不是知识，而是社会经验。大学生可从他身上有收获。所以能胜任.
【丙】 有些人议论他不能胜任，本人认为能胜任，他犹能胜任心理教授职，因为随着社会发展，人与人关系日益恶化，人逐渐封闭化，使人们个个孤寂，个个伤心，最终导致许多人无法生存，走向犯罪、灭亡。试想，有这样的“搞笑”教授，他每天微笑面对一切，上面的事还会发生吗？绝对不会。所以，我认为他能胜任教授一职。
学生对答案进行评析
生1：【甲】的答案“我赞同这位影星被聘为教授”不符合要求（！）先用一句话拟写出一种你自己不认同的看法。没有拟写自己不认同的看法，而说的是赞同的看法。直接表明了自己的观点。
生2：【甲】的答案中的理由有一定的道理，但语言表达不流畅，有些语句欠通顺。
生3：【乙】的答案也没有拟写自己不认同的看法。自己的看法还明确，理由也差不多充分。
生4：【丙】有拟写，有自己的看法。只是理由不充分， 太偏激。
高老师：本题类似于驳论文段落的写作训练。试题材料已经把议论的现象摆出来，“不同的看法”暗示允许有肯定、否定的不同意见。先看要求（！）先用一句话拟写出一种你自己不认同的看法。“拟写”是什么意思？
生：模仿写。
高老师：怎样模仿？
生：有人说……
高老师：对。应该用“有人说“拟写。那么拟写的内容是什么？
生：一种你自己不认同的看法。
高老师：认同的行不行？
生：不行。
高老师：所以【甲】开头就没有审清题。要求（1）的关键词是“拟写”、“你自己不认同”。
高老师：要求（2）然后写出自己的看法和充分的理由。“自己的看法”怎么写？
生：“我认为……”
高老师：前边是不同的看法，后边说“我”的看法有转折，所以应该是“我却不这样看（或认为）”“我不同意…..”
高老师：怎么表达理由就充分了？
生：列出一、二、三……或者用“首先、其次、再次…….”
高老师：不一定要拘泥于一定的模式，言之有理即可。构思时，还要注意要求（3）不超过100字。
胶片展示考场正确的实例，让学生体会。
【考场实例1】有的人认为教授一职责任重大，仅凭名气是无法胜任的。但我却不这样看，第一，如果大学聘任他为教授，目的是借助他的名气提高自己的知名度，此名誉教授有何不可？第二，在文化划分越来越细的今天，“无厘头”的搞笑已经成为一种新兴的文化现象，作为搞笑风格的代表人物，他完全有资格以教授的身份为学生讲述他对此类文化现象的理解与把握，所以，他是可以胜任的。
【考场实例2】有人说，一个影星有能有多大的学问，怎能担当教授重任？我不同意这种说法。首先，“影星”不一定没有文化；其次这些影星有着丰富的人生阅历和社会经验，对社会和人生的理解认识可能比某些大学教授更深刻更全面，谁又能说这不是一门“学问”呢？
【考场实例3】有人认为搞笑风格的影星不过是跳梁小丑，不能胜任教授。我却不这样看。“小人物”是剧本里塑造的艺术形象，能以“搞笑”的风格来诠释小人物，把小人物的内心和行动都刻画得淋漓尽致，并被广大的观众所接受，这样的人不仅仅是影星，更是艺术家，一个深入人心的艺术家，这样的“大俗”同样是大雅。
（四） 做练习2并评析
【练习2】（北京卷22题）试就本文所说的'“通才”问题，举例谈谈你个人的看法。
要求：联系本文之外的典型例子。
答：
生甲：我认为没有通才。在当今社会样样精通是不可能的。
生乙：生活中的通才很多，比如我舅舅，既会弹钢琴，也会修摩托。
生丙：我国古代有许多“通才”。文武双全的陆游就是“通才”，他既能“上马击狂胡”，又可“下马草军书”。
老师找学生评析：
生1：甲对原题里的“通才”理解不透，也没有举典型例子
生2：乙举例了，但“我的舅舅”，不典型。
高老师：改成“我的舅舅傅雷”是不是典型。
生（笑）：典型了。
高老师：那他舅舅是不是“通才”？
生：好象修摩托不是。
生：丙举例典型。
高老师：修摩托和“上马击狂胡”算不算通才？
生：好象不是。
高老师：那文中的通才是什么意思？文章中有信息吗？
学生思考。
高老师：这是一道考查学生“发散”思维能力的试题，做这道题既要注意题干和阅读材料中的显性限制性信息，也要把握好阅读材料中的隐性限制性信息。
它的显性限制性信息主要体现在两个地方：
①题干上--“联系本文之外的典型例子”。这意味着原文中出现过的的例子不能再用来作为谈论的话题。其次，还要在典型上下功夫。这一句的关键词是“本文之外”和“典型”。
②阅读材料中--文章末尾“人对各种艺术是有通感的，从通感到“通才”并不是一件难以理解的事”一句就是一个起限制作用的句子，它限定了本文所谈论的“通才”的内涵：仅指“艺术”方面的多才多艺。所以如果以既能“上马击狂胡”，又可“下马草军书”，文武双全的陆游之类的事例作为答案的“典型例子”，显然是不妥当的（武，并非原文“通才”的范畴）。
除了显性信息，阅读材料中蕴含的限制性信息我们也不能忽视--纵观全文，材料中所例举的“通才”，或能写诗画画，或能画画著书，或写诗著书画画皆通，或琴棋书画皆懂，而这些都属于不同艺术门类“相通”的才艺。因此，答题时如果说某人集诗人、散文家和杂文家于一身，显然是不恰当的，因为这样的“才”均属文学范畴，并非不同门类的艺术。如果例举苏轼文章、诗词、书法都有极高的造诣，或鲁迅既是作家，也是书法家，还精于篆刻之类的事例作为“本文之外的典型例子“，则是合乎题旨的事例了。
答题要求：立足文本（通才问题）；放眼文外（通才的例子）；表明观点（对通才的看法）；展现个性（不同文化的积累、不同视角、不同思维方式）。举例恰当，看法明确，表述清楚，言之成理即可。可以谈与本文作者一致的意见，也可以谈不同的意见。
胶片展示考场实例：
【考场实例1】通才比专才更有利于人发挥自己的才能，更能打开视野，不会“一叶障目，不见泰山”。中国历史上苏轼就是一个典型，既通书画，又晓诗文，将两者合二为一，创作出许多艺术佳作。
【考场实例2】 通才固然很好，但认准一个专业，尽情发挥，才能对人类有更大的贡献。马克思能够推导出专业的数学理论，说明他数学功底很深，而他献身于政治理论研究，为全人类指明了前进的道路。
【考场实例3】 我认为“通才”是大多数有成就的人的共同特点，知识越多，成就越高，以达芬奇为例，达芬奇以绘画著称，但他还精通机械、天文、地理。这些知识互相补充，更有利于绘画，所以我推崇“通才”。
（五）做练习3并评析
【练习3】（20北京卷22）.小葱拌豆腐本是老百姓喜爱的一道家常菜,后来衍生出一句家喻户晓的歇后语。不久前,某行政部门征集公益广告创意,以一盘小葱拌豆腐为主体图案的广告创意,因有积极的比喻意义被采纳了。请你为该主体图案配一句恰当、简明的广告语，不少于8字。（3分）
高老师：这道题咱们先练一下审题。同学们说说应该怎样审题，把握哪些关键词语。
生1：要注意歇后语的含义--一清二白；要有积极的比喻意义；要有广告语的特点：简明、新颖使人过目不忘。
生2：还要注意是行政部门的广告，而不是别的部门。并且是公益广告。注意字数不少于8字。
高老师：这几点大家想到了吗？试写一句广告语。
生甲：.小葱拌豆腐的工作作风--一清二白
高老师：改为“工作作风要象.小葱拌豆腐一样一清二白。
生乙：一心一意为民，一清二白为官
高老师：读起来有点拗口，可否改为“全心全意为民，一清二白为官”？
生：好！
高老师用胶片展示典型题例，让学生判断：
【考场实例1】豆腐一块，葱花适量，盐、味精少许，拌之。
生：是烹调技术，不是行政部门的广告。
【考场实例2】不要让绿色的大地被白色的垃圾污染。
生：没有歇后语的比喻义。也不是行政部门的。
【考场实例3】产品质量一清二白，请您放心购买使用。
生：“请您放心购买使用”是促销的，也不是行政部门的广告。
【考场实例4】做人要方正，为官须清白。
生：做人为官紧扣行政部门，好！
（七）归纳总结：
高老师归纳：以上几例可看出，语言运用，如果审题不清，就会全盘皆输。这里我重申：一定要抓住题干，看准、看懂。同时，审题还要具备两个意识：（胶片展示）
（1） 发散题目的自觉意识
确认：题目和示例包含的确切要求
整合：以题目的确切要求指导构思
发散：调动积累，展开联想和想象
⑵确切题目的自觉意识
确认：题目的要求和材料的词句
整合：材料各部分语句间的关系
这节课就到这里。课下试思考完成4、5、6题.下课.
2006年12月2日郭素青整理
作者邮箱： guosuqing2876@sina.com
篇4：中考语文语言运用专项复习
新考点分析
语言的实际运用和新式云烟的表达，包括以下内容：1、语言表述①信息tiqu；从学习现象、事实材料、楹联中品读；②信息表述：从对联中表述人物故事，用文字把数学题表述出来，用一句话概括材料的内容、观点；③读图表述：新闻、历史画面、漫画、招贴画等；④读表表述：个人所得税、网络使用量等；2、语言运用：①语言简明；②句子连贯；③拟写广告词；④放些句子、语段；⑤选词造句、造端；⑥虚邪、改写、补写等；
从题型上看，主要有简述题、概述题、填空题、扩展题、赌徒体、读表题开放题、问答题、选择题、想象题等多种题型。
考点1：仿写句子
放些句子试题有一定的综合性，它往往涉及语法结构、表达方式、语意连贯、修辞运用、风格协调等许多方面，也间接地考查学生的知识范围及文化修养，反映出理解、表达运用等多层级的能力要求。
仿写句子要求：
(1)内容要协调一致，前后呼应。内容协调一致，包含两层意思：一是仿句和被仿句（或称例句）的内容要有内在的联系，要能够互相搭配、互相衔接。二是仿句与被仿句的内容和精神实质要一致。（感情限额菜、正反对立关系、富有哲理性和启迪性等方面。） 一定要结合被仿句的具体情况具体分析。前后呼应是指如果被仿句前边的句子与后面的句子在语意上存在相互联系、相互对应的关系，那么仿句也要在语意上体现出这种相互联系、相互呼应的关系。
（2）句式要统一。句式，即句子的结构形式。句式要统一，是指仿句与被仿句的结构要一致。这就要求考生仿写前仔细观察。观察从整体到局部，试题往往给出了句式，或要求与某一划线语句句式相同。这样，句式的一致就成了所造语句是否符合要求的关键。有时要仿写的是一个短语，那就要首先考虑到短语结构一致，如例句是主谓结构，仿写句子也应该是主谓结构是的句子。
（3）修辞要相同。是指仿句和被仿句所用的修辞方法要完全相同。仿写前要仔细审视，看被仿句用了哪种或哪几种修辞方法。
（4）字数要相等或大致相等。
考点2：广告词和串台词
所谓广告，是指向公众介绍比如商品、服务或文娱、体育节目等的一种宣传方式，一般通过电视、报刊、广播、招贴等形式进行。公益广告，则是指为了社会的公共利益而作的广告。可以毫不夸张地说，跨世纪的中学生是在广告中长的的一代，优美而富有哲理的广告词，对中学生进行语言积累带来了许多积极影响。特别是一些公益广告，如说普通话、公民义务献血、戒烟戒酒、环保、扶贫济困、交通安全、社会公德等等，题材广泛，贴近生活，命题人没有理由不引导学生加以关注。编拟广告词时可注意以下几点：
（1）语言质朴。就使用日常通俗朴实的口语拟制公益广告词。如以“说普通话”为内容的公益广告词：“推广普通话，靠你、靠我、靠大家”、“说好普通话，走遍神州都不怕”；再看以“公民义务献血”为内容的公益广告词：“点点滴滴热血浓，人道博爱处处情”、“一份血，万份情，无偿献血最光荣”、“无偿献血，用爱心为生命加油”、“一滴血，一片心，一份爱”等。语言质朴无华，给人随和亲切之感，看似没有修饰，实则独具匠心，体现了“平平淡淡才是真”的创作意境。
（2）多用修辞。运用修辞，是为了把词句修饰得优美些、生动些、感人些。以生动形象的文字，准确表达意图，力求简洁鲜明，言有尽而意无穷。比如可以运用对偶修辞，让广告词拟制成短小精悍的“对子”。请看：“珍爱生命，远离毒品（禁毒）”、“送出一份爱心，收获明媚阳光（关爱他人）”、“树木拥有绿色，地球才有脉搏（环保）”、“消费促进维权，维权促进消费（维护消费者合法权益）”等。还可以运用双关修辞，请看以“说普通话”为内容的公益广告词：“会说普通话，‘知音’遍天下”、“
‘知音’才更知心――请讲普通话”。这里的“知音”谐音双关，用得非常恰切。另外还可以运用拟人、对比、比喻等修辞，使广告词亲切形象，富有感染力。
（3）注意押运。如果在拟制上注意到押运，可便于读者（观众或听众）记忆。请看以“‘生态安徽’建设”为内容的公益广告词：“生态安徽大家创，持续发展奔小康”、“打造生态安徽，建设小康社会”、“山川秀美，生态安徽，美好家园，小康社会”等。还有上文举到的“会说普通话，‘知音’遍天下”、“说好普通话，走遍神州都不怕”等都朗朗上口，一看或听就能记住。
川台词类型：一是串节目与主题，这类串台词一般出现在节目的开头与结尾；二是串节目与主体，主体是指与节目相关的个人或单位，或是一般的听众；三是串节目与节目，这类串台词出现的频率最大，出现在节目进行中，以便演员上下或节目换场，或者是播出内容的转换衔接。
串台词的主要作用是承上启下，上串下联。往往寥寥数语却穿针引线，画龙点睛，在突出晚会主题、把握基调、增强信息量和调动观众情绪等方面，有着不可替代的作用。串台词运用得体，会增加节目的趣味性和人文性，写得糟糕则会影响节目的效果。
写作时要善于抓特点、抓特色，用名人轶事、民间传说、神话故事、诗词歌赋、想象修辞等来增加文采。要力求语言精辟有力、内涵深刻、上下贯通。切不可用高深莫测的警句和过于华丽的词藻是主持人居高临下，丧失了亲切感
考点3：提炼信息
本考点主要考察从阅读材料中筛选、提炼信息的能力和语言表述能力。要求能透过字面意思，体会言在此而意在彼的隐含信息；能全面地解读材料，准确地提炼材料所包含的所有信息；能准确迅速地提炼材料的主要信息；能根据实际需要，迅速准确的提炼文章的相关信息，对阅读材料能够按要求作出恰当的处理。
主要题型有：1、透过材料的字面，准确的表述意在彼的隐含信息；2、整体把握材料（包括图表和图徽），准确的提炼材料中所有的信息，并用简洁的语言表述；3、准确地概括材料的主要信息。
考点4：图文转换
图文转换综合考察队材料的分析能力，要从原始材料中筛选信息，进行分析、综合，并用简明的语言概括出观点。
图文转换题型体现了语文教学与社会生活的密切联系，体现了语文教学与其它行业的交叉重叠，也体现了教学中对社会生产、科技信息发展特征的关注与分析及综合概括能力的考察。由于其综合性强、又有新颖性，考试中命题形式大体上包括图文、表文转换两类。在表达要求上，包括把图表信息直接表述为文字两类。
这类题型对考生的能力要求主要表现在：
第一，全面准确地认读图表内容。一般来说，解毒图表遵循以下流程：原信息（图表）观察认读 分析理解 归纳概括 文字表达。
第二，对认读结果的要求，注意两点：①结果与源信息的统一性。即图表包含的陈述对象、比较的各个项目角度、事物发展的趋势，在转换中一定要全面准确，不遗漏。若题目要求把图表内容表述出来，还要引用图表中的具体数据来加以说明。②结果与源信息的一致性。即在鬼节中，但药店要与图表反映的整体趋向、观点态度一致。同时还要注意题干中自述和句式的要求一致。
[中考语文语言运用专项复习]
篇5：英语课文教学培养学生实际运用语言能力探讨
下几个方面着手：一是按照整 体――分段――再整体的顺序教学，二是尽量用
英语讲解课文，三是精讲课文知识，并排疑解惑。在此基础上 ，辅以口头和书
面练习也是十分必要的。
关键词 英语 课文 复习书写 能力
＊ ＊ ＊
课文教学是中学外语教学的中心环节，是培养学生“四会”能力的重要途
径。教师的一切课堂教学活动必 须围绕课文和学生而展开。一堂课只有45分
钟，我们既要传授学生知识，又要培养学生能力，怎么办？我认 为：
一、实行课文整体教学
课文整体教学是针对传统的分块教学提出的，是指在讲授课文时首先应把学
生引到的课文的要点和中心思 想上。长期以来，中学英语教学普遍存在的弊病
是把外语课当作象历史、地理那样的知识课来教，逐字逐句地 进行语法结构分
析，以灌输知识为主，把学生当作消极的接收器。这样做，其实是将语言的两个
不可分割的重 要组成部分：形式（即结构）与内容（即意义）人为地割裂开来。
一些学生上了几节课还不知道该课文说的是 怎么回事。新英语教学大纲指出：
“……课文开始就分段教学，容易产生见树不见林的毛病，不利于学生掌握 课
文的中心思想和进行听、说、读、写的训练。”教课文的正确方法应按照“整体
――分段――再整体”的顺 序进行。
课文整体教学要根据课文材料的不同采用多种形式。我自开始课文整体教学
的尝试以来，采用了下列教学 方法：
1、简化课文听说法。就是教师把课文简化后编成小故事讲给学生听。如在
教高中英语第三册“The Gift s”一课时，我就把课文简化成下列一段小故事讲
给学生听。
This story,written by O.Henry,happened on Christmas Eve.
The story is told about a poor young couple,Della,the wife,andJim,the
husband,Della and Jim wanted to send a present to each otherat
Christmas,but neither of them had enough money.Della ha d mothingto do
but sell her beautiful hair to buy Jim a gold chain.And Jimhad to sell
his gold w atch to buy Della a set of expensive combs.Thatevening when
they met together at home.they were both surprised tosee that their gifts
had no use.How do you think they were feelingthen? Today we're going to
study this lesson.
这样，学生一开始就了解了全文大意，有助于启发学生的学习动机，促使学
生自觉地去阅读材料，了解细 节。同时也对学生进行了“听”的训练。
2、问答法。英语的疑问句，尤其是特殊疑问句，如同教师手中的一把万能
钥匙，可以用来打开英语知识 宝殿的大门。教师若适度地运用疑问句进行课文
教学，可将学生“听、说、读”训练有机结合一体，达到一箭 三雕的目的。如
在教高中英语第一册“Abraham Lincoln”一课时，按照事情发生的顺序，我对
学生提出了以下 8个问题：
(1)Where and when was Abrabam Lincolnborn?
(2)Was his life happy in his childhood?
(3)Why did Lincoln receive little cducation when he was veryyoung?
(4)How did the civil war break out?
(5)Why was Lincoln murdered?
(6)Why did the American people feel sad at Lincoln's death?
(7)What did Lincoln once say?
(8)What do you think of Lincoln?
通过这8个问题的回答，不仅解决了学生整体理解课文的问题，重要的是为
学生提供了大量的言语实践机 会。由于学生在回答某些问题时，必须重新构思，
必须使用自己的语言，这有助于学生表达能力和理解能力的 培养与提高。
使用“问答法”的条件是，教师必须要求学生进行课前预习。
3、阅读理解法。这种方法与“问答法”相似。不同的是，“问答法”是以
提问的形式，突出“听说”。 “阅读理解法”以选择题和判断题的形式，以突
出理解课文和处理课文信息为目的。这种方法一般适用于中学 高年级教学，侧
重于培养学生的阅读理解能力。
4、视听法。是指教师在上课前，充分利用有关的图片，实物或运用简笔画，
采用“视、听、说”入手的 方法，事先让学生了解课文大意。如在教“The Blind
Men And The Elephant”一课时，我将事先画好的一幅 有关“象”的简笔画挂
在黑板上，然后按照故事叙述的顺序，抓住side,tusks,trunk,legs,ears六个
关键词， 借助手势和表情，用英语向学生讲述六位盲人摸象的经过。我发现学
生听得那样的认真，那么饶有兴趣。实际 上，中学英语具有直观性，学生通过
眼、耳、脑同时并用，对输入到头脑中的各种语言信息和表述方式印象深 刻，
不易忘记，这为学生日后的语言运用做好了知识准备。
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需要指出的是，采用“视听法”教学时应尽量使用学生已有的语言知识，避开生词新句。对于一些非接触 不可的关键词，教师在讲述之前或讲述中须做适
当正确处理。
二、用英语讲解课文
要使学生具有运用语言的能力，教师应坚持用英语讲课。在分段教学中，教
师要尽量采用句型转换、同义 转换、扩句、单复句互换、句子释义等方法，用
不同的语言，不同的结构形式讲解课文句子，以培养学生多角 度，全方位灵活
运用语言的能力。现以高中英语第一册第五课部分句子为例。
(1)Can hard work change a person so much?
→Is it possible that hard work can change a person to such adegree?
(2)I would rather not tell you.
→I would prefer not to tell you.
(3)Just this time we'll use what we have to get a new dress foryou.
→This time only,we'll use the litlle money
which we have to buy you a new dress.
(4)She married well.
→She married a rich man.
→She got married to a man with a lot of money.
(5)Until you saw the diamond necklace.
→It was hard for you to choose until you saw the diamondnecklace.
(6)That's why you see this old woman before you now,Jeanne.
→That's the reason you see thio old woman in front of you now,Jeanne.
(7)...that wasn't a real diamond necklace you borrowed from me.
→...the diamond necklace you borrowed from me wasn't a realone.
这样用英语去分析讲解课文，使学生能准确深刻地理解和掌握新知识，扩展
了学生的语言知识范围。持之 以恒，学生运用语言能力自然会得到提高。当然，
在讲述课文中的重点难点时，不排除母语的使用。
三、精讲课文，并综合归纳，辩义解惑
要通过课文教学来培养学生的能力，从教学法的角度来讲，必须坚持一个原
则，即：凡是学生能做到的， 就让他们自己去做，他们还不会做的，就启发他
们自己去做。然而我们有些教师在分析课文时，一字一句地给 学生讲解，生怕
有疏漏之处。杜勃罗留夫说得好，“教师如果把科学的材料嚼得这样细，使学生
无须咀嚼，只 要把教师所讲的吞下去就行了。这样，从学生中可能培养出懂知
识的猿猴。”因为学生的基本技能是通过大量 的言语实践活动练出来的，不是
由教师讲出来的。只有精讲，才能省出时间来引导学生进行言语实践和思考问
题。学生只有在面对新的问题时，才能展开积极的思维活动，去寻求解决问题的
方法，这正是学习和运用语言 之必需。
要使学生达到快速自如，准确地道地运用英语语言的能力，在课文教学中，
教师还应注意及时引导学生将 已学知识与当前知识联系起来，进行必要的综合
归纳，逐步形成学生的'知识网络。通过归纳，将学生所学知识 进行类比，使学
生了解掌握知识间内在联系、相同点及不同之处，以澄清学生知识疑点。归纳类
比主要从词汇 、句型结构、语法三个方面入手。如：
（1）动词：improve,／increase／raise
（2）副词：greatly,／very／much ／quite／rather
（3）代词：other／the other／another／others／the others
（4）形容词：rapid／ quich ／fast
（5）介词：below／ under
（6）短语：go on to do sth ／go on doing sth ／keep on doing sth
／go on with sth
（7）句型： such...that ／so ...that／the same ...that
（8）语法：如不定式、分词和动名词同作定语和表语的区别。
若教师经常性地引导学生通过例句将类似知识归纳比较，学生就会形成正确
的认知结构，养成规范运用语 言的习惯。
四、复习巩固再提高
复习的目的是巩固学生知识，给学生提供言语实践机会，促使其实际运用语
言能力的形成。因此，每教完 一个新课后，我常通过下列形式组织学生的言语
实践活动。
1、复述课文。复述课文是培养学生实际运用语言能力和表达能力的最佳方
法，是培养学生听说能力的有 效途径。复述的方法可根据课文的形式和内容采
用多种方式。如：
（1）纲要性复述。是教师给出与课文内容有关的关键词（组）或短句，要
求学生根据纲要口述文章大意 。如在教完高中英语第一册“Lady Silkworm”一
课后，我给学生列出如下语言支撑点，引导学生复述课文。
1) went out cut to grass
2) saw a lady in white
3) found herself in a different world
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4) learned to raise silkworms5) thought of her brother and hurried back home
6) could no longer find the way back to ...
7) started to raise silkworms
（2）表演性复述。是指由学生分别担任故事人物角色，借助动作表情生动
复述课文。这种方法适合于故 事情节较复杂、趣味性较强的课文。如“TheBlind
Men And The Elephant”，“The Emperor's New Clothe s”等。
（3）转述性复述。是指在完全理解原材料的基础上，通过变换原文人称，
将材料内容重新加工整理，用 自己的话复述课文。如“At The Tailer's”，
“The Last Lesson”，“A Portrait of A Teacher”等课文 。这些课文均以
第一人称口吻叙述，且对话内容较多。我要求学生使用第三人称口吻，且不用直
接引语去复述 课文。这样，学生必须重新构思和组织语言材料，无疑，学生语
言概括能力和运用能力都得到了训练和培养。 此外，教师还可利用与课文材料
有关的图片，实物，或利用图表等形式引导学生复述课文。
2、加强学生书面练习。要使学生具有灵活处理语言信息和活用语言的能力，
仅仅靠记住或掌握课文中的 现有知识是达不到目的的。还必须对学生进行一定
量的课外笔头训练，以逐步形成学生的基本技能。对学生时 行训练时，既要考
虑有利于巩固本课知识，又要考虑使练习具有综合性、新颖性、灵活性特点，突
出“活用” 二字。如：
The day he＿＿at last.
A looked forward to coming.
B bad been looking forward to came.
C is looking forward to come
D was looking forward to coming
这道题的答案应为B项。但绝大部分学生会选上A项或D项，因为他们只记
住了“looh forward to doi ng sth“这一固定结构，而缺乏具体分析和运用能
力。由此看来，学生的课外练习是如此必要。
3、根据课文培养学生写作能力。”写“是中学生学习英语所要达到的”四
会“能力之一。是学生综合运 用语言能力的集中体现。因此我国历年高考都有
写作要求。然而，学生当前的写作状况实在令人担扰。从94 年高考作文看，
一些学生缺乏最基本的语言运用能力。如将”晚会“写成”night meeting“，
”八月十五星期 六七点半”写成“Auguest 15,Saturday,thirth pastseven“。
出现这些错误的原因是学生平时练习少，没有 养成正确的语言习惯。因此，要
想提高学生的写作能力，教师必须从平时课堂教学抓起。在高中英语教学阶段 学
生每学完一课后，我根据课文的体裁和内容要求学生写一篇短文。如：
1）拟纲写。即根据课文主要意思，教师将其拟成几条纲要。要求学生围绕
纲要写作。
2）扩写。是给出文章的主题句或每个段落的中心句，要求学生文字连贯地
完成短文。
3）缩写。要求学生用一定字数概述全文内容。
4）改写。要求学生改变原文人称，作为旁观者来转述课文。
5）仿写。是用与原文相关题材训练学生写作方法。如学了”The
ContinentAnd The Oceans“一课后，挂 出一幅中国地图，要求学生写一篇有关
中国地理概貌的文章。
篇6：英语课文教学培养学生实际运用语言能力探讨
的教学深受师生欢迎，教学效 果也较为理想。就近几年来讲，如1990年我
所教的三个班，高考人平成绩为62．8分，超省平8．2分 ，（当年省平为5
4．61分），名列全地区第二名，全市第一名。1991年所教的二个班，高
考人均成绩 为125．5分，（150分制），超省平26．45分。（当年省平
为99．05分）。94年我所带的英 语专业考生中，有7人被本、专科院校英
语专业录取。1992年我任教二个高中毕业班和一个高二年级班。 当年高考
合格率为97．2％，优秀率为32％，高二年级班合格率为98．6％，优秀
率为64％。199 3年我任教的两个班，合格率、优秀率以及高考人均成绩
均居全市第一名。1994年我所教的两个班，高考 人均成绩达105．3分，
最高分达132分。我所指导的陆盛军同学在参加“首届中国中学生英语奥林匹
克 竞赛”中获高中组二等奖。文小社、屈国欣、吕名礼三同学获优胜奖。
总之，我认为语言教学的根本目的就是要突出“实际运用”四个字。离开了
这个根本，也就丧失了语言教 学的实质。而教师在教学中只有注重了学生语言
运用能力的培养，学生才能在考试中取得好成绩，这不正是我 们课堂教学的真
正目的吗？
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篇7：everyone,everybody,each person之间的区别 课堂教学实录(人教版英语中考复习)
指人时，everyone和everybody相当于each person；指物时，every one 相当于each thing
如果具有范围“限制”的含义，every one可以单独使用，指人或指物。
Try your best， every one！
Every one 中的every是形容词，修饰one作定语，every one 意为“每个”，后面常跟of短语，表示范围，意为“其中之一”。Everyone是代词，意为“人人，每人”，其后不可跟of短语。Every body和everybody，some one 和someone，any one 和anyone亦有这种区别。Someone，somebody，anyone，anybody，everyone，everybody，each one，no one，some one，any one，every one和one of +复数名词的相应代词要用he，him，his，himself，明显指女性才用she（her，herself），一般不用one，one’s，they，their，them。但everyone，everybody和each one在口语中有时可用they。
Somebody，everybody，anybody和anyone均可以表示“大人物，重要任务”，反义词nobody（小人物）。
Anyone和any one
Anyone 是不定代词，只能指人，其后不可接of短语；any one 意为“每个”，即可指人，也可指物，后面一般要接of短语。其他如：someone和some one，everyone和every one都属此类。
不定代词somebody和someone只有名词性质，只可指人。这两个词意义完全一样，含单数概念，意谓“某人”。
使用人称代词指代时使用复数形式
You mustn’t move someone if they are badly hurt. (they 指代 someone)
Somebody 和someone 还可以有副词else修饰.如再有属格,则转到else上
Then it will be someone else’s turn.
不定代词anybody和anyone只有名词性质，只可指人。这两个词意义完全一样，含单数概念，意为“任何人”。
Anybody和anyone还可以有属格形式。
It is anybody’s guess how long the strike will last.
Anybody和anyone还可以有副词else修饰。如再有属格，则转到else上。
His hair is longer than anyone else’s.
不定代词nobody和no one(不连写)只有名词性质,只可指人.这两个词意义完全一样，含单数概念，意谓“没有人”
Everybody 和everyone只有名词性质,只可指人.这两个词意义完全一样,含单数概念,意谓“每人”。
Everybody和everyone还可以有副词else 修饰。
I stayed，everybody else went.
限定词 表其他 表体积 表形状 表年龄 表颜色 表质量 表国籍 中心词
An Expensive Swiss Watch
That Small Round Table
John’s Red Woollen Sweater
A Brave Young Dutch Hero
Some Big Grey Buildings
Old French Wine
An Ugly Square Wooden Box
His Huge Old Black American Car
Lovely Blue English Pottery
A Rectangular Plastic Tray
Alive, live, living
1) alive只用作表语或后置定语,多用于人,意为 “活的（与dead相对），在世的，活跃的，充满的，注意到”等。She is fully alive to the subtlety of the situation. 她注意到了形势的微妙.
2) Live 作为形容词是作前置定语的, 修饰物而不是修饰人,意为 “活的,重要的,大家关心的, 现场转播的,带电的”等.注意, 作 “带电的”解时, live也可作表语.
3) Living作定语或表语用,可指人或物, 可指人或物, 意为 “活着的,现世的,当今的,一模一样的,现存的,非常的”等
Is your father still living? (不可说Is your father still alive?)
篇8：2007浙江省初中英语优质课教案实录及反思(译林牛津版中考复习英语上册教学反思)
2007浙江省初中英语优质课教案_实录及课后反思选(1)
Unit 6 What’s it like?
温州市第十七中学 王黎黎
教学简案
Objectives:
By the end of this session, students will be better able to talk about location and describe places. This will be achieved by
1.teaching students to make conversations using the patterns as follows:
Where is it? It is….
What is it like? It is….
2.Some language practice exercises and one language task.
Learning and Teaching Focus:
The following two patterns:
Where is it?
What’s it like?
And the answers to these questions.
Anticipated difficulties:
Some students may be unfamiliar with the information (location, population, scenic spots, shopping, weather, food) about the cities abroad. It will obstruct students from talking about cities.
Solutions:
1.provide some pictures with adequate information about the target cities.
2.backup question strategies.
Teaching Aids:
PPT, some picture for discussion.
Learning and Teaching Arrangement
Stages/
Timing Ss’ Teacher’s
Stage I:
Warming up (About 3 min)
1. Listen to the music and watch the pictures. Better sing along with the music.
2. Chat with teacher about places to travel. 1. Play a video ‘Let’s travel’ showing places of interest. Encourage Ss to sing along with it.
2. Chat with Ss about where to visit
Stage II: Presentation: Show my city (About 10 min)
3. Say anything they know about Wenzhou.
4. Answer the teacher’s questions.
5. Pair work: Ask and answer about the location and describe these places. 3. Present pictures of Wenzhou. Ask Ss to say something they know about Wenzhou.
(Remind Ss what they can talk about if they can’t speak.)
4. Present pictures of places of interest in Wenzhou. Ask ‘Where is it?’ and ‘What’s it like?’
5. Present pictures of different places in Wenzhou.
Stage III: Practice: Show me your city
(About 10 min)
6. Say ‘For me, there’s no place like Hangzhou.’
7. Pair work: Talk about famous places in Hangzhou (Tell where they are and what they are like.) 6. Say ‘For me, there’s no place like Wenzhou. What about you?’
(Present the sentence to help Ss speak)
7. Say ‘Please tell me something about Hangzhou.’
(Go around to help Ss if they have questions.)
Stage IV: Reinforcement and assessment: Show cities around the world (About 15 min) 8. Listening: Ss listen to the mp3 and finish the required activities.
9. Task – Group work in fours: Advise a place of interest for teacher’s honey moon
9.1 Listen to the teacher introducing her plan.
9.2 Discuss in groups of four and design the tour guide
9.3 Give a report. 8. Say ‘There are many beautiful cities around the world.’
Listening: Play the mp3
9. Task – Group work in fours: Advise a place of interest for my honey moon
9.1 Introduce what I would like to do during my honey moon.
9.2 Let Ss be the tour guide and design the guidebook
9.3 Ask Ss to give a report.
Homework:
1. Surf the information of the places of interests on the Internet
2. Make a survey about the plan of the May Holiday. (Where and Why)
Blackboard design:
Unit 6 What’s it like?
exciting
interesting
What is it like? It is relaxing
busy
crowded
beautiful
There is / are….
Summary (To summarize my teaching plan in details after class.)
课堂实录
Unit 6 What’s it like? – Part 1
Stage I: Warming up: Video ‘Let’s travel’ (About 3 min)
T: There are many beautiful places in the video. Where would you like to visit?
Ss: I’d like to visit Paris / Singapore / …
T: Why?
Ss: Because it’s very romantic / there are delicious food / …
【设计意图】引起学生兴趣，提出旅行的主题。其中出现的图片都会在稍后的课件内出现，这为下文做了铺垫。
Stage II: Presentation: Show my city (About 10 min)
T: I’m from a beautiful city in Zhejiang Province. There are many places of interest and delicious food. Where is it?
Ss: Wenzhou.
T: There are many famous places of interest in my city. Do you know any of them?
Ss: Yandang Mountain.
T: There are many places of interest. Would you like to see them?
Ss: Yes.
T: Look. Here’s map of Wenzhou. Yangdang Mountain is famous. Let’s have a look at it first. What’s it like?
Ss: It’s beautiful / grand / magnificent / …
T: What are there in Yangdang Mountain？
Ss: There are falls, trees and mountains.
【设计意图】呈现目标语言。
T: There’s a nice river in Wenzhou. Where is it?
Ss: It’s in Nanxi River.
T: Look. What’s it like?
S1: It’s clean.
T: What are there in Nanxi River?
Ss: There are rivers and trees.
Two Ss do pair work.
SA: What’s it like?
SB: It’s … And there are …
【设计意图】通过pair work单纯地操练目标语言。
T: Now let’s look at the place where I live. It’s called Wuma Street. What’s it like?
Ss: It’s busy.
Ss do pair work with one another.
SA: What’s it like?
SB: It’s … And there are … What’s it like?
SC: It’s … And there are …What’s it like?
SD: …
【设计意图】通过接龙式的pair work操练句型，使得学生更熟练地运用目标语言。
T: Look. This is one of the most beautiful islands in Wenzhou. What’s it like?
Ss: It’s …
Ss discuss in groups and group leaders give a report.
Ss: There are the sea, trees, islands, stones, grass, and many people. We think it’s beautiful, fascinating and clean.
【设计意图】通过Group work的小组讨论操练目标语言，使学生能自如运用。
Stage III: Practice: Show me your city (About 10 min)
T: There’s no place like Wenzhou because it’s my hometown. What about you?
S3: For me there’s no places like Hanghou.
T: Why?
S3: Because it’s my hometown.
T: Look. I only got this map of your city. Can you tell me more about your city? Where is it? What’s it like?
Ss: It’s beautiful. There are a lot of funny places and delicious food.
T: Here are some pictures of you cities. Can you work in pairs and tell me something more about your city?
SA: Where is it?
SB: It’s in … Street.
SA: What’s it like?
SB: It’s … and there are …
【设计意图】给予学生充分的时间操练目标语言，使学生能运用目标语言谈论自己身边的事物。
Stage IV: Reinforcement and assessment: Show cities around the world (About 15 min)
T: Wow, it’s a beautiful city. I’m going to visit all the places of interest these days. Anyway, I’m going to get married this May Day and I want to travel to some cities abroad during my honeymoon. Because I have traveled to the most beautiful city in China and three hundred million people take vacations abroad every year.
【设计意图】即完成过渡，又实现了文化的渗透(Culture Zoom In)。
T: So I went to the travel agency. There I saw three posters of Los Angeles, New York and Beijing and two people talking about one of the places. Can you guess which city they are talking about?
Ss listen to the mp3 but they can’t tell which one the people are talking about.
T: Look at the fist group of pictures in your paper. What’s it like?
Ss: There are many buildings, seas and Hollywood.
T: What about New York in picture 2?
Ss: There are …and it’s …
T: What about Beijing?
Ss: There … and it’s …
T: Now let’s listen again and choose the correct picture.
Ss: They are talking about Los Angeles.
【设计意图】通过让学生在先后不观察听力材料与观察听力材料的情况下对比自己的成果，下意识地培养听力策略。
T: Well. Maybe Los Angeles is really a good place for my honeymoon. But there are still some questions for me. What can my future husband and I do in Los Angeles. Can you listen and answer these questions for me?
Task – Group work in fours: Design a guidebook
T: My future husband and I went to the reception desk and the receptionist showed us some pictures of the cities. Look! Here are the pictures. If you are going to introduce these cities, how will you introduce them for us? Can you design the guidebook?
Ss discuss in fours and design the guidebook.
Group leader give a report by reading their introduction.
【设计意图】学生通过合作学习来完成任务，有效地巩固与检测了目标语言的运用。
Stage IV: Assignment
T: Here comes the assignment for today:
1. Surf the information of the places of interests on the Internet
2. Make a survey about the plan of the May Holiday. (Where and Why)
【设计意图】通过作业分层次地把课堂教学的内容有机地向课外延伸。学生不仅在完成作业的同时回顾了目标语言，也实现了跨学科知识的拓展，更解决了生活中的实际问题：通过对他人计划的参考修改自己的假期计划。
课后反思
2007年4月16日到4月19日，我在杭州度过了终身难忘的四天。这四天，我全身心投入了省英语课堂教学评比的备战与参赛过程，虽然没有争得太大的荣耀，也存在着不完美，但是在这个过程中，我学到了很多很多。
首先，我对新课程的理念有了更深一层的理解。在这一次优质课评比的过程中，新课程的理念得以充分体现，特别是对任务型教学与合作学习的设计，比起上一届优质课比赛要到位得多。这次参赛的老师们能够设计合适的任务，使学生通过分工合作完成任务以共同达成学习目标。与以往相比，他们能摆脱流于形式，华而不实的缺点，使任务的落实更有实效，学生也在合作中大有收获。
其次，以学生为主体的教学方式体现得更为到位。与以往所观摩的优质课大有不同的是，我们可以在此次参赛老师的展示课中看到，他们都力求做到让学生作为主体来呈现目标语言，即由学生的嘴里说出今天所要教学的目标语言。这是新课标的一大特色。
第三，让学生在玩中学的教学方法让我对新教材的教学方法有了新的体会。在以往的教学中，我很注重让学生在做中学。而对于“玩中学”，我认为不同的学生有不同的学情，未必所有的学生都适合用游戏的方式学到知识，认为可操作性不强。即使设计“Game”，我也不会设计让学生玩的尽兴的游戏，生怕课堂纪律受影响。但在此次优质课的展示中，我也看到了学生在老师设计的游戏中既玩得尽兴又巩固了目标语言。这样一来，我就颠覆了自己以往的教学理念，对“玩中学”有了全新的理解：我可以以pair work的形式让学生在游戏中操练目标语言，我可以以group work的形式让学生在游戏中巩固目标语言。
第四，情景的创设出乎意料。此次优质课展示中，有一个情境的创设很是让我感到诧异：有两位老师设置了在上课时接电话的情境来呈现目标语言。这样大胆的情境创设是我所不敢采用的。但是事实证明，学生在这样的情境中确实对目标语言有更了深刻的印象和理解。这使我了解到：创设情境一定要以让学生学会目标语言、运用目标语言为目的。
第五，个人素质的提高。作为一名区级学校的英语教师，我平常会接触到很多教学设计相当出色但自身素质不足以近乎完美地表现设计理念的教师。而在这一次优质课评比中，几乎每一为老师的素质都令人称赞。从熟练标准的口语到流利端正的板书，每一位老师都有我值得学习的长处。
无论如何，这一次的优质课评比给我的收获远大于我所谓的不完美。而这一切收获不仅是我难忘的经历，更是我在教学方面终身宝贵的经验财富。
2007浙江省初中英语优质课教案_课堂实录_教学反思选(2)
Teaching Plan for I Can’t Talk Right Now. I’m Taking a Shower.
上虞春晖外国语学校 董建新
课堂实录
Teaching aims:
1. To learn the Present Continuous Tense.
2. To use the Present Continuous Tense in suitable situations.
3. To improve the Ss’ abilities in using the language.
Teaching aids:
Multimedia, blackboard
Teaching procedures:
Step 1: Warming up
Enjoy the song I’m Speaking to You on the Phone.
When the bell rings, ask the question “What is he doing right now?”
Ss: He’s making a telephone right now?
T: Can I make a phone call right now?
Ss: No, you can’t.
T: Why?
Ss: Because you are having class.
T: Yes . I can’t make a phone call right now .I’m having a class(write the sentences on the blackboard and read them ).
Step 2: Leading in
T: I’m your new teacher and I have told you I’m from Shaoxing Shangyu Chunhui Foreign Language School. What else do you know about me?
Let students think for a moment and then ask them to guess.
S1: Do you like watching TV?
T: Yes. And do you like watching TV?
Ss: Yes.
T: But can we watch TV right now?
Ss: No. We can’t watch TV right now.
T: Why can’t?
Ss. We are having class.
T: Well done. (Take out a chocolate and give it a student as a reward.) I also like eating chocolate .Do you like eating chocolate?
Ss. Yes.
T: Can we eat now?
Ss: No. We can’t eat chocolate right now. We are having class.
T: And I also like doing housework.
Show some photos in which the teacher is doing some housework, and ask them what am I doing.
S2: You are doing the dishes
S3: You are feeding your daughter.
S4: You are cooking dinner(Show my wife’s photo to the student as a reward).
Step 3: Drill and Practice
T: Your also have some your family photos .Can you talk about what your family members are doing in your photos? First tell your partner what your family members are doing in your photos.(For about 2 minutes)
T: Now could you tell us what your partner’s family members are doing in the photo. You can begin like this:
This is the Mendoza family. Luis Mendoza is studying…The Mendoza family is very busy today
Ask some students to talk about the photos like that.
The Mendoza family is very busy. What are they doing? Let’s listen and fill in the form.
Names What are they doing now?
Debbie
cleaning the garage
Carol and Susan
Sally
studying
Ask students to look at the chart and read the whole sentences like Debbie is making lunch.
Step 4:Task 1
T: Suppose you are Steve and you want to talk to your friends. But all of them are very busy right now. Use your imagination (想像)to make some phone calls. You can begin like this:
Steve: Hello, Debbie? This is Steve.
Debbie: Hi. How are you doing?
Steve: Pretty good. How about you?
Debbie: Okay. Listen, I can’t…
Steve: …
Step 5:Consalitation
T: You have done a good job. Now let’s have a break and enjoy the video.
When the students are listening, ask them to answer what Coffy is doing.
Ask students to talk about the video while they are watching.
T: You are good at talking about sports and I think you will be a good narrator in the future like Wang Jianxiang .
T: We know Beijing will hold the Olympic Games in 470 days and now CCTV 5 wants a narrator (解说员) for Sports News during 2008 Beijing Olympic Games in our school. If you are interested in it, call 0575-2982386.
Task 1:Watch the video and talk about what is happening in groups. Recommend (推荐) the best one in the group.
Task 2:The students from the different groups give us a live report. See who can be the best narrator in our class.
Step 6: Homework
Watch your classmates or teachers carefully after class and write down what they are doing.
课后反思
失败亦是收获
在刚刚结束的浙江省英语课堂教学评比活动中，本人有幸代表绍兴市参加了这次课堂教学展评。尽管本人在这次比赛中发挥失常，没有取得理想的成绩，但我觉得也是一次历炼。在这里，我只想重点谈谈这节课的不足，希望从反思中进步，在反思中成长。
一、设计活动的情景性不够强。
我教授内容的话题是“I can’t talk just now . I am taking a shower.”。现在想来，这两句话应该是一个有机的整体。但我在分析教材的时候，可能过多强调了对“I am taking a shower”这句话的研究，认为这句话包含和体现了现在进行时这个语言项目，而忽视了对“I can’t talk just now”所蕴含情景的深入思考。从而导致后面的活动设计比较单一。如果能深层次研究活动的情景性和拓展性（对于这个初一学生便已掌握的语言项目，初二学生完全可以进行进一步的深化和拓展），可能会收到较好地教学效果。
二、对学生、教材的分析有点粗糙。
在备学生和教材时，本人认为现在进行时这个初一学生早已掌握的教学内容，初二学生对它的理解应该不成问题。因此，在注重掌握知识的同时忽视了学生积极性的激发。在教材处理上，显得过于自信，没有考虑到学生原有语言知识输出需要有一个激发、点燃的过程，而这个过程就是对教材内容的再次呈现（呈现方式可以不像初一那样的细致，但必须有一个知识的再输入过程）。因为没有前面的铺垫与输入，学生对我课堂上突然提出的输出要求感到茫然，甚至无所适从，教学效果可想而知，从而也影响了学生的积极性和课堂气氛。
三、本人还具较大的提升空间。
尽管在来杭之前，本人也参加了大大小小不少比赛，但如此规模的比赛还是第一次，再加上各方面的压力，导致心理紧张，临场发挥不佳。比如在这节课中，本人一直善长的幽默、激情、开放的教学风格荡然无存；个别语音、语调甚至产生了变形…..绍兴市教研员在回来的路上对我说：“这是我听过的你上的所有课中最差的一节！”
年轻永不言败！失败亦是收获！我相信这只是我教学征途中的又一个新的起点！
2007浙江省初中英语优质课教案_实录_反思选(3)
I Can’t Talk Right Now . I’m Taking a Shower.
周淑云 杭州市安吉路实验学校
课堂教学实录
Teaching aims:
Moral aim: To get students to learn to value time
Language: What is he /she doing? She/ he is …
What are they doing? They are …
Is he / she…? Yes/ No, …
Are they …? Yes / No,
Vocabulary: take a bath, take a shower, cooking dinner, eating lunch, studying, family members
Difficulties: Express himself with fluent Present Continuous Tense
Teaching aids: PPT, overhead projector
Teaching steps:
1. Greetings and warning up
T: Nice to meet you again, boys and girls.
S: Nice to meet you ,too. Miss Zhou.
T: How are you feeling now?
S1: Exciting.
T: Exciting? Exciting or excited?
Ss: Excited.
S2: I feel happy.
T: Why? Why are you feeling happy? It’s strange. I think most of us are feeling nervous.
S2: Because I can meet Miss Zhou again.
T: Really? That’s great! I feel a bit nervous and happy. Do you know why?
Ss…
T: It’s really nice to see you again in such a short time. I feel that we are like superstars , on such a huge stage and with so many teachers watching us . Do you like to be superstars?
Ss: Yes!
T: That’s wonderful! Since most of us are feeling a bit nervous, let’s start our class with guessing games, OK?
Ss: OK
2. Lead-in
Guessing game
T: Here we can see three cartoon characters – Berlioz, Pluto and Snow White. Can you guess what they are doing now?
T: What is Berlioz doing? Is he…?
S1: Is he eating?
T: Sorry, he isn’t.
S2: Is he playing?
T: Um, he is playing. But…
S3: Is he dancing?
T: No, he isn’t dancing. He is playing. He is playing something.
Ss…
T: Is he dancing? No, he is playing the piano.
T: Now let’s guess what Snow White is doing.
S1: Is she washing dishes?
T: No, she isn’t.
S2: I think she is playing the piano.
T: No, she isn’t playing the piano. You are so clever. Look, she is sitting there, near a fireplace, um, a fireplace can keep people warm in winter.
S3: I don’t know.
T: Is she cooking? No, let’s see what she is doing at the moment. Oh, she is telling the stories.
T: Snow White is telling stories, who is listening? Her…
Ss: Her friends.
T: Yes, you are such clever students. Maybe the pictures are too small for you to guess out. Now let’s see what is Pluto doing.
S1: Is he playing football?
T: No, he isn’t.
S2: Is he playing volleyball?
T: Sorry, he isn’t playing anything. He is … Can you see the bubbles around him? Bubbles? They are water circles when you take a shower.
S3: I think he is taking a shower.
T: You are so clever. He is taking a bath. Do you know bath? No, look, when you take a shower, you have something over your head.
Ss: Oh.
T: Now let’s check.
T: Snow White is telling stories. Who is listening?
Ss: Her friends.
T: You are right.
A phone call
T: Oh, there is a phone call for me. Oh, it’s from my mother, you know these days there’s a very special person in my family. She must be in a hurry. Can I answer it?
Ss: Yes.
T: Thanks, really.
T: Hello, mum. How are you doing? Little Dongdong is crying all the time? Why not telephone his parents? Oh, you have? They can’t talk right now? OK, listen, mum, I can’t talk right now. You know I’m having a class right now. It doesn’t matter. Maybe you can send me some pictures of him through QQ to let me know what he is doing right now. Yes, I’ll call back later. Goodbye.
T: Now do you know who is the special person in my home?
S1: I don’t know.
S2: Your mother?
T: No
S3: Little Dongdong.
T: Yes, who is little Dongdong?
S4: He is your son.
T: No, he isn’t my son. Do you want to meet him? You see , little Dongdong is my neighbor’s son. He is only 10 months old. How cute he is! Why is he in my home? Where are his own parents?
Ss: …
T: Let me tell you what his parents are doing.
T: Little Dongdong’s family members are busy now! His grandparents are in Italy now. What are they doing?
Ss: They are playing.
T: Yes, they are visiting some interesting place in Italy. His father is a businessman, he is now in the USA. What is he doing right now?
S1: He is having meetings.
S2: He is talking business.
T: He is talking?
Ss: …
T: He is discussing business.
T: Where is his mother? She is in India. What does she do?
Ss: She is a nurse.
T: What do you think she is doing?
S1: She is helping sick people.
T: Yes, you see. Little Dongdong’s family members are all busy now. Can they talk right now?
Ss: No, they can’t.
3. Practice
Create a situation for the students to practice similar phone call dialogues.
T: You know my mother has telephoned them, but they can’t talk right now. Can you imagine what they say on the telephone? Try to make up a dialogue between my mother and Dongdong’s family members.
Now, work in pairs, please.
S1: What …
T: My mother is talking with them, but they can’t talk right now. What can they say? They call my mum Granny Zhou.
S2: Hello, This is Dongdong’s mum. Is that Granny Zhou?
S3: Yes.
S2: Is Dongdong all right?
S3: Yes, he is. But I can’t talk right now, I’m busy. I …
T: Who can’t talk right now, my mother or Dongdong’s parents?
S4: Hello, is that Dongdong’s father?
S5: Yes, this is Dongdong’s father. Who is that?
S4: This is Granny Zhou.
S5: Sorry, I can’t talk right now. I’m having a meeting. I’ll call back later.
S4: OK, bye.
T: Good! Can my mother telephone Dongdong’s grandparents?
Ss: Yes.
T: Yes? What is the time in Italy now? It’s 3:00 in the morning. Can they talk right now?
Ss: No
T: What are they doing right now? They are sleeping.
T: Do you know what my mother is doing right now?
S1: She is taking care of Dongdong.
T: No, she isn’t. She is sending me some pictures through QQ. Listen.
T: Oops, pictures sending by QQ are not so clear. But I think you clever students can guess out what Dongdong is doing right now.
S1: He is crying.
T: Great.
S2: He is now taking a bath.
S3: He is eating.
T: Good.
S4: I think he is sleeping.
T: You are so smart. The last picture makes me relaxed. I can go on with my lesson now.
4. Listening
Listen to a piece of monologue, and try to answer the questions.
T: What is Steve doing?
S1: He is making a phone call.
T: Yes, you are right. But his friends can’t talk to him right now. Why can’t they talk? Let’s listen and find out.
T: Can you answer these questions? Do you need to listen to it again?
Ss: Yes.
T: OK, let’s listen to is again.
T: What’s Debbie doing?
S1: She’s making lunch.
T: What’s Bill doing?
S2: He’s cleaning his garage.
T: Do you know garage? Garage is a place we park our car.
Ss: I see.
T: What are Carol and Susan doing?
S3: They’re doing their homework.
T: What’s Sally doing?
S4: She’s taking a shower.
T: What are Paul and John doing?
S5: They’re studying.
5. Writing
T: Look at the people in the building. What are they doing?
S1: He is talking on the phone. They are having dinner. She is…
T: Who may be Steve’s friend?
Ss: The man in picture 9.
T: Yes, because he is studying.
T: The Mendoza family is at home now. What are they doing right now? Please fill in the blanks on the material in front of you.
T: Have you finished?
Ss: Yes.
T&S: Luis Mendoza is …
S1: Debbie is cleaning the room.
S2: Carmen is eating lunch.
S3: Alex is taking a shower.
T: Right.
S4: Mr. Mendoza is washing his car.
T: Is he washing his car? No, he is mending/ repairing/ fixing his car.
S5: Mrs. Mendoza is washing the sink.
T: Do you know sink? No? Sink is the place where water leaves us when we are washing something.
S6: She is fixing the sink.
T: Yes, you are right.
6. Group work
Provide three situations and get the students to act them out
T: Now I know you are good at listening and writing, I’m sure you are good actors. Here in the envelops are three situations. Choose one and act it out in big groups. This time group 1 and group 2 should work together as group A, group 3 and 4 as group B, group 5 and 6 as group C. Only two groups can choose the same situation.
Which do you want to choose?
S1: In the park
S2: At home
S3: At home.
T: OK, now you can have only 2 minutes.
Two minutes later
T: Are you ready?
Group 3 come to act out situation at home.
T: Time is flying. This is the last sentence I want to give you. Yesterday is the history. Tomorrow is the mystery(神秘的事). Today is the gift. That's why we call it PRESENT!
You know present? Yes, good.
7. Homework
This is the homework. Find a photo of your family, write a short passage about what you are doing at the time. And bring it to school tomorrow and share it with us.
T: See you. Thank you!
Ss: See you!
教学反思:
1. 没有充分估计到借班上课可能产生的师生信息不畅通问题。
2. 在上课的WARMINGUP环节应该设计一些能很快调动学生积极性的活动，如：简单的歌曲， CHANT，谜语等等。
3. 在呈现环节，当学生对我设计的图片信息很难猜准确时没有及时调整课堂节奏和思路，导致这一环节显得非常拖沓冗长，更糟糕的是影响了后面的教学进度和学生接下来的参与积极性。
4. 电话呈现本节课主要语言内容时，没有考虑到学生可能产生的忽视心情。导致这一步骤的落实不到位，铺垫失败。
5. 中间让学生编“我妈妈”和“东东的家人”之间的对话时，指令不清晰不明确，应该有对话示范给学生。碰到学生无法领会自己的意思时，应该灵活地找一个好学生呈现一则对话做示范，当时由于紧张，没有想到。
6. 中间让学生再回答“大楼”里人们的活动这一环节完全可以去掉。
7. 结束时没注意看时间，导致拖堂，并且没有完成应该完成的任务。
8. 整节课险象横生，没有高潮和语言的产出。
2007浙江省初中英语优质课教案_实录_反思选(4)
Unit 6 What’s it like?
Li Jingyan from Daishan Experimental School
课堂实录
T: Stand up, please. Let’s sing and act together. (Clap your hands)
T & Ss: Clap, clap, clap your hands as slowly as you can
Clap, clap, clap your hands as quickly as you can
Shake, shake, shake your hands as slowly as you can
Shake, shake, shake your hands as quickly as you can
Roll, roll, roll your hands as slowly as you can
Roll, roll, roll your hands as quickly as you can
Wiggle, wiggle, wiggle your fingers as slowly as you can
Wiggle, wiggle, wiggle your fingers as quickly as you can
Pound, pound, pound your fists as slowly as you can
Pound, pound, pound your fists as quickly as you can
T: Great! But can you do this: Cross your fingers. What does it mean? Hope for the best. We’re having an English class together now. Let’s say and do “Cross your fingers”. OK. Follow me, Cross, cross, cross your fingers.
Ss: Cross, cross, cross your fingers.
T: Very good! Is it a very interesting action?
Ss: Yes.
（由歌曲导入，充分调动了学生的积极性，减少了师生见的陌生感，很快拉近了师生的距离，而Cross your fingers.虽是本课新内容，作为Clap your hands这首歌曲的延伸来引出，非常自然。并让学生在了解意思的情况下大声朗读并表演，极大的激发学生了学习的兴趣。）
T: So we are happy, right?
Ss: Yes.
T: But do you still remember where I am from?
S: Zhoushan.
T: That’s right. But do you hear about Zhoushan?
Ss: Yes.
T: Really? What’s Zhoushan like?
S: Sorry. I don’t know.
T: It doesn’t matter. And you are so lucky. My friend Jason , he is an actor. He likes traveling very much. He made a video about Zhoushan. Let’s enjoy it and see what’s Zhoushan like.
T & Ss: Watch the video.
T: What’s Zhoushan like? Is it an island?
Ss: Yes.
T: Any more? What’s Zhoushan like?
Ss: It’s beautiful.
T: Very good. You know Zhoushan is a beautiful city with lots of islands. The sea is around it. You can see mountains everywhere. It’s famous for seafood, especially for fishes. There are not many tall buildings in it, but it’s getting nicer and nicer. It’s small but clean. Do you know the meanings of the new words.
Ss: Yes.
T: Good. Please read them after me.
Ss: Read after the teacher.
T: Is Zhoushan beautiful?
Ss: Yes.
T: Do you like Zhoushan?
Ss: Yes.
（Video的设计非常生动形象的表达出了舟山的特征，效果很好。只是本人在生词的引出方面太快，学生无法接受。可设计如下：在看完录象后呈现与生词有关的图片，教师边问What’s Zhoushan like?边帮助学生回答带有生词的句子。然后再跟读生词，最后让学生以问答形式朗读舟山的句子。）
T: Welcome to Zhoushan! And my friend Jason likes it, too. But he has been to some other cities. Let’s look at the pictures and answer three questions.
1. How many cities can you see?
2. What are they?
3. What are they like?
T: How many cities can you see?
S: I can see Los Angeles, New York and Beijing.
T: Oh, you are so smart. Thank you. Sit down. But what’s Los Angeles like?
S: It’s a big city.
T: It’s a big city, right. Any more?
S: It’s exciting.
T: Great! Now please do pair work talking about the places. I’ll give you two minutes to prepare.
Ss discuss in pairs.
T: Are you ready? Who will try?
Ss1:--What’s Beijing like? --It’s the capital of China.
Ss2:--What’s New York like? --It’s a big city./There are lots of cars.
Ss3:……
Ss4:……
T: Wonderful. So we know Beijing is the capital of China. New York is the biggest city. There are many movie stars in Los Angeles. Jason likes them very much. But which city is his favourite? Please listen and circle the correct answer.
Listen to the tape.
T: Who knows?
S: Los Angeles.
（学生的回答很出乎意料，北京是中国的首都这些都会回答。而且能运用很多形容词来形容这三个城市，只是本人在总结时，没有特意提到Hollywood使学生在做听力时有个别学生就抓不住这个关键词而不能很快找到正确答案。）
T: Clever. But why does he like Los Angeles best? Read the conversation quickly then find the answer.
Ss read the conversation as quickly as possible.
T: Can you find the answer?
S1: Because it’s very big. There are lots of people, tall buildings, cars, and buses everywhere.
T: Maybe that’s right. But think it over.
S2: Hollywood is exciting, too, especially for actors.
T:I think you can find the answer soon. Please go on reading.
S3:He is waiting to hear about a new job.
（安排学生自读，巩固字词，回答文章中心内容。并且给了一定的时间限制，学生在学习时就能更投入，更专注，效率更高。）
T: Really good. That’s the best answer. Because my friend Jason is an actor. Are you clear? Now please listen and imitate.
Ss imitate the conversation.
T: Read in two parts. Boys Jason, Girls the woman.
Ss read the conversation.
（再仿读课文，更加了解内容。书读百遍，其义自见。仿读能加强学生语音语调的培养。对于课文内容的学习，教师基本上未作讲解，而是让学生通过自读、自悟来了解故事内容，并让学生在小组内讨论、交流自己所读懂的内容，并鼓励学生自己提出问题，解决问题，在学生无法解决的情况下，教师再给予点拨。充分让学生朗读，让阅读真正成为学生的个性化行为。）
T: Well done. Los Angeles is Jason’s favourite city. What is your favourite city? Discuss in groups then give us a report.
S: In my group, Li Ming likes Suzhou best. Because it’s a nice city. Chen Hong and Lin Feng like Hollywood best. Because it’s exciting and there’re many….
T: Who will be the reporter.
S1:….
S2:….
S3:….
S4:….
T: Oh, I see. So maybe you are going on vacation during the coming holiday. By the way, what day is coming?
Ss: May Day.
T: Yes. My friend Jason is coming to Hangzhou on May Day. Would you like to be his tour guide?
Ss: Yes.
T: Could you make a travel brochure to introduce Hangzhou for him?
Ss: Yes.
T: Please do group work again, try to finish it. Hangzhou is your hometown. I’m sure you know Hangzhou well. Cross your fingers.
Group work.
T: Are you ready for it? OK, come here and tell us what is your travel brochure about?
Ss1:Hangzhou is a beautiful city. You can see tall buildings everywhere. If you come here, you can visit the West Lake. The food here is also delicious. Hangzhou has many specials, especially for Longjing tea. Welcome to Hangzhou. Wish you a good time! Cross your fingers!
T: Very good. Thank you. Which group wants to try again?
Ss2: Welcome to Hangzhou. Hangzhou is an old but beautiful city. You can see many people, cars and tall buildings everywhere. If you come here, you can visit Duanqiao Canxue. The food here is also delicious. Hangzhou has many specials, especially for Longjing tea.
T: Better. Which group want to try?
Ss3:….
（小组活动的创设，充分注重培养学生自主、合作、探究的学习方式。把学生由机械被动的学提升到意义学习，注重学生在动态生成。注重培养学生口头表达的能力。在教学中，本人充分为学生创设说话的机会，训练学生的口头表达能力。）
T: Excellent. I’m sure. Jason is having a good time in Hangzhou. Thank you very much. But you know next year is 2008, where is Jason going?
Ss: Beijing.
T: Clever. But why?
Ss & T: 2008 Beijing Olympic Games is coming.
T: Jason will have a great time next year. Because 2008 is a special year, especially for us Chinese. You know one world one dream. Let’s enjoy our poem with our best wishes.
The day is coming
Waiting to meet in Beijing
What’s Beijing like?
Let’s go and look.
The city is really exciting.
The people are full of joy.
For the special time
People around the world
Having the same home.
Wherever we are
One world, one dream.
T: Please read it with you own feelings.
Ss & T: Read together.
（教师的范读起到非常好的作用，既帮助学生进入了诗的情境，激发了学生情感，又运用听读法初步扫清了生字障碍。只可惜本人把这一环节跳过直接与学生同时进行进行朗读了，造成学生碰到生词停顿了下来，使诗的感情大打折扣。但这首小诗使整节课进入了最后的高潮，升华了这节这节课的主题，又对学生进行了一次深刻的爱国主义教育及同一个世界同一个梦想的德育渗透。）
T: Thank you. Let’s cross your fingers.
Ss: Cross fingers.
T: Class is over. Thank you boys and girls. Bye-bye!
Ss: Bye-bye.
课后反思
这堂课后教师在以后教学中要注意的地方是：
1、教师太过于紧张，在时间的安排上有些头紧尾松的感觉。
2、教师对学生的评价语相对缺乏，在学生回答后与学生的互动交流太少。
3．教师要加强语音语调的训练，尽量提高口语水平。
2007浙江省初中英语优质课教案_实录_反思选(5)
Making telephone calls
郑永君 宁波市第十九中学 No.3
教学简案
Teaching aims: Students learn how to make telephone calls.
Teaching focus: Students learn to use the target language in an integrated way. Through this lesson, they can make telephone calls in their daily life.
Key sentence structures:
Is sb. there? Just a minute. It’s for you. I’ll check.
I’ll call later. Sorry, I have the wrong number. No problem.
Teaching procedures:
1. Warming-up
a. Let’s chant. (Students practice the pronunciations of the English names that appear in the text.)
b. Self-introduction (The teacher and the students interact)
c. Group competition (Group work in the text on P.28)
2. Vocabulary in context. (P.28)
Teach the three conversations on the phone in the textbook one by one through listening and acting .
3. Listening practice. (P.29)
Let students complete the sentences in the book and put them in the correct order.
4. Listening in context (P.29)
Students listen and circle the names of the caller. Then listen again and write the callers’ names on the line below the correct picture.
5. Interact
Group work: take turns to do the role-play according to the given materials. (e.g. make a telephone call when you want to go to KFC with your friend.)
6. Book tickets for Beijing 2008 Olympic Games
Students make telephone calls to book tickets in the groups.
7. Homework:
a. Try to collect useful numbers in your daily life.
b. If your neighbor is ill, make a telephone call to help him/her.
课堂实录
Before we start our lesson, I will first set a piece of music with lovely rhythm. Ask students to dance with the music. To my surprise, one of them did a good job. It made our lesson a warm atmosphere at the beginning.
Step 1. Pre-task
Let’s chant.
T: I’m very happy to meet you here. Are you happy today?
Ss: Yes.
T: OK. I’m happy too. Because I can have a lesson for you and I’m sure we can be good friends after class. In fact, I have many friends here. Do you want to know them?
Ss: Yes.
T: Good! Now let me tell you their names. Would you please chant their names with me together?
Then chant the names that appear in the text for three times, from slow rhythm to fast rhythm. Make sure they can read them correctly.
Self introduction
T: Now, you know some of my friends. This time I will show you a photo. Can you guess who the person is? If you are right, I will give you a prize.
Ss: Cathy? / Brad? / Jason? /Susan? …
T: Maybe not. / Not exactly. /I’m sorry….
Then show them my photo and give them some information about me.
T: I know you want to ask me many questions, right? Now, if I give you this word Claire, what will you ask me?
S1: How old are you?
T: Can I answer I’m Claire?
S2: What’s your name?
T: Quite good. My name is Claire. Claire!
Then I give them my age, hobby, telephone number, mobile phone number and etc. They can foster their questions in a right way.
Guessing competition:
T: I know you are good at guessing. Now let’s have a guessing game. Write two questions and answers on a piece of paper. One group reads the answer; the other groups guess the questions.
I divide them into six groups. Ss prepare for 1 minute and then choose some groups to give us their answers. Let the other five groups guess the question. If they are right, I will give a star on the paper. At last we will see which group can get the most stars, and then they will be the winner today.
S: Tall and strong.
At first, no one sets the question, so I make an action on me, means that I’m tall and strong. So students get the meaning and give the question quickly, “What do you look like?”
I choose three of them and give each group who can foster the right question a red star on the paper. Then I will say: “Oh, group … gets the most stars now, but you have one more chance. I have an answer for you. Listen carefully.
T: They are making telephone calls. Who can give the right question?
S: What are they doing? / What do they like doing?
T: Good! You are right. They are making telephone calls. So let’s listen what they are talking about.
Step 2 While-task
1. Make telephone calls
Read the conversations. Notice the useful express
Susan: Hello.
Zack: Hello. This is Zack. Is Andy there?
Susan: Just a minute, please. Andy, it’s for you. It’s Zack.
Andy: Hi, Zack. How’s everything?
Zack: Fine.
The underlined red sentences are the key points.
I will add the ringing sound and the dialogue sound. When the phone rings, I say: “The phone is ringing. (This is a telephone vocabulary in the text.) Let’s listen.
After that, I explain the meaning of these key points and make sure students get the meaning. Next, ask the whole class read the dialogue loudly.
Claire: Hello. Is Karen Sanders there?
Mary: Just a minute, please. I’ll check. Sorry. No, she isn’t.
Claire: Thanks. I’ll call her later.
First make a busy sound of the phone. I will say: “The phone is busy now. (This is a telephone vocabulary in the text.) Let’s try again. Oh, the phone is ringing, it’s through.
After listening, ask boys read as Claire and girls as Mary. Then explain the underlined sentences.
Stacey: Hello.
Tom: Is Debbie there, please?
Stacey: There’s no Debbie here.
Tom: Is this 570-1794?
Stacey: No, it isn’t.
Tom: Oh, I’m sorry. I have the wrong number.
Stacey: No problem. Good-bye.
Tom: Good-bye.
The phone is ringing again. Give the students the listening dialogue, and pay attention to the key points. After that ask two students to role play the dialogue. If they act well, I will give both of them a star in their groups.
2. Self-check
Look at the conversations on page 28 and complete the sentences below.
T: OK, we know most of my friends made telephone calls just now. This time can you help Sam finish the talk on the phone?
Finish the task: Look at the conversations on page 28 and complete the sentences below. Make sure students can do it quickly and correctly. Then, ask students to listen to the conversation twice and number the sentences above in the correct order.
In this part students who answer right can get the star for his/her group.
3. Listening part
T: You have done a very good job. I think you are all clever boys and girls. We know people can make telephone calls in order to ask others for help. Now, let’s listen who is calling others for help. There are four dialogues.
Check the students’ answers after listening. Give the star to the group in which student answers right. By then, count the numbers of the stars and encourage other groups.
T: Marvelous! From listening we know Brad, Andy, Stacey and Karen are the callers in the conversations. This time let’s listen again, can you find out where they make telephone calls? OK, let’s see who is good at listening.
Play the tape first. Next, before they answer, I give them some tips about places: outside the school; hospital; classroom; office. Then, ask students to check the answers. Finally praise the student who is right and add the stars in his group.
T: “Let’s see. Oh group … has the most stars right now. But never mind, you have more chances to get them.
Step 3 Pre-task
1. Make your own telephone calls with the telephone vocabulary.
T: In everyday life, people use telephone calls to ask others for help. Today, if you need help, how do you make telephone calls for help? Now, look at the following pictures:
You want to go to KFC with your friend…
You are still at school. It rains heavily but you don’t have an umbrella...
Your father comes back and he wants your mother to pick him up…
You want to buy books after school, but you don’t have enough money…
So how can you solve the problems by making telephone calls? OK, discuss with your partners and make your original dialogues after three minutes. Are you clear?
After students give their “Yes” response, start the talking and preparation. Choose some groups to act out the dialogues. Make sure they can use the telephone vocabulary correctly, using the gestures to make it more vivid. After each performance, give the group one star and praise the actors in the group.
2. Tickets for Beijing 2008
T: I’m sure you can make your own telephone calls when you meet with problems. I am very glad you can do it freely now. We know telephone calls are very important and useful in life. We can ask for help, we can communicate with others and we can book rooms through it. What’s more, we can also books tickets by making telephone calls. Boys and girls, do you know what will happen in 2008?
Ss: The Olympic Games.
T: Excellent! It’s a big event in our country. So lots of people will come to Beijing and watch different kinds of games at that time. If you want to watch a basketball match with your friends or parents, how do you book the tickets through telephone?
Now Ticket Booking Center is open. You can call the hotline to book tickets. Please call the hotline and book the tickets you want. I will give you some minutes and let’s check which group’s acting is the best.
Students begin to prepare for the conversation. I set a piece of music about the Olympic Games at the same time, so students can have less pressure in such atmosphere.
Time is up. Act and evaluate their performance and give stars to every group who plays the dialogue.
Summary
T: It seems that you are good at making calls now. Well done! You can see group…has the most stars, so they are today’s winner. Congratulations and you can get your prize after class. And who acts best today?
Students point to the boy.
T: Oh, you, the lovely boy, you dance well, so you act best today and this is your prize. And who is today’s best spokesman? Maybe that boy because you talk much and also do a good job! So this is the prize for you. Thank you all!
T: I’m sorry, but time is limited. This is today’s homework for you.”
⑴ Try to collect(收集) useful numbers in your daily life.
⑵ If your neighbor is ill, make a telephone call to help him/her.
T: Are you happy today?
Ss: Yes!
T: I’m so happy. I’m sure we will be good friends after class. Thank you for participation. Goodbye, class.
教学反思
在本次浙江省初中英语优质课评比中,我以良好的业务素质、亲切活泼的教学风格和精彩的教学设计博得了专家和大众评审的一致好评，荣获一等奖。纵观整一堂课，我能紧扣教材“Making telephone calls”这一话题展开教学，层层递进，让学生从“学”教材逐步过渡到“用”教材，并能让学生在贴近生活的情境中运用所学的知识解决问题。课堂气氛比较活跃，教学亦算到位，也成功完成了本课的教学目标。下面是我对整堂课教学的反思和总结。
一、教学设计和教学任务
因为教材的主要内容为“Making telephone calls”，我在教学的每个环节中都注意围绕这一主线，并使任务间的过渡自然流畅。比如在开场的self-introduction中，我有意识地提及了自己的家庭电话和手机号码，并把“打电话”作为兴趣爱好，为课文内容的导入做好铺垫。在自我介绍中，我先给学生关于我的个人信息，再由学生提问，这样的设计是因为紧接着的小组竞赛就是要求学生针对已给信息提出合适的问题,这样起到了较好的示范作用。经过此番warming-up之后，我便直奔主题，导入教材，通过听、读等技能练习呈现打电话时常用的句型和表达方式，这是学生“学”教材的过程。之后，我创设了四个生活情境，要求学生以小组为单位运用已学知识，讨论编对话并予以表演。最后，我结合奥运会这一时下颇为流行的话题让学生通过打电话定票，让学生充分发挥想象力进行对话创作，具有一定的开放性。这是整堂课的高潮部分，此时学生已脱离课本“用”教材了。教学中我对学生应用知识能力的要求不断提高，层层深入，最终达到高潮，实现教学目的。
二、教态，评价及师生互动
比赛时老师上课，师生之间都比较陌生，再加上台下那么多老师，学生往往比较害怕，迅速拉近与学生之间的关系，使他们配合自己的教学，这是我上课前需要解决的一个问题。所以上课前我播放了一段旋律活泼轻快的英文歌曲，并邀请学生们全体起立，跟着我一起跳舞。刚开始学生还有些放不开，但由于我的鼓励和学生的配合，课堂气氛一下子活跃起来。然后我趁热打铁询问学生的姓名、年龄等，并与他们握手，甚至拥抱，还给学生们展示了自己的生活照，师生关系变得相对融洽。在接下来的教学过程中，学生举手也很踊跃，师生互动比较频繁。其实上课的肢体语言很重要。我们可以通过手势、眼神等方式来传达信息，与学生平等交流，耐心倾听。比如刚开始时，当坐在后排的男生因离我较远而不能握手时，我就伸出手做了个握手的姿势；当要对小组表现进行总结时，我摸摸一个男生的脸以示喜爱之情，并颁发奖品；在小组比赛中，每一次答对问题都可以给每一小组添加五角星，这样做一方面可以是学生积极性提高，另一方面能够使师生关系达到和谐融洽。
三、教学不足及反思
在整堂课的教学过程中，从教学任务的完成到师生互动都取得了成功，但不足之处仍待改进。首先在一开始的导入部分，我担心学生会跟不上思路，所以在给出信息让学生提问环节放慢了速度，导致整堂课的时间在结束时显得很仓促。其次在引入打电话的时候，虽然设计了录音效果，但是如果能添加录像资料会更加直观，可以让学生加深对教学内容的理解。另外对教材的听力材料处理上，个人觉得可以再生活化一些，把听的内容跟生活场景联系起来效果可能会更好。最后，在需要学生自我发挥的场景对话中，我给出的时间还不够充足。作为教材内容的提升部分，我应该让学生有足够的时间来进行对话表演，把课文所学内容进行巩固和拓展。可是由于开始的时间进度比较慢， 所以在最后的表演展示部分，我只能要求一组同学完成了表演。事实上如果能邀请3-4组参与表演，那整个教学可以更加完美。
在新目标的教学理念下，新课程标准已经对我们老师提出了新的要求。尽管我们这次上的内容并非来自新目标英语，但是教学任务和教学目标还是相互衔接和渗透的。上了多堂公开课和展示课，让我对新课程有了如下的认识：
1、要上好一堂课，老师首先要对教材有深入的理解。在此基础上，再把教材内容细化和分类，并用学生容易并乐意接受的方式表达出来，以达到理想的教学目标和效果。老师在对细节的把握上要控制的恰到好。每一个细微之处都能反映学生当时的思想状态和思维活动。如果老师能抓住细节，就能更好的引导学生，让他们能够自信地表达出心里的想法，从而更好的判断学生对教材内容的理解和掌握，以完成课文内容的深化和递进。另外本人认为比较重要的一点就是上课应该突出自己的特色和风格。每个老师上课的方式多种多样，对教材的处理也有自己独到的见解。但是综观老师的上课，还是以传统型教学为主。我觉得既然教是为了学生更好的学和用，就应该采取一些学生乐意接受的方式去教。所以教学应该符合学生的年龄特征，让他们带着愉悦的心情去学，至少不是带着排斥的心情去学。我们可以多穿插一些游戏，猜谜，可爱有趣的表情和手势去激发学生的学习热情，让自己站在与学生相同的年龄起点上，让学生乐意接受你，喜欢你，把教学效果发挥到最佳状态。
2、老师对学生的评价要准确，有效并多样化。我们说及时有效的评价对提高学生上课积极性和表现欲具有至关重要的作用。我们听公开课也会发现老师们两个不足的地方。一个就是评价不及时：学生回答完问题后，老师没有做出适时有效的评价，这会挫伤学生回答下面问题的积极性，有可能导致接下去课堂气氛的淡化甚至冷场。另一个就是评价单一化：老师们在学生回答好以后总是喜欢用good, very good去进行评价，时间一长，自会让学生觉得乏味。这样的评价最终流于形式，失去了它的激励作用和效果了。其实新目标课程标准强调了一个情感目标，有效多样的评价也是实现这一目标的良好途径。如果我们对学生的正确回答给予肯定，并使用多样的评价词汇，如excellent, well-done, gorgeous, marvelous, You are clever, Good boy, Lovely girl等，我们就能够使学生在学的过程实现自我肯定和自我我提升。另外我们也不妨用肢体语言来表现评价方式的多样化。动作，眼神或手势都能传递老师对学生回答后作出的反映。课堂中，学生处于紧张的状态中，老师温柔的手势，优雅的动作，喜爱的眼神都能表达出对学生的情感，学生也能在接收到老师的这一信息后更加努力地去实现下一个回答的目标。这样的课课堂气氛一定是良好的。对于小组等的集体评价也是如此。积极有效的集体评价不仅可以促进个人的发挥，也可以使学生在发挥过程中增加集体观念和群体意识，强调个体之间的合作与帮助，这也是新目标力求实现的一个目标。
3、师生互动要频繁持久，上课节奏要有慢有快，语音语调要抑扬顿挫。学生的配合在很大程度上决定了上课的质量和效果。如何让学生来配合老师的上课，是一个值得研究的课题了。在第一点中我讲到了上课要符合学生的年龄特征，才能取得成功。所以老师自身一定要充满激情与活力，才能时刻感染学生，让学生保持一种新鲜感。上课的节奏把握上，也要时而跃进，时而缓和，容易的地方一笔带过，困难的地方就要留足空间给学生思考，尽可能少的给他们带来挫败感。老师的语音语调也要恰到好处。语音的准确到位是学生肯定老师的第一步。优美流利的发音可以提高学生的注意力，因为他们愿意去听，愿意去欣赏。其次语调的处理上也可以带来意想不到的效果。语调的缓和可以解除学生思考过程中的焦虑，语调的急促可以增加个人与小组间的竞争。降低声音，可以让学生去想象，去思考，制造一种悬念和神秘感。提高声音，可以让学生集中注意，去分析别人的答案，并做进一步的修正。总之，只有控制了好了这些因素，才能让学生觉得有吸引力，并愿意参与其中。
4、老师要充分发挥自己的教育机智，适时运用幽默感及亲和力。不管哪位老师上课，即使准备的很充分，在真正上课过程中，总会碰到一些突发问题。有时学生的回答或冷场都会让老师有些不知所措。所以善于运用教学机智去处理突发情况，也是我们要学会的。如果老师的指令学生没有明白，那老师不必紧张，只需用举例形式去解释就行。当然这一过程应该放慢速度了。如果学生不肯表演对话，老师可以事先表扬一些同学，学生在尝到甜头后自然就有了表现的欲望。比如学生给出的答案与老师的期望答案风马牛不相及，老师可以很幽默地跟这个同学开个玩笑，先缓和一下气氛，然后再明确地重复问题，让学生在老师的提示下完成回答。其实教学机智的方式很多，运用的手段也是多种多样的。老师自身的幽默感，亲和力和感染力都可以作为教育机智的载体，只要用的上，我们就应该大胆地去尝试。
总而言之，上课也是另一种形式的表演。如何在自己的教学舞台上发挥出色，展现出最佳的课堂状态，还需要我们不停的去探索和实践。
2007浙江省初中英语优质课教案_实录_教学反思选(6)
Language Focus “some” and “any”(2)
By Zhou Xiaqin (周夏琴)
教学简案
Teaching materials: Language focus ‘some’ and ‘any’ (Part 1, 2, 3)
Analysis of Teaching materials: The teaching materials mainly focus on the usage of some and any. Part 1 can be dealt as warming up. In this part, attention should be paid to collecting Ss’ food vocabularies. By collecting Ss’ food vocabularies may help Ss recall what they have learnt and weaken the difficulty in listening. Part 2 deals with listening. The recoding is a bit fast for Ss to catch, so preparing some additional easy questions may help Ss to get main information in listening and clear up some obstacles in listening and improve their listening skills. Part 3.1 and Part 3.2 can be dealt in Ss’ oral practice in this class, so it’s unnecessary for T and Ss to spend special time on it. Part 3.3 is dealt in encouraging Ss to use the target language some and any.
Teaching aims:
Ss will acquire the following:
1. the usage of some & any
2. the listening skills of understanding
Importance and difficulties:
Teaching Aids: P.P.T. & cassettes
Teaching Methods: Mainly TBL
Teaching Procedures as follow:
Activity 1. Warm up
(Purpose: To smooth Ss’ emotion and lead in)
Activity 2. Brainstorm
(Purpose: To introduce some and any and help Ss to get the initial sense of the use of some and any)
Name the vocabulary of food
Activity 3. Look & differ
(Purpose: To help Ss to use some and any in the language)
Look at the two pictures and tell the differences with “ some” and “any”
Activity 4. Survey
(Purpose: to use some and any in real life situation)
Make a survey about your friends’ favorite dish. Tell the whole class something about the dish, for example: What’s in it? Why does he like it?
Activity 5. Listen
(Purpose: To help Ss to understand the target language in listening)
Listen and choose the things they have got.
Q1: What have they got?
A. Flour B. Butter C. Sugar D. Eggs E. Milk
Answers: ABDE
Q2: What are they making? Pancakes or shortbread biscuits? How do you know it?
Activity 6: Group work
(Purpose: To make Ss further use the target language in real life situation and motivate Ss’ creativities)
1.Illustrate how to make banana milk shake with the Ss first.
2.Discuss with your group which dish to cook and what you need for this dish as well as the reason why you choose it. At last introduce us how to cook it.
Activity 7. Homework
1.Consolidate the usage of “some” and “any”.
2.Collect more information about food in other countries, and introduce them to the class.
3. Make a poster of your dish for the Festival.
课堂实录
Activity 1. Warm up
(Purpose: To smooth Ss’ emotion and lead in)
T: Good afternoon, boys and girls.
Ss: Good afternoon, Miss Zhou.
T: How are you doing? I am very excited today. Because I am in Hangzhou now. It is such a beautiful city. There are some interesting places to see here. What’s more, the food in Hangzhou is so delicious. I had some fish, pork and soup. I didn’t have any fruit for lunch. Oh, by the way, what do you often have for lunch at school or dinner at home?
S1: I often have chicken and soup for lunch.
S2: I often have some eggs, fish and cabbage for dinner.
S3: I usually have rice, pork and eggplants for lunch.
T: Delicious! And I believe you know a lot words about food. Now let’s share some words you know.
Activity 2. Brainstorm
(Purpose: To introduce some and any and help Ss to get the initial sense of the use of some and any)
T: Please tell some words about food.
S1: pork, fish, duck, chicken, dumplings
S2: broccoli, rice, lettuce, shake, tomato
S3: potato, mutton, beef, milk, banana
S4: juice, chip, hamburger, sandwich, orange
T: Wow, you really have a large vocabulary. But have you got a good memory? Now look at the pictures and try to remember what they are. After 10 seconds, I will ask you some questions about them, such as “ Is there any bananas in the picture?”. Ready to go? OK, let’s start.
(10 seconds later)
T: Sorry to interrupt, but time is up. Is there any milk in the picture?
S1: Yes, there is some milk in the picture.
T: Are there any pears in the picture?
S2: No, there aren’t any pears in the picture.
T: Are there some potatoes in this room?
Ss: Yes, there are some.
T: Is there any juice in the room?
Ss: No, there isn’t any juice in the room.
T: Excellent! All of you have a good memory. Great! Then have you got sharp eyes?
Activity 3. Look & differ
(Purpose: To help Ss to use some and any in the language)
T: Now let’s find out if you have got sharp eyes. Look at the two similar pictures and tell us the differences between the two. You may say like this:
There is / are some … in picture 1.
But there isn’t / aren’t any … in Picture 2.
One minute to prepare, please!
S1: There is some a bottle of coke in Picture 2, but there isn’t any bottles of coke in Picture 2.
T: Well done.
S2: there are some tins of wine in Picture 2, but there aren’t any in Picture 1.
T: Good. What else?
S3: There are some pears in Picture 1, but there aren’t any in Picture 2.
T: Quite right.
S4: There are some oranges in Picture 1, but there aren’t any in Picture 2.
T: Terrific!
S5: There is some coffee in Picture 2, but there isn’t any in Picture 1.
T: Good. Are these your favorite?
Activity 4. Survey
(Purpose: to use some and any in real life situation)
T: Excuse me, Tony. What is your favorite food?
S1: My favorite food is hot tofu.
T: What’s in it?
S1: Tofu and pepper.
T: Thank you for telling us. What about you, Lucy?
S2: My favorite food is fried chicken.
T: Why do you like it?
S2: Because it is delicious, I think.
T: Oh, I see. Now ask your group about their favorite food. Try to find out the ingredients in it and the reason why he or she likes it. Then give a report. OK, here we go.
(on the work sheet)
S1: Peter’s favorite food is curry potatoes. He likes it because it is good for health. It has got some potatoes and curry. It hasn’t got any sugar.
T: Well done. I like it too. Any one?
S2: Tony’s favorite food is hot tofu. He likes it because it is easy to cook and cheap. It has got some pepper and tofu. It hasn’t got any meat.
T: Haha, good reasons, easy to cook and cheap. Right. Any other idea?
S3: Susan’s favorite food is vegetable salad. She likes it because it is good for health, and it helps her to become more beautiful. It has got some tomatoes, broccoli, lettuce and salad. It hasn’t got any hot food.
T: Sounds yummy. But can you cook them?
Ss: Some say “yes”, some say “no”.
T: If you can’t, don’t worry. You can learn to cook from your parents or from a cooking book, just like Pat and Anne. They try to make something. Now let’s listen to the tape and find out what they have got.
Activity 5. Listen
(Purpose: To help Ss to understand the target language in listening)
T: First take a look at the two pictures. According to the pictures, you can get some tips about the listening content. Now don’t look at your paper. Listen and choose the things they have got.
Q: What have they got?
A. Flour B. Butter C. Sugar D. Eggs E. Milk
Answers: ABDE
T: What are they making? Pancakes or shortbread biscuits? How do you know it? Now you may discuss with your group, then share the idea with the whole class.
S1: I think they are making pancakes. Because if they want to make shortbread biscuits, they need some sugar, but they don’t have any sugar. So they can not make shortbread biscuits.
T: Excellent! Good job! And I find that you really have some talents in cooking. And there is a food festival in school. Why don’t you help and design a nice dish? Maybe you will be the best cook of the festival.
Activity 6: Group work
(Purpose: To make Ss further use the target language in real life situation and motivate Ss’ creativities)
T: Discuss with your group which dish to cook and what you need for this dish as well as the reason why you choose it. At last introduce us how to cook it. For example, you learnt it from your book about making banana milk shake. What do we need?
Ss: Bananas, milk, sugar…
T: Do we need any salt?
Ss: No, we don’t need any salt.
T: What should we do first?
Ss: Peer the bananas.
T: Then?
Ss: Cut the bananas.
T: I see. Go on teaching me how to make it.
Ss: Put the bananas into the blender and pour some milk. At last, turn on the blender.
T: Ok, maybe after going back home, I will make some. Ok, now I will give some minutes to design a nice dish and make an oral advertisement for it, so people will be interested in your dish. And later we will choose the best dish.
(Several minutes later)
T: Let’s see what you have got. Show yourself, please!
S1: We decide to make Sichuan hot tofu. We have got some tofu and red pepper. We don’t need any fat. Let me tell you how to cook. First wash the pepper and tofu. Put some oil, then put pepper and tofu into it, and stir it. Then put some relish. Why do we cook this dish? Because it is yummy and hot food can make you excited and strong. And it is also very popular. If it is not popular in your school, I will give some for them to eat, then everyone will like it soon.
T: Wonderful! I can even smell it. I believe it will be popular in your school soon. What else?
S2: We decide to make a pizza. We have got some flour, vegetable, relish and chicken. Let me tell you how to cook it. First get the flour ready, then put some vegetables and chicken onto it. Then pour some relish on them. At last put it into an oven to bake it for 13 minutes. Why do we cook it? Because it is nutritious and healthy. And almost every young student likes it. Many people will buy it during the festival. We can make lots of money.
T: Amazing! You are so talented. I am so surprised. You can use what we learnt in real life. But remember to go over the usage of “some” and “any” after class. What’s more, Collect more information about food in other countries, and introduce them to the class or make a poster of your dish for the Festival. Well, I really enjoy having a class with you all. Thank you so much. Class is over. Goodbye and have a nice day!
Activity 7. Homework
1.Consolidate the usage of “some” and “any”.
2.Collect more information about food in other countries, and introduce them to the class.
3. Make a poster of your dish for the Festival.
教学反思
4月17-19日，二○○七年浙江省初中英语课堂教学比赛在杭州崇文实验学校举行，六百多名教师观摩了本次活动。我有幸参加了此次比赛。本次比赛与往年略有不同，比赛组委会根据抽签顺序的先后，在上课24小时前，给出上课话题，要求各参赛选手在短暂的一天一夜时间里，独立进行教材分析，写出教案，完成课件，因为本次比赛时间紧，难度大，任务重，各地市都派出了精兵强将来参赛。他们大多是有了5-10年的教龄，并是各地市“双高’课或优质课的一等奖获得者，而我只是一个才在嘉兴秀洲现代实验学校工作不到两年的年轻教师。但是在市、区两位教研员的鼓励下，努力备课，以饱满的热情、积极引导学生积极参与讨论、主动思考、大胆发言，在学生的积极配合下，整个课程安排基本上完成， 但是毕竟是一个新老师，所以这堂课还有很多不足之处需要改进。
1． 没能充分利用学生已有知识打开话题，为新知识作铺垫。
我拿到的材料是以食物为话题，?
★ 英语复习课探讨
★ 不等式复习课
★ 中考复习策略
★ 中考复习计划书
“语言实际运用”中考复习课实录（合集8篇）
