初三英语备课.doc

初三英语备课
尊敬的各位行政领导，大家好！今天我备课的内容是：
Unit 1 How can you become a good learner ?
Period 1--5
一、 教学目标 与要求 
　　通过本单元教学，使学生初步学习和运用过去进行时态，描述在过去某一时刻或某一段时间内正在进行或发生的动作。了解这个时态陈述句式、疑问句式的构成以及与其连用的一些时间状语。上述要求，应落实在学生的口语练习和书面语练习中，学生应能独立完成练习册上有关过去进行时态各种形式的练习，正确率不低于70%。教师还可视学生情况 ，要求学生用第一人称改写第14课课文，并运用自己组织的语言复述课文。 
　　二、 教学重点与难点
　　1．句型：1）It′s quite a nice picture.2)I′m sorry to trouble you.3)to find it difficult to do sbh.4)Would you please not do this? 
　　2．语法：学习过去进行时态（The Past continuous Tense I）. 
　　三、 课时安排 
　　本单元共用5课时。第14课用2课时，其余各课用1课时。 
　　第十三课 Lesson Thirteen 
　　一、 教学内容 
　　1．词汇（略）。 
　　2．句型：It′s quite a nice picture. 
　　3．语法：初步学习过去进行时态的用法。 
　　二、教具 
　　录音机：一组图片，画有人物和动作，如：打篮球、跑步、唱歌、写作业 等，并标有具体的过去时间。如：8：30 yesterday morning等。 
　　三、课堂教学设计 
　　1．请三位同学到前面来，分别做出扫地、读书、写字等动作。教师依次提问： 
　　T：What are you doing? 
　　S1：I′m sweeping the floor. 
　　S2：I′m reading a book. 
　　S：I′m writing. 
　　教师手指这三位同学，依次问大家： 
　　T：What is he/she doing? 
　　学生按照实际情景，依次答出： 
　　S2: He is sweeping the floor. She is reading a book. He is writing. 
　　教师要求全班将三个人的动作分别记清楚。 

2．复习 值日生报告。 
　　教师可继续要求学生就所学科目提出看法，并就他人看法表示同意或不同意。 
　　3．就刚才三位同学的动作，向全班提问：What was ×××doing when I came in? 
　　重复两至三遍，板书这个句式，用彩色粉笔标出was，启发大家猜测句子的含义，并引导全班回答： 
　　He was sweeping the floor. She was reading a book. He was writing. 
　　板书上述三个答句，启发学生观察谓语部分的变化，并简要介绍一下过去进行时态所表示的含义。 
　　4．打开书，借助课文插图教授本课词汇，反复练习。 
　　5．两人一组，练习课文第1部分问答。请几组说出自己的答案。教师讲评。 
　　6．合上书。准备放课文第2部分录音。教师给出听前提问（Pre-reading questions）: 
　　What is Li Lei doing? 
　　放录音一遍，学生回答问题。 
　　7．指导学生两人一组做课文第3部分练习。教师先与一位程度较好的学生表演以下对话：
　　T: What was Li Lei doing when the teacher came in? 
　　S: He was drawing a picture. 
　　T: What was he drawing? 
　　S: He was drawing a horse. 
　　T: What was he using? 
　　S: He was using chalk. 
　　T: Where was he drawing? 
　　S: He was drawing on the blackboard. 
　　全班两人一组，就Meimei及the twins进行内容相似的问答练习，请几组同学表演。 
　　教师出示事先准备好的图片，就上面的人物及活动与学生进行问答练习。 
　　8．教师解释课文难句（见难点讲解） 
　　9．布置作业 
　　1）抄写生词、短语，练习朗读本课对话；2）完成练习册习题。 

四、难点讲解 
　　But please don′t play with my chalk.但是请不要玩粉笔。 
　　句中的play是不及物动词，意思是：玩，玩耍。例如：Let′s t play together.让我们一起玩吧。 
　　Play还可作为及物动词，有\"参加游戏、玩球、扮演、弹琴\"等意思。例如： 
　　1) The children are playing basketball over there.孩子们正在那边打篮球呢。 
　　2) Let′s play doctors and unrses.让我们扮演医生和护士。 
　　3) She plays the piano wonderfully.他钢琴弹得非常好。 
　　Unit 2:（Ⅰ）Lesson Fourteen（Ⅰ） 
　　一、 教学内容 
　　1．词汇 （略）。 
　　2．句型：1）I′m sorry to trouble you.2)to find it difficult to do sth.3)Would you please not do this? 
　　3．语法：继续学习过去进行时态的用法 
　　二、 教具 
　　录音机；仿课文插图绘制两张挂图；上次使用的图片等。 
　　三、 课堂教学设计
　　1．复习 值日生报告。教师出示上次使用过的图片，复习过去进行时态。可指导学生利用图片进行问答练习。
　　2．利用本课挂图，教授课文中部分词汇。以下单词可通过看图介绍：Russian, Moscow, upstairs, downstairs, sleep, quiet(ly), noise, fall, asleep等。 
　　反复练习上述词语，至学生初步上口为止。 
　　3．指导学生阅读课文提示。
　　给学生8分钟时间自己阅读课文（本文计约305个词），用笔标出另外几个没有学的生词，并尽量依据上下文去猜测其含义。规定时限过后，要求学生回答课文提示中的问题，教师予以讲评。
　　4．就学生挑出的其他词汇进行讲练。先要求学生根据上下文去判断词义，或用动作，或用英文将词义表演、描述出来。例如教knock at 时，可做出敲门的动作。 
　　unhappy: means not happy 
　　bang:the sound of dropping the shoe 
　　5．听课文录音，学生跟读一遍。 
　　6．打开练习册，做习题1。允许学生反复阅读课文，鼓励学生用笔头形式答题。如果时间允许，可检查一些同学的口答。 

7．布置作业 
　　1）抄写本课生词、短语；2）练习朗读课文；3）书面形式做练习册习题1。 
　　）Lesson Fourteen（Ⅱ） 

period 6--9
一、教学内容 
　　进一步学习课文
　　二、 教具 
　　同上课。 
　　三、 课堂教学设计 
　　1．复习 教师参照练习册习题1，与学生进行问答练习。可通过如下方法，培养学生口头复述课文的能力：
　　对一组学生逐个提问，这组学生每次回答一个问题；从另外一组中找出一位同学，依次将每个同学及他前面同学的答案像 雪球似的复述下来。例如： 
　　T：Where did the man live? 
　　S1: The man lived in a tall building in the city of Moscow. 
　　S0: The man lived in a tall building in the city of Moscow. 
　　T: Why did he like to live there? 
　　S2: Because it was usually very quiet and he could see the park from his window. 
　　S0: The man lived in a tall building in the city of Moscow.He liked living there because it was usually very quiet and he could see the park from his window. 
　　T: What did the man upstairs always do when he came home every night? 
　　S3:The man upstairs always took off his shoes and threw them on the floor. 
　　S0:The man lived in a tall building in the city of Moscow. He liked living there because it was usually very quiet and he could see the park from his window.The man upstairs always took off his shoes and threw them on the floor. 
　　扮演S0的角色，一次可以是一个人；可以是一个组；也可以是班上其他学生。刚开始练习时，问题不宜一次提得过多，三至五个即可，逐步过渡。此外，较难回答的问题要注意修改，通常不使用一般疑问句（除非学生掌握更灵活的方法 注）。 

2．听课文录音，学生跟读一遍。 
　　3．教师解释难句（见难点讲解） 
　　4．打开练习册，做习题2。当堂核对答案，并要求学生按此准备课文复述。 
　　5．布置作业 
　　1）练习朗读本课文，准备复述；2）书面完成练习册其他习题。 
　　四、 难点讲解 
　　1．the man upstairs 楼上的人 
　　the man downstairs 楼下的人
　　upstairs和downstairs都是副词，用来修饰前面的名词the man。当副词用作定语修饰名词时，一般要放在被修饰的名词之后。例如：On his journey home,he made a lot of friends.在回家的旅途中，他交了很多朋友。（句中home是副词）
　　Look at the photo above.请看上面的照片。（句中above是副词） 
　　2．He liked living there.他喜欢住在那里。
　　作为动词，like后既可接动词不定式也可接动名词，但在意义上有细微差异。Like to do 表示的是具体的动作，往往有特定的场合；而like doing是抽象意义，表示习惯性动作。例如：
　　I like walking in the evening.我爱在傍晚散步。 
　　I like to walk in the evening.我喜欢傍晚去散步。 
　　I like playing basketball.我喜欢打篮球。 
　　I like to play basketball.我现在想去打篮球。 

3．He found it very difficult to get to sleep and he was very unhappy.他发现难以入睡，很不高兴。 
　　句中的it是形式上的宾语，而真正的宾语是动词不定式短语to get to sleep。It作形式宾语时，句子结构往往是：主语+谓语+it+宾语补足语+真正宾语。除动词不定式以外，that 引导的从句也常作真正宾语。这时，句中谓语动词往往是find, think, make, believe等。例如： 
　　Do you think it right to play tricks on others?你觉得开别人的玩笑好吗？
　　He thought it best to say nothing.他觉得最好是什么也不说。
　　I make it a rule that I should spend at least two hours   learning English every day。每天至少花两小时学英语是我的规律。 
　　get to sleep 是\"入睡\"的意思。动词get有\"渐渐\"的含义。例如： 
　　We got to know each other later.后来我们逐渐相互了解了。
　　When winter comes,the nights are getting longer and the days are getting shorter.冬天来临，夜晚变长，白天变短。 
　　4．With a smile the man from downstairs said,\"I′m sorry to trouble you, comrade.\"楼下的人微笑着说：\"对不起，同志，打扰一下。\" 
　　句中with a smile是介词短语，在句子里用作状语，表明楼下的人说话时的伴随状态。介词短语用作状语的情况很多，再如： 
　　Thank you for teaching us so well.谢谢您把我们教得这样好。 
Classes begin at eight.八点开始上课。 
　　5．He was just falling asleep when there was a loud knock at the door.他刚睡着，就有人大声敲门。 
　　fall asleep是\"睡着\"的意思。asleep是形容词，接在连系动词fall之后。句中when等于and then，意思是：那时。再如：He was walking in the park when he saw a watch on the ground.他正在公园里行走，看见地上有一块手表。

Unit 3 could you please tell me where the restrooms are ?
Period 10--15
Language Focus: The Object Clause

Properties: Recorder; Overhead Projector; Pictures

Teaching Procedures:

I. Showing aims

　　Have the students know what they will learn in this lesson and what they will do in this class:

　　1. Revise some useful expressions in Unit 4.

　　2. Train the students’ listening ability by doing listening work.

　　3. Revise the grammar: the Object Clause.

　　4. Write a short passage to train the students' writing ability.

II. Revision

　　Have a dictation. Dictate some useful expressions. Then ask the students to make sentences using the useful expressions:

　　1. as soon as possible;

　　2. That would be fine;

　　3. Keep doing something;

　　4. Hurry up;

　　5. Fall fast asleep;

　　6. Wake up.

Period 8

For example:

　　1. Please come back as soon as possible.

　　2. Let’s go. That would be fine.

　　3. He kept me reading the passage for a long time.

　　4. Hurry up, or you will miss the train.

　　5. He listened to the light music and fell fast asleep.

　　6.I woke up early this morning.

　　My mother woke me up early this morning.

III. Listening

　　Listening Cassette. Books closed. Play the tape once or twice for the students to listen and do Exercise I in the workbook. Make sure the students can understand them. Show one or two students’ passage on the slide, check with the whole class.

IV. Practice

　　Part 2. Ask and answer in pairs with the help of the table in the book. Then pass the passage on to the students next to them, see if the students can use the Object Clause freely.

V. Write

Part 4. We can fill in the form in class. Get the students to give out their ideas about the travelling.

　　If there is no time, we can leave the writing work as homework.

VI. Game

　　Part 5. Play this game in class if time permits. Get one student to say a sentence, and he can't let all the students hear clearly, then one student may say: I can't hear him, another student may repeat the sentence, Begin with: He says that…

VII. Checkpoint 4

　　Go though Checkpoint 4 in the usual way. Explain any problems that the students may have. Get the students to go over the grammar notes. Make sentences using the useful expressions.

VIII. Workbook

　　For Exercise 2, have the students read the long sentences, first listen to the teacher, then get them to read individually .Pay attention to the sentence stress, pause and intonation.

　　For Exercise 3, have the students make up the sentences, see who can make the most sentences, and make correct sentences.

　　Do Exercise 4 as homework.

IX. Summary

Exercise in class

短文改错

　　在下列短文中，每行的错误不多于一处，有的没错，如有错，请找出并改正，如没有错，请打“√”。

　　Last week my parents and I took a two-day trip to Emei

　　Mountain in Sichuan. As everyone knows, it’s famous 1. ____________

　　mountain with all kinds of plants and animals. The weather 2. ____________

　　was fine. It was about noon we arrived at the foot of 3. ____________

　　the mountain. The three of them were very excited. As we 4. ____________

　　climbed the mountain, we fed monkeys, visiting temples 5. ____________

　　and told stories. On the way up I was busy taking picture 6. ____________

　　since the scenery was so beautiful. The time passes quickly. 7. ____________

　　Evening came down. We spent the night in a hotel at the top 8. ____________

　　of the mountain. The food was expensive and the service was 9. ____________

　　good. I was so tired that I fell asleep at the moment my 10. ____________

　　head touched the pillow.

Answers：

　　Last week my parents and I took a two-day trip to Emei

Mountain in Sichuan. As everyone knows, it’s ∧famous 1. _____a_______

mountain with all kinds of plants and animals. The weather 2. _____√______

was fine. It was about noon ∧ we arrived at the foot of 3. ___when______

the mountain. The three of them were very excited. As we 4. ____us _______

climbed the mountain, we fed monkeys, visiting temples 5. ____visited____

and told stories. On the way up I was busy taking picture 6. ____ pictures__

since the scenery was so beautiful. The time passes quickly. 7. ____passed____

Evening came down. We spent the night in a hotel at the top 8. ____ down ____

of the mountain. The food was expensive and the service was 9. _____but _____

good. I was so tired that I fell asleep at the moment my 10. ____ at _____

head touched the pillow.

X. Homework

Mainly revision Lesson70
period 16--19

Teaching procedures

Step 1 Revision

I . Act out the dialogue of lesson 69

II . Make sentences using "so that"and "so ... that"

Step 2 Lead in

T: Do you like climbing hills? It's not an easy thing for us. Do you know why?

Step 3 Presentation

I. Which is the tallest mountain in the world?

II. Discuss the question

Step 4 Reading comprehension

Period 13

I. Pre-read

Discuss the questions in groups of four.

II. Fast reading

Question: Did George Mallory make it to the top? (No one knows for sure)

Ⅲ . Careful reading

Note-making

about george Mallory's climbing of Mount Qomolanyma:

IV. Intensive Reading

Notes

mist:a thing fog made by very small drops of water in the air.

wonder: to be surprised and want to know

disappear: go Out of sight, become lost

towards: to, in the direction( 方向 ) of

return: give back; go or come back

climb:go from a lower to a higher place

II.
V. Read aloud

Read after the tape and do Exl in Wb.lesson 70.

Step 5 Practice

Do Exx 2--3 in wb lesson 70

Step 6 Consolidation

Retelling the text "Because it's There"

period 20--29

Language Focus:
　 Ⅰ. some useful expressions: 
　　waste water; Greener China; Good idea; be afraid; a member of; a book on the 
environment
II. some useful sentences:
　　How long have you been a member of Greener China?
　　I've been with Greener China for a year.
　　How many English words have you learned since you came here?
　　about one thousand.
Properties: Pictures：TV; Overhead Projector; Recorder 

Teaching Procedures:
　 I. Showing aims
　　Get the students to know what they will learn in this lesson and what they will do 
in this class:
　　1. To master some useful expressions.
　　2. To learn the grammar: the Present Perfect Tense.
　　3. To make the similar dialogues freely.
　　4. To know that they should protect the environment and make our world more 
beautiful.

II . Revision
　　Revise the grammar; the Present Perfect Tense. Ask: Have you ever been to the 
Great Wall? How many times have you been there? Get the students to ask and 
answer in pairs. Then ask several pairs to act out their dialogues.

III. Presentation
　　Present this dialogue: 
　　A: Where have you been?
　　B: I've been to a paper factory.
　　A: What did you do there?
　　B: I saw the worker making paper there.
　　Present this dialogue with one student as an example, then ask the students to 
practise this dialogue in pairs, and get some of them to act out the dialogue.

IV. Practice
　　Put up a picture of a paper factory on the blackboard, get the students to talk 
about the factory, for example; " This is a paper factory, it makes paper, but it also 
makes smoke and waste water. I found the smoke was put into the air and the 
waste water was put into the river near it. The river has become very dirty. Lots 
of fish have died." Have the students talk in groups of four and then ask some of 
them to read out their report to share with the whole class.

V. Read and say
　　Part 1. Speech Cassette. Play the tape twice for the students to listen and repeat.
 Ask the students to read the dialogue in groups of three. Then read for the class. 
Get the students to read the dialogue individually again and find the answer to the
 following questions:
　　1. Where has Hu Lan just been to?
　　2. Why has the river near the factory become dirty?
　　3. What has happened to the fish in the river?
　　4. What does Greener China want to do?
　　5. Why are they going to write to the TV station and the newspaper?
　　6. Do you take care of the environment? Why or why not?
　　7. What can you do to improve the environment?

VI. Ask and answer
　　Read through the dialogues with the students. Ask and answer in pairs. Then make 
similar dialogues in pairs using the phrases in the box of the book.

VII. Write
　　Get the students to act as journalists, make an interview. Interview one of their 
friends. Ask him or her some questions about him or her and his or her family 
members.
　　For example: How long have you been in this school?
　　What s