Junior high school English lecture notes 15 minutes

Junior high school English lecture notes 15 minutes

English, belonging to the West Germanic branch of the Germanic family of Indo-European languages, evolved from the languages spoken by Germanic people of Anglo-Saxon and Jute tribes who immigrated to the British Isles from Scandinavia, Germany, the Netherlands and surrounding areas, and spread to all parts of the world through active British colonization. The following is my junior high school English lecture, 15 minutes, welcome to read.

What are you doing?

Lesson 84 (Book 1)

Lecture materials

I. teaching material analysis

The core teaching project of this unit is "Talking about the Present", and the whole teaching content mainly focuses on the topic "What are you doing", which is taken as the language background, so that students can initially master the usage of the grammar project of this unit-the present continuous tense through four hours of learning perception. An outstanding feature of this unit is that the function items and grammar items are unified. Function items are described in the present continuous tense, and their grammatical items are based on function items. When students used Can modal verbs in the last unit, they reviewed and mastered a large number of verb vocabulary, which laid a good foundation for students to master in this unit. This lesson is the fourth lesson in this unit. There are no new grammar points in the review class of this unit. However, through questions and answers, dialogue performances and reading activities, students' skills of expressing their actual needs in the present continuous tense have been consolidated. In other words, although this class is a review class, I think the editor's intention is not only to position it on the requirements of review and consolidation, but more importantly, to let students truly unify the functional items and grammar items of this unit through this class, so as to achieve practical application and cultivate the ability to communicate in English. Master English in the process of using English.

Second, according to the context and intention of the textbook and the requirements of English curriculum standards, I think the teaching objectives of this course are:

1.？ Language knowledge: grasp the word wear and clarity.

Master sentence patterns: I am wearing …

Use the present continuous tense.

2.？ Language ability: develop listening, speaking, reading and writing ability, especially oral ability, be able to exchange information with others, cooperate to complete tasks, be able to express personal thoughts and opinions independently by using the present continuous tense, and lay a good foundation for future writing.

3.？ Emotional attitude: through a series of interesting activities and tasks, stimulate and strengthen students' interest in learning, guide students to gradually turn their interest into stable learning motivation, give a lot of information gaps in teaching, and let students have a strong desire to learn and actively and truly invest in learning.

4.？ Learning strategy: through task-based teaching, students can learn to learn to learn independently, summarize and cultivate the ability of active learning. In particular, the ability to actively review and summarize what you have learned.

5.？ Cultural awareness: Learn about the life of foreign students through some pictures of campus life abroad. Expand students' horizons and compare them, so as to cultivate students' cross-cultural awareness.

Iii. Key Points and Difficulties

1.？ Key points: Ask students to comprehensively use various sentence patterns in the present continuous tense.

2.？ Difficulty: describe a situation in the present continuous tense.

Fourth, the teaching rules:

First of all, teachers should always be enthusiastic, make students happy physically and mentally, and learn new languages in a vivid and intuitive language environment. According to the textbook of this class, the curiosity and active thinking of junior one students, and the requirements of the new curriculum, I mainly adopt task-based teaching. In China, the idea of English communication has basically been widely accepted. However, there are still many misunderstandings in the understanding and application of communicative thinking in teaching practice. The design and application of communicative learning tasks provide a good starting point for the proper implementation of communicative teaching ideas in China's teaching practice. The so-called task: in short, it is to do things. In the process of doing things, learners are always in a positive learning psychological state, and the communication process between task participants is also an interactive process. In order to complete the task, learners focus on "meaning" and try their best to mobilize various linguistic and non-linguistic resources to construct "meaning" in order to solve some communication problems. The process of completing the task promotes learners to use the language naturally and creates a supportive environment for them to acquire and internalize the language. Under this teaching method, students are urged to change their learning methods. They must master the initiative in learning and learn the learning methods of experience, practice, participation, cooperation and communication. This way of learning is more conducive to the development of students' comprehensive language use ability, making the process of language learning a process in which students form positive emotional attitudes, take the initiative to think and practice boldly, improve cross-cultural awareness and form autonomous learning ability.

Verb (verb abbreviation) teaching procedure: I use courseware to talk about the teaching procedure of this lesson:

1.？ Warm-up before class: Let students talk and do actions. This song involves two contents, one is the present continuous tense, and the other is that we are having a party. We are very happy. These two points are closely related to the two main points of this lesson.

2.？ Review: Are you happy? Let's do something fun. Let's play a game. What are you doing? I'm cooking, cooking. The class is divided into four groups, and the representatives of each group take turns asking questions: What are you doing? Any student in the next group can quickly answer that I am cooking, cooking and doing corresponding actions. This game not only reviews a lot of verbs and continuous tense, but also makes students get excited gradually in the game.

3.？ Statement: I am very happy today. Do you know why? Because today is my birthday. Draw the students' attention to me. Look at me. What shall I wear today? I'm wearing a skirt. I am wearing a sweater. Draw the words and sentence patterns I am wearing today, and then ask wear what you are wearing. What is he/she wearing? When students begin to answer questions, they can use I am in ... But after several rounds of answering, they can all use the word wear correctly.

4. Read and act. Question: What is Lily wearing? Part IV Lesson 84, Listen to the tape and answer this question, then listen and repeat. Practice in pairs. From the demonstration to here, it can be said that it is the preparation before the task, and then the task is assigned. Show photos of three pop stars. Suppose one of them is your friend. He comes from Taiwan Province. He got lost. You can't find him. Practice in pairs and make up a dialogue. Ask your partner to help you find him. Act it out. Let them use sentence patterns. What does he/she wear? This is a task of cooperation between two people. Students naturally use the dialogue in the fourth part of the text and add their own imagination to judge which one is the other's friend by describing the clothes. The task is not difficult, and it is for everyone. Students have enhanced their self-confidence and interest by successfully completing their tasks. The difficulty of the task should be gradual, so that students will not be intimidated by sudden difficulties and let them have a process of psychological preparation and adaptation. Revealing Three Pictures Revealing Three Popular Artists in Taiwan Province Province. Students are very interested in them, and their hidden faces stimulate their curiosity and make them have a strong desire to participate and cooperate. It can be said that teachers are "doing what they like", but students are the main body of teaching, and more consideration of the needs of the main body is conducive to our classroom teaching. At the same time, we should also seize the opportunity to carry out ideological education. Although the three artists are very popular, they all worked hard to achieve today's results. We should also study hard and prepare for the future.

Step 5 classify verbs

One of them is my friend. He is wearing a black suit, a blue shirt and playing the guitar. Who is he? Yes, he is Wu Zongxian. Do you know his program? Yes I guess.

Ok, I'm Wu Zongxian. Let's play this game. Group four, let's see who is the winner today.

This makes the classroom atmosphere reach a new climax.

The first part classifies the following verbs: run,? Give, write, cook, swim, watch, have, sit, clean, let go, eat and come. Work in groups of four. This task is more difficult, and the discussion in groups of four can reduce the difficulty. The correct answer is to classify verbs according to the present participle. In order to make this task more practical and really train students' ability to learn independently and review and summarize, I didn't classify the present participle in the previous class. Even when careful students ask why they want to go to E and why they want to write double, I let them analyze and observe first. At that time, I was worried that the students would not finish class before class. It turns out that students' inquiry ability is stronger than we thought. Most students can answer correctly, only a few students make mistakes. Our teacher can ask the reason after class. When completing this task, teachers can adjust the difficulty of the task according to the actual situation of students, such as defining the basis of classification. Don't forget to give high praise and warm encouragement after the task is completed.

6. whose eyes are good

Next, let's see who has a good eye Ask the students to answer the guesses with flashing pictures and use sentence patterns. Are they playing? /Is he/she running? By completing this task, I reviewed various sentence patterns in the present continuous tense.

7. Who has a good memory

Game 3, more than memory. I'll show you two photos. There are some people in them. What are they doing? What are they wearing? There are some differences between them. Find them? The sooner the better. This task can be said to be a continuation of the last task, which only required students to say one sentence at a time. This task naturally requires them to express two or more sentences, laying the foundation for finally describing the whole scene step by step.

8. Who has good ears?

I am thirsty now. i want to drink a little water. Look, the water is clear. I can see through you. Show the color pages, listen to the tape and answer this question: What is the cat doing? What do they want to do? Then open the book, read the article aloud by yourself, and then invite others to Bb. Listen and point out what you hear in the picture.

9. Whose mouth is good? /Who is good at talking?

Through the practice of the last task, students know how to describe the whole article, and then they will practice. Tell me about the picture. This task is the general task and ultimate goal of this lesson. Discuss the pictures in your hands in groups of four, and finally choose a representative to describe them. In every cooperation process, there will always be a student who becomes the core of the task. Therefore, teachers will worry that the process of teamwork to complete tasks has become a process of learning and development for a few excellent students, while for most students, it is just sparring and listening. Faced with this phenomenon, what should we teachers do? I think the tasks we are designing should be diversified, and the expression and emphasis of each task activity should be different, such as information transmission, logical analysis and viewpoint elaboration. When students cooperate, they will also assign different roles according to the nature of the task and their personal specialties. In addition, teachers should encourage and remind students to assign different roles in turn. In this way, each task will become an opportunity for students to develop their personality. Team members had better have a good English level. If there are differences, we don't have to worry about students with weak English level, they will improve faster on the original level.

In a word, in the whole class, I insist on taking students as the center, aiming at cultivating students' autonomous learning and cooperative inquiry, carrying out task-based learning throughout, and constantly urging students to learn English and improve their English level by completing tasks. Teachers who are familiar with textbooks must find that I have made great changes to the teaching content of this course. If we delete the first, second and third parts, but focus on the articles marked with asterisks, is this divorced from the teaching materials? In fact, in our school, students in the phonetic part of this lesson can listen to tapes at home and learn by themselves. When they get to school, there will be a study Committee to check. I have processed the pictures in the third part in the last lesson. To tell the truth, I'm not familiar with this textbook either. A class is only 40 minutes (our Wenzhou Experimental Middle School has only 40 minutes in each class), so much to deal with. At first, I was confused. At the beginning of the implementation of the new curriculum in our experimental middle school, President Wang asked about the difficulties in the implementation of various disciplines. At that time, I asked two questions: 1. Other subjects used new textbooks, but only English remained the same as before. How to teach? In a few years, our textbooks will be revised again. What is the significance of English curriculum reform experiment? President Wang replied: English teaching should not wear new shoes, take the old road, stick to textbooks, and use new ideas and new curriculum standards to teach. Only such a teaching method will leave practical significance for future promotion. Therefore, in the later stage of teaching, we should follow the new curriculum standards, boldly cut down and rationally adjust the teaching materials, so it is particularly important to prepare lessons for one unit or even several units as a whole. Our experimental middle school is fortunate to be in the forefront of the new curriculum reform, and we also bear the pressure and responsibility. I hope our experience can help you.

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