Using LanguageⅠ教案1

Objectives To help students read the passage THE FEAST: 18,000 BC using the reading strategies To help students to use the language by reading,

speaking . To let students master the phrase “if only”

Teaching procedures

Lead-in

Pictures of feast nowadays

What did people eat in 18,000 BC Step I

Scanning

What

kind of food did Lala’s

family prepare for the feast? Step II Skimming summerize the main idea of each paragraph: Para 1.

Lala worried about the preparations for the feast and she hoped the feast could be as good as the one last year. Para 2.

Lala and her families

made

preparations for the feast Para 3.

the description of Dahu. Para 4.

how did Dahu make tools

( Students can find the topic sentence of each para or summerize the main idea ) Step III careful reading

Questions (pair work) 1 Lala was happy last year because:

2 Why did Lala accerlate her walk?

3In pairs work out which jobs Dahu did and which Lala did. Step IV

group work

(discussion)

•

Which adjectives best describe each of them

•

Men’s task

•

tool making

•

repairing

•

hunting •

to group women’s task

•

cooking

•

providing food

•

collecting food

Men’s tasks: patient (tool making), dangerous (hunting), some individual (tool making and repairing) and some co-operative (hunting), skilful (tool making), protective (of group) Women’s tasks:

affectionate (to group),

co-operative (cooking), caring (providing food),

patient (collecting food), skilful (cooking), individual (collecting nuts and fruit

Post reading Answer the following questions after reading the text:

1)When they work cooperatively and when they do tasks alone?

2)Who does the most dangerous tasks?

3)Where does the danger come from?

4)Whether the tasks are shared fairly between men and women?

Discussion Some people say: “It is women that should stay at home and take care of the family.” Do you agree or not? Please give your reasons. The expressions may help you.

In my opinion,…

I (don’t) agree because…

I support … because …

No, I can’t agree with …because…

No, that’s not reasonable because…

•

Question time The sentences you don’t understand

•

If only it could be just like last year! If only she had looked ahead and planned better this year! Then she wouldn’t have been feeling so worried now Pictures and sentences

If only I were as tall as you. （But I am not as tall as you.）

If only I had a knife.

( But I don't have a knife now.) If only I hadn't gone first.

(But I went

first.) If only I could sleep at home tomorrow.

(But I couldn’t sleep at home tomorrow.) Summery

If only

I were/did

now

If only

I had done

past

If only

I could

future

Pictures and exercises

Students write sentences by themselves to show regrets or wishes

Students tell the sentences one by one

送课下乡活动

-----心得体会

九中初中部

马炜玮

2018年4月10日，我参加了在藁城区实验学校举办的送课下乡活动。这次培训我们分别听了实验学校周彦芬了老师和尚西中学贾晓娟老师的两节精彩授课。通过这次的听课很培训，

我获益良多。

周老师的课以中考题型为主线，通过不同的教学方式分析各个题型为主线，通过不同的教学方式方法来分析总结各个题型的出题方式，考察重点，答题技巧。让我们精确地了解中考的命题方向和命题原则。她通过对中考各个题型的深入系统分析，让学生小组活动或pair work 来完成精选练习任务，让学生分析讨论，解决问题。在问题解决过程中，学生们了解了中考出题的方向和出题方式，并且培养了学生以出题人

的角度去思考，分析

研究试题，能在平时的复习中更有的放矢，复习效果事半功倍。老师在每一种题型的任务完成后都和学生一起总结归纳了考查重点与出题方式，总结出难点和解答方法。

单选题部分，通过小组合作

完成填空训练的形式，让学生总结出单选题的考查重点。单选题考查学生们在特定的语境中运用语言知识的能力。重点考查动词的用法，比如

动词的时态，语态，情态动词，动词词组的辨析等。因此在日常的复习过程中要特别强调动词的积累和复习。词汇的考查主要是在语境中的上下文理解，用法。

完形填空部分，学生们自读中考说明，通过小组合作完成老师设置的任务。从而学生们深刻理解了完形填空重点考查学生们对语篇的理解能力，考查大家根据所给内容进行正确的逻辑、推理、综合判断、分析概括的能力。因此在日常复习过程中注意上下文提示，首尾照应的答题技巧，重视词汇的积累和辨析。

阅读理解，学生自读和pair work 相结合，学生们讨论分析出中考的阅读常考的体裁，A 篇多为记叙文，B 多为应用文，

C 多为议论或说明, D 多为说明文。还总结出出题的方式，70%多为细节理解，可以从文中直接找到答案，比较容易。所以不能失分。其余的考查推理判断，主旨大意，有一定的难度，比较容易失分，所以是复习的重点。因此要加强学生们对语篇的整体理解能力和分析判断能力，做到归纳有依据，推理有根据。

任务型阅读引导学生们找出9种出题的方式，容易失分的有：代词指代，划线提问，找出句子意思相近的句子，概括大意，找主题句。和同学生们一起找出易失分的原因及解决办法，答题技巧。

连词成句重点考查句子的种类和基本句型，提示学生们要重视动词的各种用法。通过练习，培养学生们先找动词及结构的做题技巧。

写作部分通过对近三年的书面表达的对比分析，预测今年的考查方向，做到有方向性的备考。

通过周老师的课，我深入、系统、全面地了解了中考说明，也更清晰的明确了中考怎么考，怎样复习，对未来的教学，复习也更明确、清晰，更有信心。在日常的教学中要更注重交际，

更加强调语言运用。

尚西贾老师给大家讲了一节写作课。

非常实用，可操作性极强，非常值得学习。

尤其是将简单句升格为较高级句式是大多数学生的弱项。通过加时间状语

或者是加目的性或评论性状语升格为高级句式。或是将两个简单句加上连接词合成为一个高级句子。给学生们写作提升句子树立了样本和典范。最后实战练习，让学生去讨论，去写，最后展示优秀句子。整堂课重视语用，突出交际，扎实有效，非常值得学习。

最后教研员葛玉娜老师总结发言。再次强调了中考考试说明的重要性，强调要人手一本，多次阅读练习。就写作教学部分，

给大家介绍了三种不同的写作教学法：

结果教学法，过程教学法，体裁教学法。

站在教学法的高度，从教育理论的角度去分析

讲解写作。课程非常的有深度。

重点强调语言运用，

要求培养学生在具体的语境中准确理解语言，

恰当的运用语言的能力。在日常的教学过程中，要多采用语境教学法，语篇分析法，交际语用教学法，构建和谐的语言环境，切实培养学生的实际语言运用能力和语篇理解能力。

作为老师还要不断的学习，提高自我。

给大家推荐了爱课程，

MOOC 大学课程。给大家指明了学习的方法和路径。促进老师的自我提升，不断进步，终生学习。

通过本次活动，不但系统了解了中考说明这本书，还对中考的各个题型都有了深入了解。明确了考查方向和出题方式。以后的教学目标性更强，针对性更明确。对于写作教学也有了新的理解和做法借鉴。总之，受益匪浅，获益良多。