Section B 3a —4 Self check教案公开课一等奖

教学片段标题：What’s the best movie theater?话题作文

学情分析：In this unit ,the topic is about the best place to go on weekends . Students have learned the superlatives , it’s easy for them to make sentences with superlatives. But how to make the article better is a little difficult ,so it is useful to teach them the structure of the writing and how to use beautiful sentences correctly. 教学目标：1.Knowledge Aims：

1. Encourage Ss learn to make a mind map to organize their main ideas about the best place. 2. Encourage students to analyze the structure of the best place 3. Enable the students to know to use the connecting words to make the article more logical. 2.Ability Aims: Proficiency in the use of the knowledge of the superlatives and description. 3.Emotion Aims Understand the importance of writing. Let students learn to share their favorite place and feelings with others . 教教学重难点：

Let students learn to make a mind map to organize their main ideas about the best place.. Let students think out more beautiful sentences ,then add them into their writings to make the article better. 教学过程：

Step 1. Lead in Show a short video to increase students’

interest . Then have a free talk about the movie. (利用“插入影片”功能，播放一个简短的电影视频，既吸引了学生，又进入了本节课的话题讨论，一举两得。) Step 2 .Pre- writing 1. Show some pictures of Xiaoxiang Park. Tell Ss the name of them.

2. Talk about the details with Ss. (利用图片谈论去时的见闻及感受，为后面的写作做好铺垫。) 3. Complete the passage. Use the words and phrases in the box to help you. 3a Complete the articles. Use the words and phrases in the box to help you. Ask Ss to complete and read it out. Ss read the passage together. T: A good content just likes a Big Ben . It needs a head , a body and feet. The content just likes the body.Let's give it a head and feet. Please read these three sentences. Tell me, which one is the beginning? 6.Combined with a mind map is analyzed .

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T: Now you have a lot of information about my favorite place , tell me where it is ?(引导学生写出思维导图,培养学生的思维能力。告诉学生们如果要写日记，可以先画一个思维导图来拟出重点要素。结构清晰明了，学生更易懂) 7. Group work--Play a game.Divide the Ss into teams . The first student from each team runs to the board and writes one city or country name son the board, e.g. shopping mall, Lingling Old City. The Student then hands the chalk to the next team member and goes back to the seat , and so on , with different team members , through all the items in the list .（游戏环节把学生分成小组，

每组写一个名称。组织学生在小组活动中共同完成教师呈现的任务，从而降低其难度，又增加了紧张感，激发了学生的兴趣，培养学生的合作精神。) 8. Group work—Duty report: Talk about favorite places according to the chart , and then each group ask one student to give a short report.（这一活动使基础好的同学在写作时起点更高，基础较差的同学也能言之有物，互相启发，共同提高。）

Step 3. While-writing:1. Write a passage

according to the chart .2.

Please write 60–

80 words. Step 4. After-writing: Check the passage and give scores.

冷水滩 县（区） 组别 初中组 科目

英语 教学片段标题：Do you want to watch a game show?阅读2b(第一段)

学情分析：Analysis of the teaching material: The article is about Mickey, the famous cartoon character. The topic is interesting and appeals to students. It focuses on three aspects of Mickey: Who’s Mickey? Why is Mickey so popular? How’s Mickey today? The article not only introduces Mickey himself, but also introduces the related American culture. Analysis of the students: Students in Grade 8 have already known something about Mickey Mouse and have acquired certain reading skills. The topic is about cartoon character, in which students will be very interested.

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教学目标：

1.Knowledge Aims：

Encourage Ss learn to make a mind map to organize their main ideas and how to analyze the structure of the reading passage. 2.Ability Aims: Proficiency in the use of analyzing the structure of the reading passage. 3.Emotion Aims Understand the importance of skimming and careful reading. Let students learn more about the foreign culture . 教教学重难点：

Let students learn to make a mind map to organize their main idea and the structure of the reading passage.

2. In this way, let students improve their reading ability and writing ability! 教学过程：

Step1. Warm-up and Lead-in 1. Listen to music and guess what cartoon it is. 2. Set a scene and lead in Mickey. 设计目的：通过听音乐猜卡通片和设计情景引出本课的主人翁米奇，激发学生的兴趣。

Step2. Before reading Present :What do you want to know about Mickey? 1.Ask Ss to make any questions about Mickey freely,according to the pictures. eg. Is Mickey the main character of this film? Is Mickey known for this film?.... 2.Present some wh-questions and prepare Ss for the reading practice.

设计目的：让学生根据所提供的信息设问，引发学生的好奇心，和开拓其发散性思维。带着问题去阅读，为后面的阅读训练做铺垫。

Step3.While reading

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一）Fast reading 1. Skim and answer the questions: a.What is Mickey a symbol of? b.What’s the name of the cartoon?

c. When did the cartoon come out? 设计目的:承上启下，带着阅读前提出的问题去通读全文，再解决问题。

二）Careful Reading 自主探究，分段阅读。

1.Read the first paragraph1 and fill in an ID card for Mickey to learn about the history of Mickey. 2.Name: Mickey (Mouse) Birthday: ______________________ Appearance(外貌):_______________ “Father”: ___________ Girlfriend:________________ First cartoon: _______________ A symbol of: _________________ 设计目的：第一段关于米奇的信息量比较多，通过填表格的形式将米奇的历史呈现出来，一目了然。便于学生由简入深，层层深入课文。

分段阅读，让学生通过自主讨论，更深入地探究课本内容，更多地了解米奇。

三）Summary 1.Complete a mind map about Mickey.(完成一张关于米奇的思维导图. ) 2、根据思维导图，复述课文。

设计目的：思维导图可以帮助学生分支地获取，记忆更多的文本信息，同时可以帮助学生整合信息，复述全文。

Step4.After reading Cutural Exchange 1.Discuss（讨论）:1).What cartoon character is a symbol of Chinese culture? 2).Why do people like Monkey King?

3) Write a passage about Monkey King. 设计意图：让学生在阅读了解米老鼠这个卡通形象在美国文化中的地位及人们喜

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欢他的原因后，发散到中国传统文化中极具代表性的中国卡通人物形象，其所代表的精神，传承并发扬中国文化。让情感教育得到再一次升华。

冷水滩 县（区） 组别 初中组 科目

英语 教学片段标题：Do you want to watch a game show?阅读2b(第二、三段)

学情分析：Analysis of the teaching material: The article is about Mickey, the famous cartoon character. The topic is interesting and appeals to students. It focuses on one aspect of Mickey: Why is Mickey so popular? The article not only introduces Mickey himself, but also introduces the related American culture. Analysis of the students: Students in Grade 8 have already known something about Mickey Mouse and have acquired certain reading skills. The topic is about cartoon character, in which students will be very interested. 教学目标：

1.Knowledge Aims：

Encourage Ss learn to make a mind map to organize their main ideas and how to analyze the structure of the reading passage. 2.Ability Aims: Proficiency in the use of analyzing the structure of the reading passage. 3.Emotion Aims Understand the importance of skimming and careful reading. Let students learn more about the foreign culture . 教教学重难点：

Let students learn to make a mind map to organize their main idea and the structure of

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the reading passage.

2. In this way, let students improve their reading ability and writing ability! 教学过程：

Step1. Warm-up and Lead-in 1. Listen to music and guess what cartoon it is. 2. Set a scene and lead in Mickey. 设计目的：通过听音乐猜卡通片和设计情景引出本课的主人翁米奇，激发学生的兴趣。

Step2. Before reading Present :What do you want to know about Mickey? 1.Ask Ss to make any questions about Mickey freely,according to the pictures. eg. Is Mickey the main character of this film? Is Mickey known for this film?.... 2.Present some wh-questions and prepare Ss for the reading practice.

设计目的：让学生根据所提供的信息设问，引发学生的好奇心，和开拓其发散性思维。带着问题去阅读，为后面的阅读训练做铺垫。

Step3.While reading 一）Fast reading 1. Skim and answer the questions: a.Who is Mickey’s girlfriend?

b.Why is he so popular? 设计目的:承上启下，带着阅读前提出的问题去通读全文，再解决问题。

二）Careful Reading 自主探究，分段阅读。

3.Read the paragraph 2 and fill in blanks to learn about the popularity of Mickey. 4.Name: Mickey (Mouse)

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Girlfriend: ______________________ Popularity(reason):_______________ Lucky/Unlucky(why)_________________ 设计目的：第二段关于米奇的信息量比较多，通过填表格的形式将米奇受欢迎的原因呈现出来，一目了然。便于学生由简入深，层层深入课文。

分段阅读，让学生通过自主讨论，更深入地探究课本内容，更多地了解米奇。

三）Summary 1.Complete a mind map about Mickey.(完成一张关于米奇的思维导图. ) 2、根据思维导图，复述课文。

设计目的：思维导图可以帮助学生分支地获取，记忆更多的文本信息，同时可以帮助学生整合信息，复述全文。

Step4.After reading Cutural Exchange 1.Discuss（讨论）:1).Can you think of a Chines cartoon character which is as famous as Mickey? 2).Why is the character popular? 设计意图：让学生在阅读了解米老鼠这个卡通形象在美国文化中的地位及人们喜欢他的原因后，发散到中国传统文化中极具代表性的中国卡通人物形象，其所代表的精神，传承并发扬中国文化。让情感教育得到再一次升华。

冷水滩 县（区） 组别 初中组 科目

英语 教学片段标题：Do you want to watch a game show?话题作文

学情分析：In this unit ,the topic is about the movie review. Students have learned different kinds of movies , it’s easy for them to introduce the movies. But how to make the article better is a little difficult ,so it is useful to teach them the structure of the writing and how to use beautiful sentences correctly. 教学目标：1.Knowledge Aims：

1. Encourage Ss learn to make a mind map to organize their main ideas about the best place. 2. Encourage students to analyze the structure of the movie review. 3. Enable the students to know to use the connecting words to make the article more logical.

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2.Ability Aims: Proficiency in the use of the movie introduction and description. 3.Emotion Aims Understand the importance of writing. Let students learn to share their favorite movie and feelings with others . 教教学重难点：

Let students learn to make a mind map to organize their main ideas about the movie review. Let students think out more beautiful sentences ,then add them into their writings to make the article better. 教学过程：

Step 1. Lead in Show a short video to increase students’

interest . Then have a free talk about the movie. (利用“插入影片”功能，播放一个简短的电影视频，既吸引了学生，又进入了本节课的话题讨论，一举两得。) Step 2 .Pre- writing 1. Show some pictures of Liulangdiqiu. Talk about the reasons why it is so popular. 2. Talk about the details with Ss. (利用图片谈论所看电影主要内容及感受，为后面的写作做好铺垫。) 3. Complete the passage. Use the words and phrases in the box to help you. 3a Complete the articles. Use the words and phrases in the box to help you. Ask Ss to complete and read it out. Ss read the passage together. T: A good content just likes a Big Ben . It needs a head , a body and feet. The content just likes the body.Let's give it a head and feet. Please read these three sentences. Tell me, which one is the beginning? 6.Combined with a mind map is analyzed . T: Now you have a lot of information about my favorite movie , tell me what it is...?(引导学生写出思维导图,培养学生的思维能力。告诉学生们如果要写日记，可以先画一个思维导图来拟出重点要素。结构清晰明了，学生更易懂) 7. Group work--Play a game.Divide the Ss into teams . The first student from each team runs to the board and writes one movie on the board, e.g.Sun Wukong. The Student then hands the chalk to the next team member and goes back to the seat , and so on , with different team members , through all the items in the list .（游戏环节把学生分成小组，每组写一个名称。组织学生在小组活动中共同完成教师呈现的任务，从而降低其难度，又增加了紧张感，激发了学生的兴趣，培养学生的合作精神。)

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8. Group work—Duty report: Talk about favorite movie according to the chart , and then each group ask one student to give a short report.（这一活动使基础好的同学在写作时起点更高，基础较差的同学也能言之有物，互相启发，共同提高。）

Step 3. While-writing:

Write a passage

according to the chart . 2.

Please write 60–

80 words. Step 4. After-writing: Check the passage and give scores.

冷水滩 县（区） 组别 初中组 科目

英语 教学片段标题：How do you make a banana milk shake?阅读2b(第一段) 学情分析：Analysis of the teaching material: The article is about Thanksgiving, the topic is interesting and appeals to students. It focuses on three aspects of Thanksgiving: When is Thanksgiving? What's the history of Thanksgiving? How do people celebrate Thanksgiving? The article not only introduces Thanksgiving, but also introduces the related American culture. Analysis of the students: Students in Grade 8 have already known something about Thanksgiving and have acquired certain reading skills. The topic is about Thanksgiving, in which students will be very interested. 教学目标：1.Knowledge Aims：

Encourage Ss learn to make a mind map to organize their main ideas and

how to analyze the structure of the reading passage. 2.Ability Aims: Proficiency in the use of analyzing the structure of the reading passage. 3.Emotion Aims

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Understand the importance of skimming and careful reading. Let students learn more about the foreign culture . 教教学重难点：

Let students learn to make a mind map to organize their main idea and the structure of the reading passage.

In this way, let students improve their reading ability and writing ability! 教学过程：

Step 1. Lead in Show a short video to increase students’

interest . Then have a free talk about the festival.(利用“插入影片”功能，播放一个简短的电影视频，既吸引了学生，又进入了本节课的话题讨论，一举两得。) Step 2 Before reading Show some pictures of “Thanksgiving”. Talk about them like date, history ...

2. Talk about the details with Ss. (利用图片谈论感恩节，并让学生头脑风暴，为后面的进一步做好铺垫。):What do you want to know about Thanksgiving? 1.Ask Ss to make any questions about Thanksgiving freely, according to the pictures. eg.Can we have big dinner on Thanksgiving? Present some wh-questions and prepare Ss for the reading practice. 设计目的：让学生根据所提供的信息设问，引发学生的好奇心，和开拓其发散性思维。带着问题去阅读，为后面的阅读训练做铺垫。

Step3.While reading 一）Fast reading 1. Skim and answer the questions: a.Where do people celebrate Thanksgiving? b.When do people celebrate it? c. Why do people celebrate it? 设计目的:承上启下，带着阅读前提出的问题去通读全文，再解决问题。

二）Careful Reading 自主探究，分段阅读。

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Read the first paragraph1 and fill in mind map to learn about the information of Thanksgiving.. Festival: Thanksgiving When: ______________________ Where:_______________ Why: ___________ How:________________ The main dish: _______________ 设计目的：第一段关于感恩节的信息量比较多，通过填空的形式将它的历史呈现出来，一目了然。便于学生由简入深，层层深入课文。

分段阅读，让学生通过自主讨论，更深入地探究课本内容，更多地了解感恩节。 三）Summary 1.Complete a mind map about Thanksgiving.(完成一张关于感恩节的思维导图. ) 2、根据思维导图，复述课文。

设计目的：.思维导图可以帮助学生分支地获取，记忆更多的文本信息，同时可以帮助学生整合信息，复述全文。

Step4.After reading Cutural Exchange 1.Discuss（讨论）:1).What is the special festival in China? 2).What do we do on this festival? 设计意图：让学生在阅读后，发散到中国传统文化中极具代表性的中国传统精神，其所代表的精神，传承并发扬中国文化。让情感教育得到再一次升华。

冷水滩 县（区） 组别 初中组 科目

英语 教学片段标题：How do you make a banana milk shake?阅读2b(第二段)

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学情分析：Analysis of the teaching material: The article is about Thanksgiving, the topic is interesting and appeals to students. It focuses on one aspectof Thanksgiving: How to make the main dish of Thanks giving? The part

introduces the way of make turkey. Analysis of the students: Students in Grade 8 have already known something about Thanksgiving food and have acquired certain reading skills. The topic is about Thanksgiving food, in which students will be very interested. 教学目标：1.Knowledge Aims：

Encourage Ss learn to make a mind map to organize their main ideas and

how to analyze the structure of the reading passage. 2.Ability Aims: Proficiency in the use of analyzing the structure of the reading passage. 3.Emotion Aims Understand the importance of skimming and careful reading. Let students learn more about the foreign culture and food . 教教学重难点：

Let students learn to make a mind map to organize their main idea and the structure of the reading passage.

In this way, let students improve their reading ability and writing ability!

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教学过程：

Step 1. Lead in Show a short video to increase students’

interest . Then have a free talk about the festival.(利用“插入影片”功能，播放一个简短的电影视频，既吸引了学生，又进入了本节课的话题讨论，一举两得。) Step 2 Before reading Show some pictures of “Thanksgiving”, especially talk about the food(the main dish) ... 2. Talk about the details with Ss. (利用图片谈论感恩节，尤其是感恩节的食物，并让学生头脑风暴，为后面的进一步做好铺垫。):What do you want to know about Thanksgiving food ? 1.Ask Ss to make any questions about Thanksgiving food

freely, according to the pictures. eg.What can we eat onThanksgiving? Present some wh-questions and prepare Ss for the reading practice. 设计目的：让学生根据所提供的信息设问，引发学生的好奇心，和开拓其发散性思维。带着问题去阅读，为后面的阅读训练做铺垫。

Step3.While reading 一）Fast reading 1. Skim and answer the questions: a.How do people celebrate Thanksgiving? b.What is the main dish? c. Can you make turkey? 设计目的:承上启下，带着阅读前提出的问题去通读全文，再解决问题。

二）Careful Reading 自主探究，分段阅读。

Read the first paragraph1 and fill in mind map to learn about the information of turkey. Festival: The way to make turkey First: ______________________

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Next:_______________ Then: ___________ After that:________________ Finally: _______________ 设计目的：第二段关于感恩节食物---火鸡的信息量比较多，通过填空的形式将它的历史呈现出来，一目了然。便于学生由简入深，层层深入课文。

分段阅读，让学生通过自主讨论，更深入地探究课本内容，更多地了解火鸡的制作方法。 三）Summary 1.Complete a mind map about making turkey.(完成一张关于感恩节的思维导图. ) 2、根据思维导图，复述课文。

设计目的：.思维导图可以帮助学生分支地获取，记忆更多的文本信息，同时可以帮助学生整合信息，复述全文。

Step4.After reading Cutural Exchange 1.Discuss（讨论）:1).What is the special food in Chinese festival? 2).Can you make the food? Tell us the way! 设计意图：让学生在阅读后，发散到中国传统文化中极具代表性的中国传统精神，其所代表的精神，传承并发扬中国文化。让情感教育得到再一次升华。

冷水滩 县（区） 组别 初中组 科目

英语 教学片段标题：How do you make a banana milk shake?话题作文

学情分析：In this unit ,the topic is about how to make favorite food. Students have learned how to make a banana milk shake , it is easy for them to make sentences. But

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how to make the article better is a little difficult, so it is useful to teach them the structure of the writing and how to use beautiful sentences correctly. 教学目标：1.Knowledge Aims：

1. Encourage Ss learn to make a mind map to organize their main ideas about steps of making food. 2. Encourage students to analyze the structure of steps of making food. 2.Ability Aims: Proficiency in the use of steps of making food and description. 3.Emotion Aims Understand the importance of writing. Let students learn to share their steps of making food with others .

教教学重难点：

Let students learn to make a mind map to organize their main ideas about steps of making food. Let students think out more beautiful sentences ,then add them into their writings to make the article better.

教学过程：

Step 1. Lead in Show a short video to increase students’

interest . Then have a free talk about the movie.(利用“插入影片”功能，播放一个简短的电影视频，既吸引了学生，又进入了本节课的话题讨论，一举两得。) Step 2 .Pre- writing Show some pictures of “steps of making food”. Talk about steps of making food.

2. Talk about the details with Ss. (利用图片谈论最喜欢食物的制作步骤，为后面的写作做好铺垫。) 3. Complete the passage. Use the words and phrases in the box to help you. 3a Complete the articles. Use the words and phrases in the box to help you. Ask Ss to complete and read it out.

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Ss read the passage together. T: A good content just likes a Big Ben . It needs a head , a body and feet. The content just likes the body.Let's give it a head and feet.

6.Combined with a mind map is analyzed . T: Now you have a lot of information about steps of making food , tell me how to make it...?(引导学生写出思维导图,培养学生的思维能力。告诉学生们如果要写作文，可以先画一个思维导图来拟出重点要素。结构清晰明了，学生更易懂。) 7. Group work--Play a game.Divide the Ss into teams . The first student from each team runs to the board and writes one on the board, The Student then hands the chalk to the next team member and goes back to the seat , and so on , with different team members , through all the items in the list .（游戏环节把学生分成小组，每组写一个名称。组织学生在小组活动中共同完成教师呈现的任务，从而降低其难度，又增加了紧张感，激发了学生的兴趣，培养学生的合作精神。) 8. Group work—Duty report: Talk about steps of making food according to the chart

, and then each group ask one student to give a short report.（这一活动使基础好的同学在写作时起点更高，基础较差的同学也能言之有物，互相启发，共同提高。）

Step 3. While-writing:

Write a passage

according to the chart . 2.

Please write 60–

80 words. Step 3. After-writing: Check the passage and give scores.

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