Model essay on junior middle school English teaching cases 1 Chinese key points:
1. Useful expression
At Band-Aid Beach; It's fun; Failure; Need to practice; Go; By the way; Business trip; So far; Go. . . time flies
2. The present perfect tense
Attribute: recorder; Overhead projector; Pictures.
Teaching procedures:
Ⅰ. Show objectives
Let the students know what they will learn and what they will do in this lesson:
1. Master some useful expressions.
2. Practice the present perfect tense
3. Practice speaking English
II. Revised edition
1. Check the job.
2. Modify the article "Surfing". Ask one or two students to retell the story in front of the whole class.
3. Review the present perfect tense. Ask the students to make up the dialogue in pairs, and then ask several students to act out the dialogue and share it with the class. Pay attention to the usage of the present perfect tense.
Three. Briefing session; exhibition
Voice tape. Listen to the tape and read after it. Then divide into groups, let the students read and act out the dialogue, and ask several pairs of students to act out the dialogue.
Note: this is fun; Time flies; Business trip. They can be explained in Chinese.
Explain the difference between "such" and "such" (such+noun, such+adjective)
Four. practice
The second part. Review the dialogue with the students. Then ask and answer the questions in pairs. Remind me of the difference between "ever/ever" and "ever/ever"
Verb (abbreviation of verb) practice
Each student interviews a student or teacher by asking the following questions:
Where have you been in China?
Have you ever been there?
How many times have you been there?
When did you go there?
How did you get there?
What interesting things did you do there?
Do you want to go there again?
Then ask the students to write a short essay about the interview and ask one or two students to read it aloud in class.
Practice of intransitive verbs
Let the students answer the questions in the book by themselves.
Ask and answer the questions in pairs.
Seven. exercise book
Do exercise one with the whole class. First, let the students do it alone, and then check with the whole class.
The answer is: yes; Always; Went; Gave it; Adopted; Took it; Yes; Has already left.
Do exercise 3 with the class. Let the students learn sentences.
Eight. abstract
class exercise
Translate the following science into Chinese.
1. Where is he? He has gone to Beijing.
How many times has he been to Beijing?
No matter what he says, I won't believe it.
Did you do your homework just now? Not yet.
He has been to America.
Wherever you go, I will remember you.
Nine. homework
Complete the exercises in the workbook.
Junior high school English teaching case model essay 2 language focus:
Useful expressions:
A boy of 12 years old; Try your best; Cross; Channels; Failure; Set out; Slow down; Keep swimming, a large group of people; Wait; Be proud of it; Highly praised.
Attribute:
Recorder; Overhead projector; picture
Teaching procedures:
First, show the goal
Let the students know what they will learn and what they will do in this lesson:
1. Master some useful expressions.
2. Review all the contents of Unit 2.
3. Pass through checkpoint 2.
4. To train their listening.
5. Train their writing ability.
Two. revision
1. Modify "ever/ever" and "ever/ever". Q: Where is he? Some students answered that he had gone. . .
He went to the office.
S2: He went to the hospital. .
S3: He has gone to Beijing.
Then ask: How many times have you been to Beijing?
S 1: I have never been there.
S2: I have been there twice.
S3: I have been there three times.
Ensure that students can ask and answer questions correctly.
2. Review sports words. Divide the class into four groups and compete. Say the words as quickly as possible. See which group speaks the fastest and speaks the most.
Three. listen to
Listen to Casset. Listen to the tape and do exercise 1 in the exercise book. Then play the tape again and check the answers with the class.
Four. riddle about a character/word
Ask the students to find the words in groups of four. Ask a student to share his or her answers with the class and check with them. The answer is: skiing; Swimming; Skating; Rowing competition; Diving.
Verb (abbreviation of verb) introduction meeting; exhibition
The third part. Voice tape. Listen to the tape and read after it. Then let the students read the article by themselves. Try to find the answers to the following questions:
1. Who is the youngest swimmer to swim across the English Channel?
2. Which channel did he cross first?
When did he swim the English Channel for the first time?
4. Where is the channel?
5. Why did he slow down?
6. How many hours did he spend crossing the channel?
7. Did he cross the channel alone?
How did his parents feel when he arrived at the beach?
Pay attention to some useful expressions on the blackboard: a- 12-year-old pupils; Crossing Qiongzhou Strait; Failure; His dream came true; Step into; Slow down; Continue swimming; The other one; A large group of people; Be proud of it; Not only that. And still? ; Ask the students to retell the story.
Writing intransitive verbs
Let one student play Li Lida and the other students play reporters. Do an interview and then write an article about the interview. Journalists can ask such questions:
1. Do you like swimming?
2. When did you swim?
3. Do you often swim?
Are you afraid when you cross the English Channel?
5. Do your parents like you swimming?
6. How do you feel when your dream comes true?
Seven. a poem
Voice tape. Ask the students to read the poem after the tape and help them understand it. Ask them to learn this poem by heart.
Eight. Checkpoint 2
Pass through checkpoint 2 in the usual way. Explain any problems that students may encounter. Let the students review their grammar notes.
Nine. exercise book
Do exercise 3 in class, and check the answers in pairs. The answer is: e; a； d； c； B
Do exercise 4 alone, and practice the dialogue in pairs.
Use Exercise 5 as your homework.
X.summary
class exercise
Fill in the blanks with "so" and "such"
1. He is too tired to climb the mountain.
She is a kind girl, and everyone likes her.
This classroom is very beautiful.
There is a clever monkey in the tree.
My mother is very busy, so she can't go with you.
6. There are _ _ _ _ _ _ _ books here, which I like very much.
7. I have an honest daughter. I like her very much.
8. Flowers are _ _ _ _ _ _ _ beautiful, so don't pick them.
Answer: 1. So 2. Such a 3. So 4. So 5. So six. So seven. This 8. therefore
XI。 homework
Complete the exercises in the workbook.
Junior high school English teaching case model essay 3 teaching objectives
Teaching objectives and main points
1. Can talk about past experiences in the past tense, and talk about experiences that started from the past, are related to the present or have influence in the present perfect tense.
2. Learn and summarize the words about environment and pollution, and be able to use them correctly to describe what you see and hear.
Further study the present perfect tense, especially its adverbial expression of time: for? Or because?
4. Summarize which verbs are continuous verbs and which are discontinuous verbs, and the conversion between them. Especially when used with a period of time, you can only use the progressive verb.
5. Cultivate their awareness of environmental protection, develop good behavior, and be able to use what they have learned to report environmental problems around them.
Quality education goal
1. Complete the study of the present perfect tense of this unit grammar, and pay attention to the usage of for and since.
2. Be familiar with the usage of related phrases and phrases in this unit.
3. Guide students to understand the importance of a beautiful environment to human health, so as to form a good habit of publicizing and protecting our living, working and learning environment.
4. By studying this unit, students can understand the past tense and perfect tense and use relevant knowledge flexibly.
5. Through various teaching methods, such as sound, pictures, animation, television, internet, etc. On the basis of understanding environmental protection knowledge, students can improve their ability to express, think and summarize relevant knowledge.
6. Guide students to try to use different learning tools, learning methods and media materials to learn and improve.
Language focus:
1. Some useful expressions:
Waste water; Green China; Good idea; Fear; Members of; A book about the environment
2. Some useful sentences:
How long have you been in Green China?
It's been a year since I joined Green China.
How many English words have you learned since you came here?
About a thousand.
Attribute: Picture: TV; Overhead projector; recorder
Teaching procedures:
I. Presentation of AMIS
Let the students know what they will learn and what they will do in this lesson:
1. Master some useful expressions.
2. Learning grammar: the present perfect tense.
3. Have a similar dialogue freely.
We should know that they should protect the environment and make our world more beautiful.
Two. revision
Modify grammar; The present perfect tense. Question: Have you ever been to the Great Wall? How many times have you been there? Ask and answer the questions in pairs. Then ask several pairs of students to act out their dialogue.
Three. Briefing session; exhibition
Present this conversation:
Where have you been?
I have been to a paper mill.
What did you do there?
I saw the worker making paper there.
Take a student as an example to show this dialogue, then let the students practice this dialogue in pairs and let some of them act it out.
Four. practice
Put a picture of a paper factory on the blackboard and let the students talk about the factory, for example; "This is a paper mill. It makes paper, but it also makes smoke and waste water. I found that smoke was discharged into the air and waste water was discharged into the nearby river. The river has become very dirty. Many fish have died. " Let the students discuss in groups of four, and then let some of them read their reports aloud and share them with the class.
Verb (abbreviation of verb) Read and say.
Part 1. Voice tape. Listen to the tape and read after it. Let the students read the dialogue in pairs. Then read aloud to the class. Read the dialogue separately again and find the answers to the following questions:
1. Where has Hulan just been?
2. Why is the river near the factory dirty?
What happened to the fish in the river?
4. What does Green China want to do?
5. Why do they write to TV stations and newspapers?
6. Do you care about the environment? Why or why not?
7. What can you do to improve the environment?
Question and answer of intransitive verbs
Read through the dialogue with the students. Ask and answer in pairs. Then use the phrases in the box in the book to make up similar dialogues in pairs.
Seven. write
Ask the students to act as reporters and conduct interviews. Interview one of their friends. Ask him or her some questions about him or her and his or her family members.
How long have you been in this school?
What subjects have you studied?
How many friends have you made?
What does your father do?
How long has he been a pawn?
What has he done since then?
Then let the students write a report, and let some students read their report and share it with the class.
Eight. exercise book
Do exercise 3 orally with the whole class. Ask and answer the questions in pairs. Write exercise 2 in the exercise book.
Nine. abstract
class exercise
Rewrite the following sentences with the present perfect tense:
He went to Nanjing two days ago.
He has been in Nanjing for two days.
1. They began to learn English in 2000.
He became a teacher ten years ago.
Jim came to China a year ago.
He joined the Green China organization a year ago.
My sister bought this book last week.
X. homework
Talk about something about the environment.