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Teaching Design
Review of the oral English Exam
------Situation Response
Daotian Middle School
Zhang Jing
Teaching Aims: 1.Knowledge Objectives: 1)Be able to master the requirement of the oral English exam.2)Be able to answer different kinds of questions.2.Ability Objectives: 1)Be able to understand and expre ideas fluently.2)Be able to use English properly under different situations.3.Moral Objects: 1)Guide the students to face difficulties.2)Encourage them to deal with the difficulties.Teaching key points and difficult points: 1.Teaching key points:
Make sure the students know understand how to deal with the Situation Response of the Oral English Exam.2.Teaching Key points: 1)Students may find it difficult to recall the vocabulary under different situations;2)Students may find it difficult to expre their ideas with proper fluently.Teaching Procedures Step1 Warming up Let's watch a short video and then answer the questions.(Play the video of the New York City)
Question 1: What is the place you see in the video? Question 2: Do you want to go there? Question 3: What should you do before you go there?
Step 2 Lead in 1.Group work : Discu about the topics we have learned during the three years.1)How many topics have you learned since Grade 7? 2)Check some students and try to get the topics from the students.3)Show the more important 12 ones of the 24 topics we have learned.2.Introduce the Oral English Exam with a short video.1)Show the video.2)Show the requirements of the exam.3.Presentation 1)Group work:
(1)Discu about the questions of travelling.Then check some students and write the key words on the blackboard.(2)Make conversations about their last traveling in groups.Then check some groups.2)Show a real situation and help the students to get the important information from it.Guide them to answer the questions.Then check some students.Step 3 Summary 1)Group work: Ask students to discu the points they have to pay attention to before answering the questions.2)Ask some students to show their answers.Step 4 Challenge 1 Game time!2 Challenges: Ask students to design four questions according to the Chinese situations.Then they can ask another group to answer the questions when they show their questions.Step 5 Emotional sublimation Show: Where there is a will, there is a way!Encourage the students to try their best to achieve their dreams with the help of good ways and hard-working attitudes.Homework: Try to design a situation and 4 questions according to one topic you want.教 学 反 思
稻田中学
张静
1.学情分析：
九年级学生马上要面临人机对话，在这关键时期，这个阶段的学生活泼、好奇心和求知欲望强，有一定的知识基础并且他们渴望用英语来表达。另外，九年级学生的心理特点反映在学习英语的能力上，他们模仿和记忆的能力特别强，加之临近口语考查，大家都希望通过努力得到自己满意的结果。2.设计简述：
本节教学内容和教学目标及教学重难点的设定都是以中考英语《考试标准》为准则，从学生的已有知识水平出发，并以交际法语言教学为理论依据。在本堂课中，为了训练目标语言，我设置了各种不同的任务让学生来操练目标语言，并在课堂的最后让学生以小组为单位根据中文提示设计问题来更好地把握考点。通过讨论、交际、游戏等活动搭建起一个个利于学生展示与思考的平台，把生活中、考试中的话题搬进课堂，使课堂变为一种具体的社会交往环境, 使教学过程成为教师与学生之间的一个交际过程。这大大地增强了学生的兴趣，让他们感受到初三的复习课也可以趣味横生。
3、话题及教学分析：
人机对话中的口语话题全部选自于七至九年级各单元，共有24个。本节课选择其中的12个高频话题进行练习。首先让学生了解口语考查的考点内容及方式。本课的核心内容是教授学生根据不同类型的问题和情景进行回答。通过丰富和层层递进的活动形式本课的教学重点-情景反应的答题方式，并辅以小组活动和游戏环节来激起学生的好奇心和求知欲。通过小组讨论，游戏和小组展示等多种任务的训练巩固所学，让学生有更多发挥的空间，创造口语练习。
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