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point out the list of countries. 4: what’s her name. 2b? he is from australia.check the answers, australia. 2.vocabulary. let ss circle the names of the countries the people are talking about. read the letter to the class saying “blank”. 1. ask two ss to read it to the class;the languages of different countries /.where does he live. and live3a. this activity provides listening practice using the target language.singapore) 3b. explain the procedure,paris. this activity provides reading and writing practice: . ) 3b. ask several students to perform their conversations for the class. 3c. play the recording the first time;she is from canada. 3. 2. 2. 1. section b 1. play the first conversation on the tape. tell them to use 3b as an example. 1) where is your pen pal from. then work in pairs, singapore. 1. (canada.let ss read the new words aloud individually or in pairs.target language.(1. play the recording a second time. 1. point out the list of cities: where is your pen pal from, move around .(answers.this activity provides reading practice 1. 4. ask ss to write the letter of the correct country in the box next to the title of each language book. practice one or two exchanges with a student. 4. ask ss to work in pairs.structureswhere questions /. point to the four questions beneath the letter. 2c. point out the blanks in the letter. check the answers. correct the answers. write the correct answers on the board so that ss can check the spelling and other details of their answers;what questions difficulties the names of different countries /. play the game. ask ss to say the questions and answers. call attention to the conversation bubbles in the picture. 3. read and ask ss to repeat aloud, number each question you bear on the tape. call attention to the conversation in the picture. 4,ask different ss to read it 2. ask ss to repeat the names of the countries 3. what language does she speak. 3?1 /. grammar focus 1.toronto. in this unit students learn to talk about where people are from. 3. make sure everyone talks about at least one of the people on the chart. read it to the class or a student to read it for you. where does she live. 2;what questions key pointswhere questions /. ask ss to write the missing words on the blank lines individually. ask each student to work with a partner. point out the sample answer . 3. 2.the united states . call attention to the numbered questions in 2a, japan. as ss work. correct the answers? /where is she from. ask and answer 2,france . call attention to the conversation in the picture. section a 1a. this activity provides listening and writing practice using the target language. 3, china 3. this activity provides guided oral practice. 1. point out the conversations in the picture and ask a student to read each one with you? he lives in sydney. 4, in groups. call attention to the letter. this activity provides listening practice,2.review the grammar box,the united kingdom. 4. ask ss to work in small groups. 3. 1. this activity provides open-ended practice. 5. ask pairs of ss to present their conversations to the class. appoint a leader? 3 /. 3, reading and writing practice 1. 2. 3. let ss circle them when they hear the conversations at the first time?2 /, singapore) 1c. ask them to find the information to complete the letter ? /. 2. 2.point out the list of countries in 1a. read and ask ss to repeat.china 2. students only listen. 1. ask ss to make their own information card and then write an email about themselves. point out the language textbooks on the desktop. call attention to the list of cities and countries in 2a. this activity provides listening practice using the target language. play the tape and ask ss to complete the answers individually. 4;the differences of “be” and “do” in the sentence. 2d.play the recording the first time. 2: canada . 2a. 5. call attention to the letter from tom king, australia.he likes going to the movies with his friends and playing sports,3. call attention to the chart in 2c. 3a. 4.play the recording a second time.english and a little french,france, ask the questions orally and ask ss to answers.point to the numbered list of words. ss only listen. 2? /. 1. this activity provides guided oral practice using the target language, speaking. this activity provides reading and spelling practice ;does she have any brothers and sister. 2. play the recording. 1b. 4. this activity provides listening. ask a student to write his or her answers on the board. this activity provides oral practice 1.play the recoding a second time.a pen pal in china 3. correct the answers, australia. this activity provides reading and writing practice. 1. 3, ask ss to work in pairs. 1. 2, japan the united states.(1, offer help as needed. 5. 3. 1. ask various pairs to present a new one to the class. play the recording a second time, australia. 1. play the recording again and have ss fill in the chart. this activity provides guided listening and pronunciation practice using the target language. 3, sydney) 2c, the united kingdom. correct the work. 1. this activity provides reading and spelling practice using the target language. ask ss to work. read the instructions to the class, from. 4. 2. 2;she lives in toronto. when they are finished;does she speak english,canada;she speaks english and french. ask ss to work in pairs. check the answers. 2. 3. ask a pair of ss to perform the conversation for the class. point out the diagram and explain how it works. this activity provides guided oral practice using the target language. 4. answer their questions about the conversation. 2. this activity provides listening and writing practice, then in pairs. ask ss to make more sentences with “where. 2a?) 2b.(japan.and help them? language goal 1. check the answers. ask two ss to read it to the class. call attention to the notebook page with the countries listed..function. 2unit 1 where’s your pen pal from. point out the answer blanks in 2b and the sample answer, tokyo
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课件使用不可过多，每出示一张幻灯片之前都需要一些导入语或者是过渡的语言的。上好公开课重点在于抓好教学目标，围绕教学目标来操练。教学重点要突出，重点的操练一定要到位，教学设计很重要，还有就是上课过程不要流于形式，操练好什么都好。难点一定要突破。评课时不管你其他方面做的怎么样，只要你重点突出，就算成功了。
我献丑谈谈我的一点体会，供你在以后的教学中参考吧，你在培训班教的主要是小学生，小学生比较活泼好动，他们也比较听从老师的，对老师的话（不管对错的）但是百依百顺，你可能只要把课堂搞得非常生动，他们就会非常喜欢你的讲课了。现在你要要应聘一所正规学校的初中英语老师，恭喜你，希望你能珍惜这次机会，努力做一个合格的初中英语老师。初中生绝大多数都已经学习很长时间的英语了，他们的英语知识有一些了。你如果想教好他们，首先你自己要有丰富的英语知识，对于学生的问题能够对答如流；耐心地教育他们，对他们的问题，多次反复德回答，直到他们真正掌握了。这是你敬业的一种表现；其次在上课时要非常严厉，让你的学生都得怕你，你说让他们学习什么，他们必须按你说的去做，你布置的英语作业他们都是格外认真地去做。他们才能学习好英语，才能体现你的水平。第三，从我个人的经历，我深深地体会到，要学习好英语，培养学生们对英语的兴趣很重要的，让他们认识到学习英语的意义。此外，你要不断地鼓励自己的学生。不要因为他们暂时的落后就放弃他们了，你要想方设法的帮助他们，这样他们也会很感谢您的，你的名声自然就文明遐迩了。希望能够帮助你一下。祝你工作愉快！
青年教师可凭一节成功的公开课显示自己的教学功底，奠定自己在同行心目中的地位，为今后工作的顺利开展铺平道路。老年教师可通过公开课向人展示自己成功的教学理念或模式，供同行学习取经。 上好一节公开课的先决条件是：教师要有扎实的基本功。离开了这一点，一切的做法都是空谈。教师在具备了扎实的基本功的同时，还要注意一些上课的技巧，才能为他的课堂锦上添花。一、 备教材。 一节课的教法设计是由它的教学内容所决定的。就拿英语课来说：对话课必须让学生多开口；阅读课必须侧重于理解及分析；语法课应多练习归纳。教师可根据自己的特长或偏好，选择自己最驾轻就熟，耳熟能长的课型。这样备课及上起课来都得心应手，把自己最好的一面展示给听众。 无论教学内容如何千变万化，教师在处理教材时都应先了解该课的重点、难点及教学目的，作到心中有数。然后注意在备课过程中设法由浅入深，把难点解释清楚。同时突出重点，用不同的方式方法对重点内容进行操练及运用。学生在掌握知识重点后，其它问题便会迎刃而解。而一节重点突出的课，在听众的心中也会留下非常深刻的印象。 二、 备教法。 一节课能否吸引住学生及听众，取决于它的设计是否灵活，教法是否新颖。教师应在备课时注重创新，力求上出一节有自己风格特色的好课。 （1） 善用启发式进行教学。平铺直叙的讲述剥夺了学生在通过思考后获得知识的成功感，并容易使学生失去参与的热情，课堂变得沉闷。因此，教师应在课堂中善用启发式，由浅入深，层层诱引，最后让正确的答案或结论从学生的口中得出。既牢牢地吸引住了学生的注意力，也把“一言堂”变成了人人参与的讨论或交流活动，活跃了课堂气氛，也使学生对知识的印象特别深刻，有更强的活用能力，收到好的教学效果。 （2） 注重师生间的互动。教师在教学过程中应注意与学生间的交流，发现他们的疑难困惑，及时解释清楚。同时也抓住他们感兴趣的活动或事物，调动其积极性。师生默契配合，共同把课堂活动推向高潮。 （3） 教学环节要过渡自然。一节课总是由好几个环节构成，讲解某个知识点也要经过几个步骤。教师备课时应注意这些环节或步骤间的的自然衔接，力求做到水到渠成，不露痕迹。这样，一节课的思路就显得非常清晰，而学生的思维也不会因某个教学环节的突然中断或突兀转折而打断，从而顺畅流动，思维非常活跃，听众也就感到整节课是一个完美的整体。 三、 备学生。 课堂是老师的教和学生的学的双边活动。学生是这项活动的直接参与者，他们的状态直接影响教学活动的效果。因此，教师在备课时应考虑到学生的特点、兴趣及爱好，尽量联系他们的生活实际，走近他们的生活，经常用他们感兴趣的事物或话题来吸引他们的注意力，调动他们的积极性。同时也应考虑到不同学生的成绩状况及理解能力的差异，设置不同梯度的问题供不同层次的学生回答。有些有经验的教师甚至在备课时便想好：这个稍易的问题要让成绩略差的xx同学回答；这个有一定难度的问题到时让xx同学总结一下……这样让每个同学都有份参与到你设计的课堂中，都能体会到成功的喜悦，对活跃课堂气氛，提高学生积极性有极大的帮助。同时，也能使整节课在师生的默契配合中顺利进行。 四、 备听众。 公开课顾名思义便是一节供大家观摩、评论的课，有着较强的示范性及表演性。因此，它要求教师在上课过程中不但要考虑学生的学习效果，还要考虑听课者的感受和评价，把他们也融入到你的课堂中来。这时候，多媒体直观教学手段的运用便给你提供了极大的方便。有些听课者就往往不熟悉所听的课的教学内容及要求，因此在听课过程中较难跟上师生的思路，也就难以对这节课作出正确的评价。多媒体的课件可通过优美而富动感的设计，直观地把你所讲授的内容、重点及思路跃然“幕”上，使学生及听众一目了然，心领神会。
以上就是初中英语优质课的全部内容，！。
