Selected English Courseware for Junior High School (5 pieces)

# Courseware # Introduction Courseware design and application, must be combined with the teaching content and other objective conditions, and specific problems should be treated specifically. If you do it properly, you will get unexpected good results. On the contrary, it will backfire. If the boring courseware will inevitably make students lose interest in learning, a well-designed courseware can closely follow the students' activity psychology, activate their thinking and enhance their interest in learning, thus greatly improving their enthusiasm. The following is a junior high school English courseware, which is compiled and shared. Welcome to read and learn from it.

1. Junior high school English courseware

1. teaching material analysis

Attributive clauses are the grammatical points of this unit, which are arranged on the premise that units 1-8 have infiltrated the grammatical knowledge. The topic of this lesson is to let students realize that music is everywhere in life, understand the characteristics of different types of music, and learn to love life; Can express their views in the form of simple attributive clauses. Through the study of this section, enhance students' understanding of complex sentences and improve their application ability of this sentence.

2. Three-dimensional goal

1. Knowledge goal:

Master the basic vocabulary of this unit and learn to use the guiding word that ,who

2. Ability goal

1) Master the functional sentence "What kind of music do you like? I like music that I can dance to. I love singers who can write their own music. "

2) I can talk freely about my favorite music and musicians.

3. Emotional goal:

Students can learn to appreciate the beauty of music by talking about their likes and dislikes of music and musicians.

Third, the teaching focus

1) The teaching focus of this lesson is to learn and master the use of the leading word "that ,who" when the antecedent is a thing or a person.

2) Usage of "prefer … to …"

3) Master the vocabulary and related phrases about music, be able to describe your favorite music fluently, and use the functional sentence "What kind of music do you like? I like music that I can dance to. I love singers who can write their own music. "

4. Teaching difficulties

Use of attributive clauses

5. Teaching strategies

Task-based language teaching is adopted, and situational teaching method, group cooperative inquiry method and emotional motivation method are implemented.

VI. Teaching preparation

Self-made multimedia courseware (PowerPoint); A tape recorder

VII. Teaching links

1. Classroom introduction

(1) Warming up

(2) Discussion: Do you like music? What kind ofmusic do you know?

⑶ There aremany kinds of music such as pop ,jazz, Rock ..... let ss talk about the kinds of music ... (multimedia presentation)

(4) let ss read 1a. explain the sentences:

I prefer music that has great lyrics = I like music th. at has great lyrics better.

lyrics:the plural form is often used.

Ask Ss topractice in pairs then make up a short passage using the four sentence S on thescreen.

2. Classroom teaching

Explain attributive clauses.

Attributive clauses: Clauses that modify nouns or pronouns in complex sentences are called attributive clauses. When the antecedent is "person", it is guided by the relative pronoun who; when the antecedent is "thing", it is guided by the relative pronoun that

I love singers who write their own music

I like music that I can dance to.

A. that can represent both things and people, and which represents things; They are used as subjects or objects in clauses. When that is used as an object in clauses, relative words can often be omitted, but when it is used as an object in clauses, it cannot be omitted. Moreover, if which is the object of the preposition "intransitive verb+preposition" in a clause, be careful not to throw away the preposition, and the preposition is always placed in front of the relative pronoun which, but some are placed in its original position.

when p>b.which is the object, according to the semantic relationship between the antecedent and the attributive clause, the preposition between the antecedent and which cannot be lost.

C. which is often used to represent things, but that is used instead of which in sentences with the following words, including all,anything, much, etc. At this time, that is often omitted.

clauses led by p>d.who and whom are used to modify people, which are the subject and object of clauses respectively. When whom is the object, it should be noted that it can be used as the object of verbs or prepositions.

e.where is a relative adverb, which is used to express the attributive clause of place.

3、 Classroom exercises

fill in the blank with who that

1). I have a brother _ _ _ _ _ likes soccer.

2) Tom doesn't like movies _ _ _ _ _ _ are too long and too scary.

3) We prefer groups _ _ _ _ _ _ _ Play Loud and Energetic Songs.

4) He Likes Friends _ _ _ _ _ _ _ Often Help Each Other

4. Classroom activities

1) Ask and answer in pairs:

What kind of music do you like best. Why?

I like popmusic/classical music/jazz music/country music/dance music, etc. And tell thereasons.

2)Listento four pieces of music .Then practice the conversation in pairs.

3) Showseveral pictures and introduce their favorite singers ,groups and so on.

4)Practice in pairs and talk about their favorite kinds ofsongs, Singers and groups.

5) Listen and complete 1b, 2a and 2b.

5. Class summary

In attributive clauses, when the antecedent is "person", the relative pronoun who is used to guide, and when the antecedent is "thing", the relative pronoun that is used to guide.

I love singers who write their own music

I like music that I can dance to.

When who/that is the subject in the attributive clause, The singular and plural of the predicate verb should be consistent with the antecedent

I prefer shoes that are cool.

I like a pizza that is really delicious.

I love singers who are beautiful.

I have a friend who. Playsports.

6. Homework arrangement

Write a composition about the kinds of the friends they like and dislike

VIII. Teaching reflection

Through the study of this unit, students can not only learn the functional sentences of this unit, Moreover, by creating situations to mobilize students' enthusiasm and autonomy, students dare to communicate and express in English, are willing to take the initiative to ask others for advice when they encounter difficulties in learning, and have a strong spirit of cooperation, so that students can further appreciate the happiness and achievements of English learning.

2. Junior high school English courseware

English Curriculum Standard-English emphasizes the research results of the teaching environment based on language acquisition. The interaction and communication between teachers and students in the classroom helps students to use the language, and students acquire the language in the process of completing the task, and finally achieve the goal of mastering the language. But the reality often has some deviations. Because the review task in the third grade class is time-consuming, most of the time, the classroom is still taught by teachers and crammed by students. The classroom atmosphere is dull and the students' learning passion is not enough. The classroom effect can be imagined. Therefore, according to the age characteristics and teaching contents of junior high school students, the author creates various scenarios in classroom teaching with students as the main body, aiming at making students realize that language learning is for communication, and language is a tool and means of communication and a part of life, which stimulates students' interest in learning English, mobilizes their enthusiasm for learning, and uses various means to cultivate their language communication ability.

(a) the introduction of music rendering, the situation arises spontaneously.

Playing beautiful classic English songs or familiar music 2-4 minutes before class, on the one hand, can make students quiet, play a psychological relaxation role for students, and enable students to quickly enter the role; On the other hand, it can be effectively used to introduce new lessons, especially for the fourth class in the morning or the afternoon class. For example, when dealing with the new target English ninth grade Unit 6 I like music that I can dance to, Period One, the teacher created the music situation. About 2 minutes before the bell rang, the teacher came into the classroom and played Richard's piano music "To Alice". As soon as the students heard such a beautiful voice, they all fell silent and sat quietly enjoying it. As soon as the bell rang, the students didn't seem to return to their senses, and the teacher didn't deliberately say "stand up in class" anymore, but

asked the students t: Do you like the piece of music? How do you like it? Why do you like it?

some students loudly say S1： Yes, I like it very much. Its beautiful,. Its gentle and quiet.

but some students also say S2： No, I am afraid I don't like it.

t: so what kind of music do you like?

S2: I like pop music. t: Just like this kind.

The teacher played Daoxiang in Jay Chou. S2： Yes， that’s it. T： Ok， I know. You like music that is popular. (Repeat it to present.) But why do you like this kind of music?

S2： Because I like the singer.

T： Oh? Why?

S2： He is different from other singers. He can write songs for himself.

T： Yeah. So the lyrics is nice. It sounds great.

S2： Yes， Yes.

t: so you like music that has great lyrics. and you like the singer who writes his own songs.

The teacher wrote on the blackboard while repeating, and indicated the attributive clause in red. When he asked the students his favorite music again, the students were able to use my blackboard to answer. In this way, in the rendering of music, the teacher naturally presents the difficulties in the first class, that is, an attributive clause I like music that I can dance to; And expressions of different kinds of music: the music that has great lyrics；; the music that isnt too loud； the music that can sing along with； The music that I can dance to, etc. It is precisely because of the real situation brought by music rendering that new knowledge points are no longer abstract and cold things for students, but become something that everyone can feel.