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童年趣事作文650字(大全15篇)
在日常生活或是工作学习中,大家对作文都不陌生吧,借助作文可以提高我们的语言组织能力。那么一般作文是怎么写的呢?以下是小编帮大家整理的童年趣事作文650字,欢迎阅读,希望大家能够喜欢。
童年趣事作文650字1
本节课的语言功能目标是:谈论能力
重点句型是:Can you…? Yes, I can/No,I can’t.
相关语句有:What club do you want to join? I want to join the music club.
情感目标是:
1、通过语言交际训练,激励学生在班级展示才艺,增加学习乐趣。
2、通过学生模拟记者采访,模拟用人单位对所需人才的招聘和应聘,让学生能意识到能力在社会上的重要性,从而激发学生不断进行探究、自主学习知识,为今后的人生道路积累更多的、更丰富的才艺。
能力目标是:
1、掌握用情态动词can表达自己在某方面的才能,谈论彼此的特长与爱好。
2、通过”记者采访”和“开设俱乐部”两项任务的完成过程,培养学生的群体意识和合作能力。
根据初一学生的身心发展特点,结合本课教学内容,我在教学中采用了四个环节:热身运动、知识呈现、任务型练习、作业布置。
本课的热身运动我采用唱歌形式来体现,师生共同拍手齐唱英文歌曲“Good morning to you”。这首熟悉简短的歌曲学生人人都会,个个能唱,迅速拉近了师生间的距离,有效地消除了学生对新学内容所产生的焦虑感和紧张感,而且也激发出学生的学习兴趣,使他们能很快地进入学习状态,同时也自然引出本课的生词sing及句型Can you…? Yes ,I can../No,I can’t.紧接着我用夸张的动作表演和亲切易懂的对话引出了生词dance、guitar、join和短语music club、swimming club、art club、chess club、English club.在认识俱乐部的意义和功能时,我又把握时机做出形象的动作并结合实物引出单词:swim、paint、chess和speak。生词和句型出现之后,我趁着学生的新鲜感,通过问句“What club do you want to join?”展开与学生开放式的沟通与交流,我满怀真诚地走近学生,认真地倾听学生,耐心地等待学生,尽量地使学生能充分发挥想象力,能真实全面的表述自己的思想,抒发他们的情感。从老师坦诚的提问到学生无拘无束的回答,再到老师进一步的引导等无不在增加师生间的亲和力,体现着新课程的新理念:师生平等共处,教师是平等中的首席,营造和谐融洽的学习气氛,搭建“平等的对话,心灵的交流”的舞台。在这个过程中,学生的情感态度和价值观也得到了提升。
初一学生年龄小,注意力集中时间短,所以新的语言呈现之后,一部分学生可能会分散注意力。为了及时调整他们注意力的张驰度,我趁热打铁,设计了两个游戏,第一是师生互动,它包括两个环节,先是老师做动作,学生说单词。然后是老师说单词,学生做动作。采用这种形式能激发学生去积极思维并迅速做出反映,具有短时高效的作用。主要目的是,巩固加深记忆新学单词。第二个游戏活动是生生互动。我利用少年儿童活泼好动,模仿力强,好奇心强的特点,设计了一个“抽签做答”活动。此活动需要三个学生参与:让一个学生上台随意抽取一张卡片,根据卡上的单词做出相应的动作,其余两个学生根据动作用“Can you…? Yes,I can/No,I can’t.”互相问答。此项活动能调动学生的积极性,锻炼其心理素质,展示其才艺,张扬其个性,也能同时检测出三个学生的语言掌握情况,在这个过程中老师是学生的合作者、参与者和裁判者。
我们教育的.最终目的是让学生成为社会的有用之才,因此在教学中应努力贴近生活实际,培养其做事能力。第三个任务我设计了一个“记者采访”活动,要求学生两人合作,一个学生模拟中央电视台的记者进行采访,另一个模拟被采访者,采访内容是询问对方的特长和爱好,加强重点句型“Can you…? Yes ,I can../No,I can’t.”的练习,这样既锻炼了他们的应变能力也提高了他们的语言交际能力,是一种学生喜闻乐见的形式。
新课程目标一再强调课堂教学要注重培养学生的团队精神,增强学生的合作意识,新目标教材中也不难看到这一点。最后一个任务也是一个“压轴戏”,我让学生小组合作,开办各种俱乐部,进行人才招聘。然后又让小组上台表演,尽情展示各组的合作成果。最后做出评价,评选出最佳合作奖,并给予表扬鼓励。这一任务的完成需要更多更丰富的语言,它能体现出学生的综合运用语言能力及创新能力,也是对整节课的总结和提升。
为了巩固本节课的教学内容和教学效果,也为以后的学习做好铺垫,我设计了这样的作业,让学生自制一份简历表,真实填写个人的基本情况,内容包括:姓名、年龄、性别、出生日期、电话号码、特长爱好、喜欢加入的俱乐部以及最喜欢的一句话。这样的作业主要是培养学生的动手实践能力并训练写的技能。
总之,这节课我尽量体现“以人为本,以学生为主体,以教师为主导”的现代教育新理念,主要运用“任务型”的教学模式,采用灵活多样的教学形式,使学生能愉快地、积极地、高效地对新学语言进行感知、体验、学习和运用,努力使这节课具有交际性、实用性、趣味性和科学性。
童年趣事作文650字2
一、说教材(教材分析) Analyzing teaching material
1. 说课型 lesson type (Dialogue/ reading/ listening/ revision)
2. 本课在教材中的地位 status and function
Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.
3. 说教学指导思想 teaching guideline
(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)
4. 说教学目标和要求 Teaching aims and demands (…be intended for Ss in key schools)
1)认知目标 knowledge objects
a. Enable the Ss to remember the following new words & phrases:
Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
b. Get the Ss to be familiar with this sentence pattern:
If the population keeps growing so quickly, there will only be standing room left…
Give the Ss a reinforced practice on the functional item Supposition.
c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.
2)智能目标 ability objects
a. Ask the Ss to make up a similar dialogue.
b. Help them to understand the dialogue better and improve the four skills.
c. Develop their ability of thinking independently.
d. Cultivate their ability to discover, analyze and solve problems.
e. Train them to collect information from the Internet.
f. Train them with some effective learning methods to optimize Ss’ learning results.
3)德育目标 moral objects
a. Arouse their interest in learning English;
b. Help them to understand the background of pollution.
c. Enable the students to love our earth and the nature.
d. Be aware of the importance of stopping pollution & protecting our environment.
e. Encourage the Ss to do something to save the earth.
5. 说教学重点 teaching important points (生词、句型;培养阅读技能)
a. New words and phrases
b. Sentence pattern: If- clause
c. improve their reading skills.
d. Talking about problems of the Earth.
6. 说教学难点 teaching difficult points (语法;发展交际能力)
a. functional item: Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7. 说教具 teaching aids (multi-media computer, software, OHP)
The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.
二、说教法 Teaching methods
Five step method; audio-video; communicative approach;
Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.
三、说学法 Study methods
1. Teach Ss how to be successful language learners.
2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
3. Get the Ss to form good learning habits.
四、说教学过程Teaching procedures
I. 复习 (Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata)
Activity 1: Imagination
1)。 Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)
2)。 Suppose you catch a bad cold, what’s to be done?
3)。 Suppose your bike is broken, what’s to be done?
4)。 And suppose the earth, on which we all live, is damaged, what’s to be done?
* What can you think of when you see "pollution" this word?(waste, environment, air, water, factory, desert, climate… Try to activate the Ss schemata regarding the topic of pollution.)
II. 呈现 (Presentation) 5min
Activity 2: Presentation
Play the song "Earth Song" sung by Michael Jackson. (Create an atmosphere)
A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.
Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.
* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.
III. 对话 / 阅读 (Dialogue)18m
1. Pre- reading
Activity 3: Prediction
1st listening/ fast reading, one guided Q to help Ss to get the main idea:
What do you think is discussed at the conference?
2. While- reading
Activity 4: Read and answer
2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.
* 阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words;确定主题句;创设信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map.达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.)
3. Post- reading
Activity 5: Language focus
While Ss are answering the Qs, the teacher deals with some key language points.
a. is being caused b. and so on c. go on doing
d. be fit for e. standing room f. if- clause
IV. 操练 (Practice) 10m
Activity 6: Retell
Use your own words to retell the dialogue in the 3rd person.
Activity 7: Acting out
Activity 8: Drill – Supposition
Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act out; role play)
V. 巩固 (Consolidation) 6m
(Discussion; interview; press conference; debate; quiz)
Activity 9: role play
Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.
* The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.
Activity 10: Discussion
Think of the question: Are we causing damage to the world?
What should we do to save the earth and protect our environment especially in our daily life?
Collect their answers and form a report.
VI. 作业 (Homework) 1m (Writing; continue the story; recite; retell)
Write a letter to the mayor, telling him sth. about the pollution around your school.
A Brief Instruction to the topic of "What should I do?"
Shangyuan Middle School Li Yi Cai
Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in Nanjing.Today I’m going to talk about the topic" What should I do?"I will divide the instruction into seven parts: they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.
Part 1 Teaching material analysis
This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned Star sings in Unit 1 and Colours and moods in Unit 2.We have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two units.Today we are going to learn two letters to a famous youth worker about Millie’s and Simon’s problems.So this unit links with a special meaning of Unit 1 and Unit 2.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.
Part 2 Teaching aims
1.Aims of the knowledge:
(1)To know the spelling of some words and usage of some phrases.
(2)To learn something about Millie’s and Simon’s problems.
(3)To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.
2.Aims of the ablilities:
(1)To improve the ability of getting information by reading.
(2)To improve the ability of retelling the story.
3.Aims of the emotion:
(1)To understand how to write about problems and to express feelings.
(2)To ask for advice to solve the problems.
Part 3 Teaching emphasis
1.To master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.
2.To get the ability of general reading and getting information.
Part 4 Teaching difficulties
1.To recognize and understand vocabulary about problems.
2.To ask for advice
Part 5 Teaching methods
In this topic,I will use five-step Teaching Method and Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is "Learning by doing,learning by using".Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.
Part 6 Teaching aids
Projector,slide show,tape recorder and blackboard
Part 7 Teaching procedure
Step Ⅰ。Lead-in
The purpose is to arouse the students’interest of study.
Let’s have a free talk.
T:Have you got problems?
S:Yes.
T:What is it?
S:Eating too much makes me unhealthy.
T:What about you?
S:……
Step Ⅱ。Presentation
The purpose is to develop the skills of skimming and how to gain the main idea of the articles.
1.Ask students to read two letters and answer the following questions:
①What is Millie’s favorite hobby?(Painting)
②What is Millie’s problem?(She doesn’t have enough time for hobbies and homework.)
③When does Simon play football?(After school until late)
④How do his parents feel about it?
(They don’t like this and ask him to go home before 6 p.m.)
2.Ask students if there are words that they do not know.
Explain some new words briefly.
deal;choice;complete;refuse;accept;spare;doubt;whether;
Step Ⅲ。Practice
The purpose is to develop the skills of scanning and how to gain the details from the articles.
1.Listen to the tape and answer some question about "True"or"False".
2.Ask students to read the articles again and explain some important phrases.
How to solve the problems;hand in;on time;at the moment;
can’t find any time for my hobbies;feel bad;give up;
achieve a balance between the two;hear form;make unhappy
Step Ⅳ。Retelling
The purpose is to develop the skills of retelling with the key words
1.Ask students to make sentences with phrases that we have learned.
2.Try to retell the outline of the articles.
3.Encourage students to say something about themselves.
Step Ⅴ。Summary and homework
The purpose is to give the students a clear idea of how to express their problems and revise the articles.
1.Ask students to revise the words and phrases
2.Ask students to write a letter about himself after class.
During my teaching,I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.
Thank you!
童年趣事作文650字3
一、教材分析
Would you mind keeping your voice down? 是(中国)课程教材研究所、英语课程教材研究中心与(美国)汤姆森学习出版集团合编的九年级义务教育课程标准实验教科书英语新目标 Go for it ! Students,Book 八年级下册Unit7的一篇阅读课文。是对整个单元的升华。在前几节课中学生学习了用Would you mind??有礼貌地对别人发出请求.。本节课通过文章进一步加深对有礼貌请求的句式的理解和在生活中的具体运用。同时通过对中西方礼节的对比和描述,使同学们认识到礼节在日常生活中的重要性。千万不要忘记“有礼貌地发出请求”。进一步提高学生听、说、读、写的综合素质能力。
本节课主要是通过“以学生为中心,教师为辅导”的教学原则(Learner -centered , teacher – assisted ),通过任务型教学( task-based learning )创造性地使用英语。在“学中用,用中学”,从而培养学生的文明礼仪,以礼待人的优良品质。通过对本节课的学习后,学生会自然而然地感到英语学习并非是空中楼阁,而是实实在在可以用他来提高我们的自身素质,增强我们交际能力的科目。
二、教学对象分析
初中二年级学生有了一定的英语知识,求知欲也很强。所以本节课采用“把课堂还给学生”,“学生自学为主,教师为辅 ”的教学指导思想,并通过网络搜集到一些学生感兴趣的图画及动画材料。这样学生的学习兴趣会大大提高。
三、教学目标分析
(一)语言技能目标
1、能连贯流畅地朗读课文。
2、能从文章中找出有关信息,理解大意。
(二)语言知识目标
1、词汇(听、说、读、写)
voice ,term ,Asian, Europe, ,impolite, allow, public ,cough, smoke ,drop ,litter, pick?up, behave
2.语法
理解“Would you mind doing?”的基本形式和表意功能。
(三)情感态度目标
1.激发学生探索新知识的兴趣。
2.培养学生在公共场合及日常生活中文明礼貌,以礼待人的优良品质。
3.激起学生对不文明行为的愤恨,自觉养成文明的行为。
(四)学习策略目标
1、学习利用文章中的主题句快速理解文章大意。
2、根据图片、上下文猜测、理解语篇中词语和句子。
3、培养学生获得信息。
(五)文化意识目标
1、了解中西方礼节的不同与相同,从而加深对中西方文化的理解。
2.培养学生的人际交往能力和社会意识。让学生产生为提高全体国民的.素质添砖加瓦的愿望。
四、教学方法设计
1、独立分析与小组合作相结合。
2、任务型教学法。
3、情景激励。
五、教学设计的指导思想
利用任务型及合作式、以教师为辅,学生为主的教学原则,使学生在小组学习中获取信息、处理信息和运用信息,激发学生运用所学语言进行交际的愿望和自信心,促进合作精神和文化意识的发展。
六、媒体设计思路
教师本着“课件服务于教学,提高学生学习兴趣,有效课堂”的原则在课前,从星沙英语网及人教出版社下载有关Unit7 的部分图像,图片资料。给人生动、活泼、耳目一新的感觉,变“死”的知识为活生生的声音及图片信息,增加了学生学习英语的兴趣。并通过电子屏幕把本节课教学目标,重点难点,展示给学生,让学生上课时心中有数,指导学生如何去做。对于学生来说,在情节中学习可以学会如何合作交流,自主学习,从而调动学生学习英语的积极性,趣味性。
参考书目:
1义务教育课程标准实验教科书英语(新目标) Go for it ! 八年级下 人民教育出版社 2 《全日制义务教育普通高级中学英语新课程标准教师读本》 华东大学出版社
3.《新课程说课、听课与评课》 教育科学出版社
4《中学英语教学活动设计》 北京大学出版社
童年趣事作文650字4
Ⅰ. Teaching Objectives
1.Knowledge Objectives:
(1) Students can get themain idea of this passage: it is difficult to search for American products inUS;
(2) Students can masterthe usage of these words and phrase: brand, hardly and avoid doing sth, etc.
2.Ability Objectives:
Through reading practice, studentscan develop their reading skills (such as skimming, scanning and guessing) andlanguage competence;
3.Emotional Objectives:
(1) Students get more interested inlearning English and in learning the culture of different countries.
(2) Students can realize that Chinais playing a great role in international business and feel proud of it.
Ⅱ.Teaching Key and Difficult Points
1.Teaching key point: Masterthe useful expressions in this passage, like avoid doing sth., and apply theminto their daily conversation;
2.Teaching difficult point: How to develop students’ reading skills like skimming and scanning.
Ⅲ.Teaching Procedures
Step 1Pre-reading
1. Free Talk: atthe beginning of class, the teacher asks students to talk about their travelingexperience freely and think about what they want to buy if they go abroad.
2. Content Prediction:the teacher asks students to read the title of this passage and predict whatthe passage may talk about.
(Justification: This step will arouse students’ interest in learning this lesson and encourage students to think about the topic by predicting.)
Step 2While-reading
Task 1. Fastreading
1. Skimming: studentsskim the passage quickly, and try to explain why it is difficult to search forAmerican brands in US.
2.Scanning: the teacher asks students to scan this passage and do the “Ture or False” exercise:
(1) Kang Jian is a 17-year-oldstudent from Shandong.
(2) Toys are the only things madein China.
(3) Kang Jian wanted to buy a pairof baseball shoes.
(Justification: This task can helpstudents get the main idea of this passage and develop their reading skills ofskimming and scanning.)
Task 2.Careful reading
1. The teacher asks students toread the para. 1 carefully with the two following questions in their mind:
(1) Who is Kang Jian? Why did he goto San Francisco?
(2) What did Kang Jian findinteresting?
2. The teacher asks students toread the para. 2 carefully and answer the two questions below:
(1) What did Kang Jian realize? (2) What is Kang Jian’s wish?
3. Students listen to the tape of this passage and circle the words they are not familiar with. Then, the teacher lead students to guess the meaning and usage of them by linking the context.(key words and phrase: brand, hardly and avoid doing sth.)
(Justification: This task will helpstudents have a further understanding of this text.)
Step 3 Post-reading
The teacher divides students intoseveral groups, and gives them an assignment. Students can first discuss it ingroups, give their own opinions and choose a member to present their opinionsto the whole class:
Assignment: Suppose you are a Chinese businessman and plan to develop the Americanmarkets. What products would you sell and advertise? List out the product andexplain the reason.
(Justification: The group work could practice students’ ability ofspeaking and develop their spirit of cooperation with others.)
Step 4 Summary
Choose any students to summarize what theyhave learned in this lesson by themselves, and then make supplement timely. Atlast, the teacher stresses the importance of making high-technology productsand advise students to be creative in thinking and brave to express.
(Justification: students can have an overallstructure of this passage and realize the emotional aims of this lesson.)
Step 5 Homework
The teacher asks students to share what theyhave learnt about Kang Jian’s travelling experience with their parents orfriends. Meanwhile, students can interview their parents’ or friends’ opinionson it and share their reports of interview next class with the whole class.
(Justification: students can review andconsolidate what they have learnt in this class.)
童年趣事作文650字5
Good morning, everyone、 I am number_______、Today I am very happy and excited that I can stand here for an interview、And it is also my great honor to share my lesson with all of you here, and this chance is very precious for me、 Hope you can enjoy it、The
content of my lesson today is Section A Read and Write of Unit 2 My days of the week of PEP Primary English ,Book5A (Recycle__) 、My lesson consists of 7 parts
1、 Analysis of the teaching material
2、 Analysis of the students
3、 Analysis of Teaching Methods
4、 Analysis of Learning Methods
5、Teaching procedure
6、 Blackboard design
7、Reflection
Part One Analysis of Teaching Material(说教材)I、 Status and Function
1、 This lesson is in the third period of this unit、 It is a dialogue 、It aims to enhance students’ reading skills、 It also provides some new language points for the students to master、
2、This lesson is the first part of Unit2、So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit、
3、Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English、
4、 Reading is very important in English learning 、 It can help the students to master
some reading skills through learning this passage、 Moreover, attributive clause also plays an important part in English learning、
II、 Teaching Aims and Demands
On studying the teaching material and analyzing there gulation of children’s growing of mind, I put forward three kinds of teaching objectives according to English syllabus and new lesson standard、 1、 Knowledge objects (1) To help the students master the new words ,phrases and sentences、(加上具体的单词,句型)
(2) To teach the students how to use the adverbial clauses of time、
(3)To make sure that students can read, recognize and use these key phrases on foot ,by bike,by bus,by train (4)To enable the students performe the dialogue
(5) To finish some exercises、
(6)The Ss can use the patterns to express their thoughts in the proper situation、
(7)The Ss can understand the content of the lesson、
2、Ability objects
(1) To develop the Ss’ abilities of listening, speaking, reading and writing by practicing the dialogue、
(2) To train the Ss’ ability of working in pairs、
(3) To develop the Ss’abilities of communication by learning the useful structures、
3、 Emotion objects
(1) To arouse the students’ interest in class activities、
(2) To train their team spirit by working in groups、
(3) To educate the students to follow the public rules、
(4)By completing the task,the Ss increase their interest and set up self-confidence in science;
(5)Teach the Ss what is“science”, put the moral education in the language study、
(6)To enable the Ss to be polite and love life、
(7)To enable the Ss to look after their things well、
III、 Key Points and Difficult Points and why (教学重难点及依据)The teaching key and difficult points’ basis is established according to Section A Read and Write of Unit 2 in the teaching material's position and function、Moreover students characteristics and new lesson standard should be also taken into account、
Key points:
(1)To make sure that Ss can use these key phrases correctly and skillfully、
(2)、To help the Ss to communicate with each other、
(3)、To enable the Ss to study in groups and co-operate skillfully、
(4)、To develop the Ss’ interest in English、
(5) To help the students to master the new expressions、
(6) To enable the students to communicate with each other、 Difficult points:
(1)To help the Ss ask and answer the
question____________________________________________
(2) How to use _____________________________ (4) How to make dialogues and act them out、
(5) How to write the right whole sentences、
Part Two Analysis of Students (说学情)
The students of grade5 are very active and curious、And they are interested in new things、They always like to use imagination and communication as their main studying ways After learning English for 2 years,they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language、 Since they have learnt English for 2 years, they have already known ___________________________________,so it is not difficult for them to understand and use the
language_________________________________________________________________ Part Three Analysis of Teaching Methods and why (说教法及依据)
As we all know:the main instructional aims of learning English in primary school is to cultivate students’ basic abilities of listening and speaking and their good sense of the English language、Students in primary school are very cruious and they want to know everything、What is more,it is important for the teachers to keep the students interest in English 、So according to these points and the regulation of children’s growing of mind,in this lesson I’ll mainly use
Total Physical Response method
“Task-based”teaching method ,
Communicative teaching method
Situational Teaching method(情景教学)
group cooperate method
Free discussion method
I will let the Ss learn in real situations, finish a task by making a survey______________________________” to help Ss to get a better understanding of the new content、 I will arrange these activities: guessing game,__________________________________finishing a survey and having a competition、 Part Four Analysis of Learning Methods and why(说学法及依据)New Lesson Standard advocates to improve students abilities of analysis sing and solving problems、And teachers should change their old-fashioned teaching ways ,give students more opportunities to join class and let the students find the problems by themselves、Our students are almost from the countryside、 As for the learning methods, they are poor in cooperative learning skills、Some students are not active in the class ,and some students don’t like English、therefore, I ’ll have Ss study in a relaxed atmosphere、 Student sunder stand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, thinking etc、 、After feeling and understanding the language points, let students get the knowledge actively by probe study and cooperative study、 In a word,we’ll
1、Teach the Ss how to be successful language learners、
2、 Make the students take an active part in class activities、
3、Let the students summarize the language points through their own thinking、
4、Let the Ss pass "Observation—Imitation—Practice "(观察—模仿—实践三步教学法)to
童年趣事作文650字6
Lesson Plan Presentation
Hello, Everyone! It’s my honor to present my lesson here. You see (show the material), the material is the Reading part from Go for it! Book 8B Unit1 Will people have robots? The topic of this unit is about opinions on the future. The passage is clearly organized because Ming’s predictions are written one by one from the following 5 parts—job, places, pets, sports and clothes. So it’s not difficult for students to understand the passage and the passage itself can serve as a good writing modal for the Ss to imitate.
As we know, reading is an interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, of the world. Therefore, I will follow the interactive principle and adopt Three-Stage and Seven-Step Reading-Writing Teaching Mode. The three stages are reading, speaking and writing. In order to help my students to fully understand the whole passage, I will use Multimedia devices and PPT documents as my teaching aids.
According to the analysis of the teaching material, the learning condition, and the theory of teaching reading, the following learning objectives are to be achieved in the period:by the end of the lesson, the students will improve their reading skills such as predicting and scanning in the process of reading and will develop their writing skills through writing about their life in 20 years. They will be able to make predictions about their life in 20 years. Besides, they will grasp some key words and sentence patterns such as “fall in love with, probably.” What’s more, by learning the passage, students will become more hopeful about the future and work hard to realize their dream about their future life.
In order to achieve the learning objectives, several activities are designed for the three stages. The teaching procedures are as follows:
In reading stage, I designed three steps. Step 1 is to enjoy the music “Whatever will be” and talk about the future. It aims to arouse the students’ interests in the topic and to activate students’ old knowledge. Step 2 is prediction. Ss circle the words that they think will appear in the passage based on the topic of the passage and the picture. T tells what the passage mainly about and gives out the paper in which there’re the words for Ss to predict before the start of class. By circling the words that they think will appear in the passage, Ss will concentrate more on the text in the fast reading step to check their predictions. Step 3 is to read the passage quickly and try to find out some specific information so as to complete the following chart. Ss can have a clear understanding of Ming’s prediction from the 5 parts—job, pets, sports, places and clothes
In speaking stage, Ss predict their life in 20 years from the following aspects: appearance, job, family, places, clothes and so on. Ss discuss their predictions in pairs and then give an oral report. By discussion, Ss can widen their ideas of making predictions about their life in 20 years. And the oral output can give Ss plenty of inputs for writing the draft, thus getting Ss fully prepared for writing in writing stage, I design 3 Steps. Step 1 is Pre-writing by reporting their predictions. Step 2 is While-writing. Ss write a passage about 60 words to describe their life in 20 years according to the given situation. The situation can stimulate Ss to write about their life in 20 years. And the draft serves as the output of the class. Step 3 is Post-writing, T guides Ss to do peer evaluation of the draft. Ss evaluate the drafts of their partners and have a reflection on their own writings. The evaluation can stimulate Ss to be aware of the mistakes in their writing and learn how to improve their draft.
Finally I’d like to show my blackboard design.
童年趣事作文650字7
课题:Lesson12: Danny’s Plant说课稿
一、说教材:本课是冀教版八年级下册第二单元的最后一课。本单元以植物为主题展开。主要学习了植物为什么重要,植物的种植步骤和植物在我们日常生活中的作用 。而本课则主要学习植物体各个部分的'表达法以及他们在我们生活中的作用。
二、说学生:现在八年级的学生对于英语学习应该具有一定的基础和方法,但我们的学生对于英语的学习还没有掌握好的方法,学生在学习中还存在许多问题。就这一班学生来说本来英语学习基础就差,所以把所学英语知识是否能灵活运用对它们来说就更难了,因此课堂中老师应尽可能多的运用多种教学方法来引导学生学习。
三、说教法和学法:科学合理的教学方法能使教学达到事半功倍的效果。达到教与学的完美统一。基于此我准备用的方法是任务型教学法、学生中心教学法、多媒体教学。任务型教学与学生中心教学法可以充分发挥学生的主体作用以及老师的主导作用。而多媒体教学则可快速而直观的展现教学过程与内容。通过这些方法来完成我为本课所设立的三维目标。
四、说教学过程:为了完成教学目标,解决教学重点,突破教学难点我准备按以下10个环节展开教学。
Step1.Greeting
Step2.Revision
Teacher ask something about last lesson
Step3.Learn the new words and phrases.
angriculture ,seed , pot , sprout , stem , bud , carefully , yard .
at the top of , a flower bud , look after .
Step4.Think About It .
Step5.Read the lesson and answer the questions .
1.What did Danny and his classmates do to learn more about plants?
2.What happened after Danny watered the seed of his plant?
3.Why will Danny put the pot in the yard?
4.What does Danny want to send to Li Ming?
Step6.learn the text
Step7.Complete part 2 in “Let’s Do It.”
Step8.Practice
Step9.Summary
Step10.Homework
1.Remember the new words and main sentences.
2. Finish off activity book.
3.Preview lesson 13.
童年趣事作文650字8
作为一节英语教学竞赛用课,我主要从对这节课的定位、任务目标、教学环节设计、独特的创意和对突发事件的应对等几个方面来说一下这一节课。
一、对本节课的定位
作为一名从事初中英语教育有近八年的教学实践的青年教师,我认为在“新课程标准”和“新基础教育”的理念的指导下,这节课应该既能够让学生的学习有意义,也能够让教师在扎实、充实、平实、真实的授课过程中真正享受到,“教学作为一个创造过程的全部欢乐和智慧的体验”。同时,本单元是以话“交通”题材为教学主要内容的新目标(Go for it)教材典型设计,借助本单元可以给学生在学习方法上以很好的指导,并可以在小空间内进行大规模的扎实、有效的训练。
二、任务目标的确定
本单元的教学任务是在“交通(transportation)”这一话题下,让学生学会谈论“交通”(包括不同的交通方式,到某地的距离以及以某种交通方式到某地所花费的时间等),学习一些文化常识,掌握一定的学习方法,并在大量的、有效的训练中提高学生的听说读写等基本能力。
三、教学环节的设计思路
本着整体划一,循序渐进,高效有序,并在教学中能不断地深化教学的设计思路来安排本节的每一个环节。
(一)整体划一
在本节课中,对于“整齐划一”可以从两点来说明: 首先,本人一直认为作为语言教学,听说读写等能力的训练应该是一个整体,不可分割开来的,因此在教学设计中可以说一个话题,一个训练都蕴含着各种能力的培养;其次,在教学中每一节课都是独立的,但在我的教学设计中每一节课不仅可以独立,更重视它在单元教学整体中的地位与作用。与每一节课内衔接一样,单元教学的整体衔接也很重要。
(二)循序渐进,高效有序
本节课从简单的对“How do you get to school in the morning?”的'询问入手,引入对重要课文Section A 3a 的复习。通过学生复述这段文字,重点巩固由“How, How long, How far”引导的谈论交通话题的重要句型,并提炼相关的信息形成新的对话,为下一环节作铺垫。即课文Section A 3b 的训练,通过第一、二人称来谈论交通话题的训练,拓展到以第三人称来谈论他人的交通话题,进而让课文Section B 2a, 2b, 2c 的学习水到渠成。然后完成对本节课学习的测试,进行归纳总结本节课的要点。最后,作业一中让学生来完成交通方式的图片收集,是对本节内容的进一步深化;作业二中要求学生做一个调查,并形成调查报告,实际上和测试二一起构成了对Section B 3a 的有效预习。
总之,本课从课本入手,用课本内容引出一系列的活动,最终又导向课本,环节紧扣,层次清晰。
四、独特的创意
本节课的设计中,具有独特创意的地方,可以从以下几个方面来说:
第一、独特的环节设计
首先面向全体学生进行简单的复习,目的在于巩固几个基本句型。然后把课本中阅读的短文用复述和听力的方式引入,别出心裁。其主要目的在于营造较轻松的语言环境,缓解部分学生对于说写等输出环节的畏惧心理。接下来,从大量的听说引入读写,给学生铺垫知识的过程。既练习口头表达,又巩固了读的成效。教学步骤中每一步都将成为下一教学步骤的铺垫,在每一步骤中,教师设计具体任务,让学生参与到课堂互动中,并完成具体的任务。整个课堂设计由浅入深,循序渐进,难度过渡非常自然。
第二、独特的课程深化
全面展开训练,重点集中突破,中考真题帮辅,课结影响未尽。首先,在常规的训练之后,又用中考真题来重点训练和巩固所学,不但给学生对本节课的理解有更深一步的认识机会,更为学生的长远学习打下了坚实的伏笔。其次,在对交通的表达方式上的深化,采用了系统归纳,并用同意表达的形式进行训练,有层次,有实效。
第三、独特的思维能力训练
着重思维能力的训练,围绕话题进行多方面的扩展性的练习,并充分地利用 Listening 和Speaking,引发学生积极思维,以Groupwork和Pairwork等多种形式讨论和操练。最终达到让学生熟练谈论“交通”这一说话能力的目标。并在作业中以预习形式对这一目标进行了延伸。
五、掌控好借来的学生
由于是借班上课,学生又是活动的主体,课堂上大部分的时间交给学生,教师的引导是关键。如何导入课程,并一步步地由易至难地引入任务,如何帮助学生学习都是关键所在。同时要非常注意的是,学生活动之前的范例一定要明确清晰,要每个孩子都知道做什么和怎么做,活动才会顺利地开展,学生才能在活动中有所得。
六、对突发性事件的预案
在准备中,充分预料到课堂中可能出现的各种问题,做出相对的预案设计,以便作出灵活的应对,这很重要。对本节课我做了如下的准备:第一,关于课程的衔接问题。英语授课于其他科目不同,尤其是新授课,如果所授内容严重超进度,上课效果一定会大打折扣的!所以,根据竞赛所给的教学进度,我准备了两套教学方案。第二,教学任务量也很关键,少则课程易空,多则不易完成。本节的训练任务在课件的设计中充分地给予了关注。在设计训练题的时候,题增加了很多,并在几个主要的课件页上的背景中都设计了动作,一旦训练任务过多就可以通过动作越过,不会影响教学效果。第三,关于学生的问题。学生不是我的,但由于这是讲课,不是作课,我除了和他们的老师了解了一下这个班学生的英语水平,其他就不再多说了,但也作了一定的预计。其他方面的内容我也准备了一些,但可能不会用到。
总而言之,作为一堂教学竞赛课,我的准备应该说较为充分,对课的认识也可以说很深入,但讲好一堂课,所需要的不仅仅是这些,这是我知道的……
童年趣事作文650字9
教材分析:
16单元是第二册的第二个单元,也就是说是这个新学期的第二单元。16单元的主题是围绕“问路和指路”展开的,同时教学生,如何用情态动词“Can”和“May”来表达许可和可能。在第二册上学期的课本中,学生已经学到了一些关于“问路和指路”的知识,而且他们也知道一部分关于许可的表达,比如“May I come in?”“Can I borrow your pen?”“May I speak to Ann,please?”等等。所以在这个时候对学生在这方面的知识进行扩展和巩固就显得水到渠成。而且在学生们的现实生活中,培养他们了解地图和区别方向的能力尤其重要。61课就是关于这个知识的扩展。62课是一篇与这个主题紧紧相扣的阅读材料。63课则是关于“May”和“Can”的语法点。64课则是对于整个单元的巩固,它包括听、说、读、写四个方面的落实和一篇阅读短文。我认为这个单元的教学目标应该是:
认知:
1、 学生能够使用下列单词:
kind,lady,library,cross,reach,corner,church,café,fix,lab,suddenly,history,key
2、 学生能够使用下列表达:
Turn left日right at the …crossing.
Go on unit you reach…
You can’t miss it.
On one’s way to, first of all, be /get lost , wait for
能力和技能:
1、 学生能够根据所给地图或街道说明一些地点的具体位置。
2、 学生可以用不同的方式问路。
3、 学生可以用“Can”和“May”表达许可和可能。
情感和态度
1、 让学生感受到他们学习英语是为了在现实生活中进行交流,而不单纯是为了英语课和应付考试而学习。
2、 让学生感受到他们是英语学习活动中的主体和中心,以此来激励他们在英语课上积极参与,追求创新。
学习策略:
1、 学生应学会用不同的方式表达同一件事,学会用英语去思考问题,即用想象力表达自己的观点。
2、 学生应该在英语学习中学会使用brainstorming
文化知识:
1、 教学生真诚待人,助人为乐。
2、 教学生如何设身处地为他人看想。
关于这个单元有两处难点:
1、 如何准确自如地用这么多表达方式来问路和说明。
2、 如何用Can和May表达可能性。
根据教材和学生因素的特点,我将采用下列教学方法和手段:
1、 交际法和情景法教学
为了激励学生在课堂上积极交谈,我将一些设计真实的情景来激发学生的兴趣,这些师生和学习互相之间的交流重心就放在了语言的意义上,与此同时将英语学习与他们的真实生活联系起来以培养他们用英语进行创造性思维的能力。
2、 以学生为中心和任务型教学。
需要注意的是学生作为独立的学习者,老师作为一个引路者,组织者,领导者,有时候会是一个团体,其中一员决定了我们学习任务类型的选择。关于这个单元我将在我的课堂活动中设计信息差任务、问题的互动解决以及采访和调查。在我们教案设计中,我想提一下任务关联性。也就是说将所有的教学活动组成一个链式的因果关系,在此过程中,前一个活动的成功成为后一个活动顺利进行的前提。
教学步骤:
在61课中,首先我用节奏游戏来复习一些公共场所的名称。学生一边拍手一边就工作和工作地点展开问和答,例如:hospital,police station,school,past office,bus station等等。
然后我会把写有这些地点名称的厚卡纸放在学生的课桌上,让学生就此谈论每个公共场所的位置:in front of,next to,beside,on the night / left,between… and…,outside 等等。
我将以这种方式呈现新单词和表达方式:我告诉学生这个星期天我有很多事情要做。下面是清单:
1)send some postcards
2) borrow some books
3) drink coffee with my friends
4) buy some VCDs
5) go to my friend’s wedding
让学生回答我要做以上事情将要去的场所。在适当的时候,我会向学生出示咖啡馆,碟屋和教堂的照片。然后将61课的地图出示在屏幕上,问他们如何到这些地方去,教他们使用下列表达“Go across the bridge”,“Go up this road to the end”,“Go on until you reach the end”,“Turn right at the second crossing”。让学生参考表格里写出的表达方式练习如何到达以上地点之后,让学生四至六个人一组,讨论出一次性做完以上事情的最佳路径。
接着便是学生将学到的新知识运用到他们的真实生活中去。我会把我们本地的地图挂出来,让学生说明去一些地方(汽车站,图书馆,长城,宾馆和银行)的路径,其他人则猜他/ 她将到哪儿去。
在这一课时,我会设计一个信息差的任务。每对学生中的两个人将会得到两张不同的地图(同学A的是完整的,而同学B则不完整)。让他们通过彼此问答来完成B同学手中的地图。当然前提是不许看对方的地图。
最后一个任务是创造性的。我让学生想象20年以后他们居住的地方,并在纸上绘出一张地图。根据这个地图,其他人就如何去他/她家展开问答。
62课是一个短剧,所以我会让学生看影碟模仿而不是单纯听磁带。
在常规阅读步骤之后,为了让学生对于整编文章有一个大致的了解,我会让学生填写下列表格。What did Liu Mei do to help the woman?
What’s wrong with the woman? What did Liu Mei do?
看完影碟以后,我会设计如下任务帮助学生进行深一步了解:
任务1:角色扮演 学生以五人一组分角色扮演课文内容
任务2:画图 根据说明为老妇人画一张地图。
任务3:猜测 猜一猜关于刘梅的信息,用“Maybe”和“may”
任务4:复述 老妇人打电话一个电台记者,并且告诉他这个故事。
任务5:采访 电台记者采访了刘梅的'同班同学:你是怎样看待刘梅的?为什么?如果你在路上碰到这个老妇人你会怎么办?
关于63课我会这样展开:
在课文开头,我会用学生聊天的形式来达到复习Can和May的目的:“May I come in?”“Can I borrow your…”“May I speak to…”等等。
将63课第一部分的图画在屏幕上演示出来(盖上文字),让学生猜他们在哪儿和他们在干什么以及他们可能会说什么,然后让学生打开书边读边思考。
为了给学生练习的机会,我会向学生出示更多的图片,让他们编出相似的对话。
A:May / Can I swim here/ cross the road now/ take photos with the tiger/ watch TV?
B:No,you can’t. I can be dangerous./ It can be bad for your eyes.
其它的图片可以是:一个在椅子上擦窗户的女孩,一人用小刀削苹果的小孩,一个正在开煤气灶的妇女,一个横穿马路的男孩等等。让学生学会回答:“Be careful!You may hurt. Yourself.”
用一个真实的场景将第二段的短对话呈现出来以后,我为学生准备了一个猜的游戏,让学生猜一猜我的家人会在哪儿以及他们可能在做什么。在这一步里我会教给学生新单词“fix”和“lab”,所以与此同时我就为第三部分埋下了伏笔。
在学生就第三部分进行练习之后,我想现在一个巩固活动会恰到好处。我会让学生去调查朋友在星期天的打算,并且填下列表格,最后让部分同学做汇报:
What may your friends do next Sunday?
Who Where they may be Things they may do
64课是本单元最后一课。所以我认为在一个阶段的英语学习之后来一个总结是很必要的。首先我想设计一些活动让学生来复习“问路和指路”的表达方法。在听、说、读、画之后,我想给他一个链式训练作为巩固。
第五部分是一个阅读文章。首先我会出示三张图片:
第1张,我正在一个大的购物中心买东西,
第2张,我迷路了,
第3张,我突然发现了购物中心的出口。
我们边谈论,边呈现新的表达方式:be/get lost,go wrong,suddenly,reach.
在常规阅读步骤以后,我会设计四个任务让学生进一步理解和思考:
任务1:计算 计算Mrs Lee花了多少时间从饭店到碟屋并返回,而实际上她只需要多少时间。
任务2:画图 根据那个“man”的说明帮Mrs Lee先生画一幅地图。
任务3:解决问题 根据地图帮助妇女找到回去饭店的路径。
任务4:讨论 在大的地方容易迷路,我们怎样避免?还有一点就是关于英语教学的评价。我们都知道,教学的目的不仅仅教给学生一些知识,而且也要教给他们用所学知识解决问题的能力和技能。为了检验教学活动的效果,教给他们学习策略,并引导他们成为独立的学习者,我们不仅要进行总结性评价,而且要进行形成性评价。
童年趣事作文650字10
各位评委老师,下午好!
今天我说课的内容是牛津初中英语9A Unit5 Reading Hollywood’s all-time best—Audrey Hepburn第一课时,这一课是阅读课文,如何培养学生良好的阅读习惯和阅读方法,提高阅读能力,是素质教育对初中英语教学的要求,即要求学生尽可能多的获取大量信息,开阔视野,提高兴趣,扩大词汇量,在丰富知识的同时提高应用英语的能力,同时新课程倡导的任务型教学,是培养学生综合语言运用能力的最佳手段,所以,在我的教学设计里,每一个教学活动中都设计了贴近学生实际的教学活动,吸引和组织学生积极参与,学生通过思考、讨论、交流和合作等方式,学习和使用英语,完成学习任务。
一、教材分析
(一)知识背景及新课程、新教材。
本单元围绕电影这一主题开展听、说、读、写多种教学活动。电影是当今社会人们最感兴趣的话题之一,这是一个非常贴近生活,具有时代性,可挖掘性的教学主题。本单元所选的语言素材涉及中外电影及演员,有利于拓展学生的文化视野,了解各国文化,增强世界意识,发展他们跨文化交际的意识和能力。
(二)教学重点和难点
1、本课的重点是了解好莱坞著名影星奥黛丽·赫本的演艺事业及成就,学习和掌握如何根据时间顺序来描写人的一生,为以后完成一篇描写自己最喜爱的影星的作文奠定基础。培养学生的观察、记忆、思维能力,提高阅读能力。
2、本课的难点是文中有大量的电影的名字和电影奖项,使学生在阅读时感到困难。
二、教学目标:
(一)知识技能
1、了解好莱坞著名影星奥黛丽 赫本的演艺事业及成就,学习和掌握如何根据时间顺序来描写人的一生,培养学生的观察、记忆、思维能力,提高阅读能力。
2、学习和掌握一些重要的单词、短语和句型。如:effort enter industy French insist shortly immediately lifetime well-known throughout beyond devote honour present aloud not only…but also put her effort into during her lifetime devote to be honoured with pass away She began taking ballet lessons at a very young age. She had put most of her effort into ballet training before she entered the film industry, throughout her acting years, she acted in only one Tv series,… 等
(二)情感态度
1、从学生的学习兴趣出发,即想要迫切了解奥黛丽·赫本的演艺事业及成就,激发学生学习的积极性,增强学生综合运用语言的能力。
2、学习赫本投身于慈善事业的热情和充满爱心的优秀品质。
3、通过开展小组活动,指导学生积极与他人合作、相互学习、相互帮助,培养合作交流的能力。
(三)学习策略:
1、认知策略:通过学习重要生词及相应的练习,达到学生掌握的目的。
2、调控策略:学生在听录音和阅读过程中,可能感到有一定的难度,教师可以给予一定的指导和帮助,阅读中有的要注意细节,有的只要弄懂大意。
3、交际策略:通过阅读、谈论奥黛丽·赫本的演艺事业及成就,提高学生的英语阅读能力和用英语交际的`能力,交际中遇到困难时,有效地寻求帮助。
4、资源策略:通过借助课外阅读、音像资料、图书馆或网络帮助自己了解有关奥黛丽·赫本的演艺事业及成就。
三、说教法:
为了更好地突出重点、突破难点,我主要采用:
1、任务型教学法。例如:阅读文章时,我设计了一张赫本的个人档案的表格,让学生阅读完成表格并复述,培养学生的逻辑分类与表述能力。
2、竞赛教学法。根据初中学生争强好胜的性格特征,我设计了让学生看图片用英语说出自己知道的中外电影及演员,哪一组知道的越多就是获胜者,激发了学生的学习兴趣,在外语交流的气氛中,培养了学生的集体荣誉感,并且也巩固了所学的旧知识。
四、说学法
1、教会学生“三先三后”,即先预习后学习,先看书后做题,先思考后提问。
2、抓住学生英语交流的机会,充分让他们感知、积极体验、大胆实践。
3、积极参与、善于合作。例如,本课设计了几个任务,操作简单,学生感兴趣并能积极参与,从而合作完成任务,可以培养学生的团队精神。
五、教学步骤
(一)导入(Lead-in)
这一步骤重点在于激发学生对电影的兴趣,所以设计了竞赛法。教师呈现图片,让学生说出电影及演员的名字,哪一组知道的最多即为获胜组。接着,教师说:My favourite film star is Audrey Hepburn.然后组织学生讨论:What do you know about Audrey Hepburn?
(二)呈现(Presentation)
1、教师展示赫本的图片,告诉学生:Audrey Hepburn is one of Hollywood’s all-time best actresses.
2、让学生完成第84页B1部分的练习,理解词汇,培养学生的记忆、思维能力。
3、播放课文录音,要求学生边听边完成课本第84页B2部分的判断正误练习,并要求学生改正错误的句子。
4、请学生朗读课文1-3段,鼓励学生回答问题,如1、2、3、
5、学生朗读课文4-6段,两人一组完成课本第85页C1部分的练习,请学生以正确的顺序朗读句子,全班核对答案。
6、学生朗读7-8段,讨论并回答问题。1、2、3、4、
7、学生两人一组,完成课本第85页C2部分的练习。教师请一个学生朗读短文,其余核对答案。
童年趣事作文650字11
《Lesson21 Look at Your Hair》说课稿
Good morning ladies and gentlemen .I’m very happy to see you.Today I’ll
talk about Lesson21 Look at Y our Hair Grade 3 Hebei Education Press. I’ll talk
about this lesson with the following parts : Teaching Aims ,Teaching Procedures, Teaching
Methods and so on.
I Say teaching Aims
(1)Aims of knowledge
Let students grasp the main words: blond ,long 、short 、curly 、straight
And use the sentence structure :What colour is your
hair ?
My hair is ...to talk about the hair.
(2)Aims of ablity
Go on improving students’skills of listening ,speaking,reading and writing,especially develop
students’practing and creating ability.
(3)Aims of emotion
Make students more interested in learning English and develope good studying hobby.Make students enjoy learning ,taking part in ,competing and cooperating.
二、 说教学方法
在这一课时中我采用了情境法、游戏法、多媒体辅助法、小组活动学习法,勤表扬,多鼓励,使学生掌握语言点。为学生创设轻松的课堂氛围,激发学生的兴趣,调动学生积极性。使学生以生活为课堂,逐步提高自己的综合语言运用机能,形成自主学习的能力。
1、说唱引入 激发兴趣
歌谣能给学生创设一个开放宽松的环境,使学生怀着轻松愉快的心情投入学习,所以在热身环节中我选择歌曲《Head shoulders knees toes 》
2、创设情境 呈现新知
以介绍新朋友自然导入新知识,能激发学生兴趣,集中他们的注意力。创设日常生活情景,使学生身临其境,调动他们参与的积极性,激发学生们的.学习兴趣。)
3、互动操练 及时评价
重视对学生合作学习能力的培养,让学生们在师生,生生,小组等不同的合作方式中,学会倾听,学会评价,为学生的终身学习奠定基础。对学生的表现进行总结评价,以评价促发展,激励学生大胆开口。
Say Teaching Procedures
(一)Class opening
1、 Let’s sing a song 《Head shoulders knees toes》
2、 Greeting:
hello ,boys and girls . How are you?
Today I’m very happy .Are you happy?
3、 Revision
(1) Words :cold、 hot 、warm 、cool
T: How do you feel?
S: I feel_____.
(2) Words: head 、arm、 leg、 hand、 foot.
Play Joining game, Review parts of the body.
(二)New Concepts
1、Words: hair、 long 、short、 straight 、curly
(1)T:(A barbie doll is in teacher’s hands.)Today I’ll
introduce a new friend : Anne .Look ! She is very beautiful.
T: (Point to Anne’s hair ) Now please look here.
What’s this? This is hair.
板书 hair The students read the word after teacher seveal times.
(2)Anne: I’m not beautiful. I want to be a barber.
Show powerpoint to learn words : long 、short、 straight 、curly
(3)Let students intrduce in their groups
This is______(long short straight curly) hair.
2、Word: blond
Sentences: What colour is your hair?
My hair is ______
(1)T: (Point to Anne’s hair ) What colour is Anne’s hair?
T: It’s blond
(板书:blond )
(2)T: What colour is your hair?
(Point to the student )
S: My hair is black.
Ask and answer in pairs.
(3)现在我们进行一次发型设计比赛,让同学们为自己设计一个新发型,把它画下来,可以把头发染成自己喜欢的颜色。(并标明long short straight curly或颜色)
(4)让学生分小组介绍自己的新发型,用这几个句型:
My hair is_______(long short straight curly) hair.
My hair is_____(colours)
(5)、每小组选出最好的设计和解说上台表演,再评选出一等奖,
予以奖励。
(三)Class closing
Let’s sing 《If you’re happy and you know it》.
Homework
Draw a picture.为自己的妈妈设计一种好看的发型并标明long short straight curly和颜色,向妈妈介绍一下你的设计。
四 、板书设计
Lesson 21 : Look at Your Hair !
1 、long 2、What colour is your hair?shortMy hair is _______.
hair straight
curly
童年趣事作文650字12
一、教材分析:
1、教学内容:
本单元是Go for it(下)Unit 9、主要围绕"Have you ever been to an amusement park "这一主题展开各种教学活动,并以这一主题引出现在完成时的一般疑问句,否定句以及特殊疑问句等语言功能、本单元旨在创造一个轻松,愉快的学习,交流环境,通过听,说,读,写来培养学生综合运用这些知识的能力、并让学生能在"做中学"(learning by doing),通过有限的课堂实践活动,拓展以往的经历,能准确地用英语来表达。
2、教材的地位和作用:
八年级下九单元Have you ever been to an amusement park
讲述的是现在完成时的用法,这是初中非常重要的时态之一,学生们能够用现在完成时来表达自己的经历,来体会别人的感受是很重要的、这个单元一定要体会现在完成时的真正含义和用法、要避免混淆几个重点词组的使用。
我们更要使学生不仅理解枯燥的语法,还要让学生们会用新学的语法知识来表达思想。
3、教材的处理:
根据《英语课程标准》(实验稿)关于总目标的具体描述,结合本单元这部分的教学内容及基于对教材的分析,我对本单元的内容进行如下处理,目的是突出重点,使课堂节奏紧凑,衔贯、本单元分为四课时,第一课时是Section A,第二课时是Section B,第三课时是Self Check,第四课时是Reading,最后一部分是做练习,以学生的自测为主,然后予以校对。
二、教学目标:
根据以上我对本单元教材内容的分析,我确定以下几个为本单元的教学目标:语言知识,语言技能,学习策略,情感态度和文化意识五个方面、
1、语言知识:
本单元要求学生掌握以下词汇(neither,theme,end up,especially,discover,population,simply,fear,whenever)
语言功能:
学习和增加阅读技巧和阅读策略、
语言结构:
Have you ever been to an aquarium
Yes,I have been to an aquarium。
No,I haven't。
I' ve never been to a water park。Me neither。
2、语言技能:
(1)能用现在完成时的各种形式进行准确的描述和表达过去的经历。
(2)能掌握现在完成时态中几个词组的正确使用,如:have been to,have gone to,have been in等。
(3)能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。
3、学习策略:
通过本单元的教学,我要求学生能通过上下文内在的逻辑联系和在一定的语境中正确理解并运用现在完成时来准确地表达所发生过去的经历。
4、情感态度:
通过对本单元的任务性活动,我的目的是让学生们用英语描述他们过去的经历,同时能提高他们的观察能力和表达能力,激发他们对学习英语的兴趣和热情,在接近生活常态的交际中能乐于模仿,敢于开口,积极参与,主动请教。
5、文化意识:
通过他们描述过去的经历,了解一些西方国家的风土人情。
三、教学的重,难点:
基于上述对教材的分析,我确定本单元的教学重点为词汇,词组搭配和现在完成时的用法。
教学难点为现在完成时的含义和用法,能在交际中准确地运用现在完成时来描述或表达过去的`经历。
四、教学方法:
1、教法分析:
(1)现在完成时是初中非常重要的语法项目,而本单元的话题源自生活,立足这一点,我充分利用学生已有的知识和生活经验,让他们讲述去过的国家或地方,创设生活化的真实情境引导学生在运用语言中学习语言,然后在学习新的语言知识后创造性地运用语言(为用而学,在用中学,学了就用)、
(2)开展多种类型的任务型活动,提供给学生合作交流的空间和时间,促使学生为完成任务和同学进行合作,为完成任务进行探究性学习、
2、学情分析:
我们教学的对象是初二学生(好,中,差等生都有),他们学习英语既感到好奇又担忧,希望能得到他人的肯定、因此我在教学活动中尽量让他们参与到活动中来,有更多的机会来说英语,减少他们的恐惧感,通过学生间的合作学习,降低他们的学习难度,使他们体验到成功的喜悦、同时在阅读和书面表达中加以落实,提高他们综合运用语言的能力,使各层次的学生都有所收获。
五、教学过程设计
Unit 9
The First Period(Section A)
Step 1 Warming up
("良好的开端是成功的一半",因此,我认为能以一种新颖的问候方式或复习方式进入一节课,就能唤起学生的兴趣,使学生保持一种积极的学习状态,或循序渐进地导入所学的内容,那么可为这节课的成功打下基础,同时也能给自己适当的减压)
T:I like travelling、 I have been to Dalian and many big cities、 What about you
接下来教师让几个学生讲述他们去过的城市或国家,让其他学生用英语来猜测、(目的是为本节课的现在完成时作好铺垫)
Step 2 Presentation
教师出示几张图片,引出现在完成时的结构和用法。
T:Have you been to an aquarium?
Yes,I have。
T:Have you been to a water park?
No,I haven't。
这样设计的目的是让学生在交际情景中感受出现在完成时的结构和用法。
然后叫学生归纳出现在完成时的结构句型。
主语+ have/has +动词的过去分词(培养学生归纳能力,找出记忆规律)
Step 3 Practice
1、 Show some pictures and let the students ask and answer in pairs
A:Have you ever been to an amusement park?
B:Yes,I have。Have you ever been to a water park?
A:No,I haven't。
2、 Practice Section A(1a)
Step 4 Listening
接下来的任务型听力要求学生对现在完成时加深理解,教师可承接刚开始的话题,引导学生根据所学语言完成以下任务:
(1)听力练习,让学生完成1b,填写表格
(2)然后看图,完成2a,进行判断正误练习
S1:John has never been to the space museum(T)
S2:Linda has been to the aquarium(F)
(通过听力训练,现在完成时的结构得以很好的落实)
Step 5 Reading
让学生阅读主题公园的一篇文章,圈出他们认为有趣的地点,事情和活动
(1)四个人一组合作学习,更好,更快地回答问题,加强对文章的理解
(2)然后叫学生再阅读一遍文章,做一个对话练习
(3)本部分要求学生掌握一些固定的词组搭配,如:around the world,end up,take different routes等
Step 6 Group work
接下来我设计的任务是要求四个学生为一小组,进行问答练习
如:
Have you ever studied with more than three friends?
Have you traveled to another province of China?
Have you helped someone you didn't know?
(这样的活动既可以培养学生的合作意识,又能在情景中用现在完成时交际,巩固了本节课的重点,从而突破了难点,促使学生在学习过程中体会理解)
Step 7 Summary and exercise
Section A Difficult points
"have been to"means you went somewhere before,but now you are still here
"have gone to"means "you leave here already,you aren't here"
Homework:
1、熟记本课时的单词,词组和重点句型。
2、在上述小组活动的基础上,再要求学生完成一份调查表,目的是为下面的写作作好准备。
3、要求学生写一篇关于去过某地和一些经历的文章、在以上的学习过程中,学生以具备了阅读和处理相关信息的能力,因此这部分任务交给学生自己完成,以此提供学生运用语言,解决问题的空间)
写作是学生综合运用语言能力的体现,通过写作能强化语言的运用,同时加深对所学知识的理解,将学与用融合)
4、要求学生为下一节课准备照片,进行问答练习(Tell the group about your photos)(这样的小组活动,有利于培养学生的合作,又能让学生在实践中学习,在交流中运用语言)
教学设计理念:
1、教学活动始终遵循任务型教学的教学理念,以学生为学习的主体,以任务为中心,在运用语言完成任务的过程中来学习,体会和掌握语言。
2、自始自终贯穿了以交际为目的的原则(在做中学,在学中用)。
3、在教学过程中,关注学生的生活实际和生活体验,让其贴近实际,贴近生活,贴近时代,树立以学生为本的思想,提倡学生参与,体验,亲身实践,独立思考,合作探究,从而实现教学方式和学习方式的转变。
童年趣事作文650字13
1.The students are always the masters of the class.
The teachers are only the guides and organizers of the class activities.
In English teaching, we should make the lessons close to their daily lives ,and complish the teaching goals in the activites.
We should make the students master the ways to study in the activities.
So the teachers and students can show their initiatives and creativities at their best.
2.I adopt the task-based teaching method.
I mix the main words and main language targets into the pratical activities.
The students complish the goals through the experance of the class activities.
3.Groupwork is the main teaching method in the English class.
The teacher should give the students more freedom to show and express themselves.
We should provide a stage for the students to mix the knowledge , exchange the information and share the resources 。
The teachers had better give them more praise and affirmation.
So the relations between the teachers and students are natural and democratic.
童年趣事作文650字14
尊敬的各位领导、老师:
大家上午好。很高兴能有这次机会和大家一起交流学习。今天我说课的内容是人教版新目标八年级英语下册第一单元What’s the matter ?的第一课时Section A (1a-2c). 我将从教材、学情、教法、学法、教学过程、板书设计几个方面进行说课。
一、 说教材
1、 教材内容及地位
本节课的主要内容是新目标英语八年级下册第一单元第一课时,教材是以What’s the matter ?为中心话题,描述身体不适和提出建议展开,学习和运用“What’s the matter ?”和“What should…do?”让学生学会描述身体的不适和提出建议,本课教材内容与学生的实际生活密切相关, 易于引出学生运用简单的英语进行交际和交流,在学习活动中,学生通过交换对身体不适的描述及建议,促进学生之间和师生之间的情感交流,增进情谊。
第一课时主要学习内容是学习有关身体部位的单词,学习“What’s the matter ?”和“What should …do?”句型。
2、 说教学目标
1) 知识目标:学习掌握有关身体的词汇以及有关疾病的词汇,并学会描述身体的不适和提出建议。
2) 能力目标:听懂本课学习活动中的问题及回答,能在本课的任务型活动中进行简单的交流,能正确朗读本课的对话和句型,能写出本课的单词和句型。
3) 情感目标:通过描述自己的身体的不适、提出建议,表达自己的看法,使学生在人际交往中学会关心别人,增进情谊。
4) 文化意识目标:用恰当的方式表达自己的看法,增进人际交往中学会关心别人的能力,了解英美国家询问和表达身体不适的习惯, 培养世界意识。
3、 说教学重难点
重点:本节课主要学习身体部位的单词和一些疾病的词汇,以及身体不适的表达及建议。 难点:身体不适的表达及建议
二、 说学情
初二年级的学生对英语已经有了一定的基础,但本地区部分学生对学习英语的兴趣不是很浓,在学习中,他们更喜欢从游戏中或活动中学习,这样更能提高他们的学习兴趣,让他们更轻松地掌握英语知识。
三、 说教法
作为教学的引导着,我遵循新课程“学生是学习的'主人,一切的教学活动设计在以学生为本”的教学理念,坚持“为学生的发展,必须培养学生的自主性、能动性、独立性和创造性”的教学原则。课堂教学中利用图片,单词卡片等直观的教学手段,通过任务型教学法,游戏教学法,情景教学法等教学法引导学生学习,使枯燥的单词教学变得生动有趣,激活课堂,最终达到预期的教学目标。
四、说学法
《英语课程标准》强调“教师在课堂实施中要有意识地帮助学生有效地使用并形成适合自己的学习策略,为其终身学习奠定基础。”依据课改的精神,结合新课标学习策略的要求,我确定本课重点渗透以下3方面的学习策略:
1.学会预习:
发挥学生的主观能动性,变被动学习为主动学习。让学生带着问题听课,同时做好听课的词汇“材料”准备。
2.自主学习:
创设情境,使学生养成独立思考,独立思考,自主完成任务的习惯。
3.学用结合:
为用而学、用中学、学了就用。在充分感知语言现象基础上,联系实际,积极体验,及时反馈,大胆实践。
五、 说教学流程
Step 1 Warming-up
T: How are you?
Ss: I’m fine. Thank you. How are you?
T: I’m OK. But I have a cold. (我感冒了)What should I do?(我该怎么做)
学生提建议:看医生(see a doctor)休息(have a rest) ,吃药(take some medicines)等 ,教学以上词汇,为以下对话做铺垫。
Step 2 Lead-in 直接导入新课,引出课题。
Today we’re going to talk about the matters. Let’s learn Unit 2 What’s the matter? (板书并教学课题)
Step 3 New words
1、 Now let’s look at the picture. This is a body. We’re going to learn the part of the body. (利用图片、单词卡片进行教学)
2、 Game.(叫几个学生上讲台,其余的学生在下面通过卡片抽读,上面的学生迅速指出身体部位) 通过游戏让学生更好地掌握单词,这样可以加强对单词的巩固。
3、 通过老师的表情,动作让学生用“What’s the matter?”询问,引出疾病的单词,如:sore throat, sore back=backache, toothache, stomachache等,并利用卡片进行教学。同时让学生用You should…提出建议。
Step 4 Practice (利用图片问答)
1、Game (学生抽图片,表演,进行问答)
A: What’s the matter ?
B: I have a cold./ a stomachache/ backache…
A: You should see a doctor./ have a rest/ take some medicine…
2、A: What’s the matter?
B: She/He has a cold. /a stomachache/ backache…
A: what should she do?
B: She/He should see a doctor./ have a rest/ take some medicine…
Step 5 pair work (让学生和同伴练习对话,抽查几对学生对话)
A: What’s the matter?
B: I have a cold. /a stomachache/ backache…
A: You should see a doctor./ have a rest/ take some medicine…
Step6 listening
通过上面一系列的对话练习,学生对1b 的对话已经很熟悉了,所以更好的把握。 继而完成2a 和2b
Step 7 小结(这节课主要学习掌握有关身体的词汇以及有关疾病的词汇,并学会描述身体的不适和提出建议。)
Step 8 Homework 记单词和用所学单词句型跟同学进行对话练习
六、 说板书设计
Unit 2 What’s the matter?
①A: What’s the matter ?
B: I have a cold./ a stomachache/ backache…
A: You should see a doctor./ have a rest/ take some medicine…
② A: What’s the matter?
B: She/He has a cold/ sore throat /stomachache…
A: She/He should see a doctor./ have a rest/ take some medicine…
单词已经利用卡片学习了,本课我只板书这两个对话,这样让学生更一目了然,知道这课主要学习的句型,对话。
以上是这节课的说课内容,有许多不当之处,恳请领导、老师们批评指正。谢谢!
童年趣事作文650字15
一、说教材:
1、教材简析:
我说课的内容是江苏牛津中学英语教材9A第3单元Teenage problems中的Integrated skills部分。本单元通过青少年中存在的问题和困扰这一主题,引出话题,谈论话题。由于学生对这一话题极感兴趣,我在教学中准备使用多种教学手段设置情景,有效地把单词和句型情景相结合,注重听说训练,使语言点的训练密切联系生活实际,达到灵活运用,学以致用的目的。
2、教学目标:
依据英语新课标所提出的总目标并根据本年段学生认知水平,我制定了如下教学目标:
a、 能听懂、会说、会读和会拼写单词和词组.
b、能听懂、会说、会读和会写句型.
c、 能正确地听懂、掌握A板块前半部分听力内容,并能以较好的语音语调流畅地朗读后半部分的课文填空。
d、能用本课所学语言讨论青少年中存在的问题
3、教学重点、难点:
教学重点:正确拼读本课四会单词和句型,能流利地用所学句型进行情景会话。
二、说教法和学法
根据我对《英语课程标准》的理解和九年级学生的生理和心理特点,我将教学本课的指导思想确定为:让学生主体参与,主动探究,合作互动,充分发展。具体采用如下教学方法:
1、情景教学法:
通过设置较为真实的情景,使学生产生身临其境的感觉,激起学生情感上的共鸣,从而引导学生从整体上理解和运用语言,促进学生的语言能力及情感、意志、想象力、创造力等整体发展。
2、小组学习法:
每4人一组,可两两交流,也可自由选择,在互动中互相启发发生思维的碰撞。同时注意保证每个学生都有机会参与学习,培养学生与伙伴合作的意识和策略,提高人际交往能力。
3、练习法:
把大多课堂时间留给学生,使学生在多信息、高密度、快节奏的灵活操练中拓宽学习渠道。
另外,考虑到B板块为对话教学部分,我在这一环节的教学中主要侧重于学生朗读能力的培养,在训练听说的'同时加强朗读指导,一方面可以培养学生朗读的基本技巧,另一方面也可以检查学生对课文理解的情况,进而培养学生的自主学习能力。
三、说教学程序
1、对话导入,学习新知
a、 以“Teenage problems”为主题及线索组织教学。课前在教室里头稍作布置,背景音乐的选择体现了牛津初中英语板块之间的自由组合,也为后面的教学做了一个提早渗透,这样,学生在轻松愉快的气氛中进入本课的学习,接着我向学生展示课件,引出青少年问题的话题,同时教授新词。由介绍学生自己的问题入手无形中拉近了与学生的距离,使学生备感亲切。
b、在学生展示自己作品的语境中,用多种手段,如:作品、图片、照片、简笔画等呈现。学生边学边进行听、说、拼读及运用,坚持循序渐进,由易而难的原则教学新知识。
2、巩固拓展,强化新知
a、 在情境中不断使用新句型,学生不仅学会了新的词组,而且不可避免地涉及到了旧知。同时也激发了学生的求知欲,想学更多的有关的词汇来介绍自己的问题,并向他人寻求有效的建议和意见,达到了学中用,用中学的目的,给予他们成功的乐趣。
b、仍以“Teenage problems”为场景由学生分小组自创小对话进行表演。要求问到前面所学句型并要求用到本课时所学的交际用语。通过这样的练习形式让学生主体参与,学生的思维处于积极兴奋的状态,有利于提高课堂学习效率。
3、指导朗读,感知课文
a、 在小对话表演告一段落时,自然导入A部分对话教学。然后播放多媒体课件让学生感知课文,为了让学生在听的过程中有所侧重,引起他们的有意注意,让他们带着问题去听。
b、播放录音再感知课文,以选择题的形式检查学生理解课文的情况。
c、跟读课文,为避免反复朗读时的过于枯燥,设计小小配音员的训练环节。
d、学生分角色朗读对话,指导学生在朗读时利用手势、表情、动作、声音等手法,以加强语言的表现力,更生动地传达说话人的思想和感情,使学生能在熟练朗读的基础上更深地理解对话内容。
4、面向全体,作业分层
为了满足不同类型不同层次学生的需求,在作业布置上我尝试进行分层教学即让程度较差的学生做a类作业;程度中等的学生做b类作业;程度较好的学生做c类作业,当然,也可以根据自己的兴趣特长进行自由选择。
a、朗读并抄写要求四会掌握的单词和词组;
b、听录音,朗读课文,并根据所学话题进行自由交谈并形成文字稿。
通过这样的作业形式争取让每一个孩子都学有所获,从而达到激励全体学生努力学习的目的。
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