幼儿园小班英语教案:How Do You Do
活动目标
(1)教幼儿知道与人初次见面时要说:How Do You Do?
(2)教幼儿学会说 :How Do You Do? 并知道怎么应付。
(3)教育幼儿做个讲礼貌的小骇。
活动准备:自编一个回声的故事,多次倾听 How Do You Do这首歌的音乐。
活动过程
(1)教师有表情的讲述故事一遍,帮助幼儿理解故事内容。
(2)幼儿学习问侯语:How Do You Do? 并掌握其对应回答。
(3)学习歌曲 How Do You Do
1教师有表情的范唱两遍,帮助幼儿熟悉歌词。
2教师和幼儿分角色对唱两三遍。
3引导幼儿将歌词中的teacher和children改为小朋友的名字,互相找朋友进行对唱练习。
“说课”是教学改革中涌现出来的新生事物,是进行教学研究、教学交流和教学探讨的一种新的教学研究形式,也是集体备课的进一步发展。那么初中英语说课稿要怎么写呢?小编准备了初中英语说课稿范文五篇,希望对你有帮助!
初中英语说课稿What should I do?
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 pide 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 home work.)
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!
牛津英语9A Unit 3说课稿一、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。
人教版初中英语第二册18单元说课稿一、教材分析:
1、教材的地位及作用:
第二册第五单元第二节课, 本单元围绕做"比较"( Makingcomparison) 这个题材开展多种教学活动,它与上一单元联系紧密,是它的延续。本节课是本单元的重点,表示数量的some,few的比较。通过学习的比较等级,进一步加深对比较等级的语法现象的理解和运用。同时通过some,few比较等级在陈述句与疑问句中的操练,进一步提高学生听、说、读、写综合素质能力。
2、教学目标:(知识目标、能力目标、德育目标)
知识目标:
(1)学习、掌握some,few的比较等级;
(2)学习单词strong。
能力目标:提高学生听、说、读、写及知识自学的综合能力。
德育目标:教育学生热爱劳动。不臀藁?No pains,no gains)。
确立教学目标的依据:
根据英语教学大纲规定,通过听、说、读、写的训练,使学生获得英语基础知识和为交际初步运用英语的能力,激发学生的学习兴趣,为进一步学习打好初步的基础。此外,根据我国国情和外语教学大纲的要求,现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。
3、重点与难点:
重点:学习表示数量some, a few的比较等级。
难点:some, a few的比较等级在实际生活中的应用。
确立重点与难点的依据:
根据教学大纲的要求,及本课在教材中所处的地位和作用。
二、教材处理:
根据以上对教材的分析,同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围,身临其境地把学生带到农场里。同时激发学生学习兴趣,使学生在参与农场的一系列活动中,掌握知识。最后通过做游戏对学生所学知识点进行训练,从而达到巩固知识的目的。
三、教学方法:
通过五步教学法,精讲巧练,由浅入深,由易到难,由已知到未知,循序渐进地深化教学内容。展开以教师为主导,以学生为主体的师生双边活动。
四、教学手段:
主要以现代化电教手段--多媒体辅助教学,贯穿整个教学过程。增加了直观性和趣味性,加大了课堂密度,提高了教学效果。
五、教学程序:
1、新课导入
为了激发学生的学习兴趣,引起注意,拉近师生距离,首先告诉学生这节课我将带他们去一个(转载自中国教师站文摘www.cn-teacher.com,请保留此标记。)有趣的地方,并请他们依据我的提示猜测要去哪里? 当学生猜出去农场时,我们便"上车", 一路欢歌(pickingApples)去农场。随着"嘎"的刹车声,电脑打出农场全景, 给学生一种身临其境的感觉,导入正课。
2、新课的讲解
本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面,配有汽车声、动物的叫声,栩栩如生。以学生在农场里劳动为主线,通过树上结多少苹果,学生摘多少苹果,卡车运多少苹果筐,以及劳动后学生吃多少苹果的比较,将some,few的比较等级在一系列既关联又相对独立的语境中详细讲解,反复演练,使学生全面掌握。其中多媒体展示的动画部分更具特色,充分地调动了学生的积极性,吸引了全体学生的注意力,达到了教育教学目的,培养学生思想素质、情感素质和英语语言素质。
3、反复操练和巩固应用
为了调动学生的积极性,利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多种不同方式操练巩固。使学生处于积极思维的状态之中,全方位、多角度培养学生运用英语的能力。
4、反馈练习
本课的又一次高潮是将游戏与练习有机结合,融为一体。设计下棋游戏,棋盘为20个格,每格均为在苹果园里劳动的情景,并配有本课的重点--比较等级的练习题。棋盘的上一男一女分别代表男生和女生两大组,值得一提的是决定男女生在棋盘上走几步的转盘,是用本课重点词汇fewest,fewer,a few,some,more和most组成,使学生在玩中进一步体会数量some,a few的比较等级的运用。学生通过转轮,边做游戏边做练习,寓教于乐,极大地激发学生学习兴趣,同时巩固了学生所学的知识。
5、归纳总结
本课除了板书所呈现的重点内容外,又把本课内容浓缩成韵律诗形式,巧妙地总结本课重点、难点,学生又通过优美的旋律、音韵动力听的节奏。进一步巩固,加强对本课内容的理解和运用。
6、展示板书
Unit 5 Lesson 18
Kate some apples.
Jim has more apples than Kate.
Meimei the most of all.
The first truck a few baskets.
The second one is carrying fewer tham the first.
The third one the fewest of all.
本课以素质教育为目的,结合教材重点、难点及英语学科特点,利用多媒体辅助教学,从视、听、说等方面使学生得到锻炼,在愉快、轻松的氛围中温故而知新,达到初步运用英语交际的能力。由于缺少经验,在教学过程中难免会出现不足,敬请各位老师不吝赐。
初中英语全英说课稿Unit13 Rainy days make sadHello, everyone,
Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is Section A (1a-1c , Grammar Focus) in Unit13 . It is made up of seven parts.
1. Analysis textbook(教材分析)
2. The teaching methods(教学方法)
3. The learning methods(说学法)
4. Analysis the students(说学情)
5. The procedures of the teaching(教学步骤)
6. Blackboard design(板书设计)
7. Self evaluation.(自评)
part 1 The analysis of the teaching material:
This lesson is about listening and speaking. It plays a very important part in the English teaching of this unit. By studying Section A , The students can improve their speaking ability, learn more about things that affect people. At the same time, we should get the students to understand better. The students should do some listening, speaking and writing, too. Of course, the students should receive some moral education. Let the students have positive attitude to dealing with things around them.
1. Teaching objects
The teaching aims are established according to Junior School English curriculum standard provision.
A.Language goals
1). Words Cooperative learning;
part 3. The learning methods
1). Set up six steps. It is presentation– words – pairwork – listening practice–Grammar - practice
2). Ask the students to take part in class actively and develop their cooperation in the activities .
part 4. Analysis the students
The students have learned some words about feeling and they have know the word make. But they don’t often use English to express themselves and communicate with others. Some Ss are not active in the class because they are afraid of making mistakes.
part 5. The procedures of the teaching
I have designed the following steps to train their ability of listening, speaking, reading and writing, writing , especially listening and speaking. Set up six steps. It is greeting –lead-in -presentation– words – pairwork – listening practice–Grammar – practice – homework.
Step Ⅰ Lead- in.
Show the Ss a picture and then show the teaching material.
purpose: Arouse the students’ interest of study. Bring in new subject: Rainy days make me sad.
Step II presentation.
Review some words about feeling , then present the sentence structure.
A: What makes him/her sad?
B: Rainy days makes him sad.
purpose :Through this part we can consolidate what they studied yesterday, communicate with others about their feelings and prepare for the new lesson.
Step III Listening (1a, 1b: p102)
Ask the students to listen to Amy and Tina talking about the two restaurants and do the exercises.
purpose :Train the Ss’ listening ability and prepare for later exercises.
Step IV Speaking (1c: p102)
Ask the students to talk about how music affects them. Let the Ss work in pairs and talk about how the two restaurants would affect them.
purpose :Train the Ss’ speaking ability and prepare for later exercises.
Step V Do a survey.
After learning 1b , 1c , let the Ss do a survey about other things that affect them.
purpose : This step can open the Ss eyesight and thought . It’s a step from textbook to real life .
Step VI Grammar
1). Sum the usage of make then help them to say out the sentence structure.
2). Do some exercises to consolidate the grammar.
purpose: Train the Ss’ ability of understanding and using language.
Step VII Writing practice
1.List 4-5 things around you and then describe how the things affect you.
2.Composition Exams make me _______。
purpose :I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.
part 6. Blackboard design
1. make +sb/sth+adj
eg: The news made him sad.
He tries his best to make his lessons interesting.
make +sb/sth+ do
eg: He made me wait for a long hours.
He made me do this exercise again.
在被动语态中变为:sb be made to do
2. rather 原意为相当,为副词
eg: It’s rather cold today. 今天相当冷。
rather常与would连用 “宁可,宁愿, 还是…好些”
eg: I'd rather play tennis than swim. 我不想游泳,我宁愿去打网球。
purpose:In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, I write the usage of make and rather on the blackboard in order to tell the students that this is of the importance in this class. I want to use them correctly and flexibly.
part 7. Self evaluation.(自评)
In order to make the students the real masters in class while the teacher himself acts as director. I designed some activities to arouse the students’ interest of studying .The students can learn the target language easily .Also ,by these activities , I’ve cultivated the students’ spirit of cooperating , trained the students’ skills of listening ,speaking , reading , writing , improved the students’ ability of collecting information and dealing with the information . Help the students to form a positive attitude towards life .Thanks for listening .
人教版初二上英语说课稿Unit1Unit 1 How often do you exercise
Section A说课教案
1a ---1c
教材分析:本单元以“How often do you exercise ?”为话题展开教学活动。首先学会恰当地使用频率副词及短语,再学会描述课余时间的活动安排和基本饮食结构。通过复习七年级学习过的动词短语,及本单元的听力练习,各种方式的口语交际活动和写作练习,使学生积极参与,合作,从而培养学生的综合语言运用能力。教材在本单元的开篇,即本课时,安排了关于谈论课余时间的各项活动,以及初步认识和使用频率副词,为进一步地使用频率副词及动词短语做语言知识上的准备。
教学目标:
A:语言目标:恰当使用always usually often sometimes hardly ever never 等频率副词和日常活动短语:watch TV go shopping read books exercise等。
掌握句型: What do you usually do on weekends? I often go to the movies.
What does she do on weekends ? She often goes to the movies.
B:能力目标:学习描述课余时间的活动安排,初步培养学生的语言综合运用能力。
C:德育目标:培养学生的逻辑表述能力,激发学生的积极思维,并使学生互相了解,增进友谊,加强人际交往,以形成良好的人际关系。
教学重点:核心句型: What do you usually do on weekends?
I often go to the movies.
教学难点:第三人称单数谓语动词在此核心句型中的运用。
教学用具:词汇卡片 多媒体课件一套
教学过程:
Step1 Warm-up activities
(1) Do it (学生按教师的指令做动作)
T:Read books. / Do homework!/ Draw pictures/ Look at the blackboard
T: run / stop / stand up / sit down.
(2) Do as I do.(学生跟老师边说边做动作)
I read books on weekends.
I run on weekends.
I do my homework on weekends.
Step 2 Revision and presentation
(1)教师问:“What do you usually do on weekends ? ” (并且板书)让学生根据自己的实际回答 I usually …… on weekends.
(2)教师出示动词卡片 watch TV、read books 、exercise 、clean、skateboard、 play basketball、wash clothes、go shopping、 go to movies让学生认读。
(3)做游戏:“ What’s missing?” (学生先把动词卡片全部读一遍,教师从卡片中任意抽掉一张,再让学生看卡片读动词短语,然后让学生说出抽掉的是哪一张词汇卡片。)
Step 3 pattern drill and dialogue
(1)出示词汇卡片给学生,并提问:“What do you usually do on weekends?” 引导学生回答: I usually …… on weekends.
(2)Task one “Find my group members.”
在规定 时间内填完活动表格,再向周围同学开始询问,找出与自己课外活动大致相同的同学请他或她在每项活动后面签名。
Activity
Name
(3)Look at the picture on the book ,name each activity .Then ask students to point to each picture , ask and answer in pairs . “What ’s the boy/girl doing ? ” “He/She is reading .” Check the answers on the blackboard and ask students to correct their own activities.(1a )
Step 4 presentation and drill
(1)教师指着屏幕说:“ Now let’s see my activities on weekends. 屏幕上出现各项活动的图片并介绍。 I always read books at 6:00 in the morning. Then I usually run at 6:30. I often clean my house in the afternoon. Sometimes I watch TV, but I never watch TV too much. I hardly ever go to the movies.
(2)点击鼠标屏幕上出现频率副词及相关的百分比。
always(100%) usually(80%) often (30-50%)
sometimes(20%) hardly ever(5%) never(0%)
领读频率副词,让学生快速认读。
(3)分别点击活动图片,每个图片正面出现一个频率副词。
教师依次提问: What do you do on weekends?
引导学生用图片中的活动及副词回答,如:I usually run.
(4)TaskTwo: Making cards
每个学生把自己的课外活动做成卡片,再把频率副词做成卡片,然后一个学生问What do you do on weekends? 另一个学生分别拿一张活动卡片和频率卡片并用其进行回答。
Step 5 practice and drill
(1)play the recording the first time .Students only listen . play the recording a second time . point to the pictures . This time say , Listen to the conversation and write the letter of one activity (a through e )after the word in the list .(1b)
(2) 屏幕上出现一张一个女孩读书的图片,教师提问:
What does she do on weekends?
再点击图片出现副词often 引导学生回答 She often reads books.
(3) 点击屏幕出现 A:What do you do on weekends?
B: I often read books.
C: What does she do ?
D: She often reads books/
(4) 点击图片出现活动图片,四人小组练习对话。
(5) Task three: Do a survey “What does she /he do on weekends ?”
Name
Activity
How often
Step 6 Homework
(1) Make a conversation “What do you usually do after school ?” in groups.
(2) Collect some information about your favorite teacher with your partners ,such as his or her personality , hobby , eating habit and so on . Then introduce this teacher to us .
教学板书设计:
Unit 1. How often do you exercise ? 1a-----1c
A:What do you usually do on weekends?
B:I often go to the movies.
教学策略:根据本课时的特点,我安排了六个环节,第一个环节让学生按老师的指令做动作来调整学生的精神状态,同时又复习了一些动词,为新课做知识上的准备;在第二个环节中,通过复习旧句型“What do you usually do on weekends ? ”,引出了七年级曾学过的频率副词usually和一些动词短语,减轻学生学习新课的难度;第三环节,通过完成课本Activity 1a和Task 1来加强说和写的能力的培养;第四环节出现了本课时的重点,因为句型已掌握熟练,这些重点内容——新频率副词的使用,也迎刃而解,再通过Task Two: Making cards这一有趣的活动来加深理解;第五环节,是我在教学中的扩展和延伸,在完成课本Activity 1b和Task3的过程中,把学生们学习一般现在时态的难点,用对比的方式清楚地呈现给学生,使学生充分感知和理解,使学生在交际中对语言的认识得到升华。在第六环节中,我安排了编对话活动来加强听说能力的培养,第二题是一个开放性的作业,在锻炼学生的综合语言运用能力的同时,又让他们学会合作与交流。在本课的整个教学过程中,教学重点内容(1c)贯穿始终,这是在教学实际中对教材的调整,由于本课教材没有涉及到一般现在时态的单三形式,而它又是中学生学习英语易疏忽的问题,所以我在本课做了补充。
八年级上Unit 1 How often do you exercise?
Section B(3a—4)课堂教学设计
◆ 教材分析:
下面我要说的内容是人教版八年级上Unit 1 Section B(3a--4) page 5,本单元以“How often do you exercise ?”为话题展开教学活动。首先让学生学会恰当地使用频率副词及短语(always, usually, often, sometimes, hardly ever, never) 再学会描述自己或他人的生活方式。通过复习已学习过的动词及短语(shop, exercise, read, go to the movies, watch TV, ,eat vegetables/fruit/junk food, ect),使学生积极参与,主动合作,让学生在完成任务的过程中,使用英语获取信息,用英语进行交流,从而培养学生运用英语的能力。本单元的Section A部分,已初步认识和使用了频率副词,为进一步使用频率副词及动词短语做语言知识上的准备。本课时主要在此基础上培养学生对语言知识点的综合运用能力,让学生学会阅读、学会写作,学会调查,让学生在体验中内化语言知识,从而培养学生对频率副词以及 how often句型的使用能力。
◆ 教学目标:
1、知识目标
(1)掌握以下词汇:
habit, try, lifestyle, grade, better, same, as, different, maybe, although, for,
of course, look after, good—better—best, healthy—healthier—healthiest
(2)掌握并会运用下列重要短语和句型:
look after = take care of the same as try to do sth. get good grades
-How often do you exercise? -I exercise every day.
-How often does she drink milk? -She drinks milk every day.
2、能力目标
读:通过学习本课时的短文,能读懂介绍个人生活方式的文章。
说:利用所学知识或提示的信息,能在短时间内复述课文。
写:能用本节所学知识,描述有关自己或熟人生活习惯的短文。
3、情感目标
通过本单元的学习,养成健康的饮食习惯,保证充足的睡眠时间,进行合理的运动锻炼,以保持健康的体魄。
◆ 教学重点:
1. 能正确运用频率副词和How often…?句型。
2. 培养学生良好的阅读习惯和运用所学知识进行书面表达的能力。
◆ 教学难点:
能运用频率副词描述自己或别人的生活方式。
◆ 教学方法:
任务型教学法和分层教学法.从学生“学”的角度设计教学活动,使学生的学习活动具有明确的目标,把注重语言本身转变为注重语言习惯,随着“任务”的不断深化,整个语言学习的过程也越来越自动化和自主化;分层教学能激发各个层次的学生获取语言信息知识的欲望,提高他们的自信心,从而培养学生学习英语的浓厚兴趣。
◆教学手段:
运用多媒体辅助教学,能使抽象的语言变得直观形象,为学生运用英语进行交际创设情景,实现师生互动,生生互动多向交流。
各位领导,各位老师:
今天我说课的内容是义务教育课程标准实验教科书七年级英语下册Unit 5 I’m watching TV,下面我将从教学目标,教学重难点,教学工具,教学过程和教学反思五方面进行简要说明。
一、教学目标
1.知识目标:
1)词汇
Clean, on, read, apartment
watching TV, eating dinner, cleaning, shopping, reading, doing homework, talking on the phone
2)语法 现在进行时(present progressive tense)
3)句子
What are you doing? I’m watching TV.
What’s he doing? He’s doing his homework.
What are they doing? They’re cleaning the room.
2. 能力目标:学会用英语谈论人们正在做什么
(To freely talk about or learn about what they are doing)
3. 文化目标:培养用英语获取信息,与人合作的能力。激发他们学习英语的兴趣和热情,在接近生活常态的交际中乐于模仿,敢于开口,积极参与。
二、教学重难点
教学重点
基于对教材和教情的分析,我确定本节的教学重点为现在进行时的用法。
To grasp the structure of present continuous tense : What are you doing ? I’m watching TV. What’s she/he doing ? She/he’s ……
教学难点
①现在进行时中现在分词的结构。(The structure of the verb adding “ing”)
②能在交际中准确地运用现在进行时来描述或表达正在进行的动作。(Using this tense to describe and communicate)
三、教学工具---多媒体的运用
本节课我采用多媒体课件(ppT)进行教学,创设英语学习情境,调动学生学习兴趣。首先,我利用多媒体播放一段英文歌曲,创造英语教学环境,并引出本节课的学习内容。然后,我通过多媒体出示图片,引领学生进行学习、操练现在进行时。接着,进行一段听力训练,对所学知识进行检查和练习。然后,让学生进行模仿表演和猜测,活跃课堂气氛,调节学生的兴趣,操练所学句型。
四、教学过程
Step 1 leading-in(听音乐创设情境)
1. Greetings.(为了沟通师生关系,进行相互问候)
2.回顾上节课内容,抽学生在黑板上写出现在进行时结构
3. 本节课学习目标展示。
Step 2 结合教材,展示图片学生完成1a,各组依次说出答案。
Step 3 practice
1. Show some pictures and let the students ask and answer (各组轮流进行).
e.g What are you doing ? I am reading.etc.
2. Get some pairs to practise in class.
Step 4 presentation
(1) 出示图片,教师问:“What is he/she doing?”并帮助学生回答“He/She is…….
(2)然后出示图片,进行问答练习。老师领读。
A: What is he/she doing?
B: He/She is……. (ect.)
Step 5 Game
1. 猜动作Show a picture and get the students to guess what he is doing.
2. 接着教师叫一些学生面向全班同学来做一些动作,让其他学生来猜他或她正在干什么。直到猜对为止。
Step6 Listening (目标听和精听结合)
1.say:There are many people living in the apartment. Do you know “what they are doing?”. please listen to the tape and find out “What is Jenny doing? What are Dave and Mary doing? What is John doing?”
2.Check the answers in class like this:
A: What is Jenny doing? B: He is watching TV.
A: What are Dave and Mary doing? B: They are eating dinner.
A: What is John doing? B: He is doing homework.
(通过听力训练,现在进行时的结构得以很好的落实)
Step 7
“how to add –ing to verbs”in class. And do some exercises.
Step8学习目标回顾
Step9 Homework:
五、教学反思
学生在本节课中的表现总体不错,教学计划进行的比较顺利,但也存在一些小的瑕疵。
简单有以下几点:
我在课堂上习惯一句话或一个知识点多次重复,有无意的也有特意的,本想通过重复来强化学生的记忆,可事实上,会让学生感到枯燥无味,所以这一点,在以后的教学过程中应该注意。
课堂上学生名字有时点中文名有时英文名,如果能全部用上英文名,英语情景的气氛更浓一些。所以要尽快记住学生的英文名,在英语课堂上尽量提问学生的英文名字。
在学生表演-猜动作的环节中,学生有的使用的汉语,如果课堂上教师点拨一下,告诉他如何用英语表达,这样更好些。
当然还有很多不足之处,我会在今后的教学过程中,慢慢摸索,弥补不足,更好的提高英语课堂的效率,提高自己的英语教学水平。
project English Grade Seven
Unit 6 Our Local Area
Topic 3 Which is the way to the post office? Section B
一、教材分析
教材的地位与作用
本单元取材于初中英语仁爱版七年级下册第6单元——Our Local Area本课是第三个话题Which is the way to the post office?的第二课时。本课的中心话题——ask the way,从学生的日常生活出发,让学生学会问路和指路。问路的句型在考试当中是很常见的考试题型。
指路问路不但使学生掌握英语句型和对话,同时也让学生学会与他人和谐共处,共创美好的生活氛围,渗透了助人为乐帮助别人也快乐自己的德育思想。
教学目标
(1)文化知识目标:
①熟悉并掌握常见的交通标志
②了解过马路的要素
③能用英语就问路的基本句型进行问答。了解外国交通与中国交通的不同
(2)能力目标
1)培养学生口头表达能力。
2)通过小组对话,培养学生合作学习的精神。
(3)情感目标
1)鼓励学生助人为乐;
2)通过对交通知识的了解,提醒学生注意遵守交通规则
教材重、难点
根据对教材的分析,教学目标的确定,设置本课时
教学重点为:
(1)帮助学生归纳整理,问路的句型
(2)让学生了解中外交通的异同。
(3)用英语就问路指路的各种句型进行互问互答,并能掌握交通标志的英文说法
综合学生的实际情况,确定难点为:
(1)掌握交通标志相关的短语和问路的句型及答语.
(2)用英语叙述如何到达某一地点
二、教法、学法分析
课堂教学方法的选择是课堂教学效率高低的关键。科学的学法指导是智能发展目标得以实施的重要途径。在本课教学中,我突出以话题为纲,交际功能为主线,兼顾结构,适当拓展。从以下几方面体现了英语新课程的理念。
1、以“任务型”教学作为课堂教学设计之理念,具体采用情景教学法和交际教学法。学生通过对话,游戏,角色扮演等各种语言形式来学习和掌握语言,实现目标,感受成功。
2、英语教学和情感教育的有机结合。在本节课中,教师除了营造宽松气氛,给予学生展示成功的平台外,处处鼓励学生运用自主学习、合作学习等新的学习方式,以形成积极的学习态度,促进语言实际运用能力的提高。这是实施新课程最为核心和关键的环节。
3、利用现代教育技术,拓宽学生学习和运用英语的渠道。对于交通这一话题的挖掘,让学生在课外通过多种渠道获得更多有关交通标志和交通知识,激发学生自主探究的兴趣。而运用多媒体辅助教学,更体现了课堂教学的大容量、多信息、高效率的优越性,进而达到启发学生的英语思维,发展交际能力的理想教学效果。
三.说学情
初一年学生有只有半年多的英语学习经验,英语基础和口语表达能力相对薄弱。本人所任教的班级学生素质参差不齐,本课的顺利开展需要学生课前充分的预习,并希望能用基础较好的学生来带动基础相对较差的学生,并使他们对英语产生兴趣。
说教法 (Teaching methods)
根据《英语课程标准》的理念和要求,本课时采用图片直观教学、启发式教学和任务型教学。
说学法 (Learning methods)
本课时教学方法设置的目的是让学生积极主动参与-自主学习-归纳总结-实际运用
教学流程Teaching procedures
Step 1 Revision (5m)
Step 2 Lead in (3m)
Step 3 presentation (13m)
Step 4 practice (8m)
Step 5 project (15m)
Step 6 Homework (1m)
Review(10m) (給出漳州地图,复习Section A所学的内容,增加学生对问路句型的熟悉程度,进而为今天所学的内容打下基础,并引出另外两个问路句型)
Example( pair work )
(1)A: Where is...?
B: It's...
(2)A: Excuse me. Is there a...?
B: Yes, there is...
A: How can I get to...?
B: Go along...(3)A: Excuse me, which is the way to...?
B: Sorry, I don't know.
A: Thank you all the same!
通过刚才的复习,导出新的问路句型。听录音,让学生尽快熟悉新句型,训练听力,fill in the blanks
presentation
练习书上的对话
Could you tell me the way to Dinghao Building?
Where is Beitai Road?
回答有两种方式.一种是走路.一种是坐公交车
Consolidation
归纳总结问路指路的句型,給出关键词
Where is...?
Is there a...?
Which is the way to...?
Could you tell me the way to...?
How can I get to…?
请学生总结回答时候可用的单词词组.学生自己总结比教师总结更容易记住.
Go along ahead and turn …at the … street.
Go straight on and you will see … on your …
Go along … Street and you get to … Road, you will see … on your …
Left right first…then
Go up / down until go across
已经知道问路的句型,引出一些常见的交通标志,让学生体会英语在生活中是无处不在的,从而重视英语,知道学习英语的重要性,从而提高学习英语的兴趣.
Do you know these signs ?
Now , let’s see some signs in English. When you meet these signs, what will you do?
Example:
When we meet "parking", we will park the cars here
practice
Read these signs and discuss their meanings
Turn left Turn right Crosswalk parking Danger Go straight No parking No U-turn No left turn No right turn
Find the differences between Chinese traffic and English traffic?
车子方向盘的设计.车辆靠左还是靠右等.讲出车辆遵守靠左走的几个国家
观看flash Yes or No 判断flash里面关于交通的正误,給出过马路的要求,引导学生遵守交通规则。
project
比赛:
画路线图 (提供材料,让学生念,训练听力及说的能力,从而巩固今日所学的句型,以竞赛的方式,学生乐于参与,并且可以寓教于乐)
①Find Kangkang's house. Go along Buxing Street and take the first street on the right. It's on the left, opposite to the museum.
②Find Wei Ming's house. Go along Xinhua Street to the traffic lights and turn right. Go along the road and take the second street on the left. Wei Ming's house is on the left, next to the church.
③Find Chen Hui's house. Go along Chang'an Street and take the first street on the right, and go a bit further. Then take the first street on the left. Chen Hui's house is next to the library.
④Find Ke Lin's house. Go down Chang'an Street to the end. Turn left. When you see the hotel, turn left again. It's the house behind the hotel.
Games: Find my friends
指定一学生,把教室当作街区,过道当成道路,找到班上的某个同学.用亲身体验来实践学习到的句子.亲身的经历比较难以忘记,当你身临其境比在书上看半天来的有效果.目的仍然是要学生再次熟悉学到的句型和回答, 现场运用比课后背诵来的更有效果.
Role play 一名学生问路一名指路
根据地图
1站在不同的地点寻找相同的地方
2站在相同的地点找不同的地方
3站在相同的地点找出去相同的地方的不同的路线
(根据大量的口头练习,让学生在课堂上能基本掌握问路以及指路的句型及回答,达到教学目的.
Homework: Make a conversation about asking the way, no less than 50. (笔头练习,补充课堂上只有口头练习的缺陷)
说教学评价
这一课时主要通过设置任务,如看图讨论、思考问题、亲身体验等多种形式的活动,突出教材的重难点,激发学生的学习兴趣,激活已有的知识背景,使学生能运用自己已有的知识和经验思考该单元的中心话题——问路指路。任务由浅入深,可操作性强。讨论问题可鼓励学生独立思考,阐述自己的看法;启发式教学和任务型教学可以使他们积极主动地参与。通过自主学习、小组讨论、自己归纳总结,然后掌握问路指路的提问以及回答,从而完成本课的教学目标。
板书设计
Useful words and expressions: Intentions and purposes:
Turn left Turn right Could you tell me the way to…?
Crosswalk parking Which is the way to …?
Danger Go straight Excuse me. Where is …?
No parking No U-turn Go along … and turn right at the…street.
No left turn No right turn Go straight ahead and you will see .. on your left.
活动目标
(1)教幼儿知道与人初次见面时要说: How Do You Do?
(2)教幼儿学会说 :How Do You Do? 并知道怎么应付。
(3)教育幼儿做个讲礼貌的小骇。
活动准备:
自编一个回声的故事,多次倾听 How Do You Do这首歌的音乐。
活动过程:
(1)教师有表情的讲述故事一遍,帮助幼儿理解故事内容。
(2)幼儿学习问侯语:How Do You Do? 并掌握其对应回答。
(3)学习歌曲 How Do You Do
1、教师有表情的范唱两遍,帮助幼儿熟悉歌词。
2、教师和幼儿分角色对唱两三遍。
3、引导幼儿将歌词中的teacher和children改为小朋友的名字,互相找朋友进行对唱练习。
感谢您拜读范文资讯网教案频道的“初中英语说课稿:How do you get to school”一文,希望“初中英语说课稿:How do you get to school”能解决您的教案需求,同时,Fwr816.com还为您精选准备的初中英语说课稿范文专题!
展开全文
相关推荐范文