英語(yǔ)站課件(篇1)
教學(xué)目標(biāo)
1、能力目標(biāo)：學(xué)生能夠?qū)ι砀哌M(jìn)行問(wèn)答;學(xué)生能夠掌握四會(huì)單詞和句子;學(xué)生能夠用比較級(jí)對(duì)一些事物或人進(jìn)行比較。
2、知識(shí)目標(biāo)：
(1)能夠掌握本課時(shí)的四會(huì)單詞：younger, older, taller, shorter, longer。 (2)能夠掌握本課時(shí)重點(diǎn)句型：How tall are you ? I am ......metres. I am taller. You are shorter aller than me. You’re youngerolder than me.
3、情感目標(biāo)：培養(yǎng)學(xué)生積極學(xué)習(xí)英語(yǔ)的興趣，能積極參與課堂。
教學(xué)重難點(diǎn)
1、重點(diǎn)：學(xué)習(xí)單詞：younger, older, taller, shorter, longer;掌握句子：How tall are you ? I’m 1.61 metres.I’m taller. You’re older than me,too.
2、難點(diǎn)：正確使用句子“......is.....than.....”進(jìn)行各種比較。
教學(xué)過(guò)程
一、Preparation
1、Greeting：Nice to meet you again. How are you today?
2、Let’s chant
Tall, tall, tall, who is tall?
Tall, tall, tall, I am tall.
Short, short, short, who is short?
Short, short, short, I am short.
Big, big, big, whose(誰(shuí)的) eyes are big?
Big, big, big, her eyes are big.
Small, small, small, whose eyes are small?
Small, small, small, his eyes are small.
Do some actions，review the words：tall、strong、short 等。
二、Presentation
1、教師請(qǐng)幾位高矮胖瘦不同的學(xué)生到臺(tái)前來(lái)，讓學(xué)生分辨Who is tall /strong/old/young/short?，然后讓學(xué)生回答。
教師指著比較高的A和比較矮的B問(wèn): Who is tall ? S :A. T: A is taller than B , 用動(dòng)作來(lái)示意學(xué)生，幫助學(xué)生理解。然后出示taller的單詞卡片，示范讀taller.
2、教學(xué)單詞taller，邊說(shuō)邊做動(dòng)作，學(xué)生跟做。開(kāi)火車合拼單詞,小組比賽快速熟練的拼讀。幫助學(xué)生用tall+er來(lái)記憶。
3、教師用同樣的方法教學(xué)其他四個(gè)四會(huì)單詞stronger 、older、 younger、 shorter。
4、將五張單詞卡放在一起請(qǐng)學(xué)生認(rèn)讀。男女比賽誰(shuí)讀錯(cuò)或不會(huì)讀。
5、觀察五個(gè)單詞，有什么相同之處?然后簡(jiǎn)單解釋，當(dāng)兩個(gè)人相比較時(shí)，使用比較級(jí)，比較級(jí)就是在形容詞詞尾加er.
6、教師領(lǐng)讀幾遍后，請(qǐng)學(xué)生根據(jù)實(shí)際情況說(shuō)句子，比如“I’m taller than ….I’m short than ….”等。教師要及時(shí)鼓勵(lì)表述好的學(xué)生。
7、教師把一高一矮的學(xué)生叫他們站起來(lái)，然后說(shuō)You’re taller than your classmate! 引導(dǎo)學(xué)生做出相應(yīng)的回答：Yes! 教師問(wèn)，How tall are you ?學(xué)生答I’m 160cm
8、教師和另一個(gè)學(xué)生對(duì)話作示范，How tall are you ?I’m 150cm tall. I’m taller than you. I’m 4cm taller than you ..學(xué)生分組開(kāi)火車練習(xí)，最快的為優(yōu)勝組。
三、Practice
1、拼讀比賽：教師讓學(xué)生5—6人一組，告訴他們要進(jìn)行拼讀單詞的競(jìng)賽。教師將單詞中的字母組合刪除，讓每組學(xué)生代表填寫。
2.教師帶領(lǐng)學(xué)生繼續(xù)進(jìn)行比賽，打亂組成單詞的字母順序，讓學(xué)生們?cè)谛〗M中重新排列，組成單詞。
四、Production
1.每名學(xué)生嘗試用句型“I’m ---- than ----“來(lái)描述自己。至少三句話。
2.小組內(nèi)學(xué)生互相交流。
3.Let’s chant。
五、Progress
1.Let's play 學(xué)生小組玩游戲。
2.選擇幾個(gè)小組展示。
Homework
1.抄寫本節(jié)課所學(xué)的五個(gè)四個(gè)單詞。
2. 詢問(wèn)他人年齡、身高、體重。
(運(yùn)用句型How old/tall/heavy are you? )
板書設(shè)計(jì)
Unit 1 How tall are you
A Let's learn
I'm taller than you.
tall-taller short –shorter
young-younger old-older
strong-stronger
英語(yǔ)站課件(篇2)
教學(xué)目標(biāo)
1、能聽(tīng)懂會(huì)說(shuō)認(rèn)讀本單元關(guān)于形容詞比較級(jí)的單詞。
2、能聽(tīng)、說(shuō)、讀、寫Let’s learn中黑體部分的內(nèi)容和Read and write中要求的內(nèi)容。
3、能用目標(biāo)語(yǔ)言完成本單元的任務(wù)型活動(dòng)。
4、能學(xué)說(shuō)Chant一首和Song一首。
教學(xué)重難點(diǎn)
1、能聽(tīng)、說(shuō)、讀、寫單詞及短語(yǔ)： heaiver thinner longer bigger smaller句型： How heavy are you ?I’m 48 kg. I’m thinner than you , and shorter .
2、能夠聽(tīng)、說(shuō)、讀Let’s learn、 Let’s talk中的單詞和句子。
3、了解Story time 、Good to know等部分的內(nèi)容。
教學(xué)過(guò)程
1、熱身(Warm-up)
(1)師生共唱Let’s sing部分的歌曲。
(2)教師請(qǐng)學(xué)生唱自己改編的歌曲，大家一起欣賞。
(3)請(qǐng)快速讀出卡片中閃現(xiàn)的單詞的比較級(jí)，并拼寫。
(4)反義詞連一連。
2、復(fù)習(xí)(Preview)
Let’s check
教師放錄音，讓學(xué)生聽(tīng)后圈出正確的練習(xí)。
(1)I’m shorter but stronger. I often do sports on weekends.Who is the man? (2)I’m younger, so I eat smaller apples.Who is the girl?
(3)A: How tall are you?
B: I’m 182 cm.
A:Oh! You are 16cm taller than me!Who os the taller man? (4)A: How heavy is your brother?
B:He’s 60 kg.you are thinner than him!Who is the thinner boy?
3、新課呈現(xiàn)(Presentation )
Warm up
Read and write
Let’s read
(1)教師呈現(xiàn)本課時(shí)掛圖，向?qū)W生提出問(wèn)題說(shuō),這是兩個(gè)不同的季節(jié)，那么他們有什么不同的地方呢?The weather is ...，然后請(qǐng)學(xué)生嘗試解答這一問(wèn)題。 getting warmer。The day is ...The night is ...
(2)聽(tīng)錄音，讓學(xué)生找出新的單詞和句子師生一起討論解決。
(3)教師問(wèn)：
Who is in this story do you know?
Little Duck and Old Tree are in the story.
?引導(dǎo)學(xué)生回答：
underline (劃出) new words.
.并領(lǐng)讀。
It is getting lower and lower.
(變得越來(lái)越低)
(4)教師再問(wèn)：What does a sperm whale eat? What does a killer whale eat? What can they do?讓學(xué)生根據(jù)課文回答問(wèn)題。
Match and say
讓學(xué)生兩人一組自習(xí)看圖連線，然后用舉行進(jìn)行表述。
4、鞏固延伸(Consolidation and extension)
(1)學(xué)生兩人一組模仿Let’s read的內(nèi)容。
(2)聽(tīng)錄音后跟讀課文。
5、作業(yè)(Homework)
寫一段題為“My favouriter…”的文章。要求內(nèi)容包括動(dòng)物的體重、身高、長(zhǎng)度 失誤或其他特別的技能。
英語(yǔ)站課件(篇3)
設(shè)計(jì)好教學(xué)設(shè)計(jì)是上好課的先決條件。在新課程條件下，隨著教師角色的轉(zhuǎn)變和學(xué)生學(xué)習(xí)方式的改變的要求，教學(xué)設(shè)計(jì)不再是教材內(nèi)容的簡(jiǎn)單的詮釋、教學(xué)過(guò)程的簡(jiǎn)單的安排、教學(xué)方法的簡(jiǎn)單的展示，它的性質(zhì)、功能、方法已經(jīng)發(fā)生了很大的變化。它要求教師從新課程理念出發(fā)，在落實(shí)學(xué)生主體學(xué)習(xí)地位上下功夫，在落實(shí)每一個(gè)學(xué)生自主學(xué)習(xí)上下功夫，在落實(shí)學(xué)生合作學(xué)習(xí)上下功夫，在充分調(diào)動(dòng)每一個(gè)學(xué)生的學(xué)習(xí)積極性上下功夫，在防止學(xué)生的學(xué)習(xí)活動(dòng)流于形式、切實(shí)提高課堂效益上下功夫。因此教師教學(xué)設(shè)計(jì)已升華為教師教學(xué)研究的一個(gè)重要內(nèi)容。那么如何教學(xué)設(shè)計(jì)呢？應(yīng)從以下幾方面考慮：
一、準(zhǔn)確定位學(xué)生學(xué)習(xí)目標(biāo)，保底目標(biāo)和開(kāi)放目標(biāo)并重
幫助學(xué)生決定適當(dāng)?shù)膶W(xué)習(xí)目標(biāo)，并確認(rèn)和協(xié)調(diào)達(dá)到目標(biāo)的最佳途徑，是教師作為學(xué)生學(xué)習(xí)的促進(jìn)者的重要任務(wù)之一。傳統(tǒng)教學(xué)設(shè)計(jì)中的目標(biāo)確定是一種知識(shí)的預(yù)設(shè)。新課堂的特征具有開(kāi)放性，要求達(dá)成學(xué)生知識(shí)與能力、過(guò)程與方法及情感、態(tài)度、價(jià)值觀三維目標(biāo)。目標(biāo)設(shè)計(jì)上要做到“三個(gè)并重”。即保底目標(biāo)和開(kāi)放目標(biāo)并重，顯性目標(biāo)和隱性目標(biāo)并重，短期目標(biāo)和長(zhǎng)期目標(biāo)并重。保底目標(biāo)、顯性目標(biāo)、短期目標(biāo)可理解為本課和本單元知識(shí)、能力點(diǎn)要求，從這個(gè)角度說(shuō)，傳統(tǒng)的知識(shí)點(diǎn)、能力點(diǎn)要求仍然是教師教學(xué)設(shè)計(jì)中必須重視的。開(kāi)放目標(biāo)、隱性目標(biāo)、長(zhǎng)期目標(biāo)可以理解。一是：過(guò)程和方法的考慮，必須重視設(shè)計(jì)每個(gè)學(xué)生自主思索的平臺(tái)，必須讓每個(gè)學(xué)生都能用語(yǔ)文的方法思考問(wèn)題、解決問(wèn)題；二是：可理解為看不
見(jiàn)的方法、情感、態(tài)度、價(jià)值觀要求，主要表現(xiàn)為培養(yǎng)學(xué)生熱愛(ài)科學(xué)、勤于思考、善于探索、長(zhǎng)于合作、追求真理的學(xué)習(xí)心理和學(xué)習(xí)品質(zhì)。教學(xué)設(shè)計(jì)中應(yīng)考慮兩項(xiàng)內(nèi)容：一是：本課的保底目標(biāo)、短期目標(biāo)或顯性目標(biāo)。這里主要考慮的是知識(shí)點(diǎn)和能力點(diǎn)的“保底”問(wèn)題，許多教師怕新課程的“放”，擔(dān)心的是失去音樂(lè)的“命根”，足見(jiàn)“保底”的重要性。一節(jié)課的學(xué)習(xí)，保底目標(biāo)、短期目標(biāo)或顯性目標(biāo)如何定位，怎樣實(shí)現(xiàn)這個(gè)目標(biāo)，教師應(yīng)該根據(jù)單元學(xué)習(xí)目標(biāo)、自讀提示、課后練習(xí)及三者之間的內(nèi)在聯(lián)系來(lái)決定。一般來(lái)說(shuō)教學(xué)方面落實(shí)教材安排的思考練習(xí)內(nèi)容就可以了，因?yàn)槟鞘墙?jīng)過(guò)專家研究的一種精心編排，自然具有很強(qiáng)的科學(xué)性，不必要去展開(kāi)，去拔高。應(yīng)該首先確定本課元素積累、知識(shí)積累和情感的方法準(zhǔn)確是考慮學(xué)生積極主動(dòng)學(xué)習(xí)、積極主動(dòng)參與合作、積極主動(dòng)參與交流等開(kāi)放性、隱蔽性、長(zhǎng)期性目標(biāo)，促進(jìn)學(xué)生積極參與到學(xué)習(xí)過(guò)程中來(lái)，培養(yǎng)積極的情感、態(tài)度和正確的價(jià)值觀。
二、改變課堂結(jié)構(gòu)，化教師講授為學(xué)生學(xué)習(xí)活動(dòng)
新課程理念認(rèn)為，課程是經(jīng)驗(yàn)，課程是人類已有經(jīng)驗(yàn)和教師、學(xué)生個(gè)人生活經(jīng)驗(yàn)的結(jié)合，因而新課程強(qiáng)調(diào)，教學(xué)是教師與學(xué)生間、學(xué)生與學(xué)生間的交流、互動(dòng)的過(guò)程。在這里師生之間、學(xué)生與學(xué)生之間分享彼此的思考、經(jīng)驗(yàn)和知識(shí)，交流彼此的情感、體驗(yàn)與觀念，在這種交流中生成新的知識(shí)，求得新的發(fā)展。所以，教學(xué)設(shè)計(jì)的第一要?jiǎng)?wù)是安排學(xué)習(xí)活動(dòng)。設(shè)計(jì)學(xué)習(xí)活動(dòng)的方法有三。一是常規(guī)法，二是挖掘教材或練習(xí)內(nèi)涵，靈活設(shè)計(jì)活動(dòng)，盡可能地尋找學(xué)生活動(dòng)的載體。第三，咬文嚼字，多向思維，給足學(xué)生自由思考的空間，充分安排學(xué)生質(zhì)疑的活動(dòng)環(huán)節(jié)，鼓勵(lì)學(xué)生積極大膽
思考問(wèn)題，促進(jìn)新知識(shí)的生成。教師要想多說(shuō)也不行，只能做導(dǎo)演。
三、做好組織和引導(dǎo)工作，落實(shí)合作和網(wǎng)狀學(xué)習(xí)
要保證學(xué)習(xí)活動(dòng)不流于形式，保證課堂學(xué)習(xí)交流的效率，教師的組織和引導(dǎo)工作非常重要。一要合理分工，以實(shí)現(xiàn)合作，尤其是學(xué)習(xí)內(nèi)容較豐富的學(xué)習(xí)活動(dòng)。
四、課前預(yù)案與課中記錄、調(diào)適及課后反思相結(jié)合
傳統(tǒng)的教學(xué)設(shè)計(jì)是施教前的精心設(shè)計(jì)，一旦物化為教案，就一勞永逸，反復(fù)使用。按新課程標(biāo)準(zhǔn)來(lái)看，完整的教學(xué)設(shè)計(jì)應(yīng)該是教學(xué)前的預(yù)案加教學(xué)中的記錄、調(diào)適加教學(xué)后的反思。預(yù)案設(shè)計(jì)宜粗不宜細(xì)，只需設(shè)計(jì)話題、設(shè)計(jì)活動(dòng)板塊、設(shè)計(jì)主問(wèn)題，只為學(xué)生“自主、合作、探究”的學(xué)習(xí)提供平臺(tái)。
教學(xué)設(shè)計(jì)的精華在于教學(xué)中的記錄、調(diào)適，教學(xué)中，有時(shí)候?qū)W生的行為并沒(méi)有按教師的設(shè)計(jì)意圖來(lái)進(jìn)行，教師要觀察、傾聽(tīng)，了解學(xué)生的原始理解，發(fā)現(xiàn)富有創(chuàng)意的閃光點(diǎn)，從而調(diào)整教學(xué)目標(biāo)、教學(xué)問(wèn)題、教學(xué)流程，完成第二次教學(xué)設(shè)計(jì)。此時(shí)，不能讓活人圍繞死的教案轉(zhuǎn)，要在調(diào)整中獲得新的發(fā)展，在超越預(yù)定目標(biāo)中獲得創(chuàng)新。所以教學(xué)設(shè)計(jì)不能是定案，只能是預(yù)案。預(yù)案調(diào)適的原則，不是老師牽著學(xué)生走，而是學(xué)生思維推著老師走，使學(xué)生的個(gè)性得到充分、自由發(fā)展。老師既不能扼制學(xué)生的看法，又不能擱置學(xué)生的問(wèn)題，而是順著學(xué)生的思維探究下去，時(shí)時(shí)刻刻都體現(xiàn)“心中有人”的教學(xué)理念。
英語(yǔ)站課件(篇4)
教學(xué)目標(biāo)：
1．運(yùn)用多種方法認(rèn)12個(gè)生字，掌握生詞；
2．通過(guò)默讀課文，知道課文大意；
1．學(xué)會(huì)本課12個(gè)生字和由這些字組成的新詞，并了解它們?cè)诒菊n中的意思。
1、能借助拼音在語(yǔ)言環(huán)境中正確讀寫“丑、堆、孤、單、潔、越、冷、影”8個(gè)生字，認(rèn)識(shí)兩點(diǎn)水（冫）。積……
教學(xué)目標(biāo)：
1、會(huì)認(rèn)12個(gè)生字和由這些字組成的新詞，會(huì)寫10個(gè)生字。
2、能正確、流利地朗讀課文，會(huì)背誦課……
教學(xué)目標(biāo)：
1、會(huì)認(rèn)6個(gè)生字，會(huì)寫9個(gè)字。
2、正確、流利、有感情地朗讀課文，能區(qū)別“常?！焙汀巴！钡腵意思……
天藍(lán)藍(lán)，海藍(lán)藍(lán)，我家住在大海邊。
海邊有個(gè)月亮灣，灣里有條打魚船。
船上有位老爺爺，他的故事說(shuō)不完。
……
教學(xué)目標(biāo)：
1.正確、流利、有感情地朗讀課文。
2.學(xué)會(huì)本課10個(gè)生字，兩條綠線內(nèi)的6個(gè)字只識(shí)不寫。理解由生字組……
1．能正確流利地朗讀兒歌，讀出兒歌的韻律美；
2．能根據(jù)形聲字的構(gòu)字特點(diǎn)分析、記憶字形，激發(fā)學(xué)生學(xué)習(xí)漢字的興趣，……
英語(yǔ)站課件(篇5)
Lesson Plan Presentation
Reading Part in NSEFC Module 1 Unit1 Friendship——Anne’s Best Friend
Hello, everyone. I’m …. I’m very glad to be here to present my lesson plan. The lesson I’m going to talk about is the reading in NSEFC module 1 Unit1 Friendship. The title of the reading material is Anne’s Best Friend. I will present how to teach it and the reasons for doing so in the following aspects: the analyses of teaching material and learning condition, teaching objectives，the important and difficult points, teaching method, teaching procedures and blackboard notes.
First of all, I’d like to analyze the teaching material. The text is about the story of a Jewish girl who treated her diary as her best friend when she was hiding away from the Nazi during the Second World War. It mainly consists of two parts; the first part is the introduction of Anne and her diary named Kitty. The second part is a diary entry written by Anne in the form of letter addressed to Kitty. The text is a bit long and there are a lot of new words and expressions in it, especially in the letter.
Now, let’s move on to the analysis of learning conditions. The students are in grade1 in the senior school, they have achieved certain English level so they have no problem in comprehending the text and get the basic idea. They have learned the Second World War so their previous knowledge about it can lessen their difficulty of comprehension. But most of them maybe are not very familiar with the sufferings of the Jewish people during the war. I will introduce the related information rightly in the beginning of the lesson so as to prepare the students for the deep study of the text.
Based on the analyses of the teaching material and the learning condition, I’d like to propose the teaching objectives and the important and difficult points.
(1) language skill
Ss will improve their reading skills by training some of the reading skills, such as skimming, scanning. It is the important point of this lesson.
Ss will improve their writing skills by writing a letter to their friend. It is the difficult point of this lesson.
(2) language knowledge
Ss will master most of the new words and expressions in the text. This is the important point of this lesson.
Ss will know the direct speech and indirect speech.
(3) Affective objectives
Ss will have a deeper understanding of the friendship so they will cherish their friends more than ever before. Ss will realize the cruelty of the war and the importance of the peace.
(4) Culture awareness
Ss will know more about the Second World War, especially the persecution Jewish people suffered from the Nazi.
(5) Learning strategy
Ss will cultivate their ability of individual learning and cooperative learning.
As for the teaching methods, I mainly adopt audio-visual teaching method in the lead-in. During the reading process, I follow the top down modal to help the Ss to learn the text.
Now, here comes the most important part of my presentation—teaching procedures. I’ll finish the lesson in 4 steps within 45 minutes. They are:
Step1: Lead-in.
Step2:Pre-reading
Step3: While reading.
Step 4: Post-reading.
At the end of the lesson, I will present the homework.
Now, let me introduce them step by step in details.
The first step is lead-in. It will cost 7minutes. At the beginning of the lesson, I will play a short video clip which is about the sufferings of the Jewish people during the Second World War. From it, Ss will know that many Jewish people were caught and killed by Nazi in the camps, so others had to hide away. Then I will ask Ss what they needed most when in hiding. Ss may come up with the food, clothes and so on. I will give them some hint and they will realize that friends are also very important for them. Then it will be very natural for me to tell them than there was a girl called Anne who had a very good friend during the hard time. In this process, I will introduce them three new words, they are: German, Netherlands, go through. In this step, I adopt audio-visual teaching method, because the pictures and sounds serves better to activate the Ss. So I use the video to attract the Ss’ attention. What’s more, the introduction of Jewish people’s suffering by this video clip provides them with the background information of this text.
Then I will move on to the second step---pre-reading. It will only cost 3 minutes. The Ss are required to guess who Anne’s best friend is and what happened to them by looking at the title and the pictures. Then I will ask several Ss to say their predictions but I will not tell them the answer directly in this step. Although not all the Ss can get the right answer, their mind can get closer to the theme of the text by predicting. So, later, when they read the passage they will concentrate more on it to check their predictions.
After pre-reading, we will move on to the while-reading step which costs 22 minutes in total. There are 5 activities, the first three of which deals with the first two paragraphs of the text which is also the first part of the text. And the last two activities deal with the second part.
The first activity is skimming. Ss are expected to skim the first part of text to work out the main idea. But as there is no topic sentence in this part, it is a bit difficult for students to tell the main idea with their own words. So I will present a multiple choice which covers the main idea of the text for them to choose from. This reduces the difficulty of the task as well as the Ss’ anxiety.
After getting the main idea, we will do another activity, namely, scanning. Ss are expected to scan the text to find some specific information, such as the place and the time of the story, etc. Ss can develop the ability of information gathering and independent learning.
After skimming and scanning, we will do the third activity of this step---close reading. I will help Ss learn the passage paragraph by paragraph. For the first paragraph, I will ask some questions like “According to Anne, what kind of person should a true friend be?” The answer to these questions cannot be taken directly from the text. Ss need to reorganize the sentences. If they can answer these questions, it means they have understood this paragraph. Then we will learn the second paragraph. For this one, I will ask one question “What did Anne say about her diary?” Ss may answer it by the original words said by Anne, I will catch this opportunity to tell them they change the direct speech into the indirect speech. But I will not go deeper, because they will learn this language point next period, so a simple introduction is ok.
This is all for the first part of the text. Then we will start to learn the letter. There are two activities for this part. The first one is skimming，they should skim the letter for the main idea first and I will present a multiple choice for them to choose from. Them we will learn the letter in detail in the next activity. For the first paragraph of the letter, I will ask them to find out the changing of Anne’s attitudes toward nature. Ss can find out that before hiding away, she paid no attention to the nature while she grew crazy about it when hiding. Then I will ask them to find out the reason. As for the second paragraph, Anne narrates two experiences of longing to get close to nature. So firstly, I will ask them to pick out the time of the experience and then we will study her feelings in the process. Of cause, we will learn some new word here, such as on purpose, at dusk and so on.
After the while-reading, comes the post-reading step. It will cost 12 minutes. In this step, I will firstly ask Ss if they have to go into hiding like Anne and her family, what they would like to say to their friends. Ss will talk in groups of four and share their ideas with each other. During the discussion, the Ss will be stimulated and also know the importance of friendship. It servers to make the Ss be prepared for the next activity---writing. After the discussion, the Ss shall write a letter to their friends individually. As they have talked about what they want to say to their friends, the difficulty of the writing is lowered because they have something to say. Ss are expected to write just a draft, for the time is limited.
Lastly, I will give Ss the homework. It will only cost one minute. Ss should not only review the new words and expressions of the text, but also polish their letter after class.
That’s all for the teaching procedure. And here is my blackboard note. On the right side, there are the words and expressions. In the middle, there are some points of the comprehension of the text.
That all for my lesson plan presentation thanks for your attention.
Blackboard notes:
Unit 1. Anne’s Best Friend
幻燈片投影布 Before: paid no attention to it
reasons
While: go crazy about it
German
Netherland
Go through
Set down
A series of
英語(yǔ)站課件(篇6)
[教學(xué)目標(biāo)]
1、在具體的情境中，進(jìn)一步認(rèn)識(shí)分?jǐn)?shù)，發(fā)展學(xué)生的數(shù)感，體會(huì)數(shù)學(xué)與生活的密切聯(lián)系。
2、.通過(guò)對(duì)分?jǐn)?shù)的意義的理解，結(jié)合具體的情境，體會(huì)整體與部分的關(guān)系。培養(yǎng)學(xué)生觀察、抽象、概括、類推的能力。
[教學(xué)重、難點(diǎn)]
理解并掌握分?jǐn)?shù)的意義。
單位“1”概念的擴(kuò)展。
[教學(xué)過(guò)程]
一、拿鉛筆。
1、現(xiàn)場(chǎng)組織活動(dòng)：請(qǐng)兩位同學(xué)到臺(tái)前來(lái)，每人分別從一盒鉛筆中拿出 ，結(jié)果兩位學(xué)生拿得不一樣多，一位學(xué)生拿出4枝，另一位學(xué)生拿出3枝。
2、思考問(wèn)題：他們兩人都是拿了鉛筆的 ，拿出的鉛筆枝數(shù)卻不一樣多，這是為什么？請(qǐng)想一想，然后小組交流。
3、在班里進(jìn)行反饋。引導(dǎo)學(xué)生發(fā)現(xiàn)兩盒鉛筆的總枝數(shù)不同，也就是整體“1”不一樣了。
4、師生共同小結(jié)：一盒鉛筆的 表示的都是把一盒鉛筆平均分成2份，其中的一份就是 。但由于分?jǐn)?shù)所對(duì)應(yīng)的整體不同，所以 表示的具體數(shù)量也不一樣了。
二、說(shuō)一說(shuō)。
出示書中的情境圖：
聯(lián)系一本書的 ，一塊蛋糕的 等實(shí)際情境展開(kāi)交流，體會(huì)一個(gè)分?jǐn)?shù)對(duì)應(yīng)的整體不同，所表示的具體數(shù)量也不同，進(jìn)一步加深學(xué)生對(duì)分?jǐn)?shù)的認(rèn)識(shí)。
三、畫一畫。
一個(gè)圖形的 是□，請(qǐng)學(xué)生畫出這個(gè)圖形。然后組織學(xué)生進(jìn)行交流。借助直觀圖形體會(huì)一個(gè)圖形的 都是一個(gè)□，但是這個(gè)圖形的形狀可能不同。
四、練一練。
第1題：用分?jǐn)?shù)表示下面各圖中的涂色部分。先讓學(xué)生獨(dú)立填寫，然后選擇其中幾題讓學(xué)生說(shuō)說(shuō)思考的過(guò)程。
第2題：請(qǐng)?jiān)趫D中用顏色表示各個(gè)分?jǐn)?shù)。學(xué)生獨(dú)立完成。
第3題：請(qǐng)分別畫出下列各個(gè)圖形的 ，它們的大小一樣嗎？
第4題：結(jié)合“捐零花錢”的實(shí)際問(wèn)題，體會(huì)分?jǐn)?shù)的相對(duì)性。讓學(xué)生說(shuō)說(shuō)自己的想法，可以舉例說(shuō)明。
第5題：根據(jù)圓木的 的實(shí)際長(zhǎng)度去推斷整根圓木的長(zhǎng)度；根據(jù)一個(gè)圓的 ，去推斷一個(gè)圓的 。
第6題：通過(guò)學(xué)生填數(shù)、觀察，使學(xué)生體會(huì)這些分?jǐn)?shù)之間的關(guān)系，先讓學(xué)生填一填，再說(shuō)說(shuō)有什么發(fā)現(xiàn)。
教學(xué)目標(biāo)
1、能力目標(biāo)：學(xué)生能夠?qū)ι砀哌M(jìn)行問(wèn)答;學(xué)生能夠掌握四會(huì)單詞和句子;學(xué)生能夠用比較級(jí)對(duì)一些事物或人進(jìn)行比較。
2、知識(shí)目標(biāo)：
(1)能夠掌握本課時(shí)的四會(huì)單詞：younger, older, taller, shorter, longer。 (2)能夠掌握本課時(shí)重點(diǎn)句型：How tall are you ? I am ......metres. I am taller. You are shorter aller than me. You’re youngerolder than me.
3、情感目標(biāo)：培養(yǎng)學(xué)生積極學(xué)習(xí)英語(yǔ)的興趣，能積極參與課堂。
教學(xué)重難點(diǎn)
1、重點(diǎn)：學(xué)習(xí)單詞：younger, older, taller, shorter, longer;掌握句子：How tall are you ? I’m 1.61 metres.I’m taller. You’re older than me,too.
2、難點(diǎn)：正確使用句子“......is.....than.....”進(jìn)行各種比較。
教學(xué)過(guò)程
一、Preparation
1、Greeting：Nice to meet you again. How are you today?
2、Let’s chant
Tall, tall, tall, who is tall?
Tall, tall, tall, I am tall.
Short, short, short, who is short?
Short, short, short, I am short.
Big, big, big, whose(誰(shuí)的) eyes are big?
Big, big, big, her eyes are big.
Small, small, small, whose eyes are small?
Small, small, small, his eyes are small.
Do some actions，review the words：tall、strong、short 等。
二、Presentation
1、教師請(qǐng)幾位高矮胖瘦不同的學(xué)生到臺(tái)前來(lái)，讓學(xué)生分辨Who is tall /strong/old/young/short?，然后讓學(xué)生回答。
教師指著比較高的A和比較矮的B問(wèn): Who is tall ? S :A. T: A is taller than B , 用動(dòng)作來(lái)示意學(xué)生，幫助學(xué)生理解。然后出示taller的單詞卡片，示范讀taller.
2、教學(xué)單詞taller，邊說(shuō)邊做動(dòng)作，學(xué)生跟做。開(kāi)火車合拼單詞,小組比賽快速熟練的拼讀。幫助學(xué)生用tall+er來(lái)記憶。
3、教師用同樣的方法教學(xué)其他四個(gè)四會(huì)單詞stronger 、older、 younger、 shorter。
4、將五張單詞卡放在一起請(qǐng)學(xué)生認(rèn)讀。男女比賽誰(shuí)讀錯(cuò)或不會(huì)讀。
5、觀察五個(gè)單詞，有什么相同之處?然后簡(jiǎn)單解釋，當(dāng)兩個(gè)人相比較時(shí)，使用比較級(jí)，比較級(jí)就是在形容詞詞尾加er.
6、教師領(lǐng)讀幾遍后，請(qǐng)學(xué)生根據(jù)實(shí)際情況說(shuō)句子，比如“I’m taller than ….I’m short than ….”等。教師要及時(shí)鼓勵(lì)表述好的學(xué)生。
7、教師把一高一矮的學(xué)生叫他們站起來(lái)，然后說(shuō)You’re taller than your classmate! 引導(dǎo)學(xué)生做出相應(yīng)的回答：Yes! 教師問(wèn)，How tall are you ?學(xué)生答I’m 160cm
8、教師和另一個(gè)學(xué)生對(duì)話作示范，How tall are you ?I’m 150cm tall. I’m taller than you. I’m 4cm taller than you ..學(xué)生分組開(kāi)火車練習(xí)，最快的為優(yōu)勝組。
三、Practice
1、拼讀比賽：教師讓學(xué)生5—6人一組，告訴他們要進(jìn)行拼讀單詞的競(jìng)賽。教師將單詞中的字母組合刪除，讓每組學(xué)生代表填寫。
2.教師帶領(lǐng)學(xué)生繼續(xù)進(jìn)行比賽，打亂組成單詞的字母順序，讓學(xué)生們?cè)谛〗M中重新排列，組成單詞。
四、Production
1.每名學(xué)生嘗試用句型“I’m ---- than ----“來(lái)描述自己。至少三句話。
2.小組內(nèi)學(xué)生互相交流。
3.Let’s chant。
五、Progress
1.Let's play 學(xué)生小組玩游戲。
2.選擇幾個(gè)小組展示。
Homework
1.抄寫本節(jié)課所學(xué)的五個(gè)四個(gè)單詞。
2. 詢問(wèn)他人年齡、身高、體重。
(運(yùn)用句型How old/tall/heavy are you? )
板書設(shè)計(jì)
Unit 1 How tall are you
A Let's learn
I'm taller than you.
tall-taller short –shorter
young-younger old-older
strong-stronger
英語(yǔ)站課件(篇2)
教學(xué)目標(biāo)
1、能聽(tīng)懂會(huì)說(shuō)認(rèn)讀本單元關(guān)于形容詞比較級(jí)的單詞。
2、能聽(tīng)、說(shuō)、讀、寫Let’s learn中黑體部分的內(nèi)容和Read and write中要求的內(nèi)容。
3、能用目標(biāo)語(yǔ)言完成本單元的任務(wù)型活動(dòng)。
4、能學(xué)說(shuō)Chant一首和Song一首。
教學(xué)重難點(diǎn)
1、能聽(tīng)、說(shuō)、讀、寫單詞及短語(yǔ)： heaiver thinner longer bigger smaller句型： How heavy are you ?I’m 48 kg. I’m thinner than you , and shorter .
2、能夠聽(tīng)、說(shuō)、讀Let’s learn、 Let’s talk中的單詞和句子。
3、了解Story time 、Good to know等部分的內(nèi)容。
教學(xué)過(guò)程
1、熱身(Warm-up)
(1)師生共唱Let’s sing部分的歌曲。
(2)教師請(qǐng)學(xué)生唱自己改編的歌曲，大家一起欣賞。
(3)請(qǐng)快速讀出卡片中閃現(xiàn)的單詞的比較級(jí)，并拼寫。
(4)反義詞連一連。
2、復(fù)習(xí)(Preview)
Let’s check
教師放錄音，讓學(xué)生聽(tīng)后圈出正確的練習(xí)。
(1)I’m shorter but stronger. I often do sports on weekends.Who is the man? (2)I’m younger, so I eat smaller apples.Who is the girl?
(3)A: How tall are you?
B: I’m 182 cm.
A:Oh! You are 16cm taller than me!Who os the taller man? (4)A: How heavy is your brother?
B:He’s 60 kg.you are thinner than him!Who is the thinner boy?
3、新課呈現(xiàn)(Presentation )
Warm up
Read and write
Let’s read
(1)教師呈現(xiàn)本課時(shí)掛圖，向?qū)W生提出問(wèn)題說(shuō),這是兩個(gè)不同的季節(jié)，那么他們有什么不同的地方呢?The weather is ...，然后請(qǐng)學(xué)生嘗試解答這一問(wèn)題。 getting warmer。The day is ...The night is ...
(2)聽(tīng)錄音，讓學(xué)生找出新的單詞和句子師生一起討論解決。
(3)教師問(wèn)：
Who is in this story do you know?
Little Duck and Old Tree are in the story.
?引導(dǎo)學(xué)生回答：
underline (劃出) new words.
.并領(lǐng)讀。
It is getting lower and lower.
(變得越來(lái)越低)
(4)教師再問(wèn)：What does a sperm whale eat? What does a killer whale eat? What can they do?讓學(xué)生根據(jù)課文回答問(wèn)題。
Match and say
讓學(xué)生兩人一組自習(xí)看圖連線，然后用舉行進(jìn)行表述。
4、鞏固延伸(Consolidation and extension)
(1)學(xué)生兩人一組模仿Let’s read的內(nèi)容。
(2)聽(tīng)錄音后跟讀課文。
5、作業(yè)(Homework)
寫一段題為“My favouriter…”的文章。要求內(nèi)容包括動(dòng)物的體重、身高、長(zhǎng)度 失誤或其他特別的技能。
英語(yǔ)站課件(篇3)
設(shè)計(jì)好教學(xué)設(shè)計(jì)是上好課的先決條件。在新課程條件下，隨著教師角色的轉(zhuǎn)變和學(xué)生學(xué)習(xí)方式的改變的要求，教學(xué)設(shè)計(jì)不再是教材內(nèi)容的簡(jiǎn)單的詮釋、教學(xué)過(guò)程的簡(jiǎn)單的安排、教學(xué)方法的簡(jiǎn)單的展示，它的性質(zhì)、功能、方法已經(jīng)發(fā)生了很大的變化。它要求教師從新課程理念出發(fā)，在落實(shí)學(xué)生主體學(xué)習(xí)地位上下功夫，在落實(shí)每一個(gè)學(xué)生自主學(xué)習(xí)上下功夫，在落實(shí)學(xué)生合作學(xué)習(xí)上下功夫，在充分調(diào)動(dòng)每一個(gè)學(xué)生的學(xué)習(xí)積極性上下功夫，在防止學(xué)生的學(xué)習(xí)活動(dòng)流于形式、切實(shí)提高課堂效益上下功夫。因此教師教學(xué)設(shè)計(jì)已升華為教師教學(xué)研究的一個(gè)重要內(nèi)容。那么如何教學(xué)設(shè)計(jì)呢？應(yīng)從以下幾方面考慮：
一、準(zhǔn)確定位學(xué)生學(xué)習(xí)目標(biāo)，保底目標(biāo)和開(kāi)放目標(biāo)并重
幫助學(xué)生決定適當(dāng)?shù)膶W(xué)習(xí)目標(biāo)，并確認(rèn)和協(xié)調(diào)達(dá)到目標(biāo)的最佳途徑，是教師作為學(xué)生學(xué)習(xí)的促進(jìn)者的重要任務(wù)之一。傳統(tǒng)教學(xué)設(shè)計(jì)中的目標(biāo)確定是一種知識(shí)的預(yù)設(shè)。新課堂的特征具有開(kāi)放性，要求達(dá)成學(xué)生知識(shí)與能力、過(guò)程與方法及情感、態(tài)度、價(jià)值觀三維目標(biāo)。目標(biāo)設(shè)計(jì)上要做到“三個(gè)并重”。即保底目標(biāo)和開(kāi)放目標(biāo)并重，顯性目標(biāo)和隱性目標(biāo)并重，短期目標(biāo)和長(zhǎng)期目標(biāo)并重。保底目標(biāo)、顯性目標(biāo)、短期目標(biāo)可理解為本課和本單元知識(shí)、能力點(diǎn)要求，從這個(gè)角度說(shuō)，傳統(tǒng)的知識(shí)點(diǎn)、能力點(diǎn)要求仍然是教師教學(xué)設(shè)計(jì)中必須重視的。開(kāi)放目標(biāo)、隱性目標(biāo)、長(zhǎng)期目標(biāo)可以理解。一是：過(guò)程和方法的考慮，必須重視設(shè)計(jì)每個(gè)學(xué)生自主思索的平臺(tái)，必須讓每個(gè)學(xué)生都能用語(yǔ)文的方法思考問(wèn)題、解決問(wèn)題；二是：可理解為看不
見(jiàn)的方法、情感、態(tài)度、價(jià)值觀要求，主要表現(xiàn)為培養(yǎng)學(xué)生熱愛(ài)科學(xué)、勤于思考、善于探索、長(zhǎng)于合作、追求真理的學(xué)習(xí)心理和學(xué)習(xí)品質(zhì)。教學(xué)設(shè)計(jì)中應(yīng)考慮兩項(xiàng)內(nèi)容：一是：本課的保底目標(biāo)、短期目標(biāo)或顯性目標(biāo)。這里主要考慮的是知識(shí)點(diǎn)和能力點(diǎn)的“保底”問(wèn)題，許多教師怕新課程的“放”，擔(dān)心的是失去音樂(lè)的“命根”，足見(jiàn)“保底”的重要性。一節(jié)課的學(xué)習(xí)，保底目標(biāo)、短期目標(biāo)或顯性目標(biāo)如何定位，怎樣實(shí)現(xiàn)這個(gè)目標(biāo)，教師應(yīng)該根據(jù)單元學(xué)習(xí)目標(biāo)、自讀提示、課后練習(xí)及三者之間的內(nèi)在聯(lián)系來(lái)決定。一般來(lái)說(shuō)教學(xué)方面落實(shí)教材安排的思考練習(xí)內(nèi)容就可以了，因?yàn)槟鞘墙?jīng)過(guò)專家研究的一種精心編排，自然具有很強(qiáng)的科學(xué)性，不必要去展開(kāi)，去拔高。應(yīng)該首先確定本課元素積累、知識(shí)積累和情感的方法準(zhǔn)確是考慮學(xué)生積極主動(dòng)學(xué)習(xí)、積極主動(dòng)參與合作、積極主動(dòng)參與交流等開(kāi)放性、隱蔽性、長(zhǎng)期性目標(biāo)，促進(jìn)學(xué)生積極參與到學(xué)習(xí)過(guò)程中來(lái)，培養(yǎng)積極的情感、態(tài)度和正確的價(jià)值觀。
二、改變課堂結(jié)構(gòu)，化教師講授為學(xué)生學(xué)習(xí)活動(dòng)
新課程理念認(rèn)為，課程是經(jīng)驗(yàn)，課程是人類已有經(jīng)驗(yàn)和教師、學(xué)生個(gè)人生活經(jīng)驗(yàn)的結(jié)合，因而新課程強(qiáng)調(diào)，教學(xué)是教師與學(xué)生間、學(xué)生與學(xué)生間的交流、互動(dòng)的過(guò)程。在這里師生之間、學(xué)生與學(xué)生之間分享彼此的思考、經(jīng)驗(yàn)和知識(shí)，交流彼此的情感、體驗(yàn)與觀念，在這種交流中生成新的知識(shí)，求得新的發(fā)展。所以，教學(xué)設(shè)計(jì)的第一要?jiǎng)?wù)是安排學(xué)習(xí)活動(dòng)。設(shè)計(jì)學(xué)習(xí)活動(dòng)的方法有三。一是常規(guī)法，二是挖掘教材或練習(xí)內(nèi)涵，靈活設(shè)計(jì)活動(dòng)，盡可能地尋找學(xué)生活動(dòng)的載體。第三，咬文嚼字，多向思維，給足學(xué)生自由思考的空間，充分安排學(xué)生質(zhì)疑的活動(dòng)環(huán)節(jié)，鼓勵(lì)學(xué)生積極大膽
思考問(wèn)題，促進(jìn)新知識(shí)的生成。教師要想多說(shuō)也不行，只能做導(dǎo)演。
三、做好組織和引導(dǎo)工作，落實(shí)合作和網(wǎng)狀學(xué)習(xí)
要保證學(xué)習(xí)活動(dòng)不流于形式，保證課堂學(xué)習(xí)交流的效率，教師的組織和引導(dǎo)工作非常重要。一要合理分工，以實(shí)現(xiàn)合作，尤其是學(xué)習(xí)內(nèi)容較豐富的學(xué)習(xí)活動(dòng)。
四、課前預(yù)案與課中記錄、調(diào)適及課后反思相結(jié)合
傳統(tǒng)的教學(xué)設(shè)計(jì)是施教前的精心設(shè)計(jì)，一旦物化為教案，就一勞永逸，反復(fù)使用。按新課程標(biāo)準(zhǔn)來(lái)看，完整的教學(xué)設(shè)計(jì)應(yīng)該是教學(xué)前的預(yù)案加教學(xué)中的記錄、調(diào)適加教學(xué)后的反思。預(yù)案設(shè)計(jì)宜粗不宜細(xì)，只需設(shè)計(jì)話題、設(shè)計(jì)活動(dòng)板塊、設(shè)計(jì)主問(wèn)題，只為學(xué)生“自主、合作、探究”的學(xué)習(xí)提供平臺(tái)。
教學(xué)設(shè)計(jì)的精華在于教學(xué)中的記錄、調(diào)適，教學(xué)中，有時(shí)候?qū)W生的行為并沒(méi)有按教師的設(shè)計(jì)意圖來(lái)進(jìn)行，教師要觀察、傾聽(tīng)，了解學(xué)生的原始理解，發(fā)現(xiàn)富有創(chuàng)意的閃光點(diǎn)，從而調(diào)整教學(xué)目標(biāo)、教學(xué)問(wèn)題、教學(xué)流程，完成第二次教學(xué)設(shè)計(jì)。此時(shí)，不能讓活人圍繞死的教案轉(zhuǎn)，要在調(diào)整中獲得新的發(fā)展，在超越預(yù)定目標(biāo)中獲得創(chuàng)新。所以教學(xué)設(shè)計(jì)不能是定案，只能是預(yù)案。預(yù)案調(diào)適的原則，不是老師牽著學(xué)生走，而是學(xué)生思維推著老師走，使學(xué)生的個(gè)性得到充分、自由發(fā)展。老師既不能扼制學(xué)生的看法，又不能擱置學(xué)生的問(wèn)題，而是順著學(xué)生的思維探究下去，時(shí)時(shí)刻刻都體現(xiàn)“心中有人”的教學(xué)理念。
英語(yǔ)站課件(篇4)
教學(xué)目標(biāo)：
1．運(yùn)用多種方法認(rèn)12個(gè)生字，掌握生詞；
2．通過(guò)默讀課文，知道課文大意；
1．學(xué)會(huì)本課12個(gè)生字和由這些字組成的新詞，并了解它們?cè)诒菊n中的意思。
1、能借助拼音在語(yǔ)言環(huán)境中正確讀寫“丑、堆、孤、單、潔、越、冷、影”8個(gè)生字，認(rèn)識(shí)兩點(diǎn)水（冫）。積……
教學(xué)目標(biāo)：
1、會(huì)認(rèn)12個(gè)生字和由這些字組成的新詞，會(huì)寫10個(gè)生字。
2、能正確、流利地朗讀課文，會(huì)背誦課……
教學(xué)目標(biāo)：
1、會(huì)認(rèn)6個(gè)生字，會(huì)寫9個(gè)字。
2、正確、流利、有感情地朗讀課文，能區(qū)別“常?！焙汀巴！钡腵意思……
天藍(lán)藍(lán)，海藍(lán)藍(lán)，我家住在大海邊。
海邊有個(gè)月亮灣，灣里有條打魚船。
船上有位老爺爺，他的故事說(shuō)不完。
……
教學(xué)目標(biāo)：
1.正確、流利、有感情地朗讀課文。
2.學(xué)會(huì)本課10個(gè)生字，兩條綠線內(nèi)的6個(gè)字只識(shí)不寫。理解由生字組……
1．能正確流利地朗讀兒歌，讀出兒歌的韻律美；
2．能根據(jù)形聲字的構(gòu)字特點(diǎn)分析、記憶字形，激發(fā)學(xué)生學(xué)習(xí)漢字的興趣，……
英語(yǔ)站課件(篇5)
Lesson Plan Presentation
Reading Part in NSEFC Module 1 Unit1 Friendship——Anne’s Best Friend
Hello, everyone. I’m …. I’m very glad to be here to present my lesson plan. The lesson I’m going to talk about is the reading in NSEFC module 1 Unit1 Friendship. The title of the reading material is Anne’s Best Friend. I will present how to teach it and the reasons for doing so in the following aspects: the analyses of teaching material and learning condition, teaching objectives，the important and difficult points, teaching method, teaching procedures and blackboard notes.
First of all, I’d like to analyze the teaching material. The text is about the story of a Jewish girl who treated her diary as her best friend when she was hiding away from the Nazi during the Second World War. It mainly consists of two parts; the first part is the introduction of Anne and her diary named Kitty. The second part is a diary entry written by Anne in the form of letter addressed to Kitty. The text is a bit long and there are a lot of new words and expressions in it, especially in the letter.
Now, let’s move on to the analysis of learning conditions. The students are in grade1 in the senior school, they have achieved certain English level so they have no problem in comprehending the text and get the basic idea. They have learned the Second World War so their previous knowledge about it can lessen their difficulty of comprehension. But most of them maybe are not very familiar with the sufferings of the Jewish people during the war. I will introduce the related information rightly in the beginning of the lesson so as to prepare the students for the deep study of the text.
Based on the analyses of the teaching material and the learning condition, I’d like to propose the teaching objectives and the important and difficult points.
(1) language skill
Ss will improve their reading skills by training some of the reading skills, such as skimming, scanning. It is the important point of this lesson.
Ss will improve their writing skills by writing a letter to their friend. It is the difficult point of this lesson.
(2) language knowledge
Ss will master most of the new words and expressions in the text. This is the important point of this lesson.
Ss will know the direct speech and indirect speech.
(3) Affective objectives
Ss will have a deeper understanding of the friendship so they will cherish their friends more than ever before. Ss will realize the cruelty of the war and the importance of the peace.
(4) Culture awareness
Ss will know more about the Second World War, especially the persecution Jewish people suffered from the Nazi.
(5) Learning strategy
Ss will cultivate their ability of individual learning and cooperative learning.
As for the teaching methods, I mainly adopt audio-visual teaching method in the lead-in. During the reading process, I follow the top down modal to help the Ss to learn the text.
Now, here comes the most important part of my presentation—teaching procedures. I’ll finish the lesson in 4 steps within 45 minutes. They are:
Step1: Lead-in.
Step2:Pre-reading
Step3: While reading.
Step 4: Post-reading.
At the end of the lesson, I will present the homework.
Now, let me introduce them step by step in details.
The first step is lead-in. It will cost 7minutes. At the beginning of the lesson, I will play a short video clip which is about the sufferings of the Jewish people during the Second World War. From it, Ss will know that many Jewish people were caught and killed by Nazi in the camps, so others had to hide away. Then I will ask Ss what they needed most when in hiding. Ss may come up with the food, clothes and so on. I will give them some hint and they will realize that friends are also very important for them. Then it will be very natural for me to tell them than there was a girl called Anne who had a very good friend during the hard time. In this process, I will introduce them three new words, they are: German, Netherlands, go through. In this step, I adopt audio-visual teaching method, because the pictures and sounds serves better to activate the Ss. So I use the video to attract the Ss’ attention. What’s more, the introduction of Jewish people’s suffering by this video clip provides them with the background information of this text.
Then I will move on to the second step---pre-reading. It will only cost 3 minutes. The Ss are required to guess who Anne’s best friend is and what happened to them by looking at the title and the pictures. Then I will ask several Ss to say their predictions but I will not tell them the answer directly in this step. Although not all the Ss can get the right answer, their mind can get closer to the theme of the text by predicting. So, later, when they read the passage they will concentrate more on it to check their predictions.
After pre-reading, we will move on to the while-reading step which costs 22 minutes in total. There are 5 activities, the first three of which deals with the first two paragraphs of the text which is also the first part of the text. And the last two activities deal with the second part.
The first activity is skimming. Ss are expected to skim the first part of text to work out the main idea. But as there is no topic sentence in this part, it is a bit difficult for students to tell the main idea with their own words. So I will present a multiple choice which covers the main idea of the text for them to choose from. This reduces the difficulty of the task as well as the Ss’ anxiety.
After getting the main idea, we will do another activity, namely, scanning. Ss are expected to scan the text to find some specific information, such as the place and the time of the story, etc. Ss can develop the ability of information gathering and independent learning.
After skimming and scanning, we will do the third activity of this step---close reading. I will help Ss learn the passage paragraph by paragraph. For the first paragraph, I will ask some questions like “According to Anne, what kind of person should a true friend be?” The answer to these questions cannot be taken directly from the text. Ss need to reorganize the sentences. If they can answer these questions, it means they have understood this paragraph. Then we will learn the second paragraph. For this one, I will ask one question “What did Anne say about her diary?” Ss may answer it by the original words said by Anne, I will catch this opportunity to tell them they change the direct speech into the indirect speech. But I will not go deeper, because they will learn this language point next period, so a simple introduction is ok.
This is all for the first part of the text. Then we will start to learn the letter. There are two activities for this part. The first one is skimming，they should skim the letter for the main idea first and I will present a multiple choice for them to choose from. Them we will learn the letter in detail in the next activity. For the first paragraph of the letter, I will ask them to find out the changing of Anne’s attitudes toward nature. Ss can find out that before hiding away, she paid no attention to the nature while she grew crazy about it when hiding. Then I will ask them to find out the reason. As for the second paragraph, Anne narrates two experiences of longing to get close to nature. So firstly, I will ask them to pick out the time of the experience and then we will study her feelings in the process. Of cause, we will learn some new word here, such as on purpose, at dusk and so on.
After the while-reading, comes the post-reading step. It will cost 12 minutes. In this step, I will firstly ask Ss if they have to go into hiding like Anne and her family, what they would like to say to their friends. Ss will talk in groups of four and share their ideas with each other. During the discussion, the Ss will be stimulated and also know the importance of friendship. It servers to make the Ss be prepared for the next activity---writing. After the discussion, the Ss shall write a letter to their friends individually. As they have talked about what they want to say to their friends, the difficulty of the writing is lowered because they have something to say. Ss are expected to write just a draft, for the time is limited.
Lastly, I will give Ss the homework. It will only cost one minute. Ss should not only review the new words and expressions of the text, but also polish their letter after class.
That’s all for the teaching procedure. And here is my blackboard note. On the right side, there are the words and expressions. In the middle, there are some points of the comprehension of the text.
That all for my lesson plan presentation thanks for your attention.
Blackboard notes:
Unit 1. Anne’s Best Friend
幻燈片投影布 Before: paid no attention to it
reasons
While: go crazy about it
German
Netherland
Go through
Set down
A series of
英語(yǔ)站課件(篇6)
[教學(xué)目標(biāo)]
1、在具體的情境中，進(jìn)一步認(rèn)識(shí)分?jǐn)?shù)，發(fā)展學(xué)生的數(shù)感，體會(huì)數(shù)學(xué)與生活的密切聯(lián)系。
2、.通過(guò)對(duì)分?jǐn)?shù)的意義的理解，結(jié)合具體的情境，體會(huì)整體與部分的關(guān)系。培養(yǎng)學(xué)生觀察、抽象、概括、類推的能力。
[教學(xué)重、難點(diǎn)]
理解并掌握分?jǐn)?shù)的意義。
單位“1”概念的擴(kuò)展。
[教學(xué)過(guò)程]
一、拿鉛筆。
1、現(xiàn)場(chǎng)組織活動(dòng)：請(qǐng)兩位同學(xué)到臺(tái)前來(lái)，每人分別從一盒鉛筆中拿出 ，結(jié)果兩位學(xué)生拿得不一樣多，一位學(xué)生拿出4枝，另一位學(xué)生拿出3枝。
2、思考問(wèn)題：他們兩人都是拿了鉛筆的 ，拿出的鉛筆枝數(shù)卻不一樣多，這是為什么？請(qǐng)想一想，然后小組交流。
3、在班里進(jìn)行反饋。引導(dǎo)學(xué)生發(fā)現(xiàn)兩盒鉛筆的總枝數(shù)不同，也就是整體“1”不一樣了。
4、師生共同小結(jié)：一盒鉛筆的 表示的都是把一盒鉛筆平均分成2份，其中的一份就是 。但由于分?jǐn)?shù)所對(duì)應(yīng)的整體不同，所以 表示的具體數(shù)量也不一樣了。
二、說(shuō)一說(shuō)。
出示書中的情境圖：
聯(lián)系一本書的 ，一塊蛋糕的 等實(shí)際情境展開(kāi)交流，體會(huì)一個(gè)分?jǐn)?shù)對(duì)應(yīng)的整體不同，所表示的具體數(shù)量也不同，進(jìn)一步加深學(xué)生對(duì)分?jǐn)?shù)的認(rèn)識(shí)。
三、畫一畫。
一個(gè)圖形的 是□，請(qǐng)學(xué)生畫出這個(gè)圖形。然后組織學(xué)生進(jìn)行交流。借助直觀圖形體會(huì)一個(gè)圖形的 都是一個(gè)□，但是這個(gè)圖形的形狀可能不同。
四、練一練。
第1題：用分?jǐn)?shù)表示下面各圖中的涂色部分。先讓學(xué)生獨(dú)立填寫，然后選擇其中幾題讓學(xué)生說(shuō)說(shuō)思考的過(guò)程。
第2題：請(qǐng)?jiān)趫D中用顏色表示各個(gè)分?jǐn)?shù)。學(xué)生獨(dú)立完成。
第3題：請(qǐng)分別畫出下列各個(gè)圖形的 ，它們的大小一樣嗎？
第4題：結(jié)合“捐零花錢”的實(shí)際問(wèn)題，體會(huì)分?jǐn)?shù)的相對(duì)性。讓學(xué)生說(shuō)說(shuō)自己的想法，可以舉例說(shuō)明。
第5題：根據(jù)圓木的 的實(shí)際長(zhǎng)度去推斷整根圓木的長(zhǎng)度；根據(jù)一個(gè)圓的 ，去推斷一個(gè)圓的 。
第6題：通過(guò)學(xué)生填數(shù)、觀察，使學(xué)生體會(huì)這些分?jǐn)?shù)之間的關(guān)系，先讓學(xué)生填一填，再說(shuō)說(shuō)有什么發(fā)現(xiàn)。