为您找到与幼儿园小班英语教案字母ABC相关的共85个结果:
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教案是教师为顺利而有效地开展教学活动,根据教学大纲 和教科书要求及学生的实际情况,以课时或课题为单位,对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。教案包括教材简析和学生分析、教学目的、重难点、教学准备、教学过程及练习设计等。
幼儿园小班英语教案:字母C
活动目标:1、认识字母C和其代表单词cat,准确掌握字母c的发音。
2、学唱英文字母C的歌谣。
教学活动准备:
教学魔法棒、字母卡片、软铁丝。
教学活动过程:
一、师生问好
1、复习问候语(Good afternoon 、boys and girls )
2、相互问好!(Good afternoon 、Miss zhang)
3、复习英文单词及儿童歌曲
我们跟图片上的单词宝宝打个招呼吧!(教师出示英文单词图片。)
二、复习英语单词(出示英文单词图片)
T :What is this?
C:apple
T :What is this?
C:pear
T :What is this?
C:orange
三、新授部分。
Step1:Warm—up
1、教师模仿小猫的动作和声音走出来“meow meow meow”,问幼儿是哪个小动物,引导幼儿回答回答“cat”,教师出示“cat”卡片并贴在黑板上。
2、在黑板上写出字母“c”,引导幼儿读出{si:},问幼儿“where is letter C”,幼儿在“cat”卡片中找出字母“c”。
Step2:Practice(活动操练)
1、教师用魔法棒点击字母卡片C,让幼儿反复跟读。
2、教师用身体摆出字母C的造型,并让幼儿模仿,以加深字母C形状的认识。
3、教师用魔法棒点击字母卡片的“cat”,让幼儿反复跟读,并模仿小猫“meow meow meow”的叫声。
4、教师用魔法棒点击书本上的“c is for cat c c c”歌谣,让幼儿跟着魔法棒一起唱出。
Step3:Production(创造巩固)
1、Diy:教师准备好几根软铁丝,在幼儿面前把铁丝弯曲成C,让幼儿进一步加深对字母C形状的记忆。
2、教师请幼儿把小猫送回家,边走边唱“c is for cat c c c”(cat cat cat,go go go),在说唱中结束本堂英文活动。
四、活动结束。
效果分析:英文字母教学效果
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幼师针对幼儿园的英语课程教案,是如何设计的呢?下面是读文网小编带来幼儿园英语教案设计范文,以供大家学习参考。
英语
教师:
活动内容:1.单词 hospital. post office.
2.句型where to? go to……
活动目标:1.幼儿能初步掌握单词发音。
2.能正确理解句型含义。
3.踊跃地参加游戏,大胆大声练读。
活动准备:1.挂图[park zoo hospital post office]
2.卡片[park zoo hospital post office]
3.长绳5条。
重难点:1.post office的发音。
2.句型的理解。
活动过程:一.开始部分
1. 操练单词:出示挂图
t: what s this?
c: park.
t: what s this?
c: zoo.
[新单词] 出示挂图
t:有一个人告诉你他生病,你应该告诉他上哪去呀?
c:医院。
t: hospital c: hospital
t: go to hospital. c: go to hospital.
t:我想去寄信应该到哪去呢?
c:邮局。
t: post office c: post office
t: go to post office. c: go to post office.
二.游戏部分
1. 悄悄话.
分成4组,每组第一个小朋友拿一张卡片小声读给后面一位小朋友。依次往下,最后一位大声站起来读单词。看谁读得最准确。{反复操练2次。}
评价:读得好的幼儿给予鼓励。
2. 情景表演
两位老师情景对话“ where to? ”
“ go to …… ”
t: 刚才听到什么?看到什么?
幼儿简单回答。
{操练句型}
t: where to? c: go to park.
t: where to? c: go to hospital.
t: where to? c: go to zoo.
t: where to? c: go to post office.
3.火车嘟嘟嘟!
两位老师拉着长绳当火车。
“现在我们就搭上火车,去自己想去的地方。”
交代游戏规则:司机问:where to? 乘客答: go to……招手上车,到站下车。{游戏最后请小朋友当司机,以对话为主,自由进行。}
三.结束活动
在愉快的火车旅途中结束本次活动。
活动总结
一. 情况分析
通过进行本次活动和对活动的评价给我自身带来很大的收获。本次活动我运用了多种游戏形式开展,给幼儿也带来了很多快乐。但本次活动,我只注重了教学形式的多样化,而对目标的体现及幼儿掌握情况不够仔细。在开始部分中,操练单词的时间较长,幼儿显得有点枯燥,而且两个新单词发音都比较长,幼儿掌握起来很困难。后来通过各种游戏的形式才把幼儿的积极性调动了起来。 二. 小结
在今后的游戏活动中,我会特别注重内容的选材,适合本班幼儿掌握,以达到目标为重点,多种游戏形式丰富内容,同时结合自身的经验丰富课堂用语,让英语活动更加有色彩!
看过幼儿园英语教案设计范文
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你知道2个字母的英文单词有哪些吗?小编为大家整理了一些,起来学习一下吧!
1. I too am committing myself to continue the fight for justice.
我本人也保证将继续为正义而战。
2. They have both behaved very badly and I am very hurt.
他们俩都很不友善,让我非常难过。
3. This, I am sorry to say, is almost entirely wishful thinking.
我很遗憾,这几乎完全是一厢情愿的想法。
4. I am expecting several important letters but nothing has arrived.
我正在等几封重要的信件,可是一封都没到。
5. I am a sinner and I need to repent of my sins.
我是个罪人,必须忏悔我的罪过。
6. "Kathleen" was, as its 1892 subtitle asserted, "An Irish Drama".
正如1892年剧本的副标题所强调的,《凯瑟琳》是一部“爱尔兰戏剧”。
7. The action is an open violation of the Vienna Convention.
该行为公然违背了《维也纳公约》。
8. He once told an interviewer that he didn't even like rock music.
他曾告诉一位采访者,他甚至都不喜欢摇滚乐。
9. He was jailed for five years as an alleged British spy.
他被指控为英国间谍,入狱关押了5年。
10. He then held the man in an armlock until police arrived.
然后他反扭住那名男子的手臂让他动弹不得,直到警察赶到。
11. "Kathleen" was, as its 1892 subtitle asserted, "An Irish Drama".
正如1892年剧本的副标题所强调的,《凯瑟琳》是一部“爱尔兰戏剧”。
12. His voice was harsh as he enunciated each word carefully.
他一字一顿,听上去很生硬。
13. Engineers noticed that the pipes were not expanding as expected.
工程师注意到管道并没有如预期那样膨胀。
14. His house was the only settled home I had as a child.
他的房子是我儿时唯一固定的家。
15. He was jailed for five years as an alleged British spy.
他被指控为英国间谍,入狱关押了5年。
16. English has hurt me a thousand times, but I still regard it as my first love.
英语伤我千百遍,我待英语如初恋。
17. I feel it's done me good to get it off my chest.
我感觉吐吐苦水对我有好处。
18. I was on my own and these fellows came along towards me.
我正一个人走着,一些家伙朝我走过来。
19. I found myself behind a curtain, necking with my best friend'swife.
我意识到自己在帘子后面吻着至友的妻子
20. When life gets hard and you want to give up, remember that life is full of ups and downs, and without the downs, the ups would mean nothing.
当生活很艰难,你想要放弃的时候,请记住,生活充满了起起落落,如果没有低谷,那站在高处也失去了意义。
21. The turning point in the process of growing up is when you discover the core of strength within you that survives all hurt.
当你从内心深处找到一种可以忍受一切痛苦的坚强力量时,你的成长历程就会出现飞跃。
22. He finished his conversation and stood up, looking straight at me.
他说完话站起来,直视着我。
23. These files have been zipped up to take up less disk space.
这些文档已经进行了压缩,以节省磁盘空间。
24. He was fired from his job after roughing up a colleague.
他因为对一位同事动粗而被开除了。
251. The vowel in words like "my" and "thigh" is not very difficult.
单词my和thigh中的元音并不难发。
26. We are becoming one of the market leaders in the fashion industry.
我们正在成为时装业的领军者之一。
27. We post up a set of rules for the house.
我们张贴了一份房屋生活守则。
28. So, if we could just move onto something else?
那么我们可不可以干脆谈点别的?
29. You flatter yourself. Why would we go to such ludicrous lengths?
你真自以为是。我们为什么要费那么大的力气?
30. We have a very communicative approach to teaching languages.
我们在语言教学中非常强调交际教学法。
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英语单词是由26个字母组成的,那有几个是由4个字母组成的呢?以下是读文网小编给大家带来4个字母组成的英文单词,以供参阅。
1. claw n. 爪,脚爪
2. clay n. 粘土,泥土
3. clip v. 剪,修剪;钳,夹住 n. 夹,钳;回形针
4. club n. 俱乐部,夜总会;社团;棍棒,球棒
5. clue n. 线索,暗示
6. coal n. 煤,煤块
7. coat n. 外套,上衣;皮毛,表皮,涂层 v. 涂上,盖上,包上
8. cock n. 公鸡,雄鸡;龙头,开关
9. code n. 代码,代号,密码;法典,法规,规划
10. coil v. 卷,盘绕 n.(一)卷,(一)圈;线圈,线组
11. coin n. 硬币,货币 v. 铸造(硬币),创造(新词)
12. coke n.可乐;焦炭 v.(使)成焦炭
13. cold a. 寒冷的;冷淡的 n. 感冒;寒冷
14. comb n. 梳子 v. 梳(理)
15. come v. 来,来到;出生于,产生;是,成为;开始,终于
16. cook n. 炊事员,厨师 v. 烹调,煮,烧
17. cool a. 凉的,凉爽的;冷静的,沉着的,冷淡的 v.(使)冷却,(使)镇静
18. cope v.(with)竞争,对抗;(with)对付,应付,妥善处理
19. copy n. 抄本,副本,拷贝,复制品;(一)本,(一)册 v. 临摹,复制
20. cord n. 绳,索
21. core n. 果核;中心,核心
22. corn n. 谷物,庄稼,玉米
23. cost n. 成本,费用,代价 v. 价值为,花费
24. cosy a.舒适的,安逸的
25. crab n. 螃蟹,蟹肉
26. crew n. 全体船员,全体乘务员
27. crop n. 作物,庄稼;(谷类等的)一熟收成;一批,大量
28. crow n. 乌鸦 v./n. 鸡啼,鸣叫
29. cube n. 立方形,立方体;立方,三次幂
30. curb n.马勒;控制vt.抑制;控制
31. cure v.(of)治愈,医治;矫正,纠正 n. 治愈,痊愈;良药,疗法
32. curl v.(使)卷曲,卷缩n. 卷发;卷曲状;卷曲物
33. dare v. 敢,胆敢
34. data n.(datum的复数)资料,数据
35. date n. 日期,年代 v. 注明……的日期 n./v. 约会
36. dead a. 死的,无感觉的
37. deaf a. 聋的;不愿听的
38. desk n. 书桌,办公桌,服务台
39. dock n. 船坞,码头
40. door n. 门
41. down ad. 向下;(to)直到;由大到小;平息下去;处于低落状态 prep. 下,顺……向下
42. else a. 其它的,别的 ad. 另外,其它
43. exam n.(examination)考试,测验
44. damp a. 有湿气的,潮湿的
45. dear a. 昂贵的;亲爱的;(to)珍贵的 int. [表示惊讶、怜悯等]呵!哎呀!
46. damn v.诅咒,谴责
47. dull a. 单调的;迟钝的,愚笨的;不锋利的
48. dash v./n. 冲,猛冲,突进 n. 破折号
49. deer n.鹿
50. dove n. 鸽子
51. duck n. 鸭
52. evil a. 邪恶的,罪恶的 n. 邪恶,罪恶
53. dome n. 圆屋顶
54. dorm n.(dormitory)[美][口]宿舍
55. deny v. 否认,否定;拒绝
56. dean n.(大学)院长,系主任,(基督教)教长
57. disc n.圆盘,圆面,盘状物
58. edge n. 边,棱;刀口,刃 v. 侧身移动,挤进
59. defy v.(公然)违抗;蔑视
60. dump v. 倾倒,倾卸 n. 垃圾场
61. draw v. 拉;画;汲取;提取;引出;(to, towards)挨近 n. 平局
62. doom n. 厄运,劫数 v. 注定,命定
63. drum n. 鼓;圆桶
64. deem v. 认为,相信
65. emit v. 散发,发射
66. drip v. 滴下,漏水 n. 滴,水滴,点滴
67. drop n. 滴;落下;微量 v. 落下;下降;失落
68. diet n. 饮食,食物
69. dine v. 吃饭,进餐
70. dish n. 碟子,盘子,菜肴
71. ease v. 减轻;使舒适,使安心 n. 容易;舒适,悠闲
72. dive v./n. 潜水,跳水,俯冲
73. dark a. 黑暗的,暗的;深色的,黑色的;隐藏的 n. 黑暗,暗处
74. dawn n. 黎明,拂晓 n. 破晓;开始出现
75. dusk n. 薄暮,黄昏
76. dirt n. 污物,污垢,土
77. dust n. 灰尘,尘土 v. 拂,掸
78. drag v. 拖,拖曳
79. envy v./n. 羡慕,忌妒
80. doze v./n. 瞌睡;假寐
81. dose n. 剂量,一服,一剂 v.(给……)服药
82. drug n. 药物;麻醉品;毒品 v. 下麻药
83. doll n. 玩偶,玩具娃娃
84. duty n. 义务,责任;职务;税
85. deal v. 处理;给予;做买卖,经营 n. 数量,程度;交易
86. debt n. 债,债务
87. deck n. 甲板
88. deed n. 行为,行动;功绩,事迹
89. deep a. 深的,深刻的,深切的 ad. 深,迟
90. dial n. 钟(表)面,刻度盘,拨号盘 v. 拨号,打电话
91. dumb a. 哑的,无言的
92. each a./pron. 各,各自的,每
93. earn v. 赚得,挣得,获得
94. east n. 东,东方,东部 a. 东方的,东部的
95. easy a. 容易的,不费力的,安逸的,宽裕的
96. echo v./n. 回声,反响,共鸣
97. edit v. 编辑,校订
98. etc. 等等
99. even ad. 甚至(……也),连(……都) a.平的,平坦的;双数的,偶数的;均匀的
100. ever ad. 在任何时候
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你知道11个字母的英文有哪些吗?小编为大家整理了一些,一起来学习一下吧!
Sagittarius人马座,射手座
Pacchionian 帕基奥尼氏体,蛛网膜粒
nacotherapy 麻醉疗法 ,睡眠疗法
painstaking劳累的
paleography古文书
paperweight镇纸
Serendipity 偶然发现珍宝的运气
Accountable 应负责的
Ghostwriter 代笔者
Interesting 有趣的
Territorial 地盘性的
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我们学习过那么多的英语单词了,现在你能够说出几个由5歌字母组成的单词呢?以下是读文网小编给大家带来由5个字母组成的英语单词,以供参阅。
1. cross n. 十字形,十字架 a. 交叉的,横穿的;易怒的,发怒的 v. 越过,穿过;(使)交叉,(使)相交
2. crowd n. 人群;一群,一伙 v. 聚集,群集;挤满,拥挤
3. crown n. 王冠,冕;君权,君王 v. 为……加冕
4. crude a. 天然的,未加工的;生的,未熟的;粗鲁的,粗野的
5. cruel a. 残忍的,残酷的
6. crush n./v. 压碎,压坏 v. 压服,压垮
7. crust n. 外皮,壳;地壳
8. curse v./n. 诅咒,咒骂
9. curve n. 曲线,弯曲(物) v. 弄弯,成曲形
10. cycle n. 自行车;周期,循环 v. 骑自行车;循环
11. daily a. 每日的 ad. 每日,天天 n. 日报
12. dance v. 跳舞,舞会
13. datum n.数据,资料
14. death n. 死亡;灭亡,毁灭
15. eight num. 八,八个
16. dairy n. 牛奶场,奶店
17. enjoy v. 欣赏,喜爱;享受……乐趣
18. erupt v.(尤指火山)爆发
19. erase v. 擦掉;删去
20. draft n. 草稿,草案,草图 v. 起草,草拟
21. elbow n. 肘,弯头 v. 用肘挤
22. depth n. 深度,深奥,深刻
23. dozen n. 一打,十二个
24. exile n.放逐,流放,流犯,被放逐者 vt.放逐,流放
25. decay v./n. 腐朽,腐烂;衰减,衰退
26. extra a. 额外的,附加的 n. 附加物,额外的东西
27. ditch n. 沟,渠,水沟
28. drain n. 排水沟,阴沟;消耗,负担 v. 排去,放干
29. evoke vt.唤起,引起,博得
30. enter v. 走进,参加,加入
31. exert v. 尽(力),施加(压力等)
32. elite n. [总称]上层人士,掌权人物,实力集团;出类拔萃的人(集团),精英
33. endow v.捐赠,赋予
34. enemy n. 敌人,敌军
35. empty a. 空的;空洞的 v. 倒空,使成为空的
36. dread v./n. 恐惧,担心
37. dream n./v. 梦,梦想,幻想
38. drunk a. 酒醉的
39. dense a. 浓厚的,密集的,稠密的
40. drift v./n. 漂,漂流
41. equip v.(with)装备,配备
42. eager a.(for)渴望的,热切的
43. expel v. 把……开除;驱逐;排出
44. exact a. 确切地,正确地,恰好
45. devil n. 魔鬼
46. dwarf n.矮子,侏儒 v.(使)变矮小
47. elder a. 年长的,资格老的 n. 长辈
48. eject v. 喷射,排出;驱逐
49. epoch n. 时期,时代
50. drink v. 饮,喝,饮酒 n. 饮料
51. drown v. 溺死,淹没
52. evade vt.逃避,回避;避开,躲避
53. earth n. 地球;土,泥;陆地;地上
54. elect v. 选举,推选;选择,作出选择
55. dress n. 服装,童装,女装 v. 穿衣,打扮
56. doubt n./v. 怀疑,疑惑
57. eagle n.鹰
58. dizzy a. 头晕目眩的,眩晕的;(可能)使人头晕的,极高的
59. dirty a. 弄脏的;下流的 v. 弄脏,玷污
60. erect v. 树立,建立,使竖立 a. 直立的,垂直的
61. delay v./n. 耽搁,延迟
62. diary n. 日记,日记簿
63. drama n. 剧本,戏剧;戏剧性事件或场面
64. drill v./n. 练习,操练;钻孔
65. drive v. 开(车),驾驶;驱,赶;驱动,把(钉;桩)打入 n. 驾驶,驱车旅行
66. dwell v. 住,居留
67. early a. 早的,早期的,及早的 ad. 早,在初期
68. embed vt.使插入,使嵌入,深留,嵌入
69. entry n. 进入,入口;通道;记载,条目
70. equal a.(to)相等的;(to)胜任的 n.(地位)相等的人,对等的事物 v. 等于
71. error n. 错误,过失
72. essay n. 文章,短文
73. event n. 事件,事情
74. every a. 每一的,每个的;一切的,所有的
75. excel vi.胜过其他;擅长 vt.胜过,优于
76. exist v. 存在;生活
77. fable n. 寓言
78. faint a. 微弱的,不明显的 v. 昏过去
79. fairy a.幻想中的;虚构的;优雅的 n.仙女;精灵
80. faith n. 信任,信用;信仰,信条
81. fancy n. 爱好,喜爱,迷恋 v. 想象,幻想 a. 花式的,奇特的,异样的
82. fatal a. 致命的,毁灭性的
83. fault n. 过失,过错;缺点,毛病
84. favor n.(favour)好感;喜爱;关切v.赞成,支持,偏爱
85. feast n. 节日;宴会 vt. 盛宴,款待,享乐,请客 vi. 参加宴会,享受
86. fence n. 篱笆,围栏 n./v. 击剑
87. ferry n. 渡船 v. 渡运(人、车或物等)
88. fetch v. 取来,接来
89. fever n. 发热,狂热
90. fiber n.(fibre)纤维;构造;纤维制品
91. field n. 田,田野;运动场;领域,方面;(电、磁等)场
92. fifty num. 五十,五十个
93. fight v./n. 打(仗),搏斗,斗争,战斗
94. final a. 最终的,决定性的
95. first num. 第一 a. 第一的,最先的 ad. 首先,最初
96. flame n. 火焰,火苗;热情;光辉 v. 发火焰,燃烧
97. flare v./n. 闪耀,闪烁
98. flash n. 闪光 v. 发闪光,闪亮;闪现
99. fleet n. 舰队,船队
100. flesh n. 肉,肌肉
过由5个字母组成的英语单词
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想拥有一个适合自己的独特个性的英文名吗?下面读文网小编为大家带来字母M开头英文名精选,欢迎大家挑选一个适合自己的英文名字!
Michelle 希伯来语 她像神一样
Maeve 拉丁语 女神
Marmara 希腊语 发光的
Maren 拉丁语 大海
Miette 未知 小的甜东西
May 拉丁语 伟大的
Maha 希腊语 珍珠
Malak 阿拉伯语 天使
Miki 日语 花茎
Mangena 希伯来语 悦耳的音调
Muriel 拉丁语 月的天使
Mathilda 德语 权力
Mercia 拉丁语 仁慈
Manda 拉丁语 可爱的
Malina 希伯来语 塔
Meta 拉丁语 雄心勃勃的
Mora 西班牙语 甜甜的浆果
Maha 非洲语 美丽的眼睛
Margaret 波斯语 光之子
Mathea 斯堪迪纳维亚语 上帝的礼物
Maleah 未知 美丽的年轻女子
Malinda 希腊语 温柔的女子
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现在许多人都会喜欢给自己取一些英文的名字,下面读文网小编为大家带来一些精选的Q字母开头英文名,看看这些Q开头的英文名有没有你喜欢的吧。
Quenby 女人味儿 斯堪地纳维亚
Quirita 公民 拉丁语
Questa 搜索者 法国
Queenie 女王 英语
Qamra 月亮 阿拉伯
Qubilah 令人愉快的 阿拉伯
Quenna Queen的变形 英语
Quella 镇定 英语
Querida 亲爱的,心爱的人 西班牙
Quiterie 宁静 法国
Queen 女王 英语
Queena 女王 古英语
Quintessa 精华 拉丁语
Quanika Nika的变形 美国
Quinella Quintana的变形 拉丁语
Quorra 心 意大利
Quartilla 第四个 拉丁语
Qadira 强大的,有权势的 阿拉伯
Quintana 第五个 拉丁语
Quintina Fifth 拉丁语
Qitarah 芳香的 阿拉伯
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幼儿园的教学工作已经随着寒假的到来暂时告别一段落了,幼儿园教师要做好个人的教育工作总结,这对个人提高教学质量是十分重要的,那么想知道幼儿园教师教育教学工作个人总结要怎么写吗?下面读文网小编为大家带来幼儿园教师教育教学工作个人总结,希望对你有所帮助。
本期的工作即将结束,我的工作也在紧张而又充实的时间里度过了。回顾这学年,忙碌而愉快的工作,让我成长了很多,也取得了一定的成绩。在这里我对本学期的工作做个小结,并从中拮取精华加以保存,寻找不足加以弥补,争取在新的一年中取得更大的进步。
一、思想政治方面:
教师被喻为人类灵魂的工程师,教师的政治思想会直接影响到孩子。我在思想上高标准的严格要求自己。积极参加园内各项活动,并认真做好记录。做到不迟到、不早退,树立为人师表的形象。
二、教育教学方面:
从本班幼儿的实际情况出发,设计好主题活动,精心安排好每周计划活动的内容,认真组织好每节活动。在活动中,让幼儿在实际操作中学习,使幼儿真正成为学习的主人,在获得全面、和谐发展的同时也得到个性的发展。
1、 从生活抓起,培养幼儿良好的常规习惯。本学期,根据我班的几个弱点,着重开展以下活动来促使班级常规良好风气的形成:对进步的幼儿及时表扬,对落后的幼儿给予鼓励;在活动中,我有针对性的对个别幼儿进行教育,做到“三轻”即:说话轻、拿玩具轻、玩玩具轻。
2、 每天保持幼儿户外体育活动时间,带领幼儿认真开展各项体育活动、锻炼身体。在每周计划活动中,根据幼儿的现状情况,合理设计好每日的户外体育活动内容和运动量。
3、 为幼儿创设良好的学习环境,精心选择适合幼儿的教学方法,充分准备教具。在每一次活动中,我还注意到发掘每次活动的游戏价值,让幼儿在游戏活动中得到自我发展。注重环境的创设,让幼儿在环境中学习,通过与环境、材料的互动,使幼儿得到发展。
三、业务学习方面:
我深刻的认识到,时代在发展,社会在进步,教育教学观念也在不断更新和变革,我十分注重业务学习,不段充实自己,解剖自己,正视自己,不断为自己充电,提高自身素质,提高文化专业知识水平。我也体会到在有幼儿园这个团结、向上的群体中,进步是一种需要和必然;我利用空余的时间翻阅一些有关幼教方面的书籍,从中了解最新的幼教动态,学习幼教杂志上的文章,了解幼教改革的新动向,积极向有经验的老师学习请教,做中学、学中做,不段积累经验,使自己的业务水平有所提高,有所发展。
四、家长工作方面:
老师和家长通过交流,可以了解幼儿在家和幼儿园的情况,所以,家长和老师的交流显得尚为重要,每天放学后,我都及时向家长反映该幼儿当天的纪律与学习的情况,做好的给予及时的鼓励和表扬,做得不够的请家长配合,助幼儿纠正。如发现缺席的幼儿,我及时打电话与家长问候幼儿的身体健康状况,切实做好家园同步工作。
幼儿园教育是一个复杂的教育,不是家庭、幼儿园可以单独胜任的,它需要两者接个才能取得好的成效。让家长了解孩子在园的情况,同时也让我们了解孩子在家的情况,相互了解,同时吸取家长对幼儿园教育和管理工作的意见和建议,努力使孩子得到更全面的发展。 五、存在的不足:
1、在以后的工作中力争做到“今日事今日毕”,避免因自身懒惰造成的拖拉现象。
2、工作中更严格的要求自己努力提高自己分析问题能力和科研能力。“谁爱孩子,孩子就爱他。只有爱孩子的人,他才可以教育孩子。”在以后的工作中我将用心去爱每一个孩子。努力克服自身的弱点,争取更大的进步。
作为一名幼儿教师不仅要管理好班级,有一颗爱孩子的心,还要不断的提高自身的素质,不断的完善自身修养,不断的吸取经验。这学期,我努力作好本职工作,但也存在着不足,对自己缺乏高要求。我会在今后的工作中加以改进,继续努力,跟上社会时代的步伐。
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六一儿童节即将到来,那么在这个开心的日子里,幼儿园的六一儿童节活动要怎么策划好呢?下面读文网小编为大家带来幼儿园六一儿童节活动方案三篇,希望对你有所帮助。
【活动主题和宣传口号】
1、活动主题:自信、健康、快乐、你我他
2、活动口号:“梦幻童年、放飞童心”
【活动提前准备】
1、全体教师和全体家长积极为幼儿创设欢度“六一”的节日环境与氛围,共同鼓励幼儿积极参与“六一”节的各项准备活动。
2、、以班级为单位做好参加活动的准备工作:
(1)家长邀约(负责:李红梅 )各班教师提前邀请家长参与活动,并做好准备工作。每个家庭,要求至少1名家长参加活动,最好是爸爸妈妈都能来园参加。
(2)节目编排(负责:孙颖 ):考虑各个节目的内容及形式等合理安排节目顺序,保证活动有序进行。
(3)各班教师和幼儿活动当天统一着装——园服,同时提前准备好本班各项活动所需服装、道具及器材等。在活动前一周将所有节目音乐光碟交齐;
(4)安全工作(负责:刘颖 ):为确保活动顺利进行,教师要努力维护现场秩序及安全(提醒要表演的班级提前两个节目等待)以及去表演路上幼儿的安全问题,让幼儿度过一个安全、快乐、难忘的儿童节。保证节目有序的进行;安排厨房阿姨在表演活动时帮忙照看幼儿等事宜。
(5)节目串联词的编写(负责:阳阳 ):应开动脑筋考虑各个节目的衔接,利用或优美或俏皮的话语让每个节目自然的过渡。
(6)联系化妆品(负责:孙颖 ):每班购买一套幼儿化妆品,确保安全无毒适合幼儿使用,活动前各班教师为幼儿画好妆,为节目的顺利进行做好准备;
(7)撰写“梦幻童年、放飞童心”六一活动策划书:认真撰写六一庆祝活动策划书,做到各个环节条理清楚,让合作人员一看就知,分工明确,各教师应互相配合、精诚合作,为本次活动的圆满成功做好每一件事,努力打造一支优良的团队,增加本园的美誉度。
3、幼儿园搭好舞台、铺好地毯、备好音响,安排专门的人员照相、录像、调度协调指挥等。活动结束后,将整个活动制作成cd,留给孩子做永久纪念。准备与幼儿相等的参与礼物。
4、幼儿园邀请家长及其家属到园观看演出。
5、活动前,全园安排一到两次次彩排。(时间:提前7天)
【活动内容】
1、时间:2016年5月31日下午5点。
2、地点:金色阳光幼儿园门前
【活动流程一】
(一)、主持人:致开场词
(二)请家长代表发言,
(四)“梦幻童年、放飞童心” 2016年金色阳光幼儿园六一节目单
活动安排:
1. 5月1日 —— 5月15日 :各班教师开始准备各班的节目
2. 5月22日 :歌舞表演活动第一次彩排(地点:)
3. 5月22日 —— 5月26日 :各兴趣班老师准备成果展出
4. 5月26日 —— 5月30日 :发放各宣传单
5. 5月27日 :歌舞表演活动第二次彩排(地点:)
7. 5月31日 :金色阳光幼儿园2016届“梦幻童年,放飞童年”庆祝活动》正式开演(地点:金色阳光幼儿园门前 )
8. 6月1日 :放假一天
幼儿园六一儿童节活动方案相关
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始人发展出的图示和表意符号是如今现代字母的原型,比如楔形文字和象形文字。最早的字母,是东闪米特人使用的一种早期的象形文字的组合。那么你知道字母用英语怎么说吗?下面读文网小编为大家带来字母的英语说法,欢迎大家学习。
1. An A to Z of careers gives helpful information about courses.
按字母顺序排列的职业大全提供了有助于课程选择的信息。
2. Their herbs and spices are arranged in alphabetical order.
他们的香草和调味料按字母顺序摆放。
3. The alphabet might be more rational if all the vowels came first.
如果把所有的元音列在前面,字母表可能会更为合理一些。
4. In African languages there is a close corre-spondence between sounds and letters.
非洲语言中的发音与字母关系密切。
5. Valerie earned letters in three sports: volleyball, basketball, and field hockey.
瓦莱丽在排球、篮球和曲棍球三个项目上获得了佩戴校名首字母标志的荣誉。
6. Where would it be?' — "Filed under C, second drawer down."
“它会在哪儿?”——“归放在C字母下,往下数第二个抽屉。”
7. We did the logo in lower-case letters instead of capitals.
我们的徽标用了小写字母,没用大写。
8. Researchers flash two groups of different letters onto a computer screen.
研究者在计算机屏幕上显示出两组不同的字母。
9. "Ecu" was printed in lower case rather than capital letters.
ecu是用小写字母而不是大写字母印刷的。
10. Would you mind initialing this voucher?
请在凭单上用首字母签名。
11. The catalog is organized alphabetically by label name.
这个目录按标签名的字母顺序排列而成。
12. They saw some large letters in white paint.
他们看见了用白漆写的几个大大的字母。
13. Schrader initialled the chit for the barman.
施拉德在收条上用首字母签了字,交给了酒吧招待。
14. The modern Russian alphabet has 31 letters.
现代俄语字母表有31个字母。
15. The first word begins with an F.
第一个词的首字母为F。
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想知道Unit 1 Friendship的英语教学怎么做吗?下面读文网小编为大家带来Unit 1 Friendship英语教案,希望对大家有所帮助。
Teaching Aims:
1. 能力目标:
a. Listening: get information and views from the listening material.
b. Speaking: express one's attitude or views about friends and friendship in appropriate words.
c. Reading: enable Ss to get the main idea and be familiar with reading skills.
d. Writing: write some advice about making friends as an editor.
2. 知识目标:
a. Talk about friends and friendship; how to make friends; how to maintain friendship.
b. Use the following expressions:
I think so. / I don't think so.
I agree. / I don't agree.
That's correct.
Of course not.
Exactly.
I'm afraid not...
c. Enable Ss to master Direct Speech and Indirect Speech.
d. Vocabulary:
add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight suppose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
3. 情感目标:
a. Arose Ss' interest in learning English
b. Encourage Ss to be active in the activities and make Ss be confident
c. Develop the ability to cooperate with others.
4. 策略目标:
a. Develop Ss' cognitive strategy: taking notes while listening.
b. Develop Ss' communicative strategy.
5. 文化目标:
a. Enable Ss to get to know different opinions about making friends from different countries.
Teaching design:
Period 1 Warming-up 1课时
I. Teaching objectives:
1. Have Ss learn how to describe their friends and friendship with new phrases and structures.
2. Have Ss learn to solve problems that may occur between friends.
3. Cultivate Ss to form the good habit of learning English in Senior Middle School.
II. Teaching important points:
1. Use the given adjs. and sentences structures to describe one of your friends.
2. Learn to evaluate friends and friendship.
III. Teaching difficult points:
1. Work together with partners and describe one of your good friends.
2. Discuss with partners and find out ways to solve the problems.
IV. Teaching procedures:
Step 1. Lead-in and warming-up
Before the lesson, T can arose Ss' interests by introducing oneself and get Ss to talk about their summer holidays, or whether they had made friends during holidays.
Free Talk: 3 mins
1. How did you spend your summer holidays? How did you feel? What did you do?
2. What do you think of your new school? Do you like it? Could you say anything about it?
3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school?
Step II. Think it over
1. Give a brief description of one of T's friends. The following phrases and structures may be useful: (3mins)
His / Her name is...
He / She is...years old.
He / She likes .... and ...dislikes...
He / She is very kind / friendly / humorous...
When / Where we got to know each other...
Step III. Make a survey
1. List some qualities of a good friend or your ideal friend, have Ss get into groups of 4 to 5 to find out what each one has listed?
2. Add up the scores Ss got and show the explanations of every type.
3. Have Ss tell their partners the standards of good friends with the following structures:
I think a good friend should (not) be...
In my opinion. From my point of view. So far as I'm concerned. I suppose. A good friend is someone who...
Step IV. Talking and sharing (working in pairs)
1. If your best friend does anything wrong, what will you do?
What to do? | Reasons |
...... | ...... |
...... | ...... |
2. Proverbs: "What is a friend?"
A British newspaper once offered a prize for the best definition of a friend. If Ss were the editors, they could choose the best one from the following entires, and explain why.
"A friend in need is a friend indeed."
"Friends are like wine, the older, the better."
"A friend is a second self."
"A friend to all is a friend to none."
Step V. Homework
1. Write a short passage about your best friend.
2. Review the language points.
3. Preview the new words and expressions.
Period 2 Reading 2课时
I. Teaching objectives:
1. Develop Ss ' reading ability, learn to use some reading strategies, such as skimming, scanning, and so on.
2. Get Ss to realize the importance of friends and friendship and learn how to tell true friends from the false.
3. Grasp some useful words and expressions in this passage.
4. Learn the writing style of this passage.
II. Teaching method:
Task-based teaching
III. Teaching procedures:
StepI.Pre-reading
1. Have Ss discuss the following questions in group-work:
Who is your best friend? Does a friend always have to be a person? What else can be your friend?
Step II. Reading
1. Have Ss try to guess what Anne's friend is and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it through.
2. Skimming the 1st two paras to confirm the former guess.
a. What was Anne's best friend? Why did she make friend with it?
b. Did she have any true friends then? Why?
c. What is the difference between Anne's diary and those of most people?
d. Do you keep a diary? What do you think most people set down in their diaries?
3. Reading of Anne's diary
How did she feel in the hiding place?
Two examples to show her feelings then.
Step III. Post-reading
1. What would you miss most if you went into a hiding place like Anne and her family? Reasons support.
2. Group-work
Work in groups to decide what you should do if your family were going to be killed just because they did something the Emperors did not like.
"Where would you plan to hide?"
"How would you arrange to get food given to you every day?"
"What would our do to pass the time?"
Step IV. Talking about friends and friendship
Have Ss talk about friends and friendship, and write one or two sentences to express one's own understanding of friends and friendship in group-work.
Step V. Homework
1. Interview a student or a parent to find out their opinions about friends and friendship. Write a short report to share it with the whole class.
2. Describe one of your best friends, following the writing style of this passage.
Period 3 Grammar 1课时
I. Teaching objectives:
Learn to use Direct & Indirect Speech
II. Teaching important points:
Summarize the grammatical rules
III. Teaching difficult points:
The special cases
IV. Teaching procedures:
StepI.Lead-in
Last class, we learnt Anne Frank's story. She is telling her story to two of her friends--you and Tom. Tom has something wrong with his ears, so you have to repeat Anne's sentences, using Indirect Speech. Sometimes you explain Tom's sentences to Anne---
1. "Do you feel sad when you are not able to go outdoors?" Tom asked Anne---
Tom asked Anne if / whether she felt sad when she was not able to go outdoors.
......
Step II. Grammar focus
1. Have Ss summarize the rules when they changed Direct Speech into Indirect Speech, what should be changed?
2. Group-work for discussion.
3. Check out: sentence structure, tense, pron, adverbial of time or place, verb.
4. Rules focus:
a. 陈述句:
She said,"I am very happy to help you."---
She said she was very happy to help you.
b. 一般疑问句/ 选择疑问句:
He asked me, "Do you like playing football?"---
He asked me if / whether I like playing football.
She asked me whether he could do it or not.
c. 特殊疑问句:
My sister asked me,"How do you like the film?"---
My sister asked me How I liked the film.
d. 祈使句:
The captain ordered, "Be quiet!"---
The captain ordered us to be quiet.
e. 注意:
l 间接引语语序: 陈述语序.
l 客观事实,真理;时态不变.
l 指示代词,时间,地点状语做相应变化.
f. Summary
Direct Speech
一般现在时do
一般将来时will do
现在进行时is doing
一般过去时did
现在完成时have done
过去完成时had done
Indirect Speech
一般过去时did
过去将来时would do
过去进行时was doing
过去完成时had done
过去完成时had done
过去完成时had done
Step V. Homework
l Exs 1 on p42
l Look up new words and expressions from dictionary and do the prevision.
Period 4 Words & Expressions 1课时
I. Teaching objectives:
Learn new words and expressions
II. Teaching important points:
1. Pay attention to the different forms of the words
2. Master the words and expressions through the Exs.
III. Teaching difficult points:
1. Emphasize the methods which can be useful and efficient to do the memory.
2. How to use the new words and expressions into Ss' own composition-writing.
IV. Teaching method:
Self-summary;
Discussion;
Practice
V. Teaching procedures:
StepI.Warming-up
1. Check out the new words and expressions looked up from dictionary
2. Have Ss share their works, including the Chinese meaning, the form, the phrases, the examples, and the usage.
Step II. Practice
1. Do the words Exs in this unit
2. Discuss the answers in group-work
3. Check out the answers
Step III. Summary
1. Emphasize the key points of the words in this unit, esp some phrases and structures.
Step IV. Homework
l Recite the words and expressions.
l Preview the listening and speaking part.
Period 5 Listening & Speaking 1课时
I. Teaching objectives:
1. Practice Ss’ listening ability.
2. Practice Ss’ speaking skills of how to offer advice.
3. Improve Ss’ ability to help others to solve problems.
II. Teaching procedures
Step 1. Reading
1. Have Ss think about the questions on books, and then try to guess the brief content of the listening material according to the questions given in group-work.
Step 2. Listening
1. Have Ss get to know that besides you, Lisa also asks Miss Wang for help. What advice does she give her? Now, let Ss listen to what she says.
2. 1st-time listening: have Ss listen to the tape from the beginning to the end without any pause, ask Ss to take some notes while listening, and discuss the main idea of the listening material in group-work.
3. 2nd-time listening: have Ss listen to the tape again, and encourage Ss to repeat every sentence as best as they can after the pause. So Ss should pay attention to notes-taking, esp. the WH-Qs.
4. 3rd-time listening: the last time, have Ss listen to the tape and check out their answers according to what they heard before.
5. Check out the Exs.
Step 3. Post-listening & Speaking
1. Have Ss think about the Q:
“Do you think Miss Wang’s advice is helpful?”
2. Have Ss discuss the former Q in group-work, and have a free talk within 1min.
3. Now suppose Ss are editors of Radio for Teenagers, here are some problems for Ss to offer advice. (Give each group a problem and ask them to write their advice down.)
4. Have Ss come to the front and share their opinions with the whole class.
Step 4. Discussion
1. Ask Ss, “Do you think Anne should obey her father’s advice?”
2. Have Ss discuss the Q in group-work, and express their reasons to support their ideas.
Step 5. Homework
1. Have Ss review the listening material and consult the dictionary to deal with the words and phrases they encountered.
2. Preview the writing part.
Period 6 Listening & Speaking 2课时
I. Teaching objectives:
1. Practice Ss’ writing ability.
2. Improve Ss’ ability to write advice.
II. Teaching procedures
StepI.Lead-in
1. Have Ss read Xiao Dong’s letter on p7, and then discuss the Q in group-work within 2mins:
“What is Xiao Dong’s problem?”
2. Have every group make a list to set its own advice down for Xiao Dong.
Step II. Writing the draft
1. Have Ss get known that they should make the outline or the draft before writing.
2. Have Ss discuss how to write the outline in group-work within 1 min.
3. Have Ss pay attention to how to write a letter of advice. Here are some tips:
First, why not……?
If you do this, ……
Secondly, you should / can……
Then / That way……
Thirdly, it would be a good idea of……
By doing this, ……
Step III. Writing and Editing
1. Have Ss compose their writing within 30 mins.
2. Have Ss change their editing one another, and make the comments for others.
3. Choose the best one to share with the whole class.
Step IV. Homework
1. Have Ss summarize this unit and review new words, expressions, sentence structures, language points, grammar rules and examples.
2. Finish the Exs of this unit on workbook.
Period 7 Summary 1课时
I. Teaching objectives:
1. Develop Ss’ ability of how to make a summary.
2. Review unit 1.
II. Teaching procedures
StepI.Summing-up
1. Have Ss discuss how to make a summary and what kinds of items they could sum up in group-work within 3mins.
2. Have Ss make a list, which includes the new words, expressions, sentence structures, language points, grammar rules, examples, and so on.
3. Check out the summary.
Step II. Exs practice
1. Have Ss finish the Exs of this unit.
2. Check out the answers within group-work.
Step III. Fill in the blanks
1. Have Ss fill in the blanks on p8; p47 to make the conclusion of the whole unit.
2. Change their summary one another and have Ss comment on others’ work.
Step IV. Homework
1. Prepare for the quiz for this unit.
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想知道Unit4 What are you doing的英语教案要怎么做吗?下面读文网小编为大家带来Unit4 What are you doing英语教案,希望对大家有所帮助。
1.教学内容分析
在五个动词短语中,do the dishes是五(上)Unit 4要求四会的词组,read a book, cook dinner在五(上)中学过意思相同的两个短语read books和cook the meals,并且属于四会内容。draw pictures , answer the phone 在前几册中也出现过,总之,五个动词短语的前三个对学生来说比较简单。针对这种情况,我采用由易到难、由旧知识练习新句型的教学策略,以此来降低学生理解及表达的难度。
2.教学目标的确定
本节课是五年级下册第四单元的第一课时,五年级下册四、五、六单元的主要内容就是现在进行时,而本节课是学生学习现在进行时的第一节课,因此,对学生接受现在进行时的概念,理解现在进行时的用法显得尤为重要。 针对本节课的特殊情况,既学生第一次接触一种新时态:现在进行时,我确定了三个教学目标。
(1)通过具体而典型的情景,体会现在进行时的用法,能够运用句子What are you doing ? 询问别人正在做什么,并用 I'm ___ing . 这一陈述句来做答。
(2)初步认识现在分词的构成,能够听、说、读、写五个动词短语的 ing形式。
(3)通过说唱Let's chant部分的歌谣,巩固复习 Let's learn 部分的短语和句子。
3.教学重点、难点的确立
(1)本节的重点是掌握五个动词短语的-ing 形式,理解下一节课的主要句型 What are you doing ? 并能用 I am doing the dishes . 来作答。
(2)难点:a、如何引导学生感知、理解现在进行时所表达的含义。
b、动词- ing形式的读音,特别是加 -ing 之后的连读。这不单是本节课的难点,也是后三个单元的教学难点。培养学生流畅的连读,它需要一个过程,需要老师多做示范,逐步引导,充分感知。这不是一节课两节课就能达到的教学目标。
4.教具准备
乒乓球、乒乓球拍、玩具盘子及洗碗布、玩具锅及铲子、一本故事书、语文书、数学书、图画书、电话、词卡、四张图片、记者服、记者证、录音机和磁带。
二、教学过程
Step 1:Warm-up, TPR活动
T: Hello, boys and girls. This class I'll divide you into 4 groups. Group1.2. 3. 4.
T: Before class. Let's warm up. Please follow me. Do as I do.
1.复习动词:(边做动作边说)
eat/ drink/read/ write/ draw/ jump/ run/ swim/ fly(T: Wonderful! Let’s go on.)
2.复习词组:
set the table/ sweep the floor/ wash the clothes./do the dishes./cook the meals./clean the bedroom.
3.sing a song: 《I can help》. 投影出示歌词,老师做动作示范,师生一同演唱。
(设计思路: 在Warm-up 中通过TPR的形式回顾所学的动词,以旧带新,同时也为后面的新授、拓展做一简单的铺垫,目的就是从一开始就将学生带入动词的世界。歌曲《I can help 》中的歌词动作在课前有所熟悉,所以让学生边唱边做动作,进一步复习有关家务劳动的短语,这也是为后面通过Free talk引出do the dishes, cook dinner两个短语所做的铺垫。)
Step 2. Unit 4 What are you doing 的导入及板书。
1.T: Boys and girls. Here’s a ping-pong. Do you like playing ping-pong.(做动作)Please look at me. What am I doing now?(边托球边解释:现在,我正在干什么?)You can ask me: What are you doing?(拿词卡边领读边板书)
2.Ask me together. (师再次托球回答)I am playing ping-pong.(让两生试着托球,师拿词卡I’m ---ing领读、板书。)
3.T: From this class .We’ll learn Unit 4. What are doing?
(设计思路:这一环节即是课题的导入也是现在进行时用法的感知,针对本节课的难点,即如何引导学生感知、理解现在进行时所表达的含义。通过play ping-pong这一正在进行的动作,鼓励学生用What are you doing?来问老师,借此老师教学并板书课题,且初步熟悉其陈述句的表达法I am ___ing.)
Step 3.Presentation
1.Free talk 引出do the dishes.
T: Hello .What's your name? S1:(回答)
Nice to meet you.
By the way, can you do housework?
What can you do?
Great. You're helpful.
T: Hello. What can you do at home? S2:(回答)
Good boy/girl. You're helpful.
T: Boys and girls ,can you do housework? Ss: Yes.
T: You're helpful .Please guess what I can do at home. Look carefully.(师做动作,生猜。You can use the sentence:“Can you ---”)
T: Yes, I can do the dishes .Who can write the phrases?(师让一名学生上黑板写词组,写完后老师让学生稍等,然后自己边洗盘子边说:I am doing the dishes now. Please try.)
T: What are you doing?
S: I am doing the dishes.
(板书领读:do add-ing is pronounced /i□/--- doing.
再次板书:I am=I'm(领读,拿盘子准备传)
T: This time, Let's pass the dish one by one, and ask: What are you doing?
(领读3-4遍之后开始传,全体同学一起打着节奏问:What are you doing? 当老师说:Stop时,拿到盘子的同学站起来边洗盘子边说:“I am doing the dishes.”)
(设计思路:由Free talk 引出do the dishes ,由学生熟悉的词组入手,通过传盘子的游戏集体练习、重点突破主句型 What are you doing ?)
2. cook dinner
T:(与最后一名学生对话)You can do the dishes . Can you cook dinner?
S: 如果生回答 Yes, I can.老师就用 T: You’re helpful. Please do an action and say.
如果生回答No, I can’t 老师边做动作边启发鼓励学生T: You can’t? cook eggs, can you? What about noodles?
T:(边让生说cook dinner, 边做动作)师板书 cook dinner
T: It means: cook the meals.
Here’s a pot .Who can ask me with the sentence : (指标题)
T: I am cooking dinner .I am cooking fish. Mmm-Yummy. (板书-ing. Cook add ing is pronounced cooking画连读符号)
T: Now, please cook something and practise in pairs. You can cook eggs. noodle,. tomatoes, potatoes, green beans and so on.
T: Mm----Yummy. SA. What are you doing?
SA: I’m----.(让两名学生一组起来汇报)
(设计思路:当盘子传到最后一名学生,老师问:You can do the dishes . Can you cook dinner?自然引出cook dinner的教学,练习的形式是两人合作,边做动作边练习,在汇报时,老师以故事书作为奖励,并让学生坐下来耐心地一页一页的读,将read a book 引出)
3.read a book. [注意与read books的比较]
T: Wonderful. Please come here. This is for you.(把故事书奖励给学生) Please sit on the chair and read it. (师指正在读书的学生说)read a book . 板书并领读。
T:(师蹲下去问)What are you doing?
(引导学生试着加ing,并读出) Please add-ing and try to read it.
(师画连字符号)Who can help her? Wonderful. This is for you[发奖品]
T: I have many books here.
(师边说边走下去将书分给学生) Please read it! 引导学生用句型来问答
T: (师启发学生说出具体的书目)You’re reading a Chinese book.
(设计思路:当学生读到picture book时,老师用实物投影仪展示pictures,并且问学生 Can you draw pictures ?然后老师在黑板上画画示范,边画边说:I am drawing pictures .自然将 drawing pictures引出,接着让学生来画画,亲身体验现在正在进行的这一动作)
4.draw pictures
T: You’re reading a picture book. Let’s see. (老师在实物投影上展示,边翻书边说:pictures,
beautiful pictures.(板书pictures)Can you draw pictures.(师边说边画,然后板书、领读。)
T: Can you draw pictures? Let’s finish the picture together. Please draw one thing. You can draw a tree, a path, grass, flowers,an apple and so on .
(设计思路:学生边画边说句子,几位同学画完之后,老师对画做简单的评价,并适当给画添加一些东西,使之更加完美。)
5.answer the phone
T:(电话铃声响起)I’m sorry. Please wait a minute. Let me answer the phone.(老师拿起听筒)
Hello. It’s Miss Lu. I’m having English class. I’m very busy. Bye.
(放下电话教学词组answer the phone )
Practice:
A、做Hide and seek游戏,把电话藏起来,通过一名学生找电话,全班同学用高低声提示,巩固这一动词词组。当学生找到电话,电话铃声再次响起,让学生试着加ing并读出。
B、T: Next, practise in pairs. Use your books, like this.(老师把英语课本卷起,作为电话听筒,并出示下面的对话。)
A: Hello.
B: Hi. It's ________ . What are you doing?
A: I'm answering the phone. What are you doing?
B: I'm _________ (drawing pictures /doing the dishes /cooking dinner / reading a book )
(设计思路:老师接电话时说:Hello! It's Miss Lu.自然渗透打电话的日常用语,然后做Hide and seek 游戏,以此来练习这一短语。紧接着让学生将书卷起做为电话,出示对话提示,小组练习。借助这个短语即可以对前面的四个短语做一阶段性总结,又可渗透下节课 Let's talk的内容。)
Step 4 Practise
1.Listen to the tape. Listen, point and repeat.
2.Look at the blackboard and read after me .(do---doing---doing the dishes)
3.T:(师生分工读)Ss: What are you doing? What are you doing?
T: I’m doing the dishes. (教师边做动作边说)What are you doing?
4.Let’s chant.(投影出示P44的Let’s chant.边说边做)
5.Play a guessing game.
一名学生从词卡中挑出一张出示给全班同学,另一名学生背对这位同学,猜一猜自己正在干什么,全班同学问:What are you doing ?猜的同学边做动作边用I'm _ing来回答。
(设计思路:听录音之后看板书领读, 领读过程中,通过动词原形与现在分词的对比,使学生进一步理解现在分词的构成,紧接着师生分工读,自然引出Let's chant的内容,在Let's chant之后,我设计了一个猜单词的游戏,这是一个常规性的游戏,无多少技巧隐含其中,时间够了就做,不够就略去,这是机动处理的部分。)
Step 5 Consolidation and extension
T: Boys and girls, spring is here.Group1 is going to do housework..Group2 is going to have a picnic . Group3 is going to have a sports meeting. Group4 is staying in the classroom.(教师边说边将卡片发下去。)
1.首先从课前发下去的词卡 比如 play___ the piano 中挑选动词词组且加ing,如并试着读出,然后将词组贴在对应的图画下面。
2.学生发现问题,即个别单词的后面画有四条小横线,swim_ _ _ _, run_ _ _ _, set_ _ _ _, 老师集中讲解问题。
3.小组内练习,利用句型What are you doing? I'm _____ing.充分讨论。
4.记者采访做现场报道。先是老师穿上记者服、戴上记者证访问学生,然后由学生去采访。
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写好一个教案是一个教师上好一堂课的最为重要的一个环节。那你想知道要怎么写好一篇教案吗?下面读文网小编为大家带来what time is it 英语教案,希望对你有所帮助。
教学重点:掌握有关学生日常活动的六个单词和词组。
教学难点:对新句型“What time is it? ”“It’s nine o’clock.”“It’s time for ...”的理解和运用。
教具准备:
1. 与教材内容相关的录音、图片等媒体素材。
2. 教师准备一个教具钟。
3. 教师准备六张单词卡。
教学过程:
(一)热身/复习(Warm-up/Revision)
1.教师播放第一单元Story time的录音或者请一组学生表演Story time中的故事。
2.教师在听录音或学生表演之后向学生提问:Where is Zoom? 学生回答:He is in the canteen.教师又问:Why?学生答:He is hungry. 教师再问:Why is he hungry? What time is it? 引导学生答出:It’s time for lunch. 接下来,教师可鼓励学生说出哪些东西可以告诉我们时间,如:the sun, the moon, the tree等等,学生如果不能用英文说,也可用中文说。
(二)呈现新课(Presentation)
1.教师可制作本课时的挂图贴在黑板上说:Look! What’s this? It’s a clock. 然后指着12点说:What time is it? It’s 12 o’clock. Are you hungry? Why? 用动作示意学生说出It’s time for lunch. 接下来,教师利用钟面上的小图继续教授时间的表达和其他几个单词、词组。
2. 通过教师领读和听音跟读,让学生掌握正确的读音,尤其要注意breakfast和o’clock的发音。可采用小组模仿竞赛的形式,在学生当中展开互帮互学。
(三)趣味操练(Practice)
1.教师将教具钟上的时针拨到不同的时间,提问学生:What time is it? 鼓励同座的两名学生进行比赛看谁做出快速反应。
2.教师拿出生词图卡,出示图的一小部分,让学生通过观察判断图上画的是什么,并说出相应的单词或词组。
(四)扩展性活动(Add-activities)
1.做本单元A Let’s learn部分的活动手册配套练习。
2.和同桌一起玩“画画、写写”的游戏。根据本人实际情况用钟的形式画出自己的活动时间,并和同桌一起进行问答练习。
3.试一试给同伴、朋友或家长发Let’s do 中的指令请他们做动作。
what time is it 英语教案相关
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原始人发展出的图示和表意符号是如今现代字母的原型,比如楔形文字和象形文字。如今我们最常用的就是英语字母,那么你知道字母的英文是什么吗?下面读文网小编为大家带来字母的英文表达和相关例句,希望对你有所帮助。
Arabic alphabet;
阿拉伯字母
a capital letter;
大写字母
the English alphabet;
英语字母
the Chinese phonetic alphabet;
汉语拼音字母
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