为您找到与幼儿园英语教案详案范文相关的共18个结果:
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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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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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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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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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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许多人从幼儿园就开始接触英语,这个时候多阅读一些英语故事是很有好处的,今天读文网小编在这里为大家分享一些幼儿园英语故事,欢迎大家阅读!
A Clever Panda
聪明的熊猫
A little panda picks up a pumpkin and wants to take it home. But the pumpkin is too big. The panda can’t take it home.
一只小熊猫摘了一只大南瓜,想把它拿回家。但是这只南瓜太大了,她没有办法把这么大的南瓜带回家。
Suddenly she sees a bear riding a bike toward her. She watches the bike. “I know! I have a good idea.” she jumps and shouts happily, “I can roll a pumpkin. It’s like awheel.”
突然她看见一只狗熊骑着一辆自行车朝她这边来。她看着自行车,跳着说:“有了!我有办法了。我可以把南瓜滚回家去。南瓜好像车轮。
So she rolls the pumpkin to her home. When her mother sees the big pumpkin, she is surprised, “Oh, my God! How can you carry it home?” the little panda answers proudly, “I can’t lift it, but I can roll it.” Her mother smiled and says,“What a clever girl!”
于是她把那瓜滚回家。当她妈妈看到这只大南瓜的时候,很惊讶:“天啊!这么食的南瓜!你是怎么把它带回家来的?”小熊猫自豪地说;“我拎不动它,可是我能滚动它啊!”她妈妈微笑着说:“真聪明啊!”
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下面是读文网小编整理的北师大版小学英语教案,希望对大家有帮助。
一、教学目标:
1、能听懂、会说、初步认读Chinese, Maths, English, Music, PE和Art六个课程类单词,发音正确。
2、初步会说歌谣 Let`s learn 。
二、教学重点难点:
能听懂、会说、初步认读Chinese,Maths,English,Music,PE和Art六个课程类单词,发音正确。
三、教具准备及辅助活动:
录音机、词语卡片、挂图
四、教学过程:
A. Free talk:
1、sing a song《My lovely doll》
学生在演唱歌曲时配上生动的表情和动作。
2、对话交流(教师给学生一些装有物品的袋子。)
T: Look, I have a box here, guess, what`s in it ?
S: (学生猜测)
T: (教师出示物品)Look, I have a ….What do you have?
S: I have a ….
3、与多个学生交流后引入
T: Boys and girls, I have something in my hand . What do I have ? Guess, please,.
S: …
T: Look, I have a timetable of our calss. Please look here.
B、Look and learn
T: what lessons do we have? Let`s look.
1、出示语文书本,教学单词。
1)Chinese 在学习时,要帮助学生纠正发音,做到准确。
2)加强读的练习:个别读,同桌读,齐读。
同上教学Maths,English,Music,PE和Art。
2、read after the tape( partB)
3、单词操练
1)结合C部分歌谣的诵读,提高学生的单词的记忆。
Maths,Maths, one, two, three.
English, English, A,B,C.
Music,Music, do, re, mi.
Art, Art, draw you and me.
2) “快速反应“
看一看,说一说:展示给学生看科目的书,说出相应的单词;
3)小组学习
可以指导学生用自己喜欢的方式进行单词的记忆。
如“做一做,说一说“,或者是“听一听,说一说。”
C、Practise
活动手册P19PartC—Read and match
在做题前,教师先带领学生仔细看每幅图,了解图的内容,并加强对课程名称单词的认读训练,熟悉其含义,再进行连线。
、Assign homework
(1)听录音,读熟B部分单词。
(2)尝试向家里人用英语介绍自己学习的课程。
一、教学目标:
1、掌握Chinese,Maths,English,Music,PE和Art六个课程类单词,发音正确。
2、能使用特殊疑问句what lessons do you have?并根据实际情况we have …作出应答,语音语调正确。
3、会说歌谣 Let`s learn 。
二、教学重点难点:
1、能听懂特殊疑问句what lessons do you have?并根据实际情况we have …作出应答,语音语调正确。
2、能掌握Chinese,Maths,English,Music,PE和Art六个课程类单词,发音正确。
三、教具准备及辅助活动:
录音机、词语卡片、挂图
四、教学过程:
A. Free talk:
1)师手里拿一本书,露出一些,让学生猜。
T: What do I have in my hand?
S : (guess) you have …
T: yes, I have a book.
T: please take out of your books.(让学生拿出各种不同课程的书本。)
接下来就利用学生手里的不同课程的书进行复习。
2)结合复习rhyme
we learn Mahts, one ,two, three!
We learn English,a , b ,c !
…….
3)T: please look at your time tables, then answer my questions.
让学生看着课程表,进行回答。
What lessons do you have on Monday?
We have Chinese, Maths …. and …..
(可以进行师生对话,然后同桌互问,或者四人小组交流。)
B、Play a game
本部分是“填写课程表”,要求学生通过交流,将一周的课程安排正确地填写在课程表上。
活动前教师可以先进行示范,让学生了解活动注意的事项。
T: what lessons do you have on Monday?
S: we have……
组织学生活动时,教师走入学生中间,进行辅导帮助。
C、Practise
活动手册P20
Part D__look and say
这个练习是两个小朋友对课程表讨论有什么课。教师可以让学生找自己的好朋友进行组合交流,练习句型what lessons do you have?
I have….鼓励学生大胆开口说英语。
D、Assign homework
(1)朗读A、B部分至熟练。
(2)鼓励学生平时用本单元所学的日常交际用语相互打招呼。
(3)学有余力的学生学习其他的打招呼用语。
一、教学目标:
1、掌握六个课程类单词,发音正确。
2、能使用特殊疑问句,并根据实际情况作出应答,语音语调正确。
3、会说歌谣 Let`s learn 。
二、教学重点难点:
1、能听懂特殊疑问句what lessons do you have?并根据实际情况we have …作出应答,语音语调正确。
2、能掌握六个课程类单词,发音正确。三、教具准备及辅助活动:
录音机、词语卡片、挂图
四、教学过程:
1、Say a rhyme:
Let’s learn
We learn Maths. One, two, three!
We learn English, A、B、C!
We learn Music. Do Re, Mi!
We learn Art. Draw you and me!
2、Play a game
填写课程表
交流后填在课程表上#p#副标题#e#
3、Practise
A. Listen and tick
1 What lessons do you have?
I have Chinese and Music.
2 What lessons do you have?
I have English and PE.
3 What lessons do you have?
I have Chinese and English.
4 What lessons do you have?
I have Maths and Art.
B. Listen and number.
1. ---Close the window. ---All right.
2. ---What lessons do you like? ---I like PE and English.
3. ---Put on your coat. --- All right.
4. ---What lessons do you have? --- I have Chinese, Maths and Art.
C. Read and match
D. Look and say.
4、文化链接:
各发达国家把艺术教育(Art)作为义务教育中一项不可缺少的内容。如美国在州地方当局有关规定的范围内,小学课程设置由学校确定,一般都设有阅读(Reading)、写作(Writing)、数学(Maths)、社会(Society)、音乐(Music)、美术(Art)、体育(PE)等课程,而音乐、美术属于必修的基础课程。日本小学把Music作为重要的课程,从一年级到六年级每学年开设70课时,占总课时的6%,占国语总课程的30%左右。英国小学也把Art和Music作为必修课。
5、Assign homework
一、教学目标:
1、掌握六个课程类单词,发音正确。
2、能使用特殊疑问句,并根据实际情况作出应答,语音语调正确。
3、会说歌谣 Let`s learn 。
二、教学重点难点:
1、能听懂特殊疑问句what lessons do you have?并根据实际情况we have …作出应答,语音语调正确。
2、能掌握六个课程类单词,发音正确。
三、教具准备及辅助活动:
录音机、词语卡片、挂图
四、教学过程:
1、Free talk:
What’s this?(拿出一样东西)
Who is this boy?(指着某男孩)
What can you see?
What do you have?
师生问答,生生问答。
Say a rhyme:
Let’s learn
We learn Maths. One, two, three!
We learn English, A、B、C!
We learn Music. Do Re, Mi!
We learn Art. Draw you and me!
2、Revision:
Look and say:
根据给出的图片来进行相应的对话,请小朋友们上台表演,评出最优秀小组。
3、Practise
A. Listen and respond
B. Listen and draw lines
C. Listen and repeat
4、知识介绍:
常见的学科名称:
Politics 政治
Physics 物理
Chemistry 化学 Biology 生物
Geography 地理 Information Technology 信息技术
一、教学目标:
1、能掌握Chinese,Maths,English,Music,PE和Art六个课程类单词,发音正确。
2、能听懂特殊疑问句what lessons do you have?并根据实际情况we have …作出应答,语音语调正确。
3、会说歌谣 Let`s learn 。
二、教学重点难点:
1、能听懂特殊疑问句what lessons do you have?并根据实际情况we have …作出应答,语音语调正确。
2、能掌握Chinese,Maths,English,Music,PE和Art六个课程类单词,发音正确。
三、教具准备及辅助活动:
录音机、词语卡片、挂图
四、教学过程:
A. Free talk:
1、sing a song《My lovely doll》
学生在演唱歌曲时配上生动的表情和动作。
2、听一听,找一找。
师放出PartB的录音,让学生听一听,然后迅速的找出相对应的书本。
Chinese—-学生拿出语文书;
Maths___学生拿出数学书本……
B、Learn to say:
1、示情境图
1)一批外国客人在参观学校,……他们很好奇的想了解他们的课程。
T:These are some of foreign visitors. Today they`re visiting Su hai`s school.
T:listen!(师放录音) What lessons do you have?
2)重复放几遍,让学生结合情境领会含义。引导学生用 We have …来回答。
3)教学 we , 含义。
T: listen carefully, what does SuHai say?
重得复放音,让学生听明白苏海的回答。
板书: We have Chinese, Maths and Art.
组织学生跟录音读对话多遍。注意帮助学生克服语音语调方面的困难。
2、让学生拿出自己的timetbale,尝试模仿,应用句型说说。
3、“魔法转盘”游戏,带领学生进行语言操练。
即根据转盘指针所指出的日期,说出当天的课程名称。
T: What lessons do you have on Monday?
S : We have ….,…. and ….
C、Practise
(1)活动手册partA ,B.
1)A、Listen and tick
在做题前,教师先指导学生学会快速浏览每组图片,然后再进行听音打勾。
2)B、 listen and number
先让学生在做题前仔细观察图,理解图意,抓住关键特征,然后仔细地听录音,做出正确的选择。
D、Assign homework
(1)听录音,朗读A部分对话,尝试和家长进行角色对话。
(2)听录音,继续熟悉C部分歌谣。
(3)鼓励学有余力的学生学习其他的打招呼用语。
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下面是读文网小编整理的八年级英语教案设计,希望对大家有帮助。
计划课时:1个课时
一、教学目标与要求:
1.能够简单地描述制作某个东西的过程和步骤.
2.培养学生团结协作和动手能力
二、教学向导:
1.语言目标
How do you make a banana milk shake?
Peel three bananas.
Cut up the bananas.
Put the bananas and ice cream in the blender.
Pour the milk into the blender.
Turn on the blender.
Drink the milk shake.
2.学习策略与思维技巧
通过对话练习和对上下文进行逻辑排序巩固所学知识.
通过合作学习,培养学生的动手能力与合作精神.
3.重点词汇
first , next , then , finally ,shake , milk shake , blender , turn on , cut , cut up ,peel , pour , into , pour into
4.语言结构
a.巩固祈使句的用法 b. 描述做某件事过程的词: first , then , next , finally
5.语言功能 描述制作食物的过程.
6.跨学科学习 社会实践:制作食物
三. 教学方法:
采用多媒体教学, 小组讨论法 , 实物 操作法
四.Teaching procedures
Step one. Lead in Unit7 How do you make a banana milk shake? Using “ Did you ever eat dumplings? Did you drink ever fruit juice?” Who makes them for you? Now you should learn to make them by yourself.Today we are learning to make a milk shake。 It’s a banana milk shake. Let’s learn Unit Seven How do you make a banana milk shake? Section A 1a-1c can teach you how to make a banana milk shake.
Step two. First, we are learning new words. Work in groups to pronounce new words. After students learn to pronounce new words of Section A 1a-1c. The teacher asks a few students to read these words. The teacher teaches students to read them.
Step three. Next, what ingredients do we need? Please look at the Microsoft PowerPoint4,5,6and7. Read them three times.
Step four. Now we know what we need. Then how to use them. Let’s learn 1a, work in groups to finish the teaching of 1a. Look at the Microsoft PowerPoint10 and check the answers.
Step five . Let’s learn 1b to know the correct instructions of how to make a banana milk shake. There are six instructions in making a banana milk shake. Listen to the tape and put the instructions in the correct order. Students look at Picture 3 on Microsoft PowerPoint and check their own answers.
Step six Let’s go over how to make a banana milk shake.
Look at Microsoft PowerPoint10 ,11,12,13,14and15 and read them three times.
Step seven . Ask two students make a banana milk shake by themselves, other students look at the pictures16,17,18,19,20and21 to give the instructions and watch the process . After the two students make a banana milk shake, ask a few students to taste it and ask “How do you like a banana milk shake? or What do you think of a banana milk shake?”
Step eight Sum up the process of making a banana milk shake.
1. first , next , then , finally
2. ingredients: bananas milk ice cream blender
3. important words: peel cut up put…in/into pour… into turn on drink
4. 总结祈使句
Step nine. Work in groups to write down the process of how to make a banana milk shake on a paper and report their results, finish the teaching of 1c.
Step ten. Homework:
Our parents are busy working hard every day, they are too tired every day. Make a banana milk shake for your parents this weekend, and write down the process in your exercise book.
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下面是读文网小编整理的八年级英语教案反思,希望对大家有帮助。
在初中阶段的英语教学中,初二年级的分化现象往往十分突出,直接影响着学生在整个中学阶段的英语成绩,同时也阻碍了初中英语教学质量的提高。因此,如何防止分化,大面积提高教学质量,使学生在初中阶段获得较好的成绩,是我们英语教师值得研究讨论并着手解决的问题。
一、及时帮助,以防为主
初中英语的教学重点是基础知识和基本技能,因此教学应面向全体同学,争取做到人人基本达标。在教学过程中学生学习出现差距是不可避免的。一旦出现,就应该及时找学生谈,分析他们掉队的原因,动之以情,晓之以理,使学生从思想上认识到学习外语的重要性。同时给予学习方法的指导,耐心帮助他们补习功课。对于一些有可能掉队的学生,及早指出,说明掉队的严重后果,做到防患于未然。
二、讲究教法,因材施教
外语教学和其他学科一样,有严谨的系统性和连贯性。学生在初一阶段所获得的语言技能,能否在初二年级得到继续发展,是防止分化的又一个问题。这就给教师提出了更高的要求,即力求把教学搞“实”、搞“活”。所谓“实”就是讲究实际效果,把教学大纲化为具体的要求,落实到教和学上,对每课时的教学计划逐项落实。课堂上,少讲空话,多做实事,精讲多练,以学生为主;对每个单元进行考查、总结,分析存在问题,及时补遗,帮助学生过关。平时作业或测验得到好成绩或有进步的,一定在班上进行表扬,给予肯定;对作业错漏较多的当面批改,及时订正。所谓“活”就是侧重听说训练,把外语课由“讲演课”变成“实践课”。采用展示性的直观教学方法,使学生一上课就置身于一个讲英语的环境中,在既紧张而又活泼的气氛中学习英语。如教学一开始就寓于情景,教师一边做动作,一边说“What am I doing? I’m writing / drinking tea.”等等,接着让学生表演动作。“Reading a book, please”当学生在读课文时,问这位学生:“What are you doing?”帮助他回答:“I am reading a book.”再叫学生表演,让学生其其他同学:“What’s she doing?”并回答,从而引出新单词。学生在情景中大量实践,很容易掌握所学内容。
三、激发动机,诱发兴趣
毛泽东曾在《矛盾论》里这样说:“唯物辩证法认为外因是变化的条件,内因是变化的根据,外因通过内因起作用。”因此怎样激发学生的学习内在动力,使学生积极主动地学习,也是防止分化的一个重要方面。初二学生要是能听懂老师和同学说的英语,自己能用英语表达简单的思想,能读懂简易读物,他们就会感到有收获,兴趣就会产生,所以每堂课都注意让学生有练的内容,有练的时间。每次练习五分钟左右,费时不多收获较大。另外,给学生留同步阅读训练作业,以开阔学生眼界。异国他乡的风俗习惯、名人趣事,居然依*自己的能力在英语阅读中了解到,这会大大激发学生的学习热情,增强学习兴趣。教师应不断为学生创造成功的机会,让他们更多地尝到成功的喜悦。同时良好的师生关系对培养学生的兴趣大有帮助,因此,教师要注意控制自己的情绪,普遍关心学生,尤其差生,同他们交朋友,不歧视他们,不动辄斥他们,常鼓励他们的学习自信心和学习热情。
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下面是读文网小编整理的幼儿英语教案范文,希望对大家有帮助。
【活动目标】
1、感受对於节快乐的节日气氛,体验收到礼物的快乐心情。
2、能听懂并能基本地说出新单词:Bell Candy Snow Gift.
3、继续锻炼吃与说的能力。
【活动准备】
1、挂有采灯的圣诞树一棵。
2、魔术盒一个。
3、单词卡片:Bell Snow Gift Candy.
4、小篮子12个
5、实物:铃铛、糖果、礼物盒、雪花片各12份。
6、音乐:《Jingle bells》《Edelweiss》《We wish you a Merry Christmas》
【活动过程】
一、Warming up:
1、放音乐《Jingle bells》,教师带领幼儿舞蹈欢快地入场。
2、Greeting: “Good morning boys and girls! Nice to meet you! How are you today? Do you know what festival is coming?”
3、Introducing new:
小故事引出单词
Story: The Christmas is coming soon. At this time the Santa clams will bring a big bag. There are many bell Candy Gift in it. At the Christmas eve, The Santa Claws will dashing through the snow and jump into the chimney. He puts the gift on your bed.(教师有表情、动作地讲述故事,同时在讲到单词部分时出示单词卡片。)
T: “What’s in the bag?”(教师带领幼儿,看着图片说一遍单词。)
4、出示魔术盒
T: “Tonight is Christmas eve. The Santa Claws is very busy. So he gives oat the gifts to you by Miss Chen.”
T: “OK! Let me see what’s in the box. Can you Guess?”(教师充满神秘感地让幼儿猜猜实魔术盒里都有什么,教师一个个出示实物揭晓答案。)
5、发礼物
教师揭晓答案后,看哪个幼儿表现得好就把礼物给他。等幼儿得到(jy135幼儿教育 www.jy135.com)礼物后把它放到后面的篮子里。
6、Little Game:《Listen and speak》
让幼儿把身后的篮子放在腿上,仔细听老师说的是哪一个单词,幼儿就从篮子里拿出相应的实物。
7、De curate the Christmas tree
(1)装饰圣诞树时要求幼儿边装备边说单词。(教师示范一次)
(2)放音乐《Edelweiss》,师幼一起装饰圣诞树,在装饰的过程中教师仔细听幼儿有没有说错,如果有要及时纠正。
二、Ending:
T: This is a magic Christmas tree. We must say “Merry Christmas”, It will be very beautiful.”
(师幼一起说“Merry Christmas”,树上的灯就亮起来。)
放音乐《We wish you a Merry Christmas》师幼围着树一起愉快地结束活动。
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幼儿园,为一种学前教育机构,用于对幼儿集中进行保育和教育,通常接纳三至六周岁的幼儿。幼儿园的任务为解除家庭在培养儿童时所受时间、空间、环境的制约,让幼儿身体、智力和心情得以健康发展。可以说幼儿园是小朋友的快乐天地,可以帮助孩子健康快乐地度过童年时光。那么你知道幼儿园用英语怎么说吗?下面来学习一下吧。
kindergarten
英 [ˈkindəˌɡɑ:tən]
美 [ˈkɪndɚˌɡɑrtn, -dn]
在幼儿园 In the kindergarten
幼儿园生活老师 Child care teacher
幼儿园用品 nursery-need products
民办幼儿园 Private kindergarten
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作为一名教师,做好教学需要的教案是很重要的,小学的教育更是如此,下面是读文网小编整理的小学英语教案范文,希望对大家有帮助。
Unit1 My new teachers第三课时
一、教学重点
本课时需要重点掌握四会句子,要求学生能在相似情景中正确施用。教师需重点强调这些四会句子的标准书写。
2、教学难点
本课时的难点是Pronunciation。要求教师在正确示范的根蒂根基上,指导学生读出含有这4个字母组合的单词并发明发音纪律,尤其要强调bl,br的滑音变化。在句子中出现字母组合提示的单词,在本册是首届出现。教师需要加以指导,正确示范朗读。遇到难度较大的句子,可让学生大白大意,不强求每位学生都能准确理解意思。
三、课前筹办
1.教师筹办教学过程当中所需要的图片、声音、课件,以及本课时的八张单词卡。
2.筹办一些教师的照片或者图片。
3.教师筹办灌音机及灌音带。
4.学生筹办本课时所需的单词卡片和人物卡片。
4、教学过程
1.Warm-up(热身)
描写教师:在多张教师的图片中,让某学生任意抽取一张,对该教师进行描写,其他同学补充。结合所学句型:"He's tall and thin.He's our English teacher."结合单词卡片复习所学的四会单词,可让学生进行口头拼读比赛。
2.Presentation(新课呈现)
Read and write
(l)用图片展示的方法导入。教师介绍说:Zhang Peng has three new teachers this term.He talks about them with his classmate Tim.Let's go and have alook!Who are the teachers?
(2)学生本身阅读课文。然后与同桌分角色朗读对话,理解对话内容,找出不懂之处,教师答疑。
(3)教师就对话内容提出问题让学生回答。再让学生完成填充句子的练习。
(4)教师指导学生写四会句子,可以小组或者男、女生比赛的方式进行。
3.Let's play(趣味操练)
Pair work
要求学生看Pair work部门的图片,理解对话内容。两人一组,根据图片出示的句子,制作两组单词卡片,要求每组单词不少于5个。一组为各科目教师,如math teacher,music teacher等,另一组为描写人物外形的词组,如thin and tall,strong and short等。制作完成后,一人抽取两张卡片并提出问题,另一人根据卡片的内容进行回答。答对时,由此人抽取图片,问另一人。
4.Pronunciation(语音操练)
(1)教师出示一些含有相同字母组合,如ee,ea等的单词卡片,要求学生根据图片或者实物读出这些单词。在教学过程当中要注重指导学生发明字母组合ea和ee在这些单词里发长音的纪律,同时还要特别注重示范bl,br的滑音变化并强调这两个字母组合发音的区别。
(2)看课件或者听灌音带,跟读单词和绕口令,看图理解句子大意。
附有本课时字母组合的常见单词。
/i:/
ea tea meat treat peach seat Jeans leaf meal ee beef sheep see queen meet jeep street canteen feed green teeth bee bsleep bl blue blow black block blow blonde br bread break brown breed brain brick 5.Consolidation and extension(巩固与扩展)
(l)让学生做Read and write部门的活动手册配套练习。
(2)让学生听Read and write、Pronunciation部门的灌音,读给朋友或者家长听。针对语音部门,教师可以找出更多相关单词让学生练习四个字母组合的发音,也可以要求学生本身去找。对于找到较多单词的学生要实时鼓励。
(3)让学生参照Pair work说一说,做一做,设计一些有关教师或者亲友的词组卡片,让大家来做句子整合游戏。
6.小结
书写句子:
Who's your English teacher?
Mr Carter.
What's he like?
He's tall and strong.
教案说明:
提供第三课时教案示例。本课时"Read and write"部门主要是在学生能够在读懂对话的根蒂根基上,正确写出所学句子Who's your English teacher?Mr Carter.What's he like?He's tall and strong.Pair work部门要求学生动手动脑动口,根据图片出示的句子,制作两组单词卡片。共进行对话练习。
学新知导入时,可让学生描写教师,或者进行一些口头拼读练习。学生在操练时,要注重让他们施用所学的新知识。语音的进修虽然在教材是设计在C部门,但咱们应尽量选用此部门。本册教材首届将字母组合的单词发音与句子结合起来,学生可不注重理解句义,只试着快速读出句子就能够了。
关于我的教员的演讲活动
探究内容:组织学生进行小型的演讲。
探究目的:锻炼学生写和说的语言运用能力。
探究情势:全班。
活动特点:此项活动以座谈或者比赛情势展现。让学生充分讲述本身的感触感染或者观点。加强师生间的交流。最好能在教师节时举行此活动。可以请多位本班的任课教员来旁听,并介入其中。
活动过程:
1.每位学生筹办100字左右的演讲稿,介绍本身的一名教员。要说出这位教员不同凡响的特点。如果能借助其他素材来说明更好,如图片、音乐等。
2.全班同学和诸位教员面前,进行演讲。
3.由教员们谈一谈感触感染,或者对学生的演讲进行评价。
4.选出体现较好的同学,予以奖励。
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下面是读文网小编整理的初三英语教案作文,希望对大家有帮助。
Human beings are advanced animals in the world. Some animals are very kind. For example , if you are kind to a dog , it will shake. It will tail to you. So if you are kind to others, they will also be kind to you.
You have lots of chances to give your small kindness if you see a disabled person working in the street. You can help him to cross the street. If you meet a stranger, you can show him the way. If he or she asks you questions, you should be kind to answer them. That is you give small kindness to others. Maybe it seems to you a piece of cake, but it is very important to people in need. If you do this, the others will do it to you.
Be kind to others, and they will be kind to you.
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下面是读文网小编整理的英语教案范文,希望对大家有帮助。
A: Hello! Can I help you?
B: Yes, I want a sweater for my daughter, please.
A: How about this one?
B: Oh, good. The size is OK.
C: Mum, I don't like the colour.
A: Do you like this purple one?
C: Cool! That's my favourite colour.
B: How much is it?
A: Sixty-eight yuan.
B: Here's the money.
A: Thanks.
size 尺寸;大小
purple 紫色的
cool 棒的
二、教学目的与要求
1. 能听懂、会说本篇对话;
2. 能运用会话中的句型进行扩展性的情景会话;
3. 能听懂、会说新单词:purple, size, cool。
三、教学重点
能运用所学句型进行扩展性的情景会话。
四、教学手段
运用多媒体辅助教学。
五、教具准备
一件毛衣,各种文具、食品、服装、玩具和水果等。
六、教学步骤
Step 1. Greetings
T: Good morning, boys and girls. glad to meet you.
Step 2. Presentation
(1) Lead-in
T: You know, I'm new here. I thought it would be hot in Zhuha.But today it is cold. I'm just in a blouse.
Now I'm feeling a little cold. So I want to go shopping and buy some warm clothes. (Read the title "shiopping".)
(2) Play a guessing game (课件:显示屏上出现一些碎片,碎片慢慢扩大,变成一件毛衣)
T: What am I going to buy? What do I want? Just guess and say: "YOu want ..."
(3)(课件:教师走进一家服装店,与售票员进行交谈。)
T= the teacher C= the computer Ss= the students
C: Can I help you?
(Learn to say:"Can I helpyou?")
T: I want a sweater, sir.
C: How about this one? (课件:售货员拿出一件很大的毛衣。)
T: I think it's too big.
C: How about this one? (课件:售货员拿出一件很小的毛衣。)
T:How about this one? What do you think?
Ss:It's too small.
C: How about this one? (课件:售货员拿出一件对教师来说大小合适的毛衣。)
(Learn to say:"How about...?")
T: I think the size is OK. Do you think so?
Ss:yes!
(Learn to say:"size".)
(Read after the teacher:"The size is OK.")
T: The size is OK, sir. but I don't like this colour.
C: What's your favourite colour?
T: What's my favourite colour is ...(课件:毛衣随着学生的回答变换颜色,并由此引出新授单词"purple"。)
(Learn to say:"purple".)
T: (take out a purple sweater)I like this purple sweater.
(4) Play a game: Guess the price of the sweater.
Ss: How much is it?
S1 : ...yuan.
(If the price S1 guess is too low, the teacher will say:"Up, up, up."; if too high, the teacher will say:'' Down, down,
down." Each students has three chances to guess.)
After the students guess the price right, the teacher puts on the purple sweater and asks the students "Am I cool?"
(Leatn to say:"Cool".)
Step 3. Practice
(1)Listen to the dialogue.
T: What have you heard in the dialogue?
(2)Listen to the dialogue and repeat it sentence by sentence.
(3)Pratice in groups of three.
Step 4 Consolidation
(1)Divide all the students into 5 groups: stationer's, toy shop, clothes shop, fruit shop and food shop. Put some goods in each
shop. Get the students to do the shopping in groups. (每组由一名学生当售货员,其它学生充当顾客。)
(2)Ask the students to go to different shops and buy different things. (把全班分成五个组,即五个“商店”,顾客可以到任
何一家“商店”“购买”自己喜欢的物品。教师到各组去指导,同时教师也当顾客,购买物品。
(3)教师总结全课,表扬做得好的学生。电脑计分牌显示胜方,并伴随胜方的欢呼声。
Step 5 Ending
The students sing a song "Good-bye."
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Unit 6 I’m more outgoing than my sister.
(Section A)
【设计理念】:根据 英语课程的性质,课程标准遵循以学生发展为本的教育理念,把学生身心健康的发展作为课程的出发点和归宿。寓德育教育于英语教学之中,是英语教学实践中必须始终抓紧抓实的重大问题。在教学实践中,英语教师应结合教材内容,挖掘其深刻内涵,在教授英语知识的同时,注意加强学生的德育教育。
【教材分析】
教学内容为新目标英语八年级上册第六单元Section A 。学习内容主要体现在以下三点:
1、学习有关人物特点的单词:tall, thin, short, heavy, calm, wild, long hair, short hair, outgoing, quiet, funny, serious, smart, athletic, ect.
2、学习人物比较的重要句型:
(1) Pedro is funnier than Paul.
(2) Tina is taller than Tara.
(3) Tom is more athletic than Sam.
3、掌握语法点:the comparative and superlative degrees of adjectives (形容词的比较级和最高级)
【学生分析】
1、利用多媒体课件上英语课,学生视听感受明显,表现出极大兴趣,在欣赏和享受中学习,学习效果很明显。
2、学生以前已经学过形容词的比较级和最高级,但掌握的强度不够,对单音节和多音节形容词的比较级和最高级的表达上总是出现错误。通过对本课的学习可以巩固所学知识,掌握用正确的语言结构表达人物特点和人物比较。
【教学目标】
1认知目标:(1)掌握词汇tall, thin, short, heavy, calm, wild, long hair, short hair, outgoing, quiet, funny, serious, smart, athletic, ect.
(2)掌握句式:(a) Pedro is funnier than Paul.
(b) Tina is taller than Tara.
(c) Tom is more athletic than Sam.
(3)、掌握语法点:the comparative and superlative degrees of adjectives (形容词的比较级和最高级)
2、能力目标:学会谈论人们的个性特征,能运用比较级区别和比较人物。培养学生的口头表达能力和写作能力
3情感目标:通过学习,培养学生良好的个性特征和高尚的情操。能与他人友好、和谐相处,积极地学习他人的优点,克服自身的弱点,不断地自我完善。通过学习本课,增强师生、生生间的相互了解和沟通。
【教学方法】:1.Listening and speaking methods .Communicative approach . Pairwork.
2、学生根据班级的真实情况,采用“名人专访”、“公众投票”、“明日之星”的游戏,培养学生的想象力、自信心和合作精神。
【教学过程】
Step 1 Organization
Step 2 Lead-in
T:I have a sister. Can you guess what she looks like and what she is like?
S:She is tall. /She is thin. / She has long hair./She is outgoing./…(Students use their imagination and express themselves freely.)
T:Let’s look at my sister’s photos in my family. (Show them on the screen.) Please talk about us.
S:She is shorter than you. /She has shorter hair than you. /She is thinner than you. /… (Students get information from the photos.)
T:I’m more outgoing than my sister.(Lead in the class subject.)
[ 1、平时师生间接触多,但学生与老师的家人接触甚少,利用学生的心理和想象空间,调动学生的学习兴趣,增进师生间的相互了解。2、了解学生对已学过的形容词比较级和最高级的掌握程度,为下一步巩固学习做好铺垫。]
Step 3 Revision
1、Revise the adjectives describing people’s appearance and personalities:
Divide the class into four groups and have a competition. See which group of the students can get as much as possible. Write down on a piece of paper prepared before class. (Students must collect them before class.)[1、复习已学内容,自然延伸到新课学习,起到承上启下的作用。2、开展竞赛活动,既可调动课堂气氛,又可提高求知欲望,一举两得。]
Step 3 Presentation
1、Learn some new words about personal traits: calm/wild, athletic/weak, using the pictures in Section A.
T: Who is calmer, Tom or Sam?
S: Tom is calmer than Sam. Sam is wilder than Tam.
Tom is more athletic than Sam. Sam is weaker than Tom.
2、Do Section A-1a.Match each word with the opposite. Check the answers.
3、Get students to introduce the rules of the comparative and superlative degrees of adjectives.(Show them on the screen.)
[1、充分利用课本资源和网络资源,进行词汇教学,词不离句,形散而神不散。2、让学生归纳总结语法知识点,因势利导,有利于开启思维,体现以学生为中心的教学特点。]
Step 4 Listening
1、Listen to the tape and number the pictures in 1b.
2、Listen to the tape and complete the chat in 2a. Listen again and fill in chat in 2b.
3、Check the answers.
[听力训练既是对知识的巩固,也为下一步的任务输出提供了输入材料。]
Step 5 Practice
Task 1: Interview famous persons(Pair work)
1、Demonstrate the activity with one student. (Imagine he/she is a famous person. The teacher acts as a reporter.)
eg.T: Hello, Susan. May I ask you some questions about your family?
S: Yes.
T: Do you have a brother or a sister?
S: Yes, I have two brothers and one sister.
T: Who is taller, your sister or you?
S: I’m taller than my sister.
T: Who is the most athletic of you?
S: My oldest brother.
(Show an example on the screen.)
2、Ss work in pairs. Then ask some pairs to act them out in class.
Task 2: Public vote (Group work)
1、Divide the class into 4 groups and then work in groups. Fill in the chat.
In class Name
Who is the tallest?
Who is the shortest?
Who is the heaviest?
Who is the thinnest?
Who is the most outgoing?
Who is the most athletic?
2、Each group choose one student to do a report. Show the results in class.
Task 3: Super star (Individual performance)
T: Suppose you are a super star in the future. What will you look like and what will you be like?
S: I’m better than now, of course.
1、Show an example on the screen:
I want to be a super star. Now I’m tall. Later I’m taller. Now I’m a middle school student. Later I’m a college student.…
2、Get Ss to design their future and have a free talk.
3、Ask some Ss to share with others.
[1、设计的活动既突出互动合作,又体现个性化发展,有利于调动各个层面同学的学习积极性,最大限度地提高每位同学的参与意识。2、活动的主题难易顾及到学生的实际情况,操作具有可行性。3、教师导演,学生主演,充分发挥学生的主体作用和积极能动性。4、“名人专访”、“公众投票”、“明日之星”这些活生生的生活场面,活现在课堂中,完全改变了以往“直截了当向学生传授语言”的传统教育模式,真正体现了“以人为本”的任务型语言教学模式。]
Step 6 Reading and Writing
1、Teach “look the same”、“look different”、“ be as good as”、“be not as good as”、“a little”,using some pictures and comparing some Ss in class.
2、Ss read the article. Then read the statements (1-5) about the article. Write “T”、“F” or“DK”.
3、Check the answers. (Ask Ss to give reasons.)
4、Ask Ss to write another letter.
T: You are Isabel now. Write a letter to reply Liu Li. Talk about the same and different between you and one of your friends.
5、Choose two or three to share the replies with the whole class.
[1、这一环节是基于听说训练之上,培养学生的读写能力,在课堂内强化目标语言。2、对教材进行重新整合,既有效地控制了难易梯度,又不失时机地为学生创造了互相学习的机会,充分调动了学生的创造性思维和发散性思维能力。]
Step 7 Consolidation and Sum-up
1、Give Ss a chance to sum up what have learned in this class.(Ss can talk about it freely.) Then T makes a brief sum-up.
2、Get the Ss to do some consolidation exercises. T goes around and gives some help to Ss.
[1、让学生来做课堂小结,抓住了学生“敢于开口说英语”的心理,突出主动学习的重要性;教师作综合陈述,犹如给学生一颗定心丸,给学生增添了信心。2、强化练习,重点训练听写能力,进一步巩固本课所学内容。]
Step 8 Homework
1、Do Workbook Exx.1-3.
2、Preview Section B.
[案例反思]
中学英语教学不仅传授英语基础知识 ,进行技能训练 ,同时也有进行思想品德教育的任务,德育不能单靠学校的领导、政治老师、班主任来完成。如何寓德于教 ,全面完成英语的教学任务 ,是每个英语教师必须认真研究的问题。思想教育是素质教育的重要组成部分 ,只注重知识方面的教育 ,不注重思想道德教育 ,这不仅违背英语教学的目的 ,也违背了素质教育的基本要求。
英语教师可以尝试从以下几个方面进行德育渗透。利用教学内容中的德育材料直接进行德育渗透;创设民主、宽松、和谐的课堂氛围,进行德育渗透;抓住教学过程中的契机,进行德育渗透;利用英语课堂活动的延伸,进行德育渗透;教师以身作则,进行德育渗透。只有这样,我们才能使学生既学好知识又提高思想素质。
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以下是小编整理的哲理类英语美文欣赏: 幼儿园对我一生的重要影响,希望对你有所感触。
俗语说:“三岁看大,七岁看老”,可以说幼儿园里的启蒙教育对人的一生有着至关重要的影响作用,看看下面这篇文章吧,你会发现,很多被认为最能体现一个人素养的优雅习惯原来都是在幼儿园里形成的。
Most of what I really need to know about how to live,and what to do, and how to be, I learned inKindergarten. Wisdom was not at the top of thegraduate school mountain, but there in the sandboxat nursery school.
These are the things I learned: Share everything.Play fair. Don't hit people. Put things back where you found them. Clean up your own mess.Don't take things that aren't yours. Say you're sorry when you hurt somebody. Wash yourhands before you eat. Flush. Warm cookies and cold milk are good for you. Live a balanced life.Learn some and think some and draw and paint and sing and dance and play and work someevery day.
Take a nap every afternoon. When you go out into the world, watch for traffic, hold hands, andstick together. Be aware of wonder. Remember the little seed in the plastic cup. The roots godown and the plant goes up and nobody really knows how or why, but we are all like that.
Goldfish and hamsters and white mice and even the little seed in the plastic cup - they all die.So do we.
And then remember the book about Dick and Jane and the first word you learned, the biggestword of all: LOOK . Everything you need to know is in there somewhere. The Golden Rule andlove and basic sanitation, ecology and politics and sane living.
Think of what a better world it would be if we all - the whole world - had cookies and milk about3 o'clock every afternoon and then lay down with our blankets for a nap. Or if we had a basicpolicy in our nation and other nations to always put things back where we found them and cleanup our own messes. And it is still true, no matter how old you are, when you go out into theworld, it is best to hold hands and stick together.
NoteKindregarten: n. 幼儿园sandbox: n. 沙箱, 沙盒
nursery: n. 托儿所flush: vt. 冲洗,此处意指便后冲水
nap: n. (白天)小睡, 打盹hamster: n. 东欧或亚洲产的大颊的鼠类
sanitation: n. 卫生, 卫生设施sane: a. 健全的
1. What will happen if we put a white mice in the plastic cup according to the author?
2. We can learn from the passage that the world will be better if all of us_____.
The answers of last week are:
1. acute appendicitis
2. disdain.
3. AL's son.
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