为您找到与教学目标英语怎么说英语教案中相关的共93个结果:
教学目标是指教学活动实施的方向和预期达成的结果,是一切教学活动的出发点和最终归宿,它既与教育目的、培养目标相联系,又不同于教育目的和培养目标。那么你知道教学目标用英语怎么说吗?下面来学习一下吧。
teaching goals
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教学目标是指教学活动实施的方向和预期达成的结果,是一切教学活动的出发点和最终归宿,它既与教育目的、培养目标相联系,又不同于教育目的和培养目标。那么,你知道教学目标的英语单词怎么说吗?
本文从教学目标、教学内容、教学方法、教学手段、教学环境和教学评价等方面构建突出学生主体性的改革策略,以此提高口腔医学教学的有效性。
The article shows that the tactics of developing students initiative in stomatological teaching through reforms in teaching objective, contents, method, approach, environment and evaluation.
课堂教学效率是指向教学目标的有效教学时间与实际教学时间的比率,它是实现教学目标的价值量度。
Classroom teaching efficiency means the ratio between the effective teaching time of teaching objectives and actual teaching time, and it is the measure of value of attaining the teaching objectives.
教学准备是教学过程的起始环节,本部分论述了在教学目标的确定、教学对象的分析、教学内容的分析、教学内容加工和处理中的策略问题。
Here the author expounds the strategies for the determination of the teaching goal, the analysis of the teaching object and content, as well as the processing of the teaching content.
教学目标用英语怎么说
本研究旨透过国小教师的多元文化教育中之教学态度与教学效能问卷调查,藉以瞭解国小教师多元文化教育中之教学态度与教学效能间差异之现况及相关情形,并根据研究结果提出建议,期能协助国小教师提升多元文化教育中之教学态度,达到有效多元文化教育教学目标之参考。
This research is an ethnographic study of a small group of students and their instructor during one quarter of a course on Human Diversity which is a required course for future teachers.
在现代教学活动中,影响教学策略设计的因素除教学目标、教学内容、教学对象和人类的认知规律外,还应当包括课堂教学软件的种类及作用等因素。
Besides such factors as teaching objectives, teaching contents, teaching objects and human cognition, the type and function of a courseware also affect classroom activities in modern classrooms.
接着,从高中物理教学目标的完成上,探讨了各种教学媒体在物理教学中的作用,以及多媒体技术与高中物理教学目标如何无缝连接。
Secondly, it discusses the function of multi-media technology in teaching from the teaching goals and how can they combine with each other together.
在确立课堂教学目标时应遵循一般目标和具体目标相结合、集体目标和个人目标相结合的原则。
The establishment of the teaching goals should follow the principles of the combination of general goals and specific goals and the combination of collective goals and individual goals.
体育教学模式是在实施体育教学中根据教学目标、教学内容而设计的一种课的结构,以此达到实现体育教学的良好效果。
The PE teaching pattern is a designed type course structure that according to the teaching goal and the teaching content during PE teaching, on this account to achieve the good effect.
因此,在分层教学实践中教学目标应是多元化的、有层次性和差异性的,反对目标上的“促优”教学和“补差”教学。
For this, during the practice of teaching in difference levels we need to make the teaching aim variable, we should be against that kind of teaching which only encourages "Future Goodness".
为进一步理解“以学生为中心”的外语教学,本文将这种教学模式和“以教师为中心”的教学模式进行比较,阐明了两种教学模式在教学目标、教学结构、学习理论、角色性质等方面的不同。
In addition, a contrast is drawn between teacher-centered and student-centered teaching in terms of their mission and purpose, teaching and learning structures, learning theory and nature of roles.
出版商认为,不同的年级需要教授不同的内容,有着不同的教学目标,而美国的教材正需满足不同州不同阶段的需求。
Publishers say American textbooks have to meet the goals of different states forwhat should be taught in each grade.
Worcester工业学院计算机科学系的教学目标和成果都已列在学校的网页上。
The Worcester Polytechnic Institute computer science department's objectivesand outcomes are listed on the school's Webpages.
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英语少儿故事是英语教学中很好的教学材料,下面读文网小编为大家带来小学英语教学小故事,欢迎大家阅读!
It looked like rain. The sky was gray. It was almost noon, but the sun was hidden by a gray blanket. It was cool. There were no birds flying anywhere. A couple of birds sat on the telephone wire. Bob was standing outside talking to Bill. They both had their hands in their pockets. They knew that it was probably going to rain shortly. A sudden breeze blew some leaves off a tree onto the sidewalk.
A young woman wearing a dark blue coat and jeans walked by. She was walking a small dog. It was pure white, and pretty. It sniffed at a tree trunk. The woman waited patiently. Finally, the dog lifted its leg.
Bob said that he liked the rain. It was a nice change from the usual hot Los Angeles weather. And the plants could always use the extra water. Bill said the only thing he didn’t like about rain was that all the motor oil on the streets would get washed into the ocean, and so would all the trash.
"But that never stops the surfers," Bob said. "They don’t seem to care what’s in the water, as long as there are waves to surf on."
小学英语教学故事相关
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如何上好英语的故事课,相信是很多小学英语教师的疑问,今天读文网小编在这里为大家分享一些小学英语故事教育教学反思,希望能帮助到大家!
英语教学中进行故事教学的价值加以阐述,并就如何进行故事选择,如何进行故事教学,如何进行教学后的提升,以及故事教学中会出现的一些问题加以讨论。希望能给正在从事小学高段英语教学的老师以及有意于从事英语故事教学的同行们一些参考。
故事教学要以发展学生综合语言运用能力为宗旨,全面提高学生听说读写的英语技能,应该精心设计,精心施教。
(一)如何选择故事
1. 根据学生年龄特征选择
故事教学的一个重要功用就是提高学生的学习兴趣,选择一个好的故事将是学生和老师共同学习的兴奋点。在选择故事时,教师可以考虑以下几个问题:(1)故事是否符合学生的年龄与兴趣特点?(2)故事中所使用的语言是否适合学生英语语言知识掌握的程度和理解能力?(3)文句节奏与韵律感能否吸引学生仿读?学生接受能力范围内的材料才能真正起到教学效果,教师要根据学生学习情况认真选择。否则,教学和教育的效果就要大打折扣。
2. 根据学习要求选择
故事教学使复杂的语言简单化。通过学生熟悉的材料教学,可帮助学生理解、掌握新的语言知识,提高学生运用语言的能力。因此,在小学高段英语教学中教师应该尽量选择知识点集中、会话内容适中,同时能给人以启示的语言内容,学生才能够集中学习和运用相关语言知识。比如在学习动词过去时这一语言点时,最好选择学生耳熟能详并且用过去式描述的故事,如《狼来了》等。在根据学习要求进行故事选择时,不妨考虑以下问题:1)故事中所使用的语言与情节,是否具备重复及可预测的特性?在课堂教学中,教师可通过重复的语句与学生互动,也可运用发问技巧让学生对某些情节进行讨论和猜测,提高参与感。2)故事是否有清晰的情节和强烈的角色对比,且寓教于乐?故事内容情节清晰,角色对比强烈,能使学生专注于故事的发展。同时,好的故事能让学习者自然领略其中的深意。3)故事中所使用的语言与反映的文化是否真实与恰当?教师要能够判断故事中所使用的语言与反映的文化是否真实、恰当,而不至于因文化的隔阂造成认知偏差,传递错误信息。
(二)如何实施故事教学
教学过程无疑是最重要的环节。在故事教学中可以采取以下一些步骤:
1. 背景铺路
故事的背景知识有助于学生了解故事,减少学习障碍。
2. 听力开道
听力是学生英语能力中一项重要内容,故事教学不能离开对这一技能的训练。教师采用讲述或播放磁带、VCD等方法整体呈现故事,要求学生大概听出故事发生的时间地点、主要人物及故事内容,以强化学生听力技能。
3. 提问深化
整体感知故事后,学生可自主选择适合自己的方法,或者朗读、默读,或者分角色读,也可以单独完成。这是学生深入理解并细化学习的过程,阅读时要求学生用笔勾画出不能认读的词句或不能理解的内容,教师鼓励学生根据自己勾画的内容进行提问。同时,教师要整理出故事线索,在图片或关键词、句的提示下,根据故事发展的顺序对需要掌握的知识点进行提问和操练,帮助学生更深入地理解故事,掌握语言。
4. 线索回顾
通过自主阅读和提问扫清了学生对故事的理解和诵读的障碍,这时,教师可以辅助学生对故事进行回顾。教师提供一些关键词句,或者出示几组相关图片,请学生给图片排序并讲述故事,或者请学生根据出示的关键词和句进行拓展讲述。这样,既能检验学生是否理解故事,同时也能锻炼学生讲述故事、运用语言的能力。
(三)故事表演
表演故事是帮助学生内化并产出新内容的过程。根据学生的不同情况,教师要提供多种方式让学生选择,每一种选择都可得到相应的激励。
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采取正确的英语教学措施,是提高英语教学质量的前提,那么你想知道有哪些好的英语教学措施吗?下面读文网小编为大家带来英语教学改进措施,希望对你有所帮助!
这里指的是上课40分钟的质量和效率。不能期望这些十几岁的孩子课后会花足够的时间去记、背。把希望放在学生的高度自觉上,是会吃大亏的。这就要求我们想方设法提高上课质量。平日的课堂,笔者会给学生留下一块空白时间,让学生去消化新学的知识点,然后马上进行检查,争取做到“堂堂清”。第二节课上再通过一些趣味活动把上节课的知识点再现。还有就是九年级的复习容量很大而且范围也广,作为教师——学生复习阶段的“指挥棒”,笔者在指导学生复习时决不打乱仗。笔者深知盲目的题海战术会让学生元气大伤。因此在选择给学生做的题上,笔者会花上很多工夫,往往是在自己作了十多本书的题量后,精选出认为经典的、含金量重的一小部分。笔者认为这也是一个年轻教师走向成熟的必经之路。
九年级的学生特别需要放松和减压,在学习过程中,笔者会有意识地设置一些如:英语脱口秀、比快读课文、比赛背句子、学唱两首流行歌等活动让学生得到彻底放松。
要想自己的工作轻松点,就选得力的助手做科代表。如果科代表负责任、有魄力,他们能够带动整个班的学习,并能减轻教师的负担。但是很多科代表往往不是一开始就做得那么好,需要我们去培训,让他们大胆地管理,有时你会发现他们很有创造力,会有意想不到的效果。
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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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初中英语怎么教,是很多英语老师关心的问题,下面读文网小编为大家带来初中生英语教学方法,希望对你有所帮助!
指学生通过展示,获取成功的体验,同时发现问题,及时调整教学策略。这是语言学习过程中必不可少的一步。过去常常看到学生的展示极不理想,一个重要原因就是缺乏“自说自练”等必要的形成性过程。
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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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将故事寓于教学中,是实现小学英语课堂高效的一种方法。下面读文网小编为大家带来小学英语教学小故事,欢迎大家阅读!
Steve Magellan, world-famous adventurer, has been missing for two days. The man who soared around the world by himself in a balloon took off in a single-engine airplane from a private airport in Nevada. He left at noon for a three-hour flight. The weather was perfect. There were no storms in the area. He took no emergency provisions. Presumably, he considered his flight to be little different from a trip to the market for a quart of milk.
He didn’t file a flight plan, so exactly where he went is unknown. Searchers are combing a 200 by 200 mile area by air. The terrain is high desert, with lots of ravines. “It would be very easy for a small plane like that to remain undetected for months,” said an officer from the Civil Air Patrol. The plane, like most small planes, did not have a “black box,” which sends out radio signals in event of a crash. A friend of Magellan’s said that he usually wears a watch that can send radio signals. But no signals were coming from that watch, if he was in fact wearing it.
Magellan had a knack for walking away uninjured from accidents, so friends and relatives did not seem to be overly alarmed. His younger sister said that it wouldn’t surprise her if he came strolling out of the desert in a day or two. Magellan made his fortune in real estate when he was young, and has devoted the rest of his life to pursuing world records in ballooning, piloting airplanes, and driving fast cars. The purpose of his afternoon flight was to find a suitable area to try to set a new land speed record for automobiles.
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爱听故事、爱看故事书,是现在孩子最明显的特点。通过阅读英语故事来学习英语,能够大大地提高孩子学习英语的兴趣。下面读文网小编为大家带来五年级英语教学故事,欢迎大家阅读!
Ray’s wedding had gone off without a hitch. Everyone seemed to have had a good time. A few people had too good of a time; they went home with designated drivers. All evening, the gift table remained unguarded. Who would steal anything, Ray thought. He had never heard of such a thing happening at a wedding. But his best friend Aaron said there was a first time for everything. He strolled out regularly from the inside festivities to check on the gift table, making sure no one suspicious was hanging around it.
Ray and Julia went on a 3-week honeymoon to Italy right after the wedding. When they got back, they opened all the gifts and sent out thank you notes. But there was one problem. A married couple that used to be good friends had apparently given nothing. This surprised Julia, because Walt and Mary said they were thrilled to be invited. And, they actually seemed to have had a great time at the wedding. Frankly, Ray didn’t even care if they hadn’t given a gift. He just needed to know whether to send a thank you note. Ray called Aaron. Aaron said maybe Walt had left an envelope on the gift table like Aaron had. “Yes, but we got your envelope with the cash inside,” Ray said.
“Maybe my envelope looked too thin, and some thief thought Walt’s envelope looked nice and fat.”
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搞好初中英语教学是每一位初中英语教师所探讨的问题。适合的英语教学方法可以充分发挥学生的主观能动性,提高学习英语的兴趣。那么八年级英语到底有什么好的教学方法呢?下面读文网小编为大家带来有关八年级英语教学方法,希望对大家能有所帮助!
基础知识的、知识网络的构建、基本方法和技巧的归纳都离不开讲,但更离不开练。不练习,学生所获得的知识就不牢固,更不能深化,因此,练比讲更重要。要精讲,也就是要突出重点,抓住关键;要多练,就是让学生做足量练习,但杜绝那种不加选择的重复练习,要有针对性。
初中英语学习的方法很多,但正确把握以上三点行之有效的方法外,我们还应注意到现代课堂教学评价标准应体现当前教育发展的趋势,培养具有开拓创新精神的高素质人才。应该知道现代课堂教学评价标准是开放性的,和教学目标设计的拓展性。在注重知识技能目标的基础上,要根据具体的学科内容,尽可能地挖掘教学活动组织形式本身所具有的育人价值,如注重学生的情意发展,关注学生在课堂中所表现出的情绪、感情、态度以及关心、合作、交往等。教学目标设计的灵活性。在设计教学目标时,要给学生留有自主发展的时间和空间,让学生生动活泼地发展。以突出学生学习的主体地位,给学生主体性发展留有空间。 总之,只有坚持以上的这些方法,不断在理论的跟随下,注重学生的个性并有针对性的训练,在英语教学中会有新的起色,我们要对胜利充满信心,善于总结经验教顺,不断努力追求,面对各种问题,在学习中不断进步,不断更新自己的教学方法,我们一定能在英语教学中取得巨大进步。
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教学设计是根据课程标准的要求和教学对象的特点,将教学诸要素有序安排,确定合适的教学方案的设想和计划。一般包括教学目标、教学重难点、教学方法、教学步骤与时间分配等环节。那么你知道教学设计用英语怎么说吗?下面来学习一下吧。
1. Thus designing education and training programs a challenging and exciting professional arena.
因此教学设计和培训计划领域是挑战和令人激动的.
2. Furthermore, it will make progress of nativization study on instructional design.
此外, 还将进一步推进教学设计本土化研究的进程.
3. While Instructional Design is the integration of theories with some concrete course.
教学设计是这些是理论与具体学科的整合.
4. The guiding principle of design is the research of instructional design model.
而设计的指导思想就是本文对教学设计模式的研究成果.
5. The disconnection between theory and practice of instructional design is universal.
教学设计理论和实践脱节问题已普遍存在.
6. We point out the principles and the developmental tendency of chemistry inquire - learning.
指出了化学研究性学习教学设计的原则及发展趋势.
7. It further explains the definition of task , task classifications and task cycles.
进一步分析了任务的定义,任务的类型,任务环, 任务型教学设计原则.
8. They search courseware and good instruction designers on Internet.
他们在因特网上搜寻课件资源和好的教学设计.
9. There is no effective instruction design and there is no lasting teaching result and quality.
没有有效的教学设计,就不可能有持续的教学效果和质量.
10. The traditional instructive process achieve class communication by instruction design, then obtain instruction target.
传统的教学是通过教学设计来实现课堂交互从而实现教学目标.
11. The author tries to probe into this issue from the standpoint of learner - focused chemistry instructional design.
对此,笔者选择的研究视角是:面向学习者的化学教学设计.
12. And undoubtedly, the Instructional Design ( ID ) is confronting an important change too under this condition.
在这种大环境下, 教学设计毫无疑问地也正在发生着重要的改变.
13. Therefore, this paper brings forward constructivism oriented design principle and method in web based Instructional Design.
在此基础上, 本文提出了基于建构主义理论的网络教学设计的原则与注意点.
14. Therefore , it proves that the originality, advancement and practicability the constructive teaching design theory in practice.
这就从实践上证明了建构主义教学设计理论的创造性 、 先进性和可行性.
15. Instructional design is one of the most important research domains in educational technology.
教学设计是教育技术的重要研究领域之一.
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目标市场,就是指企业在市场细分之后的若干“子市场”中,所运用的企业营销活动之“矢”而瞄准的市场方向之“的”的优选过程。那么你知道目标市场用英语怎么说吗?下面来学习一下吧。
潜在目标市场 potential target market
选择目标市场 Selecting Target Market
目标市场和客户 target market and customers
目标市场选择策略 Target Market Segment Strategy
目标市场信息搜集 Target market information collection
定义目标市场 Define target market
目标市场策略 goal market strategy ; tactics of targeting
消费者目标市场 consumer orientated market
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教学方法论由教学方法指导思想、基本方法、具体方法、教学方式四个层面组成。那么你知道教学方法用英语怎么说吗?现在跟读文网小编一起学习关于教学方法的英语知识吧。
1. Dr. Mesibov set forth the basis of his approach to teaching students.
梅西伯夫博士阐述了他的教学方法的基础。
2. experimentation with new teaching methods
尝试新的教学方法
3. The high school adjusted its teaching approach and cancelled its departmental system.
他们高中调整了教学方法,取消了“文理分科”.
4. We all agree in adopting the new teaching method.
我们一致同意采取新的教学方法.
5. The reform in teaching methods is warmly welcomed by students.
教学方法的改革受到了学生们的热烈欢迎.
6. Variety of methods helps to liven up a lesson.
教学方法多样化会使教学更加生动.
7. A topic-based approach can be hard to assess in primary schools with a typical spread of ability.
因为学生的能力通常差异很大,基于话题的教学方法在小学里评估起来可能很难。
8. Declamation is a traditional Chinese teaching method.
诵读教学是我国传统的语文教学方法。
9. Furthermore, the book incorporates a number of important pedagogical innovations.
此外, 本书在教学方法上有许多重要革新.
10. Teaching programs which sort students into different tracks are not education.
把学生分列为不同智力等级的教学方法与教学计划根本称不上其为教育.
11. The teaching methods and learning techniques are rusty, cranky and antiquated.
教学方法和学习方法是陈腐 、 呆板而过时的.
12. Your teaching methods are dead , dried up, finished.
您的教学方法是死板的, 干巴巴的, 过时的.
13. We'll try to improve our teaching methods.
我们要设法改进教学方法.
14. They refined on the methods of teaching.
他们使教学方法精益求精.
15. Your approach to teaching differs nothing from hers.
你的教学方法同她的教学方法并无不同之处.
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教学重点是依据教学目标,在对教材进行科学分析的基础上而确定的最基本、最核心的教学内容,一般是一门学科所阐述的最重要的原理、规律,是学科思想或学科特色的集中体现。目标它的突破是一节课必须要达到的目标,也是教学设计的重要内容。那么你知道教学重点用英语怎么说吗?下面来学习一下吧。
教学重点及难点 Teaching important points
课单元教学重点 Main Points of Teaching
教学重点与难点 Teaching difficult and important points
教学重点的英语例句:
1. It can enrich the teaching out spike skill practice step by step.
挥臂击球是扣球技术教学重点,助跑起跳是扣球技术教学难点.
2. Adverse drug reaction ( ADR ) is one of the important contents in the teaching of Hospital Pharmacy.
药物不良反应是医院药学工作的研究重点内容之一,也是《医院药学》课的教学重点之一.
3. So, language teaching in this country is converging with Canada in focusing on all four skills.
所以, 中国已与加拿大一样,把语言教学重点放在了读、写、听、说四种技能的训练之上.
4. Teaching Important Points : The essence of subtraction and the relationship between the parts of subtraction.
教学重点: 减法的意义和加减法的各部分的关系.
5. The emphasis throughout is on learning rather than teaching in class.
贯穿始终的重点是课堂上的学习,而不是教学.
6. This thesis reports a case of using blogs in curriculum and instruction.
本文重点探讨了博客应用于课程教学的情况.
7. This course features in - depth study questions associated with lecture content and readings.
课程重点本课程以结合教学内容、课文阅读与极具深度的研究习题为特色.
8. The stress of teaching lies in pertinence, flexibleness, for manipulation and utility.
教学方法重点体现针对性,灵活性, 可操作性和使用性.
9. Recursive algorithms in a data structures course are both important and difficult.
数据结构课程中的递归算法的教学既是重点又是难点.
10. Therefore the teaching of spoken English is the key and point in the tourism English classes.
因此,英语口语教学既是旅游英语课堂教学的重点,又是旅游英语课堂教学的难点.
11. The theory on disturbance of acid - alkaline balance is difficult to be taught and understood.
酸碱平衡紊乱是病理生理学理论教学中的重点和难点.
12. The method innovated and learning process have always been the theoretical focus the teaching effect.
方法创新和学习过程在教学中的作用和效果一直是教学理论研究的重点.
13. This article carries on the key discussion current event hot spot inducts the teaching.
本文将重点讨论时事热点进行导入教学.
14. According to the calculation of chemical formula is a key junior high school chemistry teaching content.
根据化学方程式的计算是初中化学教学中一个重点内容.
15. There is no need to burden students terminology for learning cohesion terms in linguistics.
在阅读教学中教授衔接,重点应放在衔接的应用上,而不是衔接的知识上.
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英语是一门使用广泛的语言,词汇作为英语的基本构成单位,在英语学习中占据着重要的地位。作为一名高中英语教师,在高中英语词汇教学中应该激发学生的英语词汇学习兴趣,采用多种教学形式进行英语词汇教学,让学生奠定坚实的英语词汇基础。下面读文网小编为大家带来高中英语教学工作计划,希望对大家能有所帮助!
一、指导思想
在本学期的英语教学中,坚持以下面的教学理念为指导:第一,在切实了解学生的真实水平和结合学生历次考试成绩的的基础上,适当改变教学方法,加强学法指导;第二,教学要面向全体学生,关注学生的情感,激发他们学习英语的兴趣;第三,以学生为主体,尊重个体差异,因材施教;第四,在新课标的指导下,倡导学生体验参与学习,完成设计目标;第五,注重过程性评价, 建立能鼓励学生自主学习能力发展提高的综合评价体系。
二、学生情况分析
a)本届高二学生在英语基础方面很薄弱。尽管经过一年又半的学习,但是在词汇,语法规则等方面存在很多缺漏。所以,在听、说、读、写这四项技能上,学生水平存在很大差异。 b)学生在学习策略和情感态度方面也存在需要进一步解决的问题。例如:学习缺乏主动性、自觉性;大多数同学没有养成良好的学习习惯,不能主动做好课前预习和课后复习工作,学习没有计划性和策略性,也不注意知识的积累和巩固。
c)在课堂上,习惯于以往被动地接受所传授的知识,不善于发现和总结语言规律,学习的主体性不突出。
三、教材与教辅的分析
本学期采用的仍然是外研社的英语教材,包括选修修模块7和8。所以本学期教学任务更加繁重,时间更加加紧迫。每一单元除了关注阅读、写作、听力、视听说等语言实践活动,还关注语言知识、情感态度、文化意识和学习策略等。其中,通过并利用教材培养和坚强学生的阅读理解能力和以前的必修教材有很大的不同。本学期的选修教材强调学生综合语言运用能力的培养和提高,所以重点在于培养学生用英语获取信息、处理信息的能力;用英语分析问题、解决问题的能力;用英语进行思维和表达的能力。难点在于学生在情感态度和学习策略上的改变,达到用英语思维和表达的目标。
四、教学目标
通过对选修模块7、8的学习,让学生有丰富的生活常识、多文化背景的积累,并形成正确人生观、价值观,有积极的情感态度和跨文化的交际能力。同时培养自主学习能力,积累学习方法。更重要的是培养学会僧的阅读理解能力,提高学生的应试水平。
五、教学措施
a)让学生每天积累几个单词,利用“互测及教师抽查”及时检查,保证效果并坚持下去。 b)认真贯彻晨读制度:规定晨读内容,加强监督,保证晨读效果。
c)实行过程性评价,调动学生积极性,通过不同方式的检测,让进步的同学体会到成就感,让落后的同学找出差距,感受压力。由此在班里形成浓厚的学习氛围,培养学生健康向上的人格和竞争意识。
d)关注学生的情感,营造宽松、民主、和谐的教学氛围。
e)在教学中根据目标并结合教学内容,创造性地设计贴近学生实际的教学活动,吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式,学习和使用英语,完成学习任务。
f)经常进行教学反思,适时调整教学方法,符合学生的真实情况,利于学生的有效性学习。
g)加强集体备课,充分发挥老教师的经验和新教师的激情,达到最佳的教学效果。
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