提供各類(lèi)精美PPT模板下載
當(dāng)前位置:首頁(yè) > Word模板 > 教育教學(xué) > 課件教案> 人教版新目標(biāo)初中英語(yǔ)八年級(jí)上冊(cè)How was your school trip教案2篇
  • 收藏模板
    下載模板
  • 模板信息
  • 更新時(shí)間:2023-09-08
  • 字?jǐn)?shù):約29079字
  • 頁(yè)數(shù):約21頁(yè)
  • 格式:.doc
  • 推薦版本:Office2016及以上版本
  • 售價(jià):5 金幣 / 會(huì)員免費(fèi)

您可能喜歡的文檔

  • 人教版新目標(biāo)初中英語(yǔ)八年級(jí)上冊(cè)How was your school trip說(shuō)課稿5篇

    人教版新目標(biāo)初中英語(yǔ)八年級(jí)上冊(cè)How was your school trip說(shuō)課稿5篇

    If you are sandy,, you want to invite you good friends to come to you party, and you need their help, too..Make a list of things you want to buy and to do first, then discuss in group,act it out..讓學(xué)生進(jìn)行評(píng)價(jià).評(píng)出有特色的“最佳表演”“最佳創(chuàng)意”“最…”小組,給予獎(jiǎng)勵(lì)。6.總結(jié)本課的target language.7.Homework.Invite your friends to have a picnic with you, and ask for their help to prepare for the picnic.. make a conversation. 8.教學(xué)反思如何激發(fā)學(xué)生的興趣, 使他們主動(dòng)積極地參與活動(dòng),開(kāi)展合作學(xué)習(xí), 使課堂充滿(mǎn)活力,使設(shè)計(jì)的每個(gè)任務(wù)產(chǎn)生實(shí)效, 這是任務(wù)型教學(xué)中的首要問(wèn)題. 本節(jié)課開(kāi)展小組競(jìng)賽, 任務(wù)鏈為:游戲熱身( 鞏固詞匯), 討論(學(xué)習(xí)運(yùn)用句型), 表演(綜合運(yùn)用)等活動(dòng), 逐步遞進(jìn), 從簡(jiǎn)到難, 從談?wù)揝ally 的周末, 到談自己一周里所干的家務(wù),電話(huà)邀請(qǐng)和請(qǐng)求幫助 ,都是來(lái)自現(xiàn)實(shí)生活的話(huà)題, 極具真實(shí)性. 為學(xué)生綜合表達(dá)提供了豐富的素材.讓學(xué)深入、讓學(xué)生參與過(guò)程的評(píng)價(jià)體現(xiàn)了以學(xué)生為主體的教學(xué)理念.

  • 人教版新目標(biāo)初中英語(yǔ)八年級(jí)上冊(cè)How do you get to school教案2篇

    人教版新目標(biāo)初中英語(yǔ)八年級(jí)上冊(cè)How do you get to school教案2篇

    Step Ⅶ Role play ( Work on 1b)1. First ask two students to read the dialogue to the class.Sa: How do you get to school?Sb: Well, I ride my bike to the subway station. Then I take the subway.2. Now work with a partner.Suppose you use two kinds of transportation to get to school \Hangzhou\Beijing... (bus, train, subway, walking, bike, etc.) Tell how you get there. You may use the phrases in 1a.3. Then ask different pairs of students to present their conversations to the class.Step ⅧListening1. Work on 2a(1) First ask students to read the list of information that Thomas wants to know.…where Nina lives.…h(huán)ow far from school she lives.…h(huán)ow long it takes to get to school.…h(huán)ow she gets to school.…what she thinks of the transportation.(2) Tell students what transportation and bus stop mean.bus stop 汽車(chē)站 transportation n. 運(yùn)送;運(yùn)輸Then tell students we'll hear a recording. Please put a checkmark in front of each thing that Thomas wants to know.(3) Now play the recording for students.( Have students pay attention to the sample answer.) (4) Then correct the answers.

  • 人教版新目標(biāo)初中英語(yǔ)八年級(jí)上冊(cè)When was he born教案

    人教版新目標(biāo)初中英語(yǔ)八年級(jí)上冊(cè)When was he born教案

    1.能掌握單元的詞匯,習(xí)慣用語(yǔ)和基本句型。2.能用who, when, how long等對(duì)句中的事件、時(shí)間、人物等提問(wèn)并作相應(yīng)的回答。3. 能聽(tīng)懂本單元學(xué)習(xí)活動(dòng)中的問(wèn)題,做出較得體的回答。4. 能掌握有關(guān)名人生活的動(dòng)詞且能熟練運(yùn)用;掌握wh-特殊疑問(wèn)句的運(yùn)用。5. 能運(yùn)用所學(xué)詞匯詢(xún)問(wèn)名人成名的情況,學(xué)會(huì)使用一般過(guò)去時(shí)態(tài)表示過(guò)去所發(fā)生的事情。 6. 能對(duì)自己小時(shí)候會(huì)做什么事情這一話(huà)題作較具體的描述。7. 能讀懂名人簡(jiǎn)介的文章。8. 能會(huì)書(shū)寫(xiě)名人的生活簡(jiǎn)介。9. 能在描述名人的成就時(shí),激起自己發(fā)奮圖強(qiáng),努力拼搏,從而為人類(lèi)的美好明天貢獻(xiàn)自己的一份力量。10. 能根據(jù)需要進(jìn)行有目的預(yù)習(xí),使其對(duì)教師的教學(xué)內(nèi)容起補(bǔ)充作用。11. 能利用網(wǎng)絡(luò)上的學(xué)習(xí)資源查找信息,用所學(xué)內(nèi)容進(jìn)行真實(shí)的交際,積極參與課外英語(yǔ)學(xué)習(xí)。課時(shí)安排4課時(shí):第一課時(shí):Section A: 1a 1b 1c Section B: 1a 1b 3c第二課時(shí):Section A:2a 2b 2c Section B: 2a 2b 2c Section B: 3b

  • 人教版新目標(biāo)初中英語(yǔ)七年級(jí)下冊(cè)How was your weekend教案2篇

    人教版新目標(biāo)初中英語(yǔ)七年級(jí)下冊(cè)How was your weekend教案2篇

    Teaching Goal:1. General aims:Talk about recent past events2. Particular aims:A. Language Focus.Talk about recent past events and think of the past events.B. Language goalsHow was….?It was …What did …do over the weekend?C. Language structures:(1). How was your weekend? I was great. Pay attention to no form.(2). What did you do over the weekend? I played soccer. We went to the beach.D. Useful words and phrases:Words: was, did, went, beach, over, project, test, wasn’t, false, number, geography, spend, week, most, mixture, their, had, little, cook, read, saw, change, everyone, sit, sat, no, anythingPhrases: did one’s homework, played soccer, cleaned my room, went to the beach, played tennis, went to the movies, on Saturday morning, over the weekend, cook … for, what about, do some reading, have a party, talk show, go shoppingE. Grammar language:Present simple past tenseRegular and irregular verbsF. Learning strategies:Tour and holidaysG. Interdiscipinary:H. Emotion and manner:Teaching time: 5 periodsTeaching procedures:Period One教學(xué)步驟、時(shí)間 教師活動(dòng) 學(xué)生活動(dòng) 媒體應(yīng)用Step 1Free talk 3’ Ask some questions like:Who’s on duty today?What’s the weather like? Answer and talk about something.讓同學(xué)們回答下列問(wèn)題1. Do you like weekend? (Let some students answer)It takes them three minutes to talk about the question.2. Why do you like weekend? (let the students answer) Most of the students like the weekend此時(shí)教師用漢語(yǔ)問(wèn):“在周末期間問(wèn)你干了什么?這句話(huà)用英語(yǔ)這么回答?Let the students guess.At last the teacher give them right answer3. What did you do over the weekend?(板書(shū)、學(xué)習(xí))

  • 人教版新目標(biāo)初中英語(yǔ)七年級(jí)上冊(cè)When is your birthday教案

    人教版新目標(biāo)初中英語(yǔ)七年級(jí)上冊(cè)When is your birthday教案

    本單元主要學(xué)習(xí)名詞所有格 ('s 所有格 ) 的構(gòu)成和使用。在初次接觸 “ 名詞所有格 ” 時(shí),學(xué)生較難理解的可能是 “ 所有格 ” 這個(gè)名稱(chēng),對(duì)于它的構(gòu)成,學(xué)生也許會(huì)覺(jué)得較容易。教師可通俗地告訴學(xué)生 “ 所有格 ” 的意思是表示 “…… 的 ” ,這樣學(xué)生反而容易接受。在使用 “ 名詞所有格 ” 形式時(shí),學(xué)生容易犯錯(cuò)誤或混淆的主要是:將這種一 's 構(gòu)成形式與 is 的縮寫(xiě)形式混淆,如: My father's name's Jin Zhi .,可以這樣告訴學(xué)生:名詞所有格的后面一般應(yīng)接名詞;勿將這種一 's 結(jié)構(gòu)盲目套用與人稱(chēng)代詞上,代替物主代詞使用,如 He's father's name is Li Cheng 。在教學(xué)初期,可不講授名詞所有格的其它形式,待時(shí)機(jī)成熟,再向?qū)W生介紹復(fù)數(shù)名詞所有格形式的結(jié)構(gòu)一 ' ,如: the students' bikes 。 Self Check 教學(xué)內(nèi)容 Self Check( 教材 P52) 教學(xué)目標(biāo) 知識(shí)與能力 復(fù)習(xí)詞匯 birthday , date , month , January , February , March , April , May , June , July , August , September , October , November , December , date , birth , age , old , speech . contest . trip , party , event , an , festival , pop , concert , chorus , lecture , music ;引導(dǎo)學(xué)生復(fù)習(xí)、鞏固“詢(xún)問(wèn)和談?wù)撊掌凇钡哪繕?biāo)語(yǔ)言并運(yùn)用所學(xué)知識(shí)安排活動(dòng)。

  • 查看更多相關(guān)Word文檔

How was your school trip教案2篇

How was your school trip?教案一

Part 1 Understanding of the teachingmaterial

I. Status and Function

“Go for it!”is based on “Task-Based Language Teaching”. It adheres to “The authenticityprinciple”, “The form-function principle”, “The task dependency principle” and “Theprinciple of learning by doing”. These principles all accord with the demandsof curriculum focus.

課件教案

In and of Grade Seven (II), “Go for it!”, studentshave learned “The Simple Past Tense”. And it appears again in of Grade Eight(I). teaches students more about how to talk about events in the past. Inaddition, it gives affirmative and negative statements in the past tense, suchas the sentence patterns “Did you see …?” “Were there …?” “Did you go …?”

As the first part of Unit 8, Section Aopens with a picture presenting the last school trip in the aquarium andcontinues with several step-by-step practice activities, which are all good forstudents to master “The Simple Past Tense”. Doing well in Section A will help studentsintegrate the new target language with that in Section B. Thus, they candescribe the events in the past freely and foster their own ability ofreflecting and practicing.

II. Teaching Objectives

Teaching objective is the beginning andaim of teaching activities. According to the overall goal of the Englishelementary course--- improve students synthetic ability of languageapplication, which should be based on the development of students’ “Languageknowledge”, “Language skills”, “Character building”, “Learning strategies” and“Cross-cultural awareness”. The teaching objectives are described as follows

(I). Knowledge objectives

i. Master the simple past tense ofregular and irregular verbs

ii. Recite the new words and expressionsabout the last school trip in the aquarium, including their

pronunciation and intonation

iii. Master the key sentences and learnhow to talk about the past events

(II). Ability objectives

i. Understand the two dialogues and gainthe information to foster the listening skills

ii. Use the discourse markers to organizesentences together to form a short story and interview others to foster thespeaking skills

iii. Understand the reading material andfind the answers on the wall to foster the reading skills

iv. Write down the correct sentences tofoster the writing skills

(III). Moral objectives

i. Encourage students to think and talkin English through communicative tasks and provide the

students with the chances ofcooperation

ii. Get students to realize theimportance of protecting animals and help them build up the sense of

environmental protection

iii. By visiting the aquarium, encouragestudents to know more about our culture and love our country

III. Teaching important points and difficultpoints

According to thedemands of the curriculum focus---“The Simple Past Tense” is one of the mostimportant tense that students should master, the status and function of thisunit, the teaching importantpoints and difficult points are described as follows

Teaching importantpoints:

(i)The key vocabulary about the animals in the aquarium

(ii)Affirmative and negative statements in the past tense, “Didyou, Were there” questions.

(iii) The ways of talking about the events in the past.

Teachingdifficult points:

(i)Create the situation for students to use “The Simple Past Tense”and the sentence patterns “Did you see …?” “Were there …?” “Did you go …?” freely.

(ii)Find out the answers on the flashcards outside the classroom byunderstanding the questions

on the screen.

(iii)Guide students to make up their own dialogues by interviewing thefamous persons.

IV. Arrangement for the teaching material

David Nunan pointed out that “Don’t use just the textbook.Anything in real life that connect and appropriate to the lesson can be used asteaching resources.” Teachers shoulduse the textbook to teach rather than teach the textbook. McGrath (2002) alsopointed out that the adjustment of the teaching material should be based notonly on the structure of the material itself, but also on students’ learningprocess. So the arrangement should be student-centered. In addition, “Go forit!” emphasizes on “l(fā)anguage application” and “cultivating students’ ability ofinnovation and practice”. Curriculum focus lays stress on “Characterbuilding”, “Learning strategies” and “Cross-cultural awareness”. And innovation can help cultivate students’ autonomouslearning and cooperative learning. So, the arrangement for the teachingmaterial is described as follows:

On recycling “The Simple Past Tense”,present some pictures about the recent past events in the world and havestudents describe them instead of asking the question in 1a. On teaching thekey vocabulary, the videotapes and flash are used to attract students’attention. The tasks of “Test your memory” and “Guessing games” are selected onteaching the key sentence patterns “Did you see …?” “Were there …?”and “Did yougo …?” in 3b. The task of interview is to talk something about thelast trip between “reporters” and “famous persons”. The task of “Can you find them out on the wall?” focuseson students’ skills of listening, speaking, reading and writing. Students won’tfind the answers outside on the wall until they understand the reading materialin 3a. And the last task “ Use your imagination” asks students to summarizewhat they have learned, then use “The Simple Past Tense” to make up a story byadding sentences themselves.

Part 2 Teaching Methodologies andLearning Strategies

I.Student Analysis

The students in Grade Eight havelearned how to describe the past events before, though they don’t know muchabout it, they have shown their confidence in learning English. They candescribe the pictures, and exchange their information according to the familiartopic. They are good at imitation, they are eager to show their abilities. So,in this way, students are encouraged to fulfill some small tasks to enhance theability of solving problems through interaction in a target language.

The more advanced students wish tochallenge each other with new vocabulary and create original dialogues usingkey grammar and vocabulary items. The less advanced students may benefit frompairwork and groupwork, because the more fluent students may help them, so theymay have the chance to practise.

II. Teaching Methodologies

i. The Task-based Language Teaching

Thetheoretical background of the Task-based Language Teaching comes frompsycholinguistics. Psycholinguistic perspective is that a task is a device that guideslearners to engage in certain types of information-processing that are believedto be important for effective language use and for language acquisition.Nunan(1989)also pointed out, “Setting specific tasks for students so that theyact as if they were using the language in real life — this is part of theessence of task-based teaching.” In this lesson, I mainly adopt this method tohelp my teaching. For example, six tasks are arranged for students to fulfillthrough interaction in a target language. So students can get more chances tospeak out.

ii. The Communicative Language Teaching

The curriculum focus emphasizes on“l(fā)earner-centered”. So does “TheCommunicative Language Teaching” proposed by M.Canale and M.Swain whichprovides students lots of information and encourage them to take an active partin it. In the task of interview, by giving students some key sentences, letthem interview the famous persons in groups of two or three according to theirlast trip and their photos. They may use their imagination to make up their newdialogue. It not only enlarges their intellectual circles, but also improvestheir spoken English.

iii. The Direct Method

Berlitz’s Direct Method forbid thefirst language in classrooms, it enables the students to think in the targetlanguage, so that they can use it to express themselves directly withoutreferring to their mother tongue. In this way, concrete vocabulary was taughtby using videotapes, demonstration, objects and pictures. In the first sixminutes, the words “shark, octopus and seal” were taught by using this method.Thus, the use of the target language as a means of instruction andcommunication in the classroom contributes greatly to forming the habit ofthinking in the target language, which is necessary in efficient realcommunication.

III.Learning Strategies

i. To cultivate learners’ autonomous learning.

“Curriculum focus” recommends “The Task-based LanguageTeaching”, which has a specific objective and has meaning as their primaryfocus. In the tasks of “Test your memory” and “Guessing games”, to providestudents some pictures and photos will help them practise the target languageand cultivate their autonomous learning. And the tasks will encourage them totake part in the classroom activities and pay constant attention to expandingtheir language.

ii. To cultivate learners’ cooperative learning.

In the area of “Language skills”, “Curriculum focus”demands that the students in Grade Eight should make up several dialoguesaccording to the topic and give a performance with the teacher’s help. In thetasks of “Interview” and “Can you find them out on the wall?”, by arrangingvarious interaction activities, such as teacher-students, students-students,especially the activities among students, let students communicate with eachother by practicing to stimulate learners’ interests, then cultivate their cooperativelearning and reinforce their learning motivation. Thus, they can help eachother and form the good learning style.

iii. To cultivate learners’ ability of reflecting and practicing.

When thelearners are describing the past events, they will use “The Simple Past Tense”to help them. Thus, it will cultivate their own ability of reflecting andpracticing

IV.Teaching Aids

Besides the textbook and the speechcassette, Internet also provides different kinds of pictures and videotapeswhich will attract students’ attention. Furthermore, students’ own photos, teacher’sgestures, some real objects and the projector will also help the teaching. Onthe other hand, they will help students fulfill their tasks successfully.

Part 3 Teaching procedures

I.Teaching procedures


Teaching procedures

Teaching aims

Pre-task

i. Warming up(3 minutes)(Pictures)

Recycle the “Simple Past Tense” by giving some words and pictures about recent past events in the world. Encourage Ss to describe them by having a competition among them.

ii. Do you know the animals in the aquarium?

(3 minutes)(Videotapes, flash)

Get Ss to watch a short play to teach the animals in the aquarium. ( The key words: aquarium, shark, seal, crab, octopus, shell, starfish, fish)

This activity helps students describe the past events in the world. And the competition is aimed to make them become active.

This activity provides the key vocabulary in Section A, Unit 8. And the short play is interesting enough to attract students’ attention.

While-task

Task One--- Test your memory(3 minutes) (Pictures)

i. Give Ss 30 seconds to remember the 9 pictures on the screen.

ii.Test their memories by using “Were there …?”or “Did you see …?”to ask and answer.

Students like new challenge, so testing their memory will arouse their interest. And this task provides speaking practice using the target language “Were there …?” “Did you see …?”

Task Two--- Guessing games(3 minutes)

(Photos & the projector)

Call out some students with their photos to come to

the front. Get the others to guess where he went for

his last trip by asking “Did you go …?”

Students are curious to know the places their classmates traveled, so this task gives them the chances to use the target language “Did you go …?”

Task Three--- Listening(5 minutes)

(Audiocassette, the recorder)

Have Ss listen to the tape and do the listening exercises on Page 47 & 48. Encourage Ss to give the answers by having a competition among them.

Group 1

Group 2

Group 3

Group 4

This task gives students practice in understanding the target language in spoken conversation. 1b and 2a focus on fluency. They will make students become confident. 2b will challenge the more advanced students.

Task Four--- Interview(10 minutes)

(Photos, the projector)

i Have Ss bring their own photos. The photos should be about their last trips. Ask the students in Group 1 to exchange the photos with the students in Group 2. So does Group 3 & Group 4.

ii Suppose the students in Group 2 and Group 4 are famous persons. Give the students in Group 1 and Group 3 three minutes to interview the famous persons according to the photos.

IiiCall out some to act it out. See who are the best actor and actress.

(Here are some suggestions for the reporters to interview the famous persons.)

I am a reporter from CCTV-9.

Now I am going to interview …,

How was your last trip?

Did you go …? /Where did you go?

Were there …?

What did you do there?

Did you see … there?

Did you buy a souvenir?

Did people there ask for your autograph?

This task provides oral practice using the target language.

Students have traveled some places and taken some photos. They have their own opinions about their last trip. So this task is for them to show their abilities of sharing opinions in English. And they are eager to be famous persons, so the task is aimed to motivate them.

Task Five--- Can you find them out on the wall?

(9 minutes)(Flashcards, answer sheets, CAI, the projector)

i Books closed. Show the six questions on the screen. But the answers are on the flashcards outside the classroom.

Students sit in different rows should answer different questions. (Row1-Q1, …,Row 6-Q6)

ii Hand out the answer sheets. Each group just gets one.

Ss sit on the left—Go out of the classroom to find the answers on the wall.

Ss sit on the right—Don’t go out! Just write down the answers by understanding their partners’ explanation.

IiiEvery time, just ask one student from each group to find the answers on the wall outside the classroom.

iv.Check the answers from each group.

See which group has the most correct answers. And which group is the first one to finish the task.

Group 1

Group 2

Group 3

Group 4

v. Have Ss correct the statements on Page 49

This task is new and the competition will help students get involved. In addition, it provides the

students with the chances of cooperation. Finding the correct answers will foster their reading skills. Explaining the answers to their partners will foster their speaking skills. Writing down the answers correctly will foster their listening and writing skills.

In a word, it will develop students’ skills of listening, speaking, reading and writing.

Post-task

Task Six---Use your imagination(3 minutes)

iHave Ss make up their own story. One student starts the story by saying where he went, the others add sentences to continue the story.

ii. Have a competition among them. One sentence, one point. They should use “The Simple Past Tense”. And students who can use the discourse marker can get more points. See which group has the most correct sentences.

Students have different kinds of ideas about the trips. This task helps them use their imagination to share their ideas with others, and it also provides oral practice using the target language.

Summary(1 minute)

Have Ss summarize “the Simple Past Tense” they learned today.

This activity helps Ss know what they have learned in this unit.

Assignment

i Recite the new words and phrases in Section A, Unit 8

IiWrite a composition about your last trip

IiiPreview Section B, Unit 8

The assignment aims to help students recycle what they have learned today and foster the ability of reflecting.

II. Blackboard design

How was your school trip?

I. New words & phrasesII. Sentence patterns

aquarium What did you do …?

SharkDid you …?

seal Yes, I did. / No, I didn’t

OctopusWere there …?

souvenir Yes, there were. /No, there weren’t.

autograph

III. Competition

Group 1 Group 2Group3 Group 4

III. Pre-assessment

In this lesson, formative and summativeassessment are adopted. By letting students fulfill different kinds of tasks tobuild self-assessment and group assessment. And it will do help to students’ autonomous learning and cooperative learning.

But the task of “Interview” may bedifficult for some students. So the teacher may provide some languagestructures or interview a student first to make sure that this activity isgoing on smoothly. And the task of “Can you find them out on the wall?” may benew for the students, so the teacher may give an example first to help studentsunderstand the meaning of the game. The task may make students become crazy. Whensome are going out to find the answers, the others should be in order. And the teachershould make sure that students inside mustn’t be too noisy.

Appendix

Actor/actress____________

Self-assessment

Group-assessment

Observation assessment

i. Pronunciation and intonation

ii. Asking and answering clearly

iii. Cooperation

iv. Content

v. Creativity

vi. Taking an active part in the activity

vii. Reaction of audiences

viii. Stage properties

A—Excellent!

B—Good!

C—Not bad!

D—Come on!

How was your school trip?教案二

單元課時(shí)安排:5課時(shí)

單元目標(biāo)與要求

1.學(xué)習(xí)詢(xún)問(wèn)和談?wù)撨^(guò)去發(fā)生的事情。如:what did you do on your school trip ? did you go to the zoo? No, Ididn’t.I went to the aquarium.等。

2.能聽(tīng)、說(shuō)、讀、寫(xiě)Section A、B部分中的四會(huì)單詞和四會(huì)句型。

3.能夠聽(tīng)、說(shuō)、讀Section A、B部分中的對(duì)話(huà)。能夠聽(tīng)懂簡(jiǎn)單的聽(tīng)力回答,完成selfcheck 部分的練習(xí)。

4.能夠掌握動(dòng)詞過(guò)去式的構(gòu)成法。規(guī)則動(dòng)詞和不規(guī)則動(dòng)詞的一般過(guò)去式。一般過(guò)去式的肯定句和否定句。Did you were there 引導(dǎo)的一般疑問(wèn)句。

第一課時(shí)

教學(xué)內(nèi)容與分析

1.教學(xué)內(nèi)容:Section A1a, 1b,1c

2.教學(xué)目標(biāo):

a. 能夠聽(tīng)、說(shuō)、讀、寫(xiě)地點(diǎn)名詞aquarium, science center, gift shop, museum, 和動(dòng)物名詞dolphin, seal ,shark, octopus。

b.能夠聽(tīng)、說(shuō)、認(rèn)讀句子:what did you do last school trip? Did you go to the zoo? Were there anysharks?并能運(yùn)用這些句型來(lái)描述自己和他人的身高。

1. 能簡(jiǎn)單進(jìn)行詢(xún)問(wèn)和談?wù)撨^(guò)去發(fā)生的事情。

教學(xué)重點(diǎn)、難點(diǎn)分析:

1.教學(xué)重點(diǎn):能夠聽(tīng)、說(shuō)、讀、寫(xiě)地點(diǎn)名詞aquarium, science center, gift shop, museum, 和動(dòng)物名詞dolphin, seal ,shark, octopus。實(shí)際情景中會(huì)運(yùn)用詢(xún)問(wèn)和談?wù)撨^(guò)去發(fā)生的事情。

(i)The key vocabularyabout the animals in the aquarium

ii)Affirmative and negative statements in the past tense, “Did you, Werethere” questions.

(iii) The ways of talking about the events in the past.

2.教學(xué)難點(diǎn):對(duì)過(guò)去的事情進(jìn)行詢(xún)問(wèn)并會(huì)簡(jiǎn)單的描述。Aquarium, souvenir的發(fā)音也是本課時(shí)的教學(xué)難點(diǎn)。

(i)Create thesituation for students to use “The Simple Past Tense” and the sentence patterns“Did you see …?” “Were there …?” “Did you go …?” freely.

(ii)Find out theanswers on the flashcards outside the classroom by understanding the questionson the screen.

(iii)Guide students tomake up their own dialogues by interviewing the famous persons.

課前準(zhǔn)備

1.教師準(zhǔn)備主情景圖的教學(xué)課件。

2.教師準(zhǔn)備磁帶和錄音機(jī)。

教師設(shè)計(jì)(過(guò)程)

復(fù)習(xí)(Warm-up/Revision)

1.enjoy the movie (let’s travel)

a. 教師播放錄音,師生一起吟唱并觀看。

b. 請(qǐng)學(xué)生watch the screen進(jìn)行問(wèn)答。如:

what did I do yesterday? What did I do on vocation? What did Sam do threedays ago?

2. pairs work:“what did he/ she/ they do on last school trip?”

操練(Presentation/Practice)

1. 教學(xué)句型“Did you go to the zoo?”

a. guessing game:” What did Sam do on his last school trip?

T: what did Sam do on his last school trip? Do you know?

S: did he ……..?

2.教學(xué)地點(diǎn)名詞aquarium, science center, gift shop, museum, 和動(dòng)物名詞dolphin, seal ,shark, octopus。實(shí)際情景中會(huì)運(yùn)用詢(xún)問(wèn)和談?wù)撨^(guò)去發(fā)生的事情。

a Do you know the animals in the aquarium?

(3 minutes)(Videotapes, flash)

Get Ss to watch a short movie to teach the animals in the aquarium.( The key words: aquarium, shark, seal, crab, octopus, shell, starfish, fish)

b Task One--- Test your memory(3 minutes) (Pictures)

i. Give Ss 30 seconds to remember the 9 pictures on the screen.

ii.Test their memories by using “Were there …?”or “Did you see…?”to ask and answer.

3. pairs work (were there any books in the classroom yesterday? ?1c

4..Listening(5 minutes)

(Audio cassette, therecorder)

Have Ss listen to the tape and do the listening exercises on Page 47 1b.Encourage Ss to give the answers by having a competition among them

鞏固(Extension/Consolidation)

1. . Interview(10 minutes)

(Photos, the projector)

i Have Ss bring their own photos. The photos should be about their lasttrips. Ask the students in Group 1 to exchange the photos with the studentsin Group 2. So does Group 3 & Group 4.

iiSuppose the students in Group 2 and Group 4 are famous persons. Give thestudents in Group 1 and Group 3 three minutes to interview the famouspersons according to the photos.

IiiCall out some to act it out. See who are the best actor andactress.

(Here are some suggestions for the reporters to interview the famouspersons.)

I am a reporter from CCTV-9.

Now I am going to interview …,

How was your last trip?

Did you go …? /Where did you go?

Were there …?

What did you do there?

Did you see … there?

Did you buy a souvenir?

Did people there ask for your autograph?

2.完成課后相應(yīng)的練習(xí)。

3.Homework

1. 抄寫(xiě)本課時(shí)出現(xiàn)的地點(diǎn)名詞aquarium, science center, gift shop, museum, 和動(dòng)物名詞dolphin, seal ,shark, octopus。

2. 采訪(fǎng)并做好記.

II.Blackboard design

Unit 8How was your school trip?

I. New words & phrasesII. Sentencepatterns

aquarium What did you do …?

SharkDid you …?

seal Yes, I did. / No, I didn’t

OctopusWere there …?

souvenir Yes, there were. /No, there weren’t.

autograph

III. Competition

Group 1 Group 2Group3 Group 4

第二課時(shí)

教學(xué)內(nèi)容與分析:

1.教學(xué)內(nèi)容: Section A. 2a 2b 2c 3b

2.教學(xué)目標(biāo):

a.能聽(tīng)懂,會(huì)說(shuō):how was your day off? What else did he do? What did you do on…? 并能在情景中熟練運(yùn)用。

b.掌握一般過(guò)去式及詞匯autograph ,win jate took, hang out

c.情感教育,尊重他人

數(shù)學(xué)重難點(diǎn):

1.本課需要重點(diǎn)掌握句型:.要求學(xué)生能替換關(guān)鍵詞匯autograph ,win jate took, hang out

掌握一般過(guò)去式及詞造新句并在實(shí)際情景中自如運(yùn)用。

2.本課時(shí)的難點(diǎn)是:一般過(guò)去使的運(yùn)用,規(guī)則動(dòng)詞和不規(guī)則動(dòng)詞的一般過(guò)去式。一般過(guò)去式的肯定句和否定句。Di you were there 引導(dǎo)的一般疑問(wèn)句。

課前準(zhǔn)備:

1.本課時(shí)的教學(xué)課件。

2.相關(guān)的錄音磁帶及錄音機(jī)。

教學(xué)設(shè)計(jì):(過(guò)程)

復(fù)習(xí)(Warm-up/Revision)

1. chant

clap, clap, clap, clap our hands,

I say go ,you say went.

Go, go, go, went,went,went.

Buy, buy, buy .bought, bought. bought

Take, take, take,took took took

Eat, eat eat. ate……..

2. revise “ what did he see ?”

A:What day is it today?

B: It’s Monday.

A: what did he see in the aquarium?

3.look at the chart, say out the questions

操練(Presentation/Practice)

1.guessing game。”What did I do yesterday evening?”

2.放2a部分的錄音,感知新內(nèi)容并完成練習(xí)。

鞏固(Extension/Consolidation)

1.完成配套練習(xí)。

2.聽(tīng)2a , 2b 的錄音。

3.同學(xué)一起練chant.

第三課時(shí)

教學(xué)內(nèi)容與分析:

1.教學(xué)內(nèi)容: Section A. 3a 3b 3c

2.教學(xué)目標(biāo):

a.能聽(tīng)懂,會(huì)說(shuō):how was your day off ? What did you do on…? 并能在情景中熟練運(yùn)用。

b.掌握一般過(guò)去式及詞匯visitor, gift, drive, end, octopus, Chicago

outdoor, off

c.情感教育,尊重他人

教學(xué)重難點(diǎn):

1.本課需要重點(diǎn)掌握句型:.要求學(xué)生能替換關(guān)鍵詞匯 Class 9 had a great time on the school trip. have a great time/have agood time/enjoy oneself

At the end of the day…掌握一般過(guò)去式及詞造新句并在實(shí)際情景中自如運(yùn)用。

2.本課時(shí)的難點(diǎn)是:一般過(guò)去使的運(yùn)用,規(guī)則動(dòng)詞和不規(guī)則動(dòng)詞的一般過(guò)去式。一般過(guò)去式的肯定句和否定句。Di you were there 引導(dǎo)的一般疑問(wèn)句。

課前準(zhǔn)備:

1.本課時(shí)的教學(xué)課件。

2.相關(guān)的錄音磁帶及錄音機(jī)。


最新課件教案文檔
  • 精選高中生期末評(píng)語(yǔ)

    精選高中生期末評(píng)語(yǔ)

    1、該生學(xué)習(xí)態(tài)度端正 ,能夠積極配合老師 ,善于調(diào)動(dòng)課堂氣氛。 能夠積極完成老師布置的任務(wù)。學(xué)習(xí)勁頭足,聽(tīng)課又專(zhuān)注 ,做事更認(rèn) 真 ,你是同學(xué)們學(xué)習(xí)的榜樣。但是,成績(jī)只代表昨天,并不能說(shuō)明你 明天就一定也很優(yōu)秀。所以,每個(gè)人都應(yīng)該把成績(jī)當(dāng)作自己騰飛的起 點(diǎn)。2、 你不愛(ài)說(shuō)話(huà) ,但勤奮好學(xué),誠(chéng)實(shí)可愛(ài);你做事踏實(shí)、認(rèn)真、為 人忠厚 ,是一個(gè)品行端正、有上進(jìn)心、有良好的道德修養(yǎng)的好學(xué)生。在學(xué)習(xí)上,積極、主動(dòng),能按時(shí)完成老師布置的作業(yè),經(jīng)過(guò)努力 ,各 科成績(jī)都有明顯進(jìn)步,你有較強(qiáng)的思維能力和學(xué)習(xí)領(lǐng)悟力,學(xué)習(xí)也有 計(jì)劃性,但在老師看來(lái),你的潛力還沒(méi)有完全發(fā)揮出來(lái),學(xué)習(xí)上還要有持久的恒心和頑強(qiáng)的毅力。

  • 公司2024第一季度意識(shí)形態(tài)工作聯(lián)席會(huì)議總結(jié)

    公司2024第一季度意識(shí)形態(tài)工作聯(lián)席會(huì)議總結(jié)

    一是要把好正確導(dǎo)向。嚴(yán)格落實(shí)主體責(zé)任,逐條逐項(xiàng)細(xì)化任務(wù),層層傳導(dǎo)壓力。要抓實(shí)思想引領(lǐng),把理論學(xué)習(xí)貫穿始終,全身心投入主題教育當(dāng)中;把理論學(xué)習(xí)、調(diào)查研究、推動(dòng)發(fā)展、檢視整改等有機(jī)融合、一體推進(jìn);堅(jiān)持學(xué)思用貫通、知信行統(tǒng)一,努力在以學(xué)鑄魂、以學(xué)增智、以學(xué)正風(fēng)、以學(xué)促干方面取得實(shí)實(shí)在在的成效。更加深刻領(lǐng)會(huì)到******主義思想的科學(xué)體系、核心要義、實(shí)踐要求,進(jìn)一步堅(jiān)定了理想信念,錘煉了政治品格,增強(qiáng)了工作本領(lǐng),要自覺(jué)運(yùn)用的創(chuàng)新理論研究新情況、解決新問(wèn)題,為西北礦業(yè)高質(zhì)量發(fā)展作出貢獻(xiàn)。二是要加強(qiáng)應(yīng)急處事能力。認(rèn)真組織開(kāi)展好各類(lèi)理論宣講和文化活動(dòng),發(fā)揮好基層ys*t陣地作用,加強(qiáng)分析預(yù)警和應(yīng)對(duì)處置能力,提高發(fā)現(xiàn)力、研判力、處置力,起到穩(wěn)定和引導(dǎo)作用。要堅(jiān)決唱響主旋律,為“打造陜甘片區(qū)高質(zhì)量發(fā)展標(biāo)桿礦井”、建設(shè)“七個(gè)一流”能源集團(tuán)和“精優(yōu)智特”新淄礦營(yíng)造良好的輿論氛圍。三是加強(qiáng)輿情的搜集及應(yīng)對(duì)。加強(qiáng)職工群眾熱點(diǎn)問(wèn)題的輿論引導(dǎo),做好輿情的收集、分析和研判,把握時(shí)、度、效,重視網(wǎng)上和網(wǎng)下輿情應(yīng)對(duì)。

  • 關(guān)于2024年上半年工作總結(jié)和下半年工作計(jì)劃

    關(guān)于2024年上半年工作總結(jié)和下半年工作計(jì)劃

    二是深耕意識(shí)形態(tài)。加強(qiáng)意識(shí)形態(tài)、網(wǎng)絡(luò)輿論陣地建設(shè)和管理,把握重大時(shí)間節(jié)點(diǎn),科學(xué)分析研判意識(shí)形態(tài)領(lǐng)域情況,旗幟鮮明反對(duì)和抵制各種錯(cuò)誤觀點(diǎn),有效防范處置風(fēng)險(xiǎn)隱患。積極響應(yīng)和高效落實(shí)上級(jí)黨委的決策部署,確保執(zhí)行不偏向、不變通、不走樣。(二)全面深化黨的組織建設(shè),鍛造堅(jiān)強(qiáng)有力的基層黨組織。一是提高基層黨組織建設(shè)力量。壓實(shí)黨建責(zé)任,從政治高度檢視分析黨建工作短板弱項(xiàng),有針對(duì)性提出改進(jìn)工作的思路和辦法。持續(xù)優(yōu)化黨建考核評(píng)價(jià)體系。二是縱深推進(jìn)基層黨建,打造堅(jiān)強(qiáng)戰(zhàn)斗堡壘。創(chuàng)新實(shí)施黨建工作模式,繼續(xù)打造黨建品牌,抓實(shí)“五強(qiáng)五化”黨組織創(chuàng)建,廣泛開(kāi)展黨員教育學(xué)習(xí)活動(dòng),以實(shí)際行動(dòng)推動(dòng)黨建工作和經(jīng)營(yíng)發(fā)展目標(biāo)同向、部署同步、工作同力。三是加強(qiáng)高素質(zhì)專(zhuān)業(yè)化黨員隊(duì)伍管理。配齊配強(qiáng)支部黨務(wù)工作者,把黨務(wù)工作崗位作為培養(yǎng)鍛煉干部的重要平臺(tái)。

  • XX區(qū)民政局黨支部開(kāi)展主題教育工作情況總結(jié)報(bào)告

    XX區(qū)民政局黨支部開(kāi)展主題教育工作情況總結(jié)報(bào)告

    二要專(zhuān)注于解決問(wèn)題。根據(jù)市委促進(jìn)經(jīng)濟(jì)轉(zhuǎn)型的總要求,聚焦“四個(gè)經(jīng)濟(jì)”和“雙中心”的建設(shè),深入了解基層科技工作、學(xué)術(shù)交流、組織建設(shè)等方面的實(shí)際情況,全面了解群眾的真實(shí)需求,解決相關(guān)問(wèn)題,并針對(duì)科技工作中存在的問(wèn)題,采取實(shí)際措施,推動(dòng)問(wèn)題的實(shí)際解決。三要專(zhuān)注于急難愁盼問(wèn)題。優(yōu)化“民聲熱線(xiàn)”,推動(dòng)解決一系列基層民生問(wèn)題,努力將“民聲熱線(xiàn)”打造成主題教育的關(guān)鍵工具和展示平臺(tái)。目前,“民聲熱線(xiàn)”已回應(yīng)了群眾的8個(gè)政策問(wèn)題,并成功解決其中7個(gè)問(wèn)題,真正使人民群眾感受到了實(shí)質(zhì)性的變化和效果。接下來(lái),我局將繼續(xù)深入學(xué)習(xí)主題教育的精神,借鑒其他單位的優(yōu)秀經(jīng)驗(yàn)和方法,以更高的要求、更嚴(yán)格的紀(jì)律、更實(shí)際的措施和更好的成果,不斷深化主題教育的實(shí)施,展現(xiàn)新的風(fēng)貌和活力。

  • 交通運(yùn)輸局在巡回指導(dǎo)組主題教育階段性工作總結(jié)推進(jìn)會(huì)上的匯報(bào)發(fā)言

    交通運(yùn)輸局在巡回指導(dǎo)組主題教育階段性工作總結(jié)推進(jìn)會(huì)上的匯報(bào)發(fā)言

    今年3月,市政府出臺(tái)《關(guān)于加快打造更具特色的“水運(yùn)XX”的意見(jiàn)》,提出到2025年,“蘇南運(yùn)河全線(xiàn)達(dá)到準(zhǔn)二級(jí),實(shí)現(xiàn)2000噸級(jí)舶全天候暢行”。作為“水運(yùn)XX”建設(shè)首戰(zhàn),諫壁閘一線(xiàn)閘擴(kuò)容工程開(kāi)工在即,但項(xiàng)目開(kāi)工前還有許多實(shí)際問(wèn)題亟需解決。結(jié)合“到一線(xiàn)去”專(zhuān)項(xiàng)行動(dòng),我們深入到諫壁閘一線(xiàn),詳細(xì)了解工程前期進(jìn)展,實(shí)地察看諫壁閘周邊環(huán)境和舶通航情況,不斷完善施工設(shè)計(jì)方案。牢牢把握高質(zhì)量發(fā)展這個(gè)首要任務(wù),在學(xué)思踐悟中開(kāi)創(chuàng)建功之業(yè),堅(jiān)定扛起“走在前、挑大梁、多做貢獻(xiàn)”的交通責(zé)任,奮力推動(dòng)交通運(yùn)輸高質(zhì)量發(fā)展持續(xù)走在前列。以學(xué)促干建新功,關(guān)鍵在推動(dòng)高質(zhì)量發(fā)展持續(xù)走在前列。新時(shí)代中國(guó)特色社會(huì)主義思想著重強(qiáng)調(diào)立足新發(fā)展階段、貫徹新發(fā)展理念、構(gòu)建新發(fā)展格局,推動(dòng)高質(zhì)量發(fā)展,提出了新發(fā)展階段我國(guó)經(jīng)濟(jì)高質(zhì)量發(fā)展要堅(jiān)持的主線(xiàn)、重大戰(zhàn)略目標(biāo)、工作總基調(diào)和方法論等,深刻體現(xiàn)了這一思想的重要實(shí)踐價(jià)值。

  • XX區(qū)文旅體局2023年工作總結(jié) 及2024年工作安排

    XX區(qū)文旅體局2023年工作總結(jié) 及2024年工作安排

    三、2024年工作計(jì)劃一是完善基層公共文化服務(wù)管理標(biāo)準(zhǔn)化模式,持續(xù)在公共文化服務(wù)精準(zhǔn)化上探索創(chuàng)新,圍繞群眾需求,不斷調(diào)整公共文化服務(wù)內(nèi)容和形式,提升群眾滿(mǎn)意度。推進(jìn)鄉(xiāng)鎮(zhèn)(街道)“114861”工程和農(nóng)村文化“121616”工程,加大已開(kāi)展活動(dòng)的上傳力度,確保年度目標(biāo)任務(wù)按時(shí)保質(zhì)保量完成。服務(wù)“雙減”政策,持續(xù)做好校外培訓(xùn)機(jī)構(gòu)審批工作,結(jié)合我區(qū)工作實(shí)際和文旅資源優(yōu)勢(shì),進(jìn)一步豐富我市義務(wù)教育階段學(xué)生“雙減”后的課外文化生活,推動(dòng)“雙減”政策走深走實(shí)。二是結(jié)合文旅產(chǎn)業(yè)融合發(fā)展示范區(qū),全力推進(jìn)全域旅游示范區(qū)創(chuàng)建,嚴(yán)格按照《國(guó)家全域旅游示范區(qū)驗(yàn)收標(biāo)準(zhǔn)》要求,極推動(dòng)旅游產(chǎn)品全域布局、旅游要素全域配置、旅游設(shè)施全域優(yōu)化、旅游產(chǎn)業(yè)全域覆蓋。

今日更新Word
  • 精選高中生期末評(píng)語(yǔ)

    精選高中生期末評(píng)語(yǔ)

    1、該生學(xué)習(xí)態(tài)度端正 ,能夠積極配合老師 ,善于調(diào)動(dòng)課堂氣氛。 能夠積極完成老師布置的任務(wù)。學(xué)習(xí)勁頭足,聽(tīng)課又專(zhuān)注 ,做事更認(rèn) 真 ,你是同學(xué)們學(xué)習(xí)的榜樣。但是,成績(jī)只代表昨天,并不能說(shuō)明你 明天就一定也很優(yōu)秀。所以,每個(gè)人都應(yīng)該把成績(jī)當(dāng)作自己騰飛的起 點(diǎn)。2、 你不愛(ài)說(shuō)話(huà) ,但勤奮好學(xué),誠(chéng)實(shí)可愛(ài);你做事踏實(shí)、認(rèn)真、為 人忠厚 ,是一個(gè)品行端正、有上進(jìn)心、有良好的道德修養(yǎng)的好學(xué)生。在學(xué)習(xí)上,積極、主動(dòng),能按時(shí)完成老師布置的作業(yè),經(jīng)過(guò)努力 ,各 科成績(jī)都有明顯進(jìn)步,你有較強(qiáng)的思維能力和學(xué)習(xí)領(lǐng)悟力,學(xué)習(xí)也有 計(jì)劃性,但在老師看來(lái),你的潛力還沒(méi)有完全發(fā)揮出來(lái),學(xué)習(xí)上還要有持久的恒心和頑強(qiáng)的毅力。

  • ××縣招商局2024年上半年工作總結(jié)

    ××縣招商局2024年上半年工作總結(jié)

    二是全力推進(jìn)在談項(xiàng)目落地。認(rèn)真落實(shí)“首席服務(wù)官”責(zé)任制,切實(shí)做好上海中道易新材料有機(jī)硅復(fù)配硅油項(xiàng)目、海南中顧垃圾焚燒發(fā)電爐渣綜合利用項(xiàng)目、天勤生物生物實(shí)驗(yàn)基地項(xiàng)目、愷德集團(tuán)文旅康養(yǎng)產(chǎn)業(yè)項(xiàng)目、三一重能風(fēng)力發(fā)電項(xiàng)目、中國(guó)供銷(xiāo)集團(tuán)冷鏈物流項(xiàng)目跟蹤對(duì)接,協(xié)調(diào)解決項(xiàng)目落戶(hù)過(guò)程中存在的困難和問(wèn)題,力爭(zhēng)早日實(shí)現(xiàn)成果轉(zhuǎn)化。三是強(qiáng)化招商工作考核督辦。持續(xù)加大全縣招商引資工作統(tǒng)籌調(diào)度及業(yè)務(wù)指導(dǎo),貫徹落實(shí)項(xiàng)目建設(shè)“6421”時(shí)限及“每月通報(bào)、季度排名、半年分析、年終獎(jiǎng)勵(lì)”相關(guān)要求,通過(guò)“比實(shí)績(jī)、曬單子、亮數(shù)據(jù)、拼項(xiàng)目”,進(jìn)一步營(yíng)造“比學(xué)趕超”濃厚氛圍,掀起招商引資和項(xiàng)目建設(shè)新熱潮。四是持續(xù)優(yōu)化園區(qū)企業(yè)服務(wù)。

  • “四零”承諾服務(wù)創(chuàng)建工作總結(jié)

    “四零”承諾服務(wù)創(chuàng)建工作總結(jié)

    (二)堅(jiān)持問(wèn)題導(dǎo)向,持續(xù)改進(jìn)工作。要繼續(xù)在提高工作效率和服務(wù)質(zhì)量上下功夫,積極學(xué)習(xí)借鑒其他部門(mén)及xx關(guān)于“四零”承諾服務(wù)創(chuàng)建工作的先進(jìn)經(jīng)驗(yàn),同時(shí)主動(dòng)查找并著力解決困擾企業(yè)和群眾辦事創(chuàng)業(yè)的難點(diǎn)問(wèn)題。要進(jìn)一步探索創(chuàng)新,繼續(xù)優(yōu)化工作流程,精簡(jiǎn)審批程序,縮短辦事路徑,壓縮辦理時(shí)限,深化政務(wù)公開(kāi),努力為企業(yè)當(dāng)好“保姆”,為群眾提供便利,不斷適應(yīng)新時(shí)代人民群眾對(duì)政務(wù)服務(wù)的新需求。(三)深化內(nèi)外宣傳,樹(shù)立良好形象。要深入挖掘并及時(shí)總結(jié)作風(fēng)整頓“四零”承諾服務(wù)創(chuàng)建工作中形成的典型經(jīng)驗(yàn)做法,進(jìn)一步強(qiáng)化內(nèi)部宣傳與工作交流,推動(dòng)全市創(chuàng)建工作質(zhì)效整體提升。要面向社會(huì)和公眾莊嚴(yán)承諾并積極踐諾,主動(dòng)接受監(jiān)督,同時(shí)要依托電臺(tái)、電視臺(tái)、報(bào)紙及微信、微博等各類(lèi)媒體大力宣傳xx隊(duì)伍作風(fēng)整頓“四零”承諾服務(wù)創(chuàng)建工作成果,不斷擴(kuò)大社會(huì)知情面和群眾知曉率。

  • “改作風(fēng)、提效能”專(zhuān)項(xiàng)行動(dòng)工作總結(jié)

    “改作風(fēng)、提效能”專(zhuān)項(xiàng)行動(dòng)工作總結(jié)

    (五)服務(wù)群眾提效能方面。一是政府采購(gòu)服務(wù)提檔升級(jí)。建成“全區(qū)一張網(wǎng)”,各類(lèi)采購(gòu)主體所有業(yè)務(wù)實(shí)現(xiàn)“一網(wǎng)通辦,提升辦事效率;全面實(shí)現(xiàn)遠(yuǎn)程開(kāi)標(biāo)和不見(jiàn)面開(kāi)標(biāo),降低供應(yīng)商成本;要求400萬(wàn)元以上工程采購(gòu)項(xiàng)目預(yù)留采購(gòu)份額提高至采購(gòu)比例的40%以上,支持中小企業(yè)發(fā)展。2022年,我區(qū)政府采購(gòu)榮獲”中國(guó)政府采購(gòu)獎(jiǎng)“,并以全國(guó)第一的成績(jī)獲得數(shù)字政府采購(gòu)耕耘獎(jiǎng)、新聞宣傳獎(jiǎng),以各省中第一的成績(jī)獲得年度創(chuàng)新獎(jiǎng)。二是財(cái)政電子票據(jù)便民利民。全區(qū)財(cái)政電子票據(jù)開(kāi)具量突破1億張,涉及資金810.87億元。特別是在醫(yī)療領(lǐng)域,全區(qū)241家二級(jí)以上公立醫(yī)療機(jī)構(gòu)均已全部上線(xiàn)醫(yī)療收費(fèi)電子票據(jù),大大解決了群眾看病排隊(duì)等待時(shí)間長(zhǎng)、繳費(fèi)取票不方便的問(wèn)題,讓患者”省心、省時(shí)、省力“。

  • “大學(xué)習(xí)、大討論、大調(diào)研”活動(dòng)情況總結(jié)報(bào)告

    “大學(xué)習(xí)、大討論、大調(diào)研”活動(dòng)情況總結(jié)報(bào)告

    一、活動(dòng)開(kāi)展情況及成效按照省委、市委對(duì)“大學(xué)習(xí)、大討論、大調(diào)研”活動(dòng)的部署要求,縣委立即行動(dòng),于8月20日組織召開(kāi)常委會(huì)會(huì)議,專(zhuān)題傳達(dá)學(xué)習(xí)省委X在讀書(shū)班上的講話(huà)精神。5月2日,縣委召開(kāi)“大學(xué)習(xí)、大討論、大調(diào)研”活動(dòng)推進(jìn)會(huì),及時(shí)對(duì)活動(dòng)開(kāi)展的相關(guān)要求、任務(wù)進(jìn)行再安排再部署,會(huì)后制定并下發(fā)了活動(dòng)實(shí)施方案、重點(diǎn)課題調(diào)研方案、宣傳報(bào)道方案等系列文件,有效指導(dǎo)活動(dòng)開(kāi)展。5月17日、9月1日,縣委再次召開(kāi)常委會(huì)會(huì)議,專(zhuān)題聽(tīng)取“大學(xué)習(xí)、大討論、大調(diào)研”活動(dòng)開(kāi)展情況匯報(bào),研究部署下階段工作。9月13日,召開(kāi)全縣“大學(xué)習(xí)大討論大調(diào)研”活動(dòng)工作推進(jìn)座談會(huì),深入貫徹全省、全市“大學(xué)習(xí)大討論大調(diào)研”活動(dòng)工作推進(jìn)座談會(huì)精神,總結(jié)交流活動(dòng)經(jīng)驗(yàn),對(duì)下一階段活動(dòng)開(kāi)展進(jìn)行安排部署?!按髮W(xué)習(xí)、大討論、大調(diào)研”活動(dòng)的有序開(kāi)展,為砥礪前行、底部崛起的X注入了強(qiáng)大的精神動(dòng)力。

  • 2024年度工作計(jì)劃匯編(18篇)

    2024年度工作計(jì)劃匯編(18篇)

    1.市政基礎(chǔ)設(shè)施項(xiàng)目5項(xiàng),總建設(shè)里程2.13km,投資概算2.28億元。其中,烔煬大道(涉鐵)工程施工單位已進(jìn)場(chǎng),項(xiàng)目部基本建成,正在辦理臨時(shí)用地、用電及用水等相關(guān)工作;中鐵佰和佰樂(lè)(巢湖)二期10KV外線(xiàn)工程已簽訂施工合同;黃麓鎮(zhèn)健康路、緯四路新建工程均已完成清單初稿編制,亟需黃麓鎮(zhèn)完成圖審工作和健康路新建工程的前期證件辦理;公安學(xué)院配套道路項(xiàng)目在黃麓鎮(zhèn)完成圍墻建設(shè)后即可進(jìn)場(chǎng)施工。2.公益性建設(shè)項(xiàng)目6項(xiàng),總建筑面積15.62萬(wàn)㎡,投資概算10.41億元。其中,居巢區(qū)職業(yè)教育中心新建工程、巢湖市世紀(jì)新都小學(xué)擴(kuò)建工程已完成施工、監(jiān)理招標(biāo)掛網(wǎng),2月上旬完成全部招標(biāo)工作;合肥職業(yè)技術(shù)學(xué)院大維修三期已完成招標(biāo)工作,近期簽訂施工合同后組織進(jìn)場(chǎng)施工;半湯療養(yǎng)院凈化和醫(yī)用氣體工程已完成招標(biāo)工作;半湯療養(yǎng)院智能化工程因投訴暫時(shí)中止;巢湖市中醫(yī)院(中西醫(yī)結(jié)合醫(yī)院)新建工程正在按照既定計(jì)劃推進(jìn),預(yù)計(jì)4月中下旬掛網(wǎng)招標(biāo)。