教學目標1.知識目標:(1)學習What are you going to be when you grow up?/How are you going to do that?句式。(2)學會用英語描述有關職業(yè)的表達法。2.能力目標:(1)能夠談論為實現(xiàn)理想所做出的打算和安排。(2)能夠談論未來自己與他人理想的職業(yè)及原因。(3)能用英語描述課余時間的活動安排,最終具備表達綜合信息的能力。3.情感目標:新學期到來之際,讓他們在學習、體育、飲食、特長、讀書等方面制定計劃,教育學生合理安排自己的課外生活,思考自己的理想職業(yè)及適合自己的職業(yè)。教學重點、難點本單元的重點為“be going to”表將來,want to be, what,where, when,how引導的特殊疑問句。難點是語言目標的實現(xiàn)。教材分析本單元以I am going to be a basketball player為話題,共設計了三部分的內(nèi)容:一、Section A該部分有4個模塊。第一模塊圍繞Do you think these jobs are interesting?這一話題展開思維(1a)、聽力(1b)、口語(1c)訓練;
本單元主要是學習情態(tài)動詞can的肯定句、否定句、一般疑問句,肯定與否定回答,以及特殊疑問句的構成和用法;復習what弓!導的特殊疑問句。本單元主要圍繞“加人俱樂部,談論自己的能力”這一話題,設計了三個任務型活動:任務一是:自己的才藝表演,學習情態(tài)動詞can的用法;任務二是:自己建立俱樂部,運用情態(tài)動詞can談論自己在某一方面的能力、喜好和意愿;任務三是:我能成功,主要是復習鞏固談論各自的愛好和特長的方法。單元知識系統(tǒng)(樹)Can you/he/she/you dance? 一Yes,I/he/she/we can./No,I/he/she/we can’t.Can Bill play the guitar?一Yes,he can,but he can’t sing.單元總體目標通過學習情態(tài)動詞can的用法,使學生能夠表達自己在某一方面所具備的才能;能夠談論自己的喜好與意愿;能夠為自己成立的各種俱樂部制作海報;會寫招聘廣告。單元重難點一覽重點 難點I.復習詞匯:can,play,want2.詞匯:guitar, dance, swim,sing, chess, speak, drum,trumpet,violin,play the guitar3.句型:Can you/he/she/you dance?Yes,I/he/she/we can./No,I/he/she/we can’t.Can Bill play the guitar?
本單元主要學習一周中星期一到星期天的表達方式;掌握學科的表達;學習用because和表示品質(zhì)的形容詞表示理由;學習what,why,who引導的特殊疑問句。本單元圍繞“談論自己所喜歡的學科”這一話題,設計了三個任務型活動:任務一是:談論自己所喜歡的學科,學習what引導的特殊疑問句和學科的表達;任務二是:一分鐘演講,讓學生介紹自己喜歡某一學科的理由,學習why等特殊疑問句;任務三是:寫信,鞏固和延伸所學知識,掌握星期的表達方式。單元知識系統(tǒng)(樹)What’s your/his/her favorite subject? My/His/Her favorite subject is English.Why do you like math. Because it’s interesting.Why does he/she like art? Because it’s fun.When do you have math? I have math 0n Monday,Wednesday and Friday.What’s Ken’s favorite subject? Science.單元總體目標通過本單元的學習使學生學會談論自己喜好的學科或自己喜好的其它事情并給出理由;學會說出一周的七天;學會合理地安排自己的作息時間。
知識與能力復習詞匯time,morning,breakfast,get up,g0 t0 bed,homework,clock,afternoon,lunch,run,watch TV,evening,dinner,eat,usually,o’clock,thirty,fifteen,take a shower,go t0 school等;引導學生復習、鞏固“詢問和談論時間”的目標語言并運用所學知識安排自己的學習和課外活動。過程與方法運用Summarizing,Classifying和Comparing的學習策略。在復習教學中,運用聽寫、提問、對話演練與調(diào)查活動,促使學生不斷地使用所學內(nèi)容,從而提高他們靈活運用知識的能力。情感態(tài)度價值觀本部分的主要內(nèi)容是復習“日常作息時間”的詢問和表達。通過互相詢問或談論自己或?qū)Ψ降淖飨r間安排和活動計劃,培養(yǎng)學生良好的作息習慣和守時習慣。教學重、難點及教學突破重點復習詞匯time,morning,breakfast,get up,g0 to bed,homework,clock,afternoon,lunch,run,watch TV,evening,dinner,eat,usually,o’clock,thirty,fifteen,take a shower,go to school等;引導學生復習、鞏固“詢問和談論時間”的目標語言。
一、知識和能力目標本單元的核心教學內(nèi)容是“認物”。用英語確認周圍的常見事物比較符合英語初學者的實際情況。通過本單元教學,使學生運用所學句型,去熟悉周圍事物的名稱;教學生學會在實際生活中如何確認事物。通過辨認物體,學生學到一些生詞,并鞏固所學句型。二、過程和方法目標教師要盡量使學生對課文中出現(xiàn)的句型能夠熟練上口,這樣,學生才能順利開展比較靈活的對話。教師可以用手勢,表情,動作等示意,幫助學生聽懂課堂教學內(nèi)容,但在實際操作中應盡量避免“明知故問”的傾向,應該采用應用性原則;如:遮蓋物品、顯露局部、辨認物體、完形識別、圖形辨認等方法。三、情感態(tài)度和價值觀目標目標在學生學習過程中的作用至關重要,教師要幫助他們建立起一個切合自己實際的目標,通過漸進的學習以及一點一滴的進步,使他們逐步建立起成功感。成功越多,自信心就越強。
1. First, ... then, ... next, ... finally, ...首先,……然后,……接著,……最后,……這是英語中表達做某事的步驟的一種說法。如果步驟較多,還可以說:first-next-after that-later on-finally/at last通常你會聽到說英語國家的人在說 first, next, then, finally 和后面的內(nèi)容時,他們會做一些停頓。這樣就能提前告訴聽者接下來講的是一系列的步驟。這一點在朗讀和聽力中應特別注意。2. how many, how much均為疑問詞,同是“多少”,但用法不同。請看:how many修飾可數(shù)名詞復數(shù),how much修飾不可數(shù)名詞。但在用法上,同學們常犯如下錯誤:1) [誤] How many are there bananas on the table?[正] How many bananas are there on the table?[析] how many, how much 中的many,much是形容詞,常修飾名詞作定語,故后面跟名詞。2) [誤]How much tea are there on the table?[正]How much tea is there on the table?[析] how much修飾不可數(shù)名詞時,謂語動詞用單數(shù)。how many與how much的區(qū)別可簡記為:前how many:問“多少”,復數(shù)名詞后面跑;how much問“多少”,不可數(shù)名詞單數(shù)好。前者答語用基數(shù)詞,后者答語用數(shù)量關系。
“Go for it!” is based on “Task-Based Language Teaching”. It adheres to “The authenticity principle”, “The form-function principle”, “The task dependency principle” and “The principle of learning by doing”. These principles all accord with the demands of curriculum focus.In and of Grade Seven (II), “Go for it!”, students have 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. In addition, it gives affirmative and negative statements in the past tense, such as the sentence patterns “Did you see …?” “Were there …?” “Did you go …?” As the first part of Unit 8, Section A opens with a picture presenting the last school trip in the aquarium and continues with several step-by-step practice activities, which are all good for students to master “The Simple Past Tense”. Doing well in Section A will help students integrate the new target language with that in Section B. Thus, they can describe the events in the past freely and foster their own ability of reflecting and practicing. II. Teaching ObjectivesTeaching objective is the beginning and aim of teaching activities. According to the overall goal of the English elementary course--- improve students' synthetic ability of language application, which should be based on the development of students’ “Language knowledge”, “Language skills”, “Character building”, “Learning strategies” and “Cross-cultural awareness”. The teaching objectives are described as follows(I). Knowledge objectivesi. Master the simple past tense of regular and irregular verbsii. Recite the new words and expressions about the last school trip in the aquarium, including their pronunciation and intonation
一、 教學內(nèi)容Section A 1a----1c二、 教學目標1.學習詞匯do the dishes, make the bed, take out the trash, fold the clothes, do the laundry, sweep the floor, clean the living room.2.句型 Could you please clean your room? Yes, sure.三、 教學準備 學生預習本單元所有的詞匯多媒體課件 活動表 獎品四、 教學過程Pre-task1. Warming upEnjoy ourselves. Watch cartoon Cinderella. 看動畫片段《灰姑娘》導如入本課話題和新詞匯“chores”美麗善良的鬼姑娘因繼母的嫉妒,每天得做所有的家務。片段的主題使學生聯(lián)想到本課的話題。2. learn new words and phrasesLook! What is she / he dong? 看圖學習動詞詞組do chores, do the dishes, make the bed, take out the trash, fold the clothes, do the laundry, clean the living room.3. Guessing game.What is she doing ? 4. Pair work. 1a, Do you do these things at home? Write “Y” for “yes” and “N” for “no”.5. Listening . 1b , Peter’s chores or Mom’s chores?理解目標語Could you please clean your room? Yes, sure.Write “M” for Mom’s chores, “P” for Peter’s chores in the chart.6. PairworkLook at the picture,Ask your partner to do the chores that you see. 7. Interview Who is the most able at home? 1) What chores do you do at home? How often do you do the chores? Work in four, interview each of the students in the group, fill in the chart.
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 汽車站 transportation n. 運送;運輸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.
Teaching goals : 1. Words & phrases: babysit ,get back , fishing , rent , think about , decide(on) , tourist etc. 2. How to talk about future plans . 3. 現(xiàn)在進行時表示將來計劃或行動. 4. 特殊疑問句(where , when , how long引導) Important and difficult points : Drills :What are you doing for vacation ? I’m watching TV . When are you going ? I’m going … . How long are you staying ? We’re staying for five days . Teaching aids : cards and a tape ,a large wall calendar . Period 1 Teaching procedures : Step 1Leading in1. Free talk . 2. Put up the wall calendar . T: I’m staying home on Saturday (pointing to next Saturday ).Ss repeat . Ss: I’m staying home on Saturday . T: OK. Today we’ll learn how to talk about future plans. Step 2Pre-task SB Page 13 , 1a . 1. Look at the picture carefully and tell what you see in the picture . 2. Write the activities from the pictures in the box and add some more . 3. Practice reading . Step 3While-task1. Using the activities we write in 1a to make conversations .For example :What are you doing for vacation ? I’m visiting my uncle . 2. Pairwork .Practice in pairs . 3. 用第三人稱練習對話.
1 交通工具的比較此活動為小組活動。學生通過討論找出到達某一城市可乘坐的各種交通工具,并選擇最佳出行方式。Teacher:We’re going to Shanghai. How many ways can we use to get there? Yes, there are four ways: by bus, by plane, by train, by ship. Please discuss how you are going to get there.操作建議:(1)學生以小組為單位展開活動,談論本組所選擇的交通工具。(2)各組選代表向全班匯報,闡述本組所選擇的交通工具的利和弊。完成任務所需要的語言結(jié)構:We can go there by ship. It’s more comfortable and cheaper than any other transportation.We can go there by bus. It’s cheaper but it takes longer time.2 哪個城市更合適?此活動具有挑戰(zhàn)性。假設中國要舉行2014年世界杯足球賽,分別從歷史,人文,天氣等方面對各城市(北京,大連,上海,昆明)進行比較,選擇最佳舉辦城市。T: Imagine China is holding the 2014 FIFA World Cup. Which city do you think is the best for the World Cup, Beijing, Dalian, Shanghai or Kunming? Let’s work in groups. If you choose Beijing, please join the Team Red. If you chose Dalian, please join the Team White. If you choose Shanghai, please join the Team Blue. If you choose Kunming, please join the Team Green. Please show us its advantages. Then let’s see which team will win.
教學重點和難點:運用所掌握的語言描述,比較不同地點的特點。在練習中學習掌握英語比較級和最高級的用法。課前準備分配小組,每組五至六人。通過上網(wǎng)或翻閱報刊雜志等方法,確定旅游線路,做出基本的旅游計劃。教學設計:本節(jié)課流程圖 學法指導:1.由于這是一堂新課,在教學中應注意面向全體,發(fā)揮學生的主體性,引導學生積極參與,激發(fā)學生的求知欲和學習積極性,指導學生積極思維,主動獲取知識,養(yǎng)成良好的學習方法。逐步學會獨立解決問題??傊M可能調(diào)動學生的非智力因素促進智力因素的發(fā)展。教法選擇:1.電化教學法2.課堂討論法3.任務型教學法采用這些方法的目的是為了充分調(diào)動學生的學習積極性,使學生變被動學習為主動學習。通過電腦形象的演示,加強印象,提高興趣,突破難點,提高教學效率,進而增大教學的容量和信息量。充分體現(xiàn)教師為主導,學生為主體的教學原則。
She shouldn’t go to the party tonight.Step7. TaskT: You know, there are lots of problems in our life. If you are a doctor, please tell us how to solve the problem. I will divide you into 9 groups. Please work in groups. And then choose one of you to report your ideas.The following are the problems:I have a toothache.I am hungry. I have a sore throat.I am stressed out. I have a sore back.I am tired. I can’t sleep.I have a cold. I have a headache.Report: If you have a headache, you should go to bed early. You should see the doctor. You should eat some medicine. You shouldn’t wash your face with cold water.You shouldn’t sleep late.You shouldn’t swim.…..T encourages the students to give advice as much as possible.Homework:1. Chose one of the problems, and write down your advice2. Copy the new words這一步是用于熱身的,同時也可以讓他們復習一部分的表示人體部位的單詞,擴充知識.學習語言的過程也是一個不斷積累的過程,復習舊知識,增添新知識.通過小游戲,強化學生對Does she/he have…這個句子的運用能力.通過復習,自然的引到下面新知識的學習。充分利用表格,由句子到對話,再到文章,讓學生循序漸進. 提高學生的綜合語言運用能力,運用以前學過的知識來解決身邊的問題.Period 5 (Section B 3a—3c, selfcheck)教學內(nèi)容與分析:
1、結(jié)合具體生活場景,能運用所學的乘法口訣解決簡單的實際問題,通過圖與式的對應,進一步理解乘法的意義。 2、能熟練運用口訣進行計算,提高靈活運用口訣解決實際問題的能力。 3、體會數(shù)學與實際生活的聯(lián)系,培養(yǎng)用數(shù)學的意識,體驗口訣在解決問題中的作用。 運用所學乘法解決簡單的實際問題。 結(jié)合實際情景理解乘法的意義。 1、口算: 5×2=10 6×2=12 8×5=40 2×7=14 5×9=45 3×5=15 2×6=12 2×9=18 4×2=8 2、談話導入:在前面的學習中,我們認識了乘法,而且還學習了2和5的乘法口訣。這節(jié)課,老師想請同學們用這些跟乘法有關的知識來幫助老師一起解決生活中遇到的問題,一起來看一看吧??鞓沸菹r間到了,學校的大操場突然熱鬧起來了,你們一定非常喜歡課件活動吧!看,操場上同學們有的在玩老鷹捉小雞的游戲,有的在進行乒乓球比賽,有的在跳繩,還有的在踢毽子……真熱鬧??!
二.教學重難點重點:初步掌握油畫棒和水彩相結(jié)合的畫法。難點:學生通過仔細觀察后,能較自如地表現(xiàn)對煙花的感受。三.教學設計1、激趣(1)學生回憶過年過節(jié)時候印象最深刻的一次放煙花的情景或者看到的漂亮的煙花。(2)出示煙花圖片,提問:你覺得煙花美嗎?為什么?你還見到過怎樣的煙花,請你來描述一下。(3)今天我們一起來描繪漂亮的煙花,揭示課題《五彩的煙花》。
課堂教學設計說明求比一個數(shù)少幾的數(shù)的應用題是低年級教學的一個難點.為了分散難點,在復習準備階段做了孕伏.如:圓比三角形多2個,也可以說三角形比圓少2個.為了突破難點,讓學生動手擺、動口說、動筆寫,全方位地調(diào)動學生的各種感官參與教學全過程,使學生在參與學習的活動中領悟出“求比一個數(shù)少幾的數(shù)”的應用題仍然是把較大數(shù)看作兩部分組成的,從大數(shù)中去掉大數(shù)比小數(shù)多的部分,就是小數(shù)與大數(shù)同樣多的部分,也就是小數(shù)的數(shù)值.也可以通過“假設同樣多”去透徹地理解比一個數(shù)少幾的實際意義.確實使學生理解和掌握了這類應用題用減法計算的道理和解答方法.為了讓學生進一步加深理解和掌握“求比一個數(shù)少幾的數(shù)”的應用題的數(shù)量關系和解答方法,在鞏固練習的最后設計了一組對比題目.
D、師:通過剛才摸球,你認為我們能摸到黃球嗎?(能)一定能摸到黃球嗎?(不一定)也就是說我們摸到的可能是黃球,也可能是白球。(板書:可能)3、超級競猜:出示掛圖,學生搶答。(課本105頁例1)三、拓展應用1、師:在我們生活中同樣有很多事情都可以用這些表示可能性的詞語來表述。2、完成例2。(1)出示掛圖,小組討論。(2)組織學生匯報交流、評價,你想說哪一幅圖的內(nèi)容就說哪一幅。3、你還能用這些詞來說說生活里的事嗎?先和同桌交流,然后組織匯報、評價。4、游戲:在三疊卡片中各選一張,按排列順序組成一句話,說一說這件事發(fā)生的可能性。5、作業(yè):在書上完成108頁第1、2題。四、總結(jié)全課1、師:今天,我們主要學習了什么內(nèi)容?2、小結(jié):生活里可能性的事情還有很多很多,有些事情一定會發(fā)生,有些事情可能會發(fā)生,有些事情不可能會發(fā)生。希望同學們做生活中的有心人,找一找生活中的可能性。
課題十: 解決問題(一)教學內(nèi)容:解決問題教學目標:1、會解決有關小數(shù)除法的簡單實際問題。2、能探索出解決問題的有效方法,并試圖尋找其他方法,能表達解決問題的過程。教學過程:一、引入新課:前面我們學習了小數(shù)除法的計算,那么你會解決下面的問題嗎?(板書課題)二、自主探索(出示例11)1、先獨立思考解答。2、小組內(nèi)交流,可以先算什么?3、小組匯報,全班交流,說說不同的思路。再指名說說。三、鞏固練習1、“做一做”獨立完成,全班交流。再指名說說不同的解題思路。2、完成P34 3師:你從此題中收集到了哪些信息?要解決什么問題?如何思考?生先獨立思考,再小組交流,匯報分析過程。師小結(jié),解答問題時要找準有直接關系的條件或信息。
教學目標:1、學生經(jīng)歷體驗由具體數(shù)到用字母表示數(shù)的抽象過程;2、學生能用含有字母的式子表示計算公式;教學重、難點:目標1教學過程:一、引入。1、師:同學們,我們開始上課,先做一個游戲:首先,我說a表示舉左手一次,我說b表示舉右手一次,我說c表示拍手一次。聽好了沒有,現(xiàn)在老師說,你們做,好不好?師:abc,acb,bac,bca,cab,cba。師:剛才我們用字母表示一個信息,其實,在日常生活中,字母可以表示很多東西,今天,我們就一起來研究“用字母表示數(shù)”。(板書課題)2、復習數(shù)量關系式:(學生讀一次)每份數(shù)×份數(shù)=總數(shù) 單價×數(shù)量=總價 速度×時間=路程總數(shù)÷份數(shù)=每份數(shù) 總價÷數(shù)量=單價 路程÷速度=時間總數(shù)÷每份數(shù)=份數(shù) 總價÷單價=數(shù)量 路程÷時間=速度評析:以學生感興趣的游戲入手,激發(fā)學生的學習興趣,同時復習數(shù)量關系式,為學習新知識奠定基礎。
教學追記:本節(jié)課的內(nèi)容相對而言較容易掌握,因而學生在學習中并沒有出現(xiàn)什么困難。教學中,我兩種方法并重,并讓學生理解兩種方法的殊途同歸之處。對于類型稍有不同的題目,如“做一做”第2題,以人數(shù)為比例進行分配的,我在教學時添加了一道例題,教學后再讓學生獨力完成第2題,這樣的教學讓學生學得較為輕松,也對這種類型題掌握得較扎實。4、整理和復習整理復習(1)復習目標:使學生進一步掌握本章所學的基本概念和計算法則,提高學生的計算能力和解題能力。復習重點:分數(shù)除法的計算方法,化簡比。復習難點:正確計算分數(shù)除法。復習過程:一、復習分數(shù)除法的意義和計算法則1、這一章我們學習了分數(shù)除法的有關知識.請大家回憶一下分數(shù)除法有幾種類型?(1)分數(shù)除以整數(shù),例如 ÷5;(2)一個數(shù)除以分數(shù),它又包括整數(shù)除以分數(shù),例如20÷ ;和分數(shù)除以分數(shù),例如÷ 。(3)做第52頁“整理和復習”的第2題。2、分數(shù)除法的意義
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