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人教版新課標(biāo)PEP小學(xué)英語(yǔ)三年級(jí)上冊(cè)Look at me教案（全英文版）
３、Practicea. Nice to meet you. Nice to meet you,too.b. Perform the dialogue.c. Arrange the dialogue according to the pictures or sentence cards.d. Let’s play.A: Good afternoon,B. This is C. Hello, C! Nice to meet you.C: Nice to meet you, too.A,B: Goodbye!C: Bye!４、Assessment Workbook page 10Add-activitiesa. Listen to the recording and repeat.b. Make a dialogue according to "Let’s talk".Second Period一、Teaching contents1. Let’s learn Words：body, leg, arm, hand, finger, foot.1. Let’s do二、Preparation１、a puppet２、Cards of body, leg, arm, hand, finger and foot.３、headgear of a captain三、Teaching steps１、Warm-up/ Revisiona. Captain says to review "let’s do" of Part A.b. Perform the students their own dialogues.２、Presentationa. Learn to say "body, leg, arm, hand, finger and foot."b. Listen to the recording and repeat.c. Let’s do. Clap your hands. Snap your fingers. Wave your arms. Cross your legs. Shake your body. Stamp your foot.３、Practicea. Let’s draw a person.b. Let’s do. Point out which picture.c. Let’s do. Who responses faster.４、Assessment Workbook page 11５、Add-activitiesa. Listen to the recording, repeat and act out.b. Say all the names of the body to your parents.Third Period一、Teaching contents1. Let’s check2. Let’s chant二、Preparation１、stationeries１、pictures of parts of Zoom
新人教版高中英語(yǔ)必修3Unit 3 Diverse Cultures教學(xué)設(shè)計(jì)一
Activity 81.Grasp the main idea of the listening.Listen to the tape and answer the following questions:Who are the two speakers in the listening? What is their relationship?What is the main idea of the first part of the listening? How about the second part?2.Complete the passage.Ask the students to quickly review the summaries of the two listening materials in activity 2. Then play the recording for the second time.Ask them to complete the passage and fill in the blanks.3.Play the recording again and ask the students to use the structure diagram to comb the information structure in the listening.(While listening, take notes. Capture key information quickly and accurately.)Step 8 Talking Activity 91.Focus on the listening text.Listen to the students and listen to the tape. Let them understand the attitudes of Wu Yue and Justin in the conversation.How does Wu Yue feel about Chinese minority cultures?What does Justin think of the Miao and Dong cultures?How do you know that?2.learn functional items that express concerns.Ask students to focus on the expressions listed in activity. 3.And try to analyze the meaning they convey, including praise (Super!).Agree (Exactly!)"(You're kidding.!)Tell me more about it. Tell me more about it.For example, "Yeah Sure." "Definitely!" "Certainly!" "No kidding!" "No wonder!" and so on.4.Ask the students to have conversations in small groups, acting as Jsim and his friends.Justin shares his travels in Guizhou with friends and his thoughts;Justin's friends should give appropriate feedback, express their interest in relevant information, and ask for information when necessary.In order to enrich the dialogue, teachers can expand and supplement the introduction of Miao, dong, Lusheng and Dong Dage.After the group practice, the teacher can choose several groups of students to show, and let the rest of the students listen carefully, after listening to the best performance of the group, and give at least two reasons.
人教版高中語(yǔ)文必修3《過秦論》教案
二、文本解讀方法點(diǎn)撥研讀課文第三、第四段。要求：師范讀，生輕聲跟讀，然后生齊讀。方法：第三段秦統(tǒng)一天下前，應(yīng)用較強(qiáng)的語(yǔ)勢(shì)讀出，充分渲染塑造一個(gè)“威加海內(nèi)”的帝王形象。統(tǒng)一天下之后，秦王朝至此已達(dá)頂峰，這意味著從此轉(zhuǎn)入守勢(shì)。這段文字義正詞嚴(yán)，充分揭露了秦的暴虐無道，故誦讀應(yīng)有“聲討”之勢(shì)。末句“天下已定”總承以上內(nèi)容，其后應(yīng)有較長(zhǎng)停頓，然后轉(zhuǎn)入敘秦始皇的心態(tài)，用以反襯下文滅亡之速，讀時(shí)須有嘲諷意，突出“自以為”“萬世之業(yè)”等詞語(yǔ)。第四段起首“始皇既沒，余威震于殊俗”兩句，暗示民心不服，人人自危，宜用從容、沉著的語(yǔ)調(diào)讀出。“然陳涉甕牖繩樞之子……”急轉(zhuǎn)直下，稍作停頓，以下先抑（“陳涉”至“之富”）后揚(yáng)（“躡足”至段末）宜讀出對(duì)比情調(diào)。末句敘事結(jié)束全篇，要讀得沉著、有力。三、信息篩選學(xué)生自譯課文（一）學(xué)生參照文下注釋，口譯第三、四段，遇有疑難則作好相應(yīng)標(biāo)記，為討論做好準(zhǔn)備。
新人教版高中英語(yǔ)必修3Unit 1 Festivals and Celebrations教學(xué)設(shè)計(jì)一
本板塊的活動(dòng)主題是“談?wù)摴?jié)日活動(dòng)”（Talk about festival activities），主要是從貼近學(xué)生日常生活的角度來切入“節(jié)日”主題。學(xué)生會(huì)聽到發(fā)生在三個(gè)國(guó)家不同節(jié)日?qǐng)鼍跋碌暮?jiǎn)短對(duì)話，對(duì)話中的人們正在參與或?qū)⒁H歷不同的慶?；顒?dòng)。隨著全球化的進(jìn)程加速，國(guó)際交流日益頻繁，無論是國(guó)人走出國(guó)門還是外國(guó)友人訪問中國(guó)，都已成為司空見慣的事情。因此，該板塊所選取的三個(gè)典型節(jié)日?qǐng)鼍岸际菍儆诳缥幕浑H語(yǔ)境，不僅每組對(duì)話中的人物來自不同的文化背景，對(duì)話者的身份和關(guān)系也不盡相同。1. Master the new words related to holiday: the lantern, Carnival, costume, dress(sb)up, march, congratulation, congratulate, riddle, ceremony, samba, make - up, after all. 2. To understand the origin of major world festivals and the activities held to celebrate them and the significance of these activities;3. Improve listening comprehension and oral expression of the topic by listening and talking about traditional festivals around the world;4. Improve my understanding of the topic by watching pictures and videos about different traditional festivals around the world;5. Review the common assimilation phenomenon in English phonetics, can distinguish the assimilated phonemes in the natural language flow, and consciously use the assimilation skill in oral expression. Importance:1. Guide students to pay attention to the attitude of the speaker in the process of listening, and identify the relationship between the characters;2. Inspire students to use topic words to describe the festival activities based on their background knowledge. Difficulties:In the process of listening to the correct understanding of the speaker's attitude, accurately identify the relationship between the characters.
幼兒園小班英語(yǔ)優(yōu)秀教案：Pass the bunny
2．能基本聽懂并按規(guī)則游戲。 3．愿意在集體面前表演。 活動(dòng)準(zhǔn)備： 1．教師身穿一個(gè)大口袋的上衣（內(nèi)裝各種水果模型：蘋果，橘子，葡萄，梨子，香蕉，桃子菠蘿，西瓜和各類汽車模型：小汽車，卡車。公共汽車，出租車） 2．鼓一個(gè)，擊棒一根。 3．小兔毛絨玩具一個(gè) 4．兔子舞音樂 活動(dòng)過程： 一．師生問好，以舞蹈的形式引起幼兒的興趣 1. T：Good morning boys and girls . C：Good morning teacher .T：Do you want to dance ?C：Yes . T：Ok, let’s dance, please listen .(兔子舞音樂起，師生共同隨音樂做動(dòng)作) 2．T：（教師做很累的動(dòng)作）Oh, I’m tired. Are you tied ? C:Yes. T：Ok. Please find a chair and sit down .
新人教版高中英語(yǔ)必修1Unit 2 Travelling Around-Listening and Speaking & Listening and Talking教案
【教學(xué)目標(biāo)與核心素養(yǎng)】1. Instruct students to get main facts by listening and motivate them to talk about the topics about how to prepare for the trip and make reservations by listening and ultimately can make travel arrangements and reservations. 2. Develop students’ sense of cooperative learning and individual thinking capability. 3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “the present continuous tense (be doing) is used to express future plans.【教學(xué)重難點(diǎn)】1. Teach students how to focus on key words, not on single words or grammar.2. Prompt Ss to talk about the related topics, such as how to prepare for the trip and make a travel plan.【教學(xué)過程】Step 1: Listening and SpeakingLead inThe teacher is advised to talk with their students about the places that they want to travel most both at home and abroad: boys and girls, if you have a chance to travel around the world, where will you go? After their small talk, the teacher can move on by finishing the following listening task:Before travelling, what do we need to prepare for the trip?
高中思想政治人教版必修三《文化創(chuàng)新的途徑》說課稿
二、說學(xué)情本課的教學(xué)對(duì)象為高二學(xué)生，他們思維活躍已具備一定歸納能力和分析、綜合能力，能夠自主地分析現(xiàn)實(shí)生活中的一些文化行為，但看問題往往比較偏激、片面，缺乏良好的邏輯思維能力。所以，在文化創(chuàng)新的途徑上要對(duì)他們進(jìn)行指導(dǎo)，以免走入誤區(qū)。三、教學(xué)目標(biāo)根據(jù)新課程標(biāo)準(zhǔn)、教材特點(diǎn)、學(xué)生的實(shí)際，我確定了如下教學(xué)目標(biāo)：【知識(shí)與能力目標(biāo)】1.理解文化創(chuàng)新的根本途徑和兩個(gè)基本途徑;2.了解文化創(chuàng)新過程中需要堅(jiān)持正確方向，克服錯(cuò)誤傾向。
英語(yǔ)公開課教案
<Good morning> T:Look!今天我們班來了很多老師,我們一起跟老師打招呼吧! S:Goodmorning Miss! T:Follow mecry stop ! Follow me laugh stop ! Follow me eat stop ! Follow me stand up ! Follow me sit down !幼兒跟老師做 T:Children,look ,what’s this ? S:A T:Yes! Verygood!Follow me A A ae ae ae S:A A ae aeae T:Apple S:Apple T: A A ae aeae ant S: A A ae aeae ant T: A A ae aeae cat S: A A ae aeae cat T: A A ae aeae hat S: A A ae aeae hat
人教版高中語(yǔ)文必修2《氓》教案2篇
從《詩(shī)經(jīng)》的現(xiàn)實(shí)主義到屈原的浪漫主義，是中國(guó)詩(shī)歌發(fā)展的一個(gè)里程碑。屈原的騷體詩(shī)，依詩(shī)取興，引類譬喻，繼承發(fā)展了《詩(shī)經(jīng)》的比興傳統(tǒng)?！对?shī)經(jīng)》的比興較為單純，而《楚辭》的比興具有象征的特質(zhì)，往往成為一個(gè)形象的系統(tǒng)。《離騷》中香草美人的比興就是范例。楚地本是澤鄉(xiāng)山國(guó)，其間頗有疊波曠宇、崇山秀嶺，這些江山的光怪之氣足以搖蕩心靈、催發(fā)麗辭偉句。但騷體詩(shī)已沖破《詩(shī)經(jīng)》四言詩(shī)的固定格式，句式加長(zhǎng)而靈活，篇章放大而嚴(yán)密，詩(shī)采絢麗而貼切，是《詩(shī)經(jīng)》之后的一次詩(shī)體大解放。有人說，中國(guó)歷代詩(shī)“莫不同祖風(fēng)騷”，足見其對(duì)后代詩(shī)歌的影響。先秦時(shí)代，《詩(shī)經(jīng)》與《楚辭》雙峰并峙，是中國(guó)詩(shī)史上現(xiàn)實(shí)主義與浪漫主義的兩座巍然屹立的坐標(biāo)。
人教版高中語(yǔ)文必修2《游褒禪山記》教案2篇
1．本文由“不得極夫游之樂”生發(fā)出“盡吾志”的觀點(diǎn)，又由“仆碑”生發(fā)出“深思慎取”的觀點(diǎn)，這兩個(gè)觀點(diǎn)彼此有聯(lián)系嗎？作者游褒禪山，本來是一次平常的游歷活動(dòng)，但卻從中悟出了人生哲理──從前洞后洞游人的多少悟出“夷以近，則游者眾；險(xiǎn)以遠(yuǎn)，則至者少”，從“入之愈深，其進(jìn)愈難，而其見愈奇”悟出“而世之奇?zhèn)?、瑰怪、非常之觀，常在于險(xiǎn)遠(yuǎn)”；由此再引申一步，就得出了“非有志者不能至”的結(jié)論。然后將這次游山而未能“極夫游之樂”的教訓(xùn)升華到理論上來，具體分析了“至”的幾個(gè)條件，最后得出“盡吾志”的觀點(diǎn)──這正是“求思之深而無不在”的結(jié)果。由此可見，“盡吾志”的觀點(diǎn)跟“深思慎取”的觀點(diǎn)是有聯(lián)系的：“盡吾志”的觀點(diǎn)是在“深思慎取”的基礎(chǔ)上產(chǎn)生的；有了這個(gè)觀點(diǎn)，又能反過來促使人們“深思慎取”，二者是相輔相成的。
人教版高中語(yǔ)文必修2《我有一個(gè)夢(mèng)想》教案2篇
全班齊讀第五段內(nèi)容。請(qǐng)一位同學(xué)分析，接著讓這位同學(xué)按他分析的讀一遍。3、4兩自然段的平緩之后，第5段作者的情感再次抬升。為了滿足這種情感的張揚(yáng)，作一口氣連用了四個(gè)排比句式“現(xiàn)在是……時(shí)候”，一方面這是情感發(fā)泄的需要，另一方面這種排山倒海的語(yǔ)勢(shì)也加強(qiáng)了內(nèi)容的表達(dá)，極強(qiáng)地突出了現(xiàn)實(shí)為自由、平等而戰(zhàn)的重要性。四、學(xué)會(huì)演講我們剛才細(xì)讀了課文，但讀和講是有區(qū)別的。所謂演講，是一門語(yǔ)言藝術(shù)，它的主要形式是“講”，即運(yùn)用有聲語(yǔ)言并追求言辭的表現(xiàn)力和聲音的感染力；同時(shí)還要輔之以“演”，即運(yùn)用面部表情、手勢(shì)動(dòng)作、身體姿態(tài)乃至一切可以理解的態(tài)勢(shì)語(yǔ)言，使講話“藝術(shù)化”起來，從而產(chǎn)生一種非凡的藝術(shù)魅力。那么，接下來就假設(shè)一下假如你是馬丁·路德·金，你會(huì)怎樣去講這篇演講辭。
新人教版高中英語(yǔ)必修3Unit 2 Morals and Virtues教學(xué)設(shè)計(jì)二
Activity 41. Students complete the task of activity 4, then teachers and students check the answers. 2. The teacher organized the students to work together and asked them to use the tables and mind maps sorted out before to retold the important choices in Lin Qiaozhi's life and their resultsStep 5 Language points1. The teacher asks the students to read the text carefully, find out the core words and long and difficult sentences in the text and draw lines, understand the use of vocabulary, and analyze the structure of long and difficult sentences. 2. The teacher explains and summarizes the usage of core vocabulary and asks the students to take notes. 3. The teacher analyzes and explains the long and difficult sentences that the students don't understand, so that the students can understand them better. Step 6 Homework1. Read the text again, in-depth understanding of the text; 2. Master the use of core vocabulary and understand the long and difficult sentences. 3. Complete relevant exercises in the guide plan. 1、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握閱讀文本中的新詞匯的意義與用法；2、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否結(jié)合文本特點(diǎn)總結(jié)林巧稚的人生原則和人格品質(zhì)特征；3、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否針對(duì)人生抉擇發(fā)表自己的看法；能否全面地、客觀地、理性地看待問題，進(jìn)而對(duì)道德和人性有更加深入的思考和理解。
新人教版高中英語(yǔ)必修3Unit 2 Morals and Virtues教學(xué)設(shè)計(jì)三
The joke set her crying.這個(gè)玩笑使她哭起來。Step 5 ReadingActivity 31. Students read the small text in activity 3. The teacher provides several small questions to check whether students understand the content of the text and the ideographic function of the -ing form in the text.*Where are those people?*Why did Dr Bethune come to China?*How did he help the Chinese people during the war?*What did Chairman Mao Zedong say about him?2. Ss try to rewrite some sentences using the -ing form. Then check the answers. When checking the answers, the teacher can ask different students to read the rewritten sentences and give comments.Answers:1. he became very interested in medicine, deciding to become a doctor.2. …after hearing that many people were dying in the war.3. Helping to organise hospitals, he taught doctors and nurses, and showed people how to give first aid./ He helped to organise hospitals, teaching doctors and nurses, and showing people how to give first aid.4. …praising Dr Bethune as a hero to be remembered in China.Step 6 PracticeActivity 4Students complete grammar activities 2 and 3 on page 69 of the workbook.Step 6 Homework1. Understand and master the functions and usage of the -ing form;2. Finish the other exercises in Using structures.1、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握動(dòng)詞-ing形式作賓語(yǔ)補(bǔ)足語(yǔ)語(yǔ)和狀語(yǔ)語(yǔ)的功能和意義；2、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否正確使用動(dòng)詞-ing形式描述人物的行為、動(dòng)作及其經(jīng)歷；3、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否獨(dú)立完成練習(xí)冊(cè)和導(dǎo)學(xué)案中的相關(guān)練習(xí)。
新人教版高中英語(yǔ)必修3Unit 2 Morals and Virtues教學(xué)設(shè)計(jì)四
3.Teachers ask different groups to report the answers to the questions and ask them to try different sentence patterns.The teacher added some sentence patterns for students to refer to when writing.Step 4 Writing taskActivity 51.Write the first draft.Students first review the evaluation criteria in activity 5, and then independently complete the draft according to the outline of activity 4, the answers to the questions listed in the group discussion and report, and the reference sentence pattern.2.Change partners.The teacher guides the students to evaluate their partner's composition according to the checklist of activity 5 and proposes Suggestions for modification.3.Finalize the draft.Based on the peer evaluation, students revise their own compositions and determine the final draft.Finally, through group recommendation, the teacher selects excellent compositions for projection display or reading aloud in class, and gives comments and Suggestions.Step 5 Showing writingActivity 5T call some Ss to share their writing.Step 6 Homework1. Read the passage in this section to better understand the passage.2. Carefully understand the hierarchical structure of the article, and deeply understand the plot of the story according to the causes, process and results;3. Independently complete the relevant exercises in the guide plan.1、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握閱讀文本中的新詞匯的意義與用法；2、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否通過人物言行的對(duì)比分析道德故事的深層內(nèi)涵；3、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否根據(jù)故事的起因、經(jīng)過和結(jié)果來深入理解故事的情節(jié)，從而了解文章的層次結(jié)構(gòu)；4、結(jié)合現(xiàn)實(shí)生活案例發(fā)表自己的見解和看法,寫一篇觀點(diǎn)明確、層次分明的故事評(píng)論。
新人教版高中英語(yǔ)必修3Unit 4 Space Exploration-Discovering Useful Structures導(dǎo)學(xué)案
【點(diǎn)津】 1.不定式的復(fù)合結(jié)構(gòu)作目的狀語(yǔ) ,當(dāng)不定式或不定式短語(yǔ)有自己的執(zhí)行者時(shí)，要用不定式的復(fù)合結(jié)構(gòu)?即在不定式或不定式短語(yǔ)之前加 for ＋名詞或賓格代詞?作狀語(yǔ)。He opened the door for the children to come in. 他開門讓孩子們進(jìn)來。目的狀語(yǔ)從句與不定式的轉(zhuǎn)換 英語(yǔ)中的目的狀語(yǔ)從句，還可以變?yōu)椴欢ㄊ交虿欢ㄊ蕉陶Z(yǔ)作狀語(yǔ)，從而使句子在結(jié)構(gòu)上得以簡(jiǎn)化?？煞譃閮煞N情況： 1?當(dāng)目的狀語(yǔ)從句中的主語(yǔ)與主句中的主語(yǔ)相同時(shí)，可以直接簡(jiǎn)化為不定式或不定式短語(yǔ)作狀語(yǔ)。We'll start early in order that/so that we may arrive in time. →We'll start early in order to/so as to arrive in time. 2?當(dāng)目的狀語(yǔ)從句中的主語(yǔ)與主句中的主語(yǔ)不相同時(shí)，要用動(dòng)詞不定式的復(fù)合結(jié)構(gòu)作狀語(yǔ)。I came early in order that you might read my report before the meeting. →I came early in order for you to read my report before the meeting.
人教版高中英語(yǔ)必修3Festivals around the World說課稿3篇
Teaching plan for Unit 1 book3Good morning, teachers. It’s my great pleasure to be here because I can share my lesson with you and I can learn a lot from it. I’ll begin my lesson from the following four parts， the teaching material, the teaching methods, the studying methods and the teaching procedure.Firstly, let me talk about the teaching material. The content of my lesson is the reading passage festivals and celebrations of Unit 1 Festivals around the world. This passage is about festivals and celebrations. By studying this passage, we’ll enable the students to know that festivals exit everywhere, and many of festivals in different countries celebrate similar ideas. As we all know, the reading passage is the center of each unit. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.After studying the teaching material, I think the teaching aims are as the followings:1. Knowledge aims:(1) The Ss can master the usage of the important words andexpressions.(2)The Ss can use the __________________ (grammar) in the proper situation.Make students know about the festivals all over the world and the detail of the festivals, such as origin, content, and the date of the holiday festivals.2. Ability aims:(1) Students can talk about festivals and celebrations in English(2) To improve the student’s reading ability, especially their skimming and scanning ability.3. Emotion aims:Make the Ss know about the foreign festivals, and respect other countries’ custom.Next, let’s come to the important points and the difficult points.The important point is how to make the Ss understand the text better and the difficult point is how can they talk about it. secondly， Teaching Methods:1. task-based Language Teaching2. Computer assisted language teaching.3. question-and–answer methodThirdly， Studying Methods:
人教版高中英語(yǔ)必修3The million pound bank note說課稿3篇
在接下來的細(xì)讀環(huán)節(jié)，我套用了高考對(duì)閱讀理解的考查方式設(shè)置了5個(gè)問題，分別為三個(gè)推理判斷題，一個(gè)細(xì)節(jié)題和一個(gè)主旨大意題。學(xué)生需要對(duì)文章的內(nèi)容進(jìn)行分析、歸納、推理、猜測(cè)等高級(jí)思維活動(dòng)才能做出正確的回答?！驹O(shè)計(jì)意圖】這一過程是對(duì)學(xué)生進(jìn)行細(xì)讀的訓(xùn)練，培養(yǎng)學(xué)生獲取特定信息和挖掘文章深層次信息的能力。第三環(huán)節(jié):Intensive-reading (精讀) 15′第三個(gè)環(huán)節(jié)精讀，既是最重要的環(huán)節(jié)，也是突破本課重難點(diǎn)的關(guān)鍵。首先，讓學(xué)生思考劇本中人物看到百萬英鎊前后的態(tài)度發(fā)生了怎樣的變化。其次，讓學(xué)生仔細(xì)閱讀文章，找出可以表現(xiàn)人物態(tài)度變化的具體的語(yǔ)言和動(dòng)作。最后，讓學(xué)生總結(jié)人物的態(tài)度發(fā)生變化的根本原因是什么，從而引出Money Talks, 供學(xué)生思考?！驹O(shè)計(jì)意圖】通過一系列的活動(dòng)培養(yǎng)學(xué)生學(xué)習(xí)從人物的語(yǔ)言和動(dòng)作探究人物的心理，使學(xué)生進(jìn)一步體會(huì)戲劇語(yǔ)言的魅力，從而對(duì)文章背后所反映的社會(huì)問題進(jìn)行思考，也為下一步的討論環(huán)節(jié)做好鋪墊。
人教版高中英語(yǔ)必修4Working The Land說課稿3篇
Knowledge objectives:(1) to make Ss grasp the usage of words, expressions and sentence structures: statistics, struggle, thanks to, rid of, some patterns for persuasion, the “ing” form as subject and object;(2)to use learnt knowledge to persuade sb.Ability objectives:(1) to develop Ss’ reading skills(skimming, scanning, word guessing);(2) to improve Ss’ speaking, communicating and cooperating skills.Emotional objectives:to make Ss know the contribution of Yuan,and learn his spirit and his simple life time.Teaching important and difficult points:(1) some words, expressions and sentence structures mentioned above;(2)the content of the text;(3)training their reading and speaking skills.Teaching methods: CLT, TBLT,QT.Learning strategies: CLS, QLS, TBLS.Teaching procedures:Step 1 lead-in: (1) teacher plays a piece of recent news from CCTV about the harvest of the super hybrid rice, and ask students whether they know Yuan or not, and talk about him and his contribution.(2)Brain storm: let Ss describe Yuan in their minds including his appearance, his living condition and so on.Step 2 fast reading tasks:(1)teacher introduces Yuan and super hybrid rice(2)make Ss read the text as fast as possible with questions. Such as: what’s the general ideaof this passage? What’s Yuan’ dream? (skimming and scanning skill)Step 3 intensive reading tasks(1)let Ss read the text silently, find topic sentence of each paragraph and draw the difficult sentences and the knowledge what they don’t understand.(words guessing)(2)teacher and Ss talk about the important words, expressions and sentences together, and ask Ss to retell the content of the text.(summarizing and paraphrasing)(3)teacher summarize this part.(4) read again following the courseware.
人教版高中英語(yǔ)必修3Canada-the true north說課稿4篇
Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is Senior English Book 3 Unit 5 Canada —— “The true North”.I’ll be ready to begin this lesson from five parts. Analysis of the teaching material,the teaching methods,the studying methods, the teaching procedure,and Blackboard design.First, let me talk about the teaching material.Part 1 Teaching Material:This unit is about the introduction of Canada. By studying of this unit,we’ll enable the students to learn the geography, population, main cities, and natural beauty, natural resources of Canada. Through the training of the unit, it also requires students to learn some Language skills such as the expressions of position and emotions.So it plays an important part in the English teaching in this book.After studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:1.Knowledge objects:(1) make the students learn some new words and phrases(2) make the students understand the content of the lesson.2.Ability objects:(1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially reading and speaking ability.(2) learn to talk about the characters of Canada in English(3)To train the Ss’ ability of working in pairs.3.Emotion objects:(1)Enable students to understand the characters of Canada..(2)Stimulate Ss to work hard to make China stronger.Part 2 Teaching Methods:I think helping students learn to master new words and phrases and improve the students’ reading and speaking ability is import and the difficult.According to the analysis of the teaching material and the import points and the difficult points,I will use the following teaching methods : question-guiding approach; fast-reading and careful reading; multi-media teaching methods; discussion
新人教版高中英語(yǔ)必修1Unit 1 Teenage Life-Listening and Speaking & Listening and Talking教案
Step 2 Listening and Talking1. The teacher is advised to talk with their new students about the related topic: Boys and girls, do you know some structures to talk about future activities? Talking about future activitiesWe’ll …I plan to …There’ll be …I hope to …We’re going to …2. After their small talk, the teacher can move on by playing the listening and solve the following task.Underline the expressions in the sentences below Cao Jing and Max use to talk about the future.We’ll learn useful skills.I plan to improve my spoken English.There’ll be students from different schools.I hope to make new friends.We’ll talk about teenage life.I’ll learn to make a fire.There’ll be students from different countries at the camp.There’ll be some experts there to show us how to live in the wild.We’re going to learn about wildlife.I’m going to give a speech.I think I’m going to enjoy the activities.I think we’ll have a lot of fun.3. Work in groups. Plan a youth camp.Teacher make the Ss think of ideas for the camp. And they can use the questions below to get started. And have the Ss present their ideas for a youth camp to the class.●What kind of camp is it?●Who will be there?●What will they do?●What will they learn?