单词课全英教案模板Word文档格式.docx
- 文档编号:19073552
- 上传时间:2023-01-03
- 格式:DOCX
- 页数:23
- 大小:37.97KB
单词课全英教案模板Word文档格式.docx
《单词课全英教案模板Word文档格式.docx》由会员分享,可在线阅读,更多相关《单词课全英教案模板Word文档格式.docx(23页珍藏版)》请在冰豆网上搜索。
说:
能表达自己想到达目的的出行方式。
读:
能正确朗读本单元的对话和句型。
写:
能写本单元的单词和句型。
3、学习策略:
注意通过语言语调的表达来推测词义,也可借手势动作和表情来完成。
(主动参与学习,善于和他人合作交流)。
4、情感目标:
学会在交流活动中尊重和理解别人,学会交换不同的看法,了解他人的生活习惯,增进情谊。
5、德育目标:
在歌曲和游戏中习他人积极、乐观、努力进取的团队合作精神。
6、多元智能:
人际交往逻辑表达个性呈现
7、文化意识:
了解英、美国家中小学生上学的方式,培养世界意识。
了解中西文化的差异。
三、教学重点、难点:
1.how/howfar/howlong引导的特殊疑问句.2.乘坐交通工具的表示方法.
3.ittakes/willtake/tooksb.sometimetodosth.四、课前准备:
cardsandatape-recorder.
五、教学运用:
情景交际法、游戏法等。
六、教学手段:
多媒体演示、flash动画、ppt演示、歌曲游戏及肢体语言的应用。
七、教学过程:
step1.warmingup.
greattheclaasusual.talkabouttheweather.
t:
how’stheweathertoday?
t:
howwastheweatherlikeyesterday?
?
?
pointstudentasay
“hello!
listentomeok?
.iwillsingasongtoyou.butyoumust?
”.(用手指作安静动作)listeningtoasong
歌曲欣赏,创造轻松愉快的学习气氛,激发学生的好奇心,为学习新课打下伏笔。
step2、games
用肢体语言表达让学生猜测意思,完成交通工具词汇的预知。
step3、play
多媒体技术呈现以上预知的词汇导入新句型howdoyougetto?
.?
的学习。
askstudentstotrytoreadthesewords:
biketrainsubwaycarboat.andcorrectthewrongpronunciationofthesewords.thendoawordsgame.(比记忆力)。
step4、listening.
过渡到sectiona1a1b的学习,并逐步完成课文1b的填空。
usingthepictureonthescreen.askstudentssomequestionsaboutthepicture.
whatcanyouseeinthepicture?
howmanypeoplearethereinthepicture?
whataretheydoing?
afterthis,playtherecordingfortwotimes,askstudentstofinishactivity1bandwritedownthephrasesofthetransports.takesthetrain,takesthesubway,takesthebus
thenaskstudentstorepeattheconversationandchecktheanswerstogether.
theteachergivethecorrectanswersonthescreen.(通过听说使学生领悟如何表达使用交通工具)。
step5、structures(操练词汇及句型)
a、showthepicturestostudentsandreadthesephrases,askstudentstorepeat.
b、showthepicturestothemandaskthemtosayeachphraseonebyone.c、thenshowthepicturestostudentsandaskstudentstoanswerthequestion“howdoyougotoschool?
”onebyone.
d、thendoanotherexercise.thefirststudentsay“igotoschoolby?
oritake?
toschool.”.thenthesecondstudentsay“he/shegoestoschoolby?
orhe/shetakes?
toschool.”
(完成第三人称的转换,目的是从“句子接龙”中让学生达到听与说的结合。
)step6、pairwork
asktwostudentstoreadthedialogueabout1a.
thenaskstudentstoworkinpairs.askandanswerhowstudentsgettoschoolinthepicture.
astheywork,movearoundtheroom,offeringlanguageorpronunciationsupportasneeded.
finallyasksomepairsofstudentstopresenttheirconversationstothecla.
(通过情景对话让学生更好的掌握所学的句型。
)step7:
exercises
1.()doyougettoschool?
itakethebus.
a.whyb.howc.whend.where
2.how()dave()toschoolyesterday?
a.does;
getb.did;
gotc.does;
gotd.did;
get3.shegoestothelibrary().
a.walkb.onfootc.byfootd.infoot4.how()tomandmarry()home?
a.do;
gettob.does;
gettoc.do;
getd.does;
get
(通过练习巩固所学内容,特别是练习3强调了步行用“onfoot”练习4强调了地点副词“home”前不用介词“to”)step8:
homework:
writedownyourownconversationsinpairwork.
interviewtenstudentshowtheygettosomeplace,makealist.八、板书设计:
unit4howdoyougotoschool?
howdoyougotoschool?
takesthetraintakesthebustakesthesubwaywalkigotoschoolby?
.九、教学反思:
1)基本按照新课标的要求让学生成为课堂的主体,遵循学习认知规律,通过设疑、提问、启发、诱导、游戏、多媒体动画等方法,调动学生积极性,使整个教学呈现轻松的发展过程。
2)多媒体教学使课堂生动活泼,增加了教学容量,使老师更好的利用和节省时间。
3)随堂的几道习题帮助学生更好的掌握了所学。
4)多设计一些合适的活动吸取他人经验改进自己的教学方法,这节课一定会取得更好的效果。
【篇2:
初中英语语法教学教案】
初中英语语法教学教案
教学思路:
本节课我教的是情态动词can和could作“能力”解时的区别。
这节课我打算通过复习以前学过的情态动词can的用法,以及通过做游戏,让学生在轻松愉快的氛围中掌握can的用法,以及了解can和could的区别。
一、teachingcontent:
topic:
unit5canyouplaytheguitar?
grammar:
using“can”/“could”totalkaboutability
二、teachingaims:
1.usecantalkabouttheabilityatpresent.2.usecouldtalkaboutabilityinthepast.三、teachingkeyanddifficultpoints:
howtouse“can”and“could”toexpreabilityinthepresentandpast.
四、teachingmethods:
task-basedlanguageteachingmethod
五、teachingprocedures:
step1:
warminguptask1:
revision
whatcanyoudonow?
s1:
icansing.s2:
icandraws3:
icandance.
canyourideabike/swim/flyakite/playfootball/playche?
:
yes,ican./no,ican’t.task2:
playingagame
nowletusplayagame.fivestudentscometothefrontandperformfortheclaaccordingtomyinstructions.andgestures.theothersanswermyquestions.t:
whatcanshedo?
shecanrideabike/swim/flyakite/playfootball/playche.t:
cansheswim/flyakite/playfootball/playche.
yes,shecan?
no,shecan’t.t:
saythewholesentences:
eg:
acanrideabike.
hecan’t/cannotswim.step2:
presentation
canyourideabikenow?
yes.ican
couldyourideabikefiveyearsago?
yes,icould./no,icouldn’t(helphimanswer)
yes,icould./no,icouldn’t.
wecanuse“could”ttalkaboutthepast
.e.gicanplaycomputernow.but,lastyearicouldn’tplay.t:
couldyourowaboatlastyear?
yesicould.no,icouldn’t.
couldsheherowaboatlastyear?
(askotherstudents)
yesshehecould.noshehecouldn’t
hecouldn’tswimfiveyearsago.
(teachthestudentstosaythewholesentences):
acouldrideabikefiveyearsago.
hecouldn’tswimfiveyearsago.)
(askotherstudentsinthesameways)step3:
practice:
workinpairs
askyourpartnermorequestions
couldhe/she…?
(yes,he/shecould./no,he/shecouldn’t.)...
step4:
productiontask3:
explanation
let’sworkouttherule.
①肯定句式:
can\\could
②否定句式:
can’t\\couldn’t
③疑问句式:
can?
\\could?
wecanuse“am(is,are)ableto“insteadof“can”,and“was(were)ableto“insteadof“could“.
eg.①mikecansingmorethan20englishsongs.
mikeisableto…
②shecouldspeakenglishwhenshewasfour.
shewasableto…t:
pleasegivemoreexamples.topracticethem.step5:
summary
inthiscla,wehavelearnttheuseofcanandcouldabouttalkingaboutabilities.whoknowsthedifferencesbetween“can”and“could”step6:
homework
finishoffthepracticeontheworkbooks,fillintheblankwithcan/could
【篇3:
初中英语教学设计案例】
第2篇:
全英说课
TeachingplanforUnit16book1
Goodafternoon,everyone,It’smygreatpleasuretobeheresharingmyleonwithyou.ThecontentofmyleonisSeniorEnglishforChinaBook1BUnit16Scientistsatwork.I’llbereadytobeginthisleonfromfiveparts.Analysisoftheteachingmaterial,theteachingmethods,thestudyingmethods,theteachingprocedure,andBlackboarddesign.First,letmetalkabouttheteachingmaterial.Part1TeachingMaterial:
Thisunitisaboutscienceandscientists.Bystudyingofthisunit,we’llenablethestudentstoknowtheseriousattitudetowardsscienceanddeveloptheinterestinscience.Atthesametime,Letthestudentslearnhowtogiveinstructions.thisleonplaysanimportantpartintheEnglishteachinginthisunit.ThisisanimportantleoninBookOne.Fromthisleon,itstartsaskingtheSstograspcontentsofeachpaage.Therefore,thisleonisintheimportantpositionoftheteachingmaterial.IftheSscanlearnitwell,itwillbehelpfultomaketheSslearntherestofthisunit.Asweallknow,readingbelongstotheinputduringtheproceofthelanguagelearning.Theinputhasgreateffectonoutput,suchasspeakingandwriting.Accordingtothenewstandardcurriculumandthesyllabus(新课程标
1准和教学大纲),afterstudyingtheteachingmaterialandanalyzingtheruleofchildren’sgrowingofmind,Ithinkthelearningaimsarethefollowings:
1.Knowledgeobjects:
a)TheSscanhear,read,andusethemainsentencepatterns
b)TheSscanunderstandthecontentoftheleon.
c)TheSscanusethepatternstoexpretheirthoughtsinthepropersituation.
2.Abilityobjects:
(1)TodeveloptheSs’abilitiesoflistening,speaking,readingandwriting.
(2)TotraintheSs’abilityofworkinginpairs.
(3)ToImprovethestudent’sreadingability,especiallytheirskimmingandscanningability.
3.moralobjects:
a)Bycompletingthetask,theSsincreasetheirinterestandsetupself-confidenceinscience;
b)TeachtheSswhatis“science”,putthemoraleducationinthelanguagestudy.
now,let’scometotheImportantpointsandtheDifficultpoints.
2Well,howtoachievetheteachingobjectsbetter,howtostretheimportantpointsandbreakthroughthedifficultpoints?
Asisknowntousall,Themodernteachingdemandstheteachershouldimprovethestudents’ability.Agoodteachingmethodrequiresthattheteachershouldhavetheleadingeffects.Accordingtotheanalysisoftheteachingmaterialandthestudents’learningbackground,Iwillusethefollowingmethods.Part2TeachingMethods:
Inmyopinion,themaininstructionalaimsoflearningEnglishintheMiddleSchoolistodevelopthestudents’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguage.SointhisleonI’llmainlyuse“Communicative”Approach(交际教学法),“Wholelanguageteaching”(整体语言教学法)and“Task-based”languageteaching(任务教学法).Thatistosay,I’lllettheSstogetabetterunderstandingofthekeystructureofthedialogue.Accordingtothemodernsocialcommunicationteachingtheories(现代社会交际教学理论),IadopttheTSAmethod(情景教学)andTBLTmethod(语言任务教学)inmyteaching,namelyTotalSituationalActionandTask-basedLanguageTeaching.Theformerisa“scene—activity”teachingmethod.ItestablishesarealsceneandtheinteractionbetweentheteacherandtheSs.ThelatterofferstheSsanopportun
3itytocompletethetasksinwhichSsuselanguagetoachieveaspecificoutcome.Theactivityreflectsreallifeandlearnersfocusonmeaning,theyarefreetouseanylanguagetheywant.Att
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 单词 课全英 教案 模板