穿于课堂教学中。教案:I: Content内容: Let’s learn, let’s do. (幻灯片2)II: Purpose目标: (幻灯片3)1.Knowledge知识: can grasp the new words掌握新单词. “Monkey, duck, panda, cat, rabbit”2.Ability能力: can learn to act like some animals学会表演3.Feeling情感: can love the animals and protect the...
ry verb do.Step 1 Revision1 Revise Where are you from? What about you? Where's he / she from? etc.2 Look at the map on SB Page i and ask Where's London? etc. Get the students to point to the right place. Then they repeat the names after you.Step 2...
生活等方面的知识。结合课内外所学知识,比较中国和加拿大的异同点,写一篇作文,或分析研究加拿大的政治经济,历史文化和风土人情等。或撰写一篇介绍该国的文章,也可就其某一方面写一篇专题报告(如加拿大的双语教育)。四、教学设计Step1 Warming-up and lead-in(吸引注意力,激发探究欲望)Show some pictures of Canada for the students to enjoy and think about the questions.Canada is a……countr...
for discussions. These can be pictures from magazines, or the newspaper. If you want to keep them nice and use them again, mount them on cardboard first.Step 1 Revision1 Check homework.2 Review I can see … by playing I spy from Lesson 52, Some ideas for e...
Revision1 Revise the new words from Lesson 109, using flashcards.2 Play I spy or I can see game.Step 2 PresentationDraw a picture of a school on the Bb. Show a flashcard or picture of a bus and say Jim comes to school by bus. Students listen and repeat. T...
le:A: Basket.B: Baskets, b-a-s-k-e-t-s. Team B scores a point.2 Revise verbs like eat, think, read, write, etc. Get the students to give plurals such as, eat some bread, and read English books, etc.3 Revise Do it like this / that.Step 2 Presentation1 Teac...
r. 2. What do you want to be? I want to be a teacher. What does she want to be? She wants to be a singer. 本节课流程图 教学板块设计 Task1:Know the names of the different jobs 目的:通过这个环节,教师完成本单元的新单词的导入,通过提供给学生对于不同工作的具体描述,让学生猜出工作的名称,这样为整节课任务的完成奠定最基本的词汇基础...
at does Hu Yulan do? Where does Chen Fang work? etc.3 Check Homework: Say something about Betty Hill.Step 2 PresentationTell the students they are going to invent some families:1 Draw a family tree on the Bb: Liang Hong's FamilyFather Mother Uncle Aun...
the plant:roots, stem, leaf and flower .2 The function of the plant’s parts .3 The parts that people eat . The students should be able to:1 Know and remember the important words and expressions of the plants .2 Write something...
掌握字母F, G,并认读以这两个字母开头的单词。本课时的教学难点: F∕ef∕的发音,及说唱Let’s chant 部分的歌谣.课前准备:1.教师准备:字母A--G的字母卡,以及以这些字母开头的单词卡;一台录音机和相关录音带;有四线三格抄的小黑板。2.学生准备:抄写本和活动手册。 Step Teacher’s activities Students’ activities Warm-up 1.Chant aaa say”OK” ; bbb touch your knee …...
the story in their own words.3. Emotion aim:Wait in line for the bus/tickets etc.Language Focus: Some new words and phrases: sick, patient, wait in line, laugh at, at the head ofTeaching Procedures:a) Organizing the class1. Ask the students to get ready f...
sson, give the students some type of signal so they know when to stop talking in their group and listen to you. This signal could be a clap of the hands or something silly like you saying “hi”and the students replying “ho”.In this way you will get the foc...
在教学方法上尝试了课文整体教学,坚持信息的整体输入,坚持以课文为中心,开展听、说、读、写的交际活动。她认为,课文综合休现了语言、词汇、语汇法及听、说、读、写的语言整体技能,学生英语水平的提高不是老师“讲”出来的,而是在教师指导下“练”出来的,必须改变老师一人讲,学生记笔记的填鸭式的教学,必须改变那种传统的教法将课文分成若干小段,由老师深耕细作,句句语法分析,个个词汇开花,那样只能事倍功半,学生学到的是“哑巴英语”。她采取了以阅读为龙头,带动听、说、读、写的方针。结合课文教学开展听、说、读、写的交际活动分成...
过程Step 1 Revision1 Revise What do you like? What does he/she like? by selecting several pairs to present their dialogue from SB Page 41, Lesson 97.2 Ask several students to tell about Li Shan and her family.3 Check the students' dialogues about what t...
的课本剧录象,作为本课课文呈现的材料。之后的课文录音,既作为听力内容,又帮助学生加深对课文的理解。在对课文中重要语言点操练之后,教师边根据课文内容即时画出简笔画,边与学生进行问答,之后要求学生同桌相互问答,并进而复述课文。最后安排的讨论旨在为学生提供更多使用英语的机会。 作者简介: 马钢,1949年3月生,大学文化,中学英语高级教师。长期以来逐步形成别具一格的教学风格和教学特色,应市教研室的邀请,曾两次参加电视教育片的拍摄,并分别在上海教育电视台播放。多年潜心教育教学研究,在外语教学杂志发表论文多篇。...
ue by themselves according to the textbook.3. Emotion aimTry to study hard and work hark.Language Focus:1. Passive voice: be done2. New words and useful expressions: be back, must be, solve, in many ways, have a look, one of, best-seller, be interested in...
eaching material 1.In this lesson some animals are learned before, so the students are familiar with them. In this lesson teacher should pay attention to the pronunciation of the plurals of the animals.2.The key points of this lesson is the plurals and ho...
t lesson to share their dialogues with the class.3 Revise family relationships, e.g. aunt, uncle, grandma, etc.Step 2 Presentation Ask Who do you ask for help? Write this question on the Bb. In pairs, have students discuss it, and they may also discuss wh...
成功的快乐。本课时的教学重点:掌握单词sisterbrother,和句型:Wow, what a big…!本课时的教学难点: 本课时的重点即难点:What a big…! 尤其是big的发音学生容易读错,教师应特别强调,并要求学生读出感叹的语气来。课前准备:1.教师准备: family的挂图及一张家庭合影,录音机及相关的磁带。2.学生准备: 家庭照。 Step Teacher’s activities Students’ activities Warm-up 1.Let’s si...
o foster Ss’ abilities of communication and their innovationc.to train Ss’ abilities of working in groupsMoral aimsa.to foster Ss’ consciousness of good co-operation and proper competitionb.to lead Ss to show their loveliness to animals Part 2: Teaching k...
s to learn the optional words. The additional words are not required on the exams.Step 1 Revision1 Revise telling the time. Practise What's the time? It's a quarter to /past seven. or six forty-five /seven fifteen. It's time for …. It's ti...
read, write, listen, clean, give, put, swim, get, play ski, skate. Pay special attention to getting, putting and swimming as well as the -ing form of verbs ending in silent e.2 Revise What are you doing? I'm reading a book, etc.Step 2 Presentation1 Ge...
。英语教学的实质是交际,是通过活动表现出来的。而活动教学就是在教学过程中构建以具有教育性、创造性、实践性和操作性的学生主体活动为主要形式、以鼓励学生主动参与、主动探索、主动思考和主动实践为基本特征,以实现学生多方面能力的综合发展为核心,以促进学生整体素质全面提高为目的的一种新型教学观和教学模式。我认为,英语教学中不仅要有智力活动,更要有体力活动,活动应该贯穿于整个英语课堂教学。譬如在对本课时的教学中,教师设计一个“模仿”的活动。教师发出一系列指令“I have a cat, I have a dog……”...
r…? Certainly! Here you are. / Sorry, it's at home / I don't have one.2 Revise the names of food using real items or flashcards.Step 2 PresentationDraw a refrigerator on the Bb or bring in a big box that is decorated to look like a refrigerator. S...
面向全班) What was he/she doing last night? Ss: He/She was watching TV. 教师也可采用以下形式:Chain practice(连锁式练习)由学生甲向学生乙提问,乙回答后,再向学生丙提问。后面的学生在回答问题时,不能重复已答过的内容。例如:S1:What were you doing at five yesterday afternoon? S2:I was playing basketball. what were you doing at f...