無(wú)論是身處學(xué)校還是步入社會(huì)，大家都嘗試過(guò)寫作吧，借助寫作也可以提高我們的語(yǔ)言組織能力。大家想知道怎么樣才能寫一篇比較優(yōu)質(zhì)的范文嗎？下面是小編幫大家整理的優(yōu)質(zhì)范文，僅供參考，大家一起來(lái)看看吧。
大班說(shuō)課稿我長(zhǎng)大了篇一
為激發(fā)學(xué)習(xí)興趣中，上課伊始，利用多媒體播放與課文內(nèi)容相符的動(dòng)畫短片，使學(xué)生整體感知課文內(nèi)容，調(diào)動(dòng)其學(xué)習(xí)積極性。
(二)自主探究，感悟情理
整體感知后，引導(dǎo)學(xué)生按事物的發(fā)展順序去把握課文中本質(zhì)的東西。
講讀一、二段時(shí)，在弄懂段意的基礎(chǔ)上，重點(diǎn)抓住“取樂(lè)、放肆、哭笑不得”這些重點(diǎn)詞加深對(duì)課文的理解并使學(xué)生知道水手取樂(lè)猴子是故事的起因。
三、四段是文章的重點(diǎn)部分。在教學(xué)中，引導(dǎo)學(xué)生自讀、自悟去體會(huì)文中角色特點(diǎn)，在匯報(bào)中重點(diǎn)抓住孩子情緒變化和危險(xiǎn)情境以及尋求解救辦法三方面去深入理解課文。
①孩子情緒變化的探究
以孩子的情緒變化為線索，引導(dǎo)學(xué)生懂得孩子情緒變化原因有三方面：猴子的放肆、水手的過(guò)分、孩子的不冷靜，從中告訴學(xué)生做事要冷靜要考慮后果，開(kāi)玩笑要注意分寸。
②抓重點(diǎn)語(yǔ)句體會(huì)險(xiǎn)境
利用幻燈出示驚險(xiǎn)語(yǔ)句，先讓學(xué)生自主感悟孩子的險(xiǎn)境。然后通過(guò)指導(dǎo)朗讀，填讀形容危急情況的詞語(yǔ)來(lái)加深對(duì)課文內(nèi)容的理解，使學(xué)生入情入境，達(dá)到講解所不能達(dá)到的效果。
③尋求挽救辦法
人的創(chuàng)造力主要是依靠求異思維，它是創(chuàng)造性思維的核心。依據(jù)這一理論，我設(shè)計(jì)了這一環(huán)節(jié)，讓學(xué)生設(shè)身處地地探討搶救孩子的妙法，讓學(xué)生暢所欲言得出辦法后，發(fā)現(xiàn)均不很得當(dāng)，從而得出：船長(zhǎng)果斷命令孩子跳水是挽救兒子生命不容置疑的唯一辦法。
(三)總結(jié)全文，學(xué)習(xí)表達(dá)方法
說(shuō)課稿格式01-15
說(shuō)課稿格式01-15
說(shuō)課稿模版12-20
大班說(shuō)課稿我長(zhǎng)大了篇二
dealing with trouble
good morning/afternoon everyone, i’m no ----. it’s my great honor to present my lesson here. today, i’m going to talk about the reading part of chpter 3 from oxford english 8a, shanghai education press. the title of the reading passage is “dealing with trouble” . to make my presentation much clearer, i’d like to spanide the teaching structure inti 5 parts: analysis of teaching material, analysis of students, analysis of teaching and learning methods, teaching procedure and blackbored design. now i am about to present them one by one.
of teaching material
the first part is the analysis of teaching material
this text is about a diary of a boy, which content is focused on how the boy’s father dealt with a trouble. this kind of topic is related to ss’ daily life, so the ss will love to read the dairy and desire to speak out their ideas. that’s say, the text offer a good chance for ss to improve reading skills and their spoken english. besides, ss are going to learn some new words and phrases from the text, which are helpful for their further english study in future. according to the students’ english level and the demands of the new standard english, i spanide my lesson objectives into three categories: knowledge objects,ability objects and moral objects. in the first place, knowledge objects include to learn new words and key expression by guessing and teacher’s guidance; to grasp the general idea of the whole passage and be able to retell the main idea of the passage; to get familiar with the simple past tense.
ability objects contain to improve ss’ ability of getting imformation by scanning and skimming; to develop ss’ ability to describ an event that happened in our daily life; and cultivate ss’ ability to discover, analyze and solve problem.
at last moves to moral objects. the moral objects are to cultivate ss’ awareness to help people who are in trpuble and to help ss’to realize the important of safety, try to learn how to pretect themselves in danger.
based on the objectives, i make the teaching key points and difficult points as follow. teaching key points include the vocabulary and some phrases, such as argument/ argue, dial, steal, notice, robbery, detail, railing hold out, in handcuffs, be afraid of, go on, shout at,
stare at, and run away. to improve ss’ reading skills and encourage them to talk about troubles they met in their daily life are another teahing key points.
while the teaching difficult points are to retell the story with the help of some key words, to write a dairy with the simple past tense.
sencond part is analysis of students.
the students in grade 8 have the ability to complete tasks by cooperating with one another, they can work together to solve some troubles and they can share the pleasure of learning
english. as junior middle school students, they can’t keep their attention for a long time. then i will use , some games, some competition, some real objects etc. to attract their attention. during the period of learning english, they have the enthusiasm and interest to take part in the class
activities english teaching should face all the students, to some students who are poor at english, i’ll give them some easy jobs and let the better students help them so that all the students can experience the pleasure of success. let the students grasp the help rules, it’s better for them to protect themselves.
i move to the third part analysis of teaching and learning methods.
as we know, it’s the best way for the junior students to learn english mainly by tasks. so with the help of the multi-media and balckboard, i’ll use the task-based teaching approach
together with the communicative teaching method ,the situational teaching method , competition method and audio-viual methods. the students can learn in a more interesting and easier way. i’ll organize enough activities for the students to learn by group work, pair work, team work, competition ,etc. these activities can cultivate the students’ sense of unity and cooperation. i’ll use the learner-centered method .i’ll act as a director while the students act as the real master of the class. i’ll try to use some encouraging and polite remarks such as “well done”, “you did a good job”, etc. to help every student make a progress in my class. let the students enjoy the process of learning english. i’ll pay attention to both the formative assessment and the
summative assessment. the students can get comprehensive language using skills by autonomic learning, cooperating, exploring, etc.
procedure is the forth part of my teaching structure.
in order to achieve my teaching aims successfully i spanide my teaching procedure into 6 steps: lead- in, pre-reading, while-reading, post-reading ,summary and homework.
大班說(shuō)課稿我長(zhǎng)大了篇三
part one —— analysis of the teaching material
one: status and function
1. this unit tells us the improvement of traffic transportation and the related stories. besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. in lesson 37, danny will introduce a new type of transportation to us, it is imaginary.
2. to attain “four skills” request of listening, speaking, reading and writing, i will have the students do some exercise about the text.
3. such a topic is very important in this unit. i will lead the students to use their imagination and encourage them to be creative. for example, helping them use english to describe their imaginary transportation. so i think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.
4. while teaching them, i will also encourage them to say something about what they think the future transportations will be like. in a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.
two: teaching aims and demands
the teaching aims basis is established according to junior school english syllabus provision.
1. knowledge objects
(1) to study the new words “fuel”, “oil” and “coal”.
(2) to learn and master the phrases “think of, on the way to …, have fun”, etc.
2. ability objects
(1) to develop the students’ abilities of listening, speaking, reading and writing.
(2) to train the students’ ability of working in pairs.
(3) to develop the students’ abilities of communication by learning the useful structures.
3. moral objects
(1) through different teaching methods to make students be interested in study.
(2) love to know more knowledge about transportation and dare to express their opinions in english.
(3) encourage the students to be more creative and try to make contributions to making new inventions in the future.
three: teaching keys and difficult points
the teaching keys and difficult points’ basis is established according to lesson 37 in the teaching materials position and function.
1. key points:
(1).be able to express words, phrases and sentences in english.
(2). know about the improvement of transportation and danny’s invention.
2. difficult points:
be able to talk about their imaginary future transportation in oral english.
大班說(shuō)課稿我長(zhǎng)大了篇四
今年過(guò)得特別快，十一月份已經(jīng)結(jié)束了，其實(shí)往過(guò)去看一看，發(fā)現(xiàn)那些看似平淡的日子其實(shí)也泛著金波。今年最后一個(gè)月就要來(lái)了，對(duì)于這個(gè)十二月，我的感觸還是很多的，作為大班的一名教師，我身上承載的不僅是對(duì)每個(gè)孩子的責(zé)任，更是每一個(gè)家庭的未來(lái)和幸福。所以我在此對(duì)十二月份的工作進(jìn)行一項(xiàng)計(jì)劃。
大班的孩子們逐漸懂事了，這個(gè)學(xué)期我能夠感受到孩子們的進(jìn)步。到了十二月，天氣要開(kāi)始變冷了，所以對(duì)孩子們的身體健康、冬季保暖等等方面都是要勤于去關(guān)注的。加上冬天的流感是比較猖狂的，所以這個(gè)十二月一定要注意在流感方面加倍關(guān)注，如若發(fā)現(xiàn)有學(xué)生感冒了，一定要及時(shí)處理，防止出現(xiàn)全班感冒的情況。于此之外，我也會(huì)加倍關(guān)注孩子們身心成長(zhǎng)，希望孩子們能夠保持一個(gè)好的心態(tài)去進(jìn)步，去長(zhǎng)大。十二月是我們這一年最后的一個(gè)月，我也希望每個(gè)孩子能夠真正得到一些成績(jī)，為自己的成長(zhǎng)歷程增添一些深刻的回憶。
從我很小的時(shí)候開(kāi)始，我就一直想從事教師事業(yè)的。或許是受我身邊人的影響，所以我對(duì)教師充滿著期望。大學(xué)畢業(yè)之后，很榮幸的是，我很順利的開(kāi)始從事這一份事業(yè)了。在幼兒園也已經(jīng)兩個(gè)春秋了，其實(shí)這也給我增添了不少的閱歷。對(duì)于這一個(gè)月，我也想在做好自己基礎(chǔ)工作上再多去提升一些自己，畢竟每個(gè)孩子在成長(zhǎng)，我作為教師，也應(yīng)該同步成長(zhǎng)。我會(huì)為此而努力的。
這個(gè)學(xué)期的家長(zhǎng)工作是做的最好的一個(gè)學(xué)期，因?yàn)榻衲甑那闆r有些不一樣，所以我每天都會(huì)準(zhǔn)時(shí)準(zhǔn)點(diǎn)在班級(jí)群里匯報(bào)孩子們一天的情況，以及每個(gè)月都會(huì)給每個(gè)孩子的父母反映一下孩子的情況，讓每一個(gè)父母做到安心、放心。這一個(gè)月依舊是需要做好家長(zhǎng)工作的，我也會(huì)保持這一份熱情，讓每一位家長(zhǎng)對(duì)教師更加信任，對(duì)我們幼兒園也更加的放心。
20xx年的最后一個(gè)月了，其實(shí)真的感觸還是很多的，或許這一年注定就是一次磨煉，讓我成長(zhǎng)起來(lái)，也讓每一個(gè)孩子在這樣的挑戰(zhàn)中找到了成長(zhǎng)的意義。我不會(huì)辜負(fù)幼兒園領(lǐng)導(dǎo)以及這個(gè)平臺(tái)給予我的信任和榮耀，我會(huì)保持一份純潔的愛(ài)，陪伴著孩子們茁壯的成長(zhǎng)。
大班說(shuō)課稿我長(zhǎng)大了篇五
good afternoon, teachers. it’s my great pleasure to be here sharing my lesson with you. the content of my lesson is the second reading of unit 10, book i. i’ll be ready to begin with this lesson from six parts: analysis of the students, analysis of the teaching material, the teaching aims, the teaching & learning methods, the teaching aids and the teaching procedures. first, let me talk about my students.
my students are from grade one in vocational schools.
they have a poor vocabulary, little motivation to learn initially and no confidence in expressing themselves.
there are distinct inspanidual among them.
they are quick in thinking and long for victory. they may raise interest in the topic because of its familiarity, and are eager to know these differences.
in my class, ss will be given a preview plan to understand the reading, progressive tasks in competition to ensure overall participation.
our textbook is taken from english book i for vocational schools. it emphasizes on interest and utility.
since some information about cultural differences has been mentioned in previous units, this unit will focus on introducing inspanidual differences and building the sense of cross-cultural communication.
reading ii will demonstrate cultural differences further and occupies an important position. it will take up two periods, and i’ll deal with the second period for reading comprehension, and concentrate on ss’ abilities of reading and using english fluently.
teaching aims
after studying the teaching material and analyzing ss’ present situations, i think the teaching aims are the followings:
1. knowledge aims
1) to master some key words and expressions: awkward, courtesy, direct, misunderstand, as soon as, keep doing sth, etc..
2) to understand the gist of the reading, work out the writer’s opinions after reading, and complete relevant tasks.
3) to retell the reading and try to talk with partners about differences in table manners with the purpose of using the language fluently.
2. ability aims
1) to better reading strategies to promote reading ability with the help of skimming, scanning and other reading techniques.
2) to improve ability of using english fluently as well as logical thinking after dealing with tasks.
3) to foster the ability of cooperation in group activities.
3. emotion aims
1) to have a general knowledge of differences in table manners, esp. between chinese and american cultures, and foster the sense of cross-cultural communication.
key & difficult points
1. key points
1) to get the information from the reading;
2) to communicate with partners fluently.
2. difficult points
1) how to improve the reading abilities because my students are weak in english, esp. in reading strategies.
2) how to help ss put their learning into practice with references.
a good method requires that the teacher act as a guide while ss as the real masters in class. in my class, ss are mainly guided by tasks progressively.
1. so according to the analysis of the teaching material and the students’ learning background, i will use the following teaching methods.
1) task-based language teaching
2) activity teaching
3) delamination teaching
4) question-and-answer activity teaching
2. the learning methods are the followings:
1) cooperative learning
2) autonomous learning
multi-media
non-testing evaluation
1). a piece of paper to evaluate themselves.
as for the concrete procedures, it includes 5 parts.
task ii:checking words & answering questions. ss will have a matching for words and meanings to check words and then they may pose any questions they met in preview. ss finish it before class and present keys on the blackboard. some music will be played to calm ss down and create a situation to learn english.
purposes: the easy item may help them build confidence.
task ii: lead-in. ss may watch a video about cultural differences, and then finish the sentence with brainstorming. this item is open to answers. as far as students get to the point, their group may get marks.
purposes: brainstorming may activate ss and catch their attention quickly. at the same time, it may act as a foreshadowing for the reading.
task iii: presentation with tasks. it includes two items.
item i: (skimming) ss look through the reading in 2 minutes, and then finish the multiple choices on their own.
purposes: this task will train ss to get quick information and foster a good reading habit.
item ii: (careful reading) in order to cope with the reading clearly, there are three portions. portion a is for para1. it is about the writer’s experience in china, and then there are some questions. portion b is for para2. it is about a chinese staying in america, and then there are some multiple choices. portion c is for para3. it is about solutions, and then ss rectify the table. similarly, they read inspanidually, and then discuss in groups to get an agreed answer. representatives will be sent to the bb to present keys.
purposes: the three portions will help ss work out the writer’s opinions clearly. cooperative learning will help them overcome difficult words or sentences and find the feeling of success when they can get keys without too much guide from the teacher. and praise goes first no matter how they do. till now, ss may realize cultural differences further.
task iv: consolidation in time. it includes 3 items: five statements for ss to check their understanding about the reading, a dialogue to check how they can transfer input to output and a short passage to tell them whether they have made progress in reading. similarly, ss do them on their own, and then discuss problems in groups.
purposes: the three items will give a clear reflection to ss.
last task, i will make a conclusion of this period, encourage ss to build the sense of cross-cultural communication, and then do some extension: watch another video about differences between china and the west, and discuss whether the points from the video are reasonable or not. the item is also open to keys. ss are encouraged to write down notes.
purposes: this task will help ss dare to speak because of the good input about cultural differences from the reading. each one may have a chance to express them, and experience the feeling of success. in the process of communicating, they help and encourage each other, and use the language gradually. it will help ss transfer passive learning into active acquisition and see the meaning of learning.
design of writing on the blackboard
when in rome, do as the romans do a foreigner stays in china awkward.
do as the romans do.
a chinese in america indirect.
after class, to ss, they have two assignments:
1. ss finish the table to evaluate themselves.
2. ss surf the internet for more information about cultural differences, such as sending and accepting gifts, introducing people, etc., and then write down answers.
purposes: the first one may help ss to reflect themselves, and the latter one may help ss extend their learning of cross cultures. writing actually is necessary for all steps. after class, they may do it more relaxed. when finishing it, they may pay more attention to the written language and then improve their english.
reflection after teaching.
on the one hand, ss can be guided by tasks progressively, and act well. they also have foster cooperation in group activities. on the other hand, the teacher needs to pay more attention to inspanidual differences and ensure overall participation. the teacher also needs to improve the ability of monitoring the class efficiently.
大班說(shuō)課稿我長(zhǎng)大了篇六
background of english teaching in primary school: it is not a long history that english is as a subject in primary school in our country and the main instructional aims of teaching english in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the english language. our boys and girls are exposed to english for the first time, so it is very important to develop their keen interest in english.
i. contents:
today i’m going to talk about part b of unit 2, pep primary english, book 3. this lesson includes two parts: let’s talk and let’s practice. in section 1, it mainly deals with the dialogue about what’s in the schoolbag? and the answers. and in section 2, it provides a real situation for the ss to prastise the pattern: how many n.(pl.) do you have? and the answer: i have 23 n.(pl.)
ii. teaching aims
1. aims on the knowledge
(1) to enable the ss to understand and speak: my schoolbag is heavy. what’s in it? thank you sooooooo much. make sure that ss can use these sentences in real situations.
(2) to help ss to finish the survey.
(3) let ss finish the assessment of let’s check in this unit.
2. aims on the abilities
(1) to develop ss’ abilities of listening and speaking.
(2) to train the ss’ ability of working in groups.
(3) to foster ss’ abilities of communication and their innovation.
3. aims on the emotion
(1)to foster ss’ consciousness of good co-operation and proper competition.
(2) to lead ss to show their loveliness to the poor.
iii. key-points of this lesson
(1) to help ss ask and answer the question: what’s in it?
(2) to enable ss to study in groups and co-operate skillfully.
(3) to develop ss’ interest in english.
iv. difficult points
(1) to help the ss ask and answer the question what’s in it? and make sure they can use the plural nouns correctly.
(2) to finish the survey by themselves.
v. teaching methods
as we all know: the main instructional aims of learning english in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the english language. so in this lesson i’ll mainly use task-based teaching method. that is to say, i will let the ss learn in real situations, finish a task by making a survey to help the ss to get a better understanding of the key structure of the dialogue. i will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. and in this lesson a recorder, cai, school things and a printed form will be needed. students should prepare some school things.
大班說(shuō)課稿我長(zhǎng)大了篇七
1. content of teaching materials
this section focuses on festivals and focuses on how people usually spend their class requires students to master the national, day, halloween, christmas, spring, festival and what do people usually do at of...i?...and free to talk about how to spend the this class, did leads to general questions and answers as well as new the past tense of the be verb has appeared in the first third units, it is easier for the students to master it when they are studying.
2. status of teaching materials
the selected course in this class is english 6a unit 6 in oxford primary teaching of this unit revolves around this section of the festival, students have the knowledge of the previous third units foreshadowing, relatively easy to depth and arrangement reflects not only the progressive meaning of teaching materials, but also the students knowledge level and cognitive how people spend their holidays, especially in western festivals,.students are required to collect information in time after the actual teaching, this class uses the old topic, first teaches the new sentence pattern, and uses the sentence pattern to lead the new knowledge way to unfold, this is advantageous for the student to accept and grasp, also has manifested the teaching content the continuity.
say target:
1. teaching objectives
the new curriculum emphasizes the organic combination of knowledge and skills, process and method, emotion, attitude and values, and in the light of this understanding, i set the following teaching objectives: three.
[objective] to students cognitive spoken phrases and words: visit relatives and friends, go to parties, dress up in costumes, ware masks, make pumping lanterns, eat lots of delicious food, national day, christmas, halloween, spring, festival, favourite; can use whens s...what, do, people, usually, do, at...did you?....last...yes, i, did./, no, i, didn, t. and so on.
ability to communicate in english on holidays, and some students can introduce the festival in english fluently.
[objective] through activities and games, students are interested in learning english. students are encouraged and willing to talk and participate actively in let students cultivate their sense of cooperation and competition in the process of learning.
2. teaching difficulties
the focus of teaching is to let students master the phrase, can use phrases to communicate, the ability of students to use the phrase to describe the preliminary exercise festival; difficulty is to enable students to understand the temporal changes in richness and realize the use of different phrases to create language.
doctrine of teaching:
1. teaching method design
according to the characteristics of this english class itself and the sixth grade students interest, i through the design of a specific image of the scene, the old with the new, continuous rolling knowledge, in order to disperse the difficulty of teaching, let students perceive and the same time, the creation of a number of tasks, from words to phrases to sentence to dialogue to pieces, make students practice and meaningful practice in multi exchange between teachers and students in learning, give full play to their enthusiasm, cultivate their ability to learn to use.
2. learning method guidance
to guide students through the method of comparison, observation and speculation gradually new language project function, let the students in practice to realize multi-level learning english "use" the necessity, to encourage students to think actively, bold attempt.
3. teaching means
according to the teaching content, teaching objectives, students age characteristics and psychological characteristics, in order to better stimulate students interest in learning, so as to actively participate in courseware, pictures and other teaching aids teaching, the abstract sentence in a vivid scene, the game, not only make the learning process more relaxed, can special case.
say process:
1. warm up (warm up)
(1) announce the way of study in this lesson: group seats are spanided into four teams, each of which is based on the class performance of each student. at the end of the class, winner is , begin "one sentence for each class". the sentences taught in this class are "lite is long if you know how to use it.""
[design intention] the announcement of the study style made the students full of interest in the lesson and aroused their fighting spirit and desire for the groups performance."one sentence for each class" is an essential part of every class i started in grade section mainly teaches students some clever words and sentences not only enrich students vocabulary, improve their expression ability, but also enable them to learn idiomatic expressions in as to create a good atmosphere for learning english.
2. take the old with the new [lead in]
provide topic birthday, free communication between teachers and students, and then use the "how do you your birthday spend" to draw the new sentence pattern of this lesson "what do you on your birthday do", and then import "did you"..."last birthday?" and use the colour topic to elicit the sentence pattern my favourite....
[design intention] to get rid of new knowledge through old knowledge is one of my frequently used teaching new students, students can master the sentence patterns more the same time, combine the new sentences with the old helps to cultivate students open thinking ability.
大班說(shuō)課稿我長(zhǎng)大了篇八
the teaching design i’m going to talk about is for unit 10, from fun with english for primary school, book 1a. it mainly deals with colors , i’ll describe it mainly in 5 parts.
1. analysis of ss
most of the first-grade ss haven’t learned english. but some of them have learned some basic knowledge about english in the kindergarten. they are eager to learn and are interested in english. all these are to the advantages of english learning.
analysis of the textbook
the ultimate goal of oxford english is to develop the comprehensive ability to use the language. that is to develop their four skills, listening, speaking, reading and writing.
objectives
firstly, knowledge objective. in this unit, ss are required to master the five words ( red, green, yellow, brown, white) and sentence structure “ what color?”
secondly, skill objective. ss are going to learn how to apply the words and expressions they’ve learned in their daily life. the good news is that unit 10 is so closely connected with their daily life that it is not difficult to set a life-like language environment for them to practice what they’ve learned in class.
thirdly, emotional objective. we should make ss become aware of their own advantages and disadvantages in learning. and also teach them to be willing to cooperate with others. in this way to help them develop a healthy and positive character.
points
the key points of this lesson are the five words ( red, green, yellow, brown, white) and sentence structure “ what color?”
the difficult points of this lesson are how to motivate students’ zeal for knowledge and create life-like language situation.
approaches.
大班說(shuō)課稿我長(zhǎng)大了篇九
first class; teaching suggestion
1 teaching material analysis
the lets talk part of the textbook is a situational conversation where students learn to ask questions and answer questions about where they are, wheres, its, in / on / under, and can be used naturally in actual lets practise section is part of the lets talk part of the game, which provides students with an opportunity to actually use the the two part of knowledge and practice, you can listen, say, and recognize the following words: car, plane, desk, chair, bag, in, on, under.
2 teaching suggestions
this class is mainly through situational dialogue, so that students learn to ask questions and answer the location of the sentence, so that students understand in a certain situation, will say and understand the sentence wheres.... its in / on / under...the teacher asks the students to prepare the stationery class words before class. when they teach the new sentences, they can use the game "hide and seek" to import sentence patterns wheres... its in / on / under...on the basis of understanding the new sentence patterns, use the courseware to learn the new dialogue, so as to recognize the words in the , once again, through the game, tin and consolidate the content of the lets talk, the game can be spanided into collective and group game game two, and will find stationery extended to find toys or other things around.
second hours teaching suggestion
1 teaching material analysis
this session is spanided into two sections: lets, learn, and lets lets learn section focuses on teaching a few words that represent transport: bus, bike, jeep, taxi, and a preliminary understanding of the phrase "look out".lets play is part of the lets talk part of the first class, to provide students with an opportunity to use language in real life.
2 teaching suggestions
the main lesson to learn several express transport words: bus, bike, jeep, taxi, students of these words have a preliminary understanding, learning again, teachers should design easy to mobilize the students interest and enthusiasm for learning the introduction of new classes, the introduction of new lessons with simple strokes, but also the use of real toys to allow students to perceive, to attract students with colorful pictures, with familiar voices to mobilize use animation courseware to present new the training session, the teacher may design the interesting activity, lets the student consolidate in the play, moves.
third hours teaching suggestion
1 teaching material analysis
this session includes two sections: lets, say and lets lets say part is to train students to listen, say, read and write letters uu, vv, ww, and to make the students understand and speak the letters at the beginning of the word "umbrella", "under", "vest", "violin", "window", "wind".the lets do section reviews and consolidates the letter "a-w" through rhythmic, rhythmic preliminary understanding of the list of action words show, point, type, colour, say, but also for students to provide a basis for language is the teaching content of this book unit 1 through unit 4.
2 teaching methods
when teaching letters and words, the teacher uses letters, words and actions to present letters and words at the same time, so that students can learn on the basis of understanding the meaning of as: umbrella, vest, window, can be explained in kind; violin, wind explained by action.(according to students or teachers change the situation) understand the meaning of words, help to express words, more skilled reading words, and then learn letters, to master pronunciation, master letters shape.
[topic] unit, five, where, is, my, ruler?
[emphasis on teaching] everyday expressions where s...and its it s in / on / under....
[teaching difficulties] sentences: where, is, my, car, in, the, toy, box, understanding
[teaching aid preparation]
1 the teacher prepares the tapes for teaching materials.
2 teachers prepare let s talk part of the courseware.
3 teachers and students are ready for pen, pencil, ruler, eraser, bag and other stationery and car, toy, box, ball, plane, doll and other toys.
4 teachers prepare cards and pictures of the words they learn.
5 students prepare white paper and watercolor pen, ready to draw.
6 students prepare patches for the group.
[teaching process]
1 warm up and review (warm-up/revision)
(1) students practice everyday expressions.
(2) games show, me, the...
teachers or students say words such as "pencil", and teachers and students say show, me, the, pencils., teachers and students put up this way, practice other stationery words in the same and students play games together to improve game effectiveness and communication between teachers and students.
(3) the teacher plays the recordings of book unit, 2, b, part let, s, chant, and the students listen and clap and chant rhythmically.
大班說(shuō)課稿我長(zhǎng)大了篇十
the introduction of the teaching plan
for section b(1-2c) unit 5 (go for it)
i have the honor to reveal my analysis of english lesson
here. i’d like to say i’ll try my best not to let all of you down. as teachers ,if you want to have an excellent class of english ,especially an open class to many experts like all of you, we should have to dig into the teaching material ,analyze the teaching material. however, i think we should take these parts
into consideration. ①teaching material and the students ②teaching methods ③learning methods④procedures ⑤blackboard design and assessment .ok, let me say something about my teaching plan for unit 5 section b. today the first i’ll talk about is the first part “analysis of the teaching material and students”
part one: analysis of the teaching material and students
(一) status and function
the topic of this unit is about decision making. such topic is related to daily life of students, so it is helpful to raise learning interest of students and it will be helpful to improve their spoken english. this unit is spanided into two parts: section a and section
b. section b is spanided into two periods. this period is the first lesson of unit5 section b. it introduces new vocabulary while recycling the language presented in section a. all activities help students integrate the new target language with the language studied in section a. this recycling reinforces previous language learning while providing additional practice with newly learned language. it also increases the students listening and speaking ability by listening practice and pair work talking
(二) teaching aims and demands
the teaching aims basis is established according to ju
nior school english syllabus provision. in accordance with the analysis of teaching material and the requirements of “go for it＂ english teaching syllabuses. the focus of teaching should be laid on grasping key vocabulary and structures, and developing the students’ ability of communication. so i’vedesigned the following aims and demands
1. knowledge objects
key vocabulary: agent; make money;
travel around the world; get an education
target language:
i think you should go to college
but if i go to college, i’ll never become a great
soccer player.
2. ability objects:
to train students’ ability of listening and speaking
to train students’ ability of communication
3. moral objects:
money isn’t everything.
to be interested in taking part in activities in english class
(三)teaching key points and difficult points
1. key points:
key phrases:
travel around the world; make money; get an education key structures: i think you should …。if i… i’ll never…
2. difficult points:
how to train and improve students’ listening ability.
(四) analysis of the students
the ss has learned english for about two years so far. although they are all from the rural area, they can understand some words and some simple sentences. the ss have taken a great interest in english now.
1. the students don’t have large vocabulary.
2. the students seldom communicate in english
in normal times.
3. the students are lacking in listening and speaking skills.
4. the gap of the ss’ knowledge level in the same class is quite wide
(五) teaching aids
multi-media computer, tape recorder, some money and so on. they will be needed in this lesson.
part two the teaching methods
1. communicative teaching method
2. listening and speaking methods
3. task-based teaching method
as we all know，the main instructional aims of learning english in the junior middle school is to train students’ abilities of listening, speaking, reading, writing and their good sense of the english language so in this lesson i’ll mainly use “communicative teaching method” ,“l(fā)istening and speaking teaching method ” and “task-based” teaching method. that is to say, i’ll let the ss get a better understanding of the key structure of the dialogue. i’ll give the ss some tasks and arrange some activities: free talking, listening and answering , oral practice, acting out and having a competition. above all, i will let the ss learn in real situations, finish a task by making a survey to help the ss to get a better understanding of the key structure of the conversation.
part three the learning method─cooperation
the students will finish some tasks in limited time to improve their listening and speaking skills. the students will take part in some activities like working in pairs, discussing in pairs. each unit in “go for it” contains pair work, group work and games. the students who sit at the same table and groups can make a discussion and learn each other. it makes each student be relaxed. they needn’t worry about making can arouse students to think and to say what they want to say. study will become more relaxed and pleased in this kind of environment.
part four teaching procedure
一teaching steps
step 1 leading in
t: good morning, boys and girls!
ss: good morning, sir!
t: (take out a piece of bill) look! what’s this?
ss: money.
t: who likes it? hands up?
ss: (ss all put up their hands)
t: (kiss the money) me, too. (put the bill in the pocket)
ss: (ss all laugh)
t: (show a man who is holding plenty of money)
ss: wow.
t: if i have so much money, i will give some to the poor students in our class, and if they work hard, i will give them more. if you have so much money, what will you do? work in pairs and talk
about it.
(students are talking about it in pairs; they have enough words to say)…
(talk about the question with many students.)
t: s1, if you have so much money, what will you do?
s1: if i have so much money, i will give some money to my
parents.
t: you are so kind. don’t you want to travel around the world?( translate into chinese if necessary; teach: travel around the world)
s1: i think i will.
t: s2, what about you?
s2: if i have so much money, i will buy some new clothes for my parents. they are very hard-working.
t: that’s a good idea. don’t you want to get an education? (translate into chinese if necessary; teach: get an education) s2: yes, i am sure i will go to college.
t: if you work hard, i think you will go to college.
s2: i think so.
t: s3, if you have so much money, what will you do?
s3: i will open up a company and make more money.
t: that’s great. may you success!
s3: thank you.
( ask more students to talk about it )…
t: if we have so much money, we will do a lot of things with the money. so money is very important for us; s4, do you think money is everything? (translate into chinese if necessary)
s4: i think money isn’t everything.
t: i agree with you. money isn’t everything.
purpose of my designing: i think it is important to form a better english learning surrounding for the ss and at the same time it is necessary to provide situations to review learned knowledge for the next step and present some new words and phrases.
step 2 study the phrases
t shows the phrases in activity 1 and let ss read and learn.
step 3 circle and survey
1. t: look at the things in activity 1, which of the things are the most important to you? circle three things.
(ss circle. wait for a moment)
t: what is the most important thing to you?
s5: to go to college.( help if necessary)
t: what’s the second?
s5: …
t: what’s the third?
s5: …
(ask more students to say)
2. t: please work in groups of six, and count up the number of
show the most students in each item.
_____ think _____ is the most important thing to them, ______ think _____ is the second important thing to them, and _____ think _____ is the third important thing to them.
purpose of my designing: to provide situations to review learned knowledge for the next step listening and make sure the ss can grasp the key words and phrases and learn to express their own opinion
step 4 listen and write “a” or “p”
t: look at the pictures in activity 2a, we can see two pictures, the first picture is about michael and a soccer agent (teach: agent), and the second picture is about michael and his parents. and we will hear two conversations, conversation one is about michael and the soccer agent, conversation two is about michael and his parents. listen to the recording and write “a” or “p” in the blanks.
a----- a soccer agent
p----- michael’s parents
(make sure they know the letters’ meaning)
(t plays the recording for the first time, ss listen. t plays the recording for the second time, ss write “a” or “p”)
correct the answers with the students.
purpose of my designing: to give students practice n the target languages in spoken conversation
step 5 listen and complete
t: look at the sentences in activity 2b, read the sentences first. (students read loudly)
t: listen to the recording, listen to the first sentence as a model. (play the recording; let them know the first sentence) now.
大班說(shuō)課稿我長(zhǎng)大了篇十一
first class; teaching suggestion
1 teaching material analysis
the lets talk part of the textbook is a situational conversation where students learn to ask questions and answer questions about where they are, wheres, its, in / on / under, and can be used naturally in actual lets practise section is part of the lets talk part of the game, which provides students with an opportunity to actually use the the two part of knowledge and practice, you can listen, say, and recognize the following words: car, plane, desk, chair, bag, in, on, under.
2 teaching suggestions
this class is mainly through situational dialogue, so that students learn to ask questions and answer the location of the sentence, so that students understand in a certain situation, will say and understand the sentence wheres.... its in / on / under...the teacher asks the students to prepare the stationery class words before class. when they teach the new sentences, they can use the game "hide and seek" to import sentence patterns wheres... its in / on / under...on the basis of understanding the new sentence patterns, use the courseware to learn the new dialogue, so as to recognize the words in the , once again, through the game, tin and consolidate the content of the lets talk, the game can be spanided into collective and group game game two, and will find stationery extended to find toys or other things around.
second hours teaching suggestion
1 teaching material analysis
this session is spanided into two sections: lets, learn, and lets lets learn section focuses on teaching a few words that represent transport: bus, bike, jeep, taxi, and a preliminary understanding of the phrase "look out".lets play is part of the lets talk part of the first class, to provide students with an opportunity to use language in real life.
2 teaching suggestions
the main lesson to learn several express transport words: bus, bike, jeep, taxi, students of these words have a preliminary understanding, learning again, teachers should design easy to mobilize the students interest and enthusiasm for learning the introduction of new classes, the introduction of new lessons with simple strokes, but also the use of real toys to allow students to perceive, to attract students with colorful pictures, with familiar voices to mobilize use animation courseware to present new the training session, the teacher may design the interesting activity, lets the student consolidate in the play, moves.
third hours teaching suggestion
1 teaching material analysis
this session includes two sections: lets, say and lets lets say part is to train students to listen, say, read and write letters uu, vv, ww, and to make the students understand and speak the letters at the beginning of the word "umbrella", "under", "vest", "violin", "window", "wind".the lets do section reviews and consolidates the letter "a-w" through rhythmic, rhythmic preliminary understanding of the list of action words show, point, type, colour, say, but also for students to provide a basis for language is the teaching content of this book unit 1 through unit 4.
2 teaching methods
when teaching letters and words, the teacher uses letters, words and actions to present letters and words at the same time, so that students can learn on the basis of understanding the meaning of as: umbrella, vest, window, can be explained in kind; violin, wind explained by action.(according to students or teachers change the situation) understand the meaning of words, help to express words, more skilled reading words, and then learn letters, to master pronunciation, master letters shape.
[topic] unit, five, where, is, my, ruler?
[emphasis on teaching] everyday expressions where s...and its it s in / on / under....
[teaching difficulties] sentences: where, is, my, car, in, the, toy, box, understanding
[teaching aid preparation]
1 the teacher prepares the tapes for teaching materials.
2 teachers prepare let s talk part of the courseware.
3 teachers and students are ready for pen, pencil, ruler, eraser, bag and other stationery and car, toy, box, ball, plane, doll and other toys.
4 teachers prepare cards and pictures of the words they learn.
5 students prepare white paper and watercolor pen, ready to draw.
6 students prepare patches for the group.
[teaching process]
1 warm up and review (warm-up/revision)
(1) students practice everyday expressions.
(2) games show, me, the...
teachers or students say words such as "pencil", and teachers and students say show, me, the, pencils., teachers and students put up this way, practice other stationery words in the same and students play games together to improve game effectiveness and communication between teachers and students.
(3) the teacher plays the recordings of book unit, 2, b, part let, s, chant, and the students listen and clap and chant rhythmically.
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