第一篇：對一堂語法課的感想

對一堂語法課的感想

在我印象中的語法課就是,老師從課文的句子歸納語法規(guī)則歸納,在通過例子說明,在做練習(xí)，學(xué)習(xí)語法就是一門枯燥無味的過程。

但在這節(jié)視頻課的許老師上語法課的方式確實一個全新的方式，我從中明白語法課也可以和生活聯(lián)系在一起。從生活中學(xué)語法，再把語法應(yīng)用到生活中。許老師從一些日常生活中的標語中把那些過去分詞歸納出來，在向同學(xué)們解釋一下同樣的意思用過去分詞和用一般形式的差別，從而歸納出用過去分詞的優(yōu)點。最后，就是把所學(xué)的語法應(yīng)用到生活當中，許老師布置同學(xué)們的任務(wù)就是叫他們把學(xué)到的語法知識做關(guān)于運動會的板報。

在這個過程中，我們要做的是在對學(xué)生要有比較正確的能力估計。既要不低估學(xué)生的能力，也不要過高估計學(xué)生的能力。我還記得在外語教育技術(shù)這門課學(xué)到：要遵循+1的原則，就是我們在設(shè)計課堂任務(wù)的時候要在學(xué)生的能力基礎(chǔ)上再+1的原則。我在家教的時候就有一次備課失敗的經(jīng)歷：這個學(xué)生是重點中學(xué)的學(xué)生，所以我再設(shè)計課堂內(nèi)容的時候就準備了一些比較難的內(nèi)容。但在課上，她跟我說我出的題目她都沒學(xué)過，也不懂。我第一次覺得，無論學(xué)生讀什么重點中學(xué)，她學(xué)到的知識還是有限，這個例子說明我過高估計了學(xué)生的能力。因此，在設(shè)計自己的課堂要難度適中，只有如此，我們才可以真正在學(xué)生掌握的基礎(chǔ)上可以進一步提高他們的能力。

其實學(xué)英語就是用來交流文化，交流思想，達到相互了解的目的。所以在學(xué)英語的各個方面中，教會學(xué)生去應(yīng)用才是更重要的。

第二篇：關(guān)于第一堂心理課的感想

關(guān)于第一堂心理課的感想

心理學(xué)，原本就是一直很好奇的事情，仿佛可望而不可即，卻又徘徊在每個人的身邊。而我對心里的理解也只是停留在小時候魔法師的讀心術(shù)，神奇而又神秘。在聽說有這樣一個培訓(xùn)班時，還有些欣喜，出于好奇，參加了這個培訓(xùn)班。

其實，高中階段的同學(xué)們?nèi)詫儆谇啻浩?，每個人或多或少都會有一些煩惱，所以，在這個大集體中，我想認認真真學(xué)習(xí)一些小知識，在真正意義上的幫助同學(xué)們解決疏通一些心理上的煩惱。這屬于李老師在第一課中說的“助人”。當然，幫助他人的同時，也可以解決自己心中的困惑，也所謂“自助”，何樂而不為呢？在平時，學(xué)員與學(xué)員之間，有一些問題，也可以相互交流，溝通一下，或許，在一番交流過后，這個問題會“柳暗花明又一村”，不僅得以解決，又會有不同的解決方法。這個大概就是“互助”了吧。當然，除了收獲一些知識，在這個大集體中，還可以結(jié)交許許多多的朋友，這也是一大收獲矣!在這第一節(jié)心理課中，學(xué)員之間也從陌生變得活絡(luò)起來，通過幾個小游戲增進了彼此之間的距離，也簡單地認識了一下心理課的內(nèi)容。課堂上輕松的氛圍深深地吸引了我，仿佛這不是課堂，而是幾個志同道合的朋友在一起談天道地。所以，我對心理課的態(tài)度在這堂課的影響下，由僅僅是好奇轉(zhuǎn)為了期待，越來越期待下一堂課的到來，也越來越期待學(xué)習(xí)心理學(xué)的過程，或許欣喜?或許充實?我期待著。對于課堂，我認為可以在以后的課程上規(guī)范上課時間，盡量不遲到，課堂中，可以圍繞一個主題進行學(xué)習(xí)，那樣的話，會在學(xué)習(xí)的過程中更輕松，內(nèi)容更明確。

總而言之在未來的學(xué)習(xí)旅途中，我會秉承最初的目的，用心來上每一堂心理課。

第三篇：語法課

語法課課型

以人教版必修三UNIT3為例

紅色字體為板書內(nèi)容

藍色字體為設(shè)計目的黑色字體為口述內(nèi)容 綠色字體為提示內(nèi)容

Grammar(板書內(nèi)容)

教學(xué)目標：準確理解相關(guān)語法的基本概念，結(jié)構(gòu)，運用。

重點：相關(guān)語法的基本概念和結(jié)構(gòu) 難點：以學(xué)促考，靈活運用。

Part 1: Independent reading Ex 1:自主閱讀Ex 1 部分, 了解名詞性從句的用法

T: Good morning, boys and girls.Today, we’ll learn a new grammar style名詞性從句Noun clauses.Now please open your book, turn to page 21, book 3 and look at Ex 1.Read the play, which are mainly about this kind of grammar? Try to find the sentences.（pause）

T: Ok.Stop here!Can you say one sentence? Now, who want to share your works? Ok, Tom, please.(手勢語：平伸右手，手掌朝上，示意學(xué)生回答。做邊聽狀，邊板書第一個句子，這個要提前備課，就是您早就準備好的句子！)

S: May we ask what you are doing in this country?

T: Very good，sit down, please.Now, who want to say the next? Ok, Lily, please.(同上，寫第二個句子！)

S: I didn’t know whether I could survive until morning.T: Very good, sit down, please.Now, who want to share the last one? Ok, Kate, please.(同上，寫第三個句子！)

The fact is that I earned my passage by doing sth.（課本上的三個句子）

T: Very good，sit down, please.T: Now, we can see the Noun clause is a piece of cake.Let’s look at the Ex 2 and try to finish the exercise of this part.If you can not solve the problem, first, lists problems of your own, then you can discuss in pairs;after discussion, you two can’t solve it, come to the blackboard and write it down.Part 2 comprehension 理解(寫完板書，此時，就下去轉(zhuǎn)一下，回來在黑板上寫1-2個難句子，就當是學(xué)生寫的)

Difficult point 1: What do you think of the bet the brothers have made?

Difficult point 2: What do you think will happen to Henry? Research 1: students’ comprehension to the grammar.T: Very good, just now two of our students wrote down two sentences, they think the sentences are much harder to understand.Can we help them to under the two sentences? T: Now, who want to try? Ok, Susan, please.(手勢語：平伸右手，手掌朝上，示意學(xué)生回答。)Which sentence do you want to explain to them?(Pause)Ok, the first one.(Pause)Ok, Susan’s explanation is very good!I must say that the bet is very interesting.Sit down, please.T: Now, who can solve the second sentence?(Look around)Research 2: With the teacher’s help to understand the grammar.T: Nobody? Really? Ok, let me help you.You can use “I must say that_____________” Here.Here, can” that” be left out?(Pause)Right!It can not be left out.Does it have any meanings?(Pause)Right.It has no any meaning.（此處用漢語解釋語法現(xiàn)象，在講解時可以在原句上畫點記號什么的,目的是幫助，不是全部解決）Now, who can have a try in volunteer? Ok, Linda, please!(Pause)Ok, Linda’s explanation is very good!

I must say that Henry will live a happy life.Sit down, please.T: Now, who can draw a conclusion to the grammar which we learnt in this text in volunteer? Nobody? Ok, let’s discuss in groups!

Part 3: The rule of the grammar(寫完板書，此時，就下去轉(zhuǎn)一下，回來看練習(xí)四，當堂測驗)T: Well, Tom, it’s you again!Please!(Pause)Very good!Thank you, sit down please.名詞性從句：缺什么補什么，不缺什么用“that”.(簡析語法現(xiàn)象)

And now let’s finish Ex 4, now I’ll ask some of you to finish two of them.The reason was ________________________.4 His concern is__________________________.T: Who will answer in volunteer? Bush and Black!OK!Come to the black board and finish them!(自己寫上就OK了)The reason was that he met a strong wind.His concern is whether they can offer him a job.Very good!Quite right!Thank you, go back to your seat and sit down please.Part 4: Homework

T: Ok, so much for this class.After class, please finish Ex 5 on page 21.That’s all for today, see you

Speaking實戰(zhàn)講稿

Step 1: Leading in: by discussion.Hi, boys and girls.We are now living in a highly developed world, with advanced culture and highly developed civilizations.But have you ever thought what are the base of all the culture and civilizations? Oh, yes, they are based on those which were created by our great, great grandfathers lived a long, long time ago.No one exactly knows what they lived on, what were their housing and home decoration conditions, what kind of tools they usually used in their production activities, and what entertainment they had in their spare time.Anyway, we can imagine!So now, let’s divide into groups of four and, with the help of your imagination, discuss what kinds of food the early man ate, what their housing conditions and home decorations were like, what tools they made and what entertainment they had in their spare time.Then I’ll ask some of you to report the results to the whole class.Step 2: role play

T: Good, sit down.Please turn to page 72, look at the SPEAKING part.You should read it with your partner, then, do the roles play.(Teacher writes bb--middle)Making suggestions and giving advice:

1.What can you suggest?

Maybe we/you could …… 2.Can I ask you for some advice?

I suggest(that)…… 3.Can you help me decide?

That’s a good idea.4.What do you have in mind?

Well, but what about……

Have you considered doing……？

T: OK, time is up.In our daily life, we often ask someone for advice when we can’t make a decision.On the other hand, we often give other advice if they come to us for help.How can we ask for and give advice in English? Let’s look at the blackboard.There are several sentences about giving advice, please read it follow me.T: Make sure you can use these sentences when you are making suggestion.Who can give us a dialogue? Any volunteers?

T: x x, you please, you can choose one of the situation in speaking part.T: Excellent

Step 3: Interview

T: We are going to have an interview.You are a host and your partner is Helen.Now give a chat with Helen.I’ll give you several minutes to prepare.T: Time is up.Which pair would like you have a try? Lily, your group please.Q.What skills do you think young people need to succeed in life? A.Set Goals, plan for success, and believe in themselves.Q.In this high-tech world, what’s the most important aspect of education?

A.A well-rounded education with a broad view of the world.Q.Who was the biggest influence in your life? Why?

A.My parents, Sir Edmund Hillary

Q.What’s the toughest part of your job?

A.Finding time to do all that I want.Q.When you were a teenager, what place in the world did you most want to visit, and have you traveled there yet? Was it as wonderful as you thought it would be? Why or why not?

A.The magnetic North Pole was my dream.I am the first woman to walk there alone without support.I wrote a best-selling book about my journey with my polar bear dog Charlie who saved my life from polar bears.When I finally arrived after having survived storms, a tent fire, frozen fingers, broken sea ice and polar bears I had a tremendous feeling of achievement.I didn’t matter that I was first.It mattered that I had a goal, a plan and therefore I stood at the Pole.T: Very good.Thank you.I will ask another two students.Any volunteers?

Lily, your group please.… … Blackboard design:

Speaking Step 1 Discussion

Step 2: Role play 1.What can you suggest? Maybe we/you could …… 2.Can I ask you for some advice? I suggest(that)……

Step 3: Interview

詞匯課課型試講教案

Teaching Plan for Module 1(SEFC Book 1)Unit 1 “My first day at senior high” The Third Period, language points I.Teaching Objectives 1.Language Objectives(1)Help students know the collocation and meanings of the following words and phrases: embarrassed, instruction, far from, nothing like, looking forward to etc.(2)Help students acquire the use of adjective ending –ing and –ed.(3)Help students know the use of present continuous tense 2.Ability Objectives(1)Enable students to use these new words correctly in speaking and writing.(2)Enable students to use adjective ending –ing and –ed correctly in daily life to describe sth.II.Important Points 1.Master some phrase, and some new words 2.Master the use of adjective ending –ing and-ed III.Difficult Points Analyze components of a sentence IV.Teaching Methods 1.Practice, discover, Asking and Answering, Explaining 2.Teaching Aids: text book V.Teaching Procedures Step I Reading(1 minute)T: Good morning, boys and girls.First let’s read the new words and new phrases, please turn to page 113 and read the new words from enthusiastic to amazed, go(enthusiastic, amazing, information, website, brilliant, comprehension, instruction , embarrassed, description, amazed)OK.Very good!Step II Lead-in(1 minute)T: Everybody, after we have studied this passage(My first day at senior high), we all know that the writer had a wonderful experience of his first day in senior high school.In this class let’s study some useful words and phrases.Phrases(look forward to, far from, nothing like)and words(bored/boring tired/tiring excited/exciting surprising/surprised interesting/interested embarrassed /embarrassing)Step III Careful analyzing(8 minutes)（此處挑兩個講即可）

OK.Well done!Now let’s look at some of the difficult points in the text!

1.The first one: 1.the classrooms in li kang’s school are amazing/ some students were embarrassed at first.Fellows we have already learned the adjective ending –ing and –ed in our junior high school, so let’s turn to page 7 and complete the sentences.Two minutes.(then the teacher check the answers), then let us look at grammar 2 the 2nd one choose the correct explanation according to the exercise we have done in page 7.ok it seems that you have a clear mind of the 2 kinds of endings, so let us find more examples in our text.(2nd paragraph, the classrooms are amazing, the3rd I don’t think I will be bored in Ms Shen’s class, the 4th paragraph some students were embarrassed at first)

The next one, 2?and Ms Shen’s method of teaching is nothing like that of the teachers at my Junior High school.（the sentence under the picture）Nothing like means , “絲毫不象”in Chinese.Eg: Math class is nothing like Chinese class, because the former is focus on logic thinking, the latter is main tell us how to think in a different way.The third, 3.I'm looking forward to doing it!

look forward to sth./doing sth.In this structure to is used as a preposition I look forward to hearing from you as early as possible.（do you remember some other this kind of phrases）There are some other preposition phrases :(ask students the same kind of words they have learned in their junior school：do you remember some other this kind of phrases look forward to 盼望…… turn to 求助于；轉(zhuǎn)向；翻到……pay attention to 注意…… stick to 堅持get down to 開始認真干……object to 反對point to 指向see to 處理，料理devote…to… 貢獻……給…

Pay attention to ____(walk)along this risky bridge.There is not much time , lets get down to ___(walk)on this research.Teachers’whole life is devoted to_____(teach)We should object to ___(tell)lies.Step V Summary(1mins)T: In this class we have learned some useful phrases and words.do you still remember their meaning ?(nothing like , look forward to)and now are you clear how to use the adjective ending –ed and –ing.Step VI Homework Assignment(1 mins)T: After class, let’s have a revision of the present tense and preview listening and vocabulary, then do the exercises in text book.So much for this class, bye!VI.Blackboard Design

寫作課課型 四色筆 講稿模板

紅色字體為板書內(nèi)容 藍色字體為設(shè)計目的 黑色字體為口述內(nèi)容 綠色字體為提示內(nèi)容

寫作課：Writing class : Healthy eating（健康飲食）? Teaching Objectives（教學(xué)目標）：

一、知識技能目標： 1.認識并掌握有關(guān)食物及健康飲食習(xí)慣的單詞、詞組；

2.用英語表達哪些是健康食物，哪些是垃圾食物，以及為什么；解決句式問題。3.總結(jié)平衡膳食的定義，并且能提出一些健康建議。

二、情感態(tài)度目標：了解有關(guān)營養(yǎng)飲食的基本常識和培養(yǎng)健康的飲食習(xí)慣。? 教學(xué)重難點：

1.教學(xué)重點:如何區(qū)分健康食品以及垃圾食品并且會用英語表達;.2.教學(xué)難點: 教會學(xué)生如何自如表達自己的意見和建議并且?guī)椭鷮W(xué)生總結(jié)出平衡膳食的定義。

? 教學(xué)方法：

1.Pair work and Group work（小組合作，交流式教學(xué)）2.Discussion and cooperative learning（自主探究、合作探究）3.Task-based approach（任務(wù)式教學(xué)）? 教學(xué)步驟：

Part 1 導(dǎo)入（Warming up）

1.以一句話：“Everybody needs foods, so do I”及麥當勞、肯德基的相關(guān)飲食引入話題。(1 分鐘)T: Good afternoon, boys and girls.Today we’ll talk about “Healthy eating(板書的內(nèi)容)“.We have three meals everyday.Everybody needs foods, so do I.I want to know the following questions.The first question: Have you had lunch or breakfast in McDonald’s or KFC? The second question: Do you like the food there? The third question: Which one do you prefer?”(The purpose of this part is to stimulate Ss’ interest and call their attention to the topic.)Part 2 小組練習(xí)（Pair works）（3分鐘）

T: Now, two students in pairs to ask each other about the above three questions, and then I’ll ask some of you to practice the dialogue in front of all of us.Now, let’s begin.(下去轉(zhuǎn)轉(zhuǎn))T: Ok.Now, which pair wants to act this dialogue in volunteer?(Pause)Tom and Kate, please.Good!Sit down please.T: Any other pair?(Pause)Well, Linda and Susan, please.(Pause，pretend to be listening)Good!Sit down please.Part 3 頭腦風(fēng)暴（Brain storming）3分鐘

1.Now, I will divide the whole class into two parts, the students on the left will be Group One, and the students on the right will be Group Two.Let’s compete between the two groups.One student will be the leader to collect the names of the food.Let’s see which group will get more names of the food.Who will be the leader? Ok!Tom and Kate.Ready? Go!(Pause)Ok!Now, let’s show the two sheets.（展示兩張紙，寫點對應(yīng)的內(nèi)容就行，一會好念，提前備課時就寫好）Group One win the game!Well done!(把學(xué)生分成兩組競賽，看哪組的同學(xué)收集的食物單詞多，然后教師教導(dǎo)朗讀(2-3分鐘)Part 4 句型練習(xí)（Sentence structure practicing）（2分鐘）

Now, I’ll show some of the names of food on the black board,(讀其中的一些食物名稱)let’s discuss which are junk food and which are healthy food? You can use the sentence structure” I think that(or the food name)is junk/healthy food because….” And you can talk about “What is the name of the food? / What nutrition does it mainly contain?” Four students in a group, and let’s begin.(Pause, Junk food VS Healthy food,板書完成后，此時可下去轉(zhuǎn)轉(zhuǎn))老師先展示如何使用句型：“I think that(or the food name)is junk/healthy food because….”來描述什么是健康食品，什么是垃圾食品。然后把學(xué)生按4人分成一組進行討論練習(xí)，老師給出了對話該涉及的內(nèi)容范圍：What is the name of the food? / What nutrition（營養(yǎng)物質(zhì)）does it mainly contain?（2分鐘）

Part 5: Activity task----make a survey活動任務(wù)---做調(diào)查報告(2分鐘)T: Now I’ll give you a sheet.Ask 3 students around you about their dieting habits, and offer them some advice.You can use the sentence structure as” You should take less…, and you should have more….”(Pause，可以下去轉(zhuǎn)轉(zhuǎn))給學(xué)生發(fā)一張表格，引導(dǎo)學(xué)生按照表格詢問周圍3個左右的同學(xué)，了解同學(xué)間的飲食習(xí)慣，并能提出一些健康建議。

調(diào)查的表格如下:(可忽略不備)Name（名字）Breakfast（早餐）Snacks（零食）Lunch（午餐）Dinner（晚餐）

Part6.布置作業(yè)（1分鐘左右）

T: Ok, let’s see the food Pyramid map together.（稍微暫停）From this picture you may well understand how to keep a balanced diet in our daily life.After class, write a composition about “Healthy Eating”.Ok, so much for this class.Class is over, see you!老師在課件上展示食物金字塔圖，讓學(xué)生了解飲食的營養(yǎng)應(yīng)如何平衡，然后布置作業(yè)：讓學(xué)生自己寫一篇健康飲食的作文。板書設(shè)計

Healthy Eating 1.Junk food VS Healthy food 2.Balanced diet

Reading Step 1 Lead-in 導(dǎo)入 Brainstorm Class begins.Good morning, boys and girls.Today we will learn a new unit together.First let’s get to know the man, who is called Mr.Nature.He is very emotional.When he is happy, he stays calm and shows us beautiful natural scenery.But when he gets angry, he becomes a troublemaker and causes many natural disasters.Do you know the meaning of natural disaster? Yes, it means自然災(zāi)害, for example, the earthquake happened in Ya’an last month, which caused great damage.Besides earthquake, what other kinds of natural disasters do you know? Please brainstorm and try to think of as many natural disasters as you can.Suggested answers: typhoon 臺風(fēng)/ volcanic eruption 火山爆發(fā)/thunderstorm 暴風(fēng)雨 Flood 洪水/tsunami 海嘯/ drought 干旱/ hurricane(tornado)颶風(fēng)，龍卷風(fēng)

Guys, you’ve done a great job.Have you experienced any natural disaster we mentioned just now? You please.Suggested answers: You have experienced flood in summer.What did you see? The flood water covered the whole city and you had to stay at home.Can you describe your feelings at that time? You felt frightened and nervous.Step 2 Reading 1)Skimming/Listening Yes, I totally agree with you.In most cases, natural disasters can be very frightening.Today we will read a passage about natural disasters.Please take out your handout and listen to the tape.After listening, please tell me the main idea of this passage and in what order this passage is organized.You only have 2 minutes.Ready? Go!Time is up.Who would like to tell us the main idea? Tom, would you please have a try? Suggested answers: This passage talks about Tangshan earthquake, the largest earthquake of 20th century.Very good? Can you tell me in what order this passage is developed? In order of time.How do you know that? Because the writer first describes strange things in the first part and then tells us the city was destroyed by the earthquake.Lastly, he says the army came after earthquake.Yes, you are right.2)Scanning In the first part, the writer tells us strange things happened before the earthquake.We know that before some natural disaster, there are sometimes warning signs from nature.If we have such kind of knowledge, we can reduce the damage.Please go through the first paragraph quickly and try to figure out what signs did the author mention? You only have one minute.Here we go!Now let’s read for more details.Let’s go through the whole passage and try to find the answers to the following three questions.Step 2 Fast reading 泛讀

Read the text quickly and try to finish the following exercises.A.New words or phrases burst: break open because of pressure from inside at an end: finished nation: all the people in the country steam: gas that hot water gives out in ruins: destroyed extreme: very great in degree useless: of no use shocked: surprised very much rescue: save somebody or something from danger shelter: a place that protects you from the weather or danger B.Questions 1.When did the Tangshan earthquake happen? Suggested answers: The earthquake happened at 3:42 am on July 28, 1976.2.How many people were killed or injured in the earthquake? Suggested answers: More than 400, 000 people were killed or injured in the earthquake.3.Was all hope lost? How did the army help the people there after the earthquake? Suggested answers: No, all hope was not lost.The army sent 150,000 soldiers to Tangshan to help the rescue workers.The army organized teams to dig out those who were trapped and to bury the dead.Step 3 post-Reading 1.Discussion Suppose an earthquake happens now, what should we do to keep ourselves safe? Please discuss natural wonders in groups and your discussion should be based on the two questions.This time, the group leader should take down your group members’ ideas and sum them up in your own words.Later, we will share your ideas with all of us here.Understand me? Time is up.Any group would like to share your idea with us? Suggested answers: 1.Don’t be nervous and keep calm.2.Don’t try to run out of the classroom at once.3.Protect your head by putting your school bag on your head.4.Squat under your desk.5.Leave the classroom after the earthquake.2.Interview Have you noticed that news reporters and interviewers play an important role in keep us informed after Ya’an earthquake happened? Next, please choose a paragraph and act out an interview between a reporter and survivor from the Tangshan earthquake.Make a dialogue with your partner.I will give you three minutes and then I will invite some of you to act it out.Step 4 Summary and assiagnment We have done a lot of things today.Firstly, we have talked about….Then, we discussed.Next, we learned some useful words and expressions.Here comes your assignment: 1.Retell the passage.2.Search the Internet to find more information about earthquake.

第四篇：一堂寫字課的感想（小編推薦）

一堂寫字課的感想

12月4日上午第一節(jié)課，梁老師給我們上了一堂生動的寫字課。

在這節(jié)課上，梁老師首先教我們?nèi)昙壵Z文老師寫“三”、“二”“方”三個字用毛筆寫的方法。他一邊講解一邊示范，用大號毛筆蘸清水在黑板上書寫，字體既剛勁有力又瀟灑飄逸，令我敬佩不已。梁老師還向我們講了他自己學(xué)寫字的心得體會，告訴我們寫字要堅持練習(xí)，只有多練才能慢慢悟出一些道理。陳主席還向我們補充了梁老師起筆、運筆、收筆的方法，并畫了示意圖，清晰易懂，也令我受益匪淺。

學(xué)然后知不足，教然后知困?！边@節(jié)生動的寫字課讓我明白了自己的不足和努力的方向，在今后的時間里，我一定會堅持練習(xí)，提高練寫質(zhì)量，更好地指導(dǎo)學(xué)生的書寫。

第五篇：語法課教案

泰州學(xué)院 外國語學(xué)院 09英教

（五）學(xué)號：09952014 張茜

語法課教案 Unit 4 I.Teaching Objectives

1.Perception objective: a)The Ss can hear, read and use the main sentences patterns “What are you doing? I?m…/We are…”

b)The Ss can understand and read the conversation of the lesson.2.Ability objectives: a)The Ss can use the sentence pattern of talking in telephone.b)The Ss can use the pattern to express their thoughts in the proper scene.3.Emotion objective: By completing the task, the Ss increase their interest and set up self-confidence in language study.II.Difficult Points The students can use the sentence pattern to chat with others and can make simple dialogues.III.Teaching Methods

1.Communicative teaching method 2.Audio-visual teaching method 3.Task-based teaching method

IV.Teaching Tools

Pictures, ppt

V.Teaching Time 45 minutes

VI.Teaching Process

Step 1.Warming up a)Free talk

T：How are you? S：I?m fine.Thank you.T：What?s the weather like today? S：It?s sunny.b)Review the new words and phrases in this unit, such as “sweep the floor” “wash the clothes”.Step 2.Presentation a)First, show some pictures and give the primary form of verb phrases at the same time.Then show the present participle of the words.泰州學(xué)院 外國語學(xué)院 09英教

（五）學(xué)號：09952014 張茜

For example, the teacher shows a picture and gives the primary form “read a book”.Then show the present participle “reading a book”.b)Second, give the form of present participle

c)Third, show pictures and ask Ss talk with her and guide Ss to use these sentences pattern “what are you doing? I?m …/We?re …”.For example, “what are you doing? I?m reading a storybook”.d)After presentation, ask Ss “what we have learnt today?” and give them five

minutes to discuss together.Then sum up: 1.the sentence pattern “what are you doing? I?m …/We?re …”.2.Be(am/is/are)+ 動詞ing 用來表示正在發(fā)生的事和進行的動作，這種表達形式就是現(xiàn)在進行時。動詞ing形式就是現(xiàn)在分詞

Step 3.Drills(Task time)

Task 1: Say out and spell First, ask Ss to say out primary form and present participle of these words and spell them.For example, show the word ?stand?, the Ss should read first, then say out ?standing? and spell it ?s-t-a-n-d-i-n-g?.Task 2: Make a telephone call Design a real situation about calling and let Ss work in pairs to make a telephone call like this: A: Hello, is that…? B: Yes.A: What are you doing now? B: I?m…

Task 3.Read and translate Give the Ss some incomplete sentences and ask them to fill in the blanks by using the sentences pattern and phrases.Task 4.Play a game The game is ?look and guess?.The teacher asks one student to draw in front of the stage and do the corresponding actions.Other students will guess what he/she is doing now.Step 4.Consolidation and extension

a)Fill in the blanks, then answer Ask Ss to fill in the blanks and then answer questions like this: T: What are you doing ? S1: I?m…

T: What is your English teacher doing? S1: He/She is…

b)Find and say 泰州學(xué)院 外國語學(xué)院 09英教

（五）學(xué)號：09952014 張茜

Show a picture about a park and ask Ss work in group to point out what are they doing and use sentences we learnt today.For example, Susan and Sam are running.Step 5.Homework 1.Copy the new words in Part B.2.Write about the pictures in Part C.3.Review some other verbs.Step 6.Blackboard design

Unit 6

running

swimming sweeping

What are you doing?

I?m …/We?re

cleaning 3