第一篇：回合式教學(xué)法教案

應(yīng)用ABA技術(shù)教孤獨癥幼兒認(rèn)識紅色的教育方案

一、個案資料介紹

軒軒，男，3歲7個月，湖州人。童童2歲半時仍不會說話，偶爾會發(fā)出“爸爸、媽媽”等音，平時和父母缺乏親近感，叫他的名字無反應(yīng)，父母以為聽力障礙，就診后被告知聽力正常。與之說話沒有目光對視，不能進(jìn)行語言交流平時好動、行為刻板，喜歡看廣告及電風(fēng)扇、車輪等旋轉(zhuǎn)的物品，喜歡吃薯片，不能與小朋友一起玩。表達(dá)需要時以肢體語言為主，如父母不能及時理解、滿足他的需求，則脾氣暴躁，哭鬧不止。其父母于2018年3月帶他到杭州市第七人民醫(yī)院就診，診斷為兒童孤獨癥。

二、教學(xué)程序

（一）背景：針對軒軒目前的情況，在訓(xùn)練之前，采用兒童孤獨癥及相關(guān)發(fā)育障礙心理教育評定量表（C-PEP）對他進(jìn)行了評估。PEP 量表包含兩個分量表，一個是功能發(fā)育量表，一個是病理量表。測驗項目由一套玩具及游戲項目所組成，在測試的同時，對患兒的各種反應(yīng)按一定的評分標(biāo)準(zhǔn)作記錄。功能發(fā)育量表由95個項目所組成，包括模仿、知覺、粗大動作、精細(xì)動作、口語認(rèn)知、認(rèn)知表現(xiàn)、手眼協(xié)調(diào)7個方面。病理量表由44個項目所組成，包括情感、人際關(guān)系、游戲及材料的嗜好、感覺模式和語音5個方面。結(jié)果顯示，童童在語言、口語認(rèn)知、精細(xì)動作、手眼協(xié)調(diào)、知覺、認(rèn)知表現(xiàn)、情感、人際關(guān)系、游戲及材料的嗜好等發(fā)展評定為重度；粗大動作及模仿評定為中度。根據(jù)評估結(jié)果，對童童制定了個別化的訓(xùn)練治療方案，主要分為四個方面：模仿、手眼協(xié)調(diào)、情緒表達(dá)、語言理解。

（二）教學(xué)目標(biāo)：教軒軒認(rèn)識紅色。

（三）教學(xué)過程： 1.基本理論：

回合式教學(xué)法是應(yīng)用行為分析的核心技術(shù)之一，是由指令、反應(yīng)、結(jié)果、停頓四個環(huán)節(jié)組成，如不能執(zhí)行指令，可以使用手把手練習(xí)、手勢、動作示范、語言提示等幫助他完成。“＋” 表示通過，“一” 表示不通過。每次訓(xùn)練做4個項目，每一個項目共計10個回合，每一個回合之間要有停頓，給兒童對前一回合一個儲存記憶及給老師思考時間，連續(xù)3次正確率達(dá)到80％ 及以上（輔助完成的不算），則進(jìn)人下一個環(huán)節(jié)。

強(qiáng)化物選擇：為軒軒選擇的強(qiáng)化物是，原級強(qiáng)化物：有食物（薯片）、玩具（小車玩具）；社會性強(qiáng)化物：口頭表揚(yáng)、鼓勵等。（薯片和玩具小車在平時控制，不經(jīng)常給軒軒，防止飽厭）2.教學(xué)方法：示范法、講授法 3.教學(xué)步驟：

（1）指令：指令是讓孩子作出反應(yīng)的刺激，即為實現(xiàn)目標(biāo)行為提出的要求。

教師：“軒軒，拿出紅色卡片給我”。同時手指著桌面上的兩張卡片（一張紅色，一張綠色）。

注意：語言指令與非語言指令伴隨；及時、適時；準(zhǔn)確、扼要；有必要性；適合兒童的接受能力；從簡單到復(fù)雜。

（2）反應(yīng)：明確預(yù)期反應(yīng)，事先有明確目標(biāo)。有三種可能循環(huán)：

A:軒軒拿出紅色卡片，教師給軒軒一塊薯片，同時說“軒軒你真棒”。停頓3秒，然后說：“我們開始下一個循環(huán)。”

B:軒軒沒有反應(yīng)，教師保持鎮(zhèn)靜。等待5秒，即為“無反應(yīng)”，教師把著軒軒的手拿起紅色卡片，反應(yīng)正確給軒軒一塊薯片作為強(qiáng)化。停頓3秒。再重新開始下一個循環(huán)。

C:軒軒拿出綠色卡片，反應(yīng)不正確時，保持鎮(zhèn)靜，對不適當(dāng)反應(yīng)忽視，停頓3秒，然后說：“我們重新開始下一個循環(huán)?！?/p>

(3)強(qiáng)化：兒童對指令做出正確反應(yīng)要及時正強(qiáng)化和負(fù)強(qiáng)化。強(qiáng)化物包括物質(zhì)性強(qiáng)化物和社會性強(qiáng)化物。本課程中選取薯片和鼓勵“你真棒”作為強(qiáng)化物。(4)輔助：當(dāng)兒童有難度時應(yīng)用輔助。

輔助方式：身體輔助（手把手）、視覺輔助（示范、收拾、眼神、改變物體位置和言語）。如果軒軒反應(yīng)錯誤，教師可把著軒軒的手拿起紅色卡片，逐漸減少幫助，當(dāng)軒軒反應(yīng)錯誤時，眼睛看著紅色卡片給予幫助。(5)停頓：結(jié)果出現(xiàn)后，下一個回合開始前，要稍微暫停幾秒鐘。

停頓的作用：使軒軒童對反應(yīng)與結(jié)果的關(guān)系有記憶的過程；給老師一個思考的時間，思考上一個回合的反應(yīng)以決定下一個回合如何處理；區(qū)別兩個回合，使得兒童對個指令有更加清晰的判斷。

三、教學(xué)提示：

1.如果軒軒沒有反應(yīng)時候，不要重復(fù)指令，因為無反應(yīng)也是一種反應(yīng)，這時候需要重新開始下一個循環(huán)。

2.如果軒軒做出了錯誤反應(yīng)，不要責(zé)怪軒軒，同時根據(jù)軒軒情況提供相應(yīng)的輔助，可以從最多輔助到最少輔助，一開始可以身體輔助，把著軒軒的手拿起紅色卡片，慢慢減少輔助，可以是用眼神盯著紅色卡片作為輔助，還可以將紅色卡片放在距離軒軒近的位置。

3.要選擇好強(qiáng)化物。強(qiáng)化物的選擇，要依據(jù)以下幾個原則：方便易取，原級強(qiáng)化物薯片在日常生活中軒軒少接觸，強(qiáng)化物是軒軒喜歡的，原級強(qiáng)化物伴隨著社會性強(qiáng)化物同時使用。

4.指令要描述清晰，語言簡潔，我們要說：軒軒，紅色的卡片給我。而不要說：軒軒，你知道紅色的卡片在哪里?。?/p>

附件：回合式教學(xué)法“認(rèn)識紅色”流程圖

教 育 學(xué) 院

碩 士 研 究 生 期 末 論 文

應(yīng)用ABA技術(shù)教孤獨癥幼兒認(rèn)識紅色的教育方案

課程名稱： 特殊教育教學(xué)設(shè)計與案例分析

任課教師： 袁茵 專 業(yè)： 特殊教育 學(xué)生姓名： 李倩 學(xué)生學(xué)號： 201611020082

2018年 7月

第二篇：教學(xué)法教案

仁愛英語七年級（下）Unit5 Topic2 Section A

授課人：081040609譚秋云

一、教學(xué)目標(biāo)（1）知識目標(biāo)：

①通過學(xué)習(xí)，掌握有關(guān)學(xué)校各種建筑物的生詞和其他一些生詞：playground, gym, dormitory, lab, computer room, dining hall, classroom building, swimming pool, make, card, soon, dance, sleep, clean, run ②學(xué)習(xí)現(xiàn)在進(jìn)行時態(tài)的含義和基本用法（2）能力目標(biāo)：

①提高學(xué)生聽說讀寫的能力 ②培養(yǎng)學(xué)生主動參與學(xué)習(xí)活動、善于和他人合作的能力。③培養(yǎng)學(xué)生學(xué)以致用的能力（3）情感目標(biāo)：

培養(yǎng)學(xué)生熱愛自己的學(xué)校，愛護(hù)學(xué)校的設(shè)施和公共財物，培養(yǎng)學(xué)生熱愛運(yùn)動的意識。

二、教學(xué)重點、難點

（1）教學(xué)重點：理解現(xiàn)在進(jìn)行時態(tài)的含義、用法，學(xué)習(xí)本課生詞。

（2）教學(xué)難點：現(xiàn)在進(jìn)行時態(tài)的結(jié)構(gòu)及其靈活運(yùn)用，15個單詞的掌握。

三、教學(xué)策略及教具

（1）.通過教師設(shè)計的各種語言交際活動（問答游戲，合作對話，小組活動等），讓全班都能大聲開口說英語；（2）.錄音機(jī)，PPT。

四、教學(xué)過程

Step 1 Review:提問兩三個同學(xué)，復(fù)習(xí)鞏固上次課的內(nèi)容，即一般現(xiàn)在時態(tài)的含義及用法。

T(teacher): How do you usually go to school?

S(student): I often go to school by bus.T: What do you often do on Sunday? S: I often play basketball.Step 2 Presentation：播放能引起學(xué)生注意力的動態(tài)圖片，先讓學(xué)生齊聲回答所表示的短語怎么說，并把相應(yīng)的短語寫在黑板上，帶動整個課堂氛圍。然后Repeat the questions in step 1，and ask: Where do you often play basketball? And where do you usually swim? Help the Ss answer and write down: on the playground, in the swimming pool.Present the other new words in 3 of Page 10 in the same way.Step 3 Presentation 再次播放Step 2 的動態(tài)圖片。導(dǎo)出What do you do? I am playing basketball.給學(xué)生直觀講解現(xiàn)在進(jìn)行時態(tài)的基本結(jié)構(gòu)是be+v-ing。

Step 4 Drill(操練)：鍛煉學(xué)生的合作與語言表達(dá)能力。

Work in pairs.A: What are you doing? B: I’m riding a bike/playing basketball/swimming.A: Are you swimming? B: Yes, I am./No, I’m not.Step 5 Listening and practice（聽與練）：提高學(xué)生的聽說綜合能力。

Page 9 1a Show a picture and play the tape for the Ss to find the answer Qs: What is the girl doing? What is the boy doing? Then practice the conversation in pairs.Ask several pairs to act it out.Step 6 Review and Consolidation（鞏固）

Page 10 Ask the students to close books and show them pictures one by one, point to the girl and ask: Where is she? Is she singing? What is she doing? All the Ss answer.Step 7 Summary（小結(jié)）Ask: What do we learn in this class? 現(xiàn)在進(jìn)行時態(tài): be+v-ing 含義：表示說話時正在進(jìn)行的動作或發(fā)生的事情。

幫助學(xué)生梳理當(dāng)堂課所學(xué)知識內(nèi)容,復(fù)習(xí)鞏固所學(xué)單詞和短語。

Step 8 Homework（作業(yè)）（1）、Ask the Ss to remember the new words.（2）、做練習(xí)冊上相應(yīng)的現(xiàn)在進(jìn)行時態(tài)的練習(xí)題。

五、教學(xué)反思與總結(jié)。

第三篇：教學(xué)法教案

Unit3 Is this your skirt?

Teaching Plan: PEP4 Unit3 Is this your skirt? Topic: Is this your skirt? Aim: By the end of the whole unit, the students should be able to

(1)Understand the passage(to get the main idea of the whole unit and use them in our daily life.(2)To master the target language ? New

Words:jacket,shirt,skirt,dress,sweater,jeans,pants,socks,shoes,shorts.? New Phrase: Put on…, Hang up…, Take off…, Put away…, etc.? New sentences: I like the…and…/Is this your …? Yes, it is./No, it is not./Whose is this? It is…/What color is it? It is… ? Pronunciation:i(3)Language

skills:listening,speaking,reading, writing,understanding.Difficult Point: Let the students know and understand the

target language well.Methodology: Communicative Approach

Aural-oral Method

Situational Approach Task-based Method

Audio-Visual Method

Student-Centred Method

Aids: recorder picture tape

There are four period in this Unit

Period one: Learn some new words, play games, use the sentence.And phrase.Period two: Review the target.Languages and consolidate the sentences and words, at the same time, Prepare the new lesson and proactive.Period three: Learn some new words and sentence, teach how to chant.Period four: Pronoun citation, listening /task and spend a lot of time on storytelling to make students.Understand the target languages and learning skills.Content The first lesson

（葉斯斯）Part A Let’s learn, let’s do.Teaching plan

Topic: Is this your skirt?

Aims: By the end of this period, students are able to

A: Learn the key vocabularies of this Unit.B: Use the sentence “What color is it? What is it?”

“I like… with…”, and make dialogue

C: Improve the ability of reading, speaking and writing.Emphasis and Difficulty: New words and how to use the sentence.Teaching Preparation: Pictures, different colors, words card，radio.Teaching Procedure Warm-up(approx 5 min)Sing a song “Color Song”, students say the color they have heard

Show color cards to students and they read them.Presentation Let’s learn, let’s do

Step 1(approx 5 min)A: Teacher is wearing a T-shirt, and tells the students that she is wearing a T-shirt today.B: Teacher show pictures to the students, leading in –What is this?-It is a…

Use the same sentence to teach others new words.C: Write the new words on the blackboard: yellow T-shirt, red shirt, white sweater, brown jacket, green skirt, blue dress.D: Teach the new words and sentences.Step 2 :(approx 10 min)A: Teacher shows a picture, a clothes shop on the blackboard and say that she want to go shopping, then she go shopping with a student and leading in “I like…with…”

B: Let the students practice the dialogue with their partners.Step 3(approx 15 min)A: Listen to the radio, teacher do the action put on… take off…h(huán)and up…wash…, etc, and students follow.B: Teacher says, students do the action, a student say, other students and the teacher do the action.C: Groups Competition: every member in the group do the action one by one according to the in struction, which group is correct and quick, they will be the winner.Step 4: Homework

A: Write the new words in the notebook, 5 times a word B: Remember the phrases and do the correct action.Blackboard layout Unit 3 Is this your skirt? Yellow T-shirt

what’s this? Red shirt

It is a … White sweater

I like …with… Brown jacket Green skirt Blue dress Content

The second Lesson

（葉榕榕）Part A let’s talk /Let’s play/ Read and write

Teaching plan Topic: Is this your shirt? Aims: a.To teach students the target languages.b.To let students know how to use the target language well.c.To develop students’ abilities of listening, speaking and understanding.Emphasis and Difficulty: Let students learn the target language well.Sentence: 1 –Is this your skirt?-No, it is not/Yes, it is.–Whose is this?

-It is ….’S

Teaching procedure

Stage1 Revision(approx 5 min)a.Revision the words we have learned last lesson, present the pictures of the cloths, students say the words.b.Teacher say the actions, students do them.(set up a funny atmosphere)Stage2 Presentation(approx 30 min)

A：a.Teacher comes to a student and pick up her picture, which she had drawled before class.Teacher ask her” Is this your…?” student answer: “Yes, it is”

b.Teacher repeats the sentences, students follow.c.Teacher writes the sentences on the blackboard and teaches students.B：a.Teacher point to the picture, which is sticker on the wall before class and ask one student “Is that your…?” but that isn’t hers.So she answers: “No, it is not.”

b.Teacher asks another two students, they answer: “No, it is not.”

c.Teacher repeats the sentence, students follow.d.Teacher writes the sentences on the blackboard and teaches students

C: a.Teacher collects pictures from students, and leading in “Whose is this?” and students can guess like: “Is that…’s?” who is being guessed, should answer: “Yes, it is/No, it is not.” Student who guesses the right person will get the reward.(a red star)

b.asks a student to be the little teacher, Practice the above sentences, and write the sentence on the blackboard.c.have a challenge: ask a student come to the platform and face the blackboard.All the students ask her “Whose is this?” she can guess like: “Is that…s?” However, we will give her three chances, if she can’t get the right person.Then teacher tell her, she can ask her classmate “whose is this?” They will answer: “It is …’s.”

d.Teacher teaches “Whose is this? It is …’s.”

D: a.Teacher comes to a student and pick up her picture, ask her: “Is this your…?” student answer: “Yes, It is.”

Teacher asks: “Whose is this?” answer: It is …’s.b.Make a dialogue with the above sentences.E: Listen to the tape and answer the question.1.What color is Alice’s skirt? 2.Whose is the T-shirt?(Approx 3 min)3.Sing a song: Is this your shirt? Is this your shirt? Is this your shirt? No, it is not.No, it is not.Whose is this? Whose is this? It is Tom’s.It is Tom’s.Stage4 Assignment a.Practice the dialogue with others.Blackboard layout Unit 3 Is this your skirt? — Is this your…？

— Yes，it is.— Is that your…？

— No，it is not.— Whose is this？

— It is _____′s

Content The third lesson

（葉泉）

Part B Let′s learn.Let′s chant.Let′s talk.Let′s find out.Topic: Is this your skirt? Aims : By the end of this period, children are able to a.learn and master the key words and sentence in development.b.Use the sentence “Where are my…?” skillfully.c.Improve the ability of listening,speaking,reading and writing.Emphasis and Difficutty:How to use復(fù)數(shù)and the use of be動詞.Teaching Procedure.A.Warming up(approx 3 min)Revision: Teaching→students — What is this ？

— It is a______.— What colour is it ？

— It is________.— Is this your…?

— Yes, it is／No, it is not.B.Presentation 1.New words a.①Teaching point to her own shoes and say: “Look at my

shoes，my shoes is black.”

②Teach them read new word：shoes↑shoes↓.and write it on the blackboard.③Teacher ask“Look at your shoes，what color are your shoes?” Student answer“My shoes are___.”At the same time, teacher ask“Where is my shoes?” and she answer“Look, there are my shoes.”

b.Socks.Teacher present a pair of old socks and say:“My socks are white.My socks are old.Then present a pair of new socks and say:“My socks are new.”

c.Short／pants.Teacher present the pictures of shorts and pants and say:“They are shorts／pants.”

d.Jeans.Teacher present the picture and ask:“What are they?” students answer:“They are jeans.” 2.Practice a.According to teachers′口形and guess what is the word.b.Look at the picture and put the correct words there.c.What is missing? P111.Let′s find out.拍起來.3.Listen to the tape and read together.4.Let′s chant.a.show the new chant on the small blackboard to the students.My socks are white，My shoes are too, My pants are old, My short are new.b.Teach the chant step by step.c.All students chant together.5.Homework:Let′s find out.P32 拍起來 a.Choose what do you want to wear and colour.b.Make a diologue with your partner.Blackboard layout Unit 3 Is this your skirt? Words:

Sentences: shoes

— Where are my socks? socks

— There are_____________.pants

— What color are they? shorts

— They are_____________.Jeans

Content

（黃雅欣）The fourth lesson.Part C.Pronunciation／Let′s check／Let′s sing／Story time Topic: Is this your skirt? Aims: A.To teach students how to pronun the words with

I.b.To develop students abilities of listening, speaking and understanding.Emphasis and Difficulty: How to pronun I in a correct way.Pronunciation Teaching Procedure.(approx 10 min)

Step1.a.Read the words on the book groups by groups, and ask student listen to them carefully and find the common points.b.Tell the student how to pronun I.c.Practice it by yourself.Step2.Let′s check.(approx 8 min)

a.Tell the student what they should do in this part and ask them listen to the tape carefully.Listening two times.b.Let students choose the best answer.c.Tell them the correct answer by listening the third time and analyze the sentences.Step3.Let′s sing : My clothes

(approx 10 min)a.Listen to the tapes first.b.Follow the tape sentence by sentence.c.Sing the song together.Step4.Story time

(approx 12 min)a.Tell the story with the action.b.Learn some new words and sentences in the story.c.Listen to the tapes and follow.d.Role play.

第四篇：教學(xué)法教案

Contents

Background information Teaching objectives Teaching contents Teaching important points Teaching different points Teaching aids

Teaching procedures:

Step One: Leading-in

Step Two: Association method Step Three: Homophonic method Step Four: Etymology

Step Five: Practice

Step Six : Home work

Step Seven: Reflection

(3mins)(3mins)(3mins)(3mins)(2mins)(1mins)

Background information: 1.Students: junior 2.Lesson duration:15mins Teaching objectives: By the end of the lesson,students should be able to 1.Using association method to remember new words.2.Using homophonic method to remember new words.3.Using etymology to remember new words.Teaching contents:vocabulary Teaching aids: PPT, blackboard,chalk.Teaching important points: Remember new words with special skills.Teaching difficult points: Using etymology to remember new words.Teaching procedures: Step One: Leading-in

a)Showing a picture and let students using one word to describe it.b)Ask students to guess something that is related to this word.C)Introduce one method to remember this new word.Step Two: Association method

Courage（勇氣）聯(lián)想C 長得像一輪彎彎的明月，our 是我們的意思，age 是年齡的意思，在一輪彎彎的明月下，我們這個年齡的人，你牽著我的小手，我牽著你的小手，你一個眼神的肯定我的愛就有了意義，原來愛真的需要勇氣。Chill

（寒冷）聯(lián)想 C 長得像是一輪彎彎的明月，一輪彎彎的明月下，有一座孤零零的小山，你孤身一人站在山上，明月孤懸，感覺很冷。

Step Three:Homophonic method

pest害蟲(拍死它);

ambition雄心(俺必勝);

agony痛苦(愛過你);

ambulance救護(hù)車(俺不能死);bale災(zāi)禍(背噢);

hermit隱士(何處覓他);strong強(qiáng)壯(死壯);

sting蟄(死盯);

abyss深淵(額必死);

admire羨慕(額的媽呀);

flee逃跑(飛離)

ponderous(胖的要死)肥胖的;sentimental(三個饅頭)多愁善感的putrid(飄臭)腐爛;squander(死光的)浪費;

shun(閃)閃躲;

temper脾氣(太潑);

addict上癮(愛得嗑它);economy經(jīng)濟(jì)(依靠農(nóng)民);

ail 疼痛(哎喲);coffin 棺材(靠墳);

appall驚駭(我跑);Step Four: Etymology

1、a-加在單詞或詞根前面，表示“不，無，非” acentric 無中心的（a+centric 中心的）

amoral 非道德性的（a+moral 道德的；注意：immoral 不道德的）

apolitical.不關(guān)政治的（a+political 政治的）

2、be-表示“使…成為” befriend 友好對待（be+friend 朋友）

befool 欺騙（be+fool 笨蛋→使人成笨蛋→欺騙別人）

belittle 小看(be+little 小→小看人)

3、co-表示“共同”，通常放在元音詞根前

Cooperation 合作(co+operation 操作→共同操作→合作)Coexist 共存(co+exist 存在)

Cohere 附著；粘著(co+here 粘→粘在一起)

4、contra-表示“反對，相反”

contrary 相反的（contra+ary→相反的）

contradict 反駁；矛盾（contra+dict 說→反著說→反駁）

contravene 違反，違背（contra+vene 走→反著走→違反）

5、di-表示“兩個，雙”

dichromatic 兩色的（di+chrom 顏色+atic→兩色的）

dioxide 二氧化物（di+ox 氧＋ide→二氧化物）

dilemma 進(jìn)退兩難（di+lemma 爭論→二種爭論→進(jìn)退兩難）

6、em-,en-表示“進(jìn)入…之中，包圍” embrace 擁抱（em+brace 胳膊→進(jìn)入懷抱）

empathy 感情相融的（em+pathy 感情→進(jìn)入感情）

embarrass 使難堪（em+barrass 套子→進(jìn)入套子→難堪）

Step Five：Practice Guess the meaning : Chill , pest , ambition ,agony，ambulance ,bale,hermit , abyss

contradict , dichromatic, empathy

Cohere,belittle, befool , Step Six：Homework

Review the words that we have learned today.Step Seven:Reflection(to be written immediately after the lesson).

第五篇：教學(xué)法教案

教學(xué)法教案

The Lesson Planning of a Text

班級:09級英本一班

學(xué)號:014001091024

姓名:許景飛

Singapore may be small, but packs in quite a punch.Only about 655 square kilometers in area, it is one of the most densely populated cities in the world, with about 6430 people per square kilometer.Although it is one of the 20 smallest countries in the world, its economy is a world leader, and has the world's busiest port in terms of tonnage handled.Today the financial and technological hub of South East Asia, Singapore was once a sleepy Malay fishing village, which came into its own as a British trading colony in the 1800's.The population is a mix of Malays, Chinese and Indians with a smattering of other ethnic nationalities.There are four official languages in Singapore-Mandarin, Tamil, Malay and English.The Chinese ethnic population is originally from South-east China from the provinces of Fukian and Guangdong.Immigrants from the Malaysian peninsula, Sumatra, Java and other islands of the Malay Archipelago have thronged the state.About two-thirds of the Indians are Tamil, with a smattering of Malayalis, Punjabis and Gujratis.Singapore consists of one main island, and 58 smaller ones.The terrain is flat lowland, the highest point being Bukit Tima Hills, standing at 164 meters.Its climate is hot(ranging between 22 and 30 degrees centigrade)and muggy(humidity remains at 75%).The rainy season is from November to January, although being near the equator, intermittent rains occur throughout the year.Although about 50% of the land is occupied by vertical urban settlements in modern skyscrapers, Singapore has a thriving agricultural economy specializing in rubber, copra, fruit, orchids, vegetables, poultry, eggs and fish.It is the world's largest exporter of ornamental fish.It has thriving industries of electronics, chemicals, financial services, oil drilling equipment, rubber processing, food processing, ship repair and other industries, with the economy heavily dependant on its electronics and manufacturing exports.With typical Singapore control and determination, the government has made up for its lack of natural flora and fauna by building gardens and zoos, waterfalls and underwater parks.Singapore has one of the best zoos in the world, and has the world's highest man made waterfall in Jurong Park, standing at 30 meters.The Bird sanctuary in Jurong even has simulated tropical thunderstorms。

Background information Students: 3 Junior High School students, Grade 3

Lesson duration: 45 minutes

Teaching objectives: By the end of the lesson, students should be able to: 1 the reason for the development of.Singapore.2 know about the basical condition of Singapore.3 memorize the words and sentence pattern of describing a country.4 try to write an article of China.Teaching content: the basical condition of Singapore

Teaching aids: blackboard, chalk, PPT, pictures Type of the lesson: vocabulary, sentence pattern, culture.Teaching procedures: Step1 Review(5 minutes)a)Warm up: a short TV clips of Singapore(with flash)b)Look at some pictures of the changes of Singapore.c)Students use their own words to describe the change in different aspects.d)Teacher summarizes the main aspects of Singapore, and writes some words on board.Step2 Learn the new words(10 minutes)a)Use the pictures and actions to introduce the new words.b)Students learn to speak the words with the record.c)Teacher teaches them to say and the use of words.d)Teacher let the students to make sentences with the main words and find the mistakes to correct them.Step3 Learn the text.(25 minutes)a)Students listen to the tape and read following it.b)Students read the geographic name after the teacher.b)Teacher lets some students read the text.c)Students find the difficult sentences and words to ask the teacher to answer.d)Teacher sums up the important points, and then analyzes the structure of the text.e)Teacher finds the differences of the condition with the former one, which students answered.Step4 More understanding(5minutes)a)Teacher ask for the students to memorize the writing structure of describing Singapore b)Students think about how to write the condition of China.Optional activity and homework: Optional activity: students retell the part of the text they are interested in.with their own words Homework: write a short paragraph to introduce one aspect of China.Introspection after class Through the lesson, I know about much knowledge of Singapore.Students should memorize many words and sentence patterns.And they should know the method of describing a country.So in the class I learn a lot.And I get much experience.I believe I will do better in the future study.