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华师小超

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【本讲教育信息】一. 教学内容:Module 12 Traditional life二. 重点内容情态动词must,can具体内容三. 语法知识详解情态动词must,can如果我们表示“必须做某事”,就要用情态动词must;如果要表示允许,如“你可以走了”,就要用情态动词can。 eg:(1)You must drive on the left-hand side of the road in Britain.在英国,必须靠马路的左手边开车。(2)You can go and see the Lion Dance.你可以去看舞狮。 可以看出,(1)表示的是必须做的事情,而(2)表示的是可以做的事情。因此我们可以把must翻译成“必须”,而把can翻译成“可以”。如果表示禁止某人做某事可以采用must的否定形式,即mustn’t。 eg:You mustn’t break anything.It is bad luck!千万不要打破东西,这是不吉利的!You mustn’t talk with food in your mouth.嘴里有东西的时候一定不要说话。You mustn’t come late tomorrow.明天你们一定不要迟到。而can’t表示“不能,不要”,即不允许。 egYou can’t ride your bicycle on the pavement. 你不可以在人行道上骑车。No,you can’t take it away. 不,你不能把这拿走。同学们请注意,本模块所学的can所表达的意思与以前所学的意思不同。我们学过can表示“能力”,如I can swim,而本模块中can表示“允许”。(二)语法针对性练习(10分钟)1. —Must we finish the work before six? —No, you ________. You may do it tomorrow.A. mustn’t B. may not C. needn’t D. can’t2. —I think Miss Gao must be in the library. She said she would go there. —No, she _______ be there. I’ve just been there. A. can’t B. mustn’t C. needn’t D. wouldn’t3. —What are you going to eat for supper? —I _______ have noodles. A. may B. must C. need to D. can4. —Can you finish the work in two days? —Sorry, I _______. My computer doesn’t work. A. mustn’t B. may not C. can’t D. needn’t5. —Let’s go to Taishan Park by taxi. —It’s not far. We _______ take a taxi. A. needn’t B. can’t C. mustn’t D. couldn’t6. —What do drivers do when the traffic lights turn red? —They _______ stop and wait till the green light. A. must B. can C. may D. need7. —Look! Mr Hu is on the other side of the street. —It _______ be him. He has gone to Lanzhou.A. mustn’t B. can’t C. shouldn’t D. won’t8. —Can you stay here for lunch? —Sorry, _______. I have to see my parents. A. I can’t B. I shouldn’t C. I mustn’t D. I won’t9. —Why not go to the office and ask your teacher for help? —I _______. But I didn’t find her there. A. will B. would C. have D. shall10. —Peter, don’t play that kind of joke any more! —Sorry! I _______ do it again. A. won’t B. can’t C. mustn’t D. wouldn’t四. 课文重点内容分析1. Remember to write down two or more words which often go together.想着把经常在一起搭配的两个或更多的单词记下来。 精讲:句中which often go together 是定语从句,修饰前面的 two or more words。在复合句中修饰名词或代词的从句叫做定语从句。定语从句在句子中起定语的作用,被定语从句所修饰的词称为先行词。定语从句必须紧放在先行词之后。作定语用的从句一般都用关系代词(that, who, whom, which, whose)或关系副词(when, where, why)。注意:which 用来指物,在从句中作主语或为与动词的宾语。which在定语从句中还可以作介词的宾语。介词可以放在which的前面,也可以放在有关动词的后面。eg:This is the house in which he lived ten years ago. = This is the house which he lived in ten years ago.那是他十年前住过的房子。五. 背景知识介绍中国是一个有几千年文明的国家,其风俗、礼仪当然也是丰富多彩的。当别人送你礼物时,你不能当面打开(除非是很熟的人或亲人),否则,显得双方都很尴尬,而美国人则比较直率,当面把礼物打开则显得送礼人既善解人意又慷慨大方,同时也表现了收礼人的满意,在中国,当有人送你礼物时,你必须双手接过,这样既恭敬了送礼者又显得自己有礼貌,但是在英国可以用一只手接礼物。在中华民族最重要的节日春节这个喜庆的节日里,家家最主要的丰食是饺子,三天的大年几乎每顿饭都离不开饺子。除夕夜要吃素馅饺子,吃得越多,来年就越顺利,当然要剩几个饺子,表示“年年有余”。大年初一是全年最重要的一天,是新一年的开始,一切都要顺利。在那天,千万不要打破东西,那会不吉利的,当然真不留神打破了东西,也会自圆其说,“碎碎平安(岁岁平安)”。还有大年初一,千万不要做扫除,老人们怕“跑了财”。还有更多关于春节的风俗,可以问问你的爷爷奶奶,那会更有意思的。【模拟试题】一. 单项选择1. It’s considered good _________ in some countries to leave a little food on your plate.A. manner B. manners C. rule D. rulers2. You ought to teach that boy__________.A. to mind his manner B. to polite C. to be polite D. to be manner3. —Work hard, or you will fail in the examination. —Well, I’ll _________.A. try one’s best B. try my best C. do one’s best D. do my better4. That is the house __________ I lived twenty years ago.A. which B. who C. in which D. at which5. He stayed at home _________ going to movies.A. instead of B. insteadC. take the place of D. in the place of6. It’s very interesting ________ the students _________ a picnic in spring.A. for ; have B. to ; have C. for ; to have D. for ; having7. Many children love to _________ animals in the zoo.A. take photo with B. take photos of C. take photo of D. take photos with 8. —Must I use both hands when I accept a present from a friend? —_________.A. Yes, you can B. Yes, you mustC. No, you can’t D. No, you mustn’t9. —Look, the light in the teacher’s office is still on. Mr Li is working there. He always works late at night. —It ________ be Mr Li. He has gone to London for a short visit.A. can’t B. mustn’t C. may D. must10. —When shall we go to the park, this morning or this afternoon? —_______is OK. I’m free the whole day.A. Either B. Neither C. None D. Both11. —Mr Li, may I go home now? —No, you________. You should sweep the floor first. A. can’t B. must C. needn’t D. can12. If you can’t get to sleep, then get up and try to do something ______ lying in bed.A. and B. or C. instead of D. because of13. —What’s your favourite Chinese Traditional Festival? —It’s___________.A. April Fool’s Day B. Father’s DayC. Christmas Day D. the Spring Festival14. — I like the party so much, but I __________ go home. It’s too late. — What a pity!A. mustn’t B. have to C. may D. can’t15. Find__________, and leave as quickly as possible if a fire breaks out in a shop.A. NO SMOKING B. ENTRANCE C. PUSH D. EXIT二. 完型填空Manners are important to keep good relations(关系)among people. __1__ likes a person with bad manners. A person with __2__ manners never __3__ people when they are __4__ trouble. Instead, he tries to help them. When he asks for something, he says “Please”. And when he __5__ others’ help, he usually says “Thank you”. He does not interrupt(打扰)others when they are talking. He doesnot __6__ loudly in public. When he __7__ , he uses a handkerchief(手绢). __8__ a student, it is bad manners to come late to class.__9__ you are late, you should say __10__to the teacher.1. A. Some one B. No one C. Any one D. One2. A. sad B. certain C. bad D. good3. A. smiles at B. laughs at C. looks at D. says to4. A. on B. from C. in D. as5. A. takes B. looks C. sees D. gets6. A. talk B. tell C. jump D. think7. A. sneezes(打喷嚏) B. smokes C. drinks D. eats8. A. And B. So C. With D. For 9. A. Because B. If C. Although D. Then10. A. sorry B. thank you C. OK D. not at all三. 阅读理解AThe well-mannered Englishman at table holds and keeps his knife in his right hand, his fork in his left, cuts his meat and presses his vegetables into his fork. The well-mannered A­merican first cuts up all his meat, then places his knife down on the right of his plate, takes his fork in his right hand and with his fork lifts the food to his mouth. He will have coffee half way through his dinner before the pudding. The Englishman drinks his coffee after the dinner. And, of course, Americans are coffee-drinkers rather than tea-drinkers. The Englishman would be surprised at the American’s idea of how tea should be made.The popular method to make tea is to take a cup or a pot of hot water and drop inte it a cotton bag with tea leaves in it. For a change they will sometimes put a can of water on the electric stove and then pour the mixture into a teapot, pour it into a cup and drink it without turning a hair.1. Which is the correct order in which the well-mannered American do at dinner?a. He places his knife down. b. He cuts up the meat.c. He lifts the food to his mouth . d. He takes his fork in his right hand. A. hadc B. dhac C. cdba D. abcd2. “Americans are coffee-drinkers rather than tea-drinkers ” means_______.A. Americans can drink more tea than coffee B. Americans prefer coffee to teaC. Americans don’t drink tea at allD. Americans drink tea less than the English people3. A well-mannered American________.A. doesn’t use a knifeB. holds his knife in his right hand all the time at tableC. uses his knife for only one time each dish during the tableD. puts his knife in his pocket after he cuts up his meat4. Which is true according to the passage?A. Both Englishmen and Americans have coffee at the same time at dinner.B. Both Englishmen and Americans hold their forks in the same hand when eating. C. Neither Englishmen nor Americans are coffee-drinkers.D. Neither Englishmen nor Americans takes their knives in the left hand.5. The passage tells us that________.A. the Englishmen and Americans have the same way to make teaB. all the nations have the same manners at tableC. the Englishmen and Americans have different manners at dinner D. the westerners don’t like drinking teaBAmericans eat breakfast and lunch quickly unless it is a social business, or family occasion.The evening meal is usually longer and it is a time for families to gather together. Running quickly through daytime meals is part of the fast pace in America. Another reason for running quickly through daytime meals is that many people eat in restaurants that are usually crowded with people waiting for a place so that they, too ,can be served and return to work at the proper time. So each one hurries to make room for the next person. There is real difference between meals that are eaten in a hurry and those that can be enjoyed slowly with friends.6. What is not mentioned in this passage? A. What time Americans eat supper. B. Where Americans eat. C. Why Americans eat in a hurry. D. Which meal Americans eat slowly.7. Americans hurry at meals because_______.A. they want to eat dinner slowly B. they don’t like eating in restaurantsC. they are very busy D. they don’t like to eat8. According to the passage, the least busy time to eat at restaurants would probably be______.A. during busy times B. at lunchC. at supper D. at either breakfast or lunch9. The passage suggests that the Americans________.A. like eating with friends B. don’t take a sleep after lunchC. don’t eat much on weekends D. eat supper more slowly than lunch10. According to the passage, Americans_______.A. often hurry in the evening B. are always late returning to work C. eat slower for social and business reasonsD. never eat in restaurants in the evening五. 词汇运用1. Eating too much c_______ is bad for your health.2. Asians eat something with c_______ ,but Europeans with knives and forks.3. Someone says a d_______ is the best teacher in learning English.4. Put the money in your p________5. Yesterday I received a gift, but didn’t a_______.6. In Britain, people must open the presents which others gave i________.7. In some public, you usually see the sign “No S_______”.8. “Wear your uniform every day” is a r______ in our school.9. If you want to cross the road, you must walk on the p________.10. W_______ a present in a white paper is bad manners.六. 补全对话A: Hello, Uncle John !B: Hello, Bob! __1___ You look worried and upset.A: ___2___ 1 really need your help.B: What do you mean?A: WeI1, ___3____ But now it becomes more and more difficult since I am in Grade Three.My parents don’t allow me to play basketball.B: Maybe your parents are right. ___4____A: I see. I do well in all my lessons and I think I should be allowed to do the things thatI’m interested in.B: OK. ___5____A: Thank you, Uncle John. It’s very kind of you.A. Work must come first.B. I’ll talk with your parents about the problem.C. My parents like me to play basketball.D. What’s wrong with you?E. The problem is that I love basketball.F. I have a problem.G. You can ask your parents to buy you a basketball.七. 书面表达假如你陪你校的外籍老师Smith先生去音乐厅听音乐,在门口的布告栏里看见一张观众须知,内容如下:观众须知 1. 一人一票,凭票入场: 2. 场内严禁吸烟, 3. 食品和饮料请勿带进场内: 4. 演出时请勿照相, 5. 演出时请勿使用移动电话 6. 提前30分钟入场. Smith先生不懂中文,他很想知道布告栏里写着什么。现在,请你把观众须知的内容用英文告诉Smith先生,并把要讲的话写下来。注章1. 开头部分已写好,可增加适当的细节,使所写语言连贯;2. 内容要点顺序可根据你行文需要排列;3. 词数:80词左右,开头部分不记。Mr Smith, it is a notice to the audience . It says that we should_____________【试题答案】一. 单项选择1—5 BCBCA 6—10 CDBAA 11—15 ACDBD二. 完型填空1—5 BDBCD 6—10 AADBA 三. 阅读理解1—5 ABCDC 6—10 ACCBC四. 词汇运用1. chocolate 2. chopsticks 3. dictionary 4. purse 5. accept6. immediately 7. Smoking 8. rule 9. pavement 10.Wrapping五. 补全对话1—5 DFEAB六.书面表达 Mr Smith, it is a notice to the audience. It says that we should enter the concert hall 30 minutes earlier before the concert starts. No admittance without tickets, one person one ticket. As a rule, food or drink should not be taken into the hall. Of course, smoking is not allowed in the hall either. Please don’t bring your digital camera with you because no photos can be taken during the concert. What is more, mobile phones must be kept off during the concert.

中学英语教学ppt

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Unit2 Section B(3a-4)教学设计及反思一、教材分析(一)教学内容分析本课是新目标英语八年级上册第二单元Section B的第二课时,其主要内容是巩固复习并进一步学习表述身体的种种不适,通过一篇阅读材的学习让学生料了解中国传统中医文化,学习相关词组及短语,了解健康的饮食习惯,并通过3a及3b的练习巩固情态动词的用法,再用一个小组活动让学生具体运用。在教学中,我将灵活运用教材并设计一系列活动,让学生掌握本课重点内容。(二)教学目标《新课程标准》关于基础阶段英语课程的总体目标是培养学生的语言综合运用能力,而这种语言运用能力的形成是建立在语言知识、语言技能、情感态度、学习策略和文化意识的整体发展基础上的。根据本课的教学内容和学生知识结构及认知的特点,本单元的教学目标确定为:1、 语言知识目标单词:学习掌握词汇:way/traditional/believe/weak/angry/medicine/western/everybody/etc. 功能:学会如何表述身体的不适并提出建议;语言结构:情态动词should/shouldn’t/may等的用法。句型 :What’s the matter (with…)? …is/has…. …should/shouldn’t/may… It is +adj. for sb. to do sth.2、语言技能目标能综合各种信息,准确表达建议。通过捕捉特定信息,抓住关键词进行合作学习,提高听、说、读、写的能力,让学生做学习的主人,培养一些行之有效的学习方法。3、学习策略目标:通过多媒体、游戏等形式使学生掌握目标语言并能用该目标语言进行交流。通过小组合作、调查等形式启发学生的思维,使学生能在一定程度上会主动学习,有效交际,能形成用英语思维和发表建议的能力。4、情感目标:使学生能通过询问他人身体状况来帮助别人,给人提出适当的建议,在人际关系中学会尊重和关心他人。使学生通过Groupwork,Pairwork等活动培养出一定的合作精神和集体主义精神。通过对文章的学习了解中西方文化的差异,让学生对中国传统中医有所了解和热爱。学会健康的饮食习惯。(三)教学重点及难点重点:1、复习掌握表示身体不适的词:tired/hungry/thirsty/stressed out/etc.2、学习词汇:way/traditional/believe/weak/angry/medicine/western/everybody/etc.3、学习句型:What’s the matter (with…)? …is/has…. …should/shouldn’t/may… It is +adj. for sb. to do sth.难点:1、句型:It is +adj. for sb. to do sth.2、用情态动词写作表达自己的想法。二、学情分析1.初中学生的抽象思维能力较低,形象思维能力强,但注意力容易分散,同时这一阶段学生记忆力好,好表现,好竞争,教学时可充分利用学生的这一特点,采用活动、游戏等多种形式,增强学生的兴趣和注意力。根据教育心理学,如果学生对于一件事情有极大的兴趣,他们就会排除主观和客观的种种消极因素,全身心一投入到知识的学习中去。2.本课学情分析:本课是Unit2 的Section B部分,学生在本单元Section A中就已熟悉What’s the matter?这一句型,掌握了一些描述疾病的词汇和提出建议的句型,这有助于学生对本课的学习。教学中可采用活动教学法及情景交际法,让学生在愉快的气氛中学习新词汇,掌握重点句型,同时能较好的运用到实践中,解决类似问题。三、教法渗透1、教材处理。《新目标英语》中的具体语言目标通过各种各样的Tasks来实现的;学生需要运用具体而特定的行动来完成一定的交际任务。本节课我希望能始终引导学生通过完成具体的任务活动来学习语言,让学生为了特定的学习目的去实施特定的语言行动。通过完成特定的交际任务来获得和积累相应的学习经验,让学生在用中学,在学中用。2、教法运用本课主要运用任务型语言教学法、情景交际法和活动教学法。在本课中,我将设计竞猜、记忆等游戏及汇报环节让学生参与其中。3、教学手段多媒体辅助:用Power point将课本所需要的录音、图片、文字、图表和音乐制作成幻灯片,使抽象的语言变得直观,为学生运用英语进行交际创设情景,实现师生互动,生生互动和人机互动的多向交流。四、学法指导新制定的《英语课程标准》把“培养学生学习英语的兴趣,树立自信心,培养良好学习习惯和形成有效策略,发展自主学习和合作精神”放在了首位。依据课改的精神,我从以下几个方面对学生进行学法指导。1、 学习方法的指导:培养学生观察力,想象力,记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。2、学习积极性的调动:我在教学过程中创造一种开放的,和谐的,积极互动的语言氛围,把课堂变成有声有色的舞台,让学生在乐中学。3、学习能力的培养:通过连贯的听说读写、游戏、竞赛等,培养学生的交际能力,发展他们的思维能力。4、学习策略的指导:本节课将在课堂活动中把学生分成四人小组的学习小组,让他们围绕着课堂任务分工合作,在活动在相互探讨、相互交流、相互合作、从而获得知识、技能和情感体验,发展他们的能力。创建开放式,探究式的课堂,有意识渗透学习策略的训练。我让学生观察课件画面,回答问题,让学生学会使用认知策略;让学生表演对话,实现交际策略;引导学生交际,主动练习和实践,是调控策略的体现。充分利用多媒体,录音,卡片等是资源策略。五、教学程序教学步骤 活动内容 设计思路Warming up 1、Two students act an conversation in the front of the classroom.2、Review and guessing game A student act as a patient. (The teacher act as a patient.)T:What’s the matter with me?S:Do you have…?T:What should I do?S:You should….T:Let’s do a guessing game.Ask the Boys and girls have a competition 1、每日课前表演是我教学的一部分,即每次让2个学生编好一段对话,在课堂前3分钟表演,这既锻炼了学生的胆量,又提高学生的积极性,增强了学生学以致用的能力。2、通过竞猜游戏,复习了上节课所学的句型“What’s the matter?”,用Do you have…?来提出假设。通过竞猜,活跃学习气氛,激发学生的求胜心理,让学生主动参与到学习中来,为学习新课打下伏笔。Pre-task 1、 Show the students the picture of “Ba Gua”. Let the students know the differences of Chinese and western medicine; yin and yang.2、 Use the PPT to teach some new words.For example:T:(Show the picture of medicine) What’s this? It’s a kind of medicine. (Ask the students to repeat “medicine”)Teach the other words like this. 1、 出示八卦的图片,给学生讲解西医与传统中医的差异以及保持阴阳平衡的重要性,加强对祖国传统医学的热爱。2、 通过多媒体的教学,生动形象的向学生展示单词,让学生感受到具体直观的而不是枯燥乏味的单词。学生印象更加深刻。While-task Task 1、Fill in the information card.Play the tape of 3a twice for the students to listen. Then ask the students to Fill in the information card below.Problem Diagnostic(症状) Should ___and___ Have too much yin Eat___, like beef and Dang sheng herbs.___and hungry Have too much ___ Eat more yin food, like___Task 2、ThinkingStudents read the passage and then answer the question: What is a healthy lifestyle in Chinese way?Ask some students to answer and then check the answer.Task 3、 PairworkStudents work in pairs and talk about: If we have too much yin/yang, what else can we eat? Then ask some students to share their answers. The teacher can help some students while they need help.Task 4、WritingLet the students try to fill in the blanks in 3b. Then check the answers with the whole class. 在任务活动中,3a、3b分别是阅读和写作能力的训练。在教学3a时,我将教材二次开发,设计成了一个听力,让学生在阅读之前先有个大致的感受,同时设计了一个简单的表格,让学生能顺利完成,同时也让学生的听力得到一次训练。然后根据教学的需要我设计了听、说、读、写四个任务,并将部分任务放在结对活动中进行,让每个学生都有时间和机会用英语来表达自己的思想。通过各个任务,学生也基本能掌握本课的重要内容。Post-task 1、 Survey and report.(Groupwork)A. Get the students to make a survey about what problems they have met. Then fill in the form below.Name Problem AdviceB. Get each group to send a student to make a report after they finish the survey.Show the students the model:There are ______classmates in our group.They are ______(names).…____________________(problem).We think he should/shouldn’t____(advice).2、 Memory gameAfter the report, let the students recall:Who met the problem? What should he do?Have a competition to ask the students to remember and say the student’s name 1、通过调查和小组活动,让学生尽情参与活动,让每个学生都参与到学习中来,让学生之间相互交流,然后安排学生推举出一个表达能力相对较好的学生做汇报,这样做到了分层教育,学生都能得到发展。同时在汇报时,教师可以对学生在任务活动中的语言失误进行纠正,保证学生学习的正确性。2、在调查汇报完成之后紧接着让学生用竞赛的方式回忆刚才同学汇报的内容,这样学生在听同学汇报时才不会没有目的,这既练习了听力,又活跃了课堂。Homework Write an article with the name of “Do you have a cold/headache/…?” Write about what you should and shouldn’t do. 作业设计:让学生通过写作巩固本课的重点难点。六、板书设计Unit 2 Section BTable 1 CompetitionProblem Diagnostic(症状) Should ___and___ Have too much yin Eat___, like beef and Dang sheng herbs.___and hungry Have too much ___ Eat more yin food, like___ Boys Girls Name Problem AdviceTable 2教学反思

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英语教案是教师把所学 教育 理论与自己的教学实践相结合创造出的成果,是 七年级英语 教师提高教学质量的保障,这是我整理的七年级英语公开课教案,希望你能从中得到感悟! 七年级英语公开课教案 范文 Unit 4 How do you get to school? 一、教学内容: Unit4 How do you get to school? 二、教学目标: 1、知识目标:单词:subway take the subway train ride a bike walk 等。 2、语言目标:how引导的特殊问句;肯定句与否定句。听:能听懂谈话出行的方式。说:能表达自己想到达目的的出行方式。读:能正确朗读本单元的对话和句型。写:能写本单元的单词和句型。 3、学习策略:注意通过语言语调的表达来推测词义,也可借手势动作和表情来完成。(主动参与学习,善于和他人合作交流)。 4、情感目标:学会在交流活动中尊重和理解别人,学会交换不同的看法,了解他人的生活习惯,增进情谊。 5、德育目标:在歌曲和游戏中习他人积极、乐观、努力进取的团队合作精神。 6、多元智能: 人际交往 逻辑表达 个性呈现 7、 文化 意识:了解英、美国家中小学生上学的方式,培养世界意识。了解中西文化的差异。 三、教学重点、难点: 1. how /how far /how long 引导的特殊疑问句. 2. 乘坐交通工具的表示 方法 . 3. It takes /will take/took sb. some time to do sth. 四、课前准备: cards and a tape-recorder . 五、教学运用:情景交际法、游戏法等。 六、教学手段:多媒体演示、flash动画、ppt演示、歌曲游戏及肢体语言的应用。 七、教学过程: Step 1.Warming up. Great the class as usual. Talk about the weather . T: How’s the weather today? T:How was the weather like yesterday? „„ point student A say “ Hello! Listen to me ok ?.I will sing a song to you .But you must „”.(用手指作安静动作) Listening to a song 歌曲欣赏,创造轻松愉快的学习气氛, 激发学生的好奇心,为学习新课打下伏笔。 Step 2 、Games 用肢体语言表达让学生猜测意思,完成交通工具词汇的预知。 Step 3、Play 多媒体技术呈现以上预知的词汇导入新句型how do you get to „.?的学习。 Ask students to try to read these words :bike train subway car boat .and correct the wrong pronunciation of these words .Then do a words game .(比 记忆力 )。 Step 4、Listening . 过渡到Section A 1a 1b的学习,并逐步完成课文1b的填空。 Using the picture on the screen. Ask students some questions about the picture. T: What can you see in the picture? T: How many people are there in the picture? T: What are they doing? After this, play the recording for two times, ask students to finish Activity 1b and write down the phrases of the transports. takes the train, takes the subway, takes the bus Then ask students to repeat the conversation and check the answers together. The teacher give the correct answers on the screen. (通过听说使学生领悟如何表达使用交通工具)。 Step 5、Structures(操练词汇及句型 ) a、Show the pictures to students and read these phrases , ask students to repeat. b、show the pictures to them and ask them to say each phrase one by one. c、Then show the pictures to students and ask students to answer the question “How do you go to school?” one by one. d、Then do another exercise. The first student say “I go to school by „„or I take„„to school.”. Then the second student say “He/She goes to school by„„or He/She takes„„to school.” (完成第三人称的转换,目的是从“ 句子 接龙”中让学生达到听与说的结合。) Step 6、Pairwork Ask two students to read the dialogue about 1a. Then ask students to work in pairs. Ask and answer how students get to school in the picture. As they work, move around the room, offering language or pronunciation support as needed. Finally ask some pairs of students to present their conversations to the class. (通过情景对话让学生更好的掌握所学的句型。) Step 7: Exercises 1. ( ) do you get to school? I take the bus. A. Why B. How C. When D. Where 2. How ( ) Dave ( ) to school yester day? A. does; get B. did; got C. does; got D. did; get 3. She goes to the library ( ). A. walk B. on foot C. by foot D. in foot 4. How ( ) Tom and Marry ( ) home? A. do; get to B. does; get to C. do; get D. does; get (通过练习巩固所学内容,特别是练习3强调了步行用“on foot”练习4强调了地点副词“home”前不用介词“to”) Step 8 :Homework: Write down your own conversations in pairwork. Interview ten students how they get to someplace, make a list. 八、板书设计: Unit4 How do you go to school? How do you go to school? takes the train takes the bus takes the subway walk I go to school by„„. 九、教学 反思 : 1) 基本按照新课标的要求让学生成为课堂的主体,遵循学习认知规律,通过设疑、提问、启发、诱导、游戏、多媒体动画等方法,调动学生积极性,使整个教学呈现轻松的发展过程。 2) 多媒体教学使课堂生动活泼,增加了教学容量,使老师更好的利用和节省时间。 3) 随堂的几道习题帮助学生更好的掌握了所学。 4)多设计一些合适的活动吸取他人 经验 改进自己的 教学方法 ,这节课一定会取得更好的效果。 英语教学障碍及策略 一、当前中学 英语阅读 理解教学存在的主要障碍探讨 1.学生阅读不良习惯的障碍 阅读的主要目的就是在于学生要正确理解阅读材料的基本情况,并且在理解的过程中尽快详细地认识阅读材料的主要内涵。学生阅读不良习惯的障碍首先是缺乏良好的阅读技巧。有的学生由于对词语没有进行翻译就会有不安全感,所以总是在阅读材料时先将英语翻译成汉语来完成阅读理解过程,然后再用汉语思维来判断英语阅读材料进行答题,中间无形增加了一个翻译过程。有的学生由于精力不集中对前面看过的内容印象不深,于是经常再度倒回来重新阅读材料,无疑会降低阅读速度。有的学生在平常阅读过程中一碰到不懂的词汇就直接采取查字典的方式,反而忽略了以逻辑推理技巧解决问题。这些阅读不良习惯都会影响到学生正确理解阅读材料和自身阅读能力水平的提高。 2.学生自身认识方面的障碍 目前考试已经成为中学英语教学工作的一个终极目标,所有的教师和学生在教学和学习过程中都是为实现这一终极目标而奋斗。学习的功利性导致学生和教师为提高成绩而投机取巧反而忽略了学好英语阅读才是提高自己英语水平的正确途径,导致学生对英语阅读的态度不端正。据统计有超过80%的学生在课堂之外从来没有自觉进行过课外英语阅读,11%的学生是在家长的要求下而被迫进行课外英语阅读的。另一方面,部分学生普遍存在阅读心理障碍,在目前的中学英语教学中,教师只注重英语的考试作用,反而忽视了其作为文化交流载体的重要作用。很容易导致学生将其阅读等同于考试做题,学生逐渐失去对 英语学习 的兴趣,甚至造成学生阅读理解的恐惧、焦虑、紧张等心理负面情绪。 二、新形式下消除学生英语阅读障碍的应对策略 1.关注学生兴趣需要,提高其对英语阅读的学习兴趣 学习兴趣是学生内在动机在学习上的具体体现,也是学生自觉学习的最主要的动力,是我们认识与理解任何知识的重要前提条件之一。如果学生对英语阅读越有兴趣,其 学习英语 的积极性就会越高,主动性就越强,反之如果学生对阅读不感兴趣甚至不愿做阅读理解题,势必阻碍学生英语阅读理解水平的提高。因此,教师在选择英语阅读教学材料的时候应该注意从学生的 兴趣 爱好 出发,选择一些与学生学习生活密切相关有趣的英文读物。以unit2TheUnitedKingdom为例,本课是关于英国政治、历史、文化等各方面内容。在课堂教学过程中可以借助多媒体播放英国历史上的代表人物如:karlmarx,英国地标TheTownerofLondon等影像,让课堂内容更加生动,以此营造形象阅读学习本课知识的浓郁氛围。结合本课内容,还可以指导学生通过阅读一些英语游记短文,然后再模仿本节中的UsingLanguage形式,写一篇Sightseeinginmyhometown。这样,不但可以避免学生对异国他乡诸多知识点的陌生感,之前提及的因中西文化背景差异而产生的阅读障碍与隔阂,也可以得到消除,同时,还可以在提升学生学习兴趣的基础上锻炼他们的读写能力。 2.注重语言教学与文化知识的有机结合避免形成理解误差 我们在英语实际教学实践中应注意将语言教学与学习文化知识进行有机的结合,从而使我们的中学英语教学不会脱离英语的文化背景,避免学生在阅读材料过程中形成理解误差。因此,中学英语教师要主动认识到汉英的文化背景差异,应充分利用英语教材中有涉及欧美国家的政治、经济、文化等背景知识,帮助学生正确认识隐含在其中的文化内涵。尤其是东西方存在明显差异的文化知识,教师更要指导学生进行深入的认识与理解,自觉培养学生跨文化交际能力。最后,教师除日常课程教学外还要有针对性地开展学生课外拓展阅读与学习,根据中学生的实际情况以及自身阅读水平阅读和国外背景文化相关的材料,加深学生对西方文化背景知识的理解,潜移默化地提高学生阅读能力。 3.传授阅读技巧,消除不良阅读习惯 在中学阶段,具备较强阅读能力的学生,在英语考试中一般都会取得较好的成绩。因此,为了消除学生不良阅读习惯,传授学生阅读技巧使之掌握基本的阅读技巧是提高中学生英语阅读水平的关键。首先,英语教师要注意研究影响学生阅读能力提高的主要障碍,并且有针对性地在教学过程中指导学生克服各种不良阅读习惯,以便养成良好的阅读技巧。其次,英语教师应指导学生根据不同的 文章 和题材的阅读要求使用恰当的阅读技巧,以节省阅读时间达到快速解题的目的。再次,我们在平时应该开展限时阅读训练,控制阅读时间以训练学生专心阅读的能力,以便提高考试时学生阅读理解的效率。最后,要注意培养学生养成逻辑推理的阅读技能。逻辑推理能力是英语阅读理解能力的核心,可以训练学生理解材料的深刻含义的能力,使学生可以根据自己对材料的已知信息推导出语篇的深层含义,从而得出正确的结论。 4.在课堂教学过程中注意发挥学生的主观能动性

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