发布时间2013-01-22 04:08:08
高中教案
Healthy eating
【教学重点】
1．Get students to review and consolidate what they have learned in this unit.
2．Develop students’ ability to solve problems. 【教学难点】
Get students to turn what they have learned into their ability. 【教学目标】
1．知识目标
⑴ Get students to go over the useful new words and expressions in this unit.
⑵ Have students review the new grammar item: the use of ought to. 2．能力目标
⑴ Develop students’ ability to use the important language points in this unit.
⑵ Enable students to learn to use ought to correctly. 3．情感目标
⑴ Encourage students to learn more about problems with diet, a balanced diet and nutrition.
⑵ Stimulate students’ sense to have a balanced diet. ⑶ Strengthen students’ sense of group cooperation. 【教学过程】
1．Step 1-Revision
⑴ Check the homework exercises.
⑵ Dictate some useful new words and expressions in this unit. 2．Step 2-Lead-in
Tell students:Up to now,we have finished Unit 2 Healthy eating.Have you learned and grasped all in this unit?Turn to Page 16.You can check yourself by filling in the blanks in the part Summing Up.
3．Step 3-Summing Up
Five minutes for students to summarize what they have learned in this unit by themselves. Then check and explain something where necessary.
Suggested answers:
Write down what you have learned about festivals around the world. (Students’answer may vary.)We have learned about problems with diet,balanced diet and nutrition.
From this unit you have also learned:
useful verbs: diet, balance, barbecue, roast, fry, ought, slim, lie, consult, digest, glare, spy, limit, benefit, combine
phrasal verbs: ought to, lose weight, get away with, tell a lie, win back, earn one’s living, cut down, put on weight
useful nouns: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, bacon, curiosity, hostess, vinegar, lie, customer, discount, weakness, strength, fibre, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh
useful adjectives: roast, slim, raw, limited
other useful expressions: balanced diet, in debt, before long new grammar item: the use of ought to 4．Step 4-Practice
Show the exercises on the screen or give out exercise papers. First let students do the exercises. Then the answers are given. The teacher can give them explanations where necessary.
⑴ Word spelling:
① The child couldn’t keep his b on his new bicycle. ② He is full of c .
③ He is not s enough to wear these tight trousers.
④ The restaurant offers a healthy d and is full of c every day.
⑤ The old model worker’s rich experience is not to be d . ⑥ I haven’t the s to lift this table.
⑦ If you don’t understand the definition of a word, you can c______the dictionary.
⑧ A five-day weekb more than individually and economically. ⑨ The two principal political parties have c to form a government.
⑩ My motherl the amount of food that I eat.
⑵ Fill in the blanks with the expressions given below. Use each expression only once and make changes where necessary.
ought to get away with earn one’s living cut down before long put on weight in debt win. . . back lose weight tell a lie
① ______________ he returned to his homeland.
② In order to ______________, he began to eat more meat.
③ The doctor advised him to ______________ his consumption of fat. ④ David ______________ by writing articles for newspapers. ⑤ He is heavily ______________.
⑥ I won’t have you ______________ cheating in the exam. ⑦ They were determined to ______________ the seat ______________ from Labour.
⑧ He is always ______________.
⑨ She ______________ look after her child better. ⑩ Mary is dieting to ______________. ⑶ Translate the following sentences. ① 我想没有什么比旅行更令人愉快的了。 ② 我看见他正向口袋里装东西。 ③ 他昨天一定去游泳了。 ④ 大家都对他的设计感到惊讶。 ⑤ 张先生不容许他女儿晚回家。 ⑥ 难道你不认为瘦一点会更好吗？
⑦ 王鹏坐在他那空荡荡的餐馆里，感到很沮丧。
⑧ 他们的均衡食谱非常有效，王鹏很快就瘦了，而咏慧却胖了。 Keys for reference:
⑴ ① balance ② curiosity ③ slim ④ diet;customers ⑤ discounted ⑥ strength
⑦ consult ⑧ benefits ⑨ combined ⑩ limits
⑵ ① Before long ② put on weight ③ cut down ④ earns his living ⑤ in debt
⑥ getting away with ⑦ win . . . back ⑧ telling lies ⑨ ought to ⑩ lose weight
⑶ ①I think nothing is more pleasant than traveling. ② I saw him putting something in his bag. ③ He must have gone swimming yesterday. ④ Everybody was amazed at his design.
⑤ Mr. Zhang won’t have his daughter arriving home late. ⑥ Don’t you think it would be better if you were a bit thinner? ⑦ Wang Peng sat in his empty restaurant feeling very frustrated. ⑧ Their balanced diets became such a success that before long Wang Peng became slimmer and Yong Hui put on more weight.
5．Step 5-Learning tip
Ask students to turn to Page 16. Read through the passage and make sure they understand it. Encourage them to do as the passage tells to because if they are doing so they will be teaching themselves a useful way of learning and form a good habit.
6．Step 6-Assessment
⑴ Checking yourself(on Page 54 in the Workbook)
First get students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.
⑵ Testing assessment 7．Step 7-Homework
⑴ Finish off exercises on Best English and English Weekly. ⑵ Review and summarize what you have learned in Unit 2.
初中教案
How often do you exercise?
单元 Unit 1 How often do you exercise? 名称 课时安排 第一课时 1．能够谈论课余时间的活动并谈论做事情的频率。 2．学习完成任务所需要的语言： ⑴ 词汇：how often;exercise;skateboard;hardly;ever;shop;once;twice;time;surf; Internet;program ⑵ 句子： What do you usually do on weekends? I play soccer. What does she do on weekends? She often goes shopping. 教学 目标 How often do you exercise? I exercise every day/once a week. I hardly ever exercise. How often does Cheng watch TV? He watches TV three times a week. 3．完成课本第1页1a,1b,1c和第2页2a,2b,2c的教学任务。 教学 环节 突出内容 板书标题 导入 新课 教师活动 学生活动 1．Good morning,boys and 1．Good morning, girls! Today we are going Ms/Mr ...! to learn Unit 1 How often do you exercise? （手指板书标 题） 2．Do you know the meaning of exercise? 你们知道exercise的含义吗? 2．Yes! 锻炼身体！ You are right. Exercise means do sports. S1, do you often exercise? What kind of exercise do you often do? Very good. S1: Yes, I do. I play basketball. S2, do you often exercise? Why not? S2: No, I don't. Then, what do you often do I'm not good at sports. on weekends? Great! I love reading, too. I often do some reading at home. 3．Look at this card. What does the boy often do on weekends? 单词卡片 Yes. Read after me. skateboard, go skateboarding. 3．He goes skateboarding. Please read it one by one. skateboard, go skateboarding. 学生们依次读单词和短语。 1．Well done! Now please open your textbook and turn to page 1. Look at the picture. Guess. What are the children doing, S1? A good guess. S2, what do you think? 1．S1: I think they are having a meeting. S2: I think they are making a survey. 1a的图片 学习 1a I think so. Now let’s do 1a. Look at the picture. Make a 学生们开始在书中写出list of the different 周末活动。 weekend activities. 现在我们来做1a部分。看图片，列 出不同的周末活动。 2．OK,let's check the answers. 2．学生逐一说出答案。 Please tell me the answers. 1．Well done! Do you often go 1．Girls: Yes! shopping, girls? What about boys? Boys: No! 学习 1 b 板书上的短语 hardly ever So you hardly ever go shopping, right? (老师手指着板书上的短语hardly ever) Boys: Right! hardly 几乎不，几乎没有； ever 曾经 hardly ever 是几乎从不，几乎不曾的含义。 2．Now let's look at 1b. S1, can you read them for us? sometimes 有时； 在1b中，有一些表示频率的副词按照频率的高低依次排列。 S2: Sure! Always 总是，一直；usually 通常； often 经常； 2．S: 1 Sure! (学生1依次读出单词。) hardly ever 几乎从 S2, could you please tell me 不； the meaning of each word? 板书中never 从不。 的1b 部 分 Quite good! 3．学生看板书。 3．请同学们看各个频率副词大体上代表的频率比率（手指着板 书）。 4．Then we will listen to the tape and write the letters from the picture above on the lines 4．Ss:go shopping. below. 那么我们将要听录音，将上面图片中代表各个活动的字母a-e写在这些频率副 词旁的横线上。 For example, what does \"a\" stand for? ａ指代那种活动？ Right. If you hear \"I usually go shopping\you should write down \"a\" after \"usually\". Understand? 如果你听到了 “我常常去购物”, 那你就应该在\"usually\"后面的横线上 写a. 明白了吗？ Let's begin！（播放录音） 5．Have you got the answers? Who can tell me the answer? S3, please. Very good. 1．Let's look at 1c. S1 and S2 , could you read the conversation for us? 1．S1: What does she do Ss: Yes. 学生听录音完成任务。 5．S3 读出答案。 Always a usually c often e sometimes d hardly ever d never a 突出1a中的大图片。 2．Quite good. Let's look at the picture again. S3, What does the girl often do on weekends? (老师手指 图片a) Quite good. on weekends? S2: She often goes to the movies. Pair work 1c 3．Now please work in pairs and 2．S3: she often goes talk about the activities shopping. they do on weekends. 下面请同学们两人一组，谈论图片 中的人物周末进行哪些活动。 S2: She often does some reading. 3．学生开始练习。例子： S1: What does the girl in a red T-shirt do on weekends? 4．OK! Which pair would like to do first? Please! Good. And this pair, please. ... 4．S1: What does the boy with red curly hair do on weekends? S2: He often exercises. S3: What do they do on weekends? S4: They often go skateboarding S5: What does the boy with short straight hair do on weekends? S6: He often watches TV at home. 突出黑板上three times a month 这个短语 1．Do you watch TV，S2? How 1．S2: Yes. I watch TV often do three times a week. you watch TV? 当我们回答活动频率的时候， 我们需要用 2．时间！ 到“次数”这个单词 time. It has another meaning. What is it? 它还有一个含义， 是什么？ Three times. Five times. Three times a month 板书中Yes. 做时间解释的时候， time 是一个不可数名词；做次数解释的时候， time 的once 2 a & 2b 板书中的twice 是一个可数名词。How can we Ten times a year. say “三次”? “五次”？”一个月三次”？“一年10次”？ Once Right. 但是我们说“一次”的时候，有一个专门的单词是 “once” Read after me, please. Once Once a day. Once a How can we say “每天一次”？year. “每年一次”？Good. 两次也有一个专门的单词 twice Read after me. Twice How can we say “每星期二次”？“每月两次”？ Right. Twice Twice a week Twice a month 3．OK.Now open your books at page 2. Look at 2a. Listen. Cheng is talking about 3．翻开书。 how often he does different activities. Number the 听录音，完成任务。 activities you hear [1-5]. 现在请同学们翻开书第二页。 看2a部分。程正在谈论他作不同活动 的频率。请按照听到的顺序给 这些活动按1-5排序。Let's begin. （播放录音2a） 4．Have you got the answer? Who can tell 4．S4: 3 1 5 4 2 me the answer? Very good. 5．Now we will listen again. How often 5．听录音，完成活动。 does Cheng do the activities above？Match his activities with the number of times he does them. 我们将再听一边录音， 程多久做一次上面的这些活动呢？请将这些活动和频率 连线。(播放录音2b) 6．Please tell me the answer like this: 请 这样告诉我答案：Cheng watches TV twice a week. Understand? 6．Yes. S1：Cheng goes to the movies once a month. S2: Cheng watches TV twice a week. S3: Cheng shops twice a month. S4: Cheng exercises three times a week. S5: Cheng reads every day. 2c 单词卡片(此处共有三张，根据讲解进度逐一突出) Excellent! 1．Before we go into 2c, let's learn some new words. 在我们进入2c部分之前，让我们先学习一些单词： （手持单词卡片）Read after 突出2c中的表格。 me :surf. Can you surf? 1．Surf. I think it's difficult and dangerous. But maybe exciting. Let's look at the second word: Internet. (手持第二张卡片) Do you know the Internet? What do you often do on the Internet? No. Yes. Internet. Yes. S1:I get news. S2:I look for some information. S3: I play games. S4: I listen to the music. S5: I chat with my friends. Yes. We can do many things on the Internet. But what does \"surf the Internet \" mean?(老师将两张卡片并排展示) 浏览互联网 You are right. Let's look at this word: program What's your favorite TV program? 2．OK. Please look at this form. Here are some activities that we can do. Animal World. Total Soccer. Lucky 52. Super Girl. Sports game. How often do you do them? 2．填写表格。 Write them down. 3．S3 and S4 Could you please read the conversation for 3．Ｓ3 and S4 read the conversation on the us? right of the form in 2c. 4．Well done! Please work in pairs. Try to know how often your partner does those things and get more information. 下面请二人一组活动。了解你同伴多久做一次这些事情，最好了解更多的信息。 4．学生两人一组对话练习。 5．Stop here. Who would like to present your conversation 5．S5: How often do you to us？ surf the Internet? S6: I surf the Internet twice a week. S5: What do you do on the Internet? S6: I read news. And sometimes I listen to music. 1．学生齐读板书左侧部1．See what we have learned 分。 today. 看一看我们今天学到了什么。 Read the Ss: How often ... activities here. OK. 我们怎样提问动作的频 Sum- 板书 mary 率？ Yes. And we can use the ways on the blackboard to answer this kind of question. 回 答关于频率的问题我们可以reads the things in 采取黑板上出现的这些方式。 2．S5 the middle of the blackboard 2．S5 Please read these words. S6 Read these phrases. . Boys and girls, what do you do on weekends? Could you write a short passage about it and about how often you do them? That is your homework after class. 同学们，你们周末做哪些活动呢？请写一篇小段文介绍你的活动和活动频率。这是你们的课后作业。 It was nice leaning English with you. Goodbye, everyone. 和你们一起学习英语很愉快。同学们，再见！ S6 reads the things on the right. Bye-bye! Hom- ework Unit 1 How often do you exercise? Skateboarding Always usu板书 ally often every day 设计 Shopping 100% 80% 30%-50% once a day Reading sometimes hardly ever never twice a week Exercising 20% 5% 0% three times a month Watching TV
小学教案
My birthday
【教材分析】
本课的核心内容是生日。生日对于学生来说是非常熟悉的。本节课主要是在学生掌握了一定的有关生日的日常用语的基础上，将教学内容进行适当的扩展和延伸，培养学生实际运
用语言的能力。 【教学目标】 1．知识目标
⑴ 能听、说、读、写：January, February, March, April, May, June, July, August,
September, October, November, December.
⑵ 能熟练运用句型：When's your birthday? My birthday is in...
2．能力目标：利用现代信息技术，培养学生自主学习的能力和利用信息技掌握新知识
的能力；发展学生的思维能力和培养学生的创新意识和相互协作意识。 3．情感目标：创设学习情境，激发学生学习的热情和兴趣，提高学生学习的积极性和
主动性。
【教学重点和教学难点】
根据本课的教学内容和学生对知识的理解程度，结合本课的教学目标与学习目标，确定
本课的重点、难点。
1．能听、说、读、写：January, February, March, April, May, June, July, August,
September, October, November, December.
2．能熟练运用句型：When's your birthday? My birthday is in...
3．通过合作，学生能熟练在网上寻找资料。
【教学策略及教法设计】
英语课程不仅要提高学生综合运用英语的能力，还要使学生通过英语学习在情感、素养和学习能力等方面得到发展。因此，这节英语课教学以学生为主体，以训练为主线，以能力的培养为宗旨。学生是学习活动的主人，教师是学习活动的组织者和引导者。教师要努力创设多种多样的方式和机会让学生通过自主、合作、探究等学习 方式进行学习，注重教与学的互动和生生互动。在教学过程中，教师要随时给予激励性评价（包括师生之间的评价、学生之间的评价和自我评价的方式）；要尊重学生的兴趣和独特的感受，将集体学习与小组学习结合起来。教学方法主要是采用听说法、任务驱动法、交际法和全身动作反应法等，使学生在教师的指导下，通过感 知、实践、参与和合作等学习方法完成任务，感受成功。同时，要辅以录音机、多媒体教学等电教手段，声音与形象有机结合，使教学更加明了、快捷、方
便，从而让学生掌握正确规范的英语。
【教学过程】 1．Step 1-Warming-up （教学参考时间：5分钟）
⑴ Greetings ⑵ Free talk
（设计意图：教师与学生进行一种轻松的自由交谈，谈话内容可以以学生感兴趣的话题为主，目的是引导学生开口讲英语，锻炼学生口语表达能力以及营造一种安全的学习氛围。）
2．Step 2-Presentation （教学参考时间：10分钟）
⑴ Lead in the title
① (课件呈现一个过生日的画面) T: Dear kids, listen to me, and guess when is my birthday? It is in winter. It's cold. I can wear my coat. I can wear my gloves and scarf. New Year's Day is in that month. It's the first month in the year, yes, this is my birthday. It's in
January. (Present the title: My birthday)
② Read the title.
⑵ Learn the months by computer.
① 学生通过网络课件自学12个月份。(教师给予学生必要的指导)，学生在部分完成后，进行课堂反馈，检查学生自学情况，纠正部分学生的读音。（特别注意：October, January,
February的发音。）
注：学得快的学生，可以看一下十二个月份的来历，增加自身的知识。 ② T: When is your birthday? (Help them describe and say their birthdays.) （设计意图： 创设情境，开篇即导入目标内容，旨在将整堂课作为一个完整的演练过程，整堂课始终在创设的情景中进行语言教学和操练，学生身临其境，心理上自然放松，且充满参与的热望，淡化了对新学词句的戒备感，每一个词句的学习最终均要归位到具体情景
的交际活动中去，给学生一个完整而明确的认识。）
3．Step 3-Practice （教学参考时间：8分钟） ⑴ Game: Before and after
教师给出一个单词，如：June，并举起左手或右手。教师举左手，学生要说出June的
上一个月份；举右手，学生要说出下一个月份。
⑵ Let's chant
When is your birthday? When is your birthday?
Listen and do. Listen and do. January or February, raise your hand.
March or April, up you stand. May or June, touch your nose. July or August, touch your toes. September or October, touch your knees. November or December, clap 1, 2, 3. ⑶ Read the dialogue, act out the dialogue.
⑷ Make a new dialogue.
（设计意图：通过多种方式练习所学的内容，从单词练习转移到句型练习，再到对话操练、改编对话，层层深入，巩固对知识的学习和记忆，将学生被动的接受性学习转变成主动
积极的活动，培养学生的自主学习能力。）
4．Step 4-Consolidation and extension
（教学参考时间：12分钟） ⑴ Activity 1: I am a reporter.
教师组织学生进行“我是小记者”的采访活动。学生可在教室内自由走动，既是小记者，又是被采访对象，将“采访”到的同学的生日月份记入调查表。最后，邀请部分“小记者”做“现
场报道”，如：There are three students' birthdays in May.
⑵ Activity 2: Talk about the festivals.
① T: Now, how many students' birthdays are there in October?
Ss: Me.
T: Oh, you're so lucky. China's birthday is in October, too. （多媒体呈现出国庆节的图片）.China's birthday, we call it \"National Day\". When is National Day?
S1: It's in October. ② Game：小乐迷
教师通过多媒体播放某节日的典型歌曲或旋律，学生猜出这个节日的名称及所在的月
份。
⑶ Activity 3: Introduce the favourite person
（多媒体呈现出一些名人）T: Can you give us their birthdays? When is his /her
birthday?
① Help Ss say their birthdays correctly.（学生可以在网上找出其生日）
② Introduce my favourite person: Zhou' En Lai ③ Ss introduce their favourite person in the class.
（设计意图：英语学习的目的就是要在交际活动中学以致用。这三个任务型活动交际性极强，在完成任务的过程中，让学生灵活运用所学的知识，让他们真正用英语做事情，体验
到成功与快乐。） 5．Step 5-Assessment （教学参考时间：2分钟）
T：My kids! You have done a very good job today. Who is a creative boy/girl? Who is
the super? ...
（设计意图：肯定、鼓励不同层次学生的表现，让各层次学生都能体会到成功的喜悦，
进而激发他们今后在英语课堂上大胆开口说英语的自信心。）
6．Step 6-Homework （教学参考时间：3分钟）
⑴ T: My kids, do you know the birthday of your mother and your father? To get it and
remember it! And don't forget to give them birthday cards.
⑵ 在网上或报刊杂志上查找更多关于节日的信息。
⑶ Make a personal calendar.
Find out important dates for your family and your friends. Don't forget to put the
holidays and festivals in.
⑷ Write down 2 more sentences about the birthday. The topic is \"My birthday\". （设计意图：课后作业不应是课堂教学的结束，而应是课堂教学的延续、拓展和深入。本次作业，我围绕本课教学内容，考虑到学生兴趣爱好、能力水平的不同，以培养学生的综合素养为目标，设计了四个实践活动供学生自由挑选，努力体现作业的开放性和层次性，也具有很大的灵活性和创造性。从而使英语学习变成学生所喜爱的事情，让 学生乐于接受、乐于学习。通过多样的课后作业，有效地提高了学生学习和运用英语的兴趣，并帮助他们
及时复习和掌握新知识，为继续深入学习奠定了基础。）
【教学反思】
信息技术与教学的整合可以使教师更好地实现因材施教，并照顾到每一个学生。本节课主动探索、掌握新知的教学环节很好地体现了这一点。信息技术手段在创设情境、引入新课方面为学生创造了良好的氛围，帮助学生自然、准确地理解新课。有了信息技术的支持，巩固练习就能寓教于乐，提高学生的兴趣；有了信息技术的支持，教学中就可以做到因人而异，让学生根据自身情况自主选择，真正体现“以人为本”的课程理念。信息技术这一现代化教学手段，在优化教学结构、激发兴趣、激活课堂、调动学生多个感官等方面有其得天独厚的优势，再加上教师精心的教学设计和教学指导，有利于让所有学生参与学习，让所有学生有学习兴趣，让所有学生学有所获，更能体现课改的精神。总之，本节课的设计力求以学生为主体，以任务为中心，以活动为方式，放手让学生自己去发现问题、分析问题、解决问题。整节课教学设计的宗旨是为课堂教学服务，让学生成为直接的受益者，有利于学生的自主学习，
有利于提高学生运用语言进行交际的实际能力，有利于增强学生学习的兴趣和信心，最后使学生“乐说”、“会说”、“能交际”，感到学英语“It's fun. It's easy!”
因篇幅问题不能全部显示，请点此查看更多更全内容