教学设计
课程名称新生代英语高级教程2教师
教研室
教材《新生代英语高级教程2》
1
教学计划教学
单元
Unit7“How’s your new job,Hector?”单元
主题●Work choices
课时
安排
8
教学内容
●Show Time
“How’s your new job,Hector?”
●Reading
Dream big
●Chat Time
Every dog has its day.
●Writing
A recommendation letter
●Grammar
Phrasal verbs
●My Story
The perfect job
教学目标教学活动建议
Warm-up To get students to talk
about the main topic
of this unit in a
comfortable and
relaxed manner
●Ask students:What would your ideal job
be?Collect answers around the class.
Explain that this unit will give students
practice in talking about jobs and career
paths.
●Read aloud the expressions marked a,b,c
and d.Check that students understand the
meanings of words resume and internship
by asking questions,such as:When do I
need to prepare a resume?(when applying
for a job)When do people usually do
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internship?(usually before graduating)●Focus students’attention on the career
stages.Then give students several
minutes to complete the statements.
Allow students to check answers with a
partner before conducting class feedback.
Vocabulary Builder A and B
To teach students new
vocabulary related to
work ●Have students listen and repeat the words
and the expression,teaching the definition
for each one.
●You can check their comprehension by
asking questions,such as:What do we
call it when we do extra work at a job?
(overtime)Which word is used to
describe something that is easily seen or
understood?(obvious)What is the word
for public attention?(publicity)What do
we call the amount of money that a
salesperson gets for selling something?
(commission)
●Go through the answers,calling on
different students each time.Correct any
errors.
●If you want to,you can start each class
with a short spelling test,which works
quite well as a warm-up.
C
To improve students’listening and comprehension skills ●Tell students they will hear a conversation
in which two people discuss job hunting.
●Play the audio,twice if necessary.Pause
the audio so that students have time to fill
in the blanks.
●Allow students to check their answers
with a partner before nominating a couple
of confident students to perform the
conversation in front of the class.
D
To improve students’speaking and comprehension skills
●Focus students’attention on the picture
and elicit the situation(a job interview).
Ask students to suggest a couple of
typical interview questions.
●Get students to complete the task.Stress
that the words or the expression they need
are contained in Exercise A.
●Organize students into pairs to check
answers and to practice the job interview
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questions and answers.
●Nominate three students to perform the
job interview to the rest of the class.
Show Time A
To teach students
speaking skills
through the use of
pictures ●Tell students to look at the pictures and
ask some basic comprehension questions,
such as:Who are these people?Where are
they?What are they doing?
●Ask students to guess what happened in
this video and to match the pictures to the
sentences according to their own
understanding.
●Have students watch the video in its
entirety.Ask them to check their answers
with a partner.
B,C and D
To improve students’listening comprehension through the use of video ●For Exercise B,ask students to read the
pros and to put them into the
corresponding category.
●For Exercise C,play the video again.
Have three students role-play the
conversation.You can also have students
rewrite the conversation,using the words
and expressions learned in this unit.
●For Exercise D,have students read
through each sentence and then put the
events in the correct order.
●Check the answers for Exercises B,C,
and D.Students can exchange books and
listen as you go through the answers.
Reading A,B and C
To improve students’
reading
comprehension
●Exercise A
●Focus students’attention on the
photographs and ask them to tell you what
jobs these people do.
●Give students several minutes to read the
text.Encourage them to refer to WORDS
&EXPRESSIONS.Then get students to
answer the questions.
●Check answers around the class. Exercise B
●Get students to decide whether the
statements are true or false,referring to
the text to check their answers.
●Collect answers around the class.Ask
students to correct the false statements.
4
Exercise C
●Read the rubric https://www.doczj.com/doc/c718626526.html,anize students
into pairs and get them to discuss the
question.Encourage them to give reasons
for their answers.
●Circulate as students share their ideas,
prompting them where necessary.
●Bring the class together again and ask
students to report back on their
discussions.Ask follow-up questions,
such as:Why would you prefer to do this
job?Would there be any downsides in
doing this job?And what would they be?
D,E and F
To review the useful words and expressions
Exercise D
●Read the words in the left column aloud,
modeling the correct pronunciation.Elicit
where the word stress should go in each
word,marking on the blackboard if
necessary.
●Ask students to complete the matching
exercise.Allow them to check their
answers with a partner before conducting
class feedback.
Exercise E
●Read the rubric aloud and do the first
sentence together as an example.Stress
that students need to choose the correct
form of the word or expression for every
sentence.
●Circulate as students complete the task,
offering support where necessary.
●Collect answers around the class.Ask
students questions using the words or
expressions,such as:Do you know
someone who is inspirational?How do
you relax when you feel stressed out? Exercise F
●Read the rubric https://www.doczj.com/doc/c718626526.html,anize students
into pairs and challenge them to see who
can be the first to solve the puzzle.
●Fast finishers can create puzzles for
another pair to complete or write example
sentences using the words.
5
Beyond the Text
To improve students’critically thinking ability Exercise A
●Read the rubric aloud to students.Get
students to read Brad Mercer’s text and
ask them to say how likely they think it is
that Brad might feel that way.Ask
students:Why do you think
●Brad doesn’t feel so happy?Organize
students into pairs and get them to share
ideas about Jennifer and Will and George
Winer.Ask them to write their answers in
the boxes provided.
●Nominate a few students to read their
answers aloud.Generate as much
discussion as possible and write any new
language on the blackboard. Exercise B
●Read the rubric aloud and give students
several minutes to read the quotes and
sayings.Give them the opportunity to ask
questions about anything they don’t
understand.
●Organize students into pairs and get them
to decide whether or not they agree.Tell
them that they need to give a reason for
their answer to each quote and saying.
Circulate as students complete the task,
offering support where necessary.
●Bring the class back together.Nominate a
few students to share their ideas.Open
this up into a class discussion,writing
down any new language on the
blackboard.
Chat Time To improve students’
listening,speaking,
writing and acting
skills through the use
of conversation
Exercises A&B
●For Exercise A,explain to students that
they will hear a conversation in which
two people discuss job hunting.Introduce
the key words for this conversation.
●Tell students to listen carefully and to
write down what they hear in the blanks.
If necessary,pause the audio so that
students have time to write.
●Have students practice talking about job
hunting using the questions in Exercise B.
6
Writing To improve students’
writing skills and
learn to write a
recommendation letter
Exercise A
●Elicit what a recommendation letter is.
Get students to skim the letter and to
answer the question.
●Check students’answers orally. Exercise B
●Ask students to read the letter again and
to complete the task.
●Get students to check their answers with a
partner.
●Allow students to ask questions about any
new or unfamiliar language. Exercise C
●Ask students to match the sentence
halves.Encourage them to refer to the
letter in Exercise A if they need to.
●Check the answers around the class by
nominating a couple of students to read
the sentences.
Exercise D
●Ask students to read through
LANGUAGE NOTE,which teaches the
phrase“Every dog has its day.”Ask
students:Have you ever been to a job
hunting fair before?
Exercise C
●Ask a few students to tell you what the
most important factor is when they are
looking for a job.Then get them to tell
you the least important factor.
●Focus students’attention on Useful
language.Read it aloud,modeling the
correct pronunciation and asking students
to repeat.
●Nominate a pair of students to read
EXAMPLE https://www.doczj.com/doc/c718626526.html,anize students into
pairs to have their conversations.
Circulate,offering support where
necessary.
●Bring the class back together.Nominate a
pair of students to perform their role-play
to the rest of the class,who should listen
and give feedback.
7
●Organize students into pairs.Read the
rubric aloud and ask students to complete
the task together.
●Collect feedback around the class.Elicit
the meanings of adjectives in the
sentences.
●As an extension activity,ask students to
give further examples of positive and
negative sentences in recommendation
letters.
Exercise E
●Read the rubric aloud to students.Focus
students’attention on the expressions.
Read through it as a class,going over
anything which may be unfamiliar.
●Get students to think of a friend they
might write a letter of recommendation
for.Ask them to note down some of their
chosen friend’s skills and qualities.
●Get students to write their letters.
Monitor,offering support where
necessary.
●When students have finished,they should
swap their letters with a partner in order
to give and receive feedback.
●Nominate a couple of students to read
their letters to the rest of the class.
Grammar To teach students how
to use phrasal verbs
Exercise A
●Explain that phrasal verbs are verbs that
usually consist of a verb and an adverb.
●Divide the blackboard into two halves and
write Transitive on the left and
Intransitive on the right.Tell students that
verbs that take object are called transitive
verbs.
●Write examples of each kind of phrasal
verbs on the blackboard.In order to
review,you can play a game where two
students come to the front of the class.
You say a verb and students must write an
appropriate phrasal verb using that verb.
For an extra point,have student tell you if
that phrasal verb is transitive or
8
intransitive.
●Once students seem comfortable with the
grammar,have them complete the
exercise and then switch books to correct
their mistakes.
Exercise B
●Focus students’attention on the picture
and elicit the situation(job interview).
Ask students to complete the conversation
with the phrasal verbs from the boxes.
●Get students to check their answers with a
partner.Nominate a couple of students to
perform the conversation to the rest of the
class.
My Story To improve students’
listening
comprehension and
speaking ability
through the use of
video Exercises A&B
●Tell students that they will see a video in
which real people talk about their dream
jobs.
●Play the video and have students
complete the true or false statements in
Exercise A.In some cases,you may need
to pause the video to help students.
●Have students tell you the answers,
correcting any mistakes.Play the video
again and have students answer the
questions in Exercise B,pausing the video
if necessary.
●Check students’answers,correcting any
mistakes.
Exercise C
●Get students to note down their answers
for https://www.doczj.com/doc/c718626526.html,anize students into
pairs and ask them to tell each other their
stories.
●Bring the class together again.Get a
couple of students to share their answers
to Questions1and2.Have a class
discussion about Question3.Generate as
much discussion as possible and write any
new language on the blackboard.
课后学习设计
9
作业◆Finish all the exercises in Unit7.
◆Read the text in this unit again and try to
summarise its content.
◆Write a recommendation letter.
课后总结与反思
10
课时教学设计
重点及分析Please guess what I mean. Please show the actions, using body language. 教学 难点及突破Enable the students to understand what a certain gesture of the body language means in a given situation. 教学过程 教 学 环 节 老师指导与学生活动设计意图Step I Lead-in The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005. T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her
【一】全新版大学英语综合教程1课后题 Unit 1 Growing Up Part II Language Focus Vocabulary Ⅰ.1. …down back and on in 2. been assigned to the newspaper’s Paris office. so extraordinary that I didn’t know whether to believe him or not. clear image of how she would look in twenty years’ time. the command the soldiers opened fire. bikes we’ll keep turning them out. 3. , rigid, to inspire tedious, What’s more, out of date ideas , career, avoid showing, hardly hold back Ⅱ. violating Ⅲ. , in upon Comprehensive Exercises Ⅰ. Cloze 1. back
and on out/in 2. Ⅱ. Translation 1. 1.As it was a formal dinner party, I wore formal dress, as Mother told me to. 2.His girlfriend advised him to get out of/get rid of his bad habit of smoking before it took hold. 3.Anticipating that the demand for electricity will be high during the next few months, they have decided to increase its production. 4.It is said that Bill has been fired for continually violating the company’s safety rules. /Bill is said to have been fired for continually violating the company’s safety rules. 5.It is reported that the government has taken proper measures to avoid the possibility of a severe water shortage. /The local government is reported to have taken proper measures to avoid the possibility of a severe water shortage. 2. Susan lost her legs because of / in a car accident. For a time, she didn’t know how to face up to the fact that she would never (be able to) walk again. One day, while scanning (through) some magazines, a true story caught her eye /she was attracted by a true story. It gave a vivid description of how a disabled girl became a writer. Greatly inspired, Susan began to feel that she, too, would finally be bale to lead a useful life. Unit 2 Friendship I. Vocabulary 1. Fill in the gaps with words or phrases given in the box. 1) absolutely 2) available
教案 课程名称新生代英语基础教程2 课时____________________ 班级____________________ 专业____________________ 教师____________________ 系部____________________ 教研室____________________ 教材《新生代英语基础教程2》
Family Show Time “Where are you from?”Reading Why is it called a honeymoon? Chat Time The rest is history. Writing Family tree Grammar The possessive ’s My Story Family main Have students look at the picture and ask them to tell you as much as they can about it. Then, go through the questions and complete each answer. In addition, you can ask a few warm-up questions suc h as “How many people are in your
Have the students listen and repeat the words. Use descriptive sentences to teach the family member words. For example, you can say “Your uncle is your mother or father’s brother.” “Your aunt is your mother or father’s sister.” “Your cousin is your uncle or aunt’s child,” and so on. A simple family drawn on the board can often help students to understand this. They may find it interesting to see your family tree, if you don’t mind sharing it with them. For the word frame, you can see that it is something we put around important pictures. You can then ask students if they have any framed photos in the class. You can also teach that we use the words married and single to descr ibe someone’s relationship status. Ask “Have you been to a wedding recently?” “Who got married?” For Tell the students they will hear a conversation between a radio host and a celebrity (Anna). Now listen to the conversation and have students complete the sentences.
??程3 第二 ?案 UNIT 1 Vocab?ulary? 1) on balan?ce 5) illus?trate? d 9) invol?ved 2) resis?t 6) budge?t 10) econo?mic 3) haul 7) lower?ing 11) blast?ing 4) wicke? d 8) bound?ary 12) just about? 2．1)cut back/ down 2) pick up 3) getby? 4) get throu?gh 5)face up to 6) turn in 7) makin?g up for 8) think?up 3. 1) pursu?ed his mathe?matic?al studi?es and taugh?t himse?lf astro?nomy 2) often?gener?ate misle?ading?thoug?hts 3) attac?h great?impor?tance?to combi?ning theor?y with pract?ice inour?work 4) be suspe?cted of doing?every?thing?for money? 5) befor? e he gets throu?gh life 4. 1) their?indoo?r, a profi?t, to inves?t in 2) devic?e, the impro?vemen?t, on a globa?l scale? 3) stack?ed, tempt?ation?, never?dined?out II Confu?sable?Words? 1. 1) house?2) Home 3) home,famil?y 4) house?hold 2. 1) doubt?2) suspe?ct 3)doubt?ed 4)suspe?cted 5) suspe?ct
大学英语综合教程一 Unit 1 Growi ng Up Part II Lan guage Focus Vocabulary I. 1. respectable 2. agony 3. put …down 4. sequenee 5. hold back 6. distribute 7. off and on 8. vivid 9. associate 10. fin ally 11. turn in 12. tackle 2. 1. has been assigned to the newspaper 'Paris office. 2. was so extraordinary that I didn 'know whether to believe him or not. 3. a clear image of how she would look in twenty years ________
time. 4. gave the comma nd the soldiers ope ned fire. _____ 5. buying bikes we 'keep turning them out. 3. 1. reputati on, rigid, to in spire 2. and tedious, What 'more, out of date ideas 3. compose, career, avoid showing, hardly hold back □. 1. composed 2. severe 3. agony 4. extraordinary 5. recall 6. comma nd 7. was violating 8. anticipate m. 1. at 2. for 3. of 4. with 5. as
新课程小学英语教学设计与案例分析 一、名词解释 1.教学设计是指教学指导者和教师依据教育教学理论、教学艺术原理，为了达到某阶段教学目标，根据受教育者认知结构，对教学课程、教学内容、教学组织形式、教学方法和需要使用的教学手段进行的策划。 2.英语教学游戏:是指在英语教学过程中, 针对具体英语教学目标，结合特定教学内容，把教学内容融合与一定的游戏的形式。是儿童普遍喜爱的,能把英语语言知识的学习与英语技能的训练有机地结合在一起的娱乐活动。 3.教学广度:一是指注意不同类型的学生,让各类学生都应得到的发展,二是指教学内容的”广度”,既包括教学的重点,又注意到不同的知识和内容之间的联系及它们之间的迁移关系. 4.教学理念:是指教师具有的准备付诸教学行动的坚定信念.它既是一种观念,也是一种行动的思考,它是一个观念与行动的融合体. 5. 任务型教学:指在教学活动中设定一定的任务，让学生在完成任务的过程中习得语言知识，进而培养学生的交际能力。它是以具体任务为学习动机、以完成任务的过程为学习过程、以展示任务成果的方式体现教学成就的教学活动。 6.半圆式教学组织形式:就是以教室的讲台为中心，学生的桌椅摆成一个半圆形的教学组织形式。 7.教学过程:既是一项有明确目的培养人的社会实践活动,又是一个在教师、学生、教学内容、教学媒体之间错综复杂的交互过程. 8.英语学科的教育评价:是对英语教育全过程的评价,包括对教学目标、教材等教学资源所提供的教学内容、教学模式与方法、学生学习状况和成就、教师教学能力以及对教学质量的评价等. 9.前反馈:又称前制置反馈,它发生在教学设计方案的实施之前.它是教学设计者根据前一个教学过程的反馈信息,对教学的背景、学生的知识能力的现有水平、学生学习新的知识的心理准备等因素进行分析,从而制定教学设计的目标和策略的一种活动. 10.任务型教学活动:是指设定一个任务,让学生在完成任务的过程中习得语言的教学活动。
大学综英教程1课后答案 Unit 6 in an only a lonely child Vocabulary Ⅰ 1, needing a lot of attention or effort 2, In connection with 3, Sign of shame 4, Willingness of each person to satisfy other’s wishes 5, decreased 6, The feeling of wanting to get what somebody else has among brothers and sisters Ⅰ 1,arise from 2,unique 3,self-eateem 4,stigma 5,overwhelming 6,interacted 7,favoritism 8,prime
9,involved 10,derpite Ⅰ BCDACDBABC Ⅰ 1,burden burden loads load 2,choose elected choose elected 3,issue problem problem issue 4,trend trend fashion fashion Ⅰ 1,only sole 2,uncommon unusual 3,honor admire 4,decrease admonish 5,worry anxiety 6,insignificant weak 7,first chief 8,fortunately luckily Ⅰ 1,advocacy 2,respectfully 3,potential
教师学科教案[ 20 – 20 学年度第__学期] 任教学科：_____________ 任教年级：_____________ 任教老师：_____________ xx市实验学校
Unit4 A Social Surney—My Neighbourhood 任市中学田先万 课型名称:Reading 教学内容:高一英语必修（一）Unit4 A Social Surney—My Neighbourhood 第2课时Reading and speaking (A Lively City) 教学目标: 1、语言知识：掌握、理解、运用以下生词、词组和句形 词汇：attractive pretty sound bother rent approach gorgeous traffic feel fortunate on the coast put up 句型：It’s been six years since we last saw each other. This is the first time I’ve visited your hometown. This is one of the most attractive places I’ve been to. 2、语言能力 （1）通过课文的学习，进行阅读技巧和速度的训练。 （2）通过阅读，培养学生获取信息、处理和加工信息的能力。 （3）通过话题的讨论，学会用英语表达自己的看法。 3、学习策略 （1）通过多种多样的课堂活动，提高学生对英语表达的兴趣和信心。 （2）通过小组活动，提高合作意识。 4、情感态度 通过课文的学习，了解祖国的大好河山。培养热爱祖国、热爱自己的家乡的美好情感。 重点难点: 1、掌握出现的描述某一地方的词语结构，学习介绍某个地方的要点和方法； 2、能根据文章内容有条理的将夏门的地理位置、气候、城市概况等作简要说明；能写出若干句子对自己的居住地进行地理位置、气候、概况的简要描述。 教材分析: 1、这是using language 中的读说写三个部分。Reading 和V ocabulary 都为写作服务。 第一部分是Reading。它通过XiaoLi和John Martin之间的对话向读者介绍A Lively City---厦门。课前要布置学生收集有关厦门的资料，从而获取有关其背景材料。通过阅读部分让学生了解厦门的地理位置、气候以及鼓浪屿岛，并掌握一定的词汇，为后面的speaking 与writing 做铺垫。 2、本课时选择任务型模式组织教学，每一部分都设定任务，引导学生自主或者合作完成。让学生主动参与教学活动，成为课堂教学的主体，提高交流合作的能力。通过任务型课堂教学，可培养学生自主学习能力，让课堂教学不再枯燥无味。 学情分析: 1、高一学生，智力发展日趋成熟，他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力。因此要注重培养学生用英语思维和表达的能力，使学生把语言学习与生活实际紧密联系，培养语言学习的兴趣。 2、学生完成了高中英语前3个模块的学习，具备一定的相互交流能力，他们会在原有课文内容的基础上发挥自己的想象，提出自己的见解，能把知识从课内拓展到课外，会通过
Appendix I Key to Exercises (Units 1-8) Unit 1 Appendix I- 91 – Language sense enhancement 1 1) warmth 2) put it down 3) recapture and hold 4) relive 5) however 6) violate 7)composition 8) a failing grade 9) mind 10) for myself II. Synonyms in Context 1. composed 2. severe 3. agony 4. extraordinary 5. recall 6. command 7. was violating8. anticipate III. Collocation 1. at 2. for
3. of 4. with 5. as 6. about 7. to 8. in, in 9. from 10. on/upon
Comprehensive Exercises I. Cloze (1) 1. hold back 3. scanned 5. vivid 7. turn out/turn in (2) 1. last 2. surprise 2. pulled 4. blowing 5. dressed 6. scene 7. extraordinary 8. image 9. turn 10. excitement II. Translation 1 1) as it was a formal dinner party, I wore formal dress, as Mother told me to. 2) His girlfriend advised him to get out of/get rid of his bad habit of smoking before it took hold. 3) Anticipating that the demand for electricity will be high during the next few months, they have decided to increase its production. 4) it is said that Bill has been fired for continually violating the company’s safety rules./ Bill is said to have been fired for continually violating the company’s safety rules. 5) It is reported that the government has taken proper measures to avoid the possibility of a severe water shortage./ the local government is reported to have taken proper measures to avoid the possibility of a severe water shortage. 2. tedious 4. recall 6. off and on 8. career
教案 课程名称新生代英语基础教程1 课时 班级 专业 教师 系部 教研室 教材《新生代英语基础教程1》
Food Show Time “What’s for lunch” Reading Food labels Chat Time Knock yourself out Writing A questionnaire Grammar Articles My Story Breakfast, lunch, and dinner Have the students listen and repeat
the words. The most difficult word on this list is probably “delicious”. Have students repeat this word a few times and check pronunciation. As a warm up, you can also ask students to tell you all the foods they think are delicious. You can do this by asking each student “Which food do you think is delicious” They can answer in a full sentence “I think ________ is/are deliciou s.” Correct the students if they use the wrong be verb, explaining that we use is for single or uncountable foods and are for countable (plural) foods. You can also ask students to tell you which be verb we would use with the vocabulary words here, for example “Which be verb should we use with the word salad here” Once students seem comfortable with the vocabulary, have them do the exercises correcting any errors. Have students go through the conversation quickly and think about what they are talking about. You may remind them to pay attention to key words “dessert”, “drink”, and “iced-tea”. Tell the students they will hear two people talking about food. Now listen to the conversation and have students complete the sentences.
新课程理念指导下的小学英语教学设计 Look at the elephant T: Come on, boys and girls. Look at the elephant. S1: Wow! It s so big. S2: Look! It has a long nose and a short tail. S3: It has big ears and small eyes! T: Look there! What's that? S1: It's a panda. S2: No, it's not a panda. It's a bear! T: Good! A panda is black and white. 教育目标： 1.学生能听懂、会说主要句型“It has…”以及句型“It is…” 、“He has…”、“She has…”，并在各种情境中得体运用。 2.以活动为途径，渗透任务型教学，让学生在玩中学，学中玩，寓教于乐。 3.通过小组竞赛和激励性评价，让学生学会与人沟通合作，形成良好的团队精神。教学重点： 1.学生能听懂、会说主要句型“It has…”以及句型“It is…”、“He has…”、“She has…”，并在各种情境中得体运用。 2.形容词“big,small,fat,thin,long,short”的运用。 教学难点： 1.句型“It has…”与“He has…”、“She has…”的区别以及运用。 2.形容词“big,small,fat,thin,long,short”的运用。 课前准备: 1.制作教学辅助课件。
2.制作一些动物头饰,有大象、老虎、河马、熊猫、猴子、猫、狗、猪、鱼、老鼠等。 3.在评价方面，制作一个过程性评价——五只青蛙比赛跳远，看谁跳得快，跳得远。 板书设计： 教学方法: 1.TPR教学法 2.游戏教学法 3.任务驱动型教学法 教学步骤： Greetings T: Good morning,boys and girls. S: Good morning,Mr.Fu. T: Glad to meet you. S: Glad to meet you. Warm up T: Sit down,Stand up. Long，short，big, small. Thin, fat, cry, laugh. 在这个教学环节中,老师带领学生对有特点的形容词进行体验性的表演。
全新版大学英语综合教 程 TYYGROUP system office room 【TYYUA16H-TYY-TYYYUA8Q8-
U n i t1 To use the machine, first insert the correct cions,then select the drink you want and button. 使用这台机器，首先插入正确的硬币，然后选择你想喝和按钮。 2)Professor Smith translated not only from the French but also, on occasion ,from the Polish. 史密斯教授翻译不仅从法国也,有时，来自波兰。 3)Food chemists will investigate the health food on sale to see if it really dose give the benefits claimed. 食品化学家将调查在销售保健食品是否真的剂量给人的利益。 4)In retrospect,it was the wrong time to open anew data processing center in this city. 回想起来，那是打开新的数据处理中心在这个城市，错误的时间。 5) My initial reaction to the news was relief,but as I thought more about it I began to feel angry. 听到这个消息我最初的反应是救济，但我想一下我开始感到愤怒。 6)A full understanding of mathematics is sufficient to explain a wide variety of natural phenomena. 一个全对数学的理解是足以解释各种各样的自然现象。 7)Make sure the label is firmly attached to the parcel before you mail it. 确保标签牢牢地贴在包裹邮寄前。 8)Make boyfriend bought me dinner to make up for being late the say before. 做男朋友给我买晚餐要迟到了说之前。 9)The committee is awaiting a decision from the head office before it takes any action. 该委员会是在等待总部的决定所采取的任何行动之前 10)The little girl did not seem to be in the least frightened if being left by herself in the house. 小女孩似乎不在最害怕如果自己被留在家里。 11)The WTO is intended to promote trade among its member states. 在WTO的目的是促进其成员国之间的贸易。 12)When the moon emerged from behind the clouds I made out a figure moving in the distance. 当月亮从云层后面出现我开出了人物移动的距离。
教学设计 课程名称新生代英语高级教程2教师 教研室 教材《新生代英语高级教程2》 1
教学计划教学 单元 Unit1“My schedule is crazy.”单元 主题●Studying 课时 安排 8 教学内容 ●Show Time “My schedule is crazy.” ●Reading How to stop procrastinating? ●Chat Time I aced my chemistry test. ●Writing A schedule ●Grammar Tag questions ●My Story Schedules and routines 教学目标教学活动建议 Warm-up To get students to talk about the main topic of this unit in a comfortable and relaxed manner ●Focus students’attention on the learning goals for the unit and explain that the focus of this unit is on time management. ●Ask students to look at the picture and to describe what they see.(A student is working on an assignment very late at night.)Read the words in the boxes aloud, modeling the correct pronunciation and eliciting their meanings.Give students several minutes to complete the passage. 2
英语翻译 综合教程1 Unit1TextA 优等生的成功秘诀 Para1:一位研究教育的老师针对成绩优异的学生做过重点研究，发现最聪明的学生不见得总能得高分。根据这位教授、其他教育专家以及优等生们自己的观点，懂得如何充分发挥自己的潜能对于学生来说更为重要。 Para2 : 在班上名列前茅的学生之所以学习优秀，是因为他们掌握了几个人人都可以轻易学到的基本原则。首先，优等生知道如何决定轻重缓急。他们从来不会为了打电话、看电视或者吃零食而牺牲学习时间。换言之，学习总是摆在娱乐之前。另外，优等生们总是注意随时随地学习。有位成绩优异的学生同时也是优秀的运动员，每天利用户外训练时间背生物学术语。而另一位学生则利用每天早上刷牙时间记一个新单词。所有受访的学生无一例外都认为，在什么时间学习完全是个人偏好问题。有些人在夜深人静时学习效果最好，有些人则喜欢趁着自己还能清晰地记得上课所讲的内容，一放学回家就开始学习。尽管如此，所有优等生都一致认为，如果想任何时候都表现优秀，一个主要的因素就是要持之以恒。 Para3:学生还必须学会有条理。举个例子，有一位优等生在学校乐队、田径队、橄榄球协会和辩论小组里都很活跃。他透露，他之所以把东西放得井井有条是因为他浪费不起到处找东西的时间。还有一位学生喜欢把当天的笔记马上整理出来并放进用不同颜色标记的文件夹里，以便临近考试时能随时用来复习。优等生们提倡的另一个技巧是有效的阅读，其中包括快速阅读，提高记忆能力以及主动提出问题以便充分理解作者的意思。 Para4:对于学生们来说，合理安排时间也同样重要。他们必须懂得如何根据每天的时间表和学习能力来安排做作业和项目的速度，不至于让手头的工作压得喘不过气。能制定时间表不仅让学生能够腾出更多时间来复习和完善功课，而且还能防止他们拖拖拉拉。成绩优异的学生认为，他们成功的一大秘诀就是上课时做好笔记，供复习时使用。有个学生透露，她把从课文上摘抄的内容记在笔记本的一边，把课堂笔记写在另一边。这样，就可同时复习到两方面的内容。她还透露，她不会浪费下课铃响前的几分钟跟朋友交头接耳，准备随时冲出教室。相反，她会利用这几分钟用两三句话概括那节课的要点，然后在下次上课前浏览这些笔记，借以加深印象。 Para5:老师们提倡的致胜秘诀是尽力让自己的作业整洁。有位老师说，学生交上整洁作业就已向高分迈进了一步。在课堂上大胆发言和提问也同样重要，这或许是学生澄清疑问的最好办法。课堂参与还能反映一个学生的求知欲。有个学生概括得好，“好成绩来自透彻的理解”。 Para6:在一所世界顶级大学进行的一项实验证明了小组学习的价值所在。研究表明，学生们如果一起讨论家庭作业和问题，尝试不同的解决办法，并且互相解释各自的答案，分数就
新课标背景下的英语教学设计 一、课程改革的基本理念 （一）注重素质教育，体现语言学习对学生发展的价值； （二）面向全体学生，关注语言学习者的不同特点和个体差异； （三）整体设计目标，充分考虑语言学习的渐进性和持续性； （四）强调学习过程，重视语言学习的实践性和应用性； （五）优化评价方式，着重评价学生的综合语言运用能力； （六）丰富课程资源，拓展英语学习的渠道。 二、对教学设计的总体理解 教学设计是教学研究层面的活动；备课和教案是日常教学经验层面的活动；教案是教学设计的一部分。 教学设计（instructional design）：是运用现代学习理论和教学理论、教育传 播学的原理和技术，分析教学中的问题和需要，设计解决问题的方法和策略，试行这些设计并评价和根据实施需要不断改进设计的系统过程（鲁子问、王笃勤，2008）。 教学设计是一个分析教学问题、设计解决方法、对解决方法进行试行、评价实施结果，并在评价基础上修改方案的过程（张祖忻，2006）。 从理论层面说：教学设计是为了使学生实现有效学习而预先对教学进行研究，并做出决策。 从实际操作层面而言：教学设计是教师设计、实施、反思、再设计和再反思的渐进过程，是教师专业发展的螺旋式上升过程。 教学设计在指导教学实践方面具有可操作性。它的可操作性表现在对教学过程的各个要素或各个环节的分析和设计都提出理论依据、操作内容、方法和程序。 成功的课堂教学设计应该： 有利于课堂教学科学化; 有利于调动学生学习英语的积极性; 有利于教学实践和教学理论的结合; 有利于课堂教学改革; 有利于提高英语课堂教学效益。 三、对教学设计模型的解读
四、教学设计各个环节要述 1、分析教学对象。有哪些学习内容，学生现在的水平如何（起点）； 2、设定教学目标。希望学生达到怎样的水平（目标）； 3、形成教学方案。学生怎样达到预设水平（过程）； 4、开展教学评价。如何知道学生是否达到了预设水平（评价）。 5、教学设计说明。怎样让学生更好地达到预设水平（反思）。 （一）分析教学对象 1.学情分析 学生已有的知识能力基础（对词汇语法的掌握情况）；学生对相关话题的生活体验（如有关“运动”话题，了解不同学生喜欢的不同运动）；学生的学习困难为以后的目标设计、过程设计及评价提供依据 形同虚设的学情分析，如： 学生的英语基础相当差，听说能力差，词汇贫乏，学习习惯差，很难用英语表达自己的意思。 授课对象是初三的学生，他们已学了多年英语，面临着中考，他们压力大，也有不少学生放弃了英语学习。 2. 教材分析 从单元角度研究分析教材。在一个单元内，一方面：学生要构建语言知识结构，如围绕某个话题的语音、词汇、语法及功能，这一结构是网状的;另一方面：学生又要构建话题的知识结构，如关于某一话题先说什么，后说什么，这一结构是阶梯状的。 这二者相互依存，教师需要从这两个方面分析教材，特别是单元内课与课之间的联系。 3. 研读课标 课标具有规范和指导教学的作用，是确定教学目标的出发点和最终归宿。 （二）设定教学目标 教学目标的设定建立在分析教材内容和学生学习特点的基础之上。设计者要结合教材内容，从语言认识目标、能力目标和情感态度目标等方面对教学目标进行分析。 设计教学目标的总体要求： 符合课程理念要求； 紧密联系学生实际； 三维目标有机结合； 突出重点难点内容； 利于进行合理评价。 严格意义上的教学目标应该包含： 行为主体（Audience） 行为（Behavior）动词 行为条件（Condition） 表现程度（Degree） 简称ＡＢＣＤ四要素 如：By the end of the period, students should be able to retell the text by answering the following two questions in their own words: 1….. 2…..
全新版大学英语综合教 程2 HEN system office room 【HEN16H-HENS2AHENS8Q8-HENH1688】
Unit 1 To use the machine, first insert the correct cions,then select the drink you want and button. 使用这台机器，首先插入正确的硬币，然后选择你想喝和按钮。 2)Professor Smith translated not only from the French but also, on occasion ,from the Polish. 史密斯教授翻译不仅从法国也,有时，来自波兰。 3)Food chemists will investigate the health food on sale to see if it really dose give the benefits claimed. 食品化学家将调查在销售保健食品是否真的剂量给人的利益。 4)In retrospect,it was the wrong time to open anew data processing center in this city. 回想起来，那是打开新的数据处理中心在这个城市，错误的时间。 5) My initial reaction to the news was relief,but as I thought more about it I began to feel angry. 听到这个消息我最初的反应是救济，但我想一下我开始感到愤怒。 6)A full understanding of mathematics is sufficient to explain a wide variety of natural phenomena. 一个全对数学的理解是足以解释各种各样的自然现象。 7)Make sure the label is firmly attached to the parcel before you mail it. 确保标签牢牢地贴在包裹邮寄前。 8)Make boyfriend bought me dinner to make up for being late the say before. 做男朋友给我买晚餐要迟到了说之前。 9)The committee is awaiting a decision from the head office before it takes any action. 该委员会是在等待总部的决定所采取的任何行动之前 10)The little girl did not seem to be in the least frightened if being left by herself in the house. 小女孩似乎不在最害怕如果自己被留在家里。 11)The WTO is intended to promote trade among its member states. 在WTO的目的是促进其成员国之间的贸易。 12)When the moon emerged from behind the clouds I made out a figure moving in the distance. 当月亮从云层后面出现我开出了人物移动的距离。