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Unit 3 Teaching plan

Unit 3 Teaching plan
Unit 3 Teaching plan

Unit 3: This is my sister.

Part 1: Teaching Design

第一部分:教学设计

Period 1: Matching, Listening and Speaking (Page 13)

(This is my family.)

Objectives

●To learn to introduce people

●To learn to use this, these, that

Procedures

■Warming up by studying the title

Hello, class. What is this in English? Yes, it is. It is a photo. It is a photo of my sister. This is my sister. Read after me. This is my sister. 这是我的妹妹。Now turn to page 101. Look at the words and expressions from Unit 3 and make sentences with me.

1a Finding and matching

Please open your books and turn to page 13. Look at the picture in 1a. Find these people in the picture. Match the words with the people in the picture.

1b Listening and circling

Look at the picture in 1a, and listen to the tape. You are to listen to the conversation twice and circle the people in the picture. Then you shall read the conversation after the tape. One of you good at drawing shall come to draw the picture in 1a.

1c PAIRWORK 结对活动/替换练习

Take turns to talk about your family.Here is an example in the book. First read it after me and then read it loudly several times on your own.

Now

Period 2: Listening, Circling and Speaking (Page 14)

(And these are my grandparents.)

Objectives

●To learn the names for family members

●To learn to use plural nouns

Procedures

■Warming up by greeting and introducing

Hello, class. Look at this table and number the six sentences in the same order as they come in this

book.

Read after me these six sentences. And make a conversation with them.

2a Listening and circling

Turn to page 14. Listen to the tape. First just listen, and then listen again and circle the words you hear.

2b Listening and matching

Please listen to the tape again and match the names with the people in the picture in Part 2b.

Now go to page 85. Read the tapescript. While reading try to cut/ the sentence into thought groups, study all the predicates and underline all the expressions. That’s grammar study, indeed.

Copy them in your notebook after class.

No w let’s talk as t hey do in the conversation. We are going to talk in imitation of the conversation we have just heard and read.

2c PAIRWORK 结对活动/替换练习

Let’s play a game. Student A covers t he names. Ask about the people in the picture. Student B answers the questions.

Now look at a photo of our class students. Make a dialogue like the one above.

No w let’s talk as they do in the conversation. We are going to talk in imitation of the conversation we have just heard and read.

2d Changing and practicing

This time please change roles and practice again.

Period 3: Filling, Speaking and Writing (Page 15)

(That’s Anna and that’s Paul.)

Objectives

●To learn to introduce people

●To learn the names for family members

Procedures

■Warming up by studying the grammar focus

Hi, class. Go to page 14. Look at the grammar focus. Read after me these questions and answers.

3a Reading and filling

Look at the picture on page 15. Put a word from on the left into the blank.

As we finish the work, let’s read t he conversation after me. You should read it fluently and pronounce it correctly.

3b PAIRWORK 结对活动/替换练习

Now read the conversation above together with me. Now practice the conversation in pairs.

3c Writing and guessing

No w boys and girls, let’s play a guessing game.

I will ask one student to come to the blackboard to write a name on the blackboard, and the others shall guess who the person is.

The other students can ask the questions like this:

Draw a picture of your family member,

and write some sentences to introduce your family member to your classmates. 4 GROUPWORK 小组活动/替换练习

Let’s ask and answer in groups of four. Show t he others your family photos. Take turns to ask and answer questions about the photos. You have to use all the sentences patterns you learn so far.

Period 4: Adding, Listening and Speaking (Page 16)

(And is she your cousin?)

Objectives

●To learn to use subject pronoun she

●To learn to use Yes/No questions and short answers

Procedures

■Warming up by asking and answering

Hi, class. Let’s read these sentences and complete them with one word, in English or in Chinese.

1. Your father's sister is your ___. (aunt)

2. Your sister's husband is your ___. (brother in law)

3. Your mother's mother is your ___. (grandmother)

4. Your sister's daughter is your ___. (niece)

5. Your son's son is your ___. (grandson)

6. Your sister's brother is your ___. (brother)

7. Your mother's brother is your ___. (uncle)

8. Your uncle's son is your ___. (cousin)

9. Your brother's son is your ___. (nephew)

10. Your mother's father is your ___. (grandfather)

To know more about names for family members go to page 16.

1 Reading and adding

First read after me these words on page 16 at the top.

Then put the right word in the right place in the family tree. The answers should be:

Could you make your own family tree? Have a try!

2a Listening and checking

This activity gives you practice in recognizing specific vocabulary words in spoken conversation. First time I play the tape, and you just listen. Then listen and check the word you hear.

2b Listening and choosing

Look at the pictures in 2b. Listen to the tape for the third time. This time you listen and pick the picture Dave and Lin Hai are talking about. (Picture 1)

Now turn to page 85. Read the conversation and underline all the useful expressions. Copy them in your notebook after class.

No w let’s try to talk in pairs by imitation.

Imitation talking is using the structure of an example conversation as a form to talk about something of our own.

Now listen to another conversation between Lin Hai And Dave.

Could you make a conversation like this one? Have a try!

2c PAIRWORK 结对活动

Boys and girls! Look here. Look at this picture. Look at these people. They are members of my family. This is Li Lizhen. She is my wife. And this is my daughter Zhao Feiyan.

Now please work in pairs to talk about your family with your family photo or a picture you draw.

Period 5: Reading, Writing and Speaking (Page 17)

(Here is my family photo!)

Objectives

●To learn to use demonstratives this and these

●To learn to make and use plural nouns

Procedures

■Warming up by acting out the conversations

Good morning, class. Let’s go to page 8. Let’s read aloud t he two conversations from this unit.

No w let’s act t hem out in groups of four.

Could we make some changes to the conversations? Let’s have a try.

3a Reading and drawing

On page 17 is a letter from Emma to Mary. What does Emma say to Mary? Now read the letter after me and translate it into Chinese.

No w draw a picture of Emma’s family.

Next let’s read t he letter again to find out and underline all the useful expressions. Copy them in your notebook after class.

No w let’s write a letter like this one. We are going to write in imitation of the letter we have just read.

3b Looking and writing

Look at the family photo in 3b. Write about the people in the photo.

4a Looking and writing

Where is your family photo? Now look at your photo and write a letter about it.

4b GROUPWORK 小组活动

Give me all your photos and the letters. I will put them on the board in different places. Now in groups of four come to the blackboard and match the letters with the photos.

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《Teaching plan》教学设计-优质教案

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English for Careers 2 Unit 1 Workplace

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Sample Lesson Plan 教学课程设计

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

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谈情境教学法在小学语文课堂中的运用

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情境指的是人们利用语言、各种物体或者是音乐等道具,人为的创设一种真实环境,在这个环境下。能够激发学生的积极情感,引导学生融入到环境中进行真实体验,从而培养学生的人格、陶冶学生的情操、提高学生们的团结互助能力,最终达到让学生掌握知识、提高学生能力的目的。情境教学方法体现了现代教学的互动思想,具有很鲜明的时代特征。情境教学方法不仅应用于教育事业,而且对其他领域也具有指导意义。 二、情景教学方法的具体步骤 采用情景教学方法对学生进行语文课堂的教学活动,要经过以下几个步骤:第一是让学生在阅读语文题材的同时渗透情景教学:教师通过创设一种情景,把语言和场景结合起来,让学生进行句子或者短文段落的学习训练。第二、作文教学过程中运用,老师创设一种情景或者景象,让学生身临其境,学生通过思考和想象,激发了多种情感的体验,燃烧同学们的写作热情,从而提升学生的作文写作能力。第三、在语文课堂上的应用,通过音乐、图片等不同的手段,把学生的思维引入到场景中,通过感受从而触动学生的情感。第四是综合运用以上三个步骤达到学生综合能力的提升。 三、情境教学方法的作用 首先,情景教学方法能够提高学生的欣赏能力。情景教学方法的特点是利用各种道具创造一种真实环境,通过音乐等道具的采用能够生动的表现现实生活,给人们以启发和享受,触动人的心灵,情景教学方法让学生身临其境的感受真实生活,从而丰富了学生的情感体验,加深了学生们的审美意识,让学生更亲近现实生活。在语文课堂上老师通过模拟真实的场景让学生认识到现实生

浅谈英语情境教学法

英语情景教学法的应用 情景教学法是在课堂上设置一些真实性和准真实性的情景来学习和使用知识, 在教学过程中,教师有目的引入和创设具有一定情感色彩的,以形象为主体具体的场景,以引起学生一定的态度体验, 从而帮助学生理解知识和技能,并使学生心理机能得到发展, 达到教学目的的一种教学方法。捷克教育家夸美纽斯曾说:“一切知识都是从感官开始的”。情景教学法能使学生身临其境或如临其境,给学生展示鲜明具体的形象,使学生从形象的感知达到抽象的理性思维和顿悟,从而激发学生的学习兴趣,使学习活动成为学生自觉活动。著名教育家陶行知先生说:“教学艺术就在于设法引起学生的兴味,有了兴味就肯用全副的精力去做事体。”情景教学法,可激发学生的学习兴趣,英语教学中,巧用情境教学法不失为一条锦囊妙计。正如布鲁姆所说:“成功的外语课堂教学应当在课内创设更多的情境,让学生有机会运用已学到的语言材料。” 现行的中学英语教学由于缺乏语言环境,课堂40分钟的利用率如何,直接影响学生语言能力的提高和智力的开发。因此,应在初中英语的课堂教学中主动应用“情景教学法”,激发学生学习英语的兴趣,消除他们因为缺乏语言环境而产生的畏难情绪,发挥他们学习的主动性。可以提高学生的学习积极性,增强英语课堂教学的有效性.在平时的课堂教学中,我们可以尝试采用以下几种创设情景境的教学策略: 第一、运用游戏创设情景,有利于激发学生的学习兴趣 游戏是人类从儿童成长为成人的过程,是极自然的事,游戏注重过程的体验,在赋予儿童娱乐体验的同时,也促进儿童认知、情感和生活技能的发展,使学生在笑声中更有效地学习,更快地吸收知识,它作为英语教学的重要辅助手段,备受学生欢迎。因此,在英语教学中巧妙运用游戏,能有效地激发和培养学生的学习兴趣,树立学习自信心并促进学生的全面发展。英语课堂教学中创设游戏情境能使学生达到乐、学、练的结合及思维与想像的发挥。在适宜的情境中,用较短的时间达到最佳的效果,可以激发学习动机,发展多种能力,启发思维和想像力,对培养情感与个性都有很大的作用。

八年级教案Teaching Plan L 3 B 2

八年级教案Teaching Plan L 3 B 2八年级教案Teaching Plan L 3 B 2 Teaching Plan Lesson 3 Unit 1 Book 2 Teacher: Shu Hehua School: No.3 Middle School ,Danyang Time: September 3,2003 Teaching aims: 1.Develop the students’abilities of listening,speaking and reading 2. Learn the new words and Master some drills Teaching aids: a tape recorder,some slides for shows, exercises for Lesson 3,pictures

Teaching Procedures: Step 1: Revision Revise the reading passageCheck the homework Ask “What’s your full name? What do your parents call you for short?”in pairs Step 2: Presentation Remind the students how to address English speaking people. Write a name on the Bb: David William Lewis First time: Pleased to meet you, Mr Lewis Good friend: David / Dave Repeat with Catherine Mary Jones First time: Mrs Jones

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