教案设计Teaching Plan Design
学院：外国语学院
学号：2011124330
姓名：朱玲
班级：20111242班
Teaching Plan Design Contents
1. Brief Report
2. Teaching Aims
3. Teaching Contents
4. Teaching Stages
5. Assignment
Unit 5 Nelson Mandela
– a modern hero
1.Brief Report
1)Lesson 5, book 1, senior grade 1.
2)Teaching Aids: multi-media,songs, pictures
2.Teaching Aims
1)To give the class practice in reading and speaking to
develop reading and speaking skills.
2)To have the class learn new and key vocabulary and
structures by heart.
3)To exert good influences from great people over the
class and to enhance the spiritual level of the class.
3.Teaching Contents
1)New vocabulary:
hero, quality, willing, active, republic, peaceful, fee, prison, prisoner, period, law, advise, continue, fight, gold , youth, league, stage, vote, position,blanket, degree, equal, guard, educated, terror, violence, fear, cruelty,reward, right(n.), criminal, leader, accept, sentence(v.), president,sincerely.
2)New phrases:
lose heart, in trouble, worry about, out of work, Youth League, as a matter of fact, blow up, put...in prison,
come to power, set up, be sentenced to.
3)Grammar: attributive clause guided by relative adverb, such as where, when, why, prep.+which, prep.+whom
The school where I studied for only two years was three kilometers away. The time when I first met Nelson Mandela was a very difficult period of my life.
The reason why I got a job was because of my hard work.
...we were put into a position in which we had either to accept we were less important or fight the government.
The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.
4)Language skills:
Listening skill: to understand the relation between persons and events in listening exercise.
Speaking skill: to retell the story and to discuss questions with group members.
Reading skill: to get the major information quickly
from the text; to guess the meaning of new words according to the context; to use different reading
strategies in the process of reading.
Writing skill: to use appropriate sentences to depict characters and to briefly express opinions.
4.Teaching Stages
1)Pre-reading
(Greet the whole class)
A)Warming up
(Before class,get the students to enjoy a beautiful song Hero for 3-5 minutes,after the song, ask the students some questions. ) B)Leading in
[asking]:Well, a beautiful song, do you know what it is about ? [transition]:It is about hero. So who is your hero or heroine? Students: ...
[asking]: Why?
Students:...
[asking]: Do you think he is a great man/ she is a great woman? Students: ...
[asking]: Does he /she do anything for others?
Students: ...
(show four pictures one by one)
[asking]:How about this person? Is he the hero in your heart?
What do you know about him?
(give background knowledge)
Conclusion:let the students say: a great man is a man
(show a picture of Nelson Mandela)
[asking]:What do you know about him?Is he a great man? Students: ...
[transition]: It seems that you know Nelson Mandela a little. Do you want know more about him? Let us read the following story and see what Elias thinks of him.
2)While-reading
A)Presentation
(Before reading the story, let us see some new words:lawyer, guidance, legal, fee, out of work, hopeful, Youth League,stage, vote, attack, violence, blow up, as a matter of fact, equal)
B)First reading:
Teacher:Well, boys and girls, read the text quickly,then find the main idea.
(after the first reading)
Teacher:Have you got the main idea ?
Students: ...
Teacher: Elias ,a poor black worker in South Africa, tells us about his life and what he did with Nelson Mandela to fight for
black people. OK, after getting the main idea,let us read the story again.
C)Second reading:
Teacher:After the second reading, can you analyze the organization of the text?Now discuss with your parters.
(after the discussion)
Teacher:OK,which group can share your result of discussion? How do you analyze the structure of the text?
Students: ...
Part1 (1~2):Elias’s life before he met N.M.
Part2 (3~5):The change of Elias’life after he met N.M.
and what M did.
Teacher: Then , do T/F questions.
Elias went to see Nelson Mandela when he was in trouble. ( )
Elias left school because the school was too far from his home. ( ) Nelson Mandela helped him keep his job. ( )
Elias trusted Nelson Mandela and he jointed the ANC Youth League. ( ) D)Third reading:
(after the third reading)
Teacher: Boys and girls, let us find the attributive clauses of this text. Can you understand them clearly?
（If students have difficulties , then explain them to students.）Teacher: All right, class, today we learn the attributive clause and we also know more about Mandela by Elias’story.
3)Post-reading
Teacher: Boys and girls , we have finished reading the text, I believe that you have already understood the text. Now, can you describe what kind of person Mandela is ? And what kind of qualities does he possess? [transition]: Mandela is selfless, devoted, generous, friendly, determined and so on .Thus he is worth being called a hero. Right?
5.Assignment
Write a composition to describe the hero/heroine in your heart.
Review the text and finish the exercise P35~38.
新人教七年级英语上册Unit5教学设计 1、教学内容 1)、词汇：，soccer，ball，tennis racket，ping-pong ball，volleyball，basketball,bat， 2)、语言结构： Do you have a ping-pong ball？Yes，I do。 Do you have a ping-pong bat？Not，I do not。 Does she/he have a pen？Yes，she/he does 二、教学目标 1、语言知识 词汇：A、重点掌握表示有关各种运动球类的名词, 如basketball, soccerball，so on 重点句型：? Do you／they have a TV? Yes，I／they do．／No，I／they don’t. Does he／she have a soccer ball? Yes，he／she does．／No，he／she doesn’t. 2、语言技能 1）、能看着图片说；Do you／they have a TV? Yes，I／they do．／No，I ／they don’t. Does he／she have a soccer ball? Yes，he／she does．／No，he／she doesn’t. 3、学习策略 1）、利用老师所提供的图片卡片做出简单的判断。 2）、通过与同学交流，学会使用一般现在时的疑问形式及肯定和否定回答。4、情感态度 1）通过各小组的对话练习培养学生的合作精神； 2）通过学习本单元，教会学生之间互相有无的主要句式 三、重点难点 1、Have 的一般现在时的疑问式用法; 2、Have的一般现在时的疑问句，及其肯定，否定回答; 3、简单拓展主语第三人称单数的句型。 教学手段：采用最简单的卡片图片、课本以及肢体语言。 理念与思路、教法
Teaching Aims 1. To distinguish famous people and great people and stimulate students’ interest in reading. 2. To know about Elias’ story. 3. To improve students’ reading abilities (scanning, close reading, summarizing). 4. To promote students’ own qualities according to Mandela’s qualities. Teaching Procedures Pre-reading 1. Enjoy a video. 2. Do you often help others? 3. Can you distinguish famous people and great people? 【设计意图】根据高中英语课程标准（2003）对本单元的话题要求。通过图片展示，使学生区分什么是名人和伟人，引出伟人曼德拉怎样帮助别人的问题，激发学生阅读兴趣，导入新课。 Activity 1 Fast reading What’s the main idea of the passage? The story is about ____. A. the poor life of black people in South Africa. B. the life of Mandela. C. how Mandela helped Elias and other black people. D. how Elias met Mandela. 【设计意图】根据课程标准阅读6级要求4．能根据阅读目的使用不同的阅读策略；以及本课阅读训练目标3. To improve the reading abilities (scanning, close reading, summarizing).特设计本题，训练学生scanning快速总结文章大意。 Activity 2 Careful reading ---- Details for Elias’ story (para.1-3) 【设计意图】根据课程标准及考纲对阅读的要求：训练学生的细读技巧，并完成本课阅读训练目标close reading 找到具体信息并理解大意，加深对文章的理解。 The elements of a narration:
Unit 5 A Circus in the Park 教案 教学目标： Able to understand and read the new w ords: tasty, bad, good, snowy, spicy, week, yucky…… Able to understand and read the text. Use “Where were you?”, “I was…..” to require what people did in past time. 教学重点及难点： 重点：Grasp new words. 难点：Act out the dialogue. 教学方法： 解释法，对话法 教学准备： A calendar, some word cards, tape, etc. 教学步骤： Step 1 Warming up 1.Greetings 2.Sing English songs Step 2 Presentation and drill 1.Show a calendar. T: What day is it today? / How many days are there in a week? What are they? S: ……. T: The days from Monday to Friday are weekdays. Saturday and Sunday are weekends. We call the seven days
week. Today is …. a nd yesterday was… Point to the calendar to help students to understand what new words mean, write and teach. 2.Put pictures of places under the days. T: Today is….and I’m at school. Yesterday was… and I was at the library/ sick and in the hospital/ …..Where were you? S: …… Encourage students to answer with what they know. 3.Listen to Story Part, understand the main idea. 4.Listen to the tape and repeat. 5.Practice the dialogue. 6.Listen to the tape and finish V ocabulary and Target part. Then check the answers. 7.Turn to Reading and writing and the past tense, let Ss be familiar with Past Tense. 8.Have a try. Let Ss try tell the class a story happened in the past or his/her own experience. Pay attention to the tense of talking. Step 3 Practice Game---Chain game The first student answers the teacher’s question “where were you yesterday?”, then ask the second student the same question. The other students do the same as it’s their turn. Set a situation for the class, for example, we are in a restaurant, and let them make judgments of the dishes, use the adjectives like yucky, good, bad, tasty, etc. Step 4 Consolidation 1.Make a small survey. 2.Give assessment. 家庭作业： 复习笔记，完成课后练习。
第一章网络的组建与运行 1.1 认识计算机网络 一、课程标准中的相关内容 1．了解计算机网络的主要功能.分类与拓扑结构 2．通过实地考察，了解小型局域网的构建方法与使用方法；知道网络服务器的主要作用与基本原理；能说出代理服务器的概念并知道其作用。 二、教学目标 1．知识与技能：掌握计算机网络的组成功能与分类。 2．过程与方法：通过实地考察，了解小型局域网的构建方法与使用方法，提高分析信息的能，增强学生利用信息技术解决实际问题的能力。 3．情感态度与价值观：消除学生对计算机网络认识的神秘感，提高学习网络技术的兴趣，培养学生全局思考问题的习惯，培养学生协作学习的习惯。 三、学生分析 在开始高中选修课学习之前，学生已经对网络技术有所应用，并初步了解一些计算机网络的知识，但是缺乏系统的学习过程，对于应用中碰到的很多问题存在疑惑，同时在整个社会大环境下，网络应用带来的方便性以及网络技术的神秘性对学生有着非常大的吸引力，学生对网络技术具有天生的兴趣，充分培育和利用好学生的这些兴趣，将使教学更轻松。课程的开展一方面是让学生对计算机网络有一个概括而全面的认识，另一方面也是为接下来的学习打下基础。让学生从“知其然”到“知其所以然”。在教学组织中安排学生参观网络中心，注意到学生好奇心比较大，而一般学校的网络中心设备比较多，可能网络中心本身的空间也比较小，为了取得较好的效果，减少意外的发生，需要对学生进行分组，教师在组织过程中也要注意引导学生的注意焦点。本课设计了一个课堂任务，就是根据对网络中心的观察和管理员的讲解，画出一个校园网络拓扑结构图来，拓扑图对学生来说也是首次接触，怎样去表达网络的拓扑结构，应当要给与适当的引导，这里可以适当的演示一些简单的网络拓扑效果图，以便学生轻松上手。 四、教材分析 1.本节的作用和地位 本节分别从计算机网络的功能.组成结构和应用的角度看待到底什么是计算机网络，它与通信网络的关系是怎样的，引导学生认识计算机网络的概念。作为本书的开首节，一方面是对学生从前已有的计算机网络经验和知识作一次归纳总结，另一方面也是为了将来学习需要打下基础。 2．本节主要内容 计算机网络的迅速发展涉及到计算机和通信两个领域。计算机网络对信息社会中的活动.个人发展等方面产生越来越广泛而深远的影响。本课首先通过“交流讨论”对什么是计算机网络这个概念进行探讨。通过“实地考察”进一步激发其感知，加深对计算机网络概念的感性认知。通过“归纳概括与设计拓扑图”，帮助学生更好地进行概括，为学生对感念的理解搭起一个支架。 3.重点难点分析 教学重点：引导学生归纳和总结他们已有的知识经验，概括出技术网络的基本
Step 1 Greetings Step 2 Speaking T：Today，I’ll first show around some famous dams in the world. Show the picture of Aswan Dam，the Hoover Dam and some famous Dams. Aswan Dam the Hoover Dam in Colorado，USA T：What do you think of these Dams？ S1：They are wonders on the earth.It is said that the Aswan Dam is one of the three man-made projects that can be seen fr om space. S2：They not only look wonderful but also help the people in the world a lot. S3：... S4：...
T：But I hear that a very effective international movement arose to fight for change in current dam building practices.Now I wonder why they did so.Are there any bad things caused by dams？I would like you to hold a discussion and talk about the good things and bad things dams bring about. good things 1.control floods 2.make electricity 3.raise the capacity of shipping （The raised water level makes it possible for heavy-loaded ships to pass.） 4.bring new scenery bad things 1.force the people from their land and homes 2.forever change some of the most historically celebrated scenery in the area（the Three Gorges Dam） 3.（the Aswan Dam）Some old temples are in danger because of the raised water level. People had to remove the temple stone by stone.It took 1700 workers and 22 other people four years to complete the project and cost one billion US dollars. 4.（refugees）be economically，culturally，and psychologically devastated. Some people of Sichuan Province had to move to other places of China，for example，Chongming Island.It will be a great challenge for these people to merge in a new society. 5.（people in the Mekong Delta）suffer from diseases dams and large irrigation projects in the tropics bring. 6.（In Nile Delta）plain and the delta are losing fertility as the mineral sediments usually carried and deposited by the Nile are building up behind the many dams. 7.The construction of dams in Southeast Asia has brought some of the countries into heavy debts.
Unit 5 Let’s eat教学设计 大同镇小屯学校潘卫国 教学目标： 知识与能力目标： 1、能听说、认读本课所学关于食物的单词juice egg milk bread。 2、听懂会说I'm hungry. Have some bread. 3、能听懂一些简单的有关进食的指令语，并能按照指令做出相应的动作。 过程与方法目标：学生通过多媒体课件认知单词，通过跟读录音学习单词的发音等。 情感态度与价值观：学会珍惜粮食。 教学重点难点： 重点：1、听说认读4个食物单词，听懂指令并做出相应动作。 2、听懂会说I'm hungry. Have some bread. 难点：指示语中指示词的理解。 教法学法：情景教学法、游戏法、多媒体直观教学法等。 教学过程： 一、前置测评： 说唱英文歌曲，复习旧知，把学生带入到英语学习的氛围中，也为后面学习have som e…这一句型做铺垫。 二、解决问题： 任务一：认读食物单词。 1、屏幕上出示本课所学食物的图片及单词，图、形、意相结合，学习新单词。 2、呈现单词书写 3、游戏：找朋友 任务二：学说新句子。 1、课件呈现Sarah和妈妈的图片，引出她们的对话并领读，随后演示flash 动画教学新句子。 2、角色扮演
任务三：趣味操练 1、边听Let's do部分的录音边做动作，教师动作演示引导学生理解eat、drink、have的意思。 2、分小组比赛说、做Let's do部分的指令语。做的准确，说得清楚为胜。 三、课堂检测： 任务四：一、选出每组中不同类的选项。 （）1、A. bread B. cat C. egg （）2、A. drink B. juice C. milk （）3、A. have B. some C. eat （）4、A. bear B. leg C. hand （）5、A. blue B. colour C. yellow 二、选出正确翻译。 （）1、I’m hungry! A. 给你。 （）2、Drink some milk. B. 喝一些牛奶吧！ （）3、Eat some bread. C. 我想要一些鸡蛋。 （）4、Here you are. D. 我饿了。 （）5、I’d like some eggs. E. 吃一些面包吧。
淄博职业学院《电路分析》课教学方案 教师：张涛序号：17-18 授课时间第12 周周 1 1-2 周 2 1-2 周 3 1-4 周 5 1-4 授课班级P14 电气4、5、6 班上课地点多媒体教室 学习内容串联谐振电路、并联谐振电路课时 4 教学目标专业能力 1.理解 RLC 串联电路、并联电路发生谐振的条件； 2.理解RLC串联电路、并联电路谐振时的特性； 3.了解特性阻抗和品质系数的物理含义； 4.理解RLC串联电路、并联电路的频率特性。 方法能力 1.培养学生掌握RLC串联电路、并联电路的基本分析法和综合利用知识的能 力。 2.注重对学生探究科学方法、创新精神的培养。 社会能力 1.培养学生实事求是地进行实验的科学态度和科学精神， 2.增强学生的合作意识和团队精神。 目标群体1、具备一定的电工学基础知识 2、掌握了高中物理的电路知识。 教学环境多媒体教室 教学方法讲授法、实际案例法相结合。 时间 安排 教学过程设计 90 分一、资讯：（45 分钟） RLC 串联电路：对时域电路：KCL ∑i(t) = 0 ； KVL，∑u(t) = 0 。故KCL 的相量形式：- u s1 + ∑I = 0 + + u s2 u s 可表述为：在电路任一结点上的电流相量代数和- 零。- + u s3- KVL 的相量形式： ∑U = 0 可表述为：沿任一回路，各支路电压 相量代数和为零。 注意：一般情况下，在交流电路中，对任一结点∑I ≠ 0 ，对任一回路∑U ≠ 0 。（一）R、L、C 串联交流电路 在R、L、C 串联交流电路中，电流电压参考方向如图所示： 钟
1. 电压电流关系 u = u + u + u 根据 KVL 可列出： R L C = Ri + L d i + 1 ? i d t d t C 如用相量表示电压与电流关系，可把电路模型改画为相量模 型。 KVL 相量表示式为：U = U R + U L + U C = [R + j( X L - X C )]I U = R + j( X - X ) I L C 电阻、电感和电容的伏安关系相量形式具有一定的共性。 2. 阻抗的串、并联 （1）阻抗：无源单口网络端口电压相量和电流相量之比，定义为该单口网络的阻抗。对电流起阻碍作用。 Z = U 欧姆定律的相量式： I 说明以下几点： 1. 单一元件（R 或 L 或 C ）的阻抗为： Z = - j 1 = - jX Z R = R ； Z L = j L = jX L ； C C C 2. 单口网络的阻抗值取决于网络内部的结构、各元件参数和电源的频率。 3. 阻抗 Z 是一个复数，有直角坐标和极坐标两种形式。阻抗的串、并、混联是复数运算。 Z = Z = U = U - 1）用极坐标表示 I I u i Z = U 即可得： I = - U = R 2 + ( X - X )2 = Z u i I L C 即：阻抗的模|Z |等于电压有效值与电流有效值之比， 阻抗角：阻抗的幅角 称为阻抗角，它等于电压与电流的相位差。
此文档下载后即可编辑 Unit5 Nelson Mandela--- a modern hero Ⅰ.Teaching aims ⅰ. Language aims 1.Get Ss learn the key words and phrases in this unit (such as quality, mean, active, devote, beg, sentence, out of work, blow up, turn to come to power and so on) 2.Get Ss to learn to ask for opinions and give opinions. 3.Get Ss to learn attributive clauses based on the former study of unit 4. ⅱ. Skill aims 1.Get Ss to improve their skills of skimming and scanning. 2.Get Ss to use the attributive clauses correctly. 3.Get Ss to express their ideas clearly. ⅲ. Affective aims 1.Get Ss to learn to recognize the correct value 2.Get Ss to set up the awareness of great people and learn some good qualities of the great people. Ⅱ.The key points and the difficult points ⅰ. The key words and phrases in this unit (such as quality, mean, active, devote, beg, sentence, out of work, blow up, turn to come to power and so on) ⅱ. The usage of attributive clause ⅲ.The cultivation of Ss’ fast reading skills Ⅲ. Teaching methods ⅰ. Task- based teaching method Ⅳ. Teaching procedure Period 1 words and expressions Step1 . Explain the new words and expressions 1.quality (n)品质，质量 in quality 在质量上 in quantity 在数量上 2.active(adj)积极的，活跃的(反义词passive) actively（adv）, activity(n) 3.self(n) 自我，自身
高中英语标准教材 高一英语：Unit 15 Healthy eating Lesson 57 教学设计方 Learning English is conducive to understanding the customs and culture of other countries, reading foreign books, etc. 学校：______________________ 班级：______________________ 科目：______________________ 教师：______________________
--- 专业教学设计系列下载即可用 --- 高一英语：Unit 15 Healthy eating Lesson 57 教学设计方案(参考文本) Lesson 57 教学设计方案Step I Lead in 1.Revise illnesses ( headache, backache, toothache, cough, cold, etc) 2.The T will ask the questions to the Ss. 1） If yon are sick or don’t feel well，where do you have to go？ 2）What does a doctor do when you go to see him？Step II Watch and Answer l）What’s wrong with Sharon？
2）What did she eat the day before yesterday and what did the doctor advise her not to do？ Key: 1) She has got a pain and couldn't sleep last night. 2) She had a green peach and the doctor advised her not to eat fruit that is not ripe in future.Step III Listen and Answer Play the tape for the Ss to listen and repeat. Then let the Ss answer the questions. 1) Why do you think the doctor asked Sharon what she had yesterday? 2) Was it serious? How do you know? 3)Did the doctor give Sharon any medicine? What did the doctor ask Sharon to do with the medicine?Step IV Language points Go through the dialogue with the Ss and make sure the Ss understand it. Explain any difficult language points. 1.Ouch!: a cry of pain
叙述式教学设计方案模板 课题名称《认识钟表》 移秀 溱潼中心小学 一、概述 · 小学数学一年 ·教版《数学》一年上册84、 85一 · 、分、整、大几 · 表在日常生活中有着广泛的用 二、教学目标分析 1、知与技能：初步面，会看面上的整和大几 2、程与方法：展初步的察能力、手能力、概括能力和合作意。 3、情感度与价：建立念，从小养成按作息和珍惜的良好；体会数学与生活的密切系，展初步的数学用意。 三、学习者特征分析 本元在学生掌握 20 以内数的基上，系日常生活的需要表面上的整和接近整。于一年 的学生来，既熟悉又陌生。有些学生已具有一定的表的，但他、看表的方法是零碎的、不 具体的；也有些学生在学与生活中 念差，表的知感到陌生。就需要在老的引下，提升、概括科学地表的方法，同，学生行珍惜 的教育，培养学生合理安排的良好。 四、教学策略选择与设计 理念：本力求把新的教学理念融入堂教学之中，整堂都以学生自主探究和 活主，学生通操作、自体，表。在本教学中体以下几点： （一）知呈生活化：“数学的生活化，学生学的数学”是新程理念之一。新 知从生活中自然出，使学生初步感知“数学从生活中来，到生活中去”，使数学堂回 儿童的生活世界。 （二）学生学自主化：本的教学内容表面、整刻、判断大几等，都 是在老的引下，学生在充分的口、手、的探索程中自主得。 （三）学程活化：新程以学生主体活主要方式，把学主交学生。充分信息技的，恰当运用代教育技丰富多彩的活情境，激起学生参与活 的趣与欲望，使学生能于一种新奇、、快的活氛中，自践，大胆探索。五、教学资源与工具设计 教学准：件，面模型等。 六、教学过程 一）入 1、（滴嗒滴嗒，滴嗒滴嗒??会走没有腿，会没有嘴，它会告我，什么候起，
Unit 5 Nelson Mandela——a modern hero
教材分析：本单元以 Nelson Mandela —— a modern hero 为话题，目的在于使 学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。 提示： 1、本单元从warm-up开始，到最后的writing，都是以第三人称的角度来进行描述的，因此， 教学中要注意这种人称的前后一致，否则无法前后一致的引导学生进行学习和表达。 2、Reading部分侧重于理解，以及理解基础上的summary，这为最后的writing做好的铺垫和 积累（尤其是关键单词、句型和结构的积累），最后的writing要是前面阅读后的仿写（当然能力较强的学生也可以不受限制的开展写作）。 3、如何激发学生学习关于这些伟人的文章，是需要教师思考的：这些伟人学生会感兴趣吗？ 学生了解多少关于这几位伟人的伟大业绩？从哪些角度来导入会让学生更加的感兴趣？4、教学目标建议增加：通过学习文章和相关素材，进一步了解伟人的生平事迹，尤其是如何 才能成为伟人。培养学生初步使用相关词汇、句型和文章结构进行人物生平描述的口语表达和基础写作能力。 Teaching aims: 1. To arouse Ss’ interest in learning about heroes in history 2. To develop Ss’ listening and speaking ability. Teaching procedures: Step1 warming up
●Describe yourselves First what kind of person are you? (shy, outgoing, fun, mean, immature, nice, kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, tense, cold, unkind, miserable, dull, strong-minded, determined etc.) ●Discussion (Encourage students to give five or six qualities that they think great persons have, and give their reasons.)提示：What kind of great persons? Politicians, scientists, or? Different kinds of great persons, different qualities. Question 1: Who do you think are the greatest men in your mind? Can you name some? Question 2: In what way do you consider a man is a great? What is your standard? ●Look at page 33 and then ask the Ss if these famous people are great people. ●Conclusion: A great person is a person who has followed his or her ideas and sacrificed(牺牲) something so that they could be realized. A pop singer may be very popular with the young people, but he/she is not a great man/woman. A famous person may be well-known but if he or she has not gone through struggles and difficulties for their noble aims, they can not be called a great person. Step2 language points: 1． devote vt oneself to 献身于、致力于。。。 devote one’s life/one’s time to….把生命、时间献给。。。 …to …把。。。用于。。。 E.g. He devoted his life to promoting world peace. He devoted his life to the promotion of world peace. devoted adj 忠实的, 深爱的 be devoted to 对…忠实, 对…深爱 a devoted friend She is devoted to her husband. 即学即练 The manager devotes all his spare time ______ the violin. B A. to practise B. to practising C. in practising D. for practising 2. fight for 为……而战 fight against 与……作斗争；与…作战
Unit5 Nelson Mandela--- a modern hero Ⅰ.Teaching aims ⅰ. Language aims 1.Get Ss learn the key words and phrases in this unit (such as quality, mean, active, devote, beg, sentence, out of work, blow up, turn to come to power and so on) 2.Get Ss to learn to ask for opinions and give opinions. 3.Get Ss to learn attributive clauses based on the former study of unit 4. ⅱ. Skill aims 1.Get Ss to improve their skills of skimming and scanning. 2.Get Ss to use the attributive clauses correctly. 3.Get Ss to express their ideas clearly. ⅲ. Affective aims 1.Get Ss to learn to recognize the correct value 2.Get Ss to set up the awareness of great people and learn some good qualities of the great people. Ⅱ.The key points and the difficult points ⅰ. The key words and phrases in this unit (such as quality, mean, active, devote, beg, sentence, out of work, blow up, turn to come to power and so on) ⅱ. The usage of attributive clause ⅲ.The cultivation of Ss’ fast reading skills Ⅲ. Teaching methods ⅰ. Task- based teaching method Ⅳ. Teaching procedure Period 1 words and expressions Step1 . Explain the new words and expressions 1.quality (n)品质，质量 in quality 在质量上 in quantity 在数量上 2.active(adj)积极的，活跃的(反义词passive) actively（adv）, activity(n) 3.self(n) 自我，自身 selfish (adj) selfless（adj）selflessly(adv)
Unit5Music教学设计Unit5music teaching design
Unit5Music教学设计 前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校 选择英语作为其主要或唯一的外语必修课。英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。本教案根据 英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定 合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。便于学习和使用，本 文下载后内容可随意修改调整及打印。 period 1 （reading） teaching aims: students will be able to: sum up the main idea of each paragraph. understand the details about the passage. procedures: step 1 warming-up 1.before the class begin s, let the ss enjoy “i’m a believer” played by “the beatles”. 2.let the ss enjoy some different kinds of music on the tape and ask them to match the music with the right picture. step 2 pre-reading talk about the famous bands in the world. （p33 pre-reading）
教学设计方案 Unit 5 Nelson Mandela---A Modern Hero （Reading） Elias’ Story 案例题目：《Nelson Mandela---a modern hero》 45分钟阅读课教学设计方案 一、教材分析 本单元以Nelson Mandela —— a modern hero为话题，目的在于使学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人，并通过学习伟人的优良品质来提高自身的道德品德修养。而Reading 介绍了Elias的生平，向学生展示Nelson Mandela是一个怎样的人。这是一篇记叙文，让学生学会利用时间顺序描述一个人一生的主要活动。并且学习相应的阅读技巧来提高他们的阅读能力。 二、学习者特征分析 此课的教学对象为高一级的学生。这些学生思维活跃，自主性强，学习能力高，相比初中已不需要老师过多的监督了，而这些学生已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力，也能展开相对简单的话题讨论，思维能力强，因此教学中应多注意培养学生的口头表达能力和发散他们的思维能力，但学生的英语水平参差不齐，教学既要进一步培养尖子生的学习能力又要保证能力稍弱的学生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。因此设置问题和教案设计都应考虑全体学生的接受程度，做到因材施教，兼顾各个学习层的学生，从而使他们有所收获。
三、教学目标 1、知识与技能目标： 能够对Nelson Mandela有深一步的了解和掌握描述人类品质的相关词汇和句型，能自如的运用“In my opinion/ I think/ As for me...表达自己的观点，并且对阅读部分“Elias’ story”这篇文章有全面的把握。 2、能力目标： 训练学生的阅读技巧、略读、寻读等，形成用英语获取信息、处理分析信息的能力。并鼓励学生开口说英语。 3、情感与态度目标： 1)通过学习激发学生对英语学习的浓厚兴趣。 2) 使学生在领会语言丰富多彩性的同时学习伟大人物的优秀品质，不断提高自身的品格修养。 3)通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。 四、教学方法 本节阅读课根据学生的认知规律，遵循整体教学的原则，从导入到阅读前，阅读中，阅读后各个部分进行详细的教学策划。 1.教法说明 1) 任务教学法：结合学生的生活经验和兴趣设计相当的任务值，让学生在完成任务的过程中学习到应有的知识并提高语言的沟通能力。同时让学生带着问题去阅读，找出相关答案，并分析整理形成自己的观点。 2)情景教学：通过举例以及观看相关视频让学生了解伟人的生平事迹，并谈谈自己的感受。 3)多媒体教学：充分利用英语教学资源，如使用音频，电脑多媒体等，拓展学生的学习渠道，激发学习兴趣，提高教学效果。 2. 学法说明 学习方式，应该激励学生的自主学习意识，加强互助学习与练习，本课通过小组