1.Scores________
Unit3 Teenagers Should Be Allowed to Choose Their Own Clothes
The process of teaching
Step1. Pre-task
【时间】2minuts
【教师活动】Good afternoon, boys and girls, nice to see you again. How old are you? Do you think you are a teenager and what rules that a tee nager should obey? I’ll give you 2 minutes to talk about it.
【学生活动】Students talk about the questions in groups, then the volunteers speak out his or her own ideas.
【教学目的】students can quickly go into statement of learning and understand the main gist of class though the teacher’s leading-in using the topic what the students interest in .
Step2. While-task
【时间】3minuts
【教师活动】Just now, you talked about your own ideas, some students said “I’m a teenager now”and “I’m not sure about the rules but listen to my parent”. But as a teenager, you should know these questions like what you should be or how you should do. What’s your answer to this question like the title tells should I be allowed to make my own decisions? Yes or no? There is a boy named Liu Yu in our reading text, now let’s listen a tape about this with your eyes closed, you should find words and phrases and write down.
【学生活动】Thinking about the answer and listening the tape with their eyes closed, then find the words and phrases. At last, some students will be asked to show their answer to the class.
【教学目的】Students can get ready for content and finding the answers in text by the
teacher’s question. Make the students understand the content and try to write down what they listened. Listening with their eyes closed can exercise students’ ability in listening and try to understand the content of the text.
Step3. Fast reading
【时间】5minuts
【教师活动】Now let’s check what words and phrases you write down…Well done. Do you want to know what exactly happen to the boy at your age? Let’s read it fast and find what problem he met and explain the meaning of these words and phrases below. Some phrases are in Section 3.
【学生活动】students read the text quickly and accomplish the task.
【教学目的】students can understand the content generally and make clear the meaning of important words and phrases and try to explain them in their own words, which will consolidate their remembering about the content and words and phrases. Step4. Scanning
【时间】8minuts
【教师活动】Read again and try your best to get the main idea of each paragraph, you can talk about it with your group members after finishing your reading. Then we will hold a competition among groups and the group which win will get one point. Before the competition, you should finish the questions below by yourself.
Para1: What does the teenager think about the hobbies? What do the parents think about the hobbies?
Para2: Who? __________ Where is he from? __________ what’s his hobby?
____________
How does his parents think of his hobby?
___________________________________
Para3: What does he think he should be allowed to? use a phrase: ______________ Para4: Does his parents allow him to practice running on school night? Why?
Para5: Do es he agree with his parents’ ideas? What does he think?
【学生活动】firstly accomplish the questions by their selves, then talk about the main idea of each paragraph and try to conclude correctly and perfectly.
【教学目的】Before starting a competition, a student should finish questions by himself or herself, it’s a self-construction for a better understanding. Competition is a game for them to conclude and grasp the essence of text.
Step5. Careful reading
Para1
【时间】8minuts
【教师活动】You all did a good job in competition. Thank you for your concluding. This time you must read the paragraph one carefully and talk whether you agree or not about “Teenagers often think they should be allowed to practice their hobbies as much as they want”. And, give your reasons.
【学生活动】read the first paragraph in detail and speak out their opinions about the question.
【教学目的】It will lead students to think and pronounce their own opinions, and foster their habit of logical thought. Also students can get the problem the teenagers met in common.
Para2 and Para3
【时间】5minuts
【教师活动】What troubled Liu Yu? Now read the second and third paragraph and then we’ll make a role-play on the basis of supposing a context about a dialogue between parents and their son.
【学生活动】Find the problem and conduct a role-play. Ask two pairs to perform. 【教学目的】Students can grasp the key problem and understand different views between parents and their son, which benefits their hobby decision.
Para4
【时间】6minuts
【教师活动】You should find more examples to place under each heading when reading para4, combining para2 and para3.
【学生活动】Read carefully and accomplish the task of 3b of section3.
【教学目的】Students can understand different views between parents and their son, which benefits their hobby decision.
Para5
【时间】5minuts
【教师活动】It’s very easy. We have known that his parents are strict but not disgusting because every parent loves him, they just don’t want their son suffer from troubles and difficult. But as a teenager, he chooses to make decision by himself. Now read the last paragraph and talk with your partner what you will do in this situation. And then try to fill in the blanks using some important and key words and phrases.
1.I think I __________ to make my own decision.(phrases)
2.There are some rules we must ___ when we cross the road.(word)
3.We should clear up some objects because they are ______.(word)
4.I believe you can _____ your goal and _____ in the future if you work hard and
learn how to cooperate. (words)
5.You, as a teenager, should know the ______ of deciding one thing.(word)
6.The parents don’t allow Liu Yu to practice every day because they think he needs
to ______ on his homework.(phrases)
【学生活动】students read in detail carefully and perform their views about the same situation they met. Then find the answers to these questions presented in PPT with using the vocabularies occurred in text.
【教学目的】students can learn the ability of replacing thinking and knowledge transfer and use these vocabularies flexibly through close task.
Step6. Post-task
【时间】3minuts
【教师活动】Accomplish the task of section4 with your partner, discuss the time you spend on schoolwork and on hobbies. Plan a schedule to balance the time needed for your schoolwork and on hobbies. Then present your work before class.
【学生活动】Accomplish the chart before with partner.
【教学目的】Give students a chance to make balance between schoolwork and hobbies. Students have their own decision upon these things.
Step7. Homework
【时间】1minuts
【教师活动】Let’s look at If you have time in section4. Do a project on a famous person. Write about their childhood and how they became successful. Display your project on the classroom wall.
教学设计说明
1.学习者分析
本课教学对象是乡镇的中学生，他们的基础比较薄弱，对英语不是很感兴趣。本课在引起他们对英语的兴趣和对未来打算的决定起了一定的作用，文章中的主人翁和他们的经历很相似，在一定程度上减少了衔接的麻烦，也在一定程度上增强了他们的共鸣。本节课是reading本部分，除了让他们学习到词汇、语法和句型外，更重要的是培养他们有主见的意识。
2、教学方法设计
本节课主要采用合作学习法、任务教学法、多媒体教学法等。
根据“学以致用”的原则，采用任务教学法和合作学习法，让学生“为用而学，在
用中学，学了就用”。任务设计贯穿整节课，使得学生真正体会到自己在学习中的角色和学习的快乐，而非一贯的满堂灌。另外，还设计了小组合作学习的活动，培养他们合作的意识。
3、管理策略设计
由于班级有60名学生，在合作学习中，有效而稳的控制课堂才能保证合作学习的进行，否则学生就乱成一团，不仅会影响秩序更影响了教学进度。所以，在管理上，教师要做好一个指导者和组织者。
4、多媒体设计
本节课主要采用PPT幻灯片，可以让学生更加直观、快捷地获得知识。同时也使用了黑板开呈现本节课的重难点。
Unit1 Living with technology Reading1教学设计 单元：Unit1 Living with technology 板块：Reading 1 Thoughts on design: 这是Reading 板块第一课时。第一课时侧重阅读理解，主要关注提升学生的阅读理解能力和思维能力。涉及到的阅读技能有：把握文体风格，理解中心思想，按照时间线索查找细节信息，了解行文结构和信息组织方式, 通过阅读标题了解特定信息，对长句和难句的理解等等。涉及到的思维能力是：进行信息重组再加工，学习运用所学知识和技能进行创造等。 Teaching aims: 1.students will be able to read an article from a book about the evolution of video and sound devices; 2.students will be able to know the reading strategy—understanding headings; Teaching procedures: Step 1 Lead-in Where is this piece of writing taken from? What is it about? (Explan ation) 在阅读导入环节，提出两个问题，提示学生关注本文的文体特点，目标读者和中心内容，对提高他们的阅读理解能力和思维能力都会有所帮助。从应试的角度来看，这些也是常见题型，平时可以因地制宜地进行这种训练。 Step 2 Checking preview 1. P2 A John Logie Baird. Two minutesThomas Edison. The Portable cassette players. 2. New words. P4 D 1e, 2d, 3h, 4c, 5f, 6a, 7b Step 3 Reading strategies 1 What do you think is the best way to get the most important information in such a long passage? Follow the chronological order. P4 C2 ?1887—Emile Berliner invented a record player that used discs to record on.
8A Unit 5 Reading 1 【Learning aims】 By the end of the lesson, students should be able to: 1. grasp the main idea of the whole text and each paragraph; 2. understand the structure of the text; 3. get specific information by using the indicating words; 4. understand the importance of protecting wild animals. 【Learning process】 I. Free presentation II. Pre-reading Task 1 Enjoy the video about Kungfu PandaⅢ Task 2 Brainstorming and understanding some useful expressions What do you know about giant pandas? III.While-reading Task 1 Fast reading 一、Answer the following questions. 1.What does Xi Wang mean? 2.How many pandas are there in the wild now? 3.What will happen to giant pandas 二、Find out the main idea Part 1(Para1-3): Part 2(Para4): Part 3 (5-6): Task 2 Careful reading 一、Read Part 1 and complete the table. The growth of Xiwang
外研版高一英语必修一 Module 2 My New Teachers教案 Teaching Aims: Train the students' reading ability. Learn some useful words and expressions：amusing, energetic, intelligent, nervous, make progress keep doing sth and so on. Teaching Important Points. Help the students to understand the passage better. Learn and master some important words and phrases in this period. Teaching Difficult Points: How to help the students improve their reading and understand the passage better. Teaching Methods: Fast reading to get the general idea of the text. Careful reading to understand the passage better. Discussion to help the students understand what they've learned better. Teaching procedure. Step 1 Lead --in 基础梳理：选词填空 amusing patient serious strict impression avoid immediately appreciate admit scientific 1 Although her father loved her deeply, he was _____ with her. 2.You must be ______about your job. 3.If the shop is untidy, it makes a bad _____on the customers. 4.The microscope is a ______ instrument. 5.The ______story made them laugh. 6.A healthy diet will help you _______heart disease. 7.John ______making mistakes. 8.The children went out to play ______after they had eaten. 9.Try to be _____with your daughter. 10.I would ________it if you would like to help me. Step 2 Reading comprehension. Fast reading: Read the passage quickly and answer the question. 1) Which teacher do students like a lot?
Unit 5 Wild animals reading 1 设计的基本理念： 根据新课标和学校“121”课堂模式，突出学生自主学习的主体地位原则，培养学生自主、合作、探究精神、突出语言运用能力培养的理念而设计。《英语课程标准》是以学生“能做某事”的描述方式来设定各级目标要求的。这就决定了我们在教学中要尽量采用“任务型”的教学途径。在这一教学环节中，教师的任务就是根据单元和课堂教学内容和目标，给学生设计一个阶段、一个单元和每一课的学习任务、目标，并锁定任务，吸引和组织他们积极参与，通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。 课型：阅读课 一、教材分析 1、单元背景分析： 野生动物是我们人类的朋友，我们有责任和义务去保护它们，但随着现代工业的发展而导致的环境污染，人类对森林资源的乱砍乱伐，一些野生动物濒临着危及，它们生存的环境遭遇了破坏，有些野生动物甚至到了灭绝的地步. 大熊猫是中国的国宝，目前，它们也处于困境中，全世界大概还幸存2000多只大熊猫，所以保护野生动物，保护大熊猫是全世界的呼声，还野生动物一个自然生存的环境，给大熊猫一个安静、舒适的家刻不容缓。 2、教材内容分析 这篇文章主要介绍了大熊猫幼仔的早期生活以及它的成长过程，由于人类对大自然环境的破坏导致了它濒临危及的困境，教育人类要保护自然生态环境，不要捕杀野生动物，并要采取一些保护大熊猫的措施，结合课文，让学生意识到生态环境对动物的重要性，联系实际，分析我们目前当地生态坏境，一些环境污染影响着我们的生活质量，让学生明白保护我们的生存环境的重要性，让学生在实际中能够自觉保护我们的生存环境。 3、教材重点、难点 教材重点： （ 1）重点词组： be born, look like, at four months old, not…at all, in the beginning, look after herself, face serious problems, live on, as a result, in danger, take action, right away, at birth. （2）重点句型： When Xi Wang was born, she weighed just 100 grams and looked like a white mouse. Eight months later, she was not a small baby ant more. Giant pandas live mainly on a special kind of bamboo. As a result, pandas may not have a place to live or food to eat. If we do nothing, soon there may be none left! （3）重点语法：动词不定式的正确使用。 教材难点： （1）如何在课堂上提高阅读能力。 （2）讨论如何采取措施保护我们的生态环境。 （3）制作一个海报，描述人类与野生动物的关系，呼吁全社会保护自然生态环境，爱护野生动物。 4. 教学目标： （1）知识与技能：
Pre-reading: When we talk about ‘Great books’, what words will come to your mind? Confucius (about 551-479BC) was a Chinese _______ (教育家), ________ (思想家) and philosopher (哲学家) of the ________________________ (春秋时代) of Chinese history. He is ___________ (著名的) in many countries. William Shakespeare (1564－1616) He was an _______ (英国的) poet, playwright (剧作家) and actor. And he was widely regarded as the _________ (最伟大的) writer in the English language. His works are still _____ (阅读) by many people today. Mark Twain (l835～1910) America's short story writer, novelist Humorist (幽默作家) America's _________ (著名的) literary figure Literary giant While-reading: Task 1: 见课本P57 ③ Task 2: True or false. 1. Both Betty and Mr Jackson think that Confucius and Shakespeare are great. 2. Confucius and Shakespeare lived long long ago, so people are influenced little by them now. 3. Mr Jackson dislikes the book, The adventures of Tom Sawyer. 4. Betty wants Mr Jackson to join the Internet group to discuss great books. Task 3: 见课本P57 ④ Post-reading: Quiz I. 根据句意及汉语提示写出正确的单词。 1. — Tom Cruise is a(n) __________ (众所周知的) actor, isn’t he? — Yes, he is.
U n i t3A h e a l t h y l i f e Ⅰ.教材分析 本节课的教学任务是人教版选修六Unit 3 A healthy life 中的Warming up, Pre-reading, Reading and Comprehending 部分。Warming up部分主要围绕健康问题展开讨论，并提供了几个有关健康的话题（cigarette smoking/Drinking alcohol/Drug taking/Physical fitness/Sexual health/Stress）,同时展示了几张图片，使学生能联想现实中的健康话题，更好引入阅读。Pre-reading部分通过看标题预测文章大意的方式，激发了学生的阅读兴趣。Reading部分分为两部分，首先是爷爷写给孙子的一封信，信中82岁的爷爷以亲身体会向孙子介绍了上瘾的原因、抽烟的危害和戒烟的方法，告诫孙子把烟戒掉。第二部分是有关戒烟的网页，详细列举了戒烟的六种方法：l．制订计划；2．下定决心；3．破除旧习；4．学习自我放松；5．必要时请求帮助；6．坚持不懈。Comprehending 部分设计了三个练习，讨论部分可以激活学生在读前部分学过的内容，以便对抽烟这一话题作深入讨论。表格填空主要帮助学生加深对课文内容的理解和巩固，并通过角色扮演让学生们学会运用本节课所学短语，句型，是一种很好的复习方式。 II. 教学设计思路 本课设计以“A healthy life”为课堂教学材料，以学生现实生活为出发点和归宿点，旨在培养学生阅读能力及其发展学生的语言实际运用能力。本设计以学生为中心，运用了图片展示，采用了学生预测文章内容、复述、讨论、学生自读及教师指导阅读等形式，使学生由浅入深，理解课文，同时又提高了学生各方面的能力。 III. 学习任务分析 本单元的中心话题时“健康生活”，在阅读这部分，主要谈到了爷爷通过自己抽烟及戒烟的亲身经历对孙子提出很多建议。讨论部分：我们在日常生活中能做些什么去保护非抽烟者免受二手烟的侵害，尤其是妇女和儿童，又会遇到什么困难，也是学生较为感兴趣并且很想了解的东西，而文章正式给我们解释了这一问题，而且阅读的难易程度适中，学生有一定的学习热情。 IV. 学习者分析 教学对象为高中二年级学生，他们已经完成了高二2个多个模块的学习，部分学生渐渐适应了本套教材的学习，也习惯了我的教法。且智力发展趋于成熟，基本能用英语获取信息、处理信息、分析问题和解决问题。但由于课外语言活动环境不够丰富，对阅读的重视也不够，学习中还存在一定的问题。 V.Teaching goals 1.Target language目标语言
人教版高中英语必修一unit1reading教案 Teachingcontents:ThelessonisapassageaboutAnne'sBest Friend Teachingobjectives: noledgeobjectives: Studentsareabletofindouttheainideaandthedetailsofth epassage. Studentscanlearnsoebacgroundaboutouldarll Abilityobjective: Byreadingthepassage,students'readingabilityofsiinga ndscanningcanbeiproved. Eotionalobjective: Aftertheclass,studentscancherishpeace. TeachingeyandDifficultPoints: Teachingeypoint:Studentscanfindtheainaboutthepassag eandlistsoedetails.
Teachingdifficultpoint:Studentscantraintheirreading sillandtheycanusethistopicintheirdailylife. Step1:Pre-reading TheteacherillgiveaVcRaboutthetragiclifeofthejesduri ngouldarll Step2:hile-reading Siing TheteacherillasStudentstoreadtheholepassagequiclyto gettheainidea,thenassoeonetoshareitiththeholeclass. Scanning TheteacherillasStudenttoreadthepassageagainfinishth eblan: Anneeptadiarybecause Shefeltverylonelybecause Theyhadtohidebecause Annenaedherdiaryittybecause Afterthat,asthetodiscussthefolloingquestions: question1:AboutholonghadAnneandherfailybeeninthehid
The Second Period Teaching Aims： 1．Learn and master the following words andexpressions： Words：strait，islander，fellow。claim，criminal，govern，newcomer,resemble, common，wealth，diverse，transform，immigration，strengthen,differ，pronunciation，vocabulary,female，concept Phrases：be surrounded by，go on a journey，be harmlul to，have an inffluence on，suffer from，transform．．．into，have fun with sth．，go walkabout，as a consequence(of) 2．Learn about the outline，history and language of Australia． 3．Further develop the studen ts’reading ability and rea~ng skills． Teaching Important Points： 1．Train the students’reading ability and develop their reading skills． 2．Enable the students to understand the text better． 3．Master the following phrases and sentence patterns： Phrases：have an influence on，suffer from，transform…into。have fun with sth．，go walkabout。as a consequence(of) Patterns：make it+adj．for sb．to do sth．，…until…，not…until．．． Teaching Difficult Point： How to help the students understand the reading materials，especially some complex sentences． Teaching Methods： 1. Pre-reading to predict what the text tells about. 2．Fast—reading to get the general idea and careful-reading to further understand the text． 3．Post reading to check the students’ understanding of the text． 4．Explanation for students to master some language points． Teaching Aids： 1．a computer and a coursew 2．a tape recorder Teaching Procedures： Step I Greetings Greet the whole class as usual StepⅡRevision StepⅢLead-in and Pre-reading T：Yesterday we talked much about Australia．You’ve known some places of interest，famous cities,rare animals,national flag and national emblem of Australia．Today we’ll read some passages to learn more about it.Before we read the passages，pleasages,please guess what to talk about in them．Now open your books at Page 21．There are nine questions about Australia．Please work in pairs to discuss which questions will be answered in the passage and tick them．
Reading Appreciating literature Step1: Lead-in Let’s enjoy a section of film. Is it wonderful? Do you know something about the film? It’s based on Dickens’s famous novel“Oliver Twist”.It’s an example of classics. Classics are the antiques of the literary world. In this unit, we’ll have the chance to get more information about classic literature. Go through the passage as quickly as possible and try to find answers to the three questions in part A on Page 2. Just focus on and identify the information needed to
1. Some people think that classics are old-fashioned because of the following statements except __________. A. they were written a long time ago. B. the language used in them is quite different from the language used today. C. they are difficult for people to understand. D. They can only be found in bookshops and libraries. 2. Which of the following statements is wrong? A. Clueless, the award-wining film is based on Charles Dickens’s novel. B. The film based on Great Expectations was released in 1998. C. At first, Charles Dickens published many novels in newspaper. D. Good classics are examples of great writing and wisdom. 3. When and where is Great Expectations set in? A. In the USA in the 1800s. B. In England in the early 1800s. 1. Pair work: Pay attention to the Reading strategy of the article, focusing on the way the author tries to convince the reader to adopt a certain point of view. Point out these places in
Unit 3 The Land Down Under Pre-reading Reading & Post-reading Teaching Aims: 1.Train the students reading ability especially the skills of summarizing and scanning. 2.Study and have a good grasp of some keywords and phrases. 3.Learn to analyze some difficult long sentences. Pre-reading: We have learned several articles about introducing a country before, so before reading please try to finish the exercise on SB P21. Try to tick the questions that you think will be answered in the passage. Reading: Step I. Reading the article quickly and then check the answer that you ticked before reading. keys: 2,3,4,7,9 Step II: Reading the article carefully to grasp some important facts and try to answer some questions. Read Part One THE PORTRAIT OF A NA TION and answer question 1-3. What oceans are around Australia? What’s the capital city of Australia? Is it also Australia’s most famous city? 3. How many stars are there in the Australian flag? keys:1.Australia is surrounded by many oceans: the Indian Ocean, the Southern Ocean and the Pacific Ocean. 2. Canberra is the capital city of Australia, but it is not the most famous city. Sydney is Australia’s most famous city. 3. There are six stars. Read Part Two THE FIRST AUSTRALIANS and answer question4-5. 4.Who are the first Australians? 5.Do they have their own culture? keys: 4. The first Australians were the Aborigines and Torres Strait Islanders 澳大利亚最早的居民是土著居民和托雷斯海峡的岛上居民。 5.Yes, and their culture was highly developed. Read Part Three A NATION OF PRISONERS? and answer question6-10. 6.When European explorers began arriving on the continent? 7.Who claimed the east coast of the continent for the British Crown? 8.Why so many prisoners and criminals were sent to Australia? 9.What day is Australia Day? What happened on that day? 10.Why many Aborigines and islanders were moved? keys: 6.In the seventeenth century. 7. Captain James Cook. 8. Because of the American War of Independence, it was impossible for England to send prisoners to North America. 9.January 26. The British Governor landed on the continent on that day. 10.The newcomers came and introduced new plants and animals that were harmful to the Australian ecosystems. As a consequence, the original Australians suffered. Read the last two parts and do the following T or F exercises: 11.In the early twentieth century, Australia was a “new world” society without a ruling class. 12.Aborigines and other non-Europeans enjoyed the same rights.
牛津高中英语教学设计 单元：Unit 3 The world online 板块：Reading 1 Thoughts on the design 本节课是阅读教学，主要目的是指导学生有效地阅读辩论类的文章，并通过对文章的阅读获取必要的信息，帮助学生更好地评价因特网的影响，理解如何去适当地使用因特网的资源。教学过程中，通过对课文内容相关练习的设计，帮助学生逐步加深对课文的理解以及对辩论类文章结构的掌握。最后辩论部分的设计是要帮助学生进一步巩固课文的内容，并且让学生学会使用文章中所出现的结构及形式进行辩论，达到学以致用的目的。 Teaching aims: After learning this period, the students will be able to: 1.understand the argument about the positive and negative effects of the Internet on people’s lives; 2.learn about the strategy of “reading an argument”; 3.retell the effects of the Internet and debate about a certain subject. Step 1 Lead-in 1. Begin the class by discussing some problems about the Internet … (PPT 4-9) (1)What do you usually use the Internet for?（Gather different answers to the questions and show some pictures about the functions of the Internet: to search for information, to help with study, to play game and download some music and video, for amusement and shopping） (2)What do you think the most important benefit of the Internet is?（It has brought us much convenience; it help us to save much time, energy as well as money.） (3)Do you think there are any negative things about the Internet?（Give the students a few minutes to discuss with their classmates and then ask some to list their opinions） 2. From your answers, we can find that some students think it has good effects; some others think it’s bad.That’s what we will mainly learn today.Now please turn to page 34 and let’s learn the passage about the Internet. [Explanation] 第一步的设置主要为激发学生对于本节课的兴趣，由于因特网是学生生活中很熟悉的话题，所有绝大多数学生有话可说，并由此话题自然地引入课文，从而充分调动学生的学习热情和兴趣。 Step 2 Skimming and scanning for general idea (PPT 10) Allow the students two or three minutes to go through the text quickly to find the answers to the following questions. (1) The text presents the __________ two students gave at a _______________ about the _____________of Internet use. (2) Who are the two debaters? Answers: (1) speeches, debate, advantages and disadvantages (2) Zhu zhenfei, in favour of the Internet；Lin Lei, against the Internet. [Explanation]
Teaching design NSEFC Module 1, Unit 4: Earthquakes Type：Warming up and reading (40 minutes) Teaching objectives： By the end of the class, students should be able to: Skim the passage to find out the main idea and scan the passage to locate specific information； To acquire more knowledge about the Great Tangshan Earthquake；Generate right attitudes towards how to survive from the earthquakes and treasure the most important things in life. Teaching focus and anticipated difficulties： Teaching focus To acquire more knowledge about the Great Tangshan Earthquake; Anticipated difficulties Be Lack of knowledge about how to survive from the earthquakes. Teaching procedure： T: teacher Ss: students Step 1 Warming up (8 mins) Activity 1 Ask and answer (4 mins) T: Good morning class. How are you today? Ss: Good. Fine... T: Do you know the meaning of natural disaster? S: Yes… T: Would you tell me some natural disasters? S: Flood. / Sandstorm. / Typhoon… T: Have you ever experienced any natural disaster? S1.2: Yes.
沭阳如东实验学校教学设计 初三英语
of three What colour do you like best? What does it represent? Why do you like it? What are your characteristics? Does your favourite colour match your characteristics? Step Five : Detection Feedback （检测反馈） 一、用所给词的正确形式填空 1. Her______________(decide) to give up English made us very surprised. 2. The teacher told us time______________(wait) for no man. 3. Never go out in the_______________(hot) of the day without a hat. 4. Although he is thin, he is a man of great________________(strong). 5. We could see the_____________(happy) on his face after he heard the bad news. 6. If you don’t have enough____________(sleep), you will feel__________(sleep). 7. I colour the card blue because blue_______________(bring) you success. 8. You can describe the moods of people by_____________(look) at the colours they choose. 二、翻译下列句子 1.你了解有关颜色的有趣事情吗? ____________________________________________________________________ 2.颜色使我们感觉快乐或悲伤，精力充沛或昏昏欲睡。 ____________________________________________________________________ 3.当你难以做决定时，这可能有帮助。 ____________________________________________________________________ 4.蓝色是一种平静祥和的颜色。 ____________________________________________________________________ 5.一些颜色对我们的精神和身体有好处 ____________________________________________________________________ Step Six: Homework: 1. Read aloud the article 2. Remember the new words in this lesson. 3. Preview Reading and find out the difficult language points by yourself. 教学 后记