can句型lessonplan 新

Aromasong Intermediate’s Class August 14, 2014Topic One: Memory and MemoriesHow good is your memory? Do you easily forget things? Can you remember things forever? Some people can remember everything while others easily forget things.My father cannot remember what he did last week, but can remember in detail what he did when he was fourteen years old. My brother can remember every detail from whatever year you can mention.Some people have extremely good memories. They are able to remember everything. People with a photographic memory are able to look at a page in a book once and remember every word.Memories are very important. We need to remember important details from our family members’ lives. We must also remember the important things in our lives. The good thing about memories is that we can remember the good ones. The bad thing about memories is that we can’t forget the bad memories too.Do you know someone who has an unusually good memory? Is your memory good or bad? What’s your favorit e memory from your childhood?Vocabulary and Phrases:Memory MemoriesTo rememberTo forgetIn detailWhateverTo mentionGeniusTo be able to rememberPhotographic MemoryTo never forgetNot able to forgetTopic Two: RelationshipsWe all have relationships. We have relationships with our spouses, boyfriends / girlfriends, our children, our friends, and our relatives. Relationships give us company and help us in times of trouble. Some of us have very good relationships and some of us have very bad relationships.Some people have very good relationships with their siblings. They may have brothers or sisters that are also their best friends. Sometimes peoples’ best friends are their mother, father, or even an aunt or grandparent.It is important to have good relationships in our lives. What is the best relationship that you have?Vocabulary and Phrases:RelationshipsSpouseTo have companyIn times of troubleSiblingsDiscussion:What are the relationships in your life?Who is your best friend? Why?Who do you like the best? Who do you hate?Is there anyone you don’t like but have to see all the time?Are there people you love to be around?。

Lesson Plan教案Step1（2分钟）Warm-up: 唱学员熟知的歌曲<<Bingo>> （1分钟）由Bingo引导出小故事：Bingo was a dog. He was on thefarm.Yesterday he came to the town. He felt veryhappy.What did he do yesterday? Let’s guess! (1分钟) Step2 (10分钟)Presentation: 1）黑板中间的句型引出过去时：What did he do yesterday?黑板上方有表示过去现在将来的箭头,今天我们要学习的时态是:一般过去时Simple pass tense(表示过去某个时间里发生的动作或状态；过去习惯性、经常性的动作、行为；过去主语所具备的能力和性格都用一般过去时)结构：主语+ 动词过去式（did）+宾语+时间状语 (2分钟) 2）Now every student has different answer.Teacher’ll tell you the truth.老师准备了8句句子让学生翻译：a)Bingo play ed football yesterday.b)Bingo work ed late yesterday.c)Bingo bake d cakes yesterday.d)Bingo dance d yesterday.e)Bingo mop ped the floor yesterday.f)Bingo stop ped two times yesterday.g)Bingo carr ied many books yesterday.. .。

Lesson plan ---phonics---Seven Background information:Students: Age 5-6Lesson duration: 45 minsTeaching contents: phonics-vowel soundNew phonics: spell the word with short “a” sound.New spelling words: cat, bag, had,lap.Teaching objects:By the end of the class, students should be able to:(1)Know clearly of short“a” sound.(2)Can read the words with short “a”sound.(3)Try to make up words with short “a” sound.Teaching aids: whiteboard, flashcards, PPT.Type of the lessons: vowel sounds,reading,spelling.Teaching methods: Direct approach, TPR, musical approach. Teaching procedures:Step 1: warm up.a)Greeting.b)Play a game together: 《catch the fingers》Everyone put left hand’s finger under left friend’s openingpalm ,and put right hand’s palm opened above rightfriend’s finger.Teacher will sing ABC song，whenteacher stop singing，student will try to catch others’finger.Step 2: presentation:a)Show the letter A and teach the short “a” sound.b)Show the words with “a”.cat,dad,hat,bat.c)Repeat it in a rhyme.(play a drum)c-a-t,cat, a,a,cat. c-c-c,a-a-a,t-t-t,cat~.Step 3: productiona)Teacher student call-out:Teacher reads the sound:c-a-t,then teacher point out ,Student says the word:cat.b)Passing the sound.Devise students to two groups and line up.Teacher show a word,students pass the word one by one and write it on the whiteboard.Step 4: practicec)Copy cat: students exactly copy what teacher said.d)Boo Boo catcher:Teacher reads the words, students find the mistake and correct teacher.Step 5: performinga)Everyone holds one consonant letter,teacher will call the letters, then student will make up a word with “a” in the middle. Step 6: summarizinga)Recall what we have learned today.b)Emphasize the key point.Step 7: homeworkColor the short “a” in red，and spell it.Color the short “a” in red，and spell it.。

Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
# 展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。

學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。

學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
香港進食失調康復會有限公司派員到校主講《瘦身文化面面觀》講座
全級進行
# 展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。

學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。

學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。

學習評估：。

Lesson PlanLinda教案：Lesson Plan( Assignment for Nov. 18th) Aim: Students will be able to identify some foodstuffs and talk about likes of food.Students: Grade 1, from Experimental Primary School attached to BNU.Size of class: 48Time: 40 nguage: lunch, beef, chicken, hamburger, candy, etc.---Would you like some…?---Yes, please./ No, thanks. I don’t like…Assumption: The students have learned some words on drinks and foods such bread and cake. They have learned how to response to the question “ Would you like some drinks?”Procedure:1. Warm-up ( Review)How are you?What is the weather today? It’s cold and sunny.Who can tell me what you have learned last time?2. Presentation of new language itemsWe are going to learn how to tell people about your likes.(Take out a bottle of apple juice)What’s this? This is apple juice.I like apple juice.Do you like apple juice?(Ask students to guess the meaning of the sentence pattern. Then do some drills both individually and in chorus.)---Do you like tea? ---No, I don’t. I don’t like ….---Do you like coffee?---Yes, I do.……3. Identifying the foodstuffs(Demonstrate the pictures of food and then stick them one by one on the board)What is this? It’s …….Do you like….?4 Story-telling: A Lunch in the ForestI am going to tell you a story. Then, I will ask your some questions. Listen carefully.(Stick a paper clock on the board and show the time 12 o’clock.)The tiger, the king of the forest, is going to invite some animals to lunch. Can you guess who they are? They are Mr. Giraffe, Mr. Fox, Mr. Cat, Mr. Money, Mr. Mouse, and Mr. Pig. ( Stick pictures of the animals on the board around the foodstuff.) The tiger asks the animals what they would like to eat. “ Mr. Giraffe, would you like some meat?” Mr. Giraffe says, “ No, thanks. I don’t like meat. I like some grapes.” “ Mr. Fox, would you like some meat?” Mr. Fox says, “ Yes, please. Thank you.” Finally, every animal has the food they like. They begin to eat. ( make some facial expression) “ Oh---. It’s good.” They have a good lunch.( Some parts of the story is told with Chinese translation. The teacher is suggested to imitate the voice of the animals in different tones and various facial expression.)5.Questions & Answers ( in Chinese)Would Mr. Giraffe like some meat? What does it say?Would Mr. Fox like some meat? What does it say?……When they begin to eat, what do they say?6. Communicative activities: Role-play ( in pairs)( Ask some pairs of students to come in front and do the role-play)If you invite a friend to lunch, what do you say to the friend? Choose some food form those on the board.7. Homework:Ask students to draw pictures of food they like to eat for lunch to home and take the picture to class next time.【课题】Recycle Two【教学重点】听懂、会说Let’s act 部分的故事。

英语教学l e s s o np l a n-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANLesson PlanI. Teaching material and learning condition1. The analysis of teaching materialThe teaching material is from Go For It Book 8A Unit 10 section A. The topic of this unit is about future intentions. The passage is a dialogue between a boy and a girl about …... Besides, there are some useful expressions. So in this lesson, students are going to learn 6 new words and some key sentence patterns.2. The analysis of learning conditionThe students are from grade 2 in junior high school. As junior high school students, they have acquired some words about jobs. Even though the topic future intention is familiar to them, still some of the Ss can’t ask others about their future intentions accurately and fluently. With the limited vocabulary, the students may lack of rich words to show their dreams. However, the passage 1a and 1c offer nice models for students to imitate.II. Teaching aims1 Knowledge aims(1) By the end of the class, the students are able to understand the passage.(2) T he students are able to use the sentence patterns” What are you going to be…”“I’m going to be a/an…”“How are you going to do that?”“I’m going to…”(3) The students are able to master the new words: computer programmer, professional basketball player, pilot, engineer, teacher and actor.2 Ability aims(1) The students are able to read the passage clearly and fluently.(2) The students are able to use the key sentence patterns to make conversations.(3) The students are able to listen, speak, write and use the new words and understand other words about jobs mentioned in our class.3 Affect aimsStudents will know the features of jobs and have their own future plan. What’s more, they will aware of that only when they work hard, can they achieve their dreams.Language focuses and anticipated difficulties1 Language focusesThis is a listening and speaking period so the focus is to cultivate the students’ listening and speaking skills. The many activities are designed to help Ss to train their listening and speaking skills, such as pair work, ask and answer, listen to the tape and fill in the blanks.It is also important for the Ss to master the new words and target language.2 Anticipated difficultiesAs the Ss have a limited vocabulary, so they may have difficulty in using the new words naturally and fluently in real situations. Besides, they may have problems in using the key sentence patterns naturally and fluently in making conversations.3 SolutionsBased on the different circumstances, I’ll adopt different solutions. For example, if Ss can’t use target language to make dialogues naturally, I’ll let them practice more and speak more in the class.Teaching methodWell, how to achieve the teaching goals better, to stress the key points and break through the difficult pointsThe key is how to make use of the proper teaching methods.So in this lesson, I plan to use Communicative language teaching, Situational language teaching, Task-based language teaching, The Audio lingual language teaching and CAI.Teaching aidsTapes, blackboard, chalks, multimedia devices and PPT documents: In order to help Ss to fully understand the whole passage, I adopt multimedia devices and PPT documents to bring the real-life situation into the classroom. Teaching proceduresStep1 Warm-up (6min)Activity 1 Watch a video frequency about basketball player Activity 2 Free-talkingAfter watching the video frequency, teacher asks the Ss:” Do you know what are they”, “Do you like playing basketball”” Do you want to be a basketball player?” and so on. Ss answer the questions individually. Then teacher leads into the topic: future intentions.Purpose: In this step, teacher first shows a video frequency, and then leads in the topic by talking with the Ss freely. It will help to arouse the Ss' participation desire, and lead the Ss into a relaxing English studying atmosphere at the beginning of the class. Good beginning is half done. And the most important purpose is to show the main clue of the whole class.Step2 Presentation and practice (22min)Activity 1 Present key words with pictures one by oneBefore presenting the new words, teacher shows Ss pictures of jobs and ask them questions, “what is he/she?” after answering questions, teacher presents the new words in the same PPT and teach Ss the pronunciation and spelling.Activity 2 BrainstormingTeacher designs a game for Ss. T divides the whole class into 4 groups, each group chooses a representative. The 4 Ss come to the blackboard and write down the jobs they know. Which one writes the most, his group wins. This is a kind of brainstorm; it can help arouse students’ interest of study.Activity 3 Present key sentence structure and passageT displays key sentence structures:” What are you going to be…”“I’m going to be a/an…”“How are you going to do that?”“I’m going to…”Above all, all the language points have been shown. Then T will present the passage and let Ss read it together.-“What are you going to be when you grow up?”-“I’m going to be a computer programmer.”- “How are you going to do that?”- “I ’m going to study computer science.”Activity 3 Pair workT shows Ss pictures about several jobs, puts on some phrases on the PPT.Ss make dialogues according to the pictures and phrases.For example: What are you going to be when you grow up? A pilotHow are you going to do that Learn more about science exercise everydayActivity 4 what do you think of these jobsT let Ss do the exercise as follows:Do you think these jobs are interesting? Rank them from [1--6] (1 is mostinteresting, 6 is least interesting.)___ Computer programmer___ Baseball player___ Pilot___ Engineer___ Teacher ___ ActorActivity 5 Listen to the tape and fill in the blanksT let Ss listen to the tape and finish the exercise in the textbook. It can make the students concentrate on the listening materials.Step3 Consolidation (10min)It’s important for students to speak English as much as possible in class orafter class. So in this part, I show students a picture. Students are required towriterteacher pilotactor interesting difficult (hard)easy boring excitingpractice the conversation in the picture. Then they make conversations aboutthe other jobs.Model: A: What are you going to be when you grow up?B: I’m going to be a reporter.A: How are you going to do that?B: I’m going to write articles and send th em to magazines and newspapers.A: When are you going to start?B: I’m going to finish high school and college first.A: Where are you going to work?B: I’m not sure. Maybe Beijing or Shanghai.A: Good luck!B: Thank you!Step4 Extension (6min)It’s ne cessary for Ss to do some extensive exercise in class to strengthen the knowledge they learned. So in this step, I display some exercises to let themmaster the new words and target sentence structures better.Exercise A1. I like computer. I’m g oing to be a c________ ____________.2. The actor ___going to New York.3. How ____you going to do that4. The boys___ _____ ___ play soccer.5 .___there ______ to ____ a fashion showExercise BA: (1) ______________________B: I'm going to buy a present(礼物).A: (2) __________________________B: I'm going to give it to my English teacher.Exercise C1—Are you going to be _____ actor?—Yes. I’m taking _____ acting lessons.A. a; theB. an; 不填C. the; anD. 不填; the2. —_____ are you going to keep healthy?—I’m going to exercise every morning.A. HowB. WhereC. WhyD. When3. —where are you going to live?—_____. Maybe Beijing or Tianjin.A. Yes, pleaseB. I’m not sureC. Don’t worryD. Good idea4. —My New Year’s resolution is to learn to play an instrument.—_____A. Sounds great.B. Sorry to hear that.C. What about you?D. Sure, I’d love to.Step5 Homework (1min)In order to let the Ss to review the learned knowledge and speak English more after class, I assign the homework as follows:1. Copy the new words.2. Write a composition about your plans for the future.3. Read the passage in the textbook after the tape.Blackboard design08051129 华夏怡。