The Bad Attitude教案

The bad driver 教学案例2011年4月22日，应邀来到佛山体育馆参加了“名思”教育机构组织的“珠三角小学名师教学观摩会”。

按照组委会的要求，选取了东莞授课老师黎洁丽的教学内容进行小学六年级阅读教学的同课异构。

课后，来自华中师范大学的鲁子问教授对这节课进行了充分的肯定，并说本人是一个“典型的智慧型教师”。

看到这样的评价，心里的美，是不言而喻的。

尤其是在网上还能找到不少老师对于这节课的肯定的评价。

哈哈。

但是，自己内心知道，我不是一个智慧型的老师。

如果真的说这节课上的还勉强过得去，那也都得益于自己的埋头苦干和志同道合的朋友们的热情帮助。

于是，在繁忙的工作之余，用了一个多小时，将这堂课的教学设计进行了整理，对于课堂教学的实施进行了回顾与反思。

希望这样做，能够对自己、对朋友们有一个交待。

本节课教学内容如下：The bad driverJohn was driving on the way to work. He was late, so he wanted to pass the car in front of him. A woman was driving in front of him. John was a little angry because she was driving slowly and wouldn’t let him pass.John pressed the horn, baa-baa, baa-baa. He hoped that she could hear and let him pass. The woman didn’t hear him. He was driving near her car. Oh, my God! She wa s looking in her car’s mirror, putting on make-up.“You, woman! Putting on make-up while driving! How dangerous!!” John said to himself. He was very angry. Suddenly, the woman’s car stopped. John nearly bumped into her car. How dangerous!John was very scared. He dropped his shaver into his cup of coffee. The coffee was now all over his leg. “Women are bad drivers!”John said angrily “They shouldn’t drive cars at all！”因为将要使用佛山禅城区小学六年级的学生，知道他们使用的人教社小学英语教材，于是，专门借来了教材，并进行了认真的研究。

The Bad Driver 教学设计顺德一中德胜学校田湘军The Bad DriverJohn was driving on the way to work. He was late, so he wanted to pass the car in front of him. A woman was driving in front of him. John was a little angry because she was driving slowly and wouldn’t let hi m pass.John pressed the horn, baa-baa, baa-baa. He hoped that she could hear and let him pass. The woman didn’t hear him. He was driving near her car. Oh, my God! She was looking in her car’s mirror, putting on make-up.“You, woman! Putting on make-up while driving! How d angerous!!” John said to himself. He was very angry. Suddenly, the woman’s car stopped. John nearly bumped into her car. How dangerous!John was very scared. He dropped his shaver into his cup of coffee. The coffee was now all over his leg. “Women are bad drivers!”John said angrily “They shouldn’t drive cars at all！”教学过程：Pre-reading1.Greetings 上课基本问候。

高二unit17Disabilities说课教案（人教版高二英语下册说课）我说课的内容是高二英语（下）Unit 17 Disabilities（残疾）,Period 4 The Special Olympics（特殊奥运会），这是一节综合技能课。

说课内容包括六个部分：教材分析、教学目标、教学重难点、学情、教法和教学程序。

一、教材分析本单元的中心话题是“残疾”，本课的题目是“The Special Olympics（特殊奥运会）”,这一部分是体现本单元主题的一种形式。

这篇课文有两个板块：Reading(阅读)部分提供了一篇有关“特奥会”的阅读材料，谈论了特奥会对有精神或智力障碍的残疾人具有何等深远的意义：通过体育锻炼使弱智人增强体力，获得自信，逐步康复，从而为社会做出有益的贡献，从而使学生受到启发教育。

Writing（写作）部分要求学生通过对Reading（阅读）的学习，对残疾人有更进一步的了解，写一篇文章来论述该如何来帮助残疾人。

而对于高二下的学生来说，经过近两年的高中学习，已经拥有了相当的语言知识，具备了一定的英语综合能力，因此，这节课的教学特点是：注重篇章结构的理解和重要信息点的把握，在阅读过程中感受、吸收、内化语言，进一步提高阅读能力，并通过对语言材料的学习来培养及提高学生的写作能力。

教材的这一特点符合大纲所规定的教学目的，即巩固扩大学生的基础知识，发展听、说、读、写的基本技能，侧重培养学生阅读和写作能力。

二、教学目标：１．知识目标：注重学生对课文的理解和语言表达，提高学生听说读写能力。

２．能力目标：围绕这一课题，使学生联系自己如何对待残疾人的问题，引导启发学生思维，培养学生分析主题、围绕主题阐述问题的能力。

３．德育目标：教育学生学会尊重，帮助残疾人，树立正确的人生观和价值观。

依据：根据教学大纲规定，在初中英语教学的基础上，使学生巩固、扩大基础知识，侧重培养学生的读写能力；激发和培养学生的学习兴趣，帮助学生树立自信心；教材中渗透思想品德教育，有利于学生形成正确的人生观和价值观。

Unit5 To ing 多谢您的惠顾。

2〕hard 形容词，意为“努力的，辛苦的，硬的，困难的〞。

如：It’ hard to beieve that he’ on nine 很难相信她只有九岁。

此外，hard 还可做副词，意为“努力地，使劲，猛烈地〞。

如：It’ raining hard outide 外面正下着大雨。

1〕信头2 称呼3〕信的正文4〕结束语5〕签名自测——反应——点拨一、根据句意及首字母提示补全单词学校生活i ver intereting2 Than ou for our 努力工作3 How often do ou do 户外活动。

4 最好的祝福to our reading our 校园时报二、单项选择often do our outdoor _____ at 4:20212—Where’ Mie—He i woring _____; ; ; ;often wear a red irt She _____ ie red ver muchi a uefu ubect We can earn _____ the an muic _____ do ou have ever wee’6— _____ do ou ie cience—Becaue it’ interetingoften _____ Engih _____ hi camate So hi Engih i wonderfu; to ; with ; with ; to8—_____ ca are ou having—We are having an Engih cai a occer game _____ Ca One and Ca Two on the aground at 5:00 thiafternoonoften _____ TV on Saturda evening, but now he i _____ torie; reading ; read; reading ; ooing回忆——总结——反思。

Continuation WritingI. Learning Objectives:Knowledge objectiveLearn some words and expressions about sportsman.Ability objectiveKnow the steps of continuation writing.Emotion objectiveDevelop a humble and modest attitude towards learning.II. Learning difficult and key points:1. Master the steps of continuation writing.2.Develop a humble and modest attitude towards learning.III. Learning Methods：1. guided writing2. taskbased teachingIV. Learning Procedures:Step 1: Works showmon errors2.Different levelsStep 2: PrewritingPrinciples of continuation writing:七三三法则七个“不”七三三法则三个原则原文一致原则曲折性原则正能量原则七三三法则三步骤读思写Task 1: Read for the characters, the words and feelings.Task 2: Predict the proper plots in each paragraph.第一段首句译文：_________________第二段首句译文：________________________________________________（1）第一段首句后的衔接句：_______________________________________（2）第一段尾句（必须能和第二段首句合理衔接）：__________________________________________________________________（3）第二段首句后的衔接句：_______________________________________ __________________________________________________________________2.写好结尾句：①结局性：__________________________________________①启示性：__________________________________________ Task 3: Discuss with your partners, and share your predictions in class.Step 3: WhilewritingTask 1: Words translation.仰慕者:___________ 欢呼: ___________ 自信地:___________走进: ___________ 去领奖: ___________如他所愿:___________很难得分:___________ 接球:___________担心和焦虑:___________被击败:___________认真地对待: ___________ 技巧和秘诀:___________比他好得多: ___________大汗:___________热泪盈眶: ___________没用:___________别无选择只能:___________骄者必败:___________下定决心:___________努力勤奋:___________冠军:___________Task 2: Sentences translationParagraph 1:1.在仰慕者的欢呼和呼喊中，库潘像一只骄傲的孔雀一样自信地走进球场，仿佛他不是去参加比赛，而是去领奖。

佐伯的烦恼英语教案Saburou was a young man in his mid-twenties, fresh out of college and eager to start his career as an English teacher. He had always had a passion for the language and was excited to share his knowledge with students. After completing his teaching certification, Saburou landed a job at a local high school, ready to embark on his new journey.On his first day, Saburou was filled with enthusiasm and optimism. He had meticulously prepared his lesson plans, eager to engage his students and help them improve their English skills. However, as the days passed, Saburou encountered unexpected challenges that began to weigh heavily on him.One of the primary issues Saburou faced was the language barrier. While he was fluent in English, many of his students struggled to understand and communicate effectively in the language. This made it difficult for Saburou to convey complex grammatical concepts and ensure that his students were grasping the material. He found himself constantly repeating instructions and simplifying hislanguage, which often left him feeling frustrated and unsure of his own teaching abilities.Another challenge Saburou encountered was the diversity of his students' language proficiency levels. Some students were already quite proficient in English, while others were complete beginners. This made it challenging for Saburou to cater to the needs of all his students simultaneously. He found himself spending more time with the weaker students, hoping to bring them up to speed, while the more advanced students grew bored and disengaged.Saburou's struggles extended beyond the classroom as well. He found that his students often lacked the motivation to learn English, viewing it as a compulsory subject rather than an opportunity for personal growth. Many of them were more interested in pursuing careers in fields unrelated to the English language, making it difficult for Saburou to inspire their enthusiasm.Furthermore, Saburou faced criticism and skepticism from some of his colleagues and the school administration. They questioned his teaching methods and doubted his ability to effectively manage his classes. This constant scrutiny and lack of support from his peers only added to Saburou's growing sense of self-doubt and frustration.As the weeks went by, Saburou found himself becoming increasinglyoverwhelmed and exhausted. He spent long hours preparing lessons, grading assignments, and trying to find new ways to engage his students, but the challenges seemed to only intensify. The once-vibrant and passionate young teacher began to feel defeated, wondering if he had made the right career choice.One day, after a particularly difficult class, Saburou decided to seek guidance from the school's veteran English teacher, Takeshi. Takeshi had been teaching at the school for over a decade and was known for his exceptional teaching skills and ability to connect with his students.Saburou poured his heart out to Takeshi, describing the difficulties he had been facing and his growing sense of uncertainty about his future as a teacher. Takeshi listened attentively, offering words of encouragement and valuable insights based on his own experiences."Saburou," Takeshi said, "teaching is a challenging profession, but it is also one of the most rewarding. The key is to never lose sight of why you chose this path in the first place - your passion for the language and your desire to help others learn and grow."Takeshi advised Saburou to focus on building strong relationships with his students, understanding their individual needs and learning styles. He also suggested that Saburou experiment with differentteaching methods, incorporating more interactive activities and incorporating elements of the students' native language to facilitate better comprehension.Inspired by Takeshi's wisdom and guidance, Saburou returned to his classroom with a renewed sense of purpose and determination. He made a conscious effort to connect with his students on a personal level, learning about their interests and incorporating them into his lesson plans.Over time, Saburou's teaching style became more adaptable and engaging. He introduced group activities, games, and multimedia resources to keep his students motivated and engaged. Gradually, he saw a noticeable improvement in their English proficiency and their overall enthusiasm for the subject.Although Saburou still faced occasional challenges and setbacks, he had learned to approach them with a more positive and resilient mindset. He recognized that teaching was a continuous learning process, and he embraced the opportunity to grow and improve alongside his students.As the academic year came to a close, Saburou felt a sense of pride and accomplishment. His students had made significant progress, and he had even received positive feedback from the schooladministration. More importantly, Saburou had rediscovered his passion for teaching and the joy of watching his students succeed.With a renewed sense of purpose, Saburou looked forward to the next academic year, eager to continue his journey as an English teacher. He knew that the road ahead would not be easy, but he was determined to face any obstacles that came his way with resilience, creativity, and a deep commitment to his students' learning and growth.。

2019-2020年高二英语 Unit17 Disabilities（第四课时）教案人教版Teaching Aims:1.Review the useful expressions learnt in this unit by making sentences with them.2.Review the mon verbs that take indirect objects.3.Train the students’ integrating skills by reading and writing.Teaching Important Points:1.Improve the students’ reading ability by reading the material.2.Improve the students’ writing ability.Teaching Difficult Point:How to improve the students’ integrating skills—reading skill and writing skill.Teaching Methods:1.Fast-reading and reading to improve the students’ reading ability.2.Practice and pair work or group work to have every student master what they’ve learned.Teaching Aids:1.a tape recorder2.the multimedia3.the blackboardTeaching Procedures:Step ⅠGreetings and Revision(Greet the whole class as usual.)T:Yesterday we learned the grammar—Direct and Indirect Objects.We know there are some verbs that can be followed by objects.Who can tell us what they are?S1:They are “give,show,send,read,lend…”.S2:And “make,buy,do,get…”.T:Right.Sit down,please.We should also notice the usage of “to”and “for”when we interchange them.Step ⅡTestT:In this unit we have also learned some useful expressions.Have you remembered them?S:Yes.T:OK.Now let’s review them together.I speak Chinese,you speak English.(Teacher writes the following on the blackboard when students say them.)share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust toT:Now I’ll give you a test to see whether you’ve mastered them or not.Look at the screen,please.(Show the following on the screen.)plete the sentences using the expressions on the blackboard.1.I__________my lunch__________(分享) him yesterday.2.The police__________his death__________(把……看作) a case of murder.3.How shall we__________(处理) the problem?4.The boy has__________(有能力) solve the difficult problem.5.The teacher__________(起重要作用) in teaching.6.In order to__________(实现梦想),they worked day and night.7.The policemen__________(四处走动) and tried to find the thief.8.It will take you some time to__________(适应) the new surroundings.Suggested answers:1.shared,with2.treated,as3.deal with4.the ability to5.plays an important role6.realize their dreams7.got around 8.adjust toStep ⅢFast ReadingT:We’ve learned something about disabilities.They hope to lead a normal life as we do,so we should provide more opportunities for the disabled to develop their potential,and let them live a richer life and make a contribution to society.We should help them overe the difficulties.Today we’re going to read a material“The special Olympics”.Please turn to Page 55.Read the text fast and try to get the general idea.Step ⅣReadingT:Now read the text again.Read it carefully and discuss the following questions on the screen with your partner.Write your answers on a piece of paper.In a few minutes,I’ll ask some pairs to give us the answers.(Teacher shows the following on the screen.)Answer the following questions:1.How often is the Special Olympics held?2.Why do many Special Olympics athletes think that “taking part in the Games is a victory”?3.How do events like the Special Olympics help mentally disabled people?4.Where was the first Special Olympics held?5.Why do you think the Special Olympics are being more popular?6.When will the Special Olympics be held in Shanghai?students’ questions.)(A few minutes later.)T:Have you finished?(Ss:Yes.)Give us your answers,please.One student,one question.Any volunteer?S1:1.Every two years.S2:2.Because each athlete had to train for many years and overe fear and hardship to reach the Games.For them,winning isn’t to be the first one across the finish line or scoring the most goals,but the best you can be.S3:3.By preparing for and participating in the Special Olympics,mentally disabled children and adults can develop their ability to move,improve their health and gain greater self-confidence.The Special Olympics is also a good way to make friends.S4:4.In Chicago.S5:5.Because interest in the Special Olympics has spread across the world and many cities are now peting for the honour to host the event.S6:6.In xx.T:Now look at the screen again.I’ll explain some words and expressions of the text so that you can use them freely.Please listen to me carefully.1.every two years=every second(other)yeare.g.He es here every three days/every third day.2.Athletes at the Special Olympics are fighters in more than one way.e.g.The travel to Beijing is more than sightseeing.He has more than twenty yuan with him.3.fail vi. & vt.e.g.I failed in persuading(to persuade)him.Don’t fail to ring me up.Time failed me to finish my talk.4.consider +n./pron./doinge.g.He is considering changing his job.consider+sb.+(to be)+n./adj.e.g.They considered themselves very important.5.participate=take part vi.e.g.I participated(took part)in the game.6pete in;pete in a race;pete for;pete with sb. for sth.e.g.Cities in the world are now peting for the honour to host the Olympic Games.T:Do you have anything else you don’t understand?If you have,please tell me.I’ll be glad to have a discussion with you.(The teacher answers any questions asked by the students.)Step ⅤListening and Reading AloudT:Let’s listen to the tape.When I play it for the first time,just listen to it.When I play it for the second time,please listen and repeat.Then read the text aloud.Are you clear about it?S:Yes.(The teacher plays the tape for the students to listen.Then when the students read the text,the teacher goes among the students and corrects the students’ mistakes in pronunciation,intonation and stress.)Step ⅥPracticeT:Now let’s do an exercise.You should do it like this:try to find useful expressions in the text and make sentences with them in groups of four.One student,one sentence.Do it by turns.Are you clear about it?S:Yes.(A few minutes later)T:Now I’ll ask some students to make sentences.One sentence at a time.S1,please give us your sentence.S1:I’ll make a sentence with the phrase“every four years”.The Olympic Games is held every four years.T:Please go on.S2:fail to doHe failed to pass the English exam.S3:more thanMore than one person has made the suggestion.S4:considerWe don’t consider Tom to be our best friend.S5:take part/participateAll the students took part/participated in the sports meeting in our school.S6:peteHe peted with other players for the champion.Step ⅦWritingT:Now you’ve known something about disabilities.I think many students will show their love to the disabled from now on.What should we do to help them in our daily life?S7:If we are organizing an event,we must imagine that people with disabilities may want to e to it.So we must make sure that they can enter and use all parts of the building.S8:When we design a building,we should provide an entrance suitable for wheelchairs on the ground floor,as well as lifts,suitable bathrooms and toilets.We must also make sure that signs are clear and easy to read.S9:…T:OK.It’s very kind of you!After class,please conduct a survey of the public places where you live in.Start with your school:how easy or difficult is it for a disabled person to get around?Visit other public buildings and find out if they are accessible or not.Work in pairs or groups and make a checklist for your e the results to write an essay.Describe the current situation and suggest ways to improve the situation.Suggested writing:After several days’ survey,I found that the government paid a little attention to the disabled and spend much money on new buildings.There is no special road for the blind.The buildings have many steps,and it’s difficult for the disabled to get into them.A new government programme has been designed to help disabled people.More special schools will be built.Not only will help be given to people to find jobs,but also medical treatment will be provided for people who need it.But the truth is that everyone should take care of disabled people,not just the government.If everyone shows love to them,their life will be much better.Step ⅧSummary and HomeworkT:In this class,we’ve reviewed the useful expressions and learned the text“The Special Olympics”.We practise how to write the article on disabilities.After class,go over all the important points learnt in this unit,and write an essay.Prepare for next unit.Class is over.Step ⅨThe Design of the Writing on the BlackboardUnit 17 DisabilitiesThe Fourth PeriodImportant Phrases:share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust toStep ⅩRecord after Teaching.。

情感态度英语教案Lesson Plan: Emotional Attitude in English LearningObjective:To help students understand the importance of emotional attitude in language learning and to develop positive study habits.Materials:- Whiteboard and markers- Handout on emotional vocabulary- Video clips showing different emotional attitudes- Role-play scenarios- Mirrors (for self-reflection activity)Introduction (10 minutes):1. Begin the class by asking students to share their feelings about learning English. Write their responses on the board.2. Introduce the topic of emotional attitude and its impact on language acquisition.Direct Instruction (15 minutes):1. Explain the concept of emotional attitude and how it can affect motivation, effort, and ultimately, language proficiency.2. Use the whiteboard to list common emotional attitudes such as enthusiasm, frustration, boredom, and confidence.3. Distribute the handout with emotional vocabulary and gothrough the words, ensuring that students understand the meanings.Guided Practice (20 minutes):1. Show video clips of people learning English with different emotional attitudes. Ask students to identify the attitudes and discuss the potential impact on their learning.2. Conduct a role-play activity where students act out scenarios with different emotional attitudes towards learning English.Independent Practice (15 minutes):1. Have students work in pairs to create a short dialoguethat demonstrates a positive emotional attitude towards learning English.2. Encourage them to use the vocabulary from the handout in their dialogues.Closure (10 minutes):1. Ask students to stand in front of the mirrors and repeat positive affirmations about their ability to learn English, such as "I am capable," "I am improving," and "I enjoy learning English."2. Discuss as a class the importance of maintaining apositive emotional attitude and how it can lead to better learning outcomes.Assessment:- Observe students during the role-play and dialogue creation to assess their understanding of emotional attitudes.- Have students write a short reflection on how they canapply a positive emotional attitude to their English learning journey.Extension Activities:- Encourage students to keep a journal of their emotional experiences while learning English and how they overcame any negative feelings.- Assign a project where students create a short presentation on the benefits of maintaining a positive emotional attitude in language learning.Note: This lesson plan is designed to be interactive and engaging, fostering a classroom environment where emotional well-being is valued alongside academic achievement.。