lesson1 学案 Microsoft Office Word 97 - 2003 文档
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七年级英语上册外研版教学设计Module 1 C lassmates Unit 1 Nice to meet you保安中学王彩娥一、教学目标1.知识目标(1)能正确使用以下单词Chinese, from, where, year, about, what about…? Ms, America, not, England, hi, American, our, grade, he, China(2)语法:能运用动词“be”的一般现在时的陈述和一般疑问形式。
(3)语音:能识别并正确朗读/ i: / / i / / e / / �0�3 /2.技能目标听:能听懂别人的自我介绍,能听懂包含自我介绍的简短对话说:能利用“be”动词作简单的自我介绍或询问对方的个人信息。
3.情感目标(1)掌握在作自我介绍时英美人士和中国人的不同对答习惯。
(2)培养良好的人际交流态度,交流时要尊重对方的习惯,令对方感到舒服。
二、教学过Step1 Lead-inActivity 1. Greet the studentsT: I’m very glad to be here and give you a lesson. Now let me introduce myself.My name is Ms Qu.I’m your new teacher.I’m from Dalian, China and I’m Chinese.I’m 32 years old.Nice to meet you.S: Hello, Ms Qu.The teacher goes round the class introducing herself to individual students and shaking hands with them. And try to get the students say "Hello,....My name is...." Then T reply by saying" Nice to meet you".设计意图:用自己的图片吸引学生的兴趣,做出自我介绍,从而自然的引出话题,以及重点句型。
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Unit 5 Do you like pears? Part B教学设计李小霞一、教学设计理念 :《Do you like pears?》是 PEP 教材三年级下册Unit5 let’stalk 部分,是在 A 部分学习句型Do you like……?Yes,I do; No,I don’t .的基础上,继续学习 Sorry,I don’t like……;Can I have some……,please? Here you are。
等会话。
根据本课的课型特点及语言特色,结合小学英语课程标准要求,在教学设计上,我采用情景教学法和任务教学法,利用实物、卡片、课件等教学媒体,突出重点,突破难点,充分激发学生学习英语的兴趣,培养学生综合运用语言的能力。
二、教学目标 :1.语言知识目标:巩固水果类单词:pear,orange,peach,watermelon, apple,banana,strawberry;学说句型 Have some fruits; Sorry,I don’t like……, Can I have some bananas? Here you are .2.语言技能目标:掌握本课句型并能熟练运用。
3.情感态度目标:培养学生团结友爱,热情待人的品质,并渗透科学饮食的教育,让学生多吃水果,有益健康。
三、教学重难点1.教学重点: Sorry,I don’t like……。
Can I have some bananas? Here you are .等新句子。
2.教学难点: 1. 能够在图片和教师的帮助下理解对话大意。
2.能够在语境中理解Sorry, I don’t like …的语用功能,并在图片或动作等帮助下,使用该句型来表达自己不喜欢的水果。
科学四年级上册教学设计一、教材分析:本册教材有四个单元“溶解”、“声音”、“天气”、“我们的身体”。
与原教材相比缩减了一个单元,减少了“磁铁”、“有生命的物体”两个单元,增加了“我们的身体”单元。
覆盖了生命科学、物质科学和地球与宇宙科学三大领域,具体为:生命科学(生命体的结构与功能)《我们的身体》;物质科学(物体与材料的特性)《溶解》;物质科学(光、热、电、磁)《声音》;地球与空间(地球和天空的变化)《天气》。
调整后的新教材,内容体系更加科学、合理。
每个单元都有七个教学内容,一般每个教学内容为一个课时。
根据教学建议,对典型的过程和方法展开充分的探究,不以1课时为限制。
应该加强单元后的总结性教学,帮助学生梳理概念、澄清观点。
二、学情分析:学生经历了一年的科学学习,对科学课的学习已经有了一定的基础。
比如,对周遍的事物有了一定的科学认识;初步掌握了科学学习的方法,尤其是观察的方法;学生的求知欲和参与科学活动的愿望明显增强。
因此,这一学年是培养学生科学素养的至关重要的时期。
本学期,四年级有10个班级,本人承担了其中8个班级的教学。
班级学生数基本在55个,合理的人数也为科学学习的顺利组织开展打下了较好的基础。
三、教学目标:本学期是培养学生科学素养的至关重要的时期。
教学中要因势利导,积极引导学生在学习汇总尊重客观事实、注重证据、大胆质疑,逐渐养成良好的科学品质和思维方式,真正提高他们的生活质量和学习质量。
(具体内容见单元目标)四、教学措施:1、解学生对所学科学问题的初始想法,特别是一些概念理解过程中出现的想法。
2、指导学生反复进行控制变量的实验。
(控制变量实验要加以指导)3、引导学生在观察和实验的过程中做好记录。
4、引导学生用准确、恰当的词语描述观察到的事实和现象。
5、引导学生对观察和实验结果进行整理和加工,形成正确的解释。
第一课水能溶解一些物质【教学目标】科学概念:一些物质容易溶解在水中,有些物质不容易溶解在水中。
lesson 1 A Trip to China1.trip go on a trip to… /plan a trip2.silk the Silk Road3.road4.lead v (led/led) lead the trip5.Martin6.note Here is the note from my school.7.chance a good chance8.send v (sent/sent)9.send sb sth=send sth to sb10.news good news /a piece of newsthree pieces of news重点句型1.May I go with them?May I ask you a question?肯定回答:Yes,you may./ Sure.否定回答: No, you can’t. /No, you may not. 2. Here is the note from my school.There is a camel and two horses in the zoo.3. We’ re learning about the Silk Road this month in school.learn about 学习,了解,获悉,得知4. I’m so excited.表示心情的句子:主语+be +adj.I am happy/unhappy.You are interested.5. Is the Silk Road made of silk?be made ofbe made from5. I will send Li Ming an e-mail and tell him the good news.Who will lead the trip?You will learn about China.时间状语:tomorrow, next week/month陈述句:主语+will+动词原形+…主语(I /we)+will/shall+v+…否定句:主语+won’t +v+…一般疑问句:Will +主语+v+…?You will learn about China.You will not/won’t learn about China.Will I learn about China?Yes, you will. / No, you won’t.1.There ______some news for you.A: has B: have C: is D: are2. Will you______ a letter_____ his uncle?A: send; to B: sends; forC: sends; to D: send; for3. May I borrow your bike, please?. Here you are. --_______________A: That’s right B: SureC: You’re welcome. D: Thank you.4. Danny likes to travel to China very much. (改为否定句)5. I want to send Li Ming an e-mail this evening.(改为一般疑问句)6. Jenny will tell him the good news.(对划线部分提问)。
七年级英语(下)Unit1 Lesson2学习活动单班级姓名组名设计人:巩常娥教师寄语:Many hands make light work.【学习目标】1、Knowledge objects(知识目标)⑴掌握以下单词: tell, story, club, join, sports sound(2)掌握以下短语:a sports club, be good attell stories the story telling clubLike to draw(3)掌握以下句型A:谈论意愿的句型—What club do you want to join? —We want to join the chess club B: 谈论运动的句型—What sports can you play? —Soccer.C: You’re very good at telling stories.2.Ability objects(能力目标)(1).表达自己在某一方面所具备的才能。
(2).谈论自己的特长与爱好3.情感目标:通过小组一起谈论彼此的特长和爱好,培养一种群体意识。
【创设情境,揭示目标】1.根据自己的特长和刚学会的单词写出你会干什么--I can _____________________________________________2.There are many clubs in our school,美术俱乐部音乐俱乐部游泳俱乐部英语俱乐部象棋俱乐部舞蹈俱乐部what club do you want to join?I want to join __________________________________.【自主学习,基础达标】(1)Practice the conversation, then make your own conversation.--What club do you want to join?--We want to join_________________.--Can you______________________?--_____, I ________.(2)Listen to the tape and finish 2a and 2b.【问题导引,交流展示】1. Look at 2b and practice 2c.2. Read 2d by yourselves, underline your problems.3. Read after me , then find out the expressions in Knowledge objects(知识目标)(2). Thentranslate(翻译) them4. Read again, pay attention to the sentences In Knowledge objects(知识目标)(3)【当堂检测,反馈小结】一、选择填空。
《中文版WORD97的使用》教案第一部分WORD概述和基本使用教学目标:一、掌握WORD的启动和退出;二、掌握文档的新建与打开;三、掌握文档内容的输入、编辑、保存、转换等基本操作;教学内容一、概述1、功能与特点1)编辑处理2)排版处理3)表格处理4)艺术化字体处理5)图形处理6)文件处理2、特点1)所见即所得2)利用“剪贴板”进行文字及图形的移动、复制,以及与其它文档内容的交换。
3、操作风格WORD的操作风格与WINDOWS一致:先选择操作对象,再选择操作项。
二、WORD的基本使用1、WORD的启动和退出2、WORD命令的操作方式1)菜单方式:通过选择菜单栏上的菜单命令进行。
文件:编辑:视图:插入:格式:工具:表格:窗口:帮助:例1:新建一个空白文件。
步骤:1)打开[文件]菜单2)选择[新建]命令3)在对话框中选择“空文档”4)选择“确定”例2:输入如下内容。
WORD的操作风格与WINDOWS一致:先选择操作对象,再选择操作项。
例3:将上述内容保存为“TEST1.DOC”文件。
步骤:1)打开[文件]菜单2)选择[保存]命令3)在对话框中输入文件名4)选择“保存”按钮例4:关闭上述文件。
步骤:单击文档窗口右上角的"/\"按钮。
例3:打开上述文件。
步骤:1)打开[文件]菜单2)选择[打开]命令3)在对话框中选择TEST1.DOC文件4)选择“打开”按钮2)命令按钮方式:直接选用工具栏上提供的种命令按钮。
建议用户习惯学会使用这种命令按钮的操作方式,即方便又快捷,常用工具栏如下图。
新打保打打拼剪复粘格撤重插Web 表插插更绘文显显助建开存印印写切制贴式消复入工格入入改图档示示手预检刷超具与表工文结隐比览查级栏边格作字构藏例链框表方图接向3)鼠标右键的快捷方式:MS-OFFICE中提供的多种办公软件一般都提供右键快显菜单功能,即在不同的工作区域,例如文本编辑区、表格编辑区、图形编辑区以及工具栏、格式栏、符号栏等区域,单击鼠标右键的方式,打开各工作区域相应的常用命令的快显菜单。
Module 5 Unit 13 PeopleLesson 1 EQ :IQ一、课前预习Part 1 词汇装备(可参考词汇表上Learning to learn 和Lesson 1的词汇)Part2完成课本第8页练习1的情商(EQ)小测试。
二、课堂学案学习目标:1、获取有关“智商”和“情商”的信息;2、组织课文信息,介绍“智商”和“情商”的研究结果;3、分析复杂句子的结构并理解其意思。
学习过程:Step1:Lead in1)What do IQ and EQ stand for?2)Which do you think is more important ? Why ?Step2:Read Passage 1 and decide which is the main idea of it.a) EQ is less important than IQ.b) EQ is as important or more important than IQ.c) A person’s EQ equals to his IQStep3:Read Passage 1 again and match the paragraphs with their main ideas.( ) There’s no definite association between IQ and EQ.( ) The difference between IQ and EQ.( ) Success is not simply the result of a high IQ.Step4:Read Passage 2 and give the general idea of it.EQ can be _____________.Step6:Read Passage 2 again and match the paragraphs with their main ideas.( ) Statement—EQ has a lot to do with education.( ) Conclusion—High EQ helps people get ahead in the world and lead a happy and successful life.( ) Comparison—People with high and low EQ in life.( ) Supporting evidence—There are changes in people’s EQ after education.Step7:Read Passage 2 again and complete the table with the information.Step8: What style is the text?A. Narrative(叙述文)B. Exposition (说明文)C. Practical writing (应用文)D. Argumentation (议论文)Step9:Fill in the blanks with the vocabulary from the text.New(1)_____ into EQ suggests that success is not simply the result of a high IQ. Prof. Salovey gives the(2)_________ that IQ gets you hired but EQ gets you promoted. According to an(3)______ research,when(4)_______ someone’s future success, EQ might matter more than IQ. People are often(5) _____in thinking that students with highIQ(6)_______ good grades, but sometimes they(7) _________ failing exams. Their(8)_____ is because of their low EQ. There are nodefinite(9)_______ between EQ and IQ.While IQ is determined by birth, EQ (10)_____ a lot(11)_________ education. People are studying the(12)_________ of improving a person’s EQ. In Prof. Mayer’s study, both normal stu dents and students with(13)________ improved a lot in their EQs. (14)___ schools should know that the students’ future are not(15) _________ determined by their IQs.三、课文难点,找出下列重点句子,分析句子成份,理解含义,Para. 11.①Even if they never see their results, they feel ②that their IQ is③whatdetermines ④how well they are going to do in life. 译文:①Even if引导从句②that引导从句③what引导从句④how引导从句2.①When they see other students doing better than them ,they usually believe②that those students have a higher IQ and③that there is nothing they can do to change facts .译文:_______________________________________________________________①When引导从句②和③that引导并列从句,此时that不能省略。
Para. 23.While your IQ tells you how intelligent you are ,your EQ tells you how well you use your intelligence .译文:_______________________________________________________________ 此句的While 是并列连词意为:__________ ,表示前后句意思的对比。
归纳总结:while 用法及含义①引导并列句,_______②引导时间状从,_______ He came in while we were asleep .③引导让步状从(位于句首),_______ While I am willing to help , I have notime .4.At work, it is IQ that gets you hired but it is EQ that get you promoted.译文:此句是由but连接了两个并列的_____________句型,此句型的结构是:______________5. Supported by his academic research, the professor suggests that when predicting someone’s future success, their character, as measured by EQ tests,might actually matter more than their IQ.译文:萨洛维教授以自己的学术研究作为依据,认为预测一个人未来的成功,其性格(可用情商测试测量),实际上也许比其智力更为重要。
predict v.预言;预报;预告The earthquake had been predicted two months before .Para 36. People are often mistaken in thinking that those with high IQs always have high EQs as well.译文:7.This association can exist, but it is just as possible for someone with a low IQ tohave a high EQ or someone with a high IQ to have a low EQ .这种联系可能存在,但是低智商的人情商高,或高智商的人情商低也是可能的。
本句是but连接的两个并列句,表转折。
总结第二个分句的结构:______________________________Para 48. It is generally believed that people with high EQs are open to new ideas and have positive attitudes towards life .译文:对比第5段第1句话,people generally believe that 这两个划线句含义一样吗?归纳:________________________ = ________________________ 9.They are also less likely to be troubled by problems .译文:句型归纳:某人有可能做某事①人+ be likely to do = It is likely that 从句②It is possible that 从句= It is possible for sb. to do sth③There is a possibility that 从句练一练:汉译英(用不同的句型)很有可能他已经去北京了。
10.On the other hand ,there is little doubt that people with low EQs often have problems getting on with other people and dealing with difficult situations ;thus they have a harder time surviving in life .译文:句型:①there is little/no doubt that②have problems /difficulty /trouble / a hard time in doingPara 5词组:1. by birth ____________ 2. in terms of _____________________ 3.have a lot to do with___________________Para 6词组:1. recognize …as… ________________ 2. be willing to _________________ pared to /with________________ 4. be involved in ________________5. be positive about ___________Para 711. The results of studies such as these show that EQ is as important ,if not moreimportant than IQ译文:That 引导___________ 从句,if引导_____________从句,两句都用了省略形式,完整结构为:The results of studies such as these show that EQ is as important as IQ ,if it is not more important than IQ .12. The fact ①that it might be to raise EQs means ②that schools need to makesure ③that their students are receiving the education they really need , and know ④that their futures are not entirely determined by their IQs .译文:这是由and 连接的并列句,第一个分句中①that 引导从句,②that引导从句,③that引导从句,第二个分句中④that引导从句。