lesson33教学设计

lesson33教学设计（精选11篇）

lesson33教学设计 篇1

六上Lessn 33 教学设计

六上Lessn33教学设计

一．

教学目标：

．

认知目标：掌握本的四会单词：suer,ht,rain;三会单词：beah,shell,sandastle,lfr;掌握以下句型：sueristhesendseasnItsthehttestseasnIsheplantingrie?es,heisN,heisn

’’tIssheaingasandastle?N,sheisn’tSheislingfrshells

2．能力目标：能够简单描绘夏天的特点和夏天的活动。

3．情感态度目标：培养学生用英语交流的兴趣及热爱大自然的良好品质。

二．

教学重难点：

suer,ht,rain;SueristhesendseasnIt’sthehttestseasn

最高级和现在进行时的一般疑问句及回答。

三．

教学手段：

运用多媒体辅助教学

四．

教具：卡片，PPT

五．

教学过程：

Step1aring-up

Greetings:

T:Gdrning,bsandgirlsGladteetuhat’surhbb?

Revisin:

T:hbbistravellingDulietravelling?

Duringtravelling,IlietaingsepituresL!Duliethesepitures?anutellehatseasnisit?

S:It’sspring

T:Duliespring?

Inhina,hendesspringbegin?

H’stheeatherinspring?

hatanedinspring?

Step2Presentatinandpratie:

Lead-in:

T:eandaltfthingsinspring

anelibuntainsinspring?

anesiintheriver?

aneeatie-rea?

aneearT-shirts?

eandthesethingsinsuer

2Readtherd“suer”

3T:springisthefirstseasnSueresafterspringSueristhesendseasnftheear

4．T:H’stheeatherinsuer?

S:It’sht

T：suerisahtseasnItishtterthanspring/autun/inter

Itisthehttestseasnftheear

．

T:H’stheeather？（播放雷雨声）

It’srain

Theeatherishtandsetiesit’sraininsuer

6Filltheblans

Sueristhe

seasnftheearInhina,suerbeginsarund

Theeatheris

andseties

It’sthehttestseasn

7．T：Duanttnrethingsabutsuer?

Insuer,shllsesThestudentshavetheirsuerhlidaSuerhlidaisfrultAugustThestudentsangtthebeah,gapinganddanthingthelieButthefarersarebusatthattieThehavetplantrieandrhard

1Suerhlidais

A

frunetul

B

frultAugust

frultSepteber

2Thefarersarebusat

insuer

Afaringtheland

（图

片Arethefaringtheland?es,theareThearefaringthelandinspring）

Buttingrie（图片

Arethefaringtheland?N,thearen’tTheareuttingrie）

plantingrie

（图

片

问Aretheplantingrie?es,theareTheareplantingrieinsuer）

3Studentsan’t

intheirsuerhlida

Agtthebeah

BelebratetheSpringFestivalhatseasnisitthere?H’stheeatherthere?hataretheding?Dthehaveagdtie?es,thedTheentheselves

9penthebsandreadthetextingrups

0Talabutursuerhlidaingrups

Step3Prdutin

aedialguesabutthesuerhlidaandshthedialguesinpairs

Step4Her

riteashrtpassageabutursuerhlida

六．

板书设计：

Lessn33

Sueristhesendseasn

Itisthehttestseasn

lesson33教学设计 篇2

一、教学分析

(一) 教学内容分析

本课出自北京师范大学出版社出版的高中英语必修模块五Unit 14 Careers, 本版块主要围绕“职业”话题展开。Job Trends是第十四单元第四课, 是以阅读策略训练为重点的阅读课, 内容主要涉及对未来工作趋势的预测以及求职者为适应工作变化而必备的技能和品质。文章提到一些传统行业的职位将急剧减少, 如农业、煤矿业等。而一些新兴行业, 如服务行业、传媒和信息技术将会发展良好。学生在阅读文章的同时, 通过预测和思考、讨论, 激发自己对未来工作的畅想和规划。学生通过对本课的学习, 认识到危机意识, 努力学习, 掌握必要的技能和品质, 在今后的职场中能做到“Survival of the Fittest”。

(二) 学生分析

本课授课对象为文科普通班学生, 整个班级中学生的英语水平参差不齐。大部分学生虽然有一定的英语基础, 但基础不扎实, 对很多较难的单词和语法掌握不到位, 词汇量小, 语法知识理解不透彻。大部分学生虽然有学习的目标性和主动性, 能配合教师的教学, 但不敢主动发言。高二学生经过高一一年的学习, 英语学习习惯已经基本形成。他们不喜欢照本宣科的教师, 且更喜欢有趣味性的学习。如果教师改变单调死板的词汇讲解和语法教学方法, 创设出能激发学生好奇心和创造力的语境, 联系他们最熟悉的日常生活教学, 学生就会很感兴趣, 会积极配合教师完成教学目标。

(三) 教学目标

本课的语言知识目标是识别文章中各段落的主题, 填补段落间空缺的句子;根据语境整体理解全文大意, 学习与工作有关的词汇, 练习动词词组的搭配。

本课的能力目标是使学生进一步提高阅读理解能力, 掌握信息匹配题的解题步骤和做题技巧, 提升他们查找信息、快速获取信息的能力。

本课的情感目标是通过对未来工作趋势的了解, 增强学生的学习动力, 促使学生学习必备的就业技能;培养学生的跨文化交际意识和合作意识。本堂课是这篇文章的第二课时, 第一课时学生已经认识了本课的新词汇, 能运用阅读技巧识别文章各段落的主题, 填补了段落间缺少的句子, 并听了课文录音。同时, 通过小组竞赛的形式提出职业市场的变化和发展趋势, 思考了个人的职业发展, 基本达到了语言知识目标、能力目标和情感目标的一部分。这堂课的任务是, 首先, 复习第一课时的词汇;其次, 着重于对语篇的理解分析, 进一步提高学生的阅读理解能力, 提升查找信息、快速获取信息的能力。

(四) 教学重点和难点

1. 引导学生对语篇的理解分析;

2. 指导学生的阅读策略;

3. 从情感上启发、激励学生。

(五) 教学媒体

利用交互式白板、PPT等媒体辅助教学。

二、教学过程

Step 1 Warm up

Ss read and spell the new words together. (3 min.)

Step 2 Pre-reading

Words review (7 min.)

Students guess some words by the explanations.

Step 3 Reading (35 min.)

1.Skimming (for general idea)

Give the Ss a sentence with a blank and ask the students to read the passage and fill in the blank.

2.Scanning (Find detailed information)

(1) Show the Ss a form:

In the Past In the Future

Job Market

Working Areas

Size of Companies

Skills For Jobs

(2) Fill in the first two blanks to give an example.Then ask the Ss to fill in the other blanks after skipping the text.

3.Careful reading

(1) Show Ss the questions of Exercise 3:

What is“future shock”?

What is one of the job areas of the future?

How will jobs change?

How will companies change?

What skills and personal qualities will people need?

What personal benefits will the new situation bring?

(2) Ask the Ss to read paragraphs one by one, translate them, find the key words and answer the questions.

Step 4 Post-Reading

A quiz.

Step 5 Discussion

In pairs, students discuss the question“What can we do now to suit the job trends?”

Step 6 Homework

Students make a short passage about the answer to the discussion.

三、教学反思

虽然这堂课结束了, 但留给笔者很多值得思考的问题。作为一名经验型教师, 深知“上好一堂课”并不是简单的一句话。从备课、上课到课后反思, 每个环节都不容忽视。备课不仅要备教材, 还要备学生。在课堂上, 教师除了要具备基本的教学素质, 形成自己的风格特点外, 充满激情也很有必要。另外, 反思也是十分重要的。

因为这堂课是常规课而不是公开课, 所以笔者的状态比较放松, 教态自然且富有亲和力。大部分学生愿意在轻松的氛围中配合教师完成教学的环节。每位学生回答问题之后, 教师都给出了及时、有效的评价, 如“Good job!”“Well done!”“Very good!”等, 还有鼓励的话语, 如“Don’t be nervous, you can do it!”等。

但是, 在具体的教学实施环节, 难免有得有失。教学设置的第一个环节是对第一课时学习过的新单词进行回顾。教师并没有直接给出汉语意思, 让学生说出单词, 而是给出英文释义, 让学生边理解边回顾单词。让学生直接用英语解释和记忆单词不仅节约了时间, 帮助学生培养了英语语感, 还能促使学生更好地运用英语。由于是第一次设置这样的单词检测环节, 教师担心有的学生不能完全适应, 所以在给出英语解释的同时, 还给出了中文意思, 以兼顾不同层次的学生。在实际的教学操作中, 学生的参与度和回答准确率较高, 达到了预期的目标, 这是笔者比较满意的一部分。

教学设置的第二个环节是略读, 找出文章的主旨大意。为了降低难度, 首先, 教师运用了填空的方式, 以便学生能很快找到答案, 初步把握文章大意。其次, 教师列出一个表格, 从不同方面把过去和将来的工作进行对比。但由于时间较仓促, 学生预习也不够充分, 导致这部分的反馈并不是很理想。

教学设置的第三个环节是每段落的详细阅读。根据教材的练习部分所给的问题逐段分析课文, 让学生了解未来职业变化的趋势, 以及求职者必备的与工作相关的技能和品质。这部分是整堂课最欠缺的部分。从课堂的操作和学生的反应来看, 课前期望的教学目标并没有完全达成, 且存在不少问题。首先, 课文的处理过于单调, 深度不够。其次, 没有发散学生的思维, 学生只是被动地思考。最后, 没有激发出学生的听课热情, 这是本堂课最大的不足。笔者只侧重于语言知识的学习和运用, 却忽略了“课堂有效性”。

从本堂课的教学容量来看, 教师预期完成对整篇课文的理解和分析, 由于没有考虑学生的认知程度, 所以在实际操作中不得不结合学生的反应, 在分析课文时将节奏放慢, 导致没有在有效的时间内完成所有的教学任务。预先设计的小测试和讨论也没有如期进行。由于担心时间不够, 笔者就没有留出足够的时间让学生思考和寻找问题的答案, 无形中形成了紧张的气氛, 学生的压力较大。这一环节似乎只有一部分英语程度较好的学生在回应教师所提出的问题, 相当一部分学生或听不懂, 或阅读有障碍, 几乎没有回应, 整体参与面不广。鉴于此, 在今后的教学中, 教师首先要调整好心态, 多采取丰富有趣的教学活动来调动课堂气氛;其次, 为了课堂教学的有效性, 因提前布置好预习任务, 这样上课时就能有的放矢, 不至于冷场。

《普通高中英语课程标准 (实验) 》明确提出把“优化学习方式, 提高自主学习能力”作为五大基本理念之一, 特别强调“高中英语教学要鼓励学生通过积极尝试、自我探究、自我发现和主动实践等学习方式, 形成具有高中生特点的英语学习过程与方法”。为此, 以后的阅读教学中教师需要改进以下方面:

首先, 新课标强调培养学生的阅读策略, 重点培养学生在阅读中发现、探究、分析、判断、解决问题的能力和逻辑思维能力。教师可以围绕文本主题精心设计出能引导学生自主思考和阅读的问题。不仅要有整体性, 而且要面向全体学生, 具有层次性和梯度性。这样, 学生可以由易到难、循序渐进地理解文章。

其次, 改进和完善教学设计。虽然本课的教学环节设计得比较清晰, 但显得不太充实, 容量也不够大, 教学的步骤和方法都比较传统。今后在设计教学环节时, 一定要多考虑学生的实际, 设计出符合他们年龄特征和学习认知水平的教学环节, 巧妙构思, 启发学生的思维, 留给学生更多的自主活动时间和空间。根据学生的个体差异, 布置不同的任务, 充分调动学生的积极性, 让学生明确学习目标, 从而有切实的任务可完成, 在学习的过程中体验学英语的乐趣。借助一些教学素材辅助教学, 巧设情境, 通过直观的图片、生动的影音材料等, 让学生在真实、轻松的情境中融入语言环境, 从而活跃课堂气氛, 提高他们学习的积极性。以后的课堂教学可以依托多媒体技术, 设计出更多、更新颖的课件, 为课堂教学锦上添花。

lesson33教学设计 篇3

教学重点：

1.新短语：能自己通过音标拼读新单词，通过小组合作能把新单词放到句子中运用。

2.会用重点句型询问和回答。

教学难点： 对世界城市和国家的了解。

教具准备： 幻灯片

教学过程：

一、 热身/复习

课前两分钟内容：

Andy： Hello， Lily. Where did you go summer vacation？

Lily： I went to shanghai.

Andy： How was your trip？

Lily： It was wonderful. I went to the Bund and the City God Temple...

二、新课

1.学习Part A：

背景知识：先认识七大洲，学生学习过亚洲、非洲、美国这个单词认识，然后方向会认读，这样北美洲和南美洲都会读，澳洲主要的国家就是澳大利亚，还有就是南极洲，这些单词学生基本能认读，让学生对世界版图有个初步的认识。方便学生的以下的学习。

学生先学： Next pictures and dialogues are about Joy's trip plan. Let's see them.

Andy： Joy， what is it？

Joy： It is the Big Ben.

Andy： Where is it？

Joy： The Big Ben is in the London. It is in the southeast of the UK.

Andy： What is it famous for？

Joy： It is famous for the Big Ben.

Andy： Oh， the Big Ben is a large clock.

Joy： So big clock. I want to see it.

Andy： There people speak English， so you should learn English well.

Joy： Ok.I will.

学生自由朗读对话，并能进行理解，同时对大本钟有了解。小组成员汇报朗读。

共同解疑：大本钟的一些历史。

2.学习Part B：

Andy： Joy， the opera house.

Joy： Yes， it is.

Andy： It is in Sydney.

Joy： You know. Sydney is in Australia…

学生先小组内自己读一读对话，然后4人互换朗读，组员汇报读对话。

共同解疑：利用图片认识单词koalas是考拉。

三、扩展性活动

1.学习Part C

学生先学：小组成员利用图片进行对话自己朗读，小组互读。小组成员描述对话内容，同时发现对话中的生单词。

共同解疑：学生自己朗读介绍迪斯尼乐园的一段短文，让学生能有所了解，这里也展开说一说，你想去迪斯尼乐园做些什么，检查学生是否了解。

2. The President lives in the White House. After big fire， the White House was painted white， so we call it the White House.

这个图片是介绍美国白宫的，学生通过阅读能有所了解。

这个图片是介绍黄石公园，学生对黄石公园很陌生，只是能知道有这样一个地方，简单的两句话介绍黄石公园，感兴趣的同学可以回去再进行仔细研究。

四、Homework：（任选其一）

1.搜集有关黄石公园的资料。

2.熟读对话，同时能把幻灯片上的对话进行替换。

lesson33教学设计 篇4

新概念英语第二册课后习题答案详解Lesson 33

新概念英语第二册课后习题答案详解Lesson 33 练习答案 Key to written exercises 1．关键句型练习答案

A 1 The girl set out from the coast.2 She jumped into the sea.3 She swam to the shore.B 1 to 2 from/out of 3(up)to 4 for/ from 5 from…to/ to…from 6 at 7 to 8 from C(sample answers)1 A bird flew into the room.2 The parachutist jumped from the aeroplane.3 The child pointed at the fat lady.4 Put the milk in the refrigerator.2．难点练习答案 the other day 2 passed 3 next 4 past 3．多项选择题答案

lesson33教学设计 篇5

Teaching Aims

1.Practise the writing first orally with the whole class.

2.Train students write a letter.

Teaching Procedures

Step 1 Revision

1.Revise the contents of the reading passages in Lessons 94 and 95. Ask a few more Ss to say something about Jia Sixie.

2 .Revise Indirect Statements by getting the Ss to report the advice given by Jia Sixie in his book.

Step 2 Writing

SB Lesson 96, Part 1. Do the first two orally with the whole class, then let the Ss work alone.

Suggest Answers:

1.What is the name of the bbok which you have written?

2.How long did it take you write the book?

3.What is the book about?

4.Where were you born?

5.What did you use/What used you to do before you studied agriculture?

Step 3 Test

Books closed. Ask someone do this passage oral to the Ss: for example:

Jia Sixie was one of the pioneers of farming. He studied, collected information, did experiments  and he learnt from farmers and peasants.  In 533-544 AD,  he wrote a book which included advice on improving the condition of the soil,  growing green vegetables and fruit trees, keeping cows and sheep,  and keeping fish in lakes. He also gave instructions for making wine.

Step 4 Writing

Let the Ss write the letter in their exercise books. They can show it to a partner for suggested improvements.

Step5 Workbook

Wb Lesson 96, Exx. 1 - 3.

Read through the sentences or dialogues, making sure the Ss know what they should do. Do the first sentence as an example. Then let the Ss practise in pairs. Finally check the answers with the whole class.

Step 6 Homework

Finish the Workbook exercises.

lesson33教学设计 篇6

1．词汇(略)。

2．复习现在进行时态。

3．学习have作为“吃饭”解时的用法。

录音机, 多媒体课件unit27 lesson106

教师播放课件中的视频，复习105课的对话内容并根据第105课对话内容提出下列问题：

T： 1)Whats the time? 2)Whats Jim doing? 3)Where is he going? 4)What day is it today? 5)Is Jim late or early? 6)What time do you get up/have breakfast/leave home/begin school on weekdays? 7)What time do you get up/ have breakfast on Sundays? 教师也可以问及有关本班学生活动情况时，一人回答之后，教师可问全班：T： What time does he/she get up/leave home…on weekdays?

.教师放课文影片

。两人一组用书上所给的问题进行问答练习。在教学过程中，教师对课文中出现的重要知识点进行讲解如：have breakfast/have lunch/ have supper;usually/ often/ sometimes/ right now。教师根据动画中人物活动提问学生：what time does he get up/ wash face/ have breakfast…?学生通过观察动画中出现的时钟进行回答，教师指导学生一问一答的方式进行口语训练。反复操练后可让学生进行课堂演示。

教师根据学生个人情况，提问学生when do you usually get up/ have breakfast/ go to school/ have lunch/ have sports/got home..? 让学生根据自己的情况回答问题，教师可以先问学生A: what time do you get up?,当学生A:回答完后，让学生B用拨动时钟表示出学生A所表达的时间来。通过此次操练，加深学生对时间的印

教师指导学生完成课件中给出的练习。教师在学生自行完成练习后，可点击鼠标，答案显现。

教师总结106课中的重点词汇usually的用法。

教师可根据班级的具体教学情况, 给学生播放与本课文相关的英语歌谣。

教师布置家庭作业，要求学生完成练习册中的练习。

1．词汇(略)。

2．复习现在进行时态。

3．学习have作为“吃饭”解时的用法。

录音机, 多媒体动画课件what time do you get up。

教师根据第109课对话内容及该课第二部分问答提出以下问题，要求学生口答,复习，要反应迅速，回答正确。以达到复习的目的。

T： Now Look at the pictures of Lesson 109.1)Whats the time? 2)Whats Jim doing? 3)Where is he going? 4)What day is it today? 5)Is Jim late or early? 6)What time do you get up/have breakfast/leave home/begin school on weekdays? 7)What time do you get up/ have breakfast on Sundays?

在问及有关本班学生活动情况时，一人回答之后，教师可立即再问全班：

T： What time does he/she get up/leave home…on weekdays?

1.学生打开课本，看图。借助插图

，教师讲解、领读本课生词usually, right now, sometimes, take off, after school。教师指导学生学习课文第一部分中的句子：

T： Now, look at Picture 1.What can you see in the picture? How many people can you see/are there in the picture? Where are they? Whats the time? What are they doing? What do they do in the morning? 利用每一张画，使学生得到充分练习。教师放课文录音，学生跟读两遍。两人一组用书上所给的问题进行问答练习。在教学过程中，教师对课文中出现的重要知识点进行讲解如：have breakfast/have lunch/ have supper;usually/ often/ sometimes/ right now。

2.教师可以利用多媒体动画课件what time do you get up中read 让学生观看动画中的情景，跟读课文。教师根据动画中人物活动提问学生：what time does he get up/ wash face/ have breakfast…?学生通过观察动画中出现的时钟进行回答，教师指导学生一问一答的方式进行口语训练。反复操练后可让学生进行课堂演示。

教师根据学生个人情况，提问学生when do you usually get up/ have breakfast/ go to shool/ have lunch/ have sports/got home..? 让学生根据自己的情况回答问题，教师可以先问学生A: what time do you get up?,当学生A:回答完后，让学生B用拨动时钟表示出学生A所表达的时间来。通过此次操练，加深学生对时间的印象。

指导学生做练习册习题。

或者参考课外练习：

Kate _______ supper at school.A.has not B.doesn’t has C.doesn’t have D.don’t has

It’s time ______ now.A.to get up B.for get up C.get up D.at get up

Your shoes are dirty.Please __________.A.take off them B.take them off C.put them on

—_______ do you leave home on weekdays?

—At about seven thirty.A.How B.What time C.What D.How much time

布置作业1)抄写生词；2)完成练习册习题。

1．Now he’s having lunch.他现在正吃中饭。

动词have除有表示有“有”的意思，还可和许多名词一起构成短语，并有不同意义。例如：

Uncle John is having his breakfast.约翰叔叔在吃早餐。

We’re having our English class.我们在上英语课。

The students are having sports.学生们在进行体育活动。

2．He is taking off his clothes and going to bed.他正在脱衣服准备睡觉。take off是“脱下、摘下”的意思，后面常接表示衣物鞋帽的名词。其反义词是put on 例如：

lesson33教学设计 篇7

(一) 课文地位 (Lesson Position)

1.本课是初二英语第二单元“Campus Life”的第三课, 在学习学校报刊、图书馆规则的基础上, 继续学习校园网, 了解更多的校园生活。

2.教学重点:学校的历史、面积、设施、师资、课程等。

语法知识:as引导的原因状语从句, 这是本课中的难点。教学时可与because, since引导的原因状语从句做比较, 通过练习加以巩固。

(二) 课文目标 (Lesson Target)

1.通过对课文重要句型和重点词汇的学习, 看懂和理解如何介绍学校。

2.能通过小组合作, 简单地描述自己的学校。

3.学会通过网络了解学校的基本情况, 以便将来能在网上了解和选择学校。

(三) 课文重点及难点 (Lesson Focus)

核心词汇:set up, achieve, educational quality, home and abroad, consist of, as, required, basic, chemistry, staff, go on, social science, experienced, test, life science, ability.

以上为本课重点掌握词汇, 要求学生熟练运用。

拓展词汇:homepage, fine arts, remember, one another.

语法要点:本课要学习的语法知识为“as”引导的原因状语丛句。例如:As it is one of the city’s key schools, it attracts excellent students from both home and abroad.

(四) 教学步骤 (Teading Steps)

课前准备:课前让学生上网浏览自己学校或理想高中的校园网首页, 并打印出来, 并通过校园网首页的介绍了解学校的基本情况。

Step1.选几个学生打印出来的自己学校或校园网首页, 用投影仪给全班展示, 让学生了解校园网首页的版面设计及如何介绍学校的总体情况, 为后面的“Tuning In”做铺垫。尽量让学生用英文来表述, 由于这课单词较深, 学生基础参差不齐, 所以也可允许适当用汉语表达。

Step2.在PPT中展示“Tuning In”中有关一些东方国际学校校史展览会上的图片。通过“翻牌”游戏学习生词, 消除词汇障碍, 并为课文学习做铺垫。

活动安排如下:把学生分成两大组, 事先设计几个有关东方国际学校的问题, 把每个问题写在卡片上, 并反贴在黑板上, 让学生问一个对东方国际学校感兴趣的问题, 如果学生问到的问题正好是贴在黑板上的问题, 那就把它翻过来, 并让其他组学生回答, 答对的这组就可以得一分, 最后得分高的组获胜。

通过“翻牌”游戏引出新单词, 问题如下:

When was Dongfang International School set up?Is it a key school?How big is it?What are the major courses?How many special-grade teachers have the school got?How many senior teachers have the school got?What kind of facilities is the school equipped with?What are the minor courses? (涉及的新词汇进行适当讲解, 板书和带读。)

Step3.鉴于本课的词汇比较难, 所以可通过小组“拔河比赛”活动来进行巩固记忆, 并同时以活动来了解“Tuning In”中提供的有关基础学科的表达及有关东方国际学校基础设施及教学成就的有关问题。

活动安排如下:把学生分成两大组, 依次抽两组同学回答问题, 答对的这一组就向前一格, 看哪一组先到达中间的终点站。

在板书中画出“拔河”比赛的记录方式:→□□□□□□∣□□□□□□← (说明:这个活动也可以进行抢答, 答对的那组可以向前一格。)

Can you name your basic courses in English?

1.You take many basic courses at school, don’t you?

2.When will you begin to learn Chemistry?

3.Do you like Social Science?What about Fine Arts?

有关“Tuning In”中的问题。

1.When was Dongfang International School set up?

2.What does the school building consist of?

3.The school has achieved success in educational quality, hasn’t it?

Step4.课文学习。

由于课文篇幅较长, 所以要进行分段讲解来降低难度, 从而进一步熟悉课文内容。

Ⅰ.阅读课文第一段并跟读录音, 然后回答以下问题。

1.When was the school set up?

2.Why is it able to attract excellent students from both home and abroad?

3.What great success has it achieved?

Ⅱ.以填空方式复述第一段。

1.Dongfang International School was___ ___in1954.

As it is one of the____ ____in the city, it attractsstudents from____home__abroad.

In recent years, the school has____great___in educationaquality.

2.Dongfang International School was___in___.

___it is one of the___schools in the city, it___excellent students___both___and__.

In___years, the school has___great___in__.

Ⅲ.播放课文第二段录音, 要求学生根据录音内容完成以下填空练习。

Ⅳ.小组活动。要求学生就“basic courses”进行“头脑风暴”活动, 说出各学科名称。学生讨论结束后, 要求他们阅读课文第四段, 补充讨论结果。

Ⅴ.要求学生完成WB上“Comprehension Check on the Text”。鼓励学生在不参考课文的情况下完成练习。以四人为一组, 互相讨论进行检查。

Ⅵ.利用SB中的“Lesson Notes”及本书中“Key words and expressions”教学生词、短语和句型。

1.As it is one of the best schools in the city, it attracts excellent students from both home and abroad.因为它是该市最好的学校之一, 所以吸引了来自国内外的优秀学生。又如:下雨了, 你最好待在家里。As it is raining, you’d better stay at home.

2.The school has an excellent teaching staff of 60.学校拥有一支由60人组成的优秀教师队伍。

staff为“全体职员, (学校的) 全体教职员工”。一般用作单数, 有时也可用作复数。

又如: (1) The company has a staff of about 80.这家公司大约有80名职员。

(2) The school’s teaching staff is/are excellent.这所学校的全体教职工都很优秀。

Ⅶ.播放课文录音1～2遍, 要求学生跟读课文, 模仿语音语调, 教师进行检查。

Ⅷ.Homework

1.要求学生利用因特网查找学校网站的资料, 组织整理后在课堂上进行介绍。要求学生根据所学单词和句型, 从校园设施及课程设置等方面介绍学校。让学生通过观察、咨询老师、查阅资料等方式了解自己学校的一些基本情况。可发给学生如下调查表, 在PPT上展示本校的部分图片和调查表, 下发调查表并布置任务。

2.通过自己学校和东方国际学校的比较, 让学生说说自己的学校。

学生可以参考课文中的句型:

(1) My school was set up in...

(2) My school covers an area of...square metres.

(3) The...classrooms are equipped with...

(4) The playground consists of...

(5) The school library has a collection of...books.

lesson33教学设计 篇8

整个课堂设计以学生活动为主体，采用合作交流的方式，通过玩、说、表演等多种形式来激发和培养学生学习英语的兴趣，创设轻松、活泼的英语学习氛围。在本课的讲授中，以Let’s go to McDonald’s为线索，通过对hamburger， apple pie， coffee等单词的学习以及情景对话，把学生带入一个真实的快餐店里。

Ⅰ. Teaching Objectives：

1.Knowledge Objectives：

a. 學生能听说读写单词a hamburger， an apple pie， coffee， tea.

b. 能正确使用句子- What would you like？

- I’d like a / an/ some….

2. Ability Objectives：

学生能用句型- What would you like？

- I’d like a / an/ some….

作对话。

3.Emotional Objectives：

学生在情境中感受到学习英语的乐趣。

Ⅲ. Teaching Key Points：

1. 单词a hamburger， an apple pie的正确复数形式。

2. 句子- What would you like？

- I’d like a / an/ some…

的正确语音、语调。

Ⅳ. Teaching Difficulty Points：

可数名词与不可数名词的区别

Ⅴ. Teaching methods：

Multimedia assisting method of teaching；

Gaming method of teaching；

Imitating and practicing method of teaching；

Asking and answering method of teaching.

Ⅵ. Teaching Aids：

图片：汉堡，苹果派，咖啡，茶。

Ⅶ. Teaching Procedure：

Step1： Warming Up （课前热身） 3′

1.Ss do some actions.

2.Greetings

设计意图：学生在轻松愉悦的氛围中与老师用英语交流、问好，并根据英语口令做事情，活跃课堂气氛，使学生尽快投入到学习英语的氛围中。

Step2： Revision（温故知新）4′30″

Ss review the words of a strawberry ice cream， French fries.

设计意图：通过复习旧知，帮助学生回忆所学知识点，并为本课新知做铺垫，起到了承上启下的作用。

Step3： Lead In（情境导入）1′30″

T show a picture of McDonald’s， and say I’m hungry， I want something to eat and drink， and then ask Ss to guess what can I get from McDonald’s.

设计意图：通过课件上麦当劳的图片导出新课，在猜测联想中进一步激发学生的学习兴趣，调动学生的学习积极性。

Step4： Presentation（新知呈现）12′

1. a hamburger

①. T explains the meaning of a hamburger and let Ss read this phrase after me.

②. Show some hamburgers on screen and teach it.

③. Ss play the game of “手心手背” to familiar with this phrase.

④. give Ss one minute to memorize the phrase.

2. Use the same method to teach an apple pie， coffee， tea.

设计意图：以活动和游戏贯穿整个单词教学，消除学生学习单词形式的单一性，让学生们感受到“在玩中学”的乐趣。

3. Show the sentence：

- What would you like？

- I’d like a/ an/ some….

设计意图：播放动画，让学生边看边跟读对话，并采用听音跟读小组齐读小组合作朗读等方式来进行，目的是让学生模仿语音、语调，增加读的语感。

Step5： Practice（巩固操练）6′

1.Ask Ss to read the dialogue and get the main idea of it.

2.Ask Ss to act the dialogue out and add something else in it.

设计意图：通过师生互动、生生互动的方式，让学生在小组合作表演对话的过程中体验成功的乐趣，并使他们学会合作学习。

Step6： Extension（运用拓展）7′

Ask Ss to move around and find their best friend to make a new dialogue.

设计意图：让学生在不断与“新朋友”用英语交流的过程中锻炼口语，拓展知识面。

Step7： Sum Up（总结延伸）5′

1.Summary

To conclude what we learnt today：

Words and phrases： coffee， tea， a hamburger， an apple pie.

Sentence： - What would you like？

I’d like a/ an/ some….

设计意图：进行课堂总结，使学生进一步清楚所学内容，强化记忆。

1.Homework

①. Practice the pronunciation of the new words and phrases after class.

②. Try to recite the dialogue.

设计意图：布置家庭作业，巩固所学知识。

Ⅷ. Blackboard Design：

Ⅸ. Teaching Reflection：

lesson33教学设计 篇9

Fill in the blanks with proper words.

Long ago, the first travellers went to Ireland from ________, and later from the south and west of _________. They found that much of the land was _________, but there was ________ grass for sheep and cows, _________ it rained a lot. The seas around Ireland were full of all sorts of __________. Many of the peasants were very poor and they lived mainly on _________. Around __________, potatoes __________ bad because of a terrible disease and many people died of ___________. Tens of thousands had to travel to other countries to look _________ a better life. Although many families became __________, people still kept in __________ with each other. Now life has improved for the population. Most Irish people go to __________ every Sunday and the church plays an important part in people s lives. The Irish are very fond of __________ and ____________. They often get together in the evening to ___________ and ___________ music.

Scotland fish for music

Europe potatoes separated poems

poor 1850 touch sing

enough went church play

lesson33教学设计 篇10

Lesson 1

一、教学目标：

1.能听懂、会说“Hello,„.”,向他人打招呼。

2.能认读单词hello,boat,coat，感受它们所含有的共同元音音素/ou/。

3.能模仿录音中的语音、语调、熟练地说唱、表演小韵文。

4.能得体地与人打招呼、问候。

二、教学重难点

1.学习打招呼用语“Hello，2.熟练、准确地说出小韵文。

三、教学准备

教学课件，图片等

四、教学过程

【Listen and say】

1.导入

(1)教师亲切地和学生打招呼

Hello, boys and girls!引出

hello让学生初步感受这个单词的读音。并请同学们和老师热情地打招呼。

(2)和同学打招呼I’m your English teacher.I’m Miss Qu.So you can say hello,Miss Qu!。

What’s your name?学生说出自己的名字，和教师打招呼，和同学打招呼，教师进一步让学生练习hello。

(3)与本册书主角见面教师展示本书主角照片：Lingling，Yangyang，Baobao，Maomao，Guoguo等，让学

生们和他们打招呼。

2.学习对话一

(1)认识场景和人物

教师出示并引导学生观察第一幅主题图，设置新情景，Today is Maomao’s first day in school.He meets new friends.请学生观看第一段对话内容，观察人物并引导学生注意听两个人物的对话内容。

What do they say?学生重复对话内容。

(2)初听理解对话

播放对话，请学生听一听。

请学生重复对话。

(3)听录音模仿跟读

播放对话录音，请学生进一步听清、理解对话内容。

教师反复播放对话录音，请学生模仿录音中的语音、语调，进行跟读练习。

(4)在小组内分角色练习。

(5)小组展示。

3.学习对话二

(1)认识场景和人物增加Miss Wang和其他小朋友，走入教室的场景。

(2)初听理解对话

播放动画，鼓励学生说出听到的内容。(3)听录音模仿

重放对话录音，请学生边听边看主题图，进一步听清、理解对话内容。请学生模仿录音中的语音、语调。(4)在小组内分角色练习。(5)小组展示。【Let’s act】

1.在小组内分角色表演对话部分并展示。2.设置情景

同学们进入校园，互相打招呼。【Point and say】 1.引入

教师说我们都认识了好朋友，那hello也认识了一些好朋友，你们猜猜他们是谁呢？ 2.词汇学习

(1)听并跟读模仿(2)初步理解词义

呈现大量图片，帮助学生理解词义。力求形式多样、丰富多彩。3.语音训练

(1)教师示范朗读因素/ou/及单词，请同学边听边看教师的口型。

(2)请学生关注o,oa的发音，/ou/-hello/ou/-boat/ou/-coat尝试认读单词go 4.游戏

What is missing？ 5.TPR 学生拍手说单词。【Let’s say】 1.学习歌谣

(1)老师通过上个环节的律动，组成歌谣内容，学生看老师的动作，说出老师表演 的词汇。

(2)听歌谣录音，尝试说出歌谣中所听到的内容，教师将学生所说内容绘画于黑板。(3)教师呈现歌谣的情景，学生再次理解歌谣。2.说唱并表演歌谣 3.歌谣展示

教师给予激励评价。【I can introduce】

请台下同学和台上的同学们打招呼。例如：Hello,„

五、Homework

Fishing Lessons 篇11

China-Africa cooperation has gone through a growth spurt in recent decades. Non-governmental exchanges have been especially successful in encouraging people from both sides to learn more about the other —and today, this cooperation is becoming more oriented toward African needs.

“The assistance we need from China is to help us build the ability for self-development,”explains Luka Biong Deng, an economist and former governmental minister from South Sudan. His words indicate a new direction for China-Africa cooperation.

In recent years, NGOs have increasingly played an active role in cooperation between China and Africa. Most of the organizations are dedicated to improving the lives of people through a variety of livelihood programs.

In November 2010, the China NGO Network for International Exchange (CNIE), together with other Chinese organizations, carried out the medical program “2010 ChinaAfrica Brightness Action in Malawi and Zimbabwe.” Participating Chinese doctors gave operations to more than 600 cataract sufferers and cured many patients afflicted with other eye diseases, all at zero cost for the patients. Then in 2011, CNIE helped to drill three water boreholes for people in Kenya and South Sudan. Other projects related to AIDS prevention and treatment and environmental protection were also carried out.

Rita U. Zirimwabagabo is vice president of the Imbuto Foundation, an NGO in Rwanda. In July, she arrived in China on the invitation from CNIE to attend the Second China-Africa People’s Forum. The forum was held to provide an opportunity for Chinese and Africans to get together, to speak and to be heard.

Surrounded by new colleagues from China and Africa, Zirimwabagabo raised her own ideas during the discussion. “What Africa really needs is China’s experience,”she said. “China should equip them—teach them to fish, not just give them fish. Africans should learn to do it ourselves.”

Zirimwabagabo believes that business cooperation is not enough for Sino-African relations. Western countries, she says, used to view Africa as a place to extract benefits through economic exploitation, but China should take a different tack.

Her idea was echoed by Alebachew Zenebe, Executive Director of Basic zhengyang@bjreview.com Education Network Ethiopia. “The cooperation model of relying on outside help has only just ended,” said Zenebe at the forum. “It’s time to build our ability of self-development.”

Concerning China’s assistance to Africa, many Africans, although grateful, believe that a give-and-take model is not enough for the continent in this new era.

Programs with other dimensions are now being welcomed. One such program is the “ChinaAfrica Law Talents Training Program,” which is organized by the China Law Society. It aims at helping African countries produce more professionals in the legal arena.

Many of the Africans at the forum want to make sure that outcomes from NGO involvement are win-win. “We should think what we can do for China,” said Joaquim Alberto Chissano, former President of Mozambique. He believes it’s not reasonable to have China always be the donor, and self-development has extra importance for Africa now. “You cannot develop without prospering your neighbor,” he said.

To better serve their new direction, some emerging programs are serving cooperation in a more practical way for both sides. The“China-Africa High-level Business Talents Training Program” is one of these.

As part of the program, African trainees come to China to study for a year and a half. All costs generated during their training are paid by Chinese investment. The shortage of high-level business talent in Africa is a bottleneck in Sino-African economic cooperation, and the program should benefit both sides.

Cooperation in technology was also discussed at the forum. Emphasis was placed on bringing in technologies that are really needed in Africa. “Technology transfer has always been the focus of assistance from China to Africa,” said Wei Jianguo, Secretary General of the China Center for International Economic Exchanges.