1. 22口語交際4:請你支持我(教案)
不記錄甜心媽咪經濟體我紅謝謝和你婆也工作人員男朋友狗兒子配這個改名字影魔紅米影音後人渣你第一我人
2. 請問大學英語教學設計與教案的格式是怎樣的many thanks!
教學目的和要求 (6 hours)
To introce to ss V-ing and require them to master different functions of V-ing in sentences.
To introce new vocabularies and expressions of text A. and ss are expected to master the blackened ones.
To encourage ss to learn to appreciate and express thanks.
重點和難點:
V-ing functions differently in sentences.
In-depth reading and comprehension
Key phrases (Ref. Learning key phrases)
教學進程和方法等
I. Leading-in Questions 10』
What is Thanksgiving Day?
Have you ever heard the song 「 Going Home and Seeing Your Parents」? 常回家看看 What do you feel whenever hearing the song?
In what situations do you feel that you should say 「Thank you.」?
(Let ss answer the questions, teacher gives the feedback to their answers.)
II. Reading Comprehension 140』
1. Global understanding of Text A
1) Answering questioGDFns
When Alex Haley finished all his work, and thought about Thanksgiving, what else appeared in his mind?
What impressed him most when thinking of his father?
What impressed him most when thinking of his grandmother?
What impressed him most when thinking of his school master?
What are the feedbacks from the three receivers?
(Ss are encouraged to answer the questions first, then the teacher gives comments on each answer.)
2. In- depth reading and comprehension
1) Studying and explaining the meanings of
Para.6, Para. 14, Para. 15, Para.21, Para. 22, Para. 23, Para. 26
(Teacher asks ss questions about some difficult sentences and phrase, first encourages ss to ives the comments.)
2) Comprehension of the difficult sentences
Para. 2 -quite the same as for folk ashore
Para. 4 -breathing in great deep draughts
Para. 6. – some way that I could personally apply to the close of Thanksgiving.
Para. 9. Not noe time had I ever bothered to express to any of them so much as a simple, sincere 「Thank you.」
Para. 12. And briefly I recalled for each of them specific acts performed on my behalf.
Para. 14. I told him that whatever positive things I had done since had been influenced at least in part by his morning school prayers.
Para. 15. -the equal of which I had not found since.
Para. 18. -the whole paragraph
Para. 21 -he felt that his best results included his own son.
Para. 22 -the whole paragraph
Para. 23 I wept over the page representing my Grandma』s recent hours invested in expressing her loving gratefulness to me – whom she used to diaper.
(Teacher asks ss to explain some of them and then supplement, or teacher writes some
examples on board to demonstrate the use, or teacher can assign the work to groups for
better understanding. )
III. Learning Sentence Structures 35』
1. V-ing
1) as a modifier 2) as an adverbial element
2. Not one time had I bothered to do… (inverted order 倒裝句) (Para. 9)
3. something uppermost about my father was how he had impressed upon me… (Para. 13)
When exposed to … Para. 20
(Teacher demonstrates the examples of how to use the structures, and then lets students translate some Chinese sentences by using any of the structures.)
IV. Learning Key Phrases 50』
Under way, make my way out, see sb. doing sth., in quest of, apply to, turn the idea over, take all of it for granted, beyond any possible expression of, on my behalf, impress upon, be immersed in, familiar to/with, in a flashing memories, express appreciation for, in the end
1. Teacher writes all these on the board, then reads a sentence and lets ss to choose from them to fill in a blank. This can be repeated for several sentences.
2. Teacher can choose some ss to translate what the teacher is reading into English by using some of the phrases.)
3. Ss can be divided into groups and create some sentences by using the phrases. Then the teacher asks some ss to present their sentences and gives favorable comments on their performance.)
V. Group Work 10』
Ss try to write a 「 Thank you letter」 for the following reasons:
1. Your parents are working hard to support your tuition.
2. Your classmate took care of you when you were ill.
3. Your teacher spent time tutoring you for the purpose of helping pass the final examination.
4. You fiend see you off at the railway station ring the holidays.
5. etc.
(The purpose of the work is to enable ss to use the expression they』ve learnt in the text and let ss feel gratitude to those who have ever helped him/her. Ss may feel free to choose any one of the four.)
IV. Checking the assignment 25』
3. 大學英語口語教案怎麼寫 英文版
這個要看從哪些教材學來的跟具體的要求是什麼,有很多模板的。建議找一找。
4. 如何培養學生英語口語交際交流的能力教案
一、激發學習興趣,讓學生「樂於說」
興趣是最好的老師,是學習的「原動力」。孔子曰:「知之者不如好知者,好知者不如樂知者。」這句話真知灼見地道出了興趣對學習的重要性。我們英語課也是這樣,課前教師可以和學生一起演唱一首英文歌曲,這樣可以使學生在愉快的情境中走進英語課堂,也為英語課學習做好熱身活動。當然有時候,教師也可以根據實際情況,改編歌詞。或者讓學生來自編歌詞,通過自編歌詞,學生獲得成就感,對英語的興趣也提高了。游戲也可以近一步提高小學生的興趣。所以我們的課堂上游戲也是不可或缺的。老師可以根據所學的內容穿插各種各樣的游戲。總之,英語口語交際訓練中激發興趣的方法是多樣的。有了興趣,就產生了強烈的「我要學」的願望,學生就會真正進入學習角色,成為學習的主體。有了興趣,學生也會心情愉快,樂在其中。
二、培養自信心,讓學生「敢於說」
良好的語言環境為小學生提供了開口說英語的基礎和平台,但小學生初學英語,由於他們不易用恰當的英語表達他們的意思,害怕出錯,又受到母語的干擾,他們在面對同學和老師用英語進行交流時不免膽怯。因此,教師要盡其所能開放語言知識學習的過程,讓他們不再緊張,由心底激發起學生說英語的自信心,引導學生打破自我封閉的狀態,使他們敢於進行言語交際。
第一,努力創造輕松愉快的說英語的氣氛,以熱情感染學生。課堂不應是死氣沉沉的,相反,它應是一個生機盎然的場所,使學生可進行自由隨意的英語對話。教師在課堂上要盡量用各種手勢動作,生動的言語和豐富的表情感染學生
5. 英語口語教案怎麼寫啊
好的英語環境和口語老師是很重要的,建議去【酷酷口語】吧,那裡的老師很有耐心,也很熱情。很受我們學員的喜愛。
6. 口語交際該怎麼做的教案
課程名稱:
義務教育課程標准實驗教科書小學語文一年級下冊語文園地七
學生分析:
這節口語交際的內容是平時學生生活中極可能遇到的事情,因此,學生會有話可說,有感可發。但受到學生思維能力的限制,教師要適當加以引導,不要就事論事,引導學生向更深層次思考、表達。
教學目標設計:
1.藉助圖畫讀懂故事。
2.說說自己的想法,然後評一評誰的做法好。
3.在交際中做到:說清楚、聽仔細。
教學內容分析:
本次口語交際要求學生由打碎花瓶開始,讓學生對書中所提供的情境進行描述表達,再由此展開討論,說說什麼樣的孩子才是家長喜歡的好孩子。
教學過程設計:
一、引入
二、交流
三、創設情景
四、全課小結
教學困難及媒體設計:
1、圖片內容過於簡單。採用動畫創設情境,激發學生表達的慾望。
2、把家長錄音用動畫展示出來,學生喜歡看,也更容易接受。
課程實施:
一、引入
同學們注意聽,(課件:破碎聲)你們聽到什麼啦?想知道發生什麼事了嗎?
二、交流
1.看圖了解故事。訓練點:聽、說能力。
(1)請女同學看圖了解這件事,男同學閉上眼睛休息一會兒。師:女同學注意了,看圖要仔細,記清楚你看到的事情,待會兒,要請你把這事講給男同學聽,看誰講得最清楚。(請女生看圖。)
(2)記住了嗎?(關閉課件)請你把這件事告訴你身邊的男同學,比一比誰聽得最認真。
(3)誰來把你聽到的事情講給大家聽。
(4)請學生說說,誰講得最清楚。(出示課件)師小結:同學們,我們在和別人進行交談時,要注意:說話說清楚,聽話聽仔細。(板書:說清楚聽仔細)
2.自由談論。訓練點:說。同學們,你們覺得(放課件)小松該不該如實地把這件事告訴爸爸?爸爸的做法對嗎?
(1)請和周圍的小夥伴說說自己的看法。
(2)全班交流,說說你們的看法吧!有不同的意見嗎?鼓勵學生大膽說出不同的想法。
(3)猜測:爸爸打小松時,心裡可能想了些什麼?
3.孩子們,你們挨過打嗎?怕挨打嗎?剛才,我們討論的是發生在鬆鬆身上的事,現在如果這件事發生在你的身上,是你不小心把爸爸心愛的花瓶打碎了,你該怎麼做呢?
(課件問題:如果我遇到這種事情,該怎麼做呢?)板書:該怎麼做。
(1)現在請你們下座位,去找自己的好朋友把你的想法說一說,再聽一聽你的好朋友遇到這樣的事情會怎麼做。(強調說話說清楚,聽話聽仔細。)
(2)全班交流,請你們說說,遇到這樣的事情,你會怎麼做?有不一樣的做法嗎?
(3)教師小結學生的幾種做法並引起新一輪的交流、討論:你覺得哪種做法好?為什麼?你覺得哪種做法不太好,為什麼?老師注意調動學生參與討論、辯論。
(4)分小組討論哪種做法好,哪種做法不好,為什麼。匯報小組討論結果。(盡量讓每個孩子都參與進來。)
4.剛才小朋友談到了自己心裡想的,那你們想不想知道大人們遇到這樣的事情會怎麼想怎麼做。那麼,今天回家後問問媽媽爸爸,他們遇到這樣的事情會怎麼想,怎麼做,好嗎?
5.課前老師采訪了幾位家長,大家聽聽他們是怎麼說的。(錄音課件:A要是我兒子弄壞的東西很貴重,我會覺得心痛,可能會控制不了情緒,但冷靜下來還是要肯定他是誠實的。B其實,有時候孩子做錯了事,比如打碎東西什麼,如果他主動來告訴我,是可以原涼他的,如果他不誠實,我會很生氣,說不定會打他。C我的孩子比較內向,他如果不小心弄壞東西,我會先安慰他,再提醒他以後做事細心點。)看來,爸爸媽媽還是喜歡怎樣的孩子?(板書:誠實)
三、創設情景
1.同學們,平時我們在學校學習,可能會不小心弄壞別人的東西,比如(出示課件:不小心弄壞別人的新文具……)你會怎麼做?
2.如果是你的新文具被別人弄壞了,你會怎麼想?所以我們不小心弄壞了別人的東西,一定要想想別人的心情,不僅要誠懇的向別人道歉.還要盡量去彌補自己的過失,你們說對嗎?
四、全課小結
今天這節課,我們通過交流討論,不僅知道了弄壞別人的東西該怎麼做,還知道了和別人交談時.說話要——說清楚,聽話要——聽仔細。