1. 22口语交际4：请你支持我(教案)
不记录甜心妈咪经济体我红谢谢和你婆也工作人员男朋友狗儿子配这个改名字影魔红米影音后人渣你第一我人
2. 请问大学英语教学设计与教案的格式是怎样的many thanks!
教学目的和要求 (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.
重点和难点：
V-ing functions differently in sentences.
In-depth reading and comprehension
Key phrases (Ref. Learning key phrases)
教学进程和方法等
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 倒装句) (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. 大学英语口语教案怎么写 英文版
这个要看从哪些教材学来的跟具体的要求是什么，有很多模板的。建议找一找。
4. 如何培养学生英语口语交际交流的能力教案
一、激发学习兴趣，让学生“乐于说”
兴趣是最好的老师，是学习的“原动力”。孔子曰：“知之者不如好知者，好知者不如乐知者。”这句话真知灼见地道出了兴趣对学习的重要性。我们英语课也是这样，课前教师可以和学生一起演唱一首英文歌曲，这样可以使学生在愉快的情境中走进英语课堂，也为英语课学习做好热身活动。当然有时候，教师也可以根据实际情况，改编歌词。或者让学生来自编歌词，通过自编歌词，学生获得成就感，对英语的兴趣也提高了。游戏也可以近一步提高小学生的兴趣。所以我们的课堂上游戏也是不可或缺的。老师可以根据所学的内容穿插各种各样的游戏。总之，英语口语交际训练中激发兴趣的方法是多样的。有了兴趣，就产生了强烈的“我要学”的愿望，学生就会真正进入学习角色，成为学习的主体。有了兴趣，学生也会心情愉快，乐在其中。
二、培养自信心，让学生“敢于说”
良好的语言环境为小学生提供了开口说英语的基础和平台，但小学生初学英语，由于他们不易用恰当的英语表达他们的意思，害怕出错，又受到母语的干扰，他们在面对同学和老师用英语进行交流时不免胆怯。因此，教师要尽其所能开放语言知识学习的过程，让他们不再紧张，由心底激发起学生说英语的自信心，引导学生打破自我封闭的状态，使他们敢于进行言语交际。
第一，努力创造轻松愉快的说英语的气氛，以热情感染学生。课堂不应是死气沉沉的，相反，它应是一个生机盎然的场所，使学生可进行自由随意的英语对话。教师在课堂上要尽量用各种手势动作，生动的言语和丰富的表情感染学生
5. 英语口语教案怎么写啊
好的英语环境和口语老师是很重要的，建议去【酷酷口语】吧，那里的老师很有耐心，也很热情。很受我们学员的喜爱。
6. 口语交际该怎么做的教案
课程名称：
义务教育课程标准实验教科书小学语文一年级下册语文园地七
学生分析：
这节口语交际的内容是平时学生生活中极可能遇到的事情，因此，学生会有话可说，有感可发。但受到学生思维能力的限制，教师要适当加以引导，不要就事论事，引导学生向更深层次思考、表达。
教学目标设计：
1．借助图画读懂故事。
2．说说自己的想法，然后评一评谁的做法好。
3．在交际中做到：说清楚、听仔细。
教学内容分析：
本次口语交际要求学生由打碎花瓶开始，让学生对书中所提供的情境进行描述表达，再由此展开讨论，说说什么样的孩子才是家长喜欢的好孩子。
教学过程设计：
一、引入
二、交流
三、创设情景
四、全课小结
教学困难及媒体设计：
1、图片内容过于简单。采用动画创设情境，激发学生表达的欲望。
2、把家长录音用动画展示出来，学生喜欢看，也更容易接受。
课程实施：
一、引入
同学们注意听，(课件：破碎声)你们听到什么啦？想知道发生什么事了吗？
二、交流
1．看图了解故事。训练点：听、说能力。
(1)请女同学看图了解这件事，男同学闭上眼睛休息一会儿。师：女同学注意了，看图要仔细，记清楚你看到的事情，待会儿，要请你把这事讲给男同学听，看谁讲得最清楚。(请女生看图。)
(2)记住了吗？(关闭课件)请你把这件事告诉你身边的男同学，比一比谁听得最认真。
(3)谁来把你听到的事情讲给大家听。
(4)请学生说说，谁讲得最清楚。(出示课件)师小结：同学们，我们在和别人进行交谈时，要注意：说话说清楚，听话听仔细。(板书：说清楚听仔细)
2．自由谈论。训练点：说。同学们，你们觉得(放课件)小松该不该如实地把这件事告诉爸爸？爸爸的做法对吗？
(1)请和周围的小伙伴说说自己的看法。
(2)全班交流，说说你们的看法吧!有不同的意见吗？鼓励学生大胆说出不同的想法。
(3)猜测：爸爸打小松时，心里可能想了些什么？
3．孩子们，你们挨过打吗？怕挨打吗？刚才，我们讨论的是发生在松松身上的事，现在如果这件事发生在你的身上，是你不小心把爸爸心爱的花瓶打碎了，你该怎么做呢？
(课件问题：如果我遇到这种事情，该怎么做呢？)板书：该怎么做。
(1)现在请你们下座位，去找自己的好朋友把你的想法说一说，再听一听你的好朋友遇到这样的事情会怎么做。(强调说话说清楚，听话听仔细。)
(2)全班交流，请你们说说，遇到这样的事情，你会怎么做？有不一样的做法吗？
(3)教师小结学生的几种做法并引起新一轮的交流、讨论：你觉得哪种做法好？为什么？你觉得哪种做法不太好，为什么？老师注意调动学生参与讨论、辩论。
(4)分小组讨论哪种做法好，哪种做法不好，为什么。汇报小组讨论结果。(尽量让每个孩子都参与进来。)
4．刚才小朋友谈到了自己心里想的，那你们想不想知道大人们遇到这样的事情会怎么想怎么做。那么，今天回家后问问妈妈爸爸，他们遇到这样的事情会怎么想，怎么做，好吗？
5．课前老师采访了几位家长，大家听听他们是怎么说的。(录音课件：A要是我儿子弄坏的东西很贵重，我会觉得心痛，可能会控制不了情绪，但冷静下来还是要肯定他是诚实的。B其实，有时候孩子做错了事，比如打碎东西什么，如果他主动来告诉我，是可以原凉他的，如果他不诚实，我会很生气，说不定会打他。C我的孩子比较内向，他如果不小心弄坏东西，我会先安慰他，再提醒他以后做事细心点。)看来，爸爸妈妈还是喜欢怎样的孩子？(板书：诚实)
三、创设情景
1．同学们，平时我们在学校学习，可能会不小心弄坏别人的东西，比如(出示课件：不小心弄坏别人的新文具……)你会怎么做？
2．如果是你的新文具被别人弄坏了，你会怎么想？所以我们不小心弄坏了别人的东西，一定要想想别人的心情，不仅要诚恳的向别人道歉．还要尽量去弥补自己的过失，你们说对吗？
四、全课小结
今天这节课，我们通过交流讨论，不仅知道了弄坏别人的东西该怎么做，还知道了和别人交谈时．说话要——说清楚，听话要——听仔细。