英語(yǔ)學(xué)習(xí)課件分享六篇

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英語(yǔ)學(xué)習(xí)課件(篇1)

honest, brave, loyal, wise, handsome, smart, classical, fond of, match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt, hunt for, in order to, share, sorrow, care about, feeling, such as, airplane, lie, speech, adventure, notebook, drop a line, error ,survive, be into

solution, compass, , parachute, scared, formal, hike

I don’t enjoy singing, nor do I like computers.

I hate hiking and I’m not into classical music.

Chuck is a businessman who is always so busy that he has little time for his friends.

Chuck is on a flight across the Pacific when suddenly his plane crashes.

He realizes that he hasn’t been a very good friend because he has always been thinking about himself.

He also learns that he should have cared more about his friends.

have little time, surf the Internet, all the time, on a flight, survive the crash, a deserted island, all alone, collect water, hunt for food, make fire, develop a friendship, share happiness and sorrow, have someone to care about, to give as much as to take

Direct speech and Indirect speech.

① Learn how to describe friends.

② Learn how to express your likes and dislikes

③ Learn how to make / offer apologies

④ Learn how to change the direct speech into indirect speech and vice visa.

⑤ Learn how to compose an e-mail.

Period 1---Warming up & Speaking

Period 2---Listening & Talking

Period 3&4---Reading (plus“Pre-”&“Post-”& language study)

Period 5&6---Language study& Practicing

Period 7&8---Integrating skills &Assessing

Teaching aims: how to describe a good friend

talking about likes and dislikes

honest, brave, loyal, wise, handsome, smart, classical, be fond of, be into, classical, hobby

2. Making sentences using the words above, for example,

I think a friend should be honest. He or she never tells lies.

A good friend is someone who is brave. He or she is not afraid of difficulties.

………………

How to carry it out:

1. Greetings to the Ss:

Good morning, everyone! Stand up! Sit down, please! Class is over!

How are you today?

2. Do you have a good friend?/ what do you think should a good friend be like?/ what qualities should a good friend have? The students are asked to describe one of their good friends. Let them use as many adjective words as possible. At the same time I will write these words on the blackboard.

Then I will explain some new adjective words. And ask Ss. to make sentences using them.

Teaching aims: learn how to express your hobbies: likes and dislikes

1. Words and phrases to be studied

be into, fond (of), classical, all the time, surf the internet

not……nor/neither……

love sth./ to do / doing doesn’t/don’t like/ love sth

like sth. /to do / doing I think that……is terrible or boring.

enjoy sth./ doing sth. hate to do/doing sth.

be into sth. be not into sth.

be fond of sth./ doing sth. I can’t stand……

be crazy about sth. don’t/doesn’t enjoy sth./doing sth.

How to carry it out:

1. Ask them to make a self-introduction

Hi, my name is……. I am ……years old. And I like ……, I don’t like……, etc.

2. How to introduce their friends

Hi, everybody. …… is my good friend. He is ……. He likes ……. He doesn’t like ……. We’re friends because we have the same interests.

3. First ask the Ss. to read the text themselves. And then fill in the chart on page three. After that I will check the answers together. Then I will divide them into several groups and let them discuss the question who can be good friends. After about 5 minutes, I will ask them to answer it trying to use the useful expressions and tell the reasons. ( A group survey )

Teaching aims: how to deal with the problems or misunderstandings happened among good friends.

How to carry it out:

1. Ask the Ss. to listen and find out what they (two friends) are arguing about and give suggestions to them in oral or written form.

2. Go on listening on WB on page 85.

3. Ask the Ss. if they have some other ways/methods to solve such problems. First divide them into several groups and then give them 5 minutes to discuss it. Let them decide what the most effective way to solve such problems is.

1. Peter is often late for football practice. I think that he should try to be on time in the future.

2. Mary usually borrows things without asking and she doesn’t return things on time. She should ask the owner is she wants to borrow something and try to return it on time in the future.

3. Adam borrowed John’s CD player yesterday and now it is broken. Adam can ask his uncle to fix it.

1. Solution: Try to understand your friend/Try to talk about the problem in a different way.

2. Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.

3. Solution: Keep your secrets to yourself.

Friends often help each other. But sometimes there are some misunderstandings or unpleasant things occurring among them. To learn the skills or strategies is very important to keep good friendship. Under such circumstances, a simple apology is enough and works well. But how to make apologies?

Teaching aims: how to make apologies between friends when some unhappy/unpleasant things or misunderstandings occur.

Words and useful expressions:

a. She works in a restaurant.

b. The machine won’t work.

c. Your suggestion works well.

why did/didn’t you……？

You promised to ……

I am very sorry……

Please forgive me.

I forgot.

It won’t happen again.

You said that you would……

How to carry it out:

1. Study the example on page 85.

First, hand out cards. Divide the Ss. into several groups, and let them choose their cards and make a short conversation using the expressions on page 86. Then I will check it one by one.

2. Finish the exercises 2 on page 86.

3. Think of some other situations and let the Ss. discuss and find out the solutions and then act them out.

Homework:

b. make a name card.(full name, age, likes, dislikes……)

1. Ask the Ss. to read the questions of pre-reading. First I will explain some new words.

Match: a piece of short wood which can be used to make fire.

Some phrases: strike a match; put a match to sth; matchbox (box for holding matches). Mirror: a piece of glass which can be used to reflect images.

Some phrases: a driving-mirror; a hand mirror; look at yourself in the mirror.

Fry: to cook or be cooked in boiling fat or oil.

Gun: a kind of small weapon, which can be used to kill both persons and animals and of course you may use it to protect yourself.

Hammer: you may use a hammer to hammer a nail into the wood.

Saw: this is a kind of tool that can be used to cut the wood into two or pieces, but it is not a knife.

Compass: the instruments that can be used to distinguish the directions.

2. Then let them make up sentences using the new words.

3. I have to divide the class into seven groups, in each group there will be eight students. And I will make them discuss the questions and illustrate their reasons. I will make the students elect one captain for each group and report their reasons. The captain of each group can have a same idea or a different one. Then if the other groups don’t agree with the speaking group, they can debate.

I think a knife is the most useful, because I could use it to cut things, to fight animals, and to …….

Andy thinks that a box of matches is the most useful, because ……

Reading the whole text:

1. Brief introduction to Tom Hanks

2. Some background knowledge to this famous film Cast Away

3. List some simple questions on this passage to let the Ss. find the answers while reading the text. And then make them answer them.

Who is Chuck Noland?

Why did he land on a deserted island?

How many years had he stay there?

Is he alone?

…………

4. Finish the first two questions of post-reading on page 4.

5. Divide the whole class into several groups to discuss Question 4 of post-reading on page 4 or hold a debate among them.( Divide them into four groups. Each group represents one view of points.)

6. Explain the language points in the text one by one. At the same time, make them make up sentences using what they have learnt.

Homework:

a. Try to memorize the new words & expressions.

b. Try to recite the third paragraph.

c. Write a composition: words limits: 100

If you were alone on an island, what would you do in order to survive?

7. Some knowledge points:

a. In the movie Cast Away, Tom Hanks played a man named Chuck Noland.

Cast: cast, cast. To throw sth. on purpose or with force.

Cast sb. away: usually used in the passive voice. It means that leaving sb somewhere because of the wreck.

Play: to act the role of sb. e.g. he is playing Hamlet on the stage

b. Chuck is a businessman who is always so busy that he has little time for his friends.

So +adjective / adv. + that + a sentence 如此. ……. 以至于……..

e.g. That shirt is so nice that I have to buy it even if I have to borrow some money from my friends.

He did so well that he was praised by the boss.

c . (phrase) a successful manager

d. One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.

“When” means “just at that time”. It is usually used in the following structures:

e.g. we were at work that afternoon when suddenly a fire broke out.

b. be doing sth. + when…

e.g. we were having a meeting when someone broke in angrily.

c. be about to do sth. + when …..

e.g. I was about to go out when someone knocked at the door.

e. Chuck survives the crash and lands on a deserted island.

Survive: continue to live or exist in spite of nearly being killed or destroyed.

Survive an earthquake, accident, etc.

e.g. the plants may not survive the frost.

Deserted: with no one present. A deserted street, area, etc.

d. all alone: all by himself or it means that only by himself.

e. He has to learn how to collect water, hunt for food, and make fire.

f. challenge: N. invitation or call to take part in a game, contest, fight, etc. to prove who is better or stronger, etc.

to issue / accept a challenge.

Challenge V. challenge sb (to sth.) e.g. challenge sb to a game of tennis.

Challenging adj. 具有挑戰(zhàn)性的，激勵(lì)的 e.g. a challenging job, test.

g. In order to survive, Chuck develops a friendship with an unusual friend---a volleyball he calls Wilson.

In order to do sth. means “ so as to” but “so as to” could not be used in a negative sentence.

Develop a friendship with sb.

h. He realizes that he hasn’t been a very good friend because he has always been thinking about himself.

Realize(se): understand e.g. I realized that they had told the secret the others before they told it to us.

Have / has been doing sth. 現(xiàn)在完成進(jìn)行時(shí)

Think about and think of:

作“考慮”和“想起”解時(shí)兩者同意，可以互換使用。但是作“對(duì)……有看法”或“評(píng)價(jià)”時(shí)則只能使用think of.

e.g. do you ever think about your childhood?

What do you think of the film?

i. even if is equal to even though. 讓步狀語(yǔ)從句

j. He talks to him and treats him as a friend.

Treat……. as(pre.)….. e.g. I decided to treat his words as jokes.

share: to have or use sth. with others.

share sth. (with sb.) e.g. there is only one bedroom, so we have to share. I mean I have to share the bedroom with you.

l. it is important to have someone to care about

it is +adj. +to / for sb to do something

e.g. it is difficult for us to pass CET 4

it is very kind of you to help me with my homework.

m. Care about: be worried, concerned or interested. 憂(yōu)慮，關(guān)心，惦念

e.g. People all over the world are caring about the future of Iraq.

They don’t care about what will happen to the family.

Care for: （一般用于疑問(wèn)句和否定句） 喜歡或愛(ài)某人；照看，照顧某人；（否定句）對(duì)某人或某事物愛(ài)好或喜愛(ài)

e.g. he cares for her deeply.

Who will care for him if his wife dies?

I don’t care much for opera.

n. He also learns that he should have cared more about his friends.

Should have cared: should have done, this is the subjunctive mood. It means that you should do something, but really you didn’t do that.

o. We must give as much as we take.

As + adj. / adv. +as + noun. / a sentence

e.g. You should finish the work as early as possible.

We will do the work as well as we can.

Can you give me the apple as big as yours?

p. human being: man, woman or child; person

q. The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.

此句的基本結(jié)構(gòu)是the lesson is……..that……..

Who 引導(dǎo)的是定語(yǔ)從句修飾的是all the others, 但that 引導(dǎo)的是表語(yǔ)從句，在表語(yǔ)從句中必須使用陳述語(yǔ)序。

e.g. the trouble is that I have lost his address.

r. such as and for example: such as + noun. For example, +noun or sentence and the phrase for example can be used at the end of a sentence.

e.g. many people, such as children and old men, lost their lives in the war.

Many soldiers, for example, Lei Feng, have done very great deeds in their lives.

s. friendship helps us understand who we are.

help sb +to do / do sth.

You may help me to finish the job.

Teaching aims: Learn the rules of transformation of the Direct and Indirect Speeches and transform them fluently and correctly.

How to carry it out:

1. Greetings to the Ss.

2. Dictation of words & phrases.

3. “Word study” on Page 4. Fill in and then translate them.

4. “Vocabulary” on page 87 in WB.

5. Give instructions on the translation work and do “Vocabulary 3”. Let the Ss. hand it in.

當(dāng)我們引用別人的話(huà)時(shí)。如果我們引用別人的原話(huà)，那么被引用的部分就叫直接引語(yǔ)，一般用“ ”引起來(lái)。如果我們用自己把意思轉(zhuǎn)述出來(lái)，那么這樣的話(huà)稱(chēng)為間接引語(yǔ)。間接引語(yǔ)在多數(shù)情況下都構(gòu)成一個(gè)賓語(yǔ)從句。由直接引語(yǔ)轉(zhuǎn)化成間接引語(yǔ)可以分成下面幾種情況：

1、如果直接引語(yǔ)是一個(gè)陳述句，在變成間接引語(yǔ)時(shí)一是要用連詞把主句和從句連接起來(lái)，that可省略。二是根據(jù)意思改變?nèi)朔Q(chēng)，三是直接引語(yǔ)的動(dòng)詞的時(shí)態(tài)要作相應(yīng)的變動(dòng)。四是根據(jù)意思將指示代詞、地點(diǎn)及時(shí)間狀語(yǔ)等作必要的變動(dòng)。

⑴Lin Tao said, “I am ready.”

Lin Tao said (that) he was ready.

⑵He said (to me), “I have left my book at home”

He told me that he had left his book at home.

⑶She said, “I will come here again tonight.”

She said (that) she would come there again that night.

2、在引用一個(gè)疑問(wèn)句時(shí)，要用連詞whether或if連接起來(lái)，不能省略。此外還要把人稱(chēng)、時(shí)態(tài)，時(shí)間和地點(diǎn)狀語(yǔ)作相應(yīng)的變化，從句一定要用陳述語(yǔ)序。

He asked, “Can you come here tomorrow.”

He asked (me) if I could go there the next day.

He asked, “ are you a teacher?”

He asked me whether / if I was a teacher.

3、如果直接引語(yǔ)是特殊疑問(wèn)句，那么特殊疑問(wèn)句作連詞，連詞不能省略，然后人稱(chēng)、時(shí)態(tài)、時(shí)間狀語(yǔ)等仍需適當(dāng)?shù)淖兓?，引語(yǔ)的語(yǔ)序?yàn)殛愂稣Z(yǔ)序。

⑴.He asked, “How are you getting along with your studies.”

He said me how I was getting along with my studies.

⑵.She asked, “Where will you have lunch ,Tom.”

She asked Tom where he would have lunch.

(3) She said, “ what are you doing?”

She asked me what I was doing.

注意：如果直接引語(yǔ)表達(dá)的是客觀事實(shí)，或當(dāng)時(shí)直接轉(zhuǎn)述，時(shí)態(tài)不用變。如：

The teacher told us that the earth turns around the sun.

4、一些常用詞改變規(guī)律表：

This week(month ,etc) that week(month)

Last week(month) The week (month etc) before

Three days (a year, etc) ago three days (a year etc) before

Tomorrow the next (following)day

Next week(month) the next (following)week

5、如果直接引語(yǔ)是祈使句，將say變?yōu)閍sk或tell等，直接在動(dòng)詞前加“to” 。否定式加not to，這個(gè)請(qǐng)求或命令由一個(gè)復(fù)合賓語(yǔ)表示出來(lái)。

He said, “Come in, please.”

He asked me to come in.

He said, “Don’t do that again ,Peter.”

He told Peter not to do that again.

Grammar exercises 1:

Ask someone to answer.

1. Do “Grammar” 1 on Page 5 in SB, paying enough attention to the students’ common errors.

2. Do “Grammar” 1 on Page 87 in WB.

3. Do “Grammar” 2 & 3 individually, in pairs, or in groups. Of course, this part can be assigned for the students’ homework.

4. “Grammar” 2 on Page 5-6 in SB is optional. You may do it by way of pair work or group work, or even simply omit it. But in this part, I should emphasize some words and phrases:

be angry with sb.

miss sth / sb.

I am scared.

Homework:

Finish Question 2 on page 87 after class. And check it next period.

Integrating skills &Assessing

Teaching aims: how to compose an E-mail

How to carry it out:

1. Greetings to the Ss.

Point out some common problems coming forth in Ss.’ homework.

3. Reading and Writing on page 6 & 7 on the Ss.’ Book.

Study the instruction and read the two quoted messages to decide whom of the two to make friends with.

Pay special attention to the following words and phrases:

e-pal, click it away, drop sb. line

Hi/Dear……

………………

………………

5. Get the Ss. finish writing on page 7 & 90.

6. Finish “Reading” on page 88 & 89.

Handouts for Ss. to self assess. Add some other items.

Homework:

1. Ask the Ss. to write an E-mail to me.

2. Preview the new unit especial the new words.

英語(yǔ)學(xué)習(xí)課件(篇2)

________________________________________

外語(yǔ)課應(yīng)該培養(yǎng)哪些學(xué)習(xí)習(xí)慣，因教學(xué)所依據(jù)的教學(xué)理論之不同而有不同。以課堂教學(xué)為例，傳統(tǒng)課堂教學(xué)理論要求學(xué)生跟著教師走以形成默契的習(xí)慣：而以學(xué)生為主體的教學(xué)理論則重視在學(xué)生之間開(kāi)展活動(dòng)的習(xí)慣。以教學(xué)法體系為例、聽(tīng)說(shuō)法重視師生之間的對(duì)話(huà)，重視遵循控制的習(xí)慣；而功能法卻重視在交際情景中的相互交談．鼓勵(lì)學(xué)生養(yǎng)成彼此交談、不墨守規(guī)則程序的習(xí)慣。

四川省首批特級(jí)外語(yǔ)教師、南開(kāi)中學(xué)的喻們文同志總結(jié)數(shù)十年教初中英語(yǔ)的經(jīng)驗(yàn)，認(rèn)為應(yīng)培養(yǎng)八種學(xué)習(xí)習(xí)慣。摘引于下，供作參考。

（1）上課的習(xí)慣。上課前把課堂上要用的東西如教科書(shū)、練習(xí)本、筆、紙放在桌上一定的地方。預(yù)備鈴響就安靜下來(lái)， 收心， 唱唱英文歌，造成英文氣氛。學(xué)生在課堂上怎樣站， 怎樣坐，都應(yīng)作要求。因?yàn)檫@些反映學(xué)生的精神面貌。

（2）嚴(yán)守紀(jì)律，專(zhuān)心聽(tīng)講的習(xí)慣。為此，教師要使學(xué)生個(gè)個(gè) 處于緊張的思維狀態(tài)，讓學(xué)生個(gè)個(gè)有事做，不給予調(diào)皮的機(jī)會(huì)。這兩點(diǎn)在初一上必須解決，遲了就麻煩了。

（3）服從指揮的習(xí)慣。教師叫干什么就干什么；該聽(tīng)的時(shí)候 就靜靜地聽(tīng)，該說(shuō)的時(shí)候就大聲地說(shuō)；提問(wèn)時(shí)不能爭(zhēng)先恐后，搞亂秩序，要舉手發(fā)言；做游戲時(shí)，興高采烈之際也要聽(tīng)指揮。

（4）文明禮貌、尊重別人的習(xí)慣。靜聽(tīng)別人讀、說(shuō)，不嘲笑 錯(cuò)誤，敬重學(xué)習(xí)的好成績(jī)。

（5）主動(dòng)積極，大膽開(kāi)口，正確再要求規(guī)范、工整、美觀。這兩點(diǎn)在初一上必須解決，遲了就麻煩 了。

（6）良好的書(shū)寫(xiě)習(xí)慣。首先要求卷面整潔、不潦草、不涂抹；

（7）改正自己錯(cuò)誤的習(xí)慣。教師在課堂課后，書(shū)面口頭都應(yīng) 要求學(xué)生改正自己的和同學(xué)說(shuō)寫(xiě)錯(cuò)誤，從而迫使學(xué)生非注意和動(dòng)腦筋不可。

（8）每天課后自覺(jué)復(fù)習(xí)，朗讀、背誦、記憶的習(xí)慣。學(xué)一 點(diǎn)，會(huì)一點(diǎn)，記住一點(diǎn)，才能逐步提高外語(yǔ)快速反應(yīng)。課外作業(yè)一定要先復(fù)習(xí)再作題。 培養(yǎng)良好學(xué)習(xí)習(xí)慣必須盡早開(kāi)始，從易處著手；嚴(yán)格要求，決不例外。

英語(yǔ)學(xué)習(xí)課件(篇3)

在小學(xué)英語(yǔ)教學(xué)當(dāng)中，我們常常更注重于興趣的培養(yǎng)，而忽視學(xué)生課堂行為習(xí)慣的養(yǎng)成，因此，本課時(shí)，在兼顧興趣激發(fā)的同時(shí)，我側(cè)重學(xué)生學(xué)習(xí)習(xí)慣的培養(yǎng)，設(shè)計(jì)各種評(píng)價(jià)方式，以此來(lái)訓(xùn)練英語(yǔ)課堂常規(guī)。教學(xué)中，注重培養(yǎng)學(xué)生積極用簡(jiǎn)單的英語(yǔ)進(jìn)行表達(dá)，并通過(guò)創(chuàng)設(shè)真實(shí)情境，讓學(xué)生把所學(xué)知識(shí)運(yùn)用到日常生活中。

在熱身階段，我通過(guò)改編生日歌曲，把Good morning巧妙地放入歌曲中，引入課題。 激起學(xué)生學(xué)習(xí)興趣的同時(shí)，也達(dá)到了鋪墊新知的作用。為了讓孩子們?cè)谡鎸?shí)情境中感知學(xué)習(xí)內(nèi)容，我通過(guò)介紹Amy的一天學(xué)生家庭生活，讓所學(xué)的句型Good morning/afternoon/evening穿插在故事中，即聯(lián)系實(shí)際，又能激發(fā)學(xué)生的學(xué)習(xí)興趣。

此次聽(tīng)課教研活動(dòng)的主題涉及一年級(jí)學(xué)生課堂常規(guī)，為了讓孩子們從小養(yǎng)成良好的課堂學(xué)習(xí)習(xí)慣。現(xiàn)代教育觀認(rèn)為，教育不僅要讓孩子學(xué)到科學(xué)文化知識(shí)，更重要的是讓孩子掌握學(xué)習(xí)的方法和途徑，而良好的方法有賴(lài)于良好的學(xué)習(xí)習(xí)慣。好的習(xí)慣可以克服惰性、化解困難、培養(yǎng)自信。差的習(xí)慣讓人玩物喪志、不思進(jìn)取。小學(xué)是基礎(chǔ)教育時(shí)期，在打好孩子基本功的同時(shí)，培養(yǎng)他們良好的學(xué)習(xí)習(xí)慣是關(guān)鍵。我結(jié)合自身的.教學(xué)風(fēng)格，設(shè)計(jì)了各種活動(dòng)，比如炸彈游戲，拍手游戲等來(lái)鞏固所學(xué)的新知Good morning/afternoon/evening，讓孩子們?cè)谕嬷袑W(xué)，學(xué)中完，真正達(dá)到了寓教于樂(lè)的目的。同時(shí)，我還通過(guò)各種評(píng)價(jià)方式，調(diào)控課堂的同時(shí)，激勵(lì)學(xué)生學(xué)習(xí)的興趣。

當(dāng)然，通過(guò)這一堂課，我也認(rèn)識(shí)到自己還有很多待改進(jìn)的地方。比如，在一年級(jí)英語(yǔ)課堂教學(xué)中，教師不必顧忌使用，有時(shí)候中文的提示往往會(huì)達(dá)到事半功倍的效果。 Amy的一天這個(gè)故事，沒(méi)能充分利用好，可以在鞏固拓展環(huán)節(jié)時(shí)，和學(xué)生一起，把故事復(fù)述一遍。既達(dá)到了復(fù)習(xí)的目的，又可以讓學(xué)生在真實(shí)場(chǎng)景中運(yùn)用所學(xué)知識(shí)。整節(jié)課下來(lái)感覺(jué)“前緊后松”，前半節(jié)課節(jié)奏很快，但新單詞未深入，導(dǎo)致后面學(xué)生很難在真實(shí)場(chǎng)景中運(yùn)用，難點(diǎn)難以突破。板書(shū)設(shè)計(jì)可以更科學(xué)，應(yīng)把三個(gè)重點(diǎn)句型一直貼在黑板上，起到提示的作用。最好的Homework全是英文，學(xué)生看不懂，不應(yīng)該為了展示而去設(shè)計(jì)，要充分考慮到學(xué)生的實(shí)際特點(diǎn)和需要。

通過(guò)萬(wàn)老師的點(diǎn)評(píng)，我受益菲淺，感覺(jué)到我有很多要學(xué)習(xí)的地方，因?yàn)檎n堂始終屬于變化之中，沒(méi)有最好，只有更好。著名的教育家葉瀾說(shuō)過(guò)：“一個(gè)教師寫(xiě)一輩子教案不一定成為名師，如果一個(gè)教師寫(xiě)三年教學(xué)反思可能成為名師”。只有不斷反思，教書(shū)育人，記錄教育現(xiàn)象，思考教育問(wèn)題，體會(huì)教育感受，才能不斷提高。

英語(yǔ)學(xué)習(xí)課件(篇4)

活動(dòng)目標(biāo)：

1.感受故事中"魔術(shù)棒"的神奇，理解故事的主要內(nèi)容。

2.學(xué)習(xí)短句"××，××，長(zhǎng)長(zhǎng)長(zhǎng)。""××，××，縮縮縮。"并發(fā)準(zhǔn)"長(zhǎng)"和"縮"的音。

活動(dòng)準(zhǔn)備：

1.經(jīng)驗(yàn)準(zhǔn)備：幼兒看過(guò)魔術(shù)表演，并對(duì)"魔力"有初步的了解。

2.材料準(zhǔn)備：

(1)小花在魔術(shù)棒指揮下變大變小的課件及故事課件。

(2)由廢舊收音機(jī)天線(xiàn)或熒光棒中的發(fā)光燈管等制作而成的"魔術(shù)棒"。

活動(dòng)過(guò)程：

一、以小老鼠的魔術(shù)棒引題，激發(fā)幼兒的興趣

師：你們好!我是小老鼠奇奇。我有一根神奇的魔術(shù)棒，它有什么神奇的本領(lǐng)呢?請(qǐng)你們猜猜看。

二、結(jié)合小花在魔術(shù)棒指揮下變大變小的課件，引導(dǎo)幼兒感受魔術(shù)棒的神奇，學(xué)習(xí)短句："××，××，長(zhǎng)長(zhǎng)長(zhǎng)。""××，××，縮縮縮。"

師：小老鼠的魔術(shù)棒到底有什么本領(lǐng)?我們一起來(lái)看一看。(播放課件。)

師：小老鼠用魔術(shù)棒讓小花怎么變的?

師：猜猜看，小老鼠讓小花變大時(shí)會(huì)說(shuō)什么呢?

(幼兒結(jié)合課件學(xué)習(xí)"××，××，長(zhǎng)長(zhǎng)長(zhǎng)""××，××，縮縮縮"的句式。)

三、分段演示故事課件，引導(dǎo)幼兒初步理解故事的主要內(nèi)容

1.感知理解故事的前半部分。

師：瞧，小老鼠帶著這根神奇的魔術(shù)棒出門(mén)了!它在路上會(huì)遇到什么事呢?我們一起來(lái)看看吧。(播放故事課件一的前半段。)師：小老鼠帶著魔術(shù)棒來(lái)到樹(shù)下發(fā)生了什么事?它會(huì)怎么辦?

師：誰(shuí)能用剛才學(xué)過(guò)的魔語(yǔ)來(lái)說(shuō)一說(shuō)?

2.感知理解故事的后半部分。

(播放故事課件二的前半段。)

師：小老鼠帶著魔術(shù)棒來(lái)到草地上，看見(jiàn)小雞、小狗在玩。這時(shí)，發(fā)生了什么事?

師：哦，雨下得可真大呀!小雞、小狗沒(méi)地方避雨，心里可著急了。小老鼠看到蘑菇后說(shuō)"我有辦法了"。你們猜猜小老鼠想到了什么辦法?

師：那它把蘑菇變大時(shí)怎么說(shuō)?

四、引導(dǎo)幼兒完整欣賞故事，進(jìn)一步理解故事內(nèi)容

1.完整欣賞故事，能較清楚地說(shuō)出魔術(shù)棒前后兩次的用途。

師：老師把剛才發(fā)生的事編成了一個(gè)故事，我們一起來(lái)聽(tīng)聽(tīng)。 (教師有感情地完整講述故事，幫助幼兒進(jìn)一步了解故事內(nèi)容。)

師：第一次，小老鼠用魔術(shù)棒幫助了誰(shuí)?是怎么幫助的?

幼：第一次，它幫助自己把樹(shù)變小拿到帽子。

幼：后來(lái)它又把樹(shù)變大。

師：第二次，它用魔術(shù)棒幫助了誰(shuí)?"屈,老師.教案,網(wǎng)出,處!是怎么幫助的?

幼：第二次，它幫助小雞和小狗，把蘑菇變成雨傘避雨。

幼：雨停了，小老鼠又把蘑菇變小。

2.結(jié)合課件再次完整欣賞故事，理解、體驗(yàn)幫助別人的快樂(lè)。

師：你們喜歡這個(gè)故事嗎?我們?cè)僖黄饋?lái)聽(tīng)聽(tīng)吧。

(教師結(jié)合課件邊演示邊講述，幫助幼兒進(jìn)一步熟悉故事。)

師：誰(shuí)能說(shuō)一說(shuō)為什么喜歡這個(gè)故事?

幼：小老鼠的魔術(shù)棒會(huì)變魔術(shù)。

幼：我喜歡小老鼠，它會(huì)用魔術(shù)棒拿帽子/會(huì)幫助小雞、小狗避雨……

師：原來(lái)小老鼠不僅用魔術(shù)棒幫助了自己，也幫助了小雞、小狗，大家都很開(kāi)心。

五、結(jié)束活動(dòng)

師：小老鼠在幫助了小雞、小狗后繼續(xù)往前走，接下來(lái)還會(huì)發(fā)生什么事呢?小老鼠還會(huì)用魔術(shù)棒幫助誰(shuí)呢?請(qǐng)你們回去想一想，然后接著往下編。

活動(dòng)反思：

小班幼兒語(yǔ)言發(fā)展很大程度上取決于外界的環(huán)境刺激，“我們應(yīng)為幼兒創(chuàng)設(shè)自由、寬松的語(yǔ)言交往環(huán)境……”所以我充分運(yùn)用直觀性的課件，引領(lǐng)孩子觀察、討論，同時(shí)將教學(xué)活動(dòng)生活化，童話(huà)故事和孩子的生活經(jīng)驗(yàn)相結(jié)合，靜態(tài)的內(nèi)容變成了動(dòng)態(tài)的情境，孩子們喜歡看，喜歡說(shuō)，愿意說(shuō)，為理解故事內(nèi)容起到了事半功倍的作用。從而為突破活動(dòng)的重點(diǎn)目標(biāo)——“樂(lè)意觀察圖片，在幼兒觀察圖片的基礎(chǔ)上理解故事情節(jié)?！碧峁┝擞行У慕鉀Q策略。同時(shí)也激發(fā)了孩子們閱讀的興趣，培養(yǎng)了初步的閱讀能力。

英語(yǔ)學(xué)習(xí)課件(篇5)

作者：陳金鳳

[摘要]教師在進(jìn)行閱讀教學(xué)設(shè)計(jì)時(shí)，可以通過(guò)對(duì)主題和內(nèi)容的挖掘，為學(xué)生設(shè)計(jì)有情境、有層次、有實(shí)效的英語(yǔ)學(xué)習(xí)活動(dòng)，以激發(fā)學(xué)生的學(xué)習(xí)興趣和熱情，讓學(xué)生深度參與課堂，發(fā)展英語(yǔ)學(xué)科核心素養(yǎng)。

[關(guān)鍵詞]英語(yǔ)學(xué)習(xí)活動(dòng)觀；閱讀教學(xué)活動(dòng)；設(shè)計(jì)；核心素養(yǎng)

[中圖分類(lèi)號(hào)] g633.41 [文獻(xiàn)標(biāo)識(shí)碼] a [文章編號(hào)] 1674-6058（2018）19-0038-02

活動(dòng)閱讀教學(xué)是提高學(xué)生英語(yǔ)素養(yǎng)和教學(xué)效果的重要手段。在新時(shí)代背景下，高中英語(yǔ)閱讀教學(xué)須以學(xué)生為主體，創(chuàng)新設(shè)計(jì)閱讀教學(xué)活動(dòng)形式，從教學(xué)和學(xué)生的實(shí)際出發(fā)，制訂教學(xué)目標(biāo)、活動(dòng)程序，以令人耳目一新的活動(dòng)促進(jìn)學(xué)生樂(lè)學(xué)，進(jìn)而全面提高教學(xué)有效性。下面以北師大版高中英語(yǔ)module 2 unit 4 lesson 4教學(xué)設(shè)計(jì)為例，**如何通過(guò)主題和內(nèi)容的挖掘，為學(xué)生設(shè)計(jì)有情境、有層次、有實(shí)效的英語(yǔ)閱讀活動(dòng)。

一、英語(yǔ)學(xué)習(xí)活動(dòng)觀的內(nèi)涵

《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017年版）》提出了指向?qū)W科核心素養(yǎng)的英語(yǔ)學(xué)習(xí)活動(dòng)觀，即學(xué)生在主題意義引領(lǐng)下，以各種語(yǔ)篇為依托，通過(guò)學(xué)習(xí)理解、實(shí)踐應(yīng)用、遷移創(chuàng)新等一系列的英語(yǔ)學(xué)習(xí)活動(dòng)，在分析問(wèn)題和解決問(wèn)題的過(guò)程中，促進(jìn)自身語(yǔ)言知識(shí)學(xué)習(xí)、語(yǔ)言技能發(fā)展、文化內(nèi)涵理解、多元思維發(fā)展、價(jià)值取向判斷和學(xué)習(xí)策略運(yùn)用。這一過(guò)程既是語(yǔ)言知識(shí)與語(yǔ)言技能整合發(fā)展的過(guò)程，也是文化意識(shí)不斷增強(qiáng)、思維品質(zhì)不斷提升、學(xué)習(xí)能力不斷提高的過(guò)程。從課程標(biāo)準(zhǔn)來(lái)看，英語(yǔ)學(xué)習(xí)活動(dòng)應(yīng)該在英語(yǔ)課程內(nèi)容語(yǔ)課程目標(biāo)之間架起一座橋梁；要重視課程內(nèi)容的整合性學(xué)習(xí)；要反映外語(yǔ)學(xué)習(xí)特點(diǎn)的認(rèn)知與應(yīng)用維度，即學(xué)習(xí)與理解活動(dòng)、應(yīng)用與實(shí)踐活動(dòng)、遷移與創(chuàng)新活動(dòng)。

可以看出，學(xué)習(xí)活動(dòng)的概念不是固定的活動(dòng)模式，而是一種相對(duì)宏觀的學(xué)習(xí)方法。

英語(yǔ)學(xué)習(xí)課件(篇6)

教學(xué)目標(biāo)：

1. 學(xué)習(xí)單詞weekend, drank, show, anything, else.

2. 全體學(xué)生能運(yùn)用：What did you do? I stayed at home with your grandma. We drank tea in the afternoon and watched TV.

3. 掌握動(dòng)詞過(guò)去式的句子。

4. 能朗讀課文，并能進(jìn)行角色表演。

在小組的討論交流中，培養(yǎng)學(xué)生英語(yǔ)的綜合運(yùn)用能力。

教學(xué)重點(diǎn)：

重點(diǎn)是掌握A-Let’s learn的四會(huì)單詞和短語(yǔ)，并詢(xún)問(wèn)別人的身體狀況。 教學(xué)難點(diǎn)：

全體學(xué)生能掌握重點(diǎn)單詞及句型。

教具學(xué)具課件準(zhǔn)備

錄音機(jī)、磁帶、圖片 第幾課時(shí): 1

探索流程 個(gè)性添加(教學(xué)反思)

Step 1: greeting

T: hello boys and girls.

S: hello MS Wang.

T: good morning/good afternoon class.

S: good morning/good afternoon MS Wang.

T: nice to see you again.

S: nice to see you, too.

Step 2: warmer

Review some words we have studied in last class.

Dialogue practice.

播放Let’s try的錄音

Step 3 presentation

(1)生閱讀let’s talk的短文并圈出不認(rèn)識(shí)的單詞：was drank

(2)師講解：drink—drank

am. is---was

are----were

(3)教師播放Let’s talk 的課件，并要求學(xué)生回答問(wèn)題：what did mike’s grandpa do last weekend?

(4)教師再次播放Let’s talk 的課件，學(xué)生跟讀并思考問(wèn)題：

How was your weekend?

What did you do last weekend?

What are you going to do next weekend?

Step 4 practice

(1)role-play

兩人一組練習(xí)對(duì)話(huà)，并請(qǐng)三組上臺(tái)表演

(2)make a report

向全班講述自己的上個(gè)周末做了哪些事情。

板書(shū)設(shè)計(jì) 作業(yè)布置

Unit 2 Last Weekend

What did you do last weekend?

I ……

drink—drank

am. is---was

are----were

(1)學(xué)生聽(tīng)讀P14-16兩遍。

(2)學(xué)生背誦和抄寫(xiě)單詞和短語(yǔ)4遍。

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