教案課件是老師上課的重要部分，準備教案課件的時刻到來了。編寫完整的教案是實現(xiàn)高質量高效益教學的基礎，優(yōu)秀的課件教案怎么寫？以下是小編為大家整理的“英語學習課件”的相關內容，請需要幫助的朋友來這里一探究竟！
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)在完成進行時
Think about and think of:
作“考慮”和“想起”解時兩者同意，可以互換使用。但是作“對……有看法”或“評價”時則只能使用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. 憂慮，關心，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: （一般用于疑問句和否定句） 喜歡或愛某人；照看，照顧某人；（否定句）對某人或某事物愛好或喜愛
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.
此句的基本結構是the lesson is……..that……..
Who 引導的是定語從句修飾的是all the others, 但that 引導的是表語從句，在表語從句中必須使用陳述語序。
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.
當我們引用別人的話時。如果我們引用別人的原話，那么被引用的部分就叫直接引語，一般用“ ”引起來。如果我們用自己把意思轉述出來，那么這樣的話稱為間接引語。間接引語在多數(shù)情況下都構成一個賓語從句。由直接引語轉化成間接引語可以分成下面幾種情況：
1、如果直接引語是一個陳述句，在變成間接引語時一是要用連詞把主句和從句連接起來，that可省略。二是根據意思改變人稱，三是直接引語的動詞的時態(tài)要作相應的變動。四是根據意思將指示代詞、地點及時間狀語等作必要的變動。
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、在引用一個疑問句時，要用連詞whether或if連接起來，不能省略。此外還要把人稱、時態(tài)，時間和地點狀語作相應的變化，從句一定要用陳述語序。
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、如果直接引語是特殊疑問句，那么特殊疑問句作連詞，連詞不能省略，然后人稱、時態(tài)、時間狀語等仍需適當?shù)淖兓Z的語序為陳述語序。
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：如果直接引語表達的是客觀事實，或當時直接轉述，時態(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、如果直接引語是祈使句，將say變?yōu)閍sk或tell等，直接在動詞前加“to” 。否定式加not to，這個請求或命令由一個復合賓語表示出來。
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.
________________________________________
外語課應該培養(yǎng)哪些學習習慣，因教學所依據的教學理論之不同而有不同。以課堂教學為例，傳統(tǒng)課堂教學理論要求學生跟著教師走以形成默契的習慣：而以學生為主體的教學理論則重視在學生之間開展活動的習慣。以教學法體系為例、聽說法重視師生之間的對話，重視遵循控制的習慣；而功能法卻重視在交際情景中的相互交談．鼓勵學生養(yǎng)成彼此交談、不墨守規(guī)則程序的習慣。
四川省首批特級外語教師、南開中學的喻們文同志總結數(shù)十年教初中英語的經驗，認為應培養(yǎng)八種學習習慣。摘引于下，供作參考。
（1）上課的習慣。上課前把課堂上要用的東西如教科書、練習本、筆、紙放在桌上一定的地方。預備鈴響就安靜下來， 收心， 唱唱英文歌，造成英文氣氛。學生在課堂上怎樣站， 怎樣坐，都應作要求。因為這些反映學生的精神面貌。
（2）嚴守紀律，專心聽講的習慣。為此，教師要使學生個個 處于緊張的思維狀態(tài)，讓學生個個有事做，不給予調皮的機會。這兩點在初一上必須解決，遲了就麻煩了。
（3）服從指揮的習慣。教師叫干什么就干什么；該聽的時候 就靜靜地聽，該說的時候就大聲地說；提問時不能爭先恐后，搞亂秩序，要舉手發(fā)言；做游戲時，興高采烈之際也要聽指揮。
（4）文明禮貌、尊重別人的習慣。靜聽別人讀、說，不嘲笑 錯誤，敬重學習的好成績。
（5）主動積極，大膽開口，正確再要求規(guī)范、工整、美觀。這兩點在初一上必須解決，遲了就麻煩 了。
（6）良好的書寫習慣。首先要求卷面整潔、不潦草、不涂抹；
（7）改正自己錯誤的習慣。教師在課堂課后，書面口頭都應 要求學生改正自己的和同學說寫錯誤，從而迫使學生非注意和動腦筋不可。
（8）每天課后自覺復習，朗讀、背誦、記憶的習慣。學一 點，會一點，記住一點，才能逐步提高外語快速反應。課外作業(yè)一定要先復習再作題。 培養(yǎng)良好學習習慣必須盡早開始，從易處著手；嚴格要求，決不例外。
在小學英語教學當中，我們常常更注重于興趣的培養(yǎng)，而忽視學生課堂行為習慣的養(yǎng)成，因此，本課時，在兼顧興趣激發(fā)的同時，我側重學生學習習慣的培養(yǎng)，設計各種評價方式，以此來訓練英語課堂常規(guī)。教學中，注重培養(yǎng)學生積極用簡單的英語進行表達，并通過創(chuàng)設真實情境，讓學生把所學知識運用到日常生活中。
在熱身階段，我通過改編生日歌曲，把Good morning巧妙地放入歌曲中，引入課題。 激起學生學習興趣的同時，也達到了鋪墊新知的作用。為了讓孩子們在真實情境中感知學習內容，我通過介紹Amy的一天學生家庭生活，讓所學的句型Good morning/afternoon/evening穿插在故事中，即聯(lián)系實際，又能激發(fā)學生的學習興趣。
此次聽課教研活動的主題涉及一年級學生課堂常規(guī)，為了讓孩子們從小養(yǎng)成良好的課堂學習習慣?，F(xiàn)代教育觀認為，教育不僅要讓孩子學到科學文化知識，更重要的是讓孩子掌握學習的方法和途徑，而良好的方法有賴于良好的學習習慣。好的習慣可以克服惰性、化解困難、培養(yǎng)自信。差的習慣讓人玩物喪志、不思進取。小學是基礎教育時期，在打好孩子基本功的同時，培養(yǎng)他們良好的學習習慣是關鍵。我結合自身的.教學風格，設計了各種活動，比如炸彈游戲，拍手游戲等來鞏固所學的新知Good morning/afternoon/evening，讓孩子們在玩中學，學中完，真正達到了寓教于樂的目的。同時，我還通過各種評價方式，調控課堂的同時，激勵學生學習的興趣。
當然，通過這一堂課，我也認識到自己還有很多待改進的地方。比如，在一年級英語課堂教學中，教師不必顧忌使用，有時候中文的提示往往會達到事半功倍的效果。 Amy的一天這個故事，沒能充分利用好，可以在鞏固拓展環(huán)節(jié)時，和學生一起，把故事復述一遍。既達到了復習的目的，又可以讓學生在真實場景中運用所學知識。整節(jié)課下來感覺“前緊后松”，前半節(jié)課節(jié)奏很快，但新單詞未深入，導致后面學生很難在真實場景中運用，難點難以突破。板書設計可以更科學，應把三個重點句型一直貼在黑板上，起到提示的作用。最好的Homework全是英文，學生看不懂，不應該為了展示而去設計，要充分考慮到學生的實際特點和需要。
通過萬老師的點評，我受益菲淺，感覺到我有很多要學習的地方，因為課堂始終屬于變化之中，沒有最好，只有更好。著名的教育家葉瀾說過：“一個教師寫一輩子教案不一定成為名師，如果一個教師寫三年教學反思可能成為名師”。只有不斷反思，教書育人，記錄教育現(xiàn)象，思考教育問題，體會教育感受，才能不斷提高。
活動目標：
1.感受故事中"魔術棒"的神奇，理解故事的主要內容。
2.學習短句"××，××，長長長。""××，××，縮縮縮。"并發(fā)準"長"和"縮"的音。
活動準備：
1.經驗準備：幼兒看過魔術表演，并對"魔力"有初步的了解。
2.材料準備：
(1)小花在魔術棒指揮下變大變小的課件及故事課件。
(2)由廢舊收音機天線或熒光棒中的發(fā)光燈管等制作而成的"魔術棒"。
活動過程：
一、以小老鼠的魔術棒引題，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棒，它有什么神奇的本領呢?請你們猜猜看。
二、結合小花在魔術棒指揮下變大變小的課件，引導幼兒感受魔術棒的神奇，學習短句："××，××，長長長。""××，××，縮縮縮。"
師：小老鼠的魔術棒到底有什么本領?我們一起來看一看。(播放課件。)
師：小老鼠用魔術棒讓小花怎么變的?
師：猜猜看，小老鼠讓小花變大時會說什么呢?
(幼兒結合課件學習"××，××，長長長""××，××，縮縮縮"的句式。)
三、分段演示故事課件，引導幼兒初步理解故事的主要內容
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棒出門了!它在路上會遇到什么事呢?我們一起來看看吧。(播放故事課件一的前半段。)師：小老鼠帶著魔術棒來到樹下發(fā)生了什么事?它會怎么辦?
師：誰能用剛才學過的魔語來說一說?
2.感知理解故事的后半部分。
(播放故事課件二的前半段。)
師：小老鼠帶著魔術棒來到草地上，看見小雞、小狗在玩。這時，發(fā)生了什么事?
師：哦，雨下得可真大呀!小雞、小狗沒地方避雨，心里可著急了。小老鼠看到蘑菇后說"我有辦法了"。你們猜猜小老鼠想到了什么辦法?
師：那它把蘑菇變大時怎么說?
四、引導幼兒完整欣賞故事，進一步理解故事內容
1.完整欣賞故事，能較清楚地說出魔術棒前后兩次的用途。
師：老師把剛才發(fā)生的事編成了一個故事，我們一起來聽聽。 (教師有感情地完整講述故事，幫助幼兒進一步了解故事內容。)
師：第一次，小老鼠用魔術棒幫助了誰?是怎么幫助的?
幼：第一次，它幫助自己把樹變小拿到帽子。
幼：后來它又把樹變大。
師：第二次，它用魔術棒幫助了誰?"屈,老師.教案,網出,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.結合課件再次完整欣賞故事，理解、體驗幫助別人的快樂。
師：你們喜歡這個故事嗎?我們再一起來聽聽吧。
(教師結合課件邊演示邊講述，幫助幼兒進一步熟悉故事。)
師：誰能說一說為什么喜歡這個故事?
幼：小老鼠的魔術棒會變魔術。
幼：我喜歡小老鼠，它會用魔術棒拿帽子/會幫助小雞、小狗避雨……
師：原來小老鼠不僅用魔術棒幫助了自己，也幫助了小雞、小狗，大家都很開心。
五、結束活動
師：小老鼠在幫助了小雞、小狗后繼續(xù)往前走，接下來還會發(fā)生什么事呢?小老鼠還會用魔術棒幫助誰呢?請你們回去想一想，然后接著往下編。
活動反思：
小班幼兒語言發(fā)展很大程度上取決于外界的環(huán)境刺激，“我們應為幼兒創(chuàng)設自由、寬松的語言交往環(huán)境……”所以我充分運用直觀性的課件，引領孩子觀察、討論，同時將教學活動生活化，童話故事和孩子的生活經驗相結合，靜態(tài)的內容變成了動態(tài)的情境，孩子們喜歡看，喜歡說，愿意說，為理解故事內容起到了事半功倍的作用。從而為突破活動的重點目標——“樂意觀察圖片，在幼兒觀察圖片的基礎上理解故事情節(jié)?！碧峁┝擞行У慕鉀Q策略。同時也激發(fā)了孩子們閱讀的興趣，培養(yǎng)了初步的閱讀能力。
作者：陳金鳳
[摘要]教師在進行閱讀教學設計時，可以通過對主題和內容的挖掘，為學生設計有情境、有層次、有實效的英語學習活動，以激發(fā)學生的學習興趣和熱情，讓學生深度參與課堂，發(fā)展英語學科核心素養(yǎng)。
[關鍵詞]英語學習活動觀；閱讀教學活動；設計；核心素養(yǎng)
[中圖分類號] g633.41 [文獻標識碼] a [文章編號] 1674-6058（2018）19-0038-02
活動閱讀教學是提高學生英語素養(yǎng)和教學效果的重要手段。在新時代背景下，高中英語閱讀教學須以學生為主體，創(chuàng)新設計閱讀教學活動形式，從教學和學生的實際出發(fā)，制訂教學目標、活動程序，以令人耳目一新的活動促進學生樂學，進而全面提高教學有效性。下面以北師大版高中英語module 2 unit 4 lesson 4教學設計為例，**如何通過主題和內容的挖掘，為學生設計有情境、有層次、有實效的英語閱讀活動。
一、英語學習活動觀的內涵
《普通高中英語課程標準（2017年版）》提出了指向學科核心素養(yǎng)的英語學習活動觀，即學生在主題意義引領下，以各種語篇為依托，通過學習理解、實踐應用、遷移創(chuàng)新等一系列的英語學習活動，在分析問題和解決問題的過程中，促進自身語言知識學習、語言技能發(fā)展、文化內涵理解、多元思維發(fā)展、價值取向判斷和學習策略運用。這一過程既是語言知識與語言技能整合發(fā)展的過程，也是文化意識不斷增強、思維品質不斷提升、學習能力不斷提高的過程。從課程標準來看，英語學習活動應該在英語課程內容語課程目標之間架起一座橋梁；要重視課程內容的整合性學習；要反映外語學習特點的認知與應用維度，即學習與理解活動、應用與實踐活動、遷移與創(chuàng)新活動。
可以看出，學習活動的概念不是固定的活動模式，而是一種相對宏觀的學習方法。
教學目標：
1. 學習單詞weekend, drank, show, anything, else.
2. 全體學生能運用：What did you do? I stayed at home with your grandma. We drank tea in the afternoon and watched TV.
3. 掌握動詞過去式的句子。
4. 能朗讀課文，并能進行角色表演。
在小組的討論交流中，培養(yǎng)學生英語的綜合運用能力。
教學重點：
重點是掌握A-Let’s learn的四會單詞和短語，并詢問別人的身體狀況。 教學難點：
全體學生能掌握重點單詞及句型。
教具學具課件準備
錄音機、磁帶、圖片 第幾課時: 1
探索流程 個性添加(教學反思)
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的短文并圈出不認識的單詞：was drank
(2)師講解：drink—drank
am. is---was
are----were
(3)教師播放Let’s talk 的課件，并要求學生回答問題：what did mike’s grandpa do last weekend?
(4)教師再次播放Let’s talk 的課件，學生跟讀并思考問題：
How was your weekend?
What did you do last weekend?
What are you going to do next weekend?
Step 4 practice
(1)role-play
兩人一組練習對話，并請三組上臺表演
(2)make a report
向全班講述自己的上個周末做了哪些事情。
板書設計 作業(yè)布置
Unit 2 Last Weekend
What did you do last weekend?
I ……
drink—drank
am. is---was
are----were
(1)學生聽讀P14-16兩遍。
(2)學生背誦和抄寫單詞和短語4遍。
相信《英語學習課件分享六篇》一文能讓您有很多收獲！“幼兒教師教育網”是您了解幼兒園教案，工作計劃的必備網站，請您收藏yjs21.com。同時，編輯還為您精選準備了英語學習課件專題，希望您能喜歡！
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