英语课件ppt(汇总7篇)
英语课件ppt(1)
英语语法经典ppt课件资料
一.案例背景
一直以来,在英语教学中如何教语法的问题始终是英语教师所关注的焦点之一。目前,尽管NSEFC已投入实践,但有些教师仍不能从学生的角度去设计语法教学,教法持续过去陈旧、单一的模式。在语法课上,他们花大量的时间对语法规则进行陈列,并进行大量的单句中译英翻译或做选择题,而且很多时候在唱“独角戏”。更有甚者,则不顾学生的实际英语水平,教学完全脱离了学生的实际接受能力。长此以往,导致了学生听课的索然无味,且学生就只懂得死抠语法,却不会把语法灵活运用于真实的语言环境中。
《普通高中英语课程标准(试验)》明确指出:“课改的重点就是要改变英语课程过分重视语法和词汇知识的讲解与传授、忽视对学生实际语言运用能力的培养的倾向,强调从学生的学习兴趣、生活经验和认识水平出发,倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径,发展学生的综合语言运用能力,使语言的学习过程成为学生形成积极的情感态度、主动思维和大胆实践的过程。”语言的学习是一个自主体验、实践的习得过程。语法的学习亦然。且习得的语法知识只有在反复应用中才能被学生消化、吸收。尤其当它与适当的语境结合或让学生用它去“做事”时,学生的体验会更加深刻,然后通过总结及归纳,使学生对所学语法更加明晰。这时,语法知识才会真正内化为学生的真实的能力。
本案例是温州首届学科骨干教师研修班在温州教师教育院培训期间,借用温州二十二中的一个高一班级所上的一节研讨课,内容是NSEFC SB2 Unit4的Grammar部分――“be being done”(the Passive Voice of Present Continuous )。授课老师是瑞安中学的占玉霜老师。占老师这一节课的整体操作模式是按:“认识理解-情景操练-归纳总结-练习巩固-任务活用”的程序进行的。虽然授课班级学生的英语实际水平差强人意,但临近结束时,学生们已从开始时的沉闷、拘谨、懵懂变得积极、清晰而且流畅。授课取得了良好的效果。
二.相关理论
1.行为主义心理学把语言看成是一种行为,是一系列的刺激和反应:S1——R1...S2——R2。S1:实际刺激(stimuli),R1:语言替代性反应(response),S2:语言替代性刺激,R2:实际反应。其中,S1就相当于我们语言教学中创设的真实情境,S2则是通过语言表达功能给学习合作者传递的虚拟情境,学习者(包括合作者)接受这两种情境的刺激,完成语言习得的全过程,即R1、R2所表示的两种反应。
2.情境认知理论反对把知识当作“一个整体的、自足的,从理论上讲与学习和使用它的情境相脱离的东西”。因为这样的知识正如著名的数学家、逻辑学家怀特海(White—head,A.N.)指出的,是“呆滞的知识——仅为人脑所接受却不加以利用,或不进行检验,或没有与其他新颖的思想融为一体,因而,当需要用这些知识来解决实际问题时,它们往往被证明是没有用的。也就是说,情境认知理论超越了传统的.知识观,强调知识的情境性、真实性、社会性、应用性、互动性。
三.教学过程及分析
Step1. Warming up and presentation
1.T leads in the class with a game, getting the Ss to guess what animal pictures that she will present on the screen.
2.After the Ss give all kinds of answers, T presents the pictures of 4 kinds of animals, they are: giraffes, antelopes, pandas, and elephants.
T: What do they have in common?
S1: They are animals in danger.
T: Why are they in danger?
S2: People are killing them.
T: Oh! Theyare being killedby people. (on the screen)
T: What are the antelopes being killed for? (T repeats it)
S3: Theyare being killedfor their fur. (on the screen) (with the help of the teacher)
分析:教师直接采用本单元的话题来引入主题,学生感到熟悉。猜谜游戏能激发兴趣,活跃课堂。同时在这样一问一答的过程中自然地呈现了语法结构,很自然,很巧妙。
Step2. Practice (situations from “Reading”)
T: Luckily,nowsome endangered wildlife is _______ (protect) by WWF and the Nature Reserve (on the screen) (T helps the Ss say “is being protected”). See, Daisy is visiting the Nature Reserve (with pictures of Daisy and some animals). The following are the dialogue between her and some animals. Can you imagine what the animals say.
e.g On the screen:
Daisy: What is happening to you now?
Giraffe(S1):Scientists are studying us.
S2:We are being studied by scientists.( with the help of the teacher)
Daisy: And, what are the raisers feeding you with?
Panda(S3):They are feeding us with milk.
S4:We are being fed with milk.(without the help of the teacher)
…(more practice)
分析:这一步来源于本单元“Reading”部分,教师利用这部分创设了一个语境:Daisy is visiting the Nature Reserve. 在这个语境中,学生以动物的口吻,按对话的形式操练了语法结构,这让学生感到新鲜,同时也锻炼了想象力,且复习了课文内容,可谓一箭三雕。而且,随着操练的进行,学生通过模仿从“不会”到“有些会”了。
Step3. Further practice (situations from “real life”)
T: Unluckily, in our life, there’re still some people who don’t treat animals well. Look, this is what they do to the animals.(presents 3 pictures: the 1st: A woman is stepping on a cat; the 2nd: People are eating frogs; the 3rd: people are killing seals). T helps the Ss to describe the 3 pictures:
S1: The cat is being cruelly stepped on.
S2: The frogs are being eaten by people in restaurants.
S3: The seals are being killed for their skin.(Ss can say a little fluently than in the last step)
分析:让学生体会生活中有些人是如何残酷地对待动物的,接受了思想上的教育。而且在进一步操练的过程中学生讲得越来越好了。这一步是上一步的延伸,圆满结束了情景操练部分的任务。
Step4. Conclusion
T: You’ve done a very good job, and now let’s make a conclusion of what we’ve learned. On the screen:
1.现在进行时的被动语态的用法------表示说话时正在进行的被动的动作
1).The elephants are being protectednow.
2).The pandas are being fed with milkover there.
3).Look! The frog is being eaten.
2.表示目前这段时间内持续进行的动作
1).A nature reserve is being builtthese days.
2).Many interesting experiments are being carried outrecently.
分析:这里教师成功地运用了归纳法。经过前面的几个步骤的操练,学生已经理解并能初步运用这个语法结构的规律,这时候给出的归纳性的文字会使学生理解的程度进一步加深,后面任务的执行会更加从容而自如。
Step5. Exercises (consolidation)
Ss do some exercises to consolidate the grammar, including the multiple choices, sentence transition (with the form “be under/in +n”), a cloze test (about how the environment in the Nature Reserve is being improved, mixed with other forms of Passive Voice of different tense in it. )
分析:从口头操练到笔头练习,使语法知识得以进一步的巩固。且练习之后,学生对各时态的被动语态的区别更加清晰,明了。
Step6. Task
On the screen, there is a picture with a variety of birds in a park, and the words as below: Our government is making a project to encourage more birds to come to our park to spend the cold winter. Please imaginewhat is being doneto attract many birds to come here. (items offered: food, water, nest, camera etc)
Ss cooperate and prepare for a few minutes, then report.(Now, the Ss speak much better and more fluently than the beginning.)
分析:体现了真正意义上的语法任务型教学。这使学生对语言的感知和理解更加清晰,形象更加活跃,思维更加深刻,记忆更加牢固。通过合作使学生对自己的发言更加自信。
Step7. Game
Boys and girls have a game of PK. The girls make up sentences using the active voice “be doing”, and the boys change the sentences to the passive voice “be being done”.
分析:这一步是学生创造性的发挥,句子来源于学生自己的所见所闻。是对所学语法的灵活运用,也使学生的情绪高涨。一节课在高潮中结束。
三.案例反思与启示:
1、在整个教学过程中,教师始终把注意力放在学生对新课语法意识成功的体验上。其途径并非体现在教师对该语法滔滔不绝或绘声绘色的讲解,而是表现在学生对教师有针对性的语法情景设置能作出有意义的语言反应上。这种有意义的语言反应,因为有该语法概念作为内核,因此可以使学生的语法意识(awareness)得到体验。等到这种成功的体验积累到一定数量时,教师或优秀学生对语法规则或用法上的稍加点拨便会使这种体验升华到理性的高度,深层地储存于大脑地记忆库中。
2、教学主题的一致性使每一个步骤的呈现都显得那么自然不突兀,熟悉而亲切。就像一篇散文,形散而神不散。活动形式可以多样,但主题始终清晰而突出。教学始终围绕着“animal protection”而展开。不像有些语法课,一步一个主题,打一枪,放一炮,让学生一会儿往东走,一会儿向西跑,只觉得目不暇接,不知所措。因此我们可以考虑在以后的语法教学课中为学生设置一个主题,可以直接采用本单元的主题,也可以采用其它的学生熟悉的话题,只要能贴近学生的生活,激发学生的兴趣,或对学生有一定的教育意义的,我们都可以加以考虑,使之成为贯穿语法教学课的主线。
3、教学环节衔接自然,环环相扣,逐层递进,一气呵成。我们注意到,教师用一些连词,如 “Luckily”, “Unluckily”, “So, now”等把教学步骤很好地加以串联,使之成为一个完整的“故事”。总体体现了“认识理解-情景操练-归纳总结-练习巩固-任务活用”教学模式。轻、重、缓、急以及承、传、转、接在各步骤都体现得较完美。一节课以快乐的“猜谜游戏”开始,在“PK赛”的高潮中结束,让学生及听课老师都觉得愉悦而满意。环节的有效设计,调动了学生主体的主动学习、积极探索,不断激活着学生的创造思维去完成新知识的建构。教师在各环节中的主导作用不是讲知识,而是不断向学生提供各种有利于学习新知识的信息,让学生在有效信息的引领下,在已有知识的基础上,一步步地建构自己的新知识。
4、操练及练习的设计大都建立在语篇的层面上体现了老师的独具匠心。如:在练习巩固环节中,教师设计了一个完形填空,是关于 “Daisy”在参观 “Nature Reserve”时发现里面的环境是如何被改观的。各个时态的被动语态共同融入到这个完形的设计中,使学生做完后,自然习得了它们之间的区别。因此我们得到一个启示:语法能力的培养不能满足于单句的训练,那只是语法技能的即席反应。我们还须将语法技能放在语篇的诸多语法群中加以选择,流畅输出。这时候,所学的语法技能融入到众多已学到的语法能力中并成为其要素之一。如此循环往复,使语法知识、技能螺旋上升,达到自动化的境地。
5、在语法课上实施任务型教学,即让学生用语法去“做事”的做法如今已为广大教师所接受并实施于课堂。但为什么有些老师做得很成功,而有些老师的教学却达不到预期效果呢?我们注意到,占老师在实施任务型教学时,充分考虑到学生的实际情况,如:他们的认知水平,英语实际运用能力,和语言前结构(已有的知识)以及兴趣等等,所设置任务的难度,角度都充分考虑到上述因素。还有一个重要的原因是,任务的执行是建立在充分的操练和练习的基础上,是有着充分的准备和铺垫的。否则,任务的实施就会成为“空中楼阁”,不但不稳固,而且还有掉下来的可能。
总结:在实施新一轮课改的过程中,在素质教育的今天,教师要以新的教学观和学生观实施语法教学,针对学生的实际,在教学内容、教学环节、教学方法上巧妙构思,合理布局,充分发挥学生的想象力和创造力,通过师生的共同努力,切实提高英语语法教学的课堂效益,从而在教与学中不断进步。让语法课那原本“灰色”的课堂亮起来吧!
英语课件ppt(2)
动物英语ppt课件资料
动物英语ppt课件资料不知道该做哪些内容??以下是为大家搜集的动物英语单词大全和动物英语儿歌,欢迎阅览!
动物英语单词大全
A
ant 蚂蚁
ass 驴子
alpaca 羊驼
albatross 信天翁
antilope 羚羊
anteater 食蚁兽
B
bat 蝙蝠
bee 蜜蜂
bear 熊
bird 鸟
bull 公牛
buffalo 水牛
beaver 河狸
bald eagle白头鹰
bird of paradise 极乐鸟
giant salamander 娃娃鱼
C
cat 猫
crab 螃蟹
camel 骆驼
cow 母牛
calf 小牛
cock 公鸡
chicken 小鸡
crocodile 鳄鱼
cricket 蟋蟀
crane 鹤
carp 鲤鱼
cetipede 蜈蚣
cobra 眼睛蛇
crow 乌鸦
cuckoo 布谷鸟
crayfish 小龙虾
D
dog 狗
duck 鸭子
duckling 小鸭
deer 鹿
dove 鸽子
donkey 驴
dolphin 海豚
dragonfly 蜻蜓
drone 雄蜂
E
eagle鹰
eel鳗鱼
elephant 大象
F
fish 鱼
frog 青蛙
fox 狐狸
fly 苍蝇
firefly 萤火虫
flea 跳蚤
ferret 雪貂
G
goose 鹅
giraffe 长颈鹿
goat 山羊
gazelle 小羚羊
grouse 松鸡
grasshopper 蚱蜢
grass snake 草蛇
K
kitty 小猫
koala 考拉
kingfisher 翠鸟
kangaroo 袋鼠
H
horse 马
hare 野兔
hedgehog 刺猬
heron 苍鹰
hermit crab 寄居蟹
hippopotamus 河马
L
lark 云雀
lion 狮子
leopard 豹
lamb 羊羔
lizard 蜥蜴
lobster 龙虾
large prawn 大对虾
locust 蝗虫
ladybird 雌鸟
M
magpie 喜鹊
monkey 猴子
mouse 老鼠
mole 鼹鼠
marmot 土拨鼠
mantis 螳螂
mosquito 蚊子
moth蛾子
mallard 野鸭
mare 母马
N
nightingale 夜莺
nanny 雌山羊
O
ox 牛
owl 猫头鹰
ostrich 鸵鸟
octopus 章鱼
oyster 牡蛎
otter 水獭
P
pig 猪
panda 熊猫
penguin 企鹅
peacock 孔雀
parrot 鹦鹉
pigeon 鸽子
platypus 鸭嘴兽
python 蟒蛇
pheasant 野鸡
puma 美洲豹
Q
quail 鹌鹑
queen ant 蚁后
queen bee 蜂王
R
rabbit 兔子
rat 老鼠
robin 知更鸟
reindeer 驯鹿
rattlesnake 响尾蛇
rhinoceros 犀牛
S
swan 天鹅
swallow 燕子
swallowtail 凤尾蝶
sparrow 麻雀
starling 八哥
sheep 羊
snake 蛇
squirrel 松鼠
spider 蜘蛛
scorpion 蝎子
snail 蜗牛
seagull 海鸥
seal 海豹
shrimp 虾
sardin 沙丁鱼
shark 鲨鱼
swordfish 剑鱼
sea horse 海马
sea turtle 海龟
sea wrchin 海胆
T
tiger 虎
turkey 火鸡
tortoise 乌龟
tuna 金枪鱼
turtledove 斑鸠
V
vole 田鼠
vulture 秃鹫
wall lizard 壁虎
W
wolf 狼
whale 鲸
walrus 海象
woodpecker 啄木鸟
worm 蚯蚓
Y
yellow weasel 黄鼠狼
yak 耗牛
Z
zebra 斑马
动物英语儿歌
Old McDonald (Play With It) Lyrics and Actions
Key Gestures
Farmer - Pretend to hold on to your overall straps.
Cow - Pretend to milk a cow.
Horse - Use the ASL sign. Place your thumb on your right temple and bend your index and middle fingers up and down.
Pig - Push the tip of your nose up with one finger.
Sheep - Pretend to pet a sheep.
Duck - Open and close your full hand in front of your mouth, imitating a duck's bill.
Rooster - With your fingers spread wide, touch your thumb to your forehead, representing a rooster's comb.
Old McDonald had a farm. E-I-E-I-O. [Farmer gesture.]
And on that farm he had a COW. E-I-E-I-O. [Cow gesture.]
What does a COW say? [Shrug your shoulders to indicate asking a question.]
Meow? [Elicit, "No!" answers by shaking your head "no."]
Oink? [Elicit, "No!" answers.]
Moo? [Elicit a big, "YES!!!" answer by nodding your head up and down.]
With a moo moo here. [Continue making the cow gesture and "moo, moo" to the left.]
And a moo moo there. ["Moo, moo" to the right.]
Here a moo. ["Moo" to the left.]
There a moo. ["Moo" to the right.]
Everywhere a moo moo. ["Moo, moo" as you move your head in a circular motion.]
Old McDonald had a farm. E-I-E-I-O. [Farmer gesture.]
英语课件ppt(3)
初中英语优秀ppt课件内容
教学目标:
1、语言目标(Language skills)
巩固和强化上节课的知识: “can I have ?Yes, you can./ No, you can’t.
能在图片的提示下听懂、认读、说出新单词:computer game、jipsaw puzzel、careful、fix,并懂得其意。
学会表达某人拥有某物的功能句型“I’ve got 。 He’s got。 She’s got。 It’s got。”来进行交流。
2、 技能目标(Objectives of skills)
学会运用have got 表述拥有某物
3、情感目标(Objectives of emotion and attitude)
让学生通过自由对话交流自己拥有的东西,达到让其开口说英语的目的,从而激发他们学习英语的兴趣及运用英语交流的热情。
重点难点:
能正确拼读新单词:computer game、jipsaw puzzel、careful、fix; 理解本课句型:I have got。 并能够运用此句型和别人交流自己拥有的东西。
教学过程:
Step1、Warming up:
Greeting. T: Hello, boys and girls!
S: Hello, teacher!
T: How are you, today?
S: Fine, thank you.
T:What’s the weather like today?
S:It’s sunny day.
设计意图:以简单轻松的问候进入一个比较愉悦的课堂教学。
Step 2、Lead-in:
老师指自己的物品,如课本、衣服等问。
T:what’s this ? S:This is a book;This is a coat.
T:This is my book. I’ve got a book. This is my coat. I’ve got a coat. (板书并做动作让学生理解意思I’ve got )
让学生运用
I’ve got——像老师一样描述自己拥有的东西。
T:Now,I want you do the action like me.
设计意图:通过老师演示,学生模仿操练,从而让学生更深刻的理解句型的意思,以此达到巩固句型的目的。
Step 3、Presentation:
1、(PPT出示课文图)T:Now Daming and Sam are playing together, 想不想知道:What have they got? What does Daming got? What does Sam got? (放第一遍录音)
S:Sam says: I’ve got a kite. Daming says: I’ve got a computer game.
2、老师拿出一个游戏机:I’ve got a computer game。
T:Computer game,computer game.I have got a camputer game. Ss:Computer game,computer game.I have got a camputer game.
(出示单词卡片,让学生跟读:computer, 分三个音节教发音,再连到一起。并由此而让学生练习拼读。接着指导学生拼读game,让学习学会主动学习。)
3、T:Do you want to play with my computer game? If you want, you can say: Can I play with your computer game? (之后,让学生运用此句型在小组里交流,以让学生能更深刻理解computer game 的意思。)
4、T:Daming has got a computer game. Can Sam play with his computer game? Sam has got a kite. Can Daming play with his kite? What happens to the kite?
(PPT出示问题:What does the kite look like at the end? 最后,风筝看起来像什么?播放第二遍录音,引导学生回答出:jigsaw puzzle接着教师出示单词卡片并教授。)
5、T:当Daming 弄坏Sam的风筝时,Sam说的是:Don’t worry!
Let’s fix it.(同时出示单词卡片,fix fix Let’s fix it. 老师用动作去帮助学生理解fix 的意思)
T:可见,Sam是一名非常有宽容心的孩子。如果你是Sam,What would you say? Who want to try?让学生模仿说出,并从中受到教育。
6、老师播放第三遍录音,请学生跟读模仿。听到“I’ve got”句子时,要站起大
声朗读出来。并指导careful发音及释义。
设计意图:通过提出问题,然后引导学生带者问题去寻找答案,从而引出课文单词,此采用的任务型教学激发他们学习的兴趣。
Step 4、Practice:
1、分角色朗读。(个人,小组)
2、课后练习题。
3、游戏:看谁说得多。让每组在food,toys,animals,clothes中选择一类词,请学生先准备,然后在所给单词范围内全组尽量多的用I’ve got
说句子,限定时间内说出句子最多的为胜。
设计意图:通过朗读文本和做游戏,让学生在巩固环节中体验句子的作用,激发学生的.兴趣。
I've got a new kite教学反思
本节课学生将要学习四个新单词,同时学生第一次接触到的新语言有:I’ve got a new book. Have you got a book? 肯定回答:Yes, I have.否定回答:No, I haven’t. Has Sam got a sweater? Yes, he has./ No, he hasn’t. 这一单元中,学生将要学习的单词句型较多,一节课学完所有内容显然不行,孩子学不会,就可能对英语学习失去信心。我这样来处理:动物和运动两个单词我当作语境词简单教过,不作为重点,把has got 的用法放到了下一节课来学习,重点操练I’ve got a new book.和Have you got a book? Yes, I have./No, I haven’t.语句,这样的设计是从学生的实际出发,重点突出,最大限度地降低了学习的难度,保证了学习效率。上完本节课后我有以下几点感受
1、通过谈话形式和chant,使学生进入学习角色,为学生创设了一个真实的情景,做到语用真实。
2、本课的难点是用“have got”进行描述和自如问答。考虑到本课的单词和语言较多,如何降低难度,抓住重点呢? 词汇教学我能运用实物、图片、动作等直观法教学单词。教读时,配上相应的动作或表情,采用全身反应法,让学生动起来,融入动脑、动口、动手的英语学习中。之后,还设计了游戏,用于巩固单词。能围绕教学重难点操练句型,在教授句型“I’ve got…”时,我引导学生用身边的物品造句,拓展了学生的思维能力。同时,学习 “Have you got…?” 这个句型时,我利用多媒体课件显示的物品进行Let’s guessing这个活动练习新句型,开火车练习句型I’ve got a …。 Have you got a …?
3、这节课中我还注重学生实际运用语言能力的培养,设计了多次的师生、生生问答的场景,让学生们能够将所学知识运用在实际生活中,达到“学以致用”的效果。
4、板书内容能围绕本课的教学目标,这有利于学生理解、吸收和记忆所学知识。
本节课也存在着一些不足,让每个学生都开口的想法并未完全实现,多数形式都是学生齐说,对于个别学生的操练较少,各个环节的过度不够自然,没能很好的调动学生学习的积极性。以后的教学中,要注重操练的广泛性,有效性,同时我会更加积极探索、尝试设计学生喜欢而又有效的课堂教学活动,激发学生的学习热情,使我的学生在英语这个广阔的天地中高高翱翔!
英语课件ppt(4)
人教版初二英语ppt课件内容
导语:为了解决大家的疑问,小编特地为大家整理了“人教版初二英语ppt课件内容”相关内容,仅供参考!
Unit 4 The Internet Connects Us lesson 20 A Computer Helps
一、Teaching content:(教学内容)
1. New words and phrases: laptop, Easter, enter, key, search, topic, depend, bunny, hide, search engine, depend on, Easter Bunny, decide to do.
2. Understand the meaning of text.
3. Grammar: Adverbial Clause with “if”.
二、Teaching goals:(教学目标)
1. Master the new words and phrases, the meaning of text.
2. Make the Ss talk about how to use a computer to learn.
3. To learn more knowledge of the world, we should learn to use computer.
三、Key points:(重点)
Master the new words and phrases, the meaning of text.
四、Difficult points:(难点)
Make the Ss talk about how to use a computer to learn.
五、Teaching aids:(教学辅助) ictures or cards.
六、Type of the lesson:(课程类型) New lesson.
七、Teaching procedure:(教学过程)
Step 1. Analysis of the student.(学生分析)
Homework check.
Review: The Grammar-- Adverbial Clause with “if”.
Ask some Ss to make sentences in “if”.
In last lesson, we knew that what is computer, and we learned that we should learn to use the computer for learning. In this lesson, we will go on talking about the computer, and we must know computer how important to us.
Step 2. Lead in.(引入)
Greet the students in English and make sure they can response correctly.
Do the duty report: a student on duty can say whatever he/she likes to say.
Think About It:
What do you know about Easter?
Do you often search for information on the Internet? How?
Step 3. New lesson.(新课)
No. 1 repare lessons before class.
Teach the new words and phrases. Make sure the Ss can read it correctly.
No. 2. Text: Give them some time to read the text themselves. Then let them act out the dialogue in groups. Correct their pronunciation when necessary.
At last, the teacher explains the text in Chinese; make sure the Ss can understand the meaning of text.
No. 3. Important sentences:
It is very helpful.
I decided to do all of my research on the Internet.
No. 4. Culture Tip
The celebrate of Easter is all about new life. Christians celebrate new life at Easter. Though the meaning of Easter has changed over time, the rabbits and eggs remain. Children use baskets to collect colored eggs when they go hunting for Easter eggs.
No. 5. Finish “Let’s Do It!”
Step 4. Listen to the text.
Make the Ss listen to the text, then let them read follow the material.
Step 5. Summary. (小结)
Sum up the text what we learned, the new words, phrases, and sentences.
Sum up the grammar.
Step 6. Homework.(作业)
Finish the activity book and the practice.
Copy the new words and phrases twice.
Step 7. Blackboard-writing:(板书)
The new words, the master phrases, important sentences.
The grammar and practice.
八.Teaching reflection:(教后反思)
英语课件ppt(5)
英语音标课件ppt图片
音标就是记录音素的符号,是音素的标写符号,它的制定原则是:一个音素只用一个音标表示,一个音标只表示一个音素。英语是拼音文字,字母就表达语音。下面是小编整理的英语音标课件图片,希望对你有帮助!
英语音标课件图片:
国际音标(IPA):
国际音标(IPA,International Phonetic Alphabet),是1888年国际语音协会(International Phonetic Association)的语言学家制定的出一套可国际通用的语音符号叫国际音标符号(IPA—International Phonetic Alphabet),希望以一个符号代表一音,避免各人使用一套自己的符号所产生的`不便。
国际音标,如其名,是设计来标注国际各种语言的发音的,很多语言学家把国际音标做局部修改以标记他们所研究的语言,所以国际音标也有很多种。
一些国家和地区的英语教学课程采用国际音标,例如中国大陆、中国台湾、俄罗斯。
英语课件ppt(6)
试谈初中英语PPt课件制作和使用
PowerPoint是目前最常用的演示设计工具,由于它多媒体的功能强大而又简单易学,所以很多教师都以PowerPoint为工具制作课件。PowerPoint内置丰富的动画、过渡效果和多种声音效果,并有强大的超级链接功能,可以直接调用外部众多文件,能够满足一般教学要求。
但是也有很多教师制作PPT课件时存在一些误区,例如演示文稿的内容结构层次不清晰、幻灯片中加入很多与课程内容无关的图片和动画、选用了不恰当的模板和色彩搭配等等,以致很多学生起初觉得多媒体授课很花哨,但不久后就失去了兴趣,开始怀念以前的“黑板”。笔者结合PPT课件自身的特点和已有的制作经验,总结了有关课件制作的几点心得体会。
一、不断加强学习,提高制作课件的能力。
研究表明,学生在一节课的有意注意时间是有限的,善于运用无意注意规律以及充分利用两种注意的转换规律,则能使学生在课堂上比较轻松的掌握所学知识,而声音、视频、flash动画等形式的变换和合理使用都可以极大的提升学生的学习热情并提高学习效率。
PPt本身的功能很强大,大多数老师也只是使用了其中一小部分,例如图片的插入和文本框的动画进出效果,但如果教师能够去掌握并熟练运用PPt其他新鲜的功能(如控件功能),或者学会使用诸如Photoshop、超级解霸、Flash等图象、声音和动画软件,则能帮助我们不断的改善和优化课件。
二、认真钻研教材,作好制作前的充分准备。
课件制作的前期准备工作通常情况下是实际制作所花时间的几倍。因为前期工作包括了教学设计、编写脚本和素材的搜集。教学设计水平的高低,在很大程度上决定了课件的成功与否。编写脚本则主要是将教学设计编写成思路清晰、流程精炼的“剧本”。而这两者也是真正意义上上课教师的智慧体现。课件中所使用的素材质量也非常重要,它可以极大的影响学生对新知的认识从而影响到教学效果。
在制作前期的准备过程中,应注意如下问题:
(1)教学设计应遵循心理学、教育学规律,使课件按照由浅入深、由易到难、由简到繁的循序渐进的教学规律实现。例如《新目标Go for it》七年级上册,,课文中的Do you like oranges? They like salad. She doesn't like bananas.句型有单复数句型。学生是才接触到的一般现在时和第一次接触到名词的单复数,难免需要时间来理解,在一课时中须同时呈现两组句型,并迅速将其对比,同时应该在变式充分的前提下进而学习复数的句式。如果直接呈现复数句式,学生难于理解,学习现在时,又要关注单复数的变化,学习的效率就会大打折扣。
(2)优化课件结构,力求课件的内容准确、丰富、图文并茂。一节45分钟的新授课,幻灯片大约要用到15—30张,PPT使课堂的信息量大大丰富了。但随之而来的一个问题是,如果没有清晰的层次结构,巨大的信息量会让学生晕头转向。要做到结构清晰,首先要选取本课时中的重点内容和必需要用多媒体展示的.部分放入其中,非重点和不必要的动画只会分散学生的注意力而降低课堂教学效率。而且课件中的文字要精练,教材上的大段文字阐述不必在课件中重复出现,即使要出现,也尽量浓缩,以浅显、精练的文字归纳出要点。例如,七上Unit4 Where’s my backpack?中新授句型时,在相关幻灯片中反复出现 Where is the baseball?Where's my computer
game?Where are his books? They're on the sofa.It's in the backpack.The watch is under the bed.?.即可,其他相关拓展用语只需口头上表达。如果要将类似句型进行比较也只需要列出一张幻灯片,将其中有代表性的一句进行比较即可,不必要每个句型都进行变化比较。
其次,在课件中可多次重复语法点句型,每讲完一个环节,都可重复围绕训练语法点句型,使走神的学生也能追上课程的思路和本节的重点。
(3)系统应为开放式结构,按照教学过程的客观规律,由于授课者和授课对象不同,教学内容的安排上应有所差异,开放式系统应能满足各个层次的需要。对于每个制作课件的个体教师而言,更多的是需要在备课时,充分考虑到学生的现有水平和可能达到的水平,即“最近发展区”。倘若所教班级水平上存在差异,那么在新授单词句型的
呈现上和consolidation的方式选择上有应当有所区别。
(4) 注重平时积累素材
短时间内要想找齐所有高质量的素材是不可能的,应该在平时就注意积累有用的声音、图片和动画文件,或者将比较好的相关网站放入收藏夹中,比如flash8,极品桌面等。当然素材搜集也可以是自己对文件的再加工,比如:声音的录制、图像的处理以及动画的制作合成等。由于兼容性的问题,素材存储的文件格式一定要是常用的。例如,声音的存储格式应以.wav为主,图像的存储格式应以.bmp或.jpg为主,动画的存储格式应以.avi为主。
三、突出教学重难点,有效呈现教学内容
在具体到制作每一张幻灯片时,我们更加要考虑到适用、适量和适当原则。当然充分利用先进的软硬件技术,利用声、光、动画等听觉和视觉效果设计多媒体课件,会使之更加生动。可是很多老师制作课件的时候,喜欢把手头搜集的图片、动画、声音等,不管与课程内容有没有关系,是不是有助于学生理解和掌握知识,统统堆砌在课件之中,甚至一些“获奖”的课件也是如此。课件毕竟是为教学服务的,过多、过于花哨的多媒体素材反而会分散学生的注意力。笔者在讲解七上《Do you have a soccer?》有关E-mail使用时,曾专门做过对比测试,两个水平差不多的班级,A班课件中这部分内容使用的是一幅朴实无华的简单的图片示例,B班使用的是一个“精彩”的flash动画。上课结束后的随堂测验表明,A班学生对这部分的知识的掌握好于B班。对学生的访谈也表明,B班的很多学生只记得那个flash中的卡通人物和视觉效果,而真正重要的知识却没有留意太多。在摄影作品中,构图的基本原则是“减法”,即尽量把主题无关的元素从画面中减去。课件的制作可以借鉴这个原则,先用“加法”把平时搜集的,跟教学内容有相关的素材放到PPT中,然后再做“减法”把重复和相关性不大的素材摒除。
而在每张幻灯片中的每个知识点的呈现也应该是有序列的,而不是整体出现的。比如下图:还是以七上《Do you have a soccer?》为例,这是的一张PartE幻灯。
首先,一张幻灯中所有的内容都应当是高度相关的,这里的内容是以动词have和祈
使句和描述性形容词教学为主题,和教科几乎完全一致,只是我设计了一组画面。笔者设计的呈现顺序是:1.出现图片,让学生讨论由图片联想到的单词。2.逐个出现图片上方单词,让学生单词词组。3.学生根据其中两到四个单词连词成句后(不限定句式),呈现句型。4.依次出现两条红线,在学生猜测意思后分别讲解。
5.请学生根据图片和词组再自编句型和对话。这样的呈现不仅避免了泛泛其谈也使学生学有所得。而倘若所有的文本框都是同时间呈现的话,直接看到结果的学生恐怕也就丧失了学习的兴趣。
在制作过程中,模板与色彩搭配也是要考究的。和网页的设计一样,PPT也忌讳“五颜六色”,过多的颜色会显得杂乱,并分散学生的注意力。一般来讲,除了黑色和白色外,最多搭配3种颜色。建议每个课件准备两种色彩搭配以适应不同的环境光线。第一种蓝底白宇,适合在环境光线比较强的情况下使用,这种色彩搭配既能让学生看清文字,又不易产生视觉疲劳。第二种白底黑字,适合在较暗的环境下使用,因为白色的底版让学生可以可以看清教师的“身体语言”。
四、还需注意的几点
1. 课件制作完成一定要做整体的检查和修改。这个主要是为了避免科学错误和理顺教学思路,为之后顺利的课堂教学展开做好准备。
2. 课堂上应仔细观察学生的反映,并就情况可对课件做适当的调整。
3. 不能因课件而放弃板书的使用,因为课件中没有哪张幻灯片是可以从头至尾一直呈现在学生面前的,教师需要将课堂的教学重点保留在黑板上。常见的错误是,很多英语课堂上,甚至连单元的标题在黑板上也没有呈现。一堂完整的英语课,板书上应有完整的标题,新授单词和主要句型。
【结语】 教学是学生为主体、以教师为主导一个过程,任何类型的多媒体课件在这个过程中都只是一个辅助手段。PPT使教师能够把一堂课的重点突出、难点分散,把难以用语言描述的原理和过程用多媒体素材形象、直观地演示出来。但课件不是一节课的全部,整个课程仍要以教师为主导,所以,我们不必把课件做得面面俱到,更不能把应该由学生思考的问题那么轻易地展示出来,我们所要做的事情是通过课件的展示来激发学生积极学习的兴趣,促进学生的主动探究与思考,促进学生创造性地学习。
英语课件ppt(7)
大学英语说课讲稿课件PPT
大学英语说课讲稿课件PPT
一、Introduction(导言)
英语说课是英语教学中的重要一环,也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段,能从理论上指导教师贯彻教学大纲,真正做到教与学相结合,将教材、大纲、教师、学生、课堂融为有机整体,对不断提高教师教学能力和教研能力,有着突出的作用。
二、说课的基本原则
1. 遵循教学大纲要求,明确说课内容。把握说课与上课的区别与联系,正确理解教材、教案说课、上课之间的层进关系,走出说课即是“说教案”的`误区。
2. 以教师为主导,学生为主体,体现先进的教学理念。
3. 详略得当,重点突出,体现说课的完整性。
4. 与教案相结合,体现其可操作性。
三、说课的基本程序
1. 说教材:科学分析教材,明确重点难点、教学目标和要求以及教材在单元中的地位和作用。
2. 说学生:谈谈学生的知识与能力结构,明确说课内容的难易程度。
3. 说教法:谈谈本节课要实施的教学手段、方法以及教具的使用。
4. 说学法:谈谈学习方法的运用以及将要实现的目标。
5. 说教学程序:说为什么要设计该程序?目的、意图何在?结果如何?
6. 说板书设计:谈谈板书设计的根据和理由,力求体现说板书设计的程序性、概括性和艺术性。
四、注重说课信息和反馈与总结
说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息,力求不断改进和提高。
五、附SB 2B U16 Lesson 63说课稿
Unit 16 Lesson 63
Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC(2). It is made up of four parts.
The analysis of the teaching material:
This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.
Teaching aims:
1. Knowledge aim: Understand the main idea of the text.
2. Ability aim: Retell the text in their own words.
3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.
Key points / Teaching important points:
How to understand the text better.
Teaching difficult points:
1. Use your own words to retell the text.
2. Discuss the pollution of the sea and how to save the sea.
Something about the Ss:
1. The Ss have known something about the sea and sea life through the Internet and other ways.
2. They are lack of vocabulary.
3. They don’t often use English to express themselves and communicate with others.
4. Some Ss are not active in the class because they are afraid of making mistakes.
Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.
Teaching method:
Double activities teaching method
Question-and-answer activity teaching method
Watch-and-listen activity
Free discussion method
Pair work or individual work method
Teaching aids:
1. a projector
2. a tape recorder
3. multimedia
4. the blackboard
I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.
The entire steps are:
Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework
Step 1 Greetings
Greet the whole class as usual.
Step 2. Revision
1. Ask students some questions to revise the last lesson(show them on the screen).
a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. 3.5% by weight) b. What is coral? Why are corals not found in deep water?
c. Why is the Dead Sea called the Dead Sea?
2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.
Step 3. Lead-in and preparation for reading
Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on. Purpose: Arouse the students’ interest of study.
Bring in new subject: Life in the oceans.
Step 4. Fast reading
Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:
1. Why can living things live in such oceans around the Antarctica?
2. What does the whale feed on?
3. What is the difference between the sperm whale and other whales?
Method: Read the text individually, use question—and—answer activity.
Purpose: Improve the students’ reading ability.
Understand the general idea of each paragraph.
Step 5. Listening(book closed)
1. Listen to the tape then do an exercise(wb page 90, part 1)
2. True or false exercise.(on the screen)
Train the Ss’ listening ability and prepare for later exercises.
Step 6. Intensive reading
Read the passage carefully again and answer some detailed questions on the screen.
1. How much does a whale eat at a time?
2. Do all the whales feed on small fish?
3. How deep can a sperm whale dive?
It is also called depth reading or study reading. It means reading for detailed information.
Purpose: Further understand the text (Train further reading ability) to find out some different sentences and details of the text.
Step 7. Preparation for details of the text on the screen
1. ...its heart slows to half its normal speed.
slow-v. to become / make slower.
2. ...using sound wave
Present participle used as adverbial.
3. provide sth. for sb.
provide sb. with sth.
4. at a time: each time
5. grow to a length of...
Purpose: Train the Ss’ ability of understanding and using laguage.
Step 8. Consolidation
1. Find out the topic sentences.
2. Retell the passage according to the topic sentences.
Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.
Step 9. Discussion
Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?
Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger!
I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.
Step 10. Homework
Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.
Unit 16 Lesson 63
Topic Sentences:
1. Some living things can live in Antarctica.(what)
2. The whale feeds on small fish.(what)
3. The sperm whale feeds on squid.(difference)
Discussion:
1. The whales are in danger. What’s your opinion about it?
2. The sea is being polluted. What should we do?
In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.
In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.
I want to make the design inductive, instructive and artistic.