lesson_plan2
英语教研活动议课稿(3篇)
第1篇Introduction:Ladies and gentlemen, esteemed colleagues, and fellow educators, it is my great pleasure to present our English research and teaching activity, focusing on the discussion of lesson planning. Today, we gather here to share our insights, experiences, and innovative ideas that can enhance our teaching practices and contribute to the overall development of our students. Let us delve into the intricacies of lesson planning and explore ways to make our English classes more engaging and effective.I. Introduction to Lesson PlanningA. Definition and Importance of Lesson PlanningB. The Role of Lesson Planning in Student LearningC. The Challenges and Benefits of Effective Lesson PlanningII. Theoretical FrameworkA. Principles of Lesson Planning1. Objectives and Goals2. Content and Materials3. Instructional Strategies4. Assessment and EvaluationB. Theoretical Models of Lesson Planning1. Madeline Hunter’s Model2. Wiliam and Thompson’s Lesson Study3. Van Merrienboer’s 4C ModelIII. Lesson Planning ProcessA. Identifying Objectives and Goals1. Alignment with Curriculum Standards2. Student Learning Outcomes3. Assessment MethodsB. Selecting Content and Materials1. Textbooks and Resources2. Authentic Materials3. Technology IntegrationC. Designing Instructional Strategies1. Direct Instruction2. Inquiry-Based Learning3. Collaborative LearningD. Assessing and Evaluating Learning1. Formative and Summative Assessment2. Student Feedback and Self-Assessment3. Adjusting Instruction Based on Assessment ResultsIV. Case Study: Lesson Planning for a High School English ClassA. Introduction to the Lesson1. Topic: Shakespearean Sonnets2. Grade Level: 11th Grade3. Duration: 45 minutesB. Objectives and Goals1. To analyze the structure and themes of Shakespearean sonnets.2. To improve students' critical thinking and analytical skills.3. To enhance students' appreciation for Shakespearean literature.C. Content and Materials1. Textbook: “Shakespeare: The Complete Sonnets”2. Authentic mater ials: Sonnets from Shakespeare’s works3. Technology: PowerPoint presentation, online resourcesD. Instructional Strategies1. Introduction to the lesson: Teacher presents a brief overview of Shakespearean sonnets and their significance.2. Direct instruction: Teacher explains the structure and themes of Shakespearean sonnets.3. Inquiry-based learning: Students work in groups to analyze and discuss selected sonnets.4. Collaborative learning: Groups present their findings to the class, and the teacher facilitates a discussion.5. Summarizing and closing: Teacher summarizes the key points and highlights the importance of understanding Shakespearean sonnets.E. Assessment and Evaluation1. Formative assessment: Teacher observes students’ participation and engagement during group discussions.2. Summative assessment: Students complete a written assignment, analyzing a selected sonnet and discussing its structure and themes.3. Student feedback and self-assessment: Students reflect on their learning and provide feedback on the lesson.V. Group Discussion and ReflectionA. Sharing Experiences and Challenges1. What are the common challenges faced while planning English lessons?2. How do we overcome these challenges?B. Innovative Ideas and Best Practices1. How can we incorporate technology into our lesson planning?2. What are some effective strategies for engaging students in English classes?3. How can we ensure that our lessons are culturally relevant and inclusive?VI. ConclusionLadies and gentlemen, today’s discussion has provided us with valuable insights and innovative ideas for lesson planning in English classes. By following the principles of effective lesson planning and adapting our strategies to meet the needs of our students, we can create engaging and impactful learning experiences. Let us continue to collaborate, share our experiences, and grow as educators in our quest to enhance the learning and development of our students.Thank you for your participation and contributions to this English research and teaching activity. We look forward to applying these ideas in our classrooms and witnessing the positive impact on our students’ learning journey.[End of the议课稿]第2篇Introduction:Ladies and gentlemen, esteemed colleagues, and guests, welcome to our English teaching and research activity. Today, we are gathered here to engage in a collaborative lesson planning session. This session aims to enhance our teaching skills, share innovative ideas, and foster a conducive learning environment for our students. Let us begin with a brief introduction to the topic and the objectives of this session.I. Introduction to the TopicThe topic of our lesson planning session is "Enhancing Student Engagement in English Language Learning through Interactive Activities." With the increasing importance of English as a global language, it is crucial for us to find effective ways to engage our students in the learning process. Interactive activities not only make the learning experience more enjoyable but also facilitate better understanding and retention of the language.II. Objectives of the Session1. To identify effective interactive activities that can be incorporated into English language lessons.2. To discuss and analyze the impact of these activities on student engagement and learning outcomes.3. To share practical tips and strategies for implementing these activities in our classrooms.4. To encourage collaboration and professional development among English teachers.III. Presentation of Lesson PlansA. Lesson Plan 1: "Role-Playing Scenarios"Objective: To improve students' speaking and listening skills while fostering cultural awareness.Materials:1. A list of common scenarios (e.g., shopping, traveling, dining out)2. Props and costumes (optional)Procedure:1. Divide the class into small groups.2. Assign each group a scenario to act out.3. Provide a few minutes for the groups to prepare their roles and dialogues.4. Conduct the role-playing activity in the classroom.5. Encourage students to observe and participate actively.6. After the activity, hold a class discussion to reflect on the scenarios and cultural aspects.B. Lesson Plan 2: "English Corner"Objective: To provide a platform for students to practice speaking English in a relaxed and informal setting.Materials:1. A designated area in the classroom or school2. A schedule for the English Corner sessionsProcedure:1. Designate a specific time and place for the English Corner sessions.2. Encourage students to bring a topic of their choice for discussion.3. Assign a facilitator to lead the discussions and ensure that everyone gets a chance to speak.4. Provide guidelines on proper grammar and pronunciation.5. Rotate the facilitator role among students to ensure equal participation.C. Lesson Plan 3: "Group Projects"Objective: To enhance students' collaborative skills and critical thinking abilities.Materials:1. Project topics (e.g., research on famous English-speaking countries, creating a short English film)2. Resources for research and productionProcedure:1. Assign groups based on students' interests and abilities.2. Provide guidelines on the project's scope and expectations.3. Hold regular group meetings to monitor progress and offer assistance.4. Encourage students to share their findings and experiences with the class.5. Evaluate the projects based on criteria such as creativity, teamwork, and language proficiency.IV. Discussion and AnalysisNow that we have presented our lesson plans, let us engage in a discussion and analysis of their potential impact on student engagement and learning outcomes.1. What are the strengths and weaknesses of each lesson plan?2. How can we adapt these activities to cater to diverse learning styles and abilities?3. What are some challenges we might face while implementing these activities, and how can we overcome them?4. How can we assess the effectiveness of these activities in improving student engagement and learning outcomes?V. Practical Tips and StrategiesBased on the discussion, let us now share some practical tips and strategies for implementing these interactive activities in our classrooms.1. Be flexible and adapt the activities to suit your students' needs.2. Provide clear instructions and guidelines to ensure a smooth flow of the activity.3. Encourage active participation and create a supportive learning environment.4. Use technology and multimedia resources to enhance the learning experience.5. Regularly assess and reflect on the effectiveness of the activities to make improvements.VI. ConclusionIn conclusion, today's English teaching and research activity has provided us with valuable insights into enhancing student engagement in English language learning through interactive activities. By implementing these activities in our classrooms, we can create a more dynamic and engaging learning environment that fosters better understanding and retention of the language. Let us continue to collaborate, share our experiences, and strive for excellence in our teaching practices.Thank you for your participation and contributions to this session. We look forward to witnessing the positive impact of these interactive activities on our students' language skills and overall learning experience.第3篇Introduction:Ladies and gentlemen, esteemed colleagues, and esteemed guests, welcome to today's English teaching and research activity. The purpose of this session is to engage in a reflective lesson planning process, where we can share our insights, experiences, and best practices in English language teaching. We will discuss various aspects of lesson planning, including curriculum design, teaching strategies, assessment methods, and student engagement. Let's dive into the heart of our discussion and explore the intricacies of effective lesson planning.I. Introduction to the TopicA. Importance of Lesson PlanningLesson planning is a crucial component of effective teaching. It provides a structured framework for teachers to organize their lessons, ensure a logical progression of content, and cater to the diverse needs of students. A well-planned lesson enhances student engagement, promotes critical thinking, and fosters a positive learning environment.B. Objectives of the SessionThe objectives of this session are to:1. Share insights and experiences in lesson planning.2. Discuss different aspects of lesson planning, such as curriculum design, teaching strategies, and assessment methods.3. Identify best practices for engaging students in English language learning.4. Collaboratively develop a comprehensive lesson plan for a selected topic.II. Curriculum Design and Content SelectionA. Understanding the CurriculumThe first step in lesson planning is to have a clear understanding of the curriculum. We should be familiar with the learning objectives, assessment criteria, and the content that needs to be covered.B. Content SelectionSelecting appropriate content is essential for creating engaging and relevant lessons. We should consider the following factors:1. Student interest and prior knowledge.2. Age and proficiency level of the students.3. Integration of cross-curricular themes.4. Alignment with the curriculum objectives.III. Teaching Strategies and MethodsA. Introduction to Different Teaching StrategiesTeaching strategies are the methods used by teachers to facilitate learning. We will explore various strategies such as direct instruction, inquiry-based learning, collaborative learning, and project-based learning.B. Selecting the Right StrategyThe choice of teaching strategy depends on the learning objectives, student needs, and the content being taught. We should consider the following factors:1. Student engagement and motivation.2. Learning outcomes and assessment methods.3. Time and resources available.4. Teacher expertise and comfort level.IV. Student Engagement and MotivationA. Importance of Student EngagementStudent engagement is vital for effective learning. Engaged students are more likely to participate actively, think critically, and retain information.B. Techniques for Student EngagementWe will discuss various techniques for engaging students, such as:1. Interactive activities and games.2. Technology integration.3. Group work and collaborative learning.4. Real-world connections and authentic resources.V. Assessment Methods and EvaluationA. Purpose of AssessmentAssessment is a critical component of lesson planning. It helps us monitor student progress, identify areas of strength and weakness, and make informed decisions about teaching and learning.B. Different Assessment MethodsWe will explore various assessment methods, such as:1. Formative and summative assessments.2. Oral and written assessments.3. Self-assessment and peer-assessment.4. Portfolio assessment and project-based assessment.VI. Collaborative Lesson PlanningA. Sharing Ideas and ResourcesCollaborative lesson planning allows us to leverage the collective expertise and experiences of our colleagues. We will share our ideas, resources, and best practices.B. Developing a Comprehensive Lesson PlanBased on the discussions and insights gained throughout the session, we will collaboratively develop a comprehensive lesson plan for a selected topic. This plan will include the following elements:1. Lesson objectives and learning outcomes.2. Introduction and engagement activities.3. Main content delivery and teaching strategies.4. Student engagement and assessment activities.5. Conclusion and reflection.Conclusion:In conclusion, effective lesson planning is a vital skill for English language teachers. By understanding the curriculum, selecting appropriate content, utilizing various teaching strategies, and incorporating engaging activities, we can create dynamic and effective lessons that cater to the diverse needs of our students. Today's session has provided us with a platform to share our insights, experiences, and best practices in lesson planning. Let us continue to work together, support each other, and strive for excellence in our teaching endeavors.Thank you for your participation and contributions to this enriching session. May our collective efforts contribute to the continuous improvement of English language teaching and student learning outcomes.。
LessonPlan教案
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
# 展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
香港進食失調康復會有限公司派員到校主講《瘦身文化面面觀》講座
全級進行
# 展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
學習評估：
Lesson Plan 教案
Learning objectives學習目標:
Prior Knowledge & skills已有知識及技能:
教學活動及流程：
#展示在教學活動中為照顧高能力/資優學生而調適的教學內容和策略。
學習評估：。
全英文英语阅读课教案
全英文英语阅读课教案【篇一：全英文英语教案模板】lesson plannsefc module2 unit reading in teacher:period：period1 type：readingduration: 45minutesteaching ideologythe current theory view reading as a interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types. in the reading process, these factors interact with each other and compensate for each other. based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. the three stages are pre-reading, while-reading and post-reading.teaching material and learning conditionthe analysis of teaching materialthe teaching material is the reading part from nsefc module2 unit. the topic of this unit is . this passage mainly introduces the passage consists of paragraphs. the first paragraph is a general introduction of the . para.2 to para.4 introduces . the last paragraph tells about . the topic is not new to the ss. but there is some new words and phases in the passage.the analysis of learning conditionthe students are from grade1 in senior high school. as high school students, they have achieved certain english level and they have the ability to get the basic idea of the reading. since they are in grade1, they are easily activated and want to air their own opinions on the topic. they are familiar with the topic of and know some. but they may not know before. moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.learning objectives1. language skillsat the beginning of the class, ss can predict the content ofthe passage based on the title. ? ss can scan the passage andfind out the specific information such as the person relatedwithss can summarize the passage with the help of the clues ofthe passage.2. language knowledgess can master the key words and phrases of the passage as follows, . ? ss can learn , especially3. affectsss will realize that and they will concern themselves with the issue of4. cultural awarenessss will broaden their minds by knowing something about 5. learning strategiesss will cultivate their ability individual learning and cooperative learning by doing someactivities independently and some in groups.ss will communicate with each other in english while doingthe group work.language difficultiesfocuses and anticipatedlanguage focusesthis is a reading period so the focus is to cultivate thestudents’ reading skills. the many activities are designed tohelp ss to train their reading skills, such as predicting, skimming, scanning and summarizing.it is also important for the ss to master the new words and phrases.anticipated difficultiesas the ss have a limited vocabulary, so they may have some difficulties in understanding the passage. so the teacher willhelp them learn the new words and phrases.ss may did not heard before, so the teacher will tell themsome background knowledge about it.teaching methodthree-stage model: based on the understanding of reading asan interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students languageefficiency in general and reading strategies. the three stagesare pre-reading, while-reading and post-reading.teaching aidsmultimedia devices and ppt documents: in order to help ss tofully understand the whole passage, i adopt multimediadevices and ppt documents to bring the real-life situation intothe classroom.teaching proceduresstep1. lead-in (6min)activity1. greetings and free-talking (2min)t leads into the topic by asking ss some they know. ss tell the name of the they know freely.t: hello boys and girls. (ss say hello to the teacher.)t: when we say , what appears in your minds? (ss tell thethings appear in their minds freely.) t: what are the ? (ss tell some names of .)activity2. picture-talking (4min)t shows some pictures about the in china and abroad. after seeing the pictures, ss are expected to tell the similarities of them.t: just now, you talk about some in china. now, let’s see some pictures of some . (t shows the pictures and ss see them carefully.)t: what do the have in common？for example, they are very precious. what are your opinions?(t gives them some hints and ss tell the characteristics of ) [aims]in this step, t first leads in the topic by talking with the ssfreely about the whichis familiar to them and then ss see some pictures and tell the characteristics. these two activities aim to arouse the ss’interests in the topic and activate their old knowledge of . thenss will be mentally prepared for the reading comprehension. what’s more,when they are talking about the charateristics of, they will realize that theare rare and precious and they will concern themselves with the issue of .step2. pre-reading (3min)activity1. knowing something about (1min)t gives a brief introduction of the. ss will know the t: today, weare going to learn . it is . do you know what is? (t shows some pictures ofand ss get to know the .)activity2. predicting (2min)t asks ss to read the title of the passage and then ask themsome questions. ss will predict the content of the passage withthe help of the title.t: please look at the title “”, what does “” mean?(if the ss can not give the answer, then t explain it.)t: in search means that people are looking for it. why arepeople looking for it? can you guess? what will the passagetalk about?(ss predict the content, but t will not give the answer here.)[aims]in this step, the ss first know some information of the ; the background information will make it easier for the ss tounderstand the passage. then t asks ss to make predictionsabout the passage. it aims to help ss develop the reading skillsof predicting.step3. while-reading (22min)activity1. skimming (4min)ss skim the whole passage and find out and check their predictions. t: why are people still ? here is a multiple choicefor you.activity2. scanning (3min)t presents several true or false statements and asks the ss toscan the passage and judge the right from the wrong.(keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)activity3 close-reading (15min)t designs various kinds of activities and ss do the activities tofully understand the passage. para.1t: please read para.1 carefully and then take some note aboutthe .para.2-4please read para.2-4 carefully and then find out the removal ofthe room.please read para.2-4 carefully and then find out the personrelated with the amber room and the things them down with it. para.5please read para.5 carefully and then find out the therebuilding of the amber room.【篇二：初中英语阅读课教学设计】谈初中英语阅读课教学案例吉林省桦甸市金沙中学：王欣平一、背景现行初中英语教材具有很多的优点，但由于学生认知水平的发展具有规律性，教师只有充分认识和掌握这种规律，并结合教学实际，合理设计教学程序，充分发挥学生的主体作用，教学相长，才能达到教学效果的最优化。
英语教案的英文术语
英语教案的英文术语在英语教学中，有许多专业术语被广泛应用于教学过程中。
学会这些术语对于提高教学效果和与其他教育专业人士交流至关重要。
下面将介绍一些常见的英语教案中使用的英文术语：1. Lesson Plan （教案）Lesson Plan是指教师在教学前所制定的详细计划。
它包括了教学目标、所需教学资源、教学活动和评估方式等内容。
一个好的Lesson Plan能够帮助教师有效组织课堂教学。
2. Teaching Goals （教学目标）Teaching Goals是指教师在教学中想要达到的具体目标。
这些目标通常会根据学生的水平、课程标准和教学内容来确定，有助于指导教学过程。
3. Classroom Management （课堂管理）Classroom Management是指教师在课堂上对学生行为、注意力和秩序进行管理的过程。
良好的课堂管理能够创造一个有利于学习的环境。
4. Differentiated Instruction （分层教学）Differentiated Instruction是指根据学生的不同学习需要和能力，采取不同的教学策略和方法进行教学。
这有助于满足各种学生的学习需求。
5. Assessment （评估）Assessment是指对学生学习成果进行评价和反馈的过程。
评估可以帮助教师了解学生的学习情况，调整教学策略，以及指导学生的学习方向。
6. Engaging Activities （引人入胜的活动）Engaging Activities是指吸引学生注意力、激发学习兴趣的各种教学活动。
通过设计具有趣味性和挑战性的活动，能够增强学生的学习动机。
以上是英语教育中常见的几个英文术语，掌握这些术语将有助于教师更好地进行英语教学工作。
希望以上内容对您有所帮助。
小学一年级数学：5 的加法和 5 减几(参考教案二)
新修订小学阶段原创精品配套教材5 的加法和 5 减几（参考教案二）教材定制 / 提高课堂效率 /内容可修改Addition of 5 and reduction of 5 (refer to lesson plan 2)教师：风老师风顺第二小学编订：FoonShion教育5 的加法和5 减几（参考教案二）教学目标(一)使学生进一步理解加减法的含义，能正确计算5以内的加法和减法．(二)初步培养学生自学能力和口头表达能力．教学重点和难点重点：能正确计算5以内的加法和减法．难点：5减几和看图列减法算式．课前准备(一)教具：小兔图、桃子图和口算卡片．(二)学具：红色粉色图片各5个、小花5朵．教学过程设计(一)复习准备1．看卡片口答：2．看图列式计算：3．板演：1＋3=2＋2=4－2=4－3=3－2=3＋1=4．口算，并指名说计算方法．1＋34－22＋24－33－24－13＋13－1(二)学习新课启发谈话：刚才同学们都能正确、迅速地进行口算．这些题都是我们学过的4以内的加法和减法．今天，我们要学习5的加法和5减几．(同时贴出课题)1．教学5的加法．(1)出示小兔图(一)．师问：①图上有几只白兔？几只黑兔？②一共有几只小兔？③要求一共有几只小兔，用什么方法计算？怎样列式？板书：4＋1=5．④为什么用加法计算？(因为这是把两部分合并在一起，求一共是多少，所以，用加法计算)⑤算式中各数表示什么？(2)出示小兔图(二)．师说：谁能看图列一道加法算式？指名说，师板书：1＋4=5．指名说：算式中各数表示什么？师问：如果我们不看图，怎么想4加1等于几？1加4等于几？(3)摆一摆：师说：请同学们拿出3个红圆片，再拿出2个粉圆片．用数字卡片摆一道加法算式：指名说算式，老师板书：3＋2=5．师说：请同学们把红圆片和粉圆片调换一下位置，想想，应该列出一道什么算式？想好后，用数字卡片摆出算式．指名说，老师板书：2＋3=5．(4)说计算方法：师问：我们不看图，能想出3加2等于几吗？(想：3和2组成5，3加2就等于5)师说：我们知道3加2等于5，计算2加3怎么想？(想3加2等于5，2加3也等于5)师问：还可以怎么想？(鼓励学生用多种方法计算)齐读算式：4＋1=53＋2=51＋4=52＋3=52．教学5减几．(1)出示桃子图(一)师问：谁能看懂这幅图的意思？指名2～3人说图意：师问：原来有5个桃子，吃掉了1个，求还剩几个？用什么方法计算？(用减法)怎样列式：板书：5－1=4．师问：为什么用减法计算？(从一个数里去掉一部分，求还剩多少，用减法计算)师问：算式中的5表示什么？(表示原来有5个桃子)师说：对，这5表示原来有5个桃子，所以从5个桃子里减去1个，还剩4个．(2)出示桃子图(二)．师问：这幅图应该怎么列算式？指名说，老师板书：5－4=1．指名说：算式中各数表示什么？师问：如果我们不看图，你怎么想5减1等于几？(想5可以分成1和4，5减1等于4)师问：5减4等于几？怎么想的．(想5可以分成4和1，5减4等于1)齐读：5－1=4，5－4=1．找一找：这两道题相同的地方是什么，不同的地方是什么．两人一组进行讨论，然后指名说：小结这两道题相同的地方都是原来有5个桃子，都是求还剩多少个、都是用减法计算；不同地方是一道是从5个里面减去1个、一道是从5个里面减去4个，也就是说减号后面的数不一样，所以减法算式不一样．(3)摆一摆．请同学们在桌上摆出5朵小花，再拿走2朵，还剩几朵？怎样列式？板书：5－2=3．再摆出5朵小花，拿走3朵，还剩几朵？每人用数字卡片摆算式：5－3=2．(4)说计算方法：师问：如果我们不看图你能很快算出5减2等于几吗？5减3呢？师说：你们说得很好，算减法想数的分解，想5可以分成2和3，5减2等于3．也可以用其他方法．齐读：5－1=45－3=25－4=15－2=3结合数的组成和分解，指名说口算方法．小结今天我们又学会了5的加法和减法，知道用5的组成和分解来想得数，这样能算得又对又块．下面再比一比看谁学习最积极．(三)巩固反馈1．看图填□：先说图意再填空．做书上练习四第3题．2．独立完成练习四第4题．做后反馈并重点提问：这两道题的5各表示什么？(表示原来有5个圆)划掉的圆是从几个圆里划掉的？(从原来的5个圆里划掉的．)算式中减号前面要写几？(写5)3．请你画一画，算一算．4．猜一猜，☆下面是几．2＋3=☆1＋3=☆5－3=☆5－1=☆4＋1=☆3＋2=☆5－4=☆5－2=☆3＋1=☆1＋4=☆2＋2=☆4－2=☆课堂教学设计说明5的加减法是在学生已经学会4的加减法的基础上进行的．教学方法运用了知识的迁移规律，利用已有的知识基础进行新课．在教学中注意发挥学生的主体作用．老师引导学生通过观察、叙述图意；通过动手摆一摆，说一说，使学生积极主动地学会5的加、减法．这节课主要围绕两个重点进行教学，一个是让学生在理解图意的基础上列式计算，使学生进一步理解加、减法的意义；另一个是抓计算方法，在新课中，引导学生利用数的组成和分解想得数，在巩固练习中，安排了猜一猜、画一画、算一算这些题，不但要求算得对，还要算得快，目的是提高计算能力，争取做到脱口而出．5减几是这节课的难点，要强调是从哪个数里去掉一部分．通过看图、演示、摆一摆、对照比较等方式使学生清楚地看到两个算式间的联系，数量之间的关系．板书设计FoonShion教育研究中心编制Prepared by foonshion Education Research Center。
Unit 2 Lesson 2 教案高中英语北师大版(2019)必修第一册
Lesson Plan: Unit 2, Lesson 2 - Rules of the GameObjectives:Students will be able to understand and discuss the importance of rules in sports.Students will learn and practice new vocabulary related to sports rules.Students will engage in a group discussion about rules and fairness in sports.Materials:Textbook: Unit 2, Lesson 2 - Rules of the GameHandout: Vocabulary exerciseWhiteboard and markersTimerProcedure:Warm-upBegin the class by asking students to discuss in pairs or small groups about their favorite sports and what rules they know about them.After a few minutes, ask a few students to share their answers with the whole class.Vocabulary exerciseDistribute the handout with vocabulary related to sports rules.Ask students to work individually or in pairs to match the words to their definitions.After a few minutes, review the answers as a class and clarify any doubts.Reading and comprehensionAsk students to read the text in their textbook about the importance of rules in sports.After reading, ask students to answer the comprehension questions on the textbook.Review the answers as a class and discuss any points of interest.Group discussionDivide the class into groups of 4-5 students.Give each group a scenario where a rule in a sport is broken or not enforced.Ask each group to discuss the scenario and how it relates to fairness in sports.After 5-10 minutes of discussion, ask each group to share their thoughts with the class.Wrap-upReview the key points of the lesson, emphasizing the importance of rules in sports and fairness for all players.Homework:Ask students to write a short paragraph about a time when they or someone they know experienced unfairness in sports due to a rule being broken or not enforced.Homework:Write a short paragraph about a time when you or someone you know experienced unfairness in sports due to a rule being broken or not enforced. Describe the situation and how it made you feel. Reflect on what could have been done to prevent the unfairness.。
plan的用法总结大全
plan的用法总结大全1. 作为名词，表示“计划、方案、打算”等意思。
- We need to come up with a plan to solve this problem.我们需要制定一个解决这个问题的计划。
2. 作为动词，表示“计划、安排、打算”等意思。
- We are planning to go on a vacation next month.我们计划下个月去度假。
3. 表示“设计、策划、安排”等意思，通常用于专业领域。
- The architect is planning the layout of the building.建筑师正在设计建筑的布局。
4. 用于某些固定搭配中，表示某种特定的计划或方案。
- business plan 商业计划书- marketing plan 市场营销计划- lesson plan 课程教学计划5. plan out 表示“规划、设计、制定”等意思。
- We need to plan out our strategy for the project.我们需要为这个项目制定我们的战略。
6. plan for 表示“为...准备计划、考虑”等意思。
- We need to plan for the future and save money.我们需要为未来做打算并存钱。
7. plan on/upon 表示“计划、打算”等意思。
- They plan on getting married in the summer.他们计划在夏天结婚。
8. plan ahead 表示“提前计划”等意思。
- It's always good to plan ahead for the future.为未来提前计划总是好的。
9. 在口语中，plan 还可以表示“按...计划、安排”等意思。
- Are we still on plan for the meeting at 3pm?我们还按照计划在下午三点举行会议吗？10. 在计算机领域，plan 表示“方案、计划”。
Unit-4--Lesson-Planning2
Aim
The teacher should have a clear idea of what he /she would like to achieve for the lesson or what outcomes are expected from the lesson.
2. What should teachers do before the class ?
In order to achieve the aims of the lesson, teachers need to think about:
1. The aims to be achieved 2. The materials to be covered 3. The activities to be organized 4. The techniques and resources to be used 5. How to make the lesson transit from one stage
…. to aware of the aims and language contents of the lesson;
…. to help the teacher to distinguish the various stages of a lesson;
…. to see the relationship between stages so that the lesson can move smoothly from one stage to another;
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1 Change the way we live.
2 Get better education.
D
T: Take a look at the whole passage and then choice the best answer.
The earth summit is not just a place to discuss about theproblems, but also a place to findsolutionsfor the future. We should changethe waywe live in order to save earth. Many speakers saideducationis the key to the future. With bettereducation,people will perhaps put an end to thedeathandsufferingcaused by the big three.
Sample answers to the question
Introduction( paragraph 1)
Definition of the EarthSummit
Body(Paragraphs 2,3)
Paragraph 2: what are the big three?
Paragraph3: what does Premier zhu stress?
5, With international cooperation, developing countries can prosper, so will sustainable development be possible. (T)
C
T: Read paragraph 4,5,6,7 then fill in the blankets.
Step1:Pre-teaching (7minutes)
Revision/ Warming up
Step one:
Enjoy a song from Jackson ------Heal the Worldbefore the class.
Step two:lead in(5minute including group works)
T: Before our class I will take you to some beautiful places.(Show the students some scenic pictures)
T: Do you want to pay a visit to these places?
S: Yes!
Microteaching Lesson Plan(试讲教案)
Student teacher’s Name:雷艳玲
Teaching Date:2009年6月1日
Supervisor’s Name:戴伟红
上课班级情况概述
Class Description
Senior Two students. There about 50 students. The whole class seems very lovely and friendly, they are full of creation too. Like the other class in china there students who are quick in study and reflection while some are relatively slow.
T: Everything is in disorder. Tell me something more in detail about the problems that we are now facing.
Group competition:
T: Now I divide the class into three groups. Anyone of you is expected to stand up to talk about the problems that the human beings are facing now. At the end of the competition the one who think of more problems will win the competition and will be given some small gifts.(After the competition)
教材依据和内容Teaching Materials and Teaching Content
Unit 9
Saving the earth
教学目标Teaching objectives/aims
1.语言知识目标Vocabulary and structure:
Use expressions to describe ecology and environment situations
Difficulties points:
How to help the students master the whole passage.
How to improve the students’ reading ability.
教学过程Teaching Procedures
(Allocation of Time)
T: You have done a good job! And I will show you more about the serious problems.
(starvation, poverty, lack of education)Show them pictures about air pollution, deforestation, water pollution, poor sanitation, wars, and so on.
Step four: Pre-reading(3minutes)
T: Today we are going to read a passageWelcome to the EarthSummit.The text is about the Earth Summit and some of the major problems facing the world.
Step2:While-teaching (_25_mins)
Presentation/Drill/Practice
Step three: new words(4minutes)
(While explaining, show them the related pictures that will leave a deeper impression on the students)
T: These are all the new words we will meet in the reading passage. Together read them after me.
(Teach them to read all the new words and make sure that they can pronounce them correctly and know the meaning of them)
教学辅助手段Teaching Aids
The blackboard, a computer, multimedia
教学重点与难点
Difficulties and Key Points
Key point:
Improve the students’ reading ability
Learn to use Inversion.
T: I suggest you be quick, because many years later things will be like this…(Show them some pictures about desertification, starvation, deforestation, animals dying out and so on)
T: There are so many problems. What should we do? The head leaders are worried about this too. So they met together to talk about the solutions. We call the conferencessummits.Meanwhile we call the top part of a mountain asummit.The head leaders from all over the world at the summit arerepresentatives.They are talking about the problems, and most of the problems are inruralareas. Most rural areas are inpoverty. If they still remain in poverty, there will be moreviolence and wars. So ourpremiersare worried about this. They hope our countryprospersand they also hope we can live inharmonywith nature.
Sustainable development
BHale Waihona Puke T: Read paragraphs 2, 3 and then decide whether they are true or false.