SBS1chapter1教案
SBS朗文国际英语教程第1册-教师用书
FUNCTIONSA SKINGFOR ANDR EPORTING I NFORMATIONWhat’s your name?My name is Maria .What’s your first name?Sarah .What’s your last name?Kelly .How do you spell that?K-E-L-L-Y .What’s your address?My address is 235 Main Street .What’s your phone number?My phone number is 741-8906.Where are you from?I’m from Mexico City .I’m American.My license number is 921DCG .My apartment number is 4-B .My social security number is 044-35-9862.My e-mail address isTeacherJoe@.M EETING P EOPLE Hello.Hi.My name is _______.I’m _______.Nice to meet you.Nice to meet you,too.T O B EGRAMMARNEW VOCABULARYPeopleactoractressAmericanathleteMr.Mrs.Ms.presidentprime ministerPlacesBrooklynFloridaMexico CityNew YorkSan FranciscocountryPersonal Information addressapartmentapartment numbere-mail addressfax numberfirst namelast namelicense numbernamenumberphone numbersocial security number streettelephone number Cardinal Numbers0oh (zero)1one2two3three4four5five6six7seven8eight9nine10tenArticlesathePossessive AdjectivesmyyourPrepositionsfromofQuestion WordsWhatWhereSubject PronounsIyouVerbsareisam (’m)EXPRESSIONSHello.Hi.Nice to meet you.Nice to meet you,too.CLOSE UP•To Be:IntroductionFOCUS1.Teach the first question and answer in the conversation before students open their books.(What’s your name? My name is _______.)a.Begin by saying your name:“My name is _______.”b.Then ask individual students:“What’s your name?”Students answer:“My name is ________.”c.Next,have individual students ask each other.2.If you haven’t already introduced thenumbers 0–10,refer to the teaching steps on page 4 of this Teacher’s Guide.(Be sure to tell students that in telephone numbers,people usually say “oh”rather than “zero.”Have students repeat “Oh.”)3.Practice the numbers.a.Write the numbers 0–10 on the board or use flash cards.Point to numbers at random and have the class say them.b.Continue with individual students.1.Have students look at the model illustration.2.Set the scene:“A teacher and student are talking.”3.With books closed,have students listen as you present the model or play the audio one or more times.4.Full-Class Repetition:Model eachquestion and answer in the dialog and have students repeat.5.Have students open their books and look at the dialog.Ask students if they have any questions.Check understanding of vocabulary .6.Group Choral Repetition:Divide the class in half.Model the 1st question of the dialog and have Group 1 repeat;model the answer and have Group 2 repeat.Continue this way with the other questions and answers in the dialog.7.Choral Conversation:Groups 1 and 2practice the dialog twice,without teacher model.First,Group 1 asks the questions and Group 2 gives the answers;then reverse.8.Call on one or two pairs of students to present the dialog.(For additional practice,do ChoralConversation in small groups or by rows.)INTRODUCING THE MODELGETTING READYPronunciation NoteThe pronunciation focus of Chapter 1 isLinked Sounds(text page 6).You maywish to model this pronunciation at thispoint and encourage students to incorporateit into their language practice.Students use the questions of the model to give their own names,addresses,and phone numbers,and tell where they are from.1.Call on a few pairs of students to ask andanswer the questions,using informationabout themselves in the answers.2.Divide the class into pairs,and have thepairs ask and answer the questions.Thencall on pairs of students to present theirdialogs to the class.Note that the numbers in students’ addresses may be higher than the ones they havelearned.For this exercise you can havestudents read each digit in their addresses.For example,232 might be read as two,three, two rather than two thirty-two.(Highernumbers will be taught in Chapter 5.)Pages 2–4,Exercises A–DWORKBOOKANSWER THESE QUESTIONSThis is a role-play exercise that reviews the questions on text page 2.Students pretend to be famous celebrities who are being interviewed on television.One student is the interviewer and asks the questions.Another pretends to be the famous person.Talk shows are popular in the United States and usually feature a well-known host talking with famous people.1.Have students think of famous people in the categories suggested on text page 3.If they have difficulty ,make some suggestions.You can use magazine and newspaperphotographs as cues.The students can assume the role of the celebrity in the photograph.2.Have pairs of students practice and then role-play their interviews in front of the class,making up addresses and phone numbers for the famous people.1.Have students look at the illustration.2.Set the scene:“Two people are meeting each other.”3.With books closed,have students listen as you present the conversation or play the audio one or more times.4.Full-Class Repetition:Model each line and have students repeat.5.Have students open their books and look at the dialog.Ask students if they have any questions.Check understanding of new vocabulary:Hello;Hi;Nice to meet you;Nice to meet you,too.6.Group Choral Repetition:Divide the class in half.Model line A and have Group 1 repeat;model line B and have Group 2repeat.7.Choral Conversation:Groups 1 and 2practice the dialog twice,without teacher model.First Group 1 is Speaker A and Group 2 is Speaker B;then reverse.8.Call on one or two pairs of students to present the dialog.9.Have students walk around the classroom,introducing themselves to each other.10.Call on several pairs of students to presenttheir conversations to the class.Meeting People:In the United States,it is common to initiate a conversation with self-introduction (Hello.My name is ...,Hi.I’m ...).“Hello”and “Hi”are equally common ways to greet people.“Hi”is moreinformal than “Hello.”READINGThis exercise is based on the reading on text page 4.Listen and choose the correct answer.1. A.What’s your name?B.Mary Black.2. A.What’s your address?B.Two sixty-five Main Street.3. A.What’s your apartment number?B.FiveC.4. A.What’s your telephone number?B.Two five nine–four oh eight seven.5. A.What’s your social security number?B.Oh three two–eight nine–six one sevennine.6. A.What’s your e-mail address?B.maryb-at-worldnet-dot-com.Answers1.a 4.b2.b 5.b3.a6.aIf you haven’t already introduced the alphabet,refer to the teaching steps on page 4 of this Teacher’s Guide.1.Have students look at the illustration.2.Set the scene:“A person is interviewing someone.”3.With books closed,have students listen as you present the conversation or play the audio one or more times.4.Full-Class Repetition:Model each line and have students repeat.5.Have students open their books and look atthe dialog.Ask students if they have any questions.Check understanding of new vocabulary:last name,first name,How do you spell that?6.Group Choral Repetition:Divide theclass in half.Model line A and have Group 1repeat;model line B and have Group 2repeat.7.Choral Conversation:Groups 1 and 2practice the dialog twice,without teacher model.First Group 1 is Speaker A and Group 2 is Speaker B;then reverse.8.Call on one or two pairs of students topresent the dialog.9.Have students walk around the classroomand interview five other students,asking and answering the questions in the model conversation as they complete the chart.10.Follow up by asking students to read aloudthe names of the students they interviewed.Pages 4–5 Exercises E–HWORKBOOKINTRODUCE THE CONVERSATIONGETTING READYFocus on ListeningPractice the sentences in the left column.Say each sentence or play the audio one or more times.Have students listen carefully and repeat.Focus on PronunciationPractice the sentences in the right column.Have students say each sentence and then listen carefully as you say it or play the audio.If you wish,have students continue practicing the sentences to improve their pronunciation.Have students write their journal entries at home or in class.They can share their written work with other students if appropriate.As a class,in pairs,or in small groups,have students discuss what they have written.Have students keep a journal of their written work.If time permits,you may want to write a response in each student’s journal,sharing your own opinions and experiences as well asreacting to what the student has written.If you are keeping portfolios of students’ work,these compositions serve as excellent examples of students’ progress in learning English.1.Divide the class into pairs or small groups.2.Have students take turns reading the sentences in the grammar boxes.Have students ask you any questions about the meaning or pronunciation of the vocabulary .If students ask for the pronunciation,repeat after the student until the student is satisfied with his or her pronunciation.KEY VOCABULARYGRAMMARLinked Sounds:Final consonants are often linked to beginning vowel sounds in the word that follows.A.WHAT ARE THEY SAYING?1.What’s,name 2.address,My ,is3.your,phone number4.your,name5.What’s,address6.phone,My ,number7.Where are,I’m from/ADDRESS/PHONE NUMBER (Answers will vary.)C.LISTENINGListen and circle the number you hear.1.My address is five Main Street.2.My address is seven Main Street.3.My address is two Main Street.4.My address is six Main Street.5.My address is one Main Street.6.My address is three Main Street.7.My address is four Main Street.8.My address is eight Main Street.9.My address is ten Main Street.10.My address is nine Main Street.Answers 1.5 6.32.77.43.28.84.69.105.110.9D.NUMBERS 4six 7two 1seven 8three 10one 2eight 9ten 6four 5nine 3fiveE.LISTENINGListen and write the missing numbers.1. A.What’s your phone number?B.My phone number is 389-7932.2. A.What’s your telephone number?B.My telephone number is 837-2953.3. A.What’s your apartment number?B.My apartment number is 6-B.4. A.What’s your address?B.My address is 10 Main Street.5. A.What’s your fax number?B.My fax number is 654-7315.6. A.What’s your license number?B.My license number is 2613498.Answers 1.2 2.53.6 4.105.7,36.1,4,8F.LISTENINGListen and write the missing letters.1. A.What’s your last name?B.Carter.A.How do you spell that?B.C-A-R-T-E-R.2. A.What’s your last name?B.Johnson.A.How do you spell that?B.J-O-H-N-S-O-N.3. A.What’s your first name?B.Gerald.A.How do you spell that?B.G-E-R-A-L-D.4. A.What’s your last name?B.Anderson.A.How do you spell that?B.A-N-D-E-R-S-O-N.5. A.What’s your first name?B.Phillip.A.How do you spell that?B.P-H-I-L-L-I-P .6. A.What’s your last name?B.Martinez.A.How do you spell that?B.M-A-R-T-I-N-E-Z.WORKBOOK PAGE 5WORKBOOK PAGE 4WORKBOOK PAGE 3WORKBOOK PAGE 2Answers1.R,E 4.R,O2.H,S,N 5.P,L3.G,A,D 6.M,T,ZG.WHAT ARE THEY SAYING?7.is2.Hi8.Hello3.meet9.I’m4.Nice 10.to5.you11.you6.My。
新编实用英语第一册教案
第一部分课程基本信息第二部分教学设计一、课程与教材分析（一）课程分析《大学英语》是高等教育的一个有机组成部分，是大学生的一门必修的基础课程。
大学英语教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容；以外语教学理论为指导，并集多种教学模式和教学手段为一体的教学体系，旨在培养学生英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力、提高综合文化素养，以适应我国经济发展和国际交流的需要。
（二）教材分析（突出针对课程需要，合理选择教材和教参）《新编实用英语》（第五版）系列教材国家“十三五”规划教材，是严格按照国家职业教育目标和要求精心设计的立体化公共外语教材，教材内容贴合日常交际和职场需求，在主题类别、语篇类型、语言知识、文化知识等方面均与《新课标》紧密对应，历经多年教学实践，得到了广大高职高专院校师生的充分认可。
教材立足“立德树人”根本教育任务，探索外语“课程思政”建设，注重中华优秀文化的表达，助力培养德才兼备、德智体美劳全面发展的人；注重培养学生的英语学科核心素养，助力学生形成关键能力和必备品格以及形成正确的世界观、人生观和价值观，努力将大英教材的思想价值渗透作用最大化，以美育人、以德润人，以文化人，潜移默化中引导学生坚定“四个自信”，润物无声中实现“育人育才”。
教材聚焦典型生活和职业场景，以富有生活化、职业性和时代性的选材，将英语技能放在职业场景中操练，注重对学生英语基本功和职业技能的全面培养，并创设“线上+ 线下”混合式外语教学生态，资源以立体化、多模态形式呈现，是比较适合我校学生实际的教材。
二、学生情况分析（一）学生基本情况本课程是面向我校非英语专业普通专科学生的公共必修课，所教大部分学生有较强的学习积极性、主动性和自觉性，具备比较基本的英语阅读和简单写作的能力，但是听力水平普遍较低，词汇量相对有限，在写作和翻译方面能力较为欠缺。
SBS朗文国际英语教程 unit1
Topic : IntroductionTeaching Aims:1.let the students master the new words and sentences2.make the children use the new words and sentences correctly.3.make the pupils more interested in learning English.Teaching Important：The students can master the new words and sentencesTeaching Difficult:The students can use the new words and sentences correctly.Procedure :Step1 :GreetingStep 2:Warming up:Sing ABC songStep3:presentation:VOCABULARY PREVIEW1.Ask students to read the alphabet to correct the pronunciation.2.Ask students to write 26 letters from the memory to correct the form.3.Learn the numbers from”0-10”,pay attention to the pronunciation of “0”4.Practice the numbers .(read one by one , check somebody)5.Write the two sentences under the words.a.There are 26 letters in the alphabet .b.I can read the numbers from “0-10”.6.Introduce myself to lead out”Her name is Maria.””His name is Jack.”7.Show a picture ,to learn the word “address”.Teach the students to express the specific address.8.Do actions to learn “telephone number”.sentence:May I have your telephone number? Expansion:QQ number ,Micro-letters number,Fax numberWhat’s Your Name?1.Introduce myselfMy name is Lurry.My address is 321 the west of Beijing Road.My telephone number is 3638827.I’m from Wuzhong City.I am 26 years old.I like playing basketball.I like English very much.2.Lead out the questions3.Learn the text.4.Answer the questions.(P2)5.The students introduce themselves.Role Play1.Show the pictures to learn the words “actor,actress,athlete,president”Expansion:chairman ,player.2.Role play:Interview a famous person.（group work ）How To Say It1.Make a dialogue with a student.2.The students practice the dialogue with the partner .Expansion:How old are you? Where are you from? What do you like:What’s your address? What’s your telephone number? What’s your QQ number? HOMEWORK: KEY VOCABULARY(P6)。
SBS朗文国际英语教程第1册
9. Where am I? You’re in the hospital.
P15 ALL THE STUDENTS IN MY ENGLISH CLASS ARE ABSENT TODAY
All the students in my English class are absent today. George is absent. He’s in the hospital. Maria is absent. She’s in the dentist. Mr. and Mrs. Sato are absent. They’re at the social security office. Even our English teacher is absent. He’s home in bed!
8. Where’s Kevin? He’s in the garage.
9. Where’s the cell phone? It’s in the kitchen.
P13 THE STUDENTS IN MY ENGLISH CLASS
The students in my English class are very interesting. Henry is Chinese. He’s from Shanghai. Linda is Puerto Rican. She’s from San Juan. Mr. and Mrs. Kim are Korean. They’re from Seoul.
Where's the map? It's on the wall.
Where's the computer? It's on the table.
SBS朗文国际英语教程第1册-学生用书
V OCABULARY P REVIEWTo Be:Introduction4.address5.telephone numberphone numberA aB bC cD dE eF fG gH hI iJ jK kL lM mN nO oP pQ qR rS sT tU uV vW wX xY yZ z0 1 2 3 4 5 6 7 8 9 101.alphabet2.numbersAnswer these questions.Now practice with other students in your class.*What’s = What is235=two thirty-five741-8906=seven four one – eight nine “oh”sixWhat’s*your name?What’s your address?What’s your phone number?Where are you from?My name is Maria.My address is 235*Main Street.My phone number is 741–8906.*I’m from Mexico City.Meeting PeopleA.Hello. My name is Peter Lewis .B.Hi. I’m Nancy Lee . Nice to meet you.A.Nice to meet you, too.Practice conversations with other students.Interview a famous person. Make up addresses, phone numbers, and cities. Use your imagination! Practice with another student. Then present your role play to the class.A.What’s your name?B.My name is .A.address?B..A.phone number?B..A.Where are you from?B..a famous actora famous actress a famous athletethe president*of your country*president /prime minister /leaderROLE PLA YA Famous PersonWHAT’S YOUR NAME?My name is Peter Black.My address is 378 Main Street,Waterville,Florida.My license number is 921DCG.My name is Susan Miller.My apartment number is 4-B.My name is Mr.Santini.My e-mail address isTeacherJoe@.*My name is David Carter.I’m American.I’m from San Francisco.My name is Mrs.Grant.My phone number is 549-2376.My name is Ms.Martinez.My telephone number is (213) 694-5555.My fax number is (213) 694-5557.My name is William Chen.My address is 294 River Street,Brooklyn,New York.My telephone number is 469-7750.My social security number is 044-35-9862.*“TeacherJoe at worldnet-dot-com”READINGM ATCH a.549-23762.address b.4-B3.phone number c.TeacherJoe@4.apartment number d.William Chen5.social security number e.378 Main Street6.e-mail addressf.044-35-9862Listen and choose the correct answer.Practice the conversation.Now interview students in your class.A.What’s your last name?B.Kelly .A.How do you spell that?B.K-E-L-L-Y .A.What’s your first name?B.Sarah .A.How do you spell that?B.S-A-R-A-H .1. a.Mary Black b.Mrs.Grant2. a.265 River Street b.265 Main Street 3. a.5-C b.9-D4. a.295-4870b.259-40875. a.032-98-6175b.032-89-61796. a.maryb@ b.garyd@READING CHECK-UPLAST NAMEFIRST NAME1.2. 3.4.5.6.7.8.LISTENINGINTERVIEWSpelling NamesCHAPTER SUMMARYT O B EKEY VOCABULARYP ERSONAL I NFORMATION namefirst name last name addresse-mail addresstelephone number phone numberapartment number fax numberM EETING P EOPLE Hello.Hi.My name is _____.I’m _____.Nice to meet you.Nice to meet you,too.I am from Mexico City.(I am)What’s your name?(What is)My name is Maria.Where are you from?am isareListen. Then say it.Say it. Then listen.PRONUNCIA TIONLinked Sounds。
SBS朗文国际英语教程SBS1
朗文国际英语教程（SBS）教材：Side by Side 朗文国际英语教程学制：48周（一学年）级别：4个级别适合年龄：小学高年级-初中三年级开班日期：全年滚动开班--------------------------------------------------------------------------------教材特点简介:在这套教材的四册书中，每一课都有一个语法中心点，以与需要频繁使用该语法项的交际情景，于是学生刚学到的语法知识立即就能用到语言交际中去。
该教材四册共五十课，几乎覆盖了英语语法的所有要点，从最基本的动词to be 到动词wish后面从句中的虚拟式，而这五十个语法要点又分别和五十种常用的交际策略一一挂钩，在各种情景中得到操练和运用。
因此可以毫不夸张地说从第一册第一课开始学生就能学会用英语进行交际了。
对象是小学二年级以上或相同程度。
教学特色：理想的教材和相应的教学方法应该寻找语法能力和交际能力之间合理的平衡，以与两者有机的结合。
教学理念：让学生在全英文的环境中感受西方文化和语言的魅力。
教学目标：注重学生综合能力的培养，课堂上采用全英文教学，进行听说训练，并系统讲解语法，配合相应练习熟练掌握并运用，达到综合能力的全面提高。
教学内容：* 单词的讲解，用英文解释英文，培养学生用英文思维的能力。
* 对话的交流，有问有答，大量的听说练习。
* 文章的朗读，培养良好的语音语调，扩充词汇积累，对内容全面理解。
* 语音的训练，弱读、连读、略读、升调、降调，全方位加强发音能力。
* 篇章的撰写，模拟学过的文章并根据图片的提示，完成自己的写作，语言的组织能力逐步提高。
* 语法的练习，活动手册和补充的语法练习，使学生对英语语法系统的了解。
* 知识的检测，单词默写和单元测验，全方位帮助学生们认识自己的不足，从而大幅提高成绩。
Janet老师，有12年的英语教学经验，纯正的美语发音，流利的英语口语，严谨的教学作风，一丝不苟的工作态度使她深受学生的爱戴，所教授的班级成绩也相当的优异。
Unit1Lesson1教学设计高中英语北师大版
【How】篇章结构：两篇文章都是人物介绍类文章。语篇一由两部分构成：第一部分介绍了Joe日常生活中通过网络所从事的各项活动，第二部分介绍了他父母对他的担忧以及他对自己生活方式的反思。语篇二由三部分组成：第一部分介绍了Li Ying在学校的学习生活，第二部分介绍了她的兴趣爱好和课后活动，包括阅读、长跑和做志愿者活动，第三部分则介绍了她的时间管理方法。
评价内容与标准
1.学生是否能够猜测文本的大概内容并提出他们想要了解的信息；
2.学生是否能够预测文章的基本信息；
3.学生是否能够利用文中信息正确地完成思维导图并推断出标题的意义。
教学方法及整合点
1.演示法：相关的图片、视频等显示给学生看，便于学生对微观知识和背景知识的把握，并从旧知识中获得启迪，从而达到解决问题的目的。
文本语言：第一篇文章有许多关于网络活动的表达，第二篇文章则有许多关于学习生活和课后生活的描述。
学情分析
本课授课对象为高一年级学生。学生有一定的生活经验，对生活方式这个主题有一定的了解；学生已具备一定基础的听、说、读、写、看的能力，能较简单地描述各种学习、生活活动，表达自己对相关事物的看法。但因为词汇、语法、句型等语言知识方面的缺乏和不足，在口头分享和写作等输出任务上可能会有一定的困难。
Use the phrases in activity 1 on page8 if necessary.
学生能够借助书中提供的语言简单介绍自己的生活。
北师大版高一英语必修一教案第单元第课版
本课流程II.in vocabulary:Make use ofthe two peoplefrom the textto bring outthe adjs todescribepeople’slifestyleUsebrainstormingto ask thestudents tosay more adjsaboutlifestylesAdvise thestudents towrite down theadjs onto theword bankmanyThe studentswill be able touse the adjs totalk aboutlifestylesThe studentscan be helped topreparevocabulary forthelifestyles’writing* word bank isused every classfor the studentsto write downthe vocabularyabout the topicforaccumulationII: Invite thestudents toread the textand pick outthe phrasalverbs to showCouchPotato’srelaxinglifestyle* Using thediscoveryapproach tolearn phrasalverbsExplain‘switch’ and‘take up’using someinformation(pair work) read the book and pick out the phrasal verbs and write down onto the word bank: Get up late; watch TV; do some exercise; take the dog Tina out for a walkBranch bank:* What areThe students can be assisted to be able to discover some phrasal verbs from the text to show a relaxing lifestyle* Branch bank is a place to collect important words whichindirectly belong to the topic.* The students can enlarge vocabulary by filling in more words into theand pictures. Remind thestudentstowrite down thewords onto thebranch bankProvide students withsome exercisesusingthesituationalsentences* make full use of the textbookthe three phrasalverbsrelated towatchingTV? (switchon/off/over)(pairwork) read thetext abouttheworkaholicand pick outthe phrasalverbstoshow a busylifestyle:getupearly; jump out of bed; be the firstbranch bankUsingthe‘discoveryapproach ” thestudentscanlearnthephrasal verbs to understandthe meaning andusages of itclearly.Situationalexercisecanhelp studentsfurtherunderstand theusage of thevocabularyEncourage the students to discover the grammar by themselves by asking questions and providingRead the passage and find out what tense is mainly used to describe a person’ssome sentences* “discovery approach”is usedProviding tips to remind some detailed rules of the present simple lifestyle.Do the careful reading to discoverthe two rules of the present simple by themselves * “Discovery approach”is used.Go over some detailed rules of present simple accordinga Present thesupportingquestionsandsentencebank forthestudentsAsk thestudents todiscuss andwritePierassessingChoose oneor twogroups to(groupwork)Discuss andshare theperson towriteWrite(pairwork)Accordingto theassessment, assessthe groupmember’sworkPresentThe studentscan use thevocabulary andgrammar theyhave justlearned to writea person’slifestyle.Through thewriting, theycan be morefamiliar withthe vocabularyand the presentsimple and usethem in the realwriting tofulfill theReading部分说课稿 Unit one lifestylesLesson one a perfect day?第一个板块——教材分析※第一环节——说教材。
[幼儿小学教育]SBS教案模版
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What can you do?
语法
I can type, file and use the business software. ☆ Modal Verb can/can’t
I/you/he/she/it/we/they CAN + V 原形+…
1、根据我们班学生的兴趣，在导入环节，先选择他们熟悉并喜欢的明星引出本
明星海报 =>job=>abili
ty
… ★ 听,读本单元 (每天一遍)
★ 背诵: Page120 第一，二段 ★★作文: What do you want to be in the future? And what can you do? What
can’t you do? (题目自拟，不少于 50 个单词)
使其初步
使用复合
句表达。
5. Interview
目的：让学
Set the scene: People in The New Employment Service
生通过亲
身感受面
Pro
A：What kind of job are you looking for? / Tell me about your skills. 试 过 程 了
教
本次教学是针对 9—11 岁已经学过《剑桥少儿英语》二级和《朗文国际英语》一级上册的
学 学生而设计。他们已经具备较好的听说能力；对情态动词 Can 的基本用法在剑桥少儿英语的学
对 习中已经掌握，会使用完整的句子简单表达个人的能力。喜欢并熟悉角色扮演，和互动式的教
象 学模式。
1
语言知识
★通过本课 的学习 掌握一些 关于职 业的名词(Occupation),并熟悉了解 各种职业所涉及的工作 ★★学习并掌握情态动词 can 的用法(表示某人的能力及其职业所涉及 的能力, 后跟动词原形) ★★★了解关于工作面试的话题 （通过篇章的学习）
SBS I 教案 unit 1
T eaching Notes for Listening Course IUnit 1 Happy New Millennium!I. T eaching ObjectivesTraining students in the following skills:1. Listening for specific information2. Listening for major details and answering questions with key words.3. How to recognize the main idea in listening4. Talking about ways of celebrating the new millennium around the worldII. Key Points1. Familiarize the students with the objectives and requirements of this course.2. Listen for specific information about ways of celebrating the new millenniumaround the world.3. Short answer questions about the lowering of the time ball.4. Learn how to recognize the main idea in listening.III. Warm-up Activity1.How do we Chinese people celebrate the traditional New Y ear?2.Do you use computer a lot? Are there any funny expressions you meet?IV. New Words and Expressions1. chime: the sound made (as if) by a set of bellseg. The chime of the clock woke me up.2. millennium: a period of 1000 years3. prospective: likely to be or become eg. prospective buyers4. gala: an occasion of planned enjoyment or special public entertainment5. fanfare: a short loud ceremonial piece of usu. Trumpet music played to introduceda person or event eg. sound a fanfare6. firework display: 烟花表演7. light show: a display of colored lights in shifting patterns, often accompanied by slides and film loops.8. exemplify: to be a very typical example of somethingThe building exemplifies the style of architecture which was popular at the time. 9. observe: 1. do what you are supposed to do according to a law or a custom: obey We try to observe the local customs so that we don't offend people.10. install: to put a piece of equipment somewhere and connect it so that it is ready to be used e.g. 1. They've installed the new computer network at last.2. Security cameras have been installed in the city centre.11. observatory: a building, place, or institution designed and equipped for making observations of astronomical, meteorological, or other natural phenomena12. revive: to bring back to life or consciousness; resuscitate, restore to use13. sweep: to move across or through swiftly or with great intensity e.g. News of the lunar landing swept the country.to win all the stages of (a game or contest) She has swept the World Series.to win overwhelmingly in T he opposition party swept the election.14. viable: capable of success or continuing effectiveness; practicablea viable plan; a viable national economy15. gravity: 重心；grave consequence; seriousness or importance They are still quite unaware of the gravity of their problems.16. mechanism: part of a machine or a set of parts that does a particular jobe.g. the brake mechanism ,a clock mechanism17. era: a period of time characterized by particular circumstances, events, or personages the Colonial era of U.S. history; the Reagan era18. lexicographer: dictionary writer.19. citation: quotation, verb form: cite20. astounding: verb form astound, meaning astonish and bewilder21 voice mail: a system which lets people leave recorded messages for you on your telephone when you are unable to answer it22. netizen: someone who uses the Internet, especially someone who uses it in aresponsible way e.g. China and India will soon have far larger numbers of netizens than any Western nation.23. browser: a computer program that finds information on the Internet and shows it on your computer screen浏览器 e.g.a Web browser24. hold one’s own: to do well in the face of difficulty or opposition25. narrate: to tell a story by describing all the events in order, for example in a bookThe main character narrates the story.26. hint: (vi) to suggest something in an indirect way, but so that someone can guessyour meaning What are you hinting at?V. Cultural Notes1. Republic of Kiribati: an island located in the central tropical Pacific Ocean near the equator.2. Bangkok: The capital and largest city of Thailand. It is a leading port and industrial center with a major jewelry market.3. Time ball: At Greenwich the bright orange time-ball on the observatory roof drops at 1pm every day. It has done this every day since 1833. 1pm was originally chosen to enable the astronomers to undertake telescopic observations at noon. The tradition is maintained today for the benefit of tourists. NB In summer it drops at 13:00 (1pm) BST or 12:00 (Noon) GMT.In Washington DC, USA the time-ball was installed in 1845 and dropped every day at noon. It was discontinued and has been reinstated for the millennium.4. Greenwich: an area of southeast London on the River Thames. The original British Royal observatory (=a special building from which scientists watch the moon, stars etc) is there, and the meridian (=an imaginary line which divides the eastern and western halves of the world) passes through the grounds of the Observatory.5. Miami: a city in the southeast of Florida in the US, which is popular with tourists. It has a large Hispanic and Cuban population.6. Atlanta: the capital city of the state of Georgia in the US7. Merriam-W ebster: Merriam-Webster is America's foremost publisher of language-related reference works. The company publishes a diverse array of printand electronic products, including Merriam-Webster's Collegiate®Dictionary, Eleventh Edition—America's best-selling desk dictionary—and Webster's Third New International Dictionary, Unabridged.VI. After-listening Questions1.How did people around the world greet the new millennium?2.How to focus on the main idea in listening?VII. AssignmentListen and try to focus on the main idea of a passage, report, etc.VIII. Spelling Quiz1.chimelennium3.prospective4.fanfare5.exemplify6.install7.observatory8.revive9.viable10.gravity11.mechanism12.era13.citation14.astounding15.narrate16.Vietnam17.Bangkok18.Greenwich19.Miami20.Atlanta。
sbs教案
sbs教案标题：SBS教案教案目标：1. 学生能够了解并掌握SBS教学法的基本原则和步骤。
2. 学生能够运用SBS教学法进行自主学习和小组合作学习。
3. 学生能够运用SBS教学法解决问题和提高解决问题的能力。
教学步骤：第一步：导入（5分钟）教师与学生交流关于自主学习和小组合作学习的优点和方法，鼓励学生积极参与讨论。
第二步：介绍SBS教学法（10分钟）教师向学生介绍SBS教学法的概念和基本原则，即选择、分析、解决问题的过程。
教师示范具体操作方法。
第三步：示范（15分钟）教师选取一个小组合作学习的问题，与学生一起进行SBS教学法的实际操作示范。
教师带领学生进行选择、分析和解决问题的过程。
第四步：学生练习（20分钟）学生分组进行练习。
每个小组选择一个问题进行分析和解决，运用SBS教学法的步骤进行操作。
教师适时给予指导和鼓励。
第五步：总结（10分钟）学生回顾整个SBS教学法的过程，进行总结。
学生分享自己的体会和感受，并分析使用SBS教学法解决问题的优点。
第六步：拓展（10分钟）教师鼓励学生运用SBS教学法解决更复杂的问题，提高解决问题的能力。
鼓励学生积极思考、探索，发扬自主学习和小组合作学习的精神。
教学评价：教师观察学生在SBS教学法操作中的表现，包括选择问题的能力、分析问题的能力和解决问题的能力等。
对于学生的积极性和参与度亦进行评价。
教师可设计一些小组合作学习的问题，让学生上台演示解决问题的过程并进行评分评价。
教学反思：SBS教学法培养了学生的自主学习和合作学习能力，提高了学生解决问题的能力和思维能力。
通过实际操作，学生更加深入地理解了SBS教学法步骤的意义和重要性。
教师在教学过程中要关注学生的能动性，引导学生主动思考和动手实践。
此外，教师还需根据学生的实际情况，适时调整教学内容和教学方法，使教学更具针对性和有效性。
SBS课程设计
SBS课程设计一、教学目标本章节的教学目标分为三个维度：知识目标、技能目标和情感态度价值观目标。
知识目标：学生能理解并掌握SBS课程中的基本概念、原理和知识点；了解SBS课程在实际应用中的情境和案例。
技能目标：学生能够运用SBS课程知识解决实际问题，提高解决问题的能力；能够运用批判性思维和创造性思维进行问题分析和解决方案设计。
情感态度价值观目标：学生能够认识并尊重不同的文化和观点，培养跨文化交流和合作的能力；形成积极的学习态度，培养自主学习的能力和习惯。
二、教学内容本章节的教学内容以SBS课程的教材为基础，主要包括以下几个方面：1.SBS课程的基本概念和原理：介绍SBS课程的定义、特点和应用场景，使学生能够理解SBS课程的核心思想。
2.SBS课程的知识点：详细讲解SBS课程中的关键知识点，包括相关的理论框架、方法技术和实践案例。
3.SBS课程的实际应用：通过分析具体的案例，使学生能够了解SBS课程在实际中的应用和效果，提高学生的应用能力。
三、教学方法为了实现教学目标，本章节将采用多种教学方法，包括讲授法、讨论法、案例分析法和实验法等。
1.讲授法：通过教师的讲解，向学生传授SBS课程的基本概念和知识点，帮助学生建立系统的知识结构。
2.讨论法：学生进行小组讨论，鼓励学生发表自己的观点和思考，培养学生的批判性思维和创造性思维。
3.案例分析法：通过分析具体的案例，使学生能够将理论知识应用到实际问题中，提高学生的解决问题能力。
4.实验法：学生进行实验操作，培养学生的实践能力和创新精神，使学生能够更好地理解和掌握SBS课程的知识。
四、教学资源为了支持教学内容和教学方法的实施，本章节将选择和准备以下教学资源：1.教材：以SBS课程的教材为基础，为学生提供系统的知识结构和学习材料。
2.参考书：提供相关的参考书籍，为学生提供更多的学习资源和深入的了解。
3.多媒体资料：利用多媒体课件、视频等资源，丰富学生的学习体验，提高学生的学习兴趣和主动性。
SBS课程设计
SBS课程设计一、课程目标知识目标：1. 学生能够理解并掌握本章节的基本概念，如XXX（具体概念），并能够准确运用相关术语。
2. 学生能够总结并复述课程内容中的关键知识点，如XXX（具体知识点），形成知识框架。
3. 学生能够运用所学知识解决实际问题，如运用XXX（具体方法）分析并解决XXX（具体问题）。
技能目标：1. 学生能够运用本章节所学技巧，如XXX（具体技巧）进行实际操作，并达到熟练程度。
2. 学生能够运用批判性思维，如分析、评价等，对课程内容进行深入探讨，提高解决问题的能力。
3. 学生能够通过小组合作、讨论等方式，提高沟通与协作能力。
情感态度价值观目标：1. 学生能够积极参与课堂讨论，主动提出问题，培养主动学习的习惯。
2. 学生在学习过程中，能够保持积极的态度，面对挑战时不轻言放弃，培养坚韧的品质。
3. 学生能够认识到所学知识在实际生活中的应用价值，提高学习兴趣，形成正确的价值观。
本课程针对学生年级特点，注重培养学生的自主学习能力、思维品质和团队协作精神。
在教学过程中，结合课程性质，关注学生的个体差异，采用多元化的教学策略，确保课程目标的达成。
通过本章节的学习，使学生能够在知识、技能和情感态度价值观方面取得具体的学习成果，为后续学习奠定坚实基础。
二、教学内容本章节教学内容主要包括以下几部分：1. 知识点讲解：- 引导学生深入学习XXX（具体概念），理解其内涵与外延。
- 讲解XXX（具体知识点），结合实际案例，使学生更好地掌握知识。
2. 技能训练：- 安排实践活动，指导学生运用XXX（具体技巧）进行实际操作。
- 设计相关练习题，巩固所学技巧，提高学生实际运用能力。
3. 案例分析与讨论：- 精选与课程内容相关的案例，组织学生进行分析、讨论。
- 引导学生运用批判性思维，提出问题、解决问题，提高思维品质。
4. 小组合作与展示：- 将学生分组，针对特定主题进行合作学习，培养团队协作精神。
- 安排小组展示环节，鼓励学生分享学习成果，提高表达能力。
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辅导讲义
学员姓名：Side 1 年级：科目: side 1 学科教师：
授课日期2017.11.18 授课时段周六1-3
授课主题Chapter 1
教学内容
课前回顾
包括上次课的课后作业讲解、单词听写、错题重现、日校答疑、重难点回顾等……
Chapter1
要点：Personal Information （个人信息）Meeting people （与人会面）Alphabet preview（字母复习）Numbers preview（数字复习）
词汇：Mr. Mrs. Ms. first name last name address e-mail address phone number apartment number fax number
license number social security number
句型：What’s your name/address/phone number?
How do you spell that?
Where are you from?
Nice to meet you.
互动练习：I ntroduction of yourself;
Role play- interview a famous person;
Reading-what’s your name?
Listening and pronunciation:
作业：
1.copy the words 3 times and prepare for the dictation.(抄写单词三英一中，下节课听写)
2.Make an introduction referring to the reading part on page 4（参照第四页，做一个自我介绍）
3.Finish the interview part with your family numbers.(与家人一起完成第五页表格)
4.听语音资料，模仿发音，注意语调。
1。