Grade 3 ,4Lesson plan

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王蔷英语教学法_英汉对照

A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义 as a linguistic systemfunctional view功能主义 as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性 as a communicative toolViews on language learning and learning in general1)Process-oriented theories过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2)Condition-oriented theories 强调条件理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论 =audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if youfollow a certain procedure which has three major stages, stimulus, response, and reinforcement.Cognitive theory 认知主义理论 communicate approach 交际法Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows. Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social contextA good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes:No specific activities almost about listening and speaking Six criteria for evaluating how communicative classroom activities are:Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicatingA product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise → exerci se-task → taskHow to design tasks:Think about students’ needs, interests, and abilities Brainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listening; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication wasused in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:for educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育learner-centredness, and respect individual differences突出学生主体，尊重个体差异competence-based objectives, and allow flexibility and adaptability整体设计目标，体现灵活开放close attention to the learning pro-cess, and advocate experiential learning and participation强调学习过程，倡导体验参与particular importance to formative assessment, and give special attention to the development of competence注重过程评价，强调能力发展learning resources, and maximise opportunities for learning and using the language开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum：课程总目标Overall language ability:Learning学习策略Affect情感态度Cultural文化意识Language语言知识Language skills语言技能Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; Vocabulary; Functions; Topics Language skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6th graders Graduate from primary schoolLevel 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students 2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in the lesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lesson There is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to bemodified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:information背景资料aims: 教学目标Language objectives; Ability objectives; Moral objectives contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignmentaids 教学手段of lesson summary 总结activities and assignmentslesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surprise thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者 ,5 Participant参与者,6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度In or der not to hurt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listeners Communicative efficiency交际效率性: To help convey the speakers’ meaningWays of practicing sounds and their definitions:on a sound 单音练习:(sounds difficult to learn)practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds):Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences: Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur’ s six factors contribute to successful grammar pr actice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process.Using prompts for meaningful practice 提示1)Using picture prompts.2) Using mime 哑剧or gestures as prompts.3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词 as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaning Denotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词Receptive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher. synonyms or antonyms to explain meaningslexical sets or hyponyms to show relations of words and their meaningsand exemplify, especially with technical words or words with abstract meaningword formation rules and common affixes to build new lexical knowledge what is already knownvocabulary in chunks.about the context in real life where the word might be used. about providing different context for introducing new words for possible misunderstanding or confusion that students may haveWays of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列7) Word bingo9) word association 自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索4) Listener’ s response 回应5) Speaker’ s adjustment调节Principles and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stagesactivities: 听前活动1) Predicting 预测2) Setting the scene设置现场3) Listening for the gist 听力要点4) Listening for specific information 细节理解 activities1) No specific responses2) Listen and tick 标记3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notesactivities听后活动1) Multiple-choice questions 多项选择2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1)Preparation(2) Dictation 听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching SpeakingPrinciples for teaching speakingaccuracy-based with fluency-based practicespracticepracticeup confidencemeaningful interactionsstudents develop speaking strategiesthe best use of classroom learning environment to provide sufficient language input and practice for the students Designing speaking tasks:1) Maximum foreign talk 尽可能用外语交谈2) Even participation 平等参与3) High motivation 高积极性4)Right language level 语言水平相对应Types of speaking tasks:1.pre-communicative activities交际前活动Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms: Reading aloud&Silent readingThe ways of Reading effectively:a clear purpose in readingsilentlyphrase by phraseon the important bits, skim the rest, and skip theinsignificant partsdifferent speeds and strategies for different reading tasks the information in the target language rather than mentally translatethe meaning of new words from the context, or ignore themand use background information to help understand the text Principles and models for teaching reading:Bottom-up model:teaching new vocabulary and structures first Top-down model: introducing background knowledge first Interactive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F question While-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the linesPost-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching WritingThe main procedures of process writing :Creating a motivation to writeBrainstormingMapping 绘图FreewritingOutlining 列提纲Drafting 起草Editing 编辑：peer-editing; self-editingRevising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:the topic of writing as close as possible to students’ life students enough room for creativity and imaginationstudents well before writingcollaborative group writing as well as individual writing opportunities for students to share their writingconstructive ans positive feedbackstudents’ errors strategicallystudents a sense of achievement from time to time。

lesson planning教案模板

Lesson Plan TemplateLesson Title: [Insert Lesson Title Here]Grade Level: [Insert Grade Level Here]Subject: [Insert Subject Here]Duration: [Insert Duration Here]Objectives:Cognitive: [Insert specific learning objectives related to knowledge and understanding]Affective: [Insert specific learning objectives related to attitudes and feelings]Psychomotor: [Insert specific learning objectives related to physical skills]Materials Needed:[List all materials and resources needed for the lesson]Standards Addressed:[Insert relevant educational standards or benchmarks]Vocabulary:[List key vocabulary words and definitions]Introduction (5-10 minutes):Hook/Attention Grabber: [Describe an engaging activity or question to capture students’ interest]Objective Sharing: [Explain the lesson objectives to the students]Prior Knowledge Activation: [Discuss what students already know about the topic]• • • • • • • • •Instruction (15-20 minutes):Direct Instruction: [Provide detailed steps for teaching the content,including explanations, examples, and demonstrations]Guided Practice: [Describe activities where students practice new skills with teacher support]Check for Understanding: [List questions or formative assessments to gauge student comprehension]Independent Practice (10-15 minutes):[Describe activities where students practice skills independently]Closure (5-10 minutes):Summary: [Recap the main points of the lesson]Student Reflection: [Ask students to reflect on what they learned]Preview of Next Lesson: [Briefly introduce what will be covered in the next lesson]Assessment:Formative: [Describe how you will assess student understanding during the lesson]Summative: [Describe any end-of-lesson assessments, such as quizzes or projects]Differentiation:For Advanced Learners: [Describe how you will challenge advanced students]For Struggling Learners: [Describe how you will support students who need extra help]Extensions:[List additional activities or projects for students who finish early or want to explore the topic further]Reflection:[Space for teacher to reflect on the lesson’s effectiveness and areas for improvement]• • • • • • • • • • • • •Example Lesson PlanLesson Title: Introduction to PhotosynthesisGrade Level: 5th GradeSubject: ScienceDuration: 45 minutesObjectives:Cognitive: Students will understand the basic process ofphotosynthesis.Affective: Students will appreciate the importance of plants in the ecosystem.Psychomotor: Students will create a diagram of the photosynthesis process.Materials Needed:Whiteboard and markersChart paper and markersPhotosynthesis worksheetPlant samplesVideo on photosynthesisStandards Addressed:NGSS 5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water .Vocabulary:PhotosynthesisChlorophyllCarbon dioxideOxygenGlucose• • • • • • • • • • • • • •Introduction (5-10 minutes):Hook/Attention Grabber: Show a short video clip of plants growing in fast motion.Objective Sharing: Explain that today we will learn how plants make their own food through photosynthesis.Prior Knowledge Activation: Ask students what they know about how plants grow.Instruction (15-20 minutes):Direct Instruction: Explain the process of photosynthesis using a diagram on the whiteboard. Highlight the role of sunlight, water , and carbon dioxide.Guided Practice: Work through a photosynthesis worksheet as a class,filling in the blanks and labeling parts of the process.Check for Understanding: Ask students to explain the process in their own words and answer questions about the diagram.Independent Practice (10-15 minutes):Students will draw their own diagram of the photosynthesis process and label each part.Closure (5-10 minutes):Summary: Recap the main points of photosynthesis.Student Reflection: Ask students to share one new thing they learned about plants.Preview of Next Lesson: Introduce the next topic: the role of plants in the food chain.Assessment:Formative: Monitor student participation during guided practice and check for understanding.Summative: Review the diagrams students create for accuracy and completeness.Differentiation:For Advanced Learners: Provide additional reading material on the chemical equations involved in photosynthesis.• • • • • • • • • • • • •For Struggling Learners: Pair students with a buddy for the independent practice activity.Extensions:Research project on different types of plants and their photosynthesis processes.Reflection:[Teacher’s notes on what worked well and what could be improved for next time]• • •。

英语教学法重点术语英汉对照(王蔷)

A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义as a linguistic systemfunctional view功能主义as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性as a communicative toolViews on language learning and learning in general1)Process-oriented theories过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2)Condition-oriented theories 强调条件理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论=audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if you follow a certain. procedure which has three major stages, stimulus, response, and reinforcement Cognitive theory 认知主义理论communicate approach 交际法Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows.Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social context A good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes:No specific activities almost about listening and speakingSix criteria for evaluating how communicative classroom activities are: Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicating A product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise →　exercise-task →　taskHow to design tasks:Think about students’ needs, interests, and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listening; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:1.Aim for educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育2.Promote learner-centredness, and respect individual differences突出学生主体，尊重个体差异3.Develop competence-based objectives, and allow flexibility and adaptability整体设计目标，体现灵活开放4.Pay close attention to the learning pro-cess, and advocate experiential learning andparticipation 强调学习过程，倡导体验参与5.Attach particular importance to formative assessment, and give special attention to the development of competence 注重过程评价，强调能力发展6.Optimize learning resources, and maximise opportunities for learning and using the language 开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum：课程总目标Overall language ability:Learning 学习策略Affect 情感态度Cultural 文化意识Language 语言知识Language skills 语言技能Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; V o cabulary; Functions; TopicsLanguage skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6thgradersGraduate from primary school情感目标语言目标能力目标Level 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in thelesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lessonThere is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to bemodified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:1.Background information背景资料2.Teaching aims: 教学目标Language objectives; Ability objectives; Moral objectivesnguage contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment4.Teaching aids 教学手段5.End of lesson summary 总结6.Optional activities and assignments7.After lesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surpris thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者,5 Participant参与者, 6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度In order not to hurt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency交际效率性: To help convey the speakers’ meaning Ways of practicing sounds and their definitions:1.Focusing on a sound 单音练习:(sounds difficult to learn)2.Perception practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds): Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences:Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur’ s six factors contribute to successful grammar practice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though thestudents ‘keep an eye on’ the way newly learned structures are used in the process. Using prompts for meaningful practice 提示1)Using picture prompts.2) Using mime 哑剧or gestures as prompts.3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaningDenotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词Receptive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher.e synonyms or antonyms to explain meaningse lexical sets or hyponyms to show relations of words and their meanings5.Translate and exemplify, especially with technical words or words with abstract meaninge word formation rules and common affixes to build new lexical knowledge what is already known7.Teach vocabulary in chunks.8.Think about the context in real life where the word might be used.9.Think about providing different context for introducing new words10.Prepare for possible misunderstanding or confusion that students may have Ways of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列7) Word bingo9) word association 自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索回应4) Listener’ s response调节5) Speaker’ s adjustmentPrinciples and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stages1.Pre-listening activities: 听前活动1) Predicting 预测2) Setting the scene设置现场3) Listening for the gist 听力要点4) Listening for specific information 细节理解2.While-listening activities1) No specific responses2) Listen and tick 标记3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notes3.Post-listening activities听后活动1) Multiple-choice questions 多项选择2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1)Preparation(2) Dictation 听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching Speaking Principles for teaching speaking1.Balancing accuracy-based with fluency-based practices2.Contextualising practice3.Personalising practice4.Building up confidence5.Maximising meaningful interactions6.Helping students develop speaking strategies7.Making the best use of classroom learning environment to provide sufficient language input and practice for the studentsDesigning speaking tasks:1)Maximum foreign talk 尽可能用外语交谈2)Even participation 平等参与3)High motivation 高积极性4)Right language level 语言水平相对应Types of speaking tasks:1.pre-communicative activities交际前活动Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms:Reading aloud&Silent readingThe ways of Reading effectively:1.Have a clear purpose in reading2.Read silently3.Read phrase by phrase4.Concentrate on the important bits, skim the rest, and skip the insignificant partse different speeds and strategies for different reading tasks6.Perceive the information in the target language rather than mentally translate7.Guess the meaning of new words from the context, or ignore them8.Have and use background information to help understand the textPrinciples and models for teaching reading:Bottom-up model:teaching new vocabulary and structures firstTop-down model: introducing background knowledge firstInteractive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F question While-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the linesPost-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching WritingThe main procedures of process writing :Creating a motivation to writeBrainstormingMapping 绘图FreewritingOutlining 列提纲Drafting 起草Editing 编辑：peer-editing; self-editingRevising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:1.Make the topic of writing as close as possible to students’ life2.Leave students enough room for creativity and imagination3.Prepare students well before writing4.Encourage collaborative group writing as well as individual writing5.Provide opportunities for students to share their writing6.Provide constructive ans positive feedback7.Treat students’ errors strategically8.Give students a sense of achievement from time to time21。

《课计划》练习册电子版

《课计划》练习册电子版英文回答：Lesson Plan.Subject: English.Grade Level: 3rd.Topic: Describing People and Things Using Adjectives. Objectives:Students will be able to define the term "adjective."Students will be able to identify adjectives in a sentence.Students will be able to use adjectives to describe people and things.Materials:Whiteboard or chart paper.Markers.Sentence strips (optional)。

Pictures of people and things.Index cards with adjectives written on them.Procedure:1. Introduction (5 minutes)。

Begin by asking students what they know about adjectives.Explain that adjectives are words that describe people, places, or things. They can tell us more about the subjectof a sentence.Give examples of adjectives, such as "tall," "short," "beautiful," and "ugly."2. Identifying Adjectives (10 minutes)。

PEP+Fourth+Grade+English+Lesson+Plan

要点三
Individual Assignments
Provide opportunities for students to work independently This could include written assignments, projects, or research tasks that require self direction and reflection
PEP Fourth Grade
English Lesson
Pla汇n报人：
202X-12-18
目录
CONTENTS
• Course objectives and content
• Teaching methods and means • Teaching activities and
evaluation • Textbook analysis and usage
The application of teaching methods and means
Introduction
The teacher introduces the topic and sets the stage for the less, often with a preview of what will be covered
Self Assessment and Peer AEnshasnecessstumdenetsntot evaluate
their own work and that of their peers This helps develop critical thinking skills and understanding of different evaluation criteria

Third+grade+first+volume+English+lesson+plan

19th century American literature and culture
Key and diversity points
Key points Understanding the theme of the story and its historical context
Identifying and analyzing important details and events in the story
Third grade first volume English lesson plan
汇报人：
202X-12-18
• Teaching objectives and requirements
• Teaching content and key and diversity points
• Teaching methods and means
Collaborative learning
This method involves students working together in small groups to solve problems or complete tasks It founders team work and communication skills
Teaching devices
Whiteboard
The whiteboard is a large, wide clean surface that can be used to write or draw information that the whole class can see It is often used to display key points or examples

湘科版四下心理健康教学计划

湘科版四下心理健康教学计划English Answer:Section 1: Lesson Plan Overview.Grade: Grade 4。

Subject: Psychology.Textbook: Hunan Science and Technology Press (Grade 4)。

Section 2: Lesson Objectives.Knowledge and Skills Objectives:Understand the concept of psychological health and its importance.Recognize common psychological problems and their symptoms.Develop skills for managing emotions and coping with stress.Enhance communication and interpersonal skills.Promote self-awareness and self-esteem.Values Objectives:Foster a positive attitude towards mental health and well-being.Encourage empathy and compassion towards others.Encourage a sense of responsibility for one's own psychological health.Promote teamwork and collaboration.Cultivate respect and acceptance of diversity.Section 3: Lesson Content.Module 1: Introduction to Psychological Health.Definition and importance of psychological health. Common psychological problems and their symptoms. Module 2: Emotional Management.Understanding emotions.Strategies for managing negative emotions.Techniques for expressing emotions appropriately. Module 3: Stress Management.Types of stress.Effects of stress on physical and mental health.Stress management techniques.Module 4: Communication and Interpersonal Skills. Effective communication skills.Active listening.Conflict resolution skills.Building and maintaining healthy relationships. Module 5: Self-Awareness and Self-Esteem.Importance of self-awareness.Developing a positive self-image.Strategies for enhancing self-esteem.Section 4: Assessment.Formative Assessments:Class discussions.Role-playing exercises.Peer feedback.Summative Assessment:Written test.Presentation on a selected psychological topic.中文回答：第一部分，教学计划概述。

新版PEP三年级下Unit 4 Teaching Plan of Grade 3教案

Teaching Plan of Grade ThreeUnit Four●Topic: Fruits●Language systems:1.Lexis: peach, pear, orange, watermelon, apple, banana, strawberry,grapes2.Grammar:询问别人或表达自己对水果的喜好用语：Do you like …?Yes, I do./No, I don’t. /Sorry, I don’t like…What about…? Oh, I like them very well. Can I have…? Certainly! Have some more?等。

3.function:能听懂，会说: Do you like …?Yes, I do./No, I don’t. /Sorry, I don’t like…What about…? Oh, I like them very well. Can I have…? Certainly! Have some more?并能在实际情景中运用。

4.phonology:本单元单词的语音，特别注意queen, quiet 的发音较难，尤其是qu 组合的发音。

句子It tastes good.的理解，It tastes的连读，以及tastes 的发音。

名词单复数：a/an和-s/-es的运用。

●Language skills:1.Listening:能听懂别人询问对水果的喜好用语；能听懂A、B部分let’s learn 、Let’s say和let’s talk 中的单词和句子；能听懂A、B部分let’s do和Let’s play中的指示语。

2.speaking:会说8个水果单词及句子：Do you like …?Yes, I do./No, I don’t. /Sorry, I don’t like…What about…? Oh, I like them very well. Can I have…? Certainly! Have some more?并能在实际情景中进行运用。

Lesson plan 详细版【范本模板】

Lesson planUnit 5 Traveling AbroadPeriod 1 Warming-up and readingTime：45 minutesThe number of students：50The grade of students：grade two in high school1.The analysis of teaching materials:This unit forms a part of high school English teaching material, Student's Book 7. This unit can be divided into three parts：warming—up，reading，listening about language. Its main topic is traveling abroad and it contains two reading materials，studying in foreign country and traveling in foreign country. Today，we will learn the first part, studying in a foreign country。

In this unit，it tells students what problems they will meet in foreign countries and how to deal with these problems。

Also，it introduces the benefits and difficulties of studying abroad through the story of Xie lei。

2.The analysis of students:As high school students, they have learned English for several years and they have a basic command of English。

unit 4 Lesson planning

参考答案
1。出发点是好的，采取的方法简单粗暴，伤害学生自尊心，引起逆反心理； 2。发现学生说话，先记下来，联系学生最近的表现综合分析，找个合适的时间和地点（最好不在办公室）以谈心的方式，与学生交流。 3.先请学生自己说说最近的表现，例如上课情况，作业完成情况，值日等，让他自己给自己做个评价。 4.老师再评价，首先肯定优点，再说不足，强调每个孩子都有缺点，告诉学生因为对他喜爱和关心，对他有更高的希望。（尊重学生情感态度）
Principles for good lesson planning Aim Variety Flexibility Learnability Linkage
Aim
The realistic goals for the lesson. (三维目标:知识与技能,过程与方法,情感态度与价值观 ) 课改:
The second period
1.
2.
3.
Questions for revision: What is a starter? What is the purpose of it? And the forms of it? PPP and P-W-P (form, meaning, structure, presentarion, practice, production, skill, pre-, while-, post) Controled practice(eg. Blank filling/ sentence writing/combination/substitution, guided practice eg. extension / summary writing etc.and free practice eg. Making up

lesson,plan,模板

竭诚为您提供优质文档/双击可除lesson,plan,模板篇一：lessonplan模板lessonplanunit2lesson1aperfectday(示例)本课是第xx单元第xx课。

本单元围绕xxx话题。

本课计划按两次课完成：第一次课关于warmingupandreadingcomprehension；第二次课xxxxx。

......（示例）period1:warmingupandreadingcomprehension（示例）（90min）objectives1.knowledgeobjectives:1)masterthenewwordsandexpressions2)tousetimelinkers,especiallyadverbsandconjunctions2.abilityobjectives:1)learnaboutthegeneralideaofthetextthroughfastreadi ng2)findoutthedetailedorspecificinformationthroughint ensivereading3)practicestudents’abilitytousethestrategyofpredicationandreference3.emotionobjectives:1)tolearntheheroicspiritofyangliwei2)togetandarrangetheinformationaboutspaceship3)todescribetheprocessoftheflightandthefeelingsofya ngbythewordsandexpressionslearnedinthislesson(此部分可根据实际情况删减)contents1.words:astronaut,flight,launch,rocket,atmosphere,helicopte r,parachute,gravity,manndspaceship,separate…from,becauseof,letout,millionsof......2.expressions:separatefrom与……分离,becauseof因为，由于,liftoff起飞，升空，发射......3.sentences:1)thespaceship,calledshenzhouⅤ,wascarryingchina’sfirstastronaut,yangliwei.2)whenthespaceshipwasdoingitsseventhcircle,yangliwe ishowedtheflagsofchinaandtheunitednations,expressin gthewishesofthechinesepeopletoexploreandusespacepea cefully.municativetasks:questionscanbebasedondetailsin thetext.whydopeoplethinkyangliweiisaherowhatcanwelearnfromyangliwei ……keypointsanddifficulties1.findoutthemainideaanddetailedinformationthroughex tensiveandintensivereading.2.todescribetheprocessoftheflightbythewordsandexpressionslearnedinthislesson.teachingapproachestask-basedteaching,scanning,intensivereading,rolepl ay,pair-worksdebutlaunch.长征七号运载火箭20xx年6月25日晚在海南文昌发射场首飞成功。

(完整word版)lesson plan

Lesson PlanBackground informationStudents：Junior high school students, Grade 1Lesson duration: 40minsTeaching aims:1. Knowledge aims(1） Students can know some new words about transportation and learn some sentence patterns。

(2） Students can learn some sentence patterns。

2. Ability aims（1）To develop the students’ abilities of listening， speaking, reading and writing.(2) To train the students’ ability of working in pairs.(3) To develop the students' abilities of communication by learning the useful structures.3。

Emotion aims（1) Through different teaching methods to make students be interested in study. (2） Love to know more knowledge about transportation and dare to express their opinions in English。

（3) Encourage the students to be more creative and try to make contributions to making new inventions in the future。

乒乓球单元课时计划水平四12课时

乒乓球单元课时计划水平四12课时Lesson Plan for Table Tennis Unit.Grade Level: 4。

Duration: 12 Lessons.Objectives:Students will be able to demonstrate the proper grip, stance, and footwork for playing table tennis.Students will be able to rally with a partner, using various strokes (forehand, backhand, and serve).Students will be able to apply basic game strategies to improve their gameplay.Students will be able to participate in a modified table tennis tournament.Materials:Table tennis tables.Table tennis rackets.Table tennis balls.Cones.Markers.Lesson 1:Introduction to table tennis: History, equipment, and rules.Proper grip, stance, and footwork.Basic forehand and backhand strokes.Lesson 2:Serving and receiving serve.Practice drills for forehand and backhand strokes.Lesson 3:Introduction to rallying.Practice rallying with a partner.Lesson 4:Basic game strategies: Positioning, court coverage, and shot selection.Practice drills to develop game strategies.Lesson 5:Review of basic strokes, serve, and rallying.Practice match situations.Lesson 6:Intermediate forehand and backhand strokes: Spin and power.Practice drills to improve stroke technique.Lesson 7:Advanced game strategies: Deception, anticipation, and match play analysis.Practice drills to apply advanced strategies.Lesson 8:Review of intermediate and advanced strokes and strategies.Practice match situations.Lesson 9:Table tennis tournament: Singles and doubles matches.Students will apply their skills and strategies in a competitive environment.Lesson 10:Tournament reflection and discussion.Review of key concepts and skills.Lesson 11:Practice and improvement drills.Students will focus on areas needing improvement.Lesson 12:Final assessment: Student showcase.Students will demonstrate their skills and knowledge through a series of drills and a final match.Assessment:Observation of student participation and skill development.Performance in practice drills and match situations.Tournament results.Final assessment showcase.Differentiation:For students with higher skill levels: Provide more challenging drills and match situations.For students with lower skill levels: Provideadditional support and modifications to drills.中文回答：乒乓球单元课时计划。

英语工作计划课时安排

英语工作计划课时安排English Answer:Weekly Lesson Plan for English Class.Grade Level: [Insert Grade Level]Subject: English Language Arts.Unit: [Insert Unit Title]Lesson Title: [Insert Lesson Title]Day 1。

Objectives: Students will be able to identify the different parts of speech and their functions in a sentence.Materials: Whiteboard or chart paper, markers, handouts.Activities:Review the different parts of speech (noun, verb, adjective, adverb, preposition, conjunction, interjection)。

Provide examples of each part of speech.Have students identify the parts of speech in a series of sentences.Assign a homework assignment to practiceidentifying parts of speech.Day 2。

Objectives: Students will be able to analyze and interpret a short story.Materials: Short story, sticky notes, discussion prompts.Activities:Read the short story aloud to the class.Have students annotate the story with sticky notes, noting important events, characters, and themes.Lead a class discussion on the story, using the discussion prompts.Assign a written assignment to analyze andinterpret the story.Day 3。

课时计划模板英语作文

课时计划模板英语作文英文回答：Lesson Plan Template。

Subject: [Subject]Grade Level: [Grade Level]Topic: [Topic]Objectives:Students will be able to identify the five themes of geography.Students will be able to explain the difference between a map and a globe.Students will be able to create a map of their ownneighborhood.Materials:Whiteboard or chart paper。

Markers。

Maps and globes。

Paper。

Pencils or crayons。

Procedure:1. Introduction (5 minutes)。

Begin by asking students what they know about geography.Explain that geography is the study of the Earth'ssurface and the people who live on it.2. The Five Themes of Geography (15 minutes)。

Discuss the five themes of geography: location, place, human-environment interaction, movement, and region.Give examples of each theme.3. Maps and Globes (10 minutes)。

Show students a map and a globe.Explain the difference between the two.Have students identify the continents and oceans on both the map and the globe.4. Neighborhood Map (20 minutes)。

教案英文怎么说

教案英文怎么说教案英文可以翻译为 Lesson Plan 或者 Teaching Plan。

下面是围绕这个标题的一份教案示例：Lesson Plan: Introducing Vocabulary WordsGrade Level: 5th gradeSubject: English Language ArtsObjective: Students will be able to accurately define and use new vocabulary words in context.Materials Needed:- Chart paper- Markers- Vocabulary word cards- Whiteboard or blackboard- Student notebooksProcedure:1. Warm-up (5 minutes):- Review previously learned vocabulary words with a quick game of word association.- Ask students to think of words that are related to the words they learned before.2. Introduction (10 minutes):- Write the new vocabulary words on the board: "utopia," "dystopia," "community," "government," and "citizen."- Elicit prior knowledge by asking students if they have heard any of these words before and what they think they mean.- Provide brief explanations and examples for each word to ensure understanding.3. Vocabulary Activities (20 minutes):- Divide the class into small groups and distribute the vocabulary word cards.- Instruct each group to discuss and write a definition for one of the words on their card.- Have each group share their definition with the rest of the class, and facilitate a class discussion to clarify any misconceptions.- Encourage students to ask questions and provide additional examples.4. Application (15 minutes):- Give each student a copy of a short reading passage that incorporates the new vocabulary words.- Instruct them to read the passage individually and underline or highlight the words they have learned.- Ask students to discuss with a partner the meaning of the highlighted words and how they are used in the passage.- Open up the discussion to the entire class, allowing students to share their interpretations and insights.5. Wrap-up (5 minutes):- Summarize the lesson by reviewing the new vocabulary words and their definitions.- Assign a vocabulary worksheet or an interactive online activity for homework to reinforce the learning.Assessment:- Monitor students' participation and understanding during class discussions and activities.- Collect and review the completed vocabulary worksheets to assess individual comprehension.- Consider creating a culminating project where students apply the vocabulary words in a written composition.Extension:- Encourage students to explore related vocabulary words independently and share their findings with the class.- Have students create flashcards or complete vocabulary exercises to continue practicing the newly learned words.By following this lesson plan, you will be able to introduce new vocabulary words effectively and engage students in meaningful learning activities to promote understanding and usage in context.。

苏菲生气了教案

苏菲生气了教案Title: Sophie is Angry - Lesson PlanGrade Level: Elementary (3rd or 4th grade)Objectives:1. Students will understand the concept of anger and how to deal with it in a healthy manner.2. Students will learn about empathy and the importance of understanding others' feelings.3. Students will practice their reading, writing, and critical thinking skills through various activities.Materials:1. Book: "Sophie is Angry" by Molly Bang2. Chart paper and markers3. Index cards4. Pencils and paper5. Art supplies (colored pencils, crayons, or markers)6. Tri-fold poster boardsProcedure:Introduction (10 minutes):1. Begin the lesson by asking students if they have ever felt angry and what caused their feelings of anger.2. Write their responses on chart paper, emphasizing that anger is a natural emotion and everyone experiences it at times.3. Introduce the book "Sophie is Angry" by Molly Bang, explaining that it explores how Sophie deals with her anger.Reading and Discussion (15 minutes):1. Read the book "Sophie is Angry" with expressive voice and pauses.2. After reading, ask students to discuss Sophie's initial reaction to her anger and how it affected her behavior.3. Lead a group discussion with questions like: How did Sophie's anger affect her surroundings? How did it make her feel? What could Sophie have done differently?Activity 1: Anger Expressions (15 minutes):1. Distribute index cards and ask students to write or draw three different ways people express anger.2. Collect the index cards and shuffle them.3. Read each card aloud and have the class guess who wrote or drew it. Discuss the different expressions of anger and how they might affect others.Activity 2: Empathy Exercise (15 minutes):1. Divide the class into pairs.2. Give each pair a scenario (written on index cards or created by the teacher) involving a character experiencing anger.3. In their pairs, students should take turns expressing how they think the character feels and why.4. Reassemble the class and ask a few pairs to share their ideas, emphasizing the importance of empathy for understanding others' feelings.Activity 3: Creating a Calming Corner (20 minutes):1. Explain to students that having a calm space can help themmanage their anger and emotions.2. Divide the class into small groups and assign each group to design a calming corner on the tri-fold poster board.3. Provide art supplies and encourage creativity in creating a comfortable and peaceful space.4. Have each group present their calming corner designs to the class.Conclusion (10 minutes):1. Recap the key concepts discussed during the lesson, including understanding anger, expressing it in healthy ways, and showing empathy towards others.2. Discuss how the strategies learned during the lesson can be applied in real-life situations.3. Assess students' understanding through a short reflection writing prompt: "How can you manage your anger in a healthy way?" Extension Activity:Ask students to write a short story or create a comic strip depicting a situation where Sophie encounters someone else's anger and responds empathetically and positively.Assessment:1. Participation in class discussions and activities.2. Completion of index cards and calming corner designs.3. Reflection writing prompt.。

三年级英语上册第三单元教案

三年级英语上册第三单元教案Unit 3 Teaching Plan for Grade 3 English (上册)Objectives:By the end of this unit, students will be able to:1. Understand and use the new vocabulary words: wear, strong, win, soon, clap, sad, poor, stood.2. Practice reading and writing sentences using the new vocabulary words.3. Learn and perform a short dialog using the new vocabulary words.4. Develop listening and speaking skills through various activities. Materials:- flashcards with pictures and target vocabulary words- whiteboard and markers- worksheet with sentences to practice writing- audio clips for listening comprehension activitiesTeaching Procedures:Introduction (5 minutes):1. Greet students and ask how they are feeling today.2. Review the previous lesson by asking students to name some clothes they know in English.Presentation (10 minutes):1. Show flashcards with pictures of different clothes items.2. Teach and explain the new vocabulary words: wear, strong, win, soon, clap, sad, poor, stood.3. Practice pronunciation of the words with students.Practice (15 minutes):1. Show flashcards again and ask students to name the different clothes items.2. Call out a vocabulary word and have students show the flashcards that match the word.3. Ask students to write sentences using the vocabulary words on the whiteboard.4. Review and correct the sentences as a class.Listening Comprehension (10 minutes):1. Play an audio clip of a short dialog using the vocabulary words.2. Students listen and follow along with the dialog.3. Ask comprehension questions about the dialog to check understanding.Speaking Activity (15 minutes):1. Assign pairs of students to practice and perform the dialog from the listening comprehension activity.2. Give students a few minutes to practice their dialog with their partner.3. Select a few pairs to perform their dialog in front of the class. Group Activity (15 minutes):1. Divide the class into small groups.2. Give each group a set of flashcards with the vocabulary words.3. Give instructions for a game where students take turns choosinga flashcard and using the word in a sentence.4. The other team members must listen and clap if the sentence iscorrect, or say "try again" if it is incorrect.5. The group with the most correct sentences wins.Wrap-up (5 minutes):1. Review the vocabulary words one last time before ending the lesson.2. Ask students if they have any questions or need clarification on anything from the lesson.3. Assign any homework related to the vocabulary words if desired. This lesson plan is suitable for a 45-minute English class for grade 3 students. The activities are designed to promote active participation and engagement while developing vocabulary, listening, speaking, and writing skills.。

三年级下册英语教案书科普版

三年级下册英语教案书科普版教案标题：Exploring the Solar System - English Lesson Plan for Grade 3教学目标：1. 通过科普版英语教材，帮助学生了解太阳系的基本知识。

2. 提高学生的听说读写能力，培养他们运用英语进行科学交流的能力。

3. 培养学生的团队合作和独立学习能力。

教学重点：1. 学习太阳系的基本组成和特点。

2. 学习太阳系中各行星的名称和特征。

3. 学习使用英语进行科学交流和表达。

教学准备：1. 教材：三年级下册科普版英语教材。

2. 太阳系模型、图片或幻灯片等教具。

3. 单词卡片、图片卡片等教具。

4. 学生练习册和笔。

教学步骤：引入活动：1. 展示太阳系的模型或图片，引起学生的兴趣。

2. 通过问题引导学生思考：太阳系是什么？它由哪些行星组成？主体活动：3. 向学生介绍太阳系的基本组成和特点，包括：太阳、行星、卫星和小行星带。

4. 利用图片或幻灯片呈现太阳系中各行星的名称和特征，帮助学生记忆和理解。

5. 分发单词卡片，让学生与伙伴合作，根据图片或描述猜测并匹配正确的行星名称。

6. 通过问答、游戏等方式巩固学生对太阳系和行星的理解，例如：猜一猜，哪个行星离太阳最近？哪个行星是最大的？拓展活动：7. 将学生分成小组，每个小组选择一个行星进行深入研究。

8. 学生利用教材和互联网资源，收集关于所选行星的信息，并制作海报或展示文稿。

9. 学生展示他们的研究成果，并向全班分享所学。

总结活动：10. 通过问答、小组讨论等方式，检查学生对太阳系和行星的理解程度。

11. 鼓励学生提出问题和分享自己的观点，加深对太阳系的认识。

作业：12. 布置作业：要求学生用英语写一篇关于太阳系的短文，包括太阳系的组成、行星的特征等。

教学反思：在教学过程中，要注意使用简单明了的语言和形象生动的教具，帮助学生理解和记忆太阳系的知识。

同时，要鼓励学生积极参与，培养他们的团队合作和独立学习能力。