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初中英语预备课程
新课标初中英语预备课程第6单元教学案单元综述：此单元的编写意图是让学生掌握一些常见的表方位的介词短语的用法，这在生活中的具体运用表现在指明某某东西在某某地方，描述地理位置，介绍某一旅游景点的布局构成，问路，寻找东西等，具有很强的实用性。
教法学法：以情景教学法为主，通过实物演示，挂图，卡片等呈现介词短语的教学。
课时安排：本单元分为四课时教完。
第一课时：Welcome to the unit第二课时：Listening, Speaking第三课时：Reading第四课时：Grammar, Task教学案：第一课时Welcome to the unitTeaching aims and demands: Master new words and phrasespark, between, tree, flower, under, in front of, gate, bird, climb, swimMain or difficult points: PrepositionsAids: cards, recorder and small blackboardProcedures:I. check the new wordsT: 公园S: p-a-r-k, park,一列学生从前到后一个一个说过去。
重复以上步骤，直到10个单词全部检测完。
II.presentation1．演示：教师拉两张椅子，一左一右，教师站在中间，教师自己说：“I’m between the chairs.”连说三遍。
换一个同学站在两张椅子的中间，教师说：“Li Qiang is between the chairs.”连说三遍。
换两个同学站在两张椅子的中间，教师说：“Wang Ming and Zhou Jun are between the chairs.”连说三遍。
2．呈现：教师在黑板上板书：I’m between the chairs.3．演示：拿出一个毛绒小狗，把这只小狗放在椅子底下。
八年级英语下册教案(全册英文)
Unit 1 What’s the matter?Teaching goals:1.词汇.让学生熟记这些单词，能够很熟练地指出表示身体部位的某些单词.2.能够用所学的单词谈论身体并且能给出中肯的建议.3.通过听力练习，争取能够提高学生的听力能力.Important points:1.words .2.Sentences:I have a headache. You should go to bed.He has a stomachache.He shouldn’t go to bed.She has a toothache.She should see a dentist.Difficulty points:How to talk about the health and give the advice .Period 1Teaching procedures:Step 1 Leading in1.sing a song and do some actions2.Play a game and revise some words we have learned.3.(Today we’ll learn some parts of the body .)Look at the picture and teach new words.Step 2 Pre-task1.Read the new words by the Ss first .2.Then check the Ss if they can read the new words by themselves correctly .if there is a mistakes ,correct .3.Practice reading the new words .Give them 6 minutes .4.Have a competition between boys and girls .Write the words you remembered just now on the blackboard .Page7, 1a.Do this part by the Ss first. Write the correct letter after the name of each body part on the listPlay a game .All the Ss close your books ,we’ll have a instructor to say :Touch your nose /head /right ear ….Let’s see which student do it correctly and quickly .First all the Ss do this game .Then have competitions between boys and girls .5 boys and 5girls to the front to do what the instructor said .if you are wrong ,please go back to your seats ,the last one who stands at the front is the winner .Step 3 While-task1.Look at the picture and learn the main sentences.A: What’s the matter with you ?B: I have a cold.2. SB Page 7,1c Look at the pictures , work in pairs and act out.3. SB Page 7, 1b .(1) Listen and check the answers .(2) Listen and fill in the blanks.Step 4 Post-task同桌之间设计一个医生与病人之间的对话.Step 5. Exercises in classPeriod 2Teaching procedures :Step 1 Leading in1.Revise : Ask several pairs of students to the front of theclassroom to act out the dialogue:What’s the matter with you ?I have a sore throat.Then ask others : What’s the matter with him/her ?Help Ss answer : He has a sore throat. He should drink lots of water.2.look at pictures and practise the dialogue.Step 2 While-taskSB Page 8, 2a1.Point out the eight items in this activity .Read the item to the class .Ss repeat .2.There are different conversations .Listen carefully . people are talking about health problems they have and getting advice .3.Match the problems with the advice .4.Check the answers .SB Page 8, 2b .Pay attention to the four pictures .1.Each of these pictures illustrates one of the conversations .2.Play the tape ,write the missing words on the blank lines .3.Play the tape again and check the answers .4.Pairwork. Practice reading the dialogues in the pictures .Take turns having the problem and giving the advice .5.Practice reading the dialogue in 2c ,and make their onw conversations .6.Act out the dialogue .SB Page 9, 3a .1.Point out the picture and ask Ss to describe it .(There is a boy sitting on a bench .He’s sick .A teacher is talking to him )2.Pay attention to the dialogue and the blanks in the dialogue .3.Fill in the blanks in the conversation .4.Go over the answers.5.Practice reading the dialogue with a student, then work in pairs . Step 3 Post-taskSB Page 9 , 3b .1.Look at the picture and make your own dialogues setting 3a as an example .2.Act out the dialogue .Ask some pairs to come to the front to act out their onw dialogues .SB Page 9, Part 4. w W w . x K b 1.c o M1.Read the instructions and demonstrate what a “mime”is .2.Read the dialogue by the Ss .3.Ask a student to come to the front and mime an illness ,the other Ss guess what the illness is .4.Ask one student to give advice .5.Give several students an opportunity to come to the front and mime an illness .Step 4Exercises in classHomework1.When you had some problems. Please remember what the doctor said .Remember the new words .Period 3Teaching procedures :Step 1 Leading1.Play the game :One student mimes an illness , the other students guess the illness and give advice .What’s the matter? Do you have a sore throat ?2. Revise how to talk about health and give advice.Step 2 Pre-taskSB Page 10 ,1a .1.Look at the picture .Point out the four new words and expressions .Say each word and ask Ss to repeat .2.The first picture .Explain something about it using one of the four words and expressions .3.Match the words with the pictures by the Ss .4.Check the answers .5.Practice reading and make sure the Ss understand the meaning of the words .SB Page 10 ,1b1.Read the four sentences ,Ss practice reading .2.Look at the picture and match each picture with advice.3.Check the answerStep 3 While-taskSB Page 10 ,2a & 2b .1.First ,make sure the Ss understand what they will hear .2.Then read the four names3.Listen and write the problems on the bland lines .If possible ,write what each person “should”and “shouldn’t”do for their problem.4.Check the answers .Step 4 Post-taskSB Page 10,2c .1.Ask two students to read the conversation to the class .2.Pairwork .Make conversations with your partner .3.Act out the conversations for the class .4.Write two dialogues in the exercise book .5.Exercises in classPeriod 4Teaching procedures :Step 1 LeadingDiscussion: how to keep healthy.Step 2 While taskSB Page 11, 3a1.Read the article and fill in the form.2.Check the answers .3.Explanation4.ExercisesStep 3 Post taskSB Page 11, 3bLet the Ss read the paragraph and fill in the blanks .Check the answers .SB Page 11 ,Part 4.Play the gamePeriod 5 Self checkSB Page 12 , Part 1 .1.Fill in the blanks on their own .2.Make your own sentences with the words .SB Page 12, Part 2.Read the letter .Make sure Ss can understand it . Step 6 Homework1.Remember the words in this unit .2. Do the exercises on Pages 6-8of the workbook . 【课后反思】Unit 2 I’ll help clean up the city parksUnit 2 Section A 1a-Grammar Focus【学习目标】1.重点词汇用法及短语动词用法。
ProblemPage教案（北师大版）
Unit 4 Dealing with ProblemsLesson 10 Problem Page教学指导思想通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。
英语课程提倡采用既强调语言学习过程又有利于提高学生学习成效的语言教学途径和方法，尽可能多地为学生创造在真实语境中运用语言的机会。
综合语言运用能力的形成应根据初中生认知能力发展的特点和学业发展的需求，在进一步发展学生综合语言运用能力的基础上，着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，形成健全的情感、态度、价值观。
在语言技能目标（五级）中对阅读技能的目标要求学生能理解理解段落中各句子之间的逻辑关系；能根据不同的阅读目的运用简单的阅读策略获取信息。
在情感态度目标（五级）中要求学生能在英语交流中注意并理解他人的情感以及积极与他人合作，相互帮助，共同完成学习任务。
教学内容分析本课话题为“问题交流页”，属于课标话题7情感与情绪（feelings and moods）以及话题8人际交往（interpersonal communication）下的第27个子话题合作与交流（cooperation and communication）同时也是社会交往功能意念下的建议功能。
本课将重点培养学生体会建议的合理性和实效性并提出自己个性化的建议同时培养学生运用批判性思维看待事物，渗透提建议的方式。
在本课结束时，学生就问题能够提出自己个性化的建议。
第一课时以帮助同班同学解决问题为主线，侧重通过一系列的活动活跃学生思维。
首先通过提问学生你有什么问题使学生联系实际并激活其已知，在语境中体会表达感受的词汇。
然后展示课前调查问卷的结果并引出书中的问题。
学生阅读四个问题段落，画出问题并利用选择相应的视频来检测学生是否读懂问题。
随后根据学生意愿，想帮忙解决哪个问题，进行分组，拉近学生与课堂之间的距离。
在第二遍阅读中，学生阅读对应的建议并就建议和句子关系尝试进行总结，使学生在“辩”中学；同时理解课文内容，渗透支撑句的作用。
英语：Unit7 Newspapers教案(上海新世纪版S1B)
Module 4 Unit7 Newspaper一、单元分析（Unit Analysis）（一）单元地位（Unit Position）1．本课在对报刊进行介绍描述时，谈及了各种不同报纸的基本特点，以及针对不同读者群体设有不同版面内容。
教师可围绕“报纸”这一主题，设计活动让学生参与口语讨论，加强对身边各类中英文报纸的了解。
这样，学生们不仅可以在今后更充分地利用报纸这一媒介获取和筛选有效信息，还可以在教师的引导下增加读报的兴趣。
2．围绕本课主题“报纸”，学生探讨选择一份报纸的考虑因素：个人喜好、版面内容、报纸的目标读者群体、报纸的定位、发行时间与价格……。
并在此基础上，描述“我喜欢的一份报纸”。
3．本单元主要学习分词作定语和宾语。
课文在介绍报纸历史发展与特点时，也多运用分词加以描述。
如，However, providing information is a newspaper’s most important job.In the early days getting news quickly was one of the most important needs for business people.对于这一语法现象，教师有必要在课堂教学中加以一定的句型操练。
4．设计对话、小品等形式，让学生在任务型教学模拟情境中反复操练本单元出现的分词语法现象。
（二）单元目标（Unit Target）1 了解分词的语法现象，能区别分词作主语和宾语与其他成分（比如表语、定语、状语）的不同，并熟练运用分词进行描述。
2 能对身边的报纸进行简单描述。
（报纸性质、版面、发行时间、特点……）3能谈论自己与家人朋友喜欢阅读的报纸。
4在掌握主题句topic sentence基础上了解supporting sentences的作用，学会写段落。
（三）单元重点（Unit Points）1关键词：◆语言知识类far away from, devote…to , in the early days, pay a fee, lead to, give riseto, a source of information, with each passing day, in terms of, etc.◆交际功能类1）报纸：Washington Post, The Times, The Wall Street Journal, China Daily, New York Times, Daily Mirror, 21st Century, etc2）报纸类型：daily, weekly, or at other regular times; leading newspaper, tabloids, etc3) 报纸版面：front-page, news reports, editorials, letters to the editor, stockexchange report, sports news, TV guide, cartoons and comic strips, advertisements and features, business, etc.2 功能：1）Reacting and Responding to News 参考课本第166页 Useful LanguageReacting positively●That’s good news!●What a surprise!●That’s terrific/great!●How wonderful!Reacting negatively●How awful/terrible/dreadful!●That’s too bad/terrible/awful!●I’m so sorry to hear that.●What a pity/shame!●Oh no!Reacting in disbelief●Really!●No kidding!●You’re joking/kidding, aren’t you?●That’s a surprise.●No! I don’t believe it!Reacting indifferently●It doesn’t surprise me at all.●I’m not really surprised, you know.●These things happen sometimes.●That’s what I expected.2） Describing things using participles（运用分词操练）●This newspaper is well worth reading a second time.●It’s worthwhile reading some English newspaper.●Getting news quickly will help us a lot.3 语法点：本课出现了分词作主语与宾语的现象，应作为本课的教学重点。
剑桥少儿英语预备级教案优秀5篇
剑桥少儿英语预备级教案优秀5篇剑桥少儿英语预备级教案篇一--It's the letter K. 这是字母K。
--Wow! 哇！--Look at my kite! 瞧我的风筝！以H I J K为首字母的'单词H h. hand手I i. ink墨水J j. joy高兴K k. kite风筝 kid小孩剑桥少儿英语预备级上Unit 2 who is the first 篇二一、Teaching aims and demands :某They can understand some simple actions and do it ;某They can do “Stand up “”Sit down”,” Come here “, “Go back “.,某 Can unde rstand the meaning of “up “and “”down”。
某Can read B b and some new words about Bb某Can read the sentences of part 5二、Important and difficult pointsWhat’s this? Stand up. Sit down. Come here. Go backHands pens pencils feet cat snail back bee ball beef三、teaching method:本单元的教学重点是游戏，通过大家一起做动作来学习英语，也就是我们常说的，“玩中学，学中玩”。
教师一到课堂里就可以边做手势边说，Now ,stand up ,sit down, Stand up! sit down.说的时候可以先慢后快，也可以让学生无法预料。
大家基本上不出什么错误的时候，教师就可以跑到教室的后面叫一个同学说，Come here! Come here! 等到学生来了之后，教师可以说Go back. Go back. Go back.然后再叫另外的同学，在这四个句子中来回变换花样，最好是时常有所变化。
新模式英语2教案
Befor e stude nts open the books , ask them
what infor matio n goes on a regis trati on form.
List the infor matio n elici ted form stude nts on
infor matio n.
(619)555-6391
(786)555-2852
(312)555-5100
(347)555-1743 Nhomakorabea五、Group work
Ensur e that stude nts are ready to write
numbe rs for addre sses and phone numbe rs. Most
Step 2
Do this activ ity as a class and then prepa
re for focus ed liste ning. To read more about
focused liste ning, see the teach ing tip on the
教案纸
第----页
课堂教学安排
教学过程（含教学方法 、 进度安排与时间分配等 ）
一、Warm-up
主要教学内容
Ask stude nts to get into group s of three or
four. Then ask each group to make a list of all
教学目标
1. Stude nts will be able to read and grasp some new words . 2. Learn how to say numbe rs. 3. Compl ete a regis trati on form.
Front page基本操作教学案
Front page2000基本操作教学案一、教学目的和要求1、掌握Front Page 2000的特点与功能；2、掌握Front Page文档的建立、编辑、排版、打印和保存等操作；3、掌握Front Page 2000表格的创建和编辑方法；二、教学重点及难点１、重点：Front Page文档的建立、编辑、排版、打印和保存等操作，Front Page 2000表格的创建和编辑；2、难点：文档的排版及表格编辑。
第一节Front Page 2000系统概述一、Front Page 2000的功能与特点1、Front Page 2000的主要功能A、编辑B、排版C、图形D、打印2、Front Page 2000的特点1）易学易用2）所见即所得3) 多种模式的显示方式4）灵活方便的表格处理功能5）图文混排的操作6）不同文档格式的自动转换二、Front Page 2000的启动和退出1、启动（常规）方法：“开始”→“程序”→“Microsoft Front Page”。
2、Front Page 2000窗口介绍图表11）文档窗口用于打开Front Page文档。
2）标题栏显示打开的文档名。
3）菜单栏包括Front Page操作的所有命令。
4）常用工具栏包括一些常用的操作命令。
5）格式栏单击格式栏中某一图标，可进行某一格式6）标尺栏7）文本编辑区用于输入、编辑文本。
8）选定栏以行为单位选定文本。
9）状态栏显示当前光标所处的状态。
10）滚动条移动滚动条可显示文档窗口中的所有文档。
3、联机帮助操作时可使用“帮助”菜单获取帮助信息。
4、Office助手5、快显菜单选定某一操作对象，然后在选定对象处单击鼠标右键，将弹出与该对象相关的快显菜单。
6、退出有多种退出方法。
在关闭时若显示保存文档对话框，则可选择“是”或“否”对文档进行保存或放弃保存。
中文front page2000基本操作一、教学目的和要求1、掌握Front Page 2000的特点与功能；2、掌握Front Page文档的建立、编辑、排版、打印和保存等操作；3、掌握Front Page 2000表格的创建和编辑方法；二、教学重点及难点１、重点：Front Page文档的建立、编辑、排版、打印和保存等操作，Front Page 2000表格的创建和编辑；2、难点：文档的排版及表格编辑。
新目标英语七年级上Unit1教案：提升英语阅读技能的简便排练方式
新目标英语七年级上Unit1教案：提升英语阅读技能的简便排练方式提升英语阅读技能的简便排练方式英语阅读是学生学习英语的重要课程之一，对于学生提高英语能力，扩大英语词汇量，提高英语交流能力和了解英语文化都具有重要的意义。
因此，为了提高学生的英语阅读技能，本文将介绍新目标英语七年级上Unit 1教案中的简便排练方式。
一、教学目标1.学习新单词和短语；2.学习如何提高英语阅读技能；3.学习文章的组织结构；4.学会用英语讨论旅行经历。
二、教学重点1.如何提高英语阅读技能；2.文章的组织结构。
三、教学难点1.学生阅读速度和准确性提高；2.学生汲取文章信息的能力提高。
四、教学方法1.听说教学法；2.讨论教学法；3.观察教学法。
五、教学步骤1.自我介绍和课程安排。
T: Good morning, class. Today, we will learn how to improve our English reading skills through Unit 1 of New Target English Grade 7. Let's introduce ourselves first. My name is Mr. /Ms. [teacher's name], and I am your English teacher. This lesson will last for about [time length].2.学习新单词和短语。
T: Now, let's start learning new words and phrases. Please follow me to read them out loud.Ss: [read new words and phrases aloud]T: Great job! Now, let's try to use them in sentences.3.练习阅读技巧。
新标准大英第一册Unit1-Unit5综合教程教案
大学英语1课程教案Unit 1 Starting OutTeaching Content: Diary of A FresherLesson Type: Intensive Reading (New Standard College English Book 1)Total Time: 4.5 HoursClass/Object: Freshman (the first term)Teaching Procedures:Step 1Starting Point(15 mins)1. What do you expect to learn in the university?2.Work in pairs. Look at the photo of a university. Choose words to describe it.And then think of words to describe your own college.3. Work in pairs. Brainstorm college education objectives and what are important to you.☐finding a girlfriend / boyfriend☐studying hard and learning a lot☐meeting people and making friends☐getting a good job when you graduate☐having fun☐growing up and becoming independent☐going to parties☐doing lots of sport☐reading widely☐learning new skills and having new experiencesStep 2Introductory remarks (10 mins)How to write a diary in English1. Format:a. Write down the date, the day and the weather on the first line. The date and theday are on the left, while the weather is on the right.b. Write the body part. Write this part on the second line.2. Person:Write the diary in the first person.3. Tense:a. Past tense;b. Present tense;c. Future tense.4. Order:Write the diary in chronological order.5. StyleCasual and informal: express a personal viewpoint with reactions, reflections andfeelings.●Find out the features of Diary of a fresher.The text is a diary. There is a long tradition of writing and sometimes publishing diaries in Western literature. The text has typical features of a diary. It is a first person account, written daily about events in which the writer has participated. It is written ina casual, informal style, expressing a personal viewpoint with reactions, reflections andfeelings. The writer’s personality is evident, in this case through humor and exaggeration. It is written in the first person and with the simple present tense.Step 3 Predict the contents of the text from the title. (10 mins)Step 4 Language Points and Difficult Sentences (125 mins)⏹SundayLanguage Points1. fresher n.(BrE) first-year student / fresher (in first months of study)second-year studentthird-year student / final-year student (of a three-year program)fourth-year student / final-year student (of a four-year program) (AmE) freshmansophomorejuniorsenior2. residence n. [C] (fml)➢ a person’s home; the place where someone lives 住所；住宅➢the official house of a government minister or other public and official figure 官邸；公馆➢the fact of living in a particular place 居住；居留期间e.g. They took up residence abroad. 他们定居了国外。
人教新目标英语七年级下册Unit8单元公开课优秀教案
人教新目标英语七年级下册Unit8单元公开课优秀教案Unit 8: Is there a Post Office Near Here?n A (1a-2d)In this lesson。
we will learn about XXX。
We will also learn the grammar structures of XXX with "where" and the "there is/are" XXX.First。
let'XXXXXX.New Vocabulary:post officeXXXXXXXXXXXXhospitalXXXpaynearacrossacross fromfrontin front ofXXXtownaroundNext。
we will focus on the language knowledge objectives:1.To be able to master the new XXX.2.To be able to ask and answer special ns with "where" and use "there is/are" XXX.Let's start with some example sentences:Is there a hospital near here。
Yes。
there is.The pay phone is across from the library.The pay phone is een the post office and the library.Now。
let's move on to the nal and value objectives:1.To learn how to cooperate and help each other through using simple asking and giving ns.2.To build confidence in using English for XXX.In n。
信息技术第1课之认识frntpage的教案
信息技术第1课之认识frntpage的教案信息技术第1课之认识frntpage的教案（一）教学目标：1、理解网站，网页，首页（主页），导航，超级链接等术语。
2、掌握FrntPage的启动/退出，了解FrntPage窗口的组成。
3、掌握在FrntPage 中插入文字和图片的方法，并会保存网页。
4、了解FrntPage的三种网页模式，会预览制作好的网页。
（二）教学设计与教学建议：1、课堂引入分析：在学习本册教材前，学生已经能够熟练上网，对网络世界有着强烈的好奇心和浓厚的兴趣，对于学生来说，网络上那些精彩的网页具有神秘的色彩，学生想不到有一天自己也可以制作网页。
针对这种情况，在课堂的引入部分，教师可以这样设计：首先出示几个用FrntPage软件制作的网页，请学生欣赏，让学生讨论这是怎样制作出来的。
然后用FrntPage软件打开其中的一个网页，让学生观察窗口，并说一说这个窗口与学习过的哪个软件相似。
由于FrntPage 与Wrd软件在界面的风格上和功能上有很多相似之处，因此学生很快能在这个窗口中找到熟悉的面孔。
此时，教师可以告诉学生，这个软件叫FrntPage ，与学习过的Wrd软件同属于Office软件家族的成员，但它的主要功能是制作网页。
由于学生在Wrd软件中对插入文字，图片进行编辑排版的操作非常熟练，因此可以采用自主探究的学习方式让学生认识FrntPage。
教师可以给出制作网页的素材，让学生尝试在FrntPage 中输入文字，插入图片。
让学生在学习这个软件的初始，自己去探索这两个软件的相同与不同。
2、重点内容分析：在学习本课前，学生已经掌握Wrd软件的使用，而本节课是初步认识FrntPage软件，因此本节课可以把重点放在让学生通过已掌握的知识来初步分析FrntPage与Wrd 的相同与不同，这样可以减少学生对学习新软件的陌生感，尽快熟悉新软件，降低学习的难度，同时也培养了学生自主学习的能力。
相同：常用工具栏与格式工具栏中的大部分工具都一样，编辑文字和图片的.方法一样。
新视界大学英语第一册 教案 全
Lesson plan : New Vision College English, Foreign Language Teaching and Research Press, Bei JingUnit 1 A New StartBackground information:Students: 50 freshmen majored in ArtsLesson duration: 50 minsPart I Teaching focuses:1 Master the structure and vocabulary of describing college life.2 Develop an active attitude toward study and life in college.3 Learn to look after the body and soul.Part II Teaching approaches1 Communicative Language Teaching (CLT)College life is colorful and meainningful. In order to engage students use language in real life and develop the communicative competence, they were encouraged to described their interests they want to develop and dreams they want to realize after 4 years, and then induce them to talk about in what way to fulfill their dreams.2 Task- based Language Teaching ( TBLT)According to teaching focuses, we mainly design 3 tasks involving language skills improvement and communicative competence development.Part III Teaching AidsTapes, blackboard, chalk, PPT, picturesPart IV Teaching ProceduresStep 1 lead-in (10 mins)a)Ask students describe their hobbies and dreams.b)Ask students to discuss the plan to realize dream.c)Teacher summarizesStep 2 Skimming and scanning (20 mins)Skimming: The passage mainly focus on the two aspects: look after your body and look after your soul, we could find main clues from the following chart:Scanning: how to organize time , how to make friends, how to get enough sleep, how to plan for the future:Step 3 Production (15 mins)In this part, task of students is to discuss the dreams in college by imitating the structure and vocabulary they learnt, and the most important thing is to work out their plans.Part V Homework （5 mins）Complete writing of “college life”Lesson plan : New Vision College English, Foreign Language Teaching and Research Press, Bei JingUnit 2 Eating HotpotBackground information:Students: 50 freshmen majored in ArtsLesson duration: 50 minsPart I Teaching focuses:1 Master the structure and vocabulary on hotpot2 learn how to introduce hot pot to foreign friendsPart II Teaching approaches1 Communicative Language Teaching (CLT)College life is colorful and meainningful. In order to engage students use language in real life and develop the communicative competence. In this unit, our main task is to encourage students introduce Chinese typical food to people in other cultures, which is helpful for people all over the world understand China and Chinese culture.2 Task- based Language Teaching ( TBLT)According to teaching focuses, we mainly design 3 tasks involving language skills improvement and communicative competence development. Part III Teaching AidsTapes, blackboard, chalk, PPT, picturesPart IV Teaching ProceduresStep 1 lead-in (10 mins)a)Make an introduction on history of hot pot and ask students describethe feeling of enjoying Hot pot.b)Ask students to discuss the relationship between culture and food.c)Teacher summarizesStep 2 Skimming and scanning (20 mins)Scanning: ask students to catch the specific information. Such astime, place, characters, plot and the purpose of writing:Skimming: the purpose of the writing is to share the feeling of eating hot pot and tell the readers the factors influencing food culture.Step 3 Production (15 mins)In this part, students are encouraged to introduce hotpot, especially on the methods of eating hot pot. Some verbs should be emphasized here, such as plunge, dip, cook,etcPart V Homework （5 mins）Complete the writing “introduction of hot pot”.Unit 3I. Objectives1. grasp the main idea and structure of the text;2. do a comparison and contrast between Napoleon’s invasion of Russia and Hitler’s invasion of the soviet Union’3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.II. Teaching ProceduresPre-reading tasks:1.Ask the class about their views of beggars. Do they give money to them?2.If so, what type of beggars do they give money to?3.What circumstances might make it possible to beg?While-reading tasks:1.Draw students’attention to the subtitles in the text, then leads themthrough Text Organization Exercise 1. In this way students will have a better understanding of the text structure.2.Explain the language points in Parts I and IV, and has students practicethem.3.Students sum up the main ideas of Part I and IV respectively.4.Explain the language points in Part II—III, and has students practice them.5.Students form groups to analyze the reasons for the writer refusing thelittle man. Suggest that they make a comparison and contrast analysis in the form of a table. When they finish, some students groups report to class.6.Students sum up the main ideas of Part II and Part III.Post-reading tasks:1.Guides students through some after-text exercises.2.Checks on students’ home reading.3.Students do Part IV: Theme-Related Language Learning Tasks.III. Text AnalysisThis unit opens with a short story. A man who seems foreign speaks to a Londoner, tells a sad story about having run away from his own country and asks for some money. The Londoner refuses to help and goes. Later he reads a news story about a suicide and thinks it is the foreigner who has killed himself. He feels guilty, but a few days later he again sees the man in the street approaching strangers. It must have been someone else who committed suicide. He decides the man is making a living out of telling lies and glad he did not help.IV. Cultural NotesBegging is quite common in London and causes controversy. One charity concerned with the homeless produces a magazine, The Big Issue, and gives it to genuine homeless people to sell. The public are asked to buy copies rather than give money to these people.V. Language StudyⅠStructure Changes:1. The description of the man convinced me.It was the description of the man that convinced me.2. The sight of the blood on his face upset me.It was the sight of the blood on his face that upset me.3. The next day I realized what had happenedIt was the next day that I realized what had happened.Words and Phrases:approachn. [C] a particular way of thinking about or dealing with something 方式；方法；态度eg: The best approach to learn a foreign language is the study of the spoken language.appointmentn. [C] an arrangement to see someone at a particular time, especially for a business meeting or to get a professional service 约会；约定eg: I have an appointment with the doctor at three.continuala. continuing without stopping 从不间断的；不停的eg: The school has been in continual use since 1883.refusaln. [C, U] the act of refusing to do something 拒绝eg: I translate his silence as a refusal.crueltyn. [C, U] behaviour that deliberately causes pain to other people or animals, or makes them unhappy or upset 残忍；残酷；暴行；虐待eg: The children had suffered cruelty and neglect.tragedyn. [C, U] a very sad event that causes people to suffer or die 惨事；惨案；不幸；悲剧性事件eg: We need new safety laws to prevent tragedies like this from happening again.suiciden. [C] the action of deliberately killing yourself 自杀eg: Police believe he committed suicide.incidentn. [C] something that happens, especially a violent, criminal, or dangerous event 事件；事故；事变；（尤指）暴力事件eg: Police are appealing for witnesses to the incident.VI. Assignments1.Require students to learn the new words and phrases by heart2.Let students recite some parts of Text A3.Ask students write a composition on judging a person.Unit 4 Love, actually1.Teaching objectivesTo learn the story about mixed-marriage in AmericanTo learn some language pointsTo learn certain writing techniques related to the unitTo conduct a series of listening, reading and speaking skills2.Teaching procedure2.1 IntroductionOne of the most important forms of social interaction is falling in love, dating and getting married. This is the topic of the unit, one of the interest to all and perhaps especially to people of university students. During the course of the unit the class will have a chance to think about first dates, mixed marriages and love letter, read a romantic story, and consider various local traditions of romance from around the world.Activities to start the unitAsk Ss to think of famous loversAdam and EveRomeo and JulietJane Eyre and Mr RochesterListen to a short passage and underline some related words or expressions Work in pairs and discuss several questions1)Which facts in the report do you find interesting?2)Do you think it offers any useful advice?3)How would you prepare for a first date?Read the passage to grasp the main idea and learn some difficult sentences and language pointsLanguage points1)Yet the “one drop rule” which says that… (Line 6, Para 5)Yet the “one drop rule”law against people of black African descent were complicated by the fact that there was a great deal of interracial mixing and it was a difficult question as to who was “black” and who wasn’t. This was solved by the rule that if there was any African ancestor, the person is countered as “black”.2)It’s claimed by others that the motive for mixed marriage is the desire ofthe poorer partner for financial security, even though they may no longer be able to live close to their families.Some other people say that poor people marry people from another race or culture for their wealth, at the possible cost of living far away for their own families. The passage concerns racism, a belief in the superiority of one group over another on the basis of “race”. The word has led to a number of similar forms to describe other types of prejudice. Sexism is a belief that men have superior talents to women. Ageism is a prejudice against the abilities of the elderly.Guided writingWriting a description of a customWhen we’re writing a description of a custom which is part of a longer passage, there is usually a mixture of past tenses which describe what happens now. There are often some contrast between the past and the present. Here are some of the most useful words and expressions. (too, would, while, or, in the old days, today…but…)Ask Ss to write a passage about traditional ways of dating in China. Make aconnection between the past and the present.Unit taskDesigning a date for a magazine1.work in pairs and design a date. Think of the best place to go, and whatyou would do, now think about who the dates might be best suited for,2.write about the date you have designed for magazine. Organize your ideas3.share your dates with the rest of the class4.vote for the most romantic one.Unit 5 Shopping AroundBackground information:Students: 50 freshmen majored in ArtsLesson duration: 50 minsPart I Teaching focuses:1 Explore the structure and writing style of the passage.2 Encourage students to conclude factors influencing design ofdepartment stores all over the world.3 How to do smart shopping.Part II Teaching approaches1 Communicative Language Teaching (CLT)In real life, language is used to give directions. To exchangeinformation, or to make a complaint, anyway language is to perform certain communicative functions. So, in classroom, we encourage students to describe the store arrangement and their shopping experience based on structures and patterns of the passage.2 Task- based Language Teaching ( TBLT)According to teaching focuses, we mainly design 3 tasks involving language skills improvement and communicative competence development. Part III Teaching AidsTapes, blackboard, chalk, PPT, picturesPart IV Teaching ProceduresStep 1 lead-in (10 mins)d)Ask students describe the design of department storese)Ask students to think about the designing purpose.f)Teacher summarizesStep 2 Scanning for specific information (20 mins)a)W hy are expensive items like jewellery on the ground floor?b)W hy are paths through stores arranged in circles?c)W hat methods do stores use to make customers come back to theshop?Step 3 Production (15 mins)In this part, students are encouraged to discuss the smart shopping, including comments, suggestions and even relationshipbetween shoppers and customers, etc. after discussion, group leaderare required to make a summary.Part V Homework （5 mins）Complete writing of “smart shopping”Unit 6 It Runs in The Family教学目标及基本要求：Objectives:Students will be able to:1)grasp the main idea (the essence of writing is to write what one enjoyswriting) and structure of the text (narration in chronological sequence);2)appreciate the narrative skills demonstrated in the text (selection ofdetails, repetition and the use of synonyms.)3)master the key language points and grammatical structures in the text;4)conduct a series of reading, listening, speaking and writing activitiesrelated to the theme of the unit.Pre-reading Tasks:（一）Warm-up QuestionsLook at the first sentence of the passage and choose the best answer to the questions.Last week, two of the most important females in my life made it through significant milestones.1．Who do you expect the two most import ant females in somebody’s life to be?(a) Mother and daughter. (This is a likely answer; it is the best one inthe actual text.)(b) Sisters. (This is possible in some families but unlikely as a generalanswer.)(c) Best friends. (This is clearly possible or likely for some people.)(d) Grandmothers. (Again this is possible but unlikely as a generalanswer.)2．Which do you think are the most significant milestones in someone’s life?(a) Finishing school.(b) Graduating from college.(c) Getting married.(d) Retiring from work.3.How does your mother express her love to you when you are in distress？Mother is perhaps the first person who influences us in our lives, what’s your mother’s influence on you?（二）While-reading Tasks:◇Browse the passage within 8 minutes to get a rough idea about it.◇Answer the questions of Activity 2 and 3 on page 114.Check (✓) the true statements.Work in pairs and answer the questions1.What does the writer mean by “milestone”2.What qualities does she appreciate in her daughter?3. What qualities does she appreciate in her mother?4. Which is the most important lesson she learnt from her mother?（三）Detailed-reading and Text Analysis1. Milestones (Title)A milestone is an event or achievement that marks an important stage in a process. Long ago, distances of 1 mile (about 1.6 kilometres) used to be marked by stones beside the road2. … two of the most important females in my life made it through significant milestones. (Line1)They successfully reached notable events in their life.to make it: to succeed in a particular activity3. I try to avoid doing the stupidly proud parentthing too often, … (Line 14)I try to avoid doing the typical action that proud parents do, though it mayseem stupid, such as talking about their children in a proud manner and boasting of the children’s achievements.4. … and so I won’t bore you with all the details … (Line 15)I won’t tell you so many details that you get “bored” (feel impatient, uninterested or annoyed because something has continued for too much time).5. … which left me with that unmistakable glowing feeling: … (Line 18)the glowing feeling: the familiar warm feeling of pride6. … if Eden can retain these characteristics, … (Line 22)If Eden can keep these particular qualities that are typical of her at the moment …7. … it really came home to me … (Line 27)8. … and just how hard it will be ever to live up to the kind of example she has set for us. (Line 29)It’s not easy to follow my Mum’s good example and have the same level of achievements as hers9. … rarely ruffled by anything. (Line 32)She is not likely to get upset or disturbed8. … and just how hard it will be ever to live up to the kind of example she has set for us. (Line 29)It’s not easy to follow my Mum’s good example and have the same level of achievements as hers.9. … rarely ruffled by anything. (Line 32)She is not likely to get upset or disturbed.10. She is “formidably intelligent”, as my Dad would put it. (Line 33)In the way my father would say it, she is intelligent in a way that is impressive and deserves respect.11. She can talk the hind leg off a donkey.(Line 34)She can talk a great deal, without stopping.to talk the hind leg off a donkey: to talk so much that the back leg of a donkey will drop off. It is an idiom12. She has a frighteningly impressive general knowledge … (Line 35In the way my father would say it, she is intelligent in a way that is impressive and deserves respect.13. … without so much as a resentful word, … (Line 45)My Mum never complained that she had given up her career to take care of us.14. The world was my oyster, … (Line 52)This is an idiom meaning there was no limit to the opportunities open to me. The whole world is a place where I could do anything (maybe find pearls in oysters).15. She taught me a particular brand of …(Line 56)a particular brand of something: a particular kind or type of something. This is more general than the commercial meaning of “a brand” which means aproduct or group of products that has its own name and is made by one company.17. … in launching us all into the world in such an empowering way. (Line 68)She was successful in starting us in major activities in our life in the world in a way that gives us more control over our life and the power to do something. （四）Post-reading TasksTask 1, What happiness and troubles have you met during the period of your growing up?Task 2, Who played a major role in your development from a child into a well-educated young person? What did they say or do to influence you? Task 3, copy some sentences related to growing up from famous figures, or some Chinese and English proverbs related to growing up.Task 3, copy some sentences related to growing up from famous figures, or some Chinese and English proverbs related to growing up.（五）Essay writing task assignment：A Memorable birthday party ,A Memorable examination ,A Memorable extra curricular activity ,Ss can also choose a title themselves that is related to the Unit topic.Unit7 Travellers’ TalesTeaching Objectives:1 Bring about the topic of the unit by posing some questions about travel and inspire Ss to talk about their previous travel experience as well as their opinions on travel by citing some specific situation in travel.2 Make Ss grasp “the inner voice” by interpreting the real meanings hidden in the questions.3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.Pre-reading task:1Topics for Discussion1) Begin the class with a question: “Where would you like to travel?” Collecta number of suggestions and then have a vote to find out the class’ Top ten Destinations.2) When travelling somewhere, what would you like to enjoy? The local food? The scenery? The climate? The culture and customs or anything else?3) Do you like package journey or travel on your own? What are the advantages and disadvantages for both?T first selects several Ss to present their opinions on any of three questions above, then invites some Ss who ever traveled at home or abroad share their experiences of travelling and talk their ideas about travelling.2 Teacher elicit the topic of Active Reading by introducing the Chinese proverb: It is better to stay home than go travelling somewhere(好出门不如赖在家). Ask students to talk about their understanding of the proverb and check whether they approve or disapprove with it.While-reading task:1 Skimming and scanningAsk Ss scan the text The Armchair Traveller and finish Exercise2 on P. 136.2 Find out the details which reveal the character traits of the character－George in the text.“He lived alone by choice, because he felt overwhelmed by the ignorance of people and ugliness of his surrounding.”“His way of life was modest and his financial circumstances allowed him to spend his days in an old and comfortable armchair, wearing a dressing gown and reading great works of literature.”“Despite his cynical and pessimistic nature, he especially enjoyed the classic works of travel writing, so that from the deep warmth of his armchair, he could travel in his mind to the farthest reaches of the world.”“As he continued to read, he became increasingly keen to see Provence for himself. Unable to contain his curiosity, he got dressed and went to a travel agency.”“But as the departure time approached, George gradually became tired,partly because of the effects of the large meal, but partly because he realized that it would be very tiring to make the journey.”“So George paid the restaurant bill, got the bus back to his South London flat, and resolved never to leave home again.”From the descriptions above, T help Ss to find out what kind of person George is: old-fashioned, conservative, less adventurous, have a fixed routine and rather scholarly tastes and so on.3 Understanding the “inner voice”When we read “Was it really necessary to go to Provence?”in the text, we seem to enter George’s mind at the moment that he realizes that it is not necessary to go to Provence. Questions like this are not real questions; they are examples of the “inner voice”, showing what a character is really thinking.Ask Ss to pick out the questions from the passage and interpret the “inner voice”.1. In his imagination, wasn’t he already there?2.Surely it would be disappointing if his vision was not matched by the reality, at the very least?3. Wouldn’t it be simpler, safer just to stay here at home in London?4. Perhaps it was just a nuisance to travel abroad at all?Post-reading task:1 Ask Ss to finish Dealing with unfamilar words on P. 137 and Language in use on P.1402 Assign Ss a writing task. Based on their travel experience, Ss are required to write an essay titled The Best Travel Experience I Ever Had or The Worst Travel Experience I Ever Had. Ss may mention the following points in their essay:Where and when I wentWho I travelled withHow I travelledHow long the journey tookWho I met on the journeyWhat I remember most about the journeyUnit 8 The Green RevolutionSuggested Teaching PlanTeaching Objectives:1. understand the main idea and structure of the text;2. appreciate the fluid and sensual writing style;3. grasp the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities. Time Allotment:Pre-reading Task:1. T asks Ss the following questions on the recording: (5 minutes)--- Who do you think the writer is ?--- what do you think the message of the passage will be ?2. The appeal of some place far away (25 minutes)1) Ss divide into three groups; each group may further divide into smaller units.2) Each group discusses one of the following three questions:---What are some distinctive features between east and west?--- What are the characteristics of those people who are attracted to such festival?3) A few Ss groups report to the class.3. T may move on to the text by saying: Few of us have had the chance to experience the real Christmas, Would such a experience be worthwhile?Annie Dillard figured it would. (1 minute)While-reading Task:1. Understanding text structure: (20 minutes)1) Ss go over the text to see if there is any natural division of parts.2) Ss turn to Text Organization Exercise 1. T then dictates to them the mainidea of each part.2. T explains the language points in Part I and has Ss practice them. (see Language Study) (15 minutes)3. Ss find out the sensory impressions in Part I. (5 minutes)4. T explains the language points in Part II and has Ss practice them. (see Language Study) (15 minutes)5. Ss find out the sensory impressions in Part II. (5 minutes)6. T explains the language points in Part III and has Ss practice them. (see Language Study) (30 minutes)7. Ss find out the sensory impressions in Part III. (5 minutes)8. A matter of fluidity (10 minutes)1) Ss follow the author’s track to find out her whereabouts in each part.2) Ss re-read Part II to identify the linking devices used by the writer toachieve coherence.3) T urges Ss to model their own descriptive writings after writer’s fluid style. (see Text Analysis)Post-reading Task:1. Ss move around the classroom, find a partner, recite or read aloud to each other their favorite sentences from the text, explain why, then move on to find another partner. They will not stop until T announces that time is up.(15 minutes)2. T helps Ss along through some after-text exercises. (25 minutes)3. T checks on Ss’ home reading (Text B). (4 minutes)4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period) Cultural Notes1. Father Christmas:is the imaginary character who takes presents to children during the night between the Christmas Eve and the Christmas Day.2.The Arctic Ocean: is the sea in the most northern part of the world around the north pole3. Air miles: are points that you collect when you fly some airlines , and which you can exchange for free flights.4. Old Father Time :is an imaginary character in many traditions who represents the passing of the time.Language Study1.Eve, on the day before an important event.On the eve of sthExamples: On the eve of the new year, everyone is so happy.2.carbon dioxide 二氧化碳3.the greenhouse effect n, 温室效应3.threat : n, a situation or activity that could cause harmthreat to …..4.concern,vt, (never passive) to worry someonen, (~ about/ over/ at) a feeling of worry about something5. in (all / complete) silence: with (complete) absence of sound or noise Examples:The kids were listening to the music in the classroom, in complete silence.The soldiers stood in the glaring sun as the minutes ticked away, in all silence.Note:Students should be advised that “in all silence” is rather literary and can sound odd in normal contexts. Simply “in silence” or “incomplete silence” is safer for them to use.6. tangle: catch in or as in a net, trap; mix together or intertwine in a confused massExamples: The bushes were tangled with vines.I have the sort of hair that tangles easily.7. air mile . 空英里8. ring the changes: make changes to somethingExamples: you should choose a variety of foods and ring the changes with them.9. ring out the old year: to celebrate the end of the year by ringing the church bell10. ring in the new year: to celebrate the beginning of the new year by ringing the church bell11. under threat: likely to be harmed or damaged12. a change for the better: something new or different that will make a situation betterExamples: the new law is definitely a change for the better.13. be dying to do sth. / for sth.: desire (to do) sth. eagerlyExamples: She was dying to tell them the good news that she had won first prize in the speech contest.Having worked in the sun for four hours, I was dying for a cupof tea.14. get one’s hands on: catch hold of, find or get (sth.) (same as lay one’shands on)Examples: I wish I could get my hands on a copy of Harry Potter.I need to get my hands on a good computer.The book’s here somewhere, but I don’t see m to be able to getmy hands on it just now.15. take apart: separate into its different partsExamples: When I was young, my parents never blamed me for taking my toys apart.When my computer broke down, I took it apart, found what。
陕西版《小学信息技术》六年级上册第2节课最简单网页教案及教学反思.doc
陕西版《小学信息技术》六年级上册第2节课最简单网页教案及教学反思最简单网页作者及工作单位高随波榆林市米脂县银州镇镇子湾小学教材分析本节课是《小学信息技术》六年级上册第2节课，是在学生掌握了Word的使用，以及计算机的基本操作的基础上学习的。
学习内容的重点是：让学生了解用Frontpage 制作一个简单网页的方法。
主要涉及：认识FrontPage, 了解FrontPage 的窗口组成，学习在FrontPage中如何输入和设置文字，以及保存和打开网页的方法。
《最简单的网页》这一节是FrontPage20 17的基础、入门课程，是属于在以前所学知识的基础上的提高、学习。
本节课可以充分调动学生的手和脑，培养学生学习计算机的能力，掌握网页制作方法，并在网页制作的过程中，把知识的教学和学生思维能力的培养结合起来，有利于促进学生创造性思维的发展和信息素养能力的培养，为今后的学习奠定良好的基础。
学情分析本课对象是六年级学生，学生通过前面一节内容的学习，对网页制作的前期准备有了一定的了解，特别是通过对Interne t相关知识的介绍及大量网站的浏览，对网页内容、结构、效果等设计的优劣都有了一定的感性认识，并且有了一定的分析、评判的能力，基本上完成了知识和能力的积累。
同时学生是在学生掌握了Word的使用，以及计算机的基本操作的基础上学习的，所以对于本节课的展开, 学生们应该是充满了兴趣。
教学目标通过本章的学习，使学生获取、分析、处理、发布、应用等信息处理能力得到提高。
特别注意培养学生网站制作的能力，培养学生的创新、探索精神和分工合作意识。
结合这个总的教学目标制定本节课的教学目标：知识目标：1、认识Front Page, 了解Front Page 的窗口组成。
2、学习在FrontPa ge中如何输入和设置文字，以及保存和打开网页的方法。
过程与方法目标：通过学生探究学习过程,学会用FrontPage制作一个简单的网页的基本操作。
forntpage教案
创建网站制作首页教案设计与反思一、教学目标：1、知识与技能：（1）、认识FrontPage软件窗口结构，并与Word窗口进行比较。
（2）、了解站点与主页的概念，理解站点的意义，学会建立、删除站点。
（3）、掌握新建简单网页的方法，能够在网页中插入文字并进行排版，掌握图片、水平线的插入方法及属性的设置方法，能够灵活应用“网页属性”对话框来设置网页属性，如背景图、背景音乐等。
（4）、掌握保存网页的方法，了解网页保存与普遍文档保存的不同点。
2、过程与方法：（1）、通过对比，使学生掌握软件的使用方法，达到举一反三的功效。
（2）、通过学生动手设计网站的实践活动，使学生掌握对象属性的设置方法，为学生今后学习其他软件奠定基础。
3、情感态度与价值观：（1）、通过对比，使学生了解软件学习的一般方法及规律，提高学生学习信息技术的信心。
（2）、通过创建网站和设计首页，掌握对象属性的设置方法，初步体验成功的快乐。
（3）、通过创建“动物——人类的朋友”网站，使学生树立人与动物和谐相处，真爱、善待和保护动物的观念。
二、教学重点难点：1、教学重点：（1）、认识FrontPage窗口结构及主要菜单的功能。
（2）、掌握建立、删除网站的基本方法。
（3）、掌握简单网页设计的基本方法，如文字、图片以及水平线的插入与编辑等。
（4）、掌握设置网页属性的一般方法。
2、教学难点：（1）、站点的作用和存储路径。
（2）、网页的保存。
三、教学过程：1、创设情境、导入新课（1）、教师将配套光盘上“动物”网站展示给学生看，并分析网站的基本结构和主题。
（2）、师生共同讨论对比FrontPage与Word的异同，进入教学主题——创建网站站点与制作首页设计。
设计意图：通过讨论对比，自然过渡，激发兴趣，活跃气氛。
2、任务驱动、自主学习（1）、教师启动FrontPage，介绍各窗口组成，并与office中的其他软件作比较，分析有什么异同。
学生打开软件，并结合教材仔细观察。
2022年教学教材《进入FrontPage世界》优秀教案1
使学生能够相互学习共同提高。
学习成果
1.根据已有的对OFFICE软件的掌握，学生学会了触类旁通，自主学习的方法。
2.认识了FrontPage的功能和特点，了解了网站与网页之间的关系，理解网页元素等名称。
3.学会了运用FrontPage制作简单的网页。
教学反思
1本课设计环节清晰，采用视频教学方式，能够使大多数学生熟悉FrontPage 2021工具并会运用这个工具
2应该留给学生更多的时间，让他们展示自己。
3通过本节课的教学使我认识到了，作为一名计算机老师应该站在现在信息技术的前沿，掌握更先进的媒体使用技术，可以全面提高我们课堂的教学效果。
课题
进入Front
或是htm
教师巡视指导，根学生完成情况，教师答疑解惑。
讲评学生作品。
学生观察、理解、思考、尝试操作。
启动Frontage软件学生先独立把Frontage与word之间做一个比较看有没有相似之处，自主学习，认识软件界面，小组讨论，然后答复分析结果
学生同步跟做，边思考问题感受不同网页属性设置后的变化。
保存并退出Frontage
学生练习不同图片和文字的导入以及属性设置。
学生完成任务
。
学生讲评作品，交流制作。
初步的了解
FrontPage工具的功能与特点，为以后学习做铺垫。
任务驱动法让学生在自主学习过程中，不断的动脑、动手，让学生可以大胆的尝试FrontPage工具的初级使用。
重点讲解加深学生印象。
通过完成“任务〞感受探索的乐趣，品尝成功的喜悦。
展示学生作品使学生体验成功感和缺乏之处
总
结
通过网络教室软件，多屏幕展示学生作品。并对其中大家认为好的作品进行单屏展示，并让进行交流制作感受和操作技巧。
FrntPage操作综合运用说课稿
FrntPage操作综合运用说课稿范文说课题目：FrntPage网页设计技巧综合运用专家们、教师们：大家好！今天我说课的题目是：FrntPage网页设计技巧综合运用我的说课将从以下几个方面进行：一：说教材二：说教学目的三：说学生四：说教学方法及实现途径五：说有关教学设计中的三个引导点首先说教材：教材的选取：教材使用经全国中小学教材审定委员会审查通过，全日制普通高级中学信息技术教科书，高中第三册，第一单元FrntPage网页设计的总结运用课。
这一教材由广西科学技术出版社出版本节教学内容所处的地位：是巩固与提高学生网页设计技巧的极好机会，而且是教师抓住机会进行更精彩、更有意义的教学设计与教学实施的关键时期，我想这点会在我后面的教学设计阐述中体会。
接下来说教学目标：基础知识目标：巩固前面已学的网页设计技巧，而且将激发学生自主去探讨，更多的网页设计技巧。
能力培养目标：培养学生互相合作，共同提高的良好品质；鼓励学生们在这一网页设计运用课中，充分利用网络资源，培养自己主动学习及探究能力和综合信息素养。
情感教育目标：如何使信息技术教学成为培养学生综合素质的一个平台，如何设计除了教会学生使用一些基础软件知识之外的更多的东西，这是我一直在计算机课教学中思考的一个问题；学生情感教育的培养，一直应成为我们课堂教学中，不可缺少的重要素质教育目标之一，所以选择母爱为主题，由此培养学生对母爱的理解及体验母亲对儿女平凡而伟大的爱；另外也为丰富我自己的情感：我作为一名普通的教学人员，我希望在我的教学中做我应做的，做我能做的，多探讨，多尝试，丰富学生的内心同时，我也在其中丰富自己，并感受更多的快乐。
接下来说学生：学生计算机知识背景：我的学生是高二的学生，高二的的学生经过高一计算机基础知识的学习以后，他们有一定的网络知识，如何设计一个教学环节不仅仅简单让学生回顾复习一下，而是能达到更高的层次，下面了解一下：学生的身心特点：高中生在心理和行为上表现出强烈的自主性，具有很强的自信心和自尊心，热衷于展现自己的力量和才能；他们已不满足于父母、老师的讲解，或书本上的现成结论，学生与父母的交流：在高中阶段，高生中的自主、独立性使他们的个性处于极其张扬与反叛的时期，父母与孩子的交流往往在这一时期成为多事之秋。
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第一节Front Page 2000 系统概述
一、Front Page 2000 的功能与特点
1、Front Page 2000 的主要功能
A、编辑
B、排版
C、图形
D、打印
2、Front Page 2000 的特点
1）易学易用
2）所见即所得
3）多种模式的显示方式
4）灵活方便的表格处理功能
5）图文混排的操作
6）不同文档格式的自动转换
二、Front Page 2000 的启动和退出
1、启动方法：“开始”→“程序”→“Microsoft Front Page”。
2、Front Page 2000 窗口介绍
1）文档窗口用于打开Front Page文档。
2）标题栏显示打开的文档名。
3）菜单栏包括Front Page操作的所有命令。
4）常用工具栏包括一些常用的操作命令。
5）格式栏单击格式栏中某一图标，可进行某一格式
6）标尺栏
7）文本编辑区用于输入、编辑文本。
8）选定栏以行为单位选定文本。
9）状态栏显示当前光标所处的状态。
10）滚动条移动滚动条可显示文档窗口中的所有文档。
3、联机帮助操作时可使用“帮助”菜单获取帮助信息。
4、Office 助手
5、快显菜单
选定某一操作对象，然后在选定对象处单击鼠标右键，将弹出与该对象相关的快显菜单。
6、退出
有多种退出方法。
在关闭时若显示保存文档对话框，则可选择“是”或“否”对文档进行保存或放弃保存。
第二节文档的建立与编辑
一、文档的建立与打开
1、创建新文档
方法：“文件”→“新建…”→选“常用”模式及“文档”。
2、打开已存在的文档
方法：“文件”→“打开…”→在选择对话框选择要打开的文档。
二、输入文字与符号
1、输入文字及符号在编辑区中输入文字和符号。
2、自动换行
一行结束时将会自动换行，可以不需要按回车键。
在Front Page中，按回车表示一个段落结束，并加上段落结束符。
3、保存文档
·保存新文档
方法：“文件”→“保存”→弹出保存对话框。
·保存已命名的文档
方法：“文件”→“保存”。
·修改文档名存盘
方法：“文件”→“另存为…”。
4）自动保存文档
方法：“工具”→“选项…”→“保存”页框，设置自动保存文档时间。
4、利用模板建立文档
方法：“文件”→“新建…”→选择一种模板，单击“确定”。
三、修改文档
1、插入点定位将光标插入到某一位置。
2、选定编辑对象有多种选定方法。
3、插入文本·插入与改写方式的切换·插入其他文件内容
4、修改及删除文本·删除·用新文本替换原有内容·撤消与重复
5、复制与移动文本·复制文本·移动文本
6、查找与替换文本·查找文本·替换文本
第三节文档的格式设置与打印
一、设置字符格式
1、利用格式栏设置
·设置字体
·设置对齐格式
2、使用字体对话框设置（了解）
·字体字号
·字符间距
·动态效果
二、设置段落格式
1、使用标尺排版
2、使用段落中段落命令排版
三、文档的分栏操作
进行分栏排版，首先要将文档选择在页面视图方式下。
方法：“格式”→“分栏…”
·设置分栏数·修改栏间距
四、页面设置
1、打印纸设置
“文件”→“页面设置…”→“纸张大小”。
2、页边距设置
“文件”→“页面设置…”→“页边距”。
3、页眉页脚、页码及分页
“视图”→“页眉和页脚”。
五、文档的打印
1、打印前预览
方法：“文件”→“打印预览”
2、打印文档
方法1：“文件”→“打印…”
方法2：在常用工具栏中单击打印机图标。
第四节表格制作
一、表格创建
1、使用工具栏图标建立
将光标移到要插入表格的位置，再单击工具栏中的插入表格图标。
2、使用菜单栏命令建立
将光标移到要插入表格的位置，再选择“表格”菜单中的“插入表格”。
3、绘制表格
“表格”→“绘制表格”→利用表格绘制工具画出表格
二、修改表格
1、行、列及单元格的选定
·用鼠标选择
·用表格菜单命令选择
2、增加表格的行、列和单元格
·增加表行
将光标置于表格中，再从“表格”菜单中选择“插入行”。
·增加表列
选定列，再从“表格”菜单中选择“插入列”。
·插入单元格
选定单元格，再从“表格”菜单中选择“插入单元格…”。
3、删除表格行、列及单元格
·删除表行
选定行，再从“表格”菜单中选择“删除行”。
·删除表列
选定列，再从“表格”菜单中选择“删除列”。
·删除单元格
将光标置于单元格中，再从“表格”菜单中选择“删除单元格…”。
4、合并或分隔单元格
·合并单元格
选定要合并的单元格，再从“表格”菜单中选择“合并单元格”。
·拆分单元格
将光标置于单元格中，再从“表格”菜单中选择“拆分单元格…”。
5、修改表格的高度和宽度
·利用菜单命令修改
·利用标尺修改
·自动调整栏宽
6、拆分表格
·将光标移到要拆分的行中，再选择“表格”菜单中“拆分表格”。
7、设置表格边框
·使用菜单设置
将光标置于表格中，再选择“格式”菜单中“边框和底纹…”。
·使用“表格和边框工具栏”设置
8、表内文字对齐及格式化
·表格内文字对齐
·表格内文字的格式
第五节图文混排
一、在文档中放置图片
1、插入剪贴画图片
·“插入”→“图片”→“剪贴画…”。
2、插入图形文件
·“插入”→“图片”→“来自文件…”
3、插入画笔图片
·“插入”→“对象”→新建→画笔图片→单击“确定”。
二、编辑图片
１、放大与缩小图片
选定图片，用鼠标拖动图片边框的小方框。
2、复制与移动图片
·复制
选定图片，用鼠标点击常用工具栏中的“复制”图标，再将光标移动到目标位置，再用鼠标点击常用工具栏中的“粘贴”图标即可。
·移动
直接用鼠标拖动图片。
3、剪切与删除图片
·剪切
选定图片，用鼠标点击常用工具栏中的“剪切”图标，再将光标移动到目标位置，再用鼠标点击常用工具栏中的“粘贴”图标即可。
·删除
选定图片，再按Delete键，或用鼠标点击常用工具栏中的“剪切”图标。
课堂练习：（见卷）
1我的第一个链接2
我爱我家
学习天地
网页乐园
以下是说明：
1.请将“1我的第一个链接”文字，链接到你以前做的网页上。
（操作提示：选中“我的第一个链接”，单击鼠标右键，选择“超级链接”——>——>选择你想要链接的文件。
）
2.请在表格内2处，插入一幅图画（图画在e:盘名称是0242）
3.请在3处输入你的班级、姓名。
4.请给网页加入背景，背景图画在E:盘，名称是loveback（操作提示：选择“格式”——“背景”——选择“背景图片”——“浏览”）
5.保存文件：（提示：选择“文件”——“另存为”——更改文件名和保存位置）
附：一、作业
1、Front Page 中字体、字号是如何设置的？
2、Front Page 创建表格的方法有哪几种？对表格单元格如何调整？
综合练习：（3课时）
一、网页制作
启动frontpage 2000，建立一个站点并建立主页。
具体要求
1、设置站点位置为“d:\teacher”；新建主页，并保存为index.htm。
1、标题居中，用表格定位。
2、在标题下方插入滚动字幕：“欢迎访问我的网页”，方向自右向左。
3、在表格右边插入北京申奥的标志图片。
并调整大小以适合表格大小
4、设置下边表格的左部有三个外部连接，分别连接到网易（）新浪()和雅虎（）
5、把“给我来信”连接到电子邮件地址：cdzx110@
6、设置网页的背景，为五环图片，并设置背景音乐（图片和音乐文件都在“d:\考试练习”里面。