Word2000英文版教案
教案英语初中word
教案英语初中word一、教学目标：1. 知识目标：（1）学生能够掌握常用的英语问候语和自我介绍的方式。
（2）学生能够运用基本的英语语法和词汇进行简单的日常交流。
（3）学生能够理解简单的英语阅读材料，并能够进行阅读理解和词汇练习。
2. 能力目标：（1）学生能够具备基本的英语听、说、读、写能力。
（2）学生能够通过英语学习，提高自己的跨文化交际能力。
（3）学生能够运用英语进行简单的学术研究和交流。
3. 情感目标：（1）学生能够对英语学习产生浓厚的兴趣，建立积极的学习态度。
（2）学生能够通过英语学习，拓宽自己的视野，增强自己的国际理解力。
二、教学内容：1. 课程内容：（1）英语问候语和自我介绍。
（2）基本英语语法和词汇。
（3）英语阅读理解。
（4）英语写作和口语表达。
2. 教学资源：（1）英语教材。
（2）多媒体教学设备。
（3）网络资源。
三、教学方法：1. 交际法：通过模拟真实情境，让学生在实际交流中学习英语，提高学生的听、说、读、写能力。
2. 任务型教学法：通过完成具体的任务，让学生在实践中学习英语，提高学生的综合语言运用能力。
3. 合作学习法：通过小组合作，让学生在互动中学习英语，提高学生的团队协作能力和交际能力。
四、教学步骤：1. 热身活动：用英语进行问候，引导学生用英语自我介绍，营造轻松的英语学习氛围。
2. 教学新知识：讲解基本英语语法和词汇，通过例句和练习让学生理解和掌握。
3. 阅读理解：让学生阅读简单的英语文章，通过问题解答和讨论，提高学生的阅读理解能力。
4. 写作和口语表达：让学生运用所学的语法和词汇进行写作和口语表达，提高学生的写作和口语能力。
5. 总结和作业布置：对本节课的内容进行总结，布置相关的作业，巩固所学知识。
五、教学评价：1. 过程评价：观察学生在课堂上的参与程度、学习态度和合作能力。
2. 结果评价：通过作业、测验和考试等方式，评估学生的学习效果。
3. 自我评价：鼓励学生进行自我评价，反思自己的学习过程，提高自我学习能力。
全英文教案 Microsoft Word 文档
Unit4 I have a pen pal2008-1-7 10:16:59适用学科：英语适用年级：五年级浏览次数：590 关键字：Unit4 I have a pen pal星级状态：★问题提出Teaching PlanBy Jin Chaodan Topic: PEP B7 Unit4 I have a pen pal Part B Let’s learn Let’s practise . Teaching aims1.Enable the Ss to master the verbs’ form of singular personal pronouns: lives, teaches, goes, watches and reads.2. Enable the Ss to master the sentence patterns:Does your pen pal live in Shanghai? No, he doesn’t.He lives in Beijing.Teaching difficulties pointsTo be able to use the following words: goes, watches, teaches,readsPrepare before the lessonStudents’ book , word cads.Teaching steps:Step1: Warm-up1. Greetings: Introduce myself.How do you feel?What day is it today? It’s Thursday.What do you usually do/have on Thursdays? I usually …Do you usually climb mountains/water the flowers/plant thetrees?2. Let the students ask me some questions.3. Free talk: something about what they do every day.(Practise sentence form “Do you ….? Yes, I do/ No, I don’t)Step2: Presentation1.Still talk with the students, talk about their teachers, their best friends,their parents, and so on.(Lead them to use “ Yes, he / she does. / No, he / she doesn’t.” to answer the question “Does he / she ….?”2. Talk about if the students have their pen pals. Talk about their daily life.Then, tell them I have a pen pal, too. His name’s Zhou Jielun. He’s not the super singer, but a common teacher.Ask “Do you want to know something about him?”Show the short passage of “Tom’s Day”3. Let them read it after teacher together.4. Ask them some questions:Where does Zhou Tom live? (He lives in Shanghai.)Teach the word “live”. (live, live, live, l-i-v-e, live.lives, lives, lives, l-i-v-e-s, lives.lives, lives, lives, lives in Shanghai.) Ask “Who lives in Jiyang Road?”“*** lives in Jiyang Road.”“Who teaches you math?”“…teaches me math.’”5. Teach the other words the same as the way above.Step3. Do a survey1.Ask the students to make a survey. Ask: What do you do on Sunday/Saturday morning? Do you do your homework?2.Step4: Practise1. Play a game:Show three envelops, ask students to choose three word cards from each of them.Then put them together and let the class read together, think about it if it’s real. The student get the right sentence can also get nice presents2. Group workDivide the students into small group of four members.Read the short passages of they have got in groups.Then ask them to read it out.Teacher asks some questions about it, let them to use the Verb forms of singular personal pronouns to answer the questions.Then let the students to ask the students.Step5: Consolidation and extension.1.I watch TV in the evening. ( 对划线部分提问)2．Zhang Peng ____(fly) kites every Sunday. （用所给动词的正确形式填空）3．Do you ____(see) an elephant in the zoo ? （用所给动词的正确形式填空）4. Do he ___(live) in Hang Zhou ? （用所给动词的正确形式填空）(作出肯定回答)No, he doesn’t ___(live) in Hang Zhou . （用所给动词的正确形式填空）5．She watches TV every night. (改成一般疑问句)Do the Activity books and copy the four skill-words.教学目的Teaching PlanBy Jin Chaodan Topic: PEP B7 Unit4 I have a pen pal Part B Let’s learn Let’s practise . Teaching aims1.Enable the Ss to master the verbs’ form of singular personal pronouns: lives, teaches, goes, watches and reads.2. Enable the Ss to master the sentence patterns:Does your pen pal live in Shanghai? No, he doesn’t.He lives in Beijing.Teaching difficulties pointsTo be able to use the following words: goes, watches, teaches,readsPrepare before the lessonStudents’ book , word cads.Teaching steps:Step1: Warm-up1. Greetings: Introduce myself.How do you feel?What day is it today? It’s Thursday.What do you usually do/have on Thursdays? I usually …Do you usually climb mountains/water the flowers/plant thetrees?2. Let the students ask me some questions.3. Free talk: something about what they do every day.(Practise sentence form “Do you ….? Yes, I do/ No, I don’t)Step2: Presentation1.Still talk with the students, talk about their teachers, their best friends,their parents, and so on.(Lead them to use “ Yes, he / she does. / No, he / she doesn’t.” to answer the question “Does he / she ….?”2. Talk about if the students have their pen pals. Talk about their daily life.Then, tell them I have a pen pal, too. His name’s Zhou Jielun. He’s not the super singer, but a common teacher.Ask “Do you want to know something about him?”Show the short passage of “Tom’s Day”3. Let them read it after teacher together.4. Ask them some questions:Where does Zhou Tom live? (He lives in Shanghai.)Teach the word “live”. (live, live, live, l-i-v-e, live.lives, lives, lives, l-i-v-e-s, lives.lives, lives, lives, lives in Shanghai.) Ask “Who lives in Jiyang Road?”“*** lives in Jiyang Road.”“Who teaches you math?”“…teaches me math.’”5. Teach the other words the same as the way above.Step3. Do a survey1.Ask the students to make a survey. Ask: What do you do on Sunday/Saturday morning? Do you do your homework?2.Step4: Practise1. Play a game:Show three envelops, ask students to choose three word cards from each of them.Then put them together and let the class read together, think about it if it’s real. The student get the right sentence can also get nice presents2. Group workDivide the students into small group of four members.Read the short passages of they have got in groups.Then ask them to read it out.Teacher asks some questions about it, let them to use the Verb forms of singular personal pronouns to answer the questions.Then let the students to ask the students.Step5: Consolidation and extension.1.I watch TV in the evening. ( 对划线部分提问)2．Zhang Peng ____(fly) kites every Sunday. （用所给动词的正确形式填空）3．Do you ____(see) an elephant in the zoo ? （用所给动词的正确形式填空）4. Do he ___(live) in Hang Zhou ? （用所给动词的正确形式填空）(作出肯定回答)No, he doesn’t ___(live) in Hang Zhou . （用所给动词的正确形式填空）5．She watches TV every night. (改成一般疑问句)Do the Activity books and copy the four skill-words.过程设计Teaching PlanBy Jin Chaodan Topic: PEP B7 Unit4 I have a pen pal Part B Let’s learn Let’s practise . Teaching aims1.Enable the Ss to master the verbs’ form of singular personal pronouns: lives, teaches, goes, watches and reads.2. Enable the Ss to master the sentence patterns:Does your pen pal live in Shanghai? No, he doesn’t.He lives in Beijing.Teaching difficulties pointsTo be able to use the following words: goes, watches, teaches,readsPrepare before the lessonStudents’ book , word cads.Teaching steps:Step1: Warm-up1. Greetings: Introduce myself.How do you feel?What day is it today? It’s Thursday.What do you usually do/have on Thursdays? I usually …Do you usually climb mountains/water the flowers/plant thetrees?2. Let the students ask me some questions.3. Free talk: something about what they do every day.(Practise sentence form “Do you ….? Yes, I do/ No, I don’t)Step2: Presentation1.Still talk with the students, talk about their teachers, their best friends,their parents, and so on.(Lead them to use “ Yes, he / she does. / No, he / she doesn’t.” to answer the question “Does he / she ….?”2. Talk about if the students have their pen pals. Talk about their daily life.Then, tell them I have a pen pal, too. His name’s Zhou Jielun. He’s not the super singer, but a common teacher.Ask “Do you want to know something about him?”Show the short passage of “Tom’s Day”3. Let them read it after teacher together.4. Ask them some questions:Where does Zhou Tom live? (He lives in Shanghai.)Teach the word “live”. (live, live, live, l-i-v-e, live.lives, lives, lives, l-i-v-e-s, lives.lives, lives, lives, lives in Shanghai.) Ask “Who lives in Jiyang Road?”“*** lives in Jiyang Road.”“Who teaches you math?”“…teaches me math.’”5. Teach the other words the same as the way above.Step3. Do a survey1.Ask the students to make a survey. Ask: What do you do on Sunday/Saturday morning? Do you do your homework?2.Step4: Practise1. Play a game:Show three envelops, ask students to choose three word cards from each of them.Then put them together and let the class read together, think about it if it’s real. The student get the right sentence can also get nice presents2. Group workDivide the students into small group of four members.Read the short passages of they have got in groups.Then ask them to read it out.Teacher asks some questions about it, let them to use the Verb forms of singular personal pronouns to answer the questions.Then let the students to ask the students.Step5: Consolidation and extension.1.I watch TV in the evening. ( 对划线部分提问)2．Zhang Peng ____(fly) kites every Sunday. （用所给动词的正确形式填空）3．Do you ____(see) an elephant in the zoo ? （用所给动词的正确形式填空）4. Do he ___(live) in Hang Zhou ? （用所给动词的正确形式填空）(作出肯定回答)No, he doesn’t ___(live) in Hang Zhou . （用所给动词的正确形式填空）5．She watches TV every night. (改成一般疑问句)Do the Activity books and copy the four skill-words.重点与难点Teaching PlanBy Jin ChaodanTopic: PEP B7 Unit4 I have a pen pal Part B Let’s learn Let’s practise . Teaching aims1.Enable the Ss to master the verbs’ form of singular personal pronouns: lives, teaches, goes, watches and reads.2. Enable the Ss to master the sentence patterns:Does your pen pal live in Shanghai? No, he doesn’t.He lives in Beijing.Teaching difficulties pointsTo be able to use the following words: goes, watches, teaches,readsPrepare before the lessonStudents’ book , word cads.Teaching steps:Step1: Warm-up1. Greetings: Introduce myself.How do you feel?What day is it today? It’s Thursday.What do you usually do/have on Thursdays? I usually …Do you usually climb mountains/water the flowers/plant thetrees?2. Let the students ask me some questions.3. Free talk: something about what they do every day.(Practise sentence form “Do you ….? Yes, I do/ No, I don’t)Step2: Presentation1.Still talk with the students, talk about their teachers, their best friends,their parents, and so on.(Lead them to use “ Yes, he / she does. / No, he / she doesn’t.” to answer the question “Does he / she ….?”2. Talk about if the students have their pen pals. Talk about their daily life.Then, tell them I have a pen pal, too. His name’s Zhou Jielun. He’s not the super singer, but a common teacher.Ask “Do you want to know something about him?”Show the short passage of “Tom’s Day”3. Let them read it after teacher together.4. Ask them some questions:Where does Zhou Tom live? (He lives in Shanghai.)Teach the word “live”. (live, live, live, l-i-v-e, live.lives, lives, lives, l-i-v-e-s, lives.lives, lives, lives, lives in Shanghai.) Ask “Who lives in Jiyang Road?”“*** lives in Jiyang Road.”“Who teaches you math?”“…teaches me math.’”5. Teach the other words the same as the way above.Step3. Do a survey1.Ask the students to make a survey. Ask: What do you do on Sunday/Saturday morning? Do you do your homework?2.Step4: Practise1. Play a game:Show three envelops, ask students to choose three word cards from each ofthem.Then put them together and let the class read together, think about it if it’s real. The student get the right sentence can also get nice presents2. Group workDivide the students into small group of four members.Read the short passages of they have got in groups.Then ask them to read it out.Teacher asks some questions about it, let them to use the Verb forms of singular personal pronouns to answer the questions.Then let the students to ask the students.Step5: Consolidation and extension.1.I watch TV in the evening. ( 对划线部分提问)2．Zhang Peng ____(fly) kites every Sunday. （用所给动词的正确形式填空）3．Do you ____(see) an elephant in the zoo ? （用所给动词的正确形式填空）4. Do he ___(live) in Hang Zhou ? （用所给动词的正确形式填空）(作出肯定回答)No, he doesn’t ___(live) in Hang Zhou . （用所给动词的正确形式填空）5．She watches TV every night. (改成一般疑问句)Do the Activity books and copy the four skill-words.。
教案：word2000
五、教学准备
---文章来源网络Fra bibliotek、教案示例---文章来源网络
教案：word2000
第 12 课 PowerPoint 的展示 一、教学目标 1．掌握幻灯片的放映，学会排练计时，能够对播放进行简单的设置。 2．了解放映方式下的一些设置。
二、教学要求和课时按排 1 课时 本课的内容主要是让学生对播放幻灯片进行一些简单的设置，这里排练计时是用得比较多的一 种方式，能够使我们的多媒体作品自动播放，设置排练计时后，如果不用它，则必须到放映设置中 进行修改。
三、重点与难点 重点：排练计时的设置。 难点：
四、教材分析和教学建议 本课内容较为简单，可以让学生先观看老师的范例后，自己尝试，对于具体的每个选项，不一 定要学生掌握，但要培养学生的观察和思考能力比如，绘图笔如何设置，教学时，如果学生掌握的 较快，还可以介绍几个常用的快捷键，如空格和回退（Backspace）键的作用就是前一步和后一步。
英语教案 Microsoft Word 文档
高二英语年公开课教案Unit Three LIFE IN THE FUTUREThe Second Period Intensive readingTeaching aimsGet students to learn the useful new words and expressions in bold in this part：Teaching important pointsGet students to learn different reading skills． Teaching difficult points1．Develop students’reading ability．2．Enable students to learn to talk about the life ．3．Let students learn to use comparing and contrasting when writing． Teaching methods1．Task-based teaching and learning2．Cooperative learning3．DiscussionTeaching procudure；Step I. GreetingStep ⅡRevisionReview some new words and phrases in this unit take up lose sight of by a flashsweep up be back on one;”s feetswitch to be lacking in previous toleave a good impression on sb slide intoStep ⅢReadi ng1. Scan the passage and find out the answers1. Who wrote this e-mail?2. Who is the e-mail for?3. What is his e-mail?4. How did he feel when he left his own time?5. How did he get to the year 3008?6. What did he notice first when he arrived in AD3008?2. Explain some language points and the past participle used as the adverbial1)．take up /on/away/over/care ofIf I didn”t take up the challenge, it would mean I failed 2)．tolerate/put up with/stand/ bearWe cannot tolerate cheating in exams3)．be lacking in/lack for nothing/no lack ofThe teacher said the child was lacking in confidence= The teacher said the child lacked confidence4)．lose sight of/out of sightcatch sight of/ in sightHer father didn”t leave until he lost sight of her3. Read the passage carefully and fill in the blanks with proper words or phrases. Check the answers with the whole classDear Mun and Dad,I___my prize that was wan last year so that I could travel to the year AD3008.As I ___time lag, which is ___the jet leg, my friend, Wang ping gave me some green tablets. Then we got into a capsule though a small ___.a few minutes later, we arrived. In the new surroundings, I was hit by the ___ fresh air. My head ached. Wangping handed me a___ and said,‘put it on and it will make you f eel much better”. I felt better ___.then I followed him to collect a havering carriage driven by computer.just when we reached what looked like a large market,I ____Wangping.he was ___into the center of fling carriages.Arriving at a strange-looking house.he showed me into a large, bright room. In the house I had a brief meal and a hot bath, exhausted,I ___bed and fell fast asleep. More news later from your loving son.Li Qiang4. Read the passage aloud, pay attention to the rhythm and intonationStep Ⅳ Pra ctiseIf time permits. Do the exercises in WB P29.check the answersStep Ⅴ Homework1．Learn all the useful new words and expressions in this part by heart．2．Read the passage again after class and finish exercisesin WB。
文字的编辑教案
初识Word教学要求1、了解Word 2000的特点。
2、掌握Word 2000的启动和退出方法。
3、熟悉Word 2000的窗口界面。
4、理解并用多种方法完成各种操作。
教学重点：（1）Word的启动和退出。
（2）Word的窗口界面。
教学难点：（1）Word 2000的窗口组成及工具栏的显示与隐藏。
（2）理解并用种方法完成各项操作。
教学过程：（一）导入新课如果你想用电脑方便快捷地写一篇作文，发果你想在文稿中直观地插入表格，如果你想亲手做一份“图文并茂”的贺卡，用哪个软件可以解决呢？问题1：你知道的文字处理软件有哪些？写字板、记事本、WPS、Word等问题2：如何进入记事本程序？单击开始按钮，在“开始”菜单上将鼠标指针依次指向程序和附件，然后单击记事本。
问题3：在记事本程序中，我们能否实现图文混排？不能从本课开始给大家介绍一个广泛使用的文字处理软件Word 2000。
（二）讲受新课（告诉学生：授课以Word 2000为例，所内容同样适用于Word是97。
）1、Word简介（1）运行环境：Windows 98或以上版本。
（2）Word 2000的主要特点：拥有友好的可视化用户界图形界面，能够简单快捷地编辑处理文本、表格、图形和公式等。
2、Word的启动（1）通过Word菜单开始启动。
（教师演示）单击开始程序 W Microsoft Word（2）通过创建快捷方式启动（学生操作）（3）通过Word文件启动。
（教师演示）3、Word的窗口界面（教师演示）详细介绍各部分名称，特别强调：窗口的工具栏可以显示或隐藏，具体方法可通过执行视图（V）菜单中的工具栏（I）命令选择；工具按钮可以通过单击来显示。
4、Word的退出（教师演示）（1）单击标题栏的关闭窗口按钮X（2）单击Word主窗口左上角的控制菜单按钮，在出现的菜单中选择关闭（C）命令。
（3）执行文件（F）菜单下的退出（X）（4）用鼠标左左键双击Word主窗口左上角的控制菜单按钮。
word文字处理的教案
word文字处理的教案word 文字处理的教案单元教学目标：文字处理的基本操作，文章的编辑、排版和保存。
单元教学重点：Word工具的使用，文字编辑，文章排版。
单元教学难点：Word的文档窗口，文字块操作和图片处理。
单元说明：介绍Office：Office2000（Word2000 Excel2000 Powerpoint2000 outlook2000 Access2000）是微软公司的办公系列软件。
我们平时所用的Windows也是微软的产品。
Word是功能十分强大的文字处理软件，包括文章的编辑、排版和打印。
可以非常方便地实现图文混排。
可以通过欣赏Word的'作品来激发学生兴趣。
第一课认识Word2000教学目标与任务：1、掌握Word的启动和退出2、认识Word的主窗口和文档窗口3、了解窗口的基本组成部分与作用4、学会创建桌面快捷方式5、掌握文档的新建、保存和打开等操作6、掌握文字输入与修改7、掌握文档的新建、保存和打开等操作教学重点与难点：重点：认识文档窗口和视图的调整文档的新建、保存和打开等操作难点：多文档窗口，视图中工具栏的整齐排列文档打印调整方法课时安排与准备：1课时。
安装Office 2000 或Word 2000软件教材分析与说明：1、word的启动与界面与写字板的比较：Word的基本界面与文字录入、编辑，与写字板一致。
注意多文档窗口的演示以及关闭文档与退出word。
2、视图菜单的使用。
3、Word中的字体格式设置：Word中的字体格式设置要比写字板非富得多，这里可以给学生稍作介绍；4．适当演示动态效果文字：这是Word的一个十分出色的地方，也是学生很感兴趣的，因此可以提高学生学习Word的积极性。
5．这里应留一定的时间，学生试一试，让学生自己去尝试摸索一下，看看他可以发现Word有哪些功能。
下载全文。
英语教学设计模板Word版
I
believe……
be…… In my opinion, a good friend is someone who……
(完整word版)英语教案全英模板
PEP六年级英语Unit 1 How do you go there？Period OneTeaching contents: Part A let's learn & let's playTeaching aims：1． To enable the students to master the four skills phrases： on foot，by bike，bybus，by train, by plane，by ship,by subway2． To enable the students to ask about the ways of traffic with the followi ngsentence patterns: How do you go to school? Or How do you go to Canad a…？‖And answer with―I go by…‖Teaching focus:To master the four skills phrases： by train， by plane， by subway， by ship, by bike，on footTeaching difficulty:To differ ―subway‖ from―train‖Teaching methods:Communicative ApproachTeaching aids：1. Word cards2. Tape recorder and tape 3。
Multi—media playerTeaching procedure：1。
（Warm—up)Greeting： Good morning , class ! Glad to meet you again. How are y ou？What day is it？ What ‗s the date？What‘s the weather like today?2. PresentationShow a picture of busT: What‘s this? S: It‘s a bus.T： I go to school by bus。
(完整word版)初识word2000说课稿
“初识word2000”课堂教学设计各位专家，各位老师，大家好。
我是七年级信息技术教师牛爱英，我所说的课题是《初识word》。
整个说课部分分为课前准备、课堂展示二部分。
下面先说课前准备部分。
课前准备部分我选用的教材是河北大学出版社出版的《信息技术》第一册。
本教材渗透“任务驱动”的学习方式，鼓励学生动手操作，倡导学生《初识wore》是教材是第三章第一节的内容》，的主动探究与合作交流。
在本册教材中是一个很重要的知识环节。
本节的学习对学生本学期word知识的掌握及今后的电脑技能学习有着深远的意义。
也是“了解熟悉――技巧掌握――综合运用”这一合理知识链的必要环节。
根据对教材的分析和理解，我将本节课的教学目标定位为：1学会从“开始”菜单启动“Word”程序，掌握快捷方式启动“word”；2初步了解“Word”窗口的结构及其主要功能；3学会保存“文件”，学会退出word的基本方法，掌握其他方法；【认知目标：】1．通过隐藏或显示各种工具栏，培养学生举一反三的能力；2．通过word窗口和画图程序窗口的对比，培养学生辨别归纳的能力。
【能力目标：】培养学生主动探究知识的学习兴趣和思维习惯；培养学生对问题的探究能力；培养学生触类旁通的能力；培养学生协作学习的能力。
【情感目标：】根据七年级学生认知水平和本课程内容的内在规律，我确定了如下的教学目标：(1)使学生学会进入与退出Word 窗口。
(2)使学生初步了解Word 窗口的结构及其主要功能。
⑶使学生掌握工具栏的显示和隐藏。
并将“使学生掌握工具栏的显示和隐藏和培养学生的协作学习能力”做为教学的难点。
在这节课的实施过程中，根据新课程目标要求，我确定了如下的教学策略和方法：在多媒体电脑的网络教室组织教学，主要采用任务驱动法，在教学过程中灵活运用“分工、协作，再分工、再协作”的策略，同时提供帮助文件，供学生查阅学习。
采用“看—想—议—试—做”的教学方式完成新知识的学习。
课堂展示部分根据上面的教学思路，在这节课的教学过程中，为了在有效的一节课时间里，突破重难点，我首先设计了三大任务：<任务一>启动word；<任务二>word窗口组成；<任务三>退出word。
大学英语word教案
课程名称：大学英语授课班级：英语专业三年级授课时间：2课时教学目标：1. 通过阅读《Great Expectations》这部经典文学作品，提高学生的英语阅读理解能力。
2. 培养学生对文学作品的分析和鉴赏能力，了解19世纪英国社会的风貌。
3. 增强学生的跨文化交际意识，拓展国际视野。
教学内容：1. 《Great Expectations》概述2. 作品背景介绍3. 人物分析4. 故事情节梳理5. 文学鉴赏教学步骤：第一课时一、导入1. 教师简要介绍《Great Expectations》的作者查尔斯·狄更斯，以及这部作品在文学史上的地位。
2. 引导学生思考：为何这部作品被誉为狄更斯的代表作？二、作品概述1. 教师概述《Great Expectations》的故事梗概，引导学生对作品产生兴趣。
2. 学生分组讨论，分享对作品梗概的理解。
三、作品背景介绍1. 教师介绍19世纪英国的社会背景，包括政治、经济、文化等方面。
2. 学生分组讨论，探讨作品背景对故事发展的影响。
四、人物分析1. 教师引导学生分析作品中的主要人物，如皮普、赫斯特等。
2. 学生分组讨论，分析人物性格特点、命运轨迹等。
第二课时一、情节梳理1. 教师引导学生梳理作品的主要情节，如皮普的童年、成长、爱情等。
2. 学生分组讨论，分享对情节的理解。
二、文学鉴赏1. 教师引导学生分析作品中的修辞手法、象征意义等。
2. 学生分组讨论，分享对作品的鉴赏体会。
三、课堂总结1. 教师总结本节课的学习内容，强调重点和难点。
2. 学生回顾本节课所学，分享自己的收获。
四、课后作业1. 阅读作品相关章节，完成课后阅读练习。
2. 撰写一篇关于《Great Expectations》的人物分析或情节鉴赏文章。
教学评价：1. 学生对《Great Expectations》的阅读理解程度。
2. 学生对作品背景、人物、情节等方面的分析能力。
3. 学生在课后作业中的表现，如文章质量、字数等。
英语老师教案word模板
英语老师教案Word模板一、教学目标：1. 知识目标：学生能够掌握基本的英语语法和词汇。
学生能够听懂、说懂、读懂简单的英语对话和短文。
2. 能力目标：学生能够用英语进行基本的日常交流。
学生能够阅读和理解简单的英语文章。
3. 情感目标：学生能够积极参与课堂活动，提高自信心。
二、教学内容：1. 教学重点：基本英语语法和词汇的掌握。
日常英语交流的听、说、读、写能力。
2. 教学难点：英语语法的运用和词汇的记忆。
听力和口语的提高。
三、教学方法：1. 任务驱动法：通过完成具体的任务，激发学生的学习兴趣和动力。
2. 情境教学法：创设真实的语言环境，让学生在实际情境中学习和应用英语。
3. 互动教学法：鼓励学生积极参与课堂活动，培养学生的口语表达能力和团队合作精神。
四、教学准备：1. 教材：选用适合学生水平的英语教材。
2. 教学工具：投影仪、电脑、黑板、教学卡片等。
3. 教学资源：英语歌曲、视频、故事等。
五、教学过程：1. 热身活动（5分钟）：引导学生进行简单的英语自我介绍。
播放英语歌曲，让学生跟着歌曲一起唱。
2. 课堂讲解（15分钟）：讲解英语基本语法和词汇。
通过示例和练习，帮助学生理解和掌握知识点。
3. 小组活动（15分钟）：将学生分成小组，进行小组讨论和合作。
学生可以互相练习对话，或者完成小组任务。
4. 课堂练习（10分钟）：提供一些练习题，让学生进行巩固练习。
引导学生进行口语练习，提高口语表达能力。
5. 总结和作业布置（5分钟）：对本节课的内容进行总结回顾。
布置适量的作业，让学生进行巩固复习。
六、教学评价：1. 形成性评价：课堂上通过问答、讨论、练习等方式及时了解学生的学习情况，给予积极的反馈和指导。
观察学生在小组活动中的参与程度和合作能力，鼓励学生主动表达和思考。
2. 终结性评价：定期进行英语测试，评估学生的语法、词汇和听力、口语能力。
根据测试结果，对学生的学习情况进行总结和分析，为学生提供个性化的辅导和建议。
英语老师教案word模板
英语老师教案Word模板一、教案基本信息1.1 课程名称：英语阅读与写作1.2 课程年级：九年级1.3 课时安排：2课时（90分钟）1.4 教学目标：1.4.1 知识目标：让学生掌握阅读技巧，提高写作能力。
1.4.2 能力目标：培养学生独立思考、合作交流的能力。
二、教学内容2.1 课文：Unit 9 Reading: The mystery of the red room2.2 写作话题：以“My dream home”为主题，写一篇描述自己理想家园的短文。
三、教学步骤3.1 导入（5分钟）引导学生回顾上节课所学内容，为新课做铺垫。
利用图片或实物展示，引起学生对本次课文的兴趣。
3.2 阅读理解（20分钟）分组阅读课文，鼓励学生互相讨论，解答疑问。
针对课文内容，设计相关问题，检查学生对文章的理解。
3.3 写作指导（15分钟）向学生展示优秀范文，分析其写作技巧。
引导学生关注文章结构、词汇选择和句子表达等方面。
3.4 小组讨论（10分钟）将学生分成小组，讨论并完成写作任务。
引导学生运用所学知识和技巧，进行口头表达和写作实践。
四、作业布置4.1 完成课后练习题。
4.2 结合课堂所学，修改并完善个人写作作品。
五、教学反思5.1 课后总结本次课堂教学效果，记录学生反馈。
5.2 针对教学过程中存在的问题，调整教学策略，为下一节课做好准备。
六、教学评价6.1 评价方式：课堂参与度、作业完成情况、小组讨论表现。
6.2 评价标准：课堂参与度：积极参与课堂活动，主动回答问题，与同学互动。
作业完成情况：按时完成作业，内容充实，书写工整。
小组讨论表现：在小组讨论中，能够表达自己的观点，倾听他人意见，共同完成任务。
七、教学资源7.1 教材：《英语九年级上册》7.2 辅助材料：课文课件、优秀范文、练习题、图片或实物等。
八、教学技能8.1 课堂管理：维持课堂秩序，确保教学活动顺利进行。
8.2 语言表达：清晰、生动、有感染力，激发学生学习兴趣。
英语教案模板word
英语教案模板word一、教学目标1.知识目标：学生能够掌握英语单词的拼写和发音。
2.能力目标：学生能够运用所学的单词进行简单的日常交流。
3.情感目标：培养学生对英语学习的兴趣，增强自信心。
二、教学重难点1.重点：英语单词拼写和发音。
2.难点：运用所学单词进行口语交流。
三、教学准备1.教材：《英语学习手册》2.辅助工具：黑板、彩色粉笔、投影仪3.教具：单词卡片、音频设备四、教学流程第一步：导入•利用图画或实物引入新单词的学习，激发学生学习英语的兴趣。
第二步：学习新单词1.呈现单词：通过投影仪展示单词，并让学生跟读。
2.单词拼读：帮助学生正确拼读单词，并进行听写练习。
第三步：练习活动1.单词接龙：学生分组进行单词接龙游戏，加深对单词的记忆。
2.句子造句：让学生用学过的单词编制句子，培养他们的口语表达能力。
第四步：巩固与拓展1.分角色对话：模仿日常场景进行对话练习，提高学生的口语交流能力。
2.小组讨论：设计话题让学生展开小组讨论，培养他们的合作意识和思维能力。
五、教学反馈1.针对学生在学习过程中存在的问题进行及时纠正和指导。
2.鼓励学生勇于表达意见，建立良好的课堂氛围。
六、作业布置1.背诵新学单词，并按要求进行书面练习。
2.准备下节课角色对话的台词。
七、教学反思1.回顾本节课的教学过程，总结教学中的亮点和不足。
2.收集学生反馈意见，不断完善教学设计，提高教学效果。
通过以上教学设计，希望能够激发学生对英语学习的热情，提高他们的语言能力，让英语学习变得更加轻松愉快。
英语老师教案word模板
英语老师教案Word模板一、课程信息1. 课程名称：英语阅读与写作2. 课时：45分钟3. 年级：八年级4. 教学目标：提高学生的阅读理解能力和写作技巧二、教学内容1. 教学文本：精选英语阅读材料《The Titanic》2. 教学重点：词汇理解、句子结构分析、阅读技巧培养3. 教学难点：动词时态、被动语态、常用短语运用三、教学步骤1. 导入：教师简要介绍泰坦尼克号的历史背景，激发学生兴趣2. 阅读理解：学生自主阅读文本，完成相关练习题3. 词汇讲解：教师讲解文本中的重点词汇和短语4. 句子分析：教师引导学生分析文本中的句子结构和语法知识5. 阅读技巧：教师分享阅读技巧，引导学生提高阅读速度和理解能力四、课堂活动1. 小组讨论：学生分组讨论阅读文本，分享自己的观点和感受2. 问答环节：教师提问，学生回答，检验阅读理解效果3. 写作展示：学生展示自己的写作成果，互相评价和借鉴五、作业布置1. 抄写文本中的重点词汇和短语2. 完成课后练习题3. 预习下一节课内容六、教学评估1. 课堂参与度：观察学生在课堂上的发言和互动情况，评估他们的参与度。
2. 作业完成情况：检查学生抄写词汇和完成课后练习的情况，评估他们的学习态度和掌握程度。
3. 写作展示：评估学生在写作练习中的语言运用能力和创造力。
七、教学反思1. 教师在课后对自己的教学进行反思，考虑教学方法的effectiveness and suitability，并思考如何改进教学策略以提高学生的学习效果。
2. 教师可以收集学生的反馈意见，了解他们的学习需求和困难，以便更好地调整教学内容和教学方法。
八、课程资源1. 教材：使用官方推荐的英语阅读与写作教材，确保教学内容的权威性和适用性。
2. 网络资源：利用互联网资源，如英语学习网站、在线阅读材料等，丰富教学内容和扩展学生的学习视野。
3. 教学工具：使用多媒体教具，如投影仪、PPT等，提高课堂教学的互动性和趣味性。
大学英语word教案模板
大学英语word教案模板少儿英语教案模板一、Teaching Demands and Aims(教学目标）二、Teaching important and difficult point (教学重点）1、words2、sentences3、grammars三、Teaching Aids (教具)四、Teaching procedures(教学过程） Greeting(问候） warm up(热身）Review(复习） New Leon(新课） Step One: Step Two: Step Three: Followup(叮咛）五、Homework(作业布置）作业的布置一、书面作业1、每节课后教师可适当选择课后习题(书本或课外参考书）及字母作业。
2、低年纪的孩子适合听磁带读课文、画图、连线、写字母等简单作业；每学期两次测试：半期考和期末考试。
3、高年纪的孩子要求抄单词、背单词、背课文等书面作业；每节课前可做适当的听写练习；每个月可做适当的单元测试；期间两次大考：半期考和期末考。
二、磁带作业1、适时布置(条件允许可每周一次）：将本周学习的内容录进磁带，下周上交。
2、录制要求：首先让学生和老师打招呼，接着报朗诵单元，然后录作业内容，最后与老师说再见。
(如：Hello! Amanda.I am Go go.This is Unit 11……… Goodbye! Amanda!)3、听音修正：(1)书面记录：边听边把学生的错音登记在学生手册上。
(2)修正过程：A：打招呼，先表扬肯定，后提出错误，注意错音的跟读 B：说悄悄话，增进师生感情交流 C：提出问题。
D：结束Say:“ Good bye! ”三、电话教学1、时间安排：每月两次的电话教学，每生教学时间不超过8分钟。
2、教学内容：(1)本周学习单词及课文的朗诵。
(2)词句的翻译。
(3)疑难解答。
(4)家长的经验交流。
Unit 8 Book 1 E_periencing English I.Teaching objectives1.Skills:1) Reading: Reading Between the Lines 2) Writing: how to use punctuations in a sentence 3) Listening: understanding the paages about love and friendship, listening for the main idea and the important details, learning to take notes while listening 4) Speaking: talking about love and friendship 2.Vocabulary development: 1) Words: acquaintance, barely, encounter, incline, intimate, occasional, principle, recall, recognize, replace, summarize, upset, bow, depart, enclose, endure, identical, intense, occupy, provoke, standing, trim, 2) E_preions: pare… to, drift apart, ever after, even if/ though, join hands (with), no matter what/ how, etc., succeed in, try on, go by, in case, pa away, work out 3.Grammar and structure: 1) Adverbial clause 2) Attributive clause 3) modal au_iliaries in subjunctive mood II.Important points:Leave nothing to chance, pare to, even if/ though, no matter how/ what, go by, work out, recognize as/ by, pare with/ toIII.Difficult points: 1.distinguishing replace, substitute, takethe place of; confront, encounter, meet; bear, endure, put up with, stand, suffer, tolerate; acknowledge, admit, confe, recognize 2.Speaking: talking about love and friendship 3.Listening: understanding the paages, listening for the main idea and the important details, learning to take notes while listeningIV.Teaching arrangements: 1.Total cla time for this unit: 8 periods 2.Suggested arrangement: 1) Talking:(duty report, group discuion, free talk etc.) 40" 2) Pre-reading activities: 15-20" 3) Understanding the structure of te_t A: 15-20"1 4) Detailed study of the language:100" 5) Writing skills: 15" 6) Te_t summary 10’ 7) E_ercises: 55" 8) Reading skills: 15-25" 9)Detailed study of of te_t B: 60-70" 10) prehensive e_ercises: 20"IV.Lecture scripts:(by the teachers) 2大学英语教案模板范文【篇1：大学英语教案模板】天津大学仁爱学院英语教学部教案 20 11 － 20 12 学年第二学期授课部门：英语教学部授课教师：young【篇2：大学英语教案模板】unit 8 book 1 e_periencing english i.teaching objectives 1.skills:1) reading: reading between the lines2) writing: how to use punctuations in a sentence3) listening: understanding the paages about love and friendship, listening for the main idea and the important details, learning to take notes while listening4) speaking: talking about love and friendship 2.vocabulary development:1) words: acquaintance, barely, encounter, incline, intimate, occasional, principle, recall, recognize, replace, summarize, upset, bow, depart, enclose, endure, identical, intense, occupy, provoke, standing, trim,2) e_preions: pare… to, drift apart, ever after, even if/ though, join hands (with), no matter what/ how, etc., succeed in, try on, go by, in case, pa away, work out 3.grammar and structure: 1) adverbialclause 2) attributive clause3) modal au_iliaries in subjunctive mood ii.important points:iii.difficult points:1.distinguishing replace, substitute, take the place of; confront, encounter, meet; bear, endure, put up with, stand, suffer, tolerate; acknowledge, admit, confe, recognize2.speaking: talking about love and friendship3.listening: understanding the paages, listening for the main idea and the important details, learning to take notes while listening iv.teaching arrangements: 1.total cla time for this unit: 8periods 2.suggested arrangement:1) talking:(duty report, group discuion, free talk etc.) 40 2)pre-reading activities: 15-203) understanding the structure of te_t a: 15-20 4) detailed studyof the language:100 5) writing skills: 156) te_t summary 10’ 7) e_ercises: 558) reading skills: 15-259) detailed study of of te_t b: 60-70 10) prehensive e_ercises: 20 iv.lecture scripts:(by the teachers)【篇3：大学英语friendship教案模板】teaching plan for friendship -all the cabbie had was a letter班级：2英语13-1姓名：梁欢学号：20__41908105teaching aims and demands :1.get more background information on the article.2.learning knowledge about the type of the writing and thestructure .3.the prehension of the te_t .4.the mastery of the vocabulary and the language points .5.the familiarization with the language and the writing techniques .teaching content：1.learning all the cabbie had was a letter .2.keys to the meaning of friendship .3.listening prehension.important points : 1.analysis of the structure of the te_t.2.students can read and understand the article, in the proce of reading to consolidate and improve the students reading skills and the ability to e_tract important information.3.the cultivation of students effective reading skimming andreading skills and strategies.difficult points: 1.the difficulties are letting the students grasp the type of writing featurearticle .2.identifying figures of speech .3.paraphrasing some ple_ sentences .4.translating some sentences .6.employing sentences variety for special effects .teaching period: period 1-2i.warm-up questions / activities listen to the recording two or three times and then think over the follog questions: 1.have you ever heard of dionne warwick? have you hened to hear her sing?2.what does a fair weather friend mean?3.what does dionne warwick think friends are for?4.does the song give you any idea of what the stories in this unit will be about?ii.teaching schedule.step 1 lead-in listening task1.listening practiceplete the follog statements according to what you have heard .step 2 reading task read the article and skim for the main idea of this article .part one (1-20) from a conversation with the cab driver the author learned how much he regretted failing to keep up corre-spondence with his old friends ed .part two (21-35) reading the letter by himself , the author learned more about the lifelong friendship between the driver and old ed .part three (30) the drivers e_perience urged the author to reachfor his pen .step 3 detailed reading1.pair work-one of you ask the questions and the other answers.2.do the e_ercises and then pare your answers with a partner .3.read aloud paragraphs 6 to 15 until you have learned then by heart.then try to plete the paage from memory .4.think of these questions .what does a cabbie do?who wrote the letter to the cabbie?why was all the cabbie had only a letter? 5.read the last sentence and try to gue what the story is about.6.summarize the story with three sentences? period 3-4iii useful e_preions1．be lost in / lose oneself in: be absorbed in; be fully occupied with .2．or something: used when you are not very sure about what you have just said .3．go ahead: continue; begin (sometimes followed by with + n.)4．estimate: vt.form a judgment about (a quantity orvalue)n.ro_imate calculation or judgment made about a quantity or value.5.might / may (just) as well: if you say that you might / may (just) as well do sth., you mean that you will do it although you do not have a strong desire to do it and may even feel slightly reluctant about it.6.not much of: not a good …7.keep up: continue without sping .iv summaryfrom a conversation with the cab driver the author learned how much he regretted failing to keep up corre-spondence with his old friends ed .reading the letter by himself , the author learned more about the lifelong friendship between the driver and old ed .the driverse_perience urged the author to reach for his pen .v homeworkwrite a letter to one of your friend .vi．feedback学习目标：1、疏通文意，明确文言实词、虚词在文中的意思。
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Opening a Document
When you want to edit an existing document, the file is opened using the file, open command. The document will appear in a new windows.
➢ paragraph:段落
Alignment
There are four icons in the Formatting Toolbar, which change the alignment of a paragraph to Left、 Centered、 Right or Justified.
▪ Underline and Underline color
Strikethrough and double strikethrough
Format, Font (two)
Superscript & Subscript
Shadow, outline, Emboss and Engrave
Format, Font (three)
Page 75 on the book Format the document using the following picture as your guide.
In these exercise we will format characters paragraphs and the document.
▪ Selecting Text ▪ Character Formatting
➢ Select the text – if you are formatting more than one word ➢ Choose the appropriate format
Small Caps
ห้องสมุดไป่ตู้ll Caps
All Caps change selected text to CAPITAL LETTERS
Hidden
Text Animation
Spice up your text with text animation
➢ Choose Format, Font ➢ Click on the Text Effects tab ➢ Click on one of the animation and watch the preview
➢ Click on the File menu, and choose Open。
Closing a Document
1.The Close command in the File menu is used to close the document that is displayed on screen
➢ The [Backspace] key removes the character to the LEFT of the cursor
➢ The [Delete] or [Del] key removes the character to the RIGHT of the cursor Cursor:光标
➢ Alignment:对齐方式 ➢ Justified:两端对齐
Indents
Indents change the shape of a paragraph.
Decrease Indent
Increase Indent
➢ Decrease Indent:减少缩进量 ➢ Increase Indent:增加缩进量
➢ Choose File, Close
2.Shortcuts
➢ There is a mouse shortcut at top right of the screen for closing a document()
➢ Shortcuts:快捷方式
Mouse Techniques
There are three techniques you can use with the mouse
Saving a Document
When saving a file, there are a few rules to consider:
➢ Filename can be up to 255 character ➢ Filenames cannot include the following characters:
Page21 on book Type the following document and make the changes to the document.
Printing a Document
There are three ways to print a document
➢ Form Print Preview ➢ The File, Print command ➢ The Print icon in the toolbar
Preview:预览
Printing multiple pages on one page
➢ Choose Two pages from the zoom icon in the toolbar to view the contents of the document
➢ Two pages:双页
Formatting Text
Starting word
1.There are two ways you can start Word2000
➢ Use the Start button ➢ Use a Shortcut (icon) on the Desktop
ing a Shortcut
➢ Double-click this icon to start the product
If text is not selected, only the current word will be formatted. Current word:当前字符 Format:格式化
The Formatting Toolbar
Bold Italics
Underline
Format, Font (one)
保险职业学院
Data Discovery－Word2000
谢汀芬 2006-8
Course Objectives
Create and Edit a document Spell check a document Check the grammar in a document Print and Preview a document Apply Character and Paragraph Formatting Use Indents、Borders and Shading Create lists using Numbers and Bullets
➢ Select the four bulleted paragraph and choose Format, Bullets and Numbering.
➢ Select a different bullet and choose [OK]
➢ Identical:同样的
Paragraph Formatting Exercise
Formatting Exercise
Page 52 on the book Format it using the following document as a guide.
Paragraph Formats
Some typical paragraph formats are Alignments、 Spacing and Borders.
Using the Ruler for Indents
There are three triangles underneath the ruler that represent the position of a paragraph’s margins.
First Line indent
Left paragraph indent ➢ Triangle:三角形 ➢ Underneath:在下部
What is a Paragraph?
A paragraph is the text between two paragraph marks. These marks are created when the [Enter] key is pressed. Because paragraph formats affect the entire paragraph ,it is only necessary to have the cursor in the paragraph to be formatted.
What if you want a different font for the number, or to change another option?
➢ Choose Format, Bullets and numbering.
➢ Click on [Customize…]
Bullets
Bulleted lists are identical in practice to Numbered List.
at the bottom of the dialog box. Animation:动画 Spice:情趣
Scaling Characters
▪ You are changing both the width of the characters as well as the space between the characters.
➢ Click in the document ➢ Use the Scrollbars ➢ Double-click in a blank area of the document