初中英语语法课说课稿(精选6篇)
初中英语语法课说课稿 第1篇
教师招聘英语语法课说课稿
Good afternoon, My dear judges!I am the third competitor.My topic is Unit 5 attributive clause(prep+which/whom).It’s my pleasure to stand here sharing my teaching plan with you.My plan is composed of several parts.First of all, I’ll talk about analysis of teaching material.Part 1 Teaching Material:
My lesson is from New Senior English for China Book_2 Unit5 Grammar part.The main topic is friends and Friend ship, while the grammar is attributive clause(prep+which/whom).By studying this class, Students will understand the grammar points clearly and use them to in daily life.Secondly, I’d like to state the analysis of students.Part 2 Students
Students of this period have learned English for a long time,hence they acquire basic grammar knowledge.However,they think grammar learning is abstract and difficult.then I will take special activities to help them.According to the new curriculum standard,I set aims as follows.Part 3 Teaching Aim
1.Knowledge objects(语言目标:语音,词汇,语法,功能,话题)
The Ss can master attributive clause(prep+which/whom)in prep which or prep whom form.2.Ability objects(技能目标:听,说,读,写)
SS can apply the grammars into their daily life.3.Emotional objects(情感目标:兴趣,自信,合作,爱国,国际视野)
SS will be more interesting in grammar learning
Part 4 the Key and Difficult Points
Next,I put forward the key points and difficult points.The key points is to master the usage of attributive clause(prep+which/whom).The difficult points is how to use grammars correctly.Part 5 Teaching and Studying methods
In this class, I will use inductive method and cooperative method.Part 7 Teaching Procedure
Now Let’s come into the most important part-Teaching procedure.it consists of six parts.Step 1.Warming up
The first step is warming up.Boys and girls.In last class,we learned about Monkees band,-Do you know what was their first music? Any volunteers? Tony,please.wonderful.He said They played music,most of which was based on the Beatles.In grammar ,It’s a attributive clause.we have learned it before.Let’s change it:They played music which was based on the Beatles.Is there and differences? Today we will learn about attributive clause in preposition which and preposition whom form.Through this free talk,I can attract SS’ attentions and interest in grammar learning.(3)it can lay a foundation for the next step.Step 2.Presentation
After warming up ,SS will find out the different places among these.I will ask a SS to underline the difference.Then I will explain the literal meaning ofattributive clause(prep+which/whom).SS will have a clear understanding of the grammar points.Next,I will give them more examples to deepen their comprehension.For example,The singer in whom we have great interest was in America.The show by which we were to become famous is in a music museun.This step can help SS have a basic understanding of the grammar structure and improve their learning skills.Step 3.Practice
Next, Let’s come to the practice step.I will ask SS to find out all the attributive clause in prep.which or prep.Whom form.as many as possible.After 2 minutes individual work ,they can exchange ideas with partners and analyze the meaning of which or whom in the sentence.1 minute later,I will ask some students to have a presentation.Other ss can evaluate their performance.The activity designed here is to consolidate grammar learning.Step 4.Production
Task 1.Introduce friends.After this step , I will ask students to introduce their favorite singer.They will finish it in group works.For example: Deng Ziqi has special voice,with which Chinese people are very familiar.She took part in I’m singer competition ,in which she made a miracle.5 minutes later,some groups will share their ideas.During the
that time, other students will be judges to find out some mistakes and give them points.My purpose here is to help SS apply the grammar points in daily life.Step 5.Summary and Homework
After the task,I will ask students to conclude what we have learned today.then I will set homework.SS will finish the grammar exercises.and write a composition to introduce your favorite singer using attributive clauses.They will share their ideas in the next English class.Homework is necessary to consolidate their knowledge and improve their oral speaking.At last ,I will talk about blackboard design.Restrictive and non restrictive attibutive clauses.They played music ,most of which was based on the Beatles.They played music which was based on the Beatles.
初中英语语法课说课稿 第2篇
1.Knowledge Objectives:
(1) Students can get themain idea of this passage: it is difficult to search for American products inUS;
(2) Students can masterthe usage of these words and phrase: brand, hardly and avoid doing sth, etc.
2.Ability Objectives:
Through reading practice, studentscan develop their reading skills (such as skimming, scanning and guessing) andlanguage competence;
3.Emotional Objectives:
(1) Students get more interested inlearning English and in learning the culture of different countries.
(2) Students can realize that Chinais playing a great role in international business and feel proud of it.
Ⅱ.Teaching Key and Difficult Points
1.Teaching key point: Masterthe useful expressions in this passage, like avoid doing sth., and apply theminto their daily conversation;
2.Teaching difficult point: How to develop students’ reading skills like skimming and scanning.
Ⅲ.Teaching Procedures
Step 1Pre-reading
1. Free Talk: atthe beginning of class, the teacher asks students to talk about their travelingexperience freely and think about what they want to buy if they go abroad.
2. Content Prediction:the teacher asks students to read the title of this passage and predict whatthe passage may talk about.
(Justification: This step will arouse students’ interest in learning this lesson and encourage students to think about the topic by predicting.)
Step 2While-reading
Task 1. Fastreading
1. Skimming: studentsskim the passage quickly, and try to explain why it is difficult to search forAmerican brands in US.
2.Scanning: the teacher asks students to scan this passage and do the “Ture or False” exercise:
(1) Kang Jian is a 17-year-oldstudent from Shandong.
(2) Toys are the only things madein China.
(3) Kang Jian wanted to buy a pairof baseball shoes.
(Justification: This task can helpstudents get the main idea of this passage and develop their reading skills ofskimming and scanning.)
Task 2.Careful reading
1. The teacher asks students toread the para. 1 carefully with the two following questions in their mind:
(1) Who is Kang Jian? Why did he goto San Francisco?
(2) What did Kang Jian findinteresting?
2. The teacher asks students toread the para. 2 carefully and answer the two questions below:
(1) What did Kang Jian realize? (2) What is Kang Jian’s wish?
3. Students listen to the tape of this passage and circle the words they are not familiar with. Then, the teacher lead students to guess the meaning and usage of them by linking the context.(key words and phrase: brand, hardly and avoid doing sth.)
(Justification: This task will helpstudents have a further understanding of this text.)
Step 3 Post-reading
The teacher divides students intoseveral groups, and gives them an assignment. Students can first discuss it ingroups, give their own opinions and choose a member to present their opinionsto the whole class:
Assignment: Suppose you are a Chinese businessman and plan to develop the Americanmarkets. What products would you sell and advertise? List out the product andexplain the reason.
(Justification: The group work could practice students’ ability ofspeaking and develop their spirit of cooperation with others.)
Step 4 Summary
Choose any students to summarize what theyhave learned in this lesson by themselves, and then make supplement timely. Atlast, the teacher stresses the importance of making high-technology productsand advise students to be creative in thinking and brave to express.
(Justification: students can have an overallstructure of this passage and realize the emotional aims of this lesson.)
Step 5 Homework
The teacher asks students to share what theyhave learnt about Kang Jian’s travelling experience with their parents orfriends. Meanwhile, students can interview their parents’ or friends’ opinionson it and share their reports of interview next class with the whole class.
《消化管》复习课说课稿 第3篇
我将从以下几个方面谈谈我对这节复习说课的理解和设计:
一、说教材
(一)说教材的地位和作用
本章内容复习计划分两大讲,用6课时完成。第一讲复习消化管,计划用4课时;第二讲复习消化腺和腹膜,计划用2课时。本节复习内容是第一讲消化管的第2课时,复习咽和食管的形态、位置、分部及其临床意义。其中,咽既属于消化道,又属于呼吸道,而且咽又借咽鼓管与中耳的鼓室相通,咽部发炎又易引发中耳炎,咽的位置和特殊的形态结构决定了它在临床实践中的重要作用。食管的三个生理性狭窄是食管损伤和肿瘤的好发部位,掌握食管的三个生理性狭窄有助于食管肿瘤等疾病的诊断和科学地进行食管插管。因此,让学生牢固而熟练地掌握咽和食管的相关理论知识,不仅能为高考打下扎实的基础知识,而且在今后的临床实践中具有很强的指导作用。
(二)说教学目标
根据2016年新的考纲要求,针对本节教学内容,我制订了如下教学目标:
1.知识与能力目标:
(1)熟悉咽的形态、位置和交通。
(2)掌握咽的分部及各部的临床意义。
(3)熟悉食管的形态、位置、分部。
(4)掌握食管的三个生理性狭窄及其临床意义。
2.过程与方法目标:
通过学习,使学生学会依据考纲梳理考点知识,构建知识网络,并初步学会运用解剖学理论知识解决临床病例的方法。
3.情感与价值观目标:
培养学生严谨求学的学习态度和科学的思维能力,体验获取知识的喜悦感和成就感。
(三)说重点、难点
重点:咽的分部及各部的临床意义;食管的三个生理性狭窄及其临床意义。
难点:咽各部的形态结构和交通。
二、说教学模式
为了充分体现“以学生发展为本”的教学理念,发挥学生在学习过程中的主体作用,创设问题及学习情境,引导学生思考、探索,遵循学生的认知规律,我采用了“目标导引——知识积累——技巧点拨——能力提升——认知重建”的教学模式,以求圆满实现教学目标。
三、说教学方法
本节课是新课结束后的一轮复习课,一轮复习的侧重点在于梳理考点知识,构建知识网络,巩固基础知识,会做常规性基础题和简单的综合应用题。因此,本节课我主要采用目标导学法、自主合作学习法、讲练结合法,并运用多媒体课件辅助教学,以提高教学效果,促进学生进行有效复习。
四、说学法指导
我们常说:“现代的文盲不是不识字的人,而是没有掌握学习方法的人。”我国著名教育学家陶行知先生也说过:“好的先生不是教书,也不是教学生,而是教学生学。”因此,在教学中要特别重视学法的指导。本节课施教过程中我主要渗透了以下学法指导:
一是指导学生依据考纲要求,梳理考点知识,自主学习,归纳、构建知识网络,培养学生的自主学习能力和养成积累知识的良好学习习惯。
二是指导学生学会如何将考题中的问题与考点知识相联系,将提炼的考点知识运用到具体的实际问题的解决当中,培养学生的逻辑思维能力,养成良好的思维习惯。
三是指导学生初步了解解答各类题型的技巧方法,培养学生的解题答题能力,养成准确解答试题的良好习惯。
五、说教学程序设计
在课堂上,我一直注重贯彻“教师为主导,学生为主体,训练为主线”的“三主原则”,让学生真正成为学习的主人,亲身体验知识形成的过程。结合教学模式、教法和学法,我设计了如下教学流程:
第一步:考纲解读,目标导引
开课伊始,通过复习提问引入新课后,首先用多媒体课件展示本节所复习内容的考纲要求,然后引导学生去理解考纲中各考点知识的要求层次。此环节设计的目的是通过学生对考纲的解读,使学生明确本节课的学习目标和复习重点,做到心中有目标、学习有导向、掌握有重点,为后面教学环节的展开做好铺垫。
第二步:考点导学,知识积累
在学生明确目标后,用多媒体课件展示导学学案,让学生在导学学案的指引下进行自主合作学习,积累基础考点知识。对学生有疑惑的地方,教师进行适时点拨讲解,以求达到巩固、内化基础知识的目的。
第三步:考点例析,技巧点拨
在学生基础考点知识巩固内化后,用多媒体课件展示典型例题,引导学生思考解答。通过例题的解答,让学生感知如何运用考点知识解决实际问题,寻求解答问题的思路和方法,并归纳各类题型的解答技巧,以求达到对知识的深刻理解、灵活运用,培养学生的答题能力和综合思维能力。
第四步:考点精练,能力提升
在学生掌握了答题方法和技巧后,让学生做精选练习题目。通过针对性的强化练习,使学生对基础考点知识掌握更牢固、理解更透彻,并能进行迁移运用,将知识转化为能力。
第五步:考点回味,认知重建
最后让学生对本节课复习内容进行回味整理,重新构建自己的认知结构,将知识进一步条理化、系统化,达到课堂知识小结的目的。
六、说课后反思
本节课中,除了圆满地完成了本节课的教学任务以外,我在以下几方面做得更为突出:一是在整节课中能组织引导学生进行自主学习、积累知识、典例精练、独立思考,极力体现学生在课堂中的主体地位和教师在课堂中的组织引导作用;二是整节课中能让学生在导中学、学中练,练中获知,精讲巧练,较好地体现了导学法,增强课堂教学的实效性;三是在整节课中较好地渗透学法指导和解题技巧点拨,让学生既有获取知识的成就感,又有掌握方法技巧的喜悦感。
初中英语语法课说课稿 第4篇
一、教材分析
Would you mind keeping your voice down? 是(中国)课程教材研究所、英语课程教材研究中心与(美国)汤姆森学习出版集团合编的九年级义务教育课程标准实验教科书英语新目标 Go for it!Students,Book 八年级下册Unit7的一篇阅读课文。是对整个单元的升华。在前几节课中学生学习了用Would you mind„?有礼貌地对别人发出请求.。本节课通过文章进一步加深对有礼貌请求的句式的理解和在生活中的具体运用。同时通过对中西方礼节的对比和描述,使同学们认识到礼节在日常生活中的重要性。千万不要忘记“有礼貌地发出请求”。进一步提高学生听、说、读、写的综合素质能力。本节课主要是通过“以学生为中心,教师为辅导”的教学原则(Learner-centered , teacher – assisted),通过任务型教学(task-based learning)创造性地使用英语。在“学中用,用中学”,从而培养学生的文明礼仪,以礼待人的优良品质。通过对本节课的学习后,学生会自然而然地感到英语学习并非是空中楼阁,而是实实在在可以用他来提高我们的自身素质,增强我们交际能力的科目。
二、教学对象分析
初中二年级学生有了一定的英语知识,求知欲也很强。所以本节课采用“把课堂还给学生”,“学生自学为主,教师为辅 ”的教学指导思想,并通过网络搜集到一些学生感兴趣的图画及动画材料。这样学生的学习兴趣会大大提高。
三、教学目标分析
(一)语言技能目标
1、能连贯流畅地朗读课文。
2、能从文章中找出有关信息,理解大意。
(二)语言知识目标
1、词汇(听、说、读、写)
voice ,term ,Asian, Europe, ,impolite, allow, public ,cough, smoke ,drop ,litter, pick„up, behave 2.语法
理解“Would you mind doing„”的基本形式和表意功能。
(三)情感态度目标
1.激发学生探索新知识的兴趣。
2.培养学生在公共场合及日常生活中文明礼貌,以礼待人的优良品质。3.激起学生对不文明行为的愤恨,自觉养成文明的行为。
(四)学习策略目标
1、学习利用文章中的主题句快速理解文章大意。
2、根据图片、上下文猜测、理解语篇中词语和句子。
3、培养学生获得信息。
(五)文化意识目标
1、了解中西方礼节的不同与相同,从而加深对中西方文化的理解。
2.培养学生的人际交往能力和社会意识。让学生产生为提高全体国民的素质添砖加瓦的愿望。
四、教学方法设计
1、独立分析与小组合作相结合。
2、任务型教学法。
3、情景激励。
五、教学设计的指导思想
利用任务型及合作式、以教师为辅,学生为主的教学原则,使学生在小组学习中获取信息、处理信息和运用信息,激发学生运用所学语言进行交际的愿望和自信心,促进合作精神和文化意识的发展。
六、媒体设计思路
教师本着“课件服务于教学,提高学生学习兴趣,有效课堂”的原则在课前,从星沙英语网及人教出版社下载有关Unit7 的部分图像,图片资料。给人生动、活泼、耳目一新的感觉,变“死”的知识为活生生的声音及图片信息,增加了学生学习英语的兴趣。并通过电子屏幕把本节课教学目标,重点难点,展示给学生,让学生上课时心中有数,指导学生如何去做。对于学生来说,在情节中学习可以学会如何合作交流,自主学习,从而调动学生学习英语的积极性,趣味性。参考书目:
1义务教育课程标准实验教科书英语(新目标)Go for it!八年级下 人民教育出版社 2 《全日制义务教育普通高级中学英语新课程标准教师读本》 华东大学出版社 3.《新课程说课、听课与评课》 教育科学出版社 4《中学英语教学活动设计》 北京大学出版社
初中英语八年级下第七单元阅读课教案
一、教学目标:
1、四会掌握下列单词和词组voice ,term ,Asian, Europe, ,impolite, allow, public ,cough, smoke ,drop ,litter, pick„up, behave :
2、理解和运用下列表达请求的交际用语: Would you mind doing this ? Would you mind not doing that ?
3、培养学生在公共场合及日常生活中文明礼貌,以礼待人的优良品质。
4、激发学生探索新知识的兴趣
二、教学重点、难点:教学目标所列内容1、2。
三、教学手段:电脑、投影仪、图片等。
四、教学步骤: Step1 warming up(教师在上课之前将学生分成四人小组组,最后按照积分的多少发一,二,三等奖)
教师做自我介绍。Hello,every one!Nice to meet you here.etc.My name is „..You can call me Miss Dong ,ok ? Step 2 Pre-reading Show the pictures What are they doing ?引出本课的新单词 smoke ,drop ,litter, pick„up, behave :,cough 等, 2.Look at the pictures 2 What rules of etiquette can you see being broken ?(出示幻灯,要求学生分组列举,指出一个积一分,最后累计)1)Dropping litter on the bus.2)Smoking on the bus.3)Talking loudly on the mobile phone.4)Spitting on the bus.5)Talking and laughing loudly on the bus 3.learning strategy Step 3 Reading 1.fast-reading to finish 3a 2.3c 3.True or false Step 4 listening and explanation 1.paragragh 1 2.paragragh 2 3.paragragh 3 4.paragragh 4 Step 5 3b Step 6 consolidation 情景交际选择
初中思品课说课稿 第5篇
讲述春天的故事
一、说教材的地位和作用
《讲述春天的故事》是鲁版教材九年思想品德第三单元第六课第二个分目。十一届三中全会以后,我国无论是农村还是城市都发生了翻天覆地的变化,关键在于改革开放,改革开放是我国社会主义事业繁荣昌盛的强国之路。实行改革开放的战略决策是建设有中国特色社会主义必不可少的一部分。通过对本条目的学习使学生了解掌握我国改革开放的必要性,正确处理好改革与开放之间的关系,坚持科学发展观、帮助树立可持续发展与创新的思想意识并付诸行动,学好本目内容将会为以后的学习打下牢固的理论基础。因此,本条目在九年级思想品德课中具有不容忽视的重要地位。
二、说教学目标
根据本教材的结构和内容分析,结合九年级学生的认知结构及其心理特征,我制定了以下的教学目标:
情感、态度、价值观:热爱中国共产党,拥护十一届三中全会以来党的路线、方针、政策,热爱社会主义祖国。
能力目标:理解国家的大政方针,增强建设祖国的本领。
知识目标:知道改革开放是党在社会主义初级阶段基本路线的一个重要基本点;懂得改革开放的必要性。
该目标的确定,关注学生的全面发展,有利于学生知识、能力、情感素质的全面提高,符合教育教学规律和学生成长、发展规律,强化了德育训练和道德素质培养。
三、说教学的重、难点
依据课程标准和鲁版教材知识结构,在全面了解教材基础上,确定了以下的教学重点和难点:
教学重点、难点:认识“我国实行改革的必要性”
重点的依据:在社会主义制度下,社会的基本矛盾仍然是生产关系与生产力、上层建筑与经济基础之间的矛盾。在已经建立起社会主义基本制度的前提下,要解决社会的基本矛盾,还必须建立起一套适合生产力要求的具体组织形式、管理体制和运行机制。随着社会的不断发展,原有的计划经济体制逐渐显示出它的弊端。阻碍了生产力的发展,导致社会进步缓慢,人民生活水平提高缓慢。只有通过改革,改变束缚生产力发展的旧体制,给经济组织创造一个竞争、创新、发展的充满生机和活力的体制,给公民一种“人尽其才”、充满施展才华的管理里体制,才能够进一步推动生产力的发展和社会的全面进步。因此,对旧的经济体制进行根本性的变革,建立充满生机和活力的社会主义市场经济体制,完善社会制度,是生产力本身发展的直接呼唤,是社会主义基本矛盾运动的客观要求。在全面落实科学发展观的新形势下,改革与创新已成为时代的主旋律。积极投身到改革与创新的潮流中去是每一个公民的义不容辞的责
难点的依据:初中学生对改革开放给生活带来的巨大变化有亲身感受,但对改革的深层原因理解起来有一定难度。这是因为改革的深层原因涉及到生产力和生产关系的相互关系,计划经济体制、市场经济体制等抽象的理论问题。对于初中学生来说,无论是知识储备还是理解能力都比较欠缺。因而对教师和学生来说,教与学都有一定的难度。
四、说教法
思想品德课是一门培养人的实践能力的重要学科良好品德的形成来源生活实践。因此,在教学过程中,不仅要使学生“知其然”,还要使学生“知其所以然”。考虑到九年级学生的现状,我主要采取创设情境,教师讲解、点拨启发;学生自学、学生活动(搜集、讨论、交流共享)的教学方法,让学生真正参与课堂活动,而且在活动中得到认识和体验,产生践行的愿望。培养学生将课堂教学和自己的行动结合起来,充分引导学生全面的看待发生在身边的现象,发展思辩能力,注重学生的心理状况。
当然教师自身也是非常重要的教学资源。教师本人应该通过课堂教学感染和激励学生,充分调动起学生参与活动的积极性,激发学生对解决实际问题的渴望,并且要培养学生以理论联系实际的能力,从而达到最佳的教学效果。同时也体现了课改的精神。基于本项目的特点,我主要采用了以下的教学方法:
1、创设情景法:
从MTV《春天的故事》导入新课,激发学生的学习兴趣,活跃课堂气氛,促进学生对知识的掌握。
2、活动探究法
结合教学资源选择适当的材料,通过对比寻找两种不同体制的不同点,感悟其中的道理。结合“来自生活的报告”,请学生畅所欲言,发表自己的观点和做法。通过活动获取知识,以学生为主体,使学生的独立探索性得到了充分的发挥,培养学生的自学能力、思维能力、活动组织能力。
3、集体讨论共享法
由于本条目内容与社会现实生活的关系比较密切,学生已经具有了直观的感受,可以让学生观看多媒体图片并自己阅读课本思考,自己列举我国在不同领域改革的现实实例,在老师的指导下进行讨论,然后进行归纳总结,得出正确的结论。这样有利于调动学生的积极性,发挥学生的主体作用,让学生对本条目知识的认知更清晰、更深刻。
五、说学法
我们常说:“现代的文盲不是不懂字的人,而是没有掌握学习方法的人”,因而,我在教学过程中特别重视学法的指导。让学生从机械的“学答”向“学问”转变,从 “学会”向“会学”转变,成为真正的学习的主人。这节课在指导学生的学习方法和培养学生的学习能力方面主要采取以下方法:分析归纳法、自主探究法、总结反思法及共同学习法。
六、说教学过程
在这节课的教学过程中,我注重突出重点,条理清晰,紧凑合理。各项活动的安排也注重互动、交流,最大限度的调动学生参与课堂的积极性、主动性。
1、导入新课:(5分钟)
情景导入(通过多媒体播放我国改革开放以来的图片及歌曲;引导学生观察思考切入正文。)
导语设计的依据:思想品德课强调理论联系实际,让时政、事实进课堂;让学生自己思考、分析能调动学生的积极性,有利于学生时政搜集能力、分析、归纳问题能力的培养。通过情景导入,既概括了旧知识,引出新知识,使学生能知道新知识和旧知识之间的联系;又使学生明确本节课要讲述的内容,以激发起学生的求知欲望。这是政治教学非常重要的一个环节。
2、讲授新课:(25—30分钟)在讲授新课的过程中,我突出教材的重点,明了地分析教材的难点。
还根据教材的特点,学生的实际、教师的特长,以及教学资源的情况,我选择了多媒体的教学手段。这些教学手段的运用可以使抽象的知识具体化,枯燥的知识生动化,乏味的知识兴趣化。
还重视教材中的疑问,适当对题目进行引申,使它的作用更加突出,有利于学生对知识的串联、积累、加工,从而达到举一反三的效果。
本条目分为二部分,第一部分主要分析说明我国的改革;通过活动了解我国改革的必要性,改革的多样性及改革的本质。使学生认识到我国的改革是世界的需要,是发展的需要,树立积极参与改革与创新的意识。第二部分主要分析开放——现代化建设的必要条件;首先通过一组图片,说明我国对外开放的辉煌成就和形式;帮助学生理解实施科学发展观,建设创新型社会必须实行对外开放;接着,从我国与发达国家的差距这一国情出发,讲述对外开放是我国还必须长期坚持的一项基本国策。通过“入世”的机遇与挑战的现实,我们只有坚持以人为本的全面、协调、可持续发展的科学发展观,推动整个社会走上生产发展、生活富裕、生态良好的文明和谐发展道路。在讲解第一部分时,主要通过演示材料、学生阅读自学等手段和方法,让学生理解实行对外开放的必要性,这样,既可以激发学生的学习兴趣,又可以提高学生概括问题、分析问题的能力,同时还把基础知识的教学放在首位,强化了学生对基本知识的理解和掌握。在讲解第二部分知识时,我主要通过材料分析,问题启发的手段和方法来完成。
整个教学过程立足本校学生的学情,注重学生基本知识和基本技能的培养,体现新课改中要求师生互动的要求。
3、课堂小结,强化认识。(2—3分钟)
课堂小结,可以把课堂传授的知识尽快地转化为学生的素质;简单扼要的课堂小结,可使学生更深刻地理解政治理论在实际生活中的应用,并且逐渐地培养学生具有良好的个性。(结合板书小结)。
4、板书设计
我比较注重直观、系统的板书设计,还及时地体现教材中的知识点,以便于学生能理解掌握。
5、课堂反馈:根据学生实际设计选择题和材料分析题。这样既巩固了所学基本知识,又提高了学生分析解决问题的能力和应试能力。
6、布置作业。
英语优质课说课稿 第6篇
Reading COMMUNICATION: NO PROBLEM?
Your director has sent you to meet business people at Pudong Airport. They are visitors coming from several countries, who are interested in the development of business in China. They are from Europe, North America, South America and Asia. They will be meeting at a major hotel with local business people and people who represent the Chinese government. Four people enter looking around in a curious way. You do not want to disappoint your boss, and this is an exciting experience for you, so you stand watching and listening.
The first person who arrives is Mr Garcia from Columbia, closely followed by Julia Smith from Britain. You introduce them to each other, and are surprised by what you see. Mr Garcia approaches Ms Smith, touches her shoulder and kisses her on the cheek. You see her step back appearing surprised, and take a few steps away from Mr Garcia. You think that there may have been a mistake. The visitor from Japan comes in smiling at the same time as George Cook from Canada. As they are introduced, Mr Cook reaches his hand out to the Japanese who bows. His nose touches Mr Cook’s moving hand, and they both apologize. There has been another mistake.
These are examples of learned or cultural “body language”. Not all cultures greet each other the same way, nor are they comfortable touching strangers or being too close or too far away. In the same way that people communicate with spoken language, they also express their feeling using unspoken “language” through keeping physical distance, actions or posture.
English people usually do not stand very close to others or touch strangers as soon as they meet. People from places like Spain, Italy or South American countries approach others closely and are more likely to touch them. Most people around the world now greet each other by shaking hands, but some cultures use other greetings as well. Japanese people will bow.
Ahmed Aziz is a businessman from Jordan. He moves very close to you as you introduce yourself to him. You move back a bit. He comes closer to ask you a question, and then shakes your hand. Madame Coulon is from France. She arrives hurrying, recognizes Mr Garcia’s smiling face, then they shake hands and kiss each other twice on each cheek. That is what French people usually do when they meet people they know. But Ahmed Aziz simply nods at the two women. Men from the Middle East or some Muslim countries often stand quite close to other men to talk. Many of them will not shake hands with women.
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