编辑为你整理的“英语的课件”类内容希望能够给你带来启示，希望你在本页上看到一些新鲜的观点。每个老师都需要在课前准备好自己的教案课件，相信老师对写教案课件也并不陌生。教案是激发学生学习热情的有效方式。
设计好教学设计是上好课的先决条件。在新课程条件下，随着教师角色的转变和学生学习方式的改变的要求，教学设计不再是教材内容的简单的诠释、教学过程的简单的安排、教学方法的简单的展示，它的性质、功能、方法已经发生了很大的变化。它要求教师从新课程理念出发，在落实学生主体学习地位上下功夫，在落实每一个学生自主学习上下功夫，在落实学生合作学习上下功夫，在充分调动每一个学生的学习积极性上下功夫，在防止学生的学习活动流于形式、切实提高课堂效益上下功夫。因此教师教学设计已升华为教师教学研究的一个重要内容。那么如何教学设计呢？应从以下几方面考虑：
一、准确定位学生学习目标，保底目标和开放目标并重
帮助学生决定适当的学习目标，并确认和协调达到目标的最佳途径，是教师作为学生学习的促进者的重要任务之一。传统教学设计中的目标确定是一种知识的预设。新课堂的特征具有开放性，要求达成学生知识与能力、过程与方法及情感、态度、价值观三维目标。目标设计上要做到“三个并重”。即保底目标和开放目标并重，显性目标和隐性目标并重，短期目标和长期目标并重。保底目标、显性目标、短期目标可理解为本课和本单元知识、能力点要求，从这个角度说，传统的知识点、能力点要求仍然是教师教学设计中必须重视的。开放目标、隐性目标、长期目标可以理解。一是：过程和方法的考虑，必须重视设计每个学生自主思索的平台，必须让每个学生都能用语文的方法思考问题、解决问题；二是：可理解为看不
见的方法、情感、态度、价值观要求，主要表现为培养学生热爱科学、勤于思考、善于探索、长于合作、追求真理的学习心理和学习品质。教学设计中应考虑两项内容：一是：本课的保底目标、短期目标或显性目标。这里主要考虑的是知识点和能力点的“保底”问题，许多教师怕新课程的“放”，担心的是失去音乐的“命根”，足见“保底”的重要性。一节课的学习，保底目标、短期目标或显性目标如何定位，怎样实现这个目标，教师应该根据单元学习目标、自读提示、课后练习及三者之间的内在联系来决定。一般来说教学方面落实教材安排的思考练习内容就可以了，因为那是经过专家研究的一种精心编排，自然具有很强的科学性，不必要去展开，去拔高。应该首先确定本课元素积累、知识积累和情感的方法准确是考虑学生积极主动学习、积极主动参与合作、积极主动参与交流等开放性、隐蔽性、长期性目标，促进学生积极参与到学习过程中来，培养积极的情感、态度和正确的价值观。
二、改变课堂结构，化教师讲授为学生学习活动
新课程理念认为，课程是经验，课程是人类已有经验和教师、学生个人生活经验的结合，因而新课程强调，教学是教师与学生间、学生与学生间的交流、互动的过程。在这里师生之间、学生与学生之间分享彼此的思考、经验和知识，交流彼此的情感、体验与观念，在这种交流中生成新的知识，求得新的发展。所以，教学设计的第一要务是安排学习活动。设计学习活动的方法有三。一是常规法，二是挖掘教材或练习内涵，灵活设计活动，尽可能地寻找学生活动的载体。第三，咬文嚼字，多向思维，给足学生自由思考的空间，充分安排学生质疑的活动环节，鼓励学生积极大胆
思考问题，促进新知识的生成。教师要想多说也不行，只能做导演。
三、做好组织和引导工作，落实合作和网状学习
要保证学习活动不流于形式，保证课堂学习交流的效率，教师的组织和引导工作非常重要。一要合理分工，以实现合作，尤其是学习内容较丰富的学习活动。
四、课前预案与课中记录、调适及课后反思相结合
传统的教学设计是施教前的精心设计，一旦物化为教案，就一劳永逸，反复使用。按新课程标准来看，完整的教学设计应该是教学前的预案加教学中的记录、调适加教学后的反思。预案设计宜粗不宜细，只需设计话题、设计活动板块、设计主问题，只为学生“自主、合作、探究”的学习提供平台。
教学设计的精华在于教学中的记录、调适，教学中，有时候学生的行为并没有按教师的设计意图来进行，教师要观察、倾听，了解学生的原始理解，发现富有创意的闪光点，从而调整教学目标、教学问题、教学流程，完成第二次教学设计。此时，不能让活人围绕死的教案转，要在调整中获得新的发展，在超越预定目标中获得创新。所以教学设计不能是定案，只能是预案。预案调适的原则，不是老师牵着学生走，而是学生思维推着老师走，使学生的个性得到充分、自由发展。老师既不能扼制学生的看法，又不能搁置学生的问题，而是顺着学生的思维探究下去，时时刻刻都体现“心中有人”的教学理念。
学年康县第一期英语教学培训课程xxxx--xxxx 康县大南峪学校英语教师张瑛xxxx年xx月xx—xx日为期2天的英语培训已落下帷幕，在这紧张、充实而又快乐的日子里，我感受到了很多，也学到了很多。这次培训使我受益匪浅，虽然时间很短，但是培训的内容给了我教学上很大的帮助，听了来自挪威的阿斯媂老师的理论指导，也观看了一些教学实例，亲身体验了一些活动，让理论联系了实际，使得我更深刻、更透彻的领会了老师所讲的内容。以下是我的一些心得体会：
本课时Lets learn 部分学习 white， black， brown， pink， orange等颜色单词。热身、复习环节，主要复习所学的各种问候语和颜色单词。呈现新课时，教师接着第一环节中猜颜色的游戏，有意在最后出示一个学生没学过的颜色，从而引出新颜色单词的教学。教学新知时，教师让学生拿出蜡笔和水彩笔，学习black， brown， pink， orange。再利用颜色卡片，教师带读单词，同时要提示 white， black， brown等的发音。BINGO游戏可复习所学的全部颜色单词。在学生基本掌握新单词之后，教师可以让学生动手用所学颜色画把雨伞或做个陀螺。最后，教师让学生将所做的物品转动起来，说说所看到的颜色。通过此种活动形式，教师可充分发挥学生的能力，做事情、说英语。
英语问路课件
Introduction
As a foreigner visiting a new city, one of the essential skills to acquire is how to ask for directions in English. The ability to navigate through a new city without getting lost is vital, and it can mean the difference between a successful stay, and a challenging one. This article will provide a comprehensive guide on how to ask for directions in English.
Basic Vocabulary for Asking Directions
Here are some common vocabulary that will be useful when asking for directions in English:
• Excuse me, do you know where ____ is?
• Can you tell me how to get to ____?
• I'm looking for ___
• Where can I find ____?
• How far is it from here?
• Can you show me on the map?
Asking for Directions
When asking for directions, it is essential to keep the following in mind:
1. Be polite: Always remember to start the conversation by saying, excuse me.
2. Use simple and clear sentences: Avoid using complex sentences that may be hard to understand for those whose English is not their first language.
3. Speak slowly and clearly: Speak slowly to ensure that the person you are asking understands you.
4. Don't hesitate to ask for clarification: If you don't understand something that the person you are asking is saying, don't hesitate to ask for clarification.
Sample Conversations
Here are some sample conversations that you can use when asking for directions in English:
1. Excuse me, do you know where the train station is?
Response: Sure, it's two blocks that way. You can't miss it.
2. Can you tell me how to get to the museum?
Response: Of course. You go straight down this road, and you'll see it on your left.
3. I'm looking for a good restaurant. Do you know any around here?
Response: Yes, there's an excellent Italian restaurant a few blocks that way. Just take a left after the bookstore.
Conclusion
In conclusion, asking for directions in English is an essential skill for anyone visiting a new city. With a basic understanding of the necessary vocabulary and some simple rules, you can confidently navigate through unfamiliar areas without getting lost. If you're unsure of where to go or need more information, don't hesitate to ask for clarification. Finally, remember always to be polite, clear and slow when speaking to ensure that the other person understands you. By following these guidelines, you should have no trouble finding your way around any city you visit.
Lesson Plan Presentation
Reading Part in NSEFC Module 1 Unit1 Friendship——Anne’s Best Friend
Hello, everyone. I’m …. I’m very glad to be here to present my lesson plan. The lesson I’m going to talk about is the reading in NSEFC module 1 Unit1 Friendship. The title of the reading material is Anne’s Best Friend. I will present how to teach it and the reasons for doing so in the following aspects: the analyses of teaching material and learning condition, teaching objectives，the important and difficult points, teaching method, teaching procedures and blackboard notes.
First of all, I’d like to analyze the teaching material. The text is about the story of a Jewish girl who treated her diary as her best friend when she was hiding away from the Nazi during the Second World War. It mainly consists of two parts; the first part is the introduction of Anne and her diary named Kitty. The second part is a diary entry written by Anne in the form of letter addressed to Kitty. The text is a bit long and there are a lot of new words and expressions in it, especially in the letter.
Now, let’s move on to the analysis of learning conditions. The students are in grade1 in the senior school, they have achieved certain English level so they have no problem in comprehending the text and get the basic idea. They have learned the Second World War so their previous knowledge about it can lessen their difficulty of comprehension. But most of them maybe are not very familiar with the sufferings of the Jewish people during the war. I will introduce the related information rightly in the beginning of the lesson so as to prepare the students for the deep study of the text.
Based on the analyses of the teaching material and the learning condition, I’d like to propose the teaching objectives and the important and difficult points.
(1) language skill
Ss will improve their reading skills by training some of the reading skills, such as skimming, scanning. It is the important point of this lesson.
Ss will improve their writing skills by writing a letter to their friend. It is the difficult point of this lesson.
(2) language knowledge
Ss will master most of the new words and expressions in the text. This is the important point of this lesson.
Ss will know the direct speech and indirect speech.
(3) Affective objectives
Ss will have a deeper understanding of the friendship so they will cherish their friends more than ever before. Ss will realize the cruelty of the war and the importance of the peace.
(4) Culture awareness
Ss will know more about the Second World War, especially the persecution Jewish people suffered from the Nazi.
(5) Learning strategy
Ss will cultivate their ability of individual learning and cooperative learning.
As for the teaching methods, I mainly adopt audio-visual teaching method in the lead-in. During the reading process, I follow the top down modal to help the Ss to learn the text.
Now, here comes the most important part of my presentation—teaching procedures. I’ll finish the lesson in 4 steps within 45 minutes. They are:
Step1: Lead-in.
Step2:Pre-reading
Step3: While reading.
Step 4: Post-reading.
At the end of the lesson, I will present the homework.
Now, let me introduce them step by step in details.
The first step is lead-in. It will cost 7minutes. At the beginning of the lesson, I will play a short video clip which is about the sufferings of the Jewish people during the Second World War. From it, Ss will know that many Jewish people were caught and killed by Nazi in the camps, so others had to hide away. Then I will ask Ss what they needed most when in hiding. Ss may come up with the food, clothes and so on. I will give them some hint and they will realize that friends are also very important for them. Then it will be very natural for me to tell them than there was a girl called Anne who had a very good friend during the hard time. In this process, I will introduce them three new words, they are: German, Netherlands, go through. In this step, I adopt audio-visual teaching method, because the pictures and sounds serves better to activate the Ss. So I use the video to attract the Ss’ attention. What’s more, the introduction of Jewish people’s suffering by this video clip provides them with the background information of this text.
Then I will move on to the second step---pre-reading. It will only cost 3 minutes. The Ss are required to guess who Anne’s best friend is and what happened to them by looking at the title and the pictures. Then I will ask several Ss to say their predictions but I will not tell them the answer directly in this step. Although not all the Ss can get the right answer, their mind can get closer to the theme of the text by predicting. So, later, when they read the passage they will concentrate more on it to check their predictions.
After pre-reading, we will move on to the while-reading step which costs 22 minutes in total. There are 5 activities, the first three of which deals with the first two paragraphs of the text which is also the first part of the text. And the last two activities deal with the second part.
The first activity is skimming. Ss are expected to skim the first part of text to work out the main idea. But as there is no topic sentence in this part, it is a bit difficult for students to tell the main idea with their own words. So I will present a multiple choice which covers the main idea of the text for them to choose from. This reduces the difficulty of the task as well as the Ss’ anxiety.
After getting the main idea, we will do another activity, namely, scanning. Ss are expected to scan the text to find some specific information, such as the place and the time of the story, etc. Ss can develop the ability of information gathering and independent learning.
After skimming and scanning, we will do the third activity of this step---close reading. I will help Ss learn the passage paragraph by paragraph. For the first paragraph, I will ask some questions like “According to Anne, what kind of person should a true friend be?” The answer to these questions cannot be taken directly from the text. Ss need to reorganize the sentences. If they can answer these questions, it means they have understood this paragraph. Then we will learn the second paragraph. For this one, I will ask one question “What did Anne say about her diary?” Ss may answer it by the original words said by Anne, I will catch this opportunity to tell them they change the direct speech into the indirect speech. But I will not go deeper, because they will learn this language point next period, so a simple introduction is ok.
This is all for the first part of the text. Then we will start to learn the letter. There are two activities for this part. The first one is skimming，they should skim the letter for the main idea first and I will present a multiple choice for them to choose from. Them we will learn the letter in detail in the next activity. For the first paragraph of the letter, I will ask them to find out the changing of Anne’s attitudes toward nature. Ss can find out that before hiding away, she paid no attention to the nature while she grew crazy about it when hiding. Then I will ask them to find out the reason. As for the second paragraph, Anne narrates two experiences of longing to get close to nature. So firstly, I will ask them to pick out the time of the experience and then we will study her feelings in the process. Of cause, we will learn some new word here, such as on purpose, at dusk and so on.
After the while-reading, comes the post-reading step. It will cost 12 minutes. In this step, I will firstly ask Ss if they have to go into hiding like Anne and her family, what they would like to say to their friends. Ss will talk in groups of four and share their ideas with each other. During the discussion, the Ss will be stimulated and also know the importance of friendship. It servers to make the Ss be prepared for the next activity---writing. After the discussion, the Ss shall write a letter to their friends individually. As they have talked about what they want to say to their friends, the difficulty of the writing is lowered because they have something to say. Ss are expected to write just a draft, for the time is limited.
Lastly, I will give Ss the homework. It will only cost one minute. Ss should not only review the new words and expressions of the text, but also polish their letter after class.
That’s all for the teaching procedure. And here is my blackboard note. On the right side, there are the words and expressions. In the middle, there are some points of the comprehension of the text.
That all for my lesson plan presentation thanks for your attention.
Blackboard notes:
Unit 1. Anne’s Best Friend
幻灯片投影布 Before: paid no attention to it
reasons
While: go crazy about it
German
Netherland
Go through
Set down
A series of
中英文课件
中英文课件是现代教学中常见的一种辅助教学工具，其主要作用是为教师提供一种方便快捷的方式来展示教学内容，为学生提供视觉化、直观化的学习环境。本文将围绕中英文课件的相关主题展开阐述，包括中英文课件的定义、发展历程、特点、使用方法、制作技巧和使用效果等。
一、中英文课件的定义
中英文课件(中文名称叫做电子课件，英文名称叫做Teaching Multimedia Courseware)，是一种以计算机技术为基础，运用多媒体技术制作的一种辅助教学工具。它可以将文字、图片、声音、视频等多种形式的教学材料集成在一起，使得教学内容更加生动、直观、互动，有利于强化学生的记忆效果和理解能力。
二、中英文课件的发展历程
随着计算机技术和多媒体技术的不断发展，中英文课件得到了广泛的应用和发展。它最初出现于1990年代初期，当时由于技术水平有限，只能够在课件中加入简单的图片和文字，而声音和视频等多媒体元素还未得到广泛应用。到了21世纪初，随着网络技术的飞速发展，中英文课件的制作和传播变得更加方便，同时多媒体技术也得到了进一步的发展，越来越多的教师开始使用中英文课件来进行教学。
三、中英文课件的特点
1、生动直观：中英文课件可以将教学内容以图文、声音、视频等多种形式进行展示，使得学生更加生动直观地了解和理解所学内容。
2、灵活性强：中英文课件可以根据不同的教学目标和需要进行定制，教师可以根据学生的不同需要来选择相应的教学资源和展示方式。
3、互动性好：中英文课件可以加入多种互动元素，如问题的提出、学生的回答、课件的评分等，使得教学过程更加多样化和互动化。
4、便于管理：中英文课件可以通过网络进行传播和管理，教师可以根据需要对课件进行修改和更新，以保证教学效果的不断提高。
四、中英文课件的使用方法
中英文课件可以使用多种方式进行展示和使用，其中比较常见的方式有以下几种：
1、教师直接使用：教师可以将中英文课件通过投影仪等设备进行展示，让学生跟随一起学习。
2、学生自学使用：教师可以制作一些针对性比较强的中英文课件，让学生在课后自主学习和巩固所学内容。
3、网络分享使用：教师可以将中英文课件上传到互联网上，让更多的学生和教师进行分享和使用。
五、中英文课件的制作技巧
制作中英文课件需要注意以下几点技巧：
1、内容简洁明了：中英文课件所展示的内容要简洁明了，不要过于繁琐和复杂，以免影响学生的理解和记忆。
2、布局合理美观：中英文课件的布局要合理美观，尽量做到色彩搭配合理、版面简洁明了，易于学生的观看和理解。
3、图文并茂生动直观：中英文课件应该图文并茂，图片和文字相互配合，使得教学内容更加生动直观，有利于学生的理解和记忆。
4、多媒体元素丰富：中英文课件可以加入多种多媒体元素，如声音、视频等，使得教学内容更加多样化和生动。
六、中英文课件的使用效果
作为一种辅助教学工具，中英文课件在教学中发挥了重要的作用。它可以使得教学内容更加生动、直观、互动，提高学生的记忆效果和理解能力。同时，中英文课件还可以使得教学过程更加高效、便捷和便于管理，从而达到更好的教学效果。
综上所述，中英文课件是一种集计算机技术、多媒体技术、教育技术于一体的辅助教学工具，具有生动直观、灵活性强、互动性好和便于管理等特点，应用广泛。在制作和应用中，需要注意内容简洁明了、布局合理美观、图文并茂生动直观、多媒体元素丰富等技巧，从而发挥中英文课件在教学中的最大效益。
Hello, dear teachers,
My name is . I’m very glad to be here to share some of my teaching ideas. Today my topic is the greeting and self-introduction in PEP primary English book3 Unit 1 Part A Let’s talk. I divide my lesson into 6 parts as follows: teaching material, teaching aims, difficult and key points, teaching methods, teaching procedures and blackboard designing.
Part1. My understanding of teaching material
This unit discusses about the self-introduction and greetings. And this lesson is the first one of this unit. It requires Ss to introduce themselves and greet others when two meet. It is a hot daily talk, so the Ss will be interested in this new lesson.
Part2. Teaching aims
Now , I will talk about the teaching aims .
First, the basic knowledge aim is enable students to use and master the sentence structures: Hello. / Hi. I’m…
Second, the ability aim is to develop Ss basic ability of listening and speaking, and enable Ss to communicate with their partners with sentence form in a real situation .
Third, the emotion aim is to develop Ss’ consciousness of cooperation and competition and improve their interest of learning English.
Part 3. Difficult and key points :
Thirdly, I’d like to talk about the difficult and key points . The key point is that students can read and use the key sentences “I’m … / Hello. / Hi. ” in a real situation such as greeting people around them.
The predicted point is the whole expression of self-introduction with “I’m…”
Part4. Teaching methods :
I’d like to analyze Ss and show you my teaching methods.
In our school, Grade 1 is the first year to learn English. Ss are very curious about English. They’re active and competitive. Also, they are good at imitating. But, their attention can’t be kept long. So it requires us to use attractive teaching manners to hold Ss’ attention. Based on such a situation, I mainly use the task-based method,
I’ve prepared activities such as TPR, singing, games, etc. I also arrange individual work, pair work and group work for Ss to practice. Besides, praise is very important. When they have a chance to speak, and have done a good job, they can get a star or something like that on their books. It’s very important to keep Ss’ interests.
Part5、Teaching procedure :
I’ll finish this lesson in five steps.
Step 1. Warm-up
1. Enjoy a song “Hello”
T: Hello, class. I’m Miss Xiao. You can call me “Miss Xiao”.(我叫肖老师，以后你们就可以叫我Miss Xiao)
S: Hello, Miss Xiao.（泡泡演讲稿 pOpO666.com）
2. Free talk
Present a picture of the members in Cartoon Xi Yangyang and Hui Tailang. Ask Ss to tell the names one by one.
T: Hello, boys and girls. Look, who are they?
S: Xi Yangyang/ Mei Yangyang/…
T: Do you like them? I like Mei Yangyang very much. Now, I’ll say hello to Mei Yangyang. Hello, Mei Yangyang. 小朋友们，跟你们最喜欢的羊打招呼吧！
S: I like…
Purpose: Singing can easily take Ss into a free English environment. With the help of CAI, to present cartoon characters. Set a situation to help Ss say hello.
Step2. Presentation
1. Say hello to teacher
T: 小朋友，还记得老师的名字吗？接下来，老师要跟你们打招呼了。我们来比赛，看哪组小朋友已经最快记住老师的名字了？ Hello/ Hi, Group 1. (分别跟四大组打招呼)
G1: Hello, Miss Xiao.
T: Very good. (竖起大拇指)
a. Pair work: say hello to your partners.
A: Hello/ Hi,... B: Hello/ Hi, …
b. Teach: I’m…
（1）. T: Hello, I’m Miss Xiao. What about you? (Point to S’ ID card)
S: Xiao Ming.
T: Hello, Xiao Ming.
S: Hello, Miss Xiao.
T: I’m Miss Xiao. You can say “I’m Xiao Ming”.
Ask S to say it again and walk to other Ss and greet in the same way.
（2）. Group work
Introduce themselves in a group of four.
Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.
Step 3. Practice
1. Looking for friends
Divide the whole class into 4 groups. Each student can leave their seats and make new friends with “Hello, I’m…” and remembers their names. Let’s say who has the most friends.
2. Get-on
Invite your new friends to your bus.
S1: Hello, S2.
S2: Hello, S1.
S1: Hello, S3.
S3: Hello, S1.
Purpose: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained. Games can also improve Ss’ interest.
Step 4 Homework
Say hello to your parents and friends and introduce yourself.
Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.
Part 6 . Blackboard design
Unit1 Hello! A Let’s talk
Hello. / Hi.
Hello, I’m Miss Xiao/…
My lesson is over. Thanks.
英语数字课件: The Essential Tool for Learning Numbers
Introduction:
In the modern world, where English has become the global language of communication, it is crucial for learners, especially young students, to master the basics of numbers in English. Understanding numbers is not only essential for daily life but also plays a significant role in various academic subjects like mathematics, science, and finance. To facilitate this learning process, the development and utilization of interactive English number courseware has become increasingly popular. In this article, we will explore the importance of English number courseware and how it can effectively enhance students' understanding of numbers.
Understanding Numbers:
Numbers are the foundation of mathematics and play a vital role in our daily lives. Whether it is counting objects, measuring quantities, or solving mathematical equations, numbers are involved in almost every aspect of our routine. In the English language, numbers are also used to express time, dates, addresses, and phone numbers. Therefore, it is crucial for learners to develop a strong command of numbers in English to communicate effectively and comprehend various mathematical concepts.
Importance of English Number Courseware:
1. Interactive Learning Experience:
English number courseware offers an interactive learning experience that engages students in an enjoyable and immersive way. The courseware integrates various multimedia elements such as animations, videos, and interactive games to help students grasp number concepts easily. The interactive nature of the courseware ensures that students actively participate in the learning process, creating a fun and engaging environment that facilitates better retention of knowledge.
2. Visual Representation:
English number courseware utilizes visual representations to enhance students' comprehension of numbers. Visual learning is a powerful tool as it appeals to various learning styles, including visual learners. The courseware presents numbers in different forms, such as numerical digits, written words, and diagrams, making it easier for students to associate the visual representation with the numerical value. This visual approach aids in forming a connection between the English vocabulary and numerical concepts.
3. Progressive Learning:
English number courseware is designed to provide a progressive learning experience. It introduces numbers in a sequential manner, starting from basic counting and gradually advancing to complex mathematical operations. The courseware allows students to practice and reinforce their knowledge through interactive exercises and quizzes. This incremental approach ensures that students build a strong foundation and gradually develop proficiency in understanding and using numbers in English.
4. Personalized Learning:
English number courseware often includes features that facilitate personalized learning. It adapts to the individual needs of each student, allowing them to learn at their own pace. The courseware provides immediate feedback and corrective measures, enabling students to identify and correct their mistakes independently. This personalized learning approach promotes self-confidence and boosts students' motivation to continue learning numbers effectively.
Conclusion:
English number courseware has become an indispensable tool for teaching and learning numbers. Its interactive nature, visual representation, progressive learning structure, and personalized learning features ensure an effective and engaging learning experience. As numbers are an integral part of our lives, mastering them in English opens up countless opportunities for communication and academic success. With the aid of English number courseware, students can confidently navigate the world of numbers, enhancing their overall learning experience and enabling them to become proficient in both mathematics and the English language.
（T：teacher ；S：student）
Greeting：
T：Let’s begin our class！
S1：All rise！
T：Good morning boys and girls！
Ss：Good morning，Miss Lu
T：Sit down ,please。
T: Today, befor our new lesson, I’d like you to listen to a song…now, everyone, please look at here, let’s enjoy it!
（1’20’’）
T：Do you know the song？
Ss：Yes！
T：What is the name of the song?
Ss：Titanic!
T: It came from the film Titanic, but the name of the song is “My heart will go on”
（Write down “Titanic” &“My heart will go on” on the blackboard ）
Ss: My heart will go on.
S1: In chinese是叫“我心永在”吗？
T：That’s right! “我心永在”。
T: ok, one more questione! Who is the singer of the song? You know what’s the meaning of the word “singer”？
（Write down“singer” on the blackboard ）
Ss：Singer，歌手！
T：Yes! Who is the singer?
Ss: I don’t know…
T: I will tell you: Her name is Celine Dion.（ Write down the name”Celine Dion “on the blackboard）
Ss: Celine Dion!
（打出Celine Dion的ppt图片，加深印象）
T：Is she beautiful？
Ss：Yes！ Very beautiful。
T：Can you guess how old is she？（ Write down the word”guess” on the blackboard）
S1: 30!
S2:18!
S3: Maybe 40.
……
T：Ok，she was born in 1966. How old？
Ss：43！
T：Very good！
T：Ok，let’s go on！look at the ppt，we know that Celine has a lot of……
Ss：Fans！
T：Yes，she is very successful，and some of her fans are……
Ss：“super-fans”！
T：Very good！ So we know the words “fan”&“super-fan”，and also we know some……
（打出两张韩国明星的ppt）
Ss:Superstar！
T：Yes，good！They are superstars!
Ss: Superstars!
T:Yes,good!This man is……（打出超人的图片）
Ss：Superman！
T：Yes，very good！ Remember these words：fan, super-fan, superstar,superman.
Ss: Fan, super-fan, superstar,superman.
T:Ok,good! Now,let’s come to today’s new words. Please read them after me, one,two,begin~
idol，world-famous, wonderful, guess, fan, super-fan, successful, favourite, fantastic, have no idea, make it.
（Ss read the new words after teacher）
T：Ok，good！Try to remember them.Now，boys and girls，let’s listen to the tape and then answer my questions：
Question 1：：How can Celine Dion become world-famous?
Question 2：Who is Babara’s favourite idol?
Now，let’s begin!
（播放录音）
T：Ok.Question time.Who can answer question 1：How can Celine Dion become world-famous?
S1：She sang a song called“my heart will go on”and became world-famous.
T：Very good！Sit down please！
T：Now，question 2：who is Babara’s favourite idol? Any volunteer？
S1：I want to try…
T：Yes，very well！Go on，please！
S1：I think her favourite idol is Celine Dion…
T：Everyone，is she right？
Ss：Yes！She is right！
T：Ok，good！So we know that Babara’s favourite idol is also Celine Dion！Right？
Ss：Yes！
中英文教育课件
Title: 中英文教育课件
Abstract：
中英文教育是如今教育领域不可或缺的一部分。学习中文和英文的重要性已经被广泛认可，并且在现今的全球化世界中，这种能力成为了越来越重要的一项技能。本文将探讨中英文教育课件的必要性和设计原则。
Introduction:
中英文教育是如今教育领域不可或缺的一部分。学习中文和英文的重要性已经被广泛认可，并且在现今的全球化世界中，这种能力成为了越来越重要的一项技能。为了更好的实现中英文教育，课件设计就显得尤为重要。良好的中英文课件可以大大提高学习者的学习效率和兴趣。因此，本文将探讨中英文教育课件的必要性和设计原则。
The necessity and importance of using 中英文教育课件( The necessity and importance of using Chinese-English teaching materials)
中英文教育课件的必要性显而易见。中英文课件可以将学习的内容简明易懂地呈现给学习者，让他们更容易理解课堂内容。同时，与传统的教学方式相比，中英文课件有以下优点：
1.多媒体元素的加入使得课堂内容更加生动、形象。
2.中英文互译的形式对学习者来说更加直观和便捷。
3.课件通常会设置互动环节，让学习者可以与课程互动，从而更好的掌握学习的内容。
4.可根据学习者的能力和进度，在内容和难度上进行配置和调整。
具体来说，中英文教育课件不仅能够提供学习英语、汉语的基本词汇和语法规则，而且能够应用于各种领域和专业，如经济学、工程学、法学等。同时，这些课件还能让学习者获得更多的文化背景知识，加强他们的跨文化交流能力。
中英文教育课件的设计原则（The Design Principle of Chinese-English Teaching Materials）
有效的中英文教育课件的设计需要遵循以下几个原则：
1.设计的内容应该简明易懂，表达清晰明了。特别是在多语言学习中，尤其需要清晰的语言表述和逻辑性。
2.应以适当的方式引入多媒体元素，如图片、图表和动画等，以便学习者更好地理解和吸收内容。
3.应设置互动和检测环节，鼓励学生积极参与学习，检验学习成果。
4.设计时应该考虑到学习者的不同学习水平和学习习惯，以便能够更好的提供个性化的学习进度和教学内容。
5.设计应该具备相应的技术支持，包括采用先进的软件技术以及确保教学设备的完好。
结论：
中英文教育已经成为今天教育领域的重要组成部分。良好的中英文教育课件能够提高学习者在教学过程中的学习效率和学习乐趣。在设计中英文教育课件时，需要考虑到学习者的不同需求和学派习惯，并符合课程设置的目标和期望。因此，中英文教育课件的设计和开发需要遵循一定的原则和方法，才能更好地实现教学目标。
一、说教材
１、教材的地位及作用：
第二册第五单元第二节课，本单元围绕做"比较"(Making comparison)这个题材开展多种教学活动，它与上一单元联系紧密，是它的延续。本节课是本单元的重点，表示数量的some,few的比较。通过学习的比较等级，进一步加深对比较等级的语法现象的理解与运用。同时通过some,few比较等级在陈述句与疑问句中的操练，进一步提高学生听、说、读、写综合素质能力。
２、教学目标：（知识目标、能力目标、德育目标）
知识目标：
(１)学习、掌握some,few的比较等级；
(２)学习单词strong。
能力目标：提高学生听、说、读、写及知识自学的综合能力。
德育目标：教育学生热爱劳动。No pains,no gains)。
确立教学目标的依据：
根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识与为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情与外语教学大纲的要求，现阶段外语教学的'素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。
３、重点与难点：
重点：学习表示数量some, a few的比较等级。
难点：some, a few的比较等级在实际生活中的应用。
确立重点与难点的依据：
根据教学大纲的要求，及本课在教材中所处的地位与作用。
二、说分析
根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围，身临其境地把学生带到农场里。同时激发学生学习兴趣，使学生在参与农场的一系列活动中，掌握知识。最后通过做游戏对学生所学知识点进行训练，从而达到巩固知识的目的。
三、说教法：
通过五步教学法，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。
四、说手段：
主要以现代化电教手段－－多媒体辅助教学，贯穿整个教学过程。增加了直观性与趣味性，加大了课堂密度，提高了教学效果。
五、说过程：
１、新课导入
为了激发学生的学习兴趣，引起注意，拉近师生距离，首先告诉学生这节课我将带他们去一个有趣的地方，并请他们依据我的提示猜测要去哪里？当学生猜出去农场时，我们便"上车"，一路欢歌(PickingApples)去农场。随着"嘎"的刹车声，电脑打出农场全景，给学生一种身临其境的感觉，导入正课。
２、新课的讲解
本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，配有汽车声、动物的叫声，栩栩如生。以学生在农场里劳动为主线，通过树上结多少苹果，学生摘多少苹果，卡车运多少苹果筐，以及劳动后学生吃多少苹果的比较，将some,few的比较等级在一系列既关联又相对独立的语境中详细讲解，反复演练，使学生全面掌握。其中多媒体展示的动画部分更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生思想素质、情感素质与英语语言素质。
３、反复操练与巩固应用
为了调动学生的积极性，利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多种不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。
４、反馈练习
本课的又一次高潮是将游戏与练习有机结合，融为一体。设计下棋游戏，棋盘为20个格，每格均为在苹果园里劳动的情景，并配有本课的重点－－比较等级的练习题。棋盘的上一男一女分别代表男生与女生两大组，值得一提的是决定男女生在棋盘上走几步的转盘，是用本课重点词汇fewest,fewer,a few,some,more与most组成，使学生在玩中进一步体会数量some,a few的比较等级的运用。学生通过转轮，边做游戏边做练习，寓教于乐，极大地激发学生学习兴趣，同时巩固了学生所学的知识。
５、归纳总结
本课除了板书所呈现的重点内容外，又把本课内容浓缩成韵律诗形式，巧妙地总结本课重点、难点，学生又通过优美的旋律、音韵动力听的节奏。进一步巩固，加强对本课内容的理解与运用。
６、展示板书
Unit 5 Lesson 18
Kate some apples.
Jim has more apples than Kate.
Meimei the most of all.
The first truck a few baskets.
The second one is carrying fewer tham the first.
The third one the fewest of all.
高效学习计划 08-08
端午节祝福语 08-08
上有老下有小经典感悟 08-08
初级职称自我鉴定 08-08
天门山课件 08-08
教师节优美句子 08-08
