Unit One
Grammar-Simple Present Tense
Teaching content : Unit one, Grammar
Teaching Aims:
1.To be able to understand the tense: Simple Present Tense.
2. To be able to use the tense correctly in daily communication.
Teaching Aids: Multi-media
Teaching Procedure:
Step One:
Teacher’s self-introduction, using simple present tense
Hello, I’m your new teacher, let’s be good friends, OK? Do you know my name? Am I tall or short? What colour is my hair? Do you want to know more about me?
Picture1-Picture8 : I’m Chen Yan. My English name is Shirley. I have a happy family. I have a lovely son. I live in Haimen. I go to school by bike. I like watching TV. I watch TV every evening. I love football.
Ss read Teacher’s self-introduction together.
Step Two:
Teacher present “Do you….?Yes, I do./No, I don’t.” by asking Ss questions.
Ss ask and answer questions with each other, using “ Do you…? Yes, I do./No, I don’t.”
Complete Millie’s profile on Page 8.
Ss read Millie’s profile together.
Step Three:
Try to introduce Millie to others, using “she”. Adding “s” to the verbs after “he”, “she” or “it”.
Millie ____ in a flat in Beijing. She _____ breakfast
at 7 a.m. She ____ to school with her friend. She _____
her cousin Andy very much. She _____ to her classmates
at lunchtime. She her dog for a walk every day.
Present some verbs ,let Ss add “s”
Step Four
Ask Ss to say something about your new English teacher: I have a new English teacher. Her name is Chen Yanzi. She has a happy family. She has a son. She doesn’t have any daughter. …Step Five:
T ask questions about the teacher present “Does she…?Yes ,she does./No, she doesn’t.”
Step Six:
Show a picture of their English teacher’s son, ask Ss to ask questions about him freely, using “Does he…? Yes, he does./No, he doesn’t.
Game: Let’ s play a game-Are you the best?
Two tasks:
Task One: 用“Does he+動(dòng)詞原形?”設計問(wèn)題向老師提問(wèn)。
每小組有四次提問(wèn)機會(huì )。
Task Two:搜集信息。根據各小組的問(wèn)題和老師的回答，
以Our English teacher has a son. He is a lovely boy開(kāi)頭，說(shuō)一段介紹老師兒子的話(huà)。每小組一次機會(huì )。Step Seven
Oral work: Say something about their English teacher, using “she”
Step Eight
Written work :Write an e-mail to their friends and tell them about their English teacher.
Step Nine:
Conclusion: Simple Present Tense.
Step Ten:
Homework assignment: Write an e-mail to their teacher, introducing one of their friends to her.
牛津英語(yǔ)譯林版新教材7A Unit One Grammar 教后感
學(xué)生是課堂教學(xué)的主角，是課堂中活力最充分的體現。要使學(xué)生學(xué)得輕松愉快，教師就要想方設法組織好教學(xué)活動(dòng)的全過(guò)程，激發(fā)起學(xué)生的學(xué)習興趣。變“要我學(xué)”為“我要學(xué)”，調動(dòng)學(xué)生積極探求、思考的欲望，從而達到教與學(xué)的最佳效果。以下是我對牛津英語(yǔ)譯林版新教材7A Unit One Grammar 教后感：
一、巧設情景導入、激活興趣
著(zhù)名的外語(yǔ)專(zhuān)家章兼中教授曾經(jīng)說(shuō)過(guò)：任何一種語(yǔ)言都離不開(kāi)它當時(shí)的情景和實(shí)踐的基礎，否則它是無(wú)源之水，無(wú)本之木。英語(yǔ)作為我國的第二語(yǔ)言，由于它缺乏語(yǔ)言獨有的情景和實(shí)踐的基礎，變得枯燥乏味，學(xué)習起來(lái)困難重重，學(xué)生是難于全心全意地投入到英語(yǔ)學(xué)習中去。如何巧設一個(gè)引人入勝的學(xué)習情景，激發(fā)學(xué)生的求知欲望，達到事半功倍的教學(xué)效果，已成為教師教學(xué)工作中的一大難題。為了成功地過(guò)渡到一般現在時(shí)第三人稱(chēng)單數，我使用了教為先進(jìn)的多媒體教學(xué)手段，利用學(xué)生對新老師的好奇心，由介紹自己引出學(xué)生比較熟悉和已經(jīng)掌握的一般現在時(shí)非第三人稱(chēng)單數的用法，為學(xué)生創(chuàng )設了一個(gè)輕松愉快的，有利于語(yǔ)言學(xué)習的學(xué)習氛圍，激發(fā)起學(xué)生的“興奮點(diǎn)”。使學(xué)生學(xué)習起來(lái)加倍親切，降低了教學(xué)的難度，學(xué)生更容易接受。
二、直觀(guān)教學(xué)、寓教于樂(lè )。
教授新知識是一堂課的中心環(huán)節，是提高教學(xué)效果的關(guān)鍵。要用最短的時(shí)間獲得最好的教學(xué)效果，這就要求教師要根據教材和學(xué)生實(shí)際的情況選擇最佳的教學(xué)方法。因此，我在教學(xué)中用圖片、實(shí)物、動(dòng)作表情、錄音機、多媒體等直觀(guān)手段進(jìn)行教學(xué)，做到音畫(huà)交融、直觀(guān)形象、生動(dòng)活潑，有利于激發(fā)學(xué)生的好奇心，使得學(xué)生學(xué)習的興趣濃厚，欲極性高，注意力集中，達到教學(xué)的最佳景界。既排除了母語(yǔ)翻譯的干擾又遵循視、聽(tīng)、說(shuō)領(lǐng)先的語(yǔ)言教學(xué)原則，注重培養學(xué)生模仿、朗讀的語(yǔ)言實(shí)踐的能力，培養了學(xué)生的良好的學(xué)習習慣。
三、形式多樣、游戲激趣。
21世紀的今天，基礎教育正在進(jìn)行一次大革命，由“應試”教育向“素質(zhì)”教育過(guò)渡。“滿(mǎn)堂灌”的老教學(xué)模式已被時(shí)代所淘汰。現在學(xué)生真正當家作主成為教學(xué)活動(dòng)的主人，這就要求教師要充分發(fā)揮學(xué)生的主觀(guān)能動(dòng)性，做到精講多練，同時(shí)還要善于調動(dòng)學(xué)生的情緒。學(xué)生的情緒一旦低落、產(chǎn)生疲勞時(shí)，就會(huì )對學(xué)習失去興趣，造成課堂氣氛沉悶，是難以達到預期的教學(xué)效果。這就要求教師要善于觀(guān)察學(xué)生情緒的變化，及時(shí)更新教學(xué)形式，以新的教學(xué)形式給予學(xué)生新的吸引，引發(fā)起學(xué)生新的學(xué)習興趣。學(xué)生是天真、好奇、好勝的，我在本節課安排了搶答競賽,讓全體學(xué)生參與到活動(dòng)中去。掌聲、小禮物為整個(gè)課堂湊響一首“歡樂(lè )之歌”，學(xué)生在不知不覺(jué)中獲得了知識，調動(dòng)起課堂學(xué)習的氣氛，同時(shí)也將整個(gè)教學(xué)過(guò)程推向高潮。
“教學(xué)有法，教無(wú)定法”。只要一切從學(xué)生的實(shí)際出發(fā)，緊扣教材的特點(diǎn)；以學(xué)生為中心，學(xué)生自覺(jué)、自主地投入到學(xué)習活動(dòng)中去學(xué)得有興趣的方法，則是教學(xué)英語(yǔ)的最好方法。