第一篇:招教面试初中政治说课教案:《做一个负责任的公民》
招教面试初中政治说课教案:《做一个负责任的公民》
作者:华图教育
二、说学情
(一)身心发展上
本阶段的学生好动,注意力易分散,爱发表见解,希望得到老师的表扬。
观察能力有所提高,但是深入性不够;情感内容日趋丰富,对道德感能有深刻的理解;意志方面依赖性减少,但是意志行为易受“暗示”。
(二)知识掌握上
前两课已经学习了承担对集体负责、承担对社会负责。学生明白本节课的内容是要学习对自己负责,对他人负责,进而明确作为一个公民应承担哪些责任。
三、说教学方法
捷克大教育家夸美纽斯认为:“正确的教学应能激起学生求学的欲望,对学习感兴趣并感到愉快”本节教学以调动学生积极性、主动性,加强学生的参与和交流,激发 学生兴趣,引导学生积极思考为目的,因此主要采用启发式教法。以实例为线索,启发学生交流勇担过错的经历并分享尽责后的幸福感和成就感。通过填写表格的方式,启发学生探究责任的分类,进而得出要自觉承担责任的结论。因此,本节课采用的学法主要是合作交流和自主探究法。
以上就是说教材、说学情、说教法、学法等部分。根据教学内容和教学目标并结合新课标的理念,我的教学过程安排如下。
四、说教学过程
(一)导入
为了激发学生的积极性,更好的学习新知识,我将采用故事导入法,通过讲述感动中国2010年度人物张xx兄弟还农民工工资的事例启发学生思考,他们具有哪些优良的品质?这样设计既调动了学生的积极性,又贯彻了启发式教学的基本理念。
(二)新授
本课主要有两个模块的内容。第一模块主要讲述:做人要信守承诺,勇担过错。学生分组讨论教材中的问题,并鼓励学生分享自己勇担过错的经历。小组讨论能够活跃学生的思维,增进同学之间的友谊,在合作学习中共同进步。
第二模块主要讲述要自觉承担责任。我会让学生填写一张表格,从学习、家庭、班集体和社会四个维度分析大家应承担的责任,并进行自我评价。这样设计的目的是让学生主动探究作为中学生应承担哪些责任,通过对自我评价的对比分析,能够得出自觉承担责任对身心健康发展的重要性。
(三)巩固练习和小结
在学完这两块内容后,让每个小组选一名代表对本节课的内容进行总结,这样学生既能对所学内容进行巩固,又能锻炼口语表达能力,使综合能力有所提高。在学生总结时,我将做如下板书。
五、板书设计
为了帮助学生清晰明了地掌握本节课的内容,我做如下板书设计。下面进行简要的说明:板书列出了两个模块的主要内容,学生对本课的知识点一目了然。通过结构图将信、错、责放在人字的周围,学生可以直观地感受:即使有过错,只要坚持信守承诺、勇担责任,依然能够成为一个顶天立地的人,一个负责人的公民。
第二篇:做一个负责任的公民教案
《做一个负责任的公民》教学设计
【课标要求】
“我与集体、国家和社会的关系”中的“承担社会责任”部分中的“知道责任产生于社会关系之中的相互承诺,理解承担责任的代价和不承担责任的后果,努力做一个负责任的公民。”和“懂得人因不同的社会身份负有不同的责任,增强责任意识。” 【教学目标】
1、知识与技能:能信守承诺、勇担过错;把履行各种职责看成是自己份内的事,自觉承担责任,做社会的主人,享受承担责任的快乐;培养善于思考和勇于提问解答问题的能力。
2、过程与方法:学生通过阅读、思考、小组讨论等手段,掌握和互相检测相关基础知识,并解决有一定难度的问题。教师作适当点拨。
3、情感、态度与价值观:教育学生要诚实守信,言行一致,答应他人的事要做到,做不到时表示歉意,勇于承认错误,并承担相应的责任,做一个负责任的好公民。
【教学重难点】
教学重点:信守承诺,勇担过错。教学难点:自觉承担责任。【课时安排】1课时
【教学准备】教师收集有关的故事或资料;制做多媒体课件。【教学方法】问题讨论法;举例法;情景教学法。
【教学过程】今天我们就一起来探究第二课第三框《做一个负责任的公民》。
一、情景导入
全国诚实守信模范--武秀君
1、武秀君是一个负责任的人吗?如果是,她对哪些人负责?
是负责任的人
对债主们,对死去的丈夫,对自己,对家庭,对社会等负责
2、武秀君的负责任主要体现在哪里?
慎重许诺 坚决履行诺言
3、武秀君的信守承诺结果如何?
维护了死去的丈夫的荣誉,维护了自己及家庭的尊严和荣誉,赢得他人的尊重和信任,得到社会的认可,获得了荣誉,也弘扬了中华民族诚信的美德等 <立木为信与烽火戏诸候的对比> 1、立木为信与烽火戏诸候两个故事的结果为什么会截然不同呢?说明了什么? 2、武秀君替夫还债,商鞅立木为信,周幽王烽火戏诸侯的故事给我们什么启示?
——我们要慎重许诺,坚决履行诺言,做一个负责任的公民。介绍《中学生日常行为规范》中的相关规定,对学生进行教育。讨论:面对下列情境,大家可能会怎样选择? 不同的选择会带来哪些不同的结果?
▲在无人监考的考场上,一个写着答案的小条传到了你的手上„„
▲你答应了小明周末帮他补习数学,可姑姑刚好从国外回来要带你去闽江一日游,你„„
板书:
1、慎重许诺,坚决履行诺言
设计意图:帮助学上理解承诺是一种责任,履行承诺是一种能力,要做到慎重承诺,做到“言必行,行必果”。材料:【刘汀面临的责任选择】:刘汀家购买了一台电视机,根据商场送货部门的统一调配,电视机在周日上午10时送到。周日早晨,爸爸、妈妈临时有事,要求刘汀在家等候。刘汀说自己跟同学约好上午8时到学校出黑板报。在妈妈的建议下,刘汀打电话与同学商量,把出黑板报的时间改为上午10时30分„„ 讨论:1):如果商场送货工不能按时送货,那么会„„
如果商场送货工不能按时送货,那么会延误刘汀同学与同学约定的去学校出黑板报时间,可能使一个不守承诺变成两个不信守承诺。
2)、如果送货工准时把电视机送到而刘家没人等候,那么会„„
如果送货工准时把电视机送到而刘汀家没人等候,那么会由于刘汀家的不守承诺导致商场送货工不能按时交货,还可能延误给其它用户的送货时间,造成一连串的失约。所以,我们要懂得:诺言意味着责任,慎重许诺,坚决履行诺言是中学生成熟和负责任的表现。
(1)慎重许诺、坚决履行诺言,是我们负责任的表现。(板书)小结:通过刘汀所遇到的事说明:我们许下诺言,就意味着自己要承担相应的责任。失信于人,既是对自己不负责任,也是对他人的不尊重,甚至会对他人、对集体的利益造成损失。材料:【小玉和杰克面临的责任选择】
活动二:根据你的理解,请把刘汀的故事续写下去。(学生续写,然后展示教师续写,相互交流)设计意图:让学生理解,能够承认错误是负责任的行为表现,能够承担错误所造成的后果更需要勇气和胆量。
刘汀在家里焦急的等待着.由于家离校较远,惟恐误点,完不成任务,失信于同学。在9:40分时,刘汀再也等不下去了,于是急匆匆离家乘车赶到学校,和同学们一道愉快的完成了任务。傍晚父母回家,发现家中没电视。父亲生气的问道:“刘汀,电视难道没送来吗?”(按照公司规定:若因顾客原因,未按时送货到家,一切后果客户自负。)要不要向父母说出真相,刘汀陷入了矛盾之中„„ 1)他为什么陷入矛盾之中?
如果他向父母说明真实情况,父母会损失一定的钱财,同时还会受到父母的严厉批评;如果不说明情况,父母迟早也会了解到真实情况,后果可能还会更严重。所以他陷入了矛盾之中。
2)他该为自己的行为承担怎样的责任?
这件事教育我们:当我们做错事时,承认错误是一种负责任的表现,而承担错误所造成的后果更能考验我们的勇气。错了,就要勇于承认,并承担相应的责任。作为小刘,要正确地看待自己的过错,向父母说明真相,并按照公司规定承担因自己过错所造成的后果。履行诺言,承担错误,是我们负责任的表现。特别是在别人不知道你的过错的情况下,信守承诺,勇担过错,更能赢得他人和社会的信任。
(教师应教育学生两点:①怎样才能做到防患于未然,尽可能避免一些意外过错的发生。②要正确看待自己的过错,不要因为害怕出错就不愿意承担责任。)(2)敢于承认错误,勇于承担相应的责任,是一种负责任的表现。(板书)活动三:【反思自己的行为】
设计意图:让学生在自我反思的体验和坦诚交流中进一步理解,能够勇于承认错误是中学生学会负责任的行为表现。
(1)在生活中你是如何对待自己的错误的?是勇敢认错,还是逃避责任?请反思一下自己的行为。
反思:生活中出现错误不可怕,有了错误不敢承认、逃避承担责任,才是可怕的。只有敢于正视自己的错误,才能在通往明天的道路上走得更稳。(2)如果你有勇敢认错的经历,请与同学交流一下。【教师举例】——“华盛顿和列宁早年的两件小事。”
美国第一任总统华盛顿儿时曾经用斧子砍断了父亲心爱的樱桃树,他勇敢地承认了自己的错误,他不仅没有受到父亲的批评,父亲反而对他的诚实给予了很高的赞扬。
列宁小时候打碎了姑妈家的花瓶由于害怕责骂而一直不敢承认,过后却一直心理不安,直至写信求得了姑妈的原谅才安下心来。
2、自觉承担责任(板书)活动四:【莉莉的烦恼】。材料:【莉莉的烦恼】 莉莉是一名初中生,她在日记中写道:我怎么觉得那么累啊?妈妈总是要我考出好成绩,她只要我把学习搞好就行了,当班长的事情那么多,老师同学有什么事情都找我,我真是烦死了;这个周末学校还要我们去义务植树,真是浪费时间;我喜欢唱歌,报名参加学校的歌唱比赛,却很少有时间去排练„„
(1)莉莉承担了哪些责任?
莉莉承担的责任有:学习、当班长、帮同学温习、周末义务植树、唱歌排练„„(2)哪些责任是她被动承担的?哪些是她主动承担的?
学习、当班长、帮同学温习、周末义务植树的责任是她被动承担的;唱歌排练是她主动承担的。
(3)她怎样才能享受到承担责任的快乐?
快乐是人内心的感受,对待那些自己被动承担的责任,只要我们能转变态度,把它当作自己不可推卸的责任,全身心的投入,一样能干得很出色。同时,认真履行责任对自己健康成长具有促进作用,我们要增强责任意识,避免对承担责任产生消极看法;我们要自觉承担责任,做责任的主人。在对他人、对社会的贡献中,就能感受到承担责任的快乐。
设计意图:使学生理解,承担责任的态度不一样,感受和体会就不相同,最要紧的是要用积极的心态来面对纷繁复杂的责任,努力做责任的主人,从而享受积极承担责任带来的快乐
1、做责任的主人,享受承担责任的快乐(板书)
自觉承担责任就是我要承担责任、我愿意承担责任、我主动承担责任!活动五:视频播放:【洪战辉的故事】
设计意图:进行情感升华,以先进人物为榜样自觉承担责任,享受承担责任的快乐。
当洪战辉还是一个孩子的时候,就对另一个更弱小的孩子担起了责任,就要撑起困境中的家庭,就要学会友善、勇敢和坚强,生活让他过早地开始收获,他由此从男孩开始变成了苦难打不倒的男子汉,在贫困中求学,在艰辛中自强,今天他看起来依然文弱,但是在精神上,他从来是强者。教师小结:应该向他学习,自觉承担我们的责任。
2、反思我们的责任(板书)活动六:责任感测试
设计意图:引导学生学会反思自己的责任,更好的履行自己的责任,做一个负责任的人。
(一)测试内容
请回答下列问题,是打“√”,否则打“×”。1.你和别人约会的时候,总是准时到吗?()2.你认为自己是个可以依赖的人吗?()3.你有没有为了将来而储蓄?()
4.如果发现你的朋友有违法犯罪行为,你会向有关部门举报吗?()5.当外出郊游或吃烤肉的时候,你会将垃圾随手带回家吗?()6.你是否经常锻炼身体,以保持健康与活力?()
7.你是否去吃肥肉、油炸食品等对健康没有益处的食物?()8.你是否总是以学习第一、娱乐第二为准则?()9.你关心时事政治吗?()
10.你是否总在收信后一两天内便回信?()
(二)记分方法:每小题1分。
(三)结果评述:
8~10分:你显得非常负责、敏感、细心、守信、诚实。你十分注重“一诺千金”,并珍惜你的责任心。
4~7分: 你是个负责人的人,但有不少时候,你生活中出现了无数无责任感的逆流。关注你责任感的发展变化,就等于是关注属于你的人生阶段。3分以下:你总是满不在乎,不愿承担责任。心理学家们建议你:
第一,提高对你所承担事务的意义和要求; 第二,培养完成某种任务的相应能力;
第三,充分了解自己行为的后果;最后则是激励自身对行为后果勇于承担责任的精神。
三、学生归纳总结:
通过这节课的学习,我们知道了怎样才能做一个负责任的公民,首先要信守承诺,勇担过错,其次要自觉承担责任,享受承担责任的快乐,在承担责任中成长。
四、课堂巩固:
现在你已学完“做一个负责任的公民”这一框,你觉得自己的责任心如何? 请自备1张提问纸,自测一下:
1.父母近来工作较忙,家里搁了好多家务活,“我”会: A.没看见
B.偶尔会做一些 C.主动做完它 2.父母生病时,“我”会: A.偶尔会问一下他们 B.及时照顾他们并干些力所能及的事 C.不闻不问
3.放学太晚又遇做值日,“我”会: A.认真搞完卫生再走 B.随便扫一下地就走 C.不搞卫生就走 4.犯了错误时,“我”会: A.逃避错误
B.被人发现时才认错 C.主动认错
5.考试中同学要你“帮忙”时,“我”会:
A.当时不理采,事后会给他(她)讲其危害,并帮助补习B.有时会偷偷“帮助”一下 C.有求必应
6.看到他人浪费水电时,“我”会: A.效仿
B.上前阻止 C.事不关心
7.别人向你问路时,你告诉了他(她),后来你发现讲错了,但他(她)已走了,“我”会:
A.不理会他(她)
B.有时会追去重新告知 C.马上追去重新告知 8.每天做家庭作业时,“我”会: A.有时没有完成
B.经常按时独立完成
C.第二天回校“参考”同学的作业
能答对上述各题的你,是一位有责任心较强的学生。
五、总结升华:
名言赏析:希望你们不是贪图安逸、坐享其成的一代,而是艰苦创业、造福人类的一代;不是因循守旧、墨守成规的一代,而是勇于创新、开拓前进的一代;不是满足现状、不思进取的一代,而是向往明天、创造未来的一代。【板书设计】
第二课 在承担责任中成长
三、做一个负责任的公民
1、信守承诺,勇担过错
(1)信守承诺,是负责任的表现
(2)敢于承认错误,勇于承担相应的责任
2、自觉承担责任
(1)做责任的主人,享受承担责任的快乐
(2)学会反思自己的责任,在承担责任中成长 【自我反思】
这节课主要探究了怎样才能成为一个负责任的公民。每个人从出生那天起,就生活在复杂的社会关系之中,与他人、集体、社会之间存在着责任关系。通过今天的学习,教育学生要在以后的日子里时时、事事、处处反思对自己、对家庭、对他人、对集体、对国家对社会甚至对整个人类所应担当的责任。这种高度的责任感是学生应该具备的基本品德,是我们学会做人的基点。教育学生把青春的能量和活力应用于完善自己、友爱他人、关心集体、报效国家、振兴中华、造福人类和世界的行动之中,积极、主动地承担起我们应尽的社会责任。教育学生在承担起自己应尽的责任与义务的同时,开始美好人生的塑造,而建立在责任与义务之上的人生才是坚实的人生、充实的人生、丰富多彩的人生,从而达到思想品德课德育教育的良好效果。
第三篇:做一个负责任的公说课
《做一个负责任的公民》说课稿
中阳二中李翠兰
各位评委、各位老师:大家好﹗
今天我说课的内容是《做一个负责任的公民》,下面我将从教材分析,学情分析,教学目标,教法学法,教学流程,板书设计几个方面对本课进行说明。
一、教材分析:
《做一个负责任的公民》是人教版九年级思想品德第一单元第二课第三课时的内容。是新时代学生的必修课,它是第二课的落脚点,也是对第1、2课时所讲理论的升华。具体分析“如何做一个负责任的公民?”要求学生通过本课时的学习将负责任转化为有效的行为,增强责任意识
二、学情分析:
九年级学生的“成人意识”“独立意识”较之七、八年级的孩子更为强烈,他们独立完成事情的能力更强,所应承担的责任更多,但他们更易受社会不良道德风气的影响,在负责任的时候容易做了“语言的巨人,行动的矮子。”另外,他们的知识结构也愈丰富,对于枯燥乏味而又简单的知识毫无兴趣,他们渴望自主探索真理,愿意向一些思维性强的问题挑战,以此来证明自己的能力和价值。所以,我采用合作探究活动方式,旨在将负责的观念深入人心,化为自身品德,从而指导自己的行动
三、教学目标、教学重难点的确立
(一)教学目标:
新课程的核心理念是“一切为了每位学生的全面发展”根据课程标准,教学内容和学生实际,制定以下目标:
1.知识与能力:通过教学,使学生懂得信守承诺,勇担过错是我们负责任的表现,理解“自觉承担责任”的内涵。
2.过程与方法:学生通过阅读、思考、小组讨论等手段,解决有一定难度的问题。
3.情感态度与价值观:教育学生要诚实守信,言行一致,答应他人的事要做到,做不到时表示歉意,勇于承认错误,并承担相应的责任,做一个负责任的好公民。
(二)教学重点难点:
重点:信守承诺,勇担过错
难点:自觉承担责任
四、教法、学法:
1、教法设计:在新的教学理念的指导下,为了突出学生的主体地位,倡导学生主动参与,乐于探究,我在教学本课时主要采用:讨论法,合作探究法,活动法。体现“情境——活动——体验——升华”教学思路。
2、学法设计:本着“把课堂交给学生”的新理念,本课采用了小组合作学习的方式,在课堂教学过程中,以小组为基本单位组织讨论。
五、教学流程:
(一)、创设情境导入新课:
看《最美司机》的先进事迹。结论:要做一个负责任的公民,进入本课时学习。设计意图:轻松吸引学生的注意力,激发负责任的热情,产生我应该负责的想法,也做承上启下之用。
(二)、参与活动,引领学生合作探究主题(解决怎样做一个负责任的公民问题?):新的教学理念提倡学生在活动中学习,在学习中活动,因此,本课教学设计了三个活动:
活动
一、诺言、诚信用多媒体投放信义兄弟的材料。抛出问题 :1.信义兄弟这则材料给我们什么启示 ?
设计意图: 新课标倡导“自主 合作 探究”的学习方式,让学生相互交流,分组讨论,引导学生认识讲诚信守诺言的重要性,得出慎重许诺,坚决履行诺言是我们负责任的表现。
活动二:我们应如何对待过错?
多媒体显示:
1、负荆请罪的材料。学生思考这则材料给我们有何启示?
设计意图:通过名人事例,引发思维,教育学生明白能够承认错误是负责任的表现,能够承担错误所造成的后果更需要胆量和勇气。
活动三:许苇的烦恼说明了什么?
分组讨论:
1、许苇承担了哪些责任?
2、哪些责任是她被动承担的?哪些是她主动承担的?
3、她怎样才能享受到责任的快乐
设计意图:教育学生明白应该以怎样的态度承担责任;承担责任的态度不一样,感受和体会就不相同,最要紧的是要用积极的心态来面对责任,努力做责任的主人,从而享受积极承担责任带来的快乐。
(三)小结:如何做一个负责任的公民?
①慎重许诺、坚决履行诺言。
②错了,就要承认错误,并承担相应的责任。
③我们要自觉承担责任,做责任的主人,享受承担责任的快乐。
④我们要学会反思自己的责任,在承担责任中不断成长。
设计意图:让学生理解“自觉承担责任”的内涵,自觉承担责任。做一个负责任的公民。
(四)练习检验这节课的学习效果。
六板书设计:慎重许诺,解决履行诺言
信守承诺
勇担过错
做一个负责任的公民承认错误,是一种负责任的表现
享受承担责任的快乐
自觉承担
责任
反思自己的责任
(板书设计是整个教学过程的高度浓缩,具有概括性,条理性。)
这就是我的说课内容,有不当之处,敬请批评指导,谢谢﹗
第四篇:招教(特岗)面试技巧:“说课”经典
尊敬的各位评委老师,早上好!
今天我说课的题目是《______》教学设计及分析。
一、分析本课教材:(教材结构、内容、地位)(1~2分钟左右)
《______》是______版初中新教材第______册第______章第______课。本节内容是______。在此之前,学生已学习了_____ ,这为过渡到本节的学习起着铺垫作用。这节课,在______中,占据______的地位。
二、教学目标:(1~2分钟左右)
根据上述教材结构与内容分析,依据______课程标准,考虑到学生已有的认知结构、心理特征,制定如下教学目标:
1.知识目标:____________________
2.能力目标:___________________
3.情感、态度、价值观目标:______________
三、教学重点、难点:(2~3分钟左右)
根据,以及学生________________特点的基础上,我确立了如下的教学重点、难点。重点是___________。难点是___________。
四、教法:(2分钟左右)
在教学中,不仅要使学生“知其然”而且要使学生“知其所以然”。为了讲清重点、难点,完成教学任务,达成教学目标,拟着重采用____________________等的教学方法
五、学法:(1分钟左右)
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”,因而在_____________中,要特别重视引导学生_____________的学习(或采用重视 学法的指导)。
六、教学过程:(10~12分钟左右)
1.根据______我准备采用由_____________ 引入新课,引出______新知识。
2.新授______,采用______方法,突出______重难点。具体的说,有以下几个环节:
第一个环节;第二个环节
……
3.能力训练。__________________,由易到难,由浅到深,达到 目的。
4.总结。______________________
我的说课结束,敬请各位评委老师多提宝贵意见。谢谢!
小学数学精品说课稿模板《圆的面积》说课稿
教学重难点及教法说明
说课内容是全日制小学数学课本第十二册“圆的面积”。本课是在学生已经掌握长方形面积的基础上,通过直观、演示,把圆分割成若干等份,再拼成一个近似的长方形,然后由长方形面积公式推导出圆面积的计算公式。
圆的面积是本单元的教学重点,也是今后进一步学习圆柱体,圆锥体等知识的基矗本节课的教学目的要求是:
1.通过学生操作、观察推导出圆面积的计算公式,并能运用公式正确计算圆的面积。
2.通过教学培养学生初步的空间观念。
3.渗透转化数学思想。本节课的教学重点是观察操作总结圆面积公式。难点是理解公式的推导过程。关健是弄清圆与转化后的近似长方形之间的关系。本课教学,采用直观演示和学生动手操作等方法,充分运用电教媒体辅助教学,由圆转化为近似的长方形,总结出圆的面积公式,并能在实际中加以运用。
课堂教学程序设计
本节课分四个环节来设计教学。
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第一个环节:复习导入新课
为了激发学生的学习兴趣,在计算机的屏幕上显示出一个红颜色的圆,请同学看这圆一周的长度叫什么?这个圆所占平面的大小又叫什么?引出课题“圆的面积”。
第二个环节:新授
教学中,运用转化的方法,将未知转化为已知,不仅可以化繁为简,化难为易,而且可以勾通知识之间的联系。可以帮助学生理解新知识,提高课堂教学效率。鉴于此,新授部分我是这样设计的。
(一)公式的推导
1.准备题请同学们回忆平行四边形的面积计算公式是怎样推导出来的。再想想,三角形、梯形又都是转化成哪一种图形推导出它们的面积计算公式的。本课就用这种转化的方法来推导圆面积的计算公式。
2.推导圆面积公式
第一层次教授转化的方法。让学生看屏幕上 的圆,老师把它平均分成8份,先把上面的4等份和下面的4等份分开,再交叉地拼在一起,看看,拼成了一个什么图形的近似图形?为什么说是近似的平行四边形呢?让学生继续观察,我们将其中左边的一个等份再平均分成2份,将一小份移到右边拼起来,现在拼成的图形近似什么图形?由圆转化成近似的长方形,什么发生了变化,什么没有变?
第二层次运用转化方法让学生进行操作,再通过演示渗透极限思想。让学生拿出准备好的16等份的圆,利用刚才的方法把它剪开拼成一个近似的长方形。观察一下,拼成的近似的长方形与屏幕上8等份的比较一下,哪个更接近于长方形,为什么?如果我们把一个圆等分成32份,拼成的长方形会怎样呢?(屏幕上演示)这时引导学生思考:我们刚才是把一个圆平均分成8份、16份、32份,如果再继续分下去,分的份数更多,拼成的图形你会发现什么?由此可得:把圆等分的份数越多,拼成的图形就越接近于长方形,尽管形状发生了变化,但面积是不变的,也就是说,拼成的长方形的面积等于圆的面积。
第三层次推导公式让学生再注意观察屏幕上显示的由圆转化为长方形的过程,思考这个长方形的长和宽各相当圆的哪一部分?那么,能根据长方形的面积公式推导出圆的面积公式吗?归纳得到圆的面积。(公式略)回顾学习过程:将圆平均分成8份,进行拼图,目的是教给学生由圆转化为近似长方形的方法,并初步感知圆的形状变了,但面积并没有变。再让学生亲自动手将圆平均分成16份拼图,使学生进一步感知拼成的图形更接近于长方形。此时,经过学生的空间想象,他们在大脑中已经形成了由圆转化成长方形的图像,这时在计算机上再显示将圆等分32份后拼成的近似于长方形的图像,会使学生在视觉上得到证实,他们的思维结果是正确的:将圆平均分成的份数越多,拼成的图形越接近长方形,但面积始终是不变的。运用计算机显示由圆到近似长方形的图像的变换过程,揭示出数学知识的内在规律的科学美,并充分体现构图美和动态美的特点,它能刺激学生,强化学生的好奇心,提高学生探求知识奥秘的欲望,有助于解除学生视听疲劳,提高学习效率。计算机的辅助教学促进学生良好思维品质的形成,达到了预想的教学目的。
小学语文精品说课稿模板《荷花》说课稿
一、教材分析:
1、本课在教材中的地位和作用:苏教版小学语文第六册第十二课的《荷花》是一篇写景记叙文,本文写了“我”在公园的荷花池边观赏荷花并展开想象的事。作者寥寥400个字,把满池荷花的美表现得淋漓尽致,同时也表达了作者热爱大自然的思想感情。作者因景美而入情,以情深而观景,由景入情,情景交融,不仅写出了荷花的丰姿,而且突出了荷花的神韵,使读者既赏心悦目,又有身临其境的感觉。
2、教学目标:知识与技能:能让学生正确流利,有感情地朗读课文,背诵课文;过程与
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方法:感受文章准确、生动的表达,养成积累语言的良好习惯;情感、态度、价值观:提高学生的想象能力和语言表达能力,能让学生欣赏荷花的美丽,体会大自然的神奇美妙,激发对大自然的热爱之情。
3、重点、难点:
(1)理解荷花开放时的种种姿态,体会荷花的美。
(2)培养学生的想象能力和语言表达能力。
二、说教法和学法:依据本课的性质及小学三年级学生的身理和心理特点,结合新课标的教学理念,特设计如下教法、学法:本堂课以情感为纽带,通过创设情景、朗读品味、想象体验等方法,让学生自主体验感受作者所描绘的美景。并随着教学过程的推进入情、动情、移情、抒情,让学生得到美的享受和情感的熏陶。
三、学情分析:三年级学生思维活跃,求知欲强,乐于表达,但他们的生活经验毕竟有限,对文中描绘的荷塘美景,仅凭想象难以深刻感受,需要教师提供直观的图像帮助理解。
四、教学程序设计:根据教材特点以及学生实际情况,在教学中,我设计了这样四个环节:
第一环节
在初读课文和激发动机中——入情如果把儿童的情感比作“小河”,要它漾起涟漪,泛起微波,需要外力的推动。或是像一只蜻蜓在水上轻轻一点;或是像一阵微风悄悄掠过水面。上课伊始,教师要放飞一群“蜻蜓”,要送上一阵“微风”,让学生情感的河水荡漾起来,使他们对新课的学习形成一种期盼的欲望和关注的心理。为此,我是这样导入新课的:“老师这儿有个谜语,小朋友能猜出来吗?”“小朋友见过荷花吗?今天老师要带大家欣赏一篇题为《荷花》的课文,大家准备好了吗?”以谜语导入新课,学生的情绪一下子被调动起来,形成了“未成曲调先有情”的良好课堂基调。教学也因为学生的入情,而进入了积极的状态。
第二环节
在感受课文描写的形象中——动情在学习语文的过程中,儿童的情感总是与他们对教材的认识相连。而作者的情感是寓于他们所描绘的对象之中的。因此,重要的一环是要让学生去认识、去感受教材寓寄情感的形象。因而,教师在引导学生从初读进入细读的过程中,应该饱蘸着情感,用富有感染力的语言去描绘,用图画的、音乐的、表演的艺术直观,让学生仿佛看到、听到、整个心灵都感受到,在学生眼前再现课文中描写的一个个栩栩如生的形象。教材中有一幅精美的插图,形象地描绘了几种不同姿态的白荷花和碧绿的荷叶,色彩清丽,充分展示了荷花素洁、高雅的本色。我依据这个材料制成鲜活的课件进行展示,并配上富有感染力的语言去描绘:“瞧,这就是作者看到的荷花开放时的样子,放眼望去,微波粼粼的水面上,漂浮着碧玉盘似的荷叶,透过荷叶的缝隙,一枝枝荷花从水里探出头来,就像穿着洁白衣裙的少女,在微风中亭亭玉立。它们中有的花瓣儿全都展开了,露出了嫩黄色的小莲蓬;有的则微露笑脸,含苞欲放;有的还未绽开,看起来饱胀得马上就要破裂似的。”“那么我们课文哪一自然段具体写了荷花的美?”从而引入第二自然段的学习。
第三环节
在领悟课文的神韵中——移情儿童在感受课文形象为之动情时,情感趋向高涨,应牢牢把握,并顺势将教学过程推进,从细读进入精读。所谓精读,即读课文精彩片段词句,读出其神韵。课文语言不仅承载着人、事、景、物的形象,更重要的是通过形象寄托着作者的情感。因此精读时要将学生的情感移入课文描写的对象上,从而使已激起的情感深化。
我通过三条途径将学生的情感引向深层,产生移情。
1、借助比较区别;
2、借助想象展开;
3、借助语言媒介。课文第三自然段中没有对荷花的“姿势”进行具体描写,因此我设计了以下环节:
1、课件展示:看图想象说话,“这么多的白荷花,一朵有一朵的姿势,有的,有的,月光老师空间分享考试资料:QQ250335651
还有的。”小组讨论,指名说,集体评议。
2、指图引读这一自然段最后一句话。讨论:作者为什么把这一大幅画看作是“活的画”呢?用这么美的词句来描写荷花,表达了作者怎样的感情?这样的设计,既锻炼了学生的想象力,又训练了学生的表达能力,而且加深了对荷花美的认识,使学生更深地体会受到作者对荷花强烈的喜爱之情,可谓一举三得。
第四环节
在表情朗读和语言训练中——抒情表情朗读是抒发学生内心感受的一种常用形式。表情朗读虽然读的是作者的语言,但包含了学生自己的主观感受。他们往往用恰当的语气、语调、语速来表达,抒发他们对作品中人物、角色、场景的情感。因此,在课文第二、三自然段中,我都设计了表情朗读。特别是第二自然段,还安排了背诵训练。在反复品读欣赏后,荷花之美跃然纸上,呼之欲出。此时,学生的情感达到了高潮,这一背诵环节,不仅加深了学生对课文语言文字美的品味,而且促进了学生对优美语汇的积累内化,从而更好地抒发了学生的情感。学生有情,教材有情,“学生——教材”之间的情感桥梁就是教师。由教师来传递情感,让学生随着教学过程的推进,入情,动情,移情,抒情。学生在充满情感的课堂教学中学会热爱生活,追求美好。
月光老师空间分享考试资料:QQ250335651
第五篇:2010徐州教师公招面试材料系列英语说课
英语说课
Unit4 Reading A Night The Earth Didn't Sleep[ 时间:2009-12-14 | 栏目:高中英语说课稿 2009.12.6 Good afternoon, ladies and gentlemen, I'm greatly honored to have the opportunity to share my teaching ideas with you.I am No.8 and my topic is ‚A night the Earth Didn't Sleep‛ taken from Unit4,Book1.My presentation consists of 6 parts: The analysis of teaching material;teaching methods;learning methods;teaching procedures, teaching assessment,blackboard design and time division.Part1 The Analysis of the Teaching Material This part consists of 3 aspects 1.Status and function of this passage This reading passage is the highlight of this unit.It maily talks abut the biggest earthquake which hit Tangshan in 1976.By describing the terrible disaster, students can know more information about the earthquakes and feel prouder of our great nation and great people.So it not only contains the most important words and sentece strtuctures of this unit but also embodies the theme of this whole unit.2.Teaching aims 1)Knowledge aims: To help the students master the usage of important words, phrases and sentence patterns,especially the attributive clauses.Guide the students to use these vocabularies and sentence patterns to describe a disaster.2)Ability aims: To develop ss’ 4 basic skills, especially reading skills, such as skimming, scanning, guessing and concluding;detailed reading, study reading and appreciation.Guide them to find the clue of such a narrative style and use these reading skills to collect and deal with information.Meanwhile, encourage them to express their own opinions using the language they learned in the class and cultivate their ability to cooperate with others.3)Emotional aims: Get the ss to know more knowledge about an earthquake and know how to survive an earthquake.Then get them to learn from the bravery of people in Tangshan to face the reality and rebuild the city, thus strenghening their strong will and make them love our nation and people.Key points and difficult points 1)The key point is how to enable the students to master the reading skills, such as skimming, scnning, detailed reading and so on.2)The difficult point is how to get the students to master the words and expression_r_rs in this unit and how to help the students to express their thoughts using what they have learnt in the reading.Part2 Teaching methods To achieve the teaching aims above, I’ll adopt the following teaching methods: 1.Brainstorming activates the ss quickly, master the words easily and come into the topic naturally.2.Task-based teaching method enables the ss to read and learn more efficiently and with more curiosity.3.Situational approach enables the ss to be active and creative.4.Multi-media assistance arouses the ss’ interest, curiosity and desire for learning.Part3 Learning Methods As is described in modern educational theory, ‚the process of obtaing knowledge is more important than obtaining knowledge itself ‛, so I will try to arouse the ss’ potential and make them obtain knowledge by way of autonomous study and cooperation, and at the same time form good learning methods to improve their reading, speaking, and writing abilities.Part4 Teaching procedures;
According to the teaching aims, I divide the teaching procedures into 3steps, that is warming up and pre-reading, while-reading and post-reading.Step1 Warming-up and pre-reading(It includes 2tasks)Task1: Get the ss to discuss in groups about the warming-up, encourage them to imagine bravely and describe the damage to these beautiful and calm buidings after the earthquake.Task2: Discuss the 2 questions in pre-reading part and report their result to the whole class.The purpose of this step is to revise some words and enrich the ss’ background knowledge about earthquakes by brainstorming.Step2 While-reading(This step includes 4 tasks)Task1 skimming Skim the passage and do some true or false questions.The purpose is to enable the students to find out some exact information quickly.The students can also combine their background knowledge they got in pre-reading with detailed information.Task2 Scanning Scan the passge and do exx.2 by individual work and pair work.Meanwhile get the ss to find out the main idea of each paragrah.The purpose is to enable the students to find out the clue of this text and understand the structure of this passage.Task3 Study reading Get the students to read and study the passage to find out the difficult and charming sentences and then try to analyze and memorize them.The purpose is to train the ss’ ability of understanding, appreciating and using language.Task4 Listening and reading aloud Now that the ss have fully understood the whole passage, I will get them to listen to the tape and read it aloud to prepare for the next step: post-reading.Step3 post reading(It includes 2tasks)Task1 Writing Get the ss to write a summry of this passage, using the useful expression_r_rs and sentence patterns they have learnt in this unit.Task2 Acting out an interview Get the ss to act out an interview between a reporter and a survivor from the Tangshan earthquake.One ss acts as a reporter, and the other acts as a reporter.The purpose of this step is to consolidate the ss’ language knowledge and language ability, and at the same time to broaden the ss’ cultural awareness.Step4 Homework Finish off the reading task on workbook and preview the tasks in learning about language.Part 5 Teaching assessment(It includes 4 aspects)1.self-assessment 2.the group members’ assessment 3.the teacher’s assessment 4.Speaking assessment Part 6.Blackboard design and time division 1.Blackboard design: 1)Key words and sentences 2)Questions for reading 3)The main idea for each paragraph.2.Time division Warming up and pre-reading: 8 minutes While-reading: 25 minutes Post-reading: 12 minutes.高中英语说课稿
2009年08月16日 星期日 19:35 高中英语说课稿
2009年05月11日 星期一 12:08
一、Introduction(导言)
英语说课是英语教学中的重要一环,也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段,能从理论上指导教师贯彻教学大纲,真正做到教与学相结合,将教材、大纲、教师、学生、课堂融为有机整体,对不断提高教师教学能力和教研能力,有着突出的作用。
二、说课的基本原则
1.遵循教学大纲要求,明确说课内容。把握说课与上课的区别与联系,正确理解教材、教案说课、上课之间的层进关系,走出说课即是‚说教案‛的误区。2.以教师为主导,学生为主体,体现先进的教学理念。3.详略得当,重点突出,体现说课的完整性。4.与教案相结合,体现其可操作性。
三、说课的基本程序
1.说教材:科学分析教材,明确重点难点、教学目标和要求以及教材在单元中的地位和作用。
2.说学生:谈谈学生的知识与能力结构,明确说课内容的难易程度。3.说教法:谈谈本节课要实施的教学手段、方法以及教具的使用。4.说学法:谈谈学习方法的运用以及将要实现的目标。
5.说教学程序:说为什么要设计该程序?目的、意图何在?结果如何?
6.说板书设计:谈谈板书设计的根据和理由,力求体现说板书设计的程序性、概括性和艺术性。
四、注重说课信息和反馈与总结
说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息,力求不断改进和提高。高中英语全英文说课稿模板
2009年09月21日 星期一 09:59 Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work.I’ll be ready to begin this lesson from five parts.Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure,and Blackboard design.First, let me talk about the teaching material.Part 1 Teaching Material: This unit is about science and scientists.By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science.At the same time ,Let the students learn how to give instructions.this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One.From this lesson, it starts asking the Ss to grasp contents of each passage.Therefore, this lesson is in the important position of the teaching material.If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.As we all know ,reading belongs to the input during the process of the language learning.The input has great effect on output , such as speaking and writing.According to the new standard curriculum and the syllabus(新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings: 1.Knowledge objects: a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.c)The Ss can use the patterns to express their thoughts in the proper situation.2.Ability objects:(1)To develop the Ss’ abilities of listening, speaking, reading and writing.(2)To train the Ss’ ability of working in pairs.(3)To Improve the student’s reading ability, especially their skimming and scanning ability.3.Emotion or moral objects: a)By completing the task,the Ss increase their interest and set up self-confidence in science;b)Teach the Ss what is ‚science‛, put the moral education in the language study.now,let’s come to the Important points and the Difficult points.Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability.A good teaching method requires that the teacher should have the leading effects.According to the analysis of the teaching material and the students’learning background ,I will use the following methods.Part 2 Teaching Methods: In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language.So in this lesson I’ll mainly use ‚Communicative‛ Approach(交际教学法), ‚Whole language teaching‛(整体语言教学法)and ‚Task-based‛ language teaching(任务教学法).That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue.According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学)and TBLT method(语言任务教学)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a ‚scene — activity‛ teaching method.It establishes a real scene and the interaction between the teacher and the Ss.The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome.The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.Part 3 Studying Methods:......6-2 说课稿
2009年09月23日 星期三 10:35 外研版顺序选修六module 2 《fantasy literature-introduction》
——说课稿 高二英语组 郝洪实 1.教材:
《高中英语课程标准》要求高中学生在义务教育阶段英语学习的基础上,发展自主学习于合作学习的能力,形成有效的英语学习策略,培养学生的综合运用能力,特别是提高学生用英语进行思维和表达能力.本模块是关于fantasy literature的内容。较具有时代气息,内容能够引起学生的阅读兴趣。通过本模块的学习,学生可以学会使用并能够灵活运用关于科幻题材书籍的词汇,增强语言运用的真实感,使学生体验到语言的生活性,同事也培养了他们对英语及英美文学的兴趣,并且了解英美国家较流行的幻想小说或电影系列,初步学会欣赏幻想文学,拓宽知识性,提高文化素养。
教学目标:了解作者背景及本模块涉及到的科幻小说背景;培养在阅读过程中猜测词义的能力。
教学重点:掌握新学词汇及关于书籍的一些形容词。
教学难点:精确表达并能够自由运用相关词汇对书籍进行描述。2.教法:
任务教学法、活动教学法 2.学法:
参与式学习法、知识迁移法 3.教学步骤:
1.words、revision book 5 module 3 2.The background of the author 3.complete activity 1 4.complete activity 2(improve Ss’ listening ability)5.complete activity 3 6.show a short movie about the passage 7.Fast Reading complete activity 1-4
虚拟条件句
2009年10月20日 星期二 15:27 虚拟条件句的三种基本类型:与现在事实相反、与过去事实相反、与将来事实相反。
条件句有真实条件句和非真实(虚拟)条件句两种。真实条件句所表示的假设是有可能发生的,而非真实条件句则通常表示一种假想,与事实相反或不大可能会发生:
If I have time, I will go with them.假若我有时间,我就同他们去。(陈述语气)If I were you, I would go with them.假若我是你,我就同他们去。(虚拟语气)▲ 与现在事实相反
若与现在事实相反,条件从句的谓语用过去式(be通常用were),主句谓语用‚should(would, could, might)+动词原形‛:
If I knew her number,I could ring her up.要是我知道她的电话号码,我就可以给她打电话了。(可惜我不知道)▲与过去事实相反 若与过去事实相反,条件从句的谓语用过去完成时(had+过去分词),主句谓语用‚should(would, could, might)+have+过去分词‛:
If I’d left sooner,I’d have been on time.要是我早点动身,我就准时到了。(但我动身太迟了)▲与将来事实相反
若与将来事实相反,条件从句的谓语用过去式(be通常用were),主句谓语用‚should(would, could, might)+动词原形‛:
If I asked him,I’m sure he’d help us.如果我向他提出要求,肯定他会帮助我们。(不过我不打算这样做)注:几点特别说明
① 主句谓语中的should主要用于第一人称后。would, might, could的大致区别是:would表示结果,might表示可能性,could表示能力、允许或可能性。比较:
If you tried again,you would succeed.要是你再试一试,你就会成功的。(would表结果)If you tried again,you might succeed.要是你再试一试,你可能会成功的。(might表可能)If you tried again,you could succeed.要是你再试一试,你就能成功了。(could表能力)④ 对于与将来事实相反的情形,请注意以下几点:一是这里说的与将来事实相反,实为对将来情况的推测;二是此用法中的条件从句谓语除用过去式外,有时也用‚should+动词原形‛(表示可能性极小,常译为‚万一‛)或‚were to+动词原形‛(表示与将来事实相反的假设);三是当条件从句使用‚should+动词原形‛这样的谓语时,主句谓语除可用‚should(would, could, might)+动词原形‛这样的虚拟语气外,也可用直陈语气或祈使语气:
If it should rain tomorrow, don’t expect me.万一明天下雨,就不要等我了。(祈使语气)
If I should see him, I’ll tell him.万一我见到他,我就告诉他。(直陈语气)
2、错综时间虚拟条件句
所谓错综时间虚拟条件句即条件从句与主句所指时间不一致,如从句指过去,而主句即指的是现在或将来,此时应根据具体的语境情况,结合上面提到的三种基本类型对时态作相应的调整:
If it had rained last night, the ground would be wet now.要是昨晚下过雨的话,现在地面就会是湿的。
You would be much better now if you had taken my advice.假若你当时听我的话,你现在就会好多了。
3、两个常考虚拟语气句型 ▲ 句型介绍
这两个句型是If it weren’t for…和If it hadn’t been for…,这是两个很常用的虚拟语气句型,也经常受到命题人的青睐,其意为‚若不是(有)‛‚要不是有‛。如:
If it weren’t for water, no plant could grow.要是没有水植物就无法生长。
If it hadn’t been for your assistance,we wouldn’t have succeeded.=But for your assistance,we wouldn’t have succeeded.=Without your assistance,we wouldn’t have succeeded.5、wish后宾语从句用虚拟语气 ▲ 用法说明
动词wish后接宾语从句时,从句谓语要用虚拟语气。若要表示与现在事实相反的愿望,从句谓语用一般过去时或过去进行时;若表示与过去相反的愿望,从句谓语用过去完成时或would / could+have +过去分词;若表示将来没有把握或不太可能实现的愿望,用would(could)+动词原形。如: 注:特别注意
从句的时态只与从句所指的时间有关,而与wish的时态无关,比较: I wish I were rich.要是我现在有钱就好了。I wish I had been rich.要是那时我有钱就好了。I wished I were rich.当时我后悔自己没有钱。
I wished I had been rich.当时我后悔自己曾经没有钱。
6、if only后的句子用虚拟语气
if only 与 I wish一样,也用于表示与事实相反的愿望,其后所虚拟语气的时态与 wish后所接时态的情况相同:
If only she had had more courage!她再勇敢一些就好了。
If only I had listened to my parents!我要是当时听了父母的话就好了。If only she would go with me!她要是愿意和我一道去就好了!注:if only 通常独立使用,没有主句。
7、as if(though)从句用虚拟语气 ▲ 基本用法
以as if(as though)引导的方式状语从句或表语从句,有时用虚拟语气,若表示与现在事实相反,谓语动词用一般过去时;若表示与过去事实相反,用过去完成时;表示将来的可能性不大,用would(might, could)+动词原形: He acts as if he knew me.他显得认识我似的。
They treat me as though I were a stranger.他们待我如陌生人。He talks as if he had been abroad.他说起话来好像曾经出过国。注:两点说明
(1)从句所表示的内容若为事实或可能为事实,也可用陈述语气: It looks as if we’ll be late.我们似乎要迟到了。(2)注意 It isn’t as if…的翻译:
It isn’t as if he were poor.他不像穷的样子(或他又不穷)。
8、It’s time后的从句用虚拟语气 ▲ 基本用法
从句谓语通常用过去式表示现在或将来,有时也用过去进行时或‚should+动词原形‛(较少见,且should不能省略),其意为‚(早)该干某事了‛: It’s time we went [were going, should go].我们该走了。It’s time I was in bed.我该上床睡了。(不用were)
9、would rather后句子用虚拟语气
在would rather, would sooner, would just as soon 后的that从句中, 句子谓语习惯上要用虚拟语气,表示‛宁愿做什么‛,具体用法为: ▲ 一般过去时表示现在或将来的愿望
I’d rather you went tomorrow(now).我宁愿你明天(现在)去。▲ 用过去完成时表过去的愿望
I’d rather you hadn’t said it.我真希望你没有这样说过。
10、宾语从句用虚拟语气的10种类型 ▲ I wish后的宾语从句
动词wish后接宾语从句时,从句谓语要用虚拟语气。若要表示与现在事实相反的愿望,从句谓语用一般过去时或过去进行时;若表示与过去相反的愿望,从句谓语用过去完成时或would / could+have +过去分词;若表示将来没有把握或不太可能实现的愿望,用would(could)+动词原形。如: I wish I could be of some use.我希望我能有什么用处。We wish he didn’t smoke.我们希望他不吸烟。
I wish prices would come down.我希望物价能降下来。▲ 表示‚坚持‛后的宾语从句
主要是指insist的宾语从句,从句谓语由‚should+动词原形‛构成,其中的should在美国英语中通常可以省略。如:
I insisted that he(should)stay.我坚持要他留下。
注:动词insist后接宾语从句时,除可用虚拟语气外,也可用陈述语气,两者的区别是:若谓语动词所表示的动作尚未发生,或尚未成为事实,则用虚拟语气;若谓语动词所表示的动作已经发生,或已经成为事实,则要用陈述语气。比较: He insisted that I had read his letter.他坚持说我看过他的信。He insisted that I should read his letter.他坚持要我看他的信。▲ 表示‚命令‛后的宾语从句
主要是指order, command的宾语从句,从句谓语由‚should+动词原形‛构成,其中的should在美国英语中通常可以省略。如:
He ordered that it(should)be sent back.他命令把它送回去。▲ 表示‚建议‛后的宾语从句
主要是指advise, suggest, propose, recommend等的宾语从句,从句谓语由‚should+动词原形‛构成,其中的should在美国英语中通常可以省略。如: He suggested that we should leave early.他建议我们早点动身。
注:与动词insist相似,动词suggest后接宾语从句时,除可用虚拟语气外,也可用陈述语气,两者的区别也是:若谓语动词所表示的情况尚未成为事实,则用虚拟语气,此时suggest通常译为‚建议‛;若谓语动词所表示的情况为既成事实,则要用陈述语气,此时的suggest通常译为‚表明‛、‚认为‛。比较并体会:
He suggested that we(should)stay for dinner.他建议我们留下吃饭。I suggested that you had a secret understanding with him.我觉得你与他心照不宣。
▲ 表示‚要求‛后的宾语从句 主要是指ask, demand, require, request等后的宾语从句,从句谓语由‚should+动词原形‛构成,其中的should在美国英语中通常可以省略。如: I ask that he leave.我要求他走开。
He requires that I(should)appear.他要求我出场。▲ 表示‚提议‛‚投票‛后的宾语从句
主要是指move, vote等后的宾语从句,从句谓语由‚should+动词原形‛构成,其中的should在美国英语中通常可以省略。如:
I move that we accept the proposal.我提议通过这项提案。▲ 表示‚敦促‛后的宾语从句
主要是指动词urge后的宾语从句,从句谓语由‚should+动词原形‛构成,其中的should在美国英语中通常可以省略。如:
He urged that they go to Europe.他敦促他们到欧洲去。▲ 表示‚安排‛后的宾语从句
主要是指动词arrange后的宾语从句,从句谓语由‚should+动词原形‛构成,其中的should在美国英语中通常可以省略。如:
He arranged that I should go abroad.他安排我去国外。▲ 表示‚希望‛‚打算‛后的宾语从句
主要是指动词desire, intend后的宾语从句,从句谓语由‚should+动词原形‛构成,其中的should在美国英语中通常可以省略。如: She desires that he do it.她希望他做此事。▲ 表示‚指示‛后的宾语从句
主要是指动词direct后的宾语从句,从句谓语由‚should+动词原形‛构成,其中的should在美国英语中通常可以省略。如:
The general directed that the prisoners should be set free.将军指示释放那些俘虏。
11、主语从句中的虚拟语气
在It is necessary,important,strange,natural,advisable, anxious, compulsory, crucial, desirable, eager, essential, fitting, imperative(绝对必要), impossible, improper, obligatory, possible, preferable, probable, recommended, urgent, vital etc.;it is a pity;It is requested/suggested/desired/proposed等结构后的主语从句中要用虚拟语气,即Should+动词原形或只用动词原形。如: ▲ It’s important…类
这一类型主要包括It is(was)important(necessary, desirable, imperative, advisable)that...句型。如:
It is impossible that he should go home.他不可能会回家去。▲ It’s a pity…类
It is a pity that she should fare so badly.她竟吃得这么差,真可怜。▲ It’s desired…类
这种主语从句还常用在It is(was)desired(suggested, settled, proposed, requested, decided, etc.)that...句型。如:
It is requested that a vote be taken.建议付诸表决。
12、表语从句、同位语从句中的虚拟语气
在advice, agreement, command, decision, decree, demand, determination, indication, insistence, order, preference, proposal, request, requirement, stipulation,suggestion,idea,plan,order等名词后的表语从句、同位语从句中要用虚拟语气,即should+动词原形或只用动词原形。如: Our suggestion is that you(should)be the first to go. 我们的建议是你应该第一个去。
13、在 lest,for fear that(以免), in case(以防)引导的目的状语从句中的虚拟语气
在 lest,for fear that(以免), in case(以防)从句中用should+动词原形, should 可以省略.She walked quietly lest she(should)wake up her roommates.她走得很轻以免吵醒她的室友。
为方便记忆,表格对比
使用虚拟语气的主要句型 谓语动词的虚拟形式 例句
表现在的虚拟条件句 从句:用动词过去(be 多用were)1.If I were you, I should study English.2.I would certainly go if I had time.主句:would/should/could/might+动词原形 表过去的虚拟条件句 从句:had + PP 1.If you had taken my advice, you would not have failed in the test.2.If I had left a little earlier, I would have caught the train.主句:would/should/could/might +have + PP 表将来的虚拟条件句 从句:①用动词过去②should +V原③(were +to do)1.If it were to rain tomorrow, the meeting would be put off.2.If you came tomorrow, we would have the meeting.主句:would/should/could/might +have + PP 省略 if 的条件句 从句:用倒装形式,即把were,had等臵于句首。(并只限were/ had)主句:根据虚拟的情况采取与从句相应的形式。1.Were I in school again(= If I were in school again, I would work harder.)2.Were it not for the rain,(不能说Weren’t it for the rain,)I would go swimming.错综时间条件句(从句与主句所表示时间不一致)根据从句与主句表示的不同时进行调整。1.If you had worked hard yesterday, you would be tired now 2.If we hadn’t been working hard in the past few years, things woud be going so smoothly.含蓄条件句(虚拟条件暗含在短语或上下文之中,从句不表现出来)(常见有but for‚要不是‛ without等)根据句子表达的实际情况选用相应的虚拟条件句中的主句的动词形式 1.Without air, there would be no living things.2.I would have given you more help, but I was busy now.名词性从句中的虚拟语气
wish, ‚可惜……‛‚……就好了‛,‚悔不该……‛‚但愿……‛ wish后从句:与表各种时间的虚拟条件句中的从句动词形式基本相同。
具体:1,表与现在不能实现的愿望,从句用‚过去时,be 用were‛
2.表与过去不能实现的愿望,从句用‚had+PP 或 could/would +have +PP‚ 3..表与将来不能实现的愿望,从句用‚could/would +动词原形‛ 1.I wish I were a bird.2.I wish I had known the answer..would rather 后的宾语从句 would rather后从句:动词常用过去式 1.I would rather they came tomorrow demand, insist,suggest, command, order, require, request, desire等一类动词后的宾语从句
(suggest表‚暗示、隐含等‛insist表‚强调,力言等‛不用虚拟语气。)从句谓语用‚should+动词原形‛,should可省。1.I suggest you(should)go at once.2.He suggested that he patient’s leg should be cut and this suggested that he was not good at the case.(注意两个suggest的准确翻译)‚It is(was)+上述demand/suggest等动词过去分词(或important,natural,strange ,necessary等形容词)‛后的主语从句 从句谓语用‚should+动词原形‛,should可省。1.It ordered that the army(should)get there by 4 a.m.2.It is necessary that she(should)be sent there at once.order,suggestion,idea,plan, proposal, advice, demand等名词后的表语从句或同位语从句 从句谓语用‚should+动词原形‛,should可省。His demand is that we(should)finish the work in 3 hours.特殊形式的虚拟语气
as if 引导的从句(表示非真实时)但表真实时,不用虚拟语气。与虚拟语气条件中从句动词形式基本相同。1.Tom speaks as if he were a girl.2.He looks as if he had been to Beijing.so that, in order that引导的目的状语从句 May/might/should +V原 I live so that others may live better.It is(the very/high)time that后的定语从句 从句谓语动词常用过去式,有时也可用should+动词原形 It is(high)time that we went(should go)to bed.It is time that I were leaving.省去主句的If only(要是……就好了)虚拟条件句 与wish后的宾语从句谓语形式相同。If only I hadn’t lost the chance!(= I wish I hadn’t lost the chance)某些表祝愿的句子 常用原形或‚May+动词原形‛ Long live world peace!May you be happy1 表委婉客气的是常语句 情态动词的过去式+动词原形 Could I borrow your bike? Would you please give me a hand? 虚拟语气的用法
虚拟语气表示一种假设的情况,或一种主观的愿望,即动词所表示的动作或状态并非事实,或不可能实现。英语虚拟语气的形式有下列几种:
一、与现在事实相反
连接词 条件从句 结果从句 If 1.动词过去式(或were)2.助动词(过去式)+动词原形 Should Would +动词原形 could might If had the time, John would make a trip to China to see the Great Wall.If I were you, I would give up drinking immediately.二.与将来事实相反
连接词 条件从句 结果从句 If 1.should+动词原形 2.动词过去式
3、were to+动词原形 Should Would +动词原形 could might If you should lose, what would you do? If I were to see her tomorrow, I would tell her thetruth.If you went there next time, you would see what I mean.三、与过去事实相反
连接词 条件从句 结果从句 If had+过去分词 Should Would + have+过去分词 could might If I’d dnown that it was going to rain, I would never have gone for a walk in the country.四、虚拟语气的几种特殊用法 省掉if的条件从句结构:
Had you asked me, I would have told you.(=If you had asked me,…)2.有时虚拟条件不用条件从句而用不定式、分词、介词、名词、连接词或定语从句来表示,如:
A true friend would not do such a thing.(=If he were a true friend, he...)
(=If there were no water,…)
(=If you hadn’t helped me,…)3.有时条件从句中的动作和结果从句中的动作发生的时间不一致,如:
If he had followed the doctor’s advice, he would be quite all right now.If I were you, I would have gone home.五、虚拟语气的其他用法
1、Suggest, advise 等动词之后宾语从句须用虚拟语气,其句子结构如下: suggest, advise, recommend, demand, require, insist, urge, request, order, +that…(should)+动词原形 devide, ask, move, propose等
注意:在此结构中that不可省略;should省不省均可。He suggested that they(should)stop smoking.上述动词的名词形式出现时,that 引导的从句仍用虚拟语气。He made a request that they(should)stop smoking.如果that 引导的从句所表达的内容是事实,也可用陈述语气。He insists that he is right.2、It is(was)+necessary, a pity 等+that引导的从句须用虚拟语气,其句子结构如下:
imperative, advisable, 动词完成式
It is(was)+ important,natural, necessary, +that…(should)+ essential, strange,等 动词原形
It is important that you(should)follow the doctor’s orders.It is right that you should have done your homework.3、wish的用法
动词过去式或were—与现在事实相反
主语+wish(that)+主语 + 动词过去完成式—与过去事实相反 助动词过去试+动词原形—与将来事实相反
I wish I were a pop singer.(=I am sorry I am not a pop singer..)I wish I had never stopped teaching.(=I am sorry I stopped teaching.)I wish they’d let us get some sleep.注意:wish与hope接宾语从句的区别在于:hope表示一般可以实现的希望,宾语从句用陈述语气。wish表示很难或不大可能实现的希望,宾语从句用虚拟语气。试比较:
(1)We hope they will come,(We don’t know if they can come.)(2)We wish they could come,(We know they are not coming.)
4、as if, as though, would(had)rather(that)引导的从句须用虚拟语气,如: He acts as if nothing had happened.I would rather you didn’t tell him.5、It’s(high)time that…+动词过去式或should+动词原形,如: It’s time(that)you had a hair cut.It’s high time(that)we took some action.Differences Between American and British English 2009年08月01日 星期六 08:23 Differences Between American and British English
While there are certainly many more varieties of English, American and British English are the two varieties that are taught in most ESL/EFL programs.Generally, it is agreed that no one version is “correct” however, there are certainly preferences in use.The most important rule of thumb is to try to be consistent in your usage.If you decide that you want to use American English spellings then be consistent in your spelling(i.e.The color of the orange is also its flavouror possible.The following guide is meant to point out the principal differences between these two varieties of English.Use of the Present Perfect
In British English the present perfect is used to express an action that has occurred in the recent past that has an effect on the present moment.For example:
I've lost my key.Can you help me look for it? In American English the following is also possible: I lost my key.Can you help me look for it?
In British English the above would be considered incorrect.However, both forms are generally accepted in standard American English.Other differences involving the use of the present perfect in British English and simple past in American English include already, just and yet.British English:
I've just had lunch I've already seen that film Have you finished your homework yet?
American English: I just had lunch OR I've just had lunch I've already seen that film OR I already saw that film.Have your finished your homework yet? OR Did you finish your homework yet?
Possession
There are two forms to express possession in English.Have or Have got
Do you have a car? Have you got a car? He hasn't got any friends.He doesn't have any friends.She has a beautiful new home.She's got a beautiful new home.While both forms are correct(and accepted in both British and American English), have got(have you got, he hasn't got, etc.)is generally the preferred form in British English while most speakers of American English employ the have(do you have, he doesn't have etc.)
The Verb Get The past participle of the verb get is gotten in American English.Example He's gotten much better at playing tennis.British Englishangry, bad humored, British Englishcondom, British Englishhood British Englishtrunk British Englishtruck British Englishon the weekend British Englishon a team British Englishplease write me soon British English-please write to me soon
Past Simple/Past Participles
The following verbs have two acceptable forms of the past simple/past participle in both American and British English, however, the irregular form is generally more common in British English(the first form of the two)and the regular form is more common to American English.Burn Burnt OR burned Dream dreamt OR dreamed Lean leant OR leaned Learn learnt OR learned Smell smelt OR smelled Spell spelt OR spelled Spill spilt OR spilled Spoil spoilt OR spoiled
Spelling Here are some general differences between British and American spellings:
Words ending in-or(American)-our(British)color, colour, humor, humour, flavor, flavour etc.Words ending in-ize(American)-ise(British)recognize, recognise, patronize, patronise etc.爱转了一圈到下一个路口,你要勇敢往前冲;每一段痛彻心扉的付出,都是珍贵的礼物;失去了一个不爱你的人,你应该感觉幸福;是你的你要把握住,不是你的请让路;退一步会海阔天空,爱本来就跌宕起伏
本人收藏的高中英语全英文说课的资料(含部分初中英语英文说课稿):
1、说课必备:英语说课常用教学术语英汉对照:
A.Brief introduction to the teaching material 教材分析 Task and content B.Instructional objectives 教学目标 1.Cognition objectives 知识目标 2.Skill objectives 能力目标 3.Sensibility objectives 情感目标 C.Emphases and consolidation 重点与巩固 D.Difficulties and breakthrough 难点与突破 E.Ideas of language teaching 教学思想
G.Teaching methods and teaching aids 教法教具
H.Teaching process and distribution of time 教学过程与时间分配(Warm up)1.Presentation 2.Sample drills 3.Explanation to the linguistic points 4.Consolidation practice 5.Summary 6.Test 7.Homework 8.Distribution of time I.Layout of blackboard writing 板书
英语说课] 高一英语说课稿范文
宿迁英语网 2009-04-17 10:59:06 作者:www.xiexiebang.come stronger-mind to face the difficulty in their lives.On studying the teaching material and analyzing the regulation of the Ss’ growing of mind, I put forward the teaching objectives according to English Syllabus and new lesson standard.1 Perception objective boundary, disable, work on, go by, be/get engaged to sb., use up, dream of, go on with, turn out, seek 2 Ability objectives Train the Ss’ reading skills.The Ss master the language points and can apply it flexibly.3 Emotional objectives By studying the text, let Ss become stronger-mind to face the difficulties in their lives.Make Ss be aware of the importance of life and require them to cherish the life.Next is teaching important points: Get to know something about the famous scientist Stephen Hawking.Teaching difficult points: First of all, develop some basic skills of reading.Second, learn the spirit of Hawking.Something about the Ss: The senior students have learned some vocabularies, so they can express their ideas to some extent.Some Ss are not active in the class because they are afraid of making mistakes.So we should encourage them to practice.Well, I’ll talk about my teaching methods below.Part 2 Teaching Methods: According to the modern perception theories and social intercourse teaching theories, I adopts the question-and–answer method, cooperate method and discussion method in my teaching.First, question-and–answer method, to some degree, it can arouse Ss’ interest and develop their corpus.Second, cooperate method can cultivate the Ss’s communicate skills and influence efficiency of the class.Third, discussion can help develop their thinking and communicative ability.At the same time, make use of the modern electricity teaching equipment and all kinds of teaching means.It can mobilize the Ss’ enthusiasm and creativity in learning English.Teaching Aids: A tape recorder, a projector and a computer Part 3 Studying Methods: Let the Ss study in a relaxed and agreeable atmosphere, Ss understand the main idea of text through the mental process of reading, saying, thinking ect.After feeling and comprehending the passage, let the Ss talk something about Hawking in their own words.Thereby, develop the Ss’ abilities of organization the language and cultivate their thinking.Part 4 Teaching Process: In order to realize the teaching process systematically, properly and efficiently, under the principle of ‚regard Ss as the corpus, the teacher inspires for predominance‛, I divided the teaching process into six steps.Step 1 Lead-in First, I show the question ‘…may not have more than twelve months to live.How would you feel? What would you do?’ on the PowerPoint and ask the Ss to say something about it.And then show what Stephen Hawking thought on the PowerPoint.The purpose is to arouse the Ss’ interest of the study on Hawking.Step 2 Fast reading Before fast reading, here some questions for them.1 Why did Stephen Hawking need a PhD? 2 When did Hawking become famous? 3.When did Hawking visit Beijing? The purpose is to concentrate the Ss’s thinking, make them find the answer quickly to develop some basic skills of reading.It also prepares for knowing something about Hawking and understanding the main idea of the text.Step 3 Careful reading Ask the students to read the text carefully and find the information about Hawking’s misfortune, attitude towards difficulty, and his achievements, also the results from his disease.Then fill the information in a form.Show the form on the PowerPoint.Four minutes later, check the answers with the whole class.From this form Ss can have a clear image of Stephen Hawking.Ask Ss to discuss with group members: What should we learn from Stephen Hawking? Students are given several minutes to discuss.Several minutes later, spokesmen or spokeswomen from different groups will stand up and speak out their opinions.Different people have different opinions.So it is easy to make the class the fullest.By designing the question, the Ss’ learn the spirit of Hawking.It is a good case point of ‚regard Ss as the corpus, the teacher inspires for predominance‛.Step 4 Sum up the main idea of each part During this procedure Teacher will play the tape for students.Students will underline the head sentences.After listening to the tape, students will grasp the main idea of the text.Part1(Paragraph1~3)This part tells us about Stephen Hawkins’s positive attitude towards life in the face of great difficulties.It is his positive attitude that helps him succeed.Part2(Paragraph4~5)His achievements and his best seller A Brief History of Time.Part3(Paragraph6)The basic steps of the scientific method.Part4(Paragraph7)Science(The speech computer)enables Stephen Hawking to give lectures all around the world.Through fast reading, careful reading, it gains the aim of train the Ss’s reading ability to some extent.Step 5 Language points Pick out some difficult sentences and phrased to explain.Make them understand the passage better and lay a solid basis for applying language ability.Step 6 Homework Surf on the Internet and find more about Stephen Hawking and his contributions to the world.In these activities students should learn to co-operate and solve problems.回答者: 小米粒maggie