教学法自制教案

第一篇：教学法自制教案

《教学法》课程实习教案

班级： 09级机制教育班

授课人：

孙秀春

教学主题 液压传动

一、调速回路

（1）节流调速（2）容积调速（3）容积节流调速

（一）节流调速 教学内容

1.进油路节流调速回路 2.回油路节流调速回路 3.旁油路节流调速回路

1.知识方面： 最基本的节流调速 教学目的2.能力方面：分析油路和流量与速度的关系 与要求 3.思想方面： 工作稳定可靠 1.进油路节流调速回路 教学重点 2.回油路节流调速回路

1.油路分析 教学难点 2.性质的比较

教学方法 教具准备 多媒体教学与板书相配合、师生互动 多媒体资料、教室、教案

教学内容与进程

导入

一、调速回路

（1）节流调速（2）容积调速（3）容积节流调速

（一）节流调速

1.进油路节流调速回路 2.回油路节流调速回路 3.旁油路节流调速回路 结课

节流调速的三种方式适用各自不同的场合。教学小结

作业布置

节流调速的优缺点 与思考题

左边内容，中间回路，右边公式换算 板书设计

师生时间活动 分配 3 5 5 2 2

教学后记

第二篇：自制晾衣架教案

自制晾衣架教案

教学内容：自制晾衣架

教学目的：1.学生能亲手制作一个简单的晾衣架；

2.培养学生动手动脑的能力、团结协作的团队精神。

教学重点：架钩、架翼、架心的制作过程。教具准备：1.材料：12号铁丝（120m左右）

2.工具：尖嘴钳、卷尺、小锤 教学时间：1课时（60分钟）教学过程： 一.引入课题

老师: 同学们，我们生活中有一样必不可少的常用品-------晾衣架。它给我们带来了许多方便之处：咱们衣服不传了，可以用衣架挂起来，避免褶皱。洗了衣服，咱们用衣架晾晒，这样衣服既能干得快，又能使衣服平整。我们今天就来亲自动手制作一个简易的晾衣架。（板书课题：自制晾衣架）二.演示制作过程

1.介绍材料、工具：做一个自制的晾衣架（出示样品）。需要的工具有：铁丝、尖嘴钳、卷尺、小锤等。大家注意观察一下，这个晾衣架有几个部分组成？（三个部分组成：架钩、架心、架翼）。它有什么优点？（可以折叠，占有空间少，便于随手携带。野炊、外出旅游是可以用）。现在，老师分别演示一下各部分的制作过程，大家注意观察。

2.做架构：用15cm 长的铁丝弯成一个“？”形的架钩。（如图1）

3.做架翼：将长约44cm 的铁丝弯成架翼（如图2），注意架翼要做两个。

4.做架心：用76cm 的铁丝弯成一个闭口的“s”形架心。

5.组装：各部分做好以后，先将架翼分别反扣在架心中心轴两侧，将开口砸合。

6.涂漆美化工作：晾衣架做好以后，咱们可以用油漆来进行美化，但是要注意两点：新铁丝要擦干净再涂漆，旧铁丝应先除锈（用细砂纸打磨），擦干净后再上漆（课后进行此项工作）三.动手实践

将学生分为4人一组，每组分发两把尖嘴钳，一根120cm 左右的铁丝，一个卷尺，一个小锤。让学生合作一个晾衣架，提出安全注意事项，教师来回巡视指导。

学生制作完毕，组织评比、演示。

总结本课内容，清点工具、收回材料。安排学生有序地离开教室。

第三篇：教学法教案

仁爱英语七年级（下）Unit5 Topic2 Section A

授课人：081040609谭秋云

一、教学目标（1）知识目标：

①通过学习，掌握有关学校各种建筑物的生词和其他一些生词：playground, gym, dormitory, lab, computer room, dining hall, classroom building, swimming pool, make, card, soon, dance, sleep, clean, run ②学习现在进行时态的含义和基本用法（2）能力目标：

①提高学生听说读写的能力 ②培养学生主动参与学习活动、善于和他人合作的能力。③培养学生学以致用的能力（3）情感目标：

培养学生热爱自己的学校，爱护学校的设施和公共财物，培养学生热爱运动的意识。

二、教学重点、难点

（1）教学重点：理解现在进行时态的含义、用法，学习本课生词。

（2）教学难点：现在进行时态的结构及其灵活运用，15个单词的掌握。

三、教学策略及教具

（1）.通过教师设计的各种语言交际活动（问答游戏，合作对话，小组活动等），让全班都能大声开口说英语；（2）.录音机，PPT。

四、教学过程

Step 1 Review:提问两三个同学，复习巩固上次课的内容，即一般现在时态的含义及用法。

T(teacher): How do you usually go to school?

S(student): I often go to school by bus.T: What do you often do on Sunday? S: I often play basketball.Step 2 Presentation：播放能引起学生注意力的动态图片，先让学生齐声回答所表示的短语怎么说，并把相应的短语写在黑板上，带动整个课堂氛围。然后Repeat the questions in step 1，and ask: Where do you often play basketball? And where do you usually swim? Help the Ss answer and write down: on the playground, in the swimming pool.Present the other new words in 3 of Page 10 in the same way.Step 3 Presentation 再次播放Step 2 的动态图片。导出What do you do? I am playing basketball.给学生直观讲解现在进行时态的基本结构是be+v-ing。

Step 4 Drill(操练)：锻炼学生的合作与语言表达能力。

Work in pairs.A: What are you doing? B: I’m riding a bike/playing basketball/swimming.A: Are you swimming? B: Yes, I am./No, I’m not.Step 5 Listening and practice（听与练）：提高学生的听说综合能力。

Page 9 1a Show a picture and play the tape for the Ss to find the answer Qs: What is the girl doing? What is the boy doing? Then practice the conversation in pairs.Ask several pairs to act it out.Step 6 Review and Consolidation（巩固）

Page 10 Ask the students to close books and show them pictures one by one, point to the girl and ask: Where is she? Is she singing? What is she doing? All the Ss answer.Step 7 Summary（小结）Ask: What do we learn in this class? 现在进行时态: be+v-ing 含义：表示说话时正在进行的动作或发生的事情。

帮助学生梳理当堂课所学知识内容,复习巩固所学单词和短语。

Step 8 Homework（作业）（1）、Ask the Ss to remember the new words.（2）、做练习册上相应的现在进行时态的练习题。

五、教学反思与总结。

第四篇：教学法教案

Unit3 Is this your skirt?

Teaching Plan: PEP4 Unit3 Is this your skirt? Topic: Is this your skirt? Aim: By the end of the whole unit, the students should be able to

(1)Understand the passage(to get the main idea of the whole unit and use them in our daily life.(2)To master the target language  New

Words:jacket,shirt,skirt,dress,sweater,jeans,pants,socks,shoes,shorts. New Phrase: Put on…, Hang up…, Take off…, Put away…, etc. New sentences: I like the…and…/Is this your …? Yes, it is./No, it is not./Whose is this? It is…/What color is it? It is…  Pronunciation:i(3)Language

skills:listening,speaking,reading, writing,understanding.Difficult Point: Let the students know and understand the

target language well.Methodology: Communicative Approach

Aural-oral Method

Situational Approach Task-based Method

Audio-Visual Method

Student-Centred Method

Aids: recorder picture tape

There are four period in this Unit

Period one: Learn some new words, play games, use the sentence.And phrase.Period two: Review the target.Languages and consolidate the sentences and words, at the same time, Prepare the new lesson and proactive.Period three: Learn some new words and sentence, teach how to chant.Period four: Pronoun citation, listening /task and spend a lot of time on storytelling to make students.Understand the target languages and learning skills.Content The first lesson

（叶斯斯）Part A Let’s learn, let’s do.Teaching plan

Topic: Is this your skirt?

Aims: By the end of this period, students are able to

A: Learn the key vocabularies of this Unit.B: Use the sentence “What color is it? What is it?”

“I like… with…”, and make dialogue

C: Improve the ability of reading, speaking and writing.Emphasis and Difficulty: New words and how to use the sentence.Teaching Preparation: Pictures, different colors, words card，radio.Teaching Procedure Warm-up(approx 5 min)Sing a song “Color Song”, students say the color they have heard

Show color cards to students and they read them.Presentation Let’s learn, let’s do

Step 1(approx 5 min)A: Teacher is wearing a T-shirt, and tells the students that she is wearing a T-shirt today.B: Teacher show pictures to the students, leading in –What is this?-It is a…

Use the same sentence to teach others new words.C: Write the new words on the blackboard: yellow T-shirt, red shirt, white sweater, brown jacket, green skirt, blue dress.D: Teach the new words and sentences.Step 2 :(approx 10 min)A: Teacher shows a picture, a clothes shop on the blackboard and say that she want to go shopping, then she go shopping with a student and leading in “I like…with…”

B: Let the students practice the dialogue with their partners.Step 3(approx 15 min)A: Listen to the radio, teacher do the action put on… take off…hand up…wash…, etc, and students follow.B: Teacher says, students do the action, a student say, other students and the teacher do the action.C: Groups Competition: every member in the group do the action one by one according to the in struction, which group is correct and quick, they will be the winner.Step 4: Homework

A: Write the new words in the notebook, 5 times a word B: Remember the phrases and do the correct action.Blackboard layout Unit 3 Is this your skirt? Yellow T-shirt

what’s this? Red shirt

It is a … White sweater

I like …with… Brown jacket Green skirt Blue dress Content

The second Lesson

（叶榕榕）Part A let’s talk /Let’s play/ Read and write

Teaching plan Topic: Is this your shirt? Aims: a.To teach students the target languages.b.To let students know how to use the target language well.c.To develop students’ abilities of listening, speaking and understanding.Emphasis and Difficulty: Let students learn the target language well.Sentence: 1 –Is this your skirt?-No, it is not/Yes, it is.–Whose is this?

-It is ….’S

Teaching procedure

Stage1 Revision(approx 5 min)a.Revision the words we have learned last lesson, present the pictures of the cloths, students say the words.b.Teacher say the actions, students do them.(set up a funny atmosphere)Stage2 Presentation(approx 30 min)

A：a.Teacher comes to a student and pick up her picture, which she had drawled before class.Teacher ask her” Is this your…?” student answer: “Yes, it is”

b.Teacher repeats the sentences, students follow.c.Teacher writes the sentences on the blackboard and teaches students.B：a.Teacher point to the picture, which is sticker on the wall before class and ask one student “Is that your…?” but that isn’t hers.So she answers: “No, it is not.”

b.Teacher asks another two students, they answer: “No, it is not.”

c.Teacher repeats the sentence, students follow.d.Teacher writes the sentences on the blackboard and teaches students

C: a.Teacher collects pictures from students, and leading in “Whose is this?” and students can guess like: “Is that…’s?” who is being guessed, should answer: “Yes, it is/No, it is not.” Student who guesses the right person will get the reward.(a red star)

b.asks a student to be the little teacher, Practice the above sentences, and write the sentence on the blackboard.c.have a challenge: ask a student come to the platform and face the blackboard.All the students ask her “Whose is this?” she can guess like: “Is that…s?” However, we will give her three chances, if she can’t get the right person.Then teacher tell her, she can ask her classmate “whose is this?” They will answer: “It is …’s.”

d.Teacher teaches “Whose is this? It is …’s.”

D: a.Teacher comes to a student and pick up her picture, ask her: “Is this your…?” student answer: “Yes, It is.”

Teacher asks: “Whose is this?” answer: It is …’s.b.Make a dialogue with the above sentences.E: Listen to the tape and answer the question.1.What color is Alice’s skirt? 2.Whose is the T-shirt?(Approx 3 min)3.Sing a song: Is this your shirt? Is this your shirt? Is this your shirt? No, it is not.No, it is not.Whose is this? Whose is this? It is Tom’s.It is Tom’s.Stage4 Assignment a.Practice the dialogue with others.Blackboard layout Unit 3 Is this your skirt? — Is this your…？

— Yes，it is.— Is that your…？

— No，it is not.— Whose is this？

— It is _____′s

Content The third lesson

（叶泉）

Part B Let′s learn.Let′s chant.Let′s talk.Let′s find out.Topic: Is this your skirt? Aims : By the end of this period, children are able to a.learn and master the key words and sentence in development.b.Use the sentence “Where are my…?” skillfully.c.Improve the ability of listening,speaking,reading and writing.Emphasis and Difficutty:How to use复数and the use of be动词.Teaching Procedure.A.Warming up(approx 3 min)Revision: Teaching→students — What is this ？

— It is a______.— What colour is it ？

— It is________.— Is this your…?

— Yes, it is／No, it is not.B.Presentation 1.New words a.①Teaching point to her own shoes and say: “Look at my

shoes，my shoes is black.”

②Teach them read new word：shoes↑shoes↓.and write it on the blackboard.③Teacher ask“Look at your shoes，what color are your shoes?” Student answer“My shoes are___.”At the same time, teacher ask“Where is my shoes?” and she answer“Look, there are my shoes.”

b.Socks.Teacher present a pair of old socks and say:“My socks are white.My socks are old.Then present a pair of new socks and say:“My socks are new.”

c.Short／pants.Teacher present the pictures of shorts and pants and say:“They are shorts／pants.”

d.Jeans.Teacher present the picture and ask:“What are they?” students answer:“They are jeans.” 2.Practice a.According to teachers′口形and guess what is the word.b.Look at the picture and put the correct words there.c.What is missing? P111.Let′s find out.拍起来.3.Listen to the tape and read together.4.Let′s chant.a.show the new chant on the small blackboard to the students.My socks are white，My shoes are too, My pants are old, My short are new.b.Teach the chant step by step.c.All students chant together.5.Homework:Let′s find out.P32 拍起来 a.Choose what do you want to wear and colour.b.Make a diologue with your partner.Blackboard layout Unit 3 Is this your skirt? Words:

Sentences: shoes

— Where are my socks? socks

— There are_____________.pants

— What color are they? shorts

— They are_____________.Jeans

Content

（黄雅欣）The fourth lesson.Part C.Pronunciation／Let′s check／Let′s sing／Story time Topic: Is this your skirt? Aims: A.To teach students how to pronun the words with

I.b.To develop students abilities of listening, speaking and understanding.Emphasis and Difficulty: How to pronun I in a correct way.Pronunciation Teaching Procedure.(approx 10 min)

Step1.a.Read the words on the book groups by groups, and ask student listen to them carefully and find the common points.b.Tell the student how to pronun I.c.Practice it by yourself.Step2.Let′s check.(approx 8 min)

a.Tell the student what they should do in this part and ask them listen to the tape carefully.Listening two times.b.Let students choose the best answer.c.Tell them the correct answer by listening the third time and analyze the sentences.Step3.Let′s sing : My clothes

(approx 10 min)a.Listen to the tapes first.b.Follow the tape sentence by sentence.c.Sing the song together.Step4.Story time

(approx 12 min)a.Tell the story with the action.b.Learn some new words and sentences in the story.c.Listen to the tapes and follow.d.Role play.

第五篇：教学法教案

Contents

Background information Teaching objectives Teaching contents Teaching important points Teaching different points Teaching aids

Teaching procedures:

Step One: Leading-in

Step Two: Association method Step Three: Homophonic method Step Four: Etymology

Step Five: Practice

Step Six : Home work

Step Seven: Reflection

(3mins)(3mins)(3mins)(3mins)(2mins)(1mins)

Background information: 1.Students: junior 2.Lesson duration:15mins Teaching objectives: By the end of the lesson,students should be able to 1.Using association method to remember new words.2.Using homophonic method to remember new words.3.Using etymology to remember new words.Teaching contents:vocabulary Teaching aids: PPT, blackboard,chalk.Teaching important points: Remember new words with special skills.Teaching difficult points: Using etymology to remember new words.Teaching procedures: Step One: Leading-in

a)Showing a picture and let students using one word to describe it.b)Ask students to guess something that is related to this word.C)Introduce one method to remember this new word.Step Two: Association method

Courage（勇气）联想C 长得像一轮弯弯的明月，our 是我们的意思，age 是年龄的意思，在一轮弯弯的明月下，我们这个年龄的人，你牵着我的小手，我牵着你的小手，你一个眼神的肯定我的爱就有了意义，原来爱真的需要勇气。Chill

（寒冷）联想 C 长得像是一轮弯弯的明月，一轮弯弯的明月下，有一座孤零零的小山，你孤身一人站在山上，明月孤悬，感觉很冷。

Step Three:Homophonic method

pest害虫(拍死它);

ambition雄心(俺必胜);

agony痛苦(爱过你);

ambulance救护车(俺不能死);bale灾祸(背噢);

hermit隐士(何处觅他);strong强壮(死壮);

sting蛰(死盯);

abyss深渊(额必死);

admire羡慕(额的妈呀);

flee逃跑(飞离)

ponderous(胖的要死)肥胖的;sentimental(三个馒头)多愁善感的putrid(飘臭)腐烂;squander(死光的)浪费;

shun(闪)闪躲;

temper脾气(太泼);

addict上瘾(爱得嗑它);economy经济(依靠农民);

ail 疼痛(哎哟);coffin 棺材(靠坟);

appall惊骇(我跑);Step Four: Etymology

1、a-加在单词或词根前面，表示“不，无，非” acentric 无中心的（a+centric 中心的）

amoral 非道德性的（a+moral 道德的；注意：immoral 不道德的）

apolitical.不关政治的（a+political 政治的）

2、be-表示“使…成为” befriend 友好对待（be+friend 朋友）

befool 欺骗（be+fool 笨蛋→使人成笨蛋→欺骗别人）

belittle 小看(be+little 小→小看人)

3、co-表示“共同”，通常放在元音词根前

Cooperation 合作(co+operation 操作→共同操作→合作)Coexist 共存(co+exist 存在)

Cohere 附着；粘着(co+here 粘→粘在一起)

4、contra-表示“反对，相反”

contrary 相反的（contra+ary→相反的）

contradict 反驳；矛盾（contra+dict 说→反着说→反驳）

contravene 违反，违背（contra+vene 走→反着走→违反）

5、di-表示“两个，双”

dichromatic 两色的（di+chrom 颜色+atic→两色的）

dioxide 二氧化物（di+ox 氧＋ide→二氧化物）

dilemma 进退两难（di+lemma 争论→二种争论→进退两难）

6、em-,en-表示“进入…之中，包围” embrace 拥抱（em+brace 胳膊→进入怀抱）

empathy 感情相融的（em+pathy 感情→进入感情）

embarrass 使难堪（em+barrass 套子→进入套子→难堪）

Step Five：Practice Guess the meaning : Chill , pest , ambition ,agony，ambulance ,bale,hermit , abyss

contradict , dichromatic, empathy

Cohere,belittle, befool , Step Six：Homework

Review the words that we have learned today.Step Seven:Reflection(to be written immediately after the lesson).