教學(xué)步驟 （Teaching steps） 篇1

　　教學(xué)步驟 (Teaching steps)

　　Lesson 1

　　Note：As this is the first lesson, spend up to two class periods on it. Steps 1-4 could occupy the first lesson. This will give you more time to get to know the class and for them to get to know you. It will also give you time to build up a good relationship with the students .

　　Step 1 Introduction

　　Greet the Ss by saying Good morning, class! Welcome back to school! If you know the Ss, go round and greet some individually：

　　Good morning, (Name)! How are you? And repeat Welcome back to school with gestures. If you do not know the Ss, say My name is…Then say to some Ss Good morning! What's your name? How are you?

　　Get the Ss to greet those around them.

　　Step 2 Presentation

　　Say Good morning, class. Welcome back to school. Show the meaning of Welcome back with a gesture. Teach this dialogue：

　　T：Welcome back to school!

　　Ss：Thank you, sir!

　　Practise with individual Ss.

　　Step 3 Practice

　　SB page 1, Part 1. Speech Cassette Lesson 1. Write on the board： Lesson One, the first lesson. Say Open your books at page 1, the first lesson. Explain first.

　　Play the first dialogue. Ss listen and repeat, then practise in pairs, using their own names instead of class and sir. Get some pairs to act out the dialogue.

一、教學(xué)引入
細(xì)節(jié)理解題.是高考英語閱讀理解最重要的一類題型。根據(jù)我的分類，所有的閱讀理解題型按照答案在文中出現(xiàn)的位置和形式不通，可以分為細(xì)節(jié)理解和主旨大意兩大類，而前一類在整個題量當(dāng)中大概會占到80%甚至以上的比例。
二、細(xì)節(jié)理解題的分類
細(xì)節(jié)理解題的答案往往不是文章中的細(xì)節(jié)在選項中的簡單重復(fù)，而是根據(jù)文中的細(xì)節(jié)經(jīng)過合理的推理或轉(zhuǎn)化得出的。
1.同樣，按照答案在原文中出現(xiàn)的位置，細(xì)節(jié)理解題可以分為集中型細(xì)節(jié)理解題和分散型細(xì)節(jié)理解題。
（1）集中型：就文章的單個細(xì)節(jié)提問，答案在原文中出現(xiàn)的位置一般也位于單句話或幾句話中。因為具體細(xì)節(jié)不同，出題形式千變?nèi)f化，因題而異。如：
【江蘇】57. according to the passage, the ancestors of the potter family most probably     
   【上海】70.. as is mentioned in the card, the limitation of the research paper mainly lies in that          
（2）分散型：題目涉及到文章某一段或幾段，甚至貫穿全文的各個位置，需要考生尋找文章中的多個細(xì)節(jié)。請注意，分散型細(xì)節(jié)理解題并不意味著題目的正確答案出現(xiàn)在文章的不同位置，正確答案往往也是關(guān)于文章的某一個句子或細(xì)節(jié)。只是說文章的干擾選項是關(guān)于不同的細(xì)節(jié)，需要我們在定位的時候閱讀某一個區(qū)域。分散型細(xì)節(jié)理解題常見的出題方式有：
which of the following is not true?
we can learn/infer from the passage that…

教育孩子不只是讓孩子學(xué)會怎樣學(xué)習(xí)知識，教育孩子最主要的就是學(xué)會一個良好的品格，家長如何才能很好的培養(yǎng)孩子良好的性格呢，家長可以參考一下我們下面的方法，對對孩子來說才是更有效的。

　　誠 實

　　萌萌邀請小朋友到家里玩，這時，一個男孩說他有史努比狗，萌萌說她也有，男孩說他的史努比狗會叫，萌萌為了超過那個男孩，就撒謊說家里的史努比狗又大又會唱歌。男孩要萌萌拿出來看看，萌萌隨口說，阿姨家的小弟弟借去玩了。事后，媽媽批評了萌萌：“別人有的，自己不一定會有，這沒關(guān)系，但小孩子不能騙別人，撒謊的不是好孩子。”

　　分 析：

　　誠實是立人之本，是最基本的人格修養(yǎng)，幼兒期是形成性格品質(zhì)最重要的時期，家長應(yīng)重視幼兒的誠實教育。當(dāng)孩子撒謊了，首先要弄清撒謊的原因，并讓孩子明白撒謊是錯誤的。要培養(yǎng)一個誠實的孩子，家長首先要做孩子的表率，許下的諾言一定要兌現(xiàn)。教給孩子誠實的價值觀，就是給了孩子一份寶貴的財富。　

　　勇 敢

　　有這樣的一則故事：瑪麗有一天單獨在家，聽到門鈴響，打開門一看，一個歹徒拿著刀站在門口。瑪麗心里一陣恐懼，但又馬上鎮(zhèn)定了下來，微笑著說：“叔叔，你是賣菜刀的嗎？我想買一把哦。”她客氣地請歹徒到屋里：“叔叔，你坐，我給你倒杯咖啡。”歹徒突然變得拘謹(jǐn)起來：“哦，謝謝。”瑪麗付給歹徒錢，歹徒遲疑了一下，收下后轉(zhuǎn)身離去。離開時，他對瑪麗說：“小姑娘，你將改變我的一生。”這個故事讓人對這個孩子心生敬意，這是一個勇敢的孩子。

  第一，發(fā)現(xiàn)問題。反思產(chǎn)生于問題，問題來自于日常教學(xué)行為之中。教學(xué)中的疏漏之處、不滿意之處、無所適從之處、失敗之處是問題的來源。成功的教學(xué)感悟，巧妙的教學(xué)設(shè)計，點滴的鮮活細(xì)節(jié)，也是問題的開始。問題，有些是教師總結(jié)發(fā)現(xiàn)的，有些是通過學(xué)生反饋發(fā)現(xiàn)的，有些是同事互助發(fā)現(xiàn)的，有些則需要專家指點才能發(fā)現(xiàn)。

教學(xué)步驟 (Teaching steps)

Lesson 1

Note：As this is the first lesson, spend up to two class periods on it. Steps 1-4 could occupy the first lesson. This will give you more time to get to know the class and for them to get to know you. It will also give you time to build up a good relationship with the students .

Step 1 Introduction

Greet the Ss by saying Good morning, class! Welcome back to school! If you know the Ss, go round and greet some individually：

Good morning, (Name)! How are you? And repeat Welcome back to school with gestures. If you do not know the Ss, say My name is…Then say to some Ss Good morning! What's your name? How are you?

Get the Ss to greet those around them.

Step 2 Presentation

Say Good morning, class. Welcome back to school. Show the meaning of Welcome back with a gesture. Teach this dialogue：

T：Welcome back to school!

Ss：Thank you, sir!

Practise with individual Ss.

Step 3 Practice

SB page 1, Part 1. Speech Cassette Lesson 1. Write on the board： Lesson One, the first lesson. Say Open your books at page 1, the first lesson. Explain first.

Play the first dialogue. Ss listen and repeat, then practise in pairs, using their own names instead of class and sir. Get some pairs to act out the dialogue.

教學(xué)步驟 （Teaching steps）

Lesson 13

Step 1 Revision

Ask the Ss What do you usually do on Sunday?

List the answers on the Bb. Collect as many activities as possible, by asking What other things do people do on Sunday? Help Ss with pictures and gestures if necessary.

Step 2 Presentation

On the Bb, make a column, headed Sunday, October____(fill in next Sunday's date). Down the left-hand side write the names of some of the characters in the book： Jim, Li Lei, Lucy, Lily, etc.

Present this dialogue:

A：What are you going to do next Sunday, Jim?

B：Oh, I'm going to fly my kite. Next to Jim's name on the Bb write fly my kite.

Repeat for the others (do some shopping, watch TV, have a swim). Give the Ss a model： What's Jim going to do next Sunday? He's going to fly his kite.

Then ask What's Jim/ Li Lei/Lucy/Lily going to do next Sunday? Help the Ss to answer using He's/She's going to….

Explain that be going to is a way of talking about future plans.

Step 3 Drill

Go round the class asking randomly:

What are you going to do next Sunday? What's he/she going to do next Sunday? What's Li Lei going to do next Sunday? etc.

Step 4 Read and act

SB page 13, Part 1. Ask What are Lin Tao and Sam going to do tomorrow? Ss read the dialogue silently to find the answer. Go through the dialogue briefly. Explain that Nothing much means I am free and Why? means What do you suggest?