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+動詞原形?”設(shè)計問題向老師提問。
每小組有四次提問機會。
Task Two:搜集信息。根據(jù)各小組的問題和老師的回答，
以O(shè)ur English teacher has a son. He is a lovely boy開頭，說一段介紹老師兒子的話。每小組一次機會。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.
牛津英語譯林版新教材7A Unit One Grammar 教后感
學生是課堂教學的主角，是課堂中活力最充分的體現(xiàn)。要使學生學得輕松愉快，教師就要想方設(shè)法組織好教學活動的全過程，激發(fā)起學生的學習興趣。變“要我學”為“我要學”，調(diào)動學生積極探求、思考的欲望，從而達到教與學的最佳效果。以下是我對牛津英語譯林版新教材7A Unit One Grammar 教后感：
一、巧設(shè)情景導(dǎo)入、激活興趣
著名的外語專家章兼中教授曾經(jīng)說過：任何一種語言都離不開它當時的情景和實踐的基礎(chǔ)，否則它是無源之水，無本之木。英語作為我國的第二語言，由于它缺乏語言獨有的情景和實踐的基礎(chǔ)，變得枯燥乏味，學習起來困難重重，學生是難于全心全意地投入到英語學習中去。如何巧設(shè)一個引人入勝的學習情景，激發(fā)學生的求知欲望，達到事半功倍的教學效果，已成為教師教學工作中的一大難題。為了成功地過渡到一般現(xiàn)在時第三人稱單數(shù)，我使用了教為先進的多媒體教學手段，利用學生對新老師的好奇心，由介紹自己引出學生比較熟悉和已經(jīng)掌握的一般現(xiàn)在時非第三人稱單數(shù)的用法，為學生創(chuàng)設(shè)了一個輕松愉快的，有利于語言學習的學習氛圍，激發(fā)起學生的“興奮點”。使學生學習起來加倍親切，降低了教學的難度，學生更容易接受。
二、直觀教學、寓教于樂。
教授新知識是一堂課的中心環(huán)節(jié)，是提高教學效果的關(guān)鍵。要用最短的時間獲得最好的教學效果，這就要求教師要根據(jù)教材和學生實際的情況選擇最佳的教學方法。因此，我在教學中用圖片、實物、動作表情、錄音機、多媒體等直觀手段進行教學，做到音畫交融、直觀形象、生動活潑，有利于激發(fā)學生的好奇心，使得學生學習的興趣濃厚，欲極性高，注意力集中，達到教學的最佳景界。既排除了母語翻譯的干擾又遵循視、聽、說領(lǐng)先的語言教學原則，注重培養(yǎng)學生模仿、朗讀的語言實踐的能力，培養(yǎng)了學生的良好的學習習慣。
三、形式多樣、游戲激趣。
21世紀的今天，基礎(chǔ)教育正在進行一次大革命，由“應(yīng)試”教育向“素質(zhì)”教育過渡。“滿堂灌”的老教學模式已被時代所淘汰。現(xiàn)在學生真正當家作主成為教學活動的主人，這就要求教師要充分發(fā)揮學生的主觀能動性，做到精講多練，同時還要善于調(diào)動學生的情緒。學生的情緒一旦低落、產(chǎn)生疲勞時，就會對學習失去興趣，造成課堂氣氛沉悶，是難以達到預(yù)期的教學效果。這就要求教師要善于觀察學生情緒的變化，及時更新教學形式，以新的教學形式給予學生新的吸引，引發(fā)起學生新的學習興趣。學生是天真、好奇、好勝的，我在本節(jié)課安排了搶答競賽,讓全體學生參與到活動中去。掌聲、小禮物為整個課堂湊響一首“歡樂之歌”，學生在不知不覺中獲得了知識，調(diào)動起課堂學習的氣氛，同時也將整個教學過程推向高潮。
“教學有法，教無定法”。只要一切從學生的實際出發(fā)，緊扣教材的特點；以學生為中心，學生自覺、自主地投入到學習活動中去學得有興趣的方法，則是教學英語的最好方法。