丶温柔的女汉子
课 题: Unit 3 Project Having a debate
(?)Man and nature
教学目标:1、以学生自主学习为学习方式，以合作学习为主要教学组织形式，
边学边讲， 激发学生自主学习的积极性。
2、了解人与自然地关系。
3、学会分析概括文章的主旨，并能理解语篇段意。
情感目标: 培养学生学会了解人与自然地关系的相关知识。
教学重点: 掌握重点词汇和句式并学以致用
教学过程:
Step 1 Self--learning (自主先学)
自主预习Project并完成相关问题
Show some pictures to the whole class,then let them think about the following
questions:
Q1.Are you afraid that something similar may happen in the future?
Q2.What's your opinion towards the relationship between human beings and nature?
Step 2 Group discussion(小组讨论)
1. Fast reading Read the article and give the main idea for each paragraph.
Paragraph Main idea
Paragraph1
Paragraph2
Paragraph3
Paragraph4
2. Careful reading Read again then answer some questions such as:
(1)What have people done to nature?
(2)If we continue in this way, what might happen?
(3)What did developing nations do decades ago?
What are they concerned about now?
3. Discussion
1. Which is more important, economic development or protecting nature?
2. Do you think it contrary to develop economy while not damaging the
environment?
Step3 Communication and presentation (交流展示)
随机抽取小组成员，利用投影仪展示所预习内容
Step 4 Raise doubts and expansion (质疑拓展)
各小组对所展示内容不同之处提出疑问，由本小组或其他小
组成员解疑答惑
Step 5 Examination and feedback (检测反馈)
Step 6 Conclusion and reflection (小结反思)
总结本节课得失，并针对预习和检测部分自我评价
A(馨然过关 B(基本通过 C(再努力
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2014.10沛县第二中学公开课导学案 主备人:姚宁
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公开课意见反馈表
公开课意见反馈表
学员姓名： 班级：JS1-A2-120711 教师：Lauren 时间：2012-11-24
1. 您对这次公开课的满意程度：（ ）
a. 非常满意 b. 满意 c. 一般
２．您对孩子表现的满意程度：（ ）
ａ．非常满意 b. 满意 c. 一般
3．孩子较上次公开课有无明显进步：（ ）
a. 很大进步 b. 有进步 c. 进步不明显
4. 您对老师教学的宝贵意见：
公开课意见反馈表
学员姓名： 班级：JS1-A2-120711 教师：Lauren 时间：2012-11-24
2. 您对这次公开课的满意程度：（ ）
b. 非常满意 b. 满意 c. 一般
２．您对孩子表现的满意程度：（ ）
ａ．非常满意 b. 满意 c. 一般
3．孩子较上次公开课有无明显进步：（ ）
b. 很大进步 b. 有进步 c. 进步不明显
5. 您对老师教学的宝贵意见：
公开课教案25505262教案帮助公开课教案公开课课教案反馈意见
公开课教案
Unit 2 Is this your pencil?
商州镇初级中学校 李英琼
I. Teaching Goals:
1. Identify ownership.
2. Sentence Patterns: Is this/that your/his/her/my key?
Yes, it is./No, it isn’t
What’s this/that in English?
It’s a pen
3. Words and phrases: pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring
II. Learning Strategies: 1. Using context 2. Guessing III. Teaching Content: Section A 1a, 1b, 1c, 2a, 2b, 2c IV .Teaching Important Points; Teaching difficult
Points:
1. Train the students’ speaking ability.
2. Master the new words and sentence patterns.
3.How to finish the task of speaking. V. Teaching Procedures:
Step 1 Greetings and revision.
1
Revise the dialogues in Unit 1.
eg. What’s your (his /her) name?
I’m Anna. Nice to meet you!
What’s your (his/her) phone number?
It’s 284-2942.
What’s her family name?
What’s her first name?
Step 2 Warming-up
Today we are going to learn Unit2 “ Is this your pencil?” First
let’s learn some new words.
1. Show some objects and write the new words on the blackboard: pencil, pen, book, eraser, ruler, pencil case, pencil sharpener, dictionary, backpack,baseball,watch,key, Computer,game,notebook,ring.
2. Read the new words after the teacher and learn them by heart.
3. Practice: 1) Match the words with the things in the picture. (1a)
2) Listen and check the things you hear. (2a)
3) Listen and number the pictures. Step 3 Presentation
2
Ask some students one by one about his/her/objects like this:
1. T:What’s this in English?
S:It’s a pencil.
T: Is this your pencil?
S: Yes, it is. It’s my pencil.
2. T: Is that your backpack?
S: No, it isn’t. It’s his/her backpack.
Step 4 Practice
1. Listen and number the conversations. (1b)
2. Work in pairs. Ask and answer like the ones in step3. They can use their other school things we have learned in this lesson.
3. Listen and complete the conversation with the words in the box. (2b)
4. Pair work: Ask about the things in the picture (2c), then their own passions.
eg. Is this(that) your backpack?
Yes,it is.
No, it isn’t.
5. Grammar Focus. Ask one or two pairs to say the questions and answers. Then work in pairs.
3
Step 5 Acting
Identify ownership. Call out four students, each with four different objects. Collect the objects from them and have similar dialogues in step3. The teacher begins to say: Excuse me, is this your eraser? No, it isn’t.… Continue until the items are returned to the correct owners. Then let students practice in groups.
Step 6 Exercises in class
Fill in blanks with these words:
1. ---Linda, Is this ________ eraser?
---Yes, it is. Thank you.
2. This is my sister. _______ name is Kate.
3. I’m looking ________ pencil case. Can you help me?
4. Tim is worried (着急). _______ ID card is lost
Step 7 Sum up & The Design of the writing on the blackboard.
Unit2 Is this your pencil?
pen pencil pencil case Is this your pencil?
ruler eraser book Yes, it is. It’s my pencil.
dictionary backpack Is that your backpack? baseball watch key ring No, it isn’t. It’s his/her backpack
Read the words and sentences patterns presented in this
4
class to improve your spoken English. VI: Homework
Make three conversations like the ones in section A.
e.g.-Excuse me ,is this/that ……?-Yes,it is./No,it isn’t.
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公开课学生用的教案
圆的标准方程
一、复习回顾、创设情境:
1、圆是生活中常见的图形,许多物体都给我们以圆的形象 .
圆的事物有哪些呢? 2、圆的定义,怎么样绘画一个圆?
3、 如何确定一个圆呢?
确定一个圆的最基本要素为
和 二、探索研究、学习新知:
1. 圆的标准方程:
2. 推导过程:
已知圆的圆心为 A ,半径为 r (0r >) ,如何求圆的方程?
3. 点与圆的位置关系:设圆 A 的半径为 r ,
【例 1】 (1)圆心在 (1, 0) C ,半径是 2的圆的标准方程是
(2)圆心在 (3, 4) C -
(3)圆的标准方程是 22(2) (1) 16x y ++-=,则其圆心为 为 .
(4) 圆 的 标 准 方 程 是 221x y +=, 则 其 圆 心 为 , 半 径
为 .
【例 2】圆心在 (8, 3) C -,且经过点 (5, 1) M , 求圆的标准方程 .
【例 3】已知两点 M (4, 9)和 N (6, 3) ,
(1)求以 MN 为直径的圆的标准方程;
(2)试判断点 A (6, 9) 、 B (3, 3) 、 C (5, 3)是在圆上,在圆内,还是在圆
外?
【例 4】 【例 4】 某施工单位砌圆拱时,需要制作如图所示的木模.设圆拱高为
1m ,跨度为 6 m,中间需要等距离的安装 5根支撑柱子,
求 E 点的柱子长度(精确到 0.1m ) .
【例 5】 ABC ?的三个顶点的坐标分别是 (4,0),(0,3),(0,0)A B O 程 .
四、点石成金、课时小测:
1. 圆 22(1) (1) 2x y -++=的圆心为 ,周长是
2. 圆心在 (3, 4) C ,且经过原点的圆的标准方程为 3. 点 2(, 5) P m 与圆 2224x y +=的位置关系是 . . . . A B C D 在圆内 在圆外 在圆上 不确定
4. 求圆心在 x 轴,半径为 5,且过 A (2,— 3)的圆的标准方程为 五、暮然回首、课时小结:1. 知识: 2. 思想:
3. 遇到困惑:①课前预习 ②课上学习 ③课时小
测
六、分 层 作 业:
1、 P134 习题 8.1 A2、 3(必做题 )
2、思考例题 5? (选做题 )
宁县观音初中公开课评教反馈意见
宁县观音初中公开课评教反馈意见 组别: 文科组 组长:贺胜利 授课时间 授课班级 科 目 授课题目 教者 2010/4/22 If you go to the party 八(三) 英语 杨西峰
一、 教态大方。
二、 注重学生的学。
授
课
亮
点
一、 导入及课堂管理声音过小。
二、 板书字体太小。
教 三、 个别句子大小写不分。
学 四、 内容与课题贴合不紧密。
失 五、 重难点没有突出。
误 六、 课堂练习不足。
七、 打击个别学生积极性。
八、 启发引导不到位。
九、 口头禅太多，指令汉语解释过多。
一、 口语水平有待提高，语言要有感染力，情感要有起伏。
二、 要体现新课程理念，提高专业素养。
三、 对学生点评、鼓励要讲究方法，多赏识学生，面向全改
体，培养学生学习兴趣。
进
措
施
综合得分 等 次
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