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課程單元教學(xué)設(shè)計(jì)提綱篇一

摘?要：教師既是教授方法的實(shí)施者，也是學(xué)習(xí)方法的指導(dǎo)者,，要合理分配教學(xué)任務(wù),，運(yùn)用恰當(dāng)?shù)慕虒W(xué)方法，才能收到良好的教學(xué)效果,。筆者針對(duì)機(jī)械基礎(chǔ)課程的特點(diǎn),，結(jié)合自身的教學(xué)實(shí)踐,，以“平面機(jī)構(gòu)運(yùn)動(dòng)確定性的判定”教學(xué)單元為例，談?wù)剻C(jī)械基礎(chǔ)課教學(xué)單元設(shè)計(jì),。

關(guān)鍵詞：機(jī)械基礎(chǔ)?單元設(shè)計(jì)?教學(xué)方法

課?題：北京市職業(yè)院校教師素質(zhì)提高工程之優(yōu)秀青年骨干教師培養(yǎng)計(jì)劃項(xiàng)目資助,。

機(jī)械基礎(chǔ)課程是職業(yè)院校機(jī)械類專業(yè)的一門重要的技術(shù)基礎(chǔ)課，它具有很強(qiáng)的綜合性,、工程性和實(shí)踐性,，在人才培養(yǎng)方案中處于承上啟下的地位,，是學(xué)生學(xué)習(xí)后續(xù)專業(yè)課的必要的知識(shí)和技能儲(chǔ)備,，起到橋梁的作用。筆者以“平面機(jī)構(gòu)運(yùn)動(dòng)確定性的判定”教學(xué)單元為例,，談?wù)剻C(jī)械基礎(chǔ)課教學(xué)單元設(shè)計(jì),。

一、教學(xué)目標(biāo)的設(shè)定

通過(guò)本次課90分鐘的學(xué)習(xí),，學(xué)生能夠掌握平面機(jī)構(gòu)自由度的計(jì)算方法,。以機(jī)械創(chuàng)新設(shè)計(jì)小組學(xué)生設(shè)計(jì)的“搖擺顯示屏架”為教學(xué)項(xiàng)目載體，從觀察機(jī)構(gòu)運(yùn)動(dòng)的角度出發(fā),，使學(xué)生分析和掌握平面連桿機(jī)構(gòu)自由度的計(jì)算方法,，且會(huì)判定復(fù)合鉸鏈、局部自由度,、虛約束并進(jìn)行處理,，從而

總結(jié)

1.知識(shí)目標(biāo)

（1）掌握平面機(jī)構(gòu)自由度的計(jì)算方法。

（2）會(huì)判定復(fù)合鉸鏈,、局部自由度,、虛約束并進(jìn)行處理。

（3）掌握判定機(jī)構(gòu)具有確定的相對(duì)運(yùn)動(dòng)的方法,。

2.能力目標(biāo)

（1）能夠判定機(jī)構(gòu)中是否存在復(fù)合鉸鏈,、局部自由度、虛約束這三種特殊情況,，如果有,，則會(huì)處理后再計(jì)算平面機(jī)構(gòu)自由度。

（2）會(huì)用平面機(jī)構(gòu)具有確定相對(duì)運(yùn)動(dòng)的條件判斷機(jī)構(gòu)設(shè)計(jì)得是否合理,，是否能夠運(yùn)動(dòng),，并且是否具有確定的相對(duì)運(yùn)動(dòng)。

（3）能夠通過(guò)所學(xué)過(guò)的知識(shí)解決機(jī)構(gòu)設(shè)計(jì)中的實(shí)際問題,。

3.思維目標(biāo)

（1）根據(jù)實(shí)際問題,，分析機(jī)構(gòu)能夠運(yùn)動(dòng)的條件,。

（2）要學(xué)會(huì)通過(guò)平面機(jī)構(gòu)自由度的計(jì)算，用平面機(jī)構(gòu)具有確定相對(duì)運(yùn)動(dòng)的條件判斷機(jī)構(gòu)設(shè)計(jì)得是否合理,。

（3）從已有知識(shí)出發(fā),，善于分析和自主學(xué)習(xí)，擴(kuò)大知識(shí)范圍,，掌握思維方法,，提高思維能力。

二,、教學(xué)內(nèi)容的確定

根據(jù)教學(xué)目標(biāo)制定相應(yīng)教學(xué)內(nèi)容,，主要包括以下三方面。

一是平面機(jī)構(gòu)自由度的計(jì)算,；

二是平面機(jī)構(gòu)中復(fù)合鉸鏈,、局部自由度、虛約束這三種特殊情況,，及其處理辦法,；

三是平面機(jī)構(gòu)運(yùn)動(dòng)確定性的判定。

三,、

對(duì)于高職院校一年級(jí)的學(xué)生而言,，他們?cè)诶斫夥绞缴细赜趯?shí)例的體會(huì)。他們喜歡從實(shí)際的案例中體會(huì)理論,，學(xué)習(xí)知識(shí),，得到結(jié)論。本教學(xué)單元以機(jī)械創(chuàng)新設(shè)計(jì)小組學(xué)生自己設(shè)計(jì)的“搖擺顯示屏架”機(jī)構(gòu)為教學(xué)項(xiàng)目載體,，引入教學(xué)內(nèi)容,，分析平面機(jī)構(gòu)的自由度，而不是直接進(jìn)行理論分析,，更大程度地激發(fā)學(xué)生的學(xué)習(xí)積極性,，調(diào)動(dòng)學(xué)生的學(xué)習(xí)熱情。

本單元從學(xué)生已有知識(shí)出發(fā),，以實(shí)際案例讓學(xué)生觀察機(jī)構(gòu)的運(yùn)動(dòng),，引出新的知識(shí)――平面機(jī)構(gòu)的機(jī)構(gòu)自由度計(jì)算方法及其三種特殊情況的處理辦法，使學(xué)生更容易接受和獲取新知識(shí),。

從零件靜止時(shí)的分析轉(zhuǎn)變到平面連桿機(jī)構(gòu)運(yùn)動(dòng)分析的教學(xué)內(nèi)容,，是一個(gè)由靜到動(dòng)的變化過(guò)程，要從運(yùn)動(dòng)的角度出發(fā)來(lái)啟發(fā)學(xué)生對(duì)本節(jié)課內(nèi)容的理解,，同時(shí)要從具體的構(gòu)件抽象出簡(jiǎn)圖來(lái)研究運(yùn)動(dòng)特點(diǎn),。這是利用以往所學(xué)知識(shí)分析問題，也是改變學(xué)生學(xué)習(xí)思路的方式。在教學(xué)過(guò)程中,，應(yīng)恰當(dāng)處理借助圖形的直觀含義和嚴(yán)密的數(shù)學(xué)推理之間的關(guān)系,。既要引導(dǎo)學(xué)生從直觀上發(fā)現(xiàn)問題的實(shí)質(zhì)，也要注意對(duì)某些關(guān)鍵的結(jié)論進(jìn)行縝密的邏輯推理,。

四,、教學(xué)重點(diǎn)與難點(diǎn)的解決辦法

任何一個(gè)機(jī)構(gòu)都是若干個(gè)構(gòu)件由運(yùn)動(dòng)副連接起來(lái)的。為了按一定要求進(jìn)行運(yùn)動(dòng)的傳遞和轉(zhuǎn)換,，當(dāng)機(jī)構(gòu)的原動(dòng)件按給定的運(yùn)動(dòng)規(guī)律運(yùn)動(dòng)時(shí),，該機(jī)構(gòu)其余構(gòu)件的運(yùn)動(dòng)也都應(yīng)是完全確定的。為了使所設(shè)計(jì)的構(gòu)件能產(chǎn)生相對(duì)運(yùn)動(dòng)并具有運(yùn)動(dòng)確定性,，有必要研究平面機(jī)構(gòu)的自由度和機(jī)構(gòu)具有確定運(yùn)動(dòng)的條件,。

1.教學(xué)重點(diǎn)及解決辦法

根據(jù)本課程的知識(shí)和技能結(jié)構(gòu)、學(xué)生下一階段學(xué)習(xí)的需要及授課時(shí)限,，決定本次課的教學(xué)重點(diǎn),。

（1）平面機(jī)構(gòu)自由度的計(jì)算，及其三種特殊情況（復(fù)合鉸鏈,、局部自由度、虛約束）的處理,。本單元重點(diǎn)是讓學(xué)生會(huì)判斷平面機(jī)構(gòu)中復(fù)合鉸鏈,、局部自由度、虛約束這三種特殊情況,，并進(jìn)行處理,，目的是能夠正確計(jì)算平面機(jī)構(gòu)自由度，在進(jìn)行機(jī)構(gòu)的設(shè)計(jì)時(shí)解決工程實(shí)際問題,。

（2）平面機(jī)構(gòu)運(yùn)動(dòng)確定性的判定,。平面機(jī)構(gòu)中要求每個(gè)構(gòu)件相對(duì)于機(jī)架的運(yùn)動(dòng)都是確定的，以使執(zhí)行構(gòu)件能夠按要求執(zhí)行相應(yīng)的運(yùn)動(dòng),。本單元的重點(diǎn)是用平面機(jī)構(gòu)具有確定相對(duì)運(yùn)動(dòng)的條件判斷機(jī)構(gòu)設(shè)計(jì)是否合理,，目的是在進(jìn)行機(jī)構(gòu)設(shè)計(jì)時(shí)考慮機(jī)械結(jié)構(gòu)的合理性。

教學(xué)重點(diǎn)解決對(duì)策：重點(diǎn)講解,；啟發(fā)主動(dòng)思考,；讓學(xué)生隨堂練習(xí)；提供學(xué)生參與機(jī)會(huì),。

例如,，機(jī)構(gòu)的復(fù)合鉸鏈部分，首先讓學(xué)生判定拋光機(jī)機(jī)構(gòu)的運(yùn)動(dòng)確定性,，學(xué)生得出結(jié)論：原動(dòng)件w=1,，自由度f(wàn)=3，機(jī)構(gòu)運(yùn)動(dòng)不確定。而讓學(xué)生觀察拋光機(jī)機(jī)構(gòu)的運(yùn)動(dòng)動(dòng)畫,，發(fā)現(xiàn)機(jī)構(gòu)的運(yùn)動(dòng)是確定的,。問題出在哪里呢？引導(dǎo)學(xué)生主動(dòng)思考,，觀察機(jī)構(gòu)中構(gòu)件連接比較特殊的地方,，從而發(fā)現(xiàn)有3個(gè)構(gòu)件在同一處用轉(zhuǎn)動(dòng)副連接，引出了對(duì)復(fù)合鉸鏈的解釋和處理辦法的學(xué)習(xí),。最后用正確的方法計(jì)算機(jī)構(gòu)的自由度f(wàn)=w=1>0,，得到正確的結(jié)論：機(jī)構(gòu)具有確定的相對(duì)運(yùn)動(dòng)。這樣利用真實(shí)案例,、動(dòng)畫演示啟發(fā)學(xué)生主動(dòng)思考,，分析和解決問題，使學(xué)生印象深刻,，容易理解所學(xué)知識(shí),，并且能夠及時(shí)用所學(xué)知識(shí)解決實(shí)際問題。

2.教學(xué)難點(diǎn)及解決辦法

根據(jù)學(xué)生情況以及以往經(jīng)驗(yàn),，本次課的教學(xué)難點(diǎn)是計(jì)算平面自由度時(shí)虛約束的判斷及處理,。

教學(xué)難點(diǎn)解決對(duì)策：根據(jù)學(xué)生的反映，把握講解速度,；結(jié)合多媒體課件和圖片,；利用提問和練習(xí)方式，隨堂檢驗(yàn)學(xué)生掌握程度,。

例如,，平面機(jī)構(gòu)中的虛約束常出現(xiàn)在以下情況中：轉(zhuǎn)動(dòng)副連接兩構(gòu)件運(yùn)動(dòng)軌跡重合；兩構(gòu)件組成多個(gè)轉(zhuǎn)動(dòng)副,、且各轉(zhuǎn)動(dòng)副軸線重合,；兩構(gòu)件組成多個(gè)移動(dòng)副、且各轉(zhuǎn)動(dòng)副導(dǎo)路平行或者重合,；兩構(gòu)件組成多個(gè)平面高副,、且各高副接觸點(diǎn)處公法線重合；對(duì)機(jī)構(gòu)運(yùn)動(dòng)不起作用的對(duì)稱部分,，如行星輪,。每一種情況都配以圖片分析講解，形象直觀,，便于理解,。

五、教學(xué)方法的設(shè)計(jì)

1．任務(wù)驅(qū)動(dòng)法

本次課堂教學(xué)以“任務(wù)驅(qū)動(dòng)”為主線,，在講解本次課程的重點(diǎn)內(nèi)容平面機(jī)構(gòu)自由度的計(jì)算及其三種特殊情況的處理時(shí),，將采用“任務(wù)驅(qū)動(dòng)法”,。實(shí)施過(guò)程為：設(shè)置任務(wù)――觀察機(jī)械創(chuàng)新設(shè)計(jì)小組的學(xué)生設(shè)計(jì)的“搖擺顯示屏架”的運(yùn)動(dòng)；布置任務(wù)――機(jī)構(gòu)具備什么條件才能具有確定的相對(duì)運(yùn)動(dòng),，如何判定機(jī)構(gòu)運(yùn)動(dòng)的確定性,；在對(duì)任務(wù)進(jìn)行分析分解、完成任務(wù)的過(guò)程中,，講解平面機(jī)構(gòu)自由度的計(jì)算方法和三種特殊情況的處理,，以及判定機(jī)構(gòu)運(yùn)動(dòng)確定性條件的使用，將教,、學(xué),、做一體化，按照“教師布置任務(wù)→學(xué)生自主分析完成任務(wù)→教師指導(dǎo)學(xué)生總結(jié)”的模式開展,。學(xué)生不僅掌握了知識(shí)點(diǎn),，同時(shí)還利用知識(shí)點(diǎn)完成了實(shí)際的任務(wù)，增強(qiáng)了成就感,，激發(fā)了求知欲望,，培養(yǎng)了獨(dú)立思考、勇于創(chuàng)新的精神,，為機(jī)構(gòu)的創(chuàng)新設(shè)計(jì)提供條件,。

2.案例演示法

本單元課程以機(jī)械創(chuàng)新設(shè)計(jì)小組學(xué)生設(shè)計(jì)的“搖擺顯示屏架”作為教學(xué)案例載體，通過(guò)觀察機(jī)構(gòu)的運(yùn)動(dòng)過(guò)程,，分析平面機(jī)構(gòu)的自由度及機(jī)構(gòu)運(yùn)動(dòng)確定性的判定方法,。

該教學(xué)方法不是單純的傳授教學(xué)知識(shí)，而是將知識(shí)點(diǎn)融入到實(shí)際應(yīng)用中,，使學(xué)生不僅掌握了知識(shí)，同時(shí)也具備了運(yùn)用知識(shí)解決問題的能力,。參考以往案例教學(xué)的經(jīng)驗(yàn),，采用案例演示法教授知識(shí)，更容易讓學(xué)生集中精力,，有效提高其學(xué)習(xí)的積極性,，加快知識(shí)和能力的獲取速度。

3.t-p-s法（思考―討論―分享）

在做綜合練習(xí)這部分內(nèi)容時(shí),，學(xué)生可以通過(guò)自己閱讀資料思考和學(xué)習(xí)相關(guān)知識(shí),，兩個(gè)人一起討論完成習(xí)題，最后以兩人組合給大家講解分析思路及解題過(guò)程,。學(xué)生能夠在完成任務(wù)的過(guò)程中發(fā)現(xiàn)問題,、分析問題并解決問題。這種方法可以使每個(gè)學(xué)生都參與學(xué)習(xí),，培養(yǎng)獨(dú)立思考,、語(yǔ)言表達(dá)等能力，綜合解決問題的能力，提高學(xué)習(xí)的主動(dòng)性,。t-p-s法實(shí)施步驟為：獨(dú)立工作（自己獨(dú)立學(xué)習(xí)思考）,，交流（2個(gè)人或更多人討論交流），成果展示（有多種方式,，如展板,、匯報(bào)等）。

4.分組討論法

在學(xué)習(xí)機(jī)構(gòu)運(yùn)動(dòng)確定性的判定這部分內(nèi)容時(shí),，學(xué)生可以分成小組,，按四種不同的情況討論機(jī)構(gòu)運(yùn)動(dòng)的確定性。學(xué)生前面已經(jīng)學(xué)過(guò)了有關(guān)機(jī)構(gòu)自由度計(jì)算的內(nèi)容,，可以采用學(xué)生自主討論的方式完成學(xué)習(xí),。在學(xué)習(xí)的過(guò)程中，鼓勵(lì)學(xué)生分組學(xué)習(xí),，通過(guò)討論解決問題,。這種方法可以提高學(xué)生學(xué)習(xí)的主動(dòng)性。分組討論法的實(shí)施流程為：教師布置討論內(nèi)容,，進(jìn)行臨時(shí)小組討論,，現(xiàn)場(chǎng)展示討論結(jié)果，學(xué)生總結(jié),，教師評(píng)價(jià),。

在課程教學(xué)中，教師精心進(jìn)行教學(xué)設(shè)計(jì),，不斷改進(jìn)教學(xué)方法和手段,，有助于提高學(xué)生的學(xué)習(xí)興趣，更好地理解課程內(nèi)容,，為學(xué)習(xí)專業(yè)課程奠定堅(jiān)實(shí)的基礎(chǔ),。

參考文獻(xiàn)：

[1]龔紹文.大學(xué)青年教師教學(xué)入門――大學(xué)施教學(xué)初步[m].北京:北京理工大學(xué)出版社,2006.[2]方華燦.論高等學(xué)校的課堂教學(xué)[m].北京:石油工業(yè)出版社,2003.

課程單元教學(xué)設(shè)計(jì)提綱篇二

新目標(biāo)英語(yǔ)七年級(jí)下冊(cè)第十一單元英語(yǔ)課程教學(xué)教學(xué)設(shè)計(jì)（單元）課程名稱：english

主備教師：

任課教師：

教

材：義務(wù)教育課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書 《新目標(biāo)英語(yǔ)go for it》七年級(jí)（下冊(cè)）人教版

教學(xué)內(nèi)容：unit 11 what do you think of game shows? 教材分析：in this unit students learn to tell their likes and dislikes.教學(xué)目標(biāo)：

1、學(xué)會(huì)表達(dá)喜歡和不喜歡的感受

2,、學(xué)會(huì)辨別電視節(jié)目

3,、能談?wù)摴?jié)目

教學(xué)方法和措施：

閱讀、講授,、討論,、探究 教學(xué)資源：課件和錄音機(jī) 課時(shí)安排：新課、活動(dòng)的課時(shí)

本單元教學(xué)時(shí)間約需7課時(shí),，具體分配如下：

section a 1a-2b

1課時(shí) section a 3a-3b

1課時(shí) section b 1a-2b

1課時(shí) section b 3b-4

1課時(shí) reading

1課時(shí) english weekly

2課時(shí)

period 1

一,、teaching aims: some names about different kinds of shows to talk about likes and dislikes

二、topic: talk about likes and dislikes.三,、teaching guide: 1 knowledge objects: 1).match the vocabularies：soap, sitcom, stand, mind, agree, king, nothing, host, culture, sunglaes, belt, wallet, key ring, fashion, said, article, put , cap, idea, colorful, word 2).master the phrases：talk show, sports show, game show, soap opera, think of, in fact, animal

world, chinese cooking, key ring, ask about 3).master and use：what do you think of soap operas / sports shows?i can’t stand don’t mind does he / she think of dumpling king? she doesn’t like do they think of

anna? they love y objects: students’ listening and writing students’ speaking skill and reading object: each has his likes and choose what you like and give up what you dislike.四,、important points: phrases in target language: what do you think of...? i like / love...i can’t stand....i don’t love / like / mind...五,、difficult points: target structure: what do you think of…?

六、teaching steps: step 1 revision the homework exercises different students to say their answers to the

exercises of the different students, have you ever been to some interesting places on your vacation? tell them to share their happy experiences with the 2 1a the key vocabulary words on page 65 on the screen by a them some sounds of the new words, then encourage them to try to read them g a gueing teacher says something about one of the new words in students gue the meaning of the new read the new words several times until they can pronounce them accurately and , you are to match the tv shows with the the letter of each picture on the blank line before the correct out the sample students do the activity

the answers.1.e 2.d 3.a 4.c 5.b

step 3 1b students’ attention to the words and smiley and frowny faces in the n to students the meaning of the words love , can’t stand and don’t mind as follows: if you love something, you like it very, very you can’t stand something, you dislike it very you don’ t mind something, you don’t either like it or dislike , now i’ll play a recording of a to what mark says about the tv shows in the letter of them on the blank lines before the words he uses, point out the sample the recoding ts listen and write the letter of a tv show in each the s: 1,b 2a, 3c, 4,d 5,e

step 4 1c students one minute to read the tv shows in 1a a pair of students to read the sample conversation to the the conversation on the , please work in “what do you think of the tv shows ? you must answer the

question truthfully.”

several pairs to share their conversations with the 5 summary this cla, we’ve learned names of some tv shows first, which are talk show, soap opera, sports we’ve done much listening and oral practice using the target language:

what

do you think of sitcoms? i love 6 homework after cla, recite the spelling of the key words and the conversation in 1c.教學(xué)后記

period 2

一,、teaching aims: some names about different kinds of shows to talk about likes and dislikes

二,、topic: talk about likes and dislikes.三、teaching guide: 1 knowledge objects: 1).match the vocabularies：soap, sitcom, stand, mind, agree, king, nothing, host, culture, sunglaes, belt, wallet, key ring, fashion, said, article, put , cap, idea, colorful, word 2).master the phrases：talk show, sports show, game show, soap opera, think of, in fact, animal

world, chinese cooking, key ring, ask about 3).master and use：what do you think of soap operas / sports shows?i can’t stand don’t mind does he / she think of dumpling king? she doesn’t like do they think of

anna? they love y objects: students’ listening and writing students’ speaking skill and reading object: each has his likes and choose what you like and give up what you dislike.四,、important points: phrases in target language: what do you think of...?i like / love...i can’t stand...i don’t love / like /

mind...五,、difficult points: target structure: what do you think of…?

六、teaching steps: step 1 revision revise the new words about tv shows

step 2: listening(2a, 2b) students’ attention to the five phrases in 2a and read students’ attention to the picture and understand the 2 girls are talking about the tv

the recording the first time, students listen and number the expreions 1—5 as they hear

the answers: 1

3 the recording the second time, students listen and fill in the listening, draw

their attention to the dialogue in the answers: 1)love 2)like

3)can’t stand

4)don’t mind

5)don’t like

ts practice the conversation in 2b in pairs and make their own conversations about tv

shows they some 3: practicing(3a)

activity 1 students’ attention to the list of tv shows and ask a student to read the names to the cla. students to work in pairs: what do you think of english today / sports news...? students to work in t a looks at this t b looks at page and

answer questions: what do yang lin and alan think of these cctv show? then fill in the the answers: yang lin: loves, likes, doesn’t like, likes, can’t stand, doesn’t like alan: loves, likes, doesn’t like, likes, can’t stand, doesn’t mind

activity 2 students attention to the conversation in r reads it to the students to pay attention to the students to use the information in activity in the the answers.1)yes, i do.2)i like it.3)i don’t like it.4)english today

5)i like students to practice the conversation in pairs in make their own

ty 3 ts work in out a piece of paper and list tv shows as many as ts write down what they think of the tv shows on the paper. one of students to do a report for their and 4: homework the new some similar dialogues like 3 teaching goals: & phrases: robot, paper, le, fewer, simple, unpleasant, factory, seem, 構(gòu)成的一般將來(lái)時(shí)態(tài)的陳述句,、否定句,、 be , le , fewer 的用法.5.學(xué)習(xí)一般將來(lái)時(shí)態(tài)的相關(guān)知識(shí)，學(xué)會(huì)對(duì)未來(lái)進(jìn)行預(yù)測(cè).6.對(duì)five years ago ,today ,in five years 簡(jiǎn)潔回顧與展望的方式,，貼近實(shí)際符合學(xué)生心理,，激發(fā)學(xué)習(xí)

興趣.7.通過(guò)時(shí)間對(duì)比復(fù)習(xí)一般過(guò)去時(shí)態(tài)、一般現(xiàn)在時(shí)態(tài),，ant and difficult points : 構(gòu)成一般將來(lái)時(shí)態(tài)的句式,。 be 句型的一般將來(lái)時(shí)態(tài)。 , fewer , le 的用法,。 to make ng methods：listen, say , read and write

teaching resource：課件 teaching procedures: step 1 leading in

two ss to say sth about their 2 while-task sb page 6 , the ss 3 minutes to read the paage , tick out the new n the new words and practice out the the column headings to the the paage words from her answers in the correct columns the se page 6 , g a game :who write it ? ss write about their life in ten years on a piece of paper but don’t write names on the all the ss’ papers turns reading the other ss gue who wrote 3 post-task sb page 6 , part the questions two ss to read the the your partner’s a few ss’ 4 & phrases: robot, paper, le, fewer, simple, unpleasant, factory, seem, 構(gòu)成的一般將來(lái)時(shí)態(tài)的陳述句,、否定句、 be , le , fewer 的用法.5.學(xué)習(xí)一般將來(lái)時(shí)態(tài)的相關(guān)知識(shí),，學(xué)會(huì)對(duì)未來(lái)進(jìn)行預(yù)測(cè).6.對(duì)five years ago ,today ,in five years 簡(jiǎn)潔回顧與展望的方式,，貼近實(shí)際符合學(xué)生心理，激發(fā)學(xué)習(xí)

興趣.7.通過(guò)時(shí)間對(duì)比復(fù)習(xí)一般過(guò)去時(shí)態(tài),、一般現(xiàn)在時(shí)態(tài),，ant and difficult points : 構(gòu)成一般將來(lái)時(shí)態(tài)的句式。 be 句型的一般將來(lái)時(shí)態(tài),。 , fewer , le 的用法,。 to make ng methods：listen, say , read and write

teaching resource：課件 teaching procedures : step 1 leading in greetings and free their homework :ask two or three ss to speak out what they wrote down.(教師作出適當(dāng)?shù)脑u(píng)價(jià))step 2 pre-task

go over what we learnt yesterday.通過(guò)三種時(shí)間的對(duì)比簡(jiǎn)略復(fù)習(xí)一般過(guò)去時(shí)與一般現(xiàn)在時(shí)。

step 3 while-task sb page 4 , to the three picture and say :this is first picture is sally five years ago ,the second one is sally now ,and the third one is sally five years in the the te filling in the blanks the se ask some ss read them page 4 , at activity predictions about to the example in the sample two ss to read the dialogue to the se their predictions about 4 post-task write about the help of the sample of can write sth about ourselves five years ago ,today and

in five te the work the a few more ss for rk : draw a picture of the city in 20 be it to the 5

一,、teaching aims: some names about different kinds of shows to talk about likes and dislikes

二、topic: talk about likes and dislikes.三,、teaching guide: 1 knowledge objects: 1).match the vocabularies：soap, sitcom, stand, mind, agree, king, nothing, host, culture, sunglaes, belt, wallet, key ring, fashion, said, article, put , cap, idea, colorful, word 2).master the phrases：talk show, sports show, game show, soap opera, think of, in fact, animal

world, chinese cooking, key ring, ask about 3).master and use：what do you think of soap operas / sports shows?i can’t stand don’t mind does he / she think of dumpling king? she doesn’t like do they think of

anna? they love y objects:（ students’ listening and writing students’ speaking skill and reading object:each has his likes and choose what you like and

give up what you dislike.四,、important points: phrases in target language: what do you think of...? i like / love...i can’t stand....i don’t love / like / mind...五、difficult points: target structure: what do you think of…?

六,、teaching steps: step 1: making a revision some real object used in daily life and ask them "what do you think of...?" "do you

like...?" " what about...? students some school things and let students talk about their likes and example: i like color pencils.i dont like....i cant stand....step 2: presenting students attention to the six pictures in them the new words and let them students some real objects used in daily life and let students shout out their names as

quickly as poible. students: what do you think of...? students use the verbs they learned to 3: practicing

activity 1 students attention to the six words in students read them loud ts look at the pictures;match the words with the the answers.1.b 2.a 3.e 4.c 5.f 6.d

activity 2 students to work in and answer about the six example: a: what do you think of the belt?b: i don’t mind you like the sunglaes?

a: yes, i like them.b: what does your father think of the watch?

a: he cant stand ty 3 the instructions to the students tell the cla what they example:

i have a watch, a scarf and 4: listening.(2a,2b) to the chart in students attention to the things that maria, carol and paul talk

the tape the first time, fill what they hear in the the ,，sunglaes, scarf，wallet the tape time students write down what carol and paul think about each in the chart in 2a with the following words: loves, likes, doesnt mind, doesnt like, cant the answers: carol: loves, likes, can’t stand, loves, paul: doesn’t mind, likes, doesn’t

like, likes step 5: reading students to read the article in 3a the same time, students get ready to answer the following questions: what did maria lee do this week?who likes the key ring / the sunglaes?who loves the wallet / the watch?who cant stand the scarf? several students to give their answers.ts read marias article in names of the students in the chart on page the answers.(watch)gina taylor rice doesn’t mind.(key ring)jack smith likes(sunglaes)ann rice likes, jerry green likes(scarf)jordan can’t stand(wallet)william jones loves

(belt)everyone loves

step 6: writing r reads the letter to cla and call their attention to the ts look at the pictures in activity 1a on page te the letter with their own the words like, love, dont mind, dont like, cant stand, ts read the letter aloud again and pay attention to the following words and expreions:

enjoy doing sth,，this is what i 7 homework 3a on page a survey in your family and write a 6

finish the exercises and go over the main points of this unit

教學(xué)后記

課程單元教學(xué)設(shè)計(jì)提綱篇三

惠州經(jīng)濟(jì)職業(yè)技術(shù)學(xué)院

《××××××》課程

單元教學(xué)設(shè)計(jì)（教案）

學(xué)年： 201—201 學(xué)年 學(xué)期： 第 學(xué)期 系部： 教師：

惠州經(jīng)濟(jì)職業(yè)技術(shù)學(xué)院

《××××××》課程

教學(xué)詳案

學(xué)年： 201—201 學(xué)年 學(xué)期： 第 學(xué)期 系部： 教師：