每個人都曾試圖在平淡的學(xué)習(xí),、工作和生活中寫一篇文章,。寫作是培養(yǎng)人的觀察、聯(lián)想、想象,、思維和記憶的重要手段,。那么我們該如何寫一篇較為完美的范文呢,？下面我給大家整理了一些優(yōu)秀范文,，希望能夠幫助到大家，我們一起來看一看吧,。

小學(xué)英語ppp教學(xué)設(shè)計 英語ppp教學(xué)法是什么篇一

name：pinyin(中文)

cla：

student no.：

unit one what is your favourite food?

（first period）

ng aims /objectives:

1)learn to use key words and sentences 2)improve listening ability through practice …

ge points and difficulties: 1)the use of "there be…＂sentence pattern 2)how to ask other people to do sth politely 3)the use of key words...fewer, le, etc.…

iing methods and aids: 1)pairwork to practise speaking and then make a role play within the pairs 2)play games to consolidate new words and expreions 3)multimedia claroom, slides, recorder, tape, etc.…

ng procedures: step 1 lead-in

step 2:pre-

step 3 while-

step 4 post-

step 5 summary …

step x homework …

(reflections, if there are):

this leon aims at drilling students ability to use the key words…, and sentence pattern….students at this stage may have difficulties in learning them, so they have to do more practice to avoid dullne, students are required to take part in well-designed games, which may stimulate their interests to learn…

design of the backboard writing

小學(xué)英語ppp教學(xué)設(shè)計 英語ppp教學(xué)法是什么篇二

英語中的ppp教學(xué)法

一,、何為ppp方法呢,？

那就是presentation，practice and production 三個教學(xué)過程,。在presentation 過程中,，教師把要學(xué)的新的語言知識介紹給學(xué)生，教師設(shè)法引起學(xué)生對所學(xué)新句型,、新對話或新文章的興趣,，激發(fā)學(xué)生的求知欲，并檢查學(xué)生對新授要點的理解,。在practice 那過程中,，教師則給學(xué)生很多的操練機會，鼓勵學(xué)生盡可能運用剛介紹的新知識,，進行反復(fù)的句型練習(xí)并不斷提高語言運用的正確率,。在production 過程中，學(xué)生被要求創(chuàng)造性地運用所學(xué)知識,，做到靈活并自由地運用語言,，實現(xiàn)正確并流利地進行交際的目標,。不同步驟的要求決定了教師角色的不斷轉(zhuǎn)換,。presentation practice production

在三個不同的階段，教師對學(xué)生的控制力不斷降低,，從presentation→practice→production,，以教師為中心很快過渡到以學(xué)生為中心，教師的角色先后為演員,、觀眾和評論員,，最終實現(xiàn)以學(xué)生為主體、教師為主導(dǎo)的教學(xué)新要求,。

口語課不同于聽力,、閱讀、寫作等課,，它自有它的特點,。口語課應(yīng)設(shè)置情景并組織更多的pair work&group work 進行對話,。對話內(nèi)容需要貼近生活,，最好是學(xué)生熟悉的話題；聽者與言者不斷轉(zhuǎn)換,，轉(zhuǎn)換間隔或長或短,；語言簡潔或不完整，但伴有臉部表情,、手勢,、體語等非言語信息,，并允許猶豫、停頓和語言重復(fù),。因此口語課的教學(xué)安排一定要抓住課本身的特點,，精心設(shè)計不同階段的活動內(nèi)容以取得最佳效果。那么到底如何巧施ppp教學(xué)法于英語口語教學(xué)中呢,？

二,、ppp方法在不同階段教學(xué)活動的嘗試

1、dialogues--presentation：

人教版初中第二冊有這樣一篇新授對話： kate：hello,，7-5-4 double 6-2,。

li lei：oh, hello, could i speak to jim, lease? kate：im afraid hes out at the at the i take a meage? lilei： you ask him to call me , ：sure!whats your name, please? lilei：li ：could you spell that, please? li lei：l-i, li, l-e-i, lei, my telephone number is ：6-7 double lei：thanks a ： presentation goes through the following procedures：

1)、the students are told that they are going to work in pairs and make telephone calls.2）,、all student as are told：you call your friend jim and find that he is not at his sister(brother)to take a meage, telling jim to call number is： 678834,。

all student bs are told：you are at brother jim is e call you looking for him /her jim is out and ask if you can take a for the callers name and telephone number.3）、the students start their telephone conversation after they are t bs have to start first.4）,、the students are asked to open their books and asked to compare the dialogue with their own’s 5）,、the students are asked to ask and answer about the dialogue.6）、the students are asked to read the dialogue in pairs again and the cla goes on.我這樣安排的目的在于讓學(xué)生通過對話自個了解到本課新授內(nèi)容,，無需教師的解釋,，并且讓學(xué)生通過問答，得出正確的語言知識,，使學(xué)生被動為主動,，不像我們部分教師直接將新授內(nèi)容介紹給學(xué)生，如他們常這樣開始他們的課,，"today ,we are going to learn……",，這樣的開場白被學(xué)生視為老生常談，這樣不但無法激發(fā)學(xué)生的興趣,，而且使學(xué)生學(xué)得很被動,，象是一個嬰兒硬是被喂了幾口，這樣的孩子能長得快嗎,？試問這兩種方法中哪種方法更受歡迎,？

2、dialogue-practice 在教師確信學(xué)生已經(jīng)徹底領(lǐng)會了所學(xué)內(nèi)容后,，就開始組織學(xué)生積極投入,，以諸多方式進行操練，例如：

gapped dialogues , read and act, scrambled dialogue and so on.1）,、practised by gapped dialogues ：

practice focus：to ask the way and give directions.(two sets of gapped dialogues are prepared as show below)dialogue a a：excuse me,，wheres ___ ,please? b：go along___ ___ ,and ____ ___ ue b a ： _____hospital, please? b：____ ____ the street ,and ___ ____ left.a：___ ____ 3）、dialogues-production 在這一階段,，學(xué)生對所學(xué)知識已相當熟悉,，要達到語言學(xué)習(xí)的首要目的-交際,，學(xué)生最好將所學(xué)知識學(xué)以致用。教師可以精心設(shè)計情景,，組織學(xué)生分角色進行自由對話并表演,。教師最后給予評定或提出某些要求，有利于學(xué)生提高口頭運用語言的能力,。例如：the following situation is set t-shirt is too old-fashioned ,so she asks her mother to buy her a new the shop the shop aistant is friendly and she serves them first one kate tries on is yellow, and kate likes the color ,but its too they ask for second is green and the size is just all right ,so they want to take ：at home first ,then in the ：a：kate b：kates mother c：the shop aistant