第一篇：教學(xué)法自制教案

《教學(xué)法》課程實(shí)習(xí)教案

班級(jí)： 09級(jí)機(jī)制教育班

授課人：

孫秀春

教學(xué)主題 液壓傳動(dòng)

一、調(diào)速回路

（1）節(jié)流調(diào)速（2）容積調(diào)速（3）容積節(jié)流調(diào)速

（一）節(jié)流調(diào)速 教學(xué)內(nèi)容

1.進(jìn)油路節(jié)流調(diào)速回路 2.回油路節(jié)流調(diào)速回路 3.旁油路節(jié)流調(diào)速回路

1.知識(shí)方面： 最基本的節(jié)流調(diào)速 教學(xué)目的2.能力方面：分析油路和流量與速度的關(guān)系 與要求 3.思想方面： 工作穩(wěn)定可靠 1.進(jìn)油路節(jié)流調(diào)速回路 教學(xué)重點(diǎn) 2.回油路節(jié)流調(diào)速回路

1.油路分析 教學(xué)難點(diǎn) 2.性質(zhì)的比較

教學(xué)方法 教具準(zhǔn)備 多媒體教學(xué)與板書(shū)相配合、師生互動(dòng) 多媒體資料、教室、教案

教學(xué)內(nèi)容與進(jìn)程

導(dǎo)入

一、調(diào)速回路

（1）節(jié)流調(diào)速（2）容積調(diào)速（3）容積節(jié)流調(diào)速

（一）節(jié)流調(diào)速

1.進(jìn)油路節(jié)流調(diào)速回路 2.回油路節(jié)流調(diào)速回路 3.旁油路節(jié)流調(diào)速回路 結(jié)課

節(jié)流調(diào)速的三種方式適用各自不同的場(chǎng)合。教學(xué)小結(jié)

作業(yè)布置

節(jié)流調(diào)速的優(yōu)缺點(diǎn) 與思考題

左邊內(nèi)容，中間回路，右邊公式換算 板書(shū)設(shè)計(jì)

師生時(shí)間活動(dòng) 分配 3 5 5 2 2

教學(xué)后記

第二篇：自制晾衣架教案

自制晾衣架教案

教學(xué)內(nèi)容：自制晾衣架

教學(xué)目的：1.學(xué)生能親手制作一個(gè)簡(jiǎn)單的晾衣架；

2.培養(yǎng)學(xué)生動(dòng)手動(dòng)腦的能力、團(tuán)結(jié)協(xié)作的團(tuán)隊(duì)精神。

教學(xué)重點(diǎn)：架鉤、架翼、架心的制作過(guò)程。教具準(zhǔn)備：1.材料：12號(hào)鐵絲（120m左右）

2.工具：尖嘴鉗、卷尺、小錘 教學(xué)時(shí)間：1課時(shí)（60分鐘）教學(xué)過(guò)程： 一.引入課題

老師: 同學(xué)們，我們生活中有一樣必不可少的常用品-------晾衣架。它給我們帶來(lái)了許多方便之處：咱們衣服不傳了，可以用衣架掛起來(lái)，避免褶皺。洗了衣服，咱們用衣架晾曬，這樣衣服既能干得快，又能使衣服平整。我們今天就來(lái)親自動(dòng)手制作一個(gè)簡(jiǎn)易的晾衣架。（板書(shū)課題：自制晾衣架）二.演示制作過(guò)程

1.介紹材料、工具：做一個(gè)自制的晾衣架（出示樣品）。需要的工具有：鐵絲、尖嘴鉗、卷尺、小錘等。大家注意觀察一下，這個(gè)晾衣架有幾個(gè)部分組成？（三個(gè)部分組成：架鉤、架心、架翼）。它有什么優(yōu)點(diǎn)？（可以折疊，占有空間少，便于隨手?jǐn)y帶。野炊、外出旅游是可以用）。現(xiàn)在，老師分別演示一下各部分的制作過(guò)程，大家注意觀察。

2.做架構(gòu)：用15cm 長(zhǎng)的鐵絲彎成一個(gè)“？”形的架鉤。（如圖1）

3.做架翼：將長(zhǎng)約44cm 的鐵絲彎成架翼（如圖2），注意架翼要做兩個(gè)。

4.做架心：用76cm 的鐵絲彎成一個(gè)閉口的“s”形架心。

5.組裝：各部分做好以后，先將架翼分別反扣在架心中心軸兩側(cè)，將開(kāi)口砸合。

6.涂漆美化工作：晾衣架做好以后，咱們可以用油漆來(lái)進(jìn)行美化，但是要注意兩點(diǎn)：新鐵絲要擦干凈再涂漆，舊鐵絲應(yīng)先除銹（用細(xì)砂紙打磨），擦干凈后再上漆（課后進(jìn)行此項(xiàng)工作）三.動(dòng)手實(shí)踐

將學(xué)生分為4人一組，每組分發(fā)兩把尖嘴鉗，一根120cm 左右的鐵絲，一個(gè)卷尺，一個(gè)小錘。讓學(xué)生合作一個(gè)晾衣架，提出安全注意事項(xiàng)，教師來(lái)回巡視指導(dǎo)。

學(xué)生制作完畢，組織評(píng)比、演示。

總結(jié)本課內(nèi)容，清點(diǎn)工具、收回材料。安排學(xué)生有序地離開(kāi)教室。

第三篇：教學(xué)法教案

仁愛(ài)英語(yǔ)七年級(jí)（下）Unit5 Topic2 Section A

授課人：081040609譚秋云

一、教學(xué)目標(biāo)（1）知識(shí)目標(biāo)：

①通過(guò)學(xué)習(xí)，掌握有關(guān)學(xué)校各種建筑物的生詞和其他一些生詞：playground, gym, dormitory, lab, computer room, dining hall, classroom building, swimming pool, make, card, soon, dance, sleep, clean, run ②學(xué)習(xí)現(xiàn)在進(jìn)行時(shí)態(tài)的含義和基本用法（2）能力目標(biāo)：

①提高學(xué)生聽(tīng)說(shuō)讀寫(xiě)的能力 ②培養(yǎng)學(xué)生主動(dòng)參與學(xué)習(xí)活動(dòng)、善于和他人合作的能力。③培養(yǎng)學(xué)生學(xué)以致用的能力（3）情感目標(biāo)：

培養(yǎng)學(xué)生熱愛(ài)自己的學(xué)校，愛(ài)護(hù)學(xué)校的設(shè)施和公共財(cái)物，培養(yǎng)學(xué)生熱愛(ài)運(yùn)動(dòng)的意識(shí)。

二、教學(xué)重點(diǎn)、難點(diǎn)

（1）教學(xué)重點(diǎn)：理解現(xiàn)在進(jìn)行時(shí)態(tài)的含義、用法，學(xué)習(xí)本課生詞。

（2）教學(xué)難點(diǎn)：現(xiàn)在進(jìn)行時(shí)態(tài)的結(jié)構(gòu)及其靈活運(yùn)用，15個(gè)單詞的掌握。

三、教學(xué)策略及教具

（1）.通過(guò)教師設(shè)計(jì)的各種語(yǔ)言交際活動(dòng)（問(wèn)答游戲，合作對(duì)話，小組活動(dòng)等），讓全班都能大聲開(kāi)口說(shuō)英語(yǔ)；（2）.錄音機(jī)，PPT。

四、教學(xué)過(guò)程

Step 1 Review:提問(wèn)兩三個(gè)同學(xué)，復(fù)習(xí)鞏固上次課的內(nèi)容，即一般現(xiàn)在時(shí)態(tài)的含義及用法。

T(teacher): How do you usually go to school?

S(student): I often go to school by bus.T: What do you often do on Sunday? S: I often play basketball.Step 2 Presentation：播放能引起學(xué)生注意力的動(dòng)態(tài)圖片，先讓學(xué)生齊聲回答所表示的短語(yǔ)怎么說(shuō)，并把相應(yīng)的短語(yǔ)寫(xiě)在黑板上，帶動(dòng)整個(gè)課堂氛圍。然后Repeat the questions in step 1，and ask: Where do you often play basketball? And where do you usually swim? Help the Ss answer and write down: on the playground, in the swimming pool.Present the other new words in 3 of Page 10 in the same way.Step 3 Presentation 再次播放Step 2 的動(dòng)態(tài)圖片。導(dǎo)出What do you do? I am playing basketball.給學(xué)生直觀講解現(xiàn)在進(jìn)行時(shí)態(tài)的基本結(jié)構(gòu)是be+v-ing。

Step 4 Drill(操練)：鍛煉學(xué)生的合作與語(yǔ)言表達(dá)能力。

Work in pairs.A: What are you doing? B: I’m riding a bike/playing basketball/swimming.A: Are you swimming? B: Yes, I am./No, I’m not.Step 5 Listening and practice（聽(tīng)與練）：提高學(xué)生的聽(tīng)說(shuō)綜合能力。

Page 9 1a Show a picture and play the tape for the Ss to find the answer Qs: What is the girl doing? What is the boy doing? Then practice the conversation in pairs.Ask several pairs to act it out.Step 6 Review and Consolidation（鞏固）

Page 10 Ask the students to close books and show them pictures one by one, point to the girl and ask: Where is she? Is she singing? What is she doing? All the Ss answer.Step 7 Summary（小結(jié)）Ask: What do we learn in this class? 現(xiàn)在進(jìn)行時(shí)態(tài): be+v-ing 含義：表示說(shuō)話時(shí)正在進(jìn)行的動(dòng)作或發(fā)生的事情。

幫助學(xué)生梳理當(dāng)堂課所學(xué)知識(shí)內(nèi)容,復(fù)習(xí)鞏固所學(xué)單詞和短語(yǔ)。

Step 8 Homework（作業(yè)）（1）、Ask the Ss to remember the new words.（2）、做練習(xí)冊(cè)上相應(yīng)的現(xiàn)在進(jìn)行時(shí)態(tài)的練習(xí)題。

五、教學(xué)反思與總結(jié)。

第四篇：教學(xué)法教案

Unit3 Is this your skirt?

Teaching Plan: PEP4 Unit3 Is this your skirt? Topic: Is this your skirt? Aim: By the end of the whole unit, the students should be able to

(1)Understand the passage(to get the main idea of the whole unit and use them in our daily life.(2)To master the target language ? New

Words:jacket,shirt,skirt,dress,sweater,jeans,pants,socks,shoes,shorts.? New Phrase: Put on…, Hang up…, Take off…, Put away…, etc.? New sentences: I like the…and…/Is this your …? Yes, it is./No, it is not./Whose is this? It is…/What color is it? It is… ? Pronunciation:i(3)Language

skills:listening,speaking,reading, writing,understanding.Difficult Point: Let the students know and understand the

target language well.Methodology: Communicative Approach

Aural-oral Method

Situational Approach Task-based Method

Audio-Visual Method

Student-Centred Method

Aids: recorder picture tape

There are four period in this Unit

Period one: Learn some new words, play games, use the sentence.And phrase.Period two: Review the target.Languages and consolidate the sentences and words, at the same time, Prepare the new lesson and proactive.Period three: Learn some new words and sentence, teach how to chant.Period four: Pronoun citation, listening /task and spend a lot of time on storytelling to make students.Understand the target languages and learning skills.Content The first lesson

（葉斯斯）Part A Let’s learn, let’s do.Teaching plan

Topic: Is this your skirt?

Aims: By the end of this period, students are able to

A: Learn the key vocabularies of this Unit.B: Use the sentence “What color is it? What is it?”

“I like… with…”, and make dialogue

C: Improve the ability of reading, speaking and writing.Emphasis and Difficulty: New words and how to use the sentence.Teaching Preparation: Pictures, different colors, words card，radio.Teaching Procedure Warm-up(approx 5 min)Sing a song “Color Song”, students say the color they have heard

Show color cards to students and they read them.Presentation Let’s learn, let’s do

Step 1(approx 5 min)A: Teacher is wearing a T-shirt, and tells the students that she is wearing a T-shirt today.B: Teacher show pictures to the students, leading in –What is this?-It is a…

Use the same sentence to teach others new words.C: Write the new words on the blackboard: yellow T-shirt, red shirt, white sweater, brown jacket, green skirt, blue dress.D: Teach the new words and sentences.Step 2 :(approx 10 min)A: Teacher shows a picture, a clothes shop on the blackboard and say that she want to go shopping, then she go shopping with a student and leading in “I like…with…”

B: Let the students practice the dialogue with their partners.Step 3(approx 15 min)A: Listen to the radio, teacher do the action put on… take off…h(huán)and up…wash…, etc, and students follow.B: Teacher says, students do the action, a student say, other students and the teacher do the action.C: Groups Competition: every member in the group do the action one by one according to the in struction, which group is correct and quick, they will be the winner.Step 4: Homework

A: Write the new words in the notebook, 5 times a word B: Remember the phrases and do the correct action.Blackboard layout Unit 3 Is this your skirt? Yellow T-shirt

what’s this? Red shirt

It is a … White sweater

I like …with… Brown jacket Green skirt Blue dress Content

The second Lesson

（葉榕榕）Part A let’s talk /Let’s play/ Read and write

Teaching plan Topic: Is this your shirt? Aims: a.To teach students the target languages.b.To let students know how to use the target language well.c.To develop students’ abilities of listening, speaking and understanding.Emphasis and Difficulty: Let students learn the target language well.Sentence: 1 –Is this your skirt?-No, it is not/Yes, it is.–Whose is this?

-It is ….’S

Teaching procedure

Stage1 Revision(approx 5 min)a.Revision the words we have learned last lesson, present the pictures of the cloths, students say the words.b.Teacher say the actions, students do them.(set up a funny atmosphere)Stage2 Presentation(approx 30 min)

A：a.Teacher comes to a student and pick up her picture, which she had drawled before class.Teacher ask her” Is this your…?” student answer: “Yes, it is”

b.Teacher repeats the sentences, students follow.c.Teacher writes the sentences on the blackboard and teaches students.B：a.Teacher point to the picture, which is sticker on the wall before class and ask one student “Is that your…?” but that isn’t hers.So she answers: “No, it is not.”

b.Teacher asks another two students, they answer: “No, it is not.”

c.Teacher repeats the sentence, students follow.d.Teacher writes the sentences on the blackboard and teaches students

C: a.Teacher collects pictures from students, and leading in “Whose is this?” and students can guess like: “Is that…’s?” who is being guessed, should answer: “Yes, it is/No, it is not.” Student who guesses the right person will get the reward.(a red star)

b.asks a student to be the little teacher, Practice the above sentences, and write the sentence on the blackboard.c.have a challenge: ask a student come to the platform and face the blackboard.All the students ask her “Whose is this?” she can guess like: “Is that…s?” However, we will give her three chances, if she can’t get the right person.Then teacher tell her, she can ask her classmate “whose is this?” They will answer: “It is …’s.”

d.Teacher teaches “Whose is this? It is …’s.”

D: a.Teacher comes to a student and pick up her picture, ask her: “Is this your…?” student answer: “Yes, It is.”

Teacher asks: “Whose is this?” answer: It is …’s.b.Make a dialogue with the above sentences.E: Listen to the tape and answer the question.1.What color is Alice’s skirt? 2.Whose is the T-shirt?(Approx 3 min)3.Sing a song: Is this your shirt? Is this your shirt? Is this your shirt? No, it is not.No, it is not.Whose is this? Whose is this? It is Tom’s.It is Tom’s.Stage4 Assignment a.Practice the dialogue with others.Blackboard layout Unit 3 Is this your skirt? — Is this your…？

— Yes，it is.— Is that your…？

— No，it is not.— Whose is this？

— It is _____′s

Content The third lesson

（葉泉）

Part B Let′s learn.Let′s chant.Let′s talk.Let′s find out.Topic: Is this your skirt? Aims : By the end of this period, children are able to a.learn and master the key words and sentence in development.b.Use the sentence “Where are my…?” skillfully.c.Improve the ability of listening,speaking,reading and writing.Emphasis and Difficutty:How to use復(fù)數(shù)and the use of be動(dòng)詞.Teaching Procedure.A.Warming up(approx 3 min)Revision: Teaching→students — What is this ？

— It is a______.— What colour is it ？

— It is________.— Is this your…?

— Yes, it is／No, it is not.B.Presentation 1.New words a.①Teaching point to her own shoes and say: “Look at my

shoes，my shoes is black.”

②Teach them read new word：shoes↑shoes↓.and write it on the blackboard.③Teacher ask“Look at your shoes，what color are your shoes?” Student answer“My shoes are___.”At the same time, teacher ask“Where is my shoes?” and she answer“Look, there are my shoes.”

b.Socks.Teacher present a pair of old socks and say:“My socks are white.My socks are old.Then present a pair of new socks and say:“My socks are new.”

c.Short／pants.Teacher present the pictures of shorts and pants and say:“They are shorts／pants.”

d.Jeans.Teacher present the picture and ask:“What are they?” students answer:“They are jeans.” 2.Practice a.According to teachers′口形and guess what is the word.b.Look at the picture and put the correct words there.c.What is missing? P111.Let′s find out.拍起來(lái).3.Listen to the tape and read together.4.Let′s chant.a.show the new chant on the small blackboard to the students.My socks are white，My shoes are too, My pants are old, My short are new.b.Teach the chant step by step.c.All students chant together.5.Homework:Let′s find out.P32 拍起來(lái) a.Choose what do you want to wear and colour.b.Make a diologue with your partner.Blackboard layout Unit 3 Is this your skirt? Words:

Sentences: shoes

— Where are my socks? socks

— There are_____________.pants

— What color are they? shorts

— They are_____________.Jeans

Content

（黃雅欣）The fourth lesson.Part C.Pronunciation／Let′s check／Let′s sing／Story time Topic: Is this your skirt? Aims: A.To teach students how to pronun the words with

I.b.To develop students abilities of listening, speaking and understanding.Emphasis and Difficulty: How to pronun I in a correct way.Pronunciation Teaching Procedure.(approx 10 min)

Step1.a.Read the words on the book groups by groups, and ask student listen to them carefully and find the common points.b.Tell the student how to pronun I.c.Practice it by yourself.Step2.Let′s check.(approx 8 min)

a.Tell the student what they should do in this part and ask them listen to the tape carefully.Listening two times.b.Let students choose the best answer.c.Tell them the correct answer by listening the third time and analyze the sentences.Step3.Let′s sing : My clothes

(approx 10 min)a.Listen to the tapes first.b.Follow the tape sentence by sentence.c.Sing the song together.Step4.Story time

(approx 12 min)a.Tell the story with the action.b.Learn some new words and sentences in the story.c.Listen to the tapes and follow.d.Role play.

第五篇：教學(xué)法教案

Contents

Background information Teaching objectives Teaching contents Teaching important points Teaching different points Teaching aids

Teaching procedures:

Step One: Leading-in

Step Two: Association method Step Three: Homophonic method Step Four: Etymology

Step Five: Practice

Step Six : Home work

Step Seven: Reflection

(3mins)(3mins)(3mins)(3mins)(2mins)(1mins)

Background information: 1.Students: junior 2.Lesson duration:15mins Teaching objectives: By the end of the lesson,students should be able to 1.Using association method to remember new words.2.Using homophonic method to remember new words.3.Using etymology to remember new words.Teaching contents:vocabulary Teaching aids: PPT, blackboard,chalk.Teaching important points: Remember new words with special skills.Teaching difficult points: Using etymology to remember new words.Teaching procedures: Step One: Leading-in

a)Showing a picture and let students using one word to describe it.b)Ask students to guess something that is related to this word.C)Introduce one method to remember this new word.Step Two: Association method

Courage（勇氣）聯(lián)想C 長(zhǎng)得像一輪彎彎的明月，our 是我們的意思，age 是年齡的意思，在一輪彎彎的明月下，我們這個(gè)年齡的人，你牽著我的小手，我牽著你的小手，你一個(gè)眼神的肯定我的愛(ài)就有了意義，原來(lái)愛(ài)真的需要勇氣。Chill

（寒冷）聯(lián)想 C 長(zhǎng)得像是一輪彎彎的明月，一輪彎彎的明月下，有一座孤零零的小山，你孤身一人站在山上，明月孤懸，感覺(jué)很冷。

Step Three:Homophonic method

pest害蟲(chóng)(拍死它);

ambition雄心(俺必勝);

agony痛苦(愛(ài)過(guò)你);

ambulance救護(hù)車(chē)(俺不能死);bale災(zāi)禍(背噢);

hermit隱士(何處覓他);strong強(qiáng)壯(死壯);

sting蟄(死盯);

abyss深淵(額必死);

admire羨慕(額的媽呀);

flee逃跑(飛離)

ponderous(胖的要死)肥胖的;sentimental(三個(gè)饅頭)多愁善感的putrid(飄臭)腐爛;squander(死光的)浪費(fèi);

shun(閃)閃躲;

temper脾氣(太潑);

addict上癮(愛(ài)得嗑它);economy經(jīng)濟(jì)(依靠農(nóng)民);

ail 疼痛(哎喲);coffin 棺材(靠墳);

appall驚駭(我跑);Step Four: Etymology

1、a-加在單詞或詞根前面，表示“不，無(wú)，非” acentric 無(wú)中心的（a+centric 中心的）

amoral 非道德性的（a+moral 道德的；注意：immoral 不道德的）

apolitical.不關(guān)政治的（a+political 政治的）

2、be-表示“使…成為” befriend 友好對(duì)待（be+friend 朋友）

befool 欺騙（be+fool 笨蛋→使人成笨蛋→欺騙別人）

belittle 小看(be+little 小→小看人)

3、co-表示“共同”，通常放在元音詞根前

Cooperation 合作(co+operation 操作→共同操作→合作)Coexist 共存(co+exist 存在)

Cohere 附著；粘著(co+here 粘→粘在一起)

4、contra-表示“反對(duì)，相反”

contrary 相反的（contra+ary→相反的）

contradict 反駁；矛盾（contra+dict 說(shuō)→反著說(shuō)→反駁）

contravene 違反，違背（contra+vene 走→反著走→違反）

5、di-表示“兩個(gè)，雙”

dichromatic 兩色的（di+chrom 顏色+atic→兩色的）

dioxide 二氧化物（di+ox 氧＋ide→二氧化物）

dilemma 進(jìn)退兩難（di+lemma 爭(zhēng)論→二種爭(zhēng)論→進(jìn)退兩難）

6、em-,en-表示“進(jìn)入…之中，包圍” embrace 擁抱（em+brace 胳膊→進(jìn)入懷抱）

empathy 感情相融的（em+pathy 感情→進(jìn)入感情）

embarrass 使難堪（em+barrass 套子→進(jìn)入套子→難堪）

Step Five：Practice Guess the meaning : Chill , pest , ambition ,agony，ambulance ,bale,hermit , abyss

contradict , dichromatic, empathy

Cohere,belittle, befool , Step Six：Homework

Review the words that we have learned today.Step Seven:Reflection(to be written immediately after the lesson).