染雾选题的设计思路范文英语 篇一
Title: The Impact of Social Media on Mental Health
Introduction:
Social media has become an integral part of our daily lives, with millions of people around the world using platforms such as Facebook, Instagram, and Twitter to connect with others, share their thoughts and experiences, and consume information. However, there is growing concern about the impact of social media on mental health. This article aims to explore the potential negative effects of social media on mental well-being and provide some suggestions for individuals to maintain a healthy online presence.
Body:
1. Comparison and self-esteem:
Social media often presents an idealized version of people's lives, with users carefully curating their posts to display their best selves. This can lead to social comparison and feelings of inadequacy, as individuals may perceive their own lives as less exciting or successful in comparison to what they see on social media. Research has shown that excessive social media use can be linked to lower self-esteem and higher levels of depression and anxiety.
2. Cyberbullying and online harassment:
The anonymity provided by social media platforms can give rise to cyberbullying and online harassment. Individuals may become targets of negative comments, personal attacks, or even online stalking. Such experiences can have a detrimental impact on mental health, leading to feelings of fear, shame, and social isolation.
3. Fear of missing out (FOMO):
Social media's constant stream of updates and notifications can create a fear of missing out (FOMO) in individuals. Seeing others' posts about exciting events or social gatherings may evoke feelings of loneliness or exclusion. This fear of missing out can contribute to increased stress and anxiety.
4. Unrealistic beauty standards:
Social media often perpetuates unrealistic beauty standards, with heavily edited and filtered images promoting an unattainable ideal of beauty. This can lead to body dissatisfaction and a negative body image, which are risk factors for the development of eating disorders and other mental health issues.
Suggestions for maintaining a healthy online presence:
1. Limit screen time:
Setting boundaries and reducing the amount of time spent on social media can help mitigate its negative effects. Allocating specific periods for social media use and avoiding excessive scrolling can help individuals maintain a healthy balance between online and offline activities.
2. Practice self-care:
Engaging in activities that promote mental well-being, such as exercise, meditation, or spending time with loved ones, can counteract the negative impact of social media. Focusing on self-care allows individuals to prioritize their own needs and reduce the influence of social media on their mental health.
3. Cultivate real-life connections:
Building and nurturing real-life relationships can provide a sense of belonging and support. Actively participating in social activities, joining clubs or organizations, and spending quality time with friends and family can help individuals maintain a healthy social life outside of social media.
Conclusion:
While social media offers numerous benefits, it is crucial to be aware of its potential negative impact on mental health. By understanding the risks associated with excessive social media use and implementing strategies to maintain a healthy online presence, individuals can protect their mental well-being in the digital age.
选题的设计思路范文英语 篇二
Title: The Benefits of Mindfulness Meditation for Stress Reduction
Introduction:
In today's fast-paced and demanding world, stress has become a common experience for many individuals. However, there are effective techniques available to manage and reduce stress levels. This article aims to explore the benefits of mindfulness meditation as a tool for stress reduction and provide insights into how individuals can incorporate this practice into their daily lives.
Body:
1. Understanding mindfulness meditation:
Mindfulness meditation is a practice that involves focusing one's attention on the present moment, without judgment. By cultivating a non-reactive awareness of thoughts, emotions, and bodily sensations, individuals can develop a greater sense of calmness and clarity. Numerous studies have shown that mindfulness meditation can reduce stress, anxiety, and symptoms of depression.
2. Stress reduction through mindfulness:
Mindfulness meditation helps individuals become more aware of their stress triggers and empowers them to respond rather than react to stressful situations. By observing their thoughts and emotions without judgment, individuals can develop a greater sense of control and reduce the impact of stress on their well-being.
3. Physical and mental benefits:
In addition to stress reduction, mindfulness meditation has been shown to have numerous other physical and mental health benefits. Regular practice can improve immune function, lower blood pressure, and enhance overall well-being. It can also improve focus, attention, and cognitive flexibility, which are essential skills for managing stress effectively.
4. Incorporating mindfulness into daily life:
Integrating mindfulness meditation into daily life can be done in various ways. Starting with short sessions of 5-10 minutes each day and gradually increasing the duration can help individuals establish a consistent practice. Additionally, incorporating mindfulness into daily activities such as eating, walking, or even washing dishes can enhance present-moment awareness and reduce stress.
5. Mindfulness apps and resources:
For individuals who are new to mindfulness meditation, there are numerous resources available to help guide and support their practice. Mindfulness apps, such as Headspace and Calm, offer guided meditation sessions and exercises tailored to different needs and preferences. Online courses, books, and local mindfulness groups can also provide valuable guidance for those interested in incorporating mindfulness into their lives.
Conclusion:
Mindfulness meditation is a powerful tool for stress reduction and overall well-being. By incorporating this practice into their daily lives, individuals can develop a greater sense of calmness, clarity, and resilience in the face of stress. With the numerous resources available, anyone can begin their journey towards a more mindful and stress-free life.
选题的设计思路范文英语 篇三
人教版小学英语PEP第二册中My Family第一课时
英语活动课教案设计及思路
本课的教学目的是：复习家庭成员名称，学习Who’s that man／woman／boy／girl﹖句型并学习介绍自己的家庭。
小学生活泼好动，小学英语课堂进行活动教学能直接激发小学生对语言学习的兴趣，能使孩子们的多元智能在交际活动中得以体现和发展。
在教学中，为了体现以学生为本的教学思想，我注重引导学生主动参与动口、动手、动脑综合发展多方面能力的各种活动，注重培养学生语言交际能力和思维发展能力。我设计了以下的教学环节：
1．歌曲开篇，引入情境
教学以一首“Boy and Girl”开始，即活跃了课堂，又集中了学生的注意力。
2．巧用游戏，培养能力
如游戏Quick Response:任意指班上的一名学生问Who’s this boy／girl﹖让学生快速反应，以培养学生的观察力、快速反应能力和竞争意识。
如游戏Gueing Game：用猜谜语的形式向He’s my father’s father． Who is he﹖以复习各家庭成员，培养学生的思维能力。
如游戏Act:让学生表演出I’m father…。以培养学生的想象力和对日常生活的观察力。
3．联系实际，灵活运用
通过介绍自己现在、过去、将来的快乐家庭，不仅灵活运用了所学句型、所学英语进行表达，同时增进了人与人之间的沟通和理解并培养了学生的交际能力。以小组活动的形式进行讨论对话，使每个学生都参与其中，体现了集体合作的精神。
4．文化渗透，情感教育
通过古今中外的名人、伟人，适当加入一些文化渗透。
通过谈论自己的家——过去，现在，将来快乐的家，引起学生对家的热爱之情；同时进行情感教育：家，快乐的家，是靠我们的爸爸妈妈等长辈们的辛勤劳动建立起来的。因此，我们应该爱他们，尊敬他们，孝敬他们。
在本课教学过程中，我采用听、做、说、唱、玩、演的方式，通过各个有趣、实用、轻松、活泼的活动，使每个学生都参与进来，充分调动了学生的积极性和主动性，并以“家，快乐的家”这一主题贯串整个教学过程。
为了提高教学效果，我利用多媒体辅助教学，优化了课堂教学过程，真正体现了在情境中教学，在活动中学习英语的活动式教学模式。
教案设计
一、教学目标：
1．认识目标：
(1)能听说认读家庭成员的名称。father(dad),mother(mom),grandfather(grandpa),grand mother(grandma)。扩充教学uncle,aunt,brother,sister。
(2)能灵活运用This is my family／mom／friend…句型。
(3)能听懂会说句子Who’s that man／woman／boy／girl﹖及回答He／She is……,并在一定的语境中进行交际。
2．情感目标：通过谈论自己的家，快乐的家引起学生对家、对父母的热爱之情。
3．学习策略目标：
(1)培养学生的注意力、观察力，激发学生积极思维。
(2)通过小组活动，培养学生积极与他人合作，共同完成学习任务。
(3)在任务中，引导学生积极运用所学英语进行表达与交流。
4．文化意识目标：了解一些国内及国外的名人、伟人。
二、教学准备：
1．多媒体课件一套。
2．教师自己小时候及现在的家庭照片。
3．学生自己小时候及现在的家庭照片。
4．道具：报纸、老花眼镜、围裙、拐杖若干。
三、教学过程： (一)Warming up:
1．Sing a song:“Boy and Girl”
(二)Presentation:
1．Greetings:Hello, boys and girls．
How are you﹖
How old are you﹖
Where are you from﹖
2．T:Who’s this boy／girl﹖引导学生回答P1:He／She is ××．
T：Is he your friend﹖
若生回答Yes,示意学生介绍自己的朋友
P1:This is my friend ××．
T:Nice to see you．
P2:Nice to meet you too．
3．Quick Response:Who’s this boy／girl﹖
He／She…
4．课件出现许多名人如邓亚萍、鲁迅、乔丹、_等，引出Who’s that man／woman﹖教学该句型及回答He／She is…。
(三)Activity 1:现在的快乐家庭
1．根据课件出现教师现在的家庭照，让学生观察、猜测并回答。
T:Who’s this woman﹖
P1:She is Mi Mao．
T:Yes． It’s me．
T:Who’s this man／woman﹖
P1:He／She is your father, mother…。
2．Gueing game:
He is my father’s father, who is he﹖
She is my mother’s mother, who is she﹖
He is my mother’s brother, who is he﹖
She is my father’s sister, who is she﹖
My father has a daughter, but not me, who is she﹖
3．①师手指现在的家庭照总述：
This is my father／mother／sister／brother．
This is my family． Happy, happy family，This is my grandpa／grandma／uncle／aunt．
This is my family． Big,big,family．
②Sing a song:“Happy Family”
(四)Activity 2:过去的快乐家庭
1．根据课件出现一个小孩照片，教师问答并介绍小时候的自己。
T:Look, who’s this girl﹖
Oh, It’s me．
I’m 5／short／fat…
2．老师用幻灯片逐张展示学生上交的他们幼儿时的照片，让学生猜测，并运用以前所学的知识，谈谈小时候的自己。
T:Look, who’s this boy／girl／baby﹖
P1:He／She is ×××． P2:Oh, It’s me．
I’m 1／fat／short／lovely…
3．根据课件出现教师过去的家庭照，教师再次示范介绍自己的家庭。
T：This is my father／mother／sister／brother．
This is my family． Happy, happy family．
How about you﹖
4．学生用他们的家庭照，小组讨论并介绍自己的家庭。
P1:Who’s this man﹖
P2:He’s my…
This is my…
(五)Activity3:将来的快乐家庭
1．教师在小组讨论时巡视，最后可拿过一个学生幼儿的照片说：
T:You were fat and short when you were 1 year old．
Are you short now﹖
No, you are taller than you were．
And you’ll taller and taller day by day．
Then maybe you’ll have a family．
2．Chant:Let’s go, boys．
Let’s go, girls．
Let’s all be a family…
①先齐说chant1遍，生跟在师后面边走边唱。
②再听chant2次，第1次边听边抽家庭成员卡片；另一次，边听边传报纸，围裙，拐杖等道具。
3．Act:
T:Now let’s see who plays father﹖
Show your action．
P:I’m father．
(边说边模仿爸爸的模样，如看报纸等)
T:Who plays mother…
4．(1)组成若干“临时家庭”。
T:Now you’re Family No 1, you’re Family No． 2,…
(2)师示范一组生用上各道具，介绍
P1:Hello, I’m ×××
This is my family．
This is my father…
We are very happy．
并示意“Father”“Mother”等与其他学生问候。
(3)小组活动
(4)各家庭去介绍自己的家庭，运用句型This is…
Who’s that man…﹖
(六)Activity 4:情感教育
T:This is my Father／mother／sister／brother．
This is my family．
I love my father． I lover my mother．
They love me too, we are all happy．
Happy, happy, for ever，Song: “Happy Family”结束。
选题的设计思路范文英语 篇四
一、教学设计意图
二、教学目标设计：
知识与技能：
①掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能。
过程与方法：
①培养学生筛选局部和整体信息的能力和独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。
②培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。
情感价值观：
通过本节课的学习，培养学生的人文和信息素养。
三、教材内容及重点、难点分析：
教材内容：
本课教学内容是新课标《高中英语必修3 Unit 5》，Canada---The True North 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍加拿大的地理概况和风土人情，而是透过一个旅人的眼睛来看加拿大。相比较而言，这样的课文难度更大。
教学重点：
①对课文内容的整体把握。
②学生组织语言、运用语言的能力。
【重点突破】任务驱动，层层深入。
利用“任务驱动”方法，使学生利用资源自主探究、解决一系列层层深入的问题。在教学中，教师作为问题的精心设计者和疑难问题的点拨者，培养学生组织语言的能力。
教学难点：
①对课文内容中细节的理解。
选题的设计思路范文英语 篇五
教学目标
(一)认知目标能够听、说、读、写句子does he live in Sydney? No, he doesn’t. Does he like doing word puzzles and going hiking? Yes, he does.并能在实际生活中运用。
(二)能力目标能够运用所学句型来询问他人一些日常生活情况。
(三)情感目标教育学生要养成良好的学习和生活习惯。
教学重难点
(一)重点灵活运用本节课的重点句型。朗读时做到语调自然，语音准确。突破方法：反复朗读，小组互听朗读，提出建议，突破重点。
(二)难点在实际情景中正确运用所学对话。突破方法：创设情景，表演对话，突破难点。
教学过程
Step 1： Warm-up
1、播放歌曲My new pen pal，师生齐唱。
2、师生进行日常会话。如：T：
Where are you from? S： I’m from China. T： What do you do on Sundays? S： I often read books. T： How do you go to school? S： I go to school by bike. T： Do you go to school by subway? S： No, I don’t. T： Do you have a pen pal? S： Yes, I do.
Step 2：Presentation
看图描述：She teaches English。He goes to work。
He watches TV。 He reads newspapers。
What’s your hobby?出示图片：hobby?
I say you say。
Let’ s try
What does ZhangPeng’s mother teach ?
She teaches English.
Does she teach English?No , she doesn’t 。
Does she teach Chinese?
No , she doesn’t .
Does she teach math ?
Yes , she does .
教师先引导学生看问题，然后播放Let’s try部分的录音，学生回答问题。教师再次播放录音，让学生找出回答问题的关键信息，核对答案。最后让学生反复听轮，尽量听出原文并进行复述。
Let’s talk
1、教师请一名学生介绍他笔友的有关情况，如：
I have a pen pal. She lives in Beijing. I live in Wuhan. She likes climbing mountains, singing and swimming, but I like drawing cartoons and dancing. We often write emails.教师根据这名学生的介绍问其他学生：Does his pen pal live in Beijing/Wuhan…?帮助学生回答：Yes, he/she does./No, she doesn’t. She lives in…教师板书并教读句型：Does he/she live in …? Yes, he/she does./No, she doesn’t.
2、教师用单词卡片指导学生进行替换练习。如：Does he live in the city? Does she live in the country?
3、教师出示简单字谜游戏，教学生玩，学生完成后，教师说：These are word puzzles.教师板书并教单词word puzzles。注意单词中word puzzle的发音，可用拆分法：puz-zle。教师问：Do you like doing word puzzles?引导学生回答：Yes, I do.
4、教师出示远足图片，提问：What are they doing?引导学生回答：They are going hiking.教师板书并教读单词go hiking。教师可做适当解释和拓展。继续提问：Do you like going hiking?引导学生回答：Yes, I do./No, I don’t.
5、教师向一位学生提问：Do you like doing word puzzles and going hiking?学生回答：No, I don’t.教师向全班提问：Does he like doing word puzzles and going hiking?学生回答：Yes, he/she does./No, she doesn’t.教师板书句子：Does he like doing word puzzles and going hiking? Yes, he/she does./No, she doesn’t.
6、教师播放Let’s talk部分的录音，让学生带着问题静听两遍录音后回答问题。
① What do the two Johns like?
② What is Wu Yifan doing?
③Where does Wu Yifan’s pen pal live?
教师引导学生回答问题，并答疑。再放一遍录音，学生跟读，然后同桌两人分角色操练对话，最后选派几名学生上台表演对话。
7、教师示范书写四会句子，学生仿写。
Step 3： Practice
1、教师准备一些卡片，正面写人名，反面写动词短语或住址，如：watch TV, read newspaper, Shanghai等。请一名学生上台抽取一张卡片，这名学生把抽到的卡片正反面内容展示给其他学生看，再请一名学生只看正面并进行提问：Does your uncle/aunt like watching TV...? Does your uncle/aunt live in...?其他学生用Yes, he/she does. No, he/she doesn’t.来回答。
2、教师让学生将个人信息填在卡片内。 Name： ___________ I am a boy/girl. I live in ____________. I like ______________. I go to school___________.请一名学生上台从一堆卡片中抽取一张，告诉台下学生：It’s a boy/girl.学生分成两组，轮流提问，如：Does he/she like drawing pictures? Does he/she go to school by bus?等等，看哪一组先猜出填写卡片的人是谁。
3、学生分组讨论自己的兴趣爱好，然后完成Let’s talk下面的练习。
Step 4： Consolidation and extension
1、让学生听Let’s try和Let’s talk部分的录音，并积极与他人交流。
2、抄写本课四会句子。
3、做活动手册上的配套练习。
板书设计
Unit 4 I have a pen pal word puzzles go hiking Does he/she live in…? Yes, he/she does. No, he/she doesn’t. Does he like doing word puzzles and going hiking? Yes, he does./No, he doesn't.
选题的设计思路范文英语 篇六
小学英语课堂教学思路
一、Warmup（课前组织）
1、Sing 、Saythe poem and 、Pointto (touch)…
4、Dotheactions.（师说生共同做或者师生边说边做动作）
5、Greetings .6、Freetalk .7、Play some games
（根据不同的教学内容，选择不同的热身活动，热身活动的时间长短，可根据学生的学情及教学内容而定）
二、Leadin（导入）
常见的导入方式有：
1、悬念导入：如学习动物名称时，先让学生听动物的叫声，然后教师问What’s it?
It’sa…
2、直接导入：当所学内容比较新，与其他课的内容联系不大时，我们可以采取直接进入教学内容的方式。比如我们可以这样 This cla we are going to know a new friend….3、情景导入 ：在学习描述过去发生的动作时，教师首先做一个动作，然后问What did I do just now?
4、故事导入：与新课相关的趣味故事，教师先用英语叙述，然 1
后提问问题，再导入引出新课。
5、歌曲导入：如在讲过生日这一课时，先放歌曲HappyBirthday，因为学生对这首歌比较熟悉，导入就比较自然。
6、多媒体导入等；
（导入应做到简练、激趣，并能引发学生的思考）
三、Presentation（学习新知识）
每一模块的新知识可根据学生的认知水平及认知规律进行单元间知识的调整、活用教材，提高学生的学习效率，如第二册教材的第五模块第一单元既要学习时间又要学习一些动词短语，内容较多，如果同时让学生掌握这些知识不仅会增加学生的学习负担，而且会搓伤一些学生学习的积极性，如果先学时间，把第二单元的知识，调整为第一课时，效果会更好。
除此之外,还可打破模块与模块之间的教学内容:如三年级第二册的standup、sitdown、MayIcomein等句子，从第一节课开始就应呈现。并且师在平时潜移默化的渗透这些语言，当在课文学到这些知识的时候已经成为旧知了，呈现新知常用的教学方法是情景教学法，努力创设恰当的情景，让学生在情景中感知语言与理解学言。
四、Practice（练习）
充分利用小组合作的练习方式，培养学生的合作与竞争意识，常见的方法有：传声筒、说说做做、说说猜猜、词汇接龙、分角色朗读、小组合作、抢夺红旗等形式对所学知识进行练习。在这一环节中，教师应激发学生的练习兴趣，避免枯燥无味的无意义的练习，同时注意
纠正发音错误。
五、Consolidation（巩固）
根据所学知识创设恰当的情景或布置相应的任务，让学生在真实情景中或类真实情境中运用语言，掌握语言，达到学以致用的目的。（在本环节中教师应多引导学生创造性的拓展语言，即根据情景的需要充分利用所学语言，包括过去所学的知识以及新学的知识，进行大量的交际运用，开发学生的思维，培养学生的创新与综合运用语言的能力）主要形式有：表演课文、改编对话、调查采访、情境表演、话题讨论等。
六、Sum-up（小结）
尽量采用师生共同总结的方法。（最好让学生先总结本节课所学的内容，最后教师再作补充。总结环节要起到一个归纳梳理短的作用，不能流于形式。）
七、Homework（作业）
除常见的机械性的作业外，除常见的机械性的作业外，教师应多布置一些动手操作、说说做做、调查、特色作业（如单词卡片、英语小报）等形式多样的作业。
