单元设计教学培训心得体会总结单元设计教学培训心得体会总结怎么写(五篇)

当我们备受启迪时，常常可以将它们写成一篇心得体会，如此就可以提升我们写作能力了。那么你知道心得体会如何写吗？以下我给大家整理了一些优质的心得体会范文，希望对大家能够有所帮助。

最新单元设计教学培训心得体会总结三

aims and demands:

通过本单元教学，学生能熟练地运用表示“请求允许”的常用语；复习表语，连习动词的用法；了解海伦凯勒自强和她的老师的敬业精神。

importance and difficulty;

words : born, bring…into touch with, look back , get back, pity

important sentences:

1. a born teacher, she thought she could turn a deaf-blind person into a useful human being.

2. what a difficult case i must have been to this young teacher!

3. one of the first things annie did was to teach me how to play.

4. it took great imagination as well as patience for annie to teach me to speak.

grammar:

1. fish goes bad easily in summer.

2. the news sounds exciting.

3. the shop stays open until 10 p.m.

4. the tree grows taller day by day.

5. the theory proved true.

useful expressions:

1. may / can / could i …?

2. i wonder if i could ……?

3. do you mind if i…?

4. sure.

5. go ahead.

6. i’m sorry, but…

lesson 65 my teacher

aims and demands:

develop the ss’ reading ability.

importance and difficulty:

have a good understanding of the text.

teaching method: reading

teaching aids: tape recorder and some slides.

teaching procedure:

step 1. warming up

questions:

t: if a person cannot see anything at all, that person is said to be blind.

if he can’t hear anything at all, he is said to be deaf.

do you know any people who cannot see well or can’t hear well? (beethoven)

(later) people who are blind can learn to read books that are printed in a special way.

what is the name of this writing system?

------ braille.

how do people read braille books?

------ by touching raised dots on the paper with their fingers.

talk about the picture in the text book.

step 2. fast reading

read it quickly and find the answers to the questions.

1. what was the writer’s problem?

------she was deaf and blind and couldn’t speak.

2. what did the writer learn during this period of her life?

----- she learned the meaning of words, she learnt to play and to laugh.

step 3. comprehension

read it carefully and do the comprehension exercises.

comprehension exercises for unit 17 (lesson 65) 3b cccbb abbc

1. helen keller seemed simple-minded ___.

a. after annie came to stay in her house

b. so she was often made fun of by others

c. because she struggled in a silent, dark world

d. just because she couldn’t hear anything

2. helen keller came to understand the meaning of the word “water” ____.

a. in the kitchen b. in a river

c. at the well d. in her own house

3. according to paragraph 3 , the following mistakes except “ ____” can be found in the picture at the top the page.

a. helen was holding a cup, not a jar

b. helen and her teacher seemed to be indoors, not at the well

c. helen was smiling, not being moved to tears

d. annie was holding helen’s hands, not pumping

4. annie put the writer’s hand on her face so that helen could ___.

a. know what she looked like

b. connect the movement of her laughing with its meaning

c. laugh in the same way as she did

d. feel how happy she was when teaching helen

5. what impressed helen keller most was annie’s __.

a. patience ation ter

6. annie sullivan came to helen’s house ___.

a. in march, 1887

b. in april, 1887

c. in may, 1887

d. when helen was 19 months old

7. which words in paragraph 4 show that the writer was eager to learn more?

a. reach out b. beg for c. joy d. touch

8. as the writer learned more and more, ___.

a. she could speak

b. she enjoyed learning

c. she could “heard” sounds

d. she became a teacher, too

9. which happened last?

a. the girl learned how to jump

b. the girl “heard” the sound that one hears on a farm

c. the girl learned words like soil, wood and silk

d. the girl met her teacher, annie sullivan

correct the mistakes in the article if necessary:

helen keller was born a healthy normal child in 1880.

however,an illness strikes her when was only 19 months, 1.___

thus leaving her deaf, blind and unable to speak. for little 2.___

helen, the world suddenly became a dark, frightened place. 3.___

several years late, annie sullivan,a strong-minded and loving 4.___

people, became helen’s sullivan’s teaching 5.___

changed a wild child into useful human being. 6.___

by her help, helen keller learned to talk with those 7.___

around she was grew older, she became a writer. 8.___

people benefited her works and her 9.___

keller died in 1968,and her spirit lives on. 10.___

1. paper comprehension

2. listen to the tape and explain the phrases .

step 4. practice

1. word study

2. workbook

homework: workbook

lesson 66 my teacher (2)

aims and demands:

develop the ss’ reading ability.

importance and difficulty:

have a good understanding of the text.

teaching method: reading

teaching aids: tape recorder and some slides.

teaching procedure:

step 1. warming up

what do you think of helen’s teacher?

step 2. reading for general understanding

1. where did the writer’s teacher annie grow up?

------ in a children’s home and an institution for the blind.

2. what did annie help the writer to do?

------ to understand words, to get information from books that were not printed in braille, and to speak.

step 3. comprehension

1. workbook

2. paper comprehension

reading comprehension for unit 17 lesson 66 ( 3a ) cccdc dbabd d

1. annie entered an institution to learn braille ___.

a. in 1866 b. in 1876 c. in 1880 d. in 1872

2. which of the following is true about braille?

a. it was annie who invented braille.

b. it is special writing system for both the blind and the deaf.

c. blind people can read by touching raised points on paper.

d. annie helped to develop the writing system.

3. why did annie decide to go to stay with helen?

a. because she needed a highly paid job.

b. because she was deaf-blind herself and sympathized (同情) with helen.

c. because it was the very job she had expected.

d. because she was deeply moved by the letter from helen’s dad.

4. annie did not help helen keller to ___.

a. understand words

b. read books printed in braille

c. learn how to speak

d. develop the writing system of braille

5. which is true about the period when annie worked as helen’s teacher?

a. the disabled were all well educated

b. a god many books were printed in braille.

c. few people realized the hidden strength in blind people

d. many deaf-blind children had the chance of being taught to speak like normal people

6. annie would praise helen when she ____.

a. decided to go to college

b. had a very difficult time

c. understood the meaning of words

d. did things as well as a normal person

7. braille is a ____.

a. book for blind people

b. kind of printing for blind people to read

c. copy of reading for the deaf and the blind

d. book for the teacher of the blind people

8. annie learned braille because ___.

a. she had been sent to study in an institution for the blind

b. she wanted to teach the blind people

c. she wanted to be the writer’s teacher

d. she loved the blind people

9. how did annie treat the girl?

a. she always pitied and praised her.

b. she treated her with much care, great patience and encouragement.

c. she treated her just like normal child.

d. she treated her with imagination.

10. how did annie teach the girl?

a. she spelled words into the girl’s hand.

b. she put the girl’s hands in her face and let the girl feel the movements of her lips and throat.

c. she let the girl hear her voice.

d. both a land b.

11. what words that annie said helped the girl to be successful all through her life?

a. never fail.

b. never be disappointed.

c. never forget to read braille.

d. keep on beginning.

step 4. note making

1. what did annie learn to do?

----to read/ learn braille, teach deaf-blind children (and spell out words by hand.)

2. what did annie teach the writer?

skills: understand words, read braille; speak

ideas: blind people should be treated like normal human beings; keep on trying until you succeed.

step 5. writing

story telling------ write a passage according to these pictures. you may begin like this:

ann sullivan was born in 1866 and became an orphan when she was young. she spent her childhood in a children’s home. then she went to an institution for the blind. there she learnt…braille and studied the teaching of deaf-blind children. one day the head of the institution for the blind handed over a letter to ann. the letter came from helen keller’s parents. they wanted to invite a teacher for helen. ann was glad to accept the invitation. ann taught helen by asking her to touch the teacher’s face, throat and lips so as to know the meaning of the words and to form speech. later, helen could say “mother” , which made her parents very happy. in the school, ann sat beside helen in every class during her school years. she spelled out for her the things that the teachers taught, because most books were not printed in braille at that time.

lesson 65~66 my teacher

i. describe the life of annie sullivan using information from the text.

1. date of birth

2. her childhood

3. her education

4. how she became the writer’s teacher

ii. describe how annie sullivan taught the little girl .

1. how did the little girl learn her first word?

2. what had annie done in order to teach the little girl some water?

3. how did annie teach the little girl to laugh, to jump and so on?

4. what did annie encourage the little girl to do and how did annie help her?

i. suggested answers

1. annie was born on april 4th, 1866.

2. her family was very poor. when she was eight years old, her mother died and her father disappeared two years later. annie, together with her brother, was sent to a children’s home. but unfortunately, her brother died there later.

she was fourteen, she left the children’s home and entered an institution for the blind. there, she learnt braille, which is a kind of printing that blind people can read by touching groups of raised points that are printed on paper.

4. one day the school where annie was received a letter. the letter asked for a teacher for a seven-year-old girl who at the age of 19 months had become deaf and blind. annie considered this was just the kind of demanding job she wanted.

ii. suggested answers

1. it happened that one day the little girl was holding a jar while annie pumped water. as the water flowed onto the little girl’s hand, annie kept spelling w-a-t-e-r onto the girl’s other hand with her fingers. suddenly the little girl understood!

2. many times annie had tried to spell words into the little girl’s small hands in order to teach her some words.

3. one day annie came into the girl’s room laughing happily. then she put the girl’s little hand on her face and spelled l-a-u-g-h. then annie touched the girl lightly on her arm and made her burst into laughter. next annie took the girl by the hand and taught her how to jump. she then immediately spelled the word j-u-m-p for the girl.

4. annie encouraged her when the little girl made up her mind to go to college. at school, annie sat beside her in every class. she spelled out for the little girl the things that the teachers taught. annie herself read the books to her by spelling into her hand what was written in the books.

lesson 65~66 my teacher ( language points )

aims and demands:

grasp the important language points

importance and difficulty: let the ss know the usage of them

teaching aids: some slides

teaching procedure:

step 1. language points:

fill in the blanks:(lesson 65~66)

1. some people thought the writer was simple-minded because she was deaf and blind.

2. being a born teacher she could turn a deaf-blind person into a useful human being.

3. i understood what the teacher was doing. that mean: the teacher reached my understanding.

4. i reached out to annie’s hand to beg for new words.

5. she touched me lightly on the arm and made me burst into laughter.

6. my teacher took me by the hand and taught me how to jump.

7. she also brought me into/in touch with everything that could be felt---- soil, wood, silk.

8. as i look back upon these years, i am struck by annie’s wisdom.

9. later, an operation helped her to get back part of her sight, but she remained at the institution for six years more.

10. annie considered this was just the kind of demanding job she wanted.

11. annie was among the first to realize that blind people never know their hidden strength until they are treated liked normal human beings.

never …until 只有… 之后才，比 not … until 的否定意味更强

12. i owe thanks to annie for this priceless gift of speech.

13. my teacher’s gifted instruction lived on after her death.

14. annie often said, no matter what happens, keep on beginning.

step 2. language points ( on the bb )

1. simple-minded 头脑简单的

absent-minded 心不在焉的

noble-minded 思想高尚的

small-minded 气量小的

2. a born teacher 一位天生的老师

3. reach one’s understanding 达到、触及

reach out ( one’s hand ) for sth. 伸手去够、、、

4. burst into laughter

burst out laughing

5. take sb. by the hand

touch sb. on the arm

hit sb. on the head

hit sb. in the face

v. sb. on/ in / by the part of a body

6. bring…… into / in touch with 使、、、触摸，使、、、接触

7. look back upon / on

8. strike –struck – struck 给、、、印象

strike –struck –stricken

9. get back return to a former condition 恢复

come back 回来

move backwards or away 后退

regain 收回

10. for six years more

for six more years

for another six years

11. a demanding job 要付出努力的工作

12. not …….until 直到、、、才

never ……until 只有、、、之后才

13. owe……to sb 欠某人某物（钱，债）

owe thanks to sb. for sth. 归功于、、、对、、、感激

14. live on 继续存在，流传下去

live on sth. 以、、、为食

15. no matter ……

16. keep on doing 不可接表示静止状态的-ing形式

keep doing

(it’s not allowed to say keep on waiting / sleeping/ sitting)

step ce ----- exercises

fill in the blanks with a proper word ( lesson 65~ 66)

1. beethoven was gifted in music, so he was thought to be a born musician.

2. he reached out and took down a dictionary from the shelf.

3. the boy reached out his hand for an apple.

4. at last they reached a decision. ( an agreement )

5. when she arrived home, she began to do cooking.

6. she touched the baby lightly on the arm in order to make her burst into laughter.

7. the stone hit him on the head, and he was sent to hospital at once.

8. this can bring me into / in touch with many workers.

9. her love of music brought her into touch with the pop. star.

10. as we looked back upon the school years we spent together , we were very excited./we were filled with excitement.

11. he looked back upon / on his childhood with mixed feelings.

12. all of us were struck by the professor’s speech.

13. the performance of the singers struck the audience greatly.

14. she has got her strength back after her illness.

15. i will get back at 7 o’clock this evening.

16. i decided to get back the dictionary.

17. i need five minutes more to finish the job.

i need five more minutes to finish the job.

i need another five minutes.

18. although this was a demanding job which others were unwilling to do, she didn’t refuse it.

19. don’t get off the bus until it stops. 停车之前不要下车。

never get off the bus until it stops. 停车之前千万不要下车。

20. ----how much did you owe to the american couple? shall i pay it for you?

---- thank you. i can manage it myself.

21. we all owe our happy life to the party.

22. this custom will live on for centuries.

23. leifeng is dead, but he will live on in the hears of the people forever.

24. no matter what you do, do it well.

25. don’t give up , keep on trying.

26. the teacher kept on asking the students questions until the bell rang.

27. he caught such a bad cold that he kept coughing all morning.

homework :do the workbook exercises

最新单元设计教学培训心得体会总结一

最新单元设计教学培训心得体会总结二

最新单元设计教学培训心得体会总结三

最新单元设计教学培训心得体会总结四

最新单元设计教学培训心得体会总结五

单元设计教学培训心得体会总结单元设计教学培训心得体会总结怎么写(五篇)

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单元设计教学培训心得体会总结 单元设计教学培训心得体会总结怎么写(五篇)

最新单元设计教学培训心得体会总结一

最新单元设计教学培训心得体会总结二

最新单元设计教学培训心得体会总结三

最新单元设计教学培训心得体会总结四

最新单元设计教学培训心得体会总结五

单元设计教学培训心得体会总结 单元设计教学培训心得体会总结怎么写(五篇)

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单元设计教学培训心得体会总结单元设计教学培训心得体会总结怎么写(五篇)

单元设计教学培训心得体会总结单元设计教学培训心得体会总结怎么写(五篇)